RESUMEN
The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools-and the DIT-2 especially-have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase "ethical decision-making." It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses.
Asunto(s)
Toma de Decisiones , Evaluación Educacional , Ingeniería , Estudiantes , Humanos , Ingeniería/ética , Ingeniería/educación , Toma de Decisiones/ética , Universidades , Pensamiento , Principios Morales , Desarrollo Moral , Masculino , Femenino , Ética Profesional/educación , Solución de Problemas/éticaRESUMEN
A core issue in the interdisciplinary study of human morality is its ontogeny in diverse cultures, but systematic, naturalistic data in specific cultural contexts are rare to find. This study conducts a novel analysis of 213 children's socio-moral behavior in a historical, non-Western, rural setting, based on a unique dataset of naturalistic observations from the first field research on Han Chinese children. Using multilevel multinomial modeling, we examined a range of proactive behaviors in 0-to-12-year-old children's peer cooperation and conflict in an entire community in postwar Taiwan. We modeled the effects of age, sex, kinship, and behavioral roles, and revealed complex interactions between these four variables in shaping children's moral development. We discovered linkages between coercive and non-coercive behaviors as children strategically negotiated leadership dynamics. We identified connections between prosocial and aggressive behaviors, illuminating the nuances of morality in real life. Our analysis also revealed gendered patterns and age-related trends that deviated from cultural norms and contradicted popular assumptions about Chinese family values. These findings highlight the importance of naturalistic observations in cultural contexts for understanding how we become moral persons. This re-analysis of historically significant fieldnotes also enriches the interdisciplinary study of child development across societies.
Asunto(s)
Desarrollo Infantil , Desarrollo Moral , Humanos , Taiwán , Femenino , Masculino , Niño , Preescolar , Lactante , Principios Morales , Conducta Social , Recién NacidoRESUMEN
The aims of the present study were to quantitatively test hypotheses based on the cultural-developmental approach among children and adolescents in Vadodara, India, and to use qualitative analyses to examine the use of indigenous moral concepts. The study included 72 participants who were interviewed at two different age points, separated by approximately 4.5 years. At Time 1, participants were in middle childhood (Mage = 8.22 years) and in early adolescence (Mage = 11.54 years). At Time 2, the same participants were in early adolescence (Mage = 12.87 years) and late adolescence (Mage = 15.77 years). Three findings stood out: (1) As expected, the degree of use of Autonomy increased over the course of adolescence, as did the types of moral concepts. (2) The degree of use of Community significantly increased from middle childhood to adolescence. Duty, within Community was evoked prominently and consistently across all age points suggesting that aspects of social membership emerge early in Indian children's moral reasoning and remain important through adolescence. (3) The use of Divinity was prominent in middle childhood and its use decreased significantly through early adolescence; with a trend for a decrease in its use from early to late adolescence. While much of the reasoning in middle childhood was dominated by a concern for Punishment Avoidance from God, by adolescence Customary Traditional Authority and God's Authority gained prominence. Findings highlight aspects of adolescent moral reasoning that are largely missing in Western studies and point to the utility of emic, indigenous approaches to study moral development.
Asunto(s)
Principios Morales , Humanos , India , Adolescente , Masculino , Femenino , Niño , Estudios Longitudinales , Población Urbana , Clase Social , Desarrollo Moral , Desarrollo del Adolescente , Autonomía PersonalRESUMEN
BACKGROUND: The development of moral competence seems to be an important factor in the context of youth development. The problem with lack of moral competence among youth has often been observed. Physical education (PE) as a subject in school seems to provide space in the curriculum where moral development can and should be experienced and practiced. METHODS: The participants were high school students (N.=235), divided into 4 groups: two experimental and two control groups. The difference between the experimental groups was the frequency of the experiment. The first group carried out two units a week for one semester, and the second group one lesson unit throughout the school year. As a research tool the Moral Competence Test was used. RESULTS: The results indicate statistically significant positive changes between the score of Community Index (C-Index) in pretest and post-test for both experimental group (P<0.05; η2=0.04), and between pretest and follow-up in second experimental group (P<0.05; η2=0.05). Whereas in the control groups, there were no significant changes in the comparison of terms (pretest, post-test, follow-up) (P>0.05). CONCLUSIONS: Based on the study, it can be determined that the curriculum of physical education, based on the model of non-linear pedagogy, can increase the level of moral competence among young people.
Asunto(s)
Curriculum , Desarrollo Moral , Educación y Entrenamiento Físico , Humanos , Adolescente , Educación y Entrenamiento Físico/métodos , Masculino , Femenino , Deportes , Estudiantes/psicologíaRESUMEN
As teorias morais de Jean Piaget e Lawrence Kohlberg são acusadas de esgotamento. Esse esgotamento seria devido, principalmente, a suas limitações em contemplar a complexidade envolvida no desenvolvimento moral, como o papel da afetividade nesse processo. A partir do trabalho pioneiro de Carol Gilligan que se ateve a essa relação entre cognição e afetividade, diversas teorias surgiram com proposições próprias visando sanar as limitações de suas predecessoras, e que por isso poderiam se dizer pós-kohlberguianas. Este artigo tem o objetivo de discutir a questão da complexidade no desenvolvimento moral, sobretudo quanto à influência da afetividade nesse processo, desvelada inicialmente a partir de Gilligan. Conclui-se que, caso haja, de fato, tal esgotamento, as teorias pós-kohlberguianas que consideram a complexidade, em débito com o trabalho pioneiro de Gilligan que lhes serviu de referência, parecem ter renovado o campo de investigação para mais um ciclo de décadas de estudo sobre o desenvolvimento moral
The moral theories of Jean Piaget and Lawrence Kohlberg are accused of depletion. This depletion would be mainly due to its limitations in contemplating the complexity involved in moral development, such as the role of affectivity in this process. Based on the pioneering work of Carol Gilligan that stuck to this relationship between cognition and affectivity, several theories emerged with their own propositions aimed at remedying the limitations of their predecessors, which could therefore be said to be post-Kohlberguian. This article aims to discuss the issue of complexity in moral development, especially regarding the influence of affectivity in this process, initially unveiled from Gilligan. It is concluded that if there is, in fact, such depletion, the post-Kohlberguian theories that consider complexity, indebted to Gilligan's pioneering work that served as a reference, seem to have renewed the field of investigation for another cycle of decades of study on moral development
Las teorías morales de Jean Piaget y Lawrence Kohlberg están acusadas de agotamiento. Este agotamiento se debería a sus limitaciones para contemplar la complejidad del desarrollo moral, como el papel de la afectividad en este proceso. A partir del trabajo pionero de Carol Gilligan que se apegó a esta relación entre cognición y afectividad, surgieron varias teorías con propuestas propias destinadas a remediar las limitaciones de sus predecesoras, que podría decirse post-Kohlberguianas. Este artículo tiene como objetivo discutir el tema de la complejidad en el desarrollo moral, especialmente en lo que respecta a la influencia de la afectividad en este proceso, inicialmente desvelado por Gilligan. Se concluye que si existe tal agotamiento, las teorías post-Kohlberguianas que consideran la complejidad, en deuda con el trabajo pionero de Gilligan que sirvió de referencia, parecen haber renovado el campo de investigación para otro ciclo de décadas de estudio sobre el desarrollo moral
Les théories morales de Jean Piaget et Lawrence Kohlberg sont accusées d'épuisement. Cet épuisement serait dû à ses limites à envisager la complexité impliquée dans le développement moral, comme le rôle de l'affectivité dans ce processus. Sur la base des travaux pionniers de Carol Gilligan qui s'en tenaient à cette relation entre cognition et affectivité, plusieurs théories ont émergé avec leurs propres propositions visant à remédier aux limites de leurs prédécesseurs, alors appelé post-kohlberguiennes. L'objectif est discuter de la question de la complexité dans le développement moral, notamment en ce qui concerne l'influence de l'affectivité dans ce processus, initialement dévoilée de Gilligan. On en conclut que s'il y a, en fait, un tel épuisement, les théories post-kohlberguiennes qui considèrent la complexité, redevable au travail pionnier de Gilligan qui a servi de référence, semblent avoir renouvelé le champ d'investigation pour un autre cycle de décennies d'étude sur le développement moral
Asunto(s)
Afecto , Desarrollo Moral , CogniciónRESUMEN
A Escala RASH (relação, autonomia, separação e heteronomia) foi desenvolvida para investigar padrões de self em estudos transculturais. No presente estudo, foi realizada uma análise fatorial da escala RASH em amostras brasileiras e norte-americanas, com o objetivo de fornecer uma medida de quatro fatores com bons índices de ajuste. Buscou-se confirmar o padrão de self autônomo-relacionado nas duas amostras e também a relação entre o nível de escolaridade dos pais e tipos de valores que desejam para seus filhos. Coletou-se dados de 756 participantes (EUA, n = 519, Brasil, n = 237), pais ou responsáveis por alunos de 7 a 14 anos. Foram realizadas análise fatorial exploratória e confirmatória, medidas de invariância e estatísticas básicas como média, desvio padrão e correlação. Os resultados corroboram uma estrutura de quatro fatores do instrumento e os padrões autorrelatados nas duas culturas. O instrumento pode auxiliar em pesquisas transculturais sobre o desenvolvimento de valores e captar diferenças entre culturas.(AU)
The RASH scale (which stands for relation, autonomy, separation, and heteronomy) was developed to investigate patterns of self in cross-cultural studies. In the present study, a factor analysis of the RASH scale was conducted in Brazilian and North American samples, with the aim of providing a four-factor measure with good fit indices. The aim was to confirm the pattern of autonomous-relational self in the two samples and also the relationship among the parents' level of education and the types of values they want for their children. We collected data from 756 participants (n = 519, USA; n = 237, Brazil), parents or guardians of students aged 7 to 14 years. Exploratory and confirmatory factor analyses, invariance measures and basic statistics such as mean, standard deviation, and correlation were performed. The results confirmed the four-factor structure of the instrument and self-reported patterns in the two cultures. The instrument can help in cross-cultural research on the development of values and capture differences between cultures.(AU)
La escala RASH (relación, autonomía, separación y heteronomía) se desarrolló para investigar patrones del self en estudios transculturales. En el presente estudio, se realizó una validación de la escala RASH en muestras brasileñas y norteamericanas, con el objetivo de proporcionar una medida de cuatro factores con buenos índices de ajuste. Se buscó confirmar el patrón de self autónomo-relacionado en ambas muestras, así como la relación entre el nivel educativo de los padres y los tipos de valores que desean para sus hijos. Se recopilaron datos de 756 participantes (n = 519 en EE. UU.; N = 237 en Brasil), padres o tutores de estudiantes de 7 a 14 años. Se llevaron a cabo análisis factoriales exploratorios y confirmatorios, seguidos de medidas de invarianza y cálculos de estadísticas básicas como media, desviación estándar y correlación. Los resultados respaldaron la estructura de cuatro factores del instrumento y los patrones autoinformados en ambas culturas. El instrumento puede ser útil para investigaciones interculturales sobre el desarrollo de valores y para capturar las diferencias entre culturas.(AU)
Asunto(s)
Humanos , Masculino , Femenino , Niño , Adolescente , Valores Sociales , Comparación Transcultural , Desarrollo Moral , Encuestas y Cuestionarios , Interpretación Estadística de Datos , Análisis Factorial , Diversidad Cultural , Autoinforme , Correlación de Datos , Factores SociodemográficosRESUMEN
The aim of this study is to measure and evaluate the moral reasoning of undergraduate pharmacy students as they progress through a British university, and onward through the early years of their professional practice. This study utilizes version 2 of Rest's Defining Issues Test in a longitudinal design, evaluating a single cohort of future pharmacists, which started a 4-year Master of Pharmacy degree program in 2008-09, completed their preregistration training, and progressed through their early careers. The final dataset was collected in 2019. Both descriptive and inferential statistical analysis was subsequently carried out. The cohort experienced significant moral growth during the 4 years of their undergraduate degree, where they were exposed to an ethical education designed to engage students at the "plus one" level of moral reasoning. There is also evidence for work-based augmentation of moral development between graduation from university and qualification as pharmacists. The subjects underwent a marked increase in moral development as they progressed through their undergraduate studies, followed by another sizeable, though not statistically significant developmental progression during the preregistration year. The retrograde step in moral development observed between newly qualified level and established practitioner level requires further investigation: structured interviews with participants, which focus on changes to their experiences in practice and how these affected their moral agency are already underway.
Asunto(s)
Farmacia , Estudiantes de Farmacia , Humanos , Desarrollo Moral , Estudios Longitudinales , Principios MoralesRESUMEN
BACKGROUND: Ethical decisionmaking and behavior of nurses are major factors that can affect the quality of nursing care. Moral development of nurses to making better ethical decision-making is an essential element for managing the care process. The main aim of this study was to examine and comparison the effect of training in ethical decision-making through lectures and group discussions on nurses' moral reasoning, moral distress and moral sensitivity. METHODS: In this randomized clinical trial study with a pre- and post-test design, 66 nurses with moral reasoning scores lower than the average of the community were randomly assigned into three equal groups (n = 22) including two experimental groups and one control group. Ethical decision-making training to experimental groups was provided through the lectures and group discussions. While, the control group did not receive any training. Data were collected using sociodemographic questionnaire, the nursing dilemma test (NDT), the moral distress scale (MDS) and the moral sensitivity questionnaire (MSQ). Unadjusted and adjusted binary logistic regression analysis was reported using the odds ratio (OR) and 95% confidence intervals. RESULTS: Adjusted regression analysis showed that the probability of increasing the nursing principle thinking (NPT) score through discussion training was significantly higher than lecture (OR: 13.078, 95% CI: 3.238-15.954, P = 0.008), as well as lecture (OR: 14.329, 95% CI: 16.171-2.005, P < 0.001) and discussion groups compared to the control group (OR: 18.01, 95% CI: 22.15-5.834, P < 0.001). The possibility of increasing moral sensitivity score through discussion training was significantly higher than lecture (OR: 10.874, 95%CI: 6.043-12.886, P = 0.005) and control group (OR: 13.077, 95%CI: 8.454-16.774, P = 0.002). Moreover, the moral distress score was significantly reduced only in the trained group compared to the control, and no significant difference was observed between the experimental groups; lecture group vs. control group (OR: 0.105, 95% CI: 0.015-0.717, P = 0.021) and discussion group vs. control group (OR: 0.089, 95% CI: 0.015-0.547, P = 0.009). CONCLUSIONS: The results of this study indicate that ethical decision-making training is effective on empowerment of ethical reasoning. Whereas the group discussion was also effective on increasing the ethical sensitivity, it is recommended the training plan provided in this study to be held as workshop for all nurses in health and treatment centers and placed in curricular plan of nursing students. REGISTRATION: This randomized clinical trial was registered in Iranian Registry of Clinical Trials under code (IRCT2015122116163N5) in 02/07/2016.
Asunto(s)
Ética en Enfermería , Enfermeras y Enfermeros , Humanos , Irán , Principios Morales , Desarrollo Moral , Encuestas y CuestionariosRESUMEN
Humans reason and care about ethical issues, such as avoiding unnecessary harm. But what enables us to develop a moral capacity? This question dates back at least to ancient Greece and typically results in the traditional opposition between sentimentalism (the view that morality is mainly driven by socioaffective processes) and rationalism [the view that morality is mainly driven by (socio)cognitive processes or reason]. Here, we used multiple methods (eye-tracking and observations of expressive behaviors) to assess the role of both cognitive and socioaffective processes in infants' developing morality. We capitalized on the distinction between moral (e.g., harmful) and conventional (e.g., harmless) transgressions to investigate whether 18-mo-old infants understand actions as distinctively moral as opposed to merely disobedient or unexpected. All infants watched the same social scene, but based on prior verbal interactions, an actor's tearing apart of a picture (an act not intrinsically harmful) with a tool constituted either a conventional (wrong tool), a moral (producing harm), or no violation (correct tool). Infants' anticipatory looks differentiated between conventional and no violation conditions, suggesting that they processed the verbal interactions and built corresponding expectations. Importantly, infants showed a larger increase in pupil size (physiological arousal), and more expressions indicating empathic concern, in response to a moral than to a conventional violation. Thus, infants differentiated between harmful and harmless transgressions based solely on prior verbal interactions. Together, these convergent findings suggest that human infants' moral development is fostered by both sociocognitive (inferring harm) and socioaffective processes (empathic concern for others' welfare).
Asunto(s)
Desarrollo Moral , Principios Morales , Humanos , Lactante , Vigilia , Disentimientos y Disputas , EmpatíaRESUMEN
BACKGROUND: Kohlberg's theory of moral development asserts that people progress through different stages of moral reasoning as their cognitive abilities and social interactions mature. Individuals at the lowest stage of moral reasoning (preconventional stage) judge moral issues based on self-interest, those with a medium stage (conventional stage) judge them based on compliance with rules and norms, and those at the highest stage (postconventional stage) judge moral issues based on universal principles and shared ideals. Upon attaining adulthood, it can be considered that there is stability in the stage of individuals' moral development; however, the effect of a global population crisis such as the one experienced in March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, is unknown. The purpose of this study was to evaluate the changes in the moral reasoning of pediatric residents before and after one year of the COVID-19 pandemic and compare them with a general population group. METHODS: This is a naturalistic quasi-experimental study conducted with two groups, one comprised 47 pediatric residents of a tertiary hospital converted into a COVID hospital during the pandemic and another group comprised 47 beneficiaries of a family clinic who were not health workers. The defining issues test (DIT) was applied to the 94 participants during March 2020, before the pandemic initiated in Mexico, and later during March 2021. To assess intragroup changes, the McNemar-Bowker and Wilcoxon tests were used. RESULTS: Pediatric residents showed higher baseline stages of moral reasoning: 53% in the postconventional group compared to the general population group (7%). In the preconventional group, 23% were residents and 64% belonged to the general population. In the second measurement, one year after the start of the pandemic, the group of residents had a significant decrease of 13 points in the P index, unlike the general population group in which a decrease of 3 points was observed. This decrease however, did not equalize baseline stages. Pediatric residents remained 10 points higher than the general population group. Moral reasoning stages were associated with age and educational stage. CONCLUSIONS: After a year of the COVID-19 pandemic, we found a decrease in the stage of moral reasoning development in pediatric residents of a hospital converted for the care of patients with COVID-19, while it remained stable in the general population group. Physicians showed higher stages of moral reasoning at baseline than the general population.
Asunto(s)
COVID-19 , Grupos de Población , Humanos , Niño , Adulto , Pandemias , COVID-19/epidemiología , Principios Morales , Desarrollo MoralRESUMEN
BACKGROUND: Moral principles in children can influence their oral hygiene practices and can be beneficial in providing better oral health care. AIM: To assess the consistency of Piaget's moral development principles in Indian children aged 7 to 11 years and evaluate its influence on their oral hygiene practices. DESIGN: The first phase of the embedded mixed-method approach included telephone interviews of 50 children on eight situations of moral development as suggested by Jean Piaget. Children were categorised into heteronomous and autonomous moralities based on the content analysis. The second phase of the study included a semi-structured qualitative interview on knowledge and practice behaviour of children on oral hygiene maintenance. RESULTS: There was no significant difference in the overall moral development of children aged 7 to 9 years and 9 to 11 years (p = .57). Only 4.8% of girls had heteronomous morality, and a significant difference was noted between boys and girls (p = .014). There was a significant difference in the oral hygiene practices observed between heteronomous morality and autonomous morality children. CONCLUSION: Children were autonomous in their morality at 7 to 9 years of age. Children with autonomous morality performed better oral hygiene practices than children with heteronomous morality.
Asunto(s)
Desarrollo Moral , Higiene Bucal , Niño , HumanosRESUMEN
Justice sensitivity (JS), the tendency to perceive and adversely respond to injustice, was related to prosocial behavior in different age groups and to distributive preferences in adults. To test influences of JS on sharing and distributive preferences, middle childhood as an important phase for moral development may be particularly interesting. We asked 1320 5- to 12-year-old children (M = 8.05 years, SD = 1.02; 51.2 % girls, 1.3 % transgender and gender-nonconforming) to read five vignettes that made salient the different principles of distributive justice (equality, merit, and need) and to distribute imaginary sweets between themselves and one described child (sharing) or between two described children (distributing). Children also rated their JS, and parents rated children's theory of mind (ToM) abilities and empathy. More concerns for justice for the self (victim JS) predicted distributions following the merit principle and a preference for need over equality and merit when forced to choose among the three. Caring for justice for others (altruistic JS) predicted more sharing, equal distributions, less distributions according to the merit principle, and a preference for equal distributions over merit and need when forced to choose among the three. These associations prevailed when ToM and empathy were included as control variables. The findings underline the importance of justice-related personality traits, such as JS, for moral development in middle childhood.
Asunto(s)
Desarrollo Moral , Justicia Social , Adulto , Femenino , Niño , Humanos , Preescolar , Masculino , Desarrollo Infantil , EmpatíaRESUMEN
Psychiatric involvement in patient morality is controversial. If psychiatrists are tasked with shaping patient morality, the coercive potential of psychiatry is increased, treatment may be unfairly administered on the basis of patients' moral beliefs rather than medical need, moral disputes could damage the therapeutic relationship and, in any case, we are often uncertain or conflicted about what is morally right. Yet, there is also a strong case for the view that psychiatry often works through improving patient morality and, therefore, should aim to do so. Our goal is to offer a practical and ethical path through this conflict. We argue that the default psychiatric approach to patient morality should be procedural, whereby patients are helped to express their own moral beliefs. Such a procedural approach avoids the brunt of objections to psychiatric involvement in patient morality. However, in a small subset of cases where patients' moral beliefs are sufficiently distorted or underdeveloped, we claim that psychiatrists should move to a substantive approach and shape the content of those beliefs when they are relevant to psychiatric outcomes. The substantive approach is prone to the above objections but we argue it is nevertheless justified in this subset of cases.
Asunto(s)
Desarrollo Moral , Psiquiatría , Humanos , Principios Morales , Disentimientos y DisputasRESUMEN
Compreender as estratégias de resolução de conflitos utilizadas por adolescentes na relação com seus pais é fundamental para entender como ocorre seu desenvolvimento saudável. Este artigo investigou a resolução de conflitos de adolescentes em situações de confronto entre o seu domínio pessoal e o controle parental. 36 adolescentes com idades entre 15 e 17 anos, divididos igualmente conforme o sexo, responderam a uma entrevista semiestruturada, que continha quatro situações de conflito hipotéticas. Os dados foram submetidos à análise de conteúdo semântica e a testes não paramétricos. Os resultados foram categorizados em sete estratégias: Assunção de culpa, Submissão, Mentira, Hostilidade, Diálogo/Explicação, Negociação e Outra. A forma predominante de resolução utilizada foi o Diálogo/Explicação, considerada como uma forma recorrente de defender o domínio pessoal. Foram encontradas diferenças em relação ao sexo dos participantes e à situação hipotética. Por fim, os resultados são discutidos em termos de grau de autonomia e tipo de defesa do domínio pessoal.(AU)
Understanding the conflict resolution strategies used by adolescents in their relationship with their parents is fundamental to understanding how their healthy development occurs. This article investigated the resolution of conflicts by adolescents in confrontation situations between their personal domain and parental control. A total of 36 adolescents, aged 15 to 17 years, divided equally according to sex, answered a semi-structured interview that contained four hypothetical conflict situations. Data were subjected to semantic content analysis and non-parametric tests. The results were categorized into seven strategies: Assumption of Guilt, Submission, Lie, Hostility, Dialogue/Explanation, Negotiation, and Other. The predominant form of resolution used was Dialogue/Explanation, considered a recurrent form of defense of the personal domain. Differences were found depending on the participants' gender and the hypothetical situation. Finally, the results are discussed regarding the degree of autonomy and type of defense of the personal domain.(AU)
Enterarse de las estrategias de resolución de conflictos que los adolescentes utilizan en la relación con sus padres es fundamental para comprender cómo ocurre el desarrollo saludable de los adolescentes. A partir de una entrevista semiestructurada, presentamos cuatro situaciones hipotéticas de conflicto que fueron analizadas y respondidas por 36 adolescentes de entre 15 y 17 años, divididos según el género. Los datos se sometieron a un análisis de contenido semántico y a pruebas no paramétricas. Los resultados se categorizaron en siete estrategias de resolución de conflictos: Asunción de culpa, Sumisión, Mentira, Hostilidad, Diálogo/Explicación, Negociación y Otros. La forma de resolución más utilizada fue Diálogo/Explicación, y esta categoría fue una forma de defensa del dominio personal. Asimismo, se encontraron diferencias en función del género de los participantes y conforme la situación hipotética. Los resultados se discuten en términos de grado de autonomía y tipo de defensa del dominio personal.(AU)
Asunto(s)
Humanos , Masculino , Femenino , Adolescente , Adolescente , Negociación , Conflicto Familiar , Ansiedad , Orientación , Relaciones Padres-Hijo , Satisfacción Personal , Personalidad , Desarrollo de la Personalidad , Atención Primaria de Salud , Psicología , Psicología Social , Desarrollo Psicosexual , Psicoterapia , Política Pública , Calidad de Vida , Rol , Sexo , Autoritarismo , Trastorno de la Conducta Social , Cambio Social , Predominio Social , Medio Social , Socialización , Estereotipo , Estrés Psicológico , Reacción de Prevención , Tabú , Temperamento , Templanza , Violencia , Conducta y Mecanismos de Conducta , Selección de Profesión , Actitud , Defensa del Niño , Protección a la Infancia , Conducta de Elección , Salud Mental , Pubertad , Conducta del Adolescente , Responsabilidad Parental , Relaciones Intergeneracionales , Codependencia Psicológica , Entrevista , Comunicación , Atención Integral de Salud , Privacidad , Adulto , Sexualidad , Trastorno de la Conducta , Retroalimentación Psicológica , Revelación , Conducta Peligrosa , Ética Basada en Principios , Toma de Decisiones , Reducción del Daño , Desarrollo Moral , Disentimientos y Disputas , Confianza , Amigos , Desarrollo del Adolescente , Desarrollo Sexual , Dominación-Subordinación , Educación , Escolaridad , Ego , Emociones , Reacción de Fuga , Miedo , Inteligencia Emocional , Sentido de Coherencia , Perdón , Factores Protectores , Normas Sociales , Ajuste Emocional , Consumo de Alcohol en Menores , Influencia de los Compañeros , Tratamiento Conservador , Perfeccionismo , Uso del Teléfono Celular , Incivilidad , Automanejo , Etnocentrismo , Libertad , Frustación , Distrés Psicológico , Integración Social , Empoderamiento , Modelo Transteórico , Desinformación , Cohesión Social , Ciudadanía , Terapia Gestalt , Apoyo Familiar , Bienestar Psicológico , Culpa , Felicidad , Hormonas , Hostilidad , Desarrollo Humano , Derechos Humanos , Crisis de Identidad , Individualismo , Delincuencia Juvenil , Ira , Actividades Recreativas , Acontecimientos que Cambian la Vida , Soledad , Amor , Decepción , Principios Morales , Narcisismo , Apego a ObjetosRESUMEN
Apesar das crescentes investigações sobre uso de telas na infância, essa é uma temática complexa e ainda recente, que traz diversos desafios para pesquisadores e cuidadores. Comunidades virtuais em redes sociais são utilizadas por mães e pais para esclarecer dúvidas e receber conselhos acerca da parentalidade e saúde infantil, podendo, simultaneamente, assumir uma função prescritiva e normativa quanto ao seu modo de agir. Sendo assim, este artigo pretende compreender como o uso de telas na infância vem sendo abordado por especialistas em grupos de mães e pais no Facebook. Foi realizado um estudo qualitativo envolvendo 49 postagens de especialistas, sobretudo psicólogos e educadores, extraídas de cinco grupos públicos de mães e pais nessa rede social. Os textos das publicações foram verificados por meio de análise temática e discutidos com base no referencial teórico psicanalítico. Os resultados mostraram que os especialistas destacam os possíveis prejuízos do uso de telas na infância, além de fornecer orientações aos pais sobre como lidar com sua presença no cotidiano das crianças e de suas famílias. Concluiu-se que apesar dos grupos de cuidadores no Facebook serem uma ferramenta de divulgação de informações acerca do uso de telas na infância, cabe não naturalizar a presença de especialistas nesses espaços virtuais criados por pais e mães, interpondo-se nos saberes e nas trocas horizontalizadas entre os cuidadores.(AU)
Although investigations on the use of screens in childhood are increasing, this is a complex and recent topic, which poses several challenges for researchers and caregivers. Virtual communities in social networks are used by mothers and fathers to clarify doubts and receive advice regarding parenting and child health, at times, simultaneously, assuming a prescriptive and normative role on their way of acting. Therefore, this study aimed to understand how the use of screens in childhood has been approached by experts in groups of mothers and fathers on Facebook. A qualitative study was carried out involving 49 posts from specialists, mainly psychologists and educators, extracted from five public groups of mothers and fathers in this social network. The publications' texts were verified via thematic analysis and discussed based on the psychoanalytical theoretical framework. The results showed that experts highlight the possible damage of the use of screens in childhood, in addition to providing guidance to parents on how to deal with the presence of digital technology in the daily lives of children and families. It was concluded that, although caregivers' groups on Facebook are a tool for disseminating information about the use of screens in childhood, it is important not to naturalize the presence of specialists in these virtual spaces created by fathers and mothers, interposing in the horizontally interchanges that occur between the caregivers.(AU)
A pesar de las crecientes investigaciones sobre el uso de pantallas en la infancia, este es un tema complejo y aún reciente, que plantea varios desafíos para investigadores y cuidadores. Las comunidades virtuales en las redes sociales son utilizadas por madres y padres para aclarar dudas y recibir consejos sobre educación y salud infantil, pudiendo, al mismo tiempo, asumir un rol prescriptivo y normativo sobre su forma de actuar. Por lo tanto, este estudio tuvo como objetivo comprender cómo el uso de las pantallas en la infancia ha sido abordado por especialistas en grupos de madres y padres en Facebook. Se realizó un estudio cualitativo a partir de 49 publicaciones de especialistas, principalmente de psicólogos y educadores, extraídas de cinco grupos públicos de madres y padres en esta red social. Se realizó en los textos de las publicaciones un análisis temático y se utilizó el marco teórico psicoanalítico. Los resultados mostraron que los expertos destacan posibles daños que provoca el uso de pantallas en la infancia, además de orientar a los padres sobre cómo afrontar esta presencia de la tecnología digital en el día a día de los niños y sus familias. Se concluyó que, a pesar de que los grupos de cuidadores en Facebook son una herramienta de difusión de información sobre el uso de pantallas en la infancia, es importante no naturalizar la presencia de especialistas en estos espacios virtuales creados por padres y madres que se interpone entre los saberes e intercambios horizontales de los cuidadores.(AU)
Asunto(s)
Humanos , Masculino , Femenino , Psicoanálisis , Niño , Red Social , Ansiedad , Relaciones Padres-Hijo , Pediatría , Desarrollo de la Personalidad , Trastornos de la Personalidad , Juego e Implementos de Juego , Psicología , Psicología Educacional , Aspiraciones Psicológicas , Trastorno por Déficit de Atención con Hiperactividad , Instituciones Académicas , Trastorno Autístico , Sueño , Logro , Cambio Social , Aislamiento Social , Socialización , Deportes , Estrés Fisiológico , Tecnología , Televisión , Pensamiento , Conducta y Mecanismos de Conducta , Terapia Conductista , Libros Ilustrados , Neurociencias , Aflicción , Ejercicio Físico , Conducta Infantil , Cuidado del Niño , Desarrollo Infantil , Orientación Infantil , Servicios de Salud del Niño , Crianza del Niño , Protección a la Infancia , Salud Mental , Salud Infantil , Responsabilidad Parental , Negociación , Cuidadores , Personal de Salud , Cognición , Comunicación , Intervención Educativa Precoz , Juegos de Video , Internet , Creatividad , Afecto , Valores Limites del Umbral , Características Culturales , Cibernética , Síndrome Metabólico , Desarrollo Moral , Teléfono Celular , Depresión , Diabetes Mellitus , Escolaridad , Emociones , Acogimiento , Estudios Poblacionales en Salud Pública , Sobrepeso , Nutrición del Niño , Insuficiencia de Crecimiento , Fantasía , Baño de Sol , Inteligencia Emocional , Conducta Sedentaria , Medios Audiovisuales , Obesidad Infantil , Aplicaciones Móviles , Habilidades Sociales , Coraje , Factores Sociológicos , Ajuste Emocional , Alfabetización , Trastornos del Neurodesarrollo , Trastorno de Fluidez de Inicio en la Infancia , Juegos Recreacionales , Uso del Teléfono Celular , Frustación , Trastorno de Adicción a Internet , Interacción Social , COVID-19 , Adicción a la Tecnología , Felicidad , Desamparo Adquirido , Pasatiempos , Maternidades , Hipertensión , Imaginación , Individualidad , Trastornos del Inicio y del Mantenimiento del Sueño , Trastornos del Desarrollo del Lenguaje , Aprendizaje , Discapacidades para el Aprendizaje , Actividades Recreativas , Estilo de Vida , Relaciones Madre-Hijo , Actividad Motora , Comunicación no VerbalRESUMEN
Este artigo tem como objetivo produzir uma análise histórica sobre as intersecções entre Psicologia e sexualidade desviantes da norma no Brasil, de fins do século XIX a meados da década de 1980. Esta temporalidade foi escolhida por abarcar o surgimento das pesquisas científicas sobre sexualidade e desvios sexuais, a consolidação dos estudos psicológicos sobre a temática e o processo mais recente de despatologização da homossexualidade. Em termos teóricos e metodológicos, foram adotados os pressupostos da História Social da Psicologia e da historiografia das homossexualidades no Brasil. Desse modo, buscou-se compreender como as ideias, concepções e práticas psicológicas foram mudando ao longo do tempo, em conexão com as transformações socioculturais e políticas que ocorreram durante o século XX. Para isto, foram utilizadas fontes primárias e secundárias de pesquisa com vistas à produção de interpretações sobre as conexões entre as ideias, os atores e os eventos narrados. Argumenta-se, ao longo do artigo, que as ideias e práticas psicológicas estão intrinsecamente conectadas aos contextos socioculturais e políticos de seu tempo, sendo os movimentos dinâmicos e os conflitos presentes nesses contextos fatores determinantes para a sua constituição.(AU)
This article aims to produce a historical analysis of the intersections between Psychology and sexualities that deviate from the norm in Brazil, from the late 19th century to the mid-1980s. This period was chosen because it encompasses the emergence of scientific research on sexuality and sexual deviations, the consolidation of psychological studies on the subject and the most recent process of de-pathologization of homosexuality. Theoretically and methodologically, the assumptions of the Social History of Psychology and the historiography of homosexualities in Brazil were adopted. Therefore, we sought to understand how psychological ideas, conceptions and practices have changed over time, in connection with the sociocultural and political transformations that occurred throughout the 20th century. For this, primary and secondary sources of research were used to produce interpretations about the connections between the ideas, the actors and the narrated events. It is argued, throughout the article, that the psychological ideas and practices are intrinsically connected to the sociocultural and political contexts of their time, being the dynamic movements and conflicts present in these contexts determining factors for their constitution.(AU)
Este artículo tiene como objetivo realizar un análisis histórico de las intersecciones entre la Psicología y las sexualidades desviadas de la norma en Brasil desde finales del siglo XIX hasta mediados de la década de 1980. Esta temporalidad fue elegida por abarcar el surgimiento de las investigaciones científicas sobre sexualidad y desvíos sexuales, la consolidación de los estudios psicológicos sobre el tema y el más reciente proceso de despatologización de la homosexualidad. En el marco teórico y metodológico, se adoptaron los presupuestos de la Historia Social de la Psicología y de la historiografía de las homosexualidades en Brasil. De esta manera, se pretende comprender cómo las ideas, concepciones y prácticas psicológicas han cambiado a lo largo del tiempo, en conexión con las transformaciones socioculturales y políticas ocurridas durante el siglo XX. Para ello, se utilizaron las fuentes de investigación primarias y secundarias con miras a generar interpretaciones sobre las conexiones entre las ideas, los actores y los eventos narrados. Se argumenta, a lo largo de este artículo, que las ideas y las prácticas psicológicas están intrínsecamente conectadas a los contextos socioculturales y políticos de su tiempo, y los movimientos dinámicos y los conflictos presentes en estos contextos fueron los factores determinantes para su constitución.(AU)
Asunto(s)
Humanos , Masculino , Femenino , Brasil , Homosexualidad , Sexualidad , Historia , Orgasmo , Trastornos Parafílicos , Patología , Pedofilia , Desarrollo de la Personalidad , Trastornos de la Personalidad , Principio de Dolor-Placer , Psicología , Desarrollo Psicosexual , Política Pública , Racionalización , Religión y Sexo , Represión Psicológica , Sadismo , Sexo , Conducta Sexual , Trastornos del Desarrollo Sexual , Delitos Sexuales , Control Social Formal , Medio Social , Sociedades , Reacción de Prevención , Sublimación Psicológica , Tabú , Terapéutica , Travestismo , Inconsciente en Psicología , Voyeurismo , Terapia Conductista , Abuso Sexual Infantil , Actitud , Curación Homeopática , Carácter , Cristianismo , Competencia Mental , Acoso Sexual , Coito , Cuerpo Humano , Homosexualidad Femenina , Conflicto Psicológico , Participación de la Comunidad , Diversidad Cultural , Feminismo , Heterosexualidad , Manifestaciones Neuroconductuales , Disfunciones Sexuales Psicológicas , Crimen , Características Culturales , Cultura , Sexo Seguro , Terapias Mente-Cuerpo , Mecanismos de Defensa , Deshumanización , Características Humanas , Intención , Desarrollo Moral , Emociones , Agenda de Investigación en Salud , Foros de Discusión , Estudios Poblacionales en Salud Pública , Eugenesia , Exhibicionismo , Placer , Fetichismo Psiquiátrico , Salud Sexual , Homofobia , Racismo , Marginación Social , Medicalización , Personas Transgénero , Condición Moral , Minorías Sexuales y de Género , Activismo Político , Diversidad de Género , Asexualidad , Sexualidad Oculta , Asunción de la Sexualidad , Normas de Género , Ceguera de Género , Androcentrismo , Libertad , Teoría Freudiana , Respeto , Identidad de Género , Trauma Sexual , Hospicios , Funcionamiento Psicosocial , Rol de Género , Marco Interseccional , Estructura Familiar , Promoción de la Salud , Desarrollo Humano , Derechos Humanos , Identificación Psicológica , Anatomía , Trastornos Disruptivos, del Control de Impulso y de la Conducta , Incesto , Instinto , Introversión Psicológica , Libido , Masoquismo , Masturbación , Trastornos Mentales , Métodos , Moral , Principios Morales , Trastornos NeuróticosRESUMEN
O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)
The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)
Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)
Asunto(s)
Humanos , Masculino , Femenino , Adulto , Persona de Mediana Edad , Anciano , Grupo de Atención al Paciente , Ubicación de la Práctica Profesional , Psicología , Enseñanza , Escolaridad , Innovación Organizacional , Juego e Implementos de Juego , Ludoterapia , Solución de Problemas , Práctica Profesional , Fenómenos Psicológicos , Psicología Clínica , Educación Compensatoria , Trastorno por Déficit de Atención con Hiperactividad , Autoimagen , Ajuste Social , Identificación Social , Estrés Psicológico , Abandono Escolar , Control de Esfínteres , Rendimiento Escolar Bajo , Orientación Vocacional , Trabajo , Conducta , Cooperación Técnica , Integración Escolar , Adaptación Psicológica , Cultura Organizacional , Familia , Orientación Infantil , Crianza del Niño , Salud Mental , Salud Infantil , Colaboración Intersectorial , Negociación , Cognición , Comunicación , Educación Basada en Competencias , Aprendizaje Basado en Problemas , Atención Integral de Salud , Diversidad Cultural , Conducta Cooperativa , Autoeficacia , Consejo , Impacto Psicosocial , Desarrollo Moral , Investigación Cualitativa , Dislexia , Educación , Educación Especial , Evaluación Educacional , Eficiencia , Emociones , Empatía , Ética Institucional , Planificación , Viviendas Económicas , Resiliencia Psicológica , Inteligencia Emocional , Acoso Escolar , Estudios Interdisciplinarios , Discalculia , Habilidades Sociales , Psicología del Desarrollo , Problema de Conducta , Autocontrol , Neurociencia Cognitiva , Maestros , Rendimiento Académico , Éxito Académico , Ciberacoso , Capacidad de Liderazgo y Gobernanza , Funcionamiento Psicosocial , Intervención Psicosocial , Factores Sociodemográficos , Diversidad, Equidad e Inclusión , Eficacia Colectiva , Desarrollo Humano , Inteligencia , Relaciones Interpersonales , Liderazgo , Aprendizaje , Discapacidades para el Aprendizaje , MotivaciónRESUMEN
Este artigo propõe o estudo sobre o conceito de outro como semelhante e como objeto. Partindo de textos que interpelam a alteridade na psicanálise e remetendo aos temas do complexo semelhante, da satisfação, da perda, do luto, da negativa, da repetição; avalia o conceito de outro articulando textos de diversos autores. A partir da psicanálise freudiana, estuda o das Ding e a negação, discriminando com estes termos um objeto estruturante na origem do psiquismo. Aborda textos técnicos da psicanálise para delimitar o tema da repetição. Também a recordação e a repetição são vinculadas ao objeto e estudadas na perspectiva da filosofia moderna. São retomados temas do diálogo platônicos para definir o lugar do erótico e da amizade. No fim do presente artigo, propomos o termo clássico grego Oikos com valor equivalente ao da Coisa freudiana e como esta aparece em escritos psicanalíticos.(AU)
This article studies the concept of other as similar and object. It is based on texts that question the alterity in psychoanalysis and refers to the themes of otherness complex, loss, grief, negative, repetition, and evaluates the concept of other, using articles of diverse authors. Based on Freudian psychoanalysis, it studies the Thing and the denial and discriminates a structuring object in the origin of psychism. It approaches technical texts of psychoanalysis to delimitate the theme of repetition. The recordation and repetition are also linked to the object and studied from the perspective of modern philosophy. Themes of the platonic dialogues are resumed to define the place of the erotic and the friendship. In the end of the article, we propose the greek classic term Oikos, with equal value to the Freudian Thing, as this one appears in psychoanalytic writings.(AU)
Este artículo estudia el concepto Otro como semejante y como objeto. A partir de textos que interpelan la alteridad en psicoanálisis y que se refieren a temas del complejo semejante, de la satisfacción, de la pérdida, del duelo, de la negación, de la repetición, se evalúa el concepto de Otro articulando textos de diferentes autores. Basado en el psicoanálisis freudiano, se aborda Ding y la negación, discriminando con estos términos un objeto estructurante en el origen de lo psíquico. Se abordan textos técnicos del psicoanálisis para delimitar el tema de la repetición; el recuerdo y la repetición son vinculadas al objeto y estudiadas desde la perspectiva de la filosofía moderna; y se retoman temas de los diálogos platónicos para definir el lugar de lo erótico y la amistad. Al culminar este artículo se propone leer el término griego clásico Oikos con un valor equivalente al de la Cosa freudiana como aparece en los escritos psicoanalíticos.(AU)
Asunto(s)
Humanos , Masculino , Femenino , Filosofía , Psicoanálisis , Psicología , Humanos , Apego a Objetos , Percepción , Principio de Dolor-Placer , Proyección , Psicopatología , Desarrollo Psicosexual , Racionalización , Rechazo en Psicología , Represión Psicológica , Represión-Sensibilización , Seguridad , Conducta Social , Responsabilidad Social , Sublimación Psicológica , Superego , Pensamiento , Revelación de la Verdad , Inconsciente en Psicología , Belleza , Volición , Conducta y Mecanismos de Conducta , Cooperación Técnica , Simbolismo , Actitud , Singularidades , Curación Homeopática , Mortalidad , Adolescente , Desarrollo de Personal , Comunicación , Conflicto Psicológico , Conciencia , Estado de Conciencia , Privacidad , Conocimiento , Metáfora , Vida , Empirismo , Discurso , Afecto , Programación Neurolingüística , Libro de Texto , Virtudes , Autonomía Personal , Desarrollo Moral , Sujetos de Investigación , Trastorno Depresivo , Historia Antigua , Sueños , Impulso (Psicología) , Educación , Ego , Literatura Erótica , Academias e Institutos , Dominios Científicos , Acogimiento , Ética , Extraversión Psicológica , Fantasía , Teoría de la Mente , Esperanza , Autocontrol , Condición Moral , Interaccionismo Simbólico , Teoría Freudiana , Distrés Psicológico , Espacio Social y Comida , Grecia , Odio , Id , Identificación Psicológica , Imaginación , Individualidad , Inhibición Psicológica , Relaciones Interpersonales , Juicio , Teoría Junguiana , Lenguaje , Libido , Amor , Memoria , MitologíaRESUMEN
Past work on moral mindsets has largely overlooked the adolescent developmental period, a time when adolescents are navigating the complexities of moral life and experiencing tensions between important moral principles and their own actions. This study investigated how moral incrementalism and essentialism are linked to how adolescents construct meanings about their moral experiences. The sample included 96 Canadian adolescents (12-15-years of age; M = 13.5 years). Adolescents generated written narratives of times when they acted inconsistently and consistently with a moral value, and completed a vignette-based measure of moral mindsets. Moral incrementalism was associated with references to the psychological and emotional facets of experiences and engaging in meaning-making processes in narratives. Adolescents who endorsed incrementalism disengaged less only when narrating a self-discrepant experience, indicating some context-specificity across moral event types. Overall, results contribute to scholarship on moral mindset and narrative identity construction. Findings illuminate how individual differences in youth's views of moral traits and behavior may be associated with important aspects of moral identity development such as delving into the psychological and emotional aspects of their experiences and engaging in meaning-making processes.
Asunto(s)
Principios Morales , Narración , Adolescente , Humanos , Canadá , Desarrollo del Adolescente , Desarrollo MoralRESUMEN
Resumo A fim de avaliar a competência moral de estudantes de medicina, este artigo compara diferentes momentos do curso, identificando aspectos sociodemográficos e acadêmicos relacionados a essa competência e discutindo a ferramenta de avaliação. Trata-se de estudo quantitativo observacional transversal, com aplicação da versão estendida do Teste de Competência Moral, de Lind, e questionário sociodemográfico-acadêmico. Identificaram-se escores médios baixos nos períodos avaliados - com média do primeiro período superior aos demais - e comportamento destoante do "dilema do médico" em relação aos demais, independentemente do período. Detectaram-se escores de competência moral baixos em todos os períodos avaliados, com declínio ou estagnação no decorrer do curso e "fenômeno de segmentação" do teste, e não se identificou correlação relevante das variáveis sociodemográficas e acadêmicas. Por fim constatou-se que escores dos períodos iniciais inferiores aos descritos na literatura prévia podem sugerir tendência geracional.
Abstract To evaluate the moral competence of medical students, this article compares different moments of medical training, identifying sociodemographic and academic aspects related to this competence, then discussing the evaluation tool. This is a quantitative, cross-sectional and observational study, with application of the extended version of Lind's Moral Competence Test and a socio-demographic and academic questionnaire. Low mean scores were identified in the periods evaluated—the first period's mean was higher than the others—and behavior that deviates from the "physician's dilemma" in relation to the others, regardless of the period. Low moral competency scores were detected in all periods evaluated, with decline or stagnation over the course and "segmentation phenomenon" of the test. No relevant correlation of sociodemographic and academic variables was identified. Finally, this study found scores for the initial periods lower than those described in the literature, suggesting a generational trend.
Resumen Este artículo evalúa la competencia moral de estudiantes de medicina desde comparaciones de diferentes momentos del curso, identificando los aspectos sociodemográficos y académicos y discutiendo el instrumento de evaluación. Este estudio es cuantitativo observacional, transversal, que aplicó la versión extendida de la Prueba de Competencia Moral, de Lind, y el cuestionario sociodemográfico y académico. Se identificaron las puntuaciones medias bajas en los períodos evaluados -un promedio del primer período superior a los demás- y los comportamientos que diferían del "dilema del médico" con relación a los demás, independientemente del período. Resultaron bajas las puntuaciones de la competencia moral en todos los períodos evaluados, con descenso o estancamiento durante el curso y un "fenómeno de segmentación" de la prueba, además, no hubo correlación significativa entre las variables sociodemográficas y académicas. Las puntuaciones de los períodos iniciales fueron más bajas a las descritas en la literatura, lo que supone una tendencia generacional.