Code of Ethics

For Psychologists Working in

Aotearoa/New Zealand, 2002

Prepared by the Code of Ethics Review Group, a joint working

party of the NZ Psychological Society, the NZ College of Clinical
Psychologists and the NZ Psychologists Board.

Adopted by Members of the New Zealand Psychological Society,

and Members of the NZ College of Clinical Psychologists at their
respective 2002 Annual General Meetings.

The Psychologists Board resolved to formally adopt the Code for

registered psychologists on 6 December 2002.
Contents

PREAMBLE 3

PRINCIPLE 1: Respect for the Dignity of Persons and Peoples

1.1 General respect 5
1.2 Non-discrimination 5
1.3 Relations between Maori and non-Maori 5
1.4 Sensitivity to diversity 6
1.5 Children/young persons 6
1.6 Privacy and confidentiality 6
1.7 Informed consent 8

PRINCIPLE 2: Responsible Caring

2.1 Promotion of wellbeing 9
2.2 Competence 10
2.3 Active participation 10
2.4 Vulnerability 11
2.5 Children/young persons 11
2.6 Wellbeing of human research participants 11
2.7 Animals 12

PRINCIPLE 3: Integrity in Relationships

3.1 Honesty 13
3.2 Personal values 14
3.3 Structure of relationships 14
3.4 Conflicts of interest 14

PRINCIPLE 4: Social Justice and Responsibility to Society

4.1 Welfare of society 15
4.2 Respect for society 15
4.3 Benefit to society 16
4.4 Accountability, standards and ethical practice 16

INDEX 17

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 2

 Code of Ethics
For Psychologists Working in Aotearoa/New Zealand, 2002

PREAMBLE

Declaration
In giving effect to the Principles and Values of this Code of Ethics there shall be due regard for New
Zealand’s cultural diversity and in particular for the provisions of, and the spirit and intent of, the
Treaty of Waitangi.

PURPOSES OF THE CODE

The Code presents Principles and Values to which psychologists should aspire and identifies the
implications of these Principles and Values for practice through the inclusion of Practice Implications
and associated Comments.

There are two versions of the Code: the full Code of Ethics, and a summary that includes the
Principles and Value Statements only for quick referencing.

The purposes of the Code are:

1. To unify the practices of the profession.

2. To guide psychologists in ethical decision-making.

3. To present a set of guidelines that might be available to the public in order to inform them of the
professional ethics of the profession (for this purpose the summary version of the Code should
be used).

Psychologists should consider the Code when making decisions regarding professional and research
practice. Psychologists should also consider any workplace codes of conduct or codes of practice,
and relevant legislation. If the Code of Ethics establishes a higher standard of conduct than is
required in legislation or other codes, we suggest that psychologists should adopt the higher ethical
standard in reaching their decision.

The Code applies to all members of the New Zealand Psychological Society, the New Zealand
College of Clinical Psychologists and all other Registered Psychologists, in respect of all their
professional and research activity. It includes the clinical and counselling practice of psychology,
educational psychology practice, research, teaching, supervision of trainees, development and use of
assessment instruments, organisational consulting, social intervention, administration, and other
workplace activities.

It is recommended that psychologists should bring the Code to the attention of those they teach,
supervise and/or employ. Psychologists are advised to have explicit understandings of their
responsibility for the work or behaviour of those they teach, supervise, and/or employ. Such
understandings would normally be expressed in writing in such documents as supervision
agreements or employment contracts.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 3

 STRUCTURE OF THE CODE

The new Code identifies four ethical Principles:

1. Respect for the dignity of persons and peoples.

2. Responsible caring.

3. Integrity of relationships.

4. Social justice and responsibility to society.

Subsumed under each Principle are a number of Values that stem from it and these values are in turn
linked to Practice Implications – statements of the appropriate professional behaviour of
psychologists in relation to that value. Associated with many of the Practice Implications are
Comments – drawing attention to important issues of practice. The Practice Implications included are
to be considered as guides to practice and should not be understood to exhaust the implications of
the associated Value for practice.

In applying the Code in practice it is likely that many ethical decisions will be resolved by reference to
more than one section of the Code. In rare circumstances it may appear that there is a conflict
between the guidelines in these different sections, or a conflict between the Code and other
workplace codes of practice. In all circumstances psychologists should proceed as follows:

1. Identify the issues and practices that are ethically relevant.

2. Develop alternative courses of action, preferably in consultation with a professional colleague or

supervisor.

3. For each identified course of action analyse the likely short-term, ongoing, and long-term risks
and benefits for the individual(s) and/or group(s) involved or likely to be affected.

4. Conscientiously apply the Principles, Values and Practice Implications to each course of action
in the light of the identified risks and benefits and decide which offers the best balance between
these.

5. Take the chosen course of action, accepting responsibility for the consequences of the chosen
course of action.

6. Evaluate the consequences of the action, correcting negative outcomes if possible and, if the
issue(s) originally identified are not resolved, re-engaging in the decision making process.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 4

Principle 1
Respect for the Dignity of Persons and Peoples

The principle of respect for the dignity of persons and peoples requires that each person and all peoples are
positively valued in their own right, and are shown respect and granted dignity as part of their common humanity.
Respect requires sensitivity to cultural and social diversity and recognition that there are differences among persons
associated with their culture, nationality, ethnicity, colour, race, religion, gender, marital status, sexual orientation,
physical or mental abilities, age, socio-economic status, and/or any other personal characteristic, condition, or status.
Such differences are an integral part of the person. In New Zealand, the basis for respect between the indigenous
people (tangata whenua – those who are Maori) and others (those who are not Maori) is set out in the Treaty of
Waitangi.

Value Statements Practice Implications Comments

1.1. General Respect: 1.1.1. In their professional relationships
Psychologists respect the dignity of psychologists are respectful of those with whom they
persons and peoples with whom they interact.
relate in their work and are sensitive to 1.1.2. Psychologists recognise the basic rights of In any circumstances where such basic rights may be
their welfare, and rights. individuals to food, clothing, shelter and freedom compromised, as part of a psychological practice,
from intentionally inflicted pain. psychologists should consult with senior colleagues
before proceeding. Ultimately, they must be able to
justify the decision made.
1.1.3. Psychologists seek to obtain as full and active This applies to research participants, clients, students,
participation as possible from all persons in decisions supervisees, employees, colleagues, employers, third
that affect them. party payers, and the general public, as appropriate.
1.1.4. Psychologists use language that conveys This includes avoidance of demeaning descriptions or
respect for the dignity of others in all written or verbal comments.
communication.
1.1.5. Psychologists do not condone or engage in
any form of harassment or exploitation.

1.2. Non-Discrimination: 1.2.1. Psychologists seek to prevent or correct

Psychologists recognise that all practices that are unjustly discriminatory.
persons and peoples are entitled to
equal benefits from the contributions of
psychology.
1.2.2. Psychologists recognise that the decision to It is recognised that psychologists cannot always provide
exclude persons from their services or activities, to a service for reasons of resources and/or expertise. In
fail to provide interventions that might reasonably be these circumstances, where the psychologist would
expected, or to otherwise minimise the services usually provide such a service as the one requested, it is
provided, are serious decisions and must not be best practice to assist the person to find an alternative.
made on capricious or unjustly discriminatory
grounds.
1.2.3. Psychologists seek to avoid, or refuse to
participate in, practises that are disrespectful of the
cultural, legal, civil, or moral rights of others and/or
practises with any form of discrimination.

1.3. Relations Between Maori and 1.3.1. Psychologists, individually and collectively, Te Tiriti o Waitangi is given priority as the text that was
Non-Maori: seek to be informed about the meaning and offered to and signed by the majority of the Maori
Psychologists practising in New implications of the Treaty of Waitangi for their work. signatories.
Zealand recognise that the Treaty of This includes an understanding of the principles of
Waitangi sets out the basis of respect protection, participation and partnership with Maori.
between Maori and non-Maori in this
country. 1.3.2. Both non-Maori and Maori psychologists who
work with Maori seek advice and undertake training
in the appropriate way to show respect for the dignity
and needs of Maori in their practice.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 5

 Value Statements Practice Implications Comments

1.4. Sensitivity to diversity: 1.4.1. Psychologists seek to be responsive to cultural 'Advice' includes guidance from a cultural adviser
Psychologists respect diversity, and and social diversity and, as a consequence, obtain appropriate to the context. Competent service may
recognise that a person lives and training, experience and advice to ensure competent require provision of an interpreter where there are
develops within their social, cultural and culturally safe service or research. language barriers.
and community groups. 1.4.2. Psychologists recognise that people with Provided this does not contravene the ethical principles of
whom they work have cultural and social needs, and the code.
take reasonable steps to help them meet these
needs.

1.5. Children/Young Persons: 1.5.1. In any work where children/young persons are Such an implication is spelled out in relevant legislation.
Psychologists recognise a involved, psychologists recognise that the interests
responsibility to promote the welfare and welfare of children/young persons are
and best interests of children/young paramount, and therefore given precedence over
persons. other considerations.
1.5.2. Psychologists advocate for a child/young Psychologists should discriminate between the needs and
person who is directly their client, or part of a client the wishes of children/young persons: wishes should be
group, in situations where that child’s/young person’s heard, understood and taken into account, within the
welfare and best interests are threatened. context of their needs, general welfare, and wider social
environment.

1.6. Privacy and Confidentiality: 1.6.1. Psychologists make themselves aware of

Psychologists recognise and promote relevant Acts and Standards and follow procedures
persons' and peoples’ rights to privacy. that provide for informed consent, confidentiality, fair
They also recognise that there is a duty treatment and due process as laid out in those Acts
to disclose to appropriate people real and Standards.
threats to the safety of individuals and
the public.
1.6.2. Psychologists explain clearly the measures Psychologists should take care to protect confidentiality of
they will take to protect confidentiality when engaged participants in groups with which they work by
in services to, or research with, individuals, families, emphasising participants' obligation to one another (e.g.,
groups, or organisations. Furthermore, in group therapy or research focus groups).
psychologists convey to family, hapu/iwi
organisations, and community members the
responsibilities on them for the protection of each
other's confidentiality.
1.6.3. Psychologists discuss with persons and
organisations with whom they establish a research or
professional relationship (a) the limits of
confidentiality as defined in 1.6.10 and (b) the
foreseeable uses of the information generated
through their services/activities.
1.6.4. Psychologists seek to collect only that
information which is germane to the purpose(s) for
which informed consent has been obtained.
1.6.5. Psychologists record only that information
necessary for the provision of continuous,
coordinated service to a client, or for validating or
identifying conclusions in a report, or for the goals of
the particular research study being conducted, or
which is required by law.
1.6.6. Psychologists store, handle, transfer and
dispose of all records, both written and unwritten
(e.g., computer files, video tapes), in a way that
attends to needs for privacy and security.
1.6.7. Psychologists retain information as defined in (a) Information includes paper records and computer
current legislation or ethical guidelines (for research records.
data). (b) Records should be accessible and legible.
(c) Adequate plans should be made for access to and
disposal of records for circumstances of one's serious
illness or death.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 6

 Value Statements Practice Implications Comments

1.6. Privacy and Confidentiality: 1.6.8. Psychologists take all reasonable steps to
continued ensure that information over which they have control
remain retrievable as long as is necessary to serve
the interests of those to whom they refer and/or the
purpose for which they are collected, or as required
by law.
1.6.9. Psychologists do not disclose personal Information to be protected includes any information
information obtained from an individual, family, gained second hand (e.g., from a colleague about their
whanau or community group or colleague without the client or student) in activities as a psychologist, and
informed consent of those who provided the where it could be anticipated that the information would
information, except in circumstances provided for in be regarded by the person/s it concerns to be
1.6.10. confidential.

1.6.10: Psychologists recognise that there are certain The consequences of informing significant others should
exceptions and/or limitations to non-disclosure of always be specifically considered.
personal information, and particular circumstances
where there is a duty to disclose. These are:

(a) Diminished capacity: Where a person is judged (a) In such circumstances consent to disclose is sought from
incapable of giving consent to disclosure themselves. those who are legally authorised to represent their interests
(e.g., parents of children/young persons, legal guardians of
mentally incapacitated persons).

(b) Children/young persons: The level of a child’s/young (b) Psychologists should recognise that significant health, safety,
person’s emotional maturity and cognitive skills and/or relationship issues may override confidentiality and the
should determine the weight given to their requests wishes of the child/young person. In the situation that a
and consent to disclose personal information. psychologist intends to convey information to a third party,
the child/young person should be informed if possible, and
the matter should be discussed to a level that is age
appropriate. Account should be taken of the child's/young
person’s limited capacity for individual responsibility, and the
special status of children/young persons in relation to their
guardians.

(c) Urgent need: Where a situation arises when it is (c) In these circumstances psychologists should report to the
impossible or impracticable to seek consent to person, persons, or the person authorised to represent
disclosure in time to prevent harm or injury to the his/her interests, as soon as practicable, any information
person, persons, family, whanau, or community disclosed to a third party.
group.

(d) Legal requirements: Where a psychologist is (d) For example, mandated assessments and treatments, court
compelled by law to disclose information given by a order to disclose information from files or other records. In
client or research participant. such circumstances psychologists inform the person or
persons in advance, where possible, of such limitations to
confidentiality that may exist.

(e) Client or public safety: Where a psychologist believes (e) Psychologists should consult with senior colleagues before
that non-disclosure may endanger a client, research making their decision. Ultimately, they must be able to justify
participant or another person but is denied the decision made.
permission to disclose, the psychologist exercises
professional judgement in deciding whether to breach
confidentiality or not.

1.6.11. Psychologists, in disclosing information as Psychologists should ensure that any limitations of the
allowed for in 1.6.10, provide only that information information provided are made clear to the recipient.
which, in their opinion, is accurate and relevant to the
situation.

1.6.12. Psychologists ensure that where client and/or Unless informed consent has been obtained for
research information about individuals or groups is identification and presentation
used in publications, teaching or public
presentations, the identity of the clients or research
participants concerned is protected.

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 Value Statements Practice Implications Comments

1.7. Informed Consent: 1.7.1. Psychologists accept the obligation to obtain Some individuals or groups have less power than others,
Psychologists recognise that obtaining or negotiate informed consent in a manner consistent permanently or temporarily, placing them in a vulnerable
informed consent from those with with the principles of this code. position and increasing the responsibility of psychologists
whom they are working is a to protect and promote their rights. In exercising this
fundamental expression of respect for responsibility psychologists seek to collaborate with the
the dignity of persons and peoples. persons involved in devising and implementing
appropriate safeguards.
1.7.2. Psychologists obtain explicit informed consent
for any psychological services provided or for
participation in research.
1.7.3. When working with a person or persons who It is the responsibility of the psychologist to obtain
are unable to give explicit consent for reasons of consent from an appropriate person/agency. A lawful
diminished capacity, age and/or intellectual and/or basis for consent is required.
emotional immaturity, psychologists must gain the
consent of the person’s guardian(s). They should
also seek informed consent to the extent feasible
from the person with limited ability to consent, and
taking into account the facts of their particular case.
1.7.4. Psychologists ensure that informed consent is It is recognised that in certain work settings,
the result of an agreement to work collaboratively psychologists are required to conduct assessments
and they take all reasonable steps to ensure that where consent may not be readily forthcoming (e.g., child
consent is not given under conditions of coercion or protection work, forensic work).
undue pressure from them.
1.7.5. When working with a person or persons from
whom explicit informed consent cannot be obtained,
psychologists proceed in accord with current
statutory provisions.
1.7.6. In obtaining informed consent, psychologists This includes warning of any potential risks or
provide as much information as a reasonable or consequences.
prudent person, family, whanau, or community would
want to know before making a decision or consenting
to an activity.

1.7.7. In obtaining informed consent, psychologists Including providing translation into another language, if
relay information in language that is easily necessary.
understood, and give sufficient time for the recipients
to respond to the information. Psychologists take
whatever reasonable steps are necessary to ensure
that the information was, in fact, understood.
1.7.8. In seeking informed consent for participation in
research, psychologists ensure that the procedures
and information provided meet the standards of a
relevant human subjects ethics committee.
1.7.9. Psychologists accept that there may be some In such circumstances informed consent procedures are
exceptions and/or limitations to a person or persons carried out with those who are legally authorised to
giving explicit informed consent. The major represent their interests (e.g., parents of children, legal
exceptions/limitations are: guardians of mentally incapacitated persons).
(a) Diminished capacity: Where a person is judged As in some treatments or assessments contracted by the
incapable of giving explicit informed consent Courts (e.g., those carried out under criminal, mental
themselves. health or family law). Psychologists inform the client of
(b) Urgent need: Where a situation arises when it is these limits at the commencement of their work (see
impossible or impracticable to obtain informed 1.6.4).
consent in time to prevent harm or injury to the
person, persons, family, whanau, community
group or some other person.
(c) Legal requirement: Where a psychologist’s
actions are mandated by law.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 8

Principle 2
Responsible Caring

The practice of psychology promotes well-being. In pursuing this goal, psychologists demonstrate an active concern
for the welfare of those with whom they work and acknowledge the social and institutional power that structures their
role as psychologists. Psychologists have a primary responsibility to protect the welfare of those with whom they
work. They recognise that individuals, families, groups, hapu/iwi, or communities, may be in a vulnerable position. In
New Zealand, the Treaty of Waitangi provides a framework for responsible caring between the two peoples, tangata
whenua (those who are Maori) and those who are not Maori.

Value Statements Practice Implications Comments

2.1. Promotion of Well-being: 2.1.1. Psychologists assess the potential harm and This requires an understanding of cultural needs and
Psychologists’ recognise that a basic benefits involved in their actions, to predict the acknowledgement that such information is part of all
ethical expectation of our discipline is likelihood of their occurrence and proceed only if the aspects of psychologists' work.
that its activities will benefit members potential benefits outweigh the potential harms. They
of society or, at the very least, do no endeavour to correct any harmful effects that have
harm. occurred because of their activities.
2.1.2. Psychologists use the most respectful and
effective interventions or strategies for those with
whom they are working.
2.1.3. Psychologists who conduct psychological This involves, but is not limited to, selection of procedures
assessments select appropriate procedures and and instruments with established scientific status,
instruments and are able to justify their use and currency and cultural appropriateness and which the
interpretation. psychologist is trained to administer. Any reservations
concerning the validity or reliability of an assessment
procedure, arising from its administration, norms, or
domain-reference, should be made explicit in any report.
2.1.4. In reporting assessment findings and (a) Uninterpreted data from assessments is not normally
recommendations to clients, research participants released to persons who are not specifically trained
and/or professionals, psychologists provide in the use and interpretation of the instruments
appropriate explanations of findings, interpretations concerned.
and limitations. They endeavour to see these are not (b) In respect of children/young persons especially, it
misused. should be recognised that they have the capacity for
considerable change through their development.
Labels about their current level of skills or emotional
maturity can stereotype them and impede their future
capacity to mature. Caution should be exercised in
using diagnostic labels
2.1.5. Psychologists do not delegate activities to
persons not competent to carry them out.
2.1.6. When a client’s needs lie outside of a If referring a client to a colleague or other professional,
psychologist’s expertise, the psychologist refers the psychologists maintain appropriate contact, support, and
client to other appropriate services. responsibility for caring until a colleague or other
professional begins service.
2.1.7. Once a professional relationship has been
established, psychologists provide services until the
relationship is properly terminated. Proper
termination of a professional relationship should
occur with due regard to the client’s needs.
2.1.8. When it is clear that the client is not benefiting, Such termination of a professional relationship is, where
a psychologist initiates a termination of the possible, negotiated with the client. When appropriate
professional relationship. help is given the client to find alternative sources of
assistance.
2.1.9. In a professional relationship, psychologists do This applies to clients, supervisees, and students.
not foster dependence on the psychologist.

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 Value Statements Practice Implications Comments

2.1. Promotion of Well-being 2.1.10. Sexual relationships with clients, supervisees It is not appropriate to terminate a professional
(continued) and/or students are unethical. Psychologists do not relationship in order to facilitate an intimate relationship.
encourage or engage in sexual intimacy, either during
the time of that professional relationship, or for that
period of time following during which the power
relationship could be expected to influence personal
decision making.
2.1.11. Psychologists try to stop clearly harmful When these activities come to the attention of
activities being carried out by another psychologist or psychologists, the psychologists’ actions may include:
another professional. talking informally with the psychologist or member of
another profession, formally recording concerns,
obtaining objective information and, if possible, the
assurance that the harm will discontinue and be
corrected, reporting to the appropriate regulatory body,
authority, and/or committee for action.
2.1.12. Psychologists do everything reasonable to stop This may include reporting to appropriate authorities (e.g.
or offset the consequences of actions by others when the police) or an intended victim or other relevant people,
these actions are likely to result in serious physical and would be done even when a confidential relationship
harm or death. is involved (refer to 1.6.10)
2.1.13. When psychologists are aware that clients are Such coordination should be promoted by the
involved with more than one service provider, they maintenance of adequate records and communication
endeavour to provide services, which are coordinated with other service providers within limitations of
over time and avoid duplication or conflict. confidentiality and consent (refer to 1.6.9).

2.2. Competence: 2.2.1. Psychologists attain and maintain adequate levels

Psychologists attain and maintain of knowledge and skills in order to practise in a
competency. particular area.
2.2.2. Psychologists recognise the limits of their own
competence and provide only those services for which
they are competent, based on their education, training,
supervised experience, or appropriate professional
experience.
2.2.3. Psychologists practise in new areas of
psychology, or utilise new techniques, only after
undertaking appropriate study, training, supervision
and/or consultation from persons who are competent in
those areas or techniques.
2.2.4. Psychologists utilise and rely on scientifically and Psychologists are familiar with relevant law; keep
professionally derived knowledge, and are able to justify themselves up-to-date with relevant knowledge, skills,
their professional decisions and activities in the light of techniques and research methods, through the reading of
current psychological knowledge and standards of relevant literature, peer consultation, and continuing
practice. education and training activities, in order that their service
or research activities and conclusions are sound.
2.2.5. Psychologists seek to maintain an awareness of
how their own experiences, attitudes, culture, beliefs,
values, social context, individual differences and
stresses, influence their interactions with others, and
integrate this awareness into all aspects of their work.
2.2.6. Psychologists have regular supervision and
undertake regular evaluation of their work in order to
ensure quality services.
2.2.7. Psychologists have responsibility to monitor their Such conditions may include burnout, addictions,
ability to work effectively in order to avoid conditions acquired disability, distress from significant life events,
that could result in impaired judgement and interfere etc.
with their ability to practise safely. They seek
appropriate help and/or discontinue scientific or
professional activity for an appropriate period of time if a
physical or psychological condition reduces their ability
to work effectively and maintain safe practice.

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 Value Statements Practice Implications Comments
2.3. Active Participation: 2.3.1. Psychologists provide clients with adequate (a) This includes possible adverse consequences such
Psychologists recognise that clients information, time and support to enable active as disruption of family relationships, short term
should actively participate in participation in decisions that affect their welfare. This reduced functioning, etc. Refer to 1.7 section on
decisions that affect their welfare. information includes assessments of benefits and harms informed consent.
so they can appreciate the likely consequences of (b) Psychologists should encourage children/young
working with the psychologist. persons and other vulnerable clients to participate
actively in decisions according to their cognitive skills
and emotional maturity.
2.4. Vulnerability: 2.4.1. Psychologists recognise the vulnerability of some Psychologists recognise that special vulnerability may
Psychologists especially provide individuals, groups, or communities and take occur with political or social oppression, age, ethnic
responsible care to individuals and appropriate action in relation to this. origin, ability to communicate, sensory impairments,
groups who may be disadvantaged economic standing and need for support from others.
and/or oppressed.
2.4.2. Psychologists recognise that vulnerability is Psychologists should recognise the need for support
increased by unfamiliar cultural settings, unfamiliar people, advocates, aides and appliances, accessible
clinical settings, unfamiliar language, overwhelming surroundings and interpreters where indicated, when
numbers of staff, and/or lack of advocate support. working with people with disabilities. (See also 1.4.1).
2.4.3. Psychologists endeavour to put in place supports
for individuals, groups, families or communities so that
their vulnerabilities are lessened.
2.4.4. Where it is impossible to lessen vulnerabilities,
psychologists should make allowances for this in their
work with individuals, groups, families or communities.
2.4.5. Psychologists should not use aversive strategies If possible, informed consent should be obtained (see
except as a last resort and after demonstrable efforts to 1.7). Ongoing evaluation and supervision should occur to
identify other less intrusive alternatives have been ensure that the aversive strategies are still justifiable.
made. Any use of aversive strategies should occur in
the context of a positive intervention programme.
2.5 Children/Young Persons: 2.5.1. Psychologists take account of the developmental Psychologists who work with children/young persons
Psychologists recognise the level of children/young persons and do not exploit them should provide appropriate settings to allow for different
vulnerable status of children. in any way. modes of communication.
2.5.2. In research with children/young persons,
psychologists take stringent care to achieve informed
consent from guardians and assent from the child/young
person.
2.6. Well-being of Human 2.6.1. Psychologists only conduct research that is
Research Participants. In carrying ethically sound and that meets current standards for
out research, psychologists adequacy of research design.
recognise that a basic ethical
expectation is that research
activities will benefit members of
society or, at least, do no harm.
2.6.2. Psychologists submit their research proposals for Research ethics proposals should include statements of
ethical review to an appropriately constituted ethical responsiveness to the Treaty principles of partnership,
review committee participation and protection and be compatible with Maori
development.
2.6.3. Psychologists do not use research procedures if
they are likely to cause serious or lasting harm to
participants.
2.6.4. Psychologists take all reasonable steps to protect If the risks of such consequences exists and the
research participants from physical and mental participants give their informed consent to their
discomfort or danger. involvement in the research, all possible steps must be
taken to minimise any such risks.
2.6.5. Psychologists take account of the developmental This includes taking account of their vulnerability to
immaturity of children and do not exploit or manipulate power, and the special need to not undermine their trust.
them in carrying out research.
2.6.6. Psychologists have a responsibility to debrief Such communication should be comprehensible.
research participants and do so in such a way that any
harm caused can be discerned. They act to correct such
harm.

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 2.6.7. Psychologists communicate findings of research
to participants in ways that value and respect their
contribution.

2.7. Animals. Psychologists' 2.7.1. Psychologists only conduct research with animals Psychologists conducting teaching and research involving
treatment and use of animals in that is ethically sound and that meets current standards animals must be aware of and conform to all legislation
their research and teaching must be for adequacy of research design. relevant to their activities.
humane.
2.7.2. Psychologists submit their research proposals for Psychologists using procedures likely to subject animals
ethical review to an appropriately constituted ethical to discomfort must be able to justify such risks on
review committee. scientific grounds to an appropriate ethics committee.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 12

Principle 3
Integrity in Relationships

The relationships formed by psychologists in the course of their work embody explicit and mutual expectations of
integrity that are vital to the advancement of social justice, scientific knowledge, and to the maintenance of public
confidence in the discipline of psychology. Expectations of professional practice include: respect, accuracy and
honesty; openness, maintenance of appropriate boundaries, and avoidance of conflicts of interest. Psychologists will
seek to do right in their relations with others. In New Zealand, the Treaty of Waitangi provides a framework for
integrity in relationships between the two peoples, tangata whenua (those who are Maori) and those who are not
Maori.

Value Statements Practice Implications Comments

3.1 Honesty: 3.1.1. Psychologists accurately represent their own and

Psychologists recognise that others’ qualifications, education, experience,
integrity implies honesty in competence, and affiliations, in all spoken, written, or
relationships. Honesty requires printed communications.
psychologists to be accurate, 3.1.2. Psychologists help the public make informed
complete and comprehensible in all choices of the quality and type of service provided.
aspects of their work.
3.1.3. Psychologists ensure that claims or conclusions Psychologists should be able to acknowledge the basis of
can be supported by a standard of evidence acceptable any opinions expressed.
to the profession. Statements of opinion are clearly
identified as such.
3.1.4. Psychologists engaged in research conduct open, This standard is achieved through selecting and
honest and unbiased investigations. developing relevant research techniques, providing
statements of the underlying assumptions, declaring any
interests (e.g., naming funding bodies, and/or those who
commissioned the research), regularly and genuinely
seeking guidance from informed persons, and through the
timely and adequate disclosure of research findings to the
professional and scientific community.
3.1.5. Psychologists strive to avoid deception in their Deception should only occur in practise with clients when
work. Where deception must be employed, it can be justified on the basis of safety. Deception
psychologists seek independent and adequate ethical should only occur in research where there is no
review of the risks to the public or the individuals, before alternative non-deceptive option, where consent has been
making a decision to proceed. obtained prior to participation, and where debriefing is
given after participation to disclose the deception and its
rationale. Psychologists should recognise that deception,
of itself, can be harmful to vulnerable people, including
children/young persons.
3.1.6. Psychologists are accurate, complete and clear in
reporting assessments, evaluation and research
findings and do so in a manner that encourages
responsible discussion.
3.1.7. Where psychologists make reports that are found
to be incorrect or misleading, they take all reasonable
steps to correct the error as quickly as possible.
3.1.8. In their publications, psychologists give accurate Principal authorship and other publication credits should
acknowledgement to sources of ideas and information. accurately reflect the relative scientific or professional
contributions of the individuals involved, regardless of
their relative status. A student should usually be listed as
senior author on any multiple-authored article that is
substantially based on their dissertation or thesis.
3.1.9 Psychologists do not present substantial portions
or elements of another’s work or data as their own.
3.1.10. Psychologists inform clients and/or research People are normally entitled to have access to
participants about information they seek to obtain from information collected about them unless there are
or about them, how it will be used and whether and/or compelling reasons to withhold it. Such reasons include
how it will be available to them. reports on a person for a third party (e.g., in the Family
Court).

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 Value Statements Practice Implications Comments

3.1 Honesty: 3.1.11. Psychologists strive to honour all undertakings

(continued) and commitments included in any written or verbal
agreement even where serious and unexpected
circumstances intervene.
3.1.12. Psychologists make information available to
clients and research participants of relevant complaints
procedures.

3.2 Personal Values 3.2.1. Psychologists endeavour to be aware of their See also 2.2.5 and 2.2.6.
Psychologists will enhance integrity personal values and beliefs and how these may affect
in relationships by recognising, and their work.
where relevant, declaring, their 3.2.2. Psychologists ensure their personal values and
values and beliefs. beliefs do not disadvantage those with whom they work.

3.3 Structure of Relationships 3.3.1. Psychologists clarify and make explicit their role
Psychologists take responsibility to and responsibilities with the person(s) with whom they
maintain appropriate structure in are working.
their relationships with persons and 3.3.2. Psychologists maintain appropriate boundaries
peoples with whom they work. with those with whom they work and carefully consider
their actions in order to maintain their role.

3.4 Conflicts of interest: 3.4.1. Psychologists seek to avoid dual relationships

Psychologists recognise that where that might present a conflict of interest.
conflicts of interest are a threat to 3.4.2. Where dual relationships are unavoidable,
the integrity of relationships. psychologists identify any real or potential conflicts of
interest and take all reasonable steps to address the
issue in the best interests of the parties.
3.4.3. Psychologists do not exploit any work relationship Work relationships included are those with clients,
to further their own personal or business interests. research participants, students, employers, and
employees under their direct supervision.

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 14

Principle 4
Social Justice and Responsibility to Society

Psychology functions as a discipline to promote the well being of society. In New Zealand, the Treaty of Waitangi is a
foundation document of social justice. Psychologists, both as individuals and as a group, have responsibilities to the
community and to society in general. The principle of Social Justice is about acknowledging psychologists’ position
of power and influence in relation both to individuals and groups within communities where the psychologist is
involved, and in the broader context. It is about addressing and challenging unjust societal norms and behaviours
that disempower people at all levels of interaction.

Value Statements Practice Implications Comments

4.1. Welfare of Society: 4.1.1. In relation to societal issues, psychologists are Within the context of this code, social structures and
Psychological knowledge will be careful to keep well informed through relevant reading, policies that have beneficial purposes are defined as those
increased, and psychology will be peer consultation, and continuing education. that more readily support and reflect respect for the dignity
practised, in such ways as to of peoples, active concern, integrity in relationships, and
promote the welfare of society responsibility to society.
4.1.2. Psychologists are sensitive to the needs, current This includes but is not limited to determining:
issues, and problems of society and take account of (a) research questions to be answered
these needs in their work.
(b) services to be developed
(c) information to be collected
(d) the interpretation of results or findings
4.1.3. Psychologists have a responsibility to speak out,
in a manner consistent with the four principles of this
Code, when they possess expert knowledge that bears
on important societal issues being studied or discussed.
4.1.4. Psychologists exercise care when reporting the Particular care must be taken when reporting the results of
results of any work, so that results are not likely to be work regarding vulnerable groups
misrepresented or misused in the development of social
policy, attitudes and practices.

4.1.5. Psychologists have a responsibility to speak out

and/or act in a manner consistent with the four
principles of this Code if they believe policies, practices
or regulations of the social structures within which
psychologists work, seriously ignore or oppose any of
the principles of this Code.
4.1.6. Psychologists do not contribute to, nor engage in,
research that promotes or is intended for use in the
torture of persons, the development of prohibited
weapons, destruction of the environment, or any other
act that contravenes international law.

4.2. Respect for Society: 4.2.1. Psychologists are open about the limits of their
Psychologists recognise the need to relevant knowledge, and seek appropriate training
be aware of the structures and regarding customs and culture of the group with whom
customs of the communities in they are working.
which they work. 4.2.2. Psychologists acquire an adequate knowledge of This knowledge and guidance should be sought before
the culture, social structure, and customs of the beginning work in an area where the psychologist may be
community before beginning any major work there and unfamiliar with the culture or inadequately informed.
have a professional obligation to obtain guidance from
appropriate members of the community.
4.2.3. Psychologists abide by the laws of the society in
which they work.
4.2.4. Psychologists recognise that from time to time
structures or policies of society may be inconsistent with
the principles of respect for the dignity of peoples,
responsible caring and integrity in relationships. Where
these inconsistencies are identified, psychologists
advocate for change in these structures and policies.
Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 15
 Value Statements Practice Implications Comments

4.3. Benefit to Society: 4.3.1. Psychologists work individually and collectively to

Psychologists strive to ensure that contribute to the general welfare of society, in direct
psychological knowledge, when work and by the publication and dissemination of
used in the development of social findings from research.
structures and policies, will be used 4.3.2. Psychologists have a responsibility to ensure that This includes but is not limited to research, expert teaching
for beneficial purposes.
psychological knowledge and structures are used for and policy advice.
beneficial purposes, and have an ethical responsibility
to draw attention to and work to correct any misuse.
4.3.3. Psychologists protect the skills, knowledge and
interpretations of psychology from being misused, used
incompetently, or made useless by others.
4.3.4. Psychologists participate in the process of critical
evaluation of the discipline’s place in society and in the
development and implementation of structures and
procedures that help the discipline to contribute to
beneficial societal functioning and change.
4.3.5. Psychologists act to change those practices of the
discipline of psychology, which detract from beneficial
societal changes, where appropriate and possible.

4.4. Accountability, Standards 4.4.1. Psychologists help develop, promote and The discipline of psychology promotes high standards for
and Ethical Practice. participate in accountability processes and procedures its members and does what it can to assure that these
Psychologists strive to ensure the related to their work. standards are met and to support its members in their
appropriate and relevant use of attempts to maintain these standards. This includes but is
psychological knowledge, practices not limited to supervision, peer review, programme
and structures, and to avoid their reviews, case management reviews and reports of one’s
misuse. own research.

4.4.2. Psychologists engage in regular monitoring,

assessment, and reporting of their ethical practices and
safeguards.
4.4.3. Psychologists uphold the discipline’s This refers to colleagues of all disciplines and may include
responsibility to society by taking relevant action in employers. In the first instance, resolution or correction of
relation to bringing incompetent or unethical behaviour the situation should be attempted through bringing the
of colleagues, including misuses of psychological matter to the attention of the colleague concerned. Where
knowledge and techniques, to the attention of this is not appropriate or possible, or is unsuccessful in
appropriate regulatory bodies, authorities, and/or resolving the issue, the psychologist should then bring the
committees, in a manner consistent with the ethical matter to the attention of those charged with the
principles of this Code. responsibility to investigate it.
4.4.4. Psychologists protect the physical security and
integrity of assessment instruments and ensure that
they are not used inappropriately.
4.4.5 Psychologists do not file or encourage the filing of
ethics complaints that are frivolous and are intended to
harm the respondent rather than protect the public.
4.4.6. Psychologists enter only into those agreements or
contracts that allow them to act in accordance with the
ethical principles and standards of this Code.
4.4.7. Psychologists assist in the development of Psychologists are advised to have explicit understandings
professional and scientific growth of those who enter the of their responsibility for the work or behaviour of those
discipline of psychology by helping them to acquire a full they teach, supervise, and/or employ (e.g., in supervision
understanding of the ethics, responsibilities and needed or employment contracts).
competencies of their chosen area(s).

Code of Ethics for Psychologists Working in Aotearoa/New Zealand, 2002 Page 16

Index

A M
Accountability, standards and ethical practice, 2.6.2, 2.7.2, 4.4, Maori, 1.3, 1.3.1-2
4.4.1-7 Misrepresentation, avoidance of, 2.1.4, 3.1.7, 4.3.3
Accuracy, 3.1.6-8, 4.1.4 Monitoring, see evaluation and monitoring
Active participation, of clients, 1.1.3, 1.7.4, 2.3, 2.3.1 Moral rights, 1.2.3
Advocacy, 1.5.2, 2.4, 2.4.1-5, 4.1.3, 4.1.5, 4.2.4, 4.3.5,
Animals, 2.7, 2.7.1-2 N
Assessment, 2.1.3, 2.1.4, 3.1.6, 4.4.4 New techniques, 2.2.3
Aversive strategies, 2.4.5
O
C Objectivity, 2.2.4-5, 3.1.3-4
Children, 1.5, 1.5.1-2, 1.6.10(b), 2.1.4(c), 2.3.1 (b), 2.5, 2.5.1-2,
2.6.5 P
Communications with others, 1.1.4, 2.6.6-7 Pain, 1.1.2
Community, working in the, 1.4, 1.6.2, 1.6.9, 4.2, 4.2.1-4 Participation, of clients, 1.1.3, 1.7, 1.7.1-8, 2.3, 2.3.1
Competence, 2.1.5-6, 2.2, 2.2.1-7 Personal values, 2.2.5, 3.2, 3.2.1-2
Complaints, 3.1.12, 4.4.3-4 Privacy, 1.6, 1.6.1-12
Confidentiality, 1.6, 1.6.1-12 Preventing Harm, 2.1, 2.1.12
Conflict of interest, 3.4, 3.4.1-3 Psychological knowledge, see Knowledge, psychological
Consent, see Informed consent Publication issues, 3.1.6-9
Culture, 1.2.3, 1.3, 1.3.2, 1.4, 1.4.1-2, 4.2, 4.2.1-2
R
D Records, 1.6.5-8, 2.1.4, 3.1.10
Debriefing, following research 2.6.6-7 Referral of clients, 2.1.6-8, 2.1.13, 3.1.2
Deception, 3.1.5 Relationships, 2.1.9-10, 3.3, 3.3.1-2
Disclosure of information, 1.6.3, 1.6.9-11, 2.1.4 Research participants, 1.7.2, 1.7.8, 2.5.2, 2.6, 2.6.1-7, 2.7, 2.7.1-2,
Discrimination, unjust, 1.2, 1.2.1-3 3.1.10, 3.1.12
Dual relationships, 3.4.1-2 Research data/records, 1.6.5, 1.6.7, 1.6.12, 3.1.6-10, 4.3.1-2
Duty to warn, 1.6, 1.6.10(c), 1.6.10(e), 1.7.9, 2.1.12 Research, conduct of, 3.1.3-10, 4.1.6, 4.3.1
Respect for the dignity of persons and peoples, Principal 1, 1.1,
E 1.1.1-5, 2.1.2, 4.2, 4.2.1-4
Ethical Behaviour, 3.1.5, 4.4, 4.4.3-6 Responsible caring, Principle II
Evaluation and monitoring, 2.2.7, 4.4.2
Exploitation, 1.1.5, 3.4.3 S
Safety of individuals, 1.6, 1.6.10(e), 2.1.12
F Social justice and responsibility to society, Principle 4
Freedom of consent, see Vulnerable groups Society, benefit to, 4.3, 4.3.1-5
Society, respect for, 4.2, 4.2-4
H Society, welfare of, 4.1, 4.1.1-6
Harrassment, 1.1.5 Self-knowledge, 2.2.5, 3.2, 3.2.1-2
Harm, 2.1, 2.1.1, 2.1.11-12, 2.3.1, 2.6, 2.6.4, 4.1.6, 4.3.2 Sexual relationships, 2.1.10
Honesty, 3.1, 3.1-12 Students, supervisees, and trainees, 1.1.4, 2.1.10, 4.4.7
Supervision, 2.2.3, 2.2.6-7, 4.2.2, 4.4.7
I
Informed consent, 1.6.1, 1.7, 1.7.1-.9, 2.3, 2.3.1, 3.1.10 T
Integrity in relationships, Principle 3, 3.1, 3.1.1-12, 3.2, 3.2.1-2 Termination of services, 2.1.7-8
Treaty of Waitangi, Preamble ‘Declaration’, Principles 1-4, 1.3,
K 1.3.1-2
Knowledge, psychological, 2.1.6, 2.2, 2.2.1-4, 3.1.3, 4.4.7 Training, 1.3.2, 2.2.1-4, 4.2.1

L V
Language, 1.1.4, 1.7.7, 2.4.2 Vulnerable groups, 2.4, 2.4.1-5, 2.5, 2.5.1-2, 4.1.4
Legal requirements, 1.6.1, 1.6.10(d), 1.7.9(c), 4.2.3
Legal rights, 1.2.3 W
Welfare, of persons and people, 1.1, 1.1.1-5
Welfare of society, see Society, welfare of
Wellbeing, promotion of, 2.1, 2.1-13
Wellbeing, of human research participants, 2.6, 2.6.1-7

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