| aggression | Behavior that intentionally harms other people by inflicting pain or injury on them.
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| altruism | An unselfish concern for the welfare of others.
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| altruistic behavior | Intrinsically motivated behavior that is intended to help others without expectation of acknowledgment or concrete reward.
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| catharsis | Presumably, discharging aggressive impulses by engaging in actual or symbolic aggressive acts that do not impinge on another person.
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| conscience | The child's internalized values and standards of behavior.
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| control phase | According to Kopp, the first phase in learning self-regulation, when children are highly dependent on caregivers to remind them about acceptable behaviors.
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| conventional level | Kohlberg's second level of moral development, in which the child's behavior is designed to solicit others' approval and maintain good relations with them. The child accepts societal regulations unquestioningly and judges behavior as good if it conforms to these rules.
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| delay gratification | To put off until another time possessing or doing something that gives one pleasure.
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| empathic | Able to experience the same emotion that someone else is experiencing.
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| empathy | The capacity to experience the same emotion that someone else is experiencing.
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| hedonistic reasoning | Making a decision to perform a prosocial act on the basis of expected material reward.
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| hostile aggression | Directing aggressive behavior at a particular person or group, criticizing, ridiculing, tattling on, or calling names.
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| immanent justice | The notion that any deviation from rules will inevitably result in punishment or retribution.
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| instrumental aggression | Quarreling and fighting with others over toys and possessions.
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| moral realism | Piaget's second stage of moral development, in which the child shows great respect for rules but applies them quite inflexibly.
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| morality of reciprocity | Piaget's third stage of moral development, in which the child recognizes that rules may be questioned and altered, considers the feelings and views of others, and believes in equal justice for all.
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| needs-oriented reasoning | Reasoning in which children express concern for others' needs even though their own needs may conflict with those needs.
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| postconventional level | Kohlberg's third level of moral development, in which the child's judgments are rational and his conduct is controlled by an internalized ethical code that is relatively independent of the approval or disapproval of others.
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| preconventional level | Kohlberg's first level of moral development, in which he sees the child's behavior as based on the desire to avoid punishment and gain rewards.
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| premoral stage | Piaget's first stage of moral development, in which the child shows little concern for rules.
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| proactive aggression | The use of force to dominate another person or to bully or threaten others.
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| prosocial behavior | Behavior designed to help or benefit other people.
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| prosocial reasoning | Thinking and making judgments about prosocial issues.
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| reactive aggression | Aggressive behavior as a response to attack, threat, or frustration.
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| relational aggression | Damaging or destroying interpersonal relationships by such means as excluding another or gossiping about or soiling another's reputation.
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| self-control phase | According to Kopp, the second phase in learning self-regulation, when the child becomes able to comply with caregiver expectations in the absence of the caregiver.
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| self-regulation | The child's ability to control behavior on her own without reminders from others.
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| self-regulation phase | According to Kopp, the third phase in learning self-regulation, when children become able to use strategies and plans to direct their own behavior and to delay gratification.
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| social-convention rules | Socially based rules about everyday conduct.
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| socially unskilled | Being unskilled at solving interpersonal problems.
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