Publicação
Psychological assessment in school contexts: ethical issues and practical guidelines
| Resumo: | Background Psychological assessment in school settings involves a range of complexities and ethical dilemmas that practitioners must navigate carefully. This paper provides a comprehensive review of common issues faced by school psychologists during assessments, discussing best practices and ethical guidelines based on codes from various professional organizations. Methods We examine the entire assessment process, from pre-assessment considerations like informed consent and instrument selection to post-assessment practices involving results communication and confidentiality. Key ethical concerns addressed include fairness in assessment, cultural and linguistic appropriateness of testing materials, and issues surrounding informed consent. Results Specific challenges discussed include selecting appropriate assessment instruments that reflect the diverse needs and backgrounds of students, ensuring fairness and removing bias in testing, and effectively communicating results to various stakeholders while maintaining confidentiality. We emphasize the importance of multi-source, multi-method assessment approaches and the critical role of ongoing professional development in ethical practice. Conclusion By adhering to established ethical standards and best practices, school psychologists can effectively support the educational and developmental needs of students. This paper outlines actionable recommendations and ethical considerations to help practitioners enhance the accuracy, fairness, and impact of their assessments in educational settings. |
|---|---|
| Autores principais: | Cadime, Irene Maria Dias |
| Outros Autores: | Mendes, Sofia A. |
| Assunto: | Ethical issues Psychological assessment School psychology |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| _version_ | 1864251157596078080 |
|---|---|
| author | Cadime, Irene Maria Dias |
| author2 | Mendes, Sofia A. |
| author2_role | author |
| author_facet | Cadime, Irene Maria Dias Mendes, Sofia A. |
| author_role | author |
| contributor_name_str_mv | Universidade do Minho |
| country_str | PT |
| creators_json_str | [{\"Person.name\":\"Cadime, Irene Maria Dias\"},{\"Person.name\":\"Mendes, Sofia A.\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Universidade do Minho |
| datacite.creators.creator.creatorName.fl_str_mv | Cadime, Irene Maria Dias Mendes, Sofia A. |
| datacite.date.Accepted.fl_str_mv | 2024-08-20T00:00:00Z |
| datacite.date.available.fl_str_mv | 2024-08-28T08:23:23Z |
| datacite.date.embargoed.fl_str_mv | 2024-08-28T08:23:23Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Ethical issues Psychological assessment School psychology |
| datacite.titles.title.fl_str_mv | Psychological assessment in school contexts: ethical issues and practical guidelines |
| dc.contributor.none.fl_str_mv | Universidade do Minho |
| dc.creator.none.fl_str_mv | Cadime, Irene Maria Dias Mendes, Sofia A. |
| dc.date.Accepted.fl_str_mv | 2024-08-20T00:00:00Z |
| dc.date.available.fl_str_mv | 2024-08-28T08:23:23Z |
| dc.date.embargoed.fl_str_mv | 2024-08-28T08:23:23Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://hdl.handle.net/1822/92784 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidade Federal do Rio Grande do Sul (UFRGS) |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.rights.rights.copyright.fl_str_mv | openAccess |
| dc.subject.none.fl_str_mv | Ethical issues Psychological assessment School psychology |
| dc.title.fl_str_mv | Psychological assessment in school contexts: ethical issues and practical guidelines |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Background Psychological assessment in school settings involves a range of complexities and ethical dilemmas that practitioners must navigate carefully. This paper provides a comprehensive review of common issues faced by school psychologists during assessments, discussing best practices and ethical guidelines based on codes from various professional organizations. Methods We examine the entire assessment process, from pre-assessment considerations like informed consent and instrument selection to post-assessment practices involving results communication and confidentiality. Key ethical concerns addressed include fairness in assessment, cultural and linguistic appropriateness of testing materials, and issues surrounding informed consent. Results Specific challenges discussed include selecting appropriate assessment instruments that reflect the diverse needs and backgrounds of students, ensuring fairness and removing bias in testing, and effectively communicating results to various stakeholders while maintaining confidentiality. We emphasize the importance of multi-source, multi-method assessment approaches and the critical role of ongoing professional development in ethical practice. Conclusion By adhering to established ethical standards and best practices, school psychologists can effectively support the educational and developmental needs of students. This paper outlines actionable recommendations and ethical considerations to help practitioners enhance the accuracy, fairness, and impact of their assessments in educational settings. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorium.uminho.pt/bitstreams/2bc8b011-9eb3-423c-a775-67e38ae717c4/download |
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| identifier.url.fl_str_mv | https://hdl.handle.net/1822/92784 |
| instacron_str | repositorium |
| institution | Universidade do Minho |
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| language | eng |
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| network_name_str | RepositóriUM - Universidade do Minho |
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| organization_str_mv | urn:organizationAcronym:repositorium |
| person_str_mv | Cadime, Irene Maria Dias Mendes, Sofia A. |
| publishDate | 2024 |
| publisher.none.fl_str_mv | Universidade Federal do Rio Grande do Sul (UFRGS) |
| reponame_str | RepositóriUM - Universidade do Minho |
| repository_id_str | urn:repositoryAcronym:rum |
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| spelling | engUniversidade Federal do Rio Grande do Sul (UFRGS)porBackground Psychological assessment in school settings involves a range of complexities and ethical dilemmas that practitioners must navigate carefully. This paper provides a comprehensive review of common issues faced by school psychologists during assessments, discussing best practices and ethical guidelines based on codes from various professional organizations. Methods We examine the entire assessment process, from pre-assessment considerations like informed consent and instrument selection to post-assessment practices involving results communication and confidentiality. Key ethical concerns addressed include fairness in assessment, cultural and linguistic appropriateness of testing materials, and issues surrounding informed consent. Results Specific challenges discussed include selecting appropriate assessment instruments that reflect the diverse needs and backgrounds of students, ensuring fairness and removing bias in testing, and effectively communicating results to various stakeholders while maintaining confidentiality. We emphasize the importance of multi-source, multi-method assessment approaches and the critical role of ongoing professional development in ethical practice. Conclusion By adhering to established ethical standards and best practices, school psychologists can effectively support the educational and developmental needs of students. This paper outlines actionable recommendations and ethical considerations to help practitioners enhance the accuracy, fairness, and impact of their assessments in educational settings.application/pdfporPsychological assessment in school contexts: ethical issues and practical guidelinesCadime, Irene Maria DiasMendes, Sofia A.HostingInstitutionOrganizationalUniversidade do Minhoe-mailmailto:repositorium@usdb.uminho.ptrepositorium@usdb.uminho.ptISSNIsPartOf0102-7972DOIIsPartOf10.1186/s41155-024-00318-x2024-08-28T08:23:23Z2024-08-202024-08-20T00:00:00ZHandlehttps://hdl.handle.net/1822/92784http://purl.org/coar/access_right/c_abf2open accessEthical issuesPsychological assessmentSchool psychology1078151 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal article2024-08-20http://creativecommons.org/licenses/by/4.0/openAccesshttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorium.uminho.pt/bitstreams/2bc8b011-9eb3-423c-a775-67e38ae717c4/download |
| spellingShingle | Psychological assessment in school contexts: ethical issues and practical guidelines Cadime, Irene Maria Dias Ethical issues Psychological assessment School psychology |
| subject.fl_str_mv | Ethical issues Psychological assessment School psychology |
| title | Psychological assessment in school contexts: ethical issues and practical guidelines |
| title_full | Psychological assessment in school contexts: ethical issues and practical guidelines |
| title_fullStr | Psychological assessment in school contexts: ethical issues and practical guidelines |
| title_full_unstemmed | Psychological assessment in school contexts: ethical issues and practical guidelines |
| title_short | Psychological assessment in school contexts: ethical issues and practical guidelines |
| title_sort | Psychological assessment in school contexts: ethical issues and practical guidelines |
| topic | Ethical issues Psychological assessment School psychology |
| topic_facet | Ethical issues Psychological assessment School psychology |
| url | https://hdl.handle.net/1822/92784 |
| visible | 1 |