An appreciative inquiry : the perceptions of frontline educational psychologists into ethical issues

• Main Author: White, Sarah
• Published: Cardiff University 2013
• Subjects: 370.15; BF Psychology
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571737

This study is concerned with ethical issues in professional educational psychology. It investigates how twelve frontline educational psychologists employed in one local authority educational psychology service perceive and manage ethical issues. It examines what they perceive as desirable support and identifies what organisational features contribute to effective support in the management of ethical issues. Educational psychologists encounter a range of ethical issues in their practice. However little is known about the perceptions of frontline educational psychologists in the United Kingdom. This dissertation begins with an examination of the changing professional landscape and its consequences for educational psychologists in their practice. Given the scope of the inquiry, the relevant background literature relates to a broad range of subject areas. The literature review focuses on research evidence into ethics and psychology, ethical theories and concepts, professionalism in educational psychology, features of professionalism and ethical practice in organisations. Owing to the sensitivities of the context of the research setting, Appreciative Inquiry was selected as the most appropriate methodological orientation. The research constitutes a case study of one local authority educational psychology service. Educational psychologists identified a wide range of difficult situations and challenges to professionalism in their practice. Of the final themes to emerge character, relationships, supervision and the workplace environment are of significant importance to frontline educational psychologists in managing the ethical issues in their practice. The study presents an appreciative model identifying factors contributing to the management of ethical issues. It is proposed that educational psychologists are best supported by a range of formal and informal professional support within an organisation characterised by certain features including on-going CPD, leadership and vision, policies, procedures and guidance and a conducive workplace environment. Areas for future research into the management of ethical issues are called for, including research into fully traded, semi traded and independent models of service delivery.