Let us take a few famous individuals like Mahatma Gandhi, and Mother Teresa. These individuals, who have contributed to society, are psychologically stable. One of their notable characteristics is that they have a strong and well developed conscience. Their thinking, saying and doing were on the same level, that is, they had an integrated personality.Mahatma Gandhi thought that truth would always triumph; so he spoke only truth. He further carried out what he spoke. Likewise, Mother Teresa thought for the poor and the sick. She spoke for their welfare and she dedicated her entire life for them. Thus many famous people all over the world, contributed to the welfare of society. AH of them arc known for their integrity. Such well integrated people can contribute to the growth or development of society.

To achieve this integrity, each individual should develop all the skills which he/she is capable of, and in the long run, these individuals become psychologically competent to lead a healthy life. Ultimately they gain social competence as well, and their contribution, to society at large, becomes significantly noticeable. The present lesson deals with self control and moral development.

• explain what is self control and lijst out the various methods of development of self control and;

• explain what morality is and give different methods of moral development.

1. Performing a task : the action taken to solve a specific problem.
2. Self-monitoring of performance and outcome : the actual observation and recording of the action taken.
3. Self-evaluation : the individual revises his or her beliefs in self efficiency or competence.
4. Self reinforcement : this means that the individual acknowledges and approves of accomplishment which may lead to a tangible reward or a positive self-statement.

Following is an example where a child is taught to remain calm and to take control of a difficult situation and not get provoked to react.

1. Prepare for provocation : teach the child to anticipate difficult situations and tell him not to get provoked into an adverse response.
2. Confront the difficulty : through imagination, play-acting or rehearsal, the child could be taught to confront the provocation but at the same time be in control so that desirable response follows.
3. Cope with provocation : the child is made aware of the physical response to confrontation like tightening of the muscles and rising .fear or anger and this will be followed by teaching simple tasks such as "count one to twentybefore you say or do anything" as coping skills.
4. Reflect on consequences : the child is taught to think about the outcome of handling the provocation, whether positive or negative. The child is also encouraged to become more reflective about himself, others' responses and Other consequences by keeping a diary, talking to friends, parents and generally becoming more aware of the possibilities of self control.

There is yet another self control method called "Self Instruction Training" (SIT). This focusses on the development of major skill areas emphasizing "self-talking" responses. The steps are given below :

1. teach problem identification
2. teach self interrogation skills
3. teach attention - focussing and appropriate responding skills.
4. teach self-reinforcement skills so that the youngster evaluates his own responses and rewards the adaptive ones.
5. self correction and coping options enable the youngster continuously to monitor his behaviour, evaluate alternatives and arrive at optional solutions.

Take the following as an illustration:

1. Problem Identification : You cannot sit to read.
2. Interrogation Skills : Since when have you had this difficulty ? At what times of the day does this happen to you ? Is it related to any subject ?
3. Attention :

1. sit for only 30 mins at a time;
2. take rest for five minutes by going away from the books and doing what you like (e.g. chatting with your mother, listening to the radio, etc.)
3. return to reading and voluntarily draw your wandering attention to the reading.

1. Self Reinforcement :

1. Reward yourself when you have achieved undistracted reading for some time with "I could do this for 10 mins, I can do it for twenty mins. now" or reward yourself with what you like to do most when you achieve the goal after a few days. On the other hand, if you get distracted even after your efforts, punish yourself by denying what you like doing most e.g, watching your favourite TV serial.

(5) Self correction and coping options : Correct yourself when y6u do what is not desired. Eg. in this case, when you get distracted, attempt focussing back on your work. Cope with the distractions by perhaps changing your place of reading e.g. go to a quieter place than in library.

Thus, self control procedures can be used for self improvement.

Moral reasoning, passes through three different levels, namely

1. pre-conventional,
2. coventional, and
3. post conventional levels.

In the pre-conventional level, the reasoning is somewhat self-centred and it focusses on the personal consequences of the individual's behaviours. Then in the conventional level, reasoning fits what is considered, acceptable moral rules. Later during adolescence, the individuals enter the post conventional level in which they rely on abstract principles.

The following table describes the stages of moral development as envisaged by Kohlberg and his associates.

Stage One : moral judgement is based on obedience and punishment. Actions which demonstrate obedience to authority and allow the individual to avoid punishment are viewed as "good".

Stage Two : Actions which satisfy the individual's n!eed6'are viewed as "good" while thoae which do not, are viewed as "bad"

Stage Three : Actions which are approved of by others are viewed as "good" and those which are disapproved of are labeled as "bad".

Stage Four: Actions through which an individual "does his or her duty" or which show respect for law and authority are viewed as "good". Actions which violatettaa-sense of duty are viewed as "bad".Actions which are consistent with the rights and well-being of others are viewed as "good". Those which violate such rights or harm others are seen as "bad".

Stage Five : Actions which are consistent with an individual's self-chosen standards of justice are viewed as "good". Actions which are not consistent with such standards are viewed as "bad".

Stage Six : Action which are consistent with an individual's self-chosen standards of justice are viewed as "good". Actions which are not consistent with such standards are viewed as "bad".

List out the persons responsible for your moral development.

Prosocial behaviour is behaviour which benefits another person like cooperation, sharing, helping when others are in distress. Children pass through 4 predictable stages in the development of empathy which makes prospcial behaviour possible.

In the first stage infants have difficulty in differentiating self from others. They cry when others cry and they laugh when others laugh. After one year they gradually develop a sense of self as different from others and at that point they-enter the second stage characterized by egocentric thinking. They -help" the other person in ways that they themselves would want to be helped. Then comes the third stage during which children show situation—specific empathy. Finally when they reach the fourth stage they come to relate their expression of distress to others when others are also in distress. Infact in the fourth stage, only appropriate exhibition of empathy is demonstrated, get emotional support from those who show appropriate empathic reaction.

Children can leam helping behaviour by imitating others. Opportunities for responsibility taking, role playing, reinforcing desirable behaviour as and when it occurs will strengthen the development of prosocial behaviour.

Anti social behaviour is characterized by truancy, delinquency, theft, vandalism and other forms of violation of common social rules. In some cases of antisocial behaviour the causal factors may be more personal than environmental, whereas in other cases it is vice versa. However there is always a mixture of both personal and environmental influences, in varying proportions, on individuals who indulge in antisocial behaviour.

Psychological management of antisocial behaviour would include counselling and guidance for coming out with socially constructive behaviours, assertiveness training or social skills training which will enable them to shed aggressive behaviour or channelize the aggressive behaviour into something constructive that would benefit society.

• Self control is a process by which an individual learns to regulate one's own behaviour in a manner maximally rewarding or satisfying.
• Chain smoking, over eating, compulsive behaviour are some of the responses which can be modified by self control.
• Self Instruction Training (SIT) is one of the methods of self control. It emphasizes the importance of self talking.
• The foundation for moral development is laid when ethical be lies are internalised. Jean Piaget, Kohlberg are well known among the theorists who put forth their views on moral development.
• Prosocial behaviour is a response which benefits fellow members .of society in their development which is turn enables society to grow and develop in the positive direction. Antisocial behaviour is an act which hinders the well being and development of society.

1. How will you apply the procedure of self-control to any problem condition ? Illustrate with an example.
2. How does morality develop ?

1. Self sontrol is a process of learning to regulate one's own behaviour in such a way that it maximally rewards or satisfies the individual concerned.
2. Cigarette smoking, thumb sucking.

1. Resolution of inner conflicts
2. not mentioned
3. Three.

1. Cooperation,
2. Role playing and modelling.
3. Stealing, promiscuity, delinquency.

1. The general procedure of self control includes four steps namely

1. performance of a task-let us take the example of an alcoholic addict as an example here. He must be taught to anticipate difficult situations, but he must be asked not to get provoked into an adverse response like drinking alcohol or any behaviour that would ultimately lead him to become aggressive or anxious, etc.
2. self monitoring of performance and outcome—the alcoholic client may monitor his own reactions and through imagination or play acting (role play) he could be taught to confront the provocation and leam to maintain perfect control over his reaction.
3. self evaluation—here the individual evaluates his own behaviour and learns to cope with provocation through self talk ; like "At any cost I will refrain myself from drinking" or "I will maintain total abstinence from drinking" etc.
4. self-reinforcement—the individual acknowledges and approves of his accomplishment which may lead to a positive self-statement like "I am capable of maintaining total abstinence".

2. Morality develops from the resolution of inner conflicts. Moral concepts evolve in a child from an early age when the child is being socialized by parents, teachers and other well wishers. Always in the beginning, the consequences of every set of responses would determine the future course of action. Acts which yield positive outcome are regarded as "good" while those which yield negative outcome are considered "had". This objective moral orientation later the intentions behind various actions. This is how morality develops from childhood, as per Jean Paiget.