School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.
National Association of School Psychologists, 2021
Examples of Active Engagement in Legal, Ethical, and Professional Practices in School Psychology include a continued endeavor to:
- Adhere to ethical, professional, and legal standards and regulations, emphasizing the importance of principled practice within the field of school psychology.
- Cultivate effective, collaborative, and ethical professional relationships, promoting a work culture of mutual respect and cooperation.
- Seek professional supervision, peer consultation, and mentoring, valuing these avenues for enhancing practice efficacy and professional growth.
- Provide supervision, peer consultation, and mentoring to fellow school psychologists, fostering a climate of shared learning and professional development.
- Utilize information sources and technology responsibly, safeguarding confidential information, enhancing service quality, and maintaining accurate records.
- Assist educational professionals and parents/guardians in understanding and adhering to legislation and regulations relevant to general and special education services, bridging gaps between legal requirements and practical implementation.
- Champion the role of school psychologists as providers of effective, evidence-based services that contribute positively to the learning and mental health of all children and youth.
- Advocate for children’s welfare and rights, using professional expertise to instigate changes in individual education programs, school systems, and relevant legislation.
- Actively contribute to public discourse, making factual, verifiable statements that promote the application of evidence-based practices and policies.
- Collect data systematically to evaluate and document the effectiveness of services, ensuring accountability and continuous improvement in professional practice.
- Engage in lifelong learning and formulate personal plans for ongoing professional growth, embodying the principle of perpetual self-improvement and commitment to service.
- Stay informed about standards defining contemporary professional practice and organizational principles that contextualize professional work.
- Participate in professional development activities consistent with the requirements for maintaining the Nationally Certified School Psychologist credential, specifically a minimum of 75 hours of professional development every three years.
- Join and contribute to local, state, and national professional associations, engaging in leadership roles when appropriate to influence the field positively.
(Adapted from the National Association of School Psychologists, 2023, pp. 3-4)
Relevant Courses:
EDPS 607: Fundamentals of Measurement
Fundamentals of Measurement, is a comprehensive survey course that delves into educational research methodologies and addresses crucial aspects of research design, methods, and interpretation of research findings. This course emphasizes on the development of a holistic understanding of the nature and purpose of research, encouraging students to become knowledgeable consumers of research. It extends its focus to include an introduction to test construction and psychometrics, thereby fostering a thorough grasp of creating and assessing educational and psychological measurement tools.
Relevance: This course has been instrumental in enhancing my understanding of the relationship between research ethics and the process of research itself, as it highlighted the significance of considering ethical and diversity issues in research. As a future school psychologist, this understanding is vital since my profession entails the responsibility to access, evaluate, and use information sources in ways that safeguard confidential information and enhance the quality of services. Moreover, being knowledgeable about public concerns and actively contributing to conversations about such matters, using factual and verifiable statements, is a crucial part of my role. This course has thus reinforced my ability to undertake sound research and make informed decisions, which will significantly contribute to my growth and effective practice as an ethical school psychologist.
EDPS 614AB: Ethics in Professional Psychology
This course provided a comprehensive understanding of the ethical principles involved in professional psychology practices. It covered the professional Codes of Ethics, Standards of Practice, as well as relevant legislation and institutional policies that govern the profession of applied psychology. Furthermore, it provided insights into the effects of modern technology and media, sensitivity to diversity, and ethical judgement during times of disaster and emergency.
Relevance: The EDPS 614AB course significantly enriched my grasp of ethical judgement making in applied psychology, supplementing my previous knowledge from prior ethics courses. It broadened my ability to apply professional Codes of Ethics, Standards of Practice, and pertinent legislation to my work as a psychologist. The course stressed the need for continual review of relevant documents and processes to maintain ethical practice, a lesson I regard as essential for my professional growth.
EDPS 676: Practicum in Social, Emotional, and Behavioural Assessment and Intervention
This course provides a hands-on application of the theoretical knowledge gained through past courses. It provided me with the opportunity to undertake comprehensive social, emotional, and behavioural assessments with children and youth presenting various developmental disorders. The practicum, which consisted of a minimum of 200 hours of clinical-related activities, allowed me to delve into the real-world practice environment, refining my skills in psychological assessment, case conceptualization, and report writing.
Relevance: This course’s relevance lies in its role in preparing me for my future professional practice, particularly in implementing ethical, legal, and professional standards. It provided a platform to apply these guiding principles through direct interaction with clients, where I acquired informed consent, discussed risks, benefits, and other implications of assessment. Moreover, it encouraged my continuous growth as a school psychologist by instilling in me the importance of seeking supervision and continuous learning, thereby upholding a high standard of professional, legal, and ethical practice.
Work Samples:
I included this work sample within the Legal, Ethical, and Professional Practices domain because it demonstrates my ongoing engagement in learning about and adhering to legal standards in school psychology, particularly in relation to special education needs. The “Gimme 10” presentation, a joint effort with members of my cohort, was featured as part of the video presentation and explores the crucial topic of equity in schools through the lens of the Jeffery Moore case. This project serves as an example of my professional engagement, highlighting the need for advocating for students with disabilities and my efforts to understand and navigate the complexities of legal regulations in special education. We worked equally hard to produce this ten-minute presentation, and I contributed additional aspects to the audiovisual production of the work.
I selected this work sample for the Legal, Ethical, and Professional Practices domain because it offers a glimpse into my efforts to grasp the depth of the ethical, legal, and professional standards that guide school psychology. It allows me to self-reflect on my conscious and unconscious biases, privileges, and potential influence on my professional practice. This introspective assignment represents my endeavors to uphold objectivity, broaden my cultural understanding, and engage in self-growth — all essential components within this domain.
Annotated Bibliography:
Sommers-Flanagan, J., & Shaw, S. L. (2017). Suicide risk assessment: What psychologists should know. Professional Psychology: Research and Practice, 48(2), 98.
I chose the article by Sommers-Flanagan and Shaw for the “Legal, Ethical, and Professional Practices” domain because it does an excellent job at framing the necessity for a collaborative, empathic approach for suicide assessment and treatment planning. It advocates for a focus on the client’s strengths, resources, and reasons for living in treatment planning. The article further discusses how to tailor suicide interventions to the client’s needs and integrate suicide prevention into overall care. Ethical considerations discussed include respect for the client’s autonomy, doing good and avoiding harm, competence, informed consent, confidentiality, and cultural competence. The article also provides suggestions for dealing with ethical issues in suicide assessment and treatment. This piece is particularly relevant the aspiring school psychologist, as it aligns with the NASP’s ethical, legal, and professional standards and highlights the importance of a strengths-based, collaborative approach when dealing with at-risk individuals.
Dombrowski, S. C., & Gischlar, K. L. (2014). Ethical and empirical considerations in the identification of learning disabilities. Journal of Applied School Psychology, 30(1), 68-82.
I chose this article by Dombrowski and Gischlar for the “Legal, Ethical, and Professional Practices” domain because it does a wonderful job of examining the ethical implications of identifying learning disabilities (LD) in children, particularly focusing on the traditional IQ-Achievement discrepancy model. The authors argue that this approach can be harmful, especially for children from lower socioeconomic backgrounds, leading to delayed or missed diagnoses. Instead, they propose adopting empirically validated practices, including the use of Response-to-Intervention (RTI) data as a vital component in LD decision-making. The article emphasizes the need for further research on integrating RTI data effectively and suggests considering cognitive processing assessment results for a more comprehensive evaluation. Ultimately, the authors encourage adhering to APA and NASP ethical codes and testing standards in LD identification procedures. As an aspiring school psychologist, this article reminds me of the importance of being familiar with ethical, validated practices in the identification of learning disabilities. It suggests that future practitioners, like myself, should be critical of traditional models and open to incorporating diverse data, such as RTI, into our evaluations. The clear need for more research in this area also opens up opportunities for me to contribute to the field. Furthermore, this article reinforces the importance of adhering to APA and NASP ethical codes, reminding me of my professional responsibility to do no harm.
Clopton, K. L., & Knesting, K. (2006). Rural school psychology: Re-opening the discussion. Journal of Research in Rural Education, 21(5), 1-11.
I chose this article for the “Legal, Ethical, and Professional Practices” domain because it examines the ethical and professional dilemmas school psychologists often face when conducting assessments in rural communities. As an aspiring school psychologist, this article brings clarity to the often complex ethical issues that underpin the profession. For instance, striking a balance between confidentiality and necessary information sharing, or obtaining informed consent in challenging situations, are dilemmas I will inevitably encounter in my future practice. This article serves as a guide to navigate these challenges while adhering to the ethical, legal, and professional standards outlined by the National Association of School Psychologists. It reinforces the importance of continuous learning, professional growth, and maintaining competence—an area I am committed to as I prepare to enter the field. The insights into these professional practices are critical to my future role, where I will advocate for students’ learning and mental health through effective services and evidence-based practices, ideally without compromising the ethical principles that risk being compromised in smaller, homogeneous communities where non-dual relationships can be a luxury.
Self Evaluation
Though I am continuously learning and growing, I believe I’ve made substantial progress in aligning my work with the ethical, legal, and professional practices in school psychology, and would consider myself At Standard in this domain. I have undertaken to foster strong relationships with my peers, be mindful about using technology responsibly, and stay updated with current legislation and regulations. My future practice will center around advocacy for children’s welfare, active participation in professional discussions, and a systematic approach to data collection, although there is always more to learn. I am committed to continuous professional development and maintaining an open mind to further enrich my practice and service delivery, always bearing in mind that this field is centered on helping children and respecting their diverse backgrounds.”
(c) Besart Hysniu 2025 