ABSTRACT

This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper presents Fulford’s Values Based Practice to strengthen theory and practice to support EPs to resolve ethical issues that can arise. Values Based Practice is presented as a laminated system within critical realism to inform this practice. As a framework, it allows for interdisciplinary practice and the integration of ethical practice, values and the centrality of the child or young person in shared decision making facilitated by an EP in collaboration with other professionals. An overview that demonstrates the applicability of this framework to the applied work of EPs is also presented.

摘要

本文从关注伦理和价值观的元理论批判现实主义视角审视了教育心理学的理论基础。鉴于日益复杂的教育环境需要教育心理学家 (EP) 的支持，因此考虑了这项考试。它审查了迄今为止为道德实践提供信息的道德框架，并在批判现实主义中重新构建了这种实践。本文介绍了 Fulford 的基于价值观的实践，以加强理论和实践，以支持 EP 解决可能出现的道德问题。基于价值观的实践在批判现实主义中作为一个分层系统呈现，以告知这种实践。作为一个框架，它允许跨学科实践和伦理实践的整合，在 EP 与其他专业人员的合作下，儿童或青少年在共同决策中的价值观和中心地位。还展示了该框架对 EP 应用工作的适用性的概述。