**2. Social and moral dilemmas in secondary schools**

Social and moral dilemmas have practical implications. When faced with social and moral dilemmas, we have to decide the best way to solve them, and the options available to us may be mutually exclusive. For example, a dilemma may be connected to values, beliefs, ethics, and behavior such as generosity, integrity honesty, the holiness of life, or obeying the law. The solution to dilemmas such as these is influenced by social and ethical values, and no single clear-cut approach exists. Human beings decide the importance of these values for themselves. To implement values they believe to be important, people must be willing to relinquish other important principles which they value less [3].

We can divide these dilemmas into two subcategories: dilemmas that occur when the interests of an individual clash with those related to the interests of the community and dilemmas in which the general interests clash with the general interests in which the individual must join one of two sides. These dilemmas arise in everyday life. We are aware of some of them and devote time to thinking about them, whereas there are other dilemmas which we are less aware of and unaware of the extent to which they affect us [4, 5].

Oser and Althof [6] claimed that when professional dilemmas occur in educational contexts, teachers respond as professionals, not as individuals, who might create a disequilibrium in their approach to moral dilemmas: concerned or caring behavior and honest behavior with a fair solution. The professional process of decision-making by the teacher is related to finding a balance between those directly involved in the dilemma without favoring one side or another, especially in the framework of schools with diverse cultural populations. Oser & Althof preferred a practical discussion as an approach to handling social and moral dilemmas over an ethical dialog.

Oser and Althof [6] defined five different models of decision-making in interpersonal conflicts. These models represent the structure of teachers' decision-making. The focus is on 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 dialog**, (2.2) **incomplete dialog**, and (2.3) **complete dialog**.

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

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

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

Social and moral dilemmas have practical implications. When faced with social and moral dilemmas, we have to decide the best way to solve them, and the options available to us may be mutually exclusive. For example, a dilemma may be connected to values, beliefs, ethics, and behavior such as generosity, integrity honesty, the holiness of life, or obeying the law. The solution to dilemmas such as these is influenced by social and ethical values, and no single clear-cut approach exists. Human beings decide the importance of these values for themselves. To implement values they believe to be important, people must be willing to

We can divide these dilemmas into two subcategories: dilemmas that occur when the interests of an individual clash with those related to the interests of the community and dilemmas in which the general interests clash with the general interests in which the individual must join one of two sides. These dilemmas arise in everyday life. We are aware of some of them and devote time to thinking about them, whereas there are other dilemmas which we are less

Oser and Althof [6] claimed that when professional dilemmas occur in educational contexts, teachers respond as professionals, not as individuals, who might create a disequilibrium in their approach to moral dilemmas: concerned or caring behavior and honest behavior with a fair solution. The professional process of decision-making by the teacher is related to finding a balance between those directly involved in the dilemma without favoring one side or another, especially in the framework of schools with diverse cultural populations. Oser & Althof preferred a practical discussion as an approach to handling social and moral dilemmas over an ethical dialog.

Oser and Althof [6] defined five different models of decision-making in interpersonal conflicts. These models represent the structure of teachers' decision-making. The focus is on

with the basic skills they will need as adults in a free society [1].

the focus of problems school counselors encounter [2].

**2. Social and moral dilemmas in secondary schools**

relinquish other important principles which they value less [3].

aware of and unaware of the extent to which they affect us [4, 5].

solving social and moral problems.

124 Active Learning - Beyond the Future

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 based on their professional experience.

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 needs of the students [8, 9].
