Reseña de libro

Mental health intervention research in Latin American correctional settings: A scoping review

“…Most of the studies were from Brazil (N = 14) (Amorim-Gaudêncio et al, 2017;Andretta & da Silva Oliveira, 2008Billand & Facciolla Paiva, 2017;Barcellos Café & do Nascimento 2012;Fortunato Costa et al, 2011, 2020Machado das Neves et al, 2017;Figueiredo Falcomer Meneses et al, 2016;Da Silva Oliveira et al, 2010;Rodrigues, 2020;Pinheiro Said, 2019;Santos et al, 2010;Zambom et al, 2011), followed by Chile (N = 6) (Barrientos-Low & Escaff-Silva, 2018;Olhaberry Huber et al, 2020;Cisternas Isla & Carreño Miranda, 2019;Livacic-Rajas et al, 2004;Mundt et al, 2019;Avello Saez et al, 2018). Three studies were from Colombia (Avendaño Castro et al, 2020;Barrera-Valencia et al, 2017;Palomino et al, 1991) andMexico, respectively (Corchado-Vargas, 2016;Noriega Gayol, 1995;Vásquez Sosa & Sánchez Sosa, 2015). Two studies were carried out in Costa Rica (Baltodano Chacón & Márquez Cueva, 2014;Mora-Arias et al, 2020) and Trinidad and Tobago (Hutchinson et al, 2017;Spence, 2019), and one was from each of Argentina (Romero et al, 2018), Ecuador (Curay Banegas & Dávila Gómez, 2018), Peru (Riega-Virú & Tataje-Véliz, 2020) and Honduras (Capellan et al, 2022).…”

“…Thirteen studies were available in Spanish (Avendaño Castro et al, 2020;Barrientos-Low & Escaff-Silva, 2018;Baltodano Chacón & Márquez Cueva, 2014;Corchado-Vargas, 2016;Curay Banegas & Dávila Gómez, 2018;Olhaberry Huber et al, 2020;Cisternas Isla & Carreño Miranda, 2019;Livacic-Rajas et al, 2004;Mora-Arias et al, 2020;Palomino et al, 1991;Riega-Virú & Tataje-Véliz, 2020;Avello Saez et al, 2018;Vásquez Sosa & Sánchez Sosa, 2015), 11 in Portuguese (Amorim-Gaudêncio et al, 2017;Andretta & da Silva Oliveira, 2008Billand & Molinier, 2017;Fortunato Costa et al, 2011;Machado das Neves et al, 2017;Figueiredo Falcomer Meneses et al, 2016;Da Silva Oliveira et al, 2010;Rodrigues, 2020;Pinheiro Said, 2019;Zambom et al, 2011) and 10 in English (Barrera-Valencia et al, 2017;Barcellos Café & do Nascimento, 2012;Capellan et al, 2022;Fortunato Costa et al, 2020;Noriega Gayol, 1995;Hutchinson et al, 2017;Mundt et al, 2019;Romero et al, 2018;Santos et al, 2010;Spence, 2019). In all, N = 24, 71% of the studies were only available in Spanish or Portuguese.…”

“…description of the intervention and the perceived changes (Amorim-Gaudêncio et al, 2017;Avendaño Castro et al, 2020;Barrientos-Low & Escaff-Silva, 2018;Billand & Facciolla Paiva, 2017;Barcellos Café & do Nascimento, 2012;Fortunato Costa et al, 2011, 2020Noriega Gayol, 1995;Curay Banegas & Dávila Gómez, 2018;Mundt et al, 2019;Palomino et al, 1991;Rodrigues, 2020;Romero et al, 2018). Seven studies were classified as expert opinion or consensus, because of their approach to interview different professional actors (psychiatrists, psychologists, social workers, etc.)…”

“…As regards the institutional context of the studies, 21 were conducted in prisons (Andretta & da Silva Oliveira, 2008;Avendaño Castro et al, 2020;Barrera-Valencia et al, 2017;Billand & Facciolla Paiva, 2017;Barcellos Café & do Nascimento, 2012;Baltodano Chacón & Márquez Cueva, 2014;Corchado-Vargas, 2016;Fortunato Costa et al, 2011, 2020Noriega Gayol, 1995;Curay Banegas & Dávila Gómez, 2018;Olhaberry Huber et al, 2020;Hutchinson et al, 2017;Mora-Arias et al, 2020;Palomino et al, 1991;Riega-Virú & Tataje-Véliz, 2020;Rodrigues, 2020;Avello Saez et al, 2018;Pinheiro Said, 2019;Santos et al, 2010;Vásquez Sosa & Sánchez Sosa, 2015), two in open regime correctional centers (Amorim-Gaudêncio et al, 2017;Romero et al, 2018) and three in various settings working with persons on parole or recently released from prison (Capellan et al, 2022;Figueiredo Falcomer Meneses et al, 2016;Mundt et al, 2019). Eight studies were undertaken in non-prison educational care centers Barrientos-Low & Escaff-Silva, 2018;Machado das Neves et al, 2017;Cisternas Isla & Carreño Miranda, 2019;Livacic-Rajas et al, 2004;Da Silva Oliveira et al, 2010;Spence, 2019;Zambom et al, 2011).…”

Proyecto de vida y bienestar en estudiante en la modalidad virtual Una mirada desde el configuracionismo

“…Un Proyecto de vida individual, construido por la persona desde sus interacciones entre sus deseos y las posibilidades que tiene para lograrlo y con una característica particular y singular que lo identifica, y que se construye creativa y autónomamente. Un Proyecto de vida colectivo, que se refiere a la construcción futura y en perspectiva que identifica a un (grupo, institución, comunidad o nación) integrando sentires, pensamientos y actuaciones o acciones que emergen desde el diálogo, el raciocinio y una escala de valores, donde confluyen expectativas, aspiraciones, metas y progra-mas cuya impronta es la diversidad, y al mismo tiempo es resultado de expresiones de lo imaginario y lo real social que orientan las perspectivas de desarrollo en diferentes campos (D'Angelo, 2000;Palomino et al, 1991).…”