As early years practitioners, it is important to remember that ethics is not something that we occasionally do, but is a way of being. In her work (2009), Professor Sarah Banks discusses how we need to reconsider the role of ethics in our practice; that we should stop viewing it as a tick-box exercise and instead recognise it as something that permeates all of our actions. Throughout our working life, we should ‘be’ ethical professionals, not ‘do’ professional ethics.
Ethics is most often seen as a set of rules or guidance, very often related to formal behaviours, or to research, but it is actually much more than that. Ethical practice is about acting in a ‘good’ or a ‘right’ way, and as such applies to all of us.
Being an ethical professional is about demonstrating sensitivity toward other people and respecting their feelings. Of course, this is not always as straightforward as it may at first seem.
ETHICAL DILEMMAS
Ethical dilemmas are not reserved for those making high-level decisions about human rights; they apply to us all on a daily basis – for example, knowing what to say in that discussion that you inadvertently became drawn into, which was critical of a colleague. Or knowing how you should respond to the pressure from governors to implement an approach that you know will be detrimental to the children in your care. Sometimes deciding what is ‘good’ or ‘right’ is really difficult. Take a look at the following case study. Does any of it sound familiar?
Julie recently started work as a family support worker at a children’s centre. She is grateful that other staff have been welcoming as this is her first full-time post since qualifying.
Since becoming Facebook friends with a couple of colleagues, Julie has realised that they know some of the parents she works with at the centre in a personal capacity, because they are part of the same friendship groups on Facebook.
Some of her colleagues’ posts on Facebook, including photographs, have been a little shocking and left her feeling uneasy about her colleagues sharing this type of information with the parents she is working with. Julie has always felt that there are professional boundaries that should be in place between a practitioner and the families they support. What should she do?
These types of situations occur frequently. It is not unusual to find ourselves in ‘damned if I do, damned if I don’t’ situations. Should Julie say something, and if so, to whom? Or should she turn a blind eye in order to maintain the friendships she has established? Sometimes such decisions seem impossible to make and this can be extremely unsettling.
Much as I would like to give you a simple answer to this question, it just isn’t that easy. However, McAuliffe and Chenoweth (2008) do offer some useful tips for negotiating your way around difficult situations, and these they set out in a four-stage approach (see panel, right).
The key thing that McAuliffe and Chenoweth suggest is to talk to someone. Very often in situations that present an ethical dilemma, our emotions take over and hinder our ability to think rationally. Talking with someone who is not emotionally involved in the situation can help us with a more measured view.
WHY WE NEED TO SHARE OUR CONCERNS
When faced with an ethical dilemma, we are often desperate to share our concerns with someone. However, we also worry that the sharing, in itself, might be unethical or that we might, for want of a better phrase, ‘be landing someone in it’. To ensure that what could become an unprofessional outburst instead remains professional, respectful and measured, remember these three points:
1. Always focus on the ‘dilemma’ that has caused difficulty, not on the individuals involved. Never use names; instead generalise, so that your discussion will be about a practitioner, student or parent – it won’t be about Anna, Simon or Jacob’s mum.
2. Try your best not to judge. It is likely that these situations have become dilemmas because they have caused an emotional reaction in you.However, try to accept that initial, human reaction, then step back from the situation to view it more objectively. It is vital to consider the factors affecting the other individuals involved and their differing perspectives of the situation. Try to be empathetic. Talking with someone who is less emotionally involved will often help you to gain a clearer view of the different viewpoints and personalities involved.
3. Focus your conversation on devising a solution. Raising or relaying an issue in a negative way has no benefit for anyone.Considering the situation, then suggesting positive actions in relation to your own practice, turns your response into a purposeful reflection, rather than an emotional outburst.
ETHICAL REFLECTION
The reality is that it is sometimes difficult to make time for careful consideration as the demands placed on practitioners seem to increase almost daily. From planning and preparing to observation and assessment, to record-keeping and communicating important information to colleagues, there are rarely enough hours in the day to take stock. We are constantly ‘thinking on our feet’ and making snap decisions. Despite our best intentions, the need for haste can sabotage thoughtful reflection.
We also live in a Snapchat and Twitter age, where replies are formulated within seconds, meaning that frequently there is no time to stop, review or edit one’s thoughts. Czarniawska (2013) discusses how within the current electronic generation thoughts are often ‘burped’ out without restraint. It is vital, then, that we find time to slow down, systematically consider our thoughts and actions, and act mindfully.
As early years practitioners, we have a responsibility to carry out ‘ethics work’. Banks (2009) defines this as ‘the work that goes into being caring, attentive and compassionate in situations where this would not be our natural response’.
I don’t think that it is too sweeping to suggest that many who choose a career in early years do have a caring nature, so it would be easy to assume that an ethical or moral response to a situation would come naturally. But sometimes doing ‘the right thing’ can be tricky. You may have conflicting principles that make the best course of action unclear. That is when ethics becomes work.
While this article cannot provide ‘answers’, hopefully it has helped you to recognise your own responsibility to engage in ‘ethics work’ and to endeavour to do what is ‘good’ or ‘right’. If you have to make an important decision, be sure to take time to first stand back and reflect. Sometimes the best course of action will not be clear and sometimes you will not make the right choice – everyone makes mistakes. However, it is the reality of dealing with one another’s frailties and foibles that makes a caring and understanding approach so important for us all.
Dr Carla Solvason is senior lecturer at the University of Worcester.
REFERENCES
Banks S (2009) ‘From professional ethics to ethics in professional life: implications for learning, teaching and study’, Ethics and Social Welfare, 3(1), 55-63
Czarniawska B (2013) ‘Cyberwork: cybernization and cyborgization in news agencies.’ Presented at the 8th Researching Work and Learning Conference, Stirling
McAuliffe D and Chenoweth L (2008) ‘Leave no Stone Unturned: The Inclusive Model of Ethical Decision Making’, Ethics and Social Welfare, 2(1), 38-49
How to make ethical decisions
There is no easy answer, but McAuliffe and Chenoweth’s four-step approach (2008) is really helpful:
STAGE ONE
Consider the responsibility that you hold in terms of this dilemma. Whom might it affect – children, parents, colleagues?
Define exactly what the dilemma is and the possible outcomes.If you do not act, then what is the worst-case scenario? Unfortunately, if you have recognised this as an ethical dilemma, then there are likely to be negative repercussions if it is not acted upon.
STAGE TWO
Consult with significant others who might be able to offer insights into the situation. They will usually have greater knowledge and experience within the area, but you may purposefully choose someone with no knowledge of the situation so that they are impartial. Such a person is often referred to as a ‘critical friend’.By doing this, your worries can be legitimised and supported, enabling you to instigate next steps; alternatively, your worries may be abated and you may realise that you are anxious for no reason. This would be the best-case scenario but, if not, you should move to stage three.
STAGE THREE
Show sensitivity to your context – particularly the individuals within it. Consider the socio-cultural aspects (things such as rules, relationships and traditions) that will influence or be affected by your plan of action.
Gather the information that you need to make an informed decision.Consider different approaches that might be taken. What is common practice within your setting? What have you seen, what have you heard? What is your setting policy?
STAGE FOUR
Analyse critically the decision that you have reached about what action to take. This is another good stage to consult with a critical friend.
Carry out the course of actionthat you have decided upon and reflect upon the response. If this is not satisfactory, it may mean beginning the process again, at stage one.
