This is a presentation delivered at the 11th National Playwork Conference in Eastbourne, UK in March 2013. It discusses the importance of ethical practice for playworkers linking to the playwork principles.

1. Ethical Practice For Playworkers
David Stonehouse
Senior Lecturer
stonehod@edgehill.ac.uk
Tel: 01695 657003
edgehill.ac.uk

2. Why The need to think about
Ethics?
■ Ethics are involved in everything we do
■ To understand why some choices have
been made against others.
■ Helps us to choice right from wrong
(but who decides what‟s right and
what‟s wrong?)
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3. Ethics Helps Decision Making
■ Everyday we are faced with making decisions.
Sometimes these decisions are clear cut and
there is only one choice to be made. At other
times we are faced with a range of options, many
of which may seem equally valid or equally
unsatisfactory (Stonehouse, 2012).
■ Therefore by applying ethical thinking will assist
us in making a better choice.
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4. What Do We Mean By The
term Ethics?
■ Ethics is a process of reflection
(Berglund, 2007).
■ It‟s aim is to challenge our thoughts
and actions (Hugman, 2005).
■ Ethics looks at how we “behave and
function within society” (Thompson et
al, 2006:36).
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5. Ethics are very personal.
■ It is about how you live your life in
relation to others.
■ It‟s about the choices you make and
why.
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6. Who Influences Ethics In
Our Lives?
■ Family ■ Work Place
■ Friends ■ Playwork
■ Community/Society Principles
■ Education ■ Experts/Authors
■ Religion/Spirituality ■ Politics/Laws
■ Role Models ■ Ourselves
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7. Law & Ethics/Ethics & Law
■ Law is the law!!!
■ The ethics of a society should influence
the laws that that society makes.
■ Ethics over time should change laws.
■ However the law is always the law no
matter what your ethical beliefs are and
must be followed.
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8. Being ethical is not just
about
■ Fairtrade products
■ Recycling
■ Reducing your carbon footprint
■ Or being a nice happy person!!
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9. Ethics & Playwork
■ Skills Active (2008) state that the
eight Playwork Principles are “the
professional and ethical framework
for playwork.”
■ How closely do you and your
practice follow these guiding
principles?
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10. 1. All children and young people need to play. The impulse to play is innate.
Play is a biological, psychological and social necessity, and is fundamental to
the healthy development and well being of individuals and communities.
2. Play is a process that is freely chosen, personally directed and intrinsically
motivated. That is, children and young people determine and control the
content and intent of their play, by following their own instincts, ideas and
interests, in their own way for their own reasons.
3. The prime focus and essence of playwork is to support and facilitate the
play process and this should inform the development of play policy, strategy,
training and education.
4. For playworkers, the play process takes precedence and playworkers act as
advocates for play when engaging with adult led agendas.
5. The role of the playworker is to support all children and young people in the
creation of a space in which they can play.
6. The playworker's response to children and young people playing is based on
a sound up to date knowledge of the play process, and reflective practice.
7. Playworkers recognise their own impact on the play space and also the
impact of children and young people‟s play on the playworker.
8. Playworkers choose an intervention style that enables children and young
people to extend their play. All playworker intervention must balance risk with
the developmental benefit and well being of children. (Skills Active, 2008)
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11. Beauchamp and Childress (2009)
developed four Ethical Principles.
■ Respect for Autonomy
■ Beneficence
■ Non-maleficence
■ Justice
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12. Respect for Autonomy
■ Autonomy can be defined as „”self-rule
with no control, undue influence or
interference from other” (Griffith and
Tengnah, 2010:29).
■ It is about respecting other peoples
wishes and supporting them in their
decisions (Beauchamp and Childress,
2009).
Playwork Principle No 2.
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13. Beneficence
■ This can be defined as “the principle of
doing good and providing care to others”
(Berglund, 2007:12).
■ Promotion of well-being (Edwards, 2009).
■ As playworkers are we properly trained
and competent to facilitate the play we are
providing to our children? Do we always
follow policies and procedures.
Playwork Principles 6 & 7.
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14. Non-maleficence
■ “obligation not to inflict harm on
others” (Beauchamp and Childress,
2009:149). Goes hand in hand with
beneficence.
■ However, do we sometimes cause
short term harm for long term good?
Playwork Principles 7 & 8.
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15. Justice
■ Simply defined as “equal treatment of
equal cases” (Hendrick. 2004:7).
■ Treating everyone the same.
■ However, some people need to be
treated differently if they require special
care over and above what other people
may need.
■ Justice is about meeting everyone‟s
individual needs fairly.
Playwork Principles 3 & 5.
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16. Rowson (2006) Ethical
Framework F.A.I.R.
1. Fairness
2. Respect for Autonomy
3. Integrity
4. Seeking the most beneficial and
least harmful consequences, or
Results
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17. 1. Fairness
■ Linked to the idea of justice.
■ Providing benefits
- Social welfare, education,
healthcare, protection, opportunities
■ Distributing burdens
- Exclusions of benefits, allocation of
responsibilities.
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18. 2. Respect For Autonomy
Professional should
■ Not prevent people from carrying out decisions
they make for themselves about:
- What they ought to do
- What they will do
- What should be done to them
- What should be done with information about
them
■ Enable others to make autonomous decisions.
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19. 3. Integrity
Acting with professional integrity means
that one‟s actions are the same as your
professional values.
For example maintaining confidentiality,
working in someone‟s best interests.
Simply put, it is when what you do
matches what you believe.
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20. 4. Seeking the most beneficial
and least harmful
consequences, or Results
Two Aims.
1. Producing as many benefits as
possible
2. Avoiding causing, or preventing, as
much harm as possible.
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21. Two more concepts which are
not linked to either ethical
framework but which are
important are the ideas of
■Veracity &
■Fidelity
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22. Veracity or Truth Telling
■ “This is not always an easy principle to maintain when you are
asked difficult questions or your answer may be distressing”
(Stonehouse, 2012:250).
■ It is concerned with being open, honest and truthful with people
(Berglund, 2007).
■ It is also the accurate transfer of information in a way that is
suitable for the individual to understand (Edwards, 2009).
■ Article 13 of the UN Convention on the rights of the child states
“the right to freedom of expression; this right shall include
freedom to seek, receive and impart information and ideas of
all kinds, regardless of frontiers, either orally, in writing or in
print, in the form of art, or through any other media of the child‟s
choice” (United Nations, 1989).
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23. Fidelity
Is the relationship that exists between individuals.
Fidelity is about
■ Being Faithful
■ Keeping promises
■ Always doing what is right
■ Being trust worthy
■ Confidential
■ Showing respect and dignity
■ Respecting autonomy
■ Acting in their best interest
(Stonehouse, 2012)
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24. Aside from these two sets
of ethical principles there
are two main ethical
theories.
■ Deontology
■ Consequentialism
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25. Deontology
■ The rightness or wrongness of any
act depends on whether the person
has followed their duty regardless of
the consequences.
■ More concerned with motive than
results. Actions are good or bad in
advance of their performance.
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26. Consequentialism
■ The rightness or wrongness of any act is
judged in relation to its consequences.
■ Only concerned with results.
■ The same act may be good or bad in
different circumstances.
■ The aim is to produce the greatest good
for the greatest number.
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27. Performing Observations
■ You are observing children‟s behaviour
and play.
■ Need to be aware of possible
adulteration.
■ Need to gain consent.
■ Are your observations being recorded?
■ Participant observer or non-participant?
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28. A standard ethical awareness is a
consideration to:
■ Be fair;
■ Do the right thing; and
■ Do no harm.
(Andrews, 2012: 70)
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29. Research in Play
Playworkers are increasingly
engaging in research
- Evaluating your own practice
- Or as students
There is a move away from
researching on children to research
with children.
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30. Research in Play
■ Voluntary participation with the
ability to remove themselves from
the research.
■ Fully informed consent.
■ Confidentiality, with limits.
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31. 5 Questions to Ask?
1. How will it enhance playwork practice?
2. Is it ethical – do you have an agreed
ethical code?
3. Does it fit with playwork values?
4. Does it have a positive impact on play, if
not, then why are you doing it?
5. Will the children involved in the research
project benefit?
(Palmer, 2008:263)
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32. Any
Questions
Or
Thoughts
Or
Observations?
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33. Bibliography
Andrews, M. (2012) Exploring Play For Early Childhood Studies.
Sage Learning Matters: London.
Beauchamp, T. And Childress, J. (2009) Principles of Biomedical
Ethics. Sixth Edition. Oxford University Press: Oxford.
Berglund, C. (2007) Ethics For Health Care. Third Edition. Oxford
University Press: Oxford.
Edwards, S.D. (2009) Nursing Ethics: A Principle-Based Approach.
Second Edition. Palgrave Macmillan: Hampshire.
Griffith, R. And Tengnah, C. (2010) Law and Professional Issues
In Nursing. Second Edition. Learning Matters: Exeter.
Hendrick, J. (2004) Law And Ethics: Foundations In Nursing
And Health Care. Nelson Thornes: Cheltenham.
Hugman, R. (2005) New Approaches In Ethics For The Caring
Professions. Palgrave Macmillan: Hampshire.
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34. Bibliography
Palmer, S. (2008) Researching With Children. In Brown, F. And
Taylor, C. (eds) Foundations Of Play. Open University Press:
Berkshire. Pp 259-263.
Rowson, R. (2006) Working Ethics: How To Be Fair In A Culturally
Complex World. London: Jessica Kingsley Publishers.
Skills Active (2008) Playwork Principles. www.skillsactive.com/our-
sectors/item/3298 (accessed 21/02/13).
Stonehouse, D. (2012) The Support Workers Guide To Ethical
Practice. British Journal of Healthcare Assistants. May Vol. 06 No. 05.
Thompson, I. E; Melia, K. M; Boyd, K. M; and Horsburgh, D. (2006)
Nursing Ethics. Fifth Edition. Churchill Livingstone Elsevier: London.
United Nations (1989) Convention on the Rights of the Child
www2.ohchr.org/English/law/crc.htm (accessed 21/02/13).
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