Producing transformations to study them: concept development in activity clinics / Produzir transformações para estudá-las: desenvolvimento de conceitos na clínica de atividade / Producir transformaciones para estudiarlas: Desarrollo de Conceptos en la Clínica de Actividad

Concepts are at the core of human psychological experience. By means of them, we can communicate, understand and collaborate with each other. Within each community, concepts have been learned and can be taught. They are of capital importance for education in every level and for work activities. Concepts have been the object of study of different disciplines and in different contexts for many years. Despite their importance and the attention they have received, both common sense and psychological science understand concepts in an oversimplified way that has consequences for research and teaching. Early in the past century, Vygotsky studied the phenomena of concepts and their development in what ended up addressing most of the loose ends that remain in current dominant psychological and educational perspectives. In this article, we review the main, hegemonic perspectives on concepts in psychology, particularly one of the mayor research fields in educational psychology (Research on Conceptual Change), to present later some crosscutting criticisms to those approaches that will become our touchstone for a sound theory of concepts. Then we present the Vygotskian approach to concept development, and the methodological implications derived from the dialectical framework in which it is inscribed. Finally, extending the Vygotskian approach beyond child development, we present a method developed in French work psychology, the Activity Clinics approach, and its potential for studying the development of concepts in work activities. (AU)

Os conceitos estão no coração da experiência psicológica humana. Graças a eles, podemos nos comunicar, entender e colaborar uns com os outros. Dentro de cada comunidade, os conceitos têm sido aprendidos e podem ser ensinados. Eles são de fundamental importância para a educação em todos os níveis e para as atividades de trabalho. Os conceitos têm sido objeto de estudo em diferentes disciplinas e em diferentes contextos durante anos. Apesar de sua importância e da atenção que receberam, tanto o senso comum quanto a ciência psicológica compreendem conceitos de uma forma muito simplificada que tem consequências para a pesquisa e o ensino. No início do século passado, Vygotsky estudou os conceitos e seu desenvolvimento naquilo que acabaria por abordar a maioria das pontas soltas que permanecem nas perspectivas psicológicas e educacionais dominantes de hoje. Neste artigo, revisamos as principais perspectivas psicológicas sobre conceitos, em particular um dos principais campos de pesquisa em psicologia educacional que tem tratado do fenômeno (Pesquisa sobre Mudança Conceitual), e depois apresentamos algumas críticas transversais daquelas abordagens que se tornarão nossa "pedra de toque" para uma sólida teoria de conceitos. Apresentamos então a abordagem de Vygotsky para o desenvolvimento de conceitos e as implicações metodológicas derivadas da estrutura dialética na qual ela está inserida. Finalmente, estendendo a abordagem de Vygotsky para além do desenvolvimento infantil, apresentamos um método desenvolvido em psicologia do trabalho francês, a Clínica de Atividade, e seu potencial para estudar o desenvolvimento do conceito em atividades de trabalho. (AU)

Los conceptos están al centro de la experiencia psicológica humana. Gracias a ellos, podemos comunicarnos, comprendernos y colaborar entre nosotros. Dentro de cada comunidad, los conceptos se han aprendido y se pueden enseñar. Son de fundamental importancia para la educación en todos los niveles y para las actividades del trabajo. Los conceptos han sido objeto de estudio de diferentes disciplinas y en diferentes contextos durante años. A pesar de su importancia y de la atención que han recibido, tanto el sentido común como la ciencia psicológica entienden los conceptos de una manera Sobre simplificada que tiene consecuencias para la investigación y la enseñanza. A principios del siglo pasado, Vygotsky estudió los conceptos y su desarrollo en lo que acabaría ocupándose de la mayoría de los cabos sueltos que quedan en las perspectivas psicológicas y educativas actualmente dominantes. En este artículo, revisamos las principales perspectivas psicológicas sobre los conceptos, en particular uno de los principales campos de investigación en psicología educacional que se ha ocupado del fenómeno (Investigación en Cambio Conceptual), para presentar enseguida algunas críticas transversales a esos enfoques que se convertirán en nuestra "piedra de toque" para una sólida teoría de los conceptos. Luego presentamos el enfoque Vygotskiano del desarrollo de conceptos, y las implicaciones metodológicas derivadas del marco dialéctico en el que se inscribe. Finalmente, ampliando el enfoque Vygotskiano más allá del desarrollo infantil, presentamos un método desarrollado en la psicología del trabajo francesa, la Clínica de la Actividad, y su potencial para estudiar el desarrollo de los conceptos en las actividades del trabajo. (AU)

The ephemeral effects of fact-checks on COVID-19 misperceptions in the United States, Great Britain and Canada.

Widespread misperceptions about COVID-19 and the novel coronavirus threaten to exacerbate the severity of the pandemic. We conducted preregistered survey experiments in the United States, Great Britain and Canada examining the effectiveness of fact-checks that seek to correct these false or unsupported beliefs. Across three countries with differing levels of political conflict over the pandemic response, we demonstrate that fact-checks reduce targeted misperceptions, especially among the groups who are most vulnerable to these claims, and have minimal spillover effects on the accuracy of related beliefs. However, these reductions in COVID-19 misperception beliefs do not persist over time in panel data even after repeated exposure. These results suggest that fact-checks can successfully change the COVID-19 beliefs of the people who would benefit from them most but that their effects are ephemeral.

Modelos epistemológicos en la consolidación de la psicología social / Epistemological models in the consolidation of social psychology

La psicología social se ha constituido en referencia necesaria a la hora de comprender los fenómenos socioculturales de la actualidad. Al acercarse a esta disciplina, es con-veniente reconocer grosso modo algunas corrientes de pensamiento que han ejercido una notable influencia. Desde el Medioevo, el concepto de alma abría un panorama inédito que más adelante sería vinculado con el objeto de estudio de la psicología; más adelante, el método científico ofrecía la posibilidad de analizar la psique humana desde una perspectiva más positivista, que, aunque seguía atendiendo al ejercicio introspec-tivo, ya no pretendía comprender y/o definir el alma, pero sí los procesos psicológicos básicos entre los que se incluía la dimensión sociocultural del ser humano. Se van perfi-lando progresivamente dos enfoques: el de la psicología social psicológica que parte de la práctica experimental de Wilhelm Wundt y de su propuesta de la Völkerpsychologie, y el de la psicología social sociológica que atiende no tanto a los aspectos psíquicos de la socialización humana, sino al tejido relacional que ocurre desde prácticas y con-textos específicos. Este acercamiento permite diferenciar los principales enfoques que han inspirado el objeto de estudio y los modos de intervención propios de la psicología social

Social psychology has become a necessary reference when it comes to understanding current sociocultural phenomena. When approaching this discipline, it is convenient to roughly recognize some currents of thought that have exerted a remarkable influence. Since the Middle Ages, the concept of the soul opened an unprecedented panorama that would later be linked to the object of study of psychology; later, the scientific method offered the possibility of analyzing the human psyche from a more positivist perspective, which, although it continued to focus on the introspective exercise, no longer sought to understand and/or define the soul, but rather the basic psychological processes among which the sociocultural dimension of the human being was included. Two approaches gradually emerged: that of social psychological psychology, based on Wilhelm Wundt's experimental practice and his proposal of Völkerpsychologie, and that of sociological social psychology, which focuses not so much on the psychic aspects of human socialization, but on the relational fabric that occurs in specific practical con-texts. This approach makes it possible to differentiate the main approaches that have inspired the object of study and the modes of intervention proper to social psychology

Escrita literária em grupo: uma experiência coletiva / Literary writing in group: a collective experience / Escritura literaria en grupo: una experiencia colectiva

Frequentemente a concepção da escrita em grupos pressupõe o indivíduo como unidade mínima de organização subjetiva. Nesta direção, o termo coletivo é entendido como sinônimo de social ou agrupamento de indivíduos - e em oposição ao termo individual. Contudo, é possível pensar a escrita como um processo eminentemente coletivo - quer ocorra solitariamente, quer em grupos. O artigo toma como referência o conceito de coletivo de Félix Guattari e os estudos da produção da subjetividade. O objetivo é discutir experimentações de escrita literária com um grupo de escritores amadores e analisar seus efeitos. A pesquisa foi realizada no Clube de Leitura e Escrita Prosa na Roda e se baseou no método da cartografia. Discute o uso de textos literários para ativação da escrita, a reverberação dos encontros e a importância da regularidade do trabalho. Três analisadores emergiram dos relatos dos participantes: confiança, gentileza e força do encontro presencial - que evidenciaram efeitos da escrita em cada um. (AU)

The conception of writing in groups frequently presupposes the individual as a minimum unit of subjective organization. In this article, the term collective is understood as a synonym for social or grouping of individuals - and in opposition to the term individual. However, it is possible to think of writing as an eminently collective process - whether it occurs alone or in groups. The article takes as a reference the concept of collective by Félix Guattari and the studies of the production of subjectivity. The aim is to discuss literary writing experiments with a group of amateur writers and analyze their effects. The research was carried out at the reading and writing club called "Clube de Leitura e Escrita Prosana Roda" and was based on the cartography method. We discuss the use of literary texts to ignite writing, as well as the reverberation of meetings and the importance of regular work. Three analyzers emerged from the participants' reports: the confidence, the kindness and the power of face-to-face meetings - which evidenced the effects of writing on each person. (AU)

A menudo, la concepción de la escritura en grupos presupone al individuo como unidad mínima de organización subjetiva. En este sentido, el término colectivo se entiende como sinónimo de social o agrupación de individuos - y en oposición al término individual. Sin embargo, es posible pensar en la escritura como un proceso eminentemente colectivo, ya sea solo o en grupo. El artículo toma como referencia el concepto de colectivo de Félix Guattari y los estudios de producción de subjetividad. El objetivo es discutir los experimentos de escritura literaria con un grupo de escritores aficionados y analizar sus efectos. La investigación se llevó a cabo en el Clube de Leitura e Escrita Prosa na Roda y se basó en el método cartográfico. Analiza el uso de textos literarios para activar la escritura, la reverberación de las reuniones y la importancia del trabajo regular. De los informes de los participantes surgieron tres analizadores: la confianza, la amabilidad y la fuerza del encuentro presencial, que evidenció los efectos de la escritura en cada uno. (AU)

Social psychology and COVID-19: What the field can tell us about behavior in a pandemic.

The COVID-19 pandemic has wreaked havoc in the lives of people around the world. Pandemics are powerful situations that can be examined from a social psychological lens. In this special section, four articles present data collected before and during the pandemic, providing a type of quasi-experimental design that helped examine the impact of the pandemic on social behavior. A number of findings emerged: the pandemic potentially increased instances of cyberbullying; the pandemic may have increased reports that Black-White intergroup interactions are more competitive and discriminatory; the pandemic may have reduced negative attitudes and bias in domestic versus international students in the U.S; and the pandemic may have allowed feelings of helplessness to provide a fear-reducing mechanism. We expand upon these findings by discussing how social psychology can help us understand and modify behaviors related to health and social relations during major threats like a pandemic.

Minimal but not meaningless: Seemingly arbitrary category labels can imply more than group membership.

Minimal group paradigms tend to involve contrived group distinctions, such as dot estimation tendencies and aesthetic preferences. Researchers assume that these novel category distinctions lack informational value. Our research tests this notion. Specifically, we used the classic overestimator versus underestimator and Klee versus Kandinsky minimal group paradigms to assess how category labels influence minimal group responses. In Study 1, we show that participants represented ingroup faces more favorably than outgroup faces, but also represented overestimator and underestimator category labels differently. In fact, the category label effect was larger than the intergroup effect, even though participants were told that estimation tendencies were unrelated to other cognitive tendencies or personality traits. In Study 2, we demonstrate that Klee and Kandinsky were also represented differently, but in this case, the intergroup effect was stronger than the category label effect. In Studies 3 and 4, we examined effects of category labels on how participants allocate resources to, evaluate, and ascribe traits to ingroup and outgroup members. We found both category label and intergroup effects when participants were assigned to overestimator and underestimator groups. However, we found only the intergroup effect when participants were assigned to Klee and Kandinsky groups. Together, this work advances but does not upend understanding of minimal group effects. We robustly replicate minimal intergroup bias in mental representations of faces, evaluations, trait inferences, and resource allocations. At the same time, we show that seemingly arbitrary category labels can imply characteristics about groups that may influence responses in intergroup contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Construct Validation of Experimental Manipulations in Social Psychology: Current Practices and Recommendations for the Future.

Experimental manipulations in social psychology must exhibit construct validity by influencing their intended psychological constructs. Yet how do experimenters in social psychology attempt to establish the construct validity of their manipulations? Following a preregistered plan, we coded 348 experimental manipulations from the 2017 issues of the Journal of Personality and Social Psychology. Representing a reliance on "on-the-fly" experimentation, the vast majority of these manipulations were created ad hoc for a given study and were not previously validated before implementation. A minority of manipulations had their construct validity evaluated by pilot testing before implementation or via a manipulation check. Of the manipulation checks administered, most were face valid, single-item self-reports, and only a few met criteria for "true" validation. In aggregate, roughly two fifths of manipulations relied solely on face validity. To the extent that they are representative of the field, these results suggest that best practices for validating manipulations are not commonplace-a potential contributor to replicability issues. These issues can be remedied by validating manipulations before implementation using validated manipulation checks, standardizing manipulation protocols, estimating the size and duration of manipulations' effects, and estimating each manipulation's effects on multiple constructs within the target nomological network.

Escritura e narração: uma epistolografia da loucura e a emergência de um carteiro / Scripture and narration: an epistolography of the madness and the emergence of a postman / Escritura y narración: una epistolografía de la locura y el surgimiento de un cartero

Este artigo apresenta parte de uma pesquisa realizada a partir do encontro com algumas cartas escritas por pacientes do antigo Hospício São Pedro (localizado em Porto Alegre/RS - Brasil). Trata-se de dezessete epístolas, datadas do início do século XX, as quais não foram enviadas aos destinatários, pois ficaram anexadas aos prontuários. Este estudo busca refletir sobre a noção de escritura a partir dessa "epistolografia do hospício", dando visibilidade a algumas dessas cartas. Os autores apresentam a construção do personagem "carteiro", que se constituiu como um dispositivo metodológico para este trabalho. Ao longo do texto, realizou-se uma breve contextualização sobre a escrita epistolar, relacionando com a "escrita da loucura". Discute-se sobre a escritura como um modo de narração, partindo dos postulados de Roland Barthes e Walter Benjamin. Entende-se que as palavras podem ser uma forma de lidar com a dor e de testemunhar os horrores vividos na clausura. (AU)

This article presents part of a research carried out from the meeting with some letters written by patients of the former Hospício São Pedro (located in Porto Alegre / RS - Brazil). These are seventeen epistles, dating from the early twentieth century, which were not sent to recipients because they were attached to their medical records. This study seeks to reflect on the notion of scripture from this "hospice epistolography", giving visibility to some of these letters. The authors present the construction of the character "postman", which was constituted as a methodological way for this work. Throughout the text, there was a brief contextualization about epistolary writing, relating to a "writing of madness". Scripture is discussed as a mode of narration, based on the postulates of Roland Barthes and Walter Benjamin, understanding that words can be a way of dealing with pain and witnessing the horrors lived in the enclosure. (AU)

Este artículo presenta parte de una investigación realizada a partir del encuentro con algunas cartas escritas por pacientes del antiguo Hospício São Pedro (ubicado en Porto Alegre / RS - Brasil). Estas son diecisiete cartas de principios del siglo XX, que no fueron enviadas a los destinatarios porque se quedaron guardadas junto a los registros médicos. Este estudio busca reflexionar sobre la noción de escritura de esta "epistolografía de hospicio", dando visibilidad a algunas de estas cartas. Los autores presentan la construcción del personaje "cartero", que se constituyó como un dispositivo metodológico para este trabajo. A lo largo del texto, se realizó una breve contextualización sobre la escritura epistolar, relacionada con la "escritura de locura". La escritura es entendida como un modo de narración, basado en los postulados de Roland Barthes y Walter Benjamin. Las palabras pueden ser una forma de tratar el dolor y testimoniar los horrores vividos en la clausura. (AU)

Self-competence increases the willingness to pay for social influence.

Theoretical works in social psychology and neuroscientific evidence have proposed that social rewards have intrinsic value, suggesting that people place a high premium on the ability to influence others. To test this hypothesis, we asked whether, and under what conditions, people are willing to forgo monetary reward for the sake of influencing others' decisions. In four experiments, online and lab-based participants competed with a rival for influence over a client. The majority of participants sacrificed some of their financial reward to increase their chance of being selected over their rival within the experiment. Willingness to pay was affected by the participant's current level of influence and performance, as participants were most likely to pay to promote their competence after having given good advice that had been ignored by the client using a situation where monetary incentives fail to explain human motivations, our experiments highlight the intrinsic value of social influence.

Mass Panic Disaster Management in COVID-19 Pandemic.

Coronavirus disease (COVID-19) pandemic occurred abruptly. It is an unexpected disaster. Uncertain treatment for this viral infection increases excessive anxiety, which does not occur only in one person but also in majority of people; therefore, it can create mass panic. Mass panic is a serious problem that must be immediately identified and managed. Mass panic management will reduce COVID-19 incidence.

Beyond Western, Educated, Industrial, Rich, and Democratic (WEIRD) Psychology: Measuring and Mapping Scales of Cultural and Psychological Distance.

In this article, we present a tool and a method for measuring the psychological and cultural distance between societies and creating a distance scale with any population as the point of comparison. Because psychological data are dominated by samples drawn from Western, educated, industrialized, rich, and democratic (WEIRD) nations, and overwhelmingly, the United States, we focused on distance from the United States. We also present distance from China, the country with the largest population and second largest economy, which is a common cultural comparison. We applied the fixation index (FST), a meaningful statistic in evolutionary theory, to the World Values Survey of cultural beliefs and behaviors. As the extreme WEIRDness of the literature begins to dissolve, our tool will become more useful for designing, planning, and justifying a wide range of comparative psychological projects. Our code and accompanying online application allow for comparisons between any two countries. Analyses of regional diversity reveal the relative homogeneity of the United States. Cultural distance predicts various psychological outcomes.

Mentoring Programs by and for a New Generation of Latino Investigators in Behavioral-Social Science HIV Research.

Latinos represent a critical resource of talent that could be cultivated to expand the HIV research workforce. However, their rapid growth, as the largest and fastest growing ethnic minority group in the US population, has yet to translate into a significant increase in Latino health academic researchers. Historically, strategies to build a diverse research workforce have grouped together individuals from underrepresented minority populations obscuring significance between and within group differences. This limits approaches that are responsive to the diversity of needs and experiences of emerging investigators from underrepresented groups. In this article, we discuss challenges associated with heterogeneity of Latinos and barriers that impede research independence/career success in the context of a review of Latino-investigator targeted mentorship approaches on the behavioral-social science of HIV infection. Mentorship workforce strategies could benefit from a personalized framework emphasizing individualized and tailored approaches to address the limitations and gaps in knowledge regarding Latino research development. This perspective encourages increased emphasis on organizational and structural processes to aid in overcoming institutional-level barriers that impede research and career development. Recommendations are proposed for features and components of effective mentorship programs that will lead to robust outcomes for strengthening the Latino research workforce in the HIV research field and elsewhere.

On Attenuated Interactions, Measurement Error, and Statistical Power: Guidelines for Social and Personality Psychologists.

The replication crisis has seen increased focus on best practice techniques to improve the reliability of scientific findings. What remains elusive to many researchers and is frequently misunderstood is that predictions involving interactions dramatically affect the calculation of statistical power. Using recent papers published in Personality and Social Psychology Bulletin (PSPB), we illustrate the pitfalls of improper power estimations in studies where attenuated interactions are predicted. Our investigation shows why even a programmatic series of six studies employing 2 × 2 designs, with samples exceeding N = 500, can be woefully underpowered to detect genuine effects. We also highlight the importance of accounting for error-prone measures when estimating effect sizes and calculating power, explaining why even positive results can mislead when power is low. We then provide five guidelines for researchers to avoid these pitfalls, including cautioning against the heuristic that a series of underpowered studies approximates the credibility of one well-powered study.

Gray (Literature) Matters: Evidence of Selective Hypothesis Reporting in Social Psychological Research.

Selective reporting practices (SRPs)-adding, dropping, or altering study elements when preparing reports for publication-are thought to increase false positives in scientific research. Yet analyses of SRPs have been limited to self-reports or analyses of pre-registered and published studies. To assess SRPs in social psychological research more broadly, we compared doctoral dissertations defended between 1999 and 2017 with the publications based on those dissertations. Selective reporting occurred in nearly 50% of studies. Fully supported dissertation hypotheses were 3 times more likely to be published than unsupported hypotheses, while unsupported hypotheses were nearly 4 times more likely to be dropped from publications. Few hypotheses were found to be altered or added post hoc. Dissertation studies with fewer supported hypotheses were more likely to remove participants or measures from publications. Selective hypothesis reporting and dropped measures significantly predicted greater hypothesis support in published studies, supporting concerns that SRPs may increase Type 1 error risk.

You don't need to administer a placebo to elicit a placebo effect: Social factors trigger neurobiological pathways to enhance sports performance.

The placebo effect is traditionally viewed as a positive outcome resulting from a person's belief that an inert substance is in fact an active drug. In this context, it is often viewed as an intrapsychic phenomenon. However, most placebo effects reported in scientific research result from social interactions. These might be explicit, such as the description and administration of a treatment by a practitioner, or less explicit, for example, the recipient's perceptions of the practitioner's credibility, expertise, or confidence. On this basis, placebo effects are arguably social in origin. Many phenomena in sport are likewise social in origin, from the facilitation effects of a home field crowd or a cohesive team, to anxiety induced by an expert opponent or perceived underperformance. Such social effects have been the subject of research not only in social psychology, but also in experimental physiology. Emergent research in cognitive and evolutionary anthropology suggests that these social effects can be examined as a form of placebo effect. This suggestion is not a speculative position predicated on social and placebo effects sharing similar environmental cues and outcomes, but one based on a growing database indicating that drug, placebo, and social effects operate via common neurobiological mechanisms. In this paper, we examine the theoretical and empirical overlap between placebo and social effects and describe emergent research reporting specific brain pathways activated by socio-environmental cues as well as by drugs and placebos. We do so from three perspectives: the competitor, the teammate, the researcher.

Apontamentos sobre a História da Psicologia Social no Brasil / Notes on the history of Social Psychology in Brazil / Apuntes sobre la historia de la Psicología Social en Brasil

Neste artigo, buscamos apresentar algumas das abordagens teóricas, grupos de pesquisa e instituições que fizeram e fazem parte do vasto (e diverso) campo da psicologia social brasileira. Para isso, em um primeiro momento, retomamos o modo como a história dessa ciência costuma ser contada - colocando a "crise de referência" da década de 1970 como um importante momento de inflexão, no qual ganham força a oposição ao modelo positivista de ciência e a necessidade de desenvolver abordagens críticas e comprometidas com a transformação social. Em um segundo momento, apresentamos algumas das abordagens teórico-metodológicas desenvolvidas após esse momento de "crise". Mais especificamente, abordamos o desenvolvimento da análise institucional, da psicologia sócio-histórica, da teoria das representações sociais e das abordagens construcionistas.(AU)

In this article, we aim to present some of the theoretical approaches, research groups and institutions that that have been part of the vast (and diverse) field of Brazilian social psychology. With this in mind, we begin with the history of the subject as it is usually told, placing the "crisis of reference" of the 1970's as an important turning point and two important ideas which gain ground then: opposing forces to the positivistic model of science and the recognition of the need to develop critical approaches committed to social transformation. After that, we present some of the theoretical-methodological approaches developed after this moment of "crisis". More specifically, we will tackle the development of institutional analysis, social-historical psychology, social representation theory and constructionist perspectives.(AU)

En este artículo, buscamos presentar algunos de los abordajes teóricos, grupos de investigación e instituciones que formaron y forman parte del vasto (y diverso) campo de la psicología social brasileña. Para ello, en un primer momento, retomamos el modo en que la historia de esta ciencia suele ser relatada - colocando la "crisis de referencia" de la década de 1970 como un importante momento de inflexión, en el que ganan fuerza la oposición al modelo positivista de ciencia y la necesidad de desarrollar enfoques críticos y comprometidos con la transformación social. En un segundo momento, presentamos algunos de los enfoques teórico-metodológicos desarrollados después de ese momento de "crisis". Más específicamente, abordamos el desarrollo del análisis institucional, de la psicología socio-histórica, de la teoría de las representaciones sociales y de los abordajes construccionistas.(AU)

O ensino da ética em psicologia comunitária no Nordeste do Brasil: reflexões e apontamentos a partir do paradigma da libertação / The teaching of ethics in community psychology in the Northeast of Brazil: reflections and notes from the paradigm of liberation / La enseñanza de la ética en psicología comunitaria en el Nordeste de Brasil: reflexiones y apuntes a partir del paradigma de la liberación

O ensino da ética em Psicologia Comunitária é constituído de dilemas e desafios. A Ética da Libertação traz uma perspectiva concreta de escolha pelas populações marginalizadas. Assim, objetiva-se analisar o lugar da ética no ensino da Psicologia Comunitária a partir do paradigma da libertação. A metodologia é qualitativa. Esta investigação foi realizada em instituições de ensino superior de um estado do Nordeste do Brasil que tinham disciplinas opcionais ou obrigatórias de Psicologia Comunitária. Assim, houve a análise documental dos programas das disciplinas de Psicologia Comunitária. Em seguida, foram realizados entrevistas e círculo de cultura com docentes e discentes vinculados à área de Psicologia Comunitária. Os resultados apontam que a ética é um tema transversal na disciplina, sendo o ensino desenvolvido por meio de aspectos práticos. A ética de libertação é compreendida e apontada como saída para uma atuação crítica em Psicologia Comunitária, mas não há apontamentos específicos sobre o seu ensino.

The teaching of ethics in Community Psychology consists of dilemmas and challenges. The Ethic of Liberation brings a concrete perspective of choice to marginalized populations. Thus, it aims to analyze the place of ethics in the teaching of Community Psychology from the paradigm of liberation. The methodology is qualitative. This research was carried out in Higher Education Institutions of a state in the Northeast of Brazil that had optional or compulsory academic disciplines of Community Psychology. Thus, there was documentary analysis of the programs of the disciplines of Community Psychology. Then, interviews and a circle of culture were conducted with teachers and students linked to the community area. The results point out that ethics is a transversal theme in the discipline, with teaching being developed through practical aspects. Liberation ethics is understood and pointed out as an outlet for a critical role in Community Psychology, but there are no specific notes on its teaching.

La enseñanza de la ética en Psicología Comunitaria está constituida de dilemas y desafíos. La Ética de la Liberación trae una perspectiva concreta de elección por las poblaciones marginadas. Así, se pretende analizar el lugar de la ética en la enseñanza de la Psicología Comunitaria a partir del paradigma de la liberación. La metodología es cualitativa. Esta investigación fue realizada en Instituciones de Enseñanza Superior de un estado del Nordeste de Brasil que poseían disciplinas opcionales u obligatorias de Psicología Comunitaria. Así, hubo el análisis documental de los syllabus de Psicología Comunitaria. A continuación, se realizaron entrevistas y círculo de cultura con docentes y discentes vinculados al área de comunidad. Los resultados apuntan que la ética es un tema transversal en los syllabus, siendo la enseñanza desarrollada por medio de aspectos prácticos. La ética de liberación es comprendida y apuntada como salida para una actuación crítica en Psicología Comunitaria, pero no hay apuntes específicos sobre su enseñanza

Moderation of classic social psychological effects by demographics in the U.S. adult population: New opportunities for theoretical advancement.

For decades, social psychologists have collected data primarily from college undergraduates and, recently, from haphazard samples of adults. Yet researchers have routinely presumed that thus observed treatment effects characterize "people" in general. Tests of seven highly cited social psychological phenomena (two involving opinion change resulting from social influence and five involving the use of heuristics in social judgments) using data collected from randomly sampled, representative groups of American adults documented generalizability of the six phenomena that have been replicated previously with undergraduate samples. The 1 phenomenon (a cross-over interaction revealing an ease of retrieval effect) that has not been replicated successfully previously in undergraduate samples was also not observed here. However, the observed effect sizes for the replicated phenomena were notably smaller on average than the meta-analytic effect sizes documented by past studies of college students. Furthermore, the phenomena were strongest among participants with the demographic characteristics of the college students who typically provided data for past published studies, even after correcting for publication bias in past studies using a new method, called the behaviorally-informed file-drawer adjustment. The six successful replications suggest that phenomena identified in traditional laboratory research also appear as expected in representative samples but more weakly, so observed effect sizes should be generalized with caution. The evidence of demographic moderators suggests interesting opportunities for future research to better understand the mechanisms of the effects and their limiting conditions. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Amplifying the Voices of Indigenous Elders through Community Arts and Narrative Inquiry: Stories of Oppression, Psychosocial Suffering, and Survival.

Researchers and practitioners in community psychology have an important role to play in supporting decolonial work including promoting opportunities for reclamation, healing, and acknowledgment of history. In this article, we discuss research undertaken alongside a community arts and cultural development project that sought to support Aboriginal people in Western Australian to create an archive of their stories for current and future generations; stories that could serve as resources for healing, reclamation, and for examining a painful and unjust past. Narrative approaches have been promoted in community psychology to advance empowerment research and practice alongside marginalized, excluded, and minoritized groups. We report on findings from a critical narrative inquiry of the stories shared through the project and in conversational interviews with four Noongar Elders to explicate the history and ongoing legacy of racialized oppression in their lives as well as cultural continuity and survival evident in the stories. Community researchers and practitioners can play a role in amplifying those stories as part of the co-intentional work of decolonization.

Reports of social circles' and own vaccination behavior: A national longitudinal survey.

OBJECTIVE: Flu vaccinations are recommended for almost everyone, but uptake may vary because of perceived social norms. We aimed to examine the relationship between perceived social circle vaccine coverage (including family, friends, and acquaintances) and own vaccination behavior as well as potential mediators. METHODS: In 2011, 357 participants from RAND's American Life Panel reported perceived social circle vaccine coverage for the 2010-2011 flu season, own vaccination behavior for the 2009-2010 and 2010-2011 flu seasons, perceived flu risk without and with vaccination, and perceived vaccine safety. In 2012 and 2016, respectively, participants returned to report their own vaccination behavior for the 2011-2012 flu season (N = 338) and 2015-2016 flu season (N = 216). RESULTS: Perceiving greater percentage of 2010-2011 social circle vaccine coverage was associated with a greater likelihood of getting vaccinated in the 2010-2011 flu season (odds ratio [OR] = 1.03, 95% confidence interval [CI] = 1.01, 1.04) and the subsequent 2011-2012 flu season (OR = 1.02, 95% CI = 1.01, 1.03) but not the 2015-2016 flu season (OR = 1.00, 95% CI = .99, 1.01), as seen in logistic regressions that controlled for demographics and 2009-2010 vaccination behavior. All significant relationships between social circle vaccine coverage and own vaccination behavior were mediated by perceived flu risk without vaccination. CONCLUSIONS: Perceived social circle vaccine coverage is associated with own vaccination behavior in the current and subsequent flu season, establishing behavior patterns that may persist into the future. People's vaccination decisions may be informed by their perceptions of their peers' beliefs and behaviors. We discuss intervention strategies for promoting vaccine uptake by counteracting negative and promoting positive perceived social norms. (PsycINFO Database Record (c) 2019 APA, all rights reserved).