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Objectives
The Department has established as one of its goals the education of general psychologists with a rigurous scientific training, a positive attitude towards research and fundamental professional tools to deal with problems relevant to psychology, which allow young professionals to initiate themselves into any professional area.
The curriculum sets out to educate psychologists who are able to:
- Assume a critical position towards different theoretical approaches.
- Identify different parameters of psychological evidence and reasoning, and use them as foundation of production, argumentation and explanation of knowledge.
- Make a proper use of the research material in research itself or professional practice. Students must be able to identify research problems and use scientific literature to state problems. Students who opt for a professional emphasis must be able to formulate intervention and evaluation projects.
- Carry out investigation processes of psychological problems incorporating the different practices and activities of psychology scientific research that are coherent with standards of evidence and argumentation.
- Use basic skills in psychological interventions that bring about change in individuals, groups or communities.
- Determine the ethical and social implications of psychology practice in different contexts.
- Develop a sense of belonging to the psychology academic community.
Study Plan
The curriculum of the Psychology Department is characterized by a great flexibility and an elective character, as well as an emphasis since the First Semesters on preparation for research and intervention.
The Psychology curriculum has a duration of eight semesters. The focus of the program is the development of research and intervention skills, as well as education in basic concepts of the area. The curriculum includes three graduation options: graduation with thesis, graduation without thesis, and co-terminal. The first six semesters are common to all three options; in semesters seven and eight modifications are introduced depending on the selected option. Students who opt for graduation with thesis must complete 30 hours per week of institutional practice and take two graduation thesis seminars during semesters seven and eight. The option graduation without thesis includes 30 hours per week of institutional practice during semesters seven and eight, taking a comprehensive test of general psychology knowledge and taking two additional elective courses. The co-terminal option allow students to initiate their graduate studies (in any master's degree of the University, including te master's in Psychology and the master's in Clinical and Health Psychology) during semesters seven and eight. Next, we present the Model Program for psychology that includes the option of graduation with thesis.
Research or Focus Areas
Currently, twelve lines of research are developed in the Department, under the guidance of full-time professors:
- Aggression, conflicts and education for co-existence
- Vital cycle in couple relationships
- Social cognition and interpersonal relations during childhood
- Moral development
- Stress and health
- Family and socialization
- Neuroscience and behavior
- Scientific thinking, problem resolution and education
- Psychology and economic issues
- Critical social psychology
- Affective relations throughout life
- Sexual and reproductive life
- Domestic violence
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Alumni Profile
This program educates high-level professionals. This enables a rapid access to graduate studies abroad in renowned universities. Similarly, graduates have an ample acceptance in the working environment. Graduates can pursue professional careers in different fields of psychology, such as education, organizations, community, consumers, social issues and politics, among others.
Psychology graduates from Universidad de los Andes:
- Have an ample vision of psychology.
- Can make contributions to psychology and solution of social problems.
- Have a sound scientific and methodological training.
- Can work in any area of applied psychology.
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