Common Ethical and Legal Challenges in School Psychology

2010 ◽  
pp. 153-169
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
School Psychology ◽  
Educational Attainment ◽  
Reflective Practice ◽  
School Psychologists ◽  
Ethical Principles ◽  
Ethics Codes ◽  
Legal Challenges

Chapter 10 discusses the ethics codes that school psychologists are expected to follow irrespective of their level of educational attainment. It also explores practice competencies and reflective practice while following ethical principles as well as the requirements of law and regulation.

Teaching

2010 ◽  
pp. 139-150
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
Educational Attainment ◽  
Reflective Practice ◽  
School Psychologists ◽  
Educational Levels ◽  
Similarities And Differences

Chapter 9 discusses the educational levels at which school psychologists are trained, the similarities and differences between the levels of training, the complexities involved in training at two educational levels, and specific issues in training that promote and develop competency and reflective practice, irrespective of educational attainment.

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

2021 ◽  
pp. 009862832110242
Author(s):  
Susan M. Loftus-Rattan ◽  
Mahri Wrightington ◽  
Jenlyn Furey ◽  
Jessica Case
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
School Psychologists ◽  
Ecological Model ◽  
Well Being ◽  
Psychology Students ◽  
The United States ◽  
Ecological Approach ◽  
Tiered System ◽  
Main Components

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Emotional Disturbance/Behavioral Disorders and a Delphic Approach to the Future

1985 ◽  
Vol 10 (3) ◽  
pp. 198-210 ◽  
Author(s):  
Robert L. Carpenter
Keyword(s):  
Educational Attainment ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Random Sample ◽  
Behavioral Disorders ◽  
Delphi Technique ◽  
Special Education Administrators ◽  
The Future ◽  
Education Administrators ◽  
Year 2000

This study uses a Delphi technique to estimate the likelihood of a set of change statements concerning emotional disturbance/behavioral disorders. Using a national random sample of 900 teachers, special education administrators, and school psychologists through two rounds of responses, estimates are made regarding the likelihood and the desirability of the condition represented by each statement occurring by the year 2000. Results are compared by variables of experience in the field, occupation, and level of educational attainment. Despite certain significant differences between groups the preponderant conclusion is that there is general agreement among the population surveyed regarding their expectations and sentiments about the future of the field.

School Psychology and Cultural Competence: Room to Grow?

2017 ◽  
Vol 33 (7) ◽  
pp. 951-976 ◽  
Author(s):  
Jill L. Johnson ◽  
Michael W. Bahr ◽  
Virginia L. Navarro
Keyword(s):  
Professional Development ◽  
School Psychology ◽  
Cultural Competence ◽  
School Psychologists ◽  
Policy Development ◽  
Future Research ◽  
Children And Families ◽  
Policy Documents ◽  
Policy Perspective ◽  
School Psychology Training

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

The perceived role of null results in school psychology research and publication

2019 ◽  
Vol 40 (4) ◽  
pp. 416-430 ◽  
Author(s):  
Jessica S. Iwachiw ◽  
Amy Lynn Button ◽  
Jana Atlas
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Publication Bias ◽  
Psychology Research ◽  
Contributing Factors ◽  
Null Results ◽  
Actual Publication ◽  
File Drawer ◽  
File Drawer Problem

Researchers appear to assume that published research is limited to significant findings. If that is the case, it may be related to perceived or actual publication bias (i.e., journals publishing only significant findings) and/or the file-drawer problem (i.e., researchers not pursuing publication of null results). The lack of published null results can result in faulty decision-making based upon incomplete evidence. Thus, it is important to know the prevalence of, and the contributing factors to, researchers' failure to submit null results. Few studies have addressed this issue in psychology and none have targeted school psychology. Consequently, this study examined the file drawer problem and perception of publication bias among school psychologists. Survey data from 95 school psychology faculty indicated that participants published about half of the studies that they had conducted, suggesting that the file drawer problem is experienced by this population. While lack of time appeared to impact publication pursuit, participants' responses also suggested they believed in publication bias. Obtaining null results substantially impacted the decision to write up studies in pursuit of publication. Therefore, it seems that a sizeable percentage of school psychology research is not available for review by researchers or practitioners.

Psychological Testing of Linguistic-Minority Students: Knowledge Gaps and Regulations

1989 ◽  
Vol 56 (2) ◽  
pp. 145-152 ◽  
Author(s):  
Richard A. Figueroa
Keyword(s):  
School Psychology ◽  
Minority Students ◽  
School Psychologists ◽  
Test Scores ◽  
Language Minority ◽  
Bilingual Students ◽  
Linguistic Minority ◽  
Language Minority Students ◽  
Persistent Anomalies ◽  
Linguistic Minority Students

Bilingualism is like random chaos for psychometrics. The literature on testing repeatedly has documented the existence of robust and persistent anomalies in the test scores of bilingual students. School psychology, conceivably the most test-dependent and test-defined profession, is the recipient of an inadequate technology and knowledge base, which exposes its growing bilingual clientele to needless levels of error and misdiagnosis. The lack of viable regulations regarding the testing of bilingual pupils exacerbates the already difficult problems confronting school psychologists and the language-minority students they attempt to serve.

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