Ethics (Test 1)
Who is the school psychologist's primary client?
"Most agree that children (and parents) are the primary clients."
What percentage of Federal funds can be used for early intervention services?
15% (p. 164).
What is the purpose of FERPA?
1974: Addresses the privacy of educational records and access to those records (JDH, p. 62). (See Danielle's e-mail for more detailed information)
When was the last revision to the APA ethics code?
2002, amended 2010 (p. 8).
When was the last revision to the NASP ethics code?
2010
Can SPs be sued for defamation when reporting suspected child abuse?
A SP cannot be sued for damages if the report is in good faith (p. 174).
What is the duty to protect? With what famous case is this associated?
A duty to exercise reasonable care to protect the foreseeable victim. Tarasoff II (p. 55).
How does a SP determine who can have access to confidential information?
A legitimate need to know and only information essential to understanding and resolution of the child's difficulties (p. 52).
What is meant by the term "mandated reporter?"
A professional, due to the nature of their job, is required by law to report reasonable suspicions of abuse.
Why can parents inspect their child's responses on a test protocol?
According to FERPA, the child's answers are part of the child's educational record (p. 67).
How can a SP help a student make a choice about group counseling?
Ask the student to attend a counseling session (p. 51).
What should SP do when there is a potential conflict of interest with a parent?
Ask their supervisor to assign a different SP or guide parents to alternative resources (p. 199).
When should the SP discuss the parameters of confidentiality?
At the onset and periodically thereafter (p. 52 & 56).
When should the parameters of confidentiality be discussed?
At the onset of establishing a school psychologist-client professional relationship (JDH, p. 52). For students: During the initial interview (JDH, p. 53). For parents: When seeking consent to provide services to a minor (JDH, p. 53).
What should a SP do if a principal requests help with searching a student for drugs?
Avoid getting involved (p. 179).
Why can't ethics training be done through internship alone?
Both the supervisor and the situations encountered in internship are limited (p. 4).
If a school psychologist is required to work with teachers to remedy learning/behavior problems in the classroom prior to seeing a child for psychological assessment, how can the school psychologist make this happen if the school doesn't have RTI?
Consultation and collaboration (JDH, p. 191). Can provide services to teacher or team as long as the teacher implements recommendations and these are typical (PowerPoint slides).
How is consultation different from supervision?
Consultation is nonhierarchical - the teacher can accept or reject suggestions (p. 191).
When the risk of suicide is low, what action should the SP take?
Contact parents in all cases and document all actions taken (p. 176).
How should ethical decisions be made?
Describe the parameters of the problem. Describe and consider complementary and conflicting ethical guidelines, federal & state laws, district policies, professional duties and personal values. Evaluate the rights & welfare of individual. CLD factors, function of the problem. Generate short-term and long-term consequences and risk/benefits. Consult with colleagues. Make decision and create plan of action. Evaluate effects of decision.
If a SP violates ethical codes, what three consequences might occur?
Dismissal from APA or NASP, loss of professional license, and subject to a civil malpractice lawsuit (p. 118 in Merrell).
When SPs disagree with parents, how can they balance family versus school interests?
Encourage communication, make sure parents know their legal rights, put parents on equal footing with team, influence decisions (p. 197).
How many times can you see a student without permission?
Ethically, zero times, unless in the case of emergency situations where "one or several meetings" may occur according to NASP ethics code, or otherwise dictated by state laws. Gayle says no more than 1.
Under what law can schools store records in the cloud?
FERPA (p. 75).
What is the act that addresses the privacy of student records and access to those records?
FERPA, p. 62
On what basis could a parent be given a copy of a child's test protocol?
Fair use doctrine (p. 70).
How can a school psychologist protect teachers when gathering fidelity data?
Fidelity refers to a continuing faithfulness to the truth and to one's professional duties. Practitioners are obligated to be open and honest in their interactions with others and to adhere to their professional promises (JDH, p. 15).
What is the difference between functional assessment and functional analysis?
Functional assessment involves direct observation and teacher input-functional analysis involves experiments (p. 167).
What kinds of relationships do Asian and Hispanic parents want with the SP?
Hispanic parents want warm and friendly relationships, Asian parents want expert and directive help (p. 200-201).
Name two circumstances that require parental notice.
If RTI is being implemented to determine if their child has a disability and when parents refuse an evaluation along with their rights (p. 166).
What are the circumstances that require parental notice?
If RTI is used as part of the identification process (PowerPoint slides). Prior to the administration of a questionnaire that seeks information about mental or psychological problems potentially embarrassing to the student or family (PowerPoint slides).
When can you bypass the child's assent?
If service is considered to be a direct benefit to the child and their well-being and/or is required by law.
When do you not have to notify parents?
In emergency situations or if there is reason to believe a student may pose a danger to others, is at risk for self-harm, or is in danger of injury, exploitation, or maltreatment (NASP-PPE-I.1.2). "NASP's code of ethics recommends that school district parent handbooks and websites advise parents that a minor student may be seen by school health or mental health professionals without parent notice or consent to ensure that the student is safe or is not a danger to others" (JDC, p. 49-50).
How does sharing confidences in school about risky behavior differ from the legal standard?
In school, the standard is 'reasonably foreseeable risk of harm' (p. 55).
What should a SP do if a teacher persists in activities that put children at-risk?
Inform the consulate that third parties may be notified about practices detrimental to the child (p. 193).
How are ethical complaints to be addressed first?
Informally (p. 23).
What is needed if an intervention is planned for a student that diverts from expected schooling?
Informed consent of the parent (p. 193).
What do SPs need to conduct a school evaluation of a child?
Informed consent, (p. 142).
What makes a decision ethical?
It is principled, reasoned, univeralizable and does more good than harm (p. 20).
Whose responsibility is it to confirm or disconfirm suspected abuse or neglect?
It is the responsibility of child protection agency (p. 173).
How many times can a SP see a student without parental permission?
Jacob says several, two is safer.
What are the three key elements of informed consent?
Knowing, competent and voluntary (p. 48).
To what degree can information be shared with a teacher?
Limited to the minimum necessary but not if involves sexual status (p. 56).
What type of research in schools does not require informed consent?
Minimal risk research that is not recorded or reported in a way that individuals can be identified (p. 233).
Is progress monitoring ethical?
NASP-PPE II.2.2 (p. 272) actively monitor impact.
Can classrooms, schools, and school systems be clients of the SP?
Not according to the PPE (p. 266).
If a child thinks he did well on a task when he did not, what should the SP tell the child?
Nothing (p. 237) it may do more harm to correct the child misconception.
When research is presented in talking with a subject, what else is needed?
Oral presentation should be witnessed by a third party using easy to understand language and may not include release from responsibility.
What rights do parents have regarding files of an 18-year old?
Parents have access to files if the 18-year old is dependent as defined by federal tax law, and also in a health or safety emergency (p. 65).
Who should be notified when a student is potentially assaultive?
Parents of the threatened child, and parents of the assaultive child (p. 178).
What does the NASP Code of Ethics require of all research involving children?
Peer review even if the SP is not required to obtain IRB approval (p. 234).
At what age of the student does the SP need student assent for research?
Preschool age or older (p. 233).
What does NCLB have to cover bringing a gun to school?
Requires a school to expel a student for one year, the principle can modify expulsion, states may allow for services in another setting (p. 123).
What are the 3 principles in the Belmont Report?
Respect for persons, beneficence, and justice (p. 229).
What are the four broad principles that underlie ethical codes?
Respect for the dignity of others, autonomy, confidentiality, fairness & justice (p. 10-13).
What should be covered at an initial consultation meeting?
Role definition goal setting responsibilities of each, parameters of confidentiality (p. 191).
What kind of safeguard could a school psychologist be required to protect copy write?
Schools can ask for a nondisclosure agreement not to share test content (p. 70).
What must be covered when seeking informed consent from parents about counseling?
Scope and goals, duration, risks and discomforts, loss of class time, benefits, alternative service, consequences of not receiving services (p. 51).
Seeking informed consent falls under which broad ethical principle?
Self determination and autonomy (p. 11).
What should a SP do when speaking up against the school?
Speak as a private citizen or in school, emphasize the positive (p. 259).
What does the term 'mandated reporter' mean?
State laws requires school professionals to report (more likely to be aware) (p. 172).
How do SPs balance the needs of a particular family with the larger needs of the school?
Support conclusions that are in the best interests of the child (p. 198).
What famous case is involved in the duty to warn?
Tarasoff I (p. 55).
Why must a SP speak up when parents' wishes are not taken into consideration?
The SP has a special obligation to speak up for the rights and wishes of the parent and student (p. 196).
Describe the 3 or 4 components to represent the right way to use time out.
The child gets prior notice, it should be short, it should not result in total exclusion and combine with instruction (p. 169).
What are the two freedoms that research participants have?
The freedom to refuse without penalty and to discontinue at any time (p. 233).
Who provides consent for a child to participate in research?
The parent or legal guardian and the child's assent (p. 232).
To whom does a student's sensitive personal information belong?
The student and family (p. 53).
How should SP students share information from tests with parents or teachers?
They should not because there could be legal questions regarding the practice of psychology without a license (p. 239).
Why were ethics codes established?
To protect the public and the school psychologists (p. 2, 3).
When can confidentiality be breached in supervision?
To safeguard the welfare of clients in schools-students, parents, teachers, etc. (p. 249).
Where can a parent complain about violations to FERPA?
U.S. Department of Education (p. 66).
For which 3 health concerns can minors seek help without parental consent?
Venereal disease, alcohol abuse, and drug abuse (p. 50).
Share several things to watch for in consultative relationships with teachers?
Watch for teacher dependence, and stepping into the role of therapist (p. 192).
When must parents be informed when RTI is being implemented?
When RTI is being implemented as apart of the process to determine whether their child has a disability (p. 196).
When must a team consider the use of positive behavioral interventions?
When behavior impedes the child's or other's learning (p. 167).
What are the 3 bases for which a parent can ask for an amendment to records?
When data is inaccurate, misleading, or violates privacy or rights of the student (p. 66).
When must a student's confidences be shared in a school?
When it is necessary to protect students from reasonably foreseeable risk of harm (p. 55).
When can the school refuse to evaluate a child who is participating in RTI?
When the school provides written notice of refusal, along with rights, when progress is being made and no disability is suspected (p. 166).
What are the three situations in which confidential information is disclosed?
When the student requests it, when there is danger to self or others, and when there is legal obligation to do so (p. 53 & 54).
What are the three situations in which the school psychologist is obligated to share confidential student disclosures?
(1) When the student requests it. (2) When there is a situation involving danger to the student or others. (3) When there is a legal obligation to testify in a court of law (JDH, p. 53-54).
Where would you find a scientific research-based intervention?
1. Federal Registries 2. Peer reviewed journals 3. Documented effectiveness supported by other sources of information and judgment of informed experts
What are the ethical requirements to develop competence?
1. Have SENSITIVITY to the ethical components of their work and aware that their ACTIONS have real ethical CONSEQUENCES that can potentially harm as well as help others. 2. Sound WORKING KNOWLEDGE of the codes of ethics, professional standards, and law pertinent to delivery of services. 3. Committed to PROACTIVE rather than reactive stance in ethical thinking and conduct. 4. Have the ability to ANALYZE the ethical dimensions of a situation and demonstrate a well-developed ability to REASON about ethical issues and have mastered the use of a problem-solving model. 5. Strive to understand the manner in which CULTURE influences their own view of others and other's view of them. 6. AWARENESS of their own feelings, beliefs, and values and their potential influence on professional decision making. 7. Strive for EXCELLENCE rather than meeting minimal obligations outlined in code of ethics. 8. ACKNOWLEDGE and ACCEPT that there may be more than one appropriate course of action. 9. Have the personal STRENGTH TO ACT on decisions made and ACCEPT RESPONSIBILITY for their actions (JDH, p. 4-5).
Why was the Canadian code unique?
1. The Canadian code of ethics was the first to be conceptually organized and cohesive. It utilized empirical data and dilemmas to assist practitioners in ethical decision-making and generating solutions. 2. This was the first code to look beyond the individual client to address benefitting society and the environments clients function within, thus the responsibility to promote healthy environments and advocate for vulnerable populations.
When did APA first adopt an ethics code?
1953
The NASP-PPE were first adopted in what year?
1974
When did NASP first adopt an ethic code?
1974
What ethical standards should a school psychologist follow during assessment?
40. Assessment should be: MULTIFACETED: Psychoeducational assessment of child should be based on information "gathered from multiple measures and multiple informants." IDEA - evaluation procedures must include findings from a variety of assessment tools and strategies COMPREHENSIVE: Children w/ disabilities must be assessed in "all areas related to the suspected disability (NASP-PPE II.3.3; Standard 13.7) FAIR: SPs srive to conduct fair and valid assessments. "They actively pursue knowledge of the students disabilities, and developmental, cultural, linguistic, and experiential background and then select, administer, and interpret assessment instruments and procedures in light of those characteristics" (NASP-PPE II.3.5; also APA-EP 9.02) {Includes Limited English Proficiency, children w/ disabilities, and ethnic minority students} VALID: SPs use assessment techniques and practices that the profession considers to be responsible, research- based practice (NASP-PPE II.3.2). The select instruments and strategies that are reliable and valid for the child and the purpose of assessment (NASP-PPE II.3.2; also APA-EP 9.02). USEFUL: School psychologists use their expertise in assessment for the purpose of improving the quality of life for the child (NASP-PPE Introduction). IDEA requires that assessment tools and strategies "provide relevant information that directly assists persons in determining the educational needs of the child" (Jacob p. 145-147)
Why is it helpful to understand the ethical codes for APA and other groups as well as the NASP ethical code?
A psychologist with a broad knowledge base of ethical principles may be better prepared to make sound choices when ethically challenging situations arise. Furthermore, one may be expected to know and abide by both the APA and NASP ethics codes in their work setting (JDH, p. 7).
Can a school psychologist provide a new intervention that she has heard about from a friend?
An intervention must be evidence-based and fit the demographics of the school.
What makes a decision "ethical?"
Decision is principled. based on generally accepted ethical principles. The action is a reasoned outcome of a consideration of the principles. The decision is universalizable, that is, the psych would recommend the same course of action to others in a similar situation.
Why are ethics codes called "imperfect guides?"
Ethical codes are composed of broad, abstract principles (can be vague and ambiguous). Competing ethical principles often apply in a particular situation. Ethical codes are imperfect because they tend to be reactive.
What should a school psychologist do if a client discloses past criminal acts? What ethical considerations are necessary?
If a school-based psychologist believes the past crimes of a minor student should be reported to legal authorities, the issue should be discussed with the student and parents. The student's parents should be encouraged to report the crime but to obtain legal representation for their child before they contact legal authorities (Jacob p. 180)
What is the impact of sharing sole possession notes?
If the information is shared with anyone, the school psychologist can no longer claim the notes are confidential, and they are no longer privileged. If subpoenaed in court, it would be difficult to make a case for not disclosing private notes if they have been shared.
When would a SP need to keep confidential information received from a parent?
If the parent has a reasonable expectation that information shared is privileged (p. 60).
Because the codes are abstract, vague and ambiguous, how do Jacob et al. describe them?
Imperfect guides
Who is responsible for the work and behavior of school psychology students in the field setting?
NASP-PPE II.2.4 "When supervising graduate students' field experiences or internships, school psychologists are responsible for the work of their supervisees."
Must school psychologists speak up as advocates for children if this is contrary to their obligations to the school district?
Not ethically required to engage in insubordination as part of their effort to advocate for children, however, if one wishes to do so, they are advised to seek legal advice (JDH, p. 259 text).
What are 3 criteria for information to be considered private notes?
Not shared with anyone, kept separate from education records, and kept in a secure file, p. 64
What 3 considerations do SPs need in order to use an interpreter?
Obtain parental consent, ensure the person is trained, ensure the SP has the skills to work with an interpreter (p. 146).
In what situations may a student be seen without informed consent?
(1) In **emergency** situations or (2) if there is reason to believe a student may pose a danger to others, (3) is at risk for self-harm, (4) or is in danger or injury, exploitation, or maltreatment. Additionally, if a student self-refers for assistance, it is ethically permissible to meet with the student for several meetings to determine the nature and degree of services (JDH, p. 268).
Who must provide consent for a minor child to be involved in research?
"When research involves children (minors) as study participants, legal standards and codes of ethics (SRCD Principles 2, 3) suggest that the researcher should seek informed consent or permission of the parent of legal guardian for the child to participate, and the child's assent to participate" (Jacob et al., 2011; pp. 232).
What underlies all ethical codes?
1. Doing the right thing 2. Ethical principles 3. Analyze and Evaluate 4. Make decisions 5. Prioritize & Integrate (PowerPoint - Ethics - 9/4/15).
On what three characteristics would a decision be viewed as ethical?
p. 20 If the decision is principled, the action is a reasoned outcome based on the principles, and if it is universalizable.
If a colleague is behaving unethically, what do NASP and APA require?
p. 24 Both APA and NASP require us to attempt to resolve concerns informally.
(A) What is confidentiality? (B) How should it be explained to parents, children, and teachers?
(A) - School psychologists respect the confidentiality of information obtained during their professional work. Information is not revealed to third parties without the agreement of minor child's parent or legal guardian (or adult student, except in those situations in which failure to release information would result in danger to the student or others, or where otherwise required by law. Whenever feasible, student assent is obtained prior to disclose of his or her confidence to third parties, including disclosure to the student's parents (JDH, p. 52). (B) - (With the exception of urgent situations) school psychologists define the parameters of confidentiality at the onset of establishing a school psychologist-client professional relationship. The parameters of the promise of confidentiality will vary depending on the nature of the services offered. (B) - If information learned within a school psychologist-client relationship is shared with third parties, such information is disclosed only on a need to know basis. School psychologists discuss and/or release confidential information only for professional purposes and only with persons who have a legitimate need to know. ALSO - only information essential to the understanding and resolution of a students difficulties is disclosed. (B) - Medical or other sensitive personal information belongs to the student and family, not the school. Therefore, it is generally the students (or parents) right to control who has access to that information, especially when disclosure might cause harm.
What are the three key elements of informed consent?
**"Knowing, competent, and voluntary."** Knowing: clear understanding of what consenting to (i.e., nature & scope, goals, risks, costs, etc.). Competent: legally defined competence; children are not considered legally competent thus parents and guardians must be the ones to give consent. Voluntary: freely agreed to; not coerced or agreed to through misrepresentation.
Do parents have a right to review and copy test protocols? What ethical issues are involved?
- Legally speaking, DOE policy is that the form on which an individual student's answers are recorded is an education record as defined by FERPA. Thus, parents have a legal right to inspect and review their child's responses recorded on a school psychological test protocol. Protocols cannot be considered private notes. However, this conflicts ethically with the practitioner's ethical obligation to maintain test security and respecting purchase agreements. - Under FERPA, a school is not legally required to provide copies of test protocols, w/ exception: "If circumstances effectively prevent the parent or eligible student from exercising the right to inspect and review the student's education records, the educational agency or institution, or State Educational Agency or its component, shall - 1. Provide the parent of eligible student w/ copy of records requested; or 2. Make arrangements for the parent or eligible student to inspect and review the requested records (Jacob p. 68-69)
What circumstances impact confidentiality with children?
- Student confidences must be shared with others when necessary to safeguard students from reasonably foreseeable risk of harm to self or others, a less stringent standard for disclosure of confidential information than clear or imminent danger, terms often used in state laws regulating mental health providers. - When the psychologist is working collaboratively with the teacher and/or parent in assisting the student, information will most likely be shared by those involved in the collaborative effort - need to have assent from client about limitations of confidentiality and limits among those involved in collaborative effort. - SP do not share information about the sexual orientation, gender identity, or transgender status of a student (including minors), parent, or school employee with anyone without individual's permission (1.2.6) same for sensitive health information (1.2.7.) (JDH, p. 56).
When must privileged communication be breached?
- The parent or legal guardian has the rights to disclose/or not disclose information to third parties. - If the client knows the limits of their communications that are privileged - the school psychologist has the right to breach privilege under the rights of duty to protect (JDH, p. 60). - SP is required to report information under state law: Suspected child abuse or other state mandates reporting. - Client expresses intent to engage in conduct likely to result in imminent death or serious injury to the client or others, during legal proceedings to hospitalize a client for mental illness, for court orders psychological examination of a client, when a client claims mental illness as part of a legal defense, and during malpractice suits fled by client against the psychologist. - Judges may also waive privilege in child custody proceedings.
When must confidentiality be breached?
- When the student requests it - There is a situation involving danger to the student or others - When it is the legal obligation to testify in a coup of law - privileged communication (JDH, p. 53). - When there is imminent risk or injury to the student, others, or property that would justify the breach of confidentiality (p. 58). - Duty to protect - failure to release information would result in danger to the student or others, or where otherwise required by law. - Only with the consent of the person or the persons legal representative - except in those unusual circumstances where not to do so would result in clear danger to the person or others (JDH, p. 55)
What are blanket consent and notice? What are the ethical issues involved?
Blanket consent is given only once, but covers the use of the material at any time in the future. Notice is the school supplying information about impending actions (Jacob p.51) Ethical issues involved???
How are ethical complaints to be addressed first?
Both APA and NASP require members to monitor the ethical conduct of their professional colleagues, and support the attempt to resolve concerns INFORMALLY before filing a complaint (JDH, p. 24).
What kinds of rights do children have?
Children are protected under the U.S. Constitution, the Bill of Rights, as well as all federal and state laws (IDEA, FERPA). Right to privacy (confidentiality is ethical but not a right). Right to autonomy or self-determination.
What parameters surround the issue of confidentiality in supervision?
Client confidentiality applies to supervisor-supervisee relationships & should be addressed in a professional disclosure statement.
What are the goals of ethics training?
Competent (skilled) practitioners/psychologists... 1. ...are SENSITIVE to ethical components and are aware that their actions have real ethical consequences that can potentially harm as well as help others 2. ...have a sound WORKING KNOWLEDGE of the content of codes of ethics, professional standards, and law pertinent to the delivery of services. 3. ...are committed to a PROACTIVE rather than a reactive stance in ethical thinking and conduct. They use their broad knowledge of codes of ethics and law along with ethical reasoning skills to anticipate and prevent problems from arising. 4. ...are able to ANALYZE the ethical dimensions of a situation and demonstrate a well-developed ability to REASON about ethical issues. They have mastered and make use of a problem-solving model. 5. ...recognize that a system of ethical rules and ideals develops in the context of a specific CULTURE, and they are sensitive to the ways their own values and standards for behavior may be similar to or different from those of individuals from other cultural groups. They strive to understand the manner in which culture influences their own view of others and other's view of them. 6. ...are AWARE of their OWN FEELINGS and BELIEFS. The recognize that personal feelings, beliefs, and values influence professional decision making. 7. ...do their best to engage in POSITIVE ETHICS; that is, they strive for excellence rather than meeting minimal obligations outlined in codes of ethics and law. 8. ...appreciate the COMPLEXITY of ethical decisions and are tolerant of ambiguity and uncertainty. They acknowledge and accept that they may be more than one appropriate course of action. 9. ...have the personal strength to ACT on decisions made and accept responsibility for their actions (JDH, p. 4-5).
When may confidentiality in the supervisory relationship be breached?
Confidentiality may be breached during evaluations of supervisee performance which will be shared with others (ex. university evaluations) or if a breach in confidentiality is necessary to protect the welfare of a client.
Are school psychologists obligated to offer a number of options for consideration of specific recommendations?
Ethically, yes, according to the following NASP principles regarding both parents & students: "Practitioners discuss with parents the recommendations and plans for assisting their children. This discussion takes into account the ethical/cultural values of the family and includes alternatives that may be available (NASP-PPE-II.3.10) (JDH, p. 153). "Recommendations for program changes or additional services are discussed with the student, along with any alternatives that may be available (NASP-PPE-II.3.11) (JDH, p. 153).
What term refers to a system of principles of conduct?
Ethics
If during an evaluation the SP thinks that personality assessment would help, what is needed?
Explicit informed consent before administering such tests (p. 157).
When there is an ethical decision to make, how should school psychologists go about making the decision?
Follow 8-step problem solving model: 1. Describe parameters of situation. 2. Define potential ethical-legal issues involved. 3. Consult ethical and legal guidelines and district policies that may apply to resolution of the issue. 4. Evaluate rights, responsibilities and welfare of all parties; consider cultural characteristics that may be salient to decision. 5. Generate list of alternative decisions. 6. Enumerate consequences of each decision (short term, long term, ongoing). 7. Consider evidence that consequences or benefits of each decision will actually occur (risk-benefit analysis). 8. Make the decision, accept responsibility for decision, monitor consequences of the course of action chosen.
What is needed before working with a new age group or population?
Formal training or professional supervision (p. 158).
What are the ethical implications of working with children from culturally diverse backgrounds?
Important to ensure that all assessments/ evaluations/services are performed with consideration of a student's cultural background (NASP-PPE I.3) and be aware of how factors of diversity can influence development, behavior, and learning (NASP-PPE I.3.2). Obligation to pursue knowledge/understanding of diversity in order to ensure competent assessment/practice (NASP-PPE II.1.2). Acknowledgement of within-group and between-group differences with regards to cultural beliefs & practices. Soft Universalism- assume basic universal values or goals but understand that cultures may differ on the specifics. Consideration of level of acculturation of parents and children, language abilities, possible need for an interpreter.
When can you bypass parent consent?
In emergency situations to ensure the student is not in danger to self or others. If a student is 18, state regulations may deem parental consent unnecessary.
When can a minor receive services without parental consent?
In emergency situations, p. 49
Is it important to ask about the family's income or religion?
Information about relevant family circumstances (poverty, acculturation, religion) should be ascertained in order to obtain an ecological understanding of the student and possible interventions. Families have a right to privacy and information gathering should be done in a professional and culturally sensitive manner.
Does confidentiality apply to the results of assessment? If so, how?
Information included in the student's school psychological file or other education record as defined by FERPA cannot be considered privileged because it is accessible to parties outside of an established school-psychologist-client professional relationship.
Why is it important to gain a student's assent to service?
It is morally and ethically desirable to gain a student's assent to services. Assent allows us to gain buy-in from a student and the student actively express preferences, wishes, and be part of the decision-making team.
If confidentiality has to do with ethics, what is privilege based on?
Law, it is a legal right, p. 57
Is student consent required for assessment?
Minors have no legal right to "consent, assent, or object to proposed psychoeducational evaluations. It is ethically permissible to assess a minor child without his or her explicit assent is the assessment promises to benefit his or her welfare (Jacob p. 143).
What are multiple relationships? What are the ethical concerns?
Multiple Relationships: Taking on a professional role when their own interests could reasonably be expected to impair their objectivity, competence, or effectiveness or expose clients to harm or exploitation. In terms of parents; when the school psychologist takes on a role in relation to a students parents and at the same time has another relationship with the parents or a person closely associated with the parents. Ethical concerns: Will the relationship impair the school psychologist's performance? Will there be a blurring of professional boundaries? Will there be conflicting interests? (JDH, p. 199-200)
What ethical standards apply to the use of computers and software programs?
NASP Standards: Standard II.4.1 addresses discussion of creation, modification, storage, & disposal of records of services with parents & adult students, including notification of electronic storage & transmission as well as risks to privacy. Standard II.4.7 addresses responsibility of school psychologists in protecting electronic files (i.e. encryption, passwords). Standards I.2.2 & I.2.5 address minimizing intrusion on privacy & boundaries to privacy. Standard II.3.2 addresses use of accurate & valid programs for computer-administered assessments and/or computer-assisted scoring or interpreting. APA Standards: p.1061 states that APA ethics code applies to activities across a variety of contexts, including internet & electronic transmissions. Standard 4.02(c) limits of confidentiality includes informing clients of risks to privacy/confidentiality regarding electronic transmission of info.
Where does responsibility for ethical behavior rest?
NASP's Principle for Professional Ethics theme: Professional Competence & Responsibility. School psychologists are responsible for the decisions they make (responsibility rests with school psych).
Is parent consent required for assessment? If so, what exceptions apply?
Practitioners are ethically obligated to seek informed consent to establish a psychologist- client relationship for the purpose of conducting a school psychological evaluation. Under IDEA, written consent of the parent is needed to conduct an initial evaluation of a child to determine if the child has a disability as defined in the law. However, also under IDEA, if the parent fails to provide consent for an initial evaluation of a child with a suspected disability, the school may use mediation and other due process procedures in an effort to overrule parent failure to consent. Schools are not require to pursue an initial evaluation of a child with a suspected disability if the parent fails to provide consent to do so. Furthermore, if child is homeschooled or enrolled in private school and fails to provide consent or respond to consent, the school may not use IDEA consent override procedures (Jacob p. 143).
What is a sole possession record? May school psychologists keep such notes?
Records that are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a temporary substitute for the maker of the record. Under FERPA it is permissible for school psychologists to keep personal notes about their contacts with pupils, parents, or other recipients of service. MUST BE KEPT CONFIDENTIAL.
When dealing with multiple clients, what ethical stand should the school psychologist take?
School psychologists should avoid dealing with multiple relationships, and must refrain from any activity that may interfere with professional effectiveness. School psychologists must attempt to resolve such issues in a manner that best benefits the client (JDH, p. 277).
Can you administer a survey without parental permission?
Screening by a teacher or specialist: if instructional, consent is not required. Notify parents before school or classroom wide screening Notify parents re: mental health screening (and be given the opportunity to remove their chid from participation) (JDH, p. 143 & PowerPoint slides).
What should a school psychologist do who does not have the expertise to implement a particular service?
Seek assistance through supervision, consultation, and referral; they can also complete appropriate and verifiable training before offering services/techniques that expand the scope of their expertise (JDH, p. 183 text).
Why is it important to document RTI plans and progress monitoring?
So that RTI practices can be defended in due process hearings under IDEA (p. 165).
Who may provide supervision for school psychology students and practitioners?
Supervisors must be state-certified & have had 3 years of experience as a practicing school psychologist (NASP Model of Comprehensive & Integrated Services by School Psychologists, Organizational Principle 5).
How do NASP and APA ethics codes differ?
The APA's "Ethical Principles" differs from the NASP's "Principles for Professional Ethics" in that it was developed for psychologists with training in diverse specialty areas (clinical, industrial-organizational, and school psychology) and who work in a number of different settings (private practice, industry, hospitals and clinics, public schools, university teaching, and research). NASP's code of ethics focuses on the special challenges of school-based practice.
What is privileged communication?
The LEGAL right of the client to prevent disclosure to other parties of information revealed in an established psychologist-client relationship (JDH, p. 57).
On what basis can parents have access to their child's responses to the WISC?
The child's responses to the WISC are not considered private notes (p. 64) and FERPA has defined the protocol as an education record (p. 67).
How do ethical standards apply to multiple relationships?
The client's best interest must come first in making decisions regarding multiple relationships (JDH, p. 277).
If a parent discloses that her teen has a criminal record, what should the SP do about this?
The communication of a client's past criminal activity is privileged even when it comes from parents (p. 59).
When can a student give informed consent?
The legal system considers children to be incompetent and not capable of making legally binding decisions, so in a school setting a student can only give informed consent if they are 18 or older (JDH, p. 49).
In regard to access to records, what rights does a noncustodial parent have?
The noncustodial parent has the right to access the records of his/her child unless there is an official notification to the contrary (p. 65).
What are the 3 key elements of informed consent?
The person giving consent has the legal authority to: (1) make a consent decision, (2) a clear understanding of what it is he or she is consenting to, and (3) that his or her consent is freely given and may be withdrawn without prejudice (JDH, p. 266).
If a SP administers a WISC and the parent then withdraws consent, what should the SP do with the WISC data?
The withdrawal of permission does not negate an action already occurred. The SP should not destroy the records (p. 143).
How do ethics codes and professional guidelines differ?
They differ in both scope and intent. Ethics codes are the formal principles that elucidate the proper conduct of a professional school psychologist. Professional guidelines are to protect the public and those who receive school psychological services by sensitizing school psychologists to the ethical aspects of their work (JDH, p. 10).
Why were ethics codes established?
They serve to... Protect the public by sensitizing professionals to the ethical aspects of service delivery, Educate practitioners about the parameters of appropriate conduct, & Help professionals to monitor their own behavior. As a result, the publics trust in psychologists and psychology is enhanced.
What should school psychologists do when they feel they must speak against the school system?
They should seek legal advice. They must identify when they are speaking as an employee vs. as a private citizen (there are more constitutional protections for free speech as a private citizen than in their job role).
Why is it important to have a deep understanding of ethics?
To ensure that each person served by a school psychologist will receive the highest quality of professional service. As a result, the public's trust in psychologists and psychology is enhanced and maintained (JDH, p. 3 text).
What steps should the school psychologist take if confidentiality must be breached?
To maintain the psychologist-client relationship, let the student and/or family know when you need to break confidentiality. Respect and honesty are key. [my own words, see if book has more on this].
What ethical considerations apply in consultation? Who is the client?
Ultimately, the client is whomever is in the most vulnerable position (Canadian Psych. Assoc., Principle I); this often means that the student, and by extension the parent/caregiver, is the client. NASP Principles: Principle I. Respecting the Dignity & Rights of All Persons (school psychologists must respect dignity & rights of consultee & the student re: informed consent, confidentiality, fairness/ nondiscrimination). Principle III. Honesty & Integrity in Professional Relationships Principle III.1. addresses accurate representation of one's professional qualifications (Standards III.1.1 & III.1.2). Principle III.2. addresses clear explanation of the nature & scope of one's services. Standards III.2.1 & III.2.4 call for school psychologists to explain professional competencies, roles, assignments & relationships as well as make known priorities & commitments when providing services to different groups where loyalties may conflict. Standard III.3.1 cooperation with other professionals based on mutual respect & promoting coordination of services. Principle III.4 Multiple Relationships & Conflicts of Interest Standard IV.1.1 addresses one's awareness of factors influencing the settings in which services are provided in order to promote effective consultation. APA Standards: Standard 3.05 Multiple Relationships Standard 3.06 Conflict of Interest Standard 3.10 Cooperation with Other Professionals Standard 4.06 Consultations
Why can a SP provide consultation to a student assistance team without parental consent?
Under authority of teachers, typical for class (p. 165).
What does it mean that a school psychologist has an ethical responsibility to actively pursue awareness and knowledge of how cultural and experiential factors influence functioning?
We are ethically and legally obligated to provide a non biased assessment for all students. In assessing students' level of acculturation, we can develop a deeper understanding of how cautious we must be when interpreting IQ measures (which in the past have proven to be unfair to minority youth in the school setting).
When do parents need to be given a choice in regard to a SPs eligibility determination?
When a diagnosis of ADHD autism or other DSM diagnosis is considered (p. 143).
When can a SP evaluate a student without her/his consent?
When it is done to determine appropriate instructional strategies for curriculum implementation.
How should a school psychologist respond to a threat of client self harm?
When student is considered to be suicidal, the situation should be reported to a designated professional who has training in assessment of suicide lethality and suicide prevention. SP might serve as one of designated staff members. Student should be assessed for the lethality of suicidal ideation because the degree of lethality determines the appropriate course of action. Parents must be contacted in all cases, whether the risk is determined to be low or high (Jacob p. 175-176).
When would a screening not require parental consent?
When the assessment is determined to benefit the child (p. 143).
Can you share information with a child's teacher?
Yes, in a collaborative effort, however, it is recommended that only generalizations, not specific confidences, are shared. In other words, disclosure of information is "limited to the minimum that is necessary to achieve the purpose" of the disclosure, called the need-to-know principle (JDC, p. 56).
May practicum and intern students provide services? What ethical standards are involved?
Yes, practicum & intern students may provide services. NASP Standards: Principle I. Respect for the Dignity & Rights of All Persons (supervisors must consider the welfare of clients & supervisees). Standard I.1.3 addresses the need to obtain informed consent from parents when a grad. student is providing services. Principle II. Professional Competence & Responsibility (supervisors must provide supervision only in areas in which they are competent; supervisors ensure that supervisees are competent to provide services to protect client welfare). Standard II.2.4 addresses the school psychologist's responsibility for the work of supervisees in field experience settings. Principle III. Honesty & Integrity in Professional Relationships (supervisor-supervisee relationship maintains a professional nature; consider issues of multiple relationships). Standard III.4.3 addresses non-exploitation of clients, supervisees, or grad. students. Principle IV. Responsibility to Schools, Families, Communities, the Profession, & Society Standards IV.4.1 through IV.4.4 address responsibilities of school psychologists as mentors for practicum & intern students. APA Standards: Standard 2.01 Boundaries of Competence Standard 2.05 Delegation of Work to Others Standard 7. Education & Training (7.01 through 7.07)
When in conflict with a demand by a school principal that conflicts with a SP's ethics, what steps must be taken?
p. 19 Clarify the nature of the conflict, make known one's commitment with the code of ethics, take steps to resolve the conflict in a responsible manner.
When serving multiple clients, to which client is the SP most responsible?
p. 19 The person in the most vulnerable position.
When is parental consent not needed for an intervention?
p. 11 Not if the intervention is under the authority of the teacher and within the scope of typical classroom interventions.
