Physically Distanced But Academically Engaged: Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

UNIVERSITY OF MINDANAO TAGUM COLLEGE
Department of Arts & Sciences Education
BS PSYCHOLOGY
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: PSY ELEC 1 (Current Issues in Psychology)
Course Coordinator: ODYSSA V. TAG-AT, MPsy
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS
IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE OFFICIALLY
ENROLLED IN THE COURSE/SUBJECT.EXPECT REVISIONS OF THE MANUAL.
DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Bachelor of Science in Psychology
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Table of Contents Page

Front Page ............................................................................…….. 1
Table of Contents ............................................................................……. 2
Part 1. Course Outline and Policies ...................................................... 5
Part 2. Instruction Delivery

CC’s Voice ............................................................................…….. 8
Course Outcomes ........................................................................... 8
Big Picture A: Unit Learning Outcomes ......................................... 9

Big Picture in Focus:ULOa ……………………………………………… 9
Metalanguage .......................................................................... 9
Essential Knowledge ............................................................... 9
Self-Help .................................................................................... 12
In a Nutshell .................................................................................... 13
Let’s Check .................................................................................... 15
Let’s Analyze ......................................................................... 16
Q&A List .................................................................................... 17
Keywords Index ......................................................................... 18
Big Picture in Focus:ULOb ……………………………………………… 18
Metalanguage .......................................................................... 18
Self-Help .................................................................................... 23
Let’s Check .................................................................................... 23
Let’s Analyze ......................................................................... 24
In a Nutshell .................................................................................... 27
Q&A List .................................................................................... 28
Keywords Index ......................................................................... 28
Big Picture B: Unit Learning Outcomes .......................................... 29

Metalanguage .......................................................................... 29
Self-Help .................................................................................... 31
In a Nutshell .................................................................................... 31
Let’s Analyze ......................................................................... 33
Let’s Check .................................................................................... 35
Q&A List .................................................................................... 35
Keywords Index ......................................................................... 36
Big Picture in Focus:ULOb …………………………………………… 37
Metalanguage .......................................................................... 37
Self-Help .................................................................................... 39
Let’s Check .................................................................................... 40
Let’s Analyze ......................................................................... 40
In a Nutshell .................................................................................... 41
Q&A List .................................................................................... 42
Keywords Index ......................................................................... 43
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Big Picture in Focus:ULOc ……………………………………………… 43

Metalanguage .......................................................................... 43
Self-Help .................................................................................... 48
Let’s Check .................................................................................... 48
Let’s Analyze ......................................................................... 50
In a Nutshell .................................................................................... 51
Q&A List .................................................................................... 52
Keywords Index ......................................................................... 53
Big Picture C: Unit Learning Outcomes ....................................... 53

Metalanguage .......................................................................... 54
Self-Help .................................................................................... 56
Let’s Check .................................................................................... 57
Let’s Analyze ......................................................................... 58
In a Nutshell .................................................................................... 59
Q&A List .................................................................................... 60
Keywords Index ......................................................................... 60
Metalanguage .......................................................................... 61
Self-Help .................................................................................... 65
In a Nutshell .................................................................................... 65
Let’s Check ......................................................................... .......... 66
Let’s Analyze .......................................................................... 67
Q&A List .................................................................................... 67
Keywords Index ......................................................................... 68
Metalanguage .......................................................................... 68
Self-Help .................................................................................... 71
Let’s Check .................................................................................... 72
Let’s Analyze ......................................................................... .......... 73
In a Nutshell .......................................................................... 74
Q&A List .................................................................................... 74
Keywords Index ......................................................................... 75
Big Picture D: Unit Learning Outcomes ............................................75

Metalanguage .......................................................................... 76
Self-Help .................................................................................... 78
Let’s Check .................................................................................... 79
Let’s Analyze ......................................................................... 80
In a Nutshell .................................................................................... 80
Q&A List .................................................................................... 81
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Keywords Index ......................................................................... 81

Metalanguage .......................................................................... 82
Self-Help .................................................................................... 84
In a Nutshell .................................................................................... 84
Let’s Check ......................................................................... 85
Let’s Analyze .................................................................................... 86
Q&A List .................................................................................... 86
Keywords Index ......................................................................... 87
Metalanguage .......................................................................... 87
Self-Help .................................................................................... 95
Let’s Check .................................................................................... 95
Let’s Analyze ......................................................................... 96
In a Nutshell.................................................................................... 96
Q&A List .................................................................................... 97
Keywords Index ......................................................................... 97
Part 3.Course Schedule ......................................................................... 98

Online Code of Conduct .............................................................. 99
Monitoring of OBD and DED............................................................ 100
Work Plan ................................................................................... 101
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PART 1: QUALITY ASSURANCE POLICIES
The first part of the manual explicitly reflects the quality assurance procedures
unique to the course. These include the attendance requirements (face to face or
virtual), schedule of examination, submission and return of assessment papers,
schedule and extension of deadlines, appeal on the grades, penalties,
communication and special learning needs of students. Also included in this
section are the contact details of the Dean, Program Head, Faculty or Course
Facilitator, Guidance Facilitator, Librarian, and Help Desks to promptly respond to
the needs of students.
Course Outline: PSY ELEC 1 – Current Issues in Psychology
Course Coordinator: ODYSSA V. TAG-AT, MPsy
Email: odyssa_valenton@umindanao.edu.ph
Student Consultation: By appointment/done online (LMS: Quipper);

traditional contact (i.e. cellphone/telephone); or
social media platforms (email, Private Messenger,
Facebook).
Mobile: 0933-345-1702
Effectivity Date: August 2020
Mode of Delivery: Blended Learning
Time Frame: 6 hours per week (1 Term)
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3 units
Attendance Requirements: A minimum of 95% attendance is required at all

scheduled Virtual or face to face sessions.
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Course Outline Policies
Areas of Concern Details

Contact and Non-contact This 3-unit course self-instructional manual is
Hours designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be 54
including the face to face or virtual sessions.
Assessment Task Submission of assessment tasks shall be on 3 rd, 5th,

Submission 7th and 9th week of the term.
It is also expected that you already paid your tuition
and other fees before the submission of the
assessment task.
If the assessment task is done in real time through
the features of Quipper Learning Management
System, the schedule shall be arranged ahead of
time by the Course Facilitator.
Penalties for Late The score of the assessment item submitted after
Assignments/Assessment the designated time on the due date, without an
approved extension time, will be reduced by 5% of
the maximum score for that assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the Course Facilitator, If
necessary, you will also be required to
present/attach evidences.
Return of Assignments/assessment will be returned to you two

Assignments/Assessments (2) weeks after the submission. This will be returned
by email or via Quipper portal.
For group assessment tasks, the Course Facilitator
will require some or few of the students for online or
virtual sessions to ask clarificatory questions to
validate the original assessment task submitted and
to ensure that all the group members are involved.
Grading System Grades will be computed based on the grading

system stipulated in the syllabi.
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Student Communication Students are required to create a Quipper account.

The Course Facilitator shall enrol the students to
access course materials, scheduled quizzes, and
exams. Students shall send their queries and/or
clarification through this platform. Students can also
contact their teacher/Course Facilitator through
social media platforms.
Contact Details of the Dean Dr. Gina Fe G. Israel

Email:
deansofficetagum@umindanao.edu.ph
Phone: 0915-832-5092/0909-994-2314
Contact Details of the Odyssa V. Tag-at, MPsy

Program Email: odyssa_valenton@umindano.edu
Head Phone: 0933-3451702
Student with Special Needs Student with special needs shall contact their Course
Facilitator about the nature of their needs. The
Course Facilitator shall give necessary
adjustments depending on the nature of the need.
Well-being Welfare Support Ms. Rochen Yntig (GSTC-Head)

Help Desk Contact Details Email: chenny.yntig@gmail.com
Contact Number: 0977-1712622
Library Contact Mrs. Claire Donayre (Chief Librarian)

Email: cvrdonayre@gmail.com/
lictagum@umindanao.edu.ph
Phone: 0927-395-1639
Course Information – see download course syllabus in the Quipper

portal
PART 2. INSTRUCTION DELIVERY
Week 1-3: Unit Learning Outcomes (ULOs): At the end of the unit, you are
expected to;
a. Introduce the Psychology Act of 2009

b. Discuss the Principles of PAP code of Ethics
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expected to
a. Assess how to resolve ethical issues

b. Describe the competencies of a psychologist and psychometricians
c. Discuss the scope of human relations
expected to;
a. Distinguish the level of Confidentiality

b. Classify the scope of Advertisement and Public Statements and Discuss the
Records and Fees
c. Define the Ethical Standards and Procedures in Specific Functions –
Assessment
expected to;
a. Discuss the Ethical Standards and Procedures in Specific Functions in terms

of Therapy
b. Classify the Ethical Standards and Procedures in Specific Functions in terms
of Education and Training
c. Define the Ethical Standards and Procedures in Specific Functions in terms of
Research
CC’s Voice: Hello student! Welcome to the course PSY

Elec 1- Current Issues in Psychology. By now, I am
confident that you really wanted to become a Clinician and
that you have visualized yourself already being in front your
client.
CO: Upon completion of the course, you are expected to:

Inculcate the Psychological Association of the Philippines
(PAP) Code of Ethics declaration of principles. Inculcate to
students the Psychological Association of the Philippines
(PAP) Code of Ethics declaration of principles. Exhibit
competent and responsible practice of psychology in
specialized fields including assessment, therapy and
counselling
Let us begin!
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Big Picture A
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to;
a. Introduce the Psychology Act of 2009
b. Discuss the Principles of PAP code of Ethics
Big Picture in Focus: ULOa. Introduce the Psychology Act of 2009
Metalanguage
In this section, the most essential terms and concept relevant to the study of
psychology and to demonstrate ULOa will be operationally introduce the Psychology
Act of 2009 for you to be aware of the background and guidelines regarding the
course you are taking.
Essential Knowledge
To fully understand the big picture (Unit Learning Outcomes) for the first three weeks
of this course, you need to understand the essential knowledge that will be laid down
in the succeeding pages. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilized other books, research articles
and other resources that are available in the university library e. g. ebrary,
search.proquest.com etc.
1. Republic Act 10029 Philippine Psychology Act 2009
1.1 It seeks to manage the practice of psychology and psychometrics within

the Philippines to guard the general public from inexperienced or untrained
individual’s offering psychological services, and to nurture competent,
upright and assiduous psychologists whose standards of practice are
excellent and globally competitive. Provides a legal definition and
distinction of a psychologist from a psychometrician.
1.2 It created the Professional Regulatory Board of Psychology which can

monitor the registration, licensure and practice of psychologists and
psychometricians within the Philippines.
1.3 The new law has also required psychologists and psychometricians to
pass a Licensure Examination.
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2. Psychology is that the scientific study of the human behavior. This involves
the appliance of scientific methods to debate biological, cognitive, affective,
developmental, personality, social, cultural and individual difference
dimension of human behavior.
3. Practice of psychology contains the delivery of psychological services that

involve application of psychological principles and procedures for the aim of
describing, understanding, predicting, and influencing the behavior of people
or groups so on help the attainment of optimal human growth and functioning.
4. The delivery of psychological services includes, but isn’t limited to:
4.1 Psychological interventions:

4.1.1. Psychological counselling
4.1.2. Psychotherapy
4.1.3. Psychosocial support
4.1.4. Coaching
4.1.5. Psychological debriefing
4.1.6. Group processes
All other psychological interventions that involve the appliance of

psychological principles to impress psychological functioning of
individuals, families, groups and organizations.
5. Psychological assessment is gathering and integration of psychological-

related data for the aim of creating psychological evaluation, accomplished
through a spread of tools, including:
5.1. Individual tests

5.2. Projective tests
5.3. Clinical interview
5.4. Other psychological assessment tools
The purpose of assessing diverse psychological functions includes

cognitive abilities, aptitudes, personality characteristics, attitudes, values,
interests, emotions, motivations.
Note that the Psychological assessment is in support of psychological

counselling, psychotherapy and other psychological intervention.
6. Psychometrician “RPm” may be a professional who has been registered

and issued a legitimate certificate of Registration and a legitimate
Professional Regulation Commission Identification Card to practice
Psychometrics.
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6.1 Roles of Psychometrician

6.1.1. Plays a secondary role to the psychologist
6.1.2. When giving psychological assessment a psychom6trician should
be supervised by a psychologist.
6.1.3. The greater responsibility is delegated to the psychologist who
should review very well the output of the psychometrician.
6.1.4. Any blunder by the psychometrician is going to be blamed to the
psychologist who is signatory to the psychometrician's report.
6.2 Functions of Psychometrician

6.2.1. Administering & scoring objective and structured personality test
6.2.2. Interpreting the results of these tests and preparing a report on
these results
6.2.3. Conducting preparatory intake interviews for psychological
intervention sessions
6.2.4. Test design and construction; developing the table of specification,
item writing and item analysis
6.2.5. Test validation & standardization
6.2.6. Developing norm sampling plans
6.2.7. Conducting item try-out data analysis
6.2.8. Completing analysis and scale development
6.2. 9. Writing technical manual
6.3 Skills and Competencies

6.3.1. Discipline, Knowledge, Research and Scientific Foundation
6.3.2. Framing, Measuring, Planning
6.3.3. Statistical Procedures, tools and computer applications
6.3.4. Data Management, Analysis and Reporting
6.3.5. Interviewing and Relational Skills
6.3.6.Administration of different types of psychological test using
innovative delivery platforms, scoring, and profiling and interpreting the
results.
6.3.7. Assessment and Evaluation
6.3.8. Writing a Psychological Report
6.3.9. Professional, Legal and Ethical Practice
6.3.10. Attention to details within the pursuit of Accuracy
6.3.11. Oral and written language
6.3.12. Independence and Collaborative
6.4 Qualification for Licensure Examination for Psychometricians

6.4.1. A Filipino citizen, a permanent resident or a citizen of a far off
state/country which extends reciprocity to the Philippines relative to the
practice of psychometrics.
6.4.2. Holds a minimum of a baccalaureate in psychology conferred by a
university, college or school within the Philippines or abroad
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recognized/accredited by the CHED, and has obtained sufficient credits

for the subjects covered in the examination
6.4.3. Of good moral character
6.4.4. Has not been convicted of an offense involving moral turpitude.
6.5 Cover subject for Licensure examination for Psychometrician

6.5.1. Theories of Personality
6.5.2. Abnormal Psychology
6.5.3. Industrial Psychology
6.5.4. Psychological Assessment Section
7. Psychologist “RPsy” may be a professional who has been registered and

hold a legitimate certificate of Registration and a legitimate Professional
Identification Card as professional Psychologist, issued by the Professional
Regulatory Board of Psychology and PRC for the aim of delivering
psychological services.
Psychology Association of the Philippines. (2017). Code of Ethics for Philippine

Psychologists. Retrieved from
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.pap.org.ph/site
s/default/files/upload/resolution11-
2017.pdf&ved=2ahUKEwii6JGhhuXqAhVXy4sBHTgwATgQFjAAegQIARAB&usg=A
OvVaw0ErEI_FQK3paxLOfowSgKb
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
1. Cohen & Swerdiik(2018) Psychological Testing and Assessment: An

Introduction to test and measurement 9th edition. McGraw Hill Publishing,
United States
2. Jacob,Susan, et al.(2016). Ethics and Law for School Psychologist, John Wiley
&Sons, Inc. ProQuest Ebook Central, Retrieved from:
https://search.proquest.com/legacydocview/EBC/4592138?accountid=31259
3. Pope, Kenneth S., and Melba J. T. Vasquez. (2016). Ethics in Psychotherapy
and Counseling: A Practical Guide, John Wiley & Sons, Inc. ProQuest Ebook
Central, Retrieved from
https://search.proquest.com/legacydocview/EBC/4322660?accountid=31259.
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In a Nutshell
Activity 1. Getting acquainted with the essential terms about Psychology Act of
2009 is not enough, what also matters is your ability to understand the concepts and
be able to explain the relevance of the existing law provided in each item. Now, I will
require you to explain thoroughly your answers. (10 points each item).
1. How important to a professional in your field the Republic Act 10029

Philippine Psychology Act 2009?
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2. Explain why the blunder of the psychometrician will be blamed to the

psychologist.
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Let’s Check
Activity 1. Modify TRUE or FALSE. Write TRUE if the word/phrase is correct and
provide the current word/phrase if the statement is FALSE.
_____________________1. Behavioral Science is that the scientific study of the

human behavior. This involves the appliance of scientific methods to debate
biological, cognitive, affective, developmental, personality, social, cultural and
individual difference dimension of human behavior.
_____________________2.One of the Role of Psychometrician is to conduct

preparatory intake interviews for psychological intervention sessions.
_____________________3. Theories of Personality, Abnormal Psychology,

Industrial Psychology and Psychological Assessment are the cover subjects for the
licensure examination for Psychologist.
_____________________4. Administration of different types of psychological test

using innovative delivery platforms, scoring, and profiling and interpreting the results
is a skill and competency need by a psychometrician.
_____________________5. Psychological assessment is the gathering and

integration of psychological-related data for the aim of creating psychological
evaluation, accomplished through a spread of tools.
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Let’s Analyze
Activity 1. Getting acquainted with Uloa is not enough, it is also necessary for you to
be able to explain it. Now, I will require you to explain thoroughly your answers with a
maximum word of 250. (15 points)
Areas of Evaluation
Content (5pts.)
Organization (5pts.)
Depth of idea/Accuracy (5pts.)
1. Do you have what it takes to be a Psychologist or Psychometrician in the future?

What skills and competency you possess right now that can be contributed to make
it possible.
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Q & A List. This section allows you to list down all emerging questions or issues.
These questions or issues may be raised in the LMS or other modes. The Q & A
portion helps in the review of concepts and essential knowledge. In asking
questions, please do check if it is aligned with the topic of ULOa. Once your question
has been answered, you are going to write the answer of your question in the table
below.
Do you have any questions for clarification?
Questions/Issues Answers
Keywords Index. We are almost done with ULOa. At this stage, you should have
been able to differentiate the branches of language study. To review what you have
learned in the previous activities, you will list down the key terms. Key terms will
include ideas, theories, names of people, and other vital terms to remember. Key
terms can also include other important concepts or ideas not stipulated in the
discussion above.
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Big Picture in Focus: ULOb. Discuss the Principles of PAP code of Ethics
Metalanguage
psychology and to demonstrate ULOb will be operationally introduce the PAP Code
of Ethics to be able to understand and recognize the importance of ethics to our lives
and know its relation to our field.
Essential Knowledge
1. Ethics is simply known as moral philosophy, a branch of philosophy that

addresses questions about morality—that is, concepts such as good and evil,
right and wrong, virtue and vice, justice, etc.
2. The needs for Code of Ethics:

2.1. From the article written by David Hildebrand entitled ‘Why do we
need a code of ethics?’ he explains that: As members of a
profession, we have an important role in society as trusted experts.
In this role, we have a duty to maintain the highest standards of
professionalism in our work, while acting in the public interest.
2.2. Codes of ethics should set members apart from others, who may
purport to provide similar services to the public, by establishing a
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set of principles by which to work. However, in order for the code to

have merit and respect, it must contain procedures for monitoring
the members' adherence and for disciplining those members who
act in breach of the standards.
3. Brief History on how it was made

The Psychological Association of the Philippines (PAP) adopted a Code of
Ethics for Clinical Psychologists in the 1980s, and this Code has remained
unchanged since then. In 2007, the Board of Directors of the PAP resolved to
constitute a committee to revise the code of ethics, with the goal of updating
the code and making it more inclusive and applicable to all psychologists.
The committee chair and the assistants undertook the preparatory work
which involved studying the old Code, and several documents related to
ethical standards for psychologists (e.g., the Universal Declaration of Ethical
Principles for Psychologists, the ethics codes of the American Psychological
Association, the British Psychological Society, and the Canadian
Psychological Society, among others).
The complete committee conducted a day-long workshop on February 27,

2009 to finalize the proposed Code of Ethics for Philippine Psychologists. The
committee was strongly influenced by existing codes from other countries
(which is reflected in the scope and structure of the Code), but worked hard to
ensure that the code was contextualized with the realities and constraints
within the professional environments that Philippine psychologists do their
work.
The first draft of this Code was presented to the PAP Board of Directors on
April 18, 2009. This draft was further revised (with the editorial assistance of
Reginal Bueno), and finally ratified by the PAP Board of Directors on July 24,
2009.
4. Declaration of Principle
Psychologists in the Philippines adhere to the following Universal Declaration
of Ethical Principles for Psychologists that was adopted unanimously by the
General Assembly of the International Union of Psychological Science in
Berlin on July 22, 2008 and by the Board of Directors of the International
Association of Applied Psychology in Berlin on July 26, 2008.
5. “Universal Declaration of Ethical Principles for Psychologists”

In 2002, the General Assembly of the International Union of Psychological
Science (IUPsyS) approved a motion to create an Ad Hoc Joint Committee
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and for that committee to develop a universal declaration of ethical principles

for psychologists.
The focus of this international initiative is on articulating principles and values
that provide a common moral framework for psychologists throughout the
world, and that can be used as a moral justification and guide for the
development of differing standards as appropriate for differing cultural
contexts.
6. Preamble
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 psychologists worldwide toward the highest ethical ideals
in their professional and scientific work. Psychologists are committed to
placing the welfare of society and its members above the self-interest of the
discipline and its members. They recognize that adherence to ethical
principles in the context of their work contributes to a stable society that
enhances the quality of life for all human beings.
The significance of the Universal Declaration depends on its recognition and

promotion by psychology organizations at national, regional and international
levels. Every psychology organization is encouraged to keep this Declaration
in mind and, through teaching, education, and other measures to promote
respect for, and observance of, the Declaration’s principles and related values
in the various activities of its members.
7. PRINCIPLE I (Respect for the Dignity of Persons and Peoples)
Respect for the dignity of persons is the most fundamental and universally
found ethical principle across geographical and cultural boundaries, and
across professional disciplines. It provides the philosophical foundation for
many of the other ethical principles put forward by professions. 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.
THEREFORE, psychologists accept as fundamental the Principle of Respect

for the Dignity of Persons and Peoples. In so doing, they accept the following
related values;
7.1 respect for the unique worth and inherent dignity of all human beings;
7.2respect for the diversity among persons and peoples;
7.3respect for the customs and beliefs of cultures, to be limited only when a
custom or a belief seriously contravenes the principle of respect for the dignity
of persons or peoples or causes serious harm to their well-being;
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7.4free and informed consent, as culturally defined and relevant for

individuals, families, groups, and communities;
7.5privacy for individuals, families, groups, and communities;
7.6protection of confidentiality of personal information, as culturally defined
and relevant for individuals, families, groups, and communities;
7.7fairness and justice in the treatment of persons and peoples.
8. PRINCIPLE II (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 requires the application of knowledge and skills that are appropriate for
the nature of a situation as well as the social and cultural context. It also
requires the ability to establish interpersonal relationships that enhance
potential benefits and reduce potential harm. Another requirement is adequate
self-knowledge of how one's values, experiences, culture, and social context
might influence one's actions and interpretations.
THEREFORE, psychologists accept as fundamental the Principle of

Competent Caring for the Well-Being of Persons and Peoples. In so doing,
they accept the following related values:
8.1 active concern for the well-being of individuals, families, groups, and
communities;
8.2taking care to do no harm to individuals, families, groups, and
communities;
8.3maximizing benefits and minimizing potential harm to individuals, families,
groups, and communities;
8.4 correcting or offsetting harmful effects that have occurred as a result of
them
8.1developing and maintaining competence;
8.1self-knowledge regarding how their own values, attitudes, experiences,
and social contexts influence their actions, interpretations, choices, and
recommendations;
8.1respect for the ability of individuals, families, groups, and communities to
make decisions for themselves and to care for themselves and each other.
9. PRINCIPLE III (Integrity)
Integrity is vital to the advancement of scientific knowledge and to the

maintenance of public confidence in the discipline of psychology. Integrity is
based on honesty, and on truthful, open and accurate communications. It
includes recognizing, monitoring, and managing potential biases, multiple
relationships, and other conflicts of interest that could result in harm and
exploitation of persons or peoples.
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THEREFORE, psychologists accept as fundamental the Principle of Integrity.

In so doing, they accept the following related values:
9.1 honesty, and truthful, open and accurate communications;
9.2 avoiding incomplete disclosure of information unless complete disclosure
is culturally inappropriate, or violates confidentiality, or carries the potential to
do serious harm to individuals, families, groups, or communities;
9.3 maximizing impartiality and minimizing biases;
9.4 not exploiting persons or peoples for personal, professional, or financial
gain;
9.5 avoiding conflicts of interest and declaring them when they cannot be
avoided or are inappropriate to avoid.
10. PRINCIPLE IV (Professional and Scientific Responsibilities 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. They also include conducting its affairs within
society in accordance with the highest ethical standards, and encouraging the
development of social structures and policies that benefit all persons and
peoples.
THEREFORE, psychologists accept as fundamental the Principle of

Professional and Scientific Responsibilities to Society. In so doing, they
accept the following related values:
10.1 the discipline’s responsibility to increase scientific and professional
knowledge in ways that allow the promotion of the well-being of society and all
its members;
10.2 the discipline’s responsibility to use psychological knowledge for
beneficial purposes and to protect such knowledge from being misused, used
incompetently, or made useless;
10.3 the discipline’s responsibility to conduct its affairs in ways that are ethical
and consistent with the promotion of the well-being of society and all its
members;
10.4 the discipline’s responsibility to promote the highest ethical ideals in the
scientific, professional and educational activities of its members;
10.5 the discipline’s responsibility to adequately train its members in their
ethical responsibilities and required competencies;
10.6 the discipline’s responsibility to develop its ethical awareness and
sensitivity, and to be as self-correcting as possible.
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United States

Let’s Check
Activity 1. Now that you know the most essential terms about PAP Principles, let us
try to check your understanding of these terms. In the space provided, write the
principle being asked in the following statements:
_____________________1. There is respect for the ability of individuals, families,

groups, and communities to make decisions for them and to care for themselves and
each other.
_____________________2. Avoids incomplete disclosure of information unless

complete disclosure is culturally inappropriate, or violates confidentiality, or carries
the potential to do serious harm to individuals, families, groups, or communities.
_____________________3. There are fairness and justice in the treatment of

persons and peoples.
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_____________________4. The discipline’s responsibility to conduct its affairs in

ways that are ethical and consistent with the promotion of the well-being of society
and all its members;
_____________________5. Respect for the customs and beliefs of cultures, to be

limited only when a custom or a belief seriously contravenes the principle of respect
for the dignity of persons or peoples or causes serious harm to their well-being.
_____________________6. The discipline’s responsibility to conduct its affairs in

ways that are ethical and consistent with the promotion of the well-being of society
and all its members.
_____________________7. Maximizing impartiality and minimizing biases.
_____________________8. There is self-knowledge regarding how their own

values, attitudes, experiences, and social contexts influence their actions,
interpretations, choices, and recommendations.
_____________________9. The discipline’s responsibility to develop its ethical

awareness and sensitivity, and to be as self-correcting as possible.
____________________10. There is free and informed consent, as culturally

defined and relevant for individuals, families, groups, and communities.
Let’s Analyze
Activity 2. Getting acquainted with the essential terms about the PAP Ethical
Principles is not enough, what also matters is your ability to understand the concepts
and be able to explain the relevance of principles provided in each item. Now, I will
require you to give scenario where in the principle has been breach. (10 points each
item)
1. PRINCIPLE I (Respect for the Dignity of Persons and Peoples)

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___________________________________________________________
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2. PRINCIPLE II (Competent Caring for the Well-Being of Persons and

Peoples)
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3. PRINCIPLE III (Integrity)

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___________________________________________________________
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4. PRINCIPLE IV (Professional and Scientific Responsibilities to

Society)
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In a Nutshell
Activity 1. Based on the learning exercises that you have done above please write
your arguments or lessons learned on the spaces provided. (5points each)
1. _____________________________________________________________
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2. _____________________________________________________________
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3. _____________________________________________________________
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4. _____________________________________________________________
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questions, please do check if it is aligned with the topic of ULOb. Once your question
below.
Keywords Index. We are almost done with ULOb. At this stage, you should have
discussion above.
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Big Picture B
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to
a. Assess how to resolve ethical issues

b. Describe the competencies of a psychologist and
psychometricians
c. Discuss the scope of human relations
Big Picture in Focus: ULOa. Assess how to resolve ethical issues
Metalanguage
psychology and to demonstrate ULOa will be operationally assess how to resolve
ethical issues in our field of work.
Essential Knowledge
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1. Misuse Of Psychologist's Works

In instances where misuse or misrepresentation of our work comes to our
attention, we take appropriate and reasonable steps to correct minimize the
effect of such misuse or misrepresentations.
2. Conflicts Between Ethics And Law, Regulation Or Other Governing

Legal Authority
In instances where our code of ethics conflicts with the law, regulations or
governing legal authority, our first step is to take appropriate actions to
resolve the conflicts while being committed to our code of ethics, however, if
the conflicts cannot be resolved by such means we adhere to the law,
regulations or governing legal authority.
3. Conflicts between ethics and organization demands

In instances where our code of ethics with organizational demands, we make
our code of ethics known to other organization. we also declare our
commitment and adherence to this code when resolving conflicts.
4. Informal Resolution And Ethical Violations

When we become aware that another psychologist violated our code of ethics,
we may resolve the issue by bringing it to the attention of the psychologist.
We do so if informal resolution is sufficient and if the intervention does not
violate confidentiality rights.
5. Reporting Ethical Violations

5.1. If there is likely to have substantial harm to a person or organization,
we take further action to report violation of the code of ethics to
appropriate institutional authorities.
5.2. However, this does not apply when an intervention would violate
confidentiality rights or when we are called review the work of another
psychologist whose professional conduct is in question.
6. Cooperating With Ethics Committee

We cooperate with the ethics investigation, proceedings and requirements of
any psychological association we belong to.
7. Improper Complaints
We refrain from filing ethical complaints with reckless disregard or willful
ignorance of facts that would be disprove allegations of ethical violations;we
also refrain from filing complaints without supporting factual evidence.
8. Unfair Discrimination Against Complainants And Respondents

8.1. We do not discriminate against complainants and respondents of
ethical complaints by denying them employment, advancement,
admissions to academic, tenure, or promotion.
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8.2. This does not rule out taking appropriate actions based on outcomes of
proceeding

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

United States

In a Nutshell
Activity 1. Getting acquainted with the essential terms about how to resolve ethical
issues is not enough, what also matters is your ability to understand the concept
provided in each item. Now, I will require you to point out the issue of concern in
these scenario. (5 points each item).
1. Dr. Fernandez is a psychologist teaching health psychology at a university.

Dr. Fernandez has published a review of the literature that points to the
possibility that yoga might be as effective for panic attacks and panic
disorder as other, more traditional treatments, including pharmaceutical
interventions. Her article recommends that further research be conducted
before any changes in treatment can ethically be made for someone who
has severe panic disorder. Dr. Fernandez approached the yoga school in
which she is a member to conduct research on yoga and panic disorder.
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The founder of the yoga school is an old family friend and was open to the
idea of such collaboration. The partnership between the university and the
yoga school progressed to a signed “memorandum of understanding” that
indicated university-supported field research at the yoga school would
occur. A few weeks later, without Dr. Fernandez’ prior knowledge or
consent, the yoga school advertised “Stress Buster” seminars that
promised to “cure” a number of conditions, including panic disorder. Dr.
Fernandez’ participation was prominently cited in their advertising flier and
website. Both Dr. Fernandez and the university’s contracts department
reviewed the memorandum of understanding and noticed that the
document did not include a clause that Dr. Fernandez or the university had
to review and approve any advertisement released by the yoga school.
Issue/s of Concern:
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2. John is a psychology intern in a minimum-security prison. He has been

treating Nathalie for about 6 months. Nathalie has a history of previous
trauma. Her presenting problem for treatment was trust related. In the
course of treatment, Nathalie repeatedly discussed how she likes her work
in the prison’s canine training program, but she dislikes the fellow inmates
who do not know how to work with the dogs. One day Nathalie was
especially agitated. She decided to trust John with her real concerns and
tell him an inmate abused one of the dogs. Nathalie wanted John to do
something to help the dog. However, fearing retaliation inside the prison,
Nathalie did not want John to tell anyone that she was the one who said
something. In addition, Nathalie would not reveal the name of the alleged
abuser. John reassured Nathalie the content of therapy is confidential and
the situation can be taken care of without naming names. John sought
guidance from his supervisor regarding how best to proceed with an
anonymous report. John’s supervisor said prison policy requires
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immediate identification and a report of anyone who abuses the animals in

the canine training program. Further, unless John identified his patient, he
would be considered to be insubordinate and risk being dismissed from
the internship.
Issue/s of Concern:
___________________________________________________________
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Let’s Analyze
Activity 1. Based on the Issue/s of Concern that you have done above I will require
you to solve it in line with the PAP code of ethics. Explain thoroughly your
answers.(10 points each)
1. Ways to resolve the issue:

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______________________________________________________________
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2. Ways to resolve the issue:

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Let’s Check
Activity 1. What will you do if you sense that there is a misuse of work in your work
place? Explain your answer. (10 points each)
______________________________________________________________
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below.
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discussion above.
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Big Picture in Focus: ULOb. Describe the competencies of a

psychologist and psychometricians
Metalanguage
psychology and to demonstrate ULOb will be operationally describe the
competencies of a psychologist and psychometricians.
Essential Knowledge
To fully understand the big picture (Unit Learning Outcomes) for the fourth and fifth
weeks of this course, you need to understand the essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilized other books,
research articles and other resources that are available in the university library e. g.
ebrary, search.proquest.com etc.
1. Boundaries of Competence
1.1. We shall provide services, teach, and conduct research with persons,
populations in areas only within the boundaries of our competence,
based on our education, training, supervised internship, consultation,
thorough study, or professional experience.
1.2. We shall make appropriate referrals, except as provided in Standard
A.2, Providing Services in Emergencies, where our existing
competencies are not sufficient to ensure effective implementation or
provision of our services.
1.3. When we plan to provide services, teach, or conduct research involving
populations, areas, techniques, or technologies that are new to us
and/or are beyond our existing competence, we must undertake
relevant education, training, supervised experience, consultation, or
thorough study.
2. So as not to deprive individuals or groups of necessary services, which we do

not have existing competence, we may provide the service, as long as:
2.1. We have closely related prior training or experience, and
2.2. We make a reasonable effort to obtain the competence required by
undergoing relevant research, training, consultation, or thorough study.
3. In those emerging areas in which generally recognized standards for

preparatory training do not yet exist, but in which we are required or
requested to make available our services, we shall take reasonable steps to
ensure the competence of our work and to protect our clients/patients,
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students, supervisees, research participants, organizational clients, and

others from harm.
4. We shall be reasonably familiar with the relevant judicial or administrative

rules when assuming forensic roles.
5. Providing Services in Emergencies

We shall make available our services in emergency situations to individuals
for whom the necessary mental health services are not available even if we
lack the training appropriate to the case to ensure these individuals are not
deprived of the emergency services they require at that time. However, we
shall immediately discontinue said services as soon as the emergency has
ended, and ensure that appropriate competent services are made available.
6. Maintaining Competence
We shall undertake continuing education and training to ensure our services
continue to be relevant and applicable.
7. Bases for Scientific and Professional Judgments

We shall base our work upon established scientific and professional
knowledge of the discipline. (See also Standards II.A (e), Boundaries of
Competence; VIII.B.(a), Informed Consent to Therapy; V.A, Avoiding of False
Deceptive Statements; V.C, Workshops, Seminars, and NonDegree-Granting
Educational Programs; VII. E, Interpreting Assessment Results; VII.G,
Explaining Assessment Results; VIII.F, Competent Practice; IX.C, Accuracy in
Teaching)
8. Delegation of Work to Others

In cases where we shall have to delegate work to employees, supervisees, or
research or teaching assistants or when using the services of others, such as
interpreters, we shall take reasonable steps to:
8.1. Avoid delegating such work to persons who have a multiple

relationship with those being served that would likely lead to
exploitation or loss of objectivity;
8.2. Authorize only those responsibilities that such persons can be
expected to perform competently on the basis of their education,
8.3. training, or experience, either independently or with the level of
supervision being provided; and
8.4. See that such persons perform these services competently.
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9. Personal Problems and Conflicts

9.1. We shall refrain from initiating an activity when we know or anticipate
that there is a substantial likelihood that our personal problems will
prevent us performing work-related activities in a competent manner.
9.2. When we shall become aware of personal problems that may interfere
with performing work-related duties adequately, we shall take
appropriate measures, such as obtaining professional consultation or
assistance, and determine whether we should limit, suspend, or
terminate these work-related duties. (See also Standard 10.10,
Terminating Therapy.)


United States

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Let’s Check
Activity 1. Now that you know the competencies of a psychologist and

psychometricians, let us try to check your understanding of these terms by making a
Venn diagram showing the differences of the two fields. (10 Points)
Let’s Analyze
Activity 1. Based on the learning exercises that you have done above please write
your arguments or lessons learned on the spaces provided. (5points each)
1. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
In a Nutshell
Activity 1. Getting acquainted with Ulob is not enough, it is also necessary for you to
Areas of Evaluation
Content (5pts.)
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1. How do you usually deal with your personal problems and conflicts? Give an
example that shows justification of your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
below.
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discussion above.
Big Picture in Focus: ULOc. Discuss the scope of human relations
Metalanguage
psychology and to demonstrate ULOc Discuss the scope of human relations.
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Essential Knowledge
1. Unfair Discrimination
In our work-related activities, we shall not discriminate against persons based
on age, gender, gender identity, race, ethnicity, culture, national origin,
religion, sexual orientation, disability, socioeconomic status, or any basis
proscribed by law.
2. Sexual Harassment
We do not engage in sexual harassment as defined in the Philippine Anti-
Sexual Harassment Act (RA No. 7877).
3. Other Harassment
We shall not knowingly harass or demean persons with whom we interact in
our work on the bases of those persons’ age, sex, gender identity, race,
ethnicity, culture, national origin, religion, sexual orientation, disability,
language, or socioeconomic status.
4. Avoiding Harm
We shall take reasonable steps to avoid harming our clients/patients,
students, supervisees, research participants, organizational clients, and
others with whom we work, and to minimize harm where it is foreseeable but
unavoidable.
5. Multiple Relationships
1.1. We shall refrain from entering into a multiple relationship if the
multiple relationships could reasonably be expected to impair our
objectivity, competence, or effectiveness in performing our functions
as psychologists, or otherwise risks exploitation or harm to the
person with whom our professional relationship exists.
The multiple relationship occurs when a psychologist is in a

professional role with a person and at the same time (1) is in
another role with the same person or (2) is in a relationship with a
person closely associated with or related to the person with whom
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the psychologist has the professional relationship or (3) promises to

enter into a future relationship with that client/patient or a person
closely associated with or related to that client/patient.
If however, we shall find that, due to unforeseen factors, a

potentially harmful multiple relationship has arisen, we shall take
reasonable steps to resolve it with regard for the best interests of
the affected person and maximum compliance with the Ethics
Code.
1.2. When we shall be required by law, institutional policy, or

extraordinary circumstances to serve in more than one role in
judicial or administrative proceedings, at the outset we shall
endeavour to inform the authorities about our code of ethics, to
clarify role expectations and extent of confidentiality and thereafter
as changes occur. (See also Standards III.D, Avoiding Harm, and
III.G, Third-Party Requests for Services.)
2. Conflict of Interest
We shall refrain from taking on a professional role when personal,
scientific, professional, legal, financial, or other interests or relationship
could reasonably be expected to (1) impair our objectivity, competence, or
effectiveness in performing our functions as psychologists, or (2) expose
the person or organization with whom our professional relationship exists
to harm or to exploitation.
3. Third-Party Requests for Services

When we agree to provide services to a person or entity at the request of a
third party, we shall attempt to clarify at the outset of the service the nature
of the relationship with all individuals or organizations involved. This
clarification includes our expected role (e.g., therapist, consultant,
diagnostician, or expert witness), an identification of who is the client, the
probable uses of the services provided or the information obtained, and
the fact that there may be limits to confidentiality. (See also Standards II.B,
Providing Services in Emergencies; III.E, Multiple Relationships; IV.B,
Limitations of Confidentiality; IV.G, Use of Confidential Information for
Other Purposes; VII.B (c),
Informed Consent in Assessment; VII.G, Explaining Assessment Results;

VIII.A,, Confidentiality; X.O, Sharing Research Data for Verification; and
X.P, Reviewers)
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4. Exploitative Relationships
We shall not exploit persons over whom we have supervisory, evaluative,
or other authority such as clients/patients, students, supervisees, research
participants, and employees. (See also Standards III.E, Multiple
Relationships; VI.D, Fees and Financial Arrangements; ___, Barter with
Clients/Patients; IX.G, Sexual Relationships with Students and
Supervisees; Sexual Intimacies
With Current Therapy Clients/Patients; VIII.D (e), Sexual Intimacies with

Relatives or Significant Others of Current Therapy Clients/Patients; VIII.D
(f), Therapy with Former Sexual Partners; and VIII.D (f), Sexual Intimacies
with Former Therapy Clients/Patients.)
5. Cooperation with Other Professionals

Whenever necessary and professionally appropriate, we shall cooperate
with other professionals in order to serve our clients/patients effectively
and appropriately. (See also Standard 4.05, Disclosures.)
6. Informed Consent
6.1. When conducting research or providing assessment, therapy,
counseling, or consulting services in person or via electronic
transmission or other forms of communication, we shall obtain the
informed consent of the individual or individuals using language that
is reasonably understandable to that person or persons except
when conducting such activities without consent is mandated by law
or governmental regulation or as other provided in this Ethics Code.
(See also Standards 8.02, Informed Consent to Research; 9:03,
Informed Consent in Assessments; and 10.01, Informed Consent to
Therapy.)
6.2. For persons who are legally incapable of giving informed consent,
we shall nevertheless (a) provide an appropriate explanation, (b)
seek the individual’s assent, (c) consider such persons’ preferences
and best interests, and (d) obtain appropriate permission from a
legally authorized person, if such substitute consent is permitted or
required by law. When consent by a legally authorized person is not
permitted or required by law, we shall take reasonable steps to
protect the individual’s rights and welfare.
6.3. When psychological services are court ordered or otherwise
mandated, we shall inform the individual of the nature of the
anticipated services, including whether the services are court
ordered or mandated and any limits of confidentiality, before
proceeding.
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6.4. We shall appropriately document written or oral consent,

permission, and assent. (See also Standards 8.02, Informed
Consent to Research; 9.03, Informed Consent in Assessments; and
10.01, Informed Consent to Therapy.)
7. Psychological Services Delivered to or Through Organizations

7.1. When delivering services to or through organizations, we shall
provide information beforehand to clients and when appropriate, to
those directly affected by the services about (1) the nature and
objectives of the services, (2) the intended recipients, (3) which of
the individuals are clients, (4) the relationship we will have with
each person and the organization, (5) the probable uses of the
services provided and information obtained, (6) who will have
access to the information, and (7) limits of confidentiality. As soon
as feasible, we shall provide information about the results of the
conclusions of such services to appropriate persons.
8. In the event that we are precluded by law or by organizational rules from

providing such information to particular individuals or groups, we shall so
inform those individuals or groups at the outset of the service.
9. Interruption of Psychological Services

Unless otherwise covered by contract, we shall make reasonable efforts to
plan for facilitating services in the event that psychological services are
interrupted by factors such as illness, death, unavailability, relocation, or
retirement or by the client’s/patient’s relocation or financial limitations. [See
also Standards 6.02(c), Maintenance, Dissemination, and Disposal of
Confidential Records of Professional and Scientific Work.]

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United States

Let’s Check
Activity 1. Getting acquainted with the essential terms about scope of human
relations is not enough, what also matters is your ability to understand the concepts
and be able to explain the importance of it in our field. Now, I will require you to give
a scenario wherein the following has been shown in the work place. (10 points each
item).
1. Sexual Harassment
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2. Conflict of Interest
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3. Exploitative Relationships
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Let’s Analyze
Activity 1. Based on the scenario that you have done above please write how will
you going to resolve it. Write it on the spaces provided. (10 points each)
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In a Nutshell
Activity 1. Getting acquainted with Uloc is not enough, it is also necessary for you to
Areas of Evaluation
Content (5pts.)
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1. If you personally experience other harassment coming from your client how will
you handle it? What actions will you make?
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questions, please do check if it is aligned with the topic of ULOc. Once your question
below.
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Keywords Index. We are almost done with ULOc. At this stage, you should have
discussion above.
Big Picture C
Week 6-7: Unit Learning Outcomes (ULO): At the end of this unit you are expected
to:
a. Distinguish the level of Confidentiality

b. Classify the scope of Advertisement and Public Statements and
Discuss the Records and Fees
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c. Define the Ethical Standards and Procedures in Specific Functions –

Assessment
Big Picture in Focus: ULOa. Distinguish the level of Confidentiality Issues
Metalanguage
psychology and to demonstrate ULOa will be operationally distinguish the level of
confidentiality in our field of work.
Essential Knowledge
To fully understand the big picture (Unit Learning Outcomes) for the sixth and
seventh weeks of this course, you need to understand the essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
1. Maintaining Confidentiality
It is our duty to safeguard any information divulged by our clients, regardless
of the medium where it was stored. It is also our duty to make sure that this
information is secured and is not placed in areas, spaces or computers easily
accessible to other unqualified persons.
2. Limitations of Confidentiality
2.1. It is our duty to discuss the limitations of confidentiality to our clients,
may it be due to regulated laws, institutional rules, or professional or
scientific relationship. In cases where the client is a minor or is legally
incapable of giving informed consent, the primary guardian or legal
representative should be informed about the limitations of
confidentiality.
2.2. Before the actual interview, session, or any other related psychological
activities, we explain explicitly to the client all anticipated uses of the
information they will disclose.
2.3. We may release information to appropriate individuals or authorities
only after careful deliberation or when there is imminent danger to the
individual and community. In court cases, information should be limited
only to those pertinent to the legitimate request of the court.
2.4. If the psychological services, products, or information is coursed
through an electronic transmission, it is our duty to inform the clients of
risks to privacy.
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3. Recording
It is our duty to obtain permission from clients or their legal representatives
before recording the voices or images of the clients. Before the actual recording,
we explain explicitly all anticipated uses of recorded voices or images of the
clients. (See also section VII.B.)
4. Minimizing Invasions of Privacy

4.1. When we consult cases with our colleagues or make written and oral
reports, we only reveal information that is relevant to the purpose for
which the communication is made.
4.2. We discuss confidential information we obtained from our work only to
persons clearly concerned or only for scientific, medical and
professional purposes.
5. Disclosures
5.1. We take reasonable steps to ensure that information to be disclosed
will not be misused, misunderstood or misinterpreted to infringe on
human rights, whether intentionally or unintentionally.
5.2. We may disclose confidential information only when the client or legal
representative gave their consent, unless it is prohibited by law.
5.3. We may disclose confidential information only to the source of referral
and with a written permission from the client if it is self-referral.
6. We may disclose confidential information without the consent of the client or legal
representative only when it is mandated by law or permitted by law for valid
purposes such as:
6.1. when professional services are needed to be provided;
6.2. when appropriate professional consultations are needed to be
obtained;
6.3. when the client, psychologist, or others are needed to be protected
from harm; and,
6.4. When payments for psychological services are needed to be obtained
from a client who does not pay for services as agreed (see also section
VI)
However, the extent to which we divulge information is limited to what is only

needed to achieve the purpose.
When confidential information is needed to be shared with schools,

organizations, social agencies or industry, we make sure that only qualified
psychologists will supervise such releases.
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Information gathered from school, hospital, office or organization becomes

part of the institution where it was obtained. Release of such information
becomes confidential and may be acquired only with prior approval from
management.
7. Consultation
7.1. We do not discuss with our colleagues or other professional’s confidential
information that could lead to the identification of the client, unless the
client gave consent or the disclosure cannot be avoided.
7.2. When we seek second opinion from our colleagues or other professionals,
we make sure that the extent to which we disclose information is limited to
what is only needed to achieve the purpose.


United States

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Let’s Check
Activity 1. Getting acquainted with the essential terms about the level of
confidentiality is not enough, what also matters is your ability to understand the
concepts and be able to explain the importance of it in our field. Now, I will require
you to give a scenario wherein the level of confidentiality has been breach. (10
points)
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Let’s Analyze
Activity 1. Getting acquainted with the essential terms about the level of
confidentiality is not enough, what also matters is your ability to understand the
concepts and be able to explain the importance of it in our field. Now, I will require
you to give a scenario wherein the level of confidentiality has been follow. (10 points)
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Let’s analyze
Activity 1. Getting acquainted with Uloa is not enough, it is also necessary for you to
Areas of Evaluation
Content (5pts.)
1. Your colleague shares to you what actions will you make?
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In a nutshell
Activity 1. Answer the question below and give example. (15points)
1. Personally, how will you maintain the confidentiality within friends?

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below.
discussion above.
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Big Picture in Focus: ULOb. Classify the scope of Advertisement and Public
Statements and Discuss the Records and Fees
Metalanguage
psychology and to demonstrate ULOb will be operationally Classify the scope of
advertisement and public statements essential knowledge and discuss the records
and fees in our field.
Essential Knowledge
1. Avoidance of False or Deceptive Statements

1.1. As developer or promoter of psychological advices, programs, books,
or other products, we make sure that announcements include
scientifically acceptable and factually informative material, and that
these are presented in a highly professional manner without any trace
of sensationalism, exaggeration, or superficiality.
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Announcements may include, but is not limited to, paid or unpaid

advertisement, product endorsements, grant applications, licensing
applications, other credentialing applications, printed matter, personal
resumes or curriculum vitae, or comments for use in media such as
print or electronic transmission, statements in legal proceedings,
lectures and public oral presentations, and published materials.
1.2. Announcements through telephone listings, brochures, and calling
cards for professional services may include such information as: name,
highest relevant academic degrees earned, certification status,
address, contact numbers, office hours, and a brief listing of the type of
psychological services or programs offered with appropriate
presentations of the information.
1.3. In all spoken, written, printed communications, or electronic
transmission, we do not make false, deceptive or fraudulent statements
concerning ourselves or our colleagues’:
1.3.1. training, experience or competence
1.3.2. academic degrees
1.3.3. credentials
1.3.4. qualifications
1.3.5. institutional or association affiliations
1.3.6. services
1.3.7. scientific or clinical basis for, or results or degree of success of,
our services
1.3.8. fees
1.3.9. publications or research findings
We ensure that we do not use descriptions or information that could be

misinterpreted and we act quickly to correct such misinterpretation.
2. We claim degrees as credentials for our psychological services only if these

degrees were earned from a CHED recognized educational program or from
accredited foreign educational programs.
3. Public Statements
1.1. In all written or oral communication, we use language that conveys
respect for the dignity of others.
1.2. We ensure that we communicate as accurately and objective as
possible and we clearly distinguish facts, opinions, theories,
hypotheses, and ideas when conveying knowledge, findings, and
views. We act quickly to correct any misinterpretation or
misconception.
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1.3. When making public statements or when involved in public

activities, we clearly state whether we are representing ourselves
as private citizens, as members of specific organizations or groups,
or as representative of the discipline of psychology.
1.4. We do not seek personal gain by recommending the purchase or
use of any product, activities or service to the general public,
especially when participating in commercial announcements,
advertisements, television or radio programs.
1.5. We do not seek personal interest and we retain professional
responsibility when engaging others to create public statements
about our professional practice, products, or activities.
1.6. We shall not compensate or give anything of value to the
representatives or employees of the press, radio, television,
electronic transmission, or other communication medium in
anticipation of, or in return for, professional publicity in a news item.
1.7. Unless it is a paid advertisement regarding our psychological
services and programs, then we must make sure that it is clearly
identified and recognizable. We abide by professional rather than
commercial practices when making known our services.
1.8. We do not give degrading comments about others, such as
demeaning jokes about one’s culture, nationality, ethnicity, color,
race, religion, sex, gender identity, disability, social economic
status, or sexual orientation.
1.9. We avoid any comparative denigration of the services of other
psychologist or practitioners from other professions. We do not
claim that our services are of superlative quality or that we give
better services than others.
1.10. Neither do we advertise, claim, or imply the certainty of cure for any
conditions to be treated nor the certainty of success of our
psychological services.
1.11. We do not advertise or offer refund of money to dissatisfied users of
our psychological services.
4. Workshops, Seminars and Non-Degree-Granting Educational Programs

It is our duty to ensure that our announcements, brochures, catalogs, or
advertisements describing workshops, seminars, or other non-degree-
granting educational programs describe accurately the audience for which the
program is intended, the educational objectives, the presenters, and the fees
involved. It is also our duty to ensure that no misrepresentation is made.
5. Media Presentations
We are cautious when we provide public advice or comment through printed
materials, radio or television programs, internet or other electronic
transmission to ensure that our statements are:
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1.1. based on our professional knowledge, training or experience in

accord with appropriate psychological literature and practice;
1.2. consistent with this Code of Ethics; and,
1.3. not indicative that a professional relationship has been established
with the recipient.
6. Testimonials
We do not ask for testimonials from current and past clients, their legal
representatives, or other persons, who due to certain situations might be
vulnerable to undue influence of our psychological services, activities or
programs.
7. Documentation and Maintenance of Records

We create records and data relating to our professional and scientific work in
order to (1) facilitate provision of services by ourselves or by other
professionals, (2) allow for replication and evaluation o our research, (3) meet
institutional requirements, (4) ensure accuracy of billing and payments, and
(5) ensure compliance with relevant laws. Whenever possible, we take
responsibility for maintaining, disseminating, storing, retaining, and disposing
of such records and data.
8. Confidentiality of Records
8.1. We maintain confidentiality in creating, storing, accessing,
transferring, and disposing of our records in whatever form or media
these are encoded and stored.
8.2. When confidential information is entered into databases or other
systems that are available to other people, we use codes and other
techniques to avoid the inclusion of any personal identifiers.
8.3. In the event that we withdraw from a position or practice, we make
advanced plans to facilitate the appropriate transfer and to protect
the confidentiality of records and data.
9. Withholding Client Records

We may not withhold records that are requested and needed by and for a
client’s emergency treatment, solely because payment has not been received.
10. Fees and financial arrangements

We reach an agreement with the recipients of our psychological services
specifying compensation and billing arrangements as early as is feasible in
the professional relationship. We do not misrepresent our fees.
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United States

In a Nutshell
Activity 1. Now that you are familiar with the classification of advertisement I want
you to advertise your own clinic. Below are the rubrics on how you will be grade.
Video Advertisement Rubrics

Category (6) Above (5) Onthe (4) Below the (2) Way off
the mark mark mark
Persuasiveness This video I’m slightly I don’t have I will never be
makes me intrigued and any clue on your client.
want to be I’d like to what you
your client more advertise
information
Picture/Logo Picture/Logo Picture/Logo Picture/Logo No Picture/Logo
is remarkable. is acceptable. in is included
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unacceptable.
Error/ Bloopers There are no There is 1 There is more The video is
error/ “mess- up”. than 1 “mess- very
bloopers up”. unprofessionally
during the done and looks
video. thrown together.
Video length Video length Video length Video length is Video length is
is 2 mins. & is 2 mins. 1 min. & 30 1 min.
30 secs. secs.
Creativity Video and is Video and is Video and is Video is
very creative somewhat complete and incomplete and
and clever. creative and uncreative. thrown together.
clever.
Let’s check
Activity 1. Give Scenario where in the Psychologist breach the public statement. (15
points)
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Let’s Analyze
Activity 1. Give Scenario where in the Psychologist breach the keeping of records
(15 points)
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below.
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discussion above.
Big Picture in Focus: ULOc. Define the Ethical Standards and Procedures in
Specific Functions – (Assessment)
Metalanguage
psychology and to demonstrate ULOc will be operationally Define the Ethical
Standards and Procedures in Specific Functions – (Assessment) in our field.
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Essential Knowledge
1. Bases for Assessment

1.1. The expert opinions that we provide through our recommendations,
reports, and diagnostic or evaluative statements are based on
substantial information and appropriate assessment techniques.
1.2. 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.
1.3. 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.
2. Informed Consent in Assessment

2.1. We gather informed consent prior to the assessment of our clients
except for the following instances:
2.1.1. when it is mandated by the law
2.1.2. when it is implied such as in routine educational, institutional and
organizational activity
2.1.3. when the purpose of the assessment is to determine the
individual’s decisional capacity.
2.2. 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)
2.3. 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.
3. Assessment Tools
3.1. We judiciously select and administer only those tests which are
pertinent to the reasons for referral and purpose of the assessment.
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3.2. We use data collection, methods and procedures that are consistent
with current scientific and professional developments.
3.3. We use tests that are standardized, valid, reliable, and has a normative
data directly referable to the population of our clients.
3.4. We administer assessment tools that are appropriate to the language,
competence and other relevant characteristics of our client.
4. Obsolete and Outdated Test Results

4.1. We do not base our interpretations, conclusions, and recommendations
on outdated test results.
4.2. We do not provide interpretations, conclusions, and recommendations
on the basis of obsolete tests.
5. Interpreting Assessment Results

5.1. 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.
5.2. We interpret assessment results while considering the purpose of the
assessment and other factors such as the client’s test taking abilities,
characteristics, situational, personal, and cultural differences.
6. Release of Test Data

6.1. 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.
6.2. 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.
7. Explaining Assessment Results

7.1. We release test results only to the sources of referral and with a written
permission from the client if it is a self-referral.
7.2. Where test results have to be communicated to relatives, parents, or
teachers, we explain them through a non-technical language.
8. 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.
9. When test results need to be shared with schools, social agencies, the courts or
industry, we supervise such releases.
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10. 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.
11. Assessment by Unqualified Persons

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

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


United States
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Let’s Check
Activity 1. Distinguish between different assessment tools. Give at least 5 examples

under each category.
1. Personality Test
2. IQ Test
3. Projective Test
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4. Interest Test
5. Ability Test
Let’s Analyze
Activity 1. What are the steps in giving assessment? (15 points)
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In a Nutshell
Activity 1. What are the indicators that a test is valid? (15 points)
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below.
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discussion above.
Big Picture D
Week 8-9: Unit Learning Outcomes (ULO): At the end of this unit you are expected
to:
a. Discuss the Ethical Standards and Procedures in Specific Functions

in terms of Therapy
b. Classify the Ethical Standards and Procedures in Specific Functions
in terms of Education and Training
c. Define the Ethical Standards and Procedures in Specific Functions
in terms of Research
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Big Picture in Focus: ULOa. Discuss the Ethical Standards and Procedures
in Specific Functions in terms of Therapy
Metalanguage
psychology and to demonstrate ULOa will be operationally discuss the Ethical
Standards and Procedures in Specific Functions in terms of Therapy.
Essential Knowledge
To fully understand the big picture (Unit Learning Outcomes) for the eighth and ninth
1. Confidentiality
1.1. We regard confidentiality as an obligation that arises from our client’s
trust. We therefore restrict disclosure of information about our clients
except in instances when mandated or regulated by the law.
1.2. For evaluation purposes, we discuss the results of clinical and
counseling relationships with our colleagues concerning materials that
will not constitute undue invasion of privacy.
1.3. We release information to appropriate individuals or authorities only
after careful deliberation or when there is imminent danger to the
individual and the community. In court cases, data should be limited
only to those pertinent to the legitimate request of the court.
2. Informed Consent
2.1. We seek for freely given and adequate informed consent for
psychotherapy. We inform clients in advance the nature and
anticipated course of therapy, potential risks or conflicts of interests,
fees, third party involvement, client’s commitments, and limits of
confidentiality.
2.2. We respect client’s rights to commit to or withdraw from therapy.
2.3. In instances where there is a need to provide generally recognized
techniques and procedures that are not yet established, we discuss
with our clients the nature of the treatment, its developing nature,
potential risks, alternatives and obtain consent for their voluntary
participation.
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2.4. We discuss with our clients both our rights and responsibilities at
appropriate points in the working relationship.
2.5. In instances where the therapist is still undergoing training, we discuss
this matter with the client and assure them that adequate supervision
will be provided.
3. Client’s Wellbeing
3.1. We engage in systematic monitoring of our practice and outcomes
using the best available means in order to ensure the well being of our
clients.
3.2. We do not provide services to our clients in instances when we are
physically, mentally, or emotionally unfit to do so.
3.3. We are responsible for learning and taking into account beliefs,
practices and customs that pertain to different working contexts and
cultures.
4. Relationships
4.1. We do not enter into a client- clinician relationship other than for
professional purposes.
4.2. We do not enter into multiple relationships that can have unforeseeable
beneficial or detrimental impact on our clients. (For exceptions, refer to
III-E Multiple Relationships in Human Relations)
4.3. We maintain a professional relationship with our clients, avoiding
emotional involvement that would be detrimental for the client’s
wellbeing.
4.4. We do not allow our professional therapeutic relationships with our
clients to be prejudiced by any personal views we hold about lifestyle,
gender, age, disability, sexual orientation, beliefs and culture.
4.5. We do not engage in sexual intimacies with our current therapy clients,
their relatives or their significant others. We do not terminate therapy to
circumvent this standard.
4.6. We do not engage in sexual intimacies with our former clients, their
relatives, or their significant others for at least 2 years after cessation of
our therapy with them.
5. Record Keeping
We keep appropriate records with our clients and protect them from
unauthorized disclosure unless regulated by the court.
6. Competent Practice
6.1. We keep up to date with the latest knowledge and scientific
advancements to respond to changing circumstances. We carefully
review our own need for continuing need for professional development
and engage in appropriate educational activities.
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6.2. We responsibly monitor and maintain our fitness to provide therapy that
enables us to provide effective service.
6.3. When the need arises, we seek supervision or consultative support.
7. Working with Young People

We assess and ensure the balance between young people’s dependence on
adults and carers and their capacity for acting independently. We carefully
consider the issues of young people such as capacity to give consent,
confidentiality issues and receiving of service independent of the parents and
legal guardian’s responsibility.
8. Referrals
8.1. We ensure that referrals with colleagues are discussed and consented
by our clients. We provide an explanation to our clients regarding the
disclosure of information that accompany the referral.
8.2. We ensure that the recipient of the referral is competent in providing
the service and the client will likely benefit from the referral.
8.3. In considering referrals, we carefully assess the appropriateness of the
referral, benefits of the referral to the client and the adequacy of client’s
consent for referral.
9. Interruption
We assume orderly and appropriate resolution of responsibility for our client in
instances when our therapy services are terminated.
10. Termination
10.1. We terminate therapy when we are quite sure that our client no longer
needs the therapy, is not likely to benefit from therapy, or would be
harmed by continued therapy.
10.2. In cases when therapy is prematurely terminated, we provide
pretermination counseling and make reasonable efforts to arrange for
an orderly and appropriate referral.

United States
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3. Koocher, Gerald P., and Patricia Keith-Spiegel. (2016).Ethics in Psychology

and the Mental Health Professions : Standards and Cases, Oxford University
Press, Inc. ProQuest Ebook Central, Retrieved from:
Let’s Check
Activity 1. Now that you know the Standards and Procedures in Specific Functions -
Therapy, let us try to check your understanding of these terms by making a Venn
diagram showing the differences of inform consent and inform ascent.
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Let’s Analyze
Activity 1. Answer the question below. (15points each)
What psychotherapy do you recommend for a person who is diagnosed with

Major Depression? And why you recommend it?
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In a Nutshell
What do you think the reason why we terminate our client?

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below.
discussion above.
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Big Picture in Focus: ULOb. Discuss the Ethical Standards and Procedures
in Specific Functions in terms of Education and Training
Metalanguage
psychology and to demonstrate ULOb will be operationally discuss the Ethical
Standards and Procedures in Specific Functions in terms of Education and Training.
Essential Knowledge
1. Design of Education and Training Programs

We shall take reasonable steps to ensure that education and training
programs are designed to provide the appropriate knowledge and proper
experiences, and to meet the requirements for licensure, certification, or other
goals for which claims are made by the program. (See also Standard 5.03,
Descriptions of Workshops and Non-Degree-Granting Educational Programs;
IX. B, Descriptions of Education and Training Programs; IX. C, Accuracy in
Teaching; X.K, Reporting Research Results
2. Descriptions of Education and Training Programs

We shall take reasonable steps to ensure that education and training
programs have a current and accurate description of the program content
(including required supervised practicum or internship), training goals and
objectives, stipends and benefits, and requirements that must be met for
satisfactory completion of the program. This information must be made readily
available to all interested parties.
3. Accuracy in Teaching
3.1. We shall take reasonable steps to ensure that course syllabi are
accurate regarding the subject matter to be covered, bases for
evaluating progress, and the nature of course experiences. This
standard does not preclude an instructor from modifying course content
or requirements when the instructor considers it pedagogically
necessary or desirable, so long as students are made aware of these
modifications in a manner that enables them to fulfill course
requirements. (See also Standard II.D, Bases for Scientific and
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Professional Judgments; V.A,, Avoidance of False or Deceptive

Statements; VIII.F Competent Practice; IX.A, Design of Education and
Training Programs; and IX.B, Description of Education and Training
Programs)
3.2. When engaged in teaching or training, we shall present psychological
information accurately. (See also Standard II.C, Maintaining
Competence.)
4. Student Disclosure of Personal Information

In course- or program-related activities, we shall not require students or
supervisees to disclose personal information, either orally or in writing,
regarding sexual history, history of abuse and neglect, psychological
treatment, and relationships with parents, peers, and spouses or significant
others except in the following cases:
4.1. the program or training facility has clearly identified this requirement in
its admissions and program materials, or
4.2. the information is necessary to evaluate or obtain assistance for
students whose personal problems could reasonably be judged to be
preventing them from performing their training- or professionally related
activities in a competent manner or posing a threat to the students or
others.
5. Mandatory Individual or Group Therapy

5.1. When individual or group therapy is a program or course requirement,
we shall ensure that the program allows students in undergraduate and
graduate programs the option of selecting such therapy from
practitioners who are not affiliated with the program. (See also
Standard II.E, Delegation of Work to Others, III.I, Cooperation with
Other Professionals; VII.I, Assessment of Unqualified Persons; IX.A.,
Descriptions of Education and Training Programs; X.F, Offering
Inducements for Research Participation)
5.2. We shall ensure that faculty who are or are likely to be responsible for
evaluating students’ academic performance do not themselves provide
that therapy. (See also Standard III.E, Multiple Relationships.)
6. Assessing Student and Supervisee Performance

6.1. In academic and supervisory relationships, we shall establish a timely
and specific process for providing feedback to students and
supervisees. Information regarding the process is provided to the
student at the beginning of supervision.
6.2. We shall evaluate students and supervisees on the basis of their actual
performance on relevant and established program requirements.
7. Sexual Relationships with Students and Supervisees

We must not engage in sexual relationships with students or supervisees
who are in our department, agency, or training center or over whom we have
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or are likely to have evaluative authority. (See also Standard III.E, Multiple
Relationships.)

1. Cohen-Swerdiik (2018) Psychological Testing and Assessment: An

Introduction to test and measurement 9th edition. McGraw Hill
Publishing, United States
2. Pope, Kenneth S., and Melba J. T. Vasquez. (2016). Ethics in

Psychotherapy and Counseling: A Practical Guide, John Wiley & Sons,
Inc. ProQuest Ebook Central,
Retrieved from
59.
In a Nutshell
Activity 1.Write a 300-word persuasive essay that attempts to explain why we

need an in-house-psychologist in our institution? Suggest possible ways in which the
psychologist could help facilitate the promotion of mental health awareness in the
university. Use logical reasoning supported with examples.
Rubric for the Presentation and Organization of Persuasive Essay

CATEGORY 10 points 8 points 5 points 2 points
FOCUS Takes a clear Takes a clear Takes a clear Takes a clear

position and position and position and position but
supports it supports it supports it essay is
consistently with relevant with some underdeveloped.
with well- reasons relevant
chosen and/or reasons
reasons examples and/or
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and/or through much examples;

examples; of the essay. there is some
may use development
persuasive of the essay.
strategy to
convey an
argument.
ORGANIZATION Is focused Is well Is Exhibits little or
and well organized but disorganized no apparent
organized, may lack or unfocused organization.
with effective some in much or the
use of transitions. essay or is
transitions. clear but is
too brief.
CONVENTIONS There are no There are There are There are many
errors few errors several errors errors observed
observed with observed observed per throughout the
regards to with regards paragraph paper with
grammar, to grammar, with regards regards to
word order, word order, to grammar, grammar, word
word usage, word usage, word order, order, word
sentence sentence word usage, usage, sentence
structure and structure and sentence structure and
manifests manifests structure and uses informal or
good use of very few informal inappropriate
English. problems in language is language.
using of used in
English. multiple
sentences.
Let’s Check
How will you maintain student Disclosure of Personal Information?

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Let’s Analyze
If sexual relationships with students and supervisees occurs what do you

think the right thing to do?
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below.
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discussion above.
Big Picture in Focus: ULOc. Discuss the Ethical Standards and Procedures
in Specific Functions in terms of Research
Metalanguage
psychology and to demonstrate ULOc will be operationally discuss the Ethical
Standards and Procedures in Specific Functions in terms of Research.
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Essential Knowledge
1. Rights and Dignity of Participants

1.1. In all aspects, we respect the rights, safeguard the dignity, and protect
and promote the welfare of research participants.
1.2. Before beginning any research work in a community not our own or not
familiar to us, we obtain essential information about their mores,
culture, social structure, customs, and traditions.
1.3. We respect and abide by their cultural expectations, provided that this
does not contravene any of the ethical principles of this Code of Ethics.
1.4. We respect the rights of research participants should they wish to
discontinue their participation at any time. We are responsive all
throughout the research to participants’ non-verbal indications of a
desire to withdraw from participation, especially if the person has
difficulty with verbal communication, is a young child, or is culturally
unlikely to communicate.
1.5. We do not contribute nor engage in research which contravenes
international humanitarian law, such as development of methods
intended to torture persons, development of prohibited weapons, or
destruction of the environment.
1.6. It is our duty to ask participants about any factors that could bring forth
potential harm, such as pre-existing medical conditions, and to detect,
remove, or correct any foreseeable undesirable consequences prior to
research proper.
1.7. To ensure that participants’ rights are protected, we seek independent
and sufficient ethical review of the possible risks our research may
pose to them.
2. Informed Consent to Research

2.1 We do not just ask participants to sign in the consent form; we
recognize that informed consent happens due to the willingness of the
participants to work collaboratively with us.
2.2 We make sure that the consent form is translated in language or dialect
that the participants understand. We will take reasonable measures to
guarantee that the information was understood.
2.3 When we conduct research with persons below 18 years of age, we
obtain informed assent from them and informed consent from their
parents or legal guardian.
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2.4 When we conduct research with adult participants who have difficulties
in comprehension or communication, we obtain informed consent from
adult family members of the participants and approval from
independent advisors.
2.5 When we conduct research with detained persons, we pay attention to

special circumstances which could affect the latter’s ability to give
informed consent.
2.6 When obtaining informed consent as required in section III.J. of this

Code of Ethics, it is our duty to inform research participants about:
2.6.1. The purpose of research, expected duration, and procedures;
2.6.2. Mutual responsibilities;
2.6.3. Their right to decline to participate and to withdraw from the
research once participation has begun;
2.6.4. The foreseeable consequences of declining or withdrawing;
2.6.5. Reasonably foreseeable factors that may be expected to
influence their willingness to participate such as potential risks,
discomfort, or adverse effects;
2.6.6. How to rescind consent if desired; g. any prospective research
benefits;
2.6.7. Protections and limits of confidentiality and/or anonymity;
2.6.8. Incentives for participation; and,
2.6.9. Whom to contact for questions about the research and research
participants’ rights.
2.6.10. We shall provide an opportunity for prospective participants to
ask questions and receive answers.
2.7 When conducting intervention research using experimental treatments,

it is our duty to clarify to participants at the beginning of research the
following:
2.7.1. experimental nature of the treatment
2.7.2. services that will or will not be available to the control group(s) if
appropriate;
2.7.3. means by which assignment to treatment and control groups will
be made;
2.7.4. available treatment alternatives if an individual does not wish to
participate in the research or wishes to withdraw once a study has
begun; and,
2.7.5. compensation for or monetary costs of participating, and if
appropriate, including whether reimbursement from the participant or a
third-party payor will be sought.
2.8 In longitudinal research, we may need to obtain informed consent on

more than one occasion.
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3. Informed Consent for Recording Voices and Images in Research

It is our duty to obtain informed consent from research participants before
recording their voices or images for data collection, except when:
3.1 the research consists only of naturalistic observations in public places,

and it is not anticipated that the recording will be used in a manner that
could cause personal identification or harm; and
3.2 the research design includes deception, and consent for the use of the
recording is obtained during debriefing.
4. Research Participation of Client, Students and Subordinates

4.1 When we conduct research with our clients, students or subordinates,
we do not coerce them to participate, rather, we inform them about
their right not to participate and we do not reprimand or penalize them
for doing so.
4.2 When research participation is a course requirement or an opportunity

for extra credit, we inform our clients, students or subordinates about
equitable alternative activities that could fulfill their educational or
employment goals.
5. Offering Inducements for Research Participation

5.1 We may fairly compensate participants for the use of their time, energy,
and knowledge, unless such compensation is refused in advance.
5.2 We make reasonable efforts not to offer undue, excessive or,

inappropriate reward, financial or other inducements for research
participation, which could likely pressure or coerce participation.
5.3 When we offer psychological and professional services as an incentive

for research participation, it is our duty to clarify the nature of the
services, including the risks, obligations and limitations.
6. Deception in Research
6.1 We refrain from conducting research involving deception, except:
6.1.1. when we have determined that the use of deceptive techniques is
justified by the study’s significant prospective scientific, educational,
medical, or applied value; and,
6.1.2. when effective non-deceptive alternative procedures are not
possible.
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6.2 We do not deceive prospective research participants about our study

that is reasonably expected to interfere their decision to give informed
consent. We ensure that level of risk, discomfort, or inconvenience that
could cause physical pain or severe emotional distress is not withheld
from the participants.
6.3 It is our duty to explain any deception as an integral feature of design

and conduct of an experiment to those who participated in research as
soon as possible, preferably at the end of their participation but not
later than the end of data gathering.
7. Debriefing
7.1 We debrief by informing the participants that they have contributed to
the body of knowledge and we make sure that they have also learned
from their participation.
7.2 We give participants an opportunity to obtain the nature, results, and

conclusions of the research. We also take reasonable steps to correct
any misconceptions participants have about our research, especially
when the participants were led to believe that the research has a
different purpose.
7.3 When participants’ trust may have been lost due to incomplete
disclosure or temporarily leading participants to believe that the
research had a different purpose, we seek to re-establish trust and
assure them that the research procedures were carefully structured
and necessary for scientifically valid findings.
7.4 If scientific or humane values justify delaying or withholding this

information, we take reasonable measures to reduce the risk of harm.
7.5 When we become aware that our research procedures have harmed a
participant, we act to correct and minimize the harm.
7.6 If after debriefing, the participants decided to withdraw their data, we

shall respect and grant their request. The participants have the right to
appeal that their own data, including recordings, be destroyed.
8. Observational Research
We respect the privacy and psychological well-being of persons studied
based on observational research. This method is acceptable only when those
being observed would expect to be observed by strangers.
9. Humane Care and Use of Animals in Research

9.1 We do not use animals in research, except when there is a sufficient
reason to say that it is the only way to:
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9.1.1. further increase understanding of the structures and processes

underlying human or animal behavior;
9.1.2. increase understanding of the specific specie used in the study;
or
9.1.3. eventually augment benefits to the health and welfare of humans
or other animals.
9.2 We comply with current laws, regulations and professional standards

when we acquire, care for, use, and dispose animals used in research.
9.3 We take reasonable steps to ensure that animals used in research are
treated humanely and are not exposed to unnecessary discomfort,
pain, or disruption. If possible, a psychologist trained in research
methods and experience in care of laboratory animals shall supervise
all procedures in researches of this kind.
9.4 We make sure that all individuals under our supervision have received
clear instructions and guidelines in research methods and in care,
maintenance, and handling of animals or specific species being used,
to the extent that is appropriate to their role.
9.5 We use a procedure causing pain, stress, and privation to animals only
when:
9.5.1. an alternative procedure is unavailable;

9.5.2. the goal is justified by its prospective scientific, educational, or
applied value; and,
9.5.3. we make reasonable efforts to minimize the discomfort, infection,
illness, and pain of animal subjects.
9.6 We perform surgical procedures with appropriate anesthesia and we

follow techniques to avoid infection and minimize the pain during and
after surgery.
9.7 Only when it is appropriate that an animal’s life be terminated, then we

proceed rapidly, with an effort to minimize pain and in accordance with
accepted procedures.
10. Reporting Research Result

10.1 Whenever feasible and appropriate, we consult with groups,
organizations, or communities being studied the findings of our
research so as to increase the accuracy of interpretation and to
minimize the risk of misunderstanding, misinterpretation or misuse.
10.2 We are cautious when reporting results of our research regarding

vulnerable groups or communities and we ensure that the results will
not be misinterpreted or misused in the development of social policy,
attitude, and practices.
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10.3 In research involving children, we are cautious when discussing the

results with parents, legal guardians, or teachers and we make sure
that there is no misinterpretation or misunderstanding.
10.4 We do not fabricate data.
10.5 If we discover significant errors in our published data, we act quickly

to correct such errors in a correction, retraction, erratum, or other
appropriate publication means.
3. Plagiarism
We do not present any portions of other’s work or data as our own, even if the
source is cited occasionally.
4. Publication Credit
1.1. We take responsibility and credit only for work we have actually
done and credit others (including students and research assistants)
for work they have actually performed or to which they have
substantially contributed.
1.2. We ensure that principal authorship and co-authorship accurately
reflect the relative scientific or professional contributions of the
individuals involved, regardless of their relative status. Mere
possession of an institutional position, such as department chair or
head of the research unit, does not justify authorship credit. Minor
contributions to the research or to the writing for publications must
be acknowledged appropriately, such as in footnotes or an
introductory statement.
1.3. We do not claim credit or authorship in a publication that is
substantially based on our student’s thesis or dissertation if we do
not have substantial contributions to the research beyond our
regular duties as thesis/dissertation mentor or advisor. As faculty
advisors, we should discuss with students, publication credit at the
outset and throughout the research and publication process based
on our relative contributions to the research work.
1.4. In a multiple-authored article that is partly and/or substantially
based on the student’s thesis or dissertation, we shall give
appropriate publication credit to the student based on the student’s
contribution relative to the other authors. When the article is mainly
based on the student’s thesis or dissertation, we credit the student
with primary authorship.
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5. Duplicate Publication of Data

We do not publish data that have been previously published and claim them
as original data. However, this does not prohibit republishing of data as long
as proper acknowledgement is clearly stated.
6. Sharing Research Data for Verification

It is our duty to share and not to withhold our data to other competent
professionals, who seek to verify and reanalyse the research results and
substantive claims of our publication, provided that:
6.1. The latter obtain prior written agreement for the use of data;
6.2. The latter intend to use the data solely for the purpose declared;
6.3. The latter will hold responsibility for costs associated with the release of
data; and,
6.4. Confidentiality of participants can be protected.
Unless legal rights concerning proprietary data preclude such release, then
the latter should seek permission from the concerned institution, organization
or agency.
7. Reviewers
When we review material submitted for presentation, publication, grant, or
research proposal review, we respect the confidentiality and the proprietary
rights of those who submitted it.
8. Limitations of the Study

8.1. We acknowledge the limitations of our knowledge, methods, findings,
interventions, interpretations, and conclusions.
8.2. In cases wherein our research touches on social policies and
structures of communities which we do not belong, we thoroughly
discuss the limits of our data with respect to their social policy.
8.3. We do not conceal disconfirming evidence about our findings and
views and we acknowledge alternative hypotheses and explanations

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United States
3. Koocher, Gerald P., and Patricia Keith-Spiegel. (2016).Ethics in Psychology

and the Mental Health Professions : Standards and Cases, Oxford University
Press, Inc. ProQuest Ebook Central, Retrieved from:
Let’s Check
Activity 1. Answer the question below. (15point)
What are ways do you think that can we use to detect plagiarism?
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Let’s Analyze
Activity 1. Answer the question below. (15point)
What are the steps in conducting research?
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In a Nutshell
Activity 1. Now for you to be able to involve yourself in the context of this lesson you
are going to research any journal of your choice published by Psychological
Association of the Philippines. After reading you are required to submit a journal
review.
Format: Arial 12 / spacing 1.5 / 300 words
Rubric for Research

Criteria Description Points Rating
Content The paper is concise and informative.

It comes in various credible resources
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and the paper manifests the deep 15

understanding of the student in the
research done by him/her.
Organization It is well written and follows the format
given. It uses transitions and the
thoughts are organized in such a way 10
that it is readable and understandable
to the reader.
Language There are minimal to no grammatical

errors observed. The words are well
chosen and are appropriate as to 5
what the student wants to convey.
below.
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discussion above.
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Course Schedule
Please be mindful of the schedules below to avoid future problems in complying with
your requirements.
Activity Date Where to Submit

Big Picture A
ULOa: In a Nutshell Activities August 25, 2020 CC’s E-mail
ULOa: Let’s Check Activities August 25, 2020 CC’s E-mail
ULOa: Let’s Analyze Activities August 27, 2020 LMS
ULOa: Question & Answer List August 28, 2020 Google Meet
ULOb: Let’s Check Activities October 28, 2020 CC’s E-mail
ULOb: Let’s Analyze Activities October 28, 2020 CC’s E-mail
ULOb: In a Nutshell Activities October 30, 2020 LMS
ULOb: Question & Answer List September 3,2020 Google Meet
First Exam September 4, 2020 LMS
Big Picture B
ULOa: Let’s Check Activities September 8,2020 CC’s E-mail
ULOa: Let’s Analyze Activities September 8,2020 CC’s E-mail
ULOa: In a Nutshell Activities September 8,2020 LMS
ULOa: Question & Answer List September 9,2020 Google Meet
ULOb: Let’s Check Activities September 10,2020 CC’s E-mail
ULOb: Let’s Analyze Activities September 10,2020 CC’s E-mail
ULOb: In a Nutshell Activities September 10,2020 LMS
ULOb: Question & Answer List September 14, 2020 Google Meet
ULOc: Let’s Check Activities September 15, 2020 CC’s E-mail
ULOc: Let’s Analyze Activities September 15, 2020 CC’s E-mail
ULOc: In a Nutshell Activities September 15, 2020 LMS
ULOc: Question & Answer List September 17, 2020 Google Meet
Second Exam September 18, 2020 LMS
Big Picture C
ULOa: Let’s Check Activities September 22,2020 CC’s E-mail
ULOa: Let’s Analyze Activities September 22,2020 CC’s E-mail
ULOa: In a Nutshell Activities September 22,2020 LMS
ULOa: Question & Answer List September 23,2020 Google Meet
ULOb: Let’s Check Activities September 24,2020 CC’s E-mail
ULOb: Let’s Analyze Activities September 24,2020 CC’s E-mail
ULOb: In a Nutshell Activities September 24,2020 LMS
ULOb: Question & Answer List September 28,2020 Google Meet
ULOc: Let’s Check Activities September 29, 2020 CC’s E-mail
ULOc: Let’s Analyze Activities September 29, 2020 CC’s E-mail
ULOc: In a Nutshell Activities September 29, 2020 LMS
ULOc: Question & Answer List September 30, 2020 Google Meet
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Davao del Norte
Telefax: (084)655-9591 Local 116
Third Exam October 2, 2020 LMS

Big Picture D
ULOa: Let’s Check Activities October 6,2020 CC’s E-mail
ULOa: Let’s Analyze Activities October 6,2020 CC’s E-mail
ULOa: In a Nutshell Activities October 6,2020 LMS
ULOa: Question & Answer List October 7, 2020 Google Meet
ULOb: Let’s Check Activities October 8,2020 CC’s E-mail
ULOb: Let’s Analyze Activities October 8,2020 CC’s E-mail
ULOb: In a Nutshell Activities October 8,2020 LMS
ULOb: Question & Answer List October 12,2020 Google Meet
ULOc: Let’s Check Activities October 13,2020 CC’s E-mail
ULOc: Let’s Analyze Activities October 13,2020 CC’s E-mail
ULOc: In a Nutshell Activities October 13,2020 LMS
ULOc: Question & Answer List October 14,2020 Google Meet
Final Exam October 15-16, 2020 LMS
Please note that this schedule may change from time to time. It is advisable that you
always keep in contact with your teacher for updates and always check your LMS or
Group Chat rooms.
Online Code of Conduct
 All teachers/Course Coordinators and students are expected to abide by an honor

code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
 Faculty members are guided by utmost professional conduct as learning facilitators
in holding DED conduct. Any breach and violation shall be dealt with properly under
existing guidelines, specifically on social media conduct (OPM 21.15) and personnel
discipline (OPM 21.11).
 All students are likewise guided by professional conduct as learners in attending
DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
 Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
 Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
 All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the online
classes or published in SIM/SDL manuals.
 Teachers/Course Coordinators shall devote time to handle DED courses and shall
honestly exercise due assessment of student performance.
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Davao del Norte
Telefax: (084)655-9591 Local 116
 Teachers/Course Coordinators shall never engage in quarrels with students online.

While contentions intellectual discussions are allowed, the teachers/Course
Coordinators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
 Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
 Students shall not allow anyone else to access their personal LMS account. Students
shall not post or share their answers, assignment or examinations to others to further
academic fraudulence online.
 By handling DED courses, teachers/Course Coordinators agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
 By enrolling in DED courses, students agree and abide by all the provisions of the
Online Code of Conduct, as well as all the requirements and protocols in handling
online courses.
Monitoring of OBD and DED
 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be responsible
in monitoring the conduct of their respective DED classes through the LMS. The LMS
monitoring protocols shall be followed, i.e. monitoring of the conduct of Teacher
Activities (Views and Posts) with generated utilization graphs and data. Individual
faculty PDF utilization reports shall be generated and consolidated by program and
by department.
 The Academic Affairs and Academic Planning & Services shall monitor the conduct
of LMS sessions. The Academic Vice Presidents and the Deans shall collaborate to
conduct virtual CETA by randomly joining LMS classes to check and review online
the status and interaction of the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring instruments,
taking into consideration how the programs go about the conduct of DED classes.
Consolidated reports shall be submitted to Academic Affairs for endorsement to the
Chief Operating Officer.
Course prepared by:
ODYSSA V. TAG-AT, MPsy

BS Psychology Program Head
Course reviewed by:
MARCK LESTER L. NAVALES, CPA, MBA

Assistant Dean
Approved by:
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Davao del Norte
Telefax: (084)655-9591 Local 116
GINA FE G. ISRAEL, EdD

Dean of College
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DEPARTMENT OF BUSINESS ADMINISTRATION EDUCATION
Bachelor of Science in Tourism Management Program
Davao del Norte
Telefax: (084)655-9591 Local 116
Work Plan for Lecture
Days
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Modality Synchronous Asynchronous Synchronous Asynchronous Synchronous Asynchronous
Type of  Teacher to  Learner to  Learner to • Learner to •Teacher to Learner  Learner to
interaction Learner Content Learner Content Content
 Uploading of  Utilization of  Group Sharing  Utilization of  Discussion  Utilization of
Learning SIM a. Collab SIM (Clarification or SIM
Materials b. Forum New lessons)
 Videos c. Zoom  Videos a. Collab  Videos
 Discussion b. Forum
a. Collab  Self-directed  Consultation  Self-directed c. Zoom  Self-directed
b. Forum Activities Activities Activities
c. Zoom  Supplementary
Suggested Rest Day
Activities
Activities
 Giving of
Formative  Quiz
Assessment
 Consultation
 Giving of
Performance
Task
Prepared by: Reviewed by: Approved by:
ODYSSA V. TAG-AT, MPsy MARCK LESTER L. NAVALES, CPA, MBA GINA FE G. ISRAEL, EdD
BS Psychology Program Head Assistant Dean Dean of College
102 | P a g e

Physically Distanced But Academically Engaged: Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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Physically Distanced But Academically Engaged: Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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UNIVERSITY OF MINDANAO TAGUM COLLEGE

Department of Arts & Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: PSY ELEC 1 (Current Issues in Psychology)

Course Coordinator: ODYSSA V. TAG-AT, MPsy

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Table of Contents Page

Part 2. Instruction Delivery

Big Picture A: Unit Learning Outcomes ......................................... 9

Big Picture B: Unit Learning Outcomes .......................................... 29

Big Picture in Focus:ULOc ……………………………………………… 43

Big Picture C: Unit Learning Outcomes ....................................... 53

Big Picture D: Unit Learning Outcomes ............................................75

Keywords Index ......................................................................... 81

Part 3.Course Schedule ......................................................................... 98

PART 1: QUALITY ASSURANCE POLICIES

Course Outline: PSY ELEC 1 – Current Issues in Psychology

Course Coordinator: ODYSSA V. TAG-AT, MPsy

Student Consultation: By appointment/done online (LMS: Quipper);

Effectivity Date: August 2020

Mode of Delivery: Blended Learning

Time Frame: 6 hours per week (1 Term)

Student Workload: Expected Self-Directed Learning

Attendance Requirements: A minimum of 95% attendance is required at all

Course Outline Policies

Areas of Concern Details

Assessment Task Submission of assessment tasks shall be on 3 rd, 5th,

However, if the late submission of assessment paper

Return of Assignments/assessment will be returned to you two

Grading System Grades will be computed based on the grading

Student Communication Students are required to create a Quipper account.

Contact Details of the Dean Dr. Gina Fe G. Israel

Contact Details of the Odyssa V. Tag-at, MPsy

Well-being Welfare Support Ms. Rochen Yntig (GSTC-Head)

Library Contact Mrs. Claire Donayre (Chief Librarian)

Course Information – see download course syllabus in the Quipper

PART 2. INSTRUCTION DELIVERY

a. Introduce the Psychology Act of 2009

a. Assess how to resolve ethical issues

a. Distinguish the level of Confidentiality

a. Discuss the Ethical Standards and Procedures in Specific Functions in terms

CC’s Voice: Hello student! Welcome to the course PSY

CO: Upon completion of the course, you are expected to:

Big Picture in Focus: ULOa. Introduce the Psychology Act of 2009

1. Republic Act 10029 Philippine Psychology Act 2009

1.1 It seeks to manage the practice of psychology and psychometrics within

1.2 It created the Professional Regulatory Board of Psychology which can

3. Practice of psychology contains the delivery of psychological services that

4. The delivery of psychological services includes, but isn’t limited to:

4.1 Psychological interventions:

All other psychological interventions that involve the appliance of

5. Psychological assessment is gathering and integration of psychological-

5.1. Individual tests

The purpose of assessing diverse psychological functions includes

Note that the Psychological assessment is in support of psychological

6. Psychometrician “RPm” may be a professional who has been registered

6.1 Roles of Psychometrician

6.2 Functions of Psychometrician

6.3 Skills and Competencies

6.4 Qualification for Licensure Examination for Psychometricians

recognized/accredited by the CHED, and has obtained suﬃcient credits

6.5 Cover subject for Licensure examination for Psychometrician