ABSTRACT

Therapeutic working has long been considered a fundamental part of the educational psychologist’s (EPs) role. Yet, little attention has been given to the ethical ambiguity which exists between the terms therapeutic practice and therapy, and the implications this has for practice. This paper starts with a definition of therapeutic practice, identifying three different approaches and exploring the practical and ethical differences between them. It is proposed that these approaches sit within a therapeutic continuum, which presents a range of nuanced, ethical complexities for consideration. Those issues are explored further, with a focus on ethical blind spots (EBS). The paper concludes with illustrative examples of EBS, bringing together dilemmas in initial decision-making along the therapeutic continuum and the practice-based issue of contracting with children and young people (CYP) and how these might be overcome.

摘要

长期以来，治疗工作一直被认为是教育心理学家（EP）角色的基本组成部分。然而，很少有人关注术语“治疗实践”和“治疗”之间存在的伦理歧义以及对实践的影响。本文从治疗实践的定义开始，确定三种不同的方法并探讨它们之间的实践和伦理差异。提议将这些方法置于治疗连续性内，其呈现出一系列细微的，伦理上的复杂性供考虑。这些问题将进一步探讨，重点放在道德盲点（EBS）上。本文以EBS的说明性示例作为结束，