Publicaciones

Justicia restaurativa, trabajo social y mediación. Una perspectiva antropológica de los modelos de gestión del conflicto

Thu, 09 Jul 2026 00:00:00 GMT

Justicia restaurativa, trabajo social y mediación. Una perspectiva antropológica de los modelos de gestión del conflicto Aranda Serna, Francisco José Este artículo examina la relación entre el Trabajo Social y la mediación mediante un análisis antropológico de los modelos de gestión del conflicto. El estudio parte de la premisa de que existe una tendencia actual hacia la utilización de soluciones dialogadas. Estas soluciones basadas en el diálogo, aunque tienen raíces antropológicas muy antiguas, su institucionalización y regulación formal dentro de los ordenamientos jurídicos actuales constituye una innovación reciente que pretende recuperar modelos horizontales de las sociedades antiguas. Se analiza exhaustivamente cómo las comunidades primigenias gestionaban sus disputas mediante la responsabilidad colectiva y figuras de autoridad moral, como el chamán o los consejos de ancianos, quienes operaban bajo lógicas de cohesión y no de castigo. Se estudia específicamente cómo los modelos de justicia restaurativa contemporáneos hunden sus raíces en estas prácticas ancestrales, destacando las “conferencias” de Nueva Zelanda y los “círculos de sentencia” de Norteamérica. Estos enfoques se presentan como alternativas críticas que priorizan la reparación del daño y la participación activa del entorno afectivo frente a la verticalidad de las sanciones. Finalmente, el artículo concluye que el trabajador social, en su rol de mediador, debe poseer una pericia técnica avanzada, un compromiso ético inquebrantable y una “fe en el proceso” que valide su intervención. De este modo, se consolida la mediación como una herramienta esencial para transformar la cultura del litigio, devolviendo a los ciudadanos la soberanía necesaria para resolver sus propios conflictos de forma autónoma y pacífica.

Effects of a structured nutrition education program on dialysis adequacy and clinical outcomes in maintenance hemodialysis patients

Tue, 07 Jul 2026 00:00:00 GMT

Effects of a structured nutrition education program on dialysis adequacy and clinical outcomes in maintenance hemodialysis patients Victoria Montesinos, Desirée; Ballester Navarro, Pura; Cadenas García, Valentín; Morillas Ruiz, Juana María Objective: To evaluate the effects of a structured nutrition education program on dialysis adequacy, dietary intake, metabolic parameters, and quality of life in patients undergoing maintenance hemodialysis, and to determine whether responses differ according to baseline dialysis adequacy. Methods: In this multicenter prospective study, patients receiving maintenance hemodialysis were allocated by center to either a nutrition education group, in which a researcher from the team delivered the site’s standard nutrition education protocol, or to standard care without protocolized nutrition education, andwere followed for 9months. Participantswere stratified according to baseline Kt/V (<25th percentile, 25th-75th percentile, and >75th percentile). Clinical, nutritional, biochemical, and functional outcomes were assessed at baseline and after the intervention period. Between-group comparisons were performed within each Kt/V stratum. Results: A total of 105 patients were included in the final analyses. Baseline characteristics were generally comparable between intervention and control groups across Kt/V strata. The response to nutritional education differed according to baseline dialysis adequacy. Patients with lower baseline Kt/V showed significant post-intervention improvements in dietary composition, including lipid quality and selected micronutrient intakes. In the intermediate Kt/V group, the intervention was associated with improvements in energy intake balance, systolic blood pressure, and selected hematological parameters. Patients with higher baseline Kt/V demonstrated significant post-intervention improvements in dialysis adequacy (Kt/V), body weight, hematological indices, physical function, and quality of life. Conclusion: A structured nutrition education program was associated with differential clinical and nutritional effects in patients undergoing maintenance hemodialysis, depending on baseline dialysis adequacy. These findings highlight the importance of considering baseline Kt/V when designing and evaluating nutritional education interventions in the hemodialysis setting.

An extension of the context of peer aggression Commentary to the debate “Taxonomy of toxic behaviors in multiplayer gaming environments”

Wed, 06 May 2026 00:00:00 GMT

An extension of the context of peer aggression Commentary to the debate “Taxonomy of toxic behaviors in multiplayer gaming environments” Paredes, Sergio; Valls Serrano, Carlos This commentary is written in response to the paper entitled “Taxonomy of toxic behaviors in multiplayer gaming environments: An extension of the context of peer aggression” by Zsila and Demetrovics (2025). It seeks to support and expand the discussion in two central aspects: first, the conceptual boundaries between toxicity, cyberbullying, and trolling; and second, the structure of the proposed taxonomy, acknowledging its strengths while suggesting clarifications. Conceptual overlaps with cyberbullying and trolling highlight the importance of context and situational features when distinguishing toxic behaviors. We argue that the taxonomy could benefit from refinements that explicitly consider the role of intentionality, repetition, and the interplay between in-game dynamics and mental health consequences. These adjustments may also allow inclusion of behaviors extending beyond direct in-game actions. The taxonomy presented by the authors represents a significant step forward in systematizing research on toxic behaviors in video games. Future work should integrate psychological and contextual factors that shape both the experience of toxicity and the strategies players adopt to cope with it.

Educational Escape Room for Psychology Students: Exploring Design Structure and Effectiveness

Thu, 29 May 2025 00:00:00 GMT

Educational Escape Room for Psychology Students: Exploring Design Structure and Effectiveness Valls Serrano, Carlos; Harry, Moore; Rabadán Pardo, Maria J.; Egea Cariñanos, Paloma; Vélez Coto, Maria Educational escape rooms (EERs) have shown to be a motivating and enjoyable teaching activity, yet few studies have examined their impact on learning when compared to traditional teaching techniques. This study investigates the impact of EERs on students’ academic experiences, focusing on their effectiveness in promoting learning outcomes compared to traditional teaching methods. A total of 83 psychology students participated. This study employed both quantitative and qualitative methodologies. Quantitative results revealed that participants evaluated EERs positively, with the experimental group achieving superior learning outcomes. No differences in learning based on EER structures were identified in the analysis. Qualitative analysis supported the quantitative findings but also identified challenges, such as task distribution, difficulty managing group work, and handling pressure or frustration. Teachers raised concerns regarding the activity’s complexity and its limited impact on learning outcomes. Despite these challenges, EERs were perceived as motivating and beneficial for learning specific contents. Las salas de escape educativas (SEE) constituyen una actividad didáctica motivadora y gratificante, si bien hay pocos estudios que analicen su influencia en el aprendizaje en comparación con las técnicas de enseñanza tradicionales. Este estudio analiza la repercusión de las SEE en las experiencias académicas de los estudiantes, centrándose en su eficacia en los resultados del aprendizaje en comparación con los métodos de enseñanza tradicionales. En el estudio participaron 83 estudiantes de psicología, empleándose tanto metodologías cuantitativas como cualitativas. Los resultados cuantitativos muestran que los participantes tienen una opinión positiva de las SEE, siendo mejores los resultados del aprendizaje del grupo experimental y no se apreciaron diferencias en el aprendizaje según las estructuras de las SEE. El análisis cualitativo confirmó los resultados cuantitativos, aunque también surgieron dificultades, como la distribución de tareas, complicaciones en la gestión del trabajo en grupo y del tratamiento de la presión o la frustración. Los profesores expresaron preocupación por la complejidad de la actividad y su efecto limitado en los resultados del aprendizaje. A pesar de estas dificultades, se consideró que las SEE eran motivadoras y beneficiosas para el aprendizaje de contenidos específicos.