Serving Youth with Physical Deformity in Canadian Schools: Ethical Guidelines for Non-Discriminatory Practice

  • Kristine Edgington University of Victoria
  • Jillian Roberts University of Victoria
Keywords: physical deformity, ethical practice, children & youth, schools


Physical deformity has a number of serious affects on an individuals psychological and social functioning. In order to help psychologists and other professionals involved in the education of youth with physical deformity, we have interpreted the Canadian Psychological Association's (CPA) Guideline's for Non-Discriminatory Practice in this context. The general principles of the Guidelines for Non-Discriminatory Practice are consistent with those of the Canadian Code of Ethics for Psychologists (CPA, 2001) and include: I. Respect for the Dignity of Persons, II. Responsible Caring, III. Integrity in Relationships, and IV. Responsibility to Society. In addition, several examples of ethical dilemmas that may arise through involvement with students with physical deformity are presented and discussed. URN: urn:nbn:de:0114-fqs0502442


Download data is not yet available.

Author Biographies

Kristine Edgington, University of Victoria
Kristine EDGINGTON is a graduate student in the Department of Educational Psychology and Leadership Studies at the University of Victoria. Her research interests include the experiences and perceptions of individuals affected by physical deformity and best practices in special needs education.
Jillian Roberts, University of Victoria
Dr. Jillian ROBERTS, a former elementary teacher, is a Registered Psychologist and professor of special education in the Faculty of Education at the University of Victoria. Her professional interests lie in helping children and families experience success in academic settings and to attain a higher sense of quality of life.
How to Cite
Edgington, K., & Roberts, J. (2005). Serving Youth with Physical Deformity in Canadian Schools: Ethical Guidelines for Non-Discriminatory Practice. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2).
FQS Debate: Qualitative Research and Ethics