1
SYLLABUS
School Psychology: Ethics and Professional Roles and Standards
CPSE 605
Fall 2008
Class Period: Tuesday8:00- 10:50
Classroom: 225 SWKT
Instructor: Melissa Allen Heath, PhD
e-mail:
422-1235 (office)
491-8386 (home)
Office hours: Monday 12:00-3:00; Tuesday: 12:15- 3:00; Thursday 10:00-2:00
NOTE: Faculty meetings are held on the 2nd and 4th Thursdays of each month.
Please call to set up an appointment outside of scheduled office hours.
Texts & Required Reading:
- Merrell, K.W., Ervin, R. A., Gimpel, G.A.(2006). School psychology for the 21st century. New York: Guilford.
- Jacob, S., & Hartshorne, T. S. (2007). Ehtics and the law for school psychologists (5th ed.).Hoboken, NJ: Wiley.
- APA Ethical Guidelines
- NASP Professional Standards
- ASCA Professional Standards
- ACA Professional Standards
Course Description:
Review, discuss and consider topics of significance in the school psychology profession, with emphasis on special education legislation, legal and ethical practice and issues, and professional practice issues and standards. Although the major focus is on School Psychology, ethics of other professional organizations will also be reviewed, compared, and contrasted with School Psychology (American Psychological Association, American Counseling Association, American School Counselor Association).
Academic Credit:3 Semester Hours
Prerequisites:
Graduate status and acceptance into the school psychology program. This course may be approved for those practitioners in need of continuing professional development and certification requirements.
Overview of Course Goals:
1) Learn about the developing profession of SP
2) Identify various functions, roles, and responsibilities associated with the SP profession
3) Increase knowledge oflegal, regulatory, and ethical issues and how to incorporate this knowledge into practical application
4) Establish a context for current and future professional development, linking into supportive state and national professional organizations
5) Identify and review internet resources that support SPs in their profession
Course Objectives:Upon completion of this course, the student will be able to:
- Discuss the history of school psychology and identify its emergence as a major discipline.
- Identify (and later demonstrate competency in practicum and internship settings) the various roles and functions of a school psychologist within the school and community.
- Describe the scientist-practitioner model of service delivery and how this model fits in a school setting.
- Discuss ethical codes, standards for practice, and law pertinent to the delivery of school psychological services (i.e. NASP, ASCA, ACA, and APA codes, IDEA, FERPA, Section 504, and major court cases that shaped school policy).
- Protect student and family privacy and respect confidentiality.
- Identify situations that merit warning and appropriately protectingothers (duty to warn).
- Analyze ethical issues according to the principles of professional ethics.
- Complete a 9-step problem solving analysis of an ethical dilemma (9-steps are included in Appendix A).
- Consult with colleagues when confronted with ethical dilemma.
- Maintain membership and relationships in professional organizations, particularly UASP and NASP.
- Keep informed regarding changes in state and federal law and ethical standards related to professional practice. Identify key websites on the state and national level.
- Engage in professional practice that promotes the best interest of students, families, and schools.
- Identify key building blocks of collaborative relationships with staff, parents and students, valuing each as an equal partner in the delivery of school psychological services. Note: In future practicum and internship assignments students will demonstrate skills in collaborative and consultative roles.
- Identify practical ways to build a positive supportive school community, facilitating a sense of belonging within the school organization,identifying and breaking down barriers, and reaching out to include all parents and caregivers.
Learning Activities:
- Lectures by instructor and visitors
- Panel discussion
- Class discussion
- Readings
- Role plays
- School-based activity: interviewing practicing school psychologist
- Reflection paper and presentations
- Student paper and presentation on topic related to ethical standards or professional roles of school psychologist
Grading:
94-100%= A
90-93%= A-
87-89%= B+
84-86%= B
83% or below= B-
Note: grades below a B- are considered failing. Students earning below a B- must re-take the class.
GRADING CRITERIA:
15% Midterm
15% Final
20% Field-Based Experience Interview
10% write-up
10% in-class presentation
10% Reflection papers---10 due during semester (1 pt earned per paper)
30% Presentation & research paper
15% -- paper
15% -- presentation
10% Class attendance and participation
1. TESTS: Mid-term and Final examinations – Each worth 15% of your grade, these two tests account for 30% of your final grade.
2. FIELDBASED EXPERIENCE:
(a) Design a series of interview questions geared toward discovering interviewees’ perceptions of the roles and functions of school psychologists and complete one individual interview with a practicing school psychologist, writing a short outline of questions, responses, and perceptions —10% of final grade.
(b) Present your findings in a 10 minute class presentation, summarizing your interview with a school psychologist - 10% of grade.
3. REFLECTION PAPERS: Ten papers are due during this semester. Based on the week’s topic and reading assignment, write a one-page reflection paper on your perceptions relevant to the roles and functions of a school psychologist. Each week, these papers will be presented in class -- Total of 10% of final grade. Each of the 10 papers is worth 1 point.
4. PRESENTATIONRESEARCH PAPER:
15 minute presentation (15% of grade) and one 8 to 10-page paper (15% of grade), totaling 30% of final grade.
Pick a topic relevant to the roles and functions of a school psychologist. Write an 8 to10 page research paper (double spaced, 1” margins, APA-5th edition style). Present your paper in class (15% of grade). Paper must summarize a topic relevant to ethical issues or professional roles. Include a short list of key references and resources in your paper. Summarize your topic in your 15 minute class presentation. Refer to grading rubric in Appendix of this syllabus. Evaluation of presentation will be based on the (a) organization and delivery of presentation, (b) materials presented before and during the presentation, (c) ability to involve class in discussion/activities.
5. ATTENDANCE AND PARTICIPATION: Regular class attendance and participation in assigned activities. -- 10% of final grade.
DATE / TOPIC / READINGS / EXAMS& Due Dates2 Sept / Overview of class
9 Sept / Intro to Ethics in SP / Chapter 1 (J&H)
Chapter 1 (ME&G)
16 Sept / HX Context of SP / Chapter 2 (ME&G)
23Sept / Law & SP / Chapter 2 (J&H)
30 Sept / Legal & Ethical Issues in SP / Chapter 6 (ME&G)
7Oct / Confidentiality & Privacy / Chapter 3 (J&H)
14Oct / (1) Change & Problem Solving Model
(2) Systems change / Chapter 7 (ME&G)
Chapter 11 (ME&G)
21Oct / (1) MID-TERM
(2) Assessment / Chapter 4 (J&H)
Chapter 8 (ME&G) / MID-TERM
28Oct / IDEA
Section 504 / Chapter 5 (J&H)
Chapter 6 (J&H)
4Nov / Academic interventions / Chapter 9 (ME&G)
11Nov / Consultation & Supervision / Chapter 8 (J&H)
Chapter 9 (J&H)
Chapter 11 (J&H)
18Nov / School-based counseling services / Chapter 10 (ME&G)
Chapter 7 (J&H)
25Nov / Research in Schools / Chapter 10 (J&H)
Chapter 12 (ME&G)
2Dec / Effective Response to Cultural & Linguistic Diversity / Chapter 3 (ME&G)
Related to cultural & linguistic diversity, review assessment in ethical & professional guidelines
9Dec / Certification, Licensure, & Employment trends / Chapter 4 (ME&G)
Chapter 5 (ME&G)
Chapter 13 (ME&G)
FINAL EXAM Wed. Dec 17 8:00-10:00 a.m.
Class Policies
Plagiarism: Any student who represents the work of another person as his or her own on any of the papers or the presentations will receive zero (0) credit for that paper or presentation. Cheating, submitting work other than your own, or plagiarism may result inpenalties ranging from an F in the course to expulsion from the university. All students are subject to the University Policy Statement on Academic Dishonesty in the current Catalog.
Attendance: It is the student's responsibility to keep up with discussion and assignments. Making up late work will be at the discretion of the instructor.
Grading: A letter grade consistent with the student's performance on assignments will be awarded upon completion of the requirements of this course. A grade of incomplete (I) may be awarded, but only in extraordinary cases. The expectation is that all work will be submitted on or before the date it is due. Insufficient time, poor time management, or course or work overloads are NOT sufficient reason for awarding an incomplete (I).
Drop/Withdrawal: Students who drop or withdraw from the course must notify the instructor in writing. Failure to notify the instructor shall result in the student being considered absent without leave from the class and the student shall be considered responsible for all work missed.
Course changes: The instructor reserves the right to modify or change any part or all of the syllabus or the course requirements at any time during the quarter. Students shall be notified of any such changes.
Disability or Special Considerations and Accommodations
To request academic accommodations due to a disability, please contact the Office of Students with Disabilities. If you have a self-identification form from the Office for Students with Disabilities indicating that you have a disability, which requires accommodation, please present it to me so we can discuss accommodations necessary to assist you in learning and completing assignments. If I am aware of your needs, I can make accommodations.
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Periodicals, Newsletters, and Law Reports that Address Ethical and Legal Issues
APA Monitor
The official newsletter of the American Psychological Association. Includes anEthics Columnand articles on law and ethics.
Education Week
This weekly newspaper, contains up-to-date news related to education. Easy-to-read articles in law affecting schools, including legislative developments and emerging case law.
Individuals with Disabilities Education Law Report
The I.D.E.L.R. is a publication of a national special education law reporting service. It includes court rulings, administrative hearing decisions, U.S. Department of Education policy statements, and findings from Office of Civil Rights complaints investigations.
Journal of Law and Education
A quarterly journal to educational law
NASP Communiqué
The official newsletter of the National Association of School Psychologists
Professional Psychology: Research and Practice
This journal frequently publishes articles on ethics and law as they affect the practice of professional psychology, including school psychology.
SPAN Update
The official newsletter of the School Psychologists Action Network (SPAN) produced by the NASP government and Professional Relations Committee.
The Special Educator
A biweekly newsletter that provides a review and analysis of events of importance to special educators.
West’s Education Law Reporter
A law reporter that includes educational law court cases and articles on education law.
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Supplementary Resources:
Students will be expected to become familiar with Internet based resources related to school psychology. The following sites are gateways to organizations and also provide links to additional practitioner resources.
National Association of School Psychologists:
NASP listserve:
Division 16- School Psychology ---American Psychological Association
American Psychological Association:
- Ethical Principles of Psychologists and Code of Conduct (16- pg PDF file)
Utah School Psychology Association:
International School Psychology Association:
Two key publications that support school psychologists:
- Best Practices in School Psychology, Alex Thomas and Jeff Grimes, ISBN 0932955851
Contains 6 volumes, 10 sections, 141 chapters—School psychology's major source of key information.List: $275.00--Member: $220.00--Bulk: $210.00--*For questions, please call (866) 331-NASP
- Helping Children at Home and School II: Handouts for Families and Educators
ISBN 0-932955-82-7
Non-member price: 75.00; Member price: 60.00
Bulk price: $57.00 (to place bulk orders, please call NASP Publications at 301-657-0270)
APPENDIX A
Steps in Resolving an Ethical Dilemma
To be completed by Practicum & Intern studentsDate:______
(1) Identify the problem or dilemma.
(2) Identify the potential issues involved.
(3) Review the relevant ethics codes.
(4) Know the applicable laws and regulations.
(5) Obtain consultation.
(6) Consider possible and probable courses of action.
(7) Enumerate the consequences of various decisions.
(8) Decide on what appears to be the best course of action.
(9) Document your actions.
APPENDIX B
GRADING RUBRICCLASS PRESENTATION (15 pts) & PAPER (15 pts)
0 / 3 / 6 / 9 / 12 / 15
In-Class
Presentation
(15 pts) / Did not
participate in presentation / minimal presentation skills, minimal evidence of understanding, includes misinformation, major points are not emphasized, disorganized; and not adequately communicated. Substandard preparation is evident. / superficial preparation;
minimal organization; major points not identified not well developed; and reflects few basic presentation skills / adequate presentation skill; major/important points are identified; not well developed; needs more preparation / sufficient preparation; demonstrates average presentation skill; attends to important points but not sufficiently organized nor fully developed / professionally presented (dress and skill in presenting are appropriate);points are clearly communicated presentation holds interest of audience; extensive preparation is evident
Paper accompanying presentation
(15 pts) / Did not prepare handout. / minimal writing skill; minimal evidence of understanding; major points are not emphasized; disorganized; numerous typos; poorly written & does not hold reader’s interest / substandard organization; major points are not well developed; several typos; reflects basic writing skills / adequate writing skill –adequate development; major/important points are identified but not well organized nor developed / demonstrates above average writing skill; attends to important points; well organized / exceptional writing skill; well written; information is well organized; points are succinctly and accurately expressed; holds reader’s interest; follows APA style
GRADE-SHEET----CPSE 605
Fall Semester 2008
NAME: ______
CLASS ATTENDANCE & WEEKLY ACTIVITIES
T=TARDY, A=ABSENT, P=PRESENT
Attendance / DATE / Reflection papers(10 due) / Project Due datesPaper & Presentation / Points earned
2 Sept / First day of class
9 Sept
16 Sept
23Sept
30 Sept
7Oct
14Oct
21Oct
MIDTERM
28Oct
4Nov
11Nov
18Nov
25Nov
2Dec
9Dec
FINAL EXAM Wed. Dec 17 8:00-10:00 a.m.
TOTAL POINTS:______