Integrative Psychological and Behavioral Science最新文献

The study of youth political participation represents an area of interest for developmental psychology (Haste, 2017). It has been studied broadly through the concept of critical consciousness (Diemer et al., 2017). However, it has been mostly studied from quantitative approaches, and in the Global North region, possibly constraining the results. This work aims to analyze the development of critical consciousness through the analysis of critical reflection and critical action and their relationships among youths from Buenos Aires who participate in university student unions. For this purpose, semistructured interviews guided by the Piagetian clinical method were conducted with 24 students aged between 19 and 26 years. For the analysis, categories were elaborated through the constant comparative method. In general, participants tended to present a complex critical reflection. In addition, most of them present a critical action with an institutional scope. Finally, it could be inferred that a critical action of greater scope is related to a more complex critical reflection, suggesting that transformative action in society would be related to the complex understanding of social inequalities.

The use of technology in the present modernity discourse is a new tool of expression for the marginalized. However, as technology has always been present in some of the other forms, its role in giving meaning to one's existence is a matter of deeper contemplation. Technology is considered to provide marginalized societies with a powerful tool for emancipation through expressions and consciousness of one's historically shaped identity. But how is it possible? Is it happening, or is an illusion under the garb of modernity? The paper tries to understand whether modern technology equalizes assertions of one's social identity and how it may help in the representations of social change and developing a new psychology of revolutionary education.

The aim of this article is to contribute to understandings of teacher professionalism that address how teachers work with the dynamic interplay of everyday life as part of creating participatory possibilities for children and young people in concrete teaching situations. In doing so, the article contributes to the development of a 'situated psychology' with concepts that can strengthen the understanding of teacher professionalism as subjectively exploratory and collaborative. This is partly due to theoretical and political problems with dominant understandings of teacher professionalism, which fail to take account of the social complexity of everyday life in schools and are criticised for decontextualising and instrumentalising teacher professionalism, and partly to the authors' concern with the unequal conditions of children's participation in school learning communities. Recent research on 'situated inequality' points to a connection between children's unequal possibilities to participate and manage in school and teachers' professional conditions for working with children's conditions to participate in school. Drawing on practice theory, a subject-scientific concept of 'conduct of everyday life', and Donald Schön's theory of professionalism in practice, the article provides stepping stones for understanding teachers' professionalism as situated in the everyday social life of the school, where teachers and pupils collaborate on differences and common tasks. The purpose is to strengthen the understanding of and conditions for teachers' professionalism in working with children and young people's conditions for participation in learning communities of school.

In recent years, Denmark has witnessed issues related to the mental health and well-being of children and adolescents, marked by rising psychiatric diagnoses, school absenteeism, and increasing segregation in educational settings. This development has intensified the demand for Educational Psychology (EP) practice services but also started a public and professional debate about the role and effectiveness of EP practice. Critics argue that EP practice is too detached from pedagogical realities, focusing excessively on documenting individual difficulties rather than supporting educational practices. Thus, educational psychologists are requested to make a turn towards practice. Through a situated psychological lens, this article explores the desired practice turn of EP practice: what kind of practice is presented in the current educational and political discussion and what is the role of educational psychology and educational psychology practice in this raised critique of a 'practice-distant' EP practice? Through a situated psychological lens, the article argues that understanding the field of EP practice, including the role of educational psychologists in contemporary educational practices, requires acknowledging its historical and contextual situatedness inside the practice of institutionalized education. In addition, the article argues for a fundamental theoretical and normative discussion about the type of practices educational psychologists should support.

Educational space not only shapes the learning environment, but also profoundly affects people's psychological experience and identity. However, its psychological mechanisms in specific cultural-historical contexts remain understudied. This paper takes historical educational sites in Rongxiang, China, as a case study to explore how these spaces stimulate emotional resonance and identity formation through architectural structure and cultural narrative during a time of societal transition. The study integrates the theoretical framework of spatial narrative and genius loci, and draws supplementary insights from affective geography to interpret how emotional experience and place attachment emerge through spatial practice. Using environmental psychology, cultural psychology, and phenomenology, the research combines historical document analysis, spatial interpretation, and space syntax to systematically examine the structural characteristics and psychological implications of four representative educational spaces. By analyzing the frequency of psychological expressions in textual sources and linking them with spatial visibility and connectivity metrics, the study reveals how space functions both as a cultural carrier and a psychological trigger. The findings suggest that natural symbolism, participatory design, image metaphors, and regional expression in Rongxiang's educational spaces promote cognitive mapping, identity generation, and emotional cohesion. This research contributes to a more nuanced understanding of how educational spaces operate within the dual dimensions of culture and psychology.

This article will attempt to present a framework for understanding situated psychology as involving a dynamic relationship between the subjective, intersubjective, and the objective. Explorations of this relationship within psychology have often highlighted one side at the expense of the others. Here it will be argued, theoretically, that the three sides constitute a dynamic and equal relation working as a background for any psychologically relevant situation, and it is only against this background it makes sense to highlight one of the sides. The argument will proceed in three steps. First, I will argue why this notion of triangulation is relevant and furthermore present some reservations on how to understand the triangulation when connected to the situated character of psychology. Indicating that triangulation has a situated character will be argued for using Michael Tomasello's description of children's cognitive development. The point is that there are rudiments very early on indicating psychological situations involving degrees of subjective, intersubjective, and objective elements which are part of human general pscyholog. This will, in the final step, pave the way for a theoretical sketch, with the help of the American philosopher Donald Davidson, of how the three elements are all at play when we try to understand the psychologically relevant in a given situation.

This article seeks to formulate a situated approach to mental disorder that overcomes some of the problems of contemporary diagnostic psychiatry. A framework is needed that aims to integrate neuroscientific knowledge about the brain and other aspects of the person with knowledge about the environment. Inspired by the work of researchers such as Thomas Fuchs, Jerome Wakefield, and Dorte Gannik, I articulate four basic principles for a theory of psychopathology as situated, which hopefully point in this direction. These principles state that a theory of psychopathology as situated is relational; that it needs a concept of ecosocial niches; that it has an externalist component; and that it sees the brain as a social organ. The article begins by providing a brief overview of some of the criticism that has recently been leveled at the expanding diagnostic psychiatry from neuroscientific and contextual approaches, and the whole point of integrating these in a situated approach to mental disorder is to find theoretical room for factors related to the brain, mind, and body of the person as well as for the adversities that people are exposed to in their lives.