**10. Findings**

**6. Research sample**

128 Active Learning - Beyond the Future

**7. Research tools**

**8. Methodology**

**9. Analysis of the data**

dilemmas [17].

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

Six of the counselors (40%) were also teachers, and the rest (60%) were coordinators or had

We asked the participants to describe one major dilemma that had actually occurred during their work as counselors. Each of the 15 participants described a social or moral dilemma. We asked them what type of dilemmas they frequently coped with during the course of their work. Each of them selected one particular dilemma. We were particularly interested in their approach to solving the dilemma and the factors they took into consideration in solving it.

We categorized the strategies used in solving the dilemma into two groups. The more open, democratic group, for example, presented the dilemma for discussion to the class, listened to the student responses, asked them what they considered to be the best way to approach the problem, and considered their responses in implementing solutions. More conservative strategies simply told the students how they should behave, solving the problem for them.

The research was conducted in secondary schools in the center of the country for students with learning disabilities. The schools all contained a heterogeneous population from a socioeconomic perspective—the parents were middle class and above. The investigator went to each of the schools and met with the principals and the counselors, and they all signed con-

This is a qualitative study designed to examine how school counselors cope with social and moral dilemmas. The findings were analyzed in accordance with the research questions with an emphasis on the nature of the specific issues that arise in coping with moral or social

certificates. Their experience ranged from 1 to 30 years (M = 11.50) (SD = 7.49).

another role in addition to their role as counselors in the school.

sent forms and answered the questions on the written form.

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].
