Browsing by Author "Villalobos Parada, Boris"

Now showing 1 - 4 of 4
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    Editorial Educación, Inclusión y Justicia Social.
    (Revista f@ro., 2019-07-31) Carrasco Aguilar, Claudia; Villalobos Parada, Boris
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    Inclusión educativa y la crisis en América Latina.
    (Revista f@ro., 2021-09-10) Carrasco Aguilar, Claudia; Villalobos Parada, Boris; Britto González, Katherine
    En el mundo, pero especialmente en América Latina, las crisis financieras y económicas se han ido dando en torno a una crisis sistémica que azota al sistema capitalista y que se ha visto acentuada a partir de la década del setenta.
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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.
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    What do support professionals do in schools? Construction and validation of an instrument for assessing whole-school prevention and promotion strategies.
    (Journal of Prevention and Health Promotion., 2021-11-21) Ortiz Mallegas, Sebastián; López, Verónica; Olavarria, Dayana; Cárdenas, Karen; Villalobos Parada, Boris; Alfaro Ordenes, Nancy
    Education policies worldwide have encouraged the entry and permanence of nonteaching support professionals in schools. During the last decade, Chilean regulations have allowed a massive incorporation of these professionals mostly school psychologists and social workers in publicly funded schools. However, there is scarce evidence regarding the actions of these professionals, including whether and how they align with whole-school approaches. In this study, we constructed and validated scales to assess professional practices aligned with universal prevention and whole-school approaches deployed by nonteaching professionals in schools. Participants were 329 professionals from municipal, private subsidized, and private Chilean schools. Psychometric properties were analyzed through exploratory and confirmatory factor analyses for construct validation and with Cronbach’s alpha for internal consistency. The results show that the instruments had adequate psychometric properties in terms of validity and reliability, allowing the assessment of four types of practices: individual socioemotional and academic support, group socioemotional and academic support, leadership practices, and interdisciplinary collaborative practices. We argue that these practices can be theoretically organized based on whole-school prevention and promotion strategies. Preliminary mean comparisons show that the most prevalent practice is through individual supports. We highlight the need to provide sound instruments that may allow comprehensive assessments of the actions deployed by nonteaching support professionals in whole-school improvement efforts.