School Psychologists' Management of Administrative Pressure to Practice Unethically

Abstract

ABSTRACTIn their role as child advocates, school psychologists strive to promote policies and practices that increase the availability of necessary academic and mental health services and enhance the well-being of children. However, administrative pressure to disregard ethical and legal mandates in favor of decisions that would prioritize the needs of the employing agency creates a serious dilemma for practitioners. This study examined school psychologists' self-reported adoption of strategies for managing administrative pressure to practice unethically, as well as practitioners' perceptions regarding the effectiveness of various approaches. Participants most frequently reported handling administrative pressure by soliciting advice and emotional support from colleagues and educating administrators about ethical and legal mandates governing school-based practice. Similarly, enlightening administrators about ethical guidelines, special education legislation, and best practices was the approach most commonly perceived as effective in resisting unethical administrative directives, followed by maintaining open channels of communication and working towards compromise. The results of this investigation are used to offer recommendations for the successful management of administrative pressure by school psychology practitioners.