The Stilwell Conscience Interview

This is a semi-structured interview. All initial queries should be asked verbatim. Afterwards the interviewer can develop the dialogue in any way that helps the subject share the meaning of his/her moral life

Trauma, Moral Development, and Conscience Functioning

Our model of moral development--which we refer to as conscience development-- incorporates the ways in which individuals come to apply moral value or moralize their attachment, emotional, cognitive, and volitional behavioral systems. The end result is a working model--a dynamic conceptualization within the mind commonly known as the conscience

The Conscience Celebration: A Story About Moral Flourishing

This is a serialized book with a new episode appearing approximately every two months. Neither morally didactic (i.e. it is not a book of virtues); nor a "How To" book about moral reasoning with Kohlbergian dilemmas; nor a workbook on values clarification. This book is intended to be informative to children about what they and their peers are experiencing, in common and diverse experiences, as their consciences develop. It is a secular, psychoeducational book about conscience development and functioning. As such, it provides tools to discuss moral development the way educational videos assist teacher, parent and child with discussion of sexual development and sexuality

Retrieval of Life Affirming Values and their Incorporation into a Suicidality Prevention Plan

Abstract. This article is intended primarily as a companion piece to provide additional background and illustration for a submission by the same authors to The Journal of the American Academy of Child and Adolescent Psychiatry. It is also the second in a series appearing in Conscience Works to characterize recently employed techniques to render psychiatric treatment of children and adolescents in a conscience sensitive manner. It consists of a progressive Case Presentation interwoven with Discussion points, which together demonstrate the retrieval of life affirming values in the context of suicidality management and the incorporation of these values in an overall suicidality prevention plan

Preliminary Observations and Reflections on Conscience Sensitive Group Therapy

Objective: This is the first in a series of articles to characterize and critically consider recently employed forms of conscience sensitive psychiatric treatment of children and adolescents. Method: Modules were designed based upon domains of conscience functioning identified in empirical research and applied to recognized benchmarks for interventions in the treatment of psychopathology. Each module was designed to be sufficiently complete such that full participation from persons entering the cycle of modules at any point would not be compromised. One of the authors paired with interested, experienced therapists in existing programs to conduct and refine interventions in a group psycho-educational therapy format. Results: Over one hundred and fifty hours of conscience sensitive psycho-educational group therapy were conducted in therapeutic loci within a well-established, community-based continuum of care. The therapeutic loci ranged from a child and adolescent psychiatry outpatient clinic to a closed youth residential setting and included adolescent psychiatric intensive outpatient and partial hospitalization programs. Number of participants in any module varied from one in the outpatient locus to fifteen in the intensive outpatient locus. Age of participants varied from school age to late adolescent. Formal intellectual testing was not uniformly available for participants. Most however appeared to be average intellectually. Each participant had, at minimum, an initial assessment by a mental health clinician yielding a DSM IV multiaxial psychiatric diagnosis. No restrictions were placed upon participants in terms of principal or secondary diagnoses or severity of impairment although all had sufficiently severe impairment to be deemed in need of the aforementioned current and standard psychiatric or psychosocial interventions. Length of time for each of the seven modules was permitted to vary according to the stability of the participant population. Individual modules conducted in the adolescent psychiatric intensive outpatient program were limited to one hour each, whereas some modules conducted in the residential and youth day school settings extended over several sessions held once weekly. Seven modules were eventually developed and refined to comprise a full course of conscience sensitive psycho-educational group therapy. Conclusions: Each of the seven modules in its current stage of development and refinement is characterized in terms of praxis, but also considered critically in terms of treatment philosophy. Conscience sensitive group psycho-educational therapy can be conducted in child adolescent psychiatric therapeutic loci ranging from outpatient to closed residential programs. Constraining variables were encountered in the adolescent intensive outpatient program when census became large, and turnover rapid, in consequence of which the full cycle of seven modules conducted at a frequency of one per week could not be completed by many participants. This could be remedied by conducting sessions more frequently, perhaps two to three times per week, and offering a sufficient number of groups to ensure that the number of participants in each group does not exceed eight. In the outpatient setting, there were fewer referrals than had been hoped, perhaps because of limitations upon reimbursement for the total number and/or kind of therapeutic interventions, a condition which, in the local mental health community, favors individual psychotherapy over group psychotherapy. However, the possibility cannot be excluded that there have been referral biases or parental preferences in favor of groups with a more readily recognizable focus such as anger management or social skills over a novel, less familiar approach