University Psychology Clinic. University psychological services. Training in psychology. National Curriculum Guidelines

The Psychology School Services are linked to the creation and regulation of the Psychology course and have been, over the years, the main space of practices in the process of training the psychologist, aiming to fulfill, since its birth, a double objective: to subsidize the students and serve the community. From the National Curricular Guidelines for undergraduate courses in Psychology, the School Services are called to expand their action in order to meet a demand that is constantly growing and to adapt to changes in training. The present research had the objective of analyzing the Service of Applied Psychology - SEPA of the Federal University of Rio Grande do Norte, based on a descriptive, cross - sectional and comparative study that sought to relate data about the functioning of School Services in the various regions of the country , in order to identify gaps and to base a discussion on the need and possibility of changes conducive to improvements. For the production of information, a simultaneous mixed approach or multi-method was used, which used systematic observation, documentary analysis, database consultation and interviews. Regarding the results, it is observed that the high demand was a generalized difficulty in all the Services studied, reflecting an increase in the number of people seeking psychology attention and few psychologists in the public service that meet such demand. However, in relation to the physical structure, there is a similarity of conditions, that is, a satisfactory service to the needs. The prevalence of a strong hegemony of individual psychotherapy indicates that the service offer does not contemplate the diversity of possibilities of the psi field. On the other hand, the demand for this mode of care stands out, which is due, in part, to the imaginary still prevalent in relation to the activities of the psychologist, even though numerous changes have required a redefinition of the skills and competences developed during the training professional. It can be concluded that, in general, there is an attachment to theoretical models crystallized, not being clear the scope of the term "Psychology Service", as well as, a certain lack of knowledge and / or distance from the curricular guidelines of the psychology course. Starting from these shortcomings, a fragility was perceived in the School Service, even considering its importance for the formation of the future psychologist. It is suggested, therefore, the proposal of spaces for discussion that systematically inform and bring together those who make up the School Services and, potentially, can subsidize the expansion of the quantity and quality of care provision.