About this course

Learning Objectives

• Identify three specific ethical tensions inherent in "dual-role" positions, such as the school psychologist serving as a CSE/504 Chairperson.
• Distinguish between boundary crossings and boundary violations and describe two potential harms each can cause to students, families, or staff.
• State three warning signs of "clinical drift" where a therapeutic alliance begins to overstep professional boundaries.
• Demonstrate the application of a structured ethical problem-solving model to navigate one unavoidable multiple-role case study.
• List two strategic documentation practices and articulate the necessity of clinical supervision for high-risk ethical scenarios.

Learning Levels

• All Levels

Target Audience

Course Instructor(s)

• 

  Robin Murray, PsyD

  NYASP Ethics & Professional Practices Co-Chair

  Dr. Robin Murray currently works as a consultant for the Baldwin School District and as a per diem evaluator for a non-profit agency in NYC which serves individuals with intellectual and developmental disabilities. She has been a School Psychologist for over thirty years. Dr. Murray graduated from Morris Brown College; an HBCU in Atlanta Georgia. She received a doctorate in school psychology from Yeshiva University. She also has a specialty diploma in School District Administration from Queens College.

  Dr. Murray worked as a school psychologist and a school administrator in the Mount Vernon City School District and in the Massapequa School District. She recently retired from working full-time in Baldwin, where she served as the Supervisor of Psychological Services. In addition to supervising a clinical staff of fifteen psychologists and nine social workers, her role in Baldwin consisted of supporting the Special Education Department by working directly with the families, staff, and students who attended out-of-district programs. Dr. Murray was the lead coordinator for the school psychologist and social worker Internship program which successfully recruited and trained dozens of graduate students. She has participated in professional panels and has conducted workshops on: Mental Health and Wellness, Social-Emotional Learning, Self-Care and Cultural Responsiveness. Her clinical interests center on supporting parents of children with special needs, as well as in the training, supervision, and mentoring of school psychology graduate students. Dr. Murray is on the Policy Board for the Baldwin Teachers Center. She is a member of the Long Island SEL Forum, the Black School Psychologists Network and she is a volunteer for the South Queens Parks Association.

  Along with fellow psychologist Nick Harris, Dr. Murray is the Co-Chair for the Ethics and Professional Practices Committee for NYASP.

• 

  Jessica Hussar Boyle, PsyD, NCSP

  NYASP CPD Co-Chair

  Jessica M. Hussar Boyle, PsyD, NCSP, is a New York State Licensed Psychologist, Nationally Certified School Psychologist, and NYS Permanently Certified School Psychologist with extensive experience serving children and families in both rural and urban settings. She is the owner of Confluence Children and Family Psychology, PLLC, where she provides psychological services with a focus on neurodevelopmental assessment. Dr. Hussar Boyle has over a decade of experience in public schools, currently working as a school psychologist at the elementary level in a Greater Binghamton NY school district, and she previously served in multiple school-based roles including CSE/504 Chairperson.

  In addition to her clinical and school-based work, Dr. Hussar Boyle was an adjunct instructor at Binghamton University and SUNY Broome Community College, where she taught courses in general psychology and childhood neurodevelopmental disorders. She has contributed extensively to professional scholarship through publications, presentations, and her leadership as the Rural Initiatives Chairperson and CPD Co-Chairperson for the New York Association of School Psychologists (NYASP). Her research interests and advocacy center on improving access to diagnostic services in underserved rural communities and empowering school psychologists to fully utilize their professional scope.

Disclosure

References

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