The Strong Black Woman Schema (SBWS) is a cultural expectation placed on black women to unfailingly display signs of strength and caretaker qualities, while suppressing their emotions. The present study aimed to examine the relationship between the SBWS and psychological distress, suicidal behaviors, and resilience. Researchers expected to find a positive relationship between the SBWS and psychological distress, a positive relationship between the SBWS and resilience, and an undefined relationship between the SBWS and suicidal behaviors. The study also examined the potential moderating effects of the SBWS and resilience on the existing psychological distress-suicidal behaviors relationship. Lastly, the study examined how socioeconomic status moderates the relationship between the SBWS and psychological distress. It was expected that the SBWS and resilience would weaken the relationship between psychological distress and suicidal behaviors; higher socioeconomic status would weaken the relationship between the SBWS and psychological distress. Researchers recruited 177 black women to take a 30-minute survey. A bivariate correlation analysis showed that the SBWS shares a positive relationship with psychological distress, including depression, anxiety, and stress, and suicidal behaviors. However, resilience was not associated with the SBWS. Resilience was found to moderate the psychological distress-suicidal behaviors relationship, while the SBWS did not. Socioeconomic status did not moderate the relationship between the SBWS and psychological distress. The findings of this study bear important clinical and community implications. By determining the harmful effects of the SBWS, further research can be conducted on how black woman, mental health professionals, and community advocates can mitigate its effects.

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This study explores the influence of bilingualism on personality traits specifically in English and Spanish-bilingual individuals. This examines how linguistic and cultural contexts have an impact on direct personality traits—extraversion, agreeableness, conscientiousness, negative emotionality, and openness. Using a sample of 91 participants, paired samples t-tests were conducted to evaluate differences in personality trait scores between languages and calculated effect sizes to understand the practical significance of these differences. The results demonstrated no statistically significant differences in personality traits across the two languages. Furthermore, effect sizes were small, suggesting that any observed differences were not practically meaningful. While these findings do not support my initial hypothesis that there would be differences in personality traits based on the language used, they demonstrate the consistency of personality traits as measured in bilingual individuals. These results suggest that language does not necessarily alter the way participants perceive or express their personalities.

Cultural bridging may alleviate and catalyze the therapeutic process and help to match therapeutic interventions and patient preferences. In this article, we propose to enhance Western-originated prevention and treatment of depression (behavioral activation) with an Eastern-originated cultural concept of the purpose of living (ikigai). Behavioral activation (BA) is an effective standard method (within cognitive-behavior therapy) to treat depression, whereas ikigai is a Japanese life philosophy attitude. Both approaches share the fundamental idea that the reflection of personal values guides the individual’s everyday decisions. In the present narrative review, we try to explain and systematically compare both approaches to explore the possibilities of their meaningful integration. While the literature underscored the striking similarity between the fundamental ideas of both concepts, the main difference is that ikigai, as a traditional, non-psychotherapeutic approach, refers more to intuition and metaphorical heuristics. We introduce when and how the practice of ikigai could enhance behavioral activation interventions in psychotherapy and its transfer into everyday life.

Musikalitet är ett begrepp fyllt av spänning. För många är musikalitet något eftersträvansvärt, men att definiera vad musikalitet innebär är mycket svårt, och det finns ingen vedertagen vetenskaplig definition som är allomfattande. Det finns heller ingen speciell metod eller undervisning beskriven som särskilt utvecklar musikaliteten hos olika individer. Inom dans- och musikundervisning används begreppet mycket frekvent, men det är ofta oreflekterat och oklart vad som exakt menas. Syftet med min undersökning har varit att bland danspedagogstudenter söka mer förståelse för vad det kan innebära att vara musikalisk. Jag ville ta reda på hur en grupp danspedagogstudenter valde att beskriva sina uppfattningar av innebörden av begreppet musikalitet, samt hur de beskrev om, och i så fall hur man kan utveckla musikaliteten. Studien har genomförts som en semistrukturerad enkät och med hjälp av en fenomenografiskt inspirerad analys har studenternas svar som ett resultat kunnat sorteras i ett antal beskrivningsområden. Genom det kulturpsykologiska perspektivet framhålls vikten av att se till variationer i människors uppfattningar om musikalisk förmåga i relation till biologi och miljö, i relation till individ och kultur. Begreppet musikalitet verkar vara ett samlande begrepp för ett flertal musikaliska förmågor, en multipel förmåga.

Orientador: Lígia Márcia Martins / Banca: Sueli Terezinha Ferreira Martins / Banca: Nádia Mara Eidt / Resumo: O debate em torno da motivação para a aprendizagem remonta às críticas da Escola Nova à Escola Tradicional. Para a primeira, a educação deveria ser funcional, o que equivale a dizer que deve ser fundada nas necessidades dos alunos. O processo pedagógico verdadeiro é o que toma como ponto de partida, eixo e referência central, as necessidades espontâneas dos aprendizes. O ensino torna-se não-diretivo, pois a escola exime-se dessa função. A instrução dos alunos é orientada por eles mesmos, de acordo com suas inclinações e interesses pessoais. Os escolares não devem mais aprender, mas "aprender a aprender". A Pedagogia Histórico-Crítica revela o que está escondido detrás dessa aparente democratização do ensino. Os métodos escolanovistas questionavam a própria validade do ato de ensinar. Contribuindo assim, para o rebaixamento da qualidade do ensino. A Pedagogia de orientação marxista retoma a transmissãoassimilação dos conhecimentos clássicos como centro do processo pedagógico. A questão é que isso não implica na renúncia à motivação para a aprendizagem. Ao contrário, ela é considerada um elemento importante do processo pedagógico. Trazemos contribuições da Psicologia Histórico-Cultural nesse sentido, para demonstrar como a motivação se desenvolve ao longo da ontogênese. Partindo da teoria da atividade de A. N. Leontiev, vemos que os motivos para qualquer atividade humana são edificados socialmente. A força motora de seu desenvolvimento encontra-se nas relações sociais do indivíduo, isto é, a chave para a compreensão da motivação (o aparecimento dos motivos) é a natureza social do psiquismo. Isso significa que os motivos para aprender, bem como todo e qualquer motivo, não são dados invariáveis da vida individual, mas dependem em grande medida da qualidade das relações sociais e dos processos educativos vividos ao largo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The debate around motivation for school learning makes us return to the criticism of New School for Traditional School. The first one thinks that education should be functional, which means that it should be founded on students needs. The true teaching process is the one that takes as starting point, axis and central reference, the spontaneous needs of learners. Teaching becomes non-directive, since the school refuses itself to perform this task. Students' instruction is guided by them, according to their personal interests. Scholars should no longer learn, but "learn to learn". Historical-Critical Pedagogy reveals what is ridden behind this apparent democratization of school. The New School methods questioned the very validity of the act of teaching. Thus contributing to the depreciation of educational quality. The Marxist-oriented Pedagogy retakes the transmission and assimilation of classical knowledge as center of pedagogical process. The point is that it doesn't imply on renouncement of motivation to learn. Rather, it is considered an important element of the pedagogical process. We bring contributions from Historical and Cultural Psychology to demonstrate how motivation develops along ontogeny. Starting from activity theory of A. N. Leontiev, we see that reasons to any human activity are socially edified. Reasons' development driving force lies in person's social relationships, that is, the key to comprehend motivation (the rise of reasons) is the social nature of psyche. This means that reasons to learning, as any reason, are not invariable on a person's life, but depend largely on the quality of social relationships and educational processes experienced offshore development. Wherefore, to be motivated to learn is, first of all, to be in school. Besides this condition, knowledge must be the object that stimulates the activity of the learner... (Complete abstract click electronic access below) / Mestre

Esta pesquisa se insere na interseção entre a psicologia do desenvolvimento, a psicologia ambiental e a psicologia escolar/educacional, e tem o objetivo de investigar como se dão os processos de constituição do sujeito professor do campo na prática docente, na relação com a apropriação do espaço em que atua. Partimos da tese de que a constituição do professor de escolas do campo, por meio de sua atividade docente, está condicionada, dentre outros elementos, aos modos como ele significa e se apropria do espaço rural. Os participantes foram três professores que assumiram turmas pela primeira vez em escolas localizadas no campo - duas localizadas em distritos e uma em uma fazenda. O material empírico foi construído durante um ano letivo e teve como instrumentos: três entrevistas individuais (no começo do ano, começo e fim do segundo semestre letivo), um percurso comentado da casa do professor até a escola (realizado no primeiro semestre letivo), dois itinerários, tendo a escola como ponto de partida (um por semestre letivo) e observações da prática docente, durante todo o ano, com a realização de um projeto, a pedido dos pesquisadores, que articulasse a prática docente ao espaço em que a escola se localizava. A análise foi construída de forma a articular os diferentes determinantes envolvidos nos processos de constituição do sujeito, apropriação do espaço e atividade docente. Os determinantes que constituem as categorias de análise são significações construídas pelos participantes e observações realizadas pelo pesquisador sobre: a história de vida dos professores, o espaço, os sujeitos do espaço, as condições de trabalho e a prática docente. Tais elementos perpassam tanto a apropriação do espaço pelos professores, envolvendo elementos afetivos, cognitivos e volitivos, quanto a constituição dos professores, considerando a relação com o espaço e com a prática docente desenvolvida. Os resultados apontam: que a inserção dos três professores na pedagogia e na docência foi involuntária e não devida a uma escolha profissional; a ausência da Educação do Campo na vivência dos professores, seja na faculdade, seja na escola; as significações sobre o espaço e sobre os sujeitos se entrelaçam, sendo atribuídas ao espaço características colocadas como dos sujeitos; o espaço mais vivenciado diretamente foi o da escola, não havendo relações de identificação com os espaços do entorno; a apropriação do espaço se deu por duas vias principais, a vivência direta e mediada socialmente pelos sujeitos do espaço; a inserção dos professores por contratos temporários favorece a quebra de vínculos ao fim do contrato; escolas mais abertas a práticas educativas desenvolvidas pelos professores contribuíram para uma abertura ao espaço e à cultura dos alunos; as iniciativas de articulação entre saberes formais e locais se deu a partir de tentativas e erros dos professores, e não de iniciativas ligadas à organização pedagógica das escolas. Os determinantes delineados se interpenetram nos processos de apropriação do espaço e constituição dos professores, exercendo diferentes forças em diferentes momentos. O trabalho possibilita reflexões sobre os modos de apropriação e constituição dos professores, apontando que a multideterminação de sua construção decorre de diversos aspectos, tais como a presença ou ausência da política pública, a organização das escolas, as práticas desenvolvidas, que se interconectam. / This research is inserted in the intersection among developmental psychology, environmental psychology and school / educational psychology, and has the goal to investigate how the processes of constitution of the countryside teacher subject are built in the teaching practice, in relation to the appropriation of the space in which they operate. We start from the thesis that the constitution of countryside school teachers, through their teaching activity, is conditioned, among other elements, to the ways in which they mean and appropriate the rural space. The participants were three teachers who took classes for the first time in schools located in the countryside - two located in districts and one on a farm. The empirical material was constructed during a school year and had as instruments: three individual interviews (at the beginning of the year, beginning and end of the second school semester), a commented path from the teacher\'s house to the school (carried out in the first school semester), two itineraries, with the school as the starting point (one per school semester), and observations of the teaching practice throughout the year, with the realization of a project, at the request of the researchers, that articulated the teaching practice to the space in which the school was located. The analysis was developed in order to articulate the different determinants involved in the processes of constitution of the subject, appropriation of space and teaching activity. The determinants that constituted the categories of analysis were meanings constructed by the participants and observations made by the researcher on: the life history of teachers, the space, the subjects of the space, the working conditions and the teaching practice. These elements permeate both the appropriation of space by the teachers, involving affective, cognitive and volitional elements, as well as the constitution of the teachers, considering the relationship with space and with the developed teaching practice. The results indicate that the insertion of the three teachers in pedagogy and teaching was involuntary and not due to a professional choice; the absence of Countryside Education in the experience of the teachers, whether in college or at school; the meanings about space and about the subjects are intertwined, being assigned to the space characteristics placed as of the subjects; the space most directly experienced was that of the school, there being no identification relationships with the surrounding spaces; the appropriation of space took place in two main ways, the direct and socially mediated experience by the subjects of the space; the inclusion of teachers by temporary contracts favors the breaking of links at the end of the contract; schools more open to educational practices developed by the teachers contributed to an openness to the space and culture of the students; the initiatives of articulation between formal and local knowledge came from the attempts and mistakes of the teachers, and not from initiatives linked to the pedagogical organization of the schools. The determinants delineated are interpenetrated in the processes of appropriation of the space and constitution of the teachers, exerting different forces in different moments. The work allows reflections on the ways of appropriation and constitution of the teachers, pointing out that the multidetermination of their construction stems from several aspects, such as the presence or absence of public policy, the organization of schools, and the practices developed that are interconnected.