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)

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)

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)