(192,'en_US','abstract','<span style=\"font-size: 12.0pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;\" lang=\"EN-US\">This study aimed to compare sociodemographic characteristics, psychosocial and maternal beliefs in families of two distinct contexts in Brazil, based on the prototypical cultural models of independence and interdependence. Overall, 112 mothers living in two different cities (50 in a city with a high human development index - HDI - and 62  in another city with a low HDI) responded individually to a questionnaire. Through statistical analyses it was revealed that there were more differences when comparing sociodemographic variables than psychosocial variables related to the mother’s infancy and current life. Results also indicated that there are differences between the contexts in relation to the value attributed and to the performance of primary care practices, child stimulation and socialization goals. Results from both contexts combined confirmed the expectations regarding the cultural models of independence and interdependence, indicating the relevance of these dimensions to the study of family and its diversity. </span><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:HyphenationZone>21</w:HyphenationZone> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF /> <w:LidThemeOther>PT-BR</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> <w:SplitPgBreakAndParaMark /> <w:EnableOpenTypeKerning /> <w:DontFlipMirrorIndents /> 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normal\"; 	mso-tstyle-rowband-size:0; 	mso-tstyle-colband-size:0; 	mso-style-noshow:yes; 	mso-style-priority:99; 	mso-style-parent:\"\"; 	mso-padding-alt:0cm 5.4pt 0cm 5.4pt; 	mso-para-margin:0cm; 	mso-para-margin-bottom:.0001pt; 	mso-pagination:widow-orphan; 	font-size:10.0pt; 	font-family:\"Calibri\",\"sans-serif\"; 	mso-bidi-font-family:\"Times New Roman\";} --> <!--[endif] -->'),(192,'en_US','cleanTitle','Independence and interdependence: The diversity of the Brazilian family from a cultural perspective'),(192,'en_US','copyrightHolder','Mauro Luis Vieira, Gabriela Dal Forno Martins, Eulina da Rocha Lordelo'),(192,'en_US','title','Independence and interdependence: The diversity of the Brazilian family from a cultural perspective'),(193,'','copyrightYear','2016'),(193,'','hide_author','0'),(193,'','issueId','9'),(193,'','language','es'),(193,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(193,'','pub-id::doi','10.30849/rip/ijp.v47i1.208'),(193,'en_US','copyrightHolder','Yomarie Rodriguez-Loyola, Rosario Costas-Muñíz'),(193,'es_ES','abstract','<p><span style=\"font-family: Times New Roman; font-size: small;\"> </span><span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt;\">Compendio</span><span style=\"font-family: Times New Roman; font-size: small;\"> </span></p><p><span style=\"font-size: small;\"><span style=\"font-family: Times New Roman;\"><span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: ES-PR; mso-bidi-language: AR-SA;\">Recientemente se plantea la importancia de considerar los valores culturales hispanos en el trabajo realizado con pacientes de cáncer. Esto incluye la importancia de involucrar la familia en el tratamiento. Este artículo pretende: 1) explorar la reacción de los familiares ante el diagnóstico y tratamiento de la paciente de cáncer de mama, 2) explorar el impacto del apoyo recibido por los familiares, y 3) la importancia del involucramiento familiar en el tratamiento. Este estudio establece la necesidad de proveer servicios de salud, no solo a la paciente, sino también al sistema familiar. Es recomendado que la familia explore los sentimientos y miedos relacionados al cáncer, fomentar la comunicación, evaluar el impacto de la enfermedad a nivel estructural y re-organizar el sistema a partir del diagnóstico.</span></span></span></p><p><span style=\"font-size: small;\"><span style=\"font-family: Times New Roman;\"><span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: ES-PR; mso-bidi-language: AR-SA;\"> </span></span></span></p><p><span style=\"font-size: small;\"><span style=\"font-family: Times New Roman;\"><span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: ES-PR; mso-bidi-language: AR-SA;\">Abstract</span></span></span></p><p><span style=\"font-size: small;\"><span style=\"font-family: Times New Roman;\"><span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: ES-PR; mso-bidi-language: AR-SA;\"><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;\">Recently, the importance of considering Hispanic cultural values while working with breast cancer patients has been established. This includes involving the patient’s family in the treatment. This article’s objectives are: 1) to explore the family’s reaction regarding the diagnosis of the patient, 2) to explore the impact of the patient´s family support, and 3) the importance of the family members’ involvement in the treatment. This study confirms the importance of delivering health services, not only to the patient, but also to her family system. It is important to help them explore their feelings and fears about the cancer, encourage communication, assess the impact of the illness on the structural level and encourage the re-organization of the system after the diagnosis.</span></span></span></span></p>'),(193,'es_ES','cleanTitle','El diagnóstico de cáncer de mamas desde una perspectiva familiar: Retos para la Psicooncología en América Latina'),(193,'es_ES','title','El diagnóstico de cáncer de mamas desde una perspectiva familiar: Retos para la Psico-oncología en América Latina'),(194,'','copyrightYear','2016'),(194,'','hide_author','0'),(194,'','issueId','9'),(194,'','language','en'),(194,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(194,'','pub-id::doi','10.30849/rip/ijp.v47i1.209'),(194,'en_US','abstract','<p class=\"apa-texto-western\" lang=\"en-US\"><span style=\"color: #000000;\">The present paper is a review on the structural approach on social thinking, a research stream that aims at studying the influence of social factors in thinking processes through characterization of relationship structures. The presentation of the approach is followed by concepts and research on social thinking and its related symbolic formations. The conclusion comments on the trend of bridging social thinking and social cognition research traditions and addresses the need of studies focusing on the social origin of the studied processes and the integration of communication into research.</span></p>'),(194,'en_US','cleanTitle','Beyond social representations: A review of the structural approach on social thinking'),(194,'en_US','copyrightHolder','Joao Wachelke'),(194,'en_US','title','Beyond social representations: A review of the structural approach on social thinking'),(195,'','copyrightYear','2016'),(195,'','hide_author','0'),(195,'','issueId','9'),(195,'','language','en'),(195,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(195,'','pub-id::doi','10.30849/rip/ijp.v47i1.210'),(195,'en_US','abstract','<span>The relationship between depressive symptomatology and elevated Body Mass Index (BMI), and between family support and low BMI is controversial. There are unanswered questions about the relationship between these three variables We tested the hypothesis that positive family support mediates the association between depression and bodyweight responsible for overweight and obesity in Mexican youth. We explored if family support correlated with depression and if depressive symptomatology correlated with obesity. Our results indicate that the relationship between depression and family support was significant (r = -0.44, p = 0.004). A significant relationship between depression and BMI was found only in women. When family support is included into the equation, the effect of depression on BMI disappeared. This observation indicates family support is a partial mediator between depression and obesity in adolescents. Our results are important and prompt an extended analysis of likely causative links between psychosocial parameters and health descriptors.</span>'),(195,'en_US','cleanTitle','Depression family support and body mass index in Mexican adolescents'),(195,'en_US','copyrightHolder','Kelsey Caetano-Anolles, Margarita Teran-Garcia, Marcela Raffaelli, Brenda Alvarado Sánchez, Miguel René Mellado-Garrido'),(195,'en_US','title','Depression, family support, and body mass index in Mexican adolescents'),(196,'','copyrightYear','2016'),(196,'','hide_author','0'),(196,'','issueId','10'),(196,'','language','en'),(196,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(196,'','pub-id::doi','10.30849/rip/ijp.v47i2.211'),(196,'en_US','cleanTitle','Psychology in and for the Caribbean: Assessing where we are and moving forward'),(196,'en_US','copyrightHolder','Ishtar Govia, Guillermo Bernal'),(196,'en_US','title','Psychology in and for the Caribbean: Assessing where we are and moving forward'),(197,'','copyrightYear','2016'),(197,'','hide_author','0'),(197,'','issueId','10'),(197,'','language','en'),(197,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(197,'','pub-id::doi','10.30849/rip/ijp.v47i2.212'),(197,'en_US','abstract','<p>Abstract</p> <p>The story of the Caribbean region includes a legacy of eradication of indigenous populations, slave labor, and colonial hegemony that has shaped the economies, social structures, and cultures of each island/nation uniquely.  This paper presents a brief historical and socio-political examination of the psychological impact of histories of subordination, in an effort to contextualize the experiences of the individuals in these islands, as they pertain to effectively addressing the region’s mental health needs.  The field of psychology holds promise for addressing legacies of colonialism on identity and subjectivity, particularly as an emphasis is placed on internal knowledge production.  The 2011 Caribbean Regional Conference of Psychology is one such example of a movement towards unification and ownership of Caribbean Psychology perspectives, leaders, and the next generation of scholars.</p> <p> </p> <p>Abstracto</p> <p>La historia de la región del Caribe incluye un legado de la erradicación de las poblaciones indígenas, la escalvitud y la hegemonía colonial que ha formado la economía, las estructuras sociales y culturas de cada isla/nación.  Éste artículo presenta un breve análisis histórico y sociopolítico del impacto psicológico de la historia de subordinación con el intento de contextualizar las experiencias de los individuos en estas islas, cubriendo las necesidades de salud mental de la región adecuadamente. El campo de la psicología ofrece las esperanza de  enfrentar el legado de colonialismo en la identidad y la subjetividad, especialmente en la producción de conocimiento interno. La Conferencia Regional del Caribe 2011 de la Psicología es un ejemplo del movimiento hacia la unificación y la propiedad de las perspectivas de la psicología del Caribe, líderes, y la próxima generación de eruditos .</p>'),(197,'en_US','cleanTitle','Historical and Sociopolitical Perspectives of the Caribbean Region on Mental Health'),(197,'en_US','copyrightHolder','Guerda Nicolas, Anna Wheatley'),(197,'en_US','title','Historical and Socio-political Perspectives of the Caribbean Region on Mental Health'),(198,'','copyrightYear','2016'),(198,'','hide_author','0'),(198,'','issueId','10'),(198,'','language','es'),(198,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(198,'','pub-id::doi','10.30849/rip/ijp.v47i2.213'),(198,'en_US','copyrightHolder','Isabel Louro Bernal, Guillermo Bernal'),(198,'es_ES','abstract','<p>Resumen</p> <p>Los hitos relevantes al desarrollo de la Psicología en Cuba se vinculan a la obra del psicólogo cubano Dr. Alfonso Bernal del Riesgo.  Método. Construcción de una cronología basada en la investigación histórica, la revisión documental y las entrevistas. Resultados.  Se establecieron tres períodos: 1) Bases teóricas de la Psicología y la Cívica, donde aborda el concepto de cubanosofìa, la comprensión psicológica y socio cultural de la identidad cubana; 2) el desarrollo de la Psicología como asignatura en la Universidad de la Habana, como carrera universitaria independiente de la filosofía; 3) La psicología como ciencia vinculada a diferentes ámbitos de actuación profesional.  El estudio de la obra de Bernal del Riesgo permite comprender procesos en el desarrollo histórico de la Psicología en Cuba.<strong> </strong></p> <p>Abstract</p> The relevant milestones on the development of psychology in Cuba are linked to the work of Cuban psychologist Dr. Alfonso Bernal del Riesgo.  Method.  The method consisted in the construction of a time line, review of historical documents, and conducting interviews.  Results.  Three periods were identified: 1) The theoretical basis of Psychology and Civics, approached from the notion of <em>cubanosofìa</em>, that is the psychological sociocultural understanding of Cuban identity; 2) the development of psychology as a major at the University of Havana and independent of philosophy; 3) Psychology as a science linked to different areas of professional activities.  The study of the life and work of Bernal del Riesgo allows for an understanding of processes in the historical development of psychology in Cuba.'),(198,'es_ES','cleanTitle','El desarrollo de la Psicología en Cuba en la obra del Dr Alfonso Bernal del Riesgo'),(198,'es_ES','title','El desarrollo de la Psicología en Cuba en la obra del Dr. Alfonso Bernal del Riesgo'),(199,'','copyrightYear','2016'),(199,'','hide_author','0'),(199,'','issueId','10'),(199,'','language','es'),(199,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(199,'','pub-id::doi','10.30849/rip/ijp.v47i2.214'),(199,'en_US','copyrightHolder','Josefina Zaiter'),(199,'es_ES','abstract','<p>Este trabajo revisa el desarrollo de la psicología académica y profesional en la República  Dominicana.</p> <p>Se da relevancia a los acontecimientos socio-históricos que sirvieron de contexto para  el surgimiento y  el avance de la psicología dominicana.</p> <p>Los aportes de los y las profesionales que contribuyen al impulso de los estudios y el ejercicio profesional de la psicología en nuestro país, son señalados y reconocidos.</p> <p>En el trabajo se  aborda  un análisis de los ámbitos de realización; así como de los logros y de las dificultades, en el avance tanto de la psicología académica, como del ejerció profesional en la psicología dominicana.</p> <p>Finalmente, se consideran las perspectivas actuales de la psicología dominicana, para su desarrollo, su integración  y proyección  en el conjunto de la psicología en el Caribe y en Latinoamérica.</p>'),(199,'es_ES','cleanTitle','La Historia de la Psicología en la República  Dominicana'),(199,'es_ES','title','La Historia de la Psicología en la República  Dominicana'),(200,'','copyrightYear','2016'),(200,'','hide_author','0'),(200,'','issueId','10'),(200,'','language','es'),(200,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(200,'','pub-id::doi','10.30849/rip/ijp.v47i2.215'),(200,'en_US','copyrightHolder','Fernando Luis Gonzalez Rey'),(200,'es_ES','abstract','<p>Resumen: El presente artículo discute  hechos importantes de la psicología cubana que son inseparables del desarrollo de la realidad política, social e institucional del país en las décadas de los años setenta, ochenta y noventa del siglo XX.  Se analiza el desarrollo de la psicología en Cuba, no  como suma fría de hechos, sino a través de interpretaciones que se sustentan en amplias referencias. En el curso del análisis histórico que aquí se presenta, se analiza el desarrollo progresivo de la psicología cubana en la psicología latinoamericana, en un proceso donde se destacan los propios procesos institucionales de la psicología cubana y de la Sociedad Interamericana de psicología. Finalmente el artículo discute la evolución de una de las líneas más productivas de la psicología cubana en esa década, profundizando aspectos teóricos, metodológicos y epistemológicos de ese camino.</p><p>Palabras claves: Sociedad cubana post revolucionaria, psicología en Cuba, subjetividad, motivación, subjetividad social. </p><p>Sumary:  The paper discusses relevant facts about the history of Cuban psychology which are presented as inseparable from the social, political and institutional realities of the Cuban society during the 1970s, 1980s and 1990s. The history of Cuban psychology is presented not as a cold sum of facts, but based on interpretations on a wide number of consulting references.  Throughout this historical analysis are discussed the progressive integration of Cuban psychology with some of the relevant movements of Latin-American psychology in the mentioned above decades, in such a process in which is given a particular attention to the institutional movements in Cuban psychology as well as in the Interamerican  Society of Psychology , which closely interrelated since the Interamerican Congress hold in Caracas in 1985. Finally the paper discussed in depth one of the more productive lines of Cuban psychology that time, high lightened its theoretical , epistemological and methodological unfolds. </p><p>Key words : Post revolutionary Cuban society, psychology in Cuba, subjectivity, motivation, social subjectivity</p>'),(200,'es_ES','cleanTitle','Sociedad y psicología en Cuba:: avanzando en uno de sus caminos de investigación en tres décadas'),(200,'es_ES','title','Sociedad y psicología en Cuba:: avanzando en uno de sus caminos de investigación en tres décadas'),(201,'','copyrightYear','2016'),(201,'','hide_author','0'),(201,'','issueId','10'),(201,'','language','en'),(201,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(201,'','pub-id::doi','10.30849/rip/ijp.v47i2.216'),(201,'en_US','abstract','<p>Abstract</p> <p>This article examines the history of clinical psychology in Puerto Rico since its beginnings in 1946, summarizing the events that led to the field’s emergence and looking closely at the sixty years of its subsequent development. The information presented is based on a review of publications, theses and dissertations, and interviews with professionals working in the field. The objective of this article is to raise awareness and interest in the many chapters that make up the history of psychology. Clinical psychology in Puerto Rico can reach new heights if its practitioners are aware of its history.  Such awareness enables the creation of a socially informed discipline, firmly and conscientiously placed within the rich contexts of Puerto Rico.<em></em></p> <p class=\"AbstractText\"> </p> <p class=\"AbstractText\"> </p> <p> </p> <p> </p> <h1>Resumen</h1> <p>Este artículo examina aspectos de la historia de la psicología clínica en Puerto Rico a partir de sus inicios en 1946. El escrito presenta el surgimiento en el 1946 y resume los hechos en los  sesenta años de su desarrollo. El trabajo se documentó a base de publicaciones, tesis y disertaciones, y entrevistas con profesionales del campo. Este trabajo pretende estimular el conocimiento y el interés por conocer y aportar a las “historias” de la psicología. La disciplina puede alcanzar mayor madurez si conoce su historia y así, se logrará la construcción de una disciplina socialmente informada y responsable de su entorno.</p>'),(201,'en_US','cleanTitle','60 Years of Clinical Psychology in Puerto Rico'),(201,'en_US','copyrightHolder','Guillermo Bernal'),(201,'en_US','title','60 Years of Clinical Psychology in Puerto Rico'),(202,'','copyrightYear','2016'),(202,'','hide_author','0'),(202,'','issueId','10'),(202,'','language','en'),(202,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(202,'','pub-id::doi','10.30849/rip/ijp.v47i2.217'),(202,'en_US','abstract','<p><strong>Abstract</strong></p> <p>The article outlines the history and the development of psychological research and practice in terms of its strengths and weaknesses.  Strengths identified include local university support of psychology as a discipline, high demand from students for the psychology programmes, good teaching in the undergraduate programmes, and government regulation of the profession.  Weaknesses include that there are no laboratory facilities available at the major training institution, internship sites are scarce and few opportunities exist to be supervised by a Ph.D. or Psy.D. Psychologist.  With the support of findings from a small scale qualitative study addressing the opportunities available to psychology graduates interested in pursuing a career in clinical psychology.  In conclusion the future of psychology in Barbados looks promising, with the prospect of engaging Information Communications Technologies to aid supervision and reaching clients who would not otherwise have access to psychological services.</p> <p><strong>Abstracto</strong></p> <p><strong>El artículo describe la historia y el desarrollo de la investigación psicológica y la práctica en términos de sus fortalezas y debilidades. </strong><strong>Fortalezas identificadas incluyen soporte universidad local de la psicología como disciplina, la alta demanda de los estudiantes para las carreras de psicología, enseñanza bien en los programas de pregrado, y la regulación gubernamental de la profesión. Las debilidades son que no existen instalaciones de laboratorio disponibles en la institución principal de formación, los sitios de prácticas son escasos y existen pocas oportunidades para ser supervisado por un doctor o Psy.D. Psicólogo. Con el apoyo de las conclusiones de un estudio cualitativo pequeña escala frente a las oportunidades disponibles para los graduados de psicología interesados ​​en seguir una carrera en psicología clínica. En conclusión, el futuro de la psicología en Barbados parece prometedor, con la posibilidad de contratar Comunicaciones Tecnologías de la Información para facilitar la supervisión y llegar a los clientes que de otra forma no tendrían acceso a los servicios psicológicos.</strong></p> <p><strong> </strong></p> <p> </p>'),(202,'en_US','cleanTitle','The Development of Psychology Psychological Research and Professional Practice in Barbados'),(202,'en_US','copyrightHolder','Donna-Maria Bradshaw Maynard'),(202,'en_US','title','The Development of Psychology, Psychological Research and Professional Practice in Barbados'),(203,'','copyrightYear','2016'),(203,'','hide_author','0'),(203,'','issueId','10'),(203,'','language','es'),(203,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(203,'','pub-id::doi','10.30849/rip/ijp.v47i2.218'),(203,'en_US','copyrightHolder','Blanca Ortiz'),(203,'es_ES','abstract','<table class=\"data\" width=\"100%\"><tbody><tr><td class=\"separator\" colspan=\"2\"></td></tr><tr valign=\"top\"><td class=\"label\"><br /></td><td class=\"value\"><p>Actualmente la formación de Psicólogos/as enfrenta retos serios en muchos de los países del Caribe y América Latina.  Entre estos me interesa destacar: el debate sobre educación pública vs. educación privada, el aparente excedente de profesionales de la Psicología en algunos de nuestros países y la contracción y/o privatización de programas gubernamentales que tiene como consecuencia, el desplazamiento de Psicólogos/as al sector privado o a actividades profesionales desvinculadas de la Psicología.  Debo aclarar, estos no son meros “debates”, se trata más bien de la aprobación e implantación de políticas, que ya inciden sobre el acceso de determinados sectores a la educación de post-grado en Psicología y sobre las posibilidades de inserción en el mundo laboral de egresados de programas de post-grado, así como de programas de licenciatura.  Veamos brevemente cuál es el estado actual, no sin antes sugerir revisar la edición especial de la Revista Interamericana de Psicología publicada en el año 2000 y editada por la Dra. Ana Isabel Álvarez en la que se discute y analiza la historia de la Psicología en el Caribe.  Esa edición representa un trabajo valiosísimo para nuestra disciplina y es fundamental para entender el presente de la misma.</p></td></tr></tbody></table>'),(203,'es_ES','cleanTitle','Estado actual y posibilidades futuras de la Psicología en cuatro paises del Caribe:  Puerto Rico Cuba República Dominicana y Haití'),(203,'es_ES','title','Estado actual y posibilidades futuras de la Psicología en cuatro paises del Caribe:  Puerto Rico, Cuba, República Dominicana y Haití'),(204,'','copyrightYear','2016'),(204,'','hide_author','0'),(204,'','issueId','10'),(204,'','language','en'),(204,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(204,'','pub-id::doi','10.30849/rip/ijp.v47i2.219'),(204,'en_US','abstract','This article builds on a presentation of a \"Vision for Caribbean Psychological Association/Organization\" which was presented in a workshop at the Caribbean Regional Conference of Psychology.  It primarily addresses the development and establishment of harmonized systems of legally institutionalizing the profession of psychology across the broader Caribbean.  Recognizing the linguistic, cultural, legal and political diversity across the region, proposals are nonetheless made to launch co-existing and complementary arrangements through the emerging regional association of caribbean psychologists.   Nurturing relationships with countries and territories that already have existing statutory arrangements by which psychologists are registered or licensed is presented as a way to build and refine appropriate mechanisms in those countries - mainly CARICOM countries - in which the field of psychology is relatively new and derdeveloping.  The example of CARICOM nurses is used to illustrate a way forward for psychologists in the Anglophone Caribbean.'),(204,'en_US','cleanTitle','Capacity Development of Psychology in the Caribbean:  Lessons from Far and Near'),(204,'en_US','copyrightHolder','Omowale - Amuleru-Marshall'),(204,'en_US','title','Capacity Development of Psychology in the Caribbean:  Lessons from Far and Near'),(205,'','copyrightYear','2016'),(205,'','hide_author','0'),(205,'','issueId','10'),(205,'','language','en'),(205,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(205,'','pub-id::doi','10.30849/rip/ijp.v47i2.220'),(205,'en_US','abstract','Psychologists in the Caribbean face significant challenges. Needs include high quality psychological services, educating more psychologists and expanding the profession to meet mental health difficulties within Caribbean Communities. Other subspecialties such as social psychology and organizational psychology are needed to promote change within the society still bearing the impact of slavery and colonialization. The challenges include “Brain drain” with talented youth migrating for educational and professional opportunities and with a few exceptions, a lack of local universities offering advanced degrees in psychology the field. Challenges also arise from a lack of self-definition of psychology in the Caribbean. These factors, academic, professional and institutional along with recommendations for action will be offered. The action plan of the Caribbean Regional Conference of Psychology, CRCP 2011 is incorporated.<br /><br />Psicólogos en el Caribe enfrentan desafíos importantes. Necesita incluir servicios psicológicos de alta calidad, educar a más psicólogos y expandir la profesión para resolver dificultades de salud mental en las comunidades del Caribe. Otras subespecialidades como la psicología social y Psicología Organizacional son necesarios para promover el cambio dentro de la sociedad sigue teniendo el impacto de la esclavitud y la colonización. Los desafíos incluyen «Brain drain» con jóvenes talentosos migrar para oportunidades educativas y profesionales y con unas pocas excepciones, la falta de universidades locales ofrecen títulos avanzados en el campo de Psicología. También surgen desafíos de una falta de autodefinición de Psicología en el Caribe. Se ofrecerán estos factores, académicos, profesionales e institucionales junto con recomendaciones para la acción. Se incorpora el plan de acción de la Conferencia Regional Caribe de Psicología, CRCP 2011.<br /><br />'),(205,'en_US','cleanTitle','Capacity Collaboration Credentials:  Challenges to Psychology in the Caribbean'),(205,'en_US','copyrightHolder','Rita Dudley-Grant'),(205,'en_US','title','Capacity, Collaboration, Credentials:  Challenges to Psychology in the Caribbean'),(206,'','copyrightYear','2016'),(206,'','hide_author','0'),(206,'','issueId','10'),(206,'','language','en'),(206,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(206,'','pub-id::doi','10.30849/rip/ijp.v47i2.221'),(206,'en_US','abstract','<html />'),(206,'en_US','cleanTitle','Psychology bridge Building in the Caribbean: A Proposal'),(206,'en_US','copyrightHolder','Dennis John Edwards'),(206,'en_US','title','Psychology bridge Building in the Caribbean: A Proposal'),(207,'','copyrightYear','2016'),(207,'','hide_author','0'),(207,'','issueId','10'),(207,'','language','en'),(207,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(207,'','pub-id::doi','10.30849/rip/ijp.v47i2.222'),(207,'en_US','abstract','<p>Abstract</p> <p>Psychologists around the world have increasingly emphasized the role of culturally-relevant psychology education and training in the development of a relevant psychology for the Majority World. However, such opportunities are limited and there are no coherent models to guide appropriate curricular development. In this article, the various components of the undergraduate psychology model developed to address the needs of the Bahamian society and to foster the development of a Bahamian and Caribbean psychology are presented. The overall structure, core values and assumptions, tripartite model of national, regional and international psychology focus, psychology of human diversity course sequence and cultural specificity are emphasized. The article concludes with a brief discussion on the implications for psychology in the Majority World and global psychology.</p>'),(207,'en_US','cleanTitle','Fulfilling Psychology’s Promise: A Model of Undergraduate Psychology Education'),(207,'en_US','copyrightHolder','Ava D Thompson'),(207,'en_US','title','Fulfilling Psychology’s Promise: A Model of Undergraduate Psychology Education'),(208,'','copyrightYear','2016'),(208,'','hide_author','0'),(208,'','issueId','10'),(208,'','language','en'),(208,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(208,'','pub-id::doi','10.30849/rip/ijp.v47i2.223'),(208,'en_US','abstract','<p>This study explored whether authoritarian parenting may help explain the poor literacy outcomes among USVI children. Forty-one West Indian mothers of young children were interviewed and completed questionnaires assessing authoritarian childrearing attitudes; warm parent-child relationships; and literacy beliefs and practices. High adult control and warmth were not significantly related in this sample, and each dimension differentially predicted literacy variables. Mothers endorsing higher levels of adult control believed that children learn to read at a later age, and engaged in more direct reading instruction. Mothers who reported warmer relationships were more likely to read with their child for fun. Future research is needed that directly examines how general and domain-specific features of parenting relate to literacy outcomes in VI children.</p>'),(208,'en_US','cleanTitle','Parenting in West Indian Families: Relationship to their Literacy Beliefs and Practices'),(208,'en_US','copyrightHolder','Elizabeth Jaeger, Katherine MacTurk, Jacqueline Nguyen'),(208,'en_US','title','Parenting in West Indian Families: Relationship to their Literacy Beliefs and Practices'),(209,'','copyrightYear','2016'),(209,'','hide_author','0'),(209,'','issueId','10'),(209,'','language','en'),(209,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(209,'','pub-id::doi','10.30849/rip/ijp.v47i2.224'),(209,'en_US','abstract','<p>Little information is available on parenting practices of families living in Puerto Rico. In order to fill this gap, 55 two-parent families with a 6 to 11 year old child were surveyed on contextual stressors known to impact parenting (i.e., depression, subjective economic status, parenting stress, marital satisfaction), parenting practices (i.e., skills building, positive involvement, problem solving, monitoring, and effective discipline), as well as child externalizing behavior problems. Data reveal a sample with relatively low self-reported stressors, high endorsement of parenting practices, and subclinical child externalizing behaviors. All measures were reliable, indicating potential for future use in Puerto Rican samples. All relationships were in the expected direction between parenting practices and contextual stressors where higher reports on stressors were negatively related to endorsement of parenting practices. Similarly parenting practices negatively related to problematic scores in child outcomes. Maternal problem solving fully mediated the relationship between marital satisfaction and child externalizing behaviors. While substantive findings are reported, the research led t the formulation of many more questions than it answered. Implications for future research are provided.</p>'),(209,'en_US','cleanTitle','Parenting in Puerto Rican Families: Mothers and Father’s SelfReported Practices'),(209,'en_US','copyrightHolder','Melanie M Domenech Rodríguez, Natalie Franceschi Rivera, Zulma Sella Nieves, Jahaira Félix Fermín'),(209,'en_US','title','Parenting in Puerto Rican Families: Mothers and Father’s Self-Reported Practices'),(210,'','copyrightYear','2016'),(210,'','hide_author','0'),(210,'','issueId','10'),(210,'','language','en'),(210,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(210,'','pub-id::doi','10.30849/rip/ijp.v47i2.225'),(210,'en_US','abstract','<p>Abstract</p><p>This report presents the findings of two studies that examined the degrees of parental warmth and control and their associations with children’s social and intellectual skills in two groups of Caribbean families.  In Study 1, 139 Indo Guyanese mothers reported on their use of maternal warmth and control and in Study 2, 180 mothers and 180 fathers from diverse ethnic groups in Trinidad reported on their use of warmth and control in parenting their preschool-aged children.  In both studies, preschool teachers provided assessments of children’s prosocial behaviors, anger, and their divergent and convergent cognitive skills.  Analyses revealed two clusters of Guyanese mothers: one group was higher in warmth and lower in control and the other was lower in warmth and higher in control.  Identical clusters were found for Trinidadian mothers and fathers.  Trinidadian mothers and fathers reported using similar levels of warmth with preschoolers.  Only among Guyanese families did children fare differently in social and intellectual skills between the two clusters of parents.  Data are interpreted in terms of variability in the use of both warmth and behavioral control as prevailing practices in Caribbean cultural communities and their implications for childhood developmental outcomes.     </p>'),(210,'en_US','cleanTitle','Parenting Practices in Guyana and Trinidad and Tobago: Connections to Preschoolers Social and Cognitive Skills'),(210,'en_US','copyrightHolder','Jaipaul L Roopnarine, Yan Wang, Ambika Krishnakumar, Kimberly L Davidson'),(210,'en_US','title','Parenting Practices in Guyana and Trinidad and Tobago: Connections to Preschoolers Social and Cognitive Skills'),(211,'','copyrightYear','2016'),(211,'','hide_author','0'),(211,'','issueId','10'),(211,'','language','es'),(211,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(211,'','pub-id::doi','10.30849/rip/ijp.v47i2.226'),(211,'en_US','copyrightHolder','Emily Sáez Santiago, Giselle Rodríguez Ocasio, Natalia Rodríquez Hernández'),(211,'es_ES','abstract','<p>En este estudio se evaluó el nivel de aceptación de adolescentes a un programa de prevención de la depresión facilitado por maestros/as en escuelas públicas de Puerto Rico. El estudio sigue un método mixto, en donde se administró un cuestionario de satisfacción a 152 jóvenes que participaron del Programa y 72 jóvenes participaron en grupos focales. Los resultados señalan que 83.6% de los/as jóvenes describió al Programa como excelente o bueno. Los/as adolescentes coincidieron en que las actividades realizadas en el programa de prevención fueron muy divertidas y los temas fueron muy pertinentes para manejar sus emociones o ayudar a otras personas. Los hallazgos de este estudio avalan un programa de prevención de la depresión que puede ser facilitado con recursos existentes en las escuelas.</p>'),(211,'es_ES','cleanTitle','Aceptación al Programa Estrategias para Mantener un Ánimo Saludable: Un Programa de Prevención de la Depresión para Adolescentes'),(211,'es_ES','title','Aceptación al Programa Estrategias para Mantener un Ánimo Saludable: Un Programa de Prevención de la Depresión para Adolescentes'),(212,'','copyrightYear','2016'),(212,'','hide_author','0'),(212,'','issueId','10'),(212,'','language','en'),(212,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(212,'','pub-id::doi','10.30849/rip/ijp.v47i2.227'),(212,'en_US','abstract','<p>This conceptual paper illustrates how mediation analysis might psychologically deconstruct socially-constructed variables in Caribbean identity research. Psychosocial identity development status theory and research is reviewed. It is proposed that socio-demographic variables (i.e. age, class, ethnicity and gender) are constructed through social discourse. The implication is that social discourses should be examined to determine which psychological variables might best account for social group differences in identity status. Thus two regional discourses are explored for pertinent mediators of age, class, ethnicity and gender: the theory of the plantation economy and a Caribbean interpretation of race, class and ethnicity. Locus of control and cultural values emerge as pertinent psychological predictors for mediation analysis.</p>'),(212,'en_US','cleanTitle','Psychologically Deconstructing Sociallyconstructed Variables in Caribbean Identity Research'),(212,'en_US','copyrightHolder','Mary Jane Arneaud, Nicole Albada'),(212,'en_US','title','Psychologically Deconstructing Socially-constructed Variables in Caribbean Identity Research'),(213,'','copyrightYear','2016'),(213,'','hide_author','0'),(213,'','issueId','10'),(213,'','language','en'),(213,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(213,'','pub-id::doi','10.30849/rip/ijp.v47i2.228'),(213,'en_US','abstract','This study reports on the prevalence of race-related experiences of discrimination among a random sample of 147 young adult students at a public university in urban Jamaica. The overall prevalence was over 55%. Although there were no statistically significant differences between the prevalence rates for students who self-identified as Black and those who self-identified with any other racial grouping (prevalence rates of 59.29% and 41.67% respectively), the prevalence rates for those who self-reported as being from the middle to upper-middle class was higher (51.55%) than for those who self-reported as being from the lower to lower middle class (84%). Furthermore, self-identifying as Black predicted higher odds of having worried in the past year about personally experiencing racial discrimination and about members of one’s racial group experiencing racial discrimination. On the other hand, being from the lower to lower-middle class predicted higher odds of having experienced racial discrimination and perceiving discrimination directed against one’s racial group. The implications for future studies on the prevalence and correlates of racial discrimination for Caribbean people in Caribbean contexts are discussed.'),(213,'en_US','cleanTitle','Shades of the Past: Experiences of Racial Discrimination among a Sample of University Students in Jamaica'),(213,'en_US','copyrightHolder','Ishtar O. Govia'),(213,'en_US','title','Shades of the Past: Experiences of Racial Discrimination among a Sample of University Students in Jamaica'),(214,'','copyrightYear','2016'),(214,'','hide_author','0'),(214,'','issueId','11'),(214,'','language','en'),(214,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(214,'','pub-id::doi','10.30849/rip/ijp.v47i3.229'),(214,'en_US','cleanTitle','Transitions: Everything change'),(214,'en_US','copyrightHolder','Edil Torres-Rivera'),(214,'en_US','title','Transitions: Everything change'),(215,'','copyrightYear','2016'),(215,'','hide_author','0'),(215,'','issueId','11'),(215,'','language','es'),(215,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(215,'','pub-id::doi','10.30849/rip/ijp.v47i3.230'),(215,'en_US','copyrightHolder','Juan Pablo Cruz Pérez'),(215,'es_ES','abstract','<p>The objective of this study was to perform a preliminary item and factor analysis of the Aggression Questionnaire with a sample of Puerto Rican adolescents. The sample consisted of 88 Puerto Rican adolescents between the ages of 14 and 18 years who resided in the metropolitan area of Puerto Rico. An exploratory factor analysis with Varimax rotation revealed a four factor solution that is similar to those found by the author of the questionnaire: physical aggression, verbal aggression, hostility, and anger. The final version of the questionnaire consists of 21 items with factor loadings greater than .30 and a Cronbach’s alpha of .87. Our results indicate that this instrument is reliable and valid to assess different levels of aggression in Puerto Rican adolescents.</p><p> </p>'),(215,'es_ES','cleanTitle','Validación del Cuestionario de Agresión con una muestra de adolescentes puertorriqueños/as'),(215,'es_ES','title','Validación del Cuestionario de Agresión con una muestra de adolescentes puertorriqueños/as'),(216,'','copyrightYear','2016'),(216,'','hide_author','0'),(216,'','issueId','11'),(216,'','language','en'),(216,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(216,'','pub-id::doi','10.30849/rip/ijp.v47i3.231'),(216,'en_US','abstract','<p>This manuscript will describe Liberation Psychology’s impact on the professional counseling field’s movement toward a focus on social justice. The authors will describe Liberation Psychology’s roots in theology, the foundational principles of this theory, and specific examples of where Liberation Psychology has made an impact on the field of counseling. Finally, the authors will discuss several key implications for Liberation Psychology’s implementation as a foundation for counseling for social justice.</p>'),(216,'en_US','cleanTitle','Foundations for Liberation: Social Justice Liberation Psychology and Counseling'),(216,'en_US','copyrightHolder','Kevin A. Tate, Edil Torres Rivera, Eric M. Brown, Leslie Skaistis'),(216,'en_US','title','Foundations for Liberation: Social Justice, Liberation Psychology, and Counseling'),(217,'','copyrightYear','2016'),(217,'','hide_author','0'),(217,'','issueId','11'),(217,'','language','es'),(217,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(217,'','pub-id::doi','10.30849/rip/ijp.v47i3.232'),(217,'en_US','copyrightHolder','Lix Sánchez Sánchez, Wilson Lopez, Idaly Barreto'),(217,'es_ES','abstract','<p>Este estudio presenta un análisis de las categorías del enmarcamiento cognitivo de la cultura política en Colombia en <em>Twitter, </em>desde la psicología social y política. Se indagó sobre referentes teóricos y empíricos acerca del enmarcamiento, cultura política y redes sociales. Fue aplicado el método descriptivo multidimensional, y el análisis estadístico de textos. Se trabajó con 7645 tweets de cuatro líderes políticos, cinco líderes de opinión y las cinco primeras respuestas de los usuarios, encontrando que la cultura política se enmarca en discursos dirigidos hacia el conflicto positivo o negativo, refiriéndose a actores de las élites y problemas sociales.</p>'),(217,'es_ES','cleanTitle','Enmarcamiento cognitivo de la cultura política Un análisis desde las redes sociales en Internet Twitter'),(217,'es_ES','title','Enmarcamiento cognitivo de la cultura política. Un análisis desde las redes sociales en Internet (Twitter)'),(218,'','copyrightYear','2016'),(218,'','hide_author','0'),(218,'','issueId','11'),(218,'','language','pt'),(218,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(218,'','pub-id::doi','10.30849/rip/ijp.v47i3.233'),(218,'en_US','abstract','<p>O Transtorno do Déficit de Atenção e Hiperatividade (TDAH) caracteriza-se por um padrão persistente de desatenção e/ou hiperatividade. Na escola, pode contribuir para dificuldades acadêmicas e de relacionamento. Esse trabalho teve como objetivos desenvolver um guia para manejo comportamental de desatenção e hiperatividade em sala de aula e avaliar sua utilização por uma professora na classe com um aluno com TDAH.  Os instrumentos para avaliação pré e pós-intervenção foram: Escala Benczik de TDAH, Inventário de Comportamentos para Crianças, formulário para pais (CBCL/6-18) e professores (TRF/6-18) e registro de observação direta de comportamentos. O guia foi conduzido pela professora durante três meses e acompanhado quinzenalmente por psicólogo. Os resultados mostraram uma redução de comportamentos característicos do TDAH, observados diretamente e verificados pelos inventários comportamentais.</p>'),(218,'en_US','cleanTitle','Manejo comportamental em classes de crianças com transtorno de déficit de atenção e hiperatividade'),(218,'en_US','copyrightHolder','Marcos Vinícius de Araújo, Alex Moreira Carvalho, Adriana de Fátima Ribeiro, Maria Cristina Triguero Veloz Teixeira, Luiz Renato Rodrigues Carreiro'),(218,'en_US','title','Manejo comportamental em classes de crianças com transtorno de déficit de atenção e hiperatividade.'),(219,'','copyrightYear','2016'),(219,'','hide_author','0'),(219,'','issueId','11'),(219,'','language','en'),(219,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(219,'','pub-id::doi','10.30849/rip/ijp.v47i3.234'),(219,'en_US','abstract','<p>There are two main classes of schizophrenia symptoms: positive (e.g., hallucinations and delusions) and negative (e.g., flat affect and poverty of speech).  Research by Crow (1980, 1985) proposes that negative symptoms indicate irreversible structural brain abnormality and, therefore, unlike positive symptoms, may be less responsive to environmental factors.  If Crow’s theory is correct, this might lead us to hypothesize that environmental factors associated with culture and ethnicity may have more of an impact on the expression of positive, rather than negative, symptoms.  We aimed to test this hypothesis in the current study.  Our sample consisted of 47 patients (16 Anglo, 17 Latino, and 14 African-American) diagnosed with schizophrenia.  In line with Crow’s hypotheses, Analyses of Variance (ANOVAs) revealed ethnic differences in positive but not negative symptoms.  These results suggest that efforts to target environmental and sociocultural factors may be more effective in reducing positive than negative symptoms.</p>'),(219,'en_US','cleanTitle','A comparison of positive and negative symptoms in Anglo Latino and AfricanAmerican patients with schizophrenia'),(219,'en_US','copyrightHolder','Amy Gina Weisman de Mamani, Tiffany Caldas'),(219,'en_US','title','A comparison of positive and negative symptoms in Anglo, Latino, and African-American patients with schizophrenia'),(220,'','copyrightYear','2016'),(220,'','hide_author','0'),(220,'','issueId','11'),(220,'','language','en'),(220,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(220,'','pub-id::doi','10.30849/rip/ijp.v47i3.235'),(220,'en_US','abstract','<p>Neste estudo pretendemos analisar a fidelidade da versão em português do Sistema de Classificação dos Construtos Pessoais (SCCP), desenvolvido por Feixas, Geldschläger e Neimeyer (2002). Este sistema permite codificar construtos pessoais em 53 categorias agrupadas em áreas temáticas: seis áreas básicas (moral, emocional, relacional, pessoal, intelectual/operacional e valores e interesses) e duas áreas suplementares (existencial e descritores específicos). Para tal, adaptámos para a Língua Portuguesa o SCCP, recorrendo a uma amostra de 448 construtos, extraídos de 32 grelhas de repertório de <ins cite=\"mailto:Author\">32 </ins>alunos do Ensino Superior, e analisámos a fiabilidade do sistema de classificação. O acordo inter-juízes encontrado foi considerado excelente. Os resultados deste estudo são similares aos das restantes versões do SCCP, o que reforça a fiabilidade desta versão.</p>'),(220,'en_US','cleanTitle','Fidelidade da versão em Português do Sistema de Classificação dos Construtos Pessoais'),(220,'en_US','copyrightHolder','Adriana Rodrigues, Pedro Rosário, Eugénia Ribeiro'),(220,'en_US','title','Fidelidade da versão em Português do Sistema de Classificação dos Construtos Pessoais'),(221,'','copyrightYear','2016'),(221,'','hide_author','0'),(221,'','issueId','11'),(221,'','language','en'),(221,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(221,'','pub-id::doi','10.30849/rip/ijp.v47i3.236'),(221,'en_US','abstract','We examined Differential Item Functioning (DIF) indicators across four risk factors for successful education in Guatemala (enrollment age, urban/rural area of residence, ethnicity, and gender). Given the instability often reported in DIF literature, we employed three different approaches (chi-square, Rasch, and logistic regression) and checked for their consistency in three years of third-grade reading assessment of Guatemalan pupils. We  found that removal of DIF items did not influence differences in test scores found in groups having a different status on the risk factors. Findings suggest that educational risk factors act in concert in this Guatemalan population and that that at least to some degree, there is interaction between risk factors to create bias. We conclude that DIF analysis and test-writing would benefit from taking into account multiple background risk variables.'),(221,'en_US','cleanTitle','Differential Item Functioning and Educational Risk Factors in Guatemalan Reading Assessment'),(221,'en_US','copyrightHolder','Alvaro M. Fortin Morales, Fons J. R. van de Vijver, Ype H. Poortinga'),(221,'en_US','title','Differential Item Functioning and Educational Risk Factors in Guatemalan Reading Assessment'),(222,'','copyrightYear','2016'),(222,'','hide_author','0'),(222,'','issueId','11'),(222,'','language','pt'),(222,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(222,'','pub-id::doi','10.30849/rip/ijp.v47i3.237'),(222,'en_US','abstract','O presente estudo comparou o desempenho de movimentos cíclicos e discretos em tarefa de Fitts simulada em computador. Participaram do estudo 20 adultos com idade entre 25 e 30 anos. O software <em>Discrete Aiming Task </em>(v. 2.0) simulou a tarefa de Fitts nas condições discreta e cíclica, fornecendo o tempo de movimento (<em>TM</em>). Foram manipuladas 4 tamanhos de alvos e 3 distâncias entre os alvos para fornecer índices de dificuldade (<em>ID</em>) de 1 até 6 bits. A <em>ANOVA TWO WAY</em>, 3 (Condições) x 6 (<em>ID</em>), com medidas repetidas no último fator, comparou o <em>TM</em> nas diferentes condições. A análise de regressão linear verificou a relação <em>TMxID</em>. Não houve diferença significativa entre as condições de movimento; o ambiente virtual e o uso do mouse explicaram estes resultados. Todas as condições de movimento apresentaram uma relação <em>TMxID</em> com <em>R²&gt;</em>0,990. Portanto, a lei de Fitts demonstrou robustez, independentemente do tipo de movimento realizado.'),(222,'en_US','cleanTitle','Desempenho de movimentos cíclicos e discretos realizados  em tarefa de Fitts simulada em computador'),(222,'en_US','copyrightHolder','Tiago Cesar Balio, Juliana Bayeux Dascal, Inara Marques, Sergio Tosi Rodrigues, Victor Hugo Alves Okazaki'),(222,'en_US','title','Desempenho de movimentos cíclicos e discretos realizados  em tarefa de Fitts simulada em computador'),(223,'','copyrightYear','2016'),(223,'','hide_author','0'),(223,'','issueId','11'),(223,'','language','en'),(223,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(223,'','pub-id::doi','10.30849/rip/ijp.v47i3.238'),(223,'en_US','abstract','<p class=\"Follow\">To understand ethnic differences and the role of acculturation, this study compared a model of fathers’ care-giving across European American and Hispanic fathers. The model included Care-giving, Nurturing, Play, and Cognitive Stimulation and used Structural Equation Modelling and Confirmatory Factor Analysis. Analyses included:  a) model comparison (i.e. four factors against single factor); b) measurement invariance; and c) latent mean differences. Four variable model reached best fit; low acculturated fathers were less engaged in cognitive stimulation compared with European American and high acculturated Hispanics; European American were found to be less engaged in nurturing than both Hispanic groups with no moderation effect by acculturation.<strong> </strong>It seems inaccurate to assume that engaged fathers are equally engaged; fathers vary depending on ethnicity and acculturation.<em></em></p>'),(223,'en_US','cleanTitle','Fathers’ caregiving and nurturing: The role of ethnicity and acculturation in EuropeanAmerican and HispanicAmericans'),(223,'en_US','copyrightHolder','Marcela Sotomayor-Peterson, Noel A. Card, Mari S. Wilhelm'),(223,'en_US','title','Fathers’ care-giving and nurturing: The role of ethnicity and acculturation in European-American and Hispanic-Americans'),(224,'','copyrightYear','2016'),(224,'','hide_author','0'),(224,'','issueId','12'),(224,'','language','en'),(224,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(224,'','pub-id::doi','10.30849/rip/ijp.v48i1.239'),(224,'en_US','cleanTitle','THE DANGERS OF A SINGLE STORY:  REFLECTION ON DIVERSITY WHEN ACQUIRING KNOWLEDGE'),(224,'en_US','copyrightHolder','Edil Torres-Rivera'),(224,'en_US','title','THE DANGERS OF A SINGLE STORY:  REFLECTION ON DIVERSITY WHEN ACQUIRING KNOWLEDGE'),(225,'','copyrightYear','2016'),(225,'','hide_author','0'),(225,'','issueId','12'),(225,'','language','es'),(225,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(225,'','pub-id::doi','10.30849/rip/ijp.v48i1.240'),(225,'en_US','copyrightHolder','Esteban Ramón Calcagno, Ezequiel Lucas Abregú, Ramiro Oscar Vergara'),(225,'es_ES','abstract','Un problema central en el estudio de la percepción auditiva es el de determinar las pistas utilizadas por el cerebro para la percepción auditiva de la ubicación de fuentes sonoras. Los indicios relacionados con la percepción auditiva de la dirección del sonido (en acimut y elevación) han sido estudiados en profundidad durante el siglo pasado. Sin embargo, la percepción auditiva de distancia ha recibido menos atención por parte de los investigadores, convirtiéndose así en uno de los tópicos con mayor cantidad de interrogantes a analizar. El objetivo del presente trabajo es revisar los resultados reportados sobre este tema en la literatura desde finales del siglo XIX hasta nuestros días, proponiendo así un punto de partida para futuras investigaciones.'),(225,'es_ES','cleanTitle','Revisión de los aspectos más relevantes en el estudio de la Percepción Auditiva de Distancia'),(225,'es_ES','title','Revisión de los aspectos más relevantes en el estudio de la Percepción Auditiva de Distancia'),(226,'','copyrightYear','2016'),(226,'','hide_author','0'),(226,'','issueId','12'),(226,'','language','es'),(226,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(226,'','pub-id::doi','10.30849/rip/ijp.v48i1.241'),(226,'en_US','copyrightHolder','Patricia Diana Soto Tello, Gabina Villagrán Vazquéz'),(226,'es_ES','abstract','Las mujeres embarazadas con diabetes requieren un control estricto y delicado paralograr un buen control metabólico. La Autoeficacia ha mostrado ser un factor importante en este tipo de conductas. Existe la necesidad de desarrollar escalas específicas y breves que estén acorde a la población estudiada. El estudio tiene como propósito precisamente el de desarrollar la Escala de Autoeficacia a la Alimentación Prescrita (EAAP), para mujeres embarazadas con diabetes, así como evaluar sus propiedades psicométricas y en relación con los aspectos socio-demográficos en una muestra del sector Salud de la ciudad de México / MX. Participaron 195mujeres de entre 18 y 42 años. Los resultados indican que la EAAP es una escala que cuenta con consistencia interna alta y validez.'),(226,'es_ES','cleanTitle','Autoeficacia en Alimentación Prescrita en Mujeres Embarazadas con Diabetes: Desarrollo de una Escala'),(226,'es_ES','title','Autoeficacia en Alimentación Prescrita en Mujeres Embarazadas con Diabetes: Desarrollo de una Escala'),(227,'','copyrightYear','2016'),(227,'','hide_author','0'),(227,'','issueId','12'),(227,'','language','en'),(227,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(227,'','pub-id::doi','10.30849/rip/ijp.v48i1.242'),(227,'en_US','abstract','<p>This paper explores the phenomenon of non-psychotic denial of pregnancy, a situation in which the woman is unaware that she is pregnant for up to five months or more, or until labor. This phenomenon is explored through three different psychoanalytical concepts: disallow, unthinkable pregnancy and indifference experience. The disallow defense mechanism, in cases of denial of pregnancy, is considered as an explanation why women do not link their bodily changes with a possible pregnancy. It appears that women cannot link the sexual act to pregnancy if they have suffered because of a traumatic situation. These situations are explained in the concept of unthinkable experience. In this paper, indifference experience is related to borderline patients, a possible psychopathological structure for women who do not know they are pregnant.</p>'),(227,'en_US','cleanTitle','Nonpsychotic denial of pregnancy: A psychoanalytical comprehension'),(227,'en_US','copyrightHolder','Thomás Gonçalves, Monica Macedo, Jaqueline Conz'),(227,'en_US','title','Non-psychotic denial of pregnancy: A psychoanalytical comprehension'),(228,'','copyrightYear','2016'),(228,'','hide_author','0'),(228,'','issueId','12'),(228,'','language','es'),(228,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(228,'','pub-id::doi','10.30849/rip/ijp.v48i1.243'),(228,'en_US','copyrightHolder','Rolando Pérez Sánchez, Emanuel Blanca, Sofía Quesada, Thomas Castelain, Vanessa Smith-Castro'),(228,'es_ES','abstract','<p>Esta investigación estudió las asociaciones implícitas entre prototipos de emociones y música de valencia afectiva positiva (música alegre) y negativa (música triste). Para ello se recurrió a una versión modificada del Test de Asociaciones Implícitas, el cual se aplicó a 59 estudiantes universitarios, entre los 18 y los 23 años, (56 % mujeres). Los resultados mostraron que los participantes categorizaron más rápidamente adjetivos vinculados con afectos de alegría o tristeza cuando se asocian de forma congruente con música designada como “movida” o “suave” respectivamente. Se discuten las implicaciones para el estudio del procesamiento emocional de la música  desde el enfoque prototípico de las emociones.</p>'),(228,'es_ES','cleanTitle','Evaluación emocional prototípica de música de valencia afectiva positiva y negativa'),(228,'es_ES','title','Evaluación emocional prototípica de música de valencia afectiva positiva y negativa'),(229,'','copyrightYear','2016'),(229,'','hide_author','0'),(229,'','issueId','12'),(229,'','language','es'),(229,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(229,'','pub-id::doi','10.30849/rip/ijp.v48i1.244'),(229,'en_US','copyrightHolder','Javier González García'),(229,'es_ES','abstract','<p>Este trabajo forma parte de una línea de investigación abierta sobre los procesos de Comunicación y Educación. Se centra en los puntos de coincidencia entre las TIC y las teorías del aprendizaje. La discusión parte de dos conceptos <em>interactividad</em> y <em>multimodalidad</em>, claves para poder comprender el proceso del diseño de una página web con función educativa, y de sus actores principales. Del análisis van emergiendo distintos aspectos que pueden arrojar luz a la aplicabilidad de los enfoques teóricos constructivistas revisados. Y, de forma destacada como objeto de análisis en profundidad, unos criterios para el análisis y posterior optimización de materiales multimedia, que finalmente son aplicados y contrastados en una página web educativa concreta, sirviendo de retroalimentación a todo el proceso.</p>'),(229,'es_ES','cleanTitle','Aprendizaje en red: Criterios de análisis y diseño'),(229,'es_ES','title','Aprendizaje en red: Criterios de análisis y diseño'),(230,'','copyrightYear','2016'),(230,'','hide_author','0'),(230,'','issueId','12'),(230,'','language','por'),(230,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(230,'','pub-id::doi','10.30849/rip/ijp.v48i1.245'),(230,'en_US','copyrightHolder','Viviam Rafaela Barbosa Pinheiro Freire, Simone Souza da Costa Silva, Maria Lúcia Seidl de Moura, Fernando Augusto Ramos Pontes, Maria Elizabeth Costa Araújo'),(230,'es_ES','abstract','<p>Esta pesquisa objetivou investigar as metas de socialização de familiares beneficiários do Programa Bolsa Família e as expectativas em relação à escola para o futuro dos filhos e filhas. Participaram deste estudo 38 famílias, dos quais 22 residiam na periferia urbana/BR e 16 habitavam em uma comunidade ribeirinha da Amazônia/BR. Os instrumentos utilizados foram o Inventário sociodemográfico, e duas questões subjetivas: “Como você imagina a vida dos seus filhos daqui a 10 anos?” e “Por que você quer que seus filhos frequentem a escola?”. Como principais resultados verificou-se que os pais e mães de ambos os contextos têm como metas àquelas relacionadas ao autoaperfeiçoamento, que valoriza a independência e a autonomia. Por sua vez, as expectativas acerca da escola evidenciaram um desejo de que tal instituição possa favorecer condições para uma vida profissional de sucesso, com o exercício de profissões de elevado status social.</p>'),(230,'es_ES','cleanTitle','Metas e expectativas parentais em contextos urbano e ribeirinho da Amazônia'),(230,'es_ES','title','Metas e expectativas parentais em contextos urbano e ribeirinho da Amazônia'),(231,'','copyrightYear','2016'),(231,'','hide_author','0'),(231,'','issueId','12'),(231,'','language','es'),(231,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(231,'','pub-id::doi','10.30849/rip/ijp.v48i1.246'),(231,'en_US','copyrightHolder','Natalia Larraz, Pedro Allueva, Ángel Blanco-Villaseñor'),(231,'es_ES','abstract','<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:HyphenationZone>21</w:HyphenationZone> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> 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Name=\"Bibliography\" /> <w:LsdException Locked=\"false\" Priority=\"39\" QFormat=\"true\" Name=\"TOC Heading\" /> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>\n /* Style Definitions */\n table.MsoNormalTable\n	{mso-style-name:\"Tabla normal\";\n	mso-tstyle-rowband-size:0;\n	mso-tstyle-colband-size:0;\n	mso-style-noshow:yes;\n	mso-style-priority:99;\n	mso-style-qformat:yes;\n	mso-style-parent:\"\";\n	mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n	mso-para-margin:0cm;\n	mso-para-margin-bottom:.0001pt;\n	mso-pagination:widow-orphan;\n	font-size:11.0pt;\n	font-family:\"Calibri\",\"sans-serif\";\n	mso-ascii-font-family:Calibri;\n	mso-ascii-theme-font:minor-latin;\n	mso-fareast-font-family:\"Times New Roman\";\n	mso-fareast-theme-font:minor-fareast;\n	mso-hansi-font-family:Calibri;\n	mso-hansi-theme-font:minor-latin;\n	mso-bidi-font-family:\"Times New Roman\";\n	mso-bidi-theme-font:minor-bidi;}\n</style> <![endif]--><span style=\"font-size: 12.0pt; line-height: 150%; font-family: \'Times New Roman\',\'serif\'; mso-fareast-font-family: Calibri; color: black; mso-ansi-language: ES; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;\">El objetivo de este estudio es presentar un modelo de evaluación de la eficiencia y probar la precisión de un programa de intervención educativa para el desarrollo de las habilidades metacognitivas. Para comprobar la validez de la estructura del diseño y con el fin de poder generalizar los resultados, se ha aplicado la Teoría de la Generalizabilidad</span><span style=\"font-size: 12.0pt; line-height: 150%; font-family: \'Times New Roman\',\'serif\'; mso-fareast-font-family: Calibri; mso-ansi-language: ES; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;\">. Esta teoría<span style=\"color: black;\"> asume otras fuentes de variación además de las debidas a las diferencias individuales y a la intervención, como el número de ejercicios, el número de personas y el número de grupos. Tras su aplicación hemos podido demostrar que el diseño del programa es adecuado a pesar de que los resultados obtenidos no fueron significativos y se demuestra cómo, con ese mismo diseño, pero ampliando el número de ejercicios obtendremos resultados significativos.</span></span></p><!--[if gte mso 10]> <mce:style><!   /* Style Definitions */  table.MsoNormalTable 	{mso-style-name:\"Tabla normal\"; 	mso-tstyle-rowband-size:0; 	mso-tstyle-colband-size:0; 	mso-style-noshow:yes; 	mso-style-parent:\"\"; 	mso-padding-alt:0cm 5.4pt 0cm 5.4pt; 	mso-para-margin:0cm; 	mso-para-margin-bottom:.0001pt; 	mso-pagination:widow-orphan; 	font-size:10.0pt; 	font-family:\"Times New Roman\";} --> <!--[endif] -->'),(231,'es_ES','cleanTitle','Estimación de la precisión en la evaluación de un programa educativo mediante la Teoría de la Generalizabilidad'),(231,'es_ES','title','Estimación de la precisión en la evaluación de un programa educativo mediante la Teoría de la Generalizabilidad'),(232,'','copyrightYear','2016'),(232,'','hide_author','0'),(232,'','issueId','12'),(232,'','language','en'),(232,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(232,'','pub-id::doi','10.30849/rip/ijp.v48i1.247'),(232,'en_US','abstract','<p>In this paper, some of the psychosocial aspects of participatory policy making in Italy are analyzed, with specific attention given to the relationship between internal agents (IAs) and external agents (EAs). Based both on a review of the documented Italian case studies in a variety of policy areas and on direct experience, three major issues are addressed: conflict, power and exclusion. It is argued that the majority of the problems that pertain to the relationship between IAs and EAs can be attributed to two comprehensive underlying dimensions that characterize all participatory policy-making processes, namely, the paradoxical nature of institutionalized participation and the tensive nature of social relationships. Implications for community work are discussed.</p>'),(232,'en_US','cleanTitle','Riding paradox: Lessons learned from Italian participatory policymaking experiences'),(232,'en_US','copyrightHolder','Terri Mannarini'),(232,'en_US','title','Riding paradox: Lessons learned from Italian participatory policy-making experiences'),(233,'','copyrightYear','2016'),(233,'','hide_author','0'),(233,'','issueId','12'),(233,'','language','pt'),(233,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(233,'','pub-id::doi','10.30849/rip/ijp.v48i1.248'),(233,'en_US','copyrightHolder','António José Soares, M.Graça Pereira'),(233,'es_ES','abstract','<p>Os cuidadores informais têm de lidar com situações potencialmente causadoras de <em>stress</em> e Sobrecarga. Uma amostra com 120 cuidadores de Dependentes de Substâncias, residentes em Portugal, completou uma bateria de questionários que incluía o BDI (Beck, Ward, Mendelson, Mock, &amp; Erbaugh, 1961; McIntyre &amp; Araújo-Soares, 1999), BSI (Canavarro, 1999; Derogatis, 1975, 1993), CRA (Given, et al., 1992), WHOQOL – Bref (Fleck, 2000; Vaz Serra, et al., 2006) e o IESSS (Ensel &amp; Woelfel, 1986; Faria, 1999). De seguida, os participantes foram distribuídos por três grupos (G1, G2 e G3), dependendo do tempo de abstinência do familiar a quem prestavam cuidados.</p> <p>O estudo explorou a relação entre diversas variáveis clínicas e psicológicas e o suporte social nesses cuidadores. Os resultados revelaram que a coabitação com o paciente, o d<em>istress</em> psicológico, a qualidade de vida (relações sociais e psicológica) e a sobrecarga são preditores, do suporte social explicando 48% da variância observada. O modelo de mediação demonstrou que o suporte social é um mediador parcial da relação entre o d<em>istress</em> e a sobrecarga, explicando 60% da variância observada. Deste modo, verifica-se a importância de intervir no suporte social no sentido de diminuir o impacto do d<em>istress</em> e sobrecarga nos cuidadores.</p> <p> </p> <p> </p> <p><em> </em></p>'),(233,'es_ES','cleanTitle','Suporte Social em Cuidadores Informais de Dependentes de Substâncias'),(233,'es_ES','title','Suporte Social em Cuidadores Informais de Dependentes de Substâncias'),(234,'','copyrightYear','2016'),(234,'','hide_author','0'),(234,'','issueId','12'),(234,'','language','en'),(234,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(234,'','pub-id::doi','10.30849/rip/ijp.v48i1.249'),(234,'en_US','abstract','<p>Abstract</p> <p>The worldwide changes in the economic markets have led to an unprecedented increase in global migration estimated at 214 million (United Nations-International Organization for Migration, 2008).  This global migration has increased the number of transnational families worldwide (Dade, 2004) that now face unique physical and psychological challenges for the provision of care for aging adults.  Regardless of the precipitating event, global migration has challenged definitions of family, family responsibility, and generational roles (Baldassar, 2008). As the demographics of the world population shift towards a graying era, family therapists need to understand the impact that a changing global economy and economies of kinship have on the lives of family members who migrate and those who are left behind.  The goal of this paper is to increase the knowledge base pertaining to transnational families and to make visible the needs of families who provide care across transnational borders.</p> <p> </p>'),(234,'en_US','cleanTitle','Caregiving in a Global Context'),(234,'en_US','copyrightHolder','Shruti Poulsen, Diane Estrada'),(234,'en_US','title','Caregiving in a Global Context'),(235,'','copyrightYear','2016'),(235,'','hide_author','0'),(235,'','issueId','12'),(235,'','language','en'),(235,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(235,'','pub-id::doi','10.30849/rip/ijp.v48i1.250'),(235,'en_US','abstract','<p>Thriving, the phenomenon of going through an adversity and emerging “better off,” has been relatively understudied in the field of psychology. The current study investigated thriving in Latino/a undergraduate students. Analysis of qualitative interviews through Consensual Qualitative Research (CQR; Hill, Thompson &amp; Williams, 1997) revealed adversities experienced (e.g., family discord and cultural difficulties), methods of thriving (e.g., cognitive coping, cultural values, faith, resources, social support and perseverance), and gains from the experience (e.g., improved self-concept, improved relationships, and increased knowledge base). Implications, limitations, and future directions are discussed. <strong></strong></p>'),(235,'en_US','cleanTitle','An Exploratory Study of Thriving in Latina/o Undergraduate Students in the US'),(235,'en_US','copyrightHolder','Melissa L. Morgan Consoli, Jasmin D. Llamas, A. Patricia Cabrera, Erika Noriega, Nelly Gonzalez'),(235,'en_US','title','An Exploratory Study of Thriving in Latina/o Undergraduate Students in the U.S.'),(236,'','copyrightYear','2016'),(236,'','hide_author','0'),(236,'','issueId','12'),(236,'','language','en'),(236,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(236,'','pub-id::doi','10.30849/rip/ijp.v48i1.251'),(236,'en_US','abstract','<p>The aim of this study was to assess personality, self-efficacy and depression factors in chronic renal patients awaiting kidney transplant. Patients (<em>n</em> = 65) were adults under hemodialysis treatment and on the kidney transplant list with average age of 49.11 years. Pearson correlation analysis showed positive associations between the factors Surgency (<em>r</em>=-.353, <em>p</em>&lt;.01) Conscientiousness (<em>r</em>=.415, <em>p</em>&lt;.01) and self-efficacy; Neuroticism had negative correlation with self-efficacy (<em>r</em>=-.389, <em>p</em>&lt;.01) and total (<em>r</em>=.688, <em>p</em>&lt;0.01), psychological (<em>r</em>=.627, <em>p</em>&lt;0.01) and somatic (<em>r</em>=.673, <em>p</em>&lt;.01) depression levels; and the factors Conscientiousness and Agreableness also correlated positively and significantly with age (<em>r</em>=.381, <em>p</em>&lt;.01; <em>r</em>=.309, <em>p</em>&lt;.05 respectively) and age at diagnosis (<em>r</em>=.450, <em>p</em>&lt;.05; <em>r</em>=0.271, <em>p</em>&lt;.01). Neuroticism was significantly a predictor (<em>R<sup>2</sup></em>= .47, β=5.35, p&lt;.01) of depressive symptoms, while Conscientiousness, Neuroticism and Surgency factors together  were predictors of self-efficacy in these patients (<em>R<sup>2</sup></em>= .33, β=.23, <em>p</em>&lt;.05). Personality factors must be considered in patients on the kidney transplant list, because they impact on behavior and depression levels of these patients.</p>'),(236,'en_US','cleanTitle','Personality factors selfefficacy and depression in chronic renal patients awaiting kidney transplant in Brazil'),(236,'en_US','copyrightHolder','Caroline Venzon Thomas, Elisa Kern de Castro'),(236,'en_US','title','Personality factors, self-efficacy and depression in chronic renal patients awaiting kidney transplant in Brazil'),(236,'es_ES','abstract','<p>The aim of this study was to assess personality, self-efficacy and depression factors in chronic renal patients awaiting kidney transplant. Patients (<em>n</em> = 65) were adults under hemodialysis treatment and on the kidney transplant list with average age of 49.11 years. Pearson correlation analysis showed positive associations between the factors Surgency (<em>r</em>=-.353, <em>p</em>&lt;.01) Conscientiousness (<em>r</em>=.415, <em>p</em>&lt;.01) and self-efficacy; Neuroticism had negative correlation with self-efficacy (<em>r</em>=-.389, <em>p</em>&lt;.01) and total (<em>r</em>=.688, <em>p</em>&lt;0.01), psychological (<em>r</em>=.627, <em>p</em>&lt;0.01) and somatic (<em>r</em>=.673, <em>p</em>&lt;.01) depression levels; and the factors Conscientiousness and Agreableness also correlated positively and significantly with age (<em>r</em>=.381, <em>p</em>&lt;.01; <em>r</em>=.309, <em>p</em>&lt;.05 respectively) and age at diagnosis (<em>r</em>=.450, <em>p</em>&lt;.05; <em>r</em>=0.271, <em>p</em>&lt;.01). Neuroticism was significantly a predictor (<em>R<sup>2</sup></em>= .47, β=5.35, p&lt;.01) of depressive symptoms, while Conscientiousness, Neuroticism and Surgency factors together  were predictors of self-efficacy in these patients (<em>R<sup>2</sup></em>= .33, β=.23, <em>p</em>&lt;.05). Personality factors must be considered in patients on the kidney transplant list, because they impact on behavior and depression levels of these patients.</p>'),(236,'es_ES','cleanTitle','Personality factors selfefficacy and depression in chronic renal patients awaiting kidney transplant in Brazil'),(236,'es_ES','title','Personality factors, self-efficacy and depression in chronic renal patients awaiting kidney transplant in Brazil'),(237,'','copyrightYear','2016'),(237,'','hide_author','0'),(237,'','issueId','12'),(237,'','language','pt'),(237,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(237,'','pub-id::doi','10.30849/rip/ijp.v48i1.252'),(237,'en_US','abstract','<span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: PT; mso-fareast-language: PT; mso-bidi-language: AR-SA;\">Este estudo analisa o <em style=\"mso-bidi-font-style: normal;\">stress</em> ocupacional em 318 profissionais de saúde, divididos pela classe profissional dos médicos (35.8%) e dos enfermeiros (64.2), a trabalharem em instituições hospitalares e centros de saúde da região norte de Portugal. Foram avaliadas as fontes de <em style=\"mso-bidi-font-style: normal;\">stress</em>, o <em style=\"mso-bidi-font-style: normal;\">burnout</em>, o comprometimento organizacional e a satisfação e realização pessoal e profissional. Os resultados apontaram avaliações gerais de <em style=\"mso-bidi-font-style: normal;\">stress</em> mais elevadas nos médicos do que nos enfermeiros, valores de <em style=\"mso-bidi-font-style: normal;\">burnout </em>semelhantes em ambas as classes e maior insatisfação pessoal e profissional nos enfermeiros. As análises comparativas indicaram diferenças nas duas classes profissionais nas medidas usadas e a importância das variáveis sexo, estado civil, <span style=\"mso-bidi-font-weight: bold;\">vínculo profissional </span>e regime de trabalho na percepção de <em style=\"mso-bidi-font-style: normal;\">stress</em> ocupacional. As análises de regressão indicaram o papel do <em style=\"mso-bidi-font-style: normal;\">stress</em> e do <em style=\"mso-bidi-font-style: normal;\">burnout </em>na explicação do comprometimento organizacional e da satisfação/realização pessoal e profissional. No final, são apresentadas algumas indicações para a investigação futura.</span>'),(237,'en_US','cleanTitle','Stress ocupacional em profissionais de saúde: Um estudo comparativo entre médicos e enfermeiros'),(237,'en_US','copyrightHolder','Rui Gomes'),(237,'en_US','title','Stress ocupacional em profissionais de saúde: Um estudo comparativo entre médicos e enfermeiros'),(238,'','copyrightYear','2016'),(238,'','hide_author','0'),(238,'','issueId','12'),(238,'','language','es'),(238,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(238,'','pub-id::doi','10.30849/rip/ijp.v48i1.253'),(238,'en_US','copyrightHolder','Irma Roca de Torres'),(238,'es_ES','cleanTitle','El reto de la educación universitaria: Experiencias desde la psicología'),(238,'es_ES','title','El reto de la educación universitaria: Experiencias desde la psicología'),(239,'','copyrightYear','2016'),(239,'','hide_author','0'),(239,'','issueId','13'),(239,'','language','es'),(239,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(239,'','pub-id::doi','10.30849/rip/ijp.v48i2.254'),(239,'en_US','copyrightHolder','Sandra Elizabeth Luna Sánchez, Claudia García de la Cadena'),(239,'es_ES','cleanTitle','Editorial comments: Una ventana de la psicología de Guatemala'),(239,'es_ES','title','Editorial comments: Una ventana de la psicología de Guatemala'),(240,'','copyrightYear','2016'),(240,'','hide_author','0'),(240,'','issueId','13'),(240,'','language','es'),(240,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(240,'','pub-id::doi','10.30849/rip/ijp.v48i2.255'),(240,'en_US','copyrightHolder','Sara Estrada-Villalta, Nicholas Schwab'),(240,'es_ES','abstract','<p>El presente estudio explora los valores culturales de un grupo de estudiantes universitarios de Guatemala, un país generalmente descrito como colectivista, comparándolos con estudiantes universitarios de Estados Unidos, un país descrito como individualista. El estudio explora los valores humanos y las dimensiones horizontales y verticales del individualismo-colectivismo, utilizando distintos métodos de medición que incluyen ajustes para distintos estilos de respuesta. Contrario a las expectativas, los guatemaltecos no mostraron una mayor preferencia por el colectivismo, pero sí una mayor inclinación por los valores de benevolencia y seguridad. Los participantes estadounidenses no se mostraron más individualistas y prefirieron  el universalismo y el hedonismo. Los resultados sugieren que es necesario estudiar las variaciones interculturales e intraculturales con muestras más amplias, así como afinar la definición conceptual del colectivismo.</p>'),(240,'es_ES','cleanTitle','La complejidad de la variación transcultural: valores en Guatemala y Estados Unidos'),(240,'es_ES','title','La complejidad de la variación transcultural: valores en Guatemala y Estados Unidos'),(241,'','copyrightYear','2016'),(241,'','hide_author','0'),(241,'','issueId','13'),(241,'','language','es'),(241,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(241,'','pub-id::doi','10.30849/rip/ijp.v48i2.256'),(241,'en_US','copyrightHolder','Alejandro José Mena, Adriane Xavier Arteche'),(241,'es_ES','abstract','El objetivo del presente artículo fue examinar características contextuales de la realidad guatemalteca y brasilera en lo concerniente al bullying o acoso escolar entre pares. Fueron consultados diversos artículos, textos e informes sobre este fenómeno a partir de una revisión bibliográfica, abarcando temas como definición del concepto, consecuencias, participantes y especial énfasis en las similitudes y diferencias  en la prevalecía encontrada en ambos países, según los estudios analizados. Nuevos estudios que verifiquen la relación entre bullying y otras variables más allá del contexto escolar son sugeridos.<br />'),(241,'es_ES','cleanTitle','Bullying en Guatemala y Brasil: Una problemática en contextos diferentes'),(241,'es_ES','title','Bullying en Guatemala y Brasil: Una problemática en contextos diferentes'),(242,'','copyrightYear','2016'),(242,'','hide_author','0'),(242,'','issueId','13'),(242,'','language','es'),(242,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(242,'','pub-id::doi','10.30849/rip/ijp.v48i2.257'),(242,'en_US','copyrightHolder','Regina Margarita Fanjul de Marsicovetere, Judith L. Gibbons, María del Pilar Grazioso'),(242,'es_ES','abstract','<p>Este estudio fenomenológico exploró la cosmovisión de diez personas guatemaltecas no creyentes, en el contexto de una sociedad patriarcal mayoritariamente cristiana. Se incluyeron dos mujeres y ocho hombres ladinos entre 20 y 55 años de edad, de clase media a alta, con educación universitaria. Se recabaron los datos a través de entrevistas semi estructuradas, un cuestionario escrito y un dibujo. Los temas comunes encontrados fueron: un proceso para llegar a construir su cosmovisión; la construcción de su propio propósito en la vida; un aprecio por la vida al creer que todo termina con la muerte; el razonamiento como herramienta básica para conducir su vida; un código moral con base en no hacer a los otros lo que no desean que les hagan; dificultad en la comunicación con la mayoría religiosa. Es importante que los profesionales de salud mental y la sociedad guatemalteca en general conozcan la perspectiva de esta minoría excluida.</p>'),(242,'es_ES','cleanTitle','“No hay por qué seguir a todo el Mundo” la Cosmovisión de guatemaltecos no creyentes'),(242,'es_ES','title','“No hay por qué seguir a todo el Mundo”, la Cosmovisión de guatemaltecos no creyentes'),(243,'','copyrightYear','2016'),(243,'','hide_author','0'),(243,'','issueId','13'),(243,'','language','es'),(243,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(243,'','pub-id::doi','10.30849/rip/ijp.v48i2.258'),(243,'en_US','copyrightHolder','Paola Garcia Egan, Ruby Batz, Danielle Pauley, Judith L. Gibbons, Brien K. Ashdown'),(243,'es_ES','abstract','<p>Parental ethnotheories, or parents’ beliefs about their children’s development, provide a framework for cultural transmission of values and behaviors. In this study we aimed to understand Guatemalan mothers’ beliefs about children’s learning, what is “good” and “bad” behavior, and the desired qualities of grown-up children. Twenty-two low-income mothers (ages 20 through 70) were interviewed about their beliefs with respect to learning and desired qualities of children. Mothers reported that good children are obedient and respectful, behaviors that they learn from their parents. Good girls help with housework and boys study hard. Bad children are disobedient and disrespectful, behaviors that they learn from their friends or “on the street.” Grown-up children were expected to be hard-working and respectful. It will be important to understand how these parental beliefs are instantiated in mothers’ parenting behavior in the changing diverse context of Guatemalan society.</p>'),(243,'es_ES','cleanTitle','Niños buenos vs niños malos: Etnoteorías de un grupo de madres guatemaltecas'),(243,'es_ES','title','Niños buenos vs. niños malos: Etnoteorías de un grupo de madres guatemaltecas'),(244,'','copyrightYear','2016'),(244,'','hide_author','0'),(244,'','issueId','13'),(244,'','language','es'),(244,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(244,'','pub-id::doi','10.30849/rip/ijp.v48i2.259'),(244,'en_US','copyrightHolder','María Cecilia Arriaza, Patricia Rodas de Ruiz'),(244,'es_ES','abstract','<h1> </h1><p class=\"MsoNormal\"> </p><p class=\"MsoNormal\"><span style=\"font-size: 12pt; font-family: \'Times New Roman\', serif;\" lang=\"ES-PR\">En este trabajo se mide la efectividad de la intervención realizada con los alumnos de primaria de un colegio privado en Chichicastenango. El objetivo fue evaluar si hubo una mejoría en el rendimiento en los procesos de lectura y escritura en los estudiantes que se identificaron como “en riesgo”, luego de realizar una intervención grupal específica. La muestra está formada por quince estudiantes de etnia K’iche’, niños y niñas, que cursaron de segundo a sexto grado primaria en el año 2011. El metodología consistió en evaluar a los alumnos becados, beneficiarios de una beca otorgada por la fundación que solicito la intervención. Luego se identificó a los alumnos que habían tenido más dificultad en las pruebas. A estos alumnos se les identificó como “en riesgo”. Se realizaron intervenciones cada tres semanas, y se proporcionó material para trabajar durante el tiempo que no había intervención. Luego de un período de seis meses se volvió a evaluar a los estudiantes para medir su rendimiento y las áreas que todavía había que fortalecer. La intervención consistió en desarrollar destrezas de lectura y escritura. El análisis de las pruebas demostró que sí hubo mejoría en el área de escritura del primer grupo, pero no hubo mejoría en el área de lectura. Para el segundo grupo, sí encontramos mejoría tanto en el área de lectura como de escritura. Con el estudio se puede concluir que un modelo planificado de RTI puede ser una buena alternativa para mejorar el rendimiento escolar en alumnos con dificultades académicas.</span></p>'),(244,'es_ES','cleanTitle','Un acercamiento inicial al modelo RTI para estudiantes de un grupo lingüistico minoritario con necesidades en lectoescritura'),(244,'es_ES','title','Un acercamiento inicial al modelo RTI para estudiantes de un grupo lingüistico minoritario con necesidades en lectoescritura'),(245,'','copyrightYear','2016'),(245,'','hide_author','0'),(245,'','issueId','13'),(245,'','language','es'),(245,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(245,'','pub-id::doi','10.30849/rip/ijp.v48i2.260'),(245,'en_US','copyrightHolder','Diana C. Sierra de Gamalero, Hilda Martinez, Barbara Martinez, Ingrid Bernat, Maria de los Angeles Diaz, Stuardo Berti, Judith L. Gibbons'),(245,'es_ES','abstract','<p><!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML /> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]--><span style=\"font-size: 11.0pt; font-family: \'Times New Roman\',\'serif\'; mso-fareast-font-family: \'Times New Roman\'; mso-ansi-language: ES-TRAD; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;\" lang=\"ES-TRAD\">El presente estudio investigó las creencias marianistas en diferentes generaciones de mujeres guatemaltecas con el objetivo de identificar si tales creencias se sostienen de generación en generación. Se evaluó un total de 50 mujeres guatemaltecas de 5 generaciones distintas con quienes se utilizó la Escala de Creencias Marianistas, elaborada por Castillo, Pérez, Castillo y Ghosheh (2010). En dicha escala se exploran cinco pilares básicos del marianismo: el pilar familiar, el modelo de virtuosidad y castidad, subordinación a otros, el silenciarse para mantener la armonía y el pilar espiritual. Se encontró que en Guatemala aún persisten creencias marianistas intergeneracionales sobre todo en aquellas relacionadas con la virtuosidad y castidad, que la educación influye directamente en las creencias marianistas y que el pilar espiritual es muy importante en mujeres de mayor edad. Lo que implica la necesidad de revisar el ideal femenino que se transmite a las nuevas generaciones y de incrementar el nivel educativo de la mujer guatemalteca.</span></p><p> </p><p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF /> <w:LidThemeOther>ES-GT</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> <w:SplitPgBreakAndParaMark /> <w:EnableOpenTypeKerning /> <w:DontFlipMirrorIndents /> <w:OverrideTableStyleHps /> </w:Compatibility> <m:mathPr> <m:mathFont m:val=\"Cambria 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Locked=\"false\" Priority=\"39\" Name=\"toc 8\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 9\" /> <w:LsdException Locked=\"false\" Priority=\"35\" QFormat=\"true\" Name=\"caption\" /> <w:LsdException Locked=\"false\" Priority=\"10\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Title\" /> <w:LsdException Locked=\"false\" Priority=\"1\" Name=\"Default Paragraph Font\" /> <w:LsdException Locked=\"false\" Priority=\"11\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtitle\" /> <w:LsdException Locked=\"false\" Priority=\"22\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Strong\" /> <w:LsdException Locked=\"false\" Priority=\"20\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"59\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Table Grid\" /> <w:LsdException Locked=\"false\" UnhideWhenUsed=\"false\" Name=\"Placeholder Text\" /> <w:LsdException Locked=\"false\" Priority=\"1\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"No Spacing\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 1\" /> <w:LsdException Locked=\"false\" UnhideWhenUsed=\"false\" Name=\"Revision\" /> <w:LsdException Locked=\"false\" Priority=\"34\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"List Paragraph\" /> <w:LsdException Locked=\"false\" Priority=\"29\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Quote\" /> <w:LsdException Locked=\"false\" Priority=\"30\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Quote\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"  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<w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"19\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtle Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"21\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"31\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtle Reference\" /> <w:LsdException Locked=\"false\" Priority=\"32\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Reference\" /> <w:LsdException Locked=\"false\" Priority=\"33\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Book Title\" /> <w:LsdException Locked=\"false\" Priority=\"37\" Name=\"Bibliography\" /> <w:LsdException Locked=\"false\" Priority=\"39\" QFormat=\"true\" Name=\"TOC Heading\" /> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>\n /* Style Definitions */\n table.MsoNormalTable\n	{mso-style-name:\"Table Normal\";\n	mso-tstyle-rowband-size:0;\n	mso-tstyle-colband-size:0;\n	mso-style-noshow:yes;\n	mso-style-priority:99;\n	mso-style-parent:\"\";\n	mso-padding-alt:0in 5.4pt 0in 5.4pt;\n	mso-para-margin:0in;\n	mso-para-margin-bottom:.0001pt;\n	mso-pagination:widow-orphan;\n	font-size:10.0pt;\n	font-family:\"Times New Roman\",\"serif\";\n	mso-ansi-language:ES-GT;\n	mso-fareast-language:ES-GT;}\n</style> <![endif]--><span style=\"font-size: 11.0pt; font-family: \'Times\',\'serif\'; mso-fareast-font-family: \'Times New Roman\'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;\">The present study investigated “marianismo” in different generations of Guatemalan women in order to examine whether such beliefs are held over generations. We evaluated a total of 50 Guatemalan women of different generations using the Marianismo Beliefs Scale, developed by Castillo, Perez, Castillo and Ghosheh (2010). The scale measures five aspects of marianismo: the family pillar, virtuous and chaste, subordinate to others, silencing self to maintain harmony and spiritual pillar. We found that in Guatemala marianismo beliefs persist, especially those related to virtuosity and chastity, that education directly influences marianismo beliefs, and that the spiritual pillar is very important in older women. This implies the need to revise the feminine ideal that is transmitted to the younger generation and to increase the educational level of women in Guatemala</span></p><p> </p><p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF /> <w:LidThemeOther>ES-GT</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> <w:SplitPgBreakAndParaMark /> <w:EnableOpenTypeKerning /> <w:DontFlipMirrorIndents /> <w:OverrideTableStyleHps /> </w:Compatibility> <m:mathPr> <m:mathFont m:val=\"Cambria Math\" /> <m:brkBin m:val=\"before\" /> <m:brkBinSub m:val=\"&#45;-\" /> <m:smallFrac m:val=\"off\" /> <m:dispDef /> <m:lMargin m:val=\"0\" /> <m:rMargin m:val=\"0\" /> <m:defJc m:val=\"centerGroup\" /> <m:wrapIndent m:val=\"1440\" /> <m:intLim m:val=\"subSup\" /> <m:naryLim m:val=\"undOvr\" /> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState=\"false\" DefUnhideWhenUsed=\"true\"   DefSemiHidden=\"true\" DefQFormat=\"false\" DefPriority=\"99\"   LatentStyleCount=\"267\"> <w:LsdException Locked=\"false\" Priority=\"0\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Normal\" /> <w:LsdException Locked=\"false\" Priority=\"9\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"heading 1\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 2\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 3\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 4\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 5\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 6\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 7\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 8\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 9\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 1\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 2\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 3\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 4\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 5\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 6\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 7\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 8\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 9\" /> <w:LsdException Locked=\"false\" Priority=\"35\" QFormat=\"true\" Name=\"caption\" /> <w:LsdException Locked=\"false\" Priority=\"10\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Title\" /> <w:LsdException Locked=\"false\" Priority=\"1\" Name=\"Default Paragraph Font\" /> <w:LsdException Locked=\"false\" Priority=\"11\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtitle\" /> <w:LsdException Locked=\"false\" Priority=\"22\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Strong\" /> <w:LsdException Locked=\"false\" Priority=\"20\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"59\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Table Grid\" /> <w:LsdException Locked=\"false\" UnhideWhenUsed=\"false\" Name=\"Placeholder Text\" /> <w:LsdException Locked=\"false\" Priority=\"1\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"No Spacing\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    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Se analizan  diversas teorías del aprendizaje y los nuevos aportes de la neurociencia. Asimismo,  se resume una sistematización de proyectos ejecutados en Guatemala entre los años 2000 y 2011 con énfasis en las lecciones aprendidas durante su ejecución.  Se trata de seis proyectos que cumplen con los criterios: a) el período de ejecución total entre 2000 y 2011; b) contar con documentación para sistematizarlo y c) estar relacionado directamente con la enseñanza de la lectura y escritura en el país. El análisis de dichas experiencias  y las lecciones aprendidas muestra que la tendencia de los proyectos en esta área se orienta a la capacitación docente en metodología innovadora y producción de material educativo, sin embargo la diversidad lingüística y la educación bilingüe intercultural siguen siendo un tema prioritario que requiere atención.</p> <p>Palabras clave: lectura y escritura,  educación inicial, metodología de enseñanza.</p>'),(246,'es_ES','cleanTitle','El aprendizaje de la lectura y escritura  en los primeros años de escolaridad: experiencias exitosas de Guatemala'),(246,'es_ES','title','El aprendizaje de la lectura y escritura  en los primeros años de escolaridad: experiencias exitosas de Guatemala'),(247,'','copyrightYear','2016'),(247,'','hide_author','0'),(247,'','issueId','13'),(247,'','language','es'),(247,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(247,'','pub-id::doi','10.30849/rip/ijp.v48i2.262'),(247,'en_US','copyrightHolder','Francisco José Ureta, Norma Guisela Zavala de Acosta'),(247,'es_ES','abstract','Eneste artículo se analizan factores que influyen positiva y negativamente en el aprendizajede lectura y matemática, de estudiantes de tercero y sexto primaria en escuelasapoyadas por Plan Guatemala.  Lametodología fue mixta, incluyó 87 entrevistas y 8 grupos focales con 58 madresy padres y 19 docentes, observaciones dobles a ocho docentes y, mediciones depeso y talla de 119 estudiantes.  Según los resultados hay factores queinfluyen positivamente, nivel de escolaridad de madres y padres, ambienteletrado en casa, percepción del clima escolar, rendimiento, promoción,asistencia a preprimaria, tipo de construcción, agua potable, drenajes yelectricidad de las escuelas, libros de texto, formación y metodología docentey apego a la escuela.  Factores queinfluyen negativamente, actividades productivas y tipo de trabajo, falta de serviciosbásicos (salud, agua potable, drenajes, electricidad y calles), grupo étnico, bajaalimentación y  responsabilidaddocente.  Los estudiantes presentanrezago en su crecimiento.'),(247,'es_ES','cleanTitle','Factores que Inciden en el Aprendizaje Escuelas Primarias Apoyadas por Plan Guatemala'),(247,'es_ES','title','Factores que Inciden en el Aprendizaje, Escuelas Primarias Apoyadas por Plan Guatemala'),(248,'','copyrightYear','2016'),(248,'','hide_author','0'),(248,'','issueId','14'),(248,'','language','es'),(248,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(248,'','pub-id::doi','10.30849/rip/ijp.v48i3.263'),(248,'en_US','copyrightHolder','Regina Lígia Wanderley Azevedo, Elís Amanda Atanázio Silva, Laudicéia Ramalho Dionísio, Ana Alayde Werba Saldanha'),(248,'es_ES','abstract','<p>Objetivo: investigar depressão, ansiedade e transtornos cognitivos leves em pessoas com HIV/AIDS, associados ao uso da TARV e à Qualidade de Vida. Amostra: 561 pessoas de 18 a 59 anos soropositivas para o HIV/AIDS atendidas nos serviços de referência no Estado da Paraíba, Brasil. Instrumentos: Escala de Ansiedade e Depressão – HAD, as seis últimas questões do <em>Self-Reporting Questionnaire</em> - SRQ-20, o Whoqol-HIV Bref e um Questionário Bio-demográfico e Clínico. Os dados foram analisados a partir de estatística descritiva. Resultados: Verificou-se maior prevalência de depressão e ansiedade associada a variáveis como baixa escolaridade e renda. Observou-se, ainda, uma associação estatisticamente significativa e negativa entre a adesão à TARV com os sintomas de ansiedade. Transtornos cognitivos leves foram identificados, como: mudança na afetividade e no humor, dificuldade de concentração e outros. Verificou-se que quanto menor a depressão, ansiedade e TCL, maior a Qualidade de Vida.</p><p> </p><p><strong>Palavras-chave: </strong>HIV/AIDS, transtornos afetivos, transtornos cognitivos leves, TARV, Qualidade de Vida.</p>'),(248,'es_ES','cleanTitle','Avaliação neuropsicológica em hiv/aids: transtornos afetivos/cognitivos associados à tarv e à qualidade de vida'),(248,'es_ES','title','Avaliação neuropsicológica em hiv/aids: transtornos afetivos/cognitivos associados à tarv e à qualidade de vida'),(249,'','copyrightYear','2016'),(249,'','hide_author','0'),(249,'','issueId','14'),(249,'','language','en'),(249,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(249,'','pub-id::doi','10.30849/rip/ijp.v48i3.264'),(249,'en_US','copyrightHolder','Paola Lucena-Santos, João Feliz Duarte Moraes, Margareth Silva Oliveira'),(249,'es_ES','abstract','<p>This work aims to analyze the factorial structure of central syndromes (common to both sexes), derived from the items that comprising the syndromic scales of ASR (Adult Self Report). The sample was composed of 1144 participants (617 men and 527 women) and divided into three subsamples: (a) general population (n = 262),  (b) users of alcohol and other drugs (n = 407) and (c) individuals with clinic or emotional problems (n = 475). It was obtained final solution of six factors for males and seven for females. From 99 variables analyzed 79 remained in the final solution of the central syndromes, which explains 43.23% of the variance observed. The internal consistency ranged from α = 0.70 to α = 0.86.</p>'),(249,'es_ES','cleanTitle','Analysis of the factor structure of syndromes scales of ASR Adult SelfReport'),(249,'es_ES','title','Analysis of the factor structure of syndromes scales of ASR (Adult Self-Report)'),(250,'','copyrightYear','2016'),(250,'','hide_author','0'),(250,'','issueId','14'),(250,'','language','es'),(250,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(250,'','pub-id::doi','10.30849/rip/ijp.v48i3.265'),(250,'en_US','copyrightHolder','José E. Garcia'),(250,'es_ES','abstract','<span style=\"font-size: 10.0pt; font-family: \'Times New Roman\'; mso-fareast-font-family: \'맑은 고딕\'; mso-fareast-theme-font: minor-fareast; letter-spacing: -.15pt; mso-ansi-language: ES-PY; mso-fareast-language: ES; mso-bidi-language: AR-SA;\" lang=\"ES-PY\">En</span><span style=\"font-size: 10.0pt; font-family: \'Times New Roman\'; mso-fareast-font-family: \'맑은 고딕\'; mso-fareast-theme-font: minor-fareast; letter-spacing: -.1pt; mso-ansi-language: ES-TRAD; mso-fareast-language: ES; mso-bidi-language: AR-SA;\" lang=\"ES-TRAD\"> 1987 los psicólogos estadounidenses James O. Whittaker y Sandra J. Whittaker publicaron la cuarta edición de su famoso libro <em>Psicología</em>. Este fue uno de los textos de introducción más conocidos y utilizados en América Latina y a través de él muchos miles de estudiantes aprendieron sus primeros conceptos sobre la psicología. Esta edición estaba preparada especialmente para su utilización con los alumnos de habla castellana e introducía numerosos tópicos relacionados a la psicología latinoamericana. Además incluía menciones específicas a algunos psicólogos de la región y sus contribuciones a la psicología. Uno de ellos era José de Jesús Aguirre, psicólogo y sacerdote jesuita y uno de los pioneros de la psicología profesional en el Paraguay. Aguirre aplicó la teoría del filósofo holandés Gerard Heymans y su colaborador el psiquiatra Enno Dirk Wiersma con las modificaciones que unos años más tarde introdujo el psicólogo francés René Le Senne. El propósito de la investigación era el análisis de los rasgos tipológicos característicos en la población paraguaya. Con ello, Aguirre iniciaba el estudio científico de la personalidad en el Paraguay. Este artículo estudia la importancia que corresponde asignar a la investigación de Aguirre como parte del texto introductorio de Whittaker y Whittaker. Se analizan los fundamentos teóricos de la tipología de Heymans-Wiersma-Le Senne y las adaptaciones realizadas por Aguirre, además de su aplicación a una muestra superior a las setecientas personas. Esta provenía de diversos niveles educativos, tanto secundarios como universitarios. 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5.4pt;\n	mso-para-margin-top:0in;\n	mso-para-margin-right:0in;\n	mso-para-margin-bottom:10.0pt;\n	mso-para-margin-left:0in;\n	line-height:115%;\n	mso-pagination:widow-orphan;\n	font-size:11.0pt;\n	font-family:Calibri;\n	mso-ascii-font-family:Calibri;\n	mso-ascii-theme-font:minor-latin;\n	mso-hansi-font-family:Calibri;\n	mso-hansi-theme-font:minor-latin;\n	mso-ansi-language:ES;\n	mso-fareast-language:ES;}\n</style>\n<![endif]--> <!--StartFragment--><span style=\"font-size: 10.0pt; font-family: \'Times New Roman\'; mso-fareast-font-family: \'맑은 고딕\'; mso-fareast-theme-font: minor-fareast; letter-spacing: -.15pt; mso-ansi-language: ES-PY; mso-fareast-language: ES; mso-bidi-language: AR-SA;\" lang=\"ES-PY\">En</span><span style=\"font-size: 10.0pt; font-family: \'Times New Roman\'; mso-fareast-font-family: \'맑은 고딕\'; mso-fareast-theme-font: minor-fareast; letter-spacing: -.1pt; mso-ansi-language: ES-TRAD; mso-fareast-language: ES; mso-bidi-language: AR-SA;\" lang=\"ES-TRAD\"> 1987 los psicólogos estadounidenses James O. Whittaker y Sandra J. Whittaker publicaron la cuarta edición de su famoso libro <em>Psicología</em>. Este fue uno de los textos de introducción más conocidos y utilizados en América Latina y a través de él muchos miles de estudiantes aprendieron sus primeros conceptos sobre la psicología. Esta edición estaba preparada especialmente para su utilización con los alumnos de habla castellana e introducía numerosos tópicos relacionados a la psicología latinoamericana. Además incluía menciones específicas a algunos psicólogos de la región y sus contribuciones a la psicología. Uno de ellos era José de Jesús Aguirre, psicólogo y sacerdote jesuita y uno de los pioneros de la psicología profesional en el Paraguay. Aguirre aplicó la teoría del filósofo holandés Gerard Heymans y su colaborador el psiquiatra Enno Dirk Wiersma con las modificaciones que unos años más tarde introdujo el psicólogo francés René Le Senne. El propósito de la investigación era el análisis de los rasgos tipológicos característicos en la población paraguaya. Con ello, Aguirre iniciaba el estudio científico de la personalidad en el Paraguay. Este artículo estudia la importancia que corresponde asignar a la investigación de Aguirre como parte del texto introductorio de Whittaker y Whittaker. Se analizan los fundamentos teóricos de la tipología de Heymans-Wiersma-Le Senne y las adaptaciones realizadas por Aguirre, además de su aplicación a una muestra superior a las setecientas personas. Esta provenía de diversos niveles educativos, tanto secundarios como universitarios. En la parte concluyente se analiza la relevancia de Aguirre y su trabajo en el contexto de la psicología paraguaya y latinoamericana</span><!--EndFragment-->'),(250,'es_ES','cleanTitle','La psicología Paraguaya representada en la psicología de James O Whittaker y Sandra Whittaker'),(250,'es_ES','title','La psicología Paraguaya representada en la psicología de James O. Whittaker y Sandra Whittaker'),(251,'','copyrightYear','2016'),(251,'','hide_author','0'),(251,'','issueId','14'),(251,'','language','en'),(251,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(251,'','pub-id::doi','10.30849/rip/ijp.v48i3.266'),(251,'en_US','abstract','<p>This study examines the relationships among racial identity, perfectionism and life satisfaction in a sample of 122 African American women.  The current study found that the pre-encounter status of racial identity was associated with lower life satisfaction. Self-oriented perfectionism was positively associated with life satisfaction while socially prescribed perfectionism was negatively associated with life satisfaction. Implications for assessment and interventions with African American female college students are discussed.</p>'),(251,'en_US','cleanTitle','Perfectionism and racial identity as predictors of life satisfaction in African American female college students'),(251,'en_US','copyrightHolder','Angela M. Heads, Linda G. Castillo'),(251,'en_US','title','Perfectionism and racial identity as predictors of life satisfaction in African American female college students'),(252,'','copyrightYear','2016'),(252,'','hide_author','0'),(252,'','issueId','14'),(252,'','language','es'),(252,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(252,'','pub-id::doi','10.30849/rip/ijp.v48i3.267'),(252,'en_US','copyrightHolder','Sergio E. Chaigneau, Ana Rosenbluth'),(252,'es_ES','abstract','<p>Este trabajo utiliza la perspectiva de género para explicar resultados de estudios del mercado laboral. A partir de una lista de correos de la universidad Adolfo Ibáñez, se obtuvo una muestra de 229 participantes para el Experimento 1 y 94 para el Experimento 2. En ambos experimentos se manipuló la información que los participantes tenían acerca de atributos femeninos o masculinos de postulantes ficticios a un cargo laboral. Mientras que el Experimento 1 contenía diferencias en el tipo de postulante y diferencias en el tipo de cargo (típicamente femenino o masculino), el Experimento 2 tuvo como objetivo mostrar que al manipular los atributos asociados a género, independientemente del cargo, se podían producir resultados que implicaban claramente la desvalorización de los atributos femeninos. Nuestros resultados son consistentes con estudios anteriores que muestran cómo los atributos femeninos son socialmente más desvalorizados que los masculinos.</p>'),(252,'es_ES','cleanTitle','La desvalorización de lo femenino en una tarea ficticia de selección de personal'),(252,'es_ES','title','La desvalorización de lo femenino en una tarea ficticia de selección de personal'),(253,'','copyrightYear','2016'),(253,'','hide_author','0'),(253,'','issueId','14'),(253,'','language','es'),(253,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(253,'','pub-id::doi','10.30849/rip/ijp.v48i3.268'),(253,'en_US','copyrightHolder','Pablo Ezequiel Flores Kanter, Leonardo Adrián Medrano, Laura María Victoria Manoiloff'),(253,'es_ES','abstract','Dentro del estudio de lapercepción de sí mismo se han desarrollados investigaciones que intentanobservar los efectos de los estados de ánimo sobre la percepción de sí. Lapresente investigación sigue esta dirección, y se plantea como objetivo indagarla relación entre el estado de ánimo y los juicios de autoconcepto mediante unatécnica que no ha sido utilizada en las investigaciones previas, la Técnica deRedes Semánticas Naturales (RSN). Los resultados obtenidos son coherentes con laTeoría de la Red Asociativa y el Modelo de Infusión del Afecto. De este modo,pudo observarse una congruencia entre el estado de ánimo (positivo y negativo) yla definición de sí mismo (positividad y negatividad del autoconcepto).'),(253,'es_ES','cleanTitle','Estados de ánimo y juicios de autoconcepto en universitarios: Análisi desde un abordaje basado en redes semánticas naturales'),(253,'es_ES','title','Estados de ánimo y juicios de autoconcepto en universitarios: Análisi desde un abordaje basado en redes semánticas naturales'),(254,'','copyrightYear','2016'),(254,'','hide_author','0'),(254,'','issueId','14'),(254,'','language','en'),(254,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(254,'','pub-id::doi','10.30849/rip/ijp.v48i3.269'),(254,'en_US','abstract','<p><span>Déficits em habilidades sociais podem predispor o individuo ao consumo de substâncias psicoativas; e dentre elas, o tabaco. Este trabalho apresenta resultados de uma pesquisa sobre habilidades sociais em fumantes e ex-fumantes. Participaram do estudo, 142 universitários matriculados no ano letivo de 2010 (97  fumantes e 45 ex-fumantes). Foi utilizado um questionário para dados sociodemograficos, o Inventário de Habilidades Sociais e o Teste de Fagerström.  Houve diferença significante entre as médias dos escores de fumantes e ex-fumantes no Fator F5 do IHS (Autocontrole da Agressividade em Situações Aversivas). Supõe-se que a repetida utilização do tabaco  em situações socialmente aversivas, possa levar fumantes a superestimarem suas habilidades sociais. Mais estudos são necessários, para confirmação deste resultado. Pesquisas sobre o assunto podem subsidiar programas de intervenção  para tabagismo.</span></p>'),(254,'en_US','cleanTitle','Comparative study between the characteristics of the repertoire of social skills from smokers and exsmokers'),(254,'en_US','copyrightHolder','Regina de Cassia Rondina, Raul Aragão Martins, Antonio Jose Manzato, Brunna Refberg, Clovis Botelho'),(254,'en_US','title','Comparative study between the characteristics of the repertoire of social skills from smokers and ex-smokers'),(255,'','copyrightYear','2016'),(255,'','hide_author','0'),(255,'','issueId','14'),(255,'','language','es'),(255,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(255,'','pub-id::doi','10.30849/rip/ijp.v48i3.270'),(255,'en_US','copyrightHolder','Jose Angel Vera Noriega, Jesús Tánori Quintana, Ángel Alberto Valdés Cuervo, Lydia Esther Martínez Ortega, Ernesto Alonso Carlos Martínez'),(255,'es_ES','abstract','The objective of this study is to evaluate the empiric sustainability of a measurement model for the intent and risk of alcohol consumption among teenagers with a reduced number of items. A non-probabilistic sample of 838 public high school students was studied for this research. An exploratory factor analysis was carried out using the maximum likelihood method of extraction and the Oblimin rotation. The evidence of data adequacy shows a rate of KMO .90 and a meaningful Bartlett\'s test of sphericity (X2=4774.8, p=.000), which holds the adequacy and reliability of .90 with Cronbach\'s alpha. The empiric validity of the model is established (X2=35.4, gl=26, p=104; CMIN/gl= 1.36; CFI=.998; NFI= .993; GFI=.991; AGFI=.985; RMSEA=.028) by structural equations as a corroborative method. The proposed method holds the appropriate parameters for a sustainable manner of assessing the intent of alcohol consumption in teenagers.'),(255,'es_ES','cleanTitle','Model for measuring teenagers\' alcohol consumption intent'),(255,'es_ES','title','Model for measuring teenagers\' alcohol consumption intent'),(256,'','copyrightYear','2016'),(256,'','hide_author','0'),(256,'','issueId','14'),(256,'','language','es'),(256,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(256,'','pub-id::doi','10.30849/rip/ijp.v48i3.271'),(256,'en_US','copyrightHolder','María Laura Lupano Perugini, Alejandro Castro Solano'),(256,'es_ES','abstract','<p>El objetivo fue identificar  predictores de adaptación académica y psicológica en función de variables sociodemográficas (sexo, edad, tiempo de residencia), culturales y psicológicas de estudiantes internacionales que realizaron sus estudios en Argentina/AR.  Participaron 216 estudiantes migrantes, 57% mujeres  y 43% varones, promedio de edad = 24,18 años (<em>DE</em> = 4.55).  86% había nacido en Latinoamérica, el resto en Europa y Asia. Tiempo promedio de residencia en Argentina = 3,31 años. Se emplearon diferentes instrumentos diseñados <em>ad hoc</em> y/o adaptados. Se hipotetizó mayor peso de las variables psicológicas y culturales, por sobre las sociodemográficas, tanto para la adaptación académica como psicológica. En función de los resultados, la hipótesis fue verificada ya que las variables que mostraron mayor peso fueron: ansiedad intergrupal, discriminación percibida y apoyo social.</p>'),(256,'es_ES','cleanTitle','Predictores de adaptación psicológica y académica de estudiantes universitarios extranjeros en Argentina/AR'),(256,'es_ES','title','Predictores de adaptación psicológica y académica de estudiantes universitarios extranjeros en Argentina/AR'),(257,'','copyrightYear','2016'),(257,'','hide_author','0'),(257,'','issueId','14'),(257,'','language','es'),(257,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(257,'','pub-id::doi','10.30849/rip/ijp.v48i3.272'),(257,'en_US','copyrightHolder','Monica Guzman-Gonzalez, Stephanie García, Bárbara Sandoval, Nicol Vásquez, Camila Villagrán'),(257,'es_ES','abstract','El propósito del estudio fue evaluar diferencias en el apego romántico y la empatía diádica en función de la presencia/ausencia de violencia psicológica ejercida en relaciones de noviazgo entre jóvenes universitarios. La muestra constó de 470 estudiantes entre los 18 y 28 años del norte de Chile, quienes completaron el cuestionario de Experiencias en Relaciones Cercanas (Brennan, Clark &amp; Shaver, 1998), el Índice de Reactividad Interpersonal para Parejas (Péloquin &amp; Lafontaine, 2010) y la Escala de Tácticas de Condlicto (Straus, Boney-McCoy &amp; Sugarman, 1996). Los resultados permiten concluir que las personas que ejercieron violencia psicológica en el último año presentan niveles más altos de ansiedad y niveles más bajos de toma de perspectiva y preocupación empática. No se detectaron diferencias en la evitación asociada al apego'),(257,'es_ES','cleanTitle','Violencia Psicológica en el Noviazgo en Estudiantes Universitarios Chilenos: Diferencias en el Apego y la Empatía Diádica'),(257,'es_ES','title','Violencia Psicológica en el Noviazgo en Estudiantes Universitarios Chilenos: Diferencias en el Apego y la Empatía Diádica'),(258,'','copyrightYear','2016'),(258,'','hide_author','0'),(258,'','issueId','14'),(258,'','language','es'),(258,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(258,'','pub-id::doi','10.30849/rip/ijp.v48i3.273'),(258,'en_US','copyrightHolder','Maria Celeste Airaldi'),(258,'es_ES','abstract','<p>En este artículo se presenta una revisión teórica en relación al rol que la memoria emocional tiene en la etiología y mantenimiento de los ciertos trastornos mentales. Sobre los principales hallazgos en relación a la memoria emocional, se realiza una discusión acerca de las implicancias clínicas que esta tiene en los procesos terapéuticos empleados en psicoterapia cognitiva. Se evidencia la necesidad del abordaje de las memorias emocionales de los clientes, especialmente en casos de trastornos de ansiedad y del estado de ánimo, ejemplificando estrategias eficaces para el trabajo en sesión. Se mencionan asimismo, las limitaciones que la psicoterapia cognitiva ha presentado en relación al abordaje de la memoria emocional y qué beneficios pueden tener nuevas estrategias, como el mindufulness, en este proceso.</p>'),(258,'es_ES','cleanTitle','Implicancias de la memoria emocional en la psicoterapia cognitiva'),(258,'es_ES','title','Implicancias de la memoria emocional en la psicoterapia cognitiva'),(259,'','copyrightYear','2016'),(259,'','hide_author','0'),(259,'','issueId','14'),(259,'','language','pt'),(259,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(259,'','pub-id::doi','10.30849/rip/ijp.v48i3.274'),(259,'en_US','abstract','<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> 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<w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"19\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtle Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"21\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"31\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtle Reference\" /> <w:LsdException Locked=\"false\" Priority=\"32\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Reference\" /> <w:LsdException Locked=\"false\" Priority=\"33\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Book Title\" /> <w:LsdException Locked=\"false\" Priority=\"37\" Name=\"Bibliography\" /> <w:LsdException Locked=\"false\" Priority=\"39\" QFormat=\"true\" Name=\"TOC Heading\" /> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <mce:style><!   /* Style Definitions */  table.MsoNormalTable 	{mso-style-name:\"Tabela normal\"; 	mso-tstyle-rowband-size:0; 	mso-tstyle-colband-size:0; 	mso-style-noshow:yes; 	mso-style-priority:99; 	mso-style-qformat:yes; 	mso-style-parent:\"\"; 	mso-padding-alt:0cm 5.4pt 0cm 5.4pt; 	mso-para-margin:0cm; 	mso-para-margin-bottom:.0001pt; 	mso-pagination:widow-orphan; 	font-size:11.0pt; 	font-family:\"Calibri\",\"sans-serif\"; 	mso-ascii-font-family:Calibri; 	mso-ascii-theme-font:minor-latin; 	mso-fareast-font-family:\"Times New Roman\"; 	mso-fareast-theme-font:minor-fareast; 	mso-hansi-font-family:Calibri; 	mso-hansi-theme-font:minor-latin; 	mso-bidi-font-family:\"Times New Roman\"; 	mso-bidi-theme-font:minor-bidi;} --> <!--[endif] --></p><p align=\"left\">A avaliação e a intervenção com jovens delinquentes têm-se centrado em metodologias baseadas nos <em>handicaps</em> e nas tentativas de correcção das características individuais do adolescente, negligenciando a dimensão relacional e contextual inerente às condições de emergência e manutenção do comportamento antissocial juvenil. Neste artigo são analisados alguns modelos de leitura do comportamento antissocial juvenil e numa perspectiva construcionista e sistémica, é referenciado o Programa Integrado de Redução de Riscos (Pakman, 2007), como instrumento de intervenção familiar nestes jovens. Analisando 12 dimensões da vida familiar (saúde física e mental, abuso de substâncias, educação, emprego, habitação/mobilidade, problemas legais, violência, dissonância étnica/social, pobreza, rede social, segurança social/incapacidade) este programa preconiza a co-construção da avaliação/intervenção, na qual se procura concretizar o <em>empowerment</em> dos participantes.</p><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState=\"false\" DefUnhideWhenUsed=\"true\"   DefSemiHidden=\"true\" DefQFormat=\"false\" DefPriority=\"99\"   LatentStyleCount=\"267\"> <w:LsdException Locked=\"false\" Priority=\"0\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Normal\" /> <w:LsdException Locked=\"false\" Priority=\"9\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"heading 1\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 2\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 3\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 4\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 5\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 6\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 7\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 8\" /> <w:LsdException Locked=\"false\" Priority=\"9\" QFormat=\"true\" Name=\"heading 9\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 1\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 2\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 3\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 4\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 5\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 6\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 7\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 8\" /> <w:LsdException Locked=\"false\" Priority=\"39\" Name=\"toc 9\" /> <w:LsdException Locked=\"false\" Priority=\"35\" QFormat=\"true\" Name=\"caption\" /> <w:LsdException Locked=\"false\" Priority=\"10\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Title\" /> <w:LsdException Locked=\"false\" Priority=\"1\" Name=\"Default Paragraph Font\" /> <w:LsdException Locked=\"false\" Priority=\"0\" Name=\"Body Text\" /> <w:LsdException Locked=\"false\" Priority=\"11\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtitle\" /> <w:LsdException Locked=\"false\" Priority=\"22\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Strong\" /> <w:LsdException Locked=\"false\" Priority=\"20\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"59\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Table Grid\" /> <w:LsdException Locked=\"false\" UnhideWhenUsed=\"false\" Name=\"Placeholder Text\" /> <w:LsdException Locked=\"false\" Priority=\"1\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"No Spacing\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 1\" /> <w:LsdException Locked=\"false\" UnhideWhenUsed=\"false\" Name=\"Revision\" /> <w:LsdException Locked=\"false\" Priority=\"34\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"List Paragraph\" /> <w:LsdException Locked=\"false\" Priority=\"29\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Quote\" /> <w:LsdException Locked=\"false\" Priority=\"30\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Quote\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 1\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 2\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 3\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 4\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 2 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"69\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 3 Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"70\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Dark List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"71\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Shading Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"72\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful List Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"73\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Colorful Grid Accent 5\" /> <w:LsdException Locked=\"false\" Priority=\"60\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Shading Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"61\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light List Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"62\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Light Grid Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"63\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 1 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"64\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Shading 2 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"65\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 1 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"66\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium List 2 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"67\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" Name=\"Medium Grid 1 Accent 6\" /> <w:LsdException Locked=\"false\" Priority=\"68\" SemiHidden=\"false\" 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Emphasis\" /> <w:LsdException Locked=\"false\" Priority=\"31\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Subtle Reference\" /> <w:LsdException Locked=\"false\" Priority=\"32\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Intense Reference\" /> <w:LsdException Locked=\"false\" Priority=\"33\" SemiHidden=\"false\"    UnhideWhenUsed=\"false\" QFormat=\"true\" Name=\"Book Title\" /> <w:LsdException Locked=\"false\" Priority=\"37\" Name=\"Bibliography\" /> <w:LsdException Locked=\"false\" Priority=\"39\" QFormat=\"true\" Name=\"TOC Heading\" /> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <mce:style><!   /* Style Definitions */  table.MsoNormalTable 	{mso-style-name:\"Tabela normal\"; 	mso-tstyle-rowband-size:0; 	mso-tstyle-colband-size:0; 	mso-style-noshow:yes; 	mso-style-priority:99; 	mso-style-qformat:yes; 	mso-style-parent:\"\"; 	mso-padding-alt:0cm 5.4pt 0cm 5.4pt; 	mso-para-margin:0cm; 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(2013). Intimate Relationships. W. W. Norton & Company.\r\n\r\nCooper, A., Galbreath, N. Becker, M. A (2004). Sex on the internet: furthering our understanding of men with online sexual problems Psychology of Addictive Behaviors, 18(3):223-230.\r\n\r\nCoyne, S.M., Stockdale, L., Busby, D., Iverson, B. & Grant, D.M. (2011). \"I Luv U :)!\": A  Descriptive Study of the Media Use of Individuals in Romantic Relationships. Family Relations, 60(2), 150-162. DOI: 10.1111/j.1741-3729. 2010. 00639.x\r\n\r\nFaulkner, X. & Culwin, F. (2005). When fingers do the talking: a study of text messaging. Interacting with Computers, 17(2), 167-185. \r\n\r\nFigueroa Sarriera, H. (2012). El celular como prótesis móvil en la vida cotidiana de mujeres jóvenes adultas. En Souza, M., Cabello, P. & Del Valle, C. (Eds.), Medios, Edades y Cultura, (pp. 221-234). Temuco-Chile: Editorial Universidad de la Frontera.\r\n\r\nGesser, H. (2005). Is the cell phone undermining the social order? Understanding mobile technology from a sociological perspective. En P. Glotz, S. Bertschi & C. Locke (Eds.), Thumb Culture. The meanings of mobile phones for society technology (pp. 23–35). Bielefeld: Transcript.\r\n\r\nHaddon, L. (2011). Domestication analysis, objects of study, and the centrality of technologies in everyday life. Canadian Journal of Communication, 36, 311-323.\r\n\r\nHertlein, K. M. (2012). Digital Dwelling: Technology in Couple and Family Relationships. Family Relations, 61: 374–387. doi: 10.1111/j.1741-3729.2012.00702.x\r\n\r\nHöflich, J. (2005). The mobile phone and the dynamic between private and public communication: Results of an international exploratory study. En P. Glotz, S.Bertschi & C. Locke (Eds.), Thumb culture. The meanings of mobile phones for society technology, (pp. 123-135). Bielefeld: Transcript.\r\n\r\nIJsselsteijn, W.A., Baren, J.K. van & Lanen, F. van (2003). Staying in touch: social presence and connectedness through synchronous and asynchronous communication media. En C. Stephanidis & J. Jacko (Eds.), Conference Paper: Human-Computer Interaction: Theory and Practice (Part II), (pp. 924-928). London: Lawrence Erlbaum. \r\n\r\nInternational Telecommunication Union (2015). The World in 2015. Facts and Figures. Recuperado de: www.itu.int/en/ITU-D/Statistics/Pages/facts/\r\n\r\nJoinson, A. N. (2001). Self-disclosure in computer-mediated communication: The role of self-awareness and visual anonymity. European Journal of Social Psychology, 31, 177-192.\r\n\r\nKrippendorff, K. (2004). Content Analysis. Introduction to its methodology. Thousand Oaks, CA: Sage Publication. \r\n\r\nLanigan, J. D. (2009). A Socio-technological framework for family research and intervention: How information and communication technologies affect family life. Marriage and Family Review, 45(6), 587-609. \r\n\r\nLuo, S. &  Tuney, S. (2015). Can texting be used to improve romantic relationships? The effects of sending positive text messages on relationship satisfaction. Computers in Human Behavior, 49, 670-678.  \r\n\r\nMobile Behavior Report (2014). Mobile Behavior Report. Combining mobile device 	tracking and consumer survey data to build a powerful mobile strategy. https://www.exacttarget.com/sites/.../etmc2014mobilebehaviorreport.pdf\r\n\r\nNina-Estrella, R. (2013). Los Idiomas de la Pareja. Investigaciones sobre la comunicación marital. San Juan: Editorial Isla Negra.\r\n\r\nPatten, M. (2001). Questionnaire Research; a practical guide. Los Angeles: Pyrczk Publishing.\r\n\r\nPew Research Center (2015). Text Messaging, Voice/Video Calls, Internet, Email Rank Among Most Popular Smartphone Features. U.S. Smartphone Use in 2015. Washington, DC: Pew and American Life Project. Recuperado de: http://www.pewInternet.org/PPF/r/133/report_display.as\r\n\r\nPettigrew, J. (2009). Text Messaging and Connectedness Within Close Interpersonal Relationships.  Marriage & Family Review, 45 (6), 697-716. \r\n\r\nPetronio, S. (2012).  Communication Privacy Management theory and knowing how people regulate telling and not telling their private information.  En A. Goodboy & K. Schultz	 (Eds.), Introduction to Communication Studies: Translating Scholarship into	Meaningful Practice, (pp. 19-26).  Dubuque, IA: Kendall Hunt Publishing.\r\n\r\nRappleyea, D. L., Taylor, A. C., & Fang, X. (2014). Gender Differences and Communication Technology Use Among Emerging Adults in the Initiation of Dating relationships. Marriage & Family Review, 50, 269-284.\r\n\r\nSchade, L. C., Sandberg, J., Bean, R., Busby, D., & Coyne, S. (2013). Using technology to connect in romantic relationships: effects on attachment, relationship satisfaction,and stability in emerging adults. Journal of Couples and Relationship Therapy, 12,	 314-338. DOI: 10.1080/15332691.2013.836051\r\n\r\nShiu, E. & Lenhart, A. (2004). How Americans use instant messaging.  Pew Internet and American Life Project. Report. PewInternet, Organization. Washington, D. C.\r\n\r\nSimmons, R. A., Gordon, P. C., & Chambless, D. L. (2005). Pronouns in marital Interaction: What do \"you\" and \"I\" say about marital health? Psychological Science, 16, 932-936. \r\n\r\nSlatcher, R., Vazire, S. & Pennebaker, W. (2008). Am “I” more important than “We”?	Couples word use in instant messages. Personal Relationships, 15, 407-424. \r\n\r\nSprecher, S., Wenzel, A., & Harvey, J.  (Eds.) (2008).  Handbook of the Initiation of Relationships.  New York:  Psychology Press.\r\nVangelisti, A. (2004). Handbook of Family Communication New Jersey: Lawrence Erlbaum Associates.\r\n\r\nWhitty, M. (2005). The realness of cybercheating. Social Sciences Computer Review, 23 (1), 57-67.\r\n\r\nWilliams-Baucom, K.J., Atkins, D.C., Sevier, M., Eldridge, K.A., &\r\n Christensen, A. (2010). “You” and “I” need to talk about “us:” Linguistic patterns in couple interactions. Personal Relationships, 17, 41-56. doi:10.1111/j.1475-6811.2010.01251.x \r\n\r\nWilliams, K.J., Atkins, D.C., Sevier, M., Eldridge, K.A., & Christensen, A. (2010). “You” and “I” need to talk about “us:” Linguistic patterns in couple  interactions. Personal Relationships, 17, 41-56. doi:10.1111/j.1475-6811.2010.01251.x \r\n\r\nWong, Y.  (2010). Limitaciones y alcances del enfoque de domesticación de la tecnología en el estudio del teléfono celular. Comunicación y Sociedad, 13, 173-200.'),(260,'','hide_author','0'),(260,'','language','es'),(260,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(260,'en_US','copyrightHolder','Ruth Nina'),(260,'es_ES','abstract','<p>Actualmente el uso de la alta tecnología asume un alto significado en nuestra cotidianidad. En particular en las relaciones de pareja, los mensajes de textos se adoptan como un nuevo modo de comunicación pero escasamente ha sido estudiado en la cultura hispana. Se  realizo un estudio sobre el uso de los mensajes en la relación de pareja puertorriqueña. Se aplico un cuestionario a 95 personas seleccionadas por disponibilidad, que estuvieran en una relación de pareja. Las respuestas fueron analizadas obteniendo características sobre el uso de los mensajes de texto como la frecuencia, horarios y su importancia para la relación, entre otros. Como también, se identifico la temática del contenido de los textos, la reglas para su utilización en la relación de pareja y los diversos elementos que responden a su funcionalidad. Con los resultados obtenidos se propone futuros estudios.</p>'),(260,'es_ES','cleanTitle','Mensajes de Texto: nuevos modos de comunicación en la relación de pareja'),(260,'es_ES','title','Mensajes de Texto: nuevos modos de comunicación en la relación de pareja'),(261,'','citationsRaw','Bailar, J. & Mosteller, F.(1992). Medical users of statistics. Boston, MA:  Nejm Books.\r\nBasso Musso, L. et al. (2008). Factors derived from the intrahospitable laboratories that cause stress in infirmary students. Revista Latino-Americana de Enfermagem, 16(5), 805-811. \r\nBorges, A.M.B. & Carlotto, M.S. (2004). Burnout syndrome and stress factors in students of a nursing technical course. Aletheia. (19), 45-56. \r\nCampos, J.A., Jordani, P.C., Zucoloto, M.L., Bonafé, F.S., & Maroco, J. (2012). Burnout syndrome among dental students. Revista Brasileira de Epidemiologia, 15(1), 155-165. \r\nCarlotto, M.S., Nakamura, A.P. & Câmara, S.G. (2006). Síndrome de burnout em estudantes universitários da área da saúde. Psico(Porto Alegre), 37(1), 57-62. \r\nCarlotto, M.S. & Câmara, S.G. (2006). Psychometric characteristics of the maslach burnout inventory (MBI-SS) in brazilian college students. Psico USF, 11(2), 167-173. \r\nCarlotto, M.S. & Câmara, S.G. (2008). Análise da produção científica sobre a síndrome de burnout no Brasil. Psico(Porto Alegre), 39(2),152-158. \r\nCosta, A.L.S. (2007). Stress in nursing students: construction of determining factors. Revista Mineira de Enfermagem, 11(4), 414-419.\r\n Costa, A.L.S. & Polak, C. (2009). Construction and validation of an instrument for the assessment of stress among nursing students (AEEE). Revista da Escola de Enfermagem da USP, 43(Spec), 1017-1026. \r\nDivaris, K., Polychronopoulou, A., Taoufik, K., Katsaros, C. & Eliades, T. (2012). Stress and burnout in postgraduate dental education. European Journal Of Dental Education, 16(1), 35-42. \r\nDyrbye, L.N. et al. (2008). Burnout and suicidal ideation among U.S. medical students. Annals of Internal Medicine, 149(5), 334-341. \r\nDyrbye, L.N., et al. (2010). Burnout and serious thoughts of dropping out of medical school: a multi-institutional study. Academic Medicine, 85(1), 94-102. \r\nGibbons, C. (2010). Stress, coping and burn-out in nursing students. International journal of nursing studies, 47(10), 1299-1309.\r\nJuth, V., Smyth, J.M. & Santuzzi, A.M. (2008). How do you feel?: Self-esteem predicts affect, stress, social interaction, and symptom severity during daily life in patients with chronic illness. Journal of Health Psychology, 13(7), 884-894. \r\nKillam, L.A., Mossey, S., Montgomery, P. & Timmermans, K.E. (2013). First year nursing students\' viewpoints about compromised clinical safety. Nurse Education Today, 33(5), 475-480. \r\nLazarus, R.S. & Folkman, S. (1984). Stress, appraisal, and coping. New York(NY): Springer.\r\nLo, R. (2002). A longitudinal study of perceived level of stress, coping and self-esteem of undergraduate nursing students: An Australian case study. Journal of Advanced Nursing, 39(2), 119-126. \r\nMaslach, C. (2001). What have we learned about burnout and health? Psychology & health, 16(5), 607-611. \r\nMaslach, C., Schaufeli, W.B. & Leiter, M.P. (2001). Job Burnout. Annual review of psychology, 52(1), 397-422. \r\nMontgomery, P., Mossey, S. & Killam, L. (2013). Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology. Journal of Nursing Education and Practice, 3(8), 1-12. \r\nMoreira, D.P. & Furegato, A.R.F. (2013). Stress and depression among students of the last semester in two nursing courses. Revista Latino-Americana de Enfermagem, 21(Spec), 155-162. \r\nYusoff, M.S., Abdul Rahim, A.F., Baba, A.A., Ismail, S.B., Mat Pa, M.N. & Esa, A.R. (2013). Prevalence and associated factors of stress, anxiety and depression among prospective medical students. Asian Journal of Psychiatry, 6(2), 128-133. \r\nWatson, R., Deary, I., Thompson, D. & Li, G. (2008). A study of stress and burnout in nursing students in Hong Kong: A questionnaire survey. International Journal of Nursing Studies. 45(10), 1534-1542'),(261,'','hide_author','0'),(261,'','language','en'),(261,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(261,'en_US','abstract','<p>We<strong> </strong>verified the association of biosocial and academic variables to Burnout occurrence in nursing students<strong>. </strong>It is a quantitative, analytical and cross-sectional study. We applied a Form to biosocial and academic characterization and the <em>Maslach Burnout Inventory</em> in 570 nursing students between April 2011 and March 2012. Burnout occurrence is higher among students enrolled in first semester, who attend 10 disciplines, without thoughts of leaving the course and who has no job activity. The high Emotional Exhaustion and low Professional Efficacy predominate among students without work activity and with no thoughts of leaving the course. The high Cynicism predominated among students aged 20-24 years, enrolled in first semester, who does not work and without experience in healthcare. Few biosocial and academic characteristics contribute to Burnout occurrence in nursing students, raising the need of interventions to relieve stress in this population.</p><p><strong>Keywords:</strong> Nursing; Burnout, Professional; Stress, Psychological; Students, Nursing; Analytic epidemiology.</p>'),(261,'en_US','cleanTitle','BIOSOCIAL AND ACADEMIC CHARACTERISTICS THAT CONTRIBUTE TO BURNOUT OCCURRENCE IN NURSING STUDENTS  ANALYTIC STUDY'),(261,'en_US','copyrightHolder','Rodrigo Marques da Silva, Luis Felipe Dias Lopes, Carmem Lucia Colomé Beck, Eliane da Silva Grazziano, Ana Lucia Siqueira Costa, Laura de Azevedo Guido'),(261,'en_US','title','BIOSOCIAL AND ACADEMIC CHARACTERISTICS THAT CONTRIBUTE TO BURNOUT OCCURRENCE IN NURSING STUDENTS - ANALYTIC STUDY'),(262,'','citationsRaw','Referencias\r\nAgar, M., & MacDonald, J. (1995). Focus groups and ethnography. Human Organization, 54(1), 78–86.\r\nCastel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon, & P. 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San Juan, PR: HIV/AIDS Surveillance Program, Office of Epidemiology and Research.\r\nPuerto Rico Health Department. (2015b). Puerto Rico HIV/AIDS surveillance summary: Cumulative HIV/AIDS cases diagnosed as of May 31, 2015. San Juan: HIV/AIDS Surveillance Program, Office of Epidemiology and Research.\r\nRoye, C. F., Tolman, D. L., & Snowden, F. (2013). Heterosexual anal intercourse among Black and Latino adolescents and young adults: a poorly understood high-risk behavior. Journal of Sex Research, 50(7), 715–22.\r\nWingood, G. M., & DiClemente, R. J. (2008). The ADAPT-ITT model: A novel method of adapting evidence-based HIV Interventions. Journal of Acquired Immune Deficiency Syndromes, 47 Suppl 1, S40–6.\r\nYbarra, M., Korchmaros, J. D., Prescott, T. L., & Birungi, R. (2015). A randomized controlled trial to increase HIV preventive Information, Motivation, and Behavioral skills in Ugandan adolescents. Annals of Behavioral Medicine, 49(3), 473–485.\r\nZarani, F., Besharat, M. A., Sarami, G., & Sadeghian, S. (2012). An information-motivation-behavioral skills (IMB) model-based intervention for CABG patients. International Journal of Behavioral Medicine, 19(4), 543–9.'),(262,'','copyrightYear','2017'),(262,'','hide_author','0'),(262,'','issueId','25'),(262,'','language','es'),(262,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(262,'','pub-id::doi','10.30849/rip/ijp.v51i1.278'),(262,'','pub-id::publisher-id',''),(262,'en_US','copyrightHolder','Patricia L Noboa'),(262,'es_ES','abstract','<p>En este artículo presentamos los resultados de la implantación de tres grupos focales utilizados para adaptar una intervención para la prevención del VIH/ITS en jóvenes.  Uno de los grupos fue celebrado con hombres, uno con mujeres, y otro con parejas donde participaron un total de 27 personas.  Auscultamos el conocimiento sobre el VIH/ITS, las situaciones que los exponen a riesgo, el formato y contenido que una intervención debía tener.  Encontramos que aunque los y las jóvenes tenían un conocimiento básico, también tenían concepciones equivocadas como que el VIH/ITS se transmite por el beso y la saliva, y que la Clamidia se transmite por sentarse en  inodoros públicos. Expresaron que una intervención debe abordar las diversas dificultades que los y las jóvenes enfrentan para el uso del condón y que debe utilizar testimonios reales de personas.  El uso de grupos focales es una herramienta muy útil para identificar el formato y contenido de intervenciones. </p>'),(262,'es_ES','cleanTitle','Apuntes para el Desarrollo de Intervenciones de Prevención de VIH/ITS para Jóvenes en Puerto Rico'),(262,'es_ES','title','Apuntes para el Desarrollo de Intervenciones de Prevención de VIH/ITS para Jóvenes en Puerto Rico'),(263,'','citationsRaw',''),(263,'','hide_author','0'),(263,'','language','es'),(263,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(263,'en_US','copyrightHolder','Alejandro Parra'),(263,'es_ES','abstract','<p>Aunque existen estudios que han explorado los rasgos de personalidad para explicar ciertas experiencias paranormales, es sorprendente que poco se ha examinado la conexión entre tales experiencias y el temperamento individual. El objetivo de este estudio es comparar cuatro tipos de temperamentos en términos de frecuencia de experiencias paranormales. Mediante un procedimiento de reagrupación en base a la puntuación alta/baja de una muestra pre-seleccionada de 403 estudiantes de psicología, se comparó las medias de la puntuación de experiencias paranormales de cuatro grupos: Flemático (n= 30), Sanguíneo (n= 54), Melancólico (n= 159) y Colérico (n= 160), usando la versión argentina estandarizada del Cuestionario de Personalidad de Eysenck para adultos. Se empleó un segundo inventario de 10 reactivos diseñado para colectar tipo y frecuencia de experiencias anómalo/paranormales espontáneas. Los resultados muestran que el perfil colérico obtuvo una media más alta en la frecuencia de algunas experiencias paranormales, tales como Experiencias Fuera del Cuerpo, Recuerdo de Sueños, Aura, Déjà-vu, y recuento (suma) del total de experiencias, el perfil Sanguíneo obtuvo una media más alta en Telepatía, y el perfil Melancólico en Sensación de presencia. Ciertas experiencias anómalas, podrían ser mejor comprendidas analizando individuos con tales perfiles.</p>'),(263,'es_ES','cleanTitle','ESTUDIO EXPLORATORIO DE LA TEORÍA DEL TEMPERAMENTO Y LAS EXPERIENCIAS PARANORMALES'),(263,'es_ES','title','ESTUDIO EXPLORATORIO DE LA TEORÍA DEL TEMPERAMENTO Y LAS EXPERIENCIAS PARANORMALES'),(264,'','citationsRaw','Andrews, H. B. (2000). The myth of the scientist-practitioner: A reply to R. King and N. King and Ollendick. Australian Psychologist, 35, p. 60-63.\r\n\r\nAmerican Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Washington, DC: American Psychiatric Association.\r\n\r\nCastonguay, L. G., & Beutler, L. E. (2006). Common and unique principles of therapeutic change: What do we know and what do we need to know. In Castonguay, L. G., & Beutler, L. E. (Eds.) Principles of therapeutic change that work. New York, NY: Oxford University Press, 353-369.\r\n\r\nCastonguay, L. G., Constantino, M. J., & Grosse, M. (2006). The working alliance: Where are we and where should we go? Psychotherapy: Theory, Research, Practice, Training, 43, 271-279.\r\n\r\nFagundes, A. J. F. M. (1999). Descrição, definição e registro de comportamento. São Paulo: Edicon.\r\n\r\nFalcone, E. M. O. (1998). Fobia social. In: Rangé, B. (Org.). Psicoterapia Comportamental e Cognitiva. Campinas: Editorial Psy, 133-149.\r\n\r\nFernandes, F. A. D. (2012). Relação terapêutica: uma análise dos comportamentos de terapeuta e cliente em sessões iniciais de terapia. Dissertação de Mestrado, Instituto de Psicologia. São Paulo: Universidade de São Paulo.\r\n\r\nFonseca, R., Silva, P., & Silva, R. (2007). Acordo inter-juízes: O caso do coeficiente kappa. Laboratório de Psicologia, 5(1), 81-90.\r\n\r\nGarfield, S. L. (1995). Psychotherapy: An eclectic-integrative approach. New York: Jhon Wiley & Sons.\r\n\r\nHarwood, M. D., & Eyberg, G. (2004). Therapist verbal behavior in treatment: relation to successful completion of parent-children interaction therapy. Journal of Clinical Child and Adolescent Psychology, 33, 601-612.\r\n\r\nKameyama, M. (2012). Intervenções sobre comportamentos de clientes que produzem sentimentos negativos no terapeuta. Dissertação de Mestrado, Instituto de Psicologia. São Paulo: Universidade de São Paulo.\r\n\r\nKanamota, P. F. C. (2013). Estudo da influência das respostas de empatia e recomendação do terapeuta na interação terapeuta-cliente e descrição de efeitos de um procedimento de intervenção para o tratamento de mães de adolescentes com problemas de comportamento. Dissertação de Mestrado. Bauru: Universidade Estadual Paulista “Júlio de Mesquita Filho”.\r\n\r\nKeijsers, G. P. J., Schaap, C. P. D. R., Hoogduin, C. A. L., & Lammers, M. W. (1995). Patient therapist interaction in the behavioral treatment of panic disorder with agoraphobia. Behavior Modification, 19, 491-517.\r\n\r\nLambert, M. J. (1992). Psychotherapy outcome research: Implications for integrative and eclectic therapists. In: Norcross, J. C., & Goldfried, M. R. (Eds.) Handbook of psychotherapy integration. New York, NY: Basic Books, 94-129.\r\n\r\nLuna, S. V. (1997). O terapeuta é um cientista? In: Banaco, R. A. (org.) Sobre Comportamento e Cognição, 1, Santo André: Arbytes.\r\n\r\nMeyer, S. B. (2009). Análise de ‘solicitação de informação’ e ‘recomendação’ em banco de dados de terapias comportamentais. Tese (Livre-Docência em Psicologia clínica) Instituto de Psicologia. São Paulo: Universidade de São Paulo.\r\n\r\nMeyer, S. B., & Vermes, J. S. (2001). Relação terapêutica. In: Rangé, B. (Org.) Psicoterapias Cognitivo-Comportamentais: um diálogo com a psiquiatria. Porto Alegre: Artmed, 101-110.\r\n\r\nMeyer, S. B. (2001). A relação terapeuta-cliente é o principal meio de intervenção terapêutica? In: Guilhardi, H. J. (Org.). Sobre Comportamento e Cognição, 8. Santo André: ESETec, 95-98.\r\n\r\nOrlinsky, D. E., Grawe, K., & Parks, B. K. (1994). Process and outcome in psychotherapy. In: Bergin, A. E., & Garfield, S. L. (Eds.). Handbook of  psychotherapy and behavior change. New York: Wiley, 270–376.\r\n\r\nOshiro, C. K. B. (2011). Delineamento experimental e caso único: a Psicoterapia Analítico Funcional com dois clientes difíceis. Tese de Doutorado. São Paulo: Universidade de São Paulo.\r\n\r\nRocha, J. F. (2012). Efeitos de uma intervenção comportamental com treino de habilidades sociais para universitários com fobia social. Dissertação de Mestrado, Faculdade de Ciências. Bauru: Universidade Estadual Paulista “Júlio de Mesquita Filho”.\r\n\r\nSadi, H. M. (2011). Análise dos comportamentos de terapeuta e cliente em um caso de Transtorno de Personalidade Boderline. Tese (Doutorado em Psicologia Clinica) Instituto de Psicologia. São Paulo: Universidade de São Paulo.\r\n\r\nRuiz-Sancho, E. M., Frojan-Parga, M. X., & Calero-Elvira, A. (2013). Functional Analysis of the Verbal Interaction Between Psychologist and Client During the Therapeutic Process. Behavior Modification, 37(4), 516-542.\r\n\r\nSilveira, F. F. (2009). Análise da interação terapêutica em uma intervenção de grupo com cuidadoras. Dissertação de Mestrado, Faculdade de Ciências. Bauru: Universidade Estadual Paulista “Júlio de Mesquita Filho”.\r\n\r\nSilveira, J. M., & Kerbauy, R. R. (2000). A interação terapeuta-cliente: uma investigação com base na queixa clínica. In: Kerbauy, R. R. Sobre comportamento e cognição. Santo André: Esetec, 213-221.\r\n\r\nSkinner, B. F. (1993). Ciência e comportamento humano. São Paulo: Martins Fontes. (Publicação original 1953)\r\n\r\nSkinner, B. F. (1978) Sobre o Behaviorismo. São Paulo: Cultrix.\r\n\r\nTorres, L. F., & De-Farias, A. K. C. R. (2010). Relação Terapêutica em \r\num Caso de Fobia Social. In: De-Farias, A. K. C. R. et al. (Orgs). Análise Comportamental Clínica: aspectos teóricos e estudos de caso. Porto Alegre: ArtMed, 252-262.\r\n\r\nXavier, R. N. (2011).  Probabilidade de transição para o estudo da modelagem em dois estudos de caso de Terapia Analítico-Comportamental Infantil. Dissertação de Mestrado, Instituto de Psicologia. São Paulo:, Universidade de São Paulo.\r\n\r\nZamignani, D. R. (2007). O desenvolvimento de um sistema multidimensional para a categorização de comportamentos na interação terapêutica. Tese (Doutorado em Psicologia Clinica) Instituto de Psicologia. São Paulo: Universidade de São Paulo.\r\n\r\nZamignani, D. R., & Andery, M. A. P. A. (2005). Interação entre Terapeutas Comportamentais e Clientes Diagnosticados com Transtorno Obsessivo-Compulsivo. Psicologia: Teoria e Pesquisa, 21(1), 109-119.\r\n\r\nZamignani, D. R., & Meyer, S. B. (2007). Comportamento verbal no contexto clínico: contribuições metodológicas a partir da análise do comportamento. Rev. Bras. de Ter. Comp. Cogn. 9(2), 241-259.\r\n\r\nZamignani, D. R., & Meyer, S. B. (2011). Comportamentos verbais do terapeuta no sistema multidimensional para a categorização de comportamentos na interação terapêutica. Revista Perspectivas, 2(1), 25-45.'),(264,'','copyrightYear','2018'),(264,'','hide_author','0'),(264,'','issueId','98'),(264,'','language','pt'),(264,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(264,'','pub-id::doi','10.30849/rip/ijp.v52i1.280'),(264,'','pub-id::publisher-id',''),(264,'en_US','copyrightHolder','VAGNER ANGELO GARCIA, Alessandra Turini Bolsoni-Silva, Glaucia Fernanda Galeazzi Nobile'),(264,'pt_BR','abstract','Several studies have been developed for therapeutic interaction, however the population with Social Anxiety Disorder (SAD) is still little studied in this research field. This study aimed to analyze the correlations between variables of the therapeutic process: therapist and client behaviors and the themes discussed in the sessions. Participated in the research two clients diagnosed with SAD and a therapist. The sessions were analyzed using a categorization system behavior, and the correlation analysis by means of Spearman\'s rho test were performed. The results indicate that the therapist presented a therapy in active listening, being empathetic to provide information and recommendations. Sought information on certain topics with empathy, collecting data and asking for consideration. Another highlight is the correlation between Relations and Goals/Concordance, which configure as key processes to achieve the therapeutic goal.'),(264,'pt_BR','cleanTitle','Correlation between variables of therapeutic interaction with clients in SAD'),(264,'pt_BR','copyrightHolder',''),(264,'pt_BR','title','Correlation between variables of therapeutic interaction with clients in SAD'),(265,'','citationsRaw',''),(265,'','hide_author','0'),(265,'','language','es'),(265,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(265,'en_US','copyrightHolder','Jose E. Garcia'),(265,'es_ES','abstract','<p><strong><span style=\"text-decoration: underline;\">RESUMEN</span></strong><strong>:</strong> La psicología evolucionista y la psicología positiva figuran entre las dos orientaciones recientes que han ganado mayor impacto e influencia en la psicología moderna. La primera está basada en los principios de la selección natural y la selección sexual elaboradas por el naturalista británico Charles Darwin hace aproximadamente un siglo y medio, y asume que muchos comportamientos humanos típicos son adaptaciones cognitivas a entornos ambientales ya inexistentes pero que se produjeron durante la historia filogenética de la especie, contribuyendo  a la supervivencia de esta. La psicología positiva plantea que la ciencia psicológica, a lo largo de más de un siglo de trayectoria académica, ha estado centrada casi con exclusividad en los problemas patológicos e insanos del comportamiento, descuidando en demasía los aspectos favorables como la felicidad, la virtud, el amor y las emociones positivas. Aunque provienen de tradiciones divergentes y aparentemente incompatibles en muchos aspectos, ambas presentan una serie de temáticas complementarias que podrían conducir a una eventual integración de los dos modelos. El objetivo principal de este trabajo es proponer algunas ideas que puedan servir como ejes para desarrollar una integración en el plano de la teoría y la investigación. Este propósito, al mismo tiempo, podría contribuir al logro de una mayor homogeneidad conceptual en el disperso campo de la psicología. El artículo es de carácter teorético, con una revisión de las fuentes relevantes para la discusión de los problemas planteados.</p><p> </p><strong><span style=\"text-decoration: underline;\">PALABRAS CLAVE</span>:</strong> Psicología evolucionista, Psicología positiva, Evolución del comportamiento, Fortalezas del carácter, Convergencias teóricas.'),(265,'es_ES','cleanTitle','Psicología Evolucionista y Psicología Positiva: Convergencias posibles'),(265,'es_ES','title','Psicología Evolucionista y Psicología Positiva: Convergencias posibles.'),(266,'','citationsRaw','1. Craske MG, Rauch SL, Ursano R, Prenoveau J, Pine DS,  Zinbarg RE. What is an anxiety disorder? Depress Anxiety.  2009; 26(12):1066-1085. DOI: 10.1002/da.20633.\r\n\r\n2. Medina-Mora ME, Borges G,  Lara C, Benjet C, Blanco, J, Fleiz C, Villatoro J, Rojas E, Zambrano J, Casanova L, Aguilar S, Gaxiola S. Prevalencia de trastornos mentales y uso de servicios: Resultados de la Encuesta Nacional de Epidemiología Psiquiátrica en México. Salud Mental. 2003; 26(4): 1-16. http://www.redalyc.org/articulo.oa?id=58242601 Assessed on March 17, 2015.\r\n\r\n3. Clark DA,  Beck AT.  Cognitive Therapy of Anxiety Disorders. Science and Practice. New York, NY: The Guilford Press; 1985.\r\n\r\n4. Villaseñor-Ponce M. Correlación entre ansiedad y bienestar psicológico en estudiantes que ingresan a la universidad.  Revista Mexicana de Psicología Educativa. 2010; 1(1): 41-48. http://www.psicol.unam.mx/silviamacotela/Pdfs/RMPE_V1N1_A5.pdf, Accessed March 16, 2014.\r\n\r\n5. Flores R, Jiménez D, Pérez S, Ramírez P, Vega C.  Depresión y Ansiedad en Estudiantes Universitarios, Revista Electrónica de Psicología Iztacala. 2007; 10(2): 94-105. http://www.revistas.unam.mx/index.php/repi/article/view/19112 Accessed March 17, 2015.\r\n\r\n6. González-Celis AL, Martínez, L. Análisis comparativo de la calidad de vida y la ansiedad en jóvenes estudiantes universitarios y adultos mayores. Revista Mexicana de Investigación en Psicología. 2009; 1(1): 98-110. http://www.medigraphic.com/pdfs/revmexinvpsi/mip-2009/mip091j.pdf Accessed March 17, 2015.\r\n\r\n7. Hernández-Pozo R, Coronado-Álvarez O, Araujo-Contreras V, Cerezo-Reséndiz S.  Desempeño académico de universitarios en relación con ansiedad escolar y auto-evaluación, Acta Colombiana de Psicología. 2008; 11(1): 13-23. http://portalweb.ucatolica.edu.co/easyWeb2/files/23_3219_v11n1-art1.pdf Assessed on March 17, 2015.\r\n\r\n8. Román CA, Ortiz F, Rodríguez, Y.  El estrés académico en estudiantes latinoamericanos de la carrera de Medicina. Revista Iberoamericana de Educación. 2008; 46(7): 2-8. http://www.rieoei.org/deloslectores/2371Collazo.pdf Accessed March 15, 2015.\r\n\r\n9. Aragón-Borja LE, Contreras-Gutiérrez O, Tron-Álvarez R.  Ansiedad y pensamiento constructivo en estudiantes universitarios. Journal of Behavior, Health & Social Issues.  2011; 3(1): 43-56. http://www.redalyc.org/articulo.oa?id=282221799005 Accessed March 17, 2015.\r\n\r\n10. Riveros A, Rubio TH, Candelario J, Mangín M. Características psicológicas y desempeño académico en universitarios de profesiones de pronta ocupación.  Revista Latinoamericana de Psicología. 2013; 45(2): 265-278. http://www.scielo.org.co/pdf/rlps/v45n2/v45n2a09.pdf Assessed on March 17, 2015.\r\n\r\n11. Beck AT, Epstein N, Brown G, Steer RA. An inventory for measuring clinical anxiety: psychometric properties. J Consult Clin Psychol. 1988; 56(6): 893-897. DOI: http://dx.doi.org/10.1037/0022-006X.56.6.893\r\n\r\n12. Tafoya SA, Gómez G, Ortega H, Ortíz S.  Inventario de Ansiedad de Beck (BAI): Validez y confiabilidad en estudiantes que solicitan atención psiquiátrica en la U.N.A.M.  Psiquis. 2006; 15(3): 82-87.  www.imbiomed.com.mx Accessed March 15, 2015.\r\n\r\n13. Balanza S, Morales I, Guerrero J.  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Behavioral Psychology / Psicología Conductual. 2010; 18(1): 5-34. http://www.thefreelibrary.com/Validacion+del+%22Cuestionario+de+ansiedad+social+para+adultos%22...-a0314254263 Accessed March 17, 2015.\r\n\r\n17.  Pitoni D, Rovella A.  Ansiedad y perfeccionismo: su relación con la evaluación académica universitaria.  Enseñanza e Investigación en Psicología. 2013; 18(2): 329-341. http://www.redalyc.org\r\n/articulo.oa?id=29228336009 Assessed on March 17, 2015.\r\n\r\n18. Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 2006; 81(4): 354-73. http://journals.lww.com/academicmedicine/Fulltext/2006/04000/Systematic_Review_of_Depression,_Anxiety,_and.9.aspx. Accessed March 17, 2015.'),(266,'','hide_author','0'),(266,'','language','en'),(266,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(266,'en_US','abstract','<p>Background: Anxiety disorders are one of the more frequent mental disorders prevalent on Mexican population.  College students are at risk of developing anxiety symptoms because of the challenges related to starting college studies and pursuing a college degree.</p><p>Objective: Levels of anxiety symptoms in a sample of college students were assessed in order to examine anxiety´s prevalence among gender and university´s school programs.</p><p>Participants:  270 college students at the National Autonomus University of Mexico, FES Iztacala belonging to six health schools.</p><p>Methods: Beck Anxiety Inventory was completed by the balanced sample at University´s campus.</p><p>Results: Almost one quarter of the population has symptoms of anxiety above the cut point. Female students showed to be more anxious that male students.</p><p>Conclusions: Findings provide evidence that females may be at a higher risk of developing an anxiety disorder, which could impact their academic performance.</p>'),(266,'en_US','cleanTitle','ANXIETY SYMPTOMS IN MEXICAN COLLEGE STUDENTS'),(266,'en_US','copyrightHolder','Carolina Santillán Torres Torija, Rocío Hernández-Pozo, Xochitl Yadira Bravo Paz, Alejandra Castro-Hurtado, Marleen Romero-Coroy'),(266,'en_US','title','ANXIETY SYMPTOMS IN MEXICAN COLLEGE STUDENTS'),(267,'','citationsRaw',''),(267,'','hide_author','0'),(267,'','language','pt'),(267,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(267,'en_US','copyrightHolder','Fátima de Almeida Maia'),(267,'pt_BR','abstract','<p>Resumo</p><p>O estudo tem por objetivo comparar práticas parentais de pais e mães e comparar a percepção dos filhos sobre estas práticas. Foram pesquisados 147 estudantes do 6º ano, com idades entre 9 a 15 anos (<em>M </em>= 11,5; <em>DP </em>= 0,8), 29 pais e 126 mães. Foi utilizado o Inventário de Estilos Parentais (IEP) para pais e filhos. Os resultados mostraram diferenças nas médias dos estilos de mães, pais e da avaliação dos filhos sobre o estilo parental dos pais e mães.  As mães avaliaram seu estilo parental de forma mais positiva e os pais de forma mais negativa em comparação à percepção dos filhos. A compreensão desses resultados pode constituir tanto um fator de proteção como de risco para o crescimento saudável dos filhos.  </p><p><strong>Palavras-chave: </strong>Práticas parentais. Estilos parentais. Ensino fundamental</p>'),(267,'pt_BR','cleanTitle','PRÁTICAS PARENTAIS segundo pais e filhos do 6º ano do Ensino Fundamental'),(267,'pt_BR','title','PRÁTICAS PARENTAIS segundo pais e filhos do 6º ano do Ensino Fundamental'),(268,'','citationsRaw','Author.  (2012). Documento sin publicar.\r\n\r\nBernard, H. R. 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Lanham, MD: Rowman & Littlefield Publishers, Inc.\r\n\r\nLederach, J. P. (1995). Preparing for peace: Conflict transformation across cultures. Syracuse University Press.\r\n\r\nLederach, J. P. (2003). El pequeño libro de transformación de conflictos [The little book of conflict transformation]. Intercourse, PA: Good Books.\r\n\r\nMartín-Baró, I.  (1996). Writings for a liberation psychology (A. Aron & S. Corne, (eds)).  Cambridge, MA: Harvard University Press.\r\n\r\nMinkler, M., & Wallerstein, N.  (2008). Community-based participatory research for health: From process to outcomes (2nd ed.).  San Fracisco: Jossey-Bass.\r\n\r\nMoser, C., & McIlwaine, C. (2001). Violence in a post-conflict context: Urban poor perceptions from Guatemala.  Washington, DC: The World Bank.\r\n\r\nPrograma de Seguridad Ciudadana y Prevencion de la Violencia del PNUD Guatemala. (2007). Informe estadístico de la violencia en Guatemala. \r\n\r\nSardesai, S. & Wam, P.  (2002). The Conflict Analysis Framework (CAF): Indentifying conflict-related obstacles to development.  The World Bank. Conflict Prevention and Reconstruction Unit: Social Development Department. Dissemination Notes, Number 5.  Disponible en: <http://siteresources.worldbank.org/INTCPR/214578-1111751313696/20480168/CPR+5+final+legal.pdf> [Consultado el 15 de diciembre de 2015]\r\n\r\nTobón, K. A. (2014). Analizando la violencia después del conflict: El caso de Guatemala en un estudio sub-nacional. Revista Mexicana de Ciencias Políticas y Sociales, 220, 191-234. Disponible en: http://www.sciencedirect.com/science/article/pii/S0185191814708050 [Consultado el 15 de diciembre de 2015]'),(268,'','copyrightYear','2017'),(268,'','hide_author','0'),(268,'','issueId','96'),(268,'','language','es'),(268,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(268,'','pub-id::doi','10.30849/rip/ijp.v51i2.286'),(268,'','pub-id::publisher-id',''),(268,'en_US','copyrightHolder','Ryan T Blucker, Ana Isabel Aguilar, Maria del Pilar Grazioso, Stephen R Gillaspy'),(268,'es_ES','abstract','Los conflictos interpersonales, o problemas de convivencia, ocurren en cualquier sociedad y pueden ser constructivos o destructivos. Sin embargo, varían los tipos de conflictos y sus causas específicas. Una comprensión más profunda de esta interacción humana permite una transformación de los factores y las dinámicas claves para el bien de la sociedad. Esta investigación cualitativa utiliza entrevistas semi-estructuradas para brindar información sobre la perspectiva de una pequeña muestra de varias comunidades en Guatemala. Las respuestas más comunes incluyen temas de problemas intrafamiliares, violencia y comunicación. Los participantes opinaron sobre varias causas de estos conflictos interpersonales en sus comunidades.'),(268,'es_ES','cleanTitle','Los conflictos interpersonales en Guatemala: Metodología y perspectivas comunitarias'),(268,'es_ES','copyrightHolder',''),(268,'es_ES','title','Los conflictos interpersonales en Guatemala: Metodología y perspectivas comunitarias'),(269,'','categoryIds','[]'),(269,'','citationsRaw','Adams, J. (2012). Consideration of immediate and future consequences, smoking status, and body mass index. Health Psychology, 31(2), 260–263. https://doi.org/10.1037/a0025790 \nAdams, J., & White, M. (2009). Time perspective in socioeconomic inequalities in smoking and body mass index. Health Psychology, 28(1), 83–90. https://doi.org/10.1037/0278-6133.28.1.83 \nAlvarez-Nuñez, L. (2018). Confiabilidad y validez de la Escala Consideración de las Consecuencias Futuras en español Cómo pensamos en las consecuencias inmediatas (pero no las distantes) de nuestras acciones se asocia a un patrón conductual saludable. Tesis de maestría no publicada. Universidad de la República, Uruguay. https://www.colibri.udelar.edu.uy/jspui/bitstream/20.500.12008/20038/1/Alvarez%20Nu%C3%B1ez%2C%20Luc%C3%ADa.pdf \nBalliet, D., & Ferris, D. L. (2013). Ostracism and prosocial behavior: A social dilemma perspective. Organizational Behavior and Human Decision Processes, 120(2), 298–308. https://doi.org/10.1016/j.obhdp.2012.04.004 \nBeenstock, J., Adams, J., & White, M. (2011). The association between time perspective and alcohol consumption in university students: cross-sectional study. The European Journal of Public Health, 21(4), 438–443. https://doi.org/10.1093/eurpub/ckp225 \nByrne, B. (2013). Testing Change Over Time The Latent Growth Curve Model. In Structural equation modeling with Mplus: Basic concepts, applications, and programming (pp. 313–344). New York: Routledge.\nCamus, G., Berjot, S., & Ernst-Vintila, A. (2014). Validation française de l’échelle de prise en considération des conséquences futures de nos actes (CFC-14). Revue Internationale de Psychologie Sociale, 27(1), 35–63.\nCicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284 \nDaugherty, J. R., & Brase, G. L. (2010). Taking time to be healthy: Predicting health behaviors with delay discounting and time perspective. Personality and Individual Differences, pp. 202–207. https://doi.org/10.1016/j.paid.2009.10.007 \nHaushofer, J., & Fehr, E. (2014). On the psychology of poverty. Science, 344(6186), 862–867. https://doi.org/10.1126/science.1232491 \nInstituto Nacional de Estadística. (2011). Resultados del Censo de Población 2011: población, crecimiento y estructura por sexo y edad.\nJoireman, J., Balliet, D., Sprott, D., Spangenberg, E., & Schultz, J. (2008). Consideration of future consequences, ego-depletion, and self-control: Support for distinguishing between CFC-Immediate and CFC-Future sub-scales. Personality and Individual Differences, 45(1), 15–21. https://doi.org/10.1016/j.paid.2008.02.011 \nJoireman, J., Becker, C., Barbosa-Leiker, C., & Duell, B. (2005). Aggression as a function of concern with future consequences and anticipated interaction with an aggressive peer. Poster presented at the 6th Annual Convention of the Society of Personality and Social Psychology Conference, New Orleans, LA. January 2005.\nJoireman, J., & King, S. (2016). Individual Differences in the Consideration of Future and (More) Immediate Consequences: A Review and Directions for Future Research. Social and Personality Psychology Compass, 10(5), 313–326. https://doi.org/10.1111/spc3.12252 \nJoireman, J., Shaffer, M. J., Balliet, D., & Strathman, A. (2012). Promotion Orientation Explains Why Future-Oriented People Exercise and Eat Healthy: Evidence From the Two-Factor Consideration of Future Consequences-14 Scale. Personality and Social Psychology Bulletin, 38(10), 1272–1287. https://doi.org/10.1177/0146167212449362 \nJoireman, J., Strathman, A., & Balliet, D. (2006). Considering Future Consequences An Integrative Model. In E. Sanna, J. Lawrence, & E. Chang (Eds.), Judgments Over Time The Interplay of Thoughts, Feelings, and Behaviors (pp. 82–99). https://doi.org/10.1093/acprof:oso/9780195177664.003.0006 \nLindsay, J. J., & Strathman, A. (1997). Predictors of Recycling Behavior: An Application of a Modified Health Belief Model. Journal of Applied Social Psychology, 27(20), 1799–1823. https://doi.org/10.1111/j.1559-1816.1997.tb01626.x \nMcKay, M. T., Cole, J. C., & Percy, A. (2015). Further evidence for a bifactor solution for the Consideration of Future Consequences Scale: Measurement and conceptual implications. Personality and Individual Differences, 83, 219–222. https://doi.org/10.1016/j.paid.2015.04.022 \nMcKay, M. T., Morgan, G. B., van Exel, N. J., & Worrell, F. C. (2015). Back to “the Future”: Evidence of a Bifactor Solution for Scores on the Consideration of Future Consequences Scale. Journal of Personality Assessment, 97(4), 395–402. https://doi.org/10.1080/00223891.2014.999338 \nMcKay, M. T., Perry, J. L., Percy, A., & Cole, J. C. (2016). Evidence for the reliability and validity, but not the practical utility of the two-factor Consideration of Future Consequences Scale-14. Personality and Individual Differences, 98, 133–136. https://doi.org/10.1016/j.paid.2016.03.097 \nMurphy, L., Cadogan, E., & Dockray, S. (2019). The Consideration of Future Consequences: Evidence for Domain Specificity Across Five Life Domains. Personality and Social Psychology Bulletin, 014616721987347. https://doi.org/10.1177/0146167219873478 \nNigro, G., Cosenza, M., Ciccarelli, M., & Joireman, J. (2016). An Italian translation and validation of the Consideration of Future Consequences-14 Scale. Personality and Individual Differences, 101, 333–340. https://doi.org/10.1016/j.paid.2016.06.014\nPepper, G. V., & Nettle, D. (2017). The behavioural constellation of deprivation: Causes and consequences. Behavioral and Brain Sciences, 40(July), e314. https://doi.org/10.1017/S0140525X1600234X \nPercy, A., McKay, M. T., Perry, J. L., & Cole, J. C. (2018). Refining the clinical application of the consideration of future consequences scale -14. Current Psychology. https://doi.org/10.1007/s12144-018-9819-5 \nPonce, J., & Tubbio, M. (2013). Precios de inmuebles: aproximaciones metodológicas y aplicación empírica. Documento de Trabajo Del Banco Central Del Uruguay.\nStrathman, A., Gleicher, F., Boninger, D. S., & Edwards, C. S. (1994). The consideration of future consequences: Weighing immediate and distant outcomes of behavior. Journal of Personality and Social Psychology, 66(4), 742–752. https://doi.org/10.1037/0022-3514.66.4.742 \nToepoel, V. (2010). Is consideration of future consequences a changeable construct? Personality and Individual Differences, 48(8), 951–956. https://doi.org/10.1016/j.paid.2010.02.029 \nVásquez-Echeverría, A., Antino, M., Alvarez-Nuñez, L., & Rodríguez-Muñoz, A. (2018). Evidence for the reliability and factor solution of the CFCS-14 in Spanish: A multi-method validation in Spain and Uruguay. Personality and Individual Differences, 123, 171–175. https://doi.org/10.1016/j.paid.2017.11.021 \nVásquez-Echeverría, A., Tomás, C., & Cruz, O. (2019). The development of episodic foresight in preschoolers: the role of socioeconomic status, parental future orientation, and family context. Psicologia: Reflexão e Crítica, 32(1), 12. https://doi.org/10.1186/s41155-019-0125-4 \nVásquez Echeverría, A., Martín, A., Ortuño, V., Esteves, C., & Joireman, J. (2017). Adaptación y validación inicial al castellano de la Escala Consideración de las Consecuencias Futuras. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 44(2), 5–15.\nViladrich, C., Angulo-Brunet, A., & Doval, E. (2017). Un viaje alrededor de alfa y omega para estimar la fiabilidad de consistencia interna. Anales de Psicología, 33(3), 755. https://doi.org/10.6018/analesps.33.3.268401 \nZhang, Z., Kong, M., Zhang, L., & Li, Z. (2015). Consideration of future consequences: Preliminary evidences for a four-factor distinction. Personality and Individual Differences, 87, 99–104. https://doi.org/10.1016/j.paid.2015.07.022'),(269,'','copyrightYear','2020'),(269,'','hide_author','0'),(269,'','issueId','104'),(269,'','language','es'),(269,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(269,'','pages','e287'),(269,'','pub-id::doi','10.30849/ripijp.v54i1.287'),(269,'en_US','abstract','<p>The Consideration of Future Consequences (CFC) scale assesses the degree to which people are influenced by the immediate or distant consequences of their behaviors. In a representative sample of Montevideo, the aim of this study is to explore its psychometric properties, establish its population scales, explore its territorial distribution and evaluate the associations of the CFC with the consumption of drugs. In this study, the two-factor solution provides better fit, with adequate reliability. The CFC present significant differences according to age and sex, for which specific scales are offered. Likewise, we found mixed evidence on their territorial distribution and a small effect size on the consumption of some substances. Results are discussed based on the role of the CFC to explain behavior with intertemporal consequences.</p>'),(269,'en_US','copyrightHolder','Lucía Stephanie Alvarez-Nuñez, Alejandro Vásquez Echeverría, Hugo Selma'),(269,'en_US','coverImage','{\"dateUploaded\":\"2020-05-05 11:21:01\",\"uploadName\":\"submission_287_269_coverImage_en_US.jpg\",\"altText\":\"Ocean Abstract Art\"}'),(269,'en_US','title','The Consideration of Future Consequences: psychometric properties, geographical distribution and association with substance use in a representative sample of Montevideo, Uruguay'),(269,'es_ES','abstract','<p>La escala de Consideración de las Consecuencias Futuras (CCF) evalúa el grado que las personas son influenciadas por las consecuencias inmediatas o distantes de sus comportamientos. En una muestra representativa de Montevideo, este estudio procuró explorar sus propiedades psicométricas, establecer sus baremos poblacionales, explorar su distribución territorial y evaluar las asociaciones de la CCF con el consumo de sustancias psico-activas. En este estudio, la solución de dos factores provee mejor ajuste, con adecuada confiabilidad. Las CCF presentan diferencias significativas según edad y sexo por lo que se ofrecen baremos específicos. Asimismo, encontramos evidencia mixta sobre su distribución territorial y un efecto pequeño sobre el consumo de algunas sustancias psicoactivas. Se discuten los resultados en función del rol de la CCF para explicar el comportamiento con consecuencias intertemporales.</p>'),(269,'es_ES','cleanTitle','Validación inicial de la escala revisada de Consideración de las Consecuencias Futuras'),(269,'es_ES','coverImage','{\"dateUploaded\":\"2020-05-05 11:21:01\",\"uploadName\":\"submission_287_269_coverImage_es_ES.jpg\",\"altText\":\"Ocean Abstract Art\"}'),(269,'es_ES','title','Consideración de las consecuencias futuras: propiedades psicométricas, distribución geográfica y asociación con el consumo de sustancias en una muestra representativa de Montevideo, Uruguay'),(269,'fr_FR','abstract','<p>The Consideration of Future Consequences (CFC) scale assesses the degree to which people are influenced by the immediate or distant consequences of their behaviors. In a representative sample of Montevideo, the aim of this study is to explore its psychometric properties, establish its population scales, explore its territorial distribution and evaluate the associations of the CFC with the consumption of drugs. In this study, the two-factor solution provides better fit, with adequate reliability. The CFC present significant differences according to age and sex, for which specific scales are offered. Likewise, we found mixed evidence on their territorial distribution and a small effect size on the consumption of some substances. Results are discussed based on the role of the CFC to explain behavior with intertemporal consequences.</p>'),(269,'fr_FR','coverImage','{\"dateUploaded\":\"2020-05-05 11:21:01\",\"uploadName\":\"submission_287_269_coverImage_fr_FR.jpg\",\"altText\":\"Ocean Abstract Art\"}'),(269,'fr_FR','title','The Consideration of Future Consequences: psychometric properties, geographical distribution and association with substance use in a representative sample of Montevideo, Uruguay'),(269,'pt_BR','abstract','<p>The Consideration of Future Consequences (CFC) scale assesses the degree to which people are influenced by the immediate or distant consequences of their behaviors. In a representative sample of Montevideo, the aim of this study is to explore its psychometric properties, establish its population scales, explore its territorial distribution and evaluate the associations of the CFC with the consumption of drugs. In this study, the two-factor solution provides better fit, with adequate reliability. The CFC present significant differences according to age and sex, for which specific scales are offered. Likewise, we found mixed evidence on their territorial distribution and a small effect size on the consumption of some substances. Results are discussed based on the role of the CFC to explain behavior with intertemporal consequences.</p>'),(269,'pt_BR','coverImage','{\"dateUploaded\":\"2020-05-05 11:21:01\",\"uploadName\":\"submission_287_269_coverImage_pt_BR.jpg\",\"altText\":\"Ocean Abstract Art\"}'),(269,'pt_BR','title','The Consideration of Future Consequences: psychometric properties, geographical distribution and association with substance use in a representative sample of Montevideo, Uruguay'),(270,'','citationsRaw',''),(270,'','hide_author','0'),(270,'','language','es'),(270,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(270,'en_US','abstract','<p>Las variables volitivas adquieren cada vez más relevancia en las investigaciones sobre conductas saludables. Sin embargo, poco se conoce sobre su invarianza en términos de género y niveles de apoyo social. Se llevó a cabo un estudio transversal con estudiantes universitarios (N = 695) en Costa Rica, en el que se examina invarianza a nivel configural, a nivel métrico, y a nivel estructural de variables volitivas como la intención, planificación de la acción, la planificación del afrontamiento, y el control de la acción.</p><p>Se encontró evidencias de  invarianza en los tres niveles examinados; configural, métrico, y estructural; tanto si se comparan subgrupos según género como si se comparan subgrupos según niveles de apoyo social.</p>'),(270,'en_US','cleanTitle','Evidencias de invarianza por niveles de apoyo social y género en variables volitivas asociadas al consumo de frutas y vegetales'),(270,'en_US','copyrightHolder','Benjamin Reyes Fernandez'),(270,'en_US','title','Evidencias de invarianza por niveles de apoyo social y género en variables volitivas asociadas al consumo de frutas y vegetales'),(271,'','citationsRaw','Artazcoz, L. (2002). Editorial: La salud laboral ante los retos de la nueva economía. Gaceta Sanitaria, 16(6), 459-461. \r\n\r\nBenavides, F. G., Gimeno, D., Benach, J., Martínez, J. M., Jarque, S., Berra, A. y Devesa, J. (2002). Descripción de los factores de riesgo psicosocial en cuatro empresas. Gaceta sanitaria, 16(3), 222-229.\r\n\r\nDe Frutos, J. Gonzalez, P. Maillo, A. Peña, J. y Riesco, M. (2007). Condiciones de trabajo y satisfacción laboral de los docentes en las escuelas católicas de Madrid. Educación y futuro, 17, 9-42.\r\n\r\nDíaz, D. (2011). Estrés laboral y sus factores de riesgo psicosocial. Revista CES Salud Pública, 2 (1), 80-84\r\n\r\nEdwards, J. y Rothbard, N. (2000). Mechanism linking work and family: clarifying the relationship between work and family constructs. Academy of Management, 23, (1), 178 199. doi: 10.5465/AMR.2000.2791609\r\n\r\nFernández, B. (2012). Factores de riesgo psicosocial. Madrid: Universidad de la Rioja.\r\n\r\nGarrido, J., Uribe, A. y Blanch, J. (2011). Riesgos Psicosociales Desde La Perspectiva De La Calidad De Vida Laboral Universidad Pontificia Bolivariana Bucaramanga (Colombia), Acta Colombiana de Psicología, 14 (2), 27-34.\r\n\r\nGil-Monte, P. (2012). Riesgos Psicosociales en el trabajo y en la salud ocupacional. Revista de Salud Pública, 29 (2), 237-41.\r\n\r\nGutiérrez J. y García J (2005). Cambios en la movilidad en el área metropolitana de Madrid: El creciente uso del transporte privado. Anales de geografía,  25, 331-351. \r\n\r\nHernández, T., Jiménez, M (2006). Grado de estrés y calidad de vida laboral en los empleados operativos y administrativos del Hotel Fiesta Inn Las Ánimas (tesis de pregado). Puebla: Colección de Tesis Digitales Universidad de las Américas\r\n\r\nInstituto Nacional de Seguridad e Higiene en el Trabajo (2001): V Encuesta Nacional de Condiciones de Trabajo. Ministerio de trabajo y Asuntos Sociales (INSHT). Madrid.\r\n\r\nJiménez R. (2013). Factores psicosociales intralaborales. Un estudio empírico en una empresa de carbón mineral. (Tesis de Maestría), Universidad de Manizales, Colombia. Recuperado de: http://ridum.umanizales.edu.co:8080/jspui/bitstream/6789/878/1/Jimenez_Ruiz_Luz_Karine_2013.pdf \r\n\r\nMamani, A., Obando, R., Uribe, A. y Vivanco, M. (2007). Factores que desencadenan el estrés y sus consecuencias en el desempeño laboral en emergencia. Revista Peruana de Obstetricia y Enfermería. 3(1), 50-57. \r\n\r\nMinisterio de Protección Social, (2008). Resolución 2646 de julio de 2008, por medio de la cual se establecen los parámetros para la identificación, evaluación, monitoreo intervención de los factores de riesgo psicosocial en el trabajo. Bogotá: Ministerio de la Protección Social\r\n\r\nMinisterio de Protección Social. (2010). Batería de Instrumentos para la Evaluación de Factores de Riesgo Psicosocial, resolución 2646 de 2008. Recuperado de: http://fondoriesgoslaborales.gov.co/documents/Publicaciones/Estudios/Bateria-riesgo-psicosocial-1.pdf \r\n\r\nPeiró, J. (2004). El sistema de trabajo y sus implicaciones para la prevención de los riesgos Psicosociales en el trabajo. Revista Universitas. Psychogicas, 3 (2), 179-186. \r\n\r\nPereyra, C., Stefani, D. y Milei, J. (2011). Factores Psicosociales de Riesgo en la Enfermedad Cardíaca. Revista Argentina de Clínica Psicológica, Noviembre, 20(3), 221-229.\r\n\r\nRodríguez, M. (2009). Factores psicosociales de riesgo laboral: ¿Nuevos tiempos, nuevos riesgos? Observatorio Laboral Revista Venezolana, 2, (3), 127 – 141\r\n\r\nRomero, C. (2014). Gerencia social-responsable desde el análisis complejo de la ergonomía y prevención de riesgos laborales. Proceedings of the 12th International Conference on Occupational Risk Prevention – http://www.orpconference.org \r\n\r\nRubio, J. y  Avargues, M. (2007), Evaluación del estrés laboral del personal universitario, Macfre Medicina, 18(4). 1-10.\r\n\r\nSánchez, O., (2010) Factores Intra y Extra Laborales de los y las trabajadoras de una empresa pública de Costa Rica. Revista Enfermería Actual en Costa Rica, 17, 1-9.\r\n\r\nSarsosa-Prowesk K., Charria-Ortiz VH. y Arenas-Ortiz, F. (2014). Caracterización de los riesgos psicosociales intralaborales en jefes asistenciales de cinco clínicas nivel III de Santiago de Cali (Colombia). Rev. Gerenc. Polít. Salud. 13(27), 348-361. http://dx.doi.org/10.11144/Javeriana.rgyps13-27.crpi \r\n\r\nSotillo, R. (2000). Estrés en Emergencias Sanitaria. Recurso electrónico, Recuperado de: www.capitalemocional.com \r\n\r\nUreta  F. y Zavala, N (2014). Factores que inciden en el aprendizaje, escuelas primarias apoyadas por plan Guatemala. Revista Interamericana de Psicología/Interamerican Journal of Psychology (ijp) 48(2)0, 223-237.\r\n\r\nVillalobos, G. (2004). Vigilancia epidemiológica de los factores Psicosociales. Aproximación conceptual y valorativa,  Rev. Ciencia y Trabajo, 6(14), 197-201.'),(271,'','copyrightYear',''),(271,'','hide_author','0'),(271,'','language','es'),(271,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(271,'en_US','copyrightHolder','CARMEN HELENA ROMERO DIAZ, LIGIA CASTRO, LESLY SILVERA, JESSICA CRISSIEN'),(271,'es_ES','abstract','<p>El objetivo de esta investigación fue caracterizar los factores de riesgo psicosociales y niveles de estrés en docentes de la Universidad de la Costa. Es una investigación de campo, descriptiva, transaccional, de diseño no experimental. De un censo, se determinó la población de 195 docentes universitarios con contrataciones de medio tiempo y de tiempo completo. Los datos se recolectaron, utilizando los instrumentos de evaluación de los factores de riesgos psicosociales, del Ministerio de Protección Social de Colombia. Los resultados permitieron reconocer que los principales factores de este tipo de riesgo en los docentes son, la demanda de trabajo y el desplazamiento vivienda-trabajo-vivienda. Un hallazgo revela que los docentes de tiempo completo, presentan una sintomatología relacionada niveles de estrés más elevado que los de medio tiempo. </p>'),(271,'es_ES','cleanTitle','Factores de riesgo psicosocial y niveles de estrés en docentes universitarios'),(271,'es_ES','copyrightHolder',''),(271,'es_ES','title','Factores de riesgo psicosocial y niveles de estrés en docentes universitarios'),(272,'','citationsRaw','Abidin, R. (1995). Parenting Stress Index (3rd ed.). Lutz, FL: Psychological Assessment Resources. \r\n\r\nAchenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 Profile. Burlington: University of Vermont. \r\n\r\nAdams, S., Leukefeld, C. G., y Peden, A. R. (2008). Substance abuse treatment for women offenders: A research review. 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Clinical Psychology: Science y Practice, 11, 300-307.'),(272,'','hide_author','0'),(272,'','language','es'),(272,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(272,'en_US','copyrightHolder','Alicia Nuñez, Davor Nicolas Zink, Bradley Donohue, Daniel Allen, Liza San Miguel'),(272,'es_ES','abstract','<p>En Estados Unidos los administradores de programas dirigidos a las comunidades han experimentado un aumento en el requisito de utilizar instrumentos validados para medir la efectividad de las intervenciones. No obstante, los desarrolladores (autores) de las medidas psicométricas han fallado en reportar las estrategias relevantes para la administración de estas medidas en ambientes no tradicionales fuera de la oficina de terapia.  Con pocas excepciones, los autores de tratamientos basados en evidencia (TBE) empírica o científica han diseminado de manera limitada sus hallazgos para así poder integrar medidas de evaluación como parte de la planificación del tratamiento.  Por esta razón el propósito de este artículo es describir detalladamente una metodología de evaluación que podría ser utilizada para apoyar la Terapia Conductual Familiar (TCF) conocida en inglés como “Familiy Behavior Therapy (FBT)” para individuos identificados con abuso de sustancias y problemas conductuales relacionados con esta condición. La aplicación de esta metodología es demostrada utilizando la TCF como un ejemplo del “mundo real” en que viven los adolescentes y los adultos. Aunque muchas de estas estrategias son apoyadas por evidencia científica, la mayoría se basan en la experiencia clínica obtenida durante estudios de casos clínicos y en esfuerzos de diseminación en centros que ofrecen servicios a la comunidad. </p><p>Administrators of community-based treatment programs are increasingly being required to utilize psychometrically validated instruments to measure the effectiveness of their interventions. However, developers of psychometric measures have often failed to report strategies relevant to the administration of these measures in nontraditional settings outside the therapy office. Moreover, with few exceptions, developers of evidence-based treatments (EBTs) have insufficiently disseminated methods for integrating assessment measures into treatment planning. Therefore, the purpose of this article is to review an assessment methodology that may be utilized to support EBT for individuals who are identified for substance abuse or related problem behaviors. The application of this methodology is demonstrated utilizing Family Behavior Therapy to exemplify “real world” scenarios involving adolescents and adults. although many of these strategies are evidence supported, most are based on clinical experiences occurring in clinical trials and dissemination efforts within community settings.</p>'),(272,'es_ES','cleanTitle','Implementación de un Sistema de Evaluación Estandarizado en el Contexto de un Tratamiento Basado en Evidencia Empírica para Abuso de Sustancias y Problemas Asociados'),(272,'es_ES','title','Implementación de un Sistema de Evaluación Estandarizado en el Contexto de un Tratamiento Basado en Evidencia Empírica para Abuso de Sustancias y Problemas Asociados'),(273,'','citationsRaw','American Counseling Association. (2014). 2014 ACA code of ethics. Alexandria, VA: American Counseling Association.\r\n\r\nChandler, D. R. (2011). Proactively addressing the shortage of Blacks in psychology: Highlighting the school psychology subfield. Journal of Black Psychology, 37, 99 - 127. doi: 10.1177/0095798409359774\r\n\r\nCreswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles: Sage Publications.\r\n\r\nGriffin, K. A. & Muñiz, M. M. (2011). The strategies and struggles of graduate diversity officers in the recruitment of doctoral students of color. Equity and Excellence in Education, 44, 57 - 76. doi: 10.1080/10665684.2011.540961\r\n\r\nGriffin, K. A., Muñiz, M. M., & Espinosa, L. (2012). The influence of campus racial climate on diversity in graduate education. The Review of Higher Education, 35, 535 - 566. doi: 10.1353/rhe.2012.0031\r\n\r\nMcDowell, T., Fang, S., Brownlee, K., Gomez Young, C. & Khanna, A. (2002). 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Missing voices: African American School Psychologists perspectives on increasing professional diversity. Urban Review, 45, 355 - 375. doi: 10.1007/s11256-012-0232-3\r\n\r\nQuarterman, J. (2008). An assessment of barriers and strategies for recruitment and retention of a diverse graduate student population. College Student Journal, 42, 947 - 967. \r\n\r\nRobinson, M. C., Lewis, D., Henderson, D., & Flowers, C. R. (2009). Increasing minority student enrollment in counselor education. Rehabilitation Education, 23, 183 - 192. doi: 10.1891/088970109805029978\r\n\r\nRogers, M. R. & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61, 143 - 156. doi: 10.1037/0003-066X.61.2.143\r\n\r\nYin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.\r\n\r\nZhou, Z., Bray, M. A., Kehle, T. J., Theodore, L. A., Clark, E. & Jenson, W. R. (2004). Achieving ethnic minority parity in school psychology. Psychology in Schools, 41, 442 - 450. doi: 10.1002/pits.10187'),(273,'','copyrightYear','2017'),(273,'','hide_author','0'),(273,'','issueId','25'),(273,'','language','en'),(273,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(273,'','pub-id::doi','10.30849/rip/ijp.v51i1.293'),(273,'','pub-id::publisher-id',''),(273,'en_US','abstract','<p>The dearth of ethnic diversity in the counseling field requires increased attention to strategies for recruiting graduate students of color. A case study of graduate students of color was conducted to identify factors that encouraged and discouraged them from pursuing careers in counseling. The participants in this study indicated that diversifying the counseling field, exposure to helping professionals, location of the graduate program, lack of student diversity, and program admissions requirements influenced their decision to pursue graduate degrees in counseling. Based on the findings of this study, implications for recruiting graduate students of color into counselor education programs include the need for graduate programs to demonstrate a commitment to diversity, increased clarity in admissions requirements, and providing students with guidance through the admissions process.</p>'),(273,'en_US','cleanTitle','Counselor Education in Technicolor: Recruiting Graduate Students of Color'),(273,'en_US','copyrightHolder','Carlos Hipolito-Delgado'),(273,'en_US','title','Counselor Education in Technicolor: Recruiting Graduate Students of Color'),(274,'','copyrightYear','2016'),(274,'','hide_author','0'),(274,'','issueId','15'),(274,'','language','pt'),(274,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(274,'','pub-id::doi','10.30849/rip/ijp.v46i3.294'),(274,'en_US','abstract','<p><strong>Resumo. Contexto: </strong>A capacidade de deixar mentalmente o presente em sentido ao passado e ao futuro (<em>mental time travel/MTT</em>) é fundamental para muitas dinâmicas cognitivas complexas. <strong>Objetivos: </strong>O presente estudo tem dois objetivos: dar um panorama geral acerca da literatura em <em>MTT </em>e apresentar os resultados de uma revisão dos estudos de neuroimagem sobre o tema. <strong>Método: </strong>A revisão da totalidade da literatura utilizou alguns softwares de <em>dada </em>e<em> text mining </em>para produzir um panorama geral e sistemático, partir do qual propôs-se a introdução de algumas noções originais sobre <em>MTT</em>, associadas a considerações sobre sua estrutura bio-computacional. <strong>Resultados: </strong>A revisão de literatura aponta para a inexistência de estudos em <em>MTT </em>em contexto decisional, ela também revela a existência de nove estudos experimentais de neuroimagem e uma meta-análise. Há um debate em relação à extensão com que animais não-humanos apresentam <em>MTT</em>; nossa perspectiva sobre <em>MTT</em> privilegia o enfoque sobre a computação do tempo presente, em oposição a visões tradicionais, focadas na relação entre <em>MTT </em>e memória. Uma nova hipótese para a compreensão da estrutura cognitiva subjacente à habilidade que todos possuímos para diferenciar, por introspecção, a prospecção de cenários futuros em relação à memória episódica fez-se introduzida com base no modelo de <em>corollary discharge</em>.</p>'),(274,'en_US','cleanTitle','Viagem mental através do tempo: revisão sistemática'),(274,'en_US','copyrightHolder','Alvaro M. Dias'),(274,'en_US','title','Viagem mental através do tempo: revisão sistemática'),(275,'','copyrightYear','2016'),(275,'','hide_author','0'),(275,'','issueId','15'),(275,'','language','en'),(275,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(275,'','pub-id::doi','10.30849/rip/ijp.v46i3.295'),(275,'en_US','abstract','<pre>This article investigated how people who participate in Bolsa </pre><pre>Família Program  perceive parental cohesion and hierarchy in</pre><pre>a riverside Amazonian context. This is a case study, which was</pre><pre>attended by three members of a family group. Sociodemographic</pre><pre>Inventory and Family System Test (FAST) were used. The results</pre><pre>showed that: mother has a key role in the family, since she is </pre><pre>directly involved in the adjustment of cohesion and hierarchy </pre><pre>with her children; father represented himself distant from </pre><pre>children; and daughter represented herself intimately linked </pre><pre>to the mother figure, who had similar perceptions of parental </pre><pre>cohesion and hierarchy. It can be concluded that, in this group, </pre><pre>the maternal cohesion seems to be favorable to the fulfillment </pre><pre>of conditionalities and to the development of the beneficiary </pre><pre>child.</pre><p> </p>'),(275,'en_US','cleanTitle','Parental cohesion and hierarchy perceived by riverside people who participate in Bolsa Família Program'),(275,'en_US','copyrightHolder','Viviam Rafaela Barbosa Pinheiro Freire, Simone Sousa da Costa Silva, Fernando Augusto Ramos Pontes'),(275,'en_US','title','Parental cohesion and hierarchy perceived by riverside people who participate in Bolsa Família Program'),(276,'','copyrightYear','2016'),(276,'','hide_author','0'),(276,'','issueId','15'),(276,'','language','en'),(276,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(276,'','pub-id::doi','10.30849/rip/ijp.v46i3.296'),(276,'en_US','abstract','<p>This study empirically demonstrated that indices of the status of psychology in the 35 countries of the Americas (scholarly productivity, existence of a psychological ethics code) are tied positively to enabling national conditions (economic and political freedom) in which the discipline is situated.  Specifically, the relationship of economic and political freedom to the research productivity of psychologists was mediated by Internet usage.  While political freedom and urban population ratio together predicted the adoption of a formal ethics code, the proportion of urban population was a more powerful predictor.  These findings are discussed within the structural and dynamic realities of the region, and promising lines of inquiry are identified.</p> <p> </p>'),(276,'en_US','cleanTitle','Freedom and Psychology in the Americas'),(276,'en_US','copyrightHolder','Michael J. Stevens'),(276,'en_US','title','Freedom and Psychology in the Americas'),(277,'','copyrightYear','2016'),(277,'','hide_author','0'),(277,'','issueId','15'),(277,'','language','pt'),(277,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(277,'','pub-id::doi','10.30849/rip/ijp.v46i3.297'),(277,'en_US','abstract','<p>Em Portugal, 11,7% da população tem diabetes (APDP, 2009) e destes,  90% são diabéticos tipo 2. Este estudo visa avaliar a relação entre as representações da doença, ajustamento conjugal,adesão aos auto-cuidados e controlo metabólico em diabéticos tipo 2.</p> <p>A amostra é constituída por 145 sujeitos com diabetes tipo 2, recrutados em centros de saúde. Os instrumentos utilizados foram: <em>Revised Summary Diabetes Self-Care Activities </em>RSDSCA) de Toobert, Hampson e Glasgow (2000); <em>Illness Perception Questionnaire – Brief</em> (IPQ-B), de Broadbent, Petrie, Main, &amp; Weinman, 2006); <em>Revised Dyadic Adjustment Scale</em> (RDAS), de Busby, Christensen, Crane, &amp; Larson, 1995). Todos os questionários utilizados foram adaptados a amostras portuguesas. O controlo metabólico foi avaliado através da Hemoglobina Glicosilada.</p> <p>Os resultados revelaram que participantes com menor percepção de identidade da doença e maior ajustamento conjugal apresentaram melhor controlo metabólico. No que respeita à adesão aos cuidados com os pés, as variáveis preditoras foram a idade e a percepção da identidade da doença.</p> <p>Os resultados obtidos enfatizam a importância de intervenções focadas nas representações que o doente desenvolve acerca da diabetes uma vez que estas parecem ser as principais responsáveis pelos comportamentos de adesão aos cuidados com os pés e, consequentemente,  por uma gestão óptima da doença.</p>'),(277,'en_US','cleanTitle','Representações da Doença Ajustamento Conjugal e Adesão aos AutoCuidados e Controlo Metabólico em Diabéticos tipo 2'),(277,'en_US','copyrightHolder','Daniela Oliveira, M.Graça Pereira'),(277,'en_US','title','Representações da Doença, Ajustamento Conjugal e Adesão aos Auto-Cuidados e Controlo Metabólico em Diabéticos tipo 2'),(278,'','copyrightYear','2016'),(278,'','hide_author','0'),(278,'','issueId','15'),(278,'','language','es'),(278,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(278,'','pub-id::doi','10.30849/rip/ijp.v46i3.298'),(278,'en_US','abstract','<p><span lang=\"ES-TRAD\" style=\"color: #111111; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES-TRAD; mso-fareast-language: ES-TRAD; mso-bidi-language: AR-SA;\">El objetivo de este estudio es determinar la evolución del comportamiento delictivo según tres momentos fundamentales: La edad de la primera actividad infractora no penalizada; la edad en la que se produce su primera detención, y la edad en la que ingresa por primera vez en un centro penitenciario, y teniendo en cuenta el nivel de reincidencia: primarios –han entrado una sola vez en prisión - y reincidentes –con dos ó más ingresos penitenciarios-. La muestra está formada por 157 reclusos de la cárcel de Villabona (España), de ambos sexos, de entre 18 y 49 años. Los resultados muestran un inicio del comportamiento infractor durante el período adolescente, especialmente del colectivo reincidente. Se presentan las implicaciones para la intervención y las limitaciones de los resultados</span></p>'),(278,'en_US','cleanTitle','Comportamiento delictivo reincidente Análisis diferencial de la variable edad'),(278,'en_US','copyrightHolder','Carolina Bringas Molleda, Francisco Javier Rodriguez Diaz, Maria de la Villa Moral Jimenez, Beatriz Perez Sanchez, Anastasio Ovejero Bernal'),(278,'en_US','title','Comportamiento delictivo reincidente. Análisis diferencial de la variable edad'),(279,'','copyrightYear','2016'),(279,'','hide_author','0'),(279,'','issueId','15'),(279,'','language','pt'),(279,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(279,'','pub-id::doi','10.30849/rip/ijp.v46i3.299'),(279,'en_US','abstract','<span style=\"font-family: Times New Roman; font-size: small;\"> </span><p style=\"margin: 1em 0px; text-align: justify; text-indent: 35.4pt; mso-layout-grid-align: none;\" class=\"MsoNormalCxSpFirst\"><span lang=\"EN-US\" style=\"mso-ansi-language: EN-US;\"><span style=\"font-size: small;\"><span style=\"font-family: Times New Roman;\">This article is a review of the literature on sibling violence. Although it is a subject rarely discussed in scientific literature, some research has shown that deserves more attention, given its high prevalence and dangerousness. We have identified some concepts that have been associated with this issue, and presented several studies that point to its high occurrence and risk factors that have been suggested to explain this violence. We, also, do a description of the various definitions of different types of violence (e.g., physical violence, psychological violence and sexual abuse) and analyzed their impact.</span></span></span></p><span style=\"font-family: Times New Roman; font-size: small;\"> </span>'),(279,'en_US','cleanTitle','Violência entre irmãos: uma realidade desconhecida'),(279,'en_US','copyrightHolder','Inês Carvalho Relva, Otília Monteiro Fernandes, Madalena Alarcão'),(279,'en_US','title','Violência entre irmãos: uma realidade desconhecida'),(280,'','copyrightYear','2016'),(280,'','hide_author','0'),(280,'','issueId','15'),(280,'','language','pt'),(280,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(280,'','pub-id::doi','10.30849/rip/ijp.v46i3.300'),(280,'en_US','abstract','<p>A partir de uma pesquisa exploratória realizada nos Programas de Defesa do Consumidor (PROCON) situados na cidade de Porto Alegre/BR, esse artigo aborda as queixas dos consumidores relativas à publicidade que chegam a tais órgãos e os discursos e práticas dos seus operadores a respeito dessa temática. Foram realizadas entrevistas com coordenadores, colaboradores e parceiros dos órgãos, e coletados materiais impressos disponíveis para a população. Os dados foram analisados utilizando-se análise do discurso crítica. Os resultados apontaram que as demandas dos consumidores em relação à publicidade restringem-se a questões relativas à compra/venda e a impasses relativos à precificação. Discute-se tais achados a luz da centralidade que a noção de enganosidade tem na política de defesa do consumidor, destacando-se a importância de se operar com a noção de abusividade uma vez que essa remete às implicações éticas da publicidade. Conclui-se que o desenho da política está pautando o modo como os consumidores constituem suas queixas, inclusive em outras instâncias, como na internet. Sugerem-se mudanças na abordagem da questão e defende-se a ideia de outra psicologia do consumo.</p>'),(280,'en_US','cleanTitle','Queixas dos consumidores e práticas do PROCON quanto à publicidade: por outra psicologia do consumo'),(280,'en_US','copyrightHolder','Angelo Brandelli Costa, Inês Hennigen'),(280,'en_US','title','Queixas dos consumidores e práticas do PROCON quanto à publicidade: por outra psicologia do consumo'),(281,'','copyrightYear','2016'),(281,'','hide_author','0'),(281,'','issueId','15'),(281,'','language','en'),(281,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(281,'','pub-id::doi','10.30849/rip/ijp.v46i3.301'),(281,'en_US','abstract','<span style=\"line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;\">Although undocumented Mexican immigrants live in the shadows of U.S. society, they represent a growing demographic with unique sociopolitical and counseling needs. Due to limited educational achievement, limited economic opportunity, discrimination, and exclusionary policies, undocumented Mexican immigrants live a marginalized existence. Additionally, acculturative stress, changing gender roles, and fear of deportation negatively impact the psychological well-being of undocumented Mexican immigrants. Fortunately, community outreach, rapport building strategies, psycho-educational groups, and brief solution therapy have demonstrated success when working with this community. This article aims to inform counselors and psychologists about the sociopolitical conditions faced by undocumented Mexican immigrants, to explore the mental health needs that result from these conditions, and to propose interventions to address these needs.</span>'),(281,'en_US','cleanTitle','Illuminating the Shadows: Sociopolitical and Counseling Needs of Undocumented Mexican Immigrants'),(281,'en_US','copyrightHolder','Carlos Hipolito-Delgado, Jolee Mann'),(281,'en_US','title','Illuminating the Shadows: Sociopolitical and Counseling Needs of Undocumented Mexican Immigrants'),(282,'','copyrightYear','2016'),(282,'','hide_author','0'),(282,'','issueId','15'),(282,'','language','po'),(282,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(282,'','pub-id::doi','10.30849/rip/ijp.v46i3.302'),(282,'en_US','abstract','<p>Estudo descritivo e correlacional com os objetivos de identificar e descrever os comportamentos da conversa de idosos institucionalizados, verificar sua adequação para o estabelecimento de relações interpessoais e correlação com o tamanho da rede social. Participaram 30 idosos institucionalizados (M: 74 anos). Foram realizados entrevista, diagrama de escolta e o teste de interação real planejada. Os comportamentos identificados foram definidos e apresentados a seis juízes para avaliar a fidedignidade das observações e as habilidades comunicativas dos idosos. Os índices de concordância foram superiores a 83% e as habilidades comunicativas avaliadas como boas. Os idosos possuíam, em média, 6,2 pessoas na rede. As tendências dos coeficientes de correlação indicaram que boas habilidades comunicativas estavam relacionadas com uma maior quantidade de pessoas na rede social.</p>'),(282,'en_US','cleanTitle','Habilidades comunicativas e a rede social de apoio de idosos institucionalizados'),(282,'en_US','copyrightHolder','Adriana Guimarães Rodrigues, Ailton Amélio Silva'),(282,'en_US','title','Habilidades comunicativas e a rede social de apoio de idosos institucionalizados'),(283,'','copyrightYear','2016'),(283,'','hide_author','0'),(283,'','issueId','15'),(283,'','language','en'),(283,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(283,'','pub-id::doi','10.30849/rip/ijp.v46i3.303'),(283,'en_US','abstract','<p class=\"p1\">This study examines the perceived sources and types of social support among Latino adolescents in the US, and links between social support and prosocial tendencies. Latino adolescents (<em>n</em>=126) participated in the study. Respondents of higher generational status reported broader social support networks and a higher amount of overall social support compared to peers of lower generational status. Youth perceived the highest amount of social support from immediate family, followed by extended family, and lastly from non-kin individuals.  Path analysis indicated that overall social support was directly and positively associated with altruistic prosocial tendencies, and directly and negatively associated with public prosocial tendencies.  Social support was indirectly related to altruistic, public, dire and emotional prosocial tendencies variably mediated by empathy, perspective taking and self-efficacy.</p>'),(283,'en_US','cleanTitle','Perceived social support networks and prosocial outcomes among Latino youth'),(283,'en_US','copyrightHolder','Maria Rosario T. de Guzman, Eunju Jung, Anh Do'),(283,'en_US','title','Perceived social support networks and prosocial outcomes among Latino youth'),(284,'','copyrightYear','2016'),(284,'','hide_author','0'),(284,'','issueId','15'),(284,'','language','en'),(284,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(284,'','pub-id::doi','10.30849/rip/ijp.v46i3.304'),(284,'en_US','abstract','<p>The focus of paper is to provide an overview of the <em>Cruzando Fronteras </em>project. The aim of the project was to provide assistance to school-age children who have been impacted by the violence in the US-Mexico Border. The target population for this project was130 children grades 4<sup>th</sup> and 5<sup>th</sup> from a southwestern United States elementary school. Children participated in an 8-week program that combined elements of social emotional learning (SEL) and narrative therapy. A detailed description of the program will be provided. Lessons learned and recommendations for future implementations will be also addressed.</p>'),(284,'en_US','cleanTitle','Cruzando Fronteras: Addressing Trauma and Grief in Children Impacted by the Violence in the USMexico Border'),(284,'en_US','copyrightHolder','Ivelisse Torres Fernandez, Gilda Olivia Rios, Ana Laura James, Angelic Martinez, Azucena Bravo'),(284,'en_US','title','Cruzando Fronteras: Addressing Trauma and Grief in Children Impacted by the Violence in the US-Mexico Border'),(285,'','copyrightYear','2016'),(285,'','hide_author','0'),(285,'','issueId','15'),(285,'','language','es'),(285,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(285,'','pub-id::doi','10.30849/rip/ijp.v46i3.305'),(285,'en_US','copyrightHolder','Miguel Vazquez, Sean Sayers-Montalvo, Juan Nazario-Serrano'),(285,'es_ES','abstract','<p>Históricamente, la psicoterapia ha sido un mecanismo de opresión para la comunidad de gays y lesbianas (GL).  Las emociones y conducta del/de la psicólogo/a han jugado un rol vital en el proceso terapéutico (Jones, 2000).  Nuestro estudio exploró las actitudes de 220 estudiantes graduados de psicología clínica y 47 psicólogos/as clínicos/as con licencia hacia la comunidad GL en psicoterapia.  Se obtuvieron actitudes negativas en 3% de los/as estudiantes y ninguno (0%) de los/as psicólogos/as al utilizar la <em>Escala de</em> <em>Actitudes hacia GL en Psicoterapia</em>.  El 4% de los/as estudiantes y 0% de los/as psicólogos/as sienten ansiedad en la intervención con GL.  El 6% de los/as estudiantes y 5% de los/as psicólogos/as prefieren no atender a clientes LG.  El 13% de los/as estudiantes y 6% de los/as psicólogos/as indicaron no ser competentes para atender esta población.  Se encontró que la religión, la cantidad de clientes gays y lesbianas y la educación formal son variables que se asocian a las actitudes de los/as participantes de este estudio.  Finalmente, se discuten implicaciones clínicas y educativas.</p> <p>PALABRAS CLAVES: homosexualidad, gay, lesbiana, psicoterapia, actitudes.</p>'),(285,'es_ES','cleanTitle','Actitudes Hacia Gays y Lesbianas en Psicoterapia de Estudiantes Graduados/as de Psicología y Psicólogos/as Clínicos/as con Licencia'),(285,'es_ES','title','Actitudes Hacia Gays y Lesbianas en Psicoterapia de Estudiantes Graduados/as de Psicología y Psicólogos/as Clínicos/as con Licencia'),(286,'','copyrightYear','2016'),(286,'','hide_author','0'),(286,'','issueId','15'),(286,'','language','es'),(286,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(286,'','pub-id::doi','10.30849/rip/ijp.v46i3.306'),(286,'en_US','copyrightHolder','Horacio Daniel Garcia, Marina Beatriz Fantin'),(286,'es_ES','abstract','<p>A partir de la década del 80´ ha existido un interés creciente por encontrar modos de unificar criterios, estrategias, técnicas y aspectos teóricos de distintos modelos para satisfacer de un modo más conveniente la creciente demanda en el campo de la salud mental. En este contexto presentamos las consideraciones respecto a las bases epistemológicas y teóricas que permitirían el desarrollo de un modelo de integración de carácter metateórico. En función de esto se apunta a una investigación de carácter teórico asumiendo una actitud crítica y constructiva al analizar aspectos esenciales como los factores relacionados con la creación y desarrollo de las teorías científicas, la incidencia en ellas de las teorías implícitas de los investigadores, la concepción acerca de la naturaleza humana y la adopción de un enfoque metodológico y epistemológico, con la finalidad de aportar a una genuina síntesis de teorías. Sobre estos tópicos se ha encontrado una impronta decisiva de aspectos subjetivos y tácitos que determinan el surgimiento, curso y evolución de las teorías científicas, por lo que proponemos una redefinición que abarque, en el caso de la psicoterapia, la concepción de la naturaleza humana en función de la adhesión de un paradigma epistemológico y metodológico de carácter inclusivo como lo es el paradigma de la complejidad y la teoría de los sistemas complejos, todo lo cual favorecería la articulación de conocimientos de distintos enfoques teóricos en un nivel metateórico.</p>'),(286,'es_ES','cleanTitle','Integración en psicoterapia consideraciones para el desarrollo de un modelo metateórico'),(286,'es_ES','title','Integración en psicoterapia, consideraciones para el desarrollo de un modelo metateórico'),(287,'','copyrightYear','2016'),(287,'','hide_author','0'),(287,'','issueId','15'),(287,'','language','en'),(287,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(287,'','pub-id::doi','10.30849/rip/ijp.v46i3.307'),(287,'en_US','abstract','<p>The primary aim of this qualitative study was to understand how Latino<ins datetime=\"2011-10-10T16:27\" cite=\"mailto:itg%20itg\">/a</ins> families in the United States are affected when a family member is deported. The U.S. Census Bureau (2008) reports that 4% of the population is undocumented immigrants and that 47% of households with an undocumented immigrant are family households (e.g. have a spouse or child). Given this large number of families liable for experiencing deportation, the need to conduct a study exploring this phenomenon seemed important. Five individuals who identified as Latino/a and who had a family member deported were interviewed and data was analyzed following a phenomenological approach. Five main themes emerged: lifestyle changes and adjustments, social support, impact on family unit, impact on individual family members, and solutions to family separation. These results are discussed as well as possible implications.</p>'),(287,'en_US','cleanTitle','The Aftermath of Deportation: Effects on the Family'),(287,'en_US','copyrightHolder','Nelly Gonzalez, Melissa Morgan'),(287,'en_US','title','The Aftermath of Deportation: Effects on the Family'),(288,'','copyrightYear','2016'),(288,'','hide_author','0'),(288,'','issueId','16'),(288,'','language','en'),(288,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(288,'','pub-id::doi','10.30849/rip/ijp.v46i2.308'),(288,'en_US','cleanTitle','Gratitud and editorial comment'),(288,'en_US','copyrightHolder','Edil Torres-Rivera'),(288,'en_US','title','Gratitud and editorial comment'),(289,'','copyrightYear','2016'),(289,'','hide_author','0'),(289,'','issueId','16'),(289,'','language','por'),(289,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(289,'','pub-id::doi','10.30849/rip/ijp.v46i2.309'),(289,'en_US','abstract','<p>This study has focused some of the psychological processes presents in the Parental Alienation, more specifically the characteristics of bonds between fathers, mothers and their children, who are involved in this phenomenon, and their mentalization capacity.  An exploratory qualitative study has been conducted, adopting the Multiple Cases Study procedure. Participants were four children  and their parents. Participants were sent to psychological evaluation in an university school clinic localized at metropolitan region of Porto Alegre, by the Family Court of the city concerned. The participant’s evaluation process included semi-structured, structured interviews, and psychological tests. The main findings indicated weak and inconsistent affective bonds, permeated by conflicts, and indicators of insecure attachment. Mothers and fathers, as soon as children, showed a restricted mentalization capacity.</p>'),(289,'en_US','cleanTitle','Bonds and mentalization capacity in parental alienation‏'),(289,'en_US','copyrightHolder','Andréa Faccini, Vera Ramires Röhnelt Ramires'),(289,'en_US','title','Bonds and mentalization capacity in parental alienation‏'),(290,'','copyrightYear','2016'),(290,'','hide_author','0'),(290,'','issueId','16'),(290,'','language','pt'),(290,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(290,'','pub-id::doi','10.30849/rip/ijp.v46i2.310'),(290,'en_US','abstract','<p>A importância do dinheiro e seu traço motivador de comportamentos impele que seus aspectos psicossociais sejam pesquisados. Na psicologia brasileira são escassos os estudos sobre aspectos atitudinais ou psicológicos do dinheiro. Com intuito de fomentar pesquisas neste contexto, a <em>Escala de Atitudes frente ao Dinheiro</em> (MAS) foi testada em dois estudos pela abordagem fatorial confirmatória. Os resultados deram suporte à versão reduzida em português, com quatro fatores: <em>poder</em>, <em>retenção</em>, <em>desconfiança </em>e <em>ansiedade</em>, todos com Alfas de Cronbach satisfatórios. Verificou-se a influência da idade nas atitudes de <em>poder</em>, além da eficácia da <em>MAS</em> para predizer comportamento de consumo. Conclui-se que esta versão da escala reúne evidências de validade fatorial e consistência interna, podendo ser utilizada em pesquisas futuras.</p>'),(290,'en_US','cleanTitle','Escala de atitudes frente ao dinheiro MAS: Teste de modelos e poder preditivo'),(290,'en_US','copyrightHolder','Carlos Eduardo Pimentel, Taciano L. Milfont, Valdiney V. Gouveia, Luis Augusto Mendes, Katia Vione'),(290,'en_US','title','Escala de atitudes frente ao dinheiro (MAS): Teste de modelos e poder preditivo'),(291,'','copyrightYear','2016'),(291,'','hide_author','0'),(291,'','issueId','16'),(291,'','language','es'),(291,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(291,'','pub-id::doi','10.30849/rip/ijp.v46i2.311'),(291,'en_US','abstract','<p>From adolescence there is an experimentation period characterized by the postponement of the definitive entry into adulthood. During that period named as transition to adulthood, parents continue to be responsible for their children. Our aim is to understand meanings attributed to the experience of being parents of young people. We use a qualitative methodology performing twenty interviews. We submit interviews to the Analysis of Contents establishing the following thematic axes: 1) World of young people; 2) Conflicts and negotiations; 3) About the future and 4) Father/Mother of young people. We concluded that there is a present challenge in this moment of the familial life cycle: in a dependence relation, parents need to create conditions to the adult development of children. <strong>Key words: </strong>transition to adulthood, parental role, familial life cycle.</p>'),(291,'en_US','cleanTitle','Transición para la Vida Adulta: la Transformación del Rol Parental'),(291,'en_US','copyrightHolder','Edna Lúcia Tinoco Ponciano, Terezinha Féres-Carneiro'),(291,'en_US','title','Transición para la Vida Adulta: la Transformación del Rol Parental'),(292,'','copyrightYear','2016'),(292,'','hide_author','0'),(292,'','issueId','16'),(292,'','language','en'),(292,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(292,'','pub-id::doi','10.30849/rip/ijp.v46i2.312'),(292,'en_US','abstract','<p>La investigación buscó determinar la existencia de relaciones entre las dimensiones de las Escalas de Actitudes hacia el Dinero y hacia la Compra en estudiantes de pedagogía de universidades chilenas. La muestra, de carácter no probabilística-intencionada, fue conformada por 1216 estudiantes de las carreras de Pedagogía en Historia, Matemática y Castellano de universidades tradicionales de Chile. Se realizó un análisis de validez factorial a la Escala de Actitudes hacia el Dinero (Tang y Luna, 2004), pruebas de confiabilidad a la Escala de Actitudes hacia la Compra, pruebas de contrastación de medias y de correlaciones de Pearson, cuyos resultados mostraron correlaciones significativas entre algunas de las dimensiones de las escalas, además de diferencias por género, nivel socioeconómico y carrera. Los resultados se discuten en base a antecedentes teóricos, proponiéndose re-conceptualizar dos dimensiones de la Escala de Actitudes hacia el Dinero.</p>'),(292,'en_US','cleanTitle','Relaciones entre las escalas actitudes hacia el dinero y la compra: Un estudio en Estudiantes de Pedagogía de Chile'),(292,'en_US','copyrightHolder','Marianela Del Carmen Denegri, Ítalo Alí, Marjorie Novoa, Carmen Rodríguez, Carlos Del Valle, Yéssica González, María Soledad Etchebarne, Horario Miranda, Jocelyne Sepúlveda'),(292,'en_US','title','Relaciones entre las escalas actitudes hacia el dinero y la compra: Un estudio en Estudiantes de Pedagogía de Chile'),(293,'','copyrightYear','2016'),(293,'','hide_author','0'),(293,'','issueId','16'),(293,'','language','es'),(293,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(293,'','pub-id::doi','10.30849/rip/ijp.v46i2.313'),(293,'en_US','abstract','<p>This study aimed to determine whether the social skills of adolescents in schools in urban centers in Paraguay, would be influenced by the use of Guarani and Spanish language. For this purpose two groups according to criteria using the language variable. In one group were those who used mainly Guarani, and the other, those who used preferably Spanish. We compared the scores on the Multidimensional Scale of Social Expression by way ANOVA. A 0.05 level of significance, the results rule out the influence of preferential use of one language or another in social skills.</p><p><strong>Key words</strong>: <em>Social Expression, Teens, Language</em>.</p>'),(293,'en_US','cleanTitle','Social skills of adolescent students using Guarani language compared to those using the Spanish language'),(293,'en_US','copyrightHolder','José Gaspar Britos, Eduardo Cáceres'),(293,'en_US','title','Social skills of adolescent students using Guarani language compared to those using the Spanish language'),(294,'','copyrightYear','2016'),(294,'','hide_author','0'),(294,'','issueId','16'),(294,'','language','por'),(294,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(294,'','pub-id::doi','10.30849/rip/ijp.v46i2.314'),(294,'en_US','abstract','<span style=\"font-family: Times New Roman; font-size: small;\"> </span><p style=\"margin: 0cm 0cm 0pt; line-height: 200%;\" class=\"MsoNormal\"><span lang=\"EN-US\" style=\"line-height: 200%; font-size: 11pt; mso-ansi-language: EN-US;\"><span style=\"font-family: Times New Roman;\">This paper aimed to establish a dialogue between the history of pre-scientific knowledge and experimental research on memory, pointing out the similarities between these concepts. Some topics such as the topographic description of working memory, the binding process in memory, the mental image and the concern about an interface between theory and practice in classical texts remain current. It is also noted that the debate over the years about how memory works generated a description of the psychobiological phenomenon, based on the integration of cognitive functions resulting in the performance of complex activities. The historical view about memory can contribute to the contemporary scientific practice, to allow the development of theoretical formulations and methods of research more coherent and integrated with the knowledge collected throughout history.</span></span></p><span style=\"font-family: Times New Roman; font-size: small;\"> </span>'),(294,'en_US','cleanTitle','Memory in historical perspective of the prescientific knowledge and in the psychobiological research'),(294,'en_US','copyrightHolder','Jeanny Joana Rodrigues Alves de Santana, Marina Massimi, Cesar Alexis Galera'),(294,'en_US','title','Memory in historical perspective of the pre-scientific knowledge and in the psychobiological research'),(295,'','copyrightYear','2016'),(295,'','hide_author','0'),(295,'','issueId','16'),(295,'','language','es'),(295,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(295,'','pub-id::doi','10.30849/rip/ijp.v46i2.315'),(295,'en_US','copyrightHolder','Carmen María Salvador-Ferrer'),(295,'es_ES','abstract','<p>The intention of this study consists of studying meticulously the relation between the commitment of the workers and the emotional intelligence. For it, there is exposed an investigation that includes changeable paths. There was obtained information of 165 workers of a company of the car sector. Besides, we propose a model of the emotional intelligence, to test it applies to himself an analysis of structural equations In this respect, the information comes to reflect the great influence that has the normative commitment on the emotional intelligence.</p>'),(295,'es_ES','cleanTitle','Commitment organizational as predictor of emotional intelligence'),(295,'es_ES','title','Commitment organizational as predictor of emotional intelligence'),(296,'','copyrightYear','2016'),(296,'','hide_author','0'),(296,'','issueId','16'),(296,'','language','pt'),(296,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(296,'','pub-id::doi','10.30849/rip/ijp.v46i2.316'),(296,'en_US','abstract','<span style=\"font-family: Times New Roman; font-size: small;\"> </span><p style=\"margin: 0cm 0cm 10pt; line-height: normal;\" class=\"MsoNormal\"><span style=\"font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt;\">Os objetivos desta pesquisa descritivo-correlacional foram: investigar as estratégias de aprendizagem e as orientações motivacionais de estudantes de licenciatura, explorar diferenças entre os semestres, bem como examinar possíveis correlações entre as variáveis. Participaram 172 alunos de uma universidade particular do estado de São Paulo/BR. Os dados foram coletados por meio de duas escalas. A análise de variância indicou diferenças estatisticamente significativas para a Motivação Intrínseca entre o segundo e oitavo semestres. Houve correlação positiva e significativa entre a Escala e Subescalas de Estratégias e Motivação Total e Motivação Intrínseca. A Motivação Extrínseca se correlacionou negativa e significativamente com <span style=\"mso-spacerun: yes;\"> </span>todas as categorias de Estratégias.</span></p><span style=\"font-family: Times New Roman; font-size: small;\"> </span>'),(296,'en_US','cleanTitle','Estratégias de aprendizagem e motivação para aprender na formação de professores'),(296,'en_US','copyrightHolder','Neide de Brito Cunha, Evely Boruchovitch'),(296,'en_US','title','Estratégias de aprendizagem e motivação para aprender na formação de professores'),(297,'','copyrightYear','2016'),(297,'','hide_author','0'),(297,'','issueId','16'),(297,'','language','es'),(297,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(297,'','pub-id::doi','10.30849/rip/ijp.v46i2.317'),(297,'en_US','copyrightHolder','Mauricio Alejandro Cervigni Garnero, Florencia Stelzer, Cecilia Clara Mazzoni, Carlos Dante Gómez, Pablo Martino'),(297,'es_ES','abstract','La extrapolación terminológica de la nomenclatura utilizada para definir trastornos asociados a déficits de funcionamiento ejecutivo en el adulto, ha sesgado la comprensión de los procesos que subyacen a la sintomatología del TDAH en infantes. Dado que las funciones ejecutivas presentan un desarrollo posnatal prolongado, las alteraciones de éstas en el niño y el adulto pueden diferir en su etiología y su posibilidad de recuperación. En el presente trabajo se abordan los procesos ejecutivos desde un enfoque sociohistórico. Se concluye señalando la importancia de dicho enfoque para el diagnóstico y abordaje terapéutico del TDAH en niños. Asimismo se sugiere la utilización de la nomenclatura de “Síndrome Anejecutivo” en adultos y “Trastorno Disejecutivo” en niños, con el fin de clarificar las diferencias entre ambas entidades nosológicas.'),(297,'es_ES','cleanTitle','Funcionamiento ejecutivo y TDAH Aportes teóricos para un diagnóstico diferenciado entre una población infantil y adulta'),(297,'es_ES','title','Funcionamiento ejecutivo y TDAH. Aportes teóricos para un diagnóstico diferenciado entre una población infantil y adulta.'),(298,'','copyrightYear','2016'),(298,'','hide_author','0'),(298,'','issueId','16'),(298,'','language','es'),(298,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(298,'','pub-id::doi','10.30849/rip/ijp.v46i2.318'),(298,'en_US','copyrightHolder','Laura Acuña'),(298,'es_ES','abstract','<span style=\"font-family: Times New Roman; font-size: small;\"> </span><p style=\"margin: 0cm 0cm 0pt; text-indent: 35.4pt;\" class=\"MsoBodyTextIndent\"><span style=\"font-size: 11pt; mso-bidi-font-size: 12.0pt;\"><span style=\"font-family: Times New Roman;\">Hace 18 años se validó en México la Escala de Reajuste Social de Holmes y Rahe con una muestra exclusiva de estudiantes no graduados.<span style=\"mso-spacerun: yes;\"> </span>El propósito del estudio fue reobtener los puntajes para cuantificar el estrés que producen los eventos vitales con una muestra de jueces con diferente ocupación, estado civil y nivel educativo.<span style=\"mso-spacerun: yes;\"> </span>Participaron 703 adultos que eran estudiantes no graduados, profesionales, burócratas, trabajadores calificados y no calificados o amas de casa.<span style=\"mso-spacerun: yes;\"> </span>Los participantes eran solteros o vivían en pareja y su nivel educativo fue básico, medio o alto.<span style=\"mso-spacerun: yes;\"> </span>Los resultados mostraron que el orden de severidad de los eventos vitales fue muy similar al de hace 18 años y consistente entre los distintos subgrupos.<span style=\"mso-spacerun: yes;\"> </span>Los estudiantes, los solteros y aquellos con educación básica asignaron puntajes más altos a ciertos eventos que sus contrapartes.<span style=\"mso-spacerun: yes;\"> </span>Se discuten los resultados resaltando las ventajas de contar con puntajes para cuantificar el estrés apropiados para distintos subgrupos.</span></span></p><span style=\"font-family: Times New Roman; font-size: small;\"> </span>'),(298,'es_ES','cleanTitle','Gravedad de eventos vitales estresantes en función de la ocupación estado civil y nivel educativo de personas adultas'),(298,'es_ES','title','Gravedad de eventos vitales estresantes en función de la ocupación, estado civil y nivel educativo de personas adultas'),(299,'','copyrightYear','2016'),(299,'','hide_author','0'),(299,'','issueId','16'),(299,'','language','pt'),(299,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(299,'','pub-id::doi','10.30849/rip/ijp.v46i2.319'),(299,'en_US','copyrightHolder','Daniela Centenaro Levandowski, Bárbara Barth, Aline Assmann Ruas Munhós, Amanda Cristina Rödde, Jaqueline Wendland'),(299,'es_ES','abstract','<span style=\"font-family: Times New Roman; font-size: small;\"> </span><p style=\"margin: 0cm 0cm 0pt; text-align: justify; line-height: 200%;\" class=\"MsoNormal\"><span style=\"line-height: 200%; font-size: 11pt;\"><span style=\"font-family: Times New Roman;\">Neste estudo investigou-se a percepção de gestantes adolescentes da região do Vale dos Sinos/BR acerca do apoio familiar. Dezenove adolescentes (média=16,21 anos, DP=1,47) primíparas e sem problemas de saúde física foram entrevistadas no segundo trimestre gestacional. Da análise de conteúdo qualitativa das entrevistas derivaram quatro categorias temáticas: <em style=\"mso-bidi-font-style: normal;\">Reação da família à gravidez, Figuras familiares de apoio, Tipo de apoio recebido dos familiares e Expectativas em relação ao apoio familiar após o nascimento do bebê.</em> Constatou-se que as adolescentes contavam com o apoio emocional, informacional e/ou instrumental da família desde a descoberta da gestação, especialmente da própria mãe. Após o parto, as participantes esperavam receber apoio dos familiares, particularmente da própria mãe. Tais achados são relevantes, considerando-se que o apoio familiar é um fator de proteção para a vivência da gestação e da maternidade de adolescentes provenientes de contextos de risco. </span></span></p><span style=\"font-family: Times New Roman; font-size: small;\"> </span>'),(299,'es_ES','cleanTitle','Apoio familiar e gestação na adolescência: Um estudo qualitativo com adolescentes do Vale dos Sinos/BR'),(299,'es_ES','title','Apoio familiar e gestação na adolescência: Um estudo qualitativo com adolescentes do Vale dos Sinos/BR'),(300,'','copyrightYear','2016'),(300,'','hide_author','0'),(300,'','issueId','16'),(300,'','language','pt'),(300,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(300,'','pub-id::doi','10.30849/rip/ijp.v46i2.320'),(300,'en_US','abstract','<p>This case study aimed at understanding the experience of adoptive parenthood in a couple with biological children. This case study aimed to understand how the conscious and unconscious fantasies are related to the experiences of adoptive parenthood. A couple with two biological daughters when they make the decision to adopt a child of two months involved in the study. The instrument used for data collection was the in-depth interview. The results show that the act of adoption took intense emotional significance for the couple, especially the learning of “being a mother” by adopting revealed to be a different experience as compared to the previous experience of motherhood based on consanguinity ties.</p> <p><strong><br /></strong></p>'),(300,'en_US','cleanTitle','Experience of adoptive parenthood of a couple with biological children'),(300,'en_US','copyrightHolder','Livia Kuzumi Otuka, Fabio Scorsolini-Comin, Manoel Antônio dos Santos'),(300,'en_US','title','Experience of adoptive parenthood of a couple with biological children'),(301,'','copyrightYear','2016'),(301,'','hide_author','0'),(301,'','issueId','16'),(301,'','language','pt'),(301,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(301,'','pub-id::doi','10.30849/rip/ijp.v46i2.321'),(301,'en_US','abstract','<p>Economia Comportamental é uma linha de investigação científica que perpassa dois campos, da Psicologia e da Economia. Apesar de receber contribuições oriundas destas duas ciências, muitas as explorações de economistas comportamentais nas últimas décadas têm sido ditadas por questões formuladas no campo das Ciências Econômicas, e são exploradas através dos métodos tipicamente empregados por economistas. Nos últimos dois séculos, a aproximação e o afastamento entre Psicologia e Economia foram guiados por tentativas de se medir a Utilidade, ou “prazer”. A recente retomada dos esforços interdisciplinares foi gestada por críticas internas ao campo econômico sobre a premissa de racionalidade humana e a falta de precisão na previsão de eventos econômicos. Pesquisas em Economia Comportamental dentro da Análise do Comportamento tendem a versar sobre elasticidade de demanda, curvas de desconto, modelos abertos ou fechados e substituição entre diferentes bens. O diálogo entre Economia e AC pode beneficiar-se de esforços para comprovar a generalidade dos dados obtidos em laboratórios animais. Em contrapartida, a Economia Comportamental pode expandir o escopo de aplicação dos princípios comportamentais.</p><p> </p>'),(301,'en_US','cleanTitle','Economia Comportamental: uma introdução para analistas do comportamento'),(301,'en_US','copyrightHolder','Diogo Conque Seco Ferreira, Ana Carolina Trousdell Franceschini'),(301,'en_US','title','Economia Comportamental: uma introdução para analistas do comportamento'),(302,'','copyrightYear','2016'),(302,'','hide_author','0'),(302,'','issueId','16'),(302,'','language','por'),(302,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(302,'','pub-id::doi','10.30849/rip/ijp.v46i2.322'),(302,'en_US','abstract','Recensão à obra Epistemologies for Qualitative Research 2011'),(302,'en_US','cleanTitle','Recensão à obra Epistemologies for Qualitative Research 2011'),(302,'en_US','copyrightHolder','Maria Valente Couto'),(302,'en_US','title','Recensão à obra Epistemologies for Qualitative Research 2011'),(303,'','citationsRaw','Arcia, E., Keyes, L., & Gallagher, J.J. 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Problems of translation in cross-cultural research. Journal of Cross-Cultural Psychology, 3, 41-56. http://dx.doi.org/10.1177/002202217200300103\r\n\r\nSeligman. M. & Csikzentmihali, M. (2000). Positive psychology: An introduction to a \r\n	special issue. American Psychologist, 55, 5-14. http://dx.doi.org/10.1037/0003-066X.55.1.5\r\n\r\nSilverstein, L. B. & Auerbach, C.F. (2009). Using qualitative research to develop \r\nculturally competent evidence-based practice. American Psychologist, 64, 274- 275. http://dx.doi.org/10.1037/a0015439\r\n\r\nStrauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and \r\nprocedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.\r\n\r\nSu, C. T., & Parham, D. (2002). Generating a valid questionnaire translation for cross-\r\n	cultural use. American Journal of Occupational Therapy, 56, 581-585. http://dx.doi.org/10.5014/ajot.56.5.581\r\n\r\nU.S. Census Bureau (2010). Overview of race and Hispanic origin: 2010. Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf\r\n\r\nVera, E. M. & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31, 253-272. http://dx.doi.org/10.1177/0011000003031003001\r\n\r\nWerner, E. & Smith, R. (1992). Overcoming the odds: High-risk children from birth to adulthood. New York: Cornell University Press. \r\n\r\nWyman, P. A., Cowen, E. L. Work, W. C.,  & Kerley, J. H. (1993). The role of children\'s future expectations in self-system functioning and adjustment to life stress: A prospective study of urban at-risk children. Development and Psychopathology, 5, 649–661. http://dx.doi.org/10.1017/S0954579400006210\r\n\r\nYoon, E. Chang, C., Kim, S., Clawson, A., Cleary, S.E., Hansen, M., Bruner, J.P., Chan, T.K. & Gomes, A. (2013).  A Meta-analysis of acculturation/enculturation and mental health. Journal of Counseling Psychology, 60, 15-30.'),(303,'','copyrightYear','2017'),(303,'','hide_author','0'),(303,'','issueId','25'),(303,'','language','en'),(303,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(303,'','pub-id::doi','10.30849/rip/ijp.v51i1.323'),(303,'','pub-id::publisher-id',''),(303,'en_US','abstract','<p align=\"center\"> </p><p>This exploratory, qualitative study looks at resilience in Mexican Nationals and Mexican Immigrants. Eight Mexican Nationals and six Mexican Immigrants participated in one to three hour semi-structured interviews that asked about their perceptions of stressors, motivation and success in life.  Participant responses were analyzed thematically for resilience using Thematic Analysis (Boyatzis, 1998). Contrastive Analysis of themes indicated that resilience can differ based on cultural circumstances (i.e., Mexican National/Mexican Immigrant) given that barriers and therefore potential gains differ by population. In further results, resilience was highlighted as the result of a process, or combination and interaction of experiences as opposed to being due to any specific trait. Specific emergent themes for facilitating resilience included Environmental Resources, Positive Attitudes, and Response Frameworks. Limitations, suggestions for future research, and implications for psychologists are discussed. </p>'),(303,'en_US','cleanTitle','Strength in the Face of Adversity: Resilience Among Mexican Nationals and Mexican Immigrants to the United States'),(303,'en_US','copyrightHolder','Melissa L. Morgan Consoli, Rufus R. Gonzales'),(303,'en_US','title','Strength in the Face of Adversity: Resilience Among Mexican Nationals and Mexican Immigrants to the United States'),(304,'','citationsRaw',''),(304,'','copyrightYear','2017'),(304,'','hide_author','0'),(304,'','issueId','18'),(304,'','language','es'),(304,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(304,'','pub-id::doi','10.30849/rip/ijp.v50i3.324'),(304,'en_US','copyrightHolder','Sandra Velez'),(304,'es_ES','abstract','<p>This study conduce the science of the I/O Psychology to the Family Organization like a productive group, making possible analyze their members like human capital in continuing development from their family daily live organization and administrative commitment. In this job we use the administrative and organizational theories in the daily live family. We apply the administrative and organizational theories to review how it help or disrupt the productivity levels in the workplace and in the academics setting in adult and young human capital from family organization making or not them capable to compete in their economic word.</p>'),(304,'es_ES','cleanTitle','Familia capital humano y psicología industrial/organizacional'),(304,'es_ES','copyrightHolder',''),(304,'es_ES','title','Familia, capital humano, y psicología industrial/organizacional'),(305,'','citationsRaw','Albiol, S., Gomá-i-Freixanet, M., Valero, S., Vega, D. y Muro, A. (2014). Rasgos de personalidad (ZKPQ) en pacientes con fibromialgia: un estudio de casos y controles. Anales de Psicología, 30 (3), 937-943. doi: 10.6018/analesps.30.3.153791.\r\n\r\nAmerican Academy of Sleep Medicine (2007). The International Classification of Sleep Disorders. Diagnostic and coding manual. Westchester, IL: ASDA\r\n\r\nAnnemans, L., Wessely, S., Spaepen, E., Caekelbergh, K., Caubere, J. P., Lay, K. L. y Taieb, C. (2008). Health economic consequences related diagnosis of fibromyalgia syndrome. Arthritis and Rheumatology, 58 (3), 895-902. doi:10.1002/art.23265.\r\n\r\nAntunez, Z. y Vinet, E. V. (2012). Escalas de depression, ansiedad y estrés (DASS-21): Validación de la version abreviada en estudiantes universitarios chilenos.  Terapia Psicológica, 30 (3), 49-55.\r\n\r\nBernik, M., Sampaio, T. P. A. y Gandarela, L. (2013). Fibromyalgia comorbid with anxiety disorders and depression: combined medical and psychological treatments. Current Pain and Headache Reports, 17(9), 1-9. doi:10.1007/s11916-013-0358-3.\r\n\r\nBoomershine, C. (2015). Fibromyalgia: the prototypical central sensitivity syndrome. Current Rheumatology Reviews, 11(2), 131-145.\r\n\r\nBuskila, D. (2009). Fibromyalgia: the diagnosis and pharmacologic treatment. Europan Journal of Pain Supplements, 3(2), 111-115. doi:10.1016/j.eujps.2009.07.007.\r\n\r\nCapilla, R. P., González, O. H., Casado, M. M. I., Santamaría, P. y Pérez, N. M. A. (2013). Fibromialgia ¿exageración o simulación? Clínica y Salud, 24 (3), 185-195. doi: 10.1016/S1130-5274(13)70020-3. \r\n\r\nCarrillo, F., Godoy, A., Gabino, A., Nogueira, R., Quintero, C. y Casado, Y. (2012). “Escala de ansiedad infantil de Spence” (Spence Children´s Anxiety Scale: SCAS: Fiabilidad y validez de la versión española. Behavioral Psychology/Psicología Conductual, 20(3), 529-545.\r\n\r\nClauw, D. J. (2014). Fibromyalgia. A clinical review. The Journal of the American Medical Association, 311 (15), 1547-1555. doi:10.1001/jama.2014.3266\r\n\r\nCosters, L., Kendall, S., Gerdle, B., Henriksson, C., Henriksson, K. G. y Bengtsson, A. (2008). Chronic widespread musculoskeletal pain –A comparison of those who meet criteria for fibromyalgia those who do not. European Journal of Pain, 12(5), 600-610. doi: 10.1016/j.ejpain.2007.10.001.\r\n\r\nDel Portillo, S. M. (2007). Fibromialgia. Revista Mexicana del Dolor (AMETD). 1 (4), 1-3.\r\n\r\nDiaz-Piedra, C., Catena, A., Miró, E., Martínez, M., Sánchez, A. y \r\nBuela-Casal, G. (2014). The impact of pain on anxiety and depression is mediated by objective and subjective sleep characteristics in fibromyalgia patients. The Clinical Journal of Pain, 30(10), 852-859. doi: 10.1097/AJP.000000000000040.\r\n\r\nDiaz-Piedra, C., Catena, A., Miró, E., Martínez, M., Sánchez, A. y Buela-Casal, G. (2015). Sleep disturbaces in fibromyalgia syndrome: the role of clinical and polysomnographic variables explaining poor sleep quality in patients. Sleep Medicine, doi: 10.1016/j.sleep.2015.03.011.\r\n\r\nGoldenberg, D. L. (2009). Diagnosis and differential diagnosis of fibromyalgia. The American Journal of Medicine, 122(12 Supplement), 14-21. doi:10.1016/j.amjmed.2009.09.007.\r\n\r\nGóngora, V. C. y Casullo, M. M. (2009). Validación de la escala de autoestima de Rosenberg en población general y población clínica de la ciudad de Buenos Aires. Revista Iberoamericana de Evaluación Psicológica, 27(1), 179-194. \r\n\r\nGracely, R. H. y Ambrose, K. R. (2011). Neuroimaging in fibromyalgia. Best practice and Research Clinical Rheumatology, 25(2), 271-284. doi:10.1016/j.berh.2011.02.003.\r\n\r\nHalász, P., Terzano, M., Parrino, L. y Bódiz, R. (2004). The nature of arousal in sleep.  Journal of Sleep Research, 13 (1), 1-23. doi: 10.1111/j.1365-2869.2004.00388.x\r\n\r\nHernández, B. M. A. y Ramos, P. J. (2005). Estudio polisomnográfico en pacientes con fibromialgia primaria. Archivo de Neurociencias (México), 10(1), 9-14.\r\n\r\nIber, C., Ancoli-Israel, S., Chesson, A. L. y Quan, S. F. (2007). The AASM Manual for the Scoring of Sleep and Associated Events American Academy of Sleep Medicine. Westchester: American Academy of Sleep Medicine.\r\n\r\nJensen, K. B.,  Kosek, E., Petzke, F., Carville, S., Fransson, P., Marcus, H., Williams, S. C. R., Choy. (2009). Evidence of dysfunctional pain inhibition in Fibromyalgia reflected in rACC during provoked pain. Pain, 144(1-2), 95-100. doi: 10.1016/j.pain.2009.03.018.\r\n\r\nLandis, C. A., Lentz, M. J., Rothermel, J., Buchwald, D. y Shaver, J. L. F. (2004). Decreased sleep spindles and spindle activity in midlife women with fibromyalgia and pain. Sleep, 27 (4), 741-750.\r\n\r\nLerma, C., Martínez, A., Ruíz, N., Vargas, A., Infante, O. y Martínez-Lavín, M. (2011). Nocturnal heart rate variability parameters as potential fibromyalgia biomarker: correlation with symptoms severity. Arthritis Research and Therapy, 13 (R185). Recuperado de http://arthritis-research.com/content/13/6/R185\r\n\r\nMatarán-Peñarrocha, G. A, Castro-Sánchez, A. M., Carballo, G. G., Moreno-Lorenzo C., Parrón, C. T. y Onieva, Z. M. D. (2011). Influence of craniosacral therapy on anxiety, depression and quality of life in patients with fibromialgia. Hindawi Publishing Corporation, 2011, ID178769, 1-9.\r\n\r\nMateos, S. E. L. (2014). El dolor y su relación con el sueño. En Ruvalcaba, P. G. (Ed.) Perspectivas Psicológicas en el Estudio y Tratamiento del Dolor, (pp. 89-105), Guanajuato, México: Ediciones Universitarias.\r\n\r\nMerskey, H. y Bogduck, N. (2002). Classification of chronic pain: descriptions of chronic pain syndromes and definition of pain terms. Seattle: International Association for Study of Pain (IASP Press).\r\n\r\nMoldofsky, H. (2008). The significance of the sleeping-waking brain for the understanding of widespread musculoskeletal pain and fatigue in fibromyalgia syndrome and allied syndromes. Joint Bone Spine, 75(4), 397-402. doi:10.1016/j.jbspin.2008.01.021.\r\n\r\nMoldofsky, H. y Scarisbrick, P. (1976). Induction of neurasthenic musculoskeletal, pain síndrome by selective stages sleeps deprivation. Psychosomatic Medicine, 38(1), 35-44.\r\n\r\nMoldofsky, H., Scarisbrick, P., England, R. y Smythe, H. A. (1975). Musculoskeletal symptoms and Non-REM sleep disturbance in patients with fibrositis syndrome and healthy subjects. Psychosomatic Medicine, 37(4), 341-351.\r\n\r\nMontoya, D. (2011). Actualización breve sobre fibromialgia: diagnóstico diferencial y opciones de  tratamiento disponible. Alcmeon, Revista Argentina de Clínica Neuropsiquiatrica. 17(2), 189-198. \r\n\r\nPérez-Pareja, P. J., Borras, R., Palmer, A., Sesé, A., Molina, F. y Gonzalvo, J. (2004).  Fibromialgia y emociones negativas. Psicothema, 16(3),  415-420.\r\n\r\nProdanov, A. (2011). Fibromialgia: nuevos enfoques. Tendencias en medicina. Recuperado de http://www.tendenciasenmedicina.com/Imagenes/imagenes38/art_08.pdf\r\n\r\nQueiroz, L. P. (2013). Worldwide epidemiology of fibromyalgia. Current Pain and Headache Reports, 17(8), 356-361. doi: 10.1007/s11916-013-0356-5.\r\n\r\nRoizenblatt, S., Moldofsky, H., Benedito-Silva, A. A. y Tufik, S. (2001). Alpha sleep characteristics in fibromyalgia. Arthritis Rheumatology, 44(1), 222-230. doi:10.1002/1529-0131(200101)44:1<222::AID-ANR29>3.0.CO;2-K.\r\n\r\nSánchez, A. I., Díaz-Piedra, C., Miró, E., Martínez, M. P., Gálvez, R. Buela-Casal, g. (2012). Effects of cognitive-behavioral therapy for insomnia on polysomnographic parameters in fibromyalgia patients. International Journal of Clinical and Health Psychology, 12(1), 39-53.\r\n\r\nSicras-Mainar, A., Blanca-Tamayo, M., Navarro-Artieda, R. y Rejas-Gutiérrez, J. (2009). Perfil de uso de recursos y costes en pacientes que demandan atención por fibromialgia o trastorno de ansiedad generalizada en el ámbito de la atención primaria de salud. Atención Primaria, 41(2), 77-84. doi:10.1016/j.aprim.2008.09.008.\r\n\r\nSpaeth, M. Rizzi, M. y Sarzi-Puttini (2011). Fibromyalgia and sleep. Best Practice and Research Clinical Rheumatology, 25(2), 227-239. doi:10.1016/j.berh.2011.03.004.\r\n\r\nStone, K. C., Taylor, D. J., McCrae, C. S., Kalsekar, A. y Lichstein, K. L. (2008). Nonrestorative sleep. Sleep Medicine Reviews, 12(4), 275-288. doi:10.1016/j.smrv.2007.12.002.\r\n\r\nTheadom, A. y Cropley, M. (2008). Dysfunctional beliefs, stress and sleep disturbance in fibromyalgia. Sleep Medicine, 9(4), 376-381. doi:10.1016/j.sleep.2007.06.005.\r\n\r\nTheadom, A., Cropley, M. y Humphrey, K. (2007). Exploring the role on sleep and coping in quality of life in fibromyalgia. Journal of Psychosomatic Research, 62(2), 145-151. doi: 10.1016/j.jpsychores.2006.09.013.\r\n\r\nWilkinson, K. y Shapiro, C. (2012). Nonrestorative sleep: Symptom or unique diagnostic entity. Sleep Medicine, 13(6), 561-569. 10.1016/j.sleep.2012.02.002.\r\n\r\nWolfe, F., Clauw, D. J., Fitzcharles, M. A.,  Goldenberg, D. L., Häuser, W. Katz, R. S., Mease, P., Russell,  A. S., Russell, I. J., y Winfield, J. B. (2011). Fibromyalgia criteria and severity scales for clinical and epidemiological studies: a modification of ACR preliminary diagnostic criteria for fibromyalgia. Journal of Rheumatology, 38(6), 1113-1122. doi:10.3899/jrheum.100594.\r\n\r\nWolfe, F., Clauw, D. J., Fitzcharles, M. A.,  Goldenberg, D. L., Katz, R. S., Mease, P., Russell,  A. S., Russell, I. J., Winfield, J. B. y Yunus, M. B. (2010). The American College of Rheumatology preliminary diagnostic criteria for fibromyalgia and measurement of symptom severity. Arthritis Care and Research, 2 (5), 600-610. doi: 10.1002/acr20140.\r\n\r\nWolfe, F. y Hauser, W. (2011). Fibromyalgia diagnosis and diagnostic criteria. Annals of Medicine, 43(7), 495-502. doi:10.3109/07853890.2011.595734.\r\n\r\nWolfe, F. W., Smythe, H. A., Yunas, M. B., Bennett, R. M., Bombardier, C. y Goldenberg, D. L. (1990). The American College of Rheumatology 1990 criteria for the classification of fibromyalgia. \r\nArthritis Rheumatology, 33, 160-172. doi:10.1002/acr.20140.\r\n\r\nZafra-Polo, M. T., Pastor-Mira, M. A. y López-Roig, S. (2014). Autoeficacia, miedo al movimiento y resultados de salud en fibromialgia. Anales de Psicología, 30(1), 104-113. doi: 10.6018/analesps.30.1.151541.'),(305,'','copyrightYear','2019'),(305,'','hide_author','0'),(305,'','issueId','100'),(305,'','language','es'),(305,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(305,'','pages','306-315'),(305,'','pub-id::doi','10.30849/rip ijp.v52i3.325'),(305,'en_US','copyrightHolder','José Esael Pineda-Sánchez, Erik Leonardo Mateos-Salgado, Fructuoso Ayala-Guerrero, Benjamín Domínguez-Trejo'),(305,'es_ES','abstract','<p>La fibromialgia es un síndrome doloroso de sensibilización central caracterizado por la presencia de <em>tender points</em> en los cuatro cuadrantes del cuerpo. La mala calidad de sueño es una de las quejas más frecuentes en los pacientes. Sin embargo, pocas investigaciones han explorado la utilidad clínica de las medidas polisomnográficas en este síndrome. Por ello, el presente trabajo se enfocó en la caracterización de la arquitectura del sueño en pacientes con fibromialgia y su utilidad diagnóstica y terapéutica. Los resultados de este estudio resaltan la importancia de tratar la sintomatología del sueño en pacientes con fibromialgia y la relevancia clínica del registro polisomnográfico al momento de diseñar intervenciones en esta población. </p>'),(305,'es_ES','cleanTitle','Fragmentación de sueño en pacientes mexicanos con fibromialgia y su relevancia clínica'),(305,'es_ES','copyrightHolder',''),(305,'es_ES','title','Fragmentación de sueño en pacientes mexicanos con fibromialgia y su relevancia clínica.'),(306,'','citationsRaw','Alonso, J., & Castellanos, J. (2006). Por un Enfoque Integral de la violencia familiar. 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Behavioral and Attitudinal Factors Differentiating Male Intimate Partner Violence Perpetrators With and Without a History of Childhood Family Violence. Journal of Family Violence, 28(1), 85-94.\r\n\r\nLeón, F. (2012). Efectos económicos y psicológicos de la latitud. Revista IIPSI, 15(2), 217-241.\r\n\r\nLeón, O., & Montero, I. (2003). Métodos de Investigación en Psicología y Educación. Madrid: Mc Graw Hill.\r\n\r\nMatos, S., & Cordano, D. (2006). Violencia conyugal de tipo físico en el Perú. Distribución regional, caracterización de víctimas y agresores, factores asociados y consecuencias de un problema de salud pública. Lima: Talleres de la Oficina Técnica de Administración del INEI.\r\n\r\nMaxwell, C., & Stone, R. (2010). The Nexus between Economics and Family Violence: The Expected Impact of Recent Economic Declines on the Rates and Patterns of Intimate, Child and Elder Abuse. Workshop on Home Foreclosure and Crime, 1, 1-46.\r\n\r\nMeneses, J., Barrios, M., Bonillo, A., Cosculluela, A., Lozano, L. M., Turbany, J., & Valero, S. (2013). Psicometría. Barcelona: UOC.\r\n\r\nMiljanovich, M., Nolberto, V., Martina, M., Huerta, R. E., Torres, S., & Camones, F. (2010). Perú: Mapa de violencia familiar, a nivel departamental, según la ENDES 2007-2008. Características e implicancias. Revista de Investigación en Psicología, 13(2), 191-205. \r\n\r\nMinisterio Público. (2015). Información estadística sobre violencia contra la mujer [Infografía]. Recuperado de http://portal.mpfn.gob.pe/descargas/00%20Infografia%2025%20nov%202015.pdf	\r\n\r\nNatera, G., Juárez, F., & Tiburcio, M. (2004). Validez factorial de una escala de violencia hacia la pareja en una muestra nacional mexicana. Salud mental, 27(2), 31-38.\r\nObservatorio de Criminalidad del Ministerio Público. (2015). Estadísticas sobre feminicidio según las características de las víctimas y el presunto victimario 2009 - 2015 [Tabla estadistica]. Recuperado de http://portal.mpfn.gob.pe/descargas/01%20Feminicidio%20(2009-2015)%20actualizado.pdf\r\n\r\nOMS. (2005). Estudio multipaís de la OMS sobre salud de la mujer y violencia doméstica: primeros resultados sobre prevalencia, eventos relativos a la salud y respuestas de las mujeres a dicha violencia. Ginebra, Suiza: Organización Mundial de la Salud.\r\n\r\nPagano, R. (2013). Understanding Statistics in the Behavioral Sciences (10 ed.). Belmont-USA: Wadworth Cengage Learning.\r\n\r\nPiscoya, M. & Posso, P. (2008) Violencia doméstica y enfermedades de transmisión sexual: Un análisis de las mujeres en edad reproductiva en el Perú en el periodo 2004-2008. Trabajo presentado en el IV Congreso ALAP “Condiciones y Transformaciones Culturales, Factores Económicos y Tendencias Demográficas en Latinoamérica”, La Habana. \r\n\r\nRivera, R., & Cahuana, M. (2016). Influencia de la familia sobre las conductas antisociales en adolescentes de Arequipa - Perú Actualidades en Psicología, 30(120), 85-97. doi: http://dx.doi.org/10.15517/ap.v30i120.18814\r\n\r\nSalari, S, & Baldwin, B. (2002). Verbal, physical and injurious aggression among intimate couples over time. Journal of Family Issues.\r\n\r\nSanta Cruz, R. (2010). Violencia familiar tipo física contra la mujer: prevalencia y características sociodemográficas. División clínico forense, Instituto de Medicina legal y Ciencias forenses, 2007 (Tesis de Doctorado) Universidad Nacional Mayor de San Marcos. Lima.\r\n\r\nSantisteban, C. (2009). Principios de Psicometría. Madrid: Síntesis.\r\n\r\nShackelford, T. (2001). Cohabitation, Marriage and Murder: woman-killing by male romantic partners. Aggressive Behavior, 27, 284-281\r\n\r\nSierra, J., Monge, F., Santos, P., Bermúdez, M., & Salinas, J. (2011). Validation of a reduced Spanish version of the Index of Spouse Abuse. International Journal of Clinical and Health Psychology, 11(2), 363-383. 	\r\n\r\nValdez, R., Híjar, M., Salgado, V. N., Rivera, L., Avila, L., & Rojas, R. (2006). Escala de violencia e índice de severidad una propuesta metodológica para medir la violencia  de pareja en mujeres mexicanas. Salud pública de México, 48(2), 221-231. 	\r\n\r\nWang, M., Horne, S., Holdford, R., & Henning, K. (2008). Family of Origin Violence Predictors of IPV by Two Types of Male Offenders. Journal of Aggression, Maltreatment & Trauma, 17(2), 156-174.'),(306,'','hide_author','0'),(306,'','language','es'),(306,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(306,'en_US','copyrightHolder','Renzo Rivera'),(306,'es_ES','abstract','<p>El objetivo del presente estudio fue la creación del índice de intensidad de la violencia contra mujer (IIVM) por parte de su pareja en el Perú. La muestra fue de 24024 mujeres, entre los 15 a 49 años y que estuvieron alguna vez unidas a algún hombre. Se utilizaron 18 reactivos de la sección sobre violencia domestica de la Encuesta Demográfica y de Salud Familiar ENDES 2015. Un análisis factorial exploratorio indico que el IIVM tiene dos factores: conductas de control y conductas violentas, que explican el 69.95% de la varianza. Por medio de un análisis de jueces se otorgo a cada ítem un peso diferenciado según el daño emocional y físico. Por último, encontramos que el 57.8% de mujeres no sufrieron violencia, el 32.2% sufrió de violencia leve/moderada y el 10% de violencia severa.</p>'),(306,'es_ES','cleanTitle','Construcción del Índice de Intensidad de la Violencia contra la Mujer en Perú'),(306,'es_ES','title','Construcción del Índice de Intensidad de la Violencia contra la Mujer en Perú'),(307,'','citationsRaw',''),(307,'','hide_author','0'),(307,'','language','en'),(307,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(307,'en_US','abstract','<p>The paper deals with the issues of identifying physiological mechanisms of music influence on the functional state of a human body. The research revealed the following <em>specific features</em>of the functional ethno music used <em>in sports:</em> the music should not be too well known, it should not have a specific content and the text of the piece of music should be unknown to the listener, so that the psychological regulation effect could be achieved with the music rhythm, tempo and tone; listening to the music, the athlete should constantly divide his/her attention between the music and the bodily sensations.</p><p>The described experiment on the music perception proves that the cardiac rhythm varies considerably, depending on the character of the listened music. The research findings suggest that with the music of a certain mode, harmony and rhythm one can cause certain physical reactions, activate or calm activity of the athlete and his/her psycho-emotional state, and enhance the mobilisation processes.</p><p>The experience of khomus therapy as a kind of receptive music therapy in sports training organisation is described as an effective way for wrestlers to get into an optimal pre-start condition.</p>'),(307,'en_US','cleanTitle','THE IMPACT OF FUNCTIONAL ETHNO MUSIC ON THE PSYCHOEMOTIONAL STATE OF WRESTLERS'),(307,'en_US','copyrightHolder','Vasiliy Nakhodkin'),(307,'en_US','title','THE IMPACT OF FUNCTIONAL ETHNO MUSIC ON THE PSYCHO-EMOTIONAL STATE OF WRESTLERS'),(308,'','citationsRaw','American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Arlington: American Psychiatric Association.\r\nAmerican Psycchiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psycchiatric Association.\r\nAmerican Psychiatric Association. (2014). Guía de consulta de los criterios diagnósticos del DSM-5. Washington, DC: American Psychiatric Publishing.\r\nBarkley, R. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory of ADHD. Psychological Bulletin Vol. 121, No. 1, 65-94.\r\nBarkley, R. (2015). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Ney York, NY: Guildford Press.\r\nBarkley, R., & Fischer, M. (2011). Predicting impairment in Major Life Activities and Occupational Functioning in Hyperactive Children as Adults: Self-Reported Executive Function (EF) Deficits Versus EF Tests. Developmental Neuropsychology, 36 (2), 137-161.\r\nBezdjian, S., Baker, L., Lozano, D., & Raine, A. (2009). Assessing inattention and impulsivity in children during the go/no go task. The British Journal of Developmental Psychology, 27 (2), 365 - 383.\r\nCaci, H., Morin, A., & Tran, A. (2013). Teacher Ratings of the ADHD-RS IV in a Community Sample: Results From the ChiP-ARD Study. Journal of Attention DIsorders, XX (X), 1-11.\r\nConners, C. (2008). Conners (3rd ed.). Toronto, ON, Canada: Multi-Health Systems.\r\nDe la Barra, F., Vicente, B., Saldivia, S., & Melipillan, R. (2013). Epidemiology of ADHD in Chilean children and adolescents. ADHD Attention Deficit and Hyperactivity Disorders, 5 (1), 1-8.\r\nDuPaul, G., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). New York, NY: Guilford Press.\r\nDuPaul, G., Power, T., Anastopoulus, A., Reid, R., Kara, M., & Ikeda, M. (1997). Teacher Ratings of Attention Deficit Hyperactivity Disorder Symptoms: Factor Structure and Normative Data. Psychological Assessment, 9 (4), 436-444.\r\nDuPaul, G., Reid, R., Anatopoulos, A., Lambert, M., Watkins, M., & Power, T. (2015). Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data. Psychological Assessment, 20 (2), 1-12.\r\nFarré, A., & Narbona, J. (2003). Escala para la evaluación del trastorno por déficit de atención con hiperactividad. Madrid: TEA.\r\nHu, L., & Bentler, P. (1999). The Bi-factor method. Psychometrika, 47, 41-54.\r\nMakransky, G., & Bilenberg, N. (2014). Psychometric Properties of the Parent and Teacher ADHD Rating Scale (ADHD-RS): Measurement Invariance Across Gender, Age, and Informant. Assesmen 21(6), 694-705.\r\nMercier, C., Roche, S., Gaillard, S., Kassai, B., Arzimanoglou, A., Herbillon, V., et al. (2016). Partial validation of a French version of the ADHD-rating scale IV on a French population of children with ADHD and epilepsy. Factorial structure, reliability, and responsiveness. Epilepsy and Behavior, 58, 1-6.\r\nMueller, S. (2015). The Psychology Experiment Building Language (Version 0.14) [Software]. Disponible en m http://pebl.sourceforge.net.\r\nNicolás, S., & Iraurgi, I. (2016). Desarrollo de una Escala de Autoinforme para la valoración del TDAH en la infancia (EA-TDAH): Estudio Delphi y datos de adecuación psicométrica. Terapia Psicológica, 34 (1), 41-52.\r\nNoda, W., Ito, H., Fujita, C., Ohnishi, M., Takayanagi, N., Someki, F., et al. (2013). Examining the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms, and writing performance in japanese second grade students. Research in Developmental Disabilities, 34, 2909-2916.\r\nRamos, C., & Pérez-Salas, C. (2016). Propiedades psicométricas: ADHD Rating Scale IV en formato autoreporte. Revista Chilena de Neuro-psiquiatría, 54 (1), 9-18.\r\nRasmussen, P., & Gillberg, C. (2000). Natural outcome of ADHD with developmental coordination disorder at age 22 years: a controlled, longitudinal, community-based study. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1424-1431.\r\nRomero-Ayuso, D., Maestú, F., González-Marqués, J., Romo-Barrientos, C., & Andrade, J. (2006). Disfunción ejecutiva en el trastorno por déficit de atención con hiperactividad en la infancia. Revista de Neurología 42 (5), 265-271.\r\nRosch, K., Dirlikov, B., & Mostofsky, S. (2013). Increased Intrasubject Variability in Boys with ADHD Across Test of Motor and Cognitive Control. Journal of Abnormal Child Psychology, 41 (3), 485-495.\r\nSantos, L., & Vasconsuelos, L. (2010). Trastorno do Déficit de Atenção e Hiperatividade em Crianças: Uma Revisão Interdisciplinar. Psicologia: Teoria e Pesquisa, 26 (4) , 717-724.\r\nServera, M., & Cardo, E. (2007). ADHD Rating Scale-IV en una muestra escolar española: datos normativos y consistencia interna para maestros, padres y madres. Revista de Neurología, 45 (7), 393-399.\r\nShaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171, 276-293.\r\nSkogli, E., Teicher, M., Andersen, P., Hovik, K., & Øie, M. (2013). ADHD in girls and boys - gender differences in co-existing symptoms and executive function measures. BMC Psychiatry, 13, 298-310.\r\nSteiger, J. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42 (5), 893-898.\r\nSwanson, J., W., N., & Pelham, W. (1992). The SNAP-IV Rating Scale. Recuperado de http://www.adhd.net.\r\nTakayanagi, N., Yoshida, S., Yasuda, S., Adachi, M., Kaneda-Osato, A., Tanaka, M., & Masuda, T. (2016). Psychometric properties of the Japanese ADHD-RS in preschool children. Research in Developmental Disabilities, 55, 266-278.\r\nThurstone, L., & Yela, M. (1997). Test de percepción de diferencias de Caras. Madrid: TEA Ediciones S.A.\r\nUrzúa, A., Domic, M., Ramos, M., Cerda, A., & Quiroz, J. (2010). Propiedades psicométricas de tres escalas de evaluación del trastorno por déficit de atención con hiperactividad en escolares chilenos. Revista Panamericana de Salud Pública, 27 (3), 157-167.\r\nVélez-van-Meerbeke, A., Zamora, I., Guzmán, B., López, C., & Talero-Gutierrez, C. (2013). Evaluación de la función ejecutiva en una población escolar con síntomas de déficit de atención e hiperactividad. Neurología, 28 (6), 348-355.\r\nWilliams, J. (2008). Revising the declaration oh Helsinki. World medical journal. 54 (4), 120-122.\r\nWyrich, K., Auguste, P., Zhang, C., Dewees, B., Winslow, B., & Yu, S. (2015). Evaluation of Neuropsychiatric Function in Phenylketonuria: Psychometric Properties of the ADHD Rating Scale-IV and Adult ADHD Self-Report Scale Inattention Subscale in Phenylketonuria. Value in Health, 18 (4), 404-412.\r\nWyrwich, K., Auguste, P., Yu, R., Zhang, C., Dewees, B., Winslow, B., et al. (2015). Evaluation of Neuropsychiatric Function in Phenylketonuria: Psychometric Properties of the ADHD Rating Scale-IV and Adult ADHD Self-Report Scale Inattention Subscale in Phenylketonuria. Value in Health, 18, 404-4012.'),(308,'','hide_author','0'),(308,'','language','es'),(308,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(308,'en_US','copyrightHolder','Carlos Ramos'),(308,'es_ES','abstract','<strong>Introducción.</strong>  La ADHD rating Scale IV (ADHD RS IV) es una de las escalas de mayor uso en la valoración del trastorno por déficit de atención con hiperactividad (TDAH). Sus propiedades psicométricas han sido estudiadas en diversos contextos como Europa y Norteamérica, sin embargo, en Latinoamérica, y específicamente en Ecuador, no existe evidencia empírica de su validez o confiabilidad al ser reportado por profesores en el contexto escolar. <strong>Objetivo. </strong>Analizar las propiedades psicométricas de la ADHD RS IV al basarse en el comportamiento de estudiantes ecuatorianos y su reporte por parte de profesores. <strong>Sujetos y métodos.</strong> Participaron 345 estudiantes del sistema educativo de Ecuador (162 hombres y 183 mujeres) entre 5 y 15 años de edad (<em>M</em>=10,43, <em>DE</em>=3,61). Como reactivos de medición se utilizaron la ADHD RS IV, el test de percepción de diferencia de caras y el experimento Go/No-Go. Los análisis aplicados fueron Alfa de Cronbach, correlación de Pearson y análisis factorial confirmatorio. <strong>Resultados.</strong> El coeficiente de consistencia interna de la ADHD RS IV se encuentra entre 0,93 y 0,97. Existe una correlación estadísticamente significativa entre la escala con el número de aciertos del test de percepción de caras (<em>r</em>=-0,55, <em>p</em>=&lt;0,001) y con los errores ante estímulos no-go (<em>r</em>=0,34, <em>p</em>=0,002). El modelo clásico de TDAH de dos factores tuvo como indicadores de bondad de ajuste <em>x</em><sup>2</sup> (101) = 321,40, p&lt;0,001; CFI 0,96; RMSEA 0,08 (0,07-0,09) y SRMR 0,04. <strong>Conclusión. </strong>La ADHD RS IV posee adecuadas propiedades psicométricas para ser aplicada en el contexto escolar ecuatoriano.'),(308,'es_ES','cleanTitle','PROPIEDADES PSICOMÉTRICAS DE LA ADHD RATING SCALE EN EL CONTEXTO ESCOLAR ECUATORIANO'),(308,'es_ES','title','PROPIEDADES PSICOMÉTRICAS DE LA ADHD RATING SCALE EN EL CONTEXTO ESCOLAR ECUATORIANO'),(309,'','citationsRaw','Beaton, D.E., Bombardier, C., Guillemin, F., Ferraz, M.B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. 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J Pediatr Psychol 38, 202-212. doi: 10.1093/jpepsy/jss108. http://jpepsy.oxfordjournals.org/content/38/2/202.full.pdf+html'),(309,'','copyrightYear','2018'),(309,'','hide_author','0'),(309,'','issueId','97'),(309,'','language','en'),(309,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(309,'','pub-id::doi','10.30849/rip/ijp.v51i3.330'),(309,'','pub-id::publisher-id',''),(309,'en_US','abstract','<p>The study aimed<strong> </strong>to translate, back-translate to the Portuguese-Brazil language and cross-culturally adapt the content of OSBD scale for the evaluation of distress in painful contexts in children. In first step, two forward translations were made of the instrument from English to Portuguese. A consensus of these translations was obtained in second step. A native English speaker back-translated the preliminary version of the scale in Portuguese into the original English (Step 3). In step 4, an expert in the use of the OSBD reviewed the backtranslated version. Then, the Portuguese version of the OSBD was submitted to a committee of experts. The final step was the pretest. Pretesting showed that the scale was useful and comprehensible for the evaluation of pain-associated distress in Brazilian children.</p>'),(309,'en_US','cleanTitle','Crosscultural adaptation of distress assessment instrument in children undergoing painful procedures'),(309,'en_US','copyrightHolder','Nátali Castro Antunes Caprini Oliveira, Wendy M Pinder, Lynn M Dahlquist, Maria Beatriz M Linhares'),(309,'en_US','title','Cross-cultural adaptation of distress assessment instrument in children undergoing painful procedures'),(310,'','citationsRaw','Ali, N., Fleisher, W., & Erickson, J. (2015). Psychiatrists’ and psychiatry residents’ \r\nattitudes toward transgender people. Academic Psychiatry, 40(2), 268-273. DOI 10.1007/s40596-015-0308-y. \r\nAsociación de Psicología de Puerto Rico. (2014). Estándares para el trabajo e \r\nintervención en comunidades lesbianas, gay, bisexuales e identidades trans (LGBT). San Juan: Asociación de Psicología de Puerto Rico (APPR).  \r\nCarrera-Fernández, M. V., Lameiras-Fernández, M., Rodríguez-Castro, Y., & Vallejo-\r\nMedina, P. (2014). Spanish adolescents’ attitudes toward transpeople: Proposal and validation of a short form of the Genderism and Transphobia Scale. Journal of Sex Research, 51(6), 654-666. \r\nColeman, E., Bockting, W., Botzer, M., Cohen-Kettenis, P., DeCuypere, G., \r\nFeldman, J., & Zucker, K. (2012). Standards of care for the health of\r\ntranssexual, transgender and gender-nonconforming people. \r\nInternational Journal of Transgenderism, 13(4), 165-232.\r\nEsteban-Reyes, C., Ortíz-Mendoza, C. M., Rivera-Morales, N., Purcell-Baerga, P., & \r\nRuiz-Mojica, G. (2016). La educación del género en peligro de extinción: La preparación de psicoterapeutas clínicos en Puerto Rico. Revista Puertorriqueña de Psicología, 27(1), 80-93. \r\nFrancia, M., Esteban, C., & Lespier, Z. (2016). Actitudes, Conocimiento y Distancia Social \r\nde Psicoterapeutas con la Comunidad Transgénero y Transexual. Manuscript \r\nsubmitted for publication.   \r\nGarcía, H. (1984). Actitudes hacia homosexuales y las lesbianas de cuatro grupos de \r\nestudiantes universitarios. (Tesis de maestría) Universidad de Puerto Rico, Río Piedras, Puerto Rico. \r\nHill, D.B., & Willoughby, B.L.B. (2005). The development and validation of the\r\ngenderism and transphobia scale. Sex Roles, 53(7–8), 531–44.\r\nJorge, J. C. (2016). El nombrar clínico, la disforia de género. Boletín Diversidad, 7(1). \r\nDisponible en: http://www.boletindiversidad.org/blank-2\r\nLilienfeld, S. O., Lynn, S. J., Namy, L. L., & Woolf, N. J. (2011). Psicología: Una \r\nintroducción. Madrid: Pearson Education S.A.\r\nMcCann, E. & Sharek, D. (2014a). Survey of lesbian, gay, bisexual and transgender \r\npeople’s experiences of mental health services in Ireland. International Journal of Mental Health Nursing, 23 (2), 118-127. \r\nNorton, A. T., & Herek, G. M. (2013). Heterosexuals’ attitudes toward transgender people: \r\nFindings from a national probability simple of U.S. adults. Sex Roles, 68, 738-753. DOI 10.1007/s11199-011-0110-6. \r\nRamos-Pibernus, A. (2016). Hombres trans en Puerto Rico: Una comunidad escondida. \r\nBoletín Diversidad, 7(1). Disponible en: http://www.boletindiversidad.org/blank-3\r\nRamos-Pibernus, A., Rodríguez-Madera, S., Padilla, M., Varas Díaz, N. & Vargas Molina, \r\nR. (2016). Intersections and evolution of  ‘Butch-trans’ categories in Puerto Rico: Needs and barriers of an invisible population. Global Public Health, 11(7), 966-980.\r\nRiggs, D. W., & Sion, R. (2016). Gender Differences in Cisgender Psychologists’ and \r\nTrainees’ Attitudes Toward Transgender People. Psychology of Men & \r\nMasculinity\r\nRodríguez-Madera, S. L. (2012). TRANS-acciones de la carne: Criminalización de mujeres \r\ntrans que ejercen el trabajo sexual. En S. Serrano (Ed.), Registros criminológicos contemporáneos (págs. 107-150). San Juan, PR: Situm \r\nRodríguez-Madera, S., Ramos, A., Padilla, M. & Varas-Díaz, N. (2016). Radiografías de \r\nlas comunidades Trans en Puerto Rico: Visibilizando femineidades y masculinidades alternas. En M. Vázquez-Rivera, A. Martínez-Taboas, M. Francia-Martínez y J. Toro-Alfonso (Eds.), LGBT 101: Una mirada introductoria al colectivo (págs. 315-342). Hato Rey, PR: Publicaciones Puertorriqueñas.\r\nRodríguez-Madera, S. & Toro-Alfonso, J. (2003). La comunidad de la cual no hablamos: \r\nVulnerabilidad social, conductas de riesgos y VIH/SIDA en\r\n	las comunidades de transgéneros en Puerto Rico. Revista Puertorriqueña\r\n	de Psicología, 14, 7-40.\r\nRodríguez-Madera, S. & Toro-Alfonso, J. (2002). Ser o no ser: la transgresión\r\n	del género como objeto de estudio de la psicología. Avances en \r\n	Psicología Clínica Latinoamericana , 22, 63-78.\r\nPáez, J., Hevia, G., Pesci, F., & Rabbia, H. H. (2015). Construcción y validación de una \r\nescala de actitudes negativas hacia personas trans. Revista de Psicología, 33(1), 151-188. \r\nSan Francisco Human Rights Commission. (2011). Bisexual invisibility: Impacts and \r\nrecommendations. San Francisco, CA: Autor. Retrieved from http://sf-hrc.org/sites/sfhrc.org/files/migrated/FileCenter/Documents/HRC_Publications/Articles/Bisexual_Invisiblity_Impacts_and_Recommendations_March_2011.pdf \r\nToro-Alfonso, J., & Varas-Díaz, N. (2004). Los otros: Prejuicio y distancia social \r\nhacia hombres gay y lesbianas en una muestra de estudiantes de nivel\r\nuniversitario. International Journal of Clinical and Health Psychology, \r\n4(3), 537-551.\r\nVázquez-Rivera, M., Nazario Serrano, J., Sayers Montalvo, S. (2012). La deseabilidad \r\nsocial en estudiantes graduados/as de psicología clínica con Licencia. Revista Puertorriqueña de Psicología, 23, 94-106.\r\nWalzer, A. (2015). School psychologists’ knowledge of and attitudes toward transgender \r\nstudents. Thesis and dissertations. Disponible en: http://rdw.rowan.edu/cgi/viewcontent.cgi?article=1401&context=etd'),(310,'','hide_author','0'),(310,'','language','es'),(310,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(310,'en_US','copyrightHolder','Caleb Esteban, Zahira Lespier, Margarita Francia'),(310,'es_ES','abstract','<p>La comunidad transgénero y la transexual tienen en común la “transgresión” de los conceptos binomiales que ha creado la sociedad actual. Vivimos en una cultura transnegativista por lo que muchas personas sienten o podrían sentir miedo, odio o actitudes de prejuicio hacia las personas Trans. El desconocimiento, la confusión y la invisibilización de la comunidad son factores que se convierten en actitudes negativas que se manifiestan constantemente en discriminación, aislamiento, hostigamiento y/o diversos tipos de violencia, incluyendo los y las profesionales de psicoterapia. Los objetivos de este estudio fueron: elaborar la construcción y la validación de la escala A-TT y evaluar si existían diferencias en las actitudes hacia la comunidad entre estudiantes y profesionales de la psicología. La muestra contó con 233 participantes, profesionales y estudiantes, por disponibilidad. La escala culminó con un total de 24 reactivos y dos subescalas: actitudes en terapia hacia personas transgénero y actitudes en terapia hacia personas transexuales. El índice de confiabilidad interna para la escala fue de .89. No se encontró una diferencia significativa entre las actitudes de los/as estudiantes y los/as profesionales. Concluimos con que la salud de las personas trans es un derecho humano y universal, por tanto es responsabilidad de todo/a psicoterapeuta educarse sobre el tema y deuda de las instituciones educativas en integrarlo en sus currículos.</p>'),(310,'es_ES','cleanTitle','Construcción y Validación de la Escala de Actitudes de Psicoterapeutas hacia la Comunidad Transgénero y Transexual'),(310,'es_ES','title','Construcción y Validación de la Escala de Actitudes de Psicoterapeutas hacia la Comunidad Transgénero y Transexual'),(311,'','categoryIds','[]'),(311,'','citationsRaw','Anderson, H. (2012). Reflections on Kenneth Gergen´ s Contributions to Family Therapy. Psychological Studies, 57(2), 142 – 149. \r\nBauman, Z. (2010). Liquid times: Living in an age of uncertainty. Cambridge: Polity\r\nButler, J. (2003) Problemas de gênero – feminismo e subversão da identidade. Rio de Janeiro: Civilização Brasileira. \r\nFreire, P. (2007) Pedagogia da autonomia. 36 ed. São Paulo: Paz e Terra.\r\nFoucault, M. (1979). História da Sexualidade I: A Vontade de Saber. Rio de Janeiro: Graal.\r\nFoucault, M. (2000). Microfísica do poder. 15a Ed. Rio de Janeiro, Graal. \r\nFoucault, M. (2004ª) A ética do cuidado de si como prática da liberdade. In: Ética, sexualidade e política. Foucault, M. 264-287. Rio de Janeiro: Forense Universitária. Gato, J. & Fontaine M.A. (2011) Impacto da orientação sexual e do gênero na parentalidade: Uma revisão dos estudos empíricos com famílias homoparentais. FPCE da Universidade do Porto. ex æquo, n.º 23, pp. 83-96, ISSN 0874-5560. http://www.scielo.oces.mctes.pt/scielo.php?pid=S0874-55602011000100008&script=sci_abstract\r\nGergen, K.J. (2009) An invitation to social construction . 2ª ed. Los Angeles: Sage publications. \r\nGergen, K. J. & Gergen, Mary (2010). Construcionismo Social um convite ao diálogo, pp. 53-122) - Rio de Janeiro – Instituto Noos. \r\nJunqueira, R.D. (2009). Homofobia nas Escolas: um problema de todos. IN Junqueira, R.D. (Org). Diversidade Sexual na Educação: problematizações sobre a homofobia nas escolas. Brasília : Ministério da Educação, Secretaria de Educação Continuada, Alfabetização e Diversidade UNESCO. http://unesdoc.unesco.org/images/0018/001871/187191por.pdf. \r\nLaqueur, T. (2001) Inventando o Sexo: corpo e gênero dos gregos a Freud. Trad. Vera Whately. Rio de Janeiro: Relume Dumará.\r\nLosantos, M., Montoya, T. & Exeni, S. (2016) Aplicando la Epistemología Socioconstruccionista a la Investigación en Psicología. International Journal of Collaborative Practice, 6(1), 32-46. \r\nMarchi-Costa, M.I. & Perroni, S.C. (2010) Família Homoparental : O que pensam alguns profissionais representantes das Ciências Humanas ? In Montoro, G.C.F.Munhoz, M.L.P. O desafio do amor : Questão de sobrevivência. São Paulo : Roca.\r\nMcnamee, S. & Gergen, K. J. (1998) Relational responsability: resources for sustainable dialogue. Thousand Oaks Calif: Sage.\r\nMcnamee, S. (2012). From Social Construction to Relational Construction: Practices from the Edge. Psychological Studies, 57(2), 150-156.  Disponível em : https://www.researchgate.net/publication/257791951_From_Social_Construction_to_Relational_Construction_Practices_from_the_Edge.\r\nMcnamee, S.(2014) & Martins, P. P. S. Construindo Conhecimento/Construindo Investigação: Coordenando Mundos de Pesquisa. Instituto Noos: Rio de Janeiro.\r\nRasera, E.F.,  Teixeira, F.do B., & Rocha, R.M.G. Construcionismo Social, comunidade e sexualidade: trabalhando com travestis. In Guanaes-Lorenzi, C., Moscheta, M.S, Corradi- Webster, C.M. & Souza, L.V.(orgs). Construcionismo Social: discurso, prática e produção do conhecimento. Rio de Janeiro:  Instituto Noos, 2014.\r\nShotter, J. (2016) Ontological Risks and Communication Anxieties — on What and Whom Others will ‘Allow’ Us to Be. International Journal of Collaborative Practice 6(1), 1-12.\r\nUNESCO- Organização das nações unidas para a Educação, a Ciência e a Cultura (2009) Representação no Brasil, ANPEd - e Associação Nacional de Pós-Graduação e Pesquisa em Educação. Tornar a educação inclusiva http://unesdoc.unesco.org/images/0018/001846/184683por.pdf\r\nUNESCO  - Organização das nações unidas para a Educação, a Ciência e a Cultura ( Dezembro 2015). UNESCO faz consulta sobre bullying contra alunos LGBT em instituições do Rio de Janeiro. Disponível em https://nacoesunidas.org/unesco-faz-consulta-sobre-bullying-contra-alunos-lgbt-em-instituicoes-do-rio-de-janeiro.\r\nWeeks, J. (2007) O corpo e a sexualidade. In: Louro, G. L. O corpo educado:\r\npedagogias da sexualidade. Belo Horizonte: Autêntica.'),(311,'','copyrightYear','2020'),(311,'','hide_author','0'),(311,'','issueId','104'),(311,'','language','en'),(311,'','licenseUrl','http://creativecommons.org/licenses/by-nc/4.0'),(311,'','pages','e332'),(311,'','pub-id::doi','10.30849/ripijp.v54i1.332'),(311,'en_US','abstract','<p>Although the homoparental family is growing, it is still a target of prejudice in our society. This study aims to report research conducted with 8 education professionals whose goal was to know the meanings that education professionals attribute to the homoparental family and their children\'s experiences in the school context. The instrument used was the dialogic interview and the results show the subjects recognize the homoparental family as a legitimate family model, with skills to raise their children. However, most of them are prejudiced and don´t feel prepared to deal with students from such families, with the homophobic bullying they experience and the prejudice of parents and the community. Thus, they request training. The analysis and articulation between the speeches of the participants, social constructionism and gender show that such issues demonstrate a naturalistic heteronormative view of sexuality and family. This study concluded that the social construction\'s speeches promoted new meanings to sexuality, identity categories, social inclusion, family, and training.</p>'),(311,'en_US','copyrightHolder','Maria Ivone Marchi-Costa, Rosa Maria Stefanini de Macedo'),(311,'en_US','coverImage','{\"dateUploaded\":\"2020-05-14 01:19:36\",\"uploadName\":\"submission_332_311_coverImage_en_US.jpg\",\"altText\":\"Abstract\"}'),(311,'en_US','title','Homoparental family, homophobic bullying and school context:  the search for new meanings'),(311,'es_ES','abstract','<p>Although the homoparental family is growing, it is still a target of prejudice in our society. This study aims to report research conducted with 8 education professionals whose goal was to know the meanings that education professionals attribute to the homoparental family and their children\'s experiences in the school context. The instrument used was the dialogic interview and the results show the subjects recognize the homoparental family as a legitimate family model, with skills to raise their children. However, most of them are prejudiced and don´t feel prepared to deal with students from such families, with the homophobic bullying they experience and the prejudice of parents and the community. Thus, they request training. The analysis and articulation between the speeches of the participants, social constructionism and gender show that such issues demonstrate a naturalistic heteronormative view of sexuality and family. This study concluded that the social construction\'s speeches promoted new meanings to sexuality, identity categories, social inclusion, family, and training.</p>'),(311,'es_ES','coverImage','{\"dateUploaded\":\"2020-05-14 01:19:36\",\"uploadName\":\"submission_332_311_coverImage_es_ES.jpg\",\"altText\":\"Abstract\"}'),(311,'es_ES','title','Homoparental family, homophobic bullying and school context:  the search for new meanings'),(311,'fr_FR','abstract','<p>Although the homoparental family is growing, it is still a target of prejudice in our society. This study aims to report research conducted with 8 education professionals whose goal was to know the meanings that education professionals attribute to the homoparental family and their children\'s experiences in the school context. The instrument used was the dialogic interview and the results show the subjects recognize the homoparental family as a legitimate family model, with skills to raise their children. However, most of them are prejudiced and don´t feel prepared to deal with students from such families, with the homophobic bullying they experience and the prejudice of parents and the community. Thus, they request training. The analysis and articulation between the speeches of the participants, social constructionism and gender show that such issues demonstrate a naturalistic heteronormative view of sexuality and family. This study concluded that the social construction\'s speeches promoted new meanings to sexuality, identity categories, social inclusion, family, and training.</p>'),(311,'fr_FR','coverImage','{\"dateUploaded\":\"2020-05-14 01:19:36\",\"uploadName\":\"submission_332_311_coverImage_fr_FR.jpg\",\"altText\":\"Abstract\"}'),(311,'fr_FR','title','Homoparental family, homophobic bullying and school context:  the search for new meanings'),(311,'pt_BR','abstract','<p>A família homoparental embora em crescimento, ainda é alvo de preconceitos em nossa sociedade. Este estudo visa relatar uma pesquisa realizada com 08 profissionais da educação, cujo objetivo foi conhecer os sentidos que esses atribuem à família homoparental e às vivências dos respectivos filhos (as) no ambiente escolar. O instrumento foi entrevista dialógica e os resultados mostram que  as participantes reconhecem a família homoparental como um modelo legítimo de família, com habilidades para criar seus filhos; no entanto, a maioria delas tem preconceito e não se sente preparada para lidar com  estudantes dessa família, com o bullying homofóbico que eles sofrem, com o preconceito dos pais e da comunidade e por esses motivos, solicitam capacitação. A análise e articulação entre os discursos, das participantes, construcionismo social e gênero, evidencia que tais questões explicitam uma visão naturalista heteronormativa da sexualidade e família. Consideramos que os discursos da construção social favoreceram novos sentidos para a sexualidade, categorias identitárias, inclusão social, família e para a capacitação.</p>'),(311,'pt_BR','cleanTitle','Familia homoparental bullyng homofóbico e contexto escolar:  a busca por novos sentidos'),(311,'pt_BR','coverImage','{\"dateUploaded\":\"2020-05-14 01:19:36\",\"uploadName\":\"submission_332_311_coverImage_pt_BR.jpg\",\"altText\":\"Abstract\"}'),(311,'pt_BR','title','Familia homoparental, bullyng homofóbico e contexto escolar:  a busca por novos sentidos.'),(312,'','citationsRaw','Abel’Skaia, R. & Neopikhonova, I. S. (2000). The Problem of Development in German Psychology and Its Influence on Soviet Pedology and Psychology. Journal of Russian and East European Psychology, 38(6),31–44.\r\n\r\nArdoino, J. (1980). Perspectiva politica de la educacion. Madrid: Narcea, 1980.\r\n\r\nArdoino, J. (1995). Multiréferentielle (analyse). In: Ardoino, J. 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(1996a). Epistemologia da complexidade. In: D. F. Schnitman (org.). Novos paradigmas, cultura e subjetividade (pp. 274-289). Porto Alegre: Artes Médicas.\r\n\r\nMorin, E. (1996b) Introducción al pensamiento complejo. Barcelona: Gedisa.\r\n\r\nMorin, E. (s/d). Ciência com consciência. Lisboa: Europa-América.\r\nPetraglia, I. C. (1995). Edgar Morin: a educação e a complexidade do ser e do saber. Petrópolis: Vozes.\r\n\r\nRazmyslov, P. (2000). On Vygotsky’s and Luria\'s “Cultural-Historical Theory of Psychology.” Journal of Russian and East European Psychology, 38(6), 45–58.\r\n\r\nRudneva, E. I. (2000). Vygotsky’s Pedological Distortions. Journal of Russian and East European Psychology, 38(6), 75–94. \r\n\r\nRussell, E. H. (1892). The Study of Children at the State Normal School, Worcester, Mass. The Pedagogical Seminary, II(3), 343–357.\r\n\r\nSchneuwly, B. & Leopoldoff-Martin, I. (2012). Le travail pédologique de Vygotski: une résponde au diagnostic de la crise en psychologie? 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São Paulo: Martins Fontes.\r\n\r\nVigotski, L. S. (1930/2004). Sobre os sistemas psicológicos. In: Teoria e método em psicologia (pp. 103-135). São Paulo: Martins Fontes.\r\n\r\nVygotsky, L. S. (1982). Istoricheskii smysl psikhologicheskogo krizisa. In Sobranie sochinenii v 6-ti tomakh, vol. 1 (pp. 291–436). Moscow: Pedagogika..\r\n\r\nVygotsky, L.S. Педология и смежные с нею науки. Педология и психология. [La pédologie et les sciences voisines. La pédologie et la psychologie]. Pedologija. n.7/8, p. 12-22, 1931.\r\n\r\nYasnitsky, A. (2011). O Vigotski que nós ( não ) conhecemos: os principais trabalhos de Vigotski e a cronologia de sua composição (Síntese). Dubna Psychological Journal, 4, 62–70.\r\n\r\nZavershneva, E. I. & Osipov, M. E. (2012). Primary Changes to the Version of “The Historical Meaning of the Crisis in Psychology” Published in the Collected Works of L. S. Vygotsky. Journal of Russian and East European Psychology, 50(4), 64–84.'),(312,'','copyrightYear','2019'),(312,'','hide_author','0'),(312,'','issueId','100'),(312,'','language','pt'),(312,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(312,'','pages','295-305'),(312,'','pub-id::doi','10.30849/rip ijp.v52i3.333'),(312,'en_US','copyrightHolder','Joao Batista Martins, Marilene Proença Rebello de Souza'),(312,'es_ES','copyrightHolder',''),(312,'pt_BR','abstract','<p>Este trabalho é uma reflexão teórica que aproxima a pedologia (o estudo da criança) proposta por Vigotski e a abordagem multirreferencial, proposta por Jacques Ardoino. Ambas se subsidiam na dialética para compreenderem fenômenos psicológicos e sociais. A pedologia aborda o processo de desenvolvimento humano a partir da relação dialética entre os aspectos sociais e biológicos, e da relação dialética das funções psicológicas superiores. A multirreferencialidade propõe uma leitura plural dos processos, articulando diferentes ângulos, em função de sistemas referenciais distintos. Ambas teorias nos permitem compreender o desenvolvimento humano a partir da sua complexidade, atravessando os campos das ciências do homem e da sociedade, envolvendo várias disciplinas. Assim, pode-se abordar o desenvolvimento humano holisticamente, sem reduzi-lo em elementos mais simples, cartesianamente.</p>'),(312,'pt_BR','cleanTitle','Pedologia de Vigotski e a abordagem multirreferencial: aproximações'),(312,'pt_BR','title','Pedologia de Vigotski e a abordagem multirreferencial: aproximações'),(313,'','citationsRaw','Ahmed, E., & Braithwaite, V. (2006). Forgiveness, reconciliation, and shame: Three key variables in reducing school bullying. Journal of Social Issues, 62, 347-370. doi:10.1111/j.1540-4560.2006.00454.x\r\n\r\nAhmed, E., & Braithwaite, V. (2012). Learning to manage shame in school bullying: Lessons for restorative justice interventions. Critical Criminology, 20, 79-97. doi:10.1007/s 10612-01 1-9151-y\r\n\r\nAllen, K. (2010). Classroom management, bullying, and teacher practices. The Proffesional Educator, 34(1), 1-16. Recuperado de http://files.eric.ed.gov/fulltext/EJ988197.pdf\r\n\r\nAmerican Educational Research Association (2013). Prevention of bullying in school, colleges, and universities. Washington, DC: AERA.\r\n\r\nBandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.\r\n\r\nBender, D., & Losel, F. (2011). Bullying at school as a predictor of delinquency, violence and other anti-social behaviour in adulthood. Criminal Behavior and Mental Health, v21, 99-106. http://dx.doi.org/10.1002/ cbm.799\r\n\r\nBenight, C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42, 1129–1148. doi:10.1016/j.brat.2003.08.008\r\n\r\nBoulton, M. (2008). Pupils’ perceptions of bullying and disruptions to concentration and attention to school work. Pastoral Care in Education, 26, 83-89. doi:10.1080/026439408 02062592\r\n\r\nByrne, B. (2010). Structural equation modeling with AMOS. Basic concepts, applications, and programming (2nd). New York: Routledge.\r\n\r\nCopeland, W., Wolke, D., Angold, A., & Costello, E. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. Journal of the American Medical Association Psychiatry, 70, 419-426. doi:10.1001/jamapsychiatry. 2013.504\r\n\r\nCraig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B. (2009). A cross-national profile of bullying and victimization among adolescent in 40 countries. International Journal of Public Health, 54, 216-224. doi:10.1007/s 00038-009-5413-9\r\n\r\nCurby, T., Brock, L., & Hamre, B. (2013). Teachers’ emotional support consistency products children´s achievement gains and social skills. Early Education and Development, 24, 292-309. doi:10.1080/10400289.2014.665760\r\n\r\nDemaray, M., Malecki, C., Jenkins, L., & Westermann, L. (2012). Social support in the lives of students involved in aggressive and bullying behaviors. En S. Jimerson, A. Nickerson, M. Mayer & M. Furlong (Eds.), Handbook of school violence and school safety. International research and practice (2da ed., pp. 57-68). New York: Routledge.\r\n\r\nFox, C., & Boulton, M. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75, 313-328. doi:10.1348/0007 09905X25517\r\n\r\nHaltigan, J., & Vaillancourt, T. (2014). Joint trajectories of bullying on peer victimization across elementary and middle school and associations with symptoms of psychopathology. Development Psychology, 50, 2426-2436. doi:10.1037/a0038030\r\n\r\nInstituto Nacional de Estadística y Geografía (2015). Encuesta de cohesión social para la prevención de la violencia y la delincuencia. 2014. Recuperado de http://www.inegi.org.mx/saladeprensa/boleti nes/2015/especiales/especiales2015_08 _9.pdf\r\n\r\nKessel Schneider, S., O’Donnell, L., & Smith, E. (2015). Trends in cyberbullying and school bullying in a Regional Cense of High School, 2006-2012. Journal of School Health, 85, 611-620. doi:10.1111/josh.12290\r\n\r\nKnigh, D., & Wadhwa, A. (2014). Expanding opportunity through critical restorative justice portraits of resilience at the individual and school level. Studies in Education, 11(1), 11-33. Recuperado de http://www.jstor/stable/10.1086/675745\r\n\r\nKochenderfer-Ladd, B., & Pelletier, M. (2008). Teachers’ view and belief about bullying influences on classroom management strategies and students’ coping with peer victimization. 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Brooks (Eds.), Handbook of resilience in children (2da ed., pp. 293-328). New York: Springer.\r\n\r\nMalecki, C., & Demaray, M. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASS). Psychology in the School, 39, 1-18. http://dx.doi.org/10.1002/pits.10004\r\n\r\nMerrit, E., Wanless, S., Rimm-Kaufman, S., Cameron, C., & Peugh, J. (2012). The contributions of teachers’ emotional support to children’s social behaviors and self-regulatory skill in first grade. School Psychology Review, 41(2), 141-159. Recuperado de file:///D:/Mis%20Documentos/Descargas/Merritt_Wanless_Rimm-Kaufman_Cameron, %202012.pdf\r\n\r\nMontroy, J., Bowler, R., Skibbe, L., & Foster, T. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29, 298-309. doi:10.1016/j.ecresq. 2014.03.002\r\n\r\nMorrison, B. (2006). School bullying and restorative justice: Toward a theoretical understanding of the role of respect, pride, and shame. Journal of Social Issues, 62, 371-392. doi:10.1111/j.1540-4560.2006.00455.x\r\n\r\nMurray-Harvey, R., Skrzypiec, G., & Slee, P. (2012). Effective and ineffective coping with bullying strategies as assessed by informed professional and their use by victimized students. Australian Journal of Guidance and Counselling, 22, 122.138. doi:10.1017/jgc.2012.5\r\n\r\nO’Dougherty, M., Masten, A., & Narayan, A. (2013). Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the context of Adversity. En S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 15-38). New York: Springer.\r\n\r\nPenner, C., & Wallin, D. (2012). School attachment theory and restitution processes: promoting positive behavior in middle years’ schools. Canadian Journal of Educational Administration and Policy, 137, 1-36. Recuperado de https://www.umanitoba.ca/ publications/cjeap/pdf_files/penner-wallin.pdf\r\n\r\nRaskauskas, J., Rubiano, S., Offen, I., & Wayland, A. (2015). Do social self-efficacy and self-esteem moderate the relationships between peer victimization and academic performance? School Psychology of Education: An International Journal, 18, 297-314. doi:10.1007/s11218-015-9292-2\r\n\r\nReimer, K. (2011). An exploration of the implementation of restorative justice in Ontario public school. Canadian Journal of Educational Administration and Policy, 119, 1-42. Recuperado de https://www.umanitoba.ca/publications/cjeap/pdf_files/reimer.pdf\r\n\r\nAutor (2016). \r\n\r\nRigby, K. (2014). How teacher address cases of bullying in schools: a comparison of five reactive approaches. Educational Psychology in Practice, 30, 409-419. doi:10.1080/02667363.2014.949629\r\n\r\nRyan, T., & Ruddy, S. (2015). Restorative justice: a changing community response. International Electronic Journal of Elementary Education, 7(2), 253-262. Recuperado de file:///C:/Users/avaldes/Desktop/IEJEE_55182b47dcf4b_last_article_55182b981eef6.pdf\r\n\r\nSecretaría de Educación Pública (2008). Encuesta nacional de salud en escolares. México: SEP.\r\n\r\nSingh, P., & Bussey, K. (2009). The development of a peer aggression coping self-efficacy scale for adolescents. British Journal of Developmental Psychology, 27, 971-992. doi:10.1348/026151008X398980\r\n\r\nSwearer, S., & Hymel, S. (2015). Understanding the psychology of bullying. Moving toward a social-ecological diathesis–stress model. American Psychologist, 70, 344-353. doi:10.1037/a0038929\r\n\r\nTroop-Gordon, W., & Ladd, G. (2015). Teachers’ victimization-related belief and strategies: Associations with students’ aggressive behavior and peer victimization. Journal Abnormal Child Psychology, 43, 45-60. doi:10.1007/s10802-013-9840-y\r\n\r\nTtofi, M., Bowes, L., Farrington, D., & Friedrich, L. (2014). 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Global status report on violence prevention 2014. Luxembourg: WHO.'),(313,'','copyrightYear','2018'),(313,'','hide_author','0'),(313,'','issueId','98'),(313,'','language','es'),(313,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(313,'','pub-id::doi','10.30849/rip/ijp.v52i1.334'),(313,'','pub-id::publisher-id',''),(313,'en_US','copyrightHolder','Angel Alberto Valdés Cuervo, Maricela Urías Murrieta, Ernesto Carlos Alonso Martínez'),(313,'es_ES','abstract','<p class=\"Cuerpo\">En el estudio se analizaron las relaciones entre disciplina docente restaurativa, apoyo social, autoeficacia para el afrontamiento, dificultades en habilidades sociales y victimización entre escolares adolescentes. Participaron 660 alumnos, 340 mujeres (<em>M </em>edad= 13.4, <em>DE</em>= 1.5 años) y 320 hombres (<em>M</em> edad= 14.2, <em>DE</em>= 1.1 años) de 20 escuelas secundarias públicas del noroeste de México. Los resultados del análisis de senderos sugieren que la disciplina restaurativa favorece la percepción de apoyo social, el cual se relaciona con menor frecuencia, de forma tanto directa como indirecta, con la victimización. Se concluye que las prácticas restaurativas de los docentes favorecen un contexto social en la escuela que disminuye la vulnerabilidad de los estudiantes a la agresión de pares.</p>'),(313,'es_ES','cleanTitle','Disciplina restaurativa apoyo escolar autoeficacia habilidades sociales y victimización por pares'),(313,'es_ES','copyrightHolder',''),(313,'es_ES','title','Disciplina restaurativa, apoyo escolar, autoeficacia, habilidades sociales y victimización por pares'),(314,'','citationsRaw','Anacleto, M. I. C.; Souza, A. S.; Angelis, G.; Pereira, M. P. (2004). A mortificação do eu:  vivências psicológicas de idosos institucionalizados. Revista da SPAGESP, 5(5), 50-55.\r\n\r\nBessa, M. E. P., & Silva, M. J. (2006). Motivações para o ingresso dos idosos em instituições de longa permanência e processos adaptativos: Um estudo de caso. Texto Contexto Enferm, Florianópolis, 17(2), 258–65.\r\n\r\nBorn, T., & Abreu, C.M. (1996). O cuidado ao idoso e a instituição de longa permanência.  Gerontologia, 4 (4), 7-14.\r\n    \r\nBulla, L. C., & Mediondo, M. Z. (2004). Velhice, dependência e vida cotidiana institucional. In I. A. Cortelletti, M. B. Casara, & V. B. M. Herédia (Orgs.). Idoso asilado: um estudo gerontológico (pp. 87-107). Caxias do Sul, RS: Educs/Edipucrs \r\n\r\nCamarano, A. A., & Kanso, S. (2010). As instituições de longa permanência para idosos no Brasil. Revista Brasileira Estudos Populacionais, 27, 233–235.\r\n\r\nCamarano, A. A., Kanso, S., Alcântara, V. S. & Barbosa, P. (2014). Desigualdades Na Dinâmica Demográfica e as suas implicações na distribuição de Renda no Brasil. In: Ana Amélia Camarano (organizadora), Novo regime demográfico: uma nova relação entre população e desenvolvimento (pp.  241-271). Rio de Janeiro, Ipea.\r\n\r\nChristophe, M. (2009). Instituições de longa permanência para idosos no Brasil: uma opção de cuidados de longa duração? Dissertação de Mestrado, Escola Nacional de Ciências Estatísticas, Programa de Pós-Graduação em Estudos Populacionais e Pesquisas Sociais, Rio de Janeiro. \r\n\r\nDutra, N. S., & Rodrigues, A.G. (2014, outubro). Percepções de idosos residentes em ILPIs sobre a moradia na instituição. Anais do XIII Congresso de Produção Científica e Acadêmica, Universidade Federal de São João del Rei, MG.\r\n\r\nFaleiros, N. P., & Justo, J. S. (2007). O idoso asilado: a subjetividade intramuros. Revista Brasileira de Geriatria e Gerontologia, 10(3). Recuperado em 15 de agosto de 2008, de http://www.unati.uerj.br. \r\n\r\nFerrari, M. A. C. (1991). Instituições que abrigam idosos: propostas de padrões mínimos para seu funcionamento. Revista Terapia Ocupacional, 2(2/3), 86-99.\r\n\r\nFreitas, E. V., Py, L., Cançado, F., Doll, J., & Gorzoni, M. (2006). A qualidade dos cuidados ao idoso institucionalizado. In Freitas et al (org.). Tratado de Geriatria e Gerontologia (pp.1131–1141). Rio de Janeiro: Guanabara Koogan.\r\n\r\nGroisman, D. (1999). Asilos de velhos: passado e presente. Estudos interdisciplinares do Envelhecimento, 2, 67-87.\r\n\r\nHerédia, V. B. M., Cortelletti, I. A., & Casara, M. B. (2004). Institucionalização do idoso: identidade e realidade. In I. A. Cortelletti, M. B. Casara, & V. B. M. Herédia (Orgs). Idoso asilado: um estudo gerontológico (pp. 13-60). Caxias do Sul, RS: Educs/Edipucrs. instituições de longa permanência. Revista da Escola de Enfermagem da USP, 41(1). Recuperado em 28 de agosto de 2008, de http://scielo.br/scielo.php. \r\n\r\nIpardes. (2008). 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Centro de Apoio Operacional das Promotorias e Justiça de Defesa dos Direitos das Pessoas Portadoras de Deficiência e Idosos. Banco de dados referentes às instituições de longa permanência do estado de Minas Gerais. Belo Horizonte. Recuperado em 28 de janeiro de 2009, de http://www.pgj.mp.mg.gov.br/caoppdi. \r\n\r\nMoser, A. M. (2005). Melhoria da qualidade de vida de idosos residentes em um asilo, por meio de atividades vivenciais programadas. Tese de doutorado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.\r\n\r\nOliveira, D. A. A. P., Gomes, L., & Oliveira R. F. (2006). Prevalência de depressão em idosos que freqüentam centros de convivência. Revista de Saúde Pública, 40(4), 734-736.\r\n\r\nPerlini, N. M. O. G., Leite, M. T., & Furini, A. C. (2007). Em busca de uma instituição para a pessoa idosa morar: motivos apontados por familiares. Rev Esc Enferm USP, 41(2), 229–36.\r\n\r\nPollo, S. H. L., & Assis, M. (2008). Instituições de longa permanência para idosos – ILPS, desafios e alternativas no município do Rio de Janeiro. Revista Brasileira de Geriatria e Gerontologia, 11(1), 29 – 44.\r\n\r\nReis, P. O., & Ceolim M. F. (2007). O significado atribuído a “ser idoso” por trabalhadores de Instituição de Longa permanência. Rev Esc Enferm USP, 41(1),57-64.\r\n\r\nRodrigues, A. G. (2010). Habilidades comunicativas e a rede social de apoio de idosos institucionalizados. Tese de Doutorado, Psicologia, Universidade de São Paulo, São Paulo.\r\n\r\nScharfstein, E. A. (2006). Instituições de longa permanência – uma alternativa de moradia para os idosos brasileiros na vida contemporânea. Tese de doutorado, Psicossociologia de Comunidades e Ecologia Social, Universidade Federal do Rio de Janeiro, Rio de janeiro.\r\n\r\nTelles Filho, P. C. P., & Petrilli Filho, J. F. (2002). Causas da inserção de idosos em uma instituição asilar. Revista de Enfermagem – Escola Anna Nery, 6 (1), 135-143.'),(314,'','hide_author','0'),(314,'','language','pt'),(314,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(314,'en_US','copyrightHolder','Nathália dos Santos Dutra, Adriana Guimaraes Rodrigues'),(314,'pt_BR','abstract','<p>Em virtude do acelerado envelhecimento populacional brasileiro, a demanda pela institucionalização de idosos, no país, tornou-se cada vez mais crescente. Culturalmente, é esperado que os filhos e/ou os demais membros da família cuidem de seus idosos e assumam a responsabilidade por seus cuidados no ambiente familiar. No entanto, em determinadas situações, a disponibilidade e/ou a capacidade de os membros familiares exercerem o cuidado para com o idoso podem estar comprometidas ou fragilizadas e então, a institucionalização é uma das soluções encontradas. Neste trabalho, propõe-se fazer uma breve descrição do modelo de Instituições de Longa Permanência para Idosos mais frequente no Brasil e apontar alguns dos motivos que levam à decisão pela institucionalização do idoso, de acordo com estudos brasileiros sobre o assunto.</p>'),(314,'pt_BR','cleanTitle','Levantamento dos principais motivos para a institucionalização de idosos / Survey of reasons for using facilitybased longterm care for the elderly'),(314,'pt_BR','title','Levantamento dos principais motivos para a institucionalização de idosos / Survey of reasons for using facility-based long-term care for the elderly.'),(315,'','citationsRaw','Aguilera Hurtado, JC. “30 Años de la Epidemia del VIH en Bolivia”. Editado: Fundación Hábitat Verde, HIVOS, OPS/OMS. Santa Cruz – Bolivia. 2014. \r\nAguilera Hurtado, JC. “Historia del SIDA en Bolivia”. Editado: Fundación Hábitat Verde, HIVOS, UAGRM. 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Ontario – Canadá. 2006.'),(315,'','hide_author','0'),(315,'','language','es'),(315,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(315,'en_US','copyrightHolder','Julio Cesar Aguilera Hurtado'),(315,'es_ES','abstract','<span><span><span><span><span><span><span><span>En La Boliviana Ciudadanía, en su gran mayoría Existe Una Confusión Entre </span></span></span></span></span></span></span></span><strong><span><span><span><span><span><span><span><span>ORIENTACIÓN SEXUAL E IDENTIDAD DE GÉNERO</span></span></span></span></span></span></span></span></strong><span><span><span><span><span><span><span><span> . </span></span></span></span></span></span></span><span><span><span><span><span><span><span>La primera es la Atracción sexual, erótica, emocional o Amorosa ONU Determinado Grupo de Notables definidas por su sexo y su percepción sexual, sexuales Entre las Orientaciones estan:. </span></span></span><span><span><span>La homosexualidad, la bisexualidad y la heterosexualidad </span></span></span></span></span></span></span><span><span><span><span><span><span><span>MIENTRAS Que La Segunda, oh mar, la Identidad de Género es la percepción Subjetiva Que Un Individuo Tiene Sobre sí Mismo en Cuanto Sentirse un hombre, mujer, o de las Naciones Unidas Género ningún binario ; </span></span></span></span></span></span></span><span><span><span><span><span><span><span>Este PUEDE considerarse el \" </span></span></span></span></span></span></span></span><strong><em><span><span><span><span><span><span><span><span>sexo psicológico</span></span></span></span></span></span></span></span></em></strong><span><span><span><span><span><span><span><span> \" o \" </span></span></span></span></span></span></span></span><strong><em><span><span><span><span><span><span><span><span>psíquico sexo</span></span></span></span></span></span></span></span></em></strong><span><span><span><span><span><span><span><span> \", y se constituye en uno de los Tres Elementos de la identidad sexual, Junto a la orientación sexual y el rol de género. </span></span></span></span></span></span></span><span><span><span><span><span><span><span>Encontrados Dentro de los Principales Resultados habia 25 personajes Entrevistas Y Que firmaron Su Consentimiento de privacidad Uso. </span></span></span></span></span></span></span><span><span><span><span><span><span><span>Todas procedentes de Sana Cruz - Bolivia, :::: Además Destacar Que Eran 4 personas de sexo biológico al nacer de mujer y 21 hombres.</span></span></span></span></span></span></span></span>'),(315,'es_ES','cleanTitle','Mirada de la Psicología sobre la Sexualidad y la Ley N° 807  Ley de Identidad de Género'),(315,'es_ES','title','Mirada de la Psicología sobre la Sexualidad y la Ley N° 807  Ley de Identidad de Género'),(316,'','citationsRaw','Beck, A. 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Acta Psychiatrica Scandinavica, 67(6), 361-370. doi:10.1111/j.1600-0447.1983.tb09716.x'),(316,'','copyrightYear','2018'),(316,'','hide_author','0'),(316,'','issueId','99'),(316,'','language','en'),(316,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(316,'','pub-id::doi','10.30849/rip/ijp.v52i2.338'),(316,'en_US','abstract','<p><span style=\"font-family: Times New Roman; font-size: medium;\">The effect of adding a cognitive behavioral program to an intervention program in Positive Psychology was. For this purpose, 45 university students were measured by SWLS, PANAS, CES-D, BAI and HADS scales and assigned to one of two groups: a) intervention with positive psychology or b) intervention with more cognitive-behavioral positive psychology. Pre-post comparisons indicate that a Positive Psychology intervention significantly increases life satisfaction and positive affect and significantly decreases negative affect, depressive symptoms and anxiety symptoms (<em>p </em>&lt; .05). Moreover, ANCOVA analysis show that the Cognitive-behavioral intervention does not contributed anything additional to the program of positive psychology in each of the variables measured (<em>p </em>&gt; .05). In short, our findings suggest that it is possible to offer psychological assistance by providing tools from Positive Psychology that promote well-being and psychological health focusing on maximizing strengths within a small period intervention. </span></p><p><span style=\"font-size: medium;\"><span style=\"font-family: Times New Roman;\"><em>            Keywords:</em><strong> </strong>anxiety; depression<strong>; </strong>positive emotions; wellness; psychological health</span></span></p>'),(316,'en_US','cleanTitle','Comparing cognitivebehavior therapy and positive psychology to enhance emotional wellbeing'),(316,'en_US','copyrightHolder','Sheila Pintado, Marco Castillo, Julio C. Penagos-Corzo'),(316,'en_US','title','Comparing cognitive-behavior therapy and positive psychology to enhance emotional well-being'),(317,'','citationsRaw','Abramson, Charles. (2015) A crisis in comparative psychology: Where have all the \r\nundergraduates gone? Additional comments. Innovative Teaching, 4, article 7, 1-10.\r\n\r\nArdila, Rubẻn. (1986) Significado y necesidad de la psicología comparada. Revista \r\nLatinoamericana de Psicología, 18, 157-69.\r\n\r\nArdrey, Robert. (1966) The territorial imperative. New York: Dell.\r\n\r\nBeach, Frank. (1950) The snark was a boojum. American Psychologist, 5, 115-24.\r\n\r\nBeach, Frank.  (1960) Experimental investigations of species-specific behavior. American \r\nPsychologist, 15, 1-18.\r\n\r\nGalef, Bennett. (1987) Comparative psychology is dead! Long live comparative psychology. \r\nJournal of Comparative Psychology, 101, 259-261.\r\n\r\nGreenberg, Gary; Partridge, Ty; Weiss, Emily & Pisula, Wojciech. (2003) Comparative \r\npsychology, a new perspective for the 21st century: Up the spiral staircase. Developmental Psychobiology, 44, 1-15.\r\n\r\nKuo, Zing Yang. (1921) Giving up instincts in psychology. The Journal of Philosophy, 18, 645-\r\n664.\r\n\r\nVan Lawick-Goodall, Jane & Van Lawick, Hugo. 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However, the real cause for the decline occurred decades prior and although the problem was acknowledged at the time, no significant corrections were made and those same scholars have skirted the issue. Presently, it is bureaucratic obstacles that impede a resurgence of the discipline.</p>'),(317,'en_US','cleanTitle','How comparative psychology became an endangered species'),(317,'en_US','copyrightHolder','Armando Simon'),(317,'en_US','title','How comparative psychology became an endangered species'),(318,'','citationsRaw','Bekkers, R. (2003). Trust, Accreditation, and Philanthropy in the Netherlands. Nonprofit and Voluntary Sector Quarterly, 32, 596-615. DOI: 10.1177/0899764003258102\r\n\r\nBolitho, F.H., Carr, S.C., & Fletcher, R.B. (2007). Public thinking about poverty: Why it matters and how to measure it. International Journal of Nonprofit and Voluntary Sector Marketing, 12, 13-22. DOI: 10.1002/nvsm.220.\r\n\r\nBreckler, S.J. (1984). 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Implicación de las actitudes y desesperanza en la participación electoral de estudiantes españoles y latinoamericanos. Revista Latinoamericana de Psicología, 40, 551-564.\r\n\r\nVázquez, J.J., Panadero, S., & Rincón, P. (2010). Stressful life events and suicidal behaviour in countries with different development levels: Nicaragua, El Salvador, Chile and Spain. Journal of Community and Applied Social Psychology, 20, 288-298. DOI: 10.1002/casp.1036.	\r\n\r\nVázquez, J.J. & Panadero, S. (2007). Ideología, acción política y atribuciones causales de la pobreza en los estados menos desarrollados. Psicología Política, 35, 33-51.\r\n\r\nVázquez, J.J. & Panadero, S. (2009a). Atribuciones causales de la pobreza en los países menos desarrollados. Revista Perfiles Latinoamericanos, 34, 125-139.\r\n\r\nVázquez, J.J. & Panadero, S. (2009b). Pobreza en los estados menos desarrollados: análisis de diferencias atribucionales entre universitarios centroamericanos. Interamerican Journal of Psychology, 43, 297-308. \r\n\r\nVázquez, J.J. (2011). Attitudes toward nongovernmental organizations in Central America. Nonprofit and Voluntary Sector Quarterly, 40, 166-184. DOI: 10.1177/0899764009359944. \r\n\r\nVázquez, J.J. & Panadero, S. (2016a). Chronicity and pseudo inheritance of social exclusion: Differences according to the poverty of the family of origin among trash pickers in León (Nicaragua). Human Rights Quarterly, 38(2), 379-390. DOI: 10.1353/hrq.2016.0037.\r\n\r\nVázquez, J.J. (2016b). The stigma of making a living from garbage: Meta-stereotypes of trash-pickers in León (Nicaragua). Scandinavian Journal of Psychology, 57(2), 122-128. DOI: 10.1111/sjop.12268.\r\n\r\nWagner, D. (2000, February 24). The “virtue” of charity: Debunking an American myth. Chronicle of Philanthropy, 42-43. \r\n\r\nZahn-Waxler, C., Ronbinson, J.L., & Emde, R.N. (1992). The development of empathy in twins. Developmental Psychology, 28, 1038-1047.DOI: 10.1037/0012-1649.28.6.1038.'),(318,'','hide_author','0'),(318,'','language','en'),(318,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(318,'en_US','abstract','<p>An analysis was conducted of the willingness of a sample of 292 Spanish undergraduates to donate money to Non-Governmental Organisations (NGOs) working in Nicaragua. Information was collected concerning undergraduates\' perceptions of the work being done by NGOs, the confidence these inspire, the impact and sustainability of the projects carried out and of wrongdoing by NGO members. Are also analyzed how differences in socio-demographic variables, political ideology, economic status and links with NGOs affect these perceptions. The data obtained was then compared with the findings of a previous study of 860 undergraduates from Nicaragua and El Salvador, mainly Nicaraguans (Vázquez, 2011). The results indicate a willingness among the undergraduates to donate money to NGOs, and this was more marked among those who worked or collaborated with these organisations. Different levels of agreement were observed on issues related to the NGOs according to gender, political ideology or links with these kinds of organisation.</p>'),(318,'en_US','cleanTitle','Spanish attitudes towards nongovernmental organisations NGOs in Nicaragua: A comparison of attitudes towards NGOs in Central America'),(318,'en_US','copyrightHolder','José Juan Vázquez'),(318,'en_US','title','Spanish attitudes towards non-governmental organisations (NGOs) in Nicaragua: A comparison of attitudes towards NGOs in Central America.'),(319,'','citationsRaw','Aguilar, Y. P., Valdez, J. L. y González, N. I. (2012). Satisfacción con los roles de género. Revista Electrónica de Psicología Iztacala, 15(4), 1140-1453. \r\n\r\nAguilar, Y. P., Valdez, J. L., González-Arratia, N. I. y González, S. (2013). 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Sex Roles, 66, 453-647. doi:10.1007/s11199-011-0112-4.'),(319,'','copyrightYear','2018'),(319,'','hide_author','0'),(319,'','issueId','98'),(319,'','language','es'),(319,'','licenseURL','https://creativecommons.org/licenses/by-nc/4.0'),(319,'','pub-id::doi','10.30849/rip/ijp.v52i1.341'),(319,'','pub-id::publisher-id',''),(319,'en_US','copyrightHolder','María Andrea Nava-Reyes, José Luis Rojas-Solís'),(319,'es_ES','abstract','<p>Los vínculos generados entre hombres y mujeres se distinguen por tareas y funciones específicas descritas, prescritas y manifestadas por cuestiones de género. Por ello el presente estudio cuantitativo, no experimental y transversal analiza la prevalencia y relación de factores de género a partir de la Escala Roles de género, la Escala de Ambivalencia hacia Hombres, Escala de Sexismo Ambivalente y Escala de mitos sobre el amor romántico. La muestra estuvo compuesta por 1020 adolescentes mexicanos con edades entre 14 y 19 años. Se halló una mayor aceptación de roles de género y sexismo ambivalente por parte de los hombres, las mujeres puntuaron más alto en sexismo hostil hacia las propias mujeres. En ambos sexos se hallaron numerosas relaciones estadísticamente significativas entre las variables estudiadas. </p>'),(319,'es_ES','cleanTitle','Gender roles sexism and myths of romantic love in Mexican adolescents'),(319,'es_ES','copyrightHolder',''),(319,'es_ES','title','Gender roles, sexism, and myths of romantic love in Mexican adolescents'),