This article systematizes an intervention experience focused on perinatal mental health care, carried out in the public hospital of the city of Fray Bentos, Rio Negro, Uruguay. The initiative involves psychological interventions conducted in the maternity ward and outpatient clinic, aiming to identify and address the emotional and psychological needs of pregnant and postpartum women, babies and their care networks in a timely and early manner. The intervention includes actions related to psychoeducation, mental health promotion, and prevention of psychopathologies. To this end, an interdisciplinary and intersectoral approach is adopted, fostering coordinated work among professionals from various areas of the health system and relevant community stakeholders. The theoretical framework supporting this experience is the Ecosystemic Model of Human Development proposed by Urie Bronfenbrenner, which enables an understanding of perinatal mental health from a relational and contextual perspective. Additionally, contributions from key figures such as Donald Winnicott, Ibone Olza, Nils Bergman, Denise Defey, and Denise Najmanovich are incorporated, enriching the perspective on the relational, subjective, and social processes involved in the perinatal experience
This article presents the results of a research study on cognitive processes in organizations in C & oacute;rdoba (Argentina), focusing on talent management and distributed intelligence in teams. Supported by theoretical foundations of organizational learning, contributions from contemporary cognitive science, and complex systems perspectives, along with a multiple case study design, the work characterizes two patterns of cognitive behavior: innovative synergy and cognitive closure. The findings highlight that teams operating under the innovative synergy pattern exhibit higher levels of mutual trust, intersubjective communication, and systemic thinking, facilitating the co-creation of innovative solutions and shared learning. Conversely, teams affected by cognitive closure show fragmentation, defensive behaviors, and difficulties in addressing problem situations, ultimately hindering effective learning and innovation. Another key finding is the systematization of the process for addressing breakdowns and its four phases, which function oppositely within the framework of the innovative synergy and cognitive closure patterns. Among the conclusions, the research emphasizes, on the one hand, the contribution of systematizing these two patterns to understanding talent and intelligence as situated phenomena, beyond their individual nature. On the other hand, the process of addressing breakdowns is presented as an instrumental methodology for healthy talent and distributed intelligence management in the service of organizational learning and innovation.
In Argentina, infertility affects 1 in 7 couples, a figure that aligns with global statistics. In this context, scientific advancements in assisted reproductive treatments over the past 40 years have transformed perspectives on human reproduction. Additionally, international research has revealed that individuals undergoing fertility treatments experience various emotional disturbances. Objective: To analyze the sense of purpose in life and the perception of happiness in women undergoing high-complexity fertility treatments in Argentina. Methodology: The sample consisted of 73 women, with an average age of 37.8 years, who were in the process of high-complexity assisted fertility treatments. They were administered the Pil test to assess life meaning and the Subjective Happiness Scale. Results: A strong positive correlation (R(73) _ .81, p < .05) was found between the variables. Conclusion: The sense of purpose in life is significantly related to the perception of happiness in women undergoing high-complexity fertility treatments. Therefore, fostering the development of one of these factors could be essential in the context of psychotherapy, as it would facilitate better coping and contribute to the well-being of women undergoing fertility treatments.
El presente estudio tuvo como objetivo evaluar las relaciones entre estrés académico y malestar psicológico con variables sociodemográficas, a través de modelos comparativos, asociativos y predictivos, con el fin de investigar estos fenómenos en profesores universitarios que adoptaron la enseñanza remota de emergencia durante la pandemia de COVID-19 en Brasil. Para ello, se adoptó un método cuantitativo, transversal, descriptivo y correlacional, en el que participaron 257 profesores universitarios, con una edad media de 45,41 años (DE = 11,02). Los resultados mostraron una correlación positiva entre el miedo a la COVID-19 y los rasgos de ansiedad y el estrés académico. En relación con el estrés académico y el estrés percibido, las mujeres presentan niveles más elevados en comparación con los hombres, mientras que la presencia de niños en la vida cotidiana de los profesores universitarios reduce los niveles de estrés académico. Además, los profesores con trastornos psiquiátricos y un diagnóstico previo de COVID-19 tenían niveles más altos de ansiedad de rasgo. Y los profesores con trastornos psiquiátricos mostraron un aumento de los niveles de ansiedad y estrés académico. Por tanto, es fundamental crear estrategias para que el profesorado pueda hacer frente al estrés y al malestar generado en el entorno académico. Se cree que el presente estudio aporta contribuciones significativas a la realización de acciones concretas en el contexto universitario, buscando promover debates y mejoras en la salud mental y la calidad de vida del profesorado.
