PSIC - Psychology
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3
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3
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3
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3
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3
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3
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This course offers the students the space for the discussion, studying and analysis to develop a critical attitude towards issues that take on human sexuality to identify the determining factors in terms of sexual health. The course has been designed as to answer the needs of training related to sexual health of the Colombian youth. To attain such purpose, this course allows its participants to examine the psychosocial, individual and family aspects that the research group has identified as related to the sexual decisions made by the youth. The critical analysis of these findings is done in the light of the theoretical and empirical evidence on the information available at national and international level.
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3
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Instructor
Rojas Angela
In this workshop we intend the students to learn how to handle and foresee their current and future stress. To this end, we expect that through lectures and readings the students 1) understand what the stress is and some of the main factors that render easier to cope with it, 2) identify the psychological or personal resources and characteristics that ease or hinder the handling of stress and its symptoms, and, 3) learn some of the main personal strategies for the prevention or control of the stress.
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3
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Instructor
Hermosa Rodriguez Angelica
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3
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0
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Becoming a father or a mother is one of the tasks expected to occur naturally during the development of organisms. The conceptions that individuals have on what being a father or a mother means, the adequate moment of undertaking this task and the factors that can influence the raising of children are countless. The course approaches the general question of why organisms (humans and animals) become parents and how the maternity and paternity tasks are developed in different species and cultures.
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3
Instructor
Carrillo Avila Sonia
The infant development is a process of cultural nature, and therefore, most goals and achievements of development assumed as universal vary depending on the context and the culture of each community. This course will show why infancy must be culturally understood, and it will also examine the fashion how different cultures prepare boys and girls to become adults by promoting a critical vision on the cultural nature of childhood. The lectures, films and cases presented will offer different interpretations and they will question our ideas regarding childhood. Therefore, this course will allow understanding that they way how we regard childhood is as cultural, as the way how boys and girls socialize in cultures different to ours.
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3
Instructor
Maldonado Carolina
Lev Vygotsky is rapidly becoming one of the most influential psychologists of the 21st century, even though he was born over a hundred years ago, and died at the age of only 37. Vygotsky’s formulation of the project for a new, revolutionary psychology, a cultural-historical psychology, has fascinated students, researchers and scholars in the West since his work was first translated in the 1960s. Now new translations, uncensored and unabridged, permit a fresh appreciation of his ideas. In this course we will read the new translation of Thought and Language that is available in the multiple-volume Collected Works. This text, part of which was dictated by Vygotsky on his death-bed, is truly a culmination of his ideas and research. Our aim will be to achieve a deep understanding of the problem he was seeking to solve, the methodology he developed, and the project for a new psychology which he offered us.
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3
Instructor
Packer Martin
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3
Instructor
Rueda Saenz Miguel
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3
Instructor
Carrillo Avila Sonia
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3
This course offers the initial elements for the basic training on neurosciences given to people pursuing studies on the sciences of learning. We are to present the basic aspects of anatomy and physiology of the nervous system, emphasizing on the relation of the nervous system - behavior. Within the anatomic aspects we include a quick study on the structure of the mammals’ ´nervous system, by conducting a compared study on the species. Within the physiological aspects we include the study of the fundamental principles of cellular biophysics. This course is supported on interactive-audiovisual material and also on laboratories where the students can have a first encounter to the neuroscience of behavior.
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3
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Instructor
Cardenas Fernando
This course corresponds to the logical continuation of the course Neuroscience I. For this reason, the criteria used in that course, are also used on this one. In terms of topics, this course offers an approach to the knowledge of the basic neurobiological process (perception, attention, emotion, memory, learning, thinking, language and conscience). The revision of each topic is conducted from a compared perspective of the species, providing the bases for the understanding of the psychopathology underlying the neurobiology. Likewise, we endeavor to bring the students closer to the experimental activities on neurosciences, by the conduction of several basic experiments.
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3
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Instructor
Cardenas Fernando
Psychology is a discipline that deals with key questions as: What is the conscience? What are emotions? How do we relate with other people and why? how do we learn? Among many other. Psychology approaches to these questions through empirical explorations subject to the logic of scientific reasoning. This course introduces the students to the psychological theories that have influenced social sciences and introduce the students to this discipline though exploration in the most representative areas of research.
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3
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Instructor
Fernandez Camila
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0
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Instructor
Maldonado Carolina
Learning is one of the most intriguing psychological processes. On one hand, it has an important role on the continuous process of adaptation of the body to the environment, and on the other, it is a process that requires very precise conditions to occur, as suggested by the relative infrequency of phenomena as the transfer of skills or knowledge from one context to another. In this course we will explore the main psychological theories on learning. (E.g. behaviorism theories, cognitive theory and socio-cultural theory) emphasizing on the conceptualization of the human learning and its implications in education.
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3
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Instructor
Jimenez Leal William
The main objective of this course is to allow the psychology students to get in contact with the psychology of emotion. During this semester we organize activities so that the students have the opportunity to think about conceptual issues, but also to know some practical skills related to the study of emotions and the promotion of emotional health. The course offers the students the different theories dealing with the emotional phenomenon, as well as the main problems or current questions studied by the scholars. With this overview we expect students to widen their analysis skills in this field, and from this conceptual basis, they may start to make their personal conception on this topic.
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3
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3
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This CBU course will have the development of the conception of family life in the West (Europe) as its core topic. However, there will also be references to research on family and private life in Colombia and punctual aspects on relationships with a partner and parent-children relationships in Eastern cultures. There will be reflections, from the contributions of history, sociology, psychology and other social sciences, on the economical, ecological and cultural factors that have shaped family life through time. Likewise, the tensions that have characterized the difference between what is private and public will be approached, the continuous struggle to preserve the private life of the political power private, and the unevenness and contradictions entailed within what is private and what directly compromises the relationships among family members: tensions between men and women, between the young and the old, between the nuclear and the extended family.
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3
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Instructor
Jimenez Leal William
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3
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3
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This subject goes over the topics, authors, events, concepts, methods and studies that have a special meaning when it comes to describing the emergence, development and consolidation of the Psychology of Motivation as a specialized field within Psychology, also, it points out its latest trends. Furthermore, the course attempts to offer a multi-level approach to different phenomena on peoples´ lives, and, through this perspective, we intend to articulate the contributions given by different and numerous conceptual and methodological constructs in this particular field of knowledge.
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3
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Instructor
Chaux Enrique
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3
This course intends to understand the conceptual diversity of the term memory, learn the contribution of the most important characters that have studied the scientific concept, understand the paradigmatic diversity in this field, analyze the methodological strategies and techniques connected to the empirical study of such a process and to finally discover the great potential there exists to apply the basic concepts of this area.
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3
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Instructor
Ibarra Avila Marta
This subject goes over the topics, authors, events, concepts, methods and studies that have a special meaning when it comes to describing the emergence, development and consolidation of Social Psychology as a specialized field within Psychology, also, it points out its latest trends. Furthermore, the course attempts to offer a multi-level approach to different phenomena on peoples´ lives, and, through this perspective, we intend to articulate the contributions given by different and numerous conceptual and methodological constructs in this particular field of knowledge.
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3
Distribution
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This course intends to provide the theoretical elements that allow understanding the interactive and communicative process of interviews, regarded as one of the fundamental tools of the clinical method, which is the research method that allows attaining a comprehensive vision of human phenomena. Based on the aforesaid, we expect to train the student in the basic skills required for the conduction of interviews at personal and group level, as well as the analysis and interpretation of the information obtained through the said interviews.
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3
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Instructor
Arboleda Maria
This course attempts to familiarize the students with the theoretical and practical aspects related to the construction of psychometric tests, contemporaneous theory on psychometric evaluation, methodology for the construction of psychometrical tests, planning, construction and evaluation of measurement instruments, types of validity and reliability, regularization and standardization.
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3
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This course on evaluation is oriented towards two purposes a) that the students become acquainted with the basic concepts, procedures and general principles of the process of psychological evaluation on individuals, and b) that they develop the basic skills for the conduction of the said process under professional and ethical criteria. Bearing in mind the aforesaid, during the semester we combine elements of reflection on concepts and theoretical aspects with the practical application of those contents, through the brief psychological evaluation of an individual. The combination of theory and practice is conducted as per each phase of the process of psychological evaluation: initial interview, tests, qualification, and interpretation of results and drafting of the corresponding evaluation report.
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3
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Instructor
Ripoll Karen
How do we know if a psychological variable is the cause of another psychological variable? How can we design a study to find out whether a psychological intervention really achieves the changes we intend to? How do we know if the differences in the responses between men and women on an interview are the reflect of a true difference between men and women, or if they are merely the differences between the people we interviewed? These are some of the questions this course focuses on. Using statistical values as a research tool, we will try to begin to understand how to design quantitative research and how to analyze quantitative data in order to solve problems and to provide answers in psychology. We will seek for this understanding by conducting real-life exercises.
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3
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Instructor
Fernandez Camila
How can we design a research that allows us to identify if certain psychological characteristics are able to explain some others? How can we know what individual, familiar or contextual factors allow for a better understanding of behavior? What is the best way to match the mean values of certain variables among groups of peoples? How may we know if the frequency that some people conduct certain actions with depends on the context they are within? These are some of the questions that this course focuses on. Using statistics as a research tool, we will try to deepen on how to design quantitative research, and how to analyze quantitative data to solve questions in psychology. We will seek for this understanding by conducting exercises based on real-life examples, from the existing data.
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3
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Instructor
Vargas Trujillo Elvia
This course introduces the study of several methodological alternatives of qualitative fashion in Psychology. Its objectives are: a) to place the emergence of the qualitative approach in Psychology, b) to understand and to criticize the epistemological methods and its differences with other approaches, c) to distinguish the methodological and instrumental characteristics of the approach d) to develop the necessary competences for the conduction of qualitative studies, and e) to know, analyze and criticize qualitative strategies. We study specific strategies such as history of life, case-study, ethno methodology and action-research.
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3
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0
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In graduation project 1 and 2 (each level is developed during a semester) the fundamental objective is to have the students able to display the proper command of the said skills. The student will be autonomous in terms of the selection of the topic, the problem, and the line of work he/she wants to follow, however, the said work must be registered in one of the research lines of the research practices. In this regard, the graduation project must provide contributions to the research line up to some extent. The degree thesis may be theoretical or empirical, basic or applied.
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3
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Instructor
Maldonado Carolina
In graduation project 1 and 2 (each level is developed during a semester) the fundamental objective is to have the students able to display the proper command of the said skills. The student will be autonomous in terms of the selection of the topic, the problem, and the line of work he/she wants to follow, however, the said work must be registered in one of the research lines of the research practices. In this regard, the graduation project must provide contributions to the research line up to some extent. The degree thesis may be theoretical or empirical, basic or applied.
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3
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3
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3
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In this space the students have the opportunity to know the institutions and organizations where the professional practices are conducted, and to revise the different activities that a psychologist may be able to conduct in our country. Furthermore, we provide the student with the basic information on the professional practice that he/she is to choose.
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0
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Instructor
Arboleda Maria
The main objective of this course is to present the ethical considerations as an integral element on the professional training in Psychology. Likewise, we intend to familiarize the student with situations and aspects within the exercise of the profession, whose moral assessment is hard to make, presenting and discussing alternatives for solutions and examining its consequences. Another objective of the course will be to discuss the main ethical guidelines ruling the exercise of the profession of Psychologist (international and national wise).
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3
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Instructor
Finck Barboza Carolyn
Over the last two semesters the students may choose to conduct professional practices in different institutions. The objective is to develop the professional skills and integration of theoretical-methodological and instrumental concepts, applied to problems, needs or particular cases that any institution may have. The student may become acquainted with the institution for 30 hours a week, and he/she may conduct activities as psychologist on the chosen area, under the supervision of a professor.
Credits
9
Distribution
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Over the last two semesters the students may choose to conduct professional practices in different institutions. The objective is to develop the professional skills and integration of theoretical-methodological and instrumental concepts, applied to problems, needs or particular cases that any institution may have. The student may become acquainted with the institution for 30 hours a week, and he/she may conduct activities as psychologist on the chosen area, under the supervision of a professor.
Credits
9
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Instructor
Arboleda Maria
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0
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0
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3
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3
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3
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3
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Cardenas Fernando
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3
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3
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3
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3
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This course examines the categories of DSM-IV as a widely accepted classification approach, and it ranges from childhood to old age. Emphasis is made on the theoretical explanations offered by different psychological approaches regarding disorders, rather than descriptions. In appropriate cases, the course focuses on biological influencing factors. The course starts with a test on the historical evolution of the concepts of normality and abnormality, and ends with an analysis of the main vital crises. It also includes activities that help illustrate the concepts of the course.
Credits
4
Distribution
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Instructor
Agudelo Velez Diana
This course pursues the following objectives: a) to learn the normal sequence of psychological development, b) to analyze the cultural and social factors that have an impact on development, c) to examine the different stages of development and the specific characteristics of each stage, and d) to learn some problems present in human development. The laboratory focuses on the methods and techniques used in research on development, and using some of the tests for diagnosis of psychological development. This course reviews the different aspects of human development covering the phases of adolescence, adulthood, old age and death.
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4
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Instructor
Fernandez Camila
It is a curricular venue for students to develop the subject of their research project and start their methodological design.
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4
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Instructor
Villegas Maria
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4
It encompasses the review of theoretical discussions on qualitative research, emphasizing on discourse perspectives, hermeneutics and narrative, linguistic direction and literary genre. It also addresses advanced methods for qualitative analysis of data and use of specialized software programs for this type of analyses, such as Atlas ti and Nud*ist.
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4
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thesis or doctoral dissertation, under the mentoring of one of the Department´s full-time professors. The activities include literature reviews, specification of research design, performance of pilot sutdie4s, data collections, results analysis and writing technical reports and articles to be published. During the investigations process for purposes of the masters thesis or doctoral dissertation, the student participates in the Colloquium, which is a collegiate forum for critical discussion, literature exploration, design progress and results analysis. The Colloquium is attended by Psychology Masters and Doctoral program students, and Department Professors. In Thesis and Doctoral Colloquium, the students, prior agreement with their tutor, may register up to 8 credits per semester. The students who have finished their Psychology Masters degree at Universidad de los Andes and who are enrolled in the Doctoral program, may obtain equivalence for up to 16 credits for Thesis and Colloquium. The Doctoral program student may register Thesis and Colloquium during the intersemester periods, prior agreement with their tutor.
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4
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Instructor
Villegas Maria
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4
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Instructor
Villegas Maria
thesis or doctoral dissertation, under the mentoring of one of the Department´s full-time professors. The activities include literature reviews, specification of research design, performance of pilot sutdie4s, data collections, results analysis and writing technical reports and articles to be published. During the investigations process for purposes of the masters thesis or doctoral dissertation, the student participates in the Colloquium, which is a collegiate forum for critical discussion, literature exploration, design progress and results analysis. The Colloquium is attended by Psychology Masters and Doctoral program students, and Department Professors. In Thesis and Doctoral Colloquium, the students, prior agreement with their tutor, may register up to 8 credits per semester. The students who have finished their Psychology Masters degree at Universidad de los Andes and who are enrolled in the Doctoral program, may obtain equivalence for up to 16 credits for Thesis and Colloquium. The Doctoral program student may register Thesis and Colloquium during the intersemester periods, prior agreement with their tutor.
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4
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4
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8
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4
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4
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4
The program evaluation is defined as a systematic research process, which provides reliable scientific information to make decisions on the interventions that take place in a specific social context. The seminar on program and project evaluation offered by the Psychology Department has been designed in order for graduate students to: a) recognize program evaluation as one of the application fields in psychosocial research, b) learn the main conceptual and methodological elements on program evaluation, c) develop skills to execute processes for planning and evaluation of social programs in a rigorous and systematic manner.
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4
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4
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4
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4
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4
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4
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4
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4
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4
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4
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12
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4
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4
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0
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12
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0
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4
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8
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0
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