Abstract This article aims to discuss School Psychology and public policies, drawing on a documentary analysis of legislation addressing the inclusion and role of psychologists in basic education in the state of Goiás, Brazil. The study, which adopts a qualitative approach and is grounded in historical-dialectical materialism, analyzed legislation concerning the role of school psychologists. These documents were systematically mapped out from the website of the Legislative Assembly of Goiás in December 2024. The identified laws were categorized according to the modalities of professional practice, allowing for an examination of the conceptions regarding the psychologist’s role in education. Eight state laws (2016–2024) were identified that direct the work of school psychologists toward guidance, clinical care, assessment, and vocational counseling. While these laws recognize the importance of Psychology in the educational context, they convey diverse conceptions, some of which diverge from current debates in the field of School Psychology. The analyzed legislation highlights the need for more specific guidelines concerning the inclusion and practice of school psychologists, aligned with the perspective of School Psychology.
Abstract The purpose of the article is to describe the affects experienced in the context of terminating unwanted pregnancies. This is a qualitative, descriptive study that used semi-structured interviews as the data collection instrument. Content analysis was conducted within the framework of a life history case study. The affects identified included relief and lack of regret, as well as an intense interplay between relief and guilt. Experiences of shame, helplessness, and fear were also observed. Common experiences emerged across the accounts of life histories: psychological distress, the influence of religion, loneliness in both abortion and motherhood, as well as a life course marked by many limitations and the abandonment of a life goal. A difficult choice, which had the support of other women and which prompted reflection on the lack of desire for motherhood. The findings converge with research conducted in recent years: the existence of relief following the termination of an unwanted pregnancy, and the recognition that impacts on mental health stem from the context of the criminalization of abortion, social and economic vulnerability, and the pressure of moral and religious values − rather than from the act of pregnancy termination itself. In this context, it is important to highlight that women’s sexual and reproductive rights must be recognized as human rights, and it is the responsibility of the State to ensure high-quality sexual and reproductive health policies integrated with mental health policies.
Abstract This article aims to descriptively analyze the procedures in force for the selection processes of self-identified trans* people in Psychology Postgraduate Programs at federal universities. Through documentary research, we reviewed the selection process public notices for 24 Psychology Postgraduate Programs at Brazilian Federal Universities, considering 2023 as reference year. The analysis of the material, indicated the Psychology Postgraduate Programs that have Affirmative Action for Trans* people by Brazilian region, the procedures adopted by them in recognizing gender identity, and the naming Postgraduates of trans* people adopted in public notices. The public notices of the selection processes with affirmative action for trans* people in the Psychology Postgraduate Programs at federal universities assessed focus on the ways of life of a social segment whose existence is marked by different forms of violence, silencing, and re-existences to normative policies, documenting advances and obstacles to be overcome. It is concluded that improving the procedures adopted in the selection processes for Psychology Psychology Postgraduate Programs at federal universities is fundamental to ensure the right of trans* people to access postgraduate studies.
Abstract Academic procrastination is influenced by situations perceived as uncomfortable or harmful, which distance students from their school environment, with violence being one such factor. In this regard, the aim is to establish the relationship between academic procrastination and gender-based violence among primary school students. The population consisted of 380 students, and the sample included 61 students from the 3rd to 5th grades, selected through stratified probability sampling. The Academic Procrastination Scale and the Gender-Based Violence Inventory were used. It was found that physical, psychological, and sexual violence are related to procrastination, with psychological violence showing the strongest correlation. Furthermore, gender-based violence was significantly related to procrastination (p = 0.001), as indicated by a χ2 of 40.640. The findings suggest that violence not only causes emotional consequences for students, but also directly impacts their academic performance by fostering avoidance behaviors and procrastination.
Abstract Motivation and emotions regulation can impact students’ learning process. In teacher training programs, the ability to regulate emotions and motivation can help future teachers become strategic and self-regulated learners and foster this knowledge in their future practice. In the present research we investigated the relationship between motivation and emotion regulation strategies of 295 undergraduate students and examined whether emotion regulation strategies would predict the participants’ reported use of motivation regulation strategies. Data were collected online using a demographic and academic background questionnaire, the Motivational Regulation Strategies Scale for University Students and the Emotion Regulation Strategies Scale for Adults. Correlations between the motivation and emotion regulation strategies were found. Strategies reported aiming at regulating negative emotions predicted the use of reported strategies to regulate motivation. It is hoped that the present results can contribute to guide interventions that encourage the use of both motivation and emotion regulation strategies among future teachers.
