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Moral dilemma discussions: An effective group intervention for juvenile offenders

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Abstract

The purpose of this research was to measure the effectiveness of moral dilemma discussion groups with 48 incarcerated juvenile male and female offenders. The treatment group participated in 10 sessions of moral reasoning groups. Repeated measures multivariate analyses of variance (MANOVAs) were used to test for significant differences from pre- to posttests on the Defining Issues Test, number of successful days completed, and number of infractions incurred at the correctional facility. Results indicated that discussion groups helped improve the behavior of the mule and female treatment groups. Regarding moral reasoning, female offenders were found to use significantly higher levels of principled reasoning than were male offenders.

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... A hypothesis arising from these findings is that offending behaviour can be reduced by enhancing the moral reasoning abilities of offenders. This hypothesis remains largely unsupported however (Armstrong, 2003; Claypoole, Moody, & Peace, 2000). One possible reason for this is that offenders are not homogenous in terms of their offending behaviours. ...
... Findings from this study suggest that measures of postconventional reasoning are unlikely to discriminate between different offending groups because offenders do not engage in postconventional reasoning. It is therefore possible that the DIT may not adequately assess the moral reasoning abilities of offenders (Claypoole et al., 2000) or discriminate between offender and offence characteristics. When Wilson et al. considered reasoning 14 within offending populations, and indicate that production based instruments may be more valid for these populations. ...
Article
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This study compares the moral reasoning abilities of juvenile sexual and nonsexual offenders using a novel methodology that explores responses to questions addressing morality in a variety of offending contexts. Seven sexual and nine nonsexual adolescent male offenders from a maximum security detention facility in New South Wales, Australia, are presented with and asked to discuss a variety of hypothetical offending situations involving sexual and nonsexual offences. It is hypothesized that the quality of moral reasoning employed by offenders will be impaired in offending contexts in which they have prior experience. Responses are assessed using a modified version of the Moral Judgment Interview Standard Issue Scoring Manual. Responses by sexual offenders in sexual offending contexts and by nonsexual offenders in nonsexual offending contexts were dominated by preconventional reasoning, and both groups employed a greater use of conventional reasoning in noncongruent offending contexts. (PsycINFO Database Record (c) 2009 APA, all rights reserved) (journal abstract).
... Starting with morality interventions, a moral dilemma discussion intervention increased moral reasoning and found greater pro-social behaviour in incarcerated children (Claypoole et al, 2000). Another moral reasoning development programme found increased moral reasoning and was associated with decreased behavioural issues, including referrals, absenteeism, contact with police and increased academic performance in children (Arbuthnot and Gordon, 1986). ...
... The moral reasoning skills of students are proved to be increased when moral teaching is carried out using MDD (Latif, 2000). Delinquency of students also reduced and the quality of behaviour improved by implementing a teaching program based on MDD (Claypoole, Moody, & Peace, 2000). ...
Article
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Enhancing moral reasoning is the main goal of education in the perspective of cognitive-developmental theory. Strategies, approaches or learning methods are chosen based on the effectiveness in changing the level of moral reasoning of students from level of pre-conventional, to conventional and post-conventional. Dilemma Discussion Method has proven its effectiveness in increasing moral reasoning. Therefore, in order to be used in Akhlak learning (part of Pendidikan Agama Islam material) of the classroom, it is important to develop the steps of implementation (syntax) by using the principle of cognitive developmental theory. The results of this Research and Development (R & D) Design indicate that the product in the form of learning syntax from Dilemma Discussion Method is declared as valid with a mean score of 4.38 (greater than the criteria). Thus the product of development research in the form of a dilemma discussion method in learning Akhlaq is worth for being implemented. Abstrak: Peningkatan penalaran moral peserta didik merupakan tujuan utama pendidikan dalam perspektif teori cognitive-developmental. Strategi, pendekatan ataupun metode pembelajaran seharusnya dipilih berdasarkan keefektifannya dalam mengubah level penalaran moral peserta didik dari pre-conventional, menuju level conventional dan post-conventional. Metode diskusi dilema telah dibuktikan keefektifannya dalam meningkatkan penalaran moral. Oleh sebab itu, agar dapat digunakan dalam pembelajaran akhlak/moral (bagian dari mata pelajaran Pendidikan Agama Islam) di kelas, perlu diupayakan pengembangannya berupa langkah-langkah pelaksanaannya (sintak) metode tersebut dengan menggunakan prinsip-prinsip belajar cognitive developmental theory. Hasil penelitian pengembangan (Research & Development) ini menunjukkan bahwa produk berupa sintak pembelajaran dari metode diskusi dilemma dinyatakan valid karena telah memenuhi persyaratan validitas produk yakni mendapatkan skor rerata 4,38. Dengan demikian produk penelitian pengembangan berupa metode diskusi dilema dalam pembelajaran akhlaq layak untuk diimplementasikan.
... Many psychological intervention programs have been developed in offer the best practice in helping those people overcome their anger and aggression. For example, group counseling or group therapy have been found to be highly effective intervention programs when compared with individual counseling in encouraging recovery among male inmates (Ireland, 2004), sex offenders (DeAngelis, 1992), juvenile offenders (Claypoole, Moody & Peace, 2000;Leone, Quinn & Osher, 2002), and female inmates (Niregi, 2003). This group counseling or group therapy provides an outlet for prisoners to share their thoughts and feelings about their past criminal activities. ...
Conference Paper
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The purpose of this study was to examine the effectiveness of cognitive behavioral therapy group counseling in reducing both anger and aggression among male prisoners. A pre-test and post-test research design was used to compare the effectiveness of cognitive behavior between groups. A total of 20 prisoners participated in this study. The subjects were randomly assigned into experimental group (N=10) and control group (N=10). The experimental group received eight sessions of group counseling while control group did not receive any treatment. The State -Trait Anger Expression Inventory-2 (STAXI- 2) and Aggression Questionnaire (AQ) were used to measure anger and aggression behavior. Using ANCOVA, the results have indicated significant differences in anger scales between the experimental and control group, except for anger expression-in, anger control-out, and anger control-in. The results have also shown significant differences in aggression between groups. The implications of the findings and suggestions for future research are discussed.
... Another promising avenue for extending work on service learning is to integrate activities that foster thoughts and emotions that precede prosocial behavior. For example, reflecting on good things in one's life can effectively draw one's focus outward toward others (Emmons & McCullough, 2003), imagining other people's thoughts and emotions can enhance feelings of empathy (Claypoole, Moody, & Peace, 2000), reflecting on interpersonal relationships can elicit feelings of social responsibility (Pavey, Greitemeyer, & Sparks, 2011), and setting goals and then carrying out those behaviors can boost one's sense of agency (Cheavens, Feldman, Gum, Michael, & Snyder, 2006). In addition, given that reflecting on one's life and imagining goals for the future can help people derive meaning (McAdams & McLean, 2013), it is it is likely that encouraging someone to think about his or her values, behaviors, and overall identity through a prosocial lens could strengthen prosocial identity. ...
Article
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Prosocial behavior benefits individuals and society. Thus, the purpose of this study was to develop a new, integrative intervention for fostering prosocial behavior. The intervention combines activities such as watching an elevating video, enacting prosocial behaviors, and reflecting on how those behaviors relate to one’s values. An experiment with 116 adolescents and young adults indicated that the intervention was efficacious in enhancing prosocial behavior and related constructs (e.g., empathy) and that these effects were maintained 1 month later. These results have important implications for understanding and promoting prosocial habits.
... Therefore, other effective treatment interventions for adolescent offenders may involve helping them develop abstract thinking and reasoning skills (Mischo, 2005). For example, Moody and Lupton-Smith (1999) and Claypoole, Moody, and Peace (2000) found Moral Discussion Groups (MDG) helped adolescent offenders develop abstract thinking skills. With MDGs, a counselor presents a dilemma to an adolescent group, who then discusses what would be the right action to take in the situation. ...
Article
PurposeThe current study focuses on the development and validation of the Decisional Balance Scale for Adolescent Offenders (DBS-AO). This measure was designed to systematically evaluate adolescent offenders’ motivation to end or maintain their criminal behaviors, a critical yet missing component for most assessment measures and treatment programs focused on adolescent offenders.Method Items based on the decisional balance theory were generated via focus groups and refined through confirmatory factor analyses (CFA) using 238 adolescent offenders from a maximum-security institution. Their results were compared to the stages of change and psychopathic characteristics.ResultsThe CFA demonstrated a good fit for a three-factor model. The first scale, Cons, assesses the negative consequences of ending criminal behavior (e.g., monetary loss). In contrast, the Pros-Self evaluates the positive consequences for offenders when they terminate criminal activities (e.g., improved self-respect). Finally, the Pros-Others considers the positive consequences experienced by significant others when offenders stop engaging in crime (e.g., increased safety). The DBS-AO three scales demonstrated good scale homogeneity and initial evidence of construct validity with the Stages of Change scale.Conclusions The DBS-AO provides a theory-driven model for addressing motivational issues for adolescent-offender treatment, which is currently lacking in most interventions for adolescent offenders.
... There is ample research to suggest that both psychoeducational and psychotherapeutic group formats facilitate mastery of developmental skills and promote emotional coping among youth. Groups have been found to be effective in promoting adaptive lifestyle choices, improving relationships with parents and peers, managing stress related to parental divorce and reducing delinquent and deviant behaviors (Claypoole, Moody, & Pierce, 2000;DeLucia-Waack & Gerrity, 2001;Dinkmeyer & Speery, 2000;Gladding, 2003, Zinck & Littrell, 2000. Specific to school-based services, groups have been found to be effective in increasing prosocial behaviors (e.g., problem-solving, conflict resolution, anger management), improving student achievement, (Campbell & Brigman, 2005) attenuating school attrition (Praport, 1993), and addressing concerns related to abusive and violent dating relationships (Becky & Farren, 1997;Rosen & Bezold, 1996). ...
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School-based professionals have entered the 21st century with a heightened call to address the emotional and behavioral concerns of youth. While cognitive-behavioral therapies and psychoeducational groups have demonstrated moderate effects with children and adolescents, there is little available research to assist clinicians in refining treatments specific to child characteristics. This research protocol was developed to serve as evidence of targeted efficacy of a popular school-based prosocial group intervention while simultaneously investigating the relationship between emotional regulation and multiple developmental aspects of at-risk youth including intrapsychic, behavioral, and social-cognitive variables. The findings provide valuable information for refining goals for similar programs.
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There is vast empirical evidence showing that juvenile delinquency is associated with delays in moral development, including moral judgment, empathy, and self-conscious emotions (guilt and shame). Consequently, interventions have been developed that target moral development of juvenile delinquents to reduce criminal offense recidivism. However, a comprehensive synthesis of studies examining the effectiveness of these interventions was not yet available. The present meta-analysis of (quasi-)experimental research therefore examined the effects of interventions that target moral development of youth engaged in delinquent behavior. Interventions that targeted moral judgment (11 studies and 17 effect sizes) showed a significant and small-to-medium effect on moral judgment (d = 0.39), with intervention type as a significant moderator, but no significant effect on recidivism (d = 0.03; 11 studies and 40 effect sizes). No (quasi-)experimental studies were found that targeted guilt and shame in juvenile offenders, and an insufficient number of studies (i.e., only two) were found to conduct a meta-analysis of interventions that target empathy. The discussion focuses on potential ways to improve moral development interventions for youth engaged in delinquent behavior, and provides suggestions for future research.
Chapter
In diesem Kapitel wird der Zusammenhang zwischen Erziehung und Personalisation behandelt. Der Begriff Personalisation bezieht sich auf die Selbstformung der Persönlichkeit auf der Grundlage von Bildungs- und Lernprozessen, die sich in Wechselwirkung mit der Gesellschaft und Kultur entfalten (Wurzbacher 1963). Alternativ wird in der Literatur auch von Individuation gesprochen. In diesem Kapitel werden wir die Begriffe Personalisation und Individuation synonym verwenden. Dabei werden mehrere Theorien der ontogenetischen Entwicklung dargestellt, die sich auf allgemeine und spezifische Züge der Persönlichkeitsentfaltung konzentrieren. Charakteristisch für diese Theorien ist das Gesetz der Entwicklung in Stufen oder Stadien.
Chapter
Much as many Americans today speak of a pre- and post-9/11 political world, some speak of a pre- and post-Columbine world of education. As a number of K-12 educators, academicians, and journalists suggest (e.g., McKenna & Haselkorn, 2005; cf. Martinson, 2000; Lawrence & Birkland, 2004), Columbine and the other well-publicized mass school shootings (and attempted school shootings) that occurred during the 1990s have coalesced in the public mind, becoming a watershed event. Media coverage was wide-ranging and intense, and as Hancock (2001) points out, much of it was presented out of context (for examples of media coverage, see links provided at CNN.com, 2001; cf. Moore, 2003). As one prominent example, the March 19, 2001, cover of Time magazine proclaimed, “The Columbine Effect” and offered stories on “Inside the Mind of the California Killer,” “Confronting the Classroom Code of Silence,” and “Why Some Kids Snap–and Others Don’t” (cf. Gibbs, 2001). Indeed, Pam Riley, executive director of the Center for the Prevention of School Violence, publicly described Columbine as “the ‘Pearl Harbor’ of school violence” (see Dunne, 2000). This, despite the fact that statistically schools are safer than homes and neighborhoods in terms of likelihood of children experiencing violence.
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Using Kohlberg's moral stages, statements were written to exemplify stage characteristics. 73 9th graders, 40 12th graders, 40 undergraduates, and 40 graduate students (seminarians and doctoral students in moral philosophy) were asked to select the statement defining the most important issue in a moral dilemma. The importance attributed to principled (Stages 5 and 6) moral statements (the P score) evidenced developmental trends: The P score differentiated student groups of varied advancement-junior high, senior high, college, and graduate students (F >48.5); P correlated in the .60s with age, comprehension of social-moral concepts, and Kohlberg's scale-and less so but significantly with IQ. The way Ss chose important issues was not only an intellectual skill but also value related: P correlated in the .60s with attitude measures (e.g., a law and order test and a libertarian democracy measure). A 2nd student sample and an adult sample provided replications. Test-retest correlation of the P score was .81. The methodological advantages of an objective moral judgment measure are discussed. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
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50 delinquent or predelinquent 13–15 yr old males in institutional or dayschool special education programs were divided into 3 groups: moral discussion group; a placebo group that received a values clarification program, which was similar in content to the moral discussion group approach; and a control group, which received no treatment. The discussion and placebo groups addressed hypothetical, real-life, classroom behavior, and S-presented dilemmas. Pre- and posttest scores were obtained on a moral judgment interview and a self-control rating scale. Results indicate that the moral discussion group had a significant impact on Ss' moral reasoning ability as compared with the placebo and control groups. Findings also indicate that gains in moral reasoning did not necessarily lead to improved classroom behaviors. (80 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Discusses conceptual and empirical issues concerning the relations between moral reasoning and moral action. Two opposite views of the relations between moral cognition and moral action are described; one is an essentially irrational view that emphasizes need and action tendencies, while the other considers moral functioning as essentially rational. Their contrasting assumptions and implications are clarified. Available empirical literature is reviewed; research relating moral reasoning to delinquency, honesty, altruism, conformity, and other real-life moral behaviors is summarized, with special attention given to problems of design, measurement, and interpretation. Although overall these studies seem to support the cognitive–developmental perspective, this support needs to be qualified and interpreted in each area. At a more general level, the importance of clarifying the meaning of consistency between moral cognition and moral action and the need for a process approach to research in this area are emphasized. (4 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Developed a measure consisting of 44 behavioral role-playing and problem-solving items, the Adolescent Problems Inventory (API), along with an item-specific criterion-referenced raters' manual, to identify strengths and weaknesses in the personal and interpersonal skills repertoires of adolescent boys. In an initial validation study, the API responses of institutionalized delinquent boys were rated as less competent than the responses of either of 2 nondelinquent groups of teenage boys ("good citizens" and "leaders") from a public high school. There were 20 14.1–27.9 yr old Ss in each group. Analyses of the inventory's characteristics showed it to be reliable, to be composed of items with little or no cluster structure, and to have extraordinary discriminant power. Two other validation studies compared the API responses of 15 14–27 yr old institutionalized delinquent boys who had frequent behavioral problems within the institution with 15 institutionalized delinquent boys who had few acting-out problems, and group differences between 40 16–27 yr old delinquents and 40 carefully matched nondelinquents. The type of directions given and test format significantly affected performance. It is suggested that researchers using a social skills conceptualization of personality do more thorough assessment studies of behavior pathologies before embarking on the development of large-scale social skills training programs. (12 ref)
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24 morally realistic and 29 morally relativistic 13-yr-old Ss were exposed to classical social influence procedures. Ss of both sexes and moral orientations evidenced significant yielding to peer influence in their responses to a series of moral dilemmas that were designed to tap various aspects of Piaget's autonomous and heteronomous stages of moral development. Morally realistic Ss showed immediate and long-term shifts in their judgmental styles. Morally relativistic Ss, while evidencing short-term responsiveness to social influence, showed a significant diminution of these effects over the 100 days of the experiment. Long-term changes in judgmental style were a direct, decreasing, monotonic function of initial yielding to social influence. Results are discussed in terms of the differential long-term effectiveness of social influence in promoting progressive vs. retrogressive changes in moral development. (22 ref.)
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• Developed a measure consisting of 44 behavioral role-playing and problem-solving items, the Adolescent Problems Inventory (API), along with an item-specific criterion-referenced raters' manual, to identify strengths and weaknesses in the personal and interpersonal skills repertoires of adolescent boys. In an initial validation study, the API responses of institutionalized delinquent boys were rated as less competent than the responses of either of 2 nondelinquent groups of teenage boys ("good citizens" and "leaders") from a public high school. There were 20 14.1–27.9 yr old Ss in each group. Analyses of the inventory's characteristics showed it to be reliable, to be composed of items with little or no cluster structure, and to have extraordinary discriminant power. Two other validation studies compared the API responses of 15 14–27 yr old institutionalized delinquent boys who had frequent behavioral problems within the institution with 15 institutionalized delinquent boys who had few acting-out problems, and group differences between 40 16–27 yr old delinquents and 40 carefully matched nondelinquents. The type of directions given and test format significantly affected performance. It is suggested that researchers using a social skills conceptualization of personality do more thorough assessment studies of behavior pathologies before embarking on the development of large-scale social skills training programs. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved) • Developed a measure consisting of 44 behavioral role-playing and problem-solving items, the Adolescent Problems Inventory (API), along with an item-specific criterion-referenced raters' manual, to identify strengths and weaknesses in the personal and interpersonal skills repertoires of adolescent boys. In an initial validation study, the API responses of institutionalized delinquent boys were rated as less competent than the responses of either of 2 nondelinquent groups of teenage boys ("good citizens" and "leaders") from a public high school. There were 20 14.1–27.9 yr old Ss in each group. Analyses of the inventory's characteristics showed it to be reliable, to be composed of items with little or no cluster structure, and to have extraordinary discriminant power. Two other validation studies compared the API responses of 15 14–27 yr old institutionalized delinquent boys who had frequent behavioral problems within the institution with 15 institutionalized delinquent boys who had few acting-out problems, and group differences between 40 16–27 yr old delinquents and 40 carefully matched nondelinquents. The type of directions given and test format significantly affected performance. It is suggested that researchers using a social skills conceptualization of personality do more thorough assessment studies of behavior pathologies before embarking on the development of large-scale social skills training programs. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The present study provided an evaluation of a preliminary version of “Equipping Youth to Help One Another” [EQUIP; Gibbs and Potter, 1987; Gibbs et al., in press], a multi-component group treatment program for juvenile delinquents and other youths with antisocial conduct disorders. EQUIP assimilates the social skills training, anger management, and moral education components of Aggression Replacement Training [ART; Goldstein and Glick, 1987] into a modified Positive Peer Culture [PPC; Vorrath and Brendtro, 1985] group format. The subjects were 57 male juvenile offenders aged 15-18 who were incarcerated at a medium-security correctional facility. The subjects were randomly assigned either to the EQUIP experimental unit or to one of two control groups. EQUIP subjects relative to control subjects evidenced significant improvements in institutional conduct and recidivism rates, reflecting, to some extent, gains in social skills. © 1993 Wiley-Liss, Inc.
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This article reviews available evidence regarding the effectiveness of prevention and treatment programs to reduce juvenile delinquency. A broad range of primary, secondary, and tertiary prevention programs are considered. The conclusions reached from this review are that interventions must be broadly based, extend over long time periods of development, and be assessed with fuller characterization of operational regularities.
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Kohlberg has proposed that both cognitive and perspective-taking development are necessary though not sufficient conditions for moral development. This study examined that proposition by attempting to stimulate moral development to stage 3 as a function of attainment of hypothesized prerequisites in cognitive and perspective-taking development. After assessing stage of development in each domain of reasoning, fourth-through seventh-grade children were exposed to moral stage 3 reasoning in a brief role-playing situation. This treatment was followed by a moral reasoning posttest and a follow-up. Results indicated that transitions to moral stage 3 were found only for those children who had attained the hypothesized prerequisites of "beginning formal operations" and "perspective-taking stage 3," thus confirming Kohlberg's proposition and implying the relevance of these prerequisites for the efficacy of moral education programs.
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Reports on the effect of pair counseling on incarcerated, juvenile, male offenders (N=28) with emotional problems. Using case studies, focused on the influence of pair counseling moral reasoning, recidivism, and interpersonal relationships. Results indicate no clear gains in principled reasoning or in reducing recidivism. However, improvement was noted in peer relationships. (RJM)
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In the fourteen articles collected in this volume, Gilligan and her colleagues expand the theoretical base of "In A Different Voice" (Harvard University Press, 1982) and apply their research methods to a variety of life situations. The contrasting voices of justice and care clarify different ways in which women and men speak about relationships and lend different meanings to connection, dependence, autonomy, responsibility, loyalty, peer pressure, and violence. By examining the moral dilemmas and self-descriptions of children, high school students, urban youth, medical students, mothers, lawyers, and others, the authors chart a new terrain: a mapping of the moral domain that includes the voices of women. In this new terrain the authors trace far-reaching implications of the inclusion of women's voices for developmental psychology, for education, for women, and for men. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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In this book, the authors describe the development of Aggressive Replacement Training (ART), a behavioral, cognitive, and emotional intervention for aggressive youth. The authors begin by orienting the reader to the problem of aggression and attempt to place ART in the context of this real and present problem. They continue with descriptions of each component of ART: Skillstreaming (behavioral component), Anger Control Training (emotion-targeted component), and Moral Reasoning Training (cognitive component). The authors describe the background and rationale for the component's use, discuss particular implementation concerns, and present step-by-step training procedures to ensure effective group sessions in that area. Areas critical to program success are addressed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
the scope of this chapter is the portrayal and evaluation of psychologically based interventions that focus on the juvenile delinquent individually, in groups with other delinquents, or in the delinquent's family / excluded are interventions that are primarily vocational and educational in nature (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Investigated the distinction between L. Kohlberg's (1984) justice and care perspectives in sex differences in moral development. Real-life dilemmas from 46 men and 34 women, primarily adolescents and young adults, show that concerns about both justice and care were represented in Ss' thinking about real-life moral dilemmas, but Ss tended to focus on 1 set of concerns and minimally represent the other. There was an association between moral orientation and gender such that men and women used both orientations, but care focus dilemmas were most likely to be presented by women and justice focus dilemmas by men. It is suggested that consideration of moral orientation transforms the debate over sex differences in moral reasoning into serious questions about moral perspectives that are open to empirical study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Evaluative research into the effects of various educational methods on various outcome measures is limited in value by a lack of (a) clear educational goals and (b) the necessary empirical research into the worth of these measures. 3 potentially remedial strategies are examined, and the 1st 2-the child-centered "romantic" stream of thought (stemming from Rousseau and currently represented by the followers of Freud and Gesell) and the various society-centered "cultural transmission" conceptions-are found inadequate. Only progressivism (John Dewey), with its contemporary cognitive-developmental psychology (e.g., Piaget), its interactionist epistemology, and its philosophically sophisticated ideology is considered adequate. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Describes the development and testing of an objective measure of moral development, based on Kohlberg's moral stages. (DP)
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Thesis (Ph. D.)--University of Houston, 1993. Includes vita. Degree granted by College of Education. Includes bibliographical references (leaves 170-176).
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Thesis (Ph. D.)--North Carolina State University. Includes bibliographical references (leaves 136-151). Includes vita.
Article
An intervention involving 60 incarcerated juvenile delinquents (ages 14–18 yrs) yielded significant gains in sociomoral reasoning that were attributable to a dilemma-discussions treatment. The treatment consisted of 8 weekly small-group discussions of sociomoral dilemmas. Ss were pretested on the Sociomoral Reflection Measure (SRM) and the Dilemma Decisions Survey and were assigned to either consensus dilemma-discussion, nonconsensus dilemma-discussion, or no-discussion groups. Pretest results show that Ss initially differed in both sociomoral stage and dilemma opinion. Of the dilemma-discussions Ss, 87.5% were pretested at Modal Stage 2 on the SRM and shifted to Modal Stage 3 on the posttest, whereas only 14.3% of the Modal Stage 2 control Ss did so. Pretest Modal Stage 3 Ss remained at Stage 3 on the posttest. Across the experimental groups, no difference was found between groups where a consensus was required for the discussion and groups having no consensus requirement. Investigations of the possible in-program and postrelease behavioral ramifications of the dilemma-discussions treatment are recommended. (40 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
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.
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