**1. Introduction**

In the educational reform introduced in 1968, junior high schools (7th through 9th grades) were established, and senior high schools were to include only 10th to 12th grades. Senior high schools, in contrast to elementary and junior high schools, include specialized learning tracks. High school students select a few areas of interest on which to focus their studies.

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The goal of secondary school education is to develop the personality and creativity of students, offer them opportunities to develop diverse abilities, help them achieve their fullest potential as human beings, expose them to a variety of fields of knowledge, and provide them with the basic skills they will need as adults in a free society [1].

the process and the implementation. These are the models: **Model 1**, **avoidance**, the teacher avoids making a decision or taking responsibility for solving the problem; **Model 2, delegation**, the teacher transfers responsibility to an appropriate authority in the school, the principal, counselor, a colleague, etc. **Model 3**, **unilateral decision-making**, in this case, teachers make unilateral decisions based on their skills and professional experience and avoid negotiations with those directly involved. **Model 4, incomplete discourse**, in this case, teachers discuss the dilemma with the participants but make the final moral decision alone. **Model 5, complete discourse**, teachers facilitate the discussion with individuals involved in the conflict, and together they assume responsibility for the final decision and for its implementation. Maslovaty [7] expanded the model and developed two additional models: (1) **transfer of authority to the parents and the students** and (2) **private discussion dialog**—(2.1) **unilateral** 

Social and Ethical Dilemmas in Working with School Counselors in Secondary Schools…

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One of Maslovaty's studies [8] touches on ways teachers in school cope with finding solutions to social and moral dilemmas. The research points out that teachers must first understand the problem and break it down into its components and only afterward suggest ways of thinking

Social dilemmas are characterized by an open and democratic approach, the characteristics of which are the preparation of appropriate treatment programs adapted to the students' unique needs. This approach emphasizes the student's abilities and enables appropriate and creative solutions. Supporters of the democratic approach believe in the ability of the students and enable them to find fair and creative solutions. However, moral dilemmas are characterized by a more conservative and closed approach and more routine solutions, which do not utilize innovative strategies. Those who use this approach favor the school and the system over the

**3. Various approaches of educators: conservatism versus openness**

John Dewey (1052–059), an educational philosopher and thinker, was one of the individuals who strongly favored the open approach. He placed the learner at the center of the educational process, supporting learner-centered activities and an integrative curriculum [2]. Fereira [10] looked for open approaches and opposed conservative education, which he labeled "banking education," characterized by traditional roles in which the teacher teaches and the students learn, the teachers are in control and the students must obey, and the teacher determines the content of the lessons and the students accept it as a given. Fereira [10] attacked the present structure of schools in which the emphasis is on the achievement of the students and not on developing personalities. He claims that conservative schools as they exist today are becoming obsolete. In the future, learning will focus on independent activities of the student and

Traditional, conservative education places the teacher at the center, and the students have to adapt themselves to the goals and values of society. These values are transferred from one generation to another by the principles of the tradition which symbolize continuity [11, 12].

**dialog**, (2.2) **incomplete dialog**, and (2.3) **complete dialog**.

based on their professional experience.

greater individualization of learning [2].

needs of the students [8, 9].

The major goal of this study is to examine the way school counselors handle social and moral dilemmas in secondary schools with students with learning disabilities. To date, no research has focused on counselors who work with students with learning disabilities, and therefore, this study makes a unique contribution to the literature. This study compares counselors who use a more open pedagogical approach to those who use a more conservative approach in solving social and moral problems.

Studying the differences among school counselors in their approach to solving such dilemmas will improve our understanding of their work and enable us to develop more effective counseling strategies in educational contexts. Furthermore, this research will help us identify the focus of problems school counselors encounter [2].
