Abstract
In my ongoing research on understanding adolescent girls’ use of violence, I have long been haunted by a remark made to me by a 14-year-old girl who was trying hard to help me to see the rationale for her use of violence. As she pointed out, “Violence is wrong, and I only hit people I have to.” She was not alone in making this claim. All the girls I have spoken with over the years have told me one by one, “I never hit anyone unless I have to,” and “I only hit people who deserve it.” For them, the use of violence was not desirable, but none-the-less required. In other words, for them, there appeared to be a moral imperative for their actions.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Arbuthnot, J. (1984). Moral reasoning development programs in prison: Cognitive developmental and critical reasoning approaches. Journal of Moral Education 13, 112–123.
Arbuthnot, J., & Gordon, D. (1986). Behavioral and cognitive effects of a moral reasoning development intervention for high-risk behavior disordered adolescents. Journal of Consulting and Clinical Psychology 54, 208–216.
Artz, S. (1996). The life worlds and practices of violent school girls. (Doctoral dissertation, Victoria, BC: University of Victoria, 1996).
Artz, S. (1998). Sex, power, and the violent school girl. Toronto, ON: Trifolium.
Artz, S. (2000). ’Considering adolescent girls’ use of violence: A researcher’s reflections on her inquiry. ’ The B. C. Counsellor 22, 45–54.
Artz, S. (2002). Vancouver conference on aggression and violence in girls. Educational video, Victoria, BC, Ottawa, ON: Justice Canada, Youth Justice Policy.
Artz, S., Biais, M., & Nicholson, D. (2000). Developing girls’ custody units. Unpublished report to Justice Canada.
Blasi, A. (1980). Bridging moral cognition and moral action: A critical review of the literature. Psychological Bulletin 88, 1–5.
Colby, A., & Kohlberg, L. (1987). The measurement of moral development, volume I: Theoretical foundations and research validation. Cambridge: Cambridge University Press.
Gibbs, J., Arnold, K., Ahlborn, H., & Chessman, F. (1984). Facilitation of sociomoral reasoning in delinquents. Journal of Clinical and Consulting Psychology, 52 37–45.
Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them. New York: Free Press.
Gilligan, C. (1983). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Gilligan, C. (1988). Remapping the moral domain: New images of self in relationship. In C. Gilligan, J. V. Ward, & McLean Taylor (Eds. ), Mapping the moral domain. Cambridge, MA: Harvard University Press.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book.
Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning, values and culturally plural classrooms. In M. Leicester, C. Modgill, & S. Modgill (Eds. ), Values, the classroom and cultural diversity. London: Cassell, PLC.
Katz, J. (1988). Seductions of crime: Moral and sensual attractions of doing evil. NY: Basic.
Kelly, T. (2003). Health realization: A principle-based psychology of positive youth development. Child and Youth Care Forum 32, 47–72.
Kohlberg, L. (1981a). The meaning and measurement of moral development. Worcester, MS: Clark University Press.
Leschied, A., Cummings, A., Van Brunschot, M., Cunningham, A., & Saunders, A. (2000). Female adolescent aggression: A review of the literature and the correlates of aggression (User Report No. 2000–04). Ottawa, ON: Solicitor General Canada.
Magnuson, D. (1999). Social interdependence: The goal structure of moral experience. (Doctoral dissertation, Minneapolis, University of Minnesota, 1999).
Magnuson, D. (2002). Qualities of moral experience under cooperative, competitive and individualistic conditions. Unpublished manuscript, Cedar Falls, Iowa, School of Health, Physical Education and Leisure Services, University of Northern Iowa.
Moretti, M., Holland, R., & McKay, S. (2001). Self-other representations and relational and overt aggression in adolescent girls and boys. Behavioral Science and the Law, 19 109–126.
Peplar, D., & Craig, W. (1999). Aggressive girls: Developmental disorders and outcomes. Downsview, ON: LaMarsh Centre for Violence and Conflict Resolution, York University.
Pepler, D., & Sedighdeilami, F. (1998). Aggressive girls in Canada. Ottawa, ON: Human Resources Development Canada.
Pollack, W. (1998). Real boys: Rescuing our sons from the myths of boyhood. New York: Henry Holt.
Porter, E. (1991). Women and moral identity. North Sydney, NSW: Allen & Unwin.
Taylor, J., & Walker, L. (1997). Moral climate and the development of moral reasoning: the effects of dyadic discussions between young offenders. Journal of Moral Education 26, 21–43.
Trevethan, S., & Walker, L. (1989). Hypothetical versus real-life moral reasoning among psychopathic and delinquent youth. Development and Psychopathology 1, 91–103.
Whithecomb, J. (1997). Causes of violence in children. Journal of Mental Health, 6 433–442.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer Science+Business Media New York
About this chapter
Cite this chapter
Artz, S. (2004). Revisiting the Moral Domain. In: Moretti, M.M., Odgers, C.L., Jackson, M.A. (eds) Girls and Aggression. Perspectives in Law & Psychology, vol 19. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-8985-7_8
Download citation
DOI: https://doi.org/10.1007/978-1-4419-8985-7_8
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-4748-4
Online ISBN: 978-1-4419-8985-7
eBook Packages: Springer Book Archive