behaiors or any psychology

Number of pages: 02

Sources:01

Citation Style: apa

Course Name: psychology

Academic Level:

Deadline: 3 AM sharp sharp 11th August

Project Instructions

I have the source.

This week, locate one primary source research article that deals with behavior or

psychology in general. The article should not be more than four years old.

After your research, answer the following questions to complete your essay:

What was the purpose of the research? (Hint: In a typical research paper, this will be

located in the introduction.)

There is also a difference between primary and secondary resources. For our
purposes, primary resources are the actual research usually published in

peer-reviewed scholarly journals. These journals contain articles reviewed prior to

publication to ensure accuracy. The study, including the hypothesis, methodology,

and results, is detailed as intended by the author or authors.

Secondary sources, on the other hand, use information from primary sources. These

sources interpret, conclude, and may even take information out of its original

context. Typical secondary sources are magazines, newspapers, blogs, Wikipedia,

television programs, and business (.com or .org) Web sites. For academic writing,

especially in psychological research, it is important to use primary sources when

writing on a particular topic.

What were the methods used to conduct the research? (Hint: The methods section

contains details about the participants in the research, the measurement tools or

apparatus used in conducting the research, and the methods on how data would be

collected.) Explain how the research was conducted.

What were the results of the research? (Hint: The results usually depict only the data

of the research, not its interpretation. Often, the results are described in terms of the

research questions [hypothesis].)

What were the conclusions of the research? (Hint: This is where the researchers

conclude and discuss the results and how it supported or didn't support the research

questions.)

In your conclusions, if you were to grade the research article, what grade (A through

F, with A being the highest grade) would you give the researcher? Explain, based on

what you have learned so far, your reasons for giving the grade.

The purpose of this study was to compare moral orientation and a measure of self-

esteem with the degree of consideration given to certain contextual elements of the

moral dilemmas presented. One research question guided the study. The sample

consisted of 130 respondents comprising 60 second year students and 70 third year

students of Bawku senior high school. The researcher created a 150-item

questionnaire, using the Measure of Moral Orientation (MMO); Liddell, 1990, the

Self-Esteem Scale (Rosenberg, 1965), and researcher developed contextual scales

that followed each of the MMO dilemmas. The purpose of these items was to assess

the importance of significant relationships; situational factors/ circumstances; peer

culture and influence; cost-benefit analysis of consequences; institutional values;

and religion, faith and spirituality on moral decision-making and motivation.

Statistically significant findings were established for the degree of consideration

scales (relationships, circumstances, peers, cost-benefits, institutional values and

spirituality) as compared with the MMO overall care, overall justice, and self-care

and self-justice scores. All other comparisons did not reach a level of statistical

significance.
Introduction

Increasing number of people across the ideological spectrum believes that society is

in deep moral troubles. The dishearten signs are everywhere: the breakdown of the

family the deterioting of civility in everyday life, rampant greed at a time when one in

five children is poor, an omnipresent sexual culture that fills the television screen

with sleaze, beckoning the youth toward sexual activity at earlier ages and

enormous betrayal of children through sexual abuse. In addition, increased violent

juvenile crime, teenage pregnancy and suicide have caused many to declare a

moral crisis in many nations (Lickona, 1997). Leung (1996) contends that the high

incidence of moral debauchery across the globe stems from the fact that human

development is a very complex, interrelated set of systems impacted by the

circumstances in which the individual is situated.

Moral development, like human development, occurs within a framework of

experiences, decisions, values, and knowledge acquisition unique to the individual.

Moral development has individual and societal contexts not well considered in the

models informing this study. An important issue surrounds whether ethical character

or morality is an educable quality like intellect, and if it is, what learning experiences

bring about its development (Perlman, 1982). This would clearly depend on the

definition of learning employed. If learning were defined as the acquisition of

knowledge, it would look different than if learning were defined as an active search

for meaning. If learning requires teaching individuals to make meaning of their

experiences, values, education etc, the examination and activities to impact learning

would look quite different and serve very different purposes.

As a result of the complexity of human development, the product of a person's entire

life experience proves extremely difficult to study systematically because it is difficult

to disentangle the independent effects of the high school experience and other life

experiences from one another, including the impact of each on an individual's moral

development (Trow, 1975). Farris (1929) observes that character traits all relate to

behaviour but they are only visible aspects of life and they involve many experiences

that external observation can never hope to see or measure. Farris further maintains

that one cannot focus on observable behaviour to the exclusion of mental or

conscious aspects behind the behaviour. It is instructive to note that moral

development has cognitive (ethics) affective (values) and behavioral (character)

components, and any one cannot be measured independently of the others, as they

are intricately interwoven. The process of moral development also interconnects with

many other facets of individual growth and development from which it cannot easily

be extricated.

Fried (2000) proposed five independent elements contributing to moral maturing

(factorial paradigm): moral knowledge, socialization, empathy, custom and ethics or

conscience versus responsibility. As this suggests, moral development occurs as

result of both individual development and development of the individuals within the

context of their capacity to form and maintain interpersonal relationships.

In addition, Emile Durkheim (as cited in Kurtines (1995) proposed three basic

elements of the internalisation of moral values: i. A sense of discipline which

includes respect for authority; ii. a feeling of attachment to the social group of which

one is a member; iii. the ability to provide a philosophical justistification for ones

group membership and obethence to its rules. Durkheim believed that that these

justifications were typically based on religious or political doctrine.

Context also contributes in diverse ways to the moral development of young people.

Context refers to the many factors that inform how students make meaning of and

respond to moral or ethical dilemmas within their life experiences. Fried (2000)

observes that sound ethical decisions must take at least three analytic dimensions

into account: the application of ethical principles, understanding the virtues that the

community values, and examination of the multi-layered context in which the

dilemma bias arisen. To date many researchers as described earlier, have failed to

consider the diversity and value of various cultures, the meta-ethical positions and

normative ethics of the actor (5), the richness of contexts in which these moral

dilemmas occur.

In order to fully understand moral decision making, one should examine an

individual's cultural values and origins, phenomenology, time frame (historical

context), and the dynamics of the situation. Phenomenology is described as the

individual's value system and perspective of others involved in the dilemma, and is

shaped by the interaction of cultural values and the individual's belief system created

by reflecting on experience (Fried, 2000). These contextual variables described

provide a more integrated picture of the influences that shape senior high school

students moral decision making. Midgley (1993) states ... beings who reflect much

on their own and each other's lives, as we do, need to arbitrate these conflicts

somehow in a way that makes lives feel reasonably coherent and continuous" (p. 6).

One aspect of this study is to examine how senior high school students arbitrate

these conflicts.

The situation, context, circumstances or framework of individual experiences

whatever label that is chosen to embody the complexity of forces shaping individuals

beliefs, values, and actions- also shape an individual's moral decision- making. The

same act will have different shades, degrees of moral value under different

circumstances. The moral context of any given situation rarely lend itself to an

obvious decision or one morally unambiguous solution, often placing an individual in

a moral "gray area".

It is extremely difficult to have enough detail to truly gauge with certainty the moral

content of another person's actions in any particular situation hence, people typically

tend to speculate about the intent, motivation or by examining reasoning separate

from the motivation or intent informing the cognitive process. Moral dilemmas vary in
complexity of factors embedded within them, in the extent to which they stretch any

individual's capacity to unravel the nuances and arrive at a morally appropriate

decision and action, and in the degree to which they stir different emotions for each

individual actor responding to the dilemma. The moral value of given act is to be

judged in relation both to time, place, and circumstance and to the interest of the

totality of all others in the future as well as now (Dalai Lama, 1999). This interest in

others, as well as self, leads to yet another force shaping the context of moral

development.

It has already been established that context serves as a critical component of moral

decision making, and moral development, as a consequence, there is the need to

examine the running elements senior high school students consider in formulating

their decisions and actions. Peer culture and relationships have been identified as

factors which play a critical role in the life of senior high school students. "To reason

well is not to step outside of relationships for a private moment, but to participate

fully within them (Garden, 2001, p. 10). Whiles students can certainly achieve

intellectual success without considering others, the quality of their interpersonal

success would be greatly limited, which may significantly impact how they define the

quality of their life and how they factor others into moral considerations. Danger

exists in decision-making without consideration and empathy for the well-being of

others and students in senior high schools have to understand the needs of others

as they receive training as future leaders, professionals and scientists.

Moreover, students like most other human beings, feel a strong sense of obligation

to family, chose friends, and significant others, and closely evaluate and act with

these individuals interest in mind. Again, it is critical to note that moral development

is not strictly cognitive growth process, as contexts of people change throughout

their lifetime.

The ethic of care's emphasis on motivation further challenges the primacy of moral

reasoning, as the focus becomes not reasoning but sustaining relationships. Haan

(1991) argues that individuals perceive the negative consequences as a situational

factor hence, evaluations are based on a judgement of obligation (what should be

done for others) versus a judgement of prediction (what consequences the actor

would face). Moral obligation involved avoidance of causing negative consequences

for others, unless the consequences for the students assessing the situation than

the person being assisted. Even in this situation, moral decisions are being

evaluated in the context of relationships and consequences for all actors within the

relationship.

Haan (1991) developed a theory of interactional morality based on relations between

participants. Morality serve as a special kind of social agreement that equalizes

people's relations with one another, taking into account that all parties share their

concerns regarding a moral dilemma. Moral solutions have to do with a given group

of actors in a specific situation at a given time, and consider what people need and

deserve (which shifts over time). The basic form of moral action is dialogue;
dialogue involves emotion, particularly if there is conflicting needs, which often

results in stress.

A closer look at the happenings in senior high schools reveals increasingly self-

oriented, materialistic values among the students. This stems from the fact that all

too often, student development and institutional efforts are at odds with the values

teachers and the institution espouse. The influence of the institution as an entity for

ordering relations and activities of members within the school environment is waning

because of the high incidence of reported cases of moral debauchery in certain

senior high schools in Ghana. This is so because even though, the institution also

serves as a role model and shapes messages sent to students about institutional

values and acceptable conduct. It becomes a classic case of reaping what has been

sown. The perpetuation of a campus environment consistent with the real values,

not stated values, and students make decisions and act on the institutional values

demonstrated, not those desired.

Some students seek stability and answers from their religious doctrines or faith,

since religious and culture often provide the greatest degree of internal guidance in

responding to moral dilemmas or challenges. For students, religious or faith groups

or doctrines often provide access to others with similar beliefs that help students

make sense of the world. Few places and opportunities, other than religious

organizations, exist on most senior high school campuses today for solitude and

reflection or thoughtful conservation about deeper life issues. Religious doctrines

also provide tangible guidelines for individual and communal consideration and,

ultimately, moral decision making and action.

In addition to contextual factors, self-esteem may also play a role in a student's

ability to act with others' interest in mind. The development of self-concept and inner

life proceed together as a single, integrated structure (Loevinger, 1975). Students

lacking a strong self-concept may prove more susceptible to peer culture and

influence when making moral decisions, since "fitting in" allows the student to form a

sense of self and role within the group. Self-esteem may then impact whether

students allow internal or external contextual factors to more significantly influence

moral decisionmaking.

Meanwhile research on the moral development of senior high school students has

occurred at a certain point in time (a snapshot model); has not been longitudinal in

nature; did not begin when they were children; and has not compared different

children as they mature, make life decisions, and evaluate the differences between

those who make informed decisions and who do not. Examining single points in

students' cognitive and moral development does not offer a sophisticated enough

examination of the circumstances impacting development, decision making, and

behavior. Moral development, like human development occurs within a framework of

experiences, decisions, values, and knowledge acquisition unique to the individual.

Moral development research has neglected individual and societal contexts in the

models currently informing this study.

Past studies on the moral development of senior high students have provided

researches with potentially over simplified models for examining moral reasoning

and to a lesser degree behavior. Kohlberg (1972) offered a longitude model relying

on ethic of Justice, while Gilligan (1977) offered a cognitive, rational model relying

on an ethic of care. Both models appear to have inherent sex biases, as males

supposedly rely more on an ethic of justice (Kohlberg 1972) and females on an ethic

of care (Gilligan, 1977).

These and other researchers do not appear to have adequately considered the

situational, individual, and societal contexts in moral decision making. The nub of

this study therefore, is to compare moral orientation, a measure of care versus

justice orientation, and a measure of self-esteem with the degree of consideration

given to certain contextual elements of the moral dilemmas presented. The following

research question guided the study;

1. How do senior high school students with different moral orientations consider

contextual elements when making moral decisions?

Method

Participants
The study population comprised students from Bawku senior high school in the

Upper -East Region of Ghana. The second year and third year student were used

for the study. This stems from the fact that the first year students had just reported to

school and were yet to settle down for academic work. The forms were purposively

sampled. From these forms, 130 participants were selected through the stratified

sampling procedure. Based on this sampling procedure, the sample of respondents

appears relatively representative of the various strata in the population. The

respondents were chosen because they have spent at least two years in the senior

high school hence, they were matured enough to respond to the issues raised in the

study.

Instrument

The instruments used in this study were the measure of moral orientation (MMO;

Lidell, 1990) and the self-Esteem scale, Rosenberg, 1965).

The MMO is a two -part self-report inventory containing items (69 dilemma response

items and 14 self-description items. The first part comprises nine moral dilemmas

possibly encountered by traditional senior high school students, followed by series of

items to determine whether the student tend to respond with an ethic care or justice.

The second part of the MMO consists of 14 self-description items, allowing the

students to share perceptions about themselves as just and/ or caring people.

A likert scale is used to rate each of the 83 items. The response scale ranges from 1

to 4 (1- strongly Agree, 4- Disagree) though Lidell noted in the instrument- scoring

key that these items are all reserved scored. The internal consistency assessed with

cronbach's alpha MMO scale was, .7302.

Researcher-Added contextual items: Additional items were provided to follow each

dilemma to assess the importance of significant relationships; educational factors;

peer culture and influence, cost - benefit - analysis of consequences, institutional

values, religion and faith on moral decision making and motivation. The inventory

was considered as having validity by experts in testing and measurement in the

facility of education, University of Cape Coast.

The self-Esteem scale (Rosenberg, 1965) is the most widely used selfesteem

measure, designed to measure global self-esteem. There are 10 items answered on

a four-point Likert type scale from strongly Agree to strongly disagree. There are

five-negatively worded items, which are reversed scored.

Procedure

Data from participants were gathered over a two-week period beginning September

20th, 2009, the start of 2009/2010 academic year, and ending October 4, 2009. The

researcher contacted the headmaster of the school requesting permission to attend

a regularly scheduled class session during the first two weeks of classes. During the
class session, the researcher explained the purpose of the study and distributed the

instruments to the students. The researcher gathered completed instruments from

students elected to participate in the study, participation was anonymous.

The analysis of scores on the measure of moral orientation (MMO; Lidell 1990), the

self-Esteem scale (Rosenberg, 1965) and the contextual elements when making

moral decisions utilized correlation analysis, with Pearson's product-moment

correlation ® to determine the relationship between moral orientation, moral-

selfdescription, and the degree of consideration given to different contextual

elements when making moral decisions (Research Questions 1 ).

Results

This section presents the finding of the statistical analysis of the data collected. One

research question is addressed in this study.

Research Question 1

Pearson product-moment correlations were performed to answer the question, How

do senior high school students with different moral orientations consider contextual

elements when making moral decisions. Table 1 shows the statistically significant

findings for each individual degree of consideration item with the overall care, overall

justice, self-care, and self-justice scores as measured by the Measure of Moral

Orientation (MMO). Table 1 shows that the overall care was significantly related to

questions 18 (circumstances), 21 (instructional reviews), 34 (peers), 35 (cost -

benefit), 59 (relationships), 60 (circumstances), 61 (peers) and 74 (peers) ( p<.05)

and questions 32 (relationships), 45 (relationship), 46 (circumstances), 73

(circumstances), 86 (circumstances), 90 (spiritual beliefs), 101 (relationships), 102

(circumstances) 128 (relationships), and 129 (circumstances) (p<.01). It also

indicated that overall justice was significantly related to questions 20 (cost -benefit),

21 (institutional values), 36 (institutional values), 46 (circumstances) 47 (peers), 62

(cost-benefits), 117 (peers), 119 (institutional values and 130 (peers) ( p<.05) and

questions 48 (cost -benefit) ( p<.01). additionally, it indicated that self-care was

significantly related to questions 32 (relationships), 59 (relationships, 115

(relationships), 115 (cost-benefit) ( p<.05) and question 87 (peers) ( p<.01); and self

justice was significantly related to question 130 (peers) (p<.05) and question 117

(peers) ( p<.01). other comparisons reach a level of statistical significance.

*p<.05 **p<.01

Discussion

The researcher developed contextual scales for the dilemmas which follow each of

the scenarios which serve as a basis for designing the instrument. In order to better

understand the relationships of specific individual contextual items to the overall

care, overall justice, self-care, and self-justice scores, these would be desired in
relationship to the nine dilemmas that constitute the MMO. Scenario one describes a

situation involving a student member of a campus association. The student's

roommate wants to join the association, but fellow members are making fun of the

roommate during a recruitment exercise.

Respondents who indicated they would respond with an ethic care contended that

circumstances of this situation and the institutional values of the school would most

influence their response to the dilemma. Respondents who indicated they would

most likely respond with an ethic justice observed the cost-benefit analysis or

weighing the consequences for themselves and others as well as the institutional

values of the school would most influence their response to this dilemma. Both sets

of respondents regardless of moral orientation again appear to be looking to others

and the circumstances of this dilemma to determine their response. The results

seem to indicate that student interpersonal and intrapersonal struggles regarding the

conflicting needs of all the parties involved in the scenario. As human beings each

and everyone grapples with making ethical decisions in the light of the

consequences of the decisions for others and for the contrived relationships with

these significant others.

Scenario two describes a situation involving a student who has written an

assignment. This, individual's roommate has a copied a large portion of the

assignment for use in class as a term paper. Respondents who indicated they would

most likely respond with an ethic of care maintained that their significant
relationships, their peer's reactions or influences and a cost- benefit analysis of the

consequences would most influence their response to this dilemma. Respondents

who indicated they would most likely respond with an ethic of justice asserted that

institutional values of the school would most influence their response to this

dilemma. Students who indicated a preference for an ethic of justice appear to be

looking to external parties for guidance. The student's with care orientation seem to

be struggling with how their needs contrast with the value placed on their

relationships with others. The respondents appear to be looking to external parties

for guidance, whether significant relationships, peers or the institution to determine

how best to respond to this dilemma.

Scenario three describes a married students whose spouse has AIDS. The sick

spouse does not want the parents informed about the ailment. It is important to

consider whether at a traditional age of (18), a student would be married and

encountering this type of life experience. Respondents who indicated they would

most likely respond with an ethic of care shared that their significant relationships

and the circumstances of their situation would most influence their response to the

dilemma. Respondents who indicated they would most likely respond with an ethic

of justice postulated that the circumstances of the situation, their peer's reactions

and influences and a cost -benefit analysis of the consequences would most

influence their response to this dilemma.

Both sets of respondents, regardless of moral orientation again appear to be looking

to others and the circumstances to determine their response. The results seem to

indicate that student interpersonal and intrapersonal struggles regarding conflicting

needs of all parties involved in the scenario. As human beings, each and everyone

grapples with making ethical decisions in the light of the consequences of these

decisions for others and the continued relationship with these significant others.

Scenario four describes a friend with whom the student is taking a class. The friend

has confided that a professor intend to offer an A to a lady friend, if the lady in

question will spend the night with professor. Respondents who indicated they would

most likely respond with an ethic of care posited that their significant relationships,

the circumstances of this situation, and their peers reactions or influences would

most influence their response to this dilemma. Respondents who indicated they

would most likely respond with an ethic of justice observed that a cost -benefit

analysis of the consequences would most influence their response to the dilemma.

Those individuals using an ethic of care seem to be making meaning by considering

the reactions of others and the circumstances of this dilemma. Those using an ethic

of justice are weighing the costs and benefits to themselves and others. Once again,

there is the need to consider that if students are moving toward post conventional

reasoning, they would demonstrate as commitment to shared responsibility for

acting in a manner that best serves society. The students' responses seem to

indicate that intrapersonal conflict is their attempt to sort out their needs, their peers'

needs, and the policies of the institution. The interests of students and the school

community are not will served if a student feels pressured to have sex with a
professor.

Scenario five describes a senior high school bursar who has misappropriated

students feeds for personal use. During a school news paper investigation, the

bursar has a terminally ill child. The editor calls to inform the bursar about the

upcoming article on the bursar's actions.

Respondents who indicated they would most likely respond with an ethic of care

contended that the circumstances of the situation and their peers reactions or

influence would most influence their response to the dilemma. Respondents who

indicated they would most likely respond with an ethic of justice did not indicate any

statistically significant consideration for resolving this dilemma.

It is interesting that those students most likely to respond with an ethic of justice did

not find a preferred contextual consideration item. It would be interesting to know if

they would have shared another contextual item not on the list provided the

researcher, if given the opportunity (i.e. deference to law or other rules and

regulations.)

Scenario six describes a student whose car has been stolen. When the student

meets the car thief, it is an 18-year old who has been abused and thrown out of the

parents' house. The culprit indicates that the car was taken purposely to be sold and

proceeds used to further the education of the culprit. The culprit had no prior police
record. Respondents who indicated they would most likely respond with an ethic of

care maintained that the circumstances of this situation and their religious and

spiritual beliefs would most influence their response to this dilemma. Respondents

who indicated they would most likely respond with an ethic of justice did not indicate

any statistically significant consideration for resolving this dilemma. This is the only

dilemma where religious or spiritual beliefs were a significant contextual

consideration. Interestingly, enough, this is also the only scenario with a principal

actor (an unknown 18-year-old boy) with absolutely no relationship to the student

respondent. Again, it is important to consider whether other contextual elements not

provided for might have guided those with justice orientation.

Scenario seven indicates that Akua, a girl friend of the student's brother has been

seen leaving another man's apartment. The student believes Akua may be cheating

on the brother. Respondents who indicated they would most likely respond with an

ethic care asserted that their significant relationships and the circumstances of this

situation would most influence their response to the dilemma. Respondents

indicated they would most likely respond with an ethic of justice did not indicate any

statistically significant consideration for resolving this dilemma. The scenario offers

another instance of the lack of significance by those preferring an ethic of justice.

This finding is particularly noteworthy since a family member is impacted in this

scenario.

Scenario eight describes divorced parents who each want the student to come and
spend the break with them. The mother has been involved with a man, who will be

present in the home, which the student believes will be upsetting to the father. The

student has to decide which parent to visit. Respondents who indicated they would

most likely respond with an ethic of care did not indicate any statistically significant

consideration for resolving this dilemma. Respondents who indicated they would

most likely respond with an ethic of justice argued that the institutional values of their

schools and their peers reactions or influences would most influence their response

to this dilemma.

It is interesting that respondents preferring an ethic of justice are looking to the

institution and peers' reactions, when the scenario involves those with whom there

exist significant relationships. It is also surprising that respondents preferring the

ethic of care indicated no significantly preferred response to a scenario involving

loved ones. The responses should have been similar to those in scenario seven but

it appears that when the conflict involves significant relationships that are creating

intrapersonal conflict, students may have to determine to whom they can turn for

support and assistance, or they may become so conflicted they do not know who to

turn to.

Scenario nine describes a student who has opened a roommate's mail. The letter

the student read indicates that the student's roommate has AIDS and is being invited

to participate in a campus support group. Respondents who indicated they would

most like respond with an ethic of care argued that their significant relationships and
the circumstances of this situation would most influence their response to this

dilemma. Respondents who indicated they would most likely respond with an ethic

of justice asserted that their peers' reactions or influences would most influence their

response to this dilemma. The likelihood of respondents preferring an ethic of justice

given greatest consideration to their peers' reactions or influences is interesting. The

student in the scenario has gained access to confidential information by violating a

roommate's privacy, and now plans to process the confidential information with

peers to determine the best response. This seems to be counterintuitive to the idea

of behaving in a just manner.

Conclusion

There is the need for practicetioners to be conscious of how they reinforce the focus

on self to the exclusion of interconnectedness and the need to act in the interest of

others. The senior high school serve as an active participant in reinforcing the social

competiveness and materialism of students, in the construction of programme and

service delivery that dichotomises who have (higher intellectual ability) from those

who have not, students look to the school as an entity to serve as a role model and

speak to about core values that should guide their decision-making. There is the

need for the school to be very conscious of the messages being sent to students

about values and acceptable conduct.

When an individual's lack of integrity compromises the learning community, students

need to be able to look to the institutions for guidance in effectively weighing the

costs and benefits to themselves, their peers, and society and in understanding the

consequences when lapses of integrity remained unchecked. Senior high schools

should have an academic honour code and a student conduct code which details the

rights and duties of citizenship, and a student compact or creed to conform the

shared values of society. These two documents serve as a frame for peer dialogue

among students about personal and academic integrity. As Fried (2000) notes, the

best moral educators, from Socrates forward, have seen moral development as a

"joint enterprise grounded in personal connection and candid discussion" (P. 5)

As life-changing and challenging events unfold in the life of students, they are

challenged to make meaning of their lives and the world around them. Regardless of

the label that is placed on the journey (spirituality, moral meaning making), the

journey is the one inward in search of meaning and outward in pursuit of connection

to those who help students make meaning. Few places and opportunities exist on

most senior high school premises for solitude and reflection or thoughtful

conversation about deeper life issues. The school therefore has the responsibility to

ensure that students have access to counselors, campus ministers and staff

members prepared to help them struggle and cope with life greatest challenges,

such as the death of loved ones or other profound losses.

Moreover, the school authorities should make sure that students understand that

members of staff, like students are accountable for poor decision making and
inappropriate conduct. Policies and procedures regarding sexual harassment as well

as those detailing acceptable relationships between staff and students, should

clearly addressed in classes, student organisation meetings and other appropriate

student gatherings at the beginning of each term.

Hence issues pertaining to policies and procedures regarding attendance and

academic integrity are addressed. Therefore, students' responsibilities and

expectations are addressed as participants in the learning enterprise, but rarely

address the responsibilities and expectation of staff as their partners in the

enterprise.

Again, the school authority should make sure that students understand that staff like

students, are accountable for poor decision-making and inappropriate conduct. It is

however, also important to help students learn compassion for others and the

challenges that bring these individuals to certain points in their lives. As human

beings, none is ever completely beyond reproach when an individual purports to

serve as a moral beacon, not incapable of inappropriate decisions or behaviour, the

credibility of that individual is diminished with the students who the person works

with.

When people find themselves in amoral quagmire, they deserve compassion and

understanding of the complex contextual issues that may have brought one to that

place. Dialogue allows people to explore the context, challenges and consequences
of moral decision making. Regardless, the results begs for further, more indepth

study on how senior high school students with differing levels of self esteem, as

measured by the Self-Esteem Scale, consider different contextual elements when

making moral decisions.

In scenario seven and eight students appear to struggle most with the situation that

involve those closest to them, their families. As students grow and mature, they may

find themselves at odds with closely held family values and beliefs. Students may

look to counselors to help them determine how to negotiate these important

relationships and conflicting values.

Again the importance of learning compassion for others cannot be stressed too

much. Every individual deserves compassion. Moral dilemmas vary in the

complexity of factors embedded within them, stretching an individual's capacity to

unravel the nuances and arrive at a "morally appropriate" decision and action, and

stirring different emotions for each individual actor responding to the dilemma. As

teachers talk with students, there is the need to know what questions to ask and

how to disentangle the complexity of issues embedded in the moral dilemma which

students encounter.

[Reference] » View reference page with links

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[Author Affiliation]

'Mumuni Thompson

Department of Basic Education

Faculty of Education

University of Cape Coast

[Author Affiliation]

* munitaommy@yahoo.com.at

References

References (16)

Indexing (document details)

Subjects: Decision making, Phenomenology, Cultural values, Self esteem, Behavior,

Learning, Sexual harassment, Sex crimes

Author(s): Mumuni Thompson

Author Affiliation: 'Mumuni Thompson

Department of Basic Education

Faculty of Education

University of Cape Coast

* munitaommy@yahoo.com.at

Document types: Feature

Document features: References, Tables

Publication title: Ife Psychologia. Ile-Ife: Sep 2010. Vol. 18, Iss. 2; pg. 150, 20 pgs

Source type: Periodical

ISSN: 11171421

Thompson, M.. (2010). CONTEXT, MORAL ORIENTATION AND SELF-ESTEEM:

IMPACTING THE MORAL DEVELOPMENT OF SENIOR HIGH SCHOOL

STUDENTS. Ife Psychologia, 18(2), 150-169. Retrieved August 10, 2010, from

ProQuest Psychology Journals. (Document ID: 2087472451).

ProQuest document ID: 2087472451

Text Word Count 5724

Document URL: http://proquest.umi.com/pqdweb?

did=2087472451&Fmt=3&clientId=133804&RQT=309&VName=PQD