Luciano da Silva Alencastro

A NARRATIVA COMO PROPOSTA METODOLÓGICA PARA O ESTUDO DO BURNOUT

The majority of Burnout researches uses methods and techniques that define a priori parameters of evaluation. As an alternative to this trend, the present article will present the narrative perspective as a method that allows the free expression of Burnout experience. This tool can extend the theoretical phenomenon understanding, traditionally studied for the following perspectives: Clinic; Sociohistoric and Contextual; Sociopsychological; and Career Development. After the description of these approaches, the narrative perspective will be presented supplying a vision of Burnout as a process, therefore the narrative flow connects and points out elements traditionally classified as extra (cultural and labor variables) and intra-individual (values and meanings), overcoming dichotomies. These elements potentially integrated in a narrative can contribute for accomplishment of the syndrome’s distinguishing diagnosis and the clinical interventions improvement.La mayoria de los estudios sobre Burnout prioriza el uso de metodos y tecnicas que definen a priori los parametros evaluados. Como alternativa a esta tendencia, este documento presentara la perspectiva narrativa como un metodo que permite a la persona a libre expresion de su experiencia de enfermedad. Esta herramienta puede ampliar la comprension teorica del fenomeno, tradicionalmente abordado por las siguientes perspectivas: clinico; sociohistorica y contextual; sociopsicologica; y trayectoria profesional. Despues de la descripcion de estos enfoques se presentara la perspectiva narrativa - que proporciona una vision de Burnout como un proceso, debido a que el flujo narrativo y temporalmente situado conecta los elementos que tradicionalmente se conocen como externos (variables culturales y laborales) e interiores (valores y significados), superando dicotomias. Estos elementos potencialmente integrados en una narracion pueden contribuir para la realizacion del diagnostico diferencial del sindrome y para la mejora de las intervenciones clinicas.

Nocturnal motor activity and light exposure: Objective actigraphy-based marks of melancholic and non-melancholic depressive disorder. Brief report

Differentiation of melancholic (MEL) and non-melancholic (N-MEL) depression results from subjective assessment of psychomotor disturbance, which obscures their accurate diagnosis. CORE instrument assigned participants with severe or refractory depression to MEL or N-MEL group. Participants underwent 7 days of actigraphy. Data was fitted to a cosinusoidal curve corresponding to a 24-h rhythm. Nocturnal activity was significantly higher in N-MEL. ROC curve shows that average night activity discriminate participants with 71% sensitivity and 100% specificity (area under the curve = 0.84). Actigraphy contribute to the objective differentiation of depression subtypes, and have implications for research on their neurobiology and clinical management.

Youth Positive Development Through Sport: Strategies from Social Project Coaches in Brazil and Spain

The aim of this study is to describe how coaches act to promote positive and healthy experiences in sport, taking into account the strategies for teaching life skills in the field of social projects with at-risk young people. Our main contribution to this kind of research is the creation of an integrative model with strategies carried out by a total of 11 coaches of projects in Spain and Brazil, their description, analysis, and theoretical discussion with other similar researches. We compared the results with AGT and SDT, theories which are based on counseling programs to coaches, such as MAC, PAPE, and EC, and other programs that aim to promote healthy experiences in sport that also bring advances in the literature. That has enabled the generation of a series of recommendations for coaches, sports psychologists, and educators seeking to foster positive youth development in sports and to transfer these skills to non-sports areas.

The narrative method as a proposal for the study of Burnout

The majority of Burnout researches uses methods and techniques that define a priori parameters of evaluation. As an alternative to this trend, the present article will present the narrative perspective as a method that allows the free expression of Burnout experience. This tool can extend the theoretical phenomenon understanding, traditionally studied for the following perspectives: Clinic; Sociohistoric and Contextual; Sociopsychological; and Career Development. After the description of these approaches, the narrative perspective will be presented supplying a vision of Burnout as a process, therefore the narrative flow connects and points out elements traditionally classified as extra (cultural and labor variables) and intra-individual (values and meanings), overcoming dichotomies. These elements potentially integrated in a narrative can contribute for accomplishment of the syndrome’s distinguishing diagnosis and the clinical interventions improvement.La mayoria de los estudios sobre Burnout prioriza el uso de metodos y tecnicas que definen a priori los parametros evaluados. Como alternativa a esta tendencia, este documento presentara la perspectiva narrativa como un metodo que permite a la persona a libre expresion de su experiencia de enfermedad. Esta herramienta puede ampliar la comprension teorica del fenomeno, tradicionalmente abordado por las siguientes perspectivas: clinico; sociohistorica y contextual; sociopsicologica; y trayectoria profesional. Despues de la descripcion de estos enfoques se presentara la perspectiva narrativa - que proporciona una vision de Burnout como un proceso, debido a que el flujo narrativo y temporalmente situado conecta los elementos que tradicionalmente se conocen como externos (variables culturales y laborales) e interiores (valores y significados), superando dicotomias. Estos elementos potencialmente integrados en una narracion pueden contribuir para la realizacion del diagnostico diferencial del sindrome y para la mejora de las intervenciones clinicas.

La narrativa como propuesta metodológica para el estudio del Burnout

The majority of Burnout researches uses methods and techniques that define a priori parameters of evaluation. As an alternative to this trend, the present article will present the narrative perspective as a method that allows the free expression of Burnout experience. This tool can extend the theoretical phenomenon understanding, traditionally studied for the following perspectives: Clinic; Sociohistoric and Contextual; Sociopsychological; and Career Development. After the description of these approaches, the narrative perspective will be presented supplying a vision of Burnout as a process, therefore the narrative flow connects and points out elements traditionally classified as extra (cultural and labor variables) and intra-individual (values and meanings), overcoming dichotomies. These elements potentially integrated in a narrative can contribute for accomplishment of the syndrome’s distinguishing diagnosis and the clinical interventions improvement.La mayoria de los estudios sobre Burnout prioriza el uso de metodos y tecnicas que definen a priori los parametros evaluados. Como alternativa a esta tendencia, este documento presentara la perspectiva narrativa como un metodo que permite a la persona a libre expresion de su experiencia de enfermedad. Esta herramienta puede ampliar la comprension teorica del fenomeno, tradicionalmente abordado por las siguientes perspectivas: clinico; sociohistorica y contextual; sociopsicologica; y trayectoria profesional. Despues de la descripcion de estos enfoques se presentara la perspectiva narrativa - que proporciona una vision de Burnout como un proceso, debido a que el flujo narrativo y temporalmente situado conecta los elementos que tradicionalmente se conocen como externos (variables culturales y laborales) e interiores (valores y significados), superando dicotomias. Estos elementos potencialmente integrados en una narracion pueden contribuir para la realizacion del diagnostico diferencial del sindrome y para la mejora de las intervenciones clinicas.

Verbal skills and imagistic resources in the narrative coherence of autobiographical events

The quality of an autobiographical narrative seems to depend on both verbal skills (style and coherence) and ima- gistic resources. However, the impact of cognitive verbal and/or visual styles on the evocation of memories that produce the narrative is still unclear. A total of 82 college students from different fields (Psychology, Languages, Biomedicine and Dentis - try), aged between 17 and 54 years old (mean = 22.66 years, SD = 6.2) wrote an autobiographical event and answered to three questionnaires: autobiographical memory, verbalizer-visualizer, and imagination. The results did not indicate the presence of visual cues in the autobiographical narrative, but showed differences between two groups of students (Psychology and Lan- guage versus Dentistry and Biomedicine) for verbal style, number of words and narrative coherence. The interaction among these three variables was supported by both the correlation between narrative coherence and number of words (r = 0.769, p = 0.001), and by the narrative profiles among college groups.A qualidade da narrativa autobiografica parece depender tanto de habilidades verbais (estilo e coerencia), quanto de recursos imageticos. No entanto, nao se sabe qual o impacto de estilos cognitivos verbal/visual na evocacao das lembrancas que compoem a narrativa. Oitenta e dois estudantes universitarios dos cursos de psicologia, letras, biomedicina e odontologia, com idades entre 17 e 54 anos (media = 22,66 anos; DP = 6,2), relataram um evento autobiografico e responderam a questionarios sobre memoria autobiografica, estilos cognitivos visual-verbal, e imaginacao. Os resultados nao indicaram a presenca de referencias visuais na narrativa autobiografica, mas apontaram para diferencas quanto a estilo verbal, numero de palavras e coerencia narrativa entre grupos de estudantes (psicologia e letras versus odontologia e biomedicina). A interacao entre as tres variaveis foi sustentada pela correlacao entre coerencia narrativa e numero de palavras (r = 0,769; p = 0,001), e pelos diferentes perfis narrativos entre cursos universitarios.

Habilidades verbales y recursos de imaginería en la coherencia narrativa de eventos autobiográficos

The quality of an autobiographical narrative seems to depend on both verbal skills (style and coherence) and ima- gistic resources. However, the impact of cognitive verbal and/or visual styles on the evocation of memories that produce the narrative is still unclear. A total of 82 college students from different fields (Psychology, Languages, Biomedicine and Dentis - try), aged between 17 and 54 years old (mean = 22.66 years, SD = 6.2) wrote an autobiographical event and answered to three questionnaires: autobiographical memory, verbalizer-visualizer, and imagination. The results did not indicate the presence of visual cues in the autobiographical narrative, but showed differences between two groups of students (Psychology and Lan- guage versus Dentistry and Biomedicine) for verbal style, number of words and narrative coherence. The interaction among these three variables was supported by both the correlation between narrative coherence and number of words (r = 0.769, p = 0.001), and by the narrative profiles among college groups.A qualidade da narrativa autobiografica parece depender tanto de habilidades verbais (estilo e coerencia), quanto de recursos imageticos. No entanto, nao se sabe qual o impacto de estilos cognitivos verbal/visual na evocacao das lembrancas que compoem a narrativa. Oitenta e dois estudantes universitarios dos cursos de psicologia, letras, biomedicina e odontologia, com idades entre 17 e 54 anos (media = 22,66 anos; DP = 6,2), relataram um evento autobiografico e responderam a questionarios sobre memoria autobiografica, estilos cognitivos visual-verbal, e imaginacao. Os resultados nao indicaram a presenca de referencias visuais na narrativa autobiografica, mas apontaram para diferencas quanto a estilo verbal, numero de palavras e coerencia narrativa entre grupos de estudantes (psicologia e letras versus odontologia e biomedicina). A interacao entre as tres variaveis foi sustentada pela correlacao entre coerencia narrativa e numero de palavras (r = 0,769; p = 0,001), e pelos diferentes perfis narrativos entre cursos universitarios.

Habilidades verbais e recursos imagéticos na coerência narrativa de eventos autobiográficos

The quality of an autobiographical narrative seems to depend on both verbal skills (style and coherence) and ima- gistic resources. However, the impact of cognitive verbal and/or visual styles on the evocation of memories that produce the narrative is still unclear. A total of 82 college students from different fields (Psychology, Languages, Biomedicine and Dentis - try), aged between 17 and 54 years old (mean = 22.66 years, SD = 6.2) wrote an autobiographical event and answered to three questionnaires: autobiographical memory, verbalizer-visualizer, and imagination. The results did not indicate the presence of visual cues in the autobiographical narrative, but showed differences between two groups of students (Psychology and Lan- guage versus Dentistry and Biomedicine) for verbal style, number of words and narrative coherence. The interaction among these three variables was supported by both the correlation between narrative coherence and number of words (r = 0.769, p = 0.001), and by the narrative profiles among college groups.A qualidade da narrativa autobiografica parece depender tanto de habilidades verbais (estilo e coerencia), quanto de recursos imageticos. No entanto, nao se sabe qual o impacto de estilos cognitivos verbal/visual na evocacao das lembrancas que compoem a narrativa. Oitenta e dois estudantes universitarios dos cursos de psicologia, letras, biomedicina e odontologia, com idades entre 17 e 54 anos (media = 22,66 anos; DP = 6,2), relataram um evento autobiografico e responderam a questionarios sobre memoria autobiografica, estilos cognitivos visual-verbal, e imaginacao. Os resultados nao indicaram a presenca de referencias visuais na narrativa autobiografica, mas apontaram para diferencas quanto a estilo verbal, numero de palavras e coerencia narrativa entre grupos de estudantes (psicologia e letras versus odontologia e biomedicina). A interacao entre as tres variaveis foi sustentada pela correlacao entre coerencia narrativa e numero de palavras (r = 0,769; p = 0,001), e pelos diferentes perfis narrativos entre cursos universitarios.