Early Adolescence and Prosocial/Moral Behavior II:

Abstract

This is the second installment of the special issue on prosocial and moral development in early adolescence. This issue focuses on social and contextual processes in young adolescents’prosocial and moral behaviors. In this introductory article, a brief review of the research on parents or family, peers, school environment, culture, and nationality as correlates of prosocial and moral development was presented. The research indicates that the social context plays an important role in prosocial and moral development. However, research on the social and contextual correlates of prosocial and moral development in early adolescence is at an embryonic stage. Research is needed that integrates analyses of individual and social contextual processes to fully understand prosocial and moral development. Moreover, more sophisticated design and assessment procedures and research with racially or ethnically diverse samples are needed. It is hoped that researchers focus more attention on the positive processes and behaviors associated with the various social contextual transitions in early adolescence.

Interpersonal Callousness Trajectories Across Adolescence

“…This finding is consistent with prior longitudinal research indicating that a supportive parent-child relationship characterized by reciprocal cooperation and shared positive affect is associated with morality development in early childhood (Fowles & Kochanska, 2000;Kochanska, 1997;Kochanska & Murray, 2000;Laible & Thompson, 2002). This mutually responsive relationship is believed to increase children's receptiveness to maternal socialization and to enhance their willingness to adopt prosocial values (Carlo et al, 1999). For example, parents who facilitate discussions about the impact that their children's actions have on others are more likely to have children who internalize prosocial beliefs (Laible & Thompson, 2002).…”

“…Research studies suggest that prosocial peers may have a positive influence during adolescence, including promoting the formation of beliefs emphasizing the importance of helping those in need, doing well in school, and maintaining supportive relationships (for review, see Carlo, Fabes, Laible, & Kupanoff, 1999). However, we know of no studies that have examined the relation between prosocial peers and IC during adolescence.…”

“…Although this study examined crosssectional associations, the authors speculated that affiliating with antisocial and violent peers could desensitize youth to the suffering of others and lead to the development of a callous interpersonal style. However, longitudinal studies examining the influence of deviant peers on changes in IC during adolescence are needed.Although research on the socializing influence of peers has historically focused on negative peer characteristics, it is also possible that prosocial peer relationships may protect adolescents from developing or maintaining an interpersonally callous style over time.Research studies suggest that prosocial peers may have a positive influence during adolescence, including promoting the formation of beliefs emphasizing the importance of helping those in need, doing well in school, and maintaining supportive relationships (for review, see Carlo, Fabes, Laible, & Kupanoff, 1999). However, we know of no studies that have examined the relation between prosocial peers and IC during adolescence.…”

Trajectories of prosocial behaviors conducive to civic outcomes during the transition to adulthood: The predictive role of family dynamics☆

“…The quality of childeparent interactions has been viewed as a contributor to individual differences in prosocial behavior during childhood (e.g., Knafo & Plomin, 2006; see Eisenberg et al, 2006); less attention has been paid to the role of family processes in prosocial development during adolescence and the transition into adulthood (see Carlo, Fabes, Laible, & Kupanoff, 1999). Adolescence often is viewed as a period of increasing detachment from the family in which the role of friends and the peer group is more prominent than the influence of parents.…”

Desarrollo y Estudio Psicométrico de una Escala para Evaluar Conducta Prosocial en Adolescentes

“…En este sentido, el ámbito escolar cumple una función importante como agente de socialización, constituyendo un entorno de aprendizaje óptimo, en el que los niños y adolescentes pueden ser educados en valores prosociales (Greenberg, Weissberg, O'Brien, Zins, Fredericks, Resnik, & Elias, 2003). Teniendo en cuenta que el comportamiento prosocial es una característica relativamente maleable, puede ser fomentado adecuadamente a través de acciones educativas apropiadas (Carlo, Fabes, Laible, & Kupanoff, 1999).…”