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Ethical issues in practice are viewed as dynamic questions that evolve from changes occurring both outside and within the profession. New questions have arisen from (1) changes in public attitudes, (2) changes in economic circumstances, (3) increased diversity in styles and standards of professional practice, and (4) psychologist functioning in new settings such as the public media. Enforcement and proactive ethical action strategies are discussed in the contexts of clinical training facilities, placement or internship agencies, peer review committees, licensing boards, and ethics committees. The dilemmas of the individual practitioner in confrontation with other practitioners or in public advocacy roles are discussed. The need for openness to collegial consultation is stressed, and expanded roles for ethics committees are offered to fill this void. (French abstract) (24 ref)

This exploratory investigation of children's teasing consists of a literature review, theory development, and the report of preliminary data. We propose that teasing consists of a communication, directed by an agent to a target, which synthesizes elements of aggression, humor, and ambiguity. Teasing messages are not meant literally, and often they exaggerate or overstate the intended derogation. For the target, making an attribution for the teaser's intention may be a complex task, and incorrect decoding may cause misunderstandings. Teasers see their motives as benign and friendly, whereas targets, especially young children, often experience teasing as hostile and painful. Social patterns suggest that teasing is an expression of status dominance and a mechanism for promoting conformity within groups. Much teasing occurs as a power-oriented interaction in which bullies dominate unassertive children, but there are also playful and beneficial aspects of teasing.