Moral Development Discussions

Activity Title: Life Case Scenarios: What would you do?

Source: Dattilo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation
(3rd ed.). State College, PA: Venture Publishing.
Equipment:

Paper (to write down your answers to the questions)

Pen or pencil (to write)
Tables (to right on)
Chairs (to sit on)

Activity Description: Moral development discussions is very important to individuals because it

is a permanent process that involves growth of the ability to differentiate between right from
wrong, mature a system of ethical values, and learn to act morally. This is an activity that could
be in a group setting or a one on one with the teacher. Each participant will walk into a group
session. They will be provided with paper and pen to write down their answers on. The instructor
will then tell them a life case scenario. Some life case scenarios that could be used are: painting
or property destruction, statue update, shop lifting, or picture meme. The Teacher will go over
the dilemma to the participants. The teacher would then give several questions to the participants
and give them time to answer these questions on the paper that was given in the beginning of the
session. Some question that could be asked are: What should you do, is it ok to paint on the walls
of business properties (such as warehouse or properties), or is it right to enter a house that is not
yours if the window or door is open. After the time is up, the group and teacher would give their
opinions on what should happen and why. They will discuss the right thing to do, the morals
behind it, and ethical values of the situation.
Leadership Consideration: The CTRS could function as the teacher of this activity and he or
she is in close approximation to the participants. Some considerations that the CTRS needs to do
during this activity is have the participants participating in the activity. They need to speak up

and have them express their opinions even if it is right or wrong. Also the CTRS needs to apply
the appropriate questions for the right audience.
Adaptations for individuals with Juvenile Delinquents: When a child runs into afoul of the
law, the child enters into the justice system and he or she may be judged as a juvenile delinquent.
This activity would help benefit children in this program. Juvenile delinquents are minors,
usually defined as being the ages of 10 and 18, who have committed some act that violates the
law, (2016). One adaptation that would benefit the individuals is either having a one on one
with the CTRS or a group session with other individuals that have had similar behaviors. Giving
them real life cases and hearing their explanation would help the CTRS understand a reason on
why these behaviors have been happening. Another adaptation that could be used is having them
use their talents in a different way. For example, if an individual has been trespassing on private
property and vandalizing by painting on the wall, we could discuss different ways on how to
show their work of art in a way that does not break the law. They could ask a business owner
permission to paint on their wall (maybe do a painting pertaining to their business), they could
enter art contest to show their work to professionals that could guide them and help them develop
their art work and so on. This activity would be beneficial for an individual if the long term
program for approximately eight weeks for thirty minutes every day.
Adaptations for individuals with Intellectual Disability Disorder: Kids with Intellectual
Disability grow in their moral development just as other children do yet their understanding of
social norms is influenced by the extent of their cognitive impairments. Experiences of rejection
or lack of consistent social support may lead them to excessive dependence on other individuals
for feedback and guidance. By constantly seeking recognition from others, individuals with
Intellectual Disability may suppress the desire to become more independently, thereby becoming
excessively dependent, (Harris). This activity could help individuals become more independent
instead of dependent on other individuals. One adaptation that is needed is social support from
the CTRS and family. Having this activity between the family of the individual and the CTRS
help encourage the individual to understand that they have their own opinion and they should
request it. Another adaptation is having this program run for several weeks and having this
session an hour a day every day. The family should continue to provide the support to the
individual even when they are not in a session with the CTRS. Another adaptation is having this
activity in a group setting with other individuals with this disability. This helps them to create
their own morals and values while not having to depend on the family member to help them
answer them.
Adaptation Reference:
Juvenile Delinquents. (2016). Retrieved October 13, 2016, from
http://criminal.findlaw.com/juvenile-justice/juvenile-delinquents.html
Understanding the Morals behind Delinquency. (2016). Retrieved October 13, 2016, from
http://psychologyforpoliceofficers.weebly.com/moral-development-and-juveniledelinquents.html

Harris, J. C. (n.d.). Moral Development. In Intellectual Disability: A Grade for Families and
Professionals (pp. 168-170). Oxford University.
https://books.google.com/books?id=h_ZYDHoqfaMC&pg=PA168&lpg=PA168&dq=moral
development adaptations for
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