Calls for psychology in Argentina to put more research & clinical focus on how economics affects daily human behavior. Economic psychology would seek to understand the dynamic between the consumer & the goods consumed. Supermarkets thrive financially on the fact that the typical buyer purchases more goods than one intends or needs. Psychological explorations are needed concerning how purchases effect & define the household, how they achieve cultural expression, & how the fulfill or fail to fulfill social connections. The role of daily economics on an individual's cognitive process is discussed along with how consumption serves as both an expression & acceptance of an individual's feelings. 20 References. D. Bajo
The aim of the research was to analyze the psychological portrait of a contemporary political leader, using the examples of U.S. Presidents J. Biden and D. Trump. All indications are that J. Biden is characterized by logic, moderation and a focus on cooperation with others. D. Trump is driven by emotions and is an impulsive leader. J. Biden is pedantic with details and motivates to cooperate. D. Trump actively used social networks, especially X, to communicate with the public. He is characterized by emotion-colored statements that echo and attract public attention. The following methods were used in the research: biographical source analysis, content analysis, comparative analysis of documents and policy decisions, meta-analysis and case studies. By way of conclusion the research revealed important differences in the personal characteristics and leadership style of J. Biden and D. Trump. J. Biden is shown as a leader capable of achieving consensus, willing to compromise and cooperate with different stakeholders. On the other hand, D. Trump is characterized by a more individualistic approach focused on strengthening and legitimizing his own position of power.
In this article, an analysis of the criminal behavior is made, relating these to the most current criminological theories. It describes its psychological aspects and its influence in the development of criminal behavior, individual or grupal. It then shows how research supports these theoretical formulations. It is advisable to use qualitative research to generate contextual explanations. About this, narrative designs are emphasized, because they allow criminals to reflect on their own lives through their own words, and for researcher, a genuine social, ethical and political personal commitment. ; En el presente artículo se realiza un análisis de la conducta criminal, tomando en cuenta las teorías criminológicas más recientes. Se revisa éstas enfatizando aspectos psicológicos intrínsecos, y que tienen influencia en el desarrollo de la conducta criminal, ya sea individual o colectiva. Seguidamente, se rescata el papel que jugó la investigación en la formulación teórica expuesta, así como se propone el uso de investigaciones de enfoque cualitativo, con el fin de generar explicaciones contextualizadas. Al respecto, se destacan los diseños narrativos, ya que permiten la reflexión de los criminales sobre su vida a través de sus propias palabras, y en el caso del investigador se refuerza un auténtico compromiso social, ético y político personal.
The influence of social change on the psychosocial wellbeing of individuals has been a major issue in psychological research, although under very heterogeneous methodological approaches and ideologies. In spite of this heterogeneity, in the last years, many authors have opened new perspectives in this field. The theories of Bandura, Rotter and Bronfenbrenner's ecological systems, amongst others, appear to be key concepts in the understanding of the relationship of the sociocultural dynamics generated by the crisis and individual wellbeing. From the idiographic point of view, the change in social identities and narratives could provide clues about how people adapt to social changes. As a synthesis, and because this phenomenon should be studied under an international and cross-cultural scope, we consider a mixed methods approach optimal as it is well suited at both the locally specific and the international levels. Adapted from the source document.
Assuming conversation as the principal model for understanding social episodes, this work aims at presenting a new paradigm in social psychology, exploring its contributions to psychosocial research. Linguistic skills are presented as the way through which social episodes are constructed, and notions as action, act and position are plotted as useful notions for the understanding of daily life. Then, the application of these notions takes place through examples of emotions, passions and feelings. The conclusion is that this new paradigm in social psychology offers the opportunity to overcome problems from the psychology of a different culture or psychopathology.
Psychological assessment in early childhood faces many challenges. The paper discusses the importance of considering the social and historical context to understand the concept of childhood and the theoretical approaches that are made in this regard. A specific social context affects the interventions towards early childhood. On the other hand, a brief overview of the changes that has undergone psychological assessment as a method of intervention is considered. Also changes at a political level that impact the scope and in turn the provision of services in early intervention is reviewed. The author emphasizes the need of specific competencies in health professionals working with early childhood. Research is proposed to develop theoretical foundations to create culturally sensitive instruments to work with early childhood. ; La evaluación psicológica en la niñez temprana enfrenta varios retos. El escrito presenta una discusión sobre la importancia del contexto socio-histórico para entender la infancia y los acercamientos teóricos que se hacen al respecto. Eso repercute en las intervenciones hacia esa población en particular. Se hace un breve recorrido de las transformaciones en la evaluación psicológica como método de intervención, así como los cambios que impactan el ámbito legal y la prestación de servicios en el área de intervención temprana. La autora hace énfasis en la necesidad de competencias específicas en la formación de profesionales de la salud. Promueve el desarrollo de proyectos dirigidos a formular modelos teóricos que viabilicen la creación de instrumentos o procedimientos sensibles a nuestra cultura para trabajar con la niñez temprana.
Históricamente, la educación de diseño se estructuró alrededor de proyectos como soluciones en un futuro previsible y cognoscible. Sin embargo, los investigadores que operan en el paisaje del Diseño para la Transición deben lidiar con un terreno mucho menos cierto. Los desafíos quedan fuera del alcance de lo que comúnmente se ha entendido como el ámbito del diseñador. Los proyectos de transición no encajan dentro de los ritmos habituales de los sistemas políticos, económicos y gubernamentales; a menudo requieren una coordinación completa y compleja entre los actores en diferentes sistemas; están dirigidos al cambio social, cultural y psicológico; la ubicación de la práctica es un sistema vivo que no ofrece un conjunto confiable de puntos de inflexión. Teniendo en cuenta la investigación de Diseño para la Transición basada en la práctica, este artículo describe los enfoques adoptados, analiza los desafíos de la realización de investigaciones y propone consideraciones clave para abordar en el trabajo futuro. ; Historically, design education was structured around projects as solvable within a foreseeable and knowable future. However, researchers operating in the landscape of transition design must contend with far less certain terrain. Challenges fall outside the scope of what has commonly been understood as the designer's purview. Transition projects do not fit within the customary rhythms of political, economic, and governmental systems; they often require replete and complex coordination between actors in different systems; they are directed towards social, cultural, and psychological change; the location of practice is a living system that offers no reliable set of inflection points. Considering practice-based transition design research, this article outlines approaches taken, discusses challenges of conducting research, and proposes key considerations to address in future work. ; Historicamente, a educação de design se estruturou ao redor de projetos como soluções num futuro previsível e cognoscível. ...
Qualitative Verfahren werden in der Sozial- und Praxisforschung meist verwandt, weil sie eine intensive Analyse von Kausalfaktoren und die Entwicklung alternativer Handlungsoptionen im Fall sozialer Problemstellungen eher unterstützen als quantitative Verfahren. Ausgehend von den Ergebnisse aus drei Studien im Feld der Politischen und Geschlechterpsychologie beschäftigt sich dieser Artikel mit Teilnehmender Aktionsforschung als einem sinnvollen qualitativen Ansatz zum Umgehen mit sozialen Phänomenen wie Rassismus, Gewalt gegen Frauen oder mit Kindern, die aufgrund bewaffneter Konflikte gezwungen sind, ihre Heimat zu verlassen. Hierzu werden drei Bereiche angesprochen: 1. Es wird kurz in die Geschichte und in den theoretischen Bezugsrahmen des Paradigmas der Teilnehmenden Aktionsforschung eingeführt. 2. Es werden aktuelle Entwicklungen in den USA, Deutschland und Lateinamerika zusammengeführt, dies insbesondere auch mit Blick auf Frauenforschung. 3. Teilnehmende Aktionsforschung wird als Verfahrensgruppe beschrieben incl. den relevanten Modellen, Zielen und Hauptkonzepten. URN: urn:nbn:de:0114-fqs060438 ; Qualitative methodology is used in social and intervention research because it facilitates a deeper analysis of causal factors and development of alternative solutions to social problems. Based on the findings of three studies in the field of political and gender psychology, this article focuses on Participant Action Research (PAR) as a useful qualitative approach to deal with social phenomena, such as racism, violence against women, and the problem of children and youth who have been dislocated as the result of armed conflict and sheltered by the Colombian government's program for persons relocated to civil society. This article is composed of three parts. The first part offers historical and theoretical background to the Action Research (AR) paradigm, its validation criteria and their meaning for the development of the Latin American rendering of Participant Action Research (PAR). The second part synthesizes ...
This research characterizes the cultural, economic, social, biological and psychological context of users of the Injury Treatment Center program led by a group of lecturers of the area of Groundwork in Nursing of the Nursery Faculty of Colombia's National University. It is well known that the care of injured people demands the knowledge of the severity thereof, especially vascular injuries that are chronic and heal slowly. The conditions delaying the recovery from these injuries imply a high level of complication, as well as the individual's nutritional state, access to medical assistance and motivation to recover. The poor healing and injuries derived from slow recovery processes of the skin integrity in injuries of vascular origin are a serious health problem because they expose the individual to infections that may become severe and even fatal, also because they cause an important alteration of the self-esteem, which in turn can cause, in some people, isolation and disability feelings. In the process of recovery, one should take into account aspects such as nutrition, age, associated diseases, and the condition of the injury, physiological aspects and the social support provided to the person. Once the multiple causality is defined in the individuals with injuries of vascular origin, this research will be carried out, whose intention is to provide, from the different contexts of the study, the theoretical and practical bases that may orientate, in an assertive manner, the nursing professional and the rest of the interdisciplinary group for them to be able to prepare more integral care plans that go beyond the biological aspect in order to improve the health conditions among vulnerable population. ; La presente investigación caracteriza los contextos cultural, económico, social, biológico y psicológico de las personas usuarias del programa Clínica de Heridas dirigido por un grupo de profesoras del área de Fundamentación en enfermería de la Facultad de Enfermería de la Universidad Nacional de Colombia. Se sabe que el cuidado de personas con heridas exige el conocimiento de la severidad de las mismas, especialmente las heridas vasculares que son crónicas y de lenta cicatrización. Las condiciones que retardan su recuperación conllevan alto riesgo de complicaciones, así como el estado nutricional, la accesibilidad a asistencia médica y la motivación para la recuperación. La pobre cicatrización y las lesiones derivadas de los procesos lentos de recuperación de la integridad de la piel en las heridas de origen vascular son un grave problema de salud porque exponen al individuo a infecciones que pueden volverse graves o incluso llevar a la muerte, además porque originan una importante alteración de la autoestima, que puede causar en algunas personas aislamiento y sentimientos de minusvalía. En el proceso de recuperación hay que tener en cuenta aspectos como la nutrición, edad, enfermedades asociadas, estadio de la herida, aspectos psicológicos y apoyo social con que cuenta la persona. Una vez definida la multicausalidad en las personas con heridas de origen vascular, se realiza esta investigación que pretende aportar, desde los diferentes contextos de estudio, las bases teóricas y prácticas que orienten en forma asertiva al profesional de enfermería y al resto del grupo interdisciplinario para elaborar planes de cuidado más integrales que trasciendan lo biológico, a fin de mejorar el estado de salud en la población vulnerable.
Este trabajo se sitúa en el área de la Evaluación Psicológica, considerando a ésta un paso imprescindible para conocer al sujeto o al grupo cuya problemática de salud se debe atender. Se alude a los métodos que se emplean en esta área y a las teorías que los fundamentan. Se hace referencia al riesgo de cometer errores de diagnóstico al utilizar instrumentos de evaluación surgidos en un contexto diferente de aquel en el cual fueron diseñados. Se analiza si la cultura genera diferencias en psicopatología y si es válido el empleo de categorías diagnósticas generales del tipo DSM IV o CIE-10. Se estudian las relaciones entre cultura y psicopatología. Se desarrollan las nociones de diversidad y uniformidad y de etic/emic. Con dos investigaciones, una sobre inteligencia y otra sobre psicopatologías en adolescentes se analizan el modo en que las prácticas sociales promueven el desarrollo de comportamientos culturalmente específicos. Se concluye que, en función de la compleja dinámica social, política y económica actual, el enfoque multicultural en evaluación psicológica va a constituir un signo distintivo de este nuevo siglo; puede contribuir a que no se confunda diferencias culturales con "desvío" o "psicopatología" y contrarrestar las consecuencias que la globalización está produciendo en la subjetividad, al promover la homogeneización del comportamiento y desconocer la diversidad. ; This work is situated in the area of Psychological Assessment. This area is considered as a previous and necessary step to get to know the subject or the group whose health problems must be attended. The methods used in this area and the theories in which are based are alluded. The risk of commit diagnosis mistakes by using assessment instruments developed in a different context to that where they have been created are referred. It is analyzed if culture produces differences in psychopathology and if it is valid the use of general diagnosis categories such as DSM IV or CIE-10. Relations between culture and psychopathology are studied. Notions of diversity and uniformity and etic/emic are developed through two researches; one focus on intelligence. The other one on psychopathologies in adolescents, the way in which the social practices provoke the develop of specific cultural behavior is analyzed. It is concluded that because of the complex social dynamic, politic and economic, the multicultural view in psychological assessment is going to be a distinctive sign of this new century. It can contribute to not confuse cultural differences whit "deviation" or "psychopathology" and block the consequences that the globalization is producing on subjectivity.
Contrary to popular belief, children educated at home during the early years make better educational progress than children educated at school (Rothermel 2002). However, even if this is recognised, numerous educationists and Local Government officers assert that home educated children are at risk of developing psychological problems. This research used the Revised Rutter Scale (RRS) and the Goodman Strengths & Difficulties Questionnaire (SDQ) scales to investigate whether home-educated children experience psychological problems over and above what is considered normal. The research involved 83 homeeducated children aged between 4 and 11 years old. The Revised Rutter Scale (RRS) and the Goodman Strengths & Difficulties Questionnaire (SDQ) are both widely accepted measures of behaviour difficulties. Whilst the RRS is the more traditional instrument the SDQ has, by virtue of it being freely available, gained popularity in recent years. Whilst the home educated children were judged as psychosocially healthy by the RRS, they were defined by the SDQ as experiencing problems. The research concluded that there were substantial differences between the design and scoring of the two measures and that health professionals using behavioural scales with home-educated children should either avoid doing so altogether, or do so with extreme caution, taking particular note of the standardisation sample. Tests normed on school samples, are very likely to identify children educated out of school as abnormal. ; En contra de la creencia habitual, los niños educados en casa durante la primera infancia progresan educativamente mejor que los educados en la escuela (Rothermel 2002). Sin embargo, aun cuando acepten tal cosa, muchos educadores y funcionarios de las autoridades locales sostienen que los niños educados en casa corren el riesgo de desarrollar problemas psicológicos. En esta investigación se emplean la Revised Rutter Scale (RRS) y el Goodman Strengths and Difficulties Questionnaire (SDQ) para averiguar si los niños educados en casa experimentan más problemas psicológicos y más graves de lo normal. La investigación se basa en 83 niños educados en casa de entre 4 y 11 años de edad. Tanto la Revised Rutter Scale (RRS) como el Goodman Strengths and Difficulties Questionnaire (SDQ) son muy empleados para medir los problemas de conducta. Mientras la RRS es el instrumento más difundido, el SDQ, gracias a que está en libre acceso, ha ganado popularidad durante los últimos años. Aunque los niños educados en casa están sanos desde el punto de vista psicológico de acuerdo el RRS, el SDG indica que tienen trastornos. Esta investigación muestra que hay sustanciales diferencias entre el diseño y las puntuaciones de ambos instrumentos, y que los profesionales de la salud que emplean las escalas de conducta con niños educados en casa deben, o bien dejar de utilizarlas por completo, o bien hacerlo con muchas precauciones y teniendo muy en cuenta cuál ha sido el proceso de baremación. Las baremadas con muestras escolares, tienden a muy menudo a diagnosticar a los niños educados fuera de la escuela como "no normales".
The article presents academic reflections resulting from the teaching work of the authors with students of the Psychology career at the Javeriana University. Beginning from Latinamerica's sociopolitical reality, it is pointed out that complex views of citizenship are needed that permit the confrontation of the region's crises, particularly in Colombia, from the educational scenarios. Formative implications of that view for the professional work of Psychologists are reviewed, proposing subject and subjectivity as the heart of formative practices. Finally, some significant challenges to the Psychologists' task in the field of civic formation in educational contexts are outlined. ; El artículo presenta reflexiones académicas fruto del trabajo docente de las autoras con estudiantes de la Carrera de Psicología de la Pontifica Universidad Javeriana. Se señala cómo, a partir de la realidad sociopolítica de América Latina, son necesarias miradas complejas sobre la ciudadanía, que, desde los escenarios educativos, permitan hacerle frente a las crisis de la región en general, y de Colombia en particular. Se presentan algunas implicaciones formativas que tiene dicha mirada para el trabajo profesional de psicólogas y psicólogos, proponiendo al sujeto y a la subjetividad como el corazón de las prácticas formativas. Finalmente, se esbozan algunos retos significativos para el quehacer psicológico en el campo de la formación ciudadana en contextos educativos
AbstractIdentity has become a key construct in applied linguistics over the past 30 years, as more and more researchers have heeded Norton Peirce's (1995: 12) call for 'a comprehensive theory of social identity that integrates the language learner and the language learning context'. In this article, my aim is to discuss what I see as issues arising in identity research in applied linguistics. I start with a brief consideration of why identity has become so central in applied linguistics, before discussing the poststructuralist model of identity which has been adopted by the vast majority of researchers. I then move to consider three more substantive issues: (1) the potential benefits of a more psychological angle when most language and identity research tends to be predominantly social; (2) the importance of clarifying the interrelationship between individual agency and social structures in language and identity research; and (3) the potential benefits of including a socioeconomic stratification and social class angle in research which tends to prime identity politics (identity inscriptions such as race, ethnicity, gender, sexuality, nationality and language), over the material conditions of life.ResumenLa identidad se ha convertido en un constructo clave en la lingüística aplicada durante los últimos 30 años, dado que cada vez más investigadores han seguido la llamada de Norton Peirce (1995: 12) en lo que se refiere a 'a comprehensive theory of social identity that integrates the language learner and the language learning context'. En este artículo, mi intención es tratar lo que considero como cuestiones claves en las investigaciones sobre la "identidad" en la lingüística aplicada. Empiezo con una breve reflexión sobre por qué la identidad ha llegado a ser tan importante en la lingüística aplicada, para pasar después a examinar el modelo posestructuralista de la identidad que han adoptado la gran mayoría de los investigadores. En segundo lugar paso a considerar tres cuestiones: (1) los beneficios potenciales de una perspectiva más psicológica en este tipo de investigaciones ya que la mayoría de ellas sobre la lingüística y la identidad tienden a considerar fundamentalmente el aspecto social; (2) lo importante que es clarificar la interrelación entre la agencia individual y la estructura social en las investigaciones sobre lingüística e identidad; y (3) los beneficios potenciales de incorporar la estratificación socio-económica y clase social en investigaciones que tienden a dar prioridad a las políticas identitarias (inscripciones de la identidad como la raza, la etnia, el género, la sexualidad, la nacionalidad y la lengua) sobre las condiciones materiales de la vida.
The purpose of the research was to analyze the problems of preservation and reproduction of physical and psychological integrity of a person in extreme conditions and, at the same time, to identify the patterns of formation of a complete personality, since today there is a lot of stress, depression and physical fatigue. In extreme situations of martial law and instability, we do our best to overcome the problems of physical and psychological incongruity and personality crisis. The methodology consists in the use of methods such as: analytical, logical, historical, comparative, axiological, which contribute to the identification of problems addressed. The object of the research means or implies a set of humanitarian tasks that correspond to the processes of formation of the integrity of the individual. The novelty lies in the understanding of objective processes of reproduction of physical and psychological integrity of the individual in extreme conditions, including wars, crises, uncertainty, instability, informational similarity, which are analyzed in terms of interconnection, interdependence and development, the overcoming of which contributes to the integrity of the individual and social welfare.
A comparative study of the development of the psychological science in Argentina and Brazil in the period 1930 and 1980 is carried out, based on the analysis of a variety of primary and secondary sources from a historical stand point. It is analyzed the role Psychology had in State planning and the relationships between scientific and professional model. Analogue processes of reception and constitution of the field and institutions are described until the creation of the psychology programs, when the greater State support and planning of Psychology development took place. Afterwards, the most meaningful differences are found between these countries. In Argentina scientific culture tended to be displaced from psychology programs, as well as the State support to psychology research. In Brazil, since the 1960 decade, the technological development in the southeast region, and the dictatorial government fostered the spread of a psychological culture among urban middle class people. The State strongly supported psychology postgraduate programs and research activity. ; Se realiza un estudio historiográfico comparativo del desarrollo de la ciencia psicológica en Argentina y Brasil entre 1930 y 1980, analizando el papel de la psicología en la planificación estatal y las relaciones entre el modelo científico y el modelo profesional, basado en el análisis de variedad de fuentes primarias y secundarias. Hasta el inicio del proceso de creación de las carreras de psicología, se descubren procesos análogos de recepción y constitución del campo disciplinar e institucional, destacándose el lugar de la ciencia psicológica en la planificación estatal. Posteriormente, se registran las diferencias más significativas. En Argentina la cultura científica tendió a desplazarse afuera de dichas carreras, al igual que el apoyo estatal a la investigación psicológica. En Brasil, desde la década de 1960, el desarrollo tecnológico del sudeste y la dictadura militar propiciaron la difusión de una cultura psicológica en la clase media urbana. El Estado financió fuertemente los programas de posgrado y de investigación en las universidades.
