A Psychometric Review of Measures of Irrational Beliefs: Implications for Psychotherapy

In this study, measures of irrational beliefs based on the principles of Rational Emotive Behavior Therapy (REBT) were reviewed and contrasted based on psychometric characteristics and quality of guidelines for interpretation. The use of measures of irrational beliefs is an important component of the assessment of presenting problems in psychotherapy and may inform clinical decision making. Additionally, these measures are a helpful way to identify change in irrational beliefs and to measure the effectiveness of specific interventions to facilitate such change. While there are a number of measures of beliefs, there is considerable variability in their psychometric properties and utility for assessment. The majority of the tests are not produced by a publishing company, nor do they provide test manuals. The reliability and validity evidence presented in the publications varies considerably as do the size and quality of standardization samples, which impacts upon the ability to draw normative conclusions. Analyses demonstrated that most measures of irrational beliefs do not provide the evidence needed to adequately address the Standards for Educational and Psychological Testing (Standards; American Educational Research Association [AERA], American Psychological Association [APA], National Council on Measurement in Education [NCME] 1999). Discussion of the implications of this review for the development of future measures of irrational thinking by researchers as well as recommendations in the test selection process for an REBT practitioner is offered.     

Respect for People's Rights and Dignity

Summary

This article examines the nature and application of aspirational General Principle E (Respect for Peoples' Rights and Dignity) of the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association [APA], 2002) and similar principles in other mental health professional ethics codes. Issues about aspirational versus enforceable standards are reviewed. Case examples and illustrations of the principle are provided.     

Adaptation transculturelle de tests et échelles de mesure psychologiques : guide pratique basé sur les Recommandations de la Commission Internationale des Tests et les Standards de pratique du testing de l’APA

Thirty years ago, Vallerand (1989) wrote a pioneering article entitled “Toward a methodology for the transcultural validation of psychological questionnaires: Implications for research in the French language”, whose success has never failed, as well as its usefulness. However, considerable progress has been made in the field of test development and test adaptation since the publication of this article, notably with the publications (and their updates) of the ITC Guidelines for Translating and Adapting Tests (2017) by the International Test Commission, and of the Standards for Educational and Psychological Testing (2014) by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME). Based on these two key references, the present article aimed to update the procedure proposed by Vallerand. Without claiming to replace these major references, on the contrary, our objective here is to propose a 10-step procedure for adapting tests and psychological measures originally developed for other cultures and/or languages, a sort of framework guiding in step-by-step manner the adaptation of tests and the validation of their scores.     

Deux cadres méthodo-épistémologiques du testing structurant la construction et l’adaptation de tests,références incontournables mais,hélas,largement ignorées. Illustration à partir de cinq revues françaises de psychologie

The purpose of this article is to present two current methodo-epistemological frameworks for test and testing procedures, namely the Standards for Education and Psychological Testing (AERA, APA, NCME, 2014), and the ITC Guidelines for Translating and Adapting Tests (2017). These two frameworks were designed to serve as “universal” references shaping the construction and adaptation of psychological tests and scales. However, a review of articles published in five French journals shows that these two frameworks are largely ignored. Their dissemination could improve good practices in construction and cross-cultural adaptation of psychological tests and scales.     

Examining the personal-professional distinction: ethics codes and the difficulty of drawing a boundary

The Ethics Code of the American Psychological Association (APA) applies to the professional role behaviors of members and not to their personal behavior. This article discusses some of the difficulties inherent in drawing distinctions between the personal and the professional. Consideration is given to the importance of clarifying public statements. Four ethics codes other than the APA Ethics Code are examined for how they treat the personal-professional distinction. A number of questions are posed to assist in determining the tilt a behavior takes. A concluding recommendation suggests that APA Ethical Standards be applied only to professional role behaviors, whereas aspirational principles might be applied to personal behavior.     

Control of Psychological Testing: The Threat and a Response

Who has the right to use psychological tests? Until recently, most qualified professionals had access to these tests. The American Psychological Association (APA), however, has supported several legal interventions as well as legislation that would allow only licensed psychologists to use most psychological tests. The position of the Fair Access Coalition on Testing (FACT) is that the APA efforts will reduce needed services to the general public, violate existing professional policies of both the American Counseling Association and APA, initiate counterproductive turf wars, and turn existing collaboration among professional organizations into time-consuming, resource-devouring, nonproductive conflict. FACT's efforts to reaffirm its policy statement are outlined.     

Conditional standard errors of measurement for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition

A specific recommendation of the 1999 Standards for Educational and Psychological Testing by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education is that test publishers report estimates of the conditional standard error of measurement (SEM). Procedures for calculating the conditional (score-level) SEM based on raw scores are well documented; however, few procedures have been developed for estimating the conditional SEM of subtest or composite scale scores resulting from a nonlinear transformation. Item response theory provided the psychometric foundation to derive the conditional standard errors of measurement and confidence intervals for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition.     

Evaluation of consequences of test use in validity theory

There is little doubt about the importance of validity during the compilation and evaluation of tests. Nevertheless, intense debate has arisen with regard to incorporating the consequences of test use as a further source of evidence in the most recent edition of the AERA, APA, NCME Standards . After reviewing the historical antecedents of the issue and the main lines of approach of both defenders and critics, this paper sets out the arguments which may be used in answer to the question: 'At what point should the analysis of the consequences of test use become part of validation?' The response of the AERA, APA, NCME Standards has clear similarities with the perspective adopted towards the consideration of bias in tests as a problem of validity. Finally, the paper describes how consequence validation may be subject to tension arising from the evolution of notions of justice in test use.     

Ethical beliefs and behaviors in applied sport psychology: The AAASP ethics survey

Abstract

AAASP members (N = 508) were surveyed to obtain preliminary data on ethical beliefs and behaviors specific to the practice of applied sport psychology. Completed surveys were received from 165 individuals. On the structured response portion of the survey, there were few differences in ethical beliefs and behaviors as a function of gender, professional/student status, and academic discipline. Nevertheless, a large number of controversial behaviors (N = 24) and difficult judgments (N = 8) were identified. Results of the open-ended portion of the survey indicated that most of the questionable ethical practices cited by respondents corresponded to violations of American Psychological Association (APA) Ethical Standards. The findings lend initial support for AAASP to adopt the APA Ethical Standards and suggest the need for ethics training specific to applied sport psychology.     

Morality in group and family therapies: multiperson therapies and the 1992 ethics code

Although virtually every psychotherapeutic approach or orientation has adapted group and family therapy to its conceptions of psychological dysfunctions and how to treat them, levels of training of practitioners in all of these approaches are often insufficient to meet the requirements of ethically as well as technically responsible conduct of treatment for persons in groups and families. The new ethics code (American Psychological Association [APA], 1992) does include a few issues specific to multiperson therapies, but other issues critical to the competent practice of group and family therapy remain unaddressed. The result can be confusing to those applying standards for individual therapy to multiperson therapies. It is argued that the classical ethical concerns of psychotherapists, informed consent, confidentiality, countertransference reactions, aand intrusions of therapist values, require special sensitivity to how they are expressed in mulitperson therapies. Practitioners of group and family therapies must be better sensitized to the technical distinctions and the associated ethical vulnerabilities of the modalities they use. Future planning for revision of the APA ethics code should take these factors into account.     

Spirituality and Religion: The Ninth CACREP Core Curriculum Area

On the basis of the ACA Code of Ethics (American Counseling Association [ACA], 2014) and ACA‐endorsed competencies, the ability to address spirituality and religion is a recommended skill set of counselors. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) addresses the “spirit” in the standards; however, in the training of students, additional focus could be placed on this competency. The authors introduce expert‐reviewed standards to be considered as a 9th core curriculum area of the CACREP Standards (CACREP, 2015 ) titled Spirituality and Religion .     

Criticisms of the Ethical Principles for Psychologists and Code of Conduct

ABSTRACT

Beginning in 1953 the American Psychological Association (APA) has advanced twelve iterations of a professional ethical code. In recent years the adequacy of the Ethics Code as well as APA’s ethics enforcement has come under increased scrutiny. In 2015 the APA empaneled an Ethics Commission which made a series of recommendations; however, the Commission itself as well as its recommendations are also controversial. This paper presents criticisms of the Ethics Code that have generally not been discussed in the previous literature.     

Psychological Ethics Codes: A Comparison of Twenty-four Countries

Codes of ethics from 19 countries, representing a total of 24 countries, were compared to the United States using the American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct. Canada's code of ethics was most similar to the US/APA code and China's the most dissimilar. Ten individual standards may be approaching universal agreement, while eight others were unique to the APA ethical code. The relationship of ethical codes to cultural values, and future research suggestions, are discussed.     

Ethical implications in screening for ethics violations

The process of admittance to membership in a psychological organization is an opportune time to take into consideration any questionable behavior in the professional background of a prospective member. Membership application forms of the American Psychological Association (APA) and 58 affiliated organizations are reviewed to determine the kinds of questions that are asked about ethical misconduct. The nature of the inquiry differs considerably from one association to another, with a preponderance of organizations avoiding any direct questions about professional ethics. Discussion is focused on how these different screening strategies impact on the applicant and the organization. There is a demonstrated need for appropriately formulated queries. A case is made for resolving current inconsistencies among associations by adhering to a unified procedure in the ethical screening of psychologist applicants.     

APA 2002 ethics, amphibology, and the release of psychological test records: a counterperspective to Erard

APA ethics have sought to uphold the practice of psychology and protect its invaluable contribution to psychological assessment, namely the development and validation of tests and other psychometric measures. Faced with formidable challenges from the Health Insurance Portability and Accountability Act of 1996 (HIPAA) regulations, the 2002 revision of the American Psychological Association (APA) ethical standards abandoned its protective stance. It makes previously protected material (i.e., answers, notes about testing, other forms of raw data, scoring, and test items included on protocols with answers) almost completely accessible to clients and others. Without any professional protections, the worldwide dissemination of these materials via the Internet is virtually assured. In this article, I examine the confused language of Ethical Standard 9.04 (a) with its permissive language and concatenated use of the or conjunction. I evaluate the release of test materials in light of nonmaleficence as both an aspirational principle and an enforceable standard (3.04). Relying on official statements from APA and other prestigious organizations, I document the substantial harm to clients, the community, and the profession of psychology in eroding test security.     

Ethical Implications in Screening for Ethics Violations

The process of admittance to membership in a psychological organization is an opportune time to take into consideration any questionable behavior in the professional background of a prospective member. Membership application forms of the American Psychological Association (APA) and 58 affiliated organizations are reviewed to determine the kinds of questions that are asked about ethical misconduct. The nature of the inquiry differs considerably from one association to another, with a preponderance of organizations avoiding any direct questions about professional ethics. Discussion is focused on how these different screening strategies impact on the applicant and the organization. There is a demonstrated need for appropriately formulated queries. A case is made for resolving current inconsistencies among associations by adhering to a unified procedure in the ethical screening of psychologist applicants.     

How Organizational Hunger May Have Contributed to the American Psychological Association’s Scandal Over the Ethics of Torture

The recent scandal over the American Psychological Association’s (APA) change in ethical policy on torture has been reported by journalists and by a team led by an independent reviewer, a former federal prosecutor. Additional observations have been provided by current and former APA leaders and members at large posting on the APA website. There seems to be a consensus that the APA, through a corruptive subgroup, colluded with the United States Government to change the APA ethical standards to provide cover for the Department of Defense’s “enhanced interrogation” of suspected terrorists. Examining the flawed decision-making process through a group dynamics lens, the author examines the extent to which corruptive motives and manipulative (if not deceptive) practices led to collusion and a policy inconsistent with APA values and mission. He also offers recommendations to other professional organizations as to how to avoid corruptogenic group processes.     

Rethinking education in psychology and psychology in education. The inaugural Education Leadership Conference

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs.