The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

The following study examines the conflicting discourses between the swedish school system andthe Christian denomination of Jehovah’s witnesses on the swedish upper secondary schoolcurriculum and its subject content. The purpose has been to identify if the discourses present avalue conflict with school interests and discuss both how these are different and why they constitutea conflict. This has been achieved by examining the religious body’s recent publications on thesubject through a discourse analysis method.The study shows that there are several themes in the swedish upper secondary schoolcurriculum and subject content in which Jehovah’s witnesses have discourses conflicting with theschool’s own, possibly constituting practical issues in the day to day education of students. Themain conflicts lies within the areas of social integration of students, the non-denominationalcharacter of the school system, sex education, the stance of religious pluralism taken in the subjectof religious studies, historical method and the subject content of natural science primarilyconcerning evolutionary biology. The study also concludes that there is a wide gap and lack ofinformation surrounding these conflicts and how teachers and other school staff should approach oravoid them. This ultimately derives from a lack of research around the subject and deficientguidelines from the Swedish National Agency for Education surrounding not only how to approachstudents that are Jehovah’s witnesses but religious discourses surrounding the curriculum andschool subjects in general.

Cette recherche a pour objectif de mieux explorer la problématique de l’intégration sociale et scolaire des jeunes immigrants, en nous penchant spécifiquement sur le vécu d'adolescents iraniens récemment arrivés au Québec. Nous tentons, entre autres, d’identifier les conflits de valeurs entre les parents et les adolescents d’une part, et de cerner les stratégies identitaires de ces adolescents face à ces conflits, d’autre part. Enfin, elle essaie de comprendre la perception des parents de ces adolescents envers ces enjeux. Dans cette étude, l’intégration sociale est principalement abordée sous l’angle des stratégies d’acculturation par le biais d’entrevues qualitatives auprès de quatorze jeunes de 13 à 18 ans ainsi que leurs parents (neuf). L’analyse des données démontre que ces jeunes ont un discours positif sur leur intégration scolaire et sociale. Le vécu familial et leurs choix de vie sont influencés essentiellement par leur milieu familial. L’influence de leurs amis – en général d’origine diversifiée – se limite à l’utilisation de leur temps libre. Ils croient aux valeurs traditionnelles iraniennes, tout en essayant d’être indépendants, libres et d’adopter un style de vie influencé par la société d’accueil qui peut conduire à des conflits potentiels avec leurs parents. Lorsque cela est le cas, les principales stratégies identitaires de ces jeunes sont celles de la cohérence complexe ou de la cohérence par modération des conflits de codes de vie. Par ailleurs, nous avons noté que le développement chez ces jeunes d’un sentiment d’appartenance à leur pays d’accueil repose principalement sur leur scolarisation. En résumé, nous pouvons constater que les jeunes d'origine iranienne, récemment arrivés au Québec, s’adaptent relativement facilement à leur nouvel environnement de vie tout en conservant leur attachement à leur culture d’origine. Ceci nous permet de conclure que leur processus d’intégration correspond peu à l’aliénation des jeunes musulmans maintes fois décrite dans la littérature internationale et nationale. Mots-clés : Intégration sociale et scolaire, conflits de valeurs, stratégies identitaires, adolescents, immigrants iraniens. / This exploratory research aims to study academic and social integration of teenagers of Iranian origin recently arrived in Québec. It attempts to identify conflicts of values between parents and these teenagers and to discover identity strategies of these teenagers vis-a-vis these conflicts. It also tries to identify the strategies used by these teenagers to attain social and academic integration in school. Moreover, we try to understand the perception of the parents of these teenagers towards these issues. In this study, social integration is mainly approached with respect to strategies of acculturation by conducting qualitative interviews with fourteen adolescents ages 13-18 and their parents (nine). The analysis of gathered data shows that these young people adapt easily to their new environment while preserving their attachment to their culture of origin. Their life choices are influenced essentially by their family environment. The influence of their friends, generally from diverse origins, mainly affects their leisure and use of free time activities. They believe in the Iranian traditional values while trying to be independent and free with a modern lifestyle, which can lead to potential conflicts with their parents. The preferred identity strategies of these teenagers are primarily those of complex coherence or coherence by moderation of the conflicts of codes. These young people have a positive opinion about their studies and do not seem to feel any conflict in their academic environment. In short, we can state that Iranian youth, recently arrived in Quebec, adapts relatively easily to their new living environment while conserving their attachment to their culture of origin. This enables us to conclude that their process of integration has little similarities with the alienation of Moslem youth often mentioned and described in the international and national literature. Keywords: Social and academic integrations, value conflict, identity strategies, adolescents, Iranian immigrants.

The study is concerned with the process of socialisation of teachers in the teaching profession. Drawing on socialisation theory the study sees the process of secondary socialisation in teacher preparation as building skills and enabling personal development. It was predicted that in the transition from the training institution to the first years of teaching, the degree of job satisfaction and commitment to teaching would be related to the degree of conflict experienced and that job satisfaction and commitment would be less for beginning teachers compared with that anticipated by trainees. Conflict was seen as appropriately measured by the difference between personal professional attitudes and occupational values one the one hand and the professional attitudes and occupational values perceived to be held by senior teachers on the other. Seventy-three final year trainee teachers at the Canberra College of Advanced Education and 47 beginning teachers in their first two years of teaching in Canberra primary and secondary schools, were selected as the sample. Previously validated instruments were used in a questionnaire. The findings clearly showed the existence of conflict between personal professional attitudes and occupational values and the perceived professional attitudes and occupational values of senior teachers. The difference in conflict between trainees and beginning teachers was small and tended to decrease. However, there was a marked increase in variance of conflict scores for women conpared to men. For women also, conflict was highly related to job satisfaction. Thc findings suggested that men tend to be more homogeneous in their adaptation to teaching and are more inclined to be satisfied and committed despite holding professional attitudes and occupational values which conflict with those of senior teachers. The study discusses some of the imlications of the findings for the training institution and the importance, particularly for women teachers, of coping with conflict in the teaching situation.

Cette recherche a pour objectif de mieux explorer la problématique de l’intégration sociale et scolaire des jeunes immigrants, en nous penchant spécifiquement sur le vécu d'adolescents iraniens récemment arrivés au Québec. Nous tentons, entre autres, d’identifier les conflits de valeurs entre les parents et les adolescents d’une part, et de cerner les stratégies identitaires de ces adolescents face à ces conflits, d’autre part. Enfin, elle essaie de comprendre la perception des parents de ces adolescents envers ces enjeux. Dans cette étude, l’intégration sociale est principalement abordée sous l’angle des stratégies d’acculturation par le biais d’entrevues qualitatives auprès de quatorze jeunes de 13 à 18 ans ainsi que leurs parents (neuf). L’analyse des données démontre que ces jeunes ont un discours positif sur leur intégration scolaire et sociale. Le vécu familial et leurs choix de vie sont influencés essentiellement par leur milieu familial. L’influence de leurs amis – en général d’origine diversifiée – se limite à l’utilisation de leur temps libre. Ils croient aux valeurs traditionnelles iraniennes, tout en essayant d’être indépendants, libres et d’adopter un style de vie influencé par la société d’accueil qui peut conduire à des conflits potentiels avec leurs parents. Lorsque cela est le cas, les principales stratégies identitaires de ces jeunes sont celles de la cohérence complexe ou de la cohérence par modération des conflits de codes de vie. Par ailleurs, nous avons noté que le développement chez ces jeunes d’un sentiment d’appartenance à leur pays d’accueil repose principalement sur leur scolarisation. En résumé, nous pouvons constater que les jeunes d'origine iranienne, récemment arrivés au Québec, s’adaptent relativement facilement à leur nouvel environnement de vie tout en conservant leur attachement à leur culture d’origine. Ceci nous permet de conclure que leur processus d’intégration correspond peu à l’aliénation des jeunes musulmans maintes fois décrite dans la littérature internationale et nationale. Mots-clés : Intégration sociale et scolaire, conflits de valeurs, stratégies identitaires, adolescents, immigrants iraniens. / This exploratory research aims to study academic and social integration of teenagers of Iranian origin recently arrived in Québec. It attempts to identify conflicts of values between parents and these teenagers and to discover identity strategies of these teenagers vis-a-vis these conflicts. It also tries to identify the strategies used by these teenagers to attain social and academic integration in school. Moreover, we try to understand the perception of the parents of these teenagers towards these issues. In this study, social integration is mainly approached with respect to strategies of acculturation by conducting qualitative interviews with fourteen adolescents ages 13-18 and their parents (nine). The analysis of gathered data shows that these young people adapt easily to their new environment while preserving their attachment to their culture of origin. Their life choices are influenced essentially by their family environment. The influence of their friends, generally from diverse origins, mainly affects their leisure and use of free time activities. They believe in the Iranian traditional values while trying to be independent and free with a modern lifestyle, which can lead to potential conflicts with their parents. The preferred identity strategies of these teenagers are primarily those of complex coherence or coherence by moderation of the conflicts of codes. These young people have a positive opinion about their studies and do not seem to feel any conflict in their academic environment. In short, we can state that Iranian youth, recently arrived in Quebec, adapts relatively easily to their new living environment while conserving their attachment to their culture of origin. This enables us to conclude that their process of integration has little similarities with the alienation of Moslem youth often mentioned and described in the international and national literature. Keywords: Social and academic integrations, value conflict, identity strategies, adolescents, Iranian immigrants.

Abstract The purpose of this study was to describe the values of the staff of one psychiatric hospital, the aspects of care appreciated by the patients and the current status of psychiatric care. The staff (n = 125) data were collected with the Schwartz value survey and an instrument measuring the status of organisational activity. The patient (n = 47) data were collected with the instrument measuring the status of organizational activity. The results were presented as frequencies, percentages and means. Multivariate correlations were examined based on cross-tabulation, Chi square test, Student's t-test and one-way analysis of variance. The responses to open-ended questions were analysed with data-based content analysis. Cronbach's alpha coefficient was used to evaluate the reliability of the measuring instruments. The values most highly appreciated by the staff were honesty, respect for one's parents' work, family safety, health, sense of responsibility, subjective pleasure and life experience. The following values were appreciated least: self-sacrificial work for the employer, religion, exciting life and material wealth. The most important motivation type values were hedonism, security and universalism, while desire for variation, traditions and power were considered the least important. The staff values were distinctively collective and communal. The following values were related to patient care: respect for the human value of individuals, humane treatment, reliability and safety of the therapeutic environment. The status assessments concerning care, leadership and atmosphere fell between satisfactory and good. The specific strengths of the working units were professional expertise, competence, experience, co-operation and commitment to work. Privacy on the ward and spiritual care were accomplished least well. Despite their illness, patients highly appreciated the human value of individuals. The expectations applied by patients to this value were related to truth, humanity, respect for human beings, privacy and freedom. The patients appreciated a safe therapeutic environment and humanely respectful treatment. Of the different therapeutic modalities, the patients appreciated medication, crisis interventions, primary nurses and basic care. Two third of the patients felt that their rights had been respected. Involuntary care, experiences of submission, environmentally evoked fears and lack of private space were felt to be difficult matters. The values of the staff and the patients were roughly parallel, with the exception of the value of health, which was not underlined by the patients. It thus seems that psychic illness does not fundamentally alter the person's values. The qualitative part of the study highlighted the contradictions between the ideals and practical realities of patient care. Conflicts in the working community were due to inappropriate use of power, differences in work motivation, aspects of patient care and treatment as well as structural problems in the working and therapeutic environment. Despite occasional value conflicts, the care of patients was considered to be mostly good, safe, humane and just. Due to its stable and uniform value basis, therefore, the working and therapeutic community seems to tolerate occasional ethical and value conflicts. / Tiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata erään psykiatrisen sairaalan henkilökunnan arvoja, potilaiden hoidossaan arvostamia asioita ja psykiatrisen hoidon nykytilaa. Henkilökunnan (n = 125) aineisto kerättiin Schwartzin arvomittarilla ja organisaation toiminnan tilan mittarilla. Potilaiden (n = 47) aineisto kerättiin organisaation toiminnan tilan mittarilla. Tulokset esitettiin frekvenssi-, prosentti- ja keskiarvolukuina. Muuttujien välisiä yhteyksiä tarkasteltiin ristiintaulukoinnin, Khiin neliötestin, Studentin t-testin ja yksisuuntaisen varianssianalyysin avulla. Avokysymykset analysoitiin aineistolähtöisellä sisällön analyysillä. Mittareiden luotettavuutta arvioitiin Cronbachin alfa-kertoimella. Henkilökunnalle tärkeimmät yksittäiset arvot olivat rehellisyys, omien vanhempien työn kunnioittaminen, perheen turvallisuus, terveys, vastuuntunto, mielihyvä ja elämänkokemus. Vähiten tärkeitä arvoja olivat uhrautuva työ työnantajan hyödyksi, uskonnollisuus, jännittävä elämä ja varakkuus. Tärkeimmiksi motivaatiotyyppiarvoiksi erottuivat hedonismi, turvallisuus ja universalismi ja vähiten tärkeinä pidettiin vaihtelunhalua, perinteitä ja valtaa. Henkilökunnan arvoina korostuivat kollektiiviset, yhteisölliset arvot. Potilaan hoitoon liittyviä tärkeitä arvoja olivat ihmisarvon kunnioittaminen, inhimillinen kohtelu, luotettavuus ja hoitoympäristön turvallisuus. Hoitamisen, johtamisen ja ilmapiirin toiminnan tila sijoittui tyydyttävän ja hyvän välille. Työyksiköiden vahvuuksina korostuivat ammattitaito, osaaminen, kokemus, yhteistyö ja sitoutuminen työhön. Yksityisyys osastolla ja hengellinen hoito toteutuivat kaikkein huonoimmin. Ihmisarvo sairaudesta huolimatta oli potilaille tärkeä arvo. Ihmisarvoon potilailla liittyi odotusarvoja, jotka olivat totuus, inhimillisyys, ihmisenä kunnioittaminen, yksityisyys ja vapaus. Potilaat arvostivat turvallista hoitoympäristöä sekä ihmisarvoa kunnioittavaa kohtelua. Hoitomuodoista arvostettiin lääkehoitoa, kriisiapua, omahoitajuutta ja perushoitoa. Potilaista kaksi kolmasosaa koki omien oikeuksiensa toteutuvan hyvin. Pakottaminen hoitoon, alistetuksi tulemisen kokemus, ympäristöstä johtuvat pelot ja yksityisen tilan puute koettiin vaikeina asioina. Henkilökunnan ja potilaiden arvoissa ja arvostuksissa oli havaittavissa samankaltaisuutta lukuun ottamatta terveyden arvoa, jota potilaat eivät tuoneet esille. Psyykkinen sairaus ei siten näyttäisi muuttavan oleellisesti ihmisen arvomaailmaa. Tutkimuksen laadullinen osa toi esille ristiriitaisuutta hoitamisen ihanteiden ja käytännön todellisuuden välillä. Työyhteisössä ristiriitoja aiheuttivat väärä vallankäyttö, työmotivaation epätasaisuus, potilaan hoitoon ja kohteluun liittyvät seikat sekä työ- ja hoitoympäristön rakenteiden ongelmat. Ajoittaisista arvoristiriidoista huolimatta hoidon todettiin olevan pääosin hyvää, turvallista, inhimillistä ja oikeudenmukaista. Vakaan ja yhtenäisen arvoperustan johdosta työ- ja hoitoyhteisö näyttäisi siten kestävän toiminnassa ilmenevät ajoittaiset eettiset ristiriidat ja arvokonfliktit.

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過去多重代理人系統相關研究中，皆假設任務是預先知道而且確定的，這使得它們無法即時滿足使用者需求，因而在實務上受到限制。因此本研究期望能將多重代理人系統的工作向前延伸，引入人類社會中的價值觀，進而模擬出人類解決問題的思考模式，將能夠放寬任務給定的限制，幫助傳統多重代理人系統提昇彈性、適用於更為動態複雜的環境，即時地滿足使用者需求。任務發掘意指幫助多重代理人系統找出合適任務的過程，將任務發掘應用於多重代理人系統，最主要的挑戰在於－「什麼任務才能滿足需求」；換句話說，「找出需求」。價值(value)正是引起社會交換(social exchange)的元素，價值觀則是人類對於該價值之看法。重視該價值觀為希望於交換過程中獲得該價值，不重視該價值觀為願意於交換過程中犠牲該價值，然而重視有程度之分，即希望獲得/願意犠牲之優先順序。衝突即為依據該優先順序以重視之價值換取不重視之價值的交換行為；最低衝突則為以最不重視之價值換取最重視之價值的交換行為。若能以最低衝突進行交換即最能符合使用者價值觀；最符合使用者價值觀之決策則能滿足使用者之需求。透過本研究所發展之衝突解析演算法，將能夠找出與使用者價值觀最低衝突之代理人團隊，以使用者價值觀點出發，發掘出情境化任務，有效地滿足使用者需求。 / Most existing multi-agent systems (MAS) presume that the tasks to be resolved are given. However, this assumption sometimes renders the systems unrealistic. A sound mission discovery mechanism would exempt this assumption and offer flexibility and adaptation in resolving the user’s problem in dynamic complexity environments. The major challenge of mission discovery in MAS, in general, rests on how to associate missions to the user’s needs (i.e., the identification of the user’s needs). “Value” is anything that can give rise to exchange. For instance, if someone can help his friend no matter what the price he would pay for, then it means that the moral value surpasses the economics value for the case. Based on the theory of social exchange, this paper devises a Conflict Resolution Algorithm that aims to allocate an agent team of the members with the least value conflict so as to discover the contextualized missions that could fulfill the user’s needs.