This research explored how psychologists working in the Victorian secondary state school system construct meaning around ethical practice. The specific aims of the research were to examine psychologists understanding of ethics in practice within schools and to explore challenges they faced regarding professional ethics when working in the education system. A qualitative design was adopted to explore the topic. Five psychologists working in the Victorian state education system were interviewed, and the data were analysed using thematic analysis. Two themes presented from the transcripts: legalities and ethics and varied peer support. The psychologists reported having to confront often and repeated ethical challenges, but despite this, positioned themselves as ethical practitioners. Ethical practice was portrayed as a complex construct that is always socially and politically embedded. Subsequently, discussion on the topic should extend beyond the sole practitioner. The research provides future direction for policy development and workplace procedures, including access to professional supervision.

中文翻译：

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学校心理学家和道德挑战

这项研究探讨了在维多利亚州中学系统中工作的心理学家如何围绕道德实践构建意义。该研究的具体目的是检查心理学家对学校实践中道德规范的理解，并探索他们在教育系统工作时面临的职业道德挑战。采用定性设计来探讨该主题。采访了在维多利亚州教育系统工作的五位心理学家，并使用主题分析对数据进行了分析。成绩单中提出的两个主题：合法性和道德以及各种同伴支持。心理学家报告说，他们不得不经常和反复面对道德挑战，但尽管如此，他们仍将自己定位为道德实践者。道德实践被描绘成一个复杂的结构，它总是与社会和政治有关。随后，关于该主题的讨论应超出单一从业者的范围。该研究为政策制定和工作场所程序提供了未来方向，包括获得专业监督。