Kristina J. Andren, Psy.D., NCSP
University of Southern Maine
April 2, 2011
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/2010st
andards/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:
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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:
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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
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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 SelfDetermination (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
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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
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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
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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
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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.”
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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
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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 problemsolving. 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 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
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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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