Conduct Disorder
Conduct Disorder
Definition of Pro-social behavior:
Pro-social behavior refers to “voluntary actions that are intended to help or benefit another individual or group of individuals”. (Eisenberg and Mussen 1989, 3)
This definition refers to consequences of a doer’s actions rather than the motivations behind those actions.
These behaviors include a broad range of activities: sharing, comforting, rescuing and helping.
Development from pro social behavior and morality:
Pro social behavior is when a child sacrifices his or her self interest for another; sharing toys, helping. As the child gets older with age his pro social behavior increases. The child is able to distinguish between self and another and they can empathize with another.
A child at the age of two develops observation and sensitivity to suffering and needs of others. They are still largely dependent on educators say and peers reproduction in short, what is socially desirable.
During the early school age pro social behavior develops more and more a personality trait. Other school going children perceive and describe pro social characteristics as, “He is helpful”, “He holds accounts with others”.
Early moral development involves a process called internalization, which means behaving according to parental standards, rules, and values without external monitoring and constant reminders. This process, sometimes referred to as the formation of a conscience, requires that the child experience moral emotions, understand the community’s moral code, and be able to take appropriate actions to either inhibit bad behavior or enact good behavior (Aksan & Kochanska,2005)
A pro social behavior depends on various factors: a secure attachment promotes development (Van Ijzendoorn 1997). In addition, it’s evolutionary and biological aspects (De Waal 1996), learning process (example of see and be rewarded for good behavior) and social cognitive aspects of interest. Shame and guilt are concepts associated
Definition of Pro-social behavior:
Pro-social behavior refers to “voluntary actions that are intended to help or benefit another individual or group of individuals”. (Eisenberg and Mussen 1989, 3)
This definition refers to consequences of a doer’s actions rather than the motivations behind those actions.
These behaviors include a broad range of activities: sharing, comforting, rescuing and helping.
Development from pro social behavior and morality:
Pro social behavior is when a child sacrifices his or her self interest for another; sharing toys, helping. As the child gets older with age his pro social behavior increases. The child is able to distinguish between self and another and they can empathize with another.
A child at the age of two develops observation and sensitivity to suffering and needs of others. They are still largely dependent on educators say and peers reproduction in short, what is socially desirable.
During the early school age pro social behavior develops more and more a personality trait. Other school going children perceive and describe pro social characteristics as, “He is helpful”, “He holds accounts with others”.
Early moral development involves a process called internalization, which means behaving according to parental standards, rules, and values without external monitoring and constant reminders. This process, sometimes referred to as the formation of a conscience, requires that the child experience moral emotions, understand the community’s moral code, and be able to take appropriate actions to either inhibit bad behavior or enact good behavior (Aksan & Kochanska,2005)
A pro social behavior depends on various factors: a secure attachment promotes development (Van Ijzendoorn 1997). In addition, it’s evolutionary and biological aspects (De Waal 1996), learning process (example of see and be rewarded for good behavior) and social cognitive aspects of interest. Shame and guilt are concepts associated