Notas para decolonizar os estudos transpessoais no brasil: contribuições do pluriperspectivismo participativo / Notes for decolonizing transpersonal studies in brazil: contributions of participatory pluriperspectivism / Apuntes para la decolonización de los estudios transpersonales en brasil: aportes del pluriperspectivismo participativo

O campo dos estudos transpessoais tem avançado em diversas áreas no Brasil. Comemorou seus 40 anos com uma inserção ativa nas Instituições de Ensino Superior (IES) e uma ampliação de núcleos formativos e apoiadores de ensino, pesquisa e ações sociais, além de diálogos com o Sistema de Conselhos de Psicologia. Desafios são apresentados a partir do levantamento de uma série de questões importantes e ignoradas dentro da Psicologia Transpessoal no Brasil. Apresentamos o pluriperspectivismo participativo como possibilidade de decolonizar as matrizes eurocêntricas e estadunidenses, que dão suporte ao pensamento transpessoal brasileiro, buscando honrar nossas raízes históricas e incluir outras epistemologias e ontologias, que dão continuidade à crítica à lógica cartesiana moderna. Indicamos uma breve agenda de notas temáticas que carecem de um processo decolonizador no campo transpessoal: a) crítica às perspectivas de um pensamento hegemônico, em termos globais por meio da dominação Norte-Sul ou no campo das relações sociais; b) revisão das formas de "centrocentrismo"; c) questionamento da noção de universalismo das ciências e da ética; d) aprofundamento da análise crítica da supremacia restritiva da racionalidade formal técnico-científica em relação às formas de subjetividade, de vivências holísticas e integradoras e de valorização do corpo; e) revisão da noção de sujeito moderno desprovida da cocriação do humano com a comunidade, a história, a natureza e o cosmos.(AU)

The field of transpersonal studies has advanced in several areas in Brazil. It celebrated its 40th anniversary with an active insertion in Higher Education Institutions (HEI) and an expansion of training centers and supporters of teaching, research, and social actions, in addition to dialogues with the System of Councils of Psychology. Challenges are presented based on a survey of a series of important and ignored issues within Transpersonal Psychology in Brazil. We present participatory pluriperspectivism as a possibility to decolonize the Eurocentric and North American matrices that support Brazilian transpersonal thought, seeking to honor our historical roots and include other epistemologies and ontologies, which continue the critique of modern Cartesian logic. We indicate a brief agenda of thematic notes that lack a decolonizing process in the transpersonal field: a) criticism of the perspectives of a hegemonic thought, whether in global terms via North-South domination or in the field of social relations; b) review of the forms of "centrocentrism"; c) questioning of the notion of universalism of science and ethics; d) deepening of the critical analysis of the restrictive supremacy of the technical-scientific formal rationality in relation to the forms of subjectivity, of holistic and integrative experiences, and of valuing the body; e) review of the notion of the modern subject devoid of the co-creation of the human with the community, the history, the nature, and the cosmos.(AU)

El campo de los estudios transpersonales ha avanzado en varias áreas de Brasil. Se celebró su 40.º aniversario con una inserción activa en Instituciones de Educación Superior (IES) y una ampliación de los centros de formación y promotores de la docencia, la investigación y la acción social, además de diálogos con el Sistema de Consejos de Psicología. Los desafíos se presentan a partir de una encuesta de una serie de temas importantes e ignorados dentro de la Psicología Transpersonal en Brasil. Presentamos el pluriperspectivismo participativo como una posibilidad para decolonizar las matrices eurocéntrica y americana, que sustentan el pensamiento transpersonal brasileño, buscando honrar nuestras raíces históricas e incluir otras epistemologías y ontologías que continúan la crítica de la lógica cartesiana moderna. Indicamos una breve agenda de apuntes temáticos que carecen de un proceso decolonizador en el campo transpersonal: a) crítica de las perspectivas de un pensamiento hegemónico, ya sea en términos globales a través del dominio Norte-Sur o en el campo de las relaciones sociales; b) revisión de las formas de "centrocentrismo"; c) cuestionamiento de la noción de universalismo de la ciencia y la ética; d) profundización del análisis crítico de la supremacía restrictiva de la racionalidad formal técnico-científica en relación a las formas de subjetividad, de experiencias holísticas e integradoras y de valoración del cuerpo; e) revisión de la noción de sujeto moderno desprovisto de la cocreación de lo humano con la comunidad, la historia, la naturaleza y el cosmos.(AU)

Mental toughness attributes in Judo: perceptions of athletes / Atributos de fuerza mental en el Judo: percepciones de los atletas / Características de força psicológica no Judo: percepções de atletas

Perceptions of mental toughness attributes were explored among Judo competitors. Twelve Portuguese judokas from different levels of achievement underwent a semi-structured interview, based on Personal Construct Psychology "sociality" and "dichotomy" corollaries (Kelly, 1991). Properties and dimensions of each conceptual category arose from the data among the verbatim transcribed interviews. Inductive content analysis revealed 22 attributes that composed mental toughness in competitive Judo. Emotional regulation, resilience, self-confidence, attention regulation, self-motivation and optimism were reported by all subjects of the sample. In relation to previous single-sport researches that explored mental toughness attributes, our results supported the existence of large conceptual similarities across sports, despite subtle differences in Judo discussed in reference to optimism, self-improvement, pragmatism and self-presentation regulation. Self-esteem and adaptability emerged as a novelty in the sport’s mental toughness literature. Combativity was suggested to be the only mental toughness attribute rather peculiar to Judo

El objetivo del presente estudio fue explorar las percepciones de los atributos de fuerza mental entre los competidores de Judo. Doce judocas Portugueses de diferentes niveles de realización deportiva fueron sometidos a una entrevista semiestructurada, basada en corolarios de sociabilidad y dicotomía de la teoría Personal Construct Psychology (Kelly, 1991). De las entrevistas realizadas resultaron 148 páginas de datos transcritos verbatim. A partir del análisis de contenido de manera inductiva surgieron las propiedades y dimensiones de cada categoría conceptual, totalizando 22 atributos que compusieron la fuerza mental en el Judo de competición. La regulación emocional, la resiliencia, la autoconfianza, la regulación de la atención, la automotivación y el optimismo fueron mencionados por todos los sujetos de la muestra. En relación con las investigaciones anteriores de un solo deporte que exploraron los atributos de la fuerza mental, nuestros resultados apoyaron la existencia de grandes similitudes conceptuales en los deportes, a pesar de las diferencias sutiles en Judo discutidas en referencia al optimismo, el auto-perfeccionamiento, el pragmatismo y la regulación de la autopresentación. La autoestima y la adaptabilidad surgieron como un nuevo aporte a la literatura de fuerza mental en el deporte. Se sugirió que la combatividad fue el único atributo de fuerza mental bastante peculiar al Judo

Percepções dos atributos de força psicológica foram exploradas em competidores de Judo. Doze judocas Portugueses, com diferentes níveis de realização competitiva, foram individualmente submetidos a uma entrevista semi-estruturada, assente nos corolários de sociabilidade e dicotomia da teoria Personal Construct Psychology proposta por Kelly (1991). Das entrevistas realizadas resultaram 148 páginas de dados transcritos verbatim. Da análise indutiva de conteúdo emergiram as propriedades e dimensões de cada categoria conceptual, totalizando 22 atributos que compuseram a força psicológica no Judo de competição. A regulação emocional, a resiliência, a autoconfiança, a regulação da atenção, a auto-motivação e o optimismo foram reportados por todos os sujeitos da amostra. Por comparação a estudos anteriores que exploraram os atributos de força psicológica num só desporto, os nossos resultados apoiaram a existência de grandes semelhanças conceptuais entre desportos, pese embora a obtenção de diferenças subtis no Judo discutidas em referência ao optimismo, ao auto-aperfeiçoamento, ao pragmatismo e à regulação da auto-apresentação. A auto-estima e a adaptabilidade emergiram enquanto novidade na literatura de força psicológica no desporto. A combatividade foi sugerida como sendo o único atributo de força psicológica bastante peculiar ao Judo

The influence of a friend's perspective on American Indian children's recall of previously misconstrued events.

The ability of American Indian children (N = 99; 7-12 years of age) to reframe a memory of a friend's seemingly mean-spirited actions (Story 1) after hearing the friend's perspective detailing her/his good intentions (Story 2) was explored. Children in a control group heard an unrelated Story 2 and did not alter their retelling of Story 1. Good verbal skills facilitated the integration of the friend's perspective in memory for the children who heard the friend's explanation. Higher scores on the working memory and inhibition tasks were associated with higher verbal ability scores. Older children had better working memory and inhibitory skills than younger children. Cultural engagement predicted better social competence ratings but not higher memory reframing scores as predicted.

[Comorbid antisocial and borderline personality disorders: mentalization-based treatment]. / Komorbide dissoziale und Borderline-persönlichkeitsstörungen: Mentalisierungsbasierte Psychotherapie.

Mentalization is the process by which we implicitly and explicitly interpret the actions of ourselves and others as meaningful based on intentional mental states (e.g., desires, needs, feelings, beliefs, and reasons). This process is disrupted in individuals with comorbid antisocial (ASPD) and borderline personality disorder (BPD), who tend to misinterpret others' motives. Antisocial characteristics stabilize mentalizing by rigidifying relationships within prementalistic ways of functioning. However, loss of flexibility makes the person vulnerable to sudden collapse when the schematic representation is challenged. This exposes feelings of humiliation, which can only be avoided by violence and control of the other person. The common path to violence is via a momentary inhibition of the capacity for mentalization. In this article, the authors outline their current understanding of mentalizing and its relation to antisocial characteristics and violence. This is illustrated by a clinical account of mentalization-based treatment adapted for antisocial personality disorder. Treatment combines group and individual therapy. The focus is on helping patients maintain mentalizing about their own mental states when their personal integrity is challenged. A patient with ASPD does not have mental pain associated with another's state of mind; thus, to generate conflict in ASPD by thinking about the victim will typically be ineffective in inducing behavior change.

Young Children's Competency to Take the Oath: Effects of Task, Maltreatment, and Age.

This study examined maltreated and non-maltreated children's (N = 183) emerging understanding of "truth" and "lie," terms about which they are quizzed to qualify as competent to testify. Four- to six-year-old children were asked to accept or reject true and false (T/F) statements, label T/F statements as the "truth" or "a lie," label T/F statements as "good" or "bad," and label "truth" and "lie" as "good" or "bad." The youngest children were at ceiling in accepting/rejecting T/F statements. The labeling tasks revealed improvement with age and children performed similarly across the tasks. Most children were better able to evaluate "truth" than "lie." Maltreated children exhibited somewhat different response patterns, suggesting greater sensitivity to the immorality of lying.

Give a person power and he or she will show interpersonal sensitivity: the phenomenon and its why and when.

The goal of the present research was to investigate whether high or low power leads to more interpersonal sensitivity and what potentially mediates and moderates this effect. In Study 1, 76 participants in either a high- or low-power position interacted; in Study 2, 134 participants were implicitly primed with either high- or low-power or neutral words; and in Study 3, 96 participants were asked to remember a situation in which they felt high or low power (plus a control condition). In Study 4, 157 participants were told to identify with either an egoistic, empathic, or neutral leadership style. In all studies, interpersonal sensitivity, defined as correctly assessing other people, was then measured using different instruments in each study. Consistently, high power resulted in more interpersonal sensitivity than low power. Feeling respected and proud was partially responsible for this effect. Empathic power as a personality trait was related to more interpersonal sensitivity, and high-power individuals who adopted an empathic instead of an egoistic leadership style were more interpersonally sensitive.

Using context to treat traumatized children.

When treating childhood psychic trauma, context means "putting a perspective to the terrifying experience"--"seeing it in a new light", one might say, or understanding its magnitude and meaning. Of three essential mechanisms behind a young person's psychological recovery from a stress disorder--abreaction, context, and correction-context is the most reflective, cognitive, and conscious of these processes; while abreaction is primarily emotive, and correction is primarily behavioral (involving real or fantasied action). Because context, newly introduced by this author to the psychiatric literature (Terr, 2003), is the most recent and the least well understood of the three mechanisms, it will be the sole focus here.

Lasting false beliefs and their behavioral consequences.

False beliefs and memories can affect people's attitudes, at least in the short term. But can they produce real changes in behavior? This study explored whether falsely suggesting to subjects that they had experienced a food-related event in their childhood would lead to a change in their behavior shortly after the suggestion and up to 4 months later. We falsely suggested to 180 subjects that, as children, they had gotten ill after eating egg salad. Results showed that, after this manipulation, a significant minority of subjects came to believe they had experienced this childhood event even though they had initially denied having experienced it. This newfound autobiographical belief was accompanied by the intent to avoid egg salad, and also by significantly reduced consumption of egg-salad sandwiches, both immediately and 4 months after the false suggestion. The false suggestion of a childhood event can lead to persistent false beliefs that have lasting behavioral consequences.

Theory-of-mind development influences suggestibility and source monitoring.

According to the mental-state reasoning model of suggestibility, 2 components of theory of mind mediate reductions in suggestibility across the preschool years. The authors examined whether theory-of-mind performance may be legitimately separated into 2 components and explored the memory processes underlying the associations between theory of mind and suggestibility, independent of verbal ability. Children 3 to 6 years old completed 6 theory-of-mind tasks and a postevent misinformation procedure. Contrary to the model's prediction, a single latent theory-of-mind factor emerged, suggesting a single-component rather than a dual-component conceptualization of theory-of-mind performance. This factor provided statistical justification for computing a single composite theory-of-mind score. Improvements in theory of mind predicted reductions in suggestibility, independent of verbal ability (Study 1, n = 72). Furthermore, once attribution biases were controlled (Study 2, n = 45), there was also a positive relationship between theory of mind and source memory, but not recognition performance. The findings suggest a substantial, and possibly causal, association between theory-of-mind development and resistance to suggestion, driven specifically by improvements in source monitoring.

Theory of mind development in Chinese children: a meta-analysis of false-belief understanding across cultures and languages.

Theory of mind is claimed to develop universally among humans across cultures with vastly different folk psychologies. However, in the attempt to test and confirm a claim of universality, individual studies have been limited by small sample sizes, sample specificities, and an overwhelming focus on Anglo- European children. The current meta-analysis of children's false-belief performance provides the most comprehensive examination to date of theory-of-mind development in a population of non-Western children speaking non-Indo-European languages (i.e., Mandarin and Cantonese). The meta-analysis consisted of 196 Chinese conditions (127 from mainland China and 69 from Hong Kong), representing responses from more than 3,000 children, compared with 155 similar North American conditions (83 conditions from the United States and 72 conditions from Canada). The findings show parallel developmental trajectories of false-belief understanding for children in China and North America coupled with significant differences in the timing of development across communities-children's false-belief performance varied across different locales by as much as 2 or more years. These data support the importance of both universal trajectories and specific experiential factors in the development of theory of mind.

Actor-observer asymmetries in explanations of behavior: new answers to an old question.

Traditional attribution theory conceptualizes explanations of behavior as referring to either dispositional or situational causes. An alternative approach, the folk-conceptual theory of behavior explanation, distinguishes multiple discrete modes of explanation and specific features within each mode. Because attribution theory and the folk-conceptual theory carve up behavior explanations in distinct ways, they offer very different predictions about actor-observer asymmetries. Six studies, varying in contexts and methodologies, pit the 2 sets of predictions against each other. There was no evidence for the traditional actor-observer hypothesis, but systematic support was found for the actor-observer asymmetries hypothesized by the folk-conceptual theory. The studies also provide initial evidence for the processes that drive each of the asymmetries: impression management goals, general knowledge, and copresence.

The healing forest metaphor revisited: the seen and "unseen world" of drug use.

There is one world we live in. Its geographical and spatial boundaries tell us this. We see it on maps, we see it on television, and we see it when we walk out of the door. Children, adults, and people of all races and creeds live in this one world. The world we live in is viewed differently by these many individuals. Some see it as hostile, some see it as peaceful, and some go about their daily business and do not see it at all. This is the seen world. The one we can see with our eyes. The seen world is not the only one that exists, however, because there is also another world behind our eyes. When we close our eyes, it is in there. We have an imagination to tell us what it could be like, we have thoughts to tell us what we want it to be like, and we have dreams to tell us what we want it to be. Where is this unseen world? We carry it around with us every nanosecond of every day that we are alive. While we live in the seen world, the unseen world is alive in us. What could the unseen world be like for substance users? This is the topic of the current article.

Mixing memories: the effects of rumors that conflict with children's experiences.

This study examined age differences in children's vulnerability to be misled by two types of false overheard rumors, namely a rumor that suggested a reasonable explanation for an earlier unresolved experience and a rumor that suggested an explanation that conflicted with information already in memory. Results indicated that all of the children were highly susceptible to wrongly report the rumor as an actual experience when it merely filled a gap in memory. However, the 5- and 6-year-olds were better able than the 3- and 4-year-olds to resist the rumor when it suggested a conflicting explanation for a past event. Developmental changes in children's understanding of conflicting mental representations were linked to their ability to resist being misled by the conflicting rumor.

Processing of affective speech prosody is impaired in Asperger syndrome.

Many people with the diagnosis of Asperger syndrome (AS) show poorly developed skills in understanding emotional messages. The present study addressed discrimination of speech prosody in children with AS at neurophysiological level. Detection of affective prosody was investigated in one-word utterances as indexed by the N1 and the mismatch negativity (MMN) of auditory event-related potentials (ERPs). Data from fourteen boys with AS were compared with those for thirteen typically developed boys. These results suggest atypical neural responses to affective prosody in children with AS and their fathers, especially over the RH, and that this impairment can already be seen at low-level information processes. Our results provide evidence for familial patterns of abnormal auditory brain reactions to prosodic features of speech.

The role of meaning in advanced cancer-integrating the constructs of assumptive world, sense of coherence and meaning-based coping.

This study used qualitative methods to elicit the thoughts and attitudes of patients with advanced cancer. Our two interrelated aims were to explore how participants experience and apply meaning; and to consider whether this experience can be understood within an integrated framework of assumptive world (AW), sense of coherence (SOC) and meaning-based coping (MBC). Using semi-structured interviews, 26 conversations were held overall with 10 participants. Transcriptions were analysed for themes of lived-experience and for evidence of the principal elements of AW, SOC, and MBC. Findings suggest three interrelated domains that form an adaptive pathway towards coherence and sense of self. While this pathway is essentially linear it is also responsive to the ongoing stressful nature of advanced cancer.

Trust in testimony: how children learn about science and religion.

Many adult beliefs are based on the testimony provided by other people rather than on firsthand observation. Children also learn from other people's testimony. For example, they learn that mental processes depend on the brain, that the earth is spherical, and that hidden bodily organs constrain life and death. Such learning might indicate that other people's testimony simply amplifies children's access to empirical data. However, children's understanding of God's special powers and the afterlife shows that their acceptance of others' testimony extends beyond the empirical domain. Thus, children appear to conceptualize unobservable scientific and religious entities similarly. Nevertheless, some children distinguish between the 2 domains, arguably because a different pattern of discourse surrounds scientific as compared to religious entities.

Darwinian psychology, old and new.

Many senior American and British psychologists between c1890 and c1925 were engaged in an attempt to settle on a unified definition of the term "instinct" as a psychological construct. Whilst this enterprise failed, some of its basic concepts underpin today's project of evolutionary psychology. This claim is substantiated by an analysis of the similarities between William McDougall's "Social Psychology" (1908), in which he articulated his theory of instincts, and John Tooby's and Leda Cosmides' "The Psychological Foundations of Culture" (1992). It is argued that Tooby's and Cosmides' approach faces similar problems as were faced by McDougall's theory of instincts.

A new model for conceptualizing insightfulness in the psychoanalysis of young children.

Traditional definitions of insight fail to take into account the cognitive and developmental limitations of young analysands, who lack the capacity to mentalize. It is suggested that insightfulness be redefined as promoting mentalization in young children. Gaining this key psychological function furthers the internal integration and self-regulation necessary to regain developmental momentum. The central importance of promoting such development in child psychoanalysis suggests that the facilitation of a mechanism for self-understanding, not the interpretation of content, is essential. Insightfulness is facilitated by employing a range of interventions beyond the interpretation of resistance and content, rendering meaningless the distinction between interpretive and relational aspects of the analyst's role.