Based on the increase in the rates of social vulnerability of the Argentine population, an analysis was carried out regarding the quality of life and resilience of the population. Objective: To weigh resilience and quality of life in the parents and caregivers who attend the Child Development Centers of the Ministry of Social Development (CeDIS) of the City of Buenos Aires, relative to the broader Argentine population. Sample: non-probabilistic, intentional, 650 adult subjects participating in CeDIS. Results: Quality of life, health, future safety, and community satisfaction are more influential factors for CeDIS participants than they are to the general population of Argentina. Levels of resilience increase proportionally with quality of life, in line with the apparent correlation between quality of life levels and the dimensions of resilience. It could be inferred that improvements in quality of life would produce a greater increase in resilience levels.

En función del incremento de los índices de vulnerabilidad social de la población argentina se evaluaron la calidad de vida y la resiliencia de la población. Objetivo: Ponderar la calidad de vida y la resiliencia de los padres / cuidadores de niños que concurren a los Centros de Desarrollo Infantil del Ministerio de Desarrollo Social (CeDIS) de la Ciudad de Buenos Aires, en relación con población argentina general. Muestra: no probabilística, intencional, 650 sujetos adultos partícipes de los CeDIS. Resultados: La calidad de vida, la salud, la seguridad a futuro y la satisfacción con la comunidad poseen una mayor influencia para los participantes de los CeDIS en comparación con la población argentina general y los niveles de resiliencia aumentan proporcionalmente con la calidad de vida, en línea con la aparente correlación entre los niveles de calidad de vida y las dimensiones de la resiliencia. Podría inferirse que al mejorar la calidad de vida se produciría mayor incremento en los niveles de resiliencia.

Even in well-delivered treatments, a significant proportion of patients with severe diagnoses will not achieve sustained remission. For example, research demonstrates that in Bipolar II disorder, while psychological interventions combined with pharmacotherapy yield much better results than pharmacotherapy alone, relapse rates remain very high. In this article, we show the successful treatment of Mrs. C., who was diagnosed with Bipolar II disorder and fell into the non-responders. The treatment integrated a novel approach grounded on a cognitive-behavioral theory with a systemic perspective. The psychotherapist, the psychiatrist, and a family therapist composed the teamwork and delivered the treatment in three phases. In the first phase, the psychotherapist conjointly with the psychiatrist aimed at reducing symptoms. In the second phase, the psychotherapist and the family therapist addressed the dysfunctional relationship patterns that negatively reinforced emotional dysregulation. Finally, in the third phase, the aim was to consolidate the achievements, changes, and good outcomes.

Resumen: En los últimos años, ante el incremento del uso del ciberespacio, ha florecido la violencia, y con ella la aparición de diversos trastornos mentales, entre ellos la depresión. Objetivo: Realizar una revisión sistemática de las investigaciones ejecutadas entre 2019 y 2022 sobre la relación ciberbullying y depresión en población adolescente. Método: Selección de artículos en búsquedas de 90 estudios, escritos en español o en inglés, 2 en REDIB y 88 PubMed, en la fecha 2/2/2022. Método: Los términos de búsqueda fueron: “cyberbullying” and “depresión” and “depression” and “adolescencia”. Resultados: Los artículos seleccionados por sus resúmenes para su análisis fueron 33: 7 muestras de Estados Unidos de Norteamérica, 5 de China, 5 de España, 2 de Perú, 2 de Turquía, y 1 de Rumania, Qatar, Bélgica, Taiwán, Singapur, Bangladesh, Suecia y Australia y 4 revisiones y metaanálisis de diversos países no especificados en los resúmenes. Participaron un total de 14.300 adolescentes y los de revisión sistemática y metaanálisis fueron 237960. Se detallan en una tabla los instrumentos utilizados, cuantitativos, donde predominan escalas de Cyberbullying y Depresión tanto, para investigar la correlación entre las mismas, además de la medición de otras variables mediadoras y moderadoras. Conclusiones: Confirma hallazgos sobre la asociación significativa cibervictimización y depresión y el efecto predictivo significativo del Cyberbullying sobre la depresión.

El ciberacoso o ciberbullying es un fenómeno multidimensional, que tiene el potencial de afectar a cualquier persona que navegue en internet, y que ha traspasado las fronteras de lo físico, lo conocido y lo temporal. La característica permanente y por lo tanto repetitiva del ciberacoso, lo convierte en una problemática que no perece con el paso del tiempo: una vez que una imagen o video está en internet es realmente difícil eliminarla. Se lo define como una agresión intencional, deliberada y repetitiva de una persona o grupo de personas hacia una víctima. La escasa retroalimentación dificulta las reacciones empáticas por parte de los agresores a la vez que obstaculiza la toma de conciencia de la dimensión que tienen los daños ocasionados. Su incidencia va en aumento y se encuentran, de forma constante, nuevos modos de llevarlo a cabo. Hay factores que agravan la situación como el acceso, en constante aumento, a nuevas tecnologías, el lugar que la virtualidad ocupa en la vida de las personas como espacio de socialización, la disminución de la percepción del daño causado, la sensación de impunidad que brinda el anonimato y la propia dinámica de las redes que propicia la alianza entre hostigadores y la reproducción fácil y rápida de contenidos. Durante el período de Aislamiento Social Preventivo y Obligatorio en Argentina, se ha visto un incremento exponencial de las horas dedicadas, por parte de la población, a navegar en internet. Las redes sociales ofrecen un ambiente propicio para la aparición y diseminación de situaciones de acoso entre pares, llegando con facilidad a la viralización. En este sentido, cuánto más tiempo pase una persona en dichas redes, más expuesta está a atestiguar, recibir o participar en situaciones de agresión hacia una víctima.

espanolSe presenta un estudio, en colaboracion con la Defensoria del Pueblo de la Ciudad de Buenos Aires, en dos etapas. La primera tipo instrumental (Montero & Leon, 2007), la construccion y validacion de escala de creencias de los docentes acerca de los factores causales, medidas preventivas y contingentes del hostigamiento de pares. La segunda de un diseno de tipo ex post facto prospectivo de grupo unico (Montero & Leon, 2007). Participan en el316 docentes de ambos sexos, 22,5% hombres y 77,5% mujeres, de colegios primarios de la Ciudad Autonoma de Buenos Aires con un rango etario que va de 22 a 69 anos (M = 39,38; DT= 10,15).El objetivo del estudio es detectar y analizar las creencias de los docentes a nivel primario acerca de los factores causales, medidas preventivas y medidas contingentes del fenomeno Bullying. Por otra parte, detectar la coherencia entre los tres tipos en los docentes. Finalmente conocer el contenido de las creencias de los docentes al cotejarlas con datos objetivos de estudios precedentes validos y confiables.Los resultados principales indican una codependencia entre las tres dimensiones de las creenciasde los docentes. Asimismo, las creencias sobre las causas estan directamente asociadas al tipo de medidas tanto preventivas como contingentes. Por otra parte, se verifica que poseen creencias con significados particulares que se ajustarian a sus propias referencias o referentes y a su propia experiencia, mas que en estadisticas locales, que redundarian en estrategias disfuncionales. Los resultados halladosen este estudio dan cuenta de lanecesidad de inclusion curricular de formacion especifica docente sobre el hostigamiento de paresy deun enfoque sistemico del fenomeno. EnglishA study in two stages, in collaboration with the Ombudsman of the City of Buenos Aires,is presented. The firstof them, instrumental type (Montero & Leon, 2007), the construction and validation of scale of beliefs of teachers about the causal factors, preventive and contingent measures of Bullying. The second one, an ex post facto prospective type of single group design (Montero & Leon, 2007). Participate in it 316 teachers of both sexes (22.5% men and 77.5% women) of primary schools of the Autonomous City of Buenos Aires with an age range ranging from 22 to 69 years (M = 39.38;= 10.15). The objective of the study is to detect and analyze the beliefs of teachers at the primary level about the causal factors, preventive measures and contingent measures of the Bullying phenomenon. On the other hand, it is verified that they have beliefs with meanings that would fit their own references and their own experience, rather than in local statistics, which would result in dysfunctional strategiesThe main results indicate a codependency between the three dimensions of teachers' beliefs. Likewise, beliefs about the causes are directly associated with the type of preventive as well as contingent measures. On the other hand, it is verified that there are conceptual mistakes in teachers, which will surely result in dysfunctional strategies. The results found in this study show the need for curricular inclusion of specific teacher training on Bullying and a systemic approach to the phenomenon

The aim of this study was to carry out a descriptive analysis of the teachers' beliefs about the causal factors, prevention and contingency actions about the bullying phenomenon. The study was carried out in the city of Buenos Aires, with the participation of 316 primary school teachers of the Autonomous City of Buenos Aires of both sexes (22.5% males and 77.5% females), with an age range between 22 and 69 years (M = 39.38, DE = 10.15). The sample was non-probabilistic, intentional, with proportional affixation to three quotas, according to the sex, age and socioeconomic level of the participants. After collecting the data in the field, a complete descriptive analysis of thirty items was carried out. Then a descriptive analysis of 15 final items. Finally, an analysis of the relationships between the dimensions of the scale and an analysis of the differences in the three dimensions according to the sex, age and years of experience of teachers. It is generally concluded that teachers do not believe that families of separated parents, large families or assembled families are the causal factors of harassment, teachers do not believe that competitiveness in the sports area has to do with harassment, teachers believe that parents are the most important factor in preventive actions, teachers believe that punitive actions against discrimination can be useful and finally, teachers do not believe that the change of school solves the problem of harassment

The general purpose of this study was to perform an exploratory and descriptive analysis of Quality of life and social inclusion in Child Development Centers (CEDI) of the Ministry of Social Development of tBuenos Aires.. The sample is of 600 people in attendance at the Child Development Centers. The specific aim is to determine the families' perception about their quality of life and about their social inclusion based on scales and indicators and the evaluation of modifications after the process in the CEDIS. The variable to be measured in this study is the quality of life in this population. The instrument, Quality of Life Questionnaire, WBIInternational Well Being Group. Translation Tonon & Aguirre (2009). Sociodemographic data are also evaluated. From the application of the scale the following conclusions are reached: There are no significative differences between the levels of quality of life , the sex and the age of the participants. We analyzed whether there are relations between the levels of quality of life with respect to the number of people living together, which were not found; regarding current economic levels, there are statistically significant differences (at a higher current economic level, higher levels of quality of life); compared with economic level three years ago, there are statistically significant differences (those who are better economically at present compared to three years ago, have higher levels of quality of life), religiosity, no differences; educational level , there are no differences; satisfaction with CEDI, there are statistically significant differences (the higher satisfaction with the inclusion of the child in CEDI, higher levels of quality of life).

The study of the quality of life of a population is essential to understand the psychosocial factors involved and to develop specific intervention policies. According to this idea, an exploratory and descriptive study on the perception of adults attending Child Development Centers about their quality of life and their own families social inclusion is performed. In order to do this we work on a sample of 600 people on three scales that allow evaluation: 1. Quality of life. Well-being Index, WBI International Well being group. (Translation by Tonon & Aguirre (Argentina, 2009) 2. Resilience: Resilience Scale of Wagnild & Young 3. Well being: Well being Scale (Keyes). The scales denote subjective perceptions that participants have about their situation in the cultural context and the value system in which they live, in relation to their achievements, expectations and interests. The main goal is to determine the perception of families about their quality of life and social inclusion on the basis of the mentioned scales and indicators.

We present an ex post facto prospective single study group (Leon & Montero, 2007). Participants are 316 adults, primary school teachers of the Autonomous City of Buenos Aires of both sexes, with an age range between 18 and 42 years (M = 23.17, SD = 3.1). The main objective of the project is to analyze beliefs of teachers in primary and secondary schools about the causes of the bullying phenomenon, preventive measures and contingent actions for resolution. How teachers perceive students and their behaviors, is related to the strategies they use to manage their classrooms (Valdez Cuervo Estevez, Nenninger et al., 2013). A medium-term goal in an upcoming project is the design of prevention programs to change the way teachers perceive and act on the mentioned phenomenon. Partial results are described.

The effectiveness of a program to improve the management of violence is evaluated specifically in terms of enlightenment and awareness of causal and preventive factors of peer harassment, and bullying in schools in Buenos Aires City. It is considered that the attitude of teachers in relation to episodes of harassment in pairs, depends on the beliefs that they have about causal and preventive factors. Therefore, this study is a critical study. The design is to participate in a workshop of six meetings for half an hour each, in which different training devices and techniques will be developed to modify the beliefs and to indirectly improve the management of violence by teachers. However, this study will be compared with a control group.

The aim of this article is to survey and analyze the features of the scenery or physical space where bullying occurs. To that end, the communication about the problem by the harassed to friends, family, teachers and adults in the school has been studied, and then the system attitude to the harasser either not acting on it (without saying anything) censoring or endorsing it. The research has been made over 966 students from 11 to 13 years old from both sexes on nine public and private management schools. Results have shown that the phenomena occurs when teachers are not present; that the harassment goes between peers even at the same age and there is a meaningful percentage of harassment without censorship where bullying gets to be availed.

El objetivo de este articulo fue realizar un relevamiento y analisis de diferentes aspectos relacionados con el hostigamiento escolar. En primer lugar se analizaron las caracteristicas del escenario o espacio fisico donde se produce el hostigamiento. En segundo lugar, se relevo el tipo de comunicacion sobre el hostigamiento por parte del hostigado, tanto a amigos, familiares, docentes y adultos en el colegio. En tercer lugar se evaluo la actitud de parte del sistema hacia el hostigador, ya sea no actuando sobre el mismo (sin decirle nada), censurandolo o avalandolo. Participaron del estudio 966 estudiantes con un rango etario de 11 a 13 anos y de ambos sexos, de nueve centros educativos de gestion publica y privada. Los resultados indicaron que el fenomeno se produce en espacios donde el profesorado no esta presente, que el hostigamiento es entre pares y que no hay diferencias de edades para que se produzca el fenomeno y que existen porcentajes significativos donde no se censura e incluso avala el hostigamiento.

espanolEn el presente articulo se analiza el fenomeno Bullying desde la perspectiva del Hostigador, Hostigado y Testigo en estudiantes de escuelas de nivel inicial de la CABA. Participaron del estudio 966 estudiantes con un rango etario de 11 a 13 anos y de ambos sexos, de nueve centros educativos de gestion publica y privada. Los resultados principales indican una congruencia entre las percepciones de las tipologias entre hostigadores, hostigados y testigos, siendo estos ultimos quienes perciben con mayor frecuencia el fenomeno. Ademas se observa diferencias segun el sexo de los participantes en donde los niveles de hostigamiento son mayores en los hombres que en las mujeres. Se espera que sobre la base de este trabajo se logre una mejor deteccion, medida y valoracion de situaciones de agresividad alumno-alumno y en el futuro desarrollar programas de intervencion sobre el sistema Bullying. EnglishThe present paper analyzes the Bullying phenomena from the perspective of the Bully, Bullied and Witness in high school students of Buenos Aires Autonomous City. The study has been made over 966 students from 11 to 13 years old and from both sexes of nine educative centers of public and private management. The main results show a congruence between the perceptions of typologies among harassing, harassed and witnesses. The witnesses are the ones that perceive the phenomenon more often. Besides, there are differences between the sexes of the participants: harassment levels are higher in men than in women. It is expected that this work achieves a better detection, measure and valuation of aggression situation between students to develop intervention programs on Bullying.

The present article studies the Quality of Life concept and shows its interdisciplinary character. It states a definition for this phenomenon and takes into account the formal aspects in which the New Behavioural Sciences and the Positive Psychology contribute to the research on Quality of Life.

El presente articulo aborda el estudio de la Calidad de Vida y muestra su caracter interdisciplinario. Formula una definicion para este fenomeno y da cuenta de los aspectos formales en que las Nuevas Ciencias de la Conducta y la Psicologia Positiva contribuyen a la investigacion sobre la Calidad de Vida.

Bullying phenomenon is presented by the importance and the impact it has on our society. Bullying is defined as prolonged verbal abuse, social rejection, psychological intimidation or physical assault of a / o student / s to another who becomes the victim. We describe the various roles in the dynamics of Bullying: Harassment assets, active supporters, its passive follower, followers hidden, non-involved witnesses, advocates, active harassed, harassed persons, and adults (teachers, principals, parents). It describes the types of bullying: physical, verbal, social and electronic alternative / cyber. Finally, explain the risk factors and the short and medium term effects.

Se presenta el fenomeno Bullying por la importancia y el impacto que tiene en nuestra sociedad. Se lo define como Comportamiento prolongado de insulto verbal, rechazo social, intimidacion psicologica y/o agresion fisica de un/os nino/s hacia otro que se convierte en victima. Se describen los diferentes roles en la dinamica del Bullying: Hostigadores activos, seguidores activos, seguidor es pasivos, seguidores ocultos, testigos no implicados, defensores, hostigados activos, hostigados pasivos, y adultos (docentes, directivos, padres). Se describen los tipos de bullying: fisico, verbal, social y la variante electronica / cibernetica. Finalmente se explican los factores de riesgo y los efectos a corto y mediano plazo.