SYAFEEQ B ABD. RAHIM

0531591

WAN MUHAMMAD ZABIDI B WAN

NORDIN0539415

MOHD.SYAHRIZUL HISYAM B SABRI

0532809

GROUP 10

RAISING RAISING MORALLY MORALLY UPRIGHT UPRIGHT

ADOLESCENTSADOLESCENTS

Introduction…Introduction………

Definition

• ADOLESCENT-A boy or girl who is changing into a young man or woman. The physical changes that take place at this time are known as puberty. (Macmillan)

-Latin ( adolescentia, from adolescere, to grow up) is the period of psychological and social transition between childhood and adulthood (gender-specific, manhood or womanhood).

.

• ADOLESCENCE

-The period of your life when you change from being a child to being a young adult. (Macmillan)

- Adolescence is the transitional stage of human development in which a juvenile matures into an adult. This transition involves biological (i.e. pubertal), social, and psychological changes, though the biological ones are the easiest to measure objectively.

Who is the adolescent…?

- The ages of adolescence vary by culture The World Health Organization (WHO) : - the period of life between 10 and 19 years of age In the United States : - adolescence is generally considered to begin

somewhere between ages 12 and 14, and end at 19 or 20

As distinct from the varied interpretations of who is considered an "adolescent", the word "teenager" is more easily defined: it describes a person who is thirteen to nineteen years of age.

Moral…..Moral…..

o MORAL

Definition

- Principle of right or wrong behavior that are generally accepted by society. It is something that you can learn from a story or an experience. (MacMillan)

- A moral is a one sentence remark made at the end of many children's stories that expresses the intended meaning of the tale. Morals have long been included in children's literature, perhaps because many of the stories written for children have been written for the purpose of teaching and guiding children, as opposed to entertaining them. Many morals are even introduced with the phrase, "The moral of the story is..." to emphasize to the reader what the point of the episode was. Morals have grown increasingly out of fashion in modern storytelling, and are now usually only included for ironic purposes.

There are three types of moral :

i. Moral Knowing

ii. Moral Feeling

iii. Moral Action

i. Moral Knowing - refers to the cognitive aspect of morality which

involves knowing what is right and good. Students will be able to define good values, formulate sound moral principles and explain what constitutes good character and right conduct.

- The skills related to : Moral reasoning Critical thinking Responsible decision making and problem-

solving Effective communication

Objective of moral knowing

Know what is right and good Know the principles involved in making sound moral

decision Understand the importance of family and their role in it Consider multiple perspective when making moral

decisions Be open-minded and non-judgmental when considering

the views of others Practice moral reasoning and critical thinking when

making decision Understand the need to maintain social cohesion and the

important of racial and religious harmony

ii. Moral Feeling - refers to the effective aspect of morality and constitutes the bridge between moral knowing and moral action. - it involves a sincere belief in and commitment to uphold good values. - it inspires us to carry out actions that are in accordance with the values and beliefs we hold.

- moral feeling also motivates us to consider the consequences of our action and the feeling of other when faced with moral issues.

- self reflection skills are important in building greater self-awareness and help us align our thought and

actions

Objective of moral feeling

develop a sincere belief in and commitment to uphold and practice moral values

Recognize the need to clarify their values and actions through understanding their feeling, so that they can consciously take a moral stand.

Consider the feelings of other when faced with moral issues

Develop interpersonal skills (e.g. self reflection)

iii. Moral Action

- refers to doing the right thing, where we base our decision and action on moral knowing and moral feeling.

- it not only comprises the will and competencies requires to engage in moral action, but also the development of good habits as a result of consistently engaging in moral action.

relevant skills for moral action include :Social and communication skills, such as those

related goal setting and conflict resolution

When behavior and actions are consistently moral, and rooted in moral knowing and moral feeling, the individual, develops into a person of good character.

Objective of moral action

Base their decisions and actions on moral knowing and moral feeling

Put good values into practice Develop good habit as a result of consistently engaging

in moral action Practice good social and communication skills Be responsible in their action Promote harmony and social cohesion in a multiracial

and multi-religious society.

Solution….Solution….

::Moral Problem::

• Moral Problems– A situation where there is a conflict of interests and/or

value

• Example– Corruption– Vandalism– Adultery– Rudeness– etc

::How to Solve Moral Problems::

1.Identify what the problem actually•Observation

2.List the possible solution (proposal)•Imagination

•Thought

3.Testing of the proposal hypothetically•Settle

•Worse and create more problem

How teachers can support the moral

development of adolescent learners?

A caring classroom community.

Moral discipline.

Conflict resolution.

- Creating a caring classroom community

StrategiesTeacher can create a moral community in the classroom by helping students to :

i. Know each other as persons.ii. Respect, care about, and affirm each other – and

refrain from peer cruelly (both abuse and exclusion).

iii. Feel valued membership in, and responsibility to, the group (including practicing and ethic of interdependence. “Who has a problem the rest of us might be able to help solve?”)

- Moral discipline

Strategies

i. Helping student to develop self-control and a generalized respect for others.

ii. Rules should be established in a way that develops moral reasoning by helping students see the values. (e.g: courtesy and caring)

iii. The teacher is the central moral authority in the classroom, responsible for students’ moral and academic learning, safety, and general welfare.

- Conflict resolution

Teaching students how to solve conflict fairly, without intimidation or violence.

Strategies

i. Teaching conflict resolution skills is important for the maintenance of a good moral community in classroom.

ii. Without conflict resolution skills, student will be morally handicapped in their interpersonal relations now and later in life.

Conflict resolution skills :

- Listening.

- Showing understanding.

- Expressing strong feelings without insult

The role of parents

- be a good role model to the children.

- show compassion to the child's feelings, even when they differ from your own. Let your child know from an early age that you respect her feelings.

- talk with your child about how his behavior affects other people.

- from infancy, talk with your children about feelings. Give them words to identify emotions

::Tips Of Raising Moral Adolescents::

commit to raising a moral childrenbe a strong moral example (role model)

know your beliefs & share themuse teachable moments

use discipline as a moral lessonexpect moral behavior

reflect on behavior’s effectreinforce moral behaviors

prioritize moral dailyincorporate the golden rule

Psychology of adolescents

- Physical maturation resulting from puberty leads to an interest in sexual activities, sometimes leading to teenage pregnancy. Since teens may not be emotionally or mentally mature enough or financially able to support children, sexual activity among adolescents is sometimes considered problematic.

- At this age there is also a greater probability of drug and alcohol use, or mental health disorders such as schizophrenia, eating disorders such as anorexia, and depression. The unstable emotions or lack of emotional intelligence among some adolescents may also lead to youth crime.

- Searching for a unique identity is one of the problems that adolescents often face. Some, but not all, teenagers often challenge the authority or the rules as a way to establish their individuality. They may crave adulthood and to find their place in the society.

ADOLESCENT MORAL DEVELOPMENT

Characteristics of adolescent moral development include:

i. Understanding the complexity of moral issues and not seeing everything in “black and white”ii· Being capable of and interested in participating in

democracyiii· Impatience with the pace of change and under

standing how difficult it is to make social changesiv· Needing and being influenced by adult role models

who will listen and be trustworthyv· Relying on parents and important adults for advice but

wanting to make their own decisionsvi· Judging others quickly but acknowledging one’s own

faults slowly

Islamic perspective.

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::Basic Element In Islamic Parenting::

Compassion (Rahmah)Consultation (Shura)CooperationCommitmentCommunicationConsistencyConfidentiallyContentmentConfidenceControlCalmCourageCritical ThinkingCharity

::Advice Lukman To His Son::• Surah Lukman verse 12-19

• Tafseer Ibn kathir

• 13: to OBEY & WORSHIP Allah and not to ASSOCIATE Allah. (Shrik)

• 14:a significant obligation to TAKE CARE of our parents come after the order of worshiping Allah

• 15:TREAT the children with kindness while ask them to TREAT us with kindness. Children must show kindness to their parent even they ask to disobey Allah’s order

• 16:EMPHASIZE to the children that everything, small, good, or bad deed will receive its reward or punishment by Allah on the Day of Judgment. ENCOURAGE them pay extra attention and careful of the consequences of their behavior

• 17:ENCOURAGE the children to make praying on time. As parent, they should be good example. Praying as being described by Prophet. Encourage them to do good and forbid evil by their best abilities and be patient.

• 18:ENCOURAGE them to have good manners, to be gentle, helpful, and to treat people with respect. Be humble and avoid arrogance

• 19:TEACH them not to walk with pride, not to walk too fast or too slow and do not raise their voices unless it is necessary

::Islamic View::

• Children should be raised to be good citizen of the world• Qur’an is needed to lead humankind

– < Ibrahim 14:1>• Qur’an provides deep insight into human nature to be

representative (khalifa)– <baqarah 2:30>

• Indeed, to fulfill the purposes of human creation, parents need to raise citizens who are morally responsible for establishing a just and peaceful local society as well as world – <Al-Imran 3:110>

• In the Qur’an is the individual personality, when it clearly points out that the condition of the people will not change unless they change their thinking and behavior– <ar-Ra’d 13:11>

• Children need role-models (also known as "good

examples"), and parents are their primary examples. For

Muslim parents, the ultimate model is the Prophet

Muhammad sall-Allahu alayhi wa sallam. – <al-Ahzab 33:21 >

• We must nurture and protect the family as the primary social system and the natural environment for achieving

children’s physical, psychological and moral growth

• Children should be raised to understand fully their own rights, obligations and responsibilities as Muslims, as well as those of their parents, community, society and ultimately the world itself

• Children must understand what it means to be a Muslim. It means, first and foremost, to believe in Allah, who is "Rabb al-’alameen", Creator and Sustainer of all peoples and the entire universe

– <al-Hijr 15:85 >

• Fulfillment of one’s duties to Allah and mankind

constitutes righteousness – <al-Baqarah 2:177 >

• These basic concepts are first put into practice in the home, among our extended families, our friends, schools, places of work and worship, our communities, our countries and, finally, the world

Discussion…Discussion…

In Malaysia we do have slogan of "BUDI BAHASA KITA BUDAYA KITA" and even "KESOPANAN DAN KESUSILAAN" stated in "RUKUN NEGARA". But, Kuala Lumpur as capital city in Malaysia have been listed one of the rudest city the by the “Readers Digest”. So, what is your opinion regarding this issue?

And as a Malaysian, what we can do to

improve the Morality among the Malaysia

if a lot of people agree with statement that

been stated “Readers Digest”.

ConclusionConclusion……

It is important for adolescent to be brought up in a good morally manner because good moral leads to good attitude and

reflects to good behavior.

ReferencesReferences……

• Kerns, K.A., & Stevens, A.C. (1996). Parent-child attachment in late adolescence: Links to social relations and personality. Journal of Youth and Adolescence, 25, 323-342.

• Kobak, R., & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59, 135-146

• Nada-Raja, S., McGee, R., & Stanton, W.R. (1992). Perceived attachments to parents and peers and psychological well-being in adolescence. Journal of Youth and Adolescence, 21, 471-485.

• Lessard, J.C., & Moretti, M.M. (1998). Suicidal ideation in an adolescent clinical sample: Attachment patterns and clinical implications. Journal of Adolescence, 21, 383-395.

• Paterson, J., Pryor, J., & Field, J. (1995). Adolescent attachment to parents and friends in relation to aspects of self-esteem. Journal of Youth and Adolescence, 24, 365-376.

• Cooper, M.L., Shaver, P.R., & Collins, N.L. (1998). Attachment styles, emotion regulation, and adjustment in adolescence. Journal of Personality and Social Psychology, 74, 1380-1397.

• Fonagy, P., Target, M., Steele, M., et al. (1997). Morality, disruptive behavior, borderline personality disorder, crime and their relationship to security of attachment. In L.Atkinson & K.J. Zucker (Eds.), Attachment and psychopathology. New York: Guilford

• Rosenstein, D.S., & Horowitz, H.A. (1996). Adolescent attachment and psychopathology.Journal of Consulting and Clinical Psychology, 64, 244-253.