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Brittney Klauser 4/14/2014
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Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
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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
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I. School Psychology Program Context/Structure II. Domains of School Psychology Graduate Education and Practice III. Practica and Internships in School Psychology IV. School psychology Program Support/Resources
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Purpose: to provide guidance to state education agencies and other state and national agencies for credentialing school psychologists and regulating the practice of school psychology Credentialing: the process by which state agencies authorize the use of the title of school psychologist
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1. Respect the dignity and rights of all persons 2. Professional competence and responsibility 3. Honesty and integrity in professional relationships 4. Responsibility to schools, families, communities, the profession, and society
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Part I: Professional Practices o Data-based Decision Making o Consultation and Collaboration Part II: Organizational Principles o Organization of Service Delivery o Climate o Physical, Personnel, and Fiscal Support Systems o Professional Communication o Supervision and Mentoring o Professional Development and Recognition Systems
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Knowledge of ethics and law should span all roles of a school psychologist W orking as part of a multidisciplinary team is an avenue to promote ethical and legal practice o Barriers o Benefits for students, families, the school and district
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Graduate students face unique ethical dilemmas o Ethically challenging situations are often vague o Students are often unsure how to respond o It can be uncomfortable discussing the dilemma with a supervisor especially if the supervisor is involved in he problem Suggestions for practicum students and interns o Be explicit about your expectations o Seek additional information from other students and class resources o Respectfully ask for explanations
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Dailor and Jacob surveyed 208 members of NASP regarding their ethic training, preparedness, and types of ethical transgressions and dilemmas encountered in the previous year. o Members who received ethics coursework, instruction in multiple classes, and ethical training in their practicum/internships perceived themselves as better prepared to deal with challenging situations and were more likely to use a systematic problem solving strategy. o Assessment-related and failure to follow up on interventions were the two most commonly witnessed types of ethical violations. o Difficult dilemmas included whether to suspect child abuse, tell parents about their child’s risky behavior, and how to handle administrative pressure to engage in unethical actions
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Utilized NASP website and articles posted in the NASP Communique Used the PsychINFO database and performed the following searches limited to since 2010 due to the revised code: o *school Psychology* and *ethics* o *school Psychology* and *law* o *NASP standards*
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http://www.nasponline.org/standards/survey/survey_launch. aspx
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Dailor, A., & Jacob, S. (2011). Ethically challenging situations reported by school psychologists: Implications for training.Psychology In The Schools, 48(6), 619-631. Goforth, A. N. & Hayter, C. A. (2010) Ethical dilemmas during training: Students’ perspectives. NASP Communique, 38(7). National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services. (2010).School Psychology Review, 39(2), 320-333. National Association of School Psychologists Principles for Professional Ethics. (2010). School Psychology Review, 39(2), 302-319. National Association of School Psychologists Standards for the Credentialing of School Psychologists. (2010). Retrieved from: http://www.nasponline.org/standards/2010standards/2_Credentialing_Standards.pdf. http://www.nasponline.org/standards/2010standards/2_Credentialing_Standards.pdf National Association of School Psychologists Standards for the Preparation of School Psychologists. (2010). Retrieved from: http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf Rosen, E. NASP practice model: Examples from the field. Retrieved from: http://www.nasponline.org/publications/cq/39/7/nasp-practice-model.aspx. http://www.nasponline.org/publications/cq/39/7/nasp-practice-model.aspx Self-Assessment for school psychologists. Retrieved from: http://www.nasponline.org/standards/survey/survey_launch.aspx Williams, B. (2010). National Association of School Psychologists (NASP) 2010 Standards. School Psychology Review, 39(2), 300-301.
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