a case study from educational psychology
This chapter argues that ethical tensions pervade all aspects of educational psychology (EP) practice even where all available ethical guidelines have been followed. It considers these tensions from the perspective that EPs are part of the dynamic contexts within which they work. It draws from dialogic self-theory to position the EPs stance as insider-outsider and discusses the role of dialogue in supporting critical reflexivity on practice. This stance is also considered in relation to EPs’ responsibilities towards service users. Code's notion of epistemic responsibility is used to suggest the need for an approach to practice which integrates ethics, epistemology and action. Examples of ethical tensions in the areas of EP assessment and practitioner research are discussed in detail. Finally the importance of an organisational culture which supports ethical practice and provides space for critical dialogue is considered with reference to the contexts within which EPs currently work.
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