Razones que justifican la aceptación y el rechazo entre iguales

Comunicación presentada en XII Congreso de Psicología, Infancia y Adolescencia (INFAD), celebrades en Santander del 27 al 30 de Abril de 2005.El propósito de este trabajo es profundizar en el análisis de las razones que subyacen a la aceptación y al rechazo entre iguales en la infancia. La aceptación social de un niño o niña se determina, principalmente, a través de estrategias sociométricas, procedimientos de evaluación que permiten obtener información de la atracción interpersonal entre los miembros del grupo y proporcionan una medida del estatus social del niño o de la niña (Bukowski, Sippola y Newcomb, 2000; Cava y Musitu, 2000; Cillesen y Bukowski, 2000; Monjas, 1994).The aim of this work is to further elaborate on the reasons that underlie acceptance and rejection among peers during childhood. Social acceptance among children is determined, principally, through sociometric strategies, assessment procedures that allow us to obtain information about interpersonal attraction related to the members of a group and measure, at the same time, the social status of a child (Bukowski, Sippola & Newcomb, 2000; Cava & Muitu, 2000; Cillesen & Bukowski, 2000; Monjas, 1994)

Motivos de Aceptación y Rechazo entre iguales: Puntos de vista del emisor y del receptor

Comunicación presentada en el XIV Congreso de Psicología, Infancia y Adolescencia (INFAD, celebrado en Vigo (Galicia, España) del 25 al 28 abril 2007.Hablar de aceptación y rechazo entre iguales es un tema de gran relevancia en nuestro contexto social actual. Este hecho es consecuencia de la importancia que tiene la atracción interpersonal como índice de adaptación socioemocional, ya que la realidad evidencia que una buena aceptación en el grupo de compañeros y compañeras favorece una buena adaptación y bienestar socioemocional, mientras que niveles bajos de aceptación social son factores de riesgo y de problemática en el tema de interacción social. Esta comunicación da a conocer las diferencias entre chicos y chicas de 10 y 11 años en las razones de aceptación y rechazo, según se comporten como electores o receptores. De manera concreta, nuestro estudio se ha centrado en comparar el comportamiento de un mismo género cuando actúa como emisor y cuando actúa como receptor de los motivos de aceptación y rechazo

Mitochondrial Ca2+ dynamics in MCU knockout C. elegans worms

Producción CientíficaMitochondrial [Ca2+] plays an important role in the regulation of mitochondrial function, controlling ATP production and apoptosis triggered by mitochondrial Ca2+ overload. This regulation depends on Ca2+ entry into the mitochondria during cell activation processes, which is thought to occur through the mitochondrial Ca2+ uniporter (MCU). Here, we have studied the mitochondrial Ca2+ dynamics in control and MCU-defective C. elegans worms in vivo, by using worms expressing mitochondrially-targeted YC3.60 yellow cameleon in pharynx muscle. Our data show that the small mitochondrial Ca2+ oscillations that occur during normal physiological activity of the pharynx were very similar in both control and MCU-defective worms, except for some kinetic differences that could mostly be explained by changes in neuronal stimulation of the pharynx. However, direct pharynx muscle stimulation with carbachol triggered a large and prolonged increase in mitochondrial [Ca2+] that was much larger in control worms than in MCU-defective worms. This suggests that MCU is necessary for the fast mitochondrial Ca2+ uptake induced by large cell stimulations. However, low-amplitude mitochondrial Ca2+ oscillations occurring under more physiological conditions are independent of the MCU and use a different Ca2+ pathway.Ministerio de Economía y Competitividad - (Proyecto BFU2017-83509-R)Fondo Europeo de Desarrollo Regional (FEDER) y Junta de Castilla y León - (Projecto VA011G18

The role of Ca2+ signaling in aging and neurodegeneration: Insights from caenorhabditis elegans models

Producción CientíficaCa2+ is a ubiquitous second messenger that plays an essential role in physiological processes such as muscle contraction, neuronal secretion, and cell proliferation or differentiation. There is ample evidence that the dysregulation of Ca2+ signaling is one of the key events in the development of neurodegenerative processes, an idea called the “calcium hypothesis” of neurodegeneration. Caenorhabditis elegans (C. elegans) is a very good model for the study of aging and neurodegeneration. In fact, many of the signaling pathways involved in longevity were first discovered in this nematode, and many models of neurodegenerative diseases have also been developed therein, either through mutations in the worm genome or by expressing human proteins involved in neurodegeneration (β-amyloid, α-synuclein, polyglutamine, or others) in defined worm tissues. The worm is completely transparent throughout its whole life, which makes it possible to carry out Ca2+ dynamics studies in vivo at any time, by expressing Ca2+ fluorescent probes in defined worm tissues, and even in specific organelles such as mitochondria. This review will summarize the evidence obtained using this model organism to understand the role of Ca2+ signaling in aging and neurodegeneration

Problematic social situations for peer-rejected students in the first year of elementary school

This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5–7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed.Ministerio de Economía, Industria y Competitividad EDU2012-35930Universitat Jaume I P1-1A2012-0

Estudio comparativo de varios factores de la personalidad situacional en alumnos universitarios del grado en magisterio y su repercusión en el proceso enseñanza-aprendizaje

La enseñanza universitaria se trata de un proceso en permanente cambio que requiere toda la atención e innovación necesarias para establecer un conocimiento bien afianzado que permita mejorar la calidad del proceso enseñanza-aprendizaje. La siguiente investigación tiene como objetivo evidenciar la relación existente entre las variables estabilidad emocional, eficacia y ansiedad. Se pretende dar respuesta a las posibles necesidades del alumnado, tanto desde la prevención como de la intervención, en una muestra de alumnado del grado en magisterio en la Universidad de Castilla-La Mancha, España. Se concluye, que la personalidad es un producto de las relaciones sociales y es un constructo que sirve para categorizar, ante todo, la conducta socia

Ca2+ homeostasis in the endoplasmic reticulum measured with a new low-Ca2+-affinity targeted aequorin

Producción CientíficaWe use here a new very low-Ca2+-affinity targeted aequorin to measure the [Ca2+] in the endoplasmic reticulum ([Ca2+]ER). The new aequorin chimera has the right Ca2+-affinity to make long-lasting measurements of [Ca2+]ER in the millimolar range. Moreover, previous Ca2+-depletion of the ER is no longer required. The steady-state [Ca2+]ER obtained is 1–2 mM, higher than previously reported. In addition, we find evidence that there is significant heterogeneity in [Ca2+]ER among different regions of the ER. About half of the ER had a [Ca2+]ER of 1 mM or below, and the rest had [Ca2+]ER values above 1 mM and in some parts even above 2 mM. About 5% of the ER was also found to have high [Ca2+]ER levels but to be thapsigargin-insensitive and inositol trisphosphate insensitive. The rate of refilling with Ca2+ of the ER was almost linearly dependent on the extracellular [Ca2+] between 0.1 and 3 mM, and was only partially affected by mitochondrial membrane depolarization. Instead, it was significantly reduced by loading cells with chelators, and the fast chelator BAPTA was much more effective than the slow chelator EGTA. This suggests that local [Ca2+] microdomains connecting the store operated Ca2+ channels with the ER Ca2+ pumps may be important during refilling

Manganese Stress Tolerance Depends on Yap1 and Stress-Activated MAP Kinases

Understanding which intracellular signaling pathways are activated by manganese stress is crucial to decipher how metal overload compromise cellular integrity. Here, we unveil a role for oxidative and cell wall stress signaling in the response to manganese stress in yeast. We find that the oxidative stress transcription factor Yap1 protects cells against manganese toxicity. Conversely, extracellular manganese addition causes a rapid decay in Yap1 protein levels. In addition, manganese stress activates the MAPKs Hog1 and Slt2 (Mpk1) and leads to an up-regulation of the Slt2 downstream transcription factor target Rlm1. Importantly, Yap1 and Slt2 are both required to protect cells from oxidative stress in mutants impaired in manganese detoxification. Under such circumstances, Slt2 activation is enhanced upon Yap1 depletion suggesting an interplay between different stress signaling nodes to optimize cellular stress responses and manganese tolerance.Universidad de Sevilla 2020/00001326Junta de Andalucía P20-RT-01220Ministerio de Ciencia e Innovación PID2019-105342GB-I0

Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance

: (1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essentia