Effects of Multidisciplinary Health Promotion Program Among Children in Community Childcare Center.

In this study, the effects of a 12-month multidisciplinary education program on the health status, dietary quality, and eating habits of children and adolescents attending community childcare centers were investigated. A total of 88 participants aged 7 to 17 years from 7 community childcare centers in Gyeonggi-do were enrolled. The intervention consisted of 12 multidisciplinary education sessions covering topics such as nutrition, exercise, and psychological education. All participants received the same education, and the effectiveness of the program was evaluated by categorizing them into a high participation group (HPG) and a low participation group (LPG) based on their participation rates. After intervention, in physical activities, moderate-intensity exercise was significantly reduced in the LPG, and there was no significant difference in psychological parameters. However, notable differences were observed in nutritional data. After intervention, intakes of calorie, carbohydrate, protein, and fat were significantly increased in both groups, and in particular, the change was found to be greater in HPG. Additionally, dietary fiber intake compared to the 2015 Korean Dietary Reference Intakes was increased in both groups. Daily food intake also increased dietary fiber intake in HPG, and meat and fruit intake was increased in LPG. In the nutrition quotient, there was a significant difference in HPG's pre- and post-scores in the diversity category, and in nutrient adequacy ratio (NAR), the NAR of phosphorus was increased in both groups. The findings of this study suggest that multidisciplinary education implemented at community childcare centers primarily enhanced nutrition-related factors rather than physical activity or psychological aspects. Trial Registration: Clinical Research Information Service Identifier: KCT0002718.

Does clinical training improve mentalization skills in future therapists? A comparison of first and last year students of clinical psychology and of engineering.

Objective: Mentalization has been suggested as a therapist skill that might be important for therapeutic success. The aim of this study was to explore whether the mentalization capacity of students of clinical psychology differs from other students, and whether last-year students differ from first-year students. Method: A total of 297 students participated in this study, recruited from first and last years of psychology and engineering study programs. All participants filled out the MentS, a self-report measure of mentalization capacity. Results: No significant differences were found in self-reported mentalization capacity between first and last year students of clinical psychology. The results did however show that first year students of psychology had significantly higher self-reported mentalization skills compared to students of engineering, and higher MentS-scores were associated with gender (female) and higher age. Conclusion: The finding that students of clinical psychology rate themselves as having a higher capacity to mentalize compared to students of engineering might suggest that individuals with a higher capacity to mentalize are more likely to engage in clinical psychology and become therapists. However, the lack of significant difference in self-reported mentalization capacity in last year students of clinical psychology compared to first year students might indicate that the Norwegian education in clinical psychology does not succeed in enhancing mentalization in future therapists. Clinical psychology study programs might benefit from targeted mentalization training.

Análise da estrutura disponibilizada ao ensino de avaliação psicológica / Analysis of the structure provided for teaching psychological assessment / Análisis de la estructura proporcionada para la enseñanza de la evaluación psicológica

O objetivo do presente estudo foi analisar as condições estruturais disponibilizadas para o ensino das disciplinas de Avaliação Psicológica nos cursos de Psicologia das Instituições de Ensino Superior (IES) do Ceará. Obteve-se autorização de oito instituições para realizar a pesquisa e, tendo como base um roteiro de observação, foram analisados aspectos de material e equipamento, infraestrutura e Serviço de Psicologia. Os principais resultados indicaram que as instituições possuíam uma variedade mínima de 20 testes psicológicos, os alunos assinavam um termo para alugar os testes e as IES desenvolviam atividades para a comunidade. Entretanto, também foi observado a inexistência da testagem informatizada, poucas instituições contavam com testotecas e os funcionários responsáveis pelo serviço e material da avaliação psicológica, em sua maioria, não eram formados em Psicologia. Pode-se concluir que o panorama das instituições cearenses observadas é promissor, mas deve-se continuar em busca de melhorias

The aim of the present study was to analyze the structural conditions made available for the teaching of Psychological Assessment disciplines in the Psychology courses of Higher Education Institutions in Ceará. Authorization was obtained from eight institutions to carry out the research and, based on an observation script, were analyzed aspects of material and equipment, infrastructure and Psychology Service. The main results indicated that the institutions had a minimum range of 20 psychological tests, students signed a term to rent the tests and the institutions developed activities for the community. However, it was also observed that there was no computerized testing, few institutions had "testotecas" and the employees responsible for the service and psychological assessment material were mostly not graduate in Psychology. It can be concluded that the scenario of the institutions in Ceará observed is promising, but one must continue to seek improvements

El objetivo del presente estudio fue analizar las condiciones estructurales disponibles para la enseñanza de asignaturas de Evaluación Psicológica en los cursos de Psicología de las Instituciones de Educación Superior en Ceará. Se obtuvo autorización de ocho instituciones para llevar a cabo la investigación y, en base a un guion de observación, se analizaron aspectos de material y equipo, infraestructura y Servicio de Psicologia. Los principales resultados indicaron que las instituciones tenían un rango mínimo de 20 tests psicológicos, los estudiantes firmaron un plazo para alquilar el tests y las IES desarrollaron actividades para la comunidad. Sin embargo, también se observó que no había tests computarizados, pocas instituciones tenían "testotecas" y los empleados responsables del servicio y el material de evaluación psicológica en su mayoría no estaban graduado en psicología. Se puede concluir que el escenario de las instituciones observadas en Ceará es prometedor, pero hay que seguir buscando mejoras

Assessing the need for pre-mental health competencies in undergraduate education: insights from graduate faculty surveys.

Introduction: Despite the value of clinical competencies for masters- and doctoral-level practitioners as well as the tremendous variability in preparedness for graduate school and at graduation from graduate school, there are no competency standards for students pursuing mental healthcare careers prior to graduate study. This study aimed to identify potential pre-mental health competency standards for undergraduates pursuing mental healthcare careers. Methods: Faculty at masters and doctoral programs in a range of mental healthcare fields were asked to rate their expectations of entry-level competence and the perceived entry-level competence of their first-year, bachelor-level graduate students on 42 sub-competencies derived from the APA's Competency Benchmarks in Professional Psychology. Results: Faculty of both masters (N = 320) and doctoral (N = 220) programs reported high expectations of first-year graduate students for 11 competency categories (professional values/attitudes; relationships; management-administration; interdisciplinary systems; individual/cultural diversity; advocacy; scientific knowledge and methods; reflective practice, self-assessment, and self-care; ethical standards and policy; supervision, and research/evaluation) and 25 sub-competencies. Faculty in masters programs rated students as not meeting their expectations in 28 sub-competencies, while faculty in doctoral programs rated students as not meeting their expectations in 17 sub-competencies. Faculty recommended internships as well as improvement in writing, counseling skills, professional behavior, diversity, equity, and inclusion, cultural competence and humility, research methods, reading research, connecting research to practice, and education about the different mental healthcare professions. Discussion: Our findings suggest that students would benefit from intentional training in multiple pre-mental health competency areas at the undergraduate level to facilitate graduate-level training in mental healthcare and to better prepare our future clinicians.

Global research hotspots and trends in non-surgical treatment of adolescent idiopathic scoliosis over the past three decades: a bibliometric and visualization study.

Background: In recent years, research on the non-surgical treatment of AIS has been increasingly conducted. To the best of our knowledge, this field doesn't yet have a comprehensive and structured pulse combing analysis. In order to provide inspiration and resources for subsequent researchers, we thus reviewed the literature studies on the non-surgical treatment of AIS from the previous thirty years and highlighted the hotspots and frontiers of research in this field. Methods: Main using Citespace 6.1 software, the data from the core dataset of the WOS database pertaining to the non-surgical management of AIS from 1990 to 2022 was gathered, displayed, and analyzed. Results: 839 papers in all were included in the literature. With 215 papers, the USA came in first place. Chinese Univ Hong Kong ranked first with 32 papers. Research hotspots are adolescent idiopathic spondylitis, Schroth-based physiotherapy-specific exercise efficacy, curve development, Cobb angle, TLSO brace-based clinical efficacy, quality of life, reliability, health-related quality of life questionnaires, finite element biomechanical models, follow-up, and clinical guidelines. Conclusion: There aren't many studies that compare the clinical effectiveness of various non-surgical treatments, and because of variations in inclusion eligibility standards and outcome measures, these studies cannot be directly compared. In addition, the inconsistency of existing growth potential and progression risk assessment systems further affects comparative studies of clinical efficacy; it is recommended to establish primary assessment indicators centered on patient treatment outcomes (including appearance, disability, pain, and quality of life), as well as standardized scoliosis progression risk assessment criteria.

Evaluation of an Augmented Reality Application for Learning Neuroanatomy in Psychology.

Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose.

Dispositional intelligence of the Five-Factor Model as a learning outcome in an undergraduate personality course.

This pedagogical prime aimed to examine whether undergraduate education in personality psychology was associated with increases in dispositional intelligence, a key variable underlying social skills. The sample consisted of students enrolled in a small Introduction to Personality college course who completed a summative performance-based assessment of their conceptual reasoning that required a complex application of their understanding of personality. On the first day of class, the students completed a dispositional intelligence scale, demonstrating their pre-course understanding of how personal adjectives (e.g., insecure) correspond to particular personality dispositions (e.g., neuroticism). They took the same scale again on the last day of class to assess if learning about the Five-Factor Model (FFM) during the class was associated with increased dispositional intelligence scores. Results from this longitudinal study revealed that participants had an increase in dispositional intelligence from the first to last day of class (d = 0.89, p = .001), especially when perceiving the dispositions of openness (d=.59, p=.04) and agreeableness (d=.69, p=.019). In conclusion, a college personality course emphasizing the Five-Factor Model was associated with increases in a measure of personality understanding.

Intervenções em territórios apartados: o que a psicologia tem a ver com isso? / Interventions in separate territories: what does psychology have to do with it? / Intervenciones en territorios apartados: ¿qué tiene que ver la psicología con esto?

RESUMO "Estourar a bolha social" é uma expressão utilizada por estudantes de psicologia para indicar sentimentos de perplexidade e indignação frente à violação de direitos sociais de usuários atendidos em três diferentes espaços de formação acadêmica. Esta expressão explicita o véu de proteção que impede o sujeito de enxergar para além de seu lugar de classe social e conforto socioeconômico. A proposta deste artigo é apresentar experiências que expõem os estudantes ao sofrimento disparado em situações de desigualdades econômicas: a supervisão que problematiza a responsabilidade ética; a intervenção realizada com moradores que foram removidos de suas casas em violentas ações de reintegração de posse; a articulação entre o agir profissional e a produção de narrativas de histórias de vida. Nestas propostas descobre-se o valor da escuta na formação tensionando discursos de saber-poder, por vezes aprisionantes e, por vezes, capazes de dar visibilidade a histórias de vida frequentemente esquecidas.

ABSTRACT "Burst the social bubble" is an expression used by psychology students to indicate feelings of perplexity and indignation regarding the violation of social rights of users in three different spaces of academic formation. This expression makes explicit the veil of protection that prevents the subject from seeing beyond their place of social class and socioeconomic comfort. The purpose of this article is to present experiences that expose students to sociopolitical suffering triggered in situations of economic inequality: supervision that problematizes ethical responsibility; the intervention carried out with residents who were removed from their homes in violent repossession actions; the articulation between professional acting and the production of life story narratives. In these proposals we discover the value of listening in training by tensioning discourses of knowledge, sometimes imprisoning and sometimes capable of giving visibility to life stories that are often forgotten.

RESUMEN "Estallar la burbuja social" es una expresión utilizada por estudiantes de psicología para indicar sentimientos de perplejidad e indignación hacia a la violación de derechos sociales de usuarios atendidos en espacios de formación académica. Esta expresión evidencia el velo que impide que el sujeto vea más allá de su clase social y confort socioeconómico. Este artículo pretende presentar experiencias que expongan a los estudiantes el sufrimiento sociopolítico desencadenado en situaciones de desigualdad económica: supervisión que problematiza la responsabilidad ética; la intervención llevada a cabo con residentes que fueron retirados de sus hogares en acciones violentas de recuperación; la articulación entre actuación profesional y producción de narraciones de historias de vida. En estas propuestas descubrimos el valor de escuchar en la formación al tensar el discurso de saber-poder, a veces opresor y otras siendo capaces de dar visibilidad a las historias de vida que a menudo se olvidan.

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting.

In the context of the 2016 Peace Agreement signed between the Colombian government and the FARC-EP (Fuerzas Armadas Revolucionarias de Colombia-Ejército del Pueblo), several challenges for society and academia have emerged: (1) overcoming the gap between the rural and urban settings, which has been one of the roots of the Colombian armed conflict, and (2) training psychologists and transforming traditional educational practices, which have not been designed to fulfill community needs in a post-conflict setting. One of the strategies from academia to overcome these difficulties is to create alliances with rural communities where students learn key competences to foster a horizontal approach while actively working with the community. In the region of Caquetá, Colombia, two Territorial Spaces for Training and Reincorporation (ETCR) were created in order to provide a space for former guerrilla members' reintegration to civil society. In the ETCR Héctor Ramírez, 27 students and two faculty participated in a service-learning project (2 weeks in December 2018 and two in June 2019) where they engaged in local daily practices and social projects based on the community's prioritized needs. The aim of this study was to analyze the learning process of undergraduate psychology students in this community psychology service-learning project in the context of peacebuilding in Colombia. This study is grounded in a Participatory Action Research (PAR) approach and data collected include reflective narratives and video diaries by students before and during the course, and two focus groups after the experience. Findings suggest that students who participated in the experience are in the process of developing cultural humility, through affective understandings and the consolidation of communities of practice that include the former guerrilla members and their knowledges. Preparing psychologists to lead peacebuilding and reconciliation processes is of importance to the field because the professional competencies gained in this context surpass the professional practice as they become part of the students' abilities as citizens. The social impact is twofold: the students learn to create partnerships where purposes are co-constructed and trust-based, while the community takes the lead of their processes creating alliances with an academia that recognizes their knowledge and practices.

Smartphone Application in Postgraduate Clinical Psychology Training: Trainees' Perspectives.

M-learning refers to the learning that takes advantage of mobile technologies. Although research shows enhanced educational outcomes from m-learning in some Asian countries, the generalizability to postgraduate clinical psychology training in Singapore remains unclear. Current professional standards in clinical psychology training emphasize the importance of attainment of clinical competencies in trainees. Although learning theories indicated potential for m-learning to be incorporated into the local clinical psychology curriculum, trainees' perspectives have not been adequately explored on m-learning. The study aimed to address this gap by exploring the use of m-learning via a novel smartphone application in clinical psychology training using mixed-methods design. Eight clinical psychology trainees between the ages of 26 to 43 years old (mean age of 31.75, SD = 5.49) enrolled in a relevant coursework subject were recruited. Participants were randomly allocated to the experimental and control groups. The experimental group accessed the novel application weekly, from week 1 to week 6, and participants in the control group accessed the application after week 6. Participants from both groups completed a brief demographic questionnaire, and the following scales New General Self-Efficacy Scale adapted for Education (NGSES-E) and self-reported scale of learning outcomes (SLO). The qualitative study explored how participants perceived and experienced the novel application. Participants from the experimental group were invited to provide open-ended responses about the novel application. Data were analyzed using thematic analysis. Results from the qualitative analysis yielded four themes of: Convenience, preferred learning style, building confidence, and putting theory into practice. Findings from the qualitative study were consistent with previous studies about advantages of m-learning: That the e-platform was convenient, the learning style was engaging, which helped to build confidence, and facilitate practical learning of skills. The qualitative results were helpful in understanding the users' perspectives and experience of the novel application, indicating that future research in this innovative area is necessary. However, the quantitative outcomes were not significant, limitations would be discussed, and recommendations made for future research.

Análise das Práticas de uma Clínica-Escola de Psicologia: Potências e Desafios Contemporâneos / Analysis of Practices of a Psychology Training-Clinic: Current Potentials and Challenges / Análisis de Las Prácticas de una Clínica-Escuela de Psicología: Potencias y Desafíos Cotemporáneos

Este estudo buscou identificar as potências e os desafios da experiência formativa em uma clínica-escola de Psicologia, investigando como essa instituição atende as demandas da formação dos alunos no contexto contemporâneo. Realizou-se um estudo de caso na clínicaescola da PUC Minas. Os procedimentos metodológicos contemplaram uma triangulação de métodos, envolvendo as seguintes estratégias: pesquisa documental, observação participante, questionários e entrevistas. As contribuições de Michel Foucault inspiraram o processo de produção e análise dos dados. Os resultados mostraram que, embora a clínica estudada seja um espaço de aprendizado potente e privilegiado para se atender às demandas formativas atuais ­ por competências, plurais, éticas, que articulam teoria-prática e ensino-pesquisa-extensão ­, muitos desafios perpassam em seu cotidiano, dificultando operacionalizações. Na instituição em questão ainda existem dificuldades para se superar um enfoque conteudista, a busca por especializações precoces e a baixa conexão entre teoria e prática, o que inibe articulações mais precisas e práticas menos fragmentadas. A maioria dos entrevistados apontou como desafio a falta de uma articulação mais bem estruturada, efetiva e continuada extramuros, com a rede de saúde pública, e intramuros, com os demais serviços da Universidade. Conclui-se que a clínica-escola é muito bem-vista e avaliada, mas seu cotidiano evidencia controvérsias diversas, o que indica a necessidade de que suas práticas sejam repensadas, principalmente devido às novas configurações sociais....(AU)

This study aimed to identify the potentials and challenges of the training experience in a psychology training clinic, investigating how this institution meets the demands of students' training in the current context. A case study was carried out at PUC Minas training-clinic. The methodological procedures included a triangulation of methods, involving the following strategies: documentary research, participant observation, surveys and interviews. Michel Foucault's contributions inspired the process of producing and analyzing data. Although the training clinic studied, is a powerful and privileged learning space to face the current training demands ­ for competencies, plural, ethical, that articulate both theory-practice and teaching-researchextension ­ many challenges pervade in its daily activities, and thus make operationalizations difficult. In this institution there are still difficulties in overcoming: the exclusive focus on content, the search for early specializations, and the low connection between theory and practice, and this inhibits more precise articulations and less fragmented practices. Most of the interviewees pointed out the lack of a more structured, effective and continuous articulation outside the walls, with the public health network, and intramural, with the other University services. Finally, the schoolclinic is very well regarded and evaluated, but its daily life evidences diverse controversies, which indicates the need for its practices to be rethought, mainly due to the new social configurations....(AU)

Ese estudio buscó identificar las potencias y los retos de la experiencia formativa en una clínica escuela de psicología, investigando cómo esa institución atiende las demandas de formación de los alumnos en el contexto contemporáneo. Fue realizado un estudio de caso en la clínica-escuela de la universidad PUC Minas. Los procedimientos metodológicos contemplaron una triangulación de métodos, involucrando las siguientes estrategias: investigación documental, observación participante, encuestas y entrevistas. Las contribuciones de Michael Foucault inspiraron el proceso de producción y análisis de datos. Se concluyó que, aunque la clínica-escuela estudiada sea un espacio de aprendizaje de gran alcance y privilegiado para atender a las demandas formativas actuales ­ por competencia, general, plural, ética, que articulan la teoría práctica y la enseñanza-investigación-extensión ­ muchos retos transcurren en su cotidiano, lo que entorpece las operacionalizaciones. En la institución en cuestión, todavía hay dificultades para superar la enseñanza tradicional, la busca por especialización precoz y la poca conexión entre teoría y práctica, lo que inhibe articulaciones más exactas y prácticas menos fragmentadas. La mayoría de los entrevistados indicó como reto la falta de una articulación mejor estructurada, efectiva y continua con, extramuros, la red pública de salud y, intramuros, con los otros servicios de la universidad. Se concluye que la clínica-escuela es muy bien vista y evaluada, pero su cotidiano evidencia controversias diversas, lo que indica la necesidad de que sus prácticas sean repensadas, principalmente debido a las nuevas configuraciones sociales....(AU)

Applying Task Force Recommendations on Integrating Science and Practice in Health Service Psychology Education.

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that incorporates scientific-mindedness, training in research skills, and goes well beyond merely "consuming" research findings. The task force subsequently developed recommendations related to the centrality of science competencies for HSPs and how these competencies extend beyond training in evidence-based practice. This article discusses the findings of the task force and the implications of its recommendations for education and training in HSP. The challenges and opportunities associated with implementing these recommendations in HSP graduate programs are examined.

Análise de ementas de disciplinas de avaliação psicológica: novos tempos, velhas questões / Analysis of psychological assessments disciplines syllabus: new times, old issues / Análisis de planes de estudios de evaluación psicológica: nuevos tiempos, viejas cuestiones

O objetivo desse estudo foi levantar e analisar ementas sobre ensino de avaliação psicológica dos cursos de Psicologia no Brasil. Para tanto, foram acessadas as ementas disponíveis em sites de instituições de ensino cadastradas pelo MEC. Após seleção das ementas, estas foram divididas em unidades de texto e classificadas com base nas Diretrizes para Ensino de Avaliação Psicológica. Como resultados, foram recuperadas 478 ementas provindas de 133 instituições. A distribuição de disciplinas foi do primeiro ao nono semestre, com ênfase no quarto, quinto e sexto. A carga horária é considerada insuficiente dada a quantidade de assuntos básicos a serem tratados. Também há ênfase no ensino tecnicista de testes em detrimento de disciplinas que visam compreensão mais ampla do processo, como o uso de técnicas de avaliação (entrevista, observação, entre outros), elaboração de laudos e psicometria. Muito ainda deve ser modificado para atingir a qualidade mínima na área. (AU)

The aim of this study was to retrieve and analyze the syllabuses of psychological assessment disciplines of Psychology courses in Brazil. For this, the discipline syllabuses available on the websites of educational institutions registered by the MEC were accessed. After selecting the discipline syllabuses, they were divided into units of text and classified based on the Guidelines for Teaching Psychological Evaluation. A total of 478 discipline syllabuses of 133 institutions were retrieved. The disciplines were distributed from the first to the ninth semester, with emphasis on the fourth, fifth and sixth semesters. The workload was considered insufficient given the amount of basic issues to be addressed. There was also emphasis on the teaching of test techniques to the detriment of disciplines directed toward a broader understanding of the process, such as the use of other assessment techniques (interviews and observation, among others), report writing and psychometrics. Much still needs to be modified to achieve the minimum quality in the area. (AU)

El objetivo de esta investigación fue recopilar y analizar planes de estudios relacionados con la enseñanza de evaluación psicológica de los cursos de Psicología en Brasil. Razón por la cual se accedió a los planes de estudios disponibles en los sitios web de instituciones de enseñanza registradas por el Ministerio de Educación de Brasil (MEC). Tras seleccionar los planes de estudios, dichos planes fueron divididos en unidades del texto y clasificados con base en las Directrices para Enseñanza de Evaluación Psicológica. Como resultados, se recuperaron 478 planes de estudios provenientes de 133 instituciones. La distribución de las asignaturas fue del primer al noveno semestre, con énfasis en el cuarto, quinto y sexto semestres. La carga horaria fue considerada insuficiente dada la cantidad de asuntos básicos a tratar. También cabe señalar que hay un énfasis en la enseñanza tecnicista de pruebas en detrimento de asignaturas que buscan comprensión más amplia del proceso, como el uso de técnicas de evaluación (entrevista, observación, entre otros), elaboración de informes y psicometría. En definitiva, se necesita numerosas modificaciones para alcanzar la calidad mínima en el área. (AU)

Relações entre comportamentos inadequados e Habilidades Sociais em alunos dos anos iniciais / The relationship between inappropriate behaviors and social skills in primary school / La relación entre comportamientos inadecuados y habilidades sociales de estudiantes em los primeros años escolares

As Habilidades Sociais (HS) referem-se a diversas classes de comportamentos sociais de um indivíduo. O ingresso das crianças em um ambiente estruturado como a escola traz mudanças tanto para as crianças quanto para os pais, demandando maior competência social da criança. Essa pesquisa objetivou investigar o repertório de HS de alunos dos anos iniciais que emitem mais e menos comportamentos inadequados na percepção de seus professores. Participaram 64 alunos (idade média de 10,2 anos) e dez professoras dos anos iniciais de uma escola pública. Foi utilizado o Sistema Multimídia de Habilidades Sociais de Crianças (SMHSC) e gerados os testes estatísticos Qui-Quadrado, t de Student e Correlação de Pearson e medidas descritivas. Os resultados apontaram que não existiam diferenças significativas entre o escore total de HS dos alunos classificados pelas professoras como os que apresentavam mais comportamentos inadequados e o dos que apresentavam menos comportamentos inadequados, porém, os alunos que apresentam mais comportamentos inadequados mostraram mais dificuldades para solicitar auxílio dos colegas e fazer questionamentos.

The term Social Skills (SS) refers to several social behavior categories present in an individual's repertoire. The entry of children into a structured environment such as a school brings changes for both children and parents, demanding greater social competence on part of the child. This research aimed to investigate the Social Skills repertory of students from the primary school grades of education that displayed more and less inadequate behaviors from their teachers' perspectives. Sixty-four students, with an average age of 10.2 years, and ten female teachers from the elementary grades of a public school participated in this study. The Multimedia System of Social Skills of Children (MSSSC) was used to investigate the SS. Descriptive measures and the tests: Chi-Square, Student's t and Pearson's correlation, were generated. The results showed that there were no significant differences between the total SS score of the students who presented more inadequate behaviors and those who presented fewer inadequate behaviors. However, the students who presented more inadequate behaviors also demonstrated more difficulties in requesting help from their classmates about activities, and in asking questions.

Las Habilidades Sociales (HS) se refieren a los diversos tipos de comportamientos sociales de un individuo. El ingreso de los niños en un ambiente estructurado como lo es la escuela trae consigo cambios, tanto para los niños, como para los padres, demandando mayor competencia social del niño. La presente investigación tuvo como objetivo averiguar el repertorio de Habilidades Sociales de estudiantes de los primeros años escolares que emiten más y menos comportamientos inadecuados según la percepción de sus profesores. Participaron 64 alumnos (edad promedio de 10,2 años) y diez profesoras de una escuela pública. Fue aplicado el Sistema Multimedia de Habilidades Sociales de Niños (SMHSN); y fueron utilizados los test estadísticos Chi-cuadrado, t de Student y Correlación de Pearson, así como análisis de medidas repetidas. Los resultados mostraron que no existen diferencias significativas entre en la puntuación total de HS de los alumnos que presentan más y menos comportamientos inadecuados, sin embargo, los alumnos que presentaron más comportamientos inadecuados también mostraron más dificultades para pedir ayuda de colegas en las actividades y de hacer cuestionamientos.

Culturally Competent Practice: A Mixed Methods Study Among Students, Academics and Alumni of Clinical Psychology Master's Programs in the Netherlands.

This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters' programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master's programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe's multicultural societies.

Discutindo a formação em Psicologia: a atividade de supervisão e suas diversidades / / Discussing the training in Psychology: the activity of supervision and its diversities / Discutiendo la formación en psicología: la actividad de supervisión y sus diversidades

Este estudo discute e explora a supervisão como momento importante da formação profissional em Psicologia. Mediante um ensaio teórico, objetivou-se refletir sobre a atividade de supervisão de estágios e a multiplicidade conceitual do termo, além de explorar aspectos específicos da Psicologia Escolar. A Psicologia Crítica foi adotada como referencial teórico para pensar nos elementos da supervisão analisados. Entram em cena seus aspectos históricos no contexto da formação em Psicologia, a diversidade de sentidos que a palavra supervisão adquire, os modelos teóricos e as áreas prevalentes. Destaca-se a supervisão em Psicologia Escolar e como esta se delineou no Brasil ao longo do tempo. Reconhece-se a potencialidade da supervisão para romper com práticas profissionais centradas em concepções individuais ou médico-clínicas.

This study discusses and explores supervision as an important moment of professional training in Psychology. Through a theoretical essay, the objective was to reflect about the activity of supervising stages and the conceptual multiplicity of the term, besides exploring specific aspects of School Psychology. Critical Psychology was adopted as a theoretical reference to think about the elements of supervision analyzed. Its historical aspects come into play in the context of the formation in Psychology, the diversity of meanings that the word supervision gets, the theoretical models and the prevalent areas. We emphasize supervision in School Psychology and how it has been outlined in Brazil over time. It is recognized the potential of supervision to break with professional practices focused on individual or medical-clinical conceptions.

En este estudio se discute y explora la supervisión como momento importante de la formación profesional en Psicología. Mediante ensayo teórico, se tuvo el objetivo de reflexionar sobre la actividad de supervisión de pasantía y la multiplicidad conceptual del término, además de explorar aspectos específicos de la Psicología Escolar. La Psicología Crítica fue adoptada con referencial teórico para pensar en los elementos de la supervisión analizados. Entran en escena sus aspectos históricos en el contexto de la forma en Psicología, la diversidad de sentidos que la palabra supervisión adquiere, los modelos teóricos y las áreas prevalentes. Se destaca la supervisión en Psicología Escolar y como esta se delineó en Brasil a lo largo del tiempo. Se reconoce la potencialidad de la supervisión para romper con prácticas profesionales centradas en concepciones individuales o médico-clínicas.

Representação social da deficiência intelectual na relação entre psicologia e educação / Social Representations of Intellectual Disability between Psychology and Education / Representación Social de la Discapacidad Intelectual en la Relación entre Psicología y Educación

Os artigos científicos podem ser considerados como documentos que compartilham conhecimentos, divulgando as produções de grupos de pesquisa. Tais produções são atravessadas por discursos, matéria-prima das representações sociais. Deste modo, pode-se considerar a deficiência intelectual tanto como um conceito científico quanto como uma produção discursiva. Tomando como base esta segunda perspectiva, pode-se investigá-la a partir da teoria das representações sociais. Portanto, o presente trabalho tem como objetivo descrever a representação social da deficiência intelectual emergente do conteúdo de artigos publicados em periódicos da psicologia. A coleta de dados iniciou-se com a busca de artigos indexados nas bases de dados hospedadas na Biblioteca Virtual em Saúde (BVS-PSI), utilizando os descritores deficiência intelectual e psicologia, entre os anos de 2005 e 2014. Dos 63 artigos encontrados, 11 foram utilizados por cumprirem os critérios de inclusão definidos. Os artigos selecionados foram analisados a partir dos procedimentos da técnica de associação de ideias. Os resultados descrevem uma representação social composta por uma visão normatizadora dos sujeitos com esta deficiência, influenciada pela supremacia do modelo médico baseado em concepções organicistas, que se apresenta, em especial, nas práticas dos contextos educacionais e laborais. A utilização das concepções sócio-históricas no discurso frente à deficiência intelectual é produzida pelos pesquisadores para criticar a visão normativa de sujeito, o que nos mostra o tensionamento existente entre a prática com os sujeitos com deficiência intelectual e a produção do saber a eles destinada.

Scientific papers are regarded as documents that not only present research data, but also help build new knowledge. Said research data is intertwined by discourses, the raw material of social representations. This paper's focus, intellectual disability, may then be seen both as a scientific concept and as a discursive production. Therefore, intellectual disability can be investigated through the theoretical perspective of social representations. This paper aims to describe the social representation of intellectual disability that emerges from papers published in psychology journals. A qualitative, descriptive and exploratory design was used. Data was collected from papers published between 2005 and 2014 and hosted in Biblioteca Virtual em Saúde (BVS-PSI). The keywords searched were "intellectual disability" and "psychology." A total of 63 papers was found, 11 of which were selected for further analysis by idea association technique. The results present a normative perception of people with disabilities, influenced by an organicist view of disability. These conceptions are expressed in the education and labor contexts. The authors of the papers analyzed use a socio historical theoretical framework to criticize the normative perspective. There is a tension between practice and research in the domains of disability studies.

Los artículos científicos pueden ser considerados documentos que comparten el conocimiento y la producción de grupos de investigación. Estas producciones son travesadas por discursos, la materia prima de las representaciones sociales. Así, se puede considerar la discapacidad intelectual como un concepto científico y una producción discursiva. Base a esta segunda perspectiva, se puede investigar la discapacidad intelectual desde la teoría de las representaciones sociales. Este trabajo objetiva describir la representación social de la discapacidad intelectual surgente de los artículos publicados en revistas científicas de psicología. La recolección de datos se inició con la búsqueda de artículos en las bases de datos alojadas en la Biblioteca Virtual em Saúde (BVS-PSI), utilizando los descriptores discapacidad intelectual y psicología, entre los años 2005 y 2014. Fueron encontrados 63 artículos y utilizados 11 que cumplieran los criterios de inclusión. Los artículos seleccionados fueron analizados desde la técnica de asociación de ideas. Los resultados describen una representación social basada en una visión normativa de las personas con discapacidad, con influencia de concepciones organicistas derivadas del modelo médico, que se presentan, en particular, en las prácticas de los entornos educativos y laborales. Los conceptos sociohistóricos frente la discapacidad intelectual se producen por los investigadores como crítica a la vista normativa de las personas con discapacidad hecho que demuestra una tensión existente entre la práctica con las personas con discapacidad intelectual y la producción de conocimiento dirigido a ellos.

Resultados do ENADE e avaliação da formação em psicologia / Results of the ENADE and an assessment of academic training in psychology / Resultados del ENADE y evaluación de la formación en psicología

O objetivo do estudo foi apresentar uma avaliação da formação em Psicologia a partir de uma análise documental dos resultados do Exame Nacional de Desempenho dos Estudantes nas edições 2006, 2009 e 2012. Os resultados contemplam 57.687 concluintes dos cursos de Psicologia e mostram aumento no percentual de estudantes que participam de atividades de iniciação científica, monitoria e extensão em contraposição a um decréscimo das notas médias no componente geral e, sobretudo, no componente específico das provas (caindo de 52,7 em 2006 para 37,6 em 2012). Chama a atenção o fato de o desempenho dos estudantes, ao longo desses anos, ter caído mais nas instituições de ensino superior públicas do que nas instituições privadas. Esses resultados denunciam muitas fragilidades na formação do psicólogo no Brasil e devem servir de alerta para todos aqueles que atuam no ensino da Psicologia e também para as instituições representativas da categoria. (AU)

The objective of the study was to present an evaluation of Psychology education based on a documentary analysis of National Student Performance Examination (ENADE) results in the 2006, 2009 and 2012 editions. Results include 57,687 Psychology course graduates and show an increase in the percentage of students participating in scientific initiation, monitoring and extension activities, but also a decrease in average scores in the exam's general components and, markedly, on the specific component (falling from 52.7 in 2006 to 37.6 in 2012). It is striking that the performance of students over these years has fallen more in public higher education institutions than in private institutions. These results denounce many weaknesses in Brazilian Psychology education and should serve as an alert for those involved in teaching Psychology, as well as to the institutions representing the category. (AU)

El objetivo del estudio fue presentar una evaluación de la formación en Psicología, a partir de un análisis documental de los resultados del Examen Nacional de Desempeño de los Estudiantes en las ediciones 2006, 2009 y 2012, ENADE. Los resultados contemplan a 57.687 individuos que culminaron los cursos de Psicología y muestran aumento en el porcentaje de estudiantes que participan de actividades de iniciación científica, monitoreo y extensión, en contraposición a una disminución de las notas medias en el componente general y, principalmente en el componente específico de las pruebas (disminuyendo de 52,7 en 2006 para 37,6 en 2012). Llama bastante la atención, el hecho de que el desempeño de los estudiantes a lo largo de esos años, disminuyó más en las instituciones de enseñanza superior pública que en las instituciones privadas. Esos resultados denuncian muchas fragilidades en la formación de psicólogos en Brasil y deben servir de alerta para todos aquellos que actúan en el campo de enseñanza de Psicología como también para las instituciones representativas de la categoría. (AU)

Sistemas psicológicos como epistemología de la psicología: insumos técnicos y bases conceptuales para la formación universitaria / Systems of psychology as epistemology of psychology: technical supplies and conceptual bases for psychology education

Recuperando el marco esbozado en un análisis anterior, el presente trabajo describe una propuesta de enseñanza de sistemas psicológicos a partir de parámetros de análisis meta-teórico y de modelos meta-científicos concretos, con el objeto de resituar los cursos de sistemas psicológicos en la sistematología como parte del subsistema de la epistemología de la psicología. Se describen tres cuestiones centrales para la sistematología en la formación de psicólogos: la importancia del trabajo sobre fuentes primarias a partir de recursos pedagógicos específicos para el desarrollo de competencias y actitudes científicas, la necesidad de disponer de uno (o varios) conjuntos de parámetros fijos para analizar comparativamente los sistemas teóricos, y los problemas, criterios y opciones al momento de contextualizar dicho análisis meta-teórico comparativo en modelos meta-científicos comprehensivos pertenecientes a la filosofía de la ciencia y de la psicología. Se concluye sobre la necesidad de trascender la enseñanza de la sistematología como una enunciación de conceptos de 'grandes autores', y se caracterizan ciertos riesgos y limitaciones de la enseñanza de la sistematología como ejercicio epistemológico de la psicología.

Resuming the framework outlined in a previous analysis, the present work describes a proposal for teaching systems of psychology based on parameters of meta-theoretical analysis and specific meta-scientific models, with the aim of relocating psychological systems' courses in systematology of psychology as a component of the epistemology of psychology. Three central issues for systematology in psychologists' education are described: the importance of working with primary sources through specific pedagogical resources with the aim of developing scientific competences and attitudes, the need to have one (or several) sets of fixed parameters to comparatively analyze theoretical systems, and the problems, criteria and options available when contextualizing such comparative meta-theoretical analysis in comprehensive meta-scientific models which belong to the philosophy of science and of psychology. We conclude on the need to transcend the teaching of systematology as a verbal enunciation of concepts proposed by 'great authors', and on certain risks and limitations regarding the teaching of psychological systems conceived as an epistemological exercise.

Psicologia no ensino médio e psicologia escolar: história, diferenças e perspectivas / Psychology in secondary education and school psychology: history, differences and perspectives / Psicología en la enseñanza secundaria y psicología escolar: historia, diferencias y perspectivas

Este artigo objetiva apresentar uma reflexão relativa ao ensino de Psicologia nas escolas e suas diferenças em relação à Psicologia Escolar. Trata-se de uma revisão da literatura especializada através da consulta de periódicos e teses/dissertações. Procedeu-se a busca bibliográfica nas bases de dados eletrônicas SciELO, PePSIC, Indexpsi, CAPES e BDTD. Assim, constatou-se que: (I) o ensino de Psicologia tem marcado presença na formação das juventudes desde metade do século XIX; (II) a Psicologia no Ensino Médio se refere ao espaço de formação e socialização do conhecimento acumulado pela psicologia; (III) a Psicologia Escolar constitui-se como área de aplicação da Psicologia na escola e (IV) têm se intensificado os debates nos âmbitos institucional e político. Conclui-se que o ensino de Psicologia objetiva a formação social crítica dos jovens, reverberando-se nas barreiras psicológicas que legitimam a barbárie e desqualificam valores e atitudes voltados aos direitos humanos e à cidadania na escola.

This article aims to present a reflection about the psychology of teaching in schools and their differences from the School Psychology. This is a review of the literature through regular consultation and thesis / dissertations. Proceeded to the literature search in electronic databases SciELO, PePSIC, IndexPsi, CAPES and BDTD. Thus, it was found that: (i) the teaching of Psychology has been present in the training of youths from mid-nineteenth century; (II) Psychology in high school refers to the area of training and socialization of knowledge accumulated by psychology; (III) School Psychology was established as the psychology area of application in school and (IV) they have intensified discussions in the institutional and political levels. It follows that the objective of Psychology teaching critical social training of young people is reverberating on the psychological barriers that legitimize barbarism and disqualify values and attitudes focused on human rights and citizenship in school.

Este artículo tiene por objetivo presentar una reflexión relativa a la enseñanza de Psicología en las escuelas y sus diferencias en relación a la Psicología Escolar. Se trata de una revisión da literatura especializada por intermedio de la consulta de periódicos y tesis/disertaciones. Se procedió la búsqueda bibliográfica en las bases de datos electrônicas SciELO, PePSIC, Indexpsi, CAPES y BDTD. Así, se constató que: (I) la enseñanza de Psicología ha marcado presencia en la formación de las juventudes desde la mitad del siglo XIX; (II) la Psicología en la Enseñanza Secundaria se refiere al espacio de formación y socialización del conocimiento acumulado por la psicología; (III) la Psicología Escolar se constituyó como área de aplicación de la Psicología en la escuela y (IV) se tiene intensificado los debates en los ámbitos institucional y político. Se concluye que la enseñanza de Psicología objetiva la formación social crítica de los jóvenes, reverberando-se en las barreras psicológicas que legitiman la barbarie y descalifican valores y actitudes volcados a los derechos humanos y a la ciudadanía en la escuela.