10,678
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Ethics, values and Values Based Practice in educational psychology

ORCID Icon & ORCID Icon
Pages 735-757 | Received 03 Oct 2021, Accepted 24 Feb 2022, Published online: 03 Apr 2022

References

  • Alexander, P. (2018). Past as prologue: Educational psychology’s legacy and progeny. Journal of Educational Psychology, 110(2), 147–162.
  • Allmark, P., & Machaczek, K. (2018). Realism and pragmatism in a mixed methods study. Journal of Advanced Nursing, 74(6), 1301–1309.
  • Barnett, J. E., Behnke, S. H., Rosenthal, S. L., & Koocher, G. P. (2007). In case of ethical dilemma, break glass: Commentary of ethical decision making in practice. Professional Psychology: Research and Practice, 38(1), 7–12.
  • Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics (7th ed.). Oxford: Oxford University Press.
  • Bhaskar, R. (2008). A realist theory of science. London: Routledge.
  • Bhaskar, R. (2020). Critical realism and the ontology of persons. Journal of Critical Realism, 19(2), 113–120.
  • Bhaskar, R., & Danermark, B. (2006). Metatheory, interdisciplinarity and disability research: A critical realist perspective. Scandinavian Journal of Disability Research, 8(4), 278–297.
  • Bhaskar, R., Danermark, B., & Price, L. (2018). Interdisciplinarity and wellbeing: A critical realist general theory of interdisciplinarity. London: Routledge.
  • Booker, R. (2021). A psychological perspective of agency and structure within critical realist theory: A specific application to the construct of self-efficacy. Journal of Critical Realism, 20(3), 239–256.
  • British Psychological Society. (2015). Guidance on teaching and assessment of ethical competence in psychology education. Leicester: BPS.
  • British Psychological Society. (2017). Practice guidelines. Leicester: BPS.
  • British Psychological Society. (2018). Code of ethics and conduct. Leicester: BPS.
  • Callahan, D. (1999). The social sciences and the task of bioethics. Daedelus, 128(4), 275–294.
  • Campbell, R., & Morris, M. (2017). The stories we tell: Introduction to the special issue on ethical challenges in community psychology research and practice. American Journal of Community Psychology, 60(3–4), 299–301.
  • Dailor, A. N., & Jacob, S. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48(6), 619–631.
  • DeForge, R., & Shaw, J. (2012). Back-and fore-grounding ontology: Exploring the linkages between critical realism, pragmatism, and methodologies in health & rehabilitation sciences. Nursing Inquiry, 19(1), 83–95.
  • Dodd, K., Hunkins-Hutchinson, Y., & Fulford, W. (2011). Race equality training and values-based practice. Mental Health Practice, 15(2), 28–32.
  • Elder-Vass, D. (2019). Realism, values and critique. Journal of Critical Realism, 18(3), 314–318.
  • England, E., Singer, F., Perry, E., & Barber, J. (2013). Guidance for implementing values-based commissioning in mental health. London: Joint Commissioning Panel for Mental Health. Retrieved from: www.jcpmh.info/wp-content/uploads/jcpmh-vbc-guide.pdf
  • Fallon, K., Woods, K., & Rooney, S. (2010). A discussion of the developing role of educational psychologists within children’s services. Educational Psychology in Practice, 26(1), 1–23.
  • Fields, L. M., & Calvert, J. D. (2015). Informed consent with cognitively impaired patients: A review of ethics and best practices. Psychiatry and Neuroscience, 69(8), 462–471.
  • Fisher, C. B. (2012). Decoding the ethics code: A practical guide for psychologists (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Fulford, K. W. M. (2008). Values-based practice: A new partner to evidence-based practice and a first for psychiatry? Mens Sana Monographs, 6(1), 10–21.
  • Gajewski, A. (2017). Conceptualizing professional ethics in inclusive education. International Perspectives on Inclusive Education, 9, 1–21.
  • Habermas, J. (1996). Between facts and norms. Cambridge: Polity Press.
  • Hedgecoe, A. H. (2004). Critical bioethics: Beyond the social sciences critique of applied ethics. Bioethics, 18(2), 120–143.
  • Henning, K. H., Walker, L. J. (2003). Moral reasoning and development. In W. O’Donoghue & K. Ferguson (Eds.), Handbook of professional ethics for psychologists: Issues, questions, and controversies (pp. 47–63). Thousand Oaks, CA: Sage.
  • Kindaichi, M. M., Constantine, M. G. (2005). Application of multicultural guidelines to psychologists working in elementary and secondary schools. In M. G. Constantine & D. W. Sue (Eds.), Strategies for building multi-cultural competencies in mental health and educational settings (pp. 180–191). Hoboken, NJ: John Wiley & Sons.
  • Kohlberg, L. (1981). Essays on moral development: Vol. 1. San Francisco: Harper & Row.
  • Kohlberg, L. (1984). Essays on moral development: Vol. 2. San Francisco: Harper & Row.
  • Lavin, M. (2003). Thinking well about ethics: Beyond the code. In W. O’Donohue & K. Ferguson (Eds.), Handbook of professional ethics for psychologists: Issues, questions, and controversies (pp. 35–46). Thousand Oaks, CA: Sage.
  • Leget, C., Borry, P., & De Vries, R. (2009). ‘Nobody tosses a dwarf!‘ The relation between empirical and normative re-examined. Bioethics, 23(4), 226–235.
  • Levin, D. C. (2015). The 2014 RSNA annual oration in diagnostic radiology: Transitioning from volume-based to values-based practice. Radiology, 275(2), 314–320.
  • López, J., & Potter, G. (2001). After postmodernism: An introduction to critical realism. London: Athlone Press.
  • Lunt, I., & Majors, K. (2000). The professionalisation of educational psychology– Challenges to practice. Educational Psychology in Practice, 15(4), 237–245.
  • Maxwell, J. A., Mittapalli, K. (2010). Realism as a stance for mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Sage handbook of mixed methods in social and behavioural research (2nd ed.) (pp. 145–167). Thousand Oaks, CA: Sage.
  • McDonald-Sardi, J., Mathews, R., Reece, J., & Pratt, C. (2020). The effect of experience in psychological practice on making ethical judgements. Australian Psychologist, 55(6), 634–644.
  • McKeown, A. (2017). Critical realism and empirical bioethics: A methodological exposition. Health Care Annals, 25(3), 191–211.
  • Mirzaei Rafe, M., Bagheri Noaparast, K., Sadat Hosseini, A., & Sajadieh, N. (2021). An examination of Roy Bhaskar’s critical realism as a basis for educational practice. Journal of Critical Realism, 20(1), 56–71.
  • Molewijk, A., Stiggelbout, A. M., Otten, W., Dupuis, H. M., & Kievet, J. (2004). Empirical data and moral theory: A plea for integrated empirical ethics. Medicine, Health Care and Philosophy, 7(1), 55–69.
  • Moore, J. (2005). Recognising and questioning the epistemological basis of educational psychological practice. Educational Psychology in Practice, 21(2), 103–116.
  • Narvaez, D., & Lapsley, D. K. (2009). Moral identity, moral functioning, and the development of moral character. Psychology of Learning and Motivation, 50, 237–274.
  • Nastasi, B. K., & Naser, S. (2014). Child rights as a framework for advancing professional standards for practice, ethics, and professional development in school psychology. School Psychology International, 35(1), 36–49.
  • Neece, C., McIntyre, L. L., & Fenning, R. (2020). Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual and Disability Research, 64(10), 739–749.
  • NICE (2021). Shared decision making. Retrieved from: www.nice.org.uk/about/what-we-do/our-programmes/nice-guidance/nice-guidelines/shared-decision-making
  • Nucci, L. (2016). Recoverging the role of reasoning in moral education to address inequity and social justice. Journal of Moral Education, 45(3), 291–307.
  • Osbeck, L. M. (2019). Values in psychological sciences: Re-imagining epistemic priorities at a new frontier. Cambridge: Cambridge University Press.
  • Petrova, M., Dale, J., & Fulford, K. W. M. (2006). Values-based practice in primary care: Easing the tensions between individual values, ethical principles and best evidence. British Journal of General Practice, 56(530), 703–709.
  • Pilgrim, D. (2020). Critical Realism for psychologists. Abington: Routledge.
  • Porpora, D. V. (2019). A reflection on critical realism and ethics. Journal of Critical Realism, 18(3), 274–284.
  • Quraishi, M., Irfan, L., Schneuwly Purdie, M., & Wilkinson, M. L. N. (2022). Doing ‘judgemental rationality’ in empirical research: The importance of depth-reflexivity when researching in prison. Journal of Critical Realism, 21(1), 25–45.
  • Radoilska, L. (2017). Aiming at truth and aiming at success. Philosophical Explorations, 20(1), 111–126.
  • Rankin, B. (2013). Emotional intelligence: Enhancing values-based practice and compassionate care in nursing. Journal of Advanced Nursing, 69(12), 2717–2725.
  • Rawls, J. (1999). A theory of justice. Cambridge, MA: Harvard University Press.
  • Rest, J. R. (1982). A psychologist looks at the teaching of ethics. The Hastings Center Report, 12(1), 29–36.
  • Schaffer, G. E., Power, E. M., Fisk, A. K., & Trolian, T. L. (2021). Beyond the four walls: The evolution of school psychological services during the COVID-19 outbreak. Psychology in the Schools, 1–20. doi:10.1002/pits.22543
  • Simons, L., Tee, S., & Coldham, T. (2010). Developing values-based education through service-user participation. Journal of Mental Health Training Education and Practice, 5(1), 20–27.
  • Smillie, I., & Newton, M. (2020). Educational psychologists’ practice: Obtaining and representing young people’s view. Educational Psychology in Practice, 36(3), 328–344.
  • Smith, T. V. (1922). Dewey’s theory of value. The Monist, 32(3), 339–354.
  • Strudwick, R. (2018). Values-based practice in diagnostic and therapeutic radiography– A training template. Retrieved from: www.sor.org/sites/default/files/document-versions/2018.10.03_radiography_vbp_training_manual_-_final.pdf
  • United Nations. (1989). The convention on the rights of the child. Geneva: Author.
  • Values-Based Child and Adolescent Mental Health System Commission. (2016). What really matters in children and young people’s mental health. London: Royal College of Psychiatrists.
  • Vandenberghe, F. (2019). The normative foundations of critical realism: A comment on Dave Elder-Vass and Leigh Price. Journal of Critical Realism, 18(3), 319–336.
  • Woodbridge, K., & Fulford, K. W. M. (2004). Whose values? A workbook for values-based practice in mental health care. London: The Sainbury Centre for Mental Health.
  • Xiao, Q. (2020). A critical realist model of inclusive education for children with special educational needs and/or disabilities. International Journal of Inclusive Education. doi:10.1080/13603116.2020.1760366
  • Zheng, P., Gray, M. J., Zhu, W. Z., & Jiang, G. R. (2014). Influence of culture on ethical decision making in psychology. Ethics and Behavior, 24(6), 510–522.