The Ethical Response Cycle by Ellie-Kate Richardson

My Ethical Dilemma:

My Ethical Dilemma

At the beginning of my placement, I was expected to ask my mentor (her/she) to assist me in identifying two focus children. With an instant reaction of laughter, my mentor responded:

“Oh this will be fun… Have fun with this one (Child A), I gave up on him last year, there is no hope left for him. If you can help him in anyway it would be a miracle, but I doubt you will”.

I was horrified by my mentor’s professionalism, including her attitudes and beliefs regarding Child A. She made me cry, I cried for that child when I drove home that day. I immediatley made the assumption that he is neglected in his immediate environment (Bronfenbrenner, 1997). I continued the conversation by asking for more information regarding the child’s development and learning interests. The following information was shared:

• Demonstrated poor linguistic, social and emotional development.
• Fussy eater
• No self-regulation skills
• No support from family members except his grandma.
• Wasn’t toilet trained
• "Hasn't got many interests" - mentor.

How do I support this neglected child's autonomy, safety and wellbeing in the classroom context?

Legal Aspects

Check for enforceable legal factors including:

• national laws
• system regulations/codes
• employer regulations/codes

There are no legal requirements that state that the parent should be included in the meetings.

Professional Consideration

Refer to:

• core values
• codes of ethics
• principles of professional practice
• Policies and guidelines

I know that core values, including work around EBP means that the mother should be involved in the decision making.

Ethical Principles

Draw on historically recognised principles such as:

• autonomy
• beneficence
• nonmaleficence

I believe that having mum in on decision making will promote good for all as she is very aware of the whole class needing extra support through a transition.

Ethical Theories

Draws on philosophical positions such as:

• the absolute moral obligation to adhere to religious and societal regulations (rule based)
• the obligation to make judgements that result in the greatest good for the greatest number of people (ends based)
• the obligation to make judgements that are underpinned by systematic and intelligent/rational thought processes and take the specific circumstances into account (proportion based)
• the obligation to make judgements that are situation sensitive and are underpinned by consideration of the maintenance of nurturing and caring human relationships (care-based)

My decision sits with care-based and ends based considerations. The care for human relationships and the result for the greatest good as mum is focused on making sure all students are successfully transitioned.

Informed Inclination

Draw on professional:

• dispositions
• knowledge
• expertise
• and extended experience

My experience tells me that for this to be a positive experience, all parties need to be involved in the decision making. I also called on the expertise of my Practice Leader and Cluster Manager to guide my decision making.

Judgement

Make judgements that:

• are the outcome of a all-considered reasoning process
• can be justified
• form the basis for a sound ethical response

We will have a 'professionals' meeting that includes teacher, principal, deputy principal, RTLB and Practice Leader and then have another meeting with mum, teacher and RTLB to tweak and finalise the plan.

Action

Take appropriate action:

• as determined by the judgement

Professionals Meeting: 8th May 2020 @ 8.30

(Very specific minutes taken and shared with all parties)

Whanau Meeting: 11th May 2020 @ 9.30

(Minutes taken and shared with all parties)

Implementation of the plan: 15th May 2020 @ 1.00

(Face to face with teacher, RTLB and TA)

Documentation

Record and date detailed information about:

• the process of arriving at the judgement
• the proposed and actual action
• any implications for further action
• developments arising in the aftermath of the judgement

All documentation has been uploaded to Schoolgate and shared hard copies with school and whanau. Ongoing notes around implementation and review will be uploaded as needed.

Reflection

Critically evaluate:

• the outcome of the judgement and the action to determine if the resolution is complete or requires further consideration
• the implementation of the "Ethical Response Cycle" for further reference
• the development of own competence to resolve dilemmas

I believe that using the cycle to make my thinking visible was very beneficial. I was able to justify the judgement with others. In the end all parties were satisfied with the final plan. Moving forward I would like to have the opportunity to have the teacher, parent and myself in a meeting that addresses some of the issues that the teacher is experiencing with the student in the classroom. Overall, this has been a valuable experience that has refined my practice in working through ethical dilemmas.