The present study was carried out in the state of Nuevo León, focused on parents, using a Likert-type scale, which was applied in two phases; the first was applied to 10 people as a pilot test, to get an idea of how the parents would react and to verify the types of errors that the instrument could have.
Later in the second phase with the instrument already completely verified, the reapplication was carried out but now it was carried out on 50 parents, with the objective of the investigation that was to know the perspective of the role of the psychologist, and according to the knowledge collected With the Likert scale, we realize that parents have a very good knowledge of what psychologists are today and the functions that they can perform.
Introduction
7.1 Statement of the problem:
Faced with the role of the psychologist today, what is the opinion of the parents?
7.2 Justification:
We were interested in this topic because we have seen that today some adolescents have a wrong idea about what the psychologist really does, sometimes they have the idea that the role of the psychologist or going to therapy with a Psychologist was because you were crazy, that is why we want to know if this perspective is still held today and how much they know about the role of the psychologist today.
7.3 Objectives:
- Know the attitude of the sample about the ethics of the psychologist Know the attitude of the sample about the fields of application Know the attitude of the sample about the solution alternatives the solution or treatment alternatives Know the attitude of the sample about the diagnostic process or evaluation tests.
THEORETICAL FRAMEWORK
Background
- a) History of psychology
- Psychology comes from different sources, but its origins as a science should be sought in the origins of philosophy in ancient Greece.
The origins of psychology can be located within four great research traditions about the nature of man: magic, religion, philosophy, and medicine.
Regarding the aspect of magic, Frazer (1961) points out that there are two principles of thought on which this tradition is based:
- the similar produces the similar, that is, the effects resemble their causes, (Law of similarity) the causes that were once in contact influence each other at a distance, even after all physical contact has been cut off. (Law of contact or contagion).
- Philosophical roots of psychology
Previously psychology was considered within philosophy.
Philosophy has its heyday with Socrates, Plato and Aristotle but before the arrival of these philosophers, there was a group of philosophers called "Jonios" who began with the rational requirement. Ionian philosophy gains power from the thought of Heraclitus, and its authenticity is doubted. This thinker is the father of the dialectical method and he thought that fire was a dry and warm element, which called the upward and downward path to the constant transformation of reality. (Philosophical roots of psychology, Henry Misiak, ed. Paidos)
In contrast to the Ionians, a philosopher named Socrates appeared.
Socrates, was an observer of social phenomena, such as slavery. I try to break with these pre-established structures and decide to study man from various points: the political, social, economic, ethical, beautiful, good and just.
Covering these aspects, Socrates analyzes the political structure and realizes that man is a slave since he is ignorant and therefore not happy. The interest of philosophical reflection was then centered around the human being and society, abandoning the predominance of interest in the study of nature. His contribution to psychological theory was to give more importance to the study of man and try to explain the reason for his behaviors. I promote the psychological study of man and change the focus of study, instead of trying to discern the being, study the man, the human being. He developed the method of mayeutics, which consisted of ironic questions, which he asked his disciples to extract the inner truth that we all have.
- The next was Plato, his philosophies were idealistic and realistic, seeking the truth of knowledge through dialectics, which consisted of a dialogue between several to reach a universal truth and through reflection. For Plato, knowledge is universal and absolute and true in all places and at all times. Plato's relevant theories were the theory of ideas and that of the two worlds. Where he explained that there are two ways of seeing the world, the real-material and that of things, which he called the sensible world, which is where we find the body. And the ideal world was the immaterial one where the soul was found and he called it supersensible. Thus he found the relationship between body and soul through reasoning and named it dualism. He divided the soul into three parts, the soul of courage in the thorax and the soul of passion in the belly.
Plato's most outstanding disciple was Aristotle. Aristotle was the first to classify or systematize animals and plants. His method was based on observing an object and then recording and then doing the corresponding experiments. He classified all objects in potency or act. Act is an object in material form and potency is the ability of the object to be transformed into something. He treated psychological behavior as actions of animals on plants. Aristotle thought that psychological events, such as thinking, reflecting, cognition, memory, could be of simple action (using one sense, be it smell, sight, touch,) or complex action (using more than one sense).. Knowing depended as much on known or distinguished objects as on the organism. Aristotle establishes several senses,common sense is the heart, that of memory was considered a store of images created by common sense and imagination, thus forming an episodic memory. According to Aristotle these psychological events. They were not in the soul, but the whole organism. Aristotle puts the soul in the whole organism. (Philosophical roots of psychology, Henry Misiak, ed. Paidos)
Both Plato and Aristotle associated consciousness and its processes to the part or function of the soul associated with rationality, so their researchers also included an exhaustive study on the question of knowledge, its origin and acquisition, problems that were debated during the Age. Media and the Renaissance, which gained a new and original impulse in the seventeenth century with the work of Rene Descartes, the founder of rationalist philosophy. For him consciousness is an absolutely heterogeneous and irreducible entity to the pure materiality (extension) of the body, which is governed by mechanical laws. Consciousness, in addition, is provided with certain contents (innate ideas) that are accessed intuitively and that provide us with clear and different ideas from which, deductively,we can ground the edifice of all knowledge that is true and true.
Rationalist innateness was denied by the empiricist philosophers Locke, Berkeley, and Hume) who conceived of consciousness as a clean slate, devoid of any type of knowledge that was not acquired through empirical experience. The latter is the origin and limit of knowledge, a limit that also applies to the knowledge of consciousness as an entity, which is stripped of all substantiality, reducing itself to being a mere “bundle of representations” (impressions and ideas). There is no "I" substratum of the contents and actions of consciousness beyond or beyond the appearing of the representations themselves (perceptions).
The empiricist philosophers laid the foundations for an association psychology. For David Hume, the most radical and consistent with the principles of empiricism, the ideas of our mind are associated according to principles that govern our thoughts, establishing links between them. Our ideas are naturally connected under three laws: similarity, contiguity, and cause-effect relationship. The imagination also associates and combines ideas, but in this case it requires the will. The laws of association would be widely studied in the 20th century by the gestalt.
Associationism as a specific doctrine was taken up by James Mill and J St. Mill. They established the foundations of a scientific and empirical and experimental psychology. For these authors, psychic processes follow one another following certain laws of connection and link, laws that could be typified, quantified and described. Consciousness begins to be able to be indirectly mediated.
- Physiological roots of psychology
Regardless of philosophy, other disciplines have contributed greatly to the development of scientific psychology, physiology has been understood as the study of the organic and physical functions of the human body. The physicist and philosopher Theodor Fechner, based on the relationship between body and soul, founded the discipline called psychophysical, through which they intended to clarify the functional dependency relationships between the physical and the psychic. Fechner worked with the research of Johanes Muller in mind and drew up a law that bears his name and that sought to solve the problem of the relationship between body and soul. Fechener's law maintains that "to sensation intensities that increase in arithmetic pre-management, stimulus intensities that increase in geometric pre-management correspond to it."There is a relationship between stimulus, its objective magnitude and subjective sensation, which, indirectly, implies the possibility of measuring and quantifying the psychic.
b) - Transformation of psychology into experimental science
The transition from knowing to science was achieved in Psychology in the mid-nineteenth century. The methodological premises for the transformation of psychology into science were mainly facilitated or given by those empiricist philosophical currents, which demanded a change from speculation into experimental science. An important role was played in this regard by the materialist wing of the empiricist tendency in psychology, which related psychic processes with physiological ones.
For him to be trained in a science, the corresponding evolution of the domains on which psychology could be based was necessary, as well as the development of adequate research methods. These latter conditions were created by physiological work in the first half of the 19th century. These works were based on a few important discoveries made in the field of the physiology of the nervous system. The results of all these investigations were summarized by Wundt.
(Principles of general psychology, SL Rubinstein, page 73,74)
- In connection with Wilhem Wundt, he established the first experimental psychology laboratory in Leipzig.
Wundt and his disciples concentrated on the study of the contents of consciousness, through the method of rigorous introspection, which consisted of the description of the perceptions and sensations that the observer had before the stimulation and the first psychological schools began to be established: the structuralism of Wundt and the functionalism of the physician and philosopher William James. Wundt concentrated on the form and structure of the contents of consciousness, and William James on the acts and functions of the mind. At the beginning of the 20th century, Gestalt psychology emerged in Germany.
One of the initiators of what would later become behaviorism was Ivan Pavlov, a Russian physiologist who, throughout his research on digestion, ran into the problem of conditioning, precisely when he observed that his experimental dogs secreted saliva before they food was deposited in their mouths and by the simple fact of hearing the footsteps of laboratory assistants approaching them.
- Then in 1920, John Watson published the essay that would define the school that would become known as behaviorism, and by the beginning of that century the neurologist Sigmund Freud had already advanced in the conception of his own theory, psychoanalysis. These theories continued to develop. Behaviorism with BF Skinner, Bandura, Hull, Eynseck, etc. and psychoanalysis with the work of authors such as Carl Gustav Jung, Anna Freud, Melanie Klein, Eric Ericsson, Erich From, Jaques Lacan, among others. (History of psychology, Caparro, Antonio) Piaget was the one who made one of the greatest contributions to twentieth century psychology, by developing a complex theory, genetic epistemology, on the construction of the cognitive aspect of the psychic system. Through careful observations and experimentation,He developed for more than 40 years very important theories for the understanding of the cognitive structures of man.
(History of psychology, Caparro, Antonio, page 45)
- c) Definitions of Psychology
- The word Psychology comes from two other Greek words: Psyjé "which means soul, breath or spirit and" logos "which means study or treatise. Thus, etymologically psychology is the study of the soul. (Psychology, Teodoro D Soria, ED. Sphinx) Psychology is the scientific and total study of experiences, that is, the study of and everything in its complexity they offer to research and contain, recorded what observation discovers and Trying to explain its production and development, as well as to arrive at its causes. Experiences is what we call memories, affections, thoughts, desires, feelings, all that world of events that incessantly occur in us and that are impenetrable to others. It is the world of the poet's solitudes. (Psychology, Teodoro D Soria, ED. Esfinge, Page 21) Psychology,It can be defined as the science that studies the behavior of man and other animals. (Introduction to psychology, Mariano Vela, ED, Morata) "Psychology is the science of the behavior of organisms" understanding by behavior the activities or processes that can be observed objectively. "Psychology tries to understand the behavior of everything living, in particular, man "" Psychology deals with our feelings, thoughts and ways of doing things "(General Psychology, Ismael Vidales, p. 13) Psychology: psychology is defined as the scientific study of behavior and processes internal, psychic and emotional that take place in the subjects. (Basic themes of psychology, Bertha Heredia, José Huerta, p. 27) Psychology has as cognitive purpose the psychic activity of normal adults.This activity consists of a reciprocal relationship between the organism and its environment. (General Psychology, López Ch. M., Matías, Page 17)
- d) Development of psychology in Mexico
The development of psychology in Latin America, as in Europe and the United States, has a long past, but only a short history. Before the institutionalism of psychology in university circles, there were people who were interested in psychological knowledge and some sought practical applications in their professional activities. Two groups of professionals were especially interested in this type of knowledge. Psychiatrists and philosophers, for which the first schools of psychology in Latin America crystallized in the faculties of medicine and philosophy.
In the last decade, the opening of schools and departments that offer a degree in psychology has proliferated. By 1940 there was only one institution that officiated a program for learning knowledge of psychology. In 1950 there were two universities that offered this training: the UNAM and the UIA. From 1957 to 1970 there were already 11 schools of psychology, two in Mexico City, one in the State of Mexico and eight outside the capital.
From 1970 to 1979 they increased to a total of 54. The most complete and recent document in this regard is the Curriculum Analysis of Psychology Teaching in Mexico, published in 1980 by López, Parra and Guadarrama, with the support of the Autonomous University of the State of Mexico, the secretary of public education, the national association of universities and higher education institutions (ANUIES)
And the national council for teaching and research in psychology (CNEIP).
The great progressive development of psychology in Mexico is evident, as well as its evolution of the concept, now widely spread, about the professional identity of the psychologist.
In the eighties and after the beginning of the nineties, psychology as a science, discipline and profession has achieved a relevant status in the country and has configured an identity that, beyond theoretical and methodological differences, are shared by those who have chosen this field of human knowledge.
(Book "Identity of psychologist" author Catalina Harrsch publisher: Pearson Education).
- e) Ethical principles of the Psychologist
- Respect for the rights and dignity of people
Everyone has the right to respect for others, due to their intrinsic value as a human being. This ethical principle is the most important in the process of ethical decision making, since it emphasizes human rights. Throughout the course of their work, psychologists come into contact with various individuals and groups, such as users of psychological services (individuals, families, organizations, industries, or communities), students, supervisees, employees, colleagues, employers, and the public. usually.
During these contacts, psychologists adhere to the following principle: any person should be treated as such or as an end in himself and not as an object or a means to an end. Everyone has the right to have their innate value as a human being appreciated and to recognize that this value does not increase or decrease due to any characteristic, condition or status, race, culture, language, physical or mental disability, socioeconomic level, sexual orientation, religion, sex, marital status, color, age or nationality.
Psychologists in their performance of their activities have the responsibility to respect, protect, and promote the right of people to their privacy, self-determination, liberty, personal and justice.
- Responsible care
The psychologist shows concern for well-being and avoids harm to any individual, family, group, or community.
Psychological activity must benefit society, avoiding harm at all times.
This active concern not only refers to the people with whom it relates directly but also with whom it relates directly. However, when making ethical decisions, the psychologist places the people with whom he is directly related in a priority position, since they are the ones who are in a more vulnerable position to his influence (such as students, patients, etc.)
The psychologist forces us to distinguish between the harm and the benefits resulting from their methods and procedures, and must also predict the possible harm, and proceed only if the benefits outweigh the harm. In carrying out your activities, you have the responsibility to develop and employ methods that enhance benefits, and avoid those that harm or do not help. When your methods do harm, you must correct their effects. These damages can be both physical and psychological; Among others, they include: humiliation, fear, pain, damage to self-esteem, to confidence, to personal integrity, or to physical safety.
The principle of responsible care is based on standards of conduct relating to the ability and knowledge that every psychologist must have to carry out their profession. The psychologist should only carry out activities for which he has received sufficient training, is competent, and for which he has up-to-date knowledge and skills. Use knowledge taking care of the interest of those who are under its influence. Following this same principle, the psychologist makes efforts to be aware of any prejudice or bias that affects his actions, interpretations and recommendations. Act honestly and with precision in your statements about your professional capacity, which you must prove in terms of degrees, university degrees and training to update. It also prevents that because of its action,individuals lose their ability to self-determine and make their own decisions.
- Integrity in relationships
The psychologist must demonstrate in his performance: precision and honesty, openness and sincerity, maximum objectivity and minimum bias prejudice, avoid conflicts of interest.
The integrity in the relationships that the psychologist establishes with others supports norms of behavior such as avoiding deception, fraud, the use of titles that we possess, the falsification of results, and prejudices when conducting research.
For this reason, the psychologist must understand and be aware of the circumstances surrounding his activity, of his own history and personal values, and of the way in which these affect his decisions, interpretations, suggestions and behavior, always seeking maximum objectivity.
- Responsibility towards society and humanity
The psychologist has scientific, professional and civic responsibilities, before the society in which he lives and before other national and international societies with which he comes into contact.
Psychology as a discipline is developed within a social context, therefore, the psychologist will seek to increase knowledge and promote the welfare of humanity, or through ethical methods and procedures. Likewise, the psychologist will ensure that psychological knowledge is used for beneficial purposes. Above all, the psychologist has the responsibility of making known the knowledge and contributions of psychology that benefit other human beings. (Code of ethics of the psychologist, Mexican Society of Psychology, ED trillas Page 38)
- f) Fields of Psychology
- Clinical psychology
The clinical psychologist focuses his activity on the evaluation and treatment of people or groups who suffer from emotional and adjustment problems. His area of interests focuses on the individual problem of a subject, as well as that derived from his interaction with the environment.
The specific role of the clinical psychologist at the undergraduate level is to identify, classify, and analyze problems in the area of mental health; evaluate programs aimed at the prevention and solution of these problems, opting for alternatives appropriate to the national reality. It also intervenes in crisis situations. In order to achieve the above, the psychologist must be trained to carry out personality studies in children, adolescents and adults that involve discussion, foundation of the diagnosis, prognosis and therapeutic recommendations, as well as develop skills to communicate the results of said studies both to the person. or responsible agency as well as colleagues involved in a referral process.At the same time, the psychologist must have the necessary tools to design and apply programs that provide solutions and behavioral modifications, as well as group dynamics.
Clinical psychology is applied directly in the sectors of the family, work and educational groups, the rehabilitation of criminals and subjects with emotional problems, as well as in the development of preventive mental health programs. Its professional action centers are: psychiatric and penal institutions, health centers, hospitals, schools, nurseries, nursery, health secretariat, and within private practice, in clinics and clinics.
(Book "identity of the psychologist" author: Catalina Harrsch publisher: Pearson education)
- Educational psychology
Educational psychology is the science of behavior. The goals of psychology as a science are to understand, perceive, and control behavior. Thus, there is a logical relationship between teaching and psychology. In teaching we are concerned with the behavior of the teacher and the relationship between the two.
Educational psychology is a special branch of psychology. This is more than saying that it is about the application of general psychological principles to the educational situation, it "has an independent body of applied theory that explains the phenomena belonging to its own field, in addition to being related in a more general way to psychology ”(Ausubel, 1969, p. 2) the theme of educational psychology can be inferred from the questions and problems faced by the educator.
The general objectives of any course in educational psychology can be summarized as the following (1) provides the teacher with some basic skills related to teaching; (2) point out to teachers tentative guide lines in the face of puzzling questions of the teaching-learning situation; (3) help teachers understand the scientific knowledge that underlies such a guideline; (4) imbue teachers with the spirit of inquiry so that I continue to gain insight.
(Book "contemporary educational psychology" author: Robert Craig, Wiliam Mehrens, Harvey Clarizio editorial Limusa, Mexico 1979)
Its centers of professional action are concentrated in universities; higher education centers; kindergarten; elementary, middle and high school; special education centers; educational therapy center; secretary of public education, secretary of health.
(Book "Identity of the Psychologist" author: Catalina Harrsch publisher: Pearson education)
- Social psychology
It can be defined as the science that studies those aspects of individual behavior that are affected or influenced by social stimuli such as other people or the products of behavior.
For social psychology, as might be expected, groups are the primary concern and there is a particular interest in the formation and functioning of small and informal groups.
The social psychologist is also interested in the role of social influences in the organization and functioning of the personality, as well as the social determinants of human abilities such as intelligence. Furthermore, prejudice, collective behavior and group conflicts are aspects that also occupy the time and attention of a good number of those who work in this field.
(Book "social psychology in today's world" author James O. Whittaker editorial Trillas México, 1980)
The activities of the social psychologist are developed in teaching centers and the public sector body such as the secretary of public education, the secretary of agrarian reform, the secretary of agriculture and hydraulic resources, the secretary of social development, the secretary of communications and transportation, the federal district department, in penitentiary centers of the attorney general of the republic, and in the system for the integral development of the family. Within the private sector in industries and service firms, as well as in the role of private advisers and advisers
(Book "identity of the psychologist" author: Catalina Harrsch publisher: Pearson education)
- Industrial psychology
Industrial psychologists perform various tasks in business organizations and workplaces: in the personnel or human resources department, in consulting for the recruitment and selection of personnel, in interviewing and testing candidates, in preparing training courses. training and maintaining a suitable work environment; Others do research for the marketing and advertising departments of companies, or directly for these types of agencies; Finally, they are also dedicated to investigating the methodical organization of work and to conditioning the equipment or work spaces, adapting them to the needs and potential of the users.
(http: www.elalmanaque.com/psicología/historia.htm)
The industrial psychologist ventures into the study of the conditions that determine one of the activities of central interest in the lives of most people: work.
Study the correspondence between satisfaction and levels of efficiency; the influence of environmental factors, and particularly work technology, on the quality of working life; and of the motivational factors that increase human will and ability.
Plans programs and handles different organizational development techniques focused on promoting growth, transforming attitudes, predicting performance and increasing production, is the common purpose of the interaction of individual-company.
The field of application of occupational psychology is very broad since it is directed to any individual or group of individuals who carry out a work activity. (Book "identity of the psychologist" author: Catalina Harrsch publisher: Pearson education)
- Behavioral psychology
Behavioral psychology emerges as a revolutionary movement directed to the method of introspection, inherited by the observation tradition
John Watson founded behaviorism in 1913, the year in which he published the article Psychology as Behaviorism Sees It I have started his propaganda against introspectionism, in defense of objective psychology.
Watson worked in the areas of imagination, feeling and association by translating these mentalistic concepts into behavioral terms, namely: imagination and thought by voicing behavior; feelings for glandular activity; association by conditioned reflex.
The study of behavior was the basic nucleus of his postulates, in terms of stimuli and responses, both in animals and in humans. (Book "identity of the psychologist" author: Catalina Harrsch publisher: Pearson education)
Behavioral psychologists emphasize the role of environmental factors in their influence on behavior, to the point of almost excluding innate or inherited factors. This focuses the attention on learning. The key form of learning is conditioning, whether classical or operant.
(Book "Psychology The Science of Mind" author Richard D. Gross modern manual editorial)
Behavioral psychologists must focus on studying mental processes. The mind gives our behavior its distinctively human flavor. It should also be directed towards knowledge and practical applications.
(Book "introduction to psychology" author Linda L. Davidoff)
- Child psychology
It is the study of the behavior of children from birth to adolescence, which includes their physical, cognitive, motor, linguistic, perspective, social and emotional characteristics.
Child psychologists try to explain the similarities and differences between children, as well as their behavior and development. He also develops methods to treat social, emotional and learning problems, applying therapy in private practices and in schools, hospitals and other institutions.
The two critical questions child psychologists are: first, it determines how environmental variables and biological characteristics interact and influence behavior; and second, to understand how the different changes in behavior are interrelated.
(http://es.wikipedia.org/wiki/Psicologia)
- Intentional psychology
Intentional psychology was the reaction against the intellectualism and associationism of the observation tradition and was also influenced by the philosophical, physiological and biological aspects of the 19th century.
Wiliam McDougall, an experimental English physician, followed the line of Ward and Scout systematic psychology and created intentional psychology, which I later call hormic psychology.
I build your system on the concept of intention when addressing the issue of behavior; that there are innate tendencies that pursue an end and that all behavior is motivated directly, by instincts such as feelings and emotions. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 27)
- Dynamic psychology
Some historians such as Heidbreder and Boeing refer to the dynamic psychology of Robert Woodwoth, an American physiologist from the Dewey, Angell and Carr school of functionalism, who, by dedicating himself to the study of motivation, tried to systematize a motivology and sponsored under the direction of the dynamic psychology.
The postulate of his dynamics of motivation consists in the adequacy of cause and effect; the activity of the organism can be seen in its conscious or behavioral process. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 27)
- Developmental psychology
It studies how the development of the human being occurs from the prenatal period and the changes that occur during life, and especially how it knows and builds increasingly complex representations of the phenomena of reality. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 27)
- Gestalt psychology
He maintains that phenomena cannot be understood by studying only their component parts, and that it is not appropriate to analyze the details of something that has a natural unity. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 32)
- g) Role of the psychologist
The psychologist studies human behavior in its different areas from a scientific approach.
The psychologist faces very peculiar problems in his task in front of the object of study, the human being, whom he has to study is very similar to himself, and by studying the other he studies himself. This fact makes the anxieties that create all fields of work and all research more intense and acute. On the other hand, the instrument with which the psychologist works is his own personality. Direct, personal contact with the object of study is an urgent condition of the psychological task.
The anxieties in the psychological field are much more intense than in any other specific field.
The psychologist must work with a certain degree of dissociation: partly projectively identifying with the object of study and partly outside, observing what happens. This dissociation must in turn be dynamic and must be established and maintained with an optimal distance.
Team or gradual work is a basic requirement for the psychologist, because any distortion of his task becomes easier the more he works individually and in isolation.
It is known that the respect, sympathy and admiration of the community depend not only on what the psychologist says or does, but on what the community puts him as desire and hope. When the community speaks of the doctor, that word implies the prevention of diseases and their cure, when it speaks of the psychologist it is speaking of being committed. Even when the community refers to the researcher in psychology or the experienced, it encloses him in an aura of magical contours, giving him the dimension that he understands. (http://www.monografias.com/trabajos/rolpsicologo/rolpsicologo.shtml)
Psychologist in schools: The psychologist has a fundamental role in the educational process, since their knowledge about the child's psychological maturation process accredits them to participate in the development of training programs for children with special needs (mentally handicapped, developmental disorders, gifted children, etc.). (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 25)
Clinical Psychologist: They diagnose and treat emotional and behavioral problems that can range from very mild to very serious, such as eating disorders (anorexia nervosa), addictions, in people.. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 25)
Evolutionary psychologist: deals with the human problems that the individual experiences in his activity in the industry. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 25)
Psychologist in the workplace: Psychologists who work in this field study human behavior at work, and develop programs and procedures so that the work experience is the most satisfactory both from the point of view of the company and the worker. Some of the functions of these professionals are: selection and training of personnel, analyze, define jobs, organize and develop human resources, etc. (Basic topics of psychology, Bertha Heredia, José Huerta, ED. Trillas, Pág 25)
Social and community psychologist: There are many psychologists working in this area, especially in the public sphere. They develop program programs for groups, for excluded minorities, for disadvantaged groups, etc. The unit of analysis is often the group, the family, the collective or the population, that is, human behavior is examined in the social and group sphere.. (Basic themes of psychology, Bertha Heredia, José Huerta, ED. Trillas, Page 25)
Psychologist as experimenter: Most psychologists in this field work in universities and research centers, although more and more they are joining companies for the development of programs, the examination of consumer reaction to a certain product or for the analysis of the cognitive factors involved in the use of new industrial prototypes. The experimental psychologist performs tests and experiments to obtain new knowledge about how the brain works, what are the characteristics of basic functions such as memory, attention, perception, etc.
(www.red-psi.org/psicologo.shtml)
Operational definitions:
- - It is more than a set of data, seen only as data it is a set of facts, truths or information stored through experience or learning (a posteriori), or through introspection (a priori). Knowledge is an appreciation of the possession of multiple interrelated data that by themselves have less qualitative value. It means, in short, the possession of a model of reality in the mind. - By analogy, perspective is called the set of circumstances that surround the observer, and that influence their perception or judgment of things (see things from a certain perspective). (Obtained from www.wikipedia.org/wiki/perspectiva) -Gordon Allport defined attitude as a state of nervous and mental disposition, organized through experience, that exerts a dynamic or orienting influence on the responses that an individual gives to all objects and situations with which he is related. In this sense, attitude can be considered as a certain form of social motivation - of a secondary nature, therefore, compared to biological motivation, of a primary type - that drives and guides action towards certain objectives and goals.
Variables operationalization:
- Dependent variable: considerations or attitudes. Independent variable: role of the psychologist:
- METHODOLOGY.
- Hypothesis: The parents show a favorable attitudinal tendency towards the role of the psychologist in the Design: Descriptive Transversal Exposure. Participants: 70 so-called judges. Students of the University Scenario: the Application will be carried out in the Medical Area and University City of the UANL. Instrumentation: Scale called Likert which is constituted with a total of 50 items directed under the response alternatives, it is worth mentioning that said collection instrument is filtered lowers the alternatives or concepts of reliability and validity. Procedures: The following will be established in stages:
- Structuring of the research project (topic, problem, topic, objectives, theoretical framework, etc.) Design of the Likert Scale instrument (elaboration of items, explanatory notes, reliability and validity process) Standardization and piloting of the Likert scale careful in its form and language and ordinal and normal variables, as well as the trend and valence of the items (positive or negative).Application of the Likert scale under the direct monitoring method directed towards the key informant (the person who answers is present and oriented the instrument. Statistical process prior to the interpretation of the data, using statistical resources such as: percentages, dispersion measures and student's t. Analysis and interpretation of the results.
10 ANALYSIS AND DISCUSSION OF THE DATA
TO). Item by item
1Do psychologists in their role as therapists have the responsibility to protect and promote the rights of people and their privacy?
Based on the graphical results, we find that 48% of the sample fully agrees that psychologists have the responsibility to protect and promote people's rights and their privacy, and 42% agree with what we do. says that the majority responded according to expectations.
2 Do you consider that the psychologist should reject my religious beliefs and change them?
According to the results graph, 60% of the sample totally disagreed with the psychologist rejecting the religious beliefs of their patients, this result tells us that the population is aware that psychologists should not oppose their patient's beliefs.
3 Do you consider that the psychologist should respect the rights and dignity of people?
The result of the graph shows us that more than half of the population to which the survey was applied with a result of 56% totally agree and 40% agree that the psychologist should respect rights and dignity of people, which gives an expected result.
4Do you consider that the psychologist should disclose the lives of patients?
The graph tells us that 82% of the sample knows that a psychologist should not talk to others about the intimate life of their patients.
5 Do you consider that the psychologist has the obligation to distinguish the damages and the benefits of his methods?
According to the results graph, 56% of the sample agrees that the psychologist has the obligation to distinguish the damages from the benefits of his methods, and another 42% totally agree, which tells us that the subjects have knowledge regarding the role of the psychologist
6 Do you consider it ethical that the psychologist should psychologically analyze their family members?
According to the results present in the graph, a majority that is 34% of the subjects consider that it is ethical that the psychologist should psychologically analyze their relatives. This graph tells us that only 12% of the subjects know that it is unethical for a psychologist to psychologically analyze their relatives. Therefore this is an unexpected result.
7 Do you consider that the psychologist should seek and avoid any type of harm to his patients?
This graph of results indicates that 52% agree that the psychologist should seek and avoid harm to their patients, as well as 46% fully agree, this is an expected result.
8 Do you think that the responsibility of psychology is to cause a negative and harmful effect on society?
In this graph we see 54% this is totally disagreement and 44% disagree with the fact that psychology causes some harm or negative effect on society. The vast majority know at least that psychology is not harmful to any person but quite the opposite.
9 Do you consider that the psychologist should have discretion regarding the private life of his patients?
According to the results obtained from the graph, 74% of the subjects believe that a psychologist should have discretion about what is discussed in therapy. Therefore they are absolutely correct.
10Do you consider that the psychologist takes advantage of the economic status for their benefit?
The result of the graph shows that 62% of the respondents know that a psychologist should not take advantage of the economic status of their patients to benefit. This graph reflects that the majority of the sample has knowledge about the role of a psychologist.
11Do you consider it correct for a psychologist to study human behavior?
The graph shows that 62% of the respondents, that the surveyed subjects know that it is correct for a psychologist to study human behavior.
12 Do you think that to start therapy it is necessary to know the different areas of psychology?
This graph indicates that 48% of the sample believes that it is necessary to know the different areas of psychology in order to start therapy, 36% say that they only agree, and 12% and 4% are in some way way disagree.
13Do you consider that the field of application of the psychologist is very wide and can work in different areas of accentuation?
Based on the results obtained from the graph, 54% as well as 38% of the sample consider the psychologist can work in different areas of accentuation.
14Would you attend any therapy without knowing the area of specialty of psychologist?
According to this graph of results, it shows us that 52% of the subjects consider not attending a therapy without knowing about the psychologist's area of specialty. Another 30% if they agree to attend without knowing the psychologist's area of specialty.
15 Do you consider that primary schools, secondary schools, preparatory schools and universities are the centers of action of the educational psychologist?
Based on data obtained from the graph, we know that 48% agree and 36% fully agree that educational psychologists can work in primary, secondary, high school and universities, the other 16% do not agree.
16 Do you consider that an educational psychologist is qualified to give therapy to an adult?
According to what this graph indicates, 40% of the sample agrees that educational psychologists are trained to give therapy to an adult. We find that another 32% disagree.
17Do you consider that a social psychologist develops in teaching centers and in the public sector such as SEP?
Based on the data obtained from this graph, we see that 64% of the sample is in complete agreement with the fact that social psychologists develop in the public sector as the SEP. This tells us that more than most are correct and if they know what the role of psychologist implies.
18Do you consider that a social psychologist can work in teaching?
This graph shows us that only 48% of the subjects consider that they agree and 24% consider that they fully agree, that a social psychologist can work in teaching. Which indicates that most know about the role of a psychologist.
19 Do you consider that industrial psychologists work in Industrial Organizations?
The graph shows us that 56% if they know that above all an industrial psychologist can work in an industrial organization.
20Do you consider that the child psychologist studies the behavior of children from their infancy to adolescence?
This graph tells us that 58%, which is more than half of the sample, that agrees that a child psychologist works with children from infancy to adolescence, which we once again confirm that the population knows about them. the functions of a psychologist.
21Do you consider that behavioral psychologists study the behavior and behaviors of their patients?
Based on the results obtained from this graph, we find that 52% agree and 42% fully agree that behavioral psychologists study the behavior of and the conduct of their patients. Which shows us that the vast majority are totally correct.
22 In the development of programs that examine behavior in the social and group environment, do you think it is due to social psychology?
This graph shows that 62% of the subjects are aware that the specialty of a social psychologist is precisely what is related to society.
23 Do you consider that the job psychologist has the functions of training and selecting the personnel of a company?
This graph tells us that half of the sample agrees, 28 also totally agrees that a labor psychologist can work in a company selecting personnel. What it tells us once about the sample's accurate knowledge of psychologists.
24 Do you consider that an educational psychologist is a specialist in the development of programs that works for children for needs? special?
This graph shows us that most of the people surveyed know that the role of an educational psychologist is essentially the development of programs for special children.
25 Do you consider that clinical psychology is applied directly to the rehabilitation of offenders and patients with emotional problems?
The graph makes it clear that most of the sample knows about psychology, agreeing and totally agreeing that psychology is applied to the rehabilitation of offenders and patients with emotional problems.
26Would you ever consult a psychologist in your life if necessary?
According to the result of the graph, we can see that 60% of the subjects opted for the answer in full agreement as to whether it was necessary, they would consult a psychologist at some time in their life, as for 36% said they agreed 4% strongly disagree and no one disagrees.
27 If you meet someone with a psychological problem, would you recommend visiting a psychologist?
According to the results of the graph, it shows us that 62% totally agree in recommending that a person with a psychological problem attend a psychologist, 32% agree, 4% disagree and 2% totally disagree in recommending an assistance to a psychologist.
28 Would you consider following all the recommendations that the psychologist gives you even if you don't like them?
The result of this graph shows us that 52% agree to follow all the recommendations that the psychologist indicates, even though they do not like them, 28% totally agree, 161% disagree and 4% do not. I would follow the psychologist's instructions.
29 Would you consider it necessary to involve a member of your family in your therapeutic session?
The results of this graph show us that 32% of the subjects consider the participation of a family member in a therapeutic session, 30% do not agree with this, 26% totally agree and 12% say that You strongly disagree with the participation of a family member in a therapeutic session.
30 Do you think it is necessary for the psychologist to know aspects of your personal life for a better functioning of the treatment?
The result of this graph shows us that 50% totally agree that the psychologist should know aspects of your life for a better functioning of the treatment, while 42% agree, 6% disagree and 2 % totally disagree.
31 Do you consider the therapeutic treatment as insufficient?
This graph shows that 74% disagree that the therapeutic treatment is insufficient, 16% disagree, 8% agree, and 2% totally disagree.
32 Would you consider psychological therapy as unnecessary?
This graph shows that 66% disagree that psychological therapy is unnecessary, 30% totally disagree, 4% totally agree that psychological therapy is considered unnecessary.
33 Do you think that the best place where therapy takes place should be a totally closed and remote place?
This graph shows that 44% disagree that the therapy is carried out in a totally closed and remote place, 26% agree, 18% totally agree and 12% totally disagree.
34Do you consider that the best place to carry out a therapy is in an office, where there is good lighting, ventilation and without distracting elements?
The graph shows us that 42% totally agree and agree that the best place to carry out a therapy is in a place where there is good ventilation, lighting and without distracting elements, while 14% are in disagree and 2% strongly disagree.
35 Would you ever consider that therapy could take place in your own home?
The results of this graph indicate that 40% disagree that the therapy can be carried out at home while 30% say that they agree, while 16% totally disagree and 16% totally agree. agree.
36 Would you consider hypnosis technique as a solution to your reason for consulting?
The results of this graph indicate that 38% disagree with using hypnosis as a solution to the reason for consultation, while 36% agree, 16% totally agree and 10% totally disagree.
37If someone in your family required it, would you use punishment techniques to eliminate misconduct?
The results of this graph indicate that 40% disagree that the family uses the punishment technique to remove misconduct, while 30% agree, 16% disagree and 14% totally agree. disagreement.
38 Would you consider that an alternative solution to a problem is the avoidance of it?
The results of this graph indicate that 30% agree and disagree that an alternative solution to a problem is its avoidance, while 22% totally disagree and 18% totally disagree. agree.
39 The psychological technique which tries to tell the psychologist everything that comes to mind and that is how he interprets it, do you consider it as effective and useful for a possible solution to the problem?
The results of this graph indicate that 60% agree
that the technique of telling the psychologist everything that comes to mind and that is how he interprets it, is considered effective and useful for a possible solution to the problem, while 22% disagree with this, 16% totally of agree and 2% strongly disagree.
40 Do you consider psychometric and projective tests as valid, reliable and useful in the treatment process
The graph tells us that 58% agree that psychological tests are reliable and useful for treatment, while 30% totally agree and 12% disagree with this.
41 Would you consider that the duration of a psychological therapy session should last around 45 min.?
The results of this graph indicate that 58% agree that the duration of a therapy is 45 min., While 24% say that they totally agree and 18% disagree.
42 Would you consider continuing with any therapy as long as it shows results?
The results of this graph indicate that 48% both fully agree and agree to continue with the therapy if it reflects results and 4% disagree.
43 Would you consider that psychological treatment could last for many years?
The results of this graph indicate that 44% agree that the treatment can last many years, while 34% disagree, 20% totally agree and 2% totally disagree.
44 Would you quit therapy just because it hasn't worked in 1 month?
The results of this graph tell us that 52% disagree in leaving therapy in 1 month if it does not work, while 34% totally disagree, 8% agree and 6% totally agree.
45 Would you consider leaving therapy if it was over 2 years old even though it is working?
The results of this graph indicate that 50% disagree in leaving therapy if it takes more than 2 years, while 24% totally disagree, 14% agree and 12% totally agree.
46 Do you think the psychologist should return results from a single projective psychometric test?
The results indicate that 50% disagree that the results of a single projective psychometric test should be returned, 22% agree, 14% totally disagree and totally agree.
47 Would you consider that only with projective tests the diagnosis of a person can be known?
The results of this graph indicate that 66% disagree that only with projective tests the diagnosis of a person can be known, 16% agree, 10% totally disagree and 8% totally agree.
48 Do you consider that the psychologist should prescribe some type of medication in psychological therapy?
The results of this graph indicate that 34% both agree and disagree that the psychologist should prescribe medication, 16% also agree both totally and totally disagree.
49 Do you consider that aspects of the private life of the psychologist in therapy should be addressed?
The results of this graph indicate that 42% disagree with addressing aspects of the private life of the psychologist in therapy, 26% totally disagree, 16% totally agree, as in agreement.
50Do you think that the psychologist should force you to carry out activities that you do not want even if he argues that it is for your own benefit?
The results of this graph indicate that 54% disagree that the psychologist should force you to do activities that you do not want even if he argues that it is for your own benefit, 32% totally disagree, 10% agree and 4 % in complete agreement.
The results of the graph show us that the majority of the parents have a very good knowledge regarding the role of the psychologist at present, since of the 50 subjects surveyed, none showed us a lack of knowledge regarding the questions that were given to them.. Since the percentage that most favors the majority with 56% who totally agree and 44% who are also in favor but a little less convinced but with a good perspective and attitude towards the psychologist.
CONCLUSIONS
- Regarding the research carried out, we were able to realize that parents are currently well informed regarding the role of the psychologist. Most of the sample was more inclined to what the true role of the psychologist implies, taking into account Everything that is related to psychology. On the part of what is ethics, there were items in which the sample leaned more towards what should not be done, such as psychoanalyzing the members of their family. However, there were items which talked about issues which we thought they would not know, which we realize that in some way this research was more towards the tendency that there was little information from parents with respect to psychologists.We believe that today the idea that psychologists are of the utmost importance both as a dentist and as a general practitioner is much more widespread. Today's parents believe that the participation of a psychologist is necessary, when there are situations that may affect the lives of their own children, and also for themselves for a better quality of life. Today psychologists can work in any area as long as it is a place where a conflict may arise that affects a person's life, just as it affects a society, or a company more directly.and also for themselves for a better quality of life.Today psychologists can work in any field as long as it is a place where a conflict may arise that affects a person's life, just as it affects a society, or to a company more directly.and also for themselves for a better quality of life.Today psychologists can work in any field as long as it is a place where a conflict may arise that affects a person's life, just as it affects a society, or to a company more directly.
BIBLIOGRAPHIES
- Ascary Aguillón Álvaro, ¨Alearning and applying research in psychology ¨. Editorial threshing. 2006. Philosophical Roots of Psychology, Henry Misiak, ed. paidoshttp: //www.cibernous.com/autores/freud/teoria/psicologia.html Principles of general psychology, SL Rubinstein, History of psychology, Caparro, AntonioPsicología, Teodoro D Soria, ED. Esfinge, Introduction to Psychology, Mariano Vela, ED, Morata General Psychology, Ismael Vidales, Code of Ethics of the Psychologist, Mexican Society of Psychology, ED trillas Book “identity of the psychologist” author: Catalina Harrsch publisher: Pearson education Book “contemporary educational psychology” author: Robert Craig, Wiliam Mehrens, Harvey Clarizio Limusa editorial, Mexico 1979 Book "Social psychology in today's world" author James O. Whittaker editorial Trillas México,1980 Book "identity of the psychologist" author: Catalina Harrsch publisher: Pearson educationhttp: www.elalmanaque.com/psicología/historia.htm Book "Psychology The Science of Mind" author Richard D. Gross modern manual editorial Book "introduction to psychology" author Linda L. Davidoffhttp: //es.wikipedia.org/wiki/Psicologia Basic topics of psychology, Bertha Heredia, José Huerta, ED. Trillas, red-psi.org / psicologo.shtml Retrieved from wikipedia.org/wiki/perspectivashtml Retrieved from wikipedia.org/wiki/perspectiveshtml Retrieved from wikipedia.org/wiki/perspectiva
ANNEXES
| Subject | Gender | Occupation | Average |
|
one |
M | Merchant | 138 / strongly agree |
| two | M | Employee | 148 / strongly agree |
| 3 | M | Postman | 137 / strongly agree |
| 4 | F | Housewife | 149 / strongly agree |
| 5 | M | Merchant | 143 / strongly agree |
| 6 | F | Housewife | 156 / agree |
| 7 | F | Home | 166 / agree |
| 8 | M | Office worker | 140 / strongly agree |
| 9 | M | Administrator | - |
| 10 | M | Employee | 164 / agree |
| eleven | F | Housewife | 156 / agree |
| 12 | M | Mechanic | 142 / strongly agree |
| 13 | F | Housewife | 153 / agree |
| 14 | F | Housewife | 152 / agree |
| fifteen | F | Housewife | 150 / strongly agree |
| 16 | F | Housewife | 156 / agree |
| 17 | M | Employee | 129 / strongly agree |
| 18 | F | Secretary | 146 / strongly agree |
| 19 | M | Nurse | 141 / strongly agree |
| twenty | M | Independent taxi driver | 139 / strongly agree |
| twenty-one | M | Teacher | 132 / strongly agree |
| 22 | M | Micro-entrepreneur | 140 / strongly agree |
| 2. 3 | F | Housewife | 140 / strongly agree |
| 24 | F | Housewife | 141 / strongly agree |
| 25 | F | Merchant | 149 / strongly agree |
| Subject | Gender | Occupation | Average |
|
26 |
F | Home | 138 / strongly agree |
| 27 | F | Home | 141 / strongly agree |
| 28 | F | Designer | 160 / agree |
| 29 | M | Field recruiter | 173 / agree |
| 30 | F | Telephonist | 177 / agree |
| 31 | F | Secretary / Home | 160 / agree |
| 32 | F | Secretary | 155 / agree |
| 33 | M | Employee | 148 / strongly agree |
| 3. 4 | F | Nurse | 160 / agree |
| 35 | M | Employee | 134 / strongly agree |
| 36 | F | Merchant | 157 / agree |
| 37 | F | Nurse | 158 / agree |
| 38 | M | Employee | 151 / agree |
| 39 | F | Home | 152 / agree |
| 40 | F | Home | 139 / strongly agree |
| 41 | F | Home | 166 / agree |
| 42 | M | Accountant | 150 / strongly agree |
| 43 | M | Employee | 125 / strongly agree |
| 44 | F | Secretary | 138 / strongly agree |
| Four. Five | M | Civic Action Coordinator | 146 / strongly agree |
| 46 | F | Secretary | 150 / strongly agree |
| 47 | F | Home | 153 / agree |
| 48 | M | Employee | 156 / agree |
| 49 | F | Home | 167 / agree |
| fifty | F | Stylist | 149 totally agree |
