Confidentiality is Key

What are the limits of confidentiality and providing direct services to the student?

According to Jacobs and Hawthorne (2006, p. 65) confidentiality is described as an ethical decision or agreement not to expose any personal information about the individual unless:

· The individual requests that information be shared with another party

· There is a situation involving danger to the individual or others

· There are legal obligations to testify in a court of law

As school psychologist, we are encouraged to discuss the limitations of confidentiality at the onset of services. We are asking our clients to share their innermost thoughts and feelings with us and assuring them that the information will remain confidential, contingent upon the content.

Do you think that a conditional promise of confidentiality will help or hinder the psychologist’s effectiveness with the client?

This Blog was created by Danielle Muhammad and Prattima Kaulessar.

Taken from The Black Briefcase – The Blog of The Life of a School Psychologist…

“Today we met with teachers to discuss the accommodations page in each child's IEP. This meeting usually isn't a big deal because the teacher has only known the child for a couple of days at this point. We met with the specials teachers (art, music, gym and media) to discuss all of the children who have IEPs. We had to discuss the new child who has a history of sexual abuse. We had to make certain arrangements so that the child would have an escort for whenever she left the room. We had to inform the teachers about this plan, without explaining why. It was hard to emphasize the need for constant supervision without giving any details. I adhere to confidentiality, almost to the point where I don't even share information with team members. I don't participate in hearsay, if someone wants information I tell him or her to consult the file, if he or she has permission to do so.I am sensitive to this child's needs, but I'm also sensitive to the safety and well-being of the other children. I also don't want to single-out this child, but I'm not sure how to ensure safety without doing so. This will be tough.”

Confidentiality is a huge issue in many practices, especially in that of school psychology. The code of ethics state that it’s important that we keep students’ information safe and that we respect their privacy and that of their families. But to what degree do you think this is actually put into practice in schools? Do you believe that school personnel abide by confidentiality rules such as the School Psychologist in this article or do you think that they do participate in hearsay with their colleagues? What is it like at your school?

http://theblackbriefcase.blogspot.com/2008/09/confidentiality.html

This Blog was created by Denise Torres and Stefanie Tych.

Call To Action

Why does technology scare so many people? I feel as though I am surrounded by professionals terrified of "gadgets" and "on-line" networking that makes them so unprofessional.

Take a stand. Be an advocate of responsible and innovative technology.

From our Schools to our Prison Pipeline

Failure to provide appropriate behavioral interventions may be contributing to delinquency among students with disabilities. Students of color, students with disabilities, and especially poor black males, are at greatest risk for being suspended repeatedly in a single school year, raising serious questions about the adequacy of behavioral supports that are being provided.

Effective interventions and programs that reduce risk and enhance protective factors for youths at risk for delinquency exist. These have the potential to reduce the human costs of victimization and save tax dollars in both the short and long terms. The school-to-prison pipeline is preventable, but harnessing the political will to do so is difficult. This challenge may well prove to be more formidable than accumulating the knowledge base required to reverse the flow from the school-to-prison pipeline toward the school-to-graduation-to-postsecondary-education path. Placing pressure on leaders to move beyond the simplistic rhetoric of zero tolerance and getting the “disruptive kids out of class” to address these complex problems and glaring racial disparities with compassion, care, knowledge, and determination will not be easy.

Adult prisons and juvenile halls are riddled with children who have traveled through the school-to-prison pipeline. Approximately 68 percent of state prison inmates in 1997 had not completed high school. Seventy-five percent of youths under age eighteen who have been sentenced to adult prisons have not passed tenth grade. An estimated 70 percent of the juvenile justice population suffers from learning disabilities, and 33 percent read below the fourth grade level. The single largest predictor of later arrest among adolescent females is having been suspended, expelled, or retained during the middle school years.

Yet despite the strong relationships that exist between troubled educational histories and subsequent arrest and incarceration, the specific ways in which schools may either contribute to or prevent the flow of students into the criminal justice system remains largely unexplored. Given the growing overall numbers of the prison population—now at a record 2.1 million—in the United States, along with the glaring racial disproportionality within this population, achieving a more accurate and complete understanding of these relationships is urgent.

As school psychologists how can we help to replace the school-to- prison pipeline with a school- to- post -secondary training path? Are there interventions that we know about that address the lack of skill development in some children? What kinds of behaviors are children exhibiting that require such restrictive placements? Are these placements in settings like those used for the "educably mentally retarded" or "emotionally disturbed"? Are these settings providing the kind of opportunities for educational and social growth that children and adolescents need?

Posted by Tammarrah Jones.

Is cross battery assessment essential, or is it too time consuming?

Flanagan and McGrew (1997, p. 322) purport that the cross battery assessment (XBA) approach provides “a much needed and updated bridge between current intellectual theory and research and practice.” The results of confirmatory factor analyses conducted over the past 10 years suggest that no intelligence battery sufficiently measures the full range of broad abilities and processes which define the constructs of intelligence laid out in contemporary psychometric theory.

Many batteries were found to fail to measure three or more broad cognitive abilities, specifically: Ga or auditory processing, Glr or long term storage and retrieval, Gs or cognitive processing speed, and Gf or fluid intelligence and reasoning. These findings motivated Flanagan and her colleagues to develop the cross battery approach to fill in the gaps in assessment.
The steps to XBA are outlined in the book Essentials of Cross-Battery Assessment (Flanagan, Ortiz, & Alfonso, 2007). It also includes software for XBA interpretation. The steps in XBA are: select a primary intelligence battery, identify the CHC abilities that are adequately represented, select tests not to measure CHC abilities not measured by the primary battery, administer primary battery and supplemental tests, enter data into the XBA Data Management and Interpretive Assistant, and then follow guidelines for interpretation.

Can you see this being useful in your practice? Or do you feel it is too time consuming or unnecessary?

Posted by Roxane Nassirpour.

Culturally-Competent Assessments

Culturally competent practice in assessment is essential to improving outcomes for all students. It can reduce the achievement gaps and the disproportionate placement of minority students in special education. Nonverbal cognitive and alternate assessment strategies are strongly recommended by NASP. Alternate assessment strategies such as curriculum-based assessment, test-teach-test and performance monitoring over time should also be conducted.

Despite these recommendations, the field has been unable to develop culture-free intelligence tests. This is due to a myriad of factors, but an underlying explanation is that different cultures value different views of intelligence. As school psychologists, we will be responsible for assessing children from a variety of different cultural and linguistic backgrounds. How do we mitigate the limitations of the test in order to get a more accurate picture of the child's capability? What types of assessment do you plan to use for children from different cultures, socioeconomic statuses, linguistic backgrounds, etc.? How do you plan to address the assessment's limitations in your report?

Posted by Roxane Nassirpour.

THE AMERICAN CULTURE: OBSESSED WITH TESTING

Ever since a child is first born, he or she is welcomed into this world with the Apgar test to measure pulse, activity, appearance, reflex, and respiration. Any score below 3 is considered failing. Then, before one knows it, it is time to test four year olds to determine whether they are proficient in literacy or math (this usually takes place in Head Start Programs). Come kindergarten, a child undergoes testing to see whether he or she is gifted. By the time any child is 6 he or she has been on a testing roller coaster. Little do these children know that in their future, there are many more tests to come…

Further, a child who is in preschool may not perform the best to his or her abilities on cognitive tests due to many reasons. Perhaps the child at this age has problems concentrating, or is shy to show what he or she knows? I remember one of our professors mentioning that research has shown IQ tests to be less accurate predictors of learning and achievement before the age of 6. Perhaps this research should be taken into consideration before we test yet another child in preschool.

1.Should we expose preschoolers to any cognitive testing?
2. Do you feel that intelligence tests are adequate for a child that is only 4 years old?
3. Do we as nation like tests so much that we have structured society around them?

This blog was created by Tjasa Korda.