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PubMed1982

The socialization of aggression in five-year-old boys.

Studies of the relationship between child-rearing and moral development have been represented as supporting cognitive theories of the moral development process. These data have been misinterpreted, since cognitive developmental theory assumes the objective status of moral properties. The significance of the child-rearing studies is re-examined (Ss were 70 mothers and their five-year-old sons) through the application of a new conceptualization of "reasoning" to a study of the relationship between child-rearing and aggression-anxiety in five-year-old boys. In contrast to the notion that different types of moral view have different logical structures, empirical support is offered for the thesis that the difference between the "liberal" conscience and the "authoritarian" conscience reflects a difference in defense against hostile impulses.

Aggression↗
PubMed2000

The evolution of moral dispositions in the human species.

Kohlberg's model of moral development is viewed from the perspective of evolutionary biology. Moral judgments defining Kohlberg's stages of moral development are seen as manifestations of structures evolved to uphold systems of cooperation. Game theory research on adaptive strategies of cooperation supports the conclusion that humans inherit dispositions to uphold the systems of cooperation implicit in the first three stages in Kohlberg's sequence, but not the systems of cooperation implicit in the highest stages. The empirical evidence on real-life morality is more consistent with a biological model of ontogenesis than is the model espoused by Kohlbergians. Although people occasionally make moral judgments in their everyday lives to reveal their solutions to moral dilemmas, as Kohlberg's model assumes, they more often make moral decisions that advance their adaptive interests.

Adaptation, Psychological↗
PubMed1991

[Significance of parent-child relations for development of moral reasoning in adolescence: a study of psychiatrically disordered adolescents].

In accordance with structural-developmental theory in the tradition of Piaget and Kohlberg, moderate amounts of conflict between adolescents and their parents should influence the sociomoral development of the adolescents in an optimal way. The same hypothesis is compatible with a social-constructivistic approach (Youniss, Keller, Haan, Miller), which emphasizes the role of communicative processes in the development and validation of moral rules. The results of our empirical study with 43 severely mentally disturbed adolescents aged 14 to 19 years indirectly confirm this hypothesis. Adolescents with moderate amounts of family conflict reached a higher stage in moral reasoning than those with either very severe problems or only minor problems with their parents. In an additional analysis we investigated the relation between the severity of the conflicts and the emotional attachment of the adolescent to his or her parents. Our data indicate that moderate problems in the interaction between child and parents are associated with a family atmosphere that seems to facilitate the development of an integrated personality and identity. A balanced coexistence of separateness and connectedness offers the young person the best chance to develop and clearly communicate his or her own point of view and to solve interpersonal problems by reaching a consensus that takes into account the needs and interests of the other family members.

Adolescent↗
PubMed2001

Genetics and the interpersonal elaboration of ethics.

Confidentiality in genetic testing poses important ethical challenges to the current primacy of respect for autonomy and patient choice in health care. It also presents a challenge to approaches to decision-making emphasising the ethical importance of the consequences of health care decisions. In this paper a case is described in which respect for confidentiality calls both for disclosure and non-disclosure, and in which respect for patient autonomy and the demand to avoid causing harm each appear to call both for testing without consent, and testing only with consent. This creates problems not only for clinicians, families and patients, but also for those who propose clinical bioethics as a tool for the resolution of such dilemmas. In this paper I propose some practical ways in which ethical issues in clinical genetics and elsewhere, might be addressed. In particular I call for a closer relationship between ethics and communication in health care decision-making and describe an approach to the ethics consultation that places particular emphasis on the value of interpersonal deliberation in the search for moral understanding. I reach these conclusions through an analysis of the concept of 'moral development' in which I argue that the achievement of moral understanding is a necessarily intersubjective project elaborated by moral persons.

Bioethics↗
PubMed1991

Tom, Huck, and Oliver Stone as advocates in Kohlberg's just community: theory-based strategies for moral education.

Kohlberg's studies of moral reasoning provide a good theoretical framework for describing the developmental process that may serve as the basis for programs of moral education for adolescents. Kohlberg viewed moral education, particularly during adolescence, as the stimulation of the natural developmental process which leads to mature moral reasoning. Building on Kohlberg's work, specifically his concept of the just community approach where the teacher and more advanced peers serve as advocates of mature moral reasoning, this article presents the educator with a theoretical rationale for implementing procedures that can foster moral development. A case is made for using contemporary films and literature as mechanisms for stimulating moral development among adolescents.

Adolescent↗
PubMed2007

Empathy-related responding and prosocial behaviour.

In this paper I differentiate among empathy, sympathy and personal distress and discuss the central role of empathy-related responding in positive (including moral) development. Empathy-related responding, especially sympathy, is likely an important source of prosocial, other-oriented motivation. In fact, empathy-related responding, especially sympathy, has been associated with prosocial behaviour (voluntary behaviour intended to benefit another, e.g. helping, sharing); this relation has been obtained for both specific instances of empathy-related responding and for dispositional sympathy. In addition, sympathy (or sometimes empathy) has been linked to relatively high levels of moral reasoning and social competence, and to low levels of aggression and antisocial behaviour. In my talk, I will review research on the relation of empathy-related responding to prosocial behaviour, the consistency of costly prosocial behaviour over time and the possible role of sympathy in its consistency, and the relation of empathy-related responding to moral reasoning, antisocial behaviour and social competence. Examples of research, including longitudinal research in our laboratory, are provided to illustrate these relations. Because of its close relations to social and prosocial responding, an understanding of empathy-related responding contributes to efforts to promote children's moral development.

Emotions↗
PubMedDate not supplied

AIDS and chemical dependency: prevention needs of adolescents.

Prevention of adult AIDS cases should begin during childhood and adolescence, taking into account such issues as personal vulnerability, perceived control, and behavioral change. High-risk sexual and drug using behaviors in adolescents should be viewed within a developmental perspective, focusing on cognitive development (Piaget), psychosocial development (Erikson), and moral development in males (Kohlberg), females (Gilligan), and children (Damon). Public health educators have emphasized the high-risk behaviors of unsafe sex and needle sharing, with considerably less attention given to the role of alcohol and other drug intoxication in the transmission of human immunodeficiency virus. Adolescents are often uncomfortable discussing sexual matters with their partners. Therefore, alcohol or other drugs may be used to reduce sexual anxiety. Such drug use prior to sexual activity may impair judgment, and risks may be taken that might not have been taken in a more sober condition.

Acquired Immunodeficiency Syndrome↗
PubMed1993

The horror! The horror! Reflections on our culture of violence and its implications for early development and morality.

This commentary draws on two dimensions of chronic community violence, with thoughts that have been mobilized by the foregoing contributions. One concerns the importance of culture and the other concerns the importance of thinking about early development. Culture permeates all of our actions, and we are in a culture of violence. In other papers in this issue, Richters and Martinez point out that the United States is the most violent country in the industrialized world, and Ciccheti and Lynch state that violence "is becoming a defining characteristic of American society." We are fascinated by violence and in an implicit way we love violence-a fact that we need to acknowledge. Our fascination with violence in American culture is permeating and deep, and, as horrible as it is, I believe we need to face it in order to try to counter it.

Adolescent↗
PubMed1990

Moral and ethical development research in nursing education.

Research in moral development is breaking into exciting new territory with the long overdue inclusion of the female perspective. Nursing education needs to be on the forefront of this cutting edge, seeking new ways to help students confront the difficult moral dilemmas they will face daily as members of the nursing profession.

Curriculum↗
PubMed2001

At what age do children learn to discriminate between act and actor?

Children's ability to make moral judgements about an act on the basis of aspects of the act rather than on liking and preconceived ideas about the actor was investigated. 85 children of 4 age groups (preschool, Grades 1, 2, and 3, age range 5-9 years) participated. Act/Actor discrimination was investigated with a test consisting of 8 cartoons. In 4, a rabbit was behaving aggressively against a wolf; the other 4 portrayed identical acts with the wolf as aggressor and the rabbit as victim. Participants made moral evaluations of each cartoon. IQ was measured with Raven's Standard Progressive Matrices, and the general level of moral development was measured in accord with Piaget's (1932) criteria. Age, IQ, and general moral development correlated with discriminative ability for Act and Actor. In Piagetian terms, children at the heteronomous level were not capable of such discrimination, while children at the autonomous level (above 7 years of age) in general were.

Age Factors↗