Compreensão da equipe de enfermagem sobre a atuação do psicólogo hospitalar / Understanding of the nursing team on the role of the hospital psychologist / Comprensión del equipo de enfermería sobre la actuación del psicólogo hospitalario

Objetivo: investigar a compreensão dos profissionais da equipe de enfermagem de um hospital no interior de Mato Grosso acerca da atuação do psicólogo no âmbito hospitalar. Método: estudo descritivo-exploratório, com abordagem qualitativa. Compuseram a amostra por conveniência profissionais de enfermagem de um hospital de médio porte do sul de Mato Grosso. Os dados foram coletados por meio de entrevistas semiestruturadas, entre junho e julho de 2020, sendo transcritas e analisadas de acordo com os preceitos teóricos da análise de conteúdo de Bardin. Resultados: a partir das narrativas de 24 profissionais de enfermagem, emergiram duas categorias temáticas, o local e função do psicólogo como membro da equipe; necessidades e solicitações da assistência psicológica. Conclusão: os participantes compreendem a atuação do profissional psicólogo focado no que julgam comprometedor do cuidado de enfermagem ou evolução clínica satisfatória para a alta hospitalar. Isso pode estar interferindo na solicitação ou limitação da assistência psicológica, já que, rotineiramente, a psicologia hospitalar realiza mais atendimentos após a identificação de demandas por outros profissionais que estão efetivamente em contato direto e prolongado com o paciente e família.

Objective: to investigate the understanding of the professionals of the nursing team of a hospital in the interior of Mato Grosso about the role of the psychologist in the hospital environment. Method: descriptive-exploratory study with a qualitative approach. The sample was composed by convenience by nursing professionals from a medium-sized hospital in the south of Mato Grosso. Data were collected through semi-structured interviews between June and July 2020, being transcribed and analyzed according to the theoretical precepts of Bardin's content analysis. Results: from the narratives of 24 nursing professionals, two thematic categories emerged, the place and function of the psychologist as a team member; needs and requests for psychological assistance. Conclusion: the participants understand the work of the psychologist focused on what they consider compromising nursing care or satisfactory clinical evolution for hospital discharge. This may be interfering with the request or limitation of psychological assistance, as hospital psychology routinely performs more care after the identification of demands by other professionals who are effectively in direct and prolonged contact with the patient and family.

The relationship between psychology practice and complementary medicine in Australia: Psychologists' demographics and practice characteristics regarding type of engagement across a range of complementary medicine modalities.

INTRODUCTION: Many people with mental health problems utilise a range of complementary medicine (CM) practitioners, products, and practices. Psychologists are likely to consult with clients who are seeking and using CM, in some form, as part of their wider mental health treatment. The aim of this research is to determine how much, and in what ways, Australian psychologists recommend CM products and/or practices, and/or initiate referrals to CM practitioners as part of their clinical practice and to explore if these behaviours have any association with the characteristics of the psychologist or their wider practice. METHODS: Survey data was collected from psychologists in clinical practice who self-selected to participate between February and April 2021. Participation in the study was via an online 79-item questionnaire exploring core aspects of CM engagement in psychology clinical practice. RESULTS: Amongst the 202 psychologists who completed the survey, mind/body approaches (90.5%) were the most recommended CM and cultural/spiritual approaches the least recommended CM (7.5%). Participants also reported referring to CM practitioners with naturopaths the most common focus of their referrals (57.9%) and cultural and spiritual practitioners the least common focus of their referrals (6.69%). Our analysis shows the demographic and practice characteristics of a psychologist are generally not predictors of a psychologist's engagement with CM in their clinical practice. CONCLUSIONS: Substantial numbers of psychologists recommend CM products and practices and/or refer clients to CM practitioners. Alongside subjecting CM interventions for mental health to an evidence-base assessment, the broader discipline of psychology needs to also consider psychologist engagement with CM in clinical practice in order to help ensure cultural-sensitivity, client safety and client choice.

Competencies for Psychology Practice in Pediatric Palliative Care.

OBJECTIVE: Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care (PPC) teams. To better define the role and unique skillset of psychologists practicing in PPC, support their systematic inclusion as part of PPC teams, and advance trainee knowledge of PPC principles and skills, the PPC Psychology Working Group sought to develop core competencies for psychologists in this subspecialty. METHODS: A Working Group of pediatric psychologists with expertise in PPC met monthly to review literature and existing competencies in pediatrics, pediatric and subspecialty psychology, adult palliative care, and PPC subspecialties. Using the modified competency cube framework, the Working Group drafted core competencies for PPC psychologists. Interdisciplinary review was conducted by a diverse group of PPC professionals and parent advocates, and competencies were revised accordingly. RESULTS: The six competency clusters include Science, Application, Education, Interpersonal, Professionalism, and Systems. Each cluster includes essential competencies (i.e., knowledge, skills, attitudes, roles) and behavioral anchors (i.e., examples of concrete application). Reviewer feedback highlighted clarity and thoroughness of competencies and suggested additional consideration of siblings and caregivers, spirituality, and psychologists' own positionality. CONCLUSIONS: Newly developed competencies for PPC psychologists highlight unique contributions to PPC patient care and research and provide a framework for highlighting psychology's value in this emerging subspecialty. Competencies help to advocate for inclusion of psychologists as routine members of PPC teams, standardize best practices among the PPC workforce, and provide optimal care for youth with serious illness and their families.

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)

Reflexões sobre o trabalho on-line da neuropsicologia infantil numa visão histórico-cultural / Reflections on the online work of child neuropsychology from a cultural-historical perspective / Reflexiones sobre el trabajo online de la neuropsicología infantil desde una perspectiva histórico-cultural

O isolamento social provocado pela pandemia de covid-19 exigiu uma intensificação no estabelecimento de parâmetros para o trabalho do neuropsicólogo com suas especificidades. Assim, o objetivo deste artigo é levantar reflexões sobre a prática neuropsicológica infantil via internet baseada na nossa experiência prática vivenciada no período, relacionando com as referências teóricas da abordagem histórico-cutural e outros trabalhos que discorrem sobre as particularidades dessa modalidade de atendimento. Para isso, foi realizada uma pesquisa bibliográfica em fontes reconhecidas, como SciELO e Google Acadêmico, utilizando-se marcadores como "neuropsicologia on-line" e "teleneuropsicologia", entre outros, em português, inglês e espanhol. Os trabalhos encontrados foram utilizados como fundamento para discutir as ideias aqui apresentadas, a partir da experiência dos autores durante esse período. Considera-se que os neuropsicólogos precisam enfrentar a possível necessidade do trabalho on-line, considerando que as situações vividas durante a pandemia tendem a aumentar a necessidade de avaliações e intervenções neuropsicológicas. Ao mesmo tempo, se prevê que essa via de trabalho deve se intensificar após o isolamento, dentro do que se tem denominado como "o novo normal". Para isso, é essencial que haja esforço por parte da comunidade neuropsicológica para mostrar como essa área de trabalho pode ser útil para crianças, seus pais e professores. Conclui-se que é preciso ter a noção de que nenhuma via ou metodologia de trabalho é absolutamente completa, sendo essencial a instrumentalização das vantagens e desvantagens de todas elas.(AU)

The social isolation caused by the COVID-19 pandemic demanded intensification in the establishment of parameters for the neuropsychologist's work with its specificities. Thus, the aim of this article is to raise reflections on child neuropsychological practice via the internet, based on our practical experience in this period, relating to the theoretical references of the cultural-historical approach and other works that discuss the particularities of this type of care. For this, a bibliographic research was carried out in recognized sources such as SciELO and Google Scholar, using markers such as "online neuropsychology" and teleneuropsychology, among others, in Portuguese, English and Spanish. The works found were used as a basis for discussing the ideas presented here which are based on the authors' experience during this period. It is considered that neuropsychologists need to face the possible need for online work, considering that situations experienced during the pandemic tend to increase the need for neuropsychological assessments and interventions. At the same time, it is expected that this work path should intensify after isolation, within of what has been called "the new normal". For this, an effort by the neuropsychological community is essential to show how this area of work can be useful for children, their parents and teachers. It is concluded that it is necessary to have the notion that no way or work methodology is absolutely complete, being essential the instrumentalization of the advantages and disadvantages of all of them.(AU)

El aislamiento social provocado por la pandemia de Covid-19 exigió una intensificación en el establecimiento de parámetros para el trabajo del neuropsicólogo con sus especificidades. Así, el objetivo de este artículo es plantear reflexiones sobre la práctica neuropsicológica infantil a través de internet, a partir de nuestra experiencia práctica en este período, en relación con los referentes teóricos del enfoque histórico-cultural y otros trabajos que discuten las particularidades de este tipo de cuidado. Para esto, se realizó una investigación bibliográfica en fuentes reconocidas como SciELO y Google Académico, utilizando marcadores como "neuropsicología en línea" y teleneuropsicología, entre otros, en portugués, inglés y español. Los trabajos encontrados sirvieron de base para discutir las ideas aquí presentadas a partir de la experiencia de los autores durante este período. Se considera que los neuropsicólogos necesitan enfrentar la posible necesidad de trabajo en línea, considerando que las situaciones vividas durante la pandemia tienden a incrementar la necesidad de evaluaciones e intervenciones neuropsicológicas. Al mismo tiempo, se espera que esta vía de trabajo se intensifique después del aislamiento, dentro de lo que se ha denominado "la nueva normalidad". Para esto, un esfuerzo de la comunidad neuropsicológica es fundamental para mostrar cómo esta área de trabajo puede ser útil para los niños, sus padres y profesores. Se concluye que es necesario tener la noción de que ninguna vía o metodología de trabajo es absolutamente completa, siendo imprescindible la instrumentalización de las ventajas y desventajas de todas ellas.(AU)

Alterando viés racial implícito em adultos pretos e brancos: uma avaliação de procedimento de equivalência de estímulos / Changing implicit racial bias in black and white adults: an assessment of stimulus equivalence procedure / Cambiar el Sesgo racial implícito en adultos negros y blancos: una evaluación del procedimiento de equivalencia de estímulos

Enquanto ciência, a Análise do Comportamento tem tecnologia para estudar práticas culturais relacionadas a questões raciais. O objetivo deste estudo foi aplicar uma dessas tecnologias e avaliar os efeitos produzidos por um procedimento de redução de viés racial negativo em relação a pessoas pretas. Foram selecionados 17 participantes, pretos e brancos, que preencheram um questionário de autodeclaração e foram avaliados pelo Implicit Relational Assessment Procedure (IRAP) para definição de linha de base. Por meio de um procedimento de matching-to-sample (MTS), foram treinadas três rela-ções entre estímulos: (a) polegares/figuras abstratas; (b) figuras abstratas/pessoas pretas e figuras abstratas; e (c) relações anteriores simultâneas. Ao término de cada treino, foram realizados testes de simetria, transitividade e equivalência. Utilizou-se novamente o IRAP, para verificar mudanças após o treino. Os resultados indicaram que as respostas dos participantes na linha de base não mostraram viés negativo para pessoas pretas mas, após o treino, houve mudança significativa para participantes brancos. Recomenda-se que pesquisas futuras testem as características do experimentador e outras formas de detecção de viés racial implícito. (AU)

As a science, behavior analysis has technology to study cultural practices related to racial issues. The purpose of this study was to assess the effects produced by a procedure aimed to reduce negative racial bias towards black people. Seventeen black and white participants were selected after fulfilling a self-declaration questionnaire and being assessed by Implicit Relational Assessment Procedure (IRAP), in order to set a baseline. Then, three relations were trained using matching-to-sample (MTS): (a) thumbs/abstract figures; (b) abstract figures/ black people and abstract figures; and (c) simultaneous prior relations. Symmetry, transitivity and equivalence tests were performed at the end of each training, and IRAP was used again to assess changes after the procedure. Results indicated that participants were not negatively biased towards black people and, after the procedure, only white participants showed significant change. We recommended future studies to test the effects of the researcher's characteristics as well as other ways to detect implicit racial bias. (AU)

Como ciencia, el análisis del comportamiento tiene tecnología para estudiar prácticas culturales relacionadas con cuestiones raciales. El propósito de este estudio fue evaluar los efectos producidos por un procedimiento destinado a reducir el sesgo racial negativo con relación a personas negras. Diecisiete participantes blancos y negros fueron seleccionados después de completar un cuestionario de autodeclaración y de ser evaluados por Implicit Relational Assessment Procedure (IRAP), con el fin de establecer una línea de base. Despues, se entrenaron tres relaciones utilizando matching-to-sample (MTS): (a) pulgares/figuras abstractas; (b) figuras abstractas /personas negras y figuras abstractas; y (c) relaciones previas simultáneas. Las pruebas de sime-tría, transitividad y equivalencia fueran realizadas al final de cada entrena-miento, y el IRAP fue nuevamente usado para evaluar los cambios después del procedimiento. Los resultados indicaron que los participantes no tenían sesgo negativo con relación a personas negras y, después del procedimiento, solo los participantes blancos mostraron un cambio significativo. Recomendamos futuros estudios para evaluar los efectos de las características del investigador, así como otras formas de detectar el sesgo racial implícito. (AU)

The effect of enhanced variability after performance stabilization through constant practice.

There is a controversy about the benefits of variable practice on motor learning. This study aimed to analyze the effect of variable practice after the learner stabilized their performance. Thirty-two healthy adults performed a computer-simulated discrete accuracy task in which they had to release a virtual ball to try to hit a target. After a pre-test, the participants were distributed into three training groups: constant practice, variable practice and a group that started practicing in constant conditions, and when their performance stabilized, changed to variable practice. The participants performed 44 sets of 10 repetitions of the task. A post-test and two retention tests were carried out. Variable practice did not show a significant improvement compared to constant practice. Variable practice did not show higher benefits even when performance was stabilized through constant practice, but its effects seem to be modulated by the initial variability of the learners.

Estrategias de afrontamiento en pacientes con cáncer. Un estudio de centro único / Coping strategies in cancer patients. A single-center study

ntroducción: El diagnóstico de cáncer genera una inestabilidad emocionaly en muchos casos esto im-posibilita unafrontamiento adecuado.El afrontamiento es el esfuerzocognitivoy conductualconstan-temente cambiantes que se desarrollan para manejar las demandas específicas como el diangóstico oncológico. El objetivo de la presente investigación fue identificar las estrategias de afrontamiento en un grupo de pacientes con cáncer, en un Hospital de referencia nacional. Metodología: Este estudio transversal, se realizó en el Hospital Eugenio Espejo de Quito, Ecuador, período enero a junio del 2018, con una muestra no probabilística, de pacientes con neoplasias, se registraron variables demográficas, clínicas, y el test de afrontamiento de 40 preguntas CSI "El inventario de estrategias de afrontamiento (CSI). Se utiliza estadística descriptiva invariada y bivariado. Resultados: Se analizan 47 casos, 74% mujeres, de edad promedio 55 años. De instrucción secundaria completa en el 38%de los casos. Las Estrategias de Afrontamiento que se presentaron en el 70% de los pacientes fueron: Reestructuración Cognitiva (REC) y Evitación de problemas (EVP), en el 15% se presentó "Resolución de problemas" (REP). Las Estrategias de Afrontamiento en hombres fueron REP con el 57%, mientras que la Expresión Emocional (EEM) se presentó en mujeres en el 86%.En los prime-ros 6 meses el 77% usa la EEM; de 7 a 12 meses el 19% a la estrategia de Autocrítica (AUC); de 1 a 2 años con un 17% estrategia de Pensamiento Desiderativo (PSD); de 3 o más años con un 14% corresponde a Resolución de Problemas (REP).Conclusión: Las estrategias de afrontamientos utilizan en gran proporción en los primeros 6 meses del diagnóstico del cáncer, luego de lo cual las estrategias disminuyen por debajo del 20%

Introduction:The cancer diagnosis generates emotional instability, which precludes adequate coping in many cases. Coping is the constantly changing cognitive and behavioral effort that develops to handle specific demands such as cancer diagnosis. This research aimed to identify coping strategies in a group of cancer patients in a national reference hospital.Methodology: This cross-sectional study was carried out at the Eugenio Espejo Hospital in Quito, Ecua-dor, from January to June 2018, with a non-probabilistic sample of patients with neoplasms,demo-graphic and clinical variables were recorded, and the coping test of 40 CSI questions "The Coping Strat-egies Inventory (CSI). Univariate and bivariate descriptive statistics are used.Results: 47 cases were analyzed, 74% women, with an average age of 55. Complete secondary education in 38% of cases. The Coping Strategies that appeared in 70% of the patients were: Cognitive Restructur-ing (REC) and Problem Avoidance (EVP); in 15%, "Problem Resolution" (REP) was presented. Coping Strategies in men were REP with 57%, while Emotional Expression (EEM) was presented in women with 86%. In the first six months, 77% use the EEM; from 7 to 12 months, 19% to the Self-criticism strategy (AUC); from 1 to 2 years with 17% Wishful Thinking Strategy (PSD); of 3 or more years with 14% corre-sponds to Resolution of Problems (REP).Conclusion: Coping strategies are significantly used in the first six months after the cancer diagnosis, after which the strategies decrease below 20%

Contingency Analysis of Ethics Training in Psychology Programs in Colombia / Análisis contingencial de la formación ética en programas de psicología en Colombia / Análise de contingência da formação ética em programas de psicologia na Colômbia

Introduction. The topic of ethics training in psychology has been constant in Colombia, especially since the Colombian Association of Psychology Faculties was created. However, reports of deficiencies in ethics training and research reviews, centered on identifying the ethical knowledge of students and professional actions in psychology, justify more complex studies. In this framework, relationships between contextual factors, which are necessary to understand the dynamics of psychological education, and factors related to ethically practicing the profession, must be included in the analysis. The objective of the study was, therefore, to demonstrate interdependent relations between the different actors that participate in ethics training, the interlocking of individual reinforcement contingencies and cultural consequences through a contingency analysis of psychology program curricula in Colombia. Methodology. A qualitative documentary análisis study with the methodology proposed by Todorov in terms of contingency analyses. Results. Interlocking practices were demonstrated in terms of metacontingencies in educational institutions, more focused on professional development than on ethics training. On an inter-institutional level, practices do not demonstrate a metacontingency in the strict sense, which was analyzed in light of the university autonomy and academic freedom policy. Malpractice can be considered a macrocontingency from the point of view of normalizing practices without an ethical reflection. Discussion. Psychological education is understood as a cultural practice that depends on relatively effectively interlocking contingencies, which prepares professionals who can adjust to the needs of society. This posture is coherent with the authors' proposals. Conclusions. It is necessary to effectively integrate training in disciplinary skills with ethics, in order to attain a cultural practice in the terms of the analyzed metacontingency.

Introducción. El tema de la formación ética en psicología ha sido una constante en Colombia, especialmente desde la constitución de la Asociación Colombiana de Facultades de Psicología. Sin embargo, los reportes de deficiencias en la formación ética y la revisión de investigaciones, centradas en identificar el conocimiento ético de los estudiantes y el actuar profesional en psicología, justifican un estudio más complejo. En este marco, las relaciones entre los factores contextuales, que son necesarios para comprender las dinámicas en la formación psicológica, y los factores relacionados con el ejercicio ético de la profesión deben incluirse en el análisis. El objetivo del estudio fue, entonces, evidenciar, a través de un análisis contingencial de los planes de estudio de los programas de psicología en Colombia, las relaciones de interdependencia entre los diferentes actores que intervienen en la formación ética, el entrelazamiento de las contingencias de refuerzo individual y las consecuencias culturales. Metodología. Estudio cualitativo de análisis documental con la metodología propuesta por Todorov en cuanto al análisis contingencial. Resultados. Se muestran prácticas entrelazadas en términos de metacontingencias en las instituciones formativas, más enfocadas al desarrollo profesional que a la formación ética. A nivel interinstitucional, las prácticas no evidencian una metacontingencia en sentido estricto, lo cual se analiza a la luz de la política de autonomía universitaria y de libertad de cátedra. La mala praxis puede considerarse como una macrocontingencia, desde el punto de vista de la normalización de prácticas sin una reflexión ética. Discusión. La formación en psicología se comprende como una práctica cultural, en función de contingencias entrelazadas de forma relativamente efectiva, que forma profesionales que se ajustan a las necesidades de la sociedad, postura que es coherente con lo propuesto por otros autores. Conclusiones. Es necesaria una integración efectiva del entrenamiento en competencias disciplinares con el de competencias éticas, con el fin de lograr una práctica cultural en los términos metacontingenciales analizados.

Introdução. A questão da formação ética em psicologia tem sido uma constante na Colômbia, especialmente desde a constituição da Associação Colombiana de Faculdades de Psicologia. No entanto, os relatos de deficiências na formação ética e a revisão de pesquisas, voltadas para identificar o conhecimento ético dos alunos e o comportamento profissional em psicologia, justificam um estudo mais complexo. Nesse quadro, as relações entre os fatores contextuais, necessários para compreender a dinâmica da formação psicológica, e os fatores relacionados ao exercício ético da profissão devem ser incluídos na análise. O objetivo do estudo foi, portanto, mostrar, através de uma análise contingencial dos planos de estudo dos programas de psicologia na Colômbia, as relações de interdependência entre os diferentes atores envolvidos na formação ética, o entrelaçamento das contingências de reforço individual e consequências culturais. Metodologia. Estudo qualitativo de análise documental com a metodologia proposta por Todorov em termos de análise de contingência. Resultados. Práticas entrelaçadas se mostram em termos de meta-contingências nas instituições formadoras, mais voltadas para o desenvolvimento profissional do que para a formação ética. No plano interinstitucional, as práticas não apresentam uma meta-contingência em sentido estrito, o que é analisado à luz da política de autonomia universitária e liberdade acadêmica. A práxis errada pode ser considerada uma macro-contingência, do ponto de vista da normalização de práticas sem reflexão ética. Discussão. A formação em psicologia é entendida como uma prática cultural, baseada em contingencias relativamente efetivamente entrelaçadas, que forma profissionais que se ajustam às necessidades da sociedade, posição condizente com a proposta por outros autores. Conclusões. É necessária uma integração efetiva da formação em competências disciplinares com a de competências éticas, a fim de alcançar uma prática cultural nos termos meta-contingenciais analisados.

Complementary medicine in psychology practice: an analysis of Australian psychology guidelines and a comparison with other psychology associations from English speaking countries.

BACKGROUND: Psychologists, and their clients, are engaging with complementary medicine (CM). Increasing evidence for CM approaches, such as improved nutrition and St John's wort, has led to their inclusion in the Royal Australian New Zealand College of Psychiatrists clinical practice guidelines for mood disorders. This research aims to determine in what ways, and to what extent, Australian psychology regulatory bodies and associations consider CM relevant to psychology practice. Specifically, how these regulatory bodies and professional association's ethical and practice guidelines engage with CM. METHODS: Documents from Australian regulatory bodies and professional associations, that relate to the governance or guidance of psychologists' clinical practice, were systematically searched for key terms relating to CM. RESULTS: There were no direct references to CM in the 58 ethical and practice guidelines reviewed. There was also no reference to the relevance of CM to ethnocultural groups, such as Aboriginal and Torres Strait Islander traditional healing practices. CONCLUSION: While other mental health care disciplines are working toward integrating CM, the discipline of psychology in Australia is not currently engaged in such developments. Given the exponential rise of CM use amongst those with mental health problems, psychology associations should consider developing resources and guidelines to assist psychologists in navigating CM in relation to clinical practice to help minimise risks, such as patient safety associated with concurrent CM use.

Prática psicológica mediada por tecnologia: relato de experiência de grupos reflexivos com pretendentes à adoção de crianças e adolescentes / Psychological practice mediated by technology: experience report of reflective groups with applicants for adoption of children and adolescents / Práctica psicológica mediada por tecnología: informe de experiencia de grupos reflexivos con solicitantes de la adopción de niños y adolescentes

Os grupos reflexivos voltados à temática da adoção surgem como forma de proporcionar espaços grupais comprometidos com a elaboração das moti-vações e angústias que permeiam o processo adotivo. Com a chegada da pandemia da COVID-19, muitas atividades foram adaptadas para o contexto on-line e fizeram uso de tecnologias da informação, incluindo os grupos no âmbito da adoção. Assim, o presente relato de experiência se propõe a refletir sobre a potência e especificidades das intervenções grupais, considerando os desafios e possibilidades da atuação on-line, bem como delinear estratégias de condução e modos de coordenação de grupos on-line no contexto da parentali-dade adotiva. Observou-se que a vivência de grupos online com pretendentes à adoção pode ser uma forma de intervenção profícua e possibilita reflexões grupais com participantes de diferentes etapas da pré-adoção, bem como integrantes de diferentes localidades. Além disso, observou-se que a moda-lidade on-line facilitou a participação, otimizando o tempo. Como desafios, foi relatada a dificuldade na conexão de internet e a falta de contato físico e conversa frente a frente. A partir de algumas temáticas, buscou-se propor-cionar a reflexão sobre todo o projeto adotivo, desde as motivações para a adoção ao momento pós-adoção.

Reflective groups, focused on the theme of adoption, appear as a way to provide group spaces committed to developing the motivations and anxieties that permeate the adoption process. With the arrival of the COVID-19 pandemic, many activities were adapted to the online context and made use of infor-mation technologies, including groups within the scope of adoption. Thus, this experience report aims to reflect on the power and specificities of group interventions, considering the challenges and possibilities of online action, as well as outlining strategies for conducting and mediating online groups in the context of adoptive parenting. It was observed that the experience of online groups with applicants for adoption can be a fruitful form of intervention and enables group reflections with participants from different stages of pre--adoption, as well as members from different locations. Furthermore, it was observed that the online modality facilitated participation, optimizing time. As challenges, difficulties with internet connection and lack of physical contact and face-to-face conversation were reported. From some themes, we sought to provide reflection on the entire adoptive project, from the motivations for adoption to the post-adoption moment.

Los grupos reflexivos enfocados en el tema de la adopción surgen como una forma de proveer espacios grupales comprometidos con la elaboración de motivaciones y ansiedades que pertenecen al proceso de adopción. Con la llegada de la pandemia COVID-19, muchas actividades fueron adaptadas al contexto on-line e hicieron uso de tecnologías de la información, incluyendo grupos acerca de la adopción. Así, el presente informe de experiencia se propone reflexionar sobre la potencia y especificidades de intervenciones grupales, considerando los desafíos y posibilidades de actuar en línea, así como delinear estrategias para conducir y coordinar grupos on-line en el contexto de la parentalidad adoptiva. Se observó que la experiencia de grupos on-line con solicitantes de adopción puede ser una forma de intervención fructífera y permite reflexiones grupales con participantes de diferentes etapas de adopción previa, así como miembros de diferentes localidades. Además, se observó que la modalidad on-line facilitó la participación, optimizando el tiempo. Como desafíos se reportaron dificultades en la conexión a internet y falta de contacto físico y conversación cara a cara. A partir de algunos temas, se buscó propor-cionar una reflexión sobre todo el proyecto adoptivo, desde las motivaciones para la adopción hasta el momento posterior a la adopción.

Contextual Interference Effects on Approach Motivation When Learning Timing Tasks: A Frontal Electroencephalography (EEG) Alpha Asymmetry Study in Older Adults.

In this study, we aimed to explore the effects of contextual interference on motivational regulation, as measured by EEG (frontal alpha asymmetry), in older adults. Participants practiced a sequenced timing task in random, algorithmic, or blocked schedules in both similar and dissimilar task difficulty conditions, with task difficulty defined by absolute timing goals (in ms) that were either close to each other (1350, 1500, 1650) or far from each other (1050, 1500, 1950), respectively. We assessed older participants' timing accuracy in these conditions, during acquisition and delayed retention learning, using the frontal alpha asymmetry index, recorded during practice, to measure motivation. On the accuracy measure in delayed retention, the algorithm practice schedule (in both similar and dissimilar conditions) was associated with significantly more accurate performance than random and blocked practice schedules. Also during delayed retention and in both task difficulty conditions, performance was better with a random schedule than a blocked schedule. On the EEG motivational measure, frontal alpha asymmetry was more often higher as practice progressed in the algorithm practice condition than in other practice conditions. However, in the random practice schedule, in late, versus early, acquisition, motivational regulation was higher. The blocked groups showed decreased motivation as practice progressed. We interpreted these findings to be in accordance with the challenge point framework and with OPTIMAL motor learning theory and valence hypothesis.

Progressive retrieval practice leads to greater memory for image-word pairs than standard retrieval practice.

The benefits of retrieval practice on learning are robust and have transferred from laboratory findings to many real-world educational settings. We report two experiments that investigated a novel retrieval practice technique for remembering arbitrary associations (image-word pairs), with and without reward as a motivator. As well as typical retrieval practice and restudy conditions, we added a third condition of graded retrieval practice in which the image cue was partially released in a progressive process. Experiment 1 found significant benefits of retrieval practice over restudy, with an additional benefit of graded retrieval practice compared with standard retrieval practice after a 48-hour delay between study and retrieval. Experiment 2 included a reward manipulation by giving participants money based on their memory performance. The findings replicated the retrieval practice effects observed in Experiment 1, including a robust advantage for graded retrieval practice. Reward neither changed the additive advantage of graded recall nor the benefit of retrieval practice. The present study adds to the literature indicating that retrieval with progressive retrieval cues can boost the benefit of retrieval practice by generating repeated retrieval attempts. This benefit occurs most for items that are neither too easy nor too challenging to retrieve.

The quality of four psychology practice guidelines using the Appraisal of Guidelines for Research and Evaluation (AGREE) II.

RATIONALE, AIMS AND OBJECTIVES: Clinical Practice Guidelines (CPGs) have been shown to improve healthcare services and clinical outcomes. However, they are useful resources only to the degree that they are developed according to the most rigorous standards. Multiple studies have demonstrated significant variability between CPGs with regard to specific indicators of quality. The Ordre des psychologues du Québec (OPQ), the College of psychologists of Quebec, has published several CPGs that are intended to provide empirically supported guidance for psychologists in the areas of assessment, diagnosis, general functioning, treatment and other decision-making support. The aim of this study was to evaluate the quality of these CPGs. METHODS: The Appraisal of Guidelines for Research and Evaluation II (AGREE II) instrument was used to assess the quality of the CPGs. RESULTS: Our results show that although there have been some modest improvements in quality of the CPGs over time, there are important methodological inadequacies in all CPGs evaluated. CONCLUSIONS: The findings of this study demonstrate the need for more methodological rigour in CPGs development as such, recommendations to improve CPG quality are discussed.

Correlates of therapist drift in psychological practice: A systematic review of therapist characteristics.

Therapist drift refers to the tendency for psychologists to move away from the delivery of the evidence-based practices in which they are trained, even when resourced to implement them. When therapists do not provide, or only partially provide, empirically supported treatments their patients may receive interventions that are not effective, or that are harmful. The aim of the current study was to conduct a systematic review of the literature to ascertain the correlates of therapist drift in psychological practice, focusing on therapist characteristics. Relevant articles were identified through a comprehensive search of the literature. Sixty-six studies met the inclusion criteria and nine therapist characteristics that correlate with therapist drift were identified. These characteristics included: (1) therapist knowledge; (2) attitudes toward research; (3) therapist anxiety; (4) clinical experience; (5) therapist age; (6) theoretical orientation; (7) critical thinking; (8) personality traits; and (9) cultural competency. The interrelationships between these factors are explored and the clinical implications of results are discussed. Recommendations are made for future research.

The APA Guidelines for Psychological Practice With Sexual Minority Persons: An executive summary of the 2021 revision.

This article provides an executive summary of the American Psychological Association (APA)-approved Guidelines for Psychological Practice With Sexual Minority Persons (American Psychological Association, APA Task Force on Psychological Practice with Sexual Minority Persons, 2021). These Guidelines were produced at the request of the APA Society for the Psychology of Sexual Orientation and Gender Diversity (Division 44) and the APA Committee on Sexual Orientation and Gender Diversity (CSOGD) who, in 2018, jointly established a new task force to revise the 2010 Guidelines for Psychological Practice With Lesbian, Gay, and Bisexual Clients. This article provides a summary of the conceptual foundations that influenced these Guidelines, as well as an overview of the complete Guidelines. We highlight major changes in structure and new content areas. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Differential effects of skilled reaching training on the temporal and spatial organization of somatosensory input to cortical and striatal motor circuits.

It has been hypothesized that to perform sensorimotor transformations efficiently, somatosensory information being fed back to a particular motor circuit is organized in accordance with the mechanical loading patterns of the skin that result from the motor activity generated by that circuit. Rearrangements of sensory information to different motor circuits could in this respect constitute a key component of sensorimotor learning. We here explored whether the organization of tactile input from the plantar forepaw of the rat to cortical and striatal circuits is affected by a period of extensive sensorimotor training in a skilled reaching and grasping task. Our data show that the representation of tactile stimuli in terms of both temporal and spatial response patterns changes as a consequence of the training and that spatial changes particularly involve the primary motor cortex. Based on the observed reorganization, we propose that reshaping of the spatiotemporal representation of the tactile afference to motor circuits is an integral component of the learning process that underlies skill acquisition in reaching and grasping.NEW & NOTEWORTHY Sensorimotor transformations are fundamental to the function of the nervous system and determine how patterns of sensory input are converted into appropriate movements. We here investigated the extent to which experience-dependent processes can reshape the organization of somatosensory input feeding into cortico-basal ganglia motor structures. Our data point to a particularly important role for the primary motor cortex in the functional adaptions associated with skilled motor learning.

Guidelines for psychological practice for people with low-income and economic marginalization: Executive summary.

This is a summary of the guidelines for working with low-income and economically marginalized (LIEM) people developed by the American Psychological Association (APA) task force and approved by the APA Council of Representatives. The task force, consisting of psychologists from a range of psychological specialties and both practice and educational settings, created guidelines in four main categories: Education and Training, Health Disparities, Treatment Considerations, and Career Concerns and Unemployment. Each category includes specific guidelines and recommended interventions. Further, the task force identified two major assumptions that cut across all of the recommendations: (1) The intersection of economic status and other identities is critical to psychological and other aspects of health, and (2) biases and stigma exacerbate the negative experiences of living with LIEM, and must be acknowledged and confronted by psychologists and trainees. Many of the guidelines and corollary interventions reinforce the need for psychologists and trainees to engage in activities that increase their own self-awareness and knowledge of issues and concerns that are exacerbated by economic marginalization, as well as challenge their own implicit and explicit biases related to social class and poverty. The impact of economic marginalization on education, health, and career attainment are addressed, and adaptations to psychological interventions are recommended. The task force concludes with a call to engage psychologists in action that seeks and promotes economic justice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Relearning can eliminate the effect of retrieval-induced forgetting.

The retrieval of a subset of items can cause the forgetting of other, non-retrieved items, a phenomenon known as retrieval-induced forgetting. Initial work suggested that giving people the opportunity to restudy non-retrieved items following retrieval practice is sufficient to eliminate the effect of retrieval-induced forgetting, but more recent work has suggested otherwise. If retrieval-induced forgetting is not eliminated by restudy, then such a finding would have important implications for understanding the theoretical nature of retrieval-induced forgetting. It would suggest, for example, that retrieval-induced forgetting reflects more than the temporary reduction in the accessibility of non-retrieved items in memory. The two experiments reported here sought to clarify this issue, with the results suggesting that retrieval-induced forgetting can be eliminated by restudy. Indeed, retrieval-induced forgetting was eliminated by restudy even when the forgetting effect was produced by three rounds of retrieval practice instead of one round of retrieval practice. These findings are consistent with the idea that retrieval-induced forgetting, at least under the conditions of the current experiments, reflects a temporary reduction in the accessibility of non-retrieved items in memory.