Question number 3. Ethical principles in the work of a psychodiagnostician.

Basic ethical principles of work of a psychodiagnostic

The main principles of the work of a psychologist include four principles: 11 Fundamentals of ethical knowledge – ed. M.N.Rosenko – M., Lan, 2002 the principle of responsibility, the principle of competence, the principle of non-estimation and the principle of confidentiality.

The principle of responsibility presupposes the responsibility of the psychologist-diagnostician for the preservation of mental and physical health, emotional and somatic comfort, social well-being of the subject in the process of diagnosis. The psychologist-diagnostician is responsible for observing the interests of the subject throughout the entire survey: at the stage of setting the task of the study, its organization and conduct, at the stage of processing the results and interpretation. If a psychodiagnostic examination is accompanied by some temporary damage and causes a feeling of emotional and somatic discomfort, for example, due to the use of unpleasant emotional influences, then the psychologist should not put pressure on the decision to participate. Only those who have given voluntary consent are involved in psychodiagnostic procedures. If the subject is underage, the psychodiagnostician obtains consent to participate in the examination from parents or guardians. The psychodiagnostician must be ready to calmly accept the refusal of the subject to participate in work at any stage and respect his reasons and motives.

The psychodiagnostic does not restrict the subject’s freedom both in terms of stopping psychodiagnostic work and in terms of the opportunity to consult with another psychologist or other specialist. He supports the subject’s ability to independently make decisions regarding further joint problem solving and does not interfere in the actions taken by other specialists. However, he may refuse to continue psychodiagnostic procedures if they are simultaneously carried out by other specialists or fellow psychologists.

If the course of the survey requires masking or distorting the true goals and objectives, then the psychologist must make sure that this does not lead to noticeable and lasting damage. The need for distortion of research objectives, instructions should be disclosed after the end of the experimental program. The psychologist-diagnostician is responsible for the accuracy and objectivity of the psychological diagnosis, for the targeting of its use, for the inadmissibility of using the information received to the detriment of the subject. A special responsibility falls on the psychodiagnostic when writing a psychological report, which often plays a decisive role in the fate of the examined person. A written characterization requires extreme caution and restraint in the presentation and interpretation of the results. In this case, it is necessary to take into account the peculiarities of not only scientific, but also everyday understanding of a number of psychological categories, for example, such as maladjusted, mentally retarded, mental retardation, and the like.

The responsibility of the psychologist-diagnostic extends to the form of transmission of psychological information. The results and recommendations are communicated in terms that are understandable to the customer and do not allow for ambiguous interpretations or conjectures. The professional status of a psychologist is determined not only by personal characteristics and abilities, but also by qualifications that reflect the level of performance of professional duties.

The principle of competence suggests that a psychodiagnostic examination is always performed by qualified psychologists with a basic higher education in psychology. He orients the psychodiagnostic on everyday practical work in accordance with scientific principles, knowledge of the established patterns of development and manifestations of the psyche, as well as in accordance with scientifically substantiated personal experience. The competence of a psychodiagnostic is determined by how well he is aware of modern scientific research in his field, how much he is able to maintain his professional knowledge and skills at a high level.

The psychologist-diagnostician must be constantly aware of his competence and its limitations. The psychodiagnostic takes on the solution of those tasks and issues on which he is professionally aware. Therefore, the desire to increase and improve their knowledge, the methodological equipment of their work is a natural professional need of a psychodiagnostician. The realization of this desire is possible in a variety of ways: an independent process of improvement, participation in conferences, symposiums and congresses of psychologists, participation in the work of the society of psychologists, writing monographs, articles and manuals and manuals, and the like.11 Pryazhnikov N.S. Professional and personal self-determination. – M..1999

The psychodiagnostic is fluent in the skills of psychodiagnostic conversation, observation and testing, which allows him not only to effectively solve the problem, but also to maintain the subject’s sense of satisfaction from communicating with a specialist.

The professionalism of a diagnostic psychologist is manifested in the fact that he does not allow himself to be drawn into a professionally unclear situation, for example, to agree to conduct a study with unspecified goals and methods of using the information received, or to organize experimental work where his role or functions will be inappropriate or ambiguous. The psychodiagnostician takes special care not to arouse unreasonable expectations with promises, for the implementation of which he will be professionally incapable. The customer must get an idea in advance about the professional capabilities of the psychologist, about the limits of his competence, about the availability of solving the tasks. In the process of diagnosis, the psychologist-diagnostician is impartial, regardless of what subjective impression the subject makes with his appearance, conclusions, social position, regardless of his individual life history and experienced events. The psychodiagnostic hypothesis, the objectivity of the psychological conclusion should not be affected by the similarity of personal characteristics, the proximity of psychological, religious, cultural, social attitudes. In the process of diagnosis, the psychologist does not evaluate either the statements, or the style of work, or the state of mental functions. When writing a conclusion, the psychodiagnostic avoids using the expressions “good memory”, “good abilities” or “bad character”, “poor intelligence” and the like.

The principle of confidentiality plays an important role in the work of a psychologist. Respect and trust in the psychologist on the part of the subjects or the team are determined primarily by the extent to which psychological information is kept secret. This principle implies non-disclosure of diagnostic results without the personal consent of the diagnosed person. The material obtained by a psychologist in the process of psychodiagnostic examination or counseling on the basis of a trusting relationship should not be accidentally, much less deliberately disclosed. The psychodiagnostic informs the subject about what information and to what extent can be transferred to the customer or disclosed in communication with other specialists. If necessary, for example, when resolving conflicts between a teacher and students, when determining the professional competence of a particular team member, the results of a psychodiagnostic examination can be advertised in such a way as not to compromise either the subject, or the customer, or the psychologist himself, or psychological science. The form of information transfer and the volume are thought out in advance by the psychologist, taking into account the addressee, the individual characteristics of the subject himself and the specifics of the situation.

If there is an order for a psychodiagnostic examination, then the psychologist agrees with the customer in advance on the circle of persons who have access to materials containing psychological information about the subjects. The form (written characteristics, summary tables, computer version), place and duration of storage are also agreed. When publishing the results of psychological research, the psychologist must either change the names of the participants in the survey or use a code known only to him.

However, in the work of a diagnostic psychologist, there are cases when the principle of confidentiality can be violated. This can happen, first of all, when the information received or the observed behavior indicates a danger to the life of the person being examined or those around him, for example, the use of drugs, the readiness to commit suicide, and the like. When testing underage children, one should take into account the fact that parents can turn to a psychologist for the results of their child’s test items. Such a requirement may conflict with a child’s own right, especially an older one, to keep psychological data about himself private. In this case, the question is not so much whether or not to inform the parents of information about the child’s problems known to the psychologist, but how to do this without harm to the child. At the same time, it is extremely important for the psychologist to maintain the child’s trust, not to destroy the existing friendly relationship with him.

Rules for the use and dissemination of methods (they should be distributed only through scientific centers, only in the hands of qualified specialists).

– Ensuring the secrecy of the Personality (those who are diagnosed; a person should not be diagnosed fraudulently, he should know what …, why …).

-Confidentiality of methods (who will be admitted to the results). The subject must be familiarized with the person who will work with the results in advance.

-Protection of results (should be hidden, encrypted).

-Message results

Be First to Comment

Leave a Reply

Your email address will not be published.