Jacob Susan - Ethics and Law for School Psychologists

Copyright 2016 by John Wiley & Sons, Inc. All rights reserved.

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Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data

Names: Jacob, Susan, 1949- author. | Decker, Dawn M. author. | Lugg, Elizabeth T. (Elizabeth Timmerman) author.

Title: Ethics and law for school psychologists / Susan Jacob, Dawn M. Decker, Elizabeth Timmerman Lugg.

Description: Seventh edition. | Hoboken, New Jersey : John Wiley & Sons, Inc., 2016. | Includes index.

Identifiers: LCCN 2016018222 | ISBN 9781119157069 (hardback) | ISBN 9781119157168 (epub)

Subjects: LCSH: School psychologistsLegal status, laws, etc.United States. | School psychologistsProfessional ethicsUnited States. | BISAC: PSYCHOLOGY / Education & Training.

Classification: LCC KF4192.5.P8 J33 2016 | DDC 174/.9371713dc23

LC record available at https://lccn.loc.gov/2016018222

Cover Design: Wiley

Cover Image: annasir/Shutterstock

SEVENTH EDITION

This book is dedicated to the memory of Tim and Nancy Hartshorne's children,Michael David Salem Hartshorne (19841992) and Katherine Swift Hartshorne (19911992)
And to the memory of Susan Jacob's son, Andrew Alan Neal (19822009)
The brevity of their lives reminds us just how precious are all children.

There are a number of excellent texts, journal articles, and book chapters on ethics in psychology, legal issues in school psychology, and special education law. However, in the late 1980s, the authors of the first edition of this book recognized a need for a single sourcebook on ethics and law specifically written to meet the unique needs of the psychologist in the school setting. Consequently, Ethics and Law for School Psychologists was written to provide up-to-date information on ethical principles and standards and law pertinent to the delivery of school psychological services. Our goals for this seventh edition of the book remain unchanged. We hope that the book will continue to be useful as a basic textbook or supplementary text for school psychology students in training and as a resource for practitioners. In addition, we hope it will also be a valuable resource for scholars interested in ethical and legal issues in the field of school psychology.

As stated in the preface to the first edition, one goal in writing the book was to bring together various ethical and legal guidelines pertinent to the delivery of school psychological services. We also introduce an ethical-legal decision-making model. We concur with the suggestion that the educated practitioner is the best safeguard against ethical-legal problems (Koocher & Keith-Spiegel, 2008). School psychologists with a broad knowledge base of ethics and law are likely to anticipate and prevent problems. Use of a decision-making model allows the practitioner to make informed, well-reasoned choices in resolving problems when they do occur (Eberlein, 1987; M. A. Fisher, 2013; Tymchuk, 1986).

, we discuss privacy, informed consent, confidentiality, privileged communication, and record keepingethical-legal concerns that cut across all of the school psychologist's many roles.

The remaining chapters focus on ethical-legal issues associated with specific roles. provides a brief overview of issues associated with school-based supervision of school psychologists in training. And, finally, in the epilogue, we discuss advocacy.

We have chosen to focus on ethical-legal issues of interest to current and future school-based practitioners. Consistent with this focus, we did not include a discussion of issues associated with private practice. Interested readers are encouraged to consult C. B. Fisher (2012); Knapp, Gottlieb, Handelsman, and VandeCreek (2012); and Knapp and VandeCreek (2012). We also did not address the legal rights of psychologists as employees in the public schools. However, we did address situations in which the freedoms of ordinary citizens must be balanced with the school psychologist's professional roles and responsibilities.

A rapid increase in the use of digital technology for generation, storage, and communication of information in the schools has occurred in recent years (L. D. Armistead, [2014b], p. 459). The seventh edition of Ethics and Law for School Psychologists gives new attention to ethical-legal considerations associated with the use of digital-age technologies by school districts, school psychologists, and schoolchildren. For example, in . In addition, new vignettes challenge readers to apply their knowledge of ethics and law to contemporary issues raised by the increased use of digital technologies.

The seventh edition includes a summary of, and citations to, the Every Student Succeeds Act (ESSA, Pub. L. No. 114-95), signed into law on December 10, 2015. The ESSA is the most recent set of amendments to the Elementary and Secondary Education Act of 1965. The ESSA citations in this book are to the text of the Senate Bill, S. 1177.