Ohio School Psychologists
Association
Code of Ethics
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Revised March 2000
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Preamble
School psychologists believe
in the dignity and worth of the individual, and are committed
to increasing understanding of self and others. While pursuing
this endeavor, school psychologists protect the welfare of persons
who may seek their services or be the object of study. School
psychologists do not use their professional position or relationships,
nor do they knowingly permit their own services to be used by
others for purposes inconsistent with these values. While demanding
for themselves freedom of inquiry and communication, school psychologists
accept the responsibility this freedom confers: For competence
where they claim it; for objectivity in the reporting of their
findings; and for considering the best interests of their colleagues
and of society.
I. Competence
School psychologists recognize
the strengths and limitations of their training and experience,
engaging only in practices for which they are competent.
A. Representation
1. School psychologists do not misrepresent, directly or
by implication, their professional qualifications, including their
education, credentials, experience, or area(s) of competence.
2. School psychologists do not misrepresent their affiliations
or the purposes or characteristics of institutions or organizations
with which they are associated.
3. School psychologists do not associate with, nor permit
their names to be used in connection with any services or products
in such a way as to misrepresent them, the qualities, performance,
or results to be obtained from their use; the degree of their
responsibility for them; or the nature of their affiliation with
such services or products.
4. School psychologists do not use their affiliation with
the Ohio School Psychologists Association for purposes that are
inconsistent with the stated purposes of the Association.
5. A school psychologist is responsible for correcting others
who misrepresent that school psychologist's professional qualifications
or affiliations to the extent that the school psychologist is
aware of such misrepresentation.
B. Limitations
1.
School psychologists
recognize the limits of their competence and the limitations of
their techniques, and do not offer services or use techniques
that fail to meet prevailing professional standards.
2.
School psychologists
are aware of the limits of their own competence, and enlist the
assistance of other specialists in supervisory, consultative,
or referral roles as appropriate in providing services.
3. School psychologists engage in continuing professional
development. They seek current information regarding developments
in research, training, and professional practices that benefit
children, families, and schools.
4. School psychologists refrain from engaging in any activity
in which their personal problems or conflicts may interefere with
professional effectiveness, and seek competent assistance to alleviate
such conflicts.
II. Professional Responsibility
School psychologists are committed
to protecting the dignity and promoting the welfare of students,
their families, and the community. School psychologists recognize
that their primary responsibility is for the welfare of students
referred to them for professional services. However, in choosing
a course of action, school psychologists take into account the
rights and responsibilities of those affected by their services,
including parents and others responsible for the care of students.
School psychologists accept responsibility for the nature and
consequences of their professional activities.
A. Welfare of the Client
1. School psychologists respect all persons and are sensitive
to physical, mental, emotional, political, economic, social, cultural,
ethnic, racial, gender, sexual orientation, and religious characteristics.
2. School psychologists fully inform clients (including
students and those responsible for their care) of the purpose
and nature of their services, including the reason services are
being provided, who will receive information about services, and
possible outcomes. School psychologists inform clients of their
right to initiate, participate in, or discontinue such services.
Information is provided in a form readily understood by the client,
taking into account language and cultural differences, cognitive
capabilities, developmental level, and age of the client.
3. School psychologists recognize the right and need of
minor students to initiate self-referral. However, school psychologists
are aware that the provision of psychological services without
consent of parents or legal guardians poses serious risks, and
carefully consider the need to balance students' rights to privacy
and self-determination against the parental rights to be involved
in decisions affecting student welfare. This principle supports
the establishment of policies which, for example, permit students
to attend one preservice screening session without the consent
of parents or legal guardians, as long as that session is limited
to an assessment of whether the student is in any danger and a
discussion which includes a brief review of the student's concerns,
the need to obtain parental consent, an offer to contact the parent
or legal guardian on the student's behalf, or an offer to meet
with the student and parent/guardian to discuss services and obtain
consent.
4. School psychologists discuss recommendations and plans
for assisting clients with parents and others responsible for
their care. They recognize the importance of parental support,
and seek to obtain such support by assuring that there is parental
contact prior to the initiation of services; through frank and
prompt reporting to the parent of findings and progress; and by
advice regarding sources of help available at school and in the
community. Such communication with parents conforms to the limits
of previously determined confidentiality.
5. School psychologists do not exploit the trust or dependency
of clients, nor do they use professional relationships with clients
or immediate ex-clients to derive personal gain. School psychologists
avoid sexual relationships with clients or others over whom they
have therapeutic influence or evaluative authority, or any other
relationship that might impair professional judgment or increase
the risk of client exploitation.
6. School psychologists refrain from making deliberate comments,
gestures, or physical contacts of a sexual nature to students,
clients, employees, colleagues, and research participants.
7. School psychologists avoid any action that could violate
or diminish the civil and legal rights of clients. They adhere
to federal, state, and local laws and ordinances governing their
practice.
B. Materials, Procedures, and Technology
1. School psychologists select and use appropriate assessment
or treatment procedures, materials, techniques, strategies, and
technology. They collect relevant data using valid and reliable
methods that are appropriate to the characteristics of the client
and the purposes of the assessment.
2. In conducting assessments, school psychologists seek
and incorporate all information relevant to the purposes of the
assessment, including observations, background information, and
information furnished by other sources and disciplines.
3. School psychologists develop interventions that are appropriate
to identified problems and consistent with assessment results.
Intervention plans are modified or discontinued when data indicate
that plans are not achieving intended goals.
4. School psychologists maintain test security, preventing
the release of content that would undermine use of the device.
5. When using technological services and devices, school
psychologists maintain full responsibility for all relevant ethical
and legal principles. Responsibility cannot be transferred to
equipment, software companies, or data processing departments.
Technological devices are used only to improve the quality of
client services. School psychologists resist applications of technology
that ultimately reduce the quality of their services.
C. Conferences and Reporting
1. School psychologists treat the results or interpretations
of assessment and intervention services as confidential information,
limiting the communication of such information to those with a
legitimate right or need to know. School psychologists comply
with relevant laws, regulations, and policies pertaining to the
confidentiality of records in the storage, disposal, and release
of such records.
2. To facilitate an effective and appropriate response to
the identified needs of clients, school psychologists communicate
findings and recommendations in a timely manner to appropriate
persons.
3. In communicating information, school psychologists provide
adequate interpretationand explanation in language readily understood
by the recipent.
4. School psychologists prepare written reports in such
form and style that the recipient of the report will be able to
assist the student or client. Reports which present only test
scores or brief narratives describing a test are seldom useful.
Reports should include an appraisal of the degree of confidence
which should be assigned to the information.
5. School psychologists review all of their written documents
for accuracy, signing them only when they provide an accurate
record of statements, results, conclusions, and recommendations
generated by the school psychologist.
D. Confidentiality
1. School psychologists respect the confidentiality of information
obtained in the context of professional relationships with clients.
School psychologists discuss confidential information only for
professional purposes, and only with persons who have a legitimate
need for such information.
2. School psychologists inform clients of the limits of
confidentiality at the outset of their professional relationship.
3. Confidential information is revealed only with the informed
consent of the client or the client’s parent or legal guardian,
except in those situations in which failure to release information
would, in the professional judgment of the school psychologist,
result in clear danger to the client or others. In these situations,
confidential information is revealed only to appropriate parties.
4. In situations in which more than one party has an appropriate
interest in the professional services rendered by a school psychologist
to a client, the school psychologist shall, to the extent possible,
clarify to all parties the dimensions of confidentiality and professional
responsibility pertaining to such services, preferably at the
commencement of such services.
5. School psychologists observe and communicate the rights
of parents and students regarding the creation, modification,
storage, release, and disposal of confidential materials that
result from the provision of school psychological services.
E. Professional Relationships
1. School psychologists are knowledgeable and respectful
of the organization, philosophy, goals, objectives, and methodologies
of the setting in which they are employed. They establish clear
roles for themselves within that setting, and define and keep
all parties informed of the nature and direction of personal loyalties
and responsibilities.
2. School psychologists recognize the competence of other
professionals. They seek, encourage, and support the use of all
resources that may promote the welfare and interest of clients.
School psychologists refer clients to other professions when a
condition is suspected or identified that is outside the professional
competencies or scope of the school psychologist’s practice.
3. School psychologists cooperate with other professionals
and agencies in a manner respectful of the rights and needs of
clients. If a client is receiving similar services from another
professional, school psychologists promote coordination of services.
4. When transferring professional responsibility for clients
to other professionals, school psychologists ensure that relevant
persons, including the student client as appropriate, are informed
of the change and reasons for the change. Within the limits of
confidentiality, school psychologists also arrange for the communication
and release of findings and information which may be helpful in
the delivery of services by other professionals.
5. School psychologists who employ, supervise, or train
other professionals accept the obligation to provide continuing
professional development, appropriate working conditions, fair
and timely evaluation, and constructive consultation.
6. When producing materials for consultation, treatment,
teaching, public lectures, or publication, school psychologists
acknowledge sources and assign credit to those whose ideas are
reflected in the product.
7. School psychologists do not condone the use of psychological
or educational assessment techniques by unqualified persons in
any way, including teaching, sponsorship, or supervision.
8. When, in the professional judgment of school psychologists,
the practices or policies of a professional, institution, or agency
are considered to be ineffectual, inadequate, or detrimental to
the welfare of clients, school psychologists seek changes in such
practices or policies.
9. School psychologists address concerns about suspected
detrimental or unethical practices through direct discussion and
informal attempts at resolution. If informal efforts are not productive,
an appropriate professional organization is contacted for assistance.
The filing of an ethical complaint against a professional practitioner
is a serious matter. It is intended to improve the behavior of
persons that is harmful to their profession and/or the public.
School psychologists do not file or encourage the filing of an
ethics complaint that is frivolous or motivated by revenge.
III. Professional Practice in Private Settings
School psychologists employed
in more than one setting recognize the potential for conflicts
of interest, and observe ethical standards governing practice
in private settings so as to protect the welfare of clients. They
recognize that their primary obligation is to persons entitled
to their services through employing institutions, agencies, or
schools. School psychologists who practice in private settings
take full responsibility for protecting client welfare and informing
consumers of issues which may affect their choice of services.
A. School psychologists may not accept any form of remuneration
for services from clients who are entitled to the same service
provided at no cost by the same school psychologist while working
in another public or agency setting. School psychologists working
in public or agency settings that employ more than one school
psychologist may, however, accept remuneration for private services
to clients who are outside the realm of assigned responsibilities.
In such cases, it is recommended that:
A written statement from the
parent or guardian should be obtained by the school psychologist
stating that the client is exercising the right of informed choice
in selecting private services that are available at no cost to
them in the public or agency setting. Copies of the statement
should be maintained by the school psychologist in private practice,
and provided to officials of the public setting or agency.
B. Prior to delivering services for remuneration, school
psychologists working in the private sector inform clients of
psychological services available to them at no cost in the public
or agency setting.
C. School psychologists ensure that the promotion of private
sector services is not a consideration in the assignment of responsibilities
in the public setting or agency.
D. School psychologists working in both public/agency settings
and private sectors conduct all private practice outside of the
hours of contracted public/agency employment. School psychologists
do not use tests, materials, equipment, facilities, secretarial
assistance, or other services belonging to the public setting
or agency, unless approved in advance.
E. School psychologists working in the private sector fully
inform clients of all financial arrangements before providing
services. School psychologists shall not charge fees that are
excessive for the services performed.
F. In announcing services available in the private sector,
school psychologists accurately represent training, experience,
services provided, and professional affiliations. They refrain
from engaging in deceptive advertising or solicitation practices,
and from soliciting testimonials from persons who are vulnerable
to undue influence by the school psychologist. Announcements and
advertisements of publications, products, and services are based
on sound theory, research, and practice.
G. School psychologists working in the private sector make
every effort to prevent misunderstandings resulting from their
recommendations, advice, or information. School psychologists
encourage and cooperate in the sharing of pertinent information
with school psychologists and other appropriate parties responsible
for the client in the school setting. Direct consultation with
such persons is recommended as a means to facilitate constructive
action on behalf of the client, and to resolve minor differences
of opinion.
H. Personal diagnosis and therapy are not provided by means
of public lectures, newspaper columns, magazine articles, radio
and television programs, or mail. Any information shared through
mass media activities is general in nature, and is openly declared
as such.
IV. Research
In performing research, school
psychologists accept responsibility for the selection of topics,
research methodology, subject selection and participation, and
data gathering, analysis, and reporting.
A. School psychologists obtain the permission of their employer
before proceeding with research conducted on-site or during employed
hours.
B. School psychologists clearly describe the nature, intent,
and implications of research projects to primary employers, parents/guardians
of participating students, and, when appropriate, to the students
or clients themselves. Informed consent is obtained before engaging
in research activities involving diagnosis, treatment, or the
obtaining of personally identifiable information.
C. In publishing reports of research, school psychologists
respect the integrity and confidentiality of client information,
provide discussion of the limitations of their data, acknowledge
the existence of disconfirming data and alternative hypotheses
and explanations of findings, and give credit to others for contributions
to the research.
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