Code of Ethics in Psychology: PAP & APA

Code of Ethics in Psychology Psy 12 – Psychological Testing & Assessment Overview Psychological Association of American Psychological the Philippines (PAP) Association (APA) Preamble Preamble Universal Principles Universal Principles Functions...

Code of Ethics in Psychology Psy 12 – Psychological Testing & Assessment Overview Psychological Association of American Psychological the Philippines (PAP) Association (APA) Preamble Preamble Universal Principles Universal Principles Functions Functions Ethics in Assessment Ethics in Assessment What is a Code of Ethics? A code of ethics is a set of principles and guidelines that help organizations, employees, and stakeholders navigate moral and ethical decisions. It provides a structured example for making the right decisions and promotes a unified approach to dealing with complex challenges.  Scientific and Revision due to Professional technological Ethics advancements, Committee Code of Ethics new laws, and chaired by Dr. Timeline of for Clinical Psychologists Allan B. I. Bernardo Covid 19 pandemic the PAP Code of 2007 2009 2022 Ethics 1980s 2008 2020 Updating and Ratification of revising to Approval of the the Code of make it latest version. Ethics inclusive to all psychologists.  Ethics is at the core of every discipline. The Universal Declaration of Ethical Principles for Psychologists speaks to the common moral framework that guides and inspires psychology practitioners worldwide toward the highest ethical ideals in their professional and scientific work. The objectives of the Universal Declaration are to PAP Code provide a moral framework and generic set of ethical principles for psychology organizations worldwide. of Ethics The Universal Declaration describes those ethical principles that are based on shared human values. Preamble The Universal Declaration articulates principles and related values that are general and aspirational rather than specific and prescriptive. The significance of the Universal Declaration depends on its recognition and promotion by psychology organizations at national, regional and international levels.  Universal Principles RESPECT FOR THE COMPETENT CARING FOR INTEGRITY PROFESSIONAL AND DIGNITY OF PERSONS THE WELL-BEING OF SCIENTIFIC AND PEOPLES PERSONS AND PEOPLES RESPONSIBILITIES TO SOCIETY Respect for the Dignity of Persons and Peoples Respect for dignity recognizes the inherent worth of all human beings, regardless of perceived or real differences in social status, ethnic origin, gender, capacities, or other such characteristics. This inherent worth means that all human beings are worthy of equal moral consideration. All human beings, as well as being individuals, are interdependent social beings that are born into, live in, and are a part of the history and ongoing evolution of their peoples. The different cultures, ethnicities, religions, histories, social structures and other such characteristics of peoples are integral to the identity of their members and give meaning to their lives. Competent Caring for the Well-Being of Persons and Peoples Competent caring for the well-being of persons and peoples involves working for their benefit and, above all, doing no harm. It includes maximizing benefits, minimizing potential harm, and offsetting or correcting harm. Competent caring also covers the delivery of psychological services using online modalities (telepsychology). Integrity Integrity is based on honesty, and on truthful, open and accurate communications. Complete openness and disclosure of information must be balanced with other ethical considerations, including the need to protect the safety or confidentiality of persons and peoples, and the need to respect cultural expectations. Self-interest does not interfere with acting in the best interests of persons and peoples. Professional and Scientific Responsibility to Society Psychology functions as a discipline within the context of human society. As a science and a profession, it has responsibilities to society. These responsibilities include contributing to the knowledge about human behavior and to persons’ understanding of themselves and others, and using such knowledge to improve the condition of individuals, families, groups, communities, and society. GENERAL ETHICAL STANDARDS AND PROCEDURES I. HOW WE RESOLVE II. HOW WE ADHERE III. HOW WE RESPECT IV. HOW WE V. HOW WE ENSURE VI. HOW WE ETHICAL ISSUES IN TO THE HIGHEST FOR THE RIGHTS MAINTAIN TRUTHFULNESS AND OBSERVE OUR PROFESSIONAL STANDARDS OF AND DIGNITY OF OUR CONFIDENTIALITY IN ACCURACY IN ALL PROFESSIONALISM IN LIVES AND PROFESSIONAL SUPERVISEES (I.E., THE IMPORTANT OUR PUBLIC OUR RECORDS AND COMMUNITIES; COMPETENCE; CLIENTS, PEERS, AND ASPECTS OF OUR STATEMENT; FEES. STUDENTS) AND OUR PROFESSIONAL AND (ADVERTISEMENT OTHER SCHOLARLY AND PUBLIC STAKEHOLDERS IN FUNCTIONS; STATEMENTS) THE PROFESSION AND SCIENTIFIC DISCIPLINE; (HUMAN RELATIONS)  Assessment ETHICAL STANDARD Therapy S IN SPECIFIC FUNCTIONS Education and Training Research  Confidentiality Informed Consent Client’s Well-being Relationships Record- Keeping Therapy Competent Practice Working with Vulnerable Populations Referrals Interruptions Termination  Design of Education and Training Programs Descriptions of Education and Training Programs Education Accuracy in Teaching and Student Disclosure of Personal Information Training Mandatory Individual or Group Therapy Assessing Student and Supervisee Performance Sexual Relationships with Students and Supervisees  Rights and Dignity of Care for the Research Participants Informed Consent to Research Environment Informed Consent for Reporting Research Recording Voices and Images Results in Research Research Participation of Plagiarism Client, Students and Subordinates Publication Credit Offering Inducements for Duplicate Publication Research Participation of Data Deception in Research Sharing Research Data Debriefing for Verification Observational Research Humane Care and Use of Reviewers Animals in Research Limitations of the Study Assessment Bases of Assessment Release of Test Data Informed Consent in Explaining Assessment Results Assessment Test Security Assessment Tools Obsolete and Outdated Test Assessment by Unqualified Results Persons Interpreting Assessment Test Construction Results Bases of Assessment The expert opinions that we provide through our recommendations, reports, and diagnostic or evaluative statements are based on substantial information and appropriate assessment techniques. 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. 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. Test results obtained from teleassessment procedures can be used as basis for making decisions about clients or test takers as long as these are administered by qualified professionals, following prescribed assessment standards.  Informed Consent in Assessment We gather informed consent prior to the assessment of our clients except for the following instances: when it is mandated by the law when it is implied such as in routine educational, institutional and organizational activity when the purpose of the assessment is to determine the individual’s decisional capacity. 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. 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. In teleassessment, we inform test takers of the implications of poor Assessment Tools We judiciously 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 developments. We use tests that are standardized, valid, reliable, and has a normative data directly referable to the population of our clients. We administer assessment tools that are appropriate to the language, competence and other relevant characteristics of our client. We use only original copies of test materials (not photocopies). Obsolete and Outdated Test Results We do not base our interpretations, conclusions, and recommendations on outdated test results. We do not provide interpretations, conclusions, and recommendations based on obsolete tests. Interpreting Assessment Results 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. We interpret assessment results while considering the purpose of the assessment and other factors such as the client’s test taking abilities, gender, characteristics, situational, personal, and cultural differences. Release of Test Data 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. We do not release test data in the forms of raw and scaled scores, client’s responses to test questions or stimuli, and notes regarding the client’s statements and behaviors during the examination unless regulated by the court.  We release test results only to the sources of referral and with a written permission from the client if it is a self-referral. Where test results, be communicated to relatives, parents, or teachers, we explain them through a non-technical language. Explaining We explain findings and test results Assessme to our clients or designated representatives except when the relationship precludes the provision nt Results of explanation of results, and it is explained in advanced to the client. When test results needs to be shared with schools, social agencies, the courts or industry, we supervise such releases. When explaining test results online, clients may request from the psychologist or psychometrician if the session can be recorded.  The administration and Test handling of all test materials (manuals, keys to correction, answer sheets, Securi reusable booklets, tests administered online, etc.) ty shall be handled only by qualified/licensed users or personnel.  We do not promote the use of assessment tools and methods by unqualified persons except for Assessme training purposes with adequate supervision. nt by We ensure that test protocols, their interpretations and all other records are kept secured from unqualified Unqualifie persons. As psychometricians, we practice d Persons under the boundaries prescribed in RA10029. We operate under the supervision of a registered psychologist, when applicable.  We develop tests and other Test assessment tools using current scientific findings Constructi and knowledge, appropriate psychometric on properties, validation, and standardization procedures. PAP Code of Ethics pap-code-of-ethics-2022.pdf  APA 1st edition: 1953 Effective date June 1, 2003 with amendments effective June 1, Code 2010 and January 1, 2017. of The American Psychological Association's (APA) Ethical Principles of Psychologists and Ethics Code of Conduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles (A-E) and specific Ethical Standards.  Psychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. APA This Ethics Code is intended to provide specific standards to cover most Preamble situations encountered by psychologists. The development of a dynamic set of ethical standards for psychologists' work- related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.  Principle A: Beneficence and Nonmaleficence Psychologists strive to benefit those with whom they work and take care to do no harm. Principle B: Fidelity and Responsibility Psychologists establish relationships of General trust with those with whom they work. They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Principle C: Integrity Principl Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. Principle D: Justice es Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists. Principle E: Respect for People's Rights and Dignity Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self- determination.  Ethical principles of psychologists and code of conduct