Professionals in the area of medicine and psychology universally recognize the role and importance of objective and ethical communication of test results to patients. Beyond the fact that all psychological and medical tests are initially aimed at improving patients’ wellbeing, interpretation of their results require thorough understanding of the test’s purpose, its impact on the patient, the role of test results in the structure of psychological treatment approaches, as well as ethical boundaries of test results’ interpretation.
All these factors are critically important, when clients require a detailed and comprehensive explanation of test results, and all these factors should be taken into account, when presenting relevant test information to the client. Explain Results Introduction Professionals in the area of medicine and psychology universally recognize the role and importance of objective and ethical communication of test results to patients.
Beyond the fact that all psychological and medical tests are initially aimed at improving patients’ wellbeing, interpretation of their results require thorough understanding of the test’s purpose, its impact on the patient, the role of test results in the structure of psychological treatment approaches, as well as ethical boundaries of test results’ interpretation. All these factors are critically important, when clients require a detailed and comprehensive explanation of test results, and all these factors should be taken into account, when presenting relevant test information to the client.
Test results are usually referred to as “the findings from any physical measurement, medical procedure, or analysis of a biological specimen” (Coughlin & Beauchamp, 1996). Although psychological test results seem to occupy a separate ethical niche, ethical requirements to interpretation of all test results are mostly the same. By providing clients with understandable and objective interpretation, professionals display their commitment to the principles of client welfare in the testing process.
As a result, to guarantee ethical and comprehensive, as well as unbiased and useful presentation of test results, professionals are required to analyze the following factors. First, prior to presenting test scores to the client, counselors are required to analyze their theoretical orientation. While client-centered counselors are willing to involve clients into the discussion of test results, directive counselors avoid paying too much attention to what clients feel with regard to their test scores (Hood & Johnson, 1991).
In both cases, however, client involvement is the critical element of an ethical test interpretation procedure, for “the advantage of helping clients to interpret and react to test results is that it assists the counselor in obtaining more insight about the client” (Hood & Johnson, 1991). Moreover, the need for patient involvement is consistent with the principles of patient autonomy in counseling ethics (Coughlin & Beauchamp, 1996); i. e. the test interpretation procedure should initially involve both the patient and the counselor into discussion.
Second, counselors should bear in mind that interpretation of test results is an anxiety-producing experience; it is the explanation of “the meaning of uncertainty” (Coughlin & Beauchamp, 1996). Despite the fact that “individuals tend to exhibit less emotional distress than anticipated by clinicians, and show strong coping skills in dealing with undesired results” (Shalowitz & Miller, 2008), counselors are nevertheless responsible for presenting test results in ways that do not disturb clients and do not lead to negative psychological outcomes.
Third, counselors must be particularly attentive to the ethnic, racial, cultural, social background, and the client’s age. In other words, where oral representation of test results is not sufficient to satisfy communication needs of the client, other forms of test interpretation may be of use. For example, graphic representation of test results may appear a relevant approach to test scores interpretation for children (Hood & Johnson, 1991). Sometimes, a written report or notification may help clients realize the scope and usability of their test scores.
Before preparing a report, the counselor must decide the principal idea to be communicated, and whether other factors or data may play an auxiliary role (Hood & Johnson, 1991). In this context, it would be useful to add a brief preliminary explanation of the Psychological Report contents, to introduce the topic, its major controversies, and the ways test scores may help resolving the issues identified within the report. Fourth, the concepts of privacy and confidentiality should be followed, when counselor delivers test results to the client.
Fifth, and the last, the results should be communicated in a descriptive (rather than a numerical) manner, avoiding labeling and diagnosing a person. All these factors will ensure that clients (1) understand the purpose of the test; (2) realize the impact of test scores on their wellbeing; (3) understand the broad implications of their diagnosis and personal characteristics for the lifestyle; (4) realize the need to address the most problematic health complications.
Conclusion Regardless the purpose of the test, the process of communicating test results to clients is usually similar and may change depending on the target population and the specific counseling needs of clients. To ensure that test interpretation is ethical and comprehensive, counselors should encourage interactive ways of presenting test scores to the clients.
Special attention needs to be paid to the client’s background and age, as well as other personal features that may promote or inhibit rational understanding of test scores. Confidentiality, privacy, and simple language are the three key components of an ethical test results interpretation; and if presented in an ethical, professional, and comprehensive manner, communication of test results improves the quality of client-counselor interactions and thus, leads the client to the desired health outcomes.
References
Coughlin, S. S. & Beauchamp, T. L. (1996). Ethics and epidemiology. Oxford University Press. Hood, B. & Johnson, R. W. (1991). Assessment in counseling: a guide to the use of psychological assessment procedures. American Counseling Association. Shalowitz, D. I. & Miller, F. G. (2008). Communicating the results of clinical research to participants: attitudes, practices, and future directions. PLoS Med. , 5 (5): 91-104.