Untitled
Preface
PAP updated its Code of Ethics for Philippine Psychologists and Psychometricians (Committee on Ethics and Professional Standards, 2022).
Earlier Code targeted Clinical Psychologists (1980s) and remained unchanged until revision.
In 2007, PAP Board resolved to revise to broaden applicability beyond clinical psychology.
2008: Immediate past president Dr. Allan B. I. Bernardo chaired the Scientific and Professional Ethics Committee; other 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 included study of the old Code and other ethical standards (e.g., Universal Declaration of Ethical Principles for Psychologists; APA, BPS, CAP, etc.).
A day-long workshop on February 27, 2009 finalized the proposed Code.
First draft presented to PAP Board on April 18, 2009; revised with editorial assistance; ratified by Board on July 24, 2009.
PAP commits to disseminating the Code so that PAP members and the wider community of Philippine psychologists and psychometricians understand and follow it; encourages continuous discussion and prioritization of the Code.
The Code invites ongoing improvement: members may submit written suggestions with supporting arguments; the Board will discuss and amend as necessary.
If a strong basis exists to assert a PAP member violated the Code, it should be reported to the PAP in writing with supporting evidence to the Secretariat of the PAP Committee on Ethics and Professional Standards; PAP will investigate and sanction as needed.
In late 2020, a revision was undertaken to address technological developments and Covid-19 implications; the revision also aligns with recent Philippine legislations relevant to psychology (e.g., RA 10029, RA 11036, RA 10912).
Declaration of Principles
The Code aligns with the Universal Declaration of Ethical Principles for Psychologists, adopted July 22, 2008 (UIPS) and July 26, 2008 (IAAP).
Purpose: provide a moral framework and generic ethical principles for psychology organizations worldwide; to evaluate and guide codes of ethics; to promote global ethical thinking while respecting local needs and values; to speak with a collective voice on ethical concerns.
Principles are based on shared human values; they emphasize peace, freedom, responsibility, justice, humanity, and morality.
Principles and related values are general and aspirational, not prescriptive; local adaptation is necessary to reflect culture, laws, and context.
Organizations should promote and observe the Declaration through teaching, education, and other measures among members.
Preamble
Ethics sits at the core of psychology; practitioners operate within a social context and in relation to communities across generations.
Psychology activities influence the welfare of society and individuals; practitioners should place societal welfare above self-interest.
Objectives of the Universal Declaration: provide a moral framework; guide code development; encourage global ethical reflection plus local relevance; speak with a collective ethical voice.
The Declaration articulates principles and related values that are aspirational and general; local adaptation is required to ensure cultural relevance.
Psychology organizations should recognize and promote the Declaration internationally, regionally, and nationally.
Principle I — Respect for the Dignity of Persons and Peoples
Core idea: inherent worth of all human beings; equal moral consideration regardless of differences (social status, ethnicity, gender, abilities, etc.).
Humans are interdependent social beings embedded in history and culture; cultures and peoples contribute to identity and meaning.
Respect for dignity extends to respect for peoples and cultures; differences are acknowledged and valued.
Moral baseline: all communities and cultures should adhere to values that protect individual and collective dignity.
Related values:
a) unique worth and inherent dignity of all humans
b) diversity among persons and peoples (including indigenous communities)
c) respect for customs/beliefs unless they seriously contravene dignity or cause serious harm
d) free and informed consent (culturally defined and relevant)
e) privacy for individuals, families, groups, and communities
f) confidentiality of personal information (culturally defined and relevant)
g) fairness and justice in treatment
h) respect for the environment as part of dignified human existence
Principle II — Competent Caring for the Well-Being of Persons and Peoples
Focus: act for the benefit of people; do no harm; maximize benefits, minimize harm, and offset harm when possible.
-Competence: apply knowledge/skills appropriate to the situation and its social/cultural context; maintain interpersonal relationships that enhance benefits and reduce harm.Self-knowledge: awareness of how one’s values, experiences, culture, and context influence actions; competence in online modalities (telepsychology) with rules applicable to virtual services.
Related values:
a) active concern for well-being (face-to-face or online)
b) do no harm
c) maximize benefits and minimize harm
d) correct harmful effects from one’s activities
e) develop and maintain competence
f) self-knowledge of influence on actions
g) respect for individuals’ and communities’ ability to decide for themselves
Principle III — Integrity
Integrity underpins scientific progress and public trust; honesty and truthful, open communication; vigilance regarding biases, multiple relationships, conflicts of interest.
Balance openness with safety, confidentiality, and cultural expectations; acknowledge cultural differences in professional boundaries.
Related values:
a) honest, truthful, prudent, open communications
b) avoid incomplete disclosure unless culturally inappropriate or harmful
c) maximize impartiality and minimize biases
d) avoid exploitation for personal/financial gain
e) declare and manage conflicts of interest
Principle IV — Professional and Scientific Responsibilities to Society
Psychology as a discipline has obligations to society: contribute to knowledge, use it for the public good, and maintain high ethical standards in all affairs.
Recognize cultural differences in interpretation; ensure actions are culturally appropriate and aligned with ethical principles.
Related values:
a) increase scientific/professional knowledge to promote societal well-being
b) use knowledge for beneficial purposes and protect against misuse
c) conduct affairs ethically and for societal well-being
d) promote highest ethical ideals in scientific, professional, and educational activities
e) adequately train/supervise members in ethics and competencies
f) develop ethical awareness and be self-correcting
GENERAL ETHICAL STANDARDS AND PROCEDURES
Outline for conduct across professional and scholarly activities:
I. How to resolve ethical issues in professional life and communities
II. Adherence to highest standards of professional competence
III. Respect for rights and dignity of supervisees and stakeholders
IV. Confidentiality across professional and scholarly functions
V. Truthfulness and accuracy in public statements
VI. Professionalism in records and fees
I. RESOLVING ETHICAL ISSUES
A. Misuse of professional works: take steps to correct or minimize misuse once detected.
B. Conflicts between Ethics and Law/Regulations: first attempt to resolve within ethics framework; if unresolved, follow law.
C. Conflicts between Ethics and Organizational Demands: make Code known to organization; reaffirm commitment when resolving conflicts.
D. Informal resolution of ethical violations: address the issue with the colleague if confidentiality allows.
E. Reporting ethical violations: escalate to appropriate institutional authorities if substantial harm is likely; exceptions when confidentiality or investigation boundaries apply.
F. Cooperating with Ethics Committee: participate fully in investigations and requirements.
G. Improper complaints: avoid filing complaints recklessly or without evidence; do not coerce others to file complaints.
H. Unfair discrimination against complainants/respondents: no discrimination in employment, advancement, admissions, or promotions; outcomes of proceedings may justify actions.
II. COMPETENCIES
A. Boundaries of competence: only licensed/registered psychologists and psychometricians may practice; practice within legally defined boundaries.
B. Providing services within competence; make appropriate referrals when necessary (except in emergencies per Standard B).
C. Maintaining competence: engage in CPD to maintain relevance and licensure (CPD requirements per law RA 10912).
D. Bases for scientific/professional judgments: rely on established knowledge; acknowledge standards cited in cross-referenced sections.
E. Delegation of work to others: avoid assigning to those with problematic multiple relationships; ensure competence; inform clients when task is delegated; verify competence of delegates.
F. Personal problems and conflicts: refrain from work if personal problems impede competence; seek help and limit duties if needed; self-care as ethical obligation.
III. HUMAN RELATIONS
A. Unfair discrimination across a broad range of characteristics.
B. Sexual harassment (per RA 7877).
C. Other harassment: avoid demeaning treatment based on identity factors.
D. Avoiding harm: minimize harm to clients, students, supervisees, participants, and others.
E. Multiple relationships: avoid when they impair objectivity or risk exploitation; exceptions if unforeseen factors arise, take steps to resolve.
F. Conflict of Interest: avoid roles that could impair objectivity or lead to harm; declare when unavoidable.
G. Third-Party requests for services: clarify relationship, client status, uses of services, and confidentiality limits.
H. Exploitative relationships: avoid exploitation when in supervisory/evaluative/other authority roles.
I. Cooperation with other professionals: collaborate as needed to serve clients effectively.
J. Informed consent: obtain informed consent for assessments, therapy, research, etc., including consent language, capacity, and limits of confidentiality; special considerations for vulnerable populations; consent in court-ordered or mandated services; documentation of advance directives.
K. Psychological services delivered to/through organizations: inform about service nature, recipients, client status, roles, uses of information, access, confidentiality; provide results when feasible; inform if law/organization restricts disclosure.
L. Interruption of psychological services: plan for continuity in emergencies (illness, relocation, internet issues); ensure continued access to competent services when possible.
IV. CONFIDENTIALITY
A. Maintaining confidentiality: safeguard information across all media; protect against easy access by unauthorized individuals.
B. Limitations of confidentiality: discuss limits with clients; provide guardian information for minors or those unable to consent; discuss anticipated uses of disclosed information; disclose only when necessary and with care; encrypt electronic communications where applicable; limit disclosures to pertinent parties.
C. Recording: obtain consent before recording; explain uses of recordings.
D. Minimizing invasions of privacy: disclose only information relevant to the purpose; discuss confidential information only with appropriate persons for professional purposes (de-identify when possible).
E. Disclosures: take steps to ensure information is not misused; disclose only with consent or as legally required; limit extent to what is needed; control cross-institutional sharing; organizational records become confidential; management approval required for releases.
F. Consultation: avoid disclosing identifying confidential information; limit disclosure when seeking second opinions.
G. Use of Confidential Information for Other Purposes: do not disclose confidential info in writings/public forums unless client consent or legal authorization; disguise identifiers when necessary.
V. ADVERTISEMENTS AND PUBLIC STATEMENTS
A. Avoid False/Deceptive Statements: announcements must be scientifically sound, professional, not sensational; cover all media and formats; ensure credentials and qualifications are accurately presented; avoid misrepresentation of degrees; only claim recognized degrees; correct misinterpretations promptly.
B. Public Statements: use respectful language; distinguish fact from opinion; correct misinterpretations quickly; indicate when representing self or a group or discipline.
C. Workshops/Seminars/Non-Degree Programs: descriptions must accurately reflect audience, objectives, presenters, CPD points, fees; no misrepresentation.
D. Media Presentations: base statements on professional knowledge; align with Code; avoid implying a professional relationship with audience.
E. Testimonials: do not solicit testimonials from vulnerable clients or those who could be unduly influenced.
VI. RECORDS AND FEES
A. Documentation and Maintenance of Records: create and manage records to facilitate services, replication, institutional requirements, and billing; responsibility for storage/disposal.
B. Confidentiality of Records: secure storage; use codes/passwords; plan for transfers/retirements to protect confidentiality.
C. Withholding Client Records: do not withhold records needed for emergency treatment due to nonpayment.
D. Fees and Financial Arrangements: establish compensation and billing terms early; avoid misrepresentation of fees.
ETHICAL STANDARDS AND PROCEDURES IN SPECIFIC FUNCTIONS
Applies to psychological assessment, therapy, education/training, and research; telepsychology included, even for clients abroad within jurisdiction.
VII. ASSESSMENT
A. Bases for Assessment: expert opinions must be based on substantial information and appropriate assessment techniques; provide conclusions supported by adequate procedures; discuss limitations if opinions are based on selective information; teleassessment results are permissible if conducted by qualified professionals under standard procedures.
B. Informed Consent in Assessment: obtain informed consent unless law requires otherwise or in certain implied contexts; explain nature, finances, risks, confidentiality; involve guardians when client cannot consent; interpreter confidentiality; teleassessment considerations for connectivity.
C. Assessment Tools: select tests pertinent to referral purpose; use current scientific methods; use standardized, valid, reliable tests with normative data relevant to client population; ensure language/competence match; use original test materials.
D. Obsolete/Outdated Test Results: do not base interpretations on outdated tests.
E. Interpreting Assessment Results: report results with awareness of validity/reliability; consider client characteristics (test-taking abilities, gender, situational and cultural differences).
F. Release of Test Data: ensure test data are used only by those agreed; do not release raw/response data unless court-regulated; maintain restrictions on test data.
G. Explaining Assessment Results: release results to referral sources with consent; explain findings in non-technical language to relatives/teachers when appropriate; supervise releases; web-based explanations may consider recording consent.
H. Test Security: restrict handling of test materials to qualified/licensed individuals.
I. Assessment by Unqualified Persons: do not promote unqualified use of tools; keep protocols secure; practice under RA 10029 with appropriate supervision.
J. Test Construction: develop tests with current science, robust psychometrics, validation, standardization.
VIII. THERAPY
A. Confidentiality: confidentiality is a core obligation; disclose only as legally required or regulated.
B. Informed Consent: obtain freely given consent for psychotherapy; inform about nature, course, benefits/risks, conflicts, fees, third-party involvement, commitments, confidentiality limits; respect client autonomy to commit/terminate; discuss practitioner rights and responsibilities; trainees must have adequate supervision; psychometricians may not practice therapy except in emergencies.
C. Client’s Well-being: monitor practice and outcomes; avoid providing services when personally unfit; respect diverse beliefs and practices; avoid recommending harm; consider cultural context.
D. Relationships: maintain professional boundaries; avoid non-professional relationships; avoid emotional involvement that harms clients; ensure no professional prejudice due to lifestyle/gender/identity etc.; no sexual intimacies with current clients or their close relations; no sexual intimacies with former clients for at least two years post-therapy; avoid conflicts of interest.
E. Record Keeping: maintain proper records and protect from unauthorized disclosure.
F. Competent Practice: stay updated with knowledge; engage in ongoing self-review and supervision when needed; maintain fitness for therapy.
G. Working with Vulnerable Populations: assess capacity and consent issues for youth and those with disabilities; maintain confidentiality and parental involvement considerations.
H. Referrals: discuss referrals with clients; ensure receiving practitioner is competent and likely to benefit; obtain consent for disclosures; provide explanation to clients about disclosure.
I. Interruption: plan for orderly resolution if therapy is interrupted (internet problems, etc.); distress protocols in case of interruptions.
J. Termination: terminate when client no longer needs therapy or would be harmed by continuing; provide pre-termination counseling and arrange referrals; terminate if imminent risk or noncompliance with contract.
IX. EDUCATION AND TRAINING
A. Design of Education and Training Programs: ensure programs provide appropriate knowledge and experiences meeting licensure/certification requirements.
B. Descriptions of Education/Training Programs: provide current accurate descriptions of content, supervised practicum, goals, stipends, completion requirements.
C. Accuracy in Teaching: syllabi accuracy; base for evaluating progress; content changes allowed if students informed; present information accurately in teaching.
D. Student Disclosure of Personal Information: do not require personal disclosures unless clearly identified; allowed to assess or assist students whose problems affect performance or safety.
E. Mandatory Individual/Group Therapy: ensure options to obtain therapy outside program; faculty evaluating performance should not be the ones providing therapy.
X. RESEARCH
A. Rights and Dignity of Participants: respect rights, dignity, and welfare; consider mores, culture, customs of unfamiliar communities; allow withdrawal; avoid contributing to harm or violation of humanitarian law; assess potential harms and plan mitigation; seek independent ethical review.
B. Informed Consent to Research: consent should be collaborative, translated where needed, and suitable for minors/guardians; provide multiple consent options for various participant groups; for online data collection ensure rigorous consent prior to participation.
C. Informed Consent for Recording in Research: obtain consent for recording, with exceptions for public naturalistic observation or debriefing after deception.
D. Research Participation of Clients/Students/Subordinates: avoid coercion; provide equitable alternatives for course requirements.
E. Dispensing with Informed Consent for Research: allowed under specific low-risk, anonymous, or organizational context or by law/institutional regulation.
F. Offering Inducements for Research Participation: fair compensation; avoid undue inducement; disclose specifics when using psychological services as incentives.
G. Deception in Research: avoid deception unless justified by significant value and no non-deceptive alternatives exist; do not mislead about study purposes; debrief participants about deception as soon as possible.
H. Debriefing: inform participants about their contribution and provide access to results; correct misconceptions; re-establish trust if necessary; delay or withhold information only when justified; take steps to reduce risk of harm; allow withdrawal of data after debriefing.
I. Observational Research: respect privacy; observe only in contexts where observation would be expected by those studied.
J. Humane Care and Use of Animals in Research: avoid animal use unless essential to understanding behavior or welfare; comply with laws and standards; ensure humane treatment and minimize discomfort; supervise with trained professionals; provide clear guidelines to all involved; justify animal use with value and minimize pain; use anesthesia where appropriate; humane killing only when necessary and with minimized distress.
K. Care for the Environment: avoid procedures that harm the environment.
L. Reporting Research Results: present results in accessible language; involve groups studied to improve interpretation; be cautious with vulnerable groups; avoid misinterpretation; be careful presenting child-related findings to parents; do not fabricate data; correct errors via erratum or retraction when needed.
Ψ END Ψ
Notes on key cross-references and context
References to Republic Acts (Philippines): RA 10029 (Philippine Psychology Act of 2009), RA 11036 (Philippine Mental Health Act of 2018), RA 10912 (Continuing Professional Development Act of 2016) are acknowledged as aligning with practice standards.
Telepsychology is explicitly addressed across several sections (principles, CPD maintenance, confidentiality, informed consent, continuity of care).
Emphasis on continuous improvement of the ethical code via member feedback and Board amendments.
Global ethical framework (Universal Declaration) is adapted to local practice, acknowledging cultural and legal contexts in the Philippines.
The Code covers both clinical and psychometric practice, with explicit scope for both traditional in-person and online modalities.
End Ψ
Preface
PAP updated its Code of Ethics for Philippine Psychologists and Psychometricians (Committee on Ethics and Professional Standards, 2022).
Earlier Code targeted Clinical Psychologists (1980s) and remained unchanged until revision.
In 2007, PAP Board resolved to revise to broaden applicability beyond clinical psychology.
2008: Immediate past president Dr. Allan B. I. Bernardo chaired the Scientific and Professional Ethics Committee; other 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 included study of the old Code and other ethical standards (e.g., Universal Declaration of Ethical Principles for Psychologists; APA, BPS, CAP, etc.).
A day-long workshop on February 27, 2009 finalized the proposed Code.
First draft presented to PAP Board on April 18, 2009; revised with editorial assistance; ratified by Board on July 24, 2009.
PAP commits to disseminating the Code so that PAP members and the wider community of Philippine psychologists and psychometricians understand and follow it; encourages continuous discussion and prioritization of the Code.
The Code invites ongoing improvement: members may submit written suggestions with supporting arguments; the Board will discuss and amend as necessary.
If a strong basis exists to assert a PAP member violated the Code, it should be reported to the PAP in writing with supporting evidence to the Secretariat of the PAP Committee on Ethics and Professional Standards; PAP will investigate and sanction as needed.
In late 2020, a revision was undertaken to address technological developments and Covid-19 implications; the revision also aligns with recent Philippine legislations relevant to psychology (e.g., RA 10029, RA 11036, RA 10912).
Declaration of Principles
The Code aligns with the Universal Declaration of Ethical Principles for Psychologists, adopted July 22, 2008 (UIPS) and July 26, 2008 (IAAP).
Purpose: provide a moral framework and generic ethical principles for psychology organizations worldwide; to evaluate and guide codes of ethics; to promote global ethical thinking while respecting local needs and values; to speak with a collective voice on ethical concerns.
Principles are based on shared human values; they emphasize peace, freedom, responsibility, justice, humanity, and morality.
Principles and related values are general and aspirational, not prescriptive; local adaptation is necessary to reflect culture, laws, and context.
Organizations should promote and observe the Declaration through teaching, education, and other measures among members.
Preamble
Ethics sits at the core of psychology; practitioners operate within a social context and in relation to communities across generations.
Psychology activities influence the welfare of society and individuals; practitioners should place societal welfare above self-interest.
Objectives of the Universal Declaration: provide a moral framework; guide code development; encourage global ethical reflection plus local relevance; speak with a collective ethical voice.
The Declaration articulates principles and related values that are aspirational and general; local adaptation is required to ensure cultural relevance.
Psychology organizations should recognize and promote the Declaration internationally, regionally, and nationally.
Principle I — Respect for the Dignity of Persons and Peoples
Core idea: inherent worth of all human beings; equal moral consideration regardless of differences (social status, ethnicity, gender, abilities, etc.).
Humans are interdependent social beings embedded in history and culture; cultures and peoples contribute to identity and meaning.
Respect for dignity extends to respect for peoples and cultures; differences are acknowledged and valued.
Moral baseline: all communities and cultures should adhere to values that protect individual and collective dignity.
Related values:
a) unique worth and inherent dignity of all humans
b) diversity among persons and peoples (including indigenous communities)
c) respect for customs/beliefs unless they seriously contravene dignity or cause serious harm
d) free and informed consent (culturally defined and relevant)
e) privacy for individuals, families, groups, and communities
f) confidentiality of personal information (culturally defined and relevant)
g) fairness and justice in treatment
h) respect for the environment as part of dignified human existence
Principle II — Competent Caring for the Well-Being of Persons and Peoples
Focus: act for the benefit of people; do no harm; maximize benefits, minimize harm, and offset harm when possible.
Competence: apply knowledge/skills appropriate to the situation and its social/cultural context; maintain interpersonal relationships that enhance benefits and reduce harm.
Self-knowledge: awareness of how one’s values, experiences, culture, and context influence actions; competence in online modalities (telepsychology) with rules applicable to virtual services.
Related values:
a) active concern for well-being (face-to-face or online)
b) do no harm
c) maximize benefits and minimize harm
d) correct harmful effects from one’s activities
e) develop and maintain competence
f) self-knowledge of influence on actions
g) respect for individuals’ and communities’ ability to decide for themselves
Principle III — Integrity
Integrity underpins scientific progress and public trust; honesty and truthful, open communication; vigilance regarding biases, multiple relationships, conflicts of interest.
Balance openness with safety, confidentiality, and cultural expectations; acknowledge cultural differences in professional boundaries.
Related values:
a) honest, truthful, prudent, open communications
b) avoid incomplete disclosure unless culturally inappropriate or harmful
c) maximize impartiality and minimize biases
d) avoid exploitation for personal/financial gain
e) declare and manage conflicts of interest
Principle IV — Professional and Scientific Responsibilities to Society
Psychology as a discipline has obligations to society: contribute to knowledge, use it for the public good, and maintain high ethical standards in all affairs.
Recognize cultural differences in interpretation; ensure actions are culturally appropriate and aligned with ethical principles.
Related values:
a) increase scientific/professional knowledge to promote societal well-being
b) use knowledge for beneficial purposes and protect against misuse
c) conduct affairs ethically and for societal well-being
d) promote highest ethical ideals in scientific, professional, and educational activities
e) adequately train/supervise members in ethics and competencies
f) develop ethical awareness and be self-correcting
GENERAL ETHICAL STANDARDS AND PROCEDURES
Outline for conduct across professional and scholarly activities:
I. How to resolve ethical issues in professional life and communities
II. Adherence to highest standards of professional competence
III. Respect for rights and dignity of supervisees and stakeholders
IV. Confidentiality across professional and scholarly functions
V. Truthfulness and accuracy in public statements
VI. Professionalism in records and fees
I. RESOLVING ETHICAL ISSUES
A. Misuse of professional works: take steps to correct or minimize misuse once detected.
B. Conflicts between Ethics and Law/Regulations: first attempt to resolve within ethics framework; if unresolved, follow law.
C. Conflicts between Ethics and Organizational Demands: make Code known to organization; reaffirm commitment when resolving conflicts.
D. Informal resolution of ethical violations: address the issue with the colleague if confidentiality allows.
E. Reporting ethical violations: escalate to appropriate institutional authorities if substantial harm is likely; exceptions when confidentiality or investigation boundaries apply.
F. Cooperating with Ethics Committee: participate fully in investigations and requirements.
G. Improper complaints: avoid filing complaints recklessly or without evidence; do not coerce others to file complaints.
H. Unfair discrimination against complainants/respondents: no discrimination in employment, advancement, admissions, or promotions; outcomes of proceedings may justify actions.
II. COMPETENCIES
A. Boundaries of competence: only licensed/registered psychologists and psychometricians may practice; practice within legally defined boundaries.
B. Providing services within competence; make appropriate referrals when necessary (except in emergencies per Standard B).
C. Maintaining competence: engage in CPD to maintain relevance and licensure (CPD requirements per law RA 10912).
D. Bases for scientific/professional judgments: rely on established knowledge; acknowledge standards cited in cross-referenced sections.
E. Delegation of work to others: avoid assigning to those with problematic multiple relationships; ensure competence; inform clients when task is delegated; verify competence of delegates.
F. Personal problems and conflicts: refrain from work if personal problems impede competence; seek help and limit duties if needed; self-care as ethical obligation.
III. HUMAN RELATIONS
A. Unfair discrimination across a broad range of characteristics.
B. Sexual harassment (per RA 7877).
C. Other harassment: avoid demeaning treatment based on identity factors.
D. Avoiding harm: minimize harm to clients, students, supervisees, participants, and others.
E. Multiple relationships: avoid when they impair objectivity or risk exploitation; exceptions if unforeseen factors arise, take steps to resolve.
F. Conflict of Interest: avoid roles that could impair objectivity or lead to harm; declare when unavoidable.
G. Third-Party requests for services: clarify relationship, client status, uses of services, and confidentiality limits.
H. Exploitative relationships: avoid exploitation when in supervisory/evaluative/other authority roles.
I. Cooperation with other professionals: collaborate as needed to serve clients effectively.
J. Informed consent: obtain informed consent for assessments, therapy, research, etc., including consent language, capacity, and limits of confidentiality; special considerations for vulnerable populations; consent in court-ordered or mandated services; documentation of advance directives.
K. Psychological services delivered to/through organizations: inform about service nature, recipients, client status, roles, uses of information, access, confidentiality; provide results when feasible; inform if law/organization restricts disclosure.
L. Interruption of psychological services: plan for continuity in emergencies (illness, relocation, internet issues); ensure continued access to competent services when possible.
IV. CONFIDENTIALITY
A. Maintaining confidentiality: safeguard information across all media; protect against easy access by unauthorized individuals.
B. Limitations of confidentiality: discuss limits with clients; provide guardian information for minors or those unable to consent; discuss anticipated uses of disclosed information; disclose only when necessary and with care; encrypt electronic communications where applicable; limit disclosures to pertinent parties.
C. Recording: obtain consent before recording; explain uses of recordings.
D. Minimizing invasions of privacy: disclose only information relevant to the purpose; discuss confidential information only with appropriate persons for professional purposes (de-identify when possible).
E. Disclosures: take steps to ensure information is not misused; disclose only with consent or as legally required; limit extent to what is needed; control cross-institutional sharing; organizational records become confidential; management approval required for releases.
F. Consultation: avoid disclosing identifying confidential information; limit disclosure when seeking second opinions.
G. Use of Confidential Information for Other Purposes: do not disclose confidential info in writings/public forums unless client consent or legal authorization; disguise identifiers when necessary.
V. ADVERTISEMENTS AND PUBLIC STATEMENTS
A. Avoid False/Deceptive Statements: announcements must be scientifically sound, professional, not sensational; cover all media and formats; ensure credentials and qualifications are accurately presented; avoid misrepresentation of degrees; only claim recognized degrees; correct misinterpretations promptly.
B. Public Statements: use respectful language; distinguish fact from opinion; correct misinterpretations quickly; indicate when representing self or a group or discipline.
C. Workshops/Seminars/Non-Degree Programs: descriptions must accurately reflect audience, objectives, presenters, CPD points, fees; no misrepresentation.
D. Media Presentations: base statements on professional knowledge; align with Code; avoid implying a professional relationship with audience.
E. Testimonials: do not solicit testimonials from vulnerable clients or those who could be unduly influenced.
VI. RECORDS AND FEES
A. Documentation and Maintenance of Records: create and manage records to facilitate services, replication, institutional requirements, and billing; responsibility for storage/disposal.
B. Confidentiality of Records: secure storage; use codes/passwords; plan for transfers/retirements to protect confidentiality.
C. Withholding Client Records: do not withhold records needed for emergency treatment due to nonpayment.
D. Fees and Financial Arrangements: establish compensation and billing terms early; avoid misrepresentation of fees.
ETHICAL STANDARDS AND PROCEDURES IN SPECIFIC FUNCTIONS
Applies to psychological assessment, therapy, education/training, and research; telepsychology included, even for clients abroad within jurisdiction.
VII. ASSESSMENT
A. Bases for Assessment: expert opinions must be based on substantial information and appropriate assessment techniques; provide conclusions supported by adequate procedures; discuss limitations if opinions are based on selective information; teleassessment results are permissible if conducted by qualified professionals under standard procedures.
B. Informed Consent in Assessment: obtain informed consent unless law requires otherwise or in certain implied contexts; explain nature, finances, risks, confidentiality; involve guardians when client cannot consent; interpreter confidentiality; teleassessment considerations for connectivity.
C. Assessment Tools: select tests pertinent to referral purpose; use current scientific methods; use standardized, valid, reliable tests with normative data relevant to client population; ensure language/competence match; use original test materials.
D. Obsolete/Outdated Test Results: do not base interpretations on outdated tests.
E. Interpreting Assessment Results: report results with awareness of validity/reliability; consider client characteristics (test-taking abilities, gender, situational and cultural differences).
F. Release of Test Data: ensure test data are used only by those agreed; do not release raw/response data unless court-regulated; maintain restrictions on test data.
G. Explaining Assessment Results: release results to referral sources with consent; explain findings in non-technical language to relatives/teachers when appropriate; supervise releases; web-based explanations may consider recording consent.
H. Test Security: restrict handling of test materials to qualified/licensed individuals.
I. Assessment by Unqualified Persons: do not promote unqualified use of tools; keep protocols secure; practice under RA 10029 with appropriate supervision.
J. Test Construction: develop tests with current science, robust psychometrics, validation, standardization.
VIII. THERAPY
A. Confidentiality: confidentiality is a core obligation; disclose only as legally required or regulated.
B. Informed Consent: obtain freely given consent for psychotherapy; inform about nature, course, benefits/risks, conflicts, fees, third-party involvement, commitments, confidentiality limits; respect client autonomy to commit/terminate; discuss practitioner rights and responsibilities; trainees must have adequate supervision; psychometricians may not practice therapy except in emergencies.
C. Client’s Well-being: monitor practice and outcomes; avoid providing services when personally unfit; respect diverse beliefs and practices; avoid recommending harm; consider cultural context.
D. Relationships: maintain professional boundaries; avoid non-professional relationships; avoid emotional involvement that harms clients; ensure no professional prejudice due to lifestyle/gender/identity etc.; no sexual intimacies with current clients or their close relations; no sexual intimacies with former clients for at least two years post-therapy; avoid conflicts of interest.
E. Record Keeping: maintain proper records and protect from unauthorized disclosure.
F. Competent Practice: stay updated with knowledge; engage in ongoing self-review and supervision when needed; maintain fitness for therapy.
G. Working with Vulnerable Populations: assess capacity and consent issues for youth and those with disabilities; maintain confidentiality and parental involvement considerations.
H. Referrals: discuss referrals with clients; ensure receiving practitioner is competent and likely to benefit; obtain consent for disclosures; provide explanation to clients about disclosure.
I. Interruption: plan for orderly resolution if therapy is interrupted (internet problems, etc.); distress protocols in case of interruptions.
J. Termination: terminate when client no longer needs therapy or would be harmed by continuing; provide pre-termination counseling and arrange referrals; terminate if imminent risk or noncompliance with contract.
IX. EDUCATION AND TRAINING
A. Design of Education and Training Programs: ensure programs provide appropriate knowledge and experiences meeting licensure/certification requirements.
B. Descriptions of Education/Training Programs: provide current accurate descriptions of content, supervised practicum, goals, stipends, completion requirements.
C. Accuracy in Teaching: syllabi accuracy; base for evaluating progress; content changes allowed if students informed; present information accurately in teaching.
D. Student Disclosure of Personal Information: do not require personal disclosures unless clearly identified; allowed to assess or assist students whose problems affect performance or safety.
E. Mandatory Individual/Group Therapy: ensure options to obtain therapy outside program; faculty evaluating performance should not be the ones providing therapy.
X. RESEARCH
A. Rights and Dignity of Participants: respect rights, dignity, and welfare; consider mores, culture, customs of unfamiliar communities; allow withdrawal; avoid contributing to harm or violation of humanitarian law; assess potential harms and plan mitigation; seek independent ethical review.
B. Informed Consent to Research: consent should be collaborative, translated where needed, and suitable for minors/guardians; provide multiple consent options for various participant groups; for online data collection ensure rigorous consent prior to participation.
C. Informed Consent for Recording in Research: obtain consent for recording, with exceptions for public naturalistic observation or debriefing after deception.
D. Research Participation of Clients/Students/Subordinates: avoid coercion; provide equitable alternatives for course requirements.
E. Dispensing with Informed Consent for Research: allowed under specific low-risk, anonymous, or organizational context or by law/institutional regulation.
F. Offering Inducements for Research Participation: fair compensation; avoid undue inducement; disclose specifics when using psychological services as incentives.
G. Deception in Research: avoid deception unless justified by significant value and no non-deceptive alternatives exist; do not mislead about study purposes; debrief participants about deception as soon as possible.
H. Debriefing: inform participants about their contribution and provide access to results; correct misconceptions; re-establish trust if necessary; delay or withhold information only when justified; take steps to reduce risk of harm; allow withdrawal of data after debriefing.
I. Observational Research: respect privacy; observe only in contexts where observation would be expected by those studied.
J. Humane Care and Use of Animals in Research: avoid animal use unless essential to understanding behavior or welfare; comply with laws and standards; ensure humane treatment and minimize discomfort; supervise with trained professionals; provide clear guidelines to all involved; justify animal use with value and minimize pain; use anesthesia where appropriate; humane killing only when necessary and with minimized distress.
K. Care for the Environment: avoid procedures that harm the environment.
L. Reporting Research Results: present results