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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?   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.

This is the first book to provide a comprehensive review of the burgeoning literature on theory of mind (TOM) after the preschool years and the first to integrate this literature with other approaches to the study of social understanding.  By highlighting the relationship between early and later developments, the book provides readers with a greater understanding of what we know and what we still need to know about higher-order TOM. Although the focus is on development in typical populations, development in individuals with autism and in older adults is also explored to give readers a deeper understanding of possible problems in development. Examining the later developments of TOM gives readers a greater understanding of: Developments that occur after the age of 5. Individual differences in rate of development and atypical development and the effects of those differences. The differences in rate of mastery which become more marked, and therefore more informative, with increased age. What it means to have a \"good theory of mind.\" The differences between first- and second- order theory of mind development in preschoolers, older children, adolescents, and adults. The range of beliefs available to children at various ages, providing a fuller picture of what is meant by \"understanding of belief.\" After the introduction, the literature on first-order developments during the preschool period is summarized to serve as a backdrop for understanding more advanced developments. Chapter 3 is devoted to the second-order false belief task. Chapters 4 and 5 introduce a variety of other measures for understanding higher-level forms of TOM thereby providing readers with greater insight into other cognitive and social developmental outcomes. Chapter 6 discusses the relation between children's TOM abilities and other aspects of their development. Chapters 7 and 8 place the work in a

[This book] examines the psychological, social-relational, and cultural foundations of our most basic moral commitments. As a starting point, it looks at the seminal writings of Augusto Blasi, whose writings on moral cognition, development of self-identity, and moral personality have transformed the research agenda in moral psychology. Blasi's work is the starting point of all discussion about the relationship between self and identity, moral personality, and the moral integration of cognition, emotion, and behaviour. It is widely believed that organizing self-understanding around basic moral commitments is crucial to the formation of a moral identity, which in turn, underwrites moral conduct. This volume features a distinguished interdisciplinary and international group of scholars whose work is on the cutting edge of moral development. It also features new theories of moral functioning that range across several psychological literatures, including social cognition, cognitive science, and personality development. The book examines the social-relational, communitarian, and cultural aspects of moral self-identity and provides the most comprehensive account of moral personality yet available. (DIPF/Orig.).

Drawing upon the perspective of social identity theory, The Development of the Social Self is concerned with the acquisition and development of children's social identities. In contrast to previous work on self-development, which has focused primarily on the development of the personal self, this volume makes a case for the importance of the study of the social self - that is, the self as defined through group memberships, such as gender, ethnicity, and nationality. A broad range of identity-related issues are addressed, such as ingroup identification, conceptions of social identities, prejudice, and the central role of social context. Based on contributions from leading researchers in Europe, Australia and the US, the book summarises the major research programmes conducted to date. Furthermore, the closing chapters provide commentary on this research, as well as mapping out key directions for future research. With a unique focus encompassing both social and developmental psychology, The Development of the Social Self will appeal to a broad spectrum of students and researchers in both disciplines, as well as those working in related areas such as sociology and child development. Introduction. M.Bennett, F. Sani, Children and Social Identity. Basic Issues. D.N.Ruble, J.Alvarez, M.Bachman, J.Cameron, A.Fuligni, C.G.Coll, E.Rhee, The Development of a Sense of 'We': The Emergence and Implications of Children's Collective Identity. F.Sani, M.Bennett, Developmental Aspects of Social Identity. Identities. K.K.Powlishta, Gender as a Social Category: Intergroup Processes and Gender-Role Development. B.David, D.Grace, M.K.Ryan, The Gender Wars: A Self-categorization Perspective on the Development of Gender Identity. M.Barrett, E.Lyons, A.del Valle, The Development of National Identity and Social Identity Processes: Do Social Identity Theory and Self-categorization Theory Provide Useful Heuristic Frameworks for Developmental Research? M.Verkuyten, Ethnic Minority Identity and Social Context. Applications. D.Nesdale, Social Identity Processes and Children's Ethnic Prejudice. A.Rutland, The Development and Self-regulation of Intergroup Attitudes in Children. B.S.Banker, S.L.Gaertner, J.F.Dovidio, M.Houlette, K.M.Johnson, B.M.Riek, Reducing Stepfamily Conflict: The Importance of Inclusive Social Identity. Epilogue. D.Abrams, The Development of Social Identity: What Develops? K . Durkin, Towards a Developmental Social Psychology of the Social Self. Mark Bennett is a Reader in Developmental Psychology at the University of Dundee, Scotland. Fabio Sani is a Lecturer in Social Psychology at the University of Dundee, Scotland

This new text contains parts of Bornstein and Lamb's Developmental Science, 6th edition, along with new introductory material, providing a cutting edge and comprehensive overview of social and personality development. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and analytic techniques used to understand the area of human development under review. The relevance of the field is illustrated through engaging applications. Each chapter reflects the current state of knowledge and features an introduction, an overview of the field, a chapter summary, and numerous classical and contemporary references. As a whole, this highly anticipated text illuminates substantive phenomena in social and personality developmental science and its relevance to everyday life. Students and instructors will appreciate the book's online resources. For each chapter, the website features: chapter outlines; a student reading guide; a glossary of key terms and concepts; and suggested readings with hotlinks to journal articles. Only instructors are granted access to the test bank with multiple-choice, short-answer, and essay questions; PowerPoints with all of the text's figures and tables; and suggestions for classroom discussion/assignments. The book opens with an introduction to social and personality development as well as an overview of developmental science in general-its history and theory, the cultural orientation to thinking about human development, and the manner in which empirical research is designed, conducted, and analyzed. Part 2 examines personality and social development within the context of the various relationships and situations in which developing individuals function and by which they are shaped. The book concludes with an engaging look at applied developmental psychology in action through a current examination of children and the law. Ways in

Valor Collegiate Academy in Nashville encourages students to share what's going on in their lives and to accept support, creating what they call a community of care. We hear from high school teacher Natalie Nikitas and Valor students as they give their Brief But Spectacular take on building trust at school.

The research explores the perceptions of students at various educational stages and their teachers regarding the effectiveness of a disruptive didactic innovation to implement communication and leadership skills through an art-based experience. A teaching experiment applied to 30 students from different educational levels was chosen as methodology, with a convergent mixed methods design of exploratory and descriptive nature, including a final integration phase to compare the results between the methodological streams. Specifically, a discourse analysis and a Likert scale survey were used. The results demonstrate the positive impact of the didactic innovation on the development of specific skills in Secondary education, High school and university students. All students have successfully implemented leadership, critical thinking, learning, creativity, resilience, and problem-solving skills. The study concludes that an experiential communication with art serves as a powerful tool to promote cross-cutting skills in a diverse educational setting, and that the experience is positively valued by both students and their teachers.

Smallholder agriculture in sub-Saharan Africa faces many problems. The adoption of modern innovations has been low. Indigenous alternatives may constitute alternatives; however, they have received less attention. This study contributes to filling this gap in the case study of Turiani, Tanzania. A mixed-method research design was used to understand farmers' use and assessment of indigenous technologies. The quantitative survey covered 280 households, with 16 qualitative in-depth expert interviews. Almost all farmers were aware of indigenous technologies. Well over one-third applied indigenous practices to a high degree, just over a third to a moderate degree. The assessments varied substantially by technology; most methods of harvesting, crop storage, and indigenous water management were very positively assessed, while indigenous seed practices, irrigation, and granaries received less but still positive appreciation. Farmers were divided with regard to indigenous land management and crop rotation. A few indigenous technologies have been widely considered with skepticism, particularly pest control. Overall, the results indicate that farmers merged indigenous and modern knowledge. This is highly specific, we call this 'local' knowledge, in explicit difference to purely 'indigenous and traditional' knowledge. We conclude that it would seem worthwhile to maintain, scientifically validate, possibly further refine, and disseminate selected indigenous technologies.

This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.

This article reviews evidence on the reliability and validity of the Children's Behavior Questionnaire (CBQ), and presents CBQ data on the structure of temperament in childhood. The CBQ is a caregiver report measure designed to provide a detailed assessment of temperament in children 3 to 7 years of age. Individual differences are assessed on 15 primary temperament characteristics: Positive Anticipation, Smiling/Laughter, High Intensity Pleasure, Activity Level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory Control, Attentional Focusing, Low Intensity Pleasure, and Perceptual Sensitivity. Factor analyses of CBQ scales reliably recover a three-factor solution indicating three broad dimensions of temperament: Extraversion/Surgency, Negative Affectivity, and Effortful Control. This three-factor solution also appears to be reliably recovered in ratings of children in other cultures (e.g., China and Japan). Evidence for convergent validity derives from confirmation of hypothesized relations between temperament and socialization-relevant traits. In addition, parental agreement on CBQ ratings is substantial. The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range.