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MAPS: Articles of Incorporation, Membership, Officers, & Executive Committee

Articles of Incorporation
MISSISSIPPI ASSOCIATION FOR PSYCHOLOGY IN THE SCHOOLS. INC.
This Corporation is Chartered Perpetually
February 14, 1981
CONSTITUTION AND BY-LAWS

ARTICLE I. NAME AND OBJECTIVES

1. The name of this organization shall be the Mississippi Association for Psychology in the Schools, Inc.

2. The objectives of this organization shall be: (a) To provide opportunities for professional fellowship and for the exchange of professional ideas among school psychologists; (b) To advance the professional status of school psychologists; (c) To promote and maintain high standards of professional psychological services; (d) To promote the development of sound educational practice for the total school program; and (e) To promote and advance school psychology as a distinct viable profession within the State and to serve as a vehicle of communication for the profession.

ARTICLE II. MEMBERSHIP

1. The organization shall consist of the following categories of membership:
    A. Member: Those eligible for regular membership must: (1) Hold an advanced degree in psychology and be or have been employed on a full time basis in the practice of school psychology in Mississippi; or (2) Hold a certificate asa psychometrist or school psychologist from Mississippi; or (3) Be primarily engaged in the trai ning of school psychologists at aMississippi college or university.

    B. Student Member: Those eligible for student membership must be actively engaged in one-halftime or more in a college or university training program leading to the practice of school psychology. Annual certification of student status is required.

    C. Associate Member: Associate membership is available for a person interested in the area of school psychology but not qualified for Membership or Student Membership.

2. All regular and student members shall have the right to vote.

3. All officers shall be regular members of the association.

4. All applicants for membership will be evaluated by a membership committee. Applicants must furnish appropriate documents to verify eligibility. Anyone not qualifying for membership in the above categories will be considered on an individual basis.




ARTICLE III. OFFICERS

1. The officers of the Association shall be President, Immediate Past- President, President-Elect, Secretary, Treasurer, and three Members-at- Large.

2. The term of office of the President and of the President-Elect shall be one year; and the term of office of each Member-at-Large of the Executive Committee shall be three years, one Member-at-Large to be elected each year.
The Secretary and the Treasurer shall serve aterm of two yearseach elected in alternate years.

3. It shall be the duty of the President at all meetings of the Association to act as Chairperson of the Executive Committee, and to exercise general supervision over the affairs of the Association.

4. It shall be the duty of the President-Elect to function asthe President in the latter's abscence or incapacity, and to serve as program chairperson. He shall become President at the close of his term of office asPresident-Elect.

5. It shall be the duty of the Secretary to keep all the records of the Association and of the Executive Committee and to issue calls and notices of meetings and of election of officers.

6. It shall be the duty of the Treasurer to receive all monies of the Association with the exception of those fiscal responsibilities relegated to the Membership Chairperson and the Conference Arrangement Chairperson. The Treasurer shall be responsible for the development of an Association budget, shall make recommendations to the Executive Committee for charge changes in dues assessment,shall have custody of all funds of the Association and sign checks on behalf of the Association for disbursement of funds authorized by the Executive Committee, and shall keep records of all receipts and disbursements.

7. Members-at-Large shall serve as members of the Executive Committee.

8. In case of death, incapacity, or resignation of any of these officers the Executive Committee shall, by a majority vote, elect a successor to serve until the next annual meeting of the Association.

ARTICLE IV. EXECUTIVE COMMITTEE

1. There shall be an Executive Committee of the Association consisting of the officers of the Association, Standing Committee Chairpersons, and the NASP delegate or alternate (serving as an ad hoc non-voting member).

2. The Executive Committee shall have general supervision of the affairs of the Association and shall serve as the Board of Directors.

3. The President of the Association shall be Chairperson of the Executive Committee, and the Secretary of the Association shall be Secretary of the Committee.



MAPS: Nominations, Elections, Meetings, & Committees

4. The Executive Committee shall be called for a physical meeting during the period of the annual meeting. Additional meetings of the Executive Committee shall be held on the call of the President or the Secretary, or upon the petition in writing by ten or more members. A majority of the Executive Committee shall constitute a quorum. Any issuemay be decided by a mail ballot or conference call of the Executive Committee, provided that no member of the Executive Committee requests that it be referred to a physical meeting.

5. All actions of the Executive Committee shall be published in the organization's newsletter for review by the membership.

ARTICLE V. NOMINATION AND ELECTION OF OFFICERS

1. Nomination for officers of the Association shall be made by a nominating committee of three to be selected by the Executive Committee. Only regular members shall be eligible to hold office. Election procedures shall be under the supervision of the Executive Committee.

2. Officers shall assume office at the close of the annual meeting of the Association following their election.

ARTICLE VI. MEETINGS

1. The place and time of the annual meeting of the Association shall take place at the discretion of the Executive Committee, for the transaction of business, the presentation of a scientific program, and the discussion of professional matters in the field of interest to school psychologists.

2. A quorum at a business meeting shall be defined as at least 10% of the membership.

ARTICLE VII. COMMITTEES

1. The committees of the Association shall consist of such standing committees as are provided by these articles and such special or ad-hoc committees may be established by vote of the members of the Association or the Executive Committee or the President of the Association. Committees shall serve for the term of the President unless otherwise provided for.

2. An Executive Committee shall function as provided in Article IV.

3. The Membership Committee shall consist of three members of the Association appointed by the President with the approval of the Executive Committee. One of the Committee members shall be designated Chairperson by the President. It shall be the function of this Committee to assume responsibility for recruitment of new members, collection of all incoming dues, maintenance of updated membership rosters, and the sending of dues notices to present and proposed members. Once collected, dues monies shall be forwarded to the Treasurer within thirty (30) days.




4. The Program Committee shall consist of the President-Elect, as Chairperson, and three members appointed by the Executive Committee. It shall be the function of this Committee to make arrangements for the program and the annual meeting of the Association in accordance with the provisions of Article VI. The person designated as Local Conference Chairperson shall be responsible for all funds associated with the conference.

5. The Legislative Committee shall consist of three members of the Association appointed by the President with the approval of the Executive Committee. One of the Committee members shall be designated Chairperson by the President. It shall be the function of this Committee to collect and disseminate information of interest to the membership from the legislature of the State of Mississippi and from other legislatures when such information is appropriate. This Committee, through the President of the Association, shall recommend possible positions the Association might take on various laws or proposed laws that would effect the field of School Psychology.

6. The Newsletter Committee shall consist of three members of the Association appointed by the President with the approval of the Executive Committee. One of the Committee members shall be designated Chairperson by the President. It shall be the function of this Committee to collect and disseminate information in the form of a newsletter that can be mailed or by other means distributed to the membership of the Association. The number of such Newsletters shall be determined by the Executive Committee.

7. The Ethics Committee shall consist of three members of the Association appointed by the President with the approval of the Executive Committee. One of the Committee members shall be designated Chairperson by the President. It shall be the function of this Committee to collect and disseminate information primarily concerned with the ethical behavior of professionals in the field of School Psychology. Such information shall be put in the form of a Code of Ethics and, through the President, distributed to the membership.

8. The Articles of Incorporation and the By-Laws Committee shall consist of three members of the Association appointed by the President with the approval of the Executive Committee. One of the Committee members shall be designated Chairperson by the President. It shall be the function of this Committee to update and revise the Articles as deemed appropriate. Such proposed changes shall be submitted to the President, the Executive Board and, if approved, the membership for ratification. If twenty-five (25%) percent of the membership presents in writing proposed changes to either the Chairperson of this Committee or directly to the President, such proposed changes shall be considered and presented to the membership for ratification.



MAPS: Dues, Amendments, and By-Laws

9. The Fiscal Advisory Committee shall consist of the Treasurer, as Chairperson, and two other members elected by the membership. One of the members will be elected for a two year term and the other for one year. It shall be the function of this committee to develop the budget to be presented to the EC and to the membership for approval. The Fiscal Advisory shall also provide fiscal advice to the EC. The committee will provide quarterly reports which include information concerning budget, revenues and expenditures to the EC at regular scheduled meetings.

10. The Public Relations Committee shall consist of three members of the Association appointed by the President with the approval of the Executive Committee. One of the committee members shall be designated Chairperson by the President. It shall be the function of this committee to facilitate general understanding among the general public, agencies, other professions, etc., of the .field of School Psychology, services to children, ete. The committee will prepare a comprehensive plan of activities to promote knowledge of the field of School Psychology. That plan will include information for distribution to news media regarding the field of School Psychology and of the activities of MAPS. The committee will also assist in the proclamation of "School Psychology Week."

ARTICLE VIII. DUES

1. Dues shall be established annually for each classification of membership and paid to MAPS, Inc., as set forth in the By-Laws.

2. Assessments or changes in dues may be recommended by the Executive Committee, and shall be decided bya majority vote of the members voting at an annual meeting or by mail ballot.

3. Non-payment of dues or assessments for two consecutive years shall be considered resignation from the Association.

4. Reinstatement as a regular member shall be by payment of (1) year's dues plus payment of current year's dues.

5. Fiscal year shall be from October 1 to September 30.

ARTICLE IX. AMENDMENTS

1. Amendments to these Articles may be proposed by a two-thirds vote of the Executive Committee or by written request of at least ten percent (10%) of the membership.

2. By-Laws may be amended by a two-thirds vote of those present, qualified, and voting at any regular business meeting, provided the proposed amendments and their supporting and opposing arguments have been submitted in writing to the full membership not lessthan thirty days prior to such meeting.




3. Voting on proposed amendments may be by a mail ballot sent to all voting members; the amendment must be approved by two-thirds of those voting. The polls shall be declared closed thirty days after the date of the mailing of the ballots.

ARTICLE X. BY-LAWS

1. By-Laws may be enacted by a majority vote of the Executive Committee present at a called meeting to assist in governing the affairs of the Association and shall remain in full force and effect until changed by vote of the majority of the members present at a called meeting.

AMENDMENTS TO ARTICLE X, BY-LAWS

1. Upon dissolution of this organization, all remaining funds, after obligations have been settled, will be donated to the Mississippi Special Olympics Area 9, a non-profit organization.

2. By-Laws will expire at the end ofthe fall meeting of MAPS unless reinstated or changed by a majority vote of the members present at said meeting.

3. The Fiscal Year shall extend from October 1, through September 30, each year.

4. MAPS meetings will be held twice yearly. One meeting will be held in the fall and one will be held in the spring. Members will be notified of meeting dates at least one month prior to the meeting.

5. Election of officers will be held annually. The nominations committee will submit a slate of candidates at the fall business meeting. Other nominations will be accepted from the members present at the meeting. Voting will occur by validated ballots to be mailed at the beginning of January to qualified paid members. The ballots are to be returned to the Membership chairperson by the end of January. Officers will be installed at the end of the spring meeting.



MAPS: Professional Ethics, Competency, & Responsibility

PRINCIPLES FOR PROFESSIONAL ETHICS

Standards for professional conduct, usually referred to as ethics, recognize the obligation of professional persons to provide services and to conduct themselves so as to place the highest esteem on human rights and individual dignity. A code of ethics is an additional professional techinque which seeks to ensure that each person served will receive the highest quality of service. Even though ethical behavior involves interactions between the professional. the person served and employing insitutions, responsibility for ethical conduct must rest with the professional.

School psychologists are a specialized segment within a larger group of professional psychologists. The school psychologist works in situations where circumstances may develop which are not clearly dealt with in other ethical guidelines. This possibility is heightened by intense concern for such issues as due process, accountability, and equal access to opportunity. The most basic ethical principle is that of the responsibility to perform only those services for which that person has acquired a recognized level of competency. Recognition must be made of the uncertainties associated with delivery of psychological services in a situation where rights of the student, the parent, the school and society may conflict.

The intent of these guidelines is to supply clarification which will facilitate the delivery of high quality psychological services in the school or community. Thus they acknowledge the fluid and expanding functions of the school and community. In addition to these ethical standards, there is the ever present necessity to differentiate between legal mandate and ethical reponsibility. The school psychologist is urged to become familiar with applicable legal requirements.

The ethical standards in this guide are organized into serveral sections representing the multifaceted concerns with which school psychologists must deal. The grouping arrangement is a matter of convenience, and principles discussed in one section may also apply to other areas and situations. Theschool psychologist should consult with other experienced psychologists and seek advice from the appropriate professional organization when a situation is encountered for which there is no clearly indicated course of action.

PROFESSIONAL COMPETENCY

The school psychologist's role mandates a mastery of skills in both education and psychology. In the interest of children and adults served in both the public and private sector, school psychologists strive to maintain high standards of competence. School psychologists recognize the strengths, aswell as limitations, of their training and experience, and only provide services in areas of competence. They must be professional in the on-going pursuit of knowledge, training and research with the welfare of children, families, and other individuals in mind.

a. School psychologists offer only those services which are within their individual area of training and experience. Competence levels, education,




training and experience are accurately represented to schools and clients in a professional manner. School psychologists do not use affiliations with other professional persons or with institutions to imply a level of professional competence which exceeds that which has actually been achieved.

b. School psycholgists are aware of their limitations and enlist the assistance of other specialists in consultative or referral roles as appropriate in providing services competently.

c. School psychologists employed by school districts prepare by becoming knowledgeable of the organization, philosophy, goals, objectives and methodology of the school.

d. School psychologists recognize the need for continuing professional development and pursue opportunities to learn new procedures, become current with new research and technology, and advance with changes that benefit children and families.

e. School psychologists strive to maintain the highest standard of service by an objective collecting of appropriate data and information necessary to effectively work with students. In conducting a psychoeducational evaluation or counseling/consultation services, due consideration is given to individual integrity and individual differences. School psychologists recognize differences in age, sex, socioeconomic and ethic backgrounds and strive to select and use appropriate procedures, techniques and strategies relevant to such differences.

f. School psychologists refrain from involvement in any activity in which their personal problems or conflicts may interfere with professional effectiveness. Competent professional assistanceis sought to alleviate such problems and conflicts in professional relationships.

PROFESSIONAL RESPONSIBILITY

School psychologists take responsibility for their actions in amultitude of areasof service, and in so doing, maintain the highest standards of their profession. They are committed to the application of professional expertise for promoting improvement in the quality of life available to the student, family and school community. This objective is pursued in ways that protect the dignity and rights of those served. School psychologists accept responsibility for the consequences of their acts and ensure that professional skills, position and influence are applied only for purposes which are consistent with these values.

a. School psychologists define the direction and the nature of personal loyalties, objectives and competencies, and advise and inform all persons concerned of these committments.

b. School psychologists apply influence, position and professional skills in ways that protect the dignity and rights of those served. They promote the improvement of the quality of education and of life in general when determining assessment, counseling and intervention.



MAPS: Professional Responsibility ( Continued )

c. In a situation where there are divided or conflicting interests (as between parents,school, student, supervisor, trainer) school psychologists are responsible for attempting to work out a plan of action which protects the rights and encourages mutual benefit and protection of rights.

d. School psychologists respect each person with whom they are working and deal justly and impartially with each regardless of his/her physical, mental, emotional, political, economic, social, cultural, racial or religious characteristics.

e. School psychologists consider the pupils/clients to be their primary responsibility and act as advocates of their rights and welfare. Course of action takes into account the rights of the student, rights of the parents, the responsibilities of the school personnel, and the expanding selfindependence and mature status of the student.

f. School psychologists insist on collecting relevant data for an evaluation that includes the use of valid and reliable instruments and techniques that are applicable and appropriate for the student.

g. School psychologists combine observations, background information, mutildisciplinary results and other pertinent data to present the most comprehensive and valid picture possible of the student. School psychologists utilize assessment, counseling prodedures, consultation techniques and methods that are consistent with responsible practice, recent research and professional judgement.

h. When reporting data which are to be representative of a student/client, school psychologists take the responsiblity for preparing information that is written in terms that are understandable to all involved. It ismade certain that information is in such form and style asto assurethat the recipient of the report will be able to give maximum assistance to the individual. The emphasis is on the interpretations and recommendations rather than the simple passing along of test scores, and will include an appraisal of the degree of reliance and confidence which can be placed on the information.

i. School psychologists ensure the accuracy of their reports, letters and other written documents through reviewing and signing such.

j. School psychologists comply with all laws, regulations and policies pertaining to the adequate storage and disposal of records to maintain appropriate confidentiality of information.

k. School psychologists in private practice have an obligation to inform parents of free and/or mandated services available from the public school system before providing services for pay.

I. School psychologists have the responsibility to prevent misuse of psychoeducational, general assessment or research findings relative to individuals or groups.




m. School psychologists accept the responsibility of being members of the staff of those schools. They recognize the need to establish an integral role within the school system and familiarize themselves with the system and community.

n. School psychologists are responsible for maintaining security of psychological tests which might be rendered useless by revealing the specific content or underlying principles. Every attempt is made by school psychologists to protect test security and copyright restrictions.

o. School psychologists do not promote the use of psychoeducational assessment techniques by inappropriately trained or otherwise unqualified persons through teaching, sponsorship or supervision.

p. School psychologists do not promote or encourage inappropriate use of computer generated test analysis or reports.

q. In performing research, school psychologists accept responsibility for selection of topics and research methodology to be used in subject selection, data gathering, analysis and reporting. In publishing reports of their research, they provide discussion of limitations of their data and acknowledge existence of disconfirming data, as well as alternate hypotheses and explanations of their findings.

r. School psychologists who utilize student/client information in lectures or publications, either obtain prior consent in writing or remove all identifying data.

s. When publishing, school psychologists acknowledge the sources of their ideas and materials. Credit is given to those who have contributed.

t. Copyright laws are adhered to regarding reproduction of tests or any parts thereof. Permission is obtained from authors of non-copyrighted published instruments.

u. When school psychologists suspect the existence of detrimental or unethical practices, the appropriate professional organization iscontacted for assistance, and procedures established for questioning ethical practice are followed.

v. School psychologists maintain full responsibility for computerized or any other technological services used by them for diagnostic, consultative or information management purposes. Such services, if used, should be regarded as "tools" to be used judiciously without abdication of any responsibility by the psychologist to the tool or to the people who make their operation possible.

w. In the utilization of technological data management services, school psychologists apply the same ethical standards for use, interpretation and maintenance of data asfor any other information. They are assured that the computer programs are accurate in all areasof information produced prior to using the results.



MAPS: Professional Relationships, Students, Parents, & School

PROFESSIONAL RELATIONSHIPS

School psychologists working in both public schools and private settings maintain professional relationships with students, parents and the school community. They understand the importance of informing students/clients of all aspects of the potential professional relationship prior to beginning psychological services of any type. School psychologists recognize the need for parental involvement and the significant influence the parent has on the student's/client's growth.

School psychologists recognize that a working understanding of the goals, processes and legal requirements of the educational system is essential for an effective relationship with the school.

STUDENTS:

a. School psychologists inform the student/client about important aspectsof their relationship in a manner that is understood by the student. The explanation includes the uses to be made of information obtained, procedures for collecting the information, persons who will receive specific information and possible implications of results.

b. School psychologists recognize the obligation to the student/client and respect the student's/client's right of choice to enter, or to participate in services voluntarily.

c. School psychologists inform the student/client of the outcomes of assessment, counseling or other services. Contemplated changes in the program, plans for further services and other pertinent information are discussed with the student asa result of services. An account of alternatives available to the student/client is included.

d. The student/client is informed by the school psychologist of those who will receive information regarding the services and the type of information that they will receive. The sharing of information is formulated to fit the age and maturity of the student/client and the nature of the information.

e. The student/client is referred to another professional for services when a condition is identified which is outside the treatment competencies or scope of the school psychologist.

f. School psychologists continually assess the impact of any treatment/counseling plan and terminate or modify the plan when the data indicates that the plan is not achieving the desired goals.

g. School psychologists are guided by an awareness of the intimate nature of the examination of personal aspects of an individual. School psychologists use an approach which reflects a humanistic concern for dignity and personal integrity.




PARENTS:

h. School psychologists confer with parents regarding assessment, counseling and intervention plans in language understandable to the parent. They strive to establish a set of alternatives and suggestions which match the values and skills of each parent.

i. School psychologists recognize the importance of parental support and seek to obtain this by assuring that there is direct parent contact prior to seeing the studenVclient. They secure continuing parental involvement by a frank and prompt reporting to the parent of findings and progress.

j. School psychologists continue to maintain contact with the parents even though the parent objects to having their child receive services. Alternatives are described which will enable the student to get needed help.

k. School psychologists discuss recommendations and plans for assisting the student/client with the parent. The discussion includes alternatives associated with each set of plans. The parents are advised asto sources of help available at school and in the community.

I. School psychologists inform parents of the nature of records made of parent conferences and evaluations of the student/client. Rights of confidentiality and content of reports are shared.

SCHOOL:

m. Familiarization with organization, instructional materials and teaching strategies of the school are basic to enable school psychologists to contribute to the common objective for fostering maximum selfdevelopment opportunities for each student/client.

n. School psychologists outline and interpret services to be provided. Their concern for protecting the interests and rights of students is communicated to the school administration and staff. Human advocacy is the number one priority.

o. School psychologists communicate findings and recommendations in language readily understood by the school staff. These communications describe possible favorable and unfavorable conseqences associated with the alternative proposals.

p. School psychologists ascertain that student/client information reaches responsible and authorized persons and is adequately interpreted for their use in helping the student/client. This involves establishing procedures which safeguard the personal and confidential interests of those concerned.

q. School psychologists in private practice adhere to the conditions of a contract with the school district, other agency, or individual until services



MAPS: Interprofessional Relationships, Moral & Legal, & Private Practice Responsiblity

there under have been performed, the contract has been terminated by mutual consent, or the contract has otherwise been legally terminated. They have responsibility to follow-up a completed contract to assure that conclusions are understood, interpreted and utilized effectively.

r. School psychologists in private practice guard against any misunderstanding occurring from recommendations, advice or information given a parent or child which a school may not be prepared to carry out, or which is in conflict with what the district isdoing forthe child. Such conflicts are not avoided where the best interests of those served require consideration of a different opinion. Direct consultation between the school psychologist in private practice and the school psychologist assigned to the case at the school level may avoid confusing parents by resolving at the professional level any differences of interpretation of clinical data.

s. School psychologists who employ, supervise and train other professionals accept the obligation of providing experiences to further their professional development. Appropriate working conditions, fair and timely evaluation and constructive consultation are provided.

t. School psychologists acting as supervisors to interns, review and evaluate assessment results, conferences, counseling strategies and documents. They assure the profession that training in the field is supervised adequately.

INTERPROFESSIONAL RELATIONSHIPS

School psychologists respect and understand the areas of competence of other professions. They work in full cooperation with other professional disciplines in a relationship based on mutual respect and recognition of the multi-disciplinary service needed to meet the needs of students and clients. They recognize the role and obligation of the institution or agency with which other professionals are associated.

a. School psychologists recognize the areas of competence of related professions and other professionals in the field of school psychology. They encourage and support use of all the resources that best serve the interests of their students/clients. They are obligated to have prior knowledge of the competency and qualifications of a referral sou rce. Professional services, aswell astechnical and administrative resources are sought in the effort of providing the best possible professional service.

b. School psychologists working within the school system explain their professional competencies to other professionals including role descriptions, assignment of services and the working relationships among varied professionals within the system.

c. School psychologists cooperate with other professionals and agencies with the rights and needs of their student/client in mind. If a studenVclient is receiving similar services from another professional, school psychologists assure coordination of services. Private practice school psychologists do




not offer their own services to those already receiving services. As school psychologists working within the school system, a need to serve a student may arise as dictated by the student's special program. In this case, consultation with another professional serving the student takes place to assure coordination of services for the welfare of the student.

d. When school psychologists are aware of a possible ethical violation by another school psychologist, they attempt to resolve the issue on an informal level. If such informal efforts are not productive and a violation appears to be enacted, steps for filing an ethical complaint asoutlined by the appropriate professional association are followed.

MORAL AND LEGAL RESPONSIBILITY

Although enjoying professional identity as a school psychologist, school psychologists are also citizens, thereby accepting the same responsibilities and duties expected of all members of society. School psychologists are free to pursue individual interests, except to the degree that these may compromise fulfillment of their professional responsibilities and have a negative impact on the profession. Awareness of such impact guides public behavior.

a. As citizens, school psychologists may excercise their constitutional rights as the basis for procedures and practices designed to bring about social change. Such activities are conducted as involved citizens and not as representatives of school psychologists.

b. As employees or employers, in public or private domains, school psychologists do not engage in or condone practices based on race, handicap, age, gender, sexual preference, religion or national origin.

c. School psychologists avoid any action that could violate or diminish civil and legal rights of clients.

d. School psychologists in public and private practice have the responsibility of adhering to federal, state and local laws and ordinances governing their practice. If such laws are in conflict with existing ethical guidelines, school psychologist proceed toward resolution of such conflict through positive, respected and legal channels.

e. School psychologists do not exploit their professional relationships with students, employees, clients or research participants sexually or otherwise. School psychologists do not engage in nor condone deliberate comments, gestures or physical contacts of a sexual nature.

PRIVATE PRACTICE RESPONSIBILITY

Many school psychologists are employed in both the public and private sector, and in so doing, create a possible conflict of services if they do not adhere to standards of professional ethics. School psychologists operating in both sectors recognize the importance of separation of roles and the necessity of adherence to all ethical standards.



MAPS: Private Practice Responsibility ( Continued )

Considerations of appropriate announcement of services, advertising and public media statements are necessary in the role of the school psychologist in private practice. Such activities are necessary in assisting the public to make appropriate and knowledgeable decisions and choices regarding services. Accurate representation of training, experience, services provided and affiliation are made by school psychologists. Public statements must be based on sound and accepted theory, research, and practice.

a. School psychologists engaged in employment in a public, aswell asprivate practice setting, maintain such practice outside the hours of contracted employment in their school district.

b. School psychologists engaged in private practice do not utilize tests, materials or services belonging to the school district without authorization.

c. School psychologists engaged in employment in a public school setting and in private practice may not accept a fee, or any other form of remuneration, for professional work with clients who are entitled to such service through the schools where the school psychologists are currently assigned.

d. School psychologists carefully evaluate the appropriateness of the use of public school facilities for part-time private practice. Such use can be confusing to the client and may be criticized as improper. Before the facility is utilized, school psychologists enter into a rental agreement with the school district and clearly define limits of use to the district and the client.

e. School psychologists in private practice do not directly solicit clients for individual diagnosis or therapy.

f. Individual, agency or clinical listings in telephone directories are limited to the following: name/names, highest relevant degree, certification status, address, telephone number, brief identification of major areasof practice, office hours, appropriate fee information, foreign languages spoken, policy with regard to third party payments and license number.





g. Announcements of services by school psychologists in private practice, agency or clinic are made in a formal, professional manner limited to the same information as is included in a telephone listing. Clear statements of purposes with clear descriptions of the experiences to be provided are given. The education, training and experience of staff members are appropriately specified.

h. School psychologists in private practice may utilize brochures in the announcement of services. The brochures may be descriptive of services but not evaluative and may be sent to professional persons, schools, business firms, governmental agencies and other similar organizations. i. Announcements and advertisements of the availability of publications, products and services for sale are presented in a professional, scientific and factual manner. Information may be communicated by means of periodical, book, list, directory, television, radio or motion picture and must not include any false, misleading or comparative statements.

j. School psychologists do not compensate in any manner a representative of the press, radio or television in return for personal professional publicity in a news item.

k. School psychologists do not participate for personal gain in commercial announcements or advertisements recommending to the public the purchase or use of products or services.

I. School psychologists provide individual diagnostic and therapeutic services only within the context of a professional psychological relationship. Personal diagnosis and therapy are not given by means of public lectures, newspaper columns, magazine articles, radio and television programs or mail. Any information shared through such media activities isgeneral in nature and utilizes only current and relevant data and professional judgement.

m. School psychologists clarify financial arrangements in advance of services to insure to the best of their ability that they are clearly understood by the client. They neither give nor receive any remuneration for referring clients for professional services.



MAPS: Procedure & Consequences of Questioning Ethical Conduct

PROCEDURE FOR QUESTIONING ETHICAL CONDUCT

The establishment of a published code of professional conduct isa statement on the part of any profession of a desire to deliver its service in a way that reflects most highly on the members and on the profession. The MAPS, at its Fall conference (1983), adopted the Principles of Professional Ethics reflecting the desire of the membership to continue to monitor its own behavior and maintain a high standard of conduct within the membership. It is the responsibility of each memberof the profession to be familiar with accepted ethical conduct and to join with colleagues in perpetuating these high standards.

Ethical behavior is valued most highly, and professional conduct inconsistent with accepted standards is perceived by the membership asa grave violation of professional and public trust. Accordingly, any suspected infraction of these principles should receive extremely close scrutiny before any suggestion of infraction is made public to anyone, including the suspected offender.

The following procedures are recommended for questioning the ethical conduct of those involved in the delivery of psychological services in the schools. The intent is to be helpful in clarifying issues involved and insure that future conduct conforms to the expected level of professional behavior. It is important that both parties be cognizant of the seriousness of charges of professional misconduct and remain as objective as such an adversarial relationship will allow. Arbitrary behaviors on the part of either party will not serve either the purpose or the intent of the association; rather such behaviors are likely to diminish the profession in the eyes of the public and both parties in the eye of the profession.

    Level I. In accordance with the adopted Principles for Professional Ethics, (INTERPERSONAL RELATIONSHIPS, par. d), initial contact and attempts at resolution should be on an informal level. The colleague should be contacted by the person who perceives the breech of ethics, informed of specific concerns, and suggested alternative behaviors discussed. It is likely that most questions concerning ethical behavior will be satisfactorily resolved at this level.

    Level II. In the event that there remains a question on the part of either party following Level I, the person who perceived the breech of ethics should notify, by letter, the President of the MAPS:

      1. that a colleague has been notified that violation of ethical conduct is suspected to have occurred;

      2. that the colleague either continues in the same conduct, or, reports to believe that the conduct is not in violation of ethical principles; the nature of the alleged misconduct will not be mentioned; and

      3. the names of both parties involved.

The President will, within three (3) working days of receipt of the notification, identify a panel of three (3) members, preferably within the geographic area of the parties involved, and not to include members of the Board of Directors of the MAPS. In questions concerning ethical issues, time is of the essence and requires that every effort be made to convene the panel and principals to hear arguments, from both the complaining party and the accused and render a decision regarding the specified ethical issue in question. Such decision should occur within 15 days from identification of panel members. In all decisions, the guide for ethical conduct will be the Principles for Professional Ethics adopted by the MAPS. The decision of the panel must be by consensus. In the event that the panel cannot arrive at a consensus, they must appeal to Level III. The principals may either accept the decision of the panel or continue to the next level of appeal. Within five (5) working days,




the panel will notify the President, by letter, of the outcome of the hearing. The letter must contain the signatures of the three (3) panel members as well as the signatures of the principals. The letter should not describe the nature of the alleged misconduct, nor identify in anyway the conduct of the meeting beyond the information required above.

    Level III. In the event that the Level II panel cannot arrive at a consensus, or otherwise satisfy the principals, the President will convene within fifteen (15) days, a quorum of the EC and members of the Ethics Committee to serve as a panel to hear the complaint and response. The decision of this panel must represent 75% of all panel members, and is considered a final decision.


PANEL MEMBER: Panel members shou Id be aware that they are performing in the service of the MAPS, and their decision may have consequences directly affecting their own professional level of performance and the reputation of their profession. Considering the nature of their task, and the reputation of the principals involved, any violation of confidence would be considered a serious violation of ethical standards.

TIME: Because unethical behavior reflects on the profession in a negative way, the rapid resolution of questions regarding ethics is of utmost importance.

CONSEQUENCES OF FAILURE TO RECOGNIZE AND ABIDE BY THE DECISION OF THE FINAL APPEAL:

Failure to recognize the opinion rendered in Level III appeal, reflected in continuation of conduct in question, will result in termination of membership in the MAPS. Such termination will be reflected in the records as professional censure.

MISSISSIPPI ASSOCIATION FOR PSYCHOLOGY
IN THE SCHOOLS (MAPS)


Roles and Responsibilities of the Executive Committee (EC)

The EC consists of the officers of the Association, Standing Committee Chairpersons, and the NASP delegate or alternate (non-voting member). Chairpersons of Ad Hoc Committees, Task Forces, and Parliamentarian are invited to attend EC meetings (nonvoting participants unless they are also an officer and/or Chairperson of a Standing Committee).

The EC shall have general supervision of the affairs of the Association and shall serve as the Board of Directors. The President of the MAPS serves as Chairperson of the EC; the Secretary of the MAPS serves as Secretary for the EC.

OFFICERS

PRESIDENT

Roles
The President presides over all meetings of the Association, acts as Chairperson of the EC, and exercises general supervision over the affairs of the Association.

Responsibilities
  • Serves as the official spokesperson for the Association
  • Approves "official" association correspondence
  • Acts as liaison between the Association and the Mississippi State Department of Education
  • Appoints all committees and chairpersons in accordance with the Association's policy and with the advice of the EC
  • Serves as ad hoc member on all committees




MAPS: Roles and Responsibilities of the Executive Committee

  • Appoints individuals to complete terms of offices vacated during an officer's term with the approval of the EC
  • Prepares and/or approves agendas for all EC and General Business (GB) meetings
  • Conducts all EC and GB meetings
  • Votes in the case of a tie on matters before the EC
  • Prepares the "Crossroads" column for each issue of Legends

PRESIDENT-ELECT

Roles
The President-Elect functions as President in the latter's absence or incapacity.

Responsibilities
  • Serves as an officer and a member of the EC
  • Assists the President as assigned in the appointment of committees
  • Supervises selected committee activities
  • Works closely with committees and other activities which involve events occurring in the President-Elect's term as President
  • Consults regularly with the President concerning organizational activities to ensure continuity and smooth transition between terms of office
  • Serves as Program Chairperson


IMMEDIATE PAST-PRESIDENT

Roles
The Immediate Past-President serves as an officer and as a member of the EC.

Responsibilities
  • Serves as an advisor to the EC and to other officers
  • Assists the President, as assigned, in the supervision of selected committee activities
  • Works closely with committees and other activities which involve the continuation of goals or completion of projects from the previous year
  • Consults regularly with the President regarding organizational activities to ensure continuity and smooth transition between terms of office
  • Serves as chair of the Nominating Committee


SECRETARY

Roles
The Secretary keeps all records of the Association and of the EC.

Responsibilities
  • Records accurately the events and information at official MAPS EC and GB meetings
  • Prepares and submits summary of EC and GB meetings to edition of Legends for publication .
  • issues calls and notices of all meetings
  • issues calls and notices of election of officers
  • Reviews initiatives and directives from meeting to meeting to ensure consistency
  • Reviews initiatives and directives to determine if charges and activities were completed
  • Is involved on all issues needing decision and direction
  • Is involved in other-direction setting as requested by the President
    TREASURER

    Roles
    The Treasurer receives all monies of the Association with the exception of those fiscal responsibilities relegated to the Membership and Program Committees.

    Responsibilities
    • Performs an advisory role to the President and to the EC on fiscal matters





  • Serves as Chairperson of the Fiscal Advisory Committee (FAC)
  • Convenes the FAC meetings to develop and recommend a budget to the EC for approval
  • Maintains all fiscal policies and procedures and proposes changes whenever necessary
  • Maintains financial records inclusive of deposits, debits, requisitions, and reimbursements
  • Maintains information pertaining to tax-exempt status with IRS
  • Meets with accountants concerning income tax requests

MEMBERS-AT-LARGE

Roles
The Members-at-large represent three areas of the state: north, central, and south; and serve as members of the EC.

Responsibilities
  • Contacts school psychometrists and school psychologists and encourages active participation in the Association
  • Assists in the recruitment of new members
  • Distributes letters of welcome to new members
  • Collects data stating needs of professionals
  • Meets with members prior to conventions, and EC and GB meetings to gather and report information to the EC
  • Meets together during conventions to integrate and obtain an overview of statewide practices to determine common problems and successes
  • Assists with on-site convention registration



NASP DELEGATE OR ALTERNATE

Roles
The NASP Delegate or alternate serves as a non-voting member of the EC.

Responsibilities
  • Provides interchange between the NASP and the MAPS
  • Solicits NASP support of the MAPS activities
  • Represents the views of the MAPS membership during Delegate Assembly

PARLIAMENTARIAN

Roles
The Parliamentarian serves as a consultant, commonly a professional, who advises the President and other officers, committees, and members on matters of parliamentary procedure.

Responsibilities
  • The Parliamentarian's responsibility during an EC and/or GB meeting isstrictly advisory and consultative in nature, since parliamentary law gives the Chairperson of the EC alone the power to rule on questions of order or to answer parliamentary inquiries.
  • During EC and/or GB meetings, the work of the Parliamentarian should be limited to giving advice to the Chairperson, and when requested, to any other member.
  • After the Parliamentarian has expressed an opinion on a point, the Chairperson has the duty to make the final ruling and, in doing so, has the right to accept the advice or disregard it.




MAPS: Roles and Responsibilities ( Continued )

STANDING COMMITTEES

PROGRAM

Roles
The President-Elect serves as Chairperson of this Committee. The Committee makes arrangements for the MAPS conferences.

Responsibilities
  • Determines needs and interests of membership
  • Arranges Fall conference consisting of outside speakers
  • Arranges Spring conference consisting of membership speakers
  • Arranges all accomodations for conferences
  • Prepares registration forms and fliers
  • Maintains a log of expenses incurred
  • Organizes preparation of convention materials
  • Prepares schedule for Members-At-large to assist in on-site registration


ETHICS

Roles
This Committee collects and disseminates information primarily concerned with the ethical behavior of professionals in the field of School Psychology.

Responsibilities
  • Serves at the direction of the President to clarify and resolve issues of questionable conduct of member of the MAPS
  • Investigates cases of questionable ethical conduct in accordance with the approved procedures adopted by the membership of the MAPS


PUBLICATION

Roles
The Publication Committee collects and disseminates information in the form of a newsletter that can be mailed or by other means distributed to the membership of the MAPS.

Responsibilities
  • Establishes time lines for receipt of materials for inclusion in the newsletter so named Legends
  • Establishes time lines for editing and typing all materials for the newsletter
  • Establishes time lines for finalizing copy for publication
  • Notifies EC and membership of time lines
  • Solicits articles from membership
  • Manages content, layout, typesetting, printing, mailing, and financial matters related to the four (4) academic year issues
  • Receives and responds to mail pertaining to Legends
  • Responds to inquiries concerning employment announcements, previously published
    articles and proposed, submitted articles
  • Develops yearly budget for publication and dissemination of four issues per volume
  • Presents budget information during the summer EC meeting

MEMBERSHIP

Roles
The Membership Committee assumes the major role of recruitmnt of new members.

Responsibilities
  • Collects all incoming dues and submits to Treasurer within 30 days of receipt




  • Submits dues statements to members on August 31 of each year
  • Sends reminder notices October 1 of each year
  • Maintains an updated membership roster
  • Completes and has available at the Fall convention a Membership Directory
  • Assists in conference registration
  • Attends EC and GB meetings
  • Verifies student enrollment with university personnel every Fall
  • Prints mailing labels for Legends
  • Provides Members-at-Large with lists of members within respective areas
  • Prepares sample letters of welcome and distributes them to the Members-at-Large
  • Provides names and addresses of new members to Members-at-Large
  • Maintains booth at conventions for new membership registration
  • Mails election ballots


CONSTITUTION AND BY-LAWS

Roles
The Constitution and By-Laws Committee updates and revises the Articles as deemed appropriate.

Responsibilities
  • Prepares and submits any needed changes in Articles to the President and EC
  • Upon approval by EC, changes are submitted to the membership for ratification
  • Prepares final copy of Articles, incorporating all ratified changes

LEGISLATIVE

Roles
The Legislative Committee informs and advises the President and ECon any laws proposed or currently in effect which impact on the field of School Psychology.

Responsibilities
  • Collects and disseminates information of interest to the membership from the legislature of the State of Mississlpp: and from other legislatures when such information is appropriate .
  • Recommends possible positions the Association might take on various laws or proposed laws that would affect the field of School Psychology and service delivery

AD HOC COMMITTEES

TEST EVALUATION

Roles
The Test Evaluation Committee collects and disseminates information regarding assessment issues.

Responsibilities
  • Prepares and submits articles for the "Total Score Column" for inclusion in Legends
  • Solicits information from professionals regarding assessment issues and practices
  • Stays abreast of new developments in the field of assessment and shares information with the membership
  • Solicits questions, concerns, ete., regarding assessment issuesand practices; researches questions, concerns, etc., and reports findings
  • Provides advice in accordance with "best practice" and/or "usual and customary practice" with respect to assessment issues and practice




MAPS: Roles and Responsibilities ( Continued 2 )

LICENSURE

Roles
The Licensure Committee reports to the ECany actions or proposed actions impacting on the licensure of School Psychologists.

Responsibilities
  • Maintains copies of licensure laws in the State of Mississipppi
  • Identifies areas of concern regarding licensure
  • Advises and prepares suggested policies regarding licensure to EC
  • Investigates and prepares licensure policies with respect to subdoctoral licensure of School Psychologists

RESEARCH

Roles
The Research Committee solicits, reviews, and approves articles for presentation during the Spring conference.

Responsibilities
  • Assists in the preparation of the agenda for the Spring Conference
  • Stays abreast of current trends in research methodology and topics
  • Addresses questions, concerns, etc., concerning research in applied settings
  • Shares significant research findings in the area of School Psychology of interest to the membership

NOMINATING

Roles
The Nominating Committee oversees the election of officers.

Responsibilities
  • Informs President and EC of offices for which elections need to be held
  • Solicits individuals to run as candidates for offices
  • Ensures candidates prepare comments for inclusion in Legends
  • Prepares election ballots for dissemination by Membership Chair
  • Establishes time lines for voting period
  • Notifies President and Secretary of election results




SDE SCHOOL PSYCHOLOGY CONSULTANT

Roles
The SDESchool Psychology Consultant Committee assiststhe President in serving asliaison between the MAPS and the Mississippi State Department of Education.

Responsibilities
  • Stays abreast of rules, regulations, etc., impacting on the profession and practice of School Psychology
  • Advises the President and ECof exemplary aswell asproblematic ru les, regulations, ete.
  • Develops and prepares position statements, alternative actions to consider, etc., for consideration by the EC

NASP CONVENTION

Roles
The NASP Convention Committee acts as a liaison between the NASP and the MAPS on issues, activities, etc., of NASP conventions.

Responsibilities
  • Solicits volunteers to work during the NASP conventions







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