This book provides both counselors in training and established counselors the tools needed to make sound ethical decisions. It integrates a comprehensive review of ethical standards and guidelines by two major professional governing bodies in psychology: the Ethical Principles for Psychologists and Code of Conduct of the American Psychological Association (APA), and the Code of Ethics of the American Counseling Association (ACA). The book focuses on engaging the reader in critically thinking through the intersections of legal requirements and ethics codes. It integrates critical self-reflection and identifies variables that would place a counselor at risk. The book is organized into four parts. Part one provides an overview of the topics discussed in the book. Part two reviews typical ethical issues that counselors encounter in practice relating to confidentiality, professional boundaries, and professional competence. Part three analyzes ethical dilemmas that may arise given the changing face of technology and the country’s demographics relating to culturally competent treatment, managing social media, and confronting colleagues and other sticky situations. The final part focuses on recommendations for counselors to continue sound ethical decisions. The book is designed for counselors-in-training or engaged in externships and practicums. They include master’s level students in counseling psychology, clinical psychology, and mental health programs; doctoral students; predoctoral students on internship; and students enrolled in programs with dual degrees. It is also for established counselors who must remain abreast of changing standards and issues affecting clinical practice, such as those related to social media and technology, for postdoctoral counselors working toward licensure, and for undergraduate-level students who are training to become Credentialed Alcoholism and Substance Abuse Counselor (CASAC).
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This chapter provides recommendations regarding the development and maintenance of ethical practices, as well as summary messages for trainees and early career counselors, supervisors, and training programs. The recommendations are grounded in their clinical experiences, including their theoretical orientations, as well as their training, research, and teaching approach. In providing recommendations, the authors acknowledge some are not new, and discussed by previous scholars and researchers. The authors bridge the fields of mental health counseling, counseling psychology, and clinical psychology, as well as other fields of study including multicultural, health, and social psychology. The recommendations are person-centered with attention to the multiple variables that impact functioning including the environment and group memberships. The chapter also reviews ethical codes and standards of both the American Psychological Association (APA) and the American Counseling Association (ACA) as they relate to self-care and requirements regarding responding to ethical complaints.
Competent school psychologists consider human diversity in all aspects of their psychological service delivery. Diversity within the student population provides educators with an important opportunity to teach students how to live in a pluralistic U.S. society and an increasingly global world. This chapter explores the importance of valuing and incorporating diversity in the delivery of school psychological services. It discusses how the use of multiculturalism can guide school psychological service delivery and describes the recommendations for multiculturalism and social justice orientations to school psychology practice. School psychologists should consider diversity in all aspects of their service delivery. The use of multicultural and social justice frameworks provides a practice foundation for engaging diverse clients. The ever-increasing diversity of the U.S. population necessitates school psychologists’ critical attention to providing culturally relevant, competent, and effective service delivery to diverse children, families, and schools.
Providing consultative services in schools is a fundamental role of the school psychologist. This chapter describes how school psychologists work with parents, educators, and administrators to influence outcomes for youth. It offers an introduction to many fundamental concepts in consultation as practiced in the field of school psychology. It then considers consultation as fundamentally a problem-solving process and presents some widely recognized models of consultation. The chapter also presents evidence base for the effectiveness of school consultation. It discusses two contemporary issues surrounding consultation: multicultural considerations and the emerging role of technology. Advances in videoconferencing technology, the increasing availability of high-bandwidth Internet connection, and access to smartphones, tablets, and desktop computers provide school consultants with the ability to interact with teachers and students who are in remote or underserved schools. Teleconsultation, referring to the provision of consultative services through videoconferencing technology, is a contemporary form of traditional face-to-face consultation.
This book provides a comprehensive introduction to the practice and profession of school psychology through a social justice lens. School psychologists strive to promote the welfare of all children and families, and in the absence of socially just learning environments, this goal cannot be fully achieved. Therefore, social justice issues must be studied in tandem with all areas of school psychological service delivery. This book is organized into three main sections containing 14 chapters. The first chapter presents a general overview of the field of school psychology by introducing readers to the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services. Chapter two describes the history and development of the field. The next three chapters discusses graduate preparation and credentialing, multicultural foundations, and legal and ethical foundations. Chapter six assumes a broad approach to conceptualizing assessment by considering its applications for planning (before intervention), monitoring (during intervention), and evaluating (after intervention) services. Chapter seven describes foundational concepts in intervention, which are important prerequisites for understanding domain-specific interventions (e.g., academic, behavioral, social, and emotional interventions). Chapter eight describes academic assessment and intervention. Chapter nine explores social, emotional, and behavioral interventions. Chapter 10 discusses cognitive assessment in school settings. Chapter 11 and 12 describe services for empowering school personnel and systems to better serve children. These services include consultation, and program evaluation and systems-level reform. Chapter 13 presents emerging issues and anticipates future directions for the field. Topics include personnel shortages, virtual psychological service delivery, and the evolution of professional organizations and standards. Chapter 14 describes considerations for pursuing a career in school psychology. It covers topics such as choosing specialization coursework, selecting mentors, and identifying potential career paths. It also includes resources such as a curriculum vitae development checklist and graduate planning worksheet.
Child and Adolescent Psychopathology for School Psychology: A Practical Approach is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (
DSM-5) diagnoses from Individuals with Disabilities Education Improvement Act ( IDEA) disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions. This resource provides comprehensive coverage of school psychologists’ responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor’s supplements include an instructor’s manual with discussion questions and mapping to National Association of School Psychologists ( NASP) domains, PowerPoints, and a test bank.