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National Association of School PsychologistsProfessional Conduct ManualPrinciples for Professional EthicsGuidelines for the Provision of School Psychological ServicesThe contents of this booklet are standards documents thatwere approved by the Delegate Assembly of the Associationon July 15, 2000, in Durham, New Hampshire.This document was prepared by theProfessional Standards Revision CommitteeAdditional copies are available fromNASP Publications4340 East West Highway, Suite 402Bethesda, MD 20814Or can be found on the NASP website: www.naspweb.orgCopyright 2000 by theNational Association of School PsychologistsISSN#: Pending3TABLE OF CONTENTSPREFACE ................................................................. 5PRINCIPLES FOR PROFESSIONAL ETHICS................ 13 I. INTRODUCTION ..................................................... 13 II. PROFESSIONAL COMPETENCY ............................. 16A. General ............................................................. 16III. PROFESSIONAL RELATIONSHIPS ..........................17A. General.............................................................. 17B. Students ............................................................ 20C. Parents, Legal Guardians, andAppointed Surrogates ....................................... 20D. Community ....................................................... 22E. Other Professionals ...........................................23F. School Psychologist Trainees and Interns .........24IV. PROFESSIONAL PRACTICES—GENERAL PRINCIPLES ..........................................25A. Advocacy ........................................................... 25B. Service Delivery ................................................ 26C. Assessment and Intervention ............................ 27D. Reporting Data and Conference Results........... 28E. Use of Materials and Technology ...................... 30F. Research, Publication, and Presentation............ 31V. PROFESSIONAL PRACTICE SETTINGS—INDEPENDENT PRACTICE .................................... 34A. Relationship with Employers ............................ 34B. Service Delivery ................................................ 35C. Announcements/Advertising ............................364GUIDELINES FOR THE PROVISION OF SCHOOLPSYCHOLOGICAL SERVICES ...................................38INTRODUCTION ............................................................38PRACTICE GUIDELINES ...............................................40Practice Guideline 1............................................... 40Practice Guideline 2............................................... 41Practice Guideline 3............................................... 43Practice Guideline 4............................................... 44Practice Guideline 5............................................... 46Practice Guideline 6............................................... 47Practice Guideline 7............................................... 48Practice Guideline 8............................................... 49GUIDELINES FOR THE ORGANIZATION ANDOPERATION OF THE UNIT ......................................... 51Unit Guideline 1: Organization ofService Delivery ..................................................... 51Unit Guideline 2: Climate ..................................... 52Unit Guideline 3: Physical, Personnel, andFiscal Support Systems ..........................................54Unit Guideline 4: Communication andTechnology ............................................................ 55Unit Guideline 5: Supervision ............................... 56Unit Guideline 6: Professional Developmentand Recognition Systems .......................................58Unit Guideline 7: Contracted/IndependentProvider Services .................................................... 60Professional Conduct Manual for School Psychology5National Association of School PsychologistsProfessional Conduct ManualPREFACEThe National Association of School Psychologists (NASP),founded in 1969 as a not-for-profit organization, is theworld’s largest association of school psychologists. Themission of NASP is to promote educationally and psycho-logically healthy environments for all children and youth byimplementing research-based, effective programs thatprevent problems, enhance independence, and promoteoptimal learning. This is accomplished through state-of-the-art research and training, advocacy, ongoing program evalua-tion, and caring professional service.Consistent with its mission, NASP has adopted and pro-motes an integrated set of comprehensive standards forpreparation, credentialing, and professional practice in schoolpsychology.■ Guidelines for the Provision of School PsychologicalServices■ Principles for Professional Ethics■ Standards for the Credentialing of School Psychologists■ Standards for Training and Field Placement Programs inSchool PsychologyProfessional Conduct Manual for School Psychology6The first of these policy documents appeared in 1972, withthe adoption of Guidelines for Training Programs in SchoolPsychology. Ethical principles were first adopted in 1974. In1978, NASP adopted “standards” for credentialing, theprovision of services, and training.In addition to serving as a model for individual states,Standards for the Credentialing of School Psychologists serve asthe foundation for the National School Psychology Certifi-cation System (NSPCS), established by NASP on January 1,1989. Of necessity, national credentialing standards for schoolpsychologists must be consistent with national trainingstandards.NASP training standards were initially approved by theNational Council for the Accreditation of Teacher Education(NCATE) in 1982 for the review and accreditation of schoolpsychology programs at the sixth-year/specialist and doctorallevels. In 1988, NCATE began to accredit education “units”(i.e., the administrative unit that houses professional educa-tion programs, typically the college of education), rather thanprograms. Concurrently, NCATE authorized the review ofprograms by professional member associations such as NASPfor whom standards had been approved by NCATE. Conse-quently, only programs reviewed by NASP since 1988 can beidentified as being “NASP Approved.”Ethical principles articulate the standards of NASP regard-ing the conduct expected of a professional school psycholo-gist. Guidelines for the provision of services are intended toinform both the


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Sac State EDS 245 - Study Notes

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