Psychology In Brazil Research Articles

DESENVOLVIMENTO DA PSICOLOGIA ESCOLAR NO BRASIL: UMA REVISÃO SISTEMÁTICA INTEGRATIVA

ABSTRACT – The main objective of this study was to carry out a survey on the evolution of school psychology in Brazil. The methodological approach adopted consisted of an integrative systematic review of the literature. The search for articles was conducted in three digital databases: Lilacs, Nursing Database and SciELO, using the search terms: Development, Teaching and Learning, History and School Psychology. The inclusion criteria covered texts in Portuguese and English that were available in their entirety and that discussed the development of school psychology in Brazil, in addition to exploring the main opportunities for progress in consolidating this area, considering the Brazilian reality. In contrast, articles that did not directly address the topic or that did not clearly present the contribution of the work of the school psychologist were excluded. The research faced some limitations due to the scarcity of specific publications on the development of school psychology. However, all articles analyzed highlighted the importance of the role of the psychologist in the educational context and the improvement of pedagogical practices. The inclusion of this professional in educational institutions is seen as crucial for the application of psychological knowledge in the formulation of proposals that prioritize education and humanization. The ten articles reviewed emphasize the relevance of the school psychologist and record that since 1930, several initiatives have been carried out to ensure the inclusion of this professional in schools, with the aim of improving the quality of teaching and supporting students with learning difficulties.

Psychology and School Inclusion of People With Autism Spectrum Disorder in Brazil: An Integrative Review

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to promote the inclusion of autistic people in school. The review considered articles published in the SciELO, BVS-Psi and PePsic databases, in Portuguese and English, between 2013 and 2023. The searches were carried out using the Boolean descriptors and operators psychology AND autism. The results point to three perspectives and modes of action in promoting school inclusion for autistic people: adaptation and adjustment through training, inclusion and development mediated by interactions with adults, and emergence of uniqueness resulting from the deconstruction of normalizing and pathologizing practices.

Relationship between frequency of use of psychological skills and competitive anxiety in elite athletes

The present study aimed to investigate the effect of frequency of use of psychological skills (relaxation, emotional control, automatization, goal setting, imagery, self-talk, negative thoughts, and activation) on somatic and cognitive anxieties, as well as self-confidence in competitive elite athletes. The study employed a cross-sectional, relational, and ex post facto design. The non-probabilistic, intentional sample consisted of 64 competitive elite athletes with a mean age of 25.70 (SD = 4.53), participating in various sports disciplines. The Brazilian versions of the Competitive State Anxiety Inventory-2 and the Test of Performance Strategies-2 were administered in the week preceding the competitions. Significant effects of frequency of use were observed for relaxation, automatization, and imagery on cognitive anxiety and somatic anxiety. Conversely, frequency of use in negative thoughts and emotional control demonstrated significant effects on both cognitive and somatic anxieties, as well as self-confidence. Additionally, the frequency of use in goal setting and activation showed a significant effect solely on self-confidence. These findings are of utmost importance to Sports Psychology in Brazil, suggesting that the frequency of utilizing psychological skills may influence competitive anxiety.

Intervenções cognitivo-comportamentais para depressão na adolescência: uma revisão sistemática

Este estudo teve como objetivo investigar os principais achados reportados por pesquisas desenvolvidas na última década acerca de intervenções de TCC em grupo para o tratamento da depressão em adolescentes. Realizou-se uma revisão sistemática da literatura por meio das bases de dados PubMed, PsychoINFO e BVS-Brasil, no período de 17 a 20 de junho de 2023. Após a análise dos critérios de inclusão e exclusão, um total de 11 artigos completos constituíram a amostra final. Técnicas terapêuticas como a reestruturação cognitiva, a psicoeducação e a regulação emocional demonstraram ser importantes para a redução ou remissão de sintomas depressivos em adolescentes. Além disso, novos programas incluindo o suporte colaborativo de professores também parecerem ser efetivos quando trazendo o TCC para adolescentes com depressão. Conclui-se que, em comparação com outros tratamentos terapêuticos ou farmacológicos, as intervenções em TCC, frequentemente, apresentam potencial benéfico para o tratamento da depressão em adolescentes.

Ensino da Psicologia do Desenvolvimento: Análise de Ementas de Cursos da Graduação

Distinct ways of organizing the content of mandatory courses in the undergraduate curriculum may refl ect characteristics, needs, and trends in the teaching of human development. This study aimed to describe characteristics of developmental psychology syllabi of psychology undergraduate courses at Brazilian federal universities. We located 147 syllabi in 58 curricula from 45 universities and conducted two thematic analyzes over the contents of the syllabi: codebook thematic analysis and refl exive thematic analysis. Results showed that the courses mostly present core concepts of human development, mention theories without highlighting authors, organize contents in stages and domains of development, deal with them theoretically, rarely add practical activities to didactics or evaluation, emphasize learning processes, and timidly include aging studies. On the other hand, they tend not to address an interdisciplinary view of the area, nor the relationships with the professional practice of the future psychologist, the school context in the study of human development, the approximation of scientifi c fi ndings in research, the study of atypical development, cultural aspects, and contemporary topic to social organization. The discussion contextualizes the teaching of Developmental Psychology in Brazil and suggests ways to update syllabi and curricula.Keywords: Developmental psychology, teaching psychology, psychology education, undergraduate studies, higher education.

Psychology in Brazil: Formation and Institutionalisation

Resumo: O texto faz uma síntese da trajetória da psicologia desenvolvida na Europa e nos Estados ao longo da modernidade e apropriada pelos médicos brasileiros no século XIX e pelos educadores já no começo do século XX. Procura-se apontar os interesses pela disciplina oriundos de diferentes campos e instituições que se desenvolveram ao longo dos anos, como as utilizações em organizações, na assistência a menores, nas Forças Armadas, na Educação física etc., bem como a crescente formação de profissionais, a institucionalização científica e acadêmica, a regulamentação da profissão e do sistema Conselho. Destaca-se, nesse processo, a existência de um modelo de indivíduo autônomo, sem amarras sociais. Aponta-se para as mudanças mais recentes que têm sido trazidas e que constituem novos sujeitos e novas propostas de compreensão do humano. Utiliza-se para isso diferentes pesquisas e trabalhos já publicados pela autora.

Perspectives on Indigenous Psychology in Brazil: ethical and epistemological challenges

Perspectives on Indigenous Psychology in Brazil: ethical and epistemological challenges

The Diálogos Journal: its Role in the Process of Continuous Education and Innovation in the Practice of Psychology in Brazil

Resumo: O sistema Conselhos de Psicologia cumpre a função institucional de fiscalizar e orientar o exercício da profissional de psicologia no Brasil. A função de orientação envolve necessariamente políticas e ações que disponibilizem para a categoria o acesso aos avanços do conhecimento científico e das formas de intervenção, compartilhando experiências exitosas que contribuam para o aprendizado coletivo. A revista Diálogos cumpre essa função ao se dirigir primordialmente para o público que atua na prestação de serviços à população nos mais diferentes contextos. Este artigo recupera a trajetória desse veículo de divulgação ao longo dos seus 19 anos de existência, destacando temáticas que foram objeto de discussão e análises nos seus diversos números. Os resultados revelam o quanto a revista tem sido um instrumento importante na construção de um modelo de atuação profissional ético, cientificamente embasado e socialmente comprometido, concretizando diretrizes políticas do sistema de conselho referendadas pela categoria nesse período.

Brazilian Psychology and Mental Health Policies: Memories and Rediscovered Time

Resumo: O percurso da psicologia brasileira nas políticas de saúde mental é problematizado neste ensaio a partir de uma perspectiva cartográfica de avaliação de seus deslocamentos, colocando em análise quatro platôs de agenciamentos: a Psicologia Comunitária, o movimento sanitário, a luta antimanicomial e os novos pactos sociais. De um modo geral, observou-se uma tendência de expansão da Psicologia para novos cenários de atuação na saúde mental nas últimas cinco décadas, que foi acompanhada de uma atualização das referências conceituais e da intervenção no campo clínico, mas também de um percurso na zona fronteiriça e de vizinhança entre outros campos do conhecimento e diversas lutas sociais, a partir de algumas trilhas pouco usadas ou até mesmo desconhecidas. A análise dessa trajetória evidenciou um certo tensionamento entre multiplicidade e estratificação no modo de operar a Psicologia, na medida em que formas disruptivas coexistem com o sedentarismo profissional e preservam clichês, mesmo em novos espaços. Por outro lado, o campo se encontra tensionado por novas demandas, como no caso da interseccionalidade e da emergência climática, em que se fazem necessárias novas alianças e uma elaboração coletiva. Assim sendo, destaca-se que a referida expansão da Psicologia na saúde mental não se dará apenas por meio da consolidação do legislado, mas exige tornar pensável, audível e visível o múltiplo em efervescência no contexto atual. Mais uma vez, estamos em tempos de redescobrir a política e os movimentos insurgentes.

The Internationalisation of Psychology in Brazil: an Analysis of Scientific Outputs, Collaboration Networks and Their Impacts

This article aims to analyse the process of internationalisation of scientific output in Brazilian psychology and its subfields and compare them with other countries from 2011 to 2020. Two other objectives were taken into consideration: to describe the collaboration networks formed by national psychology researchers and their influence on the impact of scientific output while analysing the relationships in the North–South and South-South axes and to reflect on the advance of the quality of the scientific output over time, considering the indicators of its scientific impact. We used SciVal, based on the Scopus database. The main result is that cooperation on the South-North axis was dominant compared to cooperation on the South-South and South-East axes. The paper also discusses the importance of public funding agencies and the growth of graduate programs in Brazil, enabling the increase in output and the internationalisation of national psychology. The final part addresses the limitations of the Scopus database and some guidelines for the future of the internationalisation of Brazilian psychology.

International Student Mobility in Psychology: an Analysis of Brazilian Students in Portuguese Higher Education

Student mobility has been one of the most impactful manifestations of higher education (HE) internationalization. Recently, many studies have looked at this phenomenon, although few have focused on mobility from countries which are not major student exporters and to countries that are not main recruiters. This paper aims to uncover how the increasing internationalization of HE is reflected in the mobility of Brazilian Psychology postgraduate students to Portugal, two countries which share a metropolis-colony past. Two objectives are pursued: first, to carry out a characterization of Psychology postgraduate students from Brazil who study in Portugal; second, to analyze the assignment of scholarships by the Brazilian government. Descriptive analysis and a social network analysis technique were performed to official statistical data available in both countries. Social Sciences, Business and Law is the most sought-after area by Brazilian students in mobility, and within this area, Psychology students are third in absolute numbers. The majority of Psychology students were in degree mobility, being almost ten times more than those in credit mobility, and a constant preference for public institutions was observed. The Portuguese institutions most sought-after are the University of Porto, the University of Coimbra and the University of Lisbon. Institutions located in Brazil’s South and southeast regions stand out with the number of mobility grants. This work contributes to shed light on realities of international mobility beyond the major recruiting and/or sending countries. Its novelty also resides in the contribution to knowledge about mobility between spaces where a colonial logic leads students’ flows.

The health category in studies of masculinities in Brazilian psychology

The health category in studies of masculinities in Brazilian psychology

Grupos Focais na Pesquisa Brasileira: Cenário Atual e Desafios Metodológicos

Abstract Based on an integrative review, this study aimed to critically discuss the use of focus groups in empirical research in Brazilian Psychology over the last two decades and to qualify the methodological decisions of those who opt for this approach. Scopus, Web of Science, and SciELO were consulted, finding 62 articles in national journals in the area. The primary contexts of use were work, education, health, and social, with wide theoretical diversity. There has been a significant growth of the technique in research in Psychology since 2002, despite the need for improvement in the description of selection procedures, group composition, number of participants, the script for conducting, analysis, and presentation of results. However, it is necessary to ensure alignment between objective, theory, and method to improve the use of focus groups in psychological interventions.

Columbia Teachers College and Educational Psychology in Brazil: Circulation and Appropriation

Background/Context: In Brazil, the 1920s and 1930s were characterized by initiatives intended to reform public school systems at the state level. As in the case of both educators whose work we analyze in this article, Brazilian educators traveled abroad searching for experiences that could help them think about the modernization of education in their own country. Some, like Isaías Alves and Noemy Rudolfer, advocated for using psychological tests in schools as part of the change. They translated and adjusted the foreign tests, which were given to primary school students during the 1930s. Focus of Study: Our work deals with the experiences of two Brazilians who visited Teachers College (TC), Columbia University, in New York, in 1930: Isaías Alves and Noemy da Silveira Rudolfer. Both coordinated services of applied psychology when they returned to Brazil: Alves in Rio de Janeiro and Rudolfer in São Paulo. Research Design: Our work develops a historical analysis of the use of psychological tests in Brazil through the experiences of these two educators. Conclusions/Recommendations: Using Alves and Rudolfer as a reference this article intends to demonstrate the relationship that Brazilian educators developed with the American education theories. Along this process, TC was a significant space of mediation between the Brazilian educators and the American professors and authors. Although TC played a substantial role in Rudolfer’s and Alves’s work, both took different approaches to local conditions. In doing so, they produced another knowledge, showing some of the possibilities open to Brazilian educators when they looked at American authors discussed by TC professors.

History of Psychology in Brazil: the different meanings of degeneration (1903-1930)

The purpose of this article is to analyze the records related to the diagnosis of degeneration (concept derived from Traité des dégénérescences, by Bénedict-Augustin Morel, published in 1857), based on documents from institutions for the insane according to the Assistência aos Alienados no Brasil program (Brazilian Assistance to Individuals with Mental Illnesses). The aim of this work, with a theoretical framework, is to assess interpretative asymmetries related to theories of degeneration at the beginning of the 20th century. Emphasis is given to the particularities of interpretation of the theory of degeneration in the Brazil, which may be attributed to the policies introduced by the newly settled Republic regarding racial mixing in the local society as a result of the trafficking of enslaved Africans before the abolition of slavery (1888). Intellectuals started to explain the Brazilian reality through race, which often led to the diagnosis of people’s degeneration of psychophysiological nature. However, according to a diachronic perspective, the term “degeneration” has had different meanings, mainly within the period covered by this article, during which Juliano Moreira, a doctor with black and white ancestry and a Kraepelin scholar, occupied the role of director of the Hospício Nacional de Alienados (National Institute for Individuals with Mental Illnesses), from 1903 to 1930.

Services School of Psychology in Brazil: challenges and possibilities for clinical practices in times of pandemic

In this theoretical essay, the authors, based on their experiences as teachers, researchers, psychologists and internship supervisors seek to situate the impacts of the COVID-19 pandemic on the mental health of the Brazilian population and on clinical practices in schools of Psychology in the country, as well as reflecting on the elasticity of demand and listening trainee and supervisor in that context. Therefore, they theoretically discuss the role of the school service in the undergraduate training of the psychologist and the impacts of the COVID-19 pandemic on the provision of services by students. Based on several questions about the psychosocial reality of the pandemic and the need for planning, regulation and training for remote practices throughout the training of the psychologist, propose new managements for individual psychotherapy and other modalities of clinical practices, in the sense that school services meet social demands in times of pandemic crisis and better prepare their students for a job market increasingly taken over by remote relationships and services.

Psychological Complaints at Psychological Emergency Service Associated with Referral to Extended Screening in a Psychology School Clinic

The Psychological Emergency Service (PES) at psychology school clinics is an unscheduled and free psychological service to meet urgent demands. From this service, some patients whose complaints require more time for clinical work are referred to the Extended Screening (ES), a modality composed of six extra appointments. This study aims to analyze the sociodemographic profile of patients seen on PES in a Brazilian Psychology School Clinic, and to identify the demands that motivated referral to the ES, for better qualification of the care offered. This is a descriptive analysis research, carried out based on data from the medical records of 46 patients who went through the PES and were referred to the ES at the institution, between the years 2019 and 2021. Sociodemographic data were collected and, from the session reports, a content analysis of the thematic analysis modality was performed to identify the complaints. The participants’ age ranged from 18 to 65 years, with a mean of 32.28 years (sd = 10.95). There was a predominance of female participants (71.74%), that completed High School (39.14%) and had an income from one to two Brazilian minimum wages (32.61%). The most frequent complaints were depressive symptoms (56.52%) and difficulties in interpersonal relationships (32.61%). The results obtained, besides allowing the survey of the social and demographic profile of the clientele of the PES at the Psychology School Clinic, and demonstrating its social relevance by providing free psychological care, also show to be of great importance for the definition of more accurate criteria for referral to the ES of patients seen on PES.

A LIBERDADE EM ESPINOSA COMO BASE ONTOEPISTEMOLÓGICA NO ENFRENTAMENTO DO SOFRIMENTO ÉTICO-POLÍTICO

Abstract The aim of this article is to focus, based on Spinoza’s philosophy, on the concept of "ethical-political suffering", necessarily articulating it to the concepts of “good encounters” developed by Gilles Deleuze and Spinoza’s “power of acting”. For that, we weave a reflection on the concept of freedom for this author, going through his masterpiece, Ethics, articulated with some of his readers and interlocutors. We argue that recognizing the ontological and epistemological basis of these concepts allows us to demarcate an ethical and political direction that can contribute with Critical Social Psychology in Brazil. The idea of freedom as an ontology claims life expansion as a human foundation or as a desire that moves us in search of encounters that increase our possibilities of singular and collective existence. The restriction of this desire is at the genesis of the ethical-political suffering.

Psychology is white: ethnic-racial implications for training in Psychology

The present study sought to understand the role of Psychology within ethnic-racial relations from a social focus. Based on a literature review, the general objective was to research the insertion of the theme ethnic-racial relations for training in Psychology in Brazil. In addition, the specific objectives are: discuss the psychological impacts of racism in individual and collective spheres; investigate weaknesses in training in Psychology on the theme of ethnic-racial relations; and to study the performance of Social Psychology from ethnic-racial issues. It was possible to demonstrate that racism exerts a great psychological influence on the individual, groups and social relationships, infringing low self-esteem, as well as hate/oppression/exclusion and other stressful consequences that interfere with the mental health of the affected people. Furthermore, it appears that the Brazilian curricula in Psychology remain flawed in dealing with racial issues, approaching them with insufficiency during graduation. The conclusion leads that there are still great challenges for training in Psychology with a view to becoming an instrument of liberation and understanding of the effects of racism in society and in the production of subjectivity, showing that racial relations deserve more attention in undergraduate courses in order to really instigate more critical-reflective professionals with practical performance that is aligned with the Brazilian reality.

Sixty Years of Psychology in Brazil: Paths and Challenges

Sixty Years of Psychology in Brazil: Paths and Challenges