Facilitation Technique Category: Moral Development

Activity Title: Moral Dilemma Activity: Reasoning, thoughts and ideas

Source: Moral Reasoning . (n.d.). Retrieved from http://www.edsresources.com/kohlbergactivity.htm
Equipment: Papers with the four moral dilemmas
Activity description: Moral dilemma is basically the ethics for judging right or
wrong that involves a conflict. In order to have an unaffected moral dilemma it
must also be accurate that neither of the conflicting requests is overridden. The
purpose of this activity is to help/teach participants to reason morally. First,
instructor will explain the activity step by step and will perform physical
demonstration of tasks. Second, participants will be divided in groups of three or
four. Third, participants will read each of the four moral dilemmas per group. Fourth,
after reading the assigned moral dilemmas the participants will perform a group
agreement regarding the three best solutions to each. Fifth, participants will
organize/rank in order their three selections. Sixth, participants/instructor will
engage in a questionnaire (.e.g. Are there gender dissimilarities in attitudes
regarding the appropriate solutions or their order? Seventh, participants will select a
spokesperson to provide their choices, also describing the reasoning their group
used to develop them, and define any gender modifications they experienced.
Eight, instructor will reviewed all content and will provide feedback about
participants point of view and inquiries.
Leadership considerations: CTRS will be the instructor in this activity. Also,
staff/volunteers/recreational therapist students could be part of the team in order to
carry out this activity. The staff to participants ratio should be 1:1 or (1:3, 1:4 group
sizes) depending on participants level of assistance. Instructions/education include
energy conservation techniques and breathing excs in order to promote relaxation
to facilitate better understanding and concentration, postural awareness during
sitting position. Some considerations should be applied to the setting such as calm
environment, enough space between each group to prevent distractions, etc.
Adaptations: Participants with Fragile X Syndrome: Fragile X syndrome is a
genetic disorder that is characterized by a range of developmental difficulties such
as learning disabilities and cognitive deficiency. Generally, males are more severely
involved by this condition than females. These individuals usually have late
development of speech (including verbal communication) by early as age 2. Most
males with fragile X syndrome have minimum to moderate intellectual disability
(ID), while about less percentage of women affected 1/3 have ID (Generic Home
References). Since this population has difficulties with concentration, focusing, and
impulsivity a good adaptation will be placing then in a group separated from the
door or window to prevent distractions, also provide simple task (.e.g. basic moral

dilemmas) in order to facilitate understanding of content. Provide objects/pictures to

use in order to express ideas in case speech is affected, etc.
Adaptations: Participants with Epilepsy: According to National Institute of
Neurological Disorders and Stroke, epilepsy is a brain disorder that causes
individuals to have periodic seizures. The seizures passages occur when masses of
nerve chambers, or neurons, in the brain conduct out the incorrect signals.
Individuals may have abnormal sensations and feelings or behave bizarrely. They
may have intense muscle spasms or lose awareness. Good adaptations for people
with seizure could be providing an open area (removed table/chair or any other
objects) around them while conducting the activity to prevent injury in case an
epileptic episode could occur. Facilitate low seats and provide space between them
and the others participants in the same table for safety. Since them in some cases
present learning disabilities a good method of adaptation could be provide the
moral development with situations less complex and easy to reflect. Implementing
verbal cues from therapist to facilitate reasoning and understanding will help them
to elaborate conclusions, etc (Elliot, Mulligan, Geist, 2010).

Adaptations References
(n.d.). Retrieved from https://www.uvu.edu/ethics/seac/Mower%20-%20Teaching
%20Sympathetic%20Moral%20Reasoning.pdf
About Kids Health. (n.d.). Retrieved from
http://www.aboutkidshealth.ca/En/ResourceCentres/Epilepsy/AtHomeandAtSc
hool/EpilepsyandQualityofLife/Pages/Epilepsy-and-Behaviour.aspx
Medline Plus. (n.d.). Retrieved from https://medlineplus.gov/epilepsy.html
Moral Reasoning . (n.d.). Retrieved from http://www.edsresources.com/kohlbergactivity.htm
National Library of Medicine . (n.d.). Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3664507/

Facilitation Technique Category: Values Clarification

Activity Title: Four corners: Personal attitudes, values, and accepting opinions
different from their own.
Source: Good Therapy. (n.d.). Retrieved from http://www.goodtherapy.org/learnabout-therapy/issues/values-clarification
Equipment: Newsprint and markers.
Activity description: Values clarification can often benefit an individual improve
awareness of any ethics/principles that may have a bearing on routine decisions
and engagements. This treatment can provide a chance for the individual to reflect
on personal proper dilemmas and allow for values to be understood and clarified.
Four corners activity will provide: personal attitudes, values, and accepting opinions
different from their own. The purpose of this activity is to encourage participants to
clarify and discover their personal approaches and values and to develop relaxed
listening to and understanding thoughts dissimilar from their own. First, instructor
will explain the activity step by step and will perform physical demonstration of
tasks. Second, instructor will create three signs. First will state AGREE; the second
will state UNSURE; and the third will state DISAGREE. Then they will be placed in
separate areas of the room including (walls, corners, etc). Third, instructor will
explain to the participants that in this activity they will be requested to express their
emotions about specific values. Fourth, show the proper place where signs were
postedAGREE, DISAGREE, and UNSURE. Fifth, proceed to explain to participants
that you are going to speak about numerous value statements. As the instructor
read each statement, participants will think very prudently about how they feel
about it. Sixth, participants will then move to the segment of the area where the
sign agrees with how participants react about that particular value announcement.
Seventh, instructor will ask for volunteers to define how they react about each
announcement, since one detail of a value is that an individual can verbalize to
others what they think/feel. Instructor will emphasize that there are no correct or
incorrect answers, only thoughts. Also, instructor will comment that participants can
permit the next person to go in case they would not stand on a particular value
announcement, but emphasize that passing is not the equivalent as selecting
unsure. Eight, at the end the instructor will let participants know that they can
modify their stand on any specific value at any stage (.e.g. some participants might
believe that they differ from certain values but change their minds if somebody else

creates a respectable case for approving that value statement). Ninth, continue
having participant return to seats and finishing the activity with some discussion
questions: What did you learn about your own feelings? What do you think about
other participants point of views? Was it hard to express discrepancy with another
person's values? Tenth, finish session by allowing participants to ask
questions/concerns.
Leadership considerations: CTRS will be the instructor in this activity. Also,
staff/volunteers/recreational therapist students could be part of the team in order to
carry out this activity. The staff to participants ratio should be 1:1, 1:4, 1:3, 1:4
depending on participants level of assistance. Instructions/education includes
safety awareness during ambulating on room. Special rules include: time duration of
activity 40 minutes.
Adaptations: Participants with Huntingtons disease (HD): According to
Huntingtons disease Society of America, this fatal genetic illness that origin the
advanced breakdown of nerve cells in the brain. It declines an individuals physical
and mental skills during their middle or young years (depending the particular case)
and has no cure. This disorder is identified as the quintessential family disease
because it is has the probability of acquiring the condition (50/50 chances). Since
this population presents problems with forgetfulness and impaired judgment it will
be good idea to provide visual assistance instead of listening regarding all value
statements because it is easy to recall memories. Also, an adaptation for slurred
speech will be providing pencils/papers for then to write down the answers or
instead of verbalizing, etc. Providing a W/C or any others assist device such as
walkers, crutches in order to facilitate ambulation due to gait instability.
Adaptations: Participants with Prader-Willi Syndrome: According to Generics
Home Reference: Prader-Willi condition is a multifaceted genetic disorder that
affects more than one area of the body. In early stages, this condition is categorized
by weak muscle tone (hypotonia), feeding complications, lowly growth, and delayed
improvement. Since these individuals tends to be tire easily some good adaptations
could be having this activity early in the morning, poor auditory processing is
another symptom that could be facilitated by visual cues, etc. Others adaptation
could be positive-behavior reward system in case their behavior is not the most
appropriated (Special Education Support Services).

Adaptations References
Advocates for Yought. (n.d.). Retrieved from
http://www.advocatesforyouth.org/publications/241-lessons

Genetic Home References. (n.d.). Retrieved from

https://ghr.nlm.nih.gov/condition/prader-willi-syndrome
Good Therapy. (n.d.). Retrieved from http://www.goodtherapy.org/learn-abouttherapy/issues/values-clarification
Hungtinton's Disease Society of America. (n.d.). Retrieved from
http://hdsa.org/what-is-hd/?gclid=CI2Uwp78288CFYFZhgodSxMOKQ
Special Education Support Services. (n.d.). Retrieved from
http://www.sess.ie/categories/assessed-syndromes/prader-willi-syndrome/tipslearning-and-teaching