Psicología, Ciclo Vital y Derechos
URI permanente para esta colecciónhttp://hdl.handle.net/11634/9650
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Ítem Significados de las relaciones afectivas entre docente y estudiante: Experiencias en el aula(2021-08-02) Correa Galindo, Sharon Naomi; Galvis Gil, Ingrith Gineth; Moreno Tocasuche, Angie Paola; Poveda Clavijo:, Lady Janeth; Torres Ramos, Daniela Michelle; Hernández Hernández, Yeimy Andrea; Ospina Rodríguez, Daniela; Hernández Vanegas, Paula Carolina; Figueroa Angel, Melba Ximena
Ítem ¿Qué caracteriza a un egresado de psicología de la USTA?(2021-12-01) Rodríguez Benavides, David Ricardo; https://orcid.org/0000-0003-2339-0841Psychology graduates from the Santo Tomás University acquire a profile based on the teachings learned in the academy, likewise, from the theory the characteristics that a psychology graduate should have are exposed, that is why the present work seeks to find the convergences or differences between what is exposed in the theory and the voices of the graduates in psychology from the Santo Tomás University. A Google Forms form was used which was sent to the graduates, of the questions asked, the present work will focus on one, capturing the voice of the graduates and then discussing the theory, in this way, the characteristics of the profile of a psychologist graduated from the Universidad Santo Tomás would be exposed.Ítem Significados de las relaciones afectivas entre docente y estudiante: Experiencias en el aula(2021-08-02) Correa Galindo, Sharon Naomi; Galvis Gil, Ingrith Gineth; Hernández Vanegas, Paula Carolina; Moreno Tocasuche, Angie Paola; Poveda Clavijo, Lady Janeth; Torres Ramos, Daniela Michelle; Hernández Hernández, Yeimy Andrea; Ospina Rodríguez, Daniela; Universidad Santo TomásÍtem Discriminación positiva desde las narrativas en el aula ¿Obstáculo o facilitador de la equidad en educación?(2021-07-26) Castillo Linares, Carol Natalia; Gomez, Carolina; Figueroa Angel, Melba Ximena; Hernández Hernández, Yeimy Andrea; Ospina Rodríguez, Daniela; Otero Fernández, NataliaÍtem Capitulo 4: Evaluación de falsos recuerdos y reconocimientos con palabras semánticamente asociadas en niños y niñas(2019) Bazán Aldana, Juanita Isabel; Robledo Sanz, Laura; Rodríguez Ortiz, Lina Constanza; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001578025; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001577817; https://orcid.org/0000-0001-9331-4487This research was based on the Deese-Roediger-McDermott (drm) paradigm in order to establish the effect that the presentation of a set of words semantically associated with each other has on memory and recognition in boys and girls. Thirty children between 7 and 8 years of age, in the second and third grades of primary school, were divided into two groups: the first group was given three lists of words, each composed of 11 items semantically associated with a critical word; the second group was presented with 3 lists without any semantic association.Ítem Capitulo 3: Exactitud del testimonio infantil: diferencias a partir de dos tipos de entrevista(2019) Delgado Chaves, Martha Isabel; Reyes Niño, Lyda Elizabeth; Universidad Santo TomasThe research on which this chapter is based was intended to contribute to the theoretical framework of the psychology of testimony and to delve into reflections on the appropriate practices for obtaining child testimony within legal-legal contexts. With that in mind, the general objective was to establish the existence of differences in the accuracy of child testimony depending on the procedure used in the corresponding interview.Ítem Capitulo 2: Implantación de falsas memorias en niños y niñas a través de una entrevista sugestiva(2019) Acero Triviño, Jorge Enrique; Castro Niño, Ruth Rosalba; Universidad Santo Tomas; https://orcid.org/0000-0002-0506-1393The objective of the research presented in this chapter was to determine by means of group comparison the implantation of false memories in children aged 3 to 5 years from two types of interviews, one with suggestive questions and the other with non-suggestive questions. The design was quasi-experimental of three groups with post-test. The two types of interviews were submitted to content validation by expert judges.Ítem Capitulo 1: Entrevistas psicológicas forenses adecuadas para niños y niñas(2019) Valdés Moreno, Carlos Eduardo; Tapias, Ángela; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000227900; https://scholar.google.com/citations?hl=es&user=0kQtaHUAAAAJ; https://orcid.org/0000-0003-1131-6791The aim is to identify interview strategies that are recommended to be applied to children, who are often victims or witnesses of privileged information and are therefore interviewed by justice operators. Among the findings, it is recommended to privilege verbal communication, use child interview protocols and only in exceptional cases include support techniques such as comfort objects or pets.Ítem Capitulo 5: Herramienta guía: Línea de Base de Reconocimiento y Valoración del Daño en Víctimas de Graves Violaciones de Derechos Humanos (librev-dd.hh.)(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Cuartas Giraldo, María Isabel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001455795; https://orcid.org/0000-0003-2892-7521; https://orcid.org/0000-0003-1759-7854This guide for the elaboration of the baseline of the damage suffered by human rights violations is generic in nature. A more detailed development could include a preview of the follow-up to the damages envisioned in Judgment T-025 of 2004, in which the Constitutional Court identified the unconstitutional state of affairs in the mechanisms for in the mechanisms of attention to the victim population.Ítem Capitulo 4: Las consideraciones de los expertos(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Cuartas Giraldo, María Isabel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001455795; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521; https://orcid.org/0000-0003-1759-7854Following the tabulation and analysis of the interviews conducted with twenty experts, the most relevant findings are presented here. These are Colombian state officials with experience in the psychosocial field, as well as social and legal psychology psychosocial field, as well as professionals in social and legal psychology who work in the and legal psychology professionals who work in the accompaniment of victims of human rights violations and socio-political violence. human rights violations and socio-political violence.Ítem Capitulo 3: Sujeción y valoración del daño: subviviente, sobreviviente y superviviente(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Cuartas Giraldo, María Isabel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001455795; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521; https://orcid.org/0000-0003-1759-7854The subjection to harm proposed from the episteme of victimhood1 transcends the legal figures of the victim and the victimizer, in particular, it overcomes the punitive legal model, in which punishment is revealed as the result of a crime and a penalty to be imposed. In the episteme of victimhood, victims are subjected to ontological harm as sub-survivors, a prefix that means that they are placed below the conditions of existence and the projection of life that they had before the harm was inflicted on them. they had before the harm caused to them.Ítem Capitulo 2: Las víctimas en Colombia hoy: de la esperanza en las leyes al daño por violencia burocrática(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Cuartas Giraldo, María Isabel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001455795; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521; https://orcid.org/0000-0003-1759-7854The comprehensive reparation of the victims of the armed conflict implies a number of important challenges for the State. a significant number of challenges for the State, since its mission is to compensate, compensate, rehabilitate, reintegrate and satisfy the to compensate, redress, rehabilitate, reintegrate and satisfy the eight million Colombians whose rights have been Colombians whose fundamental rights have been violated by decades of violence. violated by decades of violence.Ítem Capitulo 1: Una mirada psicojurídica a la reparación integral de las víctimas del conflicto armado colombiano(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Cuartas Giraldo, María Isabel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001455795; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521; https://orcid.org/0000-0003-1759-7854Contemporary victims are confronted with an epistemologically based political and institutional and institutional macro-device with epistemological underpinnings. In Colombia, the field of the so-called reparation to victims is saturated with discourses, laws, regulations, institutions, programs, projects, methodologies, techniques, approaches from law, psychology, historical memory, political science, religiosity, spirituality and the media, which react to each other in a different way. the media, which are updated according to the intentions and guidelines of each government and directives of each government and of each negotiation process with illegal actors. all under a global imperative of the treatment of crime and collective suffering: transitional justice.Ítem Tema 10: El niño, sujeto de decisiones, de derechos y talentos(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521It is feasible within humanistic work to think about the actors of interaction or social intervention. There are always qualified people or experts who work with educators, parents and children to overcome deficiencies, problems, needs, symptoms and a series of other difficulties, but at the same time it is necessary to think that this same relationship takes place in the positive dimension of the child as a subject, since he is a being full of possibilities and opportunities for his own development, and therefore we must learn to listen to him and respect his tastes and decisions.Ítem Tema 9: El barrio, la prosocialidad y la solidaridad (competencia ciudadana fundamental)(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521The child, the neighborhood and the street is a topic that is not very common in psychological or legal literature, but we can establish a correlation between them through the category of construction of social identity, prosociality and solidarity, which are based on an impartial principle in which we can weigh the street as that space where accepted or rejected social models appear.Ítem Tema 8: Acoso escolar, bullying o matoneo(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521A recurring theme nowadays for parents, school, social and virtual environments is bullying. It occurs when someone has a behavior that seeks to harm another because of a situation in their personal and family environment, where this behavior is possibly normal. We will explore some manifestations of this bullying behavior and how parents and teachers can intervene to transform it.Ítem Tema 7: El docente y la construcción de la autoridad(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521One of the spaces that has the greatest impact on the formation of the child is the school, and precisely within this the educator plays a primordial role to the extent that he becomes one of the child's models and intervenes on him by means of pedagogical acts, speech acts and behaviors that the child can imitate. Focusing on the subject of the educator-child relationship places us in the framework of the educational task, in the formation of the child's personality and his or her basis as a citizen.Ítem Tema 6: El juego en el proceso de desarrollo del niño(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521Until recently, play was seen as an isolated activity within the child's psychic development, even considered in a pejorative way, as a space to waste time, but nowadays play has regained its function as a basic means for strengthening the child's attitudes and social skills, and is even considered as a motivational and cognitive support for socio-spatial, linguistic and logical-mathematical learning.Ítem Tema 5: Desarrollo moral de los niños(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521The subject of moral development for educators and professionals in the human sciences is usually avoided due to the fear of approaching a supposed religious discourse, but nothing could be further from this version than the thorough and meticulous study of moral development in children by authors such as Piaget, Williams and Kohlberg, who elucidate the moral process as a construction in which the child goes from a heteronomous phase (following the rule of others) to autonomous phases (knowing the meaning of the rules and making his own decisions), and the formation of his own moral criteria or judgment.Ítem Tema 4: Desarrollo cognitivo o del pensamiento en la infancia(2019) Acevedo Arango, Óscar Fernando; Serrano Quintero, Luz Amparo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343764; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000656224; https://scholar.google.com/citations?hl=es&user=61TtTcUAAAAJ; https://orcid.org/0000-0003-2892-7521In order to think about the cognitive development of the child, it is advisable to study the work of Jean Piaget from a truly interdisciplinary perspective and from a constructivist approach. Piaget made use of the very foundations of his elaborate genetic epistemology or scientific epistemology on the construction of knowledge to define the central operations of logical-mathematical thinking, moral development and the central stages of human thought.