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Results for “Moral Development”

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PubMed1985

Social contract and social integration in adolescent development.

Eighty-nine subjects from two high schools were tested during the spring of their sophomore and senior years, when their mean ages were 16 years, 1 month, and 18 years, 1 month, respectively. Composites measured social contract with: (a) independence, (b) implicit social contract, societal norms and expectations, and (c) explicit social contracts, rules. Composites and single items measured social integration with: (d) role commitment, (e) social-American Dream, accepting the belief in the American Dream that hard work would lead to social success, (f) self-American Dream, belief that hard work will produce personal satisfaction and success, (g) raw deal, perceptions of being treated unfairly, (h) self-blame, and (i) feelings of hopelessness. The results of the cross-lagged panel correlations generally support the hypothesis that students respond to implicit social contracts through role commitment, which is further expressed by a belief in the American Dream for social fulfillment, while responding to the perception of explicit social contracts by not believing in the benefits of the American Dream for personal fulfillment. These results were interpreted as supporting Dienstbier's theory of moral development.

Adolescent↗
PubMed2002

The Southern California Twin Register at the University of Southern California.

The Southern California Twin Register is the result of an effort to recruit twins of all ages in the city of Los Angeles and surrounding areas. The register currently includes an ethnically diverse sample of more than 2600 twin pairs. The most recently recruited pairs have been drawn primarily from computerized records of enrollments in local public school districts, and are comparable in sex and ethnic distributions to the general public school population. An ongoing twin study of social and moral development in children, based on 600 pairs of 9-year-old twins from this register, is also described briefly in this paper.

Adolescent↗
PubMed1997

The impact of political violence on moral reasoning in children.

OBJECTIVE: The moral development of three groups of children, who had been subjected to varying degrees of political violence and economic advantage, was examined in an attempt to determine if group membership or gender influenced the level of moral reasoning or orientation. METHOD: Ninety-three 8- to 13-year-old Israeli Jewish and Bedouin school children, and Palestinian West Bank school children were asked various moral reasoning questions based on an animal fable involving a moral dilemma under three (hypothetical, role-taking, political) conditions. RESULTS: Results indicate that mutuality solutions to moral dilemmas were given more frequently by Israeli Jewish children than Israeli Bedouin or Palestinian children as the questions shifted from abstract to real-life situations. No significant gender differences were found between Jewish children and Bedouin children in hypothetical issues; however, violence and limited resources were found to affect moral judgment in real-life situations for boys, but not for girls. CONCLUSIONS: These findings supported the hypothesis that moral reasoning in children is significantly linked to real-life situations and resources. The results were discussed in terms of their relevance to future researchers and the manner in which children interpret moral questions.

Adolescent↗
PubMedDate not supplied

Community violence: its impact on the development of children and implications for nursing practice.

An alarming increase in the prevalence of violent crime in the United States has lead to the birth of a new subset of victims, children who witness acts of violence. Results of multiple studies suggest that chronic exposure to violence has a profound negative impact on children's cognitive, social, psychologic, and moral development. As primary care providers, pediatric nurses and nurse practitioners are well-positioned to assess these children for early signs of exposure to violence, offer guidance and counseling, and make referrals for proper treatment.

Adolescent↗
PubMed1985

Moral reasoning in dental hygiene students.

Sixty-five students participated in a study designed to identify the level of moral reasoning of dental hygiene students. Comparisons were made with typical college students and a normative group composed of individuals representing a cross-section of ages and educational levels. The relationships among level of moral reasoning and clinical performance, other selected academic measures, and cognitive style were also assessed. The results indicated that post-certificate dental hygiene students reasoned about moral dilemmas at a higher level than the normative group and at the same level as the college student group. In addition, clinical performance, National Board Dental Hygiene Examination scores, Dental Hygiene Aptitude Test (reading scores), high school rank, and cognitive style correlated positively with level of moral reasoning and specific stages of moral development for postcertificate students.

Adult↗
PubMed2005

Uncovering the hidden medical curriculum through a pedagogy of discomfort.

What lies beneath the formal or overt curriculum may impair students' professional growth and development, including their ability to foster genuine relationships with patients and others, and may contribute to the inadvertent, often negative attitudes, beliefs, and behaviors expressed by medical students and witnessed by educators within and external to the classroom environment. To understand the impact a hidden medical curriculum has on both students and educators, I look at one particular model often used in medical education--the physician-patient relationship. I show how this therapeutic relationship ought to be understood through a pedagogy of discomfort, a model developed by Megan Boler (Feeling Power; Emotions and Education, 1999), as a way to uncover the hidden curriculum as it engages students in a collective, critical discourse through which their sense of self in relation to others becomes the groundwork for their professional and moral development. Understanding the physician-patient relationship through a pedagogy of discomfort also teachers students how to critically think about the different values and beliefs held by physicians and patients and how to begin to recognize themselves as physicians in relation to their patients and others.

Adult↗
PubMed1995

Moral reasoning among professional caregivers in nursing homes.

This article examines the responses from a sample of Swedish nursing home staff workers to a hypothetical ethical conflict highlighting the issue of restraint. The responses were analyzed in two ways: first, Piaget's theory of moral development was used to differentiate between "autonomous" and "heteronomous" awareness, and second, the responses were analyzed from the perspective of ethical principles, that is, autonomy, beneficence, nonmaleficence, and justice. The findings indicate that autonomous ethical awareness took precedence over heteronomous ethical awareness. The dominant moral values were the principle of beneficence, followed by the principle of autonomy.

Aged↗
PubMed2006

Attachment and externalizing disorders: a developmental psychopathology perspective.

OBJECTIVE: Attachment theory offers an intriguing formulation of protection and risk that ties together key aspects of behavior, emotion, and cognition. The authors present links among attachment status, other developmental domains, and the development and maintenance of externalizing disorders to illustrate an approach to integrating attachment theory and relationship research with the study of externalizing symptoms. METHOD: The authors review the literature on the attachment system's theoretical and empirical associations with domains of emotion regulation, social attributions, socialization and moral development, and intergenerational transmission of behavior, as well as with externalizing behaviors. RESULTS: There are a number of risk and protective connections between attachment security and other developmental processes that are associated with externalizing disorders. CONCLUSIONS: Knowledge of relational processes, in this case, attachment relationships, can contribute to an understanding of etiology, maintenance, and treatment of externalizing disorders.

Anxiety↗
PubMed2004

Caring about--caring for: moral obligations and work responsibilities in intensive care nursing.

The aim of this study was to analyse experiences of moral concerns in intensive care nursing. The theoretical perspective of the study is based on relational ethics, also referred to as ethics of care. The participants were 36 intensive care nurses from 10 general, neonatal and thoracic intensive care units. The structural characteristics of the units were similar: a high working pace, advanced technology, budget restrictions, recent reorganization, and shortage of experienced nurses. The data consisted of the participants' examples of ethical situations they had experienced in their intensive care unit. A qualitative content analysis identified five themes: believing in a good death; knowing the course of events; feelings of distress; reasoning about physicians' 'doings' and tensions in expressing moral awareness. A main theme was formulated as caring about--caring for: moral obligations and work responsibilities. Moral obligations and work responsibilities are assumed to be complementary dimensions in nursing, yet they were found not to be in balance for intensive care nurses. In conclusion there is a need to support nurses in difficult intensive care situations, for example, by mentoring, as a step towards developing moral action knowledge in the context of intensive care nursing.

Empathy↗
PubMed1997

Development, reliability, and validity testing of the Ethical Behavior Test: a measure for nurses' ethical behavior.

The need for reliable and valid measures for ethical behavior of nurses has encouraged the authors to develop a new instrument to measure students' ethical behavior in daily nursing dilemmas. Characteristic of the instrument presented is the inclusion of two fundamental components of ethical behavior: (1) ethical reasoning (and the resulting decision), and (2) the actual implementation of the ethical decision. As for many instruments, Kohlberg's theory of moral development has been used as the conceptual framework. However, Kohlberg's abstract justice orientation was refined by a care perspective and representative nursing dilemmas were used to make the instrument conceptually more appropriate for measuring nurses' ethical behavior. The analysis of the psychometric properties of the instrument has provided several relevant indications for the reliability and validity of the ethical reasoning and implementation scores. The revealed inconsistencies in the Ethical Behavior Test could be satisfactorily interpreted in terms of Kohlberg's theory and related empirical research findings, supporting the reliability of the ethical behavior scores. The content validity rests upon the careful development of the instrument resulting in an optimal mix of dilemmas, arguments and care situations to reveal nurses' ethical behavior and in a substantial degree of correspondence between the concept and operationalization. The congruency between the patterns of ethical behavior and Kohlberg's theoretical insights about ethical reasoning and practice support the construct validity of the instrument.

Adult↗
PubMed2006

Age and education in moral judgment of participants in team sports.

The present aim was to investigate the effect of age and education on the moral reasoning of the same 535 individuals in sports for whom nature of sport experience was reported. All 535 participants (M age = 24.9 yr., SD = 8.3) were involved in sports at the time of the study as athletes (n = 342), referees (n = 145), or coaches (n = 48), and had a wide range of education. Analysis of variance of scores on the Defining Issues Test of Rest showed moral judgment in sports differs significantly amongst different age groups (F5.510 = 5.37, p < .001) and amounts of education (F4.511 = 6.24, p < .001). Generally, with more education, higher moral judgment can be expected. It is apparent that moral development in sport is related to age and education, as also holds for a wider social setting.

Adolescent↗
PubMed1986

Adolescent characteristics associated with acceptance of handicapped peers.

This study examined the relationship between characteristics of nonhandicapped adolescents and their attitudes toward the handicapped. Forty-one nonhandicapped youngsters completed sociometric evaluations of their physical education classmates. The class of eighty included eleven learning-handicapped students. Ratings were then analyzed with descriptive student data. Characteristics which were significantly associated with acceptance of the handicapped included gender, ethnicity, chronological age, school achievement, moral development, popularity, and overall peer acceptance. Socioeconomic status, physical ability, and length of association did not appear related to student attitude. Implications for placement and intervention are discussed.

Adolescent↗
PubMed1995

The relationship of moral reasoning and AIDS knowledge to risky sexual behavior.

Two hypotheses were tested in this study: (a) moral reasoning and risky sexual behaviors are inversely correlated; (b) the relationship between AIDS knowledge and sexual behavior is mediated by moral reasoning such that AIDS knowledge and risky sexual behaviors are inversely correlated for higher-level moral reasoners but not for lower-level reasoners. Subjects were 103 undergraduate students who completed an instrument assessing moral reasoning, the Defining Issues Test, and two questionnaires assessing sexual behavior and knowledge about AIDS. Factor analysis identified five sexual risk-taking factors with alphas of .60 or higher. Results supported both hypotheses: (a) Risk taking during sexual intercourse (i.e., lower likelihood of using condoms) and risk taking during anal sex were significantly inversely correlated with moral reasoning; (b) For high moral reasoners, two measures of sexual risk taking were significantly negatively correlated with knowledge about AIDS: as knowledge increased, risk taking during sexual intercourse and engagement in a variety of sexual experiences decreased. The reverse relationship was true for low moral reasoners. Implications for moral development theory and research as well as for AIDS prevention campaigns are discussed.

Acquired Immunodeficiency Syndrome↗
PubMed1984

Hyperactives as young adults: past and current substance abuse and antisocial behavior.

In a ten-year prospective follow-up study, young adults who had been diagnosed as hyperactive in childhood were found to have had greater involvement with alcohol and drug use and with courts and police than did matched controls during the five years preceding evaluation. However, differences between groups were generally not significant in the year prior to evaluation, and tests indicate that they had attained similar levels of moral development. Results suggest a more encouraging adult outcome than has previously been expected for hyperactive children.

Adolescent↗
PubMedDate not supplied

Integrating values education into an allied health curriculum. Part I.

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 will be 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.

Allied Health Personnel↗
PubMed2004

A physician charter on medical professionalism: a challenge for medical education.

The European Federation of Internal Medicine, The American College of Physicians-American Society of Internal Medicine, and the American Board of Internal Medicine recently developed a Charter on Medical Professionalism that they hope will be accepted by physicians around the world. The charter is based on three principles: the primacy of patient welfare, patient autonomy, and social justice. We believe that each of these principles has relevance to medical education and practical implications. Based on the obligations of the charter, we believe that medical educators should consider the attribute of altruism in making admission decisions, enhance moral development in medical schools, develop a curriculum in quality improvement, explore further the use of patient simulation, and renew their efforts to incorporate knowledge of the basic sciences into clinical training. Furthermore, we believe they should ensure that students protect patient confidentiality, ensure role-model appropriate interactions with pharmaceutical companies, teach students how gender, race, and socioeconomic status have an impact on health care, require electives in underserved areas, and incorporate the charter into courses on medical ethics. Medical educators must also ensure that the curriculum and learning climate at their institutions support the values articulated in the charter.

Journal Article↗
PubMed2001

Agitation therapy for antisocial and psychopathic personalities: an outline.

In this paper, a hypothetical model of agitation therapy for some categories of antisocial and psychopathic patients/offenders is presented. Agitation therapy is mainly meant for very problematic and aggressive individuals who do not (or hardly) respond (in some periods) to any other type of psychotherapy, neurofeedback, and/or psychopharmacotherapy. The author makes an attempt to develop an adequate model of agitation therapy that makes optimal use of learning moments in controlled conflict situations. During agitation therapy the aggressive antisocial or psychopathic individual will be exposed to external agitation of other patients in a controlled manner in order to increase his/her self-knowledge; awareness of his or her intolerable behavior and limitations; sublimation of aggression/anger; the willingness (and insight in the necessity) to change; feelings of responsibility and emotional, social and moral development. Agitation therapy is not intended to be an isolated form of psychotherapy, but it may be rather often successful in combination with other types of psychotherapy, neurofeedback, and/or psychopharmacotherapy.

Acting Out↗