MORAL CLIMATE AND THE DEVELOPMENT OF MORAL REASONING - THE EFFECTS OFDYADIC DISCUSSIONS BETWEEN YOUNG OFFENDERS

Cognitive-developmental theory claims that moral reasoning can be deve loped through discussion with others, especially those at a higher sta ge. This study examined two social/contextual factors that may mediate such cognitive processes in moral development: socio-metric status an d moral climate. Socio-metric status was studied because participants were 101 institutionalised young offenders with established difference s in peer status. Moral climate was studied because participants came from residential units that varied markedly tit programme activities. Participants were assessed for moral reasoning, perceptions of moral a nd institutional climate and also through behavioural ratings. Moral c limate was found to represent a valid measure of the factors which pre dict behaviour within institutional settings. To study peer status, 40 young offenders participated in moral dilemma discussions with anothe r subject who systematically differed in level of moral reasoning and peer status. It was found that exposure to both higher-stage reasoning and higher peer status were essential elements within the development al process. Implications for cognitive-developmental theory and moral education within correctional and school programmes are discussed.