Psychology is the study of mental behavior and processes. Psychoeducational testing, therefore, is the psychological tests used to analyze the metal processes of children’s educational performance (Jacob et al., 2016). Children undergo Psychoeducational testing as part of the assessment. Ethics during assessment are the moral concepts that should be observed.
Right to confidentiality
The results of a child’s test should be private and confidential and should only be availed to third parties through the consent of the parent who is the custodian of the child. The results can also be given to the third party through the law. The ethical issue arises when the psychologists share the results of the test assessment with third parties such as other parents without the consent of the parent or the requirement of law. Standard 8 on rights and responsibilities of test participants outlines the right to have the outcomes of the test kept private to the extent permitted by only law and testing authorities (American et al., 2014). The test psychologists therefore have a responsibility to ensure the test results are safeguarded and maintained whether in paper or electronic format and that only individuals with legitimate right to access them are in a position to do so. The ethical issue is one that is likely to be overlooked by many professionals. Some psychologists could leave the test results to lie around where anyone can see them. Others may not have passwords for their computers when the results are kept in electronic form. If third parties who are not authorized access such results, it may result in discrimination of the child. Application of the standard is important as it protects the test takers from discrimination or other unfair practices.
Use of appropriate measures during assessment
There are different measures designed for use by children of different ages. For instance, the Pediatric evaluation of disability inventory PEDI has been tested and proven valid and reliable for assessment of young children from the ages of six months to seven years (Lund et al., 2014). Using this test and other age appropriate assessments can help the psychologists design useful interventions and find the right special education placement and services when necessary. The ethical issue arises when infants and young children are assessed using instruments and procedures that have been developed for older children. Since there are fewer assessment instruments and procedures developed for older children, the people performing the tests tend to use tests for older children on the younger children. Part two of operations on the standard of test design and development, outlines that the test takers have a right to be assed using the right assessment tools and designs (American et al., 2014). The standard acknowledges that test users have the right to be tested using methods that meet the standards suitable for the test, depending on the age of the test taker. The ethical issue is important because if a child is tested using a test for older children, the results of the test cannot be reliable as they may give misleading information. With the standard in place and careful application, all children will be tested using the right tests for their age. Hence, the results obtained will be reliable and accurate.
Respect for children’s right
Though children cannot make decisions and give informed consent, they have rights which protect them during the assessment. According to the ethical principles of justice, beneficence, and autonomy, children have several rights. The ethical issue arises when these rights are violated during the assessment. The children, therefore, have the right to be treated with respect and be provided appropriate care. The duty of autonomy requires the psychologists to protect and encourage an individual’s choice. The Psychoeducational standard in reference to this right is standard for educational and psychological testing, applying to this issue is on operations, standard eight on rights and responsibilities of test takers. The standards state that children undertaking the test have the right to be treated with respect and impartiality irrespective of their ethnicity, age and other characters (APA, 2018). The application of the standard is important as it avoids cases where test takers are mistreated due to their age or country of origin. It ensures there is fair treatment for all children undertaking the test, and that the children are comfortable when taking the test.
Obtaining parental consent
Children under the age of 18 are considered minors hence cannot make an informed decision such as consent to an assessment test. The parents, therefore, give the consent on behalf of the children. The ethical issue in Psychoeducational is that the parent has to be notified of the test to be performed to their child. It is then up to the guardian to give the consent for the test. The ethical issue arises when a school performs assessment test without the consent of the parents. The operational standard of Psychoeducational testing on rights and responsibilities of the test takes cluster 1 states that test takers have the right to information before the test (American et al., 2014). The test taker must be given all the necessary information regarding the test, they then have to decide whether they will undertake the test. In case of children, their parent has the right to information so that they can authorize the test. The application of this standard is important as it ensures the parents are aware of the assessments of their children.
References
American Psychological Association (APA). (2018). Rights and Responsibilities of Test
Takers: Guidelines and Expectations. Retrieved from http://www.apa.org/science/programs/testing/rights.aspx
American Educational Research Association., American Psychological Association.,
National Council on Measurement in Education., " Joint Committee on Standards for Educational and Psychological Testing (U.S.). (2014). Standards for educational and psychological testing.
Jacob, S., Decker, D. M., " Lugg, E. T. (2016). Ethics and law for school psychologists.
John Wiley " Sons.
Lund, E. M., Miller, K. B., " Ganz, J. B. (2014). Access to assessment? Legal and
practical issues regarding psychoeducational assessment in children with sensory disabilities. Journal of Disability Policy Studies, 25(3), 135-145.
