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LECTURE FINAL TOPIC
CASAGRA TRANSFORMATIVE
LEADERSHIP MODEL
SISTER CAROLINA S. AGRAVANTE
● Has Bachelor’s Degree in Nursing in St.
Paul College Manila in 1964
● Master’s Degree in Nursing Education in
Catholic University of America in 1970
● Doctoral degree in nursing in university of
the Philippines Manila on April 2002
● CASAGRA transformative leadership model
● Derived CASAGRA theory from her name
● “Focus on the type of leadership in
nursing that can challenge the values of
the changing world…”
MAIN PROPOSITIONS
● CASAGRA transformative leadership is a
psycho-spiritual model, was an effective
means for faculty to become better teachers
and servant-leaders
● Care complex is a structure in the
personality of the caregiver that is
significantly related to the leadership
behavior
● The CASAGRA servant-leadership formula
is an effective modality in enhancing the
nursing faculty’s servant-leadership
behavior
● Vitality of Care Complex of the nursing
faculty is directly related to leadership
behavior
KEY CONCEPTS!!
● CASAGRA model have concepts of
leadership from a psycho-spiritual point
of view, designed to lead to radical
change from apathy or indifference to a
spiritual person.
● Servant-leader formula has three
concepts of the CASAGRA
transformative leadership model,
namely:
1. The care complex primer
2. A retreat-workshop on Servant-
leadership
3. A seminar-workshop on Transformative
Teaching for nursing faculty
● Special expertise is the level of
competence in the particular nursing
area that the professional nurse is
engaged in
● Retreat-workshop is the spiritual
exercise organized in an ambience of
prayer where the main theme is the
contemplation of Jesus Christ as a
Servant-leader
● Transformative teaching (Reflective
teaching) an umbrella term covering
ideas, such as thoughtful instruction,
teacher research, teacher narrative, and
teacher empowerment.
● Care complex is the nucleus of care
experiences in the personality of a nurse
formed by a combination of maternal
care experiences, culture based-care
practices indigenous to a race and
people, and the professional training on
care acquired in a formal course of
nursing.
WHAT PROMPTED TO DO THE
THEORY?
● The present day demands in the nursing
profession challenge nursing educators
to revisit their basic responsibility of
educating professional nurses who are
technological, educational and social
changes happening in the Philippines
society today. The reopening of the
doors of foreign market to Filipino
nurses, migration made easy, attractive
salaries and benefits way beyond what
hospitals can afford to give
● Nursing education is faced with a new
concern that is globalization of nursing
services for the international market.
Therefore a need to develop
globalization of care with focus on
developing caring nurses
● The formation of new nursing leaders is
urgently needed; leaders with new
vision who will venture new traits and
who have gone through new formation
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in order to serve the society as
professional nurse
THREE-FOLD TRANSFORMATIVE LEADER
CONCEPT
1. Servant-Leadership Spirituality
● The servant-leader formula prescription
includes a spiritual retreat that goes
through the process of awareness,
contemplation, story telling, reflection,
and finally commitment to become
servant-leaders in the footsteps of
Jesus.
2. The Self-Mastery consists of a vibrant
care complex possessed to a certain
degree by all who have been through
formal studies in a care giving
profession such as nursing.
3. The Special-Expertise level is shown in
a creative, caring, critical, contemplative
and collegial teaching of the nurse
faculty who is directly involved with the
formation of the nursing.
MEANING OF THE THEORY
● Based on the study, the effect of the
CASAGRA Leadership model using the
servant leader model on the leadership
behavior of the nursing faculty, the care
complex in the personality of the nursing
faculty is highly correlated to their
leadership behavior. The care complex
is necessary given as a stimulant in the
performance of the leadership activities.
The leadership behavior of the faculty
after going to the servant leadership
formula was significantly higher in the
two-post test periods than during the
pre-test. It improved the leadership
behavior of the nursing faculty in both
groups.
● The conceptual framework is logical
because the variables are very well
explained on how transformative-
leadership model be applicable through
care complex, transformative teaching
servant-leader spirituality, and servant-
leader behavior.
● A person with dynamic care complex is
the cornerstone of nursing leadership.
According to care complex of Agravante,
caring personality rests on the
possession of a care complex within a
person as an energy source of caring.
● The framework explains and predicts the
continuous formation of nursing
leadership behavior in nursing faculty
that will eventually affect their teaching
function.
● Servant-leadership formula runs parallel
to the generic elements of the
transformative-leadership model.
● Transformative teaching is the guide
that desired for the modern educative
process designed to form the millennium
professional nurse.
● Expertise is the practice of caring and
proactive in face of challenges for the
profession go hand-in-hand. Education
and practice bring this about.
STRENGTHS AND WEAKNESSES
STRENGTHS
● It provided the task of the formation of
the nurse leaders at the baccalaureate
level so that the profession assured the
graduates possess the mind and heart
of a nursing leader who is of the nursing
profession.
● It can also be use in other educational
settings not just on nursing profession.
WEAKNESSES/LIMITATIONS
● CASAGRA transformative leadership
limits only on Roman Catholic and
Christians nursing educators; it did not
consider other religion to this study. In
the Philippines we have a variety of
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religion present. Every religion has its
own traditions and practices to be
considered.
● According to the study, the control and
study groups were selected from the
same faculty in the two schools, it is
highly possible that experience could
have been discussed casually in faculty
room and in some way must
contaminated the intervention.
PREPARE ME
HOLISTIC NURSING INTERVENTIONS
CARMENSITA ABAQUIN
● A nurse with Master’s Degree in Nursing
obtained from the University of the
Philippines College of Nursing
● An expert in Medical Surgical Nursing
with subspecialty in Oncologic Nursing,
which made her known both here and
abroad
● She had served the University of the
Philippines College of Nursing, as
faculty and held the position as
Secretary of the College of Nursing
BASIC ASSUMPTIONS AND CONCEPTS
PREPARE ME (HOLISTIC NURSING
INTERVENTIONS)
● Are the nursing interventions provided to
address the multi-dimensional problems
of cancer patients that can be given in
any setting where patients choose to be
confined. This program emphasizes a
holistic approach to nursing care.
PREPARE ME has the following
components:
1. Presence and Prayer – being with
another person during the times of need.
This includes therapeutic
communication, active listening, and
touch
2. Reminisce Therapy – recall of past
experiences, feelings and thoughts to
facilitate adaptation to present
circumstances
3. Relaxation-Breathing – techniques to
encourage and elicit relaxation for the
purpose of decreasing undesirable signs
and symptoms such as pain, muscle
tension, and anxiety
4. Meditation - encourages an elicit form
of relaxation for the purpose of altering
patient’s level of awareness by focusing
on an image or thought to facilitate inner
sight which helps establish connection
and relationship with GOD. It may be
done through the use of music and other
relaxation techniques
5. Values Clarification – assisting another
individual to clarify his own values about
health and illness in order to facilitate
effective decision making skills. Through
this, the patient develops an open mind
that will facilitate acceptance of disease
state or may help deepen or enhance
values.
● To Nursing… may be able to provide the
care that our clients need in maintaining
their quality of life and being
instrumental in “Birthing” them to
External life”
Identifying origins of the theory (what
prompted)
● The incidence of cancer has significantly
increased not only in the Philippines but
also worldwide
EXAMINE THE MEANING OF THEORY
1. Terminally-ill patients especially cancer
patients require holistic approach of
nursing in different aspects of man
namely the emotional, psychological,
social and spiritual. In this premise,
patients with incurable disease require
multidimensional nursing care to
improve quality of life
2. PREPARE ME nursing interventions are
effective in improving quality of life in
terminally-ill patients
3. Utilization of intervention as a basic part
of care given to cancer patients,
likewise, incorporation in the basic
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nursing curriculum in the care of these
patients. PREPARE ME must be
introduced and focus during training of
nurse both in academe and practice
4. Development of training programs for
care provider as well as health care
profession where intervention is a part of
treatment modalities
5. The nurse must be honest about the
feedback on his/her condition. Nurses
must do this so they would know what
the expectations of the patient and the
family in his dying days. This would help
the patient and family address the needs
of the patient in any manner possible.
(physical, emotional, and spiritual)
6. The nurse must help make a supportive
environment for the patient and his
family in his dying days. An environment
like this would promote dignity in his
days left thus helping the patient accept
his fate and help him/her be ready for
BASIC ASSUMPTIONS AND CONCEPTS:
the afterlife. The family is also guided in
this rough time addressing their grieving
process by instilling in them that death is
part of life
RETIREMENT AND ROLE
DISCONTINUITY MODEL
SISTER LETTY G. KUAN
● Sr. Kuan is a nurse with Master’s
Degree in Nursing and Guidance
Counseling.
● She also holds a Doctoral Degree in
Education. For her vast contributions to
the University of the Philippines College
of Nursing faculty and academic
achievements, she is now Professor
Emeritus, a title awarded only to a few
who met the strict criteria.
● She had two Master’s Degrees, MA in
Nursing and MS Education, Major in
Guidance Counseling, culminating in
Doctor of Education (Guidance and
Counseling).
● She has clinical fellowship and
specialization in Neuropsychology in
University of Paris, France (Salpetriere
Hospital). Neurogerontology in
Waterson, New York (Good Samaritan
Hospital) and Syracuse University, New
York.
● She authored several books giving her
insight in the areas of Gerontology, Care
of Older Persons and Bioethics.
● She is a recipient of the Metrobank
Foundation Outstanding Teachers
Award in 1995 and an Award for
Continuing Integrity and Excellence in
Service (ACIES) in 2004. Her religious
community is the Notre Dame de Vie
founded in France in 1932.
● As a former member of the Board of
Nursing, her legacy to the Nursing
Community is without a doubt,
indisputable.
“RETIREMENT AND ROLE
DISCONTINUITIES”
● Physiological Age is the endurance of
cells and tissues to withstand the wear-
and-tear phenomenon of the human
body. Some individuals are gifted with
strong genetic affinity to stay young for a
long time.
● Role refers to the set of shared
expectations focused upon a particular
position. These may include beliefs
about what goals or values the position
incumbent is to pursue and the norms
that will govern his behavior. It is also
the set of shared expectations from the
retiree’s socialization experiences and
the values internalized while preparing
for the position as well as the
adaptations to the expectations socially
defined for the position itself.
● For every social role, there is
complementary set of roles in the social
structure among which interaction
constantly occurs.
● Change of Life is the period between
near retirement and post retirement
years. In medico-physiologic terms, this
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equates with the climacteric period of
adjustment and readjustment to another
tempo of life.
● Retiree is an individual who has left the
position occupied for the past years of
productive life because he/she has
reached the prescribed retirement age
of has completed the required years of
service.
● Role Discontinuity is the interruption in
the line of status enjoyed or role
performed. The interruption may be
brought about by an accident,
emergency, and change of position or
retirement.
● Coping Approaches refer to the
interventions or measures applied to
solve a problematic situation or state in
order to restore or maintain equilibrium
and normal functioning.
● Determinants of positive perceptions in
retirement and positive reactions toward
role discontinuities:
1. Health Status – refer to physiological
and mental state of the respondents,
classified as either sickly or healthy. It
dictates the capacities and type of role
one takes both for the present and for
the future. It fits for the everyone to
maintain and promote health at all ages
because only proper care of the mind
and body is needed to maintain health in
old age.
2. Income – (economic level) refers to the
financial affluence of the respondent
which can be classified as poor,
moderate or rich. It has high correlation
with both the perception of retirement
and reactions towards role
discontinuities. Since income is one of
the factors that secure the outlook of
individual, efforts must be exerted to
save and spend money wisely while still
actively earning in order to have some
reserved when one grows old. It also
implies that retirement pensions should
be adjusted to meet the demands of the
elderly. This should be done in order to
have a more relevant and realistic
pension and benefits adjustments.
3. Work Status – goes hand and hand with
economic security that generates decent
compensation. For the retired, it implies
that retirement should not be
conceptualized as a period of no work
because capabilities of function get
sharpened and refined as they practice
it on a regular basis.. Work enhances
the aspects of self-esteem and
contributes to the feeling of wellness
even an old age.
4. Family Constellation – means the type
of family composition described either
close knit or extended family where
three more generations of family
members live under one roof; or
distanced family, whose member live in
separate dwelling units; or nuclear type
of family where only husband, wife and
children live together.
1. Self-Preparation – which are said to be
both therapeutic and recreational in
essence pays its worth in old age; this
does not only account professionalism
or expertise but also benevolent work as
in charitable actions with then
colleagues. Self-preparation is investing
not in monetary benefits but in
something that gives them and dignity;
enhance their feelings of self-worth and
happiness
2. To cope with the changes brought by
retirement – one must cultivate interest
in recreational activities to channel
feelings of depression or isolation and
facing realities through confrontation
with some issues
3. To perceive retirement positively – it
requires early socialization of the
various roles we take in life. The best
place to start is at home extending to
schools, neighborhoods, the community
and society in general. In retirement,
their fellow retirees, are their own best
advocates. To facilitate this, barriers to
full participation in the areas where
important decisions are rich should be
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eliminated in order to give recognition
and appreciation of the knowledge,
wisdom, experience and values which
are the social assets that make the
retired age and the custodians’ folk
wisdom.
4. Government agency – to construct
holistic pre-retirement preparation
program which will take care of the
retiree’s finances, psychological,
emotional and social needs
5. Retirement – should be recognized as
the fulfillment of every individual’s
birthright and must be lived meaningfully
THEORY OF NURSING
PRACTICE AND CAREER
CECILIA M. LAURENTE
BACKGROUND
Works
● Published a paper titled "Categorization
of Nursing Activities as Observed in
Bedical-Surgical Ward Units in Selected
Government and Private Hospitals in
Manila".
● Cecilia Laurente is a Filipino Nursing
theorist whose works focused primarily
on helping a patient through support
systems, specifically the family.
Career
● She came and become an instructor at
the University of the Philippines College
of Nursing – 1987
● She conducted a study entitled
"Categorization of nursing activities as
observed in medical-surgical wards/units
in selected government and private
hospitals in Metro-Manila“ – 1973-1976
● She worked as a nursing supervisor at
the Philippine General Hospital (PGH)
● She worked as a staff nurse at the
Philippine General Hospital (PGH) –
1968-1969
● She worked as a head nurse at the
Philippine General Hospital (PGH) –
1967
● Graduated BSN at University of the
Philippines – 1970-1972
● She worked at Metropolitan Hospital in
Michigan, USA – 1977-1979
● She finished her masters degree in
nursing at the University of the
Philippines –1979
● She served as the Dean of College of
Nursing in UP Manila – 1977-1979
OVERVIEW
● The theory was from her study, the
Categorization of Nursing Activities as
Observed in Bedical-Surgical Ward
Units in Selected Government and
Private Hospitals in Metro Manila, which
was conducted from January to June
year 1987.
CONCEPTS OF THE THEORY:
Anxiety
● A mental state of fear or nervousness
about what might happen
Categories:
1. Mild level of anxiety
- If you have this, you are alert
- Example: first time to speak at front of many
people
2. Moderate level of anxiety
- Experience more frequent and persistent
symptoms
3. Severe level of anxiety
- More intense
4. Panic level of anxiety
- Need professional health
- Intense fear that triggers severe physical
reaction.
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NURSES CARING BEHAVIOR THAT
AFFECT THE PATIENT ANXIETY:
● PRESENCE – person to person contact
between the client and the nurses
● CONCERN – development in the time
through mutual trust nurse and the
patient.
● STIMULATION – nurse stimulation
through words tops the powerful
resources of energy of person for
healing.
ENHANCING & PREDISPOSING FACTORS
Enhancing Factors
● One's caring experience, beliefs and
attitude.
● Feeling good about
● Learning at school
● What patients tell about the nurse
coping mechanism to problems
encountered.
● Communication
Predisposing Factors
● Age
● Sex
● Civil Status
● Educational Background
● Length of work
● Experience
COMPOSURE MODEL
CARMELITA DIVINAGRACIA
● Filipino Nurse Theorist
● Association of the Deans Philippine
Colleges of Nursing (ADPCN) Former
President
● Dean of University of the East Ramon
Magsaysay Memorial Medical Center,
Inc. (UERMMMC) College of Nursing
● Member of CHED ‘s Technical
committee on Nursing Education
● Has been lauded for developing the art
and competency of teaching nursing.
● Has been a clinic nurse, staff nurse,
head nurse, instructor, assistant dean
and dean
● Expert in Research and Education
EDUCATION
● Bachelor’s degree in Nursing at the
University of the East Ramon
Magsaysay Memorial Medical Center in
1962
● Master’s degree in Nursing at the
University of the Philippines in 1975
● Doctorate’s degree in Nursing at the
University of the Philippines in 2001
AWARD
● Recipient of the Anastacia Giron Tupas
Award given by the Philippine Nursing
Association (PNA) in 2008.
ADVANCE NURSE PRACTICIONERS’
COMPOSURE BEHAVIOR AND PATIENT’S
WELLNESS OUTCOME
Objective of the study
Determine the effects of composure
behavior of the advance nurse practitioner on
the wellness outcome of the selected cardiac
patients
Significance of the Study
Nursing as a healthcare profession would
prove its worth of being at par in quality
performance with other healthcare
professionals.
Study Population
Adult Cardiac Patients admitted and confined
at the Philippines Heart center, Coronary Care
Unit.
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DEFINITION OF TERMS
Advance Nurse Practioners
● BSN graduate
● Licensed and has a clinical experience
of at least 2 years in the clinical area
● Has undergone special training in critical
area
● Set of behaviors or nursing measures
that the nurse demonstrates to selected
cardiac patients
Composure Behaviors
● A condition of being in a state of
well-being, a coordinated and
integrated living pattern that involves
the dimension of wellness.
DIVINAGRACIA’S COMPOSURE MODEL
Composure
-are set of behaviors of nursing measures that
the nurse demonstrates to selected cardiac
patients
COMpetence
● An in depth knowledge and clinical
expertise demonstrated in caring for
patients.
Presence and Prayer
● A form of nursing measure which
means being with another person
during times of need.
Open-mindedness
● A form of nursing measure which
means being receptive to new ideas
or to reason.
Stimulation
● A form of nursing measure
demonstrated by means of providing
encouragement
Understanding
● This is manifested through
concerned and affable facial
approach; this is a way of making
the patient feel important and unique
Respect
● Use of preferred naming in
addressing the patient, respectful
nods and recognition of the patient
as someone important.
Relaxation
● Entails a form of exercise that
involves alternate tension and
relaxation of selected group of
muscles
●
Empathy
● Senses accurately other person’s
inner experience.
Through the COMPOSURE behaviours of
the nurse, holism is guaranteed to the
patient.
WELLNESS STATUS
● Refers to a condition of being in state
of well being, a coordinated and
integrated living attern that involves
the dimension of wellness.
PATIENT WELLNESS OUTCOME
● This refers to the perceived wellness
of selected patients after receiving
nursing care in terms of physiologic
and biobehavioral
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Two categories  Intimacy versus Isolation (18-35 years)
 Generativity versus Stagnation (35-65
-Biobehavioral -Physiologic years)
PHYSIOLOGIC WELLNESS OUTCOME  Integrity versus Despair (over 65 years)

● This refers to the perceived wellness of

selected patients after receiving nursing
care in terms of vital signs, bone pain
sensation, and complete blood count.

BIOBEHAVIORAL WELLNESS OUTCOME

• This refers to the perceived wellness of

selected orthopaedic patients after
receiving nursing care in terms
physical, intellectual, emotional, and
spiritual.

PSYCHOSOCIAL THEORY
ERIK ERIKSON

Erikson believed that “each stage of life is

associated with a specific psychological
struggle, a struggle that contributes to a major
aspect of personality.”
Trust versus Mistrust (birth to 1 1⁄2 years)
PSYCHOSOCIAL THEORY – ERIKSON
 Children either learn that the world is a
- Childhood is very important in safe and nurturing place or they learn to
personality development be mistrustful and frightened
- Accepted many of Freud’s theories,
including the id, ego and superego Autonomy versus Shame/Doubt (2 to 3
- Unlike Freud, felt that personality years)
continued to develop beyond five years
 Children begin to have some control
of age
over their own bodies and to some
extent, their lives, which allows for great
 Children are not simply biological independence and self-confidence
organisms that endure
 Children develop in the context of Initiative versus Guilt (4-5 years)
society's expectations, prohibitions and
 Children expand their world; learn to
prejudices
control their new environments; acquire
 Personality is shaped over the life span;
feelings of competence and
experiences later in life can heal
independence; develop leadership skills
problems in early childhood
Industry versus Inferiority (6 - 11 years)-
 Trust versus Mistrust (birth to 1 1⁄2 SCHOOL AGE
years)  Children begin to have more social
 Autonomy versus Shame/Doubt (2 to 3 interactions; develop a sense of pride in
years) accomplishments
 Initiative versus Guilt (4-5 years)
 Industry versus Inferiority (6-11 years)
 Identity versus Role Confusion (12 - 18
years)

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Identity versus Role Confusion (12 - 18
years)
 Main task of the adolescent is to achieve
a state of identity; to know who he/she is
and wants to be
Intimacy versus Isolation (18 - 35 years)
 Exploring relationships, moving to
commitment and long-term
relationships; failure brings isolation
Generativity versus Stagnation (35 - 65
years)
 Being in the world; thoughts of future
generations. What have we done to help
those we love and the world at large?
Integrity versus Despair (over 65 years)
 Reflecting back on life; few regrets or
bitterness?
HIERARCHY OF NEEDS
ABRAHAM MASLOW
 was a leading humanistic psychologist
(Third Force)
 developed the Hierarchy of Needs
 promoted the concept of self-
actualization
 was born in 1908, Brooklyn, New York
MASLOW’S EARLY LIFE
 was the eldest of seven siblings
 was a poor student as an adolescent
 was pressured by dad to become an
attorney
 took one law class, dropped out of
college for one year
 entered a University, one year later to
study scientific psychology
MASLOW’S PROFESSIONAL LIFE
 studied dominance in monkeys
 received Ph.D. in experimental
psychology in 1934
 was on the Brooklyn College faculty,
1937-1951
 was on the Brandeis U faculty, 1952-
1969
 became a fellow of Laughlin Foundation
in CA
 died in 1970, age 62
Maslow's Hierarchy of Needs
PHYSIOLOGICAL NEEDS
 Food
 Water
 Air
 Sleep
Food: A Most Powerful Need
 South American Rugby team crashed in
1970
 Food was the most pressing problem.
 They ate human flesh for survival
 Even the strongest taboo was broken to
fill the basic need for food.
SAFETY NEEDS
 From physical, emotional attack
 From fatal disease
 From invasion
 From extreme loses (job, family
members, home, friends)
SAFETY: A MOST POWERFUL NEED
 when frightened, our thoughts and
energies are diverted
 threat of, or actual attack creates “fight
or flight” reaction
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 threats to safety can be physical or
emotional
LOVE AND BELONGING
(SOCIAL/EMOTIONAL)
 Inclusion- part of a group: colleagues,
peers, family, clubs
 Affection - love and be loved
 Control - influence over others and self
LOVE AND BELONGING: A MOST
POWERFUL NEED
ESTEEM NEEDS
 Respect from others through: Awards,
honors
 Respect for self through: Mastery,
achievement, competence
ESTEEM FROM SELF AND OTHERS: A
MOST POWERFUL NEED
SELF-ACTUALIZATION NEEDS
 Stop cruelty and exploitation
 Encourage talent in others
 Try to be a good human being
 Do work one considers worthwhile
 Enjoy taking on responsibilities
 Prefer intrinsic satisfaction Seek truth
 Give unselfish love
B-NEEDS OF THE SELF-ACTUALIZED
Maslow broke down our types of needs into
two categories:
D-Needs (D for Deficit) are needs we are
motivated to fulfil because without them, we
feel some sort of longing. Any need below self-
actualization on the hierarchy is considered a
D-Need. Without food we are hungry, without
shelter we feel unsafe, without love and
belonging, we lack intimacy and friendship,
without autonomy we lack self-confidence. Our
need for safety, love and belonging, and self-
esteem, affects us in the same way as the
need for physical sustenance like food, water,
and sleep.
B-Needs (B for Being) are the high-level needs
that we are motivated to fulfil once all of our
basic needs are met. They are the peak
experiences that give us meaning and purpose.
It is what we are able to do with our strengths,
how we are able to contribute to others, once
our needs have been sufficiently met and we
feel more "whole."
Basic physiological needs
 Air, food, water, shelter, clothing, rest
and sleep
Safety
 Feelings of safety, ease and freedom
from anxiety
Love and belonging
 Friendships, family and intimate
relationships
Esteem
 Self-worth, confidence, achievement
and respect of others
Self-actualization
 Achieving who we can be; creativity,
aesthetic needs and fulfilling potential
LEVEL OF MORALITY
LAWRENCE KOHLBERG
Level I - Pre-conventional (4 - 10 years)
 Stage 1: Punishment and obedience.
Children obey to avoid being caught and
punished
 Stage 2: Naive instrumental
behaviorism. Children obey rules but
only for pure self-interest. "You scratch
my back, I'll scratch yours."
Level II: Conventional (10-13 years)
 Stage 3: Mutual interpersonal
expectations. Children seek approval of
others and adopt the "good boy-good
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TFN (NCM 100)
LECTURE FINAL TOPIC
girl" mentality. They base moral
judgments on whether or not someone
meant to do well.
 Stage 4: Law-and-order mentality.
Children are concerned with authority
and maintaining the social order. Correct
behavior is "doing one's duty."

Level III: Post-conventional (13 years and

older)

 Stage 5: Social contract. Laws are

obeyed because they have been
accepted by society as a whole
 Stage 6: Universal ethical principles.
Individuals follow their own conscience
about what is right. Behavior is the same
no matter who is present.

Conclusion:

 Theories help us understand human

behavior
 Theories give us questions to ask about
human nature
 Theories offer aspects with different
views

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