Ethics and Law for School Psychologists
8. Edition May 2022
448 Pages, Hardcover
Wiley & Sons Ltd
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.
What's in the Book xi
What's Not in the Book xii
Eighth Edition Revisions xii
Disclaimers xiii
New Authors xiv
Cast of Characters xiv
Acknowledgments xvi
About the Companion Website xvii
Chapter 1: Ethics in School Psychology: An Introduction 1
Quality Control in School Psychology 1
What and Why of Professional Ethics 2
Ethics Training and Competencies 4
Codes of Ethics 8
Four Broad Ethical Principles 12
Ethical and Legal Decision Making 23
Unethical Conduct 29
Concluding Comments 32
Study and Discussion 32
Chapter 2: Law and School Psychology: An Introduction 35
The U.S. Constitution 35
Statutes and Regulations 43
Case Law 48
Summary 49
Legal Training for School Psychologists 49
Credentialing of School Psychologists 51
Lawsuits against Schools and School Psychologists 52
Concluding Comments 57
Study and Discussion 57
Chapter 3: Privacy, Informed Consent, Confidentiality, and Record Keeping 58
Privacy 58
Informed Consent to Establish a School Psychologist- Client Relationship 62
Confidentiality 68
Nondisclosure Laws and Privileged Communication 73
Record Keeping in the Schools 78
Digital Record Keeping, Digital Communication, and Telepsychology Services 93
Concluding Comments 96
Study and Discussion 96
Chapter 4: Ethical-Legal Issues in the Education of Students with Disabilities under IDEA 99
Education of Children with Disabilities: A Historical Perspective 99
Individuals with Disabilities Education Act 102
Infants and Toddlers with Disabilities 143
Concluding Comments 147
Study and Discussion 147
Chapter 5: Section 504 and the Americans with Disabilities Act 149
Section 504 149
Americans with Disabilities Act 162
Concluding Comments 165
Study and Discussion 165
Chapter 6: Ethical and Legal Issues in Psychoeducational Assessment 167
Testing versus Assessment 167
Preassessment Responsibilities 168
Assessment Planning 172
Information Gathering 179
Assessment Interpretation 180
Nondiscriminatory Assessment 184
Personality Assessment 188
Professional Competence and Autonomy 189
Computer-Assisted and Remote Psychoeducational Assessment 190
Concluding Comments 193
Study and Discussion 193
Chapter 7: Ethical and Legal Issues in School-Based Interventions 195
Multitiered Systems of Academic and Behavioral Support 195
Therapeutic Interventions within the Context of a School Psychologist-Client Relationship 204
Duty to Protect 206
Competence and Responsibility 217
Psychopharmacologic Interventions 219
Concluding Comments 221
Study and Discussion 221
Chapter 8: Indirect Services I: Ethical-Legal Issues in Working with Teachers and Parents 225
Consultation with Teachers 225
Special Issues in Working with Parents 230
Teleconsultation 238
Concluding Comments 239
Study and Discussion 240
Chapter 9: Indirect Services II: Special Topics in Systems-Level Consultation 242
Large-Scale Assessment Programs 243
Instructional Programs, Policies, and Practices 246
School Discipline 251
Discrimination, Harassment, and Bullying 258
Concluding Comments 264
Study and Discussion 264
Chapter 10: Research in the Schools: Ethical and Legal Issues 266
Competence, Responsibility, and Welfare of Participants 267
Informed Consent and Privacy 268
Minimal Risk Research in Schools 272
Stress, Harm, and Denial of Beneficial Treatment 274
Concealment and Deception 275
Post-Data-Collection Responsibilities 277
Confidentiality of Data 277
Equity in Research 279
Scientific Misconduct 281
Concluding Comments 282
Study and Discussion 282
Chapter 11: Ethical and Legal Issues in Supervision 284
Professional Standards for Supervision 285
Professional Disclosure Statement and Individualized Learning Plan 285
Ethical Principles and Supervision 286
Telesupervision 294
Liability Issues 297
Concluding Comments 297
Study and Discussion 297
Chapter 12: Ethics, Law, and Advocacy 299
Advocacy and the Challenge of Administrative Pressure 301
Managing Administrative Pressure to Practice Unethically 304
Advocacy and a Complex Legal Landscape 306
Strategies for Becoming an Effective Advocate 309
Appendix A Principles For Professional Ethics 312
Appendix B Ethical Principles Of Psychologists And Code Of Conduct 336
Appendix C Table Of Cases 365
Appendix D Table Of Federal Legislation 370
Appendix E Frequently Used Acronyms 372
References 374
Author Index 406
Subject Index 415
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
