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Furthermore, consistent with the general principle of integrity in professional relationships, psychologists must be honest and straightforward about the boundaries of their competencies (NASP Standard III.1.1, III.2.1). “Competency levels, education, graduate preparation, experience, and certification and licensing credentials are accurately represented to clients, recipients of services, and others” (NASP Standard III.1.1; also APA Principle C). School psychology interns and practicum students identify themselves as such when seeking to establish a school psychologist–client relationship.

School psychologists also respect and understand the areas of competence of other professionals in their work settings and communities, and they work in full cooperation with others “in relationships based on mutual respect” to meet the needs of students (NASP Guiding Principle III.3; also APA Principle B). As noted previously, school-based practitioners work in a context that emphasizes multidisciplinary problem solving and intervention. Consistent with their professional obligations, they “encourage and support the use of all resources to serve the interests of students” and they “genuinely consider input from nonschool professionals regarding student classification, diagnosis, and appropriate school-based interventions” (NASP Standard III.3.1).