Andreasen, G., Stella, T., Wilkison, M., Szczech Moser, C., Hoelzel, A., & Hendricks, L. (2017).

Animal-assisted therapy and occupational therapy. Journal of Occupational Th erapy, Schools, & Early Intervention, 10(1): 1–17.

Bargh, J.A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct eff ects of trait construct and stereotype activation on action. Journal of Personality and Social Psychology, 71(2): 230–244.

Bick, J., Nelson, C.A. (2017). Early experience and brain development. Wiley Interdisciplinary Reviews: Cognitive Science, 8: e1387.

Boal, A. (1979). Th eatre of the Oppressed. Trans. Ch.A. and M.-O. Leal McBride. New York: Th eatre Communications Group. (Originally published in Spanish as Teatro de Oprimido. Buenos Aires: Ediciones de la Flor, 1974).

Burgon, H.L. (2011). ‘Queen of the world’: Experiences of ‘at-risk’ young people participating in equine-assisted learning/therapy. Journal of Social Work Practice, 25(02): 165–183.

Christen, M., & Narvaez, D. (2012). Moral development in early childhood is key for moral enhancement. AJOB Neuroscience, 3(4): 25–26.

Cowell, J.M., & Decety, J. (2015). Precursors to morality in development as a complex interplay between neural, socioenvironmental, and behavioral facets. Proceedings of the National Academy of Sciences, 112(41): 12657–12662.

Day, L. (2002). ‘Putting yourself in other people’s shoes’: The use of Forum theatre to explore refugee and homeless issues in schools. Journal of Moral Education, 31(1): 21–34.

Decety, J., & Cowell, J.M. (2014a). Th e complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7): 337–339.

Decety, J., & Cowell, J.M. (2014b). Friends or foes: Is empathy necessary for moral behavior? Perspectives on Psychological Science, 9(5): 525–537.

Decety, J., & Howard, L.H. (2013). Th e role of aff ect in the neurodevelopment of morality. Child Development Perspectives, 7(1): 49–54.

Decety, J., & Yoder, K.J. (2016). Empathy and motivation for justice: Cognitive empathy and concern, but not emotional empathy, predict sensitivity to injustice for others. Social Neuroscience, 11(1): 1–14.

Douglas, T. (2008). Moral enhancement. Journal of Applied Philosophy, 25(3), 228–245.

Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51(1): 665–697.

Escobar, M.J., Huepe, D., Decety, J., Sedeño, L., Messow, M.K., Baez, S., ... & Schröeder, J. (2014). Brain signatures of moral sensitivity in adolescents with early social deprivation. Scientific Reports, 4.

Focquaert, F., & Schermer, M. (2015). Moral enhancement: do means matter morally? Neuroethics, 8(2): 139–151.

Franklin Jr., R.G., Nelson, A.J., Baker, M., Beeney, J.E., Vescio, T.K., Lenz-Watson, A., & Adams Jr., R.B. (2013). Neural responses to perceiving suff ering in humans and animals. Social Neuroscience, 8(3): 217–227.

Gourd, K.M., & Gourd, T.Y. (2011). Enacting democracy: Using forum theatre to confront bullying. Equity & Excellence in Education, 44(3): 403–419.

Greene, J.D. (2015a). Beyond point-and-shoot morality: Why cognitive (neuro)science matters for ethics. Th e Law & Ethics of Human Rights, 9(2): 141–172.

Greene, J.D. (2015b). Th e rise of moral cognition. Cognition, 135: 39–42.

Greene, J.D., Nystrom, L.E., Engell, A.D., Darley, J.M., & Cohen, J.D. (2004). Th e neural bases of cognitive confl ict and control in moral judgment. Neuron, 44(2): 389–400.

Greene, J.D., Sommerville, R.B., Nystrom, L.E., Darley, J.M., & Cohen, J.D. (2001). An fMRI investigation of emotional engagement in moral judgment. Science, 293(5537): 2105–2108.

Joronen, K., Konu, A., Rankin, H.S., & Åstedt-Kurki, P. (2011). An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: a controlled study. Health Promotion International, 27(1): 5–14.

Klincewicz, M., Frank, L.E., & Sokólska, M. (2018). Drugs and hugs: stimulating moral dispositions as a method of moral enhancement. In: M. Hauskeller (ed.). Moral Enhancement: Critical Perspectives. Cambridge: Cambridge University Press.

Kohl, R. (2012). Prison animal programs: a brief review of the literature. Massachusetts Department of Correction, Offi ce of Strategic Planning and Research.

Lapsley, D.K., & Narvaez, D. (2005). Moral psychology at the crossroads. In: K.D. Lapsley, F.C. Power (eds.). Character Psychology and Character Education (pp. 18–35). Notre Dame: University of Notre Dame Press.

Mikhail, J. (2007). Universal moral grammar: Th eory, evidence and the future. Trends in Cognitive Sciences, 11(4): 143–152.

Mischel, W., & Shoda, Y. (1995). A cognitive-aff ective system theory of personality: reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102(2): 246.

Mitchell, K.S., & Freitag, J.L. (2011). Forum theatre for bystanders: A new model for gender violence prevention. Violence Against Women, 17(8): 990–1013.

Moll, J., de Oliveira-Souza, R., & Zahn, R. (2008). Th e neural basis of moral cognition. Annals of the New York Academy of Sciences, 1124(1): 161–180.

Moll, J., Zahn, R., de Oliveira-Souza, R., Krueger, F., & Grafman, J. (2005). Th e neural basis of human moral cognition. Nature Reviews Neuroscience, 6(10): 799.

Nurenberg, J.R., Schleifer, S.J., Shaff er, T.M., Yellin, M., Desai, P.J., Amin, R., ... & Montalvo, C. (2014). Animal-assisted therapy with chronic psychiatric inpatients: equine-assisted psychotherapy and aggressive behavior. Psychiatric Services, 66(1): 80–86.

Pendry, P., Carr, A.M., Smith, A.N., & Roeter, S.M. (2014). Improving adolescent social competence and behavior: A randomized trial of an 11-week equine facilitated learning prevention program. Th e Journal of Primary Prevention, 35(4): 281–293.

Persson, I., & Savulescu, J. (2008). Th e perils of cognitive enhancement and the urgent imperative to enhance the moral character of humanity. Journal of Applied Philosophy, 25(3): 162–177.

Persson, I., & Savulescu, J. (2012). Unfi t for the Future: Th e Need for Moral Enhancement. Oxford: Oxford University Press.

Prinz, J. (2011). Is empathy necessary for morality? Empathy: Philosophical and Psychological Perspectives, 1: 211–229.

Rodríguez, J.I., Rich, M.D., Hastings, R., & Page, J.L. (2006). Assessing the impact of Augusto Boal’s “Proactive Performance”: An embodied approach for cultivating prosocial responses to sexual assault. Text and Performance Quarterly, 26(3): 229–252.

Schaefer, G.O. (2015). Direct vs. indirect moral enhancement. Kennedy Institute of Ethics Journal, 25(3): 261–289.

Specker, J., Focquaert, F., Raus, K., Sterckx, S., & Schermer, M. (2014). Th e ethical desirability of moral bioenhancement: a review of reasons. BMC Medical Ethics, 15(1): 1.

Szutta, N. (2015b). Wychowanie moralne z perspektywy etyki cnót. Diametros, 46: 111–133.

Van Bavel, J.J., FeldmanHall, O., & Mende-Siedlecki, P. (2015). Th e neuroscience of moral cognition: from dual processes to dynamic systems. Current Opinion in Psychology, 6: 167–172.

Wernick, L.J., Kulick, A., Dessel, A.B., & Graham, L.F. (2016). Th eater and dialogue to increase youth’s intentions to advocate for LGBTQQ people. Research on Social Work Practice, 26(2): 189–202.

Winston, J. (1999). Th eorising drama as moral education. Journal of Moral Education, 28(4): 459–471.

Young, L., & Dungan, J. (2012). Where in the brain is morality? Everywhere and maybe nowhere. Social Neuroscience, 7(1): 1–10.