Docta Complutense
Repositorio institucional en acceso abierto de la Universidad Complutense de Madrid que recopila la producción científica para fomentar la visibilidad e impacto de la investigación complutense.
Con la colaboración del Ministerio de Ciencia e Innovación y de la Fundación Española para la Ciencia y la Tecnología (FECYT).
Envíos recientes
Association between non-suicidal self-injury and suicidal behavior in Borderline Personality Disorder: a retrospective study
(Actas Españolas de Psiquiatria, 2021) Alberdi Paramo, Iñigo; Díaz Marsa, Marina Francisca; Saiz González, María Dolores; Carrasco Perera, José Luis
Suicidal behavior (SB) spectrum is nuclear in the clinic and management of Borderline Personality Dis- order (BPD). Although in recent research papers non-suicidal self-injury behavior (NSSI) and suicidal behavior (SB) differ in intentionality, frequency and lethality; these two behaviors have been described concurrently with a controversial distinction. Few works talk about the reason for the co-occurrence between both entities in the psychiatric population in general and in BPD in particular. The aim of the report is to analyze the link between SB and NSSI in BPD.
Is eco-social education for trainee teachers possible using international mirror classes on landscape? Implementation of a didactic proposal in Spain and Colombia
(International Research in Geographical and Environmental Education, 2024) Martínez Hernández, Carlos; Robles-Moral, Francisco Javier; García-Ortiz, Doris Lised
According to the eco-social education paradigm, landscape plays a key role as an identity object of study in the interaction between nature and society. The study seeks to assess a practical experience conducted among trainee teachers consisting in the systematized analysis of local and foreign degraded landscapes in Spain and Colombia, based on environmental, sustainability and global-citizenship literacies—guarantors of eco-social education. A mirror class methodology was implemented among 127 Spanish and Colombian trainee teachers. It comprised an online videocall exchange between different teaching groups. A quasi-experimental research methodology was followed, based on the didactic and statistical analysis of the trainee teachers’ reports and a validated questionnaire. The findings reveal a global didactic acquisition of 2.9 points on a 4-scale evaluation range. The learning was higher in didactic tasks related to the landscape analysis and lower in comparative local-global analysis tasks. A statistically significant learning development of +0.8 points was found. The results suggest that the study of local landscapes captures interest and mirror classes easily bring distant realities closer, thus improving the eco-social knowledge and the feeling of an eco-social responsibility for global sustainability. Moreover, the experience in trainee teachers assures a didactic transfer to the wider population.
Participamos
