Resumo Este artigo discute a formação em Psicologia no contexto da pandemia do Covid-19. Expõe os princípios e compromissos que norteiam o processo de formação, tomando como referência as Diretrizes Curriculares Nacionais e os valores que garantem uma prática profissional guiada pela ética, pela competência técnica e pela busca de uma sociedade democrática e justa. A partir de aporte histórico sobre o desenvolvimento da área e da formação em Psicologia e da análise das normativas legais e orientações emitidas pelos órgãos reguladores nesse período de exceção, reflete sobre duas das atividades que estão entre as mais desafiadoras quando se fala em atividades remotas emergenciais: os estágios obrigatórios e o ensino da avaliação psicológica. Os estágios têm importância ímpar no processo de formação, uma vez que permitem a consolidação de conhecimentos, habilidades e competências a partir de experiências em situações reais de trabalho. A avaliação psicológica, por sua vez, atividade privativa do psicólogo, exige, para sua aprendizagem, contato direto com instrumentos e contextos de avaliação, e prática em situações reais. Consideradas a relevância e as exigências desses dois tipos de atividades para a formação do psicólogo, e as demandas por flexibilidade e busca de alternativas para esse período de isolamento social, se analisa os limites e possibilidades das atividades remotas, confrontando-as com as exigências necessárias para uma formação de qualidade.

pela orientação, pela confiança e pela liberdade que me ofereceu durante todo o período de realização deste trabalho. À Profa. Dra. Elisa Médici Pizão Yoshida, pelas contribuições sempre valiosas, pela amizade e pelo incentivo durante tantos anos. À Profa. Dra. Kayoko Yamamoto, pela disponibilidade, pelo interesse e pelas sugestões no exame de qualificação.

Evidence-based clinical practice has become the most important scientific strategy for providing clarifications for patients, in all specialties involved in health promotion and care. In 2005, in the light of demands to follow suit, the American Psychological Association (APA) 1 published results from a presidential task force under the title "Evidence-Based Clinical Practice in Psychology", which emphasized the importance of scientific evidence in psychological practice, alongside clinical experience and patients' individual preferences and characteristics. The APA pointed out that there was an urgent need to bring in scientific evidence within psychology: "Evidencebased practice in psychology is therefore consistent with the past twenty years of work in evidence-based medicine, which advocated for improved patient outcomes by informing clinical practice with relevant research. The use and misuse of evidence based principles in the practice of health care has affected the dissemination of health care funds, but not always to the benefit of the patient. Therefore, psychologists, whose training is grounded in empirical methods, have an important role to play in the continuing development of evidence based practice and its focus on improving patient care".1 The search for scientific evidence to underpin psychotherapeutic practice also involves prevention-related objectives, given that early treatment may often avoid or diminish the psychological distress that results from prolongation or worsening of psychological disorders.Evidence-based psychology: scientific proof of the effectiveness of psychotherapy (translation of the Portuguese title) 2 is a pioneering work written by several hands, which indubitably include the most renowned specialists in the field of mental health in Brazil. We had the privilege of counting on collaboration from researchers, clinicians and educators, and this diversity was the driving force towards enrichment of the work. The text places at healthcare professionals' disposal scientific information of high methodological quality that has already been evaluated through systematic reviews published by the Cochrane Collaboration. It also provides a succinct panorama of the current evidence relating to the effectiveness of psychotherapy for treating psychiatric disorders. Each chapter presents a systematic review on the subjects (published in the Cochrane Library), with comments by one or more specialists in the field. The work also discusses issues relating to prevention of these disorders, and covers systematic reviews of studies on preventive programs at different levels. In this respect, it includes chapters on studies conducted among children and adolescents that had the aim of identifying risk factors and ways of avoiding them and protection factors and ways of promoting them. Studies and research within the field of mental health involving children and adolescents are well-known to be very limited in numbers, despite recognition of their importance among professionals working in this f...

Resumo Este artigo objetiva realizar uma revisão acerca das orientações e diretrizes para a formação em Psicologia no Brasil desde sua primeira proposição, abordando conteúdos temáticos e disciplinas básicas, composição e integralização dos cursos, nomenclatura e habilitações, além dos aspectos históricos e da articulação das instituições formadoras às demais entidades da Psicologia brasileira que tiveram sua importância na discussão sobre a formação das(os) psicólogas(os) brasileiras(os). Aborda a discussão desde o currículo mínimo até a atual estrutura das Diretrizes Curriculares Nacionais (DCN) para a graduação em Psicologia, resgatando o histórico da licenciatura e das especificidades da Psicologia como ciência e seu reconhecimento e inserção nas profissões da área de saúde, bem como suas implicações. Espera-se que os elementos e reflexões aqui levantadas contribuam para processos de discussão sobre que psicóloga(o) precisamos formar, tendo em vista princípios éticos, teórico-metodológicos, bem como orientadores voltados ao compromisso social da Psicologia.

Background Early performing of cardiopulmonary resuscitation is the cornerstone of survival in out-of-hospital cardiac arrest, doubling the odds of survival when correctly performed. The American Heart Association and the European Resuscitation Council advocate for training the entire population in order to enable a quick and effective response to out-of-hospital cardiac arrests, improving its outcomes. In primary healthcare settings the health workers can act as trainers, using the family and territorial approach to deliver basic life support (BLS) basis to general population, assuring that key social actors are skilled enough to aid community when needed. This study aims to compare the knowledge and practice skill of high school teachers before and after a BLS training delivered by health workers and students in a primary healthcare setting. Methods Teachers of three public high schools in Bahia, Brazil were assessed by a test for theoretical and practical skill in BLS and then trained by a group of primary care workers and students. Training included a 20min lecture and 40min practice session in a simulated scenario. After the training the teachers were assessed with the same test for theoretical and practical skill. A paired-samples T test was used to detect the difference in the mean total score before and after the training, with a significance level of 0.05 (two-sided test) and 95% confidence interval. Results The mean total score after the BLS training (8.2 ± 1.5) was significantly higher (p < 0.000) from before training (4.5 ± 1.7). Conclusions The high school teachers were unable to deliver proper cardiopulmonary resuscitation before the intervention. Following a BLS training a significant immediate improvement in the knowledge and practical skill was detected. Health workers were able to achieve these results in a primary healthcare setting. Further studies should assess this outcome with larger samples, evaluating the retention of knowledge and skills provided. Key messages Basic life support training can be delivered to general population by health workers in primary healthcare settings in order to improve the outcomes to out-of-hospital cardiac arrests. Teachers and health workers can act as key actors in intersetorial health-education initiatives, promoting the health of their communities.