Ethics and Law for School Psychologists

Ethics and Law for School Psychologists is the single best source of authoritative information on the ethical and legal issues school psychologists face every day. Designed specifically to meet the unique needs of psychologists in school settings, this book includes the most up-to-date standards and requirements while providing an introduction to ethical codes, ethical decision making, and the legal underpinnings that protect the rights of students and their parents. This new seventh edition has been extensively updated with the latest research and changes to the law, with an increased focus on ethical-legal considerations associated with the use of digital technologies. Coverage includes new case law on privacy rights, electronic record keeping, the 2014 Standards for Educational and Psychological Testing, digital assessment platforms, the latest interpretations of the Individuals with Disabilities Education Act, and more. Ethics texts for counseling and psychology are plentiful, and often excellent—but this book is the only reference that speaks directly to the concerns and issues specific to psychologists in school settings. Case vignettes, end-of-chapter questions, and discussion topics facilitate deeper insight and learning, while updated instructor's resources bring this key reference right into the classroom. Keeping up with the latest research and legal issues is a familiar part of a psychologist's duties, but a practice centered on children in an educational setting makes it both critical and more complex. Ethics and Law for School Psychologists provides a central resource for staying up to date and delivering ethically and legally sound services within a school setting.

Table of Contents:
Preface xi What’s in the Book xi What’s Not in the Book xii Seventh Edition Revisions xii Disclaimers xiii Cast of Characters xiv Acknowledgments xv 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 22 Unethical Conduct 26 Concluding Comments 29 Study and Discussion 29 Chapter 2 Law and School Psychology: An Introduction 33 The U.S. Constitution 33 Statutes and Regulations 40 Case Law 45 Summary 46 Legal Training for School Psychologists 46 Credentialing of School Psychologists 48 Lawsuits against Schools and School Psychologists 49 Concluding Comments 54 Study and Discussion 54 Chapter 3 Privacy, Informed Consent, Confidentiality, and Record Keeping 57 Privacy 57 Informed Consent to Establish a School Psychologist–Client Relationship 61 Confidentiality 66 Nondisclosure Laws and Privileged Communication 72 Record Keeping in the Schools 77 Concluding Comments 96 Study and Discussion 96 Chapter 4 Ethical-Legal Issues in the Education of Students with Disabilities under IDEIA 99 Education of Children with Disabilities: A Historical Perspective 99 Individuals with Disabilities Education Improvement Act 102 Infants and Toddlers with Disabilities 145 Concluding Comments 149 Study and Discussion 150 Chapter 5 Section 504 and the Americans with Disabilities Act 151 Section 504 151 Americans with Disabilities Act 164 Concluding Comments 166 Study and Discussion 166 Chapter 6 Ethical and Legal Issues in Psychoeducational Assessment 169 Testing versus Assessment 169 Preassessment Responsibilities 170 Assessment Planning 175 Information Gathering 183 Assessment Interpretation 184 Nondiscriminatory Assessment 187 Personality Assessment 191 Professional Competence and Autonomy 192 Computer-Assisted Psychoeducational Assessment 193 Concluding Comments 196 Study and Discussion 196 Chapter 7 Ethical and Legal Issues in School-Based Interventions 199 Multitiered Systems of Academic and Behavioral Support 199 Therapeutic Interventions within the Context of a School Psychologist–Client Relationship 208 Duty to Protect 211 Competence and Responsibility 223 Psychopharmacologic Interventions 224 Concluding Comments 226 Study and Discussion 227 Chapter 8 Indirect Services I: Ethical-Legal Issues in Working with Teachers and Parents 231 Consultation with Teachers 231 Special Issues in Working with Parents 236 Concluding Comments 244 Study and Discussion 245 Chapter 9 Indirect Services II: Special Topics in Systems-Level Consultation 247 Large-Scale Assessment Programs 248 Instructional Programs, Policies, and Practices 253 School Discipline 257 Discrimination, Harassment, and Bullying 266 Concluding Comments 272 Study and Discussion 272 Chapter 10 Research in the Schools: Ethical and Legal Issues 277 Competence, Responsibility, and Welfare of Participants 278 Informed Consent and Privacy 279 Exposure to Stress or Harm and Denial of Beneficial Treatment 285 Post-Data-Collection Responsibilities 286 Concealment and Deception 287 Research with Culturally and Linguistically Diverse Populations 291 Scientific Misconduct 292 Concluding Comments 292 Study and Discussion 293 Chapter 11 Ethical and Legal Issues in Supervision 295 Professional Standards for Supervision 296 Professional Disclosure Statement and Individualized Learning Plan 296 Ethical Principles and Supervision 298 Liability Issues 306 Concluding Comments 306 Study and Discussion 307 Epilogue: Ethics, Law, and Advocacy 309 Advocacy and a Complex Legal Landscape 310 Proactive Survival Strategies for Advocates 314 Developing an Ethical Practice 315 Concluding Comments 316 Appendix A National Association of School Psychologists Principles for Professional Ethics 2010 319 Introduction 319 Definition of Terms as Used in the Principles for Professional Ethics 322 Appendix B American Psychological Association Ethical Principles of Psychologists and Code of Conduct 341 Appendix C Table of Cases 365 Appendix D Table of Federal Legislation 371 Appendix E Frequently Used Acronyms 373 References 375 Author Index 405 Subject Index 000

About the Author :
SUSAN JACOB, PHD, is a Professor of Psychology at Central Michigan University. She has served on national and state ethics committees and was on the team responsible for drafting the 2010 version of NASP's Principles for Professional Ethics. DAWN M. DECKER, PHD, NCSP, is an Associate Professor in the Department of Counseling and Special Education at Central Michigan University. Her scholarship addresses the impact of legal initiatives on educational assessment and instructional practices. ELIZABETH TIMMERMAN LUGG, PHD, JD, is a licensed attorney and an Associate Professor in the Department of Educational Administration and Foundations at Illinois State University. In addition to teaching and conducting research in the area of education law, Dr. Lugg represents individuals and organizations in controversies dealing with education.