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How do school psychologists remain ethical while providing remote services?
How do school psychologists remain ethical while providing remote services?
What does NASP say?
What does NASP say?
NASP is a national organization that outlines four ethical components ensuring safe practices for school psychologists.
NASP is a national organization that outlines four ethical components ensuring safe practices for school psychologists.
NASP's Four Ethical Principles:
NASP's Four Ethical Principles:
Respecting the Dignity and Rights of All Persons
Professional Competence and Responsibility
Honesty and Integrity in Professional Relationships
Responsibility to Schools, Families, Communities, the Profession, and Society
Applying these principles during a global pandemic however, may present a set of challenges from unchartered waters.
Applying these principles during a global pandemic however, may present a set of challenges from unchartered waters.
This page offers insight regarding recent state and government recommendations in efforts to uphold ethical expectations of school psychologists.
This page offers insight regarding recent state and government recommendations in efforts to uphold ethical expectations of school psychologists.
- Respecting the Dignity & Rights of All Persons
Chapter 14 of New Jersey Administrative Code, governs the delivery of special education and related services to students with disabilities. On April 1st, the NJDOE reported temporary rule modifications in order to deliver special education and related services to students with disabilities through the use of telehealth, telemedicine, electronic communications, remote, virtual, or other online platforms. These procedures must be carried out under the auspice of NASP's expectations to respect the dignity and rights of students and their families. In order to do so, telepractice options must include the following:
Informed consent for students to use new communication methods in counseling
Communication with parent if remote administration will be obtrusive to a student/family's daily schedule
Provisions to prevent the sharing and storage of compromising data of the student/family.
You Tube Video: NASP's expert webinar series highlights tips on remaining ethical during telepractice.
You Tube Video: NASP's expert webinar series highlights tips on remaining ethical during telepractice.
2. Professional Competence and Responsibility
2. Professional Competence and Responsibility
Shhhh...
Shhhh...
School psychologists are charged with managing their caseload's confidentiality in a time where all stakeholders are confound to their homes. This creates challenges. Homes may not be outfitted for the same level of privacy that is typically found within the safety of the child study team office. These conditions may breach confidentiality as psychologists and students are more vulnerable to unsolicited interference or a listening ear.
Decreasing vulnerability may include:
Observing HIPAA and FERPA regulations
Communicating boundary expectations ahead of the therapeutic session
Ensuring that headphones are used to minimize disruption during sessions.
Practitioner and client planning to create a safe space for use before therapeutic services are rendered.
3. Honesty and Integrity in Professional Relationships
3. Honesty and Integrity in Professional Relationships
Sharpen your pencils and sharpen your screens.
Sharpen your pencils and sharpen your screens.
Data from psychological assessments are essential in determining the proper classification and creating attainable goals and objectives, but how does one assess remotely while maintaining the same level of professional accuracy and efficacy? Remote learning can be difficult for general and special needs population; however, gathering accurate results from remote assessments can cause an even greater challenge.
Who distributes testing materials?
Who writes notes on behaviors during testing?
Who troubleshoots in the event of technical disruptions?
During remote assessment, these tasks become the responsiblity of the parent. In this case, it is best practice to consider if the parent is equipped to assist; if reliable technology is available and if the student's behavioral needs will negatively impact his/her scores. As a result, one may find that all families are not created equally; therefore, each child in need of assessment may not be a candidate for remote administration.
It is recommended that school psychologists use their professional opinion to determine if a family is a good candidate for remote testing. If so, Pearson's assessment site, Q-Global offers members free remote access. Parents and students will be emailed test materials, while administrators read instructions and populate fields with their responses.
Please see video: Getting Started with Q-Global Remote On-Screen Delivery
You Tube Video : Getting Started with Q-Global Remote On-Screen Delivery
You Tube Video : Getting Started with Q-Global Remote On-Screen Delivery
4. Responsibility to Schools, Families, Communities, the Profession, and Society
4. Responsibility to Schools, Families, Communities, the Profession, and Society
All Hands In...
All Hands In...
The role as an advocate may be one of the most rewarding parts of the job as a school psychologist. Ensuring students have proper facilities, accomodations and modifications increase the chances of long term success. Unfortunately, during the pandemic, classroom check ups and lunch time sessions are no longer an option; however, the role of an advocator is even more important during this time. There are many publicatons questioning the treatment of students with special needs during COVID. Popular opinion articles suggest that these populations were "left behind".
As school psychologists, the role of the advocator may include determining if parents need additional technological tools to assist with communication or completion of assignments.
Families may also be in need of internet services to continue compliance with recommendations from IEPs.
Behavioral goals may be more difficult to monitor, but seeking additional telehealth services offered within the community may assist parents in maintaining a sense of continuity.
Overall, in the midst of this pandemic, we must keep going. School psychologists have the privelege of bridging the gap between school administration, staff and families. Our efforts to maintain ethical practices while bridging that gap have far greater implications and long term benefits to families in need. In this time, it is important to use professional judgement, contact our local and state resources and keep our ears pressed close to latest developments as we service the physical, educational and emotional needs of an underserved population. In the end, we must seek help, be "the help" and keep going!
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