ABSTRACT
BACKGROUND: Several hypotheses have been used in ethnobotany to explain the plant's selection criteria by people for their daily needs. Thus, it is important to assess synergy and complementarity among them, especially, those concerning the plant use value, social dynamics and human traits. The study aims to (i) highlight people's socio-economic factors, and plant ecological traits that affect the plant use-availability dynamic (PUD); and (ii) assess the available species diversity effect on ethno-medicinal knowledge diversity in Benin. METHODS: Ethnobotanical interviews were carried out to quantify the importance of local species in different ecological zones of Benin with 590 traditional medicine actors. Vegetation surveys were done to assess species availability within 337 plots of 50 m x 40 m or 60 m x 30 m, depending on the climatic zone, for a total of 61.6 ha, established in 15 forests distributed within the 10 phytodistricts of Benin. The plant use availability hypothesis was quantified as a dynamic link between species use value and availability (PUD). A general and mixed linear models were used to assess the significance of each factor's effect on PUD. Pearson correlation test was applied on Shannon diversity index considering inventoried species in the field and those which were cited by people, for the available species diversity effect on ethno-medicinal knowledge diversity assessment. RESULTS: A hundred and twenty woody medicinal plants, mostly trees (68.33%), were sampled. Growth form and its interaction with phytodistrict have a significant effect (p: 0.005) on PUD. The less available trees were the most used in the phytodistricts 3, 4, 8 and 10. PUD varies significantly according to social factors (p: 0.007). Ethnicity, age and main activity were the most quoted social factors which influenced the PUD. Ethnicity and age have various effects considering the phytodistricts. Moreover, the influence of age changes following the main activity. Plant selection did not solely link to the surrounding diversity (r: - 0.293; p: 0.403). Within some phytodistricts, especially those of 3, 4, 8 and 10, the less available tree species were the most requested. CONCLUSION: It is urgent to reforest vegetation patches in some phytodistricts (3, 4, 8 and 10) of Benin with widely requested and no available species to avoid the extinction of their wild populations. This concerns Cassia sieberiana DC., Anonychium africanum (Guill. & Perr.) C. E.Hughes & G. P. Lewis, Pterocarpus erinaceus Poir., Cola millenii K. Schum., Azadirachta indica A. Juss., Khaya senegalensis (Desr.) A. Juss., Pseudocedrela kotschyi (Schweinf.) Harms, Treculia africana Decne. ex Trécul, Uapaca heudelotii Baill., Vitellaria paradoxa C. F. Gaertn., Kigelia africana (Lam.) Benth. and Newbouldia laevis (P. Beauv.) Seem. ex Bureau.
Subject(s)
Conservation of Natural Resources , Plants, Medicinal , Humans , Benin , Ethnobotany , Africa, Western , Trees , Ethnicity , Group DynamicsABSTRACT
This study examined the effectiveness of a mindfulness-based intervention (MBI) on Conners' continuous performance test scores (CPTs), cardiac vagal control (CVC) assessed by vagally mediated heart rate variability (HRV), and mood in children and adolescents with ADHD. We conducted a randomized controlled trial (RCT) recruiting 70 children and adolescents (M age 11.03, SD 2.78) with a clinical diagnosis of ADHD, which were allocated to either 1 session of mindfulness cognitive training, or an active control condition and were examined at baseline, post-treatment and 4-week follow-up. See clinicaltrials.gov: NCT04316832. There was a significant main effect of time on the primary outcomes measured by CPT scores of attention-related problems (omission errors, reaction time) and hyperactivity-impulsivity (commission errors). However, time-by-group interaction did not achieve statistical significance for commission errors and hit RT, indicating that the changes over time in these outcomes were not significantly different between the MBI and Control conditions. In addition, there was a significant time-by-group interaction for omission errors. Relative to control, MBI resulted in a small (d = 0.011) non-statistically significant reduction in omission errors post-treatment. Furthermore, there were no significant differences in detectability. Secondary outcomes were CVC and mood. A small treatment effect on CVC (d = 0.37) was observed; there was a slight increase in vagally mediated HRV measure post-treatment. There were no significant differences in mood improvement over time between conditions. One brief session of MBI effectively enhances CVC but does not significantly improve CPT scores of attention-related problems and hyperactivity-impulsivity or mood in children with ADHD.Clinicaltrials.gov: NCT04316832.
Subject(s)
Attention Deficit Disorder with Hyperactivity , Mindfulness , Humans , Child , Adolescent , Attention Deficit Disorder with Hyperactivity/diagnosis , Mindfulness/methods , Cognitive Training , Reaction Time , Group DynamicsABSTRACT
Este discute a representatividade da disciplina Psicologia do Esporte nos cursos de Psicologia e Educação Física em instituições de ensino superior reconhecidas pelo MEC e situadas na região Sul do país. Foi realizado um estudo documental, com base nos currículos das Instituições. Os resultados revelaram que no Sul do Brasil 21,02% dos cursos de Psicologia, 41,96% dos cursos de bacharelado em Educação Física e apenas 14,83% dos cursos de licenciatura em Educação Física apresentam a disciplina Psicologia do Esporte em sua grade curricular. Observou-se que a disciplina é ofertada mais frequentemente em regime obrigatório nos cursos de bacharelado em Educação Física. Nos cursos de Psicologia, quando ofertada, costuma ser optativa. Os resultados evidenciam uma maior oferta da disciplina para os estudantes de Educação Física, em relação aos de Psicologia, o que pode estar relacionado ao próprio contexto de surgimento da disciplina e sua popularização no meio acadêmico. Para que esse panorama possa mudar e se possa oferecer uma formação adequada no curso de Psicologia para fomentar essa opção de carreira, há necessidade de se repensar o currículo e o próprio perfil do egresso, de forma a dar mais oportunidade aos estudantes para que conheçam as bases teóricas e os campos de aplicação da Psicologia do Esporte. Tal lacuna pode acarretar a fragilização da disseminação desse conhecimento aos estudantes de graduação e a consequente ocupação do mercado de trabalho.(AU)
This study discusses the representativeness of Sports Psychology in Psychology and Physical Education courses at higher education institutions from Southern Brazil. A documentary study was conducted based on the institutions' curricula. Results show that 21.02% of the Psychology major, 41.96% of the bachelor's in Physical Education, and only 14.83% of the license in Physical Education offer Sports Psychology in their curricula. Sports Psychology is most often offered as a compulsory subject in the bachelor's program in Physical Education, whereas Psychology courses offer it mainly as an elective. Physical Education students have greater contact with the discipline when compared with Psychology students, which may be explained by its context of development and popularization in the academic environment. To change this scenario and offer adequate education in the Psychology programs to foster this career option, institutions must rethink their curriculum and the graduate profile itself. This would give students better opportunity to get to know its theoretical bases and fields of application. Such a gap can hinder the dissemination of this knowledge to undergraduate students and the consequent labor market occupation.(AU)
El objetivo de este estudio es discutir la representatividad de la materia Psicología del Deporte en los cursos de Psicología y Educación Física en instituciones de educación superior de la región Sur de Brasil, reconocidas por el Ministerio de Educación (MEC). Se realizó un estudio documental, basado en los planes de estudio de las instituciones. Los resultados revelaron que, en el Sur de Brasil, el 21,02% de los cursos de Psicología, el 41,96% de los cursos de licenciatura en Educación Física y sólo el 14,83% de los cursos de profesorado en Educación tienen la materia Psicología del Deporte en sus planes de estudio. Se observó que la materia Psicología del Deporte se ofrece con mayor frecuencia como asignatura obligatoria en los cursos de licenciatura en Educación Física. Cuando se ofrece en los cursos de Psicología, es una materia optativa. Los resultados muestran una mayor oferta para los estudiantes de Educación Física en comparación con Psicología, lo que puede estar relacionado con el contexto del surgimiento de la Psicología del Deporte como materia y su popularización en el ámbito académico. Para que este escenario cambie y sea posible ofrecer una formación adecuada en el curso de Psicología con el fin de fomentar esta opción de carrera, es necesario repensar el plan de estudios y el perfil del egresado, así los estudiantes tendrán más oportunidades de conocer sus bases teóricas y sus campos de actuación. Tal brecha puede debilitar la difusión de este conocimiento a los estudiantes de grado y la consecuente ocupación en el mercado laboral.(AU)
Subject(s)
Humans , Male , Female , Physical Education and Training , Psychology , Curriculum , Educational Measurement , Psychology, Sports , Anxiety , Perception , Appetite , Personal Satisfaction , Personality , Aptitude , Physiology , Professional Competence , Professional Practice Location , Psychology, Educational , Quality of Life , Rehabilitation , Attention , Self Concept , Self-Evaluation Programs , Soccer , Social Change , Social Control, Formal , Specialization , Sports , Sports Medicine , Stress, Physiological , Stress, Psychological , Track and Field , Vocational Guidance , Wounds and Injuries , Bicycling , Biomechanical Phenomena , Cognitive Behavioral Therapy , Health , Mental Health , Physical Fitness , Liability, Legal , Walking , Relaxation Therapy , Staff Development , Guidelines as Topic , Disabled Persons , Cognition , Cultural Diversity , Creativity , Credentialing , Cultural Characteristics , Decision Making , Government Regulation , Depression , Diet , Education , Emotions , Innovation and Development Policy , Higher Education Policy , National Organizations of Higher Education , Professional Training , Fatigue , Mental Fatigue , High-Throughput Screening Assays , Sedentary Behavior , Athletes , Disease Resistance , Sports Nutritional Sciences , Self-Control , Return to Sport , Cardiorespiratory Fitness , Mentoring , Academic Performance , Physical Functional Performance , Burnout, Psychological , Social Defeat , Psychological Well-Being , Group Dynamics , Overtraining Syndrome , Habits , Health Promotion , Homeostasis , Ergonomics , Jurisprudence , Leadership , Leisure Activities , Life Style , Memory , Motivation , Motor Activity , Muscle Relaxation , Muscle Tonus , NeuroanatomyABSTRACT
Este estudo se configura como um relato de experiência sobre o encontro entre infância e Atenção Primária à Saúde, a partir do trabalho em uma Unidade de Saúde da Família do município de Porto Alegre, por meio do núcleo profissional da psicologia. Essa vivência faz parte do percurso formativo do Programa Atenção Básica da Residência Integrada em Saúde da Escola de Saúde Pública do Estado do Rio Grande do Sul. A partir do encontro com as demandas relativas à saúde mental de crianças nesse contexto, que frequentemente se apresentavam como questões individuais, comportamentais, e carregavam expectativa de correção, buscou-se problematizar as lógicas de cuidado em tensionamento nesse cenário, considerando a realidade do cotidiano de trabalho. Sobretudo, buscou-se problematizar as possibilidades de acompanhamento de crianças, para além do encaminhamento, na atenção primária em saúde. Para tal, apresentamos concepções ampliadas com relação à infância, considerando que esse período não trata apenas de um corpo orgânico em desenvolvimento, mas também de um sujeito em constituição. Assim, como possibilidade de intervenção com as crianças na Atenção Básica, utilizou-se um dispositivo grupal que se mostrou uma potente estratégia de acolhimento e de envolvimento da equipe na escuta das questões da infância na Unidade de Saúde.(AU)
This study is a report about the intersection of childhood and Primary Health Care based experience, in a Family Health Unit in the municipality of Porto Alegre, based on the Psychology professional center. This experience is part of the educational path at the Primary Care Program of the Integrated Health Residency from the Public Health School of the state of Rio Grande do Sul. From the Mental Health demands of children in this context, which often presented themselves as individual, behavioral issues, and carried an expectation of being corrected, we sought to problematize the logics of care in tension in this scenario, considering the reality of the everyday job. Above all, we aimed to problematize the possibilities of follow up on the children, beyond the referral, in Primary Care. To this end, we presented expanded conceptions regarding childhood, considering that, this period is not just about a developing organic body, but also a subject in constitution. Thus, as a possibility of intervention with children in Primary Care, the use of group device proved to be a powerful strategy for welcoming and involving the team in listening to childhood issues in the Health Unit.(AU)
Este estudio es un reporte de experiencia sobre el encuentro entre la infancia y la Atención Primaria de Salud, a partir del trabajo en una Unidad de Salud Familiar en la ciudad de Porto Alegre, a través del núcleo profesional de Psicología. Esta experiencia es parte del curso de especialización del Programa de Atención Primaria de la Residencia Integrada en Salud de la Escuela de Salud Pública del Estado de Rio Grande do Sul (ESP / RS). A partir del encuentro con las demandas relacionadas con la Salud Mental de los niños en este contexto, que a menudo se presentaron como problemas de comportamiento individuales y tenían la expectativa de corrección, buscamos problematizar la lógica de la atención en tensión en este contexto, considerando la realidad de la vida cotidiana de trabajo. Sobre todo, buscamos problematizar las posibilidades de acompañar a los niños, además de la derivación, en Atención Primaria de Salud. Con este fin, presentamos conceptos ampliados en relación con la infancia, considerando que este período no es solo un cuerpo orgánico en desarrollo, pero también de un sujeto en constitución. Así, como una posibilidad de intervención con niños en Atención Primaria, se utilizó un dispositivo grupal, que resultó ser una potente estrategia para acoger e involucrar al equipo en la escucha de los problemas de la infancia en la Unidad de Salud.(AU)
Subject(s)
Humans , Child , Primary Health Care , Psychoanalysis , Child Welfare , Mental Health , Play and Playthings , Referral and Consultation , Behavior , Unified Health System , Family , Psychology, Child , Child Health , Growth and Development , User Embracement , Psychological Distress , Group Dynamics , ImaginationABSTRACT
A metodologia cientifica, a dinamica de grupo e o psicodrama oferecem varias modalidades de trabalho grupal com o proposito didatico de apresentar, vivenciar e discutir temas teoricos e praticos de interesse de um publico que se inscreve para isso. No presente artigo de revisao faco um apanhado do que e classico em nosso meio, conforme bibliografia no final.
Subject(s)
Group Dynamics , Psychodrama , Group Dynamics , PsychodramaABSTRACT
A proposta do texto e esclarecer a forma de atendimento psicoterapico desenvolvida no Psicodrama Triadico ou Centrado no Grupo com a participacao dos tres referenciais: psicodrama, grupo-analise e dinamica de grupo. Discorre-se sobre a fundamentacao teorica e apresentam-se alguns fragmentos de sessoes, sempre procurando mostrar como, atraves do trabalho na transferencia, chega-se mais proximo da relacao telica. Apresenta-se o crescimento do Psicodrama Triadico no Brasil e seus principais escritos.