Legal, Ethical, & Professional Practice
School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists (NASP, 2010).
"Ethics is knowing the differences between what you have a right to do and what is right to do."
- Potter Stewart
"Ethics is knowing the differences between what you have a right to do and what is right to do."
- Potter Stewart
Course Work
APSY 603: Ethics in Applied Psychology
This course introduces students to the Canadian Code of Ethics for Psychologists, standards of practice, practice guidelines, relevant laws and institutional policies. Emphasis is on demonstrating ethical and clinical reasoning. Considerations of working with diverse populations and informed consent was also examined.
APSY 635 - Advanced History, Theory, and Practice in Psychology
This course examined the history of psychological concepts in Western culture, major theoretical systems and research approaches of twentieth-century psychology, and the foundational assumptions of contemporary perspectives in psychology. Selected topics focuses on both the intellectual as well as the institutional and social history of the
discipline.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to become more familiar with practice guidelines and engage in ethical professional relationships under the supervision of my practicum supervisors. Discussions and examinations of ethical practice and ethical concerns that may arise in the practice of school psychology, such as confidentiality, areas of competence, and responsible record keeping with both my supervisors and fellow students, were evident in each practicum.
APSY 603: Ethics in Applied Psychology
This course introduces students to the Canadian Code of Ethics for Psychologists, standards of practice, practice guidelines, relevant laws and institutional policies. Emphasis is on demonstrating ethical and clinical reasoning. Considerations of working with diverse populations and informed consent was also examined.
APSY 635 - Advanced History, Theory, and Practice in Psychology
This course examined the history of psychological concepts in Western culture, major theoretical systems and research approaches of twentieth-century psychology, and the foundational assumptions of contemporary perspectives in psychology. Selected topics focuses on both the intellectual as well as the institutional and social history of the
discipline.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to become more familiar with practice guidelines and engage in ethical professional relationships under the supervision of my practicum supervisors. Discussions and examinations of ethical practice and ethical concerns that may arise in the practice of school psychology, such as confidentiality, areas of competence, and responsible record keeping with both my supervisors and fellow students, were evident in each practicum.
Work Samples
The coursework in ethics provided me with an understanding of ethical, legal, and professional standards in the context of school psychology. This information and knowledge I will guide me in every decision I will make as a school psychologist. One area I wanted more knowledge on was dual relationships. Dual relationships may result in complex situations and unique challenges for psychologist. Though the Canadian Code of Ethics for psychologists depicts some standards related to dual relationships, a high level of judgment by the psychologist is also essential. The community I will be practicing in is small, and the probability of being involved in a dual relationship with a client is quite high. The information I gained while researching for this paper will continue to play a large role in my career as a school psychologist. |
I have included a paper on Kuhn and the Pre-paradigmatic Nature of School Psychology that demonstrates my knowledge related to the history of school psychology, the general theories that were predominant throughout the 20th century, and how views of intelligence have developed in a manner consistent with a science in the pre-paradigm stage. As we conducted the research for this paper, we came to understand that the domain of school psychology is too diverse and complex to be effectively defined by a single paradigm, and therefore needs to include a variety of perspectives.
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During my first course, we were asked to research international, national, and provincial standards and regulations. Since this paper, I have become more familiar with other international and national standards and regulations than I have noted in this bibliography. This is a useful tool to reference when considering ethical and legal issues in school psychology. |
Level of Competence
Rate: Low
Reflection:
Though I have a basic understanding of the foundations for legal, ethical, and professional practice of a school psychologist, I continue to refer to the Canadian Code of Ethics before engaging in a conversation or seeing a client during my final practicum. Working in collaboration and seeking consultation with more experienced psychologists will aid in my confidence and development in this area. This is not an area to take lightly, and it is essential that I become more familiar with the tools that have been published to aid in ensuring ethical practice. More specifically, I need to become more aware of the standards of practice for the province of Saskatchewan, as this is the province I intend to practice in.
Rate: Low
Reflection:
Though I have a basic understanding of the foundations for legal, ethical, and professional practice of a school psychologist, I continue to refer to the Canadian Code of Ethics before engaging in a conversation or seeing a client during my final practicum. Working in collaboration and seeking consultation with more experienced psychologists will aid in my confidence and development in this area. This is not an area to take lightly, and it is essential that I become more familiar with the tools that have been published to aid in ensuring ethical practice. More specifically, I need to become more aware of the standards of practice for the province of Saskatchewan, as this is the province I intend to practice in.
Annotated Bibliography
Canadian Psychological Association. (2000). Canadian code of ethics for psychologists (3rd ed.). Ottawa, ON: Author.
This is the national level code of ethics for psychologists in Canada. The intent of this document is to guide professionals with ethical behaviour and standards in their practice. Ethical decision making and professional responsibilities are depicted. I consult this book during each practicum, in my upcoming internship, and throughout my career as a school psychologist.
Canadian Psychological Association. (2007). Guidelines for professional practice for school psychologists in Canada. Ottawa, ON: Author.
The intent of this document is to establish guidelines for the practice of school psychology in Canada, and to inform other professionals in the role of the school psychologist. Rationale, scope, history, roles, responsibilities, and services for psychology in schools are discussed clearly. It is a very practical document for professionals, and has the potential to make contributions to provincial and local agencies addressing psychology services.
National Association of School Psychologists. (2010). National Association of School Psychologists principles for professional ethics. School Psychology Review, 39(2), 302-319.
The National Association of School Psychologists (NASP) Principles for Professional Ethics is designed to be used in conjunction with the NASP Standards for Graduate Preparation of School Psychologists, Standards for the Credentialing of School Psychologists, and Model for Comprehensive and Integrated School Psychological Services to provide a unified set of national principles that guide graduate education, credentialing, professional practices, and ethical behavior of effective school psychologists. The purpose of the Principles is to protect the public and those who receive school psychological services by sensitizing school psychologists to the ethical aspects of their work, educating them about appropriate conduct, helping them monitor their own behavior, and providing standards to be used in the resolution of complaints of unethical conduct. This resource provides guidelines for ethical practice particularly for the role of school psychologist and will continue to use it as a reference in future.
Saskatchewan Educational Psychology Association. (2008). Guidelines for the practice of professional psychology in schools within Saskatchewan. Retrieved from http://www.education.gov.sk.ca
This document provides guidelines and standards to assure ethical behaviour for psychologists working within schools in Saskatchewan. Professional practice includes: ethical principles; the development and implementation of methods to help school psychologists monitor their practice; and adjudication of complaints and noncompliance, as well as the process of corrective action when it is warranted. Since I am living, completing my school psychology internship, and plan to practice in Saskatchewan, I will continue to refer to this document and its suggested resources to guide me throughout my education and career.
Truscott, D. & Crook, K. H. (2004). Ethics for the practice of psychology in Canada. Edmonton, AB: The University of Alberta Press.
This book provides the ethics for professional practice, legal knowledge, the skills to arrive at an ethically justifiable decision, and situations and circumstances in which ethical reasoning is required. This book is intended for students in professional psychology programs who intend to practice in Canada, for professional psychologists seeking to extend their knowledge about responsible practice, psychologists preparing to practice in Canada, and for psychologists in training either in practicum or internship settings. The authors examine ethical issues in accordance with the guidelines established in the Canadian Code of Ethics for Psychologists. This book will be a beneficial reference for me during my internship and future practice as a school psychologist.
Canadian Psychological Association. (2000). Canadian code of ethics for psychologists (3rd ed.). Ottawa, ON: Author.
This is the national level code of ethics for psychologists in Canada. The intent of this document is to guide professionals with ethical behaviour and standards in their practice. Ethical decision making and professional responsibilities are depicted. I consult this book during each practicum, in my upcoming internship, and throughout my career as a school psychologist.
Canadian Psychological Association. (2007). Guidelines for professional practice for school psychologists in Canada. Ottawa, ON: Author.
The intent of this document is to establish guidelines for the practice of school psychology in Canada, and to inform other professionals in the role of the school psychologist. Rationale, scope, history, roles, responsibilities, and services for psychology in schools are discussed clearly. It is a very practical document for professionals, and has the potential to make contributions to provincial and local agencies addressing psychology services.
National Association of School Psychologists. (2010). National Association of School Psychologists principles for professional ethics. School Psychology Review, 39(2), 302-319.
The National Association of School Psychologists (NASP) Principles for Professional Ethics is designed to be used in conjunction with the NASP Standards for Graduate Preparation of School Psychologists, Standards for the Credentialing of School Psychologists, and Model for Comprehensive and Integrated School Psychological Services to provide a unified set of national principles that guide graduate education, credentialing, professional practices, and ethical behavior of effective school psychologists. The purpose of the Principles is to protect the public and those who receive school psychological services by sensitizing school psychologists to the ethical aspects of their work, educating them about appropriate conduct, helping them monitor their own behavior, and providing standards to be used in the resolution of complaints of unethical conduct. This resource provides guidelines for ethical practice particularly for the role of school psychologist and will continue to use it as a reference in future.
Saskatchewan Educational Psychology Association. (2008). Guidelines for the practice of professional psychology in schools within Saskatchewan. Retrieved from http://www.education.gov.sk.ca
This document provides guidelines and standards to assure ethical behaviour for psychologists working within schools in Saskatchewan. Professional practice includes: ethical principles; the development and implementation of methods to help school psychologists monitor their practice; and adjudication of complaints and noncompliance, as well as the process of corrective action when it is warranted. Since I am living, completing my school psychology internship, and plan to practice in Saskatchewan, I will continue to refer to this document and its suggested resources to guide me throughout my education and career.
Truscott, D. & Crook, K. H. (2004). Ethics for the practice of psychology in Canada. Edmonton, AB: The University of Alberta Press.
This book provides the ethics for professional practice, legal knowledge, the skills to arrive at an ethically justifiable decision, and situations and circumstances in which ethical reasoning is required. This book is intended for students in professional psychology programs who intend to practice in Canada, for professional psychologists seeking to extend their knowledge about responsible practice, psychologists preparing to practice in Canada, and for psychologists in training either in practicum or internship settings. The authors examine ethical issues in accordance with the guidelines established in the Canadian Code of Ethics for Psychologists. This book will be a beneficial reference for me during my internship and future practice as a school psychologist.