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Sinclair (1998) observed that “some ethical decision making is virtually automatic and the individual may not be aware of having made an ethical decision. In other situations, ethical decision making is not automatic but leads rapidly to an easy resolution,” particularly if a clear-cut standard exists. However, “some ethical issues … require a time-consuming process of deliberation” (p. 171). Eberlein (1987) and others (Behnke & Jones, 2012; Knapp, VandeCreek et al., 2017; Tymchuk, 1986) suggested that mastery of an explicit decision-making model or procedure may help the practitioner make informed, well-reasoned choices when dilemmas arise in professional practice. Tymchuk (1986) has also noted that in difficult situations, the course of action chosen may be challenged. Use of a systematic problem-solving strategy will allow the practitioner to describe how a decision was made. This may afford some protection when difficult decisions come under the scrutiny of others. Furthermore, practitioners may find a systematic decision-making model helpful in anticipating and preventing problems from occurring (Sinclair, 1998). Consistent with the literature, NASP Standard IV.3.1 advises that, “In difficult situations, school psychologists use a systematic, problem-solving approach to decision making.”