Discusses, with examples, how values and morality affect psychiatry and child rearing. Asserts that moral imperatives are taught primarily by example rather than by instruction. Also comments on the fallacy of "value free" psychiatry. (GC)

Media in the '70s stressed the importance of self and popularized psychology. Amidst self-help best sellers, encounter sessions, and special interest groups, the author asks, "What has happened to civility?" and "Can a culture without civility call itself civilized?" Condensed and reprinted from "Daedalus," Summer 1980. (Editor)

Children are often capable of observing social injustice and of making moral and ethical judgments; the adults they associate with should understand and encourage this awareness in children. (JD)

Describes a comprehensive national survey of children's moral values which asked fourth through twelfth grade children about moral issues. Results revealed that American schoolchildren act on moral assumptions, although the assumptions are not uniform and are, therefore, difficult for teachers to address. (SM)

Explores the concept of character as defined by students and teachers from three different kinds of exemplary high schools. All participants believed that personal integrity was the basis of good character although the social environment determined appropriate behavior. For journal availability, see SO 509 295. (AM)

Relates a narrative of a boy's life from his elementary school years through his early adult years. Reports on how his early empathy for the economic and social status of migrant workers changed as a result of parental pressure. Concludes that parents often send children conflicting messages about ethics and values. (CFR)