Ethical trading
The ethical dimension of public service cannot be expressed adequately in hard-and-fast rules, necessary though it may be that such rules exist and the fact that they should be derived from ethical principles. It is often stated that at the very core of public service professionalism is an attitude of “ethical mindfulness” (e.g. Webster & Bond, 2002) and that “ethics is …concerned with the special responsibilities which professionals define in relation to one another and to the society in which they work”. “Professional discourse and dialogue” are then promoted as the means via which a consensus is reached as to what action is in the public good
The ethical dimension of public service cannot be expressed adequately in hard-and-fast rules, necessary though it may be that such rules exist and the fact that they should be derived from ethical principles. It is often stated that at the very core of public service professionalism is an attitude of “ethical mindfulness” (e.g. Webster & Bond, 2002) and that “ethics is …concerned with the special responsibilities which professionals define in relation to one another and to the society in which they work”. “Professional discourse and dialogue” are then promoted as the means via which a consensus is reached as to what action is in the public good
To facilitate such discourse and dialogue in the context of the emerging range of models of EP service delivery and with a particular eye to the ethical dilemmas brought about by traded services, the AEP offers the following:
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Reference to the codes of conduct and ethics that govern us and by which we can be held accountable
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The expression of these in respect of ‘real-life’ ethical dilemmas as they impact on the work of educational psychologists in these times
1. Ethical Guidance and Professional Accountability
Educational psychologists must have full regard to the codes of ethics and conduct as laid down by the HCPC and the AEP. The Code of Ethics and Conduct of the Association is set out below.
The profession and in particular its professional bodies and its training institutions have a key role to play in this as they set the professional values which practitioners will adopt and which will be recognised as the goals of the profession. For the AEP there are a number of ways in which we can contribute to this process for example through our publications including EPiP, by our policy; through collaboration with other professional bodies; by lobbying government and other decisions makers such as the HCPC and through the training which we organise and/or support.
Code of Ethics and Conduct of the Association of Educational Psychologists
1. General
Educational psychologists working in the UK are regulated by the Health and Care Professions Council (HCPC). They are required to follow the HCPC Standards of Conduct, Performance and Ethics, as well as the HCPC Standards of Proficiency, as they apply to Practitioner Psychologists. In addition all members of the Association are expected to abide by the principles set out below:
1.1 Educational psychologists shall aim to promote the wellbeing of any person(s) who may seek their service(s) or be the subject(s) of their study.
1.2 Educational psychologists shall not use their professional position or relationships nor shall they knowingly permit their services or knowledge to be used by others for purposes inconsistent with the above aim.
1.3 Educational psychologists shall also seek to maintain public confidence in the profession through adherence to the “seven principles of public life” as set out below:
1.3.1 Selflessness
Educational psychologists should act solely in terms the best interests of service users and put the needs of service users at the centre of their decision-making.
1.3.2 Integrity
Educational psychologists should adhere to legal, regulatory and ethical requirements relevant to their role and declare (where required) and resolve any interests and relationships which pose a conflict of interest.
1.3.3 Objectivity
Educational psychologists must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.
1.3.4 Accountability
Educational psychologists should demonstrate appropriate professional autonomy and accountability.
1.3.5 Openness
Educational psychologists should act and take decisions in an open and transparent manner.
1.3.6 Honesty
Educational psychologists should be truthful.
1.3.7 Leadership
Educational psychologists should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour wherever it occurs.
1.4 Members shall act in accordance with the objects and rules of the Association, as set out in Section B of the Association's Constitution
1.5 Members shall not act in a manner which may bring the Association into disrepute or which may be detrimental to the Association or its members.
1.6 Members of the Association’s National Executive Committee (NEC) are expected to abide by the terms of the NEC’s Code of Conduct.
Any alleged infringements by members made under this Code will be considered under the procedures described in Appendix 12 of the Regulations of the Association.
2. Ethical Considerations in the Context of Traded Services
Educational psychologists must have full regard to the codes of ethics and conduct as laid down by the HCPC and the AEP. The Code of Ethics and Conduct of the Association is set out below.
The profession and in particular its professional bodies and its training institutions have a key role to play in this as they set the professional values which practitioners will adopt and which will be recognised as the goals of the profession. For the AEP there are a number of ways in which we can contribute to this process for example through our publications including EPiP, by our policy; through collaboration with other professional bodies; by lobbying government and other decisions makers such as the HCPC and through the training which we organise and/or support.
