Bourke, R., Pullen, R., & Mincher, N. (2021).
International Journal of Inclusive Education,
28(8), 1417–1434.
Abstract
Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists’ understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when ‘ethical drift’ occurs.
Here are some thoughts:
This article is highly relevant to psychologists as it examines the phenomenon of "ethical drift," where practitioners may gradually deviate from ethical standards due to systemic pressures like limited resources or organizational demands.
Focusing on educational psychologists in New Zealand, the study highlights the tension between upholding children's rights—such as equitable education and inclusion—and navigating restrictive policies or funding constraints. Through real-world scenarios, the authors illustrate how psychologists might rationalize ethically ambiguous decisions, such as omitting assessment data to secure resources or tolerating reduced school hours for students.
The article underscores the importance of self-awareness, advocacy, and reflective practice to counteract ethical drift, ensuring that professional judgments remain aligned with core ethical principles and children's best interests. By addressing these challenges, the study provides valuable insights for psychologists globally, emphasizing the need for systemic support, ongoing dialogue, and ethical vigilance in complex decision-making environments.
