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

ph)

ETHICAL STANDARDS AND PROCEDURES IN SPECIFIC FUNCTIONS

We subscribe to the following ethical standards and procedures related to the following
specific functions of psychologists: psychological assessment, therapy, education and training,
and research.

VII. ASSESSMENT

A. Bases for Assessment

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

B. Informed Consent in Assessment

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

C. Assessment Tools

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

D. Obsolete and Outdated Test Results

1. We do not base our interpretations, conclusions, and recommendations on outdated test

results.
2. We do not provide interpretations, conclusions, and recommendations on the basis of
obsolete tests.

E. Interpreting Assessment Results

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

F. Release of Test Data

1. It is our responsibility to ensure that test results and interpretations are not used by persons
other than those explicitly agreed upon by the referral sources prior to the assessment
procedure.
2. We do not release test data in the forms of raw and scaled scores, 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.

G. Explaining Assessment Results

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

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

I. Assessment by Unqualified Persons

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

J. Test Construction

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

What are Ethics?

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

Sample Ethical dilemma Case: APA 2004 Convention.

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

The ethical standards (section 9.08) declare that psychologist should not use test that
are obsolete and not useful for the current purpose. However Ann Hess, Ethics Committee
member, interpreted the standards as meaning that older test are not automatically off the table.
Psychologist should note the norms groups for each version and form that determine which test
is more appropriate for the client. On the other hand, Hess continued, “Being too lazy to learn
new test is not defensible”. (cited in Bailey, 2004, p.62).

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

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

The APA 2002 Ethical Principles

Principle A : Beneficence and Nonmaleficence. Psychologists strive to benefit their clients

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

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

The Right to informed consent – individuals have the right of self-determination. This concept
means that individuals are entitled to full explanations of why they are being tested, how the test
data will be used and what their test scores mean. Informed consent should be communicated
in language the test takers can understand.

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

The Right to Protection from Stigma – refrain from using stigmatizing labels such as
“feebleminded” and “addictive personality”. Test results should facilitate positive growth and
development.