John Gibbs is a highly respected figure in the field of psychology, particularly renowned for his extensive work on moral development and its practical applications. His research has significantly contributed to our understanding of how individuals, especially adolescents, develop morally and how this development can be fostered in various settings, including educational and correctional environments. Gibbs’s work moves beyond theoretical frameworks to offer concrete strategies and programs aimed at promoting responsible behavior and reducing antisocial tendencies.
Gibbs’s scholarship is deeply rooted in cognitive developmental theory, building upon and extending the work of prominent figures like Lawrence Kohlberg. However, Gibbs has also critically examined and expanded upon these earlier theories, incorporating insights from clinical psychology and contemporary research. His book, Moral Development & Reality: Beyond the Theories of Kohlberg, Hoffman, and Haidt, published by Oxford University Press, exemplifies this approach, offering a nuanced perspective that bridges theoretical models with the complexities of real-world moral reasoning and behavior. This book, among his many publications, underscores his commitment to grounding moral psychology in empirical reality and practical application.
A significant portion of Gibbs’s research focuses on the assessment and cultivation of moral judgment maturity. He has been instrumental in developing and validating measures for assessing moral reasoning, as highlighted in his chapter, “Moral judgment maturity: From clinical to standard measures,” within the Handbook of Positive Psychological Assessment. This work is crucial for both research and applied settings, providing practitioners with tools to understand and evaluate moral development in diverse populations. His contributions extend to the practical realm through programs like EQUIP (Equipping Youth to Help One Another), a widely recognized intervention for adolescents exhibiting behavioral problems. The second edition of Teaching Adolescents to Think and Act Responsibly: The EQUIP Approach, co-authored by Gibbs and colleagues, details the principles and methods of this impactful program.
Gibbs’s research also delves into specific contexts where moral development plays a critical role. His work on bullying, for instance, explores the interplay between moral identity, moral judgment, and social self-efficacy in adolescent bystander behavior. A notable study, “Defend, stand by, or join in? The relative influence of moral identity, moral judgment, and social self-efficacy on adolescents’ bystander behaviors in bullying situations,” published in the Journal of Youth and Adolescence, exemplifies his rigorous empirical approach to understanding and addressing this pervasive social issue. Furthermore, his work extends to the challenging area of juvenile delinquency and offender rehabilitation. He co-authored A comprehensive cognitive behavioral program for offenders: Responsible Adult Culture, which outlines a structured approach to fostering responsible behavior in offender populations. His meta-analysis on moral development and recidivism, published in the International Journal of Offender Therapy and Comparative Criminology, provides further evidence for the link between moral reasoning and prosocial behavior.
Another key area of Gibbs’s contribution is in the realm of Aggression Replacement Training (ART). As co-author of Aggression Replacement Training, now in its third edition, Gibbs has helped to refine and disseminate this widely used intervention program. ART is a multimodal approach designed to reduce aggression and antisocial behavior by targeting cognitive, social, and emotional skills deficits. This program, along with EQUIP, demonstrates Gibbs’s commitment to translating research findings into practical tools that can make a tangible difference in the lives of individuals and communities.
In summary, John Gibbs’s work is characterized by a deep commitment to understanding and fostering moral development across the lifespan, with a particular focus on adolescence and at-risk youth. His publications, spanning books, book chapters, and numerous peer-reviewed articles, reflect a career dedicated to rigorous research, theoretical advancement, and practical application. His contributions have significantly shaped the field of moral psychology, providing both theoretical insights and practical tools for promoting positive development and responsible behavior.
References
Patrick, R. B., Rote, W. M., Gibbs, J. C., & Basinger, K. S. (2019). Defend, stand by, or join in? The relative influence of moral identity, moral judgment, and social self-efficacy on adolescents’ bystander behaviors in bullying situations. Journal of Youth and Adolescence, 48, 2051-2064.
Gibbs, J. C., Basinger, K. S., Grime, R. L., & Lee, D. (2019). Moral judgment maturity: From clinical to standard measures. In S. J. Lopez & M.W. Gallagher (Eds.) Handbook of positive psychological assesment (2nd ed., pp. 333-346). Washington, D.C.: American Psychological Association.
Gibbs, J. C. (2019). Moral development & reality: Beyond the theories of Kohlberg, Hoffman, and Haidt. New York: Oxford University Press.
Patrick, R. B., Bodine, A. J., Gibbs, J. C. & Basinger, K. S. (2018). What accounts for prosocial behavior? Roles of moral identity, moral judgment, and self-efficacy. Journal of Genetic Psychology, 179, 231-245.
Gibbs, J.C. (2017). Tucker, Stevenson, Weiss, and life: Renditions of the transcendent view from past-life memories. Journal of Near-Death Studies, 35, 133-165.
Potter, G. B., Gibbs, J .C., Robbins, M., & Langdon, P. E. (2015). A comprehensive cognitive behaviorial program for offenders: Responsible Adult Culture. Dordrecht: Springer.
Gibbs, J. C., Potter, G. B., & DiBiase, A.-M. (2013). Sociomoral development for behaviorally at-risk youth: Mac’s group meeting. In C. Proctor and A. Linley (eds.), Positive psychology: Research, applications, and interventions for children and adolescents (pp 225-245). Dordecht, The Netherlands: Springer.
DiBiase, A.-M., Gibbs, J. C., Potter, G. B., & Blount, M (2012). Teaching adolescents to think and act responsibly: The EQUIP approach (2nd ed.). Champaign, IL: Research Press.
Patrick, R. B., & Gibbs, J. C. (2012). Inductive discipline, parental expression of disappointed expectations, and moral identity in adolescence. Journal of Youth and Adolescence, 41 973-983.
Plante, N., Daigle, M. S., Gaumont, C., Charbonneau, L., Gibbs, J. C., & Barriga, A. (2012). Validation of the “How I Think” Questionnaire in a population of French-speaking adolescents with externalizing behaviors Behavioral Sciences and the Law, 30, 196-210.
Chabrol, H., van Leeuwen, N., Rodgers, R. F., & Gibbs, J. C. (2011). Relations between self-serving cognitive distortions, pyschopathic traits, and antisocial behavior in a non-clinical sample of adolescents. Personality and Individual Differences, 51, 887-892.
Van Vugt, E. S., Gibbs, J. C., Stams, G. J. J., Bijleveld, C., Hendriks, J., & van der Laan, P. H. (2011). Moral development and recidivism: A meta-analysis. International Journal of Offender Therapy and Comparative Criminology, 55, 1234-1250.
Glick, B., & Gibbs, J. C. (2011). Aggression replacement training (3rd ed.). Champaign, IL: Research Press.
Devlin, R.S., & Gibbs, J. C. (2010) Responsible Adult Culture (RAC): Cognitive and behavioral changes at a community-based correctional facility. Journal of Research in Character Education, 8, 1-20
Gibbs, J. C., Moshman, D., Berkowitz, M. W., Basinger, K. S., & Grime, R. L. (2009). Taking development seriously. Journal of Moral Education, 38, 271-282.
Gibbs, J. C. (2009). Moral development. In S. J. Lopez & A. Beauchamp (Eds.), Encyclopedia of positive psychology (pp. 622-626). Washington, D.C.: American Psychological Association.
Gibbs, J. C. (2008). Reflections on a rescue: Three primacies in moral motivation. In D. Fasko & W. Willis (Eds.), Contemporary philosophical and psychological perspectives on moral development and education (pp. 167-184). Creskill, NJ: Hampton Press.
McCrady, F., Kaufman, K., Vasey, M. W., Barriga, A. Q, Devlin, R. S., & Gibbs, J. C. (2008). It’s all about me: Incarcerated adolescent sex offenders’ generic and sex-specific cognitive distortions. Sexual Abuse: A Journal of Research and Treatment, 20, 261-271.
Gibbs, J. C., Basinger, K. S., Grime, R. L., & Snarey, J. R. (2007). Moral judgment development across cultures: Revisiting Kohlberg’s universality claims. Developmental Review, 27, 443-500.
Patrick, R. B., & Gibbs, J. C. (2007). Parental expression of disappointment: Should it be a factor in Hoffman’s model of parental discipline? Journal of Genetic Psychology, 168, 131-145.
Gibbs, J. C. (2006). Should Kohlberg’s cognitive developmental approach be replaced with a more pragmatic approach? Comment on Krebs and Denton. Psychological Review, 113, 666-671.
Stams, G. J., Brugman, D., Dekovic, M., van Rosmale, L., van der Laan, P., & Gibbs, J. C. (2006). The moral judgment of juvenile delinquents: A meta-analysis. Journal of Abnormal Child Psychology, 34, 697-713.
