NASP Domain 10

1. NASP Domain 10 Brittney Klauser 4/14/2014

2. NASP Domain 10 Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.

4. 2010 NASP Professional Standards • Standards for Graduate Preparation of School Psychologists • Standards for the Credentialing of School Psychologists • Principles for Professional Ethics • Model for Comprehensive and Integrated School Psychological Services

5. Standards for Graduate Preparation • School Psychology Program Context/Structure • Domains of School Psychology Graduate Education and Practice • Practica and Internships in School Psychology • School psychology Program Support/Resources

6. Standards for Credentialing • Purpose: to provide guidance to state education agencies and other state and national agencies for credentialing school psychologists and regulating the practice of school psychology • Credentialing: the process by which state agencies authorize the use of the title of school psychologist

7. Principles for Professional Ethics • Respect the dignity and rights of all persons • Professional competence and responsibility • Honesty and integrity in professional relationships • Responsibility to schools, families, communities, the profession, and society

8. Model for Comprehensive and Integrated Services • Part I: Professional Practices • Data-based Decision Making • Consultation and Collaboration • Part II: Organizational Principles • Organization of Service Delivery • Climate • Physical, Personnel, and Fiscal Support Systems • Professional Communication • Supervision and Mentoring • Professional Development and Recognition Systems

9. How to promote legal and ethical practices in your school • Knowledge of ethics and law should span all roles of a school psychologist • Working as part of a multidisciplinary team is an avenue to promote ethical and legal practice • Barriers • Benefits for students, families, the school and district

10. Ethical Dilemmas During Training: Students’ Perspective • Graduate students face unique ethical dilemmas • Ethically challenging situations are often vague • Students are often unsure how to respond • It can be uncomfortable discussing the dilemma with a supervisor especially if the supervisor is involved in he problem • Suggestions for practicum students and interns • Be explicit about your expectations • Seek additional information from other students and class resources • Respectfully ask for explanations

11. Ethically challenging situations reported by school psychologists • Dailor and Jacob surveyed 208 members of NASP regarding their ethic training, preparedness, and types of ethical transgressions and dilemmas encountered in the previous year. • Members who received ethics coursework, instruction in multiple classes, and ethical training in their practicum/internships perceived themselves as better prepared to deal with challenging situations and were more likely to use a systematic problem solving strategy. • Assessment-related and failure to follow up on interventions were the two most commonly witnessed types of ethical violations. • Difficult dilemmas included whether to suspect child abuse, tell parents about their child’s risky behavior, and how to handle administrative pressure to engage in unethical actions

12. Literature Review Methods • Utilized NASP website and articles posted in the NASP Communique • Used the PsychINFO database and performed the following searches limited to since 2010 due to the revised code: • *school Psychology* and *ethics* • *school Psychology* and *law* • *NASP standards*

13. Self-Assessment for School Psychologists http://www.nasponline.org/standards/survey/survey_launch.aspx

14. References • Dailor, A., & Jacob, S. (2011). Ethically challenging situations reported by school psychologists: Implications for training.Psychology In The Schools, 48(6), 619-631. • Goforth, A. N. & Hayter, C. A. (2010) Ethical dilemmas during training: Students’ perspectives. NASP Communique, 38(7). • National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services. (2010).School Psychology Review, 39(2), 320-333. • National Association of School Psychologists Principles for Professional Ethics. (2010). School Psychology Review, 39(2), 302-319. • National Association of School Psychologists Standards for the Credentialing of School Psychologists. (2010). Retrieved from: http://www.nasponline.org/standards/2010standards/2_Credentialing_Standards.pdf. • National Association of School Psychologists Standards for the Preparation of School Psychologists. (2010). Retrieved from: http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf • Rosen, E. NASP practice model: Examples from the field. Retrieved from: http://www.nasponline.org/publications/cq/39/7/nasp-practice-model.aspx. • Self-Assessment for school psychologists. Retrieved from: http://www.nasponline.org/standards/survey/survey_launch.aspx • Williams, B. (2010). National Association of School Psychologists (NASP) 2010 Standards. School Psychology Review, 39(2), 300-301.