Working with Vulnerable Populations

Susana Castaños-Cervantes, PhD, as the coordinator of Social Service at the School of Psychology of the Faculty of Health Sciences at Universidad Panamericana, oversees the implementation of social service programs. In the role of coordinator of Psychology of the Mexican Panamerican Welfare Society, Dr. Castaños-Cervantes is responsible for coordinating and supervising the psychological services provided by the society. She is a cognitive-behavioral therapist, play therapist, and art therapist, specializing in mental health prevention and social and emotional learning programs for vulnerable groups. She is a member of the National System of Researchers of the Consejo Nacional de Ciencia y Tecnologia of Mexico, Level I, and the Red de Estudios de Vulnerabilidad Social.  Dr. Castaños-Cervantes holds undergraduate and graduate degrees in Health and Social Psychology from the Faculty of Psychology of the Universidad Nacional Autonoma de Mexico and a Postdoctoral Degree in Intervention Programs for Vulnerable Groups from the Psychology Doctoral Research Program of the Psychology Department at Universidad Iberoamericana of Mexico City.  She is a specialist in vulnerable populations, particularly children and adolescents placed in residential care. She has collaborated in designing Holistic Intervention Models for vulnerable children, youth, and adults, including older people. Her research includes designing Social and Emotional Intervention Models for vulnerable children, youth, and adults.  Dr. Castaños-Cervantes has participated as an oral speaker at various international conferences worldwide, including the US, France, Germany, and Spain, and has published several research studies in scientific journals indexed in SCImago, Scopus, and JCR. She has taught in several undergraduate and graduate psychology and pedagogy programs. She has conducted more than 20 workshops for vulnerable groups, families of vulnerable groups, and employees working at institutions that serve vulnerable populations as their primary function. Angélica Ojeda García, PhD is professor and researcher at the Universidad Iberoamericana, Mexico City. She has a degree in Psychology, and a Master's degree and a Ph.D. in Social Psychology. She is a Gestalt and Art Therapist. She has a Specialization in Brief Therapy and Psychological First Aid for populations in conditions of vulnerability. She was a member of the National System of Researchers in the National Council for Science and Technology from 2005 to 2020. She made two sabbatical collaborations: the first, from 2012-2013 at Loyola Marymount University, Los Angeles, California (within the Marital and Family Art Therapy Clinic), and the second, from 2018-2019 at the University of California Berkeley (in the Health Initiative of the Americas [HIA] at the School of Public Health). Her line of research focuses on the work of emotional health in groups with vulnerable conditions, in order to improve their adaptation process, active coping styles, family unity and sense of community, through use  of Transdiagnostic Model and Art Therapy techniques. She has published four books and diverse national and international articles about these lines of work. Cristina L. Reitz-Krueger, PhD earned her Masters and Doctorate in Community and Developmental Psychology from the University of Virginia. She is currently an associate professor and the Director of Undergraduate Research at Warren Wilson College in North Carolina, United States. Her research runs the gamut from teen dating violence among high-risk adolescents, to sexual health, risk, and assault among college students. She is particularly interested in the way adolescent development intersects with risk and the legal system, and which social environments serve as protective factors for those risky behaviors. She has published and presented her research in numerous psychology and interdisciplinary outlets, and also enjoys translating scientific research for general audiences. Additionally, her work with incarcerated women over the past six years has led to an enthusiasm for and interest in higher education in prison settings.

• Part I: Physical Vulnerability Chapter 1 Campus Recruitment Participation Among Students with Disabilities: Campus Staff and Employer Opinions.- Chapter 2 Serratia Marcescens Outbreak in Mexico City.- Chapter 3 Utility of the Ankle-brachial Pressure Index in Detecting Peripheral Arterial Disease in Diabetic Foot Patients.- Chapter 4 Poor Doctor-Patient Communication: How Social Vulnerability Turns into Physical Vulnerability.- Chapter 5 Overcoming obstacles and promoting physical activity in vulnerable children through identified challenges and solutions: from a HIIT perspective.- Chapter 6. Chronic Illnesses and the Internet: Effects of Idolizing the Stars. - Part II: Psychological Vulnerability Chapter 7 Psychosocial Predictors of Suicide Risk in Medical Students.- Chapter 8 Art Therapy: Focus to Decrease Vulnerability Condition and Increase Sense of Community.- Chapter 9 A Literature Review on Autism Spectrum Disorders Treatment.- Chapter 10. Multicultural Therapy with Vulnerable Populations: A narrative case study.- Chapter 11. Self-Efficacy and Traumatic Events Among Palestinian Refugee Children Living in Bethlehem Refugee Camps: A Cross-Sectional Study.- Chapter12 Violence and its associated psychosocial factors in Mexican homeless females.- Part III: Social Vulnerability Chapter 13 Cognitive Abilities in the Learning of Children in Residential Care: Towards the Development of Their Potential.- Chapter 14 Ethnic Identity, Conflict and Discrimination Among the ancient Nahuatl-speaking peoples.- Chapter 15 The Role of Higher Education in Prison Settings. Chapter 16 Understudied Populations within the Sexual Assault Literature.- Chapter 17 The vulnerability of Women as a subject and contemporary theological action: A review of the genesis and evolution of feminist theology.- Chapter 18 Femicide in Brazil.- Chapter 19 The Training of Psychologists in Child Care and Protection.- Chapter 20 Pedagogical Guidelines for Vulnerability in Postmodernity.- Part IV: Conclusion Chapter 21 Working with Vulnerable Populations: Final Reflections and Implication.