John Wiley & Sons Ethics and Law for School Psychologists Cover A comprehensive and robust discussion of practical issues and applications of legal-ethical rules fo.. Product #: 978-1-119-81635-5 Regular price: $91.50 $91.50 Auf Lager

Ethics and Law for School Psychologists

Jacob, Susan / Decker, Dawn M. / Lugg, Elizabeth Timmerman / Diamond, Elena Lilles


8. Auflage Mai 2022
448 Seiten, Hardcover
Wiley & Sons Ltd

ISBN: 978-1-119-81635-5
John Wiley & Sons

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A comprehensive and robust discussion of practical issues and applications of legal-ethical rules for psychologists practicing in school settings

In the newly revised Eighth Edition of Ethics and Law for School Psychologists, a team of expert practitioners and researchers delivers a one-stop sourcebook on ethics and law specifically designed for psychologists working in educational settings. It offers up-to-date information on the ethical principles and standards- and the law- relevant to providers of school psychological services.

The book presents an integrated discussion of ethics and law and an ethical-egal decision-making model that supports socially just practice. Throughout, psychologists are encouraged to strive for excellence in their work with students, families, and teachers rather than meetin minimal obligations outlined in codes of ethics and law.

Readers will also find:
* A thorough introduction to the practice of psychology in a school setting, including quality control, ethics training, legal decision making, and unethical conduct.
* An exploration of the interaction between law and school psychology, including discussions of legal training for school psychologists and lawsuits agains schools and school psychologists.
* Treatments of ethical and legal issues in the education of students with disabilities under the Indviduals with Disabilities Education Act
An indispensable resource for practicing school psychologists, psychiatrists, counselors, social workers, and other mental heatlh professionals, Ethics and Law for School Psychologists is also an essential sourcebook for graduate students of psychology and social work students.


Chapter 1 Ethics in School Psychology: An Introduction

Quality Control in School Psychology
What and Why of Professionals Ethics
Codes of Ethics
Four Broad Ethical Principles
Ethical and Legal Decision Making
Unethical Conduct
Concluding Comments
Study and Discussions

Chapter 2 Law and School Psychology: An Introduction

The U.S. Constitution
Statutes and Regulations
Case Law
Legal Training for School Psychologists
Credentialing of School Psychologists
Lawsuits Against Schools and School Psychologists
Concluding Comments
Summary and Discussion

Chapter 3 Privacy, Informed Consent, Confidentiality, and Record Keeping

Informed Consent to Establish a School Psychologist
Nondisclosure Laws and Privileged Communication
Record Keeping in the Schools
Digital Record Keeping, Digital Communication, and Telepsychology Services
Concluding Comments
Study and Discussion

Chapter 4 Ethical Legal Issues in the Education of Students with Disabilities Under IDEA

Education of Children with Disabilities: A Historical Perspective
Individuals wih Diabilities Education Act
Infants and Toddlers with Disabilities
Concluding Comments
Study and Discussion

Chapter 5 Section 504 and the Americans with Disabilities Act

Section 504
Americans with Disabilities Act
Concluding Comments
Study and Discussion

Chatper 6 Ethical and Legal Issues in Psychoeducational Assessment

Testing Versus Assessment
Preassessment Responsibilities
Assessment Planning
Information Gathering
Assessment Interpretation
Nondiscriminatory Assessment
Personality Assessment
Professional Competence and Autonomy
Computor-Assisted ad Remote Psychoeducational Assessment
Concluding Comments
Study and Discussion

Chapter 7 Ethical and Legal Issues in School-Based Interventions

Multitiered Systems of Academic and Behavioral Support
Therapeutic Interventions within the Context of a School Psychologist-Client Relationship
Duty to Protect
Competence and Responsibility
Psychopharmacologic Interventions
Concluding Comments
Study and Discussion

Chapter 8 Indirect Services I: Ethical Legal Issues in Working with Teachers and Parents

Consultation with Teachers
Special Issues in Working with Parents
Concluding Comments
Study and Discussion

Chapter 9 Indirect Services II: Special Topics in Systems-Level Consultation

Larger-Scale Assessment Programs
Instructional Programs, Policies, and Practices
School Discipline
Discrimination, Harassment, and Bullying
Concluding Comments
Study and Discussion

Chapter 10 Research in the Schools: Ethical and Legal Issues

Competence, Responsibility, and Welfare of Participants
Informed Consent and Privacy
Minimal Risk Research in Schools
Stress or Harm and Denial of Beneficial Treatment
Concealment and Deception
Post-Data-Collection Responsibilities
Confidentiality of Data
Equity in Research
Scientific Misconduct
Concluding Comments
Study and Discussion

Chapter 11 Ethical and Legal Issues in Supervision

Professional Standards for Supervision
Professional Disclosure Statement and Individualized Learning Plan
Ethical Principles and Supervision
Liability Issues
Concluding Comments
Study and Discussion

Chapter 12 Ethics, Law, and Advocacy

Advocacy and the Challenge of Administrative Pressure
Managing Administrative Pressure to Practice Unethically
Advocacy and a Complex Legal Landscape
Strategies for Becoming an Effective Advocate

Appendix A
National Association of School Psychologists Principles for Professional Ethics

Appendix B
American Psychological Association Ethical Principles of Psychologists and Code of Conduct

Appendix C
Table of Cases

Appendix D
Table of Federal Legislation
Appendix E
Frequently Used Acronyms

Author Index
Subject Index
Susan Jacob, Professor Emeritus, Central Michigan University, Mount Pleasant, Ann Arbor, Michigan

Dawn M. Decker, Central Michigan University, Mt. Pleasant, Michigan

Elizabeth Timmerman Lugg, Illinois State University, Normal, Illinois

Elena Diamond, Lewis and Clark College, Portland Oregon

S. Jacob, Central Michigan University; D. M. Decker, Central Michigan University