Psychology In Spain: Its Historical And Cultural Roots .
Psychology in Spain: Its historical andcultural roots, instruction, research andfuture prospectsBeatriz Montes-Berges, María Aranda &Maria del Rosario Castillo-MayénRoots in Spanish Psychology dated back to Huarte de San Juan (1575). From this period to nowadays,Psychology has notably developed, branching in different areas such as psychology and sports and physicalexercise, clinical and health psychology, educational psychology, psychology of social intervention, legalpsychology, work and organisational psychology, and psychology of road safety. This paper includes a reviewof psychology students, students and population’s image about psychology, psychology study plan and profilein Spanish universities, and functions of Spanish practitioners. Finally, the future of psychology in Spainis dealt, focusing on the necessary improvements to its advance.Keywords: Psychology; Spain; universities; applications of psychology;study plan; Spanish practitioners.THE SEEDS of psychology in Spain canbe found in the 16th century (SpanishRenaissance) in the work of Huarte deSan Juan (1529–1588). A medical doctor bytraining, he became known as the forerunner of modern psychology due to his worktranslated into English as The Examination ofMen’s Wits 1. Huarte was the first modernwriter to base psychology on physiology andbiology (moving away from the prevailingconservative philosophical and spiritualconceptions). He is also considered the forerunner of Developmental and EducationalPsychology, paying attention to the type of‘wits’ possessed by each individual and thetypes common to each age range (VelardeLombraña, 1993).However, this beginning of formalpsychological thought was soon to bestunted by the arrival of the Inquisition. AsCarpintero (1989) observes, ‘a long roadensued from these precedents in the Renaissanceera until the first manifestations of a new tradition, what is now scientific psychology, that began12to appear at the end of the 19th century and theearly 20th century.’Since the figure of Huarte de San Juan,there have been many who have made theircontributions to constructing and consolidating psychology in Spain2 (Siguán, 1976).We must look back to the first half of the19th century in order to observe a true,growing interest in psychology in Spain(150 Años de la Psicología Española, Carpintero, 2004). Despite a persisting philosophical bent, psychology in this period wasbecoming more established largely due tothe Pidal Plan (1845), which decreed thecompulsory teaching of ‘Principles of Psychology, Ideology and Logic’ at secondary schools.The Pidal Plan resulted in the first appearance of psychology teaching manuals, whilepsychology at the university level continuedto be a part of the academic subject of Metaphysics (García Vega, Moya Santoyo &Rodríguez Domínguez, 1992). Although therole of psychology in this era was beginningto be valued, it was yet to become institu-Examen de Ingenios para las ciencias (1575).For more information on the most significant authors in the history of Spanish psychology and theircontributions, see Ciento Cincuenta Años de la Psicología Española, available at xtos/04.pdf (last accessed 5 July 2010).Psychology Teaching Review Vol. 17 No 2 The British Psychological Society 20113
Beatriz Montes-Berges, María Aranda & Maria del Rosario Castillo-Mayéntionalised, and a defined social role was stilllacking, as was a precise placement withinthe Spanish academic panorama. A professional role was yet to appear in a later period(1915–1936).This inter-war period from 1915 to 1936was marked by intense scientific activity, andproduced significant progress toward theconstruction of applied, professional, clearlydefined psychology (what is referred to asPsychotechnia) through implementing thisknowledge primarily in the fields of vocational guidance and pedagogy (Zazzo,1978). During this period the first institutions of applied psychology appeared inSpain – the pioneers in using psychologicalmethods and instruments (Sánchez Vazquez& Guijarro Granados, 2000):(a) Secretariat of Learning (1915). This was thefirst Vocational Guidance Service. Itsobjective was to orient young workerstoward their choice of a profession, bylooking at each person’s aptitudes andpreferences.(b)Institute on Vocational Guidance (1918).Emerged as an expansion of the former,which was flooded by user demand.(c) Psychology-pedagogy Laboratory (1925).Created for the purpose of assessingstudents scientifically, not only theirscholastic performance, but also all theirphysiological and psychological aspects(Kirchner, 1979).The next key period for modern psychologyin Spain took place after the Spanish CivilWar (1936–1939) (Quintana, 1991). Its milestones include the first Spanish journal ofpsychology, Psicotecnia (1939–1945), laterreplaced by the Revista de Psicología General yAplicada (1946) (González Pérez, 2006);notable progress in centres of appliedpsychology that were launched in earlieryears (1915, 1918 and 1925); the creation ofthe Department of Experimental Psychologyin the CSIC (Consejo Superior de Investigaciones Científicas) in 1943, where an important movement was established to promotepsychology as an experimental science(Siguán, 2009); and the creation of the first4scientific society in this sphere, the SociedadEspañola de Psicología (1952). All this createdthe conditions for a new consolidation of theresearch, instruction and professional activity of Spanish psychologists (Peiró, 1984;Encinas & Rosa, 1990).Within this context, psychology went onto become a part of official university curricula: first as a ‘Section’ (1968) in the Facultiesof Philosophy and Letters, and later on as a‘Faculty’ (1980) at the Complutense University of Madrid and Central University inBarcelona. These were followed by theAutonoma University of Madrid, theNational University of Distance Education(UNED), and the University of Valencia(1983). In 1989 a Faculty of Psychology waslaunched at the Autonoma University ofBarcelona and in 1991 at the Universities ofLa Laguna, Oviedo, País Vasco, Salamancaand Santiago. This institutional process hasnot yet concluded, since there are stillsections of psychology at other Universitiesthat aspire to become Faculties (Quintana,1991).Psychology flourished in Spain duringthe last two decades of the 20th century, asdemonstrated by the publication of nearly30 specialised journals, the functioning of asignificant number of associations related topsychology, and the birth of the ColegioOficial de Psicólogos de España, COP [OfficialAssociation of Psychologists of Spain](1980). These facts have consolidatedpsychology as a science undergoing continuous growth and development in our country.The present situation of psychologyin SpainProfessional psychology in Spain has undergone extensive development since psychology studies were established at Spanishuniversities in the 1970s. Psychology practitioners in Spain today are dedicated primarily to the following professional fields androles: the Psychology of Sports and PhysicalExercise, Clinical and Health Psychology,Educational Psychology, the Psychology ofSocial Intervention, Legal Psychology, WorkPsychology Teaching Review Vol. 17 No. 2
Psychology in SpainFigure 1: Professional profiles and sectors of practice.Distribution by specialty(%)Public Sector(%)Private Sector(%)Clinical68.368020Educational15.297525Work and Organisational8.055842Social and Community4.404258Road Safety1.63694Legal1.157327Teaching and Researchat rce: Santolaya, Berdullas & Fernández-Hermida (2002).and Organisational Psychology, and RoadSafety Psychology (COP, 1998). Figure 1shows the distribution among the differentsectors in the public and private spheres.Figure 2 displays several aspects about eachof these professional spheres and how onegains entrance to them.Psychology of Sports andPhysical ExerciseThis is a relatively young area, but widelyrecognised in our country. Its main object ofstudy is behaviour in the area of physicalexercise and sports, and it is practiced indifferent specialised areas such as athleticperformance (professional or high performance), sports for beginners (school, university or community sports), and sports forleisure and health (sports for everyone, andadaptations for special needs populations).The function of a sports psychologistbegins with a psychological/sports assessment that is adapted to the areas of practicedescribed above. This is followed by planning and programming the intervention andcontinues with an assessment or monitoringof the work being carried out. These functions can be complemented by other functions related to education, training orresearch (COP, 1998).Psychology Teaching Review Vol. 17 No. 2Clinical and Health PsychologyClinical and Health Psychology in our country has found its traditional sphere of application in private practice, due in part toinadequate development of psychologicalcare within our public health system.Presently, the private sector of Clinical andHealth Psychology is dynamic and diverse,and is found in practices that range from asingle practitioner to complex centres withbroad-ranging multi-professional teams.In the public sphere, recent years haveseen the gradual incorporation of clinicaland health psychologists (thanks to GeneralHealth Act 14/ 1986, 25 April). In order towork in the public sector one must obtainthe Specialised Degree in Clinical Psychology,extended by the Spanish government.According to current Spanish legislationregarding health professionals, the Appointment of Health Professionals Act 44/2003, onlypsychologists specialised in Clinical Psychology are recognised and authorised for thehealth care tasks of screening, diagnosis,treatment and rehabilitation of mental andbehavioural disorders of patients. Thedegree mentioned can be obtained throughthe PIR channel (Resident Intern Psychologists) and through the official accreditationchannel (COP, 2010).5
Beatriz Montes-Berges, María Aranda & Maria del Rosario Castillo-MayénFigure 2: Entrance to each of the professional profiles.6Psychology Teaching Review Vol. 17 No. 2
Psychology in SpainThe PIR is a system of postgraduate training, with a four-year duration, designed anddeveloped jointly with the Ministries ofHealth and Education. It is eminently practical training, but complemented by theoretical training, and is carried on within theframework of Public Services. It was first putinto place in certain Autonomous Regions in1983, and at the state level in 1994; sincethen, new enrollments are received on anannual basis. Admission is granted through acompetitive exam, open to anyone with apsychology degree.Regarding the official accreditationchannel, practitioners who wish to takeadvantage of this option must possessspecialised training in clinical and healthpsychology, as shown in Figure 2.There are a number of different settingswhere intervention takes place, gearedtoward the specific needs of the situation.These include hospitals and specialisedunits, schools, volunteer organisations andNGOs, clinical psychology teams in the military, and so on.The functions of the clinical and healthpractitioner are varied. However, they can begrouped into categories such as screening,diagnosis, treatment and intervention, counsel, advising, consultation and referral,health promotion and prevention, research,teaching and supervision, management, andadministration.Educational PsychologyEducational Psychology is applied mainlywithin the framework of social systems ofeducation at all levels and in all modalities:state-regulated and private systems, formaland informal settings, and throughout lifelong learning (COP, 1998).The functions of practitioners in thissphere include: interventions that addressstudents’ educational needs, vocational andprofessional guidance, prevention and intervention for improving the educationalprocess, family training and advising, socioeducational intervention, research andteaching.Psychology Teaching Review Vol. 17 No. 2In the public sphere, psychologists maywork as school guidance counselors (since1977 when the Ministry of Education createdthe first Scholastic and Vocational GuidanceServices) (Fernández Barroso, 1998). Eversince the LOGSE came into effect (Educational Reform Act, 1990), the educationadministration has been refining its modelfor school psychology intervention andeducational guidance, at two levels of professional practice: (1) the Guidance Departments at each secondary school, acting asspecialised support to mainstream teachingand a resource for vocational guidance at theschool, serving the school itself, the pupils,teachers, families and other institutions; and(2) the district-wide Orientation Teams thatserve primary schools, offering specialisedassistance and support, whether didactic,psychological, social or organisational, inaddition to functions specific to the districtlevel. There are also province-wide SpecificTeams (specialists in the treatment ofautism, deafness, blindness or lack of motorskills) and Early Care Teams (that addressthe pre-school level).In order to cover the openings for practitioners in the secondary Guidance Departments and in the Orientation Teams, aneducational specialisation in Psychology andPedagogy was created at the state level in1991 (although Autonomous Regions withtheir own educational authority have theprerogative to establish the number of openings). Since then, openings for these positions are designated on a recurring basis bythe state and by Autonomous Regions(Fernández Barroso, 1998).Psychology of Social InterventionThe fundamental objective of this field is toreduce or prevent social and personal risksituations. This can be accomplishedthrough direct intervention in specific problems that affect persons, groups or communities – offering them material orprofessional resources – or through promoting a better quality of life. The functionsperformed are direct care, advising and7
Beatriz Montes-Berges, María Aranda & Maria del Rosario earch, planning and ration and training.Spheres of practice include the community, family and childhood intervention(family intervention and foster care, adoptions, residential care), senior citizens,disabilities, women, youth, social minoritiesand immigrants, co-operation for development and environmental psychology. Othernew thrusts are sectors of interventionrelated to occupying free time and to themedia (COP, 1998).Training in social intervention hassuffered from significant deficiencies untilquite recently, in terms of the universitydegree programme. Very few facultiesincluded the option to specialise in this area.New study plans developed in the 1990s havebeen correcting this situation. In addition tothe learning gained through university studies, social intervention requires additionalspecific learning, which amounts to a kind ofsecond specialisation. Thus we can speak ofnon-specific content (common to all sectorsof intervention) and specific content(specific to each sector) (COP, 1998). Thefollowing aspects for the training of professionals must be documented and accreditedby the COP:1. Knowledge of the legislative, administrative and organisational framework withits main programmes and services.2. Psychosocial characteristics of the sectorsaddressed by such intervention.3. The most typical strategies and techniques for intervention with individuals,groups and communities.4. Theoretical models of social inter-vention.5. Methodology: planning, needs assessment, programme assessment.Legal PsychologyLegal Psychology as a specialty is pursued ina sphere that straddles the worlds of Law andof Psychology, either in the theoretical,explanatory and research thrust, or in application, assessment and treatment.8Legal Psychology encompasses the study,explanation, promotion, assessment prevention, advising and/or treatment of thosepsychological phenomena that influence aperson’s legal behaviour. It uses the methodsof scientific psychology and applies them todifferent spheres: psychology applied to thecourts, penitentiary psychology, psychologyof delinquency, judicial psychology (testimony, swearing), police and armed forcespsychology, victimology and mediation.Given the complexity of the work carriedout by the legal psychologist, the COP hasestablished that Legal Psychology requiresspecialised training. In order to practice as alegal psychologist one must have a psychology degree and be licensed by the COP. Inaddition, the COP stipulates three nonexclusive channels by which one can gainaccess to this specialty. The first is to havecompleted COP-recognised coursework ataccredited public or private institutions,universities or other official centres. Thesecond is to accredit practical work in LegalPsychology done under the supervision oforganisations or persons recognised for thispurpose, and the third is to have accreditedone’s professional experience in the area(Urra Portillo & Romero Rodríguez, 2006).Depending on the area of specialisation,a programme of specific content must bestudied, in addition to interrelated contentfrom other areas. In the case of FamilyPsychology, for example, one studies FamilyLaw or Protection of Minors. In PenitentiaryPsychology, studies include the context ofthe prison system, the psychological effectsof imprisonment and Penitentiary Law.Other peripheral knowledge is alsorequired, including General Principles ofLaw, jurisdictional orders, basic concepts ofCivil, Penal, and Trial Law, and complementary concepts from Penitentiary Law, CanonLaw, Labour Law and Laws pertaining toMinors (Urra Portillo & Romero Rodríguez,2006).Psychology Teaching Review Vol. 17 No. 2
Psychology in SpainWork and Organisational PsychologyWork and Organisational Psychology is oneof the large areas of psychology in Spain.Given the breadth of functions and spheresinvolved, it is necessary to group them intolarge areas such as commercial research andmarketing, management and administrationof organisations, human resource development and organisation, and work andhealth-related conditions.Commercial research includes conducting market studies, product research andadvertising. Work is usually carried on inprivate enterprises large enough to havethese kinds of services. Management andadministration, whether of the enterprise orof its human resources, involves activitiesrelated to advising, analysis of communications, rating job positions, qualitativeimprovement in human resources, etc.Finally, regarding work and health-relatedconditions, the psychologist’s functionfocuses on preventing incidents and ondirect intervention with persons: the essenceis to analyse and intervene in all processesoccurring within the organisation, from theorganisation outward, and from individualsin their connection with the organisation(COP, 1998).These functions may be performed foreither public or private organisations. Apsychology degree is required in order topractice as a work and organisationalpsychologist (in either the public or privatesector). Current curricula include ‘Organisational Psychology’ as a core subject, andmany universities include ‘The Psychology ofWork’ as a required course (Beléndez,2002). In addition to this general criterion, abody of more specific knowledge is needed,such as: human resource management,personnel selection, testing to assess attitudes, motivation and personality, LabourLaw, hiring, economics, didactic methodology, organisational knowledge, statistics,business management, ergonomics, on-thejob health and safety (COP, 1998).Psychology Teaching Review Vol. 17 No. 2 Human resources managementTechniques for analysing and preparing jobdescriptionsPersonnel selectionPersonnel screeningAssessment testingVocational and professional counsel andguidanceLabour lawQualitative and quantitative market analysistechniquesHiring, economicsQuality and quality certificationKnowledge of organisationsEconomic Psychology (Marketing andCommunication).StatisticsClinical Psychology for businessBusiness administrationTechniques for managing, leading, andco-ordinating work teamsErgonomicsTechniques for Hygiene and Prevention ofOccupational HazardsLabour-related health and safetyPsychology of Road SafetyAt the present time, one of the characteristicactivities of psychologists working in thisfield is driver examination, carried out inprivate assessment centres; another area ofwork has to do with assessing fitness to carryarms.However, the road safety psychologist isnot limited to these activities, but has a broadfield of action due to the growing emphasison the ‘human factor’ in the vehicle-road-traffictriad, where humans are considered to beone of the most important elements inpreventing accidents. Within this area ofpractice, professional functions includedesigning strategies for relating to‘machines’, creating simulation environments, and designing strategies relative totraffic rules and regulations, as well asfrequent collaboration with other professionals, for example, for childhood road safetyeducation, prevention campaigns, criteriaunification, and so on (Martínez, 1995).9
Beatriz Montes-Berges, María Aranda & Maria del Rosario Castillo-MayénIn order to be accredited as a Road SafetyPsychologist, one’s psychology degree musthave included a specific subject on RoadSafety Psychology, otherwise the course mustbe taken later, either at university or at anyother officially recognised institution (4.5minimum credits). This basic training mustbe complemented by other auxiliary knowledge such as: anatomical-structural, physiological and biomechanical foundations oftransportation and road safety, the theory oftraining and functional analysis of transportation and road safety, and the organisation and structure of transportation androad safety. When one’s preparation is to beapplied to populations with special needs,specific content must also be included fromfields such as disabilities, senior citizens,disadvantaged sectors, and so on (NicolásMartínez, 1995).Psychology in Spain: by the numbersGenderThe psychology profession in our country isprimarily female: 72.58 per cent of licensedprofessionals are women, and only 27.42 percent are men. Distribution of this variable inthe different specialties is not uniform, withcertain observable peculiarities in thespheres of Work and Organisational Psychology, academic areas, Sports Psychology andareas related to the military (FernándezHermida et al., 2000) (Table 1). Theseresults will be explained in more detail in alater section on the social and political valueof psychology in Spain.These data are consistent with the factthat the percentage of the male professionalsis greater than the percentage of females inthese work sectors (university professors,sports, defence and police work). This difference seems to persist despite the femalepredominance in professional psychology.AgeThe mean age of licensed professionals inthe year 2000 was 36.51 years, with a standard deviation of 8.14, a minimum of 22 anda maximum of 68. These results reveal a10mostly young professional: 22.5 per cent areless than 30 years of age, and 30 per cent areover 40 (Fernández Hermida et al., 2000).Specialties and theoretical orientationThe primary theoretical orientation in ourcountry in the year 2000 was the cognitivebehavioural model, followed by models takenfrom psychoanalysis and systemic orientation. The remainder had very minor representation (Fernández Hermida et al., 2000).These figures, as well as their distribution byspecialty, can be observed in Table 2.In a more recent study (SantolayaOchando, Berdullas Temes & FernándezHermida, 2002) with over 7000 licensedpsychologists, a 68.36 per cent majorityclaimed to work in Clinical Psychology, fargreater than the next most frequent occupation, Educational Psychology, at 12.28 percent. This study also showed that the theoretical orientation most representative ofpsychologists from the different specialtieswas the cognitive-behavioural approach, witha 49.08 per cent preference.Psychology at the universitiesOf the 66 universities offering face-to-facelearning in 2003–2004 (Guía de Universidades y Carreras, 2003), 44 per cent offeredstudies in psychology, as well as the twodistance universities, UNED (public) andUOC (private). If we differentiate betweenpublic and private, there is a greater offeringat the public universities: 47 per cent of the47 face-to-face, public universities offer studies in psychology (22 universities), ascompared to 37 per cent of the 19 privateuniversities (seven universities). In summary,a total of 31 universities (29 face-to-face andtwo distance learning) offer studies inpsychology leading to the official degree(Hernández Gordillo, 2003).Studying psychology is very popular. With57,000 students in the 2002–2003 academicyear, it occupies third place in a ranking ofdegree programmes, surpassed only by Lawand a grouping of all business and economics degrees. It has undergone gradualPsychology Teaching Review Vol. 17 No. 2
Psychology in SpainTable 1: Distribution be gender in each onal27%73%Work and Organisational44%56%Social and Community32%68%Road Safety18%82%Legal32%68%Teaching and research at university58%42%Sports52%48%Military63%38%Source: Fernández Hermida, Berdullas Temes, Santolaya Ochando & Muñiz (2000).Table 2: Distribution (in percentages) by field and by theoretical orientation.CBMBMEPPSOHPOPTAGTPEMClinical48.00 3.92 12.66 20.633.544.053.920.890.510.130.25Work and Organisational 48.28 14.37 25.002.594.604.890.291.44Social and Community51.1816.142.7616.142.361.180.39Road Safety50.00 13.39 29.172.782.781.39Legal44.26 13.11 24.596.566.563.28Sports70.59 17.65 end: CBM Cognitive Behavioural Models; BM Behaviour Modification, E Eclectic; PP Psychoanalysis-inspiredPsychology; SO Systemic Orientation; HP Humanist-inspired Psychology; OP Orthodox Psychoanalysis;TA Transactional Analysis; GT Gestalt Therapy; PEM Phenomenological-Existential Models.Source: Fernández Hermida, Berdullas Temes, Santolaya Ochando & Muñiz (2000).growth, reaching its maximum during1999–2000, with a slightly downward trendsince that time (Hernández Gordillo, 2003).A later section, Profile of psychologystudents in Spain, will address the likelihoodof students with a psychology degree obtaining employment as psychologists (or othertypes of work).Psychology Teaching Review Vol. 17 No. 2The social and political value ofpsychology in SpainAs we have seen in earlier sections, professional psychology in Spain has experienced alarge increase in the number of practitionersin recent years and in the variety of areas ofintervention. The increasingly female anddiversified nature of the profession areunquestionable facts. Some fields of work11
Beatriz Montes-Berges, María Aranda & Maria del Rosario Castillo-Mayéncontinue to be predominant, namely thefield of clinical psychology, followed byeducational psychology and the psychologyof work and organisations. Other fields arebecoming established (road safety, sports,etc.) with the subsequent demand forspecialised professionals with specific training profiles.However, although this development ispositive, it also has a series of consequenceson society’s image of psychology: the rapidopening of professional spheres canproduce a confused perception of whatpsychology can contribute within these newfields of work. In some cases this expansiongives rise to professional practice withoutproper qualifications, when new professionalspaces are approached by other recentlycreated professions in search of their ownidentity and when various areas of professional intervention are not clearly differentiated – producing conflict among thedifferent specialties of psychology itself.Added to this is the inadequate postgraduatetraining for the emerging professional needsof psychologists (Buela Casal, 2004).University studentsAccording to a study by García et al. (2004),university students, whether enrolled inpsychology or in other degree programmes,were unable to show a congruent, systematicidea of the image and value of psychology.Most students from other degreeprogrammes thought of psychology as ahuman science, but did not know exactlywhat its object of study was, though theyconsidered it closely related to Psychiatryand Pedagogy. In addition, they ratedpsychology as having a low level of scientificity, they assigned its scope of work toeducation and mental health, and identifiedpsychoanalysis with psychology. Finally, thereseemed to be a noteworthy conflict of interests in the answers given by Pedagogystudents, who consider it something of aninterference that psychologists are able towork in primary education. (Recall thatsince 1991 both psychologists and teachers12make up the Guidance Departments insecondary schools and the OrientationTeams that serve primary schools.)In another study (Sierra et al., 2005),psychology students placed their disciplinewithin the health sector; 98.90 per cent ofthose surveyed stated that psychologists canhelp prevent health problems, and 95 percent indicated that one of the core aspects ofpsychology is to encourage healthy behaviours. Another important finding was thatmost students perceived psychology as ahealth care discipline, although independent of more established disciplines such asPsychiatry. Nonetheless, even though moststudents consider psychology as a health carediscipline, they do not feel that all psychologists are prepared to diagnose and treatemotional and mental problems.Psychology practitionersIn general, licensed psychologists hold arather favourable opinion of psychology as aheal
Roots in Spanish Psychology dated back to Huarte de San Juan (1575). From this period to nowadays, Psychology has notably developed, branching in different areas such as psychology and sports and physical exercise, clinical and health psychology, educational psychology, psychology of social inte
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Prologue: The Story of Psychology 3 Prologue: The Story of Psychology Psychology’s Roots Prescientific Psychology Psychological Science is Born Psychological Science Develops. 2 4 Prologue: The Story of Psychology Contemporary Psychology Psychology’s Big Debate .
Part I: Psychology s Historical Foundations 1 1 Past for Present: Psychology in Search of a Paradigm 3 Approaches to Historical Investigation 4 Psychology s Search for a Unifying Paradigm 5 Psychology s Enduring Questions 6 Western and Eastern Traditions in Psychology 10 2
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Using Film to Teach Psychology. Films for Psychology Students. Resources for Teaching Research and Statistics in Psychology. TEACHING MATERIALS AND OTHER RESOURCES FOR PSYCHOLOGY 12.11.15 Compiled by Alida Quick, PhD Psychology 5 Developmental Psychology Teaching Resources .
1999-2005 Assistant Professor of Psychology Berry College Responsible for teaching several undergraduate courses including Introduction to Women’s Studies, Introduction to Psychology, Abnormal Psychology, Advanced Abnormal Psychology, Psychology of Women, Orientation to Psychology, Health Psychology, and Women’s Studies Seminar. Other
As Chair of the Department of Clinical and School Psychology, it is my pleasure to welcome you to our programs for the 2020-2021 academic year. We are part of the College of Psychology that offers bachelor's degrees in psychology and behavioral neuroscience and graduate programs in clinical psychology, school psychology, counseling,
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