Ethics and Law for School Psychologists - Susan Jacob

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However, we also continued to cite older works that provided the foundation for more recent scholarship in the area of ethics and law for school psychologists. As Koocher and Keith-Spiegel (2008) observed, ignoring important older publications on a topic is disrespectful of the efforts of early scholars. Furthermore, researchers and writers “who pass over earlier work may conclude that they discovered something fresh and innovative when in fact the same findings were published many years ago” (p. 524).

      To assist the reader, a list of acronyms that are frequently used in this volume appears in Appendix E. An updated instructor’s manual with test questions and Microsoft PowerPoint slides are available for trainers who adopt the textbook. These supplements are available by contacting your John Wiley & Sons sales representative (visit http://www.wiley.com).

      A number of the changes made in the eighth edition were suggested by readers. We welcome your suggestions for improving future editions of Ethics and Law for School Psychologists. Please contact Susan Jacob, Professor Emeritus, Central Michigan University. E-mail: [email protected].

      DISCLAIMERS

      In addition, our interpretations of ethical codes and standards should not be viewed as reflecting the official opinion of any specific professional association.

      NEW AUTHORS

      When Susan Jacob and Tim Hartshorne published the first edition of Ethics and Law for School Psychologists in 1991, interest in ethical and legal issues associated with the field of school psychology was growing. However, while attorneys and others published on special education law, there were not many school psychologists publishing in the area of ethics. Today, it is exciting to see new scholars writing about ethics in school psychology, and especially social justice. With this edition, we begin a shift toward including some of those new voices as book and chapter authors. Elena Diamond, Associate Professor and Director of the School Psychology Program at Lewis & Clark College, joins us as a fourth author of the textbook. Dana E. Boccio, Associate Professor of Psychology at Adelphi University, provides her expertise in the new Chapter 12 on advocacy. In addition, McKinzie Duesenberg, doctoral student at the University of Missouri, is an author of Chapter 10 on ethical and legal issues associated with school-based research. It is hoped that this sets the stage for a new cohort of writers who, along with Dawn M. Decker and Elizabeth T. Lugg, can take lead roles in future revisions of this textbook. Our goal is to continue to produce a textbook that has a progression from basic concepts to more specific and complex content across chapters. We hope that this and future editions not only continue to have connectivity across chapters, but also emphasize the fresh and new ideas of younger scholars.

      CAST OF CHARACTERS

      Throughout the text, we have included a number of case incidents to illustrate specific principles. Some of the incidents are from case law, some were suggested by practitioners in the field, and others are fictitious. To make it easier for the reader to follow who’s who in the vignettes, we have used the same six school psychologists throughout the book:

      CARRIE JOHNSON provides school psychological services in a rural area. She faces the special challenges of coping with professional isolation and works in a community where resources are limited.

      DAVID KIM is, at the beginning of the book, a doctoral intern in a suburban school district.

      JAMES LEWIS, a school psychologist in a large metropolitan district, is a strong advocate of school efforts to prevent mental health problems.

      PEARL MEADOWS is a school psychologist in a small university town. She works with a diverse student population, including students from farm families who live on the district’s outskirts, Native American students from the neighboring Indian reservation, and children from many different cultures whose parents are part of the university community. Pearl also provides on-site supervision to school psychology interns.

      WANDA ROSE provides services at the preschool and elementary levels in a small town. Children, babies, parents, and teachers love her. She has been a school psychology practitioner for many years. Wanda needs an occasional push from her colleagues to keep current with changing practices, however.

      SUSAN JACOB

      Ann Arbor, Michigan

      DAWN M. DECKER

      Central Michigan University

      Mt. Pleasant, Michigan

      ELIZABETH T. LUGG

      Illinois State University

      Normal, Illinois

      ELENA DIAMOND

      Lewis & Clark College

      Portland, Oregon

      The first edition of Ethics and Law for School Psychologists would not have come to fruition without the support and scholarship of Dr. Timothy S. Hartshorne as co-author. Tim, we thank you, and wish you the best in your upcoming retirement from Central Michigan University.

      We are grateful for the excellent support provided by our Wiley editor, Darren Lalonde, and Monica Rogers, associate managing editor.

      We also very much appreciate the research assistance provided by Central Michigan University school psychology program doctoral student Sarah M. Sykes. Sarah—we couldn’t have finished by our submission deadline without your careful work.

      Finally, a special thank you also is due to family members for their encouragement and patience during the completion of the book.

      This book is accompanied by a companion website for instructors. www.wiley.com\go\jacob\ethicsandlaw8e

      This website includes:

       Instructor’s Manual and Test Banks

       PowerPoint Slides

      Who are school psychologists? As Fagan (2014) observed,

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