STANDARDS FOR PROFESSIONAL PRACTICE FOR MEMBERS OF THE BRITISH COLUMBIA ASSOCIATION OF SCHOOL PSYCHOLOGISTS PREFACE

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1 STANDARDS FOR PROFESSIONAL PRACTICE FOR MEMBERS OF THE BRITISH COLUMBIA ASSOCIATION OF SCHOOL PSYCHOLOGISTS PREFACE The Standards for Professional Practice for Members of the British Columbia Association of School Psychologists were prepared by the 2006 Ethics and Conduct Committee. Members of the committee were Ray Tomusiak (Chair), Aase McMullin, and Emily Gambino Brooks. A number of meetings were held by the committee during 2006 to assemble the document. A draft document was posted on the BCASP Website in August Members were requested in the summer newsletter and on the website to comment, critique, and offer suggestions to the committee before preparations for a final draft. The document was presented to the membership for ratification at the BCASP Annual General Meeting in November The Standards are basically a revision or an updating of the BCASP Guidelines for Ethical Conduct. Much of the original document remains intact. A goal of the committee was to make statements clear, specific, and relevant in a coherent framework encompassing standards of practice. Information deemed important for the Standards was also gathered from documentation produced by the National Association of School Psychologists (NASP) and the Canadian Association of School Psychologists (CASP). It has been 15 years since BCASP has made changes to the document. Much time and effort went into the development of the original document by the 1991 Ethics Committee consisting of Sue Wagner (Chair), Harriet Bryant, John Carter, Jeanine Harper, Barbara Nielsen, and Brian Ward. To these members who developed the original document BCASP is grateful. 1

2 The change in name of the document occurred to reflect important and timely standards of practice for school psychologists, namely BCASP members, which are meant to be specific of principled behaviour and competent daily practice in the educational setting. This document is meant to go hand in hand with the more abstract, moral, and enduring Code of Ethics for the Canadian Association of School Psychologists which was also adopted by the membership in November Both documents are meant to be enforceable. It is the intention of the Ethics and Professional Conduct Committee that the BCASP Standards will continue to evolve and change as the membership directs. I. INTRODUCTION Ethical principles refer to standards of conduct that are expected of members belonging to a professional organization. A code of ethics describes the commitment of professionals to ensure that they conduct themselves in a proper manner. The primary function of a code of ethics is to guide professionals in their everyday conduct, to assist in the resolution of ethical dilemmas, and to play an active part in the adjudication of ethical complaints. The British Columbia Association of School Psychologists has adopted the Code of Ethics for the Canadian Association of School Psychologists (CASP). The four principles that form the basis of this code of ethics are as follows: Principle I: Respect for the Dignity of Persons Principle II: Responsible Caring Principle III: Integrity in Relationships Principle IV: Responsibility to Society Each of the four core principles contains a lengthy value statement and a list of standards associated with each principle. The values and concepts expressed in the document are abstract, broad and enduring; that is, they are meant to withstand the test of time. The CASP Code of Ethics forms the foundation for the BCASP Standards for Professional Practice. The Standards document is meant to be more specific of principled, competent, and high quality practice in the educational setting which school psychologists find themselves in. Both documents provide the underlying principles and values that govern the professional conduct of school psychologists and their commitment to ensure that each person served will receive the highest quality of service. School psychologists are specialized professionals certified to work in a school setting 2

3 where other ethical codes may be in place. School psychologists work in situations where circumstances may develop which are not clearly dealt with in other ethical guidelines. The intent is that members first responsibility is to the BCASP Standards for Professional Practice. In the case that there is conflict between or confusion about adhering to the BCASP Standards for Professional Practice and the expectations or actions of other governing bodies (e.g., employer or union), the school psychologist should inform the other party of the problem in order to remedy the situation. Ultimate responsibility for ethical conduct rests with the professional. The intent of this documentation is to provide enforceable standards to support the delivery of high quality school psychological services in the province of British Columbia. It is also important for school psychologists to differentiate between their legal mandate and ethical responsibility. School psychologists are urged to become familiar with applicable legal requirements such as those contained in the School Act and the Health Professions Act. At times, the Ethics may require a higher standard of behaviour than the prevailing policies and pertinent laws. The ethical standards in this guide are organized into several sections representing the multifaceted nature of school psychologists' roles. Principles or statements presented in one section may also apply to other areas and situations. School psychologists should consult with other experienced professionals and seek advice from the appropriate professional organization when a situation is encountered for which there is no clearly indicated course of action. II. PROFESSIONAL COMPETENCY 1. School psychologists' roles mandate a mastery of skills drawing from education and psychology. Members of BCASP are certified school psychologists. 2. School psychologists offer only those services which are within their individual area of training and experience. Competence levels are accurately represented to schools and clients in a professional manner. School psychologists do not use affiliations with other professional persons or with institutions or associations to imply a level of professional competence which exceeds that which has actually been achieved. 3. School psychologists recognize the need for their own continuing professional development and pursue opportunities to learn about new methodologies, research and technology with the combined aim of both advancing as a professional and implementing changes that benefit children and families. 4. School psychologists enlist the support and expertise of other specialists in supervisory, consultative, and referral roles when appropriate. 3

4 5. School psychologists must be capable of reviewing the technical merits of selected test instruments in terms of characteristics such as validity, reliability, standardization, and test construction. It is incumbent on school psychologists to demonstrate that the tests and procedures used to arrive at diagnosis and interpretation are valid. III. PROFESSIONAL RELATIONSHIPS A. GENERAL 1. School psychologists respect each person with whom they are working and deal justly and impartially with each regardless of his/her physical, mental, emotional, political, economic, social, cultural, racial, or religious characteristics. 2. School psychologists maintain professional relationships with students, parents, the school and community. 3. School psychologists do not exploit their professional relationships with their clients or colleagues. B. STUDENTS 1. School psychologists consider the students to be their primary responsibility and act as advocates of their rights and welfare. 2. School psychologists use an approach which reflects a humanistic concern for dignity and personal integrity when working with students. 3. As appropriate, school psychologists discuss, in a manner that is understood by the student, the outcomes of assessment, counseling or other services. The sharing of information should be formulated to fit the developmental maturity of the student and nature of the information. 4. As appropriate, school psychologists inform students of all others who will receive information regarding the student and the manner and extent of information that will be communicated. C. PARENTS 1. School psychologists communicate with parents regarding assessment, counseling and intervention strategies and results in a manner that ensures their understanding and participation. 2. School psychologists recognize the importance of parental support and seek to 4

5 obtain a positive and agreeable relationship with parents at all times when working with their children. 3. School psychologists are respectful of parents wishes, concerns and beliefs. This includes discussing options for alternative services for the student if the parent objects to psychological services. 4. School psychologists discuss their findings and recommendations to parents and legal guardians in a timely manner. 5. School psychologists advise parents of sources of help available at the school and in the community and discuss alternative programming arrangements. 6. School psychologists inform parents about the contents of their reports and on matters of confidentiality. D. OTHER PROFESSIONALS 1. School psychologists respect and understand the areas of expertise of other professionals. They have a responsibility to be aware of the qualifications of community professionals to whom they refer students and their families. 2. School psychologists work in full cooperation with other psychologists and other professionals and agencies in a relationship based on mutual respect and recognition of the multidisciplinary service needed to meet the needs of students. 3. School psychologists explain their professional competencies and working relationships with the school system to other professionals within and outside the educational system as required. 4. School psychologists who are aware of or suspect detrimental or unethical practices, attempt to resolve the issue through discussion with the person concerned. If such informal efforts are not productive and a violation appears to have occurred, steps for filing an ethical complaint as outlined by the appropriate professional association are followed. 5. School psychologists, acting as supervisors or mentors to interns, review and evaluate assessment results, conferences, counseling strategies and documents. They are prepared to assure the British Columbia Association of School Psychologists that training in the field is supervised adequately. E. COMMUNITY 1. School psychologists respect the prevailing community laws, mores, social customs, and cultural expectations in all professional activities provided that this does not 5

6 contravene respect for the dignity of persons, responsible caring and integrity in relationships. 2. School psychologists may exercise their constitutional rights as the basis for procedures and practices designed to bring about social change. Such activities are conducted as involved citizens and not as representative of the British Columbia Association of School Psychologists. IV. PROFESSIONAL RESPONSIBILITIES A. GENERAL 1. School psychologists accept responsibility for the consequences of their behavior and ensure their professional skills, position and influence are applied only for purposes which serve the best interests of their clients. 2. School psychologists refrain from involvement in any activity in which their personal problems or conflicts may interfere with professional effectiveness. Professional assistance is sought to alleviate such problems. B. ADVOCACY 1. School psychologists act as advocates and will speak up for the needs and rights of students even at times when it may be difficult to do so. 2. School psychologists apply influence, position and professional skills in ways that protect the dignity and rights of individual students. They advocate for the improvement of the quality of life and education when undertaking assessment, counseling and intervention. 3. School psychologists concerns for protecting the rights and welfare of children are communicated to the school administration and staff as the top priority in determining services. C. CONFIDENTIALITY 1. School psychologists are guided by an awareness of the personal and confidential nature of information obtained in the assessment of a student. 2. School psychologists comply with laws, regulations and policies pertaining to adequate storage and disposal of records, including rough drafts, to maintain confidentiality of information. 6

7 3. To ensure confidentiality, school psychologists do not transmit student/client records electronically without an assurance of privacy. Receiving FAX machines must be in a secure location and messages must be encrypted or else stripped of student/client identifying information. D. INFORMED CONSENT 1. School psychologists must obtain informed written consent from parents or legal guardians prior to engaging in a psychological assessment or direct service to a student who is under the legal age. 2. In obtaining informed written consent, school psychologists assure that at least the following points are understood: purpose and nature of the services, mutual responsibilities, the option to refuse or withdraw from the service at any time, the period of time for which the consent applies and how to rescind consent if desired. 3. School psychologists must obtain written consent from parents and legal guardians prior to sharing the results of the psychological assessment or service to professionals or agencies that are outside the school setting. 4. School psychologists use signed consent forms that clearly specify the distribution of reports to professionals and agencies outside of the school district. E. CONFLICT OF INTEREST 1. School psychologists avoid situations where any possible conflict of interest or appearance of a conflict of interest may compromise their relationships with their students, colleagues and/or their employers. 2. In a situation where there are divided or conflicting interests (as between parent, teacher, school, student, supervisor, trainer) school psychologists are responsible for attempting to work out a plan of action which, in their opinions, is in the best interests of the student. 3. School psychologists may not provide privately the same services normally provided in the course of their work to students from the school district which the psychologists are employed. F. PROFESSIONAL DEVELOPMENT 1. As per the BCASP Constitution (Sec. 2.4), all members shall actively participate and engage in activities which maintain, expand and update their professional skills. This requirement may be met by completing at least 75 hours of professional development within 3 years. 7

8 2. School psychologists who supervise and train interns or colleagues accept the obligation of providing experiences to further their professional development. Appropriate working conditions, fair and timely evaluation and constructive consultation are provided. V. PROFESSIONAL PRACTICES A. SERVICE DELIVERY 1. School psychologists maintain an understanding of the B.C. Ministry of Education goals, processes, and legal requirements as it relates to their practice. 2. School psychologists are familiar with the philosophy, organization, and programs of the school district or organization to which they are assigned. 3. School psychologists recognize the need to become familiar with the staff, support programs, teaching strategies and instructional materials within the schools they serve. 4. School psychologists establish and communicate clear roles for themselves within the system in which they work. B. ASSESSMENT 1. School psychologists strive to maintain the highest standard of service by objectively collecting data appropriate for the student using reliable, valid instruments and techniques. 2. School psychologists use multiple assessment methods to present a comprehensive picture of the student. This may include background information, observations, interviews, and information from other professionals in addition to the test data itself. 3. School psychologists attempt to ensure that psychoeducational assessment techniques are practiced only by appropriately qualified professionals. C. INTERVENTION 1. School psychologists recommend interventions which are appropriate to the needs of the student. These interventions should be consistent with the data collected during the assessment and should reflect responsible, research-based practice. 2. School psychologists refer students to other professionals for services when a condition is identified which is outside the treatment competencies of the school psychologist. 8

9 3. School psychologists encourage and support the use of resources that best serve the interests of their students. D. REPORTING 1. School psychologists reports are written and delivered to their recipients in a timely manner. Verbal reporting out conferences or meetings are also conducted within appropriate timeframes. 2. School psychologists ensure that student/client information reaches only authorized persons; that is, written informed consent of the client has been obtained. 3. School psychologists, take responsibility to communicate relevant findings and recommendations in language which is readily understood by the intended recipients. 4. School psychologists provide information which emphasizes interpretations and recommendations rather than test scores. 5. School psychologists appraise the degree of reliance or confidence of the information placed in their reports. 6. School psychologists review all of their written documents for accuracy, signing them only when correct. E. USE OF MATERIALS AND TECHNOLOGY 1. School psychologists are responsible for maintaining test security and ensuring that access to psychological tests is restricted to those qualified to use them. 2. School psychologists observe copyright laws. 3. School psychologists who utilize student information in presentations or publications, either obtain prior consent in writing or remove all identifying data of a confidential nature. 4. School psychologists use computer generated reports prudently and do not condone inappropriate use of computer generated test analysis or reports. 5. School psychologists maintain full responsibility for any technological services used for diagnostic, consultative or information management purposes. 6. School psychologists who utilize technological data management services, apply the same ethical standards for use, interpretation and maintenance of data as for any other sensitive information. 9

10 F. RESEARCH AND EVALUATION 1. School psychologists in performing research and program evaluation, accept responsibility for selection of topics, research methodology, subject selection, data gathering, analysis and reporting. 2. In publishing reports of their research, they provide discussion of limitations of their data and acknowledge existence of inconsistent data, as well as alternative hypotheses and explanations of their findings. 3. School psychologists acknowledge the sources of their ideas and materials when publishing. G. PROFESSIONAL PRACTICE IN PRIVATE SETTINGS 1. School psychologists who engage in private practice abide by the regulations under the Health Professions Act and the BCASP Constitution with respect to signature and title. 2. School psychologists do not place themselves in a conflict of interest. Those who provide services both privately and through an employer do not accept remuneration from clients who are entitled to the same service from the school psychologist free of charge. 3. School psychologists who engage in private practice maintain such practice outside their hours of employment. 4. School psychologists engaged in private practice do not use tests, materials or services belonging to their employer without authorization. 10

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