Professional And Ethical Issues Mid-term Study Quiz

The given statement "psychologists strive to benefit those with whom they work and take care to do no harm" aligns with Principle A: Beneficence & Nonmaleficence. This principle emphasizes the importance of psychologists promoting the well-being of their clients and avoiding causing harm. It highlights the ethical responsibility of psychologists to prioritize the welfare of individuals they work with and to ensure that their actions do not result in any negative consequences.

All of the options listed - universal enrollment, family and community involvement, and higher expectations for teachers via merit pay - are factors that can significantly impact the future of school psychology. Universal enrollment ensures that all students have access to education, which in turn affects the demand for school psychologists. Family and community involvement play a crucial role in supporting students' mental health and academic success, making it essential for school psychologists to collaborate with families and communities. Higher expectations for teachers, such as merit pay, can lead to increased demand for support services like school psychology to help teachers meet these expectations effectively.

The given correct answer is Principle E: Respect for People's Rights and Dignity. This principle aligns with the statement that psychologists respect the rights of individuals to privacy, confidentiality, and self-determination. It emphasizes the importance of treating individuals with dignity, honoring their autonomy, and protecting their privacy and confidentiality. This principle ensures that psychologists prioritize the well-being and rights of the individuals they work with, promoting a respectful and ethical practice.

The given statement states that psychologists aim to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. This aligns with Principle C: Integrity, which emphasizes the importance of psychologists being honest, accurate, and truthful in their work. Integrity involves maintaining high ethical standards and being committed to the truth, which is reflected in the given statement.

Sir Frances Galton was heavily influenced by Darwin and believed that some humans have characteristics that make them more fit than animals, and some humans are more fit than others.

The correct answer is "separate educational facilities are inherently unequal." This statement refers to the landmark Supreme Court case, Brown v Board of Education, which declared that racial segregation in public schools is unconstitutional. The court concluded that separate facilities for different races are inherently unequal and violate the principle of equal protection under the law guaranteed by the Fourteenth Amendment of the United States Constitution. This ruling played a crucial role in the civil rights movement and paved the way for desegregation in education and other areas of society.

The question is asking about the shift in responsibilities in the school psychology field. The correct answer is "Intervention" because it implies that the focus is now more on providing services and support to students rather than just assessing and diagnosing their issues. This shift recognizes the importance of taking action and implementing effective strategies to help students succeed academically, socially, and emotionally.

The correct answer is free and appropriate education for all students with services appropriate to their needs. The 1975 "Education for All Handicapped Act" (PL 94-142) aimed to ensure that all students with disabilities have access to a free and appropriate education. This law mandated that students with disabilities be provided with special education and related services tailored to their individual needs. It emphasized the importance of inclusion and equal opportunities for students with disabilities in the education system.

Level 2 functioning school psychology typically focuses on counselling children and providing direct interventions. This level of school psychology involves working directly with students to address their emotional, behavioral, and academic needs. It may include conducting individual and group counseling sessions, implementing behavior management strategies, and collaborating with teachers and parents to support student success. The emphasis on direct interventions and counseling children distinguishes Level 2 functioning from other levels of school psychology.

School psychologists' primary responsibility used to be assessment. This involved evaluating students' cognitive, academic, and social-emotional functioning to identify any potential learning or behavioral difficulties. By conducting assessments, school psychologists could gather comprehensive information about students' strengths and weaknesses, which helped inform intervention strategies and support services. The informal title of "gatekeeper" was given to school psychologists because they played a crucial role in determining students' eligibility for special education services and other interventions based on their assessment results.

NASP advocates a student to psychologist ratio of 1/1000. This means that for every 1000 students, there should be one psychologist available to provide support and services. This ratio is important to ensure that students receive adequate mental health support and resources. With a lower ratio, psychologists can effectively address the individual needs of students and provide timely interventions. This ratio also allows for collaboration and consultation between psychologists and other school staff to create a supportive and inclusive learning environment.

A school psychologist typically works in educational settings, such as schools, to provide support and services to students. Private practice and hospitals are also possible settings where a school psychologist may work, as they may offer counseling and mental health services to children and adolescents. However, the military would be an unlikely setting for a school psychologist to work in, as their expertise and services may not align with the specific needs and demands of the military environment.

A Level 3 functioning school psychologist is the most advanced and experienced level. They have the skills and knowledge necessary to handle complex tasks and responsibilities. In this case, they are given the responsibility of putting together a task force to evaluate tracking research pros and cons. This shows that they are trusted to lead and make informed decisions in their field.

Amendment 10, also known as the Tenth Amendment, states that any powers not delegated to the federal government are reserved for the states or the people. This means that states have the authority to decide whether or not to provide public education. However, if they choose to do so, they must ensure that it is in compliance with the Constitution. Therefore, Amendment 10 provides the explanation for the statement that states are not obligated to provide public education, but if they do, it must comply with the Constitution.

James McKeen Cattell coined the term "mental test".

A focus on testing and referral-related responsibilities is typical of Level 1 functioning school psychology. This level typically involves basic assessment and intervention tasks, such as conducting assessments, referring students for further evaluation or services, and providing basic counseling or support. Level 1 psychologists often work under the supervision of more experienced professionals and may not have as much autonomy or responsibility for complex case management.

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The Futures Conference emphasizes diversity, social and cultural issues, as well as prevention and empirically-based interventions.

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PL 99-457 B extended all privileges of PL94-142 (Education for the Handicapped Act) to children 3-5. This means that children between the ages of 3 and 5 years old were now entitled to the same educational rights and opportunities as children with disabilities who were covered under PL94-142. This extension aimed to ensure that children with disabilities in the 3-5 age range have access to appropriate educational services and support to meet their unique needs and promote their overall development.

Witmer's address to the APA about his new "clinical method in psychology and diagnostic teaching" led to the establishment of psychology clinics around the country. This suggests that Witmer's address was influential in promoting the adoption of his clinical method and the expansion of psychology clinics as a result.

The given answer, Principle B: Fidelity and Responsibility, aligns with the statement in the question that psychologists establish relationships of trust and uphold professional standards. Fidelity refers to the loyalty and trustworthiness that psychologists must demonstrate towards their clients, while responsibility pertains to their ethical obligation to act in the best interest of their clients and society. Upholding professional standards and managing conflicts of interest are key aspects of fidelity and responsibility, making Principle B the correct choice.

The Boulder Conference was a conference that primarily focused on clinical psychologists and their training standards. However, it also had significant implications for school psychologists.

Wilhelm Wundt is credited with coining the term "consciousness". He was a German psychologist who is often referred to as the founder of experimental psychology. Wundt's work focused on understanding the structure and elements of human consciousness through introspection and experimental methods. He believed that consciousness could be studied scientifically and sought to establish psychology as a separate discipline from philosophy. Wundt's contributions to the field laid the foundation for modern psychology and his term "consciousness" remains widely used in the field today.

Amendment 14 of the United States Constitution guarantees equal protection under the law and prohibits discrimination. It ensures equal educational opportunities to all children, due process involving notice and an opportunity to be heard, and nondiscriminatory evaluations. However, it does not specifically address or call for Pre-K special education to have similar special education opportunities as school-age children.

The Thayer Conference was directed toward school psychologists and focused on their role, the significance of doctoral-level training, and the promotion of mental health for all children, not just those who are referred.

PL 99-457 H addressed the needs of children 0-3 in regard to PL94-142 (Education for the Handicapped Act). This means that PL 99-457 H specifically focused on providing support and services for children between the ages of 0 and 3 who had disabilities or special needs. It aimed to ensure that these young children received appropriate early intervention services and support to enhance their development and prepare them for future educational opportunities.

The Vail Conference introduced the new training model PsyD as an alternative to PhD, leading some psychologists to throw a hissy temper tantrum and form their own group (American Psychological Society).

The correct answer is "Serves students in regular and special education classrooms, both students with and without disabilities". This statement is not true of IDEA. IDEA, or the Individuals with Disabilities Education Act, is a federal law in the United States that ensures students with disabilities receive a free and appropriate public education. It serves children from ages 3-21, is renamed from a prior bill that used the word 'handicapped' instead of 'disability', and offers transition services. However, it does not specifically serve students in regular and special education classrooms, both students with and without disabilities.

After World War 1, psychologists started specializing in various new fields. Adult psychotherapy, private practices, and VA hospitals were among the areas in which psychologists began to specialize. However, educational programs were not one of the fields in which psychologists specialized after WW1.

All of the options listed can be immediate clients to a school psychologist. A student can seek help from a school psychologist for various issues such as academic difficulties or emotional problems. The classroom of students can also be a client if the psychologist is providing support or interventions to the entire class. An administrator can consult with a school psychologist for guidance on implementing effective strategies for student well-being. Therefore, all of the options mentioned can be immediate clients to a school psychologist.

Principle D: Justice states that all persons are entitled "to access and benefit from the contributions of psychology and to the equal quality in the processes". This principle emphasizes the importance of fairness and equality in the field of psychology. It ensures that individuals have equal opportunities to receive psychological services and that the quality of those services is consistent for everyone. Justice promotes the idea that psychological resources and benefits should be distributed fairly, without discrimination or bias.

The Olympia Conference continued the debate about entry-level school psychologists who don't undergo full psychologist training.

This question is asking which option does not represent an instance of SES impacting a school psychologist's role. SES stands for Socioeconomic Status. Option A, different levels of parental availability, can be impacted by SES as parents from lower SES backgrounds may have less availability due to work or financial constraints. Option B, different ratios of students/teachers, can also be impacted by SES as schools in lower SES areas may have higher student-to-teacher ratios due to limited resources. Option C, differing amounts of travel involved in the job, can also be impacted by SES as school psychologists in lower SES areas may have to travel longer distances to reach schools. Option D, differing levels of student advocacy, is not directly related to SES.

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The term "baby boom echo" refers to the increased number of students enrolled in school as a result of baby boomers having children. This means that there is a surge in the student population due to the generation of baby boomers having their own children and sending them to school.

Greater academic accountability in legislation does not directly result in technological disparities. Technological disparities refer to unequal access to technology and digital resources among students, which can be influenced by various factors such as socioeconomic status, funding, and infrastructure. While greater academic accountability may indirectly exacerbate existing disparities by focusing resources on testing and curriculum delivery, it is not a direct result of the legislation itself.

Hutt was the first person to use the term "school psychologist".

Providing professional services for little or no compensation demonstrates the principle of Fidelity and Responsibility. This principle emphasizes the importance of being faithful and responsible in professional relationships, including fulfilling commitments and obligations. By offering services without expecting significant compensation, professionals demonstrate their dedication and responsibility towards their clients or the community they serve. This act aligns with the principle of Fidelity and Responsibility, as it showcases a commitment to the well-being and welfare of others.

The case of Mills v. Board of Ed of DC (1972) established that excluding children with handicaps from regular education classrooms was a violation of equal protection. This means that it is unlawful to deny students with mental retardation access to public education solely based on their disability. The court recognized that these students can still benefit from education and training, and therefore, they should not be denied the opportunity to learn alongside their non-disabled peers. This decision aimed to ensure equal educational opportunities for all students, regardless of their disabilities.

The Spring Hill Conference was centered around the role of school psychologists.

Walter is the correct answer because he was the first person to define the role of a "school psychologist."

Master's level school psychology programs have a limited duration, typically two to three years. It is not feasible to cover all the necessary skills and knowledge required to function at Level 3 within such a short timeframe. Level 3 requires advanced skills in assessment, diagnosis, and research evaluation, which require additional education and training beyond what can be provided in a master's program. Therefore, expecting all school psychologists to function at Level 3 is unrealistic due to the time constraints of their education and training.

Recognizing one's boundaries of competence is an example of Principle D: Justice. Justice refers to the fair and equal treatment of individuals, and recognizing one's boundaries of competence ensures that one does not overstep their abilities and provide inadequate or harmful care to others. It is important to acknowledge and respect the limits of one's knowledge and skills in order to uphold justice and promote the well-being of individuals.

PARC v. Commonwealth of PA (1972) established that students with mental retardation cannot be denied public education because they are capable of benefiting from education and training. This ruling emphasized the importance of equal protection and inclusion, stating that excluding children with disabilities from regular education classrooms is a violation of their rights.

The given answer is correct because in the context of the question, the responsibility of training teachers to work with special education students is not relatively more dominant in the elementary level compared to the other settings. This responsibility is more commonly associated with the secondary level, where specialized knowledge and skills are required to support students with special needs. In the elementary level, the focus is usually on providing a general education foundation for all students, with less emphasis on specific training for special education.

Some psychologists are opposed to the title of "school psychologist" because they believe that school psychologists do not go through the same rigorous training and licensing requirements as other psychologists. They argue that without completing a 5-year program involving psychologist licensing, school psychologists should not be considered true psychologists. This opposition stems from the belief that the title may be misleading and could potentially undermine the credibility and professional standards associated with the field of psychology.

A focus on consultation and indirect interventions is typical of Level 3 functioning school psychology. This level of functioning involves providing support and guidance to teachers, parents, and other professionals through consultation, collaboration, and indirect interventions. It emphasizes a systemic approach to addressing students' needs and promoting positive outcomes within the school community. This level of functioning goes beyond direct interventions with individual students and aims to create a supportive and inclusive environment for all students.