Psicologia e política de Assistência Social: discursos sobre a violência infantojuvenil / Psicología y política de Asistencia Social: discursos sobre la violencia Infantil y juvenil / Psychology and Social Assistance: discourses on child and youth violence

Esse trabalho trata-se de uma pesquisa qualitativa de revisão narrativa que busca apresentar e discutir as práticas da Psicologia na política de Assistência Social em situações de violência infantojuvenil, tendo como fonte de informações as publicações científicas da área. A pesquisa foi realizada em três bases de dados e contou com um montante final de 23 artigos que foram lidos e analisados. O tema mostra-se relevante pois, ainda nos dias de hoje, crianças e adolescentes aparecem como as maiores vítimas de violência no Brasil e a política de Assistência Social se apresenta como um importante espaço de intervenção visando o enfrentamento de tais situações. Por meio da análise dos artigos científicos, conclui-se que as práticas descritas nas produções ora se articulam com matrizes de pensamento individualizantes e hegemônicas da Psicologia, ora produzem discursos que buscam a construção de saberes pautados na perspectiva social, territorial e no pensamento crítico. (AU)

This paper presents qualitative research of narrative review, which seeks to present and discuss the interventions of Psychology in the Social Assistance policy in situations of child and youth violence, havingassourceofinformationthescientificpublications. The research was conducted in three databases and had a final amount of 23 articles that were read and analyzed.The theme is relevant, because even today children and adolescents appear as the biggest victims of violence in Brazil and the Social Assistance presents itself as an important space for confrontation in this situations. Through the analysis of scientific articles, it is concluded that these productions point practices that sometimes are articulate with individualizing and hegemonic thought matrices of Psychology and in another moment produce discourses that seek to build knowledge based on the social, territorial perspective and on critical thinking. (AU)

Este trabajo presenta una investigación cualitativa de revisión narrativa, que busca presentar y discutir las intervenciones de la Psicología en la política de Asistencia Social en situaciones de violencia infantil y juvenil, teniendo como fuente de información las publicaciones científicasdel area.La investigación se realizó en tres bases de datos y contó con un total de 23 artículos que fueron leídos y analizados. El tema se muestra relevante, ya que aún en la actualidad los niños y adolescentes aparecen como las principales víctimas de violencia en Brasil, y la política de Asistencia Social se presenta como un importante espacio de confrontacionfrente a estas situaciones. A través del análisis de artículos científicos, se concluye que estas producciones apuntan prácticas descritas a veces se articulan con matrices de pensamiento individualizantes y hegemónicas de la Psicología, mientras que otras veces producen discursos que buscan la construcción de saberes basados en la perspectiva social, territorial y en el pensamiento crítico. (AU)

Autoexpressão: efeitos da escuta no cuidado em saúde mental na atenção básica em saúde / Self expression: effects of listening in mental health at basic health care / Autoexpresión: efectos de escuchar en el cuidado de salud mental en la Atención Básica de Salud

Esta pesquisa busca compreender a relação do expressar-se com o cuidado em saúde mental dos usuários de uma Unidade Básica de Saúde (UBS) de um município no Rio Grande do Sul. Como pesquisa qualitativa, os dados foram coletados em entrevistas semiestruturadas. A amostra inicial foi de dez participantes que compareceram a cinco atendimentos psicológicos feitos semanalmente pela estagiária de psicologia, sendo que sete deles permaneceram até o fim devido às faltas aos atendimentos associadas ao tempo reduzido para a realização da coleta de dados. Os resultados indicaram o acompanhamento psicológico como um espaço de escuta associado à livre expressão, proporcionando significados aos usuários, como: percepção de mudanças em seus sentimentos, pensamentos e comportamento, além das dificuldades e melhorias durante o processo. Estes dados trazem um novo significado atribuído pelos usuários sobre a realização dos atendimentos psicológicos, o autoconhecimento, descentralizando a ideia de busca pelo cuidado apenas quando há adoecimento. (AU)

This research aims to understand the relation between self-expression and the mental health care of users from a Basic Health Unit (BHU) located in a city of Rio Grande do Sul. As a qualitative research, the data were collected using semi-structured interviews. The initial sample consisted of ten users that had participated in five psychological consultations done by the psychology intern. However, due to the reduced time for data collection, associated to the absences of some participants, the final number of seven users was reached. The results indicated the psychological follow-up as a listening place, associated with freedom of speech, providing meanings such as: perception of changes in their feelings, thoughts and behavior. Besides that, the difficulties and improvements during the process were also related. These data show the new meanings reported by users aboutgoing to psychological follow-up, like the self-knowledge, decentralizing the idea of seeking mental care only when there is illness. (AU)

Esta investigación busca comprender la relación entre la expresión de sí mismo y la atención a la salud mental de usuarios de una Unidad Básica de Salud (UBS) de un municipio de Rio Grande do Sul. Como investigación cualitativa, los datos fueron colectadosen entrevistas semiestructuradas. La muestra inicial fue compuesta por diez participantes que asistieron a cinco sesiones de terapia hechas por estudiantes de psicología semanalmente, siete de los cuales permanecieron hasta el final por faltas a citas asociadas a la reducción del tiempo de recogida de datos. Los resultados indicaron apoyo psicológico como momento de escucha asociado a la libre expresión, ofreciendo habilidades a los usuarios como: percepción de cambios en sus sentimientos, pensamientos y comportamiento, además de dificultades y mejoras durante el proceso. Estos datos dan nuevo significado atribuido por los usuarios a la prestación de atención psicológica, el autoconocimiento, desconcentrando la idea de buscar atención sólo cuando hay una enfermedad. (AU)

An introductory guide for conducting psychological research with big data.

Big Data can bring enormous benefits to psychology. However, many psychological researchers show skepticism in undertaking Big Data research. Psychologists often do not take Big Data into consideration while developing their research projects because they have difficulties imagining how Big Data could help in their specific field of research, imagining themselves as "Big Data scientists," or for lack of specific knowledge. This article provides an introductory guide for conducting Big Data research for psychologists who are considering using this approach and want to have a general idea of its processes. By taking the Knowledge Discovery from Database steps as the fil rouge, we provide useful indications for finding data suitable for psychological investigations, describe how these data can be preprocessed, and list some techniques to analyze them and programming languages (R and Python) through which all these steps can be realized. In doing so, we explain the concepts with the terminology and take examples from psychology. For psychologists, familiarizing with the language of data science is important because it may appear difficult and esoteric at first approach. As Big Data research is often multidisciplinary, this overview helps build a general insight into the research steps and a common language, facilitating collaboration across different fields. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A Review of Multisite Replication Projects in Social Psychology: Is It Viable to Sustain Any Confidence in Social Psychology's Knowledge Base?

Multisite (multilab/many-lab) replications have emerged as a popular way of verifying prior research findings, but their record in social psychology has prompted distrust of the field and a sense of crisis. We review all 36 multisite social-psychology replications (plus three articles reporting multiple ministudies). We start by assuming that both the original and the multisite replications were conducted in honest and diligent fashion, despite often yielding different conclusions. Four of the 36 (11%) were clearly successful in terms of providing significant support for the original hypothesis, and five others (14%) had mixed results. The remaining 27 (75%) were failures. Multiple explanations for the generally poor record of replications are considered, including the possibility that the original hypothesis was wrong; operational failure; low engagement of participants; and bias toward failure. The relevant evidence is assessed as well. There was evidence for each of the possibilities listed above, with low engagement emerging as a widespread problem (reflected in high rates of discarded data and weak manipulation checks). The few procedures with actual interpersonal interaction fared much better than others. We discuss implications in relation to manipulation checks, effect sizes, and impact on the field and offer recommendations for improving future multisite projects.

A review of applications of the Bayes factor in psychological research.

The last 25 years have shown a steady increase in attention for the Bayes factor as a tool for hypothesis evaluation and model selection. The present review highlights the potential of the Bayes factor in psychological research. We discuss six types of applications: Bayesian evaluation of point null, interval, and informative hypotheses, Bayesian evidence synthesis, Bayesian variable selection and model averaging, and Bayesian evaluation of cognitive models. We elaborate what each application entails, give illustrative examples, and provide an overview of key references and software with links to other applications. The article is concluded with a discussion of the opportunities and pitfalls of Bayes factor applications and a sketch of corresponding future research lines. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Challenging the White = Neutral Framework in Psychology.

In the United States, White samples are often portrayed as if their racial identities were inconsequential to their thoughts, feelings, and behaviors, and research findings derived from White samples are often portrayed as if they were generalizable to all humans. We argue that these and other practices are rooted in a "White = neutral" framework (i.e., the conceptualization of White samples as nonracial). First, we review existing data and present some new data to highlight the scope of the White = neutral framework. Second, we integrate research from across psychological science to argue that the continued use of the White = neutral framework will prevent psychology from becoming a truly objective and inclusive science for at least three reasons: (a) Research with White samples will be valued over research with samples of color, (b) norms that maintain White neutrality will remain unchallenged, and (c) the role of White identity in psychological processes will remain underspecified and underexamined. Third, we provide recommendations for how to move beyond the White = neutral framework in hopes of encouraging all psychological scientists to move toward a White ≠ neutral framework in which all samples are identified for the unique and diverse perspectives that they bring to the world.

Mediação de conflitos familiares: uma revisão sistemática / Mediation of family conflicts: a systematic review

Este artigo trata de uma revisão sistemática da literatura. O problema de pesquisa foi verificar como se dá a atuação do psicólogo nos atendimentos de mediação familiar. O objetivo principal foi caracterizar a atuação do psicólogo enquanto mediador de conflitos familiares em processos de disputa de guarda de filhos. Além disso, buscou verificar as técnicas utilizadas para realização da mediação, as características do processo de mediação, quem são os indivíduos atendidos e quem são os mediadores. Foram escolhidos os descritores "mediação familiar" AND "psicologia". As bases de dados utilizadas na pesquisa foram Redalyc, BVS e Scielo. Analisou-se artigos empíricos e documentais na língua inglesa, espanhola e portuguesa, sem restritor de tempo. Dentre 37 artigos encontrados, foram analisados um total final de sete artigos. Observou-se que o trabalho de mediação é realizado de forma multidisciplinar, como preconiza a Lei da Mediação no Brasil. O trabalho do psicólogo é realizado fundamentalmente em parceria com operadores do direito e assistentes sociais, contudo, sem uma clareza quanto às especificidades do trabalho do psicólogo como mediador

This article deals with a systematic review of the literature. The research problem was verified as it gives a psychological performance in the family mediation enterprises. The main objective was to characterize the psychologist's role as a mediator of family conflicts in child custody dispute processes. Also, try to check how techniques used for mediation, as resources of the mediation process, who are the individuals served and who are the mediators. The descriptors "family mediation" AND "psychology" were selected. As database used in the research were Redalyc, BVL and Scielo. Review some empirical articles and documents in English, Spanish and Portuguese without time restriction. Among 37 articles found, analyzed in the fi nal total of seven articles. Observe if the mediation work is done in a multidisciplinary way, as recommended by the Mediation Law in Brazil. The work of the psychologist is performed primarily in partnership with legal enforcement offi cers and Social Workers, however without clarity as to the specifi cs of the psychologist's work as a mediator

Este artículo trata de una revisión sistemática de la literatura. El problema de investigación fue verificar cómo actúa el psicólogo en sesiones de mediación familiar. El objetivo principal fue caracterizar el papel del psicólogo como mediador de conflictos familiares en disputas por la custodia de los hijos. Además, buscó verificar las técnicas utilizadas para realizar la mediación, las características del proceso de mediación, quiénes son las personas asistidas y quiénes son los mediadores. Se eligieron los descriptores "mediación familiar" Y "psicología". Las bases de datos utilizadas en la investigación fueron Redalyc, BVS y Scielo. Se analizaron artículos empíricos y documentales en inglés, español y portugués, sin restricción de tiempo. Entre 37 artículos encontrados, se analizaron un total de siete artículos. Se observó que el trabajo de mediación se realiza de forma multidisciplinar, como lo recomienda la Ley de Mediación en Brasil. El trabajo del psicólogo se realiza fundamentalmente en colaboración con operadores jurídicos y trabajadores sociales, pero sin claridad en cuanto a las especifi cidades del trabajo del psicólogo como mediador

Reflexões sobre metodologias de pesquisa: perspectivas de colaboração em investigações crítico-educacionais / Reflections about research methodologies: collaborative perspectives in critical-educational investigations / Réflexions sur les méthodologies de recherche: perspectives collaboratives dans les investigations critiques en éducation

Escrito em três línguas ­ embora suas partes não sejam traduzidas em todas as línguas que o constituem ­ esse texto tripartido tem dois objetivos: primeiramente, busca fornecer uma ideia geral do curso - três cursos em um - que foi oferecido durante a primavera europeia e o outono brasileiro de 2021 por três professoras em parceria para os seus alunos de mestrado e doutorado, ou seja, para estudantes, em sua maioria, das três universidades onde elas lecionam, promovendo uma discussão densa e uma visão ampla acerca do tema do curso, qual seja, Metodologias Críticas de cunho colaborativo, especialmente as que se embasam nos estudos histórico-culturais, conforme discutidos por L. S. Vigotski (1924-1934). O curso foi organizado a partir da ideia inicial e central de uma oportunidade para aprofundar a compreensão dos aspectos que aproximam e diferenciam os trabalhos das três pesquisadoras - Clínica de Atividades, Pesquisa-Trans-Formação, Pesquisa Crítica de Colaboração - e de seus grupos de pesquisa, especialmente no tocante às metodologias empregadas e ao seu trabalho com profissionais da educação. Os resultados das discussões demonstram que as três metodologias se apoiam, em maior ou menor escala, em conceitos tais como contradição, trabalho colaborativo, instrumento-e-resultado, dialética, totalidade-unidade, sentido e significado (ou significação), entre outros. Alguns autores foram também convidados para contribuir com sua visão sobre aspectos específicos da teoria histórico-cultural e/ou possibilidades metodológicas que podem ser desenvolvidas a partir desses estudos. Já outros autores que contribuíram com esse número temático da Revista Psicologia da Educação foram participantes do curso em si ­ como professores convidados ou como estudantes ­ e apresentam suas visões sobre o que foi discutido nas semanas de trabalho, i.e., as metodologias de pesquisa e suas bases ou as ideias principais que surgiram nas discussões e contribuíram com a elaboração dos componentes metodológicos de suas teses ou dissertações. (AU)

Written in three languages ­ though not translated into all of them ­ this tripartite text's aim is twofold: First and foremost, it aims at providing an overview of a course - three courses in one - delivered over the European Spring and Brazilian Autumn of 2021, in partnership by the three authors to their Master's and Doctorate students, i.e., to participants of the three universities where they lecture, providing a sound discussion and broad overview of critical collaborative research methodologies, especially those that are developed bearing in mind the cultural-historical studies as per L. S. Vygotsky (1924-1934). The course was organized from the initial and central idea of creating an opportunity to deepen the understanding of the aspects that bring the work of the three researchers closer and differentiating the work of the three researchers - Activity Clinic, Trans-Formation Research, Critical Collaboration Research - and their research groups, especially regarding the methodologies employed and their work with education professionals Results show that the three methods are, to a greater or lesser degree, supported by concepts such as contradiction, collaborative work, instrument-and-result, dialectics, totality-uniqueness, sense and meaning (or signification), among others. Secondly, this paper aims at briefly explaining that the thematic issue of the Journal Educational Psychology has also received contribution from other colleagues - whilst some authors were invited to contribute with their view on specific aspects of the cultural-historical theory and/or the methodological possibilities that can be developed from these studies, other writers who have contributed to this thematic issue took part in the above-mentioned course, and either provided a text on their view of what was discussed, the research methodologies and their bases, or on the main ideas arising from the debates for their thesis/dissertation thesis' methodological organization. (AU)

Cet article trilingue s'inscrit dans le prolongement d'un cours donné conjointement par trois universités (deux brésiliennes, une suisse) en 2021. A cette période, les mesures liées à l'épidémie de covid nous forçaient à donner nos cours à distance. Transformant cette contrainte en ressource pour faire ce que nous désirions faire depuis longtemps, c'est-à-dire enseigner ensemble, nous avons construit ce cours comme une opportunité importante de co-enseigner, malgré les distances géographiques, et de permettre aux étudiant-es de deux continents, vivant dans des pays et contextes très différents, de se connaître et de collaborer. Le cours s'adressait ainsi aux étudiant-es de master et aux doctorant-es des trois universités. Des professeur-es invité-es et des étudiant-es d'autres universités ont rejoint ponctuellement le cours. L'objectif était de comprendre et de discuter les approches de recherche collaborative critiques d'inspiration vygotskienne portées par les trois organisatrices. Le cours offrait ainsi un cadre pour explorer ces trois approches, ainsi que leurs convergences et divergences, ce dont cet éditorial garde trace. L'entrée dans la réflexion était principalement méthodologique. Cette comparaison méthodologique met en évidence l'importance des concepts de contradiction, dialectique, collaboration, totalité-singularité, sens et signification, approche instrumentale, en particulier. S'appuyant sur les mêmes textes théoriques de Vygotskij et de son école, qu'elles déclinent dans des contextes et avec des objectifs différents, nos trois approches présentent des convergences fortes, avec des vocabulaires et conceptualisations différents, nécessitant un travail précis de compréhension théorique et de traduction. Cet éditorial présentera donc brièvement les trois approches et les similitudes que nous avons relevées. Les articles qui composent ce numéro spécial du journal Educational Psycholog ont été écrits suite à cette expérience collective, scientifique et pédagogique. Nous avons invité certain-es auteurs/trices à développer certains points méthodologiques centraux, d'autres ont poursuivi dans ce cadre la réflexion entamée dans leurs mémoires et thèses, d'autres encore ont élaboré leurs réflexions sur certaines idées débattues ensemble. (AU)

Pesquisa-trans-formação e a crítica marxista na produção de informação e conhecimento / Trans-formation research and marxist critical in information and knowledge production / Investigación-trans-formación y la crítica marxista em la producción de información y conocimiento

Este artigo, de caráter metodológico, pretende expor a perspectiva que deu base à pesquisa desenvolvida na tese "Dimensão subjetiva dos processos de inclusão escolar no movimento da Pesquisa-Trans-Formação", que compõe o rol de pesquisas críticas que têm sido realizadas pelo GADS (Grupo Atividade Docente e Subjetividade) da Pontifícia Universidade Católica de São Paulo e busca enfatizar a crítica marxista como princípio necessário à pesquisa que se propõe transformadora e crítica. Descreve-se o caminho da Pesquisa-Trans-Formação, que se fundamenta no método materialista histórico-dialético e na abordagem categorial, considerando que a presença da crítica, em especial a crítica de base marxista, é imprescindível à criação de estratégias de produção de informação e de conhecimento da pesquisa. Destacou-se, neste artigo, a categoria Dimensão Subjetiva da Realidade e a perspectiva da Incompletude Crítica no movimento da Pesquisa-Trans-Formação, assim como as estratégias criadas no processo da pesquisa que mais tiveram impacto para o movimento crítico de pesquisar-formar-transformar. (AU)

This article, of a methodological nature, intends to expose the methodological perspective of the research developed in the thesis "Subjective dimension of school inclusion processes in the Trans-Formation Research movement", which composes the list of critical research that has been carried out by GADS (Group Teaching Activity and Subjectivity) of the Pontifical Catholic University of São Paulo and seeks to emphasize Marxist criticism as a necessary principle to any research that proposes transformative and critical. The path of Trans-Formation Research is described, which is based on the historical-dialectical materialist method and category approach, considering that the presence of criticism, especially marxist-based criticism, is essential to creation of strategies for the research information and knowledge production. This article highlighted the category Subjective Dimension of Reality and the perspective of Critical Incompleteness in the Trans-Formation Research movement, as well as the strategies created in the research process that most impacted the critical movement of research-form-transform. (AU)

Este artículo, de naturaleza metodológica, pretende exponer la perspectiva que dio base a la investigación desarrollada en la tesis "Dimensión subjetiva de los procesos de inclusión escolar en el movimiento de Investigación- Trans-Formación" que compone la lista de investigaciones críticas que ha sido realizadas por GADS (Grupo de Actividad Docente y Subjetividad) de la Pontificia Universidad Católica de São Paulo y busca enfatizar la crítica marxista como principio necesario para cualquier investigación que se propone transformadora y crítica. Considera, describiendo el camino de la Investigación-Trans-Formación que tiene lugar con el método materialista histórico-dialéctico y con el enfoque de categorías, considerando que la presencia de la crítica, especialmente la crítica marxista, es esencial para la creación de estrategias para la producción de información y conocimiento de la investigación. Este artículo destacó la categoría Dimensión Subjetiva de la Realidad y la perspectiva de la Incompletitud Crítica en el movimiento de Investigación Trans-Formación, así como las estrategias creadas en el proceso de investigación que más tuvieron un impacto en el movimiento crítico de investigación-forma-transformación. (AU)

Costura Político-Clínica por um Cuidado Feminista: Relato de Experiência / Political-Clinical Sewing for a Feminist Care: Experience Report / Costuras Político-Clínicas para la Atención Feminista: Informe de Experiencia

Este texto narra composições tecidas em meio à participação em atividades de extensão de duas universidades públicas brasileiras, uma do Sul e outra do Nordeste, que têm ensaiado costurar práticas clínicas com luta feminista numa perspectiva interseccional, entendendo que o sofrimento psíquico de mulheres brasileiras de periferias urbanas e de comunidades tradicionais é analisador e efeito de desigualdades de classe, raça, gênero, região da cidade. O encontro dessas duas iniciativas acabou por fiar uma rede de relações entre universidades e comunidades enlaçadas por projetos criados a partir de demandas prementes dos territórios vivos em que se situam. Tal encontro é atravessado com o tanto que se escuta de violência e de perda numa sociedade que a cada dia amplia um modo necropolítico de governar. Nesse entremeio de encontros atravessados, exercitamos a nomeação de uma clínica feminista e encontramos o exercício político de mulheres articuladas em movimento social. A singularidade e a singularização das mulheres se tecem nos tropeços das funções designadas na história deste país colonizado. Assim, esse alinhavo clínico não se interessa apenas por enredos familiares, mas quer enfrentar formas totalizantes e os códigos dominantes, e, nessa direção, afirma a radicalidade de uma indissociabilidade entre clínica e política.

This text narrates compositions woven in the midst of participation in extension activities of two brazilian public universities, which have been rehearsing to sew clinical practices with feminist struggle in an intersectional perspective, understanding that the psychic suffering of brazilian women from the urban periphery and from traditional communities is an effect of inequalities of class, race, gender, and region of the city. These two initiatives ended up spinning a network of relationships between universities and communities linked by projects created from the pressing demands of the living territories in which they are located. This encounter is crossed with violence and loss that are heard in a society that every day expands a necropolitical way of governing. We exercise the act of naming a feminist clinic and end up finding the political exercise of women articulated in social movements. The singularity of women is weaved in the setbacks of the designated functions in the history of this colonized country. Thus, this clinical approach is not only interested in family plots, but also wants to face totalizing forms and dominant codes, and, in this direction, affirms the radical nature of an inseparability between clinic and politics.

Este texto narra composiciones tejidas en medio de la participación en actividades de extensión de dos universidades públicas brasileñas, que vienen ensayando para coser prácticas clínicas con la lucha feminista en una perspectiva interseccional, entendiendo que el sufrimiento psíquico de las mujeres brasileñas de la periferia urbana y de las comunidades tradicionales es efecto de las desigualdades de clase, raza, género y región de la ciudad. El encuentro de estas dos iniciativas terminó tejiendo una red de relaciones entre universidades y comunidades unidas por proyectos creados a partir de las demandas apremiantes de los territorios vivos en los que se ubican. Este encuentro se cruza con la cantidad de violencia que se escucha en una sociedad que cada día expande una forma necropolítica de gobernar. Ejercitamos la nominación de una clínica feminista y encontramos el ejercicio político de las mujeres articulado en movimiento social. La singularidad de la mujer se teje en los retrocesos de las funciones asignadas en la historia de este país colonizado. Así, este enfoque clínico no sólo se interesa por las tramas familiares, sino que quiere enfrentarse a formas totalizadoras y códigos dominantes, y, en esa dirección, afirma la radicalidad de una inseparabilidad entre clínica y política.

Inquiry in psychology.

When they discuss the Danish academic situation, Szulevicz, Lund and Lund (2021) address three questions about the academic training of psychology researchers: (a) why do Danish master's students in psychology more frequently choose the qualitative method for their research?; (b) what are psychology students working on?; and (c) what are they interested in? These three questions have led us to reflect on researcher training and the political and educational model universities adopt for psychology master's courses, not only in the Danish context, but also in other general contexts. In this commentary, we will discuss one strictly normative issue: what should the scientific ideal be for training researchers in psychology? Or more accurately: how can psychology contribute to discussions about the scientific ideal of researcher training in this knowledge area?

Field social psychology.

Field social psychology is a conceptual and methodological approach to describe, examine, and explain psychological phenomena at multiple levels of analysis with emphasis on the sociocultural environments in which people are embedded, the unfolding of psychological processes over time, and the use of ecologically valid multiple methods in conjunction. In this essay, we first define a contemporary form of field social psychology from its roots in the history of psychological study. Second, we argue for the necessity of the reemergence of this approach given the limitations of the dominant current social psychological paradigm exposed by the replication crisis. Third, we outline an integrative and actionable model of field social psychological research. We describe two contemporary examples of field social psychological research concerning climate change protests in Norway and restorative justice in the U.S.A. to illustrate this framework. We end with implications of field social psychology for developing psychological science. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Psychological well-being and worries among pregnant women in the first trimester during the early phase of the COVID-19 pandemic in Denmark compared with a historical group: A hospital-based cross-sectional study.

INTRODUCTION: A pandemic may negatively influence psychological well-being in the individual. We aimed to assess the potential influence of the first national lockdown in Denmark (March to June 2020) due to the COVID-19 pandemic on psychological well-being and the content and degree of worries among pregnant women in early pregnancy. MATERIAL AND METHODS: In this hospital-based cross-sectional study based on self-reported data we compared psychological well-being and worries among women who were pregnant during the first phase of the pandemic (COVID-19 group) (n = 685), with women who were pregnant the year before (Historical group) (n = 787). Psychological well-being was measured by the five-item World Health Organization Well-being Index (WHO-5), using a score ≤50 as indicator of reduced psychological well-being. Differences in WHO-5 mean scores and in the prevalence of women with score ≤50 were assessed using general linear and log-binomial regression analyses. The Cambridge Worry Scale was used to measure the content and degree of major worries. To detect differences between groups, Pearson's Chi-square test was used. RESULTS: We found no differences in mean WHO-5 score between groups (mean difference) 0.1 (95% CI -1.5 to 1.6) or in the prevalence of women with WHO-5 score ≤50 (prevalence ratio 1.04, 95% CI 0.83-1.29) in adjusted analyses. A larger proportion of women in the COVID-19 group reported major worries about Relationship with husband/partner compared with the Historical group (3% [n = 19] vs 1% [n = 6], p = 0.04), and 9.2% in the COVID-19 group worried about the possible negative influence of the COVID-19 restrictions. CONCLUSIONS: Our findings indicate that national restrictions due to the COVID-19 pandemic did not influence the psychological well-being or the content and degree of major worries among pregnant women. However, a larger proportion of women in the COVID-19 group reported major worries concerning Relationship with husband/partner compared with the Historical group and 9.2% in the COVID-19 group worried about the possible negative influence of the COVID-19 restrictions.

Autonomia política como prática de cuidado: a gramática da educação zapatista / La autonomía política como práctica del cuidado: la gramática de la educación zapatista / Political autonomy as a practice of care: the grammar of zapatista education

RESUMO. Este artigo tem como objetivo discutir, com bases em diferentes registros, a gramática presente na discursividade de informes oficiais do Movimento Zapatista, no que tange especificamente à educação zapatista, em especial desde a noção de autonomia como modo de organizar esta dimensão da vida em sociedade, entendendo a autonomia como resistência à tutela do Estado na gestão da escola e, micropoliticamente, a ruptura da tutela do processo educativo pelo promotor de educação. Observamos, a partir do estudo das Declarações da Selva Lancadona e da Escuelita Zapatista, que estas fundam-se numa crítica aos modelos estatais de governo da educação, refutando a perspectiva intercultural, defendendo a pluridiversidade. Este modo de compreender o processo educativo, e o modo de praticar o cuidado nos leva a uma compreensão mais ampla para a psicologia, refletindo sobre possibilidades de conexão entre novas invenções psi no trabalho junto à infância e à psicologia da educação.

RESUMÉN Este artículo tiene como objetivo discutir, a partir de diferentes registros, la gramática presente en el discurso de los informes oficiales del Movimiento Zapatista, con respecto específicamente a la educación zapatista, especialmente desde la noción de autonomía como una forma de organizar esta dimensión de la vida en sociedad, entendiendo la autonomía como resistencia a la tutela del Estado en la gestión de la escuela y, micropolíticamente, la ruptura de la tutela del proceso educativo por parte del promotor de la educación. Observamos, a partir del estudio de las Declaraciones de la Selva Lancadona y Escuelita Zapatista, que estos se basan en una crítica a los modelos estatales de gobierno en educación, refutando la perspectiva intercultural, defendiendo la pluridiversidad. Esta forma de entender el proceso educativo, y la forma de practicar el cuidado, nos lleva a una comprensión más amplia de la psicología, reflexionando sobre las posibilidades de conexión entre los nuevos inventos psi en el trabajo con los niños y la psicología de la educación.

ABSTRACT. This article aims to discuss, based on different records, the grammar present in the discourse of Zapatista Movement official reports, specifically regarding the Zapatista education, especially from the idea of autonomy as a way of organizing this dimension of life in society, understanding this autonomy as resistance to State tutelage in the management of schools, as well as the rupture of the educational process tutelage by the promoters of education in micropolitical terms. We observed, based on the study of the Statements of the Selva Lancadona and Escuelita Zapatista, that these are centered on a criticism of state models of government in education, refuting the intercultural perspective, defending pluridiversity. This way of understanding the educational process, and the way of practicing care, leads us to a broader understanding of psychology, reflecting on possibilities of connection between new psychology inventions at work with children and the psychology of education.

A psicologia e a questão da diversidade sexual no Brasil: a Resolução CFP nº 1/99 / Psychology and the issue of sexual diversity in Brazil: Resolution CFP nº 1/99

Nesta tese indagamos acerca do lugar da psicologia no debate público sobre diversidade sexual no Brasil da atualidade. Através da análise de publicações, fontes documentais públicas e entrevistas, exploramos diversos modos em que o saber e autoridade da profissão de psicólogo são invocados para sustentar posicionamentos públicos sobre a questão homossexual no país. Nesse âmbito, destacamos a Resolução nº 1/99 do Conselho Federal de Psicologia (CFP), que estabelece normas de atuação para os psicólogos em relação à questão da orientação sexual. Há mais de vinte anos essa normativa é um marco na conquista dos direitos LGBTQIA+ no país. Para essa discussão, reconstruímos os debates que precederam as condições institucionais e o contexto de elaboração da Resolução. Os efeitos da mesma extrapolam o âmbito da regulação profissional da psicologia. A seguir, abordamos as trajetórias de figuras com diferentes perfis de atuação que ganharam notoriedade por atacar publicamente a Resolução, suscitando, desta maneira, polêmicas em torno da mesma. Em seguida, exploramos as frequentes contestações à Resolução CFP nº 1/99 que se deram na arena legislativa e o deslocamento dessas ofensivas para a arena da justiça e para a disputa pela condução dos Conselhos de Psicologia em 2019. A compreensão destes processos como cenas de uma controvérsia pública busca jogar luz sobre a disputa entre diferentes visões da diversidade sexual e de gênero, que transitam pela ciência, religião e política. Acreditamos que esta investigação contribua para expandir a compreensão da evolução, dos efeitos e dos desafios que se colocam à expansão de abordagens afirmativas da diversidade sexual e de gênero no campo da Psicologia.

In this thesis, we inquire about the place of psychology in the public debate on sexual diversity in Brazil today. Through the analysis of publications, public documentary sources, and interviews, we explore different ways in which the knowledge and authority of Psychology as a profession are invoked to support public positions on homosexuality as an issue in the country. In this context, we highlight Resolution 1/99 of the Federal Council of Psychology (CFP), that establishes standards of action for psychologists in relation to the issue of sexual orientation. For over decades, this regulation has been a milestone in the achievement of LGBTQIA+ rights in the country. For this discussion, we reconstructed the debates that preceded the institutional conditions and the context in which the Resolution was drafted. Its effects go beyond the regulation of professional psychology. Next, we address the trajectories of figures with different profiles of action who gained notoriety for publicly attacking the Resolution, thus raising controversies around it. Then, we explore the frequent challenges to Resolution CFP 1/99, that took place in the legislative arena, and the migration of these offensives to the arena of justice, and to the dispute for the presidence of the Psychology Councils in 2019. An understanding of these processes as scenes of a public controversy sheds light on the dispute between different visions of sexual and gender diversity, which transit through science, religion and politics.. This investigation expand the understanding of the evolution, effects and challenges facing the expansion of affirmative approaches to sexual and gender diversity in the field of Psychology.

School-based autism evaluations in the COVID-19 era.

School psychologists play a critical role in school-based Autism (AU) evaluations. Evidence-based AU evaluations should be multimodal, include multiple informants, and assess functioning across several domains. In the current era of COVID-19, school-based AU evaluations have become increasingly complex with school psychologists having to significantly adapt face-to-face evaluation procedures and/or conduct evaluations via teleassessment approaches. This poses profound challenges for some families, many of whom are from vulnerable groups. In the current article, we outline school psychologists' traditional role in school-based AU evaluations and review best practice guidelines. We then discuss the impact of COVID-19 on these processes and provide a framework for school psychologists to use when conducting school-based AU evaluations during this unprecedented time. We also provide resources school psychologists may find useful as they conduct school-based AU evaluations during the COVID-19 pandemic. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Mathematically aggregating experts' predictions of possible futures.

Structured protocols offer a transparent and systematic way to elicit and combine/aggregate, probabilistic predictions from multiple experts. These judgements can be aggregated behaviourally or mathematically to derive a final group prediction. Mathematical rules (e.g., weighted linear combinations of judgments) provide an objective approach to aggregation. The quality of this aggregation can be defined in terms of accuracy, calibration and informativeness. These measures can be used to compare different aggregation approaches and help decide on which aggregation produces the "best" final prediction. When experts' performance can be scored on similar questions ahead of time, these scores can be translated into performance-based weights, and a performance-based weighted aggregation can then be used. When this is not possible though, several other aggregation methods, informed by measurable proxies for good performance, can be formulated and compared. Here, we develop a suite of aggregation methods, informed by previous experience and the available literature. We differentially weight our experts' estimates by measures of reasoning, engagement, openness to changing their mind, informativeness, prior knowledge, and extremity, asymmetry or granularity of estimates. Next, we investigate the relative performance of these aggregation methods using three datasets. The main goal of this research is to explore how measures of knowledge and behaviour of individuals can be leveraged to produce a better performing combined group judgment. Although the accuracy, calibration, and informativeness of the majority of methods are very similar, a couple of the aggregation methods consistently distinguish themselves as among the best or worst. Moreover, the majority of methods outperform the usual benchmarks provided by the simple average or the median of estimates.

Archetypes and code biology.

As a clinical psychologist, I observe stereotyped formulas of behavior in action every day in the consulting room, despite differences in age, race, or culture; they present themselves as codified rules or typical modes of behavior in archetypical situations. Such circumstances coincide with what C.G. Jung defended: the existence of archetypes stored in an inherited/phylogenetic repository, which he called the collective unconscious - somewhat similar to the notion of an ethogram, as shown by ethology. Psychologists can use a perspective to facilitate understanding the phenomenon: the code biology perspective (Barbieri 2014). This approach can help us recognize how these phenomenological events have an ontological reality based not only on the existence of organic information but also on the existence of organic meaning. We are not a tabula rasa (Wilson 2000): despite the explosive diversification of the brain and the emergence of conscience and intentionality, we observe the conservation of basic instincts and emotions (Ekman 2004; Damasio 2010) not only in humans but in all mammals and other living beings; we refer to the neural activity on which the discrimination behavior is based, i.e., the neural codes. The conservation of these fundamental set-of-rules or conventions suggests that one or more neural codes have been highly conserved and serves as an interpretive basis for what happens to the living being who owns them (Barbieri 2003). Thus, archetypes' phenomenological reality can be understood not as something metaphorical but as an ontological (phylogenetic) fact (Goodwyn 2019). Furthermore, epigenetic regulation theories present the possibility that the biomolecular process incorporates elements of the context where it takes place; something fundamental to understand our concept - the archetype presents itself as the mnesic remnant of the behavioral history of individuals who preceded us on the evolutionary scale. In short: brains are optimized for processing ethologically relevant sensory signals (Clemens et al., 2015). From the perspective of the corporeal mind (Searle 2002), in this paper, we will show the parallels between code biology and the concept of the archetype, as Jung defended it and as it appears in clinical practice.