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euskaraKultura-politikarako aukera-eremu berri bat iradokitzea da artikulu honen helburua. Kultura-sorkuntzaren zabalkundeak huts egiten duenean, proposatzen diren konponbideen jomuga maiz izaten da sortzailearen jardun indibidualean esku hartzea edo ohiko hedapenean gehiago inbertitzea. Esan gabe doa bi estrategiek ondo funtziona dezaketela. Baina, horiez gain, literatura zientifikoak kultura-sorkuntzarako oso eraginkorrak izan daitezkeen bi kontzeptu identifikatu ditu: iman-lekua (magnet place) eta zirkulu kolaboratiboa (collaborative circle). Kontzeptu horiek erabili ditugu euskarazko eremuan ezohiko kultura-politika egin duen kultura-diziplina bat aztertzeko, bertsolaritza hain zuzen. Guztira, 3.644 galdetegi pasa dizkiogu publikoari eta publiko potentzialari, eta 32 elkarrizketa sakon egin dizkiegu adituei, beste hainbat datu biltzeaz gain. Emaitzek iradokitzen dute imanlekuak eta zirkulu kolaboratiboak sortzeari lehentasuna ematea oso eraginkorra izan daitekeela kultura-politikan: kultura globalizatuaren testuinguruan, sozializazio-gune aberasgarriak izan daitezke kulturan parte hartzen duten agente guztientzat, zeren bestela ezinezkoak liratekeen interakzioak ahalbidetu baititzake, sormenerako baldintza aproposagoak sustatuz eta zaletasuna piztuz eta hedatuz. EnglishThe objetive of this paper is to suggest a new window of opportunity for cultural policy. When the diffusion of cultural production does not work, proposals are usually aimed at intervening in the individual activity of the artistic creators or at investing more in the usual diffusion channels. Both answers may work. Nevertheless, scientific literature has identified two concepts that can be considerably effective: magnet place and collaborative circles. Their effectiveness was analysed in an artistic discipline that conducted an unusual cultural policy, that is bertsolaritza (improvised verse singing in the Basque language). The present study surveyed 3.644 people from the public and the potential public, and conducted 32 in-depth interviews to experts. Results suggest that giving priority to the creation of magnet places and collaborative circles may be a very effective cultural policy: in the context of cultural globalisation, they may be enriching sozialisation spaces for all cultural stakeholders, because they can promote interactions that otherwise would not happen, they can create appropriate conditions for creativity and fandom, and so they can significantly enhance cultural production.

The social impact of reading the book Radical Love cannot be grasped by the dominant discourse on the evaluation of social impact. A deep understanding of autobiographical memories must go beyond the quantitative analysis of details and episodes to qualitatively examine the meanings constructed through recollection. Thus, we explored young women’s memories of intimate partner violence through memory narratives and the way these memories were reconstructed when the women read Radical Love. In addition, we examined the personal meanings given to this reading experience through in-depth interviews and a focus group. The results showed that Radical Love made the participants more critical about their memories and made these memories unappealing. This reading led some women to leave violent relationships and transform their prospective thinking. In a time when impact is measured mainly by research articles, this qualitative analysis of the memory transformation promoted by reading Radical Love demonstrates that books can also have a social impact.

El actual sistema universitario se enfrenta al reto de formar un alumnado capaz de adaptarse y dar respuesta a un contexto demográfico y socioeconómico en constante cambio. El desarrollo de competencias transversales se erige como clave para ello y los trabajos interdisciplinares de módulo pueden ofrecer el escenario propicio para su logro. Esta investigación presenta los resultados obtenidos en el desarrollo de seis competencias transversales a través de la aplicación del módulo “Diversidad en la Escuela” en el segundo curso del Grado de Educación Primaria de la Universidad del País Vasco (UPV/EHU). 113 estudiantes respondieron a un cuestionario, tanto antes como después de realizar el módulo, donde se les preguntaba acerca de su percepción sobre estas competencias. Además, se recogieron las respuestas a varias preguntas abiertas al final de la intervención. Los resultados mostraron que los estudiantes mejoraron significativamente su Capacidad Investigadora, el Razonamiento Crítico, el Tratamiento de la Información y la Transferencia del Conocimiento. El artículo concluye con las reflexiones sobre la aportación que estas mejoras conllevan en la formación de los futuros docentes. The current university system faces the challenge of training students that will be able to adapt and respond to a constantly changing demographic and socioeconomic context. The development of transversal competencies by means of modular interdisciplinary projects provides an appropriate setting for achieving such goal. This research presents the results obtained in the training of six transversal competences through the module “Diversity at School” carried out in the second year of the Degree in Primary Education of the University of the Basque Country (UPV/EHU). 113 students answered a questionnaire concerning their perception with regards to such competences, both before and after the accomplishment of the module. Besides, the answers of certain open questions were also collected at the end of the intervention. The results showed that students perceived a significant improvement in their competence regarding research abilities, critical reasoning, treatment of information and transfer of the knowledge. The paper concludes by discussing the contribution that these improvements entail for the training of future teachers.

When a violent intimate relationship occurs, this experience becomes part of the person's autobiographical memory. Given its prospective functions, the reconstruction of those memories of violent sexual-affective relationships could be an effective tool to prevent future revictimization. The study presented in this article examined the impact of a dialogic gathering of the Radical Love book on the reconstruction of memories of violent sexual- affective relationships. A sample of 48 young women, who had experienced at least one violent sexual affective-relationship were divided into an experimental (n = 24) and a control group (n = 24); they were asked to recall a violent sexual- affective relationship and write it down. The memory reports were collected in two stages. Between both reports, the experimental group read some chapters of the Radical Love book and engaged in a dialogic gathering. Memory quality was measured through the Memory Experiences Questionnaire (MEQ-SF). In the intervention group, the intensity of the emotion associated with the memory recall decreased, and participants became more critical towards the memory of what happened and more aware of the reactions and sensations experienced during the relationship. Dialogic gatherings with Radical Love can support the prevention of gender violence revictimization via transformative memory reconstruction.

Introduction and Aims: This article explores the role of toxic close relationships in night life on substance use disorders and mental health conditions. We also contrast the quality and effects of social relationships when doing drugs with those produced by a mental health program that fosters quality relationships between patients. Design and Methods: This qualitative case study was carried out at a mental health day care center of a hospital in Malaga (Spain). The cases of two patients with severe mental disorders and a history of drug addiction were analyzed. Data were collected through in-depth interviews with every patient, semi-structured interviews about each patient with the psychologist of the medical team of the program, and medical documentation. The analysis involved a combination of inductive and deductive approaches. Results: The analysis of the data revealed, on the one hand, the influence of toxic relationships in nightlife, including violent sporadic sexual relationships, in the initiation and persistence of substance use that took part of the mental health disorder in these patients. On the other hand, the findings show that these participants' current involvement in a mental health program, which fosters quality relationships between patients, has brought emotional benefits to both of them. Discussion and Conclusion: This paper points out the relevance of considering quality of social relationships when examining substance use disorders and related mental health problems. Additionally, the findings indicate the importance of fostering quality peer relationships in mental health rehabilitation programs addressed to patients with histories of drug addiction to improve treatment outcome. he APC was funded by the Consolidated Research Group on Sociological Theory and Social Impact of Research (SGR 2017 01589) at the University of Barcelona.

The United Nations’ Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater difficulties in their academic development, but they also have some social development limitations. It is therefore necessary to identify which strategies are effective in helping these students develop social skills. Previous research has noted that dialogical learning environments can contribute to promoting inclusion. This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. A literature search was performed of scientific databases (Web of Science, SCOPUS, PsycINFO and ERIC) to identify research that used dialogue and interaction to promote the development of the social skills of these students. Twenty-nine studies were selected that yielded improved results in the increase and quality of interactions and the promotion of social behaviours, such as initiations, participation, collaboration, social connection, self-regulation and self-image. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research. This research and the APC were funded by the Spanish National Programme for Research aimed at the Challenges of Society, Ministry of Science and Innovation, grant number: EDU2017-88666-R.

Los profundos cambios acaecidos en la configuración del contexto mediático en los últimos tiempos, han generado cambios tanto en el medio televisivo como en las relaciones establecidas con él. Es por ello que, resulta necesario conocer cómo consumen la televisión los jóvenes actuales en aras de crear estrategias que ayuden a capacitarlos en la utilización de este medio. Con este fin, en esta investigación se han estudiado las pautas de consumo televisivo de 553 adolescentes (267 chicos y 286 chicas) de Irlanda, España y México, de edades comprendidas entre 14 y 19 años. Mediante la aplicación de dos cuestionarios (CH-TV 0.2 y VAL-TV 0.2), se han podido detectar cuatro pautas de consumo generalizables a todos los contextos estudiados. Dos de estas pautas, diferencian el consumo entre hombres (Crítico-Cultural) y mujeres (Social-Conversacional), siendo ellos los que realizan un consumo más cultural e informativo y ellas, más dirigido a entablar conversación con sus amistades. En lo que a las otras dos pautas se refiere, la percepción de un clima conflictivo (consumo Conflictivo-Pasivo) o la de una mediación responsable (consumo Comprometido-Positivo) son algunas de las variables que marcan las diferencias. Además, se han detectado aquellos factores que presentan mayor poder discriminativo en la configuración de estas pautas, siendo la preferencia mostrada hacia los géneros televisivos el factor más discriminante entre los estudiados. Sin embargo, la permanencia, el realismo percibido y el contexto cultural no han resultado ser determinantes.

Los profundos cambios acaecidos en la configuración del contexto mediático en los últimos tiempos, han generado cambios tanto en el medio televisivo como en las relaciones establecidas con él. Es por ello que, resulta necesario conocer cómo consumen la televisión los jóvenes actuales en aras de crear estrategias que ayuden a capacitarlos en la utilización de este medio. Con este fin, en esta investigación se han estudiado las pautas de consumo televisivo de 553 adolescentes (267 chicos y 286 chicas) de Irlanda, España y México, de edades comprendidas entre 14 y 19 años. Mediante la aplicación de dos cuestionarios (CH-TV 0.2 y VAL-TV 0.2), se han podido detectar cuatro pautas de consumo generalizables a todos los contextos estudiados. Dos de estas pautas, diferencian el consumo entre hombres (Crítico-Cultural) y mujeres (Social-Conversacional), siendo ellos los que realizan un consumo más cultural e informativo y ellas, más dirigido a entablar conversación con sus amistades. En lo que a las otras dos pautas se refiere, la percepción de un clima conflictivo (consumo Conflictivo-Pasivo) o la de una mediación responsable (consumo Comprometido-Positivo) son algunas de las variables que marcan las diferencias. Además, se han detectado aquellos factores que presentan mayor poder discriminativo en la configuración de estas pautas, siendo la preferencia mostrada hacia los géneros televisivos el factor más discriminante entre los estudiados. Sin embargo, la permanencia, el realismo percibido y el contexto cultural no han resultado ser determinantes, The deep-rooted changes that have taken place in the media world over recent years have brought about changes in both television itself and in the relationships established with this medium. Consequently, it is important to understand how young people watch television today, in order to design strategies to help them develop the capacities they require to ensure responsible use. With this aim, the present study analyzes the television viewing habits of 553 adolescents (267 boys and 286 girls), aged between 14 and 19, from Ireland, Spain and Mexico. Through the implementation of two questionnaires (CH-TV 0.2 and VAL-TV 0.2), four viewing patterns were detected that can be generalized to all the contexts studied. Two of these patterns clearly distinguish between boys (critical-cultural) and girls (social-conversational), with boys viewing more cultural and information-oriented programs, and girls tending to watch shows with a view to talking about them later with their friends. Two of the variables which best distinguish between the other two patterns identified are the perception of a conflictive climate (conflictive-passive viewing) and the perception of responsible parental mediation (committed-positive viewing). Moreover, preferred television genre was found to be the factor with the greatest discriminatory power in relation to these patterns, while time spent watching television, perceived realism and cultural context were not found to be significant