The traditional production measure of moral judgment has been the Moral Judgment Interview (MJI), which uses hypothetical moral dilemmas to elicit moral judgment. However, the MJI dilemmas have been criticized as artificial and may not be entirely appropriate for children, certain cultures, and practical moral situations. This unique volume utilizes and evaluates a new production measure of moral judgment, the Sociomoral Reflection Measure -- Short Form (SRM-SF), which substitutes brief stimulus materials and evaluative questions for the moral dilemma technique. The authors report that the SRM-SF exhibits an impressive degree of reliability and validity and is quicker to administer and score than other available measures. To illustrate these findings, this book offers the resources needed for the assessment of the Kohlbergian stage of moral judgment using the SRM-SF. These resources include: an up-to-date review of research and theory, a group-administrable questionnaire, an efficient scoring manual, and self-training exercises in assessment. Psychometrically sound and practical, the SRM-SF has the potential to become the leading moral judgment measure of the 90s.

Grades 9-12. Based on the theoretical model of the How I Think (HIT) Questionnaire, this research-based, 54-item assessment tool measures adolescents' behaviors and attitudes related to drug use. The HIT - D&A requires only a fourth-grade reading level and can be completed by most adolescents in 5 to 10 minutes. It provides information on the type and degree of drug use, impact of drugs on the adolescent's life, normative levels of soft and hard drug use, abuse and dependence symptoms, and how adolescents rationalize the use of drugs through self-serving cognitive distortions such as self-centered, blaming others, minimizing/mislabeling, and assuming the worst. The How I Think about Drugs and Alcohol Questionnaire is accompanied by a 68-page manual that includes scoring and computation instructions and forms. The HIT - D&A is useful in assessment, treatment planning, tracking therapeutic progress, and individual- or program-level outcome evaluation. The HIT-D&A Questionnaire can be used in a variety of situations that call for the assessment of adolescents' drug-related behaviors and/or attitudes. In certain situations, such as primary care settings or school counselor offices, the HIT-D&A is brief enough to function as a screener when the client and clinician wish to evaluate the possibility of a referral for drug treatment. In other situations, such as mental health clinics or drug treatment centers, the HIT-D&A is comprehensive and detailed enough to be used as an integral part of a full clinical evaluation of an adolescent's drug problem. In addition to its utility as a clinical tool for assessment and outcomes evaluation, the HIT-D&A should prove to be a practical research instrument. The field of adolescent drug use desperately needs reliable and valid measures of key constructs in order to propel the field forward. With one brief measure, researchers can assess drug use as well as related symptoms and attitudes. For example, the HIT-D&A could be used to investigate the complicated relationships that likely exist between drug-related attitudes and behaviors. Attitudes that support drug use may someday provide predictive validity for the later development of drug problems before the onset of drug use has even occurred. Such attitudes may also someday help to predict drug use continuation, progression, desistance, quality of response to treatment, differential responses to different types of treatments, and likelihood of relapse after treatment. The HIT-D&A can further be used to evaluate developmental claims regarding the progression of use from soft to hard drugs, or from experimentation to abuse and then dependence. Such a developmental progression could even be investigated with regard to the role of attitudes in shaping different developmental trajectories.

This user-friendly guide is designed to enhance implementation of an EQUIP training program. A copy of the EQUIP book is required to conduct the program. The implementation guide was produced in response to the needs of busy practitioners and provides a collection of reproducible program forms, student handouts/ worksheets, and guidelines for group leaders and administrators. It presents step-by-step guidelines for conducting Mutual-Help and Equipment Meetings and for training and motivating staff and group members. It is also useful in developing a comprehensive program statement and in establishing successful operating procedures.

The traditional production measure of moral judgment has been the Moral Judgment Interview (MJI), which uses hypothetical moral dilemmas to elicit moral judgment. However, the MJI dilemmas have been criticized as artificial and may not be entirely appropriate for children, certain cultures, and practical moral situations. This unique volume utilizes and evaluates a new production measure of moral judgment, the Sociomoral Reflection Measure -- Short Form (SRM-SF), which substitutes brief stimulus materials and evaluative questions for the moral dilemma technique. The authors report that the SRM-SF exhibits an impressive degree of reliability and validity and is quicker to administer and score than other available measures. To illustrate these findings, this book offers the resources needed for the assessment of the Kohlbergian stage of moral judgment using the SRM-SF. These resources include: an up-to-date review of research and theory, a group-administrable questionnaire, an efficient scoring manual, and self-training exercises in assessment. Psychometrically sound and practical, the SRM-SF has the potential to become the leading moral judgment measure of the 90s.

This book presents Responsible Adult Culture (RAC), a truly comprehensive program for helping offenders to think and act responsibly. It provides the tools of the program with great clarity. In addition to exploring the needs of all offenders, the book addresses the special needs of both female and dual-diagnosis offenders. Responsible thinking means habitually seeing others and situations accurately, rather than in self-serving and egocentrically distorted ways. Because self-centered thinking is typically reinforced by negative group norms, RAC starts with the cultivation of a constructive climate ("mutual help" groups) to motivate change. Motivated group members then gain tools for responsible thinking through "equipment" (cognitive behavioral) meetings. These tools pertain to social skills, anger management, and the correction of self-centered thinking through social perspective taking (cognitive restructuring). Beyond documented reductions in distorted thinking and recidivism rates, RAC's synergy or round-the-clock interpenetration of positive groups and tools promotes a safer and more humane institutional culture.

This book presents Responsible Adult Culture (RAC), a truly comprehensive program for helping offenders to think and act responsibly. It provides the tools of the program with great clarity. In addition to exploring the needs of all offenders, the book addresses the special needs of both female and dual-diagnosis offenders. Responsible thinking means habitually seeing others and situations accurately, rather than in self-serving and egocentrically distorted ways. Because self-centered thinking is typically reinforced by negative group norms, RAC starts with the cultivation of a constructive climate ("mutual help" groups) to motivate change. Motivated group members then gain tools for responsible thinking through "equipment" (cognitive behavioral) meetings. These tools pertain to social skills, anger management, and the correction of self-centered thinking through social perspective taking (cognitive restructuring). Beyond documented reductions in distorted thinking and recidivism rates, RAC's synergy or round-the-clock interpenetration of positive groups and tools promotes a safer and more humane institutional culture.

Set of 20 questionnaires to accompany How I Think About Drugs and Alcohol (HIT-D&A) Questionnaire.

"It can be confidently ventured that the present work by John Gibbs will be one of the most widely discussed contributions to moral psychology in quite some time . . . The text is quite alive intellectually, a real page-turner for those who are animated by cutting-edge debates in the moral domain. This is a work of accomplished and assured scholarship. It offers the best analysis of the contribution of Kohlberg and Hoffman to moral development theory currently available."

-- FROM THE FOREWORD by Daniel K. Lapsley, Chair, Educational Psychology Department, Ball State University

Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman explores the nature of moral development, social behavior, and human interconnectedness. By comparing, contrasting, and going beyond the works of pre-eminent theorists Lawrence Kohlberg and Martin Hoffman, author John C. Gibbs addresses fundamental questions: What is morality? Can we speak validly of moral development? Is the moral motivation of behavior primarily a matter of justice or of empathy? Does moral development, including moments of moral inspiration, reflect a deeper reality?

Useful for promoting classroom debate and academic dialogue, this innovative book examines

• Fundamental themes of Kohlberg?s cognitive developmental approach
• The recent integration of Hoffman?s theory and research on empathy and moral development
• Moral self-relevance and other variables that account for prosocial behavior
• The understanding and treatment of antisocial behavior
• Issues of moral motivation, perception, and reality

Moral Development and Reality elucidates the full range of moral development from superficial perception to a deeper understanding and feeling through social perspective-taking. Providing case studies and chapter questions, Gibbs creates a unique framework for understanding Kohlberg?s and Hoffman?s influential contributions.

Primarily intended for advanced undergraduate and graduate students in the social and behavioral sciences, counseling, and education, Moral Development and Reality will also appeal to scholars in these disciplines.

Moral Development and Reality explores the nature of moral development, human behavior, and social interconnections. The exploration elucidates the full range of moral development, from superficial perception to a deeper understanding and feeling through social perspective-taking. By comparing, contrasting, and going beyond the key theories of preeminent thinkers Lawrence Kohlberg, Martin Hoffman, and Jonathan Haidt, John C. Gibbs tackles vital questions: What exactly is morality and its development? Can the key theoretical perspectives be integrated? What accounts for prosocial behavior, and how can we understand and treat antisocial behavior? Does moral development, including moments of moral inspiration, reflect a deeper reality? This fourth edition of Moral Development and Reality is thoroughly updated, refined, and expanded. A major addition considers Paul Bloom's important challenge to Hoffman's theory. This book will have broad appeal across academic and applied disciplines in psychology, education, and the helping professions. Complete with case studies and chapter questions, it serves especially well as a text in advanced undergraduate and graduate courses in social/developmental psychology and human development.

This widely used questionnaire can be used independently or to enhance the EQUIP training program. It measures four categories of self-serving cognitive distortions (thinking errors)-Self-Centered, Blaming Others, Minimizing/Mislabeling, and Assuming the Worst. The questionnaire is a 54-item measure that can be administered in groups or with individuals. It is typically completed in 5 to 15 minutes and requires only a fourth-grade reading level. The questionnaire, which includes scoring and computation instructions and forms, is useful in assessment, treatment planning, tracking therapeutic progress, and individual- or program-level outcome evaluation. The How I Think (HIT) Questionnaire is sold in sets of 20 and is accompanied by a 44-page manual. Subscales: The How I Think (HIT) Questionnaire contains 54 items divided into four cognitive distortion subscales: Self-Centered Blaming Others Minimizing/Mislabeling Assuming the Worst The items are also applied to four behavioral referent subscales: Opposition-Defiance Physical Aggression Lying Stealing Sample questionnaire items: Rules are mostly meant for other people. If I really want to do something, I don't care if it's legal or not. You have to get even with people who don't show you respect. People are always trying to hassle me. Response to each item is along a 6-point Likert type scale (from agree strongly to disagree strongly).

Originally developed by Arnold P. Goldstein and Barry Glick, Aggression Replacement Training (ART) is now revised and updated to reflect over 30 years of use in schools, community agencies, juvenile institutions, and other settings. The new edition of Aggression Replacement Training offers step-by-step session plans for teaching ART's three coordinated components: Social Skills Training: Teaches participants what to do, helping them replace antisocial behaviors with positive alternatives. Anger Control Training: Teaches participants what not to do, helping them respond to anger in a nonaggressive manner and rethink anger-provoking situations. Moral Reasoning: Helps raise participants' level of fairness, justice, and concern for the needs and rights of others. The authors clarify the theory underlying the ART components and include user-friendly suggestions for successful implementation of the 10-week program. They also address critical implementation concerns, describe program applications at various sites and evaluations of ART's effectiveness, and detail issues in program administration and management. Appendixes include the complete Skillstreaming curriculum for adolescents, session evaluation checklists, additional moral reasoning problem situations, and other materials helpful in running the program. An accompanying CD provides PDFs of all the reproducible forms and student handouts.

Measures four categories of self-serving cognitive distortions (Thinking Errors) identified in the EQUIP program (described on the far left).
-- Self-Centered
-- Blaming Others
-- Minimizing/Mislabeling
-- Assuming the Worst

The HIT questionnaire is a 54-item measure that can be administered in groups or with individuals. It is typically completed in 5 to 15 minutes and requires only a fourth-grade reading level. The 8-page questionnaire, which includes scoring and computation instructions and forms, is useful in assessment, treatment planning, tracking therapeutic progress, and individual-or program-level outcome evaluation.

The HIT questionnaire is sold in sets of 20 and is accompanied by the How I Think (HIT) Questionnaire Manual by Dr. Alvaro Q. Barriga, Dr. John C. Gibbs, Granville Bud Potter, and Dr. Albert K. Liau. This 44-page manual contains instructions for administration, scoring, norm-referenced interpretation, and research and clinical applications. It also describes the questionnaire's theoretical rationale, development, and strong reliability and validity.

Describes theoretical rationale for and development of the questionnaire, details validation methods and results, and describes specifics of using the measure. The manual must be accompanied by the questionnaires.

This book is a direct translation into Spanish of the Third Edition of Aggression Replacement Training (R). Originally developed by Dr. Arnold P. Goldstein and Dr. Barry Glick, Aggression Replacement Training (ART) is now revised and updated to reflect over 30 years of use in schools, community agencies, juvenile institutions, and other settings. The new edition of Aggression Replacement Training offers step-by-step session plans for teaching ART's three coordinated components.