INTRODUCTION

Ethics involves the exercise of virtue, imposed on the individual as an obligation

aimed at preserving social integrity. One of the characteristics of ethics is its
obligation, enclosing the duty to comply with the guiding norms of good.
Ethics is the rudder that guides the ship of professionals, making us men and
women more capable of serving our peers by paying attention to the gifts and
received.
Ethics pushes us to a service based on truth and integrity, not to seek our benefit
to the detriment of others, not to serve ourselves by forgetting our fellow human
beings or trampling on them in order to advance, if we follow the guidelines of this
we can serve as truthful and conscientious way to our society.
Let's look at some basic guidelines that put us in tune with the purpose of ethics in
our lives as professionals.
ACTIVITY 1
1. Create a mind map that contains:
a) Concept of Ethics.
b) Purposes of Ethics.
c) Objective of ethics.
d) Importance of ethics.
e) Personality and ethics.
f) Ethics applied to the profession.
g) Concept of morality and ethics: Moral ethics.
 La finalidad de formación ética profesional
debe consistir en desarrollar en el futuro
profesional el conocimiento, la habilidad, la
Es la ciencia que de sensibilidad y voluntad para que cuando actué Su objetivo principal es la
manera rigurosa orienta lo haga a nombre de los intereses de la aplicación de las normas
las actuaciones del comunidad.
individuo para el logro de morales, fundadas en la
fines elevados, mediante horadez, la cortesía, y el honor.
la recta razon inspirada en
la moralidad.

Finalidad
Co o
n ce j etiv
pt
o Ob

Es el instrumento humanista para la La importancia de la etica radica en la

busqueda de la buena conducta del rigurosa disciplina de la carrera profesional,
ETICA ya que el trato social es más exigente para
hombre mediante leyes y normas MoralEtica
conducentes a la virtud.
PROFESIONAL Importancia el profesional que para el hombre
comun.Este debe representar la jerarquía
de virtudes que concurren en un espiritu
Pe fecundado por el buen proceder.
rs o
na
ió n lid
es ad
o f d
a pr eE
tic
al a
da
galardon. l i ca
Ap
tan calificado suerte de lograr
n tenido la
quienes no ha n y tolerancia, frente a
de compresió profesional un espiritu El amor a la verdad, la edicación a la
al investigación cientifica, son atributos que elevan
La ética impone
la personalida profesional. De la fortaleza
intelectual, con las normas eticas, se logra la
personalidad.
2. After the knowledge acquired, develop your own definition of
ethics.
Ethics is a branch of philosophy that leads us to the study and experience of virtue,
which is goodness itself, leading man to live and act according to values that make
him a better human being with himself and with his fellow men.

3. Personal opinion
In my opinion, ethics is of utmost importance to the life of every person, not just
professionals, because through it, we are called to live in society according to rules
and norms that lead us to function according to standards of values such as
honesty, kindness, trustworthiness, respect, duty towards oneself and others,
honor, etc. Through which we can live in peace and harmony as civilized beings.
Unfortunately, these values are not being cultivated in families and our society is
collapsing since the school alone cannot handle this burden of educating in values,
since for education to be balanced it needs all
The identity of the psychologist must be based on his vocation more than on his
profession, since the vocation is what we feel in the depth of the soul while the
profession is more the search for resources to arouse.
The psychologist, with his history (his identity as a psychologist.) The psychologist
promotes an identity process by coming into contact with colleagues, teachers and
classmates, who he perceives as judging him and comparing himself with the other
psychologists. The role of the psychologist is interpreted as an agent of social
change.
The psychologist must never forget that he himself is not exempt from
psychological scrutiny, even in his best scientific and professional moments.
Psychology is not an elevated platform from which to calmly look at what man does
and experiences.
On the contrary, psychologists participate in the scenes they observe, and their
scientific and professional activity is closely linked to the sociocultural context.
ACTIVITY 2

Indication and space to send activity # 2 and 3

Unit II Activities:
1. Make a timeline that contains the history of the profession with its main contributions in chronological order.

Immanuel Kant-Prusia
Filósofos Griegos 1724 – 1804 William Hamilton-Inglaterra Alfred Adler-Austria
1636-1704 1870 - 1937 Psicología americana y
620 – 546 AC sostuvo que existe un Carl Gustav Jung-Suiza
la psicología debe investigar los conductismo
Tales de Mileto: conocimiento a priori sobre la 1875 - 1961
fenómenos de la conciencia por Pierre Janet-Francia Edward Tichner
primero en impulsar la realidad de las cosas. Luego
la observación externa y la
1859-1947 1867-1962
investigación científica, propone nuestra mente añade su propio crea su propio sistema psicoanalítico, basado en
estadística la importancia de las compensaciones. Crea el John Dewey
conocer la verdad mediante la orden a las sensaciones "somos termino psicología individual; del yo mismo, 1859-1949
razón....... "pienso luego existo" prisioneros de nuestros órganos como el individuo se adapta a la sociedad
sensoriales"

David Hume-Escocia John Broadus Watson

Thomas Reid-Escocia Sigmund Freud-Austria
Parminides 1711 - 1776 1878-1958
1710 - 1796 1856 - 1939
530 - 515 AC asociándose unas ideas con Estudio del comportamiento en
Como puedo estar seguro de que Fundador del psicoanálisis, en sus
Principio de toda lógica, de otras dejando las huellas tres partes: Estudio de la
lo que veo y siento es real, no inicios utilizo la hipnosis en pacientes
identidad, ley suprema de psiquicas con las que se van anatomía del cerebro- estudio de
una alucinación,"gracias al para reducir los síntomas, propone el
pensar. formando la mente,"aprendemos aparato psíquico comprueba que hay la función o finalidad del
sentido común"
atraves de los sentidos" un nivel mental que sigue comportamiento y el estudio
fundo la Escuela del Sentido
Análisis de la vida humana en el funcionando en el inconsciente psicológico del desarrollo
Común.
siglo XVIII humano estructuralismo

Müller-Estados Unidos Koffka

Heraclito Vladimir Bechterev-Rusia 1857-
John Locke-Inglaterra 1801 - 1858 1887-1967
535 - 484 AC 1927
1632 - 1704 "estímulos a través del cuerpo" Da origen a la psicología gestalt,
Existe una razón universal y esta Baso sus estudios en los reflejos
se interesa por lo subjetivo, el Yo existen tipos de umbrales: realiza experimentos y establece
se encuentra también en el del cerebro, reflejos voluntarios e
que está detrás de todo. Surge la *máximo, *mínimo, *diferencial una experiencia irreductible, "el
hombre, este construye su propia involuntarios
corriente " asociacionista" Creación de la psicofísica en el todo es mas que la suma de sus
razón. (reflejos del cerebro)
siglo XIX partes"

Réne Descartes
1546 - 1650 Orientación social de la psicología Alfred Binet-Francia La psicología cognitiva
Sócrates doctrina del interaccionismo: el Revolucion Industrial 1857-1910 Jean Piaget-Suiza
470 - 399 AC entre el siglo XVII y XIX Medición de la capacidad de 1896-1980
cuerpo y la mente depende la aprendizaje, trabajo con la
búsqueda de la identidad una, hay que dudar de todo de la Hyppolite Taine-Francia Se considera en una pequeña
"mayeutica" (arte de ayudar a dar 1818 - 1883 memorización de silabas sin sentido medida cognitivista, propone el
otra. "pienso luego existo" Debido al enorme aumento de la y con la medición del coeficiente
a luz) Análisis de la vida mental en el paso del conductismo al ceno
técnica, y aparición de las maquinas, intelectual
"conócete a ti mismo" siglo XVII y XVIII conductismo como una nueva
se reemplaza la mano de obra. revolución.

La constitución de la psicología Crea el primer laboratorio de psicologia,

Aristóteles contemporánea fundador del extructuralismo, para el hay dos
Platón 384 - 322 AC aspectos esenciales: subjetivo, y objetivo Hebb
Wilhem Wundt-Alemania
428 - 374 AC la mente o la psique es el acto 1832 - 1920 comprende los procesos motivacionales, 1949 - 1965
Plantea dos conceptos: primordial de todas las cosas "lo Wilhem Dilthey cognitivos y emocionales Plantea el problema de las
Doxa: opinión 1833 - 1910 Fundador de la psicología funcional. La variables interventoras entre
que hace posible que sintamos o William James-Estados Unidos conciencia es un producto de la evolucion.
Epixteme: ciencia percibimos" estímulo y respuesta, se interesa
1842-1910 Divide la personalidad en tres partes: el Mi o
""amante de la sabiduría""" Crea el primer laboratorio de psicologia, Yo personal, el Mi social, el Mi espiritual en los procesos de mediación.
fundador del extructuralismo,'
 2. Inquire about vocation and orientation and answer the following
question:

 Vocation:

Vocation is the desire to undertake a career, a profession or any other

occupation or activity when all the necessary skills or knowledge have not yet
been acquired. Inclination or interest that a person feels inside to dedicate
themselves to a certain way of life or a certain job.

The term comes from the Latin vocatio , it implies the concept of inspiration or
state of the soul, subject to the influence of an inner call. And for religious
people, it is the inspiration with which God calls some state . That is why the
concept is also used as a synonym for calling or convocation.
At a general level, the vocation appears related to the desires and what is
inspiring for each subject. It is assumed that the vocation matches the tastes,
interests and aptitudes of the person.
The vocation is also considered a process that develops throughout life, since it
is built permanently . It involves discovering who I am , how I am and where I
want to go . The answers to these questions will mark the vocation and the path
to follow for the individual.

 Orientation:
It is the process of helping the individual to know himself and the social
environment in which he lives, in order to be able to achieve maximum internal
organization and the best contribution to society. It is the indication of the type
of activity that best suits the person.
Professional guidance is a procedure to clarify problems and to simplify the final
decision in choosing a profession; It is an invitation to project post-school life on
a firm foundation; get to know each other, have an idea of what their real
preferences are, what their aptitudes are and what challenges they have to face
to achieve personal and professional success in the future.

to. What is the difference between vocation and profession?

The difference is that the vocation is an inner calling, a state of the soul, where
the person reflects their deepest desires for fulfillment. While the profession is
the exercise of a trade or job to earn a living, that is, what is done by vocation is
within what the person likes and the profession is often not what they like the
most but which actually brings you economic benefit.

Unit III Activities:

Using the basic text “Identity of the psychologist, “Catalina Harrch”, the
resources posted on the platform or investigating other sources, carry out
the following activities:
1. Respond critically to the following questions:
to. What kind of person is the psychologist?
The psychologist is a person with a realistic self-esteem, with self-control, who
knows that basic trust, autonomy and initiative in the discipline are the pillars
towards his identity as a psychologist . He is a growing person, based on
cognitive and affective learning, such as his personal development, with
awareness of his resources and limitations, where ethical values take
precedence in his life, without forgetting his own personal history.

b. What growth process occurs in him or her throughout his or her

professional training?

The psychology student in the process of academic training and personal

development must derive at each step a vitalizing sensation of reality, as he
perceives that his individual way of mastering the experience (identity as a
psychologist) constitutes a successful variant and a group identity with respect
to the professional role of the psychologist. Student psychologists must become
whole people in their own right, and this during the professional training process
that is characterized by a diversity of changes in the cognitive, affective and
psychosocial domains. As the feeling of inner identity is called, the integrity that
man must achieve in his process of personal development. A solid feeling of
inner identity conditions a broader and more individual maturation.

c. What changes occur in the structure of your personality as a result of

your professional activity?
Professional self-esteem would gradually transform the conviction that the
psychologist is capable of integrating effective steps towards a tangible
collective future; that it is evolving towards a well-organized form within a social
reality. It would thus structure the feeling of what has been called identity of the
Self, and which, in parallel, the author calls the identity of the professional Self
of the psychologist. Throughout the experience in the professional practice of
psychology, it has been observed that in the professional training of this
discipline there is a growth process, comparable to the development that occurs
in the personality of the human being.
In the personality of the psychologist there are many changes and healing,
because from the moment he begins his studies his being gradually changes
and at the moment he begins his professional practice he is enriched with the
life stories of the people he accompanies in their process. of healing.

d. Is it possible to structure an identity of the Self as a psychology

professional?

If it is achieved, because the identity of the Self as a psychologist would be the

awareness of the integrative and synthetic process of knowledge and academic
experiences, on the one hand, with the characteristics of the individual-personal
Self, on the other. It is a style of one's own professional individuality, as long as
there is a common denominator of knowledge (theoretical-practical
background); The synthesis made of them will depend on each individual
psychologist, and the meaning they give to them in their institutional and social
context.

It is only achieved if the individual in search of his professional identity, in a

constant effort to define himself, over define and redefine himself, focuses on
the analysis of his personality as part of his training, so as not to project his own
pathology on the professional exercise. Through analysis and psychotherapy,
you have to develop awareness about the motivations, needs, attitudes and
values that govern your life as a person and as a professional, with the aim of
assuming your being in a responsible manner.

3. Prepare a conceptual map about the variables that influence the

training of the psychologist, such as:

VARIABLES QUE INFLUYEN EN LA

FORMACIÓN DEL PSICÓLOGO

Variables demográficas y Variables de intereses,

Variables Biográficas Variables de P
profesionales valores, actitudes y estilo
cognoscitivo

ausen­tismo, rotación, En la p
Sexo, edad,
desviación, El modo habitual de concur
estado civil y
comportamiento procesar la información y cognitiv
tamaño del hogar.
ciudadano organizacional y de utilizar los recursos operati
satisfac­ción. cognitivos, como la consti
percepción, la memoria, el genéticos,
procesamiento. El estilo temperam
cognitivo de un individuo psíqui
se puede definir como el heredad
modo en que aborda sus adquiri
tareas perceptuales y aprendizaj
cognitivas.​ medio
c
 4. Create your own professional profile.

My profile as a professional in Educational Psychology:

 Live my profession as a psychologist as a vocation more than as a
profession .
 Being is a person before a professional.
 Quality interpersonal relationships.
 Always open to growing as a human being.
 Recognize that my process of growth as a professional is not finished.
 Be an assertive communicator
 Be empathetic
 Interest in the way people think and act.
 Strict respect for people's confidentiality.
 Mind open to research and professional updating.
 Psychological and scientific knowledge of human behavior.
 Be patient, objective and without prejudice.
 Be committed to helping people transform their lives in a positive way.
 Ability to manage workload.
 Ability to take into account and understand how other people feel.
 Capacity for teamwork.
 Able to remain calm under pressure.
 Able to take the initiative.
 Able to deal with difficult or demanding people.
 Interest in the way people think and act.
 Practice psychology with adherence to ethics, complying with the
standards that regulate the functions I perform, for successful
professional performance.
 Comply with the competencies specified for graduates of the UAPA
psychology degree.

CONCLUSION:

Being a psychologist implies being an individual in the process of acquiring a

series of theoretical knowledge about human behavior and strictly academic
experiences, which are integrated step by step, stage by stage, in a growth
process linked to the individual characteristics of one's own personality. , with
the transcendental purpose of putting it at the service of the community where it
lives.
The psychologist must take his responsibility before society by always taking
care of his mental health, respecting his professional ethics and living with
morals.

PERSONAL OPINION:

This is a very enriching topic that fills me with enthusiasm and recognition of
this professional vocation of psychology, because I think that for all professions
they should be marked by the vocation (although this is not always the case). I
believe that the profession of psychologist cannot be practiced without a
vocation because of everything it implies in dealing with people who have a
psychological problem. The psychologist must know her personal history well
and seek to heal her if she is hurt. In order to be able to help others heal, she
must be empathetic without transferring the other person's problem.
Reflecting on the identity of the psychologist and everything it implies leads me
to reaffirm that being a psychologist is part of my desire to help others be
healthy and happy people.
INTRODUCTION:

The psychologist in the exercise of his profession acts within a society that has
explicit and implicit ethical norms, towards which he shows respect and
appreciation, and recognizes that any violation of the morality and norms
existing in the community may involve his clients, colleagues. , students and the
general public.
The Psychologist's Code of Ethics is intended to provide general principles that
help make informed decisions in most of the situations that psychologists face.

Training and self-training is a daily responsibility of the behavioral professional

such as the psychologist at a general level.
ACTIVITY # 4 AND 5
Using the basic text “Identity of the psychologist, “Catalina Harrch”, the
resources posted on the platform or investigating other sources, carry out the
following activities:
1. Explain in your words what you understand regarding the following
stages of personal development in psychologist training.
to. Basic trust versus basic distrust.
At this stage, when the student enters the first year of university, the trust he
creates with his teachers is of utmost importance, since his success as a
student will greatly depend on this relationship, which is where the professional
Self is created. The student who arrives having drunk from the teacher's
fountain and the teacher who is eager to share his knowledge creates a close
relationship between one and the other.
The anxiety created when entering university, preconceived ideas and
prejudices are changed as the teacher educates and re-educates through trust.
To gain that trust, you have to assume persistent and predictable behavior.
For Erikson, the fruit of drive and hope occurs when the student acquires his
professional identity through the knowledge received and his relationship with
the teachers. Creating confidence in the student does not imply that they can
experience security as a psychologist.
The student can learn to trust the teacher and himself as a result. If the
teacher's attitude is not appropriate and he practices violence, he will be
creating a repetitive pattern in the future for that student.
The teacher has the responsibility of general trust in the student, it is his first
task in his professional identity process. At this moment the role of the teacher
is to help the student create his or her identity in a climate of healthy friendly
relationship.
It is known that as you teach you learn, it is a challenge that teachers have in
this first year of their students, to develop together with them. The trust that is
formed in this first step of the psychologist's academic training will last a
lifetime, which is why this feeling of trust or distrust must be solid. The
professional success of the psychologist depends a lot on this.

b. Autonomy versus shame and doubt.

Truly, the psychologist in training tries to maintain his autonomy in the face of
what he thinks he knows and even before beginning the learning process with
the teacher. It is very likely that this autonomy will be maintained until the
teacher faces the challenge to which the student has taken him and
demonstrates the two points of level or authority. Autonomy is nothing more
than the empowerment and security of the person, on the contrary, shame
weakens and leads to remaining in doubt.
It is important that the student shows this attitude of shame, but begins to
develop a new learning process where he assimilates that knowledge is
reciprocal, that he maintains his own autonomy, but docile and safer in the face
of possible failure or challenges as a Psychologist. .
This is where Erikson's approach does its work, “the student will be able to see
himself as a person with his own right, who, although he needs the support of
his teachers, is already beginning to differentiate himself from them and to
configure his own Self as a psychology professional. ” That is, we will always
need our facilitators to advance our learning process, but there comes a time
when autonomy in knowledge prevails.
The teacher is of utmost importance when it comes to helping the student
create their own autonomy and to recognize and create an awareness of dignity
as a professional.
c. Initiative versus guilt.
At this stage when the student recognizes his ability and is fully available to risk
and share knowledge, then we can say that he will carry out a critical and
effective professional exercise guided by the empowerment of his role as a
psychologist and those who helped forge his knowledge. . The fruits acquired
by the student depend a lot on the quality of the teachers as role models.
By facing reality and defining his own role as a psychologist, this student will go
in a fruitful direction, but if, on the contrary, his role is not well defined, he will
become a mediocre professional incapable of exercising his role with quality
and self-confidence.

d. Industry versus inferiority.

It can be said that this is the conclusive stage of an entire learning process and
is the most evaluated stage. If the student has not yet taken ownership of his
Self, his autonomy, obviously these will be the results. The psychologist must
also be seen as a product that is sold and that consumes what it promotes:
security, confidence, self-empowerment, balanced self-esteem, knowledge,
stability and a good position in the face of challenges. This is why it is important
to mature the previous stages.
When the psychologist does not know how to define or defend himself as a
professional, it is easier to judge him and point him out, or rather he is crushed
by his coworkers, thus carrying the burden of the difficulties that arise in the
environment that have to do with the intervention of the professional for not
knowing risk exposing what has been learned or also, in the opposite direction,
becoming dissatisfied by believing that it is the industry that produces the most
knowledge.
The student usually experiences anxiety about the possibility of working in a
professional team without losing the characteristics of his Self as a
psychologist, which determine his value as a learner and, therefore, his sense
of identity.

and. Identity versus role confusion

It is very important to forge the initial knowledge necessary to know what the
true role of the psychologist is compared to the ideal of the psychologist that we
have in our minds. It is very likely that since we begin to study the career or
choose it we are confused in our roles: those who think in a purely critical way,
those who define the personality of others, the only ones who know how to look
ahead, get information from others and we know how to solve problems.
The professional identity of the psychologist will depend on whether the tools
that were provided to him as a student during his career (which give the
graduated psychologist the confidence of having acquired knowledge and
experiences within the individual characteristics as such) have had, on the one
hand, their equivalent and its continuity in the field of work action, and on the
other hand, that the psychologist understands the meaning of what he
represents for his community, that is, that he can really be an agent that
promotes social change.
During the process of learning or training as a professional we realize that we
are an aptitude and a reference entity in society that our role is not a pretty
posture or phrase.
It is very notable to see in the training centers for psychology professionals
compared to other professionals the distinction with which the psychologist
often acts and even in purely groups of Psychologists, each betting on their
supreme professional knowledge, confusing the elements that identify them as
psychologist and the role they play in society.
F. Intimacy versus isolation.
In his professional development process, the psychologist would come to fully
experience his productivity at work, his sense of ethics and social responsibility
for the community he serves at this stage.
At this level, stage or age of professional growth you must be able – if you have
achieved a sense of identity – to accept your colleagues, to respect them, to
associate and to act in accordance with professional ethics.
The counterpart would be the psychologist who, for fear of losing his identity, far
from giving himself to others, isolates himself in his laboratory or his private
office, that is, he practices the opposite of affiliation and love, which is
distancing; In other words, fear of experiencing the closest relationship as an
invasion of professional territory, and instead of associating with other
psychologists, one remains isolated in one's own work.
This danger you feel is because intimate, competitive, and combative
relationships are experienced with and against the same people. Isolation
protects him from the need to face the new critical development: that of
generativity as a psychology professional.
g. Generativity versus stagnation.
According to Erikson, generativity is, in essence, the concern to establish and
guide the new generation; In fact, the concept of generativity includes more
popular synonyms such as productivity and creativity that, however, cannot
replace it.
The psychologist who manages to reach this stage stops clinging to one
theoretical current to become interested in others; the result will be flexibility,
openness, productivity, self-care and creativity; He is willing to enrich himself
more and more in the continuous learning of life.
h. Ego Integrity versus Despair.
The psychologist lives the integrity of the professional Self when he has gone
through the aforementioned stages, when he has taken care of his training and
has accepted his professional triumphs and failures, and when he has accepted
his responsibility of being a generator of ideas and changes on human
behavior. This state will be characterized by the accumulated security of the
Self as a psychologist regarding the meaning of his professional work.
Failure at this stage will result in despair which, according to Erikson, is
expressed in the feeling that the time left now is short, too short to attempt
another life and to try alternative paths to wholeness; Discomfort with oneself
hides despair.
Success is not in doing what you want, but in wanting what you do. When we
feel love for what we do we feel fulfilled as a person and our professional work
is of more human quality.

2. After analyzing the different stages of the psychologist's personal

development, make a critical judgment about how important these stages
are in the psychologist's personal development?
These stages are of utmost importance in the personal training of the
psychologist, since they occur one after the other and the growth process can
be evaluated to know if one is actually being consistent with the chosen
profession. These help the psychologist to know himself, to know what he
wants, whether he is training by vocation or not.
Knowing yourself and empowering yourself with your professional Self is a goal
that should be in the life of every professional and much more so if you are a
human behavior professional like a psychologist, you must work on your self
first, to then be able to help others. work yours.
This stage teaches the importance of being open to the teachings of our
teachers, to acquire the most important knowledge and at the same time to
create autonomy, which helps us in our dignity and freedom as a psychologist.
3. Research the ethical standards for psychologists published by the
American Psychology Association (APA).
American Psychological Association APA
It is a scientific and professional organization of American psychologists. The
role of the APA is the advancement of psychology as a science and profession,
and also the promotion of health, education, and human well-being.
Professional Code of Ethics
The professional must be characterized by dignified, responsible, honorable
and transcendent behavior. Founded in July 1892 at Clark University, its first
president was Granville Stanley Hall.
The Code of Ethics provides a set of principles and standards upon which
psychologists carry out their professional and scientific work. The goal is to
establish specific standards to cover the majority of situations that a
psychologist may encounter. At the same time, it aims at the well-being and
protection of the individuals and groups with whom psychologists work and the
education of members, students, and the public regarding the ethical standards
of the discipline.
ETHICAL STANDARDS
1.01. Misuse of the work of psychologists
If psychologists become aware of an incorrect use or misrepresentation of their
work, they take reasonable steps to correct or minimize it.

1.02 Conflicts between Ethics and laws, regulations, or other legal

authority
If psychologists' ethical responsibilities conflict with laws, regulations, or other
legal authority, psychologists clarify the nature of the conflict, express their
commitment to the Code of Ethics, and take reasonable steps to resolve the
conflict consistently. with the General Principles and Standards of the Code of
Ethics. Under no circumstances is this rule used to justify or defend violations of
the
Human rights.

1.03 Conflicts between Ethics and institutional demands

If the demands of an organization to which psychologists belong or for which
they work raise a conflict with this Code of Ethics, psychologists clarify the
nature of the conflict, express their commitment to this Code and take
reasonable measures to resolve the conflict. in a manner consistent with the
General Principles and Standards of the Code of Ethics. Under no
circumstances is this rule used to justify or defend violations of Human Rights.

1.04 Informal resolution of ethics violations

When psychologists believe that there may have been an Ethics violation by
another psychologist, they bring that individual's attention to attempt to resolve
the problem, provided that an informal resolution appears appropriate and the
intervention does not violate the confidentiality rights involved.

1.05 Report of violations of Ethics

If an obvious ethical violation has caused or is likely to cause significant harm to
a person and the informal resolution provided for in Rule 1.04, Informal
Resolution of Ethics Violations cannot be applied, or is not adequately resolved
in that way, Psychologists initiate additional action appropriate to the situation.
Such action could include referral to state or national professional ethics
committees, state licensing boards, or appropriate institutional authorities. This
rule does not apply when the intervention could violate confidentiality rights or
when psychologists have been hired to review the work of another psychologist
whose professional conduct is questioned.

1.06 Cooperation with Ethics committees

Psychologists collaborate on ethical investigations, procedures, and other
requirements arising from the APA or another affiliated state psychological
association to which they belong. In doing so, they will take into account
confidentiality issues. Non-collaboration constitutes in itself a violation of ethics.
However, the postponement of the ruling itself on an ethical claim that is in
litigation and whose outcome is still pending, does not in itself constitute a case
of non-cooperation.
1.07 Inappropriate demands
Psychologists do not present or promote the presentation of complaints for
ethical misconduct that are carried out with reckless levity or with deliberate
ignorance of the facts, and that would be subject to refutation.

1.08 Unfair discrimination against plaintiffs and defendants

Psychologists do not deny employment, development opportunities, entry into
academic or other programs, job stability or growth to a person simply because
they have filed or been the subject of a lawsuit for ethical misconduct. . This
does not preclude taking actions based on the result of such procedures or
taking into account other appropriate information.

4. Narrate a case where there is evidence of non-compliance with one of

the ethical standards published by the American Psychology Association
(APA).
The case that I narrate refers to a 25-year-old young woman, who was
undergoing psychological treatment in the city of La Romana with a clinical
psychologist. She was diagnosed by the psychiatrist with bipolarity and manic-
depressive behavior. During the therapies, the young woman began to be
harassed by the psychologist (even though she was married) at different times,
so the family proceeded to withdraw her from the therapies.
This psychologist violated the ethical standard 1.08 Unfair discrimination
against plaintiffs and defendants, of point 3.2 of human relations, although the
family did not proceed to sue the psychologist, it was appropriate.

Introduction
Developing as a psychologist implies being endorsed in something or
someone. For our training, we rely on the university, which has competent
facilitators to help us in the exercise of learning to become professionals
with human and competent quality.
The CODOPSI helps us in the process of forming professional identity. Its
general objectives to regulate professional work with an emphasis on the
proposal of criteria for action and conduct.
Professional Ethics is the instrument designed to facilitate compliance and
implementation of the mandate of the Statutes of the College of
Psychologists, which emphasizes ethics as a central value of the profession
and its practice.
Consolidating ourselves in Law 22-01 must be the task of every
professional in the area.

ACTIVITY #6 AND 7
Read the Code of Ethics and Discipline of the Dominican College of Psychologists
(CODOPSI) and carry out the following activities:
a) Prepare a synopsis about the Dominican College of Psychologists
(CODOPSI): Code of Ethics and Discipline. From Chapters I and II, Articles
1 to 14 corresponding to the Presentation, Background, professional
practice and public statements and activities respectively.

The Psychologist's Code of Ethics and Discipline is made up of a structure that

facilitates our understanding, by which we must abide to perform our function
with quality. This is composed in its first part by:

Presentation

The Dominican College of Psychologists (CODOPSI) presents the set of ethical

principles that regulate the practice of psychology in the Dominican Republic, in
accordance with Law No. 01-22, dated 1st. February 2001, which created the
CODOPSI and regulated the practice of the profession of psychologist.
This Code was known and approved in Assembly sessions held from October
28, 2001 to January 12, 2002.

Background

This Code of Ethics and Discipline is based on the Code of Ethics of the
Dominican Association of Psychology, Inc. (ADOPSI), approved on March 25 to
April 9, 1980.

Chapter I
From professional practice

Art. 1. All psychologists must be provided with the corresponding exequatur, as

provided for in Law No. 111, on professional practice, and Law No. 22-01 that
creates the Dominican College of Psychologists (CODOPSI), in its article 3 and
its paragraphs.

Paragraph I. Students who are taking subjects that require them to perform the
function of psychologist may only do so under the strict, direct and immediate
supervision of a psychologist duly registered in the CODOPSI of the higher
academic institution that grant, at least, a Bachelor's degree in Psychology.

Art. 2. Psychologists should not denigrate other professionals or make use of

aspects of their private life that may be detrimental to their prestige.

Art. 3. Psychologists should not use techniques or procedures in which they are
not properly trained.
Art. 4. Psychologists must report to CODOPSI any person who practices
psychology without complying with the requirements established by the laws
that govern the subject and by this Code.

Art. 5. Psychologists should not offer their professional services to any person,
knowing that they are receiving professional assistance from another colleague.

Art. 6. The psychologist should not prolong his/her professional intervention

unnecessarily.

Art. 7. The psychologist who participates in conflict situations with second and
third parties must define the nature and direction of their responsibilities, as well
as keep the parties informed about their position.

Art. 8. The psychologist must keep a precise, clear and objective record of the
professional work he/she performs.

Art. 9. Information appearing in the telephone directory and/or in

advertisements should be limited to: name; address; phone number; the highest
academic degree obtained in the area of psychology; specialty areas;
professional services offered; and office hours.

Art. 10. When the psychologist, in his or her capacity as such, participates or
appears publicly in commercial promotions where the use or purchase of
articles, products or services is recommended, he/she must take into account
his/her moral and social responsibility before the community, in order to prevent
situations that may generate behavioral disorders.

Art. 11. When the psychologist must evaluate the professional work of a
colleague, at the request of a competent body or authority, he/she is obliged to
submit a true and objective written report.

Chapter II
From public statements and activities
Art. 12. Any statement, public or private, made by a psychologist in his or her
capacity as such, must be characterized by its clarity, precision and objectivity.
Art. 13. When information is offered to non-specialized personnel about the
use of psychological procedures and techniques, it must be specified that said
information should only be used by people duly trained in them.
Art. 14. When the psychologist participates in commissions, juries or other
public activities, he/she must conduct himself/herself in accordance with the
ethical principles and moral conduct of the social community and this Code. You
must refuse to participate when you consider that your presence may confuse
the public regarding the image of psychology and the psychologist.

2. Make a table that contains the Chapters and Arts of:

Chapters Description.

Chapter III Art. 15. It is the psychologist's responsibility to keep the data
that he or she may obtain as a result of his or her professional
Of Confidentiality activity under strict confidence.

Art. 16. The information that the psychologist obtains as a

result of his/her professional activity will be considered
confidential and may only be revealed when there is the written
consent of the person originating said information. It may only be
revealed, without authorization, to family members,
professionals or competent authorities when there is an
imminent danger for the individual or third parties.

Art. 17. The psychologist must plan to save the records and
data obtained as a result of his/her professional practice to
maintain confidentiality in the event of retirement, disability or
death.

Art. 18. In the event that the psychologist needs to consult with
another colleague, he/she must keep the identity of the patient
or client confidential. The psychologist consulted must maintain
the same confidentiality criteria.

Art. 19. The information received by a psychologist from a third

person about a client or patient should only be transmitted to the
client or patient with the express authorization of the informant.

Art. 20. In the presentation of cases and in the dissemination

of research results, the information must be offered objectively
and without presenting data that allows the identification of
clients, patients or participants.
Chapter IV Art. 21. The psychologist must limit his/her professional
practice to the real needs of the client or patient.
Of the relationship
with the client or Art. 22. At the beginning of his/her intervention, the
patient psychologist must inform his/her clients or patients of the
purpose, limitations and scope of his/her professional services.

Art. 23. The psychologist must disclose the amount of his/her

professional fees from the first work session, as well as an
estimate of the number of sessions that his/her intervention will
require.
 Art. 24. Psychologists must avoid advances, contacts or
relationships of a sexual nature with clients or patients, as they
are considered highly offensive to professional ethics.
Chapter V Art. 25. The psychologist must respect the field of another
profession, not invading it or usurping functions that do not
Scientific and correspond to him/her.
Professional
Exchange Art. 26. The psychologist must collaborate with institutions that
develop activities related to psychology, in order to contribute to
the projection of psychology and CODOPSI.

Art. 27. The psychologist should not encourage conflicts or

tensions with professionals, clients or patients, which may cause
detriment to the class.
Chapter VI Art. 28. The psychologist must promote unrestricted respect
for human rights and report any violation of them.
From the human
rights Art. 29. The psychologist must abide by professional and
ethical principles in the practice of psychology in order to prevent
psychological techniques and methods from being used to the
detriment of human rights.
Art. 30. Every psychologist must avoid active or passive, direct
or indirect complicity in actions that violate people's inalienable
rights.
Art. 31. The psychologist must reject participation in acts of
repression or torture.

Chapter VII Art. 32. Psychological evaluation materials must be under the
strict control of psychologists, counselors or psychometric
From Psychometric
technicians. Their use and application must be carried out by
material professionals duly trained in their specific handling.
Art. 33. When the client or patient, their family members or
professionals from other areas are informed about a
psychological evaluation, only an interpretation of the results
should be given that is understandable to the person to whom it
is directed.
Art. 34. Psychological tests to be published should be offered
only to specialized editors who handle them in a professional
manner and who control their distribution.
Art. 35. The distribution, sale and use of psychometric material
must strictly comply with the provisions of Law No. 22-01.
Art. 36. The distribution, sale and acquisition of psychometric
material must be restricted to people and institutions duly
authorized by CODOPSI.
Chapter VIII Art. 37. The Disciplinary Court and the Superior Court of the
CODOPSI may recommend the following sanctions, according to
Of the Sanctions
whether the type of offense committed is minor, serious or very
 serious:
a) Warning
b) Private reprimand
c) Public reprimand
d) Temporary or permanent suspension of CODOPSI
e) Request the Executive Branch to temporarily suspend its
exequatur
f) Request the Executive Branch to definitively cancel its
exequatur.
Chapter IX Art. 38. This Code applies to all psychologists, registered or
not, who practice the profession in the Dominican Republic.
Of the application Art. 39. The psychologist and the CODOPSI must ensure, by
all legal means at their disposal, that this Code is respected by
all psychology professionals practicing in the country.

3. Read the Code of Ethics and Discipline of the Dominican College of

Psychologists (CODOPSI) and then prepare a double-entry diary,
containing:

Bibliography : Dominican College of Psychologist (CODOPSI). Law 2201 and

complementary legislation. Santo Domingo Dominican Republic.

Complete Reading Summary Critical comment . Your

opinion on the general
content of the reading

A-Of the name and address.

Art. 1.- The name and addresses of the College are Every organization,
as follows: institution, group must
have its laws and
A) The legal name is: Dominican College of regulations to which it is
Psychologists (CODOPSI). B) The legal domicile of attached, it is the same as
the Dominican College of Psychologists (CODOPSI) our Dominican College of
is in the city of Santo Domingo, DN, the capital of the
Dominican Republic. Psychologists, it has its
laws and regulations by
Art. 3- CODOPSI objectives:
which all of us who in one
a- Advocate for compliance with Law No. 01-22 of 2- way or another are linked
1-2001, which creates the CODOPSI and regulates to it are governed. .
the exercise of the profession of psychologists, the
The Dominican College of
Code of Ethics and Discipline and the proper
Psychologists (CODOPSI)
exercise of the profession, throughout the DR.
has its objectives,
b-Advocate for compliance with the statutes and objectives which
other internal rules and regulations of the College. guarantee that each of the
proposed goals must be
c- Act as State Advisor in aspects related to met, in order to guarantee
psychology, as provided for in Law 22-01. society professionals with
d- Advocate for the establishment of insurance plans excellent academic
for registered psychologists and their families. training. This must be
seen and above all for
e- Defend registered psychologists from actions that defending each of the
are detrimental to their professional practice and laws that it proposes and
practice. being careful of anyone
f- Advocate for the establishment of improvements in who wants to violate this
working conditions and salaries, in accordance with or divulge about it. Putting
professional development programs in the different the school up high and
areas of Psychology. making it an eminence.

g- Establish professional exchange agreements with CODOPSI, in an exact

national and foreign institutions related to and fair manner, like any
Psychology. institution, demands
unique requirements from
k- Any other objective established by Law No. 22-01, its members. Therefore, in
the Code of Ethics and Discipline and the order to enter CODOPSI,
extraordinary General Assembly of CODOPSI. whether as an Active,
C) Of the members honorary or Passive
Art. 4. The membership of the Dominican College of member, they must follow
Psychologists will be made up of the in an orderly manner the
following categories: requirements demanded
a) Active Member. by said schools.
b) Honorary Member.
c) Passive Member. The CODOPSI must
Art. 5. To be an active member of the Dominican College ensure that the laws and
of Psychologists, you will require: regulations are complied
a) Deposit a title or equivalent documentation, duly with inside and outside the
certified, with at least a bachelor's level, that accredits school, for me it is a great
you as a psychologist (issued, revalidated or recognized joy to know it and to know
by a Dominican university institution). that there are guidelines
b) Be protected or have the corresponding exequatur in by which I must abide as a
progress.
health psychology
c) Have permanent residence in the country.
d) Make an application as an Active Member, in writing, professional.
attaching your resume,
copy of the required documents and fill out the Respecting these laws
corresponding form. must be a standard for
e) That the request is known and approved by the each and every member.
National Board of Directors. The code of ethics and
Art. 6. Those people, psychologists or not, registered or discipline must be a
not, who have stood out for their work in psychological means for each person's
research and/or in the application of the principles of growth as a professional,
psychology, who will be considered honorary members of protected by morality and
the Dominican College of Psychologists, will be
the fair and clear
considered honorary members of the Dominican College
of Psychologists. award the Degree of Honor.
awareness that we are
Art. 7. The following will be considered outstanding: here to serve our brothers
a) Research and experimentation whose results can be and not to profit from their
used to plan a better development of the living conditions pathologies.
of the community and the systems and structures of
social service institutions, public or private, national or
international.

Art. 8. Those psychological professionals registered with

the College for the purpose of practicing the profession of
psychologist in the country, without being organized in it,
will be considered passive members of the CODOPSI.
Art. 9. To be passive members of CODOPSI, the
following will be required:
a) Deposit a title or equivalent documentation, duly
certified, with at least
less the degree level, which accredits you as a
psychologist (issued, revalidated or
recognized by a Dominican university institution).

D) Duties and rights of members

Art. 10.- Active Members must comply with the Law and
statutes of CODOPSI.

Art. 11.- active members of CODOPSI will have the right

a: a-Elect and be elected in any of its management

bodies;

b- Be part of the commissions that make up the General

Assembly, the National Board of Directors and the
corresponding Regional Board of Directors.

Art. 12.- It will be a duty of every active member:

a- Comply and ensure compliance with Law 22-01.

b-Ensure that colleagues comply with the statutes and

regulations of CODOPSI.
c-Advocate for the improvement of the legislation and
regulations that govern the professional practice of the
psychologist.

d-Keep up to date in the payment of fees established by

the school.

Art. 14.- It will be a duty of all non-collegiate honorary

members: a-Ensure compliance with CODOPSI.

Art.15.- Every active member who is designated

Honorary Member will maintain the duties and rights of
his or her membership as active.

Art.16.- Passive members will only have the right to be

registered in the CODOPSI.

Art. 17.- The passive members of CODOPSI have the

duty to: a-Comply and ensure compliance with Law 22-
01.

Art. 18.- Any member of the CODOPSI who presents

resignation as such will have to submit it in writing to the
National Board of Directors through the General
Secretary, and must state the reasons for the same.

E-From the Ethics and Discipline Council

Art. 68.- This will be made up of the Secretary of Ethics

and Discipline, who will preside over it; the General and
Dissemination and Publications Secretaries of the
National Board of Directors, and by the Member of each
Regional Board of Directors.

Art. 69. -if a license is granted to the President of the

Ethics and Disciplinary Council, he will be replaced in all
his duties and powers by the Organization Secretary.

Art. 70.- The duties of the Ethics and Disciplinary Council

are:

a-Evaluate and investigate complaints that are submitted

to CODOPSI to the Association Law, its Code of Ethics
and Discipline in which psychology professionals and
other types of violations are involved.

b- Act as a Disciplinary Court.

Art. 71.- Complaints made to CODOPSI will be made in

writing.

Art. 72.- Trials against psychology professionals,

registered or not, submitted to the CODOPSI for violating
current provisions, will be carried out by the Disciplinary
Court and the Superior Court.

Art. 73.- The Disciplinary Court will be made up of the

Secretary of Ethics and Discipline, who will preside over
it, the General and Dissemination and Publications
Secretaries of the National Board of Directors, and the
Ethics and Discipline Member of each Regional Board of
Directors.

Art. 74.- The Superior Court will be made up of all the

members of the National Board of Directors and the
Ethics and Discipline Member of each Regional Board of
Directors.

Provocative phrases:

d. Advocate for compliance with the statutes and These objectives provoke
other internal rules and regulations of the College. me in a way because I think
that if they are achieved it
c- Act as State Advisor in aspects related to would be of great help in the
psychology, as provided for in Law 22-01. standard of living of the
psychology professional and
d- Advocate for the establishment of insurance plans the entire population.
for registered psychologists and their families.
To the extent that a
e- Defend registered psychologists from actions that professional's standard of
are detrimental to their professional practice and living advances and he lives
practice. in a dignified manner, his
service to humanity will be of
higher quality, since he will
not be fixed only on his
economic situation, but on
what would be beneficial for
everyone.

A question: This question is important to

me since every year there
Does CODOPSI foresee that all young people who are
are professionals in
preparing at the psychology level will become a peer
psychology who finish their
of it?
academic preparation,
therefore, they must belong
to the school in order to be
endorsed when practicing
their profession.
CONCLUSION:
Analyzing and reflecting on the regulations of the Dominican College of
Psychologists and its code of discipline has given me some satisfaction in
knowing what it means to be a psychology professional, how good it is to
have a group that supports you as long as it respects and practices the
standards of professional life that CODOPSI proposes.
It necessarily has a non-exhaustive character and since psychology is a
discipline whose practice puts us directly in relationship with people, it is
an unavoidable condition that every professional act must be carried out
in such a way that it does not harm the dignity, freedom or life of others.
nor one's own, as inalienable and inviolable rights of the human being.
Each of the objectives is life-long for both the health professional and the
health client. I see it as fundamental since one balances the other, and the
need is mutual.