Now in its Sixth Edition, Ethics and Law for School Psychologists continues to be a key source of information for understanding and delivering ethically and legally sound services within a school setting. Completely updated to reflect the revised 2010 NASP Principles for Professional Ethics, the new edition of this classic text also addresses the final regulations in implementing the Individuals with Disabilities Education Act and the amended Americans with Disabilities Act. Ideal for school psychologists in training, the text features numerous case vignettes, end-of-chapter questions, and topics for discussion.

Susan Jacob, PhD, is a Professor of Psychology at Central Michigan University. She has served on national and state ethics committees and was on the team responsible for drafting the 2010 version of NASP's Principles for Professional Ethics. Dawn M. Decker, PhD, NCSP, is an Associate Professor in the Department of Counseling and Special Education at Central Michigan University. Her scholarship addresses the impact of legal initiatives on educational assessment and instructional practices. Timothy S. Hartshorne, PhD, is a Professor of Psychology and former department chair and assistant vice provost at Central Michigan University. He is founding chair of the ethics committee for the North American Society of Adlerian Psychology.

Preface	p. xi
What's in the Book	p. xi
What's Not in the Book	p. xii
Sixth Edition Revisions	p. xii
Two Disclaimers	p. xiii
Cast of Characters	p. xiii
Acknowledgments	p. xv
Ethics in School Psychology: An Introduction	p. 1
Quality Control in School Psychology	p. 1
What and Why of Professional Ethics	p. 1
Ethics Training and Competencies	p. 4
Codes of Ethics	p. 7
Four Broad Ethical Principles	p. 10
Summary	p. 18
Ethical and Legal Decision Making	p. 18
Unethical Conduct	p. 22
Concluding Comments	p. 25
Study and Discussion	p. 25
Law and School Psychology: An Introduction	p. 27
The U.S. Constitution	p. 27
Statutes and Regulations	p. 32
Case Law	p. 36
Summary	p. 37
Credentialing of School Psychologists	p. 38
Civil Lawsuits Against Schools and School Psychologists	p. 39
Concluding Comments	p. 43
Study and Discussion	p. 43
Privacy, Informed Consent, Confidentiality, and Record Keeping	p. 45
Privacy	p. 45
Informed Consent to Establish a School Psychologist-Client Relationship	p. 47
Confidentiality	p. 52
Privileged Communication	p. 57
Record Keeping in the Schools	p. 62
Concluding Comments	p. 76
Study and Discussion	p. 76
Ethical-Legal Issues in the Education of Students with Disabilities Under IDEA	p. 79
Education of Children with Disabilities: A Historical Perspective	p. 79
Individuals with Disabilities Education Act	p. 81
Infants and Toddlers with Disabilities	p. 119
Concluding Comments	p. 123
Study and Discussion	p. 123
Section 504 and the Americans with Disabilities Act	p. 125
Section 504	p. 125
Americans with Disabilities Act	p. 136
Concluding Comments	p. 137
Study and Discussion	p. 138
Ethical and Legal Issues in Psychoeducational Assessment	p. 139
Testing Versus Assessment	p. 139
Preassessment Responsibilities	p. 141
Assessment Planning	p. 144
Information Gathering	p. 150
Assessment Interpretation	p. 151
Nonbiased Assessment	p. 153
Personality Assessment	p. 157
Professional Competence and Autonomy	p. 158
Computers in Psychoeducational Assessment	p. 159
Concluding Comments	p. 160
Study and Discussion	p. 160
Ethical and Legal Issues in School-Based Interventions	p. 163
Interventions for Students Who Require Academic and Behavioral Support to Succeed in General Education	p. 163
Therapeutic Interventions Within the Context of a School Psychologist-Client Relationship	p. 169
Duty to Protect	p. 172
Competence and Responsibility	p. 183
Psychopharmacologic Interventions in the Schools	p. 185
Concluding Comments	p. 187
Study and Discussion	p. 187
Indirect Services I: Ethical-Legal Issues in Working with Teachers and Parents	p. 191
Consultation with Teachers	p. 191
Special Issues in Working with Parents	p. 195
Concluding Comments	p. 202
Study and Discussion	p. 203
Indirect Services II: Special Topics in Systems-Level Consultation	p. 205
Student Proficiency Assessment Programs	p. 205
School Entry and Grade Retention Decisions	p. 208
Instructional Grouping	p. 208
School Discipline	p. 210
School Violence Prevention	p. 217
Harassment and Discrimination	p. 221
Other Pupils with Special Needs	p. 224
Concluding Comments	p. 227
Study and Discussion	p. 227
Research in the Schools: Ethical and Legal Issues	p. 229
Competence, Responsibility, and Welfare of Participants	p. 230
Informed Consent and Privacy	p. 231
Exposure to Stress or Harm and Denial of Beneficial Treatment	p. 235
Post-Data-Collection Responsibilities	p. 236
Concealment and Deception	p. 237
Confidentiality of Data	p. 239
Research with Culturally and Linguistically Diverse Populations	p. 240
Scientific Misconduct	p. 241
Concluding Comments	p. 242
Study and Discussion	p. 242
Ethical and Legal Issues in Supervision	p. 245
Professional Standards for Supervision	p. 246
Professional Disclosure Statement and Individualized Learning Plan	p. 246
Ethical Principles and Supervision	p. 247
Liability Issues	p. 254
Concluding Comments	p. 254
Study and Discussion	p. 255
Epilogue Ethics, Law, and Advocacy	p. 257
Advocacy and an Uncertain Legal Landscape	p. 258
Developing an Ethical Practice	p. 259
Concluding Comments	p. 260
National Association of School Psychologists Principles for Professional Ethics 2010	p. 261
American Psychological Association Ethical Principles of Psychologists and Code of Conduct with the 2010 Amendments	p. 285
Table of Cases	p. 309
Table of Federal Legislation	p. 313
References	p. 315
Author Index	p. 339
Subject Index	p. 347
Table of Contents provided by Ingram. All Rights Reserved.

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