The objective of this work is to capture and share the scientific
production of Spanish-speaking psychologists, which is little known
in the Anglo-Saxon world. In contrast, the theorists and
researchers of English-speaking psychology are well known in
Ibero-America. This book aims to help reduce to some degree this
terrible, unfortunate, and chronic gap. This first volume is
composed of nine chapters that were written thanks to the
contribution of nineteen authors. This book shows openness to any
theory that guides the research performed by the different
contributors, and the methods used and the problems addressed are
very varied; it reflects, as Popper pointed out, the desire to
differentiate the known from the unknown through scientific
research. In what follows, the nine chapters are very briefly
described. In Chapter One, Romo aims to identify the cultural
identity of professional and academic psychologists through their
own testimonies, based on their accounts of when they studied the
career of psychology. In Chapter Two, Tellez and Padilla pose the
low quality of the programs that train psychologists and propose a
certification by national organizations at the graduate level to
positively impact quality. Carrascoza states in Chapter Three that,
during the colonial period, the creoles invented the myth of the
Mexican identity, against the peninsular Spaniards, and enthroned
the adoration of the indigenous past. In Chapter Four, Valle and
Moral showed evidence of an extended scale to measure internalized
homonegativity and its validity. They used exploratory and
confirmatory factor analyses, obtaining evidence of both convergent
and discriminant validity, arriving at a hierarchical model
composed of three first-order factors and one second-order factor.
In Chapter Five, Pompa, Meza, and Garcia point out the importance
of dissatisfaction with body image, derived from overweight and
obesity, which in turn leads to psychological and psychiatric
problems such as depression and anxiety in adolescents. The
phenomenon of exceptional abilities was studied by Rodriguez,
Sanchez, and Pena, who communicate in Chapter Six that schoolmates
conceptualize the giftedness of their peers as superior
intelligence, extraordinary cognitive abilities, but associate it
with poor social skills; the authors use a descriptive,
transversal, and qualitative design. In Chapter Seven, Sanchez, de
la Garza, and Aquino adopt a cognitive approach to understand how
human beings process experiences from their interaction with the
physical and social world within the subdiscipline of environmental
psychology. Richaud, Mesurado, and Lemos summarize, in Chapter
Eight, several studies on prosociality, its types, and targets,
including important variables related to it, especially in
adolescence and childhood. Finally, Vargas and Richaud study, in
Chapter Nine, parenting styles and their important influence on the
cognitive, emotional, and social development of infants, children,
and adolescents.
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