Toward a holistic perspective of congruence research with the polynomial regression model.

The polynomial regression with response surface analysis (PRRSA) model is widely used in congruence studies, yet its application in congruence research has not achieved the desired theoretical progress in this research area. As part of the continuous efforts to advance congruence research, this study analyzes 31 congruence-related articles recently published in top-tier management journals, including Journal of Applied Psychology, Academy of Management Journal, Journal of Management, Personnel Psychology, Organizational Behavior and Human Decision Processes, and Human Resource Management. We find that congruence researchers often fail to consider all the conditions required to test congruence effects. Our reanalysis of these studies shows that when all required conditions are used, the exact correspondence effect, sometimes also labeled as the exact match effect or the perfect match effect, is only supported in three studies. Caution is hence warranted both for citing these studies as evidence of congruence and for proposing practical implications based on the findings in these studies. A holistic perspective is then proposed in this study to facilitate the proper application of the PRRSA model to help congruence scholars develop stronger theories and enhance scientific rigor in congruence research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Understanding and overcoming challenges in times of personal or global crisis-Editorial on the Special Issue on Loneliness and Health.

The ever-present interest in loneliness has increased during the last decade. Although loneliness is generally not as prevalent as other topics and not among the top 5 most read papers in the journal Applied Psychology: Health and Well-Being, it is closely connected to topics therein, such as well-being and health. Conceptualizing loneliness as indicator of risk, it may function as a cue for action. Accordingly, understanding loneliness, its development, prevalence, effects, and how to support individuals to prevent or overcome loneliness is key and the main aim of this special issue. Therefore, theories and models are reviewed in this paper and synthesized together with other aspects relating to the field of loneliness research and intervention. Accordingly, we propose an agenda including key determinants (e.g., risk groups), how to proceed (various research methods), intervention components (e.g., behavior change techniques, SDGs), and how to perform dissemination (open science practices, co-creative approaches, etc.). The original studies in this special issue provide stimulating examples. Moreover, the commentaries give new insights and inspiring ideas. Overall, this special issue aims to give readers a lens with which to re-examine their own research, enable innovation, and empower addressing loneliness and its interconnection synergistically.

Toward a community psychology transformative praxis: A descriptive review.

In this paper, we present a descriptive review of the foundational components of transformation-the starting places and gaps-in a move toward synthesizing current works into a Community Psychology Transformative Praxis. This review focuses on published work identified in North American Community Psychology journals (namely two United States based journals)-a review from the belly of the neoliberal and imperial beast. We reviewed and categorized seven foundational dimensions for beginning and sustaining transformative praxis and which represent how Community Psychology (CP), in the United States publishing context, is engaging in transformative efforts. In Part 1, we present three dimensions of transformative process, focused on early and iterative practices that develop and enact shared (1) values, (2) visions of a just world, and (3) critical problem frames. In part 2 we present four additional dimensions of transformative action; the considerations that inform action in a given transformative process or intervention including (4) planning for the long-term nature of transformation, (5) targeting multiple levels of analysis, (6) engaging in solidarity with those most impacted by injustice, and (7) identifying and resisting power holders and/or power structures that prevent transformation and maintain the status quo. In Part 3, we review the relationship between process and action, where processes can be understood as driving, directing, and bounding the types of actions or interventions taken or imagined in a particular transformative intervention. We close the paper with critical reflections and calls to action to further develop the transformative potential of CP praxis and name the tendency of settling for ameliorative solutions to problems needing transformative solutions.

Underfunding Basic Psychological Science Because of the Primacy of the Here and Now: A Scientific Conundrum.

The psychological sciences are suffering from the primacy of the "here and now" and from a radical utilitarian view of science-this is certainly true in less affluent countries around the world. Portugal is a particular case study, as both psychology departments and funding agencies are largely biased toward applied psychology-but this is a more global trend. The field needs to find a balance between applied and basic psychology to better respond to the challenges of tomorrow.

Psicólogas(os) no sistema educacional de Boa Vista/Roraima: concepções, práticas e desafios / Psychologists in the educational system of Boa Vista/Roraima: conceptions, practices and challenges / Psicólogas(os) en el sistema educativo de Boa Vista/Roraima: concepciones, prácticas y retos

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)

This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)

Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)

Vygotskian Perspectives in Deaf Education: An Introduction in Two Movements.

Vygotsky's (1993) Fundamentals of Defectology is a radical's handbook of deaf and disability studies. Vygotsky's overall research program views disabilities, including deafness, from an integrated biosocial and critical theory standpoint. In two movements, I introduce an American Annals of the Deaf Special Issue on Vygotskian perspectives in deaf education focused mainly on his Defectology volume. Movement One describes Vygotsky's life, research, death, and posthumous impact by situating his deaf pedagogy research as one node in a network of defectological pedology, translated as applied special educational psychology. Movement Two describes how Vygotsky's project has been extended, synthesized, and developed in modern and postmodern contexts of deaf education and disability studies. Throughout, I synthesize Vygotsky's claims and update his terms by juxtaposing them with contemporary terms and theories to provide sociohistorical context for the new scholarship comprising this Special Issue's unique contribution to Vygotskian deaf research.

Award for Distinguished Professional Contributions to Applied Research: Jennifer C. Wolff.

This award is given to a psychologist whose research has led to important discoveries or developments in the field of applied psychology. "Jennifer C. Wolff serves multiple roles as a licensed psychologist in Massachusetts and Rhode Island. She is an associate professor at The Warren Alpert Medical School of Brown University, a staff psychologist at Rhode Island Hospital and Bradley Hospital, and director of the Adolescent Mental Health Collaborative. Dr. Wolff's program of research involves three primary aims: (a) delineating social, cognitive, and affective mechanisms underlying adolescent psychopathology; (b) translating these findings into treatments; and (c) implementing these treatments in real-world settings. She focuses on emotional and behavioral dysregulation as well as suicide prevention. Her current projects include large-scale data collection in the inpatient setting and improving routine practices and quality of care in inpatient and community settings. She also investigates the use of technology in dissemination and implementation research. Dr. Wolff has pioneered a cognitive behavioral therapy program for inpatient adolescents that includes scaling to train hospital staff. She is an active member of the American Psychological Association, the Association for Behavioral and Cognitive Therapies, and the Division 53 Special Interest Group for Acute, Intensive, and Residential Services. She has served as a peer reviewer/ad hoc reviewer and has authored or coauthored several articles and book chapters. Dr. Wolff's work demonstrates an exceptional combination of clinical practice and applied research and is therefore well-deserving of this distinguished award." (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Award for Distinguished Professional Contributions to Applied Research.

This award is given to a psychologist whose research has led to important discoveries or developments in the field of applied psychology. To be eligible, this research should have led to innovative applications in an area of psychological practice, including but not limited to assessment, consultation, instruction, or intervention (either direct or indirect). Research involving the original development of procedures, methodologies, or technical skills that significantly improve the application of psychological knowledge and provide direct and immediate solutions to practical problem areas will be considered, as will research that has informed psychologists on how better to observe, define, predict, or control behavior. Original integration of existing theories or knowledge is also eligible for consideration. In previous years, this award was called the Award for Distinguished Professional Contributions to Knowledge. The name was changed in 2003 to better describe this award. The 2023 recipients of the APA Professional Contributions Awards were selected by the 2022 Board of Professional Affairs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Avaliação da socialização financeira familiar: uma revisão integrativa da literatura / Evaluation of family financial socialization: an integrative literature review / Evaluación de la socialización financiera familiar: una revisión de la literatura integradora

O objetivo deste estudo foi realizar uma revisão integrativa da literatura sobre a Socialização Financeira Familiar (SFF) sob a ótica da psicologia e das relações familiares. Para compreender de que forma a SFF é definida e avaliada, a revisão seguiu as recomendações do método PRISMA. Foi feita busca por artigos científicos de delineamento quantitativo em inglês, português e espa-nhol nas bases de dados Scopus, PsychNET, Web of Science, Science Direct, Redalyc, Lilacs, Pepsic, Scielo e Ebscohost, publicados entre os anos de 2010 e 2020. Os resultados mostraram prevalência de estudos realizados nos EUA, com população adulta e sob uma perspectiva individual. Não foram localizados estudos brasileiros. Conclui-se que a SFF está associada a desfechos importantes na vida adulta, porém ainda há carência instrumental para mensuração do construto, bem como lacunas importantes na compreensão e avaliação de aspectos que compõem a dimensão implícita da SFF. (AU)

The aim of this study was to conduct an integrative review of the literature on Family Financial Socialization (FFS) from the perspectives of psychology and family relationships. To understand how FFS is defined and measured, the review followed the recommendations of the PRISMA Method. A search was conducted for scientific articles with a quantitative design in English, Portuguese, and Spanish, published between 2010 and 2020 in the Scopus, PsychNET, Web of Science, Science Direct, Redalyc, Lilacs, Pepsic, Scielo and Ebscohost databases. The results showed a prevalence of studies carried out in the USA with an adult population and an individual perspective. No Brazilian studies were found. It is concluded that FFS is associated with important outcomes in adulthood, but there is still a lack of instruments for measuring the construct, as well as important gaps in understanding and evaluating aspects that compose the implicit dimension of FFS. (AU)

El objetivo de este estudio fue realizar una revisión integradora de la litera-tura sobre Socialización Financiera Familiar (SFF) desde la perspectiva de la psicología y las relaciones familiares. Para comprender cómo se define y evalúa el SFF, la revisión siguió las recomendaciones del método PRISMA. Se realizó una búsqueda de artículos científicos con un diseño cuantitativo en inglés, portugués y español en las bases de datos Scopus, PsychNET, Web of Science, Science Direct, Redalyc, Lilacs, Pepsic, Scielo y Ebscohost, publicados entre 2010 y 2020. Los resultados muestran una prevalencia de estudios reali-zados en EEUU, con población adulta y desde una perspectiva individual. No se encontraron estudios brasileños. Se concluye que la SFF se asocia a resultados importantes en la edad adulta, pero aún existe una falta instrumental para medir el constructo, así como importantes vacíos en la comprensión y evalu-ación de aspectos que conforman la dimensión implícita de SFF. (AU)

Ann Marie O'Roark (1933-2022).

Memorializes Ann Marie O'Roark (1933-2022). Ann was a pioneer in applying psychology in consulting and international psychology. She blazed other trails, especially for women, using her strong interpersonal and political skills to help organizations run smoother and better fulfill their missions. Ann frequently instructed in leadership development at the Center for Creative Leadership, the Development Institute at Eckerd College, and the American Management Association's Executive Effectiveness Course. From 1976 to 2006, she successfully ran her own independent practice, consulting in the private sector, government, and professional associations. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

La psicología aplicada al desarrollo socioeconómico / Psychology applied to socioeconomic development / Psicologia aplicada a desenvolvimento socioeconômico

Las sociedades están comprometidas a combatir la pobreza del mundo, elevar el desarrollo y productividad de sus naciones, por ese motivo el objetivo del presente estudio es analizar el aporte de la psicología aplicada al desarrollo socioeconómico de un país considerando el capital humano y su función en los estamentos del desarrollo socioeconómico que es la triada productiva: Gobierno (funcionario público y líderes), empresa (emprendedores, empleados y líderes) y academia o universidad (docente, estudiantes y líder). El presente estudio es analítico-reflexivo de tipo empírico propositivo, con relación a los resultados se ha considerado dos aportes por parte de la psicología en el desarrollo socioeconómico estos son: formación integral del capital humano (valores, habilidades y conocimientos) y salud mental (Bienestar social, emocional y psicológico). Asimismo, se sugieren acciones dentro de la labor del psicólogo como ser: enfatizar en Educación en Salud Sexual y Reproductiva Integral, educación al emprendimiento, desarrollar investigación en diferentes áreas de la psicología, formar recursos humanos de calidad y proponer políticas públicas.

Societies are committed to combating poverty in the world, raising the development and productivity of their nations, for this reason the objective of this study is to analyze the contribution of applied psychology to the socioeconomic development of a country considering human capital and its role in the levels of socioeconomic development that is the productive triad: Government (civil servant and leaders), company (entrepreneurs, employees and leaders) and academy or university (teacher, students). The present study is analytical-reflexive of an empirical propositive type, in relation to the results, two contributions have been considered by psychology in socioeconomic development, these are: integral formation of human capital (values, skills and knowledge) and mental health (Social, emotional and psychological well-being). Likewise, actions were suggested within the work of the psychologist, such as: emphasizing Comprehensive Sexual and Reproductive Health Education, entrepreneurship education, developing research in different areas of psychology, training quality human resources and proposing public policies.

As sociedades estão comprometidas com o combate à pobreza no mundo, elevando o desenvolvimento e a produtividade de suas nações, portanto o objetivo deste estudo é analisar a contribuição da psicologia aplicada para o desenvolvimento socioeconômico de um país considerando o capital humano e seu papel nos níveis de desenvolvimento socioeconômico que é a tríade produtiva: Governo (oficial e dirigentes), empresa (empresários, empregados e dirigentes) e academia ou universidade (professor, alunos). O presente estudo é analítico-reflexivo do tipo empírico propositivo, em relação aos resultados foram consideradas duas contribuições da psicologia no desenvolvimento socioeconômico, são elas: a formação integral do capital humano (valores, habilidades e conhecimentos) e a saúde mental. (Bem-estar social, emocional e psicológico). Da mesma forma, foram sugeridas ações dentro da atuação do psicólogo, como: enfatizar a Educação Integral em Saúde Sexual e Reprodutiva, a educação para o empreendedorismo, desenvolver pesquisas em diferentes áreas da psicologia, formar recursos humanos de qualidade e propor políticas públicas.

UK clinical and community psychology: Exploring personal and professional connections.

This paper explores the personal and professional connections between clinical psychologists in the United Kingdom (UK) and critical/community psychology (CCP). Specifically, it asks how clinical psychologists define the area, how they relate to it and how they apply it in their work. Twenty clinical psychologists responded to an online survey, 12 of whom went on to take part in a follow-up telephone interview. Data were analysed using inductive thematic analysis. The results are divided into three sections: i. "describing CCP": social justice and a questioning stance are considered, ii. "relating to CCP": an interplay between lifespan events and personal responses are described and iii. "applying CCP": a dynamic between role-specific applications and reality checks that either enable or constrain is illustrated. Although the continued need for a CCP is described, the results highlight both challenges and tensions of practising CCP within clinical psychology.

A brief review of applied psychology in China.

Psychology in China has a long past, but a rather short history. Modern psychology was introduced to China in the early 20th century soon, psychology as a scientific discipline was established when the teaching, research, and academic exchanges began. Specifically, applied psychology was established until the last decade of the 20th century; however, the past 30 years have witnessed the fast growth of applied psychology in China. In this article, we briefly introduce the history of psychology in China, its establishment as a discipline and a profession, and present some applications of psychology in the domains of public mental health as well as in educational and organizational settings.

Reflections on the Journal of Applied Psychology in times of change.

This editorial focuses on two major initiatives that we undertook during these turbulent times at the Journal of Applied Psychology: The Call for Papers on the COVID-19 Pandemic With a Rapid Review Process and the implementation of the Transparency and Openness Promotion (TOP) Guidelines (https://www .cos.io/initiatives/top-guidelines) on November 1, 2021. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Preparing for 2070: Reflections from the Journal of Community Psychology's initial decade: Pathways to community psychology's continuing maturation.

This virtual monograph celebrates the 50 th anniversary of the Journal of Community Psychology (JoCP) by reprinting selected commentaries and peer-reviewed papers from JoCP's initial decade. Selected articles focused on the originating goals and priorities of the discipline of community psychology. Each article is followed by reflections. The monograph final section challenges contemporary discipline leaders to identify goals for the coming decades and milestones for measuring progress in their achievement.

Como a criança percebe o cirurgião-dentista: um estudo por meio do desenho / How the child perceives the dentist: a study using children's drawing / Cómo percibe el niño al cirujano dental: un estudio a partir del dibujo infantil

O objetivo deste estudo foi verificar, por meio de desenhos, como o cirurgião-dentista e o ambiente odontológico são percebidos por crianças de dois municípios paraibanos de portes populacionais diferentes, bem como o impacto de uma intervenção com práticas de promoção de saúde bucal nesta percepção. A amostra foi constituída por 89 estudantes entre 7 e 12 anos, sendo 40 crianças da zona urbana da cidade de maior porte populacional (Campina Grande, PB) e 49 da zona rural, município de menor porte populacional (Queimadas, PB). A interpretação dos desenhos foi feita por duas examinadoras de forma independente através de um roteiro para interpretação, além da aplicação do coeficiente Kappa, a fim de se verificar o nível de concordância. Obteve-se um valor de Kappa igual a 1. Como análise geral, apesar de não se verificar associação significativa ao nível de 5%, as crianças da zona rural elaboraram maior número de desenhos que transmitiram uma impressão geral negativa em comparação àquelas da zona urbana e, posteriormente às ações de promoção da saúde, não houve uma melhora na percepção da situação odontológica através dos desenhos. O cirurgião-dentista e o ambiente odontológico são vistos de forma negativa pelas crianças de ambas as localidades, em sua grande maioria, não havendo diferenças expressivas entre os dois grupos. Assim, demonstra-se a necessidade de compreensão do verdadeiro aspecto que define a construção dessa imagem, incentivando atendimentos que fortaleçam o vínculo paciente-profissional para desmistificação da imagem negativa do profissional.(AU)

This study aimed to verify, using drawings, how children from two municipalities in the state of Paraíba (PB) of different population sizes perceive the dentist and the dental environment and the impact of an intervention with oral health promotion practices in this perception. The sample consisted of 89 students aged from 7 to 12 years, with 40 children from the urban area of the municipality with the largest population (Campina Grande, PB) and 49 children from the rural area, municipality with a smaller population (Queimadas, PB). The interpretation of the drawings was made by two examiners independently following a script. In addition, the Kappa coefficient was applied to verify the level of agreement, and a Kappa value equal to 1 was found. As a general analysis, despite the lack of a significant association at the 5% level, children in the rural area made more drawings that conveyed a negative overall impression when compared with those in the area urban and the perception of the dental situation shown in the drawings did not improve after the health promotion actions. The dentist and the dental environment are mostly seen in a negative way by the children of both locations, without significant differences between the two groups. Thus, this demonstrates the need to understand the real aspect that defines the construction of this view, encouraging care that strengthens the patient-professional bond to demystify the negative image of the professional.(AU)

El objetivo de este estudio es identificar, a partir de dibujos, cómo el dentista y el ambiente odontológico son vistos por los niños de dos ciudades de diferentes cifras poblacionales del estado de Paraíba (Brasil), además de analizar el impacto de una intervención de promoción a la salud bucal en este contexto. La muestra se constituye por 89 alumnos de entre 7-12 años, de los cuales 40 viven en la zona urbana de la ciudad más poblada (Campina Grande, Paraíba) y 49 niños residen en la zona rural de la ciudad menos poblada (Queimadas, Paraíba). La interpretación de los dibujos fue realizada por dos evaluadoras de forma independiente basándose en un guion. Además, se aplicó el coeficiente Kappa con el objetivo de verificar el nivel de concordancia, lo que resultó un valor igual a 1. Como análisis general, aunque no se ha constatado una asociación significativa al nivel del 5%, los niños de la zona rural transmitieron una perspectiva negativa mayor que los de la zona urbana, y no hubo una mejora en la percepción de la situación odontológica en los dibujos realizados posteriormente a las acciones de promoción a la salud. El dentista y el ambiente odontológico son vistos de forma negativa por la mayoría de los niños de las dos ciudades, y no hay diferencias significativas entre los dos grupos. Por tanto, es necesario comprender el verdadero aspecto que define la construcción de esta imagen, incentivando una atención que fortalezca el vínculo paciente-profesional para que ocurra la desmitificación de la imagen negativa del profesional.(AU)

Ateliê Lúdico e Expressivo: Considerações sobre o Brincar com Crianças Acolhidas / Playful and Expressive Atelier: Considerations on Playing with Children Living in Shelters / Lúdico y Expresivo Atelier: Consideraciones sobre Jugar con los Niños Bienvenidos

Este artigo apresenta uma reflexão sobre o brincar relacionado a um dispositivo clínico institucional, denominado Ateliê Lúdico e Expressivo. Esse dispositivo ocorre no contexto de um Serviço Universitário de Psicologia Aplicada, sendo realizado com alunos estagiários e com a professora supervisora. As crianças atendidas se encontram em situação de acolhimento institucional, em um estabelecimento próximo à universidade, facilitando a vinda das crianças dessa instituição e também as trocas com a equipe profissional desse equipamento. Para essa reflexão, vamos nos remeter a aspectos importantes da Lei nº 8.069 de 1990 ­ Estatuto da Criança e do Adolescente ­ e da Lei nº 12.010 de 2009, referentes ao acolhimento institucional. Tomaremos a medida protetiva de acolhimento institucional como questão problemática, discutindo, entre as várias crianças atendidas, a situação específica de um menino separado de sua mãe de forma abrupta, que permaneceu no centro de acolhimento institucional por aproximadamente um ano. Essa decisão foi tomada pelo conselho tutelar, de imediato, quando a mãe se dirigiu a essa instituição para pedir abrigamento familiar. Levantaremos questões sobre as possíveis repercussões emocionais da separação da criança de sua mãe e algumas dificuldades que se colocam na aplicação dessa medida protetiva de abrigamento. (AU)

This article presents a discussion about the act of playing related to an institutional clinical device called playful and expressive atelier. This device took place in the context of a University Applied Psychology Service and was carried out by intern students under the supervision of a professor. The assisted children were in a situation of institutional hosting, whose establishment was located near the university making it easier for the children to come from the institution and enabling exchanges with the professional team of that equipment. For this reflection, we referred to an important aspect of Law 8.069 of 1990 - Child and Adolescent Statute - and Law 12.010 of 2009, which regulates institutional hosting. The institutional sheltering protective measure is considered a problematic issue. More specifically, the situation of a particular boy, who was abruptly separated from his mother and lived in a shelter for about a year, was discussed. This decision was made by the Guardianship Council, at once, when the child's mother requested family sheltering services from that institution. Issues about possible emotional repercussions of the separation of the child from his mother and some difficulties to apply this hosting protective measure have been raised. (AU)

Este artículo presenta una reflexión sobre el juego relacionado con un dispositivo clínico institucional, nombrado lúdico y expresivo atelier. Ese dispositivo se produce en el contexto de un Servicio Universitario de Psicología Aplicada, realizado con estudiantes en prácticas, junto con la profesora supervisora. Los niños atendidos se encuentran en situación de acogida institucional, cuyo establecimiento está cerca de la universidad, facilitando su llegada y los intercambios con el equipo profesional de este instrumento. Para esta reflexión, nos remitiremos a aspectos importantes de la Ley 8.069 de 1990 ­ Estatuto de la infancia y la adolescencia ­ y la Ley 12.010 de 2009, referentes a la acogida institucional. Tomaremos la medida de protección de la acogida institucional como un tema problemático que discute, entre los diversos niños atendidos, la situación específica de un niño separado de su madre abruptamente y que permaneció en el centro de acogida institucional durante aproximadamente un año. Esa decisión fue tomada por el Consejo Tutelar, inmediatamente, cuando la madre se dirigió a ellos, para pedirles refugio familiar. Plantearemos cuestiones sobre las posibles repercusiones emocionales de la separación del niño y su madre y algunas dificultades que emergen en la aplicación de esa medida protectora de refugio. (AU)

Fenomenologia e Psicologia da Saúde: uma análise da produção acadêmica Brasileira / Phenomenology and Health Psychology: a review of Brazilian academic production / Fenomenología y Psicología de la Salud: una revisión de la producción académica de Brasil

O objetivo deste trabalho é investigar as contribuições da Fenomenologia para a Psicologia da Saúde a partir da produção acadêmica brasileira. A pesquisa foi realizada nas bases de dados SciELO (Scientific Eletronic Library Online), PePSIC (Periódicos Eletrônicos em Psicologia) e LILACS (Literatura Latino-Americana e do Caribe em Ciências da Saúde), sendo selecionados e analisados treze artigos, publicados entre 2000 e 2018. Constatou-se que a Fenomenologia contribui de várias maneiras, enquanto epistemologia de Edmund Husserl, como abordagem que apresenta uma visão de ser humano e de mundo através de vários fenomenólogos, como método fenomenológico filosófico adaptado à Psicologia por diversos autores. Em Psicologia da Saúde, as pesquisas revelam uma compreensão do processo saúde-doença-cuidado tanto através da análise das experiências vivenciais de usuários que buscam os serviços de saúde, quanto pela atuação do profissional psicólogo com predomínio da visão biopsicossocial. Revela-se uma pluralidade de concepções teóricas e percursos metodológicos tanto em Fenomenologia como em Psicologia da Saúde, sendo promissor o avanço de pesquisas em Psicologia da Saúde através das contribuições advindas da Fenomenologia.

This study aimed to investigate the contributions of Phenomenology to Health Psychology based on Brazilian academic production. A search in the SciELO (Scientific Electronic Library Online), PePSIC (Electronic Psychology Journals) and LILACS (Latin American and Caribbean Health Sciences Literature) databases was performed and thirteen papers published between 2000 and 2018 were selected and analyzed. It was found that Phenomenology contributes in many ways while Edmund Husserl's epistemology, as well as an approach that presents a view of the world and human beings by means of a number of phenomenologists, and as a philosophical phenomenological method adapted to Psychology by various authors. As far as Health Psychology is concerned, research brings an understanding of the health-disease-care process both by the analysis of the experiences of users who turn to health services as well as by professional psychologists' practice within a biopsychosocial perspective. A plurality of theoretical conceptions and methodological pathways is observed both when it comes to Phenomenology and Health Psychology, thus further studies on Health Psychology stemming from the contributions of Phenomenology are promising.

El objetivo de este trabajo es investigar las contribuciones de la Fenomenología a la Psicología de la Salud a partir de la producción académica nacional. La investigación fue realizada en las bases de datos SciELO (Scientific Eletronic Library Online), PePSIC (Periódicos Electrónicos en Psicología) y LILACS (Literatura Latinoamericana y del Caribe en Ciencias de la Salud), siendo seleccionados y analizados trece artículos, publicados entre 2000 y 2018. Se constató que la Fenomenología contribuye de varias maneras como epistemología de Edmund Husserl; como enfoque que presenta una visión de ser humano y de mundo a través de varios fenomenólogos; como método fenomenológico filosófico adaptado a la Psicología por diversos autores. En Psicología de la Salud, las investigaciones revelan una comprensión del proceso salud-enfermedad-cuidado tanto a través del análisis de las experiencias vivenciales de usuarios que buscan los servicios de salud, como por la actuación del profesional psicólogo con predominio de la visión biopsicosocial. Se revela una pluralidad de concepciones teóricas y recorridos metodológicos tanto en Fenomenología como en Psicología de la Salud, siendo promisor el avance de investigaciones en Psicología de la Salud a través de las contribuciones provenientes de la Fenomenología.