Bachelor's Degree in Psychology Valencia

The Bachelor's Degree in Psychology began to be taught in the academic year 2023/2024.

335 (115 face-to-face Spanish Valencia / 40 face-to-face English Valencia / 40 face-to-face Alicante / 40 face-to-face English Alicante / 100 online learning).

• Preven3
• Centro de Psicología Clínica Sara Navarrete
• Hábiles, Centro de Psicología CB
• AFEM Torrent
• Apunt Psicòlegs
• RED CENIT – Centro de Desarrollo Cognitivo
• IAN de Psique
• AVAPACE
• CREAP; Centro de Referencia Estatal de Atención Psicosocial a personas con trastorno mental grave
• Instituto Valenciano Oncología (IVO).
• La Saleta Care
• Air Nostrum
• IASE
• Fundación de la Comunidad Valenciana Santos Andrés, Santiago y Miguel
• Cruz Roja
• Asociación Parkinson Valencia
• Psicología Salud y Periciales
• Psicòlegs Turis

Internships are a key component of your education. Acquiring experience after what you have learned on your degree is the best way to enter the employment market. There are two types of internships: curricular—which are included in your study plan—and extracurricular—which you can do on a voluntary basis.

In order to complete curricular internships in companies, you will need to have 50% of the credits approved and to register the subject before starting your internship. These internships are monitored by the company and the internship coordinator, and interim and final reports are prepared for evaluation.

If you want to take your work experience to the next level before finishing your university education, you can pursue an extracurricular internship. You can do them in any academic year, but keep in mind that internships are a formative complement to your studies; therefore, the more knowledge you have acquired throughout your studies, the more you will benefit from the internship experience.

These are some of the companies where you will be able to do an internship:

• CARMEN BORRAS PERITO MALLORCA (Aglaia Psicología).
• CONFRATERNIDAD CARCELARIA DE ESPAÑA (CONCAES).
• FUNDACIÓN MIRA’M.
• ASOCIACIÓN PERIFERIA.
• AD PSICOLOGÍA.
• ASOCIACIÓN COTLAS.
• CENTRO DE PSICOLOGÍA GENERAL SANITARIA Y FORENSE BENETUSSER.
• ATTEM.
• ASINDOWN.
• CENTRO DE PSICOLOGIA Y LOGOPEDIA ANA BARRIOS

The Bachelor's Degree in Psychology provides a comprehensive, evidence-based education that equips students for professional practice, innovation, and research in the field. Graduates are prepared as generalist professionals, skilled in assessing and intervening across various contexts such as educational, family, workplace, and social settings, among others. Additionally, the degree opens pathways to clinical and healthcare roles through the Master's in General Health Psychology or the PIR (Resident Psychologist) training program. It also offers access to non-clinical fields through specialized Master's programs (e.g., Child and Adolescent Psychology, Psychogeriatrics, Eating Disorders, Legal and Forensic Psychology, Human Resources, Social Intervention, Neuropsychology, etc.).

Graduates are trained to identify needs and challenges in individuals and groups, and to carry out evidence-based assessments and interventions in a technical, innovative, and ethical manner. This training applies to established professional areas such as clinical and health psychology, educational psychology, occupational psychology, and social intervention, as well as emerging fields like crisis intervention and psychology related to disability and dependency. Additionally, the degree prepares students to contribute to research aimed at promoting and improving the health and well-being of diverse populations.

• Professional in psychology in public and private healthcare institutions, as well as private practices.

• Counselor in educational institutions.
• Teaching and university research in the specialized area.
• Teacher, with the corresponding master's degree according to the educational level.

• Consultant in human resources departments.
• Training.
• Consulting in marketing and advertising.
• Market research analyst.
• Data scientist: big data analytics.
• Occupational health and safety: ergonomics and applied psychosociology.

• Educational centers.

The profile of students beginning a Bachelor's degree in Psychology is usually quite diverse. However, it is advisable that they demonstrate a certain predisposition for establishing interpersonal relationships, which will enable them to engage in various contexts where human behavior is studied. It is recommended that students possess the following personal and academic characteristics:

• Interest in aspects related to health and quality of life
• Social commitment
• Ethical commitment
• Scientific curiosity
• Skill in interpersonal relationships
• Ability to adapt to new situations
• Ability to work in teams
• Ability to apply knowledge in practice
• Emotional competencies relevant to the profession
• Competency in oral and written expression
• Proficiency in the English language
• Competency in the use of basic computer tools
• Basic knowledge of biology
• Basic knowledge of statistics

For students entering the Bachelor's degree in Psychology through university entrance exams (PAU) after high school, the ideal profile includes one of three current high school tracks: Technology, Health Sciences, or Social Sciences. Nevertheless, access to the degree is possible from any high school track.

Access and Admission of Students:

Students may gain access to the bachelor's degree if they meet the applicable legal requirements, specifically:

• Passing the University Access Exam, as per the applicable legislation.
• Passing the University Entrance Exams for students over 25 and over 45 years old.
• Higher-level technicians, Higher-level Technicians in Plastic Arts and Design, and Higher-level Sports Technicians.
• Diploma holders, Degree holders, Technical Engineers, Engineers, Architects, or Graduates.
• High school students from educational systems of EU member states and other countries with signed international agreements may access the Bachelor's degree if they have access to university in their educational system and comply with current regulations.
• Students from other countries and those without an international agreement must validate their studies and take the university entrance exam if required by Royal Decree 412/2014.
• Applicants with work and professional experience related to the field of study who do not hold any academic qualification enabling university access through other means and who are 40 years of age or older by October 1 of that year.

Additionally, for students wishing to pursue their bachelor's degree in a language other than their native one:

• Must have a B2 level of the CEFR - Council of Europe in the language in which they will pursue the degree to access the program, and therefore must provide language certification at that level, accredited by CRUE's language committee.

University Admission for Students Over 25 Years of Age:

Candidates who are 25 years old in the calendar year in which the exam is taken, and who have no other means of access to university, may apply via the University Access Exam for Students Over 25.

Candidates may take the exam at as many universities as they deem appropriate. Additionally, if they wish to improve their grade after passing, they may retake the exam in subsequent sessions. The new grade will be considered as long as it is higher than the previous one, except when the exam is taken at a different university, in which case only the most recent grade will be considered.

Students who have already passed the exam in a previous academic year, and even enrolled at another university, may still retake the exam.

University Admission for Students Over 45 Years of Age:

The University Access Exam for Students Over 45 is aimed at individuals who are 45 years old by October 1 of the year they begin the degree and who have no other legal means of access to university.

The University Access Exam for Students Over 45 at the European University of Valencia is governed by Royal Decree 412/2014 and the Resolution of November 26, 2014, of the Directorate General of Universities and Research, which publishes the Agreement of the Organizing Committee outlining the rules and instructions regulating the University Access Exam for Students Over 45.

University Admission for Students Over 40 Years of Age:

Applicants with work and professional experience related to the field of study who do not hold any academic qualification enabling university access through other means and who are 40 years of age or older by October 1 of that year.

This applies only to degrees that require this exam in their curriculum, and the applicant's professional experience must be relevant to the degree they wish to pursue.

It is a mandatory requirement to recognize at least 30 ECTS credits for students with partial or complete foreign studies.

The applicant must provide proof of work and professional experience and submit, along with their application, a portfolio of evidence that includes the following:

• A sworn statement that they do not hold any academic qualification enabling university access through other means.
• A motivation letter (template provided by the European University of Valencia).
• Work background experience
• Curriculum Vitae.
• Documentary evidence: letters of recommendation, certificates from training courses, or any other document related to the degree they are applying for.
• Languages skills

The candidate will undergo a personal interview to evaluate competencies that require direct observation and are related to academic success in the degree for which they are applying, as well as to identify specific training needs.

All this information is published on the university's website.

• PhD Clara López Mora
  My research trajectory is associated with the development of studies on health and overall well-being, both at the social level (e.g., prosocial behaviors) and the individual level (risk and protective factors for mental health). I employ longitudinal and transcultural methodologies in populations of adolescents and young adults. Additionally, I collaborate with high-impact research groups and universities, such as the University of California Irvine (California, USA) or the University of Missouri (Columbia, USA), facilitating the exchange and high-impact scientific transfer. Regarding teaching experience in the university context, I have taught courses such as "Assessment and Diagnosis in Adults," "Psychological and Neuropsychological Assessment in Legal and Forensic Contexts," "Psychometrics," "Research Methods," etc., to undergraduate psychology students, master's students in general health psychology, and master's students in legal and forensic psychology. Furthermore, I have over 7 years of professional experience derived from practicing in private settings within healthcare and sports contexts.
• Marta Bufort Costa
  I have worked for several years in various psychology centers, focusing primarily on child and adolescent populations.
  I started at Ortofon, a center for speech therapy, clinical psychology, and psychopedagogy, where I mainly worked with adult patients, many of whom suffered from anxiety and depression. However, with the transition to the Alberto Soler Psychology Center, I established myself in the specialization I cur- rently practice in my private practice: working with children and adolescents with emotional and behavioral disorders.
• PhD Ana Povoa
  Among the most relevant merits of my professional experience, I would like to highlight the following: In the field of teaching: Classes "Therapeutic Intervention with a Large Single-Parent Family" in the Unit of Intervention in Family and Community Systems, Master's in Psychology, Faculty of Psychology at the University of Lisbon; Classes “Scientific Writing" in the Unit of Research Methods in Psychology: Advanced Topics, Master's in Psychology, Faculty of Psychology at the University of Lisbon; Classes "Community Psychology" in the Unit of Clinical Psychology and Health, Master's in Psychology, Fa- culty of Psychology at the University of Lisbon. Participation in academic activities: Support in data collection for master's theses: Collaboration in four master's theses of the Systemic Psychology core at the Faculty of Psychology of the University of Lisbon, involving data collection for the protocol of the normative sample of this doctoral study, as well as formal support for its execution when necessary (2015 to 2018), Activity titled "Unraveling the Mysteries of Psychologist Intervention with Families and Communities" as part of the ULisboa Summer Program (2016 and 2017). Participation in the doctoral discussion group called "How to Research?" (CSI) - (monthly, 2016-2018), serving as intervision meetings. Additionally, I work in the clinical area, specializing in systemic and cognitive-behavioral approaches, in various clinics affiliated with Portuguese universities.
• PhD Brian Florez
  I am an industrial organizational psychology with a completed Ph.D. in Psychology of Human Resources from the University of Valencia, where I collaborated with the IDOCAL Research Institute during my doctoral training. IDOCAL focuses on research in organizational development, leadership, and quality of work life, and this collaboration deepened my expertise in the psychological dynamics that drive effective talent management and organizational performance.
  In addition to my academic background, I have established a successful career in the private sector, specializing in human resources. Currently, as a Sourcing Specialist at Alexander Mann Solutions, I work closely with stakeholders from Rolls-Royce across Canada, the USA, and the UK. In this role, I lead candidate research, market mapping, and legal compliance, consistently contributing to strategic talent acquisition initiatives with curated lists of highly qualified candidates.
  Previously, I served as an Organizational Psychologist at Fundación De Investigación Del Hospital General Universitario De Valencia, where I led projects focused on enhancing both patient and employee experiences. My expertise in developing measurement tools and conducting strategic workforce planning contributed to significant organizational improvements. At Douglas University Institute in Montreal, Canada, I held the position of Human Resources Specialist, where I worked on pre-employment assessments, employee engagement, and cultivating a positive workplace culture. My efforts in designing assessment methods, improving employee satisfaction, and creating recognition programs had a tangible impact on employee morale and retention.
  During my time as a Research Assistant at Concordia University, I gained valuable skills in advanced statistical analysis, literature reviews, and participated in international scientific congresses. These experiences, combined with my private sector roles, emphasize my commitment to applying evidence-based practices to solve human resources challenges in dynamic, real-world settings.
• PhD Elena Gomis
  Doctor in Psychology, with background in Biological Sciences and Cognitive Neuroscience. I am was recently undertaking a Postdoctoral Fellowship at the University of Valencia in Spain, to investigate the potential of virtual reality to improve the assessment and treatment of gambling disorder. Previously, I investigated cognitive and physiological effects of non-invasive brain stimulation in low and high risk gambling as part of my PhD project conducted at the University of East London and the National Problem Gambling Clinic in the United Kingdom.
• PhD Jorge Marredo
  My professional trajectory has developed across three fundamental areas: teaching, research, and professional experience in the field of psychology, with a special focus on care for individuals with severe mental disorders. As an educator, I have taught in various postgraduate programs at the International University of Valencia since 2020, focusing on areas such as General Health Psychology, Psychological Prevention and Intervention, Third Wave Therapies, and Criminology. My teaching experience
  also extends to professional and continuing education.
  In the realm of research, my work has primarily centered on the study of occupational stress and mental health, with particular emphasis on the teaching profession. My doctoral thesis, defended in 2016 at the University of Extremadura, explored variables involved in stress prevention and control, developing a treatment program for educators. This line of research has resulted in various publications and presentations at international conferences, addressing topics such as depressive vulnerability, control expectations and their relationship with demographic factors, as well as the efficacy of intervention programs for occupational well-being and health.
  My professional experience in the field of clinical psychology and psychosocial rehabilitation is extensive and varied. Currently, I coordinate the Knowledge Management Area at the State Reference Center for Psychosocial Care for People with Severe Mental Disorders, where I apply my previous experience as a psychologist in various rehabilitation and social integration centers. My academic background includes a Ph.D. in Psychology, a Master's in General Health Psychology, and various postgraduate studies in related areas. This solid theoretical foundation, combined with my practical experience, has allowed me to contribute to the field of psychology both at clinical and academic levels.
  In addition to my primary activities, I have maintained an interest in interdisciplinary areas, as demonstrated by my research on utopias and dystopias in 20th-century popular music.

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