Abstract
The promotion of students’ welfare is one of the central professional and ethical responsibilities of school psychology practitioners. However, some practitioners are subjected to pressure from adm...
Highlights
Child advocacy has long been recognized as an integral part of the school psychologist’s role within the educational system (McMahon, 1993)
Independent t-tests were performed on composite scores to compare school psychologists’ and principals’ dominant ethical orientations. Both groups tended to subscribe to a Kantian ideology, as evidenced by an average overall Kantian score of 4.97 (SD = .92) for school psychologists and 4.33 (SD = 1.02) for school principals
In an attempt to offer a possible explanation for the phenomenon of administrative pressure to practice unethically, the current study examined the feasibility of using a scenario-based instrument to assess and compare the respective dominant ethical orientations of administrators and school psychologists
Summary
Child advocacy has long been recognized as an integral part of the school psychologist’s role within the educational system (McMahon, 1993). According to the National Association of School Psychologists’ Principles for Professional Ethics, School psychologists consider the interests and rights of children and youth to be their highest priority in decision making, and act as advocates for all students. These assumptions necessitate that school psychologists “speak up” for the needs and rights of students even when it may be difficult to do so. The desire to render a solution that is pleasing and advantageous to multiple individuals can hinder advocacy efforts aimed at safeguarding students’ welfare
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