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The ISPA
Code of Ethics
Introduction
Every profession is expected to
have uniform and recognized standards that serve the needs of the
profession, clients, educators, legal bodies, and institutions.
Work on a code of ethics was
initiated in 1985 when Herbert Bischoff, President of the International
School Psychology Association (ISPA), requested Thomas Oakland, Chair of
ISPA’s Standards and Practices Committee, to explore the feasibility of
drafting an ethical statement for the Association. Susan Goldman soon
joined the Committee and became involved in this task. The Committee
contacted psychological societies that are members of the International
Union of Psychological Sciences, affiliates of ISPA, and others to acquire
copies of existing ethical standards. The Committee also drew heavily on
the report by Tapp, J., Kelman, H., Triandis, H., & Coelho, G. (1974).
Continuing concerns in cross-cultural ethics: A report. International
Journal of Psychology, 9, 231-249.
Numerous revisions were made.
Draft copies were presented to the Executive Committee for their review
and comments in 1988, 1989, and 1990. Draft copies also were discussed
during the 1989 and 1990 Colloquia and printed in the 1989
World-Go-Round, volume 16, issue 3. Requests for comments were
solicited from ISPA members at these times. Comments were received from
persons in 13 countries. The Executive Committee approved this ethical
code in July, 1990 and recommended its adoption as a statement of ethics
for our Association by the membership at the 1991 Colloquium. This draft,
when approved by 75% or more of those in attendance, becomes the official
code of ethics of the International School Psychology Association.
Following its adoption by the Association, affiliate associations that
presently lack an ethics statement will be encouraged to review and adopt
these or higher standards. Affiliates that presently have ethics
statements will be encouraged to review and compare the two sets of
standards. Affiliates will be encouraged to inform the Association of the
adoption of these or other standards and to recommend changes in these
standards. Following its adoption, the Association is expected to create
an ethics committee. The intent of an ethics committee is not to condemn
or control. The committee would be responsible for educating ISPA members
and affiliates and for serving in an advisory capacity in order to
encourage high levels of ethical conduct. The work of the Committee was
guided by the belief that school psychologists are expected to exemplify
the profession’s values and principles. These include transcending narrow
personal, social, and cultural values and attitudes; adopting positions
that benefit professional-client relationships; and acting in ways that
are consistent with the best interests of children and youths, educators,
parents, institutions, the community, and the profession.
Reciprocal relationships exist
between our profession of school psychology and society. As professionals,
we strive to have our clients trust our judgements and skills. In return,
our clients rightly expect us to exercise levels of judgement and skills
of the highest order. This code of ethics is developed to help clarify and
promote these relationships.
The formation and adoption of a
code of ethics is needed as professional organizations mature. While the
development of an international code of ethics is particularly difficult
in light of national, cultural, and political differences, the ISPA
believes numerous similarities in standards exist within our profession
and that similarities exceed differences. Acceptable standards governing
professional behavior span geographic and national boundaries. This code
of ethics endeavors to capture and highlight these commonalities.
Nonetheless, the translation and manifestation of ethical principles
important to this code may vary somewhat between countries as a reflection
of each country’s norms, values, and traditions. Ethical standards also
may differ between professions. This code is not intended to supersede
codes governing ethical and professional behaviors adopted nationally, by
other organizations with which school psychologists may affiliate, or by
educational authorities. When codes of ethics differ, members should seek
to resolve such differences by seeking clarification of the ethical
principal from the respective organizations and by working to resolve the
difference through changes in the codes whenever possible. School
psychologists do not accede to lower ethical standards arbitrarily imposed
upon them by others.
General
Overview
School psychologists respect the
dignity and worth of individuals and place the highest esteem on promoting
and maintaining human rights. They endeavor to protect and promote the
welfare of children and youth and the quality of their development through
educational, psychological, and related services. Their roles mandate a
mastery of knowledge and skills in both education and psychology. School
psychologists work within their professional competencies and continually
seek to upgrade their academic and professional abilities. They also
strive to acquire and maintain the highest standards of professional
competence and ethical behavior. School psychologists adhere to the
highest standards of research practice.
Professional
standards
l. Professional
Responsibilities
A. School psychologists
familiarize themselves with the goals and philosophy of the school
system and other organizations within which they work and to work
effectively within their organizational structure.
B. School psychologists, when
working with families, attempt to familiarize themselves with the goals
and philosophies of the families and to work effectively within their
structures.
C. School psychologists are
knowledgeable about educational law and guidelines. When administrative
code and regulations conflict with ethical principles, good faith
efforts are instituted to resolve problems and discrepancies. Should
these efforts prove ineffective, ethical principles should take
precedent.
D. School psychologists should
not allow personal prejudices or biases to interfere in their
decision-making. They should not engage in discriminatory procedures or
practices based on social and economic background, race, handicap, age,
gender, sexual preference, religion, or national origin.
E. School psychologists respect
the cultural environment within which they work and are sensitive to
cultural differences and of appropriate ways to provide services within
multi-cultural populations.
F. School psychologists protect
the welfare and act in the best interests of students, their parents,
educators, colleagues, and employees. Protecting the welfare of
students, their parents, and educators is of utmost concern and takes
precedence over self-serving actions by school psychologists. When
conflicts of interest arise, school psychologist’s first priority is to
serve the best interests of students.
G. School psychologists
normally provide services to students with the informed consent of the
parents or guardian. An exception to the need for parental consent prior
to service exists in a crisis situation (e.g., when the student may be a
danger to himself/herself or to others).
H. Preparation and
Supervision
1. Educators of school
psychologists ensure that all information, conveyed during their
preparation is accurate and timely.
2.Educators of school
psychologists promote an awareness of and adherence to ethical
standards.
3.Educators of school
psychologists and internship supervisors provide a wide range of
appropriate professional experiences and offer constructive
consultation and evaluation.
I. School psychologists avoid
situations which would present a conflict of interest due to economic,
political, social, or personal issues.
II.
Confidentiality
A. School psychologists have
an obligation to safeguard confidential student information that has
been obtained in the course of their practice, teaching, or
research.
B. Student records are kept
in a secure place in order to maintain confidentiality.
C. School psychologists
obtain consent from parents before releasing confidential student
information to professionals in other agencies. Under some
circumstances they may obtain consent from students before releasing
information to parents or professionals in other agencies. The need to
obtain consent from students should consider the age at which a
country legally defines one as being independent as well as the level
of the student’s mental and moral development. An exception to this
policy exists when the psychologist believes the student is in
immediate danger to himself/herself or to others.
D. Confidential information
obtained on children and youth is discussed only for professional
purposes and only with persons clearly concerned with the
case.
III. Professional
Growth
A. School psychologists
recognize the need for and participate in continuing professional
development.
B. School psychologists seek
supervision and collaboration when working on issues with which they
are less knowledgeable.
C. School psychologists
maintain knowledge of current scientific and professional information
in the field by reading current research, attending workshops and
conferences, and becoming active in professional
organizations.
IV. Professional
Limitations
A. School psychologists offer
only those services which are within their areas of professional
competence and do not misrepresent their competence, qualifications,
training, or experience.
B. School psychologists are
aware of their professional limitations and enlist the assistance of
other professionals in a consultative or referral role when
appropriate. Implicit in this referral process is knowledge of the
expertise and competence commonly held by other
professionals.
Professional
practices
I. Professional
Relationships
A. Generally
1.School psychologists do not
exploit their professional relationships with children and youth,
interns, parents, teachers, or other clients or research subjects for
personal gains. This includes refraining from engaging in harassment and
physical relations of a sexual nature.
2.School psychologists attempt
to interpret the nature of any assessment or professional interactions
with children and youth, to teachers and parents.
3.School psychologists attempt
to communicate to persons in their native language.
4.School psychologists attempt
to discuss with children and youth, teachers, and parents their plans
for assisting in the student’s development, including various
alternatives. Conflicts should not be avoided when their avoidance may
result in a lowering of service to students.
5.School psychologists refrain
from making demeaning or derogatory remarks about students, parents,
staff, and colleagues.
B. Students
1.School psychologists consider
the welfare of the children and youth to be of primary
importance.
2.School psychologists ensure
that children and youth understand the nature and purpose of any
assessment or intervention to the best of their
abilities.
C. Colleagues and School
Staffs
1.School psychologists strive
to develop harmonious and cooperative working relationships with
colleagues and school staffs. They recognize the need to function as a
member of a team within schools, other institutions, and
communities.
2.Attempts to develop
harmonious and cooperative relationships should not result in the
lowering of standards for services provided to students.
3.When school psychologists are
aware of possible unethical practices by another school psychologist,
they should informally attempt to resolve the issue by bringing the
behavior of concern to the attention of that psychologist in a
constructive manner. If such informal efforts to resolve the issue are
not productive, other steps to resolve alleged unethical practices
should be taken. Procedures outlines by one’s national association of
school psychology or, when unavailable, by one’s national association of
psychology should be followed when available.
D.
Interprofessional
1.School psychologists strive
to establish cooperative working relationships with professionals from
related fields, community agencies, with community leaders, and others
holding positions of respect.
2.School psychologists strive
to insure the integrity of information given in confidence.
3.School psychologists
understand the areas of competence and limitations of professionals in
related fields.
4.School psychologists use
their best professional judgement when making referrals to other
professionals.
5.School psychologists do not
offer professional services to a person who is receiving similar
assistance from another professional except by agreement of after
termination of the relationship with the other professional.
6. School psychologists avoid
making expedient decisions.
II. Assessment
A. School psychologists
maintain the physical security of tests and assessment techniques
within the limits of legal mandates in order to maintain the validity
of the tests.
B. School psychologists
typically administer tests according to publisher guidelines in order
to maintain the validity of the results. However, when modifications
are made or the validity of a test is questioned, these aspects are
noted in the assessment report along with interpretation of possible
effects of these factors.
C. School psychologists
interpret tests in light of the appropriateness of their norms or
other well established standards as well as the reliability and
validity estimates for the purposes for which they are
used.
D. School psychologists guard
against misinterpretation or misuse of assessment data.
E. School psychologists are
accountable for assessment techniques they use and are able to defend
their use.
F.School psychologists
discourage utilization of psychological assessment instruments by
inappropriately trained or otherwise unqualified persons.
G. When using tests developed
in other countries, school psychologists conduct studies that help
ensure the test is suitably normed and has adequate reliability and
validity.
III. Research
A. General:
1.School psychologists strive
to avoid cultural, racial, social class, or ethnic biases in their
research.
2.School psychologists inform
parents when their children are participating in research
projects.
3.School psychologists respect
the right of parents to decline for their child to participate in a
research study or to withdraw from it at any time.
4.Whenever possible, school
psychologists fully inform students and their parents of the nature and
purpose of the investigation.
5.School psychologists ensure
that students participating in research do not suffer any mental or
physical distress from the procedures.
6.School psychologists ensure
the exactness of their published results and state the limitations of
their data.
7.School psychologists report
the research results to educators, parents, students, and other
interested parties.
8.School psychologists give
credit to those persons who have participated in conducting the
research.
9.School psychologists exhibit
open communication between themselves and the individuals and
organizations involved in the studies.
10.School psychologists respect
students’ rights and protect their welfare and dignity.
11.When possible, research
experiences enrich and benefit in some way the individuals involved in
the research activity and the host institution and community.
12.School psychologists
maintain high standards of professional competence by not undertaking
research without the necessary skills and knowledge.
13.School psychologists
consider unintended direct and indirect consequences of research
activities for various members of the community.
B. Cross-Cultural
Research
1.School psychologists abide by
the research ethics of the country in which they are performing their
studies.
2.School psychologists
demonstrate a respect for the host culture and avoid actions that
violate cultural expectations or reveal culturally biased perspectives
while formulating the research problem, executing the study, or
reporting findings.
3.School psychologists
undertaking cross-cultural research are knowledgeable in cross-cultural
methodology and familiar with the cultural context of the research
setting. The investigator should exercise care while selecting measuring
instruments, particularly when these are to be used for cross-cultural
comparisons and while interpreting cultural differences.
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