Current Catalog Description: Roles of the school psychologist,
organization and administration of psychological services in public
schools, working with teachers, and diagnostics.

Proposed Title: Ethical, Legal and Professional Issues in School
Psychology
Proposed Catalog Description: Ethical and legal issues in the
provision of comprehensive school-based psychological services.
Organization, administration, and evaluation of service delivery in
the context of diverse children, schools, and communities.


The objectives of P680 are to:

1. examine ethical principles and values of school psychologists;

2. explore legal/regulatory aspects of psychological practice;

3. apply guidelines for providers of psychological services to
ethnic, linguistic, and culturally diverse populations;

4. understand the historical antecedents and contemporary forces
shaping school psychology;

5. conceptualize comprehensive psychological services with special
attention to systems, population-based approaches, and prevention;

6. consider ways to promote collaborative efforts by engaging in
boundary spanning activities to serve to the complex needs of
children, families and schools;

7. adopt an attitude of flexibility, helpfulness, and willingness to
innovate;

8. acquire an initial understanding of the cultural context of
schooling;

9. appreciate the value of participating in professional associations
at international  (ISPA), national (APA Division 16, NASP,) state
(IASP), and local levels;

10. explore the potential of electronic tools and information
technology to support the activities of school psychologists;

11. develop the habits of a scientist-practitioner, in terms of
scholarship, commitment to evaluating practice, and contributing to
the knowledge base; and

12. encourage leadership through active participation in local
(program, department, school, community, or local schools), state,
national and/or international associations.

Required Text

Thomas, A. & Grimes, J. (2002) Best Practices in School Psychology IV
(Volumes 1 & 2). Bethesda, MD: National Association of School
Psychologists.

Schedule

September 2
Attend MCCSC School Board meeting which will start at 7:30 PM in Room
105 at the MCCSC Administration Center, 315 North Drive,
Bloomington.  Plan to arrive by 7:15.

September 3
Overview of seminar, requirements and responsibilities; discussion of
ethical dilemmas relative to APA and NASP ethical principles

•APA Ethical Principles of Psychologists and Code of Conduct
http://www.apa.org/ethics/code2002.pdf   (PDF version, suitable for
printing)http://www.apa.org/ethics/code2002.html  (HTML version to
view online)

•NASP Principles for Professional Ethics (Thomas & Grimes, 2002;
Appendix I, pp. 1615-1636) or
http://www.nasponline.org/certification/ethics.html

• Linguistic, and Culturally Diverse Populations
http://www.apa.org/pi/oema/guide.html

•Guidelines for Psychotherapy with Lesbian, Gay, & Bisexual Clients
http://www.apa.org/pi/lgbc/guidelines.html?
CFID=2198209&CFTOKEN=13076755

•Smith (2003) Five principles for research ethics Monitor on
Psychology Volume 34, No. 1 January 2003
http://www.apa.org/monitor/jan03/principles.html?
CFID=2197411&CFTOKEN=85523067

•Additional links to web resources on research ethics
http://www.apa.org/monitor/jan03/principles_read.html

September 10
Historical context for the development of the specialty of school
psychology.

• Fagan (2002) Trends in the history of school psychology in the
United States. In Thomas & Grimes, pp. 209-221

September 17
School psychology futures

•2002 Multi-Site School Psychology Futures Conference hosted by
Indiana University http://www.indiana.edu/~futures/

•Tilly (2002) Best practices in school psychology as a problem-
solving enterprise. In Thomas & Grimes, pp. 21-36

September 24
Education under fire and the caustic public discourse on the ills of
public education; pressures on teachers and students

•Braden (2002) Best practices for school psychologists in educational
accountability: High stakes testing and educational reform. In Thomas
& Grimes,  pp. 301-320

October 1
Legal/regulatory context for practice and research in school
psychology; IDEA, Article 7, and due process (Guest speaker: Thomas
Huberty)

• Individuals with Disabilities Education Act
http://www.ideapractices.org/
http://www.ed.gov/offices/OSERS/OSEP/Policy/

• IDEA regulations
http://www.ed.gov/legislation/FedRegister/finrule/1999-2/062499a.html
http://www.nichcy.org/idealaw.htm
Families and Advocates Partnership for Education (FAPE)
http://www.fape.org/

• Guidelines for Implementation of the Least Restrictive Environment
Provisions of the Individuals with Disabilities Education Act and
Indiana’s Article 7
http://ideanet.doe.state.in.us/exceptional/speced/improvement_plan/dat
tachm.html

October 8
Parents as partners in schooling (Guest speaker: Karin Gavin)

• Ortiz & Flanagan (2002) Best practices in working with culturally
diverse children and families. In Thomas & Grimes,  pp. 337-351

• Sheridan, Napolitano, & Swearer (2002) Best practices in school-
community partnerships. In Thomas & Grimes, , pp. 321-336

• Esler, Godber, & Christenson (2002) Best practices in supporting
home school collaboration. In Thomas & Grimes, pp. 389-411

October 15 (no class due to IASP on Oct 13-14)

October 22
Promoting academic competence

• Rosenfield (2002) Best practices in instructional consultation. In
Thomas & Grimes, pp. 609-623

• Gettinger, & Seibert (2002) Best practices in increasing academic
learning time. In Thomas & Grimes, pp. 773-787

October 29
Full day visit to Indianapolis (date tentative)

• Indiana School for the Blind http://isb.butler.edu/index.html

• Indiana School for the Deaf http://www.deafhoosiers.com/

Nov 5
Public health model and prevention as essential elements of
comprehensive services

• American Psychologist (June/July, 2003, Special issue: Prevention
that works for children and youth)

November 12 – Team presentations

November 19 – Team presentations

November 26 (no class, Thanksgiving break)

December 3
Comprehensive psychological services

December 10
Ethics/legal issues and the culture of schools – Group discussion of
school culture papers

Requirements and contribution to final grade

Individual paper (30%)
Analysis of school culture with attention to diversity issues (10%)
Online and in-class participation, including school board meeting,
brief presentation of historical figure, IASP attendance, visits to
Indiana Schools for the Blind and Deaf (20%)
Team project (40%)


Due dates

September 10 - History presentation
September 17 - 1 page outline of individual paper
October 15 – First draft of individual paper
October 29 – Final draft of individual paper
November 12 &19 – Team project presentations (20 minutes each)
December 5 - Analysis of school culture with attention to diversity
issues

History presentation: Potential topics

Jack Bardon, Virginia Bennett, John Bergan, Alfred Binet, Norma
Cutts, John Dewey, Susan Gray, Joel Meyer, Lightner Witmer, James
Ysseldyke,

Team project presentation: Potential topics

Model websites for comprehensive psychological services
Planning comprehensive psychological services
Accountability and evaluation of comprehensive services
Role of positive psychology in promoting healthy schools

Grading criteria

Individual paper (15-20 pages of text plus minimum of 15 reference
articles)
Poor Adequate Outstanding
Use of APA style 1 2 3 4 5
Organization 1 2 3 4 5
Clarity	1 2 3 4	5
Grammar/spelling 1 2 3 4 5
Use of primary sources	1 2 3 4 5
Use of high quality internet resources 1 2 3 4 5
Overall innovativeness and presentation	1 2 3 4 5

Analysis of school culture with attention to diversity issues (5-10
pages of text with minimum of 3 book references)
Poor Adequate Outstanding
Use of APA style 1 2 3 4 5
Organization 1 2 3 4 5
Clarity	1 2 3 4 5
Grammar/spelling 1 2 3 4 5
Use of primary sources	1 2 3 4 5
Overall innovativeness and presentation	1 2 3 4 5

Team Project (20 minute presentation to class using PowerPoint and
handouts)
Poor Adequate Outstanding
Use of APA style 1 2 3 4 5
Organization 1 2 3 4 5
Clarity	1 2 3 4 5
PowerPoint Slides 1 2 3 4 5
Visual impact -
Use of primary sources	1 2 3 4 5
Use of high quality internet resources 1 2 3 4 5
Overall innovativeness and presentation	1 2 3 4 5
For handout:
Use of APA style 1 2 3 4 5
Grammar/spelling 1 2 3 4 5

Links to Resources
DHHS. (2001). Report of the Surgeon General's Conference on
Children's Mental Health: A national action agenda.
APA. (1998). Archival description of school psychology.
http://www.apa.org/crsppp/schpsych.html
NASP. (2000). Guidelines for the provision of school psychological
services. http://www.nasponline.org/pdf/ProfessionalCond.pdf
No child left behind http://www.nclb.org/
Futures conference background readings
http://www.indiana.edu/~futures/resources.html
United States Department of Education http://www.ed.gov/
IU Code of Student Rights has information about students’ rights and
responsibilities. Students are expected to turn in their own work and
cite sources they use for papers and assignments. Ted Frick, a
faculty member in the Department of Instructional Systems Technology,
created a useful program to clarify the parameters of plagiarism.
http://www.education.indiana.edu/~frick/plagiarism/

Religious Holidays: The faculty wish to accommodate the religious
practices of students. One of the most strongly held values in the
School of Education is respect for diversity.  The above link
provides information on accommodations and procedures to allow
students to observe various religious holidays.  Students should
request the accommodation in advance. There is a downloadable form
that a student may use to request permission to miss class due to a
religious holiday. http://www.indiana.edu/~deanfac/holidays.html
Counseling and Psychological Services (CAPS): IU Health Center, 10th
& Jordan, 855-5711 http://www.indiana.edu/~caps
Safety Escort Services: 855-7233 or 855-SAFE; Free evening
transportation for persons who would otherwise be walking across
campus alone
http://www.indiana.edu/~cps/escort.html