Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training.

It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.

Let's get real: Identity concealment, burnout, and therapeutic relationship quality among psychology trainees with concealable stigmatized identities.

Identity concealment thwarts psychological needs of authenticity and belonging, both of which are important for mental health and relationship building. Through the lens of minority stress theory and relational-cultural theory, the present study examined whether identity concealment in the workplace by psychology trainees is indirectly associated with greater burnout and poorer therapeutic relationship quality. To test this hypothesis, a parallel mediation analysis was conducted on data from 335 clinical and counseling psychology doctoral trainees with concealable stigmatized identities using Hayes's (2018) PROCESS macro. As expected, identity concealment at a practicum or internship site was negatively associated with authenticity and belonging, both of which were negatively associated with burnout and positively associated with therapeutic relationship quality. Furthermore, identity concealment was associated with lower therapeutic relationship quality and greater burnout indirectly through lower authenticity and lower belonging. Findings suggest trainees who engage in more identity concealment at their clinical training sites may be at increased risk for burnout and poorer relationships with clients due to limited opportunities for authenticity and belonging. Future research is encouraged to longitudinally examine the impact of identity concealment on professional burnout and relationships, as well as potential protective factors. Such knowledge can support the development of interventions and policies that foster safer, more welcoming work environments for trainees with concealable stigmatized identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring the Views, Perspectives, and Current Practices of Educational Speech-Language Pathologists and Psychologists in Canada: How Childhood Developmental Language Disorders Are Identified and Diagnosed.

PURPOSE: Across Canada, speech-language pathologists (SLPs) and educational psychologists (EPs) work in schools to identify and diagnose childhood learning difficulties, including language disorders; however, both professional groups use different terms to identify and diagnose them. Using the term developmental language disorder (DLD), developed by the CATALISE consortium, would provide consistency across fields. To effectively implement the use of DLD, it is crucial to understand how EPs and SLPs currently identify childhood language disorders and to investigate the potential impact of a practice change in this area. METHOD: The study conducted 13 moderated focus groups and one one-on-one semistructured interview across six Canadian provinces in English and French. RESULTS: We found some social and structural barriers that impact SLPs' and EPs' current practice of identifying and diagnosing language disorders generally (e.g., the belief that children should not be labeled "too early," institutions that prioritize certain professional diagnoses over others, board policies that do not allocate funds for language disorders, professionals' reticence to convey difficult information such as a diagnosis to collaborators) and DLD specifically (e.g., different professional taxonomies, lack of familiarity with or uncertainty about the label, not recognized as a condition in schools that may or may not even identify language disorder as a category of exceptionality). Nevertheless, the focus groups also revealed the extent to which DLD could be useful in their current practice. CONCLUSION: Both EPs and SLPs acknowledged the importance of working together; therefore, DLD could inspire more collaborative practice between SLPs and EPs around language disorders.

Atendimento psicológico ambulatorial em hospital geral: reflexões de um(a) estagiário(a) de psicologia / Ambulatory psychological care in general hospital: reflections of a psychology intern / Servicio psicológico ambulatorio en hospital general: reflexiones de una pasante de psicología

Trata-se de um relato de experiência sobre a prática de estágio curricular em psicologia realizado em um ambulatório de especialidades em um hospital geral, vinculado ao Sistema Único de Saúde. O objetivo deste artigo é apresentar reflexões sobre a prática de estágio curricular na ênfase de promoção e prevenção à saúde, a partir de um relato de experiência. Num primeiro momento, apresenta-se um delineamento histórico sobre a formação do que se conhece hoje como ambulatório em saúde mental e, posteriormente, são apresentados alguns dispositivos que podem embasar a prática do psicólogo neste contexto, fundamentados na interação entre saberes trabalhados na formação em psicologia. Os resultados apontam para a necessidade das reflexões sobre as práticas que têm sido realizadas no campo ambulatorial ­ tendo em vista a necessidade de se atualizarem as definições técnicas sobre a atuação do psicólogo nessa área ­, assim como a necessidade da criação de critérios que avaliem os métodos utilizados pelos psicólogos. Dessa forma, se constata a necessidade de atualização do ensino em psicologia e da prática profissional no atendimento em saúde mental. (AU)

This paper describes a Psychology curricular internship experience at a specialty clinic managed by the Brazilian Public Health System. The goal of this paper is to discuss the practice of curricular internship required by the curricular emphasis on health promotion and prevention, based on expe-rience report. Initially, the paper explores the historical constitution of what is currently known as mental health clinic. Then, we present some tools that may support the psychologist's practice in this context, based on the interac-tion between the distinct knowledges which students must acquire to obtain a Psychology degree. The results show a need to reflect on the practices that are currently being carried out in mental health clinics ­ given the necessity to update the technical definitions that guide psychologists' work in this field ­ as well as a need to specify criteria for the evaluation of the methods employed by psychologists. Thus, we see that there is a need to update teaching in Psychology and professional practices in the field of mental health. (AU)

Este artículo presenta un relato de experiencia sobre la pasantía curricular realizada en un ambulatorio de especialidades vinculado al Sistema Único de Salud. Tiene el fin de presentar reflexiones sobre la pasantía con énfasis en la promoción a la salud y prevención basado en un informe de experiencia. En un primer momento, el artículo presenta un diseño histórico sobre la formación de lo que hoy se conoce como ambulatorio de salud mental y, posteriormente, se presentan algunos dispositivos que pueden apoyar la práctica del psicólogo en este contexto, a partir de la interacción entre conocimientos trabajados en la formación en psicología. Los resultados apuntan la necesidad de reflexionar sobre las prácticas que se han realizado en el ámbito ambulatorio - ante la necesidad de actualizar las definiciones técnicas sobre el desempeño del psicó-logo en esta área - así como la necesidad de generar criterios que evalúen las metodologías utilizadas por los psicólogos. Por lo tanto, queda evidente la necesidad de actualizar la docencia en psicología y la práctica profesional en el cuidado de la salud mental. (AU)

Evaluating training needs in clinical psychology doctoral programs.

OBJECTIVE: Advances in clinical psychology must be accompanied by advances in training. This study assessed training content, quality, and needs during clinical psychology doctoral programs among current or past doctoral students. METHODS: Current or past clinical psychology doctoral students (N = 343) completed an anonymous survey assessing training experiences and needs. A descriptive-focused exploratory factor analysis (EFA) also examined whether common subgroups of academic interests emerged. RESULTS: Most participants reported that they sought training beyond required coursework, primarily in clinical training, cultural competency, and professional development, and reported having taken one or more unhelpful course, including discipline-specific knowledge requirements. Descriptive results from the EFA demonstrated common training areas of interest: diversity topics, biological sciences, clinical practice, and research methods. DISCUSSION: This study demonstrates that trainees and early career psychologists are aware of their nuanced and in some cases, unmet training needs. CONCLUSION: This work foregrounds the need to adapt extant training opportunities to support the next generation of clinical psychologists.

From triple quandary to talent quest: The past, present, and future of A. Wade Boykin's contributions to psychology.

A. Wade Boykin's scholarship has provided key insights into the psychological realities of racially minoritized people and catalyzed revolutionary changes in psychology and education. Combining insights from personal and research experiences, Boykin authored the foundational triple quandary (TQ), a framework describing how Black Americans must navigate the often conflicting values and priorities of dominant mainstream society, the heritage culture of Black communities, and dynamics associated with being racially minoritized. TQ describes the unique developmental challenges faced by Black children, for whom misalignment between home cultural socialization and U.S. schooling often leads to pathologizing mischaracterizations of their attitudes and behaviors, resulting in chronic academic opportunity gaps. Boykin used his training as an experimental psychologist to empirically test the validity and explanatory utility of the TQ framework and to determine whether Black cultural values could be leveraged to improve student learning. Focusing on cultural values such as expressive movement, verve, and communalism, studies with his collaborators consistently supported Boykin's framework and predictions for improving Black student achievement-related outcomes. Beginning in the early 2000s, Boykin and his colleagues began to scale the lessons of decades of empirical work into the talent quest model for school reform. The TQ and talent quest continue to evolve in their application, as scholars and practitioners have found them relevant to a diverse range of minoritized populations in American society and beyond. Boykin's work continues to bear on the scholarship, career outcomes, and day-to-day lives of many scholars, administrators, practitioners and students across disciplines and institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

James S. Jackson and the program for research on Black Americans: Contributions to psychology and the social sciences.

James S. Jackson (1944-2020) is remembered as a groundbreaking social psychologist whose career contributions in scholarship, research, and service were fundamental to the field of psychology. This article briefly outlines his career-long work and contributions. A strong believer in interdisciplinary work, his research spanned other related social science disciplines (e.g., sociology, political science), as well as health and social welfare professions (public health, social work, medicine). As the founding director of the Program for Research on Black Americans at the Institute for Social Research, James Jackson initiated and led a long-standing program with a dual focus on research and training and mentoring doctoral students, postdoctoral scholars, and early career scientists. Jackson's efforts in the development of several nationally representative surveys of the Black population in the United States (e.g., National Survey of Black Americans, National Survey of American Life) revolutionized research focusing on the lives of Black Americans. James Jackson's international influence and reputation included numerous prestigious positions within national science organizations and honors and awards for his scientific contributions. Among James S. Jackson's most enduring legacies is the vast network of current scientists, researchers, and academics who were trained under his direction and leadership. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Contributions of African-centered (Africentric) psychology: A call for inclusion in APA-accredited graduate psychology program curriculum.

Over the past few years, there has been increased visibility of, and attention paid to, enduring issues such as racial discrimination toward Black Americans. Black psychologists have been called upon to explain various race-related mental health issues to the public, as well as their colleagues and students. Discussions about how to heal from persistent, intergenerational, oppressive attacks on the African psyche are important, but the theories and treatments in which most practitioners are trained and considered "best practices" are Eurocentric in nature. African-centered (or Africentric) psychology is a well-established school of thought, predating the philosophies often discussed in Western/American psychology's History and Systems curriculum, that provides an authentic understanding of the psychology of people of African descent from an African perspective. In this article, we present the historical contention about the lack of inclusion of an African perspective in conceptualizing and addressing the psychological needs of people of African descent, provide an overview of African-centered psychology including its underlying worldview and philosophy, development, and key contributors, and advocate for the inclusion of Africentric psychology in APA-accredited psychology graduate programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

From chat rooms to classrooms and TikToks too: Dr. Brendesha Tynes' contributions to the study of race and development in digital contexts.

For more than a decade, Dr. Brendesha Tynes has been at the forefront of empirical research examining the role of race in youth experiences with technology. Tynes' expansive corpus of research highlights the psychological, academic, and socioemotional implications and impact of online racial discrimination on child and adolescent development, with a particular focus on Black youth. Using explicitly strengths-based frameworks in both her research and mentoring, Tynes' contributions to the fields of psychology and education are vast. Given the American Psychological Association's recent shift to intentionally and urgently address racism, Tynes' scholarship is more timely than ever. Using a narrative review approach, we trace the intellectual contributions that Tynes has made to psychology, specifically, and the study of race and racism more broadly throughout her career. Particularly, we highlight key conceptual, methodological, and empirical work that have influenced the study of race in psychology. We conclude by sharing implications and possibilities for Tynes' research to influence race-conscious practices in psychological research, clinical, and pedagogical spheres. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Women of color and the hidden curriculum of school psychology doctoral programs.

Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists interested in interrogating and confronting the inequities that exist within the field. We conducted four focus groups with 15 Black, Indigenous, and Women of Color (BIWOC) students in various APA-accredited school psychology Ph.D. programs to understand how they experienced their programs. We argue that the programs delivered a hidden curriculum to the participants through various socializing, vicarious, and disciplinary events, in addition to the official curriculum delivered to all students. Data analysis indicated that the hidden curriculum was delivered in four settings and consisted of six lessons, including (a) you do not belong here, (b) you cannot be trusted, (c) you are on your own, (d) you are not safe here, (e) you are a token, and (f) you will only get performative allyship from us. We discuss each of these lessons and contemplate on ways in which programs and faculty can combat their deleterious impact on the students.

Albores de la Psicología Formal en Puerto Rico: Pléyade de Influencias (1900-1934) / O Alvorecer da Psicologia acadêmica em Porto Rico: Plêiade de Influencias (1900-1934) / Dawn of Formal Psychology in Puerto Rico: Pleiad of Influences (1900-1934)

Este artículo presenta las biografías de nueve profesionales que contribuyeron al desarrollo de la Psicología en Puerto Rico y que se incluyen en la The Palgrave Biographical Encyclopedia of Psychology in Latin America editada por Ana Jacó-Vilela, Hugo Klappenbach y Rubén Ardila y que proyecta publicarse en 2023. La contribución de Puerto Rico a esta Enciclopedia incluye biografías de 54 profesionales de la Psicología, que sentaron los cimientos para la formación académica de la Psicología en el país. La búsqueda de estos profesionales empezó en el siglo XX con el desarrollo de la enseñanza universitaria de la Psicología en Puerto Rico en 1900, con la fundación de la Universidad de Puerto Rico, la primera universidad formal establecida en Puerto Rico. Se presentan pinceladas de las vidas de nueve profesores/as universitarios/as de Psicología pioneros/as, sus formaciones académicas, las profesiones en las que se formaron y se desempeñaron y las múltiples perspectivas teóricas y visiones que trajeron a la Psicología. Los psicólogos y psicólogas que incluyo en este artículo son: Domingo Rubio Arana, Charles W. St. John, Juan B. Soto, Fred C. Walters, Malvina Monefeldt, Alfredo Silva Cofresí, Néstor I. Vincenty, Ana María O'Neill y Teobaldo Casanova.

Este artigo apresenta as biografias de nove profissionais que contribuíram ao desenvolvimento da Psicologia em Porto Rico e que fazem parte da The Palgrave Biographical Encyclopedia of Psychology in Latin America, organizada por Ana Maria Jacó-Vilela, Hugo Klappenbach y Rubén Ardila, com publicação planejada para 2023. A contribuição de Porto Rico a esta Enciclopédia inclui biografias de 54 profissionais que forneceram a base para a formação acadêmica em Psicología no país. A pesquisa por estes profissionais teve início ainda no século XX, com o desenvolvimento do ensino universitário de Psicologia no país em 1900, com a fundação da Universidad de Puerto Rico, a primeira universidade criada no país. São apresentados alguns dados das trajetórias de nove professores/as universitários/as pioneiros/as, suas formações acadêmicas, as profissões em que se formaram e atuaram e as múltiplas perspectivas teóricas e visões que trouxeram para a Psicologia. Os psicólogos e psicólogas que incluí neste artigo são: Domingo Rubio Arana, Charles W. St. John, Juan B. Soto, Fred C. Walters, Malvina Monefeldt, Alfredo Silva Cofresí, Néstor I. Vincenty, Ana María O'Neill e Teobaldo Casanova.

This article presents the biographies of nine professionals who contributed to the development of Psychology in Puerto Rico and that are included in The Palgrave Biographical Encyclopedia of Psychology in Latin America, edited by Ana Jacó-Vilela, Hugo Klappenbach y Rubén Ardila, the whose projected publication is for 2023. The Puerto Rican contribution includes the biographies of 54 professionals that contributed to the academic development of Psychology in Puerto Rico. The search for these pioneers started at the beginning of the Twentieth Century, with the development of the University of Puerto Rico, our first university, founded in 1900. The article presents biographical sketches of the lives of these nine pioneer university professors, their academic formations, their professions, their multiple theoretical perspectives, and the visions that they brought to Psychology. The professionals included in this article are: Domingo Rubio Arana, Charles W. St. John, Juan B. Soto, Fred C. Walters, Malvina Monefeldt, Alfredo Silva Cofresí, Néstor I. Vincenty, Ana María O'Neill and Teobaldo Casanova.

MOTIVATION DEVELOPMENT OF MENTAL HEALTH PRESERVATION OF SPECIALISTS IN THE FIELD OF SPECIAL AND INCLUSIVE EDUCATION: EUROPEAN PRACTICES.

OBJECTIVE: Aim: The aim is to study and to improve the motivation of mental health preservation of specialists in the field of special and inclusive education according to European experiences. PATIENTS AND METHODS: Materials and methods: The experimental part of the research involved the use of the valid psychodiagnostic methods and tech¬niques: direct and indirect observation, standardized questionnaire survey, semi-standardized individual interviews, psychodiag¬nostic methods. The research was attended by 131 Master's degree students (aged 25-27), specialty 053 Psychology, Educational program - special, clinical psychology. RESULTS: Results: The program "European practices of motivation development of mental health preservation" expands perception of ca¬pabilities, which encourages the disclosure of the creative potential of the individual; anxiety symptoms disappear (or decrease); a system of value orientations is formed; the desire to strengthen spiritual and physical strength. CONCLUSION: Conclusions: Program contributes to the formation of an image of mentally healthy person, stimulation to adhere to a mentally healthy lifestyle and the motivation development of mental health preservation.

Clinical Psychologists as T-Shaped Professionals.

The modern world is becoming increasingly integrated, and disciplines are frequently collaborating with each other. Following this trend, clinical psychologists are also often working within multidisciplinary teams and in settings outside of traditional mental health. To be competent and effective in these contexts, clinical psychologists could benefit from skills outside of psychology. The current psychology training model provides depth of training in psychology but could be improved by providing the breadth of training required of modern clinical psychologists working in these contexts. Other disciplines, such as engineering, business, and social work, have improved their breadth of training through the adoption of the T-shaped model. This model of training allows individuals to simultaneously acquire the depth of knowledge required for their discipline and the breadth required to work effectively in multidisciplinary contexts. This article discusses areas in which clinical psychologists could benefit from broad training and recommendations to implement the T-shaped model.

How We Get Free: Graduate Training as an Opportunity for Equitable Participation and Liberation.

In this conceptual article, we assert that psychology should be transformed to adopt the explicit goal of working toward the liberation of people oppressed by society rather than striving for mere equality. To achieve such a transformation, it is necessary to reenvision graduate training in psychology. Graduate training in psychology is an important vehicle by which psychologists can become prepared to use research and practice to eradicate inequities in society. Therefore, we propose six pillars for liberation-focused graduate training in psychology: critical unlearning/unknowing, cooperative modes of production, prioritizing indigenous knowledge, embedded interdependence, systems-level action, and prioritizing members of oppressed groups. Although this conceptualization may engender resistance, we argue that there are many potential pathways by which graduate training may use liberation psychology to work equitably with oppressed groups to seek justice.

Sexuality training in counseling psychology: A mixed-methods study of student perspectives.

Counseling psychologists are a cogent fit to lead the movement toward a sex-positive professional psychology (Burnes et al., 2017a). Though centralizing training in human sexuality (HS; Mollen & Abbott, 2021) and sexual and reproductive health (Grzanka & Frantell, 2017) is congruent with counseling psychologists' values, training programs rarely require or integrate comprehensive sexuality training for their students (Mollen et al., 2020). We employed a critical mixed-methods design in the interest of centering the missing voices of doctoral-level graduate students in counseling psychology in the discussion of the importance of human sexuality competence for counseling psychologists. Using focus groups to ascertain students' perspectives on their human sexuality training (HST) in counseling psychology, responses yielded five themes: (a) HST is integral to counseling psychology training, (b) few opportunities to gain human sexuality competence, (c) inconsistent training and self-directed learning, (d) varying levels of human sexuality comfort and competence, and (e) desire for integration of HST. Survey responses suggested students were trained on the vast majority of human sexuality topics at low levels, consistent with prior studies surveying training directors in counseling psychology and at internship training sites (Abbott et al., 2021; Mollen et al., 2020). Taken together, results suggested students see HST as aligned with the social justice emphasis in counseling psychology but found their current training was inconsistent, incidental rather than intentional, and lacked depth. Recommendations, contextualized within counseling psychology values, are offered to increase opportunities for and strengthen HST in counseling psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. When two graduate students are equally qualified, the award may be shared. The 2023 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2022 Board of Professional Affairs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Psi Chi/APA Edwin B. Newman Graduate Research Award: Megan E. Golson.

The award is presented annually to the psychology graduate student who submits the best research paper that was published or presented at a national, regional, or state psychological association convention during the past calendar year. "This award is given to Megan E. Golson for an exceptional research article titled, 'Influences of Student Race/Ethnicity and Gender on Autism Special Education Classification Considerations.' The research for the article was conducted at Utah State University with faculty advisor, Maryellen Brunson McLain, PhD." (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A sociogenia fanoniana e a formação em psicologia: uma aposta clínica política e negra / Fanonian sociogeny and training in psychology: a political and black clinical bid / La sociogenia fanoniana y la formación en psicología: una apuesta clínica política y negra

Resumo Em 2020, recebíamos, no Brasil, a tradução do livro Écrits sur l´aliénation et la liberté de Frantz Fanon que, aliado a outras obras como Pele negra, máscaras brancas e Os condenados da terra, apresentava a sociogenia como condição imprescindível para compreensão das vidas negras em sua relação com o sofrimento físico e psíquico e a possibilidade de um fazer clínico que não se pautasse apenas na dimensão filogenética e ontogenética dos estados mentais e físicos. Partindo da sociogenia fanoniana como princípio e método, este artigo objetiva refletir sobre a possibilidade de construção de um processo de formação em Psicologia que tome a dimensão sociogênica como espaço vital para que o cuidado possa ser pensado em relação às comunidades negras nos diferentes contextos brasileiros. Defendemos a necessidade urgente de a formação e a práxis em Psicologia assumirem a discussão da sociogênese fanoniana como imprescindível.

Resumen En 2020 recibimos la traducción brasileña del libro Écrits sur l´aliénation et la liberté, de Frantz Fanon. Combinado con otras obras como Piel negra, máscaras blancas y Los condenados de la tierra, el libro presenta la sociogenia como condición esencial para comprender las vidas negras en su relación con el sufrimiento físico y psíquico y la posibilidad de una práctica clínica que no se basa únicamente en la dimensión filogenética y ontogenética de los estados físicos y mentales. A partir de la sociogenia fanoniana como principio y método, este artículo tiene como objetivo principal reflexionar sobre las posibilidades de construir un proceso de formación en Psicología que aborde la dimensión sociogénica como un espacio vital para pensar el cuidado en relación con las comunidades negras en diferentes contextos brasileños. Defendemos la urgente necesidad de formación y praxis en Psicología para asumir como imprescindible la discusión de la sociogénesis fanoniana.

Abstract In 2020, we received the Brazilian translation of the book Écrits sur l´aliénation et la liberté (Alienation and freedom), by Frantz Fanon. Combined with other works such as Black skin, white masks and The wretched of the earth, the book presents sociogeny as an essential condition for understanding black lives in their relationship with physical and psychological suffering and the possibility of a clinical practice that is not based solely on the phylogenetic and ontogenetic dimension mental and physical states. Starting from Fanonian sociogeny as a principle and method, this paper aims to reflect on the possibility of building a training process in Psychology that takes the sociogenic dimension as a vital space so that care can be thought of in relation to black communities in different Brazilian contexts. We defend the urgent need for training and praxis in Psychology to assume the discussion of Fanonian sociogenesis as essential.

As motivações da prática de atividade física durante a graduação de alunos de psicologia / The motivations for the practice of physical activity during the graduation of the psychology students

RESUMO O trabalho em questão, tem como objetivo central apresentar uma pesquisa voltada às principais motivações relacionadas à prática de atividades físicas durante o período de graduação no curso de Psicologia na Universidade Federal de Mato Grosso do Sul (UFMS). Desse modo, o instrumento utilizado será um questionário realizado e formulado pelos alunos pesquisadores, assim, pretende-se analisar o principal interesse precursor da prática, sendo as opções: diversão, hobby, descontração, competência, autoestima, saúde física ou influência social, além do levantamento da frequência da atividade realizada. Além disso, como fator secundário, procura-se perceber as razões daqueles que não realizam nenhum tipo de atividade, tendo como questões de escolha: motivos financeiros, falta de tempo, escolha própria e falta de motivação por parte da universidade. O questionário irá aborda ainda se os entrevistados pretendem iniciar alguma prática futuramente. Com base nos resultados, será possível deduzir a importância da prática de atividades físicas e principalmente seus benefícios, que se enquadram na melhora inclusive do desempenho acadêmico, e associar tais questões com os motivos dos não- praticantes também.

ABSTRACT The main objective of this work is to present a research focused on the main motivations related to the practice of physical activities during the graduation period in the Psychology course at the Federal University of Mato Grosso do Sul (UFMS). In this way, the instrument used will be a questionnaire carried out and formulated by the research students, thus, it is intended to analyze through this, the main precursor interest of the practice, being the options: fun, hobby, relaxation, competence, self-esteem, physical health or by social influence, and the frequency of the activity carried out. In addition, as a secondary factor, an attempt is made to understand the reasons of those who do not carry out any type of activity, having as choice issues: financial reasons, lack of time, own choice and lack of motivation on the part of the university, and as an additional, ask if they intend to start some practice in the future. Based on the results, it is possible to deduce the importance of the practice of physical activities and mainly its benefits, which fit in the improvement sometimes, even, of the academic performance, and to associate such questions with the motives of the non-practitioners as well.

Desafios da avaliação psicológica no Brasil: nova realidade, velhas questões / Challenges for psychological assessment in Brazil: new reality, old issues / Desafíos de la evaluación psicológica en brasil: nueva realidad, viejos interrogantes

A avaliação psicológica (AP) constitui-se como uma um processo técnico-científico auxiliado por múltiplas ferramentas, que apresenta solidez no desenvolvimento de pesquisas que qualificam a prática e a formação em Psicologia. Sua relevância histórica e social é evidente, sendo que seus parâmetros estão em consonância com os mais rigorosos critérios praticados internacionalmente. Por essa via, considera-se que a AP constitui um importante recurso de proteção ao indivíduo e sociedade nos diferentes contextos de atuação. Ainda que apresente notório reconhecimento, há desafios que precisam ser enfrentados. Sob essa perspectiva, o presente trabalho teve como objetivo discutir os principais desafios presentes para uma AP mais qualificada, dentro dos elevados princípios éticos de nossa profissão. O trabalho está organizado de modo a traçar um panorama desses desafios, percorrendo tanto as esferas social, ética, de resoluções do Conselho Federal de Psicologia e de aspectos práticos, visando trazer contribuições que possam, por um lado, problematizar sobre a superação das dificuldades e, por outro, fortalecer ações que se revertam na superação dos desafios que hoje se apresentam.(AU)

Psychological assessment (PA) is a well established area in the development of research that helps to improve the quality of practice and training in psychology. Its historical and social relevance is clear, and its parameters are in line with the most rigorous criteria practiced internationally. In this way, it is considered that the PA protects society in the different contexts of action. Although it is well known, there are challenges that need to be faced. From this perspective, the present work aimed to discuss the main challenges present for quality PA, considering the strict ethical principles of the profession. The work is structured to identify these challenges, covering social and ethical considerations, the resolutions of the Federal Council of Psychology, and practical aspects. The goal is to provide contributions that can both problematize overcoming difficulties and strengthen actions to overcome them in the current context.(AU)

La evaluación psicológica (EP) se constituye un proceso técnico-científico apoyado en múltiples herramientas, que presenta solidez en el desarrollo de investigaciones que cualifican la práctica y la formación en psicología. Su relevancia histórica y social es evidente, y sus parámetros se ajustan con los criterios más rigurosos practicados internacionalmente. De esta forma, se considera que la EP es un recurso fundamental para la protección del individuo y de la sociedad en diferentes contextos de actuación. Aunque presenta un reconocimiento notorio, hay retos por afrontar. En esa perspectiva, el presente trabajo tuvo como objetivo discutir los principales desafíos actuales para una EP más calificada, dentro de los altos principios éticos de nuestra profesión. El estudio está organizado para delinear estos desafíos, abarcando tanto la esfera social, ética, las resoluciones del Consejo Federal de Psicología y los aspectos prácticos. La finalidad es traer contribuciones que puedan no solo problematizar la superación de las dificultades, sino también, fortalecer las acciones que se revierten en la superación de los problemas que se presentan hoy.(AU)