Add To Cart



Bibliography


Tes
t | Table of Contents

Peer-Reviewed Journal Article References:
Allen, L. R., & Dodd, C. G. (2018). Psychologists’ responsibility to society: Public policy and the ethics of political action. Journal of Theoretical and Philosophical Psychology, 38(1), 42–53.

Brailovskaia, J., Ujma, M., Friedrich, S., & Teismann, T. (2020). Thwarted belongingness and perceived burdensomeness mediate the association between bullying and suicide ideation. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 41(2), 136–140.

Conrad, M. (2019). Moving upstream in the post-Hoffman era: When ethical responsibilities conflict with the law. Professional Psychology: Research and Practice, 50(6), 407–418.

Costin, F., & Grush, J. E. (1973). Personality correlates of teacher-student behavior in the college classroom. Journal of Educational Psychology, 65(1), 35–44.

Crowley, B. Z., & Cornell, D. (2020). Associations of bullying and sexual harassment with student well-being indicators. Psychology of Violence, 10(6), 615–625.

Holdaway, A. S., & Becker, S. P. (2018). Sluggish cognitive tempo and student–teacher relationship quality: Short-term longitudinal and concurrent associations. School Psychology Quarterly, 33(4), 537–546. 

Kim, J. (2021). The quality of social relationships in schools and adult health: Differential effects of student–student versus student–teacher relationships. School Psychology, 36(1), 6–16.

Ito, J. R. (2014). Review of Ethics for psychologists: A casebook approach [Review of the book Ethics for psychologists: A casebook approach, by L. Tien, A. Davis, T. A. Arnold & G. A. H. Benjamin]. Asian American Journal of Psychology, 5(4), 383–384.

Kim, S., & Rutherford, A. (2015). From seduction to sexism: Feminists challenge the ethics of therapist–client sexual relations in 1970s america. History of Psychology, 18(3), 283–296.

Kinicki, A. J., & Schriesheim, C. A. (1978). Teachers as leaders: A moderator variable approach. Journal of Educational Psychology, 70(6), 928–935. 

Li, Y., Hughes, J. N., Kwok, O.-m., & Hsu, H.-Y. (2012). Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher–student support. Psychological Assessment, 24(1), 54–65.

López, V., Benbenishty, R., Astor, R. A., Ascorra, P., & González, L. (2020). Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile. American Journal of Orthopsychiatry, 90(4), 432–444.

McIntyre, E. M., Baker, C. N., Overstreet, S., & The New Orleans Trauma-Informed Schools Learning Collaborative. (2019). Evaluating foundational professional development training for trauma-informed approaches in schools. Psychological Services, 16(1), 95–102.

Post, P. B., Grybush, A. L., Flowers, C., & Elmadani, A. (2020). Impact of child–teacher relationship training on teacher attitudes and classroom behaviors. International Journal of Play Therapy, 29(3), 119–130.

Rowe-Johnson, M. (2018). Achieving ethical mentoring and mentee professional integrity through formal mentor training for practicing psychologists. Training and Education in Professional Psychology, 12(3), 203–209.

Toussieng, P. (1969). Teachers and differences. American Journal of Orthopsychiatry, 39(5), 730–734.

Wang, M.-T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49(4), 690–705. 

Weymouth, B. B., & Buehler, C. (2018). Early adolescents’ relationships with parents, teachers, and peers and increases in social anxiety symptoms. Journal of Family Psychology, 32(4), 496–506. 

Williams, Izaak & O'Connor, Peg. (2019). Power in the Counseling Relationship: The Role of Ignorance. 4. 1-37.

Worell, J., & Oakley, D. R. (2000). Teaching as transformation: Resolving ethical dilemmas in feminist pedagogy. In M. M. Brabeck (Ed.), Psychology of women book series. Practicing feminist ethics in psychology (p. 167–186). American Psychological Association.

Additional References:

If you wish to increase the text size of this publication, maximize your window.
Click outside the box below, press Ctrl “+” several times, then scroll.
Questions? Email: [email protected]

- American Association for Marriage and Family Therapy. (2015, January 1). Code of Ethics. Retrieved from http://www.aamft.org/iMIS15/AAMFT/Content/Legal_Ethics/Code_of_Ethics.aspx

- American Counseling Association. (2014). ACA Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

- American Psychological Association (APA). (2017, January 1). Ethical Principles of Psychologists and Code of Conduct. Retrieved from http://www.apa.org/ethics/code

- Barker, R. L. (1998). Milestones in the Development of Social Work and Social Welfare. Washington, DC: NASW Press.

- Connecticut State Department of Education. (January 2015). Ethical and Professional Dilemmas for Educators. Connecticut State Department of Education. 1-47.


- National Association of Social Workers. (2017). NASW Code of Ethics. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

- National Board for Certified Counselors, Inc. and Affiliates. (2016, October 7). NBCC Code of Ethics. Retrieved from https://www.nbcc.org/Assets/Ethics/NBCCCodeofEthics.pdf

- Reamer, F. (1998). The Evolution of Social Work Ethics. Social Work, 43(6), 488-500. Retrieved June 10, 2021, from http://www.jstor.org/stable/23717765

- Venet, Alex Shevrin (2019) "Role-Clarity and Boundaries for Trauma-Informed Teachers," Educational Considerations, 44(2), 1-8.


Test
Table of Contents
Top