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An examination of the factor patterns reported by youth showing low interest and activity in religious matters with those expressing strong interest and moderate to high activity suggests that the religious adolescents report consistently higher numbers of developmental assets associated with increased restraint and decreased risk behavior. The transmission model was based on social learning theory, with special emphasis on 'what' religious behaviors are internalized, as well as 'how' adolescents perceive that they are socialized to internalize their parents' values and beliefs. 1969. Results indicated that identity status was consistently predicted by the current attachment patterns derived from the Separation Anxiety Test. How Does Religion Impact Child Development? The sample, 125 boys and 160 girls, attended six Yeshiva high schools in Boro Park, Brooklyn, New York. 21, pp. "Creating Supportive Communities for Adolescent Development: Challenges to Scholars." An analysis of the results is assisted by extended tables. 1958. "Moral Values of Adolescents: Public Versus Christian Schools." Given the research controls placed on the adolescent samples, these results indicated that the community modal level of faith was the determinative factor in the difference between the two groups. Moral ideas such as obedience, right of ownership, love of parents, etc., were found early, with highest growth from 3 to 5 years, which corresponds with the period of rapid physical and mental growth. Brantley, Lenore Spence. Ss were 180 children, 5-26 yrs of age, equally divided among 3 religious orientations (Jewish, Protestant, Catholic) and all involved in formal religious training. sskiles@nd.eduAccessibility Information. Formation of a God Representation, by C. E. Nelson. According to Michael Josephson, "this report card shows that the hole in our moral ozone is getting bigger." Affective disorders formed in the first years of life can inhibit the plenitude of faith. "Ego Identity Status, Religiosity, and Moral Development of Christian and State High School and College Students." 1-9. Abstract: This study investigated the relationship between parental religiosity and parental discipline styles, and the impact of these upon children's moral development. Findings indicate that there were significant differences on a "total morality index" favoring the Christian school students. Adolescence vol. 12, pp. Character Potential: A Record of Research vol. The study was conducted at a small private Seventh-day Adventist school in Alabama and included 67 11th- and 12th-grade black students (27 males and 40 females) enrolled during the 1984-85 school year. It is proposed that important dimensions of adolescent depression might best be seen as symbols of unresolved struggles in the process of identity formation. Assembly, G Huck. 186-191. One unexpected discovery in this project was the number of pastors identified as having been significant in the subjects faith development. The role of the parents and especially the function of the father-figure are very important. The writings of Jurgen Moltmann serve as the theological lens of this investigation. 27, pp. Child Welfare Pamphlets p. 11. Killen, M. and C. Stangor. Religious faith is a distinctive communal form of life based in a relationship with a reality that transcends it. Findings and Conclusions. Liturgy for young people: the present situation in England, E Matthews. 47-61. During junior high school, the teacher must use relationships to structure religion classes. Abstract: Attempted to determine if the development of the concept of God in children is compatible with general congitive stage development. Patterns in Moral Development. [Source: PI], Lindner, Cynthia Gano. 1986. 1996. Data were organized around five major themes: cognitive expressions of the moral judgment process, faith expressions of the moral judgment process, religious resources, expressions of community in the moral judgment process, and holistic expressions of the moral judgment process. Word & World vol. Studies in Psychology and Psychiatry from the Catholic University of America p. 51. The VMS is sensitive to three dimensions which are necessary for an everyday morality: (1) a human constituitive component which is universally experienced by all human beings (empathy); (2) the inclusion of a behavioral component which reflects actual behavior (prosocial implications); and (3) a view of morality that is multilevel (private, interpersonal, and social). "Perspectives on Adolescents, Personhood and Faith." In addition, several variables intuitively expected to correlate with moral development (gang involvement, delinquency, and church involvement) showed no significant relationship to DIT scores. 6-14. Abstract: Four groups of a total of 272 Ss ranging in age from 15 to 72 yrs were assessed with respect to the relationship between various aspects of religion and their level of moral development (Kohlberg Moral Judgment Test and Defining Issues Test). [Source: PI], Maddock, James W. 1976. 1475-1491. "Religion and the Adolescent: A Psychodynamic Perspective." Abstract: In 1987, Search Institute launched a four-year research project, with funding from the Lilly Endowment and six Protestant denominations, to examine the religious development of adults and adolescents. 58-75. [Source: RI], Bruggeman, Elizabeth Leistler and Kathleen J. Hart. Of the sample, 95 percent planned to attend college immediately after graduation. Hoge, Dean R. and Gregory H. Petrillo. 38, pp. Level of moral reasoning was not correlated with behavior. 83, pp. Results suggest 13 areas which tend to be important to the youth in moral considerations, differences in guilt feelings, and differences in responses relative to backgrounds. Generally speaking, their comments were most reflective of Petrovich's (1986) definition of autonomy as an act of willful obedience. 1993. Buescher, Rhonda Edge and W. Lyndel Vaught. Reformed Review vol. University of Notre Dame Pp. (5) The correlation between self-concept and moral development was higher for the 11th grade boys than for the 11th grade girls. Ss were administered the Defining Issues Test to measure moral reasoning level, and 2 tasks which gave Ss high incentives to cheat and lie. 159-162. Pp. 340-344. 1991. (ed.). Thesis, University of Georgia. Two issues dealt with were the sexual aspects of Kohlberg's theory and women's status in Orthodox Jewish education and tradition. 2, pp. 1990. Religious Education vol. 3,289 adult Ss were in United Methodist Adult Bible classes. Highly significant relationships were found among morality, political orientation, and empathy. Journal of Marriage and the Family vol. The pre-schooler in the liturgy, G Schmidt. New York, NY: Seabury Pr. Gorman, Margaret. [Source: RI], Peters, Becky Schuricht. 2001. Ethics and high school students, by G C Higgins. The psychoanalytic theory of Erik H. Erikson was perused in order to establish a foundation for the study of identity issues. 1996. The first part of the study analyzed group and sex differences in parental and adolescent moral judgment and the parent-adolescent moral judgment relationship. Finally, with an eye to these needs, principles, and images, the paper adapts Thomas Groome's shared praxis approach to Christian education to describe a dialogical model for ethical sponsorship of adolescents. (4) There was a positive correlation (P < .01) between self-concept and moral development for the overall sample and the 11th grade males. "Adolescence vol. On readingreligious education books in Britain, by J L Elias. Adolescents in Canadian culture: religious development, by J D Ban. These 2 tasks correspond directly to Piaget's (1932) distinction between practical and theoretical morality. Abstract: The declining vitality and significance of the church's ministry to youth continues to be a source of frustration and confusion for ministers, educators, parents, and for youth themselves. The interview technique was adapted from a study done by William Perry and based on the faith development models of John Westerhoff and James Fowler. The relationship between religion, religiosity, and adolescents' moral reasoning skills was tested with an analysis of variance (ANOVA). A 4th, more abstract, level appears in adult samples, and possibly a 5th. The impact of religious education varied widely across denominations. A significant association was found to exist between mothers' college education and children's preference for principled moral reasoning. Child Development vol. Each S responded to a series of questions in a clinical-interview format. Nucci, Larry and Elliot Turiel. 199-212 in Developmental Issues in the Clinical Treatment of Children, edited by Wendy K. Silverman and Thomas H. Ollendick. Moral, intellectual, and esthetic elements are significant in religious experiences. It was hypothesized that adolescent non-patient status and family interactions coded as Sharing Perspectives, Challenging, Focusing, Supportive and Transactive would be positively related to moral judgment; adolescent patient status and family interactions coded as Avoidance, Distortion, Rejection and Affective Conflict would be negatively related to moral judgment. Westerhoff, John H. 1987. 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