Abstract
This paper first reviews previous studies by contrasting prosocial behavior with moral development, both of which have been the focus of many developmental psychologists. Many researchers in this area have considered the question of how individuals may acquire more effective ways to regulate their emotional responses or social relations, and learn to guide their behavior in moral or virtuous ways. Therefore, to build bridges between research and practice researchers have introduced moral education, social skills training, or social and emotional learning into schools to prevent crises in behavior like bullying. Recently, these approaches seem to be gradually integrating as a united intervention framework, because there is a consensus that students need cognitive, behavioral, and affective skills to effectively enact key roles in a given social context at schools. The implications of the current trend are discussed in terms of improvement of both social competence and moral character.
