Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T16:56:56.948Z Has data issue: false hasContentIssue false

2 - Ethical Issues in Addressing Mental Health Concerns in Schools

from Section I - Ethical Issues in Specific Settings and Challenging Populations

Published online by Cambridge University Press:  14 February 2018

Mark M. Leach
Affiliation:
University of Louisville, Kentucky
Elizabeth Reynolds Welfel
Affiliation:
Cleveland State University
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adelman, H. S. & Feshbach, S. (1971). Predicting reading failure: beyond the readiness model. Exceptional Children, 37, 339345.CrossRefGoogle ScholarPubMed
Adelman, H. S. & Taylor, L. (1994). On understanding intervention in psychology and education. Westport, CT: Praeger.Google Scholar
Adelman, H. S. & Taylor, L. (2010). Mental health in schools: Engaging learners, preventing problems, and improving schools. Thousand Oaks, CA: Corwin Press.Google Scholar
Adelman, H. S. & Taylor, L. (2014). Bringing new prototypes into practice: Dissemination, implementation, and facilitating transformation. The F.M. Duffy Reports (epub). Retrieved from http://smhp.psych.ucla.edu/pdfdocs/implrep3.pdfGoogle Scholar
American Academy of Pediatrics (2015). Adolescent Drug Testing Policies in Schools (AAP Policy Statement). Pediatrics, 135, 782783.Google Scholar
American Psychological Association Zero Tolerance Task Force (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852862.Google Scholar
Beauchamp, T. L. & Childress, J. F. (2012). Principles of biomedical ethics (7th edn.). New York, NY: Oxford University Press.Google Scholar
Biesta, G. (2007). Why ‘‘what works’’ won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57, 122.Google Scholar
Brehm, J. W. & Brehm, S. S. (1981). Psychological reactance: A theory of freedom and control. San Diego, CA: Academic Press.Google Scholar
Center for Mental Health in Schools (2003). Natural opportunities to promote social-emotional learning and MH. Los Angeles, CA: Author at UCLA. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/practicenotes/naturalopportunities.pdfGoogle Scholar
Center for Mental Health in Schools (2012). RTI and classroom & schoolwide learning supports. Los Angeles, CA: Author at UCLA. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/rtii.pdfGoogle Scholar
Center for Mental Health in Schools (2015). Arguments about whether overdiagnosis of ADHD is a significant problem. Los Angeles, CA: Author at UCLA. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/overdiag.pdfGoogle Scholar
Cornell, D. (2015). Our schools are safe: Challenging the misperception that schools are dangerous places. American Journal of Orthopsychiatry, 85, 217220.Google Scholar
Deci, E. L. & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In Ryan, R. M. (Ed.), Oxford handbook of human motivation (pp. 85107). Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
Dishion, T. J. & Dodge, K. A. (2005). Peer contagion in interventions for children and adolescents: Moving towards an understanding of the ecology and dynamics of change. Journal of Abnormal Child Psychology, 33, 395400.Google Scholar
Feinberg, J. (1973). Social philosophy. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Frankena, W. K. (1973). Ethics (2nd edn.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59109.CrossRefGoogle Scholar
Gartlehner, G., Forneris, C. A., Brownley, K. A., et al. (2013). Interventions for the Prevention of Posttraumatic Stress Disorder (PTSD) in adults after exposure to psychological trauma. Rockville, MD: AHRQ Comparative Effectiveness Reviews. Report No.: 13-EHC062-EF.Google Scholar
George, J. A. (2015). Stereotype and school pushout: Race, gender and discipline disparities. Arkansas Law Review, 68, 101130.Google Scholar
Green, L. W. & Glasgow, R. E. (2006). Evaluating the relevance, generalization, and applicability of research: Issues in external validation and translation methodology. Evaluation and the Health Professions, 29, 126153.Google Scholar
Hinshaw, S. P. & Scheffler, R. M. (2014). The ADHD explosion: Myths, medication, money, and today’s push for performance. Oxford, UK: Oxford University Press.Google Scholar
Hobbs, N. (1975). The future of children: Categories, labels, and their consequences. San Francisco, CA: Jossey-Bass.Google Scholar
Illich, I. (1971). Deschooling society. New York, NY: Marion Boyars Publishers Ltd.Google Scholar
Illich, I. (1976). Medical nemesis. New York, NY: Pantheon Books.Google Scholar
Losen, D., Hodson, C., Keith, M. A. II, Morrison, K., & Belway, S. (2015). Are we closing the school discipline gap? Los Angeles, CA: Civil Rights Project.Google Scholar
Losen, D. J. & Martinez, T. E. (2013). Out of school and off track: The overuse of suspensions in American middle and high schools. Los Angeles, CA: Civil Rights Project.Google Scholar
Lyon, G. R. (2002). Learning disabilities and early intervention strategies. Testimony to the Subcommittee on Education Reform Committee on Education and the Workforce. Washington, DC: U.S. House of Representatives,.Google Scholar
Maki, K. E., Floyd, R. G., & Roberson, T. (2015). State learning disability eligibility criteria: A comprehensive review. School Psychology Quarterly, 30, 457469.Google Scholar
National Coalition of Advocates for Students (U.S.). Board of Inquiry Project (1991). Barriers to excellence: Our children at risk. Boston, MA: Author.Google Scholar
Norcross, J. C., Beutler, L. E., & Levant, R. F. (Eds.) (2005). Evidence-based practices in mental health: debate and dialogue on the fundamental questions. Washington, DC: American Psychological Association.Google Scholar
O’Donnell, G. M. & Gersch, I. S. (2015). Professional and ethical issues when working with children and adolescents. In Tribe, R. & Morrissey, J. (Eds.), Handbook of professional and ethical practice for psychologists, counsellors and psychotherapists (pp. 184196). New York, NY: Routledge.Google Scholar
Olson, L. & Viadero, D. (2002). Law mandates scientific base for research. Education Week, 21, 1415.Google Scholar
Painter, K. (2009). Legislation of evidence-based treatments in public mental health: Analysis of benefits and costs. Social Work and Public Health, 24, 511–26.Google Scholar
Perfect, M. M. & Morris, R. J. (2011). Delivering school-based mental health services by school psychologists: Education, training, and ethical issues. Psychology in the Schools, 48, 10491063.Google Scholar
Pew-MacArthur Results First Initiative (2015). Legislating evidence-based policymaking. Retrieved from www.pewtrusts.org/~/media/Assets/2015/03/LegislationResultsFirstBriefMarch2015.pdfGoogle Scholar
Raines, J. C. & Dibble, N. T. (2010). Ethical decision making in school mental health. Oxford Scholarship online.Google Scholar
Rinas, J. & Clyne-Jackson, S. (1988). Professional conduct and legal concerns in mental health practice. Norwalk, CT: Appleton & Lange.Google Scholar
Robinson, D. N. (1974). Harm, offense, and nuisance: Some first steps in the establishment of an ethics of treatment. American Psychologist, 29, 233238.CrossRefGoogle ScholarPubMed
Ryan, W. (1971). Blaming the victim. New York: Random House.Google Scholar
Simpson, D. (2014). Exclusion, punishment, racism, and our schools: A critical race theory perspective on school discipline. UCLA Law Review, 61, 506563.Google Scholar
Skiba, R. (2014). The failure of zero tolerance. Reclaiming Children and Youth, 22, 2733.Google Scholar
Skiba, R. (2013). Reaching a critical juncture for our kids: The need to reassess school-justice practices. Family Court Review, 51, 380387.CrossRefGoogle Scholar
Tanenbaum, S. J. (2005). Evidence-based practice as mental health policy: Three controversies and a caveat. Health Affairs, 24, 163173.CrossRefGoogle Scholar
Tribe, R. & Morrissey, J. (Eds.). Handbook of professional and ethical practice for psychologists, counsellors and psychotherapists. New York, NY: Routledge.Google Scholar
Van Emmerik, A. A. P., Kamphuls, J. H., Hulsbosch, A. M., & Emmelkamp, P. M. G. (2002). Single session debriefing after psychological trauma: A meta-analysis. The Lancet, 360, 766771.Google Scholar
Vansteenkiste, M., Lens, W., & Deci, E. (2006). Intrinsic versus extrinsic goal contents in Self-determination Theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 1931.Google Scholar
Welfel, E. R. (2012). Ethics in counseling & psychotherapy (5th edn.). Belmont, CA: Brooks Cole.Google Scholar
Winter, G. (2003). Study finds no sign that testing deters students’ drug use. The New York Times. Retrieved from www.nytimes.com/2003/05/17/us/study-finds-no-sign-that-testing-deters-students-drug-use.htmlGoogle Scholar
For more on the matters discussed in this chapter, use the Quick Find Online Clearinghouse at our Center at UCLA (http://smhp.psych.ucla.edu/quicksearch.htm). Here are a few examples of relevant documents that are in the Clearinghouse:Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×