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Results for “Moral Development”

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PubMed1997

Moral orientation of elderly persons: considering ethical dilemmas in health care.

Knowledge about moral development and elderly persons is very limited. A hermeneutical interpretative study was conducted with healthy elderly persons (n = 20) in order to explore and describe their moral orientation based on the paradigms of justice (Kohlberg) and care (Gilligan). The types of moral reasoning, dominance, alignment and orientation were determined. All but one participant included both types of reasoning when discussing an ethical conflict. None of the men's moral reasoning was dominated by caring, but justice dominated the reasoning of four women. The implications for ethical decision-making and future research are discussed.

Aged↗
PubMedDate not supplied

Integrating values education into an allied health curriculum; Part II.

Values education involves the explicit attempt to teach individuals about values and the process of valuing. An overview of popular approaches to values education includes inculcation, value clarification, moral development, and value analysis. Each approach is presented by detailing the purpose, teaching methods, and an instructional model. Methods of incorporating these approaches into an allied health curriculum are offered along with sample student learning activities.

Curriculum↗
PubMedDate not supplied

Work morale assessment and development for the clinical laboratory manager.

Work morale has been a longstanding issue for managers in general, but it is assuming critical proportions for clinical laboratory managers today. Four key variables that determine work morale have been isolated: the job itself, the work group, management practices, and economic rewards. Regular assessment and development of these key morale variables via time-tested, effective, and easy-to-use techniques will help clinical laboratory managers to attract and retain competent personnel, to enhance the prospects of organizational profitability, to sustain high-quality patient care, and to earn the respect and loyalty of other health-care employees. This article discusses the components of the four key areas of morale and offers "prescriptions" to improve morale in these important areas. A survey to assess morale is also provided.

Career Mobility↗
PubMed2003

Autonomy reconfigured: incorporating the role of the unconscious.

The principle of respect for autonomy has served as a pillar of American bioethics. Through its application in response to physician paternalism and as the basis for informed consent, it has attained preeminent status in the discipline. New challenges in health care warrant a re-examination of the origins of our autonomy. Developmental psychology, cognitive neuroscience, and behavioral neurology all emphasize the intimate relationship between our cognitive and emotional development, and through this, our conscious and unconscious minds. Our intellectual, and particularly our moral development, are instilled in us by our moral mentors, and consequently by our community as a whole. Autonomy and community are therefore inextricably interlinked, and our emphasis on liberty, rights, and privacy without the inclusion of family, community, and social responsibility is biologically unsound. Appreciation of this reality should lead to a more balanced set of bioethical norms.

Communication↗
PubMed1988

Age, education, and sex effects on adult moral reasoning.

The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eight-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education (p less than .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

Adult↗
PubMed1989

Adolescent gangs in the hospital.

Gang formation is common among adolescents, and the sociological dynamics of this phenomenon have been studied in depth. However, gang formation on mental health treatment units has not been extensively addressed. In this setting, gang members may disrupt treatment, threaten the safety of patients and staff, and leave the facility without receiving effective treatment. This impact motivated the authors to look beyond psychoanalytic and sociological models for an explanation of this phenomenon. After reviewing the literature and describing gang formation in a hospital, they apply a paradigm of moral development theory and suggest therapeutic interventions.

Adolescent↗
PubMed2005

Internet lives: social context and moral domain in adolescent development.

The author examines the thinking and behavior of adolescents within the digital world. What does all this instant messaging and blogging outside school hours mean? Why do adolescents do it? How much time do they spend doing it? How does it shape their social, emotional, and moral development? Bradley describes the phenomenon and explores some moral development ramifications of a new context of social experience for adolescents. It proposes that the digital world creates its own social context, with a different set of social conventions from the adult-mediated "real" world that adolescents also inhabit. It is a social context that most adults are aware of but do not understand. Adolescents' experiences in the online world influence their experiences in the face-to-face world and play an important role in the development of their social and moral knowledge. This chapter places the discussion within the context of literature on youth ethics that has been developed based on more traditional settings.

Adolescent↗
PubMed2006

Moral awareness and ethical predispositions: investigating the role of individual differences in the recognition of moral issues.

The impact of the role of individual ethical predispositions, preferences for utilitarian and formalistic ideals, on managerial moral awareness was examined in 2 studies. Results suggested that a manager's ethical predispositions influence his or her responses to the characteristics of the moral issue. Both utilitarianism and formalism shaped moral awareness, but formalism demonstrated a greater capacity to do so in that formalists recognized both harm and the violation of a behavioral norm as indicators of the moral issue, whereas utilitarians responded only to harm. These findings provide support for the basic arguments underlying theories of moral development and offer several implications for the study and practice of moral awareness in organizations.

Adult↗
PubMed1990

Early adolescents' values about their pets.

The essays of adolescent boys and girls (N = 354) explaining their decisions to save a pet in the event of a fire were examined by content analysis for the adolescents' underlying value orientations. Hedonistic utility, a moral value characteristic of the second of Kohlberg's (1976) moral development stages, was the primary value underlying adolescents' choices.

Adolescent↗
PubMed1978

A measure of autonomy.

This article reports the development of a measure of indicidual differences in autonomous rule compliance. The autonomy scale (a short, easily administered CPI based test) was developed within the framework of a multidimensional, role-theoretical model of moral development. Five samples were used in the construction of the scale. Two of the samples (total n = 111) were used to derive the autonomy scale. The items for the scale were derived through the sequential use of two common item selection stategies: criterion keying and factor analysis. An initial set of 55 CPI items were derived using an "ideal" autonomy Q-sort profile as a selection criterion, and an Alpha factor solution was used to reduce this initial pool to a final set of 25 items. Several analyses were conducted using three additional samples (total n = 245) to estimate the reliability of the scale and determine its validity. The results of these analyses provide initial evidence for the content, criterion-realted, and construct validity of the scale and indicate that the measure has an adequate reliability.

Humans↗
PubMed2002

Criminality and moral dysfunctions: neurological, biochemical, and genetic dimensions.

In this article, the author attempts to demonstrate a relationship between neurobiological dysfunctions and/or genetically determined deviant behavior and personality traits as well as moral abnormalities. Data from neuroscience show that a number of neurological dysfunctions are linked to cognitive and emotional disturbances. Cognitive and emotional abnormalities, in turn, are frequently related to moral dysfunctions. Moreover, neurological disorders can produce dramatic psychological and social problems, personality changes, and behavioral problems in patients. Those mental, emotional, and psychosocial problems and related moral dysfunctions are frequently linked to violence and/or criminal behavior. Genetic research found evidence of inheritability of antisocial traits, which interfere with moral development and activities. This information has consequences for any assessment and disposition within the legal system. More research on the interrelationship between neuro(bio)logical, genetic, emotional, and mental aspects of moral dysfunctions is needed for the development of adequate treatment, prevention, and intervention programs.

Affect↗
PubMed2004

Toddlers' responsive imitation predicts preschool-age conscience.

Imitation has long been considered a mechanism for the development of conscience. Despite the central role of imitation in theories of moral internalization, the prediction from imitation to moral behavior has not been tested using an individual differences approach. In a longitudinal design, we examined whether individual differences in toddlers' responsive imitation predict preschool-age conscience. Mothers modeled actions for their children to imitate, and both matching behavior and motivation were observed at 14 and 22 months of age. We also measured preschool conscience by observing children's internalized conduct and guilt at ages 33 and 45 months. Imitation measures consistently predicted conscience variables. These relations were strengthened by aggregation across measures and times of assessment. Motivation and matching behavior each contributed independent variance in predicting preschool-age conscience. Results are consistent with the claim that responsive imitation reflects a general receptive stance to parents' guidance, and with both neopsychoanalytic and social cognitive views of imitation's importance in early moral development.

Child Behavior↗
PubMed1983

Moral reasoning and the student nurse.

The traditional curriculum in nurse education has tended to emphasize the acquisition of knowledge and practical skills and to ignore, for the most part, close examination of the social and moral dimensions of the nurse's role. The authors suggest that we ought to include a much more substantial consideration of moral issues in the nurse education and, in particular, they argue that Kohlberg's model of moral development could provide a theoretical framework. This model is based on a cognitive-developmental approach in which an individual's level of reasoning is assessed by the use of a variety of hypothetical dilemmas. Kohlberg claims to identify six qualitatively distinct stages and argues that the transition from one stage to the next results from the individual's active attempts to resolve conflicts arising from moral dilemmas. Some suggestions are made about the ways in which discussion of moral dilemmas might be incorporated within a moral reasoning module in the nurse education curriculum and proposals are made for methods of teaching such a module.

Cognition↗
PubMed1991

Ethical theory and epidemiology.

The stream of ethics questions that arise in science seems endless. These questions concern how one determines responsibilities, rights, obligations, policies, and the like. But neither a "code of ethics" nor customary practice-standards may adequately justify a moral belief. An ethical theory is sometimes necessary to make progress on our moral problems. This form of theory consists of a diverse set of ways of developing moral concepts and giving philosophical reasons that explain, augment, and criticize the rules of social morality. Moral theory provides a basis for moral reasoning about problems; this reasoning is analogous to legal reasoning, where one appears before a court with a well reasoned case in defense of one's conduct. Moral theory is no panacea for our contemporary moral concerns, but it is valuable ally in the attempt to resolve them.

Epidemiology↗
PubMed2005

Being hurt and hurting others: children's narrative accounts and moral judgments of their own interpersonal conflicts.

Children's narrative accounts and moral evaluations of their own interpersonal conflicts with peers were examined. Girls and boys (N = 112) in preschool (M= 4.8 years), first grade (M = 6.9 years), fifth grade (M = 10.9 years), and tenth grade (M = 16.2 years) provided one narrative of a time when they had been hurt by a peer ("victim"), and one of a time when they had hurt a peer ("perpetrator"). Victim and perpetrator narratives were equally long and detailed and depicted similar types of harmful behaviors, but differed significantly in terms of various measures of content and coherence. Narratives given from the victim's perspective featured a self-referential focus and a fairly coherent structure. When the same children gave accounts of situations in which they had been the perpetrators, their construals were less coherent and included multiple shifts between references to their own experience and the experience of the other. Children's moral judgments also varied by perspective, with the majority of victims making negative judgments and nearly half the perpetrators making positive or mixed judgments. These differences in moral judgments were related to the distinct ways in which victims and perpetrators construed conflict situations. Age differences were also found in both narrative construals and moral evaluations, but regardless of their age children construed conflict situations differently from the victim's and the perpetrator's perspectives. By integrating, within the study of moral development, children's interpretations of the social interactions that are at the basis of moral thinking, this approach brings us a step closer to conceptualizing the study of children's moral behavior.

Child↗
PubMed1990

Décalage in moral judgement as a measure of deactualisation weakness of schizophrenic adolescents.

12 schizophrenic, 11 borderline and 20 neurotic adolescents were examined with the procedure, according to Kohlberg, to moral development. In addition, existence techniques, themes and formal personality attributes according to Thomae were assessed. In schizophrenic adolescents a very distinct discrepancy between average and the highest stage values of the moral judgement were the main result (décalage value). This distinct décalage corresponds with the previously discussed distinct ambiguity tolerance of schizophrenics that comes into being on the basis of a deactualisation weakness towards situatively stimulated representative pieces of existence. In connection with this décalage and with the other values for moral judgement are findings on life style and theme that can be interpreted in the sense of an introversion and a cry for help connected with increased resistance and present a form of illness mastering. A detachment from the parents only appears possible at the cost of an increased lability (in the area of moral and ego-identity as décalage).

Adolescent↗