Ethics and Law for School Psychologists

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. 

Table of Contents:
Preface xi 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

About the Author :
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.