The purpose of this study is to investigate ethical dilemmas and ethical difficulties experienced by psychologists in Sweden and South Africa. The study is a replication of previous studies conducted by Colnerud (1997) and Slack and Wassenaar (1999). A sample of 295 psychologists in Sweden and 312 psychologists in South Africa were asked to describe situations that they identified as ethically difficult. 53 psychologists in Sweden described 61 incidents and 21 psychologists in South Africa described 24 situations. This corresponds to a response rate of 20% in Sweden and 8% in South Africa. The reported dilemmas were categorized according to a qualitative content analysis developed by Pope and Vetter (1992). The contribution of this study is that the results confirm that confidentiality is a prominent ethical dilemma for psychologists in Sweden and South Africa. This finding is consistent with findings in comprehensive international research. Furthermore, the results indicate that psychologists, especially in Sweden, experience ethical problems due to weakened legitimacy when conducting assessments. The results are discussed taking into consideration the different contexts in which psychologists work, the application of different ethics codes and different levels of ethical awareness. The weaknesses of the study and the method used are also discussed.

This study explores the factors that influence how three First Nations educators in the City of Saskatoon define ethics, identify ethical dilemmas, and resolve ethical dilemmas.<p> Using the case-study methodology guided by respectful inquiry with First Nations people, the study sought to identify influential factors affecting the ethical considerations among three Aboriginal educators. The research questions were: 1) How do three Aboriginal educators define ethics? 2) How do the three Aboriginal educators identify an ethical dilemma? 3) What factors do the three Aboriginal educators identify as influencing the resolution of ethical dilemmas? The study sought to identify how the educators perceive ethics, and was not meant to be built on a priori theory of ethics. The reliance on ethical theory beyond what was generated by the participants or through relevant and related studies was carefully selected so as not to impede the expression of the understandings of the participants and the interpretations and understandings of the researcher and readers.<p> The study found that the participants identified their definitions, instances, and resolution of ethical dilemmas as reflecting the experiences of the participants. Their histories are a part of the diversity of First Nations people, and it is their stories that illustrate the ethical frameworks of the participants. The study participants reported a connection to their First Nations cultures from which they drew. Their influential experiences, though, have diminished a concrete connection to their First Nations cultures. They maintain a sense of belonging to an Aboriginal collective, and it is this membership that frequently defines their ethical dilemmas.

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Abstract: In this study we have turned to the complex host-country environment of China to investigate Swedish companies doing business in a highly corrupt business context to see which dilemmas managers meet and their approaches to these dilemmas. The importance of adapting to the local culture and environment is something researchers stress in the business literature. In the beginning of our study we ask if the same statement is true when it comes to ethical decision making and from the findings one can see that this is true to a certain degree. Almost half of our respondents have in some way pushed their ethical limits for what is acceptable business practice despite of the uniform view that corruption is something the companies do not want to participate in. For the companies that have been able to create an organization which has been able to resist unethical host country pressures we have found several important factors. These have been the importance of senior management staying long periods of time, role models living the values, an understanding from HQ about the local subsidiary, realistic performance targets, reinforcement of ethics initiatives, and last but not least control. However we have also found that organizations need to be aware that different departments will meet different ethical dilemmas. Therefore the ethical initiatives need to be adapted to the foreign firms’ situation depending on where in the value chain the company is located. Keywords: corruption, ethical dilemmas, ethical approaches, local business culture, China, Sweden, managers

This study explores the factors that influence how three First Nations educators in the City of Saskatoon define ethics, identify ethical dilemmas, and resolve ethical dilemmas.<p> Using the case-study methodology guided by respectful inquiry with First Nations people, the study sought to identify influential factors affecting the ethical considerations among three Aboriginal educators. The research questions were: 1) How do three Aboriginal educators define ethics? 2) How do the three Aboriginal educators identify an ethical dilemma? 3) What factors do the three Aboriginal educators identify as influencing the resolution of ethical dilemmas? The study sought to identify how the educators perceive ethics, and was not meant to be built on a priori theory of ethics. The reliance on ethical theory beyond what was generated by the participants or through relevant and related studies was carefully selected so as not to impede the expression of the understandings of the participants and the interpretations and understandings of the researcher and readers.<p> The study found that the participants identified their definitions, instances, and resolution of ethical dilemmas as reflecting the experiences of the participants. Their histories are a part of the diversity of First Nations people, and it is their stories that illustrate the ethical frameworks of the participants. The study participants reported a connection to their First Nations cultures from which they drew. Their influential experiences, though, have diminished a concrete connection to their First Nations cultures. They maintain a sense of belonging to an Aboriginal collective, and it is this membership that frequently defines their ethical dilemmas.

<p>The purpose of this study is to investigate ethical dilemmas and ethical difficulties experienced by psychologists in Sweden and South Africa. The study is a replication of previous studies conducted by Colnerud (1997) and Slack and Wassenaar (1999). A sample of 295 psychologists in Sweden and 312 psychologists in South Africa were asked to describe situations that they identified as ethically difficult. 53 psychologists in Sweden described 61 incidents and 21 psychologists in South Africa described 24 situations. This corresponds to a response rate of 20% in Sweden and 8% in South Africa. The reported dilemmas were categorized according to a qualitative content analysis developed by Pope and Vetter (1992). The contribution of this study is that the results confirm that confidentiality is a prominent ethical dilemma for psychologists in Sweden and South Africa. This finding is consistent with findings in comprehensive international research. Furthermore, the results indicate that psychologists, especially in Sweden, experience ethical problems due to weakened legitimacy when conducting assessments. The results are discussed taking into consideration the different contexts in which psychologists work, the application of different ethics codes and different levels of ethical awareness. The weaknesses of the study and the method used are also discussed.</p>

Syftet med studien är att utforska och utveckla kunskap om vilka beskrivningar av dyslexi som diagnos professionella med specialpedagogisk kompetens ger, samt deras upplevda erfarenheter av att utreda dyslexi. Metoden för insamling av data har varit intervjuer av specialpedagoger verksamma i två kommuner. Materialet har sedan analyserats och sorterats tematiskt. Resultatet av studien är att dyslexiutredningar utförs på olika sätt i olika kommuner beroende på hur man valt att organisera det och olika organisationsformer kan fungera bra. Deltagarna i studien använder LOGOS som en bas när de utreder dyslexi och deras erfarenhet är att det är en bra grund att utgå ifrån. Utöver det används intervjuer och observationer som utredningsmetod. Deltagarna anser inte att det viktigaste med utredningen är om eleven uppfyller kriterierna för dyslexi eller inte. Viktigast är att identifiera var problematiken ligger för att kunna åtgärda. Att utföra en dyslexiutredning tar lång tid och ibland kan även väntetiden för att komma igång med en utredning vara lång. Pojkar utreds vanligen tidigare än flickor. Det finns en stor överlappning mellan dyslexi och andra skolrelaterade svårigheter.  Jag har även analyserat resultatet i ett dilemmaperspektiv. Dilemman som identifierats i studien är ett etiskt dilemma, ett normalitetsdilemma och ett resursdilemma. / The purpose of the study is to explore and develop knowledge about the descriptions of dyslexia diagnosis professionals in the field of Special Education gives, as well as their perceived experience of investigating dyslexia. The method of data collection was interviews with special educators, operating in two different municipalities. The data is then analyzed and thematically sorted.  The results of the study shows that assessments of dyslexia is carried out in different ways in different municipalities depending on how they choose to organize it. Different forms of organization is regarded by the patricipants as working well. Participants in the study uses LOGOS as a base when assessing dyslexia and their experience is that it is a good base to start from. In addition, interviews and observations are used as assessment tools. The participants do not consider that the most important of the assessment is whether the student meets the criteria for dyslexia or not. Most important is to identify specific areas of difficulty with the aim of arranging for support and intervention. Performing an Assessment of dyslexia takes time and sometimes can even initial long waiting to get started be the case. Boys are investigated usually younger than girls. There is a big overlap between dyslexia and other school-related difficulties.The study includes as well an analyzes of the results taking the departure in so called Dilemma perspective. Dilemmas identified in the study was an ethical dilemma, a dilemma of normality and a resource dilemma.

ABSTRACT There has been a renewed interest in the inclusion of ethics as part of educators' training and interest in understanding the moral and ethical dimensions of educational practice. This research was designed to study the types of dilemmas school level leaders face, the characteristics of typical dilemmas, and the implications for leader preparation, professional development, and practice. In documenting the lived experiences of former school level leaders, the grounded theory approach to qualitative inquiry and the critical incident technique (CIT) were employed. Data collected from interview sessions, dialogs, journals and reflections were used to analyze the types of dilemmas school level leaders faced, the characteristics of typical dilemmas, and the implications for leader preparation, professional development, and practice. This study confirmed the prevalence of ethical dilemmas for school level leadership. The critical incidents shared by the participants revealed that school leaders were guided by district policies and experienced dissonance or tension between their guiding ethical beliefs and policies or expectations of the district. The data determined that school level leaders sought to act in the best interests of students. Participants acknowledged that the core of their ethical and moral fiber was developed early in their youth and was reinforced by pivotal life experiences. This acknowledgement suggested that pivotal life experiences could influence an individual's ethical and moral fiber. The findings also indicated that professional development in ethics could be effective for school level leaders. Additionally, the data revealed a dichotomy around whether ethics could be taught. The findings were inconclusive in determining how race and/or gender played a significant role in the dilemmas that school level leaders face or the resolution of the dilemmas. Further research and study of this issue may be warranted in light of the changing demographics of our schools, communities, and school level leaders. Critical reflection proved to be a process that could benefit practicing and aspiring school level leaders. Exploring how this process could be implemented in school leader preparation and professional development programs is a phenomenon worthy of further research.

The aim of this study was to explore the therapists' personal religious and spiritual belief systems and the impact of these on their work. The literature reviewed included material regarding the role of religion and spirituality in relation to psychology and therapy, identity, and especially, the person of the therapist. The present qualitative investigation applies the theory of the Dialogical Self to the narratives of five practising Christian clinical and counselling psychologists. It draws on a narrative to allow for process-oriented, context-sensitive interpretation.

Background: According to the Swedish Social Board induced abortions are increasing in the modern day society. Nurses who work with in the gynecological department can come across patients seeking care for an induced abortion. Theoretical framework: The findings of the study will be discussed in relation to Peplau's nursing theory, ethical concepts and nursing concepts. Aim: The aim of the literature review was to illuminate the experiences of nurses working with induced abortion. Method: A systematic literature review with an inductive approach was chosen. The findings are based on seven qualitative and two quantitative studies. The articles were assessed through two different modified templates based on qualitative or quantitative design. Findings: Nurses and midwives experienced their work with induced abortions as emotionally stressful. However, it was highlighted that all women have the right whether to choose abortion or to proceed with the pregnancy. Difficulties were identified in coping with abortion work. Such difficulties could easily occur when ethical dilemmas were caused by religion, personal values and experiences. Several coping strategies were identified. However, nurses and midwives aired their views concerning the need of more support from colleagues and the department head. Conclusion: It is clear that nurses are in need of assistance in various forms to ventilate and manage their emotions, in order to promote the professional approach and be able to offer a patient-centered care.