Sociedade de controle e medicalização na educação: cartografando as práticas de um psicólogo nas escolas de uma cidade do interior do Rio de Janeiro

Esta dissertação baseia-se em uma pesquisa-intervenção realizada em cinco escolas de nível fundamental e infantil, e em uma escola de ensino especial/ atendimento educacional especializado (AEE) de uma cidade de pequeno porte do interior do Rio de Janeiro, na região sul do estado. O presente trabalho situa-se no contexto das discussões sobre as práticas de medicalização na escola-empresa e nas sociedades de controle, e tem como objetivo a investigação da medicalização e a judicialização como exigências que têm moldado um viés predominante médico-assistencialista ao trabalho do psicólogo, concentrando-se em atendimentos individualizados a alunos e famílias nas escolas públicas. O método adotado é o da cartografia (Deleuze & Guattari). Os conceitos de Medicalização (Conrad, Illitch, Szasz). Controle (Deleuze), e o conceito científico-ficcional de Pré-Crime (Dick) são a coluna vertebral do trabalho. A pesquisa de cunho qualitativo utiliza os referenciais teórico-práticos da análise institucional (AI) e dos estudos da filosofia de diferença, de autores como Michel Foucault, Gilles Deleuze e Félix Guatarri, assim como a contribuição valiosa de estudiosos mais contemporâneos, como Veiga-Neto, Gallo e Marcondes. Os analisadores dos relatórios pré-crime de medicalização do fracasso escolar, da (in)disciplina e da loucura através funcionam como pistas para as passagens dos diagnósticos para as práticas e modos coletivos de subjetivação, contexto mais amplo que nos conduz à visibilidade das questões do trabalho, da saúde no trabalho no magistério, e às plataformas de alianças coletivas entre técnicos(psicólogos) e não-técnicos (professores) para a construção dos processos de desmedicalização e desmedicalização na Educação.

O paradigma frankfurteano: uma alternativa para a psicologia organizacional

O objetivo do presente trabalho e o de propor um modelo teórico de atuação para a Psicologia Organizacional calcado nos seguintes fundamentos: a visão dialética da interação indivíduo/organização proporcionada pela reavaliação do conceito de inclusão parcial nos papéis de Floyd Allport; a recuperação da memória dos acontecimentos passados que influenciam a dinâmica a teoria da competência comunicativa de Juergen Habermas e o método dos grupos operativos de Pichon Riviere. A trajetória percorrida para a concretização deste propósito partiu dos pressupostos de Kuhn, através da formulação de uma hipótese inicial de que os problemas enfrentados pela Psicologia Organizacional decorrem de crenças que orientam a produção de conhecimentos na área. Com a finalidade de comprovar-se a afirmação anterior estabeleceu-se uma análise das diversas correntes responsáveis pelas principais contribuições teóricas no campo categorizando-as nos seguintes paradigmas: burocrático, sistema aberto, relações humanas, humanista e da contingência e indicando-se, simultaneamente, os obstáculos epistemológicos apresentados pelos respectivos paradigmas. A seguir buscou-se, nas contribuições dos teóricos ligados ao movimento filosófico - denominado Escola de Frankfurt - aquelas julgadas as mais significativas à compreensão dos fenômenos, objeto da Psicologia Organizacional. Estas contribuições constituiram-se, assim, em sustentação para o modelo proposto. Como consequência da adoção do paradigma frankfurteano obteve-se uma reorientação no campo e no objeto da Psicologia Organizacional, permitindo-se, também, vislumbrar com maior clareza uma articulação com os campos de atuação da Psicologia do Trabalho e da Psicologia Institucional.

Um processo de autogestão: crônica e crítica de uma experiência em psicologia institucional

O presente trabalho tem por objetivo fazer uma análise dos dados levantados pelo Departamento de Psicologia, de um Estabelecimento Escolar, que utiliza conceitos de Psicologia Institucional, desde a implantação (agosto de 1974), até o presente momento, (julho de 1978) pois seu desenvolvimento continua acontecendo. Durante este período os objetivos principais centralizaram-se em procurar investigar todas às formas do "latente" institucional a fim de desinvestir e desmontar as estruturas repressivas que pudessem estar impedindo o crescimento do estabelecimento no sentido de proporcionar um trabalho autogestivo com um máximo de liberdade e espírito crítico. Para que então, estes conceitos sejam aplicados tem-se praticado, de forma permanente, a metodologia da Análise Institucional, pois é através dela que se pretende realizar uma abordagem aos diferentes aspectos inconscientes e/ou desconhecidos da estrutura psico-socio-comunicacional do Estabelecimento. Tenta-se através de contextos técnicos vivenciais (grupos, etc) fazer com que os diferentes quadros do estabelecimento elaboremos aspectos acima mencionados, instrumentando-os para controlar as posições contraditórias, que ocupam, simultaneamente, todos os seus integrantes, por serem servidores do instituído e também encarregados de uma função instituinte.

The impact of tax morale and institutional quality on the shadow economy

This paper uses a multivariate analysis to examine how countries‘ tax morale and institutional quality affect the shadow economy. The literature strongly emphasizes the quantitative importance of these factors in understanding the level of and changes in the shadow economy. Newly available data sources offer the unique opportunity to further illuminate a topic that has received increased attention. After controlling for a variety of potential factors, we find strong support that a higher tax morale and a higher institutional quality lead to a smaller shadow economy.

Public Health Psychology: A Conceptual and Practical Framework

Introduction For many years concern for public health has transcended the boundaries of the medical sciences and epidemiology. For the last 50 years or so psychologists have been increasingly active in this field. Recently, psychologists have not only begun to see the need to take action to mould health promoting behaviours in individuals, but have also pointed out the need to join in an effort to develop appropriate social, political, economic and institutional conditions which would help to improve the state of public health. Psychologists have postulated the need to distinguish a new subdiscipline of psychology called public health psychology which, together with other disciplines, would further the realization of this goal. In the following article the historical and international context of health psychology and the changing nature of public health are put forward as having important implications for the establishment of a ‘public health psychology’. These implications are addressed in later sections of the article through the description of conceptual and practical framework of public health psychology in which theory, methods and practice are considered. Many aspects of the conceptual and practical framework of public health psychology have relevance to the health social sciences more generally and forming a basis for interdisciplinary work. The framework of public health psychology, together with the obstacles that need to be overcome, are critically examined within an overall approach that contends it is necessary to increase and improve the contribution of health psychology to public health.

HIV/AIDS-related institutional mistrust among multiethnic men who have sex with men: effects on HIV testing and risk behaviors.

OBJECTIVE: To investigate relationships between institutional mistrust (systematic discrimination, organizational suspicion, and conspiracy beliefs), HIV risk behaviors, and HIV testing in a multiethnic sample of men who have sex with men (MSM), and to test whether perceived susceptibility to HIV mediates these relationships for White and ethnic minority MSM. METHOD: Participants were 394 MSM residing in Central Arizona (M age = 37 years). Three dimensions of mistrust were examined, including organizational suspicion, conspiracy beliefs, and systematic discrimination. Assessments of sexual risk behavior, HIV testing, and perceived susceptibility to HIV were made at study entry (T1) and again 6 months later (T2). RESULTS: There were no main effects of institutional mistrust dimensions or ethnic minority status on T2 risk behavior, but the interaction of systematic discrimination and conspiracy beliefs with minority status was significant such that higher levels of systematic discrimination and more conspiracy beliefs were associated with increased risk only among ethnic minority MSM. Higher levels of systematic discrimination were significantly related to lower likelihood for HIV testing, and the interaction of organizational suspicion with minority status was significant such that greater levels of organizational suspicion were related to less likelihood of having been tested for HIV among ethnic minority MSM. Perceived susceptibility did not mediate these relationships. CONCLUSION: Findings suggest that it is important to look further into the differential effects of institutional mistrust across marginalized groups, including sexual and ethnic minorities. Aspects of mistrust should be addressed in HIV prevention and counseling efforts.

The ethical dimension f analyst's interventions facing institutional demands of CAPS

(The ethical dimension f analyst's interventions facing institutional demands of CAPS) Considering the complexities involved in setting up clinical work in the psychosocial field, analyst must question their own contributions toward improvements in this area. This issue is presented here as a considerable challenge, due to the limitations of psychoanalytic practice and, especially, the differences between conventional clinical practice and that carried out in institutional and political settings. From this perspective, we call attention to the notion of ethics as a differentiating and guiding concept for psychoanalytic practice in its contribution toward the treatment provided at CAPS.

Direct Democracy and Institutional Trust: Relationships and Differences across Personality Traits

Direct democracy plays a prominent role in the explanation of institutional trust. To date, however, empirical findings on the effects of direct democracy remain inconclusive. In this article, we argue that this inconclusiveness can be partly ascribed to the diverse effects direct democracy has on individuals. In other words, direct democracy influences institutional trust, but how and to what degree depends on individuals’ personality traits. Running hierarchical analyses of unique survey data from a random sample of eligible Swiss voters, we document three findings: First, we show that the number of ballot measures is not directly associated with institutional trust. Second, we demonstrate that the Big Five personality traits affect the propensity to trust. Third, some of these traits also alter the relationship between direct democracy and institutional trust, suggesting that certain personality types are more likely to be sensitive to popular votes than others and that not everyone is equally likely to respond to political stimuli, even in highly democratic environments.

Adaptive Institutional Transference in the Treatment of Individuals with Borderline Personality Disorder.

This paper introduces "adaptive institutional transference" (AIT) and describes how it develops in some clients in response to psychotherapist transfer in psychology training clinics. Individuals with borderline personality disorder are especially likely to develop AIT because of difficulties related to abandonment depression. Directors, supervisors, and student psychotherapists in psychology training clinics should be aware of these dynamics because they have important treatment implications, which are described. Limitations and ideas for future exploratory and qualitative research are also discussed .

Economics and psychology in the twenty-first century

This paper begins by exploring four different possible forms of relationship between economics and psychology, which have different connotations in terms of the relative status of the two disciplines. It then focuses on the future for one of these, psychological economics. After setting out the hardcore axioms and positive and negative heuristics of a research programme in psychological economics, it explores institutional and psychological barriers to the success of such a research programme in the context of both research and teaching.

Out in psychology:lesbian, gay, bisexual, trans and queer perspectives

There has been a recent explosion of interest in Lesbian, Gay, Bisexual and Trans Perspective Psychology amongst students and academics, and this interest is predicted to continue to rise. Recent media debates on subjects such as same–sex marriage have fuelled interest in LGBTQ perspectives. This edited collection showcases the latest thinking in LGBTQ psychology. The book has 21 chapters covering subjects such as same sex parenting, outing, young LGBTQ people, sport, learning disabilities, lesbian and gay identities etc. The book has an international focus, with contributors from UK, US, Canada, Australia and New Zealand List of Contributors. Foreword by Jerry J. Bigner. 1. Introducing Out in Psychology (Victoria Clarke and Elizabeth Peel). 2. From lesbian and gay psychology to LGBTQ psychologies: A journey into the unknown (Victoria Clarke and Elizabeth Peel) 3. What comes after discourse analysis for LGBTQ psychology(Peter Hegarty). 4. Recognising race in LGBTQ psychology: Power, privilege and complicity (Damien W. Riggs). 5. Personality, individual differences and LGB psychology (Gareth Hagger Johnson). 6. Heteronormativity and the exclusion of bisexuality in psychology (Meg Barker). 7. A minority within a minority: Experiences of gay men with intellectual disabilities.(Christopher Bennett and Adrian Coyle). 8. Closet talk: The contemporary relevance of the closet in lesbian and gay interaction (Victoria Land and Celia Kitzinger) 9. Romance, rights, recognition, responsibilities and radicalism: Same-sex couples’ accounts of civil partnership and marriage (Victoria Clarke, Carole Burgoyne and Maree Burns). 10. The experience of social power in the lives of trans people (Clair Clifford and Jim Orford). 11. What do they look like and are they among us? Bisexuality, (dis.closure and (Maria Gurevich, Jo Bower, Cynthia M. Mathieson and Bramilee Dhayanandhan). 12. Heterosexism at work: Diversity training, discrimination law and the limits of liberal individualism (Rosie Harding and Elizabeth Peel). 13. Out on the ball fields: Lesbians in sport (Vikki Krane and Kerrie J. Kauer). 14. Homophobia, rights and community: Contemporary issues in the lives of LGB people in the UK (Sonja J. Ellis). 15. Striving for holistic success: How lesbians come out on top (Faith Rostad and Bonita C. Long). 16. On Passing: The Interactional Organization of Appearance Attributions in the Psychiatric Assessment of Transsexual Patients (Susan A. Speer and Richard Green). 17. Alcohol and gay men: Consumption, promotion and policy responses (Jeffrey Adams, Timothy McCreanor and Virginia Braun). 18. Towards a clinical-psychological approach to address the hetero sexual concerns of intersexed women (Lih-Mei Liao). 19. Educational psychology practice with LGB youth in schools: Individual and institutional interventions (Jeremy J. Monsen and Sydney Bailey). 20. Que(e)rying the meaning of lesbian health: Individual(izing and community discourses (Sara MacBride-Stewart). 21. Transsexualism: Diagnostic dilemmas, transgender politics and the future of transgender care (Katherine Johnson). Index.

*Postsecondary access for individuals with psychological disabilities: An analysis of federal rulings and institutional philosophies, *policies, and practices

This study was a qualitative investigation, with demographic quantitative features, of post-secondary educational access and legal guidelines for individuals with psychological disabilities. Although disability laws have positively influenced post-secondary educational attitudes and practices relative to accommodating many individuals with disabilities, prevailing stigmas regarding mental illness have discouraged the equal access to higher education for individuals with psychological disabilities. Little research concentrating on this area was found.^ Thirty-six relevant legal case decisions, focusing on a variety of realms of higher education, were scrutinized. The policies, procedures, and practices of six Southeastern United States universities were analyzed through official documents and participant responses from disability service providers and other university employees. Comparisons were made between legal cases, and within and between universities. Case findings also provided standards through which participating university practices could be studied.^ The legal analysis revealed that most institutions did not discriminate against individuals with psychological disabilities. Practices of a few of these institutions, however, suggested non-compliance despite favorable decisions on their behalf. Institutions found to have discriminatory practices were cited for inadequate procedures, or for presumptive assessments of the educational functioning levels of individuals with psychological disabilities.^ Participant university practices generally suggested disability law compliance; however, certain campus interventions were determined to be ineffective in identifying, addressing, and communicating about the educational needs of individuals with psychological disabilities. The most effective services for these individuals, who were described as rapidly increasing in number but lagging in self-advocacy and acceptance by others, went beyond legal requirements.^ Recommendations were made for institutional practices concerning disability-related documentation, written standards and operations, and student identification and referral. Directions for future research focused on study skills training for students; exposure of mental health professionals to client educational needs; and expansion of the current research, on a nationwide collegiate level, and a parallel analysis focusing on business and industry. ^

Institutional resistances before school mediation. An inquiry in the conflict settings

This paper deals with the conceptions of the different school actors about the meaning and the implications of mediation in their schools, drawing on data from a qualitative approach carried out as part of a wider project to map mediation perspectives and practices in Catalonia. The authors analyze the scope of the situations regarded as suitable or unsuitable for the introduction of restorative practices, as well as the resistance to change in the practice of conflict resolutions and in the democratization of school culture.