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The article presents a summary of the results of the research project FONDECYT N° 1080528, which explores the ethical dimension in practice, training, and research in community psychology (CP) in Chile. An intentional opinatic sample of primary (93 participants--users, students, and psychologists--) and secondary information sources (194 documents--programs, courses, theses and codes--) was used. The use of various data collection techniques and qualitative analysis strategies led to the identification of two relevant results: the principle of respect for the other and community participation in identifying and addressing ethical issues. Divergences in the concept of CP and ethical duties in this field were also found. Finally, ethical guidelines for practice, training, and research in CP are suggested. [ABSTRACT FROM AUTHOR]

Chilean community psychology has undergone an evolution that has positioned it as a reference in the institutional practices of psychosocial intervention. This has involved the standardization of interventions, resulting in the abandonment of some of the founding precepts of the discipline, in a context lacking ethical indications for the field. As a way of outlining the current disciplinary practices and their ethical implications, social representations of professional practice between clients of Government and NGO social programs were investigated, through the realization of 4 participatory interviews with 32 clients. Discourse analysis tools were used. The results show a strong appreciation of the relationship between client and professional, a progressive strengthening from individual work, professional dependence, and a series of correct and incorrect actions as perceived by the client. [ABSTRACT FROM AUTHOR]

Previous survey's results suggest that Chilean psychologists prefer to make ethical decisions based on their personal judgment and professional experience, and place less value on the utilization of a Professional Code of Ethics (Alvear, Pasmanik, Winkler, & Olivares, 2008). With this background, information was obtained in order to position the teaching of professional ethics in the transformation that is currently being experienced in higher education, and criteria for decision making on teaching ethics at the undergraduate level were also sought. Some of the approaches to ethics education in psychology are presented and discussed, and guidelines are proposed for deciding what, when and how to teach ethics in psychology. [ABSTRACT FROM AUTHOR]

The context of this historiographic research is the development of psychology during its first 30 years. We focused on the work of six of psychology's pioneers, three from the USA (William James, Stanley Hall, and James Mark Baldwin) and three from Chile (Sergio Yulis, Salvador Cifuentes, and Hernán Larraín). An inductive analysis was performed using mostly primary sources, and in the Chilean case, secondary sources were also used. Ethical and political dimensions, manifested in their reflexions and perspectives, allowed us to conclude that the long written and philosophical tradition of USA researchers (inherited from protestant ethics) contrasts with the sparse productivity of its Chilean counterparts, present in their practice as a fundamental experience of their moral exposure (inherited from Christian oral tradition). Thus, characteristics of the development of the discipline and the work of each pioneer is eclipsed by the influence of the social and historical context. [ABSTRACT FROM AUTHOR]