Abstract
Procedures for identifying psychoeducational problems are much in demand. With increasing demand has come widespread concern over potential abuses and misuses of assessment and labeling procedures. The purpose of this paper is to highlight ethical bases for identification practices and to discuss major ethical principles, perspectives, and concerns related to such practices. Ethical principles are explored within the context of four topics — utility, fairness, consent, and demystification — which arise in ethical considerations related to interventions for psychoeducational problems.
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