Greene D
Department of Occupational Therapy, Colorado State University, Fort Collins 80523, USA.
Am J Occup Ther. 1997 Nov-Dec;51(10):844-52. doi: 10.5014/ajot.51.10.844.
This study examined the effects of two service-learning experiences on the psychosocial and moral reasoning development of occupational therapy students. The assumption was that ethical reasoning ability can be facilitated through participation in value-laden experiences.
Participants visited older adults in nursing homes (n = 19) or interacted with persons with disabilities in community settings (n = 33). All participants reflected on their experiences through weekly journals. Psychosocial and moral reasoning development were measured at the beginning and end of the experiences with the Student Development Task and Lifestyle Inventory and the Sociomoral Reflection Measure-Short Form.
Participants in both groups exhibited a significant time-related increase in psychosocial development but no increase in moral reasoning. Participants interacting with persons with disabilities exhibited a decrease over time in moral reasoning compared with the participants interacting with older adults.
Service learning effected a change in the participants' psychosocial development indicative of developing an appreciation for dignity, equality, and justice. These are core concepts in occupational therapy and are viewed as important in ethical reasoning. The lack of advancement and current level of moral reasoning in these undergraduate students raises a question as to their readiness to engage in ethical reasoning as entry-level practitioners.
本研究考察了两种服务学习经历对职业治疗专业学生心理社会和道德推理发展的影响。假设是通过参与充满价值观的经历可以促进道德推理能力。
参与者拜访了养老院中的老年人（n = 19）或在社区环境中与残疾人互动（n = 33）。所有参与者通过每周的日志反思他们的经历。在经历开始和结束时，使用学生发展任务与生活方式量表以及社会道德反思量表简版来测量心理社会和道德推理发展。
两组参与者在心理社会发展方面均表现出与时间相关的显著增长，但道德推理能力没有提高。与老年人互动的参与者相比，与残疾人互动的参与者随着时间推移道德推理能力有所下降。
服务学习对参与者的心理社会发展产生了变化，表明他们对尊严、平等和正义有了更深刻的认识。这些是职业治疗中的核心概念，并且在道德推理中被视为重要内容。这些本科生道德推理能力缺乏进步以及当前的水平引发了一个问题，即他们作为入门级从业者是否准备好进行道德推理。
