(802,'','citationsRaw',''),(802,'','copyrightYear','2017'),(802,'','hide_author','0'),(802,'','issueId','93'),(802,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(802,'','pub-id::doi','10.30849/rip/ijp.v38i1.842'),(802,'en_US','abstract','<p>One-hundred and fifty Mexican women were interviewed in regard to their parental beliefs and practices, their level of depression, their degree of autonomy, how much they punished their children, and their perceptions about the effects of child punishment. Factors representing such constructs were specified within a structural equations model, and their relations were calculated. Results revealed that an authoritarian parental style had a significant, positive and direct effect on punishing children, but the authoritative style did not. The level of women’s depression, as well as the perception of punishment benefits, positively influenced child punishment, while the perception of punishment costs negatively affected harsh parenting. In turn, disciplinary parental beliefs positively affected authoritarian style and negatively affected women’s autonomy in family decisions, while this autonomy inhibited authoritarian parenting.</p>'),(802,'en_US','cleanTitle','Parental styles and harsh parenting in a sample of Mexican women: A structural model'),(802,'en_US','copyrightHolder','Martha Frías-Armenta, Marcela Sotomayor-Petterson, Víctor Corral-Verdugo, Irasema Castell-Ruiz'),(802,'en_US','title','Parental styles and harsh parenting in a sample of Mexican women: A structural model'),(803,'','citationsRaw',''),(803,'','copyrightYear','2017'),(803,'','hide_author','0'),(803,'','issueId','93'),(803,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(803,'','pub-id::doi','10.30849/rip/ijp.v38i1.843'),(803,'en_US','abstract','<p>In order to determine if Quality of Life is a property of people, environment or of relationship between both, a total of 314 heads-of-family were surveyed in three Caracas’s slums with urban upgrading projects. A model based on psychosocial theories, was adapted and updated with the purpose of measuring and evaluating perceived Quality of Life. Statistical analyses showed that personal factors have greater weight in the mesosystem’s physical-material level, whereas environmental factors prevail in the microsystems appraisal, and in the rest of mesosystem’s levels. In conclusion, perceived Quality of Life is a person-environment relationship’s property. The organized communitarian participation stood out as the most important factor in this relationship.</p>'),(803,'en_US','cleanTitle','Quality of life and communitarian participation: Psychosocial evaluation of urban upgrading projects in slums'),(803,'en_US','copyrightHolder','Luis E. Hernández-Ponce, Sharon Reimel de Carrasquel'),(803,'en_US','title','Quality of life and communitarian participation: Psychosocial evaluation of urban upgrading projects in slums'),(804,'','citationsRaw',''),(804,'','copyrightYear','2017'),(804,'','hide_author','0'),(804,'','issueId','93'),(804,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(804,'','pub-id::doi','10.30849/rip/ijp.v38i1.844'),(804,'en_US','abstract','<p>An exploratory experiment was conducted to investigate the effects of coffee, guaraná, and yerba mate on mood and performance, and to determine any potential of these beverages to overcome the soporific effects of lunch. Seventy-one female students were assigned to four beverages, including a decaffeinated coffee control, and tested on two days (lunch/no lunch), over three sessions (prior to drinking the beverage, and again 60 and 150 minutes after drinking the beverages). Lunch had little effect other than to increase pulse. Guaraná increased systolic blood pressure and accuracy on a vigilance task; coffee increased accuracy on the vigilance task; but yerba mate had no significant effects. Further research is recommended before any definitive conclusions about the effects of guaraná and yerba mate are reached.</p>'),(804,'en_US','cleanTitle','Psychological and cardiovascular effects of Guaraná and yerba mate: A comparison with coffee'),(804,'en_US','copyrightHolder','Katherine Meyer, Peter Ball'),(804,'en_US','title','Psychological and cardiovascular effects of Guaraná and yerba mate: A comparison with coffee'),(805,'','citationsRaw',''),(805,'','copyrightYear','2017'),(805,'','hide_author','0'),(805,'','issueId','93'),(805,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(805,'','pub-id::doi','10.30849/rip/ijp.v38i1.845'),(805,'en_US','abstract','<p>This study of cumulative effects of drought in Northeast Brazil assessed the psychological responses (anxiety, emotional distress, and PTSD) of 102 individuals living in a city (Queimadas) in a drought-prone area compared to the responses of 102 persons living in a drought-free control city (Areia) of comparable size. As predicted, the findings revealed that residents in the drought area (Queimadas) had significantly higher levels of anxiety and emotional distress than residents in the no-drought area (Areia). In the drought area, women had significantly higher levels of anxiety and men had significantly higher levels of emotional distress than women and men, respectively, in the no-drought area. Likely because of their role vulnerability, women had significantly higher levels of anxiety and emotional distress than men. As predicted, Post-traumatic Stress Disorder (PTSD) was unrelated to the drought. Although descriptive, the results provide baseline data for comparisons as the drought deepens and offer insights and suggestions for further research into the psychological consequences of drought.</p>'),(805,'en_US','cleanTitle','Psychological responses to drought in northeastern Brazil'),(805,'en_US','copyrightHolder','Angela E. L. Coêlho, John G. Adair, Jane S.P. Mocellin'),(805,'en_US','title','Psychological responses to drought in northeastern Brazil'),(806,'','citationsRaw',''),(806,'','copyrightYear','2017'),(806,'','hide_author','0'),(806,'','issueId','93'),(806,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(806,'','pub-id::doi','10.30849/rip/ijp.v38i1.846'),(806,'en_US','abstract','<p>Skin, as an external organ, plays an important role in interpersonal relationships. The chronic character of some dermatoses and their unknown etiology also makes these patients who experience them, ad hoc candidates for high levels of anxiety. Our objective was to estimate the influence of this variable on the onset and duration of skin disorders. The Inventory of Situations and Responses to Anxiety - ISRA - and a questionnaire relative to the history of the disease were administered to 95 patients. Results were compared with those of 95 persons without skin diseases. Sex, age, duration of the disease, affectation level of the disturbance and its relation with stress were also considered. We found significant differences between average scores of the two groups and between the sexes. The psychological impact produced by skin disorders and their chronic condition were related to a high level of anxiety in these patients. The anxiety response profile of these patients was also defined.</p>'),(806,'en_US','cleanTitle','Evaluation of anxiety in chronic dermatoses: Differences between sexes'),(806,'en_US','copyrightHolder','Carmen Amorim-Gaudêncio, Gaston Roustan, Agustina Sirgo'),(806,'en_US','title','Evaluation of anxiety in chronic dermatoses: Differences between sexes'),(807,'','citationsRaw',''),(807,'','copyrightYear','2017'),(807,'','hide_author','0'),(807,'','issueId','93'),(807,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(807,'','pub-id::doi','10.30849/rip/ijp.v38i1.847'),(807,'en_US','abstract','<p>The concept of Dissociation was originally conceived as having a psychological and a somatic component. Nevertheless, recent versions of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) have isolated both elements. In the DSM the psychological manifestation of dissociation is diagnosed as a Dissociative Disorder and the somatic domain is diagnosed as a Somatoform Disorder. However, recent empirical and clinical evidence have been highlighting and corroborating a high degree of comorbidity between such disorders and a constant interplay between somatic and psychological dissociation. In the following case study, the clinical constellation of the patient nicely illustrates that her dissociative defenses began as a Conversion Disorder and how, after a mishandling of the case by a clinician, her dissociation symptoms were instantly transformed in a typical Dissociative Amnesia Disorder. Cases like this convincingly illustrate how the dissociative defenses not only subsume the mental but also extend to the bodily domain.</p>'),(807,'en_US','cleanTitle','A case study illustrating the interplay between psychological and somatic dissociation'),(807,'en_US','copyrightHolder','Alfonso Martínez-Taboas'),(807,'en_US','title','A case study illustrating the interplay between psychological and somatic dissociation'),(808,'','citationsRaw','Alemany, M. (2014). Las Fronteras de la Autonomía en el Ámbito Clínico: el Caso de los “Wannabe”. Anuario de la Facultad de Derecho de la Universidad Autónoma de Madrid. Vol 18, pp. 229-246.\r\n\r\nAoyama, A., Krummenacher, P., Palla, A., Hilti, L., y Brugger, P.  (2011). Impaired Spatial-Temporal Integration of Touch in Xenomelia (Body Integrity Identity Disorder). Spatial Cognition & Computation: An Interdisciplinary Journal.  Vol. 12,  Nº 2-3, pp. 96-110.\r\n\r\nArdila, A., Arocho, J., Labos, E., y Rodríguez, W. (2015). Diccionario de Neuropsicología. recuperado el 5 de agosto de 2017 de https://www.ucatolica.edu.co/portal/wp-content/uploads/adjuntos/biblioteca/diccionario-neuropsicologia.pdf\r\n\r\nArdila, A., Huidor, C., Mendoza, V., y  Ventura, L. (2012).  Una Batería Básica de Evaluación Neuropsicológica. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, Julio-Diciembre, Vol.12, Nº 2, pp. 1-25\r\n\r\nArdila, A., y Rosselli, M. (2007). Neuropsicología Clínica.  Manual Moderno.  México \r\n\r\nArtigas-Pallarés,  J.,  Rigau-Ratera, E. y García-Nonell,  C.  (2007).  Capacidad de Inteligencia Límite y Disfunción Ejecutiva.  Revista de Neurología; 44 (Supl 2), pp. 67-69\r\n\r\nAsarbai,  G.  (2013).  Apotemnofilia.  recuperado el 10 de febrero de 2014 de http://www.apoyopsicologico.es/ver.php?id=467\r\n\r\nAidynè. Centro de Asistencia, Docencia e Investigación Neuropsicológica (2007). Interpretación Clínica de las Escalas de los Índices de la Escala WAIS. Curso de Evaluación Neuropsicológica. Buenos Aires\r\n\r\nBausela, E. (2008).  Evaluación Neuropsicológica en Población Adulta: Ámbitos, Instrumentos y Baterías Neuropsicológicas. Revista Reflexiones 87,  Nº 2, pp. 163-174\r\n\r\nBrang, D., McGeoch, P.,y  Ramachandran,  V.  (2008). Apotemnophilia: a Neurological Disorder. Cognitive Neuroscience And Neuropsychology. Vol 19,  No 13.pp 1305-1306\r\n\r\nClark, D., Boutros, N.,  y Méndez, M., 2010. El Cerebro y la Conducta. Neuroanatomía para Psicólogos. Manual Moderno.  México.\r\n\r\nCuartero, D., García, A., García, A., Diago, A., y García, A. (2012).  Síndrome del Miembro Fantasma. Medicina General y de la Familia.  Vol.  1, Nº 2, pp. 85-88.\r\n\r\nDe Preester, H. (2013).  Merleau-Ponty’s Sexual Schema and the Sexual Component of Body Integrity Identity Disorder.  Medicine, Health Care and Philosophy.  Vol 16, No. 2, pp. 171-84\r\n\r\nDe Thorne, L., y Schaefer, B. (2004).  A Guide to Child Nonverbal IQ Measures.  American Journal of Speech-Language Pathology. Vol. 13. pp. 275–290\r\n\r\nDíaz, C., Batanero, C., y Wilhelmi, M, (2008). Errores Frecuentes en el Análisis de Datos de Educación y Psicología. Publicaciones, Nº 35,  pp. 109 -123. \r\n\r\nDiéguez, M. y González, A. (2005). La Falta como Ideal. Apotemnofilia o la Integridad de no Estar Completo, Átopos,  Vol 4, pp. 38 - 43 \r\n\r\nDonoso,  A., Silva,  H. y  Sinning,  M. (2005).  Somatoparafrenia: Presentación de 3 Casos. Revista Chilena de Neuro-Psiquiatria.  Vol 43, Nº 4, pp. 337-343\r\n\r\nEscobar, J.  (2012). Freud y las Parafilias.  Recuperado el 16 de febrero de 2013 de:  http://losmedioscomometaforas.blogspot.com/2012/04/freud-y-las-parafilias-iii.html\r\n\r\nFirst, M. (2004). Desire for Amputation of a Limb: Paraphilia, Psychosis, or a New Type of Identity Disorder. Psychological Medicine, Vol. 34, pp. 1–10\r\n\r\nGarcete, N. (2015).  Reseña histórica. Interpretación de: Escalas Clínicas Escalas de Contenido y Escalas Suplementarias. Interpretación de Códigos o Combinaciones de Escalas Clínica.  Recuperado el 17 de abril de https://www.academia.edu/17263875/Manual_MMPI-2\r\n\r\nGómez, E.,  y León, M. (2003).  Uso e Interpretación del MMPI-2 en Español.  Manual Moderno. México.\r\n\r\nHilti, L., Hänggi, J., Vitacco, D., Kraemer, B., Palla, A., Luechinger, R., Jäncke, L., y  Brugger, P. (2013). The Desire for Healthy Limb Amputation: Structural Brain Correlates and Clinical Features of Xenomelia.  Brain. A Journal of Neurology, 136, pp. 318-329.\r\n\r\nKaufman,  A y Lichtenberger,  E.  (2004).  Claves para la Evaluación con el WAIS III. Tercera Edición.  TEA Ediciones: Madrid\r\n\r\nKimura, D. (1977). Acquisition of Motor Skill After Left Hemisphere Damage. Brain, Vol, 100, pp. 527-542.\r\n\r\nLawrence,  A.  (2006).  Clinical and Theoretical Parallels Between Desire for Limb Amputation and Gender Identity Disorder.   Archives of Sexual Behavior, Vol. 35. No.3,  pp. 263-278\r\n\r\nLópez, M. (1998).   Evaluación Neuropsicológica:  Principios y Métodos.  Universidad Central de Venezuela.  Consejo de Desarrollo Científico y Humanístico. Colección Monografias.\r\n\r\nLópez, M. (2011). Memoria de Trabajo y Aprendizaje.  Aportes de la Neuropsicología.  Cuadernos de Neuropsicología,  Vol 5, Nº 1, pp. 25-47.\r\n\r\nLópez-Ibor,  J., Ortiz,T.  y  López-Ibor,  M.  (2011). Percepción, Vivencia e Identidad Corporales.  Actas Españolas de  Psiquiatría; No. 39,  (Supl. 3), pp 3 -118.\r\n\r\nManual de Aplicación y Corrección (WAIS III).  Escala de Inteligencia para Adultos III.  Adaptación Española.  TEA Ediciones, 1999.  Madrid. \r\n\r\nMartin, M. (2013). Efecto de la Práctica de la Danza en el Desarrollo Cognitivo de las Niñas.  Tesis Doctoral presentada ante el Departamento de Ciencias de la Educación, el Lenguaje,  la Cultura y las Artes.  Universidad Rey Juan Carlos.\r\n\r\nMcGeoch PD, Brang D, Song T, Lee RR, Huang M y Ramachandran VS. (2011). Xenomelia: a New Right Parietal Lobe Syndrome. Journal of Neurology, Neurosurgery and Psychiatry. Vol 82, Nº 12, pp.1314-1319.\r\n\r\nMorris, C., y Maisto, A. (2005).  Psicología. Pearson Educación.  Duodécima Edición. México.\r\n\r\nMüller, S. (2009).  Body Integrity Identity Disorder (BIID)—Is the Amputation of Healthy Limbs Ethically Justified.  The American Journal of Bioethics, Vol 9, No 1, pp. 36–43\r\n\r\nNeff, D., y Kasten, E. ( 2009).  Body Integrity Identity Disorder (BIID):  What do Health Care Professionals Know?. European Journal of Counselling Psychology. Vol. 1, Nº 2, pp.16-30. \r\n\r\nNoll, S., y Kasten, E.  (2014). Body Integrity Identity Disorder (BIID): How Satisfied are Successful Wannabes.  Psychology and Behavioral Sciences. Vol. 3, Nº 6, pp. 222-232\r\n\r\nPinel, J. (2007). Biopsicología. Sexta Edición.  Pearson Educación.  Madrid\r\n\r\nRiddle, G (1988). The Origins of Devotees\' Attraction. Presentación hecha en la Conferencia Fascination, Chicago.  \r\n\r\nRomán, F., Del Pino, M., y Rabadán, M.  (2012). Tratado de Neuropsicología Clínica. Aplicaciones Clínicas de la Teoría y la Evaluación Neurocognitiva. Estudio de Casos y Autoevaluaciones. Neurohealth.  Lima.\r\n\r\nRossi, L., Neer, R., Lopetegui, S., y  Doná, S. (2010).  Wais III. Índice de Comprensión Verbal. Análisis de Resultados para las Edades 25-34 Años en la Ciudad de la Plata.  II Congreso Internacional de Investigación y Práctica Profesional en Psicología. XVII Jornadas de Investigación. Sexto Encuentro de Investigadores en Psicología del MERCOSUR. Facultad de Psicología - Universidad de Buenos Aires.\r\n\r\nSantamaria, E. (2011). Amputación Voluntaria: los Casos de la  Apotemnofilia y  el Trastorno de Integridad Corporal. Derecho y Vida, Nº XCV, pp. 1-8\r\n\r\nStassen, K. (2007).  Psicología del Desarrollo.  Infancia y Adolescencia. Ed. Médica Paramericana. 7ma.  Edición.  Madrid.\r\n\r\nTirapu, J. (2007).  La Evaluación Neuropsicológica.  Psychosocial Intervention. Vol.16, Nº 2, pp. 189-211.\r\n\r\nVerdine, B., Troseth, G., Hodapp, R., y Dykens, E. (2008). Strategies and Correlates of Jigsaw Puzzle and Visuospatial Performance by Persons With Prader-Willi Syndrome. American Journal on Mental Retardation. Vol. 113, Nº 5, pp. 343–355\r\n\r\nVilla,  M.  (2007). Fenómeno Devotee Wannabe,  Revista Científica de la SASH (Sociedad Argentina de Sexualidad Humana). Vol 20, Nº 1, pp.43-47\r\n\r\nVillaseñor, J., Escobar, V., Sánchez, A., y Quintero, I. (2014). Dolor de Miembro Fantasma: Fisiopatología y Tratamiento. Revista de Especialidades Médico Quirúrgicas.  Nº 19, pp. 62-68.\r\n\r\nWechsler, D.  (2002). Test de inteligencia para adultos WAIS III: Manual de Administración y Puntuación. Paidós. Buenos Aires.'),(808,'','copyrightYear','2017'),(808,'','hide_author','0'),(808,'','issueId','96'),(808,'','language','es'),(808,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(808,'','pub-id::doi','10.30849/rip/ijp.v51i2.848'),(808,'','pub-id::publisher-id',''),(808,'en_US','copyrightHolder','Carolina Mora'),(808,'es_ES','abstract','<p>La presente investigación tiene tres objetivos: en primer lugar, dar a conocer el fenómeno Wannabe, que en los contextos académicos es conocido como Apotemnofilia,  Xenomelia y/o Desorden de la Identidad de la Integridad Corporal (BIID por sus siglas en inglés), que se caracteriza por el deseo manifiesto de un sujeto cuyas extremidades están sanas por convertirse en una persona amputada.  En segundo lugar, presentar el caso de un Wannabe que desea amputarse la pierna izquierda, 4 dedos por debajo de la rodilla, se trata de un joven de 31 años, con formación universitaria y sin psicopatología identificable a partir del perfil de personalidad arrojado por el Test de Personalidad MMPI-2. En tercer lugar, presentar los resultados de un informe neuropsicológico elaborado con base en el WAIS III, a fin de  detectar la posible disfunción del lóbulo parietal derecho, que frecuentemente se ha sugerido como la causa del fenómeno. Los resultados obtenidos indican que aunque el puntaje obtenido en la sub prueba llamada “Ensamblaje de Objetos”  puede estar relacionado con la disfunción en este lóbulo, no se cuenta con la evidencia clínica y conductual suficiente para aseverar que ella exista.</p>'),(808,'es_ES','cleanTitle','Wannabes personas que desean ser amputadas: Evaluación neuropsicológica con el Wais III'),(808,'es_ES','copyrightHolder',''),(808,'es_ES','title','Wannabes (personas que desean ser amputadas): Evaluación neuropsicológica con el Wais III'),(809,'','citationsRaw','Altieri, M. A. (2002). Agroecology: the science of natural resource management for poor farmers in marginal environments. Agriculture, Ecosystems and Environment, 93. Recuperado el 20 de 10 de 2016, desde: http://www.sciencedirect.com/science/article/pii/S0167880902000853\r\n\r\nAltieri, M. y Nicholls, C. (2008). Los impactos del Cambio Climático sobre las comunidades campesinas y de agricultores tradicionales y sus respuestas adaptativas. Agroecología, 3. Recuperado el 15 de 10 de 2016, desde: http://revistas.um.es/agroecologia/article/view/95471\r\n\r\nAltieri, M. A. y Nicholls, C. I. (2013). Agroecología y Resiliencia al Cambio Climático: Principios y Consideraciones Metodológicas. Agroecología, 8. Recuperado el 10 de 10 de 2016, desde: http://revistas.um.es/agroecologia/article/view/182921\r\n\r\nAngelone, S., Garibay, M. T., y Cauhapé, M. (2006). Geología y Geotecnia: Permeabilidad de Suelos. Recuperado desde: http://www.fceia.unr.edu.ar/geologiaygeotecnia/Permeabilidad%20en%20Suelos.pdf\r\n\r\nBandura, A. (1978). The self system in reciprocal determinism. American Psychologist, 33. Recuperado el 15 de 11 de 2016, desde: http://psycnet.apa.org/psycinfo/1979-08427-001 \r\n\r\nBransford, J., Brown, A. L. y Cocking, R. T. (2000). How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.\r\n\r\nComisión Nacional Forestal. (2015). Servicios ambientales. Recuperado el 11 de 10 de 2016, desde: http://www.conafor.gob.mx/web/temas-forestales/servicios-ambientales\r\n\r\nEstévez, E. H. (2002). Enseñar a aprender: Estrategias cognitivas. México: Paidós.\r\n\r\nFisher, J. R. B., Boucher, T. M. y Attwood, S. K. (2013). How do we know an Agricultural System is sustainable?. Nature. Recuperado el 20 de 10 de 2016, desde: http://www.nature.org/science-in-action/science-features/ag-sustainability-metrics.pdf\r\n\r\nFood and Agriculture Organization of the United Nations. (2017). Medición de Ángulos Verticlaes y Pendientes. Recuperado el 20 de 11 de 2016, desde: ftp://ftp.fao.org/fi/CDrom/FAO_training/FAO_training/general/x6707s/x6707s04.htm#82a\r\n\r\nFundación Hondureña de Investigación Agrícola. (2011). Guía sobre Prácticas de Conservación de Suelos. Recuperado el 11 de 10 de 2016, desde: http://www.fhia.org.hn/dowloads/guia_conservacion_de_suelos.pdf\r\n\r\nGagné, E. D, Yekovich, C. W. y Yekovich, F. R. (1993). The cognitive psychology of school learning (2nd ed.) New York: HarperCollins.\r\n\r\nGerring, J. (2014). Metodología de las ciencias sociales. España: Alianza.\r\n\r\nGranados, R., y Sarabia, A. A. (2013). Cambio Climático y efectos en la fenología del maíz en el DDR-Toluca. Revista Mexicana de Ciencias Agrícolas, 4. Recuperado el 17 de 11 de 2016, desde: http://www.scielo.org.mx/scielo.php?pid=S2007-09342013000300008&script=sci_arttext\r\n\r\nHenao, A. (2013). Propuesta metodológica de medición de la resiliencia agroecológica en sistemas socio-ecológicos: Un estudio de caso en los Andes colombianos. Agroecología, 8. Recuperado el 12 de 11 de 2016, desde: http://revistas.um.es/agroecologia/article/view/183031\r\n\r\nHernández, R., Fernandez, C. y Baptista, P. (2014). Metodología de la Investigación (6ª Ed). México: McGraw Hill.\r\n\r\nHolahan, C. J. (2006). Psicología Ambiental. México: Limusa.\r\n\r\nHolt-Giménez, E. (2002). Measuring farmer´s agroecological resistance after Hurricane Mitch in Nicaragua: a case study in participatory, sustainable land management impact monitoring. Agriculture, Ecosystems and Environment, 93. Recuperado el 01 de 12 de 2016, desde: http://www.sciencedirect.com/science/article/pii/S0167880902000063\r\n\r\nInstituto Nacional de Estadística y Geografía. (2015). Marco Geoestadístico Nacional. Recuperado el 20 de 11 de 2016, desde: http://gaia.inegi.org.mx/mdm6/\r\n\r\nIntergovernmental Panel on Climate Change. (2014). Mitigation of Climate Change. Recuperado el 11 de 10 de 2016, desde: http://www.ipcc.ch/pdf/assessment-report/ar5/wg3/ipcc_wg3_ar5_chapter11.pdf\r\n\r\nLambe, T. W. y Whittman, R. V. (2004). Mecánica de Suelos. México: Limusa\r\n\r\nMoeys, J. (2015). The soil texture wizard: R functions for plotting, classifying, transforming and exploring soil texture data. Recuperado desde: http://r-forge.r-project.org/scm/viewvc.php/*checkout*/pkg/soiltexture/inst/doc/soiltexture_vignette.pdf?revision=15&root=soiltexture&pathrev=20\r\n\r\nNogués, D. y Pérez, F. (2001). Cartografía y análisis espacial del paisaje vegetal de la montaña Riojana y su papel como herramienta de gestión. Zubía. Recuperado el 20 de 10 de 2016, desde:  https://dialnet.unirioja.es/servlet/articulo?codigo=664549\r\n\r\nPeck, R. B., Hanson, W. E. y Thornburn, T. H. (2008). Ingeniería de Cimentaciones. México: Limusa\r\n\r\nPorta, J., López-Acevedo, M., y Poch, R. M. (2014). Edafología: Uso y protección de Suelos (3er Ed). España: Mundi-Prensa\r\n\r\nPurnamita, D., y Morton, J. (2014). Climate Change Impacts, Adaptation and Vulnerability. Recuperado el 10 de 10 de 2016, desde: http://www.ipcc.ch/report/ar5/wg2/\r\n\r\nRamirez, G., Ruiz-Corral, J. A., Pérez, C., Villavicencio, R., Mena, S., y Durán, N. (2014). Impactos del cambio climático en la distribución geográfica de de Gossipium hirsutum L. en México. Revista Mexicana de Ciencias Agrícolas, 10. Recuperado el 20 de 12 de 2016, desde: http://cienciasagricolas.inifap.gob.mx/editorial/index.php/Agricolas/article/view/3876\r\n\r\nRodriguez, G. (2008). Relation between vegetation diversity and soil functional diversity in native mixed-oak forests. Soil Boilogy and Biochemistry, 40. Obtenido el 15 de 11 de 2016, desde: http://www.sciencedirect.com/science/article/pii/S0038071707001745\r\n\r\nRubio, M. J. y Varas, J. (2004). El análisis de la realidad en la intervención social. Métodos y Técnicas de Investigación. España: CCS.\r\n\r\nUnited Nation Framework Convention on Climate Change. (2014). Obtenido el 20 de 11 de 2016, desde: http://unfccc.int/2860.php\r\n\r\nUnited States Department of Agriculture. (s.f.). Soil Texture Calculator. Recuperado el 20 de 11 de 2016, desde: http://www.nrcs.usda.gov/wps/portal/nrcs/detail/soils/survey/?cid=nrcs142p2_054167\r\n\r\nValdez, J. R., González, M. de J., y De los Santos, H. M. (2006). Estimación de cobertura arbórea mediante imágenes satelitales multiesprectales de alta resolución. Agrociencia, 40, 3. Recuperado el  20 de 11 de 2016, desde: https://dialnet.unirioja.es/servlet/articulo?codigo=1976305\r\n\r\nWhiting, D., Wilson, C. y Card, A. (2002). Estimating Soil Texture: Sandy, Loamy, or Clayey?. Colorado State University Cooperative Extension. Recuperado el 11 de 10 de 2016, desde: http://culter.colorado.edu/~kittel/SoilChar(%26RibbonTest)_handout.pdf'),(809,'','hide_author','0'),(809,'','language','es'),(809,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(809,'en_US','copyrightHolder','Roberto Yescas Sánchez, Alma Elisa Cabañas Zárate'),(809,'es_ES','abstract','<p>El interés de este trabajo es describir las prácticas de conservación de suelo realizadas por nueve agricultores de Santa Cruz Moxolahuac, Puebla, México, a partir del modelo teórico transaccional (Holahan, 2006), con el fin de conocer la capacidad de resiliencia que tienen los sistemas agrícolas para enfrentar los efectos del cambio climático. Se aplicaron dos técnicas: observación sistematizada a través de una tabula de observación para medir los indicadores de los componentes ambiental y conductual, y encuesta para medir los correspondientes del componente psicológico a través de un cuestionario. Los resultados son clasificados en tres tipos de incongruencias, los cuales provocan que no se alcance la resiliencia en los sistemas agrícolas. Por ello, la propuesta de intervención socio ambiental sería lograr la correspondencia entre las necesidades ambientales que presenta el sistema agrícola y los conocimientos, las actitudes y los comportamientos cotidianos del agricultor con respecto a sus prácticas de conservación de suelo.</p>'),(809,'es_ES','cleanTitle','Prácticas de conservación de suelo para la resiliencia ante el cambio climático en Santa Cruz Moxolahuac Puebla México'),(809,'es_ES','title','Prácticas de conservación de suelo para la resiliencia ante el cambio climático en Santa Cruz Moxolahuac, Puebla, México'),(810,'','citationsRaw','Berkowitz, A. D. (2004). The social norms approach: Theory, research, and annotated bibliography. Retrieved from http://www.alanberkowitz.com/articles/social_norms.pdf\r\n\r\nBorsari, B., & Carey, K. B. (2001). Peer influences on college drinking: A review of the research. Journal of substance abuse, 13(4), 391-424. Doi: https://doi.org/10.1016/S0899-3289(01)00098-0\r\n\r\nCenters for Disease Control and Prevention (CDC). (2002). Alcohol use among w omen of childbearing age—United States, 1991–1999. Morbidity and Mortality Weekly Report 51(13), 273–276.\r\n\r\nDuncan, E. M., Forbes-Mckay, K. E., & Henderson, S. E. (2012). Alcohol Use During Pregnancy: An Application of the Theory of Planned Behavior1. Journal of Applied Social Psychology, 42(8), 1887-1903. Doi: 10.1111/j.1559-1816.2012.00923.x\r\n\r\nDunnagan, T., Haynes, G., Linkenbach, J., & Summers, H. (2007). Support for social norms programming to reduce alcohol consumption in pregnant women. Addiction Research & Theory, 15(4), 383-396. Doi: http://dx.doi.org/10.1080/16066350701200632\r\n\r\nEthen, M. K., T.A. Ramadhani., A.E. Scheuerle., M.A.Canfield., D.F.Wyszynsky., C.M. Druschel., & P.A. Romitti. (2009). Alcohol consumption by women before and during pregnancy. Maternal and child health journal, 13(2), 274-285. Doi: https://doi.org/10.1007/s10995-008-0328-2\r\n\r\nMontag, A. C. (2014). Fetal Alcohol Spectrum Disorder (FASD) Prevention among AI/AN Women in San Diego County (Doctoral dissertation, University of California, San Diego).\r\n\r\nLarimer, M. E., Turner, A. P., Mallett, K. A., & Geisner, I. M. (2004). Predicting drinking behavior and alcohol-related problems among fraternity and sorority members: examining the role of descriptive and injunctive norms. Psychology of Addictive Behaviors, 18(3), 203-212. Doi: http://dx.doi.org/10.1037/0893-164X.18.3.203\r\n\r\nLewis, M. A., & Neighbors, C. (2006). Social norms approaches using descriptive drinking norms education: A review of the research on personalized normative feedback. Journal of American College Health, 54(4), 213-218. Doi: http://dx.doi.org/10.3200/JACH.54.4.213-218\r\nLinzer, D. A., & Lewis, J. B. (2011). poLCA: An R package for polytomous variable latent class analysis. Journal of Statistical Software, 42(10), 1-29.\r\n\r\nLópez, M.B. (2013). Saber, valorar y actuar: relaciones entre información, actitudes y consumo de alcohol durante la gestación. Health & Addictions/Salud y Drogas, 13(1), 36-46.\r\n\r\nLópez, M. B., Filippetti, V. A., & Cremonte, M. (2015). Consumo de alcohol antes y durante la gestación en Argentina: prevalencia y factores de riesgo. Revista Panamericana de Salud Pública, 37(4-5), 211-217.\r\n \r\nRimal, R. N., & Real, K. (2003). Understanding the influence of perceived norms on behaviors. Communication Theory, 13(2), 184-203. Doi: 10.1111/j.1468-2885.2003.tb00288.x\r\n\r\nWatt, M. H., Eaton, L. A., Dennis, A. C., Choi, K. W., Kalichman, S. C., Skinner, D., & Sikkema, K. J. (2016). Alcohol Use During Pregnancy in a South African Community: Reconciling Knowledge, Norms, and Personal Experience. Maternal and child health journal, 20(1), 48-55. Doi: https://doi.org/10.1007/s10995-015-1800-4\r\n\r\nWorld Health Organization. (2014). Guidelines for the identification and management of substance use and substance use disorders in pregnancy. Geneva, Switzerland: World Health Organization'),(810,'','hide_author','0'),(810,'','language','es'),(810,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(810,'en_US','copyrightHolder','Aldana Lichtenberger'),(810,'es_ES','abstract','<p>Se caracterizan las normas sociales percibidas (NSP) y su asociación con el consumo de alcohol en mujeres gestantes de Argentina. Se realizó un muestro probabilístico de 852 mujeres embarazadas. Se realizaron análisis descriptivos de las NSP y, para describirlas en base al consumo de alcohol, se realizaron análisis de clases latentes. Se obtuvo un modelo de dos clases: la primera estuvo compuesta por mujeres que consumieron en esta etapa y afirmaron que las personas de su entorno aprobarían el consumo. La segunda por mujeres que no consumían en la gestación y pensaban que los demás desaprobarían el consumo. Los resultados indican que sería beneficioso diseñar estrategias para prevenir la exposición prenatal al alcohol que se focalicen en la madre y su entorno cercano.</p>'),(810,'es_ES','cleanTitle','Normas sociales y consumo de alcohol en mujeres embarazadas de Argentina'),(810,'es_ES','title','Normas sociales y consumo de alcohol en mujeres embarazadas de Argentina'),(811,'','citationsRaw','Berkowitz, A. D. (2004). The social norms approach: Theory, research, and annotated bibliography. Retrieved from http://www.alanberkowitz.com/articles/social_norms.pdf\r\n\r\nBorsari, B., & Carey, K. B. (2001). Peer influences on college drinking: A review of the research. Journal of substance abuse, 13(4), 391-424. Doi: https://doi.org/10.1016/S0899-3289(01)00098-0\r\n\r\nCenters for Disease Control and Prevention (CDC). (2002). Alcohol use among w omen of childbearing age—United States, 1991–1999. Morbidity and Mortality Weekly Report 51(13), 273–276.\r\n\r\nDuncan, E. M., Forbes-Mckay, K. E., & Henderson, S. E. (2012). Alcohol Use During Pregnancy: An Application of the Theory of Planned Behavior1. Journal of Applied Social Psychology, 42(8), 1887-1903. Doi: 10.1111/j.1559-1816.2012.00923.x\r\n\r\nDunnagan, T., Haynes, G., Linkenbach, J., & Summers, H. (2007). Support for social norms programming to reduce alcohol consumption in pregnant women. Addiction Research & Theory, 15(4), 383-396. Doi: http://dx.doi.org/10.1080/16066350701200632\r\n\r\nEthen, M. K., T.A. Ramadhani., A.E. Scheuerle., M.A.Canfield., D.F.Wyszynsky., C.M. Druschel., & P.A. Romitti. (2009). Alcohol consumption by women before and during pregnancy. Maternal and child health journal, 13(2), 274-285. Doi: https://doi.org/10.1007/s10995-008-0328-2\r\n\r\nMontag, A. C. (2014). Fetal Alcohol Spectrum Disorder (FASD) Prevention among AI/AN Women in San Diego County (Doctoral dissertation, University of California, San Diego).\r\n\r\nLarimer, M. E., Turner, A. P., Mallett, K. A., & Geisner, I. M. (2004). Predicting drinking behavior and alcohol-related problems among fraternity and sorority members: examining the role of descriptive and injunctive norms. Psychology of Addictive Behaviors, 18(3), 203-212. Doi: http://dx.doi.org/10.1037/0893-164X.18.3.203\r\n\r\nLewis, M. A., & Neighbors, C. (2006). Social norms approaches using descriptive drinking norms education: A review of the research on personalized normative feedback. Journal of American College Health, 54(4), 213-218. Doi: http://dx.doi.org/10.3200/JACH.54.4.213-218\r\n\r\nLinzer, D. A., & Lewis, J. B. (2011). poLCA: An R package for polytomous variable latent class analysis. Journal of Statistical Software, 42(10), 1-29.\r\n\r\nLópez, M.B. (2013). Saber, valorar y actuar: relaciones entre información, actitudes y consumo de alcohol durante la gestación. Health & Addictions/Salud y Drogas, 13(1), 36-46.\r\n\r\nLópez, M. B., Filippetti, V. A., & Cremonte, M. (2015). Consumo de alcohol antes y durante la gestación en Argentina: prevalencia y factores de riesgo. Revista Panamericana de Salud Pública, 37(4-5), 211-217. \r\n\r\nRimal, R. N., & Real, K. (2003). Understanding the influence of perceived norms on behaviors. Communication Theory, 13(2), 184-203. Doi: 10.1111/j.1468-2885.2003.tb00288.x\r\n\r\nWatt, M. H., Eaton, L. A., Dennis, A. C., Choi, K. W., Kalichman, S. C., Skinner, D., & Sikkema, K. J. (2016). Alcohol Use During Pregnancy in a South African Community: Reconciling Knowledge, Norms, and Personal Experience. Maternal and child health journal, 20(1), 48-55. Doi: https://doi.org/10.1007/s10995-015-1800-4\r\n\r\nWorld Health Organization. (2014). Guidelines for the identification and management of substance use and substance use disorders in pregnancy. Geneva, Switzerland: World Health Organization'),(811,'','hide_author','0'),(811,'','language','es'),(811,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(811,'en_US','copyrightHolder','Aldana Lichtenberger, Raquel Inés Peltzer, Karina Natalia Conde, Pablo Rafael Santángelo, Mariana Cremonte'),(811,'es_ES','abstract','<p>Se caracterizan las normas sociales percibidas (NSP) y su asociación con el consumo de alcohol en mujeres gestantes de Argentina. Se realizó un muestro probabilístico de 852 mujeres embarazadas. Se realizaron análisis descriptivos de las NSP y, para describirlas en base al consumo de alcohol, se realizaron análisis de clases latentes. Se obtuvo un modelo de dos clases: la primera estuvo compuesta por mujeres que consumieron en esta etapa y afirmaron que las personas de su entorno aprobarían el consumo. La segunda por mujeres que no consumían en la gestación y pensaban que los demás desaprobarían el consumo. Los resultados indican que sería beneficioso diseñar estrategias para prevenir la exposición prenatal al alcohol que se focalicen en la madre y su entorno cercano.</p>'),(811,'es_ES','cleanTitle','Normas sociales y consumo de alcohol en mujeres embarazadas de Argentina'),(811,'es_ES','title','Normas sociales y consumo de alcohol en mujeres embarazadas de Argentina'),(812,'','citationsRaw',''),(812,'','copyrightYear','2017'),(812,'','hide_author','0'),(812,'','issueId','93'),(812,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(812,'','pub-id::doi','10.30849/rip/ijp.v38i1.853'),(812,'en_US','abstract','<p>In this study, we aimed to test a model to understand the process of organizational design from a cognitive perspective. In a quasi-experiment field, we gathered the implicit theories, from the members of two organizations, concerned with the organizational design parameters estimated as more or less necessary to satisfy different areas of organizational effectiveness. According with these data, we proposed specific changes in the design of one organization in its decentralization, formalization, and integration and coordination processes. The results show significant differences in perceived organizational effectiveness between the redesigned organization and the non-redesigned one.</p>'),(812,'en_US','cleanTitle','Implicit theories organizational design and effectiveness'),(812,'en_US','copyrightHolder','Ramón Rico, Manuel Fernández-Ríos, Paloma Rascado, Miriam Sánchez-Manzanares'),(812,'en_US','title','Implicit theories, organizational design, and effectiveness'),(813,'','citationsRaw',''),(813,'','copyrightYear','2017'),(813,'','hide_author','0'),(813,'','issueId','93'),(813,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(813,'','pub-id::doi','10.30849/rip/ijp.v38i1.854'),(813,'en_US','abstract','<p>The present study attempts to show and to begin to understand, the motives of contemporary muralism, in terms of its historicity and primary narrative content. Within this purpose, we identified a wide range of murals (n=250), of which we selected those (n=49) of religious themes. We identified murals authored by or related to Puerto Ricans in communities with high concentrations of migrant Puerto Ricans in New York City. We used a qualitative method, recognizing distinctive symbolic elements in the murals that had psycho-social religious meanings.</p>'),(813,'en_US','cleanTitle','Religious muralism as a cultural stream of Puerto Rican identity: Visual voice against oppression'),(813,'en_US','copyrightHolder','Elsa B. Cardalda, José R. Rodríguez'),(813,'en_US','title','Religious muralism as a cultural stream of Puerto Rican identity: Visual voice against oppression'),(814,'','citationsRaw',''),(814,'','copyrightYear','2017'),(814,'','hide_author','0'),(814,'','issueId','93'),(814,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(814,'','pub-id::doi','10.30849/rip/ijp.v38i1.855'),(814,'en_US','abstract','<p> </p><p> </p>'),(814,'en_US','cleanTitle','El legado de Rubén Ardila Psicología: de la biología a la cultura'),(814,'en_US','copyrightHolder','Kester Carrara'),(814,'en_US','title','El legado de Rubén Ardila. Psicología: de la biología a la cultura'),(815,'','citationsRaw',''),(815,'','copyrightYear','2017'),(815,'','hide_author','0'),(815,'','issueId','94'),(815,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(815,'en_US','abstract',''),(815,'en_US','cleanTitle','To live forever for  tomorrow to die'),(815,'en_US','copyrightHolder','Piotr Trzesniak, Sílvia Helena Koller'),(815,'en_US','title','To live forever for  tomorrow to die'),(816,'','citationsRaw',''),(816,'','copyrightYear','2017'),(816,'','hide_author','0'),(816,'','issueId','94'),(816,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(816,'en_US','abstract','<p class=\"m5872949596143890798m7725966068003253000gmail-msolistparagraph\"> </p><p class=\"m5872949596143890798m7725966068003253000gmail-msolistparagraph\"> </p><p class=\"m5872949596143890798m7725966068003253000gmail-msolistparagraph\"> </p><p class=\"m5872949596143890798m7725966068003253000gmail-msolistparagraph\"> </p><p class=\"m5872949596143890798m7725966068003253000gmail-msolistparagraph\"> </p>'),(816,'en_US','cleanTitle','50 Años de psicología Interamericana: Evaluación y perspectivas'),(816,'en_US','copyrightHolder','Reynaldo Alarcon'),(816,'en_US','title','50 Años de psicología Interamericana: Evaluación y perspectivas'),(817,'','citationsRaw',''),(817,'','copyrightYear','2017'),(817,'','hide_author','0'),(817,'','issueId','94'),(817,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(817,'en_US','abstract','<p>In this paper, results of a qualitative research about collective memory of the facts, causes, and consequences concerning September 11th 1973 in Chile, are presented. Starting from 44 half-structured interviews, both, a qualitative content analysis, and a linguistic analysis were made. The results show a distinction between the content of collective memory depending on the political position of the interviewees, and on the object of memory, that is, if it refers to the facts, the causes, or the consequences concerning September 11th. While in connection with the facts the shared contents prevail, varying almost exclusively the valuations of these, in the causes differences appear among participants of different political positions. These differences are accentuated in the thematic of the consequences. On the other hand, the linguistic analysis shows mainly four types of speeches that are distinguished in relation to type of contents of memory, and to the degree of certainty that the interviewees manifest in relation to the contents. The political position distinguishes contents as long as it bears a different valuation of the events of September 11th in people of the right, and of center and left. On the other hand, participants with more political implication, so much of the right as of the left, share the certainty about what they recall, while those of smaller political implication possess more uncertainty.</p><p> </p>'),(817,'en_US','cleanTitle','Collective memory of the 1973 military coup in Chile'),(817,'en_US','copyrightHolder','Jorge Manzi, Soledad Ruiz, Mariane Krause, Alejandra Meneses, Andrés Haye, Edmundo Kronmüller'),(817,'en_US','title','Collective memory of the 1973 military coup in Chile'),(818,'','citationsRaw',''),(818,'','copyrightYear','2017'),(818,'','hide_author','0'),(818,'','issueId','94'),(818,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(818,'en_US','abstract','<p>All the social process that has generated any form of political violence has involved some beliefs or arguments for justify it. The analysis of this kind of beliefs and arguments constitutes one of the most relevant social or ethical functions that can be developed through the social psychological research. This paper try to illustrate that idea by means of the review of two studies developed in Latino American and Spanish contexts about the processes of construction and dissemination of discourse, which legitimize different forms of political violence. At the same time, those studies are useful to justify redemption of the concept of ideology for the social psychological research.</p>'),(818,'en_US','cleanTitle','An ethical function of social psychology: The studies about the ideological basis of political violence'),(818,'en_US','copyrightHolder','Luis de la Corte, José Manuel Sabucedo, Amalio Blanco'),(818,'en_US','title','An ethical function of social psychology: The studies about the ideological basis of political violence'),(819,'','citationsRaw','Azañedo, C. M., Fernández-Abascal, E. G., & Barraca, J. (2014). Character strengths in Spain: Validation of the Values in Action Inventory of Strengths (VIA-IS) in a Spanish sample. Clínica y Salud, 25(2), 123-130. doi: http://dx.doi.org/10.1016/j.clysa.2014.06.002\r\nBachelor, A. (2013). Clients\' and Therapists\' Views of the Therapeutic Alliance: Similarities, Differences and Relationship to Therapy Outcome. Clinical Psychology & Psychotherapy, 20(2), 118-135. doi: 10.1002/cpp.792\r\nBrinkmann, K., & Franzen, J. (2015). Depression and Self-Regulation: A Motivational Analysis and Insights from Effort-Related Cardiovascular Reactivity. In G. H. E. Gendolla, M. Tops & S. L. Koole (Eds.), Handbook of Biobehavioral Approaches to Self-Regulation (pp. 333-347). New York, NY: Springer New York.\r\nCisler, J. M., Olatunji, B. O., Feldner, M. T., & Forsyth, J. P. (2010). Emotion Regulation and the Anxiety Disorders: An Integrative Review. Journal of psychopathology and behavioral assessment, 32(1), 68-82. doi: 10.1007/s10862-009-9161-1\r\nClemence, A. J., Hilsenroth, M. J., Ackerman, S. J., Strassle, C. G., & Handler, L. (2005). Facets of the therapeutic alliance and perceived progress in psychotherapy: relationship between patient and therapist perspectives. Clinical Psychology & Psychotherapy, 12(6), 443-454. doi: 10.1002/cpp.467\r\nCosentino, A. C. (2009). Evaluación de las Virtudes y Fortalezas Humanas en Población de Habla Hispana. . Psicodebate, 10, 53-71. \r\nCosentino, A. C., & Castro Solano, A. (2012). Character Strengths: A Study of Argentinean Soldiers. The Spanish Journal of Psychology, 15(1), 199-215. doi: 10.5209/rev_SJOP.2012.v15.n1.37310\r\nChaves, C., Lopez-Gomez, I., Hervas, G., & Vazquez, C. (2016). A Comparative Study on the Efficacy of a Positive Psychology Intervention and a Cognitive Behavioral Therapy for Clinical Depression. [journal article]. Cognitive Therapy and Research, 1-17. doi: 10.1007/s10608-016-9778-9\r\nCheavens, J. S., Feldman, D. B., Gum, A., Michael, S. T., & Snyder, C. R. (2006). Hope therapy in a community sample: A pilot investigation. [Journal; Peer Reviewed Journal]. Social Indicators Research, 77(1), 61-78. \r\nEscalante, C., & Leiderman, E. (2008). Prevalencia de tratamiento psicoterapéutico en los habitantes de la ciudad de Buenos Aires [Prevalence of psychotherapeutic treatment in the inhabitants of the city of Buenos Aires]. ERTE, 261. \r\nFava, G. A. (1999). Well-being therapy: Conceptual and technical issues. Psychotherapy and Psycosomatics, 68, 171-179. \r\nGilman, R., Dooley, J., & Florell, D. (2006). Relative Levels of Hope and Their Relationship With Academic and Psychological Indicators Among Adolescents. Journal of Social and Clinical Psychology, 25(2), 166-178. doi: 10.1521/jscp.2006.25.2.166\r\nGilmour, H. (2014). Positive mental health and mental illness. Health reports, 25(9), 3-9. \r\nHofmann, S. G., Asmundson, G. J. G., & Beck, A. T. (2013). The Science of Cognitive Therapy. Behavior Therapy, 44(2), 199-212. doi: http://dx.doi.org/10.1016/j.beth.2009.01.007\r\nHuta, V., & Hawley, L. (2010). Psychological Strengths and Cognitive Vulnerabilities: Are They Two Ends of the Same Continuum or Do They Have Independent Relationships with Well-being and Ill-being? [journal article]. Journal of Happiness Studies, 11(1), 71-93. doi: 10.1007/s10902-008-9123-4\r\nJohnson, J., & Wood, A. M. (2016). Integrating positive and clinical psychology: Viewing human functioning as continua from positive to negative can benefit clinical assessment, interventions and understandings of resilience. Cognitive Therapy and Research, 1-15. \r\nJoseph, S., & Wood, A. (2010). Assessment of positive functioning in clinical psychology: Theoretical and practical issues. Clinical Psychology Review, 30(7), 830-838. doi: http://dx.doi.org/10.1016/j.cpr.2010.01.002\r\nKeyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of consulting and clinical psychology, 73(3), 539-548. doi: 10.1037/0022-006X.73.3.539\r\nKeyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: a complementary strategy for improving national mental health. The American psychologist, 62(2), 95-108. doi: 10.1037/0003-066X.62.2.95\r\nKeyes, C. L. M., Fredrickson, B. L., & Park, N. (2012). Positive Psychology and the Quality of Life. In K. C. Land, A. C. Michalos & M. J. Sirgy (Eds.), Handbook of Social Indicators and Quality of Life Research (pp. 99-112). Dordrecht: Springer Netherlands.\r\nKleiman, E. M., Adams, L. M., Kashdan, T. B., & Riskind, J. H. (2013). Grateful individuals are not suicidal: Buffering risks associated with hopelessness and depressive symptoms. Personality and Individual Differences, 55(5), 595-599. doi: http://dx.doi.org/10.1016/j.paid.2013.05.002\r\nLaska, K. M., Gurman, A. S., & Wampold, B. E. (2014). Expanding the lens of evidence-based practice in psychotherapy: a common factors perspective. Psychotherapy (Chicago, Ill.), 51(4), 467-481. doi: 10.1037/a0034332\r\nLeichsenring, F. (2004). Randomized controlled versus naturalistic studies: A new research agenda. Bulletin of the Menninger Clinic, 68(2), 137-151. doi: 10.1521/bumc.68.2.137.35952\r\nLim, Y.-J., Ko, Y.-G., Shin, H.-C., & Cho, Y. (2013). Prevalence and Correlates of Complete Mental Health in the South Korean Adult Population. In C. L. M. Keyes (Ed.), Mental Well-Being (pp. 91-109): Springer Netherlands.\r\nMacdonald, C., Bore, M., & Munro, D. (2008). Values in action scale and the Big 5: An empirical indication of structure. Journal of Research in Personality, 42(4), 787-799. doi: http://dx.doi.org/10.1016/j.jrp.2007.10.003\r\nMeyer, G. J., Finn, S. E., Eyde, L. D., Kay, G. G., Moreland, K. L., Dies, R. R., . . . Reed, G. M. (2001). Psychological testing and psychological assessment: A review of evidence and issues. American psychologist, 56(2), 128. \r\nOrcutt, H. K. (2006). The prospective relationship of interpersonal forgiveness and psychological distress symptoms among college women. Journal of Counseling Psychology, 53(3), 350-361. doi: 10.1037/0022-0167.53.3.350\r\nPark, N., & Peterson, C. (2008). Positive Psychology and Character Strengths:Application to Strengths-Based School Counseling. Professional School Counseling, 12(2), 85-92. doi: 10.5330/PSC.n.2010-12.85\r\nPark, N., & Peterson, C. (2009). Character Strengths: Research and Practice Journal of College and Character (Vol. 10, pp. np).\r\nPeterson, C. (2006). The Values in Action (VIA) Classification of Strengths. In M. C. I. S. Csikszentmihalyi (Ed.), A life worth living: Contributions to positive psychology (pp. 29-48). New York, NY: Oxford University Press.\r\nPeterson, C., Park, N., & Seligman, M. E. P. (2006). Greater strengths of character and recovery from illness. The Journal of Positive Psychology, 1(1), 17-26. doi: 10.1080/17439760500372739\r\nPeterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association.\r\nPetrillo, G., Capone, V., Caso, D., & Keyes, C. L. M. (2015). The Mental Health Continuum–Short Form (MHC–SF) as a Measure of Well-Being in the Italian Context. Social Indicators Research, 121(1), 291-312. doi: 10.1007/s11205-014-0629-3\r\nRuch, W., Proyer, R. T., Harzer, C., Park, N., Peterson, C., & Seligman, M. E. P. (2010). Values in Action Inventory of Strengths (VIA-IS). Journal of Individual Differences, 31(3), 138-149. doi: 10.1027/1614-0001/a000022\r\nSeligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3-9). New York, NY: Oxford University Press.\r\nSeligman, M. E. P. (2015). Chris Peterson’s unfinished masterwork: The real mental illnesses. The Journal of Positive Psychology, 10(1), 3-6. doi: 10.1080/17439760.2014.888582\r\nSeligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive Psychotherapy. American Psychologist, 61(8), 774-788. doi: 10.1037/0003-066X.61.8.774 \r\nSeligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. The American psychologist, 60(5), 410-421. doi: 10.1037/0003-066X.60.5.410\r\nSmith, T. B., McCullough, M. E., & Poll, J. (2003). Religiousness and depression: evidence for a main effect and the moderating influence of stressful life events. Psychological bulletin, 129(4), 614. \r\nTheran, S. A. (2010). Authenticity with authority figures and peers: Girls’ friendships, self-esteem, and depressive symptomatology. Journal of Social and Personal Relationships, 27(4), 519-534. doi: doi:10.1177/0265407510363429\r\nWood, A. M., & Tarrier, N. (2010). Positive Clinical Psychology: A new vision and strategy for integrated research and practice. Clinical Psychology Review, 30(7), 819-829. doi: http://dx.doi.org/10.1016/j.cpr.2010.06.003\r\nYin, K., He, J., & Fu, Y. (2013). Positive Mental Health: Measurement, Prevalence, and Correlates in a Chinese Cultural Context. In C. L. M. Keyes (Ed.), Mental Well-Being (pp. 111-132): Springer Netherlands.'),(819,'','hide_author','0'),(819,'','language','es'),(819,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(819,'en_US','copyrightHolder','Vanesa Góngora'),(819,'es_ES','abstract','<p><span style=\"font-family: Times New Roman; font-size: medium;\">Esta investigación tiene como objetivos: 1) estudiar las 24 fortalezas de carácter en pacientes adultos que se encuentran en diferentes etapas de un tratamiento cognitivo conductual psicoterapéutico naturalista y 2) <span lang=\"ES\">analizar la relación de las fortalezas con algunas el progreso durante el tratamiento, la alianza terapéutica y la adherencia al tratamiento desde la perspectiva del terapeuta.</span> Se contó con una muestra intencional de 85 pacientes adultos de ambos sexos en tratamiento psicoterapéutico ambulatorio. Se utilizaron: una hoja de datos demográficos y del tratamiento, el Inventario de Fortalezas y Virtudes y una <span lang=\"ES\">encuesta de opinión para el terapeuta</span>. Los resultados mostraron que los pacientes en la etapa final presentan una mayor fortaleza de Autorregulación. Los pacientes con depresión presentaban menores fortalezas de Apertura Mental y Capacidad de Perdonar. La fortaleza Espiritualidad se halló significativamente asociada al progreso en el tratamiento según su terapeuta. Una mayor Apertura mental se halló vinculada a mayor <span> </span>adherencia a horarios, sugerencias y mejor vínculo según la opinión del terapeuta. </span></p>'),(819,'es_ES','cleanTitle','Fortalezas de carácter en pacientes adultos en tratamiento psicoterapéutico'),(819,'es_ES','title','Fortalezas de carácter en pacientes adultos en tratamiento psicoterapéutico'),(820,'','copyrightYear','2019'),(820,'','hide_author','0'),(820,'','issueId','101'),(820,'','language','es'),(820,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(820,'','pages','105-119'),(820,'','pub-id::doi','10.30849/rip/ijp.v53i1.861'),(820,'en_US','abstract',''),(820,'en_US','cleanTitle',''),(820,'en_US','copyrightHolder','Andrés Camilo Torres Riveros, Lady Juliana Cano Morales'),(820,'en_US','prefix',''),(820,'en_US','subtitle',''),(820,'en_US','title',''),(820,'es_ES','abstract','<p>El presente trabajo examina las preferencias de hombres y mujeres por parejas productoras o apreciativas del humor a través de dos cuestionarios aplicados a 205 y 203 estudiantes de la Universidad de los Andes entre los 18 y 25 años. Entre los resultados más notables, se encontró una tendencia en ambos sexos de valorar más una pareja cuando posee un buen sentido del humor a que cuando no lo tiene. Además, al preguntarse por la deseabilidad de una pareja sin mencionar el tipo de relación las mujeres valoraron más la producción que la apreciación. Sin embargo, al preguntarse por un tipo de relación específico, los hombres prefirieron parejas apreciativas frente productoras. Adicionalmente, se halló que ambos sexos prefirieron una alta producción frente a una alta apreciación y una poca producción versus una poca apreciación. Por lo anterior, se propone la necesidad de realizar más investigaciones de este tema en el contexto latinoamericano que permitan aclarar las discrepancias encontradas.</p>'),(820,'es_ES','cleanTitle','Producción y apreciación del humor en la selección de parejas'),(820,'es_ES','copyrightHolder',''),(820,'es_ES','prefix',''),(820,'es_ES','subtitle',''),(820,'es_ES','title','Producción y apreciación del humor en la selección de parejas'),(820,'fr_FR','copyrightHolder',''),(820,'pt_BR','copyrightHolder',''),(821,'','citationsRaw','Arab, E. Díaz, A. (2015). Impacto de las redes sociales de internet en la adolescencia: aspectos positivos y negativos. Rev. Med. Clin. Condes.  26(1) 07-13.  \r\n\r\nBiernacki, P. & Waldorf, D. (1981). Snowball Sampling: Problems and techniques of Chain Referral Sampling. Sociological Methods & Research, 2, 141-163.\r\n\r\nBlumer, H. (1969). Simbolic interactionism: perpectives and method. Berkeley and Los Angeles: University of California. \r\n\r\nBohórquez López, C., Rodríguez-Cárdenas, D. E. (2014). Percepción de Amistad en adolescentes: el Papel de las Redes Sociales.  Revista Colombiana de Psicología, 23 (2), 325-338.\r\n\r\nChao-Min, C., Hsiang-Lan, C. Hsin-Yi, H. Chieh-Fan, C. (2013).  Exploring individuals’ subjective well-being and loyalty towards social network sites from the perspective of network externalities: The Facebook case. International Journal of Information Management, 33 539– 552.\r\n\r\nColás, P., González T., De Pablos, J. (2013).  Juventud y redes sociales: motivaciones y usos preferentes. Comunicar, 40(20) 15-23.\r\n\r\nCreswell, J. W. (2014). Investigação qualitativa e projeto de pesquisa: escolhendo entre cinco abordagens. 3ª Ed. Porto Alegre: Penso. \r\n\r\nDillon, A. (2014). Miradas de adolescentes argentinos sobre Facebook. Buenos Aires: Educa. \r\n\r\nErikson, E. H. (1980). Identidad, juventud y crisis. Madrid: Taurus. (Original publicado en 1968). \r\n\r\nFortin, I., & Araújo, C. A. (2013). Aspectos psicológicos do uso patológico da\r\nInternet. Bol. Acad. Paulista de Psicologia, 33(85), 292-311.\r\n\r\nFreud, S. (1976). Inibição, sintoma e angústia. ESB. Vol. XX.  In: Freud, S. Obras completas de Sigmund Freud. (pp. 175-195). Rio de Janeiro: Imago. (Originalmente publicado en 1926 [1925]).\r\n\r\nGonzález-Rey, F. L. (2005).  Pesquisa qualitativa e subjetividade: os processos de construção da informação. São Paulo: Pioneira Thomson Learning.\r\n\r\nGonzález-Rey, F. L. (2011). Pesquisa qualitativa em Psicologia: caminhos e desafios. São Paulo: Cengage Learning.\r\n\r\nGroeben, N. (1990). Subjective theories and the explanation of human action. In G.R. Semin and K.J. Gergen (orgs.), Everyday uderstandingsocial and scientific Implications (pp. 19-44). London: Sage.\r\n\r\nKierkegaard, S. (2010). El concepto de la angustia. Madrid: Editorial Alianza. (Originalmente publicado en 1844).\r\n\r\nLévy, P. (1996). O qué o virtual. São Paulo: Editora 34. \r\n\r\nLitvinoff, D. S. (2016). El sujeto escondido en la realidad virtual: de la represión del deseo a la pornografía del goce. 2ª Ed. Buenos Aires: Letra viva. \r\n\r\nMenjivar, M. (2010). El sexting y l@s nativ@s neo-tecnológic@s: apuntes para una contextualización al inicio del siglo XXI. Actualidades Investigativas en Educación 10(2), 1-23.\r\n\r\nMújica J.E. (2010). Redes sociales: historia, oportunidades y retos. Recuperado el 30 noviembre de 2016, de: \r\nhttp://www.forumlibertas.com/frontend/forumlibertas/noticia.php?id_noticia=16428\r\n\r\nPeris, M.  Maganto, C., Kortabarria, L. (2013).  Autoestima corporal, publicaciones virtuales en    las redes sociales y sexualidad en adolescentes. European Journal of Investigation in Health, Psychology and Education, 3 (2), 171-180.\r\n\r\nPucciarelli, E. (Sin fecha). Modernas teorías sobre la angustia. In: Anales C. I. C. - Prov. de Buenos Aires (p.207-223). Recuperado el 10 de ago. de 2017 de:  \r\nhttp://digital.cic.gba.gob.ar/bitstream/handle/11746/1207/11746_1207.pdf?sequence=1&isAllowed=y\r\n\r\nQuesada, C.T.V, & Trujano, P. R. (2016). Infoxicación, Angustia, Ansiedad y Web Semántica Razón y Palabra, 20(1), 1363-1389.\r\n\r\nReich, S.M., Subrahmanyam, K., Espinoza, G.  (2012). Friending, IMing, and Hanging Out Face-to-Face: Overlap in Adolescents’ Online and Offline Social Networks. Developmental Psychology, 48(2), 356–368. \r\n\r\nRosa, G.A.M., Santos, B. R., Stengel, M & Freitas, M. H. (2016) Estetización del self en redes sociales: contradicciones humanas y producción subjetiva contemporánea. Revista de Psicología, 34 (2), 313-336.\r\n\r\nRosa, G. A. M., Santos, B. R., Chagas-Ferreira, J. F. (2016). Uma cartografia das repercussões das redes sociais na subjetividade. Psicologia em Estudo, 21(2), 279-289. Doi: 10.4025/psicolestud.v21i2.29657\r\n\r\nRosa, G. A. M., Santos, B. R., Faleiros, V. F. (2016). Opacidade das fronteiras entre real e virtual na perspectiva dos usuários do Facebook. Psiologia USP, 27(2), 263-262. Doi: http://dx.doi.org/10.1590/0103-656420130026\r\n\r\nRosa, G.A.M., Santos, B. R. (2015). Repercussões das Redes Sociais na Subjetividade de Usuários: Uma Revisão Crítica da Literatura. Temas em Psicologia, 23(4), 913-927. Doi: 10.9788/TP2015.4-09.\r\n\r\nRosa, G.A.M., Santos, B. R. (2013). Facebook e as nossas identidades virtuais. Brasília: Thesaurus. \r\n\r\nSánchez, A., y Martin, A.A. (2011). Informe Generación 2.0 2011. Hábitos de uso de las redes sociales en los adolescentes de España y América Latina. Recuperado el 30 noviembre de 2016, de: \r\nhttp://es.slideshare.net/ucjc/generacin-20-2011-hbitos-de-usos-de-las-redes-sociales-en-los-adolescentes-de-espaa-y-amrica-latina\r\n\r\nSocial Baker (2012). Facebook statistics directory. Recuerado el 9 de ago. del 2017 de: https://www.socialbakers.com/statistics/facebook/\r\n\r\nStryker, S. (1976). Die theorie des symbolischen interaktionismus. In: M. Auwärter, E., Kirsch y Schroter. Seminar, Komunikation, Interaktion, Identität. Frankfurt: Suhrkamp, pp. 257-274.'),(821,'','hide_author','0'),(821,'','language','es'),(821,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(821,'en_US','copyrightHolder','Gabriel Artur Marra e Rosa, Florencia Vanina Rodriguez Battaglini, Milva Lujan Corradi'),(821,'es_ES','abstract','<p>La investigación tuvo el objetivo de analizar la percepción de los adolescentes argentinos acerca de las posibles repercusiones de las redes sociales de Internet en la subjetividad. Para concretizarlo, se utilizó la metodología cualitativa y se realizaron entrevistas semiestructuradas con 50 adolescentes usuarios de redes sociales, de entre 18 y 25 años de edad, de ambos sexos, con nivel de escolaridad secundario completo, todos residentes en Ciudad y Provincia de Buenos Aires. El análisis de los datos obtenidos en las entrevistas fue realizado a partir de la técnica de las Zonas de Sentidos. Los resultados demuestran indicios de un sentimiento de angustia correlato del llamado “aburrimiento”, cuya manifestación ocurre por no poder conectarse o por no obtener la satisfacción deseada al conectarse a las redes.   </p>'),(821,'es_ES','cleanTitle','La angustia de los adolescentes argentinos usuarios de las redes sociales'),(821,'es_ES','title','La angustia de los adolescentes argentinos usuarios de las redes sociales'),(822,'','categoryIds','[]'),(822,'','citationsRaw','Aitken, M. (1982). A personality profile of the college student procrastinator. Unpublished doctoral dissertation, University of Pittsburgh. \nAlegre-Bravo, A., & Benavente-Dondo, D. (2020). Análisis Psicométrico de la Escala adaptada de Procrastinación de Tuckman (APTS). Propósitos y Representaciones, 8(2), e562. http://dx.doi.org/10.20511/pyr2020.v8n2.562\nBaka, A. Z, & Khan U. M. (2016). Relationships Between Self-Efficacy and the Academic Procrastination Behaviour Among University Students in Malaysia: A General Perspectiv. Journal of Education and Learning, 10(3), 265-274. https://doi.org/10.11591/edulearn.v10i3.3990\nBeswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 22(2), 207-217. https://doi.org/10.1080/00050068808255605\nBlouin-Hudon, E.-M. C., & Pychyl, T. A. (2015). Experiencing the temporally extended self: Initial support for the role of affective states, vivid mental imagery, and future self-continuity in the prediction of academic procrastination. Personality and Individual Differences, 86, 50-56. https://doi.org/10.1016/j.paid.2015.06.003\nBorsa, J. C., & Seize, M. M. (2017). Construção e adaptação de instrumentos psicológicos: Dois caminhos possíveis. In J. C. Borsa & B. F. Damásio, Manual de desenvolvimento de instrumentos psicológicos (pp.15–38). Porto Alegre: Artmed.\nBalkis, M., & Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37, 299-315. https://doi.org/10.1007/s10942-019-00314-6 \nBeutel, M. E., Klein, E. M., Aufenanger, S., Brähler, E., Dreier, M., ... & Wölfling, K. (2016) Procrastination, Distress and Life Satisfaction across the Age Range - A German Representative Community Study. PLOS ONE 11(2), e0148054. https://doi.org/10.1371/journal.pone.0148054\nChun, A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. https://doi.org/10.3200/SOCP.145.3.245-264\nClariana, M., Cladellas, R., Badía, M., & Gotzens, C. (2011). La influencia del género en variables de la personalidad que condicionan el aprendizaje: inteligencia emocional y procrastinación académica. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(3), 87-96. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=4625089\nCozby, P. C. (2003). Métodos de pesquisa em ciências do comportamento. São Paulo: Atlas.\nDías-Morales, J. F. (2019). Procrastinación: Una Revisión de su Medida y sus Correlatos. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 51(2), 43-60. https://doi.org/10.21865/RIDEP51.2.04\nDunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412. https://doi.org/10.1111/bjop.12046\nDuru, E., & Balkis, M. (2017). Procrastination, selfesteem, academic performance, and well-being: A moderated mediation model. International Journal of Educational Psychology, 6(2), 97-119. https://doi.org/10.17583/ijep.2017.2584\nFerrando, P. J., & Lorenzo-Seva, U. (2017). 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Procedia - Social and Behavioral Sciences, 174, 2270-2277. https://doi.org/10.1016/j.sbspro.2015.01.886\nYıldırım, F. B., & Demir, A. (2019). Self-Handicapping Among University Students: The Role of Procrastination, Test Anxiety, Self-Esteem, and Self-Compassion. Psychological Reports, 123(3), 825-843. https://doi.org/10.1177/0033294118825099\nYockey, R. D. (2016). Validation of the Short Form of the Academic Procrastination Scale. Psychological Reports, 118(1), 171-179. https://doi.org/10.1177/0033294115626825'),(822,'','copyrightYear','2020'),(822,'','hide_author','0'),(822,'','issueId','106'),(822,'','language','pt'),(822,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(822,'','pages','e863'),(822,'','pub-id::doi','10.30849/ripijp.v54i3.863'),(822,'en_US','abstract','<p>The objective was to gather evidence of validity and accuracy of the Tuckman Procrastination Scale (TPS) in Brazilian context. Therefore, two studies were carried out. In Study 1, the participants were 210 undergraduate students, with an average age of 23.21 (SD = 7.08). They responded to TPS and demographic issues. The exploratory factor analysis suggested a one-dimensional solution, with Cronbach\'s alpha (α) and McDonald\'s omega (ω) equal to .88. In Study 2, the participants were 274 undergraduate students, with an average age of 23.72 (SD = 7.61). A factor confirmatory analysis indicated adequate indicators (CFI = .97, TLI = .96, RMSEA = .06, Pclose = .28). In addition, the reliability was satisfactory (α = .86, ω = .70). Psychometric evidences were found for the Brazilian reality, and TPS could be a useful tool for those interested in the subject.</p>'),(822,'en_US','copyrightHolder','Ricardo Neves Couto, Paulo Gregório Nascimento da Silva, Patrícia Nunes da Fonsêca, Emerson Diógenes de Medeiros, Thayro Andrade Carvalho'),(822,'en_US','coverImage','{\"dateUploaded\":\"2020-12-21 00:41:54\",\"uploadName\":\"submission_863_822_coverImage_en_US.jpg\",\"altText\":\"human\"}'),(822,'en_US','title','Brazilian version of the Tuckman Procrastination Scale: adaptation and psychometric evidence'),(822,'es_ES','abstract','<p>The objective was to gather evidence of validity and accuracy of the Tuckman Procrastination Scale (TPS) in Brazilian context. Therefore, two studies were carried out. In Study 1, the participants were 210 undergraduate students, with an average age of 23.21 (SD = 7.08). They responded to TPS and demographic issues. The exploratory factor analysis suggested a one-dimensional solution, with Cronbach\'s alpha (α) and McDonald\'s omega (ω) equal to .88. In Study 2, the participants were 274 undergraduate students, with an average age of 23.72 (SD = 7.61). A factor confirmatory analysis indicated adequate indicators (CFI = .97, TLI = .96, RMSEA = .06, Pclose = .28). In addition, the reliability was satisfactory (α = .86, ω = .70). Psychometric evidences were found for the Brazilian reality, and TPS could be a useful tool for those interested in the subject.</p>'),(822,'es_ES','coverImage','{\"dateUploaded\":\"2020-12-21 00:41:54\",\"uploadName\":\"submission_863_822_coverImage_es_ES.jpg\",\"altText\":\"human\"}'),(822,'es_ES','title','Brazilian version of the Tuckman Procrastination Scale: adaptation and psychometric evidence'),(822,'fr_FR','abstract','<p>The objective was to gather evidence of validity and accuracy of the Tuckman Procrastination Scale (TPS) in Brazilian context. Therefore, two studies were carried out. In Study 1, the participants were 210 undergraduate students, with an average age of 23.21 (SD = 7.08). They responded to TPS and demographic issues. The exploratory factor analysis suggested a one-dimensional solution, with Cronbach\'s alpha (α) and McDonald\'s omega (ω) equal to .88. In Study 2, the participants were 274 undergraduate students, with an average age of 23.72 (SD = 7.61). A factor confirmatory analysis indicated adequate indicators (CFI = .97, TLI = .96, RMSEA = .06, Pclose = .28). In addition, the reliability was satisfactory (α = .86, ω = .70). Psychometric evidences were found for the Brazilian reality, and TPS could be a useful tool for those interested in the subject.</p>'),(822,'fr_FR','coverImage','{\"dateUploaded\":\"2020-12-21 00:41:54\",\"uploadName\":\"submission_863_822_coverImage_fr_FR.jpg\",\"altText\":\"human\"}'),(822,'fr_FR','title','Brazilian version of the Tuckman Procrastination Scale: adaptation and psychometric evidence'),(822,'pt_BR','abstract','<p>Objetivou-se reunir evidências de validade e precisão da <em>Tuckman Procrastination Scale</em> (TPS) em contexto brasileiro. Para tanto, foram realizados dois estudos. No Estudo 1, participaram 210 universitários, com idade média de 23,21 (<em>DP =</em> 7,08). Responderam a TPS e questões demográficas. A análise fatorial exploratória sugeriu uma solução unidimensional, com alfa de <em>Cronbach</em> (α) e ômega de McDonald (ω) iguais a 0,88. No Estudo 2, participaram 274 universitários, com idade média de 23,72 (<em>DP =</em> 7,61). Uma análise fatorial confirmatória apontou indicadores adequados (CFI = 0,97; TLI = 0,96; RMSEA= 0,06; Pclose = 0,28). Ademais, a confiabilidade foi satisfatória (α = 0,86; ω = 0,70). Foram encontradas evidências psicométricas para a realidade brasileira, podendo a TPS ser uma ferramenta útil para interessados na temática.</p>'),(822,'pt_BR','cleanTitle','Versão brasileira da Tuckman Procrastination Scale: adaptação e evidências psicométricas'),(822,'pt_BR','coverImage','{\"dateUploaded\":\"2020-12-21 00:41:54\",\"uploadName\":\"submission_863_822_coverImage_pt_BR.jpg\",\"altText\":\"human\"}'),(822,'pt_BR','title','Versão brasileira da Tuckman Procrastination Scale: adaptação e evidências psicométricas'),(823,'','citationsRaw',''),(823,'','hide_author','0'),(823,'','language','es'),(823,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(823,'en_US','copyrightHolder','Cesar Merino-Soto'),(823,'es_ES','abstract','<p>El presente estudio breve reporta las características estructurales de la Escala Breve de Ajuste Escolar, medida creada para operacionalizar tres aspectos asociados a la integración del estudiante a la institución escolar: rendimiento académico, expectativas académicas y problemas de adaptación. Los participantes fueron 258 adolescentes escolarizados de Lima Metropolitana. Mediante la estrategia del modelamiento de ecuaciones estructurales, se analizó la estructura interna, la invarianza de algunos de sus parámetros y la confiabilidad. Los resultados confirmaron satisfactoriamente la estructura de tres factores, con cargas factoriales altas pero heterogéneas en uno de los factores. La consistencia interna fue aceptable para propósitos evaluativos grupales. Se discute las implicancias dentro del marco de las limitaciones del estudio breve.</p>'),(823,'es_ES','cleanTitle','Estructura Interna de la escala Breve de Ajuste Escolar en adolescentes peruanos'),(823,'es_ES','title','Estructura Interna de la escala Breve de Ajuste Escolar en adolescentes peruanos'),(824,'','citationsRaw',''),(824,'','hide_author','0'),(824,'','language','es'),(824,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(824,'en_US','copyrightHolder','Cesar Merino-Soto'),(824,'es_ES','abstract','La evaluación de la claridad de los ítems es una parte fundamental de la validez de contenido en la construcción de un instrumento. Sin embargo, es menos frecuente solicitar este juicio a la misma muestra de estudio y tomar en cuenta sus diferencias demográficas. La presente investigación compara de la percepción de claridad de los ítems de la Escala Magallanes de Ansiedad, en dos grupos de adolescentes, provenientes de dos niveles socioculturales diferentes. Se aplicó una metodología de auto-reporte para obtener los datos y el coeficiente V de Aiken e intervalos de confianza asimétricos para cuantificar el acuerdo. Los resultados sugieren la tendencia general a percibir menor inteligibilidad en el grupo de menor nivel socioeconómico, aspecto que estuvo de acuerdo a lo hipotetizado; pero se detectaron algunas diferencias estadísticamente significativas.'),(824,'es_ES','cleanTitle','Comparación de la Claridad de los Ítems: Un Estudio con una Escala de Ansiedad'),(824,'es_ES','title','Comparación de la Claridad de los Ítems: Un Estudio con una Escala de Ansiedad');
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Clinical Child and Family Psychology Review, 4(319-335).'),(825,'','hide_author','0'),(825,'','language','ES'),(825,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(825,'en_US','copyrightHolder','Carol Sarmiento, Laura Martínez, Hugo Alexander Rozo García, Ana María Díaz González, Laura Mora, Juanita García Díaz'),(825,'es_ES','abstract','<p><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>El presente artículo ofrece varias consideraciones a tener en cuenta en el abordaje de la satisfacción marital, determinando y profundizando en las categorías que inciden en la misma. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>Para lograr este objetivo se ha llevado a cabo una revisión sistemática de la literatura en bases de datos teniendo en cuenta una estrategia de búsqueda con parámetros rigurosamente definidos y utilizando una bola de nieve como metodología para la selección de la literatura. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>Esto conduce a una muestra de 77 artículos empíricos y teóricos.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>Los resultados obtenidos en la revisión, arroyo categorías como la comunicación, la sexualidad, los conflictos y la resolución de conflictos, el patrón parental, la paternidad y demostración de afecto, las que están relacionados entre sí y efectivamente presentan una incidencia importante en la satisfacción matrimonial </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p><p> </p><p><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>El presente artículo ofrece varias consideraciones a tener en cuenta en el enfoque de la satisfacción conyugal mediante la determinación y profundización en las categorías que lo afectan. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>Para ello se ha llevado a cabo una revisión sistemática de la literatura en bases de datos, con una estrategia de investigación con parámetros rigurosamente definidos y utilizando la bola de nieve como metodología para la selección de la literatura. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>Esto conduce a una muestra de 77 artículos empíricos y teóricos.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>Los resultados obtenidos en la revisión de las categorías relevantes para la satisfacción conyugal como la comunicación, la sexualidad, los conflictos y la resolución de conflictos, el estrés de los padres, la paternidad y la demostración de afecto, categorías relacionadas entre sí y que tienen un impacto significativo en la satisfacción marital. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>pabellón</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>'),(825,'es_ES','cleanTitle','Factores que Inciden en la Satisfacción Marital: Una Revisión de literatura'),(825,'es_ES','title','Factores que Inciden en la Satisfacción Marital: Una Revisión de literatura'),(826,'','citationsRaw',''),(826,'','hide_author','0'),(826,'','language','en'),(826,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(826,'en_US','abstract','<p><strong>Objective</strong><strong>:</strong> The goal of this research was to validation of RST in children. <strong>Method:</strong> For this purpose, 417 children were selected, then RST, Positive and Negative Affect and Depression Anxiety Stress Scales were distributed among them to respond. The reliability was assessed by alpha coefficient, test-retest and split-half coefficient, and validity was assessed with other questionnaires to determine the psychometric properties of the RST. The confirmatory factor structure was assessed by confirmatory factor analysis. <strong>Results</strong><strong>:</strong> Factor analysis indicated that RST has 3 factors and checking the validity of the Inventory using Cronbach\'s alpha, test-retest and split-half coefficient reflects the stability of the scale, the criterion validity of the RST with other questionnaires showed desirable discriminant and convergence validity. <strong>Conclusions</strong><strong>:</strong> Overall, the findings indicated that RST has good psychometric properties in children, and the tool can be used in studies in normal Population. However, it seems that RST subscales has a low internal consistency in east children in comparison with original version. Despite the good psychometric properties of the questionnaire, also it seems that it cannot distinguish between BAS and BIS.</p>'),(826,'en_US','cleanTitle','Validation of revised reinforcement sensitivity in children'),(826,'en_US','copyrightHolder','sohrab amiri'),(826,'en_US','title','Validation of revised reinforcement sensitivity in children'),(827,'','citationsRaw','Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: a review of the research literature from 1990 to 2014. Research in developmental disabilities, 49, 60-75. DOI: 10.1016/j.ridd.2015.11.005\r\n\r\nBarreto, M. A. S. C. (2011). Estágio e pesquisa: uma contribuição à formação inicial de professores de educação especial [Internship and research: a contribution to the initial formation of special education teachers]. In D. M. Jesus; C. R. Baptista; M. A. S. C. Barreto & S. L. 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Conceito sobre a educação da criança deficiente, de acordo com professores de educação infantil da cidade de Bauru [Concept on the education of the handicapped child, according to teachers of early childhood education in the city of Bauru]. Revista Brasileira de Educação Especial, 10 (1), 43-48.\r\n\r\nVitta, F. C. F., Silva, C. C. B. D., & Zaniolo, L. O. (2016). Educação da Criança de Zero a Três Anos e Educação Especial: uma Leitura Crítica dos Documentos que Norteiam a Educação Básica [Zero-to-three-year-old children education and special education: a critical analysis of documents guiding preschool education]. Brazilian Journal of Special Education, 22(1), 9-26. DOI: 10.1590/S1413-65382216000100002\r\n\r\nYin, R.K. (2015). Estudo de caso: planejamento e métodos [Case Study: Planning and Methods]. Porto Alegre: Bookman.'),(827,'','hide_author','0'),(827,'','language','en'),(827,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(827,'en_US','abstract','<p>This study aimed to describe the experience of Early Childhood Education (ECE) teacher in the context of Inclusive Education. A collective case study was carried out involving three teachers who attended children with disability. A semi-structured interview was applied and the answers were analyzed using content analysis. The results revealed that individual and contextual aspects contributed to explain the teachers\' experience. The teacher’s view of the child, whether it is focused more on the child’s disability or on the child as a complete individual, will crucially influence how he/she will relate to the child and how he/she evaluates their professional capacity. Moreover, an ECE conception that emphasize protagonism of children can contribute to a more inclusive environment.</p>'),(827,'en_US','cleanTitle','The experience of teaching children with disabilities in Early Childhood Education'),(827,'en_US','copyrightHolder','Ana Paula Machado, Gabriela Dal Forno Martins, Scheila Machado da Silveira Becker, Marlene Rozek'),(827,'en_US','title','The experience of teaching children with disabilities in Early Childhood Education'),(828,'','categoryIds','[]'),(828,'','citationsRaw','Alfano, C. A., Beidel, D. C., & Turner, S. M. (2006). Cognitive Correlates of Social Phobia Among Children and Adolescents. J Abnorm Child Psychol, 34(2), 182–194. https://doi.org/10.1007/s10802-005-9012-9 \nAmerican Educational Research Association, American Psychological Association, & National Council of Measurement in Education (2014). The standards for educational and psychological testing. AERA.\nAyduk, O., Downey, G., & Kim, M. (2001). Rejection sensitivity and depressive symptoms in women. Personality and Social Psychology Bulletin, 27(7), 868-877. https://doi.org/10.1177/0146167201277009\nBaldwin, M. W., & Dandeneau, S. D. (2006). Understanding and Modifying the Relational Schemas Underlying Insecurity. In M.W. Baldwin (Ed.), Interpersonal cognition, (pp. 32-61). Guilford Press.\nBaldwin, M.W., & Main, K. J. (2001). Social anxiety and the cued activation of relational knowledge. Personality and Social Psychology Bulletin, 27(12), 1637-1647. https://doi.org/10.1177/01461672012712007\nBoomsma, A.,& Hoogland, J. J. (2001). The robustness of LISREL modeling revisited. En: R. Cudeck, S. Du Toit, D. Sörbom (Eds). Structural equation modeling: present and future. A festschrift in honor of Karl Jöreskog. p. 139-68. Scientific Software International. \nBretherton, I. & Munholland, K.A. (1999). Internal working models in attachment relationships. En J. Cassidy & P.R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 89-113). Guilford Press.\nBrown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press.\nCaballo, V; Irurtia, M.A. & Salazar I. (2011). Abordagem cognitiva na avaliacao e intervencao sobre habilidades socias. En A. Del Prette & Z.A.P. Del Prette (Orgs.). Psicologia das habilidades sociais: Diversidade teórica e suas implicações (2da Ed) (pp. 67-107). Vozes. \nCaballo, V. E., Salazar, I. C., Arias, B., Irurtia, M., Calderero, M., & CISO-A Research Team. (2010). Validación del Cuestionario de Ansiedad Social para Adultos’ (CASO-A30) en universitarios españoles: similitudes y diferencias entre carreras universitarias y comunidades autónomas. Behavioral Psychology, 18(1), 5-34. https://bit.ly/3gxclYV\nCarretero- Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and Health Psychology, 5 (3), 521-551. https://bit.ly/2zLfhAy\nCatell, R. (1966). The Scree test for the number of factors. Multivariate Behavior Research, 1, 245-276. https://doi.org/10.1207/s15327906mbr0102_10\nCaouette, J. D., & Guyer, A. E. (2016). Cognitive distortions mediate depression and affective response to social acceptance and rejection. Journal of affective disorders, 190, 792-799. https://doi.org/10.1016/j.jad.2015.11.015\nCohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.\nCollins, K. A., Westra, H. A., Dozois, D. J., & Stewart, S. H. (2005). The validity of the brief version of the Fear of Negative Evaluation Scale. Journal of anxiety disorders, 19(3), 345-359. https://doi.org/10.1016/j.janxdis.2004.02.003\nCostello, A. B., & Osborne, J. W. (2005). Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most From Your Analysis. Assessment, 10 (7), 1-9. https://doi.org/10.4135/9781412995627.d8\nDowney, G., & Feldman, S. I. (1996). Implications of rejection sensitivity for intimate relationships. Journal of personality and social psychology, 70(6), 1327-1343. https://doi.org/10.1037//0022-3514.70.6.1327\nDowney, G., Feldman, S., Khuri, J., & Friedman, S. (1994). Maltreatment and child depression. In W. M. Reynolds & H. E Johnson (Eds.), Handbook of depression in childhood and adolescence (pp. 481-508). Plenum.\nDriscoll, R. L., Barclay, P., & Fenske, M. J. (2017). To be spurned no more: The affective and behavioral consequences of social and nonsocial rejection. Psychonomic bulletin & review, 24(2), 566-573. https://doi.org/10.3758/s13423-016-1114-6\nFiedler, D. & Beach, L, R. (1978). On the decision to be assertive. Journal of Consulting and Clinical Psychology, 46(3), 537-54. https://doi.org/10.1037/0022-006X.46.3.537\nGilbert, P. (2001). Evolution and social anxiety: The role of attraction, social competition, and social hierarchies. Psychiatric Clinics of North America, 24(4), 723-751. https://doi.org/10.1016/S0193-953X(05)70260-4\nGudykunst, W. B., & Nishida, T. (2001). Anxiety, uncertainty, and perceived effectiveness of communication across relationships and cultures. International journal of Intercultural Relations, 25(1), 55-71. https://doi.org/10.1016/s0147-1767(00)00042-0\nGudykunst, W. B., & Shapiro, R. (1996). Communication in everyday interpersonal and intergroup encounters. International Journal of Intercultural Relations, 20, 19-45. https://doi.org/10.1016/0147-1767(96)00037-5\nHair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th Edition). Pearson Education.\nHeimberg, R. G., Mueller, G. P., Holt, C. S., Hope, D. A., & Liebowitz, M. R. (1993). Assessment of anxiety in social interaction and being observed by others: The Social Interaction Anxiety Scale and the Social Phobia Scale. Behavior Therapy, 23(1), 53-73. https://doi.org/10.1016/S0005-7894(05)80308-9\nHorn, J. (1965). A rationales and test for the number of factor in factor analysis. Psychometrika, 30, 179-185. https://doi.org/10.1007/bf02289447\nInglés, C. J., Méndez, F. X., & Hidalgo, M. D. (2000). Cuestionario de evaluación de dificultades interpersonales en la adolescencia. Psicothema, 12, 390-398. https://doi.org/10.1037/t03602-000\nLeary, M. R. (1983). A brief versión of the Fear of Negative Evaluation Scale. Personality and Social Psychology Bulletin, 9, 371-375.\nLeary, M. R (1986). The impact of interactional impediments on social anxiety and self- presentation. Journal of Experimental Social Psychology, 22, 122-135. https://doi.org/10.1016/0022-1031(86)90032-6\nLeary, M.R., Twenge, J.M. & Quinlivan, E. (2006). Interpersonal Rejection as a Determinant of Anger and Aggression. Personality and Social Psychology Review, 10(2), 111-132. https://doi.org/10.1207/s15327957pspr1002_2\nLee, C. S., & Hayes-Skelton, S. A. (2017). Social Cost Bias, Probability Bias, and Self-Efficacy as Correlates of Behavioral Action in Social Anxiety. Behavior Modification, 1-21. https://doi.org/10.1177/0145445517720447\nLent, R.W., & Brown, S.D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14(1), 12-35. https://doi.org/10.1177/1069072705281364\nLipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage publications.\nMacDonald, G., & Leary, M. R. (2005). Why does social exclusion hurt? The relationship between social and physical pain. Psychological bulletin, 131(2), 202. https://doi.org/10.1037/0033-2909.131.2.202\nMcClure, M. J., Lydon, J. E., Baccus, J. R., & Baldwin, M. W. (2010). A signal detection analysis of chronic attachment anxiety at speed dating: Being unpopular is only the first part of the problem. Personality and Social Psychology Bulletin, 36(8) 1024–1036. https://doi.org/10.1177/0146167210374238\nMehrabian, A. (1970). The development and validation of measures of affiliative tendency and sensitivity to rejection. Educational and Psychological Measurement, 30(2), 417-428.  https://doi.org/10.1177/001316447003000226 \nMehrabian, A. (1976). Questionnaire measures of affiliative tendency and sensitivity to rejection. Psychological Reports, 38, 199-209. doi: 10.2466/pr0.1976.38.1.199\nMerino Soto, C., & Livia Segovia, J. (2009). Intervalos de confianza asimétricos para el índice la validez de contenido: Un programa Visual Basic para la V de Aiken. Anales de Psicología, 25(1), 169-171. https://bit.ly/3ccrhbt\nMorán, V., Olaz, F. Perez, E. R., & Del Prette. Z. A. P. (2018a). Emotional-Evolutional Model of Social Anxiety in University Student. International Journal of Psychology and Psychological Therapy, 18(3), 315-330. https://bit.ly/3ew6HEz\nMorán, V. E., Olaz, F. O., Pérez, E. R., & Del Prette, Z. A. P. (2018b). Desarrollo y validación del Test de Ansiedad Social para estudiantes universitarios (TAS-U). Liberabit: Revista Peruana de Psicología, 24(2), 195–212. https://doi.org/10.24265/liberabit.2018.v24n2.03\nMorán, V. E., Olaz, F. O., & Del Prette, Z. A. (2015). Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation. The Spanish Journal of Psychology, 18, E95.doi: 10.1017/sjp.2015.92\nNelson, E. A., Lickel, J. J., Sy, J. T., Dixon, L. J., & Deacon, B. J. (2010). Probability and cost biases in social phobia: nature, specificity, and relationship to treatment outcome. Journal of Cognitive Psychotherapy, 24(3), 213-228. https://doi.org/10.1891/0889-8391.24.3.213\nOlaz, F.O. (2011). Contribucoes da Teoría Social Cognitiva de Bandura para o Treinamento de Habilidades Sociais. En A. Del Prette & Z.A.P. Del Prette (Orgs.). Psicologia das habilidades sociais: Diversidade teórica e suas implicações (2da Ed.) (pp. 109-148). Vozes. \nOlaz, F.O. (2012) Escala de Autoeficacia Social para Universitarios (EAS-U) Estudios Psicométricos y Bases Conceptuales. Editorial Académica Española.\nPajares, F., & Olaz, F. (2008). Teoria Social Cognitiva e auto-eficacia: uma visão geral. En A. Bandura, R.G. Azzi & S. Polydoro (Eds), Teoría Social Cognitiva. Conceitos básicos (pp. 97-114). Artmed.\nRapee, R. M. & Heimberg, R. G. (1997). A cognitive-behavioral model of anxiety in social phobia. Behaviour Research and Therapy, 35, 741–756. https://doi.org/10.1016/s0005-7967(97)00022-3\nSmart Richman, L., & Leary, M. R. (2009). Reactions to discrimination, stigmatization, ostracism, and other forms of interpersonal rejection: a multimotive model. Psychological review, 116(2), 365. https://doi.org/10.1037/a0015250\nSokolowski, K., Schmalt, H.-D., Langens, T. A., & Puca, R. M. (2000). Assessing achievement, affiliation, and power motives all at once- the Multi-Motive Grid (MMG).Journal of Personality Assessment, 74, 126-145. https://doi.org/10.1207/s15327752jpa740109\nSpence, S. H., Donovan, C., & Brechman‐Toussaint, M. (2000). The treatment of childhood social phobia: The effectiveness of a social skills training‐based, cognitive‐behavioural intervention, with and without parental involvement. Journal of Child Psychology and Psychiatry, 41(6), 713-726. https://doi.org/10.1017/s0021963099005934\nStephan, W., & Stephan, C. (1985). Intergroup anxiety. Journal of Social Issues, 41, 15-166. https://doi.org/10.1037/t54598-000\nTabak, B. A., Meyer, M. L., Dutcher, J. M., Castle, E., Irwin, M. R., Lieberman, M. D., & Eisenberger, N. I. (2016). Oxytocin, but not vasopressin, impairs social cognitive ability among individuals with higher levels of social anxiety: A randomized controlled trial. Social cognitive and affective neuroscience, 41(2), 1-34. https://doi.org/10.1093/scan/nsw041\nTevez Carranza, F. N., Olaz, F. O., & Moran, V. E. (2018). Expectativas de rechazo social en personas trans y cisgenero. En N. Barqui, G. Genise & D. Tolosa. Manual integrador hacia la despatologizacion de las indentidades trans. Akadia. \nTobia, V., Riva, P., & Caprin, C. (2017). Who are the children most vulnerable to social exclusion? The moderating role of self-esteem, popularity, and nonverbal intelligence on cognitive performance following social exclusion. Journal of abnormal child psychology, 45(4), 789-801. https://doi.org/10.1007/s10802-016-0191-3\nVorauer, J. D., & Ratner, R. K. (1996). Who’s going to make the first move? Pluralistic ignorance as an impediment to relationship formation. Journal of Social and Personal Relationships, 13, 483–506. https://doi.org/10.1177/0265407596134001\nWirth, J. H., Bernstein M. J., Wesselmann, E. D. & LeRoy A. S. (2015). Social cues establish expectations of rejection and affect the response to being rejected. Group Processes & Intergroup Relations, 1-20. https://doi.org/10.1177/1368430215596073'),(828,'','copyrightYear','2020'),(828,'','hide_author','0'),(828,'','issueId','105'),(828,'','language','es'),(828,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(828,'','pages','e871'),(828,'','pub-id::doi','10.30849/ripijp.v54i2.871'),(828,'en_US','abstract','<p>The social performance of individuals is influenced by the expectations that people have about the outcome of their behavior, since these allow us to anticipate the future and plan courses of action. The expectations of social rejection have been defined as thoughts that anticipate the possibility of being rejected in an interpersonal situation. When they are frequent can bring a number of difficulties in the social life of people. The aim of this study was to build the Social Rejection Expectations Scale (SRE) for the adult population. First, 51 preliminary items were submitted to expert judgment (N = 6) to obtain evidence of content validity. Second, using an accidental sampling, an exploratory (N = 320) and confirmatory factor analysis (N = 458) was performed. As a result, a final scale was obtained, consisting of 27 items distributed in three factors named as Expectations of rejection in situations with known people, Expectations of rejection in situations of establishment of new relationships and Expectations of rejection in public places and with unknown people. The internal consistency of the scale was evaluated, obtaining very good and excellent coefficients for each factor (from .71 to .88). Finally, significant positive correlations were obtained between the scales of the test and different measures of social anxiety. It can be concluded that the SRE is a valid and reliable instrument for the evaluation of expectations of social rejection in the adult population, being a useful tool in research and diagnosis.</p>'),(828,'en_US','copyrightHolder','Valeria Estefania Morán, Fabian Orlando Olaz'),(828,'en_US','coverImage','{\"dateUploaded\":\"2020-08-28 19:19:35\",\"uploadName\":\"submission_871_828_coverImage_en_US.jpg\",\"altText\":\"Abstract Oxid\"}'),(828,'en_US','title','Development and validation of the Social Rejection Expectations Scale (SRE)'),(828,'es_ES','abstract','<p>El desempeño social de los individuos se ve influido por expectativas que personas tienen sobre el resultado de su conducta, ya que permiten anticipar el futuro y planificar cursos de acción. Las expectativas de rechazo social son definidas como pensamientos que anticipan la posibilidad de ser rechazado en una situación interpersonal y cuando son muy frecuentes pueden traer aparejado un sinnúmero de dificultades en la vida social de las personas. El objetivo de este estudio fue construir la Escala de Expectativas de Rechazo Social (ERS) para población adulta. En primer lugar, se confeccionaron 51 ítems preliminares que fueron sometidos a juicio de expertos (N = 6) para obtener evidencia de validez de contenido. En segundo lugar, utilizando muestreo accidental, se llevó a cabo un análisis factorial exploratorio (N = 320) y confirmatorio (N= 458). Como resultado se obtuvo una escala final compuesta por 27 ítems distribuidos en tres factores interpretados como Expectativas de rechazo ante situaciones con vínculos establecidos, Expectativas de rechazo en situaciones de establecimiento de nuevos vínculos y Expectativas de rechazo en lugares públicos y ante desconocidos. Se evaluó la consistencia interna de la escala, obteniendo coeficientes muy buenos y excelentes para cada factor (de .71 a .88). Finalmente, se obtuvieron correlaciones positivas significativas entre las escalas del test y diferentes medidas de ansiedad social. Se puede concluir que la ERS es un instrumento válido y confiable para la evaluación de las expectativas de rechazo social en población adulta, resultando una herramienta de utilidad en investigación y diagnóstico.</p>'),(828,'es_ES','cleanTitle','Desarrollo y validación de la Escala de Expectativas de Rechazo Social ERS'),(828,'es_ES','coverImage','{\"dateUploaded\":\"2020-08-28 19:19:35\",\"uploadName\":\"submission_871_828_coverImage_es_ES.jpg\",\"altText\":\"Abstract Oxid\"}'),(828,'es_ES','title','Desarrollo y validación de la Escala de Expectativas de Rechazo Social (ERS)'),(828,'fr_FR','abstract','<p>The social performance of individuals is influenced by the expectations that people have about the outcome of their behavior, since these allow us to anticipate the future and plan courses of action. The expectations of social rejection have been defined as thoughts that anticipate the possibility of being rejected in an interpersonal situation. When they are frequent can bring a number of difficulties in the social life of people. The aim of this study was to build the Social Rejection Expectations Scale (SRE) for the adult population. First, 51 preliminary items were submitted to expert judgment (N = 6) to obtain evidence of content validity. Second, using an accidental sampling, an exploratory (N = 320) and confirmatory factor analysis (N = 458) was performed. As a result, a final scale was obtained, consisting of 27 items distributed in three factors named as Expectations of rejection in situations with known people, Expectations of rejection in situations of establishment of new relationships and Expectations of rejection in public places and with unknown people. The internal consistency of the scale was evaluated, obtaining very good and excellent coefficients for each factor (from .71 to .88). Finally, significant positive correlations were obtained between the scales of the test and different measures of social anxiety. It can be concluded that the SRE is a valid and reliable instrument for the evaluation of expectations of social rejection in the adult population, being a useful tool in research and diagnosis.</p>'),(828,'fr_FR','coverImage','{\"dateUploaded\":\"2020-08-28 19:19:35\",\"uploadName\":\"submission_871_828_coverImage_fr_FR.jpg\",\"altText\":\"Abstract Oxid\"}'),(828,'fr_FR','title','Development and validation of the Social Rejection Expectations Scale (SRE)'),(828,'pt_BR','abstract','<p>The social performance of individuals is influenced by the expectations that people have about the outcome of their behavior, since these allow us to anticipate the future and plan courses of action. The expectations of social rejection have been defined as thoughts that anticipate the possibility of being rejected in an interpersonal situation. When they are frequent can bring a number of difficulties in the social life of people. The aim of this study was to build the Social Rejection Expectations Scale (SRE) for the adult population. First, 51 preliminary items were submitted to expert judgment (N = 6) to obtain evidence of content validity. Second, using an accidental sampling, an exploratory (N = 320) and confirmatory factor analysis (N = 458) was performed. As a result, a final scale was obtained, consisting of 27 items distributed in three factors named as Expectations of rejection in situations with known people, Expectations of rejection in situations of establishment of new relationships and Expectations of rejection in public places and with unknown people. The internal consistency of the scale was evaluated, obtaining very good and excellent coefficients for each factor (from .71 to .88). Finally, significant positive correlations were obtained between the scales of the test and different measures of social anxiety. It can be concluded that the SRE is a valid and reliable instrument for the evaluation of expectations of social rejection in the adult population, being a useful tool in research and diagnosis.</p>'),(828,'pt_BR','coverImage','{\"dateUploaded\":\"2020-08-28 19:19:35\",\"uploadName\":\"submission_871_828_coverImage_pt_BR.jpg\",\"altText\":\"Abstract Oxid\"}'),(828,'pt_BR','title','Development and validation of the Social Rejection Expectations Scale (SRE)'),(829,'','citationsRaw','Baptista, M. N. (2009). Inventário de Percepção de Suporte Familiar - IPSF. São Paulo: Vetor Editora.\r\nCanesqui, A. M., & Barsaglini, R. A. (2012). Apoio social e saúde: pontos de vista das ciências sociais e humanas. Ciência & Saúde Coletiva, 17(5), 1103–1114. http://doi.org/10.1590/S1413-81232012000500002\r\nCobb, S. (1976). Social support as a moderator of life stress. 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Retrieved from http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/MEX.pdf'),(829,'','hide_author','0'),(829,'','language','en'),(829,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(829,'en_US','abstract','<p class=\"western\" style=\"text-indent: 1.25cm; margin-bottom: 0cm; line-height: 100%;\" lang=\"en-US\" align=\"justify\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em><strong>Background:</strong></em></span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"> Social support and community integration have been studied as important dimensions of social care policies and known to be important protective factors of psychosocial stressors. </span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em><strong>Objective: </strong></em></span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\">To explore social support and community integration of individuals aided by the PAIF (Integral Family Assistance Program), a key service in the Brazilian Social Care Policy. </span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em><strong>Method: </strong></em></span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><span style=\"font-style: normal;\"><span style=\"font-weight: normal;\">I</span></span></span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\">nferential quantitative study with 201 participants from families engaged with PAIF. </span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em><strong>Results: </strong></em></span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\">The length of the participants link to PAIF showed a positive correlation with community integration (r=.145, p&lt;.05). The highest explanatory degrees for community integration were age (</span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em>β</em></span></span><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\">=.323, p&lt;.001) and social financial benefit </span></span><span style=\"color: #000000;\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><span style=\"background: #ffffff;\">(</span></span></span></span><span style=\"color: #000000;\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em><span style=\"background: #ffffff;\">β</span></em></span></span></span><span style=\"color: #000000;\"><span lang=\"en-GB\"><span style=\"background: #ffffff;\"> </span></span></span><span style=\"color: #000000;\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><span style=\"background: #ffffff;\">=.224, p=.002). </span></span></span></span><span style=\"color: #000000;\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><em><strong><span style=\"background: #ffffff;\">Conclusions</span></strong></em></span></span></span><span style=\"color: #000000;\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><strong><span style=\"background: #ffffff;\">: </span></strong></span></span></span><span style=\"color: #000000;\"><span style=\"font-family: Times New Roman,serif;\"><span lang=\"en-GB\"><span style=\"background: #ffffff;\">PAIF has an impact on the community integration of its users, thus effecting one of its goals. </span></span></span></span></p>'),(829,'en_US','cleanTitle','Social support and community integration in individuals aided by Brazilian Social Care Policy'),(829,'en_US','copyrightHolder','Adolfo Pizzinato, Ezequiel Simonetti Cargnelutti, João Luís Almeida Weber, Esequiel Pagnussat, Kátia Bones Rocha'),(829,'en_US','title','Social support and community integration in individuals aided by Brazilian Social Care Policy'),(830,'','citationsRaw','References\r\nAmerican Society for Reproductive Medicine (ASRM). 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Determinants of intellectual development: Single determinant research in multideterminant universe. Intelligence, 17, 1-10.\r\n\r\nWeinstock, M. (2008). The long-term behavioural consequences of prenatal stress. Neuroscience & Biobehavioral Reviews, 32(6), 1073-1086. doi: 10.1016/j.neubiorev.2008.03.002\r\n\r\nYoung, M. (Ed.) (2002) From Early Child Development to Human Development: Investing in Our Children’s Future. Washington D.C.: The World Bank.\r\n\r\nZajicek-Farber, M. L., Mayer, L. M., Daughtery, L. G., & Rodkey, E. (2014). The Buffering Effect of Childhood Routines: Longitudinal Connections Between Early Parenting and Prekindergarten Learning Readiness of Children in Low-Income Families. Journal of Social Service Research, 40(5), 699-720. doi: 10.1080/01488376.2014.930946\r\n\r\nZuloaga, E., Rossel, A., L. Soria (1993). Los Niños del Perú, Pautas y Prácticas de Crianza. DESCO, Centro de Estudios y Promoción del Desarrollo. Lima – Perú.'),(831,'','hide_author','0'),(831,'','language','es'),(831,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(831,'en_US','copyrightHolder','Juan Leon, Beatriz Oré, Martín Benavides, Gabriela Conde'),(831,'es_ES','abstract','Un desarrollo infantil adecuado es el que se asocia con resultados óptimos el futuro. Sin embargo, en el Perú no se ha estudiado lo suficiente cuales son las variables que se asocian a dicho desarrollo. El presente estudio utiliza datos de 490 familias de la Selva Peruana para estimar el efecto de las prácticas parentales sobre el desarrollo infantil de los niños y niñas menores de 3 años. Los resultados muestran que las prácticas parentales positivas tienen un efecto positivo y significativo sobre todas las áreas de desarrollo infantil medidas (motora fina, motora gruesa, audición-lenguaje y personal social) y el puntaje global. Dicho efecto es robusto luego de controlar por variables individuales, familiares y contextuales. Los resultados permiten a los autores destacar propuestas relacionadas a políticas públicas de temprana infancia en Perú.'),(831,'es_ES','cleanTitle','El efecto de las prácticas parentales en el desarrollo infantil en comunidades urbanas y rurales de la Selva Peruana'),(831,'es_ES','title','El efecto de las prácticas parentales en el desarrollo infantil en comunidades urbanas y rurales de la Selva Peruana'),(832,'','citationsRaw','Adams, D. W. (1995). Education for extinction: American Indians and the boarding school experience, 1875-1928. Lawrence, KS: University Press of Kansas.  \r\n\r\nAmnesty International. (2009). Maze of injustice: The failure to protect indigenous women from sexual violence in the USA. New York, NY: Amnesty International Publications. Retrieved from https://www.amnesty.org/en/documents/amr51/059/2007/en/\r\n\r\nAnderson, G. C. (2014). Ethnic cleansing and the Indian: The crime that should haunt American. 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Zinn, A people’s history of the United States: History is a weapon, (pp. 125-148). New York, NY: Harper Collins.'),(832,'','copyrightYear','2018'),(832,'','hide_author','0'),(832,'','issueId','98'),(832,'','language','en'),(832,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(832,'','pub-id::doi','10.30849/rip/ijp.v52i1.876'),(832,'','pub-id::publisher-id',''),(832,'en_US','abstract','<p>To better serve the American Indian population, it is essential for educators, including professionals in the helping fields, to understand how the United States federal government over the past 200 years used six different strategies to address “America’s Indian problem.” Using the Stanton’s Ten Stages of Genocide (2013), the authors explore American Indian holocaust and genocide and their impact on the behavioral health and well-being of Native people in Indian Country. The purpose of this manuscript is to expand and deepen the views of educators in such a way that influences and effects their professional practice with the American Indian populations they serve.</p><p>Para servir al pueblo Indio Americano mejor, es esencial que los educadores, incluyendo a los profesionales en los campos de servicio, entiendan que por los últimos doscientos años el gobierno federal de los Estados Unidos ha usado seis estrategias diferentes dirigiéndose al \"problema Americano de los Indios.\" Los autores usan Las Diez Etapas de Genocidio de Staton, o Staton\'s Ten Stages of Genocide (2013), para explorar el holocausto y el genocidio de Indio-Americanos y el impacto que ambos han tenido en la salud del comportamiento y el bienestar del pueblo Nativo en su tierra. El propósito del manuscrito es el expandir y profundizar el punto de vista de los educadores de modo que incluya y afecte su práctica profesional con la población Indio Americana que sirven. </p>'),(832,'en_US','cleanTitle','Ten stages of American Indian genocide'),(832,'en_US','copyrightHolder','Susan Chavez Cameron, Loan T. Phan'),(832,'en_US','title','Ten stages of American Indian genocide'),(833,'','citationsRaw','AMB. (2014). Protocolo de Cooperação Interinstitucional para Difusão da Justiça Restaurativa. Brasília, DF: Associação dos Magistrados Brasileiros. Recuperado de: http://www.amb.com.br/jr/docs/protocolo.pdf\r\n\r\nBrusius, A., & Rodrigues, M. R. (2008). A Psicologia e a Justiça Restaurativa. In Brancher, L. & Silva, S (Org.). Justiça para o Século 21: Semeando Justiça e Pacificando Violências – Três anos da experiência da Justiça Restaurativa na Capital Gaúcha. Porto Alegre: Nova Prova.\r\n\r\nBrito, L. M. T. (2012). Anotações Sobre a Psicologia Jurídica. Psicologia Ciência e Profissão. 32, p. 104-205. doi: 10.1590/S1414-98932012000500014\r\n\r\nCaffé, M. (2012). O Encontro Entre a Psicanálise e o Direito nas Práticas Judiciais. Revista da Defensoria Pública. 5(1), 61-69.  Recuperado de: https://www.defensoria.sp.def.br/dpesp/Default.aspx?idPagina=2954\r\n\r\nConselho Federal de Psicologia. (2008). Falando Sério Sobre Prisões, Prevenção e Segurança Pública. Brasília: DF. Recuperado de: http://site.cfp.org.br/wp-content/uploads/2008/12/cartilha_falando_serio.pdf\r\n\r\nConselho Nacional de Justiça; Associação dos Magistrados Brasileiros; & Escola Nacional de Magistratura. (2015). Justiça Restaurativa do Brasil. Recuperado de http://www.amb.com.br/jr/docs/cartilha.pdf\r\n\r\nDeutsch, M. (2006). Chapter One: Cooperation and Competition. In The Handbook of restorative Justice: Theory and Practice. Deutsch, M., Coleman, P.T., & Marcus, E.C. (eds).  p. 23-42.  USA: Jossey-Bass.\r\n\r\nElonheimo, H. & Samela, T. (2017). Restorative approaches to community conflicts with an ethnic	twist: An agenda for research and integration. Recuperado de https://www.researchgate.net/publication/317597571_Restorative_approaches_to_community_conflicts_with_an_ethnic_twist_An_agenda_for_research_and_integration\r\n\r\nJesus, J. M. G. (2016). A Fundamentação Legal da Justiça Restaurativa, Junto ao Ordenamento Jurídico Brasileiro. Justiça Restaurativa: Horizontes a partir da Resolução CNJ 225. Conselho Nacional de Justiça. 1ed. Brasília, DF.\r\n\r\nLei Federal n° 9.099, de 26 de Setembro de 1995. (1995, 26 de Setembro). Dispõe sobre os Juizados Especiais Cíveis e Criminais e dá outras providências. Brasília, DF: Presidência da República.\r\n\r\nLei Federal 12.594, de 18 de Janeiro de 2012. (2012, 18 de Janeiro). Institui o Sistema Nacional de Atendimento Socioeducativo (Sinase), regulamenta a execução das medidas socioeducativas destinadas a adolescente que pratique ato infracional. Brasília, DF: Presidência da República.\r\n\r\nLei Federal 13.140, de 26 de Junho de 2015. (2015, 26 de Junho). Dispõe sobre a mediação entre particulares como meio de solução de controvérsias e sobre a autocomposição de conflitos no âmbito da administração pública; altera a Lei no 9.469, de 10 de julho de 1997, e o Decreto no 70.235, de 6 de março de 1972; e revoga o § 2o do art. 6o da Lei no 9.469, de 10 de julho de 1997.\r\n\r\nMira y Lopez, E. (1955). Manual de Psicologia Jurídica. Livraria Agir. Rio de Janeiro.\r\n\r\nNúcleo de Justiça Restaurativa. (2011). Núcleo de Justiça Restaurativa. Recuperado de: http://www5.tjba.jus.br/conciliacao/images/stories/jrcartilha.pdf\r\n\r\nONU.(2002). Resolution 2002/12.Basic principles on the use of restorative justice programmes in criminal matters. UN Economic and Social Council (ECOSOC).United Nations.\r\n\r\nResolução nº 8, de 28 de Julho de 2010. Institui o Programa de Justiça Restaurativa no âmbito do Poder Judiciário do Estado da Bahia e cria o Núcleo de Justiça Restaurativa da Extensão do 2º. Juizado Especial Criminal do Largo do Tanque. Salvador, Bahia: Tribunal de Justiça do Estado da Bahia.\r\n\r\nSigler, R., Gomes, K. V., Fedrigo, K. I. C., Ribeiro, S. F., & Coladello, D., S. (2011). A Escuta Psicanalítica em um Contexto de Atendimento Interdisciplinar. Psicologia: Ciência e Profissão, 31(1), 176-187. doi: 10.1590/S1414-98932011000100015\r\n\r\nZehr, H. (2012). Justiça Restaurativa. São Paulo: Palas Athena.'),(833,'','hide_author','0'),(833,'','language','pt'),(833,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(833,'en_US','copyrightHolder','Jéssica Alencar, Domingos Araújo'),(833,'pt_BR','abstract','<p>O presente trabalho tem como objetivo descrever a experiência de uma estagiária de psicologia em contexto relacionado à Justiça Restaurativa. A partir dessa premissa serão feitas a caracterização desse campo de atuação e uma reflexão acerca do modo como a psicologia se insere nesse contexto, levando em conta as particularidades do referido campo e do saber psicológico que toma forma de modo interdisciplinar e dialógico. A prática nesse campo será relatada através do olhar desta estagiária, que falará da sua vivência institucional a partir de uma experiência de descoberta, reflexão e crítica próprias desta função. Trata-se de um relato de experiência que almeja contribuir efetivamente com o fortalecimento da psicologia jurídica em novas práticas que acompanham a difusão dessa forma diferenciada de acesso à justiça.</p>'),(833,'pt_BR','cleanTitle','Psicologia Jurídica e Justiça Restaurativa: Relato de Experiência em Estágio Supervisionado'),(833,'pt_BR','title','Psicologia Jurídica e Justiça Restaurativa: Relato de Experiência em Estágio Supervisionado'),(834,'','citationsRaw','Abric, J-C. (2001). Prácticas Sociales y Representaciones. México: Ediciones Coyacán.\r\nBologna, E. (2012). Estadística para Psicología y Educación. Córdoba, Argentina: Editorial Brujas,\r\nBeramendi, M., & Zubieta, E. (2013). Identidad nacional y relaciones interpersonales en una cultura donde la norma es la transgresión. Psicología Política, 13 (26), 165-177.\r\nBraun, V. (2008). “She\'ll be right”? National identity explanations for poor sexual health statistics in Aotearoa/New Zealand. Social Science & Medicine, 67 (11), 1817-1825. doi: https://doi.org/10.1016/j.socscimed.2008.09.022\r\nEspinosa, A., Beramendi, M., & Zubieta, E. (2015). Identidad nacional y bienestar social: Una síntesis meta-analítica de estudios en Argentina, México y Perú. Interamerican Journal of Psychology (IJP), 49 (1), 27-39.  \r\nIdris, F., Hassan, Z., Ya´acob, A., Kaur Gill, S., & Mohd Awal, N. A. (2012). The role of education in shaping youth\'s national identity. Procedia - Social and Behavioral Sciences, 59, 443-450. doi: https://doi.org/10.1016/j.sbspro.2012.09.299\r\nLund, E. M., & Miller, S. L. (2014). Is obesity un-American? Disease concerns bias implicit perceptions of national identity. Evolution and Human Behavior, 35 (4), 336-340. doi: https://doi.org/10.1016/j.evolhumbehav.2014.03.004 D\'Adamo, O., & García-Beaudoux, V. (1995): El Argentino Feo. Buenos Aires: Losada.\r\nEsses, V. M., Wagner, U., Wolf, C., Preiser, M. & Wilbur, C. J. (2006). Perceptions of national identity and attitudes toward immigrants and immigration in Canada and Germany. International Journal of Intercultural Relations, 30 (6), 653-669. doi: https://doi.org/10.1016/j.ijintrel.2006.07.002\r\nMonsegur, S., Espinosa, A., & Beramendi, M. (2014). Identidad nacional y su relación con la dominancia social y la tolerancia a la transgresión en residentes de Buenos Aires (Argentina). Interdisciplinaria, 31 (1), 5-23.\r\nMontero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. IJCHP, 7 (3), 847-862.\r\nPetracci, M. & Kronblit, A. L. (2007). Representaciones sociales: Una teoría metodológica pluralista. En A. L. Kronblit (Coord.) Metodologías Cualitativas en Ciencias Sociales. Modelos y Procedimientos de Análisis (pp. 91-96). Buenos Aires, Argentina: Biblos. \r\nReynolds, K. J. (2015). Social Identity in Social Psychology. En J. D. Wright, International Encyclopedia of the Social & Behavioral Sciences (pp. 313-318). New York: Elsevier.  \r\nSalazar, J. M, & Salazar, M. A. (1998). Estudios recientes acerca de identidades nacionales en América Latina. Psicología Política, (16), 75-93.\r\nScandroglio, B., López Martínez, J. S., & San José Sebastián, M. C. (2008). La Teoría de la Identidad Social: una síntesis crítica de sus fundamentos, evidencias y controversias. Psicothema, 20 (1), 80-89.\r\nScheepers, D., & Derks, B. (2016). Revisiting Social Identity Theory from a Neuroscience Perspective. COPSYC. doi: http://dx.doi.org/10.1016/j.copsyc.2016.06.006\r\nYorelis, A. (2015). La identidad nacional e identidad política. ¿Quiénes somos 40 años después? Cuadernos del CENDES, 32 (88), 169-174.'),(834,'','hide_author','0'),(834,'','language','es'),(834,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(834,'en_US','copyrightHolder','Leonardo Adrián Medrano, Pablo Ezequiel Flores Kanter'),(834,'es_ES','abstract','<p><span lang=\"ES-MX\">Una de las líneas de de investigación desarrolladas en el estudio de la identidad nacional en el contexto latinoamericano ha sido aquella orientada a la descripción de contenidos denominados auto-estereotípicos. Los estudios más recientes si bien indican que persisten los estereotípicos negativos empiezan a dar cuenta de contenidos positivos vinculados a las naciones de América Latina. La presente investigación se propuso indagar qué piensan actualmente los argentinos sobre ellos mismos. Se trabajó con una muestra probabilística de 1050 habitantes de todo el país. Los resultados obtenidos dan cuenta de auto-percepciones ambivalentes del ser Argentino. El punto más fuerte del presente estudio es que posibilita hacer una generalización de las auto-percepciones de los argentinos a todo el territorio nacional.</span></p>'),(834,'es_ES','cleanTitle','Identidad Nacional Argentina: ¿Cómo nos definimos los argentinos'),(834,'es_ES','title','Identidad Nacional Argentina: ¿Cómo nos definimos los argentinos?'),(835,'','citationsRaw','Aberastury, A., Dornbush, A., Goldstein, N., Knobel, M., Rosenthal, G., & Salas, E. (1984). Adolescência e psicopatia. In A. Aberastury & M. Knobel, Adolescência Normal: um enfoque psicanalítico (3o ed, p. 92). Porto Alegre: Artes Médicas.\r\nAquino, T. A. A. de, Silva, J. P. da, Figueirêdo, A. T. B. de, Dourado, É. T. S., & Farias, E. C. S. de. (2011). Avaliação de uma proposta de  prevenção do vazio xistencial  com adolescentes. Psicologia: Ciência e Profissão, 31(1), 146–59.\r\nBardagi, M. P., Arteche, A. X., & Neiva-Silva, L. (2005). Projetos sociais com adolescentes em situação de risco: discutindo o trabalho e a orientação profissional como estratégias de intervenção. In C. S. HUTZ (Org.), Violência e risco na infância e adolescência: pesquisa e intervenção (1o ed, p. 224). São Paulo: Casa do Psicólogo.\r\nCarneiro, C., & Abritta, S. (2008). Formas de existir: a busca de sentido para a vida. Revista da Abordagem Gestáltica: Phenomenological Studies, 14(2), 190–4.\r\nColli, A. S. (1984). Conceito de adolescência. In E. Marcondes, Pediatria Básica (7o ed, Vol. 1). São Paulo: Savier.\r\nde la Peña Sánchez, L. (2015, setembro). Logoterapia y resiliencia: Un Camino Compartido. Aconpañar.net - Associação Victor E. Frankl. Recuperado de http://asociacionviktorfrankl.es/setescapa/resources/57.pdf\r\nde Souza, E. A., & Gomes, E. S. (2012). A visão de homem em Frankl. Revista Logos & Existência: Revista da Associação Brasileira de Logoterapia e Análise Existencial, 1(1), 50–7.\r\nErikson, E. H. (1796). Oito idades do homem. In E. H. Erikson, Infância e Sociedade (2o ed, p. 391). Rio de Janeiro: Zahar. Recuperado de https://pt.scribd.com/document/88493228/Infancia-e-Sociedade#\r\nFrankl, V. E. (2013). Em busca de sentido: um psicólogo no campo de concentração (Vol. 3). Editora Sinodal. \r\nFrankl, V. E. (2016). Psicoterapia e sentido da vida (6o ed). São Paulo: Quadrante.\r\nGarcía y Barragán, L. F., Romero, F. C., Campos, T. G., & Espinoza-Romo, A. V. (2017). El embarazo adolescente desde una perspectiva contemporánea. International Journal of Psychology, 51(1), 111–21.\r\nGomes, V. L. de O., & Mendes, F. R. P. (2009). Representações de adolescentes luso-brasileiros acerca do conceito de “risco”: subsídios para a atuação de enfermagem. Revista Eletrônica de Enfermagem, 11(3), 688–94.\r\nKraus, T., Rodrigues, M., & Dixe, M. dos A. (2009). Sentido de vida, saúde e desenvolvimento humano. Revista Referência, 2(10), 77–88.\r\nKroeff, P. (2011). Logoterapia: uma visão da psicoterapia. Revista da Abordagem Gestáltica: Phenomenological Studies, 17(1), 68–74.\r\nLima Neto, V. B. (2013). A espiritualidade em logoterapia e análise existencial: o espírito em uma perspectiva fenomenológica e existencial. Revista da Abordagem Gestáltica, 19(2), 220–9.\r\nMaheirie, K., Urnau, L. C., Vavassori, M. B., Orlandi, R., & Baierle, R. E. (2005). Oficinas sobre a sexualidade com adolescentes: um relato de experiência. Psicologia em Estudo, 10(3), 537–42.\r\nReis, D., Alves, R., Jordão, N., Viegas, A. M., & Carvalho, S. (2014). Vulnerabilidades e acesso em saúde na adolescência na perspectiva dos pais. Revista de Pesquisa: Cuidado é Fundamental Online, 6(2), 594–606. https://doi.org/10.9789/2175-5361.2014v6n2p594\r\nSaito, M. I. (2000). Adolescência, cultura e vulnerabilidade. Pediatria (São Paulo), 22(3), 217–219.\r\nSilva, R. L. da, & Oliveira, F. S. (2012). O sentido da vida para jovens dependentes químicos. Psicol. argum, 30(71), 671–678.\r\nSilveira, D. R., & Gradim, F. J. (2015). Contribuições de Viktor Frankl ao movimento da saúde coletiva. Revista da Abordagem Gestáltica - Phenomenological Studies, 21(2), 153–61.'),(835,'','hide_author','0'),(835,'','language','es'),(835,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(835,'en_US','copyrightHolder','Cidllan Silveira Gomes Faial, Eliane Ramos Pereira, Rose Mary Costa Rosa Andrade, Ligia Cordeiro Matos Faial, Angelica Yolanda Bueno Bejarano Vale De Medeiros'),(835,'es_ES','abstract','<p>Este estudio tiene como objetivo proponer una reflexión sobre el sentido de la vida en la adolescencia y las aportaciones de la Logoterapia esa perspectiva. La adolescencia es una fase del ciclo de vida marcada por cambios biopsicosociales características de cada ser. La cofia de esta metamorfosis existencial puede verse amenazada por situaciones de riesgo y vulnerabilidad, que intimidan a la esencia del significado de la vida adolescente. Es relevante la apropiación de la Logoterapia a surgir el sentido de la vida en los adolescentes. La comprensión de esta dimensión existencial juvenil por el profesional de la salud, teniendo en cuenta el bienestar en su singularidad, hará repercutir directamente a la mejor una vida más saludable.</p>'),(835,'es_ES','cleanTitle','El sentido de la vida en la adolescencia: las contribuciones del Logoterapia'),(835,'es_ES','title','El sentido de la vida en la adolescencia: las contribuciones del Logoterapia'),(836,'','citationsRaw','Acosta, M., (2015). Comportamiento de la Violencia en pareja. Forensis. Volumen 17 Nª 1.\r\nAguilera, A., Barba, M., Fuentes, M., López, E., Villacreces, N., (2015). Violencia de la mujer hacia el hombre. ¿Mito o realidad?\r\nÁlvarez, J., (2009). La violencia de pareja bidireccional y simétrica. Análisis comparativo de 230 estudios científicos internacionales. Madrid. Asociación para el estudio del maltrato y del abuso.\r\nArcher, J., (2002). Sex differences in physically aggressive acts between heterosexual partners: A metal-Analytic review. Aggression violent Behavior. 7(4), 313-351.\r\nAsociación Médica Mundial. (2008). Declaración de Helsinki. Principios éticos para las investigaciones médicas en seres humanos.\r\nBurgos, Canaval, Tobo, Bernal  y  Humphreys (2012). Violencia de pareja en mujeres de la comunidad, tipos y severidad Cali, Colombia. Escuela de Enfermería, Facultad de Salud. Universidad del Valle. Cali Colombia. Rev. Salud Pública. 14 (3): 377-389, 2012.\r\nBurton, J.P., & Hoobler, J. M. (2011). Aggressive reactions to abusive supervision: The role of interactional justice and narcissism. Scandinavian Journal of Psychology, 52, 389-398. doi:10.1111/j.1467-9450.2011.00886.x\r\nCastañeda, M., (2007). El machismo invisible regresa, México, D.F.: Editorial Tauros.\r\nCerezo, H., (2016). «Desnudando a Eva: La violencia femenina». Revista Científica Arbitrada de la Fundación MenteClara, 1(3), 50-68. \r\nDe Ossorno, S., Martín, J., Georgieva, E. y Toldos, M.P. (2017). Análisis del maltrato físico en la familia y su influencia en variables del contexto educativo. Revista Interamericana de Psicología. Vol., 51 No.1, pp 9-xx.\r\nDocal-Millán, M.C., Cabrera-García V., Salazar-Arango, P.A., Ardila, M., Guevara, I., López de Mesa, C.B., Calderón, M., Correal, C., Ariza, M.,  y Rodríguez, G., (2016) La familia sostenible: una comprensión desde los contextos. Instituto de Estudios del Ministerio Público/ Universidad de La Sabana. ISBN 978-958-12-0394-9.\r\nDocal, Riofrío, Díaz & Albornoz, (2016) En prensa.. \r\nEncuesta Nacional de Demografía y Salud (ENDS), 2015. 12 de diciembre de 2016, Bogotá, D.C. Colombia. \r\nEspinosa, M., Alazales, M., Madrazo, B, García, A., Presno, M., (2011). 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Comunidad de Hombres por la Igualdad (publicación electrónica), pp. 1-11, url: http://heterodoxia.wordpress.com/2012/05/13/que-hay-debajo-delas-politicas-de-igualdad-oscar-guasch/.\r\nHenry, D. B., Tolan, P. H., & Gorman-Smith, D., (2005). Cluster analysis in family psychology research. Journal of Family Psychology, 19(1), 121.\r\nHernando-Gómez, A., Maraver-López, P. & Pazos-Gómez (2016). Experiencias positivas y negativas en relaciones de pareja de jóvenes y adolescentes. Revista de Psicología. 25(2), 1-19\r\nHundek, L.E. (2010). Violencia Doméstica: Hombres vs mujeres maltratantes en la ciudad de Barranquilla. Revista Pensamiento Americano. No.4. Enero – Junio 2010 Pág: 69-79\r\nJohnson, M.P. (2008). A Typology of Domestic Violence: Intimate terrorism, violent resistance and situational couple violence. 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Rojas-Ashe, Taylor, L., Ceroni, Katherine, M., Fedele, Dawn, M., Johnson. (s.f.) Prevalence and Predictors of Bidirectional Violence in Survivors of Intimate Partner Violence Residing at Shelters. Journal of Interpersonal Violence 1–24.\r\nSAS Institute Inc. 2016. SAS/STAT® 14.2 User’s Guide. Cary, NC: SAS Institute Inc.\r\nStith, S. M., McCollum, E. E., Amanor-Boadu, Y., & Smith, D. (2012). Systemic perspectives on intimate partner violence treatment. Journal of Marital and Family Therapy, 38(1), 220- 240. doi: 10.1111/j.1752-0606.2011.00245.x.\r\nStraus, M., (2006). 111 Estudios sobre la violencia en pareja. Obtenido de Bidireccional y simetrica: www.psicologiaonline.com/colaboradores/paola/violencia/index2.shtml\r\nTrujano, P., Martínez, A., Camacho, S. (2009). Varones víctimas de violencia doméstica: un estudio exploratorio acerca de su percepción y aceptación. Universidad Nacional Autonoma de Mexico. \r\nWilliamson, (1995). Hombres maltratados y violencia doméstica. Obtenido de Union nacional de hombres libres: http://www.ncfm.org \r\nZapata-Giraldo, (2013). Violencia de pareja en el Departamento del Quindío, Colombia.  Rev. Salud pública. 15 (2): 247-257.\r\nZarza, M.J., Frojan, M.X., (2005). Estudio sobre la violencia doméstica en una muestra de mujeres latinas residentes en Estados Unidos. Anales de Psicología. 21(1) 18-26.'),(836,'','hide_author','0'),(836,'','language','es'),(836,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(836,'en_US','copyrightHolder','Maria Del Carmen Docal-Millan, Yenny González Téllez, Maximiliano Gutiérrez Ramírez, Sonia Rocío Gómez Guerrero, Edgar Ricardo Benitez Sastoque'),(836,'es_ES','abstract','<p><strong>Objetivo:</strong> identificar y describir los tipos y perfiles de violencia hacia hombres colombianos que viven en pareja y que no han denunciado, para posteriormente relacionarlos con variables sociodemográficas como edad, estrato socioeconómico, ocupación, nivel de educación y tipo de familia. <strong>Método:</strong> estudio cuantitativo, transversal, descriptivo correlacional mediante cuestionario. 162 hombres, mayores de 20 años, que viven en pareja heterosexual. <strong>Resultados:</strong> Se caracterizaron cinco perfiles de violencia: inexistente, baja, moderada, usual y alta. Se evidencia que la violencia no reportada física y económica es más frecuente que la psicológica y sexual. El 63.58% de los participantes reportan algún nivel de violencia económica. El 68.58% violencia física. El 35% violencia sexual y el 35.80% violencia psicológica. <strong>Conclusiones</strong>: se evidencia violencia no reportada de pareja hacia los hombres.</p>'),(836,'es_ES','cleanTitle','El hombre como víctima de la violencia de pareja en Colombia'),(836,'es_ES','title','El hombre como víctima de la violencia de pareja en Colombia'),(837,'','categoryIds','[]'),(837,'','citationsRaw','Arseneault, L. (2017). The long-term impact of bullying victimization on mental health. World Psychiatry, 16(1), 27-28. http://dx.doi.org/10.1002/wps.20399 \nArseneault, L. (2018). Annual Research Review: the persistent and pervasive impact of being bullied in childhood and adolescence: implications for policy and practice. Journal of Child Psychology and Psychiatry, 59(4), 405-421. http://dx.doi.org/10.1111/jcpp.12841 \nAzevedo, M. B., Alves, M. S.; & Tavares, J. R. F. (2018). Abuso sexual intrafamiliar em adolescentes e suas reflexões. Psicología para América Latina, 30, 7-25. http://pepsic.bvsalud.org/pdf/psilat/n30/a02n30.pdf  \nBandeira, C. M. (2009). Bullying: auto-estima e diferenças de gênero. Dissertação de Mestrado, Universidade Federal do Rio Grande do Sul, Porto Alegre. http://www.lume.ufrgs.br/bitstream/handle/10183/23014/000741093.pdf?sequence=1 \nBandeira, C. M., & Hutz, C. S. (2010). As implicações do bullying na auto-estima de adolescentes. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 14(1), 131-138. https://www.scielo.br/pdf/pee/v14n1/v14n1a14.pdf \nBarzilay, S., Brunstein, K. A., Apter, A., Carli, V., Wasserman, C., & Hadlaczky, G. (2017). Bullying victimization and suicide ideation and behavior among adolescents in Europe: a 10-Country Study. 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H., Cerqueira-Santos, E., & Colaço, V. F. R. (2011). Revisando o Questionário da Juventude Brasileira: uma nova proposta. In D. D. Dell\'Aglio & S. H. Koller (Orgs.). Adolescência e Juventude: vulnerabilidade e contextos de proteção (pp. 259-270). São Paulo, SP: Casa do Psicólogo.\nDeslandes, S. F., Vieira, L. J. E. S., Cavalcanti, L. F., & Silva, R. M. (2016).  Health care of children and adolescents in situation of sexual violence, in four Brazilian capitals. Interface, 20(59), 865-77. http://dx.doi.org/10.1590/1807-57622015.0405 \nFernandes, G., Yunes, M. A. M., & Finkler, L. (2016). Percepções de adolescentes escolares sobre as relações entre violência doméstica e bullying. Revista Psicologia Política, 16(36), 153-168. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1519-549X2016000200003 \nFernandes, G., Yunes, M. A. M., & Finkler, L. (2020). The support networks of adolescent victims of domestic violence and bullying. 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Revista Educação, Cultura e Sociedade, 2(2), 47-62. http://sinop.unemat.br/projetos/revista/index.php/educacao/article/view/1000/703  \nKohlsdorf, M., & Costa Junior, A. L. (2009). O autorrelato na pesquisa em psicologia da saúde: desafios metodológicos. Psicologia Argumento, 27 (57), 131-139. http://www2.pucpr.br/reol/pb/index.php/pa?dd99=issue&dd0=169 \nLazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. New York, NY: Springer. \nLeclerc, B., & Felson, M. (2016). Routine Activities Preceding Adolescent Sexual Abuse of Younger Children. Sexual Abuse: A Journal of Research and Treatment, 28(2), 116-131. http://dx.doi.org/10.1177/1079063214544331 \nLei n. 8.069, de 13 de julho de 1990. Dispõe sobre o Estatuto da Criança e do Adolescente e dá outras providências. Diário Oficial da União, Brasília, DF. http://www.planalto.gov.br/ccivil_03/leis/l8069.htm \nLei n. 13.185, de 06 de novembro de 2015. (2015). Institui o Programa de Combate à Intimidação Sistemática (Bullying). Diário Oficial da União, Brasília, DF. http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13185.htm  \nMagalhães, J. R. F., Gomes, N. P., Campos, L. M., Camargo, C. L., Estrela, F. M., & Couto, T. M. (2017). Expressão da violência intrafamiliar: história oral de adolescentes. Texto & Contexto Enfermagem, 26(4), 1-9. http://dx.doi.org/10.1590/0104-07072017001730016  \nMarzol, R. M.; Bonafé, L., & Yunes, M. A. M. (2012). As perspectivas de crianças e adolescentes em situação de acolhimento sobre cuidadores protetores. Psico, 43(3), 317-324. http://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/7988/8232 \nMello, F. C. M., Silva, J. L., Oliveira, W. A., Prado, R. R., Malta, D. C., & Silva, M. A. I. (2017). A prática de bullying entre escolares brasileiros e fatores associados, Pesquisa Nacional de Saúde do Escolar 2015. Ciência & Saúde Coletiva, 22(9), 2939-2948. http://dx.doi.org/10.1590/1413-81232017229.12762017 \nMinistério da Saúde. Conselho Nacional de Saúde. (2012). Resolução N. 466, de 12 de dezembro de 2012. http://bvsms.saude.gov.br/bvs/saudelegis/cns/2013/res0466_12_12_2012.html \nMinistério da Saúde. Secretaria de Assistência à Saúde. (2002). Notificação de maus-tratos contra crianças e adolescentes pelos profissionais de saúde: Um passo a mais na cidadania em saúde. Brasília: Secretaria de Assistência à Saúde. http://bvsms.saude.gov.br/bvs/publicacoes/notificacao_maustratos_criancas_adolescentes.pdf \nOlweus, D. (1993). Bullying at school. Oxford, USA: Blackwell Publishing.\nOlweus, D. (2019). The Olweus Bullying Prevention Program (OBPP): new evaluation and current status. In P. K. Smith (Ed.), Making an impact on school bullying: interventions and recommendations (pp 23-44). Abingdon, Oxon; New York, NY: Routledge.\nPaixão, E. S., & Neto, J. C. S. (2020). O abuso sexual de crianças e adolescentes: considerações sobre o fenômeno. Territorium, 27(I), 97-111. https://doi.org/10.14195/1647-7723_27-1_8\nReisen, A., Viana, M. C., & Santos-Neto, E. T. (2019). Bullying among adolescents: are the victims also perpetrators?. Brazilian Journal of Psychiatry, 41(6), 518-529. http://dx.doi.org/10.1590/1516-4446-2018-0246 \nRibeiro, J. H. S., Coimbra, S. M. G., & Leme, V. B. R. (2018). Violência sexual contra crianças e adolescentes: resiliência e protagonismo na Amazônia. Revista de Psicología, 2, 215-226. http://dehesa.unex.es/handle/10662/10608 \nRutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331.\nSalmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behaviour, 15(2), 112-120. http://dx.doi.org/10.1016/j.avb.2009.08.007 \nSantos, M. J., Mascarenhas, M. D. M., Malta, D. C., Lima, C. M., & Silva, M. M. A. (2019). Prevalência de violência sexual e fatores associados entre estudantes do ensino fundamental – Brasil, 2015. Ciência & Saúde Coletiva, 24(2), 535-544. http://dx.doi.org/10.1590/1413-81232018242.13112017 \nSecretaría de Educación Pública. (2018). Protocolos de prevención, detección y actuación en casos de abuso sexual infantil, acoso escolar y maltrato, en escuelas de Educación Básica. Estado de Sonora. México: Gobierno de México/SEP/Programa Nacional de Convivencia Escolar. https://4.files.edl.io/3ff2/10/09/18/134326-3da56135-8a6d-4aa3-a103-188d0cd3c6c4.pdf\nSena, C. A., Silva, M. A., & Neto, G. H. F. (2018). Incidência de violência sexual em crianças e adolescentes em Recife/Pernambuco no biênio 2012-2013. Ciência & Saúde Coletiva, 23(5), 1591-1599. http://dx.doi.org/10.1590/1413-81232018235.18662016 \nSiqueira, A. C., Betts, M. K., & Dell’Aglio, D. D. (2006). A Rede de apoio social e afetivo de adolescentes institucionalizados no sul do Brasil. Revista Interamericana de Psicología, 40(2), 149-158. http://www.redalyc.org/articulo.oa?id=28440202 \nSmith, P. K. (2014). Understanding school bullying: its nature & prevention strategies. London, UK: Sage.\nSmith, P. K. (2018). Commentary: types of bullying, types of intervention: reflections on Arseneault. Journal of Child Psychology and Psychiatry, 59(4), 422-423. http://dx.doi.org/10.1111/jcpp.12897 \nSouza, E. R., & Minayo, M. C. S. (Orgs.) (2005). Impacto da violência na saúde dos brasileiros. Brasília, DF: Ministério da Saúde. http://bvsms.saude.gov.br/bvs/publicacoes/impacto_violencia.pdf \nStanley, I. H., Horowitz, L. M., Bridge, J. A., Wharff, E. A., Pao, M., & Teach, S. J. (2016). Bullying and Suicide Risk among Pediatric Emergency Department Patients.  Pediatric Emergency Care, 32(6), 347-351. http://dx.doi.org/10.1097/PEC.0000000000000537 \nStrauss, A., & Corbin, J. (2008). Pesquisa qualitativa: técnicas e procedimentos para o desenvolvimento da teoria fundamentada (2a ed.). Porto Alegre, RS: Artmed.\nSzymanski, H. (2004). Práticas educativas familiares: a família como foco de atenção psicoeducacional. Estudos de Psicologia, 21(2), 5-16. http://www.scielo.br/pdf/estpsi/v21n2/a01v21n2.pdf\nSzymanski, H., Almeida, L. R., & Prandini, R. C. A. R. (2002). A Entrevista na Pesquisa em Educação: a prática reflexiva. Brasília, DF: Plano.\nVaughn, M. G., Fu, Q., Bender, K., DeLisi, M., Beaver, K. M., & Perron, B. E. (2010). Psychiatric correlates of bullying in the United States: findings from a national sample. Psychiatric Quarterly, 81, 183-195. http://dx.doi.org/10.1007/s11126-010-9128-0 \nVieira, M. S. (2018). Violência sexual contra meninas: do silêncio ao enfrentamento. Revista Libertas, 18(2), 101-116. https://periodicos.ufjf.br/index.php/libertas/article/view/18596/9722 \nVolk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34, 327-343. http://dx.doi.org/10.1016/j.dr.2014.09.001 \nYunes, M. A. M. (2007). The ideological trap of the advocacy\'s discourse on resilience in poor families. E-Journal of Applied Psychology, 3, 26-33. http://dx.doi.org/10.7790/EJAP.V3I1.77 \nYunes, M. A. M. & Szymanski, H. (2005). Entrevista Reflexiva & Grounded-Theory: estratégias metodológicas para compreensão da resiliência em famílias. Revista Interamericana de Psicologia, 39(3), 431-38. https://www.redalyc.org/pdf/284/28439313.pdf \nWorld Health Organization (WHO). (2006). Preventing child maltreatment: A guide to taking action and generating evidence. Geneva, Switzerland: WHO/ISPCAN. http://apps.who.int/iris/bitstream/10665/43499/1/9241594365_eng.pdf2016 \nZappe, J. G., & Dell’Aglio, D. D. (2016). Risco e proteção no desenvolvimento de adolescentes que vivem em diferentes contextos: família e institucionalização. Revista Colombiana de Psicologia, 25(2), 289-305. http://dx.doi.org/10.15446/rcp.v25n2.51256 '),(837,'','copyrightYear','2021'),(837,'','hide_author','0'),(837,'','issueId','107'),(837,'','language','pt'),(837,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(837,'','pages','e882'),(837,'','pub-id::doi','10.30849/ripijp.v55i1.882'),(837,'en_US','abstract','<p>This research aimed to understand the relationship between the effects of two types of violence, sexual abuse and bullying, in the life of school adolescents. This is a case study developed in a public school in southern Brazil. Four female adolescents participated. The instruments of data collection were:  Reflexive Interviews and school document records. Grounded-theory was used to analyse the data. The results showed that the participants adopted coping strategies such as denying the role of victims of family violence, with low success in the educational environment. The suffering of sexual abuse showed that being emotionally debilitated made them to be targets of bullying. Nevertheless, they showed an ecological-systemic perception of the interactions of the negative effects of the two types of violence in their lives.</p>'),(837,'en_US','copyrightHolder','Grazielli Fernandes, Maria Angela Mattar Yunes'),(837,'en_US','coverImage','{\"dateUploaded\":\"2021-05-14 17:00:42\",\"uploadName\":\"submission_882_837_coverImage_en_US.jpg\",\"altText\":\"abstract\"}'),(837,'en_US','title','Perceptions of the Relationship Between Sexual Abuse and Bullying from the Experiences of Adolescents'),(837,'es_ES','abstract','<p>This research aimed to understand the relationship between the effects of two types of violence, sexual abuse and bullying, in the life of school adolescents. This is a case study developed in a public school in southern Brazil. Four female adolescents participated. The instruments of data collection were:  Reflexive Interviews and school document records. Grounded-theory was used to analyse the data. The results showed that the participants adopted coping strategies such as denying the role of victims of family violence, with low success in the educational environment. The suffering of sexual abuse showed that being emotionally debilitated made them to be targets of bullying. Nevertheless, they showed an ecological-systemic perception of the interactions of the negative effects of the two types of violence in their lives.</p>'),(837,'es_ES','coverImage','{\"dateUploaded\":\"2021-05-14 17:01:03\",\"uploadName\":\"submission_882_837_coverImage_es_ES.jpg\",\"altText\":\"abstract\"}'),(837,'es_ES','title','Perceptions of the Relationship Between Sexual Abuse and Bullying from the Experiences of Adolescents'),(837,'fr_FR','abstract','<p>This research aimed to understand the relationship between the effects of two types of violence, sexual abuse and bullying, in the life of school adolescents. This is a case study developed in a public school in southern Brazil. Four female adolescents participated. The instruments of data collection were:  Reflexive Interviews and school document records. Grounded-theory was used to analyse the data. The results showed that the participants adopted coping strategies such as denying the role of victims of family violence, with low success in the educational environment. The suffering of sexual abuse showed that being emotionally debilitated made them to be targets of bullying. Nevertheless, they showed an ecological-systemic perception of the interactions of the negative effects of the two types of violence in their lives.</p>'),(837,'fr_FR','coverImage','{\"dateUploaded\":\"2021-05-14 17:00:42\",\"uploadName\":\"submission_882_837_coverImage_fr_FR.jpg\",\"altText\":\"abstract\"}'),(837,'fr_FR','title','Perceptions of the Relationship Between Sexual Abuse and Bullying from the Experiences of AdolescentsNS OF THE RELATIONSHIP BETWEEN SEXUAL ABUSE AND BULLYING FROM THE EXPERIENCES OF ADOLESCENTS'),(837,'pt_BR','abstract','<p>Esta pesquisa teve por objetivo compreender relações entre os efeitos de duas formas de violência, o abuso sexual e o <em>bullying</em>, na vida de adolescentes escolares. Trata-se de um estudo de caso realizado numa escola pública do sul do Brasil. Participaram quatro adolescentes do sexo feminino, e os instrumentos de coleta de dados foram a Entrevista Reflexiva e as fichas documentais escolares. Para a análise dos dados, utilizou-se a <em>grounded-theory</em>. Constatou-se que as participantes adotavam estratégias de <em>coping</em> de negação do papel de vítimas de violência familiar, com pouco sucesso no ambiente educacional. Em consequência do sofrimento do abuso sexual que as fragilizava, tornaram-se alvos de <em>bullying</em>. Apesar disso, todas evidenciaram percepção ecológico-sistêmica das interações dos efeitos negativos das duas modalidades de violência em suas vidas. </p>'),(837,'pt_BR','cleanTitle','VIOLÊNCIA SEXUAL E BULLYING: COMPREENSÃO DOS FENÔMENOS A PARTIR DAS VIVÊNCIAS DE ADOLESCENTES'),(837,'pt_BR','coverImage','{\"dateUploaded\":\"2021-05-14 17:00:42\",\"uploadName\":\"submission_882_837_coverImage_pt_BR.jpg\",\"altText\":\"abstract\"}'),(837,'pt_BR','title','Percepções das relações entre violência sexual e bullying a partir das vivências de adolescentes'),(838,'','citationsRaw','American Psychological Association. (2017). 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Transportation Research Part F: Traffic Psychology and Behaviour, 60, 734-742. doi: 10.1016/j.trf.2018.10.021\r\n\r\nZettle, R., & Hayes, S. (2016). Rule–governed behavior: A potential theoretical framework for cognitive-behavioral therapy. In S. Hayes (Ed.), The Act in Context. The Canonical Papers of Steven C. Hayes (pp. 7-38). NY: Academic Press.'),(838,'','copyrightYear','2020'),(838,'','hide_author','0'),(838,'','issueId','103'),(838,'','language','en'),(838,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(838,'','pages','399-416'),(838,'','pub-id::doi','10.30849/rip/ijp.v53i3.883'),(838,'en_US','abstract','The aim of this translational research was to investigate the effect of differential training in three types of rule-governed behavior (RGB) on compliance and transgression with pedestrian traffic rules. Participated 231 university students divided in three groups defined by the type of training (pliance, tracking and augmenting). The design consisted of pre-tests and post-tests, in addition of a training phase with direct reinforcement according to the experimental group. The results showed a general trend by compliance the rule in all phases, particularly with tracking-consequences in pre and post-training. In all experimental groups, training in RGB increase election in compliance of traffic rules. These findings allow the formulation of evidence-based guidelines for the design, implementation and evaluation of prevention road programs.'),(838,'en_US','cleanTitle','Effects of differential training in rulegoverned behavior on compliance with traffic rules by pedestrians'),(838,'en_US','copyrightHolder','Yerly Ruiz-Martínez, Paula Hernández-Buitrago, LUIS ALBERTO QUIROGA BAQUERO'),(838,'en_US','title','Effects of differential training in rule-governed behavior on compliance with traffic rules by pedestrians'),(838,'es_ES','copyrightHolder',''),(838,'fr_FR','copyrightHolder',''),(838,'pt_BR','copyrightHolder',''),(839,'','citationsRaw','Blas, F. (1996). ¿Prepara la universidad para el ejercicio profesional? Papeles Del Psicólogo, 66, 87–90.\r\nDreyfus, S. E. (2004). The Five-Stage Model of Adult Skill Acquisition. Bulletin of Science, Technology and Society, 24, 177–181. https://doi.org/10.1177/0270467604264992\r\nEby, M. D., Chin, J. L., Rollock, D., Schwartz, J. P., & Worrell, F. 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España: Paidós.'),(839,'','hide_author','0'),(839,'','language','es'),(839,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(839,'en_US','copyrightHolder','Leticia Nayeli Ramírez Ramírez'),(839,'es_ES','abstract','<p>In this paper we analyze the construction of the professional competences of psychology students through their participation in professional practice scenarios. Research departs from a conceptualization of the competition as integral and situational, from a socio-cultural perspective. The methodological approach is qualitative with ethnographic design. Participant observations and in-depth interviews were conducted to 16 psychology students. Through analysis of content, four axes of analysis were identified on the perceived changes in the professional competences of the psychologists in formation; self-regulation, integration of knowing what and knowing how, sensitivity in working with users and conducting their identities as therapists. The active participation in the scenario of professional practice favors the construction of professional competences.</p>'),(839,'es_ES','cleanTitle','Construction of the professional competences of psychologists: The case of professional practice scenarios in Mexico'),(839,'es_ES','title','Construction of the professional competences of psychologists: The case of professional practice scenarios in Mexico'),(840,'','citationsRaw','Alvárez García, D., Álvarez Pérez L., Núñez Pérez, J.C. & González Castro, P. (2010). Violencia en los centros edu¬cativos y fracaso académico. Revista Iberoamericana de Psicología y Salud, 1(2), 139-153.\r\nÁlvarez-García, D., Núñez, J.C., Álvarez, L. Dobarro, A., Rodríguez, C. & González-Castro, P. (2011). Violencia a través de las tecnologías de la información y la comunicación en estudiantes de secundaria. Anales de Psicología, 27, 221-230. \r\nÁlvarez-García, D., Dobarro, A. & Núñez, J.C. (2015). 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Computers in Human Behavior, 29(3), 803-811. http://doi:10.1016/j.chb.2012.11.008.\r\nGámez-Guadix, M., Gini, G. & Calvete, E. (2015). Stability of cyberbullying victimization among adolescents: prevalence and association with bully-victims status and psychosocial adjustment. Computers in Human Behavior, 53, 140-48.\r\nGaraigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: Una revision. International Journal of Psychology and Psychological Therapy, 11(2), 233-254. \r\nGaraigordobil, M. (2013). Cyberbullying: Screening de acoso entre iguales. Madrid: Ediciones Tea \r\nGaraigordobil, M. (2015). Cyberbullyng in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors and cyberobservers. Journal of Youth Studies, 18, 569-582. http://doi.org/10.1080/13676261.2014.992324\r\nGaraigordobil, M., Martínez-Valderrey, V. & Aliri, J. (2014). Victimización, percepción de la violencia y conducta social. Infancia y Aprendizaje/Journal for the Study of Education and Development, 37(1), 90-116.  http://dx.doi.org/10.1080/02103702.2014.881651\r\nGaraigordobil, M. & Martínez-Valderrey, V. (2015). Effects of cyberprogram 2.0 on face to face  bullying, cyberbullying and empathy. Psicothema, 27, 45-51. \r\nGaraigordobil, M. & Oñederra, J.A. (2010). La violencia entre iguales: Revisión teórica y estrategias de intervención. Madrid: Pirámide.\r\nGarcía-Fernández, C.M., Romera Félix, E.M. & Ortega-Ruiz, R. (2015). Explicative factors of face to face harassment and cyberbullying in a sample primary students. Psicothema, 27, 347-353. http://doi: 10.7334/psicothema2015.35.\r\nGarcía-Moya, I., Soumimen, S. & Moreno, C. (2014). Bullying victimization prevalence and its effects on psychosomatic complaints: can sense of coherence make a difference? Journal of School Health, 84 (10), 646-653. http://doi:10.1111/josh.12190\r\nGiménez, A.M., Maquilón, J.J. & Arnaiz, P. (2015). Usos problemáticos y agresivos de las TIC por  parte de  adolescentes implicados en cyberbullying. Revista de Investigación Educativa, 33, 335–351. http://dx.doi.org/10.6018/rie.33.2.199841.\r\nHerrera-López, M., Romera, E. & Ortega-Ruiz, R. (2017). Bullying y cyberbullying en Colombia; coocurrencia en adolescentes escolarizados. Revista Latinoamericana de Psicología, in press. http://dx.doi.org/10.1016/j.rlp.2016.08.001\r\nKowalski, R., Limber, S. & Agatston, (2010). Cyberbullying. El acoso escolar en la era digital. Bilbao: Desclée de Brower. \r\nLeón, B., Felipe, E., Fajardo, F. & Gómez, T. (2012). Cyberbullying en una muestra de estudiantes de Educación Secundaria: Variables moduladoras y redes sociales. Electronic Journal of Research in Educational Psychology, 10(2), 771-788.\r\nLucas Molina, B., Pérez Albéniz, A. & Giménez Dasi, M. (2016). La evaluación del cyberbullying: situación actual y retos futuros. Papeles del psicólogo, 37(1), 27-35. \r\nNavarro, R., Ruiz-Oliva, R., Larrañaga, E. & Yubero, S. (2015). The impact of cyberbullying and social bullying on optimism, global and school-related happiness and life satisfaction among 10-12-years-old schoolchildren. Applied Research in Quality of Life, 10, 15-36. http://doi: 10.1007/s11482-013-9292-0\r\nNavarro, R., Serna, C., Martínez, V. & Ruiz-Oliva, R. (2013). The role of internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools. European Journal of Psychology of Education, 28, 725-745. http://doi: 10.1007/s10212-012-0137-2.\r\nNavarro, R. & Yubero, S. (2012). Impacto de la ansiedad social, las habilidades sociales y la cibervictimización en la comunicación online. Escritos de Psicología, 5, 4-15.\r\nOrtega, R., Elipe, P. & Calmaestra, J. (2009).Emociones de agresores y víctimas de cyberbullying. Un estudio preliminar en estudiantes de Secundaria. Ansiedad y Estrés, 15, 151–165.\r\nOrtega, R., Elipe, P., Mora-Merchán, J.A., Genta, M.L., Brighi, A., Guarini, A., & Tippett, N. (2012). The emotional impact of bullying and ciberbullying on victims: A European cross-national study. Aggressive Behavior, 38 (5), 342–356. http://doi:10.1002/ab.21440.\r\nOrtega-Ruiz, R., & Zych, I. (2016). La ciberconducta y la psicología educativa: retos y riesgos. Psicología Educativa, 1-4. http://dx.doi.org/10.1016/j.pse.2016.04.001\r\nRuiz, R., Riuró, M., & Tesouro, M. (2015). Study about bullying in the upper cycle of primary education. Educación XX1, 18(1), 345-368. http://doi:10.5944/educXX1.18.1.12384\r\n\r\nPatchin, J.W. & Hinduja, S. (2015). Measuring cyberbullying: implications for research. Aggressions and Violent Behavior, 23, 69-74. http://dx.doi.org/10.1016/j.avb.2015.05.013.\r\nSmith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49, 376-385. http://doi:10.1111/j.1469-7610.2007.01846.x.\r\nVivolo-Kantora, A., Martella B., Hollanda, K. & Westbyb, R. (2014). A systematic review and content analysis of bullying and cyberbullying measurement strategies, Aggression Violent Behavior, 19(4), 423–434. http://doi:10.1016/j.avb.2014.06.008.\r\nZych, I. Ortega-Ruíz, R. & Marín-López, I. (2016). Cyberbullying: a systematic review of research, its prevalence and assessment in Spanish studies. Psicología Educativa, 22(1), 5-18.'),(840,'','hide_author','0'),(840,'','language','es'),(840,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(840,'en_US','copyrightHolder','Edurne Chocarro de Luis, Maite Garaigordobil'),(840,'es_ES','abstract','<p>La preocupación social por el bullying/cyberbullying y sus graves consecuencias está en la base de este estudio epidemiológico, cuyo objetivo principal fue obtener la prevalencia de bullying y cyberbullying en los adolescentes de La Rioja. La muestra estuvo constituida por 979 participantes de La Rioja (España), 50,45% varones y 49,6% mujeres, que cursan 3º y 4º de Educación Secundaria Obligatoria. Los resultados han evidenciado que en el último año: (1) En conductas agresivas cara-a-cara, el 38,2% han sufrido una o más conductas, el 33,6% ha realizado alguna conducta y el 70,4% las ha observado. (2) En relación a cyberbullying, el 40,9% había sido cibervíctima, el 22,8% ciberagresores y el 60,5% ciberobservadores. Los datos ponen de manifiesto la alta prevalencia de bullying y del cyberbullying. <strong></strong></p>'),(840,'es_ES','cleanTitle','Bullying y Cyberbullying en La Rioja: Prevalencia de víctimas agresores y observadores'),(840,'es_ES','title','Bullying y Cyberbullying en La Rioja: Prevalencia de víctimas, agresores y observadores'),(841,'','citationsRaw','Alpern, G. D. (2007). Developmental profile 3 (DP-3). Los Angeles: Western Psychological Services.\r\n\r\nBiasini, F. J., De Jong, D., Ryan, S., Thorsten, V., Bann, C., Bellad, R., . . . McClure, E. (2015). Development of a 12 month screener based on items from the Bayley II Scales of Infant Development for use in Low Middle Income countries. Early Hum Dev, 91(4), 253-258. doi:10.1016/j.earlhumdev.2015.02.001\r\n\r\nFernald, L., Kariger, P., Engle, P., & Raikes, A. (2009). Examining early child development in low-income countries: A Toolkit for the Assessment of Children in the First Five Years of Life. Washington, DC: World Bank.\r\n\r\nFrankenburg WK, D. J., Archer P, Shapiro H, Bresnick B. (1990). Denver II technical manual. Denver: Denver Developmental Materials Inc.\r\n\r\nGladstone, M., Lancaster, G. A., Umar, E., Nyirenda, M., Kayira, E., van den Broek, N. R., & Smyth, R. L. (2010). The Malawi Developmental Assessment Tool (MDAT): the creation, validation, and reliability of a tool to assess child development in rural African settings. PLoS Med, 7(5), e1000273. doi:10.1371/journal.pmed.1000273\r\n\r\nKaplan, R. M., & Saccuzzo, D. (2004). Psychological Testing: Principles, Applications, and Issues, 6th edition. Belmont, California: Thomson Wadsworth.\r\n\r\nLokuketagoda, B. U., Thalagala, N., Fonseka, P., & Tran, T. (2016). Early Development Standards for Children Aged 2 to 12 Months in a Low-Income Setting. SAGE Open, 6(4). doi:10.1177/2158244016673128\r\n\r\nMencía-Ripley, A., Sánchez-Vincitore, L. V., Garrido, L. E., & Aguasvivas-Manzano, J. A. (2016). Baseline report of USAID - Leer. Santo Domingo: USAID.\r\n\r\nMendonça, B., Sargent, B., & Fetters, L. (2016). Cross-cultural validity of standardized motor development screening and assessment tools: a systematic review. Dev Med Child Neurol, 58(12), 1213-1222. doi:10.1111/dmcn.13263\r\n\r\nMiller, P. J., & Goodnow, J. J. (1995). Cultural practices: Toward an integration of culture and development. New Directions for Child and Adolescent Development, 67, 5-6. \r\nMINERD. (2014). Diseño Curricular Nivel Primario Primer Ciclo (1ro., 2do. y 3ro.). Santo Domingo: Ministerio de Educación de la República Dominicana.\r\n\r\nNgoun, C., Stoey, L. S., van\'t Ende, K., & Kumar, V. (2012). Creating a Cambodia-specific developmental milestone screening tool - a pilot study. Early Hum Dev, 88(6), 379-385. doi:10.1016/j.earlhumdev.2011.09.014\r\n\r\nRice, C. E., Naarden Braun, K. V., Kogan, M. D., Smith, C., Kavanagh, L., Strickland, B., . . . Prevention. (2014). Screening for developmental delays among young children--National Survey of Children\'s Health, United States, 2007. MMWR Suppl, 63(2), 27-35. \r\n\r\nRingwalt, S. (2008). Developmental Screening and Assessment Instruments with an Emphasis on Social and Emotional Development for Young Children Ages Birth through Five. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.\r\n\r\nSabanathan, S., Wills, B., & Gladstone, M. (2015). Child development assessment tools in low-income and middle-income countries: how can we use them more appropriately? Arch Dis Child, 100(5), 482-488. doi:10.1136/archdischild-2014-308114\r\n\r\nSchonhaut, L., Armijo, I., Schonstedt, M., Alvarez, J., & Cordero, M. (2013). Validity of the ages and stages questionnaires in term and preterm infants. Pediatrics, 131(5), e1468-1474. doi:10.1542/peds.2012-3313\r\n\r\nSimpson, S., D\'Aprano, A., Tayler, C., Toon Khoo, S., & Highfold, R. (2016). Validation of a culturally adapted developmental screening tool for Australian Aboriginal children: Early findings and next steps. Early Hum Dev, 103, 91-95. doi:10.1016/j.earlhumdev.2016.08.005\r\n\r\nSnow, C. E., & Van Hemel, S. B. (Eds.). (2008). Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academy Press.\r\n\r\nUNESCO. (2016). Informe de Resultados TERCE, Tercer Estudio Regional Comparativo y Explicativo. Logros de aprendizaje. Paris: UNESCO.\r\n\r\nWuermli, A. J., Tubbs, C. C., Petersen, A. C., & Aber, J. L. (2015). Children and youth in low- and middle-income countries: Toward an integrated developmental intervention science. Child Development Perspectives, 9(1), 61–66. doi:10.1111/cdep.12108'),(841,'','hide_author','0'),(841,'','language','en'),(841,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(841,'en_US','abstract','<p>This study initiated the validation process of a translated and adapted version of the Malawi Developmental Assessment Tool for children in the Dominican Republic. Participants were 42 healthy infants from 2-24 months of age living in neighborhoods of low socioeconomic position in the capital city of Santo Domingo. Internal consistency and inter-rater reliability measurements were high (&gt; 0.9) and parents accepted the use of the tool with their children. This is the first step to make available a local developmental measurement tool with adequate psychometric properties in the Dominican Republic. The availability of the tool will enable impact evaluations of early childhood interventions and the expansion of evidence-based public policies on early childhood development in the country.</p><p>Este estudio inició el proceso de validación de una versión traducida y adaptada de la Herramienta de Medición de Desarrollo de Malawi para la República Dominicana. Los participantes fueron 42 niños saludables de 2-24 años, de vecindarios de posición socioeconómica baja de Santo Domingo. Las medidas de consistencia interna y fiabilidad entre observadores fueron altas (&gt; 0.9) y los padres aceptaron el uso del instrumento con sus hijos. Es el primer paso para hacer accesible un instrumento de medición de desarrollo infantil con propiedades psicométricas adecuadas en la República Dominicana. Esto permitirá conducir evaluaciones de impacto de proyectos de intervención en la primera infancia y la expansión de políticas públicas basadas en evidencia sobre el desarrollo infantil en el país.</p><p> </p><p> </p>'),(841,'en_US','cleanTitle','Validation of the Malawi Developmental Assessment Tool for Children in the Dominican Republic'),(841,'en_US','copyrightHolder','Laura V. Sánchez-Vincitore, Paul Schaettle, Arachu Castro'),(841,'en_US','title','Validation of the Malawi Developmental Assessment Tool for Children in the Dominican Republic'),(842,'','citationsRaw','Adamczyk, A., Kim, C., & Schmuhl, M. (2017). Newspaper presentations of homosexuality across nations: examining differences by religion, economic development, and democracy. Sociological Perspectives.  DOI: https://doi.org/10.1177/0731121417724563\r\nBaltar, F., & Gorjup, M. T. (2012). Muestreo mixto online: una aplicación en poblaciones ocultas. Intangible Capital, 8(1) 123-149. DOI: http://dx.doi.org/10.3926/ic.294\r\nCruz, M., & Guibert, Y. (2015). Actitudes hacia la homosexualidad en el Perú. http://repositorio.pucp.edu.pe/index/bitstream/handle/123456789/47040/Cuadernos%20de%20investigaci%C3%B3n%2011.pdf?sequence=4&isAllowed=y Recuperado en 16 de octubre de 2017.\r\nDirección General de Estadística. Encuestas y Censos. (2015). Principales resultados de pobreza y distribución del ingreso 2015/Internet. http://www.dgeec.gov.py/ Recuperado el 02 de noviembre de 2017.\r\nGerhards, J. (2010). Non-discrimination towards homosexuality: The European Union’s policy and citizens’ attitudes towards homosexuality in 27 European countries. International Sociology, 25(1), 5-28. DOI: https://doi.org/10.1177/0268580909346704\r\nHart-Brinson, P. (2016). The social imagination of homosexuality and the rise of same-sex marriage in the United States. Socius, 2 1-17 . DOI: https://doi.org/10.1177/2378023116630555\r\nHerek, G. M., & McLemore, K. A. (2013). Sexual prejudice. Annual Review of Psychology, 64, 309-333. DOI: https://doi.org/10.1146/annurev-psych-113011-143826\r\nInternational Monetary Fund (2013). World Economic Outlook Database. http://www.imf.org/external/pubs/ft/weo/2013/02/weodata/weorept.aspx?sy=2011&ey=2018&scsm=1&ssd=1&sort=country&ds=.&br=1&pr1.x=84&pr1.y=9&c=288&s=NGDP_R%2CNGDPD%2CNGDPDPC%2CLUR&grp=0&a=#cs3 Recuperado el 01 de noviembre de 2017.\r\nPew Research Center (2014) Religion in Latin America: Widespread Change in a Historically Catholic Region. http://www.pewforum.org/2014/11/13/religion-in-latin-america/ Recuperado en 16 de octubre de 2017.\r\nRoggemans, L., Spruyt, B., Droogenbroeck, F. V., & Keppens, G. (2015). Religion and negative attitudes towards homosexuals: An analysis of urban young people and their attitudes towards homosexuality. Young, 23(3), 254-276. DOI: https://doi.org/10.1177/1103308815586903'),(842,'','hide_author','0'),(842,'','language','es'),(842,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(842,'en_US','copyrightHolder','Gerónimo Codas'),(842,'es_ES','abstract','En los últimos años, distintos países han modificado partes de su legislación en favor de los derechos de la comunidad LGBTI+. Estas modificaciones se vieron influidas por cambios en las actitudes de la población hacia esta comunidad, que responden a un recambio generacional donde los jóvenes muestran menos prejuicios hacia orientaciones no heterosexuales. El presente estudio pretende elucidar si en la situación actual en Paraguay se desarrolla un fenómeno similar. Participaron 801 habitantes de la capital y el interior de la República del Paraguay, de entre 13 y 77 años de edad (<em>M</em> = 27.33; <em>DE</em> = 10.03). Contestaron una encuesta acerca de su opinión sobre la legalización de la unión civil de parejas homosexuales, la cual funcionaría como indicador de actitudes hacia la homosexualidad. Se halló una relación baja significativa entre la edad y estas actitudes (rho = -.22; <em>p</em> = .000), además de diferencias significativas entre habitantes de la capital y del interior de Paraguay (<em>p</em> = .04), donde los últimos presentan actitudes más desfavorables.'),(842,'es_ES','cleanTitle','Edad y actitudes hacia la homosexualidad: el futuro de los derechos de la comunidad LGBTI+ en Paraguay'),(842,'es_ES','title','Edad y actitudes hacia la homosexualidad: el futuro de los derechos de la comunidad LGBTI+ en Paraguay'),(843,'','citationsRaw','Arnocky, S., Milfont, T. & J. Nicol. (2014). Time perspective and sustainable behavior: Evi¬dence for the distinction between conside¬ration of immediate and future consequen¬ces. Environment and Behavior, 46, 556–582.\r\nBaylor, R. J., & Brandhorst, S. R. (2015). Religiosity and environmental attitudes: Engagement in proenvironmental behavior. Psi Chi Journal of Psychological Research, 20, 58–64.\r\nBoniwell, I., Zimbardo, P.G. (2004). Balancing One\'s Time Perspective in Pursuit of Optimal Functioning. En Linley, P. A. & Joseph, S. (Eds.), Positive psychology in practice. Hoboken, NJ: Wiley\r\nBoyd, J. N., & Zimbardo, P. G. (1997). Constructing time after death. The transcendental-future time perspective. Time & Society, 6, 35-54.\r\nBrown, K. W. & Kasser, T. (2005). Are psychological and ecological well-being compatible? The role of values, mindfulness, and lifestyle. Social Indicators Research, 74, 349-368.\r\nChoi, J. (2016). Sustainable Behavior: Study Engagement and Happiness among University Students in South Korea. Sustainability, 8, 599. \r\nCorral, V. (2010). Psicología de la sustentabilidad. Un análisis de lo que nos hace pro ecológicos y pro sociales. México: Trillas\r\nCorral, V. (2012a). Sustentabilidad y Psicología Positiva: Una visión optimista de las conductas proambientales y prosociales. México: El Manual Moderno.\r\nCorral, V. (2012b). The positive psychology of sustainability. Environment, Development and Sustainability, 14, 651-666.\r\nCorral, V. & Domínguez, R. L. (2011). El rol de los eventos antecedentes y consecuentes en la conducta sustentable. Revista mexicana de análisis de la conducta, 37(2), 9-29. \r\nCorral, V. & Pinheiro, J. (2004). Aproximaciones al estudio de la conducta sustentable. Medio Ambiente y Comportamiento Humano, 5, 1-26. \r\nCorral-Verdugo, V., Fraijo-Sing, B. & Pinheiro, J. Q. (2006). Sustainable behavior and time perspective: Present, past, and future orientations and their relationship with water conservation behavior. Interamerican Journal of Psychology, 40, 139-147.\r\nCorral-Verdugo, V., García, C., Castro, L., Viramontes, I., & Limones, R. (2010). Equity and sustainable lifestyles. En V. Corral-Verdugo, C. García, & M. Frías (Eds.), Psychological Approaches to Sustainability. New York: Nova Science Publishers.\r\nCorral-Verdugo, V., Mireles-Acosta, J., Tapia-Fonllem, C., & Fraijo-Sing, B. (2011). Happiness as correlate of sustainable behavior: A study of pro-ecological, frugal, equitable and altruistic actions that promote subjective wellbeing. Human Ecology Review, 18, 95-104.\r\nCsutora, M., & Zsóka, Á. (2012). Relation of spirituality to happiness, life satisfaction and sustainable lifestyles. Recuperado de: https://core.ac.uk/download/files/481/12355453.pdf\r\nCsutora, M., & Zsóka, Á. (2013).  Are Green Consumers Happier Consumers? Sustainable Consumption Transitions Series, 3, 24. \r\nDrake, L., Duncan, E., Sutherland, F., Abernethy, C. & Henry, C. (2008). Time perspective and correlates of wellbeing. Time & Society, 17, 47-61.\r\nEnzler, H. B. (2015). Consideration of future consequences as a predictor of environmentally responsible behavior evidence from a general population study. Environment and Behavior, 47, 618-643.\r\nFraijo, B., Corral, V., Tapia, C., & García, F. (2012). Adaptación y prueba de una escala de orientación hacia la sustentabilidad en niños de sexto año de educación básica. Revista Mexicana de Investigación Educativa, 17, 1091-1117.\r\nJoireman, J. A., Van Lange, P. A. & Van Vugt, M. (2004). Who cares about the environmental impact of cars? Those with an eye toward the future. Environment and Behavior, 36, 187-206. \r\nLandes, X., Unger, C., Andsbjerg, K., Frank, K. & Wiking, M. (2015). Sustainable happiness: Why waste prevention may lead to an increase in quality of life. Kbh: Danish Ministry of the Environment. Recuperado de: http://mst.dk/media/130530/141203-sustainable-happiness.pdf\r\nLee, R. L. (2009). The re-enchantment of time. Death and alternative temporality. Time & Society, 18, 387-408.\r\nLyubomirsky, S. & Lepper, H. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155. \r\nMadjar, M., & Ozawa, T. (2006). Happiness and sustainable consumption: psychological and physical rebound effects at work in a tool for sustainable design. The International Journal of Life Cycle Assessment, 11, 105-115.\r\nManríquez-Betanzos, J. C., Corral-Verdugo, V., Vanegas-Rico, M. C., Fraijo-Sing, B. S., & Tapia-Fonllem, C. O. (2016). Positive (gratitude, eudaimonia) and negative (scarcity, costs) determinants of water conservation behaviour. Psyecology, 7, 178-200.\r\nMilfont, T. L., & Gouveia, V. V. (2006). Time perspective and values: An exploratory study of their relations to environmental attitudes. Journal of Environmental Psychology, 26, 72-82.\r\nOrtuño, V. E., Paixão, M. P., Nunes, I. J. (2011). Diferenças na perspectiva temporal entre estudantes religiosos e não religiosos. Actas do VIII Congresso Iberoamericano de Avaliacão Psicologica. Lisboa: Universidade de Lisboa.\r\nOrtuño, V. E., Paixão, M. P., Nunes, I. J. (2013). Tempus Post mortem?: Adaptação portuguesa da transcendental-future time perspective scale (TFTPS). Avances en Psicología Latinoamericana, 31, 376-388. \r\nPato, C. & Corral, V. (2013, julio). Cuidado consigo mesmo e cuidado del ambiente. Trabajo presentado en el XXXIV Congreso Interamericano de Psicología. Brasilia, Brasil.\r\nSachdeva, S. (2016). Religious identity, beliefs, and views about climate change. En: Oxford Research Encyclopaedia. Oxford, UK: Oxford University Press.\r\nSeema, R., Baltin, A., & Sircova, A. (2014). Transcendental future–is it a healthy belief or a time perspective? The transcendental-future time perspective inventory (TTPI) in Estonian. Trames, 1, 57-75.\r\nStrathman, A., Gleicher, F., Boninger, D. & Edwards, C. S. (1994). Journal of Personality and Social Psychology, 66(4), 742-752 \r\nTapia, C., Fraijo, B., Corral, V., Gutiérrez, C. y Tirado, H. (2006). Validación de una escala de orientación hacia la sustentabilidad. En B. Fraijo, S. Echeverría & C. Tapia (Eds.), Desierto y Mar. Estudios Sociales en Sonora. Cd. Obregón, México: Instituto Tecnológico de Sonora.\r\nTapia-Fonllem, C., Corral-Verdugo, V., Fraijo-Sing, B., & Durón-Ramos, M. F. (2013). Assessing sustainable behavior and its correlates: A measure of pro-ecological, frugal, altruistic and equitable actions. Sustainability, 5(2), 711-723.\r\nTarakeshwar, N., Swank, A. B., Pargament, K. I., & Mahoney, A. (2001). The sanctification of nature and theological conservatism: A study of opposing religious correlates of Environmentalism. Review of Religious Research, 42, 387– 404.\r\nTobón Correa, O. (2003). El autocuidado una habilidad para vivir. Hacia Promoción de la Salud, 8, 37-49. \r\nVan Beek, W., & Kairys, A. (2015). Time Perspective and Transcendental Future Thinking. En  M. Stolarski, N. Fieulaine, & W. van Beek (Eds.), Time Perspective Theory; Review, Research and Application (pp. 73-86). Springer International Publishing.\r\nVan Beek, W., Berghuis, H., Kerkhof, A. & Beekman, A. (2011). Time perspective, personality and psychopathology: Zimbardo’s time perspective inventory in psychiatry. Time & society, 20(3), 364-374.\r\nZimbardo, P., & Boyd, J. (1999). Putting Time in Perspective: A Valid, Reliable individual differences Metric, Journal of Personality and Social Psychology, 77(6), 1271-1288'),(843,'','hide_author','0'),(843,'','language','es'),(843,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(843,'en_US','copyrightHolder','Laura Fernanda Barrera-Hernández, Víctor Corral-Verdugo, César Octavio Tapia-Fonllem, Blanca Silvia Fraijo-Sing'),(843,'es_ES','abstract','<p>La presente investigación tuvo como propósito estimar las relaciones entre dos perspectivas temporales (orientación al futuro y al futuro trascendental) y la conducta sostenible, además de las asociaciones entre esas perspectivas temporales, el autocuidado y la felicidad. Se desarrolló un estudio en el que participaron 209 personas de una comunidad mexicana. Se aplicaron ocho escalas que medían altruismo, conducta proecológica, equidad, frugalidad, comportamientos de autocuidado, felicidad, orientación al futuro y orientación al futuro trascendental. Los resultados, procesados dentro de un modelo de ecuaciones estructurales, destacan que las orientaciones temporales al futuro y al futuro trascendental influyen en las conductas sostenibles, lo que a su vez, impacta en la felicidad y el autocuidado de las personas.</p>'),(843,'es_ES','cleanTitle','El futuro trascendental como determinante de las conductas sostenibles y la percepción de felicidad'),(843,'es_ES','title','El futuro trascendental como determinante de las conductas sostenibles y la percepción de felicidad'),(844,'','citationsRaw','Argyle, M. & Henderson, M. (1984). The rules of friendship. Journal of Social and Personal Relationship, 1(2), 11-37. http://dx.doi.org/10.1177/0265407584012005\r\n\r\nBaumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. http://dx.doi.org/10.1037/0033-2909.117.3.497\r\n\r\nBigelow, B. (1977). Children’s Friendship Expectations: A Cognitive-developmental Study. Child Development, 48, 246-253.\r\n\r\nBleske-Rechek, A., Somers, E., Micke, C., Erickson, L., Matteson, L., Schumacher, B., Stocco, C. & Ritchie, L. (2012). Benefit or burden? Attraction in cross-sex friendship. Journal of Social and Personal Relationships, 29(5), 569-506. http://dx.doi.org/10.1177/0265407512443611\r\n\r\nBrody, L. R. & Hall, J. A. (2010). Gender, Emotion, and Socialization. In J. C. Chrisler & D. R. McCreary (Eds.), Handbook of Gender Research in Psychology (pp. 429-454). New York, NY: Springer\r\n\r\nBryant, E. M & Marmo, J. (2012). The rules of facebook friendship: A two-stage examination of interaction rules in close, casual and acquaintance friendships. Journal of Social and Personal Relationships, 29(8), 1013-1035. http://dx.doi.org/10.1177/0265407512443616\r\n\r\nChi-Yue, Ch. & Ying-Yi, H. (2006). Social Psychology of Culture. New York: Taylor & Francis Group.\r\nCottorell, J. (2007). Social Networks in Youth and Adolescence. Taylor and Francis Group: New York, EUA.\r\n\r\nCruz del Castillo, C., Díaz Loving, R., y Miranda Nieto, N. E. (2009). Construcción de una escala sobre normas y creencias en universitarios mexicanos. Revista Interamericana de Psicología, 43(2), 269-278.\r\n\r\nDíaz Guerrero, R. (2003). Bajo las garras de la cultura: psicología del mexicano 2. México, D. F.: Editorial Trillas.\r\n\r\nDíaz Loving, R., Rivera Aragón, S., & Velasco Matus P. (2012). Masculinidad-feminidad y salud mental. Persona, 15, pp.137-157. http://dx.doi.org/10.26439/persona2012.n015.130\r\n\r\nDíaz Loving, R., Rivera Aragón, S., Villanueva Orozco, G. B.T., y Cruz Martínez, L. M. (2011). Las premisas histórico-socioculturales de la familia mexicana: su exploración desde las creencias y las normas. Revista Mexicana de Investigación en Psicología, 3(2), 128-142.\r\n\r\nDíaz Loving, R., Sánchez Aragón, R., & Rivera Aragón, S. (2001). Rasgos instrumentales (masculinos) y expresivos (femeninos), normativos (típicos e ideales) en México. Revista Latinoamericana de Psicología, 33(2), 131-139.\r\n\r\nDíaz-Loving, R., Saldívar, A., Armenta-Hurtarte, C., Reyes-Ruiz, N. E, López, F.,  Moreno, M.,  Romero, A.,  Hernández, J. E., Domínguez, M., Cruz, C., y Correa, F. E. (2015). Creencias y Normas en México: Una Actualización del Estudio de las Premisas Psico-Socio-Culturales. PSYKHE, 24(2), 1-25.\r\n\r\nEscobar Mota, G. y Sánchez Aragón, R. (2002). ¿Cómo somos y qué hacemos para llamarnos amigos? La Psicología Social en México, IX, 779-785.\r\n\r\nFehr, B. (1996). Friendship processes. Thousand Oaks, CA: Sage.  \r\n\r\nFehr, B. (1999). Stability and Commitment in Friendships. In J. M. Adams & W. H. Jones (Eds.), Handbook of Interpersonal Commitment and Relationship Stability (pp. 259-280). USA: Kluwer Academic & Plenum Publishers.\r\n\r\nFehr, B. (2008). Friendship Formation. In S. Sprecher, A. Wenzel & J. Harvey (Eds.) Handbook of Relationship Initiation. (pp. 29-54) USA: Taylor & Francis Group.\r\n\r\nFelmlee, D. H. & Muraco, A. (2009). Gender and Frienship Norms Among Older Adults. Research on Aging, 31(3), 318-344.\r\n\r\nFelmlee, D. H. (1999). Social Norms In Same- and Cross-Gender Friendships. Social Psychology Quarterly, 62(1), 53-67.\r\n\r\nFelmlee, D., Sweet, E., & Sinclair, H. C. (2012). Gender Rules: Same- and Cross-Gender Friendships Norms. Sex Roles, 66(7), 518-529.\r\n\r\nFernández Cháves, F. (2002). El análisis de contenido como ayuda metodológica para la investigación. Revista de Ciencias Sociales, 2(96), 35-53.\r\n\r\nFisher, A. H., & Manstead, A. S. R. (2008). Social Functions of Emotion. In M. Lewis, J. M. Haviland-Jones, & L. Feldman Barret (Eds.), Handbook of Emotions (pp. 456-468). USA: The Guildford Press.\r\n\r\nFredrickson, B. L., & Cohn, M. A. (2008). Positive Emotions. In In M. Lewis, J. M. Haviland-Jones, & L. Feldman Barret (Eds.), Handbook of Emotions (pp. 777-796). USA: The Guildford Press.Goleman, D. (1997). Inteligencia emocional. Barcelona: Kairos.\r\n\r\nGuerrero, L. K., Andersen, P. A., & Afifi, W. A. (2011a). Initiating and Intesifying Relationships. In L. K. Guerrero, P. A. Andersen & W. A. Afifi (Eds.), Close Encounters Communication in Relationships (3rd ed.) (pp. 99-124). USA: SAGE Publications.  \r\n\r\nGuerrero, L. K., Andersen, P. A., & Afifi, W. A. (2011b). Communicating Closeness Affection, Immediacy, and Social Support. In L. K. Guerrero, P. A. Andersen & W. A. Afifi (Eds.), Close Encounters Communication in Relationships (3rd ed.) (pp. 99-124). USA: SAGE Publications. \r\n\r\nHernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, P. (2010). Metodología de la investigación. Perú: McGrawHill.\r\n\r\nHughes, M., Morrison, K., & Asada, J.  (2005). What’s love got to do with it? Exploring the impact of maintenance rules, love attitudes, and network support on friends with benefits relationships. Western Journal of Communication, 69(1), 49-66.\r\n\r\nKeltner, D. & Haidt, J. (1999). Social Functions of Emotions at Four Levels of Analysis. Cognition and Emotion, 13(5), 505-521. http://dx.doi.org/10.1080/026999399379168\r\n\r\nKitayama, S. & Cohen, D. (2007). Handbook of Cultural Psychology. USA: The Guilford Press.\r\n\r\nLópez Becerra, C. (2007). Amistad: Conceptuación y mantenimiento, una visión psicosociocultural. Tesis de Doctorado no publicada. Facultad de Psicología, Universidad Nacional Autónoma de México.\r\n\r\nLucker, G. W. (2002). La cultura y la psicología social. En C. Kimble, E. Hirt, R. Díaz Loving, H. Hosch, G. W. Lucker y M. Zárate. Psicología social de las Américas  (pp. 507-531). México: Prentice Hall.\r\n\r\nMarkus, H. R., & Hamedani, M. G. (2007). Sociocultural Psychology. The Dynamic Interdependence among Self Systems and Social Systems. In S. Kitayama & D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 3-39). USA: The Guilford Press.\r\n\r\nMesquita, B. y Albert, D. (2010). La regulación cultural de las emociones. En R. Sánchez Aragón (Ed.). Regulación emocional: Una travesía de la cultura al desarrollo de las relaciones personales. (pp. 46-75). México: UNAM. \r\n\r\nMonsour, M. (2002). Women and Men as Friends. Relationships Acros the Life Span in the 21st Century. USA: Lawrence Erlbaum Associates. \r\n\r\nMuraco, A. (2005). Heterosexual evaluations of Hypothetical Friendship behavior based on sex and sexual orientation. Journal of Social and Personal Relationship 22, 587-605. http://dx.doi.org/10.1177/0265407505054525\r\n\r\nO’Meara, J. D. (1989). Cross-Sex Friendship: Four Basic Challenges of an Ignored Relationship. Sex Roles, 21, 525-543.\r\n\r\nParker, S. & deVries, B. (1993). Patterns of Friendship for Women and Men in Same and Cross-Sex Relationships. Journal of Social and Personal Relationships, 10(4), 617-626. http://dx.doi.org/10.1177/0265407593104010\r\n\r\nRamirez de Garay, R. M. (2011). Significado de la Amistad en los Hombres: Masculinidad y Malestar en la interacción. Tesis de licenciatura no publicada. Facultad de Psicología, Universidad Nacional Autónoma de México.\r\n\r\nRawlins, W. K. (1992). Friendship matters: Communication, dialetics, and the life course. New York: Watler de Gruyter.\r\n\r\nReyes Lagunes, I. y García y Barragán, L. F. (2008). Hacia un procedimiento de validación psicométrica culturalmente relevante. En S. Rivera Aragón, R. Díaz Loving, R. Sánchez Aragón e I. Reyes Lagunes (Eds.), La psicología social en México (pp. 625-630). México, D.F.: AMEPSO.\r\n\r\nRocha Sánchez, T. E. (2008).Cultura de género y seximo de Díaz Guerrero al posmodernismo. En R. Díaz Loving et al., (Eds.) Etnopsicología mexicana: Siguiendo la huella teórica y empírica de Díaz Guerrero. (pp. 77-95). México: Trillas.\r\n\r\nRocha-Sánchez, T. E. y Díaz-Loving, R. (2005). Cultura de género: La brecha ideológica entre hombres y mujeres. Anales de psicología, 21(1), 42-49.\r\n\r\nWerking, K. (1997). We’re just good friends: women and men in nonromantic relationships. Guilford Press: New York, EUA.\r\nWinstead, B. A. & Derlega, V. J. (1986). Friendship and Social Interaction. New York: Springer-Verlag.'),(844,'','hide_author','0'),(844,'','language','es'),(844,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(844,'en_US','copyrightHolder','Berenice Jiménez-Rodríguez, Rozzana Sánchez-Aragón'),(844,'es_ES','abstract','Analizando la regulación cultural de la amistad (Felmlee &amp; Muraco, 2009), se tuvo como propósito diseñar y validar tres escalas estimadoras del apego a las normas y creencias (Díaz Guerrero, 2003) de interacción de las díadas amistosas (hombre-hombre, mujer-mujer, hombre-mujer). Para ello, se exploraron las creencias de lo que deben y no deben pensar, sentir y hacer los integrantes de cada díada y considerando las respuestas más frecuentes se diseñaron los reactivos para cada escala. Los resultados indican que la sociocultura mexicana restringe la expresión de atracción romántica en las tres díadas, protegiendo el vínculo amistoso, y distingue entre los pares hombre-hombre y mujer-mujer, ya que prefiere que ellos manifiesten características instrumentales mientras ellas expresen cuidado por la relación (Felmlee, Sweet, &amp; Sinclair, 2012).'),(844,'es_ES','cleanTitle','Premisas Histórico Socioculturales de la Amistad en México'),(844,'es_ES','title','Premisas Histórico Socioculturales de la Amistad en México'),(845,'','citationsRaw',''),(845,'','hide_author','0'),(845,'','language','es'),(845,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(845,'en_US','copyrightHolder','Carmen Salvador Ferrer, MARÍA JOSÉ GONZÁLEZ MORENO, JUAN CARLOS CHECA OLMOS'),(845,'es_ES','abstract','<p>La Responsabilidad Social Corporativa (RSC) es el conjunto de obligaciones de los empresarios para tomar decisiones congruentes los objetivos y los valores de nuestra sociedad. En este sentido, cuando las empresas presentan RSC están mostrando, más allá de los beneficios económicos, conciencia social. Así, pues, este trabajo deposita el interés en conocer si las empresas andaluzas muestran RSC y, en caso afirmativo, qué aspectos son determinantes en las mismas. A nuestro entender, es un tema de interés porque las empresas deberían mostrar un compromiso social, ya que, según señala Wood (1991) los empresarios parece que no siempre muestran comportamientos responsables con la sociedad. Para ello, se diseñó un cuestionario, que refleja una fiabilidad adecuada (<em>alfa de Cronbach</em> de .<em>532</em>), el cual se aplicó a 365 personas pertenecientes a diferentes sectores. Los resultados reflejan el interés que muestran las empresas andaluzas pertenecientes a distintos sectores en la RSC, además los hallazgos obtenidos permiten conocer cuál es el aspecto clave en cada sector. Por otro lado, los datos obtenidos resaltan la relevancia de  usar herramientas que permitan el control de riesgos ambientales. En este sentido, los datos apuntan a la necesidad de continuar trabajando dentro de esta línea, para conocer, principalmente, los elementos que impactan negativamente en nuestra sociedad con una mirada preventiva o proactiva.</p>'),(845,'es_ES','cleanTitle','RESPONSIBALIDAD SOCIAL CORPORATIVA POR SECTORES PRODUCTIVOS ANDALUCES: ANÁLISIS DE LAS PERCEPCIONES DIRECTIVAS'),(845,'es_ES','title','RESPONSIBALIDAD SOCIAL CORPORATIVA POR SECTORES PRODUCTIVOS ANDALUCES: ANÁLISIS DE LAS PERCEPCIONES DIRECTIVAS'),(846,'','citationsRaw','Arias, F.G. (2012). El proyecto de investigación: Introducción a la metodología científica (6ta ed.). Caracas, Venezuela: Editorial Episteme. \r\n\r\nAuthor. (2013). [Title omitted for blind review] \r\n\r\nCampbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and psychopathology, 12(03), 467-488.\r\n\r\nSalamanca Castro, A. B. & Martín Crespo Blanco, C. (2007). El diseño en la investigación cualitativa. Nure Investigación, 26. http://www.nureinvestigacion.es/OJS/index.php/nure/article/view/330\r\n\r\nDaston, L., Mayer, A., Munz, T., Sturm, T. & Wilder, K. E. (2016). The History of Scientific Observation, 2005–10. Max Planck Institute for the History of Science (MPIWG), https://www.mpiwg-berlin.mpg.de/en/research/projects/deptii_da_observation\r\n\r\nElola, N. & Toranzos, L. (2000). Evaluación educativa: una aproximación conceptual. Biblioteca Digital Universidad Academia de Humanismo Cristiano, http://bibliotecadigital.academia.cl/handle/123456789/585\r\n\r\nJiménez, V. A., (2010). La Observación en el Ámbito Educativo. Revista Digital Innovación y Experiencias Educativas. 35. http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_35/VIRGINIA_ARAGON_2.pdf\r\n\r\nHayes, A. F. & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1 (1), 77-89.\r\n\r\nHernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2010). Metodología de la investigación. México, DF: McGraw-Hill Interamericana Editores, S.A de C.V.\r\n\r\nKrug, E. G., Mercy, J. A., Dahlberg, L. L., & Zwi, A. B. (2002). The world report on violence and health. The lancet, 360(9339), 1083-1088.\r\n\r\nAuthor. (2011). [Title omitted for blind review] \r\n\r\nMacrina, F. L. (2005). Scientific Integrity: Text and cases in responsible conduct of research. Washington, DC: ASM Press.\r\n\r\nMcMillan, J.H. (2008). Educational research: fundamentals for the consumer (5th edition). Boston: Pearson Education, Inc.\r\n\r\nAuthor. (2016). [Title omitted for blind review] \r\n\r\nAuthor. (2017). [Title omitted for blind review] \r\n\r\nO’Malley, K. J., Moran, B. J., Haidet, P., Seidel, C. L., Schneider, V., Morgan, R. O. & Richards, B. (2003). Validation of an observation instrument for measuring student engagement in health professions settings. Evaluation & the health professions, 26(1), 86-103.\r\n\r\nOrganización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2007). Reunión de expertos «Poner fin a la violencia en la escuela: ¿Qué soluciones?». http://unesdoc.unesco.org\r\n\r\nPeretz, H. (2000). Los métodos en sociología: la observación. Quito, Ecuador: Ediciones Abya-Yala. https://repository.unm.edu/bitstream/handle/1928/11497/Los%20m%C3%A9todos%20en%20sociolog%C3%ADa.pdf?sequence=1\r\n\r\nPingault, J.B., Côté, S.M., Lacourse, E., Galéra, C., Vitaro, F., & Tremblay, R.E. (2013). Childhood Hyperactivity, Physical Aggression and Criminality: A 19-Year Prospective Population-Based Study. PLoS ONE, 8(5), doi:10.1371/journal.pone.0062594.\r\nSabino, C. (1992). El proceso de investigación. Caracas: Panapo. http://paginas.ufm.edu/Sabino/PI.htm\r\n\r\nTendenciaspr. (2010). Compendio de estadísticas: Violencia en Puerto Rico-2009, Proyecto Tendenciaspr, Universidad de Puerto Rico, Recinto de Río Piedras. http://www.tendenciaspr.com\r\n\r\nUniversity of California Museum of Paleontology (UCMP) (2016). Observation beyond our eyes. Understanding Science. http://undsci.berkeley.edu/article/howscienceworks_05\r\n\r\nU.S. Census Bureau. (2015). 2009-2013 American Community Survey (ACS) 5-year Estimates. Retrieved from http://www.census.gov/programs-surveys/acs/data.html.\r\n\r\nWebster-Stratton, C., & Taylor, T. (2001). Nipping early risk factors in the bud: Preventing substance abuse, delinquency, and violence in adolescence through interventions targeted at young children (0–8 years). Prevention science, 2(3), 165-192.\r\n\r\nYurumezoglu, K. (2006). Changing Interpretations of the Scientific Observation: Observations without Seeing. Online Submission, 12(145), 44-47.'),(846,'','hide_author','0'),(846,'','language','en'),(846,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(846,'en_US','abstract','<p>This article describes the process in which college students were trained to use scientific observation in a study in which an observational instrument was developed, validated, and implemented to record daily observations of school violence. The type, content, and duration of their training, including reliability results, will be described, as well as how they put into practice what they learned while conducting the project. Their involvement in this participatory study contributed to the successful completion of the research for the benefit of the participating school communities, but was also deemed by the students as an important step for their development as researchers.   </p>'),(846,'en_US','cleanTitle','Developing new researchers: Training on Scientific Observation to Register School Violence'),(846,'en_US','copyrightHolder','Nilda G Medina, Maryanes Trenche, Elvin Class, Tania Cruz'),(846,'en_US','title','Developing new researchers: Training on Scientific Observation to Register School Violence'),(847,'','copyrightYear','2019'),(847,'','hide_author','0'),(847,'','issueId','101'),(847,'','language','en'),(847,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(847,'','pages','81-90'),(847,'','pub-id::doi','10.30849/rip/ijp.v53i1.894'),(847,'en_US','abstract','<p class=\"Corpo\">This study aimed to detect the prevalence of symptoms of depression in a representative household population sample from Aracaju (Sergipe, Brazil), as well as estimating the chances of positive diagnostic screening of depression, based on socio-demographic and general health profiles. The sample was composed of 690 participants. The Beck Depression Inventory (BDI) and questionnaires about socio-demographic and health-related data were used. Almost 35% of participants had positive screening diagnosis of depression. The Logistic Regression showed that those people who perceived themselves as sick, non-religious, lacked a college degree, smokers or who were obese, smokers composed the profile of individuals with a greater chance to be in the BDI positive group. These findings are important due to the lack of similar studies in Brazilian Northeast region.&nbsp;</p>'),(847,'en_US','cleanTitle','Depression in a household population sample in Aracaju Sergipe Brazil'),(847,'en_US','copyrightHolder','Mariana Siqueira Menezes, André Faro'),(847,'en_US','prefix',''),(847,'en_US','subtitle',''),(847,'en_US','title','Depression in a household population sample in Aracaju (Sergipe, Brazil)'),(847,'es_ES','abstract',''),(847,'es_ES','cleanTitle',''),(847,'es_ES','copyrightHolder',''),(847,'es_ES','prefix',''),(847,'es_ES','subtitle',''),(847,'es_ES','title',''),(847,'fr_FR','copyrightHolder',''),(847,'pt_BR','copyrightHolder',''),(848,'','citationsRaw','Arias, C. (2006). Enfoques teóricos sobre la, percepción que tienen las personas. Horiz. Pedegóg, 9-22.\r\nCarbajo, M. (2011). Historia de la inteligencia en relación a la personas mayores. TABANQUE Revista pedagógica, 225-242.\r\nDe Armas, M. (2003). La mediación en la resolución de conflictos. Educar, 125-136.\r\nDomenech, B. (1995). Introducción al estudio de la inteligencia: teorías cognitivas. Intrauniversitaria de Formación del Profesorado, 149-162.\r\nGarcía, L., & Bolaños, I. (2010). La familia dialoga y llega a acuerdos: la mediación familiar. Madird: B.O.C.M.\r\nGardner, H. (2001). Estructuras de la mente. Bogotá: Fondo de Cultura Económica Ltda.\r\nGorjón, F., & Sánchez, A. (2015). Las 101 preguntas de la mediación. México: Tirant lo blanch.\r\nLeonardo, G. (2004). La definición del concepto de percepción en psicología con base en la teoría Gestalt. Revista de Estudios Sociales, 89-96.\r\nMartín, M. (2012). The Bellevue Intelligence Test (Wechsler, 1939): ¿Una medida de inteligencia como capacidad de adaptación? Revista de Historia de la Psicología, 49-66.\r\nMaureira, F. (2017). ¿Qué es la inteligencia? España: Bubok Publishing S.L. Recuperado el 22 de 11 de 2017\r\nMolero, C., Saiz, E., & Esteban, C. (1998). Revisión histórica del concepto de inteligencia: una aproximación a la inteligencia emocional. Revista Latinoamericana de Psicología, 11-30.\r\nMontoya, M., & Puerta, I. (2012). La mediación familiar. El encuentro de las partes como apertura a la transformación. Opinión Jurídica, 97-114.\r\nSerrano, G., Lopes, C., Rodríguez, D., & Mirón, L. (2006). Características de los mediadores y éxito de la mediación. Anuariod e Psicología Jurídica, 75-88.\r\nSperling, A. (1976). Psicología simplificada. Nueva York: Doubleday & Co.\r\nVargas, L. (1994). Sobre el concepto de percepción. Alteridades, 4(8), 47-53. Recuperado el 21 de Noviembre de 2017'),(848,'','hide_author','0'),(848,'','language','es'),(848,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(848,'en_US','copyrightHolder','Ivan Eduardo Sena'),(848,'es_ES','abstract','<p>El presente artículo se exponen los resultados de un estudio cualitativo el cual busca indagar la percepción de los mediadores hacia las inteligencias múltiples en el ejercicio profesional de la mediación en el área metropolitana de Monterrey, México. Para esto, se realizaron revisiones bibliográficas en referencia al concepto de inteligencia, percepción y mediación familiar con la finalidad de establecer una relación entre los tres conceptos y hacer una exploración de los facilitadores con respecto a las Inteligencias Múltiples. Se desarrolló un guion de entrevista semi-estructurada de 16 preguntas que indagaban sobre la temática de las inteligencias múltiples. Entre los resultados obtenidos se evidencia que los mediadores conciben como una herramienta útil la inteligencia Interpersonal, lingüística e Intrapersonal para el ejercicio profesional de la mediación.</p>'),(848,'es_ES','cleanTitle','Percepción de los mediadores hacia las inteligencias múltiples en el ejercicio profesional'),(848,'es_ES','title','Percepción de los mediadores hacia las inteligencias múltiples en el ejercicio profesional.'),(849,'','citationsRaw',''),(849,'','hide_author','0'),(849,'','language','pt'),(849,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(849,'en_US','copyrightHolder','Idonézia Collodel Benetti, Walter Ferreira de Oliveira'),(849,'pt_BR','abstract','<p><strong>Resumo </strong></p><p>O osteossarcoma é um câncer raro, cuja incidência, no Brasil, está estimada em 350 novos casos/ano, apresentando escassa literatura em saúde mental. Caracterizada como uma revisão narrativa, esta investigação se propõe a discutir sobre o impacto psicológico trazido pelo osteossarcoma no paciente jovem. É um trabalho discursivo, expositivo-argumentativo, que versa sobre um tema específico, ancorado em bases de dados nacionais e internacionais, no espaço-temporal entre 2005 e 2015. É uma enfermidade que pode trazer marcas identitárias, estigma, alterar os planos para o futuro, além de provocar crises existenciais, que demandam atenção da saúde publica. Contar a trajetória da enfermidade pode funcionar como mediação da experiência e das emoções relacionadas à doença e se tornar um caminho para recuperar o self.</p>'),(849,'pt_BR','cleanTitle','Impacto psicológico do osteossarcoma no paciente jovem: uma revisão narrativa  Impacto psicológico do osteossarcoma: uma revisão narrativa'),(849,'pt_BR','title','Impacto psicológico do osteossarcoma no paciente jovem: uma revisão narrativa  Impacto psicológico do osteossarcoma: uma revisão narrativa'),(850,'','citationsRaw','Aguado-López, E., Becerril-García, A., & Aguilar, M. (2016). Universitas Psychologica: un camino hacia la internacionalización. Universitas Psychologica, 15(2), 321-338. Recuperado de http://doi.org/10.11144/Javeriana.upsy15-2.upci\r\nAlperin, J. P., Babini, D., Chan, L., Gray, E., Guédon, J.-C., Joseph, H. & Vessuri, H. (2015). Open Access in Latin America: a Paragon for the Rest of the World. The Winnower. Recuperado de http://doi.org/doi:10.15200/winn.143982.27959\r\nBar-Ilan, J. (2008). Informetrics at the beginning of the 21st century-A review. Journal of Informetrics, 2(1), 1-52. Recuperado de http://doi.org/10.1016/j.joi.2007.11.001\r\nBuela-Casal, G., Carretero-Dios, H., & De Los Santos-Roig, M. (2002). Estudio comparativo de las revistas de Psicología en castellano con factor de impacto. Psicothema, 14(4), 837-852.\r\nButton, K. S., Ioannidis, J. P. A., Mokrysz, C., Nosek, B. A., Flint, J., Robinson, E. S. J., & Munafò, M. R. (2013). Power failure: why small sample size undermines the reliability of neuroscience. Nature Reviews Neuroscience, 14(5), 365-376. Recuperado de http://doi.org/10.1038/nrn3475\r\nCalafat, A., Becoña, E., & Bobes, J. (2003). New challenges for Adicciones journal: Towards the internationalization of the journal and the quality improvement . Adicciones, 15(4), 293–297.\r\nDelicado, A., Rego, R., Conceição, C. P., Pereira, I., & Junqueira, L. (2013). Ciência, profissão e sociedade: associações científicas em Portugal, Lisboa: Imprensa de Ciências Sociais.\r\nDe Moya-Anegón, F., Chinchilla-Rodríguez, Z., Vargas-Quesada, B., Corera-Álvarez, E., Muñoz-Fernández, F. J., González-Molina, A., & Herrero-Solana, V. (2007). Coverage analysis of Scopus: A journal metric approach. Scientometrics, 73(1), 53-78. Recuperado de http://doi.org/10.1007/s11192-007-1681-4\r\nDyachenko, E. L. (2014). Internationalization of academic journals: Is there still a gap between social and natural sciences? Scientometrics, 101(1), 241-255. Recuperado de http://doi.org/10.1007/s11192-014-1357-9\r\nEscribà-Sales, E., & Cortiñas-Rovira, C. (2013). Internationalization and co-authorship in major communication journals in spain. Comunicar, 21(41), 35-43. Recuperado de http://doi.org/10.3916/C41-2013-03\r\nFenoll-Brunet, M. R. (2016). El concepto de internacionalización en enseñanza superior universitaria y sus marcos de referencia en educación médica. 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Revista Colombiana de Psicologia, 21(1), 97-110.\r\nMugnaini, R., Leite, P., & Leta, J. (2011). Fontes De Informação Para Análise De Internacionalização Da Produção Científica Brasileira. PontodeAcesso, Salvador, 5(3), 87-102.\r\nOpen Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251), 4716-1-4716–8. Recuperado de http://doi.org/10.1126/science.aac4716\r\nPieterse, A., Fang, K., & Evans, S. (2011). Examining the Internationalization of Counseling Psychology Scholarship: A Content Analysis of Two US Journals. International Journal for the Advancement of Counselling, 33(4), 280-292. Recuperado de http://doi.org/10.1007/s10447-011-9134-4\r\nSantin, D. M., Vanz, S. A. de S., & Stumpf, I. R. C. (2015). Internacionalização da produção científica em Ciências Biológicas da UFRGS: 2000-2011. Transinformação, 27(3), 209-218. Recuperado de http://doi.org/10.1590/0103-37862015000300003\r\nSilva, A. L. C. (2012). El índice-H y Google Académico: una simbiosis cienciométrica inclusiva. Acimed, 23(2), 308-322.\r\nSivertsen, G. (2016). Patterns of internationalization and criteria for resarch assessment in the social sciences and humanities. Scientometrics, 107(2), 357-368. Recuperado de http://doi.org/10.1007/s11192-016-1845-1\r\nSugimoto, C. R., Thelwall, M., Larivière, V., Tsou, A., Mongeon, P., & Macaluso, B. (2013). Scientists popularizing science: characteristics and impact of TED talk presenters. PloS One, 8(4), e62403. Recuperado de  http://doi.org/10.1371/journal.pone.0062403\r\nVessuri, H. (2014). Cambios en las ciencias ante el impacto de la globalización. Revista de Estudios Sociales 35(50), 167-173. Recuperado de http://doi.org/10.7440/res50.2014.16\r\nXu, L., & Fang, Q. (2013). Internationalization of Chinese STM Journal publishing. Publishing Research Quarterly, 29(2), 190-196. Recuperado de http://doi.org/10.1007/s12109-013-9309-4\r\nZitt, M., & Bassecoulard, E. (1998). Internationalization of scientific journals: A measurement based on publication and citation scope. Scientometrics, 41(1-2), 255-271.\r\nZitt, M., & Bassecoulard, E. (1999). Internationalization of communication a view on the evolution of scientific journals. Scientometrics, 46(3), 669-685.\r\nZych, I., & Buela-Casal, G. (2010). Internacionalidad de las revistas de psicología multidisciplinar editadas en Iberoamérica e incluidas en la Web of Science. Universitas Psychologica, 9(1), 27-34.'),(850,'','copyrightYear','2018'),(850,'','hide_author','0'),(850,'','issueId','97'),(850,'','language','es'),(850,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(850,'','pub-id::doi','10.30849/rip/ijp.v51i3.897'),(850,'','pub-id::publisher-id',''),(850,'en_US','copyrightHolder','Arianna Becerril, Eduardo Aguado, Wilson Lopez Lopez, Gonzalo Salas'),(850,'es_ES','abstract','<p>Con 50 años de trayectoria, la Revista Interamericana de Psicología (RIP) se ha consolidado como un órgano central de debate y ha posibilitado un intercambio de ideas cada vez  más global en la psicología. Observando el papel central de la RIP en el desenvolvimiento de la disciplina, el presente escrito traza una hoja de ruta de la revista, con énfasis en el impacto que ha tenido en la configuración de la comunidad de psicología. El escrito parte de un enfoque distinto desde el cual analizar el papel de la RIP: tendencias de publicación, colaboración, uso, Índice de Esfuerzo Editorial e Índice de Internacionalización; y arroja como resultado estándares altos de internacionalización. En ello se considera el periodo 2005-2015 y se recurre a Redalyc.org como fuente de información.<strong></strong></p>'),(850,'es_ES','cleanTitle','Patrones de internacionalización en Psicología  desde la Revista Interamericana de Psicología'),(850,'es_ES','copyrightHolder',''),(850,'es_ES','title','Patrones de internacionalización en Psicología  desde la Revista Interamericana de Psicología'),(851,'','citationsRaw','Alarcón, R. (2004). Medio siglo de psicología Latinoamericana: Una visión de conjunto. Revista Interamericana de Psicología 38(2), 307-316.\r\nAngelini, A. L. (2012). O papel da Sociedade Interamericana de Psicologia no desenvolvimento da psicologia na América Latina. Revista Interamericana de Psicología 46(1), 9-21.\r\nArango, C. (1994). Historia de la psicología comunitaria en Colombia. Recuperado de https://goo.gl/tqFbpC\r\nArdila, R. (1968). Psychology in Latin American. American Psychologists, 23, 567-574.\r\nArdila, R. (1969). Desarrollo de la psicología latinoamericana. Revista Latinoamericana de Psicología, 1(1), 63-71.\r\nArdila, R. (1972). La psicología contemporánea. Panorama internacional. Buenos Aires: Paidós.\r\nArdila, R. (1973). La psicología en Colombia: desarrollo histórico. Distrito Federal, México: Trillas.\r\nArdila, R. (1998). Historia y perspectivas de la psicología en Latinoamérica. En F. Tortosa (Ed.), Una historia de la psicología moderna (pp. 553 -564). Madrid, España: McGraw-Hill/Interamericana de España.\r\nArdila, R. (2004). La psicología Latinoamericana: El primer medio siglo. Revista Interamericana de Psicología 38(2), 317-322. \r\nBarrero, E. (2017). Lo qué no investiga la psicología en Colombia. El imperio academicista por encima de la realidad histórica. En E. Barrero (Ed.), La psicología como engaño ¿Adaptar o subvertir? (pp. 99-172). Colombia: Ediciones Catedra Libre. \r\nBeller, S., & Bender, A. (2017). Theory, the final frontier? A corpus-based analysis of the role of theory in psychological articles. Front. Psycho., 8, 951. doi: 10.3389/fpsyg.2017.00951\r\nBerker, K. (2007). The UK research assessment exercise: The evolution of a national evaluation system. Research Evaluation, 16(1), 3-12. doi: https://doi.org/10.3152/095820207X190674\r\nCalderón-Prada, S., & Cuartas-Arias, J. M. (2012). Visibilización de la producción académico investigativa en psicología y “Glocalización” de las capacidades productivas de la psicología en Colombia. Revista Colombiana de Psicología, 21(1), 125-149.\r\nCardoso, M., & Zoqui, A. (2012). La merecida visibilidad de las revistas latinoamericanas de psicología. Revista Colombiana de Psicología, 21(1), 111-123.\r\nCassepp-Borges, V. (2004). Los 38 años de historia de la Revista Interamericana de Psicología. Revista Interamericana de Psicología 38(2), 369-372.\r\nColotla, V. A., & Urra, M. (2006). Semblanzas biográficas de los fundadores de la Sociedad Interamericana de Psicología. Revista Interamericana de Psicología, 40(3), 377-384.\r\nCudina, J. N., & Ossa, J. C. The top 100 high-impact papers in Colombian psychology: A bibliometric study from WoS y Scopus. Informação & Sociedade: Estudos, 26(2), 137-154.\r\nDembo, M., & Sanchez, L. (2010). Historia de la psicología en Venezuela. Revista psicología, 29(2), 21-26.\r\nDíaz-Guerrero, R. (1967). Socio-cultural premises, attitudes and cross-cultural research. International Journal of Psychology, 2(2), 79-87. doi: 10.1080/00207596708247205\r\nDíaz-Guerrero, R. (1994). Origins and development of psychology in Latin America. International Journal of Psychology, 29(6), 717-727. doi: http://dx.doi.org/10.1080/00207599408246561\r\nDíaz-Guerrero, R. 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Redes acadêmicas da psicologia social crítica: Um estudo bibliometrico da Revista Psicologia e Sociedade. Psicologia e Sociedade. Artìculo In press.\r\nMontero, M. (2006). Prefacio. En C. Arango (Ed.), Psicología Comunitaria de la Convivencia. (pp. 15-20). Colombia: Universidad del Valle, programa editorial. \r\nMontero, M. (2010). Crítica, autocrítica y construcción de teoría en la psicología social latinoamericana. Revista Colombiana de Psicología, 19(2), 177-191.\r\nNavarrete-Cortes, J., Fernández-López, J.A., López-Baena, A., Quevedo-Blasco, R., & Buela-Casal, G. (2010). Global psychology: A bibliometric analysis of web of science publications. Universitas Psychologica, 9(2), 553-567. \r\nOssa, J. C., & Cudina, J. N. (Ed.). (2016). Sesenta años de las revistas de psicología en Colombia. Rev. Guillermo de Ockham, 14(2), 7-17. doi: http://dx.doi.org/10.21500/22563202.2720\r\nPick, S., & Givaudan, M. (1999). La psicología en México. En M. Alonso & A. Eagly (Comps.), Psicología en las Américas (pp. 1991-215). Buenos Aires: Sociedad Interamericana de Psicología.\r\nPuche-Navarro, R. (2008). Trazos para un panorama de los postgrados y la investigación en psicología en Colombia. Revista Interamericana de Psicología, 42(3), 415-430.\r\nPuche-Navarro, R., & Ossa, J. C. (2012). Claves de la publicación psicológica en Colombia: ritmo, grupos y modalidades de producción en la práctica investigativa. Revista Colombiana de Psicología, 21(1), 79-95. \r\nRodríguez, P. R. (1975). Acerca del XV Congreso Interamericano de Psicología. Revista Latinoamericana de Psicología, 7(1), 136-137.\r\nRodríguez, P. R. (1999). Diez años de la Revista Interamericana de Psicología. En M. Alonso & A. Eagly (Eds.), Psicología en las Américas. (pp.361-382). Caracas: SIP.\r\nSalas, G., Ponce, F. P., Méndez-Bustos, P., Vega-Arce, M., Pérez, M., López-López, W., & Cárcamo-Vásquez, H. (2017). 25 Años de Psykhe: Un Análisis Bibliométrico. Revista Psykhe, 26(1), 1-17. doi: http://dx.doi.org/10.7764/psykhe.26.1.1205\r\nSerrano-García, I., & Resto-Olivo, J. (2003). La Revista Interamericana de Psicología: Debut y despedida. Revista Interamericana de Psicología, 37(1), 13-29.\r\nSerrano-García, I., Berroeta, H., & Castillo, T. (2016). Psicología comunitaria: contribuciones y retos ante las exigencias del siglo XXI. Revista Interamericana de Psicología, 50(1), 1-3.\r\nTorres-Rivera, E. (2017). 50 Años de conciencia y experiencia: Un breve recuento de la Revista Interamericana de Psicología. Revista Interamericana de Psicología, 51(1), 1-5.\r\nTrzesniak, P., & Koller, S. (2003). The RIP 2003-2006: transparency of procedure and visibility of contents. Revista Interamericana de Psicología,37(2), 205-210.\r\nTrzesniak, P., & Koller, S. (2005). Open access research: The ants and bees tale. Revista Interamericana de Psicología, 39(3), 321-324.\r\nValsiner, J. (2004). The development of theories of development: Hollywoodization of science and its impact. Infancia y Aprendizaje, 27(2), 1-8.\r\nVaras, N., & Serrano-García, I. (2005). Psicología comunitaria: reflexiones, implicaciones y nuevos rumbos. Puerto Rico: SIP.\r\nVillegas, J. F. (2004). Sociedad Interamericana de Psicología (SIP): cincuenta años de logros y desafíos. Revista Interamericana de Psicología, 38(2), 303-306.\r\nWiesenfeld, E. (1994). La teoría crítica y el construccionismo: hacia una integración de paradigmas. Revista Interamericana de Psicología, 28(2), 251-264.\r\nZanatta, E., & Camaren, T. Y. (2012). La formación profesional del psicólogo en México: trayecto de la construcción de su identidad disciplinar. Enseñanza e Investigación en Psicología, 17(1), 151-170.'),(851,'','copyrightYear','2018'),(851,'','hide_author','0'),(851,'','issueId','97'),(851,'','language','es'),(851,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(851,'','pub-id::doi','10.30849/rip/ijp.v51i3.898'),(851,'','pub-id::publisher-id',''),(851,'en_US','abstract','Este estudio propone analizar las dinámicas de producción científica de las comunidades académicas que se conforman a través de la Revista Interamericana de Psicología. Este análisis da cuenta del proyecto interamericano de una psicología para las Américas originado por la Sociedad Interamericana de Psicología. Para este estudio se contó con un corpus empírico de 664 artículos publicados durante el periodo 2000-2016. Se utilizaron métodos bibliométricos (análisis de redes y análisis de referencias) para caracterizar la estructura de producción científica de las comunidades académicas. Los resultados muestran que la Revista Interamericana de Psicología constituye un canal fundamental para internacionalizar y visibilizar el proyecto interamericano de psicología. La investigación científica que se reflejan muestra una comunidad académica activa con los desafíos que exige el proyecto de unidad de la psicología en las Américas. La Revista se ha mantenido fiel a su misión de apostarle a la región además su fortaleza estriba en un trabajo conjunto con la Sociedad Interamericana de Psicología quienes -a su turno- juegan un papel decisivo en el desarrollo de la psicología inter-americana.'),(851,'en_US','cleanTitle','Redes de comunicación científica en la investigación psicológica de las Américas a través de la Revista Interamericana de Psicología'),(851,'en_US','copyrightHolder','Jean Nikola Cudina, Juan David Millán, Julio César Ossa'),(851,'en_US','title','Redes de comunicación científica en la investigación psicológica de las Américas a través de la Revista Interamericana de Psicología'),(852,'','citationsRaw','Agencia Europea para la Seguridad y Salud en el Trabajo (2016). Los riesgos psicosociales y el estrés en el trabajo. Disponible en: http://www.estreslaboral.info/fases-del-estres-laboral.html\r\n\r\nO\'Connor, B., White, B.,&Bundred, D. (2000).Theeffect of jobstrainon British general practitioners\' mental health.Journal of Mental Health, 9(6), 637-654.\r\n\r\nBanting, K, Sharpe, A., &St-Hilaire, F. (2002). TheReview of Economic Performance and Social Progress: Towards a social understanding of productivity”.Paper Series. InstituteforResearchonPublicPolicy. \r\n\r\nBarros, M., &Nahas, M. V. (2001).Comportamentos de risco, auto-avaliação do nível de saúde e percepção de estresse entre trabalhadores da indústria. Revista de saúde pública, 35(6), 554-563.\r\n\r\n\r\nBresó, E. (2008). Taller: “Del Burnout al Engagement”. Sistema de Estudios de Posgrado. Universidad de Costa Rica.\r\n\r\nChacaltana, J., &Yamada, G. (2009). Calidad del empleo y productividad laboral en el Perú. New York: Banco Interamericano de Desarrollo.\r\n\r\nDolan, S., García, S. & Díez, M. (2005). Autoestima, estrés y trabajo. España: Mac Graw Hill.\r\n\r\nDurán, M. M. (2010). Bienestar Psicológico: el estrés y la calidad de vida en el contexto laboral. Revista nacional de Administración, 1(1), 71-84.\r\n\r\nDuval, F., González, F., & Rabia, H. (2010). Neurobiología del estrés. Revista Chilena de Neuropsiquiatría, 48 (4), 307-318.\r\n\r\nFrança, A., & Rodríguez, L. (2005). Stress e trabalho: umaabordagempsicossomática. São Paulo, Atlas.\r\n\r\nFuentes, S. (2012). Satisfacción laboral y su influencia en la productividad. Universidad Rafael Landivar: Tesis de grado. \r\n\r\nGandham, S. R. (2000). Occupational stress: Time for a policy. The Health & Safety Practitioner, 18(1), 20-21.\r\n\r\nGil-Monte, P. R. y Peiró, J. M. (1997). Desgaste psíquico en el trabajo: el síndrome de quemarse.Madrid: Síntesis.\r\n\r\nHacitahiroglu, K. (2012). Theleader´s role in productivity.International Journal of Human Sciences, 9 (1), 845-875.\r\n\r\nHespanhol, A. (2004).Burnout e stress ocupacional.Revista Portuguesa de Psicossomática,  7 (1), 153-162.\r\n\r\nIvancevich, J. &Matteson, M. (1992). Estrés y trabajo: una perspectiva gerencial. México: Editorial Trillas, S.A.\r\n\r\nKang, M. G., Koh, S. B., Cha, B. S., Park, J. K., Baik, S. K., & Chang, S. J. (2005). Job stress and cardiovascular riskfactors in maleworkers.Preventive medicine, 40(5), 583-588.\r\n\r\nKazaz, A., Ulubeyli, S., Acikara, T., & Er, B. (2016). Factorsaffecting labor productivity: Perspective of craftsworkers. Journal of ProcediaEngineering, 164 (1), 28-34.  \r\n\r\nLazarus, R., & Lazarus, B. (1994). Passion and reason: Makingsense of ouremotions: Oxford University Press.\r\n\r\nMarrero, M., Rivero, E., Pastor , M., Fernández, C., & Vergara , A. (2011). Elaboración de la versión cubana del cuestionario JSS para la evaluación del estrés psicosocial laboral. Revista Cubana de Salud y Trabajo, 12 (2), 9-18.\r\n\r\nMelin, B., &Lundberg, U. (1997).A biopsychosocialapproach to work-stress and musculosketaldisorders.Journal of Psychophysiology, 11(3).238-247.\r\n	\r\nMcCann L, Hughes CM, Adair CG, &Cardwell C. (2006). Assessingjobsatisfaction and stress amongpharmacists in NorthernIreland. Pharmacy World Sci, 31,188–94\r\n\r\nMcConnell, B. & McPherson, D. (2003).ContemporaryLaburEconomics.Sextaedición. Nueva York, EstadosUnidos: McGraw – Hill. \r\n\r\nMichie, S. (2002).Causes and management of stress at work.Occupational and environmental medicine, 59(1), 67-72.\r\n\r\nOginska-Bulik N. (2006). Occupational stress and itsconsequences in healthcareprofessionals: the role of type D personality. Int J OccupMedEnviron Health; 19. 113–120.\r\n\r\nOswaldo, Y. C., Dias, E. A., Spers, V. R. E., &FerrazFilho, O. (2012). Impacto de los Estresores Laborales en los Profesionales y en las organizaciones: análisis de Investigaciones publicadas. Invenio.Revista de investigación académica, (29), 67-80.\r\n\r\nQuirós-Aragón, M., & Labrador-Encimas, F. (2006). Evaluación del estrés laboral y burnout en los servicios de urgencia extrahospitalaria. International Journal of Clinical and Health Psychology, 7 (2), 323-335.\r\n\r\nPonce, C., Bulnes, M., Alliaga, J., Atalaya, M., & Huertas, R. (2005). El Síndrome del \"Quemado\" por Estrés Laborla Asistencial en Grupos de Docentes Universitarios. Revista IIPSI, 8 (2), 87-112.\r\n\r\nPunch, K. F., &Tuettemann, E. (1991). Stressfulfactors and the likely hood of psychologicaldistressamongclassroomteachersShortreports. EducationalResearch, 33(1), 65-69.\r\n\r\nRobinson, J. R., Clements, K., &Land, C. (2003).Workplace stress amongpsychiatric nurses.Journal of PsychosocialNursing and Mental Health Services, 41(4), 32-41.\r\n\r\nRoncalli, S., &Byrne, M. (2016). Relationships at work, burnout and jobsatisfaction: a studyonIrishpsychologists. Mental HelthReviewJournal, 21 (1), 23-36.\r\n\r\nSelye, H. (1982). History and present status of the stress concept.Handbook of stress, 7-17.\r\n\r\nShapiro, S. L., Astin, J. A., Bishop, S. R., &Cordova, M. (2005). Mindfulness-based stress reductionforhealthcareprofessionals: resultsfrom a randomized trial. International Journal of Stress Management, 12(2), 164-170.\r\n\r\nSprague, S. (2014). What can labor productivitytellusaboutthe U.S. economy?.Beyondthenumbers: Productivity, 3 (12), 1-9. \r\n\r\nTrigo, T., Teng, C., &Hallak, J. (2007).Síndrome de burnout ou estafa profissional e os transtornos psiquiátricos. Revista de Psiquiatria Clínica, 34(5), 223-233.\r\n\r\nYang, H., Ju, Y., & Lee, Y. (2016). Effects of job stress onself-esteem, jobsatisfaction, and turnoverintention. Journal of Transnational Management, 21(1), 29-39.'),(852,'','hide_author','0'),(852,'','language','es'),(852,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(852,'en_US','copyrightHolder','Carlos Alberto Ramos-Galarza'),(852,'es_ES','abstract','<p>El estrés laboral es una condición psicológica que engloba un estado fisiológico, emocional y comportamental, que genera una sensación de incapacidad de cumplir, de manera eficiente, las demandas que un trabajador debe efectuar. El objetivo de investigación fue analizar la relación existente entre el estrés laboral y la productividad de trabajadores del sector privado de Quito-Ecuador. Se realizó un estudio con un diseño cuantitativo, no experimental, alcance correlacional y temporalidad transversal. La muestra estuvo conformada por 100 trabajadores entre 19 y 70 años de edad (<em>M</em>=34,24, <em>DE</em>=10,33). Los instrumentos aplicados fueron, la escala JSS para medir el estrés laboral y el cuestionario de Fuentes para valorar la productividad. En los resultados se encontró que, el estado civil presenta diferencias significativas en IEFRP (<em>F</em><sub>(2, 97)</sub>=4,92, p=0,009), no hubieron diferencias según nivel académico, rango etario o género. En el análisis de correlación se encontró una asociación inversamente proporcional entre  IEPAIT y TP (<em>r</em>=-0,30, <em>p</em>=0,002) y entre IEFO y TP (<em>r</em>=-0,26, <em>p</em>=-0,009), lo cual sugiere que cuando el estrés laboral aumenta, disminuye la productividad del trabajador. En el análisis de predicción se encontró que ambas sub-dimensiones de estrés laboral, explicarían el 11% de la varianza de la productividad (<em>F</em><sub>(2,97)</sub>=5,69, <em>p</em>=0,005, <em>r</em>=0,32, <em>r<sup>2</sup></em>=0,11). Los hallazgos de esta investigación, son concordantes con otros que resaltan la necesidad de que las empresas consideren al estrés como un factor que determina, en gran medida, la productividad de un trabajador y se resalta la importancia de implementar políticas de salud mental para los trabajadores. </p>'),(852,'es_ES','cleanTitle','ESTRÉS Y PRODUCTIVIDAD EN TRABAJADORES DEL SECTOR PRIVADO DE QUITO ECUADOR'),(852,'es_ES','title','ESTRÉS Y PRODUCTIVIDAD EN TRABAJADORES DEL SECTOR PRIVADO DE QUITO (ECUADOR)'),(853,'','citationsRaw',''),(853,'','hide_author','0'),(853,'','language','es'),(853,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(853,'en_US','copyrightHolder','Bernard Gangloff'),(853,'es_ES','abstract','<p>Numerosos trabajos ponen de manifiesto los aspectos benéficos de un sentimiento de eficacia personal (SEP) elevado. Estos aspectos benéficos nos conduce a establecer la hipótesis del carácter normativo, en el medio organizacional, del SEP.</p><p>Uno grupo de mandos jerárquicos y tres grupos de empleados rasos han respondido a un cuestionario de SEP. Los mandos debían indicar si ellos apreciarían (o no) que un empleado adoptara los comportamientos presentados en los ítems; los empleados debían escoger el grado en que estaban acostumbrados a adoptar estos comportamientos, respondiendo en forma neutra (grupo 1), como si quisieran dar una buena imagen de sí mismos a su jefe (grupo 2) y como si quisieran dar una mala imagen (grupo 3).</p><p>Los resultados confirman nuestra hipótesis: los cuadros jerárquicos valorizan significativamente a los empleados que poseen un alto nivel de SEP. La evocación de un nivel elevado de SEP es verificada entre los empleados, lo que se traduce,  si se considera que la auto-presentación bajo consigna neutra es generadora de respuestas de deseabilidad social, en una clarividencia de los empleados respecto de dicha valorización. Finalmente, dicha clarividencia está directamente confirmada por la evocación de un SEP elevado para dar una buena imagen y un SEP bajo para el caso inverso. Estos resultados serán discutidos bajo dos ángulos complementarios: conceptual y aplicado.</p>'),(853,'es_ES','cleanTitle','El sentimiento de eficacia personal: una norma organizacional'),(853,'es_ES','title','El sentimiento de eficacia personal: una norma organizacional'),(854,'','citationsRaw','Ahmed, W., Minnaert, A., Kuyper, H., &  Van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385-389.http://dx.doi.org/10.1016/j.lindif.2011.12.004\r\n\r\nAshcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196\r\n\r\nAshcraft, M. H., &  Ridley, K. S. (2005). Math anxiety and its cognitive consequences. En J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 315–327). New York: Psychology Press.\r\n\r\nBandura, A. (1988). Self-efficacy conception of anxiety. Anxiety, Stress and Coping, 1, 77-98. https://doi.org/10.1080/10615808808248222\r\n\r\nCohen, J. (1988). Statistical power analysis for the behavioral sciences. New Jersey: Lawrence Erlbaum.\r\n\r\nCueli, M., González-Castro, P., Álvarez, L., García, T., &  González-Pienda, J. A. (2014). Variables afectivo-motivacionales y rendimiento en matemáticas: Un análisis bidireccional. Revista Mexicana de Psicología, 31(2), 153-163. http://dx.doi.org/10.5944/educxx1.20211\r\n\r\nFennema, E., &  Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326. https://doi.org/10.1177/0748175612459198\r\n\r\nGoetz, T., Frenzel, A. C., Hall, N. C., &  Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9-33. http://dx.doi.org/10.1016/j.cedpsych.2006.12.002\r\n\r\nGoetz, T., Pekrun, R., Zirngibl, A., Jullien, S., Kleine, M., Vom Hofe, R., & Blum, W. (2004). Academic achievement and emotions in mathematics: A longitudinal multilevel analysis perspective. Zeitschrift fur Padagogische Psychologie, 18(3-4), 201-212. https://doi.org/10.1024/1010-0652.18.34.201\r\n\r\nGonzález–Pienda, J. A., Fernández–Cueli, M., García, T., Suárez, N., Fernández, E., Tuero–Herrero, E., &  Helena da Silva, E. (2012). Diferencias de género en actitudes hacia las matemáticas en la enseñanza obligatoria. Revista Iberoamericana de Psicología y Salud, 3 (1), 55-73.\r\n\r\nGonzález–Pienda J. A., Núñez, J. C., Álvarez, L., González, P., González–Pumariega, S., Roces, C., &  Soler, E. (2002). Fracaso en el aprendizaje  de las matemáticas: análisis de las causas. Comunicación presentada en el VII Congreso Internacional Exigencias de la Diversidad. Santiago de Compostela, 1-3 abril.\r\n\r\nGonzalez–Pienda, J. A., Núñez, J. C., Solano, P., da Silva, E. H., Rosario, P., Mourâo, R., &  Valle, A. (2006). Olhares de género face á matemática: uma investigaçao no ensino obrigatório español. Estudos de Psicología, 11(2), 135-141. https://doi.org/10.1016/j.sbspro.2017.02.155\r\n\r\nGonzález–Pienda, J. A., Núñez, J. C., Solano, P., Rosario, P., Mourao, R., Soares, S., Silva, E. H., &  Valle, A. (2007). Attitudes face á matemática e rendimento escolar no sistema educativo español. Psicología: Teoría, Investigaçâo e Prática, 12(1), 151-160.\r\n\r\nKoehler, M., & Grouws, D. A. (1992). Mathematics teaching and practices and their effects. En D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 115-125). New York: Macmillan.\r\n \r\nMcLeod, D. B. (1992). Research on affect in mathematics education. A reconceptualization. En A. Grows Douglas (Ed.) Handbook of Research on Mathematics Teaching and Learning (pp. 575-596). New York: MacMillan.\r\nMinisterio de Educación, Cultura y Deporte, MECD (2013). PISA 2012. Informe español. Volumen 1. Resultados y contexto. Recuperado de http://www.mecd.gob.es/inee/Ultimos_informes/PISA-2012.html\r\n\r\nNúñez, J. C., González-Pienda, J. A., Alvarez, L., González-Castro, P., González- Pumariega, S., Roces, C., Castejón, L., Bernardo, A., Solano, P., García, D., Silva, E. H., Rosário, P., & Rodrigues, L. S. (2005). Las actitudes hacia las matemáticas: Perspectiva evolutiva. En Actas do VIII Congreso Galaico-Portugués de Psicopedagoxía (pp. 2389-2396). Braga: Universidade do Minho.\r\n\r\nPajares, F., &  Miller, M. D. (1994). The role of self-efficacy and self-concept belief in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203. http://dx.doi.org/10.1037/0022-0663.86.2.193\r\n\r\nRosário, P. (2004). Estudar o estudar: As (Des)venturas do testas. Porto: Porto Editora.\r\n\r\nRosário, P., Lourenço, A., Paiva, O., Rodrigues, A., Valle, A., &  Tuero-Herrero, E. (2012). Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables. Psicothema, 24(2), 289-295.\r\n\r\nRosário, P., Lourenço, A., Paiva, M. O., Núñez, J. C., González-Pienda, J. A., &  Valle, A. (2012). Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado. Anales de Psicología, 28(1), 37-44.\r\n\r\nRosário, P., & Soares, S. (2004). Questionário de ansiedade face os testes.  En M. M. Gonçalves, M. R. Simões, L. S. Almeida, & C. Machado (Eds.), Avaliação Psicológica. Instrumentos validados para a população portuguesa (pp. 39-51). Coimbra: Quarteto.\r\n\r\nSchunk, D. H., Pintrich, P. R., & Meece, J.L. (2008). Motivation in education: Theory, research and applications (3rd ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.\r\n\r\nStevens, T., Olivarez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between hispanic and white students. Hispanic Journal of Behavioural Sciences, 28(2), 161-186. https://doi.org/10.1177/0739986305286103\r\n\r\nUtsumi, M. C., & Mendes, C. R. (2000). Researching the attitudes towards mathematics in basic education. Educational Psychology, 20(2), 237-243.\r\nValentine, J., DuBois, D., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: a meta-analytic review. Educational Psychologist, 39(2), 111-133. https://doi.org/10.1207/s15326985ep3902_3\r\n\r\nValle, A., Regueiro, B., Rodríguez, S., Piñeiro, I., Freire, C., Ferradás, M., & Suárez, N. (2015). Perfiles motivacionales como combinación de expectativas de autoeficacia y metas académicas en estudiantes universitarios. European Journal of Education and Psychology, 8(1), 1-8. https://doi.org/10.1016/j.ejeps.2015.10.001\r\n\r\nWalshaw, M., & Brown, T. (2012). Affective productions of mathematical experience. Educational Studies in Mathematics, 80(1), 185-199.\r\nWatt, H. M. G. (2000). Measuring attitudinal change in mathematics and English over first year of junior high school: A multidimensional analysis. The Journal of Experimental Education, 68(4), 331-361.\r\n\r\nWigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. https://doi.org/10.1006/ceps.1999.1015\r\n\r\nZimmerman, B. J., Kitsantas, A., & Campillo, M. (2005). Evaluación de la autoeficacia regulatoria: Una perspectiva social cognitiva. Evaluar, 5, 1-21.'),(854,'','hide_author','0'),(854,'','language','es'),(854,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(854,'en_US','copyrightHolder','Antonio Valle, Bibiana Regueiro, Isabel Piñeiro, Natalia Suárez, Benigno Sánchez, Elena Gayo'),(854,'es_ES','abstract','<p>Se pretende analizar las posibles diferencias en algunas variables vinculadas con las actitudes hacia las matemáticas en función del rendimiento académico. Se pretende conocer hasta qué punto las experiencias de éxito o de fracaso en la asignatura de matemáticas se encuentran asociadas a unas determinadas actitudes hacia las matemáticas. Con una muestra de 897 estudiantes españoles de 5º y 6º curso de Educación Primaria, los resultados indican que a medida que el rendimiento académico<strong> </strong>en matemáticas es más alto, también aumenta la competencia percibida que tienen los estudiantes en matemáticas y disminuyen sus niveles de ansiedad y los sentimientos negativos.</p>'),(854,'es_ES','cleanTitle','Rendimiento académico y actitudes hacia las matemáticas en estudiantes de Educación Primaria'),(854,'es_ES','title','Rendimiento académico y actitudes hacia las matemáticas en estudiantes de Educación Primaria'),(855,'','citationsRaw','Adamson, L. B., & Frick, J. E. (2003). The still face: A history of a shared experimental paradigm. Infancy, 4, 451–473.\r\nAktar, E., Colonnesi, C., De Vente, W., Majdandzic, M., & Bögels, S. (2016). How do parents’ depression and anxiety, and infants’ negative temperament relate to parent–infant face-to-face interactions? Development and Psychopathology, 12, 1-14. http://dx.doi.org/10.1017/S0954579416000390\r\nAmsel, A. (1992). Frustration theory: An analysis of dispositional learning and memory. Cambridge, Cambridge University Press.\r\nApter, G., Devouche, E., Garez, V., Valente, M., Genet, M., Gratier, M., Dominguez, S., & Tronick, E. (2016). The Still-Face: a greater challenge for infants of mothers with borderline personality disorder. Journal of Personality Disorders, 30, 1-14.\r\nBertin, E., & Striano, T. (2006). The still-face response in newborn, 1.5-, and 3-month-old infants. Infant Behavior & Development, 29, 294-297. \r\nBigelow, A., & Power, M. (2012). The effect of mother–infant skin-to-skin contact on infants’ response to the Still Face Task from newborn to three months of age. Infant Behavior and Development, 35, 240-251. doi: 10.1016/j.infbeh.2011.12.008\r\nBigelow, A., & Power, M. (2014). Effects of Maternal Responsiveness on Infant Responsiveness and Behavior in the Still-Face Task. Infancy, 19, 558–584.\r\nBiringen, Z., & Robinson, J. L. (1991). Emotional availability in mother-child interactions: A reconceptualization for research. American Journal of Orthopsychiatry, 61, 258- 271.\r\nBraungart-Rieker, J., Garwood, M., Powers, B., & Norato, P. (1998) Infant Affect and Affect Regulation During the Still-Face Paradigm With Mothers and Fathers: The Role of Infant Characteristics and Parental Sensitivity. Developmental Psychology, 34, 1428-1437. \r\nBusuito, A., & Moore, G. (2017). Dyadic flexibility mediates the relation between parent conflict and infants’ vagal reactivity during the Face-to-Face Still-Face. Developmental Psychobiology, 99, 1-11. \r\nCohn, J., Campbell, S., & Ross, S. (1991). Infant response in the still-face paradigm at 6 months predicts avoidant and secure attachment at 12 months. Development and Psychopathology, 3, 367-376. doi:10.1017/S0954579400007574\r\nConradt, E., & Ablow, J. (2010). Infant physiological response to the still-face paradigm: Contributions of maternal sensitivity and infants’ early regulatory behavior. Infant Behavior & Development, 33, 251–265.\r\nCrandell, L., Patrick, M., & Hobson, P. (2003). “Still-face” interactions between mothers with borderline personality disorder and their 2-month-old infants. British journal of Psychiatry, 183, 239-247. \r\nDiCorcia, J. A., Snidman, N., Sravish, A. V., & Tronick, E. (2016). Evaluating the Nature of the Still-Face Effect in the Double Face-to-Face Still-Face Paradigm Using Different Comparison Groups. Infancy, 21, 332–352. doi: 10.1111/infa.12123\r\nErickson, S., & Lowe, J. (2008). The role of maternal responsiveness in predicting infant affect during the still face paradigm with infants born very low birth weight. Infant Mental Health Journal, 29, 114-132. \r\nField, T. (1984). Early interactions between infants and their postpartum depressed mothers. Infant Behavior and Development, 7, 527–532.\r\nField, T., Diego, M., & Hernandez-Rief, M. (2009). Infants of depressed mothers are less responsive to faces and voices: A review. Infant Behavior & Development, 32, 239–244.\r\nField, T., Hernandez, M., Feijo, L., & Sanders, C. (2007). Still-Face and separation effects on depressed mother-infant interactions. Infant Mental Health Journal, 28, 314-323. \r\nFuertes, M., Lopes dos Santos, P., Beeghly, M., & Tronick, E. (2006). More Than Maternal Sensitivity Shapes Attachment. Infant coping and temperament, 94, 292–296.\r\nGergely, G., & Watson, J. (1996). The social biofeedback theory of parental affect-mirroring. International Journal of Psycho-Analysis, 77, 1181–1212.\r\nGrant, K. A., McMahon, C., Austin, M. P., Reilly, N., Leader, L., & Ali, S. (2009). Maternal prenatal anxiety, postnatal caregiving and infants\' cortisol responses to the still-face procedure. Developmental Psichobiology, 51, 625-637. \r\nHaley, D.W., & Stansbury, K. (2003). Infant stress and parent responsiveness: Regulation of physiology and behavior during still-face and reunion. Child Development, 74, 1534–1546.\r\nHaltigan, J., Leerkes, E., Suple, A., & Calkins, S. (2014) Infant negative affect and maternal interactive behavior during the still-face procedure: the moderating role of adult attachment states of mind. Attachment & Human Development, 16, 149-173. doi: 10.1080/14616734.2013.863734\r\nHam, J., & Tronick, E. Z. (2006). Infant resilience to the stress of the still-face. Annals New York Academy of Science, 1094, 297 – 302.\r\nHandal, A. J., Saavedra, L. G., Schrader, R., Aragón, C., Páez, M. & Lowe, J. R. (2017). Assessment of Maternal-Infant Interaction: Application of the Still Face Paradigm in a Rural Population of Working Women in Ecuador. Maternal Child Health Journal, 21, 458-466. \r\nKisilevsky, B., Hains, S.; Lee, K., Muir, D., Xu, F., Genyao, Z.,…, Yang R. (1998). The still-face effect in Chinese and Canadian 3- to 6-month-old infants. Developmental Psychology, 34, 629-639. doi: http://dx.doi.org/10.1037/0012-1649.34.4.629 \r\nKogan, N., & Carter, A. (1996). Mother-Infant Reengagement Following the Still-Face: The Role of Maternal Emotional Availability in Infant Affect Regulation. Infant Behavior and Development, 19, 359- 370. \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, 561–592.\r\nMacLean, P., Rynes, K., Aragón, C., Caprihan, A., Phillips, J., & Lowe, J. (2014). Mother-infant mutual eye gaze supports emotion regulation in infancy during the Still-Face paradigm. Infant Behavior and Development, 37, 512-522. \r\nMastergeorge, A., Paschall, K., Loeb, S., & Dixon, A. (2014). The Still-Face Paradigm and bidirectionality: Associationswith maternal sensitivity, self-esteem and infant emotional reactivity. Infant Behavior and Development, 37, 387-397. \r\nMaternal Representations of the Infant: Associations with Infant Response to the Still Face. Child Development, 73, 999–1015. \r\nMeltzoff, A. (2004) Imitation as a mechanism of social cognition: Origins of empathy, theory of mind, and the representation of action. In U. Goswami (Ed.) Blackwell handbook of childhood cognitive development (pp. 6–25). Oxford, UK: Blackwell.\r\nMesman, J., IJzendoorn, M., & Bakermans-Kranenburget, M. J. (2009). The many faces of the Still-Face Paradigm: A review. Developmental Review, 29, 120-162. doi:10.1016/j.dr.2009.02.001\r\nMoore, G. A., & Calkins, S. D. (2004). Infants’ vagal regulation in the still-face paradigm is related to dyadic coordination of mother-infant interaction. Developmental Psychology, 40, 1068 – 108.\r\nMoore, G., Calkins, S., Hill-Soderlund, A., Propper, C., Mills-Koonce, R., & Cox, M. (2009). 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Infants response to entrapment between contradictory messages in face-to-face interaction. Journal of the American Academy of Child and Adolescent Psychiatry, 17, 1–13.\r\nVieites, V., & Reb-Sutherland, B. C. (2017). Individual differences in non-clinical maternal depression impact infant affect and behavior during the still-face paradigm across the first year. Infant Behavior and Development, 47, 13-21. \r\nWeinberg, M., & Tronick, E. (1996). Infant affective reactions to the resumption of maternal interaction alter the still face. Child development, 67, 905- 914. \r\nWeinberg, M., Beeghly, M., Olson, K., & Tronick, E. (2008). A Still-face Paradigm for Young Children: 2½ Year-olds’ Reactions to Maternal Unavailability during the Still-face. Journal of Developmental Process, 3, 4-22. \r\nWilliams, K. D. (2009). Ostracism: A temporal need threat model. Advances in experimental social psychology, 41, 275-314.\r\nYoo, K., & Reeb-Sutherland, B. C. (2013). Effects of Negative Temperament on 5-Month-Old Infants’ Behavior during the Still-Face Paradigm. Infant Behavior and Development, 36, 344-348. doi: 10.1016/j.infbeh.2013.03.002'),(855,'','hide_author','0'),(855,'','language','es'),(855,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(855,'en_US','copyrightHolder','Lucas Gustavo Gago Galvagno, Angel Manuel Elgier, Carolina De Grandis, Alba Elisabeth Mustaca'),(855,'es_ES','abstract','SourceURL:file://localhost/Users/Lely/Desktop/Art%C3%ADculo%20Still%20Face.doc<p>El objetivo de la siguiente revisión teórica es recabar información sobre los factores que moduladan las respuestas del paradigma Still-face (PSF). El método tradicional de Still face consiste en una evaluación videograbada que consta de tres ensayos en los cuales (1) la madre juega e interactúa con el niño, (2) deja de responder y queda con “cara de poker”, dejando de interactuar con el niño, y por último (3) retoma la sesión de juego con el infante. Las variables más estudiadas son la sensibilidad materna hacia los hijos, la presencia en las madres de trastornos psicológicos y el temperamento de los infantes. Se concluye que, a pesar de la robustez de los resultados en las variables estudiadas, aún son necesarios más estudios en lo referido al sexo, nivel socio-económico, edades más avanzadas y aplicar el paradigma en países de Africa, Asia y Latinoamérica para evaluar la existencia de diferencias transculturales.</p>'),(855,'es_ES','cleanTitle','Factores moduladores del paradigma “cara de poker” en infantes'),(855,'es_ES','title','Factores moduladores del paradigma “cara de poker” en infantes'),(856,'','citationsRaw','Ardelt, M. (1997). Wisdom and life satisfaction in old age. Journal of Gerontology, Psychological Sciences, 52B (1), 15-27.\r\nArdelt, M. (2000). Antecedents and effects of wisdom in old age: A longitudinal perspective on aging well. Research on Aging, 22 (4), 360-394.\r\nArdelt, M. (2003). 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The results show that there was a significant difference in the wisdom of the pre-service counselors based on supervised counseling practice experiences in the counselor education and supervision.'),(856,'en_US','cleanTitle','Supervised Counseling Practice Experiences and Preservice Counselors’ Wisdom In Indonesia'),(856,'en_US','copyrightHolder','Agus Taufiq, H Herdi, Sunaryo Kartadinata'),(856,'en_US','title','Supervised Counseling Practice Experiences and Pre-service Counselors’ Wisdom In Indonesia'),(857,'','citationsRaw','Ackerson, L. K., & Subramanian, S. V. (2008). Domestic violence and chronic malnutrition among women and children in India. AJE 167(10), 1188-1196.\r\n\r\nAckerson, L. K., & Subramanian, S. V. (2009). Intimate partner violence and death among infants and children in India. Pediatrics, 124(5), e878-e889.\r\n\r\nAgüero, J (2013). Causal estimates of the Intangible Costs of Violence Against Women in Latin America and the Caribbean. IDB Working Paper Series No IDB-WP-414. \r\n\r\nAlcázar, L., Ocampo, D., Huamán-Espino, L., & Pablo Aparco, J. (2013). Impacto económico de la desnutrición crónica, aguda y global en el Perú. Revista Peruana de Medicina Experimental y Salud Publica, 30(4), 569-574.\r\n\r\nAlderman, H., Hentschel, J., & Sabates, R. (2003). With the help of one\'s neighbors: Externalities in the production of nutrition in Peru. Social Sciences and Medicine, 56(10), 2019-2031.\r\n\r\nBenavides, M. & J. León (2013) Una mirada a la violencia física contra los niños y niñas en los hogares peruanos: Magnitudes, Factores asociados y transmisión de la violencia de madres a hijos e hijas. Research Paper N° 71, GRADE, Lima, Perú.\r\n\r\nBenavides, M., Risso, F., Veramendi, M. & D’Azevedo, A.  (2011). Estudio sobre violencia hacia los niños en contextos de pobreza en el Perú. Unpublished manuscript. GRADE.\r\n\r\nCampbell, J. C., & Lewandowski, L. A. (1997). Mental and physical health effects of intimate partner violence on women and children. PSYCH, 20(2), 353-374.\r\n\r\nEpel, E.S., Blackburn, E.H., Jue, L., Dhabhar, F.S., Adler, N.E., Morrow, J.D., et al. (2004). PNAS 101(49), 17312-17315. \r\n\r\nFantuzzo, J., Boruch, R., Beriama, A., Atkins, M., & Marcus, S. (1997). Domestic violence and children: Prevalence and risk in five major U.S. cities. JAACAP, 36(1), 116-122. \r\n\r\nFAO, WFP. & IFAD (2012). The state of food insecurity in the world 2012: Economic growth is necessary but not sufficient to accelerate reduction of hunger and malnutrition. FAO, Rome.\r\n\r\nGaxiola, J. & Frias, M. (2005) Las consecuencias del maltrato infantil: Un estudio con madres mexicanas. Revista Mexicana de Psicología, 22(2), 363-374\r\n\r\nGraham-Bermann, S.  & Seng, J. (2005).Violence exposure and traumatic stress symptoms as additional predictors of health problems in high-risk children. JPEDS, 146(3), 349-354.\r\n\r\nGrantham-Mcgregor, S., Cheung, Y. B., Cueto, S., Glewwe, P., Richter, L., & Strupp, B. (2007). Developmental potential in the first 5 years for children in developing countries. The Lancet, 369(9555), 60-70.\r\n\r\nGuerrant, R. L., Oria, R. B., Moore, S. R., Oria, M. O. B., & Lima, A. A. M. (2008). Malnutrition as an enteric infectious disease with long-term effects on child development. Nutrition Reviews, 66 (9), 487-505.\r\n\r\nHapuarachchi, J.R., Chalmers, A.H., Winefield, A.H., & Blake-Mortimer, J.S. (2003). Behavioral Medicine. 29(2), 52-59. \r\n\r\nHasselmann, M. H., & Reichenheim, M. E. (2006). Parental violence and the occurrence of severe and acute malnutrition in childhood. PPE, 20(4), 299-311.\r\n\r\nHerrenkohl, T. I., Sousa, C., Tajima, E. A., Herrenkohl, R. C., & Moylan, C. A. (2008). Intersection of child abuse and children\'s exposure to domestic violence. Trauma, Violence, & Abuse, 9(2), 84-99.\r\n\r\nHindin, M. J., Kishor, S., & Ansara, D. L. (2008). Intimate partner violence among couples in 10 DHS countries: predictors and health outcomes. Calverton, Maryland: ORC Marcro International INC.\r\n\r\nKitzmann K.M., Gaylord N.K., Holt A.R., & Kenny. E.D (2003).  Child witnesses to domestic violence: a meta-analytic review. JCCP, 71(2), 339-352. \r\n\r\nKolbo, J.R., Blakely, E.H. & Engleman, D. (1996). Children who witness domestic violence: A review of empirical literature. Journal of Interpersonal Violence, 11(2), 281-293.\r\n \r\nLeón, J., Benavides, M. & M. Veramendi (2011). Enfermedades y desnutrición en la niñez: Un estudio de sus factores asociados en contextos de pobreza en el Perú. Unpublished manuscript. Lima: GRADE.\r\n\r\nMargolin, G., and Gordis, E.B. (2000). The effects of family and community violence on children. Annual Review of Psychology, 51(1), 445-479. \r\n\r\nMosley, W. H., & Chen, L. C. (1984).An Analytical Framework for the Study of Child Survival in Developing Countries. Population and Development Review, 10, 25-45.\r\n\r\nMurray, C. J., & Lopez, A. D. (1997). Global mortality, disability, and the contribution of risk factors: Global Burden of Disease Study. The Lancet, 349 (9063), 1436-1442.\r\n\r\nOsofsky J. D. (1999). The impact of violence on children. Future Child. 9(3), 33–49.\r\n\r\nRibero, R., & Sánchez, F. (2004). Determinantes, efectos y costos de la violencia intrafamiliar en Colombia (No. 002331). CEDE, Bogotá: Colombia. \r\n\r\nRico, E., Fenn, B., Abramsky, T., & Watts, C. (2011). Associations between maternal experiences of intimate partner violence and child nutrition and mortality: Findings from Demographic and Health Surveys in Egypt, Honduras, Kenya, Malawi and Rwanda. Journal of Epidemiology & Community Health, 65(4), 360-367. \r\n\r\nRutstein, S. O., Johnson, K., & Measure, O. M. (2004). The DHS wealth index. ORC Macro Measure DHS. Retrieved from: http://www.childinfo.org/files/DHS_Wealth_Index_(DHS_Comparative_Reports).pdf\r\n\r\nSilva, R. D. C., Assis, A. M., Hasselmann, M. H., Santos, L. M. D., Pinto, E. D. J., & Rodrigues, L. C. (2012). Influence of domestic violence on the association between malnutrition and low cognitive development. Journal of Pediatria, 88(2), 149-154.\r\n\r\nSilverman, J. G., Decker, M. R., Gupta, J., Kapur, N., Raj, A., & Naved, R. T. (2009). Maternal experiences of intimate partner violence and child morbidity in Bangladesh: evidence from a national Bangladeshi sample. Archives of pediatrics & adolescent medicine, 163(8), 700-705.\r\n\r\nSivonová, M., Zitnanová, I., Hlincíkoá, L., Skodácek, I., Trebaticka, J., Durackova, Z. (2004).The International Journal on the Biology of Stress, 7(3), p. 183-188. \r\n\r\nSubramanian, S. V., Ackerson, L. K., Subramanyam, M. A., & Wright, R. J. (2007). Domestic violence is associated with adult and childhood asthma prevalence in India. International Journal of Epidemiology, 36(3), 569–579.\r\n\r\nUNICEF. (1990). Strategy for improved nutrition of children and women in developing countries. A UNICEF Policy Review. New York: USA. \r\n\r\nUNICEF (2011). Levels and trends in child mortality. New York: UNICEF.\r\n\r\nVan Tilburg, M. A., Runyan, D. K., Zolotor, A. J., Graham, J. C., Dubowitz, H., Litrownik, A. J., et al. (2010). Unexplained gastrointestinal symptoms after abuse in a prospective study of children at risk for abuse and neglect. ANFAMMED, 8(2), 134-140.\r\n\r\nStraus, M.; Hamby, S.; Finkelhor, D.; Moore, D; Runyan, D. (1998) Identification of child maltreatment with the parent-child conflicto tactics scales: Development and psychometric data for a nacional sample of american parents. Child Abuse & Neglect Journal. Vol. 22, No 4, pp. 249-270.\r\n\r\nWisbaum, W. (2011). La Desnutrición infantil. Causas, consecuencias y estrategias para su prevención y tratamiento. España: UNICEF. Retrieved: http://www.unicef.es/sites/www.unicef.es/files/Dossierdesnutricion.pdf\r\n\r\nZiaei, S., Naved, R.T., and Ekström, E.C. (2014). Women\'s exposure to intimate partner violence and child malnutrition: findings from demographic and health surveys in Bangladesh. Maternal and Child Nutrition, 10(3), 347-359.'),(857,'','hide_author','0'),(857,'','language','en'),(857,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(857,'en_US','abstract','Using a nationally-representative database of the 2013 National Demographic and Family Health Survey, this study explores the impact of domestic violence against women and children on indicators of child nutrition (malnutrition) and morbidity (diarrhea and acute respiratory tract infections) in Peru as well as the effects of children witnessing domestic violence on children’s health. The findings reveal that violence against women is an important risk factor both for the presence of violence against children and child health, particularly for diarrhea and acute respiratory tract infections.'),(857,'en_US','cleanTitle','Domestic violence against women and children and its effects on child health in infants under 5 in Peru'),(857,'en_US','copyrightHolder','Juan Leon, Martin Benavides, Marcela Ponce de Leon, Lucia Espezua'),(857,'en_US','title','Domestic violence against women and children and its effects on child health in infants under 5 in Peru'),(858,'','copyrightYear','2019'),(858,'','hide_author','0'),(858,'','issueId','101'),(858,'','language','en'),(858,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(858,'','pages','28-44'),(858,'','pub-id::doi','10.30849/rip/ijp.v53i1.905'),(858,'en_US','abstract','<p>Research has shown that gender differences in Math performance are partially predicted by sociocultural aspects such as sexist ideologies and stereotypes. This study examined sexist ideologies as predictors of women´s achievement in standardized Math tests, and the mediation role of Math-gender stereotypes and Math self- efficacy, while controlling for abstract reasoning, among high-school girls (H.S.), and university women majoring Social Sciences and Humanities (SSH), and in Science, Technology, Engineering and Math (STEM). Among H.S. girls, data showed the expected indirect effect of Math gender stereotypes on Math achievement via Math self-efficacy. Among university students, model adjustment was less optimal. An unexpected positive relationship between hostile sexism and Math performance in STEM fields emerged. Out data suggest several mechanisms by which ideologies and gender stereotypes affect women´s Math performance.</p>'),(858,'en_US','cleanTitle','Expected and unexpected effects of sexism on women’s mathematics performance'),(858,'en_US','copyrightHolder','Vanessa Smith-Castro, Eiliana Montero-Rojas, Tania Elena Moreira-Mora, José Andrey Zamora-Araya'),(858,'en_US','prefix',''),(858,'en_US','subtitle',''),(858,'en_US','title','Expected and unexpected effects of sexism on women’s mathematics performance'),(858,'es_ES','abstract',''),(858,'es_ES','cleanTitle',''),(858,'es_ES','copyrightHolder',''),(858,'es_ES','prefix',''),(858,'es_ES','subtitle',''),(858,'es_ES','title',''),(858,'fr_FR','copyrightHolder',''),(858,'pt_BR','copyrightHolder',''),(859,'','citationsRaw','American Association on Mental Retardation. (2006). Retardo Mental: definição, classificação e sistemas de apoio (10ª ed.). Porto Alegre: Artmed.\r\nAmerican Association on Intellectual and Developmental Disabilities (AAIDD). (2010). Intellectual disability: definition, classification, and systems of supports (11th ed). Washington, DC: Author.\r\nBalboni, G., Tassé, M. J., Schalock, R. L., Borthwick-Duffy, S. A., Spreat, S., Thissen, D.,Widaman, D. Z. & Navas, P. (2014). The Diagnostic Adaptive Behavior Scale: evaluating its diagnostic sensitivity and specificity. Research in Developmental Disabilities, 35(11), 2884-2893. https://doi.org/10.1016/j.ridd.2014.07.032\r\nBelva, B. C., & Matson, J. L. (2013). An examination of specific daily living skills deficits in adults with profound intellectual disabilities. Research in Developmental Disabilities, 34(1), 596-604. https://doi.org/10.1016/j.ridd.2012.09.021\r\nCarvalho, E. N. S., & Maciel, D. M. M. de A. (2003). Nova concepção de deficiência mental segundo a American Association on Mental Retardation-AAMR: sistema 2002. Temas em Psicologia, 11(2), 147-156. Recuperado de http://pepsic.bvsalud.org/scielo.php?script=sci_abstract&pid=S1413-389X2003000200008\r\nCerqueira, M. T. A. (2008). Estratégias de ensino-aprendizagem para a pessoa com deficiência intelectual de 12 a 18 anos.  PDE: Programa de Desenvolvimento Educacional. Curitiba: UFPR. Recuperado de http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/1068-2.pdf \r\nCoutinho, M. P. L. (2005). Depressão infantil e representação social (2ª ed.). João Pessoa: Editora Universitária/UFPB.\r\nFalconi, E. R. M., & Silva, N. A. S. (2002). Estratégias de Trabalho para Alunos com Deﬁciência Intelectual. AEE, Atendimento Educacional Especializado. Recuperado de https://especialdeadamantina.files.wordpress.com/2014/05/estratc3a9gias-de-trabalho-para-alunos-com-di.pdf\r\nFerreira, W. B. (2008). Vulnerabilidade à violência sexual no contexto da escola inclusiva: reflexão sobre a invisibilidade da pessoa como deficiência. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(2), 120-136. Recuperado de http://www.redalyc.org/articulo.oa?id=55160210\r\nFreitas, A. F. Soares, F. A. & Pereira, E. T. (2010). Aspectos gerais da deficiência intelectual. EFDeportes.com, Revista Digital. Buenos Aires, 15(151). Recuperado de http://www.efdeportes.com/efd151/aspectos-gerais-da-deficiencia-intelectual.htm\r\nGarchetti, F. C., Medeiros, J. G., & Nuernberg, A. H. (2013). Breve história da deficiência intelectual. Revista Electrónica de Investigación Y Docencia (REID), (10), 101-116. Recuperado de http://revistaselectronicas.ujaen.es/index.php/reid/article/view/994/820\r\nHäßler, F. (2014). Diagnose von Intelligenzminderung. Forensische Psychiatrie, Psychologie, Kriminologie, 8(3), 159-163. https://doi.org/10.1007/s11757-014-0276-1\r\nLin, L. P., Hsia, Y. C., Hsu, S. W., Loh, C. H., Wu, C. L., & Lin, J. D. (2013). Caregivers’ reported functional limitations in activities of daily living among middle-aged adults with intellectual disabilities. Research in Developmental Disabilities, 34(12), 4559-4564. https://doi.org/10.1016/j.ridd.2013.09.038\r\nMogilka, M. (1999). Autonomia e formação humana em situações pedagógicas: um dificil percurso. Educação e Pesquisa, 25(2), 57-68.\r\nNavas, P., Verdugo, M. A., Arias, B., & G??mez, L. E. (2012). Development of an instrument for diagnosing significant limitations in adaptive behavior in early childhood. Research in Developmental Disabilities, 33(5), 1551-1559. https://doi.org/10.1016/j.ridd.2012.03.006\r\nNucci, L. P., Killen, M., & Smetana, J. G. (1996). Autonomy and the personal: negotiation and social reciprocity in adult-child social exchanges. In M. Killen (Org.), Children´s autonomy, social competence and interactions with adults and other children: exploring connections and consequences. New York: Joussey-Bass.\r\nRocha, T. B. & Miranda, T. G. (2009). A inclusão de alunos com deficiência no ensino superior : uma análise de seu acesso e permanência. In: Diaz, F. et al., orgs. Educação inclusiva, deficiência e contexto social: questões contemporâneas. Salvador: EDUFBA. Available from SciELO Books <http://books.sielo.org>.\r\nSantos, S., & Morato, P. (2012). Acertando o passo! Falar de deficiência mental é um erro: deve falar-se de dificuldade intelectual e desenvolvimental (DID). Por quê? Revista Brasileira de Educação Especial, 18(1), 3-16. https://doi.org/10.1590/S1413-65382012000100002\r\nSassaki, R. K. (2004). Deficiência mental ou deficiência intelectual. Laboratório de Acessibilidade. Recuperado de http://www.todosnos.unicamp.br:8080/lab/links-uteis/acessibilidade-e-inclusao/textos/deficiencia-mental-ou-deficiencia-intelectual/\r\nSaviani-Zeoti, F., & Petean, E. B. L. (2008). A qualidade de vida de pessoas com deficiência mental leve. Psicologia¬¬: Teoria e Pesquisa, 24(3), 305-311. https://dx.doi.org/10.1590/S0102-37722008000300006\r\nSchwartzman, J. S. (2003). Histórico. In Schwartzman, J. S. (Org.) Síndrome de Down (2ª ed.) São Paulo: Memnon.\r\nSeabra, A. G. &, Capovilla, F. C. (2010). Teste de Competência de Leitura de Palavras e Pseudopalavras: (TCLPP) / Alessandra Gotuzo Seabra, Fernando César Capovilla. São Paulo: Memnon.\r\nSilva, N. L. P., & Dessen, M. A. (2001). Deficiência mental e família: implicações para o desenvolvimento da criança. Psicologia: Teoria E Pesquisa, 17(2), 133-141. https://doi.org/10.1590/S0102-37722001000200005\r\nSilva, S. C. da, & Dessen, M. A. (2014). Relações familiares na perspectiva de pais, irmãos e crianças com deficiência. Rev. Bras. Ed. Esp., Marília, 20(3), 421-434. https://doi.org/10.1590/S1413-65382014000300008\r\nSousa, A. A. de; Alexandre, N. M. C. & Guirardello, E. de B. (2017). Propriedades psicométricas na avaliação de instrumentos: avaliação da confiabilidade e da validade. Epidemiol. Serv. Saúde. 26(3), 649-659.\r\nTeixeira, P. S. G. (2014). As atitudes dos docentes do 2º e 3º ciclos do ensino regular face à DM. Dissertação de Mestrado em Ciências da Educação, Escola Superior de Educação João de Deus, Lisboa. Recuperado em 05 de agosto de 2017, de http://comum.rcaap.pt/bitstream/10400.26/6514/1/PaulaTeixeira.pdf\r\nVygotsky, L. S. (2015). Pensamento e Linguagem (4a ed.). São Paulo: Martins Fontes.\r\n________. (1986). Thought and language. Cambridge, MA: MIT Press.'),(859,'','hide_author','0'),(859,'','language','pt'),(859,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(859,'en_US','copyrightHolder','ELAINE CUSTÓDIO RODRIGUES GUSMÃO, EVANILSON JOSÉ SOUSA, JOÃO CARLOS ALCHIERI, Maria Penha Lima Coutinho, Tânia Couto Machado Chianca'),(859,'pt_BR','abstract','<p>This is a descriptive study with the objective of analyzing aspects of the development of the practical skills of people with Intellectual Disability (DI). One hundred (100) caregivers and 100 (one hundred) people with ID, whose age ranged from 9 to 83 years, from a Philanthropic Institution of the city of Campina Grande, Paraíba, Brazil, participated in the research. For the data collection, questionnaires were filled out by the participants. The factorial analysis of the correspondence of the content of the answers to the questions was processed by the Tri-deux-Mots program. The results indicate that the participants with ID of more advanced schooling, in relation to the others with lower schooling, show more indicative of autonomy regarding the performance of activities of daily living and instrumental activities of daily living.</p>'),(859,'pt_BR','cleanTitle','INTELLECTUAL DEFICIENCY: AN ANALYSIS OF PRACTICAL ADAPTATIVE SKILLS'),(859,'pt_BR','title','INTELLECTUAL DEFICIENCY: AN ANALYSIS OF PRACTICAL ADAPTATIVE SKILLS'),(860,'','copyrightYear','2019'),(860,'','hide_author','0'),(860,'','issueId','101'),(860,'','language','es'),(860,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(860,'','pages','66-80'),(860,'','pub-id::doi','10.30849/rip/ijp.v53i1.908'),(860,'en_US','abstract',''),(860,'en_US','cleanTitle',''),(860,'en_US','copyrightHolder','Karina Curione, Juan Antonio Huertas, Victor Ortuño, Virginia Gründler, Lucía Píriz'),(860,'en_US','prefix',''),(860,'en_US','subtitle',''),(860,'en_US','title',''),(860,'es_ES','abstract','<p class=\"normal\">Se presenta la validación para población universitaria uruguaya del Bloque Completo de Estrategias de Aprendizaje del <em>Motivated Strategies for Learning Questionnaire </em>(<em>MSLQ</em>) de Pintrich, Smith, García y McKeachie (1991; 1993). Participaron 589 estudiantes de Psicología, 460 mujeres (78%) y 129 hombres (22%), la media de edad es 23.43 años (<em>DT</em>=7.93). Los análisis de correlación bivariada permitieron observar una correlación positiva (<em>r</em>= .08, <em>p</em>≤.05) entre las estrategias de <em>Elaboración</em> y la nota final. También se observa una correlación positiva <em>&nbsp;</em>(<em>r</em>=.11, <em>p</em>≤.01) entre la sub-escala <em>Aprendizaje entre Pares</em> y el rendimiento académico. El Análisis Factorial Confirmatorio permite concluir que el modelo más parsimonioso está compuesto por nueve factores agrupados en un modelo bifactor, esta organización refleja la estructura teórica original.</p>'),(860,'es_ES','cleanTitle','Validación del bloque estrategias de aprendizaje del MSLQ con estudiantes  universitarios uruguayos'),(860,'es_ES','copyrightHolder',''),(860,'es_ES','prefix',''),(860,'es_ES','subtitle',''),(860,'es_ES','title','Validación del bloque estrategias de aprendizaje del MSLQ con estudiantes  universitarios uruguayos'),(860,'fr_FR','copyrightHolder',''),(860,'pt_BR','copyrightHolder',''),(861,'','citationsRaw','Al Aïn, S., Carré, A., Fantini-Hauwel, C., Baudouin, J. Y., & Besche-Richard, C. (2013). What is the emotional core of the multidimensional machiavellian personality trait? Frontiers in Psychology, 4(7), 1–8. doi: 10.3389/fpsyg.2013.00454\r\n\r\nAlcorta-Garza, A., González-Guerrero, J. F., Tavitas-Herrera, S. E., Rodríguez-Lara, F. J., & Hojat, M. (2005). Validación de la escala de empatía medica de Jefferson en estudiantes de medicina mexicanos. Salud Mental, 28(5), 57–63.\r\n\r\nAngantyr, M., Eklund, J., & Hansen, E. M. (2011). A comparison of empathy for humans and empathy for animals. Anthrozoos, 24(4), 369–377. doi: 10.2752/175303711X13159027359764\r\n\r\nAuyeung, B., Wheelwright, S., Allison, C., Atkinson, M., Samarawickrema, N., & Baron-Cohen, S. (2009). The children’s empathy quotient and systemizing quotient: Sex differences in typical development and in autism spectrum conditions. Journal of Autism and Developmental Disorders, 39(11), 1509–1521. doi: 10.1007/s10803-009-0772-x\r\n\r\nBaron-Cohen, S. (2000). Theory of Mind and Autism : A Review. International Review of Research in Mental Retardation, 23(1), 169–184. doi: 10.1016/S0074-7750(00)80010-5\r\n\r\nBautista-Hernández, G., Vera, J. A., Tánori, J., & Valdés, A. (2016). Propiedades psicométricas de una escala para medir empatía en estudiantes de secundaria en México. Revista Electrónica “Actualidades Investigativas En Educación” 16(3), 1–20. doi: 10.15517/aie.v16i3.25959\r\n\r\nBegeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., & Boer, F. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41(8), 997–1006. doi: 10.1007/s10803-010-1121-9\r\n\r\nBryant, B. K. (1982). An Index of Empathy for Children and Adolescents. Child Development, 53 (1), 413-425.\r\n\r\nCigna, M.-H., Guay, J.-P., & Renaud, P. (2017). Psychopathic traits and their relation to facial affect recognition. Personality and Individual Differences, 117, 210–215. doi: 10.1016/j.paid.2017.06.014\r\n\r\nCostello, E. J. (2016). Early Detection and Prevention of Mental Health Problems: Developmental Epidemiology and Systems of Support. Journal of Clinical Child and Adolescent Psychology, 45(6), 710–717. doi: 10.1080/15374416.2016.1236728\r\n\r\nCuff, B. M. P., Brown, S. J., Taylor, L., & Howat, D. J. (2016). Empathy: A Review of the Concept. Emotion Review, 8(2), 144–153. doi: 10.1177/1754073914558466\r\n\r\nDecety, J., Bartal, I. B.-A., Uzefovsky, F., & Knafo-Noam, A. (2016). Empathy as a driver of prosocial behaviour: highly conserved neurobehavioural mechanisms across species. Philosophical Transactions of the Royal Society B: Biological Sciences, 371(1686), 20150077. doi: 10.1098/rstb.2015.0077\r\n\r\nDecety, J., & Cowell, J. M. (2014). The complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7), 337–339. doi: 10.1016/j.tics.2014.04.008\r\n\r\nDecety, J., & Jackson, P. L. (2004). The Functional Architecture of Human Empathy. Behavioral and Cognitive Neuroscience Reviews, 3, doi: 10.1177/1534582304267187\r\n\r\nde Waal, F. B. M. (2003). On the possibility of animal empathy. En Manstead, T., Frijda, N. & Fischer, A. (Eds). Feelings and Emotions: The Amsterdam Symposium. Cambridge University Press, Cambridge, 379-399.\r\n\r\nde Waal, F. B. M. (2008). Putting the altruism back into altruism: the evolution of empathy. Annual Reviews of Psychology, 59, 279-300. doi:10.1146/annurev.psych.59.103006.093625\r\n\r\nDollan, M., & Fullam, R. (2004). Theory of mind and mentalizing ability in antisocial personality disorders with and without psychopathy. Psychological Medicine, 34(6), 1093–1102. doi: 10.1017/S0033291704002028\r\n\r\nEisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., & Jones, S. (1998). Contemporaneous and longitudinal prediction of children’s sympathy from dispositional regulation and emotionality. Developmental Psychology, 34, 910-924.\r\n\r\nEssex, M. J., Kraemer, H. C., Slattery, M. J., Burk, L. R., Thomas Boyce, W., Woodward, H. R., & Kupfer, D. J. (2009). Screening for childhood mental health problems: outcomes and early identification. Journal of Child Psychology and Psychiatry, 50(5), 562–570. doi: 10.1111/j.1469-7610.2008.02015.x\r\n\r\nGarton, A. F. & Gringart, E. (2005). The development of a scale to measure empathy in 8- and 9-year old children. Australian Journal of Education and Developmental Psychology, 5, 17-25.\r\n\r\nGrieve, R., & Panebianco, L. (2013). Assessing the role of aggression, empathy, and self-serving cognitive distortions in trait emotional manipulation. Australian Journal of Psychology, 65(2), 79–88. doi: 10.1111/j.1742-9536.2012.00059.x\r\n\r\nHojat, M., Louis, D. Z., Markham, F. W., Wender, R., Rabinowitz, C., & Gonnella, J. S. (2011). Physiciansʼ Empathy and Clinical Outcomes for Diabetic Patients. Academic Medicine, 86(3), 359–364. doi: 10.1097/ACM.0b013e3182086fe1\r\n\r\nHoward, J. A., & Piliavin, J. A. (2000). Altruism. Encyclopedia of Sociology. New York: Macmillian\r\n\r\nLawrence, E. J., Shaw, P., Baker, D., Baron-Cohen, S., & David, A. S. (2004). Measuring empathy: reliability and validity of the Empathy Quotient. Psychological Medicine, 34(5), 911–919. doi: 10.1017/S0033291703001624\r\n\r\nLe Fevre, M., Matheny, J., & Kolt, G. S. (2003). Eustress, distress, and interpretation in occupational stress. Journal of Managerial Psychology, 18(7), 726–744. doi: 10.1108/02683940310502412\r\n\r\nLeibetseder, M., Laireiter, A.-R., & Köller, T. (2001). E-Skala: Fragebogen zur Erfassung von Empathie – Beschreibung und psychometrische Eigenschaften. Zeitschrift für Differentielle und Diagnostische Psychologie, 1, 70-85.\r\n\r\nLópez-Pérez, B., Ambrona, T. & Márquez-González (2014). Adaptación y validación de un instrumento para la evaluación de la empatía en niños y adolescentes: TECA-NA. Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud, 22(1), 5-18. \r\n\r\nLosoya, S.H., & Eisenberg, N. (2001). Affective empathy. En: J.A., Hall & F.J., Bernieri, (Eds.), Interpersonal sensitivity (pp. 21-43). Mahwah, USA: Lawrence Erlbaum Associates.\r\n\r\nMazza, M., Pino, M. C., Mariano, M., Tempesta, D., Ferrara, M., De Berardis, D., … Valenti, M. (2014). Affective and cognitive empathy in adolescents with autism spectrum disorder. Frontiers in Human Neuroscience, 8(10), 1–6. doi: 10.3389/fnhum.2014.00791\r\n\r\nMestre, M. V., Samper, P., Frías, M. D., & Tur, A. M. (2009). Are women more empathetic than men? A longitudinal study in adolescence. The Spanish Journal of Psychology, 12(1), 76–83. doi: 10.1017/S1138741600001499\r\n\r\nRedmond, M.V. (1989). The functions of empathy (decentering) in human relations. Human relations, 42(7), 593-605.\r\n\r\nRosen, J. B., Brand, M., & Kalbe, E. (2016). Empathy Mediates the Effects of Age and Sex on Altruistic Moral Decision Making. Frontiers in Behavioral Neuroscience, 10(4), 1–16. doi: 10.3389/fnbeh.2016.00067\r\n\r\nRumble, A. C., Van Lange, P. A. M., & Parks, C. D. (2009). The benefits of empathy: When empathy may sustain cooperation in social dilemmas. European Journal of Social Psychology, 40(6), 856–866. doi: 10.1002/ejsp.659\r\n\r\nShamay-Tsoory, S. G. (2009). Empathic processing: its cognitive and affective dimensions and neuroanatomical basis. En J., Decety & W., Ickes, (Eds.) The Social Neuroscience of Empathy (pp. 215-232). Cambridge, Massachusetts, USA: MIT Press.\r\n\r\nShamay-Tsoory, S. G. (2011). The Neural Bases for Empathy. The Neuroscientist, 17(1), 18–24. doi: 10.1177/1073858410379268\r\nSmith, A. (2006). Cognitive Empathy and Emotional Empathy in Human Behavior and Evolution. The Psychological Record, 56, 3-21.\r\n\r\nSpinrad, T. L., & Eisenberg, N. (2009). Empathy, prosocial behavior, and positive development in schools. En R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 119-129). New York: Routledge/Taylor and Francis Group.\r\n\r\nSpreng, R. N., McKinnon, M. C., Mar, R. A., & Levine, B. (2009). The Toronto empathy questionnaire: Scale development and initial validation of a factor-analytic solution to multiple empathy measures. Journal of Personality Assessment, 91(1), 62–71. doi: 10.1080/00223890802484381\r\n\r\nSvetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ Prosocial Behavior: From Instrumental to Empathic to Altruistic Helping. Child Development, 81(6), 1814–1827. doi: 10.1111/j.1467-8624.2010.01512.x\r\n\r\nWarden, D., & MacKinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmental Psychology, 21(3), 367–385. doi: 10.1348/026151003322277757\r\n\r\nWied, M., Maas, C., Goozen, S. V., Vermande, M., Engels, R., Meeus, W., Matthys, W., & Goudena, P. (2007). European Journal of Psychological Assessment, 23(2), 99–104. doi: 10.1027/1015-5759.23.2.99 \r\n\r\nWilt, J., & Revelle, W. (2009). Extraversion. En M. R. Leary & L. H. Hoyle (Eds.), Handbook of Individual Differences in Social Behavior (pp. 27–45). New Yok: The Guilford Press. doi: 10.1037/a0022884\r\n\r\nZoll, C., & Enz, S. (2005). A questionnaire to assess affective and cognitive empathy in children. Journal of Child Psychology, 15, 165-174'),(861,'','hide_author','0'),(861,'','language','es'),(861,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(861,'en_US','copyrightHolder','Rodolfo Bernal-Gamboa, Tere A. Mason, Nazira Calleja, José Eduardo Reynoso-Cruz'),(861,'es_ES','abstract','<p>La empatía es una respuesta afectiva que permite establecer relaciones saludables, generando una mejor convivencia entre los individuos, por ello, es importante contar con instrumentos válidos y confiables para medir dicho constructo. El objetivo del presente trabajo fue la adaptación y traducción de una escala de empatía para niños. La escala cuenta con 28 reactivos, se aplicó a 293 niños de entre 8 y 12 años en la Ciudad de México. Los resultados mostraron un alfa de Cronbach de .753 en la escala total, quedando de 10 reactivos. Se confirmó la validez de constructo, a través del análisis factorial exploratorio de componentes principales con rotación varimax, del cual se obtuvieron tres factores que explican 36.86% de varianza, a su vez se realizó un análisis factorial confirmatorio mostrando buenos índices de ajuste del modelo.</p>'),(861,'es_ES','cleanTitle','Análisis Psicométrico de una Escala de Empatía en Niños Mexicanos'),(861,'es_ES','title','Análisis Psicométrico de una Escala de Empatía en Niños Mexicanos'),(862,'','citationsRaw','Borges, V. (2004). Los 38 años de Historia de la Revista Interamericana de Psicología. Revista Interamericana de Psicología, 38 (2), 369-372.\r\nBrozek, J. (1991). Quantifying history of psychology: bibliometry alla Valenciana. Revista de Historia de la Psicología, 12 (2), 15-36.\r\nCallón, M., Courtial, J. P. y Penan, H. (1995). Cienciometría. Guijón: Tea\r\nCarpintero, H. y Peiró, J. (Eds.). (1981). Psicología Contemporánea: Teoría y métodos cuantitativos para el estudio de su literatura científica. Valencia: Alfaplus.\r\nCobo-Martín, M. J. (2011). SciMAT: Herramienta Software para el Análisis de la Evolución del Conocimiento Científico. Propuesta de una Metodología. Memoria de Tesis Doctoral. Granada: Universidad de Granada.\r\nKlappenbach, H. (2009). Estudio bibliométrico de la Revista de Psicología de la Universidad Nacional de La Plata. 1964-1983. Revista de Psicología, 2ª época, 10, 13-65.\r\nPolanco, F. (2016). “Impacto y evolución del conductismo en la Revista Interamericana de Psicología y la Revista Latinoamericana de Psicología. Un análisis sociobibliométrico (1969-2008)”. Tesis de doctorado. San Luis: Facultad de Psicología, Universidad Nacional de San Luis.\r\nSerrano-García, I. y Resto-Olivo, J. (2003). La Revista Interamericana de Psicología: Debut y Despedida. Revista Interamericana de Psicología, 37 (1), 13-29.\r\nUNESCO (2000). Declaración sobre la ciencia y el uso del saber científico. En UNESCO, La Ciencia para el Siglo XXI un nuevo compromiso. Conferencia Mundial sobre la Ciencia (pp. 7-17). Paris: UNESCO.'),(862,'','copyrightYear','2018'),(862,'','hide_author','0'),(862,'','issueId','97'),(862,'','language','es'),(862,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(862,'','pub-id::doi','10.30849/rip/ijp.v51i3.910'),(862,'','pub-id::publisher-id',''),(862,'en_US','copyrightHolder','Fernando Polanco, Josiane Sueli Beria, Hugo Klappenbach'),(862,'es_ES','abstract','The <em>Inter-American Journal of Psychology (RIP)</em> is the scientific publication of the Inter-American Psychological Society and one of the most influential and well established journals in the Americas. We realized a socio-bibliometric analysis based on the first 50 volumes of the publication (1967-2016). This methodology is part of the <em>ex post facto</em> studies pertaining to the history of psychology. It was observed that the general structure of the <em>RIP</em> was characterized by the diversity and frequent changes of its staff and its advisory and scientific boards. Considering the language, it is highlighted that papers were published in Spanish, English and Portuguese. The three most productive authors were R. Ardila, R. Díaz-Loving, and L. F. Natalicio. The analysis of citations showed the great concentration of references to North-American papers and books; publications devoted to locus of control, social learning and transcultural, social and community psychology the most frequently referenced. The conceptual analysis showed that the roots of the production of the RIP sink into the concepts of behavior and cognition, analyzed from experimental and psychometric methods mainly based on North-American social psychology. Childhood is the main population analyzed, and the applied fields preferred were clinical, social, cultural and educational. In conclusion, it is observed that the intellectual origin reflected in the RIP is strongly biased by the general features of the North-American psychology, with emphasis on experimental, differential, social and applied psychology.'),(862,'es_ES','cleanTitle','Five decades of the Interamerican Journal of Psychology A sociobibliometric study'),(862,'es_ES','title','Five decades of the Interamerican Journal of Psychology. A socio-bibliometric study'),(863,'','citationsRaw','Aradilla A. (2013). Inteligencia Emocional y variables relacionadas en enfermería. (Tesis doctoral). Universidad de Barcelona, Barcelona, España.\r\nBarahona, L.M., y Alegre, A.A. (2016). Inteligencia emocional y TDAH: un análisis comparativo en estudiantes de Lima Metropolitana. Propósitos y representaciones, 4 (1), 64-114. Recuperado de http://revistas.usil.edu.pe/index.php/pyr/article/view/87/188\r\nBuenrostro-Guerrero, A., Valadez-Sierra, M., y Soltero-Avelar, R. (2012). Inteligencia emocional y rendimiento académico en adolescentes. Revista de Educación y Desarrollo Recuperado de http://www.cucs.udg.mx/revistas/edu_desarrollo/anteriores/20/020_Buenrostro.pdf\r\nDomingo-Depaula, P., y Azollini, S. (2013). Análisis del modelo Big Five de personalidad como predictor de la inteligencia cultural. Revista Latinoamericana de Ciencia Psicológica, Psicencia. 5 (1), 35-43. Recuperado de http://www.redalyc.org/pdf/3331/333127392005.pdf\r\nEspinoza-Venegas, M., Sanhueza-Alvarado, O., Ramírez-Elizondo, N., y Sáez-Carrillo, K. (2015). Validación de constructo y confiabilidad de la escala de inteligencia emocional en estudiantes de enfermería. Revista Latinoamericana de Enfermagem, 23 (1), 139-147. Recuperado de http://www.scielo.br/pdf/rlae/v23n1/es_0104-1169-rlae-23-01-00139.pdf. DOI: 10.1590/0104-1169.3498.2535.\r\nExtremera, N., y Fernández-Berrocal P. (2004). El papel de la inteligencia emocional en el alumnado: evidencias empíricas. Revista Electrónica de Investigación Educativa, 6 (2). Recuperado de http://redie.uabc.mx/redie/article/view/105/1121\r\nExtremera, N., y Ruiz, D. (2012). Inteligencia emocional y bienestar personal en estudiantes universitarios de ciencias de la salud. (Tesis doctoral). Universidad de Málaga, España. Recuperado de http://riuma.uma.es/xmlui/bitstream/handle/10630/5384/TDR_PINEDA_GALAN.pdf?sequence=1\r\nFernández, P., y Extremera N. (2005). La inteligencia emocional y la educación de las emociones desde el modelo de Mayer y Salovey. Revista Interuniversitaria de Formación del Profesorado, 19 (3), 63-93. Recuperado de http://emotional.intelligence.uma.es/documentos/pdf61modelo_de_mayer_salovey.pdf\r\nFernández-Berrocal, P., Extremera, N., y Ramos, N. (2005). Validity and reliability of the spanish modified versión of the Trait Meta-Mood Scale. Psychological Reports, 94, 751-755\r\nFernández, P., y Ramos, N. (2002). Corazones inteligentes. Barcelona: Kairos. \r\nFischer, A., Rodríguez, P., Van-Vianen, A., y Manstead, A. (2004). Gender an culture differences in emotion. The American Psychological Association, 4 (1), 87-94. Recuperado de https://pdfs.semanticscholar.org/7e60/affc3a50e9c282036dd9924257b464dc6e8f.pdf\r\nGatzia, L., Aritzeta, A., Balluerka, N., Barberá, E. (2012). Inteligencia emocional y género: más allá de ls diferencias sexuales. Anales de psicología, 28 (2), 567-575. Recuperado de http://www.redalyc.org/articulo.oa?id=16723135028\r\nGoleman, D. (2008) Inteligencia emocional. Recuperado de http://www.hacienda.go.cr/cifh/sidovih/cursos/material_de_apoyo-F-C-CIFH/2MaterialdeapoyocursosCICAP/5InteligenciaEmocional/Inteligenciaemocional.pdf\r\nHernández, C., y Dickinson, M. (2014). Importancia de la inteligencia emocional en Medicina. Investigación en Educación Médica, 3 (11), 155-160. Recuperado de http://riem.facmed.unam.mx/sites/all/archivos/A3Num11/06AR_IMPORTANCIA_DE_LA_INTELIGENCIA.pdf\r\nJaimes, F.R. (2008). Inteligencia emocional y rendimiento académico en estudiantes de la Facultad de Educación y Humanidades de la Universidad Alas Peruanas (9). Recuperado de http://www.uap.edu.pe/Investigaciones/Esp/Revista_09_Esp_02.pdf\r\nKoydemir, S., y Schütz, A. (2012). Emotional intelligence predicts components of subjective well-being beyond personality: a two-country study using self- and informant reports. The jornal of positive psychology, 7 (2), 107- 118\r\nLey 784, 2002. Reglamentación de la instrumentación quirúrgica, 27 de diciembre de 2002. Recuperado de http://www.mineducacion.gov.co/1759/articles-105028_archivo_pdf.pdf\r\nLlibre, J., Prieto, A., García, J., y Juan, P. (2005). Influencia de la inteligencia emocional en los resultados académicos de estudiantes de las Ciencias Médicas. Revista Habanera de Ciencias Médicas, 14 (2), 241-252. Recuperado de http://scielo.sld.cu/pdf/rhcm/v14n2/rhcm14215.pdf\r\nLópez-Fernández, C. (2015). Inteligencia emocional y relaciones interpersonales en los estudiantes de enfermería. Educación médica, 16 (1), 83-92. Recuperado de http://www.sciencedirect.com/science/article/pii/S1575181315000030\r\nMayer, J., Roberts, R., y Barsade, S. (2008). Human Abilities Emotional Intelligence. Annual Review of Psychology, 59, 507-536. \r\nMayer, J., Caruso, D., y Salovey, P. (2000). Emotional Intelligence Meets Traditional Standars for an intelligence. Intelligence, 27 (4), 267-298. Recuperado de http://www.gruberpeplab.com/teaching/psych3131_summer2015/documents/13.2_Mayer_2000_EmotionIntelligenceMeetsStandardsForTraditionalIntelligence.pdf\r\nMayer, J., Dipaolo, M., y Salovey, P. (1990). Perceiving affective content in ambiguous visual-stimuli a component of emotional intelligence. Journal of Personality Assessment, 772-781. Recuperado de http://unh.edu/emotional_intelligence/EIAssets/EmotionalIntelligenceProper/EI1990%20Perceiving%20Affective%20Content.pdf\r\nPérez, N. (2013). Aportación de la inteligencia emocional, personalidad e inteligencia general al rendimiento académico en estudiantes de enseñanza superior. (Tesis doctoral). Universidad de Alicante, Alicante. Recuperada de https://rua.ua.es/dspace/bitstream/10045/35698/1/tesis_nelida_perez.pdf\r\nRodríguez, A.M., Llorens, S., Salanova, M. (2006). Taller de trabajo sobre inteligencia emocional en enfermeras: eficacia a corto plazo. Gestión práctica de riesgos laborales, (29), 46-54. Recuperado de http://www.want.uji.es/wp-content/uploads/2017/03/2006_Rodr%C3%ADguez-Llorens-Salanova.pdf\r\nSalovey, P., Brackett, M.A., y Mayer, J.D. (2007). Emotional intelligence. Key Reading son de Mayer and Salovey Model. In: Mayer, J.D., Salovey, P. (1997). ¿What is emotional intelligence? In: Salovey y Sluyter (Eds.). Ed. Dude publishing, Basic book, (pp.3-31). New York.\r\nSánchez, G., y Araya, G. (2014). Atención plena, inteligencia emocional, género, área de estudio y reporte de ejercicio en estudiantes universitarios costarricenses, Revista Iberoamericana de Psicología del ejercicio y el deporte, 9 (1), 19-36. Recuperado de http://www.webs.ulpgc.es/riped/docs/20140101.pdf\r\nSuárez, C.M., y Zambrano, A.P. (2015). Efectos de un programa de educación emocional sobre los niveles de salud mental positiva en adolescentes escolarizados del Municipio de Samaniego, Nariño. (Trabajo de grado). Universidad de Costa Rica y Universidad Nacional de Costa Rica, Costa Rica. Recuperado de http://biblioteca.udenar.edu.co:8085/atenea/biblioteca/90741.pdf\r\nTrujillo-Flóres, M.M., y Rivas-Tovar, L.A. (2005). Orígenes, evolución y modelos de inteligencia emocional. INNOVAR, revista de ciencias administrativas y sociales, 15 (25), 9- 24. Recuperado de http://www.redalyc.org/articulo.oa?id=81802502 \r\nValadez, M., Borges, M.A., Ruvalcaba N., Villegas, K., y Lorenzo, M. (2013). La Inteligencia Emocional y su Relación con el Género, el Rendimiento Académico y la Capacidad Intelectual del Alumnado Universitario. Electronic Journal of Research in Educational Psychology, 11 (30), 395-412. Recuperado de http://www.redalyc.org/pdf/2931/293128257005.pdf'),(863,'','hide_author','0'),(863,'','language','es'),(863,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(863,'en_US','copyrightHolder','Sandra Catalina Guerrero Aragon, Ángel Alberto García Perdomo'),(863,'es_ES','abstract','<p><strong>Introducción: </strong>El instrumentador quirúrgico en Colombia es un profesional de la salud (Ley 784, 2002) y su desempeño requiere de inteligencia emocional. (Salovey y Mayer, 1997)</p><p><strong>Objetivo:</strong> Determinar la correlación entre inteligencia emocional y rendimiento académico de los estudiantes de instrumentación quirúrgica.<strong></strong></p><p><strong>Métodos: S</strong>e realizó una correlación de Pearson y Spearman en 58 participantes voluntarios. Se aplicó la prueba TMMS-24.</p><p><strong>Resultados: </strong>La edad promedio fue 21.3 (DE: 1.9). La correlación con atención emocional fue de <em>r:</em> 0.26, claridad emocional <em>r: </em>-0.02 y reparación emocional <em>r:</em>0.03.</p><p><strong>Discusión:</strong> Las mujeres presentan mayor atención emocional que los hombres, porque ellas socialmente presentan rasgos estereotípicos (Stewart y McDermont, 2004).<strong></strong></p><p><strong>Conclusiones: </strong>La inteligencia emocional no es predictor del rendimiento académico. Se recomienda evaluar personalidad e incluir a enfermería y medicina.</p><p><strong>Abstract</strong></p><p><strong>Introduction: </strong>The surgical assistant in Colombia is a health professional (Ley 784, 2002) and its performance requires emotional intelligence. (Salovey &amp; Mayer, 1997)</p><p><strong>Objective: </strong>To determine the correlation between emotional intelligence and academic performance of surgical assistant students.</p><p><strong>Methods: </strong>Was a correlation of Pearson and Spearman performed in 58 volunteer participants. Was The TMMS-24 test was applied.</p><p><strong>Results: </strong>The average age was 21.3 (SD: 1.9). The correlation with emotional attention was r: 0.26, emotional clarity r: -0.02 and emotional repair r: 0.03.</p><p><strong>Discussion: </strong>The women presented more emotional attention than men, because they present socially stereotypical features. (Stewart &amp; McDermont, 2004)</p><p><strong>Conclusions: </strong>The emotional intelligence is not a predictor of academic performance. It is recommended to evaluate personality and include nursing and medicine.</p>'),(863,'es_ES','cleanTitle','Inteligencia emocional y rendimiento académico en estudiantes de instrumentación quirúrgica de Bogotá'),(863,'es_ES','title','Inteligencia emocional y rendimiento académico en estudiantes de instrumentación quirúrgica de Bogotá'),(864,'','citationsRaw','Agulló. E. (2001). Entre la  precariedad laboral  y la exclusión social: los otros trabajos, los otros trabajadores. En: E. Agulló.  y A. Ovejero. (Coords.). Trabajo, individuo y sociedad. (pp. 95-144). Madrid: Pirámide.\r\nÁlvarez-Gayou, J. L. (2009). Cómo hacer investigación cualitativa. Fundamentos y metodología. México, DF: Paidos educador.\r\nBauman, Z. (2005). Trabajo, consumismo y nuevos pobres. Barcelona: Gedisa\r\nBlanch, J. (2007). Psicología social del trabajo. En Aguilar, M., y Reid, A. (Coords.). Tratado de psicología social: perspectivas socioculturales. (pp. 210-238). México-Barcelona: Anthropos.\r\nCastañeda, E. & García, J. (2011). Perspectivas actuales de la adicción al trabajo. Psicología y Salud, 21(1), 131-139.\r\n\r\nCastillo, J. & Gómez, M. (2012). Excessive work or addiction to work: workaholism in a Colombian company. Pilot study trough application of DUWAS test. Revista Ciencias de la Salud, 10(3), 307-321.\r\n\r\nDel  Líbano  M,  Llorens  S,  Schaufeli  W,  Salanova  M.  (2006). Adicción  al  trabajo: concepto y evaluación. Gestión Práctica de Riesgos Laborales, 27, 24-31\r\nEscobar, J., & Bonilla-Jiménez, F. I. (2009). Grupos focales: una guía conceptual y metodológica. Cuadernos hispanoamericanos de psicología, 9(1), 51-67.\r\nFernández-Montalvo  J,  Echeburúa  E.  (1998). Laborodependencia: cuando  el trabajo  se  convierte  en  adicción. Revista  de  Psicopatología  y  Psicología  Clínica, 3(2), 103-120\r\nGarrido Piosa, M. (2014). Adicción al trabajo: características, detección y prevención desde una perspectiva integral. Enfermería Global, 13 (33), 362-369.\r\nGil-Monte, P.  (2012). Riesgos psicosociales en el trabajo y  salud ocupacional. Revista Peruana de Medicina Experimental Y Salud Pública, 29 (2), 237–241. \r\n\r\nHarpaz, I. & Snir, R. (2003). Workaholism: Its definition andnature. Human Relations, 56 (3), 292-320.\r\nHernández, R., Fernández, C.,  & Baptista, P. (2002).  Metodología de la investigación. México: McGraw Hill.\r\nKillinger, B. (1993). La adicción al trabajo. Barcelona: Paidós\r\nLepat, J. & Cuny, X. (1978). Psicología del trabajo: enfoques y técnicas.Madrid: Pablo del Rio.\r\n\r\nMorán, C. (2005). Psicología del trabajo: nociones introductorias. Málaga: Aljibe\r\nMoreno, B., Gálvez, M., Garrosa, E., &  Rodríguez, R.  (2005). La adicción al trabajo. Psicología Conductual, 13 (3), 417- 428.\r\nMoreno Jiménez, B. (2011). Factores y riesgos laborales psicosociales: conceptualización, historia y cambios actuales. Medicina y Seguridad del Trabajo, 57, 4-19.\r\nMuchinsky, P.  (2007). Psicología aplicada al trabajo. (7ª. ed.) México: Thomson. \r\nNaughton, T.J. (1987). A conceptual view of workaholism and implications for career counseling and research. Career Development Quarterly, 35, 180-187.\r\n\r\nOates, W. (1971). Confessions of a Workaholic: The factors about work addiction. New York: World.\r\n\r\nOficina Internacional del Trabajo (OIT). (2002). Panorama laboral de América Latina y el Caribe. Lima-Perú. Oficina regional.\r\nOrganización Mundial de la salud (OMS). (2011). Salud mental: un estado de bienestar.  Disponible en: http://who.int/features/mental_health/es/index.html.\r\nPeiró, J. Prieto, F., y Roe, R, (1996b). El trabajo como fenómeno psicosocial. En: Peiró, J. Prieto, F. (eds.). Tratado de psicología del trabajo. Vol. II: Aspectos psicosociales del trabajo (pp.15-33). Madrid: Síntesis.\r\nPereda. S., Berrocal, F., y Alonso. M. (2008). Psicología del trabajo. Madrid: Síntesis\r\n\r\nPolo, J. D., Santiago, V., Navarro, M. C. & Alí, A. (2016). Creencias irracionales, síndrome de Burnout y adicción al trabajo en las organizaciones. Psicogente, 19 (35), 148-160.  http://doi.org/10.17081/psico.19.35.1215\r\n\r\nPorras Velásquez, N. (2009). Elementos básicos para el análisis de la cultura  de las organizaciones desde la psicología. Tesis psicológica (4), 36-56.\r\nPorras Velásquez, N. (2011). Del pluralismo al eclecticismo en la psicología de hoy: una reflexión epistemológica. Tesis Psicológica, (6), 154-175\r\nPorras Velásquez, N. (2011a). Lo Ideológico en la Psicología Social y en la Guerra en Colombia. Revista de Psicología GEPU, 2 (2), 138-157.\r\nPorras Velásquez, N.  (2012).  Gerencia del potencial humano en las  organizaciones que aprenden desde la perspectiva psicológica. Revista Electrónica de psicología social “Poiésis”. (23) Junio.  DOI: https://doi.org/10.21501/16920945.330\r\nPorras Velásquez, N.  (2013) ¿Qué es lo que hace exactamente un psicólogo organizacional? Una reflexión crítica desde las teorías del rol.  En Revista Electrónica de psicología social “Poiesis”. (25) Junio. DOI: https://doi.org/10.21501/16920945.646\r\nPorras Velásquez, N. (2014).  El estudio del comportamiento organizacional como fundamento para la gestión humana por competencias. Revista Electrónica de psicología social “Poiésis”. (27) Diciembre. DOI: https://doi.org/10.21501/16920945.1223\r\nPorras Velásquez, N.  (2015).  Gestión del conocimiento, aprendizaje  y socialización organizacional: procesos fundamentales para la psicología del trabajo. Revista Electrónica de psicología social “Poiésis”. (29) Junio. DOI: https://doi.org/10.21501/16920945.1609\r\nPorras Velásquez, N. (2016).  Aproximación histórica  a la psicología del trabajo y de las organizaciones en Colombia.   Revista Interamericana de Psicología/Interamerican Journal of Psychology (IJP), 50 (3), 317-330.\r\nPorras Velásquez, N.  (2017).  Violencia psicológica en el trabajo: aproximaciones desde la perspectiva psicosocial. Integración Académica en Psicología. 5 (13), 20-27.\r\nPorras Velásquez, N. (2017a). Análisis de la relación entre la salud mental y el malestar humano en el trabajo. Equidad & Desarrollo, (29, suplemento), 161-178. DOI: http://dx.doi.org/10.19052/ed.4173\r\nPulido Martínez, C. (2011). Psicología y trabajo: una relación bajo examen. En: Ballesteros, B. & Escobar, H. Psicología y políticas públicas: aportes desde la academia. (pp.123-144). Bogotá: Editorial Universidad Javeriana.\r\nRobinson, B.E. y Post, P. (1997). Risk of addiction to work and family functioning. Psychological Reports, 81, 91-95.\r\n\r\nSalanova, M., Del Líbano, M., Llorens, S., Schaufeli, W. & Fidalgo, M. (2008). La adicción al trabajo. Nota Técnica de Prevención, 759, 22.ª Serie. Instituto Nacional de Seguridad e Higiene en el Trabajo.\r\n\r\nSpencer, J. y Robinson, A. (1992). Workaholism: Definition, measurement, and preliminary results. Journal of Personality Assessment, 58 (1), 160-178.\r\n\r\nValenzuela, A. V., & Díaz, E. M. (2011). Adicción al trabajo, satisfacción laboral y familiar en académicos de una universidad estatal chilena. Salud & Sociedad, 1(3), 222-232.'),(864,'','hide_author','0'),(864,'','language','es'),(864,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(864,'en_US','copyrightHolder','nestor raul porras velasquez'),(864,'es_ES','abstract','<p>El objetivo principal de esta investigación es identificar los factores de riesgo psicosocial derivados del trabajo asalariado que facilitan, mantienen y refuerzan el comportamiento adictivo del trabajador. La metodología fue de corte transversal-descriptiva con la aplicación de una entrevista grupal estructurada, a una muestra poblacional de 8 empleados del sector de servicios educativos.  Los resultados muestran que las características personales, organizacionales, del puesto de trabajo (tareas y responsabilidades) y del empleo en general, al igual que el proceso de socialización organizacional y el manejo de las relaciones interpersonales con los mandos son desencadenantes del comportamiento adictivo. Las conclusiones parciales indican que el comportamiento adictivo de los trabajadores asalariados se configura como una estrategia de afrontamiento a la angustia (estrés) generada por el miedo a perder el trabajo (percepción de alta inestabilidad laboral). </p>'),(864,'es_ES','cleanTitle','La Psicología de la Salud Ocupacional: marco comprensivo de la adicción al trabajo como riesgo psicosocial'),(864,'es_ES','title','La Psicología de la Salud Ocupacional: marco comprensivo de la adicción al trabajo como riesgo psicosocial'),(865,'','citationsRaw','Cumplido, M.A. (2015). Evolución del crimen organizado en México: más allá del narcotráfico. Documento marco. Madrid: Instituto Español de Estudios Estratégicos.\r\nDavidson, R. (2008). More than ‘Just Coping’: The Antecedents and Dynamics of Resilience in a Qualitative Longitudinal Study. Social Policy & Society, 8 (1), 115-125. doi:10.1017/S1474746408004636.\r\nDudley, S. (2014). Evolución criminal y violencia en Latinoamérica y el Caribe. InsightCrime, June 26, 2014. Retrieved from http://es.insightcrime.org/analisis/evolucion-criminal-violencia- latinoamerica-caribe on June 21, 2016.\r\nGarret, M.T., Parrish, M., Willians, C., Grayshield, Lagahe-Portmant, T.A., Torres-Rivera, E. & Maynard, F. (2014). Invited commentary: Fostering resilience among native American youth through therapeutic intervention. Journal of Youth Adolescence, 43: 470-490. doi: 10.1007/s10964-013-0020-8\r\nInstituto Nacional de Estadística y Geografía (INEGI) (2015). Encuesta Nacional de Victimización y Percepción sobre Seguridad Pública (ENVIPE). Available at: http://www.inegi.org.mx/saladeprensa/boletines/2015/especiales/especiales2015_09_7.pdf. Jackson, K.F., Wolven, T. & Aguilera, K. (2013). Mixed resilience: a study of multiethnic Mexican American stress and coping in Arizona. Family Relations, 62 (1), 212-225. 10.1111/j.1741- 3729.2012.00755.x\r\nLloret-Segura, S., Ferreres-Traver, A., Hernández, A. & Tomás-Marco, I. (2014).El análisis factorial de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30 (3), 1131-1160. http://dx.doi.org/10.6018/analesps.30.3.199361\r\nMiller, D. & MacIntosh, R. (1999). Promoting resilience in urban African American adolescents: racial socialization and identity as protective factors. Social Work Research, 23 (3), 159-169. Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2014). Estudio Económico de México 2015. Available at: http://www.oecd.org/mexico/presentacion-del-estudio- economico-de-mexico-2015.htm.\r\nPacheco-Mangas, J. & Palma García, M.O. (2015). La resiliencia en Servicios Sociales Comunitarios: un abordaje desde la perspectiva de los profesionales. Azarbe: Revista Internacional de Trabajo Social y Bienestar, 4. 29-38.\r\nPivnick, A. & Villegas, N. (2000). Resilience and risk: childhood and uncertainty in the aids epidemic. Culture, Medicine and Psychiatry 24, 101-136. doi: 10.1023/A:100557421257. Poiré, A. (undated). El aumento de la violencia en México. Retrieved June 21, 2016 de http://calderon.presidencia.gob.mx/documentos/El_aumento_de_la_violencia.pdf.\r\nRide, A. & Bretherton, D. (2011). Community resilience in natural disasters. New York: Palgrave Macmillan. (Briefly Noted).\r\nRuiz, J.I. (2014). Psicología Social y Justicia. Bogotá: Universidad Nacional de Colombia- Colegio Colombiano de Psicólogos.\r\nRuiz, J.I. (2015). Resiliencia comunitaria: propuesta de una escala y su relación con indicadores de violencia criminal. Pensamiento Psicológico, 13 (1),119-135.\r\nRuiz, J.I. & Turcios, L.A. (2009). Percepción de seguridad, victimización y cultura ciudadana: sus relaciones en cinco contextos iberoamericanos. Pensamiento Psicológico, 6 (13), 193-202 Shacham, M. (2015). Suddenly-war intervention program for enhancing teachers and children’s resilience following war. Revista de Cercetare si Interventie Sociala, 48. 60-68.\r\n12\r\n￼￼￼￼￼￼Páez, D. (2003). Objeto de estudio de la psicología social. En D. Páez, I. Fernández, S. Ubillos, E. Zubieta (Eds.). Psicología social, Cultura y Educación. Madrid: Pearson-Prentice Hall. 3-25.\r\n￼\r\nSouthwick, S.M. & Charney, D.S. (2014). Resilience: the science of mastering life’s greatest challenges.\r\nSuárez-Ojeda, E. N. (2001). Una concepción latinoamericana: la resiliencia comunitaria. In A. Melillo, E. N. Suárez-Ojeda (Coord.). Resiliencia: descubriendo las propias fortalezas, (pp. 67-82). Buenos Aires: Paidós.\r\nWaller, M.A. & Patterson, S. (2002). Natural helping and resilience in a Diné (Navajo) Community. Families in Society, 83 (1), 73-84. doi: 10.1606/1044-3894.46.'),(865,'','hide_author','0'),(865,'','language','en'),(865,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(865,'en_US','abstract','<div class=\"page\" title=\"Page 1\"><div class=\"section\"><div class=\"layoutArea\"><div class=\"column\"><p><span>The aim of the study was to determine psychometric behavior of the Community Resilience Scale (CRS, Ruiz, 2015). in two non-random samples (total n=2500) of university students from three Mexican cities. </span><span>Method: </span><span>The study was divided into 2 samples: </span><span>Study 1 is a psychometric approach to determine the internal and factorial reliability of the Community Resilience Scale (CRS) in a sample of n=1007 Mexican university students</span><span>. </span><span>Study 2, the sample comprised 1525 Mexican students from the same cities and institutions as those in sample 1. </span><span>Results: </span><span>In the first sample it was found high internal reliability in the scale, with three items being excluded. A factor solution comprising three dimensions was found: coping, humor and creativity, and collective-self-esteem, with suitable adjustment indices, replicated in a confirmatory analysis with the second sample. Moreover, it was found that a) the more victimization events, the lower the levels of community resilience, and b) the greater the collective humor, the lower the inclination to change place of residence and work. </span><span>Conclusions: </span><span>Results are discussed in relation to previous studies with the CRS and the impact of violence on the social fabric. </span></p></div></div></div></div>'),(865,'en_US','cleanTitle','SCALE OF COMMUNITY RESILIENCE: ANALYSIS OF PSYCHOMETRIC ASPECTS AND RELATIONS WITH CRIMINAL VICTIMIZATION IN MEXICAN UNIVERSITY STUDENTS'),(865,'en_US','copyrightHolder','ELSY CLAUDIA CHAN-GAMBOA'),(865,'en_US','title','SCALE OF COMMUNITY RESILIENCE: ANALYSIS OF PSYCHOMETRIC ASPECTS AND RELATIONS WITH CRIMINAL VICTIMIZATION IN MEXICAN UNIVERSITY STUDENTS'),(866,'','citationsRaw','Hernández, C. R. (2016). Historia de la psicología en República \r\n      Dominicana. Santo Domingo, República Dominicana: Editora \r\n      Búho.  \r\nKuhn, T. S. (1970). 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Science, 140, 950-958.'),(866,'','copyrightYear','2019'),(866,'','hide_author','0'),(866,'','issueId','100'),(866,'','language','Spanish'),(866,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(866,'','pages','410-412'),(866,'','pub-id::doi','10.30849/rip ijp.v52i3.915'),(866,'en_US','copyrightHolder','Freddy A. Paniagua'),(866,'es_ES','abstract','Esta revision trata con un resumen de los temas principales en el libro del Profesor Enerio Rodriguez, el primer profesional que obtuvo el grado de \"Licenciado en Psicologia\" en la Republica Dominicana.  En ese libro, el Profesor Enerio reporta sus aportaciones en diferentes areas de la psicologia, en  la filosofia de la ciencia con enfasis en temas psicologicos, y en los prolemas metodologicos y experimentales contemporaneos en la psicologia.'),(866,'es_ES','cleanTitle','Un Comentario Sobre Las Dissetationes Aeneriane: Disertaciones de Enerio Sobre Temas Diversos'),(866,'es_ES','copyrightHolder',''),(866,'es_ES','title','Un Comentario Sobre Las \"Dissetationes Aeneriane: Disertaciones de Enerio Sobre Temas Diversos'),(867,'','categoryIds','[]'),(867,'','citationsRaw','Abdel-Khalek, A. (2006). Measuring happiness with a single-item scale. 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Correlación entre la ansiedad y bienestar psicológico en estudiantes que ingresan a la universidad. Revista mexicana de psicología educativa, 1(1), 41-48. \r\n\r\nWeiss, A., Bates, T. C., Luciano, M. (2008). Happiness Is a Personal(ity) Thing The Genetics of Personality and Well-Being in a Representative Sample. Psychological Science, 19(3), 205-210 doi:10.1111/j.1467-9280.2008.02068.x \r\n\r\nZubieta, E., Muratori, M. & Fernández, O. (2012). Bienestar subjetivo y psicosocial: explorando diferencias de género. Salud & Sociedad, 3(1), 66-76.'),(867,'','copyrightYear','2020'),(867,'','hide_author','0'),(867,'','issueId','105'),(867,'','language','es'),(867,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(867,'','pages','e916'),(867,'','pub-id::doi','10.30849/ripijp.v54i2.916'),(867,'en_US','abstract','<p>The objective of the study was to evaluate the mediating effect of optimism in the anxiety-trait relationship and psychological well-being in higher education students. The sample consisted of 332 students of higher education in Antofagasta, Chile, with an average age of 21.8 years. It is found that the negative effect of anxiety-trait on the dimensions of psychological well-being diminishes when incorporating optimism in the regression. It is concluded that optimism has a partial mediating effect on the dimensions of psychological well-being, except in personal growth, where it exercises total mediation.</p>'),(867,'en_US','copyrightHolder','Andrés Antonio Gutiérrez Carmona'),(867,'en_US','coverImage','{\"dateUploaded\":\"2020-08-28 20:58:56\",\"uploadName\":\"submission_916_867_coverImage_en_US.jpg\",\"altText\":\"Tela abstracta\"}'),(867,'en_US','title','Can optimism mediate the negative effect of trait anxiety on psychological well-being?'),(867,'es_ES','abstract','<p>El objetivo del estudio fue evaluar el efecto mediador del optimismo en la relación ansiedad-rasgo y el bienestar psicológico en estudiantes de educación superior. La muestra estuvo constituida por 332 estudiantes de educación superior de Antofagasta, Chile, con una media de edad de 21.8 años.  Se encuentra que el efecto negativo de la ansiedad-rasgo sobre las dimensiones de bienestar psicológico disminuye al incorporar al optimismo en la regresión.  Se concluye que el optimismo tiene un efecto de mediación parcial sobre las dimensiones del bienestar psicológico, salvo en crecimiento personal, donde ejerce una mediación total.</p>'),(867,'es_ES','cleanTitle','¿Puede el optimismo mediar el efecto negativo de la ansiedad rasgo sobre el bienestar psicológico'),(867,'es_ES','coverImage','{\"dateUploaded\":\"2020-08-28 20:58:56\",\"uploadName\":\"submission_916_867_coverImage_es_ES.jpg\",\"altText\":\"Tela abstracta\"}'),(867,'es_ES','title','¿Puede el optimismo mediar el efecto negativo de la ansiedad rasgo sobre el bienestar psicológico?'),(867,'fr_FR','abstract','<p>The objective of the study was to evaluate the mediating effect of optimism in the anxiety-trait relationship and psychological well-being in higher education students. The sample consisted of 332 students of higher education in Antofagasta, Chile, with an average age of 21.8 years. It is found that the negative effect of anxiety-trait on the dimensions of psychological well-being diminishes when incorporating optimism in the regression. It is concluded that optimism has a partial mediating effect on the dimensions of psychological well-being, except in personal growth, where it exercises total mediation.</p>'),(867,'fr_FR','coverImage','{\"dateUploaded\":\"2020-08-28 20:58:56\",\"uploadName\":\"submission_916_867_coverImage_fr_FR.jpg\",\"altText\":\"Tela abstracta\"}'),(867,'fr_FR','title','Can optimism mediate the negative effect of trait anxiety on psychological well-being?'),(867,'pt_BR','abstract','<p>The objective of the study was to evaluate the mediating effect of optimism in the anxiety-trait relationship and psychological well-being in higher education students. The sample consisted of 332 students of higher education in Antofagasta, Chile, with an average age of 21.8 years. It is found that the negative effect of anxiety-trait on the dimensions of psychological well-being diminishes when incorporating optimism in the regression. It is concluded that optimism has a partial mediating effect on the dimensions of psychological well-being, except in personal growth, where it exercises total mediation.</p>'),(867,'pt_BR','coverImage','{\"dateUploaded\":\"2020-08-28 20:58:56\",\"uploadName\":\"submission_916_867_coverImage_pt_BR.jpg\",\"altText\":\"Tela abstracta\"}'),(867,'pt_BR','title','Can optimism mediate the negative effect of trait anxiety on psychological well-being?'),(868,'','citationsRaw','Ackard, D. N., Eisenberg. M. E. & Neumark-Sztainer, D. (2007). Long-term impact of adolescent dating violence on the behavioral and psychological health of male and female youth. 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(1992). From Abusive Household to Dating Violence. Journal of Family Violence; 7 (2), 153-165. DOI: https://doi.org/10.1007/BF00978703.\r\n\r\nStith, S. M., Rosen, K. H., Middleton, K. A., Busch, A. L., Lundeberg, K. & Carlton, R. P. (2000), The Intergenerational Transmission of Spouse Abuse: A Meta-Analysis. Journal of Marriage and Family, 62 (3), 640–654. doi:10.1111/j.1741-3737.2000.00640.x\r\n\r\nStraus, M. A. (2004). Prevalence of violence against dating partners by male and female University students worldwide. Violence Against Women, 10 (7), 790 – 811. https://doi.org/10.1177/1077801204265552\r\n\r\nStraus, M. A. (2006). Cross -cultural reliability and validity  of the Multidimensional Neglectful Behavior Scale Adult Recall short form. Child Abuse and Neglect, 30, 1257 -1279. doi:10.1016/j.chiabu.2005.11.014\r\n\r\nStraus, M. A. & Douglas, E. M. (2004). A short form of the revised conflict tactics scales, and typologies for severity and mutuality. Violence and Victims; 19 (5), 507-520. https://doi.org/10.1891/vivi.19.5.507.63686\r\n\r\n Straus, M. A. (2006). Cross-cultural reliability and validity of The Multidimensional Neglectful Behavior Scale Adult Recall Short Form. Child Abuse & Neglect 30:1257-1279. https://doi.org/10.1016/j.chiabu.2005.11.014\r\n\r\nStraus, M., Sherry L. Hamby, Sue Boney-McCoy, & David Sugarman. 2010. \"Manual for the Personal and Relationships Profile (PRP).\" Durham, NH: University of New Hampshire, Family Research Laboratory. \r\n\r\nTemple, J. R., Shorey, R. C., Tortolero, S. R., Wolfed, D. A. & Stuart, G. L. (2013). Importance of gender and attitudes about violence in the relationship between exposure to interparental violence and the perpetration of teen dating violence. Child Abuse & Neglect; 37 (5), 343-352. https://doi.org/10.1016/j.chiabu.2013.02.001\r\n\r\nVagi, K. J., O’Malley Olsen, E., Basile, K. C. & Vivolo-Kantor, A. M. (2015). Teen dating violence (physical and sexual) among US high school students: Findings from the 2013 National Youth Risk Behavior Survey. JAMA Pediatrics, 169 (5), 474–482. doi:10.1001/jamapediatrics.2014.3577'),(868,'','hide_author','0'),(868,'','language','es'),(868,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(868,'en_US','copyrightHolder','Rogelio Rodriguez Hernandez, Esteban Eugenio Esquivel Santoveña'),(868,'es_ES','abstract','<p>El presente estudio exploró el papel de los procesos de socialización en las experiencias de perpetración / victimización de violencia en las relaciones de noviazgo en una muestra de hombres y mujeres estudiantes universitarios de Ciudad Juárez, México (n = 397). Los resultados muestran que los índices de perpetración y victimización en el noviazgo son similares para ambos géneros; sin embargo, se observaron algunas diferencias de género, particularmente en las experiencias de victimización y socialización violenta. Asimismo, hubo similitudes y diferencias entre hombres y mujeres en los factores que influyeron la perpetración y la victimización de violencia y comportamientos controladores. Los resultados se discuten en virtud de sus implicaciones para la investigación y la práctica.</p>'),(868,'es_ES','cleanTitle','Socialización violenta género y violencia en el noviazgo en estudiantes universitarios mexicanos'),(868,'es_ES','title','Socialización violenta, género y violencia en el noviazgo en estudiantes universitarios mexicanos'),(869,'','citationsRaw','Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. \r\n\r\nBarbiero, A., Ferrari, P. A., & Manzi, G. (2015). ForImp: Imputation of missing values through a forward imputation algorithm. R Package version 1.0.3. https://CRAN.R-project.org/package=ForImp\r\n\r\nBrowne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.\r\nByrne, B. M., & Stewart, S. M. (2006). Teacher\'s corner: The MACS approach to testing for multigroup invariance of a second-order structure: A walk through the process. Structural Equation Modeling, 13(2), 287-321.\r\nCangur, S., & Ercan, I. (2015). Comparison of Model Fit Indices Used in Structural Equation Modeling Under Multivariate Normality. Journal of Modern Applied Statistical Methods, 14(1), 152-167.\r\nChase, P. A, Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic Achievement in the High School Years: The Changing Role of School Engagement. Journal of Youth and Adolescence, 43(6), 884-896. doi:10.1007/s10964-013-0085-4\r\nCheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.\r\nCooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363-402.\r\nDolan, R. J. (2002). Emotion, cognition, and behavior. Science, 298(5596), 1191-1194\r\nFinn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.\r\nFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.\r\nFredricks, J.A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K.A. MFredrioore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media.\r\nGadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13.\r\nHu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424-453.\r\nKlem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health. 74(7), 262-273.\r\nLam, S., & Jimerson, S. (2008). Exploring Student Engagement in School Internationally. The International School Psychology Survey: Data from Austria, Romania, China, Portugal, and Canada. In XXX ISPA Conference: School Psychology in a Changing Society. Utrecht: University College Utrecht, 8-13, July.\r\nLam, S., Jimerson, S., Wong, B. H., Kikas, E., Shin, H., Veiga, F. H., & ... Zollneritsch, J. (2014). Understanding and Measuring Student Engagement in School: The Results of an International Study from 12 Countries. School Psychology Quarterly, 29(2), 213-232.\r\nLietaert, S., Roorda, D., Laevers, F., Verschueren, K, & De Fraine, B. (2015). The gender gap in student engagement: The role of teacher\'s autonomy support, structure, and involvement. British Journal of Educational Psychology, 85, 498-518.\r\nMarks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.\r\nMartin, A.J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students\' motivation. Australian Journal of Education, 47, 88-106.\r\nMartin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413-440.\r\nMeredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 525-543.\r\nMoreira, P.A., Dias, A., & Oliveira, J. (2018). School effects on students\' engagement with school: academic performance moderates the effect of school support for learning on students\' engagement. Manuscript submitted for publication.\r\nMoreira, P. A., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement-Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences, 24, 117-125.\r\nMoreira, P. A., Vaz, F., Dias, P. C., & Petracchi, P. (2009). Psychometric properties of the Portuguese version of the Student Engagement Instrument. Canadian Journal of School Psychology, 24(4), 303-317.\r\nNational Center for School Engagement (NCSE). (2006). Quantifying School Engagement: Research Report.\r\nNorris, C., Pignal, J., & Lipps, G. (2003). Measuring school engagement. Education Quarterly Review, 9(2), 25-34.\r\nOrganization for Economic Co-operation and Development (OECD). (2002). Reading for change: performance and engagement across countries: Results from PISA 2000. OECD, Paris.\r\nR Core Team (2017). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.\r\nRodríguez, J. L., & Boutakidis, I. P. (2014). The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students. Association of Mexican American Educators Journal, 7(1), 5-16.\r\nRoseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36.\r\nSchmitt, N., & Kuljanin, G. (2008). Measurement invariance: Review of practice and implications. Human Resource Management Review, 18(4), 210-222.\r\nSchumacker, R. E., & Lomax, R. G. (2010). A beginner\'s guide to structural equation modeling (3rd ed.). New York: Routledge.\r\nShoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents\' character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14(4), 1163-1181.\r\nSimons-Morton, B., & Chen, R. (2009). Peer and Parent Inluences on School Engagement among Early Adolescents. Youth & Society, 4(1), 3-25.\r\nVeiga, F.H. (2012). Proposal to the PISA of a new scale of Students\' Engagement in School. Procedia. Social and Behavioral Sciences, 46, 1224 - 1231.\r\n\r\nVirtanen, T.E., Moreira, P.A.S., Ulvseth, H., Andersson, H., Tetler, S., & Kuorelahti, M. (2017). Analyzing measurement invariance of The Students\' Engagement Instrument Brief version - The cases of Denmark, Finland, and Portugal. Canadian Journal of School Psychology. Advance online publication. DOI: 10.1177/0829573517699333\r\n\r\nWang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.\r\n\r\nWang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737.'),(869,'','hide_author','0'),(869,'','language','en'),(869,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(869,'en_US','abstract','<p align=\"center\">The Student School Engagement Survey (SSES; National Center for School Engagement, 2006) is a good candidate for the assessment of student engagement. It is one of few instruments specifically designed to measure the behavioural, emotional and cognitive components of engagement. There has, however, yet to be a validation of its factorial structure. We addressed this shortcoming with a large sample (<em>N</em> = 4,925) of 7<sup>th</sup> and 10<sup>th</sup> grade students. We tested factorial structure using exploratory and confirmatory factor analyses and both championed a two- rather than three-factor structure. One factor reflected behavioral engagement. The second reflected a general subjective engagement. Both subscales showed excellent reliability. This model had scalar invariance across gender and metric invariance across school grade. Structural Equation Modelling showed that behavioral engagement was predictive of exam performance. While the SSESS appears to be a reliable and valid measure, further development is required in order to fully capture the unique dimensions of behavioral, cognitive, and emotional engagement.</p><p> </p>'),(869,'en_US','cleanTitle','The Student School Engagement Survey SSES: A measure of emotional cognitive and behavioral engagement'),(869,'en_US','copyrightHolder','Paulo Moreira, Diana Cunha, Jorge Castro, Richard Inman'),(869,'en_US','title','The Student School Engagement Survey (SSES): A measure of emotional, cognitive, and behavioral engagement?'),(870,'','categoryIds','[]'),(870,'','citationsRaw','Bailey, A., Sharma, M. & Jubin, M. (2013). The mediating role of social support, cognitive appraisal, and quality health care in black mothers’ stress-resilience process following loss to gun violence. Violence and Victims, 28(2), 233-247. https://doi.org/10.1891/0886-6708.11-00151 \nCarvalho-Juliano, M.A. & Mattar Yunes, M.A. (2014). Reflections on the social support network as a mechanism for the protection and promotion of resilience. Ambiente et Sociedade, 18(3), 135-152. https://doi.org/10.1590/S1414-753X2014000300009 \nCaye, M. (2011). Formative Research and Community Resilience: A Case of Under Addressed Youth Problem Gambling. New England: Antioch University.\nChan-Gamboa, E. C., Morales-Quintero, L. A., Ruiz-Pérez, J. I. & Vaca-Cortés, J. (2017). Factores sociodemográficos asociados a la victimización delictiva en estudiantes universitarios de tres ciudades mexicanas. Pensamiento Psicológico, 15(2), 93-107. https://doi.org/10.11144/Javerianacali.PPSI15-2.fsav  \nCumplido, M.A. (2015). Evolución del crimen organizado en México: más allá del narcotráfico. Documento marco. Madrid: Instituto Español de Estudios Estratégicos.\nDavidson, R. (2008). More than ‘Just Coping’: The Antecedents and Dynamics of Resilience in a Qualitative Longitudinal Study. Social Policy & Society, 8(1), 115-125. https://doi.org/10.1017/S1474746408004636 \nDudley, S. (2014). Evolución criminal y violencia en Latinoamérica y el Caribe. InsightCrime, June 26, 2014. Retrieved from http://es.insightcrime.org/analisis/evolucion-criminal-violencia-latinoamerica-caribe.\nGarret, M.T., Parrish, M., Willians, C., Grayshield, Lagahe-Portmant, T. A., Torres-Rivera, E. & Maynard, F. (2014). Invited commentary: Fostering resilience among native American youth through therapeutic intervention. Journal of Youth Adolescence, 43, 470-490. https://doi.org/10.1007/s10964-013-0020-8 \nInstituto Nacional de Estadística y Geografía (INEGI) (2015). Encuesta Nacional de Victimización y Percepción sobre Seguridad Pública (ENVIPE) 2014. Available at: http://www.inegi.org.mx/saladeprensa/boletines/2015/especiales/especiales2015_09_7.pdf.\nInstituto Nacional de Estadística y Geografía (INEGI) (2018).  Encuesta Nacional de Victimización y Percepción sobre Seguridad Pública (ENVIPE) 2017. Available at:  https://www.inegi.org.mx/contenidos/programas/envipe/2018/doc/envipe2018_presentacion_nacional.pdf \nJackson, K.F., Wolven, T. & Aguilera, K. (2013). Mixed resilience: a study of multiethnic Mexican American stress and coping in Arizona. Family Relations, 62(1), 212-225. https://doi.org/10.1111/j.1741-3729.2012.00755.x \nLloret-Segura, S., Ferreres-Traver, A., Hernández, A. & Tomás-Marco, I. (2014).El análisis factorial de los ítems: una guía práctica, revisada y actualizada. Anales dePsicología, 30(3), 1131-1160. http://dx.doi.org/10.6018/analesps.30.3.199361 \nMiller, D. & MacIntosh, R. (1999). Promoting resilience in urban African American adolescents: racial socialization and identity as protective factors. Social Work Research, 23(3), 159-169.\nOrganización para la Cooperación y el Desarrollo Económicos (OCDE) (2014). Estudio Económico de México 2015. Available at: http://www.oecd.org/mexico/presentacion-del-estudio-economico-de-mexico-2015.htm.\nPacheco-Mangas, J. & Palma García, M.O. (2015). La resiliencia en Servicios Sociales Comunitarios: un abordaje desde la perspectiva de los profesionales. Azarbe: Revista Internacional de Trabajo Social y Bienestar, 4, 29-38.\nPáez, D. & Vergara, A.I. (2000). Theoretical and methodological aspects of cross-cultural research. Psicothema, 12(1): 1-5.\nPáez, D. (2003). Objeto de estudio de la psicología social. En D. Páez, I. Fernández, S. Ubillos, E. Zubieta (Eds.). Psicología social, Cultura y Educación (pp. 3-25). Madrid: Pearson-Prentice Hall.\nPivnick, A. & Villegas, N. (2000). Resilience and risk: childhood and uncertainty in the aids epidemic. Culture, Medicine and Psychiatry, 24, 101-136. https://doi.org/10.1023/A:100557421257 \nRide, A. & Bretherton, D. (2011). Community resilience in natural disasters. New York: Palgrave Macmillan. (Briefly Noted).\nRuiz, J.I. (2014). Psicología Social y Justicia. Bogotá: Universidad Nacional de Colombia-Colegio Colombiano de Psicólogos.\nRuiz, J.I. (2015). Resiliencia comunitaria: propuesta de una escala y su relación con indicadores de violencia criminal. Pensamiento Psicológico, 13(1),119-135.\nRuiz, J.I. & Turcios, L.A. (2009). Percepción de seguridad, victimización y cultura ciudadana: sus relaciones en cinco contextos iberoamericanos. Pensamiento Psicológico, 6(13), 193-202\nShacham, M. (2015). Suddenly-war intervention program for enhancing teachers and children’s resilience following war. Revista de Cercetare si Interventie Sociala, 48. 60-68.\nSouthwick, S.M. & Charney, D.S. (2014). Resilience: the science of mastering life’s greatest challenges. Nueva York: Cambridge University Press.\nSuárez-Ojeda,   E.   N.   (2001).   Una   concepción latinoamericana:   la   resiliencia   comunitaria. In  A.  Melillo,  E.  N.  Suárez-Ojeda  (Coord.). Resiliencia: descubriendo las propias fortalezas, (pp. 67-82).  Buenos Aires: Paidós.\nSuáres-Ojeda, E.N., La Jara, A. & Marques, C. (2007). Resiliência Comunitária. In: C. Hoch, & S. Rocca (Eds.), Sofrimento, Resiliência e Fé – Implicações para as relações de cuidado (pp. 97). São Leopoldo: Editora Sinodal.\nWaller, M.A. & Patterson, S. (2002). Natural helping and resilience in a Diné (Navajo) Community. Families in Society, 83(1), 73-84. https://doi.org/10.1606/1044-3894.46'),(870,'','copyrightYear','2020'),(870,'','hide_author','0'),(870,'','issueId','104'),(870,'','language','en'),(870,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(870,'','pages','e923'),(870,'','pub-id::doi','10.30849/ripijp.v54i1.923'),(870,'en_US','abstract','<p>The aim of the study was to determine the psychometric of the Community Resilience Scale (CRS, Ruiz, 2015) in two non-random samples (total n=2500) of university students from three Mexican cities. Method: The study was divided into 2 samples. Study 1 is a psychometric approach to determine the internal and factorial reliability of the Community Resilience Scale (CRS) in a sample of n=1007 Mexican university students. In Study 2, the sample was comprised of 1525 Mexican students from the same cities and institutions as those in sample 1.   Results: In the first sample high internal reliability was found in the scale (statistic?), with three items being excluded. A factor solution comprising three dimensions was found: coping, humor and creativity, and collective-self-esteem, with suitable adjustment indices, replicated in a confirmatory analysis with the second sample. Moreover, it was found that a) the more victimization events, the lower the levels of community resilience, and b) the greater the collective humor, the lower the inclination to change place of residence and work. Conclusions: Results are discussed in relation to previous studies with the CRS and the impact of violence on the social fabric.</p>'),(870,'en_US','cleanTitle','SCALE OF COMMUNITY RESILIENCE: ANALYSIS OF PSYCHOMETRIC ASPECTS AND RELATIONSHIPS WITH CRIMINAL VICTIMIZATION IN MEXICAN UNIVERSITY STUDENTS'),(870,'en_US','copyrightHolder','JOSE IGNACIO RUIZ-PEREZ, ELSY CLAUDIA CHAN-GAMBOA, LUZ ANYELA MORALES-QUINTERO, HIRAM REYES-SOSA'),(870,'en_US','coverImage','{\"dateUploaded\":\"2020-05-10 23:03:56\",\"uploadName\":\"submission_923_870_coverImage_en_US.jpg\",\"altText\":\"Abstract texture\"}'),(870,'en_US','title','Community Resilience Scale: Analysis of Psychometric Aspects and Relationships with Criminal Victimization in Mexican University Students'),(870,'es_ES','abstract','<p>El objetivo del trabajo fue conocer el comportamiento psicométrico de la Escala de Resiliencia Comunitaria (ERC, Ruiz, 2015) en dos muestras no aleatorias (n total=2500) de estudiantes universitarios de tres ciudades mexicanas. Método: el estudio se dividió en dos muestras: estudio 1 es una aproximación psicométrica para conocer la fiabilidad interna y factorial de la Escala de Resiliencia Comunitaria (ERC) en una muestra de n=1007 estudiantes universitarios mexicanos. Estudio 2, integrado por una muestra de 1525 estudiantes mexicanos de las mismas ciudades e instituciones de la muestra 1. Resultados: Con la primera muestra, se halla una alta fiabilidad interna de la escala, excluyendo tres ítems. Se obtuvo una solución de tres factores -afrontamiento, humor y creatividad, y estima colectivos-, con adecuados índices de ajuste, replicados en un análisis confirmatorio con la segunda muestra. Además, se halló que a) a más sucesos criminales vividos, niveles más bajos de resiliencia comunitaria, y b) a más humor colectivo menos disposición a cambiar de lugar de residencia y trabajo. Conclusiones: Los resultados son discutidos con relación a estudios anteriores con la ERC y el impacto de la violencia sobre el tejido social.</p>'),(870,'es_ES','coverImage','{\"dateUploaded\":\"2020-05-10 23:03:56\",\"uploadName\":\"submission_923_870_coverImage_es_ES.jpg\",\"altText\":\"Abstract texture\"}'),(870,'es_ES','title','Escala de Resiliencia Comunitaria: Análisis Psicométrico y de Relaciones con Victimización Criminal en Estudiantes Universitarios Mexicanos'),(870,'fr_FR','abstract','<p>The aim of the study was to determine the psychometric of the Community Resilience Scale (CRS, Ruiz, 2015) in two non-random samples (total n=2500) of university students from three Mexican cities. Method: The study was divided into 2 samples. Study 1 is a psychometric approach to determine the internal and factorial reliability of the Community Resilience Scale (CRS) in a sample of n=1007 Mexican university students. In Study 2, the sample was comprised of 1525 Mexican students from the same cities and institutions as those in sample 1.   Results: In the first sample high internal reliability was found in the scale (statistic?), with three items being excluded. A factor solution comprising three dimensions was found: coping, humor and creativity, and collective-self-esteem, with suitable adjustment indices, replicated in a confirmatory analysis with the second sample. Moreover, it was found that a) the more victimization events, the lower the levels of community resilience, and b) the greater the collective humor, the lower the inclination to change place of residence and work. Conclusions: Results are discussed in relation to previous studies with the CRS and the impact of violence on the social fabric.</p>'),(870,'fr_FR','coverImage','{\"dateUploaded\":\"2020-05-10 23:03:56\",\"uploadName\":\"submission_923_870_coverImage_fr_FR.jpg\",\"altText\":\"Abstract texture\"}'),(870,'fr_FR','title','Community Resilience Scale: Analysis of Psychometric Aspects and Relationships with Criminal Victimization in Mexican University Students'),(870,'pt_BR','abstract','<p>The aim of the study was to determine the psychometric of the Community Resilience Scale (CRS, Ruiz, 2015) in two non-random samples (total n=2500) of university students from three Mexican cities. Method: The study was divided into 2 samples. Study 1 is a psychometric approach to determine the internal and factorial reliability of the Community Resilience Scale (CRS) in a sample of n=1007 Mexican university students. In Study 2, the sample was comprised of 1525 Mexican students from the same cities and institutions as those in sample 1.   Results: In the first sample high internal reliability was found in the scale (statistic?), with three items being excluded. A factor solution comprising three dimensions was found: coping, humor and creativity, and collective-self-esteem, with suitable adjustment indices, replicated in a confirmatory analysis with the second sample. Moreover, it was found that a) the more victimization events, the lower the levels of community resilience, and b) the greater the collective humor, the lower the inclination to change place of residence and work. Conclusions: Results are discussed in relation to previous studies with the CRS and the impact of violence on the social fabric.</p>'),(870,'pt_BR','coverImage','{\"dateUploaded\":\"2020-05-10 23:03:56\",\"uploadName\":\"submission_923_870_coverImage_pt_BR.jpg\",\"altText\":\"Abstract texture\"}'),(870,'pt_BR','title','Community Resilience Scale: Analysis of Psychometric Aspects and Relationships with Criminal Victimization in Mexican University Students'),(871,'','citationsRaw','Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. \r\nBarbiero, A., Ferrari, P. A., & Manzi, G. (2015). ForImp: Imputation of missing values through a forward imputation algorithm. R Package version 1.0.3. https://CRAN.R-project.org/package=ForImp\r\nBrowne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.\r\nByrne, B. M., & Stewart, S. M. (2006). Teacher\'s corner: The MACS approach to testing for multigroup invariance of a second-order structure: A walk through the process. Structural Equation Modeling, 13(2), 287-321.\r\nCangur, S., & Ercan, I. (2015). Comparison of Model Fit Indices Used in Structural Equation Modeling Under Multivariate Normality. Journal of Modern Applied Statistical Methods, 14(1), 152-167.\r\nChase, P. A, Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic Achievement in the High School Years: The Changing Role of School Engagement. Journal of Youth and Adolescence, 43(6), 884–896. doi:10.1007/s10964-013-0085-4\r\nCheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.\r\nCooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363-402.\r\nDolan, R. J. (2002). Emotion, cognition, and behavior. Science, 298(5596), 1191-1194\r\nFinn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.\r\nFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.\r\nFredricks, J.A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K.A. MFredrioore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media.\r\nGadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13.\r\nHu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424-453.\r\nKlem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health. 74(7), 262-273.\r\nLam, S., & Jimerson, S. (2008). Exploring Student Engagement in School Internationally. The International School Psychology Survey: Data from Austria, Romania, China, Portugal, and Canada. In XXX ISPA Conference: School Psychology in a Changing Society. Utrecht: University College Utrecht, 8-13, July.\r\nLam, S., Jimerson, S., Wong, B. H., Kikas, E., Shin, H., Veiga, F. H., & ... Zollneritsch, J. (2014). Understanding and Measuring Student Engagement in School: The Results of an International Study from 12 Countries. School Psychology Quarterly, 29(2), 213-232.\r\nLietaert, S., Roorda, D., Laevers, F., Verschueren, K, & De Fraine, B. (2015). The gender gap in student engagement: The role of teacher’s autonomy support, structure, and involvement. British Journal of Educational Psychology, 85, 498-518.\r\nMarks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.\r\nMartin, A.J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students’ motivation. Australian Journal of Education, 47, 88-106.\r\nMartin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413-440.\r\nMeredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 525-543.\r\nMoreira, P.A., Dias, A., & Oliveira, J. (2018). School effects on students’ engagement with school: academic performance moderates the effect of school support for learning on students’ engagement. Manuscript submitted for publication.\r\nMoreira, P. A., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement—Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences, 24, 117-125.\r\nMoreira, P. A., Vaz, F., Dias, P. C., & Petracchi, P. (2009). Psychometric properties of the Portuguese version of the Student Engagement Instrument. Canadian Journal of School Psychology, 24(4), 303-317.\r\nNational Center for School Engagement (NCSE). (2006). Quantifying School Engagement: Research Report.\r\nNorris, C., Pignal, J., & Lipps, G. (2003). Measuring school engagement. Education Quarterly Review, 9(2), 25-34.\r\nOrganization for Economic Co-operation and Development (OECD). (2002). Reading for change: performance and engagement across countries: Results from PISA 2000. OECD, Paris.\r\nR Core Team (2017). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.\r\nRodríguez, J. L., & Boutakidis, I. P. (2014). The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students. Association of Mexican American Educators Journal, 7(1), 5-16.\r\nRoseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36.\r\nSchmitt, N., & Kuljanin, G. (2008). Measurement invariance: Review of practice and implications. Human Resource Management Review, 18(4), 210-222.\r\nSchumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). New York: Routledge.\r\nShoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14(4), 1163-1181.\r\nSimons-Morton, B., & Chen, R. (2009). Peer and Parent Inluences on School Engagement among Early Adolescents. Youth & Society, 4(1), 3-25.\r\nVeiga, F.H. (2012). Proposal to the PISA of a new scale of Students’ Engagement in School. Procedia. Social and Behavioral Sciences, 46, 1224 – 1231.\r\nVirtanen, T.E., Moreira, P.A.S., Ulvseth, H., Andersson, H., Tetler, S., & Kuorelahti, M. (2017). Analyzing measurement invariance of The Students’ Engagement Instrument Brief version – The cases of Denmark, Finland, and Portugal. Canadian Journal of School Psychology. Advance online publication. DOI: 10.1177/0829573517699333\r\nWang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.\r\nWang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737.'),(871,'','hide_author','0'),(871,'','language','en'),(871,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(871,'en_US','abstract','<p>The Student School Engagement Survey (SSES; National Center for School Engagement, 2006) is a good candidate for the assessment of student engagement. It is one of few instruments specifically designed to measure the behavioural, emotional and cognitive components of engagement. There has, however, yet to be a validation of its factorial structure. We addressed this shortcoming with a large sample (<em>N</em> = 4,925) of 7<sup>th</sup> and 10<sup>th</sup> grade students. We tested factorial structure using exploratory and confirmatory factor analyses and both championed a two- rather than three-factor structure. One factor reflected behavioral engagement. The second reflected a general subjective engagement. Both subscales showed excellent reliability. This model had scalar invariance across gender and metric invariance across school grade. Structural Equation Modelling showed that behavioral engagement was predictive of exam performance. While the SSESS appears to be a reliable and valid measure, further development is required in order to fully capture the unique dimensions of behavioral, cognitive, and emotional engagement.</p>'),(871,'en_US','cleanTitle','The Student School Engagement Survey SSES: A measure of emotional cognitive and behavioral engagement'),(871,'en_US','copyrightHolder','Paulo Moreira'),(871,'en_US','title','The Student School Engagement Survey (SSES): A measure of emotional, cognitive, and behavioral engagement?'),(872,'','citationsRaw','Adamczyk, A., Kim, C., & Schmuhl, M. (2017). Newspaper presentations of homosexuality across nations: examining differences by religion, economic development, and democracy. Sociological Perspectives.  DOI: https://doi.org/10.1177/0731121417724563\r\n\r\nBaltar, F., & Gorjup, M. T. (2012). Muestreo mixto online: una aplicación en poblaciones ocultas. Intangible Capital, 8(1) 123-149. DOI: http://dx.doi.org/10.3926/ic.294\r\n\r\nCruz, M., & Guibert, Y. (2015). Actitudes hacia la homosexualidad en el Perú. http://repositorio.pucp.edu.pe/index/bitstream/handle/123456789/47040/Cuadernos%20de%20investigaci%C3%B3n%2011.pdf?sequence=4&isAllowed=y Recuperado en 16 de octubre de 2017.\r\n\r\nDirección General de Estadística. Encuestas y Censos. (2015). Principales resultados de pobreza y distribución del ingreso 2015/Internet. http://www.dgeec.gov.py/ Recuperado el 02 de noviembre de 2017.\r\n\r\nGerhards, J. (2010). Non-discrimination towards homosexuality: The European Union’s policy and citizens’ attitudes towards homosexuality in 27 European countries. International Sociology, 25(1), 5-28. DOI: https://doi.org/10.1177/0268580909346704\r\n\r\nHart-Brinson, P. (2016). The social imagination of homosexuality and the rise of same-sex marriage in the United States. Socius, 2 1-17 . DOI: https://doi.org/10.1177/2378023116630555\r\n\r\nHerek, G. M., & McLemore, K. A. (2013). Sexual prejudice. Annual Review of Psychology, 64, 309-333. DOI: https://doi.org/10.1146/annurev-psych-113011-143826\r\n\r\nInternational Monetary Fund (2013). World Economic Outlook Database. http://www.imf.org/external/pubs/ft/weo/2013/02/weodata/weorept.aspx?sy=2011&ey=2018&scsm=1&ssd=1&sort=country&ds=.&br=1&pr1.x=84&pr1.y=9&c=288&s=NGDP_R%2CNGDPD%2CNGDPDPC%2CLUR&grp=0&a=#cs3 Recuperado el 01 de noviembre de 2017.\r\n\r\nPew Research Center (2014) Religion in Latin America: Widespread Change in a Historically Catholic Region. http://www.pewforum.org/2014/11/13/religion-in-latin-america/ Recuperado en 16 de octubre de 2017.\r\n\r\nRoggemans, L., Spruyt, B., Droogenbroeck, F. V., & Keppens, G. (2015). Religion and negative attitudes towards homosexuals: An analysis of urban young people and their attitudes towards homosexuality. Young, 23(3), 254-276. DOI: https://doi.org/10.1177/1103308815586903'),(872,'','copyrightYear','2018'),(872,'','hide_author','0'),(872,'','issueId','99'),(872,'','language','es'),(872,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(872,'','pub-id::doi','10.30849/rip/ijp.v52i2.925'),(872,'en_US','copyrightHolder','Gerónimo Codas'),(872,'es_ES','abstract','<p>En los últimos años, distintos países han modificado partes de su legislación en favor de los derechos de la comunidad LGBTI+. Estas modificaciones se vieron influidas por cambios en las actitudes de la población hacia esta comunidad, que responden a un recambio generacional donde los jóvenes muestran menos prejuicios hacia orientaciones no heterosexuales. El presente estudio pretende elucidar si en la situación actual en Paraguay se desarrolla un fenómeno similar. Participaron 801 habitantes de la capital y el interior de la República del Paraguay, de entre 13 y 77 años de edad (<em>M</em> = 27.33; <em>DE</em> = 10.03). Contestaron una encuesta acerca de su opinión sobre la legalización de la unión civil de parejas homosexuales, la cual funcionaría como indicador de actitudes hacia la homosexualidad. Se halló una relación baja significativa entre la edad y estas actitudes (rho = -.22; <em>p</em> = .000), además de diferencias significativas entre habitantes de la capital y del interior de Paraguay (<em>p</em> = .04), donde los últimos presentan actitudes más desfavorables.</p>'),(872,'es_ES','cleanTitle','Edad y actitudes hacia la homosexualidad: el futuro de los derechos de la comunidad LGBTI+ en Paraguay'),(872,'es_ES','title','Edad y actitudes hacia la homosexualidad: el futuro de los derechos de la comunidad LGBTI+ en Paraguay'),(873,'','citationsRaw','Addis, D.; Wong, A. & Schacter, D. (2007). Remembering the past and imagining the future: common and distinct neural substrates during event construction and elaboration. Neuropsychologia 45, 1363–1377.\r\n\r\nAddis, D. 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Reminiscence therapy for dementia. Cochrane Database of Systematic Reviews. Dementia and Cognitive Improvement Group. doi: 10.1002/14651858.CD001120.pub2\r\n\r\nZaragoza-Scherman, A.; Salgado, S.; Shao, Z. & Berntsen, D. (2017). Life Script Events and Autobiographical Memories of Important Life Story Events in Mexico, Greenland, China, and Denmark. Journal of Applied Research in Memory and Cognition 6, 60–73.'),(873,'','hide_author','0'),(873,'','language','es'),(873,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(873,'en_US','copyrightHolder','Mónica Salazar-Villanea'),(873,'es_ES','abstract','<p><strong>Resumen</strong></p><p>La reminiscencia, como estimulación de la memoria autobiográfica, es una forma de intervención no farmacológica reconocida por sus beneficios en el envejecimiento y el síndrome demencial. Preserva la interacción positiva en contextos socioculturales y brinda sentido de identidad. En este estudio, se realizó un análisis cualitativo de narrativas autobiográficas de 30 personas con Alzheimer en fase inicial. Los resultados muestran la preservación de capacidad para generar reconstrucciones autobiográficas poco específicas en cronología o completud de detalles, pero con una representación del sí mismo que se asocia a un mantenimiento de la identidad. En los resultados, las reminiscencias se caracterizaron por la semantización. Frente a un creciente envejecimiento poblacional, el valor de esta posibilidad narrativa justifica la necesidad de continuar estudiando su potencial.</p><p><strong> </strong><strong>Abstract</strong></p><p>Autobiographical memory stimulation, or reminiscence, is a well-known, beneficial, non-pharmacological intervention for aging and dementia. It preserves a positive sociocultural interaction and provides a sense of identity. In this study, a qualitative analysis of autobiographical narratives was performed with 30 Alzheimer\'s disease patients in their initial phase. Results show preservation of their capacity to produce autobiographical narratives non-specific in chronology or completeness of details, but with a self-representation associated with their identity maintenance. In the results, reminiscence was characterized by semantization. Faced with an aging population, the value of this narrative intervention justifies continuing the study of its potential.</p>'),(873,'es_ES','cleanTitle','Semantización identidad y memoria autobiográfica en personas con Enfermedad de Alzheimer'),(873,'es_ES','title','Semantización, identidad y memoria autobiográfica en personas con Enfermedad de Alzheimer.'),(874,'','citationsRaw','Aggarwal, S., & Gerrets, R. (2014) S. Exploring a Dutch paradox: an ethnographic investigation of gay men׳s mental health, Culture. Health and Sexuallity, 16:105–119. 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A rating instrument for anxiety disorders. Psychosomatics 12, 6, 371-379. DOI: 10.1016/S0033-3182(71)71479-0'),(874,'','hide_author','0'),(874,'','language','es'),(874,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(874,'en_US','copyrightHolder','Lucia Caudillo-Ortega, María Luisa Flores Arias, Vianney Monserrat Vital Ornelas, Raquel Alicia Benavides Torres, Tracie Harrison, Ricardo Hernández García'),(874,'es_ES','abstract','<p>Los hombres que tienen sexo con hombres son un grupo vulnerable a algunos problemas de salud como el VIH/Sida y aquellos de salud mental como la depresión, la ansiedad. Este grupo generalmente es estigmatizado, marginalizado y discriminado por cuestiones de prejuicios sociales que invisibiliza aún más su situación de salud. Algunos estudios muestran que el contexto en el que se desarrollan favorece la discriminación y a su vez los problemas de salud mental que pueden influir en la conducta sexual, el objetivo fue determinar la relación que existe entre la depresión y la ansiedad en la conducta sexual de los HSH.  La depresión y la ansiedad se relacionaron con la conducta sexual, es decir a mayor depresión y ansiedad la conducta será más riesgosa. Se concluye que se debe de atender las necesidades de salud de este grupo para disminuir los riesgos a la salud.</p><p>Men who have sex with men are a group vulnerable to some health problems such as HIV / AIDS and those of mental health such as depression, anxiety. This group is generally stigmatized, marginalized and discriminated against because of social prejudices that make their health situation even more invisible. Some studies show that the context in which they develop favors discrimination and in turn the mental health problems that may influence sexual behavior, the objective was to determine the relationship that exists between depression and anxiety in sexual behavior. MSM. Depression and anxiety were related to sexual behavior, that is to say, to greater depression and anxiety the behavior will be more risky. It is concluded that the health needs of this group should be met in order to reduce the risks to health.</p>'),(874,'es_ES','cleanTitle','Depresión ansiedad y conducta sexual en hombres que tienen sexo con hombres'),(874,'es_ES','title','Depresión, ansiedad y conducta sexual en hombres que tienen sexo con hombres'),