3_ValuesVirtues-2

8/13/2019 3_ValuesVirtues-2

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Values roughly equal needs Freud: Eros and Thanatos

(life and death instinct) Maslow: Hierarchy of 5 basic

needs Murray: Psychogenic needs Unlike needs, values involve

goodness and badness Definitions of morality vary

based on the strength of theneed


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1. *Self-esteem - positive self-image & sense of worth

2. *Relatedness - intimate caring connections to others

3. *Autonomy - freely-made choices expressing true self

4. *Competence - successful & capable in facing challenges

5. Pleasure-stimulation - novelty, change, pleasure

6. Physical thriving - good health & vitality

7. Self-actualization-meaning - fulfilling potentials, growth

8. Security - safety, coherence, control in life9. Popularity influence - feel admired, respected, affect others

10. Money-luxury - money to buy what want, have nice possessions


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Operational definition (Rokeach, 1973) Value: An enduring belief that a specific mode of conduct

or end state of existence is personally or sociallypreferable to an opposite mode of conduct or end-state.

Value System: An enduring organization of beliefs

Stable: necessary absolute in becoming part of thevalue system Variable: influenced by value system, i.e., culture,community, family beliefs


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Important ways we express ourselves Parameters for socio-cultural norms Defines good and bad behaviorsadmirable

qualities Regulate behaviortotal self-conception Shared values reduce conflict; promote empathy Define goalsbehaviors

Original circumstances Defines self-image

Aware

Strongly regarded Values are specific

Examine aggregated

behaviors


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Comfortable

Exciting

Accomplished

Peace

Beauty

Equality

Security Freedom

Happiness

Terminal Values Instrumental values Imaginative

Independent

Intellectual

Logical

Loving

Obedient

Polite Responsible

Self-controlled

Ambition

Broadminded

Capable

Cheerful

Clean

Courageous

Forgiving Helpful

Honest

Inner

harmony

Mature love

Ntl. Security

Pleasure

Salvation

Self-respect Social

recognition

True friends

Wisdom


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elf-transce

ndence

Conservation

Self-e

nhancement

Openness to experience


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Power: Social status Control/dominance over

people and resources Values:

Social power Authority Wealth Preserving public image Social recognition

Achievements Personal success due to

own competences, inagreement with socialstandards Successful Capable Ambitious Influential Intelligent Self respect


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Hedonism Pleasures and sensory

gratifications Pleasure

Enjoying life

Stimulation Excitement, novelty, life

challenges

Daring Varied life Exciting life

Self-direction Independence of though

and decision, creativity,exploration Creativity Freedom Independence Curious Choosing own goals


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Universalism Understanding, tolerance,

caring about welfare of allpeople and nature

Broad-minded Social justice Equality Peace Beautiful world Unity with nature

Inner harmony Protect environment

Benevolence Caring about well-being of

close ones Helpful

Honest Forgiving Loyal Responsible True friendship

Mature love


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Tradition Respecting customs

Belief that tradition, cultureand religion serve individual

Humble

Accepting my role in life

Respect for tradition

Religiosity

Moderate

Security Security, harmony and stability of

society and own person

Security

National security

Social order Clean

Reciprocation of favors

Sense of belonging

Health

Conformity Inhibition of actions

considered sociallyunacceptable

Politeness

Obedience

Self-discipline

Honor elders


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AustraliaUSA

Japan

Denmark

Finland

Germany

SwitzerlandFrance

Spain

New Zealand

Italy

Israel

Portugal

Greece

Hong Kong

Slovenia

Czech Republic

Poland

Hungary

Slovakia

Estonia

Mexico

Bulgaria

MalaysiaRussia

Brazil

Thailand

Georgia

Turkey

China

Conservation

Openness for experienceSelf-transcende

nce

(collectivist)

Self-enhancem

ent

(individualistic)


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Ronald Inglehart twodimensions of values:

materialistic (survival) vs.post-materialistic (ideology)

traditional vs. secular-rationalauthority

81 different countries thatrepresent 85% of population(representative sample vs.

convenience sample)

http://www.worldvaluessurvey.org/
http://www.worldvaluessurvey.org/http://www.worldvaluessurvey.org/


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There are no significant differences in levels of happiness relativeto cultural values.

Values are associated with economic and political conditions.

Developed nations value autonomy and self-expression along with

greater democracy and liberal and secular viewpoints (exceptU.S.).

Values undergo generational replacement.

Happiest countries are highly correlated with health (.62), wealth(.52), and education (.51).

Values are often not highly correlated with behaviors (aggregateddata .50; non-aggregated data .20 - .30); however, the morecorrelated they aregreater life satisfaction.


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Values in Action

Conceptual and empirical means of describingpositive youth development

Commissioned by the Mayerson Foundation How can we define concepts like strength and potential?

How can we tell if a positive youth development program hassucceeded?

Components of Character Virtues

Character strengths

Situational themes
http://books.google.com/books?id=QqPiF1C7cy4C&dq=character+strengths+and+virtues&printsec=frontcover&source=bn&hl=en&ei=HnzSSranC5W6NuL9uZQD&sa=X&oi=book_result&ct=result&resnum=4&ved=0CBEQ6AEwAwhttp://books.google.com/books?id=QqPiF1C7cy4C&dq=character+strengths+and+virtues&printsec=frontcover&source=bn&hl=en&ei=HnzSSranC5W6NuL9uZQD&sa=X&oi=book_result&ct=result&resnum=4&ved=0CBEQ6AEwAwhttp://www.viacharacter.org/http://www.viacharacter.org/http://www.viacharacter.org/http://www.viacharacter.org/


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Character strength: a disposition to act, desire, and feel that involvesthe exercise of judgment and leads to a recognizable human excellenceor instance of human flourishing (Yearley, 1990, p. 13).

Character strengths are pluralthat is, good character comprises afamily of positive traits.

Character strengths are not segregated mechanisms with automaticeffects on behavior; rather, virtuous activity involves choosing virtue foritself and in light of a justifiable life plan, which means that people canreflect on their own strengths of character and talk about them toothers.

Character strengths can be distinguished from related individualdifferences such as talents and abilities.

The application of these criteria led to identifying 24 different strengthsof character.


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Values in Action Inventory of Strengths 240 Questions (10 per character strength)

Determine individual differences in character strengths oncontinua

Use I always . . .to I never . .

Highly reliable across nations (.80) as well as across theU.S. (religiousness is the exception)

VIA Inventory of Strengths for Youth

VIA Structured Interview

Strengths content analysis


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Wisdom Creativity Curiosity Open-mindedness Love of learning

Perspective Courage

Bravery Persistence Integrity Vitality

Humanity Love Kindness Social intelligence

Justice Citizenship Fairness Leadership

Temperance

Forgiveness/mercy Humility/modesty Prudence Self-regulation

Transcendence Appreciation of beauty

Gratitude Hope Humor Spirituality


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Ubiquitous Fulfilling Morally valued Does not diminish others Non-felicitous opposite Is trait-like

Measurable Distinct Identifiable paragons Identifiable prodigies Absent in some individuals Enabling institutions


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Psychometric Data Reliability: Cronbachsalpha = .70 (= .70)

Test-retest over 4 months = .70

Marlow-Crowne Social Desirability Scale: not significant except:prudence (r = .44) and spirituality (r = .30)
http://www.viacharacter.org/http://www.viacharacter.org/http://www.viacharacter.org/http://www.viacharacter.org/


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Emotion


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Values in Action Inventory of Strengths Adults and youth demonstrate overall agreement, however, U.S.

adults demonstrate more agreement with adults in other countries Gratitude, zest, hope and love have greater associations with life

satisfaction Increases in religiousness, hope and love showed increases directlyafter 9/11 that were not demonstrated in European countries

People valued jobs and experiences that more closely reflectedcharacter strengths.

Some VIA strengths can be used for immoral purposes; however, more

strengths equate to more satisfaction. Intellectual abilities (appreciation of beauty, love of learning,

creativity, judgment) were associated less with life satisfaction.


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Character Education USDEd, Institution of

Educational Sciences (Dietsch,Bavha, & Zheng, 2005; DeVargas, 1998)

An Ethics Curriculum forChildren (Leming, 2000)
http://images.google.com/images?q=character+education&rls=com.microsoft:en-us:IE-SearchBox&oe=UTF-8&sourceid=ie7&rlz=1I7RNWN_en&um=1&ie=UTF-8&ei=r5XSSpbdGorSNdXpiZQD&sa=X&oi=image_result_group&ct=title&resnum=4&ved=0CCgQsAQwAwhttp://charactercounts.org/lesson-plans/index.htmlhttp://www.character.org/elevenprincipleshttp://www.goodcharacter.com/http://books.google.com/books?id=QqPiF1C7cy4C&dq=character+strengths+and+virtues&printsec=frontcover&source=bn&hl=en&ei=HnzSSranC5W6NuL9uZQD&sa=X&oi=book_result&ct=result&resnum=4&ved=0CBEQ6AEwAw


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Research Questions:

What is the effect of the curriculum on students knowledge and

understanding of the character attributes?

What is the effect of the curriculum upon students emotionalresponsiveness and inclination toward behaviors that are

consistent with the character trait?

What is the effect of the curriculum on students ethical conduct

in school? What proportion of the variance in dependent variables can be

accounted for by character-related traits of the classroom?


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Method:

Two school districts (over 900 students)

Pre and post tests administered

IV: Heartwood curriculum

DV:

Ethical understanding

Ethical Sensibility Ethical Conduct

Ethnocentrism

Classroom climate


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Results:

Ethical understanding (1 3 and 4 6)

Ethical Sensibility (4 6 in comparison group)

Ethical Conduct (1 3 lower; 4 6 higher)

Sig. difference in deceit for one school (1 3)

Ethnocentrism (1 3)


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What are these changes due to?

Curricular emphasis: engaging students indiscussion and activities (10%)

Curricular substructure: competence anddiscipline (greater influence on younger children)

Teacher characteristics: setting a clear moral

example (21%) Interpersonal relations: mutual respect (9%)


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Teacher characteristics: Appear to be veryimportant

Curriculum: Is it incorporated into other subjects

Character Strengths: Which are best? Biases Rewards: Are they appropriate? Length of time of intervention program

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