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Non‐standard forms of employment, such as self‐employment, are among the most prevalent routes for older people to access the workforce. While the financial benefits of any form of self‐employment in later life have been widely acknowledged, less is known about their impact on health. This study explores the association between self‐employment and 16 health outcomes among older people with different social stratification characteristics in Chile, a developing country experiencing rapid population ageing. We rely on a rich representative life history survey of Chilean men and women between the ages 65 and 75 years (N = 802) living in the capital Santiago, weighted sequence analysis to reconstruct employment histories and weighted regression analysis to measure the association between self‐employment and health in later life. All our analyses are adjusted by both individual lifetime health indicators and employment trajectories. Our results show that being self‐employed relative to not working is positively associated with health in seven out of 16 outcomes. More surprisingly, those in a self‐employment position seem to enjoy better health outcomes, particularly among the less educated and lower‐income levels. These stratified associations raise questions about how these individuals enjoy better health despite facing adverse social conditions. [ABSTRACT FROM AUTHOR]

Introduction: Evidence‐based practice (EBP) is a critical framework for supporting clinical decision‐making that has been increasingly promoted in occupational therapy over the last 20 years. Discipline‐specific EBP frameworks and resources have emerged, primarily created by scholars from developed countries. However, EBP has received limited attention in literature published in developing and non‐English speaking countries. This study aimed to explore Chilean occupational therapists' perceptions of EBP, factors influencing the adoption of EBP and sources of information used to inform clinical decision‐making. Methods: A cross‐sectional online survey of Chilean occupational therapists included socio‐demographic information, closed questions using a fivepoint Likert scale and open‐ended questions. Numerical data were summarised using frequencies and percentages. Cross‐tabulations explored relationships between variables. Narrative data from openended responses were analysed deductively using content analysis. Results: Complete surveys were returned by 192 Chilean respondents. The majority of participants (68.3%) defined EBP as the use of research knowledge only and perceived EBP as useful and important. The most significant barriers to the application of research knowledge included: lack of time (68.2%), an emerging research culture (67.7%) and restricted access to scientific literature (56.8%). Additionally, Chilean occupational therapists did not feel confident finding, appraising and integrating research evidence. Of the four sources of knowledge used in EBP, participants predominantly relied on clinical observations of clients (99.5%), their clinical expertise (89.1%), and discussions with the multidisciplinary team (78.1%) and other occupational therapists (40.1%), to inform clinical decision‐making. Conclusion: Language barriers, lack of time, scarcity of locally produced research, and an emergent research culture within Chile impede occupational therapists' ability to implement EBP. The adoption of EBP can facilitate access to contemporary occupational therapy knowledge powerfully guide clinical reasoning, and build local research capacity. Building research partnerships and collaborations with the international scientific community are crucial to the global achievement of EBP. [ABSTRACT FROM AUTHOR]

This study investigated the longitudinal associations between children's early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage  = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage  = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents' knowledge of number-related games predicted children's arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children's mathematical skills. [ABSTRACT FROM AUTHOR]

The aim of the study was threefold: (a) to test a before‐school physical activity intervention (Active‐Start) on academic performance, selective attention, and concentration capacity; (b) to test the effect of the Active‐Start intervention on anthropometry, body composition, and physical fitness parameters; and (c) whether the physical fitness components are moderators of the effect of the Active‐Start program on academic performance, selective attention, and concentration capacity in Chilean children. The Active‐Start intervention was a RCT which comprised 170 children (8‐10 years old) from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school‐class (8:00‐8:30 am) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition, and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49‐0.77) and mathematics (0.49; 95% CI 0.32‐0.66) performance (P < .001). Also, improvements were seen in fat mass, fat‐free mass, muscular, and cardiorespiratory fitness (all P < .05). The Johnson‐Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 mL/kg/min, respectively. Implementing before‐school physical activity programs such as the Active‐Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren. [ABSTRACT FROM AUTHOR]

Abstract: Background: This article presents a qualitative study, conducted in Chile and Colombia, on mental health care access and experiences with psychotherapy from the perspectives of economically disadvantaged clients. Current epidemiological data show it is important to conduct psychological interventions to address depression in poor populations, given the high prevalence of this disorder in these groups. However, despite efforts made in both countries at the health care policy level, the impact of the available psychological care has been weaker than expected. Aims: Based on this observation, this study sought to collect more information for understanding this problem by incorporating patients’ views. Materials & Methods: To shed light on this issue, 24 participants from Chile and Colombia were interviewed with respect to their opinions on access to psychotherapeutic care and their experience with it. Semi‐structured interviews conducted were analysed using Grounded Theory procedures. Results: The facilitating and impeding factors that low‐income people have regarding access to psychotherapy, in an institutional context, and specific challenges involving changes in their understanding of their problems and their own role in recovery are presented. These changes involve distancing themselves from their original culturally‐shaped understanding of psychological disorders. Discussion: The influence of psychotherapy as a force capable of shaping culturally determined meanings in clients from economically disadvantaged areas is problematised. Conclusion: The results of this research may encourage clinicians to see the client's uniqueness within a certain social order and a social network as different from that of the therapist. [ABSTRACT FROM AUTHOR]

Objectives To conduct cross-national comparison of education-based inequalities in tooth loss across Australia, Canada, Chile, New Zealand and the United States. Methods We used nationally representative data from Australia's National Survey of Adult Oral Health; Canadian Health Measures Survey; Chile's First National Health Survey Ministry of Health; US National Health and Nutrition Examination Survey; and the New Zealand Oral Health Survey. We examined the prevalence of edentulism, the proportion of individuals having <21 teeth and the mean number of teeth present. We used education as a measure of socioeconomic position and measured absolute and relative inequalities. We used random-effects meta-analysis to summarize inequality estimates. Results The USA showed the widest absolute and relative inequality in edentulism prevalence, whereas Chile demonstrated the largest absolute and relative social inequality gradient for the mean number of teeth present. Australia had the narrowest absolute and relative inequality gap for proportion of individuals having <21 teeth. Pooled estimates showed substantial heterogeneity for both absolute and relative inequality measures. Conclusions There is a considerable variation in the magnitude of inequalities in tooth loss across the countries included in this analysis. [ABSTRACT FROM AUTHOR]

Survivors of disasters commonly provide each other with social support, but the social-psychological processes behind such solidarity behaviours have not been fully explicated. We describe a survey of 1240 adults affected by the 2010 Chile earthquake to examine the importance of two factors: observing others providing social support and social identification with other survivors. As expected, emotional social support was associated with social identification, which in turn was predicted by disaster exposure through common fate. Observing others' supportive behaviour predicted both providing emotional social support and providing coordinated instrumental social support. Expected support was a key mediator of these relationships and also predicted collective efficacy. There was also an interaction: social identification moderated the relationship between observing and providing social support. These findings serve to develop the social identity account of mass emergency behaviour and add value to disaster research by showing the relevance of concepts from collective action. [ABSTRACT FROM AUTHOR]

Enduring inequalities in Chile's education system are both a socio-economic and ethno-national problem. Student protests in 2006 and 2011 are representative of growing public concerns over the neoliberal socio-economic model adopted by respective governments since the military regime ended in 1990. Education has also become a contested space in which the recognition of indigenous rights - and cultural and linguistic diversity in particular - have been negotiated. This article presents an analysis of the history of Mapuche struggles over education, in light of recent neoliberal reforms and political protests. Reforms to address large achievement differentials among indigenous populations have come through proposals for Intercultural Bilingual Education ( IBE) in Chile and these, we suggest, have challenged the hegemonic education system and its assimilatory mechanisms. Its current administration, however, reflects minimal commitments to indigenous rights and only the thinnest recognition of cultural difference. Instead, the status quo of mono-cultural and mono-linguistic Chilean nationalism continues to be transmitted via the national curriculum. [ABSTRACT FROM AUTHOR]

We apply a time assignment model system to estimate and analyse spatial differences in the values of work and leisure for segments of travellers who work in Santiago, Chile, a large, spatially segregated South American capital. The sample was obtained from the latest available Origin Destination Survey; it includes weekly time use and socio-economic characteristics, which represent the differences across zones. Seventeen segments are defined according to gender, age, family structure and zone of residence. Positive values of the marginal utility of work are obtained for women and youngsters, and negative for men and elders. Women without children showed larger values than mothers. Results are explained in terms of income hierarchy and committed time. [ABSTRACT FROM AUTHOR]

Objective: To investigate the association between socioeconomic position and periodontal diseases among adolescents. Methods: Data were obtained from 9203 Chilean high school students. Clinical examinations included direct recordings of clinical attachment level and the necrotizing ulcerative gingival lesions. Students answered a questionnaire on various dimensions of socioeconomic position. Seven periodontal outcomes were analyzed. Logistic regression analyses were used to identify socioeconomic variables associated with the periodontal outcomes. Results: The occurrence of all periodontal outcomes investigated followed social gradients, and paternal income and parental education were the most influential variables. Conclusions: The study demonstrates the existence of significant social gradients in periodontal diseases already among adolescents. This is worrying, and indicates a new potential for further insight into the mechanisms of periodontal disease causation. [ABSTRACT FROM AUTHOR]