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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

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

Define ethics

(ethos): a system of principles of conduct guiding individual behavior

Define morality

fundamental, broader, universal rules

Define professionalization

basis by which occupation obtains exclusive right to perform work

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

Two paradigms for ethical competence

acculturation: students develop professional ethical identity; multiphase process




stage model: 5 stages; novice, adv. beginner, competent, proficient, expert

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

Respect for the dignity of persons 3 concepts

1. self determination and autonomy


2. privacy and confidentiality


3. fairness and justice

Responsible caring 3 concepts

1. beneficence


2. competence


3. responsibility

3 characteristics of ethical behavior

1. principled


2. reasoned


3. universalizable

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

EPPC purposes

1. promote/ maintain ethical conduct


2. educate school psychs on ethical standards


3. protect well-being of consumers


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



Merriken vs. Cressman

Right to privacy of personal information for parents (not kids)



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

IDEIA (Individuals with Disabilities Education Improvement Act)

requires informed consent to determine special education eligibility and protects privacy of student records

FERPA

Family educational rights and privacy act; came up with written policy concerning privacy of student records & access

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

Informed consent elements

1. knowing


2. competent


3. voluntary

Legal issue regarding consent of minors

children viewed as incompetent; parents have authority

ethical issue regarding consent for minors

according to Canadian code of ethics, assent should be obtained from child-- not consent.

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.

notice vs. consent

notice: schools give info of impending actions


consent: affirmative permission before action can be taken

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.

3 situations when school psychs break confidentiality

1. at student request


2. situation involving danger


3. legal obligation to testify

define privileged communication

right of client to prevent disclosure to third parties

nondisclosure laws define

mental health practitioners held responsible for breaching confidentiality

evidentiary privilege define

right of person to prevent disclosure of information in court

subpoena define

being called upon to proceed documents or appear for testimony. attorneys use this to gather information.



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

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

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

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

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

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)

standards for evaluating tests

must determine evidence for:




validity (measures what it is supposed to)


reliability (consistency)


applicability of normative data


consequences

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

3 concerns with personality assessment

1. unwarranted invasion of privacy


2. whether they meet demonstrative test validity


3. psychologist not adequately trained

Multi-tiered system of Academic/ Behavioral Support (MTSS)

tier 1: universal services


tier 2: targeted interventions


tier 3: intensive interventions

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

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

intensive interventions (tier 3) components

tailored to needs of individual student




interventions might include special education// related services, therapeutic practices, or assistance

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

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

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

Selecting classroom Interventions

Every Student Succeeds Act (change from scientific based to evidence based)



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?

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

functional assessment vs. functional analysis

assessment: naturalistic observation; direct observation and informants




analysis: controlled observation






*both allow evaluation of behavior and environment

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

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

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.

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

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

suicide information

3rd leading cause of death among adolescents




parents must be contacted every time there is a possibility




school psychologists must document everything

targeted violence define

both the potential perpetrator and target are identified prior to violence

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

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

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

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



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

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

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

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

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

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

LGBTQ

it is our job to promote an environment accepting to ALL