The Role of Third Parties in Cyber Conflicts: The SIMA Simulator / El Papel de los Terceros en los Conflictos Cibernéticos: el Simulador SIMA

Abstract New media creates opportunities to directly measure how adolescents respond to aggressive situations. In this study, we report on SIMA, a simulator of digital chats, created to mimic online aggressive interactions within a conflict situation. Adolescents were invited to be part of a digital chat where all interactions were pre-programmed, except for the participants' interventions, to discuss controversial topics (e.g., animal maltreatment). Two chat members engaged in a conflict programmed to escalate quickly through aggressive insults. Sixth and seventh-grade students (mostly aged 12 to 14; n = 287) from one public school (low SES) and one private school (high SES) participated in the study. Responses to open questions after finishing the chat suggest that the great majority considered that they were taking part in a real online interaction. Aggressive offenses towards other members of the chat were very common. SIMA opens many options for further research about bystander behavior in aggressive online interactions.

Resumen Los nuevos medios de comunicación han creado oportunidades para medir directamente cómo los adolescentes responden a situaciones de agresión. Presentamos a SIMA, un simulador de chats digitales creado para imitar interacciones agresivas en línea en una situación de conflicto. Los adolescentes son invitados a ser parte de un chat digital para discutir temas controversiales (p. ej., maltrato animal). En realidad, las interacciones están todas preprogramadas a excepción de las intervenciones de quienes participan. Dos supuestos miembros del chat tienen un conflicto programado para escalar de forma rápida con insultos agresivos. Participaron estudiantes de sexto y séptimo grado (principalmente de 12 a 14 años; n = 287) de un colegio público (NSE bajo) y uno privado (NSE alto). Las respuestas a preguntas abiertas sugieren que la gran mayoría consideró que estaban participando en una interacción en línea real. Las ofensas agresivas hacia otros miembros del chat fueron muy comunes. SIMA abre muchas opciones para futuras investigaciones sobre el comportamiento de espectadores en interacciones agresivas en línea.

Utilidad de las tiras reactivas para el diagnóstico temprano de peritonitis bacteriana espontánea en pacientes cirróticos con ascitis / Usefulness of test strips for early diagnosis of spontaneous bacterial peritonitis in cirrhotic patients with ascites

Introducción: La peritonitis bacteriana espontánea requiere un diagnóstico temprano para el inicio de antibioticoterapia. El estudio diagnóstico ideal es el citoquímico del líquido ascítico, el cual puede ser costoso, demorado y de disponibilidad limitada en centros primarios de atención en salud. Objetivo: Evaluar la utilidad y precisión diagnóstica de las tiras reactivas Multistix 10SG para el diagnóstico de peritonitis bacteriana espontánea en pacientes cirróticos con ascitis. Materiales y métodos: Estudio observacional descriptivo de prueba diagnóstica en pacientes cirróticos con ascitis. Se determinó el conteo de leucocitos del líquido ascítico por la escala colorimétrica de la tira reactiva Multistix 10SG y se comparó con el gold standard para el diagnóstico (polimorfonucleares ≥ 250 células/mm³). Resultados: De 174 pacientes con ascitis (51,7% mujeres, promedio de edad 59 años) 30 fueron diagnosticados con peritonitis bacteriana espontánea. Con un punto de corte grado ++, la tira reactiva tuvo sensibilidad 73,3%, especificidad 96,5%, valor predictivo positivo 81,4%, valor predictivo negativo 94,5%, razón de probabilidad positiva 21,2 y razón de probabilidad negativa 0,27. Conclusiones: Las tiras reactivas tienen adecuada especificidad y valor predictivo negativo, siendo una herramienta de bajo costo, uso sencillo, rápida interpretación y fácil acceso, para apoyar la decisión de no iniciar antibiótico en pacientes con ascitis y sospecha de peritonitis bacteriana espontánea. Por su baja sensibilidad no reemplazan al estudio citoquímico como prueba de elección para el diagnóstico definitivo, pero si es útil para optimizar el abordaje inicial de estos pacientes.

Introduction: Spontaneous bacterial peritonitis requires an early diagnosis to start antibiotic therapy. The ideal diagnostic study is the cytochemical of ascites fluid, which can be expensive, delayed and of limited availability in primary health care centers. Objective: Evaluate the usefulness and diagnostic accuracy of Multistix 10SG test strips for the diagnosis of spontaneous bacterial peritonitis in cirrhotic patients with ascites. Materials and methods: Observational descriptive study of diagnostic test in cirrhotic patients with ascites. The leukocyte count of ascites fluid was determined by the colorimetric scale of the Multistix 10SG test strip and compared with the gold standard for diagnosis (polymorphonuclear ≥ 250 cells / mm³). Results: Of 174 patients with ascites (51.7% women, average age 59 years) 30 were diagnosed with spontaneous bacterial peritonitis. With a grade ++ cut-off point, the test strip had sensitivity 73.3%, specificity 96.5%, positive predictive value 81.4%, negative predictive value 94.5%, positive likelihood ratio 21.2 and negative likelihood ratio of 0.27. Conclusions: The test strips have adequate specificity and negative predictive value, being a low cost tool, simple use, quick interpretation and easy access, to support the decision not to start an antibiotic in patients with ascites and suspected spontaneous bacterial peritonitis. Due to their low sensitivity they do not replace the cytochemical study as the test of choice for the definitive diagnosis, but it is useful for optimizing the initial approach of these patients.

[Usefulness of test strips for early diagnosis of spontaneous bacterial peritonitis in cirrhotic patients with ascites]. / Utilidad de las tiras reactivas para el diagnóstico temprano de peritonitis bacteriana espontánea en pacientes cirróticos con ascitis.

INTRODUCTION: Spontaneous bacterial peritonitis requires an early diagnosis to start antibiotic therapy. The ideal diagnostic study is the cytochemical of ascites fluid, which can be expensive, delayed and of limited availability in primary health care centers. OBJECTIVE: Evaluate the usefulness and diagnostic accuracy of Multistix 10SG test strips for the diagnosis of spontaneous bacterial peritonitis in cirrhotic patients with ascites. MATERIALS AND METHODS: Observational descriptive study of diagnostic test in cirrhotic patients with ascites. The leukocyte count of ascites fluid was determined by the colorimetric scale of the Multistix 10SG test strip and compared with the gold standard for diagnosis (polymorphonuclear ≥ 250 cells / mm³). RESULTS: Of 174 patients with ascites (51.7% women, average age 59 years) 30 were diagnosed with spontaneous bacterial peritonitis. With a grade ++ cut-off point, the test strip had sensitivity 73.3%, specificity 96.5%, positive predictive value 81.4%, negative predictive value 94.5%, positive likelihood ratio 21.2 and negative likelihood ratio of 0.27. CONCLUSIONS: The test strips have adequate specificity and negative predictive value, being a low cost tool, simple use, quick interpretation and easy access, to support the decision not to start an antibiotic in patients with ascites and suspected spontaneous bacterial peritonitis. Due to their low sensitivity they do not replace the cytochemical study as the test of choice for the definitive diagnosis, but it is useful for optimizing the initial approach of these patients.

Evaluación formativa de dos intervenciones inspiradas en principios restaurativos en centros de reclusión / Formative evaluation of two interventions inspired by restorative principles in detention centers / Avaliação formativa de duas intervenções inspiradas em principios restaurativos em centros de reclusão

Resumen Los principios en los que se basa la justicia restaurativa representan una alternativa con gran potencial transformador para víctimas y victimarios, aunque todavía no es del todo claro cómo aprovechar bien ese potencial. Se presentan dos evaluaciones formativas de intervenciones para personas recluidas por haber cometido delitos. Participaron 7 adolescentes en el estudio 1 y 5 adultos en el estudio 2, todos hombres. La intervención del estudio 1 consistió en 10 sesiones de una hora que incluían un módulo de manejo de la ira adaptado del programa EQUIP y un módulo sobre reparación del daño. La intervención del estudio 2 fue de 6 sesiones focalizadas exclusivamente en reparación del daño. Las intervenciones incluían juegos de roles que simulaban un eventual encuentro entre los participantes y las víctimas de sus agresiones, y cartas a sus víctimas que sabían que no serían enviadas. Se encontró un alto grado de satisfacción e involucramiento de los participantes. Los participantes demostraron empatía por sus víctimas y disposición a reparar el daño, así como un aumento en su reporte de manejo de la ira. Estos dos estudios muestran que es posible aprovechar, en centros de reclusión, el potencial transformador de los principios restaurativos incluso sin reuniones con las víctimas.

Abstract Restorative justice is based on principles which constitute an opportunity with great transformative potential for victims and aggressors alike; although it is not clear yet how to tap that potential. Two formative evaluation of intervention are presented here for individuals held in detention because they have committed offences. Seven adolescents participated in study 1 and five adults took part in study 2, all of whom were men. The intervention in study I consisted of 10 session of 1 hour, which included an anger management module adapted from the EQUIP program and a reparation for damage module. The intervention of study 2 involved six sessions which were exclusively targeted for the reparation of damage. The interventions incorporated role plays that simulate a possible meeting of the participants, their aggression victims and letters to the victims that would not be sent. The study found a high level of participants' satisfaction and involvement; they demonstrated empathy for their victims and willingness for repairing the damage as well as an increase in their anger management report. These studies show that, in detention centers, it is posible to take advantage of the transformative potential of restorative principles even without conducting meetings with the victims.

Resumo Os princípios nos quais se baseia a justiça restaurativa representam uma alternativa com grande potencial transformador para vítimas e vitimizadores, embora não esteja bem claro como tal potencial deva ser aproveitado. Apresentam-se duas avaliações formativas de intervenções para pessoas detidas por terem cometido delitos. No estudo 1, participaram sete adolescentes e, no estudo 2, cinco adultos, todos eles homens. A intervenção do estudo 1 consistiu em dez sessões de uma hora, que incluíam um módulo sobre gerência da raiva, adaptado do programa EQUIP, e um módulo acerca da reparação do dano. A intervenção do estudo 2 resumiu-se a seis sessões, focadas exclusivamente na reparação do dano. As intervenções incluíram jogos de encenação, que simulavam um eventual encontro entre os participantes e as vítimas das suas agressões, e a escrita de cartas a suas vítimas, as quais os autores sabiam que não seriam enviadas. Identificou-se um alto nível de satisfação e envolvimento dos participantes, que demostraram empatia pelas suas vítimas e disposição para reparar o dano, bem como um aumento nos seus relatórios de gerência da raiva. Esses dois estudos mostram que é possível aproveitar, em centros de reclusão, o potencial transformador dos princípios restaurativos, inclusive sem reuniões com as vítimas.

Fístula biliopleurobronquial: reporte de un caso / Bronchobiliary fistula: Report of a case

La fístula biliopleurobronquial (FBB) es una comunicación anormal entre la vía biliar y el árbol bronquial. Es una condición infrecuente, generalmente secundaria a un proceso infeccioso local o a un evento traumático. La bilioptisis es patognomónica. Presentamos el caso de una mujer de 37 años con historia de cirrosis biliar secundaria, en lista para trasplante hepático, con múltiples episodios de colangitis previos y usuaria de derivación biliar externa, quien curso con bilioptisis y mediante gammagrafía HIDA con SPECT se confirmó fistula biliopleurobronquial. Éste caso se resolvió con derivación percutánea de la vía biliar

Bronchobiliary fistula (BBF) is an abnormal communication between the biliary tract and the bronchial tree. Is an infrequent condition, usually secondary to a local infectious process or a traumatic event. Bilioptisis is pathognomonic. We present the case of a 37 year old woman with secondary biliary cirrhosis, in list for liver transplantation, with several episodes of cholangitis and carrier of external biliary diverivation, who presented bilioptisis and HIDA scintigraphy with SPECT confirmed BBF. This case was resolved with percutaneous derivation of the biliary tract

Classrooms in Peace Within Violent Contexts: Field Evaluation of Aulas en Paz in Colombia.

Classrooms in Peace (Aulas en Paz) is an elementary school-based multicomponent program for prevention of aggression and promotion of peaceful relationships. Inspired by international programs and socio-emotional research, it includes (1) a classroom universal curriculum, (2) parent workshops and home visits to parents of the 10% most aggressive children, and (3) extracurricular peer groups of two aggressive and four prosocial children. Activities seek to promote socio-emotional competencies such as empathy, anger management, creative generation of alternatives, and assertiveness. A 2-year quasi-experimental evaluation was conducted with 1154 students from 55 classrooms of seven public schools located in neighborhoods with the presence of youth gangs, drug cartels, and high levels of community violence in two Colombian cities. Despite several implementation (e.g., about half of the activities were not implemented) and evaluation (e.g., randomization problems, large number of missing data, and changes between treatment and control groups) challenges, positive results were found in prosocial behavior and in reduction of aggressive behavior, according to teacher reports, and in assertiveness and reduction of verbal victimization, according to student reports. Furthermore, implementation cost (25 US dollars per student per year) was very low compared to other programs in developed countries. This study shows that the Classrooms in Peace program has an important potential to generate positive results and highlights the challenges of implementing and evaluating prevention programs in highly violent environments.

[Bronchobiliary fistula. Report of a case]. / Fístula biliopleurobronquial: reporte de un caso.

Bronchobiliary fistula (BBF) is an abnormal communication between the biliary tract and the bronchial tree. Is an infrequent condition, usually secondary to a local infectious process or a traumatic event. Bilioptisis is pathognomonic. We present the case of a 37 year old woman with secondary biliary cirrhosis, in list for liver transplantation, with several episodes of cholangitis and carrier of external biliary diverivation, who presented bilioptisis and HIDA scintigraphy with SPECT confirmed BBF. This case was resolved with percutaneous derivation of the biliary tract.

Homophobic Attitudes and Associated Factors Among Adolescents: A Comparison of Six Latin American Countries.

Homophobic attitudes are still very common in the world, although there are large differences between countries. This study analyzed the responses of almost 30,000 8th- and 9th-grade students from six countries who participated in the Latin American component of the International Civic and Citizenship Education Study. Higher levels of homophobia were found in the Dominican Republic, Guatemala, and Paraguay than in Chile, Colombia, and Mexico. Homophobic attitudes were positively associated with being male, having lower levels of empathy, spending less time with friends and the media, having aggressive attitudes, and being more religious, in particular non-Catholic Christian.

Effects of the cyberbullying prevention program media heroes (Medienhelden) on traditional bullying.

There is considerable debate over whether cyberbullying is just another form of bullying, or whether it is a problem distinct enough to require specific intervention. One way to explore this issue is to analyze whether programs designed to prevent traditional bullying help prevent cyberbullying, and whether programs designed to prevent cyberbullying prevent traditional bullying. The main goal of the current study was to analyze the spillover effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying. Media Heroes promotes empathy, knowledge of risks and consequences, and strategies that allow bystanders to defend victims from cyberbullying. Mixed ANOVAs were conducted comparing pretest and post-test (6 months after intervention) measures of 722 students (ages 11-17) assigned to a long (15 sessions) intervention, a short (1 day) intervention, and a control group. In addition to confirming the previously reported effects on cyberbullying, Media Heroes was found to reduce traditional bullying. Effects were larger for the long-version of the program than for the short 1-day version. No effects were found on victimization by either cyberbullying or traditional bullying. Strategies to complement traditional and cyberbullying prevention efforts are discussed. Aggr. Behav. 42:157-165, 2016. © 2016 Wiley Periodicals, Inc.

¿Los Mejores Perfumes Vienen en Envases Pequeños?: Potencial de las Intervenciones Breves en el Contexto Educativo / The Best Perfumes Come in Small Packages? The Potential of Brief Interventions in the Educational Context / São nos Menores Frascos que se Encontram os Melhores Perfumes? Potencial das Intervenções Breves no Contexto Educativo

Recientemente se han desarrollado intervenciones escolares breves basadas en teorías motivacionales y de psicología social. Estas intervenciones, algunas de solamente 15 minutos, han obtenido resultados positivos a largo plazo sobre dominios como el desempeño académico y la convivencia escolar. Este artículo hace una revisión de sus objetivos, características, fundamentos teóricos, evaluaciones y condiciones necesarias para su diseño e implementación. En general, el objetivo de estas intervenciones breves es transformar creencias, pensamientos o sentimientos de un segmento particular de la población estudiantil, considerado en riesgo. Además, buscan romper círculos viciosos al intervenir en momentos específicos de procesos recursivos. Finalmente, esta revisión analiza sus alcances, implicaciones y limitaciones, y sugiere futuras investigaciones.

Recently, brief school interventions based on motivational theories and social psychology have been developed. These interventions, some 15 minutes in length, have demonstrated positive results in the long term in areas such as academic achievement and a positive school environment. This article reviews the objectives, characteristics, theoretical foundations, evaluations, and necessary conditions for their design and implementation. In general, the objective of these brief interventions is to transform beliefs, thoughts, or feelings concerning a particular segment of the student population that is considered to be at risk. Furthermore, these interventions seek to interrupt vicious circles by intervening at specific moments in recursive processes. Finally, this review analyzes their scope, implications, and limitations and suggests future research.

Recentemente foram desenvolvidas intervenções escolares breves baseadas em teorias motivacionais e de psicologia social. Essas intervenções, algumas de somente 15 minutos, obtiveram resultados positivos em longo prazo sobre domínios como o desempenho acadêmico e a convivência escolar. Este artigo faz uma revisão de seus objetivos, características, fundamentos teóricos, avaliações e condições necessárias para sua elaboração e implementação. Em geral, o objetivo dessas intervenções breves é transformar crenças, pensamentos ou sentimentos de um segmento particular da população estudantil, considerado em risco. Além disso, procuram quebrar círculos viciosos ao intervir em momentos específicos de processos recursivos. Finalmente, esta revisão analisa seus alcances, implicações e limitações, além de sugerir futuras pesquisas.

Money and age in schools: Bullying and power imbalances.

School bullying continues to be a serious problem around the world. Thus, it seems crucial to clearly identify the risk factors associated with being a victim or a bully. The current study focused in particular on the role that age and socio-economic differences between classmates could play on bullying. Logistic and multilevel analyses were conducted using data from 53,316 5th and 9th grade students from a representative sample of public and private Colombian schools. Higher age and better family socio-economic conditions than classmates were risk factors associated with being a bully, while younger age and poorer socio-economic conditions than classmates were associated with being a victim of bullying. Coming from authoritarian families or violent neighborhoods, and supporting beliefs legitimizing aggression, were also associated with bullying and victimization. Empathy was negatively associated with being a bully, and in some cases positively associated with being a victim. The results highlight the need to take into account possible sources of power imbalances, such as age and socio-economic differences among classmates, when seeking to prevent bullying. In particular, interventions focused on peer group dynamics might contribute to avoid power imbalances or to prevent power imbalances from becoming power abuse. Aggr. Behav. 41:280-293, 2015. © 2014 Wiley Periodicals, Inc.

Agresión relacional en preescolar: variables cognoscitivas y emocionales asociadas / Relational Aggression in Preschool: cognitive and emotional variables associated

Cuando una persona usa la agresión relacional busca dañar las relaciones de otros a través de manipulaciones y exclusión de grupo. Existe muy poca investigación sobre este tipo de agresión en el preescolar. De igual forma, tampoco se han establecido con claridad qué variables psicológicas se asocian con esta. La presente investigación se centró en la agresión relacional y la agresión física en una muestra de 77 niños y niñas de preescolar. Se midieron variables cognoscitivas (creencias favorables hacia la agresión y teoría de la mente) y variables emocionales (control de la ira) en los niños. No se encontraron diferencias significativas entre niños y niñas en los niveles de agresión física o de agresión relacional. Sin embargo, cuando se incluyó agresión física como covariada, se encontró más agresión relacional en niñas que en niños y cuando agresión relacional fue usada como covariada, se encontró más agresión física en niños que en niñas. El control de la ira apareció como un importante factor en la predicción de la agresión relacional.

When somebody uses relational aggression seeks damage relations of others through manipulation and exclusion group. There is little research on this aggression type in preschool. Similarly, not been established clearly what psychological variables are associated with this. This research focused both relational and physical aggressions in a sample of 77 preschool children. Were measured cognitive variables (beliefs favorable toward aggression and theory of mind) and emotional variables (anger) in children. Do not significant differences between boys and girls were found in levels physical aggression or relational aggression. However, when included physical aggression as a covariate, more relational aggression was found in girls than children, and when relational aggression was used as a covariate, was found more physical aggression in boys than in girls. The anger came as an important factor in predicting relational aggression.

Actitudes y dinámicas de robo en uncolegio de nivel socioeconómico medio-alto / Theft attitudes and dynamics in an upper-middle socioeconomic level school / Atitudes e dinâmica de roubo numa escola do nível socioeconômico médio-alto

El robo escolar es un problema muy común en colegios de todas las localidades de Bogotá. Con el propósito de profundizar sobre este fenómeno, se realizaron encuestas, entrevistas y grupos focales con noventa estudiantes de un colegio privado de nivel socioeconómico medio-alto. Los resultados indicaron que los robos en este colegio se realizan, por lo general, de manera espontánea e individual, y que los objetos robados se utilizan para uso personal y no para la venta. A pesar de que la mayoría de los estudiantes rechazan los robos, algunos minimizan su gravedad cuando la víctima tiene muchos recursos o presume de sus posesiones, o si ha dejado sus objetos descuidados. Estos resultados contrastan con un estudio similarrealizado previamente en una escuela con presencia de pandillas juveniles, el cual mostró que los robos eran realizados de manera planeada por grupos de estudiantes que dividían sus roles y vendían lo robado por fuera del colegio. A pesar de las diferencias entre colegios, la presente investigación resalta la necesidad de que se tomen en serio las denuncias de los estudiantes, se apliquen normas de manera consistente, se promueva empatía frente a las víctimas y se cuestionen justificaciones que minimizan la gravedad de los robos.

School theft is a very common problem at schools in all areas of Bogota. For the purpose of delving into this issue,surveys, interviews and focus groups were carried out with ninety students of a private upper-middle socioeconomic level school, and results showed that robberies and thefts taking place there are generally of a spontaneous and individual nature, and stolen objects intended for personal use, not for sale.Nevertheless, although most students reject these activities, they tend to minimize their seriousness particularly if the victims own significant resources or boast about their possessions or tend to be careless and leave their things behind. In contrast, the results of a similar study previously carried out in a school affected with the presence of youth gangs showed that thefts were carefully planned by groups of students playing different roles; stolen objects were then sold outside tablishments, current research stresses the fact that student complaints need to be taken seriously and empathy promoted towards the victims; rules must be applied consistently while questioning and rejecting any justifications leading to minimize the seriousness of these acts.

O roubo escolar é um problema comum nas escolas em todas as localidades de Bogotá. Para investigar esse fenômeno, realizaramse foram pesquisas, entrevistas e grupos focais com noventa alunos de uma escola privada de nível socioeconômico médio-alto. Os resultados indicaram que os roubos nesta escola são feitos, em geral, de jeito individual e espontâneo e que os objetos roubados são usados para uso pessoal e não para venda. Enquanto a maioria dos alunos rejeita o roubo, alguns minimizam sua gravidade quando a vítima tem muitos recursos ou gaba-se das suas posses, ou se deixou seus objetos abandonados. Esses resultados contrastam com um estudo semelhante realizado anteriormente em uma escola com a presença de gangues de jovens, que mostrou que os roubos foram feitos na maneira pretendida por grupos de estudantes que dividiam seus papéis e vendiam os objetos roubados fora da escola. Apesar das diferenças entre escolas, esta pesquisa destaca a necessidade de que as queixas dos alunos levamse a sério, usam-se as regras consistentemente, promovase a empatia com as vítimas e desafiemse as justificativas que minimizam a gravidade dos roubos.

Community Violence and Reactive and Proactive Aggression: The Mediating Role of Cognitive and Emotional Variables / Violencia Comunitaria y Agresión Reactiva y Proactiva: el Papel Mediacional de las Variables Cognitivas y Emocionales / Violência Comunitária e Agressão Reativa e Proativa: o Papel Mediacional das Variáveis Cognitivas e Emocionais

Children exposed to higher levels of violence tend to be more aggressive. Specific mechanisms explaining this relationship are still being uncovered. This study sought to identify the relationship between exposure to community violence and reactive and proactive aggression, as well as cognitive and emotional variables mediating this relationship. Participants were 1,235 students (from fifth to ninth grade) from localities of Bogotá, Colombia, with varying levels of community violence. Analyses of self-reported measures confirmed significant associations between exposure to community violence and both reactive and proactive aggression. Normative beliefs supporting aggression, hostile attribution of intent, positive expectations for aggression, and lack of guilt after aggression, partially mediated these relationships, suggesting strategies for prevention.

Los niños y niñas expuestos a elevados niveles de violencia tienden a ser más agresivos que los demás, pero los mecanismos específicos que explican esta relación todavía se están descubriendo. Este estudio buscó identificar la relación entre la exposición a la violencia comunitaria y la agresión reactiva y proactiva, así como las variables cognitivas y emocionales que median dicha relación. Con la participación de 1,235 estudiantes (de quinto a noveno grado) de diferentes localidades de Bogotá, Colombia, y de diversos niveles de violencia comunitaria, los análisis de las medidas de autoreporte confirmaron la existencia de asociaciones significativas entre la exposición a la violencia comunitaria y la agresión tanto reactiva como proactiva. Las creencias que legitiman la agresión, la atribución hostil de intenciones, las expectativas positivas sobre la agresión, y la falta de culpa al agredir, mediaron parcialmente estas relaciones, sugiriendo estrategias de prevención.

As crianças expostas a elevados níveis de violência tendem a ser mais agressivas que as demais; no entanto, os mecanismos específicos que explicam esta relação ainda estão se descobrindo. Este estudo pretendeu identificar a relação entre a exposição à violência comunitária e a agressão reativa e proativa, assim como as variáveis cognitivas e emocionais que mediam tal relação. Com a participação de 1.235 estudantes (de 8 a 18 anos) de diferentes localidades de Bogotá (Colômbia) e de diversos níveis de violência comunitária, as análises das medidas de autorrelatório confirmaram a existência de associações significativas entre a exposição à violência comunitária e a agressão tanto reativa quanto proativa. As crenças que legitimam a agressão, a atribuição hostil de intenções, as expectativas positivas sobre a agressão e a falta de culpa ao agredir, mediaram parcialmente estas relações e sugeriram estratégias de prevenção.

Desentendimiento moral y dinámicas del robo escolar / Moral indifference or lack of concern, and school theft dynamics

En una investigación reciente sobre violencia escolar en Bogotá, Colombia, el 56% de los estudiantes reportaron haber sido robados en el colegio durante el último año. El presente estudio cualitativo, de corte deductivo, pretendió profundizar en este fenómeno, buscando comprender las dinámicas de robos, así como los mecanismos de desentendimiento moral que podrían estar facilitando que los vinculados sientan menos culpa. El estudio fue realizado en un colegio público de nivel socioeconómico bajo y con altos niveles de criminalidad en su contexto comunitario. Inicialmente, 227 alumnos de sexto y octavo grados respondieron una encuesta de actitudes frente al robo. Con base en sus respuestas, 20 estudiantes con niveles altos de favorabilidad fueron entrevistados, y 40 que tenían niveles bajos o promedio de favorabilidad participaron en grupos focales. Los resultados indicaron que el robo en este colegio presenta un nivel elevado de organización, e involucra con frecuencia planeación, división de labores y amenazas. Además, según los participantes, el robo está muy relacionado con la presencia de pandillas en el colegio y con la falta de respuesta institucional clara y consistente. También se encontró que los involucrados recurren a varios mecanismos de desentendimiento moral, como las comparaciones ventajosas, el desplazamiento o la difusión de la responsabilidad, y la atribución de la culpa, como estrategias para justificar sus acciones. El estudio indica que es urgente implementar y evaluar intervenciones que busquen prevenir tanto el robo como la vinculación a trayectorias delictivas tempranas

In a recent research about school violence in Bogota, Colombia, 56% of the students reported having been robbed in their schools during past year. This qualitative study, of deductive nature, was intended to look at this phenomenon in depth by trying to understand larceny dynamics as well as moral indifference or lack of concern mechanisms likely to help those involved to feel less guilt. This study was carried out in a public, low socioeconomic status school, with high criminality levels in its community context. Initially, 227 sixth and eighth grade students took part in a survey relating to attitude vis-à-vis theft. Based on their answers, 20 students with high favorability levels were interviewed, while 40 having low or average favorability levels took part in focus groups. The results indicated that larceny activities in this school show a high degree of organization often involving elements of planning, task distribution, and threats. Moreover, according to the participants, robbery is strongly related to the presence of juvenile gangs in the school, along with lack of clear and consistent institutional response. It was also found that those involved resort to several moral indifference mechanisms, such as advantageous comparisons as well as displacement, misplacement or diffusion of responsibility and the attribution of guilt as suitable strategies to justify their actions. The study indicates that the implementation and assessment of interventions intended to prevent both larceny and youth involvement in early criminal careers is indeed urgent

Manejo de casos de intimidación escolar: método de preocupación Compartida

La intimidación escolar (bullying), aquella agresión repetida y sistemática que usualmente refleja un desbalance de poder, es frecuente en prácticamente todas las instituciones educativas. Dado que la intimidación tiene consecuencias muy negativas para todos los involucrados, es fundamentalidentificar las mejores maneras para disminuir su prevalencia. Existen diversos programas para prevenir el surgimiento de la intimidación. Sin embargo, es relativamente poco lo que se sabe sobre cuáles son las mejores maneras de manejar la intimidación cuando ya ha surgido. El presente estudio exploratorio evaluó cualitativamente el Método de Preocupación Compartida, una estrategia para el manejo de casos de intimidación escolar basada en una serie de reuniones individuales y grupalescon los involucrados. La evaluación mostró que el Método parece tener mejores efectos para algunosintimidadores que para otros, por lo que más investigación es requerida, incluyendo análisis de posibles variaciones.

Bullying, a repeated and systematic aggression that usually implies power imbalance, is frequent in almost every school. Given that it has very negative consequences for all those involved, it is crucial to identify the best ways to reduce its prevalence. There are several programs that seek to prevent bullying from occurring. However, we know very little about the best ways to manage bullying once it has occurred. The current exploratory study evaluated qualitatively the Shared Concern Method, a strategy for managing cases of bullying based on a series of individual and group meetings with thoseinvolved. Results showed that the method seems to have better results with some of the bullies than with others, which indicates that more research is needed, including analyses of possible variationsto the method.

A intimidação escolar (bullying), aquela agressão repetida e sistemática que usualmente reflete um desequilíbrio de poder, é freqüente em praticamente todas as instituições educativas. Dado que a intimidação tem conseqüências muito negativas para todos os envolvidos, é fundamental identificaras melhores atitudes para diminuir sua prevalência. Existem diversos programas para prevenir o surgimento da intimidação. No entanto, é relativamente pouco o que se sabe sobre quais são as melhores atitudes de conduzir a intimidação quando já surgiu. O presente estudo exploratório avaliouqualitativamente o Método de Preocupação Compartilhada, uma estratégia para o uso de casos deintimidação escolar baseada em uma série de reuniões individuais e grupais com os envolvidos. A avaliação mostrou que o método parece ter melhores efeitos para alguns intimidadores que para outros, por isso mais investigação é requerida, incluindo análise de possíveis variações.

Socio-economic, socio-political and socio-emotional variables explaining school bullying: a country-wide multilevel analysis.

Why do some countries, regions and schools have more bullying than others? What socio-economic, socio-political and other larger contextual factors predict school bullying? These open questions inspired this study with 53.316 5th- and 9th-grade students (5% of the national student population in these grades), from 1,000 schools in Colombia. Students completed a national test of citizenship competencies, which included questions about bullying and about families, neighborhoods and their own socio-emotional competencies. We combined these data with community violence and socio-economic conditions of all Colombian municipalities, which allowed us to conduct multilevel analyses to identify municipality- and school-level variables predicting school bullying. Most variance was found at the school level. Higher levels of school bullying were related to more males in the schools, lower levels of empathy, more authoritarian and violent families, higher levels of community violence, better socio-economic conditions, hostile attributional biases and more beliefs supporting aggression. These results might reflect student, classroom and school contributions because student-level variables were aggregated at the school level. Although in small portions, violence from the decades-old-armed conflict among guerrillas, paramilitaries and governmental forces predicted school bullying at the municipal level for 5th graders. For 9th graders, inequality in land ownership predicted school bullying. Neither poverty, nor population density or homicide rates contributed to explaining bullying. These results may help us advance toward understanding how the larger context relates to school bullying, and what socio-emotional competencies may help us prevent the negative effects of a violent and unequal environment.

Diagnóstico de hepatitis C / Hepatitis C diagnosis

La hepatitis C continúa siendo la mayor causa de hepatitis transmitida en forma parenteral en todo el mundo. Los factores de riesgo para adquirir la infección se han modificado durante los últimos años, dejando de ser la transfusión saguínea su fuente principal y emergiendo el abuso de drogas endovenosas como la primera fuente de infección por virus C. Es un hecho comprobado que el ser trabajador de la salud aumenta el riesgo de infección con relación a la población general. Últimamente se ha enfocado la investigación al diagnóstico temprano y al tratamiento precoz, lo cual se está logrando con el ingreso de pruebas serológicas y de biología molecular de última generación y la asociación en el tratamiento de Interferón alfa-2b y ribavirina. Aún cuando la vacuna no se obtendrá prontamente hay multiples grupos trabajando en ella y en ofrecer un tratamiento mejor