vol. 14 núm. 1 (2019): revista tesis psicológica

The epistemological paradigm based on reductionism and determinism is in a break point caused, among other things, by the paradigm of complexity. The objective of the present review article is to identify the contributions and/or cooperation that complexity sciences (CS) and complex thinking (CT) give to psychotherapy (PSYT), and to establish the significant improvements, controversies, and research approaches. Descriptive research based on a specialized bibliographical review about relationships between three nuclear categories: CS, CT, and PSYT is carried out. The final size of the sample was of 18 documents from the 46 that the initial search provided. Possible dangers in research between complexity and PSYT are discussed, namely, hyper-instrumentalization and superficiality, pointing to the challenges the psychotherapist must meet to work from and toward complexity. Every kind of contribution that complexity gives to PSYT is identified and divided into five groups: technical, pedagogical, conceptual, therapeutic, and epistemic. From them, it is concluded that the CS and the CT problematize, expand, and delve into the scientific and ethical horizon of psychotherapy. In that same direction, complex epistemology becomes a theoretical reference framework to teach/learn and think/research critical PSYTs and to carry out integrating processes among different psychotherapeutic models.

This article seeks to make a brief descriptive and historical analysis of some of the main events that characterized Colombian education to identify a perspective that allows contextualization and comprehension of the Colombian educational phenomenon after XVI century. To do this, it is proposed to identify some historical items in a timeline divided into centuries and finishing in a perspective of tendencies in XXI century. In this path, an analysis of some of the most relevant characteristics that have determined the trajectory of Colombian education is elaborated, identifying the role of religion, politics, governments, and foreign influence among others. A brief general perspective of history of Colombian education is shown, thus allowing the identification of some of the most remarkable pedagogical and educational factors that have become milestones in national education.

Diabetes has become one of the priority epidemic problems in Mexico and the rest of the world. This study was designed to evaluate the affection in people with diabetes and to determine if it differs from the one in healthy people. A comparative study that included 34 patients –most of them with type 2 diabetes mellitus (DM2)– and a group of healthy population was carried out. PANAS measuring instrument was used to detect levels of positive and negative affection. The main results show that people between 21 to 40 years of age show a better emotional balance and/or positive thoughts compared to people between 41 to 50 years of age. People over 50 years of age tend to balance their thoughts much better. Most of the people with diabetes do not practice physical activities, and if they do, it is at an uneven periodicity. The ones who practiced moderate or intense physical activities reported higher levels of positive affection. Most people with diabetes do not have a formal job and move in informality; this working condition was related to superior rates of anger and annoyance. The difference in emotional statuses between healthy people and people with diabetes was statistically significant, as the latter showed a marked tendency toward negative emotions, especially fear and shame, which was higher in female patients. It is recommended to set training to reduce negative emotions and increment the positive ones to achieve a better life quality in patients with diabetes.

This study implemented a collaborative work of social transformation with the purpose of contributing to the construction and strengthening of social networks that provide support to families in conditions of forced displacement, through the Participatory Action Research methodology. The research had five stages: a diag- nosis, two action-reflection which each one was followed by an evaluation. It was found that the promotion of appreciative communication, ludic-creative activities, and collaborative and care practices, through regular meetings that are assisted by a management team, contributes to families having shared experiences that helps to establish networks social support denser. The reflexive groups that had a double meaning: that of a scenario to deal with problems and needs, and that of being an opportunity to create and strengthen social support networks, were very powerful for the agency of community work, as well as for the elaboration of experiences of pain and suffering that are silenced by the need to attend to the dynamics of everyday life, and thereby expand the capacity for self-knowledge. The involvement of the whole family in collaborative and appreciative work helped, not only to create supportive social networks in the new environment they inhabit, but also to strengthen affective and binding communication, and caring for the other within families.

This article arouses a debate with a critical view of social justice as a structural determinant –from the model of social determinants– of mental health. To do this, it is important to remember what dictate the World Health Organization (WHO) and the law 1751 of 2015 issued by the Ministry of Health and Social Protection of Colombia, especially in its ninth article, which focuses on operationalizing the social determinants under an orientation to reduce the inequalities and promote good health and its improvement, raising life quality. However, being in a reality so complex and full of factors that alter the status quo of what justice should be in a democratic framework, affecting the integrity, welfare, quality, and harmony of the people, the discussion on the role of social justice in mental scenarios is brought. Phenomena like violence, for instance, will be one of those elements that undoubtedly affect this inalienable right. Thus, talking about a mental healthcare policy from the social determiners and covered under some integrating perspectives –as for instance from a collective approach–allows analyzing the condition of an analytical stance beyond the pathological, and considering the being as a social, historical, psychological, cultural, and political subject, and thus, also their mental health.

This article is the result of a project belonging to the program Mindfulness from the group of investigation Origen. Research took place in Institución Educativa Distrital Juan Lozano y Lozano and in the Instituto Técnico Industrial (ITI) Francisco José de Caldas, Bogotá. This quantitative study with pre-test and post-test measurements searched to determine the correlation between practicing mindfulness, empathy, and stress at school. To do so, work was carried out during six months with two courses of sixth grade; they represented the experimental group and the control group. The research evinced meaningful changes in the students who practiced mindfulness (experimental group). The more the empathy, the more the tranquility to perform in their subjects. Particularly, in pre-test measurements, a high degree of school stress connected to concerns of the student’s parents on their academic performance was demonstrated.