Special Education Candidate Handbook (2010)

Transcription

1 Special Education Candidate Handbook (2010)

2 Department of Special Education School of Education - Gonzaga University Spokane, Washington Faculty Members Anjali Barretto Mark K. Derby T. F. McLaughlin Kimberly P. Weber Randy L. Williams Program Assistant III Shannan Palomba Acknowledgement The Department of Special Education would like to acknowledge Jennifer Neyman for her tireless hours work in developing this handbook. We would like to also provide our sincere thanks to Dr. Betty Williams, Dr. Vikki Howard, and Dr. Stephanie Peterson for their contributions of content used in the development of a previous version of a similar document. Rights Reserved Statement The provisions of this publication are not to be regarded as an irrevocable contract. The School of Education reserves the right to modify, revoke, or add to any and all regulations necessary to meet state and national mandates. [2]

3 Table of Contents Mission and Themes 6 Gonzaga University School of Education Mission 7 School of Education Theme 8 Department of Special Education Theme 9 Standards of the Profession 10 CEC Ethical Principles for Special Education Professionals 11 CEC Standards for Professional Practice 12 American Psychological Association (APA): 16 Ethical Principles & Code of Conduct Gonzaga University: Policies and General Information 20 University: Policies and General Information 21 University: Undergraduate Catalogue Information 22 University: Graduate Catalogue Information 23 School of Education: General Information 24 School of Education: General Information 25 Accreditation 25 Bachelor Of Education Degrees 25 Master Degrees 25 Teacher Certification 26 The Teacher Education Assistance for College and Higher Education Grant 26 (TEACH Grant) Fair Process Procedures General Information 26 Special Education: General Information 27 History of the Program 28 Special Education Mission and Conceptual Framework 28 Curriculum 28 Teacher Certification 29 Programmatic Features (Clinic and GU Preschool) 30 Diversity 30 Technology 31 Appeal Process 31 Disability, Resources, Education, & Access Management (DREAM) 31 Cheating Policy 31 Specialized Professional Association (SPA) 31 [3]

4 Bachelor of Education in Special Education 32 Bachelor of Education in Special Education 33 Appeal Process 33 Advising 33 Admission to Special Education Major or Minor 33 Continuing in the Process Satisfactory Progress 34 Dismissal from the Special Education Program 34 Completion of Degree and Graduation Criteria for Completion 34 Master Programs in Special Education 35 Master Degree Programs in Special Education 36 Appeal Process 36 Admissions 36 Assessment Levels 37 Level I: Advancement to Candidacy 37 Level II: Continuing in the Program 37 Level III: Completion of the Capstone Experience 38 Criteria for Completion of the Master of Education in Special Education 38 Dismissal from Program 38 Special Education Practica (All Degrees) 40 Prerequisites for Practica 41 Criteria for Completion of Practica 41 Remediation Plan for Practica 41 Dismissal from Practica 42 Candidate Information 43 Prerequisites for Admission into SpEd Student Teaching or Culminating 44 Experience Admission into Special Education Student Teaching 44 Admission into Special Education Culminating Experience 45 Criteria for Completing Special Education Culminating Experience 45 Dismissal from Special Education Culminating Experience 46 Special Education Knowledge Base Bibliography 47 Forms 58 Form List 59 Advising Sheet: SpEd and Elementary 60 Advising Sheet: SpEd Only 63 [4]

5 Application to Special Education Major/Minor 66 Application for Candidacy into M.Ed. in Special Education 67 Application for Candidacy into MIT in Special Education 68 Candidate Teaching Application Checklist 69 Application for Special Education Student Teaching 70 Pre-Candidate Teaching Evaluation 72 Concerns Checklist 76 Candidate Contract to Alleviate Concern 78 [5]

6 **** Mission and Themes **** [6]

7 Gonzaga University Mission Statement Gonzaga University belongs to a long and distinguished tradition of humanistic, Catholic, and Jesuit education. We, the trustees and regents, faculty, administration and staff of Gonzaga, are committed to preserving and developing that tradition and communicating it to our candidates and alumni. As humanistic, we recognize the essential role of human creativity, intelligence, and initiative in the construction of society and culture. As Catholic, we affirm the heritage which has developed through two thousand years of Christian living, theological reflection, and authentic interpretation. As Jesuit, we are inspired by the vision of Christ at work in the world, transforming it by His love, and calling men and women to work with Him in loving service of the human community. All these elements of our tradition come together within the sphere of free intellectual inquiry characteristic of a university. At Gonzaga, this inquiry is primarily focused on Western culture, within which our tradition has developed. We also believe that a knowledge of traditions and cultures different from our own draws us closer to the human family of which we are a part and makes us more aware of both the possibilities and limitations of our own heritage. Therefore, in addition to our primary emphasis on Western culture, we seek to provide for our candidates some opportunity to become familiar with a variety of human cultures. In the light of our own tradition and the variety of human societies, we seek to understand the world we live in. It is a world of great technological progress, scientific complexity and competing ideologies. It offers great possibilities for cooperation and interdependence, but at the same time presents us with the fact of widespread poverty, hunger, injustice, and the prospect of degeneration and destruction. We seek to provide for our candidates some understanding of contemporary civilization; and we invite them to reflect with us on the problems and possibilities of a scientific age, the ideological differences that separate the peoples of the world, and the rights and responsibilities that come from commitment to a free society. In this way we hope to prepare our candidates for an enlightened dedication to the Christian ideals of justice and peace. Our candidates cannot assimilate the tradition of which Gonzaga is a part nor the variety of human culture, nor can they understand the problems of the world, without the development and discipline of their imagination, intelligence, and moral judgment. Consequently, we are committed at Gonzaga to developing these faculties. And since what is assimilated needs to be communicated if it is to make a difference, we also seek to develop in our candidates the skills of effective writing and speaking. We believe that our candidates, while they are developing general knowledge and skills during their years at Gonzaga, should also attain more specialized competence in at least one discipline or profession. We hope that the integration of liberal humanistic learning and skills with a specialized competence will enable our graduates to enter creatively, intelligently, and with deep moral conviction into a variety of endeavors, and provide leadership in the arts, the professions, business, and public service. Through its academic and candidate life programs, the Gonzaga community encourages its candidates to develop certain personal qualities: self-knowledge, self-acceptance, a restless curiosity, a desire for truth, a mature concern for others, and a thirst for justice. Many of our candidates will find the basis for these qualities in a dynamic Christian faith. Gonzaga tries to provide opportunities for these candidates to express their faith in a deepening life of prayer, participation in liturgical worship and fidelity to the teachings of the Gospel. Other candidates will proceed from a non-christian religious background or from secular philosophic and moral principles. We hope that all our graduates will live creative, productive, and moral lives, seeking to fulfill their own aspirations and at the same time, actively supporting the aspirations of others by a generous sharing of their gifts. [7]

8 School of Education Mission The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and profession. We model and promote leadership, scholarship and professional competence in multiple specializations. We support an environment that is challenging, inclusive, reflective, and collegial. We foster inquiry, intellectual creativity, and evidence-based decision-making to accept the challenges facing a global society. We provide academic excellence in teaching, advising, service, and scholarship. We promote, support, and respect diversity. The School of Education upholds the tradition of Humanistic, Catholic, and Jesuit Education. The mission has been summarized in the theme: "Socially responsible professionals who serve with care, competence, and commitment." [8]

9 Department of Special Education Theme The education of individual learners is a science as well as an art. Application of the scientific method and established principles of learning are critical for improving the educational outcomes for all individuals, regardless of disability or differences, such as race, religion or cultural. Education extends beyond the cognitive domain to include speech and communication, physical development, social skills, activities of daily living and vocational training. Likewise, education goes beyond classroom settings as learning continues in social contexts, residential settings and the workplace. The education of every individual must consider that person s specific strengths, desires and needs and be planned in the context of the individual s family, community and legal rights. The special education practitioner, therefore, must be prepared to be more than a competent instructor. The special educator must be equipped to communicate well with other professionals, to provide informed and ethical advice to families, and to act as an advocate for the full inclusion of all individuals within the culture. Leadership in the special education profession is established only when the special educator also continues to be a scholar and researcher, capable of critically evaluating teaching strategies and materials, careful in identifying effective procedures and aids, and skillful in communicating these findings to the professional community. Leadership in special education is established through rigorous training in the fundamental language and legal issues of the profession, in assessment and evaluation, in data based best practices, in communication with families and professionals and in applied research and critical analysis of research. Training must emphasize experience and application with learners who are typical, as well as atypical, and must be accompanied by continuous monitoring and feedback. Finally, such leadership preparation is successful only when it is carried out by committed, practicing professionals who model these values, attitudes, knowledge, skills and qualities of leadership. [9]

10 **** Standards of the Profession **** [10]

11 CEC Ethical Principles for Special Education Professionals Professional special educators are guided by the CEC professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles: A. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background. B. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families. C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. D. Practicing collegially with others who are providing services to individuals with exceptionalities. E. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making. F. Using evidence, instructional data, research and professional knowledge to inform practice. G. Protecting and supporting the physical and psychological safety of individuals with exceptionalities. H. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities. I. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies. J. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities. K. Engaging in the improvement of the profession through active participation in professional organizations. L. Participating in the growth and dissemination of professional knowledge and skills. Adopted by the CEC Board of Directors, January Standards/EthicsPracticeStandards/default.htm [11]

12 CEC Standards for Professional Practice Professionals in Relation to Persons with Exceptionalities and Their Families Instructional Responsibilities Special education personnel are committed to the application of professional expertise to ensure the provision of quality education for all individuals with exceptionalities. Professionals strive to: (1) Identify and use instructional methods and curricula that are appropriate to their area of professional practice and effective in meeting the individual needs of persons with exceptionalities. (2) Participate in the selection and use of appropriate instructional materials, equipment, supplies, and other resources needed in the effective practice of their profession. (3) Create safe and effective learning environments, which contribute to fulfillment of needs, stimulation of learning, and self-concept. (4) Maintain class size and caseloads that are conducive to meeting the individual instructional needs of individuals with exceptionalities. (5) Use assessment instruments and procedures that do not discriminate against persons with exceptionalities on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation, or exceptionality. (6) Base grading, promotion, graduation, and/or movement out of the program on the individual goals and objectives for individuals with exceptionalities. (7) Provide accurate program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices, for the purpose of decision making. (8) Maintain confidentiality of information except when information is released under specific conditions of written consent and statutory confidentiality requirements. Management of Behavior Special education professionals participate with other professionals and with parents in an interdisciplinary effort in the management of behavior. Professionals: (1) Apply only those disciplinary methods and behavioral procedures, which they have been instructed to use, and which do not undermine the dignity of the individual or the basic human rights of persons with exceptionalities, such as corporal punishment. (2) Clearly specify the goals and objectives for behavior management practices in the persons with exceptionalities individualized education program. (3) Conform to policies, statutes, and rules established by state/provincial and local agencies relating to judicious application of disciplinary methods and behavioral procedures. (4) Take adequate measures to discourage, prevent, and intervene when a colleague s behavior is perceived as being detrimental to exceptional candidates. (5) Refrain from aversive techniques unless repeated trials of other methods have failed and only after consultation with parents and appropriate agency officials. [12]

13 Support Procedures Professionals: (1) Seek adequate instruction and supervision before they are required to perform support services for which they have not been prepared previously. (2) May administer medication, where state/provincial policies do not preclude such action, if qualified to do so or if written instructions are on file which state the purpose of the medication, the conditions under which it may be administered, possible side effects, the physician s name and phone number, and the professional liability if a mistake is made. The professional will not be required to administer medication. (3) Note and report to those concerned whenever changes in behavior occur in conjunction with the administration of medication or at any other time. Parent Relationships Professionals seek to develop relationships with parents based on mutual respect for their roles in achieving benefits for the exceptional person. Special education professionals: (1) Develop effective communication with parents, avoiding technical terminology, using the primary language of the home, and other modes of communication when appropriate. (2) Seek and use parents knowledge and expertise in planning, conducting, and evaluating special education and related services for persons with exceptionalities. (3) Maintain communications between parents and professionals with appropriate respect for privacy and confidentiality. (4) Extend opportunities for parent education utilizing accurate information and professional methods. (5) Inform parents of the educational rights of their children and of any proposed or actual practices, which violate those rights. (6) Recognize and respect cultural diversities which exist in some families with persons with exceptionalities. (7) Recognize that the relationship of home and community environmental conditions affects the behavior and outlook of the exceptional person. Advocacy Special education professionals serve as advocates for exceptional candidates by speaking, writing, and acting in a variety of situations on their behalf. They: (1) Continually seek to improve government provisions for the education of persons with exceptionalities while ensuring that public statements by professionals as individuals are not construed to represent official policy statements of the agency that employs them. (2) Work cooperatively with and encourage other professionals to improve the provision of special education and related services to persons with exceptionalities. (3) Document and objectively report to one s supervisors or administrators inadequacies in resources and promote appropriate corrective action. (4) Monitor for inappropriate placements in special education and intervene at appropriate levels to correct the condition when such inappropriate placements exist. (5) Follow local, state/provincial, and federal laws and regulations which mandate a free appropriate public education to exceptional candidates and the protection of the rights of persons with exceptionalities to equal opportunities in our society. [13]

14 Professionals in Relation to Employment Certification and Qualification Professionals ensure that only persons deemed qualified by having met state/provincial minimum standards are employed as teachers, administrators, and related service providers for individuals with exceptionalities. Employment (1) Professionals do not discriminate in hiring on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation, or exceptionality. (2) Professionals represent themselves in an ethical and legal manner in regard to their training and experience when seeking new employment. (3) Professionals give notice consistent with local education agency policies when intending to leave employment. (4) Professionals adhere to the conditions of a contract or terms of an appointment in the setting where they practice. (5) Professionals released from employment are entitled to a written explanation of the reasons for termination and to fair and impartial due process procedures. (6) Special education professionals share equitably the opportunities and benefits (salary, working conditions, facilities, and other resources) of other professionals in the school system. (7) Professionals seek assistance, including the services of other professionals, in instances where personal problems threaten to interfere with their job performance. (8) Professionals respond objectively when requested to evaluate applicants seeking employment. (9) Professionals have the right and responsibility to resolve professional problems by utilizing established procedures, including grievance procedures, when appropriate. Assignment and Role (1) Professionals should receive clear written communication of all duties and responsibilities, including those which are prescribed as conditions of their employment. (2) Professionals promote educational quality and intra- and interprofessional cooperation through active participation in the planning, policy development, management, and evaluation of the special education program and the education program at large so that programs remain responsive to the changing needs of persons with exceptionalities. (3) Professionals practice only in areas of exceptionality, at age levels, and in program models for which they are prepared by their training and/or experience. (4) Adequate supervision of and support for special education professionals is provided by other professionals qualified by their training and experience in the area of concern. (5) The administration and supervision of special education professionals provides for clear lines of accountability. (6) The unavailability of substitute teachers or support personnel, including aides, does not result in the denial of special education services to a greater degree than to that of other educational programs. Professional Development (1) Special education professionals systematically advance their knowledge and skills in order to maintain a high level of competence and response to the changing needs of persons with exceptionalities by pursuing a program of continuing education including but not limited to participation in such activities as inservice training, professional conferences/workshops, professional meetings, continuing education courses, and the reading of professional literature. (2) Professionals participate in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. (3) Professionals in administrative positions support and facilitate professional development. [14]

15 Professionals in Relation to the Profession and to Other Professionals The Profession (1) Special education professionals assume responsibility for participating in professional organizations and adherence to the standards and codes of ethics of those organizations. (2) Special education professionals have a responsibility to provide varied and exemplary supervised field experiences for persons in undergraduate and graduate preparation programs. (3) Special education professionals refrain from using professional relationships with candidates and parents for personal advantage. (4) Special education professionals take an active position in the regulation of the profession through use of appropriate procedures for bringing about changes. (5) Special education professionals initiate, support, and/or participate in research related to the education of persons with exceptionalities with the aim of improving the quality of educational services, increasing the accountability of programs, and generally benefiting persons with exceptionalities. They: Adopt procedures that protect the rights and welfare of subjects participating in the research. Interpret and publish research results with accuracy and a high quality of scholarship. Support a cessation of the use of any research procedure that may result in undesirable consequences for the participant. Exercise all possible precautions to prevent misapplication or misutilization of a research effort, by self or others. Other Professionals Special education professionals function as members of interdisciplinary teams, and the reputation of the profession resides with them. They: (1) Recognize and acknowledge the competencies and expertise of members representing other disciplines as well as those of members in their own disciplines. (2) Strive to develop positive attitudes among other professionals toward persons with exceptionalities, representing them with an objective regard for their possibilities and their limitations as persons in a democratic society. (3) Cooperate with other agencies involved in serving persons with exceptionalities through such activities as the planning and coordination of information exchanges, service delivery, evaluation, and training, so that duplication or loss in quality of services may not occur. (4) Provide consultation and assistance, where appropriate, to both general and special educators as well as other school personnel serving persons with exceptionalities. (5) Provide consultation and assistance, where appropriate, to professionals in nonschool settings serving persons with exceptionalities. (6) Maintain effective interpersonal relations with colleagues and other professionals, helping them to develop and maintain positive and accurate perceptions about the special education profession. Standards/PracticeStandards/default.htm#standards [15]

16 Introduction and Applicability Ethical Principles of Psychologists and Code of Conduct The American Psychological Association's (APA's) Ethical Principles of Psychologists and Code of Conduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles (A - E), and specific Ethical Standards. The Introduction discusses the intent, organization, procedural considerations, and scope of application of the Ethics Code. The Preamble and General Principles are aspirational goals to guide psychologists toward the highest ideals of psychology. Although the Preamble and General Principles are not themselves enforceable rules, they should be considered by psychologists in arriving at an ethical course of action. The Ethical Standards set forth enforceable rules for conduct as psychologists. Most of the Ethical Standards are written broadly, in order to apply to psychologists in varied roles, although the application of an Ethical Standard may vary depending on the context. The Ethical Standards are not exhaustive. The fact that a given conduct is not specifically addressed by an Ethical Standard does not mean that it is necessarily either ethical or unethical. This Ethics Code applies only to psychologists' activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code. Membership in the APA commits members and candidate affiliates to comply with the standards of the APA Ethics Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not itself a defense to a charge of unethical conduct. The procedures for filing, investigating, and resolving complaints of unethical conduct are described in the current Rules and Procedures of the APA Ethics Committee. APA may impose sanctions on its members for violations of the standards of the Ethics Code, including termination of APA membership, and may notify other bodies and individuals of its actions. Actions that violate the standards of the Ethics Code may also lead to the imposition of sanctions on psychologists or candidates whether or not they are APA members by bodies other than APA, including state psychological associations, other professional groups, psychology boards, other state or federal agencies, and payors for health services. In addition, APA may take action against a member after his or her conviction of a felony, expulsion or suspension from an affiliated state psychological association, or suspension or loss of licensure. When the sanction to be imposed by APA is less than expulsion, the 2001 Rules and Procedures do not guarantee an opportunity for an in-person hearing, but generally provide that complaints will be resolved only on the basis of a submitted record. The Ethics Code is intended to provide guidance for psychologists and standards of professional conduct that can be applied by the APA and by other bodies that choose to adopt them. The Ethics Code is not intended to be a basis of civil liability. Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur. [16]

17 The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur without the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or (4) guard against a set of rigid rules that might be quickly outdated. As used in this Ethics Code, the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances, given the knowledge the psychologist had or should have had at the time. In the process of making decisions regarding their professional behavior, psychologists must consider this Ethics Code in addition to applicable laws and psychology board regulations. In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner. If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing authority in keeping with basic principles of human rights. Preamble Psychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work. This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, candidates, and the public regarding ethical standards of the discipline. The development of a dynamic set of ethical standards for psychologists' work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by candidates, supervisees, employees, and colleagues; and to consult with others concerning ethical problems. General Principles This section consists of General Principles. General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose. Principle A: Beneficence and Nonmaleficence Psychologists strive to benefit those with whom they work and take care to do no harm. In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons, and the welfare of animal subjects of research. When conflicts occur among psychologists' obligations or concerns, [17]

18 they attempt to resolve these conflicts in a responsible fashion that avoids or minimizes harm. Because psychologists' scientific and professional judgments and actions may affect the lives of others, they are alert to and guard against personal, financial, social, organizational, or political factors that might lead to misuse of their influence. Psychologists strive to be aware of the possible effect of their own physical and mental health on their ability to help those with whom they work. Principle B: Fidelity and Responsibility Psychologists establish relationships of trust with those with whom they work. They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behavior, and seek to manage conflicts of interest that could lead to exploitation or harm. Psychologists consult with, refer to, or cooperate with other professionals and institutions to the extent needed to serve the best interests of those with whom they work. They are concerned about the ethical compliance of their colleagues' scientific and professional conduct. Psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage. Principle C: Integrity Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. In these activities psychologists do not steal, cheat, or engage in fraud, subterfuge, or intentional misrepresentation of fact. Psychologists strive to keep their promises and to avoid unwise or unclear commitments. In situations in which deception may be ethically justifiable to maximize benefits and minimize harm, psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques. Principle D: Justice Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists. Psychologists exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices. Principle E: Respect for People's Rights and Dignity Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and selfdetermination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making. Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status and consider these factors when working with members of such groups. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices. [18]

19 Detailed content regarding each standard can be found at The standards are listed below: Standard 1: Resolving Ethical Issues Standard 2: Competence Standard 3: Human Relations Standard 4: Privacy and Confidentiality Standard 5: Advertising and Other Public Statements Standard 6: Record Keeping and Fees Standard 7: Education and Training Standard 8: Research and Publication Standard 9: Assessment Standard 10: Therapy History and Effective Date This version of the APA Ethics Code was adopted by the American Psychological Association's Council of Representatives during its meeting, August 21, 2002, and is effective beginning June 1, Inquiries concerning the substance or interpretation of the APA Ethics Code should be addressed to the Director, Office of Ethics, American Psychological Association, 750 First Street, NE, Washington, DC The Ethics Code and information regarding the Code can be found on the APA web site. The standards in this Ethics Code will be used to adjudicate complaints brought concerning alleged conduct occurring on or after the effective date. Complaints regarding conduct occurring prior to the effective date will be adjudicated on the basis of the version of the Ethics Code that was in effect at the time the conduct occurred. The APA has previously published its Ethics Code as follows: American Psychological Association. (1953). Ethical standards of psychologists. Washington, DC: Author. American Psychological Association. (1959). Ethical standards of psychologists. American Psychologist, 14, American Psychological Association. (1963). Ethical standards of psychologists. American Psychologist, 18, American Psychological Association. (1968). Ethical standards of psychologists. American Psychologist, 23, American Psychological Association. (1977, March). Ethical standards of psychologists. APA Monitor, American Psychological Association. (1979). Ethical standards of psychologists. Washington, DC: Author. American Psychological Association. (1981). Ethical principles of psychologists. American Psychologist, 36, American Psychological Association. (1990). Ethical principles of psychologists (Amended June 2, 1989). American Psychologist, 45, American Psychological Association. (1992). Ethical principles of psychologists and code of conduct. American Psychologist, 47, Request copies of the APA's Ethical Principles of Psychologists and Code of Conduct from the APA Order Department, 750 First Street, NE, Washington, DC , or phone (202) [19]

20 **** Gonzaga University Policies & General Information **** [20]