Ethics in Everyday School Psychology Practice

Kristina J. Andren, Psy.D., NCSPUniversity of Southern Maine

April 2, 2011

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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

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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)

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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

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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

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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

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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

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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.”

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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

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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

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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.”

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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

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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

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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.”

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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

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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

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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.

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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

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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)

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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.”

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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

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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.”

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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

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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

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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

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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

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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.”

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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

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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.

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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.

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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).

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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

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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.

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