Boletín de la SIP | SIP Newsletter

Volume 88, 2007 Dic

Marcelo Urra Editor in Chief

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Volume 88 2007 Dic

Marcelo Urra Editor in Chief

ARTÍCULOS La SIP: Avances y Oportunidades. Columna del Presidente SIP: Advances and Opportunities. President’s Column Andrés Consoli Acesso livre à pesquisa: faça sua parte (ou: A fábula das abelhas) Open access research: take your share (or: The bees tale) Piotr Trzesniak Los Estudiantes de Psicología en Latinoamérica Psychology Students in Latin America Ezequiel Benito Las tres “C”s de iSIP: Conocimiento, Contacto y Colaboración Three “C”s of iSIP: Communication, Contact, and Collaboration Carlos Zalaquett

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Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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La SIP: Avances y Oportunidades

Columna del Presidente

Andrés J. Consoli Presidente (2007-2009)

www.sipsych.org consoli@sfsu.edu

Diciembre, 2007

Estimad@s Soci@s de la SIP,

Agradezco la invitación del editor, Mag. Marcelo Urra, para que me exprese en calidad de presidente de la SIP, a través de este servicio, siendo el mismo un importante beneficio de la membresía. Es con sumo placer que me dirijo a ustedes para informarles de varias actividades en las que hemos estado trabajando como mesa directiva. Además de los roles estipulados por los cargos dentro de la mesa directiva, sus integrantes cumplen muchos otros. Por ejemplo, la Dra. Wanda Rodríguez Arocho, vicepresidenta para Centroamérica, México, y el Caribe, es la persona nexo entre la mesa directiva y l@s representantes y delegad@s nacionales. La Mag. María del Pilar Grazioso, secretaria ejecutiva para Centroamérica, México, y el Caribe, facilita la conexión con los grupos de trabajo de la SIP. La Dra. Judith Gibbons, vicepresidenta para EE.UU. y Canadá se encarga de las publicaciones de la SIP. El Dr. Carlos Zalaquett, secretario ejecutivo de la SIP para EE.UU. y Canadá, ha desarrollado un nuevo servicio, iSIP (véase más abajo), y coordina una de las iniciativas presidenciales, psicología y pobreza. El Mag. Marcelo Urra, vicepresidente para Sudamérica, es el editor de Psicología Interamericana: Boletín de la SIP y encargado del tema becas. El Dr. Nelson Varas Díaz, secretario general de la SIP, instrumenta los procesos electorales, los cuales son fiscalizados por el Dr. Rolando Díaz Loving, presidente saliente. La Dra. María Regina Maluf, presidenta electa, facilita el proceso de la consecución y selección de sedes de congresos futuros de la SIP. La Dra. Silvia Koller, editora de la RIP, instrumenta también el proceso de distinción de un artículo publicado en la misma.

iSIP Se encuentra en funcionamiento el nuevo servicio en Internet de la SIP, iSIP, por Investigación Sociedad Interamericana de Psicología. Este es un emprendimiento originado por el Dr. Zalaquett. iSIP presenta descripciones breves de las investigaciones realizadas por l@s soci@s de la SIP. Les invito a visitar el mismo en nuestro sitio en Internet, www.sipsych.org (la conexión o link esta hacia el centro de la página principal, en el texto en movimiento, y se lee 31/10/07 Espacio de iSIP para promover investigaciones). Allí encontrarán las investigaciones disponibles así como la manera de enviar sus trabajos. Quiero agradecer al Dr. Zalaquett, editor de iSIP, y al Dr. Luis Felipe García y Barragán, editor asociado, por el magnífico trabajo que están llevando adelante.

Sitio de la SIP en Internet (www.sipsych.org)

Aprovecho esta oportunidad para reconocer el trabajo del Dr. Domingo J. Marqués de Puerto Rico quien está encargado del sitio de la SIP en Internet. Luego de varios años, y gracias a la colaboración del Dr. Carlos Zalaquett y la Dra. Judith Gibbons, finalmente nuestro sitio en Internet vuelve a estar disponible en inglés. Confiamos en poder tener el sitio disponible en portugués en un futuro cercano.

SIP-anuncios@sipsych.org y SIP-L@sipsych.org

En la era de las comunicaciones electrónicas, la SIP brinda a sus soci@s dos servicios de comunicación electrónica, entre otros: SIP-anuncios y SIP-L. Cuando una persona se inscribe o renueva su membresía a la SIP su dirección de correo electrónica se incluye en estos dos servicios; ambas listas son moderadas. SIP-anuncios (SIP-anuncios@sipsych.org) ha sido creada para diseminar información sobre el ámbito de la

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psicología en las Américas. Aquellas personas que deseen circular información por esta vía, simplemente envíen la misma a SIP-anuncios@sipsych.org, donde ésta será autorizada por el administrador del servicio, para luego ser distribuida. SIP-L (SIP-L@sipsych.org) ha sido creada principalmente para fomentar el intercambio académico, científico y profesional en el mundo de la psicología entre l@s soci@s activ@s de la SIP. Es un recurso electrónico que nos permite comunicarnos y compartir ideas relevantes y pertinentes al quehacer de l@s psicólog@s en las Américas. SIP-L es facilitada por l@s soci@s de la SIP Andrea González Menéndez (Guatemala), Edna Acosta (Puerto Rico), y Jefferson Bernardes (Brasil), a quienes agradezco tanta dedicación y esfuerzo.

Actualización de la Cuota de Soci@

Les recuerdo la importancia de renovar vuestra membresía a la SIP en estas fechas para tomar ventaja de todos los beneficios que la misma incluye. La renovación se puede hacer enteramente en línea con una tarjeta de crédito en http://www.sipsych.org/MAPS/member_form.php. El procesamiento de pago con tarjeta de crédito en línea se efectúa en un sitio con certificado de alta seguridad y encriptado. Les aliento a hacerlo antes del primero de enero del 2008 siendo que las cuotas serán actualizadas a partir de esa fecha. La SIP no tiene cuota retroactiva o morosa, al renovar usted paga solamente la cuota seleccionada (de uno o dos años), haya estado activ@ o no el año anterior. Por cualquier consulta relacionada con su membresía, por favor visite www.sipsych.org/miembros_activos.htm o comuníquese con Ana Cecilia Guzzi en la oficina central de la SIP en Puerto Rico, sip@uprrp.edu.

Congresos Interamericanos y Regionales

Continuamos avanzando en la organización del XXXII Congreso Interamericano de Psicología de la SIP (XXXII CIP-SIP), el cual se celebrará en Guatemala del 28 de junio al 2 de julio del 2009. Tal como lo estipula el Manual de Organización de Congresos Interamericanos (MOCI) que desarrollara la Dra. Irma Serrano García y que actualizara el Dr. David Jáuregui Camasca, la comisión asesora esta conformada por la presidente electa, Dra. Maria Regina Maluf, el secretario general, Dr. Nelson Varas Díaz, el tesorero, Dr. Harmon Hosch, y por mi, presidente de la SIP. Con anticipación a la constitución de la comisión asesora, tuve el privilegio de reunirme con l@s organizador@s del XXXII CIP-SIP en diciembre del 2005 y nuevamente en diciembre del 2006 gracias a un esfuerzo conjunto entre la SIP y SIP - Capítulo Guatemala. Más recientemente, y ahora como integrante de la comisión asesora, estuve en Guatemala el mes pasado, noviembre del 2007. Durante esta visita, di un taller sobre los procesos de cambios en psicoterapia junto a la Lic. Ana María Jurado. El taller fue coauspiciado por la Asociación Guatemalteca de Psicología y la Asociación SIP - Capítulo Guatemala. El día viernes 16 de noviembre se celebró el acto oficial del lanzamiento del XXXII CIP-SIP en el Centro Cultural de España. A esta actividad le siguió otra de dos días de trabajo con el comité organizador del congreso. Me es grato compartir que los avances hacia el congreso son sumamente significativos y les invito a visitar la página del mismo, accesible desde el sitio de la SIP, www.sipsych.org, para interiorizarse de los detalles. Les sugiero prestar particular atención a las fechas ya establecidas, especialmente en relación al envío de propuestas.

En relación al XXXIII CIP-SIP, quiero agradecer a tod@s l@s psicólog@s quienes se acercaron a la SIP para explorar la posibilidad de que su país fuese sede de un congreso interamericano así como a las naciones quienes presentaron un proyecto de sede. La decisión tomada por la mesa directiva de la SIP (2005-2007) no fue fácil ya que se contó con excelentes propuestas; esto es un signo no solo de la vitalidad de la SIP sino también de su carácter democrático. La sede seleccionada para el CIP-SIP del 2011 es Colombia. Específicamente, la propuesta colombiana es en la ciudad de Medellín. ¡Felicitaciones Colombia! Finalmente, hubiera querido ofrecer un resumen sobre el XXXI CIP-SIP celebrado en México pero al momento del cierre de esta edición no contamos con el informe sobre el mismo. Confío en poder hacerlo en la próxima edición del Boletín.

En el 2004, la SIP inició los congresos regionales como una herramienta para favorecer el desarrollo de la psicología en un país y región específica y con miras a una posible postulación futura para un interamericano. Así se arribó al primer congreso regional en Guatemala en el 2004, país que ahora será sede del interamericano en el 2009. La mesa directiva de la SIP (2005-2007) presidida por el Dr. Rolando Díaz Loving decidió, en su sesión en julio del 2005, la concesión de sedes para los próximos dos regionales (2006 y 2008)

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a Cuba y a Colombia, quedando por decidir el orden cronológico. En octubre del 2005 se decidió que fuera Cuba sede del regional en el 2006, dónde se celebró el mismo oportunamente. Y a fines del 2006, un nuevo grupo colombiano empezó a trabajar por una postulación a un interamericano en el 2011. Siendo así, se entendió que Colombia dejaría vacante la sede del regional en el 2008 y se avanzó hacia nuevas postulaciones. La postulación más concreta fue la de un regional tripartito entre la Asociación de Psicólog@s de Puerto Rico, la Asociación de Psicología Latina (NLPA) de los EE.UU. y la SIP, el mismo con sede en Puerto Rico para noviembre del 2008. Se hicieron los planes y visitas correspondientes pero lamentablemente y a último momento, la mesa directiva de la NLPA optó por un congreso en California. Durante la reunión de la mesa directiva de la SIP (2005-2007) en el interamericano en México se acordó procurar candidaturas a sedes de un regional en el 2008 en Sudamérica, particularmente en un país donde no hubiera habido un Interamericano recientemente. La mesa directiva de la SIP (2007-2009) hizo múltiples consultas tanto en México como subsiguientes, de las cuales surgieron Uruguay y Ecuador como sedes factibles, pero que no se pudieron concretar por diversos factores. Uruguay si expresó un interés para ser sede de un regional en el 2010. Dadas las fechas y el tiempo que requiere la organización de un regional no se anticipa la celebración de uno durante el 2008. Para todo interés y candidatura tanto para un interamericano como un regional se invita a las personas interesadas dirigirse a la Dra. María Regina Maluf, presidenta electa de la SIP. Actividades Presidenciales: APA y Colaepsi

Como presidente de la SIP tuve el grato honor de participar en la convención anual de la Asociación Americana de Psicología (APA) celebrada en San Francisco, California los días 17 al 20 de agosto así como en el Congreso Latinoamericano de Estudiantes de Psicología (Colaepsi) celebrado en Lima, Perú los días 22 al 25 de agosto del 2007. En la convención de la APA se dieron cita mas de 20 presidentes de diferentes organizaciones psicológicas del mundo, convocados por la Dra. Sharon Brehm, presidenta de la APA (www.apa.org/monitor/oct07/notlost.html, www.apa.org/international/pi/807presidents.html). Allí tuve la oportunidad de discurrir sobre los desafíos y oportunidades de la psicología. En el espíritu de que mis palabras representaran el sentir interamericano de la SIP les solicité a l@s integrantes de la mesa directiva sus perspectivas para luego generar líneas consensuadas. Así arribamos a desafíos y oportunidades tales como la relevancia social y el desarrollo nacional, las colaboraciones transnacionales, el acceso a los servicios en salud mental, la diseminación del conocimiento psicológico, y la diversidad epistemológica de la disciplina, entre otras. Quiero destacar que el Dr. Rubén Ardila, presidente de la SIP de 1975 a 1976, fue galardonado con el premio de la APA que reconoce a l@s psicólog@s por sus distinguidas contribuciones al avance internacional de la psicología. ¡Felicitaciones don Rubén!

El Colaepsi fue un congreso excelente donde se dieron cita estudiantes de varios países de Latinoamérica, con los contingentes mas significativos aportados por el país sede y Chile (www.colaepsi.org). Allí tuve el honor de representar a la SIP dando la conferencia inaugural, donde discurrí sobre la formación profesional, y una conferencia magistral. También se hicieron presentes en representación de la SIP el Dr. José Toro Alfonso, asesor principal del Colaepsi y el Mag. Marcelo Urra, vicepresidente por Sudamérica de la SIP. El Dr. Zalaquett envió un trabajo sobre terremotos y estrés postraumático, dado el desastre natural ocurrido días antes del inicio del congreso.

Iniciativas Presidenciales

Quiero expresar mi agradecimiento al casi centenar de soci@s de la SIP quienes se han unido para conformar los equipos alrededor de las iniciativas presidenciales. Les agradezco a tod@s vuestra generosidad e interés en sumarse a este proyecto. El mismo esta alimentado por una convicción profunda, templada en mi adolescencia al participar en cooperativas para la construcción de viviendas en barrios humildes de la periferia de Buenos Aires, que la unión hace la fuerza y que junt@s podemos y somos más.

Estaremos entre tod@s llevando adelante estas iniciativas. La puesta en común facilita mayores logros, tan necesarios frente a los temas que estaremos abarcando. El dolor y la necesidad de nuestros pueblos son vastos y ameritan que nosotr@s, privilegiad@s por nuestra educación y formación, aunemos esfuerzos solidarios para marcar una diferencia a través de la disciplina psicológica. Soy consciente de que los temas que nos convocan tienden a generar posturas y convicciones fuertes. Nos aliento a que los intercambios sean caracterizados por el respeto y el compromiso a colaborar, mas allá de las coincidencias o discrepancias

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ideológicas. Pienso en una de las últimas composiciones de Jorge Luis Borges, Los Conjurados, dónde describía un grupo de personas quienes tomaron la inusual postura de ser razonables, de trascender sus diferencias y acentuar sus afinidades. Deseo fervientemente que al momento de compartir nuestros logros podamos celebrar la construcción alcanzada.

Reconozco también que el trabajo en equipo puede tener sus momentos felices así como difíciles. Para facilitar el progreso inicial de los equipos solicité a colegas de considerable trayectoria que los coordinen. Esta coordinación es un compromiso inicial; queda a criterio de l@s integrantes de cada equipo la mejor manera de trabajar en conjunto.

SIP-pobreza (sip-pobreza@sipsych.org)

Carlos Zalaquett (EE.UU. de A.) (Zalaquet@tempest.coedu.usf.edu)

SIP-derechos (sip-derechos@sipsych.org)

Ana María Jurado (Guatemala) (anamjurado@yahoo.es)

Richard Tori Bernaola (Perú) (richard.tori@bcrp.gob.pe)

SIP-desastres (sip-desastres@sipsych.org)

Angela Caba (República Dominicana) (angelacaba@codetel.net.do)

SIP-colaboraciones transnacionales (sip-colaboraciones@sipsych.org)

Cristina Di Doménico (Argentina) (mcdidome@mdp.edu.ar)

Nelda Cajigas (Uruguay) (cajsegre@gmail.com)

He mantenido la convocatoria de manera amplia para que sean los temas los que atraigan a las personas. Dejo a criterio de cada equipo el enfoque que quieran darle al tema que nos congrega. Aun así, quisiera que el trabajo sobre cada uno de los temas se centre en una perspectiva psicológica sobre los mismos. Por ejemplo, cómo se conceptualiza el tema en cuestión desde la psicología, cuál es el papel de la psicología frente al tema, cuáles son sus contribuciones específicas (por ej., prevención, evaluación, investigación, intervención), así como identificar la literatura científica y profesional, los recursos humanos (por ej., expert@s en el tema, asociaciones psicológicas e interdisciplinarias dedicadas al tema) y las posibles fuentes de apoyo relacionadas al tema. No quiero alentar un reduccionismo psicológico pero sí un enfoque desde la psicología y sus contribuciones específicas, mientras reconocemos sistemática y deliberadamente la crucial importancia de abordajes multidisciplinarios sobre los temas que nos conciernen.

Considerando que los equipos ya están constituidos y avanzando, nuevamente queda a criterio de los mismos el enfoque que le darán a los temas que l@s convocan. Permítaseme aprovechar esta oportunidad para compartir mi perspectiva sobre los temas brevemente:

1. Psicología y pobreza: en el marco de una profundización de la relevancia social, académica y profesional de la SIP a las necesidades de nuestr@s soci@s y de las poblaciones a las que ayudamos, quiero proponer, específicamente, que dediquemos un esfuerzo especial en identificar los recursos, estrategias, e intervenciones desde nuestra disciplina que sean de particular ayuda a las personas que viven en situaciones económicas desesperantes, denominadas alternativamente como la gente pobre, los pobres, personas con escasos recursos económicos, etc. Dentro de este grupo, creo que debemos prestar especial atención a las personas quienes viven con un trastorno mental o enfermedad mental severa y persistente. Tal como lo señalara recientemente un informe de la APA sobre el tema, la pobreza es una amenaza a la salud mental. Y según un informe de la ONU, por primera vez en la historia de la humanidad más personas viven en áreas urbanas que rurales, dónde

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un sexto de la población mundial, es decir, mil millones de personas viven hoy en villas miserias, taperas o favelas dentro o en el cinturón de las áreas urbanas.

2. Psicología y derechos humanos: estrechamente relacionada con la primer iniciativa es la segunda, psicología y derechos humanos, considerando educación significativa, vivienda digna, salud tanto física como mental así como acceso a los cuidados en salud, trabajo apropiadamente remunerado, libertad, pero también violencia, tanto la violencia de estado expresada en privación ilegítima de la libertad y tortura como el terrorismo, la violencia urbana, y la violencia doméstica.

3. Psicología y desastres: Los países de las Américas son afectados por desastres naturales así como humanos con periodicidad alarmante. Y frente a los desastres la urgencia impide lo importante. L@s invito a un trabajo estructural que ayude no solo en la respuesta frente a la urgencia sino también a construir infraestructura desde la disciplina psicológica, fundada en el principio de que la prevención y la preparación son parte de toda intervención.

4. Psicología y colaboraciones transnacionales: Quiero que mi presidencia se caracterice por un énfasis en esta fortaleza fundamental de nuestra Sociedad. Para ello, les invito a que compartamos los intercambios y colaboraciones transnacionales en las que estamos participando a todos los niveles: científico, académico, aplicado, profesional, institucional, etc. Y que también compartamos los aprendizajes y las reflexiones surgidas de estas experiencias para continuar mejorando la calidad de las mismas y generar nuevas propuestas. Estas colaboraciones cumplen un papel importantísimo en superar las inequidades significativas que caracterizan a las Américas.

Salutación Final

Aprovecho esta oportunidad para desearles a tod@s l@s soci@s de la SIP y a sus familias un período festivo de reflexión y de paz. Y como siempre, estoy a vuestra entera disposición en relación a todo tema que me competa como presidente de la SIP.

Reseña del autor Profesor y jefe asociado, Departamento de Counseling, SFSU, California; profesor visitante, UVG, Guatemala. Intereses: selección sistemática de tratamientos, integración en psicoterapia, supervisión y entrenamiento de psicoterapeutas, valores en psicoterapia, colaboraciones internacionales, acceso y uso de servicios en salud mental en el marco de la justicia social. Presidente de la SIP (7/2007-7/2009).

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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SIP: Advances and Opportunities

President’s Column

Andrés J. Consoli President (2007-2009)

www.sipsych.org consoli@sfsu.edu

December 2007

Dear Members of SIP,

I thank Mag. Marcelo Urra, editor of this important publication, for his invitation to contribute to a new issue by writing to you as SIP’s president. It is with great pleasure that I address you to share several activities that SIP’s board of directors have undertaken in the first few months of its charge. Beyond the roles stipulated by the position occupied by each member of the board, each one of us undertakes additional responsibilities. For example, Dr. Wanda Rodríguez Arocho, vice-president for Central America, Mexico, and the Caribbean, is the point person between SIP’s board of directors and the National Representatives or Delegates. Mag. María del Pilar Grazioso, executive secretary for Central America, Mexico, and the Caribbean, facilitates the exchange between the different task forces within SIP. Dr. Judith Gibbons, vice-president for USA and Canada is in charge of SIP’s publications. Dr. Carlos Zalaquett, executive secretary of SIP for USA & Canada has developed a new service, iSIP (see below), and coordinates one of the presidential initiatives, psychology and poverty. Mag. Marcelo Urra, vice-president for South America, is the editor of Interamerican Psychology: SIP’s Bulletin and responsible for scholarships. Dr. Nelson Varas Díaz, SIP’s general secretary, instruments the election processes which are overseen by Dr. Rolando Díaz Loving, outgoing president. Dr. María Regina Maluf, president elect, facilitates the identification and selection process of future SIP’s congresses. Dr. Silvia Koller, editor of the Interamerican Journal of Psychology administers the process of distinguishing one of the published articles in the journal.

iSIP iSIP (for its acronym in Spanish, Investigación Sociedad Interamericana de Psicología) the new service of SIP, is up and running. This is a major undertake generated by Dr. Zalaquett. iSIP offers brief descriptions of research conducted by SIP’s members. I invite you to visit iSIP from our website, www.sipsych.org (the link is on the center bottom of the page, in the moving text, and reads: 31/10/07 SIP launches iSIP to promote research). There you will find research briefs as well as the procedure to submit one. I want to thank Dr. Zalaquett, editor of iSIP, and Dr. Luis Felipe García y Barragán, associate editor, for the superb job they are doing.

SIP’s Website (www.sipsych.org)

I take advantage of this opportunity to acknowledge the wonderful work carried out by our Webmaster, Dr. Domingo J. Marqués, from Puerto Rico. After several years and thanks to the contributions by Dr. Carlos Zalaquett and Dr. Judith Gibbons, SIP’s website is once again available in English. We are hoping to make the website available in Portuguese in the near future.

SIP-anuncios@sipsych.org and SIP-L@sipsych.org

In the era of electronic communications, SIP offers its members two services, among others: SIP-anuncios (announcements only) and SIP-L (exchanges). When people join SIP or renew their membership their email address is added to these two services. Both lists are moderated to avoid spam. SIP-anuncios (SIP-anuncios@sipsych.org) has been created to disseminate relevant psychological information. People who like to circulate information via SIP-anuncios should simply send it to SIP-anuncios@sipsych.org, where it will be

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authorized by the moderator and then circulated timely. SIP-L (SIP-L@sipsych.org) has been created for the purpose of fomenting academic, scientific, and professional exchanges by SIP’s members. It is an electronic resource that allows us to communicate and share ideas that are pertinent and relevant to Interamerican psychologists. I want to acknowledge SIP’s members Andrea González Menéndez (Guatemala), Edna Acosta (Puerto Rico), and Jefferson Bernardes (Brazil), for their efforts and dedication to SIP-L.

Updating of Membership Fees

I want to remind you of the importance to renew your membership to SIP and take advantage of all the benefits the membership offers you. You can renew your membership entirely online with a credit card by visiting http://www.sipsych.org/MAPS/member_form.php. The site is secured and encripted. I want to encourage you to renew before January 1, 2008 as fees will be updated on that day. SIP does not have retroactive membership fees and therefore you can simply pay the current rate even if your membership has lapsed. For questions related to your membership please visit www.sipsych.org/miembros_activos.htm or contact Ana Cecilia Guzzi at SIP’s central office in Puerto Rico, sip@uprrp.edu.

Interamerican and Regional Congresses

We continue working on the organization of SIP’s XXXII Interamerican Congress of Psychology (XXXII CIP-SIP), which will be celebrated in Guatemala June 28 through July 2, 2009. As set by the Organizational Manual of Interamerican Congresses (MOCI) developed by Dr. Irma Serrano García and updated by Dr. David Jáuregui Camasca, the advisory committee is composed by SIP’s president elect, Dr. Maria Regina Maluf, SIP’s secretary general, Dr. Nelson Varas Díaz, SIP’s treasurer, Dr. Harmon Hosch, and myself, SIP’s president. Before the formal constitution of the advisory committee I had the distinct privilege of meeting with the organizing committee in December 2005 and again in December 2006, thanks to the efforts of SIP and the Association SIP – Guatemalan Chapter. More recently, and now as a member of the advisory committee, I was in Guatemala during this past month, November 2007. During this visit I co-delivered a workshop on psychotherapy change processes with Lic. Ana María Jurado. The workshop was co-sponsored by the Guatemalan Psychological Association and the Association SIP – Guatemalan Chapter. On Friday, November 16, the official launching ceremony of the XXXII CIP-SIP took place in Spain’s Cultural Center in Guatemala City. This activity was followed by a two-day retreat with the organizing committee. I am pleased to report that the committee has made substantial progress and I invite you to visit the congress’ website from SIP’s homepage, www.sipsych.org, to learn more about it. I would recommend that you pay close attention to the pre-established dates, particularly with respect to proposal submission.

With respect to XXXIII CIP-SIP, I would like to express my appreciation to all the psychologists that approached SIP with an interest to explore the possibility of hosting a congress and to all the nations that submitted proposals. The decision made by SIP’s 2005-2007 board of directors was not an easy one as it had to contend with excellent proposals; this is a sign of not only SIP’s vitality but also its democratic character. The selected nation for a CIP-SIP in 2011 is Colombia. Specifically, the Colombian proposal is to host the XXXIII congress in Medellin. Congratulations Colombia! Finally, I would have liked to offer a summary regarding the XXXI CIP-SIP celebrated in México but at the closing of this edition we did not count with the official report. I trust I will be able to offer such summary in the next edition of the Bulletin.

In 2004, SIP started a series of regional congresses as a tool to foster the development of psychology in a given country and region with the goal of a possible candidacy to host an Intemamerican Congress in the future. That is how we arrived at the first regional congress in Guatemala in 2004, country that will be hosting an Interamerican Congress in 2009. SIP’s board of directors (2005-2007) presided by Dr. Rolando Díaz Loving decided, during it’s meeting in July 2005, granting the next two regional congresses (2006 and 2008) to Cuba and Colombia, leaving to be decided the chronological ordering. In October 2005 it was decided that Cuba be the host of the regional congress in 2006, where it was hosted timely. And at the end of 2006, a new Colombian group started to work on a nomination of Colombia for an Interamerican Congress in 2011. As such it was understood that Colombia would leave unfilled the hosting of the regional congress in 2008 and new candidacies were procured. The most concrete proposal was that of a threesome between the Puerto Rican Psychological Association, the National Latina/o Psychological Association, and SIP, for a regional in Puerto Rico for November 2008. Corresponding plans and visits were made but unfortunately and at the last

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minute, NLPA’s board of directors decided to host it’s meeting in California. During SIP board’s (2005-2007) meeting in the Interamerican Congress in Mexico it was agreed to search for a nomination of a country in South America, particularly from a country where no Interamerican Congress had taken place recently. SIP’s current board (2007-2009) made multiple consultations while at the latest congress and subsequently, from which Uruguay and Ecuador came out as possible contenders, though none were concretize due to diverse factors. Uruguay has expressed an interest in hosting a regional in 2010. Due to the time that it takes to organize a regional it is anticipated that there will not be one in 2008. Should your country be interested in hosting future regional or Interamerican Congresses, please write to Dr. María Regina Maluf, SIP’s president elect.

Presidential Activities: APA and Colaepsi

As SIP’s president I had the honor to participate in the annual convention of the American Psychological Association (APA), celebrated in San Francisco, California August 17-20,2007 and the Latin American Congress of Students in Psychology (Colaepsi), which took place in Lima, Peru, August 22-25, 2007. During the APA convention and thanks to the initiative of Dr. Sharon Brehm, president of APA, there were over 20 presidents of different psychological organizations from around the world (www.apa.org/monitor/oct07/notlost.html, www.apa.org/international/pi/807presidents.html). There, I had the opportunity to address the audience about the challenges and opportunities of psychology. In the spirit that my words would represent the Interamerican perspective that characterizes SIP I asked SIP’s board of directors for their take on the topic at hand and then integrated our collective input into consensus themes. Through this process we identified challenges and opportunities such as social relevance and national development, transnational collaborations, access to mental health services, dissemination of psychological knowledge, and epistemological diversity within the discipline, these among others. I want to highlight that Dr. Rubén Ardila, president of SIP from 1975 to 1976, was granted the APA Award for Distinguished Contributions to the International Advancement of Psychology. Congratulations don Ruben!

The Colaepsi was an excellent congress were students from all over Latin America came together, with the largest groups brought by the host country and Chile (www.colaepsi.org). I had the honor to represent SIP by delivering the inaugural conference where I discussed professional training, and by providing a keynote speech. Dr. José Toro Alfonso, Colaepsi’s principal advisor and Mag. Marcelo Urra, SIP’s vice-president for South America attended the congress. Dr. Zalaquett, SIP’s executive secretary for USA & Canada submitted a timely presentation on earthquakes and PTSD, in light of the earthquake that took place in Peru a few days before the congress.

Presidential Initiatives

I want to express my appreciation to the close to one hundred members who have joined the groups constituted around the presidential initiatives. I very much appreciate your generosity and interest in joining this project. It is sustained by a deep conviction, developed during my adolescence when I participated in building cooperatives within slum areas surrounding Buenos Aires, that union brings strength and that together we are and can achieve more.

We will be advancing these initiatives together. Sharing brings about better achievements, so needed considering the themes we are addressing. The suffering and necessities of our peoples are large and merit that us, privileged by our education and training, join in solidarity to make a difference through psychology. I am fully aware that the themes that bring us together tend to generate strong stances and convictions. I would like to encourage us all that are exchanges be characterized by respect and commitment to collaborate, beyond the ideological coincidences or discrepancies. Jorge Luis Borges’ composition, Los Conjurados, among his last ones, comes to mind where he described a group of people who took the unusual posture of being reasonable, to transcend their differences and to accentuate their affinities. I fervently wish that when it is time to share our achievements we will be able to celebrate a realized, shared construction. I equally recognize that the work in groups can have its happy times as well as its challenging ones. For the purpose of facilitating our initial progress I have asked colleagues with a considerable trajectory to coordinate

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each group. The coordinatorship is an initial commitment; I leave it up to the members of each group the best way to work together.

SIP-poverty (sip-pobreza@sipsych.org)

Carlos Zalaquett (USA) (Zalaquet@tempest.coedu.usf.edu)

SIP-human rights (sip-derechos@sipsych.org)

Ana María Jurado (Guatemala) (anamjurado@yahoo.es)

Richard Tori Bernaola (Peru) (richard.tori@bcrp.gob.pe)

SIP-disasters (sip-desastres@sipsych.org)

Angela Caba (Dominican Republic) (angelacaba@codetel.net.do)

SIP-transnational collaborations (sip-colaboraciones@sipsych.org)

Cristina Di Doménico (Argentina) (mcdidome@mdp.edu.ar)

Nelda Cajigas (Uruguay) (cajsegre@gmail.com)

I have kept the invitation widely open so as to be the topics the ones that attract people. I leave it up to each group the focus that they would like to give to the theme that brings each team together. Having said that, I would like that the work be centered on a psychological perspective. For example, how is the theme conceptualized from a psychological perspective, what is the role of psychology in it, what are the specific, psychological contributions to it (e.g., prevention, evaluation, research, intervention), as well as to identify the scientific and professional literature, human resources (e.g., experts, psychological or interdisciplinary associations devoted to the theme), and possible sources of support related to the theme. I do not want to encourage a psychological reductionism, I do want to encourage a psychological focus that highlights psychological contributions while we duly acknowledge the crucial importance of multidisciplinary approaches to the themes occupying our interest.

Considering that the teams have been formed already and are going forward with their task at hand, again, I leave it up to each group the focus they would like to give to their task. Yet, please allow me to take advantage of this opportunity to share my perspective on the themes and to do so briefly:

1. Psychology and poverty: deepening SIP’s social, academic, and professional relevance to the needs of its members and the populations that we help, I would like to propose, specifically, that that we dedicate a special effort to identify psychological resources, strategies, and interventions that are of particular importance when working with people living in desperate economic situations, referred to as the poor. Particularly within this group I believe we need to pay particular attention to those living with a mental disorder or a severe and persistent mental illness. As pointed out in a recent APA report, poverty is a threat to mental well-being. And according to a recent UN report, for the first time in the history of humanity more people are living in urban than in rural areas, where a sixth of the world population, in other words, a billion people live in slum areas or favelas within or around urban areas.

2. Psychology and human rights: closely related to the first initiative, this second initiative taking into consideration meaningful education, dignified living quarters, physical and mental health as well as access to care, properly remunerated employment, freedom, but also violence, state violence expressed in illegal detention and torture as well as terrorism, urban violence, and domestic violence.

3. Psychology and disasters: The countries in the Americas are impacted by natural as well as human made disasters with an alarming frequency. And faced with a disaster the urgent prevents the important. I would

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like to invite you to a structural undertake that will aid not only in terms of responding to the urgency but also to develop infrastructure from our psychological discipline, founded in the principle that prevention and preparation are part of all interventions.

4. Psychology and transnational collaborations: I would like my presidency to be characterized by an emphasis on this particular strength of SIP. To this end, I invite you to share the transnational exchanges and collaborations in which we are participating at all levels: scientific, academic, applied, professional, institutional, etc. I also would like to invite you to share the lessons learned and the reflections born out of these experiences to continue to improve the quality of these enterprises as well as generate new proposals. I believe these collaborations play an extremely important role in overcoming the significant inequities that characterize the Americas.

Final Salutation

I take advantage of this opportunity to wish you all the members of SIP and their families a joyful season of reflection and peace. And as always, please do not hesitate contacting me regarding any and all matters related to SIP.

Overview of the author Professor and associate chair, Department of Counseling, SFSU, California; visiting professor, UVG, Guatemala. Research interests: systematic treatment selection, psychotherapy integration, supervision and training of psychotherapists, values in psychotherapy, international collaborations, access and utilization of mental health services within a social justice framework. President of SIP (7/2007-7/2009).

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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Acesso livre à pesquisa: faça sua parte (ou: A fábula das abelhas) *

Piotr Trzesniak

Universidade Federal de Itajubá Como as abelhas, pesquisadores e cientistas constroem a ciência e o conheci-mento (o mel!) através da

composição de uma enorme quantidade de pequenos esforços. Transformemos o acesso livre em um projeto de toda a comunidade ci-entífica. O imensurável sucesso de nossa Ciência, da idade da pedra até as via-gens

espaciais, mostra que isto irá funcionar extremamente bem.

Criação e intercâmbio do conhecimento científico.

Há cerca de seis anos, Alison Buckholtz (1999) escre-veu:

No princípio, cientistas curiosos realizavam pesquisas acerca do céu e da terra. No primeiro dia, esses cientistas se reuniram para constituir comunidades em torno de um interesse comum. Tais comuni-dades ficaram conhecidas como associações científicas. E isso era bom. No segundo dia, outras pessoas mostraram interesse pelas descobertas dos cientistas. E isso era muito bom. No terceiro dia, as associações passaram a publicar suas descobertas em revistas científicas. Es-tas revistas atingiam a audiência mais ampla possível, através de assinaturas a preços acessíveis a indi-víduos e a bibliotecas. A arrecadação com as assinaturas era reinvestida no próprio conhecimento, e co-munidades com foco temático definido frutificavam. O futuro parecia definitivamente muito promissor. No quarto dia, editoras comercias adquiriram as revistas científicas. No quinto dia, as editoras se fundiram, incorporaram os publicadores menores, e obtiveram lucros astronômicos através do aumento dos preços das assinaturas. As bibliotecas cortaram a aquisição de monografias e de periódicos nas áreas de ciências humanas e sociais para manter as assinaturas das dispendiosas revistas exigidas pelos que se dedicavam as “ciências duras”. Uma nuvem negra passou a pairar sobre a comunicação acadêmica. No sexto dia, pesquisadores, associações científicas, bibliotecários e administradores acadêmi-cos começaram a discutir soluções alternativas. No sétimo dia, foram aos seus colegas das universidades e solicitaram que os apoiassem. Talvez, atualmente, possamos modificar o último enunciado para: No sétimo dia, eles inventaram o acesso livre.

O acesso livre (ou aberto) é a reação da comunidade científica ao que ocorreu no quinto dia, ou seja, pu-blicadores comerciais elevando o preço das assinaturas a níveis insuportáveis. Eles puderam fazer isso por esta-rem controlando os meios de disseminação da pesquisa científica. Eles não faziam um desenvolvimento de produ-to, num senso estrito, eles nem mesmo adicionavam valor ao conhecimento em si. Eles eram apenas os todo-poderosos proprietários (i) do gerenciamento do processo editorial, (ii) da formatação final, e (iii) da distribuição. Todas as operações enriquecedoras da Ciência propriamente dita – autoria, editoração científica, revisão por pa-res – eram feitas por cientistas. E de graça!

A situação é ainda pior nos países em desenvolvimento. O Conselho Nacional de Desenvolvimento Cientí-fico e Tecnológico financia uma pesquisa, cujo resultado é publicado numa revista de editora comercial. Para

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que um outro pesquisador do próprio país tenha acesso a esses resultados, o Conselho tem que pagar de novo, pela assinatura da revista. Isto é um paradoxo, não é?

Recursos avançados de processamento de texto e o surgimento da internet colocaram a formatação pro-fissional e a distribuição ao alcance do pesquisador individual. Cansados de pagar caro para ter direito ao estado-da-arte da literatura científica, os pesquisadores decidiram oferecê-la a todos, gratuitamente, online. Observe-se que há uma mudança de paradigma implícita nesta atitude: cansados de pagar para ter, os cientistas optaram por oferecer. Esta é uma equação simples: se todos estiverem dispostos a oferecer, ninguém terá que pagar.

O conceito formal de acesso livre. Mas o que significa exatamente acesso livre? A proposta foi claramente enunciada na Declaração de Bethesda, preparada por um grupo de pesquisadores e especialistas em ciência da informação em Maryland, USA, em 2003:

Publicação de Acesso Livre/aberto* é toda aquela que satisfaça as duas seguintes condições:

1. O(s) autor(es) e os detentores dos direitos de reprodução (copyright) concedem a todos os u-suários o direito de acesso livre/aberto, irrevogável, mundial e perpétuo ao trabalho, bem como a licença de copiá-lo, utilizá-lo, distribuí-lo, transmiti-lo e exibi-lo publicamente, e ainda de produzir e de distribuir trabalhos dele derivados, em qualquer meio digital, para qualquer finalidade responsável, condicionado à devida atribuição de autoria[2], e concedem adicionalmente o direito de produção de uma pequena quan-tidade de cópias impressas, destinadas ao seu uso pessoal.

2. Uma versão integral do trabalho e de todo o material suplementar, incluindo uma cópia da permissão como acima enunciada, em um formato eletrônico adequadamente padronizado, é depositada imediatamente após a publicação inicial em um repositório online mantido por uma instituição acadêmica, por uma associação científica, por uma agência governamental ou por outra organização solidamente es-tabelecida, a qual vise a propiciar o acesso livre/aberto, a distribuição irrestrita, a interoperabilidade e o arquivamento de longo prazo (para as ciências biomédicas, a PubMed Central se constitui em um reposi-tório desta natureza).

Notas: 1. Acesso livre/aberto é uma característica de trabalhos individuais, não necessariamente de revistas ou de entidades publica-doras.

2. Mais do que a legislação sobre o direito autoral, os padrões da comunidade, como na atualidade o fazem, continuarão a prover o mecanismo para que se efetivem a adequada concessão de créditos e o emprego responsável dos trabalhos publica-dos.

Um mundo maravilhoso!

Seria, certamente, um mundo maravilhoso: ter na internet, gratuitamente, toda a literatura de pesquisa revisada por pares. No entanto, preparar e publicar literatura científica de alta qualidade tem custos, e alguém precisa pagá-los. Nós podemos resolver isso? Evidente que sim! Basta olhar para trás! Está no terceiro dia da história de Buckholtz: as associações passaram a publicar suas descobertas em revistas. Através da internet, associações e cientistas estão recuperando o controle dos meios de disseminação dos resultados da pesquisa. O sonho do acesso livre tornar-se-á realidade através de associações científicas fortes e ativas e do envolvimento sério e dedicado de toda a comunidade científica.

Então faça a sua parte (como uma abelha)

O sucesso do acesso livre, portanto, depende de você, e apre-sentamos a seguir algumas formas de você participar: 1. Torne-se membro de associações que publiquem revistas científicas de acesso livre. Uma parcela

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significativa dos recursos que permitem o acesso livre a revistas publicadas por associações científicas provêm das anuidades dos sócios. Cordialmente o convidamos a juntar-se a nós, na Sociedade Interamericana de Psico-logia, publicadora do Interamerican Journal of Psychology (visite nosso sítio web em http://www.sipsych.org/ para instruções de como se tornar membro). No entanto, ficaremos igualmente felizes se você já for associado de uma entidade co-irmã, que também publique uma revista científica de acesso livre... ou se este texto o motivar a consi-derar a hipótese de associar-se a alguma...

Fazendo isso, você estará oferecendo a revista de sua associação para outros cientistas, você estará efe-tuando uma doação para o desenvolvimento da ciência, o que se constitui na segunda instância da mudança de paradigma antes mencionada. Quando você contribui com sua anuidade, você não está pagando para receber algo diretamente. Você está pagando para doar, para oferecer, mas você está também legitimando o seu direito de usar toda a literatura científica de acesso livre publicada por outras associações. O que é sem dúvida justo para todos.

2. Envolva-se

Associações cientificas existem e periódicos científicos (e também excelentes programas de computador, como o sistema de gerenciamento SEER/OJS para revistas científicas, o sistema operacional linux e o navegador Mozilla Firefox) podem ser livres, porque muitas pessoas lhes concedem horas e horas de trabalho dedicado. Mas você não precisa ser integrante da diretoria de uma associação ou do corpo editorial científico de uma revista para cooperar. Você dará uma colaboração muito significativa e de grande ajuda preparando parece-res bons e construtivos para os artigos que lhe forem encaminhados para revisão. Isto reduzirá a carga de traba-lho do Editor, isto proporcionará valiosas sugestões para os autores e, acima de tudo, isto fará com que a revista publique o melhor em informação científica.

3. Apóie a iniciativa de arquivos livres

As revistas da via dourada (golden way journals) propiciam acesso livre a todo seu conteúdo em (ao menos) um site único. As revistas da via verde (green way journals) permitem que cópias isoladas dos artigos que publicam possam ser disponibilizadas nas páginas pessoais dos respectivos autores e/ou nos repositórios das instituições a que eles estejam afiliados (o que nada mais é do que a contrapar-tida eletrônica das antigas separatas). Assim, priorize as revistas da via verde e da via dourada quando:

(i) submeter seus compuscritos (está é a modernização da antiga palavra manuscritos...);

(ii) aceitar solicitações para revisar artigos;

(iii) citar outros trabalhos;

(iv) fizer recomendações (de leituras a estudantes e colegas, e de assinaturas à biblioteca).

Acesse a relação de revistas da via verde e da via dourada em http://romeo.eprints.org/publishers.html. Copyright O antigo e tradicional copyright tem somente duas alternativas: você pode ou reservar todos os direi-tos, ou não ter direito algum. A organização Creative Commons teve a inspiração de propor licenças intermediárias a esses dois extremos, como a que usamos para distribuir este texto: uma licença Creative Commons Atribuição – Uso não-comercial – Compartilhamento sob a mesma licença 3.0 Estados Unidos. Isto implica que:

a) Atribuição: ao fazer uso deste trabalho, você deve creditar adequadamente os seus autores.

b) Uso não-comercial: você não está autorizado a usar este trabalho comercialmente.

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c) Compartilhamento pela mesma licença: caso você use este trabalho para produzir outras obras, deverá distribuí-las sob uma licença idêntica.

Nós recomendamos que você use uma licença Creative Commons em todos os trabalhos que você com-partilhar – apresentações, notas de aulas, versões preliminares de artigos – mas, acima de tudo, que não transfira incondicionalmente o copyright de seu artigo a nenhuma revista. Mantenha pelo menos o direito de incluí-lo em acesso livre no repositório da instituição a que está afiliado.

Atualmente (Dezembro de 2007), os seguintes países interamericanos tem versões nacionais das licenças Creative Commons: Argentina, Brasil, Canadá, Chile, Colômbia, México, Peru e Estados Unidos. Iniciativa de Budapest pelos Arquivos Abertos

Visite http://www.soros.org/openaccess para inteirar-se do documento e torne-se um signatários, caso concorde com o que ele diz.

Referência Buckholtz, A. (1999). Electronic genesis: E–journals in the sciences. Academe 5 (online; Sep-Oct), 65-68. Available at http://www.aaup.org/publications/Academe/1999/99so/SO99BUCK.HTM. Accessed 05/Feb/2006, 18:08 hs (GMT).

Este trabalho é distribuído sob uma licença Creative CommonsAtribução – Uso não-comercial – Comparti-

lhamento pela mesma licença 3.0 Estados Unidos.

* Partes do presente texto foram retiradas de Trzesniak, P.; Koller, S. H. (2005): Acesso livre à pesquisa: a fábula das abelhas e das formigas. Interam. J. Psychol. 39 (3), 321-324.

Biografia do autor Piotr Trzesniak, professor da Universidade Federal de Itajubá, é graduado em Física e em Educação, e doutor em Física da Matéria Condensada. Desde 2003, é Editor Gerente do Interamerican Journal of Psychology. Seu ineteresses de pesquisa estão na ciência da informação, nas revistas científicas eletrônicas e na construção de teorias em Psicologia e outras Ciências.

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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Open access research: take your share (or: The bees tale) (1)

Piotr Trzesniak

Federal University of Itajubá

Like bees, scientists and researches built knowledge and science (the honey!) adding up a huge amount of small efforts. Lets transform open access in a project of the whole scientific community. The immensurable

success of our science, from Stone Age to space traveling, shows that it will work extraordinarily well.

Creation and Exchange of Scientific Knowledge

About eight years ago, Alison Buckholtz (1999) wrote:

In the beginning, curious scientists conducted research on the heaven and the earth. On the first day, these scientists banded together to form communities of interest. These communities became known as professional societies. And it was good. On the second day, others expressed interest in the scientists’ findings. And it was very good. On the third day, societies published their findings in journals. These journals reached the widest possible audience through affordable subscriptions to individuals and libraries. Subscription fees were reinvested in science, and discipline-specific communities flourished. The future seemed bright indeed. On the fourth day, commercial publishers bought scientific journals. On the fifth day, publishers merged, acquired smaller firms, and achieved sky-high profits by raising journal subscription rates. Libraries cut scores of monographs and journals in the humanities and social sciences to maintain subscriptions to the expensive journals their science faculty demanded. A black cloud settled over scholarly communications. On the sixth day, scientists, professional societies, librarians, and academic administrators began to discuss solutions. On the seventh day, they approached their university colleagues and asked for support. May be we can now change the seventh day statement: On the seventh day, they invented open access.

Open access is the reaction of the scientific community to what happened on the fifth day, namely publishers raising subscription rates to unsupportable levels. They were able to do that because they were controlling the means by which scientific research is disseminated. They were not developing the product; strictly speaking, they were not even adding value to the knowledge directly. They were just the owners of (i) managing the editorial process, (ii) formatting, and (iii) distributing. All scientific value-adding operations – authorship, scientific editing, peer reviewing – was been done by scientists. And for free!

Situation is even worse in developing Countries. The National Research Council funds a research project whose outcomes are published elsewhere. For another researcher of the same Country to have access to these results, the Council has to pay again for journal subscription. It is a paradox, isn´t it?

Advanced word processing tools and the internet put professional formatting and distributing at reach to the individual researcher. Tired of paying heavily to get the state-of-the-art scientific literature, researchers decided to offer it online for everyone for free. Note that there is an implicit paradigm change in this attitude: tired of paying to get, scientist decided to give. This is a simple equation: if everyone is willing to give, no one has to pay.

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Open access formally stated

But what does open access exactly mean? It is nicely formulated in the Bethesda Statement, issued by a group of researchers and information science specialists in Maryland in 2003:

An Open Access Publication* is one that meets the following two conditions:

1. The author(s) and copyright holder(s) grant(s) to all users a free, irrevocable, worldwide, perpetual right of access to, and a license to copy, use, distribute, transmit and display the work publicly and to make and distribute derivative works, in any digital medium for any responsible purpose, subject to proper attribution of authorship**, as well as the right to make small numbers of printed copies for their personal use.

2. A complete version of the work and all supplemental materials, including a copy of the permission as stated above, in a suitable standard electronic format is deposited immediately upon initial publication in at least one online repository that is supported by an academic institution, scholarly society, government agency, or other well-established organization that seeks to enable open access, unrestricted distribution, interoperability, and long-term archiving.

Notes: *Open access is a property of individual works, not necessarily journals or publishers.

** Community standards, rather than copyright law, will continue to provide the mechanism for enforcement of proper attribution and responsible use of the published work, as they do now.

What a wonderful world!

It surely would be a wonderful world, having all of peer reviewed research literature for free in the internet. However, to prepare and to publish high quality scientific literature does have costs, and someone has to pay them. Can we solve that? Sure we do! Just look back! Look at the “third day” of Buckholtz story: societies published their findings in journals. Through the internet, societies and researchers are recovering the control of the means to disseminate research results. The open access dream will become true through strong and active Scientific Societies, and through serious and dedicated involvement of the whole scientific community. Take your share (like a bee)

The success of open access therefore relays on you, and here are some ways you may participate: Get membership to societies that publish open access scientific journals. A major contribution for open access journals published by scientific societies comes from the membership fees. We cordially invite you to join us, in the Interamerican Society of Psychology, publisher of the Interamerican Journal of Psychology (please visit our web site for instructions on how to get membership). But we are happy if you already are a member of a sister Society, which also publishes an open access journal… or if this text motivates you to consider to get membership to any…

Doing this, you are offering the journal of your Society to other scientists, you are making a donation to the development of Science, which is the second instance of the already mentioned change of paradigm. When you pay your membership dues, you are not paying to get something directly. You are paying to offer, but you are also legitimating your right to use all of open access scientific literature published by other societies. This is fair for everybody.

Get involved

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Reference Buckholtz, A. (1999). Electronic genesis: E–journals in the sciences. Academe 5 (online; Sep-Oct), 65-68. Available at http://www.aaup.org/publications/Academe/1999/99so/SO99BUCK.HTM. Accessed 05/Feb/2006, 18:08 hs (GMT).

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This work is licensed under a Creative Commons licenseAtribution - Noncommercial – Share Alike 3.0

United States.

1 Parts of tyhis text were taken from Trzesniak, P.; Koller, S. H. (2005): Open access research: the ants and bees tale. Interam. J. Psychol. 39 (3), 321-324.

Overview of the author Piotr Trzesniak, professor at the Federal University of Itajubá, Brazil, has undergraduate degrees in Physics and in Education, and a PhD in Condensed Matter Physics. He is Managing Editor of the Interamerican Journal of Psychology since 2003. His research interests are information science, electronic scientific journals, and the construction of theories in Psychology and other Sciences. Versión en español: Piotr Trzesniak, profesor de la Universidad Federal de Itajubá, Brasil, tiene formación en Física y en Educación, y doctorado en Física de la Materia Condensada. Es Editor Gerente del Interamerican Journal of Psychology desde 2003. Sus intereses de investigación son la ciencia de la información, las revistas electrónicas, y la construcción de teorías científicas en Psicología y otras Ciencias.

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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Los Estudiantes de Psicología en Latinoamérica

Ezequiel Benito

Proyecto COBAND Introducción Los estudiantes de Psicología en Latinoamérica han estado sujetos, en su mayoría, a los embates de la disciplina misma, en razón de los cambios sociales, económicos y políticos acontecidos desde la creación de las carreras de Psicología en la región. Así es que muchos proyectos organizacionales vieron truncado su desarrollo por problemas de comunicación, limitaciones económicas, falta de tiempo o poca destreza organizacional.

En los últimos años, probablemente catalizados por el advenimiento de nuevas tecnologías de comunicación e información, varios procesos de desarrollo han comenzado a gestarse o han recibido impulso renovado.

El presente artículo intentará realizar, breve pero comprehensivamente, un recorrido por la historia de los movimientos nacionales e internacionales de estudiantes latinoamericanos de Psicología, delinear su panorama actual y trazar su futuro posible o deseable.

Movimientos de organización internacional

El primer registro de algún tipo de organización internacional en Latinoamérica se encuentra en la realización del I Congreso Científico Latinoamericano de Estudiantes de Psicología, realizado en 1997 en Mendoza, Argentina. Si bien este congreso no tuvo una trascendencia organizacional local más allá de su realización, es a partir de la participación de estudiantes chilenos en él que, en el año 1999, se lleva a cabo en Santiago, Chile, el II Congreso Latinoamericano de Estudiantes de Psicología, con una asistencia calculada en más de 1500 estudiantes. Se había programado un III Congreso a realizarse en Brasil pero, de acuerdo a nuestro rastreo, no llegó a concretarse.

Recién en el mes de Agosto del 2007 se realiza un nuevo Congreso Latinoamericano de Estudiantes de Psicología (COLAEPSI) en Lima, Perú, por iniciativa de estudiantes de la Universidad Nacional Mayor de San Marcos y con el patrocinio de la Sociedad Interamericana de Psicología (SIP). Si bien sus organizadores parecen desconocer los anteriores congresos y su historia, esto no desmerece el hecho remarcable de que este evento se configura como un gran movimiento impulsor, habiendo logrado convocar más de 2000 estudiantes de toda Latinoamérica. Este congreso es, sin dudas, un puntal clave para el resurgimiento de la convocatoria y el interés por la organización estudiantil.

Por proyección de este congreso se está organizando una Sociedad Latinoamericana de Estudiantes de Psicología (SOLEPSI). El antecedente más importante de este tipo que encontramos es que, en el año 1997, se funda la Asociación Latinoamericana de Estudiantes de Psicología (ALEP), que luego pasará a llamarse Asociación Latinoamericana de Estudiantes de Psicología Científica (ALEPSIC). Lamentablemente, esta asociación deja de funcionar en el año 2004 y no es retomada por la organización de la SOLEPSI. Otro proyecto que no ha llegado a ser considerado por la organización de la SOLEPSI es el desarrollado por Antonio Samaniego, quien en el 2006, había comenzado a promover la creación de una Federación Americana de Estudiantes de Psicología (FAEPS), propuesta que nunca llegó a discutirse seriamente y que podría haber nutrido el escenario organizacional actual.

Con estas cuestiones presentes, a comienzos del 2007 se crea Comité Psicología, una organización que reúne estudiantes de Psicología de toda América para promover la organización estudiantil, en especial en Latinoamérica, ofreciendo asesoramiento e información sobre cómo llevar adelante una organización, un congreso o cualquier otro proyecto de estudiantes.

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Movimientos de organización nacional

1. Argentina - ProyectoCOBAND - Asociación Nacional de Estudiantes de Psicología (ANEPSI Argentina)

Desde la apertura de las carreras de Psicología en la Argentina hasta los años recientes no se encuentran movimientos estudiantiles orientados a la política académica o a la construcción de redes para el desarrollo disciplinar con un desarrollo sostenido. A principios del 2005 se crea el ProyectoCOBAND, una organización estudiantil surgida en la Facultad de Psicología de la Universidad de Buenos Aires que promueve la reflexión sobre la formación académica en la Argentina y la promoción de actividades complementarias a la currícula general disponible.

Actualmente, con la consolidación del Proyecto se publica la Revista Psiencia, una revista de Psicología para estudiantes y, a través de la coordinación de un foro de estudiantes en el XII Congreso Argentino de Psicología se promueve la organización de la ANEPSI Argentina, buscando institucionalizar una organización representativa nacional que sea portavoz de los estudiantes en el desarrollo de la Psicología en la Argentina.

2. Brasil - Coordinación Nacional de Estudiantes de Psicología (CONEP)

La CONEP es la entidad representativa de los estudiantes de Psicología en Brasil. Fue creada en el XVIII Encuentro Nacional de Estudiantes de Psicología (ENEP), realizado en el 2003. Antes de esa fecha, se encontraba organizada dentro del Consejo Nacional de Entidades Estudiantiles de Psicología, que funciona desde hace más de veinte años. El inicio de la organización que desemboca en el CONEP se puede ubicar alrededor de 1965, con el Movimiento Estudiantil de Área que, luego de atravesar una serie de dificultades políticas y sociales, se consolida para la Psicología en 1976 con el primer ENEP. Con los años, esta organización, que comenzó orientada a la política, ha avanzado en su reflexión sobre cuestiones académicas y culturales. La CONEP organiza encuentros nacionales regularmente, con gran convocatoria.

3. Chile - Organización Chilena de Estudiantes de Psicología (OCEP)

La OCEP se forma en el 2006 impulsada por un grupo de estudiantes de distintas universidades de Chile, con el objetivo de ser una instancia de representación y gestión para los estudiantes de Psicología de Chile, a fin de posicionarlos como actores relevantes tanto de su disciplina como de su formación. En Noviembre del 2007 se lleva a cabo el Congreso Nacional de Estudiantes de Psicología con más de 600 asistentes. Actualmente, la OCEP se encuentra en un proceso de expansión, generando redes a nivel nacional e internacional, ampliando el círculo de colaboradores en distintas regiones de Chile.

4. Colombia - Asociación Nacional de Estudiantes de Psicología (ANEPSI Colombia)

La ANEPSI Colombia es la organización de estudiantes de Psicología más antigua de Latinoamérica, con casi 30 años de vida. Actualmente, su desarrollo y su plan de crecimiento se han acelerado gracias a la gestión de su actual presidente, Alexander Navas. Se mantiene activamente organizada, promoviendo regularmente encuentros nacionales de estudiantes. Realiza en tiempo y forma las asambleas de representantes. También mantiene una revista de Psicología para estudiantes y gestiona actividades, becas y otros beneficios para sus socios.

5. Ecuador - Red Ecuatoriana de Estudiantes de Psicología (REEPs)

La organización de estudiantes de Psicología está comenzando a dar sus primeros pasos en Ecuador ya que históricamente, el distanciamiento universitario provocado por las afiliaciones teóricas incompatibles y otros intereses creados, limitó los acercamientos concretos entre estudiantes. Actualmente, se está organizando la REEPs, con el impulso renovado el COLAEPSI y el proceso de organización de la SOLEPSI. Las perspectivas son muy buenas y se prepara el I Congreso Ecuatoriano de Estudiantes de Psicología (CEEPsi) para el mes de Marzo del 2008.

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6. Honduras - Movimiento de Estudiantes de Psicología (MEP)

Este movimiento nace en la Universidad Católica en Marzo del 2007 por iniciativa de David Iriarte y un grupo de compañeros que toman conciencia de la importancia de la organización como medio para el mejoramiento de las posibilidades de respuesta a las necesidades, tanto de los estudiantes como de la sociedad en general. Actualmente, están comenzando a crear redes con otras universidades del país, intentando ampliar su visibilidad a fin de mejorar las posibilidades de estructuración futura.

7. México

Al día de hoy no hay ninguna representación de alcance nacional en México, y no se han encontrado movimientos de trascendencia en su historia. Es por eso que, Josué Eloin, estudiante de la Facultad de Psicología en la Universidad Autónoma del Estado de Morelos, está trabajando junto con otros estudiantes en un proceso de vinculación hacia una organización nacional, con el fin de generar una propuesta que incida en las políticas de la facultad y en el ámbito social.

8. Paraguay - Asociación Paraguaya de Estudiantes de Psicología (APEPs)

La APEPs fue fundada en el 2002, pero que nunca llegó a tener una posición importante y un desarrollo sostenido en el tiempo. Anteriormente, no se han encontrado registros de agrupaciones estudiantiles en Psicología con mayor trascendencia. Actualmente, con el trabajo que ha venido llevando Antonio Samaniego, presidente del Centro de Estudiantes de la Universidad de Asunción, esta situación está cambiando. Es por su iniciativa que, en el mes de Mayo del 2007 se lleva a cabo el I Congreso Científico Nacional de Estudiantes de Psicología del Paraguay con una gran convocatoria. La perspectiva futura es muy positiva; Antonio Samaniego probablemente llegue a ser presidente de la APEPs y sus planes tienen que ver con la integración nacional y la promoción de la participación y reflexión activa de los estudiantes.

9. Perú - Asociación Nacional de Estudiantes de Psicología (ANEPSI Perú)

La ANEPSI Perú se organiza en el II Congreso Nacional de Estudiantes de Psicología (CONAEPSI), realizado en el 2006. Anteriormente, no hemos hallado organizaciones similares de carácter nacional. Actualmente, el Comité Impulsor promueve y desarrolla actividades de difusión en diversas áreas y realiza reuniones con el objetivo avanzar hacia su consolidación. En el próximo año se buscará afianzar los vínculos ya establecidos e incrementar la participación de nuevos estudiantes, proyectando lo que será el IV CONAEPSI. 10. Uruguay - Centro de Estudiantes Universitarios de Psicología (CEUP)

El CEUP forma parte de la Federación de Estudiantes Universitarios del Uruguay (FEUU) y es la organización que representa a los estudiantes universitarios de Psicología del Uruguay. En el 2007 organizan su 5to Congreso, con una gran participación. Esta organización funciona a un nivel académico-político, tratando cuestiones de la vida diaria de estudiantes y promoviendo una reflexión general sobre la formación de grado.

Conclusiones y desafíos para los estudiantes de Latinoamérica

No hay duda de que los movimientos de organización de estudiantes de Psicología en Latinoamérica están atravesando una época muy importante en cuanto a la generación de propuestas. Las nuevas tecnologías les permiten mejorar la comunicación y acortar las distancias, así como los nuevos soportes virtuales habilitan mucho mejores posibilidades de promoción y convocatoria. Todo esto configura, sin duda, una promisoria señal para el progreso.

Posiblemente, el mayor desafío para los estudiantes en estas organizaciones es el paso tiempo y eso generalmente imprime a su acción un movimiento más impulsivo que reflexivo. Si embargo, revisar el pasado

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organizacional permite aprehender mejor el presente para proyectar su futuro con la posibilidad es aprender de quienes ya han intentado nuestros pasos. Es así que el avance no comienza nunca de un momento cero, sino que debe inscribirse en un continuo, en una historia de desarrollo, retomando la posta de quienes ya han comenzado. El futuro de estas organizaciones estudiantiles dependerá en gran medida de su capacidad para superar estas realidades, reconociéndose como verdaderos agentes de un cambio positivo y acumulativo, forjando a la reflexión como el mejor compañero de la acción.

Reseña del autor Estudiante de la Licenciatura en Psicología de la Universidad de Buenos Aires en Argentina - Coordinador General del ProyectoCOBAND - Miembro del Comité Editorial de la Revista Psiencia - Miembro del Comité Impulsor de la Asociación Nacional de Estudiantes de Psicología de Argentina (ANEPSI Argentina) - Representante de la ANEPSI Argentina para Comité Psicología. Anexo Información de Contacto y Referencia - Ezequiel Benito Contacto: ezequiel.benito@comitepsi.org - Documentos Generales Web: http://www.comitepsi.org/documentos/documentos.htm Movimientos de Organización Internacional - I Congreso Latinoamericano de Estudiantes de Psicología (I COLAEPSI) Web: http://www.colaepsi.org Contacto: colaepsi@yahoo.es - II Congreso Latinoamericano de Estudiantes de Psicología Web: http://www.cyberpsych.org/colectivopsicologia/latino/latino.htm - Comité Psicología Web: http://www.comitepsi.org Contacto: contacto@comitepsi.org - Sociedad Latinoamericana de Estudiantes de Psicología (SOLEPSI) Web: http://www.solepsicologia.blogspot.com/ Contacto: haciasolaepsi@gmail.com - Asociación Latinoamericana de Estudiantes de Psicología Científica (ALEPSIC) Web: http://espanol.groups.yahoo.com/group/ALEPSIC_psicologia/ Movimientos de Organización Nacional - Argentina - Asociación Nacional de Estudiantes de Psicología (ANEPSI Argentina) Web: http://www.anepsiargentina.org Contacto: contacto@anepsiargentina.org - Argentina – ProyectoCOBAND Web: http://www.coband.org

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Contacto: contacto@coband.org - Brasil - Coordinación Nacional de Estudiantes de Psicología (CONEP) Web: http://br.geocities.com/coneponline/ Contacto - Secretaría General: conepsecret@yahoo.com.br - Chile - Organización Chilena de Estudiantes de Psicología (OCEP) Web (en desarrollo): http://www.ocep.cl Web del Congreso Nacional de Estudiantes de Psicología: http://www.conaep.ocep.cl Contacto - Christian Beyle: kristian_cb83@hotmail.com - Colombia - Asociación Nacional de Estudiantes de Psicología (ANEPSI Colombia) Web: http://www.anepsicolombia.org Contacto: contacto@anepsicolombia.org - Ecuador - Red Ecuatoriana de Estudiantes de Psicología (REEPs) Contacto - AEPs: aepsqecuador2007@gmail.com - Honduras - Movimiento de Estudiantes de Psicología (MEP) Contacto - David Iriarte: davidiriarte_mep@hotmail.com - México Contacto - Josué Eloin: eloinns@hotmail.com - Paraguay - Asociación Paraguaya de Estudiantes de Psicología (APEPs) Contacto - Antonio Samaniego: antoniosamaniego@hotmail.com - Perú - Asociación Nacional de Estudiantes de Psicología (ANEPSI Perú) Contacto - Giannina Vega: omegagny@hotmail.com - Uruguay - Centro de Estudiantes Universitarios de Psicología (CEUP) Web: http://mercosurnews.com/joomla/index.php Contacto: abautist@adinet.com.uy

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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Psychology Students in Latin America

Ezequiel Benito

COBAND Project Introduction Psychology students in Latin America have been subject, mostly, to the brunt of the discipline itself, because of the social, economical, political transformations happened since the creation of the Psychology degrees in the region. So is that many organizational projects were not able to carry on due to communication problems, economical limitations, lack of time or lack of organisational skills.

In the last years, probably catalyzed by the arrival of new communication and information technologies, different development processes have started to arise or have received a renewed strength.

The present article will intend to make briefly but comprehensively a mark out of the history of national and international Latin American Psychology student movements, to outline its actual state and to trace its possible or desirable future.

International Organization Movements

The first attempt of any kind of an international organization in Latin America is the I Latin American Scientific Congress of Psychology Students, held in 1997, in Mendoza, Argentina. Despite the fact that this congress had no any local organizational outcome beyond its achievement, since the participation of Chilean students, in 1999, the II Latin American Congress of Psychology Students is held in Santiago, Chile with more than 1500 attending students. A III Latin American Congress was programmed but according to our records, it has not been organized.

Recently, in August of 2007 a new Latin American Congress of Psychology Students (COLAEPSI) is held in Lima Peru, by the initiative of a group of students from the Universidad Nacional Mayor San Marcos with the patronage of the Interamerican Psychology Association. Although its organizers seem to ignore the former congresses and their history, this doesn’t reduce the value of this event being a great promoting movement, having an attendance of over 2000 students from all over America. This congress is, with no doubts, a keystone for the revival and involvement for student’s organizations.

Sponsored by the congress, a Latin American Society of Psychology Students is being organized. The most important antecedent of this kind is the Latin American Association of Psychology Students (ALEP), that later became the Latin American of Scientific Psychology Students (ALEPSIC). Unfortunately, this association disappears in 2004 and its legacy hasn’t been recovered by the organization of the SOLEPSI. Another project which hasn’t get to be considered by the organization of the SOLEPSI is the one developed by Antonio Samaniego, who in 2006, had started to promote the creation of an American Federation of Psychology Students (FAEPS), proposal that never get to be discussed seriously and that would have nourish the actual organizational scenario.

With these issues in mind, in the beginning of 2007 Psychology Committee is created, an organization formed by Psychology Students from all over America to promote the student organization, especially in Latin America, offering consultancy and information about how to push ahead with an organization, a congress or any other kind of student projects.

National Organization Movements

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1. Argentina - COBANDProject - National Association of Psychology Students of Argentina (ANEPSI Argentina)

Since the opening of the first’s degrees in Psychology in Argentina until the recent year, no student movements were found aiming the academic policies or the building of networks for the discipline development. In the beginning of 2005 the COBANDProject is created, a student organization from the Psychology College of the University of Buenos Aires which promotes the reflection about the academic training in Argentina and the generation of complementary activities for the available curriculum. At present, with the consolidation of the Project, “Psiencia”, a Psychology Journal for Students is published and since the coordination of a student’s forum in the XII Argentinean Congress of Psychology the organization of the ANEPSI Argentina it’s promoted, seeking to institutionalize a representative organization which speaks in behalf of the students in the development of Psychology in Argentina.

2. Brazil - National Coordination of Psychology Students (CONEP)

The CONEP is the representative organization of Psychology students in Brazil. It was founded at the XVIII National Meeting of Psychology Students (ENEP), in 2003. Formerly, it was organized within the National Council of Psychology Students Organizations, which has over 20 years. The beginning of the organization that ends in the CONEP can be placed around 1965, with the Student Movement of Area which after overcoming many social and economical issues consolidates for Psychology in 1976 with the first ENEP. This organization has started more political oriented, and advanced towards the reflection on academic and cultural issues. The CONEP organizes regularly national meetings with great student attendance.

3. Chile - Chilean Psychology Students Organisation (OCEP)

The OCEP is founded in 2006, promoted by a group of students from different universities of Chile, aiming to be a place of representation and management for Psychology Students in Chile so they can be positioned as relevant actors both in their discipline as in their training. In November of 2007, the National Congress of Psychology Students takes place with over 600 attendants. At present, the OCEP is in a process of expansion, generating networks nationally and internationally, increasing their collaborators circle in different regions of Chile.

4. Colombia - National Association of Psychology Students of Colombia (ANEPSI Colombia)

The ANEPSI Colombia is the oldest Psychology Student organization in Latin America with almost 30 years of operation. At present, its development and expansion have been accelerated thank to the command of its actual president, Alexander Navas. It remains actively organized, promoting regular national students meetings. It calls timely for the representative’s assembly. It also has a Psychology Journal for Students and promotes activities, scholarships and other benefits for its members.

5. Ecuador - Ecuadorian Network of Psychology Students (REEPs)

Psychology student’s organization is starting to make its first steps in Ecuador, since historically, the college’s estrangement generated by incompatible theoretical attachments and other side tendencies restricted the communication between students. At present, the REEPs is organizing, with a renew drive from the COLAEPSI and the organization process of the SOLEPSI. The outlook is really good and the I Ecuadorian Congress of Psychology Students (CEEPsi) is being prepared for March of 2008.

6. Honduras - Psychology Students Movement (MEP)

This movement arises at the Catholic University in March of 2007 by initiative of David Iriarte and a group of partners who realized of the importance of getting organized as the way to improve response abilities to the needs of both students and society. At present, they are starting to create networks with other universities in the country, attempting to extend its visibility aiming to develop the future organization framework.

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7. Mexico At present there are no nationwide representations in Mexico and no other movements were found in its history. That is why Josué Eloin, Psychology student at the Universidad Autónoma de Morelos, is working in a linking process towards a national organization, aiming to generate a proposal that has impact on the college policies and the social environment.

8. Paraguay - Paraguayan Association of Psychology Students (APEPs)

The APEPs was founded in 2002, but never got to have an important role and a sustained development. No other groupings records were found prior to that. At present, with the labour undertaken by Antonio Samaniego, president of the Students Centre at the University of Asunción this situation is shifting. In May of 2007, from his initiative, the I National Scientific Congress of Psychology Students of Paraguay was performed, with great student attendance. Its future outlook is truly positive; Antonio Samaniego will probably get to be APEPs president and his policies are set towards national integration and promotion of involvement and students active reflection.

9. Peru - National Association of Psychology Students of Peru (ANEPSI Peru)

The ANEPSI Peru establishes in the II National Congress of Psychology Students (CONAEPSI), in 2006. Prior to that we didn’t find any similar national organizations. At present the Promoting Committee develops communication activities in diverse areas and performs meetings aiming to advance towards its consolidation. Next year they will seek to vouch the built bonds and to increase the involvement of new students, projecting the IV CONAEPSI.

10. Uruguay - Psychology College Students Centre (CEUP)

The CEUP is part of the College Students Federation of Uruguay (FEUU) and it’s the organization that represents Psychology college students in Uruguay. In 2007 they organize their 5th Congress, with a great attendance. This organization works in a political-academic level, dealing with common student issues and promoting a general reflection about their training.

Conclusions and challenges for the Latin American Students

There can be no doubt that the Psychology student’s organization movements in Latin America are in a very important moment regarding the generation of proposals. The new technologies allow them to improve communication and shorten distances, as well as the new virtual frameworks concede much better chances of promotion and student involvement. All these tools configure a promissory signal for the progress.

Possibly, the biggest challenge for the students in these organizations is the pass of time and that is reflected in their actions being more impulsive than reflective. Nevertheless, to re-examine the organizational past allows seizing better the present to project its future with the chance of learning from those who have already attempt our steps.

So is that the advance doesn’t ever start from a “zero time”, but it has to be inscribed in a continuum, in a developmental history, picking up where others left off.

The future of these student organizations will rely greatly on their ability to overcome these realities, acknowledging themselves as truly agents of a positive and accumulative change, shaping the reflection as the best partner for action.

Overwiew of the author

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Psychology student at the University of Buenos Aires in Argentina - General Coordination of the COBANDProject - Member of the Editorial Committee of “Psiencia” Journal of Psychology for Students - Member of the Promoting Committee of the National Association of Psychology Students of Argentina (ANEPSI Argentina) - ANEPSI Argentina representative for Psychology Committee. Appendant Contact and Reference Information - Ezequiel Benito Contact: ezequiel.benito@comitepsi.org - General Documents Web: http://www.comitepsi.org/documentos.htm International Organization Movements - I Latin American Congress of Psychology Students (I COLAEPSI) Web: http://www.colaepsi.org Contact: colaepsi@yahoo.es - II Latin American Congress of Psychology Students Web: http://www.cyberpsych.org/colectivopsicologia/latino/latino.htm - Psychology Committee Web: http://www.comitepsi.org Contact: Contact@comitepsi.org - Latin American Society of Psychology Students (SOLEPSI) Web: http://www.solepsicologia.blogspot.com/ Contact: haciasolaepsi@gmail.com - Latin American Association of Scientific Psychology Students (ALEPSIC) Web: http://espanol.groups.yahoo.com/group/ALEPSIC_psicologia/ National Organization Movements - Argentina - National Association of Psychology Students of Argentina (ANEPSI Argentina) Web: http://www.anepsiargentina.org Contact: Contact@anepsiargentina.org - Argentina – COBANDProject Web: http://www.coband.org Contact: Contact@coband.org - Brazil - National Coordination of Psychology Students (CONEP) Web: http://br.geocities.com/coneponline/ Contact - General Secretary: conepsecret@yahoo.com.br - Chile - Chilean Psychology Students Organisation (OCEP) Web (in development): http://www.ocep.cl Web of the National Congress of Psychology Students: http://www.conaep.ocep.cl Contact - Christian Beyle: kristian_cb83@hotmail.com - Colombia - National Association of Psychology Students of Colombia (ANEPSI Colombia)

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Web: http://www.anepsicolombia.org Contact: Contact@anepsicolombia.org - Ecuador - Ecuadorian Network of Psychology Students (REEPs) Contact - AEPs: aepsqecuador2007@gmail.com - Honduras - Psychology Students Movement (MEP) Contact - David Iriarte: davidiriarte_mep@hotmail.com - Mexico Contact - Josué Eloin: eloinns@hotmail.com - Paraguay - Paraguayan Association of Psychology Students (APEPs) Contact - Antonio Samaniego: antoniosamaniego@hotmail.com - Peru - National Association of Psychology Students of Peru (ANEPSI Peru) Contact - Giannina Vega: omegagny@hotmail.com - Uruguay - Psychology College Students Centre (CEUP) Web: http://mercosurnews.com/joomla/index.php Contact: abautist@adinet.com.uy

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

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Las tres “C”s de iSIP: Conocimiento, Contacto y Colaboración

Carlos Zalaquett

Secretario Ejecutivo para Estados Unidos y Canadá (2007-09) Sociedad Interamericana de Psicología

La misión de Investigación SIP (iSIP) es promover la investigación entre las psicólogas y los psicólogos miembros de la SIP en los distintos países de América.

Como editor de Investigación SIP es un gusto introducir esta nueva iniciativa de la Sociedad Interamericana de Psicología e invitarlos a participar en su desarrollo. Durante mucho tiempo he apreciado la calidad, cantidad y diversidad de los estudios realizados por las psicólogas y los psicólogos de las Américas. Es más, cada vez que asistí a una conferencia de la SIP pensé en lo importante que sería crear una instancia donde nuestros investigadores pudieran compartir sus trabajo con todos aquellos interesados en temas de psicología. Como es de esperar, la implementación de una idea como ésta no es fácil y, tarde o temprano, se enfrenta con las consabidas limitaciones de recursos materiales y de personal, lo que impidió que progresara. Sin embargo, cuando discutí esta idea con Andrés Consoli y los miembros de la directiva de la SIP encontré el apoyo necesario para transformarla en una realidad. Así nació el proyecto Investigación SIP (iSIP) del cual el Dr. Luis Felipe García y Barragán es editor asociado.

Por supuesto que quisimos comenzar con un proyecto realizable, que pudiera ser perfectible en el futuro. Así, hace unas semanas realizamos el primer piloto de iSIP y tengo que confesar que no esperé recibir 30 resúmenes en respuesta a este primer intento. La magnitud de esta respuesta me llevó a completar la fase preparatoria del proyecto antes de lo esperado y me ayudó a entender que iSIP está respondiendo a una necesidad sentida por muchos de nuestros miembros, los que han querido tener un espacio para presentar sus trabajos. Esto ha sido reforzado por los mensajes que he recibidos en apoyo a este proyecto, el que paso a describir a continuación.

La misión de iSIP

La misión de iSIP es promover la investigación y la colaboración entre las psicólogas y los psicólogos de los diferentes países de América. Para realizar esta misión hemos creado un sitio en la Internet que contiene 28 áreas de contenido, las que cubren desde la psicología clínica a la psicología social. Usted puede acceder al sitio pulsando “Espacio de iSIP para promover investigaciones” localizado en el menú rotativo de noticias de la página principal de la SIP: http://www.sipsych.org. En este sitio los investigadores pueden divulgar su quehacer científico a través de publicaciones de resúmenes de sus trabajos. Lo interesante es que estas contribuciones pueden resumir presentaciones que los miembros han hecho en el congreso de la SIP u otras conferencias profesionales, así como artículos sometidos a la consideración para publicación en revistas profesionales o académicas, o que pueden ser sometidos a tal consideración en el futuro. La publicación de los resúmenes de investigación no previene la posterior publicación de estas investigaciones. Esto es posible porque iSIP no compite con publicaciones científicas tales como la Revista Interamericana de Psicología. Muy por el contrario, la idea es que iSIP sea un vehiculo para que los trabajos de los miembros de SIP sean conocidos en forma breve y expedita.

Tres “C”s: Conocimiento, Contacto y Colaboración

iSIP permite conocer los trabajos de investigación de nuestros miembros y provee una forma de contacto directo con ellos. De este modo, nuestro proyecto facilita el establecimiento de vínculos para intercambiar conocimientos y crear colaboraciones con otros investigadores interesados en temas o áreas de investigación similares.

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Como editor creo que en una era de rápidos cambios y acelerado desarrollo, el acceso expedito a la información, el desarrollo de contactos y el establecimiento de comunicación entre nuestros profesionales pueden impactar positivamente nuestras investigaciones y producir beneficios tangibles.

Énfasis en investigaciones contemporáneas

El énfasis de iSIP es presentar los resultados de investigaciones científicas contemporáneas, con el propósito de promover las tres “C”s mencionadas arriba. De este modo, iSIP tiene como foco de interés investigaciones cuantitativas y cualitativas, que se han completado recientemente, para permitir la posibilidad de intercambio y colaboración con otros colegas de las Américas.

Dado que nuestro foco inicial es en investigaciones empíricas varios colegas me han preguntado porqué no consideramos importantes las contribuciones teóricas. Por supuesto que consideramos muy importantes este tipo de contribuciones. También me preguntan porque no valoramos los proyectos de investigación que están en vías de desarrollo. La respuesta, a riesgo de ser repetitivo, es la misma. Por supuesto que ambos son muy importantes pero no podemos abarcarlo todo. El proyecto actual de iSIP fue dimensionado a una escala realizable y su énfasis complementa los objetivos de la SIP.

Una ventana al mundo

Si bien es cierto que iSIP es un servicio para los miembros de SIP, también está abierto a todo el profesional y el público interesado en psicología. Más aún, por estar basada en la Internet y tener acceso abierto, los trabajos de los miembros pueden ser leídos por personas de todos los países del globo. En otras palabras, iSIP ofrece una verdadera ventana abierta al mundo.

¿Qué características tienen que tener las contribuciones?

Las contribuciones deben incluir una breve descripción de la investigación que cubra las siguientes secciones:

1. Título de su investigación

2. Descriptores [palabras claves útiles para describir el tema o tópico de su investigación]

3. Investigador(es) y su afiliación(es) [liste los nombres de todas las co-investigadoras y todos los co-investigadores y sus respectivas instituciones]

4. Introducción [breve descripción de su estudio y sus hipótesis o preguntas de investigación]

5. Población o muestra [breve descripción de los participantes incluidos en su estudio]

6. Método [breve descripción de la metodología usada en su estudio]

7. Resultados [breve descripción de sus resultados]

8. Conclusiones [breve descripción de sus conclusiones e implicaciones]

9. Referencia [si su investigación ha sido o está por ser publicada por favor proporcione la referencia aquí]

10. Contacto - nombre del autor/a que las personas en esta investigación pueden contactar.

11. e-mail

12. Comentarios o sugerencias adicionales

Y, finalmente, Área de la psicología a la que corresponde su investigación

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Se pide que las contribuciones no excedan las 600 palabras, se utilice un lenguaje inclusivo por género, etnia, edad, origen nacional, orientación sexual, impedimento u otras características sociodemográficas, y se envíen en uno de los cuatro idiomas oficiales de la SIP: español, inglés, francés o portugués.

¿Cómo y adonde envío esta información?

Hemos creado una forma electrónica para facilitar su envío. La dirección de esta forma es: http://www.coedu.usf.edu/zalaquett/iSIP/iSIPresearchform.htm. Aquellos miembros que no puedan utilizar esta forma, pueden responder a las preguntas incluidas en la sección anterior y enviar su información vía email directamente al editor, Carlos Zalaquett, a zalaquet@tempest.coedu.usf.edu. Los resúmenes serán publicados cuatro veces al año.

Como expresara al comienzo, quisimos comenzar con un proyecto que fuera realizable. A menos de un mes de iniciado, ya hemos incluido investigaciones en 12 áreas de la psicología, las que cubren desde lo clínico hasta lo histórico. Y esto es solo el comienzo.

Con la colaboración de nuestros miembros podemos co-construir en conjunto esta comunidad de investigación llamada iSIP y, de esta manera, facilitar el desarrollo de nuestra disciplina psicológica a un nivel nacional, continental, e intercontinental. No cabe duda que iSIP puede ayudarnos a lograr este objetivo pues se constituye en un puente global, que puede unir diferentes investigadores, embarcados en el estudio de múltiples áreas de la psicología, usando diferentes metodologías y escribiendo en al menos cuatro idiomas. Como puedes ver, iSIP tiene una noble misión a la que todos podemos contribuir y a la que como miembro de la SIP tú estás personalmente invitada/o a participar.

Reseña del autor El Doctor Carlos P. Zalaquett se licenció en psicología clínica en la Universidad Católica de Chile, obtuvo su maestría en psicología clínica en Sam Houston State University y completó su grado doctoral en psicología en University of Texas, en Austin, Texas. Actualmente es profesor asociado en el Departamento de Fundamentos Psicológicos y Sociales de la Facultad de Educación de la Universidad del Sur de la Florida, donde coordina el Programa de Salud Mental. El Dr. Zalaquett sirve como director del Successful Latina/o Students de su universidad y fue honrado en Noviembre recién pasado con el premio al educador Latino del año por la Asociación Hispana de Tampa. El es el autor de los libros Evaluating Stress: A Book of Resources, volúmenes I y II, con el doctor Richard Wood; y del libro Las Habilidades Atencionales Basicas: Pilares de la Comunicación Efectiva, con el Dr. Allen Ivey.

Boletin de la SIP: Psicología Interamericana - 2007: Vol 88 diciembre

34

Three “C”s of iSIP: Communication, Contact, and Collaboration

Carlos Zalaquett

Executive Secretary United States of America and Canada Interamerican Society of Psychology

The mission of Investigation SIP (iSIP) is to promote research among psychologists members of SIP in the different countries of the Americas.

As editor of Investigation SIP it is a pleasure to introduce this new initiative of the Interamerican Society of Psychology and invite you to participate in its development. I have long appreciated the quality, quantity and diversity of studies conducted by psychologists in the Americas. Moreover, every time I attended a SIP conference I thought about how important it would be to create an instance where our researchers could share their work with all those interested in psychology. As expected, the implementation of an idea like this is not easy and, sooner or later, will encounter the well-known limitations of resources and trained personnel, preventing its progress. However, when I discussed this idea with Andres Consoli and the members of the SIP’s Board I found the support needed to transform it into a reality. This is how Investigation iSIP (iSIP) was born, with Dr. Luis Felipe Garcia y Barragan as associate editor.

Of course we wanted to start with a feasible project; one which could be improved over time. Thus, a few weeks ago we created the first pilot iSIP and must confess that I didn’t expect to receive 30 abstracts of research in response to this first attempt. The magnitude of this response led me to complete the preliminary phase of the project earlier than expected and helped me understand that iSIP fulfills a need felt by many of our members, who wanted to have a space to present their work. This perception has been reinforced by the messages I have received in support of this project, which I describe below.

iSIP mission

The mission of iSIP is to promote research and collaboration between psychologists from different countries of the Americas. To accomplish this mission we have created an Internet site that contains 28 areas of content, ranging from clinical psychology to social psychology. You can access the web site by clicking on “SIP launches iSIP to promote research” located in the rotating menu of SIP’s main page: http://www.sipsych.org/english/home.htm. On this site researchers can disseminate their scientific work by publishing summaries of their completed studies. These contributions can summarize presentations members have made at SIP’s congresses or other professional conferences, as well as summaries of articles submitted, or to be submitted for consideration for publication in professional or academic journals. Of interest is the fact that the publication of research summaries in iSIP does not prevent subsequent publication of this material. This is possible because iSIP does not compete with scientific publications such as the Journal of Interamerican Psychology. Quite the contrary, the idea is that iSIP be a vehicle to publicize SIP members’ work in a succinct and expeditious manner.

Three Cs: Communication, Contact, and Collaboration

iSIP makes public the research work of our members and provides a their contact information. Thus, our project provides linkages to communicate, share knowledge, and create partnerships with other researchers interested in similar topics or areas research.

As editor, I believe that in an era of rapid change and accelerated development, unimpeded access to information, contact information, and the establishment of communication between our professionals can positively impact our research and produce tangible benefits in the near future.

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Emphasis on contemporary research

The emphasis of iSIP is to communicate the results of contemporary scientific research, with the aim of promoting the three C s mentioned above. Thus, iSIP focus of interest is in quantitative and qualitative research, which investigators have recently completed, to allow for exchanges and collaborations between them and other colleagues in the Americas.

Since our initial focus is on empirical research, several colleagues have asked why we do not consider important theoretical contributions. Of course we consider this kind of contributions to be very important. They have also asked why we do not appreciate ongoing research projects. The answer, at risk of being repetitive, is the same. Both are very important but we cannot cover everything. The current iSIP project was designed on a scale achievable and its current emphasis complements the goals of SIP.

A window to the world

While iSIP is a service for members of SIP, it is also open to all professionals and public interested in psychology. Moreover, being based on open Internet access, the work of the members can be read by people of all countries. In other words, iSIP offers a real window to the world.

What are the guidelines for the contributions?

Contributions should include a brief description of the research, addressing the following:

1. Title of your research

2. Descriptors [Keywords useful to describe your research]

3. Researchers and their affiliations [list the names of all the researchers and their institutional affiliations]

4. Introduction [brief description of your study, and its hypothesis or research questions]

5. Population or sample [brief description of the participants in your study]

6. Method [brief description of your methodology]

7. Results [brief description of your results]

8. Conclusions [brief description of your conclusions and implications]

9. Reference [your research has been accepted for publication or published, please include that information here]

10. Contact [of the person to be contacted by those interested in the research]

11. e-mail [e-mail of contact person]

12. Additional comments or suggestions

And, Field of psychology of your research

Summary contributions must not exceed 600 words, need to use gender-inclusive language, ethnicity, age, national origin, sexual orientation, disability or other sociodemographic characteristics, and be submitted in one of SIP’s four official languages: Spanish , English, French or Portuguese.

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How and where to send this information?

We have created an electronic form to facilitate submission. The form is located at: http://www.coedu.usf.edu/zalaquett/iSIP/iSIPresearchform.htm. Those members unable to use this form can answer the questions included in the previous section and send their information via email directly to the editor, Carlos Zalaquett, at zalaquet@tempest.coedu.usf.edu. The summaries will be published four times a year.

As stated at the beginning, we wanted to start with a project that was achievable. Less than one month after its initiation, we have included research in 12 areas of psychology, ranging from the clinical to the historical. And this is just the beginning.

With the collaboration of our members, we can co-construct the research community called iSIP and, in this way, facilitate the development of our discipline at a local, continental and intercontinental level. There is no doubt that iSIP can help us achieve this goal because it represents a global bridge, one that can unite different researchers, embarked on the study of multiple areas of psychology, using different methodologies, and writing in at least four languages. As you could see, iSIP has a noble mission to which everyone can contribute and that, as a member of SIP, you are personally invited to participate.

Overview of the author Dr. Carlos P. Zalaquett graduated from the Catholic University of Chile with a degree in clinical psychology, and completed his masters degree in clinical psychology at Sam Houston State University and his doctoral degree in psychology at the University of Texas in Austin, Texas. Currently, he is an associate professor in the Department of Psychological and Social Foundations of the College of Education at the University of South Florida. He is the coordinator of the mental health program and serves as director of the Successful Latina/o Students Awards. He was honored in November 2006 with the Latin educator of the year award by the Hispanic Association of Tampa. He is the author of books Evaluating Stress: A Book of Resources, Volumes I and II, with Dr. Richard Wood, and the book Basic Attending Skills with Dr. Allen Ivey.

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If the Document already includes a cover text for the same cover, previously added by you or by arrangement made by the same entity you are acting on behalf of, you may not add another; but you may replace the old one, on explicit permission from the previous publisher that added the old one. The author(s) and publisher(s) of the Document do not by this License give permission to use their names for publicity for or to assert or imply endorsement of any Modified Version. 5. COMBINING DOCUMENTS You may combine the Document with other documents released under this License, under the terms defined in section 4 above for modified versions, provided that you include in the combination all of the Invariant Sections of all of the original documents, unmodified, and list them all as Invariant Sections of your combined work in its license notice, and that you preserve all their Warranty Disclaimers.

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The combined work need only contain one copy of this License, and multiple identical Invariant Sections may be replaced with a single copy. If there are multiple Invariant Sections with the same name but different contents, make the title of each such section unique by adding at the end of it, in parentheses, the name of the original author or publisher of that section if known, or else a unique number. Make the same adjustment to the section titles in the list of Invariant Sections in the license notice of the combined work. In the combination, you must combine any sections Entitled "History" in the various original documents, forming one section Entitled "History"; likewise combine any sections Entitled "Acknowledgements", and any sections Entitled "Dedications". You must delete all sections Entitled "Endorsements". 6. COLLECTIONS OF DOCUMENTS You may make a collection consisting of the Document and other documents released under this License, and replace the individual copies of this License in the various documents with a single copy that is included in the collection, provided that you follow the rules of this License for verbatim copying of each of the documents in all other respects. You may extract a single document from such a collection, and distribute it individually under this License, provided you insert a copy of this License into the extracted document, and follow this License in all other respects regarding verbatim copying of that document. 7. AGGREGATION WITH INDEPENDENT WORKS A compilation of the Document or its derivatives with other separate and independent documents or works, in or on a volume of a storage or distribution medium, is called an "aggregate" if the copyright resulting from the compilation is not used to limit the legal rights of the compilation's users beyond what the individual works permit. When the Document is included in an aggregate, this License does not apply to the other works in the aggregate which are not themselves derivative works of the Document. If the Cover Text requirement of section 3 is applicable to these copies of the Document, then if the Document is less than one half of the entire aggregate, the Document's Cover Texts may be placed on covers that bracket the Document within the aggregate, or the electronic equivalent of covers if the Document is in electronic form. Otherwise they must appear on printed covers that bracket the whole aggregate. 8. TRANSLATION Translation is considered a kind of modification, so you may distribute translations of the Document under the terms of section 4. Replacing Invariant Sections with translations requires special permission from their copyright holders, but you may include translations of some or all Invariant Sections in addition to the original versions of these Invariant Sections. You may include a translation of this License, and all the license notices in the Document, and any Warranty Disclaimers, provided that you also include the original English version of this License and the original versions of those notices and disclaimers. In case of a disagreement between the translation and the original version of this License or a notice or disclaimer, the original version will prevail. If a section in the Document is Entitled "Acknowledgements", "Dedications", or "History", the requirement (section 4) to Preserve its Title (section 1) will typically require changing the actual title. 9. TERMINATION You may not copy, modify, sublicense, or distribute the Document except as expressly provided under this License. Any attempt otherwise to copy, modify, sublicense, or distribute it is void, and will automatically terminate your rights under this License. However, if you cease all violation of this License, then your license from a particular copyright holder is reinstated (a) provisionally, unless and until the copyright holder explicitly and finally terminates your license, and (b) permanently, if the copyright holder fails to notify you of the violation by some reasonable means prior to 60 days after the cessation. Moreover, your license from a particular copyright holder is reinstated permanently if the copyright holder notifies you of the violation by some reasonable means, this is the first time you have received notice of violation of this License (for any work) from that copyright holder, and you cure the violation prior to 30 days after your receipt of the notice. Termination of your rights under this section does not terminate the licenses of parties who have received copies or rights from you under this License. If your rights have been terminated and not permanently reinstated, receipt of a copy of some or all of the same material does not give you any rights to use it. 10. FUTURE REVISIONS OF THIS LICENSE The Free Software Foundation may publish new, revised versions of the GNU Free Documentation License from time to time. Such new versions will be similar in spirit to the present version, but may differ in detail to address new problems or concerns. See http://www.gnu.org/copyleft/. Each version of the License is given a distinguishing version number. If the Document specifies that a particular numbered version of this License "or any later version" applies to it, you have the option of following the terms and conditions either of that specified version or of any later version that has been published (not as a draft) by the Free Software Foundation. If the Document does not specify a version number of this License, you may choose any version ever published (not as a draft) by the Free Software Foundation. If the Document specifies that a proxy can decide which future versions of this License can be used, that proxy's public statement of acceptance of a version permanently authorizes you to choose that version for the Document. 11. RELICENSING "Massive Multiauthor Collaboration Site" (or "MMC Site") means any World Wide Web server that publishes copyrightable works and also provides prominent facilities for anybody to edit those works. A public wiki that anybody can edit is an example of such a server. A "Massive Multiauthor Collaboration" (or "MMC") contained in the site means any set of copyrightable works thus published on the MMC site. "CC-BY-SA" means the Creative Commons Attribution-Share Alike 3.0 license published by Creative Commons Corporation, a not-for-profit corporation with a principal place of business in San Francisco, California, as well as future copyleft versions of that license published by that same organization. "Incorporate" means to publish or republish a Document, in whole or in part, as part of another Document.

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An MMC is "eligible for relicensing" if it is licensed under this License, and if all works that were first published under this License somewhere other than this MMC, and subsequently incorporated in whole or in part into the MMC, (1) had no cover texts or invariant sections, and (2) were thus incorporated prior to November 1, 2008. The operator of an MMC Site may republish an MMC contained in the site under CC-BY-SA on the same site at any time before August 1, 2009, provided the MMC is eligible for relicensing. ADDENDUM: How to use this License for your documents To use this License in a document you have written, include a copy of the License in the document and put the following copyright and license notices just after the title page:

Copyright (c) YEAR YOUR NAME. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.3 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled "GNU Free Documentation License".

If you have Invariant Sections, Front-Cover Texts and Back-Cover Texts, replace the "with...Texts." line with this: with the Invariant Sections being LIST THEIR TITLES, with the Front-Cover Texts being LIST, and with the Back-Cover Texts being LIST.

If you have Invariant Sections without Cover Texts, or some other combination of the three, merge those two alternatives to suit the situation. If your document contains nontrivial examples of program code, we recommend releasing these examples in parallel under your choice of free software license, such as the GNU General Public License, to permit their use in free software.