Privacy and Children's Data - An Overview of the Children's Online Privacy Protection Act and the Family Educational Rights and Privacy Act

2013 ◽  
Author(s):  
Dalia Topelson ◽  
Christopher Bavitz ◽  
Ritu Gupta ◽  
Irina Oberman
Keyword(s):  
Privacy Protection ◽  
Online Privacy ◽  
Educational Rights ◽  
Privacy Act ◽  
The Family

scholarly journals Understanding FERPA Implications of the Family Educational Rights and Privacy Act

2014 ◽  
Vol 19 (2) ◽  
pp. 61-68
Author(s):  
Jill M. Oeding ◽  
◽  
Leslie E. Nunn ◽  
Brian L. McGuire ◽  
◽  
...  
Keyword(s):  
Educational Rights ◽  
Privacy Act ◽  
The Family

scholarly journals A Multicenter Study of the Family Educational Rights and Privacy Act and the Standardized Letter of Recommendation: Impact on Emergency Medicine Residency Applicant and Faculty Behaviors

2014 ◽  
Vol 6 (2) ◽  
pp. 292-295 ◽  
Author(s):  
Jessica Diab ◽  
Stephanie Riley ◽  
Andrew Downes ◽  
Theodore Gaeta ◽  
H. Gene Hern ◽  
...  
Keyword(s):  
Multicenter Study ◽  
Global Assessment ◽  
Chi Square ◽  
Educational Rights ◽  
Privacy Act ◽  
The Family ◽  
Faculty Behaviors ◽  
The Right ◽  
To Receive ◽  
Letters Of Recommendation

Abstract Background Residency applicants have the right to see letters of recommendation written on their behalf. It is not known whether applicants are affected by waiving this right. Objectives Our multicenter study assessed how frequently residency applicants waived their FERPA rights to view their letters of recommendation, and whether this affected the ratings they were given by faculty. Methods We reviewed all ERAS-submitted letters of recommendation to 14 ACGME-accredited programs in 2006–2007. We collected ERAS ID, program name, FERPA declaration, standardized letter of recommendation (SLOR) use, and SLOR Global Assessment ranking. The percentage of applicants who waived their FERPA rights was determined. Chi-square tests of independence assessed whether applicants' decision to waive their FERPA rights was associated with their SLOR Global Assessment. Results We examined 1776 applications containing 6424 letters of recommendations. Of 2736 letters that specified a Global Assessment, 2550 (93%) applicants waived their FERPA rights, while 186 did not. Of the applicants who chose not to waive their rights, 45.6% received a ranking of Outstanding, 35.5% Excellent, 18.3% Very Good, and 1.6% Good. Of applicants who waived their FERPA rights, 35.1% received a ranking of Outstanding, 49.6% Excellent, 13.7% Very Good, and 1.6% Good. Applicants who did not waive their FERPA rights were more likely to receive an Outstanding Assessment (P  =  .003). Conclusions The majority (93%) of residency applicants waived their FERPA rights. Those who did not waive their rights had a statistically higher chance of receiving an Outstanding Assessment than those who did.

Identifiable Problems in Social Media

2019 ◽  
pp. 119-133
Author(s):  
Amy D. Dye-Reeves
Keyword(s):  
Social Media ◽  
Best Practices ◽  
Social Networking ◽  
Americans With Disabilities Act ◽  
Web Accessibility ◽  
Academic Librarians ◽  
Educational Rights ◽  
Privacy Act ◽  
Introductory Material ◽  
The Family

The chapter serves as a primer for academic librarians on helping patrons with disabilities receive, protect, and understand disseminated content on a multitude of popular social media networking platforms. The content of the chapter provides introductory material on the Americans with Disabilities Act (ADA) and the Family Educational Rights and Privacy Act. The first part of the chapter discusses the inclusion of best practices and web accessibility applications for structuring written incorporation to help all patrons understand the expressed material within social media networking pages. The second part of the chapter discusses the importance of respecting patron privacy within FERPA guidelines. This section discusses social networking pages and best practices for helping safeguard the patron's identity concerning inadvertent HIPAA violations.

Counseling Preparation

2021 ◽  
pp. 47-64
Author(s):  
Diana Joyce-Beaulieu ◽  
Brian A. Zaboski
Keyword(s):  
School Psychologists ◽  
Behavioral Therapy ◽  
Mandated Reporting ◽  
Effective School ◽  
Medical Needs ◽  
Educational Rights ◽  
Privacy Act ◽  
School Based ◽  
The Family ◽  
Ethical And Legal Considerations

All counselors have to start somewhere, so Chapter 3 opens by describing the broader ethical and legal considerations an effective school-based practitioner must understand before initiating cognitive behavioral therapy (CBT). Special attention is paid to the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPAA), in addition to the careful attention practitioners must pay to these laws when serving students with medical needs. Chapter 3 highlights important ethical principles that school psychologists often abide by, including confidentiality and mandated reporting. Next, Chapter 3 introduces basic counseling skills that all practitioners can benefit from. These micro skills, like how to build a strong therapeutic alliance and how to listen, observe, and ask questions, are essential to maximizing CBT’s effectiveness.

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