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Because they typically provide services to several different groups (e.g., families, teachers, classrooms, students), practitioners may encounter situations in which loyalties are conflicted. For this reason, “as much as possible, school psychologists make known their priorities and commitments in advance to all parties to prevent misunderstandings” (NASP Standard III.2.4).

School psychologists are also forthright about what they have to offer their clients and other recipients of services. They “explain all professional services to clients in a clear, understandable manner,” and are candid about “their roles, assignments, and working relationships with recipients of service and others” (NASP Standard III.2.1). In addition, they establish clear roles for themselves within their work setting while respecting the various roles of colleagues and other professions (NASP Standard III.2.2). Read and consider Case 1.3.

Madeleine Fine, a new first-grade teacher, asks Maria Delgado, the school psychologist, for some ideas on handling Kevin, a child who has demonstrated some challenging behaviors in the classroom. After Maria observes in the classroom, it is evident to her that Madeleine needs some help working with Kevin and developing effective classroom management strategies. Maria offers to meet with Madeleine once a week over a six-week period to work on classroom management skills, and Madeleine agrees. Shortly after their third consultation session, the principal asks Maria for her assessment of Madeleine’s teaching competence. The principal indicates that she plans to terminate Madeleine during her probationary period if there are problems with her teaching effectiveness. Maria is not sure how to respond to the principal’s request.