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Ethics in Everyday School Psychology Practice
Kristina J. Andren, Psy.D., NCSPUniversity of Southern Maine
April 2, 2011
2
Overview of Presentation• Introductory Activity• Review changes to NASP’s 2010
Principles for Professional Ethics and key ethical principles for school psychologists
• Break• Introduce Ethical Decision-
Making Model• Small Group Activity• Wrap-up, Questions
© Andren, 2011
3
NASP Principles for Professional Ethics
• Adopted in 1974 to address emerging legal and ethical issues in school psychology that were not covered in or conflicted with APA Code of Ethics
• Responded to educational changes as a result of court cases and federal legislation
• Professional development in Ethics and Professional Practices required for renewal of NCSP (as of January, 2009)
© Andren, 2011
4
NASP Standards• Revised in 2010• Standards for Graduate Preparation of School
Psychologists• Standards for the Credentialing of School
Psychologists• Principles for Professional Ethics• Model for Comprehensive and Integrated
School Psychological Services
• 2010 Principles for Professional Ethics can be found at:• http://www.nasponline.org/standards/
2010standards/1_%20Ethical%20Principles.pdf
© Andren, 2011
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Development of NASP’s 2010 Principles for Professional Ethics (PPE)
Began in 2007 with a review of:• Suggestions from NASP leaders,
members• Professional literature• Other codes of ethics• Studies of ethical problems and
emerging role of school psychologists
• Queries to NASP’s Ethics Committee
• Changes in law • Early drafts were critiqued by
NASP leaders, members, external groups
© Andren, 2011
6
Changes in the 2010 PPE• NASP’s 2000 code was based on roles and
clientele of school psychologists• 2010 code is organized around 4 broad
aspirational, nonhierarchical themes:• Respecting the Dignity and Rights of All
Persons• Professional Competence and Responsibility• Honesty and Integrity in Professional
Relationships• Responsibility to Schools, Families,
Communities, the Profession, and Society• *Influenced by Canadian Code of Ethics
• 4 themes include 17 ethical principles• Each principle contains specific standards of
conduct© Andren, 2011
7
Organization of NASP Principles for Professional Ethics (2010)
I. Respecting the Dignity and Rights of All Persons• Principle I.1. Autonomy and Self-
Determination (Consent and Assent)• Principle I.2. Privacy and
Confidentiality• Principle I.3. Fairness and Justice
© Andren, 2011
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Expanded Privacy Protections• Right to self-determine whether to
disclose private thoughts, feelings, beliefs, and behaviors with others.
• Standard 1.2.2: “School psychologists minimize intrusions on privacy. They do not seek or store private information about clients that is not needed in the provision of services.”
• Standards 1.2.6 and 1.2.7: “School psychologists respect the right of privacy of students, parents, and colleagues with regard to sexual orientation, gender identity, or transgender status….and sensitive health information.”
© Andren, 2011
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Confidentiality• Standard I.2.4: School
psychologists have an ethical obligation to disclose confidential information only with appropriate consent, except when failure to disclose information would result in danger to client or others, or when required by law.• Discuss boundaries of
confidentiality at onset of services (except in urgent situations), with student and parent of minor student
© Andren, 2011
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Informed Consent
• Rooted in right to privacy• Except in emergency situations,
informed consent should be obtained before the provision of school psychological services
• Consultation services within the scope of typical classroom interventions do not require parental consent
© Andren, 2011
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2010 Code Footnote• “It is recommended that school district
parent handbooks and websites advise parents that a minor student may be seen by school health or mental health professionals (e.g., school nurse, counselor, social worker, school psychologist) without parent notice or consent to ensure that the student is safe or is not a danger to others. Parents should also be advised that district school psychologists routinely assist teachers in planning classroom instruction and monitoring its effectiveness and do not need to notify parents of, or seek consent for, such involvement in student support.”
© Andren, 2011
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Fairness and Justice• School psychologists…
• Do not engage in or condone actions or policies that discriminate against persons based on actual or perceived characteristics including race; ethnicity; color; religion; ancestry; national origin; immigration status; SES; primary language; gender; sexual orientation, gender identity, or gender expression; mental, physical, or sensory disability; any other distinguishing characteristics
• Pursue awareness and knowledge of how diversity factors may influence child development, behavior, and school learning
• Work to correct school practices that are unjustly discriminatory
• Ensure that all children have equal opportunity to participate in and benefit from school programs and school psychological services
© Andren, 2011
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Organization of NASP Principles for Professional Ethics (2010), cont.
II. Professional Competence and Responsibility• Principle II.1. Competence• Principle II.2. Accepting Responsibility
for Actions• Principle II.3. Responsible Assessment
and Intervention Practices• Principle II.4. Responsible School-
Based Record Keeping• Principle II.5. Responsible Use of
Materials© Andren, 2011
14
Professional Competence and Responsibility• “Beneficence, or responsible caring, means
that the school psychologist acts to benefit others. To do this, school psychologists must practice within the boundaries of their competence, use scientific knowledge from psychology and education to help clients and others make informed choices, and accept responsibility for their work.”
© Andren, 2011
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Boundaries of Competence• School Psychologists…
• Recognize the strengths and limitations of their training and experience (boundaries of competence are self-determined)
• Engage only in practices for which they are qualified, based on education, training, supervised experience, consultation, study, or professional experience
• Obtain understanding of diverse backgrounds (age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or SES) when it is essential for effective delivery of services or research
• Seek assistance from specialists (supervision, consultation, appropriate referrals) in providing effective services
• Obtain training and/or supervised experience before working with new populations, areas, techniques, or technologies
© Andren, 2011
16
Continuing Professional Development• “Professional competence is a
moving target” (Barnett, Doll, Younggren, & Rubin, 2007, p. 514).
• Undertake well-planned, ongoing efforts to develop and maintain competence
• Remain current on developments in research and professional practices
• Seek professional consultation and supervision
© Andren, 2011
17
Standard of Practice• School psychologists accept
responsibility for the appropriateness of professional practices, decisions, and recommendations.
• School psychologists maintain the highest standard for responsible professional practices in assessment and intervention.
© Andren, 2011
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Ethical standards specific to responsible intervention practices:• Standard II.2.2
• Progress monitoring and data-based decision making
• Standard II.3.9• Problem-solving process• Evidence-based practices (from peer-
reviewed research literature)
• Standard II.3.10• Parental involvement in
recommending, designing interventions• Linking home, school, and community
support© Andren, 2011
19
Record Keeping• To the extent that school
psychological records are under their control, • school psychologists ensure that only
those school personnel who have a legitimate educational interest in a student are given access to the student’s school psychological records without prior parent permission or the permission of an adult student (Standard II.4.6)
• school psychologists protect electronic files from unauthorized release or modification (Standard II.4.7)
© Andren, 2011
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Record Keeping• Family Educational Rights and Privacy
Act (FERPA), 1974• Grants appropriate access to educational
records by parents or adult students• Protects privacy of records without informed
consent
• Standard II.4.9: “School psychologists, in collaboration with administrators and other school staff, work to establish district policies regarding the storage and disposal of school psychological records that are consistent with law and sound professional practice.”
© Andren, 2011
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Organization of NASP Principles for Professional Ethics (2010), cont.
III. Honesty and Integrity in Professional Relationships• Principle III.1. Accurate Presentation of
Professional Qualifications• Principle III.2. Forthright Explanation
of Professional Services, Roles, and Priorities
• Principle III.3. Respecting Other Professionals
• Principle III.4. Multiple Relationships and Conflicts of Interest
© Andren, 2011
22
Standard III.2.3• “The school psychologist’s
commitment to protecting the rights and welfare of children is communicated to the school administration, staff, and others as the highest priority in determining services.”
© Andren, 2011
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Professional Relationships• School psychologists who provide services
to several different groups (e.g., families, teachers, classrooms) may encounter situations in which loyalties are conflicted. • Become integral members of client service
systems• Establish and explain professional roles, be
candid about the nature and scope of services• Communicate priorities and commitments in
advance to all parties• Respect various roles of colleagues• Support the use of all resources to serve
interests of student and promote coordination of services
© Andren, 2011
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Multiple Relationships• When a school psychologist is in professional role
with a person and is in another role (familial, social, financial, supervisory, political, administrative) or promises to be in another role with the person or someone closely associated with that person
• Avoid multiple relationships if it may interfere with professional effectiveness, objectivity, competence, or if it risks exploitation or harm
• Multiple relationships that would not reasonably be expected to cause impairment or risk exploitation or harm are not unethical
• Always clarify role expectations• Resolve situations in way that provides greatest
benefit to the client© Andren, 2011
25
Dual Setting Practitioners• Standard III.4.9: School
psychologists who provide school-based services and also engage in private practice recognize the potential for conflicts of interest between their two roles and take steps to avoid such conflicts• Inform parents and clients of any
services available at no cost from the schools
• Do not provide private practice services, including independent evaluations, to a student of a school where practitioner is currently assigned
© Andren, 2011
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Organization of NASP Principles for Professional Ethics (2010), cont.
• IV. Responsibility to Schools, Families, Communities, the Profession, and Society• Principle IV.1. Promoting Healthy School,
Family, and Community Environments• Principle IV.2. Respect for Law and the
Relationship of Law and Ethics• Principle IV.3. Maintaining Public Trust by
Self-Monitoring and Peer Monitoring• Principle IV.4. Contributing to the Profession
by Mentoring, Teaching, and Supervision• Principle IV.5. Contributing to the School
Psychology Knowledge Base© Andren, 2011
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Emphasis on Healthy Environments
• Standard IV.1.2: “School psychologists use their professional expertise to promote changes in schools and community service systems that will benefit children and other clients. They advocate for school policies and practices that are in the best interests of children and that respect and protect the legal rights of students and parents.”© Andren, 2011
28
Advocacy• “School psychologists have a
special obligation to speak up for the rights and welfare of students and families, and to provide a voice to clients who cannot or do not wish to speak for themselves. Advocacy also occurs when school psychologists use their expertise in psychology and education to promote changes in schools, systems, and laws that will benefit schoolchildren, other students, and families.”
© Andren, 2011
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Ethics in Supervision• Supervisor has ultimate
responsibility for client welfare• Supervisor has authority and
responsibility for professional practices of supervisee
• Required for practicum, internship, beginning school psychologists (NCSP and licensure)
• Should be ongoing© Andren, 2011
30
Conflict Resolution• Standard IV.2.2: “The PPE may require a
more stringent standard of conduct than law, and in those situations school psychologists are expected to adhere to the Principles.”
• When school psychologists suspect unethical practices in another professional, they attempt to resolve the conflict through collegial problem-solving. If not possible or productive, consider discussing situation with supervisor, consulting with ethics committees, and if necessary, filing a formal complaint in accordance with state or NASP procedures.
© Andren, 2011
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Limitations to NASP’s 2010 PPE• Codes of ethics are imperfect
guidelines for behavior because they must apply to many different roles, activities, and settings.
• Codes of ethics must be broad enough to provide useful guidance when changes in law, society, and technology occur.
© Andren, 2011
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Ethical Dilemmas• “Circumstances in which moral
obligations demand or appear to demand that a person adopt each of two (or more) alternative actions, yet the person cannot perform all the required alternatives” (Beauchamp & Childress, 2001, p. 10).
© Andren, 2011
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Ethical Decision-Making Model(Williams, Armistead & Jacob, 2000)
1. Describe the problem2. Define the ethical and/or legal issues
involved3. Consult ethical and legal guidelines4. Consult with supervisors and colleagues5. Evaluate the rights, responsibilities,
and welfare of all affected parties6. Consider alternative solutions and
consequences of making each decision7. Make the decision and take
responsibility for it© Andren, 2011
34
Ethics Teams• In small groups, apply the ethical
decision-making model to the case scenario you are given. Be prepared to share what you discussed in each of the 7 steps.
© Andren, 2011