ABSTRACT
Este estudo qualitativo teve como objetivo compreender, a partir da teoria de bioecológica de desenvolvimento, as implicações da prática profissional no processo de acolhimento de crianças em uma casa-abrigo, na perspectiva de cuidadoras. As participantes foram 10 profissionais de uma casa-abrigo localizada na região sul do Brasil. Utilizou-se a entrevista semiestruturada e a organização e análise dos dados sustentou-se na Grounded Theory, com auxílio do software Atlas.ti 8.4.14. Os resultados evidenciaram uma centralização das ações de acolhimento e atenção em torno dos cuidados físicos das crianças. As ações para promover suporte e cuidados emocionais dentro da casa-abrigo eram delegadas às profissionais da equipe técnica da instituição. Observou-se que as dificuldades encontradas pelas cuidadoras diziam respeito à falta de segurança e preparação para responder e acolher as demandas emocionais das crianças, as quais estão presentes em diversos momentos do processo de acolhimento. Percebeu-se que as práticas institucionais afetaram decisivamente tanto as ações de acolhimento das participantes e o suporte emocional oferecido às crianças na passagem pela casa-abrigo quanto as cuidadoras, no sentido de vivenciarem no trabalho sentimentos de insegurança. Os resultados tensionam ecologicamente a interação nos processos proximais presentes no desenvolvimento humano. Advoga-se pela reflexão sobre as implicações das práticas institucionais de uma casa-abrigo e o desenvolvimento infantil, visando o cuidado integral dos acolhidos.(AU)
Based on the developmental bioecological theory, this study analyzes the implications of professional practice in children's user embracement at a shelter from the caregivers' perspective. Semi-structured interviews were conducted with 10 professionals from a shelter located in southern Brazil. Data organization and analysis was performed based on Grounded Theory using the Atlas.ti 8.4.14 software. Results showed that embracement and attention focus on the physical care of children. Support and emotional care activities were delegated to the institution's technical team. Caregivers faced difficulties regarding the lack of security and preparation to respond to and accept the children's emotional demands, which arise at different moments in the embracement process. The institutional practices decisively affected both user embracement actions and the emotional support offered to the children, as well as the caregivers, in the sense of experiencing feelings of insecurity. These findings ecologically tension the interaction in the proximal processes present in human development. Further reflections on the implications of institutional shelter-based practices for child development are needed to provide comprehensive care.(AU)
Este estudio cualitativo tuvo como objetivo comprender, desde la perspectiva de la teoría bioecológica del desarrollo, las implicaciones de la práctica profesional en el proceso de acogida de niños en una institución infantil desde la perspectiva de las cuidadoras. Las participantes fueron 10 profesionales de una institución de acogida infantil ubicada en la región Sur de Brasil. Se utilizó la entrevista semiestructurada, y para la organización y análisis de datos se aplicó Grounded Theory, con el uso del software Atlas.ti 8.4.14. Los resultados mostraron que las acciones de recepción y atención se centran en el cuidado físico de los niños. Las acciones de promoción de apoyo y cuidado emocional dentro del alojamiento se asignaron a los profesionales del equipo técnico de la institución. Se observó que las dificultades encontradas por las cuidadoras estaban relacionadas con la falta de seguridad y preparación para responder y aceptar las demandas emocionales de los niños, las cuales se encuentran presentes en diferentes momentos del proceso de acogida. Se notó que las prácticas institucionales afectaron decisivamente tanto las acciones de acogida de las participantes como el apoyo emocional que la institución brinda a los niños durante su paso, así como a las cuidadoras en el sentido de experimentar sentimientos de inseguridad en el trabajo. Estos resultados tensan ecológicamente la interacción en los procesos proximales presentes en el desarrollo humano. Se aboga por reflexionar sobre las implicaciones de las prácticas institucionales en los alojamientos institucionales y el desarrollo infantil, apuntando a la atención integral de los acogidos.(AU)
Subject(s)
Humans , Female , Adult , Middle Aged , Professional Practice , Child , Caregivers , Ecology , User Embracement , Human Development , Pain , Parent-Child Relations , Paternal Behavior , Paternal Deprivation , Play and Playthings , Poverty , Psychology , Psychology, Social , Safety , Attention , Sibling Relations , Sleep , Social Adjustment , Social Change , Social Conditions , Social Environment , Social Justice , Social Problems , Social Support , Sociology , Sports , Violence , Battered Child Syndrome , Women , Child Labor , Adoption , Divorce , Family , Child, Abandoned , Child Abuse , Child Advocacy , Child Development , Child, Institutionalized , Child Rearing , Child, Unwanted , Child Welfare , Residence Characteristics , Family Characteristics , Health , Hygiene , Child of Impaired Parents , Liability, Legal , Hunger , Civil Disorders , Parenting , Interview , Domestic Violence , Cultural Diversity , Life , Crime Victims , Alcohol-Related Disorders , Affect , Culture , Personal Autonomy , Official Instructions , Defense Mechanisms , Adult Children , Stress Disorders, Traumatic , Qualitative Research , Friends , Minors , Adolescent Development , Human Rights Abuses , Diet , Alcoholism , Empathy , Health of Institutionalized Children , Family Conflict , Family Relations , Drug Users , Chemically-Induced Disorders , Enslaved Persons , Grounded Theory , Grandparents , Psychological Trauma , Child, Adopted , Child, Foster , Freedom , Adverse Childhood Experiences , Family Separation , Psychological Distress , Right to Health , Emotional Abuse , Freedom of Religion , Social Interaction , Sociodemographic Factors , Social Vulnerability , Citizenship , Family Support , Household Work , Human Rights , Individuality , Institutionalization , Jealousy , Leisure Activities , Loneliness , Love , Malpractice , Maternal Deprivation , Mental Disorders , Motivation , Object AttachmentABSTRACT
Este artigo é uma produção teórica de caráter reflexivo que focaliza a relação entre pesquisa e militância a partir do construtivismo semiótico-cultural em psicologia, tendo como base o caso da militância monodissidente. A noção de monodissidência foi cunhada no percurso da militância bissexual para se referir a uma ferramenta analítica de ordem político-comunitária que contempla todas as pessoas que se atraem sexual e/ou romanticamente por mais de um gênero. São contrapostas concepções distintas de militância político-social em psicologia: de um lado, militância é entendida a partir de um autocentramento do militante, vinculado a uma rede de exclusões, negações, vedação e defesas psicológicas em relação à experiência; de outro, há uma compreensão dialógica de militância. Metodologicamente, a proposta de pesquisa se fundamenta no campo da participação observante, entendendo que o pesquisador está, primeiro, na condição de participante de certo campo sociocultural, a partir do qual passa a observar e refletir sobre fenômenos que ocorrem nele. Tomamos como ilustração a trajetória de construção da militância monodissidente do primeiro autor, trazendo tensionamentos dialógicos para a análise, postos em discussão com outras reflexões situadas sobre o tema. O conjunto de tensionamentos dialógicos emergidos nesse percurso foi mapeado e compreendido como um processo de multiplicação dialógica no encontro de self pesquisador com o self militante.(AU)
This paper is a theoretical production of reflective character that focuses on the relationship between research and activism from the semiotic-cultural constructivism in psychology, based on the case of monodissident activism. The notion of monodissent was coined during bisexual activism to refer to an analytical tool of a political-community order that includes all people who are sexually and/or romantically attracted to more than one gender. Different conceptions of political-social activism in psychology are opposed: on the one hand, activism is understood from the militant's self-centeredness, linked to a network of exclusions, denials, gatekeeping, and psychological defenses regarding experience; on the other hand, there is a dialogical understanding of activism. Methodologically, the research proposal is based on the field of observant participation, understanding that the researcher is, first, in the condition of a participant in a certain sociocultural field, from which he starts to observe and reflect on phenomena that occur there. We take as an illustration the trajectory of the construction of the monodissident activism of the first author, bringing dialogical tensions to the analysis, discussed with other reflections on the subject. The set of dialogic tensions that emerged in this path was mapped and understood as a process of dialogic multiplication in the encounter of the researcher self with the activist self.(AU)
Este artículo realiza una producción teórica y reflexiva sobre la relación entre investigación y activismo desde el constructivismo semiótico-cultural en Psicología, a partir del caso del activismo monodisidente. La noción de monodisidencia fue acuñada en el transcurso de la militancia bisexual para referirse a una herramienta analítica de orden político-comunitario que incluye a todas las personas que se sienten atraídas sexual y / o románticamente por más de un género. Se contraponen distintas concepciones de la militancia político-social en Psicología: por un lado, la militancia se entiende desde el egocentrismo del militante, vinculado a un entramado de exclusiones, negaciones, sellamientos y defensas psicológicas con relación a la experiencia; por otro, existe una comprensión dialógica de la militancia. La investigación utiliza como metodología la participación del observador, entendiendo que el investigador se encuentra, en primer lugar, en la condición de participante de determinado campo sociocultural, desde donde comienza a observar y reflexionar sobre los fenómenos que allí ocurren. Tomamos como ilustración la trayectoria de la construcción de la militancia monodisidente del primer autor, trayendo tensiones dialógicas al análisis, discutidas con otras reflexiones sobre el tema. El conjunto de tensiones dialógicas que surgieron en este camino se caracteriza y se comprende como un proceso de multiplicación dialógica en el encuentro del self investigador con el self militante.(AU)
Subject(s)
Humans , Psychology , Homeopathic Semiology , Sexuality , Self Psychology , Culture , Ego , Political Activism , Politics , Public Policy , Self Concept , Sexual Behavior , Sex Education , Social Sciences , Stereotyping , Transsexualism , Behavior and Behavior Mechanisms , Bisexuality , Marriage , Sexually Transmitted Diseases , Mental Health , Civil Rights , Vulnerable Populations , Education , User Embracement , Sexual Health , Sexism , Gender-Based Violence , Stakeholder Participation , Social Oppression , Gender Diversity , Monosexuality , Pansexuality , Sexuality Disclosure , Gender Norms , Respect , Intersex Persons , Psychosocial Intervention , Social Cohesion , Human Development , Human RightsABSTRACT
O objetivo deste estudo foi conhecer a experiência de alguns professores ao lecionar projeto de vida durante a implementação do componente curricular Projeto de Vida no estado de São Paulo. Realizou-se uma pesquisa qualitativa, de caráter exploratório. Participaram do estudo sete professoras que lecionavam o componente curricular Projeto de Vida em duas escolas públicas, de uma cidade do interior do estado de São Paulo, escolhidas por conveniência. Foram utilizados o Questionário de Dados Sociodemográficos e o Protocolo de Entrevista Semiestruturada para Projeto de Vida de Professores, elaborados para este estudo. As professoras foram entrevistadas individualmente, on-line, e as entrevistas foram gravadas em áudio e vídeo. Os dados foram analisados por meio de análise temática. Os resultados indicaram possibilidades e desafios em relação à implementação do componente curricular Projeto de Vida. Constatou- se que a maioria das docentes afirmou que escolheu esse componente curricular devido à necessidade de atingir a carga horária exigida na rede estadual. As professoras criticaram a proposta, os conteúdos e os materiais desse componente curricular. As críticas apresentadas pelas professoras estão em consonância com aquelas presentes na literatura em relação à reforma do Ensino Médio e ao Inova Educação. Esses resultados sugerem a necessidade de formação tanto nos cursos de licenciatura quanto em ações de formação continuada, para que os professores se sintam mais seguros e preparados para lecionar o componente curricular Projeto de Vida na Educação Básica. Propõe-se uma perspectiva de formação pautada na reflexão e na troca entre os pares para a construção de um projeto coletivo da escola para o componente Projeto de Vida.(AU)
This study aimed to know the experience of some teachers when teaching life purpose during the implementation of the curricular component "Life Purpose" (Projeto de Vida) in the state of São Paulo. A qualitative, exploratory research was carried out. Seven teachers who taught the curricular component "Life Purpose" (Projeto de Vida) in two public schools in a city in the inland state of São Paulo, chosen for convenience, participated in the study. The Sociodemographic Data Questionnaire and the Semi-structured Interview Protocol for Teachers' Life Purposes, developed for this study, were used. The teachers were interviewed individually, online, and the interviews were recorded in audio and video. Data were analyzed using thematic analysis. The results indicated possibilities and challenges regarding the implementation of the Life Purpose curricular component. It was found that most teachers chose this curricular component due to the need to reach the required workload in the state network. The teachers criticized the proposal, the contents and the materials of this curricular component. Teacher's critics are in line with the criticisms present in the literature regarding the reform of High School and Inova Educação. Therefore, training is essential, both in undergraduate courses and in continuing education actions, so that teachers can teach the curricular component Life Purpose in Basic Education. A training perspective based on reflection and exchange between peers is proposed for the construction of a collective school project for the Life Purpose component.(AU)
El objetivo de este estudio fue conocer la experiencia de algunos profesores al enseñar proyecto de vida durante la implementación del componente curricular Proyecto de Vida en el estado de São Paulo. Se realizó una investigación cualitativa, exploratoria. Participaron en el estudio siete profesores que impartían el componente curricular Proyecto de Vida en dos escuelas públicas en un municipio del estado de São Paulo, elegidos por conveniencia. Los instrumentos utilizados fueron el cuestionario de datos sociodemográficos y el protocolo de entrevista semiestructurada para proyectos de vida de profesores, desarrollados para este estudio. Las entrevistas a los profesores fueron en línea, de manera individual, y fueron grabadas en audio y video. Los datos se sometieron a un análisis temático. Los resultados indicaron posibilidades y desafíos en relación a la implementación del componente curricular Proyecto de Vida. La mayoría de los profesores declararon elegir este componente curricular por la necesidad de alcanzar la carga horaria requerida en la red estatal. Los profesionales criticaron la propuesta, los contenidos y los materiales de este componente curricular. Las críticas presentadas están en línea con las críticas presentes en la literatura respecto a la reforma de la educación básica e Inova Educação. Por lo tanto, la formación es fundamental, tanto en los cursos de grado como en las acciones de educación permanente, para que los profesores puedan impartir el componente curricular Proyecto de Vida en la educación básica. Se propone una formación basada en la reflexión y el intercambio entre pares para la construcción de un proyecto escolar colectivo en el componente Proyecto de Vida.(AU)
Subject(s)
Humans , Female , Adult , Middle Aged , Work , Life , Education, Primary and Secondary , Projects , Faculty , Organization and Administration , Organizational Innovation , Orientation , Perception , Politics , Problem Solving , Professional Competence , Psychology , Psychology, Social , Public Policy , Aspirations, Psychological , Salaries and Fringe Benefits , Self Concept , Self-Evaluation Programs , Social Change , Social Conditions , Social Responsibility , Social Values , Socioeconomic Factors , Sociology , Technology , Thinking , Behavior , Behavior and Behavior Mechanisms , Population Characteristics , Mentors , Adaptation, Psychological , Organizational Culture , Family , Schools, Public Health , Adolescent , Employment, Supported , Workplace , Interview , Time Management , Cognition , Concept Formation , Congresses as Topic , Creativity , Disaster Vulnerability , Cultural Characteristics , Culture , Moral Obligations , Decision Making , Education , Education, Professional , Educational Measurement , Employee Incentive Plans , Methodology as a Subject , Ethics, Professional , Professional Training , Planning , Process Optimization , Pandemics , Remuneration , Hope , Mindfulness , Social Skills , Social Capital , Optimism , Teacher Training , Academic Performance , Freedom , Mentalization , Respect , Teleworking , Interprofessional Education , Social Interaction , COVID-19 , Sociodemographic Factors , Citizenship , Human Development , Interpersonal Relations , Learning , MethodsABSTRACT
Este artigo tem como objetivo produzir uma análise histórica sobre as intersecções entre Psicologia e sexualidade desviantes da norma no Brasil, de fins do século XIX a meados da década de 1980. Esta temporalidade foi escolhida por abarcar o surgimento das pesquisas científicas sobre sexualidade e desvios sexuais, a consolidação dos estudos psicológicos sobre a temática e o processo mais recente de despatologização da homossexualidade. Em termos teóricos e metodológicos, foram adotados os pressupostos da História Social da Psicologia e da historiografia das homossexualidades no Brasil. Desse modo, buscou-se compreender como as ideias, concepções e práticas psicológicas foram mudando ao longo do tempo, em conexão com as transformações socioculturais e políticas que ocorreram durante o século XX. Para isto, foram utilizadas fontes primárias e secundárias de pesquisa com vistas à produção de interpretações sobre as conexões entre as ideias, os atores e os eventos narrados. Argumenta-se, ao longo do artigo, que as ideias e práticas psicológicas estão intrinsecamente conectadas aos contextos socioculturais e políticos de seu tempo, sendo os movimentos dinâmicos e os conflitos presentes nesses contextos fatores determinantes para a sua constituição.(AU)
This article aims to produce a historical analysis of the intersections between Psychology and sexualities that deviate from the norm in Brazil, from the late 19th century to the mid-1980s. This period was chosen because it encompasses the emergence of scientific research on sexuality and sexual deviations, the consolidation of psychological studies on the subject and the most recent process of de-pathologization of homosexuality. Theoretically and methodologically, the assumptions of the Social History of Psychology and the historiography of homosexualities in Brazil were adopted. Therefore, we sought to understand how psychological ideas, conceptions and practices have changed over time, in connection with the sociocultural and political transformations that occurred throughout the 20th century. For this, primary and secondary sources of research were used to produce interpretations about the connections between the ideas, the actors and the narrated events. It is argued, throughout the article, that the psychological ideas and practices are intrinsically connected to the sociocultural and political contexts of their time, being the dynamic movements and conflicts present in these contexts determining factors for their constitution.(AU)
Este artículo tiene como objetivo realizar un análisis histórico de las intersecciones entre la Psicología y las sexualidades desviadas de la norma en Brasil desde finales del siglo XIX hasta mediados de la década de 1980. Esta temporalidad fue elegida por abarcar el surgimiento de las investigaciones científicas sobre sexualidad y desvíos sexuales, la consolidación de los estudios psicológicos sobre el tema y el más reciente proceso de despatologización de la homosexualidad. En el marco teórico y metodológico, se adoptaron los presupuestos de la Historia Social de la Psicología y de la historiografía de las homosexualidades en Brasil. De esta manera, se pretende comprender cómo las ideas, concepciones y prácticas psicológicas han cambiado a lo largo del tiempo, en conexión con las transformaciones socioculturales y políticas ocurridas durante el siglo XX. Para ello, se utilizaron las fuentes de investigación primarias y secundarias con miras a generar interpretaciones sobre las conexiones entre las ideas, los actores y los eventos narrados. Se argumenta, a lo largo de este artículo, que las ideas y las prácticas psicológicas están intrínsecamente conectadas a los contextos socioculturales y políticos de su tiempo, y los movimientos dinámicos y los conflictos presentes en estos contextos fueron los factores determinantes para su constitución.(AU)
Subject(s)
Humans , Male , Female , Brazil , Homosexuality , Sexuality , History , Orgasm , Paraphilic Disorders , Pathology , Pedophilia , Personality Development , Personality Disorders , Pleasure-Pain Principle , Psychology , Psychosexual Development , Public Policy , Rationalization , Religion and Sex , Repression, Psychology , Sadism , Sex , Sexual Behavior , Disorders of Sex Development , Sex Offenses , Social Control, Formal , Social Environment , Societies , Avoidance Learning , Sublimation, Psychological , Taboo , Therapeutics , Transvestism , Unconscious, Psychology , Voyeurism , Behavior Therapy , Child Abuse, Sexual , Attitude , Homeopathic Cure , Character , Christianity , Mental Competency , Sexual Harassment , Coitus , Human Body , Homosexuality, Female , Conflict, Psychological , Community Participation , Cultural Diversity , Feminism , Heterosexuality , Neurobehavioral Manifestations , Sexual Dysfunctions, Psychological , Crime , Cultural Characteristics , Culture , Safe Sex , Mind-Body Therapies , Defense Mechanisms , Dehumanization , Human Characteristics , Intention , Moral Development , Emotions , Health Research Agenda , Discussion Forums , Population Studies in Public Health , Eugenics , Exhibitionism , Pleasure , Fetishism, Psychiatric , Sexual Health , Homophobia , Racism , Social Marginalization , Medicalization , Transgender Persons , Moral Status , Sexual and Gender Minorities , Political Activism , Gender Diversity , Asexuality , Undisclosed Sexuality , Sexuality Disclosure , Gender Norms , Gender Blind , Androcentrism , Freedom , Freudian Theory , Respect , Gender Identity , Sexual Trauma , Workhouses , Psychosocial Functioning , Gender Role , Intersectional Framework , Family Structure , Health Promotion , Human Development , Human Rights , Identification, Psychological , Anatomy , Disruptive, Impulse Control, and Conduct Disorders , Incest , Instinct , Introversion, Psychological , Libido , Masochism , Masturbation , Mental Disorders , Methods , Morale , Morals , Neurotic DisordersABSTRACT
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)
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Patient Care Team , Professional Practice Location , Psychology , Teaching , Educational Status , Organizational Innovation , Play and Playthings , Play Therapy , Problem Solving , Professional Practice , Psychological Phenomena , Psychology, Clinical , Remedial Teaching , Attention Deficit Disorder with Hyperactivity , Self Concept , Social Adjustment , Social Identification , Stress, Psychological , Student Dropouts , Toilet Training , Underachievement , Vocational Guidance , Work , Behavior , Technical Cooperation , Mainstreaming, Education , Adaptation, Psychological , Organizational Culture , Family , Child Guidance , Child Rearing , Mental Health , Child Health , Intersectoral Collaboration , Negotiating , Cognition , Communication , Competency-Based Education , Problem-Based Learning , Comprehensive Health Care , Cultural Diversity , Cooperative Behavior , Self Efficacy , Counseling , Psychosocial Impact , Moral Development , Qualitative Research , Dyslexia , Education , Education, Special , Educational Measurement , Efficiency , Emotions , Empathy , Ethics, Institutional , Planning , Low-Cost Housing , Resilience, Psychological , Emotional Intelligence , Bullying , Interdisciplinary Studies , Dyscalculia , Social Skills , Psychology, Developmental , Problem Behavior , Self-Control , Cognitive Neuroscience , School Teachers , Academic Performance , Academic Success , Cyberbullying , Leadership and Governance Capacity , Psychosocial Functioning , Psychosocial Intervention , Sociodemographic Factors , Diversity, Equity, Inclusion , Collective Efficacy , Human Development , Intelligence , Interpersonal Relations , Leadership , Learning , Learning Disabilities , MotivationABSTRACT
O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)
This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)
Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)
Subject(s)
Humans , Male , Female , Psychology, Educational , Schools , Education, Primary and Secondary , Pathology , Aptitude , Play and Playthings , Play Therapy , Prejudice , Psychology , Psychology, Applied , Psychology, Clinical , Psychomotor Performance , Public Policy , Quality of Life , Remedial Teaching , Attention Deficit Disorder with Hyperactivity , School Health Services , Autistic Disorder , Social Adjustment , Social Change , Social Environment , Social Isolation , Social Values , Socialization , Student Dropouts , Students , Pathological Conditions, Signs and Symptoms , Task Performance and Analysis , Thinking , Underachievement , Behavior , Mainstreaming, Education , Mentors , Adaptation, Psychological , Family , Child Advocacy , Developmental Disabilities , Child Guidance , Child Rearing , Mental Health , Child Health , Mental Competency , Public Sector , Practice Guidelines as Topic , Disabled Persons , Interview , Cognition , Communication , Communication Disorders , Problem-Based Learning , Community Participation , Behavioral Disciplines and Activities , Counseling , Creativity , Growth and Development , Dyslexia , Education of Intellectually Disabled , Education, Special , Educational Measurement , Educational Status , Projects , Ethics, Institutional , Information Technology , Faculty , Resilience, Psychological , Musculoskeletal and Neural Physiological Phenomena , Bullying , Medicalization , Neurodevelopmental Disorders , Academic Failure , School Mental Health Services , Psychosocial Functioning , Social Vulnerability , Health Services Needs and Demand , Holistic Health , Human Development , Human Rights , Individuality , Intelligence , Interpersonal Relations , Learning , Learning Disabilities , Medical History Taking , Memory , Mental Disorders , MotivationABSTRACT
Com os avanços tecnológicos e o aprimoramento da prática médica via ultrassonografia, já é possível detectar possíveis problemas no feto desde a gestação. O objetivo deste estudo foi analisar a prática do psicólogo no contexto de gestações que envolvem riscos fetais. Trata-se de um estudo qualitativo sob formato de relato de experiência como psicólogo residente no Serviço de Medicina Fetal da Maternidade Escola da Universidade Federal do Rio de Janeiro (UFRJ). Os registros, feitos por observação participante e diário de campo, foram analisados em dois eixos temáticos: 1) intervenções psicológicas no trabalho em equipe em consulta de pré-natal, exame de ultrassonografia e procedimento de amniocentese; e 2) intervenções psicológicas em casos de bebês incompatíveis com a vida. Os resultados indicaram que o psicólogo nesse serviço é essencial para atuar de forma multiprofissional na assistência pré-natal para gravidezes de alto risco fetal. Ademais, a preceptoria do residente é relevante para sua formação e treinamento para atuação profissional no campo da psicologia perinatal.(AU)
Face to the technological advances and the improvement of medical practice via ultrasound, it is already possible to detect possible problems in the fetus since pregnancy. The objective of this study was to analyze the psychologist's practice in the context of pregnancies which involve fetal risks. It is a qualitative study based on an experience report as a psychologist trainee at the Fetal Medicine Service of the Maternity School of UFRJ. The records, based on the participant observation and field diary, were analyzed in two thematic axes: 1) psychological interventions in the teamwork in the prenatal attendance, ultrasound examination and amniocentesis procedure; and 2) psychological interventions in cases of babies incompatible to the life. The results indicated that the psychologist in this service is essential to work in a multidisciplinary way at the prenatal care for high fetal risk pregnancies. Furthermore, the resident's preceptorship is relevant to their education and training for professional performance in the field of Perinatal Psychology.(AU)
Con los avances tecnológicos y la mejora de la práctica médica a través de la ecografía, ya se puede detectar posibles problemas en el feto desde el embarazo. El objetivo de este estudio fue analizar la práctica del psicólogo en el contexto de embarazos de riesgos fetal. Es un estudio cualitativo basado en un relato de experiencia como residente de psicología en el Servicio de Medicina Fetal de la Escuela de Maternidad de la Universidade Federal do Rio de Janeiro (UFRJ). Los registros, realizados en la observación participante y el diario de campo, se analizaron en dos ejes temáticos: 1) intervenciones psicológicas en el trabajo en equipo, en la consulta prenatal, ecografía y los procedimientos de amniocentesis; y 2) intervenciones psicológicas en casos de bebés incompatibles con la vida. Los resultados señalaron como fundamental la presencia del psicólogo en este servicio trabajando de forma multidisciplinar en la atención prenatal en el contexto de embarazos de alto riesgo fetal. Además, la tutela del residente es relevante para su educación y formación para el desempeño profesional en el campo de la Psicología Perinatal.(AU)
Subject(s)
Humans , Female , Pregnancy , Prenatal Care , Pregnancy, High-Risk , Psychosocial Intervention , Heart Defects, Congenital , Anxiety , Orientation , Pain , Parent-Child Relations , Parents , Paternity , Patient Care Team , Patients , Pediatrics , Placenta , Placentation , Pregnancy Complications , Pregnancy Maintenance , Prognosis , Psychoanalytic Theory , Psychology , Puerperal Disorders , Quality of Life , Radiation , Religion , Reproduction , Reproductive and Urinary Physiological Phenomena , General Surgery , Syndrome , Congenital Abnormalities , Temperance , Therapeutics , Urogenital System , Bioethics , Physicians' Offices , Infant, Premature , Labor, Obstetric , Pregnancy , Pregnancy, Animal , Pregnancy Outcome , Adaptation, Psychological , Pharmaceutical Preparations , Echocardiography , Magnetic Resonance Spectroscopy , Family , Abortion, Spontaneous , Child Rearing , Child Welfare , Mental Health , Family Health , Survival Rate , Life Expectancy , Cause of Death , Ultrasonography, Prenatal , Chromosome Mapping , Parental Leave , Mental Competency , Polycystic Kidney, Autosomal Recessive , Down Syndrome , Perinatal Care , Comprehensive Health Care , Chemical Compounds , Depression, Postpartum , Neurobehavioral Manifestations , Disabled Children , Diagnostic Techniques and Procedures , Gravidity , Crisis Intervention , Affect , Cytogenetic Analysis , Spirituality , Complicity , Value of Life , Humanizing Delivery , Death , Decision Making , Defense Mechanisms , Abortion, Threatened , Delivery of Health Care , Dementia , Uncertainty , Organogenesis , Qualitative Research , Pregnant Women , Early Diagnosis , Premature Birth , Nuchal Translucency Measurement , Child Mortality , Depression , Depressive Disorder , Postpartum Period , Diagnosis , Diagnostic Techniques, Obstetrical and Gynecological , Ethanol , Ego , Emotions , Empathy , Environment , Humanization of Assistance , User Embracement , Ethics, Professional , Cell Nucleus Shape , Prenatal Nutrition , Cervical Length Measurement , Family Conflict , Family Therapy , Resilience, Psychological , Reproductive Physiological Phenomena , Female Urogenital Diseases and Pregnancy Complications , Gestational Sac , Brief, Resolved, Unexplained Event , Fetal Death , Embryonic and Fetal Development , Multimodal Imaging , Mortality, Premature , Clinical Decision-Making , Pediatric Emergency Medicine , Child, Foster , Freedom , Burnout, Psychological , Birth Setting , Frustration , Sadness , Respect , Psychological Distress , Genetics , Psychological Well-Being , Obstetricians , Guilt , Happiness , Health Occupations , Hospitalization , Hospitals, Maternity , Hospitals, University , Human Development , Human Rights , Imagination , Infections , Infertility , Anencephaly , Jurisprudence , Obstetric Labor Complications , Licensure , Life Change Events , Life Support Care , Loneliness , Love , Medical Staff, Hospital , Intellectual Disability , Morals , Mothers , Narcissism , Congenital, Hereditary, and Neonatal Diseases and Abnormalities , Neonatology , Nervous System Malformations , Object AttachmentABSTRACT
A prática da horticultura para benefício terapêutico é utilizada nas abordagens clínicas, que demonstram a melhoria da qualidade de vida e a redução dos índices de estresse biológico, como uma modalidade de Reabilitação Baseada na Comunidade (rbc). Este documento avalia a implementação de um projeto de economia solidária no contexto de um grupo de reabilitação para pessoas com dependência química. Trata-se de um estudo de avaliação qualitativa da implementação de tecnologias sociais (quintais produtivos), baseado no método da inserção ecológica, em um grupo de reabilitação e pre-venção terciária a dependência química de um Centro de Atenção Psicossocial no Brasil. Os participantes foram quinze pessoas, das quais doze eram do sexo masculino e três do sexo feminino, com idades entre 30 e 60 anos. Foi realizada análise documental dos prontuários do serviço, diário de campo, fotografias e filmagens das oficinas, reuniões, visitas domiciliares, visitas técnicas e dos mutirões. Os dados foram analisados seguindo os critérios da Avaliação Multicultural: Dimensionamento Dinâmico Individual e Contextual. Os resultados indi-caram que a implementação dos quintais produtivos fortaleceu os vínculos familiares e institucionais, por meio da rede de apoio construída em torno do projeto. Concluise que os quintais produtivos são eficientes para a geração de renda, segurança alimentar e nutricional e ações de ressocialização como uma estratégia terapêutica complementar de RBC.
Horticulture for therapeutic benefit is used in clinical approaches has, demonstrated improvements in the quality of life and the reduction of biological stress indexes, as a modality of Community-Based Rehabilita-tion (cbr). This paper evaluates the implementation of a solidarity economy project in the context of a rehabili-tation group for people with chemical dependency. This was a qualitative evaluation study of the implementation of social technologies (productive backyards), based on the ecological engagement method in a rehabilitation and tertiary prevention group of chemical dependency of a psychosocial care center in Brazil. The participants were fifteen people, twelve of whom were male and three female, aged between 30 and 60 years. Documental analyses of the records of the service, field diary, and photographs and filming of the workshops, meetings, home visits, technical visits, and community meetings were performed. The data were analyzed following the criteria of the Multicultural Evaluation: Dynamic Individual and Contextual Dimensioning. The results indicated that the implementation of the productive gardens strengthened family and institutional links through the support network built around the project. It is concluded that the productive backyards are efficient for income generation, food and nutritional security, and resocialization actions as a complementary thera-peutic strategy of CBR
La práctica de la horticultura para el beneficio terapéutico se utiliza en enfoques clínicos que demuestran la mejora de la calidad de vida y la reducción de los índices de estrés biológico, como una modalidad de rehabilitación basada en la comunidad (rbc). Este trabajo evalúa la implementación de un proyecto de economía solidaria en el contexto de un grupo de rehabilitación para personas con dependencia química. Se trata de un estudio de evaluación cualitativa de la implementación de tecnologías sociales (patios productivos), basado en el método de inserción ecológica en un grupo de rehabilitación y prevención terciaria de la dependencia química de un centro de atención psicosocial en Brasil. Participaron 15 personas, 12 de las cuales eran hombres y 3 mujeres, con edades comprendidas entre los 30 y los 60 años. Se realizó un análisis documental de los registros del servicio, el diario de campo, las fotografías y la filmación de los talleres, las reuniones, las visitas domiciliarias, las visitas técnicas y las reuniones comunitarias. Los datos se analizaron siguiendo los criterios de la Evaluación multicultural: dimensionamiento dinámico individual y contextual. Los resultados indicaron que la puesta en marcha de los huertos productivos fortaleció los vínculos familiares e institucionales, a través de la red de apoyo construida en torno al proyecto. Se concluye que los patios productivos son eficientes para la generación de ingresos, la seguridad alimentaria y nutricional y acciones de resocialización como estrategia terapéutica complementaria de la RBC
Subject(s)
Humans , Horticultural Therapy , Quality of Life , Rehabilitation , Brazil , Substance-Related Disorders , Projects , Human DevelopmentABSTRACT
Age has a major effect on brain volume. However, the normative studies available are constrained by small sample sizes, restricted age coverage and significant methodological variability. These limitations introduce inconsistencies and may obscure or distort the lifespan trajectories of brain morphometry. In response, we capitalized on the resources of the Enhancing Neuroimaging Genetics through Meta-Analysis (ENIGMA) Consortium to examine age-related trajectories inferred from cross-sectional measures of the ventricles, the basal ganglia (caudate, putamen, pallidum, and nucleus accumbens), the thalamus, hippocampus and amygdala using magnetic resonance imaging data obtained from 18,605 individuals aged 3-90 years. All subcortical structure volumes were at their maximum value early in life. The volume of the basal ganglia showed a monotonic negative association with age thereafter; there was no significant association between age and the volumes of the thalamus, amygdala and the hippocampus (with some degree of decline in thalamus) until the sixth decade of life after which they also showed a steep negative association with age. The lateral ventricles showed continuous enlargement throughout the lifespan. Age was positively associated with inter-individual variability in the hippocampus and amygdala and the lateral ventricles. These results were robust to potential confounders and could be used to examine the functional significance of deviations from typical age-related morphometric patterns.
Subject(s)
Amygdala/anatomy & histology , Corpus Striatum/anatomy & histology , Hippocampus/anatomy & histology , Human Development/physiology , Neuroimaging , Thalamus/anatomy & histology , Adolescent , Adult , Aged , Aged, 80 and over , Amygdala/diagnostic imaging , Child , Child, Preschool , Corpus Striatum/diagnostic imaging , Female , Hippocampus/diagnostic imaging , Humans , Male , Middle Aged , Thalamus/diagnostic imaging , Young AdultABSTRACT
Putative MRI markers of iron in deep gray matter have demonstrated age related changes during discrete periods of healthy childhood or adulthood, but few studies have included subjects across the lifespan. This study reports both transverse relaxation rate (R2*) and quantitative susceptibility mapping (QSM) of four primary deep gray matter regions (thalamus, putamen, caudate, and globus pallidus) in 498 healthy individuals aged 5-90 years. In the caudate, putamen, and globus pallidus, increases of QSM and R2* were steepest during childhood continuing gradually throughout adulthood, except caudate susceptibility which reached a plateau in the late 30s. The thalamus had a unique profile with steeper changes of R2* (reflecting additive effects of myelin and iron) than QSM during childhood, both reaching a plateau in the mid-30s to early 40s and decreasing thereafter. There were no hemispheric or sex differences for any region. Notably, both R2* and QSM values showed more inter-subject variability with increasing age from 5 to 90 years, potentially reflecting a common starting point in iron/myelination during childhood that diverges as a result of lifestyle and genetic factors that accumulate with age.
Subject(s)
Biological Variation, Individual , Corpus Striatum , Gray Matter , Human Development , Magnetic Resonance Imaging , Thalamus , Adolescent , Adult , Age Factors , Aged , Aged, 80 and over , Child , Child, Preschool , Corpus Striatum/anatomy & histology , Corpus Striatum/diagnostic imaging , Female , Gray Matter/anatomy & histology , Gray Matter/diagnostic imaging , Humans , Magnetic Resonance Imaging/methods , Male , Middle Aged , Thalamus/anatomy & histology , Thalamus/diagnostic imaging , Young AdultABSTRACT
The development of health is a cumulative, dynamic, and lifelong process responding to a variety of biological and behavioral influences, of which those in childhood are especially influential and, indeed, formative. Reflecting the balance of positive and adverse experiences during childhood, initial trajectories for future health and development emerge. Preventive pediatric care can anticipate and respond to those experiences and the personal and social circumstances in which they occur. These actions can promote better health and prevent chronic illness during adulthood. Building on the life course health development framework, ways to positively affect patterns of individual and population health practice are identified. Maximizing the opportunity to influence children's health over their lifetime will require purposeful partnerships with other entities with which children and their families interact as well as improvements in pediatric care processes. The latter includes expanding the databases that drive service (such as registries, care plans, and referrals) and adopting proactive, strengths-based, patient and family-centered, comprehensive, multidisciplinary models of care.
Subject(s)
Child Health Services , Child Health , Child Welfare , Health Promotion/methods , Human Development , Pediatrics/methods , Primary Prevention/methods , Adult , Child , Child Health Services/organization & administration , Health Policy , Health Promotion/organization & administration , Health Status Disparities , Holistic Health , Humans , Pediatrics/organization & administration , Primary Prevention/organization & administrationABSTRACT
BACKGROUND: The design of the original nutrition supplementation trial that was conducted from 1969 to 1977 in 4 villages in rural Guatemala to evaluate the benefits of improving nutrition during pregnancy and early childhood, combined with several follow-up studies, provides unique data to examine the effects of improving nutrition on the next generation. OBJECTIVE: This article provides a summary of the key findings from the INCAP Longitudinal Study on the intergenerational effects of improving nutrition on the growth and well-being of the next generation. METHODS: The key outcomes include offspring birth size as well as attained size and body composition through age 11 years. The sample sizes varied from approximately 200 to 800 depending on the timing of the follow-up studies and data collection protocols. The effects of parental birth size, maternal linear growth from birth through adulthood, and exposure to the nutrition intervention, that is, Atole versus Fresco during critical periods from prenatal through age 15 years, have been examined using complex models and approaches. RESULTS: Overall, these publications demonstrate clear improvements in the growth of the next generation. Effects were seen primarily for maternal exposure to Atole and were larger for boys compared to girls. Stunting during early childhood among girls was also a significant predictor of offspring birth size, and younger age at first pregnancy (<20 years) was associated with an increased risk of stunting in the offspring. CONCLUSIONS: These studies have contributed significantly to our understanding of the importance of investing in nutrition, especially during early childhood for future generations.
Subject(s)
Cohort Effect , Dietary Supplements , Human Development/physiology , Nutritional Physiological Phenomena , Nutritional Status , Adolescent , Child , Child Nutrition Sciences , Child, Preschool , Family Characteristics , Female , Follow-Up Studies , Guatemala , Humans , Infant , Infant, Newborn , Longitudinal Studies , MaleABSTRACT
The language of leadership and spirituality evolves with societal needs. This chapter addresses challenges confronting today's students, aligns concepts of spiritual and leadership development, and articulates a conceptual framework that integrates five tenets of spirituality with the social change model of leadership development.
Subject(s)
Education, Professional , Human Development , Leadership , Spirituality , Students , Adolescent , Adult , Humans , Young AdultABSTRACT
What will be your legacy? is a "big" question that challenges us to consider how we will engage our passions and talents to make a difference in the world. This chapter celebrates the legacy of Helen "Lena" Astin in the context of her contributions to how we think about and exercise leadership and to what we understand about spirituality, particularly the spiritual lives of undergraduate students.
Subject(s)
Education, Professional , Human Development , Leadership , Spirituality , Students , Women , Adult , Education, Professional/history , History, 20th Century , History, 21st Century , Humans , Young AdultABSTRACT
Development is a cumulative, lifelong process, but strikingly little is known about development in midlife. As a consequence, many misconceptions exist about the nature of midlife and the developmental milestones and challenges faced by middle-aged adults. We first review dominant views and empirical research that has debunked false narratives. Next, we discuss major opportunities and challenges of midlife. This includes the unique constellation of roles and life transitions that are distinct from earlier and later life phases as well as shifting trends in mental and physical health and in family composition. We additionally highlight the importance of (historical shifts in) intergenerational dynamics of middle-aged adults with their aging parents, adult children, and grandchildren; financial vulnerabilities that emerge and often accrue from economic failures and labor market volatility; the shrinking social and health care safety net; and the rising costs of raising children. In doing so, we discuss issues of diversity and note similarities and differences in midlife experiences across race or ethnicity, sexual orientation, and socioeconomic status. We consider midlife as a pivotal period that includes a focus on balancing gains and losses, linking earlier and later life periods, and bridging generations. Finally, we propose possibilities for promoting reversibility and resilience with interventions and policy changes. The suggested agenda for future research promises to reconceptualize midlife as a key period of life, with a concerted effort to focus on the diversity of midlife experiences in order to meet the unprecedented challenges and opportunities in the 2020s and beyond. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Subject(s)
Aging/psychology , Middle Aged/psychology , Ethnicity , Family , Female , Human Development , Humans , Male , Sexual Behavior , Social Class , Social SupportABSTRACT
En este trabajo se hace una revisión bibliográfica sobre el desarrollo evolutivo humano y longevidad, desde un enfoque biopsicosocial (Engel, 1977; Gliedt et al., 2017; Lehman et al., 2017). Tras aplicar el método de análisis PRISMA, se obtuvieron diversos resultados relacionados con un desarrollo evolutivo más longevo; así, en el área biológica, 3 factores: los SNPs, los telómeros y la química del estrés; en el área psicológica, 5 factores: la metacognición, la resiliencia, la espiritualidad, las relaciones personales y la depresión; y en el área social, 8 factores: la pseudo-heredabilidad, las relaciones conyugales, la maternidad, el nivel educativo, estilos de vida, dieta y restricción calórica, actividad física y mental y tecnología sanitaria. Ante los datos obtenidos en las tres áreas, de este enfoque biopsicosocial, y el repetido solapamiento entre factores del área psicológica y del área social, se plantea que pudieran considerarse estas dos como una conjunta, proponiéndose un enfoque explicativo con dos áreas: bio-psicosocial que, por factores encontrados en este trabajo, quedarían un 18,7% de biológica y un 81,3% psicosocial. Actualmente, hay suficiente información sobre desarrollo evolutivo humano y longevidad, pero una ausencia de investigaciones que estudien esos factores desde una perspectiva integrada. Mucha de esa información privilegiada se podría aplicar ya, psicológica y socialmente, a la población en general, para una mejora de su salud, en cualquier fase del desarrollo evolutivo humano.
In this work, a literature review on human evolutionary development and longevity is made from a biopsychosocial approach (Engel, 1977; Gliedt et al., 2017; Lehman et al, 2017). After applying the PRISMA analysis method, several results related to a more long-lived evolutionary development were obtained; thus, in the biological area, 3 factors: SNPs, telomeres and stress chemistry; in the psychological area, 5 factors: metacognition, resilience, spirituality, personal relationships and depression; and in the social area, 8 factors: pseudo-heritability, conjugal relations, motherhood, educational level, lifestyles, diet and caloric restriction, physical and mental activity and health technology. Given the data obtained in the three areas, of this biopsychosocial approach, and the repeated overlap between factors of the psychological area and the social area, it is proposed that both could be considered as a joint, proposing an explanatory approach with two areas: bio-psychosocial that, for factors found in this work, would be 18.7% biological and 81.3% psychosocial. Currently, there is enough information on human evolutionary development and longevity, but an absence of research that studies these factors from an integrated perspective. Much of this privileged information could be applied already, psychologically and socially, to the population in general, for an improvement of their health, at any stage of human evolutionary development.
Subject(s)
Humans , Longevity , Life , Spirituality , Depression , Metacognition , Human Development , Life Style , Motor ActivityABSTRACT
A abordagem do nexo entre água, energia e alimentos (ou simplesmente nexo) parte do entendimento de que esses três recursos estão conectados por uma relação de interdependência marcada por trade-offs e sinergias. Sendo assim, o nexo pode contribuir com a otimização do uso de recursos por promover a produção de mais utilizando menos. Entretanto, a falta de metodologias e instrumentos analíticos abrangentes não favorece o desenvolvimento de uma percepção mais holística e integrada das dimensões sociais, ambientais e econômicas envolvendo a complexidade dessas relações de interdependência. Diante disso, este trabalho teve o objetivo principal de propor uma matriz de indicadores baseada no modelo FPSEEA da Organização Mundial de Saúde para validar essa estrutura como um instrumento analítico capaz de explorar a (in)sustentabilidade do nexo em sistemas urbanos complexos, como é o caso da Macrometrópole Paulista (MMP). Para definir e sistematizar os indicadores de acordo com o significado atribuído para cada um dos eixos do modelo foi realizada uma revisão não sistemática das literaturas e consulta a alguns dos sistemas de informação de domínio público do país. Utilizou-se, também, de uma matriz de correlação e clusters obtidos a partir da técnica Self organizing map para analisar e interpretar dados de 2016 que foram extraídos para os 180 municípios da Macrometrópole, a fim de testar a aplicabilidade do modelo e delinear um panorama de sustentabilidade da região que serviu de unidade experimental. Apesar da indisponibilidade de alguns dos dados para todos os municípios ter se apresentado como uma limitação para a construção da matriz, verificou-se que o modelo demonstrou viabilidade para as atividades de identificação e análise dos trade-offs do nexo. Com base na análise dos dados, foi percebida uma nova centralidade de municípios e relações de injustiça para a MMP. Trata-se de uma centralidade divergente ao acúmulo de capital por abranger municípios que sustentam o desenvolvimento humano e regional por meio de uma maior concentração de infraestrutura verde que presta serviços ecossistêmicos que subsidiam o abastecimento de água, energia e alimentos. Porém, em termos de desenvolvimento humano, os mesmos municípios que foram classificados como provedores de recursos não contam com as mesmas oportunidades dos demais. Conclui-se, portanto, que a abordagem do nexo ainda continua sendo um desafio epistemológico e de gestão. Além disso, as intervenções e políticas de desenvolvimento sustentável da MMP precisam estar mais alinhadas às necessidades sociais apresentadas pelos municípios classificados como provedores, pois esses municípios são estratégicos em termos de conservação e provisão de elementos fundamentais à manutenção da vida na região macrometropolitana.
The water-energy-food nexus (or just nexus) begins from the understanding that these three resources are connected by an interdependence relationship marked by trade-offs and synergies. Thus, the nexus approach can contributes to the optimization of the resources management by promoting the production of more while spending less. However, the lack of comprehensive analytical methodologies and instruments does not contribute to the development of more holistic and integrated perception of the social, environmental and economic dimensions involving the complexity of interdependence relationships. Therefore, this work aimed to propose a matrix of indicators based on the DPSEEA (WHO) framework to validate the structure as an instrument capable of exploring the sustainability of the nexus in complex urban systems, such as the São Paulo Macrometropolis (SPM). In order to define and systematize the indicators according to the meaning attributed to each of the axes of the DPSEEA framework, a non-systematic literature review was carried out and consultation of some of the country's domain information systems as well. It was also used a correlation matrix and clusters obtained from the Self organizing map technique to analyze and interpret data from 2016 that were extracted for the 180 municipalities of SPM, in order to test the applicability of the DPSEEA framework and outline a sustainability panorama of the region that served as an experimental unit. The lack of data for some municipalities was presented as a limitation for the construction of the matrix, but the framework demonstrated viability for the activities of identification and analysis of the nexus trade-offs. Based on the data analysis, a new centrality of municipalities and relations of Injustice for the SPM was perceived. It is a divergent centrality to the accumulation of capital because it encompasses municipalities that support human and regional development through a greater concentration of green infrastructure that provides ecosystem services that subsidize the supply of water, energy and food. However, in terms of human development, the same municipalities that were classified as resource providers do not have the same opportunities as the others. It is concluded, therefore, that the nexus approach still remains an epistemological and management challenge. In addition, SPM's sustainable development interventions and policies need to be more in line with the social needs presented by municipalities classified as providers, as these municipalities are strategic in terms of conservation and provision of essential elements for maintaining life in the macrometropolitan region.
Subject(s)
Water , Electricity , Sustainable Development Indicators , Food , Human DevelopmentABSTRACT
This paper addresses two key controversial questions to do with the concept of archetypes - do they operate autonomously without connection to an individual's personal life experience? Does their biological base mean they are genetically determined, innate and thus a priori inherited psychic structures? These questions are addressed through the case of a person who began life as an unwanted pregnancy, was adopted at birth and as an adult, experienced profound waking visions. An emergent/developmental model of archetype is outlined which stresses developmental start-points through this infant's engagement via response and reaction to the affective and material world of the infant/birth mother matrix and from which emergence later occurs by way of participation in a socio-cultural and material context. The emergentism aspect of this model rescues it from being reductionist since it allows for cultural and socialisation inputs. The model's explanatory power is vastly enlarged by combining this with the developmental component. Critically, once developmentally produced mind/brain (image schema) structures are in place, they have the capacity to generate psychological life. Imagery can then appear as if it is innately derived when that is not the case. The contemporary neuroscience which supports this model is both outlined and related back to the case example.
Cet article s'attache à deux questions clés et controversées au sujet des archétypes: fonctionnent-ils de manière autonome, sans lien avec l'expérience personnelle de vie de l'individu? Et: est-ce que leur fondement biologique implique qu'ils soient déterminés génétiquement, innés et de ce fait qu'ils soient des structures psychiques héritées, a priori. Ces questions sont étudiées à travers le cas d'une personne qui a commencé sa vie en tant que grossesse non-désirée, qui a été adoptée à la naissance et qui à l'âge adulte a de profondes visions éveillées. Un modèle émergent et développemental de l'archétype est présenté. Il met l'accent sur les points de départ dans le développement au travers de l'implication de ce nourrisson, au moyen de la réponse et la réaction au monde affectif et matériel de la matrice nourrisson-mère biologique. De cela l'émergence se produit ultérieurement par le fait de la participation dans un contexte socio-culturel et matériel. L'émergentisme de ce modèle l'empêche de sombrer dans le réductionnisme parce qu'il laisse sa place à la contribution de la culture et de la socialisation. Le pouvoir explicatif de ce modèle est très élargi si on le combine avec la composante développementale. De manière cruciale, une fois que les structures produites au cours du développement par l'esprit/le cerveau (schème d'image) sont en place, elles ont la capacité de générer la vie psychologique. L'imagerie peut alors sembler provenir de l'inné, alors que ce n'est pas le cas. Les neurosciences contemporaines permettant de soutenir ce modèle sont exposées et mises en rapport avec le cas étudié.
El presente trabajo da cuenta de dos cuestiones controversiales claves vinculadas al concepto de arquetipo: ¿operan de manera autónoma sin conexión con la experiencia de vida personal del individuo? ¿Su base biológica significa que son genéticamente determinados, innatos y por lo tanto, estructuras psíquicas heredadas a priori? Estas preguntas son abordadas a través de un caso que comenzó su vida como un embarazo no deseado, fue adoptado al nacer y como adulto experimentó profundas visiones. Se describe un modelo emergente/desarrollista de arquetipo que enfatiza los puntos de partida en el desarrollo a través de las interacciones del infante en respuesta y reacción al mundo afectivo y material, de la matriz de la madre de nacimiento, y desde la cual la emergencia ocurre después, a través de la participación en un contexto material y socio-cultural. El aspecto emergentista de este modelo lo rescata de ser reduccionista debido a que da lugar a estímulos culturales y de socialización. El poder explicativo del modelo es amplificado al combinar el mismo con el componente del desarrollo. Críticamente, una vez que las estructuras mente/cerebro producidas por el desarrollo (esquema imagen) están en curso, tienen la capacidad de generar vida psicológica. La imaginería entonces aparece como si fuera derivada innatamente cuando no es el caso. La neurociencia contemporánea que fundamenta este modelo es descripta y relacionada con el caso clínico.
Subject(s)
Human Development , Jungian Theory , Models, Psychological , Neurosciences , HumansABSTRACT
Assessment of third molar development on dental radiograms is one of the most commonly used methods of forensic age estimation. Despite widespread use and numerous studies, there is a paucity of aggregated data on how well a fully mature third molar identifies adulthood (> 18 years), the most important threshold in a medicolegal context. Therefore, a systematic review and meta-analysis was conducted. A total of 1229 studies were screened, and 82 studies were assessed for inclusion. Twenty-four studies, with a pooled cohort of 19,690 individuals, presented true positive (TP), true negative (TN), false positive (FP), and false negative (FN) outcomes, enabling meta-analysis. The outcomes were based on using the third molar in the fully mature stage as a diagnostic test to indicate age 18 years or above. The false positive rate (fall-out/1-specificity) was 3.1% (95% CI 2.1-4.6%), and the true positive rate (recall/sensitivity) was 51% (95% CI 44-58%). Diagnostic accuracy was 71%. These findings, while reassuring in terms of the low false positive rate, highlight the need for complementary age estimation methods to avoid a significant number of false negatives.