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PubMed2004

Rationalizing criminal behaviour: the influence of criminal sentiments on sociomoral development in violent offenders and nonoffenders.

Cognitive developmental theory suggests that mature-level sociomoral reasoning (Stages 3 and 4) can provide a protective factor, or buffer, against antisocial and violent criminal behavior. This study explored whether the influence of internalised criminal sentiments could undermine this buffer. The sample was high-risk men and women offenders (n = 99) convicted of serious violent index offences, and men and women nonoffender university students (n = 101). Moral reasoning was measured using the Sociomoral Reflection Measure-Short Form, whereas criminal sentiments were assessed using the Criminal Sentiments Scale. Based on moral reasoning development level the sample was classified into groups: mature- or immature-level moral reasoners. The results suggested that mature-level sociomoral development might not protect a person from identifying with criminal others, and that law violation could be rationalized regardless of sociomoral level. Gender differences were neither expected nor found. The applied implications of the findings are considered.

Adult↗
PubMed1989

A cognitive perspective on object relations, drive development and ego structure in the second and third years of life.

This paper extends a recent line of research by correlating Piaget's theory of cognitive development with several psychoanalytic perspectives on development during the second and third years of life. The concrete, imagistic, unintegrated nature of mental representations associated by Mahler and Kernberg with this period, along with the mental operation of splitting, are related to preconceptual representation, a cognitive mode described by Piaget. Psychoanalytic perspectives on the body ego and object world associated with the anal period are also seen to involve concrete, unintegrated representations which show correspondence with preconceptual cognition. Parallels are explored between cognitive stages and the psychoanalytic understanding of ego and superego development. While psychoanalysis is not a cognitive psychology, aspects of its theory are concerned with cognitive structure and are enriched by a consideration of cognitive development.

Child Development↗
PubMed2006

Moral competence and character strengths among adolescents: the development and validation of the Values in Action Inventory of Strengths for Youth.

Moral competence among adolescents can be approached in terms of good character. Character is a multidimensional construct comprised of a family of positive traits manifest in an individual's thoughts, emotions and behaviours. The Values in Action Inventory for Youth (VIA-Youth) is a self-report questionnaire suitable for adolescents that measures 24 widely valued strength of character. Data from several samples bearing on the internal consistency, stability, and validity of the VIA-Youth are described, along with what is known about the prevalence and demographic correlates of the character strengths it measures. Exploratory factor analysis revealed an interpretable four-factor structure of the VIA-Youth subscales: temperance strengths (e.g., prudence, self-regulation), intellectual strengths (e.g., love of learning, curiosity), theological strengths (e.g., hope, religiousness, love), and other-directed (interpersonal) strengths (e.g., kindness, modesty). The uses of the VIA-Youth in research and practise are discussed along with directions for future research.

Adolescent↗
PubMed2005

Promoting children's ethical development through social and emotional learning.

In today's climate of increased emphasis on measuring achievement through high-stakes testing, academic subjects are too often divorced from the social context in which they are taught. We know that learning is a social process. In fact, many educators and other youth development practitioners recognize that social, emotional, and ethical development cannot be ignored in the name of better academic preparation, especially in the face of data showing that students are more disengaged than ever before. Social and emotional learning (SEL) offers educators and other youth development personnel a framework for addressing students' social and emotional needs in systematic way. SEL is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. Research has shown that SEL has an impact on every aspect of children's development: their health, ethical development, citizenship, academic learning, and motivation to achieve. This chapter profiles one school in Illinois that has been implementing SEL programming for a number of years. The authors provide evidence of the impact of SEL on school climate, student behavior, and attitudes. Ultimately the authors see this as fostering the kind of understanding of the larger world that leads young people to make ethical choices. They propose that the lessons learned are applicable to a wide variety of settings, including other schools, after-school programs, and summer camps.

Adolescent↗
PubMed1997

Temporary matters. The ethical consequences of transient social relationships in medical training.

Medical students and resident physicians spend much of their training engaged in transient, time-limited relationships with patients, families, and other care providers. This article offers a partial catalog of the problems that the evanescent nature of trainees' relationships with others creates in their lives, the strategies they often use to address these problems, and the deleterious consequences these strategies may have on their behavior and ethical development.

Clinical Clerkship↗
PubMed2001

Regulating moral dissent in an open society: The Dutch experience with pragmatic tolerance.

In pluralistic modern societies, moral dissent will, to an increasing extent, be an inescapable fact in our lives. Moral dissent, however, involves various serious dangers: escalation of conflicts, the use of violence, flourishing of radical extremism and even civil war. There are basically two ways in which these threats can be addressed: coercive enforcement of consensus or tolerance. First, we could try to eliminate moral dissent by using more dictatorial forms of consensus formation, like propaganda, indoctrination and terror. This, however, would endanger or even destroy the open society. Therefore, from a moral point of view, tolerance appears to be the more desirable antidote to the unwanted effects of moral dissent. This paper aims to contribute to the discussions about the regulation of moral dissent and the formation of moral consensus by analyzing one of the most important and idiosyncratic elements of the Dutch way of handling these issues: pragmatic tolerance. First, some general thoughts are developed about moral consensus, moral dissent and tolerance as a means of regulating dissent. In addition, the characteristic Dutch policy of pragmatic tolerance is described. Finally, some of the pros and cons of pragmatic tolerance are analyzed from an ethical perspective.

Attitude to Health↗
PubMed1988

Children's understanding of moral emotions.

4-8-year-old children's attributions of emotion to a story figure who violated a moral rule were studied in a series of experiments. Most 4-year-olds judged a wrongdoer to experience positive emotions, focusing their justifications on the successful outcome of his action, whereas almost all 8-year-olds attributed negative feelings, focusing on the moral value of the wrongdoer's action. A developmental trend from outcome-oriented toward morally oriented emotion attributions was also observed in children's judgments of the feelings of a story character who had resisted temptation. When morally evaluating a wrongdoer, only children above the age of 6 years took emotional reactions into account, judging a "happy" wrongdoer to be worse than a "sorry" one. 4- and 5-year-olds attributed positive emotions to a wrongdoer even if his transgression was severe and if he did not gain any material profit from it. However, they did not expect a person (even an ill-motivated one) to feel good if he or she unintentionally harmed another person or merely observed someone being hurt. These results are discussed in relation to recent research on children's developing conceptions of emotion and on the early development of moral understanding.

Accidents↗
PubMed1989

Moral reasoning in college students: implications for nursing education.

The purpose of this study was to investigate the moral reasoning levels of undergraduate students, freshman through senior (N = 266), in a liberal arts college. Three groups of students, two liberal arts, and one nursing participated in the study. All three groups had enrolled in one of two general education curricular tracks. Two of the groups, one liberal arts and one nursing, were enrolled in a traditional general education curriculum; the third group enrolled in an integrated general education curriculum which used decision-making as an organizational structure. Moral reasoning levels were determined for the three groups via Rest's Defining Issues Test. Results revealed the liberal arts students in the integrated curriculum had significantly higher moral reasoning levels than those in the traditional curriculum. The nursing students were intermediate in moral reasoning levels to the two liberal arts groups. These results suggest that baccalaureate nursing educators should consider an approach similar to the integrated curriculum with a decision-making organizational structure to facilitate students' moral reasoning development. Regardless of their area of clinical practice, today's professional nurses are increasingly confronted with ethical dilemmas and often required to make moral/ethical decisions. Nurses who reason at a high moral or ethical level are assumed to practice by a code of moral principles and thus more likely to make decisions which value others and respect their rights and dignity (Felton & Parsons, 1987). In response to this relatively complex dimension in nursing practice, nursing educators have begun to discuss how best to prepare the nursing student to make these high-level ethical decisions.(ABSTRACT TRUNCATED AT 250 WORDS)

Cognition↗
PubMed2005

Children's, adolescents', and young adults' reward allocations to hypothetical siblings and fairness judgments: effects of actor gender, character type, and allocation pattern.

The authors studied the reward allocation patterns, reasoning, and fairness judgments of 112 participants at 4 grade levels: kindergarten, 3rd grade, 9th grade, and college. Three story characters (an oldest, the most productive, and the physically disadvantaged) were depicted as siblings of the same gender, either sisters or brothers, who poured lemonade at a school picnic. Kindergartners' pattern of reward allocations indicated the use of an equality and productivity-based equity rule, whereas most of the older participants integrated considerations of both productivity and physical disadvantage in their allocations. Reasoning data were generally consistent with the allocation patterns. Reward allocations differed significantly by the gender of the characters, and fairness ratings differed significantly by the gender of the characters and the gender of the participant. Conclusions discuss the increasing coordination and consideration of more than one claim to the reward with development.

Adolescent↗
PubMed1986

Character development in adolescents.

This study explored the effects of a program consisting of communication and counseling skills, assertiveness training and moral dilemmas on the character development, i.e., moral reasoning, ego development, and assertiveness of high school students. It was hypothesized that exposure to the experimental treatment would enhance the character development of high school students. Fifty-four high school seniors enrolled in three psychology classes were assigned randomly to two treatment groups and one control group. Assessment instruments were the Defining Issues Test, to measure moral reasoning, the Washington University Sentence Completion Test, to measure ego development, and the Rathus Assertiveness Schedule, to measure assertiveness. A repeated measures analysis of variance was used to determine significant differences between control and treatment posttest means with respect to the dependent variables--moral reasoning, ego development, and assertiveness. The results demonstrated that the character development of the students in the experimental treatment group was affected significantly over time by the program.

Achievement↗
PubMed2002

3.1 Scholarship and the university.

Universities now exist in an environment of increasing accountability for their academic performance, both in teaching and research. Dental schools are expected to meet the academic expectations of their parent university and, in addition, to contribute to the health-care needs of the community. Individual staff members must achieve collectively the performance targets required of their school and individually must develop skills and expertise in their academic and clinical activities to merit tenure and promotion. This discussion examines the issues which impact on current problems of recruitment and retention of academic staff in dental schools internationally. The essential issue is career development in a manner which maintains the values that will ensure the credibility of dentistry as a scientifically based discipline and profession, while balancing the achievable academic needs with the added demands of achieving specialist clinical skills. Central to this balance is recognition that scholarship, which provides the bridge between research and teaching, can be broadly defined and that different individuals can be scholarly in a range of ways. Increasingly, schools are recognizing the importance of providing structured opportunities and guidance for career development of younger staff and of the need for flexibility in their criteria for tenure and promotion, recognizing that a diversity of individual strengths and teamworking are necessary both for the collective performance of the institution and the morale and development of the individual.

Computer Communication Networks↗