ABSTRACT This work, called the training process of pediatric specialties: a view from the perception of key actors, explores the perception and degree of satisfaction of those figures, framed in the scenario of training pediatric specialties, is a study of mixed design; with qualitative and hermeneutic predominance, which was carried out through the semi-structured interview, which allowed understanding, relating, and revealing the perceptions of the main actors. The quantitative complement facilitated, through a survey validated by experts and using the Likert scale, the assessment of the degrees of satisfaction or dissatisfaction of the protagonists with the training process. In this investigation, 4 case studies represented by residents, specialists, teachers, and heads of pediatric specialties were determined. The objective of the research was to reveal the perception of satisfaction or dissatisfaction from the perspective of Residents, Specialists, Teachers, Heads of Chair and Departments, on the training processes in the pediatric specialties of the Hospital de Clinicas. FCM-ONE. It was decided to work with 3 dimensions: training of the pediatric specialist, work performance of the pediatric specialist and socio-affective dimension, considering them relevant to carry out the main objective. The specialists are perceived as dissatisfied with respect to their work performance due to poor distribution of hours and rotations by services, difficult multidisciplinary work, adding the restriction of optimal work development, due to inaccessibility to scientific/technological advances and, in addition, a socio-affective component that demonstrates little interest in preserving the mental health of the resident.

RESUMEN Este trabajo denominado proceso formativo de las especialidades pediátricas: una mirada desde la percepción de los actores claves, explora la percepción y el grado de satisfacción de aquellas figuras, enmarcadas en el escenario de la formación de especialidades pediátricas, es un estudio de diseño mixto; con predominancia cualitativa y hermenéutica, que se realizó mediante la entrevista semiestructurada, que permitió comprender, relacionar y develar las percepciones de los actores principales. El complemento cuantitativo facilitó, mediante una encuesta validada por expertos y utilizando la escala de Likert, la valoración de los grados de satisfacción o insatisfacción de los protagonistas con el proceso formativo. En esta investigación se determinaron 4 casos de estudios representados por residentes, especialistas, docentes y jefes de las especialidades pediátricas, el objetivo de la investigación fue develar la percepción de satisfacción o insatisfacción desde la mirada de los Residentes, Especialistas, Docentes, Jefes de Cátedra y Departamentos, sobre los procesos formativos en las especialidades pediátricas del Hospital de Clínicas. FCM - UNA. Se optó por trabajar con 3 dimensiones: formación del especialista pediátrico, desempeño laboral del especialista pediátrico y dimensión socioafectiva, considerándolas pertinentes para llevar a cabo el objetivo principal. Los especialistas se perciben insatisfechos respecto a su desempeño laboral por mala distribución de carga horaria y rotaciones por servicios, difícil trabajo multidisciplinario, adicionando la restricción de desarrollo laboral óptimo, por inaccesibilidad a avances científico/tecnológicos y, además un componente socioafectivo que demuestra el poco interés en preservar la salud mental del residente.

Abstract We explore, throughout the paper, the reconfiguration of social relations under the imposition of physical distancing in the context of the Covid-19 pandemic. Specifically, we analyze the loss of the haptic dimension of socio-erotic relationships and the socio-cultural transformation that this entails. Based on a fieldwork at a distance, we explore how our own body and the one of those with whom we are emotionally and socially tied have become sinister, that is, familiar and strange at the same time. Finally, we argue that the momentary suspension of the historical and cultural common ground of socio-affective relationships has allowed to identify the conditions of their possibility of them, revealing them not only as intersubjective but also defined by other agents that determine the ecology of these relationships.

Resumen Exploramos en este texto la reconfiguración de relaciones sociales bajo la imposición del distanciamiento físico en el contexto de la pandemia del Covid-19. Específicamente, analizamos la pérdida de la dimensión háptica de las relaciones socioeróticas y la transformación sociocultural que esto conlleva. Basados en un trabajo de campo desde la distancia, exploramos cómo el cuerpo propio y el de aquellos con quienes tenemos vínculos sociales afectivos se ha vuelto siniestro, esto es, al tiempo familiar y extraño. Sostenemos, finalmente, que la suspensión momentánea del fondo común histórico y cultural de las relaciones socioafectivas permitió identificar las condiciones de posibilidad de las mismas, revelándolas no sólo como intersubjetivas sino definidas por otros agentes que determinan la ecología de dichas relaciones.

This research aims to present clowning as a potential practice for the development of the affective-relational dimension of teachers. Based on the theoretical analysis of concepts of complexity and affectivity, we seek the possibility of intertwining the perspectives of clowning with the pedagogical practice. Teaching is an intrinsically relational activity, as cognition is mediated through socio-affective relationships in the school environment. However, the interactional character of teaching is a delicate and difficult aspect for a formative work. Thus, clowning can be a potential resource for improving the interactional dimension of teachers, since one of the clown's roles is to capture their audience and fully engage them in their game. Based on the considerations presented, it is possible to consider that clowning can contribute to the interpersonal improvement of teachers by bringing to the daily practice of teachers the same principles that allow clowns to experience and relate to the world from a performative state.

Esta investigación tiene como objetivo presentar la payasería como una práctica potencial para el desarrollo de la dimensión afectivo-relacional de los docentes. A partir del análisis teórico de los conceptos de complejidad y afectividad, buscamos la posibilidad de entrelazar las perspectivas de la payasaría con la práctica pedagógica. La docencia es una actividad intrínsecamente relacional, ya que la cognición está mediada por relaciones socio-afectivas en el ámbito escolar. Sin embargo, el carácter interaccional de la enseñanza es un aspecto delicado y difícil para el trabajo formativo. Por tanto, la payasería puede ser un recurso potencial para mejorar la dimensión interaccional de los docentes, ya que una de las funciones de los payasos es captar a su audiencia e involucrarla por completo en su juego. A partir de las consideraciones presentadas, es posible considerar que la payaseria es una pratica que puede contribuir a la perfeccionamiento del aspecto interpersonal de los docentes y llevar a la práctica cotidiana de los docentes los mismos principios que permiten a los payasos experimentar y relacionarse con el mundo desde un estado performativo.

Esta pesquisa tem como objetivo apresentar a palhaçaria como uma potencial prática para o desenvolvimento da dimensão afetivo-relacional dos docentes. A partir da análise teórica sobre conceitos da complexidade e da afetividade, busca-se possibilidade de entrelaçar as perspectivas da palhaçaria ao fazer pedagógico. O ensino é uma atividade intrinsíncamente relacional, pois a cognição é intermediada por meio das relações socioafetivas no ambiente escolar. Entretanto, o caráter interacional do ensino é um aspecto delicado e difícil para um trabalho formativo. Assim, a palhaçaria pode ser um potencial recurso de aperfeiçoamento da dimensão interacional dos docentes, já que um dos papéis do palhaço é capturar sua audiência e engajá-la por completo em seu jogo. Com base nas considerações apresentadas, é possível considerar que a palhaçaria é uma prática que pode contribuir no aperfeiçoamento do aspecto interpessoal docente ao trazer à prática cotidiana dos professores e professoras os mesmos princípios que permitem a palhaços experienciar e se relacionar com o mundo a partir de um estado performático.

Resumen El objetivo de este trabajo fue determinar el carácter predictivo de la socialización organizacional y la salud mental positiva ocupacional sobre el compromiso organizacional en docentes de educación superior. Se contó con una muestra de 279 docentes de instituciones de educación superior que firmaron un consentimiento informado. El 54.5 % de los participantes eran mujeres, con una media de edad de 44.05 años (DE = 10.26). Los participantes respondieron el Inventario de Socialización Organizacional (ISO), el Cuestionario de Salud Mental Positiva Ocupacional (SMPO) y la Escala de Compromiso Organizacional (CO), y para el análisis de datos se aplicaron estadísticos descriptivos, un análisis de correlación y una regresión lineal múltiple con método de pasos sucesivos, ingresando por separado cada dimensión del compromiso organizacional como variable dependiente. Como resultado, se identificaron correlaciones de moderadas a débiles entre las variables de estudio, y se encontró que los modelos finales indican que las dimensiones de perspectivas de futuro y socioafectiva predicen en un 38 % el compromiso afectivo; que las perspectivas de futuro, la espiritualidad y la edad predicen en un 22.8 % el compromiso normativo; y que la dimensión perspectivas de futuro predice en un 9.2 % el compromiso de continuidad. Concluimos que las expectativas del docente sobre su desarrollo en la institución, así como sus interacciones a nivel socioafectivo y espiritual con el contexto laboral, son factores que influyen parcialmente en su vinculación con la organización educativa.

Abstract This study aimed to determine the predictive character of organizational socialization and occupational positive mental health on organizational commitment in higher education teachers. A sample of 279 teachers from higher education institutions who signed an informed consent form was used. Fifty-four point five percent of the participants were women, with a mean age of 44.05 years (SD = 10.26). The participants completed the Organizational Socialization Inventory (ISO), the Positive Occupational Mental Health Questionnaire (SMPO) and the Organizational Commitment Scale (OC), and for data analysis descriptive statistics, correlation analysis and multiple linear regression with stepwise method were applied, entering each dimension of organizational commitment separately as a dependent variable. As a result, moderate to weak correlations were identified between the study variables, and it was found that the final models indicate that the future perspectives and socio-affective dimensions predict affective commitment by 38%; that future perspectives, spirituality and age predict normative commitment by 22.8%; and that the future perspectives dimension predicts commitment of continuity by 9.2%. It is concluded that teachers' expectations about their development in the institution, as well as their interactions at the socio-affective and spiritual level with the work context, are factors that partially influence their attachment to the educational organization.

Resumen Introducción: El apoyo organizacional y el engagement laboral son elementos importantes alineados con la perspectiva psicológica de la salud ocupacional. La comprensión de la interacción entre ambas variables en contexto poco explorado como lo es México y Latinoamérica genera un aporte interesante para su análisis. Objetivo: Analizar la relación entre el apoyo organizacional percibido y el engagement laboral en trabajadores mexicanos. Método: Diseño transversal y correlacional fue empleado en el estudio. Se realizó un análisis de regresión con los datos obtenidos del Cuestionario de Apoyo Organizacional Percibido (SPOS) y del Utrecht Work Engagement Scale (UWES) en sus versiones cortas y en español. El muestro fue por conveniencia y consistió en 292 trabajadores mexicanos del sector terciario. Resultados: El análisis de correlación de Spearman mostró una correlación significativa, pero débil, entre una dimensión del apoyo organizacional percibido (satisfacción de las necesidades socioafectivas) y dos dimensiones del engagement: vigor (rho = 0.33, p < 0.01) y dedicación (rho = 0.28, p < 0.01). Conclusiones: La evidencia encontrada no sostiene una relación importante entre ambas variables a diferencia de estudios anteriores, pero esos fueron realizados en contextos distintos al latinoamericano y algunos relacionan otras variables. Por ello se propone ahondar en la investigación de la relación del apoyo organizacional percibido con el engagement considerando otras variables como mediadoras.

Abstract Introduction: The organizational support and the work engagement are important elements aligned with the psychology perspective of occupational health. Understanding the interaction between both variables in a context little explored as México and Latin America give an interesting contribution to its analysis. Objective: Analyze the relationship between perceived organizational support and work engagement in Mexican workers. Method: Cross-sectional and correlational design were employed in this study. A regression analysis was performed on the data obtained of the Survey Perceived Organizational Support (SPOS) and Utrecht Work Engagement Scale (UWES) in their short and Spanish version. The sample consisted of 292 Mexican workers of the tertiary sector. Results: Spearman correlation showed significant but weak correlations only between one dimension of perceived organizational support (satisfaction of socio-affective needs) and two dimensions of work engagement: vigor (rho = 0.33, p < 0.01) and dedication (rho = 0.28, p < 0.01). Conclusions: The evidence found does not support an important relationship between the two variables unlike previous studies, but those were made in different contexts to Latin America and some were related to other variables. So, it is proposed to investigate relationship of perceived organizational support with the engagement considering other variables as mediating.

Resumo As competências sócias emocionais ou socioafetivas são uma dimensão fundamental para a formação integral dos estudantes, em diferentes níveis educativos. A pandemia de COVID-19 trouxe à luz vários pontos fortes e fracos das organizações educacionais. Apesar do facto de durante mais de duas décadas muitos deles terem decidido trabalhar para desenvolver e reforçar as competências profissionais dos seus estudantes, como meio de alcançar a sua formação integral, o que é demonstrável é que concentraram os seus processos de formação na transmissão de conhecimentos e no desenvolvimento de conhecimentos e competências instrumentais, mas negligenciaram a atenção às competências socioafetivas. Este artigo apresenta os resultados de um exercício piloto realizado com estudantes de nível superior, no âmbito de aulas ministradas em ambientes virtuais. Através da técnica SCAMPER (Stanford University, 2012), foram identificadas duas formas de inovar as atividades que são realizadas diariamente nas aulas. A primeira consistia em modificar o planeamento didático do tema para introduzir formalmente atividades para desenvolver e reforçar as competências socioafetivas dos alunos, a segunda consistia em abrir espaços virtuais no canal da aula, para permitir aos alunos socializarem sem a presença do professor, que sugeriu certos temas como motivadores do diálogo. Foram atribuídos vinte minutos em salas separadas da turma para os alunos dialogarem uns com os outros. Os resultados indicam que estas atividades beneficiaram o estado de espírito dos alunos, permitindo-lhes reflectir sobre as suas emoções e reacções durante a pandemia. Permitiram também que o professor identificasse atitudes que requerem atenção especializada. Este estudo piloto pode ser de especial interesse para os diretores de organizações educativas, para o professor e para os profissionais de áreas psicopedagógico, uma vez que de uma forma simples permite a socialização entre os estudantes e a atenção ao seu desenvolvimento socioemocional.

Abstract Socio-emotional or socio-affective skills are a fundamental dimension for the comprehensive training of students, at different educational levels. COVID-19 pandemic brought to light various strengths and weaknesses of educational organizations. Even though for more than two decades many of them decided to work to develop and strengthen professional skills in their students, as a means of achieving their comprehensive training, what is demonstrable is that they have focused their training processes on the transmission of knowledge and the development of instrumental knowledge and skills, but they have neglected attention to socio-affective competencies. This article presents the results of a pilot exercise carried out with higher -level students, within classes taught in virtual environments. Through the SCAMPER technique (Stanford University, 2012), two ways were identified to innovate the activities that are carried out daily in classes. The first was to modify the didactic planning of the subject to formally introduce activities to develop and strengthen socio-affective skills in students, the second one consisted of opening virtual spaces in the class channel, to allow students to socialize without the presence of the teacher, who suggested certain themes as motivators for the dialogue. Twenty minutes were allocated in separate rooms of the class for the students to dialogue with each other. The results indicate that these activities benefited the students state of mind, allowing them to reflect on their emotions and reactions during the pandemic. They also allowed the teacher to identify attitudes that require specialized attention. This pilot study can be of special interest for the directors of educational organizations, for teacher and the professionals of psycho-pedagogical areas, since in a simple way it enables socialization among students and attention to their socio-emotional development.

Resumen Las competencias socioemocionales o socioafectivas son una dimensión fundamental para la formación integral de los estudiantes, en los diversos niveles educativos. La pandemia por COVID-19 sacó a la luz diversas fortalezas y debilidades de las organizaciones educativas. A pesar de que desde hace más de dos décadas muchas de ellas decidieron trabajar por desarrollar y fortalecer competencias profesionales en sus alumnos, como medio de lograr su formación integral, lo que demuestran es que han centrado sus procesos formativos en la transmisión de conocimientos y en el desarrollo de saberes instrumentales y habilidades, pero han dejado de lado la atención a las competencias socio afectivas. Este artículo presenta los resultados de un ejercicio piloto llevado a cabo con estudiantes de nivel superior, dentro de las clases impartidas en ambientes virtuales. A través de la técnica SCAMPER, se identificaron dos vías para innovar las actividades que cotidianamente se realizan en clases. Primero: modificar la planeación didáctica de la asignatura, a fin de integrar estrategias de enseñanza para la adquisición de competencias socioafectivas en los alumnos, lo que significa planear, definir y ordenar esta actividad dentro de las clases en ambientes virtuales y los medios para facilitar la socialización. La segunda consistió en abrir espacios virtuales en el canal de la clase, para permitir que los alumnos socializaran sin la presencia del profesor, el cual sugirió ciertos temas como motivadores del diálogo. Se destinaron 20 minutos en salas separadas de la clase para que los estudiantes dialogaran entre ellos. Los resultados indican que con estas actividades se benefició el estado de ánimo de los estudiantes, permitiéndoles reflexionar sobre sus emociones y reacciones durante la pandemia. También, permitieron al profesor identificar actitudes que requieren atención especializada. Este estudio piloto puede ser de especial interés para los directivos de las organizaciones educativas, para los profesores y los profesionales de las áreas psicopedagógicas, ya que de manera sencilla posibilita la socialización entre los alumnos y la atención a su desarrollo socioemocional.

Abstract In recent decades, we have seen the multiplication of the labels use to refer to art works that, in one way or another, promote audience participation beyond spectatorial practice: participatory art, community art, relational aesthetics, contextual art, collaborative art, dialogic aesthetics, social aesthetics, artistic intervention, action-art... It is often insisted that this type of art, which usually has a manifest political intention, promotes the creation of new affective situations, of emotional bonds between social sectors that otherwise might not coincide. However, we must recognize that, frequently, this intention is insufficient for this art to have a significant social impact and that participation has even become a leitmotiv of the canon of international contemporary art. In this essay I address several participatory art works developed in the the two national contexts that I have inhabited in recent years: the United States and Colombia. Emphasizing the affective dimension of the works, I discuss their political scope and limitations, suggesting that this type of art, to paraphrase Stuart Hall, is always created “without guarantees”.

Resumen En las últimas décadas, se han multiplicado las etiquetas usadas para referirse al arte que, de una u otra forma, promueve la participación de audiencias allende de la práctica espectatorial: arte participativo, arte comunitario, estética relacional, arte contextual, arte colaborativo, estética dialógica, estética social, intervención artística, arte-acción. Con frecuencia se insiste que este tipo de arte, el cual suele tener una intención política manifiesta, promueve la creación de nuevas situaciones afectivas, de vínculos emocionales entre sectores sociales que de otra forma quizás no se encontrarían. Sin embargo, es preciso reconocer que, en no pocas ocasiones, esta intención es insuficiente para que pueda tener un impacto social significativo y que, incluso, la participación se ha convertido en un leitmotif del canon artístico internacional contemporáneo. En este texto realizo un recorrido por algunas obras participativas realizadas en los dos contextos nacionales que he habitado en años recientes: el estadounidense y el colombiano. Haciendo hincapié en la dimensión afectiva de las obras, discuto tanto sus alcances como sus limitaciones políticas, sugiriendo que este tipo de arte, parafraseando a Stuart Hall, se realiza siempre “sin garantías”.

Resumen El objetivo del presente artículo es dar cuenta de los imaginarios y representaciones de familias construidos por niños y padres y su relación con la dimensión socioafectiva. El estudio se basó en un paradigma cualitativo haciéndose énfasis en la estrategia de investigación estudio de caso. Se utilizaron como técnicas de recolección de información la observación y la entrevista semiestructurada en los participantes, que fueron 9 niños y sus respectivos padres o cuidadores. Se obtuvo que los modelos educativos inciden en el desarrollo socioafectivo y en los diferentes comportamientos de los niños y se concluyó que los niños que están sometidos bajo modelos educativos autoritarios, tienden a aislarse del grupo social de referencia y aquellos que se educan bajo modelos educativos democráticos son propensos a ser más autónomos y logran socializar con mayor facilidad.

Abstract The objective of this article is to give an account of the imaginaries and representations of families built by children and parents and their relationship with the socio-affective dimension. The study was based on a qualitative paradigm, emphasizing the case study research strategy. The observation and the semi-structured interview were used as information gathering techniques in the participants, who were 9 children and their respective parents or caregivers. It was obtained that the educational models influence the socio-affective development and the different behaviors of the children, and it was concluded that the children who are under authoritarian educational models, tend to be isolated from the social group of reference and those who are educated under democratic educational models are likely to be more autonomous and manage to socialize more easily.

Resumo O objetivo deste artigo é mostrar os imaginários e representações de famílias construídos pelas crianças e pais e sua relação com a dimensão socioafetiva. O estudo baseou-se em um paradigma qualitativo fazendo ênfase na estratégia de pesquisa de estudo de caso. Utilizou-se como técnicas de arrecadação de informação a observação e a entrevista semiestruturada nos participantes, que foram 9 crianças e seus respectivos pais ou cuidadores. Obteve-se que os modelos educativos incidem no desenvolvimento socioafetivo e nos diferentes comportamentos das crianças e foi concluído que as crianças estão submetidas sob modelos educativos autoritários, tendem ao isolamento do grupo social de referencia e aqueles que se educam sob modelos educativos democráticos são propensos a ser mais autônomos e logram socializar com mais facilidade.

Resumo Objetiva-se discutir o desenvolvimento de uma cultura material em torno do parto e do nascimento em um contexto de utilização maciça de inovações tecnocientíficas e explorar a hipótese da normalização da cesariana como modo de nascer, através da análise de relatos de mulheres que realizaram cesáreas em maternidades privadas do Rio de Janeiro e São Paulo. O procedimento cirúrgico é reapresentado como um modo de nascer seguro, limpo, organizado e compatível com a vida moderna, com o trabalho produtivo intenso e com os impedimentos - sociais e biológicos - de se reproduzir nos modos "antigos", figurando como um evento de continuidade, e não de exceção. Outras necessidades concorrem para a cultura material da cesariana, entre elas a gestão da vida produtiva e reprodutiva, a dimensão sócio-afetiva e o consumo. As mulheres reivindicam para si o poder sobre as escolhas feitas no processo de nascimento dos seus filhos. Vê-se produzir um novo sistema de normas e valores, mais permeável às tecnologias, modelando um novo "natural" para o parto. No contexto mais amplo da biomedicalização da vida e da reprodução, a cesariana reapresenta o parto e o nascimento na sociedade, e reivindica-se como o modo normal de dar à luz.

Abstract The objective is to discuss the development of a material culture on labor and birth in a context of massive use of technoscientific innovations and explore the possibility of cesarean normalization as a way of being born, by analyzing reports of women who underwent cesarean in private maternity hospitals in Rio de Janeiro and Sao Paulo. The surgical procedure is resubmitted as a way to be born safe, clean, organized and compatible with modern life, with intense productive work and impediments - social and biological - to reproduce the "old" ways, appearing as an event continuity, rather than exception. Other needs contribute to the material culture of cesarean section, including the management of productive and reproductive life, socio-affective dimension and consumption. Women claim for themselves the power over the choices made in the process of birth of their children. It is seen to produce a new system of norms and values, more permeable to technologies, modeling a new "natural" for delivery. In the broader context of biomedicalization of life and reproduction, caesarean delivery represents delivery and birth in society, and it is claimed as the normal way of giving birth.

Resumo Objetiva-se discutir o desenvolvimento de uma cultura material em torno do parto e do nascimento em um contexto de utilização maciça de inovações tecnocientíficas e explorar a hipótese da normalização da cesariana como modo de nascer, através da análise de relatos de mulheres que realizaram cesáreas em maternidades privadas do Rio de Janeiro e São Paulo. O procedimento cirúrgico é reapresentado como um modo de nascer seguro, limpo, organizado e compatível com a vida moderna, com o trabalho produtivo intenso e com os impedimentos - sociais e biológicos - de se reproduzir nos modos "antigos", figurando como um evento de continuidade, e não de exceção. Outras necessidades concorrem para a cultura material da cesariana, entre elas a gestão da vida produtiva e reprodutiva, a dimensão sócio-afetiva e o consumo. As mulheres reivindicam para si o poder sobre as escolhas feitas no processo de nascimento dos seus filhos. Vê-se produzir um novo sistema de normas e valores, mais permeável às tecnologias, modelando um novo "natural" para o parto. No contexto mais amplo da biomedicalização da vida e da reprodução, a cesariana reapresenta o parto e o nascimento na sociedade, e reivindica-se como o modo normal de dar à luz.

Abstract The objective is to discuss the development of a material culture on labor and birth in a context of massive use of technoscientific innovations and explore the possibility of cesarean normalization as a way of being born, by analyzing reports of women who underwent cesarean in private maternity hospitals in Rio de Janeiro and Sao Paulo. The surgical procedure is resubmitted as a way to be born safe, clean, organized and compatible with modern life, with intense productive work and impediments - social and biological - to reproduce the "old" ways, appearing as an event continuity, rather than exception. Other needs contribute to the material culture of cesarean section, including the management of productive and reproductive life, socio-affective dimension and consumption. Women claim for themselves the power over the choices made in the process of birth of their children. It is seen to produce a new system of norms and values, more permeable to technologies, modeling a new "natural" for delivery. In the broader context of biomedicalization of life and reproduction, caesarean delivery represents delivery and birth in society, and it is claimed as the normal way of giving birth.

Introduction This research offers a comprehensive analysis of the distinctive status of Alcohol in two types of young consumers (alcohol and alcohol/ cannabis), which is internalised by the consumers themselves, creating a distortion in their risk perceptions inherent to experimentation. In this sense, the focus of this study is on the change experienced in the attitude sphere in a threefold dimension: cognitive factors (beliefs, expectations, perceptions, etc.), affective factors (identification with the user, liking or disliking, etc.), and behavioural factors (inclination to accept the habit); as well as risk perception and the conscience of the physical and/or psychosocial damage derived from alcohol experimentation and the motivations that lead to its consumption in a sample of adolescents from four High Schools in the Principality of Asturias (Spain). We link such attitude profiles to the social representation of recreational drugs associated with socio-cognitive restructurating processes promoted by the corresponding user mentalities. In addition, there is evidence of the influence of the sociocultural context on the distinctive status of the psychoactive substances analysed, in this case alcohol and those derived from cannabis. Contrary to the high permissiveness towards alcohol, other psychoactive substances, such as cannabis products, are socially demonised, as they have been considered a gateway for the use of other drugs coming from a tradition far from the western one. However, there appear to be more permissive consciences lately. In relation to young people, attitudes of guilt are being made more flexible, a tendency that can be extended to the distortion of risk perception in alcohol consumption among the users of cannabis products themselves. Strictly, we should consider the distinctive perceptions of the risks associated with experimentation and the attitude patterns that identify them. We must also consider cannabis products and whether or not they are being compared to alcohol as a social drug, or if, on the contrary, the rejection conscience of such practices is being reinforced. Materials and method A distinctive and descriptive analysis of users of alcohol and cannabis products with respect to non-users is presented. This analysis encompasses the attitude sphere, risk perception and the knowledge of the negative consequences derived from the use of alcohol and other experimentation with psychoactive substances in a sample of 273 adolescents, chosen from four High Schools in the Principality of Asturias (Spain) by means of an intentional sampling. They have different academic levels and are within the ages of 14 to 18, the average age being 16.5. 140 of them are girls (51.3% of the sample) and 133 boys (48.7% remaining). The main variables studied are those related to attitudes towards adolescents' use of alcohol alone and those who habitually use it with cannabis products. The main study variables are represented by the attitude sphere, risk perception, the problematic of alcohol consumption, and the knowledge of the negative consequences derived from alcohol consumption and from other experimentations with cannabis and other psychoactive substances. A questionnaire, created ad hoc, has been provided by the researchers, which, under the label of Scale of attitudes and habits of alcohol consumption, includes an analysis of different related elements in the aetiological proposal. The value of Alpha in 273 valid cases and 142 items is .9171. With regard to the research procedure, an anonymous presentation of the Scale to the aforementioned group of students over a two-week time period has been prepared. For the statistical treatment of the data, a statistics package SPSS, version 14.0 has been used. Results According to the results obtained, it is confirmed that adolescent alcohol consumers, on one hand, and those who consume alcohol and cannabis products, on the other, show attitudes of great permissiveness towards consumption, distorted beliefs and expectations, socio-affective alienation and scarce sensitising with respect to those affected by the problematic of it, and a favourable disposition to consumption and even an alcoholic habituation. Firstly, a comparative analysis of response percentages has been done, before indicators through which different aspects of the cognitive, affective and behavioural dimensions of the attitude towards alcohol consumption are evaluated, along with the distortion of risk perception and basic information about the consequences derived from consumption experiences, in either adolescents who are users of alcohol, or those who, apart from alcohol, are habitual users of cannabis products. From the descriptive analysis some conclusions can be drawn such as: • Obvious permissive disposition towards the process of alcoholic habituation in adolescent users of alcohol, mainly extensible to users of both alcohol and cannabis products. • From the evaluation of the cognitive dimension of the attitudes, explicit disposition is confirmed, in the sense of displaying a distortion of these attitudes. This can be attributed to, as it has been pointed out in the theoretical exposition, the possible action of the user mentality. • In the evaluation of attitude aspects, a dominant tendency to display a scarce identification and sensitising disposition with respect to those who give up drinking or are abstemious and even to openly show rejection to congratulating somebody that has given up drinking. • Lastly, the finding of coincidences between adolescent alcohol users and those who also use cannabis products in the determination of the main motivations that drive their alcohol consumption. The tendency of a more permissive attitude towards alcohol consumption in adolescents is confirmed along with a distorted perception of the risks derived from questions related to organic damage associated with experimentation. In the evaluation of the alcoholism problematic in our society, we also have found the confirmation of a mentality associated with experimentation that leads to a distortion of the damages derived from experimentation. Therefore, with respect to the distinctive analysis of the main motivations that drive alcohol consumption, a tendency of evasion of routine is confirmed. Peer pressure by consumer friends, disposition to lose one's inhibitions, meeting people, and experiencing euphoria are the main reasons that drive experimentation in adolescents who consume alcohol and, also, in those users of both alcohol and cannabis products. A tendency to recognise the scarce negative consequences suffered is derived from the analysis of the degree of perceived problems stemming from experimentation with different psychoactive substances, as well as the risk perception and negative consequences derived from their experiences of alcohol consumption and from the main explicit reasons for not drinking. According to an analysis procedure similar to the aforementioned, the importance of the differences found between consumers and non-consumers either of alcohol or both alcohol and cannabis products could be determined, confirming recognition of worse consequences perceived on physical and psychosocial health derived from experimentation, even though it cannot benefit a real consciousness, as has been confirmed through the previous attitude analysis.

Objetivo Nuestro objeto de estudio es el análisis de las actitudes hacia la experimentación con sustancias psicoactivas (alcohol y cannabis) de acuerdo a una triple dimensionalidad: factores cognitivos (creencias, expectativas, percepciones, etc.), afectivos (identificación con los usuarios, agrado o desagrado, etc.) y comportamentales (inclinación para la aceptación del hábito). Así como la percepción de riesgos y la conciencia de daño físico y/o psicosocial derivado de la experimentación con alcohol. Además de analizar los motivadores del consumo en una muestra de adolescentes de cuatro Centros de Secundaria del Principado de Asturias, España. Se ofrece un análisis comprehensivo del estatuto diferencial que el alcohol tiene entre dos perfiles de jóvenes consumidores (alcohol y alcohol/cannabis) que es interiorizado por los propios consumidores afectando a una distorsión de sus percepciones de riesgo inherentes a la experimentación. Vinculamos semejantes perfiles actitudinales a procesos de reestructuración sociocognitiva y de carácter motivacional impulsados por las correspondientes mentalidades del usuario. Asimismo, se evidencia la influencia del contexto sociocultural sobre el estatuto diferencial de las sustancias psicoactivas objeto de análisis, en este caso alcohol y derivados cannábicos. Material y métodos Se realizó un muestreo intencional de un colectivo de 273 adolescentes escolarizados de diferentes niveles académicos de edades que oscilan entre los 14 y 18 años que cursan estudios en cuatro Centros de Enseñanza Secundaria del Principado de Asturias, España. Las principales variables investigadas son las relativas a las actitudes ante el consumo de alcohol por parte de adolescentes experimentadores de tal sustancia y de aquellos que usan regularmente junto al alcohol los derivados cannábicos. La esfera actitudinal ha representado la principal área explorada bajo una triple dimensionalidad: factores cognitivos (creencias, expectativas, percepciones, etc.), afectivos (identificación con los usuarios, agrado o desagrado, etc.) y comportamentales (disposición para el consumo e inclinación para la aceptación del hábito). Asimismo, se ha investigado acerca de las motivaciones que impulsan al consumo y las razones explicitadas para beber y no beber, así como sobre aquellas que pueden mediatizar semejantes usos. Junto al plano actitudinal, la percepción del grado de riesgo y problematicidad inherente al consumo de alcohol, así como el conocimiento acerca de las consecuencias negativas derivadas del consumo de alcohol y de las experimentaciones con cannabis y otras sustancias psicoactivas representan las principales variables investigadas. Resultados Se confirma que tanto los adolescentes consumidores de alcohol, por un lado, como los de alcohol y derivados cannábicos, por otro, muestran unas actitudes de gran permisividad ante el consumo, creencias y falsas expectativas, desapego socioafectivo y escasa sensibilidad respecto a quienes se hayan afectados por la problemática, así como una disposición favorable al consumo e incluso a la habituación alcohólica. Del análisis del grado de problematicidad percibida, derivada de la experimentación con diversas sustancias psicoactivas, así como de la percepción de riesgos y consecuencias negativas que se han derivado de sus experiencias de consumo de alcohol, se deriva una tendencia a reconocer las escasas consecuencias negativas sufridas. A partir del análisis diferencial de los factores de percepción de riesgo y de las razones que podrían aducirse para no-beber se ha confirmado que los adolescentes que experimentan con alcohol y derivados cannábicos manifiestan en su conjunto una menor percepción de los riesgos asociados a la experimentación contrastando con la mayor concientización del potencial daño alcohólico de quienes no son usuarios. A partir del análisis de las actitudes globales ante el alcohol se confirma que los consumidores de otras sustancias psicoactivas -en relación con los adolescentes que beben pero no experimentan con otras drogas- son más permisivos, manifiestan unas creencias más distorsionadas y una mayor disposición hacia la habituación alcohólica.