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At least 19 recordsLinked to original sources
PubMed1999

Psychosocial development and moral development: an exploratory comparison of adolescents in Japan and America.

Building on previous cross-cultural research, this exploratory study examined the comparative psychosocial and sociomoral development of 46 adolescents--22 Japanese in Japan, 10 Japanese in the United States, and 14 Euro-Americans in the United States. Euro-American participants obtained more positive scores than Japanese in the United States and Japanese in Japan on six psychosocial stages and the total psychosocial score as measured by the Measures of Psychosocial Development. Except in the Contract/Truth domain, all groups scored at a comparable level in sociomoral development as measured by the Sociomoral Reflection Measure-Short Form. Results are discussed in terms of cultural differences affecting adolescent development with implications for research and professional practice.

Adolescent↗
PubMed1991

Stability and change in adolescents' positive attitudes toward guidance in moral development.

A total of 1,913 junior high school and college students tested between 1978 and 1988 responded to a 15-item questionnaire on the extent and type of influence they thought desirable in developing moral judgment in elementary, secondary, and college students. The average response across subjects, year of administration, and age of individuals for whom the item was being tapped was highest for the influence of the individual him/herself (2.52 on a 3-point scale), but also relatively high for the three institutions tapped: family (2.17), school (1.85), and clergy (1.45). Peers' influence was rated at 1.84. Differences on the other dimensions (year of questionnaire, sex, and age of subject) were rarely substantial, and while yielding some significant differences, did not show clear, strong patterns.

Adolescent↗
PubMed1986

Changes in ego and moral development in adolescents: a longitudinal study.

A longitudinal study was designed to examine the relation between Loevinger's measure of ego development and moral development as indexed by Rest's Defining Issues Test in a sample of 123 adolescents at 12 to 14 years of age and four years later. Study I assessed differential rates of change and theoretically predicted directions of change in the two developmental functions and gender differences in ego development. Substantial ego stage movement occurred (60 per cent advancement, 40 per cent stability); moral growth was moderate. Girls scored a half ego stage ahead of boys; patterns of directional change were similar. Ego level and moral development related at either fixed point in time, but ego functioning in early adolescence did not predict subsequent moral development. Study II addressed adolescents' perceptions of parenting styles in relation to these social cognitive functions. Parental behaviours that involve loving or support related to higher ego levels; parental demanding associated with lower ego development in early adolescence. Traditional gender-related parent socialization was found among girls and boys with greater ego development. The mediating role of perceived childrearing styles was considered in relation to gender differences in ego development.

Adolescent↗
PubMed1985

Individual differences in moral development: the relation of sex, gender, and personality to morality.

Individual differences in moral development are examined, with a particular emphasis on sex and gender differences. This examination includes an extensive review of the empirical and theoretical literature in psychology on morality. Based on this review, it is concluded that sex differences occur with less frequency and with a less systematic favoring of males than is predicted by several theories of moral development. In addition, a study is presented which considers the relation of sex, gender, and personality to morality. Two age cohort samples, college sophomores (n = 169) and adults (n = 151), were assessed with the moral judgment scale of the cognitive-developmental model (Kohlberg, 1984) and a newly developed moral character template of the personological model (Lifton, in press). Participants also completed the CPI and MMPI personality inventories. Results of the study indicate (1) the absence of sex differences for either model, (2) the presence of gender differences favoring masculine persons for the cognitive-developmental but not personological model, and (3) that individual differences in moral development parallel individual differences in personality development. The implications of these findings are discussed with regard to Gilligan's (1982) claim that men and women differ in their moral orientations. Finally, it is argued that an individual difference approach, particularly one that emphasizes personality, would prove useful for future research on moral development.

Adult↗
PubMed1992

Moral development and behavior.

The study of moral development as well as the relation of moral development and behavior has been of great interest to many over the past half a century. While some studies have shown no association between one's moral development and behavior, some evidence indicates level of moral reasoning influences behavior. Over 16 selected studies postconventional principles of justice are likely to be more prosocial and law-abiding than those appropriate at the lower stages of moral development.

Humans↗
PubMed1997

Teaching ethics: effect on moral development.

The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest's Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students' development of moral judgement.

Clinical Competence↗
PubMed1990

The use of stories in moral development. New psychological reasons for an old education method.

Contemporary approaches to moral development and moral education emphasize propositional thinking and verbal discussion of abstract moral dilemmas. In contrast, this article proposes that narratives (stories) are a central factor in a person's moral development. Support for this position comes from recent theoretical contributions of Bruner, Sarbin, Spence, Tulving, and others, who have emphasized narrative thought as a major form of cognition that is qualitatively different from abstract propositional or scientific thinking. In addition, over the last 10 to 20 years psychologists investigating and conceptualizing moral development have come to emphasize such processes as empathy (Hoffman), caring and commitment (Gilligan), interpersonal interaction (Haan), personal character and personality (Coles; Hogan; Staub; Rushton). It is proposed that narratives and narrative thinking are especially involved in how these processes lead to moral development and therefore that narrative should be rehabilitated as a valuable part of moral education.

Adolescent↗
PubMedDate not supplied

Moral development and reproductive health decisions.

This article reviews the concepts of biomedical ethics, the justice perspective, and the care perspective of moral development and moral decision making; integrates key aspects of each to women's reproductive health nursing practice; and gives examples of application of these models to use as a framework for the assessment of moral development in guiding women in making reproductive health decisions. Emphasis is placed on the need for an integrated approach to assessment of the recognition of and response to what an individual identifies as a moral dilemma. Discussion of two different perspectives, justice and caring, is presented with application to women's health concerns. Nurses are encouraged to assess their moral development and appraisal of issues that constitute moral dilemmas and their ensuing decision making processes and those of clients. Techniques for obtaining information about moral reasoning are suggested. Rather than a traditional framework for the assessment of moral development, the uniqueness of individual women's experiences as they pertain to the case context is recommended to assess the client's appraisal of the circumstances of a perceived moral situation from the client's vantage point.

Attitude of Health Personnel↗
PubMed1994

A comparison of combat's effects on PTSD scores in veterans with high and low moral development.

This study was designed to explore the effects of moral development on the relationship between combat intensity and severity of posttraumatic stress disorder. The effect of combat intensity on PTSD Interview total scores and several individual stress disorder symptom ratings was substantial in a Low Moral Development sample, but negligible in a High Moral Development group. These data suggest that moral development may blunt the effect of combat severity on PTSD. These effects were strongest on items that describe reexperiencing of the trauma and exaggerated arousal. Possible interpretations of the results and several caveats were discussed.

Adult↗
PubMed1990

Play narratives in 36-month-old children. Early moral development and family relationships.

Whether there is significant moral development prior to the resolution of the oedipal conflict has been a source of debate between classic psychoanalytic and more recent clinical theories. We devised a play narrative technique, using standard story stems, to elicit 36-month-olds' representations of affective themes related to moral conflicts. Since morality is both influenced by interactions with significant others and involves dealing with the roles of others in the midst of conflict, we also explored narrative representations of the family. Results indicate that children as young as 36 months represent a considerable amount of moral development in narrative form. Children were able to articulate coherent stories about rules, reciprocity, empathy, and internalized prohibitions. Most remarkable was their ability to deal with alternative outcomes in order to resolve a moral dilemma. With respect to family relationships, the majority of the children represented a range of family figures who served as reparative agents and who initiated prosocial interventions for conflict. Interestingly, the children portrayed less difficulty with separation from parents when the parents were physically absent than when they were present but not available. We conclude that our narrative story stem technique offers promising opportunities for learning more about early moral development and family relationships in 3-year-olds.

Child, Preschool↗
PubMed1987

Value analysis: a method for teaching nursing ethics and promoting the moral development of students.

In an investigation of junior-level baccalaureate nursing students, the value analysis teaching strategy was used to teach content related to nursing ethics. It was hypothesized that such a strategy, which emphasized the need for careful evaluation and weighing of facts preparatory to drawing conclusions, would impact on the student's level of cognitive moral development. Cognitive moral development was defined in accord with Kohlberg's theory of moral development. Control and experimental populations were derived from two groups of students sequentially enrolled in the same course. Pre- and post-testing using scores on Rest's Defining Issues Test (DIT) showed significant differences in gain between control and experimental subjects. There was a strong association between DIT score gains and self-report of peer discussion of ethical issues. The major implication of this study is that instructional intervention produces measurable change in some students' level of moral judgment.

Curriculum↗
PubMed1975

Moral development and perceptual role-taking egocentrism: their development and interrelationship across the life-span.

Moral judgments and perceptual role taking egocentrism were assessed in seventy-two middle-class people whose age range encompassed a significant portion of the life span. Findings support the anticipated curvilinear relationship between moral development and age, and egocentrism and age. However, the close conceptual development and age, and egocentrism and age. However, the close conceptual relationship between moral development and egocentrism throughout life received only slight statistical support, which attained significance only in the fifteen- to nineteen-year-old age group. The existence of "self-involving" egocentrism was postulated to be an important determinant or moral development during adulthood.

Adolescent↗
PubMed1985

The utility of Kohlberg's theory of moral development among adult probationers in a restitution field setting.

Probationers ordered to pay restitution were classified by Kohlberg's Stages of Moral Development in order to (a) identify background correlates of moral development; (b) explore the relation between moral development and restitution compliance; and (c) differentially identify facilitating circumstances of restitution. The research was conducted in Albuquerque, New Mexico, from 1978 to 1980. Sixty-three probationers were interviewed and classified by moral development, I-level, and by ratings on relevant personality dimensions. Six-month follow-up data were collected from probation records. The results revealed significant relationships (p less than .05) between moral development and ethnicity, education, occupation, income, prior fines, weapons possession, knowing the victim, I-level, responsibility, and empathy. In addition, high-maturity offenders were more likely to reimburse their victims than were low-maturity offenders. Finally, multivariate analysis revealed numerous circumstances of restitution that differentially impacted upon offenders' compliance with the terms of restitution.

Adolescent↗
PubMed1980

Role-taking, moral development, and mental retardation.

Role-taking ability and level of moral development were measured in three groups of boys and girls including 16 moderately retarded adolescents (mean chronological age 15; mean mental age 9), 16 nonretarded adolescents matched for chronological age, and 16 nonretarded children matched for mental age. The mentally retarded adolescents scored significantly lower on role-taking ability and moral development than the adolescents matched for chronological age. They did not differ from children of their same mental age in role-taking ability; and they tended to score lower in moral development. The results supplied qualified support for Kohlberg's theory of moral development.

Adolescent↗
PubMed1999

Moral development and psychopathological interference in conscience functioning among adolescents after trauma.

OBJECTIVES: To compare moral development and psychopathological interference with conscience functioning (PI) among adolescents exposed to different degrees of earthquake-related trauma and to investigate the relationship of moral development and PI to exposure to trauma, severity of posttraumatic stress disorder (PTSD) symptoms, postearthquake adversities, and extent of loss of nuclear family members. METHOD: Adolescents (N = 193) from 2 cities at different distances from the epicenter were evaluated. The Stilwell Structured Conscience Interview was used to assess moral development and PI. Structured self-report instruments were used to obtain ratings of severity of earthquake-related trauma, posttraumatic stress symptoms, and postearthquake adversities. RESULTS: Adolescents in the city near the epicenter manifested advanced moral development as compared with their counterparts in the less affected city. Concomitantly, they endorsed responses indicating PI. Levels of PI were significantly correlated with severity of PTSD symptoms. CONCLUSION: In the aftermath of a catastrophic natural disaster, children assume greater responsibilities and confront a multitude of morally challenging interpersonal situations which may result in an advancement of their moral development. Yet, at the same time, PTSD symptoms and negative schematizations of self and others may give rise to disturbances in conscience functioning. The findings suggest that therapeutic consideration should be given to assisting children in integrating the horror of their traumatic experiences and the harshness of posttrauma adversities into an adaptive schema of good and evil in themselves and the world.

Adolescent↗
PubMed1989

Caregiver burden and moral development.

This paper presents an expanded understanding of both burden and moral development, identifying the traits of burden as being essential components of moral development. Steps in the interpretation of burden are shown to result in caregiver decisions that may be life-giving, oppressive, or a combination of both. This new understanding of burden is then related to Folkman and Lazarus's (1985) theory of stress and coping.

Adaptation, Psychological↗