Professional Courage: What Does It Mean for Practitioner Psychologists?
Article
Ashton, R. 2017. Professional Courage: What Does It Mean for Practitioner Psychologists? Educational Psychology Research and Practice. 3 (1), p. 2–14. https://doi.org/10.15123/uel.88707
Authors | Ashton, R. |
---|---|
Abstract | Are you a brave psychologist? Should you aim to be? What does courage even mean for psychologists? In this article, the concept of professional courage is explored with reference to literature from the fields of philosophy, sociology, management science and psychology. The definition of courage as intentional action towards a worthy goal despite risks to the actor (Rate, 2010) is adopted and applied to professional courage in the course of working as a psychologist. A holistic process model of professional courage is developed and presented as a flow chart which can be used in supervision to help psychologists consider courage in their own practice. Importantly, professionals, including psychologists, may hold multiple worthy goals in mind, and one way of resolving situations calling for courage may be to reappraise the dominant goal and work towards one with fewer risks, therefore reducing the need for courage in the first place. |
Journal | Educational Psychology Research and Practice |
Journal citation | 3 (1), p. 2–14 |
ISSN | 2059-8963 |
Year | 2017 |
Publisher | School of Psychology, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.88707 |
Publication dates | |
Online | 2017 |
Publication process dates | |
Deposited | 15 Sep 2020 |
Copyright holder | © 2017 The Author |
https://repository.uel.ac.uk/item/88707
Download files
Publisher's version
Educational Psychology Research and Practice 2017 Spring Ashton.pdf | ||
License: CC BY 4.0 | ||
File access level: Anyone |
Explore this article
Explore this article
Editorial
Thomas, M. 2017. Editorial. Educational Psychology Research and Practice. 3 (1), p. 1. https://doi.org/10.15123/uel.88706Reflections on the Role of the Educational Psychologist Within a Multi-Academy Trust
Rumble, A. and Thomas, G. 2017. Reflections on the Role of the Educational Psychologist Within a Multi-Academy Trust. Educational Psychology Research and Practice. 3 (1), p. 15–28. https://doi.org/10.15123/uel.88708Literacy Interventions Promoting Adolescent Reading Engagement and Motivation: A Systematic Literature Review
Cockroft, C. and Atkinson, C. 2017. Literacy Interventions Promoting Adolescent Reading Engagement and Motivation: A Systematic Literature Review. Educational Psychology Research and Practice. 3 (1), p. 29–49. https://doi.org/10.15123/uel.88709Social Information Processing: A Useful Framework for Educational Psychology
Cooke, T. 2017. Social Information Processing: A Useful Framework for Educational Psychology. Educational Psychology Research and Practice. 3 (1), p. 50–69. https://doi.org/10.15123/uel.8870zSleep issues: Can EPs do more?
Bryant, A. 2017. Sleep issues: Can EPs do more? Educational Psychology Research and Practice. 3 (1), p. 70–74. https://doi.org/10.15123/uel.88712An Exploration of Current Research Into the Prevalence, Aetiology and Impact of Sleep Difficulties in Children and Young People With Autism Spectrum Disorder: Using the Evidence to Provide Effective Intervention
Winter, S. 2017. An Exploration of Current Research Into the Prevalence, Aetiology and Impact of Sleep Difficulties in Children and Young People With Autism Spectrum Disorder: Using the Evidence to Provide Effective Intervention. Educational Psychology Research and Practice. 3 (1), p. 75–85. https://doi.org/10.15123/uel.88713Universal Basic Income: A Psychological Impact Assessment
Griffin, V., Zlotowitz, S., McLoughlin, E. and Kagan, C. 2017. Universal Basic Income: A Psychological Impact Assessment. Educational Psychology Research and Practice. 3 (1), p. 86–111. https://doi.org/10.15123/uel.88714Book Review: What If Everybody Understood Child Development?
Hulme, S. 2017. Book Review: What If Everybody Understood Child Development? Educational Psychology Research and Practice. 3 (1), p. 112. https://doi.org/10.15123/uel.88715298
total views811
total downloads8
views this month13
downloads this month