Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities
The object of this study, after explaining the meaning of the term empathy and mentioning the different existing types, is to establish the connection between different education styles and the empathic capacity of Spanish adolescents. Love, control and hostility are the different education styles taken into account. To this purpose 349 adolescents, 175 girls and 174 boys between the ages of 12 and 17, are evaluated. During the academic year 95-96, all these students were studying their respective years from the 8th year of General Basic Education, to the 3rd year of Higher Basic Education (Bachillerato), in government funded private schools. The selection made was carried out by the conglomerate method. The tools used are taken from Bryant's 'Empathy Index for children and adolescents' (1992), and 'Child's report of parental Behavior Inventory (CRPBI)' (Schaefer, 1995). The latter evaluates 8 dimensions: autonomy, autonomy and love, love, love and control, control, control and hostility, hostility, and hostility and autonomy. The results according to gender showed, as expected, a significantly higher score in adolescent girls (17,62) than in boys (13,81), in terms of the tendency to share affection and to feel with someone and for someone. We can say that when the discipline imposed by the mother consists of love, and of love and control, it is observed to increase the empathic disposition of the children. On the other hand opposite results are obtained with the dimensions of control-hostility from the mother and father: children who perceive higher levels of control-hostility, from the mother and father get lower scores regarding empathy. In conclusion we can say that female adolescents have a higher emotional sensitivity, keeping in mind the social stereotypes and that love as a dimension favours a positive evaluation of the child, enhancing his empathic development. Resumen El objetivo de este estudio, después de explicar lo que significa el termino empatía y enumerar los tipos existentes, pretende establecer en la población adolescente española las relaciones entre diferentes estilos educativos y la disposición empática de los hijos. Se tendrán en cuenta los siguientes estilos educativos: amor, control y hostilidad. Para ello se han evaluado 349 adolescentes, 175 mujeres y 174 hombres, de entre 12 y 17 años. Estos durante el curso del 95-96 cursaban 8º de EGB, 1º, 2º y 3º de BUP en centros públicos y concertados. La selección de la muestra se llevo a cabo por el método de los conglomerados. Los instrumentos utilizados fueron el ¿Índice de Empatía para niños y adolescentes de Bryant¿ (1982) y el ¿Child¿s report of parental Behaviour Inventory (CRPBI)(Schaefer, 1965). Este ultimo evalúa 8 dimensiones: autonomía, autonomía y amor, amor, amor y control, control, control y hostilidad, hostilidad y hostilidad y autonomía. En cuanto a los resultados en función del sexo y tal y como era de esperar, las mujeres adolescentes puntúan significativamente más alto (17,62) que los varones (13¿81) en la tendencia compartir efecto y sentir con otro y por otro. Diremos que cuando la disciplina que ejerce la madre se caracteriza por el amor, y por el amor y el control, se observa un aumento de la disposición empática en los hijos. En cambio, se obtienen resultados opuestos con las dimensiones de control- hostilidad de la madre y del padre, los hijos que perciben niveles más altos de control- hostilidad, por parte de la madre y del padre, obtienen puntuaciones más bajas en empatía. A modo de conclusión podemos decir que encontramos una mayor sensibilidad emocional en las adolescentes del sexo femenino, guardando relación con los estereotipos sociales y que el amor como dimensión incluye una evaluación positiva del hijo favoreciendo el desarrollo de su empatía.
the work shows two studies carried out in Spanish adolescents aimed at studying the relationship between breeding styles, prosocial behaviour and empathy, aggressiveness, emotional instability and anger from a twofold approach: in one of the studies (N = 531) the assessment of rearing styles is carried out by the mother and in the other (N = 782) by adolescents. The results show that when it is the mother who assesses child-rearing styles, they have less predictive power in pro-social behaviour. Positive assessment of the child, emotional support together with consistency in the application of the rules is the child-raising style most positively related to empathy and pro-social behaviour. Keywords: Pro-social behaviour, child-rearing styles, personality, adolescence. The work shows two studies carried out with Spanish adolescents. The objective was to evaluate the relationship between rearing Styles, prosocial behaviour and empathy, aggressiveness, emotional instability and Anger, from a double perspective. In one of these studies (N = 531), the rearing Styles were evaluated by the Mother and in the other one (N = 782) by the adolescents. The results indicate that prosocial behaves are not well predicted by the motor's analysis of rearing style. A positive evaluation by the son or ughter, an interest and emotional support and coherence in the application of standards, constituting the replacement style most related with empathy and with prosocial behaviour. Key words: Prosocial behaviour, Styles of rearing, personality, Adolescence. ; El trabajo muestra dos estudios realizados con adolescentes españoles cuyo objetivo es estudiar la relación entre los estilos de crianza, el comportamiento prosocial y la empatía, la agresividad, la inestabilidad emocional y la ira desde un doble planteamiento: en uno de los estudios (N = 531) la evaluación de los estilos de crianza la realiza la madre y en el otro (N = 782), los adolescentes. Los resultados indican que cuando es la madre quien evalúa los estilos de crianza, éstos ...
