Exploring the Lived Experiences of Educational Psychologists in Using Reflection and Ethics as Virtues

This research explores lived experiences of five Educational Psychologists (EP) with varying experiences, length of practice and job roles, working within one Local Authority. Using semi-structured phenomenological interviews, participants reflected upon a work dilemma in which themes of reflection and ethics were commonly raised. This study aims to consider these concepts as ‘virtues’: an acquired human quality which can be strengthened. This research aims to understand EP’s experiences of manifesting and enacting the virtues of reflection and ethics. The exploration into current literature highlights the necessity of this research. Virtues are seldom considered within the world of Educational Psychology. This research aims to address this noticeable gap and develop the theoretical and practical development within Educational Psychology.

Five interviews with EPs were analysed using Interpretive Phenomenological Analysis (IPA), as denoted by Smith et al, (2022). Findings revealed seven Group Experimental Themes (GETS): Using virtuous reflection, virtuous ethicality, the dynamic relationship between the virtues; manifestations of virtues in supporting the job, emotional evocation manifestation, experiences that impact virtues, and barrier to engaging in virtues. These GETs then have associated subthemes which explore the lived experience in more depth. The findings suggest both ethical and reflective virtues are present within Educational Psychology practice and are a crucial part of being an Educational Psychologist. However, there are significant experiences and barriers to engaging in virtues that can be a result of personal, professional or systemic aspects. Additionally, this research highlights a bi-directional relationship between virtuous reflection and virtuous ethics. The deeply complex, nuanced and interwoven nature of virtues is explored. This study calls for additional research into virtues’ place within Educational Psychology, whether this be in the Doctoral training programme, EP practice, or systemic awareness. In essence, this research merely touches on the expanse of how virtues can, and should, be used.