Human Relations

Abalo, Mae Claire V.

Hasan, Shaakir S.

WMSU Invierno, CJ Lorenz R.

Ortiz, Neil Benedick D.R
Rabuya, Rey Darriel G.

WESTERN MINDANAO STATE UNIVERSITY

Human Relations
• It is defined as relations with or between
people, particularly in a workplace setting.
Because a company depends on good
human relations through its organizational
structure, developing these skills is
important.
A. Unfair Discrimination
In our work-related activities, we shall
not discriminate against persons based on
age, gender, gender identity, race, ethnicity,
culture, national origin, regional identity,
religion, sexual orientation, exceptionality,
occupation, socioeconomic status,
educational background, or any basis
proscribed by law.
Example 1
Annie works in a toy store and has a
physical disability preventing her from
carrying heavy items. She recently found out
her co-workers earn more than her despite
having the same experience and working
just as hard. When she asked her manager
about it, she said it was because “you just
don’t carry as much weight around here.
Example 2
Mary is six months pregnant. After ten
years working at an accounting firm, she
applies for a senior position that has just
opened up. Despite having more experience
and qualifications than the other applicants,
she was passed over. When she asked the
manager, he said: “I need someone who will
be more dedicated to the position.
B. Sexual Harassment
We do not engage in sexual
harassment as defined in the Philippine Anti-
Sexual Harassment Act (RA No. 7877).
Example 1. AHA
Dave's boss, Ms. Andrews, consistently
compliments him on his clothes, his hair,
snd his muscular body, although, she does
not make similar comments to the rest of her
staff. Dave finds her attentions both
flattering and unnerving.
Example 2. AHA
Carrie's boss, Mr. Matthews, ask her out
repeatedly, despite her consistent refusals.
Although her co-workers tell her she should
report his behaviour, Carrie considers it only
a minor annoyance and takes no action. Mr.
Matthews ignores Molly's refusals, she
reports him to their supervisor.
C. 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, regional identity,
religion, sexual orientation, exceptionality,
language, occupation, or socioeconomic
status.
Example:
Dr. Patel, a psychologist working in a counseling center,
encounters a diverse range of clients seeking therapy for various
mental health concerns. Dr. Patel ensures that their interactions
with clients are guided by principles of respect, empathy, and
cultural sensitivity, as outlined in the code of ethics. Regardless of
clients' backgrounds or identities, Dr. Patel refrains from engaging
in any behavior that could be interpreted as harassing or
demeaning. For example, during therapy sessions, Dr. Patel
actively listens to clients' experiences without making assumptions
based on age, gender, race, or any other characteristic. They
create a safe and inclusive space where clients feel validated and
empowered to explore their emotions and thoughts without fear of
judgment or discrimination. By upholding these ethical standards,
Dr. Patel fosters trust and promotes positive therapeutic outcomes
for all clients, regardless of their backgrounds or identities.
D. 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.
Example
Dr. Rodriguez, a clinical psychologist, is conducting a research
study on the effects of mindfulness-based therapy on anxiety levels in
college students. In designing the study, Dr. Rodriguez takes
meticulous care to ensure the well-being of the research participants.
They provide detailed explanations of the study procedures and
potential risks involved, obtain informed consent from all participants,
and offer resources for support or counseling if any distress arises
during the study. Dr. Rodriguez also implements measures to
minimize harm by employing validated assessment tools, monitoring
participant responses closely, and maintaining strict confidentiality
throughout the research process. By prioritizing the safety and
welfare of the students involved, Dr. Rodriguez demonstrates a
commitment to ethical conduct and upholds professional standards in
psychological research.
E. Multiple Relationships
1. We shall refrain from entering into a
multiple relationship if the multiple
relationship could reasonably be expected
to impair our objectivity, competence, or
effectiveness in performing our functions as
psychologists or psychometricians, or
otherwise risks exploitation or harm to the
person with whom our professional
relationship exists.
E. Multiple Relationships
The multiple relationship occurs when a
psychology practitioner 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 the psychology
practitioner 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.
E. Multiple Relationships
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
Code of Ethics.
E. Multiple Relationships
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 endeavor 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.)
Example
Dr. Johnson, a psychologist, is approached by a former therapy
client, Emily, who is also a member of a community organization
where Dr. Johnson serves as a volunteer coordinator. Dr. Johnson
recognizes the potential for a multiple relationship, as they are in a
professional role within the organization and have had a previous
therapeutic relationship with Emily. Understanding the ethical
implications outlined in the code of ethics, Dr. Johnson takes
proactive steps to address the situation. They communicate openly
with Emily, expressing the importance of maintaining boundaries to
uphold both their professional integrity and Emily's well-being. Dr.
Johnson also consults with their supervisor and seeks guidance on
how to navigate the situation ethically. Ultimately, Dr. Johnson
ensures that any involvement with Emily within the community
organization is conducted with objectivity, competence, and a clear
understanding of their professional responsibilities, thus mitigating
the risk of exploitation or harm to Emily.
Additional Information
Professionals generally explain that
avoiding dual relationships is necessary
because, otherwise, a therapist might
misuse their power and influence and exploit
clients for their own benefit. And in fact, this
is what's stated in most professional
organizations' code of ethics.
F. 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 and psychometricians, or (2)
expose the person or organization with whom
our professional relationship exists to harm or to
exploitation.
Example
The client of a psychologist has a history of
violence against their partner and the
psychologist, in a past relationship, has been
the recipient of domestic violence. In this
example the psychologist may have resolved
all of their personal issues surrounding
domestic violence but an outside observer
who becomes aware of the psychologists
history may offer a different opinion.
G. 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., test examiner, 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.
G. Third-Party Requests for Services
(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)
Example
Jim P. is a licensed clinician, specializing in work with
adolescents who have Attention Deficit Disorder. He
works in a small town where there are few counselors
and therefore few treatment options. He receives a
call from Rhonda M., who is requesting services for
her oldest son. Several minutes into the conversation,
Jim realizes that his own son is in the same school
class as is Rhonda's younger son. He also realizes
that he has served as a sports coach for Rhonda's
younger son, and has met Rhonda numerous times in
that capacity.
H. 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.)
Example
Dr. Bloom meets with a new patient, Anthony, who wants to work on his
social anxiety. After a few sessions, Dr. Bloom attends a dance class and
discovers that Anthony attends the same class. They discuss this in the next
therapy session and decide that it seems okay to continue both therapy and
attending the same dance class. After a month, Anthony stops attending the
dance class and starts coming late to sessions. He seems easily angered by
the therapist. When Dr. Bloom tries to explore this with Anthony, he angrily
accuses Dr. Bloom of using the dance class to monitor his progress on
social anxiety issues and admits that his anxiety has worsened due to his
feelings of being scrutinized by Dr. Bloom in public. Dr. Bloom may not have
been aware of the effect his presence in the dance class was having on the
Anthony, but it’s easy to see how the additional role overlap led Anthony to
feel uncomfortable with the arrangement. It’s also easy to understand that
given Anthony’s social anxiety, he may have found it difficult to assert himself
and ask Dr. Bloom to consider attending another dance class.
I. Cooperation with Other
Professionals
Whenever necessary and
professionally appropriate, we shall
cooperate with other professionals in order
to serve our clients/patients/students
effectively and appropriately. (See also
Standard 4.05, Disclosures.)
 Example
In 1969, Poddar became a patient of psychologist Dr.
Lawrence Moore at UC Berkeley's Cowell Memorial Hospital. After
expressing intentions to kill Tarasoff, Moore alerted campus police
and gave his opinion that Poddar required hospitalization, posing a
danger to himself and others. Poddar was detained briefly but
appeared rational and stable, leading police to release him after
promising that he would stay away from Tarasoff.
Neither the police nor Poddar's therapists warned Tatiana
Tarasoff or her family of the threats. Poddar continued to stalk the
young woman and on October 27, 1969, he went to the Tarasoff
home. After a confrontation, Tarasoff screamed for help, at which
point Poddar shot her with a pellet gun. She fled into the yard, but
Poddar caught her and proceeded to stab her to death with a
kitchen knife. After his arrest, Poddar was diagnosed with paranoid
schizophrenia, the same diagnosis Moore had initially made.
 Tarasoff's parents filed a lawsuit against the
therapists and the University of California, Berkeley.
They contended that their daughter should have been
warned of the danger, while the defendants held that
their responsibility was to maintain the confidentiality of
their client. The lower courts agreed with the therapists
and university, dismissing the case. The Tarasoffs filed
an appeal to the California Supreme Court. While the
case was eventually settled out of court for a significant
sum, the higher court's 1976 ruling specified that
confidentiality was secondary to the public's safety.
J. Informed Consent
1. When conducting research or providing assessment,
therapy, counseling, or consulting services in person or via
electronic transmission, telepsychology or video conferencing,
telephone, social media platforms, or other forms of
communication, we shall obtain the informed consent of the
individual or group of individuals using language that is
reasonably understandable to that person or persons and
peoples, except when conducting such activities without
consent is mandated by law or governmental regulation or as
other provided in this Code of Ethics. (See also Standards
8.02, Informed Consent to Research; 9:03, Informed Consent
in Assessments; and 10.01, Informed Consent to Therapy.)
J. Informed Consent
2. To provide protection for vulnerable persons, peoples,
or groups 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.
J. Informed Consent
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.

4. We shall appropriately document written or clearly

expressed unwritten advanced directives, 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.)
Example
In 1968, psychologists John Darley and Bibb Latané
conducted an experiment on individuals to test what became
known as the bystander effect. They put people in separate rooms
and had them listen to an audio recording of an actor pretending
to have a seizure. Participants were directly deceived because
they believed this person had a seizure in real-time. Darley and
Latané were testing whether or not and under what conditions
someone would intervene and try to get help for another person
who they believed was experiencing a life-threatening situation.
This study has been considered unethical by some in the
psychology community because participants in the study were put
at risk of psychological harm by listening to what they believed,
falsely, was a person having a seizure.
However, others argue that to attain the most accurate results
possible, some level of deception in the researcher-participant
relationship is required.
K. Psychological Services Delivered To or
Through Organizations
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.
K. Psychological Services Delivered To or
Through Organizations
2. 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.
Example
Before sarah started her treatment, the psychologist
provided an information about the nature and
procedure of the service. Psychologist also
explained who are the people who has an access to
the informations and the limits of confidentiality of
the service. The psychologist assured sarah that the
information she will give will not be permitted by the
law to provide to anyone. The psychologist also
stated that as soon as the result will come out, sarah
will be called immediately.
L. 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, or even unstable or
intermittent internet connections of either or both
parties, as in the case of telepsychology. [See also
Standards 6.02(c), Maintenance, Dissemination, and
Disposal of Confidential Records of Professional and
Scientific Work.]
Example
Sarah is receiving a treatment from a
psychologist and she needs to transfer to
another country due to various reasons. Sarah
asked the psychologist to help her to facilitate
the transfer to another mental health facility that
is near for her. The psychologist agreed but it
took more than five months to transfer all the
necessary data because the psychologist was
not able to plan ahead just in case the service is
interrupted.
Thank You!