Persistent Food Insecurity and Material Hardships: A Latent Class Analysis of Experiences among Venezuelan Refugees and Migrants in Urban Colombia.

The causes and conditions of displacement often increase the vulnerability of migrant and refugee populations to food insecurity, alongside other material hardships. We aimed to examine the multidimensional aspects and patterns of food insecurity and other material hardships in a cross-sectional sample of 6221 Venezuelan refugees and migrants in urban Colombia using a latent class analysis. Using multinomial and logistic regression models, we investigated the demographic and migratory experiences associated with identified classes and how class membership is associated with multiple health outcomes among Venezuelan refugees and migrants, respectively. Approximately two thirds of the sample was comprised cisgender women, and the participants had a median age of 32 years (IQR: 26-41). Four heterogeneous classes of food insecurity and material hardships emerged: Class 1-low food insecurity and material hardship; Class 2-high food insecurity and material hardship; Class 3-high income hardship with insufficient food intake; and Class 4-income hardship with food affordability challenges. Class 2 reflected the most severe food insecurity and material hardships and had the highest class membership; Venezuelans with an irregular migration status were almost 1.5 times more likely to belong to this class. Food insecurity and material hardship class membership was independently associated with self-rated health, mental health symptoms, and recent violence victimization and marginally associated with infectious disease outcomes (laboratory-confirmed HIV and/or syphilis infection). Social safety nets, social protection, and other interventions that reduce and prevent material hardships and food insecurity among refugees and migrants, alongside the host community, may improve public health, support development, and reduce healthcare costs. In the long term, regularization and social policies for migrants aimed at enhancing refugees' and migrants' social and economic inclusion may contribute to improving food security in this population.

Notas sobre o fazer de uma psicóloga escolar na pandemia / Notas sobre la actuación de un psicólogo escolar en la pandemia / Notes on the work of a school psychologist during the pandemic / Notes sur l'action d'un psychologue scolaire dans la pandémie

Sabemos que o ato de educar é uma prática social discursiva, imergindo a criança na linguagem e a tornando capaz de fazer laço social. Entretanto, o ensino a distância (EAD) impôs-se como realidade atual. Como consequência, as restrições sociais e esse novo modo de estar na escola impactaram a saúde mental de alunos, de pais e de professores, e o psicólogo escolar foi convidado a ajudar na construção de formas possíveis de atravessamento do mal-estar. Este artigo, portanto, propõe reflexões acerca do meu trabalho como psicóloga escolar de orientação psicanalítica. Atuando em uma escola particular, durante uma pandemia que afastou os alunos da escola, defendo que a escola seja um 'lugar de vida' (Kupfer, 2010), constituindo-se como palco de construção de sentidos para experiências prazerosas e desafiadoras.

Sabemos que el acto de educar es una práctica social discursiva, que sumerge el niño en el lenguaje y lo hace capaz de crear un vínculo social. Sin embargo, la educación a distancia (EAD) se ha convertido en una realidad actual. Como consecuencia, las restricciones sociales y esta nueva forma de estar en la escuela impactaron la salud mental de alumnos, padres y profesores y el psicólogo educativo fue invitado a ayudar en la construcción de posibles vías de traspaso del malestar. Este artículo, por lo tanto, propone reflexiones sobre mi trabajo como psicólogo de orientación psicoanalítica en una escuela. Actuando en una institución privada, durante una pandemia que sacó a los estudiantes de la escuela, defiendo que la escuela es un 'lugar de vida' (Kupfer, 2010), constituyéndose como un escenario para la construcción de significados para experiencias placenteras y desafiantes.

It is already known that the act of educating is a social discursive practice, immersing the child in language and making them capable of stablishing social bonds. However, distance learning has become an imposed reality. As a consequence, social restrictions and this new way of being at school impacted the mental health of students, parents and teachers and the school psychologist was invited to support the construction of possible ways of dealing with hardship. This article, therefore, proposes reflections on my work as a school psychologist of psychoanalytical approach. Acting in a private school, during a pandemic that removed students from school, I claim that the school is a 'life place' (Kupfer, 2010), a stage where subjects can construct meanings for pleasant and challenging experiences.

On sait que l'acte d'éduquer est une pratique discursive sociale que introduit l'enfant dans le langage et le rend capable de faire un lien social. Néanmoins l'enseignement à distance est devenu une réalité nécessaire. En conséquence les restrictions sociales et une nouvelle façon d'être à l'école(EAD) ont eu un impact sur la santé mentale des élèves, des parents et des enseignants et le psychologue scolaire a été invité dans la pandémie à aider le sujet à construire des voies possibles pour traverser le malaise. Cet article propose des réflexions sur mon travail comme psychologue scolaire d'orientation psychanalytique dans une école privée de Rio de Janeiro lors d'une pandémie qui a éloigné des milliers d'élèves de l'école. Je soutiens avec Kupfer (2010) que l'école est un «lieu de vie¼ car elle constitue une étape pour la construction de sens d'expériences agréables et désagréables.

La pandemia de la covid-19, la fuerza mayor y la alteración de las circunstancias en materia contractual / The covid-19 pandemic, force majeure and changed contractual circumstances / A pandemia da covid-19, a força maior e a alteração das circunstâncias em matéria contratual

La declaratoria del estado de emergencia, a causa de la pandemia de la covid-19, exige un análisis de la vigencia de las relaciones contractuales y cómo estas pueden verse afectadas por eventos extraordinarios, imprevisibles e irresistibles que impidan el cumplimiento de las prestaciones, así como aquellos casos en los que la alteración de las circunstancias puede llevar a que una de las partes exija al juez recomponga el contenido de la prestación pactada o la resolución del contrato.

The declaration of a state of emergency due to the covid-19 pandemic requires an analysis of the validity of the contractual relations and how these may be affected by extraordinary, unforeseeable and irresistible events that prevent the performance of the services, as well as those cases in which the alteration of circumstances may lead one of the parties to demand that the judge recompose the content of the agreed service or terminate the contract.

A declaração de estado de emergência, devido à pandemia da covid-19, exige uma análise da vigência das relações contratuais e como estas podem ser afetadas por eventos extraordinários, imprevisíveis e irresistíveis que impeçam o cumprimento das prestações, assim como aqueles casos em que a alteração das circunstâncias podem levar a que uma das partes exija que o juiz recomponha o conteúdo da prestação acordada ou a rescisão do contrato.

Psychological distress among a population-representative sample of residents of four slum neighborhoods in Port-au-Prince, Haiti.

BACKGROUND: Almost one billion people live in slum environments across low- and middle-income countries. Little is known about the mental health status of slum residents or its associations with living conditions. METHODS: A cross-sectional, population-representative survey was conducted among 892 adults in four slum communities in Port-au-Prince. Psychological distress was assessed with the Kessler Psychological Distress Scale (K-6). Log-binomial regression modeled the association of sociodemographic variables, living conditions, and material hardship and severe psychological distress [SPD]. RESULTS: Eighty-six percent of adults reported psychological distress (24% severe and 62% moderate). Reliance on an outdoor drinking water source (versus bottled water) and a pit toilet (versus a flush toilet) were marginally positively associated with SPD (adjusted prevalence ratio [aPR]=1.42, 95% confidence interval [CI]: 1.00-2.02 and aPR=1.74, 95% CI: 0.96-3.15, respectively). The prevalence of SPD was higher among women (versus men, aPR=1.66, 95% CI: 1.26-2.19), residents who had foregone healthcare to afford food (versus those who had never done so, aPR=1.60, 95% CI: 1.16-2.45), and persons who drank alcohol at least twice a week (versus monthly or less, aPR=1.73, 95% CI: 1.22-2.45). LIMITATIONS: Data were cross-sectional and lacked information on potential risk factors such as exposure to trauma. CONCLUSIONS: Psychological distress was highly prevalent and associated with poor living conditions. Prospective studies on the mechanisms through which slum living conditions are associated with psychological distress are needed. Research should also assess the feasibility and acceptability of implementation strategies to increase access to mental health screening and treatment for slum residents.

REAC neuromodulation treatments in subjects with severe socioeconomic and cultural hardship in the Brazilian state of Pará: a family observational pilot study.

PURPOSE: The purpose of this preliminary observational study was to evaluate the usefulness of a humanitarian initiative, aimed at improving the neuropsychological and behavioral attitude of children with severe socioeconomic and cultural hardship, in the Brazilian state of Pará. This humanitarian initiative was realized through the administration of two neuromodulation protocols, with radioelectric asymmetric conveyor (REAC) technology. During several years of clinical use, the REAC neuromodulation protocols have already proved to be effective in countering the effects of environmental stress on neuropsycho-physical functions. PATIENTS AND METHODS: After the preliminary medical examination, all subjects were investigated with the Strengths and Difficulties Questionnaire (SDQ), including the impact supplement with teacher's report. After the SDQ, they received the neuromodulation treatment with REAC technology named neuro postural optimization (NPO), to evaluate their responsiveness. Subsequently, every 3 months all subjects underwent a treatment cycle of neuropsycho-physical optimization (NPPO) with REAC technology, for a total of three cycles. At the end of the last REAC-NPPO treatment cycle, all subjects were investigated once again with the SDQ. For the adequacy of the data, the Wilcoxon and the Signs tests were used. For the subdivision into clusters, the Kruskal-Wallis test was applied for the adequacy of the procedure. For all the applied tests, a statistical significance of p<0.5 was found. RESULTS: The results showed that the REAC-NPO and REAC-NPPO neuromodulation protocols are able to improve the quality of life, the scholastic and socialization skills, and the overall state of physical and mental health in children of a family with severe socioeconomic and cultural hardship. CONCLUSION: The REAC-NPO and REAC-NPPO neuromodulation protocols, due to their non-invasive characteristics, painlessness, and speed of administration, can be hypothesized as a treatment to improve the overall state of physical and mental health in a large number of people with socioeconomic and cultural discomfort.

Generational Patterns in Mexican Americans' Academic Performance in an Unwelcoming Political Context.

Research has shown that immigrant students often do better academically than their U.S.-born peers from the same ethnic group but it is unclear whether this pattern holds for Mexican Americans. We examined the academic performance of four generations of Mexican American students from fifth to 10th grade looking for generation differences and explanations for them. Using data from 749 families, we tested a model with fifth grade variables that differed by generation as potential mediators linking student generation to 10th grade academic performance. Results showed that immigrants were academically behind at fifth grade but caught up by seventh. Only economic hardship mediated the long term relationship between student generation and 10th grade academic performance; maternal educational expectations and child language hassles, English usage, discrimination, and mainstream values helped explained the early academic deficit of immigrant children. The results identified potential targets for interventions to improve Mexican American students' academic performance.