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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
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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
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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
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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
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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
Standard IV.5.6 Correction of Errors 945
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
Standard IV.5.7 Integrity of Publications 950
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
Standard IV.5.8 Plagiarism 956
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
Standard IV.5.9 Acknowledging Contributors 962
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
Standard IV.5.10 Review of Manuscripts and Proposals 968
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
Standard III.1.4 Graduate Programs 977
Standard IV.4.1 Graduate Program Directors 978
979
Advertising 980
Standard III.1.4 Graduate Programs 981
Standard III.1.5 Accuracy of Public Information 982
Standard III.5.2 Disclosure of Financial Interests 983
984
Advocacy 985
Standard I.3.1 Discrimination 986
Standard I.3.1 Correcting Discriminatory Practices 987
Standard II.3.4 Normative data 988
Standard III.2.3 Priority of Child Welfare 989
51
Standard IV.1.1 Effective Participation in Systems 990
Standard IV.1.2 Promoting Systems Change 991
Standard IV.2.4 Participation in Public Discourse 992
993
Assent 994
Standard I.1.4 Assent 995
Standard I.2.3 Consent for Release of Information 996
Standard II.3.14 Student Assent for Assistance 997
Standard IV.5.2 Protecting the Rights of Research Participants 998
999
Assessment 1000
Standard II.2.1 Accuracy of Documents 1001
Standard II.3.1 Considerations Prior to Disability Determination 1002
Standard II.3.2 Assessment Techniques 1003
Standard II.3.3 Instrument Selection 1004
Standard II.3.4 Normative data 1005
Standard II.3.5 Digital Administration and Scoring 1006
Standard II.3.6 Variety of Sources of Data 1007
Standard II.3.7 Comprehensive Assessment 1008
Standard II.3.8 Validity and Fairness 1009
Standard II.3.9 Interpreters 1010
Standard II.3.11 Interpretation of Results 1011
Standard II.5.2 Use of Restricted Materials 1012
Standard III.3.3 Altering Reports 1013
1014
Classification 1015
Standard II.3.1 Considerations Prior to Disability Determination 1016
Standard II.3.7 Comprehensive Assessment 1017
Standard II.3.8 Validity and Fairness 1018
Standard III.3.1 Cooperation with Other Professionals 1019
1020
1021
Competence 1022
Standard II.1.1 Practice in Area of Competence 1023
Standard II.1.3 Continuing Professional Development 1024
Standard II.5.2 Use of Restricted Materials 1025
Standard III.1.1 Accurate Presentation of Professional Qualifications 1026
Standard III.1.2 Correcting Misperceptions 1027
Standard III.1.1 Affiliation and Experience 1028
Standard III.2.1 Explanation of Services to Clients 1029
1030
Confidentiality 1031
Standard I.1.3 Seeking Informed Consent 1032
Standard I.2.2 Boundaries of Confidentiality 1033
Standard I.2.3 Consent for Release of Information 1034
Standard I.2.4 Need to Know 1035
Standard II.4.3 Inclusion of Sensitive Information in Records 1036
Standard II.4.6 Access to Records by School Personnel 1037
Standard II.4.7 Electronic Record Keeping 1038
Standard II.4.9 Retention of Records 1039
Standard IV.5.2 Protecting the Rights of Research Participants 1040
Standard IV.5.3 Anonymity of Data 1041
Standard IV.5.4 Accuracy of Data 1042
Standard IV.5.5 Replicability of Data 1043
1044
Conflicts of interest 1045
Standard III.4.2 Multiple Relationships Impact on Professional Effectiveness 1046
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1047
Standard III.5.1 NASP Leadership 1048
Standard III.5.2 Disclosure of Financial Interests 1049
Standard III.5.3 Referrals and Remuneration 1050
Standard III.5.4 Remuneration for Data Sharing 1051
Standard III.5.5 Practice in Both Public School and Private Settings 1052
1053
Conflicting loyalties 1054
Standard III.2.4 Conflicts of Loyalties 1055
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1056
1057
Consent 1058
Standard I.1.1 When Consent is/is not Required 1059
Standard I.1.2 Consent to Establish a School Psychologist-Client Relationship 1060
Standard I.1.3 Seeking Informed Consent 1061
Standard I.1.5 Right to Refuse or Withdraw Consent 1062
Standard III.5.4 Remuneration for Data Sharing 1063
Standard IV.5.2 Protecting the Rights of Research Participants 1064
1065
Consultation 1066
Standard I.1.1 When Consent is/is not Required 1067
Standard II.3.12 Intervention Selection 1068
1069
Continuing professional development 1070
Standard II.1.3 Continuing Professional Development 1071
1072
Cooperation/coordination 1073
Standard III.2.2 Role Definition in Collaborative Work 1074
Standard III.3.1 Cooperation with Other Professionals 1075
Standard IV.1.1 Effective Participation in Systems 1076
1077
Counseling 1078
Standard I.1.2 Consent to Establish a School Psychologist-Client Relationship 1079
Standard II.3.12 Intervention Selection 1080
Standard III.3.1 Cooperation with Other Professionals 1081
53
1082
Crises 1083
Standard I.1.2 Consent to Establish a School Psychologist-Client Relationship 1084
Standard I.2.2 Boundaries of Confidentiality 1085
1086
Cultural and Linguistic Diversity (CLD) 1087
Standard II.3.8 Validity and Fairness 1088
Standard II.3.9 Interpreters 1089
1090
Discrimination 1091
Standard I.3.1 Discrimination 1092
Standard I.3.1 Correcting Discriminatory Practices 1093
Standard I.3.3 Access and Benefit 1094
1095
Diversity 1096
Standard I.3.1 Discrimination 1097
Standard I.3.1 Correcting Discriminatory Practices 1098
Standard II.3.8 Validity and Fairness 1099
Standard II.3.9 Interpreters 1100
Standard II.3.13 Parental Involvement in Intervention Planning 1101
1102
Dual-setting practitioners 1103
Standard III.5.5 Practice in Both Public School and Private Settings 1104
1105
Ethical complaints 1106
Standard IV.3.2 Resolution of Concerns with Colleagues 1107
Standard IV.3.3 Cooperation with the Ethics and Professional Practices Board 1108
1109
Evidence-based practice 1110
Standard II.1.3 Continuing Professional Development 1111
Standard II.3.2 Assessment Techniques 1112
Standard II.3.12 Intervention Selection 1113
Standard III.4.4 Separation of Personal Beliefs 1114
Standard IV.5.1 Conducting Research 1115
1116
Exploitation 1117
Standard III.4.6 Harassment and exploitation 1118
1119
Fairness 1120
Standard I.3.1 Discrimination 1121
Standard I.3.1 Correcting Discriminatory Practices 1122
Standard II.3.8 Validity and Fairness 1123
1124
FERPA 1125
Standard I.2.1 Sensitive Information 1126
Standard I.2.3 Consent for Release of Information 1127
Standard I.2.4 Need to Know 1128
Standard II.4.2 Comprehensive Records 1129
Standard II.4.3 Inclusion of Sensitive Information in Records 1130
Standard II.4.4 Right to Inspect Records 1131
Standard II.4.5 Test Protocols 1132
Standard II.4.6 Access to Records by School Personnel 1133
Standard II.4.8 Sole Possession Records 1134
Standard II.4.9 Retention of Records 1135
1136
Graduate students 1137
Standard I.1.3 Seeking Informed Consent 1138
Standard II.2.4 Responsibility for Graduate Students’ Work 1139
Standard III.1.1 Accurate Presentation of Professional Qualifications 1140
Standard III.1.2 Correcting Misperceptions 1141
Standard III.1.1 Affiliation and Experience 1142
Standard III.1.4 Graduate Programs 1143
Standard III.3.3 Altering Reports 1144
Standard III.4.6 Harassment and exploitation 1145
Standard III.4.7 Sexual Relationships 1146
Standard IV.4.1 Graduate Program Directors 1147
Standard IV.4.2 Graduate Student Supervisors 1148
Standard IV.4.3 Supervisor Responsibility 1149
Standard IV.4.4 Graduate Faculty 1150
1151
HIPAA 1152
Standard I.2.6 Privacy of Health Information 1153
Standard II.4.7 Electronic Record Keeping 1154
1155
Informed choices 1156
Standard I.1.3 Seeking Informed Consent 1157
Standard II.3.11 Interpretation of Results 1158
Standard III.2.1 Explanation of Services to Clients 1159
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1160
1161
Instruments/tests 1162
Standard II.3.3 Instrument Selection 1163
Standard II.3.4 Normative data 1164
Standard II.3.5 Digital Administration and Scoring 1165
Standard II.3.8 Validity and Fairness 1166
Standard II.4.5 Test Protocols 1167
Standard II.5.1 Test Security 1168
Standard II.5.2 Use of Restricted Materials 1169
Standard II.5.3 Intellectual Property 1170
1171
Interns 1172
Standard I.1.3 Seeking Informed Consent 1173
55
Standard II.2.4 Responsibility for Graduate Students’ Work 1174
Standard III.1.1 Accurate Presentation of Professional Qualifications 1175
Standard III.1.2 Correcting Misperceptions 1176
Standard III.1.1 Affiliation and Experience 1177
Standard III.4.6 Harassment and exploitation 1178
Standard III.4.7 Sexual Relationships 1179
Standard IV.4.2 Graduate Student Supervisors 1180
Standard IV.4.3 Supervisor Responsibility 1181
Standard IV.4.4 Graduate Faculty 1182
1183
Interpretation of results 1184
Standard II.3.3 Instrument Selection 1185
Standard II.3.5 Digital Administration and Scoring 1186
Standard II.3.6 Variety of Sources of Data 1187
Standard II.3.8 Validity and Fairness 1188
Standard II.3.11 Interpretation of Results 1189
1190
Interpreters 1191
Standard II.3.9 Interpreters 1192
1193
Intervention 1194
Standard I.1.1 When Consent is/is not Required 1195
Standard II.2.2 Progress Monitoring 1196
Standard II.3.12 Intervention Selection 1197
Standard II.3.13 Parental Involvement in Intervention Planning 1198
Standard II.3.14 Student Assent for Assistance 1199
Standard III.3.1 Cooperation with Other Professionals 1200
1201
Laws vs. ethical principles 1202
Standard IV.2.2 Intersection of Law and Ethics 1203
Standard IV.2.3 Conflicts between Law and Ethical Principles 1204
1205
LGBTQ 1206
Standard I.2.5 Privacy Related to Sexual Orientation and Gender Identity and Expression 1207
Standard I.3.1 Discrimination 1208
Standard I.3.1 Correcting Discriminatory Practices 1209
1210
MTSS 1211
Standard II.3.1 Considerations Prior to Disability Determination 1212
1213
Multiple relationships 1214
Standard III.4.2 Multiple Relationships Impact on Professional Effectiveness 1215
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1216
Standard III.4.5 Personal Beliefs and Service Provision 1217
Standard III.5.5 Practice in Both Public School and Private Settings 1218
1219
Multiple roles 1220
Standard III.2.4 Conflicts of Loyalties 1221
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1222
Standard III.5.5 Practice in Both Public School and Private Settings 1223
1224
NCSP 1225
Standard III.1.1 Affiliation and Experience 1226
1227
Need to know 1228
Standard I.2.4 Need to Know 1229
Standard II.4.6 Access to Records by School Personnel 1230
1231
Parental involvement 1232
Standard I.1.1 When Consent is/is not Required 1233
Standard I.1.3 Seeking Informed Consent 1234
Standard I.1.5 Right to Refuse or Withdraw Consent 1235
Standard II.3.11 Interpretation of Results 1236
Standard II.3.13 Parental Involvement in Intervention Planning 1237
1238
Parental notification 1239
Standard I.1.1 When Consent is/is not Required 1240
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1241
1242
Peer monitoring 1243
Standard IV.3.1 Application of Principles 1244
Standard IV.3.2 Resolution of Concerns with Colleagues 1245
1246
Plagiarism 1247
Standard IV.5.8 Plagiarism 1248
Standard IV.5.9 Acknowledging Contributors 1249
Standard IV.5.10 Review of Manuscripts and Proposals 1250
1251
Practicum students 1252
Standard I.1.3 Seeking Informed Consent 1253
Standard II.2.4 Responsibility for Graduate Students’ Work 1254
Standard III.1.1 Accurate Presentation of Professional Qualifications 1255
Standard III.1.1 Affiliation and Experience 1256
Standard III.1.2 Correcting Misperceptions 1257
Standard III.4.6 Harassment and exploitation 1258
Standard III.4.7 Sexual Relationships 1259
Standard IV.4.2 Graduate Student Supervisors 1260
Standard IV.4.3 Supervisor Responsibility 1261
Standard IV.4.4 Graduate Faculty 1262
1263
Presentations 1264
Standard III.5.2 Disclosure of Financial Interests 1265
57
Standard IV.5.3 Anonymity of Data 1266
Standard IV.5.4 Accuracy of Data 1267
Standard IV.5.5 Replicability of Data 1268
Standard IV.5.6 Correction of Errors 1269
Standard IV.5.7 Integrity of Publications 1270
Standard IV.5.8 Plagiarism 1271
Standard IV.5.9 Acknowledging Contributors 1272
Standard IV.5.10 Review of Manuscripts and Proposals 1273
1274
Privacy 1275
Standard I.2.1 Sensitive Information 1276
Standard I.1.1 When Consent is/is not Required 1277
Standard I.2.4 Need to Know 1278
Standard I.2.5 Privacy Related to Sexual Orientation and Gender Identity and Expression 1279
Standard I.2.6 Privacy of Health Information 1280
Standard II.4.1 Notification of rights and responsibilities regarding records 1281
Standard II.4.3 Inclusion of Sensitive Information in Records 1282
Standard II.4.6 Access to Records by School Personnel 1283
Standard II.4.8 Sole Possession Records 1284
Standard II.4.9 Retention of Records 1285
Standard IV.5.2 Protecting the Rights of Research Participants 1286
Standard IV.5.3 Anonymity of Data 1287
Standard IV.5.4 Accuracy of Data 1288
Standard IV.5.5 Replicability of Data 1289
1290
Privileged communications 1291
Standard I.2.1 Sensitive Information 1292
1293
Problem solving 1294
Standard II.3.1 Considerations Prior to Disability Determination 1295
Standard II.3.12 Intervention Selection 1296
Standard III.2.2 Role Definition in Collaborative Work 1297
Standard IV.2.3 Conflicts between Law and Ethical Principles 1298
Standard IV.3.1 Application of Principles 1299
Standard IV.3.2 Resolution of Concerns with Colleagues 1300
Standard IV.3.3 Formal Resolution of Concerns 1301
1302
Products 1303
Standard III.1.5 Accuracy of Marketing 1304
Standard III.5.2 Disclosure of Financial Interests 1305
Standard IV.5.9 Acknowledging Contributors 1306
1307
Professional conduct 1308
Standard II.1.2 Personal Problems 1309
Standard III.4.1 Private vs. Professional Conduct 1310
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1311
Standard III.4.4 Separation of Personal Beliefs 1312
Standard III.4.5 Personal Beliefs and Service Provision 1313
Standard III.4.6 Harassment and exploitation 1314
Standard III.4.7 Sexual Relationships 1315
Standard IV.2.2 Intersection of Law and Ethics 1316
Standard IV.2.3 Conflicts between Law and Ethical Principles 1317
Standard IV.2.4 Participation in Public Discourse 1318
Standard IV.3.1 Application of Principles 1319
1320
Progress monitoring 1321
Standard I.1.1 When Consent is/is not Required 1322
Standard II.2.2 Progress Monitoring 1323
1324
Protocols 1325
Standard II.4.5 Test Protocols 1326
Standard II.4.9 Retention of Records 1327
Standard II.5.1 Test Security 1328
Standard II.5.3 Intellectual Property 1329
Standard III.5.5 Practice in Both Public School and Private Settings 1330
1331
Psychological reports 1332
Standard II.2.1 Accuracy of Documents 1333
Standard II.2.2 Progress Monitoring 1334
Standard II.2.3 Appropriateness of Recommendations 1335
Standard II.3.3 Instrument Selection 1336
Standard II.3.5 Digital Administration and Scoring 1337
Standard II.3.6 Variety of Sources of Data 1338
Standard II.3.8 Validity and Fairness 1339
Standard II.3.11 Interpretation of Results 1340
Standard II.4.6 Access to Records by School Personnel 1341
Standard II.4.9 Retention of Records 1342
Standard III.3.3 Altering Reports 1343
Standard IV.4.2 Graduate Student Supervisors 1344
1345
Publications 1346
Standard III.1.5 Accuracy of Marketing 1347
Standard III.5.2 Disclosure of Financial Interests 1348
Standard IV.5.1 Conducting Research 1349
Standard IV.5.3 Anonymity of Data 1350
Standard IV.5.4 Accuracy of Data 1351
Standard IV.5.5 Replicability of Data 1352
Standard IV.5.6 Correction of Errors 1353
Standard IV.5.7 Integrity of Publications 1354
Standard IV.5.8 Plagiarism 1355
Standard IV.5.9 Acknowledging Contributors 1356
Standard IV.5.10 Review of Manuscripts and Proposals 1357
59
1358
Qualifications 1359
Standard II.5.2 Use of Restricted Materials 1360
Standard III.1.1 Accurate Presentation of Professional Qualifications 1361
Standard III.1.2 Correcting Misperceptions 1362
Standard III.1.5 Accuracy of Marketing 1363
Standard III.2.1 Explanation of Services to Clients 1364
1365
Recommendations 1366
Standard II.2.3 Appropriateness of Recommendations 1367
Standard II.3.8 Validity and Fairness 1368
Standard II.3.10 Recommendations Based on Existing Records 1369
Standard II.3.12 Intervention Selection 1370
Standard II.3.13 Parental Involvement in Intervention Planning 1371
Standard II.3.14 Student Assent for Assistance 1372
Standard III.4.4 Separation of Personal Beliefs 1373
1374
Reevaluations 1375
Standard II.3.10 Recommendations Based on Existing Records 1376
1377
Referrals to outside agencies 1378
Standard I.1.2 Consent to Establish a School Psychologist-Client Relationship 1379
Standard I.1.5 Right to Refuse or Withdraw Consent 1380
Standard II.1.1 Practice in Area of Competence 1381
Standard II.2.2 Progress Monitoring 1382
Standard II.3.13 Parental Involvement in Intervention Planning 1383
Standard III.3.2 Referrals to Other Professionals 1384
Standard III.4.2 Multiple Relationships Impact on Professional Effectiveness 1385
Standard III.4.5 Personal Beliefs and Service Provision 1386
Standard III.5.3 Referrals and Remuneration 1387
Standard III.5.5 Practice in Both Public School and Private Settings 1388
1389
Release of information 1390
Standard I.2.3 Consent for Release of Information 1391
1392
Research 1393
Standard IV.5.1 Conducting Research 1394
Standard IV.5.2 Protecting the Rights of Research Participants 1395
Standard IV.5.3 Anonymity of Data 1396
Standard IV.5.4 Accuracy of Data 1397
Standard IV.5.5 Replicability of Data 1398
Standard IV.5.6 Correction of Errors 1399
Standard IV.5.7 Integrity of Publications 1400
Standard IV.5.8 Plagiarism 1401
Standard IV.5.9 Acknowledging Contributors 1402
Standard IV.5.10 Review of Manuscripts and Proposals 1403
1404
Responsibility 1405
Standard II.2.1 Accuracy of Documents 1406
Standard II.2.3 Appropriateness of Recommendations 1407
Standard II.2.4 Responsibility for Graduate Students’ Work 1408
Standard III.1.5 Accuracy of Marketing 1409
Standard III.4.3 Multiple Relationships and Limited Alternative Services 1410
Standard IV.3.1 Application of Principles 1411
Standard IV.3.2 Resolution of Concerns with Colleagues 1412
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
Standard I.1.4 Assent 1417
Standard I.1.5 Right to Refuse or Withdraw Consent 1418
1419
School climate 1420
Standard I.3.1 Discrimination 1421
Standard IV.1.1 Effective Participation in Systems 1422
Standard IV.2.1 Understanding Systems Parameters 1423
1424
Self-care 1425
Standard II.1.2 Personal Problems 1426
Standard III.4.1 Private vs. Professional Conduct 1427
1428
Sensitive health information 1429
Standard I.2.6 Privacy of Health Information 1430
Standard II.4.3 Inclusion of Sensitive Information in Records 1431
1432
Sexual harassment 1433
Standard III.4.6 Harassment and exploitation 1434
Standard III.4.7 Sexual Relationships 1435
1436
Sexual relationships 1437
Standard III.4.6 Harassment and exploitation 1438
Standard III.4.7 Sexual Relationships 1439
1440
Social justice 1441
Standard I.3.1 Discrimination 1442
Standard I.3.1 Correcting Discriminatory Practices 1443
Standard I.3.3 Access and Benefit 1444
Standard II.3.8 Validity and Fairness 1445
1446
Social media 1447
Standard III.4.1 Private vs. Professional Conduct 1448
Standard III.4.4 Separation of Personal Beliefs 1449
61
Standard III.4.5 Personal Beliefs and Service Provision 1450
Standard III.4.6 Harassment and exploitation 1451
Standard IV.2.4 Participation in Public Discourse 1452
1453
Sole possession/private notes 1454
Standard II.4.8 Sole Possession Records 1455
1456
Student records 1457
General 1458
Standard I.1.1 When Consent is/is not Required 1459
Standard I.2.1 Sensitive Information 1460
Standard II.2.1 Accuracy of Documents 1461
Standard II.3.10 Recommendations Based on Existing Records 1462
Standard II.4.1 Notification of rights and responsibilities regarding records 1463
Standard II.4.2 Comprehensive Records 1464
Standard II.4.8 Sole Possession Records 1465
Standard III.3.3 Altering Reports 1466
- 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
Standard I.1.3 Seeking Informed Consent 1481
Standard II.1.1 Practice in Area of Competence 1482
Standard II.2.2 Progress Monitoring 1483
Standard II.2.4 Responsibility for Graduate Students’ Work 1484
Standard III.1.1 Accurate Presentation of Professional Qualifications 1485
Standard III.1.2 Correcting Misperceptions 1486
Standard III.3.3 Altering Reports 1487
Standard III.4.5 Personal Beliefs and Service Provision 1488
Standard III.4.7 Sexual Relationships 1489
Standard IV.4.2 Graduate Student Supervisors 1490
Standard IV.4.3 Supervisor Responsibility 1491
Standard IV.4.4 Graduate Faculty 1492
1493
Systems-level reform 1494
Standard I.3.1 Discrimination 1495
Standard I.3.1 Correcting Discriminatory Practices 1496
Standard I.3.3 Access and Benefit 1497
Standard IV.1.1 Effective Participation in Systems 1498
Standard IV.1.2 Promoting Systems Change 1499
Standard IV.2.1 Understanding Systems Parameters 1500
1501
Technology 1502
Standard II.2.1 Accuracy of Documents 1503
Standard II.3.2 Assessment Techniques 1504
Standard II.3.5 Digital Administration and Scoring 1505
Standard II.4.1 Notification of rights and responsibilities regarding records 1506
Standard II.4.7 Electronic Record Keeping 1507
Standard II.4.9 Retention of Records 1508
Standard III.4.1 Private vs. Professional Conduct 1509
Standard IV.2.4 Participation in Public Discourse 1510
1511
Test security 1512
Standard II.4.5 Test Protocols 1513
Standard II.5.1 Test Security 1514
Standard II.5.3 Intellectual Property 1515
1516
1517
1518
1519
1520