https://hdl.handle.net/2072/478931 2026-04-15T14:12:06Z 2026-04-15T14:12:06Z Cascón-Pereira, Rosalía Alabèrnia Segura, Miquel Feixas i Viaplana, Guillem https://hdl.handle.net/2445/226041 2026-01-24T00:50:03Z 2026-01-23T14:01:42Z

Repertory grid for exploring managers' identities in a coaching programme Cascón-Pereira, Rosalía; Alabèrnia Segura, Miquel; Feixas i Viaplana, Guillem Originally devised by George Kelly (1955/1991) based on his personal construct theory (PCT), the repertory grid (RG) is a technique that seeks to explore how an individual constructs personal theories to make sense of and predict the world. These theories are made up of meanings that Kelly (1955/1991) regarded as bipolar constructs, which capture distinctions in the similarities and differences perceived in the flow of experience. They are called “bipolar” to reflect the fact that, according to the PCT (dichotomy corollary), we think in terms of contrasts. For instance, the word “good” does not mean much by itself until it is compared against the word “evil,” “bad,” “poor” or “mediocre”. So, “good-evil” is a bipolar construct that conveys a meaning that differs from, for example, “good-mediocre.” Personal constructs are organized into a relatively complex and hierarchical network of meanings employed to make sense of the world, oneself and others. Hence, RG was initially designed to systematically explore the meanings that form the personal identity of interviewees (Kelly, 1955/1991), not for research purposes but for counseling purposes, to help individuals understand themselves better.

2026-01-23T14:01:42Z Ghiţă, Alexandra Hernández Serrano, Olga Ruiz, Jolanda F. (Fernandez Ruiz) Gacto-Sánchez, Mariano Monras Arnau, Miquel Gual, Antoni Porras-García, Bruno Ferrer, Marta (Ferrer García) Gutiérrez Maldonado, José https://hdl.handle.net/2445/224169 2025-11-19T21:35:30Z 2025-11-06T17:38:54Z

ALCO-VR Project: A randomized clinical trial evaluating virtual reality cue-exposure Therapy for Treatment-Resistant Alcohol Use Disorder patients; Proyecto ALCO-VR: Un ensayo clínico aleatorizado para la evaluación de la eficacia de la Terapia de Exposición a Señales con Realidad Virtual en pacientes resistentes al tratamiento diagnosticados con trastorno por uso de alcohol Ghiţă, Alexandra; Hernández Serrano, Olga; Ruiz, Jolanda F. (Fernandez Ruiz); Gacto-Sánchez, Mariano; Monras Arnau, Miquel; Gual, Antoni; Porras-García, Bruno; Ferrer, Marta (Ferrer García); Gutiérrez Maldonado, José The management of “treatment-resistant” alcohol use disorder (AUD) often presents significant challenges. Virtual reality (VR) applications, specifically VR cue exposure therapy (VR-CET), offer a potentially complementary approach to the standard treatment (TAU). This randomized clinical trial (RCT) aimed to assess VR-CET’s effectiveness when added to TAU, compared to TAU alone, in reducing alcohol craving and anxiety among individuals with treatment-resistant AUD. The study also sought to determine anxiety and craving levels during VR-CET sessions and to explore long-term effects. Eighty-five AUD patients from the Clinic Hospital of Barcelona participated. They were randomly assigned to either an experimental group (EG), receiving VR-CET plus TAU, or a control group (CG), receiving TAU alone. The EG completed six VR-CET sessions alongside TAU, while the CG continued with only TAU. Alcohol craving and anxiety were assessed before and after treatment for both groups, and during VR-CET sessions for the EG. Relapses were monitored at 3-, 6-, and 12-months post-treatment. Results indicated no significant main effects of “type of treatment” (EG vs. CG) on craving or anxiety. However, a significant “time” factor was observed, showing reductions in craving and anxiety from pre-test to post-test, regardless of the treatment type. Within VR-CET sessions, EG participants reported minimal anxiety and craving by the end of the therapy. Importantly, no statistically significant differences in relapse rates were found between the EG and CG at any follow-up period (3, 6, 12 months). The clinical implications of the study, limitations, and research directions are further discussed. 

2025-11-06T17:38:54Z Dotras, Laia Barciela, Amanda Llana, Manuel Galbany i Casals, Jordi Hernandez-Aguilar, R. Adriana https://hdl.handle.net/2445/222622 2025-11-19T21:35:23Z 2025-07-28T11:57:26Z

Savanna chimpanzee (Pan troglodytes) crop feeding at Dindefelo, Senegal: challenges and implications for conservation Dotras, Laia; Barciela, Amanda; Llana, Manuel; Galbany i Casals, Jordi; Hernandez-Aguilar, R. Adriana Chimpanzees (Pan troglodytes) are categorized as Endangered by the International Union for Conservation of Nature, and habitat loss due to conversion of land for agriculture is one of the major threats to wild populations of this species. This challenging scenario can lead to negative human-chimpanzee interactions, including crop feeding. Chimpanzees consume crops across their geographical range, although little is known about this behavior in savanna habitats. Here we provide new evidence of crop feeding by savanna chimpanzees. We conducted our observations at Dindefelo, a community nature reserve in southeastern Senegal. The chimpanzees were observed to feed on mango (Mangifera indica) and also on baobab (Adansonia digitata), a wild species considered a crop by local people when found in and around villages. Although local people use the fruits of these species for food and income, they tolerated crop-feeding events until recently. In 2023, a case of harassment of a crop-feeding chimpanzee in a mango orchard was witnessed, and four days later a chimpanzee corpse was found at the same place. We conclude that habitat conversion into agricultural felds, uncontrolled bush fres and extraction of wild fruits are the important factors infuencing crop-feeding events at Dindefelo. Our fndings highlight the need to better understand human-chimpanzee interactions in the anthropogenic landscape of Dindefelo to help mitigate negative attitudes and behaviors towards chimpanzees.

2025-07-28T11:57:26Z Greco, Ana Martina Guilera Ferré, Georgina Pereda Beltran, Noemí https://hdl.handle.net/2445/130597 2024-11-29T09:04:19Z 2019-03-19T10:32:19Z

School staff members knowledge of victimization, detection and reporting Greco, Ana Martina; Guilera Ferré, Georgina; Pereda Beltran, Noemí Full protocol can be found in Spanish in the following link: http://hdl.handle.net/2445/117927 Or in Catalan, here: http://hdl.handle.net/2445/117926; Raw data from the study “School staff members knowledge of victimization, detection and reporting”. The study is centered in analyzing the level of knowledge of school staff members of Barcelona city of victimization, its detection and its reporting. Knowledge in this areas is measured through thirty statements to classify as true or false. The statements are coded as follows: F1 to F10: Statements about victimization F11 to F20: Statements about detection F21 to F30: Statements about reporting Correctly classified statements are coded with “1” and wrongly classified or unknown statements were coded as “0”. The data also includes variables of interest, such as self-perceived efficacy to detect sign in minors (“Scm”), self-perceived efficacy to detect signs in families (“Scf”), if the participant ever had a suspicions that a child under their care might be being victimized (“Detec”) and if the participant ever reported a potential victimization case outside the school (“Repor”). All these variables are coded as “1” if they were answered positively and “0” if they were answered negatively. The dataset also includes demographic variables, coded as follows: Sex (“Sex”): “0” mean “female” and “1” mean “male”. Role in school (“Role”): The first category (“0”) referred school staff who spent four hours or more in charge of the same group of children or adolescents, mainly kindergarten and elementary school teachers. The second category (“1”) included school staff members who spent less than four hours per day with the same group of students, like teachers of specific courses such as art, music, physical education, lunchtime or playground monitors. The last category (“2”) comprised staff such as head teachers, special education teachers or school psychologists who were not in charge of groups of children or adolescents but encountered them individually. School level in which the participant was working (“Level”): First category (“0”) included staff working in kindergarten or elementary school, second category (“1”) grouped staff working in middle or high school and the third category (“2”) referred to staff working in both levels. Results showed lower levels of knowledge in the reporting sections and significant relationship with detection and reporting experiences.

2019-03-19T10:32:19Z