Lynn M. Edwards, Amanda L. Sullivan
Journal of Applied School Psychology
Vol. 30, Iss. 3, 2014
Abstract
Delivering psychological services in rural communities presents a number of unique challenges for practitioners relative to their peers in urban and suburban communities. In this article, the authors describe the current context of rural schools and examine the ethical and legal issues school psychologists may face when practicing in rural educational settings. They link these issues to the field's ethical guidelines and educational policy and offer practical recommendations for resolving potential dilemmas. Implications for practice, training, and research are discussed.
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As in any professional context, it is important that rural practitioners engage in ongoing self-reflection of their competence, well-being, and ethical conduct. Our focus was on professional issues for rural practitioners, but these issues apply to small communities generally, including those located within more densely populated locations where similar social dynamics operate (e.g., ethnicity/cultural communities, a lesbian/gay/bisexual/transgender community, universities, or military communities; Schank et al., 2010). For school psychologists practicing outside of schools (e.g., private practice), other ethical issues related to the provision of mental health services and social justice may be more salient than the topics addressed herein (see Bradley, Werth, & Hastings, 2012, for discussion). In general, practicing in tightly bound communities requires recognition and responsiveness to the distinct professional context created by social and geographic parameters in order to ensure the provision of ethical, effective services.
The entire article is here.
Showing posts with label School Psychologists. Show all posts
Showing posts with label School Psychologists. Show all posts
Tuesday, October 28, 2014
Wednesday, August 27, 2014
Practicing School Psychology While Impaired: Ethical, Professional, and Legal Issues
Emery B. Mahoney, Richard J. Morris
Journal of Applied School Psychology
Vol. 28, Iss. 4, 2012
DOI:10.1080/15377903.2012.722180
Abstract
Studies on impairment in psychologists and other mental health practitioners began appearing in the literature 30–35 years ago. Since then, research and related scholarly writings have continued to be published to more fully understand this concept and its components. In school psychology, however, little has been written regarding school psychologists’ delivery of psychological services while they are impaired. This is true even though the provision of such services violates numerous ethical principles and standards of professional conduct in the ethics code of the National Association of School Psychologists and the American Psychological Association. In this article, the authors review the prevalence and incidence data regarding impairment, as well as definitional issues regarding what constitutes impairment. Ethical and legal issues associated with practicing while impaired are also discussed, followed by a discussion of assessing risk for impairment in school psychologists and the presentation of a self-administered risk assessment scale on the basis of empirical and other literature in the area of ethics and professional standards in the practice of psychology. Future directions for developing an agreed-upon definition of impairment within the field of school psychology and future directions for research on assessing and predicting impairment in school psychologists are discussed.
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It is unfortunate that there is a paucity of research investigating impairment issues as applied specifically to school psychologists. As a result, on the basis of empirical research and risk assessment models developed with psychologists practicing in mental health clinics, private practice, and hospital settings, we have presented in Figure 1 the Instrument for Monitoring Psychologists’ Awareness of Impaired Responding (IMPAIR).
The entire article is here.
Journal of Applied School Psychology
Vol. 28, Iss. 4, 2012
DOI:10.1080/15377903.2012.722180
Abstract
Studies on impairment in psychologists and other mental health practitioners began appearing in the literature 30–35 years ago. Since then, research and related scholarly writings have continued to be published to more fully understand this concept and its components. In school psychology, however, little has been written regarding school psychologists’ delivery of psychological services while they are impaired. This is true even though the provision of such services violates numerous ethical principles and standards of professional conduct in the ethics code of the National Association of School Psychologists and the American Psychological Association. In this article, the authors review the prevalence and incidence data regarding impairment, as well as definitional issues regarding what constitutes impairment. Ethical and legal issues associated with practicing while impaired are also discussed, followed by a discussion of assessing risk for impairment in school psychologists and the presentation of a self-administered risk assessment scale on the basis of empirical and other literature in the area of ethics and professional standards in the practice of psychology. Future directions for developing an agreed-upon definition of impairment within the field of school psychology and future directions for research on assessing and predicting impairment in school psychologists are discussed.
(cut)
It is unfortunate that there is a paucity of research investigating impairment issues as applied specifically to school psychologists. As a result, on the basis of empirical research and risk assessment models developed with psychologists practicing in mental health clinics, private practice, and hospital settings, we have presented in Figure 1 the Instrument for Monitoring Psychologists’ Awareness of Impaired Responding (IMPAIR).
The entire article is here.
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