The state mindfulness scale for physical activity: further psychometrics properties / Escala de estado de mindfulness para atividade física: novas propriedades psicométricas / Escala de mindfulness en la actividad física: nuevas propiedades psicométricas

Mindfulness has been defined as attention and awareness to the present with an attitude of openness, non-judgment, and acceptance. It is suggested that mindfulness can positively influence experiences in sports and physical activity, increasing adherence to these activities. This study aimed to examine new psychometric properties of the State Mindfulness Scale for Physical Activity (SMS-PA) using classical and modern testing theories among Brazilian sport and exercise practitioners. Two studies were conducted. In the first, with 617 Brazilian sports practitioners, confirmatory factor analysis supported the bifactor structure of the SMS-PA composed of two specific (mental and body mindfulness) and one general factor (state mindfulness), which did not vary among genders. The Rasch Rating Scale Model (RSM) supported essential one-dimensionality indicated by the general factor with good item fit statistics (infit/outfit 0.62-1.27). The model presented a good level of Rasch reliability (0.85), and the items difficulty estimation provided an understanding of the continuum represented by their content. In the second study, with 249 Brazilian exercise practitioners, the structural equation modeling showed that Body Mindfulness was associated with positive outcomes (positive affect and satisfaction with practice). The mediation analysis showed that people with higher levels of Body mindfulness tend to experience greater levels of Positive Affect and, consequently, greater Satisfaction with exercises. The results suggest that the Brazilian version of the SMS-PA is an appropriate measure of the state of mindfulness.(AU)

Mindfulness pode ser definido como atenção e consciência no momento presente com uma atitude de abertura, não julgamento e aceitação. A literatura sugere que o mindfulness pode influenciar positivamente experiências no esporte e atividade física e pode exercer um papel na adesão a essas atividades. Este estudo teve como objetivo investigar novas propriedades psicométricas da State Mindulness Sacale for Physical Activity (SMS-PA) utilizando as teorias clássicas e modernas dos testes em praticantes de exercício físico e esporte brasileiros. Dois estudos foram conduzidos. No primeiro, com 617 brasileiros praticantes de esporte, a Análise Fatorial Confirmatória (AFC) demonstrou adequação à estrutura bifatorial da SMS-PA composta por dois fatores específicos (mindfulness mental e físico) e um fator geral (estado de mindfulness), que apresentou invariância entre sexos. A Rasch Rating Scale Model (RSM) corroborou a unidimensionalidade essencial indicada pelo fator geral com bons índices de ajustes (infit/outfit 0.62 -1.27). O modelo apresentou bom nível de precisão Rasch (.85), e a estimação de dificuldade dos itens possibilitou compreensão do continuum representado pelo conteúdo dos itens. No segundo estudo, com 249 brasileiros praticantes de esporte, a Modelagem de Equações Estruturais demonstrou que o mindfulness físico esteve associado a afetos positivos e satisfação com a prática. A análise de mediação mostrou que pessoas com níveis altos de mindfulness físico tendem a apresentar níveis mais elevados de afeto positivo e, consequentemente, níveis mais elevados de satisfação com a prática. Os resultados sugerem que a versão brasileira do SMS-PA é uma medida apropriada do estado de mindfulness para atividades físicas.(AU)

La atención plena puede definirse como la atención y la conciencia en el momento presente con una actitud de apertura, no juicio y aceptación. La literatura sugiere que el mindfulness puede influir positivamente en las experiencias en el deporte y en la actividad física, además de desempeñar un papel en la adherencia a estas actividades. Este estudio tuvo como objetivo investigar nuevas propiedades psicométricas de la State Mindfulness Scale for Physical Activity (SMS-PA) utilizando las teorías clásicas y modernas de las pruebas en practicantes de ejercicio físico y de deporte en Brasil. Para ello, se realizaron dos estudios. En el primer, participaron 617 practicantes de deporte brasileños, y el análisis factorial confirmatorio (AFC) demostró adecuación en la estructura bifactorial de la SMS-PA, compuesta por dos factores específicos (mindfulness mental y físico) y un factor general (estado de mindfulness), que mostró invarianza entre sexos. El Rasch Rating Scale Model (RSM) corroboró la unidimensionalidad esencial indicada por el factor general con buenos índices de ajuste (infit/outfit 0,62-1,27). El modelo mostró un buen nivel de precisión de Rasch (.85), y la estimación de la dificultad de los ítems permitió comprender el continuo representado por el contenido de estos. En el segundo estudio, con 249 practicantes de deporte, el modelo de ecuaciones estructurales mostró que el mindfulness físico estaba asociado a resultados positivos (afecto positivo y satisfacción con la práctica). El análisis de mediación reveló que las personas con altos niveles de mindfulness físico tendían a tener mayores niveles de afecto positivo y, en consecuencia, mayores niveles de satisfacción con la práctica. Los resultados sugieren que la versión brasileña de la SMS-PA es una medida adecuada de mindfulness.(AU)

Formação em psicologia escolar: implicações para a prática em equipe multiprofissional / The school psychology formation: implications for the practice in multidisciplinary team / Formación en psicología escolar: implicaciones para la práctica en equipo multiprofesional

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)

The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)

Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)

Healthy Aging-Relevant Goals: The Role of Person-Context Co-construction.

OBJECTIVES: This article considers how individuals' motivation for healthy aging manifests within the myriad of different contexts that older adults are embedded in as they move through later life. METHODS: Drawing on the concept of co-construction, we argue that persons and contexts both contribute to the emergence, maintenance, and disengagement from healthy aging relevant goals in adulthood and old age. RESULTS: To promote the understanding of such co-constructive dynamics, we propose four conceptual refinements of previous healthy aging models. First, we outline various different, often multidirectional, ways in which persons and contexts conjointly contribute to how people set, pursue, and disengage from health goals. Second, we promote consideration of context as involving unique, shared, and interactive effects of socio-economic, social, physical, care/service, and technology dimensions. Third, we highlight how the relevance, utility, and nature of these context dimensions and their role in co-constructing health goals change as individuals move through the Third Age, the Fourth Age, and a terminal stages of life. Finally, we suggest that these conceptual refinements be linked to established (motivational) theories of lifespan development and aging. DISCUSSIONS: In closing, we outline a set of research questions that promise to advance our understanding of the mechanisms by which contexts and aging persons co-construct healthy aging relevant goals and elaborate on the applied significance of this approach for common public health practices.

Using Theories of Behavior Change to Develop Interventions for Healthy Aging.

Healthy aging requires people to adopt and maintain beneficial behaviors in all stages of the life span. Supporting behavior change, including via the motivation to make and maintain those changes, is therefore important for the promotion of healthy aging. The aim of this overview is to introduce theoretical frameworks from the psychology of motivation that lend themselves to the development of effective interventions promoting behavior change conducive to healthy aging. We discuss theoretical frameworks referring to the determinants, properties, and functionality of goals aimed at behavior change, and consider the implications of the various theories for designing interventions to support healthy aging. We first consider theories that focus on beliefs and attitudes as determinants of goals, then we address theories that focus on the structure and content as important properties of goals, and, finally, we examine theories drawing on conscious and nonconscious processes underlying the functionality of these goals. We will present if-then planning and mental contrasting, as well as nudging and boosting, that is, novel strategies of behavior change that support the creation of scalable interventions for healthy aging across the life span. Against this background, new perspectives emerge for modern, state-of-the-art, and individually tailored interventions with the aim of enhancing older people's healthy living.

Fatores Influenciantes na Excelência de Cientistas Brasileiros / Influential Factors in the Excellence of Brazilian Scientists / Factores Influyentes en la Excelencia de los Científicos Brasileños

Este estudo objetivou investigar as variáveis pessoais e os fatores contextuais relacionados com a excelência de pesquisadores de ambos os gêneros e de diferentes áreas do conhecimento. A amostra foi constituída por 109 pesquisadores, bolsistas de produtividade do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), que trabalham em instituições de ensino superior de várias regiões do Brasil. Utilizou-se o Questionário do Perfil de Excelência online formado por perguntas semi-abertas relacionadas a recursos pessoais, fatores acadêmicos e de fatores contextuais. Os resultados obtidos apontam para diferenças estatisticamente significantes de frequência de respostas entre os gêneros quanto à paixão pelo trabalho para enfrentar novos projetos de pesquisa, uso do suporte social, utilização de empregados para conciliar a vida pessoal com a profissional, na ocupação do tempo livre na realização de viagens e nas atividades com a família. Os resultados sugerem a natureza multivariada do fenômeno da excelência científica, convergindo na sua manifestação fatores pessoais e contextuais. Ambos os fatores merecem ser considerados quando se procura promover a sua realização profissional e produtividade. (AU)

This study aimed to investigate personal variables and contextual factors related to the excellence of researchers of both genders and different areas of knowledge. The sample consisted of 109 researchers, National Scientific and Technological Development Council (CNPq) productivity fellows, who work in higher education institutions in various regions of Brazil. The Online Excellence Profile Questionnaire was used. This questionnaire consists of semi-open questions about personal resources, academic factors and contextual factors. The results obtained indicate statistically significant difference frequency of answers between genders regarding the passion for work face new research projects, use of social support, use of employees to reconcile the personal life of the professional, in the occupation of free time with travel and in family activities. The results suggest a multivariate nature of the phenomenon of scientific excellence, converging in its manifestation personal and contextual factors. Both factors deserve to be considered when seeking to promote their professional fulfillment and productivity. (AU)

Este estudio tuvo como objetivo investigar las variables personales y los factores contextuales relacionados con la excelencia de los investigadores de ambos sexos y de diferentes áreas del conocimiento. La muestra consistió en 109 investigadores, becarios de productividad del Consejo Nacional de Desarrollo Científico y Tecnológico (CNPq), que trabajan en instituciones de educación superior en varias regiones de Brasil. Se utilizó el cuestionario de perfil de excelencia en línea. Este cuestionario consta de preguntas semiabiertas sobre recursos personales, factores académicos y factores contextuales. Los resultados obtenidos apuntan a diferencias estadísticamente significativas en la frecuencia de respuestas entre los géneros con respecto a la pasión por el trabajo para hacer frente a nuevos proyectos de investigación, el uso del apoyo social, el uso de empleados para conciliar la vida personal del profesional, la ocupación del tiempo libre para viajar y actividades familiares. Los resultados sugieren la naturaleza multivariante del fenómeno de la excelencia científica, convergiendo en su manifestación factores personales y contextuales. Ambos factores merecen ser considerados a la hora de promover su realización y productividad profesional. (AU)

Programas Baseados em Mindfulness para Alunos Universitários: Relato de Experiência de um Projeto de Extensão / Mindfulness-Based Programs for Undergraduate Students: Experience Report of an Extension Project / Programas Basados en Mindfulness para Estudiantes Universitarios: Informe de Experiencia de un Proyecto de Extensión

Extensão universitária é um dos pilares da universidade brasileira, juntamente com ensino e pesquisa. A oferta de programas baseados em mindfulness para alunos de graduação como ação de extensão lhes oferece a oportunidade de desenvolverem habilidades psicológicas e sociais para manejar o estresse e promover a saúde e a qualidade nas interações acadêmicas. O presente trabalho tem como objetivo relatar a experiência de gerenciamento de um projeto de extensão universitária de programas baseados em mindfulness para alunos de graduação em uma universidade pública durante três anos. Para tanto, o trabalho foi organizado nas seções iniciação, planejamento, execução, monitoramento e encerramento do projeto. Procedimentos foram detalhados e os principais desafios e benefícios percebidos foram relatados juntamente com as lições aprendidas. O índice de interesse na intervenção foi elevado, havendo demanda superior à oferta de vagas. A realização de programas de mindfulness na universidade depende também da formação do instrutor que os ministrará e da disponibilidade de recursos e estrutura física para oferecê-los. Por fim, considera-se que ações como essas são possíveis no contexto universitário, recomendando-se o seu registro e formalização como extensão, avaliando recursos disponíveis, calendário e demandas acadêmicas e fidelidade ao currículo ministrado. (AU)

Extension activities at the University are one of the pillars of the Brazilian higher education, along with teaching and research. Mindfulness-based programs offers to undergraduate students the opportunity to improve psychological and social skills for stress coping and health promotion in academic interactions. This work aims to report the experience of managing a university extension project of mindfulness-based programs for undergraduate students at a public university for three years. The report is organized according to project phases initiation, planning, execution, monitoring and closing. Procedures were detailed, main challenges and perceived benefits were reported along with lessons learned. There was a high interest in the intervention, with more demand than places avaliable. The implementation of mindfulness programs in the university context depends on availability of resources and physical structure as also on qualification of the facilitator whom will deliver them. Finally, it is considered that such interventions are possible in the university context with recommendations on registering and formalizing it as an extension activity, evaluating available resources, considering academic calendar and on delivering it in line with the program curriculum. (AU)

La extensión universitaria es uno de los pilares de la universidad brasileña, junto a la enseñanza y a la pesquisa. La oferta de programas basados en Mindfulness para estudiantes universitarios como acción de extensión les ofrece la oportunidad de desarrollar habilidades psicológicas y sociales para el manejo del estrés y la promoción de la salud y la calidad en las interacciones académicas. Este trabajo tiene como objetivo informar sobre la experiencia de la gestión de un proyecto de extensión universitaria de programas basados en mindfulness para estudiantes universitarios en una universidad pública durante tres años. El informe está organizado según las fases de iniciación, planificación, ejecución, control y cierre del proyecto. Se detallaron los procedimientos y se describieron los principales desafíos y beneficios percibidos junto con las lecciones aprendidas. El índice de interés en la intervención fue elevado, habiendo una demanda superior a la oferta de vacantes. La realización de programas de mindfulness en la universidad depende también de la formación del instructor que los dictará y de la disponibilidad de recursos y estructura física para ofrecerlos. Por último, se considera que acciones como estas son posibles en el contexto universitario, y se recomienda su registro y formalización como extensión, evaluando los recursos disponibles, el calendario, y las demandas académicas y la fidelidad al programa impartido. (AU)

#stayathome?: Increased children's emotion regulation in covid-19 pandemic / #ficaemcasa?: aumento da regulação emocional de crianças na pandemia da covid-19 / #quedateencasa?: Aumento de la regulación emocional de los niños en la pandemia de covid-19

Emotion Regulation is an important resource over children development, especially when facing adversities. The arrival of Convid-19 pandemic has resulted in procedures as quarantine and social distancing, which may cause mental health status challenges for children. The aim of this study was to compare parents' perception on their children's emotional regulation before and during quarantine. The results showed positive correlation between Covid's behavioral and cognitive variables, as risk perception, virus exposure, preventive care, social distancing and Covid-19 knowledge with emotion regulation. Unexpectedly there was an increment on children's emotion regulation during quarantine period perceived by their parents. This data can provide clues regarding the emotion development, the route of how mental health preventive measures should go, prioritizing parents support and psychoeducation.

A Regulação Emocional é um importante recurso no desenvolvimento infantil, especialmente em contextos de adversidades. A chegada da pandemia da Covid-19 trouxe necessidade de medidas como quarentena e distanciamento social, gerando possíveis desafios à saúde mental de crianças. O objetivo deste estudo foi comparar a percepção de pais sobre a regulação emocional dos filhos antes e durante a quarentena. Os resultados mostraram correlações positivas entre variáveis cognitivas e comportamentais sobre a Covid-19, como percepção de risco, exposição ao vírus, cuidados preventivos, distanciamento social e conhecimento sobre a Covid-19 com a regulação emocional. Inesperadamente, na percepção dos pais, foi identificado um aumento da regulação emocional das crianças durante o período da quarentena. Estes dados podem fornecer informações sobre o desenvolvimento emocional infantil, direcionando as medidas de prevenção a saúde mental para o contexto de suporte parental e psicoeducação.

La regulación emocional es un importante recurso en él desarrollo infantil, especialmente en contextos de adversidades. La llegada del Covid-19 provocó la necesidad de medidas como la cuarentena y el distanciamiento social, generando posibles desafíos a la salud mental de los niños. El objetivo de este estudio fue comparar la percepción de padres sobre la regulación emocional de sus hijos antes y durante la cuarentena. Los resultados mostraron correlaciones positivas entre variables cognitivas y conductuales del Covid-19, como la percepción del riesgo, exposición al virus, cuidados preventivos, distanciamiento social y conocimiento sobre el COVID-19, con la regulación emocional. Inesperadamente, en la percepción de los padres, fue identificado un aumento de la regulación emocional de los niños durante el periodo de la cuarentena. Estos datos pueden proporcionar informaciones sobre el desarrollo emocional infantil, dirigiendo las medidas de prevención de salud mental al contexto de soporte parental y psicoeducación.

[Assessment of the maturity of juvenile and young adult offenders according to §105 of German juvenile law: a developmental psychology perspective]. / Die Reifebeurteilung Heranwachsender nach § 105 JGG und der Umgang mit jungen erwachsenen Straftäterinnen und Straftätern aus entwicklungspsychologischer Sicht.

Assessment of the maturity of juvenile and young adult offenders according to §105 of German juvenile law: a developmental psychology perspective Abstract. Since 1953, according to § 105 of the German JGG (Jugendgerichtsgesetz/Juvenile Court Act), it has been possible to convict offenders aged 18.0 y-20y 11 mo either as juveniles or as adults, depending on their developmental status. Yet unambiguous criteria defining the individual stages of development are available neither to judges nor to experts. Thus, for this age group this may lead judges to make arbitrary decisions impairing the right of equal treatment before the law in Germany. In the absence of clear criteria for assessing maturity, experts nearly always recommend judging such offenders as juveniles. Recent findings from the neurosciences and developmental psychology show that not only juveniles but adolescents and young adults up to the age of 25y usually have significant potential for development. After an overview of the legal practices pertaining to juveniles in Germany and throughout Europe, we propose alternatives for the individual assessment of maturity.

Associations Between Cognitive Abilities and 20-Year Personality Changes in Older Adults in the ILSE Study: Does Health Matter?

OBJECTIVES: We used data from the Interdisciplinary Longitudinal Study on Adult Development (ILSE study) to investigate whether associations of cognitive abilities with late-life personality changes are moderated by individuals' physical health. METHOD: Individuals born between 1930 and 1932 (n = 473; mean baseline age: 62.87 years) were assessed up to four times over a period of about 20 years (M = 20.34 years). Cognitive abilities were assessed based on multiple tests representing various cognitive functions. In addition, the Big Five personality traits were measured. Study participants' health was rated by a physician based on several in-depth medical examinations. RESULTS: Health appeared as a significant moderator of the associations between cognitive abilities and personality trajectories: First, lower cognitive abilities were associated with an increase in neuroticism in individuals with poor health, but not in those with good health. Second, lower cognitive abilities were related with an increase in agreeableness in older adults with good health, but with a decrease in agreeableness among those with poor health. Third, better cognitive abilities were associated with stability in conscientiousness, but only among individuals with poorer health. DISCUSSION: Our findings suggest that once health is compromised, cognitive abilities may become a compensatory resource to prevent undesirable personality changes.

Actor-Partner Effects of Childhood Disadvantage on Later Life Subjective Well-Being Among Individuals in Coresidential Unions.

OBJECTIVES: Prior research on cumulative disadvantage has primarily focused on individuals' own childhood adversity for their later-life outcomes. Nevertheless, partner's childhood disadvantage may also shape respondent's later-life well-being. METHODS: Drawing on a household-level dataset, I examine respondent's own childhood adversity as well as their partner's childhood adversity (poor childhood health, parental divorce, or father's long-term unemployment) on respondent's subjective well-being, at aged 50 and older. RESULTS: Findings from the actor-partner interdependence model (APIM) show poor childhood health of the male partner as associated with worse mental health and self-rated health of the female partner in later life. For both outcome measures, the partner effects were attenuated after adjusting for the female partner's report of perceived social support. For self-rated health, adjusting for variation in the presence of a chronic illness and household income also attenuated the association. DISCUSSION: Partnered individuals are nested within a specific context, whereby stress and implications of early life disadvantage may be conceptualized at the couple-level. Future research that assesses how early life experiences of individuals may have implications for family members' later-life well-being may be valuable.

New Perspectives on the Child- and Youth-Serving Workforce in Low-Resource Communities: Fostering Best Practices and Professional Development.

The professionals and paraprofessionals who work daily with youth in low-resource, marginalized communities are integral to youth wellbeing; yet, their professional development, and the factors that promote it, are not well understood. In this introduction to the special issue, Understanding and Strengthening the Child- and Youth-Serving Workforce in Low-Resource Communities, we focus on understudied practitioners operating in an array of sectors and settings, such as home visitors, mental health paraprofessionals, early childhood assistant teachers, teachers in low-income countries, school resource officers, juvenile justice staff, and after-school and community-based program workers. We put forward a conceptual model detailing the interactive, layered set of proximal-to-distal ecological factors that influence the practice and professional development of these workers, and show how papers in the current issue address these layers in their examination of workforce development. We conclude with a summary of the contributions and lessons from this work - including the value of a whole-person approach, the importance of sharing process across research stages, and the need to build on the foundation provided by community psychology and implementation science - toward the twin goals of understanding and building the skills and strengths of the workforce, and ultimately, enhancing youth development.

Commentary on economic inequality: "what" and "who" constitutes research on social inequality in developmental science?

A focal goal of development science in recent years has been to document and understand the psychological processes that underlie inequality toward the goal of promoting equity and justice (e.g., Killen, Rutland, & Yip, 2016). This timely special section on economic inequality broadens the empirical conversation, which has centered mostly on race and gender, to include how children and adolescents perceive, experience, and reason about economic inequality in their social worlds. From the perspective of the broader literature on children's developing understanding of social identities and inequalities, I reflect on 3 observations raised collectively in these special section articles: (a) how economic inequality is defined and for whom; (b) the role of intersectionality; and (c) the dearth of longitudinal data. I suggest that developmental scholarship on inequality has focused on particular aspects of inequality (poverty and oppression) for particular demographic groups (ethnic-racial minority populations) and relied on cross-sectional (rather than longitudinal) data to draw conclusions about development. These observations are not necessarily unique to the articles in this special section but warrant consideration across the scholarship on inequality in developmental science. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Culture and Development: A Systematic Relationship.

This article argues that the relationships between culture and development are differential and systematic. Therefore the presentation of the Western middle-class developmental pathway in textbooks as universal is grossly neglecting the reality and the psychologies of the majority of the world' s population. First, the conception of culture as the representation of environmental conditions is presented. The level of formal education acts as organizer of social milieus that define different learning environments for children. Mainly two developmental pathways are portrayed: the Western middle-class trajectory and the traditional farmer childhood. Different developmental principles are highlighted, demonstrating systematic cultural differences in the development of a conception of the self: developmental dynamics as exemplified in early mother infant interactions, the timing of developmental milestones emphasizing cultural precocities in motor development and self-recognition, developmental gestalts in different attachment relationships and precursors and consequences demonstrating that different, sometimes contradictory behavioral patterns have the same developmental consequences with the examples of empathy development and autobiographical memory. It is argued that evaluating the development in one pathway with the principles and standards of the other is unscientific and unethical. The recognition of different developmental pathways is a necessity for basic science and a moral obligation for the applied fields.

Desenvolvimento de um instrumento para avaliação de satisfação e segurança no bairro / Development of an instrument for the assessment of Satisfaction and Safety in the neighborhood / Elaboración de un instrumento para la evaluación de satisfacción y seguridad en el barrio

Este trabalho representa o primeiro passo no desenvolvimento da Escala de Avaliação de Satisfação e Segurança no local de moradia (EASS), reunindo evidências conceituais e psicométricas. Propõe-se um instrumento para a avaliação subjetiva do local de moradia, através de duas dimensões teoricamente relevantes para a Psicologia Evolucionista: satisfação e segurança. Participaram 160 jovens moradores do estado do Rio de Janeiro (RJ). Uma análise de componentes principais apontou uma estrutura multidimensional da EASS, com três componentes e boa consistência interna (α=0,83). A análise de componentes principais sugeriu como aceitável a estrutura multifatorial desta medida, o que foi confirmado pela PAF. Apesar de não confirmar a estrutura bidimensional esperada, uma ANOVA com grupos de jovens em diferentes condições de moradia (duas favelas cariocas versus bairros de classe média) demonstrou que a EASS tem boa validade discriminante. São sugeridas as etapas seguintes para a validação da escala, concluindo-se que a EASS é uma medida consistente, e pode ser útil em futuros estudos de avaliação do local de moradia. (AU)

Gathering conceptual and psychometric evidence, this paper reports the first stage of development of the Satisfaction and Safety in the Neighborhood Scale (SSNS), an instrument designed for Brazilian contexts. Satisfaction and Safety are two evolutionary relevant dimensions of people's environment evaluations. The study involved 160 youngsters living in Rio de Janeiro. Principal component analysis yielded a multidimensional structure for the scale, with three components and good internal consistency (α=0,83). This structure was corroborated through principal axis factoring. Though not confirming the two dimensions originally proposed, an ANOVA with two subsets of youth in different living conditions (slums and more affluent neighborhoods) suggested that SNSS has a good discriminatory validity, proving to be able to assess different environmental evaluations of people. Next steps are suggested to continue the validation process of the instrument. (AU)

Este trabajo representa el primer paso en el desarrollo de la Escala de Evaluación de Satisfacción y seguridad en el lugar de residencia (EASS), reuniendo evidencia conceptual y psicométrica. Se propone un instrumento para la evaluación subjetiva del lugar de vivienda, por medio de dos dimensiones teóricamente relevantes para la Psicología Evolutiva: satisfacción y seguridad. Participaron 160 jóvenes residentes del estado de Río de Janeiro (RJ). Un análisis de componentes principales mostró una estructura multidimensional de la EASS con tres componentes y una buena consistencia interna (α = 0,83). El análisis de los componentes principales sugiere la estructura multifactorial de la medida como aceptable, que fue confirmada por el PAF. Aunque la estructura de dos dimensiones no se ha confirmado, un ANOVA con grupos de jóvenes en diferentes condiciones de la vivienda (dos barrios marginales (favelas) de Río frente a los barrios de clase media) mostró que la EASS tiene una buena validez discriminante. Para validación de la escala son sugeridos los próximos pasos y se concluye que la EASS es una medida coherente, y puede ser útil en futuros estudios para evaluar el lugar de vivencia. (AU)

The persistent sampling bias in developmental psychology: A call to action.

Psychology must confront the bias in its broad literature toward the study of participants developing in environments unrepresentative of the vast majority of the world's population. Here, we focus on the implications of addressing this challenge, highlight the need to address overreliance on a narrow participant pool, and emphasize the value and necessity of conducting research with diverse populations. We show that high-impact-factor developmental journals are heavily skewed toward publishing articles with data from WEIRD (Western, educated, industrialized, rich, and democratic) populations. Most critically, despite calls for change and supposed widespread awareness of this problem, there is a habitual dependence on convenience sampling and little evidence that the discipline is making any meaningful movement toward drawing from diverse samples. Failure to confront the possibility that culturally specific findings are being misattributed as universal traits has broad implications for the construction of scientifically defensible theories and for the reliable public dissemination of study findings.

Conceptos básicos de la Teoría Funcional de la Cognición y algunas de sus aplicaciones / Information Integration Theory: Basis Concepts and Applications

RESUMEN La vida cotidiana demanda la toma de juicios o decisiones constantes. Algunas de ellas pueden ser más o menos complejas, dependiendo de factores éticos, sociales, históricos y políticos del contexto social y, de la interacción de estos factores en los sujetos que juzgan. El objetivo de este artículo es exponer cómo la Teoría Funcional de la Cognición permite hacer un análisis detallado del proceso cognitivo de toma de decisión, en el que operan: la valoración de los estímulos, la integración de la representación psicológica de esos estímulos y, finalmente, la respuesta explícita. Este proceso de juicio cumple con tres reglas: adición, multiplicación y promedio, que permiten observar las funciones que se generan entre los factores implicados en las decisiones y la emisión de un juicio. Esta teoría tiene importantes aplicaciones en las áreas de la psicología clínica y de la salud, la psicología política, la psicología del deporte y la psicología del desarrollo, áreas en las cuáles el artículo presenta los hallazgos más relevantes.

ABSTRACT Daily life demands constant making judgments or decisions. Some of those decisions may be more or less complex depending on ethical, social, historical and political context of social factors and the interaction of these factors with subjects who judge. The aim of this article is to show how Functional Theory of Cognition allows detailed cognitive decision making process analysis, in which they operate: the valuation of stimuli, integration of psychological representation of these stimuli and finally, explicit answer. This process of judgment meets three rules: addition, multiplication, average, for observing the functions that are generated between the factors involved in decisions and issuing a judgment. This theory has had important applications in the areas of clinical psychology and health, political psychology, sports psychology and developmental psychology, areas in which the paper presents the most relevant findings.

Examination of Associations Among Three Distinct Subjective Aging Constructs and Their Relevance for Predicting Developmental Correlates.

OBJECTIVES: This study examined (a) the empirical associations among three subjective aging (SA) constructs: felt age, attitudes toward own aging (ATOA), and awareness of age-related change (AARC); (b) the moderating role of chronological age in these associations; and (c) the predictive relevance of the SA constructs with regard to two developmental correlates: functional health and satisfaction with life. METHOD: Participants were 819 adults aged 40-98 years from the United States and Germany. Parallel multiple mediation, moderated mediation, and hierarchical regression analyses were used. RESULTS: As hypothesized, AARC mediated the association between the global measures of SA (felt age and ATOA) and the developmental correlates. Specifically, more negative global subjective aging predicted more AARC losses, which predicted poorer health and well-being. Furthermore, this mediation pathway was moderated by chronological age, such that, with increasing age, greater AARC was more strongly related to poorer functional health (but not well-being). The multidimensional measure, AARC, accounted for a significant amount of the variance in the developmental correlates over and above the unidimensional SA constructs. A consistent pattern emerged supporting the role of domain specificity and valence. DISCUSSION: These findings support the need for conceptualizing SA across different behavioral domains and for distinguishing between positive and negative SA.

Emerging Adulthood: A Time of Changes in Psychosocial Well-Being.

The principal aim of this study was to investigate the psychosocial well-being of emerging adults using psychological states associated with this transitional phase and classic measures of emerging adulthood. We expected psychological states to be more closely associated with psychological well-being than classic markers of achieved adulthood. Data were collected in the Cohort Study on Substance Use Risk Factors from 4,991 Swiss men aged 18-25 years. The assessment included the Short Form of the Inventory of Dimensions of Emerging Adulthood (IDEA-8), classic markers of achieved adulthood (e.g., financial independence, stable relationship), and psychosocial well-being. Structural equation models (SEMs) were conducted to test the association between measures of emerging adulthood and psychosocial well-being. Overall, the results highlighted contrasting associations of measures of emerging adulthood and psychosocial well-being. Youths facing negative psychological states (dimension "negativity") and exploring life without knowing how to define themselves (dimension "identity exploration") had a decreased psychosocial well-being. On the contrary, youths exploring many opportunities with an optimistic perspective (dimension "experimentation") had an increased psychosocial well-being. By contrast, classic markers of adulthood were less related to psychosocial well-being. The IDEA-8 Scale appeared to be a useful screening tool for identifying vulnerable youths, and emerging adulthood should be measured with a focus on the psychological states associated with this period. This information may be valuable for mental health systems that have not yet adapted to emerging adults' needs.

Desenvolvimento da justiça distributiva referente à doação de alimentos / Development of distributive justice concerning food donation / Desarrollo de la justicia distributiva referente a la donación de alimentos

O objetivo deste estudo foi verificar e discutir como ocorre o desenvolvimento da justiça distributiva da infância para a adolescência, com ênfase na justiça igualitária. Responderam a uma entrevista estruturada que continha uma história sobre crianças que passavam fome e que poderiam ser alimentadas por um personagem fictício, o Sr. Pedro, 158 estudantes de escolas públicas e privadas, de 8 a 18 anos. As informações sobre as crianças variavam: em uma história, as crianças moravam na mesma cidade que a pessoa que podia ajudá-las; em outra, as crianças eram de um país distante; em outra, as crianças eram filhos de terroristas; e, na última, eram crianças que roubavam. Ao final de cada história, perguntou-se se as crianças deveriam receber os alimentos e o porquê. Os resultados demonstraram uma variação das respostas em função da faixa etária dos participantes e da situação-estímulo. Esses resultados foram discutidos, sobretudo, com base na visão epistemológica piagetiana

This study aims at analyzing and discussing how the development of distributive justice occurs from childhood to adolescence, emphasizing egalitarian justice. 158 students from public and private schools, aged between 8 and 18 years old, answered a structured interview containing a story about children who experienced starvation and were supposed to be fed by a fictional character, called Pedro. The information about the children varied: in one of the stories the children all lived in the same town as the person who should help them; in a second story the children lived in a different country; in a third story the children's parents were terrorists; in the last story the children were thieves. At the end of each story the interviewers asked whether the children should be fed and why. The results show the answers vary according to the age of the participants and the stimulus-situation. These results were discussed mainly on the basis of Piaget's epistemological view

El objetivo de este estudio fue verificar y discutir como ocurre el desarrollo de la justicia distributiva de la infancia a la adolescencia, con énfasis en la justicia igualitaria. 158 estudiantes de escuelas públicas y privadas, de 8 a 18 años respondieron a una entrevista estructurada que contenía una historia sobre niños que padecían hambre y que podrían ser alimentados por un personaje ficticio, el Sr. Pedro. Las informaciones sobre los niños variaban: en una historia, los niños vivían en la misma ciudad que la persona que podía ayudarlas; en otra, los niños eran de un país distante; y en la última, eran niños que robaban. Al final de cada historia, se preguntó si los niños deberían recibir los alimentos y el porqué. Los resultados demostraron una variación en las respuestas, en función de la franja etaria de los participantes y de la situación-estímulo. Esos resultados fueron discutidos con base sobre todo en la visión epistemológica piagetiana

El desafío de construir una Psicología del desarrollo crítica en sociedades inhóspitas / The Challenge of Constructing a Critical Developmental Psychology in Inhospitable Societies

Resumen La Psicología del desarrollo constituye un campo de conocimiento cuya existencia se da por descontada en el imaginario académico de la psicología salvadoreña. No obstante, existe una Psicología del desarrollo dominante que se ve reproducida en textos, clases y discursos, mientras que otra distinta, consecuente con la realidad histórica donde su estudio tiene lugar, aún es una tarea pendiente. Al considerar la descontextualización como uno de los presupuestos fundamentales de la Psicología del desarrollo dominante al uso, en este artículo de carácter teórico se reflexiona sobre esta desde la perspectiva del caso salvadoreño en tanto sociedad inhóspita: aquella que compromete el avance del ciclo vital de la mayoría de la población por, entre otras características, ser violenta y desigual. Son sometidas a escrutinio las conocidas categorías analíticas de la Psicología del desarrollo definidas como influencias normativas y no normativas para mostrar la relatividad y los sesgos de su aplicación usual. Se sostiene que, en el marco de una sociedad inhóspita, una Psicología del desarrollo debe considerar, al menos, procesos de adultización prematura en la niñez y la juventud, la improbabilidad de biografías estables, la vejez precaria así como las características típicas que muestran los miembros del contexto de interés. Se propone avanzar a una Psicología del desarrollo crítica: la necesidad de reacomodar su quehacer y reinventarse epistemológicamente para construir un conocimiento situado, propio y multidisciplinario que supere cegueras, provincianismos y reduccionismos académicos.

Abstract Developmental Psychology is a field of knowledge whose existence is taken for granted in the academic imagination of Salvadoran psychology. However, there is a mainstream Developmental Psychology that is reproduced in texts, lectures and discourses, while a different one, consistent with the historical reality where its study takes place, and is still a pending task. Considering de-contextualization as one of its fundamental assumptions, this theoretical article deals with the situation of Developmental Psychology from the perspective of the Salvadoran case as an Inhospitable Society: one that distorts the progress of most of its people´s life cycle, due to, among other features, its violence and social inequality. Very well known analytical categories such as normative and non-normative developmental trends are subjected to scrutiny to show the relativity and biases of their usual applications. It is argued that, in the context of an inhospitable society, Developmental Psychology should consider at least: Early Childhood and Youth Adultisation Processes, the improbability of stable biographies, Precarious Old Age and the typical features of individuals living in the context of interest. It aims to advance a Critical Developmental Psychology: the need to rearrange the work and to reinvent itself epistemologically in order to construct a situated, appropriated and multidisciplinary knowledge that overcomes blindness, provincialism and academic reductionism.