Week 2 523-0500 Ethics Paper

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Apr 3, 2024

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Valerie S. Smith College of Humanities and Social Sciences, Grand Canyon University CNL-523-0500 Ethics in Psychological Assessments Dr. Victoria Evans-Fulton 5 March 2024

When employing psychological assessments, counseling professionals must consider a range of practice and ethical issues to ensure the well-being of their clients and the integrity of the assessment process. These issues are guided by professional ethical codes, which have been set by the American Psychological Association (APA) and similar bodies around the world, which set forth standards for the ethical practice of psychologists (APA, 2017). Counseling professionals must be familiar with these codes and apply them in their practice. There are several key factors to consider as it relates to ethics. First, there is the informed consent. Counselors need to ensure that the individuals being assessed understand the nature and purpose of the assessment, as well as their rights. They should be informed about what the assessment involves, how the data will be used, and their right to withdraw at any time (APA, 2017). Second, there’s confidentiality which entails protecting the privacy of clients' information. Confidentiality is paramount and information must be always protected (APA, 2017). Test results and personal information must be securely stored and only shared with individuals who have a legitimate need to know. Counselors must only administer assessments they are trained to use (Gilardi et al., 2013). This includes understanding the psychometric properties of the tests, as well as being able to interpret the results accurately. When selecting a test, you must choose the appropriate tests based on the client's specific needs and administering the test in a fair manner to ensure valid results (Gilardi et al., 2013). A counselor can avoid ethical issues in psychological assessments by following several key practices. Counselors must be familiar with and adhere to the ethical codes provided by professional bodies such as the American Counseling Association (ACA) or the American Psychological Association (APA) (Gilardi et al., 2013). Select and utilize assessment tools that are appropriate for the client's cultural background and language proficiency. Counselors should

be aware of cultural biases in assessment tools and seek culturally relevant alternatives when necessary (Lee, 2018). Counselors should avoid entering multiple relationships with a client that could impair professional judgment or increase the risk of harm (Gilardi et al., 2013). This includes relationships that may occur outside of the professional context. Clients have the right to refuse or withdraw from psychological assessments at any time (Gilardi et al., 2013). Counselors should respect the client's decision and discuss any implications. Counselors must interpret assessment results within the context of the client's life situation and characteristics. Over-reliance on test scores without considering the individual's circumstances can lead to misinterpretation (Gilardi et al., 2013). When in doubt, counselors should seek consultation from peers or supervisors to address potential ethical dilemmas that arise during the assessment process (Gilardi et al., 2013). All steps of the assessment process should be documented clearly and accurately, including the rationale for test selection, the consent process, the administration of the assessment, and the interpretation of results (Gilardi et al., 2013). By integrating these practices into their work, counselors can navigate the complexities of psychological assessments ethically and responsibly, ensuring that they provide the highest standard of care to their clients. A clinician assesses behaviors that stem from cultures or subcultures by incorporating culturally competent practices throughout the assessment process (Gilardi et al., 2013). Clinicians should develop an understanding of the client's cultural and subcultural background. This involves continuous education and self-awareness regarding cultural norms, values, and behaviors that are characteristic of the client's community (Lee, 2018). When using psychological assessments, it's key to consider multicultural and diversity issues to ensure fairness and accuracy. It’s important for counselors to recognize and account for cultural,

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linguistic, and social differences between the professional and the individual being assessed to avoid biased results (Lee, 2018). Tests developed in one cultural context may not be valid in another. Language proficiency and natural everyday expressions can significantly influence an individual's performance on a test. Therefore, assessments should be culturally and linguistically appropriate for the individual being tested (Lee, 2018). Counselors must know how to interpret the results of the assessment as it relates to client's life circumstances and reporting them in a manner that is understandable to the client or other stakeholders. A valid assessment must be up-to-date and reliable to avoid harm and ensure fairness for the client (Lee, 2018). Therapist should provide feedback to the clients about the results of the assessment and any next steps or recommendations. Results of the assessment must be used in an ethical manner, which means avoiding misuse that could harm the client or others (Lee, 2018). Psychological assessments can inadvertently bolster stereotypes and biases if not carefully designed and administered. This includes biases related to race, ethnicity, gender, age, socioeconomic status, and more (Lee, 2018). Test creators and administrators must work to minimize and counteract these biases. When standardization samples are not diverse, the results may not accurately reflect the abilities or characteristics of individuals from different cultural backgrounds (Lee, 2018). This means selecting appropriate tests, adapting administration procedures when necessary, and interpreting results with a clear understanding of the individual's cultural background. Continuing education and training in multicultural competence are essential for therapist to stay informed and sensitive to these issues (Lee, 2018). Selecting assessment instruments that are designed to be culturally inclusive or have been normed on diverse populations can help ensure that the tools are appropriate for the client’s

cultural context (Fong et al., 2016). Engaging with the client as a partner in the assessment process can provide valuable insights into the cultural relevance of behaviors and symptoms. This may involve an open dialogue about the client's perceptions of their own behaviors and the cultural significance behind them (Fong et al., 2016). Understanding behaviors within the client's cultural context is essential. Clinicians should consider factors such as cultural norms, religious beliefs, family structures, and societal expectations that may influence behavior (Fong et al., 2016). When dealing with a culture that the clinician is not familiar with, consulting with cultural informants or experts can provide depth to the clinician's understanding and support more accurate assessments (Lee, 2018). Clinicians must be cautious not to represent behaviors that are normal within the client’s cultural or subcultural context. It is important to differentiate between culturally normal behaviors and those indicative of a psychological disorder (Lee, 2018). Working with other professionals such as sociologists or other mental health professionals who have expertise in specific cultures, can enhance the clinician's approach to an assessment (Lee, 2018). When developing treatment plans, counselors should adapt interventions to align with the client's cultural beliefs and practices to ensure they are relevant and acceptable (Lee, 2018). By integrating these practices, therapist can more accurately assess and understand behaviors that stem from a client's cultural or subcultural background. This approach respects the diversity of clients and supports more personalized and effective mental care (Lee, 2018). A client's academic, career, personal, and social development are critical factors that can significantly impact the choice of psychological assessments for various reasons. The level of education a client has achieved can affect their familiarity with test-taking, their reading

comprehension, and their ability to understand instructions (Hays, 2023). Assessments must be chosen that match the client's educational level to avoid invalid results due to misunderstandings or a lack of familiarity with the testing process (Hays, 2023). A client's career interests, goals, and job experiences can shape the type of assessments used. For instance, vocational assessments may be utilized to understand a client’s job-related skills, interests, and values (Hays, 2023). Additionally, certain professions might require specific personality or ability assessments for professional development or suitability. A client’s personal development, including their self-identity, life experiences, and emotional maturity, can influence the appropriateness of certain assessments. For example, assessments that require a high level of introspection and self-awareness might not be suitable for younger or less emotionally developed individuals (Hays, 2023). A client's social skills, peer relationships, and social network can be particularly important for assessments. In cases where a social or relational component is an issue, assessments may focus on social cognition, role-playing, or peer interactions (Hays, 2023). In practice, this means that a therapist should carefully consider these aspects of a client’s development when selecting assessment tools. For instance, an assessment that is suitable for an adult in a managerial position may not be appropriate for a teenager who is just beginning to explore career options (Hays, 2023). Similarly, assessments for young children often involve more observational methods and input from parents or teachers, rather than relying solely on self-report measures. The clinician must therefore tailor the assessment to the individual's developmental context to ensure that it is relevant and provides useful information for the purpose at hand, whether it be diagnostic, educational planning, or personal development (Hays, 2023).

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Closing Counselors should only use assessments in which they have been adequately trained and are competent to administer and interpret (Hays, 2023). This includes staying current with the latest developments and research in their field. Counselors must ensure effective communication by using interpreters or translated materials when language barriers exist, and being mindful of nonverbal communication cues that may vary by culture (Fong et al., 2016). Clinicians should continually reflect on their own biases and the potential influence these may have on the assessment process, actively working to mitigate their impact (Fong et al., 2016).

References American Psychological Association. (2017). Ethical principles of psychologists and code of conduct, retrieved from http://www.apa.org/ethics/code/index.htm Fong, E., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts. Behavior Analysis in Practice , 9 (1), 84–94. https://doi.org/10.1007/s40617-016-0111-6 Gilardi, F., Capanna, A., Ferraro, M., Scarcella, P., Marazzi, M. C., Palombi, L., & Liotta, G. (2013). Screening and assessment. Annali di igiene : medicina preventiva e di comunita , 30 (2), 128–139. https://doi.org/10.7416/ai.2018.2204 Hays, D. G. (2023). Assessment in counseling (7th ed.). Wiley Professional Development (P&T). Lee, C. C. (2018). Multicultural issues in counseling . American Counseling Association.

Week 2 523-0500 Ethics Paper

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