Psychology and social processes

Educational objectives

General goals

Course's general goals is the study of the cognitive processes that are at the base of behaviour, the main methods of psychology as a science, and its historical foundations. The course analyses in detail the way scientific research has contributed to the knowledge of the cognitive processes; it is paid attention to the main methodologies of the psychological research and the historical roots of the discipline.
The student is guided, through pathways based on the description of experiments and theoretical models, to the knowledge of the functioning of the various cognitive processes and the way such processes are at the base of the human and animal behaviour. The historical references complete knowledge by supplying a clear framework of psychology's development as a science and of the theoretical models that have developed until the current knowledge. Lectures and workshop along practical activities contribute to reach the goals with techniques suitable to help students understand how the psychic functioning can be described by means of useful knowledge: examples, descriptions of experiments, and videos tutorial are used to examine in depth each subject and are available to students on a specific platform.
2.2 Specific goals
2.2.1 Knowledge and understanding

The student will be able to describe with correctness and accuracy the most important elements of cognitive processes, and will get to know well the pros and cons of each theoretical approach and research methodology. He/she will develop the basic premises and skills to access the various application fields. The student will be able to critically look at bibliographical materials with reference to the national and international scenario on the themes of the course.

2.2.2 Applying knowledge and understanding

The student will be able to apply the acquired knowledge in an expert and reflective way; he/she will be able to apply such a knowledge on the cognitive processes to various application contexts; he/she will develop skills suitable to create and support argumentations related to the work with other professional workers too; he/she will know how to detect methods in order to solve problems and apply specific techniques.

2.2.3 Making judgements

Students are taught to make judgements by means of activities such as collecting and interpreting data useful to make judgements in an independent way, or reflecting on social, scientific, or ethical topics connected to them. The goal is reached through workshop activities, such as filling forms, writing reports, and comparisons on the assigned bibliographical material. Typical professional situations are showed, where skills on the cognitive processes and methods are essential to solve problems, and students are encouraged to find solutions and pros and cons of the strategies according to the validated and evidence-based theoretical models.

2.2.4 Communication skills
The course includes activities aimed at the development of communicating/transmitting what the student has learned.
The student is encouraged to communicate pieces of information, ideas, problems, and solutions to specialised and non-specialised interlocutors through meetings with experts from the world of work. Specific written reports encourage specific communication skills, and group presentations encourage the development of direct communication skills.

2.2.5 5) Learning skills
Indicating which are the provided tools, in order for the student to pursue, at the end of the course, a further education with a high level of autonomy.
The course has the purpose of developing the skills needed to pursue a further education with a high level of autonomy. The used method (presenting the theoretical models by means of the modalities employed by experimental research aimed at the reinforcement of such models) represents an essential basis to help the student apply, in pursuing a further education, a similar method, proving to be able to find the basis of theories and models and to understand pros and cons, starting from aspects connected to the cognitive processes at the base of any more complex activity too.

Educational objectives

The aim of this course is to provide the psychology student with basic biological information required to understand: 1) structural and functional organization of eukaryotic cells, with particular reference to neurons and neuroglial cells; 2) expression, transmission through generations, mutations, epigenetic modifications and evolution of the genetic information; 3) gene-environment interactions that regulate development of the nervous system and of behavior, synaptic plasticity and neurodegeneration. The course will treat these issues considering the experimental method and the most recent knowledge coming from molecular and cellular biology and biotechnologies.
Knowledge and understanding
The course will allow students to acquire knowledge on molecular, structural and functional features of mammalian nerve cells, focusing on genetic and epigenetic (genes x environment interaction) regulation of prenatal and postnatal development of the nervous system. Students will be familiar with pathways generating and transmitting nervous stimuli, with synaptic function and with structure and activity of main neurotransmitter receptors, as well as with genetic and epigenetic mechanisms regulating their action throughout the life course.
Applying knowledge and understanding
Students will be able to describe mental processes as a result of undergoing molecular and cellular activities and according to defined evolutionary and ontogenetic processes. Taken together, the acquired knowledge on structural and functional organization of nerve cells will represent the necessary, propaedeutic basis to study cerebral processes described in physiologic psychology and psychobiology, as well as the cellular basis of psychic disorders, object of further master program courses.
Making judgements
Students will develop the ability to read critically and discuss, either individually or collegially, scientific articles concerning neurobiology or genetics, with particular reference to behavioral genetics. This will be evaluated during the course through the proposal of original articles, which will be studied and reported at its end.
Communication skills
Students will develop the ability to expose and report subjects relative to basic biology and neurobiology. This will be obtained with the “making judgements” ability, by verifying individual reports and the final oral exam.
Learning skills
This will be stimulated by intermediate tests and eventually evaluated on the basis of individual profit.

Educational objectives

The course aims to provide the student with knowledge regarding theoretical, methodological and applicative aspects of developmental psychology. The course aims to promote the understanding of the mechanisms that underpin psychological development and the acquisition of the technical-scientific lexicon of this discipline. The descriptive frameworks of the major areas of development will be illustrated: motor, perceptual, cognitive, linguistic, emotional, affective, and social development. The particular methodological tools that characterise the field of developmental psychology will be examined

Knowledge and understanding
At the end of the course the student should:
a) have a basic knowledge and understanding of developmental and learning processes in the different psychological domains (motor, perceptual, cognitive, communicative-linguistic, emotional, socio-relational) from neonatal life to adolescence;
b) have a basic knowledge and understanding of the main theories explaining these processes;
c) have a basic knowledge and understanding of factors which can promote or hinder individual developmental trajectories;
d) have a basic knowledge and understanding of the observational methods used to study infancy and to collect data in developmental research.

Applying knowledge and understanding
At the end of the course the student should be able to:
a) interpret child behaviour (the behaviour of a given child in a given context) in the light of the acquired knowledge;
b) understand and analyse the scientific literature on the topics discussed in the course;
c) use some techniques for observing interaction;
d) assess validity and reliability of observational data.

Making judgements
The course aims to provide the student with the necessary knowledge in order to reflect in a critical and competent way on the phases, processes and causes of development.

Communication skills
The course aims to provide the student with the ability to describe, with appropriate scientific language, the main phases of typical development within the different psychological domains (motor, perceptual, cognitive, communicative-linguistic, emotional, socio-relational) from neonatal life to adolescence.

Learning skills
At the end of the course the student should be able to find and use bibliographic and sitographic tools in order to constantly update and deepen professional knowledge and skills.

Educational objectives

The Course is aimed to provide a basic psychophysiological training, and to introduce the broad areas of biolog-ical bases of behaviour, within a mind-body perspective

Knowledge and understanding
The Course is aimed to stimulate scientific reasoning and knowledge of basic methods in psychobiological perspective.
Specific topics covered will include: Structure and functions of CNS, Psychopharmacology, Methods and Strategies of Research, Sensory perception, Sleep and Biological Rhythms, Emotion, Schizophrenia and the Affective Disorders, Anxiety Disorders, Autism, ADHD, and Stress Disorders, Drug Abuse. Specific attention will be devoted to the psychobiological aspects of: emotional behavior, drug abuse, and psychiatric disorders (schizophrenia, affec-tive disorders, anxiety disorders, autism, PTSD). The laboratory credits (3 CFU) will aimed to deepen knowledge on psychobiological methods and techniques. More in detail, this part of the Course will be devoted to (A) Scientific Reasoning; (B) Experimental Methods in Psy-chobiology; (C) Classical studies; (D) Use of bibliographic databases (Medline and Psycho-info); (E) critical review of articles on specific topics.

Applying knowledge and understanding
Undestanding the role of psychobiological factors in regulating elementary and complex behaviors within an epistemological perspective which integrates mind and body.
Applying knowledge will consist of critically mastering psychobiological correlates of psy-chiatric disorders and basic knowledge of psychopharmacology. This knowledge will be useful for the following steps of university education.

Making judgements
The Course is aimed to promote critical thinking regarding using specific measure sin basic and applied Psychobiology. Laboratory activities will be aimed to promote awareness on characteristics of scientific experimentation and on main techniques of Psychobiology.

Communication skills
The Course is aimed to gain specific communication skills. To this direct aim, exams will be also oral exams (additional to written exams) for contextualizing basic notions within a me-taknowledge matrix.

Learning skill
Students should learn an autonomous orienting towards their subsequent steps of uni-versity education.

Educational objectives

The course primarily aims to develop complex reading comprehension skills in the psychology field (at level B2+ of the Common European Framework of Reference for languages – CEFR) as well as the ability to write non-complex semi-technical sentences and to understand non-complex speech in the psychology field at the language level B1 of the CEFR. Students who successfully complete the course will have acquired the necessary English grammar, lexis and syntax as well as the technical-scientific terminology of the psychology field in order to be able to use the specific knowledge and skills practical-ly in their studies and future career.
Knowledge and understanding
Consolidating a practical knowledge of English grammar, vocabulary and syntax useful for the psychol-ogy field. The course specifically aims to develop various reading strategies for dealing with technical texts of the psychology field: skimming (to get the overall gist), scanning (to glean specific information) and intensive reading for a thorough understanding of the whole text. It also aims to develop the ability to understand the key points of non-complex speech in standard English on psychology themes.
Applying knowledge and under-standing
Being able to apply the acquired English grammar, syntax and specific vocabulary in order to gain infor-mation contained in various documents and text genres in the psychology field. Being able to translate non-complex semi-technical sentences on psychology themes from Italian into English, and to understand the key points of a non-complex speech/talk in the psychology field.
Making judgements
The course envisages individual and group activities to develop independent evaluation and judgement skills in the language sphere through practical exercises concerning the interpretation of graphic and nu-merical data of the psychology field and the subsequent presentation of the key elements in English.
Communication skills
The ability to understand complex technical texts of the psychology field, to write non-complex semi-technical sentences and to understand non-complex semi-technical speech.
Learning skills
The course will provide students with the specific language used in various genres of text and documenta-tion of the education and training field, including conference and seminar programs, encyclopedia entries, textbooks and manuals, university prospectuses, pamphlets, newspapers and specialized journals, re-search papers and abstracts, websites; all with a view to providing students with a tool for researching and understanding documentation (even found on the internet) that is useful for their studies and future career.

Educational objectives

1.GENERAL OBJECTIVES
Students will acquire a basic knowledge of the main theoretical perspectives, the main issues and methodologies in the study of Psychology of Emotions, Motivation and Personality. During taught classes students will acquire theoretical knowledge and will develop critical reasoning about different psychological theories. Practical activities will contribute to a) develop students’ knowledge of some instruments for the evaluation of emotional, motivational and personality functioning; b) promote students’ application of theoretical knowledge to an holistic comprehension of individual functioning.

2.SPECIFIC OBJECTIVES
Knowledge and understanding
Students have a proven critical knowledge and understanding of the main theories and methods of investigation of emotions, personality and motivation. They also are able to frame this knowledge within the current scientific perspectives. Finally, they must use effectively and critically the scientific papers published on international journals.

Applying knowledge and understanding.
Students are able to apply their knowledge, both theoretical and methodological, for building up and elaborating on scientific arguments, and for devise plausible solutions to applied issues through appropriate techniques and methods. Student are able to compare critically different theoretical perspectives and to connect assessment instruments to their theoretical basis in the study of emotions, personality and motivation.

Making judgements
The students are able to collect and interpret relevant information on personality, motivation, and emotions with the aim to form evaluations and scientific hypotheses, also taking into considerations their social, and ethical implications.

Communication skills
The students are able to communicate basic information, ideas, as well as their personal critical opinions to an audience .

Learning skills
The students are able to apply their theoretical and methodological competence on the topics addressed during the course to further levels of study requiring a high level of autonomy.

Educational objectives

General aims

The course of Psychology of Work aims to offer students an up-to-date overview of the contents and main lines of research that characterize the discipline at a national and international level. To this end, the proposed program includes both lectures and practical exercises through which students can experiment with the applications of the studied contents. The topics covered in the course are divided into two large thematic areas. A first series of contents examines "the individual at work", starting from the analysis of the individual characteristics that promote adjustment, success, and the integration with the rest of the organizational components. A second series of contents instead examines the "working environment" and its influence on organizational behavior. Transversal elements to all the contents presented is the emphasis on the nature and specificity of the research procedures that led to the construction of the knowledge underlying the discipline, and the attention to the applicability, and therefore the usability of the contents presented within the contemporary organizational scenario. The practical exercises, of a laboratory nature, will have the objective of allowing each student to experience the use of some selected contents presented in class. Finally, interested students will be allowed to participate in specific research initiatives.

Knowledge and understanding
At the end of the course, students will be in possession of the conceptual categories necessary to interact with the disciplinary contents that constitute work psychology, even in its most recent developments. Students will also have knowledge of the most accredited sources with respect to the acquisition of updated knowledge of the discipline, and will be able to interact with advanced contents compared to the different thematic areas covered in the course. The acquisition of the theoretical models presented during the course, will also allow them to formulate specific hypotheses concerning the causes of some organizational phenomena of common occurrence, such as stress, dissatisfaction, success and desire to change jobs. The frequency of practical exercises will instead make each student able to critically evaluate the use of some methodologies of intervention typical of the psychologist of the work.

Applying knowledge and understanding
Students will be able to identify the theoretical models that underlie specific co-structures used in the discipline, enucleating their nature, their limits, and their concrete applicability in organizational interventions. The workshop activities will provide them with the skills necessary to complete simple interventions of job analysis, analysis of profiles, and evaluation of the organizational adaptation profile.

Making judgements
The course of work psychology requires the active participation of the student, through interventions, but also by answering specific questions proposed by the teacher at the end or during the lesson. All of this is aimed at promoting the student's ability to reflect critically on important disciplinary themes, also by inserting them within the broader social and ethical framework. Given the nature of the proposed contents, the methodological needs of the discipline (ie, using the right tools), ethical problems (ie, selecting but not discriminating), and social (ie, promoting the health of individuals at work), at the end of the course the student is called to acquire the critical tools necessary to interact appropriately with the knowledge transmitted.

Communication skills
At the end of the course, students will have acquired the theoretical and technical knowledge and the necessary "disciplinary lexicon" to communicate and interact, with respect to specific topics, both with colleagues and with the various professional figures active in the sector. These skills will be developed throughout the course through the use of laboratory activities, at the end of which the students, individually or in small groups, will be gradually called to report to the class and to the professor what has been achieved, and to receive evaluative feedback, both on the activity and on how to present it.

Learning skills
At the end of the course the student who has actively participated and performed the laboratory activities, will have acquired the theoretical skills of founding practices of work psychology, framed not only as a theoretical discipline, but as a basic and applied research area. The exposition of the topics will aim at the critical analysis of the origin of certain knowledge that characterizes the discipline in different disciplinary fields (often general psychology, personality, and social psychology). The active participation in the classroom activities, and the critical reflection on the topics of the course, will make the student able to start independently the study of advanced topics characterizing the practical application of the discipline.

Educational objectives

General objectives
The general objective of the course is to provide the theoretical and methodological tools that allow to know the different approaches that characterize clinical psychology, as well as the salient aspects concerning psychopathology and diagnosis in the field, favoring the development of critical skills.

Specific objectives
At the end of the course, the student will be able to: a) know the concepts, definitions and criteria of clinical psychology (normality and pathology, models and etiological factors, assessments and diagnoses, concomitances and causal links); b) know the limits and advantages of the main systems of classification of mental disorders; c) to know the main etiological models and paradigms, classical and recent, used as a reference in the field of clinical psychology; d) know mental disorders and their symptoms, as well as the main transdiagnostic constructs; e) to know the main orientations of psychological interventions, counseling and psychotherapies; f) to know the ethical principles and professional deontology; g) be able to use the knowledge learned in understanding evidence based treatments and in the critical reading of false news (fake news) and unfounded therapeutic claims.
Critical and judgmental skills will be developed through practical exercises such as reading and critical analysis of scientific articles, the conception of an experimental study as opposed to a correlational, the video commentary of clinical cases shown during the lessons.

Knowledge and understanding
At the end of the course, the student will be able to: a) know the concepts, definitions and criteria of clinical psychology (e.g., normality versus pathology); b) know the limits and advantages of the main mental disorders classification systems; c) know the main classical and recent etiological models and paradigms, used as a reference in the field of clinical psychology; d) know mental disorders and their symptoms, as well as the main transdiagnostic constructs; e) know the main orientations of psychological interventions, counseling and psychotherapies; f) know the ethical and professional deontology principles.

Applying knowledge and understanding
The ability to apply the acquired knowledge, as well as critical and judgmental skills will be developed through practical exercises such as reading and critical analysis of scientific articles, the conception of an experimental study as opposed to a correlational study in the field of clinical psychology, the commentary of videos of clinical cases shown during the lessons.

Making judgements
At the end of the course, the student will be able to the student will be able to formulate independent judgments on the basis of limited and incomplete information, particularly in the understanding of evidence-based treatments and in the critical reading of fake news and unfounded therapeutic claims.

Communication skills
The course offers small-group exercises in order to facilitate the development of skills of clarity, precision and expository synthesis as well as the ability to communicate the acquired knowledge to both expert and non-expert interlocutors.

Learning skills
After each lesson, the student will be invited to deepen the topics discussed in the classroom on the textbook, as well as by participating in seminars in Italian and in English, and the autonomous research of in-depth material on scientific databases. This autonomous way to deepen the acquired knowledge will be stimulated at the beginning of each frontal lesson through brief open discussions on the topics covered during the previous lesson.

Educational objectives

General Aims
Cultural anthropology constitutes one of the basic human and social sciences. His goal is to explore the universe of cultural differences and similarities within humanity by questioning how it is possible to understand them and what all this means for our way of reasoning and living.
Thanks to the presentation of a very broad and varied horizon of life forms, students are encouraged to problematize the procedures and purposes of knowing: to operate necessary relativization of their categories, to undertake suggestive interpretative paths both of the Nature-Culture relationship and of the links between the individual and the context, between mental systems and the surrounding environment.
The anthropological devotion to the study of all peoples, in the places and in the ways in which they live, is now recognized as an indispensable conquest of contemporary cultural criticism. This ethnographic methodology is taught during the course throught lectures and practical exercises.

Knowledge and understanding
At the end of the course student will be able to understand the key concepts and topics in use in the anthropological sciences, showing at the same time awareness of the main turns in the history of the field

Applying knowledge and understanding
At the end of the course student will be able to use in appropriate manner anthropological key concepts, to identify and support topics on cultural diversity, cultural heritage and conflict on cultural interpretations

Making judgements
During the course student will be involved in research simulations to verify his ability to collect relevant ethnographic data and propose suitable interpretations

Communication skills
During the course student meet the different languages of anthropological representation (texts, videos) and at the end will be able to try to use scientific rigor and creative imagination to overcome the problems of ethnographic communication

Learning skills
At the end of the course student will have acquired competencies and skills to allow for further university career in the different fields of psychology or other human sciences

Educational objectives

The course aims to provide a unified theoretical and methodological framework for psychological testing, integrating the conceptual foundations of psychometrics (measurement, reliability, validity), the main psychometric models and the psychological theories of intelligence and of normal and pathological personality with the data-analysis techniques required to build, evaluate, administer and interpret psychological tests. The educational goals are organised according to the five Dublin Descriptors and contribute to the educational goals of the Bachelor's Degree as defined in the programme's Tuning Matrix.

A) Knowledge and understanding
The course aims to develop knowledge and understanding of:
• the history, contemporary definition and classification of psychological tests, the phases of the testing process and the ethical and professional constraints governing the use of measurement instruments in psychology;
• the logical and formal foundations of measurement in psychology and the main psychometric models: Classical Test Theory (CTT), Generalizability Theory (GT), Item Response Theory (IRT: 1PL, 2PL, 3PL models) and the network psychometrics perspective;
• the concepts of reliability and validity, their different conceptualisations and the indices used to estimate them (reliability coefficients, standard error of measurement, validity indices);
• the statistical techniques used to assess psychometric properties: descriptive statistics and standardisation, t-tests, analysis of variance, correlation, simple and multiple linear regression, exploratory and confirmatory factor analysis, item analysis, factorial invariance and norming;
• the main theories of intelligence and personality (normal and pathological) and the associated instruments: intelligence scales, self-report questionnaires of adaptive traits, and multidimensional inventories for the assessment of maladaptive and psychopathological traits.

B) Applying knowledge and understanding
The course aims to develop the ability to:
• build and/or interpret psychometrically sound data-collection instruments, distinguishing formative and reflective items and mastering the move from concept to construct and operational definition;
• administer and interpret self-report questionnaires, with particular reference to individual differences in personality and to the regulation of emotions and motivations, reading their profiles and reporting their results in a technically correct way;
• administer and interpret psychological tests, with particular reference to intelligence scales and aptitude batteries, interpreting the profile of IQ and indices and locating standardised scores with respect to norms, under the supervision of a licensed psychologist;
• carry out statistical data analyses using dedicated software (jamovi, JASP, ShinyItemAnalysis), running and interpreting the procedures needed to document the reliability and validity of a test, performing an item analysis and evaluating the psychometric quality of items and scales, distinguishing random from systematic error;
• use computer tools for the analysis, interpretation and presentation of psychometric output and content.

C) Making judgements
The course aims to develop the ability to:
• critically and independently evaluate the suitability of a test with respect to its purpose and context, recognise the limits of test scores and tell sound inferences from unwarranted ones, according to a critical-thinking faculty cutting across the various fields of Psychology;
• independently orient oneself in applying the psychometric techniques learned, choosing the instrument and analysis procedure most appropriate to a given assessment goal, in line with the level of preparation proper to the Bachelor's degree;
• reflect independently, in ethical and professional terms, on the consequences of using tests and interpreting scores, weighing the implications of fairness, equity and the absence of bias in measurement.

D) Communication skills
The course aims to develop the ability to:
• communicate information, ideas and results concerning the nature, use and properties of psychological tests to both specialist and non-specialist audiences, through written materials and oral presentations and the use of appropriate psychometric terminology;
• read and interpret scientific literature in psychometrics, in both Italian and English, drawing out and communicating its relevant evidence in an argued manner;
• use computer tools for the presentation of content and analysis results.

E) Learning skills
The course aims to develop:
• the ability to read advanced scientific literature in psychometrics critically and independently, processing in an autonomous way the contributions of the various fields of Psychology;
• the ability to use analysis software independently and to keep up to date with the methodological developments of the discipline;
• the learning ability needed to undertake the professional activities envisaged for graduates in Psychology and Social Processes and to continue with master's-level study.

Educational objectives

The course aims to provide students with the basic knowledge and skills to analyse and understand different organizational contexts, both as the work contexts in which they will perform their professional practice in the future, and – for those students who choose to work as work and organization psychologists – as contexts for intervention and consulting.

Knowledge and understanding
At the end of the course, students have to master the major relational and organizational variables that characterize the organizations (e.g. structure, work processes, organizational culture, relationships with the environment, power dynamics, decision-making processes, etc.), theories and psychological models of organizational behaviour.

Applying knowledge and understanding
The course includes interactive lessons, with examples, work on case study and exercises.
At the end of the course the students will be able to do an organizational analysis identifying the main elements of a work context and the critical points and strengths, and to formulate hypotheses based on theoretical models.

Making judgements
In order to enhance the students' critical and judgmental abilities, different theoretical models and their evolutions are compared during the lessons, current examples of organizations are presented, and students are asked to do a practical activity where analyze and critically interpret information related to a chosen organi-zation (a case study).

Communication skills
During the lessons, the active participation of the students to theoretical discussions is asked, to improve their ability to communicate, using the proper terminology, their reflections about the different models. Further, the workshop includes both discussions in the work groups and a public presentation of the final work.

Learning skills
At the end of the course students will have acquired sufficient competencies to allow for further university career.

Educational objectives

Any psychological project and intervention, from the most clinical and health-oriented to organization-oriented to the forensic and research fields, needs to implement actions in accordance with professional competence and according to principles of quality, sustainability, ethics and professional deontology.
The objective of the module is for the psychology student to acquire the concepts of ethics and professional deontology since all professional psychological interventions have deontological implications and should ensure fairness in procedures, towards the commissioning parties, towards the target subjects if different from the commissioning party, and towards the profession.
Ethics, a term derived from the Greek to ethos, "character," "behavior," "custom," " habit," or " usage," is a branch of philosophy that studies the rational foundations that allow human behavior to be assigned a deontological status, that is, to distinguish it into good, right, lawful, versus unjust, unlawful, improper, or bad behavior according to a human behavioral model.
Deontology which is derived from the Greek tò déonta means "duties"; therefore, Code of Deontology (CD) is synonymous with code of duties, and practicing a profession implies compliance with a set of "duties." The CD is a set of moral rules governing the practice of a profession and is thus an expression of professional ethics. Law 56/89, establishing the profession of Psychology, provided for the profession to have a Code of Ethics (CD). Such compliance, makes possible the explication to members and their users of the ethical principles to which professionals must conform and is the reference tool for the evaluation of non-compliant behavior.
The function of the CD, in fact, is to give a structure, to organize the profession according to an organic and comprehensive model that makes it possible to achieve the kind of professionalism that respects fundamental criteria such as responsibility, integrity, autonomy, specific competence and respect for others.
The CD defines: professional responsibility and behavior and at the same time responds to a function of threefold protection: of the user/recipient/community/society; of the psychology professional; and of the psychology profession.