RESUMO
En el presente estudio pretendemos examinar, desde una perspectiva crítica, la práctica de intervención grupal con niños y niñas denominada talleres socioeducativos; acción realizada en diferentes ámbitos de la psicología como forma de restituir la palabra de los niños y niñas, considerándolos sujetos de derecho. Para este estudio contemplamos durante dos años la revisión sistemática de materiales, informes y entrevistas a sujetos profesionales dedicados a la temática, reflejando los aportes y tensiones del trabajo grupal con niños y niñas. En buena parte de los resultados, se manifiesta su sustentabilidad en el vínculo, lo adaptable a las necesidades de los individuos participantes, lo inclusivo, pero también las complejidades de inserción de este tipo de dispositivos de trabajo.
The following study consists of examining a practical groupintervention with children called social-educational workshops that use a critical perspective.These workshops focused on different psychology-related areas as a way of giving children the powerof being listened to, considering them as subjects of rights. The methodology of the study involved asystematic review of materials, reports and interviews with professionals over a period of two years,illustrating the contributions and the tensions involved in working with children. The results show thesustainability of these workshops based on affective relationships, the adaptability of the workshopsto participants needs, their inclusive nature, but also the complexities of the application of thesekinds of work procedures.
Este estudo tem por objetivo analisar em uma perspectiva crítica a prática de intervenção grupal com as crianças, intitulada intervenções socioeducativas. Estas ações são realizadas em diferentes áreas da psicologia como uma forma de restaurar a palavra das crianças considerando-as como sujeitos de direito. Para este estudo foi considerado, durante dois anos, a revisão sistemática dos materiais como relatórios e entrevistas com profissionais dedicados ao tema. Esses dados contribuíram para refletir as tensões do trabalho grupal com crianças.Parte dos resultados expressam o desenvolvimento e estabelecimento dos vínculos relacionados a adaptabilidade e a inclusão. Assim como, as necessidades dos participantes e a complexidade que envolve a inserção dos dispositivos de trabalho.
Assuntos
Humanos , CriançaRESUMO
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.(AU)
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.(AU)
Assuntos
Psicologia Educacional , Teoria Psicológica , Psicologia AplicadaRESUMO
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.
Assuntos
Teoria Psicológica , Psicologia Aplicada , Psicologia EducacionalRESUMO
Este artigo constituiu-se em uma revisão narrativa de literatura, que visaapresentar as principais abordagens das terapias comportamentais e cognitivasdesenvolvidas ao longo das três ondas da terapia cognitivo-comportamental,contextualizando-as histórica e epistemologicamente. O aumento da compreensão sobreo desenvolvimento da terapia cognitivo-comportamental até a contemporaneidade tendea ampliar reflexões sobre os rumos que a psicologia tende a seguir. Percebe-se, atravésdesta revisão, que a terapia cognitivo-comportamental não é linear cronologicamente:teorias milenares coexistem com outras modernas/contemporâneas. Há uma visão demundo influenciada por diferentes pontos de vista (abstrato, humano, mecânico), dediferentes momentos históricos da humanidade, o que traz um paradigma epistemológicohíbrido para a terapia cognitivo-comportamental. Em um primeiro momento, estadiversidade de embasamentos teóricos, pode parecer um problema epistemológico, mas,na verdade, contribui para a riqueza da terapia cognitivo-comportamental, que sedesenvolve de forma a dar conta das demandas da modernidade. A primeira, segunda eterceira ondas da terapia cognitivo-comportamental devem ser entendidas comocomplementares, não rivais: casadas, tendem a proporcionar estratégias eficazes parao tratamento de diversas patologias psíquicas(AU)
This article is a narrative review of the literature, which aims to present themain approaches of cognitive and behavioral theories developed over the three waves of cognitive-behavioral therapy, contextualizing them historically and epistemologically.The increase in understanding about the development of cognitive-behavioral therapyuntil the contemporary times tend to enlarge the reflections over the direction thatpsychology tends to follow. It was perceived through this review that cognitive-behavioraltherapy is not chronologically linear: millennial theories coexisting with others modernor contemporary. There is a worldview influenced by different points of view (abstract,human, mechanical), from different historical moments of humanity, which carries ahybrid epistemological paradigm to cognitive-behavioral therapy. At first, this diversityof theoretical grounds may seem an epistemological problem, but actually contributesto the richness of cognitive psychology, which develops in order to cope with thedemands of modernity. The first, second and third waves of cognitive-behavioral therapyshould be understood as complementary, non-rivals: married tend to provide effectivestrategies for the treatment of several psychiatric diseases(AU)
Este artículo es una revisión narrativa de la literatura, que tiene comoobjetivo presentar las principales teorías cognitivas y conductuales desarrolladas entres momentos de la terapia cognitivo-conductual, contextualizándolas histórica yepistemológicamente. El aumento de la comprensión sobre el desarrollo de la terapiacognitiva-conductual hasta la contemporaneidad tiende a incrementar reflexiones sobreel sentido de que la psicología tiende a seguir. A través de esta revisión, se percibe quela terapia cognitiva-conductual no sigue un orden cronológico lineal: las teoríasmilenarias conviven con otras modernas/contemporáneas. Hay una visión del mundoinfluenciada por diferentes puntos de vista (abstracto, humano, mecánico), en diferentesmomentos históricos de la humanidad, que trae paradigmas epistemológicos híbridosa la terapia cognitivo-conductual. Al principio, esta diversidad de basamentos teóricos,puede parecer un problema epistemológico, sin embargo contribuye a la riqueza de laterapia cognitivo-conductual, que se desarrolla con el fin de hacer frente a las exigenciasde la modernidad. El primero, segundo y tercer momento de la terapia cognitivoconductualdeben ser entendidos como complementarios entre sí y no comocompetidoras: casadas tienden a proporcionar estrategias eficaces para el tratamientode diversas patologías psíquicas(AU)
RESUMO
Se presenta un análisis teórico desde las explicaciones psicológicas que se han hecho de la conducta humana, particularmente del acto criminal. Se parte de las concepciones epistemológicas en las que se apoya la criminología en sus pretensiones de querer explicar la génesis del comportamiento criminal, para desde allí ubicar los vacíos explicativos que estos planteamientos presentan a la hora de querer dar una explicación causal de la génesis y la conducta criminal. Se ubica como hipótesis de trabajo la motivación inconsciente como causa del comportamiento criminal, entendida esta como causalidad psíquica
A theoretical analysis is offered from the psychological explanations of human conduct having been exposed, particularly regarding the criminal act. Starting from the epistemological conceptions on which criminology relies in its pretentious intentions to explain the genesis of criminal behavior, in order to locate from there the explicative vacuums that these approaches offer at the time of attempting to give a causal explanation to genesis and criminal conduct. Unconscious motivation is placed as a work hypothesis as the cause of criminal behavior, understood as a psychic causality
