(2370,'','citationsRaw','Alves, P. C., Oliveira, A. de F., & Paro, H. B. M. da S. (2019). Quality of life and burnout among faculty members: How much does the field of knowledge matter? PLoS ONE, 14(3). doi: 10.1371/journal.pone.0214217\r\nAmerican Psychological Association. (2010). Principios Éticos de los Psicólogos y Código de Conducta.\r\nAlves, P. C., Oliveira, A. de F., & Paro, H. B. M. da S. (2019). Quality of life and burnout among faculty members: How much does the field of knowledge matter? PLoS ONE, 14(3). doi: 10.1371/journal.pone.0214217\r\nAudette, A. P., Lam, S., O’Connor, H., & Radcliff, B. (2019). (E)Quality of Life: A Cross-National Analysis of the Effect of Gender Equality on Life Satisfaction. Journal of Happiness Studies, 20(7), 2173-2188. doi: 10.1007/s10902-018-0042-8\r\nBabu, G. R., Sudhir, P. M., Mahapatra, T., Das, A., Rathnaiah, M., Anand, I., & Detels, R. (2016). Association of quality of life and job stress in occupational workforce of India: Findings from a cross-sectional study on software professionals. Indian Journal of Occupational and Environmental Medicine, 20(2), 109-113. doi: 10.4103/0019-5278.197544\r\nBaumann, C., Erpelding, M.-L., Régat, S., Collin, J.-F., & Briançon, S. (2010). The WHOQOL-BREF questionnaire: French adult population norms for the physical health, psychological health and social relationship dimensions. Revue d’Épidémiologie et de Santé Publique, 58(1), 33-39. doi: 10.1016/j.respe.2009.10.009\r\nButkovic, A., Tomas, J., Spanic, A. M., Vukasovic Hlupic, T., & Bratko, D. (2020). Emerging Adults Versus Middle-Aged Adults: Do they Differ in Psychological Needs, Self-Esteem and Life Satisfaction. Journal of Happiness Studies, 21(3), 779-798. doi: 10.1007/s10902-019-00106-w\r\nCamacho Peláez, R. H., & Higuita López, D. (2013). Teletrabajo con calidad de vida laboral y productividad. Una aproximación a un modelo en una empresa del sector energético. Pensamiento & Gestión, (35), 87-118.\r\nCampos, A. C. V., e Ferreira, E. F., Vargas, A. M. D., & Albala, C. (2014). Aging, Gender and Quality of Life (AGEQOL) study: Factors associated with good quality of life in older Brazilian community-dwelling adults. Health and Quality of Life Outcomes, 12(1), 166. doi: 10.1186/s12955-014-0166-4\r\nCasamali, F. F. C., Schuch, F. B., Scortegagna, S. A., Legnani, E., & De Marchi, A. C. B. (2019). Accordance and reproducibility of the electronic version of the WHOQOL-BREF and WHOQOL-OLD questionnaires. Experimental Gerontology, 125, 110683. doi: 10.1016/j.exger.2019.110683\r\nChakrabarti, S. (2018). Does telecommuting promote sustainable travel and physical activity? Journal of Transport & Health, 9, 19-33. doi: 10.1016/j.jth.2018.03.008\r\nCIOMS, OMS & OPS (2016). Pautas éticas internacionales para la investigación relacionada con la salud con seres humanos. Retrieved from https://cioms.ch/wp-content/uploads/2017/12/CIOMS-EthicalGuideline_SP_INTERIOR-FINAL.pdf \r\nDanilewitz, J. (2017). Quality of Life and Sources of Stress in Teachers: A Canadian Perspective. Electronic Thesis and Dissertation Repository. Recuperado de https://ir.lib.uwo.ca/etd/4469 \r\nDe Sio, S., Cedrone, F., Sanità, D., Ricci, P., Corbosiero, P., Di Traglia, M., … Stansfeld, S. (2017, diciembre 3). Quality of Life in Workers and Stress: Gender Differences in Exposure to Psychosocial Risks and Perceived Well-Being [Research Article]. doi: 10.1155/2017/7340781\r\nEspinoza, M. de los Á. R., & Álvarez, J. F. L. (2016). Calidad de vida en docentes de educación pública superior. Educación y Humanismo, 18(31), 205-224. doi: 10.17081/eduhum.18.31.1375\r\nFilardi, F., Castro, R. M. P. D., Zanini, M. T. F., Filardi, F., Castro, R. M. P. D., & Zanini, M. T. F. (2020). Advantages and disadvantages of teleworking in Brazilian public administration: Analysis of SERPRO and Federal Revenue experiences. Cadernos EBAPE.BR, 18(1), 28-46. doi: 10.1590/1679-395174605x\r\nGe, C., Yang, X., Fan, Y., Kamara, A. H., Zhang, X., Fu, J., & Wang, L. (2011). Quality of life among Chinese college teachers: A cross-sectional survey. Public Health, 125(5), 308-310. doi: 10.1016/j.puhe.2011.02.010\r\nIAAP & IUPsyS (2008). Universal Declaration of Ethical Principles for Psychologists. Available from the International Union of Psychological Science Web site: https://www.iupsys.net/about/governance/universal-declaration-of-ethical-principles-for-psychologists.html \r\nISP (1978). Resolución sobre la práctica psicológica y los derechos humanos. Revista Latinoamericana de Psicología, 10(2), 298-299. http://doi.org/10.333.23rlp10i2.298-299 \r\nISP (2008a). Declaración de la Mesa Directiva de la SIP sobre Terápias de Conversión. Retrieved from https://archive.org/details/sip-2008a-declaracion-sobre-terapias-de-conversion \r\nISP (2008b). Consideraciones Éticas de la SIP. Retrieved from https://archive.org/details/sip-2008b-declaracion-sobre-principios-eticos \r\nISP (2014). Declaración de la SIP sobre Refugiados menores de edad en tránsito a los Estados Unidos. Retrieved from https://archive.org/details/sip-2014-declaracion-sobre-ninos-migrantes-en-centro-america \r\nISP (2016). Declaración de la SIP de apoyo a psicólogas y psicólogos colombianos que promueven los acuerdos de paz. Retrieved from https://archive.org/details/sip-2016-declaracion-apoyo-a-acuerdos-de-paz-en-colombia \r\nISP (2018). Position Statement of the Inter-American Psychological Society (SIP). Retrieved from https://archive.org/details/sip-2018-position-statement-on-immigration \r\nISP (2019). Declaración de la SIP sobre experticia de psicólogas y psicólogos en el campo de la salud mental y las ciencias del comportamiento. Retrieved from https://archive.org/details/sip-2019-declaracion-experticia-en-salud-mental \r\nKazekami, S. (2020). Mechanisms to improve labor productivity by performing telework. Telecommunications Policy, 44(2), 101868. doi: 10.1016/j.telpol.2019.101868\r\nLifelong Learning Platform. (2020, abril). COVID-19: Mental health and wellbeing of all learners come first. Presentado en LLLWeek, Brussels.\r\nMalamardi, S. N., Kamath, R., Tiwari, R., Nair, B. V. S., Chandrasekaran, V., & Phadnis, S. (2015). Occupational stress and health-related quality of life among public sector bank employees: A cross-sectional study in Mysore, Karnataka, India. Indian Journal of Occupational and Environmental Medicine, 19(3), 134-137. doi: 10.4103/0019-5278.173998\r\nMello, J. A. (2007). Managing Telework Programs Effectively. Employee Responsibilities and Rights Journal, 19(4), 247-261. doi: 10.1007/s10672-007-9051-1\r\nSarbu, M. (2018). The role of telecommuting for work-family conflict among German employees. Research in Transportation Economics, 70, 37-51. doi: 10.1016/j.retrec.2018.07.009\r\nUnited Nations Office for the Coordination of Humanitarian Affairs. (2020). COVID-19—Government measures: Impact on displaced populations (N.o 3). United Nations Office for the Coordination of Humanitarian Affairs. Recuperado de United Nations Office for the Coordination of Humanitarian Affairs website: https://reliefweb.int/report/world/COVID-19-government-measures-impact-displaced-populations-report-3-16-april-2020\r\nVittersø, J., Akselsen, S., Evjemo, B., Julsrud, T. E., Yttri, B., & Bergvik, S. (2003). Impacts of Home-Based Telework on Quality of Life for Employees and Their Partners. Quantitative and Qualitative Results From a European Survey. Journal of Happiness Studies, 4(2), 201-233. doi: 10.1023/A:1024490621548\r\nYang, X., Ge, C., Hu, B., Chi, T., & Wang, L. (2009). Relationship between quality of life and occupational stress among teachers. Public Health, 123(11), 750-755. doi: 10.1016/j.puhe.2009.09.018\r\nZhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55. doi: 10.3390/jrfm13030055'),(2370,'en_US','abstract','<p>Transition to telework can cause stress, loneliness and negative effects on the family life of teachers, thus affecting their quality of life. This study had as general objective to determine the quality of life of University of Cuenca’s professors during telework modality; and as specific objectives to describe the quality of life according to the physical, psychological, social and environmental domains; and to analyze the quality of life according to the sociodemographic characteristics of the professors. A quantitative, cross-sectional and exploratory research was carried out with a self-selected sample of 718 teachers. The World Health Organization Quality of Life Questionnaire - BREF (WHOQOL-BREF), Spanish version, was applied. The sociodemographic data were collected by means of a form prepared by the researcher in charge. The results obtained show that the University of Cuenca’s professors have a healthy quality of life profile that seems not to have been affected by the teleworking modality. In relation to the domains, the data indicate that during this modality the most affected domain is the social domain. Similarly, it is perceived that the quality of life is influenced by variables such as biological sex, age, cohabitation, presence of children under twelve years of age, hiring modality and professor’s faculty.</p>'),(2370,'en_US','prefix',''),(2370,'en_US','subtitle',''),(2370,'en_US','title','Quality of life of teachers during teleworking in an Ecuadorian Sample'),(2370,'es_ES','abstract','<p>La transición al teletrabajo puede provocar estrés, soledad y efectos negativos en la vida familiar de los docentes, afectando así su calidad de vida. Este estudio tuvo como objetivo general determinar la calidad de vida de los docentes de la Universidad de Cuenca durante la modalidad de teletrabajo; y como objetivos específicos describir la calidad de vida de acuerdo a los dominios físico, psicológico, social y ambiental; y analizar la calidad de vida de acuerdo a las características sociodemográficas de los docentes. Se ejecutó una investigación con enfoque cuantitativo de tipo transversal y alcance exploratorio, con una muestra autoseleccionada de 718 docentes. Se aplicó el Cuestionario de calidad de vida de la Organización Mundial de la Salud – BREF (WHOQOL-BREF), versión española. Los datos sociodemográficos fueron recogidos por una ficha elaborada por el investigador a cargo. Los resultados obtenidos evidencian que los docentes de la Universidad de Cuenca cuentan con un perfil de calidad de vida saludable que parece no haberse visto afectado por la modalidad de teletrabajo. En relación a los dominios, los datos indican que durante esta modalidad el dominio más afectado es el social. De igual forma se percibe que la calidad de vida es influenciada por variables como sexo biológico, edad, convivencia, presencia de hijos menores de doce años, modalidad de contratación y facultad del docente.</p>'),(2370,'es_ES','prefix',''),(2370,'es_ES','subtitle',''),(2370,'es_ES','title','Calidad de vida docente durante el teletrabajo en una muestra ecuatoriana'),(2370,'fr_FR','abstract','<p>La transition vers le télétravail peut provoquer du stress, de la solitude et des effets négatifs sur la vie familiale des professeurs, affectant ainsi leur qualité de vie. Cette étude avait comme objectif général de déterminer la qualité de vie des professeurs de l\'Université de Cuenca pendant la modalité de télétravail ; et comme objectifs spécifiques de décrire la qualité de vie selon les domaines physique, psychologique, social et environnemental ; et d\'analyser la qualité de vie selon les caractéristiques sociodémographiques des professeurs. Une recherche quantitative, transversale et exploratoire a été menée auprès d\'un échantillon autosélectionné de 718 professeurs. Le questionnaire de qualité de vie de l\'Organisation mondiale de la santé - BREF (WHOQOL-BREF), version espagnole, a été appliqué. Les données sociodémographiques ont été recueillies au moyen d\'un formulaire préparé par le chercheur responsable. Les résultats obtenus montrent que les professeurs de l\'Université de Cuenca ont un profil de qualité de vie sain qui ne semble pas avoir été affecté par la modalité de télétravail. En ce qui concerne les domaines, les données indiquent que pendant cette modalité, le domaine le plus affecté est le domaine social. De même, il est perçu que la qualité de vie est influencée par des variables telles que le sexe biologique, l\'âge, la cohabitation, la présence d\'enfants de moins de douze ans, la modalité d\'embauche et la faculté du professeur.</p>\r\n<p>Traduit avec www.DeepL.com/Translator (version gratuite)</p>'),(2370,'fr_FR','prefix',''),(2370,'fr_FR','subtitle',''),(2370,'fr_FR','title','Qualité de vie des enseignants pendant le télétravail dans un échantillon équatorien'),(2370,'pt_BR','abstract','<p>A transição para o teletrabalho pode causar estresse, solidão e efeitos negativos sobre a vida familiar dos professores, afetando assim sua qualidade de vida. Este estudo tinha como objetivo geral determinar a qualidade de vida dos professores da Universidade de Cuenca durante a modalidade de teletrabalho; e como objetivos específicos descrever a qualidade de vida de acordo com os domínios físico, psicológico, social e ambiental; e analisar a qualidade de vida de acordo com as características sociodemográficas dos professores. Uma pesquisa quantitativa, transversal e exploratória foi realizada com uma amostra auto-selecionada de 718 professores. Foi aplicado o Questionário de Qualidade de Vida da Organização Mundial da Saúde - BREF (WHOQOL-BREF), versão em espanhol. Os dados sociodemográficos foram coletados por meio de um formulário preparado pelo pesquisador responsável. Os resultados obtidos mostram que os professores da Universidade de Cuenca têm um perfil de qualidade de vida saudável que parece não ter sido afetado pela modalidade de teletrabalho. Em relação aos domínios, os dados indicam que durante esta modalidade o domínio mais afetado é o domínio social. Da mesma forma, percebe-se que a qualidade de vida é influenciada por variáveis como sexo biológico, idade, coabitação, presença de crianças menores de doze anos, modalidade de contratação e corpo docente do professor.</p>\r\n<p>Traduzido com a versão gratuita do tradutor - www.DeepL.com/Translator</p>'),(2370,'pt_BR','prefix',''),(2370,'pt_BR','subtitle',''),(2370,'pt_BR','title','Qualidade de vida dos professores durante o teletrabalho em uma amostra equatoriana'),(2372,'','categoryIds','[]'),(2372,'','citationsRaw','Bastos, J. L., Barros, A. J. D., Celeste, R. K., Paradies, Y. and Faerstein, E. (2014). “Age, class and race discrimination: their interactions and associations with mental health among Brazilian university students”. Cadernos de Saúde Pública, 30(1), 175-186. https://doi.org/10.1590/0102-311X00163812\r\nBolinski, F., Boumparis, N., Kleiboer, A., Cuijpers, P., Ebert, D. D., & Riper, H. (2020). The effect of e-mental health interventions on academic performance in university and college students: A meta-analysis of randomized controlled trials. Internet Interventions, 100321.\r\nBolotnyy, V., Basilico, M., Barreira, P. (2021). Graduate Student Mental Health: Lessons from American Economics Departments. Retrieved from: https://www.valentinbolotnyy.com/files/BBB_ GradMentalHealth.pdf\r\nBruffaerts, R., Mortier, P., Kiekens, G., Auerbach, R. P., Cuijpers, P., Demyttenaere, K., ... & Kessler, R. C. (2018). Mental health problems in college freshmen: Prevalence and academic functioning. Journal of affective disorders, 225, 97-103.\r\nCardoso, H. F., Borsa, J. C., & Segabinazi, J. D. (2018). Indicadores de saúde mental em jovens: fatores de risco e de proteção. Estudos Interdisciplinares Em Psicologia, 9(3supl), 03. https://doi.org/10.5433/2236-6407.2018v9n3suplp03\r\nCarmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 1-10.\r\nChirikov, I., Soria, K. M, Horgos, B., & Jones-White, D. (2020). Undergraduate and Graduate Students’ Mental Health During the COVID-19 Pandemic. UC Berkeley: Center for Studies in Higher Education. Retrieved from https://escholarship.org/uc/item/80k5d5hw\r\nDuffy, M. E., Twenge, J. M., & Joiner, T. E. (2019). Trends in Mood and Anxiety Symptoms and Suicide-Related Outcomes Among U.S. Undergraduates, 2007-2018: Evidence From Two National Surveys. The Journal of adolescent health: official publication of the Society for Adolescent Medicine, 65(5), 590–598. https://doi.org\r\nEvans, T. M.,  Bira, L., Gastelum, J. B. L,  Weiss, T., Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biothecnology, 36, 282-284. https://doi.org/10.1038/nbt.4089\r\nFrick, L., Stelko-Pereira, A. C., Zechi, J. A. M., Yano, V. A. N., Amaral, E. L., Cortez, P. The Scale of Institutional Embracing of Diversity: Validity Evidence for Internal Structure and Relations with Mental Health at University (submitted).\r\nGraner, K. M., & Cerqueira, A. T. D. A. R. (2019). Integrative review: Psychological distress among university students and correlated factors. Ciência e Saúde Coletiva, 24(4), 1327–1346. https://doi.org/10.1590/1413-81232018244.09692017\r\nKroenke, K., Spitzer, R. L., & Williams, J. B. (2001). The PHQ-9: Validity of a brief depression severity measure. Journal of General Internal Medicine, 16(9), 606–613. https://doi.org/10.1046/j.1525-1497.2001.016009606.x\r\nKroenke, K., Spitzer, R. L., & Williams, J. B. (2003). The Patient Health Questionnaire-2: validity of a two-item depression screener. Med Care, 41(11), 1284-92. doi: 10.1097/01.MLR.0000093487.78664.3C. PMID: 14583691.\r\nKroenke, K., Spitzer, R. L., Williams, J. B. W., & Löwe, B. (2010). The Patient Health Questionnaire Somatic, Anxiety, and Depressive Symptom Scales: A systematic review. General Hospital Psychiatry, 32(4), 345–359. https://doi.org/10.1016/j.genhosppsych.2010.03.006\r\nLarcombe, W., Baik, C., & Finch, S. (2021). Exploring course experiences that predict psychological distress and mental wellbeing in Australian undergraduate and graduate coursework students. Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1865284 \r\nLee, B., & Kim, Y. E. (2019). The psychometric properties of the Generalized Anxiety Disorder scale (GAD-7) among Korean university students. Psychiatry and Clinical Psychopharmacology, 29(4), 864–871. https://doi.org/10.1080/24750573.2019.1691320\r\nMaltoni, J., Palma, P. D. C., & Neufeld, C. B. (2019). Sintomas ansiosos e depressivos em universitários brasileiros. Psico, 50(1), 29213. https://doi.org/10.15448/1980-8623.2019.1.29213\r\nRibeiro, C. F., Lemos, C. M. C., Alt, N. N., Marins, R. L. T., Corbiceiro, W. C. H., & Nascimento, M. I. do. (2020). Prevalence of and Factors Associated with Depression and Anxiety in Brazilian Medical Students. Revista Brasileira de Educação Médica, 44(1), 1–8. https://doi.org/10.1590/1981-5271v44.1-20190102.ing\r\nSantos, I. S., Tavares, B. F., Munhoz, T. N., de Almeida, L. S. P., da Silva, N. T. B., Tams, B. D., Patella, A. M., & Matijasevich, A. (2013). Sensibilidade e especificidade do Patient Health Questionnaire-9 (PHQ-9) entre adultos da população geral. Cadernos de Saude Publica, 29(8), 1533–1543. https://doi.org/10.1590/0102-311X00144612\r\nSantos, D. T. dos, Nazário, F. P., Freitas, R. A., Henriques, V. M., & de Paiva, I. S. (2019). Alcohol abuse and dependence among Brazilian medical students: Association to sociodemographic variables, anxiety and depression. Journal of Substance Use, 24(3), 285–292. https://doi.org/10.1080/14659891.2018.1562574\r\nSouza, M. V. C., Lemkuhl, I., and Bastos, J. L. (2015). Discriminação e sofrimento psíquico de graduandos da Universidade Federal de Santa Catarina. Revista Brasileira de Epidemiologia,18 (3), 525-537. https://doi.org/10.1590/1980-5497201500030001\r\nSpitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092–1097. https://doi.org/10.1001/archinte.166.10.1092\r\nZhou, Y., Xu, J., & Rief, W. (2020). Are comparisons of mental disorders between Chinese and German students possible? An examination of measurement invariance for the PHQ-15, PHQ-9 and GAD-7. BMC Psychiatry, 20(1), 1–11. https://doi.org/10.1186/s12888-020-02859-8\r\nWorld Health Organization. (2017). Depression and other common mental disorders: Global health estimates. World Health Organization. https://hdl.handle.net/10665/254610'),(2372,'en_US','abstract','<p>Identifying university students presenting mental disorders is important. This study aimed to validate a short scale. 3,484 university students from a public institution in the south of Brazil answered 10 questions extracted from the instruments: Patient Health Questionnaire and Generalized Anxiety Disorder Questionnaire. Factor analysis identified two factors positively and significantly correlated: depression and anxiety (r = .68; p &lt;.01), explaining 60.10% of the scale variance. These two factors are included in a general second-order factor that assesses student mental health. The alpha and omega consistency indexes were above 0.80. Cluster analysis was applied resulting a two clusters model: \"Students without mental health problems\" and “Students with mental health problems”. The results were consistent with previous studies, and the scale\'s evidence was satisfactory, recommending its use for mental health screening in students.</p>'),(2372,'en_US','prefix',''),(2372,'en_US','subtitle','Short Markers of Mental Health '),(2372,'en_US','title','Validity Evidence for Short Markers of Mental Health in Undergraduate Students '),(2372,'es_ES','abstract',''),(2372,'es_ES','prefix',''),(2372,'es_ES','subtitle',''),(2372,'es_ES','title',''),(2372,'fr_FR','abstract',''),(2372,'fr_FR','prefix',''),(2372,'fr_FR','subtitle',''),(2372,'fr_FR','title',''),(2372,'pt_BR','abstract',''),(2372,'pt_BR','prefix',''),(2372,'pt_BR','subtitle',''),(2372,'pt_BR','title',''),(2373,'','categoryIds','[]'),(2373,'','citationsRaw','Albaladejo, N., & Caruana, A. (2014). El acoso escolar, cyberbullying y bienestar en escolares de educación primaria. En A. Caruana, & N. Gomins, Cultivando emociones. Educación emocional de 8 a 12 años (págs. 246-264). Valencia: Generalitat Valenciana Conselleria d’Educació, Cultura i Esport.\r\nÁlvarez, N. (2014). Análisis de variables individuales, familiares y escolares para el alumnado implicado en la dinámica de acoso escolar (Tesis doctoral). Universidad de Sevilla, Sevilla, España.\r\nAlvariñas, M., Fernández, M. A., & López, C. (2009). Actividad Física y percepciones sobre deporte y género. Revista de Investigación en Educación, 6(1), 113-122.\r\nBaiden, P., Kuuire, V., Shrestha, N., Tonui, B., Dako-Gyeke, M., & Peters, K. (2019). Bullying victimization as a predictor of suicidal ideation and suicide attempt among senior high school students in Ghana: Results from the 2012 Ghana Global School-Based Health Survey. Journal of School Violence, 18(2), 300-317. https://doi.org/10.1080/15388220.2018.1486200 \r\nCaprara, G. V., Luengo-Kanacri, B. P., Zuffianò, A., Gerbino, M., & Pastorelli, C. (2015). Why and how to promote adolescents’ prosocial behaviors: direct, mediated and moderated effects of the CEPIDEA school-based program. Journal of Youth and Adolescence, 44(12), 2211-2229. https://doi.org/10.1007/s10964-015-0293-1 \r\nCaprara, G., & Pastorelli, C. (1993). Early emotional instability, prosocial behaviour and aggression: Some methodological aspects. European Journal of Personality, 7, 19-36. https://doi.org/10.1002/per.2410070103 \r\nCarlo, G., Mestre, V., McGinley, M., Samper, P., Tur, A., & Sandman, D. (2012). The interplay of emotional instability, empathy, and coping on prosocial and aggressive behaviors. Personality and Individual Differences, 53(5), 675-680. http://dx.doi.org/10.1016/j.paid.2012.05.022 \r\nCetina, C., & Moreno, J. (2015). Adaptación en adolescentes que practican actividad física frente a los que no practican. Informes Psicológicos, 15(1), 31-46. http://dx.doi.org/10.18566/infpsicv15n1a02 \r\nChu, X., Fan, C., Lian, S., & Zhou, Z. (2019). Does bullying victimization really influence adolescents’ psychosocial problems? A three-wave longitudinal study in China. Journal of Affective Disorders, 246, 603-610. https://doi.org/10.1016/j.jad.2018.12.103 \r\nChu-Fung, A., Ha, E., Zhou, G., Tsang, A., Yee, M., & Hung, B. (2019). Relationship Between Peer Victimization and Reactive–Proactive Aggression in School Children. Psychology of Violence, 9(3), 350-358.\r\nDel Barrio, V., Moreno, C., & López, R. (2001). Evaluación de la agresión y la inestabilidad emocional en niños españoles: su relación con la depresión. Clínica y Salud, 12, 33-50.\r\nDíaz-Aguado, M. J., Martínez, R., & Martín, J. (2013). El acoso entre adolescentes en España. Prevalencia, papeles adoptados por todo el grupo y características a las que atribuyen la victimización. Revista de Educación, (362), 348-379. \r\nEljach, S. (2011). Violencia escolar en América Latina y el Caribe: Superficie y fondo. Panamá: Plan Internacional-UNICEF.\r\nEnríquez, M., & Garzón, F. (2015). El acoso escolar. Saber, Ciencia y Libertad, 10(1), 219-233.\r\nEspaillat, V. (2016). Factores asociados a la violencia en el contexto escolar y familiar: el papel del apego, las expectativas de clase social, la violencia simbólica y el género (Tesis doctoral). Universidad de Salamanca, Salamanca, España.\r\nFinney, S. J., & DiStefano, C. (2013). Nonnormal and categorical data in structural equation modeling. In G.R. Hancock & R.O. Mueller (Eds.), A second course in Structural Equation Modeling (2nd ed., pp. 439-492). Information Age.\r\nFoss-Sigurdson, J., Undheim, A. M., Wallander, J., Lydersen, S., & Sund, A. M. (2018). The Longitudinal Association of Being Bullied and Gender with Suicide Ideations, Self-Harm, and Suicide Attempts from Adolescence to Young Adulthood: A Cohort Study. Suicide and Life-Threatening Behavior, 48(2), 169-182. https://doi.org/ 10.1111/sltb.12358 \r\nFredrick, S., & Demaray, M. (2018). Peer victimization and suicidal ideation: The role of gender and depression in a school-based sample. Journal of School Psychology, 67, 1-15. https://doi.org/10.1016/j.jsp.2018.02.001 \r\nGaraigordobil, M., Martínez-Valderrey, V., Páez, D., & Cardozo, G. (2015). Bullying y ciberbulling: diferencias entre colegios públicos-privados y religiosos y laicos. Pensamiento Psicológico, 13(1), 39-54. doi:10.11144/Javerianacali.PPSI13-1.bcdc  \r\nGriffin, R. S., & Gross, A. M. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9, 379-400.\r\nHu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118 \r\nIAAP & IUPsyS (2008). Universal Declaration of Ethical Principles for Psychologists. Available from the International Union of Psychological Science Web site: https://www.iupsys.net/about/governance/universal-declaration-of-ethical-principles-for-psychologists.html \r\nInglés, C., Torregrosa, M., García Fernández, J. M., Martínez-Monteagudo, M., Estévez., E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29-41. https://doi.org/10.30552/ejep.v7i1.97 \r\nISP (1978). Resolución sobre la práctica psicológica y los derechos humanos. Revista Latinoamericana de Psicología, 10(2), 298-299. http://doi.org/10.333.23rlp10i2.298-299 \r\nISP (2008a). Declaración de la Mesa Directiva de la SIP sobre Terápias de Conversión. Retrieved from https://archive.org/details/sip-2008a-declaracion-sobre-terapias-de-conversion \r\nISP (2008b). Consideraciones Éticas de la SIP. Retrieved from https://archive.org/details/sip-2008b-declaracion-sobre-principios-eticos \r\nISP (2014). Declaración de la SIP sobre Refugiados menores de edad en tránsito a los Estados Unidos. Retrieved from https://archive.org/details/sip-2014-declaracion-sobre-ninos-migrantes-en-centro-america \r\nISP (2016). Declaración de la SIP de apoyo a psicólogas y psicólogos colombianos que promueven los acuerdos de paz. Retrieved from https://archive.org/details/sip-2016-declaracion-apoyo-a-acuerdos-de-paz-en-colombia \r\nISP (2018). Position Statement of the Inter-American Psychological Society (SIP). Retrieved from https://archive.org/details/sip-2018-position-statement-on-immigration \r\nISP (2019). Declaración de la SIP sobre experticia de psicólogas y psicólogos en el campo de la salud mental y las ciencias del comportamiento. Retrieved from https://archive.org/details/sip-2019-declaracion-experticia-en-salud-mental \r\nJaitman, L., & Machin, S. (2016). Crime and violence in Latin America and the Caribbean: towards evidence-based policies. (No. 461). Centre for Economic Performance, LSE.\r\nJara, N., Casas, J., & Ortega-Ruiz, R. (2017). Proactive and Reactive Aggressive Behavior in Bullying: The Role of Values. International Journal of Educational Psychology, 6(1), 1-24. http://dx.doi.org/10.17583/ijep.2017.2515 \r\nKline, R. B. (1998). Methodology in the social sciences. Principles and practice of structural equation modeling. Guilford Press.\r\nKlomek, A. B., Barzilay, S., Apter, A., Carli, V., Hoven, W., … Wasserman, D. (2019). Bi-directional longitudinal associations between different types of bullying victimization, suicide ideation/attempts, and depression among a large sample of European adolescents. Journal of Child Psychology and Psychiatry, 60(2), 209-215. https://doi.org/ 10.1111/jcpp.12951\r\n   Lee, D., Jung, S., Park, S., & Hong, H. (2018). The impact of psychological problems and adverse life events on suicidal ideation among adolescents using nationwide data of a school‑based mental health screening test in Korea. European Child & Adolescent Psychiatry, 27, 1361-1372. \r\nLópez, A., Domínguez, J., & Álvarez, E. (2010). Bullying vertical: variables predictivas de la violencia escolar. Revista de Investigación en Educación, 8, 24-38.\r\nMulenga, D., Siziya, S., Mazaba, M., Kwangu, M., Njunju, E. (2017). Correlates of suicidal ideation among in-school adolescents in Trinidad and Tobago. International Public Health Journal, 9(4), 437-442.\r\nNocito, G. (2017). Investigaciones sobre el acoso escolar en España: Implicaciones psicoeducativas. REOP, 28(1), 104-118. https://doi.org/10.5944/reop.vol.28.num.1.2017.19361 \r\nOlweus, D. (1993). Bullying at school: what we know and what we can do. Malden, MA: Blackwell Publishing.\r\nOsman, A., Gutiérrez, P., Kopper, B., Barrios, F., & Chiros, C. (1998). The positive and negative suicide ideation inventory: Development and validation. Psychological Reports, 82, 783-793. https://doi.org/10.2466/pr0.1998.82.3.783 \r\nPailing, A., Boon, J., & Egan, V. (2014). Personality, the Dark Triad and violence. Personality and Individual Differences, 67, 81–86. \r\nParada, H., Ibarra, A., Burgos, R., & Asuad, M. (2017). Incidencia de violencia en adolescentes de 13 a 15 años en las escuelas públicas del Sistema de Educación de la República Dominicana. Santo Domingo: Editora Búho. \r\nPiñero, E., Arense, J., & Cerezo, F. (2013). Contexto familiar y conductas de agresión y victimización entre escolares de educación secundaria. Bordón, 65(3), 109-129.\r\nPiñuel, I., & Oñate, A. (2005). Informe Cisneros VII: Violencia y acoso escolar en alumnos de Primaria, ESO y Bachiller. Madrid: Instituto de Innovación Educativa y Desarrollo Directivo.\r\nPiñuel, I., & Oñate, A. (2006). Estudio Cisneros X: Acoso y violencia escolar en España. Madrid: Instituto de Innovación Educativa y Desarrollo Directivo.\r\nPolo del Río, M. I., León del Barco, B., Felipe, E., Fajardo, F., & Gómez, T. (2015). Análisis de la Socialización sobre Perfiles de la dinámica bullying. Universitas Psychologica, 14(3), 117-1128. http://dx.doi.org/10.11144/Javeriana \r\nProdócimo, E., Cerezo, F., & Arense, J. (2014). Acoso escolar: variables sociofamiliares como factores de riesgo o de protección. Behavioral Psychology, 22(2), 345-359.\r\nRomán, M., & Murillo, J. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista CEPAL, 104, 37-54.\r\nRosen, L. H., & Rubin, L. J. (2016). Bullying. En N. Naples, Encyclopedia of Gender and Sexuality Studies. Malden, MA: Wiley Blackwell.\r\nRosen, L., Scott, S., & DeOrnellas, K. (2017). An Overview of School Bullying. En L. Rosen, S. Scott, & K. DeOrnellas, Bullying in School (págs. 1-22). New York: Palgrave Macmillan.\r\nRosenberg, M. (1986). Conceiving the Self. Malabar, FL: Krieger.\r\nSave the Children. (2016). Yo a eso no juego. España: Save the Children.\r\nSchneider, S. K., O\'Donnell, L., Stueve, A., & Coulter, R. W. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102, 171-177. https://doi.org/10.2105/AJPH.2011.300308  \r\nSerrano, M. (2013). Profesorado de educación secundaria obligatoria y bullying: prevención e intervención educativa. (Tesis doctoral). Universidad de Valencia, Valencia, España.\r\nSteiger, J. H., & Lind, C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.\r\nTur-Porcar, A., Mestre, V., Samper, P., & Malonda, E. (2012). Crianza y agresividad de los menores: ¿es diferente la influencia del padre y de la madre? Psicothema, 24(2), 284-288. \r\nVergés, L., & Guzmán, M. (2017). Conflictividad y violencia en centros educativos privados: indagación sobre las actitudes y conductas de acoso en los actores del proceso educativo. Santo Domingo: TodoGráfico.\r\nVillalobos-Galvis, F. (2009). Validez y fiabilidad del Inventario de Ideación Suicida Positiva y Negativa–PANSI, en estudiantes colombianos. Universitas Psychologica, 9(2), 509-520.\r\nWilson, M., Dunlavy, A., & Berchtold, A. (2013). Determinants for bullying victimization among 11-16 Year Olds in 15 low and middle income countries: A multilevel study. Social Sciencies, 2, 208-220. doi:10.3390/socsci2040208'),(2373,'en_US','abstract','<p>The objective of this work is to know which sociodemographic and psychological characteristics of the vulnerable Dominican student function as risk and protective factors for bullying. There were 531 secondary school students from the Dominican Republic. The results showed that, among the socio-demographic variables, only first grade of secondary school and male gender were linked to bullying, while psychological variables showed significant and positive relationships with physical and verbal aggression, negative suicidal ideation, and emotional instability; and negative with prosocial behaviour, positive suicidal ideation, and self-esteem. These results provide relevant information to prevent and fight against bullying, taking into account the control factors that may be of risk, such as physical and verbal aggression or emotional instability, and promoting those that may function as protective, such as prosocial behaviour or self-esteem.</p>'),(2373,'en_US','prefix',''),(2373,'en_US','subtitle',''),(2373,'en_US','title',''),(2373,'es_ES','abstract','<p>El objetivo de este trabajo es conocer qué características sociodemográficas y psicológicas en el alumnado dominicano vulnerable funcionan como factores de riesgo y protectores frente al acoso escolar. Se contó con una muestra de 531 estudiantes de secundaria, de República Dominicana. Los resultados mostraron que, entre las variables sociodemográficas, solo el primer grado de escolarización y el sexo masculino se vinculaban con el acoso, mientras que las variables psicológicas mostraron relaciones significativas y positivas con la agresión física y verbal, la ideación suicida negativa y la inestabilidad emocional; y negativas con la conducta prosocial, ideación suicida positiva y la autoestima. Estos resultados arrojan información relevante para prevenir y luchar contra el acoso escolar partiendo del control de los factores que pueden ser de riesgo, como la agresión física y verbal o la inestabilidad emocional, y promoviendo los que pueden resultar protectores, como la conducta prosocial o la autoestima.</p>'),(2373,'es_ES','prefix',''),(2373,'es_ES','subtitle',''),(2373,'es_ES','title','Factores de riesgo y protectores del acoso escolar: el estudiante vulnerable en la República Dominicana'),(2373,'fr_FR','abstract','<p>L\'objectif de cette étude était de déterminer quelles caractéristiques sociodémographiques et psychologiques des étudiants dominicains vulnérables fonctionnent comme des facteurs de risque et de protection contre l\'intimidation. Un échantillon de 531 lycéens de la République dominicaine a été utilisé. Les résultats ont montré que, parmi les variables sociodémographiques, seules la première année de scolarité et le sexe masculin étaient associés à l\'intimidation, tandis que les variables psychologiques ont montré des relations significatives et positives avec l\'agression physique et verbale, les idées suicidaires négatives et l\'instabilité émotionnelle, et des relations négatives avec le comportement prosocial, les idées suicidaires positives et l\'estime de soi. Ces résultats fournissent des informations pertinentes pour prévenir et lutter contre les brimades en contrôlant les facteurs de risque, comme l\'agressivité physique et verbale ou l\'instabilité émotionnelle, et en favorisant ceux qui peuvent être protecteurs, comme le comportement prosocial ou l\'estime de soi.</p>'),(2373,'fr_FR','prefix',''),(2373,'fr_FR','subtitle',''),(2373,'fr_FR','title',''),(2373,'pt_BR','abstract','<p>O objetivo deste estudo foi determinar quais características sociodemográficas e psicológicas dos estudantes dominicanos vulneráveis funcionam como fatores de risco e proteção contra o bullying. Foi utilizada uma amostra de 531 alunos do ensino médio da República Dominicana. Os resultados mostraram que, entre as variáveis sociodemográficas, apenas a primeira série da escolaridade e o sexo masculino estavam associados ao bullying, enquanto as variáveis psicológicas mostraram relações significativas e positivas com agressão física e verbal, ideação suicida negativa e instabilidade emocional; e relações negativas com comportamento prosocial, ideação suicida positiva e auto-estima. Estes resultados fornecem informações relevantes para prevenir e combater o bullying controlando fatores de risco, tais como agressão física e verbal ou instabilidade emocional, e promovendo aqueles que podem ser protetores, tais como comportamento prosocial ou auto-estima.</p>\r\n<p>Traduzido com a versão gratuita do tradutor - www.DeepL.com/Translator</p>'),(2373,'pt_BR','prefix',''),(2373,'pt_BR','subtitle',''),(2373,'pt_BR','title',''),(2374,'','categoryIds','[]'),(2374,'','citationsRaw','Freud, (1930) estos grandes designios están constituidos por la decadencia de nuestro cuerpo, la destrucción que propicia la naturaleza y, por último y más interesante, la regulación de las relaciones sociales. \r\n\r\n…y parte de ese vínculo de sumisión está en la comunicación, pues el ser siempre comunicará algo, según establecen los Axiomas de la comunicación expuestos por Watzlawick en la Teoría de la Comunicación Humana y del Constructivismo (1981).\r\n\r\nPeña, (2015) “No existen malas ideas, pero si existen malas ejecuciones”\r\n\r\nLa pre-expresividad, según Cardonna, (1989) implica desculturizarse, despojarse de aquel estado de confort que ha sido construido a lo largo de los tiempos y depositado en dicho entorno social.'),(2374,'en_US','abstract',''),(2374,'en_US','prefix',''),(2374,'en_US','subtitle',''),(2374,'en_US','title',''),(2374,'es_ES','abstract','<p>El propósito de este trabajo es establecer una mirada paralela entre el ser–arte y el ser–cotidiano, inmersos en un mismo sistema que los impulsa a buscar sentido en el quehacer. La finalidad principal de este escrito radica en ver el paralelismo entre la cultura y la necesidad de consumir y hacer arte; así mismo abordando la perspectiva del sujeto artístico en búsqueda de su propio sentido, posiblemente de origen narcisista lo cual implica desde una mirada psicológica y social que la posibilidad artística va más allá de un mecanismo de sublimación, por el contrario es necesaria su incorporación en la sociedad para establecer posibilidades creativas y académicas.</p>'),(2374,'es_ES','prefix','el'),(2374,'es_ES','subtitle','A cultural rethink; the artistic manifestation contemplated from Psychology'),(2374,'es_ES','title','The speech coated by the being'),(2374,'fr_FR','abstract',''),(2374,'fr_FR','prefix',''),(2374,'fr_FR','subtitle',''),(2374,'fr_FR','title',''),(2374,'pt_BR','abstract',''),(2374,'pt_BR','prefix',''),(2374,'pt_BR','subtitle',''),(2374,'pt_BR','title',''),(2375,'','categoryIds','[]'),(2375,'','citationsRaw','Breslin, G., Shannon, S., Haughey, T., Donnelly, P., & Leavey, G. (2017). A systematic review of interventions to increase awareness of mental health and well-being in athletes, coaches and officials. Systematic Reviews, 6(1), 1–15. https://doi.org/10.1186/s13643-017-0568-6\r\nCastaldelli-Maia, J. M., Gallinaro, J. G. de M. e., Falcão, R. S., Gouttebarge, V., Hitchcock, M. E., Hainline, B., Reardon, C.L., Stull, T. (2019). Mental health symptoms and disorders in elite athletes: a systematic review on cultural influencers and barriers to athletes seeking treatment. British Journal of Sports Medicine –2019–100710. https://doi.org/10.1136/bjsports-2019-100710\r\nCarson, F., Malakellis, M., Walsh, J., Main, L.C. & Kremer, P. (2019). Examining the Mental Well-Being of Australian Sport Coaches. International Journal of Environmental Research and Public Health, 16 (23), 4601. https://doi.org/10.3390/ijerph16234601\r\nGorczynski, P., Gibson, K., Clarke, N., Mensah, T., & Summers, R. (2020). Examining mental health literacy, help-seeking behaviours, distress, and wellbeing in UK coaches. European Physical Education Review, 26(3), 713–726. https://doi.org/10.1177/1356336X19887772\r\nHinojosa-Alcalde, I., Andrés, A., Didymus, F. F., Norman, L., & Soler, S. (2020). Assessing Psychosocial Work Environments of Coaches in Spain and Their Relationships With Mental Health, Behavioral-Stress Symptoms, and Burnout. The Sport Psychologist. 34. 1-10. https://doi.org/10.1123/tsp.2018-0114\r\nKim, S., Hamiliton, B., Beable, S., Cavadino, A., & Fulcher, M. L. (2020). Elite coaches have a similar prevalence of depressive symptoms to the general population and lower rates than elite athletes. BMJ open sport & exercise medicine, 6(1), e000719. https://doi.org/10.1136/bmjsem-2019-000719\r\nMental Health Foundation (2008). What works for you? London: MHF. https://www.mentalhealth.org.uk/\r\nMoher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097\r\nNorris, L. A., Didymus, F. F., & Kaiseler, M. (2017). Stressors, coping, and well-being among sports coaches: A systematic review. Psychology of Sport and Exercise, 33, 93–112. https://doi.org/10.1016/j.psychsport.2017.08.005\r\n Roberts, S. J., Baker, M., Reeves, M. J., Jones, G., & Cronin, C. (2018). Lifting the veil of depression and alcoholism in sport coaching: how do we care for carers? Qualitative Research in Sport and Exercise. 11(1069). https://doi.org/10.1080/2159676X.2018.1556182\r\nRuddock, S., Ruddock-Hudson, M., & Rahimi-Golkhandan, S. (2017). The impact of job-burnout on Australian Football League coaches: Mental health and well-being. Journal of Science and Medicine in Sport. 20. 73-74. https://doi.org/10.1016/j.jsams.2017.09.341\r\nVella S.A., Swann, C., & Tamminen, K.A. (2020). Mental health in sport: An overview and introduction to the special issue, Journal of Applied Sport Psychology. https://doi.org/10.1080/10413200.2020.1854897\r\nSmith, A., Haycock, D., Jones, J., Greenough, K., Wilcock, R., & Braid, I. (2020). Exploring Mental Health and Illness in the UK Sports Coaching Workforce. Int J Environ Res Public Health. 13;17(24):9332. https://doi.org/10.3390/ijerph17249332'),(2375,'en_US','abstract','<p>The aim of this study was to investigate, through a systematic review, the studies published in the last 10 years relating to the mental health of sports coaches in the databases PubMed, Taylor and Francis, PsycInfo, Google Scholar and Science Direct. In total, 8 articles that passed the eligibility criteria were identified and the current review showed that coaches\' mental health was mainly investigated through symptoms of general psychological distress or the prevalence of symptoms of mental disorders. Depression and anxiety were the psychopathologies most commonly reported in the research articles. This study concludes that there is little research conducted on mental health using sports coaches as a sample and this is a field to be explored in future studies.</p>'),(2375,'en_US','prefix','A'),(2375,'en_US','subtitle',''),(2375,'en_US','title','Systematic review on mental health in sports coaches'),(2375,'es_ES','abstract',''),(2375,'es_ES','prefix',''),(2375,'es_ES','subtitle',''),(2375,'es_ES','title',''),(2375,'fr_FR','abstract',''),(2375,'fr_FR','prefix',''),(2375,'fr_FR','subtitle',''),(2375,'fr_FR','title',''),(2375,'pt_BR','abstract','<p>O objetivo do estudo foi investigar, através de uma revisão sistemática, os estudos realizados nos últimos 10 anos relacionados à saúde mental dos treinadores esportivos nas bases de dados PubMed, Taylor e Francis, PsycInfo, Google Scholar e Science Direct. No total, foram identificados 8 artigos que passaram nos critérios de elegibilidade e a revisão atual mostrou que a saúde mental dos treinadores foi principalmente investigada por meio de sintomas de sofrimento psicológico geral ou a prevalência de sintomas de transtornos mentais. A depressão e a ansiedade foram as psicopatologias mais comumente relatadas nas pesquisas. Este estudo conclui que poucas são as pesquisas feitas sobre saúde mental usando como a amostra os treinadores esportivos e esse é um campo a ser explorado em futuros estudos.</p>'),(2375,'pt_BR','prefix','Uma'),(2375,'pt_BR','subtitle',''),(2375,'pt_BR','title','Revisão sistemática sobre a saúde mental em treinadores esportivos'),(2376,'','categoryIds','[]'),(2376,'','citationsRaw','Abelson, J. y Gauvin, F. P. (2006). Assessing the impacts of public participation: Concepts, evidence and policy implications. Canadian Policy Research Networks Inc.  \r\nAgenda Ciudadana. (2011, 3 de febrero). Rendición de cuentas. El Nuevo Día [Suplemento]\r\n	https://www.dropbox.com/s/fv8ghtykiuk7usy/Cumbre-de-Rendicion-de-Cuentas.pdf?dl=0\r\nBess, K., Prilleltensky, I., Perkins, D. y Collins, L. (2009).  Participatory organizational change in community-based health and human services: From tokenism to political engagement. American Journal of Community Psychology, 43,134–148. https://doi.org/10.1007/s10464-008-9222-8\r\nBess, K., Perkins, D., Cooper, D. y Jones, D. (2011). A heuristic framework for understanding the role of participatory decision making in community-based non-profits. American Journal of Community Psychology, 47, 236–252 https://doi.org/10.1007/s10464-010-9396-8\r\nBishop, B., Vicary, D., Browne, A., y Guard, N. (2009). Public policy, participation and the third position: The implication of engaging communities on their own terms. American Journal of Community Psychology, 43, 111–121. https://doi.org/10.1007/s10464-008-9214-8\r\nChristen, B. y Speer, P. (2011).  Contextual influences on participation in community organizing: A multilevel longitudinal study. American Journal of Community Psychology, 47, 253–263. https://doi.org/10.1007/s10464-010-9393-y\r\nChurchman, A., Wiesenfeld, E. y Sadan, E. (2017). On participation and participatory practices. En M. Bond, Autora y C. Keys (Eds.). Handbook of Community Psychology (315-334). American Psychological Association.\r\nClayton, A., O’Connell, M., Bellamy, C. Benedict, P., y Rowe, M. (2013). The Citizenship Project Part II: Impact of a citizenship intervention on clinical and community outcomes for persons with mental illness and criminal justice involvement. American Journal of Community Psychology, 51, 114–122. https://doi.org/10.1007/s10464-012-9549-z\r\nColina, M.R. y del Valle, O. (2014). La comunicación: Base para edificar la democracia participativa. Questión, 1(42), 284-299. https://dialnet.unirioja.es/servlet/articulo?codigo=5702516\r\nColino, C. y Del Pino, E. (2006). Un fantasma recorre Europa: Renovación democrática mediante iniciativas de promoción participativa en los gobiernos locales. En J. Sosa (Ed.) Política pública y participación social: Visiones alternativas, (1-34). UNAM- DIVIP. \r\nColino, C.  y del Pino, E. (2008). Democracia participativa en el nivel local: Debates y experiencias en Europa.  Revista Catalana de Dret Públic, 37, 247-283. https://www.researchgate.net/publication/42243151_Democracia_participativa_en_el_nivel_local_debates_y_experiencias_en_Europa\r\nCornwall, A. (2008). Unpacking participation: Models, meanings and practices. Community Development Journal, 43 (3), 269-283. https://doi.org/10.1093/cdj/bsn010\r\nCunningham, F. (2002). Theories of democracy: A critical introduction. Routledge.\r\nFerullo de Parajón, A.G. (2006). El triángulo de las tres “P”. Paidós.\r\nFont, J. (2014). Participación ciudadana y decisiones públicas: Conceptos, experiencias y metodología. En A. Ziccardi (Ed.) Participación ciudadana y políticas sociales en el ámbito local. (23-42), UNAM. https://controlatugobierno.com/archivos/bibliografia/fontdecisiones.pdf\r\nFont, J. (2003, junio). Nuevos mecanismos participativos y democracia participativa. [Ponencia] Jornadas sobre democracia participativa, UPV. https://www.researchgate.net/profile/Joan_Font5/publication/267235725_NUEVOS_MECANISMOS_PARTICIPATIVOS_Y_DEMOCRACIA_PARTICIPATIVA/links/55153ff40cf2b5d6a0e9745d.pdf\r\nFont, J., Blanco, I., Gomá, R. y Jarque, M. (2000). Mecanismos de participación ciudadana en la toma de decisiones locales. XXIV Concurso de Ensayos del CLAD, Caracas, Venezuela. https://www.semanticscholar.org/paper/MECANISMOS-DE-PARTICIPACIÓN-CIUDADANA-EN-LA-TOMA-DE-Font-Blanco/054d99a84fedf5ae294a7d4dafffd14dde61d23b?p2df\r\nFoster-Fishman, P., Collins, C., y Pierce, S. (2013). An investigation of the dynamic processes promoting citizen participation. American Journal of Community Psychology, 51, 492–509 https://doi.org/10.1007/s10464-012-9566-y\r\nFung, A. y Wright, E. (2003). Deepening democracy: Institutional innovations in empowered participatory governance.  Verso.\r\nGuerra González, O. (2015). Desarrollo y democracia desde la ciudadanía, Revista de Ciencias Sociales, 19, 10-44. https://revistacis.techo.org/index.php/Journal/article/view/43\r\nLara, M. L. (2007). La complejidad y la trasdisciplinariedad en la Psicología Social Comunitaria. En M.L. Lara (Comp.). Al margen de los márgenes. Transdisciplinariedad y complejidad: Experiencias y retos desde la Universidad. (91-118). Koiné, Inc.\r\nMannarini, T. y Talo C. (2013). Evaluating public participation: Instruments and implications for citizen involvement. Community Development, 44 (2), 239-256. http://dx.doi.org/10.1080/15575330.2012.683799\r\nMarchioni, M. (2006). Democracia participativa y crisis de la política: La experiencia de los planes comunitarios. Cuadernos de Trabajo Social, 19, 213-224. https://revistas.ucm.es/index.php/CUTS/article/view/CUTS0606110213A\r\nMenser, M. (2018). We decide!: Theories and cases in participatory democracy. Temple University Press. \r\nMontero, M. (2004). Introducción a la psicología comunitaria: Desarollo, conceptos y procesos. Paidós.\r\nMontambeault, F. (2016). The politics of local participatory democracy in Latin America: Institutions, actors, and interactions. Stanford University Press. \r\nMontecinos, E. (2012). Democracia y presupuesto participativo en América Latina: La mutación del presupuesto participativo fuera de Brasil. Revista del CLAD Reforma y Democracia, 53 (junio), 61-96. https://www.redalyc.org/pdf/3575/357533685003.pdf\r\nMorales, E. (2016). Empoderamiento y transformación de las relaciones de poder: Un análisis crítico de los procesos institucionales. [Disertación doctoral] Universitat Autónoma de Barcelona. https://www.tdx.cat/bitstream/handle/10803/400078/emm1de1.pdf?sequence=1\r\nNelson, G. (2013). Community psychology and transformative policy change in the neo-liberal era. American Journal of Community Psychology, 52, 211–223. https://doi.or/10.1007/s10464-013-9591-5\r\nNoriega, A., Aburto, F. y Montecinos, E. (2016). Presupuestos participativos en Chile y su contribución a la inclusión social. Revista de Ciencias Sociales, 56, 203-218. http://dx.doi.org/10.17141/iconos.56.2016.1865\r\nOrtiz, B. y Lara, M.L. (2009, 4 de mayo). Participación ciudadana para la promoción de una política social de equidad: Los Foros Ciudadanos en Puerto Rico. [Ponencia]. VIII Encuentro de Políticas Sociales y Trabajo Social: Hacia la Construcción de la Equidad, Antigua, Guatemala.\r\nPérez-Jiménez, D., Rodríguez Medina, S. y Autora (2014). Campaña electoral de altura: Cómo fomentar la participación ciudadana desde una organización profesional. Revista Puertorriqueña de Psicología, 25 (2), 354-374. http://www.ojs.repsasppr.net/index.php/reps/article/view/249\r\nRendón, A. (2004). Los retos de la democracia participativa. Sociológica, 19(54), 183-211. https://www.redalyc.org/pdf/3050/305026633007.pdf\r\nRíos, M. y Lachapelle, P.  (2015). Community development and democratic practice: Pas de deux or distinct and different. Community Development, 46(3), 190-197. htpps://doi.org/10.1080/15575330.2015.1032050\r\nRivera, A. I. (2014).  El papel imprescindible de los ciudadanos: Rendición de cuentas en la política y la administración pública. www.80grados.net/el-papel-imprescindible-de-los-ciudadanos\r\nRochira, A. y Mannarini, T. (2011). Deliberation and protest: A closer look at social fora dynamics. International Journal of Human and Social Sciences, 1(8), 73-81. http://www.ijhssnet.com/journals/Vol._1_No._8;_July_2011/9.pdf\r\nRoth, A. (2013). Democracia participativa en América Latina: El uso del sorteo como dispositivo democrático para una gobernanza post-estatal. Revista del CLAD Reforma y democracia, 56 (junio), 3158. https://www.redalyc.org/pdf/3575/357533688002.pdf\r\nSánchez, E. (2000). Todos con la “esperanza”: Continuidad de la participación comunitaria. Universidad Central de Venezuela.\r\nSelee, A.  y Peruzzotti, E. (2009). (Eds.) Participatory innovation and representative democracy in Latin America. John Hopkins University Press. \r\nAutora. (2018, octubre). Democracia participativa y psicología comunitaria: De la representación a la participación. [Conferencia magistral]. Pre-conferencia de la VII Conferencia Internacional de Psicología Comunitaria, Temuco, Chile.\r\nAutora, López, M. M. & Rivera-Medina, E. (1992). Hacia una Psicología Social Comunitaria. En I. Serrano-García & W. Rosario Collazo (Eds). Contribuciones puertorriqueñas a la Psicología Social Comunitaria. (75-106) Ed. Universitaria.\r\nWiesenfeld, E. (2015). Las intermitencias de la participación comunitaria: Ambigüedades y retos para su investigación y práctica. Psicología, Conocimiento y Sociedad, 5(2), 335-387. https://revista.psico.edu.uy/index.php/revpsicologia/article/view/276\r\nWolff, T. (2010). The power of collaborative solutions. Jossey-Bass.'),(2376,'en_US','abstract','<p>Community psychology is a set of values, goals, and commitments. Those commitments include furthering well-being, empowerment, and human development. Stemming from these values ​​and commitments, this paper promotes a reflection on democratic systems. Models of representative and participatory democracy are discussed. The knowledge that community psychology has generated about participation and its relevance to the implementation of participatory democratic processes is also presented. The article contains three examples of participatory democracy projects in Puerto Rico along with their achievements and challenges, and ends with recommendations to continue this path and promote it in other countries.</p>'),(2376,'en_US','prefix',''),(2376,'en_US','subtitle',''),(2376,'en_US','title',''),(2376,'es_ES','abstract','<p>La psicología comunitaria es un conjunto de valores, metas y compromisos. Esos compromisos incluyen el bienestar, el fortalecimiento y el desarrollo humano. Partiendo de esos valores y compromisos, en este trabajo se promueve una reflexión sobre los sistemas democráticos y se discuten los modelos de democracia representativa y participativa. También se presentan los conocimientos que la psicología comunitaria ha generado sobre la participación y su pertinencia a la implantación de procesos democráticos participativos.&nbsp; El artículo contiene tres ejemplos de proyectos de democracia participativa en Puerto Rico junto a sus logros y retos y termina con recomendaciones para continuar esta trayectoria y promoverla en otros países.</p>'),(2376,'es_ES','prefix',''),(2376,'es_ES','subtitle','De la representación a la participación'),(2376,'es_ES','title','Democracia y psicología comunitaria'),(2376,'fr_FR','abstract',''),(2376,'fr_FR','prefix',''),(2376,'fr_FR','subtitle',''),(2376,'fr_FR','title',''),(2376,'pt_BR','abstract',''),(2376,'pt_BR','prefix',''),(2376,'pt_BR','subtitle',''),(2376,'pt_BR','title',''),(2377,'','categoryIds','[]'),(2377,'','citationsRaw','Alloy, L. B., Abramson, L., Stange, J., & Salk, R. (2017). Cognitive vulnerability and unipolar depression. In: DeRubeis, D. R., & Strunk, R. J. The Oxford handbook of mood disorders. Oxford: Oxford University Press.\r\nAseltine, R. H. (1996). Pathways linking parental divorce with adolescent depression. Journal of Health and Social Behavior, 37(2), 133-148. https://doi.org/10.2307/2137269\r\nCampo-Arias, A, Díaz, C. E., & Cogollo, Z. (2006). [Predictive factors related to general well-being in adolescent students in Cartagena, Colombia]. Revista Colombiana de Psiquiatria, 35(2), 168-183.\r\nCampo-Arias, A., Gonzalez, S., Sanchez, Z., Rodriguez, D., Dallos, C., & Diaz-Martinez, L. (2005). [Perception of academic performance depressive symptoms in vocational high school students from Bucaramanga]. Archivos de Pediatria del Uruguay, 76(1), 21-26.\r\nCampo-Arias, A., Miranda-Tapia, G. A., Cogollo, Z., & Herazo, E. (2015). [Reproducibility of the Well-Being Index (WHO-5 WBI) among adolescent students]. Salud Uninorte, 31(1), 18-24. http://dx.doi.org/10.14482/ sun.30.1.4309\r\nCaspi, A., Sugden, K., Moffitt, T. E., Taylor, A., Craig, I. W., Harrington, H., & Poulton, R. (2003). Influence of life stress on depression: Moderation by a polymorphism in the 5-HTT gene. Science, 301(5631), 386-389. https://doi.org/10.1126/science.1083968\r\nChang, K.-M. (2015). The relation between parenting and adolescent depression: Self-worth as a mediator. Journal of the Korea Academia-Industrial Cooperation Society, 16(7), 4520-4527. https://doi.org/10.5762/kais.2015.16.7.4520\r\nCogollo, Z., Gómez, E., De Arco, O., Ruiz, I., & Campo-Arias, A. (2007). [Association between family dysfunction and clinically important depressive symptoms among students of Cartagena, Colombia]. Revista de Ciencias de La Salud, 5(1), 33-39.\r\nCummings, M. E. (1994). Marital conflict and children’s functioning. Social Development, 31(1), 16-36. https://doi.org/10.1111/j.1467-9507.1994.tb00021.x\r\nCummings, E. M., & Davies, P. T. (2002). 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Actas Españolas de Psiquiatría, 33(5), 298-302.\r\nEwing, E. S. K., Diamond, G., & Levy, S. (2015). Attachment-based family therapy for depressed and suicidal adolescents: theory, clinical model and empirical support. Attachment and Human Development, 17(2), 136-156. https://doi.org/10.1080/14616734.2015.1006384\r\nForero, L. M., Avendaño, M., Duarte, Z., & Campo-Arias, A. (2006). [Internal consistency and factorial analysis of family functioning APGAR scale in middle school students]. Revista Colombiana de Psiquiatría, 35(1), 23-29.\r\nGladstone, G. L., & Parker, G. B. (2005). The role of parenting in the development of psychopathology: An overview of research using the parental bonding instrument. In: Hudson, J. L. & Rapee, R. M. Psychopathology and the family. Amsterdam: Elsevier. pp. 21-33.\r\nGobbi, G., Low, N. C., Dugas, E., Sylvestre, M. P., Contreras, G., & O\'Loughlin, J. (2015). Short-term natural course of depressive symptoms and family-related stress in adolescents after separation from father. The Canadian Journal of Psychiatry, 60(10), 417-426. https://doi.org/10.1177/070674371506001002\r\nGómez-Bustamante, E. M., Castillo-Ávila, I., & Cogollo, Z. (2013). [Predictors of family dysfunction among adolescent students]. Revista Colombiana de Psiquiatría, 42(1), 72-80. https://doi.org/10.1016/S0034-7450(14)60088-3\r\nGreaven, S. H., Santor, D. A., Thompson, R., & Zuroff, D. C. (2000). Adolescent self-handicapping, depressive affect, and maternal parenting styles. Journal of Youth and Adolescence, 29(6), 631-646. https://doi.org/10.1023/A:1026499721533\r\nKeenan-Miller, D., Peris, D. T., Axelson, D., Kowatch, R. A., David, D., & Miklowitz, J. (2012). Family functioning, social impairment, and symptoms among adolescents with bipolar disorder RH: Interpersonal functioning in bipolar. Journal of American Academy of Child and Adolescent Psychiatry, 51(10), 1085-1094. https://doi.org/10.1016/j.jaac\r\nLim, H. J., Chung, S. S., & Joung, K. H. (2016). Factors of depressive symptoms among elementary, middle, and high school students. Archives of Psychiatric Nursing, 30(3), 302-308. ttps://doi.org/10.1016/j.apnu.2015.11.010\r\nLovejoy, M. C., Graczyk, P. A., O’hare, E., & Neuman, G. (2000). Maternal depression and parenting behavior: a meta-analytic review. Clinical Psychology Review, 20(5), 561-592. https://doi.org/10.1016/S0272-7358(98)00100-7\r\nNomura, Y., Wickramaratne, P., Warner, V., Mufson, L., & Weissman, M. (2002). Family discord, parental depression, and psychopathology in offspring: Ten-year follow-up. Journal of the American Academy of Child & Adolescent Psychiatry, 41(4), 402-409. https://doi.org/10.1097/00004583-200204000-00012\r\nOlson, D., Russell, C., & Sprenkle, D. (2014). Circumplex model: Systemic assessment and treatment of families. London: Routledge.\r\nSaha, A. K., & Tamanna, M. N. (2019). Effect of maternal depression on adolescents self-esteem and academic achievement. Journal of Psychosocial Research, 13(2), 275-285. https://doi.org/10.32381/JPR.2018.13.02.2\r\nSantesteban-Echarri, O., MacQueen, G., Goldstein, B. I., Wang, J. L., Kennedy, S. H., Bray, S., Lebel, C., & Addington, J. (2018). Family functioning in youth at-risk for serious mental illness. Comprehensive Psychiatry, 87, 17-24. https://doi.org/10.1016/j.comppsych.2018.08.010\r\nSmilkstein, G. (1978). The family APGAR: A proposal for a family function test and its uses by physicians. Journal of Family Practice, 6(6), 1231-1239.\r\nSuárez, M. A., & Alcalá, M. (2014). [Family APGAR: a tool to detect family dysfunction]. Revista Medica La Paz, 20, 53-57.\r\nTompson, M. C., Boger, K. D., & Asarnow, J. R. (2012). Enhancing the developmental appropriateness of treatment for depression in youth: Integrating the family in treatment. Child and Adolescent Psychiatric Clinics of North America, 21(2), 345-384. https://doi.org/10.1016/J.CHC.2012.01.003\r\nWalsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 1-18. https://doi.org/10.1111/j.1545-5300.2003.00001.x\r\nWalsh, F. (2012). Facilitating family resilience: relational resources for positive youth development in conditions of adversity. In: Ungar, M. The social ecology of resilience: A handbook of theory and practice. New York: Springer. pp. 173-185. \r\nWalsh, F. (2016). Family resilience: a developmental systems framework. European Journal of Developmental Psychology, 13(3), 313-324. https://doi.org/10.1080/17405629.2016.1154035\r\nWeissman M. M, & Jensen, P. (2002). What research suggests for depressed women with children. Journal of Clinical Psychiatry, 63(7), 641-647. https://doi.org/10.4088/jcp.v63n0717\r\nWeissman, M. M., Wickramaratne, P., Gameroff, M. J., Warner, V., Pilowsky, D., Kohad, R. G., et al. (2016). Offspring of depressed parents: 30 years later. American Journal of Psychiatry, 173(10), 1024-1032. https://doi.org/10.1176/appi.ajp.2016.15101327\r\nWichstrøm, L. (1999). The emergence of gender difference in depressed mood during adolescence: The role of intensified gender socialization. Developmental Psychology, 35(1), 232-245. https://doi.org/10.1037/0012-1649.35.1.232\r\nWorld Health Organization. (1998). Well-Being measures in primary health care: The DepCare Project. Health for All. Target 12.\r\nZapata-Gallardo, J. N., Figueroa-Gutiérrez, M., Méndez-Delgado, N., Miranda-Lozano, V. M., Linares-Segovia, B., Carrada-Bravo, T., Vela-Otero, Y & Rayas-Lundes, A. M. (2007). [Depression associated with family dysfunction in adolescence]. Boletín Médico del Hospital Infantil de México, 64(5), 295-301.'),(2377,'en_US','abstract','<p>The study aimed to estimate the correlation between family functioning and depressive symptoms in high-school adolescents in Santa Marta, Colombia. A cross-sectional study was done which the participation of a sample of high-school students between 13 and 17-year-old. Students completed the family APGAR questionnaire that quantifies adaptation, participation, growth, affectivity, and problem-solving in the family context and the General Wellbeing Index (WHO-5) quantifying depressive symptoms. Spearman (<em>r<sub>s</sub></em>) correlations established the relationship between the APGAR item scores and total WHO-5 score. 1,462 students participated in the study (M = 15.98, SD = 0.82), and 60.33% were females. The correlations between the family APGAR items and depressive symptoms scores were <em>r<sub>s</sub></em> = 0.34 for adaptation, <em>r<sub>s</sub></em> = 0.37 for participation, <em>r<sub>s</sub></em> = 0.33 for growth, <em>r<sub>s</sub></em> = 0.33 affectivity, and <em>r<sub>s</sub></em> = 0.38 problem resolution, all with p-values &lt; 0.01. In conclusion, the APGAR items correlated positively with depressive symptoms. Family functioning should always consider in studies that explore depressive symptoms in high-school students.</p>'),(2377,'en_US','prefix','The'),(2377,'en_US','subtitle',' Family Functioning and Depressive Symptoms'),(2377,'en_US','title','Association Between Family Functioning and Depressive Symptoms Among Colombian High-School Adolescents'),(2377,'es_ES','abstract',''),(2377,'es_ES','prefix',''),(2377,'es_ES','subtitle',''),(2377,'es_ES','title',''),(2377,'fr_FR','abstract',''),(2377,'fr_FR','prefix',''),(2377,'fr_FR','subtitle',''),(2377,'fr_FR','title',''),(2377,'pt_BR','abstract',''),(2377,'pt_BR','prefix',''),(2377,'pt_BR','subtitle',''),(2377,'pt_BR','title',''),(2378,'','categoryIds','[]'),(2378,'','citationsRaw','ALMEIDA, José M. C. Mental health services for victims of disasters in developing countries: a challenge and an opportunity. World Psychiatry, n. 1, v. 3, 2002, pp. 155-157. \r\nALVES, E. G. R. Da Psicologia dos desastres à psicologia da gestão integral de riscos e desastres. In: FUKUMITSU, K. O (org). Vida, morte e luto: Atualizações brasileiras. 1ª ed. São Paulo: Summus, 2018, pp. 166-181.\r\nBBC NEWS BRASIL. CORONAVÍRUS: o mapa que mostra o alcance mundial da doença. BBC News Brasil, 10 jul. 2020. Disponível em: https://www.bbc.com/portuguese/internacional-51718755. Acesso em: 07 de Mar de 2021  \r\nBENEVIDES, Regina. A psicologia e o sistema único de saúde: quais interfaces? Psicologia Social, v. 17, n. 2, 20015, pp. 21-25.\r\nBRASIL. Ministério da Saúde. Lei 8.080, de 19 de Setembro de 1990. Dispõe sobre as condições para a promoção, proteção e recuperação da saúde, a organização e o funcionamento dos serviços correspondentes e dá outras providências. Diário Oficial da União, 20 set 1990.\r\nCAMARGO-BORGES, Celiane. CARDOSO, Cármen Lúcia. A psicologia e a estratégia saúde da família: compondo saberes e fazeres. Psicologia Social, v. 17, n. 2, 20015, pp. 26-32. \r\nCOGO, Adriana S. et al. A psicologia diante de emergências e desastres. In:  FRANCO, Maria H. P. (org). A intervenção psicológica em situações de emergências: fundamentos para a prática. 1ª ed. São Paulo: Summus, 2015. p. 15-45.\r\nCONSELHO FEDERAL DE PSICOLOGIA. Centro de Referência Técnica em Psicologia e Políticas Públicas. PRÁTICAS PROFISSIONAIS DE PSICÓLOGOS E PSICÓLOGAS NA ATENÇÃO BÁSICA À SAÚDE. Brasília: CFP, 2009.\r\nCONSELHO FEDERAL DE PSICOLOGIA. Nota Técnica sobre a atuação dos psicólogo(a)s em situações de Emergências e Desastres, relacionadas com a política de Defesa Civil, 5 maio 2013. Disponível em: https://site.cfp.org.br/wp-content/uploads/2013/05/NOTA-T%C3%89CNICA-SOBRE-ATUA%C3%87%C3%83O-DE-PSIC%C3%93LOGA-O-EM-EMERG%C3%8ANCIAS-E-DESASTRES.pdf. Acesso em: 15 ago. 2020.\r\nCONSELHO FEDERAL DE PSICOLOGIA. RESOLUÇÃO CFP Nº 010/05, de Agosto de 2005. Aprova o Código de Ética Profissional do Psicólogo. XIII Plenário do Conselho Federal de Psicologia. Disponível em: http://site.cfp.org.br/wp-content/uploads/2012/07/codigo-de-etica-psicologia.pdf. Acesso em: 30 jan. 2021.\r\nDUARTE, M.Q, Santo. SANTO, Manuela Almeida da Silva. LIMA, Carolina Palmeiro. GIORDANI, Jaqueline Portella. TRENTINI, Clarissa Marceli. COVID-19 e os impactos na saúde mental: Uma amostra do Rio Grande do Sul. Ciência & Saúde Coletiva, v. 25, n. 9, 2020.\r\nESPERIDIAO, Elizabeth. SAIDEL, Maria Giovana Borges. RODRIGUES, Jeferson. Saúde mental: foco nos profissionais de saúde. Revista Brasileira de Enfermagem, v. 27, suplemento 1, 2020.\r\nFARO, André et al. COVID-19 e saúde mental: a emergência do cuidado. Estudos de Psicologia, v. 37, 2020, pp. 1-14.\r\nFONSECA, J. P. et al. Intervenções Psicológicas em emergências em emergências: a construção de uma práxis. In: FRANCO, Maria H. P. (org). A intervenção psicológica em situações de emergências: fundamentos para a prática. 1ª ed. São Paulo: Summus, 2015, pp. 47 -77.\r\nGREGIO, Cláudia et al. O luto desencadeado por desastres. In: FRANCO, Maria H. P. (org). A intervenção psicológica em situações de emergências: fundamentos para a prática. 1ª ed. São Paulo: Summus, 2015a, pp. 139-167.\r\nGREGIO, Cláudia et al. Saúde mental em emergências e Transtorno de estresse pós-traumático. In:  FRANCO, Maria H. P. (org). A intervenção psicológica em situações de emergências: fundamentos para a prática. 1ª ed. São Paulo: Summus, 2015b, pp. 189-217.\r\nINTER AGENCY STANDING COMMITTEE. Como lidar com os aspectos psicossociais e de saúde mental referentes ao surto de COVID-19: um guia preliminar. Disponível em: https://www.paho.org/pt/documents/interim-briefing-note-addressing-mental-health-and-psychosocial-aspects-covid-19-outbreak. Acesso em: 17 mar. 2020. \r\nKUBLER-ROSS, Elisabeth. Sobre a Morte e o Morrer. 8ª ed. São Paulo: Martins Fontes, 1981. \r\nLANCETTI, Antonio. Clínica Peripatética. São Paulo: Hucitec, 2016.\r\nMILANESI, Rafaela. CAREGNATO, Rita Catalina Aquino. WACHHOLZ, Neiva Isabel Raffo. Pandemia de Influenza A (H1N1): mudança nos hábitos de saúde da população, Cachoeira do Sul, Rio Grande do Sul. Cadernos de Saúde Pública, v. 27, n. 4, 2011, pp. 723-732.\r\nMINISTÉRIO DA SAÚDE. Fundação Oswaldo Cruz. COVID-19: Perguntas e Respostas, 2020b. Disponível em: https://portal.fiocruz.br/pergunta/o-que-e-o-novo-coronavirus. Acesso em: 05 mar. 2020\r\nMINISTÉRIO DA SAÚDE. Fundação Oswaldo Cruz. Saúde Mental e Atenção Psicossocial na Pandemia COVID-19: Recomendações Gerais, 2020a. Disponível em: https://www.fiocruzbrasilia.fiocruz.br/wp-content/uploads/2020/04/Sa%c3%bade-Mental-e-Aten%c3%a7%c3%a3o-Psicossocial-na-Pandemia-Covid-19-recomenda%c3%a7%c3%b5es-gerais.pdf. Acesso em: 31 jan. 2021.\r\nMOREIRA, Daiana de Jesus. CASTRO, Marden Gomes de. O Núcleo de Apoio à Saúde Da Família (NASF) como porta de entrada oficial do psicólogo na atenção básica. TransFormações em Psicologia, v. 2, n. 2, 2009, pp. 51-64.\r\nPAN AMERICAN HEALTH ORGANIZATION (PAHO). Unidade de Saúde Mental, de Abuso de Substâncias, e Reabilitação (THS/MH). Tecnologia e Prestação de Serviços de Saúde. Proteção da Saúde Mental em situações de epidemias, 2009. Disponível em: https://www.paho.org/hq/dmdocuments/2009/Protecao Saude-Mental-em-Situaciones-de-Epidemias--Portugues.pdf. Acesso em: 31 jan. 2021.\r\nPEREIRA, M. D. et al. The COVID-19 pandemic, social isolation, consequences on mental health and coping strategies: an integrative review. Research, Society and Development, n. 9, v. 7, 2020, pp. 1-35.\r\nSANTOS, Keli Lopes. QUINTANILHA, Bruna Ceruti. DALBELLO-ARAUJO, Maristela. A atuação do psicólogo na promoção da saúde. Psicologia: teoria e prática, v. 12, n. 1, 2010, pp. 181-196.\r\nSCHMIDT, Beatriz et al. Saúde mental e intervenções psicológicas diante da pandemia do novo coronavírus (COVID-19). Estudos de Psicologia, v. 37, 2020, pp. 1-13.\r\nSILVEIRA, Anny Jackeline Torres. A medicina e a influenza espanhola de 1918. Tempo,  v. 10, n. 19, 2005, p. 91-105.\r\nUNITED NATIONS (UN). United Nations Policy Brief: COVID-19 and the Need for Action on Mental Health, 13 maio 2020. Disponível em: https://www.jspn.or.jp/uploads/uploads/files/activity/United_Nations20200513.pdf. Acesso em: 31 jan. 2021.\r\n_________________. O impacto da Pandemia na Saúde Mental das pessoas já é extremamente preocupante, 14 maio 2020. Disponível em: https://www.youtube.com/watch?v=qsjJq4Pws2I.   Acesso em: 01 jun. 2020.\r\nWERNECK, Guilherme Loureiro. CARVALHO, Marília Sá. A pandemia de COVID-19 no Brasil: crônica de uma crise sanitária anunciada. Cadernos de Saúde Pública, v. 36, n. 5, 2020, pp. 1-4.'),(2378,'en_US','abstract','<p><em>This work aims to identify mental health problems as a real and present risk in the pandemic of the new Coronavirus (SARS-VOC-2), as well as the existing plans that are similar to the guidelines of the SUS Family Health Strategy , and how its relationship with Psychology applied in Emergencies &amp; Disasters can contribute to an adjustment of Primary Care to the aggravations of the “new times”. It is known that, since the end of 2019, the antigen has spread in a pandemic way, affecting everyone\'s life. In addition to the risk posed to Biological Health, the scenario presents itself as risky to Mental Health. Therefore, a cohesive plan for psychosocial care, assistance and support is needed, especially in regions with the most vulnerable population. The research gathers sources and, through a bibliographic review, includes everything from evidence on the aggravations caused in calamitous situations, to initiatives for a possible way of acting to avoid what the warnings of both the UN and the WHO say regarding the dangers an increase in the number of cases of severe dysfunctional disorders, and prolonged psychological distress even after a pandemic state. It is also noted that, although several ideas come together in several psychosocial support initiatives, there is still no agreement, in terms of thinking or resources, for a more comprehensive action, in addition to the already seen lack of public investment in Mental Health Care</em></p>'),(2378,'en_US','prefix',''),(2378,'en_US','subtitle',''),(2378,'en_US','title',''),(2378,'es_ES','abstract',''),(2378,'es_ES','prefix',''),(2378,'es_ES','subtitle',''),(2378,'es_ES','title',''),(2378,'fr_FR','abstract',''),(2378,'fr_FR','prefix',''),(2378,'fr_FR','subtitle',''),(2378,'fr_FR','title',''),(2378,'pt_BR','abstract','<p>O presente trabalho pretende identificar os agravos em Saúde Mental como um risco real e presente na pandemia do novo Coronavírus (SARS-COV-2), bem como os planejamentos já existentes que se assemelham às diretrizes da Estratégia de Saúde da Família do SUS, e como sua relação com a Psicologia aplicada em Emergências &amp; Desastres pode contribuir para um ajustamento da Atenção Primária aos agravos dos “novos tempos”. Sabe-se que, desde o final de 2019, o antígeno tem se espalhado de forma pandêmica, afetando a vida de todos. Para além do risco apresentando à Saúde Biológica, o cenário se apresenta como arriscado à Saúde Mental. Portanto, faz-se necessário um plano coeso de atenção, assistência e apoio psicossocial, principalmente nas regiões de população mais vulnerável. A pesquisa reúne fontes e, através de uma revisão bibliográfica, incluí desde evidências sobre os agravos provocados em situações calamitosas, até iniciativas para uma possível forma de agir para se evitar o que afirmam os alertas tanto da ONU quanto da OSM, referentes aos perigos de um aumento no número de casos de transtornos disfuncionais severos, e de sofrimento psicológico prolongado mesmo após o estado de pandemia. Também se nota que, apesar de várias ideias se somarem em diversas iniciativas de apoio psicossocial, ainda não há uma concordância, de pensamento ou de recursos, para uma ação mais abrangente, além da já vista falta de investimento público na Atenção à Saúde Mental.</p>\r\n<p>&nbsp;</p>'),(2378,'pt_BR','prefix',''),(2378,'pt_BR','subtitle','Diseases that can bring collaboration between Psychology in Emergencies and the FHS'),(2378,'pt_BR','title','Attention to Mental Health during the COVID-19 Pandemic'),(2379,'','categoryIds','[]'),(2380,'','categoryIds','[]'),(2380,'','citationsRaw','Asbrock, F., Sibley, C. G., & Duckitt, J. (2020). Right‐wing authoritarianism and social dominance orientation and the dimensions of generalized prejudice: A longitudinal test. European Journal of Personality, 24, 324-340. https://doi.org/10.1002/per.746\r\nChristopher, A. N., & Wojda, M. R. (2008). Social dominance orientation, right‐wing authoritarianism, sexism, and prejudice toward women in the workforce. Psychology of Women Quarterly, 32, 65-73. https://doi.org/10.1111/j.1471-6402.2007.00407.x\r\nCostello, K., & Hodson, G. (2011). Social dominance‐based threat reactions to immigrants in need of assistance. European Journal of Social Psychology, 41, 220-231. https://doi.org/10.1002/ejsp.769\r\nCottrell, C. A., & Neuberg, S. L. (2005). Different emotional reactions to different groups: a sociofunctional threat-based approach to\" prejudice\". Journal of Personality and Social Psychology, 88, 770-789. https://doi.org/10.1037/0022-3514.88.5.770\r\nDuckitt, J., & Sibley, C. G. (2010). Personality, ideology, prejudice, and politics: A dual‐process motivational model. Journal of Personality, 78, 1861-1894. https://doi.org/10.1111/j.1467-6494.2010.00672.x\r\nEinolf, C. J. (2008). Empathic concern and prosocial behaviors: A test of experimental results using survey data. Social Science Research, 37, 1267-1279. https://doi.org/10.1016/j.ssresearch.2007.06.003\r\nFoels, R., & Reid, L. D. (2010). Gender differences in social dominance orientation: The role of cognitive complexity. Sex Roles, 62, 684-692. https://doi.org/10.1007/s11199-010-9775-5\r\nGiuliani, M. F., Villar, F., Arias, C. J., & Serrat, R. (2015). Development and structural validation of a scale to assess regulation of anger and sadness in interpersonal situations. Anuario de Psicología/The UB Journal of Psychology, 45, 115-130.\r\nHo, A. K., Sidanius, J., Cuddy, A. J., & Banaji, M. R. (2013). Status boundary enforcement and the categorization of black–White biracials. Journal of Experimental Social Psychology, 49, 940-943. https://doi.org/10.1016/j.jesp.2013.04.010\r\nHo, A. K., Sidanius, J., Kteily, N., Sheehy-Skeffington, J., Pratto, F., Henkel, K. E., ... & Stewart, A. L. (2015). The nature of Social Dominance Orientation: Theorizing and measuring preferences for intergroup inequality using the new SDO7 Scale. Journal of Personality and Social Psychology, 109, 1003–1028. https://doi.org/10.1037/pspi0000033\r\nJackson, L. M., & Esses, V. M. (2000). Effects of perceived economic competition on people’s willingness to help empower immigrants. Group Processes & Intergroup Relations, 3, 419-435. https://doi.org/10.1177/1368430200003004006\r\nKossowska, M., Bukowski, M., & Van Hiel, A. (2008). The impact of submissive versus dominant authoritarianism and negative emotions on prejudice. Personality and Individual Differences, 45, 744-749. https://doi.org/10.1016/j.paid.2008.07.022\r\nKubin, E., & Brandt, M. J. (2020). Identifying the domains of ideological similarities and differences in attitudes. Comprehensive Results in Social Psychology, 4(1), 53-77. https://doi.org/10.1080/23743603.2020.1756242\r\nLehmiller, J. J., & Schmitt, M. T. (2007). Group domination and inequality in context: Evidence for the unstable meanings of social dominance and authoritarianism. European Journal of Social Psychology, 37, 704-724. https://doi.org/10.1002/ejsp.383\r\nLeach, C. W., Snider, N., & Iyer, A. (2002). ‘Poisoning the consciences of the fortunate. The experience of relative advantage and support for social equality. In I. Walker, & H. Smith (Eds.), Relative deprivation: Specification, Development and Integration (pp. 136-163). New York: Cambridge University Press. \r\nLebowitz, M. S., & Dovidio, J. F. (2015). Implications of emotion regulation strategies for empathic concern, social attitudes, and helping behavior. Emotion, 15, 187-194. https://doi.org/10.1037/a0038820\r\nLefcourt, H. M. (2014). Locus of control: Current trends in theory & research (2nd ed.). New York: Psychology Press. \r\nMackie, D. M., Devos, T., & Smith, E. R. (2000). Intergroup emotions: explaining offensive action tendencies in an intergroup context. Journal of Personality and Social Psychology, 79, 602-616.\r\nMackie, D. M., & Hamilton, D. L. (2014). Affect, cognition and stereotyping: Interactive processes in group perception (2nd Edition). San Diego: Academic Press.\r\nMaddicks, R. (2014). Ecuador-Culture Smart!: The Essential Guide to Customs & Culture. Bravo Limited.\r\nMorrison, K. R., & Ybarra, O. (2008). The effects of realistic threat and group identification on social dominance orientation. Journal of Experimental Social Psychology, 44, 156-163. https://doi.org/10.1016/j.jesp.2006.12.006\r\nNadler, A., & Halabi, S. (2006). Intergroup helping as status relations: Effects of status stability, identification, and type of help on receptivity to high-status group\'s help. Journal of Personality and Social Psychology, 91, 97-110. https://doi.org/10.1037/0022-3514.91.1.97\r\nNational Institute of Statistics and Census, Ecuador. INEC (2010). National Survey of Population and Housing. Retrieved March 18, 2016 from http://www.ecuadorencifras.gob.ec/wp-content/descargas/Libros/Socioeconomico/Mujeres_y_Hombres_del_Ecuador_en_Cifras_III.pdf\r\nNickell, G. S. (1998). “The Helping Attitude Scale.” Paper presented at the meeting of the American Psychological Association, San Francisco, CA.\r\nOnraet, E., Dhont, K., & Van Hiel, A. (2014). The relationships between internal and external threat and right-wing attitudes: A three-wave longitudinal study. Personality and Social Psychology Bulletin, 40, 712-725. https://doi.org/10.1177/0146167214524256\r\nPersson, B. N., & Kajonius, P. J. (2016). Empathy and universal values explicated by the empathy-altruism hypothesis. The Journal of Social Psychology, 1-10. https://doi.org/10.1080/00224545.2016.1152212\r\nPettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85. https://doi.org/10.1146/annurev.psych.49.1.65\r\nPettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751-783. https://doi.org/10.1037/0022-3514.90.5.751\r\nPratto, F., Sidanius, J., & Levin, S. (2006). Social dominance theory and the dynamics of intergroup relations: Taking stock and looking forward. European Review of Social Psychology, 17, 271-320. https://doi.org/10.1080/10463280601055772\r\nPratto, F., Sidanius, J., Stallworth, L. M., & Malle, B. F. (1994). Social dominance orientation: A personality variable predicting social and political attitudes. Journal of Personality and Social Psychology, 67, 741-763. https://doi.org/10.1037/0022-3514.67.4.741\r\nPratto, F., Stallworth, L. M., & Conway‐Lanz, S. (1998). Social dominance orientation and the ideological legitimization of social Policy. Journal of Applied Social Psychology, 28, 1853-1875. https://doi.org/10.1111/j.1559-1816.1998.tb01349.x\r\nRiek, B. M., Mania, E. W., & Gaertner, S. L. (2006). Intergroup threat and outgroup attitudes: A meta-analytic review. Personality and Social Psychology Review, 10, 336-353. https://doi.org/10.1207/s15327957pspr1004_4\r\nRotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and Applied, 80, 1-28. https://doi.org/10.1037/h0092976\r\nSadler, M. S., Lineberger, M., Correll, J., & Park, B. (2005). Emotions, attributions, and policy endorsement in response to the September 11th terrorist attacks. Basic and Applied Social Psychology, 27, 249-258. https://doi.org/10.1207/s15324834basp2703_6\r\nSchaller, M., & Neuberg, S. L. (2012). Danger, disease, and the nature of prejudice(s). In J. Olson & M. P. Zanna (Eds.), Advances in Experimental Social Psychology (pp. 1-55). Burlington, VT: Academic Press. \r\nSears, D. O. (1988). ‘‘Symbolic racism.’’ In P. A. Katz & D. A. Taylor (Eds.), Eliminating racism: Profiles in controversy (pp. 53–84). New York, NY: Plenum Press.\r\nSidanius, J., Mitchell, M., Haley, H., & Navarrete, C. D. (2006). Support for harsh criminal sanctions and criminal justice beliefs: A social dominance perspective. Social Justice Research, 19, 433-449. https://doi.org/10.1007/s11211-006-0026-4\r\nSidanius, J., & Pratto, F. (1999). Social dominance: An intergroup theory of social hierarchy and oppression. Cambridge University Press.\r\nSidanius, J., Pratto, F., Van Laar, C., & Levin, S. (2004). Social dominance theory: Its agenda and method. Political Psychology, 25, 845-880. https://doi.org/10.1111/j.1467-9221.2004.00401.x\r\nSilván-Ferrero, M. D. P., & Bustillos, A. (2007). Adaptación de la escala de Orientación a la Dominancia Social al castellano: validación de la Dominancia Grupal y la Oposición a la Igualdad como factores subyacentes. Revista de Psicología Social, 22, 3-15. https://doi.org/10.1174/021347407779697485\r\nStephan, W. G., & Stephan, C. W. (2000). An integrated threat theory of prejudice. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 23-45). Mahwah, NJ: Erlbaum.\r\nStewart, B. D., von Hippel, W., & Radvansky, G. A. (2009). Age, race, and implicit prejudice using process dissociation to separate the underlying components. Psychological Science, 20, 164-168. https://doi.org/10.1111/j.1467-9280.2009.02274.x\r\nThomas, E. F., McGarty, C., & Mavor, K. I. (2009). Aligning identities, emotions, and beliefs to create commitment to sustainable social and political action. Personality and Social Psychology Review, 13, 194-218. https://doi.org/10.1177/1088868309341563\r\nThomsen, L., Green, E. G., & Sidanius, J. (2008). We will hunt them down: How social dominance orientation and right-wing authoritarianism fuel ethnic persecution of immigrants in fundamentally different ways. Journal of Experimental Social Psychology, 44, 1455-1464. https://doi.org/10.1016/j.jesp.2008.06.011\r\nUN General Assembly (2011). Resolution 64/169. International Year for People of African Descent. 19 March 2010. Retrieved March 18, 2016 from https://documents-dds-ny.un.org/doc/UNDOC/GEN/N09/471/97/PDF/N0947197.pdf?OpenElement\r\nUN General Assembly (2007). United Nations Declaration on the Rights of Indigenous Peoples: resolution/adopted by the General Assembly, 2. 2007. Retrieved March 18, 2016 from http://waubrafoundation.org.au/wp-content/uploads/2014/06/United-Nations-Declaration-on-the-Rights-of-Indigenous -Peoples.pdf\r\nVan Zomeren, M., Postmes, T., & Spears, R. (2008). Toward an integrative social identity model of collective action: a quantitative research synthesis of three socio-psychological perspectives. Psychological Bulletin, 134, 504-535. https://doi.org/10.1037/0033-2909.134.4.504\r\nVigil, J. M. (2008). Sex differences in affect behaviors, desired social responses, and accuracy at understanding the social desires of other people. Evolutionary Psychology, 6, 506-522. https://doi.org/10.1177/147470490800600316'),(2380,'en_US','abstract','<p>This study focused on the influence of perceived threat from low-status ethnic groups in Ecuador (Indigenous people and Afro-Ecuadorians) in regard to social dominance orientation (SDO) and altruism. Perceived threat was manipulated by exposing participants to both ethnic groups as <em>advantaged</em> or <em>disadvantaged</em>. The mediated variables were elicited emotions. Other factors such as frequency and valence of contact with different ethnic groups and locus of control were also measured. The sample of our experimental study was composed of 69 undergraduate students. The results showed that disadvantaged condition elicited greater anger, compassion, empathy, and sadness in comparison to the advantaged condition. Regression analyses indicated that SDO and altruism were predicted by sadness, together with other factors. Our results highlight the role of emotions, especially sadness, which was found to be an important predictor for egalitarian and non-dominance beliefs and prosocial behaviors.&nbsp;</p>'),(2380,'en_US','prefix',''),(2380,'en_US','subtitle',''),(2380,'en_US','title','Emotions toward Low-Status Ethnic Groups in Ecuador regarding Social Dominance Orientation and Altruism'),(2380,'es_ES','abstract','<p>Este estudio se centró en la influencia de la amenaza percibida de los grupos étnicos de bajo estatus en Ecuador (pueblos indígenas y afroecuatorianos) con respecto a la orientación al dominio social (SDO) y el altruismo. La amenaza percibida se manipuló exponiendo a los participantes a ambos grupos étnicos como favorecidos o desfavorecidos. Las variables mediadas fueron emociones provocadas. También se midieron otros factores como la frecuencia y valencia del contacto con diferentes grupos étnicos y locus de control. La muestra de nuestro estudio experimental estuvo compuesta por 69 estudiantes de pregrado. Los resultados mostraron que la condición desfavorecida provocaba una mayor ira, compasión, empatía y tristeza en comparación con la condición aventajada. Los análisis de regresión indicaron que el SDO y el altruismo fueron predichos por la tristeza, junto con otros factores. Nuestros resultados destacan el papel de las emociones, especialmente la tristeza, que resultó ser un predictor importante de creencias igualitarias y no dominantes y comportamientos prosociales.</p>'),(2380,'es_ES','prefix',''),(2380,'es_ES','subtitle',''),(2380,'es_ES','title',''),(2380,'fr_FR','abstract',''),(2380,'fr_FR','prefix',''),(2380,'fr_FR','subtitle',''),(2380,'fr_FR','title',''),(2380,'pt_BR','abstract',''),(2380,'pt_BR','prefix',''),(2380,'pt_BR','subtitle',''),(2380,'pt_BR','title',''),(2381,'','categoryIds','[]'),(2381,'','citationsRaw','ALVES, Heliana Castro. A utilização de contos de fadas e atividades simbólicas para a compreensão de crianças vítimas de violência. 2007. 205 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007. Disponível em: https://repositorio.ufscar.br/handle/ufscar/2972?show=full\r\n\r\nANTONY, Sheila. Um caminho terapêutico na clínica gestáltica com crianças in. ANTONY, Sheila (org.). A clínica gestáltica com crianças: caminhos de crescimento. São Paulo: Summus Editorial, 2010. \r\n\r\nARIÈS, P. História social da criança e da família. Rio de Janeiro: Guanabara, 1981.\r\n\r\nBARBOSA, Poliana. A criança sob o olhar da gestalt-terapia. IGT na Rede, Rio de Janeiro, RJ, 8.14, 28 07 2011. Disponível em:  https://www.igt.psc.br/ojs/viewarticle.php?id=333. \r\n\r\nBETTELHEIM, Bruno. A psicanálise dos contos de fadas. 16. ed. Rio de Janeiro: Paz e Terra Ltda., 2002. Disponível em: http://fernandomaues.com/noigandres/textos/ensino/a_psicanalise_dos_contos_de_fadas.pdf\r\n\r\nBLOIZI, Raiza Sobral. As asas do Capitão Leleco: relato de experiência de atendimento clínico em Gestalt-terapia com crianças. Relatório Final (Componente Curricular Estágio Supervisionado II - Ênfase em Saúde) - Curso de Graduação em Psicologia, Centro de Ciências da Saúde, Universidade Federal do Recôncavo da Bahia, Santo Antônio De Jesus, 2018. Disponível em: http://www.repositoriodigital.ufrb.edu.br/handle/123456789/1234\r\n\r\nBRANCO, Taciane M. C. Histórias infantis na ludoterapia centrada na criança. Tese de Doutorado. Dissertação de Mestrado, Instituto de Psicologia e Fonoaudiologia, PUC-Campinas. São Paulo, 2001. Disponível em: https://gruposerbh.com.br/textos/dissertacoes_mestrado/dissertacao05.pdf\r\n\r\nCALDIN, C. F. (2004). A aplicabilidade de textos literários para crianças. Encontros Bibbi: Revista Eletrônica de Biblioteconomia e Ciência da Informação, 18, 72-89. Disponível em : https://brapci.inf.br/index.php/res/v/38466\r\n\r\nCOSTA, A. B. F. D. (2015). As crianças protagonistas dos contos de fadas dos \r\nIrmãos 	Grimm. 	Disponível 	em: \r\n<https://repositorio.unesp.br/bitstream/handle/11449/136530/000860388.pdf?sequen ce=1> Acesso em: 08/10/2020 \r\n\r\nCUNHA, Eliete aparecida de Paula. Ruptura e renovação no conto de fadas Brasileiro: Emília, Clara Luz e Leitor em parceria lúdica –Juiz de Fora ,2014 Dissertação (mestrado em letras) centro de ensino superior de juiz de fora. Disponível em: https://repositorio.ufjf.br/jspui/handle/ufjf/6562\r\n\r\nFALCONI, Isabela Mendes; FARAGO, Alessandra Corrêa. Contos de Fadas: origem e contribuições para o desenvolvimento da criança. Cadernos de Educação: \r\nEnsino e Sociedade, Bebedouro-SP, 2015 Disponível em: https://www.unifafibe.com.br/revistasonline/arquivos/cadernodeeducacao/sumario/35/06042015200330.pdf\r\n\r\nJUBÉ, Úrsula Raquel Ramos. Estudo das vivências infantis por meio da contação de história. Dissertação (Mestrado em Psicologia da Educação) - Programa de mestrado em psicologia e educação, Centro Universitário de Brasília, Brasília, 2014. Disponível em: https://repositorio.uniceub.br/jspui/bitstream/235/6538/1/61200870.pdf\r\n\r\nLIMA, Roberta Bergamo. O dispositivo conto de fadas na clínica com crianças que apresentam déficit de simbolização. Rio Grande do Sul: Universidade do vale do Rio dos Sinos, 2010. Disponível em: http://www.repositorio.jesuita.org.br/handle/UNISINOS/2907\r\n\r\nMATA, Sergio e MATA, Giuelle Vieira. Os Irmãos Grimm entre o Romantismo, Historicismo e Folclorística. Revista de História e Estudos Sociais, vol.3, Ano III, ano 2, UFOP, Ouro Preto: 2006. Disponível em: https://www.revistafenix.pro.br/revistafenix/article/view/913\r\n\r\nMAZZOTTI, Alda Judith Alves. REPRESENTAÇÕES SOCIAIS: aspectos teóricos e aplicações à Educação. Em Aberto, Brasília, n. 61, p. 61, jan./mar. 1994. Disponível em: https://www.metodista.br/revistas/revistas-ims/index.php/ML/article/view/1169\r\n\r\nMOURA, Jennifer Guimarães de; ASSIS, Maria de Fátima Pessoa. Psicanálise e contos de fadas no processo de elaboração do luto infantil, Perspectivas em Psicologia, Uberlândia, vol. 22, n. 1, pp. 121 - 137, Jan/Jun, 2018. Disponívem em: http://www.seer.ufu.br/index.php/perspectivasempsicologia/article/view/43070\r\n\r\nOLIVEIRA, Márcia Campos de. Tecendo histórias: Intervenção clínica em uma UTI semi-intensiva. São Paulo: Pontifica Universidade Católica de São Paulo, 2009.Disponível em: https://tede2.pucsp.br/handle/handle/15871 \r\n\r\nPARENTE, Ana Fabrícia Vidal; BELMINO, Tássia Lobato Pinheiro. A importância da contação de histórias na clínica gestáltica infantil, Cad. Cult. Cien., v.16, n.1, Jun, 2017.Disponível em: http://periodicos.urca.br/ojs/index.php/cadernos/article/view/1467 \r\nRegra, J.  A.  G.  A fantasia e o desenho In:  R.R KERbauy, & R.C.  Wielenska (org.), Sobre comportamento   e   cognição: Psicologia   comportamental   e   cognitiva-   da   reflexão   teórica   à diversidade na aplicação. Santo André, SP: ARBytes. pp. 105115. 1999. \r\n\r\nSCHARF, Rosetenair Feijó. A Escola e a Leitura Prática Pedagógica da leitura e produção textual- Tubarão, 2000 Dissertação apresentada ao Curso de Mestrado em Educação da Universidade do Sul de Santa Catarina – UNISUL. Disponível em: http://gephisnop.weebly.com/uploads/2/3/9/6/23969914/a_escola_e_a_leitura.pdf \r\n\r\nSCHNEIDER, Raquel Elisabete Finger; TOROSSIAN, Sandra Djambolakdijan. Contos de fadas: de sua origem à clínica contemporânea, Psicologia em Revista, Belo Horizonte, v. 15, n. 2, p. 132-148, ago. 2009. \r\n\r\nSODRÉ, M... Prefácio. In: IACONO, A. M. Caminhos de saída do estado de menoridade: Platão, Kant e o problema da autonomia. Rio de Janeiro: Lacerda Ed. Istituto ilaliano di Cultura, 2001. \r\n\r\nSOUZA, Damaris Leme de, Literatura infantil: origens e contribuições na educação infantil / Damaris Leme de Souza. - Rio Claro, 2016 47 f.: il., figs., fots. Trabalho de conclusão de curso (licenciatura - Pedagogia) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro  Disponível e; https://repositorio.unesp.br/handle/11449/144023\r\n\r\nTurchi & V.M.T. Silva (Orgs.), Literatura infanto-juvenil: Leituras críticas (pp. 65-77). Goiânia: UFG \r\n\r\nWINNICOTT, D.W. O Brincar & a Realidade, Rio de Janeiro, RJ: Imago, 1975.'),(2381,'en_US','abstract','<p>This article aims to highlight and relate the importance of using children\'s stories as an instrument of playfulness in the context of psychological clinic with children and addresses the social-historical development that the child subject goes through during antiquity to the present day, taking into account how this context contributed to the reframing of children as a social identity and all the changes that directly impacted child development, leading them to be seen by the society as a being that needs comprehensive care. The work had theoretical support through articles and books that discuss related themes, in addition to exposing the association of children\'s narratives as a playful tool to deal with possible difficulties addressed in the children\'s universe, and how each child interprets the world from their creative perspectives within the playful collection of children\'s literature, taking place through the contemporary psychological approaches mentioned in the study.</p>'),(2381,'en_US','prefix',''),(2381,'en_US','subtitle',''),(2381,'en_US','title','Children’s stories as an playful instrument in clinical care with children'),(2381,'es_ES','abstract',''),(2381,'es_ES','prefix',''),(2381,'es_ES','subtitle',''),(2381,'es_ES','title','Los cuentos infantiles como instrumento lúdico en la atención clínica con niños'),(2381,'fr_FR','abstract',''),(2381,'fr_FR','prefix',''),(2381,'fr_FR','subtitle',''),(2381,'fr_FR','title','Les histoires pour enfants comme instrument ludique dans les soins cliniques avec les enfants'),(2381,'pt_BR','abstract','<p><span style=\"vertical-align: inherit;\"><span style=\"vertical-align: inherit;\">O presente artigo trata evidenciar e relacionar a importância da utilização de histórias infantis como um instrumento de ludicidade no âmbito da clínica psicológica com crianças e aborda o desenvolvimento histórico-social que o sujeito criança perpassa durante a antiguidade até os dias atuais, levando em consideração como esse contexto contribuiu para a ressignificação da criança enquanto identidade social e todas as modificações que impactaram diretamente o desenvolvimento infantil, levando-a a ser vista perante a sociedade como um ser que precisa de cuidado integral. </span><span style=\"vertical-align: inherit;\">O trabalho teve respaldo teórico por intermédio de artigos e livros que discorrem os temas relacionados, além de expor a associação das narrativas infantis como uma ferramenta lúdica para se lidar com possíveis dificuldades abordadas no universo infantil,</span></span></p>'),(2381,'pt_BR','prefix',''),(2381,'pt_BR','subtitle',''),(2381,'pt_BR','title','Histórias infantis como instrumento lúdico no atendimento clínico com crianças'),(2382,'','categoryIds','[]'),(2382,'','citationsRaw','Abel, G. G., Jordan, A., Hand, C. G., Holland, L. A., & Phipps, A. (2001). Classification \r\nmodels of child molesters utilizing the Abel Assessment for sexual interestTM. Child Abuse \r\n& Neglect, 25(5), 703–718. doi:10.1016/s0145-2134(01)00227-7 \r\nBabchishin, K. M., Hanson, R. K., & VanZuylen, H. (2014). Online Child Pornography \r\nOffenders are Different: A Meta-analysis of the Characteristics of Online and Offline Sex \r\nOffenders Against Children. Archives of Sexual Behavior, 44(1), 45–66. \r\ndoi:10.1007/s10508-014-0270-x \r\nBates, A., & Metcalf, C. (2007). A psychometric comparison of internet and non-internet sex \r\noffenders from a community treatment sample. Journal of Sexual Aggression, 13(1), 11–20. https://doi.org/10.1080/13552600701365654\r\nBeier, K. M., Ahlers, C. J., Goecker, D., Neutze, J., Mundt, I. A., Hupp, E., & Schaefer, G. A. \r\n(2009). Can pedophiles be reached for primary prevention of child sexual abuse? First \r\nresults of the Berlin Prevention Project Dunkelfeld (PPD). Journal of Forensic Psychiatry & \r\nPsychology, 20(6), 851–867. doi:10.1080/14789940903174188\r\n Câmara dos Deputados. (2019). Audiência pública da Comissão de Direitos Humanos\r\nda Câmara. Recuperado de\r\nhttps://www.camara.leg.br/noticias/558542-debatedores-apontam-caminhos-para-enfrentar-exploracao-sexual-de-criancas-e-adolescentes/\r\n Câmara dos Deputados. (2017). Rádio agência. Recuperado de\r\nhttp://www2.camara.leg.br/camaranoticias/radio/materias/RADIOAGENCIA/535269-LEIS-QUE-ENDURECEM-PENAS-E-COMBATE-A-EXPLORACAO-SEXUAL-INFANTIL-SAO-SANCIONADAS.html\r\nChristensen, L. (2017). Child Sexual Offenders: The Psychology of Offending. The Psychology \r\nof Criminal and Antisocial Behavior, 439–458. doi:10.1016/b978-0-12-809287-3.00015-8 \r\nCoto, S.D. & Tarragó, O.F. (2014). Flujo de material pornográfico infantil online. Estudio \r\nexploratorio en 10 países de América Latina con foco en Uruguay. Ciências Psicológicas, VIII (I), 55-67. http://www.scielo.edu.uy/pdf/cp/v8n1/v8n1a06.pdf\r\nEIU - Economist Intelligence Unit. (2020). Out of the shadows: Shining light on the response \r\nto child sexual abuse and exploitation.  \r\nhttps://outoftheshadows.eiu.com/data-visualisation/?country1=BR\r\nFinkelhor, D., Shattuck, A., Turner, H. A., & Hamby, S. L. (2014). The Lifetime Prevalence of Child Sexual Abuse and Sexual Assault Assessed in Late Adolescence. Journal of Adolescent Health, 55(3), 329–333. doi:10.1016/j.jadohealth.2013.12.026.\r\nFrenzel, R.R., & Lang, R.A. (1989). Identifying sexual preferences in intrafamilial and \r\nextrafamilial child sexual abusers. Annals of Sex Research, 2,255-275.\r\nGerwinn, H., Weiß, S., Tenbergen, G., Amelung, T., Födisch, C., Pohl, A. & Kruger, T. H. \r\nC. (2018). Clinical characteristics associated with paedophilia and child sex offending – Differentiating sexual preference from offence status. European Psychiatry, 51, 74–85. doi:10.1016/j.eurpsy.2018.02.002 \r\nGroth-Marnat, G. (2003). Handbook of psychological assessment (4th ed.). John Wiley & Sons \r\nInc.\r\nGrubin, D. (1999). Actuarial and Clinical Assessment of Risk in Sex Offenders. Journal of \r\nInterpersonal Violence, 14(3), 331–343. doi:10.1177/088626099014003007 \r\nHerrero, O. (2013). ¿Por qué no reincide la mayoría de los agresores sexuales? Anuário  de Psicología Jurídica, 23, 71-77. \r\n  http://dx.doi.org/10.5093/aj2013a11 \r\nHerrero, O. & Negredo, L. (2016a). Evaluación del interés sexual hacia menores. Anuário  de Psicología Jurídica, 26, 30–40. \r\n    https://doi.org/10.1016/j.apj.2016.04.007 \r\nHerrero, O. & Negredo, L. (2016b). Child pornography on the internet. Papeles del Psicólogo, 37(3), 17-223. https://pesquisa.bvsalud.org/enfermeria/resource/pt/ibc-157864?lang=en\r\nIWF - Internet Watch Foundation. (2019). The Why. The How. The Who. And the Results – IWF Annual Report 2019. Recuperado de https://www.iwf.org.uk/\r\nJiménez Díaz, R. (2016). Tratamiento de un caso de pedofilia desde la terapia e aceptación y compromiso (ACT). Avances en Psicologia Latinoamericana, 34(3), 529-541. doi: http://dx.doi.org/10.12804/apl34.3.2016.07\r\nMarafiga, Falcke & Teodoro (2017). Pedofilia: história de vida e o retorno para a família por meio de alta progressiva. Sociedade de Psicoterapias Analíticas Grupais do Estado de São Paulo (SPAGESP), 18(1), 48-62. http://pepsic.bvsalud.org/pdf/rspagesp/v18n1/v18n1a05.pdf\r\nMcTavish, J. R., Sverdlichenko, I., MacMillan, H. L., & Wekerle, C. (2019). Child sexual abuse, disclosure and PTSD: A systematic and critical review. Child Abuse & Neglect, 92, 196–208. doi:10.1016/j.chiabu.2019.04.006\r\nMDH - Ministério dos Direitos Humanos. Secretaria Nacional de Proteção dos Direitos da \r\nCriança e Adolescente. (2018). Violência contra Crianças e Adolescentes: Análise de Cenários e Propostas de Políticas Públicas / elaboração de Marcia Teresinha Moreschi – Documento eletrônico – Brasília: Ministério dos Direitos Humanos, 494 p. \r\nhttps://www.mdh.gov.br/biblioteca/crianca-e-adolescente/violencia-contra-criancas-e-adoles\r\nentes-analise-de-cenarios-e-propostas-de-politicas-publicas-2.pdf, consultado em19.03.2020.\r\nMS - Ministério da Saúde. (2018)\r\nhttps://portalarquivos2.saude.gov.br/images/pdf/2018/novembro/13/boletim-epidemiologico.pdf , consultado em 11.03.2020.\r\nMoura, A.S. & Koller, S.H. (2008). A criança na visão de homens acusados de abuso sexual: um estudo sobre distorções cognitivas. Psico-USF, 13(1), 85-94.\r\nhttp://www.scielo.br/pdf/pusf/v13n1/v13n1a11.pdf\r\nNicoletti, M., Giacomozzi, A. I., & Cabral, M. F. (2017). Análise de dois estudos de casos sobre abuso sexual cometido por mães. [Analysis of two case studies of sexual abuse committed by mothers]. Revista de Psicología, 35(2), 423–452. https://doi.org/10.18800/psico.201702.002\r\nPechorro, P.S., Poiares, C., & Vieira, R.X. (2008). Caracterização psicológica de uma amostra forense de abusadores sexuais. Análise Psicológica, 26(4),  615-623.\r\n    http://www.scielo.mec.pt/pdf/aps/v26n4/v26n4a07.pdf\r\nPérez, N. & Caricote, E. (2014). Concepción noémica del abusador sexual infantil. Bárbula: Salus Revista de la Facultad de Ciencias de la Salud. Universidad de Carabobo, 18(3), 21-26. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1316-71382014000300005\r\nPimentel, A. (2010). Avaliação psicológica na DEAM: um estudo de caso de violência sexual infantil. Revista Mal-Estar e Subjetividade, X(2), 585-603. http://pepsic.bvsalud.org/pdf/malestar/v10n2/10.pdf\r\nPinto, J. A. & La Plata, C. T. L. S. (2015). Estudio del funcionamiento psicodinamico de agresores sexuales con el cuestionario desiderativo. Subjetividad y Procesos Cognitivos, 19(2),187-207.http://bases.bireme.br/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&src=google&base=LILACS&lang=p&nextAction=lnk&exprSearch=785566&indexSearch=ID\r\nScortegagna, S.A. & Amparo, D.M. (2013). Avaliação psicológica de ofensores sexuais com o método de Rorschach. Avaliação Psicológica, 12(3), 411-419.   \r\nhttp://pepsic.bvsalud.org/pdf/avp/v12n3/v12n3a16.pdf\r\nSeto, M. C., Stephens, S., Lalumière, M. L., & Cantor, J. M. (2015). The Revised Screening \r\nScale for Pedophilic Interests (SSPI–2): Development and Criterion-Related Validation. \r\nSexual Abuse: A Journal of Research and Treatment, 29(7), 619–635. \r\ndoi:10.1177/1079063215612444 \r\nUNICEF -  Fundo das Nações Unidas para a Infância (2017). Notícia sobre o trabalho da UNICEF e as questões que afetam crianças e adolescentes: Exploração de meninos e meninas. www.unicef.org › brazil › media_13759.\r\nWHO – World Health Organization (2016).  Child maltreatment. https://www.who.int/news-room/fact-sheets/detail/child-maltreatment, consultado em 10.03.2020.\r\nWHO – World Health Organization. (2017). OPAS/OMS apresenta estratégia para acabar com \r\nviolência contra crianças e adolescentes. \r\nhttps://www.paho.org/bra/index.php?option=com_content&view=article&id=5499:opas-om\r\ns-apresenta-estrategia-para-acabar-com-violencia-contra-criancas-e-adolescentes&Itemid=82\r\n0, consultado em 10.03.2020.\r\nZoltowski, A.P.C.; Costa, A.B.; Teixeira, M.A.P. & Koller, S.H. (2014). Qualidade Metodológica das Revisões Sistemáticas em Periódicos de Psicologia Brasileiros. Psicologia: Teoria e Pesquisa, 30(1), 97-104. \r\n https://doi.org/10.1590/S0102-37722014000100012'),(2382,'en_US','abstract','<p><span style=\"font-weight: 400;\">This article presents the state of the art on child sexual abusers (ASI) in Iberian Latin production in Psychology. A literature review survey was carried out on the Scielo, PePSIC and Redalyc eletronic database to find the contributions of Psychology in Latin America, Spain and Portugal.&nbsp; Among 20,503 scientific articles&nbsp; found, only 13 met the criteria proposed by this review. The results indicated that the production took place in the last 10 years, mostly by Brazilian researchers (50.0%), in clinical case studies (55.0%). Five main themes were located: psychological characteristics of ASI; psychological assessment; therapeutic techniques; comorbidities with pedophilia and risk assessment. The results confirmed the need for more extensive and quantitative studies to be carried out with&nbsp; large and more representative samples.</span></p>'),(2382,'en_US','prefix',''),(2382,'en_US','subtitle',''),(2382,'en_US','title',''),(2382,'es_ES','abstract',''),(2382,'es_ES','prefix',''),(2382,'es_ES','subtitle',''),(2382,'es_ES','title',''),(2382,'fr_FR','abstract',''),(2382,'fr_FR','prefix',''),(2382,'fr_FR','subtitle',''),(2382,'fr_FR','title',''),(2382,'pt_BR','abstract','<p><span style=\"font-weight: 400;\">Este artigo busca apresentar o estado da arte sobre o abusador sexual infantil (ASI) na produção íbero-latina em Psicologia. Com tal objetivo, foi realizada uma pesquisa de revisão de literatura nas bases Scielo, PePSIC e Redalyc, em busca das contribuições da Psicologia na América Latina, Espanha e Portugal. De 20.503 artigos científicos encontrados, apenas 13 atenderam aos critérios propostos por esta revisão. Selecionados e analisados, os resultados apontaram que a produção se deu nos últimos 10 anos, em sua maioria por pesquisadores brasileiros (50%) e&nbsp; estudos do tipo caso clínico (55%). A expectativa da pesquisa dirigiu-se a&nbsp; 5 temáticas: características psicológicas do ASI; avaliação psicológica; técnicas terapêuticas; comorbidades com a pedofilia e avaliação de risco. Os resultados confirmaram a necessidade de que sejam realizados estudos, mais amplos e notadamente quantitativos, com uma amostra do contexto ibero-latino verdadeiramente representativa.&nbsp;</span></p>'),(2382,'pt_BR','prefix','The '),(2382,'pt_BR','subtitle','state of the art in Iberian Latin scientific production'),(2382,'pt_BR','title','psychological profile of child sexual abusers'),(2383,'','categoryIds','[]'),(2384,'','categoryIds','[]'),(2384,'','citationsRaw','Bock, Ana. (2010). A Psicologia no Brasil. Psicologia Ciência e Profissão, 30(spe), 246-271. https://doi.org/10.1590/S1414-98932010000500013\r\nBondía, J. L.  (2002). Notas sobre a experiência e o saber de experiência. RevistaBrasileira de Educação. São Paulo, (19): 20-28. Disponível em: http://redalyc.uaemex.mx/redalyc/pdf/275/27501903.pdf. Acesso em 15/02/2021.\r\nCerteau, M. (2008). A invenção do cotidiano: Artes de fazer (Vol. 1). Petrópolis: Vozes.\r\nDreifuss, R. (1981). 1964: A conquista do estado. Ação política, poder e golpe de classe. (3a. Ed).  Petrópolis, RJ: Vozes.\r\nFigueira, S. A. (1981). O contexto social da psicanálise. Rio de Janeiro: Francisco Alves.\r\nHaraway, D. (2016). Staying with the Trouble: Making Making kin in the Chthulucene. Durham and London: Duke University Press.\r\nInstituto de Psicologia. UERJ. (2020). Covid. Rio de Janeiro: Autor. Recuperado de http://www.psicologia.uerj.br/Covid_19.html\r\nAUTOR 1\r\nLateca (2020). #latecanaquarentena [Atualização do Instagram]. Recuperado de https://www.instagram.com/tv/B_1JHbwlfQu/?igshid=1xhvvg6d4a8ok\r\nMancebo, D. (1996).  Da gênese ao compromisso: Uma história da UERJ. Rio de Janeiro: EdUerj.\r\nProdin UERJ. (2020). Cartilhas: Relações Interpessoais e Isolamento Social – Adolescentes [Atualização do Instagram]. Recuperado de https://www.instagram.com/prodinuerj/\r\nProjeto vidas em movimento. (2020, Junho 25). Actividad \"Mira, para y respira: recursos simples para la ansiedad en la pandemia\" [Arquivo de vídeo]. Recuperado de https://youtu.be/mdVRdQXitbM\r\nAUTOR 2, AUTOR 3 &  OUTRO\r\nRose, Nikolas. (2008). Psicologia como uma ciência social. Psicologia & Sociedade, 20(2), 155-164. https://doi.org/10.1590/S0102-71822008000200002.\r\nSiqueira, P. (2005). “Ser afetado”, de Jeanne Favret-Saada. Cadernos De Campo (São Paulo - 1991), 13(13), 155-161. https://doi.org/10.11606/issn.2316-9133.v13i13p155-161.\r\nInstituição 1  (2020). Coronavírus Covid-19: Publicações. Rio de Janeiro: Autor. Recuperado de https://www.coronavirus.uerj.br/conteudos/publicacoes/\r\nVelho, G.  (1981).  Individualismo e cultura -  notas para uma antropologia da sociedade contemporânea. Rio de Janeiro: Zahar.'),(2384,'en_US','abstract','<p>This text presents the initiatives of a public University of the State of Rio de Janeiro, Brazil during the first moments of the Covid-19 pandemic. It seeks to point out how, in a brief period of time, marked by many intensities due to a new pandemic, numerous activities related to the history of the Institute of Psychology and the University that houses it were organized. As this is an experience report, it describes research, intervention and extension activities carried out by its faculty and students, analyzing the impacts of each one of them not only to the outside world but also to the inside of the institution in its continuous development process facing social demands and historical challenges. The results of this work reveal the major purpose of the University in fulfilling its social commitments and enforcing the tripod of teaching, assistance and research, benefiting the university community, but especially the disadvantaged social groups linked to it.&nbsp;</p>'),(2384,'en_US','prefix',''),(2384,'en_US','subtitle',''),(2384,'en_US','title',''),(2384,'es_ES','abstract',''),(2384,'es_ES','prefix',''),(2384,'es_ES','subtitle',''),(2384,'es_ES','title',''),(2384,'fr_FR','abstract',''),(2384,'fr_FR','prefix',''),(2384,'fr_FR','subtitle',''),(2384,'fr_FR','title',''),(2384,'pt_BR','abstract','<p>Este texto apresenta as iniciativas de uma Universidade pública do Estado do Rio de Janeiro, Brasil&nbsp; durante os primeiros momentos da pandemia Covid-19. Procura apontar como, em um breve espaço de tempo, marcado por muitas intensidades em função de uma nova pandemia, foram organizadas inúmeras atividades relacionadas com a história do Instituto de Psicologia e da Universidade que o abriga. Em se tratando de um relato de experiência, descreve pesquisas, atividades de intervenção e de extensão realizadas por seus corpos docente e discente, analisando os impactos de cada uma delas não só para o exterior mas, também, para o interior da instituição em seu processo contínuo de desenvolvimento frente às demandas sociais e aos desafios históricos. Os resultados deste trabalho revelam o propósito maior da Universidade em cumprir com os seus compromissos sociais e fazer valer o tripé ensino, assistência e pesquisa, beneficiando a comunidade universitária, mas, sobretudo, os grupos sociais desfavorecidos a ela vinculados.&nbsp;</p>'),(2384,'pt_BR','prefix',''),(2384,'pt_BR','subtitle',''),(2384,'pt_BR','title','Mobilize, invent and intervene in the University context: research, prevention and intervention as actions against the pandemic COVID - 19 '),(2385,'','categoryIds','[]'),(2385,'','citationsRaw','American Psychological Association. (2020). Stress in AmericaTM 2020: A National Mental Health Crisis. https://www.apa.org/news/press/releases/stress/2020/report-october\r\nAmmar, A., Chtourou, H., Boukhris, O., Trabelsi, K., Masmoudi, L., Brach, M., Bouaziz, B., Bentlage, E., How, D., Ahmed, M., Mueller, P., Mueller, N., Hsouna, H., Aloui, A., Hammouda, O., Paineiras-Domingos, L. L., Braakman-Jansen, A., Wrede, C., Bastoni, S., … on behalf of the ECLB-COVID19 Consortium. (2020). COVID-19 Home Confinement Negatively Impacts Social Participation and Life Satisfaction: A Worldwide Multicenter Study. International Journal of Environmental Research and Public Health, 17(17), 6237. https://doi.org/10.3390/ijerph17176237\r\nBono, G., Reil, K., & Hescox, J. (2020). Stress and wellbeing in urban college students in the U.S. during the COVID-19 pandemic: Can grit and gratitude help? International Journal of Wellbeing, 10(3), Article 3. https://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/1331\r\nCallinan, S., Smit, K., Mojica‐Perez, Y., D’Aquino, S., Moore, D., & Kuntsche, E. (2020). Shifts in alcohol consumption during the COVID-19 pandemic: Early indications from Australia. Addiction. https://doi.org/10.1111/add.15275\r\nCao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934\r\nChiu, A. (2020, August 19). Time to ditch ‘toxic positivity,’ experts say: ‘It’s okay not to be okay.’ Washington Post. https://www.washingtonpost.com/lifestyle/wellness/toxic-positivity-mental-health-covid/2020/08/19/5dff8d16-e0c8-11ea-8181-606e603bb1c4_story.html\r\nHerrero, A. (2020, April 15). El desafío del gobierno entre el mensaje de quedarse en casa y la gente que empieza a salir. El Observador. https://www.elobservador.com.uy/nota/el-desafio-del-gobierno-entre-el-mensaje-de-quedarse-en-casa-y-la-gente-que-empieza-a-salir-202041421110\r\nHolmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, 7(6), 547–560. https://doi.org/10.1016/S2215-0366(20)30168-1\r\nHuang, Y., & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: A web-based cross-sectional survey. Psychiatry Research, 288, 112954. https://doi.org/10.1016/j.psychres.2020.112954\r\nKecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on mental health of undergraduate students in New Jersey, cross-sectional study. PLOS ONE, 15(9), e0239696. https://doi.org/10.1371/journal.pone.0239696\r\nKnell, G., Robertson, M. C., Dooley, E. E., Burford, K., & Mendez, K. S. (2020). Health Behavior Changes During COVID-19 Pandemic and Subsequent “Stay-at-Home” Orders. International Journal of Environmental Research and Public Health, 17(17), 6268. https://doi.org/10.3390/ijerph17176268\r\nKuntsche, E., Knibbe, R., Gmel, G., & Engels, R. (2005). Why do young people drink? A review of drinking motives. Clinical Psychology Review, 25(7), 841–861. https://doi.org/10.1016/j.cpr.2005.06.002\r\nMarmarosh, C., Forsyth, D., Strauss, B., & Burlingame, G. (2020). The Psychology of the COVID-19 Pandemic: A Group-Level Perspective. Group Dynamics: Theory, Research, and Practice, 24(3), 122–138. https://doi.org/10.1037/gdn0000142\r\nOmori, R., Matsuyama, R., & Nakata, Y. (2020). The age distribution of mortality from novel coronavirus disease (COVID-19) suggests no large difference of susceptibility by age. Scientific Reports, 10(1), 16642. https://doi.org/10.1038/s41598-020-73777-8\r\nPrasad Singh, J., Sewda, A., & Shiv, D. G. (2020). Assessing the Knowledge, Attitude and Practices of Students Regarding the COVID-19 Pandemic. Journal of Health Management, 22(2), 281–290. https://doi.org/10.1177/0972063420935669\r\nSalari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M., Rasoulpoor, S., & Khaledi-Paveh, B. (2020). Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: A systematic review and meta-analysis. Globalization and Health, 16(1), 57. https://doi.org/10.1186/s12992-020-00589-w\r\nSolomou, I., & Constantinidou, F. (2020). Prevalence and Predictors of Anxiety and Depression Symptoms during the COVID-19 Pandemic and Compliance with Precautionary Measures: Age and Sex Matter. International Journal of Environmental Research and Public Health, 17(14), 4924. https://doi.org/10.3390/ijerph17144924\r\nVanderbruggen, N., Matthys, F., Laere, S. V., Zeeuws, D., Santermans, L., Ameele, S. V. den, & Crunelle, C. L. (2020). Self-Reported Alcohol, Tobacco, and Cannabis Use during COVID-19 Lockdown Measures: Results from a Web-Based Survey. European Addiction Research, 26(6), 309–315. https://doi.org/10.1159/000510822\r\nVanderWeele, T. J. (2020). Challenges Estimating Total Lives Lost in COVID-19 Decisions: Consideration of Mortality Related to Unemployment, Social Isolation, and Depression. JAMA, 324(5), 445. https://doi.org/10.1001/jama.2020.12187\r\nVenkatesh, V. (2020). Impacts of COVID-19: A research agenda to support people in their fight. International Journal of Information Management, 55, 102197. https://doi.org/10.1016/j.ijinfomgt.2020.102197\r\nWorld Health Organization. (2020, October 21). WHO Coronavirus Disease (COVID-19) Dashboard. https://covid19.who.int'),(2385,'en_US','abstract','<p style=\"margin: 0in; margin-bottom: .0001pt; line-height: 150%; background: white;\"><span style=\"color: black;\">The novel coronavirus has taken a catastrophic toll worldwide on physical and mental health. We focused on the psychosocial impact among students in Uruguay, a country relatively protected from the pandemic.&nbsp; Our study had three main aims : 1) describe in detail the impact among university students, 2) identify relationships between different dimensions and 3) highlight the factors determinant of mental distress. We designed a multi-dimensional questionnaire to investigate the perceived impact on the lives of students. The questionnaire was administered to 144 undergraduates in Uruguay online while the university was closed. 38-66% of students indicated increases in signs of anxiety, depression or sleep disturbances. Independently of other related factors, increases in substance use, impairments in social relationships, negative impacts of school closures, and personal economic worries explained 41% of variance in psychological distress. Findings are discussed in terms of policies for public health and future directions for research on mental health.</span></p>'),(2385,'en_US','prefix',''),(2385,'en_US','subtitle',''),(2385,'en_US','title','Psychosocial Impacts of COVID-19 among University Students in Uruguay'),(2385,'es_ES','abstract','<p>El nuevo coronavirus ha tenido un costo catastrófico en todo el mundo en la salud física y mental. En este artículo, nos enfocamos en el impacto psicosocial entre los estudiantes de Uruguay, un país relativamente protegido de la pandemia. Nuestro estudio tuvo tres objetivos principales: 1) describir en detalle el impacto; 2) identificar las relaciones entre las diferentes dimensiones y; 3) resaltar los factores determinantes de la salud mental. Diseñamos un cuestionario multidimensional para investigar el impacto percibido de los estudiantes. El cuestionario se administró en línea a 144 estudiantes universitarios de Uruguay mientras la universidad estaba cerrada. Entre 38 y 66% de los estudiantes indicaron un aumento en los signos de ansiedad, depresión o alteraciones del sueño. Independientemente de otros factores relacionados, el aumento en el uso de sustancias, el deterioro en las relaciones sociales, el impacto negativo del cierre de las facultades y las preocupaciones económicas personales explicaron el 41% de la variación en la salud mental. Los hallazgos se discuten en términos de sus implicaciones para la salud pública y las direcciones futuras de investigación sobre los efectos de la pandemia en la salud mental.</p>'),(2385,'es_ES','prefix',''),(2385,'es_ES','subtitle',''),(2385,'es_ES','title',''),(2385,'fr_FR','abstract',''),(2385,'fr_FR','prefix',''),(2385,'fr_FR','subtitle',''),(2385,'fr_FR','title',''),(2385,'pt_BR','abstract',''),(2385,'pt_BR','prefix',''),(2385,'pt_BR','subtitle',''),(2385,'pt_BR','title',''),(2386,'','categoryIds','[]'),(2386,'','citationsRaw','Achterbergh, R., Drückler, S., Van Rooijen, M., Van Aar, Slurink, I., De Vries, J. y Boyd, A. (2020). Sex, drugs, and sexually transmitted infections: A latent class analysis among men who have sex with men in Amsterdam and surrounding urban regions, the Netherlands.  Drug and Alcohol Dependence, 206(1). https://doi.org/10.1016/j.drugalcdep.2019.06.028\r\nAnderson, K., Palfai, T., Maisto, S. y Simons, J. (2020). Drinking motives mediate the associations between urgency and hazardous/harmful alcohol use among moderate-to-heavy drinking men who have sex with men (MSM). Additive Behaviors, 110, 106520. https://doi.org/10.1016/j.addbeh.2020.106520\r\nAntón, F. y Espada, J, (2009). Consumo de sustancias y conductas sexuales de riesgo para la transmisión del VIH en una muestra de estudiantes universitarios. Anales de psicología, 25(2), 344-350. Recuperado de https://www.um.es/analesps/v25/v25_2/17-25_2.pdf\r\nArdila, R. (1998). Homosexualidad y Psicología. Bogotá. Madrid: Manual Moderno.\r\nAung, P. P., Ryan, C., Bajracharya, A., Pasricha, N., Thein, Z.W., Agius, P., ..., Luchters, S.  (2017). Effectiveness of an integrated community- and clinic-based intervention on HIV Testing, HIV knowledge, and sexual risk behavior of young men Who Have Sex with Men in Myanmar. Journal of Adolescent Health, 60(2), S45–S53. https://doi.org/10.1016/j.jadohealth.2016.09.006\r\nBaez Hernández, F., Márquez, M., Benavides, R. y Nava, V. (2019). Discriminación social y conducta sexual de hombres que tienen sexo con hombres en América Latina: Una revisión sistemática. Cultura de los Cuidados, 23(55), 113–125. https://doi.org/10.14198/cuid.2019.55.11\r\nBabel, R. A., Wang, P., Alessi, E. J., Raymond, H. y Wei, C. (2021). Stigma, HIV Risk, and Access to HIV Prevention and Treatment Services Among Men Who have Sex with Men (MSM) in the United States: A Scoping Review. AIDS and Behavior. https://doi.org/10.1007/s10461-021-03262-4\r\nBadós, A. (2008). Terapia cognitiva de Beck. En F. Labrador (Ed.). Técnicas de modificación de conducta (517-534). Madrid: Pirámide. \r\nBajaj, S., Shravan, R., Enebeli, S., Nosh, H., Andkhoie, M., Yaghoubi, M., ..., Farag, M. (2016). Factores de riesgo en Canadá para enfermedades de transmisión sexual y sus variaciones. Medicina social, 11(2), 58-65. Recuperado de https://www.socialmedicine.info/index.php/medicinasocial/article/view/943/1817\r\nBerry, M. y Johnson, M. (2018). Does being drunk or high cause HIV sexual risk behavior? A systematic review of drug administration studies. Pharmacology Biochemistry and Behavior, 164, 125-18. https://doi.org/10.1016/j.pbb.2017.08.009\r\nBrown, M.J., Serovich, J.M., Kimberly, J.A. y Hu, J. (2017). Vengeance, condomless sex and hiv disclosure among men who have sex with men living with HIV. AIDS and Behavior, 21, 2650–2658. https://doi.org/10.1007/s10461-016-1645-x\r\nCardozo-Cruz, M. y Ramirez-Pereira, M. (2015). Los cuartos oscuros y los hombres que tienen sexo con hombres: haciendo visible lo invisible. Revista de Salud Pública, 17(6), 886. https://doi.org/10.15446/rsap.v17n6.47006\r\nCeballos-Fernández, M. (2014). Identidad homosexual y contexto familiar heteroparental: implicaciones educativas para la subversión social. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 12(2), 643-658. Recuperado de https://www.redalyc.org/articulo.oa?id=77331488009\r\nCentro Nacional de Epidemiología, Prevención y Control de Enfermedades, Ministerio de Salud del Perú (2020). Boletín Mensual julio 2020. Situación epidemiológica del VIH-Sida en el Perú. Lima: Ministerio de Salud. Recuperado de http://www.dge.gob.pe/portal/docs/vigilancia/vih/Boletin_2020/julio.pdf \r\nCháirez, P., Vega, M., Zambrano, G., García, A., Maya, I. y Cuevas, J. C. (2015). Presencia del Virus Papiloma Humano en la cavidad oral: Revisión y actualización de la literatura. International Journal of Odontostomatology, 9(2), 233-238. http://dx.doi.org/10.4067/S0718-381X2015000200009\r\nCharlebois, E., Plenty, A., Lin, J., Ayala, A. y Hecht, J. (2017). Impact of a Structural Intervention to Address Alcohol Use Among Gay Bar Patrons in San Francisco: The PACE Study. AIDS and Behavior, 21, 19-202. https://doi.org/10.1007/s10461-017-1891-6\r\nColegio de Psicólogos del Perú (2018). Código de ética y deontología. Lima: autor. \r\nConvihvir (1 de diciembre 2013). El amor gay en los tiempos del VIH [Archivo de vídeo]. Recuperado de https://www.youtube.com/watch?v=ANCVYyENkdQ&oref=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DANCVYyENkdQ&has_verified=1\r\nCruz, P., Ramos, U., Ruiz, P., Cabral, J., Pelayo, B. y Cruz, G. (2008). Manual sobre salud sexual anorrectal. México, D.F.: Centro Nacional para la Prevención y el Control del VIH – SIDA CENSIDA. Recuperado de http://www.censida.salud.gob.mx/descargas/biblioteca/SaludAnoRectal.pdf\r\nDaly, F., O´Donnell, K., Davire, M., Noone, C., Weatherburn, P., Quinlan, M., ..., Barrett, P. (en prensa). Potential alcohol use disorder (AUD) among men who have sex with men (MSM) in Ireland – Findings from the European MSM Internet Survey (EMIS) 2017. Drug and Alcohol Dependence. https://doi.org/10.1016/j.drugalcdep.2021.108698\r\nDelgado, J., Segura, E., Lake, J., Sanchez, J., Lama, J. y Clark, J. (2017). Event-level analysis of alcohol consumption and condom use in partnership contexts among men who have sex with men and transgender women in Lima, Perú. Drug and Alcohol Dependence, 170(1), 17-24. https://doi.org/10.1016/j.drugalcdep.2016.10.033\r\nDíaz, G. (2012). Comportamientos sexuales de un grupo de hombres de alto riesgo que tienen sexo con hombres en Lima - Perú. Revista Psicológica Herediana, 7(1-2), 10-20. https://doi.org/10.20453/rph.v7i1-2.2259\r\nDir, A., Gilmore, A., Moreland, A. Davidson, T., Borkman, A., Rheingold, A. y Kmett, C. (2018). What\'s the harm? Alcohol and marijuana use and perceived risks of unprotected sex among adolescents and young adults. Addictive Behaviors, 76, 281-284. https://doi.org/10.1016/j.addbeh.2017.08.035\r\nDomínguez, S. (2012). Propuesta para el cálculo del Alfa Ordinal y Theta de Armor. Revista de Investigación en Psicología, 15(1), 213 - 217. https://doi.org/10.15381/rinvp.v15i1.3684\r\nDominguez-Lara, S. (2018). Magnitud del efecto: una guía rápida. Educación Médica, 19(4), 251-254. https://doi.org/10.1016/j.edumed.2017.07.002 \r\nEstrada-Montoya, J. (2014). Hombres que tienen sexo con hombres (HSH): reflexiones para la prevención y promoción de la salud. Revista Gerencia y Políticas de Salud, 13(26), 44-57. https://doi.org/10.11144/Javeriana.rgsp13-26.hqts\r\nFallas Vargas, M., Artavia Aguilar, C. y Gamboa Jiménez, A. (2012). Educación sexual: Orientadores y orientadoras desde el modelo biográfico y profesional. Revista Electrónica Educare, 16, 53-71.  Recuperado de http://www.redalyc.org/articulo.oa?id=194124704004\r\nFernández, P. (2014). Comportamiento sexual en hombres latinoamericanos que tienen sexo con hombres en España: una triangulación de métodos para entender su vulnerabilidad y el riesgo de infección por el VIH (tesis doctoral). Universidad Ramón Llul, Barcelona, España. Recuperado de https://www.tdx.cat/handle/10803/284447\r\nFernández, S., Del Val, M., Fernández, T. y Fernández, M. (2014). Prácticas y percepción del riesgo en hombres con infección por el virus de la inmunodeficiencia humana que tienen sexo con otros hombres. Enfermedades Infecciosas y Microbiología Clínica, 32(4), 219-224. https://doi.org/10.1016/j.eimc.2013.04.017\r\nFlórez, L. y Gantiva, C. (2009). Terapias motivacionales breves: diferencias entre la aplicación individual y grupal para la moderación del consumo de alcohol y de las variables psicológicas asociadas al cambio. Acta Colombiana de Psicología, 12(1), 13-26. Recuperado de https://www.redalyc.org/articulo.oa?id=79814903002\r\nFolch, C., Fernández-Dávila, P., Ferrer, L., Soriano, R. Díez, M. y Casabona, J. (2014). Conductas sexuales de alto riesgo en hombres que tienen relaciones sexuales con hombres según tipo de pareja sexual. Enfermedades Infecciosas y Microbiología Clínica, 32(6), 341-349. https://doi.org/10.1016/j.eimc.2013.09.017\r\nFrancesc, S. (2008). Una aproximación racional emotiva a los problemas sexuales. Revista de toxicomanías RET, 52, 25-28. Recuperado de http://www.cat-barcelona.com/uploads/rets/Ret52_2.pdf\r\nFroján, M., Alonso, J., Trujillo, C. y Estal, V. (2018).  Eficiencia de las terapias ¿un paso más allá de la eficacia? Apuntes de psicología, 36, 1-2. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=6643184\r\nFuster-Ruizdeapodaca, M. J., de Benito, E., Poveda, A., Rohlfs, I. y Sampedro, E. (2018). Dimensión social del VIH y respuesta estatal. Enfermedades Infecciosas y Microbiología Clínica, 36(1), 10-14. https://doi.org/10.1016/S0213-005X(18)30240-4\r\nGarcía, C., Calvo, F., Carbonell, X. y Giralt, C. (2017). Consumo intensivo de alcohol y conductas sexuales de riesgo en población universitaria. Health and Addictions, 17(1), 63-71. Recuperado de http://hdl.handle.net/10256/14197\r\nGasch, A., Tomás, C. y Rubio, E. (2018). Assessing gender stereotypes and sexual risk practices in men who have sex with men. Gaceta sanitaria, 32(6), 519-525. https://doi.org/10.1016/j.gaceta.2017.05.001\r\nGrados-Cosme, J., Torres-Cruz, D. y Delgado-Sánchez, G. (2009). La vivencia del rechazo en homosexuales universitarios de la ciudad de México y situaciones de riesgo para VIH/sida. Revista Mexicana de salud pública, 51(6), 482-488. Recuperado de http://www.scielosp.org/pdf/spm/v51n6/a06v51n6.pdf\r\nHair, J., Anderson, R., Tatham, R. y Black, W. (2007). Análisis multivariante. (5a ed.). Madrid: Pearson Educación.\r\nHart, T., Noor, S., Adam, B., Vernon, J., Brennan, D., Gardner, S., …, Myers, T.  (2017). Number of Psychosocial Strengths Predicts Reduced HIV Sexual Risk Behaviors Above and Beyond Syndemic Problems Among Gay and Bisexual Men. 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AIDS and Behavior. https://doi.org/10.1007/s10461-021-03181-4'),(2386,'en_US','abstract','<p>Sexually transmitted infections are a public health problem. For this reason, the objective of this research was to determine the effectiveness of the professional biographical intervention program with cognitive behavioral techniques to decrease sexual risk behaviors in men who have sex with men (MSM). A quasi-experimental design with pre-test and post-test of two blocks was applied. In the experimental group, the first block was made up of 9 MSM with some sexually transmitted infection (STI), and the second block was made up of 11 MSM without any STI; in the control group, 8 and 11 MSM belonged to the first and second block, respectively. Participants responded to a scale whose validity and reliability are reported. The results show differences between the pre-test and post-test of the experimental and control groups, in both blocks, with a large effect size; also, differences between the pre-test and post-test of the experimental groups, while the control groups obtained no variation. In conclusion, the program reduces sexual risk behaviors in MSM.&nbsp; However, in those with STIs, the behaviors decreased, without disappearing. Finally, it contributes with an intervention proposal aimed at a high-risk population, whose contributions and limitations are discussed.</p>'),(2386,'en_US','prefix',''),(2386,'en_US','subtitle',''),(2386,'en_US','title','Effectiveness of a program to reduce sexual risk behaviors'),(2386,'es_ES','abstract','<p>Las infecciones de transmisión sexual son un problema de salud pública; por ello, el objetivo fue determinar la eficacia del programa de intervención biográfico profesional con técnicas cognitivas conductuales para disminuir las conductas sexuales de riesgo en hombres que tienen sexo con hombres (HSH). Se aplicó un diseño cuasi experimental con pretest y postest de dos bloques. En el grupo experimental, el primer bloque se conformó por 9 HSH con alguna infección de transmisión sexual (ITS) y el segundo bloque por 11 HSH sin ITS; en el grupo control, 8 y 11 HSH pertenecían al primer y segundo bloque, respectivamente. Los participantes respondieron a una escala, cuya validez y confiabilidad se reportan. Los resultados muestran diferencias entre el pretest y postest del grupo experimental y de control, en ambos bloques, con un tamaño de efecto grande; también, diferencias entre el pretest y postest de los grupos experimentales, mientras que los grupos control no obtuvieron variación. En conclusión, el programa reduce las conductas sexuales de riesgo en HSH; sin embargo, en quienes padecen alguna ITS, las conductas disminuyeron, sin extinguirse. Finalmente, se contribuye con una propuesta de intervención dirigida a una población de alto riesgo, cuyos aportes y limitaciones se discuten.</p>'),(2386,'es_ES','prefix',''),(2386,'es_ES','subtitle',''),(2386,'es_ES','title','Eficacia de un programa para disminuir conductas sexuales de riesgo'),(2386,'fr_FR','abstract','<p>Les infections sexuellement transmisibles (IST) sont un problème de santé publique; par conséquent, le but a été de déterminer l’efficacité du programme d’intervention biographique professionnel combinant des techniques cognitivo-comportementales visant à réduire les comportements sexuels à risque chez les hommes ayant des rapports sexuels avec des hommes (HSH). Une méthode de recherche quasi expérimentale avec un pré-test et un post-test a été appliquée à deux volets. Parmi le groupe d’intérêt, le premier volet a été composé de 9 HSH ayant une infection sexuellement transmissible (IST) et le deuxième volet composé de 11 HSH sans IST. Dans le groupe témoin 8 et 11 HSH ont été choisis, appartenant aux premier et deuxième volet respectivement. Les participants ont répondu à une échelle dont la validité et la fiabilité sont rapportées. Les résultats ont montré des différences d’effet à grande taille entre le pré-test et le post-test lors du groupe d’intérêt et du groupe témoin, ainsi que dans les deux volets. De plus, les différences des pré-tests et des post-tests ont été montré entre le groupe d’intérêt et le groupe témoin. En revanche les groupes témoins n’ont pas montré de variation. En conclusion, le programme réduit les comportements sexuels à risque chez les HSH; cependant, les personnes atteintes d’IST, ont diminué ces comportements mais sans pour autant disparaître. Enfin, l’étude contribue à une proposition d’intervention visant une population à haut risque, dont les contributions et les limites sont discutées.</p>\r\n<p>&nbsp;</p>'),(2386,'fr_FR','prefix',''),(2386,'fr_FR','subtitle',''),(2386,'fr_FR','title','Efficacité d’un programme visant à réduire les comportements sexuels à risque '),(2386,'pt_BR','abstract','<p>As doenças sexualmente transmissíveis são um problema de saúde pública; por isso, o objetivo foi determinar a eficácia do programa de intervenção biográfico profissional com técnicas cognitivas comportamentais para diminuir os comportamentos sexuais de risco em homens que fazem sexo com homens (HSH). Aplicou-se um projeto quase-experimental com pré-teste e pós-teste de dois blocos. No grupo experimental, o primeiro bloco consistia em 9 HSH com alguma doença sexualmente transmissível (DST) e o segundo bloco de 11 HSH sem DST; no grupo de controlo, 8 e 11 HSH pertenciam ao primeiro e segundo blocos, respectivamente. Os participantes responderam a uma escala, cuja validade e fiabilidade são relatadas. Os resultados mostram diferenças entre o pré-teste e o pós-teste dos grupos experimental e de controlo, em ambos blocos, com um tamanho de efeito grande; também, diferenças entre o pré-teste e o pós-teste dos grupos experimentais, enquanto que os grupos de controlo não obtiveram variação. Em conclusão, o programa reduz os comportamentos sexuais de risco em HSH; mesmo assim, naqueles com algumas DSTs, os comportamentos diminuíram, sem extinção. Finalmente, contribui-se com uma proposta de intervenção dirigida a uma população de alto risco, cujas contribuições e limitações são discutidas.</p>'),(2386,'pt_BR','prefix',''),(2386,'pt_BR','subtitle',''),(2386,'pt_BR','title','Eficácia de um programa para diminuir comportamentos sexuais de risco'),(2387,'','categoryIds','[]'),(2387,'','citationsRaw','Alarcón, R. D., Lolas, F., Mari, J. J., Lázaro, J., & Baca-Baldomero, E. (2020). 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American Psychological Association.'),(2387,'en_US','abstract','<p>Psychology in Latin America, its development, and main contributors have not received the attention they deserve among the scientific and professional English-speaking communities. The present study analyzes the contributions to psychology in Latin America made by the recipients of the Interamerican Psychology award in the Spanish or Portuguese category, granted by the Interamerican Society of Psychology. The award, instituted in 1976 and named Rogelio Díaz Guerrero since 2007, recognizes psychologists who have advanced the discipline as a science and profession in the Americas. To date, SIP has granted 26 such awards. This qualitative study identifies commonalities and singularities in the contributions made by the first 26 awardees. The commonalities were organized around three overlapping themes: social responsiveness, intersectionality of psychology and culture, and international engagement. The singularities were systematized into two overlapping themes: development of historically underdeveloped topics, and discipline transformations. Each theme is defined and illustrated accordingly. The commitment to advancing social justice and increasing the relevance of psychology in addressing social issues by the awardees as a whole stands out as an important characteristic of psychology in Latin America.</p>'),(2387,'en_US','prefix',''),(2387,'en_US','subtitle',''),(2387,'en_US','title','Psychology in Latin America: A Qualitative Study of Commonalities and Singularities'),(2387,'es_ES','abstract','<p>La psicología en América Latina, su desarrollo y sus principales contribuyentes, no han recibido la atención que merecen entre las comunidades científicas y profesionales de habla inglesa. El presente estudio analiza las contribuciones a la psicología en América Latina de los ganadores del Premio Interamericano de Psicología en la categoría de español o portugués, otorgado por la Sociedad Interamericana de Psicología (SIP). El premio, instituido en 1976 y llamado Rogelio Díaz Guerrero desde 2007, reconoce a los psicólogos que han hecho avanzar la disciplina como ciencia y profesión en las Américas. &nbsp;El presente estudio cualitativo identifica puntos en común y singularidades en las contribuciones realizadas por los primeros 26 galardonados. Los puntos en común se organizaron en torno a tres temas superpuestos: la capacidad de respuesta social, la interseccionalidad de la psicología y la cultura, y el compromiso internacional. Las singularidades se sistematizaron en dos temas superpuestos: desarrollo de temas históricamente subdesarrollados, y transformaciones disciplinarias. &nbsp;El compromiso de promover la justicia social y aumentar la relevancia de la psicología para abordar los problemas sociales, por parte de los premiados en su conjunto, se destaca como una característica importante de la psicología en América Latina. &nbsp;</p>'),(2387,'es_ES','prefix',''),(2387,'es_ES','subtitle',''),(2387,'es_ES','title','La psicología en Latinoamérica: un estudio cualitativo de aspectos comunes y singularidades'),(2387,'fr_FR','abstract',''),(2387,'fr_FR','prefix',''),(2387,'fr_FR','subtitle',''),(2387,'fr_FR','title',''),(2387,'pt_BR','abstract',''),(2387,'pt_BR','prefix',''),(2387,'pt_BR','subtitle',''),(2387,'pt_BR','title',''),(2388,'','categoryIds','[]'),(2389,'','categoryIds','[]'),(2391,'','categoryIds','[]'),(2391,'','citationsRaw','Adams, N., Pearce, R., Veale, J., Radix, A., Castro, D., Sarkar, A., & Thom, K. 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Traducción propia.\r\nSuess, A. (2016). Transitar por los géneros es un derecho. Recorridos por la perspectiva de despatologización. Granada: Universidad de Granada. Recuperado de  https://digibug.ugr.es/handle/10481/42255\r\nThe International Lesbian, Gay, Bisexual, Trans and Intersex Association. (2020). Homofobia de Estado 2020: Actualización del Panorama Global de la Legislación. Informe redactado por Lucas Ramón Mendos, Kellyn Botha, Rafael Carrano Lelis, Enrique López de la Peña, Ilia Savelev y Daron Tan.  Ginebra: ILGA.\r\nUN Human Rights Council (2020). Práctica de las llamadas “terapias de conversión”. Informe del Experto Independiente sobre la protección \r\ncontra la violencia y la discriminación por motivos \r\nde orientación sexual o identidad de género*. A/HRC/44/53.   Recuperado de https://undocs.org/es/A/HRC/44/53\r\nvan Aert R.C.M., Wicherts, J.M., & van Assen M.A.L.M. (2019). Publication bias examined in meta-analyses from psychology and medicine: A meta-meta-analysis. PLoS ONE, 14(4), e0215052. https://doi.org/10.1371/journal.'),(2391,'en_US','abstract','<p><strong>Abstract</strong></p>\r\n<p>This theoretical paper seeks to reflect on hetero/cissexist bias and how it could influence scientific papers and research on sexual diversity in the field of psychology.</p>\r\n<p>First, the paper defines and describes core concepts in this area, particularly, the notion of bias. Next, some of the most salient problems in this field are outlined, particularly the one concerning homo and transsexuality pathologization.</p>\r\n<p>Finally, some recommendations considered pertinent and useful for avoiding and minimizing bias are systematized.</p>'),(2391,'en_US','prefix',''),(2391,'en_US','subtitle',''),(2391,'en_US','title',''),(2391,'es_ES','abstract','<p><strong>Resumen</strong></p>\r\n<p>Este artículo teórico busca reflexionar sobre los sesgos hetero/cisexistas y cómo estos podrían afectar la escritura de artículos científicos en psicología y la investigación sobre diversidades sexuales y de género en la misma disciplina.</p>\r\n<p>En primer lugar, el artículo describirá y definirá conceptos centrales en este campo, en particular, la noción de sesgo. A continuación, delinearemos algunos de los problemas más salientes que identificamos en este campo, especialmente, aquel referido a la patologización de la homo y la transexualidad.</p>\r\n<p>Finalmente, sistematizaremos algunas recomendaciones que consideramos pertinentes y útiles para evitar y/o miniminizar estos sesgos.</p>'),(2391,'es_ES','prefix',''),(2391,'es_ES','subtitle','UN APORTE DESDE LATINOAMÉRICA'),(2391,'es_ES','title','EVITAR LOS SESGOS HETERO/CISEXISTAS EN LA INVESTIGACIÓN EN PSICOLOGÍA '),(2391,'fr_FR','abstract',''),(2391,'fr_FR','prefix',''),(2391,'fr_FR','subtitle',''),(2391,'fr_FR','title',''),(2391,'pt_BR','abstract',''),(2391,'pt_BR','prefix',''),(2391,'pt_BR','subtitle',''),(2391,'pt_BR','title',''),(2394,'','categoryIds','[]'),(2395,'','categoryIds','[]'),(2397,'','categoryIds','[]'),(2398,'','categoryIds','[]'),(2399,'','categoryIds','[]'),(2399,'','citationsRaw','Álvarez-García, D., Núñez, J. C., González-Castro, P., Rodríguez, C., & Cerezo, R. (2019). 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Participatory Educational Research, 5(2), 80-94. https://doi.org/10.17275/per.18.13.5.2 \r\nValdés, A., Urías, M., & Alonso, E. (2018). Disciplina restaurativa, apoyo escolar, autoeficacia, habilidades sociales y victimización por pares. Revista Interamericana de Psicología, 52(1), 93-101. https://doi.org/10.30849/rip/ijp.v52i1.334  \r\nVan Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.\r\nVandebosch, H., & Green, L. (2019). Introduction. En H. Vandebosch, & L. Green (Eds.), Narratives in Research and Interventions on Cyberbullying among Young People (pp. 1-6). Springer Nature.\r\n*Vejmelka, L., Matkovic, R., & Borkovic, D. K. (2020). Online at risk! Online activities of children in dormitories: experiences in a croatian county. International Journal of Child, Youth and Family Studies, 11(4), 54-79. https://doi.org/10.18357/ijcyfs114202019938 \r\nXiao, Y., & Hu, J. (2019). Regression analysis of ICT impact factors on early adolescents’ reading proficiency in five high-performing countries. Frontiers in psychology, 10. https://doi.org/10.3389/fpsyg.2019.01646 \r\nYot-Domínguez, C., & Fernández, A. C. (2020). Las familias en la investigación sobre el ciberacoso. Edutec. Revista Electrónica De Tecnología Educativa, (73), 140-156. https://doi.org/10.21556/edutec.2020.73.1537      \r\n*Young, R., & Tully, M. (2019). ‘Nobody wants the parents involved’: Social norms in parent and adolescent responses to cyberbullying. Journal of Youth Studies, 22(6), 856-872. https://doi.org/10.1080/13676261.2018.1546838 \r\nZsila, Á., Orosz, G., Király, O., Urbán, R., Ujhelyi, A., Jármi, É., …, & Demetrovics, Z. (2018). Psychoactive Substance Use and Problematic Internet Use as Predictors of Bullying and Cyberbullying Victimization. International Journal of Mental Health and Addiction, 16(2), 466-479. https://doi.org/10.1007/s11469-017-9809-0 \r\nZurcher, J. D., Holmgren, H. G., Coyne, S. M., Barlett, C. P., & Yang, C. (2018). Parenting and cyberbullying across adolescence. Cyberpsychology, Behavior, and Social Networking, 21(5), 294-303. https://doi.org/10.1089/cyber.2017.0586'),(2399,'en_US','abstract','<p>Cyberbullying generates harmful consequences for children and adolescents and family involvement is essential to address it. The aim of this study is to systematize and analyze research on the perspectives of parents and caregivers on cyberbullying. The PRISMA statement for systematic reviews was used and the search was carried out in the Scopus, Web of Science, PsycArticles and EBSCO databases, initially yielding 419 articles, of which 12 were selected. The results indicate that most of the studies were conducted in North American and European countries and involved a higher percentage of women. Parents provided valuable information that shows their knowledge about different aspects of the phenomenon, such as prevention, intervention, the reasons why their children get involved in cyberbullying situations and the barriers to seeking help. Their opinions also highlight the need for parents and caregivers to receive support to understand and address this phenomenon.&nbsp;&nbsp;</p>'),(2399,'en_US','prefix',''),(2399,'en_US','subtitle',''),(2399,'en_US','title','What do parents think about cyberbullying?: A systematic review'),(2399,'es_ES','abstract','<p>El cyberbullying genera consecuencias perjudiciales para niños, niñas y adolescentes y para su abordaje es esencial la participación de la familia. El objetivo de este estudio es sistematizar y analizar las investigaciones de las perspectivas de padres y cuidadores sobre el cyberbullying. Se utilizó la declaración PRISMA para revisiones sistemáticas y la búsqueda se desarrolló en las bases de datos Scopus, Web of Science, PsycArticles y EBSCO, arrojando inicialmente 419 artículos, de los cuales se seleccionaron 12. Se analizaron las características de las investigaciones y sus respectivos hallazgos. Los resultados indican que la mayoría de los estudios se realizaron en países norteamericanos y europeos y contaron con la participación de un porcentaje mayor de mujeres. Los padres proporcionaron información valiosa que da cuenta de su conocimiento sobre distintas aristas del fenómeno, como la prevención, intervención, los motivos por los cuales sus hijos se involucran en situaciones de cyberbullying y las barreras para la búsqueda de ayuda. Sus opiniones también relevan la necesidad de que los padres y cuidadores reciban apoyo para comprender y abordar este fenómeno.&nbsp;&nbsp;</p>'),(2399,'es_ES','prefix',''),(2399,'es_ES','subtitle',''),(2399,'es_ES','title','¿Qué piensan los padres sobre el cyberbullying?: Una revisión sistemática'),(2399,'fr_FR','abstract',''),(2399,'fr_FR','prefix',''),(2399,'fr_FR','subtitle',''),(2399,'fr_FR','title','Que pensent les parents de la cyberintimidation?: Une revue systématique'),(2399,'pt_BR','abstract',''),(2399,'pt_BR','prefix',''),(2399,'pt_BR','subtitle',''),(2399,'pt_BR','title','O que pensam os pais sobre o cyberbullying?: Uma revisão sistemática');

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04:38:08',1549,1,2,808,3,NULL,1),(769,0,'2017-07-30','2020-04-20 04:37:47',1551,1,3,809,3,NULL,1),(770,0,'2017-07-30','2020-04-20 04:37:27',1552,1,4,810,3,NULL,1),(771,0,'2017-07-30','2020-04-20 04:37:06',1554,1,5,811,3,NULL,1),(772,0,'2017-07-30','2020-04-20 04:36:46',1555,1,6,812,3,NULL,1),(773,0,'2017-07-30','2020-04-20 04:36:25',1557,3,1,813,3,NULL,1),(774,0,'2017-07-30','2020-04-20 04:36:05',1558,3,2,814,3,NULL,1),(775,0,'2017-07-30','2020-04-20 04:35:45',1559,3,3,815,3,NULL,1),(776,0,'2017-07-30','2020-04-20 04:35:25',1560,3,4,816,3,NULL,1),(777,0,'2017-07-30','2020-04-20 04:35:05',1561,3,5,817,3,NULL,1),(778,0,'2017-07-30','2020-04-20 04:34:45',1562,3,6,818,3,NULL,1),(779,0,'2017-07-30','2020-04-20 04:34:25',1564,4,1,819,3,NULL,1),(780,0,'2017-07-30','2020-04-20 04:34:04',1565,4,2,820,3,NULL,1),(781,0,'2017-07-30','2020-04-20 04:33:44',1567,1,1,821,3,NULL,1),(782,0,'2017-07-30','2020-04-20 04:33:23',1568,1,2,822,3,NULL,1),(783,0,'2017-07-30','2020-04-20 04:33:02',1569,1,3,823,3,NULL,1),(784,0,'2017-07-30','2020-04-20 04:32:42',1570,1,4,824,3,NULL,1),(785,0,'2017-07-30','2020-04-20 04:32:22',1571,1,5,825,3,NULL,1),(786,0,'2017-07-30','2020-04-20 04:32:02',1572,1,6,826,3,NULL,1),(787,0,'2017-07-30','2020-04-20 04:31:41',1573,1,7,827,3,NULL,1),(788,0,'2017-07-30','2020-04-20 04:31:21',1575,1,8,828,3,NULL,1),(789,0,'2017-07-30','2020-04-20 04:31:01',1576,1,9,829,3,NULL,1),(790,0,'2017-07-30','2020-04-20 04:30:41',1577,1,10,830,3,NULL,1),(791,0,'2017-07-30','2020-04-20 04:30:21',1578,1,11,831,3,NULL,1),(792,0,'2017-07-30','2020-04-20 04:30:00',1580,1,12,832,3,NULL,1),(793,0,'2017-07-30','2020-04-20 04:29:39',1582,3,1,833,3,NULL,1),(794,0,'2017-08-17','2020-04-20 04:29:19',1583,4,1,834,3,NULL,1),(795,0,NULL,'2019-03-19 15:34:44',1585,1,0,835,4,NULL,1),(796,0,'2017-08-17','2020-04-20 04:28:59',1586,1,1,836,3,NULL,1),(797,0,'2017-08-17','2020-04-20 04:28:39',1589,1,2,837,3,NULL,1),(798,0,'2017-08-17','2020-04-20 04:28:19',1590,1,3,838,3,NULL,1),(799,0,'2017-08-17','2020-04-20 04:27:58',1591,1,4,839,3,NULL,1),(800,0,'2017-08-17','2020-04-20 04:27:38',1596,1,5,840,3,NULL,1),(801,0,'2017-08-17','2020-04-20 04:27:18',1597,1,6,841,3,NULL,1),(802,0,'2017-08-17','2020-04-20 04:26:58',1598,1,7,842,3,NULL,1),(803,0,'2017-08-17','2020-04-20 04:26:37',1602,1,8,843,3,NULL,1),(804,0,'2017-08-17','2020-04-20 04:26:17',1604,1,9,844,3,NULL,1),(805,0,'2017-08-17','2020-04-20 04:25:57',1606,1,10,845,3,NULL,1),(806,0,'2017-08-17','2020-04-20 04:25:37',1609,1,11,846,3,NULL,1),(807,0,'2017-08-17','2020-04-20 04:25:17',1612,1,12,847,3,NULL,1),(808,0,'2017-12-22','2020-04-20 04:20:53',1613,1,9,848,3,'',1),(809,0,NULL,'2019-05-30 16:00:47',1615,1,0,850,4,NULL,1),(810,0,NULL,'2018-06-05 12:24:24',1617,1,0,851,4,NULL,1),(811,0,NULL,'2017-11-18 13:00:00',1618,1,0,852,4,NULL,1),(812,0,'2017-08-17','2020-04-20 04:24:57',1623,1,13,853,3,NULL,1),(813,0,'2017-08-17','2020-04-20 04:24:36',1627,1,14,854,3,NULL,1),(814,0,'2017-08-17','2020-04-20 04:24:16',1629,3,1,855,3,NULL,1),(815,0,NULL,'2017-08-17 13:44:03',1630,4,1,856,1,NULL,1),(816,0,NULL,'2017-08-17 13:45:57',1632,4,2,857,1,NULL,1),(817,0,NULL,'2017-08-17 13:51:36',1633,1,1,858,1,NULL,1),(818,0,NULL,'2017-08-17 13:55:27',1639,1,2,859,1,NULL,1),(819,0,NULL,'2019-02-07 17:08:57',1642,1,0,860,4,NULL,1),(820,0,'2019-09-05','2020-04-20 04:01:47',1643,2,1,861,3,NULL,1),(821,0,NULL,'2019-05-28 18:16:15',1645,1,0,862,4,NULL,1),(822,0,'2020-12-18','2020-12-23 19:09:21',1648,1,0,863,3,NULL,1),(823,0,NULL,'2019-03-18 17:08:56',1653,1,0,864,1,NULL,1),(824,0,NULL,'2020-04-19 20:13:47',1655,1,0,866,1,NULL,1),(825,0,NULL,'2019-03-19 16:21:10',1657,2,0,868,1,NULL,1),(826,0,NULL,'2017-09-11 09:56:31',1663,1,0,869,4,NULL,1),(827,0,NULL,'2019-11-05 18:07:23',1664,1,0,870,4,NULL,1),(828,0,'2020-08-27','2020-09-13 15:46:11',1668,1,0,871,3,NULL,1),(829,0,NULL,'2019-07-30 14:39:34',1670,1,0,872,1,NULL,1),(830,0,NULL,'2018-05-11 11:56:17',1676,1,0,874,4,NULL,1),(831,0,NULL,'2018-02-08 14:12:21',1677,1,0,875,4,NULL,1),(832,0,'2018-07-13','2020-04-20 04:13:07',1682,1,3,876,3,'',1),(833,0,NULL,'2019-03-19 15:59:52',1683,1,0,877,1,NULL,1),(834,0,NULL,'2018-11-16 10:02:15',1685,1,0,878,4,NULL,1),(835,0,NULL,'2019-03-19 15:54:22',1689,1,0,880,4,NULL,1),(836,0,NULL,'2019-03-21 15:54:58',1693,1,0,881,1,NULL,1),(837,0,'2021-04-29','2021-05-26 15:10:08',1694,1,0,882,3,NULL,1),(838,0,'2020-03-09','2020-04-20 03:52:52',1696,1,7,883,3,NULL,1),(839,0,NULL,'2018-07-04 12:25:35',1699,1,0,884,4,NULL,1),(840,0,NULL,'2019-03-19 15:42:50',1700,1,0,885,1,NULL,1),(841,0,NULL,'2019-03-27 13:46:11',1702,1,0,886,1,NULL,1),(842,0,NULL,'2018-02-08 14:38:02',1706,1,0,888,4,NULL,1),(843,0,NULL,'2019-09-14 15:22:29',1707,1,0,889,4,NULL,1),(844,0,NULL,'2018-02-08 14:45:41',1711,1,0,890,4,NULL,1),(845,0,NULL,'2019-04-10 15:01:27',1713,1,0,891,4,NULL,1),(846,0,NULL,'2019-03-23 00:35:08',1717,1,0,893,1,NULL,1),(847,0,'2019-09-05','2020-04-20 04:01:27',1726,1,7,894,3,NULL,1),(848,0,NULL,'2018-02-08 14:52:36',1727,2,0,895,4,NULL,1),(849,0,NULL,'2018-02-08 14:57:54',1728,1,0,896,4,NULL,1),(850,0,'2018-05-10','2020-04-20 04:20:32',1730,1,1,897,3,'',1),(851,0,'2018-05-10','2020-04-20 04:20:12',1734,1,2,898,3,'',1),(852,0,NULL,'2018-02-08 15:00:04',1737,1,0,899,4,NULL,1),(853,0,NULL,'2018-02-08 15:03:55',1738,1,0,900,4,NULL,1),(854,0,NULL,'2019-08-01 17:09:27',1739,1,0,901,1,NULL,1),(855,0,NULL,'2019-03-20 15:32:18',1745,1,0,902,1,NULL,1),(856,0,NULL,'2019-05-30 18:54:00',1753,1,0,903,1,NULL,1),(857,0,NULL,'2018-02-08 15:10:32',1756,1,0,904,4,NULL,1),(858,0,'2019-08-17','2020-04-20 04:02:49',1760,1,3,905,3,NULL,1),(859,0,NULL,'2018-02-09 20:56:31',1765,1,0,907,4,NULL,1),(860,0,'2019-08-19','2020-04-20 04:02:09',1770,1,6,908,3,NULL,1),(861,0,NULL,'2018-08-18 16:20:32',1775,1,0,909,4,NULL,1),(862,0,'2018-05-10','2020-04-20 04:18:31',1779,1,3,910,3,'',1),(863,0,NULL,'2018-02-08 15:18:29',1782,1,0,911,4,NULL,1),(864,0,NULL,'2018-02-08 15:20:13',1785,1,0,913,4,NULL,1),(865,0,NULL,'2018-02-08 15:22:33',1788,1,0,914,4,NULL,1),(866,0,'2019-07-08','2020-04-20 04:04:42',1789,3,1,915,3,NULL,1),(867,0,'2020-08-27','2020-09-13 15:48:13',1790,1,0,916,3,NULL,1),(868,0,NULL,'2018-02-08 15:26:16',1795,1,0,921,4,NULL,1),(869,0,NULL,'2019-05-30 19:04:21',1797,1,0,922,1,NULL,1),(870,0,'2020-04-30','2020-05-16 18:20:51',1801,1,0,923,3,NULL,1),(871,0,NULL,'2018-02-09 13:20:15',1805,1,0,924,4,NULL,1),(872,0,'2018-12-21','2020-04-20 04:09:04',1806,1,11,925,3,NULL,1),(873,0,NULL,'2018-05-15 15:28:06',1811,1,0,926,4,NULL,1),(874,0,NULL,'2019-05-30 19:10:26',1812,1,0,927,4,NULL,1),(875,0,NULL,'2019-05-30 19:11:39',1818,2,0,928,4,NULL,1),(876,0,NULL,'2019-05-30 19:13:21',1822,1,0,929,4,NULL,1),(877,0,'2020-12-18','2020-12-23 19:14:14',1824,1,0,930,3,NULL,1),(878,0,'2020-03-10','2020-04-20 03:51:50',1831,1,11,931,3,NULL,1),(879,0,NULL,'2019-05-30 19:26:52',1832,1,0,932,4,NULL,1),(880,0,NULL,'2019-05-30 19:28:45',1837,1,0,933,4,NULL,1),(881,0,NULL,'2018-05-10 09:42:28',1838,1,0,934,1,NULL,1),(882,0,NULL,'2019-11-28 14:52:57',1844,1,0,935,4,NULL,1),(883,0,NULL,'2018-05-10 09:47:38',1851,1,0,938,4,NULL,1),(884,0,NULL,'2019-05-30 19:37:13',1853,1,0,939,1,NULL,1),(885,0,NULL,'2018-07-03 09:38:52',1855,1,0,940,4,NULL,1),(886,0,NULL,'2018-05-10 09:52:54',1857,1,0,941,4,NULL,1),(887,0,NULL,'2018-05-10 09:55:35',1858,1,0,942,4,NULL,1),(888,0,NULL,'2019-08-31 23:55:30',1860,1,0,944,1,NULL,1),(889,0,NULL,'2018-05-10 13:09:18',1863,1,0,945,1,NULL,1),(890,0,'2020-09-10','2020-09-25 16:07:08',1866,1,0,948,3,NULL,1),(891,0,'2020-03-09','2020-04-20 03:52:31',1870,1,8,949,3,NULL,1),(892,0,'2020-03-09','2021-05-04 08:30:16',1876,1,9,950,3,NULL,1),(893,0,NULL,'2018-05-10 12:51:38',1880,1,0,951,4,NULL,1),(894,0,NULL,'2020-02-17 22:34:25',1890,1,0,952,4,NULL,1),(895,0,'2018-12-21','2020-04-20 04:08:43',1897,1,12,953,3,NULL,1),(896,0,'2018-05-10','2020-04-20 04:18:10',1898,1,4,954,3,'',1),(897,0,NULL,'2018-05-10 12:59:55',1902,1,0,955,1,NULL,1),(898,0,NULL,'2018-05-10 13:02:14',1910,1,0,957,1,NULL,1),(899,0,NULL,'2018-07-26 14:08:50',1911,1,0,958,4,NULL,1),(900,0,'2018-05-10','2020-04-20 04:19:51',1914,4,1,959,3,'',1),(901,0,NULL,'2019-07-10 12:49:39',1915,1,0,960,1,NULL,1),(902,0,NULL,'2019-07-10 12:52:44',1919,1,0,961,1,NULL,1),(903,0,NULL,'2018-07-27 15:01:10',1923,1,0,962,4,NULL,1),(904,0,NULL,'2018-06-04 15:08:45',1928,1,0,963,1,NULL,1),(905,0,'2021-04-27','2021-05-05 16:50:38',1929,1,0,964,3,NULL,1),(906,0,NULL,'2019-08-01 20:23:33',1933,1,0,966,1,NULL,1),(907,0,NULL,'2019-08-03 19:38:56',1936,1,0,967,1,NULL,1),(908,0,NULL,'2019-05-31 12:15:34',1937,1,0,968,4,NULL,1),(909,0,NULL,'2020-01-13 19:23:37',1941,1,0,969,1,NULL,1),(910,0,NULL,'2018-06-12 09:00:41',1944,1,0,971,1,NULL,1),(911,0,NULL,'2019-06-27 15:49:44',1949,1,0,972,4,NULL,1),(912,0,'2019-09-06','2020-04-20 04:00:46',1946,3,1,973,3,NULL,1),(913,0,NULL,'2018-06-19 13:29:19',1951,1,0,974,1,NULL,1),(914,0,NULL,'2019-07-10 13:24:04',1960,1,0,976,1,NULL,1),(915,0,NULL,'2019-09-03 22:17:03',1968,1,0,977,1,NULL,1),(916,0,NULL,'2018-07-26 13:42:48',1973,2,0,978,4,NULL,1),(917,0,NULL,'2021-02-23 15:03:56',1978,1,0,980,1,NULL,1),(918,0,NULL,'2019-07-10 15:14:55',1982,1,0,981,1,NULL,1),(919,0,'2020-04-30','2020-05-17 01:29:43',1987,1,0,982,3,NULL,1),(920,0,NULL,'2019-07-22 18:12:41',1988,1,0,983,4,NULL,1),(921,0,NULL,'2019-07-10 15:24:41',1989,1,0,984,4,NULL,1),(922,0,'2018-07-13','2020-04-20 04:12:47',1991,4,1,985,3,'',1),(923,0,NULL,'2019-07-10 15:28:03',1992,1,0,986,1,NULL,1),(924,0,NULL,'2019-07-10 15:29:33',1993,1,0,987,1,NULL,1),(925,0,'2021-04-29','2021-05-17 22:08:17',1994,1,0,988,3,NULL,1),(926,0,NULL,'2019-07-10 15:33:06',1997,1,0,991,1,NULL,1),(927,0,'2020-12-18','2020-12-23 19:01:07',2000,1,0,992,3,NULL,1),(928,0,NULL,'2019-09-11 20:21:14',2002,1,0,993,4,NULL,1),(929,0,NULL,'2019-07-10 15:43:50',2003,1,0,994,1,NULL,1),(930,0,NULL,'2019-07-10 15:48:29',2011,1,0,995,4,NULL,1),(931,0,NULL,'2019-08-06 09:50:00',2013,1,0,996,1,NULL,1),(932,0,NULL,'2020-02-12 15:13:10',2016,1,0,998,4,NULL,1),(933,0,NULL,'2019-07-10 16:00:35',2017,1,0,999,1,NULL,1),(934,0,NULL,'2018-09-26 14:32:11',2019,1,0,1000,4,NULL,1),(935,0,'2020-08-31','2020-09-14 19:02:40',2023,1,0,1001,3,NULL,1),(936,0,NULL,'2018-11-08 15:51:29',2027,1,0,1002,4,NULL,1),(937,0,NULL,'2018-11-25 13:14:30',2030,1,0,1003,4,NULL,1),(938,0,'2020-08-31','2020-11-24 06:28:47',2031,1,0,1004,3,NULL,1),(939,0,NULL,'2019-07-10 16:04:00',2036,1,0,1005,1,NULL,1),(940,0,NULL,'2019-09-09 20:21:35',2038,1,0,1007,1,NULL,1),(941,0,NULL,'2019-08-02 18:57:19',2039,6,0,1008,1,NULL,1),(942,0,NULL,'2019-07-28 20:19:00',2040,1,0,1009,1,NULL,1),(943,0,NULL,'2019-07-10 16:13:57',2049,2,0,1013,1,NULL,1),(944,0,NULL,'2018-11-08 16:00:44',2051,1,0,1014,4,NULL,1),(945,0,NULL,'2020-03-03 21:11:14',2052,1,0,1015,4,NULL,1),(946,0,'2020-08-28','2020-09-14 19:03:41',2055,1,0,1016,3,NULL,1),(947,0,NULL,'2019-08-26 20:22:45',2058,1,0,1018,4,NULL,1),(948,0,NULL,'2019-07-10 16:28:52',2061,1,0,1019,1,NULL,1),(949,0,NULL,'2019-08-20 00:19:53',2064,1,0,1020,1,NULL,1),(950,0,NULL,'2018-11-08 16:08:59',2065,1,0,1021,4,NULL,1),(951,0,NULL,'2019-07-10 16:34:04',2067,1,0,1023,1,NULL,1),(952,0,NULL,'2019-07-10 16:38:34',2071,1,0,1024,1,NULL,1),(953,0,NULL,'2019-06-04 17:48:14',2075,1,0,1025,4,NULL,1),(954,0,NULL,'2019-07-04 15:13:13',2078,1,0,1026,4,NULL,1),(955,0,NULL,'2018-11-08 16:13:59',2080,1,0,1027,4,NULL,1),(956,0,NULL,'2019-04-16 14:11:52',2081,1,0,1028,4,NULL,1),(957,0,NULL,'2018-11-08 16:18:40',2090,1,0,1029,4,NULL,1),(958,0,'2020-12-18','2020-12-22 23:53:24',2094,1,0,1030,3,NULL,1),(959,0,'2020-04-30','2020-05-17 01:31:51',2097,1,0,1031,3,NULL,1),(960,0,NULL,'2019-09-12 13:28:08',2101,1,0,1032,1,NULL,1),(961,0,NULL,'2019-07-10 16:58:01',2106,1,0,1033,1,NULL,1),(962,0,NULL,'2019-08-01 19:05:32',2109,1,0,1034,1,NULL,1),(963,0,NULL,'2019-07-10 17:02:19',2112,1,0,1036,1,NULL,1),(964,0,'2020-12-18','2020-12-23 13:25:39',2113,1,0,1037,3,NULL,1),(965,0,NULL,'2019-07-10 17:09:35',2115,1,0,1038,1,NULL,1),(966,0,NULL,'2019-03-17 21:38:41',2117,1,0,1039,4,NULL,1),(967,0,NULL,'2020-03-10 19:48:30',2122,1,0,1040,1,NULL,1),(968,0,NULL,'2019-08-08 19:13:55',2124,1,0,1041,1,NULL,1),(969,0,NULL,'2019-07-10 17:57:23',2128,1,0,1042,4,NULL,1),(970,0,NULL,'2019-07-10 18:03:58',2131,1,0,1043,4,NULL,1),(971,0,'2019-12-17','2021-05-04 07:59:17',2134,1,6,1045,3,NULL,1),(972,0,NULL,'2020-02-13 15:01:19',2137,1,0,1046,1,NULL,1),(973,0,'2019-12-17','2021-05-04 08:11:21',2147,1,11,1047,3,NULL,1),(974,0,'2019-12-17','2021-05-04 08:00:46',2148,1,8,1049,3,NULL,1),(975,0,'2019-12-17','2021-05-04 08:18:32',2149,1,13,1050,3,NULL,1),(976,0,NULL,'2019-07-27 14:56:31',2154,1,0,1051,4,NULL,1),(977,0,'2019-12-17','2021-05-04 08:06:03',2159,1,10,1053,3,NULL,1),(978,0,'2019-12-17','2021-05-04 07:51:40',2164,1,2,1054,3,NULL,1),(979,0,NULL,'2019-07-25 09:31:04',2168,1,0,1055,4,NULL,1),(980,0,NULL,'2019-07-24 09:50:18',2172,1,0,1057,1,NULL,1),(981,0,'2019-12-17','2021-05-04 08:14:39',2173,1,12,1058,3,NULL,1),(982,0,'2019-12-18','2021-05-04 07:42:53',2177,1,7,1059,3,NULL,1),(983,0,NULL,'2019-07-11 22:44:07',2179,1,0,1060,1,NULL,1),(984,0,NULL,'2020-03-30 18:14:32',2182,1,0,1061,1,NULL,1),(985,0,'2019-12-17','2021-05-04 07:56:10',2183,1,5,1062,3,NULL,1),(986,0,NULL,'2019-07-10 18:39:06',2185,1,0,1063,1,NULL,1),(987,0,'2019-12-17','2021-05-04 07:48:13',2191,1,1,1065,3,NULL,1),(988,0,'2019-12-17','2021-05-04 07:54:06',2193,1,4,1067,3,NULL,1),(989,0,'2019-12-17','2021-05-04 07:52:51',2194,1,3,1068,3,NULL,1),(990,0,NULL,'2019-07-10 18:40:47',2196,1,0,1070,1,NULL,1),(991,0,NULL,'2019-07-10 18:45:57',2197,1,0,1071,4,NULL,1),(992,0,NULL,'2019-07-10 18:49:47',2204,1,0,1077,1,NULL,1),(993,0,NULL,'2019-07-10 18:51:50',2206,1,0,1078,1,NULL,1),(994,0,NULL,'2019-09-11 20:08:23',2209,1,0,1079,1,NULL,1),(995,0,NULL,'2019-07-10 19:24:56',2210,1,0,1080,1,NULL,1),(996,0,NULL,'2020-03-04 12:53:53',2213,1,0,1081,1,NULL,1),(997,0,NULL,'2019-07-10 19:29:18',2215,1,0,1082,1,NULL,1),(998,0,NULL,'2019-07-29 20:03:05',2231,1,0,1096,1,NULL,1),(999,0,NULL,'2019-07-10 19:34:56',2234,1,0,1097,1,NULL,1),(1000,0,'2020-04-30','2020-05-16 18:36:12',2236,1,0,1098,3,NULL,1),(1001,0,NULL,'2019-07-10 19:44:18',2242,1,0,1101,1,NULL,1),(1002,0,NULL,'2019-07-10 19:46:57',2245,1,0,1103,4,NULL,1),(1003,0,NULL,'2019-11-07 17:51:52',2248,1,0,1104,4,NULL,1),(1004,0,NULL,'2019-07-26 17:58:45',2252,1,0,1105,1,NULL,1),(1005,0,NULL,'2019-07-10 20:18:56',2253,1,0,1106,4,NULL,1),(1006,0,NULL,'2019-07-10 20:17:03',2254,1,0,1107,1,NULL,1),(1007,0,NULL,'2019-07-10 20:32:55',2255,1,0,1108,1,NULL,1),(1008,0,NULL,'2019-07-25 18:02:51',2257,1,0,1110,1,NULL,1),(1009,0,NULL,'2019-08-14 20:35:33',2261,1,0,1111,1,NULL,1),(1010,0,NULL,'2019-08-01 13:50:02',2263,1,0,1112,1,NULL,1),(1011,0,NULL,'2019-11-27 01:13:19',2264,1,0,1113,4,NULL,1),(1012,0,NULL,'2020-03-12 10:41:54',2266,1,0,1115,1,NULL,1),(1013,0,NULL,'2019-11-27 00:56:00',2269,1,0,1116,4,NULL,1),(1014,0,'2020-12-18','2020-12-23 11:39:31',2273,1,0,1117,3,NULL,1),(1015,0,NULL,'2019-12-17 13:53:47',2277,1,0,1119,4,NULL,1),(1016,0,NULL,'2019-12-16 16:59:15',2278,1,0,1120,4,NULL,1),(1017,0,NULL,'2019-12-23 18:53:20',2282,1,0,1123,1,NULL,1),(1018,0,'2020-04-30','2020-05-16 22:28:24',2283,1,0,1124,3,NULL,1),(1019,0,NULL,'2019-11-27 16:15:48',2287,1,0,1125,1,NULL,1),(1020,0,NULL,'2019-11-26 23:52:43',2293,1,0,1127,1,NULL,1),(1021,0,NULL,'2019-11-27 13:34:22',2296,1,0,1129,1,NULL,1),(1022,0,NULL,'2019-11-26 23:46:54',2299,1,0,1130,1,NULL,1),(1023,0,NULL,'2019-11-26 23:43:43',2310,1,0,1136,1,NULL,1),(1024,0,NULL,'2019-11-27 16:46:50',2316,1,0,1139,4,NULL,1),(1025,0,'2020-04-30','2020-05-17 01:27:17',2319,1,0,1140,3,NULL,1),(1026,0,NULL,'2020-02-29 14:32:05',2321,1,0,1141,1,NULL,1),(1027,0,'2019-09-06','2019-09-06 20:45:19',2328,3,2,1143,3,NULL,1),(1028,0,NULL,'2019-11-21 19:18:48',2329,1,0,1144,4,NULL,1),(1029,0,NULL,'2020-02-29 14:55:41',2331,1,0,1145,1,NULL,1),(1030,0,NULL,'2019-09-11 18:14:26',2333,1,0,1146,4,NULL,1),(1031,0,NULL,'2019-07-31 20:34:21',2334,1,0,1147,1,NULL,1),(1032,0,'2020-04-29','2020-05-16 13:07:09',2341,1,0,1148,3,NULL,1),(1033,0,NULL,'2019-08-24 13:16:23',2342,1,0,1149,4,NULL,1),(1034,0,NULL,'2019-09-04 22:35:07',2343,1,0,1150,4,NULL,1),(1035,0,NULL,'2019-09-25 02:34:18',2344,1,0,1151,4,NULL,1),(1036,0,NULL,'2019-07-04 15:08:52',2346,1,0,1152,4,NULL,1),(1037,0,NULL,'2019-07-11 16:53:01',2348,1,0,1153,1,NULL,1),(1038,0,'2020-12-18','2020-12-23 19:21:13',2353,1,0,1154,3,NULL,1),(1039,0,NULL,'2019-12-16 17:22:27',2356,1,0,1155,1,NULL,1),(1040,0,NULL,'2019-10-15 01:05:51',2357,1,0,1156,4,NULL,1),(1041,0,'2020-03-09','2020-04-20 03:53:12',2358,1,10,1157,3,NULL,1),(1042,0,NULL,'2019-11-21 19:37:25',2364,1,0,1160,4,NULL,1),(1043,0,'2020-04-30','2020-05-16 19:44:31',2370,1,0,1161,3,NULL,1),(1044,0,'2020-03-08','2020-04-20 03:53:54',2376,1,5,1162,3,NULL,1),(1045,0,NULL,'2019-07-11 16:54:42',2381,1,0,1163,4,NULL,1),(1046,0,'2019-08-17','2020-05-25 10:00:55',2384,1,2,1166,3,NULL,1),(1047,0,NULL,'2020-01-20 14:52:45',2385,1,0,1167,1,NULL,1),(1048,0,NULL,'2019-12-09 12:12:20',2390,1,0,1168,4,NULL,1),(1049,0,NULL,'2019-07-24 16:41:25',2392,1,0,1170,4,NULL,1),(1050,0,NULL,'2019-11-21 19:41:13',2393,1,0,1171,1,NULL,1),(1051,0,NULL,'2019-08-16 16:12:17',2403,1,0,1173,4,NULL,1),(1052,0,'2020-08-28','2020-09-13 15:51:19',2404,1,0,1174,3,NULL,1),(1053,0,'2019-08-12','2020-04-20 04:04:22',2405,4,1,1175,3,NULL,1),(1054,0,NULL,'2020-02-29 14:49:30',2407,1,0,1177,4,NULL,1),(1055,0,NULL,'2020-01-20 22:00:05',2412,1,0,1178,1,NULL,1),(1056,0,NULL,'2020-01-20 21:59:40',2418,1,0,1180,1,NULL,1),(1057,0,'2019-12-17','2021-05-04 08:04:09',2420,1,9,1182,3,NULL,1),(1058,0,NULL,'2020-01-20 21:59:57',2425,1,0,1183,1,NULL,1),(1059,0,NULL,'2020-01-20 21:59:19',2429,1,0,1187,1,NULL,1),(1060,0,NULL,'2020-01-21 16:08:22',2432,1,0,1188,1,NULL,1),(1061,0,NULL,'2020-04-16 18:35:19',2440,1,0,1192,4,NULL,1),(1062,0,NULL,'2020-01-20 21:58:36',2444,1,0,1193,1,NULL,1),(1063,0,NULL,'2020-01-20 21:58:51',2445,1,0,1194,1,NULL,1),(1064,0,NULL,'2020-01-20 21:58:13',2446,1,0,1195,1,NULL,1),(1065,0,NULL,'2020-01-20 21:58:04',2447,1,0,1196,1,NULL,1),(1066,0,NULL,'2019-12-09 14:05:27',2451,1,0,1197,4,NULL,1),(1067,0,NULL,'2020-01-20 21:57:47',2458,1,0,1198,1,NULL,1),(1068,0,NULL,'2020-01-20 21:57:27',2461,1,0,1199,1,NULL,1),(1069,0,NULL,'2020-01-20 21:57:06',2464,1,0,1200,1,NULL,1),(1070,0,NULL,'2020-01-20 21:56:31',2467,1,0,1202,1,NULL,1),(1071,0,NULL,'2020-01-20 21:56:06',2472,1,0,1204,1,NULL,1),(1072,0,NULL,'2020-01-20 21:55:41',2476,6,0,1205,1,NULL,1),(1073,0,'2021-04-30','2021-05-17 22:10:22',2477,1,0,1206,3,NULL,1),(1074,0,NULL,'2020-01-20 21:54:35',2479,1,0,1207,1,NULL,1),(1075,0,NULL,'2020-01-20 21:52:39',2482,2,0,1208,1,NULL,1),(1076,0,NULL,'2020-01-20 21:53:37',2483,1,0,1209,1,NULL,1),(1077,0,NULL,'2020-01-20 21:53:26',2487,1,0,1210,1,NULL,1),(1078,0,NULL,'2020-01-20 21:53:06',2491,1,0,1211,1,NULL,1),(1079,0,NULL,'2020-01-20 21:53:16',2492,1,0,1212,1,NULL,1),(1080,0,'2020-09-10','2020-09-13 15:43:59',2495,1,0,1213,3,NULL,1),(1081,0,NULL,'2020-01-20 21:52:21',2497,1,0,1214,1,NULL,1),(1082,0,NULL,'2020-01-20 21:52:10',2503,1,0,1215,1,NULL,1),(1083,0,NULL,'2020-01-20 21:51:58',2507,1,0,1216,1,NULL,1),(1084,0,NULL,'2020-03-03 19:44:51',2508,1,0,1217,4,NULL,1),(1085,0,NULL,'2020-01-20 21:51:41',2510,1,0,1218,1,NULL,1),(1086,0,NULL,'2020-01-20 21:51:10',2518,1,0,1222,1,NULL,1),(1087,0,NULL,'2020-01-20 21:51:00',2520,1,0,1223,1,NULL,1),(1088,0,NULL,'2020-01-31 18:55:21',2521,1,0,1224,1,NULL,1),(1089,0,NULL,'2020-01-31 18:57:42',2522,1,0,1225,4,NULL,1),(1090,0,NULL,'2020-02-11 14:52:31',2525,1,0,1226,4,NULL,1),(1091,0,NULL,'2020-01-20 18:33:18',2527,1,0,1227,1,NULL,1),(1092,0,NULL,'2020-01-20 18:33:08',2532,1,0,1228,1,NULL,1),(1093,0,'2021-04-29','2021-05-17 17:30:04',2534,1,0,1229,3,NULL,1),(1094,0,NULL,'2020-01-31 19:01:12',2537,1,0,1230,1,NULL,1),(1095,0,'2019-12-06','2021-05-04 08:21:43',2538,4,1,1231,3,NULL,1),(1096,0,NULL,'2020-03-03 20:31:36',2539,1,0,1232,4,NULL,1),(1097,0,NULL,'2020-01-20 18:27:16',2544,1,0,1233,1,NULL,1),(1098,0,NULL,'2021-02-23 15:03:30',2549,1,0,1234,1,NULL,1),(1099,0,NULL,'2020-01-20 17:14:30',2552,1,0,1235,1,NULL,1),(1100,0,NULL,'2020-03-17 14:38:59',2554,1,0,1237,1,NULL,1),(1101,0,NULL,'2020-01-15 17:05:26',2557,1,0,1238,1,NULL,1),(1102,0,NULL,'2020-01-15 17:04:12',2562,1,0,1239,1,NULL,1),(1103,0,NULL,'2020-03-30 13:23:45',2567,1,0,1240,1,NULL,1),(1104,0,'2020-04-16','2020-05-16 13:04:43',2569,1,1,1241,3,NULL,1),(1105,0,NULL,'2020-03-01 02:58:09',2570,1,0,1242,4,NULL,1),(1106,0,NULL,'2020-02-01 21:47:16',2572,1,0,1243,4,NULL,1),(1107,0,NULL,'2020-04-16 21:41:28',2576,1,0,1244,1,NULL,1),(1108,0,'2020-08-29','2020-09-14 19:04:35',2579,1,0,1245,3,NULL,1),(1109,0,NULL,'2020-03-30 13:15:11',2582,1,0,1246,4,NULL,1),(1110,0,NULL,'2020-04-19 16:25:19',2586,1,0,1247,4,NULL,1),(1111,0,NULL,'2020-03-27 17:00:22',2587,1,0,1248,1,NULL,1),(1112,0,NULL,'2020-03-24 21:09:23',2593,1,0,1249,1,NULL,1),(1113,0,NULL,'2020-04-01 01:01:22',2599,1,0,1250,1,NULL,1),(1114,0,NULL,'2020-04-16 18:08:30',2600,1,0,1251,1,NULL,1),(1115,0,'2020-03-08','2020-04-20 03:55:15',2602,1,1,1252,3,NULL,1),(1118,0,NULL,'2020-04-16 18:08:38',2605,1,0,1255,1,NULL,1),(1119,0,NULL,'2020-04-16 18:08:46',2608,1,0,1256,1,NULL,1),(1120,0,'2020-03-08','2020-04-20 03:54:55',2612,1,2,1257,3,NULL,1),(1121,0,'2020-03-08','2020-04-20 03:54:34',2613,1,3,1258,3,NULL,1),(1122,0,'2020-03-08','2020-04-20 03:54:14',2615,1,4,1259,3,NULL,1),(1123,0,NULL,'2020-04-16 18:04:36',2621,1,0,1261,1,NULL,1),(1124,0,'2020-03-08','2020-04-20 03:55:36',2623,4,1,1262,3,NULL,1),(1125,0,NULL,'2020-03-09 14:30:57',2627,1,0,1263,4,NULL,1),(1126,0,NULL,'2020-04-19 21:24:19',2630,1,0,1264,4,NULL,1),(1127,0,NULL,'2020-04-19 21:23:12',2632,1,0,1265,1,NULL,1),(1128,0,NULL,'2020-04-16 18:05:08',2635,1,0,1266,1,NULL,1),(1130,0,NULL,'2020-04-16 18:05:22',2639,1,0,1268,1,NULL,1),(1131,0,NULL,'2020-04-16 18:05:45',2640,1,0,1269,1,NULL,1),(1132,0,NULL,'2020-04-16 18:05:32',2641,1,0,1270,1,NULL,1),(1133,0,NULL,'2020-04-16 18:05:57',2646,1,0,1271,1,NULL,1),(1134,0,NULL,'2020-04-16 18:06:07',2647,6,0,1272,1,NULL,1),(1135,0,NULL,'2020-04-16 18:06:19',2649,1,0,1273,1,NULL,1),(1136,0,NULL,'2020-04-16 18:06:30',2651,1,0,1274,1,NULL,1),(1137,0,NULL,'2020-04-16 18:06:40',2652,1,0,1275,1,NULL,1),(1138,0,'2021-04-30','2021-05-17 17:34:28',2653,1,0,1276,3,NULL,1),(1139,0,NULL,'2020-04-16 18:06:59',2655,1,0,1277,1,NULL,1),(1140,0,NULL,'2020-04-19 21:36:57',2659,1,0,1278,1,NULL,1),(1141,0,'2020-12-18','2020-12-22 21:39:26',2661,1,0,1279,3,NULL,1),(1142,0,NULL,'2020-04-16 18:07:35',2662,1,0,1280,1,NULL,1),(1143,0,NULL,'2020-04-16 18:07:47',2668,1,0,1281,1,NULL,1),(1144,0,NULL,'2020-04-16 18:03:53',2671,1,0,1282,1,NULL,1),(1145,0,NULL,'2020-04-17 15:07:05',2672,1,0,1283,1,NULL,1),(1146,0,NULL,'2020-04-19 16:11:06',2674,1,0,1284,1,NULL,1),(1148,0,'2020-05-05','2020-05-17 01:56:46',2680,1,0,1287,3,NULL,1),(2048,0,NULL,'2020-04-21 13:41:28',2699,1,0,1288,1,NULL,1),(2049,0,NULL,'2020-04-21 17:15:50',2701,1,0,1289,1,NULL,1),(2050,0,NULL,'2020-04-23 21:52:12',2702,1,0,1290,1,NULL,1),(2051,0,NULL,'2020-04-24 15:59:54',2703,1,0,1291,1,NULL,1),(2052,0,NULL,'2020-05-04 13:36:17',2705,1,0,1292,1,NULL,1),(2053,0,NULL,'2020-05-05 16:33:18',2709,1,0,1293,1,NULL,1),(2055,0,NULL,'2020-05-06 18:55:54',2711,1,0,1295,1,NULL,1),(2056,0,NULL,'2020-05-06 19:06:48',2712,1,0,1296,1,NULL,1),(2058,0,'2020-05-05','2020-05-17 02:13:51',2714,1,0,1298,3,NULL,1),(2059,0,NULL,'2020-05-11 00:06:55',2719,1,0,1299,1,NULL,1),(2060,0,NULL,'2020-05-13 02:04:05',2722,7,0,1300,1,NULL,1),(2061,0,NULL,'2020-05-13 18:35:53',2723,1,0,1301,1,NULL,1),(2062,0,'2020-04-30','2020-05-16 14:22:09',2724,4,0,1302,3,NULL,1),(2064,0,'2020-04-30','2020-07-21 10:28:36',2731,1,0,1304,3,NULL,1),(2065,0,NULL,'2020-05-14 15:32:51',2744,1,0,1305,1,NULL,1),(2066,0,'2020-04-30','2020-06-22 10:32:06',2747,3,0,1306,3,NULL,1),(2067,0,NULL,'2020-05-16 14:46:19',2749,1,0,1307,1,NULL,1),(2068,0,NULL,'2020-05-17 09:40:07',2752,1,0,1308,1,NULL,1),(2070,0,NULL,'2020-05-18 12:29:19',2756,1,0,1310,1,NULL,1),(2071,0,NULL,'2020-05-20 18:55:50',2757,1,0,1311,1,NULL,1),(2072,0,'2021-04-29','2021-05-17 22:12:25',2760,1,0,1312,3,NULL,1),(2073,0,NULL,'2020-05-21 18:49:16',2775,1,0,1313,1,NULL,1),(2075,0,'2020-08-31','2020-09-13 15:55:49',2785,1,0,1315,3,NULL,1),(2076,0,NULL,'2020-05-23 18:48:41',2788,1,0,1316,1,NULL,1),(2077,0,NULL,'2020-05-25 10:16:19',2793,1,0,1317,1,NULL,1),(2078,0,NULL,'2020-05-25 17:13:55',2795,1,0,1318,1,NULL,1),(2079,0,NULL,'2020-05-25 22:09:13',2797,1,0,1319,1,NULL,1),(2080,0,NULL,'2020-05-26 00:23:49',2803,1,0,1320,1,NULL,1),(2081,0,NULL,'2020-05-27 16:01:31',2807,1,0,1321,1,NULL,1),(2082,0,NULL,'2020-05-27 17:05:46',2813,1,0,1322,1,NULL,1),(2083,0,NULL,'2020-05-30 21:43:20',2815,1,0,1323,1,NULL,1),(2084,0,NULL,'2020-06-01 10:50:23',2817,1,0,1324,1,NULL,1),(2087,0,NULL,'2020-06-02 10:45:56',2823,1,0,1327,1,NULL,1),(2088,0,NULL,'2020-06-02 12:12:00',2828,1,0,1328,1,NULL,1),(2089,0,NULL,'2020-06-02 14:14:55',2832,1,0,1329,1,NULL,1),(2090,0,NULL,'2020-06-03 00:11:30',2835,1,0,1330,1,NULL,1),(2091,0,NULL,'2020-06-04 04:48:17',2837,1,0,1331,1,NULL,1),(2092,0,NULL,'2020-06-04 21:22:29',2840,1,0,1332,1,NULL,1),(2093,0,'2020-08-31','2020-09-06 17:15:40',2841,1,0,1333,3,NULL,1),(2094,0,NULL,'2021-02-23 15:03:14',2856,1,0,1334,1,NULL,1),(2095,0,'2020-08-31','2020-09-10 18:31:04',2860,1,0,1335,3,NULL,1),(2096,0,NULL,'2020-06-07 18:37:32',2866,1,0,1336,1,NULL,1),(2097,0,NULL,'2020-06-08 07:23:06',2868,1,0,1337,1,NULL,1),(2098,0,NULL,'2020-06-08 14:07:26',2871,1,0,1338,1,NULL,1),(2102,0,'2021-04-29','2021-05-17 18:13:44',2876,1,0,1342,3,NULL,1),(2103,0,NULL,'2020-06-15 17:12:13',2879,1,0,1343,1,NULL,1),(2104,0,NULL,'2020-06-17 14:38:30',2885,2,0,1344,1,NULL,1),(2106,0,NULL,'2020-06-19 09:14:44',2887,1,0,1346,1,NULL,1),(2107,0,NULL,'2020-06-18 21:16:44',2888,1,0,1347,1,NULL,1),(2108,0,NULL,'2020-06-19 21:13:36',2890,1,0,1348,1,NULL,1),(2110,0,NULL,'2020-06-20 15:47:43',2892,1,0,1350,1,NULL,1),(2111,0,NULL,'2020-09-02 12:05:41',2895,1,0,1351,1,NULL,1),(2112,0,NULL,'2020-06-22 21:25:32',2897,1,0,1352,1,NULL,1),(2113,0,NULL,'2020-06-23 09:49:46',2898,1,0,1353,1,NULL,1),(2114,0,NULL,'2020-06-24 11:58:57',2902,1,0,1354,1,NULL,1),(2115,0,NULL,'2020-06-23 22:34:37',2904,1,0,1355,1,NULL,1),(2116,0,NULL,'2020-06-24 21:02:49',2907,1,0,1356,1,NULL,1),(2118,0,NULL,'2020-09-07 14:35:40',2911,1,0,1358,1,NULL,1),(2120,0,NULL,'2020-06-25 13:29:26',2914,1,0,1360,1,NULL,1),(2121,0,NULL,'2020-06-27 18:23:10',2916,1,0,1361,1,NULL,1),(2122,0,NULL,'2020-06-30 19:10:25',2917,1,0,1362,1,NULL,1),(2123,0,NULL,'2020-07-02 16:44:18',2921,1,0,1363,1,NULL,1),(2124,0,NULL,'2020-07-03 06:13:07',2923,1,0,1364,1,NULL,1),(2125,0,NULL,'2020-07-05 01:31:57',2928,3,0,1365,1,NULL,1),(2126,0,NULL,'2020-07-06 11:48:44',2930,1,0,1366,1,NULL,1),(2127,0,NULL,'2020-07-07 18:58:59',2932,1,0,1367,1,NULL,1),(2128,0,NULL,'2020-07-08 04:53:48',2933,1,0,1368,1,NULL,1),(2129,0,NULL,'2020-07-08 23:05:53',2935,1,0,1369,1,NULL,1),(2130,0,NULL,'2020-07-09 17:20:07',2939,2,0,1370,1,NULL,1),(2131,0,NULL,'2020-07-10 08:17:14',2940,1,0,1371,1,NULL,1),(2132,0,NULL,'2020-07-10 08:57:09',2945,1,0,1372,1,NULL,1),(2133,0,NULL,'2020-07-12 21:28:47',2947,1,0,1373,1,NULL,1),(2137,0,NULL,'2020-07-15 00:59:42',2954,1,0,1377,1,NULL,1),(2138,0,NULL,'2020-07-15 11:38:22',2955,1,0,1378,1,NULL,1),(2139,0,NULL,'2020-07-16 15:26:57',2957,1,0,1379,1,NULL,1),(2140,0,NULL,'2020-07-16 22:57:35',2958,1,0,1380,1,NULL,1),(2142,0,NULL,'2020-07-19 05:30:08',2961,2,0,1382,1,NULL,1),(2144,0,NULL,'2020-07-19 16:59:30',2966,1,0,1384,1,NULL,1),(2145,0,NULL,'2020-07-21 12:00:40',2967,1,0,1385,1,NULL,1),(2146,0,NULL,'2020-07-22 08:28:20',2968,1,0,1386,1,NULL,1),(2147,0,NULL,'2020-07-25 16:24:16',2969,1,0,1387,1,NULL,1),(2148,0,NULL,'2020-07-26 12:40:54',2970,1,0,1388,1,NULL,1),(2149,0,NULL,'2020-07-27 23:12:37',2973,1,0,1389,1,NULL,1),(2151,0,NULL,'2020-07-28 11:18:09',2976,1,0,1391,1,NULL,1),(2154,0,NULL,'2020-07-28 21:38:55',2982,1,0,1394,1,NULL,1),(2155,0,'2021-04-27','2021-05-17 18:17:56',2984,1,0,1395,3,NULL,1),(2156,0,NULL,'2020-08-05 02:43:56',2989,1,0,1396,1,NULL,1),(2157,0,NULL,'2020-08-02 21:15:13',2991,1,0,1397,1,NULL,1),(2158,0,NULL,'2020-08-14 01:48:33',2995,1,0,1398,1,NULL,1),(2159,0,NULL,'2020-08-06 17:28:51',2996,1,0,1399,1,NULL,1),(2160,0,NULL,'2020-08-07 10:33:14',3002,1,0,1400,1,NULL,1),(2161,0,NULL,'2020-08-07 20:41:46',3006,1,0,1401,1,NULL,1),(2163,0,NULL,'2020-08-10 13:51:11',3008,1,0,1403,1,NULL,1),(2164,0,NULL,'2020-08-12 06:51:55',3009,1,0,1404,1,NULL,1),(2165,0,NULL,'2020-08-12 12:24:07',3010,1,0,1405,1,NULL,1),(2166,0,NULL,'2020-08-12 17:09:42',3014,1,0,1406,1,NULL,1),(2167,0,NULL,'2020-08-14 08:45:03',3017,1,0,1407,1,NULL,1),(2170,0,NULL,'2020-08-17 05:20:41',3026,1,0,1410,1,NULL,1),(2171,0,NULL,'2020-08-17 12:54:49',3032,1,0,1411,1,NULL,1),(2174,0,NULL,'2020-08-17 23:40:46',3035,1,0,1414,1,NULL,1),(2175,0,NULL,'2020-08-19 20:07:54',3039,1,0,1415,1,NULL,1),(2176,0,NULL,'2020-08-20 07:08:17',3041,1,0,1416,1,NULL,1),(2177,0,NULL,'2020-08-20 21:05:04',3045,1,0,1417,1,NULL,1),(2178,0,NULL,'2020-08-20 21:22:56',3046,1,0,1418,1,NULL,1),(2179,0,NULL,'2020-08-21 12:35:57',3047,1,0,1419,1,NULL,1),(2180,0,NULL,'2020-08-21 14:45:04',3050,1,0,1420,1,NULL,1),(2181,0,'2020-12-18','2020-12-23 19:27:33',3053,1,0,1421,3,NULL,1),(2182,0,NULL,'2020-08-21 19:03:12',3056,1,0,1422,1,NULL,1),(2183,0,NULL,'2020-08-21 20:17:03',3063,1,0,1423,1,NULL,1),(2184,0,NULL,'2020-08-24 15:10:35',3065,1,0,1424,1,NULL,1),(2185,0,NULL,'2020-09-18 12:41:22',3070,1,0,1425,1,NULL,1),(2187,0,NULL,'2020-09-01 21:09:38',3079,1,0,1427,1,NULL,1),(2189,0,NULL,'2020-09-02 10:00:02',3082,7,0,1429,1,NULL,1),(2190,0,NULL,'2020-09-02 10:17:23',3083,7,0,1430,1,NULL,1),(2191,0,NULL,'2020-09-02 17:09:08',3114,1,0,1431,1,NULL,1),(2192,0,NULL,'2020-09-03 22:30:53',3117,1,0,1432,1,NULL,1),(2193,0,NULL,'2020-09-04 09:41:30',3120,1,0,1433,1,NULL,1),(2194,0,NULL,'2020-09-08 14:02:11',3124,1,0,1434,1,NULL,1),(2195,0,NULL,'2020-09-09 18:22:27',3127,1,0,1435,1,NULL,1),(2196,0,NULL,'2020-09-11 22:03:39',3129,1,0,1436,1,NULL,1),(2197,0,'2020-12-18','2020-12-23 16:39:21',3132,3,0,1437,3,NULL,1),(2199,0,'2021-04-29','2021-05-26 17:24:10',3134,1,0,1439,3,NULL,1),(2200,0,NULL,'2020-09-17 20:28:04',3136,1,0,1440,1,NULL,1),(2201,0,NULL,'2021-02-23 15:08:33',3141,1,0,1441,1,NULL,1),(2202,0,NULL,'2020-09-18 18:12:07',3148,1,0,1442,1,NULL,1),(2203,0,NULL,'2020-09-21 09:41:11',3150,1,0,1443,1,NULL,1),(2204,0,'2021-04-27','2021-04-27 19:56:28',3154,1,0,1444,3,NULL,1),(2205,0,NULL,'2020-09-25 08:06:16',3159,1,0,1445,1,NULL,1),(2206,0,NULL,'2020-09-23 11:07:23',3160,1,0,1446,1,NULL,1),(2207,0,NULL,'2020-09-25 10:18:02',3161,1,0,1447,1,NULL,1),(2209,0,NULL,'2020-09-28 15:41:10',3166,1,0,1449,1,NULL,1),(2210,0,'2020-12-18','2020-12-23 14:19:41',3174,1,0,1450,3,NULL,1),(2211,0,NULL,'2020-09-29 15:26:30',3177,1,0,1451,1,NULL,1),(2212,0,NULL,'2020-09-30 16:21:27',3182,1,0,1452,1,NULL,1),(2213,0,'2021-04-29','2021-05-26 17:53:29',3183,1,0,1453,1,NULL,1),(2215,0,NULL,'2020-10-03 14:14:52',3188,1,0,1455,1,NULL,1),(2217,0,NULL,'2020-10-05 14:04:26',3191,1,0,1457,1,NULL,1),(2218,0,NULL,'2020-10-08 00:43:55',3192,1,0,1458,1,NULL,1),(2219,0,NULL,'2020-10-09 20:37:30',3198,7,0,1459,1,NULL,1),(2220,0,NULL,'2020-10-20 17:27:44',3200,1,0,1460,1,NULL,1),(2221,0,NULL,'2020-10-14 12:23:17',3202,1,0,1461,1,NULL,1),(2222,0,NULL,'2020-10-19 09:55:19',3207,1,0,1462,1,NULL,1),(2223,0,NULL,'2020-10-19 15:30:03',3209,1,0,1463,1,NULL,1),(2224,0,NULL,'2020-10-21 15:03:38',3212,2,0,1464,1,NULL,1),(2225,0,NULL,'2020-10-23 15:25:14',3213,1,0,1465,1,NULL,1),(2227,0,NULL,'2020-10-26 19:31:25',3229,1,0,1467,1,NULL,1),(2229,0,NULL,'2020-10-27 18:41:49',3234,1,0,1469,1,NULL,1),(2230,0,NULL,'2020-10-27 21:10:25',3237,1,0,1470,1,NULL,1),(2231,0,NULL,'2020-10-28 09:45:00',3239,1,0,1471,1,NULL,1),(2232,0,NULL,'2020-10-28 12:49:57',3244,1,0,1472,1,NULL,1),(2233,0,NULL,'2020-10-31 21:55:34',3248,1,0,1473,1,NULL,1),(2235,0,NULL,'2020-11-03 19:16:30',3250,1,0,1475,1,NULL,1),(2236,0,NULL,'2020-11-04 00:49:53',3252,1,0,1476,1,NULL,1),(2237,0,NULL,'2020-11-07 17:27:09',3253,1,0,1477,1,NULL,1),(2238,0,NULL,'2020-11-09 12:57:07',3254,1,0,1478,1,NULL,1),(2240,0,NULL,'2020-11-09 23:17:34',3256,1,0,1480,1,NULL,1),(2241,0,NULL,'2020-11-10 08:29:48',3266,1,0,1481,1,NULL,1),(2242,0,NULL,'2020-11-12 13:46:16',3267,1,0,1482,1,NULL,1),(2243,0,NULL,'2020-11-13 15:47:47',3268,1,0,1483,1,NULL,1),(2244,0,NULL,'2020-11-15 00:05:32',3271,1,0,1484,1,NULL,1),(2245,0,NULL,'2020-11-15 00:31:03',3276,1,0,1485,1,NULL,1),(2246,0,NULL,'2020-11-16 11:30:04',3281,1,0,1486,1,NULL,1),(2247,0,NULL,'2020-11-16 20:46:15',3282,1,0,1487,1,NULL,1),(2248,0,NULL,'2020-11-17 09:59:23',3286,1,0,1488,1,NULL,1),(2249,0,NULL,'2020-11-17 10:20:28',3287,1,0,1489,1,NULL,1),(2250,0,NULL,'2020-11-17 17:20:40',3292,2,0,1490,1,NULL,1),(2251,0,NULL,'2020-11-19 00:27:42',3294,1,0,1491,1,NULL,1),(2252,0,NULL,'2020-11-27 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--
