School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice

Abstract

Most prior research on the ethical dilemmas in school psychology has focused on certified school psychologists. The purpose of this study, therefore, was to survey school psychology graduate students about their experiences with ethical dilemmas, perceived preparation to respond to ethical dilemmas, responses to ethical dilemmas, and most concerning ethically challenging situations. We also examined differences in preparation and response across background (i.e., degree track, year in program, program NASP approval, ethics training). Results indicated that, although participants generally reported experiencing relatively few ethical dilemmas in the past year, they reported experiencing more ethical dilemmas related to programming and supervision than specific applied skills (e.g., intervention). Most participants reported receiving both formal and informal training, with formal graduate coursework the most frequently reported. Participants generally indicated they were well-prepared to respond to ethical dilemmas, but less so to respond to unethical conduct of those in power (i.e., administrators, supervisors). Implications for training and practice in school psychology are discussed. Our findings suggested that trainers need to facilitate open communication and feedback with students and convey and enact a willingness to listen to students’ concerns and suggestions. Impact Statement School psychology graduate students reported that they experience relatively few ethical dilemmas, but they were more likely to encounter ethical dilemmas related to programming and supervision than applied skills (e.g., intervention), highlighting the importance of systematic planning and reflection in training and applied experiences.