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ERIC Number: ED260346
Record Type: RIE
Publication Date: 1985-Apr
Pages: 10
Abstractor: N/A
Reference Count: 0
Advocacy in School Psychology: Problems and Procedures.
Mcloughlin, Caven S.
Inherent in the many roles of a school psychologist is a primary responsibility to act as a child advocate. Child advocacy carries with it a variety of definitions, all of which are concerned with aligning oneself with the cause of either an individual child or a group. Child advocacy involves asserting and defending those rights of an individual or group which have been formalized in law and working to extend (through personal or political intervention, legislation and litigation) the children's rights to include those elements which have yet to be formalized. Advocacy has an extensive heritage not only in the practice of law, but also in education related professions. Although it is relatively simple to recognize who is the legal advocate's client, the psychologist-as-advocate must recognize competing loyalties to self, employer, parent, the child, and others. Where children are concerned, psychologists do not, generally, hold the same privileged client relationship as the physician, lawyer, or theologian. If a student wishes to discuss sensitive matters with a psychologist, at the beginning of the discussion the psychologist may choose to dislose the potential limits of confidentiality. Although child advocacy can be emotionally painful, psychologists are in an ideal position to advocate for children. In so doing, they can also model justice for children, help children understand their own rights and responsibilities, and help them become more effective as self-advocates. (NRB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (17th Las Vegas, NV, April 8-12, l985).