EDITORIAL BOARD Robert Davison Aviles, Bradley University Harley E. Baker, California State University–Channel Islands Jean-Guy Blais, Universite de Montreal, Canada Catherine Y. Chang, Georgia State University Robert C. Chope, San Francisco State University Kevin O. Cokley, University of Missouri, Columbia Patricia B. Elmore, Southern Illinois University Shawn Fitzgerald, Kent State University John J. Fremer, Educational Testing Service Vicente Ponsoda Gil, Universidad Autonoma de Madrid, Spain Jo-Ida C. Hansen, University of Minnesota Charles C. Healy, University of California at Los Angeles Robin K. Henson, University of North Texas Flaviu Adrian Hodis, Victoria University of Wellington, New Zealand Janet K. Holt, Northern Illinois University David A. Jepsen, The University of Iowa Gregory Arief D. Liem, National Institute of Education, Nanyang Technological University Wei-Cheng J. Mau, Wichita State University Larry Maucieri, Governors State College Patricia Jo McDivitt, Data Recognition Corporation Peter F. Merenda, University of Rhode Island Matthew J. Miller, University of Maryland Ralph O. Mueller, University of Hartford Jane E. Myers, The University of North Carolina at Greensboro Philip D. Parker, University of Western Sydney Ralph L. Piedmont, Loyola College in Maryland Alex L. Pieterse, University at Albany, SUNY Nicholas J. Ruiz, Winona State University James P. Sampson, Jr., Florida State University William D. Schafer, University of Maryland, College Park William E. Sedlacek, University of Maryland, College Park Marie F. Shoffner, University of Virginia Len Sperry, Florida Atlantic University Kevin Stoltz, University of Mississippi Jody L. Swartz-Kulstad, Seton Hall University Bruce Thompson, Texas A&M University Timothy R. Vansickle, Minnesota Department of Education Steve Vensel, Palm Beach Atlantic University Dan Williamson, Lindsey Wilson College F. Robert Wilson, University of Cincinnati

measurement and evaluation in counseling and Development

Revisiting gender differences: What we know and what lies ahead☆

Interventions to reduce stigma towards people with severe mental illness: Systematic review and meta-analysis

The aims of this article are: (i) to provide a quantitative overview of sex differences in human psychological attributes; and (ii) to consider evidence for their possible evolutionary origins. Sex differences were identified from a systematic literature search of meta-analyses and large-sample studies. These were organized in terms of evolutionary significance as follows: (i) characteristics arising from inter-male competition (within-sex aggression; impulsiveness and sensation-seeking; fearfulness; visuospatial and object-location memory; object-centred orientations); (ii) those concerning social relations that are likely to have arisen from women's adaptations for small-group interactions and men's for larger co-operative groups (person-centred orientation and social skills; language; depression and anxiety); (iii) those arising from female choice (sexuality; mate choice; sexual conflict). There were sex differences in all categories, whose magnitudes ranged from (i) small (object location memory; negative emotions), to (ii) medium (mental rotation; anxiety disorders; impulsivity; sex drive; interest in casual sex), to (iii) large (social interests and abilities; sociosexuality); and (iv) very large (escalated aggression; systemizing; sexual violence). Evolutionary explanations were evaluated according to whether: (i) similar differences occur in other mammals; (ii) there is cross-cultural consistency; (iii) the origin was early in life or at puberty; (iv) there was evidence for hormonal influences; and (v), where possible, whether there was evidence for evolutionarily derived design features. The evidence was positive for most features in most categories, suggesting evolutionary origins for a broad range of sex differences. Attributes for which there was no sex difference are also noted. Within-sex variations are discussed as limitations to the emphasis on sex differences.

The reality and evolutionary significance of human psychological sex differences.

Background:Nursing practice is complex, as nurses are challenged by increasingly intricate moral and ethical judgments. Inadequately studied in underrepresented groups in nursing, moral distress is a serious problem internationally for healthcare professionals with deleterious effects to patients, nurses, and organizations. Moral distress among nurses has been shown to contribute to decreased job satisfaction and increased turnover, withdrawal from patients, physical and psychological symptoms, and intent to leave current position or to leave the profession altogether.Research question:Do significant gender differences exist in the moral distress scores of critical care nurses?Research design:This study utilized a quantitative, descriptive methodology to explore moral distress levels in a sample of critical care nurses to determine whether gender differences exist in their mean moral distress scores.Participants and research context:Participants (n = 31) were critical care nurses from an American Internet...

Gender and the experience of moral distress in critical care nurses

This meta-analysis synthesizes quantitative findings of the gender differences in moral sensitivity retrieved from 19 primary studies. We found the average effect size of 0.25, favoring women, with a standard deviation of 0.14. The variation in the observed effect sizes could not be attributed to differences in participants' educational level, the utilized measure of moral sensitivity, or the publication format in which the study was reported. This suggests that gender differences in moral sensitivity are consistent across different levels of participants' education regardless of the instrument used to assess moral sensitivity or the format in which the research was reported.

Gender Differences in Moral Sensitivity: A Meta-Analysis

Rest's hypothesis that the components of morality (ie, sensitivity, reasoning, motivation, and implementation) are distinct from one another was tested using evidence from a dental ethics curriculum that uses well-validated measures of each component Archival data from five cohorts (n = 385) included the following: (1) transcribed responses to a measure of ethical sensitivity collected at the end of the third year; (2) pre- and post-test moral judgment scores; (3) pre- and post-test motivation scores; and (4) implementation scores – performance on eight cases completed during the third and fourth years Because the ethical sensitivity test had been scored by multiple raters, and interrater reliability did not meet acceptable standards, 120 portfolios were randomly selected from the five cohorts and responses were rescored prior to analysis Correlations among the measures were low, ranging from − 08 to 34, supporting Rest's contention that the processes are distinct from one another and competence in

The independence of James Rest's components of morality: evidence from a professional ethics curriculum study

Undergraduates in 3 introductory psychology courses participated in teaching interventions designed to reduce mental illness stigma. Expanding on previous research, the researchers tested the effects of education, video, and contact interventions. Results of the pretest and posttest scores on a social distance measure revealed a statistically significant reduction in social distancing for the contact intervention. The researchers emphasize the use of stigma-reducing pedagogies in teaching psychopathology to undergraduates.

http://journals.sagepub.com/doi/pdf/10.1177/0098628312437720

Reducing Mental Illness Stigma in the Classroom

Walker’s comprehensive review of claims of gender difference and gender bias in moral cognition concluded 1) that gender explains a negligible amount of the variability in moral reasoning development, 2) that accumulated evidence does not support claims of gender polarity in moral orientations (i.e., an ethic of care and an ethic of justice), and 3) that future research should focus on the range of psychological processes that engender moral maturity. This study examined whether male and female predoctoral dental students who completed an ethics curriculum grounded in Rest’s comprehensive model of moral functioning differed on measures of four capacities: moral sensitivity, moral reasoning, moral motivation, and moral implementation. From archival data at the University of Minnesota School of Dentistry, data on sixty females and sixty males were randomly selected from five cohorts (n=386) who completed an ethics curriculum and outcome measures of the four capacities between 1996 and 2000. Gender differences were not apparent for a measure of moral sensitivity, but were evident for one of the moral reasoning indices, for the responsibility dimension of moral motivation, and for the measure of moral implementation. Implications are drawn for future research and for professional ethics education.

Gender Difference in Ethical Abilities of Dental Students

There is growing awareness that moral distress has negative consequences for health care practitioners The preparedness of future occupational therapists to make moral decisions needs to be addressed The purpose of this exploratory study was to examine how moral reasoning changes during occupational therapy education A repeated cross-sectional design was used to collect data from students enrolled in a 5-year entry-level professional program For students in this study, a type of moral reasoning based on rules and social order was preferred over a type of moral reasoning based on abstract ideals The consequences for moral distress and implications for occupational therapy education were discussed

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Papers

Gender Differences in Moral Sensitivity: A Meta-Analysis

The independence of James Rest's components of morality: evidence from a professional ethics curriculum study

Reducing Mental Illness Stigma in the Classroom

Gender Difference in Ethical Abilities of Dental Students

Preparing occupational therapy students to make moral decisions.