Introductión: Work addiction, or workaholism, is a behavioral addiction linked to significant physical, mental, and social health problems. Although not recognized in the Diagnostic and Statistical Manual of Mental Disorders (DSM), its conceptualization has emerged from research addressing psychological, personality, psychosocial, and organizational determinants. Objectives: This review analyzes the concept of work addiction, differentiates it from work engagement and overcommitment, identifies predisposing factors, and examines its psychosocial effects. Methodology: Following Cochrane Collaboration guidelines, a qualitative review of empirical articles published between 2019 and 2024 in English and Spanish was conducted in selected academic databases. Inclusion/exclusion criteria were applied, and the process was summarized in a PRISMA flow diagram. Discussion and Conclusions: Findings...

Introductión: Work addiction, or workaholism, is a behavioral addiction linked to significant physical, mental, and social health problems. Although not recognized in the Diagnostic and Statistical Manual of Mental Disorders (DSM), its conceptualization has emerged from research addressing psychological, personality, psychosocial, and organizational determinants. Objectives: This review analyzes the concept of work addiction, differentiates it from work engagement and overcommitment, identifies predisposing factors, and examines its psychosocial effects. Methodology: Following Cochrane Collaboration guidelines, a qualitative review of empirical articles published between 2019 and 2024 in English and Spanish was conducted in selected academic databases. Inclusion/exclusion criteria were applied, and the process was summarized in a PRISMA flow diagram. Discussion and Conclusions: Findings...

Addressing school violence requires the active participation and commitment of the entire educational community. This qualitative ethnomethodological research proposes a participatory pedagogical design aimed at disarticulating it, based on its understanding by institutional actors, from the data of the interview conducted with 282 students in a public educational institution in the city of Cúcuta in Colombia. The findings show that students associate violence with physical and verbal abuse, understand coexistence as the result of complying with institutional rules, and show interest in promoting respect among themselves and with their teachers. A pedagogical proposal is proposed based on the axes of peace, violence and conflict, aimed at raising awareness of the phenomenon of violence and the collective construction of its approach by school actors.