Ethical Considerations in Psychological Assessment Assessment PAP Code of Ethics (Source: PAP Web Site – www.pap.org.ph www.pap.org.ph)) ETHICA STA!"A#"S A!" P#$CE"%#ES I! SPECI&IC &%!CTI$!S We subscribe to the following ethical standards and procedures related to the following specific functions of psychologists: psychological assessment, therapy, education and training, and research. VII. AE!E"# A. Bases for Assessment Assessment $. #he e%pert opinions that we pro&ide through our recommendations, reports, and diagnostic or e&aluati&e statements are based on substantial information and appropriate assessment techni'ues. (. We pro&ide e%pert opinions regarding the psychological characteristics of a person only after employing ade'uate assessment procedures and e%amination to support our conclusions and recommendations. ). In instances where we are as*ed to pro&ide opinions about an indi&idual without conducting an e%amination on the basis of re&iew of e%isting test results and reports, we discuss the limitations of our opinions and the basis of our conclusions and recommendations. B. Informed Informed Consent Consent in in Asses Assessme sment nt $. We gather informed consent prior to the assessment of our clients e%cept for the following instances: a. when it is mandated by the law b. when it is implied such as in routine educational, institutional and organi+ational acti&ity c. when the purpose of the assessment is to determine the indi&iduals decisional capacity. (. We educate our clients about the nature of our ser&ices, financial arrangements, potential ris*s, and limits of confidentiality. In instances where our clients are not competent to pro&ide informed consent on assessment, we discuss these matters with immediate family members or legal guardians. -ee also III/, Informed Consent in 0uman 1elations2 ). In instances where a third party interpreter is needed, the confidentiality of test results and the security of the tests must be ensured. #he limitations of the obtained data are discussed in our results, conclusions, and recommendations. C. Asses Assessm smen entt Tools Tools $. We 3udiciously select and administer only those tests which are pertinent to the reasons for referral and purpose of the assessment. (. We use data collection, methods and procedures that are consistent with current scientific and professional de&elopments. ). We use tests that are standardi+ed, &alid, reliable, and has a normati&e data directly referable to the population of our clients. 4. We administer assessment tools that are appropriate to the language, competence and other rele&ant characteristics of our client.
D. Obsolete and Outdated Test Results $. We do not base our interpretations, conclusions, and recommendations on outdated test results. (. We do not pro&ide interpretations, conclusions, and recommendations on the basis of obsolete tests. E. Interpreting Assessment Results $. In fairness to our clients, under no circumstances should we report the test results without ta*ing into consideration the &alidity, reliability, and appropriateness of the test. We should therefore indicate our reser&ations regarding the interpretations. (. We interpret assessment results while considering the purpose of the assessment and other factors such as the clients test ta*ing abilities, characteristics, situational, personal, and cultural differences. F. Release of Test Data $. It is our responsibility to ensure that test results and interpretations are not used by persons other than those e%plicitly agreed upon by the referral sources prior to the assessment procedure. (. We do not release test data in the forms of raw and scaled scores, clients responses to test 'uestions or stimuli, and notes regarding the clients statements and beha&iors during the e%amination unless regulated by the court. G. Explaining Assessment Results $. We release test results only to the sources of referral and with a written permission from the client if it is a selfreferral. (. Where test results ha&e to be communicated to relati&es, parents, or teachers, we e%plain them through a nontechnical language. ). We e%plain findings and test results to our clients or designated representati&es e%cept when the relationship precludes the pro&ision of e%planation of results and it is e%plained in ad&anced to the client. 4. When test results needs to be shared with schools, social agencies, the courts or industry, we super&ise such releases.
H. Test e!urit" #he administration and handling of all test materials -manuals, *eys, answer sheets, reusable boo*lets, etc.2 shall be handled only by 'ualified users or personnel. I.
Assessment b" #n$ualified %ersons
$. We do not promote the use of assessment tools and methods by un'ualified persons e%cept for training purposes with ade'uate super&ision. (. We ensure that test protocols, their interpretations and all other records are *ept secured from un'ualified persons.
&. Test Constru!tion We de&elop tests and other assessment tools using current scientific findings and *nowledge, appropriate psychometric properties, &alidation, and standardi+ation procedures.
What are Ethics' Ethics refer to issues or practices that influence the decision ma*ing process in terms of 5doing the right thing6. In other words ethics reflect the morals 7 what is considered right or wrong 7 of a society, a culture or an organi+ation. Ethical standards are needed when ethical dilemmas arise 7 problems for which there are no clear or agreed on moral solutions. ample Ethical dilemma Case: APA (884 Con&ention. A company has released a new edition of an assessment tool. Can a psychologist still use the older &ersion that he or she *nows to be obsolete or not useful for the current purpose. #he ethical standards -section 9.82 declare that psychologist should not use test that are obsolete and not useful for the current purpose. 0owe&er Ann 0ess, Ethics Committee member, interpreted the standards as meaning that older test are not automatically off the table. Psychologist should note the norms groups for each &ersion and form that determine which test is more appropriate for the client. ;n the other hand, 0ess continued, 5
inscherff, a panelist at the same meeting, offered these suggestions facing an ethical dilemma: Consult with a colleague or an ethics e%pert and consider calling your state board or state psychology association for additional assistance -in our case the PAP or P?CA2 @ocument the steps you too*, as well as those you considered but did not ta*e and your reasoning behind those decisions. Aspire to the general principles in the code of conduct and consider whether and how the fi&e principles help inform the decisionma*ing process. When the law and the code of conduct conflicts follow the law first ma*ing *nown their commitment to the code of conduct. If a conflict of interest such as ha&ing a relationship with someone closely associated with a client, can reasonably 3eopardi+e your ob3ecti&ity, carefully consider your options most notably refraining from the relationship. If you find yourself in an ethical decisionma*ing process, 5how that you were careful, reasonable and prudent and that you did the best you could6 •
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Ethical standards are ";# laws established by go&ernmental bodies. Violation of ethical standards, howe&er, has &arious penalties 7 including e%pulsion from the organi+ation. "o one can be tried or sued in a court of law for &iolating ethical standards rather these standards are statements by professionals regarding what they belie&e are appropriate and inappropriate beha&iors when practicing their profession.
Psychological testing plays an important role in indi&iduals opportunities for education, employment, and mental health treatment. When people use test improperly, there is a great potential harm to indi&iduals 7 often without the &ictims awareness. #herefore, ethical use of psychological test is paramount importance to psychologist and other professionals who rely on them. The APA Ethica* Pri+cip*es Principle A Principle < Principle C Principle @ Principle E
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Issues of Primary Concern The #ight to Pri,ac- 7 APA affirms the rights of indi&iduals to pri&acy, confidentiality and self determination. Confidentiality means that the indi&iduals are assured that all personal information disclose will be *ept pri&ate and will not be disclosed without the e%plicit permission. Anonymity 7 the practice of administering tests or obtaining information without obtaining the identity of the participant. The #ight to i+fored co+se+t 7 indi&iduals ha&e the right of selfdetermination. #his concept means that indi&iduals are entitled to full e%planations of why they are being tested, how the test data will be used and what their test scores mean. Informed consent should be communicated in language the test ta*ers can understand. The #ight to /+ow a+d u+dersta+d resu*ts 7 e&eryone concerned is entitled to a nontechnical e%planation of the scores of all scores of all tests. The #ight to Protectio+ fro Stiga 7 refrain from using stigmati+ing labels such as 5feebleminded6 and 5addicti&e personality6. #est results should facilitate positi&e growth and de&elopment.
Cases and 1esolutions Case $ #he 01 ;fficer tal*ed to his assistant to readminister the 1A Verbal to an applicant. 0e says 5#his applicant has enough wor*ing e%perience for this 3ob and I li*e him. #oo bad, he failed our 1A Verbal #est. Can you gi&e the test to him again so he can pass the test. ?i&e him more time. We really need to hire this person. We cannot afford to spend too much money on recruitment.6 uestions $. Is this a right consideration for the need to cut the causeD (. What ethical pro&isions are being &iolated by such actionsD ). Are there &iolations in test conductD Commentary $. An inter&al of time must be allowed to elapse before second administration to rule out the effect of practice. (. Administering the test for the second time will not guarantee passing the test nor gi&ing more time. ). ?i&ing more time &iolates the standards of administering the test. 4. If he really wants to hire the applicant he can sue other bases rather than test because tests are not the only source of information about the client. . Inter&iew and obser&ation can be bases of hiring. =. Why &iolate Code of Ethics when he can hire his choice of applicants anyway. Case ( A student currently enrolled in your school manifested a bi+arre beha&ior. he was referred to your office and you thought it is wise to refer her immediately for psychiatric treatment. #o facilitate treatment you included whate&er test results you ha&e which happened to be on academic performance together with the referral letter. uestions $. @id you do right in ma*ing a hasty referralD Why or why notD (. @id you do right in sending the test resultsD Commentary $. Immediate referral. Assessment of the condition of the client should be done and establish bases for referral. (. If the assessment points to a need to refer then do so. ). Consultation is necessary inasmuch as a student is concerned and there are costs in&ol&ed 4. 1eleased of test results should be made upon the re'uest of the referee and the clients consent or that of hi legal guardian. . #est results that do not ha&e a bearing on the case need not be &olunteered. =. If the client is minor, inform the guardian of the tests to be administered.
Case ) A client was referred to your office, Four director wants you to administer the @raw a person #est and the 1otter Incomplete entence
uestions $. What is your position regarding the situationD (. What 'uestions will you raised regarding the use of pro3ecti&e testsD ). What ethical pro&ision will you in&o*eD Commentary Pro3ecti&e #ests are classified as Ge&el C tests. #hese tests need special training and super&ision. In the case mentioned , three issues are confronted $. use of photocopied materials (. use of assessment tool to which the psychometrician is not trained. ). appropriateness of the test. #here is the &iolation of intellectual property rights. Photocopying may distort stimuli, 3eopardi+ing the reliability of the assessment tools. #here is danger in using tools that one has not been train for Administration of and interpretation of data can be erroneous and may do more harm than good. #he tool is not matched with the issue. "ot all problems necessitate the use of pro3ecti&e test. #he clients and the administrators time can be wasted by administering test that are not needed in line with the problem. Case 4 A testing outfit was as*ed to do selection for o&erseas positions. ;ne of the test included in the battery has not been &alidated. "o 3ob analysis has been done either on the positions in 'uestion but they must submit their recommendation AAP. uestions $. What can the staff doD (. Can the testing outfit use the test that has not been &alidatedD ). Can the test be used for a position for which no 3ob analysis was doneD 4. What ethical pro&ision is &iolated in the case. #est that ha&e not been &alidated cannot be used for decision ma*ing because there is no information or e&idence that the test can deli&er what is e%pected to deli&er. In this situation no 3ob analysis has been done therefore test users do not *now what characteristics , competencies or s*ills they are loo*ing for and so it is pointless to administer e&en a &alid test. Case #est results as well as testing materials are easily accessible from the file, allowing e&en unauthori+ed people to 3ust ta*e a loo* or study the tests of test results. Psychometrician do not mind because these unauthori+ed people may not understand her notations nor the test results. Burthermore, the test materials are photocopied anyway, so there is not much danger. uestions $. What are your comments about the psychometricians position regarding safety of test materials and test resultsD (. What is your comment of photocopied materialsD ). What ethical pro&isions refer to these situationsD 1easonable efforts must be made to maintain the integrity and security of tests and other assessment techni'ues. A system of accessing data from the files should be set in place. Psychometrician or his super&isor must be present to interpret the test results to persons who are allowed to ha&e access to data.
