Questions child welfare policy of maintaining a child with natural parents at all costs. Research on the moral development of children in group homes indicated that placement in stable, democratic, and caring group homes was preferable to leaving the child in a severely disturbed family. (Author/DB)

A curriculum for counselor training was piloted with inservice counselors and teachers. Significant gains were achieved in counseling skills and moral reasoning, but shifts in ego and conceptual level failed to reach statistical significance. Implications for training are discussed. A case for a developmental perspective is made. (Author)

This study tested Piaget's claims that the transition from objective to subjective responsibility occurs by age 12 and that peer interaction facilitates the transition. Results indicated that the development of moral judgment continues into late adolescence. (Author/DB)

Describes an evaluation of the Hammond Project, a humane society-sponsored humane education program in Indiana. The results show that there was little impact on the attitudes of students, based on the Fireman Tests. (SA)

Presented is an annotated bibliography on the early adolescent (ages 10 to 15). (KC)

Results of this study reveal that professionals have a higher level of moral development, and counselor training has no effect on moral development. (Author)

Developed as part of the British Ability Scales for ages 2-17, the Social Reasoning Scale was initially based on Kohlberg's invariant moral development stages, although substantial modifications were later introduced. In its standardization, an age progression was noted. Administration procedures, scoring criteria, and an illustrative example are…

Describes a workshop which addresses itself to the intersection of mid-life changes and faith development, designed for adults engaged in rethinking religious values and for religious leaders responsible for helping adults grow spiritually. (SK)

Discusses the results of a correctional education program which appears to lead to a reduced rate of return to prison. The operation of the program is based on the moral development models and attitude change theories of Piaget, Kohlberg, and others. (SK)

Examines the concept of school as a "just community" being developed by Scharf, Kohlberg, and others, noting lack of consensus as to whether democratic education should be an end in itself or a means to moral development. Asserts that its viability as an organization model promoting substantive learning needs verification. (SJL)

The effects of a common dimension within a model's performance on different aspects of observational learning were examined in two experiments. Subjects were 220 second-grade children. (Author/MP)

The author critiques John Wilson's view of moral education for being too linear, ignoring the complexity of moral development. He proposes a more generalized moral education, with greater emphasis on affect and social context. For Wilson's article, see "Journal of Moral Education," p3-9, Oct 1979 (EJ220532). (SJL)

The rules and concepts of basic moral reasoning can be taught without difficulty to quite young children; but educating them to prefer to use these rules is another matter. Kohlberg's stages are not likely to be stages of cognitive reasoning, but indication of the reasoning encouraged by the child's environment. (Author/SJL)

Discusses the cognitive developmental approach in moral education and describes a program in the Cluster School in Cambridge, Massachusetts. The authors challenge counselors (as consultants) to become deliberately involved in the values and moral growth of students. (Author/CC)

Twelve randomly selected Newbery Award books were evaluated by 21 judges according to the stage and level of moral reasoning that the protagonists used to resolve their moral dilemmas. It was noted that male protagonists resolved all dilemmas at higher moral stages than female protagonists. (MKM)