Adaptación y validación argentina de la Cross Cultural Children Trust Beliefs Scale / Argentinean Adaptation and Validation of the Cross-Cultural Children Trust Beliefs Scale

Resumen El estudio de la confianza interpersonal es crucial para el desarrollo psicosocial humano. Se ha observado que, durante la niñez, favorece el comportamiento moral y prosocial, los vínculos de amistad, la competencia social, la experiencia de emociones positivas y el rendimiento académico, entre otros aspectos. El presente trabajo tuvo por objetivo adaptar y validar la Cross Cultural Children Trust Beliefs Scale (CCCTBS), a fin de poder evaluar este constructo en población argentina. La muestra incluyó 348 niños (51.2 % mujeres; 48.8 % varones), de entre 8 y 12 años de edad (m = 10.58; DE = 1.31), quienes completaron la CCCTBS y una escala de apego. Se consiguió una versión conceptual y semánticamente equivalente a la original, con buenas propiedades psicométricas. La escala argentina conserva el mismo número de ítems y replica el modelo operacional de partida, constituido por tres bases principales de la confianza: fiabilidad (α = .76; ω = .80), confianza emocional (α = .72; ω = .78) y honestidad (α = .78; ω = .83). Las puntuaciones de la CCCTBS correlacionaron positiva y significativamente con la medida de apego seguro, lo que aporta evidencias de su validez nomológica.

Abstract The study of interpersonal trust is crucial for human psychological development. It has been observed that it enhances moral and prosocial behavior during childhood, as well as friendship bonds, social competence, experience of positive emotions and academic performance, among others. This research aimed to adapt and validate the Cross-Cultural Children Trust Beliefs Scale (CCCTBS), to assess this construct in the Argentine population. The sample included 348 children (51.2 % female; 48.8 % male) aged 8 to 12 years (m = 10.58; SD = 1.31), who completed the CCCTBS and an attachment scale. A version, conceptually and semantically equivalent to the original was obtained, with good psychometric properties. The Argentine scale retains the same number of items and replicates the starting operational model, consisting of three main bases of trust: reliability (α = .76; ω = .80), emotional trust (α = .72; ω = .78) and honesty (α = .78; ω = .83). The CCCTBS scores correlated positively and significantly with the secure attachment measure, providing evidence of its nomological validity.

Processos mediadores na formação do leitor: uma análise histórico - cultural / Mediator processes in the formation of the reader: a historical - cultural analysis

Este artigo apresenta o relato de uma pesquisa em psicologia que buscou identificar nas mediações presentes na história de um sujeito, da infância à adolescência, características do seu processo de formação como leitor. O estudo consistiu na entrevista de uma adolescente utilizando, como procedimentos metodológicos, a História Oral associada à interpretação por Núcleos de Significação, compondo, assim, um campo de análise entre a história da entrevistada em contraponto e complemento às produções científicas que discorrem sobre a leitura e sobre seus modos de subjetivação, segundo a teoria Histórico-Cultural. Os resultados evidenciaram que a categoria atividade foi capaz de explicar a mediação interposta entre a linguagem escrita, representativa do patrimônio humano-genérico, e sua consolidação na formação humana singular de um sujeito leitor. O estudo reitera a função da educação escolar, notadamente nos espaços da educação infantil e do ensino fundamental, na configuração desses processos mediadores.

This article presents the report of a psychological research that sought to identify in the mediations present in the history of an individual, from childhood to adolescence, characteristics of his formation process as a reader. The study consisted of an interview of an adolescent, using, as methodological procedures, the Oral History associated with the Interpretation by Core of Meaning, thus composing a field of analysis between the story of the interviewee in counterpoint and as a complement to the scientific productions which talk about reading and its modes of subjectivation, according to the Historical-Cultural theory. The results showed that the category activity was able to explain the intermediation between the written language, representative of the human-generic heritage, and its consolidation in the singular human formation of a reader. The study reiterates the role of school education, especially in the areas of early childhood and elementary education, in the configuration of these mediating processes.

Descrição cronológica das manifestações amorosas de adolescentes do sul do Brasil / Chronological description of south brazilian adolescents romantic behaviors / Descripción cronológica de las manifestaciones amorosas de adolescentes del sur de Brasil

A literatura brasileira sobre iniciação sexual e sexualidade na adolescência é vasta, no entanto, verifica-se uma escassez de investigações sobre as manifestações amorosas pré-sexuais. Objetivou-se descrever a idade de início de diferentes manifestações amorosas de adolescentes de Porto Alegre e de Canoas, no Rio Grande do Sul, buscando identificar uma possível cronologia. Adolescentes (n = 380) do sexo feminino (66,2%, n = 240) e masculino (33,8%, n = 123), estudantes de escolas públicas e privadas, com média de idade de 14,6 anos (DP = 1,47), preencheram uma ficha de dados sociodemográficos e o Romantic History Survey. Verificou-se o início do interesse romântico aos 10-11 anos de idade, e aos 14-15 anos a efetivação desse interesse em um relacionamento amoroso. Foi observada diferença significativa quanto ao início do interesse romântico e de encontros amorosos conforme o sexo, mais precoces para as meninas em comparação aos meninos. Estudos qualitativos e que incluem a perspectiva de familiares, amigos e parceiros amorosos permitiriam ampliar a compreensão do tema.

There is an extent Brazilian literature that focuses on sexual initiation and adolescent sexuality already exists, however, the investigation of romantic pre-sexual behaviors is still scarce. This study aimed at describing the age of onset of different romantic behaviors in teenagers of Porto Alegre and Canoas, in Rio Grande do Sul, in Brazil, seeking to identify a possible chronology. Adolescents (n = 380), both female (66.2%, n = 240) and male (33.8%, n = 123), from public and private schools, with an age average of 14.6 years (SD = 1.47), filled a sociodemographic questionnaire and the Romantic History Survey. Adolescents begin to be romantically interested in other people around 10-11 years, and this interest evolved at the 14-15 years range when a romantic relationship happens. There is a significant difference between male and female adolescents regarding the beginning of a romantic interest and dating because it happens to girls earlier than to boys. Qualitative studies, that include family, friends and romantic partners' perspective, may increase the understanding of this topic.

En Brasil, la literatura sobre la iniciación sexual y la sexualidad de los adolescentes es amplia. Sin embargo, investigaciones sobre las manifestaciones amorosas pre-sexuales son aún escasas. Ese estudio tuvo como objetivo describir la edad de inicio de diferentes manifestaciones románticas en adolescentes de Porto Alegre y Canoas/RS, buscando identificar una posible cronología. Adolescentes (n = 380) del sexo femenino (66,2%, n = 240) y masculino (33,8%, n = 123), estudiantes de escuelas públicas y privadas, con una media de edad de 14,6 años (DP = 1,47), llenaron una ficha de datos sociodemográficos y el Romantic History Survey. Se verificó el inicio del interés romántico a los 10-11 años de edad y a los 14-15 años, el establecimiento de una relación amorosa, concretizando ese interés. Se identificó una diferencia significativa relacionado con el inicio del interés y de los encuentros amorosos según el sexo, más precoces para las niñas en comparación a los niños. Estudios cualitativos y que incluyan la perspectiva de la familia, amigos y parejas amorosas, permitirían ampliar la comprensión del tema.

Variáveis pessoais e contextuais associadas a comportamentos de risco em adolescentes / Personal and contextual variables associated with risk behaviors in adolescents

RESUMO Objetivo Este estudo investigou o engajamento de adolescentes brasileiros em comportamentos de risco (uso de substâncias, comportamento sexual de risco, comportamento antissocial e comportamento suicida), buscando identificar os fatores de risco e proteção pessoais e contextuais mais associados com esses comportamentos. Métodos Participaram 1.332 adolescentes de 12 a 19 anos (M = 15,68; DP = 1,60), de ambos os sexos. Resultados O engajamento em comportamentos de risco variou em função da idade e do sexo, e o uso de substâncias foi o tipo de comportamento de risco mais prevalente entre os que foram investigados. Os fatores significativamente associados à adoção desses comportamentos foram violência intra- e extrafamiliar, ter amigos próximos ou familiares que usam drogas, eventos estressores e elevado nível de autoeficácia; enquanto os fatores que se mostraram protetores foram elevado nível de autoestima, expectativas positivas quanto ao futuro e percepção de positividade nas relações com família, escola, religião e comunidade. Conclusão O estudo permitiu identificar algumas características da manifestação de comportamentos de risco na adolescência, com destaque para a prevalência mais alta do uso de substâncias e a coocorrência de diferentes tipos de comportamentos de risco. Dentre os fatores de risco mais associados com o engajamento em comportamentos de risco, destacaram-se a presença de eventos estressores ao longo da vida e a proximidade com amigos que usam drogas. A partir disso, sugere-se investir na minimização de fatores de risco e na potencialização de fatores protetivos para a promoção do desenvolvimento saudável durante a adolescência.

ABSTRACT Objective This study investigated the engagement of Brazilian adolescents in risk behaviors (substance use, risk sexual behavior, antisocial behavior and suicidal behavior), aiming to identify the personal and contextual risk and protective factors most associated with these behaviors. Methods Participants were 1,332 adolescents aged 12 to 19 years old (M = 15.68; SD = 1.60), of both sexes. Results The engagement in risk behavior varied according to age and sex and substance use was the most prevalent type of risk behavior among those investigated. Intra and extra familial violence, having close friends or family members who use drugs, stressful events and high self-efficacy were factors significantly associated with these behaviors; while the protective factors were high self-esteem, positive expectations about the future and positive perception about relationships with family, school, religion and community members. Conclusion Some characteristics of the display of risk behavior in adolescence were identified, highlighting the higher prevalence of substance use and co-occurrence of different types of risk behaviors. Among the risk factors most associated with engaging in risk behaviors, results evidence the presence of stressful events throughout life and the proximity to friends who use drugs. Based on the results, the study suggests focusing on minimizing risk factors and strengthening the protective factors, so as to promote healthy development during adolescence.

Estudo exploratório sobre as concepções e estratégias de intervenção de professores em face do bullying escolar / An exploratory study of teachers’ conceptions and intervention strategies in the face of school bullying / Estudio exploratorio sobre las concepciones y estrategias de intervención de profesores frente al bullying escolar

Este estudo qualitativo objetivou identificar o conhecimento de professores do 6º ano do ensino fundamental sobre o bullying e as intervenções por eles desenvolvidas. Participaram dez professores, e os dados foram coletados por meio de questionários estruturados. As análises seguiram os pressupostos da análise de conteúdo, em sua modalidade temática. Verificou-se, nos resultados, uma compreensão insuficiente dos professores que incidia na capacidade de identificação e na maneira como intervinham nos episódios de bullying entre os alunos. Depreende-se que o bullying constitui um aspecto importante a ser trabalhado com os professores, considerando a proximidade com a questão e o papel essencial que podem assumir no seu enfrentamento.

This qualitative study’s aim was to identify the knowledge of 6th grade teachers concerning bullying and interventions they developed. A total of ten teachers were included and data were collected using structured questionnaires. The analyses followed the assumptions of thematic content analysis. The results revealed that teachers had a poor understanding of the problem, which affected their ability to identify and intervene in bullying situations faced by students. It appears that bullying is an important aspect to be discussed with teachers considering their proximity to the problem and the essential role they can play helping students to overcome it.

Este estudio cualitativo tuvo por objetivo identificar el conocimiento que tienen los profesores de 6º año de enseñanza primaria sobre el bullying y las intervenciones desarrolladas por ellos. Participaron diez profesores y los datos fueron colectados a través de cuestionarios estructurados. Los análisis siguieron las bases del análisis de contenido en su modalidad temática. En los resultados se comprobó una comprensión insuficiente de los profesores que se enfocaban en la capacidad de identificación y en la manera como intervenían en los episodios de bullying entre los alumnos. Se deduce que el bullying constituye un aspecto importante para ser trabajado junto a los profesores, considerando la proximidad con la cuestión y el rol esencial que pueden asumir al enfrentarlo.

Desarrollo psicosocial del adolescente / Adolescent psychosocial development

Resulta cada vez más necesario que los pediatras tengan mayores conocimientos de salud del adolescente. Para empezar, deben familiarizarse con el desarrollo psicosocial propio de este período, asunto indispensable para la atención del grupo etario. En este artículo se revisa el desarrollo psicosocial normal del adolescente con ese objetivo. La adolescencia es una etapa que se ha ido prolongando progresivamente, en la que ocurren cambios rápidos y de gran magnitud, que llevan a la persona a hacerse tanto biológica, como psicológica y socialmente madura, y potencialmente capaz de vivir en forma independiente. Son tareas del desarrollo de este período, la búsqueda y consolidación de la identidad y el logro de la autonomía. Si bien constituye un proceso de alta variabilidad individual en cuanto a su comienzo y término, a la progresión a través de sus etapas, a la sincronía del desarrollo entre los diversos ámbitos y en otros aspectos, el desarrollo psicosocial de este período tiende a presentar características comunes y un patrón progresivo de 3 fases: adolescencia temprana, media y tardía. En este artículo se describe el desarrollo psicológico, cognitivo, social, sexual y moral de los jóvenes en cada una de ellas.

It is increasingly necessary that pediatricians have greater knowledge of adolescent health. To begin with they should be familiar with the psychosocial development of this period, an issue which is imperative for the health care of the age group. With that purpose, this article reviews the normal adolescent psychosocial development. Adolescence is a stage that has been progressively prolonged, during which fast and big changes occur, that lead human beings to become biologically, psychologically and socially mature, and potentially able to live independently. Developmental tasks of this period are the establishment of identity and the achievement of autonomy. Although it is a process of high individual variability in terms of its beginning and end, the progression through stages, the synchrony of development between the various areas, and in other aspects, the psychosocial development of this period usually have common characteristics and a progressive pattern of 3 phases: early, middle and late adolescence. Psychological, cognitive, social, sexual and moral development of young people in each of them are described in this article.

Monitoreo de los indicadores del Programa "Chile Crece Contigo" 2008-2011 / Monitoring indicators of the program "Chile Grows with you" 2008-2011

Objective: To monitor coverage and outcomes associated with the activities of the integrated protection system for early childhood Chile Grows with You (CHCC), which includes the comprehensive psychosocial development of children between 18 months and 3 years old, in each of the 29 Health Services of the country, as well as the changes observed after 4 years. Material and Method: Database analysis of all local public networks in the country between 2008 and 2011 was performed. The application of the test regarding psychomotor development, prevalence of development delay and risk, participation of mothers in educational workshops, home visits and recovery rate of deficient children by age were studied. Median and observed changes of each indicator were analyzed developing a ranking based on the results observed. Results: Approximately 75% of children were evaluated, with a prevalence of delay or risk of about 5% and a rate of recovery close to 50%. The participation of mothers in educational workshops increased from 7.6 to 11.0% (p <0.001) and home visits to developmentally delayed children increased 6 times between 2009 and 2011 (p <0.001). Most changes were positive, although the prevalence of developmentally delayed children under 2 years slightly increased (0.6%), and the recovery of 3 year olds decreased (-14.4%). A great variability was observed among the Health Services. Conclusions: There are some positive results in relation to psychomotor development, with significant regional differences. A lower than expected deficit rate regarding psychomotor development was observed, which implies the need to further analyze the instrument used or the conditions of application.

Objetivo: Monitorear la cobertura y resultados de las principales actividades planificadas en el subsistema de protección social Chile Crece Contigo (CHCC) en relación al desarrollo psicosocial integral en niños de 18 meses y 3 años, en cada una de los 29 Servicios de Salud del país y los cambios observados en 4 años. Material y Método: Análisis de bases de datos de todos los establecimientos de la Red Pública del país, 2008 y 2011. Se estudió: aplicación del test de desarrollo psicomotor, prevalencia de retraso y riesgo del desarrollo, participación de madres en talleres educativos, visitas domiciliarias integrales y tasa de recuperación de niños con déficit según edad. Se analizó mediana y cambio observado de cada indicador por servicios de salud y se elaboró un ranking en función de los resultados observados. Resultados: Aproximadamente el 75% de los niños fueron evaluados, con una prevalencia de retraso o riesgo del orden de 5% y tasa de recuperación cercana al 50%. La participación de madres en talleres educativos aumentó de 7,6 a 11,0% (p < 0,001) y las visitas domiciliarias en niños con rezago 6 veces entre el 2009 y 2011 (p < 0,001). La mayor parte de los cambios fueron positivos, aunque aumentó levemente la prevalencia de rezago en menores de 2 años (0,6%) y disminuyó la recuperación de niños de 3 años (-14,4%). Destaca amplia variabilidad entre servicios de salud. Conclusiones: Existen algunos resultados positivos en relación al desarrollo psicomotor, con importantes diferencias regionales. Destaca una tasa de déficit del desarrollo psicomotor menor a lo esperado, lo que implica la necesidad de revisar el instrumento utilizado o las condiciones de aplicación.

A parentalidade no ciclo de vida / Parenting within the life cycle / La parentalidad en el ciclo de vida

Esta investigação realizou uma revisão da literatura nacional relacionada à parentalidade na Psicologia. Foi feita uma busca nas bases SciELO, PePSIC e IndexPsi, obtendo-se 32 artigos. Desses, 46% eram teóricos, 50% empíricos e 4% revisão da literatura. As principais linhas de pesquisa sobre a parentalidade localizadas nas produções foram a Parentalidade na transição de vida (f=10), a Relação de gênero na parentalidade (f=7), a Parentalidade em contextos adversos (f=7), a Parentalidade na adoção (f=5) e a Parentalidade homoafetiva (f=3). Dois dos principais resultados foram a polissemia no conceito de parentalidade e a confusão conceitual entre parentalidade e paternidade. Concluiu-se que o estudo da parentalidade é ainda recente no Brasil, por isso são necessárias mais pesquisas para ampliar sua compreensão, as quais devem incluir outras fases do desenvolvimento além da vida adulta, além de aspectos do desenvolvimento normativo.

This research conducted a review of national literature related to parenting in Psychology. A search of the SciELO, and PePSIC INDEXPSI was made​​, obtaining 32 items. Among them, 46% were on theoretical and 50% on empirical issues and 4% were on the revision of literature . The most important areas of research on parenting have been the topics Parenting within Life Transition (f=10), Gender Relations within Parenting (f=7), Parenting under Adverse Conditions (f=7), Parenting within Adoption (f=5), and Homo-affective Parenting (f=3). One major result was the concept of polysemy in parenting and conceptual confusion between parenting and fatherhood. It has to be concluded that the study of parenting is still recent in Brazil, which requires further research to broaden their understanding and to include other phases of development beyond adult life as well as aspects of normative development.

Esta investigación realizó una revisión de la literatura nacional relacionada a la parentalidad en la Psicología. Se hizo una búsqueda en las bases SciELO, PePSIC e IndexPsi, en las cuales se obtuvieron 32 artículos. Entre estos, el 46% eran teóricos, 50% empíricos y 4% eran sobre revisión de literatura. Las principales líneas de investigación sobre la parentalidad encontradas fueron la Parentalidad en la transición de vida (f=10), la Relación de género en la Parentalidad (f=7), la Parentalidad en contextos adversos (f=7), la Parentalidad en la adopción (f=5) y la Parentalidad homoafectiva (f=3). Dos aspectos que llaman la atención fueran la polisemia en el concepto de parentalidad y la confusión conceptual entre parentalidad y paternidad. Se concluyó que el estudio de la parentalidad aún es reciente en Brasil, lo cual demanda más investigaciones para ampliar su comprensión, incluyendo otras fases del desarrollo, además de la vida adulta así como aspectos del desarrollo normativo.

Modernidade anômala e pré-escola: análise de uma relação pedagógica e sua repercussão na ontogênese da consciência infantil / Anomalous modernity and preschool education: analysis of a pedagogical relationship and its effects on ontogenesis of child consciousness / Modernidad anómala y preescola: análisis de una relación pedagógica y sus efectos en la ontogénesis de la conciencia infantil

Relata-se, neste artigo, pesquisa em uma escola pública de educação infantil localizada no interior de São Paulo. A partir de um referencial teórico histórico-cultural, os principais conceitos utilizados foram consciência, significado (significação), sentido, posição interna, atividade e jogo protagonizado. À guisa de métodos, realizaram-se: uma entrevista, observação participante, análise das atividades escolares e seus produtos, e três situações experimentais. Os resultados apontam a ontogênese de consciências caracterizadas pela submissão e individualismo, produtoras de sentidos nos quais se evidenciava a constituição de uma hierarquia social clientelista, na qual público e privado se sobrepunham. Esses aspectos foram mote para análise da inserção da escola pesquisada na história e presente da educação infantil - parte de uma sociedade compreensível por meio do conceito de "modernidade anômala", elaborado pelo sociólogo José de Souza Martins.

This article reports research in a public school kindergarten located in the state of São Paulo. In a cultural-historical theoretical framework, the main concepts employed were consciousness, meaning, sense, internal position, activity and role-playing. Methods: interview, participant observation, analysis of school activities and their products, and three experimental situations. The results indicate the development of consciousnesses characterized by submission and individualism, producers of senses in which there was evidence of the formation of an unjust social hierarchy, in which public and private overlap. These aspects were tone for the analysis of school's insertion in the history of Brazilian early childhood education - part of a society which we strive for understanding through the concept of "modernity anomalous" prepared by the sociologist José de Souza Martins.

En este artículo se reporta investigación en un jardín de infancia público, ubicado en ciudad del interior del Estado de São Paulo. A partir de un marco teórico histórico-cultural, los principales conceptos utilizados fueron conciencia, significado, posición interna, actividad y juego protagonizado. En la metodología, se efectuaron: entrevista, observación participante, análisis de las actividades escolares y de sus productos y tres situaciones experimentales. Los resultados indican el desarrollo de conciencias caracterizadas por sumisión y individualismo. En la producción de sentidos para las actividades se evidenciaba la formación de una jerarquía social clientelista, con superposición de aspectos públicos y privados. Estos aspectos fueron tema para comprensión de la escuela en el conjunto de la educación de la infancia en el Brasil - sociedad entendida a través del concepto de "modernidad anómala", elaborado por el sociólogo José de Souza Martins.

A diversidade em sala de aula e a relação professor-aluno / Diversity in the classroom and the teacher-student relationship

O presente estudo teve como objetivo identificar as percepções de professores quanto à relação professor-aluno, a partir da aplicação da Escala de Relacionamento Professor-Aluno, versão reduzida e traduzida da Student-Teacher Relationship Scale, relacionando seus domínios a características dos discentes, no que tange às variáveis necessidade educacional especial, sexo, cor/raça, série e idade. Na pesquisa, 21 professoras regentes de seis escolas públicas da cidade de Juiz de Fora, no estado de Minas Gerais, avaliaram a relação que mantêm com todos os discentes de suas turmas, perfazendo um total de 495 escalas referentes a estudantes de salas-alvo, do primeiro ao quinto ano do Ensino Fundamental. Constatou-se que a relação professor-aluno é mais conflituosa e menos positiva quando se trata de discentes do sexo masculino e com necessidade educacional especial. Observou-se uma relação mais positiva com estudantes nos anos iniciais de escolarização, e mais negativa quanto mais velho fosse o aluno. Estudos adicionais são recomendados.

This study aimed to identify teachers' perceptions of the teacher-student relationship, based on the application of an abridged, translated version of the Student-Teacher Relationship Scale, linking their factors to the characteristics of students in respect of the following variables: special educational needs, gender, color / race, grade and age range. Regents teachers (n=21) from six public schools in the city of Juiz de Fora (Brazil) evaluated the relationship they have with all students in their classes, amounting to a total of 495 scales related to students in the 21 rooms targeted, in the first to fifth years of elementary school. It was found that the teacher-student relationship is more confrontational and less positive when it comes to male students and those with special educational needs. There is a more positive relationship with students in the early years of school, which becomes more negative the older the student becomes. Additional research is recommended.

A arte de envelhecer: um estudo exploratório sobre a história de vida e o envelhecimento / The art of aging: an exploratory study on life history and aging / El arte de envejecer: un estudio exploratorio sobre la historia de vida y el envejecimiento

O presente estudo objetivou, a partir da teoria epigenética do ciclo de vida e da perspectiva do desenvolvimento ao longo da vida, (1) conhecer aspectos do envelhecimento à luz da história de vida de oito idosos, (2) investigar o modo como estratégias de seleção, otimização e compensação e envolvimento vital se manifestam e (3) explorar contribuições da geratividade e da participação social no processo de envelhecer de oito idosos. Os idosos participaram de entrevista semiestruturada. A análise dos dados revela que fatores como participação social, geratividade e relacionamento com filhos e netos influenciam a construção de um envelhecimento bem-sucedido. Por outro lado, fatores como estagnação e ausência de envolvimento social parecem contribuir para o aparecimento de sintomas psicopatológicos....(AU)

The present study, based on the life cycle epigenetic model and lifespan psychology, was designed to (1) understand aspects of the aging process from eight elders’ life stories, (2) investigate the way selective optimization with compensation strategies and vital involvement aspects appear in old age as well as (3) the contributions of generativity and social participation to the aging process. The subjects participated in a semi-structured interview. A qualitative analysis of the data pointed out the influence of several factors on the construction of a successful aging such as generativity, social participation and relationship with their children and grandchildren. Factors such as stagnation and lack of social involvement seem to contribute to the development of psychopathology symptoms....(AU)

El presente estudio objetivó, a partir de la teoría epigenética del ciclo de vida y de la perspectiva del desarrollo a lo largo de la vida, (1) conocer aspectos del envejecimiento a la luz de la historia de vida de ocho personas de edad, (2) investigar el modo como estrategias de selección, optimización y compensación e involucración vital se manifiestan y (3) explotar contribuciones de la generatividad y de la participación social en el proceso de envejecer de ocho personas de edad. Estas personas de edad participaron de entrevistas semi-estructuradas. El análisis de los datos revela que factores como participación social, generatividad y relacionamiento con hijos y nietos influencian la construcción de un envejecimiento bien llevado. Por otro lado, factores como estancamiento y ausencia de envolvimiento social parecen contribuir para el aparecimiento de síntomas psicopatológicos....(AU)

Effect of improvement of pre-school education through anganwadi center on intelligence and development quotient of children.

Objective. To find usefulness of a package of interventions to improve preschool education through Anganwadi centers on psychosocial development of children. Methods. A case-control study was undertaken to evaluate an intervention. Eight Anganwadi centers were selected using simple random sampling out of sixteen Anganwadi centers in Talegaon PHC area where intervention was done. Ten children in age group of 4-6 years were selected randomly from each of the eight Anganwadi center in intervention arm. For each child from intervention arm, one agematched child was selected from the matched Anganwadi center. For each subject, Intelligence Quotient and Development Quotient were assessed. Results. Mean Development Quotient (DQ) and Intelligence Quotient (IQ) values were higher among children in intervention Anganwadi centers (16.2 points for DQ and 10.2 points for IQ). This difference was found statistically significant (p = <0.01). Mean DQ among boys was found 10.1 points higher than that among the girls in control arm, this was statistically significant. According to multivariate linear regression model, the determinants of DQ were: intervention; age of the child; education of mother; sex of child; and PEM grade and the determinants for IQ were: intervention; age of the child; and income. Conclusions. This study shows that intervention to improve the Early Childhood Education and Development component through Anganwadi centers results in improvement in Developmental and Intelligence Quotient of children.

Fatores influentes no desenvolvimento do potencial criativo / Factors that influence the development of creative potential

Estudo teórico que aborda alguns importantes fatores influentes no desenvolvimento do potencial criativo do ser humano (família, escola, ambiente de trabalho, contexto sociocultural e saúde do indivíduo), segundo as teorias sistêmicas da criatividade. As experiências familiares são fundamentais para a formação da pessoa, a constituição de valores, crenças, sentido crítico e criatividade. A escola é onde se passa grande parte da vida e, portanto, ideal para o desenvolvimento do potencial criativo, por meio de professores criativos que, valendo-se da criatividade, podem tornar suas aulas prazerosas e estimuladoras. As organizações, por sua vez, requerem indivíduos criativos, até por questão de sobrevivência no mercado. A criatividade também é influenciada pela cultura, dependendo da situação, das pessoas e de seus elementos constituintes. A saúde é vista como um processo de funcionamento integral de todo o ser, que aumenta e otimiza seus recursos, entre eles, a criatividade.

The article is a theoretical study that aims to provide an overview of the main influential factors in the development of creative potential in human beings (family, school, work environment, the socio-cultural context and health, according to systemic theories concerning creativity. Family experiences are essential for the formation of an individual, his values, beliefs, critical sense and creativity. People spend much of their lives in school, making it the perfect place for the development of creative potential through creative teachers who, when working with creativity, can make their lessons pleasant and stimulating. Organizations, in turn, require creative individuals, even as a matter of survival in the market. Creativity is also influenced by culture, depending on the situation, the people and its constituents. Health is seen as a process of the whole operation of the entire being, that enhances and optimizes his resources, including creativity.

Relationship between attachment to pets and psychosocial development in children / 中国心理卫生杂志

Objective: To investigate the relationship between attachment to pets and psychosecial develop-ment of children. Methods: Totally 147 children pet owners from grade 3 to grade 5 were selected from 11 primary schools in Beijing. They were asked to complete the Lexington Attachment to Pets Scale, Self Description Question-naire, Children's Loneliness Scale, and 2 dimensions of Children Social-life Adjustment Scale. Results: Attach-ment to pets was positively correlated with self-concept, pro-social orientation and living ability of daily life (r=0.47, 0.42, 0.34, Ps < 0.001), and negatively correlated with loneliness (r=-0.28, P <0.01) . Even the variables including study performance, interrelationship and socioeconomic status of family were taken as covari-ares, the higher attach group was better than lower attach group in self-concept, pro-social orientation, living abili-ty of daily life [(163.81±17.81)vs.(138.36±27.71), (46.19±4.25)vs.(40.64±6.93), (39.05±4.17)vs.(33.77±6.51); Ps<0.001] and loneliness [(28.53±11.08)vs.(34.79±10.96); P <0.01].Conclusion: There is apparent relationship between pet attachment and psychosocial development in children.

De columbine à virgínia tech: reflexões com base empírica sobre um fenômeno em expansão / From columbine to virgínia tech: empirical based reflections about an expanding phenomenon

O fenômeno conhecido como school shooting vem chamando a atenção do mundo, principalmente após a tragédia na Columbine High School, na cidade de Littleton, Colorado, nos Estados Unidos, em 1999. Posteriormente, em abril de 2007, o estudante Cho Seung-Hui protagonizou um massacre de proporções ainda maiores ao atirar contra estudantes do Virginia Polytechnic Institute and State University, matando 32 pessoas e se suicidando ao final. O presente artigo reflete sobre o fenômeno chamando a atenção para a sua expansão pelo mundo e traz uma reflexão, baseada em dados empíricos, sobre o desenvolvimento dos protagonistas dos massacres em seus contextos sociais, incluindo o ambiente familiar, a mídia e interações entre colegas nas escolas e universidades.

School shooting phenomenon has attracted attention throughout the world, especially after the Columbine massacre in April, 1999. In that event, 12 people died and about 30 were hurt. Some years later, in April 2007, Cho Seung-Hui carried out an even more impressive deed, shooting and killing 32 people at Virginia Polytechnic Institute and State University, USA. This article presents school shooting as a growing phenomenon that may happen anywhere and not just in the United States. A reflection based on empirical research is presented focusing the development of school shooters in their social contexts, including home environment, media influence, and inter-students interactions in High Schools and universities.

Considerações a respeito da ansiedade em jovens atletas a partir dos estágios psicossociais do desenvolvimento / Considerations about the anxiety in young athletes from stages of psychosocial development

Esta revisão bibliográfica tem como objetivo considerar o processo de estruturação da ansiedade dentro da teoria de Desenvolvimento Psicossocial de Erik Erikson e discutir a questão da limitação dos estudos de ansiedade no esporte. Desse modo, parte-se do entendimento de que os mecanismos de ansiedade no contexto esportivo podem influenciar no desempenho dos atletas e que, portanto, uma metodologia de intervenção diante desse fenômeno precisa ser feita. Assim, é discutida a necessidade de um sistema de estruturação de treinamento psicológico para que os atletas possam atuar com mais equilíbrio e lidar com situações de estresse no contexto do esporte competitivo.

This review aims to consider the process of structuring the anxiety within the theory of Psychosocial Development Erik Erikson and discuss the issue of limitation of the studies of anxiety in sports. Thus, it is understood that the mechanisms of anxiety in the sporting context can influence the performance of athletes and therefore a methodology for action ahead of this phenomenon needs to be done. Thus, it discussed the need for a system of structuring of psychological training so that athletes can act with greater balance and deal with stress in the context of competitive sports.

Emotional and Psychosocial Development in Siblings of Children with Cerebral Palsy

OBJECTIVE: To investigate the psychological development such as emotional and social aspects of typically developing siblings of children with cerebral palsy. METHOD: Eighteen siblings of children with cerebral palsy aged 5 to 12 years and their mothers were included and the interview and psychological assessment were administered by developmental psychologist. All children were asked to complete the Children's Depression Inventory (CDI), State- Trait Anxiety Inventory (STAI), Piers-Harris Children's Self- Concept Scale, Korea Child Behavior Checklist and Korean Educational Developmental Institute-Wechsler Intelligence Scale for Children (KEDI-WISC). All participating mother were asked to complete Minnesota Multiphasic Personality Inventory (MMPI), Beck's Depression Inventory (BDI). For control group, eighteen children with healthy sibling and their mothers were enrolled. RESULTS: Siblings of children with cerebral palsy showed higher mean score of CDI and STAI. And there were no differences in the CDI and STAI according to frequency of treatment, duration of treatment of children with cerebral palsy. There were no significant difference in Piers-Harris children's Self-Concept Scale and Korea Child Behavior Checklist between study group and control group. More than half of mothers of children with cerebral palsy showed depression in BDI and higher score of psychopathic Deviate and psychasthenia in MMPI. Children of mothers with depression in BDI showed higher mean score of CDI and STAI. CONCLUSION: It is necessary to consider extended service to promote psychosocial well-being of children with cerebral palsy and siblings in community-based service organizations.

Estudo pessoa-processo-contexto da qualidade das interações entre mãe-adolescente e seu bebê / A person-process-context study of the quality of interactions between the teenage mother and her baby

OBJETIVO: entender os mecanismos de transmissão das dificuldades psicossociais, diante dos processos de interação entre a mãe-adolescente e filho. A hipótese é que a qualidade das trocas mãe-filho depende de fatores de riscos associados às características da mãe e características da criança. MÉTODO: OBSERvação direta da qualidade das trocas entre 97 adolescentes primíparas e filhos, de 4 meses de idade. As adolescentes estavam na faixa de 13-18 anos na 26ª semana de gravideze. As gestantes completaram questionários relativos à preparação à maternidade e história de abusos emocional. RESULTADOS: a falta de conhecimentos sobre o desenvolvimento e a natureza dos cuidados dispensados à criança está associada a trocas maternas insensíveis com a criança aos 4 meses. Observou-se um efeito de interação entre as características da mãe (conhecimentos da maternidade e abuso sexual antes do seu nascimento) e o sexo do bebê. CONCLUSÃO: Estes efeitos de interação entre as características da mãe e de seu filho podem favorecer o ciclo de reciprocidade negativa que, com o tempo, interfere cada vez mais em relações interpessoais harmoniosas, mais freqüentemente observado quando os parceiros são reativos perante a adversidade, os quais estão em menor condições de pacificar as trocas.

OBJECTIVE: To understand the transmission mechanisms of psychosocial difficulties prompted by teenage mother and baby interactions. The hypothesis is that the quality of the mother-child exchanges relies on linked with the characteristics of the mother, such as being abused and poor preparation for motherhood, as well as the characteristics of the child. METHOD: Direct observation of the quality of exchanges between 97 primipara adolescents and their four month old babies. The teens were 13-18 years old, in the 26th week of pregnancy, from four homes run by the Youth Center in Montréal and Rosalie-Jetté School. They completed questionnaires on their preparation for motherhood and histories of emotional abuse. RESULTS: The lack of knowledge (during pregnancy) on the development and types of care needed by babies is linked with insensitive maternal exchanges with the four month old child. An interactive effect was seen between the characteristics of the mother and baby. CONCLUSION: The interaction between the characteristics of the mother and her baby may trigger a negative feedback cycle that will hamper harmonious interpersonal relationships to an increasing extent over time, noted most frequently when the partners react to adversity, being less able to soothe the exchanges.

Early Intervention on Psychosocial Development of Children in Single Child Family / 中国心理卫生杂志

Objective: To study the effect of early intervention on psychosocial development of children in single child family. Method:30 babies were enrolled as intervention group from they were fetus. Another 37 were enrolled as control group. The former received intervention under the Guide of Different Stages from 0 to 6 years old. Achenbach Children Behavior Checklist (CBCL) and Binet Intelligent Test were used to assess the results.Results:The rate of behavior group was 6.7%, significantly lower than that of the control group (13.5%) and Chinese norm (14.2%). The average IQ of the intervention group was significantly higher than control. But there was no significant difference in Social Adaptability between the two groups. Conclusion:Early education and intervention can improve psychosocial development children in single child family.