History of Psychology in Honduras

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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 the year 1943, a «child psychology» already appeared as a specific subject in the training of primary school teachers. At the same time, psychology was recognized as part of the Philosophy class.

THE FIRST HONDURAN PSYCHOLOGIST

In late 1945 or early 1946, the then-president of Chile, Don Juan Antonio Ríos, made a stop in Tegucigalpa during his official visit to Honduras after returning from the United States. Among other things, President Ríos offered the Honduran government four scholarships to study in Chile: two for graduated primary school teachers and two for students who had completed their first year of teaching. In both cases, it had to be one woman and one man.

In early 1947, two new programs started at the University of Chile: Pedagogy and Psychology. It turned out that two Guatemalan students, Herminio García and Eugenio Aragón, were already studying there as scholars from their own country’s government. Six years later, at the end of 1952, the Central Americans were graduating as the first three psychologists from the University of Chile. Víctor Donaire became the first Honduran to obtain that degree.

PIONEERS OF PSYCHIATRY AND PSYCHOLOGY IN HONDURAS.

The early years of the 1950s hold special historical importance for Psychiatry and Psychology in Honduras.
In 1951, the first Honduran psychiatrist, Dr. Ramón Alcerro Castro, who had specialized in the USA, returned to the country. Dr. Alcerro Castro not only introduced psychiatry as a subject in the medical 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 scholar of the Honduran government and was assigned to work in the General Directorate of Secondary Education. Although there was initially some confusion regarding the functions of the psychologist in the General Directorate of Secondary Education, it was ultimately decided to create a Central Guidance Department to organize and supervise the guidance services in the official institutes of secondary education, for which personnel had to be selected and trained on the fly.

In 1953, Víctor Danaire attended as a delegate from Honduras the first Inter-American Congress of Psychology 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), composed of psychologists from across the American continent.

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

ESTABLISHMENT OF THE PSYCHOLOGY PROGRAM AT UNAH

In an extraordinary session on November 9, 1961, the University Council approved the creation of the Psychology Program.

Considering: That the University Reform Commission, taking into account the country’s educational needs, the cultural improvement aspirations of the teaching profession, and the institution’s real possibilities, has developed a project that allows teachers to enter the university.

Considering: That the institution’s authorities have received several requests from large groups of teachers seeking admission to the university:

Considering: That the project contains the general guidelines that should regulate the way teachers will enter the institution: Therefore, the University Council resolves:

1. Create the Pedagogy and Education Sciences and General Psychology programs at the University Center for General Studies, according to the project presented by the University Reform Commission.
2. Authorize the admission of teachers to the university to pursue exclusively the mentioned programs until others that also contribute to the improvement of teachers as such are established.
3. Authorize the University Center for General Studies to regulate the teaching of the mentioned programs, taking into account the nature of the student population that will be admitted, but without jeopardizing the academic and administrative interests of the center.

The first curriculum was as follows, and the subjects in this curriculum were taught annually. Upon completion, students were eligible for the academic degree of Bachelor of Psychology. This curriculum was in place for ten years.

First Curriculum, Psychology. 1961
FIRST YEAR

• Introduction to Pedagogy
• General Psychology
• General Biology
• General Sociology
• Introduction to Philosophy

SECOND YEAR

• Developmental Psychology
• Experimental Psychology
• Anatomy and Physiology of the Nervous and Endocrine Systems
• Psychometrics
• Psychometrics Practice
• Statistics

THIRD YEAR

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

FOURTH YEAR

• Rorschach Psychodiagnosis II
• Fundamentals of Psychoanalysis
• Fundamentals of Psychiatry
• Clinical Psychology and Psychotherapy
• Social Psychology

Graduation Requirements

• Completion of all subjects in the curriculum.
• Passing a private examination before an examining board.
• Presentation and evaluation of a thesis.

This program began operating in 1962, as recorded in Act No. 88, point 3. In its early stages, the program functioned alongside the Pedagogy program affiliated with CUEG. The professional training of psychologists was based on the following principles:

1. Solid professional preparation.
2. Understanding of the national reality in its entirety and its likely future trajectory.
3. A firm conception of the world, life, and human relationships.
4. Ability to conduct pure research and use scientific methods.
5. Capacity to affirm the high goods and values of culture and exercise democratic life through one’s own life.

In 1963, the faculty was composed of medical doctors: Asdrúbal Raudales, Mario Mendoza, and Bautista Pérez; psychology graduates: Luis Alberto Baires and Aída Aguirre; and pedagogy graduate Elisa Valle de Martínez Pavetti. The curriculum of the program was characterized by a marked clinical-educational approach, influenced by both medical-psychiatric and educational psychology perspectives.

In May 1965, at the request of the Center for General Studies, it was agreed to modify the curriculum for the Psychology program by moving the subject of Social Psychology (PS-303) to the fifth year and replacing it in the fourth year with the subject of Depth Psychology (PS-305). In November, the Director of CUEG managed to ensure that Psychology students would not enroll in higher-level courses until they had passed all the subjects in the lower-level courses, allowing this group of students to take a single examination for the subjects in which they had difficulties. It was also resolved that students from one semester would not proceed to the next year with more than one subject not passed, with the obligation to take an exam before attending the regular course.

In 1966, an Integrated Department was created under the authority of the Rectorate, which included the Psychology and Pedagogy programs. It was officially established in 1968. The department was also authorized to replace the subject of Learning Psychology with the subject of Case Studies in the fifth year of the Psychology program, as students already covered learning psychology in the subject of Psychopedagogy in the fourth year.

In 1967, the proposal by Psychology and Pedagogy students to integrate the CUEG Council was known and approved by the University Council, aiming to address the operational problems they faced. In the period 1967-1968, the first graduating class of Psychology students received their bachelor’s degrees: 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 was created under the authority of the Rectorate. In its teaching and research functions, it operated under the regulations governing higher education for different university programs. This meant academic independence and compliance with the established academic schedule and the needs of the units it served. In 1970, the Rectorate of UNAH informed the University Council that the Integrated Department of Psychological Sciences, under its authority, would become part of the Faculty of Medical Sciences, in accordance with the academic authorities of that faculty. That year, the Student Association of the program was organized. In 1971, the curriculum was reformed, introducing a semester-based system for subjects and modifying the graduation requirements.

In 1972, the Psychology Department returned to the Center for General Studies. In 1973, the Integrated Department of Psychological Sciences became the Department of Psychology. In 1974, during a University Council session, it was agreed to assign the Psychology Department and Program to the Rectorate based on the request of the Psychology Faculty Council.
In October 1975, the Academic Directorate approved and submitted to the University Council for approval the curriculum for the Psychology program leading to a bachelor’s degree. In 1976, the program established the coordination of the program, formed the Academic Committee, and held the First Psychology Community Meeting with the participation of faculty and students.

On November 28, 1978, the Student Association of Psychology requested that the University Council eliminate the general private examination as a prerequisite for obtaining a bachelor’s degree in Psychology. The University Council agreed to forward the request to the Office of Teaching and the Psychology Department to obtain their respective opinions so that a decision could be made at their first session in 1979.

Additionally, the anomalous situation of the Psychology program was brought to attention, as the degrees were not signed by any dean or center director since the program was affiliated with the Rectorate.

It was agreed:

To instruct the Office of Teaching, the Psychology Program, and the Psychology Department to submit a proposal by April 30, 1979, regarding the placement of the Psychology Program and Department in a Faculty or Center. Starting from the second semester of that year, the Psychology program introduced a curricular change through the implementation of the Modular System, which was driven by the interest of faculty and students in enhancing the academic quality of the professionals being trained. This system was integrative and self-managed, with an emphasis on practical aspects. 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 an agreement as stated in Act No. 341 on October 18 and 25, which reads as follows:

1. To replace the private examination as a graduation requirement for the Psychology program with a module that integrates professional practice with research methodology starting from the academic year of 1980.
2. The Academic Committee of the Psychology program, the Office of Teaching, and the Rectorate will constitute the programming commission for the module. The Academic Committee will request the professional and student sectors to nominate members to participate in this task.
3. The programming commission will provide guidelines and establish requirements that regulate the functioning of the module, the time for approving the thesis proposal, and other aspects related to its structure.
4. The thesis proposal will first be approved by the operative groups composed of students and professors from the module, and secondly by the Academic Committee of the program.
5. The execution and completion of the thesis will take place during or after the module, but always within the legal limit established by the University.

Subsequently, the Academic Committee of the Psychology program requested changes in the curriculum while maintaining integration with the subjects of the General Studies Program (PEG) that corresponded to the program, without losing the horizontal and vertical alignment that the plan had. The credit units remained unchanged, totaling one hundred seventy-six. However, the number of assigned faculty members decreased, as the program was reduced from nine to eight semesters without altering its academic level. After discussing the proposal and receiving approval from the Office of Teaching, the University Council decided:

To ratify the modifications to the curriculum of the Psychology program as stated in Act No. 339 of the University Council, as well as the requests made by the Academic Committee of the Psychology program. On August 3 of the same year, the University Council decided to: Reform the curriculum of the Psychology program, implementing a modular plan as follows: Replace MM-110, Foundations of Mathematics for PS-502, Biological Bases of Behavior with BI-121, Biology.

This provided two alternatives for students who wanted to enter the program, as previously they could only enter the PS-500 module, which required MM-110, Mathematics, and PS-101, Psychology. With the change, they could enter the aforementioned PS-502 module with just one of the two subjects. Administratively, the Psychology Department was under the authority of the UNAH Rectorate, and its structure included:

1. a. Department Head
2. b. Faculty Board
3. c. Advisory Council

The Psychology program was mostly attended to by the professors of the Department, and the program academically and administratively depended on the Department’s authorities.
The Department and Psychology program in 1981 had the following structure for their operations: Department Head, Faculty Board, and Advisory Council. It had twenty-four full-time professors, three part-time professors, five instructors, two secretaries, and one machine operator. It served a student enrollment of four hundred seventy-eight Psychology students and graduated nine students.

In that year, the following activities were carried out: Development of a Department evaluation project, training course for two hundred unskilled workers in coordination with INFOP, guidance for mothers through lectures at the Alonso Suazo Health Center, Maternal and Child Hospital, and Honduran Social Security Institute. As part of the teaching and learning process, ten studies were conducted. Through the Department’s efforts, Mr. Daniel Matamoros traveled to Mexico to study a Master’s in Clinical Psychology. In 1983, professors and students provided psychological services to 650 patients at the Escuela Hospital.

Support was provided to the National Social Welfare Board in project implementation. Collaboration took place with other institutions: BANFFAA, INFOP, Ministry of Finance, Central Bank of Honduras, Ministry of Labor, SECOP, and other private sector institutions. In terms of research, seven studies with significant social impact were conducted. In teacher training, with the support of the UNAH Rectorate, four faculty members pursued a Master’s in Social Research, one in Postgraduate Studies in Educational Psychology, and two others in Health Research. During the Second Meeting of the Psychology Department, an essay on a modular structure was presented, characterized by: Maintaining the division into semesters.
Development of the General Education Plan. Modules equivalent to twenty credit units with a duration of 300 hours. Development of instrumental modules. Four specialization options.
In 1984, the Psychology Department carried out its academic activities in an integrated manner, attending to the subjects according to its ten-module curriculum. Faculty development was supported through participation in seminars and workshops: Social Research Methodology, Comprehensive Special Education, Scientific Research Methodology, Academic Activities, and Student Services, and Administrative Planning in Higher Education.

In that year, the Psychology program submitted a request to the Rectorate to partially reform the curriculum in response to the reforms in general education. Considering that the requested changes were appropriate and valid in providing the best technical and scientific tools to future Psychology professionals, the Office of Teaching made some recommendations to the University Council, and after extensive discussion, the Council agreed:

• Approval of all the partial, formal, and substantial reforms contained in the Psychology program’s request.
• Encouragement of the continuation of the comprehensive curriculum reform that began in the Psychology program, with prior evaluation of the modular system.
• Communication of this resolution to all the academic and administrative bodies involved.
• Inclusion of the course Introduction to Social Statistics in the Psychology curriculum.

In terms of extension, activities were carried out through the participation of students and faculty, including workshops, seminars, lectures, film screenings, interviews, roundtable discussions, contests, recreational activities, psychotherapeutic groups, and individual case consultations. The topics that guided the psychological work included early stimulation, school dropout and absenteeism, negative consequences of abortion, the world of work, physical development of adolescents, venereal diseases, vocational guidance, drug addiction, options for secondary education, occupational therapy, special education, teacher training, motivational studies, and job satisfaction.

In addition, individual and group psychological support was provided to four hundred twenty-five individuals. Faculty members participated in scientific colloquia, forums, and roundtable discussions. The Department’s research policy was defined. The evaluation of the modular system in the Psychology program was initiated, and the results were discussed in two meetings involving teachers and students. In September, the University Council denied the request presented by the FEUH regarding practical guidelines for Psychology students.

In 1985, the Department and Psychology program carried out their teaching, extension, and research functions in accordance with the objectives set forth in the Annual Operational Plan. They had a total of thirty-five faculty members, including three part-time and thirty-two full-time professors, and one full-time Instructor III. They served eight programs at UNAH: Psychology, Nursing, Business Administration, Public Administration, Pedagogy, Social Work, Philosophy, and Journalism.

The Career Evaluation Committee developed documents for the evaluation of the Modular System, addressing aspects such as curriculum review, practice supervision, and evaluation of the learning process in each module. Faculty members were updated through two seminars: Community Intervention conducted by Dr. Gerardo Pacheco, professor at the Metropolitan University of Mexico, and Statistics, taught by Dr. Mauricio Gaborit, professor at the Department of Psychology. Extension activities included projects, workshops, seminars, conferences, film forums, and practices with students and faculty in four marginalized communities in Tegucigalpa, as well as in the Maternal and Child Hospital, San Felipe Hospital, Neuropsychiatric Hospital, schools, and private companies. Individual attention was provided to children, adolescents, and adults.

Collaboration took place with the Third Congress of Psychologists from Central America and Panama, held in Tegucigalpa, where scientific papers were presented. The research project «Development of Social Cognition» was developed. An open-ended questionnaire was created for graduates working in psychology positions in different institutions, with the purpose of understanding the tasks performed by professionals in the field. The study to develop the theoretical framework of the psychologist’s profile was initiated.

In 1986, the basic functions were attended to, and the following activities were highlighted: Work sessions to analyze the issues related to the modular system, evaluation of faculty members in the program, and the celebration of the twenty-fifth anniversary of the Psychology program with scientific, cultural, and social activities involving authorities, faculty members, and students. Four research studies were conducted, and in terms of extension, work continued in the Nueva Suyapa neighborhood, Maternal and Child Hospital, Escuela Hospital, and marginalized areas of Tegucigalpa through workshops, seminars, and projects.

In 1987, the Department and Psychology program organized a meeting with faculty members to continue the evaluation and restructuring of the current curriculum. The following results were obtained:

1. Approval of graduation alternatives for graduating students.
2. Approval of the individual tutoring project.

In terms of extension, six seminar-workshops were organized according to the Annual Operational Plan.

In 1988, the University Council agreed on the following: Approval of the reform regarding graduation requirements in the Bachelor’s degree in Psychology, as recommended by the Office of Teaching:

1. Completion of a thesis, following the reforms proposed in the internal thesis regulations, once approved by the University Council.
2. Completion of an unpaid social service at non-profit institutions recognized by the UNAH, with the submission of a written report for approval. The social service must be regulated by the Psychology program and comply with the general norms governing this activity at UNAH.
3. For graduates with an academic index equal to or greater than 75%, the choice between completing two different orientation modules not previously taken in the curriculum.
4. For graduates with an index equal to or greater than 90%, the option to choose between a thesis, a social service, and two modules, or to engage in supervised professional services without remuneration at the University for one semester, benefiting the most needy areas related to their training.

The Pan American Health Organization donated a Kodak Ektagrafic slide projector, an Ektagrafic 2M 100-150 MM lens, and three Elit bulbs for a 300W projector to the Psychology program. Additionally, to enhance the academic quality of the studies offered by the Department and Psychology program, an academic advisory service for students was systematized. This way, each faculty member will provide ongoing guidance to a group of students. The academic and administrative authorities of Psychology are located in the building named «Leandro Valladares Gálvez».

In 1989, the Psychology program had a total enrollment of three hundred forty-one students, experiencing an average annual increase of 9.4%. It offered eighteen semester courses distributed among thirty sections. The program had thirty-three full-time professors and one part-time professor. By that year, one hundred eighty-six professionals had graduated from the program, and twenty-four had been incorporated into UNAH, totaling two hundred ten psychologists. On May 25 of the same year, the University Council approved the curriculum of the Psychology program, which came into effect starting from the second semester.

The following were also approved: the regulations, annexes, procedures for thesis development, and regulations for the social service requirement in the Psychology program. The Department and Psychology program conducted the following academic activities: preparation of documents for the implementation of the new curriculum, initiation of the social service requirement for graduation, and various conferences, lectures, and forums. In terms of extension, courses, lectures, and advisory services were provided on topics such as sexual education, psychological characteristics of pre-adolescents, psychology of adolescents, early stimulation, adolescent development and problems, drug and alcohol challenges for young university students, psychosocial factors of terrorism, and more.

In 1990, the Department of Psychology had thirty-three full-time faculty members and one part-time professor, serving a total enrollment of four hundred sixteen students. The evaluation of social service as a graduation requirement continued. Through the teaching-learning process, the department delivered twenty-three presentations (lectures, conferences, workshops, and seminars), and eighteen research studies were conducted by faculty members and students.

In 1991, the Department of Psychology operated as an academic unit under the authority of UNAH’s Rectorate. Like other academic units, it focused on three main areas: teaching, extension, and research. It had thirty-two professors, thirty-one full-time and one part-time, and a total enrollment of four hundred fifty-eight students. In that year, five modules from the Industrial and Educational orientations were offered in both semesters, according to the previous curriculum.

With the new curriculum, twenty-nine courses were offered in the first semester and thirty-two in the second semester. Forty-six sections were opened in the first semester and sixty-two in the second semester. Eight sections of General Psychology were scheduled for other programs in the first semester, including one section for the National Police Academy. Additionally, one section of Industrial Psychology was provided for the Industrial Engineering program in both semesters, eight sections for the Pedagogy program, and one section for the Physical Education program.

The department supervised the social service of graduates who fulfilled the graduation requirement. A workshop was conducted to evaluate the curriculum with the participation of faculty members. Various academic and cultural activities were organized with the collaboration of the Student Association. Ongoing improvements were made to the «Alfred Binet» conference room. In terms of extension, the department delivered various lectures, seminars, and activities on topics such as educator training for street educators, cognitive development in children and adolescents, psychological testing application for UNAH students, personality case integration for university students, and more.

During 1991, several research projects were carried out with the participation of faculty members and students, including studies on stress levels among employees of «Honduras Phosphorus,» industrial moral index measurement among employees of COHDEFOR, BANADESA, retail centers, and supermarkets, formal and informal communication in DIUNSA employees, students’ perception of the UNAH Student Development Directorate, psychological aspects of bronchial asthma, the concept of war in Honduran children aged 4-12 years, attitudes of social work students towards the elderly, attitudes of alcoholic patients’ families towards the rehabilitation process, attitudes of women towards sexual aggression, psychosocial profile of poverty culture in five marginalized communities in Tegucigalpa, the influence of values on academic performance, modification of irregular behaviors in public and private school children in Tegucigalpa, and more.

Attitude of high school students towards prostitution. Attitude of high school students towards sex education.
During 1992, the Department of Psychology developed the following projects: Attitude of social science university students towards gender discrimination. Perception of UNAH among different population groups in Tegucigalpa.

Attitude of university students towards soap operas. Attitude of second-year education students towards prostitution. Attitude of third-year students at Alfonso Guillen Zelaya Institute towards communication with their parents. In that year, two studies were registered and presented during the UNAH scientific week. The Department also established the Reform Commission, composed of eleven distinguished faculty members. During the third academic period, the Teaching-Learning Resources Center was created, which includes theses, books, psychological tests, and audiovisual aids equipment. Additionally, the curriculum of the program was readjusted.

In 1993, the Department of Psychology reviewed the curriculum, resulting in a curricular reform that was implemented the following year. The project for the Academic Committee regulations was developed. The program for updating the faculty members continued.

In terms of research, various activities were conducted through teaching, including the implementation of a test to detect articulatory problems, a comparison between intellectual development and psycholinguistic skills in first-grade children, parental attitudes towards their children’s sexuality, student attitudes towards AIDS, student attitudes towards contraceptive use, mothers’ attitudes towards the Kangaroo Mothers program, characteristics of education in sectors of the capital Tegucigalpa, causes and consequences of alcoholism in a group of alcoholic patients, the problem of child vagrancy in certain areas of Tegucigalpa, sociopsychological effects of child abuse, perception of the electoral process in Honduras by university students, student attitudes towards the trimester system in Psychology, political-academic leadership and its influence on Psychology students, a compilation of psychologically oriented articles in the national press (two volumes), the 30-year anniversary of the School of Psychology, and the incidence and prevalence of mental disorders.

Expectations of university students regarding marriage. Psychological characteristics of pregnant adolescents. Survey on physical and sexual abuse in children and adolescents. Within the teaching-learning process, extension activities were carried out with the aim of improving the process and applying theoretical knowledge. These activities included: workshops on torture and human rights for secondary school representatives, workshops on human rights and youth with sixty participating students, counseling for children, working sessions with the Family Committee for the Child Code project, collaboration with Santa Rosita Psychiatric Hospital for the patient’s day celebration, assistance in acquiring teaching materials for the occupational therapy room in the same hospital, support for the occupational therapy room at «Mario Mendoza» Psychiatric Hospital, diagnostic research on personality traits of school bus drivers, workshops on AIDS for Catholic members of Kennedy neighborhood, workshops on alcoholism for Boy Scout members in Tegucigalpa, workshops on vagrancy at the Observation Center of J.N.B.S., workshops on dyslexia for teachers at Piedad school in Villanueva neighborhood, lecture on human relations in the company for senior students at Instituto Moderno, and motivation in the company for students at the Military School.

In 1993, the Psychology program attended to a total enrollment of six hundred seventy-seven students, which observed a 17.5% increase compared to the previous year. In the quinquennium 1989-1993, the annual enrollment increase averaged 18.7%. The academic activities were carried out by thirty-four professors, thirty-three full-time and one part-time, who taught 41 courses distributed among seventy sections. According to the approval of the University Council, they transitioned from the system The Department of Psychology in 1994 had thirty full-time professors and one part-time professor.

The program provided services to the Pedagogy, Public Administration, and Journalism programs, as well as the Police Academy. The final revision of the curriculum was completed, adapted to the three academic periods approved for the entire UNAH. The subject flowchart was developed, and the codes for each subject were changed. Different research projects were conducted through teaching, such as orientation seminars for official institutes in the capital. The attitude of Psychology students towards the issue of AIDS. The problem of child vagrancy in certain sectors of Tegucigalpa. Causes and consequences of alcoholism in alcoholic patients. Characteristics assumed by Honduran families.

Comparison between intellectual development and psycholinguistic skills. Issues related to human rights education. The role of educational psychologists. Borderline personality traits in patients at «Mario Mendoza» Psychiatric Hospital. The role of clinical psychologists in public health institutions. Attitude of Psychology students towards the trimester system. University students’ expectations towards marriage. Impact of power outages and economic measures on the psychological aspect of private sector employees. The influence of socioeconomic level, gender, and teaching methods on the academic performance of twenty-three second-grade children at «Manuel Bonilla» public school.

Sex education for exceptional individuals. 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 old age on the self-esteem of elderly individuals residing at «María Eugenia» Nursing Home in Comayagüela. Cognitive levels of children in different stages according to Piaget. Within the teaching-learning process of different subjects, extension activities were carried out, such as the First Meeting of the Youth Community of Tegucigalpa on the current issues of Honduran families.

Department of Psychology and Friends of the Children Foundation. Workshop on human relations. Prevention of violence in children. Mental health and environment campaign. Twelve training courses in companies such as Hondutel, Creditlan, Bancafé, Banco Sogerin, and others. Collaboration in recruitment, selection, and training of personnel in private companies.

Talks on sex education for Boy Scouts and groups of teenagers in Kennedy neighborhood. Workshop on learning problems for teachers at Villa Unión School. Workshop on sex education for sixth-grade students at Valle de Ángeles primary school. Community work directed towards various sectors of Los Pinos neighborhood. Self-esteem workshops for children and adolescents at SOS Villages. Support activities for the Kangaroo Mother program and early stimulation at the Honduran Social Security Institute. Guidance courses for primary school teachers in the capital.

Orientation seminar «You will become what you choose to be» for students at Instituto Mixto Atlántida. Workshop on abuse in preschool education. Collaboration in development activities at the Psychological Assistance Center (CAPS). The third issue of the magazine «Children in the Oriented Educational Practice» was published. The following psychological tests were acquired or donated: D.A.T., RAVEN Adult, Benton, Bender, Rogers’ Adaptation Questionnaire, Vocational Preferences, and Hilland. In that year, upon the request of the Faculty Council of the Psychology program, the University Council awarded the title of Emeritus Professor to the following graduates: Amparo Quan de Raquel, Ana Eva Murcia de López, and Víctor Manuel Donaire Chang.

In 1995, the Department and Psychology program worked according to the planned Annual Operational Plan. It had twenty-six full-time professors, one part-time professor, and three emeritus professors. The program provided teaching services to the Psychology program and other programs that required teaching services, serving a total enrollment of one thousand seven hundred students in the Psychology program and other programs, through eighty-one sections per semester. The meeting of psychologists in the university community took place on November 3 and 4, with active participation from faculty members, higher education professionals, and psychologists working at the Alma Mater.

Nine conferences were conducted, and the discussions served to analyze the psychologist’s responsibility to society. The general coordination of the event was led by Lic. Isabel de Villanueva. The celebration of Psychologist’s Day on November 16 included scientific and cultural activities, among which the following stood out: Conference: «Crisis of Honduran Couples» by Lic. Natanael Padilla. Sexuality: Clinical and Psychological Management, with speakers Dr. Daniel Herrera and Lic. Juan Zarandona.

Leadership, led by Lic. Benjamín Hernández. In terms of research, the project «Assessment of the Performance of Psychology Professionals» was initiated, aiming to propose options to improve the academic quality of psychology professionals. Work also began in coordination with the Department of Medicine on «Psychosocial Characteristics of Hondurans measured through semantic differential.» In extension services, assistance was provided to over eighty individuals, including university students, schoolchildren, and adults from different backgrounds. This service was mainly attended by advanced students in the program, supervised by their respective professors.

The psychometry service was handled by students taking the courses «Psychological Measurement» and «Psychopedagogy,» under the guidance of two professors. Collaboration was carried out with the «Mario Mendoza» Psychiatric Hospital. Valuable collaboration with Honduran society was developed through the involvement of students and professors in the teaching-learning process, including talks, seminars, cooperation, counseling, workshops, and general assistance. The teacher training program continued with the development of two courses, one of them on Psychosocial Traumas and Traumatic Losses, taught by Dr. Débora Munczek, attended by thirty individuals. The seminar «Contemporary Eroticism and Sexual Repression,» led by Lic. Juan Zarandona, had the participation of twenty people. The following acquisitions were made: a camcorder, a tripod, and books to expand the collection of the CREA.

In 1996, the Academic Committee temporarily ceased its activities by resolution of the university authorities.

In 1999, in terms of research, the Psychology program conducted the following studies: Attitude of Law Students towards abortion. Attitude of adults (18-80 years old) towards child abuse by transgression at the «Molino II» macro-shelter in Tegucigalpa. Attitude of vendors towards preventive police. Attitude of university professors towards the UNAH Workers Union.

Comparison of motivation levels in private, state-owned, and decentralized companies in the D.C. Detection of main emotional problems in preschool children in the D.C. Comparison of work environment between public and private companies in the D.C. Repressive, delinquent, and institutional violence. Lifestyle and interpersonal relationships in macro-shelters and boarding houses in Tegucigalpa M.D.C. Labor movements and popular demonstrations in Honduras. Violence and implementation of torture in Honduras. In terms of extension services, the Psychology program responded to the disaster that struck Honduras, Hurricane Mitch, and its subsequent aftermath. Faculty members and students engaged in preventive and rehabilitation activities at the macro-shelter and affected communities:

Establishment and operation of the «Luna que no cesa» refuge, benefiting twenty women and their children who were victims of abuse. Organization of community leaders in the San Matías housing project, San José Obrero Parish, benefiting twenty-five leaders. Creation of the microenterprise «Tortillas de San Matías» in the San José Obrero Parish, directly benefiting twenty-six women and indirectly benefiting one hundred fifty families. Project with the Hurricane and Tropical Storm Mitch victims sheltered at the Villa Olímpica Complex, which covered the following areas:

1. Analysis of the socio-economic situation.
2. Crisis intervention with children, women, and men.
3. Recovery of the mental health of the affected individuals.
4. Socio-emotional recovery of children through play and toys.

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

Intellectual assessment of three hundred and fifty students from the following institutes: Valencia, Saúl Zelaya, María Auxiliadora, Normal Mixta «Pedro Nufio,» Héctor Pineda Ugarte, Guillén Zelaya, and the American Technological Institute. Intelligence diagnosis of thirty-seven preschool children. Collaboration was carried out with charitable institutions to raise funds for their sustenance. Workshops on motivation, self-esteem, interpersonal relationships, and affective communication were conducted for administrative and service staff at UNAH. Psychological attention was provided in terms of evaluations and vocational orientation studies at the Psychological Assistance Center (CAPS). The student and teaching population were served at the Teaching and Learning Resources Center (CREA), which consists of a library, audio library, and collection of thesis papers.

In terms of administration, the following results were achieved: The entire fourth floor area of Building 4A was painted, with direct collaboration from the Psychology Student Association. Improvements were made to the classrooms and the Alfred Binet Auditorium. The Psychology program, in the education of new professionals, continued its practice of training psychologists for a changing society through theoretical-practical integration. Emphasis was placed on exposing students to the reality of marginalized populations, socially deprived sectors, primary and secondary education centers, as well as large industrial production centers. This approach aims to produce graduates who actively contribute to the transformation of Honduran society.

In 2000, the Department of Psychology planned and attended to academic activities. The Local Commission for Teaching Career was appointed and began its operation, and the Reform Committee was reactivated. In terms of outreach, 56 psychometric evaluations and five individual therapy sessions were conducted.

THE HONDURAN PSYCHOLOGISTS ASSOCIATION AND THE HONDURAN PSYCHOLOGISTS BOARD.

The first graduates of the Psychology program at UNAH were absorbed by the university as faculty members: Rina Turcios, Augusto Aguilar, Amparo Quan de Raquel, and Ana Eva Murcia. All of them have played important roles in the development of the Psychology program.

In 1979, the Ministry of Public Health organized and launched the Mental Health program, which also provided employment opportunities for many psychologists. Salaries in state institutions were regulated by the Civil Service Directorate and were generally very low. As more psychology professionals entered the workforce, the need for a professional organization became apparent. This organization would not only focus on the development of the discipline but also advocate for the interests of psychologists.

Thus, in 1976, a Continuing Education Committee was formed under my coordination. In a subsequent assembly, it was decided to establish the Honduran Psychologists Association, and a commission was appointed to draft the corresponding bylaws.

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