How do toddlers evaluate defensive actions toward third parties?

Defensive behavior is a central aspect of social life and provides benefits to the self and others. Recent evidence reveals that infants evaluate third parties' prosocial and antisocial actions. Three experiments were carried out to assess toddlers' reactions to defensive and non-defensive events (N = 54). In two experiments, infants' looking times and manual choices provided converging evidence that 20-month-olds understand and evaluate defensive actions, by showing that they prefer the defensive puppet over the non-defensive puppet and that they reason on the bystander puppet's disposition. In the third experiment, toddlers rewarded the defensive puppet rather than the non-defensive puppet, revealing how their evaluations guided awarding behaviors of defensive actions toward the third party. The results support the developmental stability and provide evidence of a rich and well-organized prosociality that before the second year of life proves to be based on some moral principles and linked with a sophisticated psychological reasoning. The findings shed light on the claims that human capacities for the social evaluation of defensive behaviors toward third parties are rooted in evolved cooperative systems.

L'omnipotència infantil, un problema bioètic. La necessitat I la urgència de repensar l'educació en el marc de l'ètica del cuidar / Children's omnipotence: a bioethical issue. The need and urgency to rethink education within the framework of care ethics / La omnipotencia infantil: un problema bioético. La necesidad y urgencia de repensar la educación en el marco de la ética del cuidar

L'educació, tant en els primers nivells de socialització com en les seves etapes posteriors d'educació formal, està posant en risc el desenvolupament de l'autonomia individual tan necessària perquè l'alumne arribi a la maduresa pròpia de l'etapa adulta. Les polítiques educatives, els nous models educatius I la societat mateixa estan desvinculant l' autonomia progressiva de la responsabilitat, els sentiments de la raó, l'emoció de la voluntat I la motivació del deure en la seva praxi educativa. Les conseqüències són que els alumnes queden ancorats en actituds infantils d'omnipotència amb incapacitat de fer un ajustament adequat amb la realitat I reaccionant en la majoria de casos amb agressivitat. La bioètica I l'educació tenen una relació necessària amb la construcció de subjectes morals I autònoms És urgent traçar una línia per sota de la qual no es donin les condiciones necessaries pel desenvolupament ple de la nostra joventut. La bioètica, que té un caràcter multidisciplinar I interdisciplinar, ha d' atendre als problemes actuals I complexos de l' educació I contribuir a pensar models educatius que formin ciutadans compromesos, responsables I solidaris. Un model educatiu s'ha de construir dins d'un debat bioètic i, en el marc de l'ètica del cuidar, sense desvincular-se de les ètiques de caràcter normatiu

La educación, tanto en los primeros niveles de socialización como en sus etapas posteriores de educación formal, está poniendo en riesgo el desarrollo de la autonomía individual tan necesaria para que el alumno llegue a la madurez propia de la etapa adulta. Las políticas educativas, los nuevos modelos educativos y la sociedad misma están desvinculando la autonomía progresiva de la responsabilidad, los sentimientos de la razón, la emoción de la voluntad y la motivación del deber en su praxis educativa. Las consecuencias son que los alumnos quedan anclados en actitudes infantiles de omnipotencia con incapacidad de hacer un ajuste adecuado con la realidad y reaccionando en la mayoría de casos con agresividad. La bioética y la educación tienen una relación necesaria con la construcción de sujetos morales y autónomos. Es urgente trazar una línea por debajo de la cual no se den las condiciones necesarias para el desarrollo pleno de nuestra juventud. La bioética, que tiene un carácter multidisciplinar e interdisciplinar, debe atender a los problemas actuales y complejos de la educación y contribuir a pensar modelos educativos que formen ciudadanos comprometidos, responsables y solidarios. Un modelo educativo debe construirse dentro de un debate bioético y, en el marco de la ética del cuidar, sin desvincularse de las éticas de carácter normativo

Education, both at the early levels of socialization and in the later stages of formal education, is putting at risk the development of the individual autonomy so necessary for the student to reach the maturity of adulthood. Educational policies, the new educational models and society itself are dissociating progressive autonomy from responsibility, feelings of reason, emotion from will and motivation of duty in their educational practice. The consequences are that students are anchored in childish attitudes of omnipotence with an inability to adjust accordingly to reality and reacting, in most cases, aggressively. Bioethics and education have a necessary relationship with the construction of moral and autonomous subjects. Bioethics, which has a multidisciplinary and interdisciplinary character, must address the current and complex problems of education and contribute to thinking about educational models that form committed, responsible and supportive citizens. An educational model must be constructed within a bioethical debate and, within the framework of the ethics of care, without dissociating itself from normative ethics

Learning to blast a way into crime, or just good clean fun? Examining aggressive play with toy weapons and its relation with crime.

BACKGROUND: Researchers, such as Bandura, have proposed that children's mere exposure to the use of play weapons encourages deviant displays of aggression, but there is very little research to support this hypothesis of 20 years. AIM: To examine the relationship between amount of weapon play and concurrent aggression as well as later violent juvenile crime, while controlling for other variables possibly influencing criminal pathways. METHOD: Using longitudinal survey data collected from mothers and children (n = 2019) from age 5, with follow-up at age 15, correlations between children's play with toy weapons and juvenile criminality were examined. Multivariate regression analyses were employed to determine to what extent early childhood aggression, symptoms of attention deficit hyperactivity disorder, and symptoms of depression were antecedents of juvenile crime. RESULTS: For bivariate analysis between toy weapon play and juvenile criminality, the effect size was small and not significant. The relationship remained not significant once control variables were introduced into the model. CONCLUSIONS AND IMPLICATIONS: The act of pretending to be aggressive in childhood thus plays little role in predicting later criminality after other factors, such as gender, attention deficit hyperactivity disorder or depression, have been taken into account. Involvement in imaginative play with toy gun use in early childhood is unlikely to be useful as a risk marker for later criminal behaviour. Play fighting and war toy games may even be considered necessary components within the frame of normal development. Copyright © 2018 John Wiley & Sons, Ltd.

Estudio de caso de intervención en un curso premédico con problemas de agresión en una universidad colombiana / Case study of intervention in a premedical course with aggression problems in a colombian university

Objetivo: describir la intervención educativa de aprendizaje cooperativo en un grupo de estudiantes de un curso premédico en una universidad privada de Bogotá D.C. Colombia. Métodos: estudio de caso cualitativo en dos fases: a) intervención educativa B) impacto de la intervención. Muestreo en dos fases con el total de la población y propositivo. Se realizó observación, observación participante y entrevistas semiestructuradas en la segunda fase a tres estudiantes. Resultados: el grupo trabajó de manera cooperativa, favoreció el aprendizaje y evitó la agresión, en este proceso se entregarón los productos pactados evidenciados en las sesiones de clase, un blog y un video alojado en Youtube. Conclusiones: el aprendizaje cooperativo permite a los sujetos reconocer a los otros desde el respeto por la diferencia, al momento de asumir experiencias para el aprendizaje y que a la vez influyen en este. Es en esta relación, que el aprendizaje cooperativo se convierte en un elemento clave para sobrellevar las dificultades que se pueden dar en la convivencia escolar(AU)

Objective: Describe educational an intervention of cooperative learning in a group of students from a premedical course at a private university in Bogotá D.C. Colombia. Method: Qualitative case study in two phases: a) educational intervention B) impact of the intervention. Sampling in two phases with the total population and propositive. It was performed, participant observation and semi-structured interviews in the second phase with three students. Results: The group of cooperative work, favored the learning and avoided the aggression, in this process they were delivered agreed products evidenced in the class sessions, a blog and a video hosted in Youtube. Conclusions: The cooperative learning allows to the individuals recognize the others from respect for the difference, upon assume learning experiences that simultaneously influence this. It is in this regard that cooperative learning becomes a key element to overcome the difficulties that can occur in school life(AU)

Situaciones conflictivas en un área de atención especializada. Madrid. 2009-2013 / Conflictive situations in a specialized medical area of Madrid in 2009-2013

Objetivos: Determinar situaciones conflictivas con ciudadanos en un área específica de Atención Especializada de Madrid. Material y Métodos: Se realiza un análisis descriptivo, observacional y retrospectivo de incidentes con los ciudadanos en un Área Específica en Atención Especializada entre los años 2009 y 2013. Durante el periodo de estudio se analizaron 188 situaciones conflictivas incluyendo como variables a estudio, su edad y sexo, el tipo de agresión y agresor, el lugar de trabajo, la categoría laboral, la causa del incidente y las medidas propuestas. Los datos se obtuvieron del Sistema de Registro Madrileño de Agresiones y Conflictos (REMAC). Resultados: De las 188 situaciones conflictivas recogidas, predomina en el agresor con más de un 60% el sexo masculino. La mayoría, 25% ,se encuentran en edades comprendidas entre los 31 y 40 años. Predominó el tipo de agresión verbal con un 88,8%. Se identificó como el tipo de agresor más frecuente al familiar o acompañante con un 46,8%. Con un 31,3%, el lugar de trabajo en el que mayor número de situaciones ocurrieron fue hospitalización médica. Por categorías, la enfermería/ DUE con un 35,1% es la que presentó mayor porcentaje de incidente. Discusión: Las situaciones Conflictivas con usuarios en Atención Especializada han aumentado considerablemente en los últimos años, por lo que se ha hecho necesario establecer planes de prevención y actuación ante estas situaciones, (procedimiento de actuación, formación de los profesionales, asesoramiento jurídico, etc).; que contemplan medidas previstas en la Orden 212/2004 del 4 de Marzo del Consejero de Sanidad y Consumo de la Comunidad de Madrid (AU)

Objectives: Determine the conflictive situations that arise with citizens in a specific area of Specialized Care of Madrid. Material and Methods: A descriptive, observational and retrospective analysis of incidents with citizens in a Specific Area of Specialized Care that occurred between 2009 and 2013 was carried out. During the study period, 188 conflictive situations were analyzed including the following variables: level of education, age and sex, type of aggression and aggressor, workplace, job category, cause of the incident and proposed measures.The information was obtained from the Register of Aggressions and Conflicts of Madrid (REMAC, Registro Madrileño de Agresiones y Conflictos). Results: Of the 188 conflictive situations analyzed, more than 60% of them were committed by males. The majority, 25%, were between 31 and 40 years old. The predominant incident, 88.8%, was verbal aggression. The most frequent aggressor, 46.8%, was a relative or companion. The workplaces where more conflictive situations arose (AU)

Ethical media competence as a protective factor against cyberbullying and cybervictimization among german school students.

The use of digital information and communication technologies is an integral part of adolescents' everyday life. Besides various opportunities for information, entertainment, and communication, media use is associated with risks such as cyberbullying. Cyberbullying refers to aggressive behavior in the context of computer-mediated communication, characterized by repetition, an intention to harm, and power imbalance. Previous studies have shown that increased media use is a major risk factor for cyberbullying and cybervictimization. Given that restricting media use is not a practical way to reduce the negative effects inherent in media use, the present study examines the relevance of ethical media competence. We expected ethical media competence to buffer the effect of increased media use on cyberbullying and cybervictimization. A survey was conducted with 934 students (53% female) aged 10-17 years (M=13.26, SD=1.63). As expected, hierarchical regression analyses showed a positive main effect of media use, a negative main effect of ethical media competence, and a negative interaction effect of media use and media competence on cyberbullying and cybervictimization. Simple slope analyses revealed that at high levels of ethical media competence, media use has almost no effect on cybervictimization and a significant negative effect on cyberbullying. Consequently, promoting ethical media competence constitutes a potential measure to prevent the risks of increased media use for cyberbullying and cybervictimization.

Conflictos sociales y coyuntura de paz en Colombia. Decadencia occidental y potencialidad del latinoamericanismo / Social conflicts and situation of peace in Colombia: western decadence and potentiality of latin americanism

Si bien el conflicto armado interno parece haber llegado a un punto crítico, abriéndose espacio una importante negociación del conflicto armado interno que lleva más de 50 años, entre las Farc-Ep y el Gobierno de Colombia, es necesario ahondar en torno al papel de la participación de la población, quienes de manera real, expanden y complejizan los antagonismos; es el pueblo quien en últimas demostrarán la capacidad para promocionar y consolidar el cambio, pues si así no se asume, las actuales negociaciones no redundará en un cambio real, iniciándose otros ciclos de guerra, la profundización de los conflictos territoriales, ambientales, sociales, económicos, políticos, como ya ha ocurrido en la dolorosa historia de Colombia.

Even though the armed conflict seems to have reached a critical point, opening up space an important negotiation of the internal armed conflict that takes more than 50 years, between the FARC-EP and the Colombian government, it is necessary to deepen around the role of the participation of the population, who in a real way expand and make antagonisms complex, it is the people who ultimately will demonstrate the ability to promote and to consolidate the shift, because if it is not thus assumed,the current negotiations will not redound to a real change, where other cycles of war take place, the deepening of the territorial, environmental, social, economic, political conflicts, as it has already happened in the painful history of Colombia.

El rol de la democracia deliberativa y su ejercicio legítimo / The role of the deliberative democracy and its legitimate exercise

El presente texto, derivado de proceso de investigación, busca dejar elementos para el debate en torno a la construcción de la democracia deliberativa procurando establecer cuál podría ser el marco teórico en el que se puede ajustar el caso Colombiano. Para tal fin, el texto presentará: Un aparte para el debate en torno a la democracia deliberativa como procedimientos de legitimación de decisiones,estableciendo cuál es el papel de los tribunales constitucionales en la construcción de este tipo de democracia; segundo, ahondar con especial énfasis en las decisiones de la Corte Constitucional, si permiten o no, un espacio abierto para la democracia deliberativa; y tercero, se presenta un aporte al debate académico, en torno a la situación actual en Colombia en la construcción de una democracia deliberativa.

The present text, derived from a research process, seeks to allow aims to leave elements to the debate over the construction of the deliberative democracy managing to establish, which the theoretical framework could be, in which the Colombian case can be adjusted. For such a purpose, the text will introduce, first, the debate over the deliberative democracy as legitimacy of decision-making procedures, establishing what the role played by the Constitutional Court, in the construction of this type of democracy, is. Second, to deepen, with special emphasis, on the decisions of the Constitutional Court, whether they allow it or not, an open space for the deliberative democracy, and third, it introduces a contribution to the academic debate over the current situation in Colombia in the construction of a deliberative democracy.

Evaluación del riesgo de reincidencia en un caso de violencia sexual mediante el Sexual Violence Risk-20 / Recidivism risk assessment in a case of sexual violence using Sexual Violence Risk-20

Los delitos sexuales suponen un problema de criminalidad, así como de comportamiento de alta prevalencia, siendo útil la predicción del riesgo de reincidencia mediante un juicio profesional estructurado, para prevenir la violencia sexual. Se presenta en el artículo la aplicación del Sexual Violence Risk-20 (SVR-20), como protocolo de valoración de riesgo de reincidencia de violencia sexual en el caso concreto de un varón de 49 años condenado a pena de prisión por agresión sexual, con quebrantamiento en los permisos. El SVR-20 inicial (2008) correspondía a la categoría de riesgo bajo, motivo que justificó dichos permisos, siendo moderado-alto tras el quebrantamiento (AU)

Sex crimes represent both a criminal and behavior problem of high prevalence, therefore the use of structured professional judgment in recidivism risk assessment practice can be helpful in preventing sexual violence. We hereby describe the use of Sexual Violence Risk-20 (SVR-20) as a protocol of assessment of sexual violence of a 49-year-old man sentenced to prison for sexual assault who breached his temporary license. He was classified as low-risk individual on the first SVR-20 assessment (2008), which resulted in his temporary release, and as moderate-high risk after the breach (AU)

[Containment as a psychological process]. / La contenance comme processus psychique.

To move away from the clinical simplification of the term and restore its full complexity, it is possible to approach the notion of containment through the prism of psychological processuality. Beyond the theory, the caregiver's experience in their practice and in their contact with the patient can be considered on the basis of a series of standpoints which form the sphere of the "capacity of internal containment". However, containment is not the be all and end all of care. Containment has its limits and care must also be viewed as a constellation of complementary processes.

Hacia una construcción del concepto violencias escolares / Towards a concept construction of school violence

El presente artículo surge de la revisión documental del concepto violencias escolares en bases de datos, artículos de revista, bibliotecas y demás medios de información, dentro de la investigación: "Violencias escolares presentes en las ins tituciones educativas católicas. Una aproximación a los discursos y prácticas en el Colegio Parroquial Emaús de la ciudad de Medellín", de la Maestría en Intervenciones Psicosociales de la Fundación Universitaria Luis Amigó. La búsqueda documental arrojó tres categorías: Bullying, violencias de los escolares y conflicto escolar, que alimentaron la construcción en torno a la violencia escolar, evidenciando la necesidad de pluralizar el concepto, más allá de tipificarlo en el bullying, para abarcar sus diversas manifestaciones.

This article comes from the review of documents in databases, journal articles, libraries and other ways, in research "School Violence present in Catholic educational institutions. An approach to the discourses and practices in Emaús Parish School of Medellin", within the Maestría en Intervenciones Psicosociales de la Fundación Universitaria Luis Amigó. During the search we found three theoretical framework: Bullying, School Violence, and Conflict School, which fueled construction around school violence evidencing the need to pluralize the concept beyond typify in Bullying, to cover its various manifestations.

Pacto suicida en gemelos / Suicide pact in twins

Los pactos suicidas son excepcionales. Presentamos la muerte suicida simultánea de 2 hermanos gemelos monocigóticos de 46 años de edad, por atropello de tren. Ambos gemelos presentaban antecedentes psiquiátricos de tipo ansioso-depresivo que precisaron ingresos hospitalarios involuntarios tras tentativa autolítica, además de trastornos por consumo de alcohol. Los 2 planearon de forma conjunta su muerte «en pareja» y acudieron a las inmediaciones de una estación de ferrocarril para colocarse en el trayecto del tren, de pie, abrazados el uno al otro, hasta la llegada del convoy. El estudio necrópsico demostró las lesiones propias de este tipo de suicidios, y la presencia de unos niveles considerables de etanol en sangre. Se presenta el contexto del caso, el resultado de la autopsia psicológica, la presencia de antecedentes médicos comunes, incluyendo los psiquiátricos, y se revisa la bibliografía existente(AU)

Suicide pacts are exceptional cases. We present a simultaneous suicide of two 46 year-old monozygotic twins run over by a train. Both twins experienced psychiatric anxiety-depressive disorders that required involuntary hospitalization after suicidal tentative. Previous alcohol intake was also detected. They both meticulously planned their dyadic death and went near a railway station where they remained in the train trajectory, hugging each other, before the convoy arrived. Necroscopic analysis showed the typical injuries of this type of suicide as well as a considerable presence of ethanol in blood. The context of the case, the result of the psychological autopsy and the presence of coincident medical records-psychiatric ones included-are presented, while current bibliography is revised(AU)

[Use of restraint in psychiatry: Feelings of caregivers and ethical perspectives]. / Usage de la contention en psychiatrie : vécu soignant et perspectives éthiques.

INTRODUCTION: The return of restraint in psychiatry raises many ethical issues for caregivers. However their experience is little explored in literature. OBJECTIVES: Our objective was to study the feelings of caregivers facing restraint with regard to an ethical perspective and to identify areas for improvement. METHOD: Between November 2011 and February 2012 a descriptive cross-sectional epidemiological study was performed in two psychiatric emergency services and two closed units in which doctors and nurses were individually interviewed using semi-structured questionnaires. Five topics were explored: indications and contexts, impact on the patient, caregiver-patient relationship, perspective on the practice and feelings of caregivers on which we insist particularly. Results were presented in tables with percentages and possibly diagrams. The notable responses of caregivers were also cited. RESULTS: Twenty nurses and nine psychiatrists, mostly female, were recruited. They all had participated in experiments of restraint. The self-aggressiveness, the aggressiveness against other persons and agitation were the most frequent indications. In the patients, caregivers identified misunderstanding (79.3%) and anger (75.9%). The majority of nurses (75%) felt that there was an improvement in the caregiver-patient relationship after the episode of restraint compared to what it had been in the moments preceding this measure. The emotional experience of caregivers was rich, intense and predominantly negative type of frustration (35% of nurses; 66.7% of doctors), anger (30 and 33.3%) and lack of feeling (35 and 44.4%). The feelings of doctors and nurses were not completely similar. For caregivers it was "a difficult but necessary experience" (82.75%), "an act of care and safety" (68.9%). All psychiatrists and almost half of the nurses (45%) said they did not feel the same when they used seclusion. In their opinion, seclusion entailed a less painful experience because of its therapeutic properties. More than half of the caregivers thought that there were alternatives to restraint: the strengthening of containing function in the hours before the use of restraint; the use of seclusion at the time of the decision to restrain. They identified contexts (80%) encouraging the use of restraints, not only related to the patient, the lack of resources but also institutional contexts, in particular conflicts or divisions in the health care team. DISCUSSION: The misunderstanding of the patient led us to wonder about the quality of the information he/she received: it was sometimes too formal and did not take into account the uniqueness of the patient. The frustration of caregivers could concern the lack of resources but also be directed towards a patient or caregiver. In addition, there were often cleavages between doctors and nurses that stemmed from a misunderstanding, also with rivalries and power struggles. From the literature and caregivers' reflections we identified three prospects to reduce the use of restraint and modify feelings of caregivers: 1) develop better crisis management upstream through increasing resources and improving training; 2) promote patients support in using ethical principles of autonomy and beneficence by showing them solicitude, inviting them to tell themselves and helping them to regain their own experience; 3) develop an afterthought in setting up institutional reflection time by restoring a central role in clinical team meetings in psychiatry, possibly supplemented by supervision, but also through regional ethical spaces. CONCLUSION: In our investigation, we found that caregivers had a predominantly negative experience with frustration, anger and a lack of feeling. Among caregivers we also identified awareness of ethical issues that may be for the first time for a change.

Unethical battlefield conduct reported by soldiers serving in the Iraq war.

Research involving military service members has shown a strong relationship between combat experiences and increased risk for posttraumatic stress disorder (PTSD) and other mental health problems. Comparatively little research has examined the relationship between combat experiences, PTSD, aggression, and unethical conduct on the battlefield, although news stories sometimes suggest links between unethical conduct and disorders such as PTSD. This study systematically examined whether unethical conduct is a proxy for aggression and whether specific combat experiences and PTSD are independently associated with unethical behavior. The results of this study indicate that aggression (ß = 0.30) and specific combat experiences (particularly, witnessing war atrocities [ß = 0.14] and fighting [ß = 0.13]) are much more strongly associated with unethical conduct than is PTSD (ß = 0.04).

La competencia emocional de agresores y víctimas de bullying / Emotional competence and bullying

Los estudios sobre bullying vienen alertando en los últimos años sobre la necesidad de profundizar en la dimensión emocional y moral de los implicados, en aras de comprender la génesis y la evolución de este fenómeno en las escuelas. El presente estudio teórico pretende analizar es-tas dimensiones desde el modelo de la Competencia Emocional desarrollado por Carolyn Saarni (1999). Este modelo permite indagar en las habilidades emocionales que presentan estos niños y niñas a partir de una visión funcionalista y contextual de la experiencia emocional, analizándola en relación al modo en que somos capaces de establecer relaciones interpersonales equilibradas y satisfactorias. En concreto, se revisan tres grandes grupos de habilidades emocionales en víctimas y agresores de bullying, como son la atribución emocional, la dimensión moral de la experiencia emocional y el afrontamiento emocional. A la luz de los estudios revisados, se concluye respecto de las dificultades que los agresores de bullying muestran en tareas sociomorales, mientras que en las víctimas los estudios dirigen su atención hacia la regulación emocional y el afrontamiento. Se describen pautas para la intervención directa mediante estímulo y reeducación emocional con estos chicos y chicas (AU)

In the last years, the studies on bullying are underlining the need to study the emotional and moral dimension of children involved in bullying in order to explain the origin and development of this phenomenon. The present theoretical study will analyze these dimensions following the model of Emotional Competence developed by Carolyin Saarni (1999). This functionalist and contextual approach allows investigating the emotional abilities of the person in relation to the way we are able to initiate and maintain symmetrical and satisfactory interpersonal relationships. In particular three groups of emotional skills of victims and bullies are revised: the emotional attribution, the moral dimension of the emotional experience and, the emotion regulation skills. Taking into account the most relevant results of the studies, this work concludes about the difficulties that bullies present in sociomoral tasks, meanwhile victims present problems in emotion regulation and coping strategies. Key elements for direct intervention programs with bullies and victims are addressed (AU)