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68 Cards in this Set
- Front
- Back
APA General Principles |
1. Beneficence and Nonmaleficence 2. Fidelity and Responsibility 3. Integrity-- Accuracy, honesty, truthfulness 4. Justice 5. Respect for people's rights and dignity |
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Four sources of quality control in school psychology |
1. professional codes of ethics 2. laws protecting students and parents in schools 3. credentialing school psychs 4. training- program accreditation |
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Define ethics |
(ethos): a system of principles of conduct guiding individual behavior |
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Define morality |
fundamental, broader, universal rules |
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Define professionalization |
basis by which occupation obtains exclusive right to perform work |
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3 Reasons why codes of ethics are imperfect |
1. broad, abstract principles 2. competing principles often apply; may conflict with laws 3. Reactive; fail to address new ethical issues |
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Two paradigms for ethical competence |
acculturation: students develop professional ethical identity; multiphase process stage model: 5 stages; novice, adv. beginner, competent, proficient, expert |
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NASP 4 broad ethical principles |
1. Respect for the dignity of persons 2. Responsible caring (professional competency and responsibility) 3. honesty and integrity (fidelity) 4. responsibility to schools, families, communities, the profession and society |
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Respect for the dignity of persons 3 concepts |
1. self determination and autonomy 2. privacy and confidentiality 3. fairness and justice |
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Responsible caring 3 concepts |
1. beneficence 2. competence 3. responsibility |
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3 characteristics of ethical behavior |
1. principled 2. reasoned 3. universalizable |
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Eight step problem solving model |
1. describe parameters 2. define potential ethical/ legal issues 3. consult ethical and legal guidelines 4. evaluate rights and welfare of parties 5. generate list of all decisions 6. enumerate consequences 7. consider evidence of consequences occurring 8. make decision |
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EPPC purposes |
1. promote/ maintain ethical conduct 2. educate school psychs on ethical standards 3. protect well-being of consumers |
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New Jersey vs. T.L.O |
Concluded that students are free from search/ seizure unless by reasonable suspicion. More personal searching (more hands on) coincides with having more reason for conducting the search |
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Merriken vs. Cressman |
Right to privacy of personal information for parents (not kids) |
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Sterling vs. Borough |
Police told man that they would inform his family about his homosexual preferences-- the boy committed suicide. Section 1983 lawsuit. Sex orientation = personal information |
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IDEIA (Individuals with Disabilities Education Improvement Act) |
requires informed consent to determine special education eligibility and protects privacy of student records |
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FERPA |
Family educational rights and privacy act; came up with written policy concerning privacy of student records & access |
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PPRA (Protection of Pupil Rights Act) |
protects from school actions that intrude student/ family privacy 1. cannot submit without prior consent information pertaining to political, mental, sexual, self-incriminating behavior, critical appraisals, privileged/ analogous relationships, religion and income 2. school receiving any federal funding must notify parents when going to administer survey revealing any of the info above |
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Informed consent elements |
1. knowing 2. competent 3. voluntary |
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Legal issue regarding consent of minors |
children viewed as incompetent; parents have authority |
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ethical issue regarding consent for minors |
according to Canadian code of ethics, assent should be obtained from child-- not consent. |
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Standards of competency to consent |
1. expression of preference relative to alternative treatment 2. choice seen as reasonable 3. logical decision making followed 4. demonstrates understanding ** research has shown minors have capacity to make decisions competently, however. |
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notice vs. consent |
notice: schools give info of impending actions consent: affirmative permission before action can be taken |
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3 aspects of confidentiality in schools, according to NASP |
1. school psychologist defines parameters of confidentiality at outset 2. third-party sharing only in need-to-know situations 3. information belongs to student/ family- not school. |
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3 situations when school psychs break confidentiality |
1. at student request 2. situation involving danger 3. legal obligation to testify |
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define privileged communication |
right of client to prevent disclosure to third parties |
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nondisclosure laws define |
mental health practitioners held responsible for breaching confidentiality |
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evidentiary privilege define |
right of person to prevent disclosure of information in court |
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subpoena define |
being called upon to proceed documents or appear for testimony. attorneys use this to gather information. |
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FERPA policy regarding privacy of student records & access to records |
1. education records defined (any records within school related to student; exclude law enforcement, directory info) 2. Right to inspect/ review (within 45 days or request should be allowed) 3. Right to confidentiality of records 4. Right to request amendment of records (if inaccurate, misleading, or violate privacy/ other rights) 5. complaints |
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Test protocol privacy information |
parents have legal right to access. can give copy/ go show to parent in person; one copy does not violate copyright laws. copying protocol for another psychologist to review is permissible with consent from parent. digital copies permissible if password protected/ allowed by state retain for 7 years after service ends; 3 years after minor reaches majority age |
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test vs. assessment |
test: tool used to gather information for assessment assessment: broader term referring to them multifaceted attainment of information, including interviews/ testing/ observations |
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medical vs. ecological model of assessment |
medical model: looks at learning and behavioral problems from within-child disorders/ disabilities ecological model: more accepted/ beneficial to child; considers multiple factors |
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pre-assessment procedures |
informed consent and parent participation: schools, not parents, choose who conduct assessment/ what assessment; parents should consent to school diagnosis/ can remove consent. responsibilities to student: students should be given nature/ scope of assessment--even if they don't consent |
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five ethical-legal concerns of assessment |
1. multifaceted (gathered from multiple measures) 2. comprehensive (access all areas) 3. fair (ESL, disabilities, diverse, native lang.) 4. valid (Research based practice) 5. useful (purpose of improving quality of life for child) |
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standards for evaluating tests |
must determine evidence for: validity (measures what it is supposed to) reliability (consistency) applicability of normative data consequences |
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5 principles for information gathering |
1. invasion of privacy (don't seek/ store personal information not pertinent) 2. assessment conditions (minimal distractions) 3. test security 4. assessment interpretation 5. classification |
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3 concerns with personality assessment |
1. unwarranted invasion of privacy 2. whether they meet demonstrative test validity 3. psychologist not adequately trained |
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Multi-tiered system of Academic/ Behavioral Support (MTSS) |
tier 1: universal services tier 2: targeted interventions tier 3: intensive interventions |
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Universal services (tier 1) components |
systems level/ for academic and social behavioral needs of majority (ex. use of evidence based approached for implementing school wide programs) schools might assist in developing universal screening process for identifying at-risk students |
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targeted interventions (tier 2) components |
for students who don't succeed in response to tier 1 services psychologists might provide consultation to student assistance teams or in classrooms with goal of implementing evidence-based interventions |
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intensive interventions (tier 3) components |
tailored to needs of individual student interventions might include special education// related services, therapeutic practices, or assistance |
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class interventions |
-pre referral intervention -IDEIA: 15% of funding for early intervention -RTI: systematic, data driven for students struggling academically -PBS: systematic, data driven for challenging behaviors |
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ethical/ legal issues with assessment |
1. parent involvement, consent, and child find obligations 2. selecting interventions 3. documenting/ monitoring intervention and progress 4. special considerations with the use of behavioral interventions |
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Parent involvement, consent, and child find obligations with multi-tier model (MTSS) |
-school psychologists can assist teachers/ provide consultations services without consent if it is a typical class intervention IDEIA: parents must be notified if RTI is implemented as a process to determine disability -if a child is suspect of disability during early intervention, consent must be obtained to conduct individual evaluation (consent for individual evaluation, NOT RTI) -if parent requests screening/ special education/ section 504, school must notify them soon after of their decision to refuse or allow |
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Selecting classroom Interventions |
Every Student Succeeds Act (change from scientific based to evidence based) |
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RTI data must be made available for review if it answers... |
1. is the child suspected of disability? 2. eligible for special education or other related services under IDEIA? 3. based on RTI, what are appropriate components designed to benefit student? |
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define behavioral intervention |
planned and systematic use of learning principles, particularly operant techniques and modeling to change behavior *selected behavior must enhance long-term well being of a child, not just suppress |
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functional assessment vs. functional analysis |
assessment: naturalistic observation; direct observation and informants analysis: controlled observation *both allow evaluation of behavior and environment |
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behavioral intervention types (from best to worst) |
1. positive behavior intervention: differential reinforcement (reinforcing appropriate behavior incompatible with target behavior) 2. extinction: withdrawing reinforcement 3. removing desirable stimuli (ex. time out): negative punishment 4. presentation of of aversive stimuli: positive punishment.. least acceptable |
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types of time out |
1. non exclusion: remove stimuli but still allowed to observe activity without partaking 2. exclusion: remove reinforcement-- stay in room. 3. isolation: removal from stimuli and room |
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GAO findings on seclusion and restraints within schools |
1. majority of cases against children with disabilities 2. children who died were either in prone position or in a position that caused them to suffocate (asphyxia) 3. members weren't trained in restrains. |
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counseling requirements for consent |
consent required by parent to form a psychologist-client relationship self-referral (in high school) lays out the exception where you can have preliminary meetings with the student before telling parent (to make sure the child is not in danger) can also refer to community-based services if student doesn't want parental involvement |
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5 obligations of culturally diverse clients |
1. be aware of own culture, biases, and assumptions 2. learn about student's culture and how that might influence development and behavior 3. demonstrate respect and understanding 4. seek knowledge for best practices in selecting/ implementing intervention 5. assist students/ parents to better understand school and culture to make informed choices |
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suicide information
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3rd leading cause of death among adolescents parents must be contacted every time there is a possibility school psychologists must document everything |
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targeted violence define |
both the potential perpetrator and target are identified prior to violence |
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targeted violence model (3 principles) |
1. targeted violence results from interaction between student, situation, target, and setting-- no single type of student commits these acts 2. distinction must be made between who makes threat vs. who poses threat 3. often a product of understandable pattern of behavior and thinking |
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substance abuse and disclosure |
if student discloses to psychologist, he/she may tell parents. EXCEPT in emergency, confidentiality for students and minors exist if seeking drug/ alcohol evaluation or treatment |
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misprision of felony |
criminal act to conceal a felony committed by another however, simple failure to report is not a crime there is no legal duty UNLESS it involves child abuse or other self-mandated report have to obtain consent *can tell them at the beg. they may not be able to keep confidential if a child committed serious crime |
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pregnancy and disclosure |
disclosure to a parent may lead to more hard, so a student should be encourage to disclose but not a requirement. if they will not disclose to parents, it is permissible to refer to family planning clinic permissible to refer students to clinic for contraceptive advice minors can consent to confidential testing/ screening of STDs |
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medication and consent |
if a child is recommended to be prescribed a medication, this is a decision made by the physician, not psychologist, and it is the parent's right to dissent or consent |
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consultation define |
usually voluntary, nonhierarchical (except MTSS and RTI may make it involuntary) roles clearly defined at outset teacher/ consulted autonomous; can accept/ reject advice; avoid dependence confidentiality, fairness and nondiscrimination, informed consent |
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components of consultation contract |
1. general goals/ how goals will be selected 2. time frame 3. responsibilities (services/ methods/ time commitment/ evaluation) 4. nature of responsibilities 5. confidentiality |
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models of consultation (4 stages) |
1. entry phase 2. problem identification/ clarification 3. intervention/ problem solution 4. evaluations (successul? if not, refer to previous steps) * if unable to assist, can refer to another professional |
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parent autonomy, privacy and confidentiality, and integrity |
autonomy: parents should be put on equal footing; explain to them their role, benefits and shortcoming of this intervention and alternative interventions privacy/confidentiality: don't obtain info not pertinent to case; discuss confidentiality at outset integrity: multiple relationship (avoid); "personalismo" with latino families-- build a warm relationship |
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diversity misunderstanding stem from (4 things) |
1. lack of understanding of client situation in context of culture, family environment 2. engaging, communicating, and agreeing about problems 3. different ideas about seeking help/ dealing with problem 4. different values/ worldview |
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LGBTQ |
it is our job to promote an environment accepting to ALL |