| | Learning areas |
| 1 | Knowledge |
| 1-1 | The student defines the concepts, principles, and theoretical frameworks in psychology. |
| 1-2 | The student should review the methods of research and statistics and evaluate extension programs to enrich and enhance programs that promote continuous cognitive, social, psychological, emotional and physical growth. |
| 1-3 | The student should describe the fields of application in psychology. |
| 1.4 | The student should describe the skills of scientific method and critical thinking as tools for further learning. |
| 1.5 | The student should describe the value system and ethics of the profession according to the American Counseling Association and other psychology societies related to ethical standards in their professional context. |
| 2 | Cognitive skills |
| 2-1 | The student uses intellectual and critical skills in her professional practices. |
| 2-2 | The student should design preventive and therapeutic intervention programs to enhance cognitive, academic, social, psychological, emotional, and functional growth and other aspects of abnormal growth related to language development and proficiency level, and issues related to multiculturalism, with measurable outputs to assess the quality of its services. |
| 2-3 | The student plans to develop her knowledge of psychology. |
| 2-4 | The student must prove the importance of the influence of sociocultural and societal factors in psychology. |
| 3 | Interpersonal skills |
| 3-1 | The student must demonstrate the value system and ethics of the profession according to the American Counseling Association and other psychology societies related to ethical standards in their professional context. |
| 3-2 | The student explains with evidence how academic qualification in the field of psychology is governed by standards of honesty and integrity. |
| 3-3 | The student uses leadership communication skills to enhance care and prevention programs. |
| 4 | Communication and technical skills, information, and numerical skills |
| 4-1 | Demonstration of oral and written communication skills in a variety of situations. |
| 4-2 | The student applies basic statistical concepts in support of measurement strategies and the use of appropriate statistical analysis to facilitate the interpretation of behavior. |
| 4-3 | The student uses technology resources to enhance the quality of their services. |
| 5 | Psychomotor skills |
| 5-1 | The ability to highlight the instructional roles through body language in various individual and group instructional contexts. |
| 5-2 | That the student uses effective communication skills to form effective work teams of female colleagues, families and the local community.
|
