PSYCHOLOGICAL ASSESSMENT STUDY GUIDE
___________________________________________________________________________________________________________________
CHAPTER I
PSYCHOLOGICAL TESTING AND ASSESSMENT
All fields of human endeavor use measurement in some form, and each field has its own set of measuring units.
A. Psychological Testing an Assessment Defined
Testing- was the term used to refer to everything from the administration of a test (as in “Testing in progress”) to the interpretation of a test score
(“The testing indicated that...”).
Assessment- it acknowledges that test are only one type of tool used by professional assessors and that a test’s value is intimately linked to the
knowledge, skill, and experience of the assessor.
Psychological Testing- is the process of measuring psychology-related variables by mans of devices or procedures designed to obtain a
sample of behavior.
Psychological Assessment- is the gathering and integration of psychology-related data for the purpose of making a psychological evaluation
that is accomplished through the use of tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses
and measurement procedures.
Objective
Focus
Process
Role of
Evaluator
Skill of
Evaluator
Outcome
Psychological Testing
Typically, to obtain some gauge, usually numerical in
nature, with regard to an ability or attribute.
Psychological Assessment
Typically, to answer a referral question, solve a problem, or arrive
at a decision through the use of tools of evaluation.
How one person or group compares with others
(Nomothetic)
Testing may be individual or group in nature. After test
administration, the tester will typically add up “the
number of correct answers or the number of certain
types of responses.
The uniquness of a given individual, group, or situation
(Idiographic)
Assessment is typically individualized. In contrast to testing,
assessment more typically focuses on how an individual
processes rather than simply the results of that processing.
The tester is not key to the process; practically
speaking, one tester may be substituted for another
tester without appreciably affecting the evaluation.
Testing typically requires technician-like skills in terms of
administering and scoring a test as well as in
interpreting a test result.
Typically, testing yeilds a test score or series of test
scores.
The assessor is key to the process of selecting tests and/or other
tools of evaluation as well as in drawing conclusions from the
entire evaluation.
Assessment typically requires an educated selection of tools of
evaluation, skill in evaluation, and thoughful organization and
integration of data.
Typically, assessment entails a logical problem-solving approach
that brings to bear many sources of data designed to shed light on
a referral question
Longer, lasting from a few hours to a few days or more.
Often collateral sources, such as relatives or teachers, are used in
addition to the subject of the assessment.
Knowledge of testing and ohter assesssment methods as well as
of the specialty area assessed (psychitric disorders, job
requirements, etc.)
Very expensive, requires intesive use of highly qualified
professionals
Duration
Sources of
Data
Qualificatio
n for Use
Shorter, lasting from few minutes to few hours.
One person, the test taker only.
Cost
Inexpensive, especially when group testing is done
Knowledge of tests and testing procedures
Collaborative Psychological Assessment- it is the process wherein the assessor and the assessee collaborate.
Therapeutic Psychological Assessment- it is a variety of collaborative assessment which includes an element of therapy as part of the process.
Dynamic Assessment- it refers to an interactive approach to psychological assessment that usually follows a model of (1) evaluation, (2)
intervention of some sort, and (evaluation).
B. The Tools of Psychological Assessment
(1) The Test
Test- may be defined simply as a measuring device or procedure. It is designed to measure a variable related to a certain modifier.
Psychological Test- refers ot a device or procedure designed to measure variable related to psychology (for example, intelligence, personality,
aptitude, interest, attitudes, and values).
Content (Subject Matter)- it vary with the focus of the particular test.
Format- it pertains to the form, plan, structure, arrangement, and layout of test items as well as to related considerations such as time limits. It is
also used to refer to the form in which a test is administered : computerized test, pencil-and paper, or some other form.
Test differ in their administration procedures.
Test differ in their scoring and interpretation procedures.
Score- is a code or summary statement, usually but not necessarily numerical in nature, that reflects an evaluation of performance on a test,
interview, or some other sample of behavior.
Scoring- is the process of assigning such evaluative codes or statements to performance on tests, interviews, or other behavior samples.
Cut Score (Cutoff score)- is a reference point, usually numerical, derived by judgment and used to divide a set of data into two or more
classifications.
Tests differ with respect to their technical quality.
Psychometrics- it is defined as the science of psychological measurement.
Psychometric soundness- is referred to as how consistently and how accurately a psychological test measures what it purports to measure.
Utility- it refers to the usefulness or practical value that a test or assessment technique has for a particular purpose.
(2) The Interview
Interview- as a tool of psychological assessment typically involves more than talk, the interviewer is taking note of not only the content of what is
said but also the way it is being said. The interviewer is taking note of both verbal and nonverbal behavior. Nonverbal behavior may include the
interviewee’s “body language,” movements and facial expressions in response to the interviewer, the extent of eye contact, and apparent
willingness to cooperate. The interviewer may also take note of the way that the interviewee is dressed.
(3) The Portfolio
Portfolio- a sample of one’s ability and accomplishment that can be used as a tool for evaluation.
(4) The Case History Data
Case History Data- it refers to records, transcripts, and other accounts in written, pictorial, or other form that preserve archival information,
official and informal accounts, and other data and items relevant to an assessee.
(5) The Behavioral Observation
References:
Cohen, R. J. , & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Tests and Measurement. New York, NY:
McGraw-Hill Education
Kaplan, R. M., & Saccuzzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues. Belmont, CA: Wadsworth/Thomson
Learning
Professional Regulatory Board of Psychology Resolution No. 11 (2017). Adoption and Promulgation of the Code of Ethics and Professional
Standards for Psychology Practitioners in the Philippines
PSYCHOLOGICAL ASSESSMENT STUDY GUIDE
___________________________________________________________________________________________________________________
Behavioral Observation- it is the monitoring of the actions of others or oneself by visual or electronic means while recording quantitative and/or
qualitative information regarding the actions.
Naturalistic observation- observe behavior of humans in a natural setting- that ism the setting in which the behavior would typically be expected
to occur.
(6) The Role-Play Tests
Role Play- it is defined as acting an improvised or partially improvised part in a simulated situation. It is a tool of assessment wherein assessee’s
are directed to act as if they were in a particular situation.
(7) The Computer as Tools
Computer- it can serve as a test administrators (online or off) and as highly efficient test scorers.
Interpretative Report- it is distinguished by its inclusion of numerical or narrative interpretative statements in the report.
Consultative Report- it is usually written in language appropriate for communication between assessment professionals, and can provide expert
opinion concerning analysis of data.
Integrative Report- it employ previously collected data (such as medication records or behavioral observation data) into the test report.
Computer Assisted Psychological Assessment (CAPA)- it refers to the assistance computers provide to the test user, not the test-taker.
Computer Adaptive Testing (CAT)- it is a reference to the computer’s ability to tailor the test to the test-taker’s ability or test-taking pattern.
Pros
(1) CAPA saves professional time in test administration,
scoring,
and interpretation.
(2) CAPA results in minimal scoring errors resulting from human
error or lapses of attention or judgment.
(3) CAPA assures standardized test administration to all testtakers with little, if any, variation in test administration
procedures.
(4) CAPA yields standardized interpretation of findings due to
elimination of unreliability traceable to differing points of view in
professional judgment.
(5) Computers’ capacity to combine data according to rules is
more accurate than that of humans.
(6) Nonprofessional assistants can be used in the test
administration process, and the test can typically be
administered to groups of test-takers in one sitting.
(7) Professional groups such as APA develop guidelines and
standards for use of CAPA products.
(8) Paper-and-pencil tests may be converted to CAPA products
with consequential advantages, such as a shorter time between
the administration of the test and its scoring and interpretation.
(9) Security of CAPA products can be maintained not only by
traditional means (such as locked filing cabinets) but by hightech electronic products (such as firewalls).
(10) Computers can automatically tailor test content and length
based on responses of test-takers.
Cons
(1) Professionals must still spend significant time reading software and
hardware documentation and even ancillary books on the test and its
interpretation.
(2) With CAPA, the possibility of software or hardware error is ever
present, from difficult-to-pinpoint sources such as software glitches or
hardware malfunction.
(3) CAPA leaves those test-takers at a disadvantage who are unable to
employ familiar test-taking strategies (previewing test,
skipping questions, going back to previous question, etc.).
(4) CAPA’s standardized interpretation of findings based on a set, unitary
perspective may not be optimal; interpretation could
profit from alternative viewpoints.
(5) Computers lack the flexibility of humans to recognize the exception to
a rule in the context of the “big picture.”
(6) Use of nonprofessionals leaves diminished, if any, opportunity for the
professional to observe the assessee’s test-taking behavior and note any
unusual extra-test conditions that may have affected responses.
(7) Profit-driven nonprofessionals may also create and dis tribute tests
with little regard for professional guidelines and standards.
(8) The use of paper-and-pencil tests that have been converted for
computer administration raises questions about the equivalence of the
original test and its converted form.
(9) Security of CAPA products can be breached by computer hackers, and
integrity of data can be altered or destroyed by untoward events such as
introduction of computer viruses.
(10) Not all test-takers take the same test or have the same
(8) The Other Tools
Video can play in assessment.
C. Parties in Psychological Assessment
(1) The Test Author and Developer- creates tests or other methods of assessment.
(2) Test Publishers- they publish, market, and sell tests, thus controlling their distribution.
(3) Test Reviewers- they prepare evaluative critiques of tests based on their technical and practical merits.
(4) The Test User- professionals such as clinicians, counselors, school psychologists, human resource personnel, consumer psychologists,
experimental psychologists, social psychologists, etc. That use thses tests for assessment.
(5) Test Sponsors- institutional boards or government agencies who contract test developers or publishers for a various testing services.
(6) The Test-taker- anyone who subjected to an assessment or an evaluation.
(7) Other Parties- Organizations, companies, and governmental agencies sponsor the development of tests for various reasons.
D. Three-Tier System of Psychological Tests
(1) Level A
- these tests are those that can be administered, scored and interpreted by responsible non-psychologists who have carefully read the manual
and are familiar with the overall purpose of testing. Educational achievement tests fall into this category. E.g. Achievement tests and other
specialized (skill-based) aptitude tests.
(2) Level B
- these tests require technical knowledge of test construction and use of appropriate advanced coursework in psychology and related courses.
E.g. Group intelligence tests and personality tests
(3) Level C
- these tests require an advanced degree in Psychology or License Psychologist and advanced training/supervised experienced in a particular
test.E.g. Projective tests, Individual intelligence tests, Diagnostic tests.
E. General Types of Psychological Tests According to Variable Measured
1. Ability Tests
- Assess what a person can do
- Includes Intelligence Tests, Achievement Tests and Aptitutde Tests
- Best conditions are provided to elicit a person’s full capacity or maximum performance
- There are right and wrong answers.
- Objective of motivation: for the examine to do his best.
2. Tests of Typical Performance
- Assess what a person usually does
- Includes personality tests, interest/attitude/values inventories
- Typical performance can still manifest itself even in conditions not deemed as best
- There are no right or wrong answers
- Objective of motivation: for the examinee to answer questions honestly
F. Specific Types of Psychological Tests
References:
Cohen, R. J. , & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Tests and Measurement. New York, NY:
McGraw-Hill Education
Kaplan, R. M., & Saccuzzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues. Belmont, CA: Wadsworth/Thomson
Learning
Professional Regulatory Board of Psychology Resolution No. 11 (2017). Adoption and Promulgation of the Code of Ethics and Professional
Standards for Psychology Practitioners in the Philippines
PSYCHOLOGICAL ASSESSMENT STUDY GUIDE
___________________________________________________________________________________________________________________
1. Intelligence Test
- measures general potential
- Assumption: fewer assumptions about specific prior learning experiences
- Validation process: Content Validity, and Construct Validity
- examples: WAIS, WISC, CFIT, RPM
2. Aptitude Test
- Measures an individual’s potential for learning a specific task, ability or skill
- Assumption: No assumptions about specific prior learning experiences
- Validation process: Content Validity, and Predictive Validity
- examples: DAT, SATT
3. Achievement Test
- This test provides a measure for the amount, rate, and level of learning, success or accomplishment, strenghts/ weaknesses in a particular
subject or task.
- Assumption: Assumes prior relatively standardized educational learning experiences.
- Validation process: Content validity
- examples: National Acheivement Test
4. Personality Test
- measures traits, qualities, attitudes or behaviors that determine a person’s individuality.
- can measure overt or covert dispositions and levels of adjustment as well
- can be measured idiographically (unique characteristics) or nomothetically (common characteristics)
- construction strategies: theory-guided inventories, factor-analytically derived inventories, criterion-keyed inventories
- examples: NEOPI, 16PF, MBTI, MMPI
5. Interest Inventory
- Measures an individual’s performance for certain activities or topics and thereby help determine occupational choice or make career decisions
- Measure the direction and strength of interest
- Assumption: Interests though unstable, have a certain stability or else it cannot be measured
- Stability is said to start at 17 years old
- Broad lines of interests are more stable
- Specific lines of interests are more unstable, they can change a lot.
- examples: CII
6. Attitude Inventory
- Direct observation on how a person behaves in relation to certain things
- Projective Techniques
- Attitude questionnaires or scales (Bogardus Social Distance Scale, 1925)
- Reliabilities are good but not as high as those of tests of ability
- Attitude measures have not generally correlated very highly with actual behavior
- Specific behaviors, however, can be predicted from measures of attitude toward the specifric behavior
7. Values Inventory
- Purports to measure generalized and dominant interests
- Validity is extremely diffcult to determine by statistical methods
- The only observable criterion is overt behavior
- Employed less frequently than interest in vocational counseling and career decision-making
8. Trade Test
- This test determines skills, special abilities that make an individual fit for the job.
9. Diagnostic Test
- This test can uncover and focus attention on weaknesses of individuals for remedial puposes.
10. Power Test
- Requires an examinee to exhibit the extent or depth of his understanding or skill.
- Test with varying level of difficulty
11. Speed Test
- Requires the examinee to complete as many items as possible.
- Contains items of uniform and generally simple level of difficulty.
12. Creativity Test
- A tests which assesses an individua’s ability to produce new/original ideas, insights or artistic creations that are accepted as being social.
13. Neuropsychogical Test
- Measures cognitive, sensory, perceptual and motor performance to determine the extent, locus and behavioral consequences of brain damage,
given to persons with known or suspected brain dysfunction.
14. Objective Test
- Standardized test
- Administered individually or in groups
- Objectively scored
- There are limited number of responses
- Uses norms
- There is a high level of reliability and validity
- examples: Personality Inventories, Group Intelligence Test
15. Projective Test
- Test with ambiguous stimuli which measures wishes, intrapsychic conflicts, dreams , and unconscious motives
- Adminitered individually
- Scored subjectively
- With low levels of reliability and validity
- examples: Rorschach Inkblot Test,TAT ,HTP ,SSCT, DAP
References:
Cohen, R. J. , & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Tests and Measurement. New York, NY:
McGraw-Hill Education
Kaplan, R. M., & Saccuzzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues. Belmont, CA: Wadsworth/Thomson
Learning
Professional Regulatory Board of Psychology Resolution No. 11 (2017). Adoption and Promulgation of the Code of Ethics and Professional
Standards for Psychology Practitioners in the Philippines
PSYCHOLOGICAL ASSESSMENT STUDY GUIDE
___________________________________________________________________________________________________________________
G. Psychological Tests are used in the followings settings:
(1) Educational Settings- tests are administered early in school life to help identify who may have special needs.
Achievement test- evaluates accomplishment or the degree of learning that has taken place.
Diagnostic test- it refers to a toll of assessment used to help narrow down and identify areas of deficit to be targeted for intervention.
Informal evaluation- is typically non-systematic assessment that leads to the information of an opinion or attitude.
(2) Clinical Settings- Tests and many other tools of assessment are widely used in clinical settings such as public, private, and military hospitals,
inpatient and outpatient clinics, private-practice consulting rooms, schools, and other institutions.
Several situations that might prompt the employment of such tools:
 A private psychotherapy client wishes to be evaluated to see if the assessment can provide any non-obvious clues regarding his
maladjustment.
 A school psychologist clinically evaluates a child experiencing learning difficulties to determine what factors are primarily responsible for it.
 A psychotherapy researcher uses assessment procedures to determine if a particular method of psychotherapy is effective in treating a
particular problem.
 A psychologist-consultant retained by an insurance company is called on to give an opinion as to the reality of a client’s psychological
problems; is the client really experiencing such problems or just malingering?
 A court-appointed psychologist is asked to give an opinion as to a defendant’s competency to stand trial.
 A prison psychologist is called on to give an opinion regarding the extent of a convicted violent prisoner’s rehabilitation.
(3) Counseling Settings- It occurs in environments as diverse as schools, prisons, and government or privately owned institutions.
(4) Geriatic Settings- Older individuals may at some point require psychological assessment to evaluate cognitive, psychological, adaptive, or
other functioning.
(5) Business and Military Settings- A wide variety of achievement, aptitude, interest, motivational, and other tests may be employed in the
decision to hire as well as well as in related decisions regarding promotions, transfer, job satisfaction, and eligibility for further training.
Another application of psychological tests involves the engineering and design of products and environments.
Using tests, interviews, and other assessment, psychologists who specialize in the marketing and sale of products are involved in taking the pulse
of customers.
(6) Governmental and Organizational Credentialing- Many applications of measurement is in governmental licensing, certification, or general
credentialing of professionals.
(7) Court Settings- Evaluate the mental health of people charged with a crime. Investigating malingering cases in courts. Making child custody/
annulment/ divorce decisions.
(8) Academic Research Settings
H. Uses of Psychological Test
(1) Classification- assigning a person to one category rather than the other.
A. Placement- refers to sorting of persons into different programs appropriate to their needs/skills. (example: a unviersity mathematics placement
exam is given to students to determine if they should enrol in calculus, in algebra or in a remedial course)
B. Screening- refers to quick and simple tests/ procedures to identify persons who might have special characteristics or needs. (example:
identifying children with exceptionalthinking and the top 10% will be singled out for a more comprehensive testing).
C. Certification- determining whether a person has at least the minimum proficiency in some discipline/ activity. (example:right to practice
medicine after passing the medical board exam; right to drive a car).
D. Selection- example: provision of an opportunity to attend a university; opportunity to gain employment in a company or in government.
(2) Diagnosis and Treatment Planning- diagnosis conveys information about strength, weaknesses, etiology and best choices for treatment.
(example: IQ tests are absolutely essential in diagnosing intellectual disability)
(3) Self-Knowledge- psychological tests also supply a potent source of self-knowledge and in some cases, the feedback a person receives from
psychological tests is so self-affirming that it can change the entire course of a person’s life.
(4) Program Evaluation- another use of psychological tests is the systematic evaluation of educational and social programs. (they are designed )
(5) Research- psychological tests also play a major role in both the applied and the theoritical branches of behavioral researches.
I. Objectives of Psychometrics
(1) To measure behavior (overt and covert)
(2) To describe and predict behavior and personality (traits, states, personality types, attitudes, interests, values, etc.)
(3) To determine signs and symptoms of dysfunctionality (for case formulation, diagnosis, and basis for intervention/plan for action)
J. Assumptions about Psychological Testing and Assessment
(1) Psychological traits and states exist.
 Trait- characteristic behaviors and feelings that are consistent and long lasting.
 State- temporary behaviors or feelings that depend on a person’s situation and motives at a particular time.
(2) Psychological traits and states can be quantified and measured.
(3) Test-related behavior predicts non-test-related behavior.
 Postdict- to estimate or suppose something which took place in past; to conjecture something that occured beforehend
 Predict- say or estimate that (a specified thing) will happen in the future or will be a consequence of something
(4) Test and other measurement techniques have strengths and weaknesses.
(5) Various sources of error are part of the assessment process.
 Error- long standing assumption that factors other than what a test attempts to measure will influence performance on the test
 Error variance- the component of test score attributable to sources other than the trait or ability being measured.
(6) Testing and assessment can be conducted in a fair and unbiased manner.
(7) Testing and assessment benefit society.
K. Cross-Cultural Testing
1. Parameters where cultures vary
- Language
- Test Content
-Education
-Speed (Tempo of Life)
2. Culture Free Tests
References:
Cohen, R. J. , & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Tests and Measurement. New York, NY:
McGraw-Hill Education
Kaplan, R. M., & Saccuzzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues. Belmont, CA: Wadsworth/Thomson
Learning
Professional Regulatory Board of Psychology Resolution No. 11 (2017). Adoption and Promulgation of the Code of Ethics and Professional
Standards for Psychology Practitioners in the Philippines
PSYCHOLOGICAL ASSESSMENT STUDY GUIDE
___________________________________________________________________________________________________________________
- An attempt to eliminate culture so nature can be isolated
- Impossible to develop such because culture is evident in its influence since birth or an individual
- The Interaction between nature and nurture is cumulative and not relative
3. Culture Fair Tests
- These tests were developed because of the non-success of cuklture-free tests
- Nurture is not removed but prarameters are common an fair to all
- Can be done using three approaches such as follows:
1. Fair to all cultures
2. Fair to some cultures
3. Fair only to one culture
L. The Authoritative Information as a Reference Sources
(1) Test Catalogues- it contain a brief description of the test and seldom contain the kind of detailed technical information that a prospective user
of the test might require.
(2) Test Manuals- it is a detailed information concerning the development of a particular test and technical information relating the test itself.
(3) Reference Volumes- The Buros Institute also publishes Tests in Print as well as a number of other related test-related reference works. e.g.
15th Mental Measurements Yearbook which was previously compiled by Oscar Buros.
(4) Journal Articles- It may contain reviews of the test, updated or independent studies of its psychometric soundness, or examples of how the
instrument was used in either research or an applied context.
(5) Online Databases
(6) Other Sources
M. Sources of Information About Tests: Some Pros and Cons
Information Source
Pros
Test catalogues available
Contains general description of test, including
from the publisher of the
what it is designed to do and who it is designed
test as well as affiliated
to be used with. Readily available to most
distributors of the test
anyone who requests a catalogue.
Test manual
Reference volumes such
as the Mental
Measurements Yearbook,
available in bound book
form or online
Usually the most detailed source available for
information regarding the standardization sample
and test administration instructions. May also
contain useful information regarding the theory
the test is based on, if that is the case. Typically
contains at least some information regarding
psychometric soundness of the test.
Much like a Consumer Reports for tests,
contains descriptions and critical reviews of a
test written by third parties who presumably have
nothing to gain or lose by praising or criticizing
the instrument, its standardization sample, and
its psychometric soundness.
Journal articles
Up-to-date source of reviews and studies of
psychometric soundness. Can provide practical
examples of how an instrument is used in
research or applied contexts.
Online databases
Widely known and respected online databases
such as the ERIC database are virtual “gold
mines” of useful information containing varying
amounts of detail. Although some legitimate
psychological tests may be available for selfadministration and scoring online, the vast
majority are not.
Cons
Primarily designed to sell the test to test users
and seldom contains any critical reviews.
Information not detailed enough for basing a
decision to use the test.
Details regarding the test’s psychometric
soundness are usually self-serving and written on
the basis of studies conducted by the test author
and/or test publisher.
A test manual itself may be difficult to obtain
by students, as its distribution may be restricted
to qualified professionals.
Few disadvantages if reviewer is genuinely trying
to be objective and is knowledgeable, but as with
any review, can provide a misleading picture if
this is not the case. Also, for very detailed
accounts of the standardization sample and
related matters, it is best to consult the test
manual itself.
As with reference volumes, reviews are valuable
to the extent they are informed and, to the extent
that is possible, unbiased. Reader should
research as many articles as possible when
attempting to learn how the instrument is actually
used; any one article alone may provide an
atypical picture.
Consumer beware! Some sites masquerading as
databases for psychological tests are designed
more to entertain or to sell something than to
inform. These sites frequently offer tests you can
take online. As you learn more about tests, you
will probably become more critical of the value of
these self-administered and self-scored
“psychological tests.”
____________________________________________________________________________________________________________________
References:
Cohen, R. J. , & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Tests and Measurement. New York, NY:
McGraw-Hill Education
Kaplan, R. M., & Saccuzzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues. Belmont, CA: Wadsworth/Thomson
Learning
Professional Regulatory Board of Psychology Resolution No. 11 (2017). Adoption and Promulgation of the Code of Ethics and Professional
Standards for Psychology Practitioners in the Philippines