Introduction: Ethical decision-making is an important component of occupational therapy practice in Canada. Research is needed to understand ethical decision-making and how to build occupational therapists’ competency to make ethical decisions. Purpose: The aim of this thesis was to study ethical decision-making in occupational therapy practice in order to contribute to epistemological development regarding ethics in occupational therapy and to support continuing competency in ethical decision-making. Method: Three studies comprise this thesis. A constructivist grounded theory study was conducted involving in-depth semi-structured interviews with 18 occupational therapists from a range of practice settings to explore the process of ethical decision-making. An interpretive description study using secondary analysis of grounded theory data was conducted to explore gaps related to continuing competency in ethical decision-making from the participants’ perspective and to generate recommendations for future directions to support continuing competency. Finally, a non-randomized, single-group, pre- and post-test study (n=33) was conducted to evaluate an on-line education module developed to support competency for clinician-educators. Findings: The grounded theory study led to development of an ethical decision-making prism capturing three processes: Considering the Fundamental Checklist, Consulting Others, and Doing What’s Right. The interpretive description study highlighted two gaps related to continuing competency in ethical decision-making: lack of knowledge and lack of supports. Education, tool development, and ethics mentorship were identified directions for development. The third evaluation study found that an on-line education module led to improvements in ethics knowledge and intent to change practice but not to actual practice change. Implications: This thesis advances a theoretical understanding of ethical decision-making in occupational therapy practice and an applied understanding of occupational therapists’ needs related to competent ethical decision-making. Findings also provide preliminary data regarding on-line ethics education to advance knowledge and skills of clinician-educators who are involved in cultivating ethical decision-making among student occupational therapists. / Thesis / Doctor of Philosophy (PhD) / “Doing what’s right”, or ethical decision-making, is an important part of being an occupational therapist in Canada. To help occupational therapists build knowledge and skills it is important to understand how they make ethical decisions in day-to-day practice. This PhD describes three studies that look at three different aspects of ethical decision-making. The first study presents a theoretical explanation of how occupational therapists decide what’s right to do. The second study uses the same data to look at supports that occupational therapists feel they need to build knowledge and skills about ethical decision-making. The third study measures the value of an on-line education course in helping occupational therapy educators teach students about ethical decision-making. Results of these studies can be used to support occupational therapists in doing what’s right. Results also highlight areas for additional study to further support ethical occupational therapy practice in Canada.

This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education. The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies. The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education. / Lärare i den svenska grundskolan har i uppdrag att utveckla elevers kunskaper om och i etik. Studien syftar därför till att undersöka hur lärare, som undervisar i skolåren 4–6, samtalar om etikundervisning i de samhällsorienterande ämnena med särskilt fokus på religionskunskap. Teorin om sociala representationer har utgjort både teoretisk utgångspunkt och analysverktyg i studien. Empirin består av fokusgruppsintervjuer med tre arbetslag med lärare som samtliga undervisar i de samhällsorienterande ämnena. Analysen visar att det i lärarnas samtal framträder fyra sociala representationer av etikundervisning; etikundervisning som fostran i socialt samspel, etikundervisning som demokratifostran, etikundervisning som värde- och dygdetisk fostran och etikundervisning som utveckling av etiskt tänkande. Dessa sociala representationer består av lärares didaktiska idéer om undervisningens syfte, metoder och strategier, innehåll samt svårigheter. Analysen visar vidare att det i lärarnas samtal framträder tre sociala representationer av hur etikundervisning relaterar till de samhällsorienterande ämnena och skolans övergripande uppdrag. Dessa är; etikundervisning har en naturlig plats i religionskunskap, etikundervisning är en viktig del i alla samhällsorienterande ämnen och etikundervisning pågår dagligen i den praktiska verksamheten. Det tycks som om etik är ständigt aktuellt men sällan är det primära undervisningsinnehållet. I samtalen framträder också de kommunikativa resurser som lärarna använder för att skapa en gemensam förståelse av etikundervisning. Exempel på kommunikativa resurser som används i samtalen är; läroplan, nationella prov, läromedel, forskning och kunskap från utbildning. / Helena Anderström har sedan 2002 arbetat inom grundskolan med undervisning i de samhällsorienterande ämnena. Hon är nu verksam vid lärarutbildningen i Jönköping. Lärares samtal om etik - Sociala representationer av etikundervisning på mellanstadiet inom ramen för samhällsorienterande ämnen är hennes licentiatuppsats. Lärares samtal om etik – Sociala representationer av etikundervisning på mellanstadiet inom ramen för samhällsorienterande ämnen Lärare i den svenska grundskolan har i uppdrag att utveckla elevers kunskaper om, av och i etik. Studien syftar därför till att undersöka hur lärare, som undervisar i skolåren 4–6, samtalar om etikundervisning i de samhällsorienterande ämnena med särskilt fokus på religionskunskap. Teorin om sociala representationer har utgjort både teoretisk utgångspunkt och analysverktyg i studien. Empirin består av fokusgruppsintervjuer med tre arbetslag med lärare som samtliga undervisar i de samhällsorienterande ämnena. Analysen visar att det i lärarnas samtal framträder fyra sociala representationer av etikundervisning; etikundervisning som fostran i socialt samspel, etikundervisning som demokratifostran, etikundervisning som värde- och dygdetisk fostran och etikundervisning som utveckling av etiskt tänkande. Dessa sociala representationer består av lärares didaktiska idéer om undervisningens syfte, metoder och strategier, innehåll samt svårigheter. Analysen visar vidare att det i lärarnas samtal framträder tre sociala representationer av hur etikundervisning relaterar till de samhällsorienterande ämnena och skolans övergripande uppdrag. Dessa är; etikundervisning har en naturlig plats i religionskunskap, etikundervisning är en viktig del i alla de samhällsorienterande ämnena och etikundervisning pågår dagligen i den praktiska verksamheten. Det tycks som om etik är ständigt aktuellt men sällan är det primära undervisningsinnehållet. I samtalen framträder också de kommunikativa resurser som lärarna använder för att skapa en gemensam förståelse av etikundervisning. Exempel på kommunikativa resurser som används i samtalen är; läroplan, nationella prov, läromedel, forskning och kunskap från utbildning.

An examination of leadership and ethics literature demonstrates that, given the theoretical and practical links between the two subjects, they should also be linked within the context of adult post-secondary education. However, very little documented information exists with regard to the ways in which such integration of subject areas is achieved, and there is scant documentation indicating the kinds of pedagogical approaches that are employed for such a purpose. This study examined how the subject areas of leadership and ethics are conceptualized and integrated within the context of undergraduate credit courses at the University of Saskatchewan. The methods used to collect original data for this study were content analysis and qualitative interviews. The data collected in this study demonstrated that the integration of leadership and ethics subject areas is occurring, both implicitly and explicitly, in a variety of undergraduate courses offered through professional colleges at the University of Saskatchewan. The subjects of leadership and ethics are conceptualized in many different ways by course instructors; however, instructors perceive links between the two subject areas and expect their students to demonstrate an understanding of those links. The findings of this study will serve as a program planning resource for instructors who practice, or who wish to practice, the integration of leadership and ethics subject areas in their post-secondary classroom settings. In addition, the researcher concluded with some broad-based recommendations for further study, and suggestions regarding approaches to integration of leadership and ethics education at the University of Saskatchewan.

An examination of leadership and ethics literature demonstrates that, given the theoretical and practical links between the two subjects, they should also be linked within the context of adult post-secondary education. However, very little documented information exists with regard to the ways in which such integration of subject areas is achieved, and there is scant documentation indicating the kinds of pedagogical approaches that are employed for such a purpose. This study examined how the subject areas of leadership and ethics are conceptualized and integrated within the context of undergraduate credit courses at the University of Saskatchewan. The methods used to collect original data for this study were content analysis and qualitative interviews. The data collected in this study demonstrated that the integration of leadership and ethics subject areas is occurring, both implicitly and explicitly, in a variety of undergraduate courses offered through professional colleges at the University of Saskatchewan. The subjects of leadership and ethics are conceptualized in many different ways by course instructors; however, instructors perceive links between the two subject areas and expect their students to demonstrate an understanding of those links. The findings of this study will serve as a program planning resource for instructors who practice, or who wish to practice, the integration of leadership and ethics subject areas in their post-secondary classroom settings. In addition, the researcher concluded with some broad-based recommendations for further study, and suggestions regarding approaches to integration of leadership and ethics education at the University of Saskatchewan.

This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.

The thesis focuses on the draft project for the middle school age children. The theoretical part characterizes the children of the middle school age. Further, it describes moral thinking and the perception of values from the perspective of history. The next chapters are dedicated to the education towards values and environmental ethics. The practical part includes the didactical draft project. The draft contains activities, which help to develop ecological thinking together with the associated value system of an individual. The main idea of the whole project is the identification of the individual with nature as with himself. There are also used non-directive methods of moral education that help the individuals to realize the responsibility for their behavior on the Earth.

This work deals with education for virtues in Ancient Greece and Rome and is looking for common elements that can be traced in current educational practice as a reference to this education. It focuses on several important philosophers: Socrates, Plato, Aristotle, Cicero, Seneca and Quintilianus. It examines the virtues which were considered to be the most important, how one can reach them and if they can be learned. The final chapter describes how the antique education for virtue influenced the contemporary Czech education, particularly in the General educational programme for basic education and General educational programme for high schools.

Submitted by Cassia Nakano Hirai (cassianakano@gmail.com) on 2018-06-06T13:01:49Z No. of bitstreams: 1 CASSIA MIHO NAKANO HIRAI_Trabalho Aplicado-Caso Eucaliptus_versao depositada.pdf: 314836 bytes, checksum: 64026b8fda4df10769c7b5cd95f2acbf (MD5) / Approved for entry into archive by Simone de Andrade Lopes Pires (simone.lopes@fgv.br) on 2018-06-08T16:28:59Z (GMT) No. of bitstreams: 1 CASSIA MIHO NAKANO HIRAI_Trabalho Aplicado-Caso Eucaliptus_versao depositada.pdf: 314836 bytes, checksum: 64026b8fda4df10769c7b5cd95f2acbf (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-06-08T17:16:13Z (GMT) No. of bitstreams: 1 CASSIA MIHO NAKANO HIRAI_Trabalho Aplicado-Caso Eucaliptus_versao depositada.pdf: 314836 bytes, checksum: 64026b8fda4df10769c7b5cd95f2acbf (MD5) / Made available in DSpace on 2018-06-08T17:16:13Z (GMT). No. of bitstreams: 1 CASSIA MIHO NAKANO HIRAI_Trabalho Aplicado-Caso Eucaliptus_versao depositada.pdf: 314836 bytes, checksum: 64026b8fda4df10769c7b5cd95f2acbf (MD5) Previous issue date: 2018-06 / A falta de ética nos negócios é um problema global que afeta a confiança nas instituições, distorce investimentos econômicos e priva o crescimento e o desenvolvimento sustentáveis. Governos têm aprimorado políticas de combate à corrupção por meio de legislações específicas e de sistemas de controle mais rigorosos, enquanto empresas investem cada vez mais em programas de compliance e no alinhamento a diretrizes e padrões internacionais, que em um cenário global de negócios representam importantes diferenciais de competitividade. Nesse contexto, a preparação de novos profissionais deve proporcionar oportunidades de análises críticas às configurações normativas, institucionais e organizacionais das iniciativas de prevenção e combate à corrupção e às demais práticas antiéticas, superando o mero conhecimento de normas e a reprodução de modelos. Deve, também, estimular a prática reflexiva crítica sobre as premissas e as consequências das condutas empresariais como meio de promoção da gestão ética e responsável. Este trabalho aplicado, apresentado na forma de um caso de ensino, aborda a problemática da ética nos negócios de forma contextualizada a uma dinâmica empresarial. O roteiro para discussão proposto nas notas de ensino conduz estudantes à identificação de causas e circunstâncias que favorecem ou inibem práticas antiéticas. Em seguida, estimula reflexões sobre as diferentes naturezas desses fatores para, ao final, propor a avaliação dos instrumentos de compliance comumente praticados, bem como a ideação de novos mecanismos, estimulando a elaboração de soluções criativas para problemas concretos. / Lack of business ethics is a global problem that impacts confidence in institutions, distorts allocation of resources and impairs sustainable growth and development. Governments have improved anti-corruption policies by enacting specific legislation and by imposing stricter control mechanisms, while companies have increasingly invested in sophisticated anti-corruption compliance programs in order to meet international standards. In a global business environment, robust compliance programs represent an important competitive advantage. In this scenario, management education should not be limited to training practitioners to follow existing rules; instead, it should prepare them to critically analyze the current regulatory, institutional and organizational setup of anti-corruption initiatives. Also, encouraging managers and leaders to think critically about the motivations and consequences of their actions can foster more ethical corporate practices. This case study offers a set of descriptive ethical conflicts in a corporate setting as a basis for discussion and analysis. The proposed teaching plan suggests that students identify causes and circumstances that favor or inhibit anti-ethical behavior and stimulates discussions about the different natures of these factors. Finally, it proposes that students evaluate commonly practiced compliance instruments and consider new mechanisms, stimulating creative solutions to concrete problems.

The thesis deals with moral (ethical) education in Czech schools. It tries to extend the current complementary discipline of ethical education by the Konstanz Method of Dilemma- Discussion (hereinafter KMDD) whose objective is to develop moral competence. For this purpose, it follows the tradition of moral education in Czech schools and pays attention to the diversity of the concept of moral education. It introduces the main psychological backgrounds of moral education and also the theories that focus on the "measurement" of morality. The thesis analyses the contemporary Czech concept of ethical education, maps the situation of moral education with respect to our neighbours, and then presents the Konstanz Method of Dilemma-Discussion. Part of the dissertation is its research section in which Czech pupils were subjected to a KMDD examination through research. Keywords: moral education, ethics education, method, concept, tradition, measurement of morality, Konstanz Method of Dilemma Discussion

The thesis deals with moral (ethical) education in Czech schools. It tries to extend the current complementary discipline of ethical education by the Konstanz Method of Dilemma- Discussion (hereinafter KMDD) whose objective is to develop moral competence. For this purpose, it follows the tradition of moral education in Czech schools and pays attention to the diversity of the concept of moral education. It introduces the main psychological backgrounds of moral education and also the theories that focus on the "measurement" of morality. The thesis analyses the contemporary Czech concept of ethical education, maps the situation of moral education with respect to our neighbours, and then presents the Konstanz Method of Dilemma-Discussion. Part of the dissertation is its research section in which Czech pupils were subjected to a KMDD examination through research. Keywords: moral education, ethics education, method, concept, tradition, measurement of morality, Konstanz Method of Dilemma Discussion