Abstract
As helping professionals, educational psychologists often face ethical dilemmas that are accompanied by unclear answers regarding the path that will lead to the best possible outcome for their clients. This qualitative study, set within an interpretivist paradigm, sought to gain insights into the ethical dilemmas faced by educational psychologists in South African schools within the Gauteng province. The study explored Eurocentric ethical decision-making models with the aim to develop a set of ethical decision-making guidelines for psychologists working in schools within the South African context.
Data were gathered through a reflective journal, individual interviews, focus group interviews, and workshop participation using the School Based Psychologist (SBP) ethical decision-making guidelines, as well as participant feedback following the workshop. Thematic data analysis identified two major themes within the study which were linked to challenges related to confidentiality within the school setting and the conflict educational psychologists in school settings experienced between their work contract agreements, their professional body ethical guidelines and the current legislation issues within South Africa. The use of the SBP ethical decision-making model was explored to determine its possible value in supporting psychologists. It was found that the SBP guidelines provided a framework for ethical decision-making that considers the unique cultural, religious, and traditional considerations of the children that they work with within the school setting.