The development of children's lie-telling abilities is considered to be a social and cognitive milestone. While occasional lying is developmentally appropriate, the use of frequent, antisocial lies as a maladaptive problem-solving mechanism can indicate behaviour problems. Since lying is often considered a moral transgression, researchers should…

This paper demonstrates how classroom trouble warranting teacher intervention can stem from transgressions in different layers of the complex moral order regulating classroom interactions. The paper builds from Durkheim's treatment of schooling as the institution responsible for the inculcation of a shared moral order, Bernstein's distinction…

Between 85 and 90 percent of 17-year-olds self-report committing an act for which they could be arrested (Moffitt, 1993). At the same time, attempts to regulate teens' behavior by either reward or punishment almost always backfire and produce even more aberrant behavior and rebellion. Several methods of engaging with young people and their…

The purpose of this article is to explain how a means/ends test can be adapted for the school environment. Public school officials can use a means/ends test to document an analysis of whether dress-code policies will be effective in diminishing risks to the health, safety, or morality of the school population. Elements of policy evaluation--ends,…

The cognitive model of restructuring thinking and developing values was applied in two Spanish institutions for young offenders. Its success is altering the focus of reeducation centers and prisons from a custodial to an educative atmosphere conducive to developing social competence. (SK)

Schools have widely used suspension and related punitive practices, in spite of their proven ineffectiveness. This article discusses the role of Aggression Replacement Training (ART) as part of a schoolwide positive behavior support initiative. Grounded in theory and research, ART focuses on the proactive teaching of acceptable behaviors to…

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

Discusses a previous study of the operational and sociomoral reasoning of 70 congenitally deaf children. Reports that, although the results indicated no differences between the hearing and nonhearing students on the development of sociomoral reasoning, the researchers still advocated intervention programs. (CFR)

Treatment programs promote individual solutions to substance abuse through changing dysfunctional behavior and relying on spiritual beliefs and practices. Root problems are understood to be diseases within the person. However, the social conditions implicated in causing the addiction remain unaddressed. Questions whether social workers can bring…

Presents a strategically designed plan of moral education that was incorporated into a physical education curriculum. The plan enhanced the social skill development of elementary school students identified as at risk for dysfunctional behavior. The program helped improve communication skills and increase cooperation and sharing among students. (SM)