Bachelor of Science Major in Psychology
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Psychology Area LogoBachelor of Science
Major in Psychology


PSYCHOLOGY is an important component of a liberal or general education because psychologists are interested in all aspects of human nature, from the influence of the complex external environment on our lives, to our inner worlds of emotion and thought. By expanding and enriching our awareness of human relations and behavior, the study of psychology stimulates our intellectual, emotional and interpersonal growth. Personal growth comes through the self-insight that develops along with a better understanding of people in general. The study of psychology also fosters moral awareness and growth because in studying human nature psychologists recognize that we, as human beings, have a moral character, too, and that any definition of "humanity" must include its moral and ethical dimensions. (St. Norbert College, Psychology Discipline)

Psychologists traditionally study both normal and abnormal functioning, and also treat patients with mental and emotional disorders. Opportunities for work in psychology are expanding in number and scope as proof by psychology's sub-fields - Biopsychology, Clinical Psychology, Counseling Psychology, Developmental Psychology, Educational Psychology, Engineering Psychology, Forensic Psychology, Health Psychology, Industrial/Organizational Psychology, Neuro-psychology, Rehabilitation, Social Psychology and Sports Psychology.


Since its recognition by the then Department of Education, Culture and Sports (DECS) in August 13, 1962 as a Pre-med Academic Program, the undergraduate degree of the BS Psychology program, previously under the Collegiate Department (College of Commerce) and now under the direction of the College of Liberal Arts and Sciences has as its mission, the preparation of students in the scientific study of individual and group behavior. It aspires to guide graduates in the challenges of varied professions in the four fields of the discipline: educational, clinical, counseling and industrial fields. The BS discipline can be a stepping-stone to further completing pre-medicine programs before getting into medicine proper.

Through the years, the generalist curriculum of Psychology in the Colegio in conjunction with the instruction, exposure and training provided to students in the four major disciplines of the field of study serves as the distinction and competitive advantage of a Letran Psychology graduate. Proof of such is the Letranistang Sikolohista’s employability in almost all available job posts within the boundary of any of the four major fields. A Letranistang Sikolohista boasts of his/her capacity and flexibility in any occupation he/she desires to undertake. This ingenuity is manifested through one’s ability to rise up to the challenges of any position available in a school, company/industry and even in a hospital or any clinical institution.


Currently, the Psychology faculty in support of the Colegio’s vision aspires its graduates to be “successful in their chosen field of endeavor”. Thus, the course offerings contained in this curriculum take the generalist form with the goal of honing the students’ competencies in the field.

The training to be provided students shall have as its primary recipient, the Colegio, in particular and the country, in general. It is the desire of its faculty to generate studies emphasizing on the exceptionality of Filipinos. The Psychology Area collectively envisions itself to be in the forefront of research by providing significant studies that set sights on intensifying the Colegio’s knowledge production. Moreover, such would contribute to the fund of knowledge readily available with reference to Sikolohiyang Pilipino. (Note: Incidentally, the founder of and considered to be the Father of Filipino Psychology is a LETRANITE, Dr. Virgilio Gaspar Enriquez, High School Batch 1958). In due course, all these undertakings would lead to improving the quality of life of people, locally and globally.

The Letran Psychology Area deemed it best to revise the curriculum alongside the syllabi of the various courses to cope with the demands of time in line with the mission of the Colegio of providing “academic excellence responsive to the needs of the 21st century” due to the inception of globalization and recent developments in the local ground. Generally, it is the desire of the Area to ensure a Letranistang Sikolohista’s capability and competency to be one of the most sought after professionals in the field, thereby maintaining their employability and service-demand.

The BS PSYCHOLOGY CURRICULUM EFFECTIVE 2006 is geared towards producing students who are knowledgeable and competent in the following areas of concern:

  • Research, utilizing all psychological research methodologies known and discovering new ones;
  • Testing, which includes construction of standardized psychological tests, preparation of case assessments; administration and interpretation and analyses of such;
  • Training, which includes all stages of the training process; planning, organizing, implementing, conducting needs assessment, evaluation and post-evaluations and most importantly, module construction.
  • Human resources and Organizational Development (HROD) which includes all developmental aspects of the Organization giving magnitude to the role of the Human Resource unit in employee productivity and the attainment of company goals (work-life balance).


The course provides a survey of the many aspects of behavior which are of interest to psychologists. This includes a survey of the nervous system and biological bases of behavior, mental processes, human development, learning theory, personality, mental health and abnormality, interaction and group dynamics, and other aspects of social behavior. The course introduces the social and scientific methods used in all the basic fields of modern psychology and covers alternative ways of understanding the human experience. The focus of the course is on the complex interplay between external and internal stimuli, and the environmental, individual, social and cultural factors affecting human behavior and relationships.

This course consists of an examination of theories of personality from Freud to the present day. The dispositional, psychodynamic, phenomenological, behavioral, and cognitive perspectives on personality are reviewed. For each perspective, the course will examine founders and leading proponents, essential theoretical concepts, methods of assessing personality, and assumptions concerning human nature, problem behavior, and behavior change. Students will be encouraged to compare, contrast, and critically the various perspectives.

Developmental psychology is concerned with the behavioral, affective, and cognitive characteristics of the developing organism from conception to death. Major issues include abilities in infancy, individual differences, parameters of physical growth, social interactions, emotional development, the development of language and memory, and the acquisition of values. Research is not limited to the study of children and adolescents, but includes developmental approaches to the study of adulthood and aging processes as well. Both naturalistic and experimental investigations are employed. Although developmental psychology utilizes theoretical and methodological contributions from many disciplines, the fundamental emphasis is upon the processes underlying growth and change in behavioral development across the life span particularly of Filipinos.

Kursong nag bibigay ng pahalaga at pansin sa tunay na kahulugan ng Sikolohiyang Filipino na tinuklas ng isang Letranistang alumno, si Dr. Virgilio Enriquez.. Bibigyan ng kaukulang pansin ang mga metodong naangkop sa pagtuklas ng mga kaalaman at kaisipang Filipino.

This course deals with the principles of guidance organization and counseling processes. Discussion would include the organization of guidance services and the varied counseling techniques that may be employed. Tools and techniques used in the management of guidance and handling of counseling cases will likewise be presented. It focuses on the major theories of counseling and the methods used to put those theories to work in the helping relationship. Students develop their understanding of how counseling practice must be grounded in theory, improve their helping skills, and identify, clarify, and articulate their particular approach to counseling. Further, it provides the background and fundamentals of counseling and serves as a pre-requisite to higher counseling courses.

This course presents the basic orientation and the introduction on the major structured and non-structured psychological instruments, its rationale and uses. It deals with the basic concepts concerning the construction, purpose and choice of psychological tests. It surveys the psychological tests used to assess constructs such as intelligence and personality, and those used in clinical, educational, and business settings. Emphasis is placed on building skills in informed selection and use of psychological tests, and on familiarity with the basic procedures used to establish their norms, reliability, and validity, which are addressed in the laboratory component of the course. Social and ethical issues surrounding psychological testing are also addressed.

The course presents the basic and fundamental principles of group processing and employs experiential and inductive methods to provide students the opportunity to understand the dynamics of group processes and functioning. The interplay of groups and group members is examined. Major topics in group development and formation (for example, affiliation and norms), influence and interaction within the group (for example, conformity and leadership), group performance (for example, teamwork and decision making), and group conflict (for example, conflict within groups, and conflict between groups) are surveyed.

The course covers the discussion on the normal curve, sampling methods, sampling error and standard error of the mean, confidence intervals and confidence levels. Hypothesis testing, the z-test of one sample mean, ANOVA, Kruskall Wallis, Scheffe’s and the chi-square. Application of varied statistical treatments presented and applied in preparation to research writing in the discipline. The course highlights the importance of descriptive and inferential statistics, including correlation, regression and hypothesis testing using the t, F and chi square tests.

The course is a five-unit introductory course to laboratory research methodology and its applicability to problems in various psychological processes. It presents a wide coverage of problems in the various area of psychophysics. Topics taken up in this course include: standardization of procedures, measurements of sequence of events, and uniformity of apparatus. Further it introduces students to the basic research design and evaluation. An analysis of the philosophy and methodology of the experimental method is considered. Psychological experimentation and evaluation are implemented with human subjects. Students will complete an experimental research paper using APA guidelines and formatting set by the department/area.

This course is an upper division course focusing on sociological approaches to social psychology, emphasizing symbolic interactionism and social constructionism. The course is designed to illustrate how the individual and social interaction shape and are shaped by the cultures and social structures in which they exist. Topics covered include the nature and scope of social psychology, symbols and symbolic communication, the structure of social interaction, the development and maintenance of the social self, and the production and influence of culture focusing on indigenous culture.

The course provides the basic orientation and discussion on the major non-structured psychological instruments, their rationale and uses. It provides a venue for students to be exposed to and to undertake actual administration, scoring and interpretation of these tests. It deals with the actual administration, scoring and interpretation of selected objective cognitive and effective tests used in various applied fields of psychology.

The broad aim of this course is to provide an introduction to the main diagnostic categories of psychological disorders, the major theories of causation and approaches to treatment. It aspires to encourage students to appreciate the links between theory and the treatment of mental disorders and to acquire knowledge on the basic concepts of psychopathology, its basic etiology and epidemiology, signs and symptoms, diagnosis and treatment. It will likewise orient students on the basic classifications of abnormal behavior based on the DSM-IV. The scope contains concepts of abnormal behavior in both the areas of Clinical Psychology and Psychiatry.

This is the first half of a 2-part research course that presents the basic principles governing the preparation of a research study and the scientific investigation of significant phenomena relevant to the enhancement and advancement of Psychology as a scientific discipline. It discusses the research agenda of the discipline on the following sub-fields: Industrial and Organizational, Clinical and Educational Psychology in the local setting further, students will be oriented about the various indigenous research techniques being applied by some Filipino social psychologists.

Students in this course work in social-service agencies or other appropriate settings. Placements include, but are not limited to, community mental-health centers, government agencies, rehabilitation centers, counseling centers, school systems, and other agencies in which students are able to exercise helping skills and put their knowledge of psychology into practice. Internships include a weekly seminar with the course instructor in which students explore the process of helping, ethical practice, and other issues pertaining to professional development; 2.5 site-directed hours per week equals one credit hour. Graded Pass/Fail. Prerequisite: Students must complete the pre-internship seminar. Open to senior psychology majors or by permission of the department

The field of industrial-organization psychology is concerned with individuals and groups in work settings. It is loosely divided into industrial or personnel psychology and organizational psychology. Personnel psychology deals with the interface between basic psychology and applied personnel problems such as performance appraisal, personnel selection and placement, sex and race discrimination, job analysis, and training. The main areas of research in organizational psychology are job satisfaction, motivation, socialization processes, leadership, communication, and decision making.

The course is the second part of a 2-part research course of the program. It is the continuation of the course RMP1. This course covers data collection and implementation of the proposed research in RMP 1. At the end of the course, students are expected to present their finished work via a final oral defense.

An advanced seminar and readings course that will tackle current issues and research in a particular sub-area of psychology, such as gender issues, environmental psychology, children in difficult circumstances, peace psychology, educational psychology, psycho-spirituality, the psychology of poverty, the psychology of labor relations, the psychology of crime and violence, etc.. The course may focus on only one or a number of current issues within a semester. The course will also deal with the Code of Ethics for Psychologists.

The course covers psychological problems involved in the education and the practical application of psychological principles of teaching with special emphasis on measurement, the nature of learning, and the environmental influences of behavior.

Program Objectives

The College of Liberal Arts and Sciences offers nine (9) undergraduate degrees that combine advanced work in the specific academic fields with courses in business and professional areas, thereby equipping students for professional employment in a variety of both private and public sector fields.  The degrees offered are the following:

  • AB Advertising
  • AB Broadcasting
  • AB Communication Arts
  • AB Journalism
  • AB Literature
  • AB Political Science
  • AB Public Relations
  • BS Biology
  • BS Information Technology
  • BS Psychology

  • At the end of a four-year Arts and Sciences degree course, a student should have attained a broad general education in humanities,  natural sciences and social sciences so that the student would have:
    1. The ability to think critically
    2. Obtained the essential foundation for his development into active and well-rounded citizen
    3. The ability to investigate and analyze questions and problems carefully and to present results and ideas   clearly on the basis of solid data and study
    4. The appreciation for human values and cultural heritage
    5. The development of his own ideals, attitudes, and habits desirable for is improvement as a human being
    6. A strong sense of fulfillment and a concern for the social, political and academic problems of the country
    7. Professional competence, ethical soundness, cultural relevance and social awareness.