The ethical dilemmas
Various ethical dilemmas are presented at the end of most chapters in the form of case examples. These dilemmas have been drawn from a variety of sources: my personal experience (and all identifying information has been removed), from the contributions and discussions of my students throughout the years, and occasionally from ethics casebooks in other professions.
No direct solutions to these situations have been provided, as they are intended to stimulate discussion, self-exploration and ethical thinking. From my many years of experience in teaching within a case-example format, I can assure the discussions will indeed be heated ones (and students have always relished the opportunity to disagree with each other and with the professor as'fwell)!
Readers should attempt to apply all relevant aspects of the decision-making: model presented in Chapter 1 in arriving at a solution to the dilemma. In the past, I have given students multiple-choice solutions to the problems with instructions choose from one of the responses (or "none of the above" options). I have found that leaming is enhanced without these choices, as it is more challenging for students to develop their own alternatives. Ethical thinking is a unique process for each person and there should be no imposition of ideas or interpretations.
Readers are encouraged to think about the dilemmas in a personal way,and to consider how they would respond as individuals to each of these. They should observe their spontaneous reactions to the dilemmas, and to explore these responses. For example, readers may feel uncomfortable, fearful, shocked, bored, sad, angry etc. when they read the scenarios. These reactions can lead them to a greater self-awareness, as they connect their reactions to their own beliefs, values, attitudes, cultures, and life experiences. It is not likely that all readers will react in the same way to the content of this book, and sharing these reactions with colleagues can provide fertile grounds for discoveries about self and others.
It is often the case as well that readers will have different perspectives regarding how an ethical dilemma can be solved. They should be encouraged to formulate their own ideas and opinions and to express these openly. Instructors may further challenge students by modifying the dilemma in various ways, as even subtle changes to the situation can drastically alter proposed solutions.
As some situations or topics may elicit personal and sensitive reactions from readers, the environment created for discussion, exploration and discovery needs to be a safe, encouraging, and supportive one. The instructor as well as the students should share responsibility for creating this. This may be accomplished by assuring confidentiality, by facilitating respect for the ideas of others and by aspiring to the virtues of an ideal music therapist (see Chapter 2). Both students and instructor should avoid indoctrination, ridicule, pressure to conform or any form of disrespectful behavior. Additional guidelines for this type of experiential work are provided in Chapter 11.
The ethical dilemmas
Various ethical dilemmas are presented at the end of most chapters in the form of case examples. These dilemmas have been drawn from a variety of sources: my personal experience (and all identifying information has been removed), from the contributions and discussions of my students throughout the years, and occasionally from ethics casebooks in other professions.
No direct solutions to these situations have been provided, as they are intended to stimulate discussion, self-exploration and ethical thinking. From my many years of experience in teaching within a case-example format, I can assure the discussions will indeed be heated ones (and students have always relished the opportunity to disagree with each other and with the professor as'fwell)!
Readers should attempt to apply all relevant aspects of the decision-making: model presented in Chapter 1 in arriving at a solution to the dilemma. In the past, I have given students multiple-choice solutions to the problems with instructions choose from one of the responses (or "none of the above" options). I have found that leaming is enhanced without these choices, as it is more challenging for students to develop their own alternatives. Ethical thinking is a unique process for each person and there should be no imposition of ideas or interpretations.
Readers are encouraged to think about the dilemmas in a personal way,and to consider how they would respond as individuals to each of these. They should observe their spontaneous reactions to the dilemmas, and to explore these responses. For example, readers may feel uncomfortable, fearful, shocked, bored, sad, angry etc. when they read the scenarios. These reactions can lead them to a greater self-awareness, as they connect their reactions to their own beliefs, values, attitudes, cultures, and life experiences. It is not likely that all readers will react in the same way to the content of this book, and sharing these reactions with colleagues can provide fertile grounds for discoveries about self and others.
It is often the case as well that readers will have different perspectives regarding how an ethical dilemma can be solved. They should be encouraged to formulate their own ideas and opinions and to express these openly. Instructors may further challenge students by modifying the dilemma in various ways, as even subtle changes to the situation can drastically alter proposed solutions.
As some situations or topics may elicit personal and sensitive reactions from readers, the environment created for discussion, exploration and discovery needs to be a safe, encouraging, and supportive one. The instructor as well as the students should share responsibility for creating this. This may be accomplished by assuring confidentiality, by facilitating respect for the ideas of others and by aspiring to the virtues of an ideal music therapist (see Chapter 2). Both students and instructor should avoid indoctrination, ridicule, pressure to conform or any form of disrespectful behavior. Additional guidelines for this type of experiential work are provided in Chapter 11.
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