Significados de estudiantes de psicología sobre su formación en ética profesional

• Autores: Toro, Sebastián, González, Ingrid, Collao, Francisca, Alfaro, Jennifer, Revello, Vicente, Piñones, Brayan, Juliá, María Teresa
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/203376
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/psicologia/article/view/30107/27017; https://hdl.handle.net/20.500.14657/203376; https://doi.org/10.18800/psico.202501.005
• Nivel de acceso: acceso abierto
• Materia: Professional ethics; Psychology; Apprenticeship; University training; Ética profesional; Psicología; Aprendizaje profesional; Formación universitaria; Éthique professionnelle; Psychologie; Apprentissage professionnel; Formation universitaire; Ética profissional; Psicologia; Aprendizado profissional; Formação universitária; https://purl.org/pe-repo/ocde/ford#5.01.00

In the context of university education reforms in Chile, amidst the massification of undergraduate psychology programs and deregulation of quality, the question of professional ethics training arises. This study aimed to understand psychology students’ perspectives on their professional ethics training. Twelve psychology students from various northern universities were interviewed, using categorical thematic analysis with Atlas.ti software. The find-ings reveal that students’ perceptions can be categorized into themes: meanings of ethics, the role of training institutions in professional ethics education, and the ethics of faculty and students during the training process. The results are discussed by analyzing criticisms, reflections, and proposals for improving ethical training in psychology programs.