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7 ssss1 See the APA’s guidelines to assist psychologists in providing multiculturally competent services (2017a) and NASP’s research-based position statement on Safe and Supportive Schools for LGBTQ+ Youth (2017a).
8 ssss1 As used by NASP (2017b), the acronym LGBTQ+ is intended to be inclusive of students of diverse sexual orientations, gender identities, and/or gender expressions.
9 ssss1 Some material on decision making also appears in Jacob et al. (2021).
Chapter 2 LAW AND SCHOOL PSYCHOLOGY: AN INTRODUCTION
As noted in ssss1, codes of ethics are one source of quality control in the provision of school psychological services. This chapter explores two other mechanisms of quality assurance: public school law and the credentialing of school psychologists. We also further explore the legal implications of school-based practice. In this book, the term school-based practice means that the school psychologist is an employee of the schools, whether full-time, part-time, or on a per-case or consultative basis. In contrast, the term private practice refers to situations in which a school psychologist enters into an agreement with a client rather than an educational agency to provide services, and the fee for services is the responsibility of the client or their representative (NASP, 2020, Definition of Terms As Used in the Principles for Professional Ethics, p. 41).