Facilitation Technique Category: Moral Development Discussions

Title: Moral Reasoning Discussion Class

Source: EDS Resources, Facilitation Techniques in Therapeutic Recreation
Equipment: Activity Sheet
Activity Description:
The way people learn to think and behave morally depends on the stage of moral development in
which theyre functioning in. Discussions are used as an intervention to challenge participants to
observe their thinking about moral issues such as social norms, morality, life and truth.. To begin,
have participants form groups and instruct them to read each of the moral dilemmas provided.
The dilemmas are conflicts that are focused on an individual or a general group of individuals.
With the dilemmas, participants have to choose between several actions and have moral reasons
for choosing each action. Participants will then reach a group consensus regarding the three best
solutions to each dilemma, ranking them in order. Have groups choose a spokesperson to report
the choices, to describe the reasoning, and describe any differences that were encountered.
Conclude by speaking on Kohlberg Stages of Moral Development and explaining that this
activity is designed to produce responses based on the Kohlberg's stages
Leadership considerations: CTRS functions as an instructor for this activity. It is suggested that
dilemmas can be based on personal or similar experiences or through examples depicted in
current events.
Adaptations: Participants with Dyslexia: Dyslexia is a learning disability that affects reading and
language-based processing skills. In regards to the discussion, participants with this disability
may have issues with reading through the instructions and dilemmas, and may show a
disproportion between listening comprehension and reading comprehension of some text.
Adaptations for these participants can be providing a quiet area for participants when reading,
and figure out moral dilemmas.
Participants with Bipolar Disorder: Bipolar Disorder is a brain disorder that causes unusual
changes in mood, energy, activity levels, and the capacity to carry out everyday responsibilities.
Adaptations for participants include changes to the length and timing of the intervention and the
content of some of the discussions. These changes can be made to increase the likelihood that the
topics can be understandable, applicable and utilize during different mood episodes they may
have.
Adaptation References:
Mann, J. J., McGrath, P. J., & Roose, S. P. (2013). Clinical handbook for the management of
mood disorders. Cambridge: Cambridge University Press.

NIMH Bipolar Disorder. (n.d.). Retrieved October 14, 2016, from

https://www.nimh.nih.gov/health/topics/bipolar-disorder/index.shtml
Parents. (n.d.). Retrieved October 14, 2016, from https://ldaamerica.org/types-of-learningdisabilities/dyslexia/

Facilitation Technique Category: Values Clarification

Activity Title: Values Clarification Class

Source: Facilitation Techniques in Therapeutic Recreation, Advocatesforyouth.org
Equipment: Posters, Markers
Activity Description: The activity in the Values Clarification class provides opportunities for
participants to identify their values and to share them with others. The class helps participants to
identify their values and talk about them, behave in ways that are consistent with their values,
and respect others' values. First, explain to the participants that in this intervention they will be
asked to express their feelings about specific values. Explain to the group that you are going to
read several value statements. Instruct participants to think about how they feel about the
statements as they are read. Each participant will then move to the section of the room where the
signs, agree, disagree, and unsure are to decide with how they feel about the value statement. Ask
for several participants to describe how they feel about each statement. Emphasize that there are
no right or wrong answers. Be sure to let participants know they have the right to pass if they do
not take a stand on a particular value statement. Let participants know that they can change their
stand on any value at any time. Afterword, ask participants to return to their seats. Conclude in
discussion asking the following questions: What did you learn about yourself? About others?
Was it hard to express disagreement with another person's values? Why or why not? Were there
times when you felt uncomfortable? What helped you stand by your values at that time? Were
there any times when you felt unable to stand for your values? Why do you think that was so?
What would support people at times when they feel unable to stand up for a value they believe
in?
Leadership considerations: CTRS functions as an instructor for this activity. It is recommended
that dilemmas can be based on personal or similar experiences or through examples depicted in
current events. Some participants may be uncomfortable in expressing, and may look to the
instructor for support. It is recommended for the CTRS to read into different resources and
training tips for guidance on leading out the intervention. Being that it is an important
intervention be considerate in time to allow participants to process everything.
Adaptations: Participants with Dyslexia: Dyslexia is a learning disability that affects reading and
language-based processing skills. In regards to the discussion, participants with this disability
may have issues with reading through the instructions and dilemmas, and may show a
disproportion between listening comprehension and reading comprehension of some text.
Adaptations for these participants can be providing a quiet area for participants when reading,
and figure out moral dilemmas.
Participants with Bipolar Disorder: Bipolar Disorder is a brain disorder that causes unusual
changes in mood, energy, activity levels, and the capacity to carry out everyday responsibilities.
Adaptations for participants include changes to the length and timing of the intervention and the
content of some of the discussions. These changes can be made to increase the likelihood that the

topics can be understandable, applicable and utilize during different mood episodes they may
have.
Adaptation References:
Mann, J. J., McGrath, P. J., & Roose, S. P. (2013). Clinical handbook for the management of
mood disorders. Cambridge: Cambridge University Press.
NIMH Bipolar Disorder. (n.d.). Retrieved October 14, 2016, from
https://www.nimh.nih.gov/health/topics/bipolar-disorder/index.shtml
Parents. (n.d.). Retrieved October 14, 2016, from https://ldaamerica.org/types-of-learningdisabilities/dyslexia/