Abstract
This study focused on strategies school psychologists and special education teachers report they would use to resist administrative pressures to practice unethically. Data came from a national sample of 141 school psychologists and 130 special education teachers who responded to a survey by predicting how they and others would respond to four ethical dilemmas. Qualitative analysis of data revealed four strategies that were generalized across all dilemmas. These general strategies were: preventing dilemmas from occurring; educating and/or threatening others; involving others in solutions; and combining strategies into more comprehensive responses. Qualitative analysis also revealed three strategies that were suggested for only some of the dilemmas (dilemma-specific strategies). Both the general and dilemma-specific strategies appear potentially useful to practitioners seeking ways of resisting pressures to practice unethically.