Notes on the Code of Ethics for Philippine Psychologists and Psychometricians (Page-by-Page)
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Title page: CODE OF ETHICS FOR PHILIPPINE PSYCHOLOGISTS AND PSYCHOMETRICIANS, PAP Committee on Ethics and Professional Standards (2022).
No substantive content beyond the document title on this page.
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PREFACE:
PAP had a long-standing Code of Ethics for Clinical Psychologists since the 1980s; it remained unchanged until revision.
In 2007, PAP Board resolved to constitute a committee to revise the Code, broadening its inclusivity and applicability to all psychologists.
2008: Immediate past president Dr. Allan B. I. Bernardo appointed Chair of the Scientific and Professional Ethics Committee; members appointed: Dr. Ma. Lourdes A. Carandang, Dr. Natividad A. Dayan, Dr. Rosalito De Guzman, Ms. Anna Guerrero.
Three graduate assistants assisted: Mary Libertine Amor, Mary Grace M. Serranilla, Sheri Anne C. Zerna.
Preparatory work involved studying the old Code and other ethical standards (e.g., Universal Declaration of Ethical Principles for Psychologists; codes of APA, BPS, Canadian Psychological Association, and others).
A day-long workshop on February 27, 2009 finalized the proposed Code.
The committee was influenced by international codes but contextualized to the realities and constraints of Philippine practice.
First draft presented to PAP Board on April 18, 2009; revised with editorial assistance from Reginal Bueno; ratified by PAP Board on July 24, 2009.
PAP committed to ensuring members and the broader community understand and derive guidance from the Code; encouraged ongoing discussion and continuous improvement.
Members were invited to submit written suggestions for new provisions or amendments; the Board would discuss and amend as necessary.
Any person who believes a PAP member (especially a registered psychologist or psychometrician) violated the Code should inform PAP in writing with supporting evidence; PAP will investigate and sanction as needed.
In late 2020, a committee was tasked to revise the Code to address technological developments and Covid-19 impacts; revision aligned with recent Philippine legislation relevant to psychology (RA 10029, RA 11036, RA 10912).
Initiation: Dr. Ron Resurreccion (Chair, Revision Committee); continued by Dr. Niño Jose Mateo in late 2021.
Committee members listed: Fr. Geraldo Costa; Dr. Ron Resurreccion; Dr. Yayetta Dela Peña; Dr. John Manuel Kliatchko; Ms. Alyssa Kae Alegre; Ms. Florabel Santacera-Suarez; Ms. Florence Culaba. Dr. Jesus Enrique Saplala (PAP Past President) provided initial commentary.
Final version approved by the Board of Trustees on August 26, 2022.
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DECLARATION OF PRINCIPLES:
PRACTITIONERS in psychology adhere to the Universal Declaration of Ethical Principles for Psychologists (adopted unanimously by the International Union of Psychological Science General Assembly in Berlin on July 22, 2008, and by the International Association of Applied Psychology in Berlin on July 26, 2008).
PREAMBLE:
Ethics lie at the core of every discipline; the Declaration provides a common moral framework guiding psychology practitioners globally toward high ethical ideals.
Psychologists/psychometricians recognize they operate within a broader social context; lives and identities are interconnected across generations with reciprocal relations to environments.
The welfare of society and its members should be placed above self-interest of the discipline and its members.
Objectives of the Declaration:
(a) Provide a moral framework to evaluate ethical and moral relevance of codes of ethics.
(b) Serve as a template to guide development/evolution of codes.
(c) Promote global thinking about ethics while encouraging local adaptation to culture, customs, beliefs, and laws.
(d) Speak with a collective voice on matters of ethical concern.
The Declaration articulates principles and related values based on shared human values; principles are general and aspirational, not prescriptive.
Application of principles/values to specific standards will vary across cultures and must be done locally or regionally to ensure cultural relevance.
The significance of the Declaration depends on recognition and promotion by psychology organizations at national, regional, and international levels; organizations should keep the Declaration in mind and promote respect for its principles through education and practice.
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PRINCIPLE I: Respect for the Dignity of Persons and Peoples
The most fundamental ethical principle across geographies and disciplines; provides the philosophical foundation for other ethical principles.
Recognizes inherent worth of all humans, regardless of perceived differences in social status, origin, gender, capacity, or other characteristics; all humans deserve equal moral consideration.
Humans are interdependent social beings, born into, living in, and part of the history and ongoing evolution of their peoples.
Different cultures, ethnicities, religions, histories, and social structures are integral to identity and give meaning to lives; continuity of cultures links today’s peoples to past generations and the need to nurture future generations.
Respect for dignity is expressed differently across communities; differences should be acknowledged and respected, yet communities must adhere to moral values that protect members as individuals and as collectives.
Therefore, psychology practitioners accept as fundamental the Principle of Respect for the Dignity of Persons and Peoples, including the following related values:
a) Respect for the unique worth and inherent dignity of all human beings;
b) Respect for diversity among persons and peoples (including indigenous communities);
c) Respect for customs/beliefs of cultures, limited only when a custom/belief seriously contravenes dignity or causes serious harm;
d) Free and informed consent, as culturally defined and relevant for individuals, families, groups, and communities;
e) Privacy for individuals, families, groups, and communities;
f) Protection of confidentiality of personal information, as culturally defined and relevant;
g) Fairness and justice in treatment of persons and peoples;
h) Respect for the environment, contributing to a safe environment for dignified human existence.
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PRINCIPLE II: Competent Caring for the Well-Being of Persons and Peoples
Focuses on working for the well-being of people and, above all, doing no harm.
Includes maximizing benefits, minimizing potential harm, and offsetting or correcting harm.
Requires applying appropriate knowledge and skills for the situation and social/cultural context.
Requires interpersonal relationships that enhance benefits and reduce harm.
Requires adequate self-knowledge of how personal values, experiences, culture, and social context influence actions and interpretations.
Covers delivery of psychological services using online modalities (telepsychology); all ethical principles for face-to-face services apply to virtual services.
Therefore, psychologists and psychometricians accept as fundamental the Principle of Competent Caring; related values:
a) active concern for well-being of individuals, families, groups, and communities (face-to-face or online);
b) doing no harm;
c) maximizing benefits and minimizing harm;
d) correcting or offsetting harmful effects of their activities;
e) developing and maintaining competence;
f) self-knowledge of how values/experiences influence actions, interpretations, recommendations; and
g) respect for the autonomous capacity of individuals, families, groups, and communities to make decisions and care for themselves and each other.
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PRINCIPLE III: Integrity
Vital to scientific progress and public confidence in psychology.
Based on honesty; involves truthful, open, and accurate communications.
Includes recognizing, monitoring, reporting, and managing biases, multiple relationships, and other conflicts of interest that could harm or exploit persons or peoples.
Complete openness must be balanced with safety, confidentiality, and cultural expectations.
Cultural differences exist in boundaries, multiple relationships, and conflicts of interest; nevertheless, monitoring and management are needed to prevent self-interest from harming others.
Therefore, practitioners accept the Principle of Integrity; related values:
a) honest, truthful, prudent, open, and accurate communications;
b) avoiding incomplete disclosure unless culturally inappropriate, or confidentiality or harm concerns override;
c) maximizing impartiality and minimizing biases;
d) not exploiting persons or peoples for personal, professional, or financial gain;
e) avoiding conflicts of interest and declaring them when unavoidable or inappropriate to avoid.
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PRINCIPLE IV: Professional and Scientific Responsibilities to Society
Psychology functions as a science and a profession within human society; responsibilities include contributing to knowledge about human behavior and using it to improve well-being of individuals, families, groups, communities, and society.
Conducting affairs within society according to the highest ethical standards; promoting social structures and policies that benefit all persons and peoples.
Recognizes culture-specific interpretations; responsibilities should be considered in culturally appropriate and ethical alignment with the Declaration.
Therefore, practitioners accept the Principle of Professional and Scientific Responsibilities to Society; related values:
a) increase scientific and professional knowledge to promote societal well-being;
b) use psychological knowledge for beneficial purposes and protect it from misuse, incompetence, or obsolescence;
c) conduct affairs ethically and with societal well-being in mind;
d) promote highest ethical ideals in scientific, professional, and educational activities;
e) adequately train and supervise members in ethical responsibilities and competencies; and
f) develop ethical awareness and be self-correcting.
GENERAL ETHICAL STANDARDS AND PROCEDURES:
Scope of these standards covers:
I) how to resolve ethical issues in professional life and community;
II) adherence to high standards of professional competence;
III) respect for rights and dignity of supervisees and stakeholders;
IV) confidentiality in professional and scholarly functions;
V) truthfulness and accuracy in public statements; and
VI) professionalism in records and fees.
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I. RESOLVING ETHICAL ISSUES
A. Misuse of the Psychology Professional’s Works: Take appropriate steps to correct or minimize the effects of misuse or misrepresentation.
B. Conflicts between Ethics and Law, Regulations, or other Governing Legal Authority: First attempt to resolve within the Code; if unresolved, adhere to law/regulation.
C. Conflicts between Ethics and Organizational Demands: Present the Code to the organization; declare commitment when resolving conflicts.
D. Informal Resolution of Ethical Violations: If appropriate and does not violate confidentiality, address the issue with the practitioner.
E. Reporting Ethical Violations:
1) If substantial harm is likely, report to appropriate institutional authorities.
2) This does not apply when confidentiality would be violated or when reviewing another practitioner's conduct.
F. Cooperation with Ethics Committee: Cooperate with ethics investigations and requirements of the association.
G. Improper Complaints: Do not file complaints recklessly or without factual evidence; do not coerce others to file claims.
H. Unfair Discrimination Against Complainants and Respondents:
1) Do not discriminate against complainants/respondents in employment, advancement, admissions, tenure, etc.;
2) Provisions do not preclude actions based on proceedings outcomes.
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II. COMPETENCIES
A. Boundaries of Competence:
1) Only licensed/registered psychologists and psychometricians can legally practice under RA 10029; practice within legal boundaries.
2) Provide services within competence based on education, training, supervised practicum, internship, consultation, study, or experience.
3) Make appropriate referrals if competence is lacking, except as provided in emergencies (Standard B).
4) When new population/techniques are involved, obtain relevant education, training, supervised experience, consultation, or thorough study.
5) To avoid depriving clients of necessary services, may provide service if closely related prior training exists and effort is made to gain required competence.
6) In emerging areas without generally recognized preparatory standards, take reasonable steps to ensure competence and protect clients.
7) Be familiar with relevant judicial/administrative rules when assuming forensic roles.
B. Providing Services in Emergencies:
Make services available in emergencies when usual services are unavailable; proceed cautiously with interventions (support, information, or referral); discontinue when the emergency ends; ensure competent services are available afterward.
C. Maintaining Competence:
Regular CPD (Continuing Professional Development) to keep services relevant; CPD points required for license renewal per RA 10912.
D. Bases for Scientific and Professional Judgments:
Work should be based on established scientific/professional knowledge; see cross-references to other standards for context.
E. Delegation of Work to Others:
Avoid delegating to persons with multiple relationships; authorize only competently performable tasks; inform clients of delegation; ensure proficiency; cross-reference to related standards.
F. Personal Problems and Conflicts:
Refrain from starting work if personal problems could undermine competence; seek help if problems arise; prioritize the professional’s health to serve others.
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III. HUMAN RELATIONS
A. Unfair Discrimination: Do not discriminate on age, gender, gender identity, race, ethnicity, culture, national origin, regional identity, religion, sexual orientation, exceptionality, occupation, socioeconomic status, education, or any legally proscribed basis.
B. Sexual Harassment: Do not engage in sexual harassment as defined by RA 7877.
C. Other Harassment: Do not harass or demean others on listed bases.
D. Avoiding Harm: Take reasonable steps to avoid harm and minimize harm when foreseeably unavoidable.
E. Multiple Relationships:
1) Refrain from entering multiple relationships if they could impair objectivity/competence or risk exploitation/harm.
2) In legal/institutional proceedings where multiple roles exist due to extraordinary circumstances, inform authorities about the Code and clarify confidentiality role expectations as changes occur.
F. Conflict of Interest: Refrain from taking on a role where personal/professional/financial interests could impair objectivity or harm/exploit others.
G. Third-Party Requests for Services: When serving third parties, clarify at the outset the relationship, client identity, probable uses, and confidentiality limits.
H. Exploitative Relationships: Do not exploit those under supervisory/evaluative authority (clients, students, supervisees, participants, employees).
I. Cooperation with Other Professionals: When needed, cooperate with other professionals to serve clients effectively.
J. Informed Consent:
1) Obtain informed consent for assessment, therapy, counseling, or consulting in person or via telecommunication, unless legally mandated to proceed without.
2) For vulnerable persons, provide explanation, seek assent, consider preferences, obtain permission from legally authorized person where required, and protect rights when substituted consent is allowed by law.
3) If court-ordered or mandated, inform about the nature and limits of confidentiality before proceeding.
4) Document advance directives, consent, permission, and assent, in written or explicit unwritten form.
K. Psychological Services Delivered To or Through Organizations:
When delivering services to organizations, provide information about nature/objectives, recipients, client status, relationship with organization, uses of services/information, who has access, and limits of confidentiality; share results with appropriate persons when feasible.
If precluded by law/organization from sharing information, inform at the outset.
L. Interruption of Psychological Services: Plan for service continuation in interruptions (illness, relocation, internet issues, etc.), and ensure appropriate services are available.
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IV. CONFIDENTIALITY
A. Maintaining Confidentiality: Safeguard client information across all media; protect against unauthorized access to devices/storage.
B. Limitations of Confidentiality:
1) Discuss confidentiality limits in relation to laws, institutional rules, professional relationships; for minors/legally incompetent clients, inform the guardian/representative.
2) Before interviews/assessments, explain anticipated uses of disclosed information.
3) Release information only after careful deliberation or when imminent danger exists; court disclosures limited to legitimate requests.
4) In electronic transmission (fax, email, etc.), inform clients about privacy risks; use encryption/passwords and best practices.
C. Recording: Obtain consent before recording voices/images; explain anticipated uses of recordings.
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D. Minimizing Invasions of Privacy:
When consulting or reporting, reveal only information relevant to the purpose.
Discuss confidential information only with clearly concerned parties or for scientific/medical purposes; redact personal identifiers where possible.
E. Disclosures:
1) Take reasonable steps to ensure disclosed information will not be misused or infringe rights.
2) May disclose only with client/legal representative consent unless legally prohibited.
3) May disclose only to the referral source with written permission if self-referral.
4) May disclose without consent if mandated by law or justified for legitimate purposes (provision of services, consultations, protection from harm, or payment collection).
5) Extent of disclosure should be limited to necessary information.
6) When sharing confidential information with schools/organizations/industry, ensure only qualified practitioners supervise releases.
7) Information from institutions becomes part of that institution and should be confidential and released with prior management approval.
F. Consultation:
Do not discuss confidential information that could identify the client unless consent is given or disclosure is unavoidable.
When seeking second opinions, limit disclosure to what is necessary.
G. Use of Confidential Information for Other Purposes:
Do not disclose confidential/identifying information in writings, lectures, seminars, or public/social media postings unless written consent, legal authorization, or adequate disguise is provided.
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End of confidentiality-related sections; emphasis on safeguarding information and using it only for legitimate purposes.
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V. ADVERTISEMENTS AND PUBLIC STATEMENTS
A. Avoidance of False or Deceptive Statements:
As developers/promoters of psychological advice/programs/products, announcements must be scientifically acceptable, accurate, and professional; no sensationalism, exaggeration, or superficiality.
Announcements include paid/unpaid advertisements, endorsements, grant/credentialing applications, resumes, media statements, lectures, and publications.
For contact information (advertising): name, highest relevant degrees, certification status, address, contact numbers, office hours, and a brief listing of services; graduates in fields outside psychology must clearly indicate their academic backgrounds beyond postnominals.
Do not misrepresent training, experience, competence, degrees, credentials, affiliations, services, evidence for effectiveness, fees, or publications; correct misinterpretations promptly.
Degrees should be claimed only if earned from recognized programs/ACs/foreign accredited programs.
B. Public Statements:
1) Use respectful, non-degrading language toward persons and groups in all communications, including social media.
2) Communicate accurately and objectively; distinguish facts, opinions, theories, hypotheses; correct misinterpretations quickly.
3) When making public statements, indicate whether representing oneself, a group, or the discipline.
4) Do not seek personal gain by recommending or promoting products/services to the public in public statements.
5) Do not seek personal benefit and maintain professional responsibility when engaging others to create public statements.
6) Do not compensate press/radio/TV/media representatives for publicity in a news item.
7) Paid advertisements for services must be clearly identified; otherwise, adhere to professional rather than commercial practices.
8) Do not make demeaning comments about others (culture, nationality, ethnicity, religion, gender, etc.).
9) Avoid comparative denigration of other psychologists/others; do not claim superlative quality.
10) Do not advertise or imply guaranteed cures or guaranteed success.
11) Do not advertise refunds to dissatisfied users.
C. Workshops, Seminars, and Non-Degree-Granting Educational Programs:
Announcements must describe target audience, objectives, presenters, CPD points, and fees; no misrepresentation.
D. Media Presentations:
Ensure public advice/comments are based on professional knowledge, align with the Code, and do not imply a formal professional relationship with the recipient.
E. Testimonials:
Do not solicit testimonials from current/past clients or vulnerable individuals susceptible to undue influence.
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VI. RECORDS AND FEES
A. Documentation and Maintenance of Records:
Create/maintain records to facilitate service provision, replication/evaluation of research, institutional requirements, accurate billing, and compliance with laws; responsibility for maintaining/disseminating/storing/disposing records when possible.
B. Confidentiality of Records:
Preserve confidentiality in creating/storing/accessing/transferring/disposing of records.
When databases are accessible to others, use codes/passwords to avoid personal identifiers.
Plan ahead for retirement/transfer/withdrawal to protect confidentiality.
C. Withholding Client Records:
Do not withhold records needed for emergency treatment due to nonpayment.
D. Fees and Financial Arrangements:
Reach agreement on compensation and billing early in the professional relationship; do not misrepresent fees.
ETHICAL STANDARDS AND PROCEDURES IN SPECIFIC FUNCTIONS:
The following sections apply to assessment, therapy, education/training, and research; these standards also apply to telepsychology, including services abroad under licensure.
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VII. ASSESSMENT
A. Bases for Assessment:
Expert opinions are based on substantial information and appropriate assessment techniques.
Provide opinions about psychological characteristics only after adequate assessment procedures.
If asked to provide opinions about someone without an examination but via review of existing results, discuss limitations and basis for conclusions.
Teleassessment test results can be used if administered by qualified professionals following standards.
B. Informed Consent in Assessment:
Gather informed consent prior to assessment except when law mandates otherwise, it is implied in routine activities, or when determining decisional capacity.
Educate clients about nature of services, financial arrangements, risks, and confidentiality limits.
For clients not competent to consent, discuss with immediate family or legal guardians.
If a third-party interpreter is needed, ensure confidentiality of results/test security; discuss limitations.
In teleassessment, inform about internet connectivity implications for test performance.
C. Assessment Tools:
Select and administer tests pertinent to referral and purpose.
Use data collection methods consistent with current science.
Use standardized, valid, reliable tests with normative data referring to the client population.
Administer tools appropriate to language, competence, and other relevant characteristics.
Use only original copies of test materials (not photocopies).
D. Obsolete and Outdated Test Results:
Do not base interpretations on outdated results; do not provide interpretations from obsolete tests.
E. Interpreting Assessment Results:
Do not report results without considering validity, reliability, and test appropriateness; indicate reservations.
Interpret results with regard to purpose and other factors (test-taking ability, gender, situational/personal/cultural differences).
F. Release of Test Data:
Ensure test results and interpretations are not released to unauthorized persons; limit raw/response data release unless court-regulated.
G. Explaining Assessment Results:
Release test results only to referral sources with client consent if self-referral.
Explain findings to relatives/teachers in non-technical language.
Explain results to clients/designated representatives unless relationship precludes explanation; supervise releases when sharing with schools/courts/industry.
When explaining online, clients may request session recording.
H. Test Security:
Test materials handled only by qualified/licensed users.
I. Assessment by Unqualified Persons:
Do not promote assessments by unqualified persons except for supervised training; ensure materials and records are secured.
Psychometricians operate under RA 10029 with supervision by a registered psychologist when applicable.
J. Test Construction:
Develop tests using current science, appropriate psychometric properties, validation, and standardization.
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VIII. THERAPY
A. Confidentiality:
Confidentiality is a trust-based obligation; restrict disclosure except as mandated by law.
For evaluation purposes, discuss results with colleagues about materials that do not invade privacy.
Release information to authorities or in court only after careful deliberation or when there is imminent danger; limit data to what is pertinent.
B. Informed Consent:
Seek freely given and adequate informed consent for psychotherapy; inform about nature, course, benefits/risks, conflicts of interest, fees, third-party involvement, client commitments, and confidentiality limits.
Respect client’s right to commit to, terminate, or withdraw from therapy.
If using still-developing techniques, discuss nature, risks, alternatives, and obtain consent.
Discuss rights and responsibilities at appropriate points in the relationship.
If the therapist is in training, discuss supervision and ensure adequate supervision.
Psychometricians are prohibited from practicing therapy except in emergencies (see II.B).
C. Client’s Well-being:
Monitor practice and outcomes; do not provide services if personally unfit to do so.
Be mindful of beliefs, practices, and cultural contexts that affect practice.
Do not recommend activities that cause harm to self, others, or environment.
D. Relationships:
Do not engage in client-clinician relationships outside professional purposes.
Do not engage in multiple relationships that could adversely affect clients; exceptions noted in other sections (III.E).
Maintain professional boundaries and avoid emotional entanglement that harms client.
Do not allow personal views about lifestyle, gender, age, disability, sexual orientation, occupation, regional group, beliefs, or culture to bias therapy.
Do not engage in sexual intimacies with current therapy clients or their relatives/significant others; avoid terminating therapy to circumvent this. No sexual intimacies with former clients, students, supervisees, their relatives, or significant others for at least two years after cessation.
E. Record Keeping:
Keep appropriate records with clients and protect them from unauthorized disclosure unless court regulation dictates otherwise.
F. Competent Practice:
Stay current with knowledge and scientific advancements; assess ongoing need for professional development; engage in educational activities.
Monitor fitness to provide therapy; seek peer or supervisor support when needed.
G. Working with Vulnerable Populations:
Assess balance between those who may lack capacity (e.g., youth, intellectual disability) and their dependence on adults; consider consent capacity and confidentiality independently of parents/guardians where appropriate.
H. Referrals:
Discuss and obtain client consent for referrals; ensure recipient is competent and client benefits.
Assess appropriateness, benefits, and consent in referrals.
I. Interruption:
Plan for orderly resolution during therapy interruptions (e.g., internet issues) and ensure distress protocols.
J. Termination:
Terminate when client no longer needs therapy or would be harmed by continuation; provide pre-termination counseling and arrange for safe referral; terminate in cases of imminent risk or noncompliance with contract.
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IX. EDUCATION AND TRAINING
A. Design of Education and Training Programs:
Ensure programs provide appropriate knowledge and experiences to meet licensure/certification/goals; refer to standards for descriptions of workshops and non-degree programs, as well as reporting of research results.
B. Descriptions of Education and Training Programs:
Ensure current/accurate program descriptions, including content, supervised practicum/internship, goals, stipends/benefits, and completion requirements; make information readily available to interested parties.
C. Accuracy in Teaching:
Ensure course syllabi are accurate and up-to-date with subject matter, evaluation bases, and course experiences; modifications allowed if communicated transparently for pedagogical reasons.
When teaching, present information accurately; maintain alignment with standards for competence and bases of judgment.
D. Student Disclosure of Personal Information:
Do not require personal information (sexual history, abuse history, psychological treatment, relationships) unless clearly identified as a requirement in admissions/materials or necessary to evaluate/assist students at risk.
E. Mandatory Individual or Group Therapy:
If therapy is a program requirement, allow students to choose practitioners not affiliated with the program; ensure faculty evaluating performance do not provide therapy to those students.
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X. RESEARCH
A. Rights and Dignity of Participants:
Respect rights, safeguard dignity, and promote welfare in all research.
Before starting research in unfamiliar communities, obtain information about mores, culture, social structure, customs, and traditions; respect cultural expectations as long as they do not conflict with ethical principles.
Respect participants' rights to withdraw at any time; respond to non-verbal indications of withdrawal, especially for non-communicative, young, or culturally less likely to communicate individuals.
Do not engage in research contravening international humanitarian law (e.g., torture, prohibited weapons, environmental destruction).
Identify and mitigate factors that could cause harm (medical conditions, etc.); remove/correct foreseeable adverse consequences.
Seek independent ethical review to protect participants.
B. Informed Consent to Research:
Informed consent is collaborative and ongoing; consent forms should be translated into understandable language; obtain assent from minors and consent from parents/guardians.
For adults with comprehension difficulties, obtain consent from family members and independent advisors as appropriate.
Special considerations for detained persons; provide information about purpose, duration, responsibilities, right to withdraw, risks, benefits, confidentiality, incentives, contact for questions, and mental health contacts.
For intervention research with experimental treatments, clarify the experimental nature, control group arrangements, alternative options, and compensation.
Longitudinal research may require multiple consent rounds.
Online data collection requires rigorous informed consent prior to participation.
C. Informed Consent for Recording Voices and Images in Research:
Obtain informed consent before recording, unless public naturalistic observation with no risk of identification, or deception/debriefing exceptions apply.
D. Research Participation of Client, Students, and Subordinates:
Do not coerce participation; inform about right not to participate; offer equitable alternatives if participation is mandatory.
E. Dispensing with Informed Consent for Research:
May dispense consent only under specific conditions (anonymous data, ordinary educational practices, archival/organizational studies with confidentiality protections) or when mandated by law.
F. Offering Inducements for Research Participation:
Fair compensation for time/knowledge; avoid undue or coercive incentives; when offering services as an incentive, clarify risks/obligations.
G. Deception in Research:
Refrain from deception unless justified by significant prospective value and no feasible non-deceptive alternatives; do not mislead about study risks; disclose deception at end of participation or as soon as possible.
H. Debriefing:
Debrief by informing participants of contributions and ensuring they learn from participation; provide access to results; correct misconceptions; rebuild trust if deception or incomplete disclosure occurred; delay or withhold information only if scientifically/humanely justified; take measures to reduce risk if harm occurred; respect participant data withdrawal requests.
I. Observational Research:
Respect privacy and psychological well-being; accept observational approaches when participants expect observation by strangers.
J. Humane Care and Use of Animals in Research:
Do not use animals unless necessary to increase understanding of human/animal behavior or welfare; comply with laws/regulations; treat animals humanely; ensure supervision and training for personnel; minimize discomfort and pain; use anesthesia when appropriate; terminate life only under humane and accepted procedures.
K. Care for the Environment:
Avoid procedures that adversely affect the environment.
L. Reporting Research Results:
Use accessible language; consult with groups/organizations being studied to improve interpretation; be cautious when reporting results about vulnerable groups; avoid misinterpretation in policy development; exercise caution with discussions with parents/guardians when children are involved; do not fabricate data; correct significant errors via erratum or retraction when identified.
Ψ END Ψ
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Note: Page 20 continues the Education and Training and Research sections; previously covered content includes therapy, records, and research ethics. Specific details included termination criteria, educational program design, accuracy in teaching, student disclosures, mandatory therapy, feedback processes, evaluation based on actual performance, sexual relationships with students, and related standards. (The content summarized here aligns with the topics listed across pages 19–21 above.)
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IX. EDUCATION AND TRAINING (continued)
Additional details include:
F. Assessing Student and Supervisee Performance: establish timely, specific feedback processes; evaluate based on actual program requirements.
G. Sexual Relationships with Students and Supervisees: no sexual relationships with students or supervisees under evaluative authority.
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X. RESEARCH (continued)
A. Rights and Dignity of Participants (continued):
(As above; reiterates rights and cultural considerations for unfamiliar communities.)
B. Informed Consent to Research (continued):
(As above; reiterates translation, assent/consent, and special cases for vulnerable populations.)
C. Informed Consent for Recording Voices and Images in Research (continued):
(As above; reiterates exceptions and debriefing.)
D. Research Participation of Client, Students, and Subordinates (continued):
(As above; reiterates voluntary participation and alternatives.)
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E. Dispensing with Informed Consent for Research (continued):
(As above; details conditions under which consent may be dispensed.)
F. Offering Inducements for Research Participation (continued):
(As above; reiterates fair compensation and avoidance of coercive inducements.)
G. Deception in Research (continued):
(As above; emphasizes justified use and debriefing.)
H. Debriefing (continued):
(As above; emphasizes learning, disclosure of nature/results, and trust restoration.)
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H. Debriefing (continued):
5. If delaying or withholding information is scientifically/humanely justified, take steps to minimize harm.
6. If participants decide to withdraw data after debriefing, respect their decision; allow destruction of data/recordings upon request.
I. Observational Research (continued):
Reiterates privacy and psychological well-being considerations.
J. Humane Care and Use of Animals in Research (continued):
Emphasizes humane treatment, supervision, and training; procedures for pain, anesthesia, and termination when appropriate.
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K. Care for the Environment (continued):
Emphasizes avoiding environmentally harmful methodologies.
L. Reporting Research Results (continued):
Ensures results are accessible and interpretable to target populations; consult groups being studied; minimize misinterpretation; cautious with vulnerable groups; parental guidance for children; no data fabrication; correct errors promptly.
Ψ END Ψ
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M. Publication Credit:
Take credit only for work actually performed; acknowledge others for their contributions; make authorship credit reflect contributions; institutional positions do not justify authorship.
N. Duplicate Publication of Data:
Do not publish data already published as original data; republishing is allowed with proper acknowledgement.
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O. Sharing Research Data for Verification:
Share data with other competent professionals who seek verification, with conditions:
1) prior written agreement for data use;
2) use data solely for declared purpose;
3) cost of data release borne by requester;
4) protect confidentiality of participants; allowed unless proprietary rights preclude release.
If legal rights to data preclude release, seek permission from the relevant institution/organization.
P. Reviewers:
Respect confidentiality and proprietary rights of submitters when reviewing materials (presentations, publications, grants, etc.).
Q. Limitations of the Study:
Acknowledge limitations of knowledge, methods, findings, interventions, interpretations, and conclusions.
If research touches on communities or social policies outside the researcher’s own group, discuss data limits in relation to their social policy context.
Do not conceal disconfirming evidence; acknowledge alternative hypotheses and explanations.
Ψ END Ψ