NASP Training, Credentialing, Ethical Standards, and Practice Guidelines Revisions

By Williams, Barbara Bole; Adams, Bobbi Jo | National Association of School Psychologists. Communique, September 2008 | Go to article overview

NASP Training, Credentialing, Ethical Standards, and Practice Guidelines Revisions


Williams, Barbara Bole, Adams, Bobbi Jo, National Association of School Psychologists. Communique


The process to revise the four NASP Standards (Training, Credentialing, Ethics, and Practice Guidelines) has begun and is on track to meet its deadline of 2010. The purpose of this article is to update NASP members and COMMUNIQUÉ readers on the work of the Standards Revision workgroup to date and provide a timeline for future activities.

From an organizational prospective, the revision process will consist of four Level I Writing Teams (Training, Credentialing, Ethics, and Practice Guidelines), the Level II Development Group (representatives from NASP and other key stakeholder groups), and the Level III Reaction Group (NASP leadership and membership and related organizations and stakeholders). Ultimately, the revised Standards will be placed on the agenda for both Executive Council and Delegate Assembly voting. The process will be completed in time for the deadline of 2010.

The Level I Writing Group began its work with a face-to-face kick-off meeting during September 2007. All members of the Level I team reviewed voluminous current publications in the field of school psychology, including NASP and APA Division 16 publications, as well as other relevant documents. From the beginning of the process, we discussed strategies to allow input from other school psychology affiliated organizations, professional groups, and NASP members.

Using the NASP 2008 convention in New Orleans as an opportune venue, plans came together to hold focus groups to begin to gather input. Our first effort was to hold a by-invitation large focus group with invitees selected from a random sampling of preregistered attendees, across students, practitioners, graduate educators, and others. In addition, two leadership focus groups were held during the Delegate Assembly to solicit input on all four Standards areas from leaders of NASP and the field of school psychology in attendance in New Orleans. Concomitantly, NASP members were invited by e-mail blasts to respond to four webbased surveys (Training, Credentialing, Ethics, and Practice Guidelines) in order to provide their input into the revisions process. A total of 2,747 responses were analyzed and synthesized.

Once the focus groups and online survey results were available to the Level I Writing Teams, the task became to incorporate the data into the Standards revisions. In April 2008, the Writing Team met in Bethesda at the NASP office to continue the process of integrating the focus group and survey responses into the revision process. …

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