Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Moral Development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 271 records · Page 15Linked to original sources

Moral reasoning, perceived competence, and adolescent engagement in risky activity.

Relations among moral reasoning, domain specific perceived competencies, and self-reported engagement in risky activity (substance use and antisocial behavior) were examined with 110 10th-12th grade students. An exploratory model demonstrated that perceived behavioral competence mediated the relation of moral reasoning and engagement in risky behavior such that preconventional moral reasoning predicted perceptions of low behavioral competence, which was associated with engagement in risky activity. The results support contentions of moral theorists that a comprehensive theory of moral development must include self-regulatory mechanisms such as perceptions of competence in order to predict moral conduct.

Achievement↗

Current trends in medical ethics education.

The unprecedented progress in biomedical sciences and technology during the last few decades has resulted in great transformations in the concepts of health and disease, health systems and healthcare organization and practices. Those changes have been accompanied by the emergence of a broad range of ethical dilemmas that confront the health professionals more frequently in an increasing range of problems and situations. Health care that has been practiced for centuries on the basis of a direct doctor-patient relationship has been increasingly transformed to a more complex process integrating the health-team, the patient (healthcare seeker) and the community. Systematic review of the specialized literature revealed that Healthcare Ethics Education became a basic requirement for any training program for health professionals, and should cover the different stages of undergraduate, postgraduate and continuing education. Both theoretical foundations and practical skills are required for the appropriate ethical reasoning, ethical attitude and decision-making. There is growing evidence that physicians' professional and moral development is not determined by the formal curriculum of ethics, rather more, it is determined by the moral environment of the professional practice, the "hidden curriculum" which deserves serious consideration by medical educators.

Education, Medical↗

Socialization and temperament in the development of guilt and conscience.

Toddlerhood antecedents of conscience were examined in 58 8-10-year-old children. The measures of conscience, such as general affective/moral orientation, the extent of reparation, and the intensity of guilt feelings, were assessed from children's narratives produced in response to semiprojective stories involving transgressions, distress, and conflict. Maternal endorsed socialization orientations and observed rearing behaviors that deemphasized the use of power were associated with the children's internalized conscience 6 years later. However, these findings were significant only for children who were relatively prone to fearful arousal. The capacity for self-regulation, indexed by early compliance and noncompliance to maternal socialization, predicted children's internalized conscience 6 years later. There was preliminary evidence that compliance obtained in a rearing context that deemphasized power assertion was most conducive to the development of conscience. The findings are discussed in view of the interplay of socialization and temperament in moral development.

Arousal↗

Young females in the athletic arena.

There are factors that uniquely affect young females in sports. The sociologic aspects of female youth sports can be understood from a historical perspective. Athletics have an influence on the development of young girls, from gender identity and sexual orientation to the foundations of self-esteem and moral development. There is a relationship between certain psychopathologic conditions common in girls and athletics, including eating disorders, depression, and anxiety disorders. Although involvement in sports may engender some of these problems, others may be successfully treated through physical exercise.

Adolescent↗

Communicating with the schizophrenic superego.

The procedure reported here, which I have called "conversations with superegos," raises a number of important questions, both about ordinary versus psychopathological psychic structure, and about technique. There is no space to enter into a lengthy discussion, but a few brief points may be in order. First, let us consider the issue of psychic structure. I have argued that the superego is a hostile agency within the mind whose operations are essentially inimical to the patient's growth and well-being. (As an element of psychic structure, the superego can be distinguished from the ego ideal on the basis of the associated affect, that is, guilt rather than shame. Similarly, it is possible that the superego may be constructed on the basis of identifications that are different than those that may form the basis of the ego ideal). Further, I have argued that the superego is neither a force for true moral development nor a platform for the voice of the patient's "better" nature, (although it purports to be until challenged). A structure that lies, manipulates, threatens, and appears to be motivated in the end solely by its own continued existence, must certainly be considered suspect as an authority on morality. On the contrary, I see true morality originating in the patient's ego, because in that structure lies the ability to identify with others. One could object, however, that this way of viewing the matter is an artifact of working with a particular patient population. That is to say, it might be the case that in psychotic and borderline psychotic conditions, the superego does function this way, whereas in healthy or neurotic conditions it does not. In a similar vein, it could be argued that a pattern of development that was sufficiently skewed so as to result in psychosis would be more than likely to have been peopled by hostile, punitive, and essentially destructive identification figures, such as could form the basis for a pathological superego, whereas in normal or neurotic development this might not be the case. I would disagree on the following basis: I believe that the course of development is laid out by nature; that is, events like the separation-individuation phase, the oral, anal, phallic, and oedipal phases occur in all of us. It is what happens in the course of that development that will lead either to normalcy or various degrees of pathology. For example, we all project. But it is whether we project an expectation that the next person we meet is a decent, civilized human being or a monster out to destroy us that causes us happiness or pain. That said, my own view of the matter is that the general principal holds for conditions other than the patients reported here, with the difference being one of degree. Where identification figures are essentially benign and foster the development of the self, then their strictures, whether moral or merely practical, would be likely to become assimilated into the ego, without the telltale restriction of reflection and autonomy together with the accompanying guilt that characterize the superego's activity, in which case, we are not talking about superegos at all. What distinguishes psychotic and neurotic development, in my view, is not the issue of whether superego operations are benign or not, but the degree to which the ego is compromised with the resulting formation of fantasy-introjects. I have found, as if it were a principal of physics, that the stronger the ego, the weaker the superego and vice versa. And when some energy of the superego is released, it appears to go directly into the ego without my intervention, though I sometimes ask the "brain's" opinion. The second issue concerns technique. In psychosis, the voice of the superego is very loud, so much so that there are times when I have had to shout to be heard. On the other hand, my patients report that the voice of the ego may be so quiet that the patient hasn't heard it at all, or hears it as a whisper. (ABSTRACT TRUN

Adult↗

Can prototypes inform moral developmental theory?

L. J. Walker and R. C. Pitts (1998) suggest that research on prototypes of moral excellence can lead to important new insights for accounts of moral development that are unlikely to emerge from the efforts of theorists working within psychological or philosophical paradigms. In this commentary, I argue that (a) experts in philosophical and psychological paradigms can and do contribute to revisions of theories of moral excellence, and (b) the study of prototypes has limited value for resolving some important theoretical issues. Three research topics that can be informed by the investigation of prototypes of moral excellence are described.

Adolescent↗

Argument structure, argument content, and cognitive change in children's peer interaction.

In this experimental study, the author examined whether children's conversations play a role in the processes of influence between peers. Children, aged 8 to 10 years, who were at different levels of moral development participated. The conversations of 120 children were coded and analyzed in terms of argument structure and content. Results indicated that the differences in structure between boys' and girls' arguments are stylistic and do not influence conversation outcomes. The children's use of the structural features of conversations suggested that when a more advanced position is adopted, the arguments themselves appear to inspire cognitive change. However, when a less advanced position is adopted, the children who influence their peers invoke a particular and insistent conversational style. Results are discussed in terms of transmission and constructivist accounts of the role of social interaction in cognitive development.

Analysis of Variance↗

Sexual experience, sex guilt, and sexual moral reasoning.

Two studies are described in which the relations between sexual experience, sex guilt, and sexual moral reasoning were examined. Subjects were asked to articulate their opinions on each of six sexual activities, and then choose one of six statements (corresponding to Kohlberg's six stages of reasoning) that most clearly reflected why they had, or had not, engaged in three of those activities. An analysis of the moral reasoning present in each of the six articulated responses indicated that level of reasoning was inversely related to sex guilt. Analysis of the preference data indicated that subjects endorsed reasoning (statements) at a higher stage than they had articulated, and that this "gap" between articulation and preference was much greater for less experienced subjects. Results are discussed in terms of the utility of using situation-specific moral dilemmas when assessing moral reasoning, and in terms of the possible role that lack of sexual experience plays in inhibiting sexual moral development.

Adult↗

Current trends in teaching ethics of healthcare practices.

The unprecedented progress in bio-medical sciences and technology during the last few decades has resulted in great transformations in the concepts of health and disease, health systems and healthcare organisation and practices. Those changes have been accompanied by the emergence of a broad range of ethical dilemmas that confront health professionals more frequently. The classical Hippocratic ethical principles, though still retaining their relevance and validity, have become insufficiently adequate in an increasing range of problems and situations. Healthcare that has been practised for centuries on the basis of a direct doctor-patient relationship has been increasingly transformed into a more complex process integrating the health-team, the patient (healthcare seeker) and the community. Systematic review of the specialised literatures revealed that Healthcare Ethics education has become a basic requirement for any training programme for health professionals, and should cover the different stages of undergraduate, postgraduate and continuing education. Both theoretical foundations and practical skills are required for the appropriate ethical reasoning, ethical attitude and decision-making abilities. There is growing evidence that physicians' professional and moral development is not only determined by the formal curriculum of ethics; rather more, it is determined by the moral environment of the professional practice, the 'hidden curriculum' which deserves serious consideration by medical education.

Biomedical Technology↗

Self-control and ego identity development as predictors of unprotected sex in late adolescent males.

Male college students completed an anonymous self-report questionnaire assessing HIV-related knowledge, attitudes, moral development, personality factors and behaviors. Bivariate analyses were used to identify factors associated with high-risk sexual intercourse. Significant demographic psychosocial and behavioral predictors were entered into a logistic regression analysis to evaluate the independent influence of each predictor on unprotected sexual intercourse. Behavioral factors were the most powerful predictors of unprotected sexual intercourse. Adolescents reporting multiple sex partners, drinking and picking-up sex partners were significantly more likely to engage in sex without condoms. Examining psychosocial factors alone, it was found that adolescents who had low scores for ego-development (goal-directedness) and self-control were significantly more likely to engage in sex without condoms. Identification of two personality constructs as underlying predictors of high-risk behavior, while potentially important for the development of effective HIV prevention programs, needs corroboration to further define the interrelationships between these factors and other psychosocial constructs.

Adolescent↗

Naturalistic conceptions of moral maturity.

By examining naturalistic conceptions of moral maturity, this project sought a more comprehensive understanding of moral excellence than is evident in dominant theories of moral development. Studies 1 and 2 involved different samples of 120 adults (17-25, 35-55, and 65+ years). Study 3 involved a sample of 180 undergraduates. In Study 1, a free-listing procedure was used to generate the attributes of a highly moral person as well as those for two related person-concepts. In Study 2, a rating procedure for these attributes was used to generate a prototype of the moral person-concept. In Study 3, a similarity-sorting task was used to uncover people's implicit typology of moral maturity. The findings indicate that naturalistic notions of moral excellence not only contain themes of principled reasoning but also reference aspects of moral character and virtue that enlarge our understanding of the psychological functioning of the mature moral agent.

Adolescent↗

The passions of maturity: morality and creativity in later life.

Studies of moral development have concentrated on children and adolescents rather than older adults. Yet people continue to face and reflect on moral dilemmas throughout the life-course. This article examines how a group of older women and men from a rural New York community deal with issues of meaning and purpose in their mature years, and compares their experiences with those of elders from India. Through a series of ethnographic vignettes, three American approaches to the moral nature of late life are explored: viz., deep involvement in art, in public service, and in self-exploration. Rural people discovered many forms of passion, ranging from the personal, professional and political to the ethical and expressive. In their attempts to negotiate both passion and purpose, these individuals also found themselves contending with major contradictions in their own culture, especially the tensions between self fulfillment and social responsibility, duty and creativity, and personal meaning and reciprocity. Their sense of purpose is compared with that of sannyasins, older spiritual seekers from India, whose goals stressed a very distinct set of cultural ideals.

Journal Article↗

Moralization of attachment: a fourth domain of conscience functioning.

OBJECTIVES: To define discrete developmental levels of understanding regarding the ways in which normal children and adolescents link remembered and current attachment experiences to their moral belief system and to study the correlation between this progression and previously identified stages of conscience conceptualization. METHOD: Using the moralization of attachment section from the semistructured Stilwell Conscience Interview, 132 normal volunteers between the ages of 5 and 17 years were individually interviewed. Analysis of the interviews resulted in five levels of understanding. RESULTS: By analyses of variance and covariance, the five attachment levels showed significant correlation with the five conceptualization stages. Conceptualization stage showed a stronger correlation than age. CONCLUSIONS: In normal development, moralization of attachment is a domain of conscience functioning which follows a five-level hierarchical developmental progression; first, the child's sense of security and empathic responsiveness become paired with a sense of moral obligation; caretaker rules are then incorporated; an understanding of how empathy modifies strict rule-following develops; idols and ideals are chosen that reflect earlier learning in attachment relationships; finally, a visualization of the self as moral standard-bearer or teacher unfolds.

Adolescent↗

Moral reasoning and consistency of belief and behavior: decisions about substance abuse.

In view of implications of Kohlberg's theory of moral development, two hypotheses were considered in two independent studies: a) individuals who consider the use of potentially harmful substances to be morally wrong will be less likely to use such substances than peers who view such activities as a personal choice; and b) compared to those who are less mature, more mature moral reasoners display more consistency between their expressed beliefs about the morality of drug use and their reports of actual drug use. Two samples of college students, 29 men and 59 women in Study 1 and 46 men and 100 women in Study 2, served as participants. All completed questionnaires about their use of tobacco, alcohol, and illicit drugs and their beliefs about the morality of using these substances. Participants in Study 2 also responded to the Defining Issues Test (DIT) to assess their level of moral thinking. Results from Study 1 supported hypothesis (a). Findings from Study 2 supported hypotheses (a) and (b).

Adolescent↗

The relationship of children's attitudes toward alcohol to their value development.

Developmentally, attitudes toward casual alcohol use and toward the abuse of alcohol should be related to the development of value content and value structure. Two studies were conducted that found this to be generally so with upper elementary schoolchildren. A negative attitude toward the abuse of alcohol was definitely related to general measures of the internalization of those values necessary to be a part of any group as well as the rejection of acts generally considered to be deviant in our culture. Attitudes toward casual use of alcohol were also somewhat related, but not as strongly. However, alcohol attitudes were unrelated to stage of moral development or other measures of thinking processes. Some shifts across age and sex were also noted. Programs oriented toward the prevention of alcohol abuse may need to communicate the value norms of our society and can proceed without impacting attitudes toward casual alcohol use.

Alcohol Drinking↗

Children's moral and ecological reasoning about the Prince William Sound oil spill.

Sixty 2nd, 5th, and 8th graders were interviewed on their moral and ecological reasoning about the 1990 Exxon Valdez oil spill that occurred in Prince William Sound, Alaska. Results showed that children understood that the oil spill negatively affected the local Alaskan shoreline, marine life, fishermen, recreationists, and the oil company. Children cared that harm occurred to the shoreline and marine life and conceived of both types of harm as violating a moral obligation. Fifth and 8th graders, compared with 2nd graders, used a greater proportion of anthropocentric reasoning (e.g., that nature ought to be protected to protect human welfare) and biocentric reasoning (e.g., that nature has intrinsic value, rights, or a teleology). Discussion focuses on how studying children's reasoning about nature not only extends the bounds of what counts as moral--to include a relationship with the natural world--but also provides a unique means by which to conduct basic research on children's moral development.

Adolescent↗

Moral judgment in delinquents and nondelinquents: recognition versus production measures.

Juvenile delinquents' (n = 60) and nondelinquents' (n = 73) stages of moral development were compared using both recognition and production measures. Juvenile delinquents were found to score significantly lower than nondelinquents on a production measure of moral judgment (the Sociomoral Reflection Measure). A recognition measure (the Sociomoral Reflection Objective Measure), however, did not discriminate between the two groups in an analysis controlled for significant covariates of age, socioeconomic status, and IQ. The possibility that delinquents are delayed in the production but not recognition of mature moral reasoning is considered. The possibility is also considered, however, that excessive error variance associated with recognition measures of moral reasoning when administered to juvenile delinquents is responsible for the inability of such measures to discriminate between delinquents and nondelinquents.

Adolescent↗

Enhancing ethical decision making in sexuality and AIDS education.

Traditionally, sexuality education has consisted of teaching adolescents about human anatomy, reproduction, and sexually transmitted diseases. Most sexuality and AIDS education curricula have emphasized neither the relational aspects nor the ethical meaning of sexual behavior. However, current guidelines for comprehensive sexuality education from the National Guidelines Task Force acknowledge the ethical dimensions of sexuality. This paper advocates providing sexuality and AIDS education in a way that helps adolescents explore the ethical meaning of their sexual behavior. Principles from Rest's model of moral development are presented as one example of an ethical framework that could inform sexuality and AIDS education curricula. Rest describes four internal processes that produce moral behavior: moral sensitivity, moral judgment, moral motivation, and moral character. For each of these processes, illustrative questions and activities are suggested here which can be used by sexuality and AIDS educators to facilitate discussions with adolescents about the ethical meaning and implications of their sexual behavior.

Acquired Immunodeficiency Syndrome↗