Moral Development in Adolescents: Navigating the Digital Landscape
The rapid advancement of technology has fundamentally altered the landscape of adolescent development, particularly in the realm of moral reasoning and decision-making. This paper examines the case of Olivia, a 13-year-old navigating the challenges of digital access and parental boundaries, to explore the complexities of moral development in the technological age.
Factors Influencing Adolescent Decision-Making
Olivia’s choices can be understood through several lenses of adolescent psychology. Firstly, the desire for social connection and peer acceptance is a powerful motivator during this developmental stage. Çakmak Tolan and Bolluk Uğur (2024) highlight the significant influence of peer relationships on adolescent behaviour, noting that the need for belonging can often override parental rules or personal judgment.
Additionally, the allure of forbidden or restricted content plays a role in Olivia’s actions. The psychology of reactance suggests that when freedoms are restricted, individuals may feel compelled to reassert their autonomy, even if it means engaging in risky behaviour (Toharoh and Setyawati, 2024). In Olivia’s case, the strict limitations on social media access may have inadvertently intensified her curiosity and desire to explore these platforms.
Moral Reasoning and Self-Concept in Adolescence
At Olivia’s age, moral reasoning is typically characterised by a transition from the conventional level to the post-conventional level in Kohlberg’s stages of moral development. Adolescents begin to question societal norms and develop their own ethical principles. However, this process is not linear and can be heavily influenced by external factors, including digital environments (Llorca Albareda, 2024).
The concept of self during adolescence is fluid and heavily influenced by social interactions. Olivia’s engagement with social media, particularly content involving older individuals seeking attention, may be linked to her developing sense of identity and sexuality. However, exposure to such content without proper guidance can lead to distorted views of relationships and self-worth (Bauer and Hermann, 2024).
Parental Strategies and Interventions
For Olivia’s parents, the next steps should focus on open communication and education rather than punitive measures. Bakhtigul (2023) emphasises the importance of fostering ‘technomoral resilience’ in adolescents, which involves developing the capacity to navigate ethical challenges in digital spaces. This approach suggests that Olivia’s parents should:
Engage in honest, non-judgmental discussions about the reasons behind Olivia’s actions.
Educate Olivia about the potential risks and consequences of online behaviour.
Collaboratively establish new boundaries that respect Olivia’s growing autonomy while ensuring her safety.
For Olivia, it is crucial to develop critical thinking skills to evaluate online content and interactions. Encouraging her participation in offline activities and fostering face-to-face relationships can provide a healthy balance to digital engagement.
Biblical Applications and Healthy Communication
From a Biblical perspective, the concept of stewardship can be applied to digital usage. Parents can frame technology use as a responsibility that requires wisdom and discernment. The principle of speaking the truth in love (Ephesians 4:15) can guide communication between Olivia and her parents, fostering an environment of trust and understanding.
Healthy communication strategies include:
Active listening without interruption
Using “I” statements to express feelings and concerns
Collaboratively problem-solving rather than imposing solutions
Supports and Interventions
Beneficial interventions for Olivia and her parents might include:
Family counselling to improve communication and address underlying issues
Digital literacy workshops for both Olivia and her parents
Engaging in community or church-based youth programs that provide positive social interactions and mentorship
Volkman and Gabriels (2023) propose the concept of ‘AI moral enhancement’ as a potential tool for developing ethical decision-making skills in digital contexts. While this approach is still theoretical, it highlights the need for innovative solutions that address the unique challenges of moral development in the digital age.
Conclusion
The case of Olivia illustrates the complex interplay between adolescent development, digital technology, and moral reasoning. As adolescents navigate an increasingly connected world, parents and educators must adapt their approaches to moral education. By fostering open communication, providing education on digital ethics, and supporting the development of critical thinking skills, we can help adolescents like Olivia build the resilience and judgment necessary to make sound moral decisions in both digital and physical spaces.
References
Bakhtigul, S., 2023. TECHNOLOGIES FOR DEVELOPING THE QUALITIES IN THE MORAL EDUCATION OF CITIZENS OF THE ANDIRAGOGICAL AGE FORMED IN THE SOCIETY. European journal of education and applied psychology, (1), pp.19-22.
Bauer, K. and Hermann, J., 2024. Technomoral resilience as a goal of moral education. Ethical Theory and Moral Practice, 27(1), pp.57-72.
Çakmak Tolan, Ö. and Bolluk Uğur, G., 2024. The relation between psychological resilience and parental attitudes in adolescents: A systematic review. Current Psychology, 43(9), pp.8048-8074.
Llorca Albareda, J., 2024. Anthropological crisis or crisis in moral status: a philosophy of technology approach to the moral consideration of artificial intelligence. Philosophy & Technology, 37(1), p.12.
Toharoh, T. and Setyawati, D.P., 2024, March. The Impact of Using Digital Novel Applications on the Psychology of Adolescents in the 21st Century Era. In International Conference of Bunga Bangsa (Vol. 2, No. 1, pp. 32-4).
Volkman, R. and Gabriels, K., 2023. AI moral enhancement: upgrading the socio-technical system of moral engagement. Science and Engineering Ethics, 29(2), p.11.
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PSYC 231 Psychology of Adolescence Discussion Post
Discussion Thread: Moral Development in a Technological Age
Adolescents often have access to the world tucked in their pockets. Given the temptations of an often private digital world, parents are tasked with how they might employ healthy boundaries.
Review the given scenario below. Respond to all prompts below using support from the text, Bible, and any other pertinent, peer-reviewed source you deem applicable.
Scenario:
Olivia was given a cell phone by her parents on her 13th birthday. Her parents set up parental monitoring and discussed rules with Olivia including no phone in her room after 9pm, contacts would be preapproved by parents, and no social media at this time.
Within a few weeks, Olivia was asking her parents several times a day to join a specific social media platform after coaxing by her friends. Her parents kept saying no.
One evening, while her parents slept, Olivia began using a phone her friend let her borrow with the social media app. She spent the next several hours on the app beginning on her friends’ pages and soon going to strangers’ pages.
The next day, her parents noticed how tired she seemed. She told them she could not sleep. She continued to borrow her friend’s phone watching videos of older individuals often eliciting sexual attention. One evening, her mother walked in to check on Olivia, finding her on the phone. Olivia responded initially with anger after her mother took the phone away. She became argumentative when her mother attempted to talk, then refused to talk anymore about the situation and cried herself to sleep.
Apply textbook information to the situation giving possible reasons for Olivia’s choices.
What does the textbook say concerning moral reasoning and view of self at this age?
What would be the best next steps/course of action for Olivia’s parents? For Olivia?
What Biblical applications and methods of healthy communication can help Olivia and her parents find common ground?
What supports/interventions could be beneficial for Olivia and her parents?
Please review the Discussion Assignment Instructions Download Discussion Assignment Instructionsprior to posting. You may also click the three dots in the upper corner to Show Rubric.
Post-First: This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.
Submit your thread by 11:59 p.m. (ET) on Thursday of Module 5: Week 5.
