Moral Development Theory and Bullying
SOCW‑6200‑1 Human Behavior in the Social Environment I
Topic: Moral Development Theory and Bullying
1. Introduction
Human Behavior in the Social Environment (HBSE): Explores how individuals develop within social contexts, focusing on psychological, social, and cultural influences.
Moral Development Theory: Provides frameworks for understanding how people distinguish right from wrong, make ethical decisions, and develop empathy.
Bullying: A social problem involving repeated aggressive behavior intended to harm, intimidate, or exert control over others.
Connection: Moral development theory helps explain why some individuals engage in bullying, why others resist it, and how interventions can foster prosocial behavior.
2. Major Theories of Moral Development
a) Piaget’s Theory
Stages:
Heteronomous Morality (ages 4–7): Rules are fixed, handed down by authority.
Autonomous Morality (ages 10+): Rules are flexible, based on mutual respect and fairness.
Relevance to Bullying: Younger children may see bullying as acceptable if authority does not intervene; older children begin to recognize fairness and empathy.
b) Kohlberg’s Stages of Moral Development
Preconventional Level:
Stage 1: Obedience and punishment orientation.
Stage 2: Individualism and exchange (self‑interest).
Conventional Level:
Stage 3: Good interpersonal relationships (seeking approval).
Stage 4: Maintaining social order (law and authority).
Postconventional Level:
Stage 5: Social contract and individual rights.
Stage 6: Universal ethical principles.
Bullying Implications:
Bullies often operate at lower stages (self‑interest, power).
Bystanders may remain passive at conventional stages (conformity).
Anti‑bullying advocates often reflect postconventional reasoning (justice, rights).
c) Gilligan’s Ethics of Care
Focus: Emphasizes relationships, empathy, and responsibility to others.
Application: Bullying prevention requires nurturing empathy and care, not just rule enforcement.
3. Bullying: Definition and Types
Definition: Intentional, repeated aggression involving a power imbalance.
Forms:
Physical (hitting, pushing).
Verbal (insults, threats).
Relational (social exclusion, rumor‑spreading).
Cyberbullying (digital harassment).
Impact: Victims may suffer anxiety, depression, academic decline, and social withdrawal. Bullies may develop antisocial patterns, delinquency, or poor peer relationships.
4. Moral Development and Bullying Dynamics
Bullies: Often lack empathy, operate at preconventional stages, and prioritize self‑interest or dominance.
Victims: May internalize blame, struggle with self‑worth, and feel powerless.
Bystanders: Moral disengagement can lead to silence or complicity.
Interventions: Raising moral reasoning levels can reduce bullying by fostering empathy, fairness, and responsibility.
5. Moral Disengagement in Bullying
Mechanisms:
Justifying harmful behavior (“It’s just a joke”).
Diffusion of responsibility (“Everyone does it”).
Dehumanization of victims.
Social Work Role: Challenge moral disengagement, promote accountability, and encourage empathy.
6. Social Work Practice Applications
Assessment: Identify moral reasoning stage of clients involved in bullying.
Intervention Strategies:
Promote empathy through role‑playing and perspective‑taking.
Encourage prosocial norms in schools and communities.
Implement restorative justice approaches.
Empower victims with coping skills and support networks.
Policy Advocacy: Push for anti‑bullying legislation, school programs, and community awareness campaigns.
Ethical Responsibility: Social workers must uphold dignity, challenge oppression, and foster safe environments.
7. Cultural and Environmental Considerations
Culture: Norms around aggression, authority, and conflict resolution influence bullying.
Socioeconomic Factors: Poverty, stress, and community violence can exacerbate bullying behaviors.
Technology: Cyberbullying expands reach and anonymity, requiring new interventions.
Intersectionality: Race, gender, sexual orientation, and disability status affect vulnerability to bullying.
8. Prevention and Intervention Models
School‑Based Programs: Emphasize empathy training, peer mediation, and clear anti‑bullying policies.
Community Approaches: Engage parents, youth groups, and local organizations.
Individual Counseling: Cognitive‑behavioral therapy, social skills training, and moral reasoning development.
Restorative Practices: Focus on repairing harm, accountability, and reconciliation.
Strengths‑Based Approach: Build on protective factors such as supportive relationships and resilience.
9. Contemporary Issues
Cyberbullying: Requires digital literacy, monitoring, and online safety education.
Globalization: Cultural differences in bullying definitions and responses.
Public Health Perspective: Bullying as a risk factor for mental health disorders and violence.
Social Justice Lens: Address systemic inequalities that perpetuate bullying and marginalization.
10. Conclusion
Moral development theory provides a lens to understand bullying behaviors, victim responses, and bystander actions.
Social workers play a critical role in promoting moral growth, empathy, and justice.
Effective interventions require integrating theory, practice, and advocacy to create safe, inclusive environments.
Quiz (15 Questions)
Multiple Choice
Which stage of Kohlberg’s theory is most associated with self‑interest and exchange? a) Stage 1 b) Stage 2 c) Stage 3 d) Stage 4
Piaget’s heteronomous morality stage views rules as: a) Flexible and negotiable b) Fixed and handed down by authority c) Based on empathy d) Irrelevant to behavior
Which form of bullying involves spreading rumors and social exclusion? a) Physical b) Verbal c) Relational d) Cyber
Gilligan’s ethics of care emphasizes: a) Punishment b) Empathy and relationships c) Law and order d) Self‑interest
Moral disengagement in bullying often includes: a) Empathy training b) Dehumanization of victims c) Restorative justice d) Social contract reasoning
True/False
Bullies often operate at postconventional stages of moral reasoning. (False)
Cyberbullying is limited to face‑to‑face interactions. (False)
Restorative practices focus on repairing harm and accountability. (True)
Victims of bullying may experience anxiety and depression. (True)
Bystanders always intervene to stop bullying. (False)
Short Answer
Explain how Kohlberg’s conventional level influences bystander behavior in bullying situations.
Identify two protective factors that reduce vulnerability to bullying.
Describe how cultural norms can shape bullying behaviors.
What role does moral disengagement play in sustaining bullying?
SOCW-6200-1 Human Behavior -Soc Env I-Summer 2025
Moral Development Theory and Bullying
Bullying has been a problem for as long as adolescents have had to navigate the social landscape. In the past, however, bullying could be confined to confrontations within the school day. Now, with social media, texting, and email, bullying extends outside of the school space. It can be pervasive, multimodal, and even anonymous, with the potential to “go viral.” What does this mean for adolescents, for their sense of self and their moral development?
In this Discussion, you analyze the phenomenon of bullying through the lens of a moral development theory. You also consider the evolution of bullying due to modern technology.
BY DAY 3 (Please write out the sub headings)
To Prepare:
Review this week’s Learning Resources on social development in adolescence and bullying.
Review pages 333–338 of the course text on moral development theories and select one to use for this Discussion.
By Day 4
Post an explanation of one moral development theory and its connection to the act of bullying. Be sure to frame your explanation within the context of cyber and other bullying that persists in social media and communication technologies that adolescents use. Also explain how bullying has changed and how it has remained the same in light of modern technology. Please use the Learning Resources to support your analysis.
( Please write out the sub headings)
Support your post with examples from the course text and any other resources used to respond to this Discussion. Demonstrate that you have completed the required readings, understand the material, and are able to apply the concepts. Include a full reference of resources at the bottom of the post.
Course book
Empowerment Series: Understanding Human Behavior and the Social Environment 11TH 19
Author: Zastrow, Charles
ISBN-13: 978-1-337-55647-7
ISBN-10: 1-337-55647-5
Edition/Copyright: 11TH 19
Publisher: Cengage Learning
Resources
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
oChapter 7, “Psychological Development in Adolescence” (pp. 320–360)
Review pp. 333–338 on moral development theories.
o“Chapter 8, “Social Development in Adolescence” (pp. 361–409)
Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomesLinks to an external site.. School Psychology Review, 46(3), 288–303. doi:10.17105/SPR-2016-0004.V46-3.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullyingLinks to an external site.. School Psychology Review, 46(1), 42–64.
Required Media
Walden University, LLC. (2017–2021). Southside Community Services: Amy, episode 1 [Video file]. Walden University Blackboard. https://waldenu.instructure.com
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