Presencias y ausencias de la ética en la formación en psicología comunitaria en el Perú / Presences and absences of ethics in training in community psychology in Perú / Presenças e ausências de ética na formação em psicologia comunitária no Peru

Enmarcado en el proyecto de investigación latinoamericana "Ética y Formación en Psicología Comunitaria", el presente artículo analiza sílabos de cursos de Psicología Comunitaria y cursos afines en el Perú. El objetivo es identificar las presencias y ausencias de componentes éticos en la enseñanza de esta área como parte de la formación profesional de bachilleres en Psicología a nivel nacional. Se realizó un análisis documental cuantitativo y cualitativo de 48 sílabos, pertenecientes a 22 universidades peruanas. Los resultados muestran que los cursos de Psicología Comunitaria y cursos afines son incluidos desde etapas tempranas de los programas de Psicología, con frecuencia con referencia a aspectos éticos y trabajo de campo, pero con ausencias claves que afectan el desarrollo de la disciplina en su carácter transformador, como son metodologías inconsistentes con los postulados de la Psicología Comunitaria latinoamericana, limitados o nulos espacios de reflexión sobre la propia práctica, y dificultades para incluir problemáticas locales.

Framed in the Latin-American research project "Ethics and Training in Community Psychology", the present article reports an analysis of Community Psychology and similar courses in Peru. The aim is to identify presences and absences of ethical components when teaching this area, as part of the professional Psychology bachelor's degree nationwide. Based on 48 syllabi from 22 Peruvian universities, the results in both quantitative and qualitative analysis of the major research show that Community Psychology and similar courses are often included in the first years of Psychology studies and that ethic is mentioned as part of the courses. However, the syllabi lack of key elements that affect the development of the discipline in its transformative nature, such as methodologies that are not consistent with the principles of Latin-American Community Psychology, limited or none-existing monitoring spaces for the fieldwork, and the difficulty to include local issues.

Enquadrado no projeto de pesquisa latino-americano "Ética e Formação em Psicologia Comunitária", este artigo analisa ligações de cursos de Psicologia Comunitária e cursos relacionados no Peru. O objetivo é identificar a presença e ausência de componentes éticos no ensino dessa área como parte da formação profissional de graduados do ensino médio em Psicologia em nível nacional. Foi realizada uma análise documental quantitativa e qualitativa de 48 ligações pertencentes a 22 universidades peruanas. Os resultados mostram que a Psicologia Comunitária e cursos relacionados estão incluídos desde os estágios iniciais dos programas de Psicologia, muitas vezes com referência a aspectos éticos e trabalho de campo, mas com ausências-chave que afetam o desenvolvimento da disciplina em seu caráter transformador, tais como metodologias inconsistentes com os postulados da Psicologia Comunitária latino-americana, espaço limitado ou nenhum para reflexão sobre sua própria prática e dificuldades em incluir problemas locais.

Psychosocial and community assessment of relatives of victims of extra-judicial killings in Peru: Informing international courts.

INTRODUCTION: During the Peruvian internal armed conflict, fifteen members of the Santa Barbara community were collectively executed by state agents, and their relatives were made victims of persecution, torture, and imprisonment. The case, known as the Santa Barbara massacre, was brought to the Inter-American Court of Human Rights. The documentation of individual, family and community impacts for the Court became a challenge due to the need to address cultural, geographical, political and community aspects. This paper aims to discuss the complexities of forensic documentation of human rights violations using a psychosocial and communitarian background. METHOD: The assessment included seven survivors from three different families. Both qualitative and quantitative instruments were used. A participative action research framework guided the design, documentation process, and discussion of outcomes with the survivors. Results/ discussion: The report included four levels of documentation exhibited in the Istanbul Protocol framework: clinical impacts from a western perspective, emic formulations and cultural idioms of distress, communitarian perspectives, and a proposal of reparation measures for the Court. Individual analysis revealed chronic mental health sequelae of forced displacement, imprisonment and torture. Local idioms of distress (in Quechuan, "pinsamientuwan," "llaki," "ñakary," "umananay" and "iquyay") deepened the understanding of the damage faced by the survivors. The analysis of the community uncovered three main areas of collective damage: broken social and cultural identity, lack of political participation, and loss of perspective on the future. Regarding reparations, survivors highlighted the pursuit for justice, the dignified remembrance of their loved ones, social re-inclusion of displaced persons into the community, education for offspring, and measures for the preservation of their community's identity and culture. CONCLUSIONS: Psycholegal accompaniment for victims through a participatory research approach is essential for the proper documentation of the consequences of violence in complex contexts. It is also essential in guaranteeing that the forensic documentation of the impact of political violence can be proposed as reparative for the survivors in itself.