La activación del conocimiento real en la resolución de problemas: un estudio evolutivo sobre los problemas no-rutinarios de adición

El objetivo prioritario de esta investigación era profundizar en el estudio de los problemas no-rutinarios, intentando superar algunos de los inconvenientes que hemos ido recogiendo a lo largo de este trabajo. Para ello, hemos adoptado algunas decisiones previas que se han visto plasmadas en los siguientes objetivos específicos e hipótesis de trabajo: 1. Estudiar la influencia del factor Estructura Semántica en los problemas no-rutinarios. 2. Plantear distintos tipos de problemas no-rutinarios que describan escenarios cercanos a los niños. 3. Evaluar los problemas no-rutinarios en contextos de resolución diferentes. 4. Analizar las diferencias evolutivas en relación con el rendimiento en problemas no-rutinarios. 5. Evaluar a los niños de forma individual para evitar los falsos negativos que han resultado difícilmente explicables en otros estudios

What drives interdependence of FDI among host countries? The role of geographic proximity and similarity in public debt

We investigate the drivers of interdependence between flows of foreign direct investment (FDI), focusing on two potential channels: interdependence between geographically close FDI destination countries, and between destination countries with similar levels of public debt. Using data on bilateral FDI flows between the 27 EU member countries in 2007, we find that in addition to geographic proximity, similarity in public debt levels drives cross-country correlation in FDI inflows. The public debt threshold of 60% of GDP prescribed by the Maastricht Treaty is a crucial driver of interdependence between FDI inflows. FDI inflows are correlated within the group of compliant countries as well as within the group of non-compliers. This is consistent with the fact that foreign investors distinguish between countries which violate this Maastricht criterion and those that do not

Transient Mesenteric Ischemia Leads to Remodeling of Rat Mesenteric Resistance Arteries

Mesenteric ischemia/reperfusion (I/R) is associated with high rates of morbidity and mortality. We studied the effect of mesenteric I/R on structural and mechanical properties of rat mesenteric resistance artery (MRA) that, once disrupted, might impact the outcome of this devastating clinical condition. Superior mesenteric artery from Wistar–Kyoto rats was occluded (90 min) and reperfused (24 h). The effect of tezosentan, a dual endothelin (ET)-receptor antagonist, was studied in ischemic (IO) and sham-operated (SO) animals. MRA structure and mechanics were assessed by pressure myography. Nuclei distribution, elastin content and organization, collagen I/III and ET-1 expression, ET-1 plasma levels, superoxide anion (O2⋅−) production, and mRNA levels of NAD(P)H-oxidase subunits were measured. To assess ET-1 effects on O2⋅− production, MRA from non-operated rats were incubated in culture medium with ET-1. Mesenteric I/R increased MRA wall thickness (P < 0.05) and cross-sectional area (P < 0.05) but decreased wall stiffness (P < 0.05). Arterial remodeling was paralleled by enhancement of: (i) collagen I/III expression (P < 0.01), ET-1 expression (P < 0.05), and O2⋅− formation (P < 0.01) in the vessel wall; (ii) number of internal elastic lamina (IEL) fenestrae (P < 0.05); and (iii) plasma levels of ET-1 (P < 0.05). Moreover, ET-1 increased O2⋅− (P < 0.05) production in cultured MRA. Tezosentan prevented hypertrophic remodeling and collagen I/III deposition, and enhanced O2⋅− production, but it did not affect the decreased wall stiffness after mesenteric I/R. These results indicate that 90 min occlusion/24 h reperfusion induces hypertrophic remodeling of MRA linked to ET-1-mediated increase of collagen and O2⋅−. Decreased stiffness may be associated with increased number of IEL fenestrae. The resulting MRA remodeling, initially adaptive, might become maladaptive contributing to the pathology and poor outcome of mesenteric I/R, and might be a valuable treatment target for mesenteric I/R

Tools for promoting equity at University: The internal quality assurance system in a School of Education

[ES] La igualdad y justicia se han convertido en valores fundamentales del derecho a la educación en las sociedades modernas y, progresivamente, se han ido extendiendo desde la educación básica hasta la educación superior. Estos valores, con el avance de las sociedades democráticas, ya no son suficientes para garantizar una educación de calidad que logre que los resultados sean significativos para las personas. Por ello se profundiza en el concepto de igualdad de oportunidades y comienza a dársele más importancia al concepto de calidad, al que hay que unir, para conseguir instituciones educativas más justas, la equidad educativa entendida como algo que va más allá de la igualdad de oportunidades. La preocupación por la garantía de calidad en educación ha sido notoria a partir de la puesta en marcha del proceso de Bolonia. El hecho de querer crear un Espacio Europeo de Educación Superior en el que tanto los estudiantes como los profesionales puedan desarrollar libremente sus propósitos académicos hace que la cuestión de la calidad sea un tema clave. Esto ha supuesto que, más allá de la creación de los Sistemas de Garantía de Calidad propios de cada Universidad, se esté trabajando para la extensión de una Cultura de la Calidad. En el presente trabajo se analiza el Sistema de Garantía Interno de Calidad (SGIC) de una Facultad de Educación de la Universidad de Castilla-La Mancha, como herramienta para la implementación y logro de la equidad.Se profundiza en cuatro áreas en las que el SGIC contribuye a la equidad: los resultados, la participación de los alumnos, la cultura organizativa y la formación del profesorado[EN] Equality and fairness have become core values of the Right to Education in modern societies, being progressively extended from basic to Higher Education. With the development of democratic societies we are needed more efforts for ensuring of quality of education from these values. In-deep studies are made into the concept of equal opportunity have claimed the importance to the concept of quality and, in the context of fairer educational institutions, to the educational equity, understood as something that goes beyond equal opportunities. The concern regarding education quality assurance in education has been remarkable since the Bologna process was introduced. The aim of establishing a European Higher Education Area, in which both students and professionals could freely carry out their academic achievement, makes quality (SGIC) as a key issue. It has meant that, beyond the establishment of specific Quality Assurance Systems to each university, it is currently worked to extend it to a Culture of Quality. The SGIC is a tool for promoting educational equity at University. Underlying it, the internal SGIC of the School of Education at University of Castilla-La Mancha (Spain) is reviewed. Mainly, there are four areas in which SGIC contributes to equity, namely: achievement, student participation, organizational culture, and teacher training.Ávila Francés, M.; Ramos, FJ.; Sánchez-Antolín, P.; Jiménez Márquez, L. (2014). Herramientas para promover la equidad en la Educación Superior: El sistema de garantía interno de calidad en una Facultad de Educación. REDU. Revista de Docencia Universitaria. 12(2):183-203. https://doi.org/10.4995/redu.2014.5646OJS183203122ANECA (2007). Programa AUDIT. Directrices, definición y documentación de Sistemas de garantía Interna de Calidad de la formación universitaria. Versión 1.0 de 21/06/2007. Recuperado el 25 de abril de 2014 en http://www.aneca.es/content/download/9522/110570/file/audit_doc02_directrices_070621.pdfANECA (2012). Guía de apoyo para la elaboración de la Memoria de Verificación de los Títulos Oficiales Universitarios (Grado y Máster). Versión 04 de 16-01-2012. Recuperado el 25 de abril de 2014 en http://www.aneca.es/content/download/12155/136031/file/verifica_guia_v04_120116.pdfANECA (2013). Programa Acredita. Evaluación para la renovación de la acreditación de títulos oficiales de Grado, Máster y Doctorado. Documento Marco. Versión 01 de 20/09/2013. Recuperado el 25 de abril de 2014 en http://www.aneca.es/content/download/12737/157930/file/acredita_documentomarco_140110.pdfÁvila Francés, M. (coord.) (2014). Orientaciones generales y normativa sobre el Trabajo Fin de Grado (TFG) de la Facultad de Educación de Cuenca. Cuenca: Facultad de Educación de la UCLM. Recuperado el 25 de abril de 2014 en http://www3.uclm.es/eumagisterio-cu/archivos/tg_normativa/35/TFG_borrador_9.docÁvila Francés, M., Martínez Cano, A. y Aguirre Pérez, C. (2010). La estructura organizativa en la garantía de la calidad: el Sistema de Garantía Interna de Calidad (SGIC) de los nuevos títulos. En VI Congreso Internacional de Docencia Universitaria e Innovación (CIDUI). Nuevos Espacios de Calidad en la Educación Superior. Un análisis comparado y de tendencias. Barcelona: Universitat de Barcelona, Institut de Ciències de lEducació.Coleman, J. S. et al. (1966). Equality of educational opportunity. Washington: U.S. Department of Health, Education and Welfare.ENQA (European Association for Quality Assurance) (2009). Standards and Guidelines for Quality Assurance in the European Higher Education Area. Third edition. Helsinki: ENQAEsteve Mon, F. M., Galán Palomares, F. M., & Pastor Valcárcel, M. C. (2011). 2005-2010: 5 years of student participation in Quality Assurance in Spain. A review about the beginning of student participation in Quality Assurance at a national level in Spain, experiences and future challenges. In A. Blättler, L. Bollaert, F. Crozier, J. Grifoll, A. I. Hyland, T. Loukkola, B. Michalk, A. Päll & B. Stensaker (Eds.), Building bridges: Making sense of quality assurance in european, national and institutional contexts. A selection of papers from the 5th European quality assurance forum, University Claude Bernard Lyon1, 18‐20 november 2010 (pp. 25-31). Brussels Belgium: European University Association.Gimeno Sacristán, J. (2001). La enseñanza y educación públicas: Los retos de responder a la obligación de la igualdad, respetar la diversidad y ofrecer calidad. En J. Gimeno Sacristán (coord.), Los retos de la enseñanza pública (pp. 15-66). Madrid: Akal.Jiménez, L., Ramos, F.J. y Ávila, M. (2012). Las Universidades Españolas y EEES: Un estudio sobre los títulos de Grado de Maestro en Educación Primaria. Formación Universitaria, 5(1), 33-44. doi:10.4067/S0718-50062012000100005Ley Orgánica 6/2001, de 21 de diciembre, de Universidades. BOE núm. 307 de 24 de diciembre de 2001. http://www.boe.es/boe/dias/2001/12/24/pdfs/A49400-49425.pdfLey Orgánica 4/2007, de 12 de abril, por la que se modifica la Ley Orgánica 6/2001, de 21 de diciembre, de Universidades. BOE núm. 89 de 13 de abril de 2007. http://www.boe.es/boe/dias/2007/04/13/pdfs/A16241-16260.pdfMurillo, F. J. (2008). Enfoque, situación y desafíos de la investigación sobre eficacia escolar en América Latina y el Caribe. En R. Blanco et al., Eficacia escolar y factores asociados en América Latina y el Caribe (pp. 17-47). Santiago de Chile: UNESCO/LLECE.Paricio Royo, J. (2010). El reto de institucionalizar la coordinación y la integración docente. En J. Rué y L. Lodeiro (Eds.), Equipos docentes y nuevas identidades académicas en educación superior (pp. 21-44). Madrid: Narcea.Paricio Royo, J. (2012). Diez principios para un sistema de gestión de la calidad concebido específicamente para la coordinación y la mejora interna de las titulaciones universitarias. Revista de Docencia Universitaria. REDU. Número monográfico dedicado a Innovaciones en el diseño curricular de los Planes de Estudio, 10(3) Octubre-Diciembre. Pp. 49-69. Recuperado el (fecha de consulta) en http://www.red-u.netReal Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias. BOE núm. 260 de 30 de octubre de 2007. http://www.boe.es/boe/dias/2007/10/30/pdfs/A44037-44048.pdfReal Decreto 861/2010, de 2 de julio, por el que se modifica el RD 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales. BOE núm. 161 de 3 de julio de 2010. http://www.boe.es/boe/dias/2010/07/03/pdfs/BOE-A-2010-10542.pdfRué, J. (2008). Formar en competencias en la universidad: entre la relevancia y la banalidad. Red U. Revista de Docencia Universitaria, número monográfico 1 dedicado a Formación centrada en competencias, 6(1). Recuperado el 4 de abril de 2014 en http://red-u.net/redu/index.php/REDU/article/view/58Rué, J., Arana, A., González de Audícana, M., Abadía Valle, A.R., Blanco Lorente, F., Bueno García, C. y Fernández March, A., (2013). El desarrollo docente en España, el optimismo de voluntad en un modelo de caja negra. Revista de Docencia Universitaria. REDU. Número monográfico dedicado a Formación docente del profesorado universitario, 11(3) Octubre-Diciembre. pp. 125-158. Recuperado el 15 de abril en http://www.red-u.net/UCLM (2009). Sistema de Garantía Interna de Calidad de la Formación. AUDIT‐UCLM. UCLM-Oficina de Evaluación de la calidad. Recuperado el 25 de abril de 2014 en http://www3.uclm.es/eumagisterio-cu/archivos/ca_materiales/34/SGIC.pdfUCLM (2012). Informe Anual de Seguimiento. Grado de Maestro en Educación Infantil. Cuenca. UCLM-Vicerrectorado de Docencia y Relaciones Internacionales-Oficina de Planificación y Calidad. Recuperado el 25 de abril de 2014 en http://www3.uclm.es/eumagisterio-cu/archivos/ca_materiales/40/Seguimiento_Infantil_Educacion_Cuenca.pdfUCLM (2012b). Informe Anual de Seguimiento. Grado de Maestro en Educación Primaria. Cuenca. UCLM-Vicerrectorado de Docencia y Relaciones Internacionales-Oficina de Planificación y Calidad. Recuperado el 25 de abril de 2014 en http://www3.uclm.es/eumagisterio-cu/archivos/ca_materiales/44/103_2010_11_Primaria.pdfUCLM (2013). Informe Anual de Seguimiento. Grado de Maestro en Educación Infantil. Cuenca. UCLM-Vicerrectorado de Docencia y Relaciones Internacionales-Evaluación y calidad Académicas. Recuperado el 25 de abril de 2014 en http://www3.uclm.es/eumagisterio-cu/archivos/ca_SGIC/11/Seguimiento_Infantil_2011-12%20(2013-11-13).pdfUCLM (2013b). Informe Anual de Seguimiento. Grado de Maestro en Educación Primaria. Cuenca. UCLM-Vicerrectorado de Docencia y Relaciones Internacionales-Evaluación y calidad Académicas. Recuperado el 25 de abril de 2014 en http://www3.uclm.es/eumagisterio-cu/archivos/ca_SGIC/12/Seguimiento_primaria_2011-2012%20(2013-11-13).pdfSánchez Santamaría, J. y Manzanares, A. (2012). La equidad educativa: dilemas, controversias e implicaciones para garantizar el éxito educativo para todos. En A. Manzanares, Temas educativos en el punto de mira (pp. 49-75). Madrid: Wolters Kluwer.Sursock, A. (2006). La calidad en la Educación Superior: Progresos en Europa. Transatlántica de Educación, 1, 80-88.Tiana, A. (2006). La evaluación de la calidad de la educación: conceptos, modelos e instrumentos. Transatlántica de Educación, 1, 19-30

"We're staying at home". Association of self-perceptions of aging, Personal and family resources and loneliness with psychological distress during the lock-down period of COVID-19

Families are going through a very stressful time because of the COVID-19 outbreak, with age being a risk factor for this illness. Negative self-perceptions of aging, among other personal and relational variables, may be associated with loneliness and distress caused by the pandemic crisis. Method: Participants are 1,310 Spanish people (age range: 18–88 years) during a lock-down period at home. In addition to specific questions about risk for COVID-19, self-perceptions of aging, family and personal resources, loneliness, and psychological distress were measured. Hierarchical regression analyses were done for assessing the correlates of loneliness and psychological distress. Results: The measured variables allow for an explanation of 48% and 33% of the variance of distress and loneliness, respectively. Being female, younger, having negative self-perceptions about aging, more time exposed to news about COVID-19, more contact with relatives different to those that co-reside, fewer positive emotions, less perceived self-efficacy, lower quality of sleep, higher expressed emotion, and higher loneliness were associated with higher distress. Being female, younger, having negative self-perceptions about aging, more time exposed to news about COVID-19, lower contact with relatives, higher self-perception as a burden, fewer positive emotions, lower resources for entertaining oneself, lower quality of sleep, and higher expressed emotion were associated with higher loneliness. Discussion: Having negative self-perceptions of aging and lower chronological age, together with other measured family and personal resources, are associated with loneliness and psychological distress. Older adults with positive self-perceptions of aging seem to be more resilient during the COVID-19 outbrea

Exploring multisensory integration of non-naturalistic sounds on body perception in young females with eating disorders symptomatology: a study protocol

BACKGROUND: Bodily illusions can be used to investigate the experience of being in a body by manipulating the underlying processes of multisensory integration. Research suggests that people with eating disorders (EDs) may have impairments in visual, interoceptive, proprioceptive, and tactile bodily perception. Furthermore, people with EDs also show abnormalities in integrating multisensory visuo-tactile and visual-auditory signals related to the body, which may contribute to the development of body image disturbances. Visuo-auditory integration abnormalities have been observed also in people with subthreshold ED symptomatology. However, it remains unclear whether these impairments are specific to bodily signals or if they extend to any auditory signals. METHODS: We will recruit 50 participants (aged 18-24; females assigned at birth) with ED symptomatology (subthreshold group) and 50 control participants. The Eating Disorder Examination Questionnaire will be administered to screen for ED symptomatology and divide the sample into two groups accordingly (control and subthreshold group using a clinical cut-off score of 2.8). The strength of both illusions will be measured implicitly with estimations of body part position and size, and explicitly with self-report questionnaires. As a secondary aim, regression analysis will be run to test the predictive role of susceptibility for both illusions on interoceptive body awareness (measured by the Multidimensional Assessment of Interoceptive Awareness Scale) and sensory-processing sensitivity (measured by the Highly Sensitive Person Scale). DISCUSSION: Our study may contribute to our understanding of the mechanisms underlying body image disturbances. The results may pave the way for novel clinical interventions targeting early symptoms prior to the development of the disorder in young females

Comportamiento asertivo en cuidadores familiares de personas con demencia: desarrollo y validación del “Cuestionario de asertividad en el cuidado” (CAQ)

Dementia family caregivers´ assertiveness may play a significant role in the caregiving stress and coping process, but research analyzing this topic is still scarce. This study presents the psychometric properties of the Caregiving Assertiveness Questionnaire (CAQ) and analyzes the associations between assertiveness and other variables with a relevant role in the caregiving coping process. One hundred and forty-seven family dementia caregivers participated in the study. A three-factor structure (expressing discomfort, facing conflicts and setting limits) was found for the CAQ, which explained a 69.63% of the variance in assertiveness. Significant associations were found between scores in CAQ (total scale and subscales) and variables such as experiential avoidance, cognitive fusion and frequency of leisure. CAQ presents appropriate psychometric characteristics and is a useful assessment tool to take into consideration when designing comprehensive assessment protocols for dementia family caregivers, and designing interventions aimed at helping this populationLa asertividad podría tener un papel relevante en el proceso de estrés y afrontamiento del cuidado familiar de personas con demencia. Sin embargo, la investigación sobre esta cuestión es todavía escasa. Este estudio presenta las propiedades psicométricas del “Cuestionario de asertividad en el cuidado” (CAQ), y analiza las asociaciones entre esta variable y otras que presentan un papel importante en el afrontamiento del cuidado. Participaron 147 cuidadores de personas con demencia. Se identificó la estructura factorial del CAQ (expresión del malestar, hacer frente a los conflictos y poner límites), que explicaba el 69,63% de la varianza en asertividad. Se encontraron asociaciones significativas entre las puntuaciones en el CAQ (escala total y subescalas) y otras variables tales como la evitación experiencial, fusión cognitiva y frecuencia de ocio. El CAQ presenta adecuadas propiedades psicométricas y es un instrumento de potencial utilidad a tener en cuenta a la hora de diseñar protocolos de evaluación de los cuidadores familiares y diseñar intervenciones dirigidas a ayudar a estas personasThe preparation of this article was supported by the Spanish Ministry of Economy and Competitiveness under the grant PSI2012-31293 and the Ministry of Science and Innovation under the grant PID2019- 106714RB-C22. Both projects were reviewed and approved by the Ethics Committee of the Universidad Rey Juan Carlos (Registration Number: 060720166616

Single Nucleotide Polymorphisms in the Vitamin D Metabolic Pathway and Their Relationship with High Blood Pressure Risk

High blood pressure (HBP) is the leading risk factor for cardiovascular disease (CVD) and all-cause mortality worldwide. The progression of the disease leads to structural and/or functional alterations in various organs and increases cardiovascular risk. Currently, there are significant deficiencies in its diagnosis, treatment, and control. Vitamin D is characterized by its functional versatility and its involvement in countless physiological processes. This has led to the association of vitamin D with many chronic diseases, including HBP and CVD, due to its involvement in the regulation of the renin–angiotensin–aldosterone system. The aim of this study was to evaluate the effect of 13 single nucleotide polymorphisms (SNPs) related to the vitamin D metabolic pathway on the risk of developing HBP. An observational case-control study was performed, including 250 patients diagnosed with HBP and 500 controls from the south of Spain (Caucasians). Genetic polymorphisms in CYP27B1 (rs4646536, rs3782130, rs703842, and rs10877012), CYP2R1 rs10741657, GC rs7041, CYP24A1 (rs6068816, and rs4809957), and VDR (BsmI, Cdx2, FokI, ApaI, and TaqI) were analyzed by real-time PCR using TaqMan probes. Logistic regression analysis, adjusted for body mass index (BMI), dyslipidemia, and diabetes, showed that in the genotypic model, carriers of the GC rs7041 TT genotype were associated with a lower risk of developing HBP than the GG genotype (odds ratio (OR) = 0.44, 95% confidence interval (CI): 0.41–0.77, p = 0.005, TT vs. GG). In the dominant model, this association was maintained; carriers of the T allele showed a lower risk of developing HBP than carriers of the GG genotype (OR = 0.69, 95% CI: 0.47–1.03; TT + TG vs. GG, p = 0.010). Finally, in the additive model, consistent with previous models, the T allele was associated with a lower risk of developing HBP than the G allele (OR = 0.65, 95% CI: 0.40–0.87, p = 0.003, T vs. G). Haplotype analysis revealed that GACATG haplotypes for SNPs rs1544410, rs7975232, rs731236, rs4646536, rs703842, and rs10877012 were associated with a marginally significant lower risk of developing HBP (OR = 0.35, 95% CI: 0.12–1.02, p = 0.054). Several studies suggest that GC 7041 is associated with a lower active isoform of the vitamin D binding protein. In conclusion, the rs7041 polymorphism located in the GC gene was significantly associated with a lower risk of developing HBP. This polymorphism could therefore act as a substantial predictive biomarker of the disease.ERDF funds (EU) from the Instituto de Salud Carlos III (PT13/0010/0039) supported by co-funding grants from the Biobank of the Hospital Universitario Virgen de las Nieves

Immediate Loading of Implants with Fixed Rehabilitations in Geriatric Edentulous Patients; Biological Complications

Background: This study aimed to report the outcomes of the immediate loading of implants with fixed rehabilitations in edentulous geriatric patients. Methods: Edentulous geriatric patients were diagnosed with an oral examination, radiographic evaluation, and intermaxillary relations and treated with fixed rehabilitation over several implants. After immediate surgery, the implants were immediately loaded with a fully fixed prosthesis. Results: Twenty-four patients (20 females and 4 males) were treated using a total 210 implants. All patients (100%) had a previous history of periodontitis. Eleven patients (45.8%) were smokers. Eleven patients (45.8%) suffered from chronic medical diseases (i.e., diabetes, cardiovascular diseases). The study's clinical follow-up period extended for three years, during which thirty-three fixed prostheses were installed over the implants in 24 patients. The average marginal bone loss measured was 1.33 +/- 0.17 mm. The success rate of the implants and prosthodontics being placed in this study yielded 98.5% and 97%, respectively. One patient (4.2%) showed some kind of technical complications. Eleven patients (45.8%) showed mucositis, and 25 implants (11.9%) in 10 patients (41.7%) were associated with peri-implantitis. Conclusions: This study shows that the treatment of edentulous geriatric patients by immediate loading of implants with fixed rehabilitations is a clinically successful protocol but with a high prevalence of peri-implant diseases

Perfil cognitivo y prevalencia de depresión, desesperanza y riesgo suicida en jóvenes vinculados al primer nivel de formación en una escuela militar colombiana

This study evaluated the incidence levels Hopelessness, Depression and Suicide Risk in a youth group linked to the process of forming a Colombian military school. A total of 114 subjects participated, regular military freshman, which representing an entire contingent particular; all male, aged between 17 and 22 years, from households in the Caribbean region ( 41%) and the center of the country (12 % ), without any relevant medical or mental diagnosis. The results indicate linear and directly promotional relationships between all variables with significant quantities in relation to depression-hopelessness (rs= 0,295; ρ= 0,01) and depression-suicide risk (rs= 0,478; ρ= 0,01) the latter being the highest report.Este estudio evaluó la incidencia de los niveles de Desesperanza, Depresión y Riesgo Suicida en un grupo de jóvenes vinculados al proceso de formación de una escuela militar colombiana. En total participaron 114 sujetos, militares regulares de primer año (MR-1A), que representan la totalidad de un contingente particular; todos ellos hombres, con edades entre los 17 y los 22 años, provenientes de hogares ubicados en la región Caribe (41%) y el centro del país (12%), sin ningún tipo de diagnóstico médico o mental relevante. Los resultados indican relaciones lineales y directamente promocionales entre todas las variables, con magnitudes significativas en lo referente a las relaciones depresión-desesperanza (rs= 0,295; ρ= 0,01) y depresión-riesgo suicida (rs= 0,478; ρ= 0,01), siendo esta ultima el reporte más elevado