1. Kristina J. Andren, Psy.D., NCSP University of Southern Maine April 2, 2011

2. 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. 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. 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/2010st andards/1_%20Ethical%20Principles.pdf © Andren, 2011

5. 5 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. 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. 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

8. 8 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

9. 9 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

10. 10 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

11. 11 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

12. 12 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

13. 13 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. 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

15. 15 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. 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. 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

18. 18 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. 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

20. 20 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

21. 21 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. 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

23. 23 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

24. 24 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. 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

26. 26 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

27. 27 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. 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

29. 29 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. 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

31. 31 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

32. 32 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

33. 33 Ethical Decision-Making Model (Williams, Armistead & Jacob, 2000) 1.Describe the problem 2.Define the ethical and/or legal issues involved 3.Consult ethical and legal guidelines 4.Consult with supervisors and colleagues 5.Evaluate the rights, responsibilities, and welfare of all affected parties 6.Consider alternative solutions and consequences of making each decision 7.Make the decision and take responsibility for it © Andren, 2011

34. 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