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History of Psychology in Honduras

Escrito el: 18 de January de 2022 - Modificado: 18 January, 2022 - por: RedHonduras.com - en: History - Origin, Times and Periods, Historical Facts

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  • Psychology in Honduras, as a formal discipline, began as a subject in the curriculum of the teaching career in Normal Schools. By 1943, a “child psychology” appeared as a specific subject in the training of primary teachers. At the same time in Philosophy class he appreciates psychology as part of it.

    Table of Contents

    The First Honduran Psychologist

    At the end of 1945 or beginning of 1946, the then president of Chile, Don Juan Antonio Ríos, on his return from the United States, made a stopover in Tegucigalpa, on an official visit, among other things, President Ríos offered the Honduran government four scholarships to study in Chile: two for primary teachers who have already graduated and two for students who have passed their first year of teaching. In both cases it had to be a woman and a man.

    At the beginning of 1947, two new careers were started at the University of Chile: Pedagogy and Psychology. It turned out that in the boarding school there were already two Guatemalans, fellows from the government of their country, Herminio García and Eugenio Aragón. Six years later, that is, the end of 1952, the Central Americans were graduating as the first three psychologists to graduate from the University of Chile. Víctor Donaire as the first Honduran to achieve that title.

    Pioneers of Psychiatry and Psychology in Honduras

    The first years of the 50’s have a special historical importance for Psychiatry and Psychology in Honduras. In 1951, the first Honduran psychiatrist, Dr. Ramón Alcerro Castro, specialized in the USA, returns to the country. Dr. Alcerro Castro not only introduced psychiatry as a subject in the medicine curriculum, but also founded a private psychiatric hospital in El Hatillo.

    Víctor M. Donaire returned to Honduras in November 1952 with a brand new degree in Psychology, he presented himself to the Ministry of Education as a fellow of the Honduran government, being assigned to work in the General Directorate of Secondary Education. Although at first there was some confusion regarding the functions of the psychologist in the General Directorate of Secondary Education, it was finally decided to create a Central Guidance Department to organize and supervise the guidance services in the official institutes of secondary education, for which staff had to be selected and trained on the fly.

    In 1953 Víctor Danaire attended as a delegate for Honduras the first Inter-American Congress of Psychology that was held in Santo Domingo, then called Ciudad Trujillo, in the Dominican Republic. This congress was the first scientific activity of the Inter-American Society of Psychology (SIP), made up of psychologists from all over the American continent.

    In March 1961, Professor Luis A. Baires and Dr. Marina de Quezada were appointed to direct the Psychology section of the Department of University Welfare at UNAH, which would later become the Student Services Department and, currently, , in the Student Development Department, with its Psychopedagogical Orientation section.

    Creation of the Psychology Career at UNAH

    The University Council in an extraordinary session on November 9, 1961, approved the creation of the Psychology Career.

    Considering: That the University Reform Commission, taking into account the needs of the country in the educational field, the aspirations of cultural improvement of the Teaching and the real possibilities of the Institution, has developed a project that allows teachers to enter the University .

    Considering: That the authorities of the Institution have received several requests from large groups of teachers seeking to obtain admission to the University:

    Considering: That the project contains the general guidelines that must regulate the way in which teachers will enter the Institution: Therefore: The University Council resolves:

    • Create in the University Center for General Studies, the careers of Pedagogy and Educational Sciences and General Psychology in accordance with the project presented by the University Reform Commission.
    • Authorize the entry of teachers to the University to follow, only, the mentioned careers as long as others are not established that also tend to improve the teacher as such.
    • Authorize the University Center for General Studies to regulate the teaching of the aforementioned careers, taking into account the nature of the student population that will enter, but without harming the academic and administrative interests of the Center.

    The first study plan was the following, the subjects of that study plan were taught annually and at the end of it the students opted for the academic degree of Bachelor of Psychology, it was applied for ten years.

    First curriculum, Psychology. 1961

    First year

    • Introduction to Pedagogy
    • General psychology
    • General biology
    • General Sociology
    • Introduction to Philosophy

    Second year

    • Evolutionary Psychology
    • experimental psychology
    • Anatomy and Physiology of the System
    • nervous and endocrine
    • Psychometry
    • Psychometric practices
    • Statistics

    Third year

    • Psychodiagnostic Personality Tests
    • Psychology of Learning and Work
    • Professional and Educational Guidance
    • General Psychopathology
    • Rorschach I Psychodiagnosis
    • Professional and Educational Guidance Practices

    Fourth year

    • Psychodiagnosis of Roschach II
    • Foundations of Psychoanalysis
    • Foundations of Psychiatry
    • Clinical Psychology and Psychotherapy
    • Social psychology

    Graduation Requirements

    • Have completed all the subjects of the study plan.
    • Carry out the private exam before an examining terna.
    • Reading of thesis and evaluation of the same.

    Psychology career development

    This Career began to function in 1962, as stated in Act No. 88, point 3. In its beginnings, the Career worked together with the Pedagogy Career attached to the CUEG. In the professional training of the psychologist, the following postulates were affirmed:

    1. Solid professional preparation.
    2. Knowledge of the national reality in all its extension and its probable future trajectory.
    3. Firm conception of the world, of life and of man and human relations.
    4. Capacity for pure research and for the use of scientific methods.
    5. Ability to reaffirm with his life the high assets and values of culture and the exercise of democratic life.

    In 1963, the Faculty was made up of doctors in medicine: Asdrúbal Raudales, Mario Mendoza and Bautista Pérez; the Psychology graduates: Luis Alberto Baires and Aída Aguirre and the Pedagogy graduate Elisa Valle de Martínez Pavetti. The studies of the career were characterized by a marked clinical-educational approach, as a natural result of two influences, on the one hand medical-psychiatric and on the other educational psychology.

    In May 1965, at the request of the University Center for General Studies, it was agreed to modify the study plan for the Psychology Degree, transferring the subject Social Psychology (PS-303) to the fifth year and replacing it in the fourth year with the subject Deep Psychology (PS-305). In the month of November, the Director of the CUEG managed to prevent Psychology students from enrolling in higher courses until they had passed all the subjects of the lower courses, allowing this group of students a single exam of the subjects in which they had problems. . It was also resolved that the students of a semester would not pass to the following year, with more than one subject not approved, with the obligation to take an exam before taking the ordinary course.

    In 1966, an Integrated Department dependent on the Rector’s Office was created with the Psychology and Pedagogy careers, which did not materialize until 1968. The Department was also authorized to change the Psychology of Learning subject for the Case Studies subject in the fifth year. of Psychology, because the students saw the psychology of learning in the Psychopedagogy subject of the fourth year.

    In 1967, the University Council met and approved the student proposal to integrate the CUEG Council with students from the Psychology and Pedagogy careers to solve the operational problems they faced. In the period 1967-1968, the students of the first promotion received their degree in Psychology: Rina Turcios Raudales, Ana Eva Murcia, Amparo Quan de Raquel, María Luisa Zelaya, Augusto Aguilar and Rigoberto Palacios.

    In 1968, the Integrated Department of Psychological Sciences dependent on the Rectory was created. In his teaching and research functions, he was governed by the rules that regulate higher education for the different university careers. Which meant academic independence and being governed according to the established academic programming and the needs of the units to which it served. In 1970, the Rector’s Office of the UNAH informed the University Council that the Integrated Department of Psychological Sciences, located under its dependency, would become part of the Faculty of Medical Sciences, in accordance with the academic authorities of that Faculty. In that year the Association of Students of the Career was organized. In 1971, the curriculum was reformed by introducing the semester system of subjects and the graduation requirements were modified.

    In 1972, the Department of Psychology again depends on the University Center for General Studies. In 1973, the Integrated Department of Psychological Sciences became the Department of Psychology. In 1974, in a session of the University Council, it was agreed to assign the Department and Career of Psychology to the Rector’s Office in response to the request of the Council of Professors of Psychology.
    In October 1975, the Academic Directorate approved and submitted to the University Council for its approval the study plan for the Psychology Career in the academic degree of Bachelor’s degree. In 1976, the coordination of the Career was created, the Academic Committee was organized; and the First Meeting of the Psychology Community was also held with the participation of professors and students.

    On November 28, 1978, the Psychology Students Association asked the University Council to eliminate the private general exam as a prerequisite to the option of a Bachelor’s degree in Psychology. The University Council agreed to transfer this request to the Teaching Directorate and the Department of Psychology so that they could issue the respective opinion in order to resolve the pertinent matter in its first session of the
    year 1979.

    In addition, the anomalous situation of the Psychology Career was exposed, since the titles were not signed by any dean or center director because the Career was attached to the Rectory.

    It was agreed:

    To instruct the Teaching Directorate, the Psychology Department and Career to present a project in order to locate the Psychology Career and Department in a Faculty or Center no later than April 30, 1979. As of the second semester of that year, the Psychology Degree introduced a curricular change through the implementation of the Modular System that originated from the interest of teachers and students to raise the academic quality of the professional who was being trained. He was integrative and self-managing with an emphasis on the practical. This curriculum was in effect for a decade and was changed in 1988.

    In 1979, after almost two years of discussions, the members of the University Council reached the agreement contained in Act No. 341 of October 18 and 25, which literally says:

    • That the private exam be replaced as a degree requirement of the Psychology Degree by a module that integrates professional practice with research methodology from the 1980 school year.
    • That the Academic Committee of the Psychology Career, the Teaching Directorate and the Rector’s Office will constitute the programming committee of the module. The Academic Committee will ask the professional and student sectors to name the members who will participate in this task.
    • The programming commission will give the guidelines and will establish the requirements that regulate the functioning of the module, the time of approval of the thesis proposal and other aspects related to said structuring.
    • The thesis proposal will be approved first by the operative groups formed by students and professors of the module and secondly by the Academic Committee of the Career.
    • The execution and completion of the thesis will take place during the module or after it, but always within the legal limit established by the University.

    Subsequently, the Academic Committee of the Psychology Major requested changes in the study plan, always maintaining integration with the PEG subjects that corresponded to the Major without losing the horizontality and verticality that the plan had. The evaluative units were not altered, adding a total of one hundred and seventy-six. However, the teachers assigned to the Career decreased, since before there were nine semesters and with the proposal they were left in eight without altering the academic level of the same. After discussing the proposal and being approved by the Teaching Directorate, the University Council agreed:

    Ratify the modifications to the study plan of the Psychology Degree that appear in Minute No. 339 of the University Council as well as what was requested by the Academic Committee of the Psychology Degree. On August 3 of that same year, the University Council agreed to: Reform the curriculum of the Psychology Career, a modular plan in the following way: Substitute MM-110 as a requirement of the module PS-502, Biological Bases of Behavior by BI-121, Biology.

    With this, two alternatives were opened to the students who wanted to enter the Career: since as the plan was, they could only enter the PS-500 module, which had as a requirement MM-110, Mathematics and PS-101, Psychology. With the change only with one of the two subjects they enter the aforementioned PS-502 module. Administratively, the Department of Psychology depended on the Rector’s Office of the UNAH and its structure included:

    1. A department head,
    2. The Board of Teachers and
    3. An Advisory Council

    The Psychology Career was attended almost entirely by the professors of the Department and this Career depended academically and administratively on the Department authorities.

    The Department and Career of Psychology in 1981, for the development of its functions had the following structure: Headquarters, Board of Professors and Advisory Council. It had twenty-four full-time teachers, three part-time instructors, two, two secretaries and a machine operator. It attended an enrollment of four hundred and seventy-eight students of the Psychology Career and graduated nine students.

    In that year, it carried out the following activities: Elaboration of an evaluation project of the Department. Training course for two hundred unskilled workers in coordination with INFOP. Orientation to mothers through talks at the Alonso Suazo Health Center, Maternal and Child Hospital and the Honduran Institute of Social Security. In terms of research, ten studies were carried out as part of the teaching-learning process. Due to the management of the department, Lic. Daniel Matamoros traveled to Mexico to study the Master’s Degree in Clinical Psychology. In 1983, through teachers and students, they provided psychological services to 650 patients at the Hospital Escuela.

    The National Board of Social Welfare was supported in the execution of the projects. Cooperated with other institutions: BANFFAA, INFOP, Ministry of Finance, Central Bank of Honduras, Ministry of Labor, SECOP and other private sector institutions. In the research aspect, seven studies of great social impact were carried out. In teacher training, with the support of the UNAH Rector’s Office, four teachers completed the Master’s Degree in Social Research, one in the Postgraduate Degree in Educational Psychology and two more in Health Research. During the Second Meeting of the Department of Psychology, the trial of a modular structure was presented, which was characterized by: Maintaining the division into semesters.

    Development of the General Education Plan

    Modules equivalent to twenty value units with a duration of 300 hours. Development of instrumental modules.

    An offer of four orientations

    The Department of Psychology in 1984, carried out its academic activities in an integrated manner, attended the subjects according to its study plan of ten modules. Teacher updating was supported through participation in seminars and workshops: Social Research Methodology. Comprehensive Special Education. Scientific Research Methodology Academic Activity and Student Services. Administrative Planning in Higher Education.

    In that year, the Psychology School presented to the Rector the request to partially reform the curriculum of the School, as a consequence of the reforms made to general education. Considering that what was requested was adequate and valid insofar as it provided the best technical and scientific instruments for the future professional of Psychology.

    The Teaching Directorate made some recommendations to the University Council and after an extensive discussion the Council agreed:

    • Approval of all the partial, formal and substantive reforms contained in the Psychology application.
    • Stimulation of the continuation of the integral curricular reform that began in the Psychology Degree with the previous evaluation of the modular system.
    • Communication of this resolution to all the academic and administrative instances involved.
    • Inclusion in the Psychology study plan of the subject Introduction to Social Statistics.

    In extension, they carried out, through students and teachers, the development of: Workshops, seminars, talks, film projections, interviews, round tables, contests, recreational activities, psychotherapeutic groups and attention to individual cases. The themes that guided the development of this psychological work were: Early stimulation, school dropout and absenteeism, negative consequences of abortion, world of work, physical development of the adolescent, venereal diseases, vocational guidance, drug addiction, study options in secondary education, therapy occupational, special education, teacher training, motivational studies, job satisfaction.

    In addition, individual and group psychological care was given to four hundred twenty-five people. The teachers participated in scientific colloquiums, forums and round tables. The Department’s research policy was defined. The evaluation of the modular system of the Psychology Career began, results that have been discussed through two meetings in which teachers and students participated. In September, the University Council denied the request submitted by the FEUH on practical guidance for Psychology students.

    In 1985, the Psychology Department and Career, carried out their teaching, extension and research functions following the objectives set out in the Annual Operational Plan, had a total of thirty-five professors, of which three were part-time and thirty-two full-time teachers, one full-time Instructor III. He attended eight UNAH races. Psychology, Nursing, Business Administration, Public Administration, Pedagogy, Social Work, Philosophy and Journalism.

    The Career Evaluation Committee prepared the documents of the Modular System Evaluation, addressed aspects such as: Review of plans and programs, supervision of the practice and evaluation of the learning process in each of the modules. The teaching staff was updated through two seminars: Community Intervention by Dr. Gerardo Pacheco, professor at the Metropolitan University of Mexico.

    Another on Statistics taught by Dr. Mauricio Gaborit, Professor of the Department of Psychology. In extension, projects, workshops, seminars, conferences, film forums and practices were carried out with students and teachers in four marginalized communities of Tegucigalpa and in the Materno Infantil, San Felipe and Neuropsychiatric hospitals, in colleges, schools and in the private company. Individual attention was given to children, adolescents and adults.

    It collaborated with the III Congress of Psychologists of Central America and Panama that was held in Tegucigalpa and participated with scientific works. The research project “The Development of Social Cognition” was developed. An instrument of open questions was developed for graduates and graduates who hold positions in psychology in different institutions, with the purpose of learning about the tasks performed by professionals in the area. The study began to develop the Theoretical Framework of the Psychologist’s profile.

    In 1986, the basic functions were attended to and the following activities stand out: Development of work days to analyze the problem of the modular system. Evaluation of the teachers of the Career. Celebration of the twenty-fifth anniversary of the Psychology Degree with scientific-cultural and social activities, with the participation of the authorities, the teaching staff and the students. Four research studies were carried out and in terms of outreach work was continued in the Nueva Suyapa neighborhood, in the Materno Infantil and Escuela hospitals and in marginal areas of Tegucigalpa through workshops, seminars and projects.

    In 1987, the Psychology Department and Career organized a meeting with teachers to continue with the evaluation and restructuring of the current study plan of the Career and the following results were obtained:

    1. Graduation alternatives for graduating students were approved.
    2. The individual tutoring project was approved.

    In terms of outreach, six seminar-workshops were organized as scheduled in the Annual Operating Plan.

    In 1988, the University Council agreed to the following: Approve the reform on graduation requirements of the study plan in the academic degree of Bachelor of Psychology and according to the opinion of the Teaching Directorate in the following way:

    1. Preparation of degree thesis, according to the reforms proposed to the internal thesis regulations, once approved by the University Council.
    2. Presentation of a non-remunerated social service by the UNAH, in non-profit institutions, having to present a systematized report in writing, for approval. The social service must be regulated by the Psychology Career and according to the rules
    3. that regulate this activity in the UNAH.
    4. Instead of the thesis or social service indicated above, those graduates who have an academic index equal to or greater than 75% may take two orientation modules different from those already taken in the study plan.
    5. Graduates with an index greater than or equal to 90% will be able to choose between the thesis, social service and the two modules, or during a semester, carry out supervised professional services ad-honorem, at the University, in the dependencies most in need of them and related to the training received.

    The Pan American Health Organization donated a Kodak Ektagrafic slide projector, an Ektagrafic 2M 100-150 MM lens and three Elit spotlights for a 300 W projector to the Psychology Career. In addition, for the benefit of the academic quality of the studies served in the Department and Career of Psychology, the academic advisory service to the students of the Career was systematized. In this way, each teacher will permanently guide a group of students. The authorities and academic and administrative offices of Psychology are located in the building named after “Leandro Valladares Gálvez”.

    In 1989, the Psychology Career had an enrollment of three hundred and forty-one students, the increase experienced in the period was 9.4% annual average, attending eighteen semester subjects distributed in thirty sections. It had thirty-three professors, thirty-two of whom were full-time and one part-time. Until that year, one hundred and eighty-six professionals had graduated and twenty-four had joined the UNAH; making a total of two hundred and ten psychologists. The University Council in its session of May 25 of that same year, approved the study plan of the Psychology Career and came into effect from the second semester.

    They were also approved: The regulations, the annexes, the rules on the procedure for the preparation of thesis and the regulations of the social service of the Psychology Career. The Psychology Department and Career carried out the following academic activities: Elaboration of the documents for the execution of the new study plan. Social Service came into force as a graduation requirement for graduates of the Psychology Degree. Conferences, talks, forums, etc. were held.

    In the extension aspect, courses, talks and consultancies were served:

    • Sex education.
    • Psychological Characteristics of the Pre-Adolescent.
    • Adolescent Psychology.
    • Early stimulation.
    • Adolescent development and her problems.
    • The University Youth before the Challenge of Drugs and Alcohol.
    • Psychosocial Factors of Terrorism.
    • In research, the studies were developed through teachers and students during the teaching-learning process: Exploration of Cognitive Development in Children of the Concrete Operational Stage.
    • Influence of NSE on aptitude for sport in children aged 7-12 years.
    • Speed in psychological reaction of the soldiers from 17 to 25 years of the logistical support command of the army.
    • Comparative analysis of the values in adolescents of first and third year of the Mixed Normal School Pedro Nufio.
    • Attitudes of CUEG Students towards the university bus service in the city of Tegucigalpa.

    In 1990, the Department of Psychology for the development of its functions had thirty-three full-time teachers and one part-time, who served an enrollment of four hundred and sixteen students. Social service evaluation continued as a graduation requirement. In the aspect of extension through the teaching-learning process, twenty-three presentations were given (talks, conferences, workshops and seminars) and in terms of research, the Department, through its teachers and students, developed eighteen studies.

    The Department of Psychology in 1991 continued to function as an academic unit dependent on the Rector’s Office of the UNAH. Like the other academic units, it attended the three fundamental areas: Teaching, extension and research. To attend to its operation, it had thirty-two professors, thirty-one full-time and one part-time. Enrollment was four hundred and fifty-eight students. In that year, five modules of the Industrial and Educational orientations I and II were attended in both semesters corresponding to the previous study plan.

    According to the new study plan, twenty-nine subjects were served in the first semester and thirty-two in the second. Forty-six sections were opened in the first and sixty-two in the second. For other careers, eight sections of General Psychology were scheduled in the first semester and nine in the second, including a section for the National Police Academy. On the other hand, a section of Industrial Psychology for the Industrial Engineering Career was attended in both semesters.

    Eight for the Pedagogy Career and one for the Physical Education Career in the two semesters. The social service of the graduates of the Career who fulfilled that graduation requirement was supervised. The work session was held to evaluate the study plan with the participation of the teaching staff. Different academic and cultural activities were developed with the collaboration of the Student Association. The improvement of the “Alfred Binet” conference room continued.

    In the extension aspect, the Department gave and developed different talks, seminars and activities:

    • Training for street educators, Cristina de Paz.
    • “Cognitive development of children and adolescents”, for students of natural sciences of the Pedagogical University, Graduate. Liliam G. de Zúñiga.
    • Application of psychometric tests (children between 4 and 12 years old) – students of the National Autonomous University of Honduras.
    • Integration of case studies of personality – University students of the UNAH. Bachelor. Cristina de Aguilera.
    • The teenage mother, for seventy students of the “José Cecilio del Valle” Institute.
    • Inmate motivation – Central Penitentiary.
    • The danger of drugs in adolescence, for sixth grade students at the José Trinidad Cabañas School. Licensed Lirida de Aquino.
    • Vocational Guidance Studies, for thirty-six people from secondary schools, Graduate Ana María H. de Molina.
    • Early stimulation for thirty people, SOS villages.
    • Breastfeeding for twenty people in the Maternal and Child Hospital. Abortion, for fifteen people from the Suyapa Health Center.
    • Psychomotricity, Los Dolores Nursery Fifteen people attended, Luz del C. Cáceres.
    • General information on sexuality, sex and gender Nursing Auxiliary School Aldeas SOS.
    • Sexuality and violence, in the School of Nursing.
    • Sexuality and family in the School of Nursing.
    • Sexuality and health prevention.
    • Sexuality in the elderly at INJUPEMP.
    • Disciplinary methods in the Ministry of Public Education.
    • Behavior problems for elementary school block.
    • Identity sex, generic sex and sexual orientation from a gender perspective, Ministry of Health, PAHO, School of Nursing.
    • Sexism in Education for the Ministry of Public Education.

    During 1991, several investigations were carried out with the participation of teachers and students in the following way:

    • Level of stress at work of the employees of “Honduras Fosforera”.
    • Measurement of the industrial morale index in the employees of (COHDEFOR, BANADESA, promoters of the Center, La Colonia Supermarkets and INFOP).
    • Attitude of “COINSA” employees towards supervision.
    • Functioning of formal and informal communication in employees of “DIUNSA”
    • The image that the university student has of the Student Development Directorate of the UNAH.
    • Bibliographic review “Psychological aspects of bronchial asthma”.
    • The development of the concept of war in Honduran children aged 4-12 years.
    • Attitude of Social Work students towards the elderly.
    • Attitude of the families of the alcoholic patient towards the rehabilitation process A.A.
    • Women’s attitude towards sexual assault.
    • The culture of poverty (a psychosocial profile) in five marginalized communities of Tegucigalpa.
    • Values and their influence on academic performance.
    • Modification of irregular behaviors in children from public and private schools in Tegucigalpa.
    • High school student’s attitude towards prostitution.
    • High school student’s attitude towards sex education.

    The Department of Psychology during 1992, developed the projects:

    • Attitude of university students in the social area towards discrimination against women.
    • Image of the UNAH in different population groups of Tegucigalpa.
    • University student’s attitude towards soap operas.
    • Attitude of second year teaching students towards prostitution.
    • Attitude of the third year students of the common cycle of the Alfonso Guillen Zelaya Institute in the communication with their parents.

    In that year he registered and presented two studies in the scientific week of the UNAH, he structured the Reform Commission made up of eleven distinguished teachers. During the third academic period, the Teaching-Learning Resource Center was created, which has theses, books, psychological tests and audiovisual aid equipment. The study plan of the Career was also readjusted.

    During 1993, the Department of Psychology revised the study plan that resulted in the curricular reform that was developed the following year. The project of regulations of the Academic Committee was elaborated. The updating program for the teaching staff continued.

    In the research aspect, he developed some activities through teaching:

    • Implementation of a test to detect articulatory problems.
    • Comparison between intellectual development and psycholinguistic abilities in first grade children.
    • Parental attitudes towards their children’s sexuality.
    • Student’s attitude towards AIDS.
    • Student’s attitude toward contraceptive use.
    • Attitude of mothers towards the Kangaroo Mothers program.
    • Characteristics of training in sectors of the capital Tegucigalpa.
    • Causes and consequences of alcoholism in a group of alcoholic patients.
    • The problem of child vagrancy in some areas of Tegucigalpa.
    • Sociopsychological effects of child abuse.
    • Electoral process in Honduras; its perception by university students.
    • Attitude of the Psychology student towards the quarterly model.
    • Political-academic leadership and its influence on Psychology students.
    • Compendium of articles of psychological content in the written press of our country (two volumes).
    • Memory of the 30 years of the School of Psychology.
    • Incidence and prevalence of mental disorders.
    • College students’ expectations about marriage.
    • Psychological characteristics of pregnant adolescents.
    • Survey on physical and sexual abuse in children and adolescents.
    • Always within the teaching-learning process, extension activities were carried out with the objective of contributing to improving the process and applying theoretical knowledge: Human Rights Commissioner.
    • Workshop on torture.
    • Human rights and youth, workshop with representatives of secondary schools, sixty students participated. The violence.
    • Child counseling. Working day with the family committee – preliminary draft of the Minor’s Code.
    • Cooperation in multiple activities with the Santa Rosita Psychiatric Hospital in the celebration of the patient’s day.
    • Help in activities aimed at acquiring didactic materials for changing rooms and bedrooms for the occupational therapy room of the same hospital.
    • Activities to support the occupational therapy room of the “Mario Mendoza” Psychiatric Hospital. Diagnostic investigation of personality traits in school motorcyclists.
    • Workshop on AIDS given to Catholic members of the Kennedy neighborhood.
    • Workshop on Alcoholism given to members of the Boy Scouts of Tegucigalpa.
    • Vagrancy workshop given at the Observation Center of the J.N.B.S.
    • Workshop on dyslexia served to the teachers of the Piedad school in the Villanueva neighborhood.
    • Talk on human relations in the company addressed to final year students of the Modern Institute.
    • Motivation in the company served to students of the Military School.

    In 1993, the Psychology Career served an enrollment of six hundred and seventy-seven students, in relation to the previous year an increase of 17.5% was observed, in the five-year period 1989-1993 the annual increase in enrollment observed was 18.7%. The academic activities were under the responsibility of thirty-four professors, thirty-three full-time and one part-time, they attended 41 subjects distributed in seventy sections. In accordance with what was approved by the University Council, the Department of Psychology passed from the system in 1994, it had thirty full-time professors and one part-time professor.

    Service was given to the careers of: Pedagogy, Public Administration and Journalism; also to the Police Academy. The final review of the study plan was made, adapted to the modality of the three academic periods approved for the entire UNAH, the flowchart of subjects was elaborated, the codes of each subject were changed.

    Different research projects were developed through teaching:

    • Orientation seminars served to official institutes of the capital.
    • Psychology student’s attitude towards the problem of AIDS.
    • The problem of child vagrancy in some sectors of Tegucigalpa.
    • Causes and consequences of alcoholism in alcoholic patients
    • Characteristic assumed by the Honduran family.
    • Comparison between intellectual development and psycholinguistic abilities.
    • Problems related to human rights education.
    • The role of the educational psychologist.
    • Borderline personality traits in patients of the “Mario Mendoza” Psychiatric Hospital.
    • The role of the clinical psychologist in public health institutions.
    • Attitude of the Psychology student towards the quarterly model.
    • College student expectation towards marriage.
    • Impact of power cuts and economic measures on the psychological aspect of private sector employees.
    • Influence of socioeconomic level, gender and teaching methods on the academic performance of twenty-three second-grade children from the “Manuel Bonilla” public school.
    • Sex education in exceptional.
    • Self-esteem in street children.
    • Influence of early stimulation on the psychomotor development of children from three child development centers in Tegucigalpa and Comayagüela.
    • Influence of the elderly on the self-esteem of the elderly confined in the “María Eugenia” Asylum in Comayagüela.
    • Cognitive levels of children at different stages according to Piaget.
    • Always within the teaching-learning process of the different subjects, extension activities were carried out: First meeting of the youth community of Tegucigalpa on the Honduran family and its current problems.
    • Department of Psychology and Friends of Children Foundation.
    • Workshop on human relations.
    • Prevention of violence in children.
    • Mental health and environment campaign.
    • Twelve training courses in the following companies: Hondutel, Creditlan, Bancafé, Banco Sogerin and others.
    • Collaboration with the recruitment, selection and training of personnel in private companies.
    • Talks on sex education in Boy Scouts and with groups of adolescents from the Kennedy neighborhood.
    • Workshop on learning problems for teachers of the Villa Unión school.
    • Workshop on sex education for sixth grade children at the Valle de Angeles primary school. Community work aimed at various sectors of the Los Pinos neighborhood. Self-esteem workshops for children and adolescents from Aldeas SOS. Support activities for the Mother Kangaroo program and early stimulation of the Honduran Institute of Social Security. Orientation courses for primary school teachers in the capital.
    • Orientation seminar “You will be what you choose to be” aimed at students of the Atlántida Joint Institute.
    • Workshop on abuse, preschool education. Cooperation in development activities of the CAPS Psychological Assistance Center.
    • The third issue of the magazine “Children in the Educational Oriented Practice subject” was published.
    • The psychological tests were donated: D.A.T., RAVEN Adult, Benton, Bender, Rogers Adaptation Questionnaire, Vocational Preferences and Hilland.
    • In that year, the University Council, at the request of the Council of Professors of the Psychology Program, conferred the distinction of Professor Emeritus on the graduates: Amparo Quan de Raquel, Ana Eva Murcia de López and Víctor Manuel Donaire Chang.

    In 1995, the Psychology Department and Career worked as scheduled in the Annual Operating Plan. It had twenty-six full-time professors, one part-time professor, and three emeritus professors. It attended the teaching function of the Career and of the others that demanded the teaching services, serving an enrollment of seventeen hundred students of the Career and the others to which they provided services, through eighty-one sections per period. The meeting of psychologists of the university community was held on November 3 and 4 and had the active participation of teaching staff, higher education, and psychologists who work at the Alma Mater.

    Nine conferences were held and the discussion served to analyze the responsibility of the psychologist with society. The general coordination of the event was in charge of Lic. Isabel de Villanueva. Celebration of the day of the psychologist, on November 16, with scientific and cultural activities, among which are: Conference: Crisis of the Honduran couple, by Lic. Natanael Padilla. Sexuality, clinical and psychological management, speakers: Dr. Daniel Herrera and Lic. Juan Zarandona.

    Leadership, by Lic. Benjamín Hernández. In the research function, the project Evaluation of the performance of the Psychology professional was initiated, whose purpose was to propose options to improve the academic quality of the Psychology professional. Work was also started in coordination with the Department of Medicine “Psychosocial characteristics of the Honduran measured through the semantic differential”. In extension assistance was provided to more than eighty people, including university students, schoolchildren and adults from different backgrounds. Basically attended by advanced students in the Career and advised by their respective teachers.

    The psychometrics service was attended by the students of the “Psychological Measurement” and “Psychopedagogical” subjects, advised by two teachers. Collaboration with the “Mario Mendoza” Psychiatric Hospital. A valuable collaboration was developed with the Honduran society in social projection through students and teachers in the teaching-learning process, developing: Talks, seminars, cooperation, advice, workshops and help in general. The teacher training program continued: two courses were developed, one of them on Psychosocial Traumas, Traumatic Losses, taught by Dr. Débora Munczek, attended by thirty people. The seminar “Contemporary eroticism and sexual repression”, given by Lic. Juan Zarandona with the participation of twenty people. The following acquisitions were made: a video camera; a tripod, books to increase the CREA collection.

    In 1996, by resolution of the university authorities, the Academic Committee temporarily ceased to function.
    In 1999, the Psychology Career in the research aspect developed the following studies: Attitude of the law student on abortion. Attitude of adults (18-80 years old) towards child abuse due to transgression, in the macro-shelter “Molino II” of Tegucigalpa. Sellers’ attitude towards the preventive police. Attitude of university teachers towards the UNAH Workers’ Union.

    Comparison of the level of motivation in private, state and decentralized companies in D.C. Screening for Major Emotional Problems in D.C. Preschool Children Comparison of the work environment of public and private companies in D.C. Repressive, criminal and institutional violence. Way of life and interpersonal relationships in the macro shelters and quarters in Tegucigalpa M.D.C. Trade union movements and popular demonstrations in Honduras. Violence and implementation of torture in Honduras. In the extension function, the Psychology Career was projected before the disaster that hit Honduras, Mitch, and its aftermath.

    Teachers and students carried out preventive activities such as rehabilitation in the macro-shelter and communities that were affected:

    “Organization and operation of the “Luna que no cesa” shelter, which benefited women victims of abuse, twenty women and their children benefited. “Organization of community leaders of the San Matías housing project, San José Obrero Parish, 25 leaders benefited. Creation of the microenterprise “Tortillas de San Matías” San José Obrero Parish, twenty-six women were direct beneficiaries, indirect one hundred and fifty families.

    Project with the victims of Hurricane and Tropical Storm Mitch housed in the Villa Olímpica Complex, which covered the areas:

    • Analysis of the socio-economic situation.
    • Crisis intervention with children, women and men.
    • Recovery of the mental health of the victims.
    • Socio-affective recovery of the child through games and toys.

    Project with the victims in the Molino I, Molino II, Trébol I, and Trébol II macro-shelters, which covers areas similar to the previous project. The demand for psychometric and psychopedagogical evaluation of the following schools and colleges was met: Oswaldo López Arellano, Colonia Kennedy, twenty students. Enma Romero de Callejas, Ramón Rosa and La Laguna, fifty-four students. Henry Merriam in the Granada neighborhood and “Doctor Ramón Rosa” from Tegucigalpa, eighty teachers.

    Intellectual evaluation of three hundred and fifty students from the institutes: Valencia, Saúl Zelaya, María Auxiliadora, Normal Mixed “Pedro Nufio”, Héctor Pineda Ugarte, Guillén Zelaya and the American Technological Institute. Diagnosis of intelligence in thirty-seven preschool children. We collaborated with charitable institutions in collecting funds to help support it. Motivation, self-esteem, interpersonal relationships, affective communication workshops were held for the administrative and service staff of the UNAH. Psychological attention was given at the level of evaluations and vocational orientation studies at the CAPS Psychological Assistance Center. The student and teacher population was served at the CREA Teaching-Learning Resource Center, which is made up of: a library, an audio library, and a collection of graduate theses.

    In the administrative aspect, the following results were obtained: The entire area of the fourth floor was painted in Building 4 A, with the direct collaboration of the Association of Psychology Students. The classrooms and the Alfred Binet Auditorium were improved. The Psychology Career in the training of new professionals has continued with the practice of educating psychologists for a changing society, through theoretical-practical integration, for which emphasis was placed on the student’s contact with the reality of the population. marginalized, from the most depressed social sectors, with primary and secondary education centers, as well as with the large centers of industrial production. That is the way to provide graduates who contribute dynamically to the transformation of Honduran society.

    In 2000, the Department of Psychology programmed and attended the academic activities. The Local Teaching Career Commission was appointed and started to function, and the Reform Committee was reactivated. In the projection aspect, 56 psychometric evaluations and five individual therapy sessions were carried out.

    The Honduran Association of Psychologists and the College of Psychologists of Honduras

    The first graduates of the UNAH Psychology career were absorbed by her as a teacher: Rina Turcios, Augusto Aguilar, Amparo Quan de Raquel and Ana Eva Murcia, all of them have had important roles in the development of the Psychology career.

    In 1979, the Ministry of Public Health organizes and launches the Mental Health program, which is also a source of employment for many psychologists.

    Salaries in state institutions were regulated by the Civil Service Directorate and were generally very low. As more psychology professionals joined the field of work, the need began to be felt for some type of union organization that, on the one hand, would be concerned with the development of the discipline and, on the other, would look after the interests of psychologists.

    It was thus that, in 1976, a Continuing Education Committee was organized, under my coordination, which, in a subsequent assembly, decided to create the Honduran Association of Psychologists, naming a commission to prepare the corresponding statutes.

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