{"id":2388,"date":"2013-04-22T16:13:47","date_gmt":"2013-04-22T16:13:47","guid":{"rendered":"https:\/\/antigua.revista.infad.eu\/?page_id=2388"},"modified":"2014-01-20T11:16:22","modified_gmt":"2014-01-20T11:16:22","slug":"no1-volumen-2-indice","status":"publish","type":"page","link":"https:\/\/antigua.revista.infad.eu\/index.php\/publicaciones\/revista-infad-2013\/no1-volumen-2-indice\/","title":{"rendered":"Revista INFAD 2013 – N\u00ba1 – Volumen 2 – \u00cdndice"},"content":{"rendered":"

Psicolog\u00eda positiva: desarrollo y educaci\u00f3n<\/h2>\n

\u00cdndice<\/h3>\n\n\n\n\n\n\n\n\n
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    \n
  1. TRAINING OF STUDENTS WITH THE LIMITED POSSIBILITIES OF HEALTH:EXPERIENCE, PROBLEMS, PROSPECTS<\/a>
    \nAismontas Bronuis Bronevich. pp. 19-30<\/li>\n
  2. SCHOOL TRAINING AS ADDITION TO THE FAMILY INFLUENCE ON THE CHILD
    \n\u0428\u041a\u041e\u041b\u042c\u041d\u041e\u0415 \u0412\u041e\u0421\u041f\u0418\u0422\u0410\u041d\u0418\u0415 \u041a\u0410\u041a \u0414\u041e\u041f\u041e\u041b\u041d\u0415\u041d\u0418\u0415 \u041a \u0421\u0415\u041c\u0415\u0419\u041d\u041e\u041c\u0423\u0412\u041b\u0418\u042f\u041d\u0418\u042e \u041d\u0410 \u0420\u0415\u0411\u0415\u041d\u041a\u0410<\/a>
    \n\u0423\u0440\u0432\u0430\u043d\u0442 \u0422\u0430\u0442\u044c\u044f\u043d\u0430 \u041d\u0438\u043a\u043e\u043b\u0430\u0435\u0432\u043d\u0430. pp. 31-44<\/li>\n
  3. TO THE EXPERIENCE OF THE DIAGNOSTIC FEATURES OF SPIRITUALLY-MORALSPHERE OF THE PERSONALITY
    \n\u041a \u041e\u041f\u044b\u0422\u0423 \u0414\u0418\u0410\u0433\u041d\u041e\u0421\u0422\u0418\u041a\u0418 \u041e\u0421\u041e\u0411\u0415\u041d\u041d\u041e\u0421\u0422\u0415\u0419 \u0414\u0423\u0445\u041e\u0412\u041d\u041e-\u041d\u0420\u0410\u0412\u0421\u0422\u0412\u0415\u041d\u041d\u041e\u0419 \u0421\u0444\u0415\u0420\u044b \u041b\u0418\u0447\u041d\u041e\u0421\u0422\u0418<\/a>
    \n\u0410\u0431\u0434\u0443\u043b\u043b\u0430\u0435\u0432\u0430 \u0418\u043d\u043d\u0430\u0441 \u0414\u0430\u043d\u0438\u043b\u043e\u0432\u043d\u0430. pp. 45-54<\/li>\n
  4. \u041e\u0421\u0412\u041e\u0415\u041d\u0418\u0415 \u041d\u0420\u0410\u0412\u0421\u0422\u0412\u0415\u041d\u041d\u044b\u0445 \u0426\u0415\u041d\u041d\u041e\u0421\u0422\u0415\u0419 \u0421\u041e\u0412\u0420\u0415\u041c\u0415\u041d\u041d\u044b\u041c\u0418\u0428\u041a\u041e\u041b\u042c\u041d\u0418\u041a\u0410\u041c\u0418<\/a> STUDENTS\u2019 MORAL AND VALUES DEVELOPMENT<\/a>
    \n\u0418\u0432\u0430\u043d\u043e\u0432\u0430 \u0433\u0430\u043b\u0438\u043d\u0430 \u041f\u0430\u0432\u043b\u043e\u0432\u043d\u0430. pp. 55-64<\/li>\n
  5. \u0418\u041d\u0422\u0415\u041b\u041b\u0415\u041a\u0422\u0423\u0410\u041b\u042c\u041d\u041e\u0415 \u0420\u0410\u0437\u0412\u0418\u0422\u0418\u0415 \u0420\u0415\u0411\u0415\u041d\u041a\u0410<\/a> CHILD INTELLECTUAL DEVELOPMENT<\/a> \u041a\u0438\u0441\u043b\u043e\u0432 \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0440 \u0412\u0430\u0441\u0438\u043b\u044c\u0435\u0432\u0438\u0447. pp. 65-78<\/li>\n
  6. \u041c\u0423\u0437\u0415\u0419\u041d\u0410\u042f \u041f\u0415\u0414\u0410\u0433\u041e\u0433\u0418\u041a\u0410 \u0414\u0415\u0422\u0421\u041a\u0418\u0445 \u041c\u0423\u0437\u0415\u0415\u0412 \u0437\u0410 \u0420\u0423\u0411\u0415\u0416\u041e\u041c<\/a> MUSEUM PEDAGOGICS OF CHILDREN\u2019S MUSEUMS ABROAD<\/a> \u0433\u0430\u0437\u0435\u0442\u043e\u0432 \u0412\u043b\u0430\u0434\u0438\u043c\u0438\u0440 \u0418\u0432\u0430\u043d\u043e\u0432\u0438\u0447. pp. 79-84<\/li>\n
  7. \u0412\u041b\u0418\u042f\u041d\u0418\u0415 \u041f\u0420\u041e\u0421\u041c\u041e\u0422\u0420\u0410 \u041a\u0418\u041d\u041e\u0444\u0418\u041b\u042c\u041c\u0410 \u041d\u0410 \u041e\u0422\u041d\u041e\u0428\u0415\u041d\u0418\u0415\u0421\u0422\u0410\u0420\u0428\u0415\u041a\u041b\u0410\u0421\u0421\u041d\u0418\u041a\u041e\u0412 \u041a \u041b\u042e\u0414\u042f\u041c<\/a> \u0421 \u041e\u0421\u041e\u0411\u0415\u041d\u041d\u041e\u0421\u0422\u042f\u041c\u0418 \u0444\u0418\u0437\u0418\u0447\u0415\u0421\u041a\u041e\u0433\u041e\u0420\u0410\u0437\u0412\u0418\u0422\u0418\u042f<\/a> THE INFLUENCE OF WATCHING FILMS ON HIGH SCHOOL STUDENT\u2019S ATTITUDE<\/a> TO PEOPLE WITH DIFFERENT PHYSICAL DISABILITIES<\/a> \u041a\u043e\u0436\u0443\u0445\u0430\u0440\u044c \u0433\u0430\u043b\u0438\u043d\u0430 \u0421\u043e\u043a\u0440\u0430\u0442\u043e\u0432\u043d\u0430. pp. 85-96<\/li>\n
  8. \u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u0410\u042f \u0411\u0415\u0437\u041e\u041f\u0410\u0421\u041d\u041e\u0421\u0422\u042c \u041e\u0411\u0420\u0410\u0437\u041e\u0412\u0410\u0422\u0415\u041b\u042c\u041d\u041e\u0419 \u0421\u0420\u0415\u0414\u044b\u0418 \u0420\u0410\u0437\u0412\u0418\u0422\u0418\u0415 \u0422\u041e\u041b\u0415\u0420\u0410\u041d\u0422\u041d\u041e\u0421\u0422\u0418 \u0412 \u0418\u041d\u041a\u041b\u042e\u0437\u0418\u0412\u041d\u041e\u041c \u0414\u041e\u0423<\/a> PSYCHOLOGICALSAFETYOF EDUCATION ENVIRONMENT AND DEVELOPMENT OF TOLERANCE<\/a> IN INCLUSIVE PRESCHOOL STUDENTS<\/a> \u041c\u0438\u0440\u0438\u043c\u0430\u043d\u043e\u0432\u0430 \u041c\u0430\u0440\u0438\u044f \u0421\u0443\u0440\u0435\u043d\u043e\u0432\u043d\u0430. pp. 97-104<\/li>\n
  9. \u041a\u041e\u041c\u041c\u0415\u041d\u0422\u0410\u0420\u0418\u0418 \u041a \u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u041e\u0419 \u041a\u041e\u041d\u0426\u0415\u041f\u0426\u0418\u0418 \u0420\u0410\u0437\u0412\u0418\u0422\u0418\u042f \u041b\u0418\u0447\u041d\u041e\u0421\u0422\u0418 \u0418 \u0414\u0423\u0445\u041e\u0412\u041d\u041e\u0421\u0422\u0418<\/a> \u0412 \u0423\u0447\u0415\u041d\u0418\u0418 \u0421\u0423\u0444\u0418\u0415\u0412<\/a> COMMENTS TO THE PSYCHOLOGICAL CONCEPT OF DEVELOPMENTOF THE PERSON<\/a> AND OF THE SPIRITUALITY IN THE TEACHINGSOF THE SUFIS<\/a> \u0421\u0443\u043d\u043d\u0430\u0442\u043e\u0432\u0430 \u0420\u0430\u043d\u043e \u0418\u0437\u0437\u0430\u0442\u043e\u0432\u043d\u0430. pp. 105-112<\/li>\n
  10. \u041e\u0420\u0433\u0410\u041d\u0418\u0437\u0410\u0426\u0418\u041e\u041d\u041d\u0410\u042f \u041a\u0423\u041b\u042c\u0422\u0423\u0420\u0410 \u0421\u041e\u0412\u0420\u0415\u041c\u0415\u041d\u041d\u041e\u0419 \u0428\u041a\u041e\u041b\u044b \u041a\u0410\u041a \u0423\u0421\u041b\u041e\u0412\u0418\u0415\u0421\u041e\u0426\u0418\u0410\u041b\u0418\u0437\u0410\u0426\u0418\u0418<\/a> \u0420\u0410\u0421\u0422\u0423\u0429\u0415\u0433\u041e \u0447\u0415\u041b\u041e\u0412\u0415\u041a\u0410<\/a> ORGANIZATIONAL CULTURE OF MODERN SCHOOL AS SOCIALIZATION\u2019SCONDITION<\/a> OF THE GROWING HUMAN<\/a> \u0423\u0448\u043d\u0438\u0446\u043a\u0430\u044f \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0440\u0430 \u0415\u0433\u043e\u0440\u043e\u0432\u043d\u0430 . pp. 113-120<\/li>\n
  11. LOS TRASTORNOS GRAVES DE CONDUCTA: VALOR PREDICTIVO DEL CIPEC DENTRO DEL \u00c1MBITO ESCOLAR<\/a> Heriberto Rodr\u00edguez-Mateo \/ Isabel Luj\u00e1n Henr\u00edquez. pp. 121-130<\/li>\n
  12. VIOLENCIA ESCOLAR: RASGOS DEFINITORIOS Y PR\u00c1CTICAS ENCAMINADAS A LA PREVENCI\u00d3N DEL FEN\u00d3MENO<\/a> Juan Miguel Fern\u00e1ndez Campoy \/ Jos\u00e9 Manuel Aguilar Parra \/ Joaqu\u00edn \u00c1lvarez Hern\u00e1ndez \/ Eloy R. P\u00e9rez-Gallardo \/ Dar\u00edo Salguero Garc\u00eda. pp. 131-138<\/li>\n
  13. PROPUESTA DE EVALUACI\u00d3N DEL PROGRAMA DE: JUEGOS PARA ESTIMULAR LAS INTELIGENCIAS M\u00daLTIPLES DE CELSO ANTUNES (2006)<\/a> Dar\u00edo Salguero Garc\u00eda \/ Joaqu\u00edn \u00c1lvarez Hern\u00e1ndez \/ Jos\u00e9 M. Aguilar Parra \/ Juan Miguel Fern\u00e1ndez Campoy \/ Eloy R. P\u00e9rez-Gallardo . pp. 139-146<\/li>\n
  14. INVESTIGACI\u00d3N SOBRE ENVEJECIMIENTO ACTIVO Y OCUPACI\u00d3N COMO FUENTE DE SALUD Y CALIDAD DE VIDA<\/a> Jos\u00e9 Manuel Aguilar Parra \/ Joaqu\u00edn \u00c1lvarez Hern\u00e1ndez \/ Juan Miguel Fern\u00e1ndez Campoy \/ Dar\u00edo Salguero Garc\u00eda \/ Eloy R. P\u00e9rez-Gallardo. pp. 147-154<\/li>\n
  15. EXPECTATIVAS DE ESTUDIANTES DE EDUCACI\u00d3N SUPERIOR SEG\u00daN NACIONALIDAD Y G\u00c9NERO<\/a> Sonia Alfonso Gil \/ \u00c1ngeles Conde Rodr\u00edguez \/ Mar Garc\u00eda-Se\u00f1or\u00e1n \/ Fernando Tellado Gonz\u00e1lez \/ Manuel Dea\u00f1o Dea\u00f1o. pp. 155-166<\/li>\n
  16. EMOCIONES ANTE LAS CIENCIAS Y SUS POSIBLES CAUSAS. ESTUDIO REALIZADO A LOS FUTUROS PROFESORES DE CIENCIAS DE SECUNDARIA><\/a> Ana Belen Borrachero Cortes \/ Rosa G\u00f3mez del Amo \/ M\u00aa Luisa Bermejo Garc\u00eda. pp. 167-178<\/li>\n
  17. EL ESTR\u00c9S ANTE LOS EX\u00c1MENES EN LOS ESTUDIANTES UNIVERSITARIOS. PROPUESTA DE INTERVENCI\u00d3N<\/a> Joaqu\u00edn \u00c1lvarez Hern\u00e1ndez \/ Jos\u00e9 M. Aguilar Parra \/ Juan Miguel Fern\u00e1ndez Campoy \/ Dar\u00edo Salguero Garc\u00eda \/ Eloy R. P\u00e9rez-Gallardo. pp. 179-188<\/li>\n
  18. EL DI\u00c1LOGO COMO INSTRUMENTO PARA LA RESOLUCI\u00d3N DE CONFLICTOS EN ESCOLARESDE EDUCACI\u00d3N SECUNDARIA><\/a> Eloy R. P\u00e9rez-Gallardo \/ Joaqu\u00edn \u00c1lvarez Hern\u00e1ndez \/ Jos\u00e9 M. Aguilar Parra \/ Juan Miguel Fern\u00e1ndez Campo \/ Dar\u00edo Salguero Garc\u00eda. pp. 189-194<\/li>\n
  19. PSYCHOLOGICAL CONDITIONS OF CONTINUING EDUCATION FROM SCHOOL TO UNIVERSITY<\/a> Elena V. Leonova. pp. 195-202<\/li>\n
  20. PSYCHOLOGICAL IMPACT OF DISTANCE EDUCATIONTECHNOLOGIES IN STUDENTS\u2019 PERSONAL DEVELOPMENT<\/a> Uddin Md. Akther. pp. 203-212<\/li>\n
  21. AUTORREGULACI\u00d3N, METAS Y ATRIBUCIONES CAUSALES EN ESTUDIANTES DE PEDAGOG\u00cdA<\/a> Ma Victoria P\u00e9rez Villalobos \/ Alejandro D\u00edaz Mujica. pp. 213-218<\/li>\n
  22. \u041f\u0420\u041e\u0411\u041b\u0415\u041c\u0410 \u041f\u0420\u041e\u0444\u0415\u0421\u0421\u0418\u041e\u041d\u0410\u041b\u042c\u041d\u041e-\u041b\u0418\u0447\u041d\u041e\u0421\u0422\u041d\u041e\u0433\u041e \u0421\u0410\u041c\u041e\u041e\u041f\u0420\u0415\u0414\u0415\u041b\u0415\u041d\u0418\u042f\u041f\u041e\u0414\u0420\u041e\u0421\u0422\u041a\u041e\u0412 \u0418\u0437 \u0421\u0415\u041c\u0415\u0419-\u041c\u0418\u0433\u0420\u0410\u041d\u0422\u041e\u0412 PROBLEMS OF PROFESSIONAL-PERSONAL SELF-DETERMINATIONOF ADOLESCENTS FROM MIGRANT FAMILIES><\/a> \u041a\u043e\u0432\u0430\u043b\u0435\u0432\u0430 \u041d\u0430\u0442\u0430\u043b\u044c\u044f \u0418\u0432\u0430\u043d\u043e\u0432\u043d\u0430. pp.219-222<\/li>\n
  23. \u0418\u0421\u041f\u041e\u041b\u042c\u0437\u041e\u0412\u0410\u041d\u0418\u0415 \u041f\u0420\u0418\u041d\u0426\u0418\u041f\u041e\u0412 \u0421\u0418\u041c\u041c\u0415\u0422\u0420\u0418\u0418 \u0412 \u0414\u0418\u0410\u0433\u041d\u041e\u0421\u0422\u0418\u041a\u0415\u041c\u0415\u0422\u0410\u041f\u0420\u0415\u0414\u041c\u0415\u0422\u041d\u041e\u0419<\/a> \u041a\u041e\u041c\u041f\u0415\u0422\u0415\u041d\u0422\u041d\u041e\u0421\u0422\u0418 \u0423\u0447\u0410\u0429\u0418\u0445\u0421\u042f<\/a> THE USE OF SIMMETRY PRINCIPLES IN STUDENTS\u2019 METASUBJECT COMPETENCE DIAGNOSTICS<\/a> \u0433\u0443\u0440\u0443\u0436\u0430\u043f\u043e\u0432 \u0412\u0438\u043a\u0442\u043e\u0440 \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0440\u043e\u0432\u0438\u0447. pp. 223-228<\/li>\n
  24. STUDENTS\u2019 DEVELOPMENT IN DIFFERENT EDUCATIONAL SYSTEMS<\/a> Shadrikov Vladimir D. \/ Kuznetsova Maria D. pp. 229-234<\/li>\n
  25. TERAPIAS CORPORALES: ESTUDIO DE CASO EN EL PROGRAMA INTERUNIVERSITARIO<\/a> DE LA EXPERIENCIA DE LA UNIVERSIDAD DE BURGOS<\/a> Alfredo Jim\u00e9nez Eguiz\u00e1bal \/ Carmen Palmero C\u00e1mara \/ M. Isabel Luis Rico. pp. 235-246<\/li>\n
  26. ARTE Y MAYORES: PROPUESTA PARA UN ENVEJECIMIENTO ACTIVO<\/a> Zacarias Calzado Almod\u00f3var \/ M\u00aa Isabel Ruiz Fern\u00e1ndez \/ Rodrigo Espada Belmonte \/ Mar\u00eda Gordillo Gordillo . 247-258<\/li>\n
  27. LAS PERSONAS MAYORES, SALUD, DEPENDENCIA Y ACTIVIDADES<\/a> M. Isabel Garc\u00eda Alonso \/ Fernando Lara Ortega. pp. 259-270<\/li>\n
  28. ENVEJECIMIENTO Y POBREZA: VINCULACIONES Y SOLUCIONES PROPUESTAS<\/a> Luis MeleroMarcos \/ Alejandra Melero Ventola \/ Juan Donoso Valdivieso Pastor \/ Eduardo Montes Velasco. pp. 271-286<\/li>\n
  29. APOYO DE LA FAMILIA EN EL TR\u00c1NSITO A LA JUBILACI\u00d3N<\/a> Isabel Luj\u00e1n Henr\u00edquez \/ Estefan\u00eda Gonz\u00e1lez Cintado. pp. 287-296<\/li>\n
  30. ESTADO NUTRICIONAL DE ANCIANOS CON DETERIORO COGNITIVO<\/a> A. Dosil \/ C. Dosil \/ C. Leal \/ S. Neto. pp. 297-310<\/li>\n
  31. \u201cEMPOWERING MARGINALIZED ELDERS\u201d: PROYECTO GRUNDTVIG<\/a> David Padilla-G\u00f3ngora \/ Victor Santiuste Bermejo \/ M\u00aa Isabel Ruiz Fern\u00e1ndez. pp. 311-316<\/li>\n
  32. ENVEJECIMIENTO Y FUNCIONES COGNITIVAS: LAS P\u00c9RDIDAS DE MEMORIA Y LOS OLVIDOS FRECUENTES<\/a> Antonio Mesonero Valhondo \/ Javier Fombona Cadavieco. pp. 317-326<\/li>\n
  33. \u0412\u041e\u0437\u041c\u041e\u0416\u041d\u041e\u0421\u0422\u0418 \u041f\u0415\u0414\u0410\u0433\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u041e\u0433\u041e \u0412\u0423\u0437\u0410 \u0412 \u041f\u041e\u0414\u0433\u041e\u0422\u041e\u0412\u041a\u0415 \u0421\u041f\u0415\u0426\u0418\u0410\u041b\u0418\u0421\u0422\u041e\u0412 \u041f\u041e<\/a> \u0421\u041e\u0426\u0418\u0410\u041b\u042c\u041d\u041e-\u041a\u0423\u041b\u042c\u0422\u0423\u0420\u041d\u041e\u0419 \u0414\u0415\u042f\u0422\u0415\u041b\u042c\u041d\u041e\u0421\u0422\u0418 \u0421 \u041f\u041e\u0416\u0418\u041b\u044b\u041c\u0418 \u041b\u042e\u0414\u042c\u041c\u0418<\/a> OPPORTUNITIES OF PEDAGOGICAL UNIVERSITY IN TRAINING SPECIALISTS ON<\/a> SOCIAL AND CULTURAL ACTIVITIES WITH THE ELDERLY<\/a> \u0433\u0430\u043b\u0430\u0433\u0443\u0437\u043e\u0432\u0430 \u041c\u0438\u043d\u043d\u0435\u043d\u0443\u0440 \u0410\u0445\u043c\u0435\u0442\u0445\u0430\u043d\u043e\u0432\u043d\u0430 \/ \u041f\u043b\u0435\u0445\u0430\u043d\u043e\u0432\u0430 \u041e\u043b\u044c\u0433\u0430 \u0415\u0432\u0433\u0435\u043d\u044c\u0435\u0432\u043d\u0430. pp. 327-332<\/li>\n
  34. \u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u0418\u0415 \u0410\u0421\u041f\u0415\u041a\u0422\u044b \u0421\u041e\u0445\u0420\u0410\u041d\u0415\u041d\u0418\u042f \u0437\u0414\u041e\u0420\u041e\u0412\u042c\u042f\u041c\u0415\u041d\u0415\u0414\u0416\u0415\u0420\u041e\u0412 \u041d\u0410 \u042d\u0422\u0410\u041f\u0415 \u00ab\u0412\u044b\u0445\u041e\u0414\u0410\u00bb \u0418\u0437 \u041f\u0420\u041e\u0444\u0415\u0421\u0421\u0418\u0418<\/a> PSYCHOLOGICAL ASPECTS OF PRESERVATION OF HEALTH OFMANAGERS AT THE \u201cEXIT\u201d STAGE FROM THE PROFESSION<\/a> \u0428\u0438\u043d\u0433\u0430\u0435\u0432 \u0421\u0435\u0440\u0433\u0435\u0439 \u041c\u0438\u0445\u0430\u0439\u043b\u043e\u0432\u0438\u0447. pp. 333-340<\/li>\n
  35. AUTOEFICACIA, ENFOQUE DE APRENDIZAJE PROFUNDO Y ESTRATEGIAS DE APRENDIZAJE<\/a> Alejandro D\u00edaz Mujica \/ Ma Victoria P\u00e9rez Villalobos. pp. 341-346<\/li>\n
  36. GESTI\u00d3N DE LA CALIDAD EN LOS PROGRAMAS UNIVERSITARIOS DE PERSONAS MAYORES.<\/a> IMPLICACIONES PARA EL ALUMNADO<\/a> Alfredo JIM\u00c9NEZ EGUIZ\u00c1BAL \/ Carmen PALMERO C\u00c1MARA \/ M. Isabel LUIS RICO. pp. 347-354<\/li>\n
  37. EL HUMOR DE DIOS<\/a> Nazario Yuste Rossel \/ M\u00aa Isabel Ruiz Fern\u00e1ndez. pp. 355-362<\/li>\n
  38. EMOCIONES DEL PROFESOR DE MATEM\u00c1TICAS EN LA RELACI\u00d3N CON LOS ALUMNOS Y SUS FAMILIAS<\/a> Rosa G\u00f3mez del Amo \/ Ana Bel\u00e9n Borrachero Cort\u00e9s. pp. 363-372<\/li>\n
  39. LA PRINCIPESSA DEGLI SPECCHITECNICA PSICOANIMATORIA GRAFICO-PROIETTIVA<\/a> Maria Rita Parsi. pp. 373-382<\/li>\n
  40. ROADS TO POSITIVE SELF-DEVELOPMENT: STYLES OF COPING THAT PREDICT WELL-BEING<\/a> Mariana Portocarrero Maia de Carvalho \/ Maria da Luz Bernardes Rodrigues Vale-Dias. pp. 383-392<\/li>\n
  41. INTELLIGENZA EMOTIVA E AUTOEFFICACIA IN UN GRUPPO DI INSEGNANTI<\/a> Elisa Marino \/ Luca Roll\u00e8 \/ Eva Gerino \/ Piera Brustia. pp. 393<\/li>\n
  42. ESTUDIO SOBRE VARIABLES EMOCIONALES EN ESTUDIANTES DEL \u00c1MBITO DE CIENCIAS DE LA SALUD<\/a> Mercedes G\u00f3mez Acu\u00f1as \/ Susana S\u00e1nchez Herrera \/ Mar\u00eda Gordillo Gordillo \/ Marta Gordillo Hern\u00e1ndez. pp. 401-412<\/li>\n
  43. ESTUDIO DE PARTES DE DISCIPLINA DURANTE UN CURSO ESCOLAR EN EL I.E.S \u201cSAN ROQUE\u201d (BADAJOZ)<\/a> Mar\u00eda Dolores Gordillo Gordillo \/ Mar\u00eda Jos\u00e9 Navarro Monta\u00f1o \/ Mar\u00eda Jos\u00e9 Gordillo Monta\u00f1o \/ Teresa Gordillo Solanes \/ Antonia Navarro Monta\u00f1o. pp. 413-420<\/li>\n
  44. FELICIDADE: AMOR E ARTE<\/a> Sofia Nobre \/ Sandra Reis \/ Florencio Vicente Castro \/ Maria Lapa Esteves. pp. 421-430<\/li>\n
  45. \u0444\u041e\u0420\u041c\u0418\u0420\u041e\u0412\u0410\u041d\u0418\u0415 \u041f\u041e\u0437\u0418\u0422\u0418\u0412\u041d\u041e\u0433\u041e \u041c\u044b\u0428\u041b\u0415\u041d\u0418\u042f<\/a> CREATING POSITIVE THINKING<\/a> \u041a\u0443\u0437\u044c\u043c\u0438\u043d\u0430 \u0415\u043b\u0435\u043d\u0430 \u0418\u0432\u0430\u043d\u043e\u0432\u043d\u0430. pp. 431-434<\/li>\n
  46. \u0421\u0410\u041d\u041e\u0433\u0415\u041d\u041d\u0410\u042f \u0420\u0415\u0444\u041b\u0415\u041a\u0421\u0418\u042f \u0437\u041d\u0410\u0447\u0418\u041c\u044b\u0445 \u0412\u0437\u0420\u041e\u0421\u041b\u044b\u0445 \u041a\u0410\u041a \u0444\u0410\u041a\u0422\u041e\u0420\u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u041e\u0433\u041e \u0411\u041b\u0410\u0433\u041e\u041f\u041e\u041b\u0423\u0447\u0418\u042f \u0420\u0415\u0411\u0415\u041d\u041a\u0410 SANOGENNYKH (SANOGENIC, HEALTHYGENIC) REFLECTION OF SIGNIFICANTADULTS AS FACTOR OF PSYCHOLOGICAL WELLBEING OF THE CHILD><\/a> \u0421\u043c\u043e\u043b\u0435\u0432\u0430 \u0422\u0430\u0442\u044c\u044f\u043d\u0430 \u041e\u043a\u0442\u044f\u0431\u0440\u0438\u043d\u043e\u0432\u043d\u0430. pp. 435-446<\/li>\n
  47. \u041f\u0420\u041e\u0411\u041b\u0415\u041c\u0410 \u0444\u041e\u0420\u041c\u0418\u0420\u041e\u0412\u0410\u041d\u0418\u042f \u041f\u041e\u0437\u0418\u0422\u0418\u0412\u041d\u041e\u0433\u041e \u0421\u0415\u041c\u0415\u0419\u041d\u041e\u0433\u041e\u0421\u0426\u0415\u041d\u0410\u0420\u0418\u042f \u0423 \u0421\u041e\u0412\u0420\u0415\u041c\u0415\u041d\u041d\u041e\u0419 \u041c\u041e\u041b\u041e\u0414\u0415\u0416\u0418<\/a> PROBLEM OF FORMING POSITIVE FAMILYSCENARIO AMONG TODEY\u2019S YOUTH<\/a> \u0410\u043b\u043b\u044f\u043c\u043e\u0432\u0430 \u0410\u043b\u0441\u0443 \u0410\u0431\u0434\u0443\u043b\u0431\u0430\u0440\u0438\u0435\u0432\u043d\u0430. pp. 447-452<\/li>\n
  48. \u041e\u0421\u041d\u041e\u0412\u041d\u044b\u0415 \u041f\u0420\u0418\u041d\u0426\u0418\u041f\u044b \u0422\u0415\u041e\u0420\u0418\u0418 \u0418 \u041f\u0420\u0410\u041a\u0422\u0418\u041a\u0418 \u0421\u0410\u041d\u041e\u0433\u0415\u041d\u041d\u041e\u0433\u041e\u041c\u044b\u0428\u041b\u0415\u041d\u0418\u042f<\/a> THE BASIC PRINCIPLES OF THE THEORY AND PRACTICEOFSANOGENIC(HEALTHYGENIC)THINKING<\/a> \u041c\u043e\u0440\u043e\u0437\u044e\u043a \u0421\u0432\u0435\u0442\u043b\u0430\u043d\u0430 \u041d\u0438\u043a\u043e\u043b\u0430\u0435\u0432\u043d\u0430. pp. 453-458<\/li>\n
  49. \u0421\u041e\u0426\u0418\u0410\u041b\u042c\u041d\u041e-\u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u0418\u0415 \u041e\u0421\u041e\u0411\u0415\u041d\u041d\u041e\u0421\u0422\u0418\u041f\u0420\u041e\u0444\u0415\u0421\u0421\u0418\u041e\u041d\u0410\u041b\u042c\u041d\u041e\u0433\u041e \u0421\u0422\u0410\u041d\u041e\u0412\u041b\u0415\u041d\u0418\u042f \u0421\u041e\u0422\u0420\u0423\u0414\u041d\u0418\u041a\u041e\u0412 \u041e\u0412\u0414<\/a> SOCIO-PSYCHOLOGICAL FEATURES OF PROFESSIONAL DEVELOPMENT OFINTERNAL POLICE OFFICERS<\/a> \u041d\u0443\u0440\u044b\u043c\u0431\u0435\u0442\u043e\u0432\u0430 \u042d\u043b\u044c\u043c\u0438\u0440\u0430 \u0416\u0443\u043c\u0430\u043c\u0443\u0440\u0430\u0442\u043e\u0432\u043d\u0430. pp. 459-468<\/li>\n
  50. \u0421\u0423\u0429\u041d\u041e\u0421\u0422\u042c \u0418 \u0421\u0422\u0420\u0423\u041a\u0422\u0423\u0420\u0410 \u0421\u0410\u041d\u041e\u0433\u0415\u041d\u041d\u041e\u0433\u041e \u041f\u041e\u0412\u0415\u0414\u0415\u041d\u0418\u042f \u0421 \u041f\u041e\u0437\u0418\u0426\u0418\u0418 \u041e\u041d\u0422\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u041e\u0433\u041e \u041f\u041e\u0414\u0445\u041e\u0414\u0410 \u041a \u041e\u0411\u0423\u0447\u0415\u041d\u0418\u042e THE ESSENCE AND THE STRUCTURE OF BEHAVIOR SANOGENNYKHFROM THE POSITION OF THE ONTOLOGICAL APPROACH TO LEARNING><\/a> \u0421\u043f\u0438\u0432\u0430\u043a \u0418\u0433\u043e\u0440\u044c \u041c\u0430\u0440\u0430\u0442\u043e\u0432\u0438\u0447. pp. 469-482<\/li>\n
  51. PSICOLOG\u00cdA Y ACTUALIDAD: NUEVAS PROPUESTAS. PSICOLOG\u00cdA INFO-VECTORIAL<\/a> Elena Van Povedskaya. pp. 483-492<\/li>\n
  52. CRECER CON LA P\u00c9RDIDA: EL DUELO EN LA INFANCIA Y ADOLESCENCIA<\/a> Elena Guill\u00e9n Guill\u00e9n \/ M\u00aa Jos\u00e9 Gordillo Monta\u00f1o \/ M\u00aa Dolores Gordillo Gordillo \/ Isabel Ruiz Fern\u00e1ndez \/ Teresa Gordillo Solanes. pp. 493-498<\/li>\n
  53. \u00bfDEPRESI\u00d3N O EVOLUCI\u00d3N?: REVISI\u00d3N HIST\u00d3RICA Y FENOMENOL\u00d3GICA DEL CONCEPTOAPLICADO A LA INFANCIA Y ADOLESCENCIA<\/a> Elena Guill\u00e9n Guill\u00e9n \/ M\u00aa Jos\u00e9 Gordillo Monta\u00f1o \/ Isabel Ruiz Fern\u00e1ndez \/ M\u00aa Dolores Gordillo Gordillo \/ Teresa Gordillo Solanes. pp. 499-506<\/li>\n
  54. EL ALMA DE UNA SOCIEDAD: TRATAMIENTO INTEGRAL EN LA INFANCIA-ADOLESCENCIA<\/a> Mar\u00eda Jos\u00e9 Gordillo Monta\u00f1o \/ Elena Guill\u00e9n Guill\u00e9n \/ Mar\u00eda Dolores Gordillo Gordillo \/ Mar\u00eda Isabel Ruiz Fern\u00e1ndez \/ Teresa Gordillo Solanes. pp. 507-512<\/li>\n
  55. LA EVALAUCI\u00d3N DE CENTROS Y SERVICIOS DE PRIMERA INFANCIA EN UN MUNDO DE CAMBIO<\/a> Esther Secanilla Campo. pp. 513-518<\/li>\n
  56. LA RUPTURA DEL EQUILIBRIO<\/a> Mar\u00eda Jos\u00e9 Gordillo Monta\u00f1o \/ Elena Guill\u00e9n Guill\u00e9n \/ Mar\u00eda Isabel Ruiz Fern\u00e1ndez \/ Mar\u00eda Dolores Gordillo Gordillo \/ Teresa Gordillo Solanes. pp. 519-524<\/li>\n
  57. SOCIAL REPRESENTATIONS AND ATTITUDES TOWARDS CLONING: PROPOSAL OF AN EMPIRICAL STUDY<\/a> Lisete dos Santos Mendes M\u00f3nico. pp. 525-534<\/li>\n
  58. WORKAHOLISM AND PSYCHOLOGICAL CAPITAL: REPERCUSSIONS ON WORKPLACE SPIRITUALITY<\/a> Luanda Pedreira \/ Lisete M\u00f3nico. pp. 535-544<\/li>\n
  59. THE RELATION BETWEEN EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL CAPITAL OF EMPLOYEES<\/a> Nathalia Mell\u00e3o \/ Lisete dos Santos Mendes M\u00f3nico. pp. 545-550<\/li>\n
  60. EMOTIONAL INTELLIGENCE AND THE PROTECTION OF ORGANIZATIONAL STRESS<\/a> Hugo Manuel de Oliveira Lucas \/ Lisete dos Santos Mendes M\u00f3nico. pp. 551-560<\/li>\n
  61. CAT\u00c1RTESE: DESENHO DE UMA T\u00c9CNICA TERAP\u00caUTICA<\/a> Sofia Nobre \/ Florencio Vicente Castro \/ Maria Lapa Esteve. pp. 561-568<\/li>\n
  62. ESTUDO EXPLORAT\u00d3RIO EM DESENVOLVIMENTOA RESILIENCIA E SATISFA\u00c7\u00c3O COM A VIDA NA ADVERSIDADE: AS CATECOLAMINAS DO NOVO PARADIGMA<\/a> Maria Lapa Esteves \/ Florencio Vicente Castro \/ Sofia Nobre. pp. 569-580<\/li>\n
  63. CONTRATO PSICOL\u00d3GICO EM TEMPO DE GOVERNA\u00c7\u00c3O AUSTERA<\/a> Isabel Maria Para\u00edso Faria Lopes \/ Florencio Vicente Castro. pp. 581-592<\/li>\n
  64. CAMBIO DE VALORES DE LA PERSONA EN EL PROCESO DE ADAPTACI\u00d3N INTERCULTURAL<\/a> O. V. Maslova \/ J.M.Tapia L\u00f3pez. pp. 593-596<\/li>\n
  65. INVESTIGATION OF ATTITUDES TOWARD GAMBLING WITH IMPLICITASSOCIATION TEST AND SELF-REPORTED MEASURES><\/a> Plotka Irina \/ Igonin Dmitry \/ Blumenau Nina \/ Simane Laura \/ Lutikova Natalja \/ Morozova Margarita. pp. 597-610<\/li>\n
  66. \u0418\u0421\u0421\u041b\u0415\u0414\u041e\u0412\u0410\u041d\u0418\u042f \u041c\u0418\u0437\u041e\u0433\u0418\u041d\u041d\u044b\u0445 \u0423\u0421\u0422\u0410\u041d\u041e\u0412\u041e\u041a \u0412 \u0421\u0415\u041c\u042c\u0415 \u0418 \u0412 \u041e\u0411\u0429\u0415\u0421\u0422\u0412\u0415<\/a> REVIEW OF RESEARCHES ABOUT MISOGYNY IN A FAMILY AND SOCIETY<\/a> \u041c\u043e\u0445\u043e\u0432\u0430 \u0421\u0432\u0435\u0442\u043b\u0430\u043d\u0430 \u0411\u043e\u0440\u0438\u0441\u043e\u0432\u043d\u0430. pp. 611-618<\/li>\n
  67. \u0421\u0422\u0420\u0410\u0422\u0415\u0433\u0418\u0418 \u041f\u0420\u0415\u041e\u0414\u041e\u041b\u0415\u041d\u0418\u042f \u0421\u0422\u0420\u0415\u0421\u0421\u041e\u0412 \u0421\u041e\u0426\u0418\u0410\u041b\u042c\u041d\u044b\u0445 \u0418\u0437\u041c\u0415\u041d\u0415\u041d\u0418\u0419\u0411\u0415\u041b\u041e\u0420\u0423\u0421\u0410\u041c\u0418 \u0418 \u0420\u041e\u0421\u0421\u0418\u042f\u041d\u0410\u041c\u0418<\/a> THE OVERCOMING STRESS STRATEGIES OF SOCIALCHANGES BY BELARUSIANS AND RUSSIANS<\/a> \u041e\u0434\u0438\u043d\u0446\u043e\u0432\u0430 \u041c\u0430\u0440\u0438\u044f \u0410\u043d\u0442\u043e\u043d\u043e\u0432\u043d\u0430 \/ \u0421\u0435\u043c\u0435\u043d\u043e\u0432\u0430 \u0415\u043b\u0435\u043d\u0430 \u041c\u0438\u0445\u0430\u0439\u043b\u043e\u0432\u043d\u0430. pp. 619-626<\/li>\n
  68. \u041a \u041e\u041f\u044b\u0422\u0423 \u0418\u0437\u0423\u0447\u0415\u041d\u0418\u042f \u042d\u041c\u041e\u0426\u0418\u041e\u041d\u0410\u041b\u042c\u041d\u041e\u0419 \u041a\u041e\u041c\u041f\u0415\u0422\u0415\u041d\u0422\u041d\u041e\u0421\u0422\u0418 \u0412 \u042d\u041a\u0421\u0422\u0420\u0415\u041c\u0410\u041b\u042c\u041d\u044b\u0445 \u0423\u0421\u041b\u041e\u0412\u0418\u042f\u0445<\/a> TO THE EXPERIENCE OF STUDING OF EMOTIONAL COMPETENCEIN EXTREME CONDITIONS<\/a> \u0410\u0431\u0434\u0443\u043b\u043b\u0430\u0435\u0432 \u041a\u0443\u0434\u0440\u0430\u0442\u0443\u043b\u043b\u0430 \u041c\u0438\u0440\u0437\u0430\u0442\u0443\u043b\u043b\u0430\u0435\u0432\u0438\u0447. pp. 627-636<\/li>\n
  69. \u041c\u0415\u0416\u0414\u0418\u0421\u0426\u0418\u041f\u041b\u0418\u041d\u0410\u0420\u041d\u044b\u0415 \u0410\u0421\u041f\u0415\u041a\u0422\u044b \u0418\u041d\u0414\u0418\u0412\u0418\u0414\u0423\u0410\u041b\u042c\u041d\u041e-\u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u0418\u0445 \u0418\u0421\u0421\u041b\u0415\u0414\u041e\u0412\u0410\u041d\u0418\u0419<\/a> INTERDISCIPLINARY ASPECTS OFINDIVIDUAL PSYCHOLOGICALRESEARCH<\/a> \u0447\u0435\u0440\u043a\u0430\u0441\u043e\u0432\u0430 (\u0410\u043f\u0435\u043d\u043e\u043a) \u0420\u0430\u0438\u0441\u0430 \u0421\u0435\u0440\u0433\u0435\u0435\u0432\u043d\u0430. pp. 637-644<\/li>\n
  70. \u0418\u0421\u0422\u041e\u0420\u0418\u0447\u0415\u0421\u041a\u0410\u042f \u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u042f \u0418 \u0418\u0421\u0422\u041e\u0420\u0418\u042f \u0418\u0421\u0422\u041e\u0420\u0418\u0447\u0415\u0421\u041a\u041e\u0419 \u041d\u0410\u0423\u041a\u0418:\u041f\u0420\u041e\u0411\u041b\u0415\u041c\u044b<\/a> \u041c\u0415\u0416\u0414\u0418\u0421\u0426\u0418\u041f\u041b\u0418\u041d\u0410\u0420\u041d\u041e\u0433\u041e \u0412\u0437\u0410\u0418\u041c\u041e\u0414\u0415\u0419\u0421\u0422\u0412\u0418\u042f \u041d\u0410 \u0421\u041e\u0412\u0420\u0415\u041c\u0415\u041d\u041d\u041e\u041c \u042d\u0422\u0410\u041f\u0415<\/a> HISTORICAL PSYCHOLOGY AND THE HISTORY OF HISTORICAL SCIENCE: PROBLEMS OF INTERDISCIPLINARY INTERACTIONAT THE MODERN STAGE<\/a> \u041c\u043e\u0445\u043d\u0430\u0447\u0435\u0432\u0430 \u041c\u0430\u0440\u0438\u043d\u0430 \u041f\u0435\u0442\u0440\u043e\u0432\u043d\u0430. pp. 645-652<\/li>\n
  71. \u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u0418\u0415 \u041e\u0421\u041e\u0411\u0415\u041d\u041d\u041e\u0421\u0422\u0418 \u041c\u0410\u041d\u0418\u041f\u0423\u041b\u042f\u0422\u0418\u0412\u041d\u041e\u0433\u041e\u0412\u041e\u0437\u0414\u0415\u0419\u0421\u0422\u0412\u0418\u042f \u0412 \u0414\u0415\u0421\u0422\u0420\u0423\u041a\u0422\u0418\u0412\u041d\u044b\u0445 \u041a\u0423\u041b\u042c\u0422\u041e\u0412\u044b\u0445 \u041e\u0420\u0433\u0410\u041d\u0418\u0437\u0410\u0426\u0418\u042f\u0445 (\u041d\u0410 \u041f\u0420\u0418\u041c\u0415\u0420\u0415 \u041c\u041e\u041b\u041e\u0414\u0415\u0416\u041d\u044b\u0445 \u0433\u0420\u0423\u041f\u041f)<\/a> PSYCHOLOGICAL FEATURES OFMANIPULATIVE INFLUENCEIN A DESTRUCTIVECULT ORGANIZATIONS(ON THEEXAMPLEOF THE YOUTH GROUP)<\/a> \u041c\u0443\u0441\u0442\u0430\u0444\u0430\u0435\u0432\u0430 \u0428\u0438\u0440\u0438\u043d\u043e\u0439 \u0444\u0430\u0440\u0445\u043e\u0434\u0436\u043e\u043d\u043e\u0432\u043d\u0430. pp. 653-660<\/li>\n
  72. \u0421\u0418\u0421\u0422\u0415\u041c\u041d\u041e-\u0412\u0415\u041a\u0422\u041e\u0420\u041d\u044b\u0419 \u041f\u041e\u0414\u0445\u041e\u0414 \u041a \u0418\u0437\u0423\u0447\u0415\u041d\u0418\u042e \u041f\u0420\u0418\u041d\u0426\u0418\u041f\u041e\u0412 \u0418 \u0437\u0410\u041a\u041e\u041d\u041e\u0412 \u0421\u0422\u0420\u041e\u0415\u041d\u0418\u042f \u0418 \u0420\u0410\u0437\u0412\u0418\u0422\u0418\u042f \u0421\u0418\u0421\u0422\u0415\u041c<\/a> SYSTEMIC-VECTOR APPROACH OF ANALYZING PRINCIPLES AND LAWS OF SYSTEMS STRUCTURES AND DEVELOPMENT<\/a> \u042e\u043d\u0435\u0432 \u0412\u044f\u0447\u0435\u0441\u043b\u0430\u0432 \u0410\u043d\u0434\u0440\u0435\u0435\u0432\u0438\u0447. pp. 661-672<\/li>\n
  73. DECIS\u00c4O NO PARTO POR CESARIANA: ESTUDO QUALITATIVO EXPLORAT\u0423RIO<\/a> Maria da Luz Ferreira Barros \/ Vitor Franco. pp. 673-680<\/li>\n
  74. LAS REDES EDUCATIVAS DE CENTROS ESCOLARES:PLATAFORMAS PARA LA MEJORA EDUCATIVA<\/a> Mar\u043da Jos\u0439 Navarro Monta\u0441o \/ Elena Hern\u00e1ndez de la Torre \/ Rosario Ord\u00f3\u00f1ez Sierra \/ Antonia L\u00f3pez Mart\u00ednez. pp. 681-688<\/li>\n
  75. CONOCIMIENTO DIFERENCIAL QUE TIENEN LOS J\u0423VENES ESPA\u0421OLES SOBRE LA WEB 2.0<\/a> Judit Garc\u00eda Mart\u00edn \/ Jes\u00fass Nicasio Garc\u00eda S\u00e1nchez. pp. 689-694<\/li>\n
  76. DIFICULTADES EN EL AN\u00c1LISIS AUTOM\u00c1TICO DE TEXTOS ESCRITOS<\/a> H\u00e9ctor D\u00edez Caso \/ Jes\u00fas-Nicasio Garc\u00eda-S\u00e1nchez. pp. 695-702<\/li>\n
  77. ILUSTRACI\u00d3N DEL USO DE LA PLATAFORMA MOODLE COMO PORTFOLIO VIRTUAL Y SEGUIMIENTO EN EL PROCESO DE INSTRUCCI\u00d3N<\/a> Deilis I Pacheco \/ Jes\u00fas Nicasio Garc\u00eda. pp. 703-710<\/li>\n
  78. LA WEB 2.0 Y EL APRENDIZAJE COLABORATIVO EN LA EDUCACI\u0423N PORTUGUESA<\/a> Judit Garc\u00eda Mart\u00edn \/ Jes\u00fas Nicasio S\u00e1nchez. pp. 711-720<\/li>\n
  79. POSIBILIDADES DE LA WEB PARA EL DESPLIEGUE DEINTERVENCIONES INTEGRALES CON PERSONAS MAYORES<\/a> Cristina D\u00edaz Prieto \/ Jes\u00fas Nicasio S\u00e1nchez. pp. 721-728<\/li>\n
  80. VINCULA\u0417\u0413O M\u0413E BEB\u0419<\/a> Paula Almeida e Silva \/ Maria Lapa Esteves \/ Florencio Vicente Castro. pp. 729-736<\/li>\n
  81. PSYCHOLOGIST WITH DISABILITY \u2013 STEP IN THE PROFESSION OR AWAY OF REHABILITATION?<\/a> Kurginyan Sergey S. pp. 737-746<\/li>\n
  82. THE REFLECTIVE PRACTICE OF HELPING A PERSON TO MAINTAIN ADEQUATE SELF-RELATION<\/a> Kurginyan Sergey S. pp. 747-756<\/li>\n
  83. SYSTEM STUDY OF THE SUBJECT I-CONCEPT IN THE RUSSIAN PSYCHOLOGY<\/a> Agapov Valery Sergeevich. pp. 757-762<\/li>\n
  84. \u0418\u0421\u0421\u041b\u0415\u0414\u041e\u0412\u0410\u041d\u0418\u0415 \u0418\u041d\u0414\u0418\u0412\u0418\u0414\u0423\u0410\u041b\u042c\u041d\u041e-\u041f\u0421\u0418\u0445\u041e\u041b\u041e\u0433\u0418\u0447\u0415\u0421\u041a\u0418\u0445\u0421\u041f\u041e\u0421\u041e\u0411\u041d\u041e\u0421\u0422\u0415\u0419, \u041e\u041f\u0420\u0415\u0414\u0415\u041b\u042f\u042e\u0429\u0418\u0445<\/a> \u042d\u0444\u0444\u0415\u041a\u0422\u0418\u0412\u041d\u041e\u0421\u0422\u042c\u0414\u0415\u042f\u0422\u0415\u041b\u042c\u041d\u041e\u0421\u0422\u0418 \u041b\u0418\u041d\u0415\u0419\u041d\u041e\u0433\u041e \u041c\u0415\u041d\u0415\u0414\u0416\u0415\u0420\u0410<\/a> STUDY OF INDIVIDUAL-PSYCHOLOGICAL ABILITIES DETERMININGPERFORMANCE OF LINEAR MANAGER<\/a> \u0411\u043e\u0431\u0438\u043d\u043a\u0438\u043d \u0421\u0435\u0440\u0433\u0435\u0439 \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0440\u043e\u0432\u0438\u0447. pp. 763-768<\/li>\n
  85. CONHECIMENTOS E ATITUDES DOS ESTUDANTES DE ENFERMAGEM FACE \u00c0 AMAMENTA\u00c7\u00c3O. BREASTFEEDING KNOWLEDGE AND BEHAVIOUR OF THE NURSING STUDENTS<\/a> Dulce Maria Pereira Garcia Galv\u00e3o. pp. 769-782<\/li>\n<\/ol>\n<\/td>\n
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\"Revista<\/a>
Revista INFAD 2013
N\u00ba1, Vol. 2<\/figcaption><\/figure><\/td>\n<\/tr>\n
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 <\/p>\n","protected":false},"excerpt":{"rendered":"

Psicolog\u00eda positiva: desarrollo y educaci\u00f3n \u00cdndice TRAINING OF STUDENTS WITH THE LIMITED POSSIBILITIES OF HEALTH:EXPERIENCE, PROBLEMS, PROSPECTS Aismontas Bronuis Bronevich. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2343,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-full.php","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2388","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/pages\/2388","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/comments?post=2388"}],"version-history":[{"count":0,"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/pages\/2388\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/pages\/2343"}],"wp:attachment":[{"href":"https:\/\/antigua.revista.infad.eu\/index.php\/wp-json\/wp\/v2\/media?parent=2388"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}