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

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

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

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

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.

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.

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?

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

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

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.

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.

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.

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.