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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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