Educational Psychology

New theoretical and methodological challenges: overcoming the methodological individualism and psychological reductionism Looking to recent advances in research and educational intervention, but especially thanks to the visions of runs sociocultural and situational, is no longer considered adequate or appropriate to the study or approach the subject of education from an individual level alone, but requires a more holistic, systematic or ecological, which links with the family, school or community that surrounds and educational programs and promoting development in which it participates. Currently, the educational psychologists show a recognition that there is no channel in the development and learning that can be considered natural, universal or only as a direct product of belonging to a medium normal or ideal learning, oblivious to the demands, values and social practices that arise from specific culture and society. The educational psychologists need to recognize that it is society that shapes the practices that constitute modern childhood, and educational activities is the engine that drives the development of the individual. Therefore, the training processes for intervention and research in psychology of education required to turn towards an integrative approach or ecological. Seeking to expand the areas of intervention of the educational psychologist: the new areas of professional intervention, a major challenge for the new educational psychologist will be to expand the profile and traditional image of the eighties, the child psychologist and school, especially trained to meet population specialized, urban and middle class, with support on a single approach or a one and similar to clinical intervention, to arrive at a more contextual, ecological and systematic.

Traditionally the professional work of Educational Psychology, as touching to the understanding of the problem and the attention of the educational needs of these groups has been limited. on. Thus we conjecture about the need for the educational psychologist develop the skills that allow them to learning environments or significant facilitators in multiple contexts, not just school and local. We mentioned the need to decentralize the work of educational psychologist, has traditionally located in the school education and child to bring it to other contexts, we refer to these continuing and distance education, in anticipation of the great expansion that is experience in the coming years. The educational psychologist requires a renewed vision to intervene in the serious problems and educational inequalities that prevail in Mexico that are in the low academic achievement, the failure, the backlog, attrition, deficiencies in professionalization of teachers, among others. Therefore, it is necessary to promote the training of future psychologists includes a thorough understanding of the dynamics and needs of the education system, local education policies and global, so it will be necessary in addition to allowing the consolidation of knowledge from Advanced psychological discipline, integrate elements of intra-and interdisciplinary character.

To conclude: The importance of a training model in practice in the real central thesis that we have defended in this work is that against Alexander Victor Lopez Quintana. Age: 20 years. Ciudad Obregon, Sonora. Sixth semester student of psychology at the Technological Institute of Sonora.