Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

El burn out o ‘síndrome de quemarse por el trabajo’ surge a partir de una adicción al trabajo e implica una total devoción y dedicación del tiempo a una meta laboral, provocando consecuencias negativas tanto para el trabajador como para la organización en la cual desempeña su actividad. Desde un marco teórico psico-organizacional, el objetivo de este trabajo consiste en una interpretación de la película Black Swan –El Cisne Negro –, de Darren Aronofsky, tomando como eje de análisis el concepto de burn out. A modo de propuesta metodológica, se presentan y analizan las diferentes fases de evolución del burn out a partir de la puesta en escena planteada en la película. Teniendo en cuenta la relevancia del burn out en las sociedades contemporáneas, se busca convocar la atención de la comunidad profesional de la psicología en general, y de la psicología del trabajo en particular, para la promoción del bienestar psicosocial de los sujetos que desarrollan actividades en organizaciones que persiguen la excelencia.

La clonación de seres humanos para ser utilizados como repositorio de órganos está absolutamente prohibida, lo cual no quita que forme parte de un posible futuro ominoso para la humanidad. De hecho, ha sido tema de la literatura fantástica y de varias películas de ciencia ficción. En casi todas ellas, los clones ignoran su condición de tales, lo cual suele plantear la cuestión ética elemental. Never Let me Go (Mark Romanek, 2010), basada en la novela homónima de Kazuo Ishiguro plantea una variante del tema que resulta especialmente inquietante. ¿Qué pasaría los clones, sabiendo que lo son, asumieran su destino y se ofrecieran de manera voluntaria para ser sacrificados por el bien de los demás? El trabajo analiza las cuestiones ético-existenciales de tal posibilidad, siguiendo las vidas de un grupo de jóvenes clones educados desde su infancia a estos fines. Semejante altruismo, lejos de tranquilizarnos, abre en nosotros y en ellos mismos, la más pavorosa de las angustias.

Considerada una de las grandes películas de la historia del cine, A place in the sun, de George Stevens se basa en la novela de Theodore Dreiser An american tragedy. La misma se inspiró en un crimen ocurrido en el estado de Nueva York en 1906. La adaptación de que propone Stevens se aparta de la novela, en tanto para el director americano la historia es menos una tragedia social que una tragedia del deseo. El drama de George Eastman ejemplifica lo que Jacques Lacan señalaba en su seminario La ética del psicoanálisis a propósito de la culpa: “… aquello de lo cual el sujeto se siente efectivamente culpable cuando tiene culpa, de modo aceptable o no para el director de conciencia, es siempre, en su raíz, de haber cedido en su deseo”. A place in the sun muestra el recorrido de un sujeto que se traiciona respecto del deseo, de cómo ese bien a favor del que cede conduce al mal, y de cómo el dispositivo jurídico puede volverse cómplice en esa vía autodestructiva.

El film Match Point ha sido considerado como continuación temática de otro anterior de Woody Allen, Crímenes y Pecados, tomando como referencia la acción llevada adelante por el personaje de Chris Walton, comparándola con la del oftalmólogo compuesto por Martín Landau. Sin perjuicio de esta lectura, se puede constatar que Match Point está inspirado en A place in the sun, un film de 1951 dirigido por George Stevens, del cual constituye una suerte de doble negativo. El presente artículo, apéndice del análisis del film de Stevens, establece ese paralelo fundamentando la relación que existe entre las estructuras de la neurosis y la perversión.

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A human being conceives of him or herself as being in a constant interrelation with varied educative agents, through which diverse values and attitudes flow. The present study seeks to verify the suitability of the physical-sport leisure model to promote social values that optimize an adolescent’s ability to integrate and socialize, while considering the family unit to be the cardinal agent in this process. The scope of the analysis, therefore, explores the perceptions of young people, parents, and professors regarding the social dimensions of these values. To this end, a complementary methodology has been used that works with quantitative techniques -employing a questionnaire as an instrument of measurement- and with qualitative techniques, specifically a contextual analysis of four discussion groups. The results confirm the following: that a physical-sport leisure model is, a priori, a neutral axiological context, with the potential to encourage as many values as counter-values; that the family unit constitutes both an educative and fundamental agent that is able to engender physical-sport habits in the adolescent; and that in spite of parents defending the practice of social values, teachers and young people sometimes reproach them for not valuing it in just measures, potentially leading to the neglect of the above lifestyle.

Between November 2007 and June 2009 an international project aimed to establish, run and evaluate anti-bullying peer support systems in one secondary school in each of England, Italy and Spain. School anti-bullying peer support systems typically involve some pupils being selected and trained to help pupils. Using a 2 group pre-test post-test control group design, we have helped train school peer supporters and establish peer support systems in the intervention schools. For the evaluation of the programme, 248 involved and non-involved students and 35 involved and non involved teachers were surveyed using an open-end questionnaire. Here we report the outcomes of this evaluation study based on data already gathered in Spain. The results point at the positive evaluation of the programme by teachers and students, who both alike stress the positive impacts on the victims and peer supporters and see it as a resource for improving schools’ daily life.

The current research deals with the preparation and application of an assessment tool aimed at the early detection of drug use, bullying and mental disorders in Secondary Education students in school, family and spare time context. The assessment program we have designed uses 3D virtual environments to realistically recreate, in the style of current videogames, the contexts of drug abuse, bullying and family problems which usually occur during the teenage years. The Mii-School program consist of 17 stages of detailed three-dimensional simulation in which various avatars interact, causing problematic situations in which the participant must choose how he would behave, given the different response choices offered. The program then includes the different response styles of the participant in the situations presented. This would be very relevant from a preventive and therapeutic point of view, as it provides the possibility of knowing what persons would be in a risk situation and their responses in the above mentioned contexts.

The purpose of the present study was to state how parents’ educational styles affect over the use of self-regulated learning strategies in a group of Secondary Education students and how mentioned strategies also influence on their academic performance. Four hundred and seventy eight Secondary Education students with ages between 12 and 16 took part in this investigation. In order to evaluate parents’ educational styles a set of values was made based on the instrument and the measuring of the self-regulated learning strategies was done through the Inventory of Learning Strategies and Study LASSI. Furthermore, students’ marks in three different subjects during the previous year were taken into consideration. The obtained results showed how those students whose parents are classified as democratic and permissive more often use self-regulated learning strategies when compared to children of authoritarian and negligent parents. Besides, it has been stated how this self-regulated learning positively influence over academic successful results.

This study aims to determine the overall progress of the diagnostic process and what their immediate future in ADHD, digging into two new objective techniques such as the EEG and HEG. First is to put the future prospects for ADHD in short and medium term, trying to understand the current reality and the new range of opportunities open to us in this direction. Second, it specifically states the objective of knowing specifically hemoencefalografía technique nirHEG and its immediate predecessor Q-EEG, with the aim to show their biological basis, its usefulness and accessibility in the diagnosis. As well as supplementing it with other related measures such as the TOVA test, with great efficiency and reliability in the diagnosis and management of ADHD. All theoretical evidences, trying to condense the findings bring new more objective measures in the diagnosis of ADHD, as well as simpler to implement. We discuss the educational implications.