1.  Brittney Klauser 4/14/2014

2. 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.

4.  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

5. 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

6.  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

7. 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

8.  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

9.  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

10.  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

11.  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

12.  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*

13. http://www.nasponline.org/standards/survey/survey_launch. aspx

14.  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.