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Social psychology is a discipline that uses different scientific methods to understand and explain how the thoughts, feelings, and behaviors of each individual are affected by the real, implied, or imagined existence of other people (Rodriguez, 2018). In short, according to Rodriguez (2018), this discipline seeks to understand how each person's behavior is modified by the surrounding environment. From here, in correspondence with Paez (2003), the more individualistic approaches argue that the social is reduced to the presence of an other, whereas, the more holistic approaches argue that what influences thought processes is the social structure, i.e., group power relations, status and ideology. Object of Study of Social Psychology The object of study of social psychology is the influence of social relationships on the behavior and psychological state of people (Regader, n.d.). Thus, social psychology seeks to establish theories about human behavior that serve to predict behaviors before they occur, and thus, to be able to intervene (Muelas, 2021). For example, in recent years, one of the most concerning areas of social psychology is to understand why adolescents start smoking or drinking despite being aware of the dangers of these behaviors (Rodriguez, 2018). Then, according to Muelas (2021), if it is known what factors promote certain behaviors, intervention on those factors could change the final behaviors. Therefore, to analyze the form, quality and scope of the links, it starts with the study of communication and learning (Rodriguez, et al. 2005). Similarly, it includes research on the influence of personal attitudes and social thoughts (Regader, n.d.). And, of course, in correspondence with Regader (n.d.), another factor that social psychology has to consider is the historical background of the occurrence of psychological events, since behavior always takes place on a series of material and symbolic precedents that affect the behavior of all human beings. References Muelas, R. (2021). ¿Sabes qué es la psicología social y por qué es tan importante?. La Mente es Maravillosa. Recuperado 19 August 2021, a partir de https://lamenteesmaravillosa.com/sabes-que-es-la-psicologia-social-y-por-que-es-importante/ Páez, D. (2003). Obtenido 4 Noviembre 2020, de https://www.ehu.eus/documents/1463215/1504276/Capitulo+I_Manual+Psic+Soc_2004.pdf Regader, B. (s.f.) ¿Qué es la Psicología Social?. Obtenido 1 Noviembre 2020, de https://psicologiaymente.com/social/psicologia-social Rodriguez, A. (2018). Psicología social: historia, objeto de estudio y áreas - Lifeder. Obtenido 1 Noviembre 2020, de https://www.lifeder.com/psicologia-social/ Rodriguez, C., et al. (2005). Psicología Social - Polimodal. Obtenido 1 Noviembre 2020, de https://bdigital.uncu.edu.ar/objetos_digitales/1373/psisocpolimodal.pdf

Have you ever wondered, why do people behave differently when in front of a group of people? Or, what makes some people better leaders than others? In correspondence with Martinez (2018), most of the decisions in politics, problematic behaviors such as harassment or intergroup prejudices and even marketing, are some of the topics studied by a very interesting branch of psychology: social psychology. What is Social Psychology? Within psychology, a division can be drawn between applied psychology and basic psychology (Muelas, 2021). On the one hand, basic psychology studies basic psychological processes such as perception, attention, memory, language and learning. On the contrary, applied psychology focuses on the study of other characteristics of psychology more related to problem solving (Muelas, 2021). In correspondence with Rodriguez et al. (2005), within applied psychology there are different aspects, with social psychology being one of the most important fields of study. Social psychology can be defined as the study of human interaction, especially in groups and in social settings, and emphasizes the influence of social situations on human behavior (Muelas, 2021). More specifically, according to Rodriguez et al. (2005), social psychology focuses on the scientific study of how people's thoughts, feelings and behaviors are affected by ties, which can be defined as the relationships they have with other people. This is why the importance of the collective must be emphasized: the scenario in which a person develops is not only the place and space of their growth, but also the constitution of the subject as such (Rodriguez et al., 2005 ). In short, according to Maristany (2019), social psychology is a discipline that uses scientific methods to understand and explain how an individual's thoughts, feelings and behavior are influenced by real, imagined or implicit existence of other human beings. What is the Goal of Social Psychology? This form of psychological science aims to reveal the social existence of the human being, in order to understand it, so that, on the one hand, new and better ways of socializing are created, and on the other hand, it is liberated and expands the personality of individuals (Salcedo, 2006). Furthermore, human beings, as autonomous beings, capable of self-evaluation and public influence in the surrounding environment, have always been trying to answer thousands of questions that arise in the course of social development. In correspondence with Salcedo (2006), questions are asked such as: what are we?, where do we come from? and where are we going? Likewise, according to Salcedo (2006), the following questions are relevant: why do people behave in their own way in certain social contexts?, what happens when our environment changes suddenly?, do humans have the ability to adapt to new needs?, what is society itself?, and what does the relationship between man and society mean? History The history of social psychology goes back to the history of human thought (Adamson, 2005). Therefore, the origin of psychosocial thought can be located in ancient Greece, in the Republic of Plato or Aristotle, especially in Aristotle´s Rhetoric, or at the beginning of modernity, in Machiavelli. However, according to Adamson (2005), it is chosen to begin the history of social psychology by tracing it to thinkers, who in a more conscious and systematic way, tried to contribute to the analysis of the relational field or to the analysis of social production. Therefore, the emergence of social psychology is located in the course of the nineteenth century and is impregnated by a fundamental issue, which had also permeated the production of knowledge in other social sciences (Guzmán, s.f.). In correspondence with Guzmán (s.f.), this question is the following: what is it that keeps people together within a given social order? Influenced by mainstream psychology and sociology, mainly based in Europe, the answers to this question were found around the idea of ​​a group mind, which maintains people with each other beyond individual interests and differences (Guzmán, n.d.). Even so, initial attempts to understand human behavior focused more on the study of individuals and their inner world than on the influence of groups. According to Rodriguez (n.d.), this is because until now it is not known how to study people scientifically, and it is necessary to work with the subjective experience of each one. It was not until the 40´s and 50´s, when several psychologists developed the experimental methodology that would give rise to the true beginning of this discipline as an empirical science (Rodriguez, n.d.). In correspondence with Rodriguez (n.d.), researchers such as Kurt Lewin and Leon Festinger were some of the main promoters of this development; Lewin is considered, in fact, the father of social psychology. These two researchers began to study the interactions between people and those variables that influence them (Rodriguez, n.d.). In addition, according to Rodriguez (n.d.), they began to create experimental designs that allowed them to isolate some of these factors in the laboratory, and emphasized the need to better understand what effects relationships have. However, it was not until the end of World War II, in the second half of the 20th century, that social psychology really appeared (Rodriguez, n.d.). The researchers wanted to understand how the emergence of ideologies as radical as Nazism is possible and why many apparently normal people had carried out terrible behaviors in their name (Rodriguez, n.d.). In accordance with Guzmán (n-d.), the Frankfurt School and critical theory emerge here, whose greatest exponent is Theodore W. Adorno. In the same vein, during this time, experiments were started on topics such as aggression, altruism, obedience to rules, persuasion and authority (Rodriguez, n.d.). In correspondence with Rodriguez (n.d.), this discovery formed the basis of the discipline and the development of the results has continued to this day. Some of the most considerable experiments carried out at this time were Milgram's obedience experiments, or the execution of Zinmbardo in Stanford prison (Rodriguez, n.d.). According to Rodriguez (n.d.), social psychology quickly expanded its interest to other areas, such as, the influence of the group in decisions, prejudice and discrimination and the way in which one learns from the surrounding environment. In the second half of the 20th century, social psychology expanded enormously in areas such as attitudes and psychological processes (Rodriguez, n.d.). At this time the first persuasion models were developed, which formed the basis of current disciplines, such as marketing. According to Rodriguez (n.d.), the idea of ​​cognitive dissonance also emerged, which is one of the most important ideas in this field. In the 1980s, the cognitive process of individuals received more decisive attention, which led to the development of a discipline called social cognition (Rodriguez, n.d.). This, in correspondence with Rodriguez (n.d.), studies how thoughts, decisions and beliefs are influenced by the surrounding environment and by society. One of the most important authors of this period is the economist Daniel Kahneman, who studied the way in which people make irrational decisions due to how certain unconscious processes affect them in their daily lives (Rodriguez, n.d.). According to Rodriguez (n.d.), in the 21st century, new changes take place in the field of social psychology research. Scientists began to study how social conditions affect areas such as health or happiness, or the importance of evolution and culture in people´s behavior (Rodriguez, n.d.). Finally, according to Rodriguez (n.d.), for more than a century, fields such as social neuroscience have tried to combine the knowledge of the human brain with the knowledge accumulated in traditional psychology. References Adamson, G. (2005). ¿Qué es la psicologia social?. Obtenido 1 Noviembre 2020, de https://www.funlam.edu.co/revistas/index.php/poiesis/article/view/439/414 Guzmán, G. Historia de la psicología social: fases de desarrollo y autores principales. Psicologiaymente.com. Recuperado 10 August 2021, a partir de https://psicologiaymente.com/social/historia-psicologia-social Maristany, A. (2019). ¿Qué es la Psicología Social?. Obtenido 1 Noviembre 2020, de https://psicologoscordoba.org/que-es-la-psicologia-social/ Martinez, E. (2018). La Psicología Social, en qué consiste. Obtenido 1 Noviembre 2020, de https://www.psicoactiva.com/blog/la-psicologia-social-en-que-consiste/ Muelas, R. (2021). ¿Sabes qué es la psicología social y por qué es tan importante?. La Mente es Maravillosa. Recuperado 10 August 2021, a partir de https://lamenteesmaravillosa.com/sabes-que-es-la-psicologia-social-y-por-que-es-importante/ Rodriguez, A. (s.f.). Psicología social: historia, objeto de estudio y áreas. Retrieved 1 November 2020, from https://www.lifeder.com/psicologia-social/ Rodriguez, C. et al. (2005). Psicología Social. Obtenido 1 Noviembre 2020, de https://bdigital.uncu.edu.ar/objetos_digitales/1373/psisocpolimodal.pdf Salcedo, E. (2006). LA PSICOLOGÍA SOCIAL: FUNDAMENTOS DEL ORDEN Y CAMBIO SOCIAL. Obtenido 1 Noviembre 2020, de https://www.redalyc.org/pdf/4975/497552138006.pdf

You are probably at a time in life when you are thinking about what university degree to do and have considered studying psychology because you love the human mind and all the secrets it hides (Universidad Internacional de Valencia, 2018). Without a doubt, it is a great option (Centro de Estudios Superiores de Tapachula, 2018). This is because the psychology career aims to train professionals who understand human thinking and who can work to achieve the well-being of the population and lasting mental health. In the same way, in correspondence with the Universidad Internacional de Valencia (2018), the career of psychology is one of the most demanded today, given that many people are curious to understand human behavior and because the knowledge aquired in the carreer of psychology can be applied to many fields, and as a result, there are many job opportunities. How Long Does the Degree in Psychology Last? A career in psychology generally lasts 4 to 5 years or 8 to 10 academic semesters, however, the pace of each person is different (Regader, n.d.). According to Regader (n.d.), the duration of the career depends on many factors, such as the motivation of each person, the capacity and the time available, this is because, possibly, the study can be completed in a shorter or in a longer time. Is studying psychology easy or difficult? All students have asked themselves this question before beginning to study behavioral science (Regader, n.d.). In correspondence with Regader (n.d.), everyone feels the need to ask themselves if the interesting career that was presented to them as an opportunity at hand could, at some point, surpass them due to its difficulty and demand. However, like all careers, the difficulty depends, to a large extent, on each person, their interests, their willpower and their ability to overcome them. In short, according to the Universidad Internacional de Valencia (2018), there are no easy or difficult careers, but people who are really interested. What Qualities and Abilities Must Have the Person Who Wants to Study Psychology? People who want to study psychology must be emotionally intelligent, decisive and tolerant of frustration. In the same way, students must be aware of their own needs, both social and emotional. Similarly, they must be interested and sensitive to the needs of others, they must have communication skills, and they must have the ability to listen to others. In the same vein, students must be creative and curious, and lastly, they must be empathetic. What does it take to be a good psychologist? Many times, the difference between being a good psychologist or a bad psychologist is found in attitude, in following a series of principles or habits that improve good professional work (Corbin, n.d.). Therefore, the first thing that a person must have to be a good psychologist is a passion for psychology, especially when the person is committed to helping individuals who present themselves in the office (Matos, n.d.). In correspondence with Matos (n.d.), it should be noted that this is a complex task, since the psychologist is constantly emotionally exposed to very complex stories. On the other hand, to become a good psychologist, the professional must be well trained and updated, since they must know the technologies that really work and why they work (Matos, n.d.). This is because society is constantly changing and technological progress changes the way in which each person interacts with the environment (Corbin, n.d.). Therefore, to understand the current reality, it is necessary for the therapist to constantly update his knowledge. In short, according to Corbin (n.d.), education is essential to continue improving and growing at a professional level. Will I Be Able To Handle Other People's Problems? |In the last semesters of the psychology degree, students will have the opportunity to carry out a professional practice in the field of their choice (Regader, n.d.). According to Regader (n-d.), this is done in order to help students assess their suitability for professional interaction with other people, since these roles are often impressive. What Topics are Studied in the Career of Psychology? The first years of the psychology degree are organized in a basic cycle of general and complementary training. Then, you must participate in a specialization cycle, which has optional topics in various fields. These can be, for example, clinical psychology, educational psychology, legal psychology, work and organizational psychology and social psychology. History of Psychology To become an excellent psychologist, you must first have a good theoretical foundation (Corbin, n.d.). For this, it is necessary to understand the history of psychology and find out what it is, what are its fields of research, what are the main problems and which are the most used schools. According to Corbin (n.d.), some of the characters that every good psychologist must know to understand the historical background of the development of the discipline are Plato, Descartes, Socrates, Freud, Aristotle, Skinner, Watson, Bandura, among others. Biological Basis of Behavior The biological bases of behavior is an indispensable field of research in the career of psychology, since in this class, the students learn how mental processes are produced, such as memory, learning and language (Corbin, n.d.) . Likewise, according to Corbin (n.d.), students learn which are the main units that transmit nerve impulses, brain communication and what is the connection between the different parts of the brain and the body. Developmental Psychology This branch of psychology is responsible for studying the behavior and psychological changes of people throughout their life cycle, that is, from birth to death (Corbin, n.d.). In correspondence with Corbin (n.d.), when analyzing these changes, different fields of research will be considered: the physical, from which the determinants of stability, biological changes and physical growth are analyzed; cognition, from which intellectual capacity and its relationship with human development are analyzed, finally, the social and personality, which focuses on individual differences and social relationships in childhood, adolescence, in adulthood and old age. Group Psychology Although group psychology was part of the social psychology curriculum, many universities, aware of its importance, are teaching compulsory courses in this subject (Corbin, n.d.). Today, as research in this field becomes increasingly important, many graduate studies focus on this topic, since many human behaviors cannot be understood without group members. According to Corbin (n.d.), the focus of group research is to understand and explain the group process, the relationship between group members and between different groups, group formation, roles, norms, group cohesion, communication, among others. Statistics and Psychometrics Although many psychology students do not like numbers, the use of statistics is an important part of this science, because it is used to achieve the objective of predicting and intervening in human behavior (Corbin, n.d.). In addition, it is important that any psychologist master psychometry, since this is a discipline that involves the methods, techniques and theories to measure and quantify psychological variables. In short, according to Corbin (n.d.), psychometric tests are an essential tool for any psychologist. Social Psychology Social psychology is a branch of psychology that analyzes the psychological processes that affect the functioning of society, such as, for example, social interactions, the social processes that regulate the personality and characteristics of each person (Corbin, n.d.). According to Corbin (n.d.), in the field of social psychology, topics such as leadership and prejudice are studied and important research in this field is reviewed, such as the Stanford prison experiment of Philip Zimbardo and the experiment of Milgram. Clinical Psychology Since the beginning of psychology, clinical psychology has been one of the most important fields of the discipline (Corbin, n.d.). In this area, all elements related to mental disorders are studied, and in general all elements related to mental health are studied. Therefore, according to Corbin (n.d.), clinical psychology performs all the tasks of evaluation, diagnosis, prevention and therapeutic intervention of people suffering from a certain type of mental disorder or maladaptive behavior, in order to restore psychological balance and improve people´s health. Ethics in Psychology In addition to acquiring theoretical and practical knowledge to promote proper career development, psychologists must understand the ethical principles that guide their professional development throughout their career, and they must also understand resources and limitations (Corbin, n.d.). Similarly, according to Corbin (n.d.), psychologists must respect the dignity of patients and safeguard and guarantee the maintenance of basic human rights. Therefore, some of the psychologist's duties are to use their knowledge to promote human well-being and to maintain professional secrets. Neuropsychology Neuropsychology is discovered in the field of neurosciences (Corbin, n.d.). This is a discipline that studies the relationship between the brain and behavior, not only for people with certain dysfunctions, but also for people with normal behaviors. This area of ​​research uses experimental techniques and examinations to provide images of brain regions, such as CT, MRI, PET, and fMRI. According to Corbin (n.d.), some questions answered by neuropsychology are: what are the functions of neurotransmitters? and what causes aphasia? Specialty (Sports Psychology, Organizational Psychology, Legal Psychology, Among Others) The previous points mentioned different disciplines or fields of compulsory and basic knowledge in psychology, but there are different specializations in psychology, and each specialty requires specific knowledge to be able to practice the specialty in the best way. Therefore, once the degree is completed, different master's degrees will be carried out to continue developing at an academic and professional level and obtain a master's degree in a specific field of behavioral sciences. What is Learned in the Career of Psychology? Empathy For psychologists it is very important to have empathy, that is, to have knowledge of the thoughts of another person and to know how to "put in their shoes" (Centro de Estudios Superiores de Tapachula, 2018) .In this way, in correspondence with the Centro de Estudios Superiores of Tapachula (2018), psychology professionals can analyze the problems that people face, thus making it possible to guide patients, and in this way, help them improve their lives. Although all people have a certain degree of empathy, this is a very complex skill to develop (Centro de Estudios Superiores de Tapachula, 2018). Empathy is very useful in daily life, since it can help people understand interpersonal relationships and avoid conflicts with others. According to the Centro de Estudios Superiores de Tapachula (2018), it should be noted that psychologists without empathy are unlikely to be successful, since this career is based on kindness and caring for patients. Listening Listening seems an easy thing, even, more than one person thinks that there is nothing special, but when it comes to learning to listen in psychology, this type of action has a very professional meaning (Centro de Estudios Superiores de Tapachula, 2018) . Many people who turn to psychologists take the initiative to do so, however, our subconscious often prevents us from being clear about our problems for fear of being judged. According to the Centro de Estudios Superiores de Tapachula (2018), as human beings, we are afraid of being judged and opening ourselves up completely, much more when faced with a stranger. To solve people's problems, professionals in the field must be trained to maintain an unimpeded dialogue and distinguish between what is real and what is not (Centro de Estudios Superiores de Tapachula, 2018). According to the Centro de Estudios Superiores de Tapachula (2018), knowing how to listen is one of the main foundations of psychology, which is why those who study this profession must be very patient and very careful with active listening. The Special Ethical Criterion Psychology requires that its graduates have a professional practice closely related to ethics (Centro de Estudios Superiores de Tapachula, 2018). The subtlety of the confessions that people make in the office means that psychologists have a great responsibility. According to the Centro de Estudios Superiores de Tapachula (2018), during most of the career, they talk about the importance of maintaining ethical behavior in professional development, otherwise, they may even lose their work permit. Affective Communication Psychology is complicated for a reason: it studies and treats human beings, beings who think and reason, but above all who feel and make us feel (Centro de Estudios Superiores de Tapachula, 2018). These human abilities can be very beneficial at times and can cause harm at other times. As a psychologist, according to the Centro de Estudios Superiores de Tapachula (2018), you have to establish a relationship of trust with the patient, but you also have to be very careful with what you say to the people who you attend the office. If precise words are not used or misunderstood gestures are made, a person's life can be changed in a negative way, specifically, by the influence and power of the psychologist's words (Centro de Estudios Superiores de Tapachula, 2018). So, the ability to communicate affectively is one of the skills learned in this career. According to the Centro de Estudios Superiores de Tapachula (2018), this experience allows psychologists to have a positive impact on the people with whom they communicate. The Capacity for Analysis and Interpretation Psychology students must develop analytical and explanatory skills (Centro de Estudios Superiores de Tapachula, 2018). According to the Centro de Estudios Superiores de Tapachula (2018), as much as various professionals can perfect this skill, psychologists are more interested in it, since a small detail can completely change a diagnosis, and consequently, change a person´s life. Therefore, the knowledge and skills that are acquired during the psychology career allow the student to analyze and explain everything that is in front, for example, the attitudes, gestures and reasoning of the patient (Centro de Estudios Superiores de Tapachula, 2018 ). Analysis and interpretation skills put the psychology student one step ahead of people studying other careers, since a higher degree of concentration is required. In the same way, according to the Centro de Estudios Superiores de Tapachula (2018), this skill can be useful in daily life. The Ability to Channel People's Problems As in any career, psychologists also have their limitations, they are not Superman or Wonder Woman (Centro de Estudios Superiores de Tapachula, 2018). According to the Centro de Estudios Superiores de Tapachula (2018), psychology professionals do not always know how to intervene in all cases encountered in life, however, they do have the necessary knowledge to channel problems and guide the patient towards the best solution. Unlike doctors, who know exactly which part of the body should be cared for, the study of human behavior and thought requires more research and diagnosis, and consequently, this requires constant reconsideration (Centro de Estudios Superiores de Tapachula, 2018). Some patients need psychologists specialized in certain fields, while others need psychiatric care. However, in correspondence with the Centro de Estudios Superiores de Tapachula (2018), if there is one thing to be sure of, it is that if a person studies psychology, they will be prepared to respond effectively in most situations that arise. Introspection One of the advantages of studying psychology is that you have the opportunity to grow on a personal level (Centro de Estudios Superiores de Tapachula, 2018). According to the Centro de Estudios Superiores de Tapachula (2018), as a psychologist, you can analyze and distinguish certain behaviors and states that can cause problems, in addition, by understanding the importance of dealing with such situations or disorders, you learn to examine and to seek the help of another psychologist. This helps professional development, since it is not only learned from the career in the third person, but also as a patient (Centro de Estudios Superiores de Tapachula, 2018). This helps the student to understand new methods and to improve their treatment. Finally, in correspondence with the Centro de Estudios Superiores de Tapachula (2018), it should be noted that studying psychology does not make people immune from the pathology. Identify Pathologies An important skill for psychology professionals is the recognition of pathologies, in other words, diagnosing and paying attention to the problems that can be found in the office (Centro de Estudios Superiores de Tapachula, 2018). In correspondence with the Centro de Estudios Superiores de Tapachula (2018), it is not easy to identify a disorder or a pathology, since there are many factors that influence the occurrence of unhealthy states in the human brain, such as genetics, stress, traumatic events, major life changes, and even physical problems. However, according to the Centro de Estudios Superiores de Tapachula (2018), a career in psychology provides the future professional of psychology with all the necessary tools to have the ability to understand, analyze, diagnose and respond to this type of situations in the daily lives of millions of people around the world. Identify Behaviors of the Society In general, when a person thinks about the field of psychology, they imagine the typical doctor-patient routines, however, the profession has many variants and fields of research that complement each other to provide a broader panorama of knowledge (Centro de Estudios Superiores from Tapachula, 2018). According to the Centro de Estudios Superiores de Tapachula (2018), one of the areas that is learned to master is social psychology, a branch that attracts many people and, due to its usefulness, acquires more and more importance in the professional field of the profession. Understanding social behavior is not easy, especially as human beings become increasingly complex (Centro de Estudios Superiores de Tapachula, 2018). For example, there is a lot of research that comes from this discipline and that has changed the paradigm of the way in which people think and develop in society. In correspondence with the Centro de Estudios Superiores de Tapachula (2018), social psychology studies topics such as sexism, social prejudices and stereotypes. Social Skills For many people, talking to someone or establishing a bond can be an odyssey (Centro de Estudios Superiores de Tapachula, 2018). This is a normal phenomenon, since no one is born with a social manual that tells us how to behave to adapt to society. However, in correspondence with the Centro de Estudios Superiores de Tapachula (2018), an advantage of psychology is that understanding it helps students to develop social relationships, which can be complicated for many people. Finally, the characteristics of the profession make it a tool for people to get along with each other (Centro de Estudios Superiores de Tapachula, 2018). If one person finds it difficult to communicate with another, shortly after studying psychology, people find that they do things that were once very complicated and are now very simple. Even, according to the Centro de Estudios Superiores de Tapachula (2018), people seek to build these social relationships, since when they are a psychologist, all relationships are a source of practice and professional learning. Develop Scientific Content As a social science, psychology never loses its scientific character, therefore, one of the purposes of the research is to continue generating knowledge to help people overcome their obstacles or psychological problems (Centro de Estudios Superiores de Tapachula, 2018). According to the Centro de Estudios Superiores de Tapachula (2018), like all science, psychology is based on the scientific method and encourages the generation of rigorous and socially significant knowledge, which has a purpose and is not only the search for satisfaction of the individual's ego. According to the Centro de Estudios Superiores de Tapachula (2018), this type of research can be observed in all branches of psychology, however, it is more evident in clinical psychology or neuropsychology, since these areas are the ones in charge of studying the elements involved in people's behavior and mental health. Attend Crisis This is a fundamental characteristic that can explain why psychologists are so important in today's society (Centro de Estudios Superiores de Tapachula, 2018). In correspondence with the Centro de Estudios Superiores de Tapachula (2018), the knowledge and skills of psychologists allow them to face crises, from the smallest situations, such as a bad attitude of a person, to situations larger, such as a suicide attempt due to depression. Psychologists have knowledge to resolve conflicts and facilitate conciliation, which is very useful, for example, for those companies with different internal problems due to pressure (Centro de Estudios Superiores de Tapachula, 2018). In addition, according to the Centro de Estudios Superiores de Tapachula (2018), this skill can take care of a person who is on the verge of collapse and requires someone to help him find a solution that he cannot find. Tips for Future Psychologists The first thing is to love the study of the brain and the knowledge of the relationship with human behavior, since, in the carreer, subjects such as biological bases, neuropsychology, sensation and perception, psychological processes and other disciplines are seen. Likewise, it is recommended to train to handle descriptive statistics, statistical procedures and research methods, since, for the profession to have the scientific rigor required in the process of conducting research on human behavior, an element of quantification is needed. In the same vein, it is recommended to understand that any contribution of psychology is not only for the people who surround a patient, but that these principles, methods, strategies and techniques can and should be applied, mainly, to oneself, to seek their own happiness and quality of life. Finally, it is recommended to keep constantly updated, since recent studies help people to better understand the complexity of human behavior. Referencias Centro de Estudios Superiores de Tapachula. (2018). 15 cosas que aprendes en la carrera de psicología | Blog CEST. Retrieved 26 October 2020, from https://www.soycest.mx/blog/index.php/15-cosas-que-aprendes-en-la-carrera-de-psicologia/ Corbin, J. ​10 características esenciales de un buen psicólogo. Psicologiaymente.com. Recuperado 3 August 2021, a partir de https://psicologiaymente.com/psicologia/caracteristicas-buen-psicologo Corbin, J. (s.f.). 21 temas que debes estudiar para ser un psicólogo excelente. Retrieved 26 October 2020, from https://psicologiaymente.com/psicologia/temas-estudiar-psicologo-excelente Matos, J. (s.f.). Amo mi profesión: Ser psicólogo es lo mejor que me ha pasado nunca. Retrieved 26 October 2020, from https://enequilibriomental.net/amo-mi-profesion/ Regader, B. ¿Es difícil la carrera de Psicología? 8 psicólogos opinan. Psicologiaymente.com. Recuperado 3 August 2021, a partir de https://psicologiaymente.com/psicologia/dificil-carrera-psicologia Regader, B. (s.f.). ¿Por qué estudiar Psicología? 10 puntos que debes valorar. Retrieved 26 October 2020, from https://psicologiaymente.com/psicologia/por-que-estudiar-psicologia Universidad Internacional de Valencia. (2018). 7 cosas que debes saber antes de estudiar psicología | VIU. Retrieved 26 October 2020, from https://www.universidadviu.com/7-cosas-debes-saber-estudiar-psicologia/

Psychology is a discipline that is full of myths and stereotypes, which equate psychologists as a God of the mental, a judge of behavior and objectivity, someone to ask if what Peter is doing is right or wrong, if you are educating children in the correct way, or someone to ask the meaning of a dream (Begara & Bascoy, 2016). However, in correspondence with Begara & Bascoy (2016) in the psychology career there´s not a class called "interpretation of dreams", "how to educate children correctly" or "judgment about whether people are doing things right". What Does a Clinical Psychologist Do? The figure of the clinical psychologist is one of the most famous in today's society (Universidad Internacional de Valencia, 2018). Perhaps that is why people have limited and stereotyped knowledge about the role of the clinical psychologist. For many individuals, the clinical psychologist is the person in the office, wearing a white coat, sitting in the chair near the patient. Those more classical people imagine the clinical psychologist in the same chair, however, the patient lying on a couch. But, after all, what is the person in the white coat doing in the chair? According to the Universidad Internacional de Valencia (2018), most people would say to converse. Of course he speaks, but what does he speak? What is he after? In short, the clinical psychologist is a specialist in human behavior who uses different working methods to help people improve their emotional health and quality of life (Arana et al., 2006). Likewise, clinical psychologists are professionally trained to investigate, prevent, diagnose, evaluate, and treat those with psychological illnesses (Lesnik, 2018). To do this, according to Lesnik (2018), they are based on various scientific evidence, analyze and consider the characteristics of patients, such as personality, values, history and environment. Thus, one of the functions of clinical psychologists is to engage in psychological counseling and psychotherapy, often called psychotherapy or talk therapy (APA, 2011). That is, clinical psychologists are those people who provide help to all types of patients and can treat various problems (Daza, 2015). In this case, according to the APA (2011), the clinical psychologist will have a series of direct contacts with the individual and will provide guidance to help him change his attitude and her behavior. In addition to psychotherapy, clinical psychologists can perform various functions (Lesnik, 2018). One of these functions is to carry out prevention work and help people develop a good mental health (Lesnik, 2018). In this area, clinical psychologists are in charge of forming social health networks and improving the level of knowledge of those people who are at risk (Daza, 2015). In the same vein, clinical psychologists are responsible for promoting the mental health of those people who are at risk, thus providing greater accessibility to prevention tools. Also, they can be basic scientific researchers in various fields, for example, validation of criteria, prediction of variables, construction of tests, among others, in short, clinical psychologists are expert researchers in psychology with a high level of training (Lesnik, 2018). Therefore, they use their own practical knowledge and the theory of normal behavior to assess, understand and change abnormal behavior patterns (Lesnik, 2018). Likewise, according to Daza (2015), have a positive orientation that not only evaluates new technologies and treatments, but also helps to improve the efficiency of professionals. Together, clinical psychologists can apply and interpret a large number of psychological exploration techniques (Tonini, 2017). In correspondence with Tonini (2017), this can be used not only as a diagnostic tool, but also to discover the characteristics of people and to understand their way of thinking, feeling and behaving. Similarly, in correspondence with Lesnik (2018), clinical psychologists can visit patients in hospitals and public clinics, social security clinics, preventive detention centers, nursing homes, youth training centers, among others. Ultimately, according to Daza (2015), the clinical psychologist can dedicate totally or partially to teaching and training in both undergraduate and master's programs, focused on the areas of personality, psychopathology, abnormal psychology, clinical evaluation, psychodiagnosis , therapy or behavior change, psychotherapy, intervention and treatment techniques, community interventions, research design, among others. Finally, it should be noted that, when consulting about the possibility of starting a treatment, the therapist can be asked for his registration and the title that supports him to exercise (Tonini, 2017). Likewise, professionals must clarify their working methods and theoretical lines, not forgetting to mention that there are others. In addition, if the treatment does not continue, the patient has the right to verify his medical history, which must be updated. Lastly, according to Tonini (2017), a psychologist can NOT indicate medications, nor can they guarantee the results of the cure or treatment. References APA. (2011). Los psicólogos: Qué hacen y cómo nos ayudan. Retrieved 21 October 2020, from https://www.apa.org/centrodeapoyo/ayudan Arana et al. (2006). El concepto de psicología. Entre la diversidad conceptual y la conveniencia de unificación. Apreciaciones desde la epistemología. Retrieved 5 October 2020, from https://www.redalyc.org/pdf/802/80280107.pdf Begara, O., & Bascoy, A. (2016). ¿Qué es, y qué no es, psicología?, PsicoactivaMente en La Nueva España. Obtenido 5 Octubre 2020, de https://www.lne.es/blogs/psicoactiva-mente/que-es-y-que-no-es-psicologia.html Daza, D. (2015). Descubre cómo es un Psicólogo Clínico: Competencias, funciones, formación. Emagister.com. Recuperado 29 July 2021, a partir de https://www.emagister.com/blog/descubre-como-es-un-psicologo-clinico-competencias-funciones-formacion/ Lesnik, M. (2018). ¿Que Hace un Psicólogo Clínico? Psicólogos Córdoba. Obtenido 21 Octubre 2020, de https://psicologoscordoba.org/que-hace-un-psicologo-clinico/ Tonini, F. (2017). ¿Qué hace un psicólogo clínico?. Retrieved 21 October 2020, from https://medium.com/@Psinonimo/qué-hace-un-psicólogo-cl%C3%ADnico-2c9545de0af8 Universidad Internacional de Valencia. (2018). ¿Quieres ser psicólogo clínico? Estas serán tus funciones. | VIU. Obtenido 21 Octubre 2020, de https://www.universidadviu.com/quieres-psicologo-clinico-estas-seran-tus-funciones/

It is estimated that one in four people in Spain suffers from some mental illness, and it is believed that the prevalence of mental illness will increase in the coming years (Hospital Perpetuo Socorro, 2019). Thus, the current complexity of society increasingly requires the intervention of clinical psychologists and their contribution to the mental health of people, so they are gradually gaining recognition in the professional field (Hospital Perpetuo Socorro, 2019). For this reason, in correspondence with Figueroba (n.d.), clinical psychology has a great importance in today's society. The most common thought among people is that the ultimate goal of clinical psychology is to improve the happiness and quality of life of individuals (Figueroba, n.d.). In the same way, people have a general idea about the functions of clinical psychologists, however, the contributions of clinical psychology are very diverse, therefore, the role of this discipline in society is often minimized, thus limiting it to the treatment of mental disorders (Figueroba, n.d.). However, according to Tangamanga University (2019), in addition to its intervention function, clinical psychology, like many other fields of mental health, is constantly researching and studying to find ways and techniques to improve its impact on people. Similarly, knowledge of clinical psychology is very important to help improve interpersonal relationships (Figueroba, n.d.). Therefore, clinical psychologists are those people who are trained to help improve social skills, mediate divorce and intervene in bullying or mobbing, (Figueroba, n.d.), as well as, according to Ficto (2020), one of the functions of clinical psychologists is to help people manage health problems such as HIV, cancer or chronic pain, assist people who have problems maintaining relationships or provide recommendations on how to care for children who have gone through traumatic situations. Finally, it is worth highlighting the importance of early psychological treatment, since, if an individual experiencing psychological problems is not treated in time, his or her behavior will have a negative impact on those around him or her (Matus, 2016). Therefore, in correspondence with Tangamanga University (2019), facing mental illness is key to promote coexistence, safety and stability for all members of a society. References Ficto, C. (2020). Importancia de la Psicología Clínica. Retrieved 20 October 2020, from https://articulo.tv/21686-Importancia-psicologia-clinica# Figueroba, A. ¿Por qué es importante la Psicología?. Obtenido 20 Octubre 2020, de https://psicologiaymente.com/psicologia/por-que-es-importante-psicologia Hospital Perpetuo Socorro. (2019). La importancia de la psicología clínica. Retrieved 20 October 2020, from https://www.hpshospitales.com/2019/03/26/la-importancia-de-la-psicologia-clinica/ Matus, L. (2016). Reconocen importancia de la Psicología. Obtenido 20 Octubre 2020, from https://muralchiapas.com/noticias/local/7558-reconocen-importancia-de-la-psicologia Universidad Tangamanga. (2019). ¿Qué es la psicología clínica? | Mundo UTAN. Retrieved 20 October 2020, from https://www.utan.edu.mx/blog/index.php/psicologia-clinica/

What is clinical psychology? What do clinical psychologists do? It is not easy to answer these questions, since, there is a great variety of definitions and opinions around them (Puigbó, 2019). However, in correspondence with Puigbó (2019), there are a number of aspects that occur in almost all definitions of clinical psychology. History of Clinical Psychology The history of clinical psychology as a discipline, profession, and branch of general psychology begins in the year 1879 (Guízar, 2018). According to Guízar (2018), on that day, Wilhelm Wundt established the first psychology laboratory in Leipzig, Germany, where most of his research focused on people's perception and sensation processes, looking for consistent evidence about human behavioral problems. In the United States, in the last years of the 19th century, a psychologist named Lightner Witmer, a disciple of Wilhelm Wundt, opened the first psychology clinic at the University of Pennsylvania to treat people with psychological problems (Regader, n.d.). Seven years later, there were already 26 more clinics in the United States alone (Puigbó, 2019). Subsequently, according to Guízar (2018), in the year 1907, Wilhelm Wundt's disciple, head of the Department of Psychology at the University of Pennsylvania, first used the term clinical psychology to describe the practice he had conducted in the psychology clinic. In Europe, the honor of being a pioneer of clinical psychology is often attributed to the prominent Sigmund Freud, the father of psychoanalysis (Regader, n.d.). However, many scholars tend to question the appropriateness of declaring Freud as one of the architects of clinical psychology, since, psychoanalysis has caused many controversies in the long run. However, according to Regader (n.d.), the Austrian was one of the first neuroscientists to conduct early research into treatment for patients with mental disorders. Freud believed that a person's behavior depended, to a large extent, on repressed thoughts, desires and memories formed in childhood (Regader, n.d.). According to Regader (n.d.), his view of therapeutic intervention and its theoretical basis focuses on three levels: research, direct therapeutic intervention and formulation of theories, this being the methodology that establishes the basic standards of applied clinical psychology. For a long time, clinical psychology focused on the study and psychological assessment (Puigbó, 2019). However, after World War II, due to the large number of people who suffered psychological damage, there was an increase in the revision of treatment methods. Due to this historical stage, according to Regader (n.d.), the interest and the need to provide the field of clinical psychology with means is manifested. Finally, the Department of Psychology was established and a consultation and office specialized in the treatment of mental problems was opened (Regader, n.d.). Corresponding to Puigbó (2019), by the end of the 1930s, the field of what would become modern clinical psychology was already organized and clinical psychologists began to work both in clinics and hospitals and in prisons, both with adults and children. What is Clinical Psychology? Psychology has different fields and professional fields that can serve different disciplines with greater precision, one of these doctrines is clinical psychology (Regader, n.d.). According to Regader (n.d.), throughout the twentieth century and in recent years, clinical psychology has been studied and improved, and has become the object of research of many experts and scholars of human behavior. In this order of ideas, clinical psychology can be defined as a subdiscipline of psychology, which studies all elements related to mental disorders and conducts research on mental health more broadly (Regader, n.d.). According to Badia (2019), this can be practiced in different settings, however, the main settings are clinical centers, mental health service institutions, and general hospitals. The goals of clinical psychology are to understand, treat, and prevent psychological problems and disorders through assessment, diagnosis, intervention, and research (Badia, 2019). However, according to Badia (2019), its main objective is to seek, care for and improve health at all levels, from the biopsychosocial perspective of people, applying the knowledge, skills, techniques and methods of psychology. On the other hand, people who may seek psychological counseling range from childhood to adulthood (Vega, 2019), from people with background diseases to people without any disease, from people with psychological problems to people related to poor family or social dynamics (Regader, n.d.). Thus, according to Vega (2019), psychological consultation can be individual, in pairs or in groups. Although psychological problems are solved individually, sometimes, they may require the participation of a third party (Vega, 2019). For example, in correspondence with Vega (2019), couple problems often involve both parties, and family, cohabitation, or mediation issues are often resolved in a group setting. References Badia, A. (2019). ¿Qué es la psicología clínica? - Definición, Historia, Objetivo y Ejemplos. Obtenido 18 octubre 2020, de https://www.psicologia-online.com/que-es-la-psicologia-clinica-definicion-historia-objetivo-y-ejemplos-4387.html Guízar, P. (2018). El concepto de la psicología clínica y dónde estudiarla. Retrieved 18 October 2020, from https://blog.ucq.edu.mx/concepto-psicologia-clinica Puigbó, J. (2019). Qué es la psicología clínica: historia funciones y objetivos. psicologia-online.com. Recuperado 20 July 2021, a partir de https://www.psicologia-online.com/que-es-la-psicologia-clinica-historia-funciones-y-objetivos-4325.html Regader, B. (s.f.). Psicología clínica: definición y funciones del psicólogo clínico. Obtenido 18 octubre 2020, de https://psicologiaymente.com/psicologia/clinica Vega, N. (2019). Psicoterapia: Todo lo que debes saber sobre psicología clínica. Obtenido 18 octubre 2020, de https://blog.cognifit.com/es/psicoterapia-todo-lo-que-debes-saber-sobre-psicologia-clinica/

From a very young age, people feel a strong connection with their caregivers (Adsuara, 2020). However, these connections do not always lead to adequate relationships between the infant and his or her caregiver. For example, in playgrounds, large differences can be found between the relationships that individual children have with their fathers and mothers. In correspondence with Adsuara (2020), this bonding that babies develop, from birth, towards their caregivers, is what is known as attachment. What is Attachment Theory? British psychiatrist and psychoanalyst, John Bowlby, was the first to describe attachment as a deep and enduring emotional bond that connects one individual to another across space and time (Torres, 2019). Attachment, as a bond and behavior, is innate, instinctive and biological (Eyras, 2007). In the same vein, John Bowlby proposed a relational conception of the human being, i.e., children come into the world ready to establish a close connection with their caregivers (Galán, 2010). Because of this, according to Persano (2018), the importance of the environment in the psychic organization and the impact of emotional separation on the psychological development of infants is assumed. The central axis of attachment theory lies in the reciprocity of early relationships, which will be the condition for the normal development of all primates, including humans (Persano, 2018). Also, according to Eyras (2007), this theory is a way to understand the tendency of humans to establish strong emotional bonds with specific people and to explain mood and personality disorders, including anxiety, anger, frustration, and depression, which lead to involuntary separation and loss of loved ones. Likewise, this is a theory on the importance of attachment in the psychological structure of infants in their emotional development, gaining security, trust, and comfort (Persano, 2018). In the same way, according to Eyras (2007), it implies the tendency that human beings have, to establish an intimate emotional connection with certain people, which is considered a basic part of human nature, which exists since the baby is born, and continues throughout the life cycle. This search for proximity on the part of the child is the result of a series of activities of the behavioral system, in which the child tries to stay close to the attachment figure (Eyras, 2007). Corresponding to Eyras (2007), these connections are established with childhood caregivers, to whom the child usually turns to for protection, comfort and support. In short, attachment refers to the emotional bonds that people form with other individuals throughout life (Corbin, n.d.). In the course of evolution, subjects will establish, through attachment behavior, affective bonds, first between infant and adult and later, between adults (Eyras, 2007). However, although the connections still exist in adolescence and adulthood, they are complemented with new bonds. For this reason, according to Eyras (2007), it is said that attachment behavior is stable and flexible, since during the life cycle other new bonds are formed, which are as important as the initial ones. Attachment Figure At the base of this concept is the notion of the role of father or mother, which, does not refer to the specific figure, since, if for some reason they are absent, who plays this role, would be the person who fulfills the function of attachment figure (Eyras, 2007). In correspondence with Persano (2018), this concept is defined as that person who can meet the needs of the infant. The availability is not temporary, since, the attachment figure must be emotionally available and must have an empathic response towards the child at all times (Persano, 2018). This is because, according to Cobo (2020), the behavior of the attachment figure gives rise to the different attachment patterns or styles that will accompany the child throughout his or her life, thus, differences will be generated in the way individuals behave and relate to themselves and to the environment. On the other hand, it is worth emphasizing the importance of children remaining close to an attachment figure, since, they feel more comfortable and protected and, therefore, are more likely to survive into adulthood (Torres, 2019). Consequently, in correspondence with Persano (2018), for the development of personality, it is essential for the child to have a significant attachment figure in the early years. Secure Base The attachment figure is the person in the role and the secure base is the function, e.g., the organization may be a secure base, but not an attachment figure (Eyras, 2007). Providing a secure base for children and youth is the key for them to venture into the outside world, be confident in the process, and become more emotionally stable. According to Eyras (2007), if people believe that they have someone they can confide in when there is a problem or with whom they can share their happy moments, then they will develop better no matter what age they are. There are two main factors that have to occur for people to become attached to a secure base; internal and external or environmental (Eyras, 2007). The first factor is the child's ability to recognize whether another individual is trustworthy. Corresponding to Eyras (2007), the second implies the availability of the person worthy of the trust provided, willing to provide the secure base required for each stage of the developmental cycle. The two channels of exchange, the external and the internal, function in a circular and complex interaction (Eyras, 2007). The secure base means continuity of potential support, since the relationship between the subjects lasts for many years. Also, in the course of healthy functioning, the person tends to identify appropriate figures, which can provide a secure base and develop the capacity for cooperation, leading to rewarding interactions. In short, according to Eyras (2007), it can be said that the basic function of the secure base is to provide protection, trust and security. Attachment Behavior Attachment behavior is understood as any form of behavior that makes a person come into contact with or stay close to another distinguished and preferably individual person who is considered, in general, stronger and/or wiser (Eyras, 2007). In short, in correspondence with Cobo (2020), attachment behaviors are all those behaviors presented by the infant, which allow him/her to stay close to the attachment figure since birth. As long as the attachment figure remains accessible and receptive, this behavior may include a visual or auditory inspection of his or her location, as well as an occasional exchange of glances and greetings (Eyras, 2007). However, according to Eyras (2007), in some cases, clinging to the attachment figure is also observed, as well as a tendency to call or cry, behaviors that usually move the attachment figure to provide the necessary care to the child. This bond is permanent, since it is maintained over time, while the various attachment behaviors that constitute it are only active when necessary (Eyras, 2007). For example, according to Eyras (2007), when he refers to the fact that exploratory behavior is activated when attachment decreases, he means that it is necessary to have a secure attachment for exploratory behavior to exist, since attachment behavior is activated at a certain time and in a certain space, where the child feels secure enough to explore and temporarily forget the caregiver. Attachment behavior will be activated whenever something strange or unexpected occurs for the child, for example, a sudden separation from the attachment figure, a threatening noise, among others (Eyras, 2007). According to Eyras (2007), it is also activated by internal factors, such as tiredness, hunger, any illness, among others, and is only deactivated in certain circumstances when the child is in a familiar environment and has the possibility of counting on the attachment figure and his or her response. When these attachment behaviors are activated and the attachment figure is not with the child to meet his or her needs, the anxiety response can be triggered (Cobo, 2020). However, Cobo (2020) mentions that if the opposite is the case, a mild response from the infant could indicate that he or she has been subjected to absence situations before, either by threats of abandonment or by denial of care. Maternal Sensitivity Regarding maternal sensitivity, it is assumed that the signal sent by the child is correctly decoded, this means that the caregiver can intuitively understand what is happening to the child and be able to satisfy it (Eyras, 2007). In short, according to Cobo (2020), maternal sensitivity is understood as the caregiver's ability to become aware of, interpret and respond appropriately to the child's needs. When children feel helpless, they feel depressed and this is usually expressed through crying, which implies a distress signal for the caregiver (Persano, 2018). According to Persano (2018), if the caregiver does not come to the child, the child will fall into a state of disappointment, which is manifested by a drop in emotional tone. The sensitive reaction of the caregiver is the best predictor of attachment security in the first year of life (Eyras, 2007). Likewise, remoteness and rejecting attitudes towards children, especially in terms of physical contact, are predictors of avoidance behavior patterns (Eyras, 2007). According to Eyras (2007), the importance of social interaction to strengthen the interaction between children and attachment figures should be emphasized. References Adsuara, G. (2020). Teoría del APEGO: Tipos y Desarrollo. psicologia-online.com. Recuperado 19 July 2021, a partir de https://www.psicologia-online.com/teoria-del-apego-tipos-y-desarrollo-4875.html Cobo, M. (2020). TEORÍA DEL APEGO: CÓMO SE FORMA EL ADULTO EMOCIONAL. Repositorio.unican.es. Recuperado 19 July 2021, a partir de https://repositorio.unican.es/xmlui/bitstream/handle/10902/19899/COBO%20GARCIA%2C%20MARIA.pdf?sequence=1&isAllowed=y Corbin, J. La Teoría del Apego y el vínculo entre padres e hijos. Psicologiaymente.com. Recuperado 19 July 2021, a partir de https://psicologiaymente.com/desarrollo/teoria-apego-padres-hijos Eyras, M. (2007). La Teoría del Apego: Fundamentos y Articulaciones de un Modelo Integrador. Obtenido 14 Octubre 2020, de http://magix.ucu.edu.uy:8086/opac9/doctesis/psicologia/54287.pdf Galán, A. (2010). Obtenido 14 Octubre 2020, de https://www.redalyc.org/pdf/2650/265019471003.pdf Persano, H. (2018). La Teoría del Apego. Obtenido 14 Octubre 2020, de https://www.researchgate.net/publication/338825868_La_Teoria_del_Apego Torres, N. (2019). ¿En qué consiste la Teorí­a del Apego?. Obtenido 14 Octubre 2020, de https://www.psicoactiva.com/blog/consiste-la-teoria-del-apego/

Self-esteem Self-esteem is a concept that has been heard or read thousands of times, but this can be very abstract and even difficult to understand (Armas, n.d.). Contrary to what many people believe, in correspondence with Macias (2020), self-esteem is not about loving oneself infinitely, since, when there is excessive love, it can result in the inability of people to fully evaluate themselves, others, relationships and reality. In this order of ideas, self-esteem is the sense of value of one's own existence, of the judgment that the person has of himself, of the way in which he exists, who he is, and of the valuation of a series of physical, psychological and spiritual traits that make up the personality and determine the way in which the person perceives himself (Navarro, 2009). In short, self-esteem is related to the evaluation that people make of themselves (Muñoz, 2019), whether they express it or hide it. On the other hand, self-esteem is not innate, since, it is formed and developed from birth, due to assimilation, reflection and internalization of the opinions of important people in the environment, such as, for example, parents, friends, teachers, among others (Espina, 2019). In short, according to Armas (n.d.), self-esteem is gradually established based on existing experiences, whether good or bad. This means that self-esteem is a circular process, for example if a person has high self-esteem, he/she behaves in a pleasant way, is cooperative, responsible and his/her performance is higher (Navarro, 2009). On the contrary, according to Navarro (2009), if a person has low self-esteem, he/she experiences mood swings, feels distrustful, represses his/her emotions and becomes uncooperative and irresponsible. Finally, it is important to highlight that self-esteem is not necessarily something universal, it occurs in all aspects that form the person (Muñoz, 2019). For example, self-esteem may be high at the professional level, however, it is low when it comes to looking for a partner. Or perhaps, the person believes that he or she has the ability to engage in relationships with others, but feels insufficient and unsuccessful at work (Muñoz, 2019). According to Luna (2016), one can gain self-esteem, as well as lose self-esteem through love, family and work environments, through external factors or positive or negative self-criticism. Self-knowledge Self-knowledge is one of the keys to personal development, and is also one of the basic principles to be able to regulate emotions, interact with others and strive for the goals one wants to achieve (Armando, 2020). In this order of ideas, self-knowledge can be defined as the ability of a person to understand his or her mental state, mental processes, temperament and preferences (Navarro, 2009). Thus, according to Armando (2020), self-knowledge is the key to good mental health, since, if people know themselves, they can better understand their own lives and better control their emotions, even in the most difficult moments. In other words, people with good self-knowledge manage to understand themselves psychologically, that is, they understand how their mind, emotions and personality work (García, 2019). In short, in correspondence with Garcia (2019) self-knowledge is a response to one's own capacity, that is, a person's understanding of him/herself. This image that has been created is established from the moment a person is born, and is developed through interaction with the family, especially with the mother (Navarro, 2009). For example, according to Garcia (2019), if a person is often criticized as a child, he or she may develop a sense of inferiority and be sensitive to rejection in adulthood; on the other hand, if this person is praised excessively, he or she may develop a need for approval. Similarly, when a person has limited self-knowledge, he or she feels uncomfortable with his or her appearance, has an excessive desire to please others, feels concerned about the environment and has difficulty expressing feelings (Navarro, 2009). On the contrary, according to Navarro (2020), if a person has a good self-concept, feels secure, is not afraid to separate from others, is satisfied with changes, is not afraid of criticism and is responsible for his or her own actions. Self-concept Self-concept refers to the beliefs that people have about themselves, that is, the opinions that people have about themselves, about their own nature, about what they are, about their characteristics, about their own abilities, among others (Mendoza, 2018). Therefore, in accordance with Sanfeliciano (2018), self-concept becomes the way in which people treat themselves, that is, what they say to themselves, how they say it to themselves, how they ask about it and how they do it. In this order of ideas, it can be said that self-concept is very subjective, since, this depends on each person and their thinking (Mendoza, 2018). Therefore, self-concept is defined in terms of beliefs, paradigms, judgments and thoughts (Mendoza, 2018). Then, if a negative event happens based on the self-concept, the person can make a constructive or destructive criticism (Mateo, 2018). For example, if a person fails an important exam, he/she can say to him/herself: I have studied, but I have not passed, this means that, for the next one, I must study more. On the other hand, according to Mateo (2018), this person may fall into destructive criticism, in which case the person will say to himself or herself: I am a loser or a loser. Self-image Self-image is how people see themselves (Mateo, 2018), i.e., everything they think they are, even if they cannot prove it (Bravo, 2018). Corresponding to Mateo (2018), this means that all people have a unique image according to their own perception, regardless of the concept of beauty. In this order of ideas, self-image is the vision that each person has of the image they perceive about themselves (Mateo, 2018), this includes the perception of a person's identity and characteristics (Salazar, 2015). However, self-image does not only refer to physical characteristics, such as height, weight, among others, but also includes the totality of a person, i.e., everything they have learned. In other words, according to Salazar (2015), self-image is a combination of one's own experience and how people interpret the thoughts or judgments of others about it. Finally, in relation to physical beauty, it can be concluded that the meaning of this concept can be completely different according to culture and people (Salazar, 2015). In correspondence with Salazar (2015), it is difficult to define beauty in objective terms, since, all people have a different view of this concept, so this becomes a completely subjective question. Self-confidence Confidence can be defined as the belief that people have to successfully complete a task or choose the best option when a problem arises (Pascual, 2019). In this order of ideas, self-confidence can be defined as the ability of people to know what they are and what they are not, but always with the belief that they are capable of doing things, for example, knowing that they can achieve their goals, having everything they need to achieve their dreams and having the right attitude (Mendoza, 2018). Thus, in accordance with Pascual (2019), this concept helps people to trust and believe in their talents, to acquire new skills and knowledge and, ultimately, to grow through experience. However, self-confidence does not refer to the irrational and fanciful belief that people can do everything, but is based on self-knowledge, since, each person must know what he or she has, but at the same time know his or her limitations and in which aspects he or she must work to achieve one's goals (Mendoza, 2018). Finally, according to Pascual (2019), self-confidence is the basis of a good personal valuation, this means better self-esteem and greater security. Self-acceptance Many people realize their wealth, their achievements, know that they are attractive, know their talents and even serve others, but they do not accept themselves, they feel that what they have is not enough and that they are worthless (Mendoza, 2018). In this order of ideas, according to Mendoza (2018), acceptance is about respecting and accepting everything that surrounds people, including goodness, limitations and defects. Therefore, accepting one's own characteristics does not mean giving up the desire to improve every day, but rather it is about saying that each person is worthy or that people are more than those things they dislike (Peña, 2020). Furthermore, according to Peña (2020), accepting one's own limitations and resources is the first step in setting realistic goals in life, and being able to start from what one has at this moment to achieve what one wants in the future. Thus, self-acceptance is the basis for being able to grow and move towards health (Sanchez, 2020). This turning point allows people to see themselves from a humble perspective and to love themselves in their own state. Now, accepting oneself does not mean persisting, changing, developing or improving, on the contrary, what is accepted is what changes the person, being self-acceptance the first step for change. In short, according to Sanchez (2020), if people accept their own identity and their own feelings, they become more aware of their choices and actions, thus promoting their own development. References Armas, R. (s.f.). Factores Que Afectan a la Autoestima. Obtenido 5 Octubre 2020, de https://deconceptos.com/ciencias-naturales/autoestima Espina, M. (2019). LA AUTOESTIMA: VALORACIÓN DE UNO MISMO - Marisa Espina. Obtenido 7 Octubre 2020, de https://marisaespina.com/la-autoestima-y-valoracion-de-uno-mismo/ García, A. (2019). Autoconocimiento | Qué es y cómo conseguirlo | Cognifit. Obtenido 7 Octubre 2020, de https://blog.cognifit.com/es/que-es-el-autoconocimiento-y-como-conseguirlo/ Luna, S. (2016). ¿Qué es la autoestima? ¿Para qué sirve la autoestima?. Obtenido 7 Octubre 2020, de https://psicologiaparaelpublico.wordpress.com/2016/03/24/que-es-la-autoestima-para-que-sirve-la-autoestima/ Macías, I. (2020). La Autoestima En El Proceso De Autoconocimiento. Obtenido 7 Octubre 2020, de https://claustroeneb.es/2020/02/21/la-autoestima-en-el-proceso-de-autoconocimiento/ Mateo, N. (2018). Autoestima, autoimagen, autoconcepto - nuriamateopsicologa.com. Obtenido 7 Octubre 2020, de https://www.nuriamateopsicologa.com/autoestima-autoimagen-autoconcepto/ Mendoza, G. (2018). ¿Cuáles son los componentes de la Autoestima? Obtenido 7 Octubre 2020, de https://www.gestiopolis.com/cuales-los-componentes-la-autoestima/ Muñoz, A. (2019). ¿Qué es la autoestima? Obtenido 5 Octubre 2020, de https://www.aboutespanol.com/que-es-la-autoestima-3973133 Navarro, M. (2009). Autoconocimiento y Autoestima. Obtenido 5 Octubre 2020, de https://www.feandalucia.ccoo.es/docu/p5sd6409.pdf Pascual, M. (2019). Autoconfianza - SUMA FELICIDAD. Obtenido 8 Octubre 2020, de http://sumafelicidad.es/autoconfianza Peña, B. (2020). La autoaceptación está en el camino de la felicidad. Obtenido 9 Octubre 2020, de https://lamenteesmaravillosa.com/la-autoaceptacion-es-otra-forma-para-ser-feliz/ Sánchez, G. (2020). La autoaceptación, pilar fundamental para avanzar. Obtenido 9 Octubre 2020, de https://www.psicoactiva.com/blog/la-autoaceptacion-pilar-fundamental-avanzar/ Sanfeliciano, A. (2018). Autoconcepto: origen y definición - La Mente es Maravillosa. Obtenido 8 Octubre 2020, de https://lamenteesmaravillosa.com/autoconcepto-origen-y-definicion/

Do you know someone who cannot sit still, who moves constantly, who cannot sit for more than a few minutes, or who is excessively noisy? Perhaps this person also finds it difficult to complete tasks, watch a movie from beginning to end, or sit quietly and read a novel (Lopez, n.d.). Also, people around him or her may describe him or her as someone who is absent in conversations or does not listen. Unfortunately, according to Lopez (n.d.), these people are generally considered inappropriate and untimely, but in reality, they suffer from defects in brain maturation. What is Attention Deficit Hyperactivity Disorder? Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychobiological disease in childhood and plays an important role in adult psychopathology (Rodriguez, 2015). According to the American Psychiatric Association (2014), the core feature of Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsivity that interferes with functioning or development. In the first instance, inattention manifests as task deviations, lack of persistence, difficulty sustaining attention, and disorganization, which is neither due to challenge nor lack of understanding (American Psychiatric Association, 2014). Secondly, hyperactivity refers to excessive motor activity at inappropriate times. In adults, it can manifest as extreme restlessness and a level of activity that tires others. Finally, according to the American Psychiatric Association (2014), impulsivity refers to rash actions that present a high risk of harm to the individual. In the same vein, according to Rodriguez et al (2015), Attention Deficit Hyperactivity Disorder is an alteration in executive functions, a term that includes many skills, such as attention, memory, inhibition, cognitive flexibility, among others, necessary to perform basic tasks in daily work, verbigracia, attend, plan and organize different steps to achieve goals and reflect on them. Finally, INTEF (2014) considers that this is an evolving syndrome, since, in most cases, impulsivity and inattention are still present in adulthood, and hyperactivity becomes subjective, translating into a more or less intense feeling of restlessness. Therefore, it interferes with social development and can cause psychological problems throughout the life cycle (Rodriguez et al, 2015). In other words, according to Quintero & Castaño de la Mota (2014), this disorder is characterized by a pattern of behavior and cognitive functioning, which, when present in different scenarios of the patient's life, causes difficulties in cognitive, educational and occupational functions. Epidemiology The incidence of Attention Deficit Hyperactivity Disorder is currently a controversial topic (Velez & Vidarte, 2012). Most population surveys suggest that ADHD occurs in about 5% of children and 2.5% of adults (American Psychiatric Association, 2014). However, the latest review conducted by several working groups, shows that the overall prevalence rate is between 5% and 10% (Quintero & Castaño de la Mota, 2014), and according to Rodríguez et al (2015), there are variable prevalences ranging from 2% to 15%. In accordance with Vélez & Vidarte (2012), different epidemiological studies show that this variability is due to different factors, such as, for example, age, subtype and gender. In this sense, the incidence of Attention Deficit Hyperactivity Disorder of the hyperactive - impulsive type in boys, is four times higher than in girls (4:1), and Attention Deficit Hyperactivity Disorder with predominance in inattention is 2:1 (Vélez & Vidarte, 2012). Likewise, both subtypes are more common between 8 and 10 years of age. In the same vein, according to Vélez & Vidarte (2012), inattentive behavior is uncommon before school age and gradually increases as children enter elementary school. ADHD and Gender Overall, Attention Deficit Hyperactivity Disorder is more common in boys than girls in the general population, with a ratio of approximately 2:1 in boys (American Psychiatric Association, 2014). However, in correspondence with Lopez (n.d.), after adulthood, the ratio of males to females with Attention Deficit Hyperactivity Disorder becomes more equal, with a male to female ratio of 1.6:1. On the other hand, in boys, hyperactivity symptoms are more common between the ages of 6 and 12, while in preschool and elementary school, both symptoms are rare in girls (Vélez & Vidarte, 2012). Corresponding with Quintero & Castaño de la Mota (2014), the burden of stereotypes explains the difference in prevalence in relation to gender, since, it seems that girls tend to show less dysfunction related to inattention and less relevance in terms of behavioral, since, they often go unnoticed, however, they present more anxiety disorders. In other words, according to López (n.d.), the reason for this difference is that girls' cases are more likely to go unnoticed, since inattention predominates in girls and they do not usually have the behavioral problems that attract attention at school. References Asociación Americana de Psiquiatría. (2014). Guía de consulta de los criterios diagnósticos del DSM - 5. Eafit.edu.co. Recuperado 24 June 2021, a partir de https://www.eafit.edu.co/ninos/reddelaspreguntas/Documents/dsm-v-guia-consulta-manual-diagnostico-estadistico-trastornos-mentales.pdf INTEF. (2014). Respuesta Educativa Para el Alumnado con TDAH (Déficit de Atención e Hiperactividad). Obtenido 1 Octubre 2020, de http://formacion.intef.es/pluginfile.php/111001/mod_resource/content/3/Bloque%201.%20Qué%20es%20el%20TDAH.pdf López, D. Qué es el TDAH. Obtenido 1 Octubre 2020, de https://www.menteamente.com/que-es-tdah Quintero, J., & Castaño de la Mota, C. (2014). Introducción y etiopatogenia del trastorno por déficit de atención e hiperactividad (TDAH). Obtenido 1 Octubre 2020, de https://www.pediatriaintegral.es/wp-content/uploads/2015/01/Pediatr%C3%ADa-Integral-XVIII-9.pdf#page=12 Rodríguez, P., González, I., & Manuel, A. (2015). El trastorno por déficit de atención e hiperactividad. Obtenido 1 Octubre 2020, de https://www.pediatriaintegral.es/wp-content/uploads/2015/12/Pediatria-Integral-XIX-8_WEB.pdf#page=25 Vélez, C., & Vidarte, J. (2012). Trastorno por Déficit de Atención e Hiperactividad (TDAH), una Problemática de Primera Infancia en Colombia. Obtenido 1 Octubre 2020, de http://www.scielo.org.co/pdf/rsap/v14s2/v14s2a10.pdf

John Locke's theory of the tabula rasa has left a profound mark on the field of modern psychology, being considered one of the most influential theories in this discipline (Torres, 2017). He posited that at birth, the human mind is like a "blank slate" or a "tabula rasa," without any pre-established content. In other words, people do not possess innate ideas or inherent knowledge, but all knowledge is acquired through experience. However, according to Torres (2017), the theory of the tabula rasa has sparked a series of criticisms and debates, leading to a reevaluation of some of its postulates. The Tabula Rasa and the Construction of Identity The theory of the tabula rasa, developed by philosopher John Locke, has been influenced by the ideas of great thinkers like Aristotle and Descartes (Uzgalis, 2022). In his famous work "An Essay Concerning Human Understanding," he postulates that the human mind is like a "blank slate" at birth, and all knowledge is acquired through experience (Torres, 2017). Torres (2017) mentions that, according to this theory, the mind is formed as people interact with the environment, and it is precisely this interaction that shapes perceptions, ideas, and behaviors throughout life. In John Locke's theory of knowledge, the expression "tabula rasa" refers to the original state of human consciousness, like a book with blank pages, waiting to be written not only with a new story but with an improved story (Paredes, 2020). Locke disagreed with the ideas of Descartes and Leibniz, who believed that humans have innate ideas or principles. Paredes (2020) points out that, as a proponent of empiricism, Locke argued against the existence of universal knowledge, asserting that all individuals are born with their minds as a tabula rasa, similar to an unwritten book. This belief has led many people to consider that if everyone starts with a "blank slate," they are all equal, which could contribute to the reduction of discrimination, prejudice, and even violence (Torres, 2017). Furthermore, as Torres (2017) suggests, this theory raises the possibility of perfecting the species, as if all individuals begin as a "blank slate," they can shape their future more favorably. The Role of Experience The theory of the tabula rasa, recognized as one of the most influential theories in the field of human development, posits that experience plays a fundamental role in shaping the mind and personality (Valenzuela, 2021). Each person is like a "blank slate" waiting to be filled with information obtained through the senses. In this regard, according to Valenzuela (2021), this theory has played a crucial role in understanding the process of individual development, learning, and interaction with the environment. The concept of the tabula rasa serves as a starting point for Locke's subsequent explanation of simple and complex ideas that make up knowledge (Valenzuela, 2021). Every experience a person goes through leaves an imprint on the mind, a copy of what their senses captured (Torres, 2017). Over time, people are able to discern patterns and connections in these stored copies, leading to the emergence of concepts and the formation of more complex ideas. In this way, Torres (2017) suggests that Locke conceived of the human being as an entity that comes into existence without any preconceptions, allowing for the gradual development and construction of knowledge through experiences. However, the influence of the tabula rasa theory is not limited solely to the realm of human development and learning (Torres, 2017). Locke also applied this concept to the fields of political and social ideas, firmly asserting that all individuals possess fundamental rights. Torres (2017) highlights that, according to this perspective, the diversity and variety of knowledge that people acquire are reflected in the different cultures that exist in the world, with experience and the environment being the key elements that shape and define individual and collective perspectives and values. Questioning the Tabula Rasa Despite its influence in psychology, the theory of the tabula rasa has generated countless criticisms and debates over the years, raising questions about the complexity of human identity formation. One of the main criticisms suggests that beyond experience, there are inherent and genetic aspects that play a fundamental role in this process (Duque, 2014). Experts from various fields argue that certain personality traits, such as intelligence or extroversion, have a strong genetic basis and cannot be entirely attributed to experience (Torres, 2017). These traits, to some extent, are pre-established from birth, influencing a person's way of being and acting. Another point that raises questions is its focus on the pursuit of knowledge (Torres, 2017). Although babies, in their apparent state of ignorance, may seem to lack information, research has shown that they come into the world with certain predispositions to associate certain types of information. An example of this innate ability is evident in their ability to recognize objects through touch, even without having seen them before. This suggests that in their minds, babies are capable of transforming visual information into something more than a simple literal copy of the observed object. In other words, according to Torres (2017), their perception goes beyond mere visual reproduction and involves more complex cognitive processes. On the other hand, it is important to note that knowledge is not composed solely of "copies," more or less imperfect, of past events because memories are not static but constantly changing and can even become intertwined (Torres, 2017). According to Torres (2017), this phenomenon has been demonstrated by the psychologist Elisabeth Loftus, who has shown that the stability of a memory is rare and uncommon, with memories more commonly being modified over time. The Legacy of Tabula Rasa The theory of tabula rasa, a concept that has transcended through the years, continues to be relevant in the field of contemporary psychology (Duque, 2014). In fact, in correspondence with Maden (2021), both behaviorism and constructivism have addressed and reinterpreted the foundations of tabula rasa, giving them a new meaning and applicability in this context. Constructivism is based on the premise that knowledge is actively constructed through experience and interaction with the environment (Duque, 2014). According to this theoretical perspective, humans are not born with innate or predefined knowledge, but they acquire and develop their cognitive abilities and skills as they interact with the world around them (Duque, 2014). In other words, the human mind is shaped and enriched through lived experiences and interactions with the environment, leading to the active construction of knowledge. In contrast, behaviorism focuses on the study of observable behaviors and maintains that learning occurs through the association of stimuli and responses (Duque, 2014). This theoretical approach emphasizes the influence of the environment and external stimuli in the acquisition of new behaviors and skills, without referring to internal or inherent aspects of human nature (Duque, 2014). From this perspective, the individual is seen as a subject in constant interaction with their environment, learning and modifying their behavior through the association of observable stimuli and responses. Finally, it is important to note that the theory of tabula rasa continues to exert a profound influence on the understanding of knowledge acquisition, learning, and human development today (Duque, 2014). Its fundamental principles have laid the groundwork for exploring various fields of psychology and have been a source of inspiration for multiple contemporary research and theories. According to Duque (2014), the idea that the human mind is malleable and its capabilities develop through interaction with the environment has been essential in understanding how individuals acquire and process information, as well as in designing teaching strategies and promoting optimal development at different stages of life. References Duque, J. (2014). Crítica a la Tesis de la “Tábula Rasa” y a la Negación de la Naturaleza Humana: Una Opinión. ResearchGate. Recuperado 20 de junio de 2023, de https://www.researchgate.net/publication/266390500_Critica_a_la_Tesis_de_la_Tabula_Rasa_y_a_la_Negacion_de_la_Naturaleza_Humana_Una_Opinion Maden, J. (2021). John Locke’s Empiricism: Why We Are All Tabula Rasas (Blank Slates). Philosophy Break. Recuperado 20 de junio de 2023, de https://philosophybreak.com/articles/john-lockes-empiricism-why-we-are-all-tabula-rasas-blank-slates/ Paredes, F. P. (2020, 21 enero). John Locke en Tabula Rasa. Crónica. Recuperado 20 de junio de 2023, de https://cronica.com.ec/2020/12/31/john-locke-en-tabula-rasa/ Torres, A. (2017). La Teoría de la Tabula Rasa de John Locke. Psicología y Mente. Recuperado 20 de junio de 2023, de https://psicologiaymente.com/psicologia/teoria-tabula-rasa-john-locke Uzgalis, W. (2022). John Locke. Stanford Encyclopedia of Philosophy. Recuperado 16 de junio de 2023, de https://plato.stanford.edu/entries/locke/ Valenzuela, M. (2021, 20 noviembre). Tabula Rasa. Psicologos en Línea. Recuperado 20 de junio de 2023, de https://psicologosenlinea.net/905-tabula-rasa.html

Psychology is a discipline that is much talked about, but it is not easy to understand in its entirety (Triglia, n.d.) According to Triglia (n.d.), some people assume that it is part of the health sector, others believe that its main contribution is the spoken cure or that psychologists can read other people's minds by analyzing what they say and how they move, and there are many who confuse it with philosophy. For other people, psychology only involves the application of tests in order to diagnose behavioral disorders, evaluate skills, personality, among others (Arana et al., 2006). Although this is an important part for psychology professionals, this general vision will inevitably lead to a partial appreciation of this science (Arana et al., 2006). In this way, the misinformation that exists around the term is clear (Sanchez, 2020). In correspondence with Triglia (n.d.), all this points to one fact: although psychology is a young science, the multitude of currents and professional opportunities that it emanates, creates confusion about its purpose. What is Psychology? The greatest difficulty in defining what psychology is is the variety of scientific meanings of the term (Arana et al., 2006). Therefore, when trying to give a concrete definition, people find themselves between two fires, on the one hand, according to Arana et al. (2006), the definition must face the requirements, restrictions and limitations imposed by science, i.e., epistemology and methodology; on the other hand, the object of research has such unique characteristics as human thought and activity. Etymologically, the word psychology comes from the Greek psycho, which makes correspondence to pisque, which represents mental activity, soul and spirit, and on the other hand, logia refers to logos, which represents study, reason, words and treatise (Balsells, 2017). Therefore, if the definition is based on the etymology of the word, psychology means the study of the mind. However, the word mind should be distinguished from similar but not synonymous concepts such as, for example, the brain, the soul or the spirit. Thus, it would be more accurate to define psychology as the study of the mind, behavior and mental processes in humans and other animals (Balsells, 2017). However, according to Sanchez (2020), this general definition does not reflect the breadth and depth that this discipline achieves in its practice. At the end of the 20th century, the field of psychology expanded considerably (Sanchez, 2020). The emergence of new research technologies, the diffusion of different approaches and theories, as well as the birth of new fields of research, led to new forms of specialization and investigation of mental processes. This means that, according to Sanchez (2020), psychology is a science that, like all other sciences, is constantly redefining itself. The work of psychology ranges from the experimental study of mental processes in the classrooms and laboratories of countless universities around the world, to the development of policies and solutions to social problems faced by communities (Sanchez, 2020). In other words, according to Adsuara (2020), psychology is considered to be a science with a wide range of fields and methods. Likewise, psychology is a discipline of knowledge, dedicated to generating ideas, methods, instruments and intervention procedures involving behavioral phenomena and human experience (Adsuara, 2020). Therefore, it is a scientific discipline interested in solving questions related to the functioning of the human mind, from the individual and group prism (Sanchez, 2020). In correspondence with Sanchez (2020), from a theoretical or basic substantive knowledge, psychology maintains an applied vocation for educational, therapeutic, methodological and even economic purposes. In short, in correspondence with Cherry (2020), psychology is the study of the mind and behavior and encompasses the biological influences, social pressures, and environmental factors that affect the way people think, act, and feel. Characteristics Psychology has four main characteristics (Balsells, 2017). First, it can be stated that it is an experimental study, i.e., it is based on experience, facts or empirical issues, rather than on undemonstrable assumptions or judgments (Balsells, 2017). In short, psychology seeks to predict and explain phenomena, such as behavior and mental processes (Sanchez, 2020). According to Balsells (2017), in addition to being experimental, it is systematic, since it organizes and unifies knowledge according to a scientific method, in other words, it formulates hypotheses, demonstrates them and then organizes them in an integrated manner. In the same vein, psychology is theoretical, due to the fact that, it is built in fields with important conceptual and semantic meanings (Balsells, 2017). Finally, according to Balsells (2017), it is multidisciplinary, since, although it focuses on behavior, it needs elements from other sciences, such as sociology, biology, environment, among others. Two Great Conceptions of Psychology First, there is objectivism, which defends that human knowledge is a direct expression of reality (Balsells, 2017). In other words, this position believes that all physical phenomena in the world are objectively descriptive and even mathematical. An example of objectivist psychology, according to Balsells (2017), is Watson and behaviorism. On the other hand, there is constructivism, which can be defined as a set of theories and schools of thought that are based on the idea that knowledge is the construction of ideas founded on experience, in other words, there is no innate knowledge, but rather it depends on the previous structure of people's development (Balsells, 2017). In short, according to Caddell (2019), constructivism is a theory that postulates that humans are creators of meaning in their lives and essentially construct their own realities. To know, one must analyze the way in which one knows, since, each new understanding forces people to revise the views they already mastered and to reinterpret and reconstruct subsequent knowledge (Balsells, 2017). For example, in several psychotherapeutic approaches that fall under the umbrella of constructivism, the client is seen as an active participant who creates and determines his or her own life path (Caddell, 2019). According to Balsells (2017), a classic author of constructivism is Piaget. Branches of Psychology Some fields of action of psychology are: Organizational psychology Clinical psychology Neuropsychology Social psychology Juridic psychology Educational psychology Sports psychology Comparative psychology Health Psychology References Adsuara, G. (2020). Definición de PSICOLOGÍA según autores - 13 persepctivas. Obtenido 5 Octubre 2020, de https://www.psicologia-online.com/definicion-de-psicologia-segun-autores-4865.html Arana et al. (2006). El concepto de psicología. Entre la diversidad conceptual y la conveniencia de unificación. Apreciaciones desde la epistemología. Retrieved 5 October 2020, from https://www.redalyc.org/pdf/802/80280107.pdf Balsells, R. (2017). ¿Qué es la psicología? - Psicologos Tortosa. Obtenido 5 Octubre 2020, de http://psicologostortosa.com/que-es-la-psicologia/ Bascoy, A. (2016). ¿Qué es, y qué no es, psicología?, PsicoactivaMente en La Nueva España. Obtenido 5 Octubre 2020, de https://www.lne.es/blogs/psicoactiva-mente/que-es-y-que-no-es-psicologia.html Caddell, J. (2019). How Constructivism Helps People Make Their Own Life Path. Verywell Mind. Recuperado 15 June 2021, a partir de https://www.verywellmind.com/constructivism-and-psychotherapy-2337730 Cherry, K. (2020). What You Should Know About Psychology. Verywell Mind. Recuperado 15 June 2021, a partir de https://www.verywellmind.com/psychology-4014660 Sánchez, M. (2020). ¿Qué es la Psicología? Qué estudia, ramas y aplicaciones. Mente y Ciencia. Recuperado 15 June 2021, a partir de https://www.menteyciencia.com/que-es-la-psicologia-que-estudia-ramas-y-aplicaciones/ Triglia, A. ¿Qué es la Psicología? 5 claves para descubrir esta ciencia. Psicologiaymente.com. Recuperado 15 June 2021, a partir de https://psicologiaymente.com/psicologia/que-es-psicologia

John Locke (1632 - 1704) was an English philosopher, physician, and politician who lived in the 17th century (Rogers, 2023). His political and philosophical ideas led him to be considered one of the fathers of empiricism and classical liberalism (Anstey, 2018). His most important works are "An Essay Concerning Human Understanding" (1690) and "Two Treatises of Government" (1690) (Anstey, 2018). According to Uzgalis (2022), John Locke is an important figure in the history of philosophy, and his legacy extends to contemporary psychology and education. Exploring the Life of John Locke John Locke, a renowned philosopher and political thinker, was born on August 29, 1632, in Wrington, located in Somerset County, England (Uzgalis, 2022). From his early childhood, he was immersed in an intellectually and morally stimulating environment, thanks to the privilege of growing up in a family with deep Puritan beliefs. His father, a respected rural lawyer, played an active role in the historical events of the time, leaving an indelible mark on Locke's life. According to Uzgalis (2022), during the English Civil War that erupted in 1642, Locke's father courageously joined the Puritan side, passionately fighting for the ideals they upheld. With the support of Alexander Popham, he gained access to an exceptional education (Uzgalis, 2022). In 1652, at the age of just 20, he entered the University of Oxford, specifically at Christ Church. In that academic environment, he not only delved into the study of Aristotelian philosophy but also encountered experimental thinking. During his stay, he had the opportunity to familiarize himself with the revolutionary ideas of René Descartes, whose philosophical concepts left a significant imprint on his own worldview. In particular, as mentioned by Uzgalis (2022), Locke adopted and developed the concept of "ideas" as a fundamental element of his own philosophical system. After obtaining his bachelor's degree in 1656, he continued his academic journey at the University of Oxford (Uzgalis, 2022). During this period, spanning from 1657 to 1664, he fully immersed himself in his medical studies and worked closely with the scientist Robert Boyle. Uzgalis (2022) notes that despite originally intending to pursue a career as an Anglican clergyman, his passion for medicine and experimental philosophy remained his primary focus. In 1660, he published his influential political work "Two Treatises of Government," in which he advocated a conservative stance on political organization (Rogers, 2023). However, in a later edition of the same work published in 1689, he presented a completely opposite view, marking a significant shift in his ideas. According to Rogers (2023), in this new edition, he emphasized the importance of individual freedom and argued for the necessity of limited government to safeguard the rights and liberties of citizens. In 1663, he was appointed as a senior censor at Christ Church (Rogers, 2023). During his time in this position, he not only carried out his censorship duties but also took the opportunity to spread his revolutionary ideas. It was in that very year when he published his work "Essays on the Law of Nature." This book became a milestone in political and legal philosophy, laying the foundation for the theory of social contract and establishing the modern notion of individual rights and limited government. Rogers (2023) mentions that through the "Essays on the Law of Nature," he explored the moral and ethical principles that, in his view, should guide both individuals and societies. In 1666, he met Lord Anthony Ashley Cooper, who would become the future Earl of Shaftesbury (Rogers, 2023). From their first encounter, it was clear that they shared a political vision centered on promoting constitutional monarchy, defending religious tolerance, and fostering civil liberty. Despite Locke lacking formal medical training, he was appointed as the personal assistant and trusted physician of the future Earl. According to Rogers (2023), in his role as a personal assistant, he played a crucial part as he not only provided political advice but also participated in the drafting of important speeches and documents, contributing his intellectual insight and writing skills. In 1667, he moved to London as Lord Ashley's personal physician, a position that allowed him to become even more immersed in English politics (Uzgalis, 2022). During his stay in the city, he began to write one of his most influential and enduring works, "An Essay Concerning Human Understanding" (Rogers, 2023). According to Rogers (2023), this work would become a milestone in modern philosophy, addressing topics such as the origin and limits of human knowledge, the nature of experience, and the formation of ideas. In 1668, John Locke took a significant step in his career by joining the Royal Society (Rogers, 2023). This opportunity allowed him to collaborate closely with prominent experts of his time, including Thomas Sydenham, a renowned physician whose research in the field of medicine had earned unprecedented recognition. According to Rogers (2023), together they conducted medical research that not only expanded existing knowledge in the field but also laid the foundation for future advances. In 1669, Locke played a crucial role in drafting the Fundamental Constitutions for the Government of Carolina, a milestone in constitutional history that established the basis for a balanced and democratic government (Rogers, 2023). These constitutions were a significant development in the history of democracy, as they guaranteed religious freedom for all, with the exception of atheists. Rogers (2023) mentions that during his time at Exeter House, the intellectual residence where he lived, he discussed issues of morality and revealed religion with his friends, leading to the gestation of his most important philosophical work, "An Essay Concerning Human Understanding." In 1672, a significant event occurred in John Locke's life when his patron, Lord Ashley, was honored with the title of Earl of Shaftesbury and appointed Chancellor of England (Rogers, 2023). However, Lord Ashley fell out of favor with King Charles II and was removed from his position, which had significant consequences for both him and Locke. Faced with this adversity, Rogers (2023) recounts that Locke made the decision to seek refuge in foreign lands, and in 1675, he embarked on a journey to France in search of protection and the opportunity to continue his intellectual work in a safer environment. During his stay in France from 1675 to 1679, he established connections with the Protestant community and explored the Montpellier School of Medicine (Rogers, 2023). Despite being influenced by French Catholic philosophers, he focused on medical matters. During this period, he was struck by the poverty of the local population and contrasted these unfavorable conditions with the situation in England and the extravagant expenses of King Louis XIV at the Palace of Versailles. Although he occasionally addressed philosophical issues in his writings, Rogers (2023) mentions that it was during this time that he began to develop ideas that would later find their place in his major work, "An Essay Concerning Human Understanding." Upon returning to England in 1679, he reunited with Shaftesbury, who had been released from the Tower of London (Rogers, 2023). At that time, Shaftesbury had been reinstated in his position as President of the Privy Council. However, the country was deeply divided over the Exclusion Crisis, a heated debate about the possibility of passing a law to prevent James, the Catholic brother of Charles II, from ascending to the English throne. According to Rogers (2023), both Shaftesbury and Locke firmly supported the exclusion and became embroiled in the hysteria of the so-called "Popish Plot." In 1681, while Locke was in France, using his exile to expand his knowledge and develop his philosophical ideas, Shaftesbury was removed from his position and faced charges of treason in England (Uzgalis, 2022). According to Uzgalis (2022), this event, related to the discovery of the Rye House Plot, led Shaftesbury to seek refuge in Holland, where he continued to exert significant influence in intellectual and political circles. In September 1683, Locke also went into exile in Holland, where he completed his work "An Essay" and published "A Letter Concerning Toleration" (Uzgalis, 2022). During his exile, he was associated with English revolutionaries and faced the threat of extradition by the British government. From this context, his major works, the "Two Treatises of Government," emerged. In the first treatise, he refuted Sir Robert Filmer's theory of the divine right of kings, while in the second treatise, he defined political power as morally sanctioned power to make laws for the public good. According to Uzgalis (2022), Locke's political philosophy was based on his religious convictions and his belief that humans are servants of God with a specific purpose. Upon returning to England in 1688, he not only continued to develop his philosophical and political work but also became an influential figure in intellectual and political circles (Uzgalis, 2022). His most famous work, "Two Treatises of Government," became a seminal text advocating individual rights and the idea that government must derive its power from the consent of the governed. This perspective challenged prevailing notions of the time, which held that the monarch's power came from divine or inherent authority. Uzgalis (2022) mentions that until his death in 1704, he continued to influence the political and philosophical sphere, laying the foundations for future developments in political theory and the formation of modern states. John Locke's Empirical Psychology John Locke is recognized as one of the pioneers in the field of psychology due to his empirical approach, which has left an indelible mark on the understanding of knowledge acquisition and human development (Guerri, 2023). Torres (2018) mentions that in his influential work "An Essay Concerning Human Understanding," published in 1689, he developed his famous theory of knowledge, which asserts that all human knowledge originates exclusively from experience. Locke firmly believed that experience was the key to understanding the human mind (Torres, 2017). For him, observation and experimentation held a central place in the study of psychology. Through his theory of the "tabula rasa," he argued that at birth, the human mind is like a "blank slate" with no preconceived innate ideas (Torres, 2017). However, as people interact with their environment and undergo various experiences, they acquire knowledge and develop their mental faculties. In contrast to the rationalists, he emphatically rejected the possibility that people were born with mental schemas providing them with inherent information about the world (Torres, 2017). Instead, as a staunch advocate of empiricism, Torres (2018) mentions that he held the idea that knowledge is constructed through experience, thanks to the succession of events that people live through, which leave an imprint on their memory. The Influence of John Locke on Educational Psychology John Locke's vision of education has left a profound impact on modern pedagogy, as he considered this discipline a fundamental tool for shaping the minds and characters of individuals. In his ideas, he emphasized stimulus and motivation, asserting that students should be encouraged to learn through experience and observation (Mester, 2014). From his ideas, pedagogical approaches centered on the student and experiential-based teaching have emerged, significantly influencing contemporary education. Locke believed that education should be grounded in play, as he considered it of great educational importance, transcending its mere physical function (Mester, 2014). According to him, play allowed children to gauge their own strengths, self-regulate, and act productively in the external world. He also recognized that play could offer valuable intellectual lessons. However, his proposals were primarily aimed at children of the aristocratic and middle classes (Mester, 2014), reflecting a limitation in terms of the democratization of education. When formulating his pedagogical methods, Locke based them on his conception of the human mind, which he initially considered a "blank slate" devoid of prior knowledge, to be acquired through future experiences (Fingermann, 2023). His focus on perception and his theory of knowledge have influenced the understanding of how people acquire knowledge and relate to their surrounding environment. In this way, he laid the foundation for a constructivist view of learning, where the importance of experience and interaction with the environment in the knowledge acquisition process is recognized. Locke's educational proposal was revolutionary compared to the institutional education of his time, as the English philosopher's goal was to shape autonomous individuals capable of thinking for themselves and acting accordingly (Silva, 2013). Unlike traditional approaches that focused on content transmission, Silva (2013) mentions that Locke gave greater importance to individual and social moral virtues that students should master to behave in line with their privileged position in society. Thus, his educational proposal went beyond knowledge acquisition and aimed to shape well-rounded individuals aware of their role in the community. Critiques and Controversies John Locke has been the subject of criticism and controversies surrounding his ideas. One of the most frequent criticisms is directed at his theory of the "tabula rasa," which has been criticized as overly simplistic for not taking into account the determining influence of genetics and biology on human development. Griffith (2003) mentions that, according to Locke, all knowledge originates from experience, taking a position contrary to the theory of innate ideas proposed by Descartes, who postulated the existence of inherent concepts in the human mind without the need for any experience. Another point of controversy revolves around the view of the individual as an autonomous being, as well as his theory of natural rights, which some argue is excessively individualistic (Standjofski, 2023). According to Locke, natural rights, such as life, liberty, and property, are inherent to every human being and cannot be taken away, as they constitute an intrinsic part of their existence. However, some critics argue that this theory is too individualistic and does not adequately consider the importance of community and society in human life. Thus, according to Standjofski (2023), it is argued that his vision may be limited and not fully account for the complex dynamics within the social fabric. The Legacy of John Locke in Contemporary Psychology Despite the criticisms he has received over time, it is undeniable that Locke's legacy has had a significant impact on both the field of psychology and education. His revolutionary ideas about the importance of experience and observation have left a deep mark on modern empirical psychology. Furthermore, his vision of education as a powerful tool for shaping the minds and characters of individuals remains relevant and applicable in today's pedagogy. It's worth noting that Locke is widely recognized as the father of classical liberalism. His defense of the inalienable natural rights of humans, independent of any specific government, has been a transcendent influence on political thought. These rights include private property and the right to work, considered fundamental elements for the benefit and progress of society as a whole. Rodríguez (2019) mentions that in a time when absolutism was dominant, Locke bravely advocated for popular sovereignty, emphasizing the importance of power resting in the collective will. It is interesting to note that Locke's impact has been particularly notable in the field of psychology, as he has served as an inspiration for psychologists who emphasize the importance of acquired aspects of human behavior. In fact, it can be said that behaviorism, as a psychological school, has its roots in the tradition initiated by Locke (Guerri, 2023). Locke's theory of empirical knowledge has had a profound influence on the development of empirical psychology and learning theory. His ideas about associationism, in particular, have paved the way for understanding human behavior and laid the foundation for the study and analysis of how stimuli and responses are related and associated with each other. References Anstey, P.R. (2018). Locke, John (1632–1704). Routledge eBooks. Recuperado 16 de junio de 2023, de https://doi.org/10.4324/9780415249126-da054-2 Fingermann, H. (2023). Locke y la Educación. La Guía. Recuperado 17 de junio de 2023, de https://educacion.laguia2000.com/general/locke-y-la-educacion Griffith, M. F. (2003). John Locke’s Continuing Influence on Organization Theory and Behavior Entering the 21st Century. International Journal of Organization Theory & Behavior. Recuperado 17 de junio de 2023, de https://www.semanticscholar.org/paper/John-locke%E2%80%99s-continuing-influence-on-organization-Griffith/fe747570a76f2b533a9d2d6eaa0020f445151e62 Guerri, M. (2023). Biografía de John Locke. PsicoActiva. Recuperado 16 de junio de 2023, de https://www.psicoactiva.com/biografias/john-locke/ Mester, B. (2014). Loke’s Theory of Education as a Philosophical Anthropology. Hungarian Academy of Sciences. Recuperado 17 de junio de 2023, de https://www.semanticscholar.org/paper/LOCKE'S-THEORY-OF-EDUCATION-AS-A-PHILOSOPHICAL-Mester/a67521fc5ab8b833b65f8d5594899a76c047b2de Moreno, V., et al. (2001). Biografía de John Locke. Busca Biografías. Recuperado 16 de junio de 2023, de https://www.buscabiografias.com/biografia/verDetalle/1186/John%20Locke Rodríguez, P. (2019, 29 marzo). Aportaciones de John Locke más Importantes. Un Profesor. Recuperado 17 de junio de 2023, de https://www.unprofesor.com/ciencias-sociales/aportaciones-de-john-locke-mas-importantes-3248.html Rogers, G. (2023). John Locke. Encyclopedia Britannica. Recuperado 16 de junio de 2023, de https://www.britannica.com/biography/John-Locke Silva, C. (2013). Pensamientos Sobre la Educación. Scielo. Recuperado 17 de junio de 2023, de https://www.scielo.org.mx/scielo.php?pid=S0185-24502013000200011&script=sci_arttext Standjofski, A. (2023). John Locke’s Philosophy: Five Key Ideas. The Collector. Recuperado 17 de junio de 2023, de https://www.thecollector.com/john-locke-philosophy-key-ideas/ Torres, A. (2017). La teoría de la Tabula Rasa de John Locke. Psicología y Mental. Recuperado 16 de junio de 2023, de https://psicologiaymente.com/psicologia/teoria-tabula-rasa-john-locke Uzgalis, W. (2022). John Locke. Stanford Encyclopedia of Philosophy. Recuperado 16 de junio de 2023, de https://plato.stanford.edu/entries/locke/