It is especially important for psychologists providing assessment and testing services in schools to be able to recognize and negotiate the ethical challenges specific to academic settings. In this article I address ethical issues in the areas of informed consent, nondiscriminatory assessment, projective personality assessment, and computerized psychological testing. One of the most frequent ethical issues that confronts psychologists in the schools is the process of parental consent and involvement. Psychologists are also obligated to select nonbiased test instruments and use them in a way that is not racially or culturally biased. There are several factors to consider when using projective testing in a school setting, and the use of computerized psychological assessment measures raises significant ethical issues. Although concrete solutions are not always available for these complex situations, a basis for ethical decision making is presented.

Psychotherapy is most commonly conceptualized as one therapist and one client. However, the ethical challenges of multiperson therapies, such as couple, family, and group treatments, differ from those found in individual therapy. The multiplicity of relationships with the therapist and with each other is just one reason for this complexity. Often, the very processes that are the most powerful to create change in therapy with groups or families are also the most ethically risky ( Lakin, 1994 ).The most recent revision of the Ethical Principles and Code of Conduct (the Ethics Code; American Psychological Association [APA], 2010 ) has two standards specifi c to multiperson therapy, Standard 10.02, Therapy Involving Couples and Families, and Standard 10.03, Group Therapy. Standard 10.02 requires psychologists to identify which member(s) of a couple or family are the identifi ed client(s), as well as clarify the relationship and role the psychologist will have with each person. This standard also requires psychologists to modify or withdraw from potentially confl icting roles. Standard 10.03 states: "When psychologists provide services to several persons in a group setting, they describe at the outset the roles and responsibilities of all parties and the limits of confi dentiality" ( APA, 2010, p. 13 ). Thus, both group and family therapy place the therapist and the client in a unique role with a special set of responsibilities.However, the Ethics Code does not specifi cally address several areas that are especially problematic in family and group therapy. As a consequence, psychologists need to take the general standards of the Ethics Code and interpret them in light of overarching general principles to determine how to optimize ethical behavior in multiperson therapy. The emphasis on overarching ethical principals compels psychologists to focus on doing the very best they can to promote patient welfare and respect decision making. This chapter will focus on both the most common as well as the more subtle ethical problems in multiperson therapy including the following: competence, informed consent, collaterals, confi dentiality, domestic abuse, boundaries, combined individual and group therapy, record keeping, billing, and ethical issues with high-confl ict families. COMPETENCECompetence is an important principle of ethically responsible practice, and competence in general is covered in detail in Volume 1, Chapter 6, this handbook. However, many practitioners tend to add group and/ or family therapy to other modalities for which they have been more adequately trained ( Lakin, 1994 ). This lack of training can lead to numerous problems related to the unique aspects of group therapy or using specifi c techniques in family therapy. Family TherapyVarious theories and perspectives have developed specifi c to family therapy, such as systems theory, which practitioners should have mastered. In addition, certain techniques in family therapy require specialized training to use competently, such as family sculpting, communicat...

This article discusses numerous ethical issues regarding the keeping of records in group psychotherapy, those activities that have to do with the creating, retaining, storing, releasing, and disposing of them. A central dilemma for the group therapist is whether to keep records separately for each individual group member or to keep one record for the group as a whole. Confidentiality of records, patient access, and release of information tend to be more complex issues for group psychotherapists than for individual psychotherapists. Although notes written about the entire group may capture important themes, such notes can compromise the privacy and confidentiality of individual group members. An individual record for each patient is recommended.

In this study, we investigated current personality assessment practice and attitudes toward Rorschach (Exner, 2003) usage by 215 psychologists. We administered an Internet survey to members of the Society for Personality Assessment (SPA) and the American Psychological Association. Results were similar to those of past surveys, but the importance of using tests with strong psychometric properties was greater in this study. The majority of respondents reported using the Rorschach and supporting efforts to standardize and psychometrically validate the test. However, SPA members agreed more strongly than non-SPA members that the Rorschach is an effective test. Implications and directions for future research are discussed.

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The article by Williams and Lally, Minnesota Multiphasic Personality Inventory (MMPI)-2, MMPI-2-RF, and MMPI-A Administrations (2007-2014): Any Evidence of a "New Standard?" (Williams & Lally, 2017), raises a number of interesting questions. For example, what is the "standard," who establishes the standard, and are other tests considered to set a standard? Although many professionals begin using new versions of a test within 1 year of the publication date, there is no consensus established by a psychology ethics code or legal authority about when to use the new version of a test. Tests are revised to reflect changes in cultural, educational, linguistic, or societal influences as well as changes in the demographics of the population. However, there are also many reasons why psychologists use earlier versions of revised tests such as comparing past and current test performance or for longitudinal research purposes. Perhaps rather than asking "when is a test obsolete?", "when should a test be revised?", or "is the revision really a different test?", a better question to ask is "what is the best test to use for this referral question?" The decision of when to use a new version of a test should be based on which version is best suited for the person or population being tested, and the context or the specific purpose of testing.