This bachelor's thesis examines three books in the Harry Potter series, Harry Potter and the Philosopher's Stone, Harry Potter and the Order of the Phoenix and Harry Potter and the Deathly Hallows. The aim is to increase understanding for what Harry Potter could contribute in terms of morality in religious studies, and how the story about Harry Potter, as a popular literary phenomenon, can be helpful for this. Lawrence Kohlberg's theory of moral development is central to this essay. I have used an hermeneutic method for the analysis of the Harry Potter books. The result shows that the main character, Harry Potter, can be seen as kind of a role model when it comes to moral development. Pupils may benefit by reading this book series because it can open their eyes to life questions and moral values. Identity formation, loyalty and fellowship are issues that the reader will be able to recognize and relate to in the Harry Potter books. Therefore it is relevant to use the Harry Potter books in teaching of religion. Life questions and moral values are also stressed in the syllabus for religious studies in junior high school. Furthermore the character Harry Potter does follow the moral development theory developed by Kohlberg, though it seems like the various stages are not separated, but rather integrated with each other. Harry Potter changes both intellectually and emotionally according to the magical world of Hogwarts school of wizardry and witchcraft.

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada’s English-speaking provinces using four indicators: graduation requirements, provincial governments’ purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students’ moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care.

Auf Grundlage der These, dass die Qualität der erzieherischen Intervention nach kindlichem Fehlverhalten ein entscheidendes Lernfeld für den Regelerwerb ist, wurden Lehrer-Schüler-Interaktionen in einer ersten Klasse durch Teilnehmende Beobachtung im Längsschnitt über ein halbes Jahr lang untersucht. Ziel war es, die Art und die Häufigkeit von Regelverletzungen (Überschreitungen) und Lehrerinterventionen zu eruieren und diese Ergebnisse in Beziehung zur Taxonomie von Martin L. Hoffman über elterliches Erziehungsverhalten zu setzen. Es wurden zwei Kategoriensysteme zur Analyse von Überschreitungen und Lehrerinterventionen entwickelt, welche in der Lage sind, Interaktionsverläufe im Anfangsunterricht detailliert zu beschreiben. Insgesamt konnte gezeigt werden, dass die Schüler in erster Linie durch Unaufmerksamkeit, verbale und physische Aktivitäten die Unterrichtsregeln übertreten, dass die Häufigkeiten von Überschreitungen im Verlauf des 1. Schulhalbjahres abnehmen, Jungen häufiger in Übertritte verwickelt sind und die untersuchte Lehrerin ein sehr konstantes Verhalten in ihren Reaktionen auf Fehlverhalten an den Tag legt.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 29-34).

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-22T14:48:41Z No. of bitstreams: 1 Arquivototal.pdf: 2513910 bytes, checksum: ae60a7f6d5fc0bf94c4de22860674136 (MD5) / Made available in DSpace on 2018-05-22T14:48:41Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2513910 bytes, checksum: ae60a7f6d5fc0bf94c4de22860674136 (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Bullying have been presented as violent ways that reach students identity building and they happen, over all, in educational ambient. Otherwise Bullying happens in peer’s relations, its prevention and overcoming demands teacher’s intervention, who need to be able of taking to students the conscientious about the moral content on the role in a victimization situation. But, for that, it is necessary that these professionals get to know the values on game in this violence and get sensitive facing it. However, we realize some teachers understand the peer’s violence process in an inappropriate form, holding the targets on bad living situations or charging responsibility of stepping in to the families. Facing that, they use moral disengagements, which through decline or even refute the problem, what turns figuring out actions to solve the situation impossible. Recognizing the problem instituted by teachers’ moral disengagement and their omission often related, we had the goal to analyze what they express, in moral development terms: its kinds, variation, and the frequency of moral engagements and disengagements, from forming teachers facing bullying situations, involving a classic target and the usual challenger. The method is defined as exploratory and the data searching tool, built and validate to this research, had two bullying fictions situations, involving an usual target and other one the challenger. To each kind of target were presented eight categories of moral disengagement, proposed by Bandura and, at the same time, two ways of moral engagement defined for this thesis. 200 studying teachers from Pedagogical course of a Federal University participated. The data were organized with SPSS software and the analysis and frequency from engagement and disengagements realized using the t-Student paired test. To correlate them, it was used the McNemar test and it analysis and validation of the model used the Main Component Analysis. The data indicate bigger involvement from teachers’ moral engagement mechanisms by social convention, followed by Moral Disengagement without moral values denial. It still indicates that, there are no differences between the moral engagement or disengagement mechanism depending on the target type, otherwise the frequency has been higher when it is related to the usual target. The more presented Moral Disengagements were Passing the Responsibility Away or Blaming Someone. This thought realized, also, a moral heteronomy among teachers, which were located priority in levels two and three of Moral Development here stablished. On final considerations, there were presented for teachers beggining and continued formation, valorizing the school and its culture as important training spaces for overcoming values that support the Moral Disengagement and for moral and autonomy achievements by teachers. / Práticas de bullying têm se apresentado como formas de violência que atingem diretamente a construção da identidade de estudantes e se manifestam, sobremaneira, em âmbito educacional. Embora o bullying ocorra nas relações paritárias, sua prevenção e superação demanda intervenção de docentes, que precisam ser capazes de levar estudantes à tomada de consciência do conteúdo moral em jogo numa situação de vitimização. Entretanto, para isso, é preciso que tais profissionais conheçam os valores em jogo nesta violência e se sensibilizem diante dela. No entanto, percebemos que alguns professores entendem o processo de violência entre pares de forma equivocada, responsabilizando os alvos pelas situações de maus tratos vividos ou deslocando a responsabilidade de intervir para as famílias. Diante disso, valem-se de desengajamentos morais através dos quais diminuem ou até mesmo refutam o problema, impossibilitando ações em prol de sua superação. Reconhecendo o problema que se instaura com o desengajamento moral de docentes e com a omissão a ele frequentemente relacionada, tivemos o objetivo de analisar o que expressam, em termos de desenvolvimento moral, os tipos, a variação e a frequência dos engajamentos e desengajamentos morais de educadores em formação diante de situações de bullying envolvendo alvos típicos e provocadores. O método se definiu como exploratório e o instrumento de coleta de dados, construído e validado para esta pesquisa, conteve duas situações fictícias de bullying envolvendo um alvo típico e outro provocador. Para cada tipo de alvo foram apresentadas as oito categorias de desengajamento moral propostas por Bandura e, ao mesmo tempo, duas formas de Engajamento Moral definidas para esta tese. São participantes deste estudo 200 professores em formação do curso de Pedagogia de uma Universidade Federal. Os dados foram tratados com o auxílio do software SPSS e a análise e frequência dos engajamentos e desengajamentos realizadas utilizando o teste t-Student pareado. Para correlação entre elas foi utilizado o Teste de McNemar e na análise e validação do modelo utilizamos a Análise de Componentes Principais. Os dados indicaram maior adesão dos docentes aos mecanismos de engajamento moral por convenção social, seguido da forma de Desengajamento Moral sem a negação do valor moral. Indicaram, ainda, não haver diferença entre os mecanismos de engajamento e desengajamento moral adotados em função do tipo de alvo de bullying, embora a frequência tenha sido superior em relação ao alvo típico. Os Desengajamentos Morais mais recorrentes foram o Deslocamento de Responsabilidade e a Atribuição de Culpa. Tal forma de pensar o problema evidenciou, também, uma heteronomia moral entre docentes, que se localizaram prioritariamente nos níveis 2 e 3 do desenvolvimento moral aqui estabelecido. Nas considerações finais foram apresentados desdobramentos para formação inicial e continuada de professores, valorizando a escola e sua cultura como importantes espaços de formação para superação de valores que sustentam os Desengajamentos Morais e para conquista da autonomia moral por docentes.

The study contributed to preschool education by highlighting the attitudes and perceptions of parents and preschool teachers and practitioners concerning preschool education in general, and the teaching of thinking skills in particular. Furthermore, information with regard to developing guidelines for a preschool learning programme to assist unqualified and underqualified preschool practitioners in predominantly rural areas was generated. The literature study revealed that all areas of development, that is, cognitive, physical, social, moral and emotional are interrelated. Therefore, development in cognition is influenced by, and influences the other areas. Cognitive development in particular, is most rapid during the preschool years and should be stimulated at this stage. A qualitative study was undertaken to determine the attitudes and perceptions of preschool teachers/practitioners and parents with regard to preschool education in general, and the teaching of thinking skills to enhance cognitive development in particular. Four preschools in Region 3 of the Northern Province were observed to investigate the teaching of thinking skills and also the learning programmes used in these institutions. The findings from the literature and research studies led to the following conclusions: * Parents are uninformed concerning their role in stimulating the cognitive development of their children. * Preschool education is regarded as being very important for children. * There are no prescribed learning programmes or explicitly stated guidelines underlying preschool education. * Thinking skills are taught to a greater or lesser extent in preschools, although the intentional mediation is missing. *The training of preschool practitioners is a neglected area. In view of the conclusions, the following recommendations were made: * Underqualified and unqualified preschool practitioners should receive training. * Partnership between parents and preschool practitioners should be encouraged to ensure continuity between the home and the preschool. * Parents' support programmes should be developed to empower them as their children's most significant mediators. * Thinking skills should be infused in preschool learning programmes and activities. * Remote, rural areas should be supported by the goverment and NGOs with the provision of preschool education. * Prescribed guidelines and learning programmes should be developed to assist unqualified and underqualified practitioners in rural and disadvantaged areas in the Northern Province. / Psychology of Education / D. Ed. (Psychology of Education)

Recent literature by several eminent psychotherapists ·such as Bergin and Beutler argues that counsellors' personal values are probably the greatest influence on the success and outcome of therapy and that the counsellor tends to convert the client to the counsellor's values. This literature provided strong support for this researcher's contention of the need for similar studies in pastoral counselling. The researcher was particularly concerned about the role of pastoral counsellors' value systems and moral judgement development in counselling situations. The researcher selected the Rokeach Value Survey and the Rest Defining Issues Test as instruments to test a sample of South African pastoral counsellors in this regard. The research questions addressed were as follows. Firstly, what are the value systems of a sample of pastoral counsellors in the South African context? Secondly, what are the moral judgement development levels of the pastoral counsellors? Thirdly, what is the relationship between the rank ordering of values and pastoral counsellors' levels of moral judgement development? Fourthly, what implications could these variables have for pastoral-client pairing in pastoral counselling? The chief findings were as follows. Firstly, the pastoral counsellors were shown to have conservative value systems with a preference for introspective terminal values over social terminal values. Secondly, the pastoral counsellors had a P score of 39.6 on the Defining Issues Test. This compares favourably with Asian university students who score between 36-40 as opposed to American university students who have a mean P score of 42.6. The researcher concluded that the conservative religious ideology of the sample helped to explain the low P scores somewhat. Thirdly, the Spearman correlational coefficient indicated little correlation between the Rokeach Value Survey and the Rest Defining Issues Test. Fourthly, both instruments indicated that the conservative nature of the pastoral counsellors would no doubt make them very effective counsellors in most denominations. They would tend to counsel in support of the status quo in the church. A major recommendation of the study was the need for further pastoral counsellor education in dealing with moral values issues. / Philosophy, Practical and Systematic Theology / D.Th. (Practical theology)

Made available in DSpace on 2011-05-04T12:36:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2009 / O estudo analisou a competência de juízo moral de estudantes de teologia (n=115) de uma instituição protestante batista, sendo conduzido em duas partes, primeiro através da aplicaçãodo MJT na versão proposta por Bataglia (2003) que incluiu o Dilema do Juiz Steimberg e segundo, de um debate realizado através da técnica de Grupo Focal com estudantes (n=10) do último ano sobre o dilema da eutanásia, o dilema dos operários e sobre questões relacionadas à autonomia moral e religião a partir do ponto de vista do protestantismo. A hipótese sustentada neste estudo foi a da possível relação entre o escore C do MJT e religião.Os resultados obtidos utilizando o MJT(xt) não mostraram alterações significativas quando comparadas aos estudos realizados anteriormente na população brasileira. Observou-se apenas uma diferença nos resultados quanto ao postulado da preferência hierárquica dos estágios. Os estudantes de teologia demonstraram preferir mais os argumentos de orientação moral dos estágios 2 e 4 e menos os argumentos dos estágios 3 e 6. / The study examined moral judgment competence of theology students (n = 115) of a Protestant Baptist institution, and conducted in two parts, first through the application of the version proposed by MJT Bataglia (2003) that included the Dilemma of the Judge Steimberg and second, a discuss over Focus Group technique with students (n=10) of the last year on the dilemma of euthanasia, the dilemma of the workers and on issues related to moral autonomy and religion from the point of view of Protestantism. The hypothesis was supported in this study the possible relationship between religion and escore-C of MJT. The results obtained using the MJT (xt) showed no significant changes compared to previous studies in the Brazilian population. There was only a difference in the results on the postulate of the preference hierarchy of stages. Students of theology have preferred more guidance from the arguments of moral stages 2 and 4 and less the case of stages 3 and 6.

Este estudo pesquisou como o processo de desenvolvimento moral de um professor pode influenciar o estabelecimento e o modo como se equilibram as trocas sociais, intelectuais e afetivas no campo moral com seus alunos adolescentes. O principal referencial teórico utilizado foi a Epistemologia Genética, em especial o desenvolvimento moral na obra de Piaget e em seus estudos sociológicos. O tema norteador da pesquisa é a questão da construção da escala de valores nas relações entre professor e alunos. A metodologia adotada define-se como uma pesquisa qualitativa, realizada através do método de estudo de caso múltiplo, em uma escola da rede estadual de Porto Alegre, elegendo como sujeitos professores indicados como significativos em termos de desenvolvimento moral por seus alunos adolescentes na pesquisa anterior. A coleta de dados ocorreu através de duas entrevistas clínicas com cada um dos sujeitos. Os dados foram organizados em casos, buscando investigar características do desenvolvimento dos sujeitos, de suas escalas de valores e das relações com seus alunos. Os resultados obtidos indicam que o processo de desenvolvimento moral do professor influencia seu modo de relacionar-se com os alunos, tornando-o mais ou menos relevante em termos de desenvolvimento moral dos jovens. Esse processo de desenvolvimento inclui relações familiares, formação continuada, reflexões e relações significativas ao longo de sua vida, inclusive com seus alunos. Professores que viveram em seu desenvolvimento relações de autonomia e tiveram a oportunidade de refletir sobre elas e ter um contato mais amplo com o conhecimento tendem a ser mais descentrados e ter o desenvolvimento do aluno como um valor importante, apresentando mais indicadores de que estabelecem relações significativas em termos de desenvolvimento moral com seus alunos. A escala de valores dos professores estudados segue se desenvolvendo através da reflexão sobre sua prática, da relação com os alunos e da formação continuada. Tais dados confirmam os achados da pesquisa anterior, que demonstrou que tais fatores são necessários para que tenhamos professores significativos para o desenvolvimento moral dos adolescentes e os ampliam, possibilitando a compreensão da maneira como estes fatores interferem no modo como se estabelece esta relação. / This study investigated how the process of moral development of a teacher can influence the establishment of social, intellectual and affective exchanges with adolescent students in the moral field and how these exchanges are balanced. The main theoretical background used was Genetic Epistemology, especially the topic of moral development in Piaget's work and in his sociological studies. The guiding theme of the research is the issue of the construction of a scale of values in relationships between teacher and students. The methodology adopted was defined as a qualitative research, which was conducted at a public state school in Porto Alegre using the method of multiple case study, selecting as subjects teachers who were pointed out as significant in terms of moral development by their adolescent students in the previous research. Data were collected by means of two clinical interviews with each of the subjects and organized in cases, in order to investigate characteristics of the development of the subjects, their scales of values, and the relationships with their students. The results obtained indicate that the process of moral development of teachers influences their way of relating with students, making teachers more or less relevant in terms of moral development of the adolescents. This process of development includes family relationships, continuous qualification, reflection, and significant relationships throughout life, even with students. Teachers who experience, in their development, relationships of autonomy and who had the opportunity of reflecting about these relationships and having a broader contact with knowledge tend to be more decentered and consider student's development as an important value, showing more indicators that they establish significant relationships in terms of moral development with their students. The scale of values of the analyzed teachers is still under development through reflection on their practice, the relationship with the students, and continuous qualification. Such data confirm and the results of the previous research, which demonstrated that such factors are necessary in order to have significative teachers for the moral development of adolescents, and also expand them, enabling us to understand how these factors interfere with the way the relationship is established. / Este estudio investigó cómo el proceso de desarrollo moral de un profesor puede influenciar el establecimiento y el modo como se equilibran los intercambios sociales, intelectuales y afectivos en el campo moral con sus alumnos adolescentes. El principal referencial teórico utilizado fué la Epistemología Genética, especialmente el desarrollo moral en la obra de Piaget y en sus estudios sociológicos. El tema orientador de la investigación es la cuestión de la construcción de la escala de valores en las relaciones entre profesor y alumnos. La metodología adoptada se define como una pesquisa cualitativa, realizada a través del método de estudio de caso múltiple. Fue realizada en una escuela de la red provincial en Porto Alegre, habiéndose elegido como sujetos profesores indicados como significativos en términos de desarrollo moral por sus alumnos adolescentes en la investigación anterior. La recolección de datos se hizo a través de dos entrevistas clínicas con cada uno de los sujetos. Los datos fueron organizados en casos, buscando investigar características del desarrollo de los sujetos, de sus escalas de valores y de las relaciones con sus alumnos. Los resultados obtenidos indican que el proceso de desarrollo moral del profesor influye en su modo de relacionarse con los alumnos, lo que lo torna a ese profesor más o menos relevante en términos de desarrollo moral de los jóvenes. Ese proceso de desarrollo incluye relaciones familiares, formación continuada, reflexiones y relaciones significativas a lo largo de su vida, incluso con sus alumnos. Profesores que vivieron, en su desarrollo, relaciones de autonomía y tuvieron la oportunidad de reflexionar sobre ellas y tener un contacto más amplio con su conocimiento, tienden a ser más descentrados y tener el desarrollo del alumno como un valor importante, presentando más indicadores de que establecen relaciones significativas en términos de desarrollo moral con sus alumnos. La escala de valores de los profesores estudiados sigue desarrollándose a través de la reflexión sobre su práctica, de la relación con los alumnos y de la formación continuada. Tales datos confirman y amplían los hallazgos de la investigación anterior, que demostró que tales factores son necesarios para que tengamos profesores significativos para el desarrollo moral de los adolescentes y los amplían, posibilitando la comprensión de la manera como estos factores interfieren en el modo como se establece esta relación.

Introdução: O uso de substâncias psicoativas pode afetar o indivíduo, a família e a sociedade. Sabemos que pessoas apresentam problemas sérios relacionados ao uso ou abuso de substâncias psicoativas independente da substância, lícita ou ilícita, prescrita ou não, considerada forte ou fraca, natural ou processada. Uma vez que o desenvolvimento de um transtorno aditivo à drogas possui causas variadas e correlação complexa. Essa complexidade nos faz avaliar constantemente nossa prática em saúde a fim de apoiar os pacientes que buscam atendimento em um Serviço hospitalar. Assim, este trabalho foi elaborado a partir da demanda das pessoas que buscam tratamento, que se propõe a discutir e pensar além dos problemas causados pelo uso de SPAs, mas seus problemas éticos e morais. Problemas identificados pelo próprio sujeito no seu processo de recuperação da função social, na relação com as pessoas próximas, na administração dos riscos para si mesmo e outros, dentre outros aspectos considerados importantes para mudança do estilo de vida. Fundamentação Teórica: Para a compreensão destes problemas apontados pelo grupo dialogamos na área das ciências sociais com Anthony Giddens e Alex Honneth, na área de saúde mental e Tratamento Congnitivo Comportamental Griffith Edwards, Rangé; na área de grupoterapia Sobell e Yallon; para compreender o desenvolvimento moral e comportamental Jean Piaget, Hoffman e Émile Durkheim, a interface da bioética com Potter. Objetivo: desenvolver um jogo de cartas que exemplifique situações rotineiras que se constituem problemas éticos e conflitos morais, vivenciados pelos pacientes quanto às regras básicas de convivência social antes e durante a internação. Métodos: Foi realizado um levantamento dos Descritores da biblioteca virtual em Saúde (BVS): Card Games, Moral Development, Principle-Based Ethics, Adaptation, Psychological; Drug Users, Behavior Therapy, Game Theory, após foram feitas buscas bibliográficas nas bases Medline, Lilacs, NIDA (National Institute on Drug Abuse), ABEAD (Associação Brasileira de Estudos de Álcool e outras Drogas), PubMed, Scielo, ADDICTION e ISI. O delineamento do estudo é qualitativo realizado por meio de consulta em prontuário, entrevistas semi-estruturadas individuais, grupos focais e diário de campo. As sentenças que representam os problemas éticos e morais foram, adaptados do Jogo Sem- Censura: uma questão de princípios. Os dados coletados foram correlacionados com as Regras de Convivência anteriormente elaboradas em oficinas pelos próprios pacientes em conjunto com a equipe. O estudo do material se deu a partir de operação de codificação - recorte dos textos em unidades de registro: um tema. Os resultados brutos foram submetidos a operações estatísticas simples (percentagens) que permitem colocar em relevo as informações obtidas, sendo utilizado o sistema N-vivo. Resultados: Consideramos que houve envolvimento e adesão do grupo na elaboração das sentenças do jogo de cartas. Durante a elaboração do jogo avaliamos que o processo foi rico, lúdico e de simples aplicação para reflexão dos problemas enfrentados na convivência social além dos parâmetros morais do grupo e seus referenciais éticos. A contribuição desta intervenção foi à instituição da cultura em refletir sobre os conflitos éticos e morais identificados pelos pacientes ao longo da sua vida para além dos problemas de convivência na internação. Os problemas identificados pelo grupo foram: a difícil relação com figuras de autoridade (pai, mãe, professor...), preconceito de gênero, percepção de naturalização do crime e a baixa empatia pelas outras pessoas. / Introduction: The use of psychoactive substances can affect the individual, family and society. We know that people have serious problems related to the use or abuse of psychoactive substances regardless of the substance, legal or illegal, prescribed or not, considered strong or weak, natural or processed. Once the development of a disorder, drug additive have different causes, complex correlation. This complexity makes us constantly evaluate our practice in health care to support patients who seek care in a hospital service. This work was developed from the demand of people seeking treatment, which aims to discuss and think beyond the problems caused by the use of PAS, but its ethical and moral problems. Problems identified by the subject in the process of recovery of social function, in relation to people nearby, in managing the risks to yourself and others, among other aspects considered important to change lifestyle. Theoretical Rationale: To understand these problems identified by the group dialogued in the social sciences with Anthony Giddens and Alex Honneth, in the area of mental health and behavioral treatment Congnitivo Griffith Edwards, Rangé; in the area of group therapy and Sobell Yallon; to understand the moral and behavioral development Jean Piaget, Hoffman and Émile Durkheim, the interface of bioethics with Potter. Objective: To develop a card game that exemplifies routine situations that are ethical problems and moral conflicts experienced by patients as the basic rules of social interaction before and during hospitalization. Methods: A survey of Descriptors Virtual Health Library (VHL) was conducted: Card Games, Moral Development, Principle-Based Ethics, Adaptation, Psychological; Drug Users, Behavior Therapy, Game Theory, after literature searches were performed in Medline, Lilacs, NIDA (National Institute on Drug Abuse), ABEAD (Brazilian Association of Studies on Alcohol and other Drugs), PubMed, SciELO, ISI and ADDICTION. The study design is qualitative try been held consultations in medical records, individual field diary semi-structured interviews, and focus groups. Sentences that represent the ethical and moral problems were adapted from Game No- Censorship: a matter of principles. The collected data were correlated with the Rules of Coexistence previously developed in workshops by patients in conjunction with the team. The study material was made from the codification - clipping of text in log units: a theme. The raw results were subjected to simple statistical operations (percentages) that allow you to put in relief the information obtained, the N-vivo system being used. Results: We consider that there was involvement and membership of the group in preparing the sentences of the card game. During the development of the game evaluate the process was rich, playful and simple application to reflection of the problems in social life beyond the moral parameters of the group and its ethical frameworks. The contribution of this intervention was the establishment of the culture to reflect on the ethical and moral conflicts identified by patients throughout their lives beyond the problems of coexistence in the hospital. The problems identified by the group were: a difficult relationship with authority figures (father, mother, teacher ...), gender bias, naturalization perception of crime and low empathy for others.