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Results for “Moral Development”

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PubMed1998

Korean children's concepts of adult and peer authority and moral reasoning.

This study examined Korean children's judgments about authority commands regarding moral events bearing on property rights (dealing with lost property), distributive justice (sharing candy), and public welfare (disposing of trash). Sixty children from the 1st, 3rd, and 5th grades were presented with story variations in which an individual intervened, giving a command to children, or in which 2 different persons gave opposing commands. At all ages, children judged that a principal, a teacher, a class president, and a child who held no position of authority have legitimacy and should be obeyed when giving directives considered morally right. Children also accorded greater legitimacy to persons giving commands consistent with moral demands (a teacher, a class president, or a child with no position of authority) over a principal's command contrary to the moral evaluation. Justifications for their choices were based on rights, sharing, and welfare. The findings showed that Korean children do not take a unilateral orientation to adult authorities or unquestioningly accept authority directives.

Adult↗
PubMed2001

Thriving--a useful theoretical perspective to capture the experience of well-being among frail elderly in nursing homes?

AIM: The aim of this article is to discuss the concept of thriving and its adequacy in describing the experience of well-being among physically frail nursing home residents. BACKGROUND: There is a lack of theoretical perspectives describing nursing home residents' experience of well-being. METHOD: The article is based on a literature review and analysis of how the concept of thriving is used in different professional traditions. Three different theoretical perspectives are presented: (1) thriving as an outcome of growth and development; (2) thriving as a psychological state; (3) thriving as an expression of physical health state. In the second part of the paper, the three perspectives are discussed. CONCLUSION: The authors suggest that there is a need to develop a new concept: that of thriving in physically frail nursing home residents. The article discusses how each of the three theoretical perspectives may contribute to the formation of this concept.

Adaptation, Psychological↗
PubMed1991

Role of the school in serving children with learning disabilities.

The term "learning disabilities" means different things to different people. Within the educational context, this term is generally interpreted to mean "specific" LDs, as defined in federal legislation mandating school districts to provide services to children with handicaps. The preceding remarks have described the major legal responsibilities of schools with regard to children with handicaps. These responsibilities include identifying and locating children who are suspected of being handicapped, providing a comprehensive evaluation of their needs, planning an individual program for the student cooperatively with the parent or parents, educating children in an environment that is the least restrictive, and providing parents with due process throughout these activities. It is recognized that neurologists count among their patients numerous children whom they have identified clinically as "learning disabled," yet who do not qualify for special education under the "specific" LDs definition employed by the school. This article provides both moral and pragmatic reasons for school districts to develop appropriate means of responding to the needs of such pupils, and examples of accommodations that may be implemented at various levels of the school's organizational structure. Finally, it suggests that by developing effective linkages between their systems, medical and educational personnel can facilitate treatment for children who are having difficulty in learning.

Child↗
PubMed1988

Influence of the reason for the other's affect on preschoolers' empathic response.

Forty-six preschoolers were individually presented four slide-sequence stories in which the main character performed acts that resulted in the character displaying happiness (in two stories) or sadness (in two stories). Within each happy and sad story pair, one story portrayed the main character as having an "acceptable" reason for his or her affect (e.g., the character was happy after finding a friend to play with) and one story portrayed the character as having an "unacceptable" reason for his or her affect (e.g., the character was happy after transgressing against another child). Affective and evaluative responses to the main characters in the four stories were assessed. The preschoolers generally empathized more with (and evaluated more favorably) a story character whose affect was associated with the performance of an acceptable rather than an unacceptable act.

Affect↗
PubMed1999

Moral values of only and sibling children in mainland China.

Seventh graders (N = 346) in Beijing and Shanghai were administered the Chinese Values Survey (M. H. Bond & the Chinese Culture Connection, 1987) and the Rokeach Values Survey (modified version; R. A. Cole, 1972) in 1992. Results showed no statistically significant difference in scores between only and sibling children who rated Chinese values and Rokeach terminal values. The 2 groups appeared to be significantly different in rating Rokeach instrumental values, but the effect sizes accounted for less than 2% of the variance. The stereotype of only children as being "spoiled" was not supported by the data.

Adolescent↗
PubMed2002

Rights not restrictions for learning disabled adults: a response to Spiecker and Steutel.

What follows is a response to an article by Spiecker and Steutel in which they pose the question of whether sex between people with "mental retardation" (sic) is morally permissible and in which they argue that since many such people cannot give "valid consent", the additional consent of caretakers may be required. However, we argue that the term "mental retard" is offensive and that either the UK terminology ("the learning disabled") or the internationally accepted term ("intellectually disabled") are more acceptable. Moreover, we point out that Spiecker and Steutel are mistaken. Many "learning disabled" people can and do give "valid consent". In any case, their question is itself dubious. Why should two learning disabled people who want to have sex together need anyone else's consent? In addition, we briefly address the rights of the learning disabled to the same sexual freedom as others, on the one hand, and to freedom from sexual exploitation on the other hand. Finally, we consider the implications of these issues for moral education. We suggest that carers need to develop empathy and, where necessary, advocacy skills. We point to the existence of training programmes on sexuality and protection issues.

Adult↗
PubMed1997

Response to Khushf.

Explore the source record for details and available documents.

Beginning of Human Life↗
PubMed1997

Response to Khushf.

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Beginning of Human Life↗
PubMed2004

Exploring ethical implications for acting faithfully in professional relationships.

The obligation to act faithfully poses ethical issues as nurses live nursing from day to day. In this column, the ethics of acting faithfully is explored in relation to four scenarios drawn from different realms of professional nursing. The scenarios illustrate ethical issues that may arise when attempting to uphold personal integrity and fulfill one's duty to act faithfully. The theoretical context of this discussion is the human becoming school of thought.

Attitude of Health Personnel↗
PubMed1996

Object relations of sexually and physically abused female children: a TAT analysis.

Selected Thematic Apperception Test (Murray, 1943) stories of 17 sexually abused, 15 physically abused, and 15 nonabused but distressed clinical comparison subjects were analyzed using the Social Cognition and Object Relations Scales (Westen, Lohr, Silk, Kerber, & Goodrich, 1985). Results revealed significant differences in overall object relations between the abused and nonabused children both on mean scores, reflecting lower levels of typical functioning, and on frequency of Level 1 scores, indicating a propensity for more grossly pathological functioning. Further comparisons between sexual and physical abuse victims revealed differential impairments in the capacity to invest in relationships and moral standards. Diagnostic and theoretical implications are discussed.

Adolescent↗
PubMed1993

Moral reasoning and personality components in gifted and average students.

101 students, gifted and of average ability in Grades 5, 8, and 10, completed the Defining Issues Test and the Offer Self-image Questionnaire. Significant differences occurred between groups of gifted and average ability on the Defining Issues Test, between the average and gifted girls, and between the boys and girls on Offer's Social Relationships subscale. A regression analysis indicated that the Social Relationships subscale and being gifted were predictors of Rest's p index.

Adolescent↗