{"product_id":"ethics-and-law-for-school-psychologists-isbn-9781119816355","title":"Ethics and Law for School Psychologists","description":"\u003cb\u003eA comprehensive and robust discussion of practical issues and applications of legal-ethical rules for psychologists practicing in school settings \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/b\u003eIn the newly revised Eighth Edition of \u003ci\u003eEthics and Law for School Psychologists\u003c\/i\u003e, a team of expert practitioners and researchers delivers a one-stop sourcebook on ethics and law specifically designed for psychologists working in educational settings. It offers up-to-date information on the ethical principles and standards- and the law- relevant to providers of school psychological services. \u003cbr\u003e\u003cbr\u003eThe book presents an integrated discussion of ethics and law and an ethical-egal decision-making model that supports socially just practice. Throughout, psychologists are encouraged to strive for excellence in their work with students, families, and teachers rather than meetin minimal obligations outlined in codes of ethics and law. \u003cbr\u003e\u003cbr\u003eReaders will also find: \u003cbr\u003e \u003cul\u003e \u003cli\u003eA thorough introduction to the practice of psychology in a school setting, including quality control, ethics training, legal decision making, and unethical conduct. \u003c\/li\u003e \u003cli\u003eAn exploration of the interaction between law and school psychology, including discussions of legal training for school psychologists and lawsuits agains schools and school psychologists. \u003c\/li\u003e \u003cli\u003eTreatments of ethical and legal issues in the education of students with disabilities under the Indviduals with Disabilities Education Act\u003c\/li\u003e \u003c\/ul\u003e An indispensable resource for practicing school psychologists, psychiatrists, counselors, social workers, and other mental heatlh professionals, \u003ci\u003eEthics and Law for School Psychologists\u003c\/i\u003e is also an essential sourcebook for graduate students of psychology and social work students.  \u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eWhat’s in the Book xi\u003c\/p\u003e \u003cp\u003eWhat’s Not in the Book xii\u003c\/p\u003e \u003cp\u003eEighth Edition Revisions xii\u003c\/p\u003e \u003cp\u003eDisclaimers xiii\u003c\/p\u003e \u003cp\u003eNew Authors xiv\u003c\/p\u003e \u003cp\u003eCast of Characters xiv\u003c\/p\u003e \u003cp\u003eAcknowledgments xvi\u003c\/p\u003e \u003cp\u003eAbout the Companion Website xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Ethics in School Psychology: An Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuality Control in School Psychology 1\u003c\/p\u003e \u003cp\u003eWhat and Why of Professional Ethics 2\u003c\/p\u003e \u003cp\u003eEthics Training and Competencies 4\u003c\/p\u003e \u003cp\u003eCodes of Ethics 8\u003c\/p\u003e \u003cp\u003eFour Broad Ethical Principles 12\u003c\/p\u003e \u003cp\u003eEthical and Legal Decision Making 23\u003c\/p\u003e \u003cp\u003eUnethical Conduct 29\u003c\/p\u003e \u003cp\u003eConcluding Comments 32\u003c\/p\u003e \u003cp\u003eStudy and Discussion 32\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Law and School Psychology: An Introduction 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe U.S. Constitution 35\u003c\/p\u003e \u003cp\u003eStatutes and Regulations 43\u003c\/p\u003e \u003cp\u003eCase Law 48\u003c\/p\u003e \u003cp\u003eSummary 49\u003c\/p\u003e \u003cp\u003eLegal Training for School Psychologists 49\u003c\/p\u003e \u003cp\u003eCredentialing of School Psychologists 51\u003c\/p\u003e \u003cp\u003eLawsuits against Schools and School Psychologists 52\u003c\/p\u003e \u003cp\u003eConcluding Comments 57\u003c\/p\u003e \u003cp\u003eStudy and Discussion 57\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Privacy, Informed Consent, Confidentiality, and Record Keeping 58\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrivacy 58\u003c\/p\u003e \u003cp\u003eInformed Consent to Establish a School Psychologist– Client Relationship 62\u003c\/p\u003e \u003cp\u003eConfidentiality 68\u003c\/p\u003e \u003cp\u003eNondisclosure Laws and Privileged Communication 73\u003c\/p\u003e \u003cp\u003eRecord Keeping in the Schools 78\u003c\/p\u003e \u003cp\u003eDigital Record Keeping, Digital Communication, and Telepsychology Services 93\u003c\/p\u003e \u003cp\u003eConcluding Comments 96\u003c\/p\u003e \u003cp\u003eStudy and Discussion 96\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Ethical-Legal Issues in the Education of Students with Disabilities under IDEA 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducation of Children with Disabilities: A Historical Perspective 99\u003c\/p\u003e \u003cp\u003eIndividuals with Disabilities Education Act 102\u003c\/p\u003e \u003cp\u003eInfants and Toddlers with Disabilities 143\u003c\/p\u003e \u003cp\u003eConcluding Comments 147\u003c\/p\u003e \u003cp\u003eStudy and Discussion 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Section 504 and the Americans with Disabilities Act 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSection 504 149\u003c\/p\u003e \u003cp\u003eAmericans with Disabilities Act 162\u003c\/p\u003e \u003cp\u003eConcluding Comments 165\u003c\/p\u003e \u003cp\u003eStudy and Discussion 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Ethical and Legal Issues in Psychoeducational Assessment 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTesting versus Assessment 167\u003c\/p\u003e \u003cp\u003ePreassessment Responsibilities 168\u003c\/p\u003e \u003cp\u003eAssessment Planning 172\u003c\/p\u003e \u003cp\u003eInformation Gathering 179\u003c\/p\u003e \u003cp\u003eAssessment Interpretation 180\u003c\/p\u003e \u003cp\u003eNondiscriminatory Assessment 184\u003c\/p\u003e \u003cp\u003ePersonality Assessment 188\u003c\/p\u003e \u003cp\u003eProfessional Competence and Autonomy 189\u003c\/p\u003e \u003cp\u003eComputer-Assisted and Remote Psychoeducational Assessment 190\u003c\/p\u003e \u003cp\u003eConcluding Comments 193\u003c\/p\u003e \u003cp\u003eStudy and Discussion 193\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Ethical and Legal Issues in School-Based Interventions 195\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultitiered Systems of Academic and Behavioral Support 195\u003c\/p\u003e \u003cp\u003eTherapeutic Interventions within the Context of a School Psychologist–Client Relationship 204\u003c\/p\u003e \u003cp\u003eDuty to Protect 206\u003c\/p\u003e \u003cp\u003eCompetence and Responsibility 217\u003c\/p\u003e \u003cp\u003ePsychopharmacologic Interventions 219\u003c\/p\u003e \u003cp\u003eConcluding Comments 221\u003c\/p\u003e \u003cp\u003eStudy and Discussion 221\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Indirect Services I: Ethical-Legal Issues in Working with Teachers and Parents 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConsultation with Teachers 225\u003c\/p\u003e \u003cp\u003eSpecial Issues in Working with Parents 230\u003c\/p\u003e \u003cp\u003eTeleconsultation 238\u003c\/p\u003e \u003cp\u003eConcluding Comments 239\u003c\/p\u003e \u003cp\u003eStudy and Discussion 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Indirect Services II: Special Topics in Systems-Level Consultation 242\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLarge-Scale Assessment Programs 243\u003c\/p\u003e \u003cp\u003eInstructional Programs, Policies, and Practices 246\u003c\/p\u003e \u003cp\u003eSchool Discipline 251\u003c\/p\u003e \u003cp\u003eDiscrimination, Harassment, and Bullying 258\u003c\/p\u003e \u003cp\u003eConcluding Comments 264\u003c\/p\u003e \u003cp\u003eStudy and Discussion 264\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Research in the Schools: Ethical and Legal Issues 266\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetence, Responsibility, and Welfare of Participants 267\u003c\/p\u003e \u003cp\u003eInformed Consent and Privacy 268\u003c\/p\u003e \u003cp\u003eMinimal Risk Research in Schools 272\u003c\/p\u003e \u003cp\u003eStress, Harm, and Denial of Beneficial Treatment 274\u003c\/p\u003e \u003cp\u003eConcealment and Deception 275\u003c\/p\u003e \u003cp\u003ePost-Data-Collection Responsibilities 277\u003c\/p\u003e \u003cp\u003eConfidentiality of Data 277\u003c\/p\u003e \u003cp\u003eEquity in Research 279\u003c\/p\u003e \u003cp\u003eScientific Misconduct 281\u003c\/p\u003e \u003cp\u003eConcluding Comments 282\u003c\/p\u003e \u003cp\u003eStudy and Discussion 282\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Ethical and Legal Issues in Supervision 284\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProfessional Standards for Supervision 285\u003c\/p\u003e \u003cp\u003eProfessional Disclosure Statement and Individualized Learning Plan 285\u003c\/p\u003e \u003cp\u003eEthical Principles and Supervision 286\u003c\/p\u003e \u003cp\u003eTelesupervision 294\u003c\/p\u003e \u003cp\u003eLiability Issues 297\u003c\/p\u003e \u003cp\u003eConcluding Comments 297\u003c\/p\u003e \u003cp\u003eStudy and Discussion 297\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Ethics, Law, and Advocacy 299\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdvocacy and the Challenge of Administrative Pressure 301\u003c\/p\u003e \u003cp\u003eManaging Administrative Pressure to Practice Unethically 304\u003c\/p\u003e \u003cp\u003eAdvocacy and a Complex Legal Landscape 306\u003c\/p\u003e \u003cp\u003eStrategies for Becoming an Effective Advocate 309\u003c\/p\u003e \u003cp\u003eAppendix A Principles For Professional Ethics 312\u003c\/p\u003e \u003cp\u003eAppendix B Ethical Principles Of Psychologists And Code Of Conduct 336\u003c\/p\u003e \u003cp\u003eAppendix C Table Of Cases 365\u003c\/p\u003e \u003cp\u003eAppendix D Table Of Federal Legislation 370\u003c\/p\u003e \u003cp\u003eAppendix E Frequently Used Acronyms 372\u003c\/p\u003e \u003cp\u003eReferences 374\u003c\/p\u003e \u003cp\u003eAuthor Index 406\u003c\/p\u003e \u003cp\u003eSubject Index 415\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSusan Jacob,\u003c\/b\u003e Professor Emeritus, Central Michigan University, Mount Pleasant, Ann Arbor, Michigan.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDawn M. Decker,\u003c\/b\u003e Central Michigan University, Mt. Pleasant, Michigan.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eElizabeth Timmerman Lugg,\u003c\/b\u003e Illinois State University, Normal, Illinois.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eElena Diamond,\u003c\/b\u003e Lewis and Clark College, Portland Oregon.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eA comprehensive and robust discussion of practical issues and applications of legal-ethical rules for psychologists practicing in school settings\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn the newly revised Eighth Edition of \u003ci\u003eEthics and Law for School Psychologists\u003c\/i\u003e, a team of expert practitioners and researchers delivers a one-stop sourcebook on ethics and law specifically designed for psychologists working in educational settings. It offers up-to-date information on the ethical principles and standards—and the law—relevant to providers of school psychological services. \u003c\/p\u003e\u003cp\u003eThe book presents an integrated discussion of ethics and law and an ethical-legal decision-making model that supports socially just practice. Throughout, psychologists are encouraged to strive for excellence in their work with students, families, and teachers rather than meeting minimal obligations outlined in codes of ethics and law. \u003c\/p\u003e\u003cp\u003eReaders will also find: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA thorough introduction to the practice of psychology in a school setting, including quality control, ethics training, legal decision making, and unethical conduct\u003c\/li\u003e \u003cli\u003eAn exploration of the interaction between law and school psychology, including discussions of legal training for school psychologists and lawsuits against schools and school psychologists\u003c\/li\u003e \u003cli\u003eTreatments of ethical and legal issues in the education of students with disabilities under the Individuals with Disabilities Education Act\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eAn indispensable resource for practicing school psychologists, psychiatrists, counselors, social workers, and other mental health professionals, \u003ci\u003eEthics and Law for School Psychologists\u003c\/i\u003e is also an essential sourcebook for graduate students of psychology and social work students.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989167096037,"sku":"NP9781119816355","price":107.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119816355.jpg?v=1761783062","url":"https:\/\/k12savings.com\/es\/products\/ethics-and-law-for-school-psychologists-isbn-9781119816355","provider":"K12savings","version":"1.0","type":"link"}