**6. Research sample**

The sample study included 15 guidance counselors, most of whom were women (66%). All of the counselors worked in secondary schools with students with learning disabilities in the center of the country. The selection of the schools and counselors was random. They were chosen on the basis of their willingness to participate in the study. Twelve (80%) of the counselors had a BA degree, and the rest (20%) had an MA. All of the counselors had teaching certificates. Their experience ranged from 1 to 30 years (M = 11.50) (SD = 7.49).

After gathering the data by way of the questionnaires, we identified phrases that were repeated and assigned them a primary category/code. Afterward, we broke them down into categories that were closer to the research questions. The ideas were grouped according to content categories. We reread the replies and checked the connections between them. We attempted to find content not related to the research, and these replies were eliminated. After the final collection of data, we were able to see if the information we had answered our research questions.

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

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Below are descriptions of a variety of dilemmas and the way we categorized them based on the pedagogical approach used by the counselors: an open, democratic approach versus a conservative, traditional approach. The characteristics of the open, democratic approach for social and moral dilemmas are consistent with the fifth model—the complete discourse—according to Oser and Althof [6], and the features of the traditional, conservative approach to social and moral dilemmas are consistent with models one through four according to Oser and Althof's theory [6].

**Dilemma 1—The first dilemma** focused on a boy, considered to be the class clown, who frequently disturbed the lessons. The school, through the counselor, avoided involving the parents because they found it so difficult to cope with their son that they used excessive punishment, which harmed his development and personality. The dilemma was whether the

The school counselor said, "I am familiar with this case, the parents are not willing to hear that their son disturbs the class in school, and every time we turn to them they punish him severely, which is very disturbing to his personality and mental development, which makes

Notwithstanding, the school counselor and the school tried to manage the student alone despite the difficulties. A program was developed for him with careful follow-up, for every time he acted out of place or was involved in vandalism, the seriousness of his actions was

**Dilemma 2—The second dilemma** concerned the violent behavior of a student who claimed to have experienced a tragic event. The student behaved in an offensive way and in opposition to all of the rules of the school. He fabricated stories and was aggressive toward teachers. The dilemma was whether to punish him based on the seriousness of his actions or to try to

According to the counselor, "He shouted out and almost attacked me. I gave in and returned

In this episode, the school counselor, in consultation with the teacher, decided to find out what was behind the student's behavior. They met with the parents and discovered that the

school counselor could cope with the problem alone or should involve the parents.

**10.1. The open democratic approach to coping with moral dilemmas**

it difficult for me to ever approach them."

understand what was behind his behavior.

made clear to him.

to class."

**10. Findings**

Six of the counselors (40%) were also teachers, and the rest (60%) were coordinators or had another role in addition to their role as counselors in the school.
