对家长、教师和学生使用校本动机访谈的伦理考虑

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-01-02 DOI:10.1080/15377903.2019.1665606

Gerald G. Strait, J. Strait, Thomas Schanding, Jacqueline R. Anderson, Diana Stinson, Stephanie Schmidt, Samuel Y. Kim

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引用次数: 1

摘要

近年来，越来越多的研究人员和学校心理学家提倡使用基于学校的动机访谈(SBMI)直接与学生合作，并与教师和家长协商。然而，很少有人注意到学校心理学家在学校环境中与各种利益相关者使用SBMI可能产生的伦理影响。在本文中，强调了独特的道德挑战，并提供了与MI道德指南和全国学校心理学家协会(NASP)职业道德原则相关的实施SBMI技术的建议。

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Ethical Considerations for Using School-Based Motivational Interviewing with Parents, Teachers, and Students

Abstract Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists’ use of SBMI with various stakeholders in school settings. In this paper, unique ethical challenges are highlighted and recommendations for implementing SBMI techniques in relation to both MI ethical guidelines and the National Association of School Psychologists (NASP) Principles for Professional Ethics are provided.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.