Ethical Issues in Psychological Assessment in School Settings

1. Ethical Issues in Psychological Assessment in School Settings Linda K. Knauss Journal of Personality Assessment 77(2), 231-241

2. Presented by: • Nilo Dutton • Alex Lima • Luky Pongquan • Edna Davoudi • Boubulina Lozano

3. Topics Informed Consent Projective Personality Assessment Non Discriminatory Assessment Computerized Psychological Testing Conclusions Critical Reviews

4. Informed Consent • Informed Consent vs. Notice • Informed consent: Requires affirmative permission before actions can be taken. • Reasons for assessment • Type of tests and evaluation procedures to be used • Utilization of results, accessibility to results. • Notice: School supplies information about impending actions. • Notice is insufficient before taking action

5. Informed Consent • Student Rights • Testing must be discussed w/student in order to enlist their cooperation. • Students should know reason for testing, what tests will be given, and how results will be used. • Assessment should be explained in a language/mode that suits the students needs.

6. Non-Discriminatory Assessment • Psychologists are ethically obligated to select nonbiased test instruments & procedures • Psychologist must also administer& interpret them in a way that is not racially discriminating.

7. Non-Discriminatory Assessment • Considerations in providing nondiscriminatory assessment for students whose native language is not English • Assessment of skills in English may lead to validity inconsistencies. • Poor or impossible translations may lead to contextual misunderstandings. • Effect of cultural values on test performance. • Awareness of test bias for each test being administered. • Are academic problems merely the result of a lack of fluency in the English language?

8. Projective Personality Assessment • Allows for the assessment of particular personality traits and emotional disorders. • Results allow for further understanding of student’s learning

9. Projective Personality Assessment • Controversial Aspects • Results may go beyond what psychologists intended • Invasion of privacy for student • Indirect tests may contain information not applicable to learning disability • Competency of the interpreter • Validity of projective tests

10. Computerized Psychological Testing • Main ethical problems w/computerized systems. • Psychologists may simply trust the results of the computer without examining them in detail. • Delegation of the supervisory aspect of these tests may go to those not qualified to perform that role. • False results may be supplied. • Lack of individuality and validity. • Arguments are now centered on whether clinicians should just trust the results of computers or use them inn tandem w/clinical diagnosis.

11. Computerized Psychological Testing • APA concluded that psychologists are ultimately responsible for the results and interpretation of tests. • They have no problem with the computerized testing, but cautioned that it must be accurately interpreted.

12. Conclusions • Psychological assessment is a major ethical responsibility for psychologists who work in a school setting. • They must make sure that procedures protect student rights and that they have appropriate parental consent.

13. Critical Review • Author gives only a brief con list about each kinds of test. • Too superficial in regards to ability to understand and detect learning disabilities • Although the author summarizes a variety of tests, there is no information as to whether these tests are commonly used.