HELP US CONTINUE SHARING OUR APPROACH
Purchase one (or a few!) of our books and you enable us to keep doing research.
ONGOING RESEARCH, KEY TO OUR INNOVATION AND IMPACT
Continuous evaluation, applied research and the publication of results allow us to be leaders on the topics on which we work
Longitudinal study of a School based HIV/AIDS early prevention program for Mexican Adolescents
Givaudan Martha, Leenen Iwin, Van De Vjiver J.R. Fons, Poortinga H. Ype & Pick Susan
(2007). “Longitudinal study of a school-based program for HIV/AIDS prevention for mexican adolescents”. Psychology, Health & Medicine, 13(1), pp. 98-110.
A quasi-experimental study is reported with four measurement occasions to evaluate longer-term effects of a life-skills and HIV/AIDS school-based prevention program. Trained teachers administered the program promoting precursors of safer sex behavior to 2064 Mexican high-school students at an age before most were sexually active. The variables included in the study (knowledge about HIV/AIDS prevention, attitudes towards use of condoms, subjective norms, intentions to use condoms and life skills as decision-making skills, partner communication and individual responsibility) have been reported as precursors of protective sexual behavior. The results demonstrate the stability of training effects and a positive impact on these precursors over 1 year of follow-up.
Escala para medir Agencia Personal y Empoderamiento (ESAGE)
Pick Susan, Sirkin Jenna, Ortega Isaac, et al.
(2007). "Escala para medir las capacidades de agencia personal y empoderamiento (ESAGE)". Revista Interamericana de Psicología, 41(3), pp. 295-304.
Existe en la literatura una discusión muy extensa, aunque no siempre clara, acerca de la importancia del desarrollo humano. Por ello es necesario contar con las capacidades que permitan fomentar su crecimiento y sustentabilidad. Los conceptos de agencia personal y empoderamiento son centrales en esta discusión. La distinción entre ambos no siempre ha sido clara. De hecho, muchas veces se usan indistintamente. Con base en la experiencia empírica de diseñar, implementar y evaluar programas de desarrollo humano con poblaciones marginadas, se ha observado que éstos van más allá de cambios en conductas, logrando incluso el desarrollo de agencia personal y empoderamiento. Con el fin de poder medir estos dos componentes, se construyó una escala que muestra que son dos conceptos relacionados y separados a la vez. La Escala de Agencia Personal y Empoderamiento (ESAGE) está conformada por dos subescalas; agencia personal con 35 reactivos y empoderamiento con 7. Ambas cuentan con excelentes valores de consistencia interna (alphas de Cronbach de .718 y .749 respectivamente).
Health education and agency: A comprehensive program for young women in the Mixteca region of Mexico
Venguer Tere, Pick Susan & Fishbein Martin
(2007). "Health education and agency: A comprehensive program for young women in the Mixteca region of Mexico". Psychology, Health & Medicine, 12(4), pp. 389-406.
The "Si yo estoy bien, mi familia también" (‘‘If I am OK then so is my family’’) is a health and agency education program that was provided over a period of 3 years to 39,000 rural women in Oaxaca, Mexico. The purpose of the article is to describe the development, implementation and evaluation of the program. The theoretical rationale and strategy of this intervention are described, as well as the construction of the program and the implementation. Moreover, an evaluation of the various stages of the program is provided, to enable an assessment of its efficacy, and the scope for dissemination and scaling up.
Capacity building for decentralization in Mexico: a psychosocial approach
Pick Susan, Xocolotzin Ulises & Ruesga Carolina
(2007). "Capacity building for decentralisation in Mexico: a psychosocial approach". International Journal of Public Sector Management, 20(2), pp. 157-166.
Abstract
Purpose - The purpose of this research is to examine which competencies have to be addressed in individual training programs that can help government officials to implement decentralisation policies in Mexico. The paper is based on a psychosocial approach to training seeking to enhance knowledge and skills.
Desgin/methodology/approach - An extensive structured interview was held with a sample of 75 municipality and state officials, to survey the needs and difficulties experienced by officials in the realization of decentralization measures.
Findings - Results show lack of competencies and agency among the officials in various respects, such as fear of decision making and low self confidence.
Research limitations/implications - The analysis is based on the perceptions and views of the participants. Further steps will be needed to develop and test an actual training program.
Practical implications - Lack of success of decentralisation is in part attributable to lack of relevant social competencies among officials. This can be addressed by training programs.
Originality/value - The article advocates a capacity building approach that addresses the individual as well as the institutional and policy environmente. It focuses on specific beliefs, knowledge, attitudes and skills that enable kinds of behavior changes likely to facilitate decentralization. When individuals develop psychosocial skills, their competency to take initiative, and to confindently and responsibly deal with difficult situtations (i.e. agency) is enhanced.
Communication as a Protective Factor: Evaluation of a Life Skills HIV/AIDS Prevention Program For Mexican Elementary-School Students
Pick Susan, Givaudan Martha, Sirkin Jenna & Ortega Isaac
(2007). “Communication as a protective factor: evaluation of a life-skills HIV/AIDS prevention program for Mexican elementary school students”. AIDS Education & Prevention, 19(5), pp. 408-421.
Literature suggests that communication is a protective factor against high–risk sexual behavior. This study assessed the impact of a fourth–grade communication– centered life skills program on attitudes, norms, self–efficacy, behaviors, and intentions toward communication about difficult subjects. Participants included 1,581 low–income Mexican elementary-school children, divided into experimental and control groups. Teachers were trained to replicate the program as part of the school curriculum over 15 to 20weeks. Students completed self–report questionnaires before and after the program. Multilevel analyses demonstrated the program’s statistically significant positive impact on communication about attitudes, self–efficacy, intentions, and behavior; perception of sociocultural norms regarding communication transformed as a result of the program. Gender significantly predicted differences in communication: with respect to attitudes, self–efficacy, and intentions. The results show that early intervention programs targeting communication about difficult subjects can prevent risky sexual behavior and its consequences (e.g., HIV/AIDS) and influence perception of norms and gender roles.
Effects of a School-Based Life Skills and HIV-Prevention Program for Adolescents in Mexican High Schools
Givaudan Martha, Van de Vjiver J.R. Fons, Poortinga H. Ype, Leenen Iwin & Pick Susan
(2007). “Effects of a school-based life skills and HIV prevention program”. Journal of Applied Social Psychology, 37(6), pp. 1141-1162.
Aschool-based life skills and sexuality educationHIV/AIDS program for adolescents was evaluated in Toluca, Mexico, through a quasi-experimental pre–post design with 1,566 cases, divided over a control group and an experimental group. Based on a previously tested path model, 3 levels of variables were included as a guide for the contents of the program: personal variables (self-knowledge, self-efficacy regarding condom use, and decision making), intervening variables (subjective norms about, knowledge about HIV/AIDS, and attitudes toward condoms), and outcome variables (communication on sexuality and intentions to use condoms). Evaluation was conducted following these categories. Significant increases in all of these variables recognized as precursors of safer sex were found in the experimental group.
Barreras psicológica y ciudadanía
Pick Susan & Pérez Gabriela
(2006). "Las barreras psicológicas para la democracia y el desarrollo". NEXOS, 28(347), pp. 17-19.
Dentro de una democracia republicana la ciudadanía se comprende como algo más que obligaciones y derechos. La ciudadanía conlleva un compromiso con la sociedad y su futuro. Esto significa que el ciudadano tiene que estar dispuesto a la búsqueda del bienestar de su comunidad y sociedad. Es decir, participar activamente en la deliberación y solución de los problemas de la comunidad y en fortalecer las redes sociales existentes. Para ellos se necesita fortalecer la autonomía y seguridad individual, desarrollar ciudadanía política, garantizar que los derechos económicos, sociales y culturales se puedan ejercer, y tener un Estado sensible a los cambios sociales que pueda responder efectivamente a las demandas sociales y utilizar el capital social que se obtiene al existir una ciudadanía comprometida.
Yo Quiero, Yo Puedo: Estrategia para el desarrollo de habilidades y competencias en el sistema escolar
Pick, S y Givaudan, M.
Sobre los antecedentes, la experiencia y los resultados del programa "Yo Quiero, Yo Puedo: Estrategia para el desarrollo de habilidades y competencias en el sistema escolar". Además presenta su sistematización para programas con padres de familia, en prevención de adicciones y VIH/SIDA, ciudadanía y su extensión a comunidades indígenas e implementación a gran escala.
Evaluación del programa escolarizado para adolescentes: un equipo contra el VIH/SIDA
Givaudan Martha & Pick Susan
(2005). "Evaluación del programa escolarizado para adolescentes: un equipo contra el VIH/SIDA". Revista Interamericana de Psicología, 39(3), pp. 339-346.
Se reporta el desarrollo, instrumentación y evaluación longitudinal de un programa de prevención temprana de VIH/SIDA para adolescentes. El estudio se llevó a cabo en Toluca, México. La intervención consta de un componente de capacitación para docentes quienes replican posteriormente el programa con sus alumnos y alumnas en un ambiente escolarizado. La muestra estuvo constituida por 2,064 adolescentes mujeres y hombres en su mayoría sin experiencia sexual. Se analizaron los resultados del efecto de las variables percursoras de conducta sexual que incluyeron cuatro mediciones comparadas con un grupo control. Después de un año de seguimiento, se encontraron diferencias estadísticamente significativas en todas las variables analizadas al comparar el grupo experimental y el grupo control. No hubo incremento en la incidencia de relaciones sexuales.
A Cervical Cancer Prevention Programme in Rural Mexico: Addressing Women and their Context
Givaudan Martha, Pick Susan, Poortinga H. YPE, Fuertes Carmen & Gold Lauren
(2005). "A cervical cancer prevention program in rural mexico: addressing women and their context". Journal of Community and Applied Social Psychology, 15, pp. 338 -352.
This article reports on the development and administration of a programme in seven rural villages in the Mexican state of Oaxaca to address high rates of cervical cancer. The rationale and strategy are described on which the programme is based. The development and administration of the programme (to 1513 women) is presented, aimed at enabling women to take better care of themselves. Various additional activities that were added in the course of the programme in order to facilitate contextual factors are also described, including community campaigning, programmes with men and the training of health personnel. Effectiveness was evaluated in terms of both process and impact indices, showing high rates of attendance at programme sessions by enrolled women, an increase in knowledge and a substantial increase in the number of preventive diagnostic tests. The final section reflects on both the achievements, and the scope and the limitations of the programme.
Sexual Pleasure as a Key Component of Integral Sexual Health
Pick Susan, Givaudan Martha & Kline Kathryn Flom
(2005). “Sexual pleasure as a key component of sexual health”. Feminism & Psychology, 15(1), pp. 44-49
Latin American politicians, educators, and policy makers are finally recognizing the need of sexuality education. Within the past 10 years, Chile, Colombia, and Mexico have passed laws making sexuality education mandatory. These laws are a response to social and public health crises stemming from sexual behaviour: large numbers of teenage pregnancies, the spread of HIV and AIDS., and high incidence of other sexually transmitted diseases. In Mexico, where patriarchal social norms have traditionally blocked the dissemination of information about sex, negotiation with opposition groups and key authorities at different levels in the education structure has been important for the implementation of sexuality education nationwide.
Identifying Precursors of Safer-Sex Practices in Mexican Adolescents With and Without Sexual Experience:
Givaudan Martha, Van de Vijver Fons J.R. & Poortinga H. Ype
(2005). Identifying Precursors of Safer-Sex Practices in Mexican Adolescents With and Without Sexual Experience: An exploratory model. Journal of applied social psychology, 35(5), 1089-1109.
Theoretical variables were examined for their empirical relevance as precursors of safer-sex behavior in 2,011 Mexican adolescents, most of whom were not sexually experienced. Using structural equation modeling, a good fit was found for a path model with a) partner communication and intention to use condoms as outcome variables; b) self-esteem, self-efficacy, and decision-making as antecedent variables; and c) perceived norms about sexual practices, attitudes toward condom use, and knowledge of HIV as mediating variables. A good fit also was found for slightly elaborated model involving condm use as outcome variable that was fitted in a subsample with 319 adolescents who reported sexual experience. Gender differences are discussed, as well as implications for interventions programs promoting safer-sex behaviors.
Marco conceptual y estrategia para el diseño e instrumentación de programas para el desarrollo: una visión científica, política y psicosocial
Pick Susan & Poortinga H. Ype
(2005). "Marco conceptual y estrategia para el diseño e instrumentación de programas para el desarrollo: una visión científica, política y psicosocial". Revista Latinoamericana de Psicología. 37(3), pp. 445-460.
Existen grandes brechas entre la ciencia y la práctica de las ciencias sociales y del comportamiento por una parte y entre las políticas y los programas de desarrollo por otra. En este artículo se ofrece un marco conceptual en y una estrategia a través de las cuales se puede ayudar a cerrar estos vacíos. El marco conceptual incorpora (i) el contexto económico, educativo, gubernamental y socio cultural, (ii) las demandas de las situaciones concretas y (iii) la persona así como (iv) las relaciones entre estos componentes. La estrategia, tiene cuatro etapas: (i) la identificación de necesidades de la población meta, (ii) el desarrollo, (iii) la prueba de programas, y (iv) su aplicación en gran escala. Como factores centrales incorpora en cada etapa de su desarrollo la diseminación, así como la abogacía o cabildeo, y la evaluación.
Desarrollo y validación del instrumento: "ansiedad en las relaciones interpersonales de adolescentes (ARIA)"
Barrios Salcedo María del Carmen & Pick Susan
(2005). "Desarrollo y validación del instrumento: ansiedad en las relaciones interpersonales de adolescentes (ARIA)". Revista Intercontinental de Psicología y Educación, 7(1), pp. 11-20.
Se llevó a cabo un estudio exploratorio para conocer las causas de ansiedad en adolescentes al afrontar problemas en sus relaciones interpersonales familiares, escolares y sociales. Para ello se recurrió a grupos focales de adolescentes escolarizados de 15 a 18 años. Con base en los resultados de dicho estudio, se diseñó y validó un instrumento para identificar los niveles de ansiedad ante las relaciones interpersonales, el cual quedó conformado por veinte factores. Entre ellos destacan por tener los niveles más altos de ansiedad las relaciones entre padres e hijos y con la pareja y la aceptación de amigos y compañeros. Los resultados se analizaron conforme a género y edad: en el primer caso, en quince de los veinte factores hubo diferencias significativas a nivel estadístico, al contrario que en el segundo, donde la edad no marcó distinción alguna.
A Preventive Program for Substance Abuse in Mexico: Best Practices
Givaudan Martha & Pick Susan
(2004). "A preventive program for substance abuse in Mexico: Best Practice". Prevention Perspective. www.mentorfoundation.org
Global drug abuse has propelled a variety of institutions, ranging from educational and health, government and non-governmental organizations, to design and implement preventive strategies and promote healthy behavior. Successful preventive programs have identified psychosocial skills as fundamental to preventing drug and substance abuse. As part of this collective goal to prevent drug abuse, the program “Yo quiero, yo puedo” [I want to, I can], designed in Mexico with the support of Mentor Foundation, provides self-knowledge, communication, negotiation and problem solving skills, to enable children, teachers and parents to make decisions rejecting drug use. Integral interventions that promote the building of a network of support from school, home and community and integrate life-skills training, specific information about substance abuse prevention and friendly materials can be considered as best practice.
Integrating Intervention Theory and Strategy in Culture-Sensitive Health Promotion Programs
Pick Susan, Poortinga H. Ype & Givaudan Martha
(2003). "Integrating intervention theory and strategy in culture-sensitive health promotion programs". Professional Psychology: Research and Practice, 34(4), pp. 422-429.
One of the tasks of psychology is to promote positive changes in individual health behavior. Interventions to bring about these changes should be directed at skills, knowledge, and beliefs pertinent to specific situations. Maintenance of change is facilitated by a conductive context. A conceptual framework is presented that reflects these concerns. A systematic strategy is also outlined that includes needs analysis, development and piloting of programs, as well as advocacy and dissemination for large scale implementation. A program aimed at enhancing the role of pharmacy sales staff in HIV/AIDS prevention in Mexico is presented to illustrate how the framework and strategy are used.
Sexuality and Life Skills Education, A Multistrategy Intervention in Mexico
Pick Susan, Givaudan Martha & Poortinga H. Ype
(2003). "Sexuality and life skills education: multi strategy interventions in Mexico". American Psychologist, 58 (3), pp. 230-234.
This contribution presents a set of intervention programs in the area of reproductive health, sexuality, and life-skills education that are now widely used in Mexico and with Latin American populations elsewhere. First, the authors briefly indicate how a research-informed approach has been central to the development and implementation of these interventions. Thereafter they describe how the programs were initially designed, taking into consideration the Mexican cultural context and its implications for Mexican adolescents. They also mention subsequent evaluation-based extensions of the programs to reach other target populations, to broaden the range of issues addressed, to promote their dissemination, and to advocate society-wide sexuality and life-skills education.
Functional relationships in the nuclear and extended family: A 16-culture study
Georgas James, Mylonas Kostas, Bafiti Tsabika, Poortinga H. Ype, Christakopoulou Sophia, et al.
(2001). "Functional relationships in the nuclear and extended family: A 16-culture study". International Journal of Psychology, 36 (5), pp. 289-300
This study investigated the relationship between culture, structural aspects of the nuclear and extended family, and functional aspects of the family, that is, emotional distance, social interaction, and communication, as well as geographical proximity. The focus was on the functional aspects of family, defined as members of the nuclear family (mother, father, and their children) and the extended family (grandmother/grandfather, aunt/uncle, cousins). Sixteen cultures participated in this study, with a total nuber of 2587 participants. The first hypothesis, that the patterns of scores, on the psychological measures and the behavioral outcomes are similar across cultures, an indication of cultural universality was supported. The second hypothesis, that functional relations between members of the nuclear family and their kin are mantained in high-affluent and low-affluent cultures, and that differences in functional relationships in high- and low-affluent cultures are a matter of degree, was also supported by the findings. The results suggest that it is less meaningful in cross-cultural family studies to ask questions about the structure of the family, than to ask about the functional relationship between members of the nuclear family and their kin. In looking only at the nuclear family, one focuses only on those residing in the household, but ignores those important members of the extended family who may reside nearby and their significant relationship with the members of the nuclear family.
