Author: Lindsay HortonPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Psychological Sense of School Membership, School Culture, and Prosocial Moral Reasoning Development in Middle School Students
Author: Lindsay HortonMoral Development and Reality
Author: John C. GibbsPublisher: SAGE Publications
ISBN: 1452264457
Category : Psychology
Languages : en
Pages : 317
Book Description
"It can be confidently ventured that the present work by John Gibbs will be one of the most widely discussed contributions to moral psychology in quite some time . . . The text is quite alive intellectually, a real page-turner for those who are animated by cutting-edge debates in the moral domain. This is a work of accomplished and assured scholarship. It offers the best analysis of the contribution of Kohlberg and Hoffman to moral development theory currently available." - JOURNAL OF MORAL EDUCATION, Feb 13, 2004 "It can be confidently ventured that the present work by John Gibbs will be one of the most widely discussed contributions to moral psychology in quite some time . . . The text is quite alive intellectually, a real page-turner for those who are animated by cutting-edge debates in the moral domain. This is a work of accomplished and assured scholarship. It offers the best analysis of the contribution of Kohlberg and Hoffman to moral development theory currently available." -- FROM THE FOREWORD by Daniel K. Lapsley, Chair, Educational Psychology Department, Ball State University "There is no one with a better understanding of how to help young people behave in a moral manner than John Gibbs. His EQUIP program, discussed in this book, is among the finest peer treatment programs available for antisocial youth. This book offers a far-reaching analysis of basic processes in moral development, and it should be read by anyone who is interested in the theory and practice of promoting positive behavior in even the most troubled young." --William Damon, Director, Stanford Center on Adolescence, Stanford University "Moral Development and Reality provides a most engaging journey through the terrain of moral and empathic development through the eyes of a seasoned guide. Gibbs′s extension and integration of his previous work offers a remarkably fresh, interesting, and provocative study, challenging traditional understandings of moral development." -JOURNAL OF MORAL EDUCATION Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman explores the nature of moral development, social behavior, and human interconnectedness. By comparing, contrasting, and going beyond the works of pre-eminent theorists Lawrence Kohlberg and Martin Hoffman, author John C. Gibbs addresses fundamental questions: What is morality? Can we speak validly of moral development? Is the moral motivation of behavior primarily a matter of justice or of empathy? Does moral development, including moments of moral inspiration, reflect a deeper reality? Useful for promoting classroom debate and academic dialogue, this innovative book examines Fundamental themes of Kohlberg′s cognitive developmental approach The recent integration of Hoffman′s theory and research on empathy and moral development Moral self-relevance and other variables that account for prosocial behavior The understanding and treatment of antisocial behavior Issues of moral motivation, perception, and reality Moral Development and Reality elucidates the full range of moral development from superficial perception to a deeper understanding and feeling through social perspective-taking. Providing case studies and chapter questions, Gibbs creates a unique framework for understanding Kohlberg′s and Hoffman′s influential contributions. Primarily intended for advanced undergraduate and graduate students in the social and behavioral sciences, counseling, and education, Moral Development and Reality will also appeal to scholars in these disciplines.
Middle School Students' Sense of Belonging and Its Relationship to Their Level of Social Skills and Other Predictor Variables
Author: Mary Laura Mcgannon-KollmanPublisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Book Description
The purpose of this study was to investigate the relationship between middle school students' sense of belonging, as measured by the Psychological Sense of School Membership Scale (Goodenow, 1993) (PSSMS), and those same students' social skills as measured by the Social Skills Rating System (Elliot & Gresham, 1990) (SSRS). Additionally, this study also investigated the relationship between middle school students' sense of belonging as measured by the PSSMS, and the frequency with which the students were bullied, as measured by the bully items on the Health Behavior in School-Aged Children survey (HBSB). This study took place in the Spring of 2001 at two New England elementary schools. The goal of this study was to expand recent findings, which suggest that learning is influenced by the social context in which it takes place, and to offer insights into the processes that underlie the establishment of the sense of belonging. To address the research questions, a correlational research design was employed. A multiple regression analyses was used to examine to what extent social skill, gender, type of school, grade level, and frequency of being bullied were predictors for sense of belonging. Findings indicated that social skills, type of school, and bullying were statistically significant predictors of sense of belonging.
The Roots of Prosocial Behavior in Children
Author: Nancy EisenbergPublisher: Cambridge University Press
ISBN: 9780521337717
Category : Psychology
Languages : en
Pages : 212
Book Description
What kinds of childbearing practices foster the development of helping, sharing, and other prosocial behaviours? What roles do biology and culture play in the development of prosocial behaviour? In this book, Nancy Eisenberg and Paul Mussen review and summarize scholarly research that has been devoted to the development of prosocial behaviour in children, and examine the variety of influences that contribute to children's prosocial development, including the media, parents, peers, biology, culture, personal characteristics, as well as situational determinants. The authors argue that prosocial behaviour can be learned and is modifiable, and they suggest ways that parents, teachers, and other can enhance prosocial development. In addition, the authors attempt to communicate the advances in the study of prosocial development that have taken place over the last decade. The book highlights some questions that have not yet been addressed adequately by researchers, and suggests areas for future work.
Moral Conduct of Middle School Students
Author: Robert Thomas FerrettPublisher:
ISBN:
Category : Behaviorism (Psychology)
Languages : en
Pages : 678
Book Description
The Oxford Handbook of Compassion Science
Author: Emma M. SeppäläPublisher: Oxford University Press
ISBN: 0190464690
Category : Psychology
Languages : en
Pages : 557
Book Description
How do we define compassion? Is it an emotional state, a motivation, a dispositional trait, or a cultivated attitude? How does it compare to altruism and empathy? Chapters in this Handbook present critical scientific evidence about compassion in numerous conceptions. All of these approaches to thinking about compassion are valid and contribute importantly to understanding how we respond to others who are suffering. Covering multiple levels of our lives and self-concept, from the individual, to the group, to the organization and culture, The Oxford Handbook of Compassion Science gathers evidence and models of compassion that treat the subject of compassion science with careful scientific scrutiny and concern. It explores the motivators of compassion, the effect on physiology, the co-occurrence of wellbeing, and compassion training interventions. Sectioned by thematic approaches, it pulls together basic and clinical research ranging across neurobiological, developmental, evolutionary, social, clinical, and applied areas in psychology such as business and education. In this sense, it comprises one of the first multidisciplinary and systematic approaches to examining compassion from multiple perspectives and frames of reference. With contributions from well-established scholars as well as young rising stars in the field, this Handbook bridges a wide variety of diverse perspectives, research methodologies, and theory, and provides a foundation for this new and rapidly growing field. It should be of great value to the new generation of basic and applied researchers examining compassion, and serve as a catalyst for academic researchers and students to support and develop the modern world.
And Then They Stopped Talking to Me
Author: Judith WarnerPublisher: Crown
ISBN: 1101905905
Category : Family & Relationships
Languages : en
Pages : 336
Book Description
Through the stories of kids and parents in the middle school trenches, a New York Times bestselling author reveals why these years are so painful, how parents unwittingly make them worse, and what we all need to do to grow up. “As the parent of a middle schooler, I felt as if Judith Warner had peered into my life—and the lives of many of my patients. This is a gift to our kids and their future selves.”—Lori Gottlieb, author of Maybe You Should Talk to Someone The French have a name for the uniquely hellish years between elementary school and high school: l’âge ingrat, or “the ugly age.” Characterized by a perfect storm of developmental changes—physical, psychological, and social—the middle school years are a time of great distress for children and parents alike, marked by hurt, isolation, exclusion, competition, anxiety, and often outright cruelty. Some of this is inevitable; there are intrinsic challenges to early adolescence. But these years are harder than they need to be, and Judith Warner believes that adults are complicit. With deep insight and compassion, Warner walks us through a new understanding of the role that middle school plays in all our lives. She argues that today’s helicopter parents are overly concerned with status and achievement—in some ways a residual effect of their own middle school experiences—and that this worsens the self-consciousness, self-absorption, and social “sorting” so typical of early adolescence. Tracing a century of research on middle childhood and bringing together the voices of social scientists, psychologists, educators, and parents, Warner’s book shows how adults can be moral role models for children, making them more empathetic, caring, and resilient. She encourages us to start treating middle schoolers as the complex people they are, holding them to high standards of kindness, and helping them see one another as more than “jocks and mean girls, nerds and sluts.” Part cultural critique and part call to action, this essential book unpacks one of life’s most formative periods and shows how we can help our children not only survive it but thrive.
Conflict, Contradiction, and Contrarian Elements in Moral Development and Education
Author: Larry NucciPublisher: Psychology Press
ISBN: 1135616094
Category : Education
Languages : en
Pages : 238
Book Description
The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and social values framework. Through this analysis, individuals develop moral character through conflict with their local authority figures, including parents. The moral structure of societies evolves through intergenerational challenges to and contradictions with the dominant social order. The book is divided into three parts to help frame this discussion: *Part I directly takes up the issue of resistance as it occurs at a cultural level, and the implications of such resistance for moral education and socialization. *Part II explores the normative forms of adolescent resistance and contrarian behavior that vex parents and teachers alike. *Part III brings back the issue of societal structure and culture to illustrate how negative features of society--such as racial discrimination and economic disparity--can feed into the construction of negative moral identity in youth posing challenges to moral education. Taken together, this collection presents a rich counterpoint to the pictures of moral growth as the progressive sophistication of moral reasoning or the gradual accretion of moral virtues and cultural values. It will benefit those in developmental, social, and cognitive psychology, as well as sociology, political science, and education.
Maps, Metaphors, and Mirrors
Author: Carol K. IngallPublisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 240
Book Description
REVIEW: . . . Students of educational theory and practice will enjoy-and learn from-this brief but enlightening and readable book. Recommended for upper-division undergraduates, graduate students, faculty, and practitioners. . . - September 98 CHOICE The four teachers in this study teach diverse subjects in a variety of settings. Although definitions of moral education are shaped by their backgrounds, their institutions, their perceptions of their students' needs, and their disciplines, all of the teachers consider moral education to be central to their work. For all four, the moral prototype serves as an appeal to the students' imagination, an opportunity to build connectedness and, most important, an invitation to young people to transcend themselves.
Sense of Belonging Among Middle School Students
Author: Publisher:
ISBN:
Category : Belonging (Social psychology)
Languages : en
Pages : 48
Book Description
The purpose of this study was to explore the perceptions of school belonging among middle school students and contributing factors that may affect their perceptions of belonging. Specific contributing factors that were identified for this project include gender, grade level, GPA, education classification, and socioeconomic status. The participating students were 13 middle school students within a rural community. A 21 item school membership questionnaire adapted from the Psychological Sense of School Membership Scale (Goodenow, 1993) was used to assess the participant's perceptions of belonging, rejection and acceptance within their school, as well as their participation in school related extracurricular activities and their likelihood to graduate from high school and desire to further their education. Participants within this study reported having an overall belonging score of 3.22 (SD = .15) on a scale ranging from "1 = not at all true" to "5 = completely true". These findings indicated that the participants had a neutral or moderate level of overall sense of school belonging. Survey responses also suggest that participants had moderate rejection and acceptance scores. Responses to the two additional questions relating to the likelihood of completing high school and continuing on to further their education revealed consistent high level results. Responses to the third additional question suggested that many of the participants participate in at least one extracurricular activity at their school. Due to so few participants, inferential statistical analyses including significance levels of the factors that were identified to be explored within this study could not be performed or reported. The current study's findings can provide the participating middle school with a platform of information regarding school belong within their school. The tool developed from the Psychological Sense of School Membership Scale can be used on a much larger sample size within the school to obtain a more accurate representation of the students' sense of school belonging.