Psicología, Familia y Redes
URI permanente para esta colecciónhttp://hdl.handle.net/11634/9651
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Ítem Capitulo 7: Formatos usados en el Programa de Desarrollo Integral Estudiantil(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481The following are the formats formats that are currently in use that make it possible to collect and systematize systematization of the information that support the accompaniment program. accompaniment program.Ítem Capitulo 6: Equipo humano del Programa de Desarrollo Integral Estudiantil(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481Leader and support teachers The leader and support teachers emerge as an institutional strategy to promote the integral formation of students. to promote the integral formation of students. Table 2 describes the institutional institutional functions that this team must fulfill.Ítem Capitulo 5: Descripción de procedimientos del desarrollo estudiantil en el programa de Psicología(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481In this section we return to the pdie protocol protocol, which is the product of the the teaching construction developed on November 14, 2017. November 14, 2017. The guide contains a selected revision based on this document. this document.Ítem Capitulo 4: Estructura del programa(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481The Integral Student Development Student Development Program, being a missionary missional process within the quality management system, seeks to guarantee the integral integral formation of the student based on the humanistic thinking that inspires the University and through the development of actions that favor the accompaniment of the student who are finishing their high school their high school education and are about to and is about to start his or her university university education, until the graduation of the psychologist trained in the tomasino profile.Ítem Capitulo 3: Objetivo de los procesos de acompañamiento(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481The pdie's guide to the psychology program Psychology program is articulated with the objective set forth in the Process Characterization Characterization of the Student Development Student Development (2017), by means of the construction of the following objectives set out in accordance with the management that has been developmentÍtem Capitulo 2: Comprensión teórica del acompañamiento y el desarrollo integral(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481The University of Santo Tomás, by assuming social commitment to educate students students under the principles of humanistic humanistic education and integral development, responds to the challenge of accompanying and guarantee quality standards quality standards from the moment of entry and throughout throughout their education until their timely graduation. graduation. Based on the above, the should be designed to enable the construction of strategies the construction of strategies to favor this process. favor this process.Ítem Capitulo 1: Datos del Programa de Desarrollo Integral Estudiantil de Psicología(2020) Ramos Martín, Diana Ximena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000020275; https://scholar.google.com/citations?hl=es&user=2Cmd7wMAAAAJ; https://orcid.org/0000-0003-4625-1481The mission of the University of St. Thomas (usta) is inspired by the Christian humanist thought of St. Thomas Aquinas. humanistic Christian thought of St. Thomas Aquinas and promotes the integral formation of the student, which which enables them to respond ethically, creatively and critically to the demands of human and social life. demands of human and social life.Ítem Capitulo 5: Discusión(2019) Duque García, Rosa Elena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001358507; https://orcid.org/0000-0002-8064-8821This chapter presents the interpretations of the results in the light of the research objectives and questions, in order to establish a dialogue between the content of the results and the state of the art and the theoretical system. Likewise, the progress of the research is presented and possible focuses for further study are proposed. It is important to mention that this discussion is organized based on the methodological concepts proposed in the method: 1. The referral as a contextual marker of the change process: 2. Network as self-organization for the systemic transformation of the family problem and 3.Ítem Capitulo 4: Resultados(2019) Duque García, Rosa Elena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001358507; https://orcid.org/0000-0002-8064-8821This chapter presents the main findings of the research, organized on the basis of the scenarios developed in the fieldwork. First, the results of the scenarios associated with the psychotherapeutic processes advanced by psychotherapists in training of the second, third and fourth semesters of the Master's Degree in Clinical and Family Psychology (period 2015-2) are presented, and secondly, the results of the research-intervention scenarios developed by psychotherapists in training of the third semester (period 2015-1) are presented.Ítem Capitulo 3: Método(2019) Duque García, Rosa Elena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001358507; https://orcid.org/0000-0002-8064-8821MethodThis research based its organization on the reflexive method (Duque, 2017), assuming that the act of knowing holds a potential for epistemologically and ethically inescapable intervention. In this sense, a recursive process was developed between investigating and intervening, based on the principles of second-order cybernetics (Foerster, 1996), which allow recognizing the inclusion of the researcher in the construction of the realities derived from the research.Ítem Capitulo 2: Sistema teórico(2019) Duque García, Rosa Elena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001358507; https://orcid.org/0000-0002-8064-8821This research/intervention aims to generate places of reflection and knowledge production that, from the position of the clinical psychologist as researcher/social intervenor, can favor creative reconfigurations of the relationship between families and school. The research is based on the stakes that complexity makes to understand complex systems far from equilibrium (Gell-Mann, 1995; Kauffman, 2003; Maldonado, 2009; Martínez, 2005; Nicolis and Prigogine, 1994; Prigogine and Stengers, 1990; Prigogine and Stengers, 2002; Prigogine, 1997a; Prigogine, 1997b; Prigogine, 1991; Prigogine, 1998; Wagensberg, 1985) and the need to understand education as a process for the reform of thought and education (Morin, 1999).Ítem Capitulo 1: Estados del arte(2019) Duque García, Rosa Elena; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001358507; https://orcid.org/0000-0002-8064-8821It is understood that the state of the art acts as a process of exploration based on the research interest that allows updating the conceptual and contextual references of the phenomenon/problem and thus making adjustments with the purpose of refining the initial approaches of the research/intervention.
Ítem Resiliencia en familias del ejército con familiares privados de la libertad(2020-09-08) Jaramillo Moreno, Ricardo Arturo; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000948250; https://orcid.org/0000-0002-7220-6978Ítem Capítulo 6: Transformación de las subjetividades en psicoterapia: análisis de dos casos(2020-06-10) Serna Dimas, Adrián; Estupiñán Mojica, Jairo Gustavo; Hernández Córdoba, Beatriz Angela; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000168599Ítem Capítulo 5: Método de investigación en psicoterapia sistémica y subjetividad(2020-06-10) Serna Dimas, Adrián; Estupiñán Mojica, Jairo Gustavo; Hernández Córdoba, Beatriz Angela; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000168599Ítem Capítulo 4: Dispositivos para la transformación de la subjetividad en la psicoterapia sistémica(2020-06-10) Serna Dimas, Adrián; Estupiñán Mojica, Jairo Gustavo; Hernández Córdoba, Beatriz Angela; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000168599 CompartirÍtem Capítulo 3: Subjetividad, vínculos, narrativa y memoria en la psicoterapia sistémica(2020-06-10) Serna Dimas, Adrián; Estupiñán Mojica, Jairo Gustavo; Hernández Córdoba, Beatriz Angela; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000168599Ítem Capítulo 2: Sujeto y subjetividad en las principales escuelas de psicoterapia sistémica: un estado del arte(2020-06-10) Serna Dimas, Adrián; Estupiñán Mojica, Jairo Gustavo; Hernández Córdoba, Beatriz Angela; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000168599Ítem Capítulo 1: Psicoterapia sistémica, medicalización de lo mental y mercantilización de la salud en Colombia(2020-06-10) Serna Dimas, Adrián; Estupiñán Mojica, Jairo Gustavo; Hernández Córdoba, Beatriz Angela; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000168599Ítem Capítulo 4: Cómo creamos escenarios de investigación/intervención en los diversos campos narrativos(2020-06-01) Estupiñán Mojica, Jairo Gustavo; González Gutiérrez, Orlando.; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000175382