Description
To prepare for this Discussion:
Review this week’s Learning Resources on the ethical use of psychological measures.
Based on the APA ethical code, and other resources you read, consider some of the key responsibilities of a test user (i.e., the psychologist using tests with clients in some form) for the ethical use of psychological measures with clients (i.e., people completing the psychological measure).
Keep in mind that in the practice of I/O psychology, there are typically at least three parties to the assessment: the psychologist, the respondent, and the organization for whom the psychologist, the respondent, or both may be employed.
Identify two I/O psychology situations (e.g., selection, coaching, or a program of research) where a psychological test or measure might be used. Consider which APA ethical guidelines you would refer to when determining whether the use of the test is ethical.
Briefly describe two I/O psychology situations (for example selection, coaching, or a program of research) where a psychological test or measure might be used. Then, note at least two of the APA ethical guidelines that should be considered when determining if such use is ethical.
Be sure to support your posting with specific references from the Learning Resources and other scholarly sources you found. For this Discussion post, references to online ethical resources from the APA will be considered as acceptable references.
The situations (scenarios) MUST be specific in order to apply ethical principles. Examples are:
A coach is being asked to share the results of their coaching sessions with HR or the CEO.
A psychologist is being asked to administer clinical assessments (e.g., MMPI) even though they are not trained on the instrument.
A psychologist is developing a selection program and wants to use an instrument they created but have not validated.
Feel free to make up your own, but it needs to be clear what is being done and why it may be an ethical issue, so that ethical principles can be applied.
Ercikan, K., & Lyons-Thomas, J. (2013). Adapting tests for use in other languages and cultures. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education (pp. 545–569). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/14049-026
Lowman, R. L. (2017). Ethical issues and standards in research and applications of industrial, work, and organizational psychology. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. R. Singagil (Eds.), SAGE handbook of industrial, work, and organizational psychology: Vol. 1. Personnel psychology and employee performance (2nd ed., pp. 39–51). SAGE.
Lenz, A. S., Soler, I. G., Dell’Aquilla, J., & Uribe, P. M. (2017). Translation and cross-cultural adaptation of assessments for use in counseling research. Measurement & Evaluation in Counseling & Development, 50(4), 224–231. doi:10.1080/07481756.2017.1320947
Hancer, M. (2005). Dimensions of the Turkish version of the psychological empowerment scale.Psychological Reports, 2, 645–650. https://doi.org/10.2466/PR0.97.6.645-650
Hochwälder, J., & Brucefors, A. B. (2005). A psychometric assessment of a Swedish translation of Spreitzer’s empowerment scale. Scandinavian Journal of Psychology, 46(6), 521–529. https://doi.org/10.1111/j.1467-9450.2005.00484.x
