Browsing by Author "Torres Vallejos, Javier"

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    Caracterización de los profesionales de convivencia escolar en Chile.
    (Revista Perspectiva Educacional., 2022-06-28) Ortiz Mallegas, Sebatián; Morales, Macarena; Cárdenas, Karen; López, Verónica; Torres Vallejos, Javier
    La investigación sobre convivencia escolar ha definido orientaciones concretas para su gestión. En Chile, desde el año 2011 todas las escuelas deben contar con un encargado de convivencia, brindándose lineamientos generales sobre su labor. Este artículo caracterizó la gestión de la convivencia en Chile, describiendo cuantitativamente la formación, experiencia, condiciones laborales y acciones desempeñadas por quienes la ejercen. Los 858 participantes fueron mayormente encargados de convivencia, con título de profesor. En general, tenían contratación indefinida, por jornada completa y desempeñaban más de un cargo en su escuela y/o trabajaba en más de un centro escolar. La especialización en el área de convivencia escolar se observó escasa. En cuanto a las acciones que realizaban, se abocaban a la atención individual y en crisis de estudiantes. Se discutieron las barreras y facilitadores para lograr intervenciones de escuela total en la materia.
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    Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School.
    (Frontiers in Psychology., 2021-02-26) Ortiz Mallegas, Sebastián; López, Verónica; Torres Vallejos, Javier; Ascorra, Paula; González, Luis; Bilbao, Marian
    Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th–11th grades. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency.
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    Peer Victimization and Mental Health Risk in Chilean Students.
    (Journal of Child and Family Studies., 2018) Carrasco Aguilar, Claudia; López, Verónica; Murphy, Michael; Lucke, Cara; Torres Vallejos, Javier; Villalobos Parada, Boris; Ascorra, Paula; Bilbao Marian
    Children who exhibit mental health problems are more likely to be targets of peer victimization. However, little is known about how mental health risk interacts with other individual and school-level factors in this relationship. In the current study, we explored the associations between peer victimization and mental health in 10,532 Chilean sixth grade students attending 405 of the lower SES schools in the country. Children were screened for mental health and classroom adaptation problems using standardized parent and teacher rating scales at the beginning of the school year, and completed questionnaires on self-reported peer victimization, classroom climate, and school climate at the end of the year, as part of an ongoing national school mental health program, which includes monitoring for school violence and school climate. Data were analyzed through logistic regression and multilevel analyses, incorporating sex, absenteeism due to physical health, school attendance, and individual SES as covariates. Results showed that the odds of being victimized by peers were five times greater for students who were identified at risk for mental health problems based on parent reports, and one time greater for students identified by teachers with attention and concentration difficulties. However, multilevel analyses showed that the relative contribution of mental health risk to peer victimization significantly diminished when other individual and school-level variables were included. Particularly relevant was the contribution of individual SES, classroom climate, and absenteeism due to physical health; and of school-level SES. These findings suggest the complex nature of the influence of mental health on peer victimization and the relevance of the social context interacting with student’s mental health problems.