NASP Ethical Principles questions and answers 100% correct

NASP Ethical Principles questions and answers 100% correct Principle I: Respecting the Dignity & Rights of All Persons School psychologists engage only in professional practices that maintain the dignity of all individuals; demonstrate respect for autonomy of persons & their right to self determination, respect for privacy, commitment to just & fair treatment of all. (1) autonomy & self-determination; (2) privacy & confidentiality; (3) fairness & justice Principle II: Professional Competence & Responsibility Beneficence/responsible caring means school psychologist acts to benefit others. Must practice w/in boundaries of competence, use scientific knowledge from psych & education to help clients & others make informed choices, and accept responsibility for their work. (1) Competence; (2) Accepting Responsibility for Actions; (3) Responsible Assessment & Intervention; (4) Responsible School Based Record Keeping; (5) Responsible Use of Materials Principle III: Honesty & Integrity in Professional Relationships To foster & maintain trust, school psychologists must be faithful to the truth & adhere to their professional promises. Forthright about qualifications, competencies & roles; work in full cooperation w/ other professional disciplines to meet needs of students & families; avoid multiple relationships. (1) Accurate Presentation of Professional Qualifications; (2) Forthright Explanations of Professional Services, Roles, & Priorities; (3) Respecting Other Professionals; (4) Mult. Relationships/Conflicts of Interest Principle IV: Responsibility to Schools, Families, Communities, the Profession, & Society Promote healthy school, fam, & community environments. Maintain public trust in school psychologists by respecting law & encouraging ethical conduct. Advance professional excellence by mentoring less experienced practitioners and expanding school psych knowledge base. NASP Principles I. Respecting the Dignity and Rights of All Persons II. Professional Competence and Responsibility III. Honesty and Integrity in Professional Relationships IV. Responsibility to Schools, Families, Communities, The Profession, and Society I.1 Autonomy & Self-Determination School psychs respect right of persons to participate in decisions affecting their own welfare. Encourage parental participation (however not all services require parental consent); seek parental consent unless emergency; consent must be informed; minor's participation should be voluntary to extent feasible (parent/psych have last say if in best interest of child though); regardless of assent, must inform child; respect parent rights to object to services I.2 Privacy & Confidentiality School psychs respect right of persons to choose for themselves whether to disclose private thoughts, feelings, beliefs, & behaviors. Seek to minimize intrusions on privacy (don't seek/store/share info unnecessary for provision of services); inform clients/parents about boundaries of confidentiality from onset of services; info not released w/out consent (exceptions: harm to self/other, legal obligation); release info only for professional services on need-to-know basis; do not disclose sexual orientation, etc w/out child's consent; respect privacy about sensitive health info I.3 Fairness & Justice In their words & actions, school psychs promote fairness & justice. Use expertise to cultivate school climates that are safe/welcoming to all persons regardless of actual or perceived characteristics...Don't engage in/condone discriminatory actions or policies; pursue awareness & knowledge of how diversity factors may influence child development, behavior, and learning - and consider during assessment/treatment to best provide services; correct discriminatory school practices; strive to ensure all children have equal opportunities II.1 Competence Only engage in practice that school psych is qualified & competent; recognize strengths and limitations of training and experience, enlist others to supervise/consult/refer as necessary; pursue knowledge & understanding of diverse cultural, linguistic, experiential backgrounds of students; do not do anything where personal problems would get in the way; engage in continuing professional development II.2 Accepting Responsibility for Actions Accept responsibility for professional work, monitor effectiveness of their services, work to correct ineffective recommendations. Only sign accurate documents; actively monitor impact of recommendations & interventions, revise/terminate/seek others assistance as necessary; accept responsibility for appropriateness of their professional practices/decisions/recommendations & correct misunderstandings; school psychs responsible for supervisee's work II.3 Responsible Assessment & Intervention Practices School psychs maintain highest standard for responsible professional practices in educational and psychological assessment and direct and indirect interventions. Current behavior management/instruction considered prior to consideration of disability label; use responsible, researched-based, reliable/valid assessment methods w/ up to date normative data; psychoed assessment based on a variety of different types of info from variety of sources; assess in all areas of suspected disability; valid/fair assessments considering students background in addition to potential disabilities; appropriate use of interpreters; can make recommendations based on review of records but use representative sample of records and explain limitations of recommendations; adequate interpretation/explanation of findings; use research based interventions and consultation techniques; encourage parental support/participation in designing interventions; discuss plans w/ student II.4 Responsible School-Based Record Keeping School psychs safeguard privacy of records and ensure parent access to records of their own children. Discuss rights w/ parents & children; maintain records w/ sufficient detail to aid in decision making/withstand scrutiny; include only documented/relevant info from reliable sources in records; ensure parental access (but not necessarily right to copy things); ensure records not released w/out consent (unless required by law); ensure that those who shouldn't have access don't; although fine to keep "mental notes," any info used for decision making should be accessible to parents; work in collaboration w/ administration, staff to establish district policies regarding record storage/disposal II.5 Responsible Use of Materials School psychs respect the intellectual property rights of those who produce tests, intervention materials, scholarly works, & other materials. Maintain test security (parents can view test materials; copies made for qualified professionals upon request); do not promote use of tests/tools by unqualified users; don't duplicate materials (except instances where parents' rights may supersede those of test publishers) III.1 Accurate Presentation of Professional Qualifications School psychs accurately identify their professional qualifications to others. Competency/education/training/experience/certification/licensing credentials accurately represented, correct any misperceptions III.2 Forthright Explanation of Professional Services, Roles, & Priorities School psychs are candid about the nature and scope of their services; explain