broad theme i. respecting the dignity and rights of …

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National Association of School Psychologists

Principles for Professional Ethics

2020

TABLE OF CONTENTS

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

DEFINITION OF TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BROAD THEME I. RESPECTING THE DIGNITY AND RIGHTS OF ALL PERSONS

GUIDING PRINCIPLE I.1. AUTONOMY AND SELF-DETERMINATION

Standard I.1.1 When Consent is/is not Required

Standard I.1.2 Consent to Establish a School Psychologist-Client Relationship

Standard I.1.3 Seeking Informed Consent

Standard I.1.4 Assent

Standard I.1.5 Right to Refuse or Withdraw Consent

GUIDING PRINCIPLE I.2. PRIVACY AND CONFIDENTIALITY

Standard I.2.1 Sensitive Information

Standard I.2.2 Boundaries of Confidentiality

Standard I.2.3 Consent for Release of Information

Standard I.2.4 Need to Know

Standard I.2.5 Privacy Related To Sexual Orientation And Gender Identity And Expression

Standard I.2.6 Privacy of Health Information

GUIDING PRINCIPLE I.3. FAIRNESS AND JUSTICE . . .

Standard I.3.1 Discrimination

Standard I.3.2 Correcting Discriminatory Practice

BROAD THEME II. PROFESSIONAL COMPETENCE AND RESPONSIBILITY

GUIDING PRINCIPLE II.1. COMPETENCE

Standard II.1.1 Practice in Area of Competence

Standard II.1.2 Personal Problems

Standard II.1.3 Continuing Professional Development

GUIDING PRINCIPLE II.2. ACCEPTING RESPONSIBILITY FOR ACTIONS

Standard II.2.1 Accuracy of Documents

Standard II.2.2 Progress Monitoring

Standard II.2.3 Appropriateness of Recommendations

Standard II.2.4 Responsibility for Graduate Students’ Work

GUIDING PRINCIPLE II.3. RESPONSIBLE ASSESSMENT AND INTERVENTION

PRACTICES

Standard II.3.1 Considerations Prior to Disability Determination

Standard II.3.2 Assessment Techniques

Standard II.3.3 Instrument Selection

Standard II.3.4 Normative Data

Standard II.3.5 Digital Administration and Scoring

Standard II.3.6 Variety of Sources of Data

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Standard II.3.7 Comprehensive Assessment

Standard II.3.8 Validity and Fairness

Standard II.3.9 Interpreters

Standard II.3.10 Recommendations Based on Existing Records

Standard II.3.11 Interpretation of Results

Standard II.3.12 Intervention Selection

Standard II.3.13 Parental Involvement in Intervention Planning

Standard II.3.14 Student Assent for Assistance

GUIDING PRINCIPLE II.4. RESPONSIBLE SCHOOL-BASED RECORD KEEPING

Standard II.4.1 Notification of Rights and Responsibilities Regarding Records

Standard II.4.2 Comprehensive Records

Standard II.4.3 Inclusion of Sensitive Information in Records

Standard II.4.4 Right to Inspect Records

Standard II.4.5 Test Protocols

Standard II.4.6 Access to Records by School Personnel

Standard II.4.7 Electronic Record Keeping

Standard II.4.8 Sole Possession Records

Standard II.4.9 Retention of Records

GUIDING PRINCIPLE II.5. RESPONSIBLE USE OF MATERIALS

Standard II.5.1 Test Security

Standard II.5.2 Use of Restricted Materials

Standard II.5.3 Intellectual Property

BROAD THEME III: HONESTY AND INTEGRITY IN PROFESSIONAL

RELATIONSHIPS

GUIDING PRINCIPLE III.1. ACCURATE PRESENTATION OF PROFESSIONAL

QUALIFICATIONS

Standard III.1.1 Accurate Presentation of Professional Qualifications

Standard III.1.2 Correcting Misperceptions

Standard III.1.3 Affiliation and Experience

Standard III.1.4 Graduate Programs

Standard III.1.5 Accuracy of Marketing Information

GUIDING PRINCIPLE III.2. FORTHRIGHT EXPLANATION OF PROFESSIONAL

SERVICES, ROLES, AND PRIORITIES

Standard III.2.1 Explanation of Services to Clients

Standard III.2.2 Role Definition in Collaborative Work

Standard III.2.3 Priority of Child Welfare

Standard III.2.4 Conflicts of Loyalties

GUIDING PRINCIPLE III.3. RESPECTING OTHER PROFESSIONALS

Standard III.3.1 Cooperation with Other Professionals

Standard III.3.2 Referrals to Other Professionals

Standard III.3.3 Altering Reports

GUIDING PRINCIPLE III.4. INTEGRITY IN RELATIONSHIPS

Standard III.4.1 Relationship Impact on Professional Effectiveness

Standards III.4.2 Multiple Relationships and Limited Alternative Services

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Standard III.4.3 Harassment and Exploitation

Standard III.4.4 Sexual Relationships

GUIDING PRINCIPLE III.5 CONFLICTS OF INTEREST

Standard III.5.1 Private vs Professional Conduct

Standard III.5.2 Separation of Personal Beliefs

Standard III.5.3 Personal Beliefs and Service Provision

Standard III.5.4 NASP Leadership

Standard III.5.5 Disclosure of Financial Interest

Standard III.5.6 Referrals and Remuneration

Standard III.5.7 Remuneration for Data Sharing

Standard III.5.8 Practice in Both Public and Private Settings

BROAD THEME IV: RESPONSIBILITY TO SCHOOLS, FAMILIES, COMMUNITIES,

THE PROFESSION, AND SOCIETY

GUIDING PRINCIPLE IV.1. PROMOTING HEALTHY SCHOOL, FAMILY, AND

COMMUNITY ENVIRONMENTS

Standard IV.1.1 Effective Participation in Systems

Standard IV.1.2 Promoting Systems Change

GUIDING PRINCIPLE IV.2. RESPECT FOR LAW AND THE RELATIONSHIP OF

LAW AND ETHICS

Standard IV.2.1 Understanding Systems Parameters

Standard IV.2.2 Intersection of Law and Ethics

Standard IV.2.3 Conflicts between Law and Ethics

Standard IV.2.4 Participation in Public Discourse

GUIDING PRINCIPLE IV.3. MAINTAINING PUBLIC TRUST BY SELF-

MONITORING AND PEER MONITORING

Standard IV.3.1 Application of Ethical Principles

Standard IV.3.2 Resolution of Concerns with Colleagues

Standard IV.3.3- Cooperation with the Ethics and Professional Practices Board

GUIDING PRINCIPLE IV.4. CONTRIBUTING TO THE PROFESSION BY

MENTORING, TEACHING, AND SUPERVISION

Standard IV.4.1 Graduate Program Directors

Standard IV.4.2 Graduate Student Supervisors

Standard IV.4.3 Supervisor Responsibility

Standard IV.4.4 Graduate Faculty

GUIDING PRINCIPLE IV.5. CONTRIBUTING TO THE SCHOOL PSYCHOLOGY

KNOWLEDGE BASE

Standard IV.5.1 Conducting Research

Standard IV.5.2 Protecting the Rights of Research Participants

Standard IV.5.3 Anonymity of Data

Standard IV.5.4 Accuracy of Data

Standard IV.5.5 Replicability of Data

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Standard IV.5.6 Correction of Errors 1

Standard IV.5.7 Integrity of Publications 2

Standard IV.5.8 Plagiarism 3

Standard IV.5.9 Acknowledging Contributors 4

Standard IV.5.10 Review of Manuscripts and Proposals 5

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INTRODUCTION 7

The National Association of School Psychologists’ (NASP) vision is that all children and youth 8

access the learning, behavior, and mental health support needed to thrive in school, at home, and 9

throughout life. The core purpose of NASP is to empower school psychologists to promote the 10

learning, behavior, and mental health of all children and youth. This purpose is accomplished 11

through the values of integrity, diversity, a focus on children and youth, advocacy, collaborative 12

relationships, continuous improvement, and visionary leadership. 13

School psychologists are uniquely qualified members of school teams that support students' 14

ability to learn and teachers' ability to teach. They receive specialized advanced graduate 15

preparation that includes coursework and practical experiences relevant to both psychology and 16

education. School psychologists partner with families, teachers, school administrators, and other 17

professionals to create safe, healthy, and supportive learning environments that strengthen 18

connections among home, school, and the community. School psychologists support children, 19

youth, families, and schools through the identification of appropriate evidence-based education 20

and mental and behavioral health services for all children and youth; implementation of 21

professional practices that are data driven and culturally competent; delivery of a continuum of 22

services for children, youth, families, and schools from prevention to intervention and 23

evaluation; and advocacy for the value of school psychological services. School psychologists 24

typically work in public or private schools, universities, or other educational settings that may 25

include hospitals, clinics, or residential facilities. 26

NASP’s Professional Standards, including the Standards for Graduate Preparation of 27

School Psychologists, the Standards for the Credentialing of School Psychologists, the 28

Model for Comprehensive and Integrated School Psychological Services (also known as the 29

NASP Practice Model), and the Principles for Professional Ethics, provide a unified set of 30

national principles that guide graduate education, credentialing, professional practice and 31

services, and ethical behavior of school psychologists. NASP’s professional standards undergo 32

review and revision approximately every 10 years, following a multi-year process including 33

input from internal and external stakeholders, and eventual review and approval by NASP’s 34

leadership. 35

The NASP Principles for Professional Ethics is designed to be used in conjunction with 36

the NASP Standards for Graduate Preparation of School Psychologists, Standards for the 37

Credentialing of School Psychologists, and Model for Comprehensive and Integrated School 38

Psychological Services to provide a unified set of national principles that guide graduate 39

education, credentialing, professional practices, and ethical behavior of effective school 40

psychologists. These NASP policy documents are intended to define contemporary school 41

psychology; promote school psychologists’ services for children, families, and schools; and 42

provide a foundation for the future of school psychology. These NASP policy documents are 43

used to communicate NASP’s positions and advocate for qualifications and practices of school 44

psychologists with stakeholders, policy makers, and other professional groups at the national, 45

state, and local levels. 46

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The formal principles that elucidate the proper conduct of a professional school 47

psychologist are known as ethics. In 1974, NASP adopted its first code of ethics, the Principles 48

for Professional Ethics (Principles), and revisions were made in 1984, 1992, 1997, 2000, and 49

2010. The purpose of the Principles is to protect the public and those who receive school 50

psychological services by sensitizing school psychologists to the ethical aspects of their work, 51

educating them about appropriate conduct, helping them monitor their own behavior, and 52

providing standards to be used in the resolution of complaints of unethical conduct. NASP 53

members and school psychologists who are certified by the National School Psychologist 54

Certification System (NCSP) are bound to abide by NASP’s code of ethics. 55

The NASP Principles for Professional Ethics were developed to address the unique 56

circumstances associated with providing school psychological services. The duty to educate 57

children and the legal authority to do so rests with state governments. When school psychologists 58

employed by a school board make decisions in their official roles, such acts are seen as actions 59

by state government. As state actors, school-based practitioners have special obligations to all 60

students. They must know and respect the rights of students under the U.S. Constitution and 61

federal and state statutory law. They must balance the authority of parents to make decisions 62

about their children with the needs and rights of those children, and the purposes and authority of 63

schools. Furthermore, as school employees, school psychologists have a legal as well as an 64

ethical obligation to take steps to protect all students from reasonably foreseeable risk of harm. 65

Finally, school-based practitioners work in a context that emphasizes multidisciplinary problem 66

solving and intervention. For these reasons, psychologists employed by the schools may have 67

less control over aspects of service delivery than practitioners in private practice. However, 68

within this framework, it is expected that school psychologists will make careful, reasoned, and 69

principled ethical choices based on knowledge of this code, recognizing that responsibility for 70

ethical conduct rests with the individual practitioner. 71

School psychologists are committed to the application of their professional expertise for 72

the purpose of promoting improvement in the quality of life for students, families, and school 73

communities. This objective is pursued in ways that protect the dignity and rights of those 74

involved. School psychologists consider the interests and rights of children and youth to be their 75

highest priority in decision making, and act as advocates for all students. These assumptions 76

necessitate that school psychologists ‘‘speak up’’ for the needs and rights of students even when 77

it may be difficult to do so. 78

The Principles for Professional Ethics, like all codes of ethics, provide only limited guidance 79

in making ethical choices. Individual judgment is necessary to apply the code to situations that 80

arise in professional practice. Ethical dilemmas may be created by situations involving 81

competing ethical principles, conflicts between ethics and law, the conflicting interests of 82

multiple parties, the dual roles of employee and pupil advocate, or because it is difficult to decide 83

how statements in the ethics code apply to a particular situation. Such situations are often 84

complicated and may require a nuanced application of these Principles to effect a resolution that 85

results in the greatest benefit for the student and concerned others. When difficult situations 86

arise, school psychologists are advised to use a systematic problem-solving process to identify 87

the best course of action. This process should include identifying the ethical issues involved, 88

consulting these Principles, consulting colleagues with greater expertise, evaluating the rights 89

and welfare of all affected parties, considering alternative solutions and their consequences, and 90

accepting responsibility for the decisions made. 91

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The NASP Principles for Professional Ethics may require a more stringent standard 92

of conduct than law, and in those situations in which both apply, school psychologists are 93

expected to adhere to the Principles. For example, education law generally requires parent 94

notice of their legal rights in the school setting, a signed consent form to establish a school 95

psychologist-client relationship, and an invitation to parents to participate in meetings when 96

important school decisions are being made about their child. In contrast, school 97

psychologists have more comprehensive ethical requirements when working with parents. 98

School psychologists are ethically obligated to ensure that parents understand their legal 99

rights; understand what it is they are consenting, or refusing to consent, to and understand 100

the implications of that decision. In addition, school psychologists are ethically required to 101

ensure that parents are afforded the opportunity to meaningfully participate in important 102

decisions affecting their own child. 103

When conflicts between ethics and law occur, school psychologists are expected to 104

take steps to resolve conflicts by problem solving with others and through positive, 105

respected, and legal channels. If not able to resolve the conflict in this manner, they may 106

abide by the law, as long as the resulting actions do not violate basic human rights. 107

Subsequently, school psychologists work to facilitate change in policies and practices to 108

those that better align with ethical standards. 109

The Principles for Professional Ethics provide standards for professional conduct. 110

School psychologists, in their private lives, are free to pursue their personal interests, except 111

to the degree that those interests compromise trust in the profession or professional 112

effectiveness. The boundary between professional and personal behaviors is not clear-cut, 113

however, particularly in venues such as social media. Furthermore, school professionals are 114

held to a higher standard of “good character” and conduct than others because they serve as 115

role models for children. For these reasons, school psychologists are encouraged to avoid 116

actions that are disrespectful of the dignity of others and that could negatively impact their 117

credibility and diminish trust in school psychologists. 118

School psychologists practice in a variety of settings including public and private 119

schools, juvenile justice institutions, colleges and universities, mental health clinics, 120

hospitals, and private practice. In addition, school psychologists may be employed as 121

practitioners or in a variety of roles including administrative and supervisory.. The 122

principles in this code should be considered by school psychologists in their ethical decision 123

making regardless of role and employment setting. However, this revision of the code, like 124

its precursors, focuses on the special challenges associated with providing school 125

psychological services in schools and to students. School psychologists who provide 126

services directly to children, parents, and other clients as private practitioners, and those 127

who work in health and mental health settings, are encouraged to be knowledgeable of 128

federal and state law regulating mental health providers, and to consult the American 129

Psychological Association’s (2017) Ethical Principles of Psychologists and Code of Conduct 130

for guidance on issues not directly addressed in this code. 131

Four broad ethical themes provide the organizational framework for the 2020 132

Principles for Professional Ethics. The four broad ethical themes subsume ethical guiding 133

principles. Each guiding principle is then further articulated by multiple specific standards 134

of conduct. The broad themes, corollary guiding principles, and enforceable standards are to 135

be considered in decision making. NASP will seek to enforce the ethical standards for 136

specific professional conduct that appear in the Principles for Professional Ethics with its 137

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members and school psychologists who hold the Nationally Certified School Psychologist 138

(NCSP) credential in accordance with NASP’s Ethical and Professional Practices Board 139

Procedures (2018). Regardless of role, clientele, or setting, school psychologists should 140

reflect on the theme and intent of each ethical principle and standard to determine its 141

application to his or her individual situation. 142

School psychologists are helping professionals. Their decisions, including to act or the 143

failure to act, affect the welfare of children and families. In their professional roles, school 144

psychologists thus have a duty to not only avoid ethics code violations, but to take affirmative 145

steps to benefit clients, schools, families, and the community. For this reason, school 146

psychologists are encouraged to strive for excellence rather than simply meeting the minimum 147

obligations outlined in the NASP Principles for Professional Ethics, and to engage in the lifelong 148

learning that is necessary to achieve and maintain expertise in applied professional ethics. 149

150

DEFINITION OF TERMS AS USED IN THE PRINCIPLES FOR PROFESSIONAL ETHICS 151

Client: The client is the person or persons with whom the school psychologist establishes a 152

professional relationship for the purpose of providing school psychological services. A school 153

psychologist–client professional relationship is established by an informed agreement with 154

client(s) about the school psychologist’s ethical and other duties to each party. While not clients 155

per se, classrooms, schools, school systems, families and communities also may be recipients of 156

school psychological services and often are parties with an interest in the actions of school 157

psychologists. 158

Child: A child, as defined in law, generally refers to a minor, a person younger than the age of 159

majority. Although this term may be regarded as demeaning when applied to teenagers, it is used 160

in this document when necessary to denote minor status. The term student is used when a less 161

precise term is adequate. 162

Informed Consent: Informed consent means that the person giving consent has the legal authority 163

to make a consent decision, a clear understanding of what it is he or she is consenting to, and that 164

his or her consent is freely given and may be withdrawn without prejudice. 165

Assent: The term assent refers to a minor’s affirmative agreement to participate in psychological 166

services or research. 167

Parent: The term parent may be defined in law or district policy, and can include the birth or 168

adoptive parent, an individual acting in the place of a natural or adoptive parent (a grandparent or 169

other relative, stepparent, or domestic partner), and/or an individual who is legally responsible 170

for the child’s welfare. 171

Advocacy: School psychologists have a special obligation to speak up for the rights and welfare 172

of students and families, and to provide a voice to clients who cannot or do not wish to speak for 173

themselves. Advocacy also occurs when school psychologists use their expertise in psychology 174

and education to promote changes in schools, systems, and laws that will benefit schoolchildren, 175

other students, and families. Nothing in this code of ethics, however, should be construed as 176

requiring school psychologists to engage in insubordination (defined as the willful disregard of 177

an employer’s lawful instructions) or to file a complaint about school district practices with a 178

federal or state regulatory agency as part of their advocacy efforts. 179

School-Based Vs. Private Practice: For the purposes of this document, school-based practice 180

refers to the provision of school psychological services under the authority of a state, regional, or 181

local educational agency. School-based practice occurs if the school psychologist is an employee 182

of the schools or contracted by the schools on a per case or consultative basis. Private practice 183

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occurs when a school psychologist enters into an agreement with a client(s) rather than an 184

educational agency to provide school psychological services and the school psychologist’s fee 185

for services is the responsibility of the client or his or her representative. 186

187

BROAD THEME I. RESPECTING THE DIGNITY AND RIGHTS OF ALL PERSONS 188

School psychologists engage only in professional practices that maintain the dignity of all with 189

whom they work. In their words and actions, school psychologists demonstrate respect for the 190

autonomy of persons and their right to self-determination, respect for privacy, and a commitment 191

to just, equitable and fair treatment of all persons. 192

193

GUIDING PRINCIPLE I.1. AUTONOMY AND SELF-DETERMINATION 194

School psychologists respect the right of persons to participate in decisions affecting their own 195

welfare. They recognize that informed consent is an ongoing process and they reopen discussion 196

of consent when appropriate, such as when there is a significant change in previously agreed 197

upon goals and services, or when decisions must be made regarding the sharing of sensitive 198

information with others. 199

200

Standard I.1.1 When Consent is/is not Required 201

School psychologists encourage and promote parental participation in school decisions affecting 202

their children. However, where school psychologists are members of the school’s educational 203

support staff, not all of their services require informed parent consent. It is ethically permissible 204

to provide school-based consultation services regarding a child or adolescent to a student 205

assistance team or teacher without informed parent consent as long as the resulting interventions 206

are under the authority of the teacher and within the scope of typical classroom interventions.

207

Parent consent is not ethically required for a school-based school psychologist to review a 208

student’s educational records, conduct classroom observations, assist in within-classroom 209

interventions and progress monitoring, or to participate in educational screenings conducted as 210

part of a regular program of instruction. Parent consent is required if the consultation about a 211

particular child or adolescent is likely to be extensive and ongoing and/or if school actions may 212

result in a significant intrusion on student or family privacy beyond what might be expected in 213

the course of ordinary school activities. Parents must be notified when the school or school 214

psychologist intends to administer to students a survey that screens for mental health problems 215

and those parents must be given the opportunity to remove their child or adolescent from 216

participation in such screenings. 217

218

Standard I.1.2 Consent to Establish a School Psychologist-Client Relationship 219

Except for urgent situations or self-referrals by a minor student, school psychologists seek parent 220

consent (or the consent of an adult student) prior to establishing a school psychologist–client 221

relationship for the purpose of psychological diagnosis, assessment of eligibility for special 222

education or disability accommodations, or to provide ongoing individual or group counseling or 223

other non-classroom therapeutic intervention. (See definition of Informed Consent in 224

Definitions) 225

I.1.2a. It is ethically permissible to provide psychological assistance without parent notice 226

or consent in emergency situations or if there is reason to believe a student may pose a danger to 227

others; is at risk for self-harm; or is in danger of injury, exploitation, or maltreatment. 228

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I.1.2b. When a student who is a minor self-refers for assistance, it is ethically permissible 229

to provide psychological assistance without parent notice or consent for one or several meetings to 230

establish the nature and degree of the need for services and assure the child is safe and not in danger. 231

It is ethically permissible to provide services to mature minors without parent consent where allowed 232

by state law and school district policy. However, if the student is not old enough to receive school 233

psychological assistance independent of parent consent, the school psychologist obtains parent 234

consent to provide continuing assistance to the student beyond the preliminary meetings or refers the 235

student to alternative sources of assistance that do not require parent notice or consent. 236

237

Standard I.1.3 Seeking Informed Consent 238

School psychologists ensure that an individual providing consent for school psychological 239

services is fully informed about the nature and scope of services offered, 240

assessment/intervention goals and procedures, any foreseeable risks, the cost of services to 241

the parent or student (if any), and the benefits that reasonably can be expected. The 242

explanation includes discussion of the limits of confidentiality, who will receive information 243

about assessment or intervention outcomes, and the possible consequences of the 244

assessment/intervention services being offered. Available alternative services are identified, 245

if appropriate. This explanation takes into account language and cultural differences, 246

cognitive capabilities, developmental level, age, and other relevant factors so that it may be 247

understood by the individual providing consent. School psychologists appropriately 248

document written or oral consent. Any service provision by interns, practicum students, or 249

other trainees is explained and agreed to in advance, and the identity and responsibilities of 250

the supervising school psychologist are explained prior to the provision of services. 251

Standard I.1.4 Assent 252

School psychologists encourage a minor student’s voluntary participation in decision 253

making about school psychological services as much as feasible. Ordinarily, school 254

psychologists seek the student’s assent to services; however, it is ethically permissible to 255

bypass student assent to services if the service is considered to be of direct benefit to the 256

student and/or is required by law. 257

I.1.4a. If a student’s assent for services is not solicited, school psychologists nevertheless 258

honor the student’s right to be informed about the services provided. 259

I.1.4b. When a student is given a choice regarding whether to accept or refuse services, 260

the school psychologist ensures the student understands what is being offered, honors the student’s 261

stated choice, and guards against overwhelming the student with choices he or she does not wish or 262

is not able to make. 263

264

Standard I.1.5 Right to Refuse or Withdraw Consent 265

School psychologists respect the wishes of parents who object to school psychological services 266

and attempt to guide parents to alternative resources. School psychologists allow parents to 267

withdraw consent at any time without negative repercussions. 268

269

GUIDING PRINCIPLE I.2. PRIVACY AND CONFIDENTIALITY 270

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School psychologists respect the right of persons to choose for themselves whether to disclose 271

their private thoughts, feelings, beliefs, and behaviors. 272

273

Standard I.2.1 Sensitive Information 274

School psychologists minimize intrusions on privacy. They do not seek or store private 275

information about clients that is not needed in the provision of services. School psychologists 276

recognize that client–school psychologist communications intended only for the school 277

psychologist are privileged in most jurisdictions. They do not disclose or store in education 278

records any privileged information except as permitted by the mental health provider–client 279

privilege laws in their state. School psychologists use a problem solving model to consider 280

carefully whether to share with third parties information that could put the student, family, or 281

others at legal, social, or other risk if shared with third parties, When school psychologists 282

receive a report from a non-school professional that includes information intrusive of family 283

privacy and not necessary for school decision making, the school psychologist considers whether 284

returning the report to the maker with a request for redaction of the problematic information is 285

the best course of action. 286

Standard I.2.2 Boundaries of Confidentiality 287

School psychologists inform students and other clients of the boundaries of confidentiality at the 288

outset of establishing a professional relationship. They seek a shared understanding with clients 289

regarding the types of information that will and will not be shared with third parties. However, if 290

a child or adolescent is in immediate need of assistance, it is permissible to delay the discussion 291

of confidentiality until the immediate crisis is resolved. School psychologists recognize that it 292

may be necessary to discuss confidentiality at multiple points in a professional relationship to 293

ensure client understanding and agreement regarding how sensitive disclosures will be handled. 294

295

Standard I.2.3 Consent for Discolosure of Information 296

School psychologists respect the confidentiality of information obtained during their professional 297

work. Information is not revealed to third parties without the agreement of a minor child’s parent 298

or legal guardian (or an adult student), except in those situations in which failure to release 299

information could result in danger to the student or others, or where otherwise required by law. 300

Whenever feasible, student assent is obtained prior to disclosure of his or her confidences to third 301

parties, including disclosures to the student’s parents. 302

303

Standard I.2.4 Need to Know 304

School psychologists discuss and/or release confidential information only for professional 305

purposes and only with persons who have a legitimate need to know. They do so within the strict 306

boundaries of relevant privacy statutes. 307

308

Standard I.2.5 Privacy Related to Sexual Orientation and Gender Identity and Expression 309

School psychologists respect the right of privacy of students, parents, and colleagues with regard 310

to sexual orientation, gender identity, or transgender status. They do not share information about 311

the sexual orientation, gender identity, or transgender status of a student (including minors), 312

parent, or school employee with anyone without that individual’s permission. 313

Standard I.2.6 Privacy of Health Information 314

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School psychologists respect the right of privacy of students, their parents and other family 315

members, and colleagues with regard to sensitive health information (e.g., presence of a 316

communicable disease). They do not share sensitive health information about a student, parent, 317

or school employee with others without that individual’s permission (or the permission of a 318

parent or guardian in the case of a minor). School psychologists consult their state laws and 319

department of public health for guidance if they believe a client poses a health risk to others. 320

GUIDING PRINCIPLE I.3. FAIRNESS, EQUITY AND JUSTICE 321

In their words and actions, school psychologists promote fairness and social justice. They use 322

their expertise to cultivate school climates that are safe,welcoming and equitable to all persons 323

regardless of actual or perceived characteristics, including race, ethnicity, color, religion, 324

ancestry, national origin, immigration status, socioeconomic status, primary language, gender, 325

sexual orientation, gender identity, gender expression, disability, or any other distinguishing 326

characteristics. 327

328

Standard I.3.1 Discrimination 329

School psychologists do not engage in or condone actions or policies that discriminate against 330

persons, including students and their families, other recipients of service, supervisees, and 331

colleagues based on actual or perceived characteristics 332

333

Standard I.3.2 Correcting Discriminatory Practices 334

School psychologists strive to ensure that all children have equal opportunity to participate in 335

and benefit from school programs and that all students and families have access to and can 336

benefit from school psychological services. They work to correct school practices that are 337

unjustly discriminatory or that deny students or others their legal rights. School psychologists 338

take steps to foster a school climate that is supportive, inclusive, safe, accepting, and respectful 339

toward all persons. 340

341

342

BROAD THEME II. PROFESSIONAL COMPETENCE AND RESPONSIBILITY 343

Beneficence, or responsible caring, means that the school psychologist acts to benefit others. To 344

do this, school psychologists must practice within the boundaries of their competence, use 345

scientific knowledge from psychology and education to help clients and others make informed 346

choices, and accept responsibility for their work. 347

348

GUIDING PRINCIPLE II.1. COMPETENCE 349

To benefit clients, school psychologists engage only in practices for which they are qualified 350

and competent. To maintain competence, they engage in continuing education. They 351

understand that professional skill development beyond that of the novice practitioner 352

requires a well-planned program of continuing professional development and professional 353

supervision. 354

In addition, within their work setting, they advocate for the resources and support necessary 355

to maintain professional effectiveness and personal wellness. 356

357

Standard II.1.1 Practice in Area of Competence 358

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School psychologists recognize the strengths and limitations of their training and 359

experience, engaging only in practices for which they are qualified. They enlist the 360

assistance of other specialists in supervisory, consultative, or referral roles as appropriate in 361

providing effective services. When no appropriate provider is available, school 362

psychologists explain the limitations of their experience to parents and seek consultation, 363

training and supervision as appropriate and necessary to ensure that students do not go 364

without assistance. 365

366

Standard II.1.2 Personal Problems 367

School psychologists refrain from any work-related activity in which their personal 368

problems may interfere with professional effectiveness. They seek consultation or other 369

assistance when personal problems arise that threaten to compromise their professional 370

effectiveness. School psychologists understand that self-care is an important component of 371

professional effectiveness and engage in activities that promote professional effectiveness through 372

personal wellness. 373

374

Standard II.1.3 Continuing Professional Development 375

School psychologists engage in continuing professional development. They remain current 376

regarding developments in research, training, and professional practices that benefit 377

children, families, and schools. 378

379

GUIDING PRINCIPLE II.2. ACCEPTING RESPONSIBILITY FOR ACTIONS 380

School psychologists accept responsibility for their professional work, monitor the 381

effectiveness of their services, and work to correct ineffective recommendations. 382

383

Standard II.2.1 Accuracy of Documents 384

School psychologists review all of their written documents for accuracy, signing them only when 385

correct. They may add an addendum, dated and signed, to a previously submitted document if 386

information is found to be inaccurate or incomplete. In multi-disciplinary reports or documents, 387

school psychologists are ethically responsible only for the accuracy of their own contributions. 388

389

Standard II.2.2 Progress Monitoring 390

School psychologists ensure that the effects of their recommendations and intervention plans are 391

monitored, either personally or by others. They revise a recommendation, or modify or terminate 392

an intervention plan, when data indicate the desired outcomes are not being attained. School 393

psychologists seek the assistance of others in supervisory, consultative, or referral roles when 394

progress monitoring indicates that their recommendations and interventions are not effective in 395

assisting a client. 396

397

Standard II.2.3 Appropriateness of Recommendations 398

School psychologists accept responsibility for the appropriateness of their professional practices, 399

decisions, and recommendations. They correct misunderstandings resulting from their 400

recommendations, advice, or information and take affirmative steps to offset any harmful 401

consequences of ineffective or inappropriate recommendations. 402

403

25

Standard II.2.4 Responsibility for Graduate Students’ Work 404

When supervising graduate students’ field experiences or internships, school psychologists are 405

responsible for the work of their supervisees. 406

407

GUIDING PRINCIPLE II.3. RESPONSIBLE ASSESSMENT AND INTERVENTION 408

PRACTICES 409

School psychologists maintain the highest standard for responsible professional practices in 410

educational and psychological assessment and direct and indirect interventions. This guiding 411

principle and its subsumed enforceable standards apply to school psychology assessment and 412

intervention practices, including those that utilize technology such as computer- assisted and 413

digital formats for assessment and interpretation, virtual reality assessment and intervention, 414

distance assessment and telehealth intervention, or any other assessment or intervention 415

modality. 416

417

Standard II.3.1 Considerations Prior to Disability Determination 418

Prior to the consideration of a disability label or category, the effects of current behavior 419

management and/or instructional practices on the student’s school performance are considered. 420

421

Standard II.3.2 Assessment Techniques 422

School psychologists use assessment techniques and practices that the profession considers to be 423

responsible, research-based practice. 424

425

Standard II.3.3 Instrument Selection 426

School psychologists select assessment instruments and strategies that are reliable and valid for 427

the child and the purpose of the assessment. When using standardized measures, school 428

psychologists adhere to the procedures for administration of the instrument that are provided by 429

the author or publisher or the instrument. If modifications are made in the administration 430

procedures for standardized tests or other instruments, such modifications are identified and 431

discussed in the interpretation of the results. 432

433

Standard II.3.4 Normative Data 434

If using norm-referenced measures, school psychologists choose instruments with norms that are 435

representative, recent and appropriate for the child being evaluated. School psychologists ensure 436

that their supervisors are informed about the importance of utilizing the most currently available 437

version of published instruments. 438

439

Standard II.3.5 Digital Administration and Scoring 440

When using digitally-administered assessments (e.g., computers, tablets, virtual reality), 441

computer-assisted scoring and/or interpretation programs, school psychologists choose programs 442

that meet professional standards for accuracy and validity. School psychologists use professional 443

judgment in evaluating the accuracy of digitally-assisted assessment findings for the examinee. 444

445

Standard II.3.6- Variety of Sources of Data 446

A psychological or psychoeducational assessment is based on a variety of different types of 447

information from different sources. 448

27

449

Standard II.3.7 Comprehensive Assessment 450

Consistent with education law and sound professional practice, school psychologists ensure that 451

children with suspected disabilities are assessed in all areas related to the suspected disability 452

453

Standard II.3.8 Validity and Fairness 454

School psychologists conduct valid and fair assessments. They actively pursue knowledge of the 455

student’s disabilities and developmental, cultural, linguistic, and experiential background and 456

then select, administer, and interpret assessment instruments and procedures in light of those 457

characteristics. School psychologists ensure that assessment results are used to enhance learning 458

opportunities for students. 459

460

Standard II.3.9 Interpreters 461

When interpreters are used to facilitate the provision of assessment and intervention services, 462

school psychologists request the assignment of interpreters who are qualified and are acceptable 463

to clients. 464

465

Standard II.3.10 Recommendations Based on Existing Records 466

It is permissible for school psychologists to make recommendations based solely on a review of 467

existing records. However, they should utilize a representative sample of records and explain the 468

basis for, and the limitations of, their recommendations. 469

Standard II.3.11 Interpretation of Results 470

School psychologists adequately interpret findings and present results in clear terms. They 471

ensure recipients understand assessment results so they can make informed choices. 472

473

Standard II.3.12 Intervention Selection 474

School psychologists use intervention, counseling and therapy procedures, consultation 475

techniques, and other direct and indirect service methods that the profession considers to be 476

responsible, evidence-based practice. They do so by using a problem-solving process to develop 477

interventions appropriate to the presenting problems and that are consistent with data collected. 478

Furthermore, preference is given to interventions described in the peer-reviewed professional 479

research literature and found to be efficacious. 480

481

Standard II.3.13 Parental Involvement in Intervention Planning 482

o School psychologists encourage and promote parental participation in designing interventions 483

including discussing with parents the recommendations and plans for assisting their children. 484

When appropriate, this includes linking interventions between the school and the home, tailoring 485

parental involvement to the skills of the family and taking into account the ethnic/cultural values 486

of the family, and helping parents gain the skills needed to help their children. Parents are 487

informed of alternative sources of support available at school and in the community. 488

489

Standard II.3.14 Student Assent for Assistance 490

School psychologists discuss with students the recommendations and plans for assisting them. 491

To the maximum extent appropriate, students are invited to participate in selecting and planning 492

interventions. 493

29

GUIDING PRINCIPLE II.4 RESPONSIBLE SCHOOL-BASED RECORD KEEPING 494

School psychologists safeguard the privacy of school psychological records and ensure parent 495

access to the records of their own children. 496

497

Standard II.4.1 Notification of rights and responsibilities regarding records 498

School psychologists ensure parents and adult students are notified of their rights regarding 499

creation, modification, storage, and disposal of psychological and educational records that 500

result from the provision of services. Parents and adult students are notified of the electronic 501

storage and transmission of personally identifiable school psychological records and the 502

associated risks to privacy. 503

Standard II.4.2 Comprehensive Records 504

School psychologists create and/or maintain school-based psychological and educational 505

records with sufficient detail to be useful in decision making by another professional and 506

with sufficient detail to withstand scrutiny if challenged in a due process or other legal 507

procedure. 508

Standard II.4.3 Inclusion of Sensitive Information in Records 509

School psychologists include only documented information from reliable sources in school 510

psychological records. They do not store private information about students or their families 511

that is not needed for the provision of services. 512

513

Standard II.4.4 Right to Inspect Records 514

School psychologists ensure that parents have appropriate access to the psychological and 515

educational records of their child. Parents have a right to access any and all information that 516

is used to make educational decisions about their child. 517

518

Standard II.4.5 Test Protocols 519

School psychologists respect the right of parents to inspect, but not necessarily to copy, their 520

child’s answers to school psychological test questions, even if those answers are recorded on 521

a test protocol. School psychologists understand that parents’ rights to examine their child’s 522

test answers may supersede the interests of test publishers. 523

524

Standard II.4.6 Access to Records by School Personnel 525

To the extent that school psychological records are under their control, school psychologists 526

ensure that only those school personnel who have a legitimate educational interest in a 527

student are given access to that student’s school psychological records without prior parent 528

permission or the permission of an adult student. This standard applies to access to physical 529

and electronic records. 530

531

Standard II.4.7 Electronic Record Keeping 532

To the extent that school psychological records are under their control, school psychologists 533

protect electronic files from unauthorized release or modification (e.g., by using passwords and 534

encryption), and they take reasonable steps to ensure that school psychological records are not 535

lost due to equipment failure. 536

537

31

Standard II.4.8 Sole Possession Records 538

It is ethically permissible for school psychologists to keep private notes (i.e., sole possession 539

records) to use as a memory aid that are not accessible to others. However, any and all 540

information that is used to make educational decisions about a student is part of the student’s 541

educational record and must be accessible to parents and adult students. 542

543

Standard II.4.9 Retention of Records 544

School psychologists, in collaboration with administrators and other school staff, work to 545

establish district policies regarding the storage and disposal of school psychological records that 546

are consistent with law and sound professional practice. They advocate for school district 547

policies and practices that: safeguard the security of school psychological records while 548

facilitating appropriate parent access to those records; identify time lines for the periodic review 549

and disposal of outdated school psychological records that are consistent with law and sound 550

professional practice; seek parent or other appropriate permission prior to the destruction or 551

deletion of obsolete school psychological records of current students; and, ensure that obsolete 552

school psychology records are destroyed or deleted in a way that the information cannot be 553

recovered. In addition, they advocate for a school service delivery system in which working (not 554

final) drafts of documents are not stored as student educational records. 555

556

GUIDING PRINCIPLE II.5 RESPONSIBLE USE OF MATERIALS 557

School psychologists respect the intellectual property rights of those who produce tests, 558

intervention materials, scholarly works, and other materials. They do not condone the use of 559

restricted materials by unqualified persons. 560

561

Standard II.5.1 Test Security 562

School psychologists maintain test security, preventing the release of underlying principles and 563

specific content that would undermine or invalidate the use of the instrument. Unless otherwise 564

required by law or district policy, school psychologists provide parents with the opportunity to 565

inspect and review their child’s test answers rather than providing them with copies of their 566

child’s test protocols. On parent request, it is permissible to provide copies of a child’s test 567

protocols to a professional who is qualified to interpret them. 568

569

Standard II.5.2 Use of Restricted Materials 570

School psychologists do not promote nor condone the use of restricted psychological and 571

educational tests or other assessment tools or procedures by individuals who are not qualified to 572

use them. 573

574

Standard II.5.3 Intellectual Property 575

School psychologists recognize the effort and expense involved in the development and 576

publication of psychological and educational tests, intervention materials, and scholarly works. 577

They respect the intellectual property rights and copyright interests of the producers of such 578

materials, whether the materials are published in print or digital formats. They do not duplicate 579

copyright-protected test manuals, testing materials, or unused test protocols without the 580

permission of the producer. 581

33

BROAD THEME III. HONESTY AND INTEGRITY IN PROFESSIONAL RELATIONSHIPS 582

To foster and maintain trust, school psychologists must be faithful to the truth and adhere to their 583

professional promises. School psychologists demonstrate integrity in professional relationships. 584

585

GUIDING PRINCIPLE III.1 ACCURACTE REPRESENTATION 586

School psychologists are forthright about their qualifications, competencies, and roles. 587

588

Standard III.1.1 Accurate Presentation of Professional Qualifications 589

School psychologists accurately identify their professional qualifications to others. 590

Competency levels, education, training, experience, and certification and licensing credentials 591

are accurately represented to clients, recipients of services, and others. 592

593

Standard III.1.2 Correcting Misperceptions 594

School psychologists correct any misperceptions of their qualifications. School psychologists do 595

not represent themselves as specialists in a particular domain without verifiable training and 596

supervised experience in the specialty. 597

598

Standard III.1.3 Affiliation and Experience 599

School psychologists do not use affiliations with persons, associations, or institutions to imply a 600

level of professional competence that exceeds that which has actually been achieved. When 601

submitting application to credentialing, licensing or certification boards (e.g., National School 602

Psychology Certification Board), school psychologists accurately report their training and 603

experience. 604

605

Standard III.1.4 Graduate Programs 606

Graduate program directors are responsible for ensuring that the descriptions of their programs 607

accurately represent the nature of accreditation and/or approval by various bodies. If a program 608

has not been awarded NASP approval, directors ensure that descriptions of the program do not 609

imply that it meets NASP’s Standards for Graduate Preparation of School Psychologists. 610

611

Standard III.1.5 Accuracy of Marketing Information 612

School psychologists ensure that announcements and advertisements of the availability of their 613

publications, products, and services for sale are factual and professional. 614

615

GUIDING PRINCIPLE III.2. FORTHRIGHT EXPLANATION OF PROFESSIONAL 616

SERVICES, ROLES, AND PRIORITIES 617

School psychologists are candid about the nature and scope of their services. 618

619

Standard III.2.1 Explanation of Services to Clients 620

School psychologists explain their professional competencies, roles, assignments, and working 621

relationships to recipients of services and others in their work setting in a forthright and 622

understandable manner. School psychologists explain all professional services to clients in a 623

clear, understandable manner. 624

625

Standard III.2.2 Role Definition in Collaborative Work 626

35

School psychologists make reasonable efforts to become integral members of the client service 627

systems (e.g., school-based teams) to which they are assigned. They establish clear roles for 628

themselves within those systems while respecting the various roles of colleagues in other 629

professions. 630

631

Standard III.2.3 Priority of Child Welfare 632

The school psychologist’s commitment to protecting the rights and welfare of children is 633

communicated to the school administration, staff, and others as their highest priority in 634

providing services. School psychologists are ethically obligated to speak up for the interests and 635

rights of students and families even when it may be difficult to do so. 636

637

Standard III.2.4 Conflicts of Loyalties 638

School psychologists who provide services to several different groups (e.g., families, teachers, 639

classrooms) may encounter situations in which loyalties are conflicted. As much as possible, 640

school psychologists make known their priorities and commitments in advance to all parties to 641

prevent misunderstandings. This is particularly important when the school psychologist is 642

functioning in a non-clinical role, such as administrator, supervisor or director. 643

644

GUIDING PRINCIPLE III.3. RESPECTING OTHER PROFESSIONALS 645

To best meet the needs of children, school psychologists cooperate with other professionals in 646

relationships based on mutual respect. 647

648

Standard III.3.1 Cooperation with Other Professionals 649

To meet the needs of children and other clients most effectively, school psychologists cooperate 650

with other psychologists and professionals from other disciplines in relationships based on 651

mutual respect. They genuinely consider input from non-school professionals regarding student 652

classification, diagnosis, and appropriate school-based interventions. They encourage and 653

support the use of all resources to serve the interests of students. If a child or other client is 654

receiving similar services from another professional, school psychologists promote coordination 655

of services. 656

657

Standard III.3.2 Referrals to Other Professionals 658

If a child or other client is referred to another professional for services, school psychologists 659

ensure that all relevant and appropriate individuals, including the client, are notified of the 660

change and reasons for the change. When referring clients to community-based 661

professionals, school psychologists provide clients with lists of suitable practitioners from 662

whom the client may seek services. 663

664

Standard III.3.3 Altering Reports 665

Except when supervising graduate students, school psychologists do not alter reports 666

completed by another professional without their permission to do so. 667

668

GUIDING PRINCIPLE III.4. INTEGRITY IN RELATIONSHIPS 669

School psychologists avoid multiple relationships that diminish their professional 670

effectiveness. 671

672

37

Standard III.4.1 Multiple Relationships and Professional Effectiveness 673

School psychologists refrain from any activity in which multiple relationships with a client 674

or a client’s family could reasonably be expected to interfere with professional 675

effectiveness. School psychologists are cautious about business and other relationships with 676

clients that could interfere with professional judgment and decision making or potentially 677

result in exploitation of a client. When multiple relationships threaten to diminish 678

professional effectiveness or would be viewed by the public as inappropriate, school 679

psychologists ask their supervisor for reassignment of responsibilities, or they direct the 680

client to alternative services. 681

Standard III.4.2 Multiple Relationships and Limited Alternative Services 682

School psychologists practicing in rural and remote communities may find it difficult to avoid 683

multiple relationships. In situations in which multiple relationships are unavoidable, such as 684

when there is a lack of alternative service providers, school psychologists take the necessary 685

steps to anticipate and prevent conditions that might compromise their objectivity, 686

professionalism, or ability to render services. They establish and maintain clear professional 687

boundaries, clarify role expectations, and rectify any misunderstandings that might adversely 688

affect the well-being of a client or a client’s family. In all cases, school psychologists prioritize 689

the needs of the client and attempt to resolve any conflicts that emerge in a manner that provides 690

the greatest benefit to the client. 691

692

Standard III.4.3 Harassment and exploitation 693

School psychologists do not exploit clients, supervisees, or graduate students through 694

professional relationships or condone these actions by their colleagues. They do not participate in 695

or condone sexual harassment of children, parents, other clients, colleagues, employees, trainees, 696

supervisees, or research participants. 697

698

Standard III.4.4 Sexual Relationships 699

School psychologists do not engage in sexual relationships with individuals over whom they 700

have evaluation authority, including college students in their classes or program, or any other 701

trainees, or supervisees. School psychologists do not engage in sexual relationships with their 702

current or former pupil-clients; the parents, siblings, or other close family members of current 703

pupil-clients; or current consultees. Because they have an obligation to consider the well-being 704

of all family members and to safeguard trust in psychologists, school psychologists are cautious 705

about entering into sexual relationships with parents, siblings, or other close family members of 706

the former client after the conclusion of the professional relationship. 707

708

GUIDING PRINCIPLE III.5 CONFLICTS OF INTEREST 709

School psychologists are forthright in describing any potential conflicts of interest that may 710

interfere in professional effectiveness, whether these conflicts are financial or personal belief 711

systems. 712

713

Standard III.5.1 Private vs. Professional Conduct 714

The Principles for Professional Ethics provide standards for professional conduct. School 715

psychologists, in their private lives, are free to pursue their personal interests, except to the 716

degree that those interests compromise trust in the profession or professional effectiveness. 717

718

39

Standard III.5.2 Separation of Personal Beliefs 719

School psychologists are aware of their own values, attitudes, and beliefs and how these impact 720

upon their work with clients, families, school administration, staff, and the community. School 721

psychologists’ professional decisions, recommendations, and activities are guided by the 722

evidence base and best practices. 723

724

Standard III.5.3 Personal Beliefs and Service Provision 725

School psychologists recognize when their own beliefs, attitudes, or experiences pose a barrier to 726

providing competent services to a particular client or family. In such situations, the school 727

psychologist obtains supervision that would allow them to provide quality services, if feasible. If 728

not, they ask for reassignment of the case to a different school psychologist or direct the client to 729

alternative services and facilitates the transition of the services. 730

731

Standard III.5.4 NASP Leadership 732

NASP requires that any action taken by its officers, members of the Board of Directors or 733

Leadership Assembly, or other committee members be free from the appearance of impropriety 734

and free from any conflict of interest. NASP leaders recuse themselves from decisions regarding 735

proposed NASP initiatives if they may gain an economic benefit from the proposed venture. 736

737

Standard III.5.5 Disclosure of Financial Interests 738

A school psychologist’s financial interests in a product (e.g., tests, computer software, 739

professional materials) or service can influence his or her objectivity or the perception of his or 740

her objectivity regarding that product or service. For this reason, school psychologists are 741

obligated to disclose any significant financial interest in the products or services they discuss in 742

their presentations or writings if that interest is not obvious in the authorship/ownership citations 743

provided. 744

745

Standard III.5.6 Referrals and Remuneration 746

School psychologists neither give nor receive any remuneration for referring children and other 747

clients for professional services. 748

749

Standard III.5.7 Remuneration for Data Sharing 750

School psychologists do not accept any remuneration in exchange for data from their client 751

database without the permission of their employer and a determination of whether the data 752

release ethically requires informed client consent. 753

754

Standard III.5.8 Practice in Both Public School and Private Settings 755

School psychologists who provide school-based services and also engage in the provision of 756

private practice services (dual setting practitioners) recognize the potential for conflicts of 757

interests between their two roles and take steps to avoid such conflicts. Dual setting practitioners: 758

III.5.8a. are obligated to inform parents or other potential clients of any psychological and 759

educational services available at no cost from the schools prior to offering such services for 760

remuneration 761

III.5.8b. may not offer or provide private practice services to a student of a school or special 762

school program where the practitioner is currently assigned unless these services are not available in 763

the school setting 764

41

III.5.8c. may not offer or provide private practice services to the parents or family members of a 765

student eligible to attend a school or special school program where the practitioner is currently 766

assigned unless these services are not available in the school setting 767

III.5.8d. may not offer or provide an independent evaluation as defined in special education law 768

for a student who attends a local or cooperative school district where the practitioner is employed 769

III.5.8e. do not use tests, materials, equipment, facilities, secretarial assistance, or other services 770

belonging to the public sector employer for private practice purposes unless approved in advance by 771

the employer 772

III.5.8f. conduct all private practice outside of the hours of contracted public employment 773

III.5.8g. hold appropriate credentials for practice in both the public and private sectors 774

775

BROAD THEME IV. RESPONSIBILITY TO SCHOOLS, FAMILIES, COMMUNITIES, THE 776

PROFESSION, AND SOCIETY 777

School psychologists promote healthy school, family, and community environments. They 778

assume a proactive role in identifying social injustices that affect children and schools and 779

strive to reform systems-level patterns of injustice. School psychologists who participate in 780

public discussion forums, both in person and electronic, adhere to ethical responsibilities 781

regarding respecting the dignity of all persons and maintaining public trust in the profession. 782

School psychologists also maintain the public trust by respecting law and encouraging ethical 783

conduct. School psychologists advance professional excellence by mentoring less experienced 784

practitioners and contributing to the school psychology knowledge base. 785

786

GUIDING PRINCIPLE IV.1. PROMOTING HEALTHY SCHOOL, FAMILY, AND 787

COMMUNITY ENVIRONMENTS 788

School psychologists use their expertise in psychology and education to promote school, family, 789

and community environments that are safe and healthy for children. 790

791

Standard IV.1.1 Effective Participation in Systems 792

To provide effective services and systems consultation, school psychologists are knowledgeable 793

about the organization, philosophy, goals, objectives, culture, and methodologies of the settings 794

in which they provide services. In addition, school psychologists develop partnerships and 795

networks with community service providers and agencies to provide seamless services to 796

children and families. 797

798

Standard IV.1.2 Promoting Systems Change 799

School psychologists use their professional expertise to promote changes in schools and 800

community service systems that will benefit children and other clients. They advocate for school 801

policies and practices that are in the best interests of children and that respect and protect the 802

legal rights of students and parents. 803

804

GUIDING PRINCIPLE IV.2. RESPECT FOR LAW AND THE RELATIONSHIP OF LAW 805

AND ETHICS 806

School psychologists are knowledgeable of and respect laws pertinent to the practice of school 807

psychology. In choosing an appropriate course of action, they consider the relationship between 808

law and the Principles for Professional Ethics. 809

43

810

Standard IV.2.1 Understanding Systems Parameters 811

School psychologists recognize that awareness of the goals, policies, climate, procedures, and 812

legal requirements of their particular workplace is essential for effective functioning within that 813

setting. 814

815

Standard IV.2.2 Intersection of Law and Ethics 816

School psychologists respect the law and the civil and legal rights of students and other 817

clients. The Principles for Professional Ethics may require a more stringent standard of 818

conduct than law, and in those situations school psychologists are expected to adhere to the 819

Principles. 820

821

Standard IV.2.3 Conflicts between Law and Ethical Principles 822

When conflicts between ethics and law occur, school psychologists take steps to resolve the 823

conflict through positive, respected, and legal channels. If not able to resolve the conflict in 824

this manner, they may abide by the law, as long as the resulting actions do not violate basic 825

human rights. 826

Standard IV.2.4 Participation in Public Discourse 827

School psychologists may act as individual citizens to bring about change in a lawful 828

manner. They identify when they are speaking as private citizens rather than as employees 829

and when speaking as individual professionals rather than as representatives of a 830

professional association. They also identify statements that are personal beliefs rather than evidence-831

based professional opinions. 832

833

GUIDING PRINCIPLE IV.3. MAINTAINING PUBLIC TRUST BY SELF-MONITORING 834

AND PEER MONITORING 835

School psychologists accept responsibility to monitor their own conduct and the conduct of 836

other school psychologists to ensure it conforms to ethical standards. 837

838

Standard IV.3.1 Application of Principles 839

School psychologists consult the Principles for Professional Ethics and thoughtfully apply 840

them to situations within their employment role and context. In difficult situations, school 841

psychologists use a systematic problem solving approach to decision making including 842

consulting experienced school psychologists, state associations, or NASP. 843

844

Standard IV.3.2 Resolution of Concerns with Colleagues 845

When a school psychologist suspects that another school psychologist has engaged in 846

unethical practices, they attempt to resolve the suspected problem through a collegial 847

problem-solving process, if feasible. If a collegial problem-solving process is not possible or 848

productive, school psychologists take further action appropriate to the situation, including 849

discussing the situation with a supervisor in the employment setting, consulting state 850

association ethics committees, and, if necessary, filing a formal ethical violation complaint 851

with state associations, state credentialing bodies, or the NASP Ethical and Professional 852

Practices Board in accordance with their procedures. 853

854

Standard IV.3.3 Cooperation with the Ethics and Professional Practices Board 855

45

NASP members and NCSPs cooperate with formal investigations of their conduct by 856

NASP’s Ethics and Professional Practices Board (EPPB). Consistent with the ethical 857

guiding principle of accepting responsibility for actions, school psychologists respond to 858

ethical complaints personally during the investigation phase unless the EPPB Chair waives 859

this requirement. School psychologists comply with the final disposition requirements 860

imposed by the EPPB, if any. 861

862

GUIDING PRINCIPLE IV.4. CONTRIBUTING TO THE PROFESSION BY MENTORING, 863

TEACHING, AND SUPERVISION 864

As part of their obligation to students, schools, society, and their profession, school 865

psychologists mentor less experienced practitioners and graduate students to assure high quality 866

services, and they serve as role models for sound ethical and professional practices and decision 867

making. 868

869

Standard IV.4.1 Graduate Program Directors 870

School psychologists who serve as directors of graduate education programs provide current and 871

prospective graduate students with accurate information regarding program accreditation, goals 872

and objectives, graduate program policies and requirements, and likely outcomes and benefits. 873

874

Standard IV.4.2 Graduate Student Supervisors 875

School psychologists who provide direct supervision to practicum students and interns during 876

field experiences are responsible for all professional practices of the supervisees. The field-based 877

supervisor ensures that practicum students and interns are adequately supervised as outlined in 878

the NASP’s Standards for Graduate Preparation of School Psychologists. Interns and graduate 879

students are identified as such, and their work is cosigned by the supervising school 880

psychologist. 881

882

Standard IV.4.3 Supervisor Responsibility 883

School psychologists provide fair and timely evaluation and constructive supervision for their 884

supervisees. In addition, they advocate for optimal working conditions and continuing 885

professional development opportunities for their supervisees. 886

887

Standard IV.4.4 Graduate Faculty and Field Supervisors 888

School psychologists who are faculty members at universities or who supervise graduate 889

education field experiences apply these ethical principles in all work with school psychology 890

graduate students. In addition, they promote the ethical practice of graduate students by 891

providing specific and comprehensive instruction, feedback, and mentoring. 892

893

GUIDING PRINCIPLE IV.5. CONTRIBUTING TO THE SCHOOL PSYCHOLOGY 894

KNOWLEDGE BASE 895

To improve services to children, families, and schools, and to promote the welfare of children, 896

school psychologists are encouraged to contribute to the school psychology knowledge base by 897

participating in, assisting in, or conducting and disseminating research. 898

899

Standard IV.5.1 Conducting Research 900

47

When designing and conducting research in schools, school psychologists choose topics and 901

employ research methodology, research participant selection procedures, data-gathering 902

methods, and analysis and reporting techniques that are grounded in sound research practice. 903

School psychologists identify their level of training and graduate degree to potential research 904

participants. 905

906

Standard IV.5.2 Protecting the Rights of Research Participants 907

School psychologists respect the rights, and protect the well-being, of research participants. 908

School psychologists obtain appropriate review and approval of proposed research prior to 909

beginning their data collection. 910

IV.5.2a. Prior to initiating research, school psychologists and graduate students affiliated with a 911

university, hospital, or other agency subject to the U.S. Department of Health and Human Services 912

(DHHS) regulation of research first obtain approval for their research from their Institutional Review 913

Board for Research Involving Human Subjects (IRB) as well as the school or other agency in which 914

the research will be conducted. Research proposals that have not been subject to IRB approval 915

should be reviewed by individuals knowledgeable about research methodology and ethics and 916

approved by the school administration or other appropriate authority. 917

IV.5.2b.In planning research, school psychologists are ethically obligated to consider carefully 918

whether the informed consent of research participants is needed for their study, recognizing that 919

research involving more than minimum risk requires informed consent, and that research with 920

students involving activities that are not part of ordinary, typical schooling requires informed 921

consent. Consent and assent protocols provide the information necessary for potential research 922

participants to make an informed and voluntary choice about participation. School psychologists 923

evaluate the potential risks (including risks of physical or psychological harm, intrusions on privacy, 924

breach of confidentiality) and benefits of their research and only conduct studies in which the risks 925

to participants are minimized and acceptable. 926

927

Standard IV.5.3 Anonymity of Data 928

929

School psychologists may only use identifying case information in lectures, presentations, or 930

publications when written consent to do so has been obtained from the client. Otherwise, they 931

remove and disguise identifying case information when discussing assessment, consultation or 932

intervention cases. 933

934

Standard IV.5.4 Accuracy of Data 935

School psychologists do not publish or present fabricated or falsified data or results in their 936

publications, presentations, and professional reports. 937

938

Standard IV.5.5 Replicability of Data 939

School psychologists make available their data or other information that provided the basis for 940

findings and conclusions reported in publications and presentations, if such data are needed to 941

address a legitimate concern or need and under the condition that the confidentiality and other 942

rights of research participants are protected. 943

944


49

If errors are discovered after the publication or presentation of research or other information, 946

school psychologists make efforts to correct errors by publishing errata, retractions, or 947

corrections. 948

949


School psychologists only publish data or other information that make original contributions 951

to the professional literature. They do not report the same study in a second publication 952

without acknowledging previous publication of the same data. They do not duplicate 953

significant portions of their own or others’ previous publications without permission of 954

copyright holders. 955


When publishing or presenting research or other work, school psychologists do not 957

plagiarize the works or ideas of others. They appropriately cite and reference all sources, 958

print or digital, and assign credit to those whose ideas are reflected. In in-service or 959

conference presentations, school psychologists give credit to others whose ideas have been 960

used or adapted. 961


School psychologists accurately reflect the contributions of authors and other individuals 963

who contributed to presentations and publications. Authorship credit is given only to 964

individuals who have made a substantial professional contribution to the research, 965

publication, or presentation. Authors discuss and resolve issues related to publication credit 966

as early as feasible in the research and publication process. 967


School psychologists who participate in reviews of manuscripts, proposals, and other 969

materials respect the confidentiality and proprietary rights of the authors. They limit their 970

use of the materials to the activities relevant to the purposes of the professional review. 971

School psychologists who review professional materials do not communicate the identity of 972

the author, quote from the materials, or duplicate or circulate copies of the materials without 973

the author’s permission. 974

The National Association of School Psychologists wishes to

acknowledge prior work by the American Psychological Association

and the Canadian Psychological Association as sources for some of

these themes, principles and standards.

And they lived ethically ever after.

TOPIC INDEX 975

Accreditation/approval 976



979

Advertising 980


Standard III.1.5 Accuracy of Public Information 982


984

Advocacy 985



Standard II.3.4 Normative data 988

Standard III.2.3 Priority of Child Welfare 989

51




993

Assent 994


Standard I.2.3 Consent for Release of Information 996



999

Assessment 1000







Standard II.3.6 Variety of Sources of Data 1007







1014

Classification 1015





1020

1021

Competence 1022








1030

Confidentiality 1031













1044

Conflicts of interest 1045

Standard III.4.2 Multiple Relationships Impact on Professional Effectiveness 1046


Standard III.5.1 NASP Leadership 1048





1053

Conflicting loyalties 1054



1057

Consent 1058







1065

Consultation 1066



1069

Continuing professional development 1070


1072

Cooperation/coordination 1073




1077

Counseling 1078




53

1082

Crises 1083



1086

Cultural and Linguistic Diversity (CLD) 1087



1090

Discrimination 1091



Standard I.3.3 Access and Benefit 1094

1095

Diversity 1096






1102

Dual-setting practitioners 1103


1105

Ethical complaints 1106


Standard IV.3.3 Cooperation with the Ethics and Professional Practices Board 1108

1109

Evidence-based practice 1110






1116

Exploitation 1117


1119

Fairness 1120




1124

FERPA 1125






Standard II.4.4 Right to Inspect Records 1131





1136

Graduate students 1137













Standard IV.4.4 Graduate Faculty 1150

1151

HIPAA 1152



1155

Informed choices 1156





1161

Instruments/tests 1162









1171

Interns 1172


55










1183

Interpretation of results 1184






1190

Interpreters 1191


1193

Intervention 1194







1201

Laws vs. ethical principles 1202



1205

LGBTQ 1206




1210

MTSS 1211


1213

Multiple relationships 1214





1219

Multiple roles 1220




1224

NCSP 1225


1227

Need to know 1228



1231

Parental involvement 1232






1238

Parental notification 1239



1242

Peer monitoring 1243



1246

Plagiarism 1247




1251

Practicum students 1252











1263

Presentations 1264


57









1274

Privacy 1275















1290

Privileged communications 1291


1293

Problem solving 1294







Standard IV.3.3 Formal Resolution of Concerns 1301

1302

Products 1303

Standard III.1.5 Accuracy of Marketing 1304



1307

Professional conduct 1308












1320

Progress monitoring 1321



1324

Protocols 1325






1331

Psychological reports 1332













1345

Publications 1346












59

1358

Qualifications 1359






1365

Recommendations 1366








1374

Reevaluations 1375


1377

Referrals to outside agencies 1378






Standard III.3.2 Referrals to Other Professionals 1384





1389

Release of information 1390


1392

Research 1393











1404

Responsibility 1405








Standard IV.3.3 Formal Resolution of Concerns 1413

Standard IV.3.4 Resolution of Concerns with Other Professionals 1414

1415

Right to refuse 1416



1419

School climate 1420




1424

Self-care 1425



1428

Sensitive health information 1429



1432

Sexual harassment 1433



1436

Sexual relationships 1437



1440

Social justice 1441





1446

Social media 1447



61




1453

Sole possession/private notes 1454


1456

Student records 1457

General 1458









- Access to 1467

o Standard II.4.4 Right to Inspect Records 1468

o Standard II.4.5 Test Protocols 1469

o Standard II.4.6 Access to Records by School Personnel 1470

o Standard II.5.1 Test Security 1471

- Disposal/Destruction of 1472

o Standard II.4.9 Retention of Records 1473

1474

- Storage of 1475

o Standard II.4.3 Inclusion of Sensitive Information in Records 1476

o Standard II.4.7 Electronic Record Keeping 1477

1478

1479

Supervision 1480













1493

Systems-level reform 1494







1501

Technology 1502









1511

Test security 1512




1516

1517

1518

1519

1520