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The present paper invites a critical reflection, from a decolonial perspective, on the importance of considering gender in the approach to mental health problems. From a methodological point of view, this critical position includes consideration of the hermeneutic condition of the intersection between gender, race and other social historical determinants. It also explores the development and the incorporation of a gender perspective as an expression of decolonial thought, in approaches to mental health in the Cuban context. The paper draws on the critique of colonial thought in relation to psychology and gender. It analyses the history and the development of these ideas from the academic experience developed in the East of Cuba, a place on the periphery, a context that is distant and distinct from Havana, which is often seen as the main scientific centre and point of reference. As such, this paper includes a critique of colonial power with respect to the geographical location of the profession of psychology. In this way, it contributes to the central objective of promoting awareness of decolonial thinking, with an emphasis principally on gender and as a way to favour the professional development of clinical psychology in all of Cuba. [ABSTRACT FROM AUTHOR]

Abstract: Building on social science research examining the relationship between genetic knowledge, identity and the family this paper takes the cultural context of Cuba as a site for critical ethnographic engagement. The paper makes use of research working with a range of Cuban publics and genetic professionals as part of a collaborative research project exploring the social and cultural context of health beliefs about breast cancer. It illuminates the contrasting ways in which genomic knowledge linked to an increased risk of breast cancer is perceived, communicated, and acted upon. It is argued that the particular meaning and significance of genetic risk linked to breast cancer in this context must be examined in relation to long standing institutional practices relating to public health care provision. The focus on ‘the family’ in the provision of Cuban health provides a particularly viable foundation for the expansion of what is described as ‘community genetics’, including the collation of family history details for common complex diseases such as breast cancer. Nevertheless specific public perceptions of risk related to breast cancer and the difficulties of discussing a diagnosis of cancer openly in the family point to the very specific challenges for the translation and application of predictive interventions in Cuba. In summary the dynamic interrelationship between public health, perceptions of risk or health beliefs about the causes of the disease and attitudes towards cancer diagnosis within the family point to both continuities and discontinuities in the way that genomic interventions linked to breast cancer are unfolding as part of a dynamic yet still ostensibly socialist project of health care in Cuba. [Copyright &y& Elsevier]

The teaching learning process has gone a long way through the history of education in which the curriculum has been transformed within the traditional education models. This paper aims at proposing an alternative about the way of teaching, taking into account the integration of two subjects: Sociology of Culture and Social Psychology, which are taught in the Socio-cultural Studies career. By means of the syllabuses of both subjects t it is expressed the importance of teaching them through the extension, the participation and developmental elements considering the main objective of this career: to investigate the community and the bettering of their settlers. It is not possible to continue teaching these subjects separately, because they both have the same system of content. Some workshops are proposed under the principle of interdisciplinary. [ABSTRACT FROM AUTHOR]

At the present paper I expose briefly the scientific work of the Dr. Diego Gonzalez Martin who was the initiator in Cuba, in the decade of 50 in the XX century, of a new scientific approach in psychiatry, psychology and neurophysiology based on the Marxist theory and that, as researcher, he reached national and international recognition. [ABSTRACT FROM AUTHOR]

This article presents the views of the author on the paper "Burden of Nuclear Responsibility: Reflections on the Critical Oral History of the Cuban Missile Crisis" by James G. Blight and Janet M. Lang. Blight and Lang traced the roots of this methodology to William James' utilitarian phenomenology. Appropriately, they pointed out the reconstructive nature of memory and stressed that their nuclear phenomenology is incomplete because "no one, not even the actors, will ever be able to reenter that experience with anything approaching complete cognitive and emotional accuracy." Fully articulating one's feelings about and responsibilities of living in the nuclear age or of making decisions in a time of crisis is extremely difficult for anyone. In a situation as intellectually demanding, rapidly changing, and saturated with stress and uncertainty as that faced by the actors, the task of reflecting on one's felt burden of nuclear responsibility would probably have been even more difficult. In addition, people often claim to remember misinformation, events that did not actually occur as part of a previously experienced episode but that have the ring of plausibility. Collectively, these factors make it extraordinarily difficult to get back to the psychological realities or subjective meanings experienced during the crisis itself. To be sure, the actors in the Cuban Missile Crisis are in a position to provide information about what happened during the crisis and about how they experienced it. Indeed, this is why Blight and Lang's critical oral history is significant and useful.