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1
Castillo, Felipe Aravena, and Philip Hallinger. "Systematic review of research on educational leadership and management in Latin America, 1991–2017." Educational Management Administration & Leadership 46, no. 2 (December 13, 2017): 207–25. http://dx.doi.org/10.1177/1741143217745882.
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The purpose of this systematic review was to further our understanding of educational leadership and management (EDLM) knowledge production in Latin America. We conducted a “topographical review” of 48 articles from Latin America published in eight “core” EDLM journals published between 1991 and 2017. Data analysis focused on analyzing identified modal trends as well as highlighting variability in patterns of knowledge production. Notably, 75% of the studies had been published in the past 10 years, and 56% in the past five years. Geographic coverage was highly uneven across Latin America. While there were 19 articles from Chile, numerous Latin American societies were unrepresented in the database. Almost 80% of the corpus consisted of empirical studies and topical foci were highly diverse. Comparison of these results with findings reported in recent reviews of EDLM research from other developing societies yielded recommendations for enhancing research capacity and output in Latin America. A key limitation of the review was its exclusion of local language sources. This led to the further recommendation for Latin American scholars to undertake broader multi-language reviews of the EDLM knowledge base in Latin America.
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Ojeda-Castañeda, Gerardo. "For a new educational use of radio and television in Latin america." Comunicar 13, no. 25 (October 1, 2005): 87–90. http://dx.doi.org/10.3916/c25-2005-012.
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Due to the development of so many different educational experiments in radio and television with more than 40 years of existence in many Latin American countries, the appearance of new institutional initiatives done by most of the educational institutions of Latin America and, facing the innovating approaches of technological convergence of telecommunications, the audiovisual means and computer science, with the possible complementarity and interrelation of radio, television and Internet in new broadband IP digital networks, it becomes necessary to raise new lines of future and intervention to encourage the Televisión Educativa Iberoamericana (TEIb) (Latin American Educational Television), Program of Cooperation of the Latin American Heads of States and Governments Summit, and its managing association, the ATEI. Debido al desarrollo de tantas y diversas experiencias de radio y televisión educativas con más de 40 años de existencia en muchos países iberoamericanos, la aparición de nuevas iniciativas institucionales que realizan la mayoría de las instituciones educativas de Iberoamérica y, ante los innovadores planteamientos de la convergencia tecnológica de las telecomunicaciones, los medios audiovisuales y la informática, con la posible complementariedad e interrelación de la radio, televisión e Internet en las nuevas redes digitales de banda ancha IP, se hace necesario plantear nuevas líneas de futuro y actuación para relanzar la Televisión Educativa Iberoamericana (TEIb), Programa de Cooperación de las Cumbres Iberoamericanas de Jefes de Estado y de Gobierno, y su Asociación gestora, la ATEI.
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Bailey, Lucy E. "Critical Educational Psychology." Journal of Interdisciplinary Studies in Education 7, no. 2 (June 15, 2019): 61–65. http://dx.doi.org/10.32674/jise.v7i2.1209.
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I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work.
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Espinoza Vásquez, Rodrigo Alberto, and Emilio Alberto Ortiz Torres. "Estudio comparado del desarrollo histórico de la Psicopedagogía en Cuba y Chile." Revista Española de Educación Comparada, no. 32 (December 29, 2018): 33. http://dx.doi.org/10.5944/reec.32.2018.22410.
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Psychopedagogy is an interdisciplinary science with great growth in Latin American countries, but there are few studies that address its historical evolution, according to its peculiarities. The objective of this article was to carry out a comparative study of the historical development of the Psychopedagogy between Chile and Cuba, two Latin American nations that share a peculiar past and presentto determinate coincidences and differences. The historical background, institutionalization and national contributions wereselected as indicators, which allowed showing the similarities and differences according to the historical, economic, cultural and political development peculiar to each country, with a previous evolution of Psychology and Pedagogy. , as basal sciences, from the influences of foreign conceptions deeply rooted in the educational field, but with a creative, contextualized and successful work of professionals in Psychopedagogy, adapting them to the historical needs of each country and achieving the solution of educational problems and at the same time enrich this science. Psychopedagogy has a certain maturity as an interdisciplinary science in full development in the current conditions of Cuba and Chile.
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Pavlidis, Nicholas, Fedro A. Peccatori, Alex Eniu, Matti Aapro, Elie Rassy, Franco Cavalli, and Alberto Costa. "Educational contribution of the College of the European School of Oncology to the Latin American Oncologists." Future Oncology 17, no. 23 (August 2021): 2981–87. http://dx.doi.org/10.2217/fon-2021-0421.
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The European School of Oncology (ESO) offers a wide range of educational activities in Europe, the Middle East and Latin America. International experts are invited to provide proper education in the diagnosis and treatment of patients with cancer according to a holistic model of care. This activity is currently structured in the ESO College (ESCO) through masterclasses in clinical oncology, international conferences, clinical training centers fellowship programs, certificate of competence and advanced studies, patients' advocacy events, e-learning sessions and medical students' courses in oncology. This institutional profile highlights the ESO–ESCO educational activities dedicated to Latin American oncologists and reports on the experience of the 869 participants that have attended these programs.
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Ramírez-Pereira, Mirliana, Michelle Espinoza-Lobos, and Pamela Zapata-Sepúlveda. "Interpretive Autoethnography as a Way of Social Transformation in Academic Teaching and Learning Spaces in Chile." Cultural Studies ↔ Critical Methodologies 18, no. 2 (June 28, 2016): 99–106. http://dx.doi.org/10.1177/1532708616657099.
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This article arose from our interest in investigating our own teaching practices at three universities in Northern Chile. The aim was to generate a deeper understanding of our roles as models for our students, and by using the methodology of the heart, we have joined our three voices of Latin American women researchers to describe the interpretative autoethnography and performative text as ways of researching in education, health, and psychology and its power as a tool for breaking the traditional academic discourse to connect with international audiences from our own biographies. We seek to show how social transformation can occur from the classroom and at the same time challenge the public higher education system that follows free market policies in this neoliberal world. Why use autoethnography? Because reflecting on our own practices through autoethnography allows us to get to know ourselves and at the same time appreciate our voices. Trends in educational research in Latin America have been strongly marked by colonization and dramatically influenced by the knowledge developed in the global north. We propose to put the south in our research by exploring our realities told through social stories of the heart.
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Lykes, M. Brinton, Mary M. Brabeck, Theresa Ferns, and Angela Radan. "Human Rights and Mental Health Among Latin American Women in Situations of State-Sponsored Violence." Psychology of Women Quarterly 17, no. 4 (December 1993): 525–44. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00660.x.
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A Task Force of the American Psychological Association Division 35, Psychology of Women, has been collecting resources that address issues of human rights and mental health among Latin American women living in situations of war and/or state-sponsored violence. This work is being conducted primarily by women's groups, progressive organizations, and individual women in these contexts of institutionalized political violence. This paper describes our reflections on themes that emerged from our reading of this work. We discuss the false dichotomy between public and private violence, the silencing of women as an inevitable consequence of state-imposed violence, and the collective efforts of women to resist violence and heal its effects. These themes suggest that extreme violence against women can be most adequately understood and responded to within a psychosocial and cultural framework. We examined three issues that emerge from the material gathered by the Task Force that suggest how some Latin American psychologists and activists have begun to articulate such a framework: (a) exile within and outside of one's country of origin; (b) torture, the most extreme form of state-sponsored violence; and (c) nontraditional, culturally appropriate interventions that are alternatives to Anglo-Saxon theory and practice. The work of Latin American individuals is described here as a resource for all who are engaged in the struggle to achieve justice for women.
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Ribeiro, Evelyn Helena Corgosinho, Paulo Henrique Guerra, Ana Carolina De Oliveira, Kelly Samara da Silva, Priscila Santos, Rute Santos, Anthony Okely, and Alex Antonio Florindo. "Latin American interventions in children and adolescents’ sedentary behavior: a systematic review." Revista de Saúde Pública 54 (July 10, 2020): 59. http://dx.doi.org/10.11606/s1518-8787.2020054001977.
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OBJECTIVE: To identify and evaluate the effects of community-based interventions on the sedentary behavior (SB) of Latin American children and adolescents. METHODS: A systematic review on community-based trials to reduce and/or control SB in Latin American countries (Prospero: CRD42017072157). Five databases (PubMed, Web of Science, Scopus, SciELO and Lilacs) and a reference lists were searched. RESULTS: Ten intervention studies met the eligibility criteria and composed the descriptive synthesis. These studies were conducted in Brazil (n=5), Mexico (n=3), Ecuador (n=1) and Colombia (n=1). Most interventions were implemented in schools (n=8) by educational components, such as meetings, lessons, and seminars, on health-related subjects (n=6). Only two studies adopted specific strategies to reduce/control SB; others focused on increasing physical activity and/or improving diet. Only one study used an accelerometer to measure SB. Seven studies investigated recreational screen time. Eight studies showed statistically significant effects on SB reduction (80%). CONCLUSIONS: Latin America community-based interventions reduced children and adolescents’ SB. Further studies should: define SB as a primary outcome and implement strategies to reduce such behaviour; focus in different SBs and settings, other than recreational screen time or at-home sitting time; and use objective tools together with questionnaires to measure sedentary behaviour in.
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Liebermann, Erica J., Nancy VanDevanter, Marilyn J. Hammer, and Mei R. Fu. "Social and Cultural Barriers to Women’s Participation in Pap Smear Screening Programs in Low- and Middle-Income Latin American and Caribbean Countries: An Integrative Review." Journal of Transcultural Nursing 29, no. 6 (January 24, 2018): 591–602. http://dx.doi.org/10.1177/1043659618755424.
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Purpose: Pap smear screening programs have been ineffective in reducing cervical cancer mortality in most Latin American and Caribbean countries, in part due to low screening rates. The purpose of this review was to analyze recent studies to identify demographic, social, and cultural factors influencing women’s participation in Pap screening programs in Latin America and the Caribbean. Design/Method: For this integrative review, cervical cancer screening in Latin America and the Caribbean was searched using PubMed, CINAHL, EMBASE, and PsycINFO databases. Findings/Results: Demographic barriers to screening were socioeconomic status, education, race/ethnicity, and geography. Social barriers included lack of uniformity in screening guidelines, lack of knowledge regarding cervical cancer, and lack of preventive culture. Cultural barriers were fear/embarrassment and gender roles. Conclusions: There are multilevel barriers to Pap smear utilization among women in Latin America and the Caribbean. Implications for Practice: Findings highlight a need for health system engagement, promotion of preventive care, and community-generated educational programs and solutions.
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Weinstein, José, Ariel Azar, and Joseph Flessa. "An ineffective preparation? The scarce effect in primary school principals’ practices of school leadership preparation and training in seven countries in Latin America." Educational Management Administration & Leadership 46, no. 2 (September 18, 2017): 226–57. http://dx.doi.org/10.1177/1741143217728083.
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Latin American educational policy has relied on the assumption that better preparation can help school leaders improve their professional performance, thus improving quality of schools. Training programs for present or future school leaders have proliferated in the region, often publicly financed, but without enough evidence of their impact. Using data for seven Latin American countries from the Third Regional Comparative and Explanatory Study (TERCE), we seek to determine the association between school leaders’ formal education and training received, with well recognized dimensions of school leadership practices reported by their teachers. We estimated linear regression models for each country in Latin America to determine the relationship between principals’ preparation with indicators of educational leadership practices. Our results show that in most observed indicators of leadership practices the effect of education or training is marginal. We provide possible explanations for this finding, emphasizing the weaknesses in principals’ initial selection processes and their deficiencies. We also consider schools’ precarious conditions to support principals in order to put the knowledge they learned in training activities into practice. We point out the need to continue conducting specific studies on the effects of training on educational leadership among school leaders in the region, overcoming TERCE information restrictions.
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Larkosh, Christopher. "Reading In/Between: Migrant Bodies, Latin American Translations." TTR : traduction, terminologie, rédaction 17, no. 1 (December 22, 2005): 107–28. http://dx.doi.org/10.7202/011975ar.
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Abstract This essay examines the role of translation in the redefinition of the relationship between authors and their respective national cultures, and in continuing discussions of gender, sexuality, migration and cultural identity in translation studies. The translation of Witold Gombrowicz’s novel Ferdydurke from Polish into Spanish by Cuban author Virgilio Piñera and a Translation Committee, not only calls into question the conventional dichotomy of author and translator, but also creates a transnational literary community which questions a number of assumptions about the history of translation in the West, its complicity both in the construction of literary canonicity and the maintenance of the educational institution.
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Banegas, Dario Luis, Paige Michael Poole, and Kathleen A. Corrales. "Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice." Studies in Second Language Learning and Teaching 10, no. 2 (June 29, 2020): 283–305. http://dx.doi.org/10.14746/ssllt.2020.10.2.4.
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Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
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Benatuil, Denise, and María Juliana Laurito. "Specific competences in the Tuning Latin America Project: their degree of importance and achievement among a sample of psychology students." Tuning Journal for Higher Education 4, no. 2 (May 31, 2017): 333. http://dx.doi.org/10.18543/tjhe-4(2)-2017pp333-351.
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<p>The implementation of the competence-based education approach at university level is a vehicle for the global transformation of the current Higher Education system. Over the past few decades, psychology has increasingly focused on the identification of core competences in the education of psychologists. The U.S., Canada and Europe have adopted competence-based education approaches. More recently, in 2013 the Tuning Latin America Project introduced the challenge to reach agreement on the education of psychologists in the region. The purpose of this research is to analyse the degree of importance and perceived achievement of the specific competences set out in the Tuning Latin America Project, among a sample of 100 advanced psychology students of a private university in the City of Buenos Aires. For such purpose, the Specific Competences Survey for students of the Tuning Latin America Project was used. All the competences obtained high ratings in terms of importance, in particular those related to professional ethics. In addition, the respondents considered that most of the competences are thoroughly developed during their university training. To conclude, further studies and analyses need to be carried out in order to identify current educational needs for psychologists and thus enhance quality and adjust psychological practice to current social needs.</p>
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Lisicki, Marco, Juan Antonio Castro Flores, Carlos Alberto Bordini, María Teresa Goicochea, and Mario Fernando Prieto Peres. "Bridging the gaps of headache care for underserved populations: A medication overuse headache survey among international headache society members from Latin America." Cephalalgia Reports 2 (January 1, 2019): 251581631882407. http://dx.doi.org/10.1177/2515816318824076.
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Introduction: Headache epidemiological studies in Latin America are scarce, and available data suggest that medication overuse headache is an existing health concern in the region. Materials and Methods: A survey empirically constructed to assess the management of medication overuse headache was sent to all the International Headache Society (IHS) members from Latin American countries. Results: We found no IHS members in 13 countries of Latin America. In countries with active members, the median number of IHS members per million inhabitants was significantly less when compared to Western Europe. Although the International Classification of Headache Disorders-3-beta (ICHD-3-beta) criterion was the most frequently used tool for medication overuse headache diagnosis, 41% of responders considered the diagnostic criterion ‘ambiguous’ and only 67% found them ‘very useful’. With respect to preferred treatment patterns, an important lack of uniformity, and a very limited usage of therapeutic approaches widely employed in other regions, characterized the responses. Conclusion: There is an urgent need to reach a consensus and establish region-specific strategies for the management of medication overuse headache as well as other headache disorders in this region. Development of headache specialized educational programmes, and participation of Latin American health providers in the IHS, should be incentivized.
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Gervás, Jesús M. Aparicio, Daniel Valério Martins, Charles David Tilley Bilbao, and Lucicleide de Souza Barcelar. "Interculturality, Intraculturality and Education: New Proposals for Sociocultural Intervention in Latin America." Journal of Human Values 23, no. 2 (April 10, 2017): 106–15. http://dx.doi.org/10.1177/0971685816689738.
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Today it is difficult to investigate how to deal with the interaction of heterogeneous societies living in common spaces of coexistence (interculturality). Certainly, the intervention in this field of scientific knowledge requires to know and to be able to apply the concepts, models and paradigms of social relation that differ considerably according to the social context in which we are investigating. It is not the same (although done fairly frequently), contextualizing this situation in the American society, or in the European, Asian or Latin American, to give some examples. The education, through a new concept of sociocultural relations, specific to each context, will favour the establishment of ties to promote and encourage the coexistence of peoples. This coexistence in the social context of Latin America is based on the momentum generated by the Indigenous Peoples that have led to profound changes in educational paradigms and social relations. The new situation causes the interaction of such disparate concepts as intra- and transculturality through the incidence of identity in the context of globalization.
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Wang, Jiayi, John C. Begeny, Rahma M. Hida, and Helen O. Oluokun. "Editorial boards of 45 journals devoted to school and educational psychology: International characteristics and publication patterns." School Psychology International 41, no. 2 (November 13, 2019): 110–36. http://dx.doi.org/10.1177/0143034319887522.
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To assess and promote internationally representative scholarship, several past studies have examined the geographic affiliation of journals’ editorial board members and authors. The present study is the first known to examine this with journals devoted to school and educational psychology. After systematically identifying all peer-reviewed scholarly journals around the globe that are specifically devoted to school or educational psychology ( N = 45), the goals of this study were to (a) report key characteristics about each journal’s editorial board, and (b) examine the extent to which geographic affiliation (country where one is employed) is consistent among a journal’s editorial board members and recent authors. One key finding revealed that editorial boards of the discipline’s journals represent individuals from all global regions, but many global regions (e.g. Africa, Eastern Europe, Latin America) are underrepresented. Another finding showed that the vast majority of journals evidence strong similarities in geographic affiliation between editorial board members and authors. Findings, implications, limitations, and future research directions are discussed in the context of internationalization.
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Pamies, Carles, Santiago Pérez-Nievas, Daniela Vintila, and Marta Paradés. "Descriptive Political Representation of Latin Americans in Spanish Local Politics: Demographic Concentration, Political Opportunities, and Parties’ Inclusiveness." American Behavioral Scientist 65, no. 9 (March 3, 2021): 1234–50. http://dx.doi.org/10.1177/0002764221996755.
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Latin Americans represent one of the most sizable migrant communities in Spain. Yet, unlike other minority groups, they count with longer migration tradition, linguistic and cultural similarities with the Spanish population, and easier access to Spanish nationality. Drawing on original data covering a large number of candidates ( N = 5,055), this article examines whether this apparently favorable configuration guarantees the nomination of candidates from this minority group at local elections in municipalities with strong demographic presence of Latin American residents. Our findings indicate that this group is still underrepresented in Spanish politics. Few Latin American candidates are fielded by political parties, and even fewer (<2%) manage to achieve elected office. To interpret these results, we examine the extent to which Spanish parties field minority candidates. We show that while some parties are proactively including these candidates, only few nominate them in secure positions of the electoral lists and that Spanish parties’ inclusiveness does not seem to be aligned with Latin American voters’ partisan preferences.
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Mellado-Ruiz, Claudia. "Latin American Journalism: A Review of Five Decades and a Proposal for a Model of Analysis." Comunicar 17, no. 33 (October 1, 2009): 193–201. http://dx.doi.org/10.3916/c33-2009-01-011.
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Based on an historical analysis of the last five decades of research, this article analyzes the elements that define the journalism in Latin America. The work is based on the common social structures and the fact that journalism mediates in the construction of reality throughout the region, proposing a model that describes the individual, organizational and social aspects that have influenced the development of the profession. The results indicate that the educational problems linked to both the identity and the autonomy of the profession, the cultural value associated to professional practice, the existence and reach of the Teachers Associations, political and economic peculiarities, and the considerable influence exercised by Europe and the United States, are all aspects that make Latin American journalism different journalism in the rest of the world. Still, despite these similarities, neither a shared conceptualization nor a homologated operationalization of the profession exists in Latin America.En base a un recorrido histórico de las últimas cinco décadas, este artículo analiza los elementos que hoy definen a la profesión periodística en Latinoamérica. El trabajo se sostiene en las estructuras sociales compartidas por la región, así como en la función de mediación que el periodismo cumple en la construcción de la realidad, proponiendo un modelo que describe los aspectos individuales, organizacionales y sociales que han influido en su desarrollo. Se concluye que los problemas de formación vinculados a la identidad y a la autonomía de la profesión, el valor cultural dado a la carrera profesional, la existencia y alcance de los colegios profesionales, las peculiaridades políticas y económicas, y la gran influencia extranjera ejercida por Europa y EEUU, son los aspectos que diferencian al periodismo latinoamericano del resto del mundo. Sin embargo, se plantea la inexistencia de una conceptualización y operacionalización homologada de la profesión en el sub-continente.
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Cordero, Guillermo, Juan Carlos Triviño-Salazar, Soledad Escobar, and Santiago Pérez-Nievas. "Representing the People: Latin American Councilors and Their Pathway to Power and Political Representation in Spain." American Behavioral Scientist 65, no. 9 (March 17, 2021): 1251–64. http://dx.doi.org/10.1177/0002764221996747.
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Latin Americans are one of the most relevant migrant minorities in Spain. In this article, we analyze their political representation at the local level by describing how councilors of Latin American councilors perceive three stages on their “pathway to power”: the selection method most frequently used by them to become electoral candidates, their ranking as candidates in the Spanish closed and blocked lists system, and their view of political representation once in office. The article contributes to a better understanding of the political incorporation of sizable minority groups in politics in recent immigration countries by implementing a mixed method strategy with survey data and in-depth interviews. The results show how candidates of Latin American origin are included in electoral lists following more participative ways of internal selection than their native-born counterparts, who are more frequently appointed by a party leader. Despite this, those who eventually get elected perceive that they have been ranked in “unsafe positions” of the electoral lists, and therefore with no guarantee of being appointed. Interestingly, once in office, councilors of Latin Americans perceive that they represent immigrants to a lesser degree, compared with their native-born counterparts.
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Hooft, Andreu van. "A Comparison of Mexican and US American Students’ Perceptions of High-Low Context Business Communication Style." Languages in Business Education: Introduction 161 (January 1, 2011): 68–89. http://dx.doi.org/10.1075/itl.161.05hoo.
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Abstract Cross-cultural studies (Hofstede, 1984, 1991, 2001; Hall, 1959, 1976) posit that Mexico is a more collectivistic and high context culture than the United States of America and therefore it could be claimed that Mexicans will communicate and perceive professional communication in a different way than US Americans. In contrast, professional communication and social (psychology) studies argue that in order to communicate in a truly intercultural way it is necessary to go beyond the frame of cultural dimensions, since shared professional and educational frameworks could override the impact of cultural differences in professional settings. While empirical evidence so far has shown mixed results, the results of this article provide additional evidence to support the view that the two cited cultural dimensions have been overridden, since the Mexican (N=280) and US American (N=300) student samples showed a rather similar perception of professional dialogues in a monocultural as well as in an intercultural communication setting. A shared framework of knowledge and skills, the impact of the new media and technologies, the virtual and real intercultural encounters between Mexicans and US Americans, their shared educational level, and the fact that nearly all of the Mexican participants reported to speak English as a foreign language and that a majority of the US American participants reported to speak Spanish as a foreign language, could explain, at least for the studied samples, the observed convergence.
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Martínez-Garrido, Cynthia. "La incidencia del liderazgo y el clima escolar en la satisfacción laboral de los docentes en América Latina." education policy analysis archives 25 (July 31, 2017): 80. http://dx.doi.org/10.14507/epaa.25.2851.
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The research on Educational Effectiveness has identified teachers' work satisfaction as a key element for the development of effective teaching. However, rather the number of studies analyzing the effect of teachers' job satisfaction on student performance, there is less research available to understand how teacher satisfaction is developed and what it depends on. The objective of this research is to know the relationship between teacher's job satisfaction, school management and climate. To achieve our aim, we conduct a multilevel analysis of the information provided by the teachers of 5,733 schools in 15 Latin American countries participating in UNESCO's Third Regional Comparative and Explanatory Study (TERCE). Our results show that the work environment, the classroom climate and management support to teachers are the variables that have most impact on the level of job satisfaction of teachers in Latin America.
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Cebolla-Boado, Héctor, and Mariña Fernández-Reino. "Migrant Concentration in Schools and Students’ Performance: Does It Matter When Migrants Speak the Same Language as Nonmigrant Students?" American Behavioral Scientist 65, no. 9 (March 3, 2021): 1206–21. http://dx.doi.org/10.1177/0002764221996776.
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A negative correlation between schools’ migrant share and students’ educational outcomes has been described in multiple contexts, including Spain. In this article, we concentrate on testing the implications of one of the main mechanisms explaining this relationship, which pays attention to the share of migrants who are not proficient in the language of instruction. Spain represents an interesting case due to the significant presence of migrants born in Latin American countries, who are Spanish native speakers. By exploiting the different shares of Spanish-speaking and non-Spanish-speaking migrants across schools in Spain, we are able to test whether the share of non-Spanish native speakers (rather than the share of migrant students) affects students’ test scores in math. Our results show that the concentration of non–Latin American migrant students is significantly and negatively associated with students’ math test scores, although the effect is very small.
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Landolt, Patricia, Luin Goldring, and Judith K. Bernhard. "Agenda Setting and Immigrant Politics." American Behavioral Scientist 55, no. 9 (August 19, 2011): 1235–66. http://dx.doi.org/10.1177/0002764211407841.
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The authors identify and analyze patterns of community organizing among Latin Americans in Toronto for the period from the 1970s to the 2000s as part of a broader analysis of Latin American immigrant politics. They draw on the concept of social fields to map Latin American community politics and to capture a wide range of relevant organizations, events, and strategic moments that feed into the constitution of more visible and formal organizations. Five distinct waves of Latin American migration to Toronto produce three types of community organizations: ethno-national, intersectional panethnic, and mainstream panethnic groupings. This migration pattern also leads to a layering process as established organizations evolve and new migrant groups with specific priorities and ways of organizing emerge. The authors present a case study of the development and agenda-setting process of the Centre for Spanish Speaking People, a mainstream, multiservice, panethnic organization. Agenda setting is defined as the process of defining the vision and mission of an organization or cluster of organizations. The case study captures how a mainstream panethnic organization mediates between diverse in-group agendas of Latin American immigrants and out-group, specifically, state-generated, agendas, and how this agenda-setting process changes over time in tune with shifts in the political opportunity structure. The authors propose, however, that agenda setting is a dialogic social process that involves more than navigating the existing political opportunity structure. Agenda setting involves in-group and out-group dialogues embedded within a complex organizational field. It is an instance of political learning. The analysis of these dialogues over time for a specific group and organization captures immigrant politics in practice.
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Wyche, Karen Fraser. "Teaching the Psychology of Women Courses in Another Discipline." Psychology of Women Quarterly 22, no. 1 (March 1998): 69–76. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00142.x.
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A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.
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Diemer, Matthew A., Qiu Wang, Traymanesha Moore, Shannon R. Gregory, Keisha M. Hatcher, and Adam M. Voight. "Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth." Developmental Psychology 46, no. 3 (2010): 619–35. http://dx.doi.org/10.1037/a0017049.
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Munley, Patrick H., Mary Z. Anderson, Denise Briggs, Michael R. Devries, Wade J. Forshee, and Emily A. Whisner. "Methodological Diversity of Research Published in Selected Psychological Journals in 1999." Psychological Reports 91, no. 2 (October 2002): 411–20. http://dx.doi.org/10.2466/pr0.2002.91.2.411.
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454 papers appearing in 10 journals published by the American Psychological Association during 1999 were reviewed to consider the frequency of publication of qualitative research. Journals reviewed included Health Psychology, Journal of Abnormal Psychology, Journal of Consulting and Clinical Psychology, Journal of Counseling Psychology, Journal of Educational Psychology, Journal of Experimental Psychology: General, Journal of Family Psychology, Professional Psychology: Research and Practice, Psychological Assessment, and Psychology and Aging. Papers were classified as quantitative, qualitative, or mixed qualitative/quantitative studies. Quantitative papers were also dichotomously classified as either primarily descriptive or experimental. Qualitative studies were classified by type of qualitative methods specified by the authors. Most papers (97.6%) were classified as quantitative. Only three journals reviewed published qualitative studies.
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Klaiber, Jeffrey L. "The Battle Over Private Education in Peru, 1968-1980: An Aspect of the Internal Struggle in the Catholic Church." Americas 43, no. 2 (October 1986): 137–58. http://dx.doi.org/10.2307/1007435.
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The Peruvian educational reform law of 1972, promulgated by the military regime of General Juan Velasco Alvarado, was considered at the time one of the best to date in the history of Latin America. With the dismantling of many of the reform laws of the “First Phase” (1968-75) of the revolution during the “Second Phase” (1975-80), and the nearly total repudiation of the entire military period by the democratically elected government of Fernando Belaúnde Terry (1980-85), there was no change more regretted than the undoing of the educational reform. One of the main reasons for the reform's setback was the intense opposition it aroused among private upper-class schools which resented the social aspects of the law. Half of these schools were church-run. But contrary to what has happened in other Latin American countries, the battle in Peru was not between an authoritarian laicist state and the Roman Catholic Church. The real forces that lined up against each other in Peru were, on the one hand, the government, the official church and progressive groups within the church, which in the wake of Vatican II and the bishop's conference of Medellín not only came out in support of the law but even participated directly in composing it, and on the other hand, the powerful cluster of upper-class religious and lay schools which represented the traditional and rightest groups in the church. The educational reform, therefore, was the occasion for a clash among Catholics themselves. At the same time it forced the church to make a fundamental choice: between continuing its uncritical support for upper-class religious education or openly siding with the many state-supported church schools for the middle and lower classes, especially in cases of conflict between the two systems.
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Wagner, Patrick, Alberto Perales, Rodolfo Armas, Oscar Codas, Raul De los Santos, Daniel Elio-Calvo, Juan Mendoza-Vega, et al. "Latin American Bases and Perspectives on Person Centered Medicine and Health." International Journal of Person Centered Medicine 4, no. 4 (May 20, 2015): 220–27. http://dx.doi.org/10.5750/ijpcm.v4i4.494.
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Background: This paper emerges as part of a process lead by the National Academy of Medicine of Peru in close collaboration with other Latin American National Academies of Medicine, major universities and health professional institutionsObjectives: To describe and substantiate the importance of Person Centered Medicine (PCM) in the Latin American context. Methodology: Review of Latin American scientific literature and experiences on this issue and organization of academic meetings to deliberate on related problems, two preliminary ones in Lima in December 2013 and January 2014, a third one in Buenos Aires at the Second International Congress of Person Centered Medicine with the participation of the National Academies of Medicine of Argentina, Bolivia, Chile and Peru (November, 2014), and a fourth in Lima with the presence of the National Academies of Medicine of Bolivia, Chile, Colombia, Paraguay and Peru (December, 2014). Results: Historical and contemporary, universal and local precedents to the gestation and development of a re-prioritization of medicine in relation to the Person in context are pointed out, articulating for such purpose science and humanism. The concept of Person in medicine from a philosophical point of view, including terminological, historical and human rights dimensions, are discussed. Upon these bases, the central concepts of PCM are considered, emphasizing its pertinence in clinical medicine as well as in public health, clinical care, education, research, and health policies. In regards to clinical education and practice, the PCM concept as a fundamental strategic principle, its programmatic educational applications and its institutionalization at a medical school level are proposed. The importance of ethical training and clinical communication as well as the appropriate use of technology and scientific evidence at the service of the Person are highlighted. Available institutional opportunities for health professional interdisciplinary education as well as Latin American educational perspectives are discussed. Scientific research on PCM is highlighted particularly concerning studies on conceptualization, measurement and diagnosis, including the need to construct narrative complementary instruments. Furthermore, perspectives on health policies centered on the person and the community are considered as well as contributions and recommendations derived from Latin American experience on this topic. Conclusions: PCM values biologic, psychological and socio-cultural scientific advances, processing them within the comprehensive framework of the Person, articulating science as an essential instrument and humanism as the essence of medicine. In contraposition to reductionist epistemological formulations, PCM proposes a medicine informed by evidence and experience and oriented towards the totality of the person.
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López, Matias. "State Segmentation and Democratic Survival in Latin America." American Behavioral Scientist 64, no. 9 (July 26, 2020): 1242–70. http://dx.doi.org/10.1177/0002764220941244.
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Popular models portray that high inequality induces elites to sponsor coups and reverse democratization as a means for repressing redistributive demands. Challenging this prediction, Latin America shifted from a historical pattern of systematic democratic breakdowns to one characterized by the resilience of democracy despite extreme levels of inequality. This article argues that the reminiscence of state-led repression under democracy explains why elites more regularly waive coups as solutions to distributive conflict in Latin American democracies. I call this state segmentation, a concept that describes the asymmetries between the enforcement of citizenship rights for those in privileged positions and for the poor. Wherever state segmentation is high, the odds of democratic breakdown should be lower. I test the argument using logistic regression models to predict the probability of coups and mandate interruptions considering different levels of state segmentation in Latin America using V-Dem data. Results show that asymmetries in access to citizenship rights indeed prevent democratic breakdowns.
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Fuenzalida-Fernández, Valerio. "A New Meaning of Educational Television: from School to Audience’s Everyday Life." Comunicar 18, no. 36 (March 1, 2011): 15–24. http://dx.doi.org/10.3916/c36-2011-02-01.
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When analyzing the reception of different Latin American television genres, it can be seen how education is conceptualized –from the point of view of subjects inserted in their daily social practices– as more greatly linked to affectivity than to cognition, thus distinguishing it from knowledge generated through formal schooling. In this sense, television programming has come to be redefined as educational, based on the audiences’ needs in each of their different home environments. Reception studies show that various programs are frequently classified as «educational programs », including news/journalistic programs, entertainment and fictional shows. This presents an opportunity for organizations and professionals of television to contribute to the improvement in the quality of life of their audience members, especially children and adolescents. With regards to the specific challenges that Latin American public television face, it is necessary to shift the axis from propaganda/situational to audiovisual programs that take into account the verbalized needs of various research projects in the region, especially for social groups that suffer not only financial disadvantages, but also those dealing with insecurity and ethnic exclusion.A través del análisis de la recepción de diversos géneros televisivos latinoamericanos, surgen dimensiones de una conceptualización de lo educativo –desde el punto de vista de los sujetos instalados en sus prácticas sociales cotidianas– más vinculada a lo afectivo que a lo cognitivo, conocimiento generado por la escuela formal. En este sentido, la programación televisiva es «re-significada» como educativa a partir de las necesidades de las audiencias, situadas en ambientes hogareños particulares. Los estudios de recepción muestran la calificación recurrente como «programa educativo» hacia espacios que, según la denominación académico-profesional, son periodísticos, magazines de entretenimiento y ficcionales. Esto plantea una oportunidad para las organizaciones y profesionales de la televisión, en términos de contribuir a mejorar la calidad de vida de las personas y, especialmente, de los niños y adolescentes. En el contexto latinoamericano, los retos de la televisión pública se sitúan en desplazar el eje desde lo propagandístico/ coyuntural hacia procesos comunicacionales audiovisuales que den cuenta de las necesidades verbalizadas en diversas investigaciones en la región, especialmente para los grupos sociales que viven en condiciones de vida carenciadas, no solo en lo económico, sino también en ambientes marcados por la inseguridad y la exclusión étnica.
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Betanzos, Iris E. "Study of the Migratory Return: Analysis to the Condition of the Returned Migrant in the Educational and Labor Reintegration and the Entrepreneurship as an Area of Opportunity." European Scientific Journal, ESJ 14, no. 10 (April 30, 2018): 83. http://dx.doi.org/10.19044/esj.2018.v14n10p83.
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Studies on the educational and labor reintegration of migrants returned to Latin American countries have gained importance due to the economic and social implications of rehabilitation. In this article, the return of the migrant was considered part of the migration process. An exploratory research of publications in different international journals was carried out; when consulting the referenced articles, it was identified that at the time of return the migrant presents and perceives a moral, social, educational and work imbalance. From the deficiencies found in the theoretical lines studied - Educational reinsertion, Labor reintegration - the third theoretical line was included the importance of relating the concept of entrepreneurship as an area of opportunity for returned migrants. The results of the analysis of the studies and theoretical frameworks of international migration, showed great similarities of the phenomenon in different geographical spaces, being an indispensable tool to understand their different forms, evolution and development both in the countries of origin and destination.
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Godoy-Cumillaf, Andrés, Bruno Bizzozero-Peroni, Grant R. Tomkinson, and Javier Brazo-Sayavera. "Physical fitness of Latin America children and adolescents: a protocol for a systematic review and meta-analysis." BMJ Open 11, no. 5 (May 2021): e047122. http://dx.doi.org/10.1136/bmjopen-2020-047122.
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IntroductionPhysical fitness (PF) is an important indicator of health in children and adolescents. Internationally, test batteries have been used to assess overall PF. In Latin America, however, while PF has been widely measured, there is no accepted test battery, making it difficult to monitor and/or compare the PF levels of Latin children. The aim of this study, therefore, is to systematically review and potentially meta-analyse the peer-reviewed literature regarding the assessment of PF in Latin American children and adolescents.Methods and analysisThis systematic review and meta-analysis will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols statement. The systematic literature search will be performed in MEDLINE, Scopus, SciELO, EMBASE, Cochrane Library, Web of Science, SPORTDiscus, LILACS and Latindex (Spanish) to locate articles published up to April 2021. Eligible studies will include both descriptive and analytic study designs. Meta-analyses are planned for sufficiently homogeneous PF outcomes with regard to statistical and methodological characteristics. Narrative syntheses are planned for PF outcomes that are considered to be too heterogeneous. The statistical program STATA V.15 will be used for meta-analyses, with subgroup analyses performed according to the characteristics of included studies.Ethics and disseminationThis systematic review and meta-analysis protocol is designed to provide updated evidence on the PF of Latin American children and adolescents. Findings from this review may be useful for teachers, researchers and other professionals responsible for paediatric fitness and health promotion/surveillance. The results will be disseminated through peer-reviewed scientific publications, conferences, educational talks and infographics.PROSPERO registration numberCRD42020189892.
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Lobera, Josep. "Postcolonial Bonds? Latin American Origins, Discrimination, and Sense of Belonging to Spain." American Behavioral Scientist 65, no. 9 (February 22, 2021): 1222–33. http://dx.doi.org/10.1177/0002764221996757.
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The present study examines the costs of discrimination and cultural-linguistic differences for the development of migrants’ sense of belonging to the receiving society. Focusing on Latin Americans in Spain allows shedding light on the cultural and linguistic mechanisms involved in this process. Migration scholars have long recognized the importance of belonging as a key indicator of integration. An analysis of belonging has clear relevance to settlement policies and programs to prevent social fragmentation or isolation of immigrants. This article takes a fresh approach to explore the development of migrants’ sense of belonging to the receiving society by drawing on an original survey data set collected in 25 highly diverse territories in Spain ( N = 2,648). The results show that cultural and linguistic affinity matter: There is a greater predisposition among immigrants born in Latin America to identify themselves as Spaniards, compared with other immigrant groups. However, self-reported discrimination and deficient residential settings seem to be hindering the development of a significant feeling of belonging to Spain, also among Latin Americans. Public policies aimed at decreasing discrimination against migrants, as well as improving migrant neighborhoods, will favor the integration of these immigrants and their descendants.
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Dr. Raindrop Wright, Dr Dhiffaf Ibrahim Al-Shwillay,. "Property and Possession in Gayl Jones’s Novel Corregidora: A Study in African American Literature and Literary Theory." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5625–35. http://dx.doi.org/10.17762/pae.v58i1.1967.
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the traumatic memory of their ancestors. The novel navigates sites of trauma, memory, and blues music while resisting the bourgeoisie-capitalist relationships that permeated not only white society but also African American communities. Jones’s novel presents the plight of an African American woman, Ursa, caught between the memory of her enslaved foremothers and her life in an emancipated world. The physical and spiritual exploitation of African American women who bear witness to the history of slavery in Corregidora materializes black women’s individuality. This article is framed by trauma studies as well as the Marxists’ concepts of commodification, accumulation, and production. Ursa, one of the Corregidora women, represents a commodified individual in her own community. However, in Ursa, Jones writes a blacks woman’s voice that undermines, interrupts, and destabilizes the patriarchal dynamic of America. Corregidora is a novel that forms from a black women’s perspective that refuses the enslavement of African American women’s bodies, hi/stories, and voices (both during and post-slavery).
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Jackson, Jerlando. "Toward Administrative Diversity: An Analysis of the African-American Male Educational Pipeline." Journal of Men's Studies 12, no. 1 (October 1, 2003): 43–60. http://dx.doi.org/10.3149/jms.1201.43.
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Nascimento, Juliana da Silva Garcia, Fabiana Cristina Pires, Kleiton Gonçalves do Nascimento, Daniela da Silva Garcia Regino, Tainá Vilhar Siqueira, and Maria Celia Barcellos Dalri. "Methodological quality of validation of studies on simulated scenarios in nursing." Rev Rene 22 (May 3, 2021): e62459. http://dx.doi.org/10.15253/2175-6783.20212262459.
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Objective: to evaluate the quality of the validation process performed in studies that developed simulated clinical scenarios for teaching and learning in nursing. Methods: the researchers conducted two steps: an integrative review in the Medical Literature Analysis and Retrieval System Online, Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Health Sciences Literature, Web of Science, SCOPUS, and Educational Resources Information Center databases; and the validation assessment, using the validated tool (Quality Assessment for Validity Studies). Results: 561 studies were identified, six of which comprised the sample, primary, methodological, available electronically and in full. Most showed good validation quality by meeting almost all the criteria required by the tool. Conclusion: the validation of studies on clinical scenarios was able to support reliable evidence for adoption in teaching through simulation in nursing.
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Okazaki, Sumie. "Teaching Gender Issues in Asian American Psychology." Psychology of Women Quarterly 22, no. 1 (March 1998): 33–52. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00140.x.
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This article presents a set of pedagogical approaches and suggested topics and materials for teaching gender issues in Asian American psychology. The experiences of contemporary Asian American women and men must be understood with an appreciation for the larger social, political, and historical contexts in which they live. Thus, several topics designed to “set the stage” for exploration of gender issues are presented. Central issues in teaching gender-related topics within Asian American psychology are discussed under the categories of gender roles, gender stereotypes, and gender differences. Instructors are encouraged to use multimedia resources and interdisciplinary approaches to promote critical thinking about the complex interactions of ethnicity, gender, and the larger sociocultural forces that shape Asian American women and men's psychological experiences.
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Vanegas, Emanuel, Miguel Felix, German D. Ramon, Orlando López Jove, Edgar Emilio Matos Benavides, Iván Tinoco-Morán, Jonathan A. Bernstein, and Iván Cherrez-Ojeda. "Influence of alexithymia on the management of Latin American patients with asthma: A cross-sectional study." SAGE Open Medicine 8 (January 2020): 205031212093091. http://dx.doi.org/10.1177/2050312120930913.
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Objectives: In asthmatic patients, studies suggest that alexithymia leads to negative consequences and emotions that can affect physical, psychological, and social aspects of life. We designed this study to determine the frequency of alexithymia in Latin American patients with asthma, as well as to understand how this personality trait and each of its components interact with asthma severity and demographic variables, and their implications on treatment adherence and disease control under such setting. Methods: We conducted a cross-sectional study, involving 265 Latin American patients with asthma. Patient demographics and clinical characteristics were reported. The presence of alexithymia, asthma severity, and control, as well as treatment adherence, was analyzed. To assess the presence of alexithymia, the 20-item Toronto Alexithymia Scale was used. For the statistical analyses, we performed Kendall’s tau-b correlation coefficient, chi-square tests for association, and one-way analysis of variance. Results: A total of 265 patients participated in the study with a gender distribution of 69.4% female and an average age of 54.7 years. In total, 30.2% of individuals presented alexithymia. There was a statistically significant correlation between educational level and 20-item Toronto Alexithymia Scale categories ( p < .001), as well as a higher proportion of severe (35.1%, p = .001) and uncontrolled (50.0%, p = .185) asthma in patients with alexithymia. A higher proportion of patients with some level of non-adherence was seen on those with uncontrolled asthma (68.5%, p = .008). Conclusion: Our results suggest that in our sample, 3 in 10 Latin American asthma patients have alexithymia, and such mental condition is more common in those individuals with lower educational levels. Individuals with alexithymia present with severe asthma more frequently than do patients with possible or no alexithymia and are also more likely to have their disease uncontrolled.
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Jerônimo, Aline Ferreira de Araújo, Ângela Gabrielly Quirino Freitas, and Mathias Weller. "Risk factors of breast cancer and knowledge about the disease: an integrative revision of Latin American studies." Ciência & Saúde Coletiva 22, no. 1 (January 2017): 135–49. http://dx.doi.org/10.1590/1413-81232017221.09272015.
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Abstract The aim of this integrative review was to compare Latin American literature about risk and knowledge on breast cancer. Of 47 studies selected, 20 were about knowledge or awareness and 27 about risk of breast cancer. English was the dominant language in studies about risk, whereas studies about knowledge were mainly written in Spanish or Portuguese. Studies about knowledge were all cross- sectional, whereas case- control studies dominated authors’ interest about risk of breast cancer. Studies about knowledge were mainly focused on early detection of the disease and the most common study objective was breast self- examination (N = 14). In contrast, few studies about risk of breast cancer focused on early detection (N = 5). Obesity and overweight (N = 14), family history (N = 13), decreased parity (N = 12), and short breastfeeding duration (N = 10) were among the most frequent identified risk factors. Socio- economic factors such as income and educational level had variable effects on breast cancer risk and affected also knowledge of women about risk factors and early detection. Present results indicated that studies about risk of breast cancer were more often based on a better sound analytical background, compared to studies about knowledge, which were mostly descriptive.
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Babcock, Julia C., and Josilyn C. Banks. "Interobserver agreement and the effects of ethnicity on observational coding of affect." Journal of Social and Personal Relationships 36, no. 9 (October 7, 2018): 2842–56. http://dx.doi.org/10.1177/0265407518803474.
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Objectives: The Specific Affect Coding System (SPAFF) is a reliable system for coding observed affect but few studies have tested its generalizability and susceptibility to bias. Methods: The current study compared highly trained African American and Caucasian coders’ scores when coding the same videos of African American and Caucasian American couples. Results: While it was hypothesized that Caucasian Americans may code African America couples as being more aggressive and less positive based on stereotypes, results revealed a significant Ethnicity of Coder × Ethnicity of Couple interaction on the “neutral” code only. Both African American and Caucasian coders tended to rate out-group couples as being less neutral and showing less interest than in-group couples. No other emotion was identified as being over-coded in lieu of neutral, however. Conclusion: Results suggest a subtle bias in SPAFF coding. Adding a diversity component to the SPAFF training and recruiting diverse coders is recommended.
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Sandro Gomes Pessoa, Alex, Linda Liebenberg, Dorothy Bottrell, and Silvia Helena Koller. "Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil." Zeitschrift für Psychologie 227, no. 2 (April 2019): 139–43. http://dx.doi.org/10.1027/2151-2604/a000366.
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Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .
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Reis, Olaf, and Heike M. Buhl. "Individuation during adolescence and emerging adulthood – five German studies." International Journal of Behavioral Development 32, no. 5 (September 2008): 369–71. http://dx.doi.org/10.1177/0165025408093653.
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Among theories describing human relationships and interactions, individuation theory has increasingly gained attention over the last three decades. After ideas of individuation were introduced to the USA by German emigrants, such as Erik Erikson and Peter Blos, a second generation of American researchers brought the issue to the fore during the 1980s. Since then, German research has taken up the topic. Current lines of German research resonate with contemporary American research (e.g., Allen, Smetana), but also explore possible extensions of the theory. Here we introduce five German studies that explore relations between individuation and attachment, interactions between transmissions and relationships, or try to extend individuation theory beyond adolescence and the family system.
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Espin, Oliva M. "Psychological Impact of Migration on Latinas: Implications for Psychotherapeutic Practice." Psychology of Women Quarterly 11, no. 4 (December 1987): 489–503. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00920.x.
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This paper examines the psychological implications of the migratory process on Latin American women in the United States, addressing issues of gender roles, acculturation, language, loss, and grief that are frequently presented by immigrant Latinas in psychotherapy. The paper interprets these issues as reflective of the stresses created by the migratory process rather than as issues of individual psychopathology, and suggests ways to respond to them through psychotherapy.
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Hirsch, Richard G. "The Ninetieth Anniversary of the World Union for Progressive Judaism." European Judaism 49, no. 1 (March 1, 2016): 92–96. http://dx.doi.org/10.3167/ej.2016.490110.
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AbstractThe ninetieth anniversary of the World Union enables us to highlight our achievements. In 1973 we moved the international headquarters from New York to Jerusalem and built a magnificent cultural/educational centre there. We pioneered the development of a dynamic Reform/Progressive movement in Israel consisting of congregations, kibbutzim, an Israel religious action centre and educational, cultural and youth programmes. We became active leaders in the Jewish Agency for Israel and the World Zionist Organization. We established synagogues and educational programmes in the Former Soviet Union, Europe, Latin America and the Far East, thus fulfilling our mandate to perpetuate Jewish life wherever Jews live. We formulated an ideology of Reform Zionism as an antidote to the contracting Jewish identity induced by contemporary diaspora conditions. Whereas we encourage aliyah for Jews who want to live in Israel, we are adamantly opposed to those who advocate aliyah as a positive response to anti-Semitism. Instead, we demand that European democracies guarantee equal rights and full security to Jews as well as to all other groups in society.
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Wyche, Karen Fraser, and Sherryl Browne Graves. "Minority Women in Academia." Psychology of Women Quarterly 16, no. 4 (December 1992): 429–37. http://dx.doi.org/10.1111/j.1471-6402.1992.tb00266.x.
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The experiences that women, especially minority-status women (African, Asian, Hispanic, and Native American), have in educational advancement in psychology is limited. This limited power was examined in two ways: (a) by reviewing the inclusion of minority women within academic psychology at undergraduate, graduate, job entry, and senior level positions within the profession and (b) by reviewing economic and social-psychological processes that unjustly serve as barriers to women.
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Chung, Grace H., Lisa Flook, and Andrew J. Fuligni. "Daily family conflict and emotional distress among adolescents from Latin American, Asian, and European backgrounds." Developmental Psychology 45, no. 5 (2009): 1406–15. http://dx.doi.org/10.1037/a0014163.
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Wittig, Michele Andrisin. "An American Psychology Of Women: Retrospect and Prospect." Psychology of Women Quarterly 19, no. 3 (September 1995): 427–28. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00085.x.
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Brown, Nicola. "Counting Us In: Pioneers of American Feminist Psychology." Psychology of Women Quarterly 31, no. 1 (March 2007): 119. http://dx.doi.org/10.1111/j.1471-6402.2007.00336_6.x.
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Roche, Kathleen M., Ashley A. Walsdorf, Lorien S. Jordan, and Olanrewaju O. Falusi. "The Contemporary Anti-Immigrant Environment and Latin American-origin Adolescents’ Perceived Futures: A Phenomenographic Content Analysis." Journal of Child and Family Studies 30, no. 9 (July 1, 2021): 2328–39. http://dx.doi.org/10.1007/s10826-021-02015-0.
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Pechin, Y. V. "Formation and Development of Psychology of Forgiveness in the United States: An Overview." Psychological-Educational Studies 6, no. 4 (2014): 194–206. http://dx.doi.org/10.17759/psyedu.2014060417.
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We provide an overview of studies of the phenomenon of forgiveness in modern American psychology. We discuss the works of the leaders of this area: Robert Enright, Everett Worthington, Michael McCullough and others. The features of the American approach in psychology of forgiveness are close connection with the psychology of religion, focus on practical problems of psychotherapy and counseling, interdisciplinary research. Over three decades, a theoretical model of forgiveness and forgiveness research methodology (Enright questionnaire) have been developed, as well as several models of therapy, educational programs for teaching forgiveness to children and teenagers, peace reconciliation programs in the areas of ethnic and religious conflicts. On different samples of subjects, the healing effects of forgiveness on the psychological state have been proven (decreased feelings of resentment, anger and revenge), and positive correlation of forgiveness and altruism, the ability to gratitude, relationship satisfaction, improved physical well-being (stabilized blood pressure, boosted immune system) were reported.