Introduction and Chapter 1: Human value Development B.

An ethical code for my career path is not listed in the books appendix, therefore I would do everything within my power to follow the rules in the employee handbook to abide by the companys guidelines, and if the company is violating certain rules, I would follow state and federal guidelines. C. In many specialty practices where patients form a bond with their providers, for example a patient who sees a therapist/psychologist on a regular basis, these policies may be amended from no gifts to no extravagant gifts (not over $25) to not offend the patient. I recently discussed this issue with my pregnant psychologist. I was afraid to bring her a card with a gift card to Babies-R-Us, I was informed that her office, along with many others in that field, will accept small gifts so they do not offend the patient. 1. Needs are what motivates our actions according to Maslow. Values are selfimposed principles based on those needs. 2. Massey, Kohlberg, Gilligan, Piaget Massey We are programmed by events in our early development. Kohlberg Value development is tied to cognitive and psychomotor development. Gilligan Focused on the distinction of male and female value development. Piaget Value development is tied to cognitive and psychomotor development. 3. Kohlberg found that females hit a plateau when it comes to value development, and they tend to have a need to please others rather than being true to their own moral compass. Gilligan challenged this and found that males played more complicated games and settled disputes with arguments, while females played less complicated games and ended the game when a dispute arose. 4. Kohlbergs Model Level 1. Pre-conventional Morality Stage 1: Reward and Punishment How can I avoid punishment? Stage 2: Individualism and Exchange Whats in it for me? Level 2. Conventional Morality Stage 3: Good Boy/Good Girl Seeking approval of others Stage 4: Law and Order Focus on rules, social order. Girl/Boy Scouts prevalent. Level 3. Post-conventional Morality Stage 5: Social contract and Individual rights Democratic thought processes

Stage 6: Universal principles Personal commitment to principles of equal rights, social justice, and basic dignity of all people. 5. Kohlberg thought that women did not progress past stage 4 and that their values were focused more on pleasing others. Gilligan argues that males and females simply take different paths to achieve these values. 6. Masseys Value Cohorts 1. Traditionalists - received value programming based on the events of the 30s and early 40s. Family structure was extended; identified roles remain in place for traditionalists. Traditionalists actions are based upon the recognition of authority and observe a legitimate chain of command. Whatever was done without when growing up now is important which results in a certain level of materialism. 2. In-betweeners - formed their views in the late 40s and 50s. In-betweeners tend to accept regulations, but also make calculating assessments in regard to personal needs. Although they may be more like traditionalists at work, their homes and life styles are more informal. In-betweeners, true to their name, often seem to shift between conformity and experimentation. 3. Challengers (mid 1960s mid 1970s) are products of wealth and power. Being such, they freely challenge authority and social values, devalue the world of abundance, and demand participation and personal consideration. 4. Synthesizers (1980s and onward) are more conservative than challengers. They see a finite and shrinking world where the future will hold less for them in both qualitative and quantitative senses. Synthesizers see the "system" as a problem and as a solution. They accept role of adapting to change more than the other three.