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Results for “Moral Development”

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PubMed1976

[Presuppositions and orientations in sex education literature. Brief report of an observation].

This article publishes the result of a gallup done with 40 books and publications dealing with sexual education and representing styles and tendencies as diversified as possible. The aim consisted insearching the multisciplinary structure (physiology, psychology, sociology, ethics...) on which the authors rely explicitely for proposing pedagogic orientations. It appears from analyses that the educational aim is most often limited to an information giving the greatest importance to anatomophysiological factors of reproductive functions. A larger concept of sexuality including dimensions of body eroticism, on the one hand, and psychological, social and relational ethical factors, on the other hand, is rejected by some authors proning pedagogic "neutrality". These dimensions are used in an "engaged pedagogy" by other authors, but differently according to their view of "sexual liberalisation" or humanistic or christian sexual ethics. Critical considerations are added to the description of these various tendencies.

Adolescent↗
PubMedDate not supplied

The bioethics program.

Explore the source record for details and available documents.

Attitude of Health Personnel↗
PubMed1987

Seva Vanitha Movement of Sri Lanka (Incorporation) Act (No. 10 of 1987), 10 March 1987.

This Act incorporates the Seva Vanitha Movement of Sri Lanka, which was established by the Women's Bureau of Sri Lanka. Among the objectives of the Movement are the following: "a) to maintain a record of current public affairs with particular reference to the interests of women, children and youths so as to ensure their physical, mental, moral, religious and social development and to protect them from exploitation and discrimination; b) to promote cooperation and mutual confidence among all members irrespective of race, religion, language, occupation and political opinion to enable women to act as a single group interested in National Development; c) to ensure that the women actively participate in development activities outside their homes; and d) to conduct surveys and studies and collect data on problems relating to women and children in collaboration with the Women's Bureau, Children's Secretariat and Governmental and nongovernmental agencies."

Adolescent↗
PubMed1992

Victimizers and their victims: children's conceptions of the mixed emotional consequences of moral transgressions.

4-8-year-old children's conceptions of the emotional consequences of moral transgressions were assessed in 2 experiments. In Experiment 1, most children expected victimizers to feel positive emotions and victims to feel negative emotions, but 8-year-olds who assessed victims first subsequently attributed less positive emotions to victimizers. Despite efforts to manipulate the salience of victims' losses in Experiment 2, children had similar expectations about the emotional consequences of transgressions. However, a developmental shift emerged: 4-year-olds attributed extremely positive emotions to victimizers due to the material gains produced by victimization, whereas 8-year-olds attributed less positive emotions to victimizers, in part due to the unfairness and harm produced by victimization. Probe questions revealed that older children also attributed additional negative-valence emotions to victimizers, suggesting that victimizers are expected to feel conflicting rather than exclusively positive emotions. Discussion focused on potential cognitive constraints in children's conceptions of moral emotions.

Awareness↗
PubMed1992

Knowing and practicing ethics.

The interrelationship between ethics and child and adolescent psychiatry is discussed, particularly as it relates to clinical practice. Three principles for ethical clinical practice are presented from a philosophical perspective and illustrated with two case vignettes. A formulation is reached that states that ethical theory parallels clinical theory.

Adolescent↗
PubMed1976

The application of psychotherapeutic conceptual models in nursing practice.

Nurses, in order for their practice to be at a scientific level, need to consciously apply laws of change and stability of human behavior that have been identified by the behavioral sciences--especially psychotherapeutic theories. These are separated into several conceptual models which are organized around assumptions of the etiology of human behavior based on scientific observation and experimentation. They differ in emphasis and manipulation of the psychic elements of magic, faith, adaptation, and intellect. The beginning practitioner will probably find applying concepts from one model at a time most effective. She should base her choice on the congruence of the assumptions and emphasis of the models and her nursing assessment of the problem and her own philosophy of nursing. Her resulting choices of nursing intervention using a psychotherapeutic model should yield predictable goal attainment.

Education, Nursing↗
PubMed1991

Dreams, conscience, and memory.

The interpretation of certain dreams, as opposed to the direct examination of behavior, makes it possible to explore the conscience of the dreamer, detect hidden sources of guilt, and interpret them with less likelihood of arousing intractable resistance. Through the recovery of memories and the establishment of an intimate familiarity with one's personal history, it becomes possible to resolve problems of "neurotic" guilt, based ultimately on distortions of repressed childhood memories. The resolution of these conflicts allows a greater role for the operation of "appropriate" guilt, based on genuine transgressions, and the establishment of a more mature ethical structure.

Adult↗
PubMed1986

[Torture, consequences for psychological health and medical ethics].

After having described and condemned the torture as a method of suppressing human personality, the author shows forth, how easily excessive military discipline can turn men into torturers. The political power leads for both, torturers and victims, to a tyrannic instance on the level of "Superego". The introduction of the "Right of Controlling" is necessary in order to avoid interdependences of the team.

Authoritarianism↗
PubMed1989

Mentoring the novice clinical nurse specialist.

Mentoring can be a very important component in the personal and professional development of the clinical nurse specialist (CNS). Successful mentoring can be a highly productive, cost effective way to increase performance levels, develop leadership skills, improve morale, and increase self-esteem and value of both the mentor and mentee. This article will look at mentoring relationships and the mentoring process as they relate to the CNS.

Humans↗
PubMed1987

Traditional morality, moral reasoning and the moral education of adolescents.

While many groups agree that there is a need for schools to give some value training, particularly to adolescents, there is much disagreement as to how this should be done. Two positions on value training seem to be most prevalent today. One has often been identified with Kohlberg--teaching moral reasoning. The other position, supported by most conservative groups in this country today, calls for the teaching of traditional values. Proponents of these two positions have strongly criticized each other's methods and philosophies. This paper examines both positions and attempts to establish a significant common ground. In doing so, it is hoped that educators will be encouraged to incorporate elements of both ideas in the moral education process.

Adolescent↗