Ethical Considerations in Psychological Assessment

PAP Code of Ethics (Source: PAP Web Site www.pap.org.ph)

ETHICAL STANDARDS AND PROCEDURES IN SPECIFIC FUNCTIONS

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. ASSESSMENT

A. Bases for Assessment

1. The expert opinions that we provide through our recommendations, reports, and diagnostic or evaluative
statements are based on substantial information and appropriate assessment techniques.
2. We provide expert opinions regarding the psychological characteristics of a person only after employing
adequate assessment procedures and examination to support our conclusions and recommendations.
3. In instances where we are asked to provide opinions about an individual without conducting an
examination on the basis of review of existing test results and reports, we discuss the limitations of our
opinions and the basis of our conclusions and recommendations.

B. Informed Consent in Assessment

1. We gather informed consent prior to the assessment of our clients except for the following instances:
a. when it is mandated by the law
b. when it is implied such as in routine educational, institutional and organizational activity
c. when the purpose of the assessment is to determine the individuals decisional capacity.
2. We educate our clients about the nature of our services, financial arrangements, potential risks, and
limits of confidentiality. In instances where our clients are not competent to provide informed consent on
assessment, we discuss these matters with immediate family members or legal guardians. (See also III-J,
Informed Consent in Human Relations)
3. In instances where a third party interpreter is needed, the confidentiality of test results and the security of
the tests must be ensured. The limitations of the obtained data are discussed in our results, conclusions,
and recommendations.

C. Assessment Tools

1. We judiciously select and administer only those tests which are pertinent to the reasons for referral and
purpose of the assessment.
2. We use data collection, methods and procedures that are consistent with current scientific and
professional developments.
3. We use tests that are standardized, valid, reliable, and has a normative data directly referable to the
population of our clients.
4. We administer assessment tools that are appropriate to the language, competence and other relevant
characteristics of our client.

D. Obsolete and Outdated Test Results

1. We do not base our interpretations, conclusions, and recommendations on outdated test results.
2. We do not provide interpretations, conclusions, and recommendations on the basis of obsolete tests.

E. Interpreting Assessment Results

1. In fairness to our clients, under no circumstances should we report the test results without taking into
consideration the validity, reliability, and appropriateness of the test. We should therefore indicate our
reservations regarding the interpretations.
2. We interpret assessment results while considering the purpose of the assessment and other factors such
as the clients test taking abilities, characteristics, situational, personal, and cultural differences.
 F. Release of Test Data

1. It is our responsibility to ensure that test results and interpretations are not used by persons other than
those explicitly agreed upon by the referral sources prior to the assessment procedure.
2. We do not release test data in the forms of raw and scaled scores, clients responses to test questions or
stimuli, and notes regarding the clients statements and behaviors during the examination unless regulated
by the court.

G. Explaining Assessment Results

1. We release test results only to the sources of referral and with a written permission from the client if it is
a self-referral.
2. Where test results have to be communicated to relatives, parents, or teachers, we explain them through
a non-technical language.
3. We explain findings and test results to our clients or designated representatives except when the
relationship precludes the provision of explanation of results and it is explained in advanced to the client.
4. When test results needs to be shared with schools, social agencies, the courts or industry, we supervise
such releases.

H. Test Security

The administration and handling of all test materials (manuals, keys, answer sheets, reusable booklets,
etc.) shall be handled only by qualified users or personnel.

I. Assessment by Unqualified Persons

1. We do not promote the use of assessment tools and methods by unqualified persons except for
training purposes with adequate supervision.
2. We ensure that test protocols, their interpretations and all other records are kept secured from
unqualified persons.

J. Test Construction

We develop tests and other assessment tools using current scientific findings and knowledge,
appropriate psychometric properties, validation, and standardization procedures.

What are Ethics?

Ethics refer to issues or practices that influence the decision making process in terms of doing the
right thing. In other words ethics reflect the morals what is considered right or wrong of a society, a
culture or an organization.
Ethical standards are needed when ethical dilemmas arise problems for which there are no clear
or agreed on moral solutions.

Sample Ethical dilemma Case: APA 2004 Convention.

A company has released a new edition of an assessment tool. Can a psychologist still use the older
version that he or she knows to be obsolete or not useful for the current purpose.

The ethical standards (section 9.08) declare that psychologist should not use test that are obsolete
and not useful for the current purpose. However Ann Hess, 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 version and form that determine which test is more appropriate for the client. On the other
hand, Hess continued, Being too lazy to learn new test is not defensible. (cited in Bailey, 2004, p.62).

Robert Kinscherff, a panelist at the same meeting, offered these suggestions facing an ethical
dilemma:
Consult with a colleague or an ethics expert and consider calling your state board or state
psychology association for additional assistance (in our case the PAP or PGCA)
 Document the steps you took, as well as those you considered but did not take and your
reasoning behind those decisions.
Aspire to the general principles in the code of conduct and consider whether and how the
five principles help inform the decision-making process.
When the law and the code of conduct conflicts follow the law first making known their
commitment to the code of conduct.
If a conflict of interest such as having a relationship with someone closely associated with a
client, can reasonably jeopardize your objectivity, carefully consider your options most
notably refraining from the relationship.
If you find yourself in an ethical decision-making process, Show that you were careful,
reasonable and prudent and that you did the best you could

Ethical standards are NOT laws established by governmental bodies. Violation of ethical standards,
however, has various penalties including expulsion from the organization. No one can be tried or sued in
a court of law for violating ethical standards; rather these standards are statements by professionals
regarding what they believe are appropriate and inappropriate behaviors when practicing their profession.
Psychological testing plays an important role in individuals opportunities for education, employment,
and mental health treatment. When people use test improperly, there is a great potential harm to individuals
often without the victims awareness. Therefore, ethical use of psychological test is paramount
importance to psychologist and other professionals who rely on them.

The APA 2002 Ethical Principles

Principle A :Beneficence and Nonmalficence . Psychologists strive to benefit their clients and to do no
harm.
Principle B :Fidelity and Responsibility Psychologist establish relationships of trust and they are aware
of their professional and scientific responsibilities to societies.
Principle C :Integrity Psychologist seek to promote accuracy, honesty and truthfulness in the science,
teaching and practice of psychology.
Principle D :Justice Psychologist recognize that all persona should have access to their services and
to equal quality of those services
Principle E :Respect for Peoples Rights and Dignity Psychologists respect the dignity and worth of all
people and the rights of individuals to privacy, confidentiality, and self-determination.

Issues of Primary Concern

The Right to Privacy APA affirms the rights of individuals to privacy, confidentiality and self-
determination. Confidentiality means that the individuals are assured that all personal information disclose
will be kept private and will not be disclosed without the explicit permission. Anonymity the practice of
administering tests or obtaining information without obtaining the identity of the participant.

The Right to informed consent individuals have the right of self-determination. This concept means that
individuals are entitled to full explanations 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 takers can
understand.

The Right to know and understand results everyone concerned is entitled to a nontechnical
explanation of the scores of all scores of all tests.

The Right to Protection from Stigma refrain from using stigmatizing labels such as feebleminded and
addictive personality. Test results should facilitate positive growth and development.
Cases and Resolutions
Case 1
The HR Officer talked to his assistant to re-administer the SRA Verbal to an applicant. He says
This applicant has enough working experience for this job and I like him. Too bad, he failed our SRA
Verbal Test. Can you give the test to him again so he can pass the test. Give him more time. We really
need to hire this person. We cannot afford to spend too much money on recruitment.
Questions
1. Is this a right consideration for the need to cut the cause?
2. What ethical provisions are being violated by such actions?
3. Are there violations in test conduct?

Commentary
1. An interval of time must be allowed to elapse before second administration to rule out the effect of
practice.
2. Administering the test for the second time will not guarantee passing the test nor giving more time.
3. Giving more time violates 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.
5. Interview and observation can be bases of hiring.
6. Why violate Code of Ethics when he can hire his choice of applicants anyway.

Case 2
A student currently enrolled in your school manifested a bizarre behavior. She was referred to your
office and you thought it is wise to refer her immediately for psychiatric treatment. To facilitate treatment
you included whatever test results you have which happened to be on academic performance together with
the referral letter.
Questions
1. Did you do right in making a hasty referral? Why or why not?
2. Did you do right in sending the test results?

Commentary
1. Immediate referral. Assessment of the condition of the client should be done and establish bases for
referral.
2. If the assessment points to a need to refer then do so.
3. Consultation is necessary inasmuch as a student is concerned and there are costs involved
4. Released of test results should be made upon the request of the referee and the clients consent or
that of hi legal guardian.
5. Test results that do not have a bearing on the case need not be volunteered.
6. If the client is minor, inform the guardian of the tests to be administered.

Case 3
A client was referred to your office, Your director wants you to administer the Draw a person Test
and the Rotter Incomplete Sentence Blanks to the client. You informed your director that you have not
taken the test nor you had Projective Test in your curriculum. The director assures you that she has
materials (photocopied handouts and a copy of RISB) which you can administer and refer to for
interpretations

Questions
1. What is your position regarding the situation?
2. What questions will you raised regarding the use of projective tests?
3. What ethical provision will you invoke?

Commentary
Projective Tests are classified as Level C tests. These tests need special training and supervision.
In the case mentioned , three issues are confronted
1. use of photocopied materials
2. use of assessment tool to which the psychometrician is not trained.
3. appropriateness of the test.
There is the violation of intellectual property rights.
Photocopying may distort stimuli, jeopardizing the reliability of the assessment tools.
There 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.
The tool is not matched with the issue.
Not all problems necessitate the use of projective test.
The 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 asked to do selection for overseas positions. One of the test included in the
battery has not been validated. No job analysis has been done either on the positions in question but they
must submit their recommendation ASAP.
Questions
1. What can the staff do?
2. Can the testing outfit use the test that has not been validated?
3. Can the test be used for a position for which no job analysis was done?
4. What ethical provision is violated in the case.
Test that have not been validated cannot be used for decision making because there is no
information or evidence that the test can deliver what is expected to deliver.
In this situation no job analysis has been done therefore test users do not know what characteristics
, competencies or skills they are looking for and so it is pointless to administer even a valid test.

Case 5
Test results as well as testing materials are easily accessible from the file, allowing even
unauthorized people to just take a look or study the tests of test results. Psychometrician do not mind
because these unauthorized people may not understand her notations nor the test results. Furthermore, the
test materials are photocopied anyway, so there is not much danger.
Questions
1. What are your comments about the psychometricians position regarding safety of test materials and
test results?
2. What is your comment of photocopied materials?
3. What ethical provisions refer to these situations?
Reasonable efforts must be made to maintain the integrity and security of tests and other
assessment techniques.
A system of accessing data from the files should be set in place.
Psychometrician or his supervisor must be present to interpret the test results to persons who are
allowed to have access to data.