Читать книгу Ethics and Law for School Psychologists онлайн

52 страница из 160

As noted, school psychologists often provide services within the framework of an established school psychologist–client relationship. However, as members of a school’s instructional support team, practitioners also provide consultative services to student assistance teams, classrooms, or schools that do not fall within the scope of an established school psychologist–client relationship (NASP, 2020, p. 41). Thus, while school practitioners encourage parental participation in school decisions affecting their children (NASP Standard I.1.1, II.3.13), not all of their consultative services require informed parent consent, particularly if the resulting interventions are under the authority of the teacher and within the scope of typical classroom interventions (NASP Standard I.1.1) (also see ssss1).

During their careers, school psychologists will encounter dilemmas regarding how to balance the rights of parents to make informed decisions about their children with the rights and needs of those children. For example: Under what circumstances should minors have the right to seek school psychological services on their own, without parent permission? When should a minor be afforded the opportunity to make a choice whether to participate in or refuse the psychological services being offered? We will be exploring these issues in the chapters ahead.