School Psychology

Paper Summary:

This paper explains that the appropriate application of ethics in the practice of school psychology is absolutely imperative because this population is intrinsically vulnerable especially the mentally ill part of the population. The paper then relates that the guidelines of the National Association of School Psychologists (NASP) are the determining source of the ethics for this practice. This paper discusses ways in which professional ethics govern school psychologists in their duties of counseling and consulting with support members such as teachers, parents and school administrators.

Table of Contents:
Introduction
Counseling Ethics
Reporting Suspected Abuse
Accountability
Evidence Based Practice
Conclusion

From the Paper:

"The NASP code also stresses the importance of informing the child of parental notification laws and requirements as well as any legal requirements regarding the nature of the information given by the child, such as the legal responsibility to report any suspicion or evidence of harm or pending harm to the child, no matter the offending party. Reporting laws, as they are termed are variable by state but it is clear that the ethics code of the NASP support the idea that ethical standards of the school psychologists must sometimes go beyond the regional laws to protect the child."

Sample of Sources Used:

• American Psychological Association. (2002) Ethical Principles of Psychologists and Code Of Conduct.
• Domrowski, S. C., & Gischlar, K. L. (2006). Supporting School Professionals through the Establishment of a School District Policy on Child Maltreatment. Education, 127(2), 234.
• Dupaul, G. J. (2003). Commentary: Bridging the Gap between Research and Practice. School Psychology Review, 32(2), 178.
• Eckert, T. L., Miller, D. N., Dupaul, G. J., & Riley-Tillman, T. C. (2003). Adolescent Suicide Prevention: School Psychologists' Acceptability of School-Based Programs. School Psychology Review, 32(1), 57.
• Fagan, T. K. (2002). School Psychology: Recent Descriptions, Continued Expansion, and an Ongoing Paradox. School Psychology Review, 31(1), 5.

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