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El presente estudio analizó las fases de implementación del programa Habilidades para la Vida (HPV) perteneciente a la Junta Nacional de Auxilio Escolar y Becas, Chile. Para esto se utilizó un diseño mixto secuencial exploratorio descriptivo, realizando una triangulación de información desde el Stage Implementation Framework creado por la Active Implementation Research Network. Ello a partir de la información emergida de una revisión bibliométrica de la producción científica del HPV y hechos históricos del programa obtenidos con base en entrevistas semiestructuradas a tomadores de decisiones. Se encontraron 35 artículos científicos publicados entre los años 1995 y 2020, y una serie de hitos históricos comprendidos entre 1991 y 2016, que fueron analizados y clasificados en las fases de Exploración, Instalación, Implementación inicial, Implementación Completa o Sostenibilidad. Finalmente se identifica que el programa demoró tres veces más (17 años) de lo señalado teóricamente (cuatro a seis años) en alcanzar la fase de sostenibilidad, debido a una serie de factores contextuales, tales como: dificultades en la transferencia del conocimiento técnico a la práctica, financiamiento insuficiente y oscilante, coordinación nacional con pocos recursos humanos dedicados a múltiples tareas y un desplazamiento del programa en la agenda pública.

Rural extension and innovation approaches have been extensively studied. However, we currently lack a validated quantitative instrument to assess those approaches at a subjective level. Landini and Beramendi (2019) developed a psychometric scale to access rural extension agents' beliefs about extension and innovation (BExIn scale) and validated it in Argentina. In this paper, a transcultural validation of this scale is conducted using samples from Argentina (n = 608), Brazil (n = 279), Chile (n = 196), Mexico (n = 1727), and Nigeria (n = 121). The analysis was conducted using Unweighted Least Squares extraction method and MPLUS software. The results show satisfactory indexes of goodness of fit and internal consistency, evidencing configural invariance and invariance of factor loadings. This implies that the scale assesses the same construct in all cases and that the structure of meanings that organizes these beliefs is essentially the same in different countries (differences between countries and individuals only refer to different ways of valuing the elements within the same general structure). The scale can be used to assess in English, Portuguese and Spanish extension agents’ beliefs about extension and innovation, to compare between countries and institutions, to make human resources decisions, to evaluate the impact of specific academic degrees or educational courses on extension and innovation beliefs, and to analyze strategies aimed at addressing beliefs that contribute to the persistence of a transfer of technology approach. The results suggest that the acknowledgment of otherness contributes to participatory and horizontal extension practices based on bi-directional communication, and that a self-critical attitude reduces the beliefs that shape a transfer of technologies approach.

Background: the laws in Latin American countries are based on scientific evidence that indicates the need for community mental health services, however, these care modalities present implementation problems. Objective: to describe the implementation of mental health services in Colombia with an emphasis on community interventions, such as support groups and mutual aid groups. Methods: descriptive cross-sectional study. An instrument was used to determine the level of implementation of these services, consisting of a Likert-type scale that established the climate of implementation, and questions about the usefulness of the services, which were completed by 31 of 35 mental health department leaders and by leaders of nationally registered mutual aid and support groups. Correlations were made between the implementation climate, the core components of community strategies and their benefits. A bivariate correlation was made between the scale of implementation and the use of services. Results: a low availability of all the services was found in four departments and an implementation of the services in only two. The least implemented services are the community ones, and those with the greatest presence at the territorial level are emergencies and hospitalization. Regarding community strategies, important barriers were identified, among the main ones a poor relationship of the groups with national organizations and the health system; the essential components of its functioning were active agency and trust. Conclusion: middle- and low-income countries have few community models and invest a large part of their technical and economic effort in emergencies and hospitalization. There are difficulties in the implementation of most of the services proposed by the Mental Health Law of Colombia. Despite the implementation difficulties that persist in the studied context, important benefits for mental health are perceived in these interventions.

Introduction: The continuity of care and attention is considered as a process that involves an orderly attention, an uninterrupted movement of people among several elements of the system of provision of services. It does not exist enough evidence in terms of measurement instruments of this continuity in Latin America. Even globally it has been conceptualized that this matter has been abandoned repeatedly by the research teams, possibly due to the shortage of validated multidimensional measures and to the lack of studies designed to approach the inherent complexities of the service. Objective: describe the process of translation, cultural adaptation to Colombia, as well as the internal consistency and construct validity of the Alberta Continuity of Services Scale for Mental Health (ACSS-MH). Methods: This instrument was subdued to the evaluation of validity of the content by experts and this was applied to a rural population in a Colombian context. Were performed tests of internal consistency and construct validity for each of the parts of the scale. Results: Under the consensus of the expert, it is made changes on some items, looking for a better adaptability of the instrument to the linguistic characteristics of Spanish, without losing sight of the evaluation objective of each one of the items on the original questionnaire. The result of the analysis of part A converged in 5 components that explain the 69.69% of the variance with 24 Items; Similarly, the analysis of part B grouped 13 items into four components, which explain the 72.02% of the variance. Discussion: This scale could be implemented to improve the provision of mental health services in Latin American contexts, where continuity of care has presented significant difficulties.

Historically, a whole participatory and horizontal tradition has been recognized in environmental education, even so, empirical research describes low levels of participation of children’s and adolescents in this type of education and in its research field. Despite this, there are few investigations that measure participation, limiting these to describing case studies, which hardly allows a global idea of the levels of child and adolescent participation in the field. To clarify that, a systematized bibliographic review of environmental education research written in Spanish from 1999 to 2019 was carried out, in which children and adolescents participate in different degrees of involvement. The level of participation of each of these was coded using Roger Hart’s ladder of child participation, which describes eight different rungs. This was correlated by statistical analysis and non-parametric tests with the year and country of publication, the type of education and the methodology used. The results indicate a progressive increase in the levels of child and adolescent participation from 1999 to date, as well as higher levels in non-formal environmental education, if qualitative methodologies are used to research and in authors from Argentina and Cuba. The importance of rethinking the place of children’s and adolescents in the development of environmental education and environmental education research is discussed.

Laws in Latin American countries are based on scientific evidence that calls for mental health services to move to the community. These care modalities have implementation problems. The objective of this article is to describe the implementation of the services proposed in Law 1616 of 2013 of Colombia (Mental Health Law): emergencies, hospitalization, community-based rehabilitation, pre-hospital care, day hospital for children and adults, Drug Addiction Care Center, groups support and mutual aid, telemedicine, and home and outpatient care. We used a mixed study, with a cross-sectional descriptive quantitative component, where an instrument was used to determine the level of implementation of these services, consisting of a scale that established the availability and use of these services, in addition to the climate of implementation of the services and community mental health strategies, in addition to a qualitative determination of barriers and facilitators of implementation. We found a low availability of all services in departments such as Amazonas, Vaupés, Putumayo, and Meta and an implementation of services in Bogotá and Caldas. The least implemented services are the community ones, and those with the greatest presence at the territorial level are emergencies and hospitalization. We conclude that low- and middle-income countries have few community models and invest a large part of their technical and economic effort in emergencies and hospitalization. There are difficulties in the implementation of most of the services proposed by Colombian legislation related to mental health.

Resumen Introduccion y objetivos Los problemas y trastornos mentales en America Latina constituyen un problema creciente de salud publica. Hasta ahora su abordaje se ha centrado en practicas basadas en evidencia (PBE), que las nuevas politicas publicas de salud han alimentado. Los autores tienen como objetivo presentar los principios de la ciencia de la implementacion, perspectiva cientifica que se orienta a estudiar los factores y procesos que influyen en la difusion, la adopcion, la implementacion y la sostenibilidad de las PBE. Metodos El metodo que se apropia en el presente texto es argumentativo, como razon practica y de logica inductiva. Resultados Se propone como caso ilustrativo la implementacion de la politica de salud mental en Colombia. Los resultados que prometen estan muy lejos de materializarse en nuestra region, principalmente por problemas de implementacion. Conclusiones Se enfatiza la importancia de la ciencia de implementacion para que los sistemas de salud funcionen en condiciones cada vez mas dinamicas y las inversiones en investigacion maximicen el valor de la atencion medica y mejoren la salud publica.

Introducción: Los programas escolares se han visto beneficiados de múltiples maneras por la instalación y gestión de redes colaborativas educacionales. Dada la actual crisis climática, en la educación ambiental este desafío genera particular interés a pesar de la falta de antecedentes en el campo. Objetivo: La presente investigación tuvo por propósito identificar la función que cumple una red colaborativa en la implementación de un programa de educación ambiental local. Materiales y métodos: Se realizó un análisis de contenido de encuestas, grupos focales y jornadas de trabajo docente en las cuales participaron 70 actores educativos de los establecimientos que forman parte del programa. Resultados: Se identificaron cuatro categorías relacionadas con el modelo de intervención del programa: la ecociudadanía, el enverdecimiento de la escuela, la ambientalización institucional y la sensibilización territorial. A su vez, se detectó que la red cumple la función de sostener la implementación de estos cuatro aspectos, siendo un soporte administrativo, de liderazgo, de desarrollo de competencias y de apoyo social. Conclusiones: Se discute la importancia de promover las redes colaborativas en los múltiples niveles de los programas de educación ambiental para facilitar su capacidad de transformación, sobre todo en contextos donde se carece de orientaciones técnicas y de recursos estructurales para su ejecución.

espanolLa inadaptacion escolar (IE) se entiende como un conjunto de dificultades de comportamiento, sociales y emocionales que impiden que los estudiantes cumplan con las expectativas de su contexto escolar. Su aparicion durante los primeros anos de escolaridad esta relacionada con el fracaso y el abandono escolar, los comportamientos violentos, los problemas de salud mental y las trayectorias de mala adaptacion que persisten durante el resto de la vida del individuo. El objetivo de este estudio fue identificar variables de adversidad psicosocial capaces de predecir la aparicion de inadaptacion escolar durante los primeros tres anos de escolarizacion. Al recopilar datos sobre el desajuste escolar, las experiencias adversas en la infancia y la disfuncion psicosocial, se aplico un proceso de seguimiento longitudinal a una cohorte de 26,108 estudiantes chilenos (50.7% mujeres) desde el inicio de sus estudios (6.3 anos de edad en primer grado) hasta dos anos mas tarde (8.4 anos de edad en tercer grado). A traves de regresiones logisticas binarias, los resultados obtenidos muestran que el embarazo adolescente de la madre, la ausencia biologica del padre, la patologia mental en un familiar, la disfuncion psicosocial y la percepcion negativa del profesor del desempeno academico y del comportamiento de los estudiantes predicen la aparicion de inadaptacion escolar despues de tres anos en el sistema escolar. El articulo analiza estos resultados y sus implicaciones para el desarrollo de programas preventivos dirigidos a reducir los problemas de inadaptacion escolar y de salud mental durante la infancia EnglishSchool maladjustment (SM) is understood as a set of behavioral, social, and emotional difficulties that prevent students from meeting the expectations of their school context. Its appearance during the first years of schooling is linked to school failure and dropout, violent behaviors, mental health problems, and maladaptive trajectories that persist for the rest of an individual’s life. The goal of this study was to identify psychosocial adversity variables capable of predicting the appearance of SM during the first three years of school. By collecting data on school maladjustment, adverse childhood experiences and psychosocial dysfunction, a longitudinal follow-up process was applied to a cohort of 26,108 Chilean students (50.7% female) from the start of their schooling (6.3 years of age in 1st grade) until two years later (8.4 year age mean in 3st grade). Through binary logistic regressions, the results obtained show that mother’s adolescent pregnancy, biological father’s absence, mental pathology in a relative, psychosocial dysfunction, and teacher’s negative perception of students’ academic and behavioral performance predict the appearance of SM after three years in the school system. The article discusses these results and their implications for the development of preventive programs aimed at reducing SM and mental health problems during childhood.

La adherencia es una de las variables más estudiadas de la fidelidad de la implementación en salud mental escolar, pero son pocos los estudios que la abordan considerando los componentes estratégicos de intervención. Objetivo. El propósito de esta investigación fue indagar si los patrones de adherencia a componentes estratégicos influyen sobre los resultados del programa chileno Habilidades para la Vida. Metodología. Se tomaron datos de 110 comunas del país. Se aplicó el Cuestionario de Evaluación de la Calidad de Programas de Salud Mental Escolar a coordinadores de equipos de implementación y se creó un índice comunal de mejoramiento socioemocional basado en las respuestas de padres y profesores a la encuesta de evaluación anual del programa. Resultados. Se identificaron 19 componentes que se asocian a estrategias de intervención, diseño y evaluación, trabajo colaborativo y aprendizaje del modelo del Programa. Con estos se calcularon modelos de clases latentes, encontrando dos patrones de adherencia. A través de un ANOVA se evidenció que los equipos que desarrollan un patrón adherente obtienen resultados significativamente mayores que los que desarrollan un patrón no adherente. Discusión. Se concluye que los resultados del programa son mejores cuando los equipos son adherentes a ciertos componentes estratégicos definidos como esenciales. Se discuten las implicancias prácticas de este hallazgo.

Introduction. Although an association between attention deficit hyperactivity disorder (ADHD) and personality disorders has been observed in adult population, no descriptions in Chilean adolescents have been reported. Objective. To explore personality profiles in Chilean adolescent patients diagnosed with ADHD. Method. Non-experimental, comparative design, convenience sample with 61 adolescent patients (13-19 years old) diagnosed with ADHD who completed the Millon Adolescent Clinical Inventory (MACI) questionnaire. Results compared parameters for the Chilean adolescent population and patients in the study. Attending psychiatrists completed a medical history file (comorbidities, pharmacological treatment and factors associated with mental health). Multivariate statistics, cluster analyses, and means comparison analyses were performed. This project was approved by the Ethics Committee of the University of Chile. Results. The personality profile of female adolescent patients with ADHD resembles that of the general female population, while the profile of the male patients is similar to that of the patient’s parameter group. Cluster analysis identified two personality sub-profiles: 25% of the subjects belonged to cluster 1, which was characterized by higher scores for different personality traits, expressed concerns, and clinical syndromes, compared with subjects from cluster 2. There were no differences regarding gender, ADHD clinical presentation, use of medication, adverse childhood experiences (ACEs), type of school, grade retention, or, applicable only to the female group, comorbidities in belonging to cluster 1. Only the presence of comorbidity in male subjects was associated with cluster 1 membership. Discussion and conclusion. Adolescent patients diagnosed with ADHD differed significantly in some personality traits when compared to Chilean parameters for the MACI. Of the adolescents studied, 25% have maladaptive personality characteristics.

El liderazgo distribuido es un constructo que ha adquirido gran relevancia en el campo de la investigacion de la mejora escolar, sin embargo, en Chile la investigacion aun es incipiente. La presente investigacion busco comparar la distribucion del liderazgo en escuelas de logro intermedio e inicial en el SIMCE. Se aplico la escala de liderazgo distribuido a 64 profesores de 4 escuelas de la ciudad de Calama (2 de logro inicial y 2 de logro intermedio). A traves de pruebas de comparacion de medias, se encontro que aquellas escuelas con logro intermedio obtuvieron puntajes significativamente superiores en las escalas de vision escolar, cultura escolar, programa instruccional, uso de artefactos, liderazgo docente y relaciones intuitivas de trabajo. Se discuten los resultados y limitaciones del estudio. Palabras claves: Distribucion del liderazgo, desempeno escolar, calidad educativa,SIMCE, escala de Liderazgo distribuido. Distributed leadership improve the quality of education: Comparative study in public schools of north of Chile Abstract Distributed leadership is a construct that has obtained broad relevance in the field of school improvement research, however, in Chile research is still incipient. The aim research was to compare the distribution of leadership in schools of intermediate and initial achievement in SIMCE in a city of north of Chile. We applied distributed leadership scale to 64 teachers from 4 schools in the city of Calama (2 of initial achievement and 2 of intermediate achievement). Through means comparison tests, it was found that those schools with intermediate achievement obtained significantly higher scores in the scales of school vision, school culture, instructional program, use of artifacts, teacher leadership and intuitive work relationships. The results and limitations of the study are discussed. Keywords: Leadership distribution, educational attainment, educational quality, SIMCE, Distributed Leadership Scale.

Resumen El objetivo de este estudio fue realizar la validación y confiabilidad del Youth Self Report (YSR/11-18) en población adolescente chilena. La muestra estuvo conformada por 816 adolescentes, entre 11 y 18 años, provenientes de un colegio particular de la ciudad de Calama a quienes se les aplicó la versión latina del cuestionario. Se realizo un análisis factorial de componentes principales, para la derivación de los síndromes de primer y segundo orden, siguiendo los pasos descritos por Achenbach. Los resultados encontrados demuestran la alta consistencia y validez del instrumento, lo que sumado a los antecedentes reportados convierten al YSR/11-18 en un instrumento de probado valor predictivo en Chile, permitiendo no sólo evaluar competencias sociales y conductuales, sino que podría transformase en un instrumento que permitiese la detección precoz de riesgos en la población adolescente.

Although implementation fidelity (IF) is an important factor in interpreting the outcomes of intervention programs, so far there is little knowledge about how it actually relates to them. The purpose of this systematic review was to identify which component of IF (adherence, quality of the intervention, exposure to the intervention and receptiveness) is the most important one for attaining the expected results in school-based mental health programs. A search in four electronic databases (APA PsycNET, PUBMED, EBSCO, and ISI-WEB Science) yielded 31 articles published between 2006 and 2016 that met all the established inclusion criteria. To determine the associations present, the proportion was calculated between the number of times that the components of IF were significantly linked to outcomes and the total number of times that the association was evaluated. It was observed that the various components of IF are linked to outcomes 40% of the time and that the strongest association is established with students’ exposure and receptiveness to the intervention. Lastly, findings and their implications for future research are discussed.

Resumen El presente estudio tuvo como objetivo adaptar la Escala de Sentido de Comunidad (SCI-II) a escuelas chilenas y analizar sus propiedades psicométricas. Se utilizó una muestra compuesta por 2871 estudiantes que cursaban entre 6. ° de enseñanza básica y 4. ° de enseñanza media de la comuna de Calama al norte de Chile. El 52.4 % (n = 1506) se identificó con el género femenino y la edad promedio de la muestra fue de 14.64 (DE = 2.046). Como resultados, el análisis factorial exploratorio indicó una solución de tres factores: conectividad escolar, pertenencia valorada y membresía-reciprocidad; la fiabilidad de la escala fue adecuada (α = .879 para conectividad escolar, α = .884 para pertenencia valorada y α = .716 para membresía reciprocidad); y los análisis confirmatorios indicaron índices de ajuste adecuados (CFI = .939; TLI = .933). Se concluye que el modelo propuesto de la versión adaptada es válido y es utilizable en futuros estudios sobre el sentido de comunidad en el contexto escolar. Al final se discute el valor de este instrumento para las políticas públicas y los procesos de innovación de la educación pública. Resumo Este estudo teve como objetivo adaptar a Escala de Sentido de Comunidade (SCI-II) a escolas chilenas e analisar suas propriedades psicométricas. Participaram 2871 estudantes que cursavam entre o 6° do ensino básico e o 4° do ensino médio [nomenclatura usada no Chile] da comunidade de Calama, no norte do Chile. 52.4 % (n = 1506) foram identificados com o gênero feminino e idade média da amostra de 14.64 (DP = 2.046). A análise fatorial exploratória indicou uma solução de três fatores: conectividade escolar, pertencimento valorizado e filiação-reciprocidade. A confiabilidade da escala foi adequada (α = .879 para conectividade escolar, α = .884 para pertencimento valorizado e α = .716 para filiação-reciprocidade). As análises confirmatórias apresentaram índices de ajuste adequados (CFI = .939; TLI = .933). Conclui-se que o modelo proposto da versão adaptada é válido e é útil em futuros estudos sobre o sentido de comunidade no contexto escolar. Discute-se o valor desse instrumento para as políticas públicas para os processos de inovação da educação pública. Abstract This study aimed to adapt the Sense of Community Index (SCI-II) in Chilean schools and to examine its psychometric properties. The validation process was conducted with 2871 students from 6th grade of elementary school to 4th grade of high school in a city of Northern Chile. A 52.4 % (n = 1506) of the sample identified with the female gender and the average age of the sample was 14.64 (SD = 2.046). An exploratory factor analysis indicated a three-factor solution: school connectivity, valued belongingness, and membership-reciprocity. The reliability of the scale was adequate (α = .879 for school connectivity, α = .884 for valued belongingness and α = .716 for membership-reciprocity), and confirmatory analyzes indicated adequate adjustment rates (CFI = .939; TLI = .933). It was concluded that the proposed model of the adapted version is valid and is appropriate to be used in future studies on the sense of community in the school context. Finally, the article discusses the value of this instrument for public policies and innovation processes of public education.

Resumen El proposito de esta investigacion fue examinar los efectos de la fidelidad de la implementacion sobre los resultados de una intervencion en salud mental escolar. A traves de un diseno de investigacion pretest/postest se evaluo la desadaptacion escolar a 1,414 estudiantes chilenos de 510 escuelas participantes de un taller preventivo selectivo realizado por 94 equipos psicosociales del programa Habilidades para la Vida. Por su parte, la fidelidad (dosis recibidas por los padres, profesores y estudiantes; pertinencia de la intervencion, compromiso directivo, adherencia y satisfaccion laboral) fue medida a traves de los productos permanentes completados por los equipos durante el periodo de ejecucion del taller y relacionada con los resultados mediante un analisis multinivel. Se encontro una alta fidelidad en los componentes implementados, a excepcion de la adherencia (29.8%) y la dosis recibida por los padres (50.1%). Se logro evidenciar que los resultados varian principalmente a nivel del estudiante y que estan relacionados con la cantidad de sesiones a las que asisten y con la pertinencia de la intervencion para ellos. Se discute la importancia de considerar el contexto relacional en la implementacion de intervenciones en el mundo real hispanoamericano.

This research aimed to characterize the implementation of a public school mental health program through the practices and perspectives of those who execute it under the prism of the New Public Management in Chile. Through qualitative content analysis of nine focus groups and four interviews, the results showed that the implementation is characterized by implementers whose practices are strongly influenced by their years of experience, and for an execution that requires high levels of adaptability and goes beyond what is indicated in the technical guidelines. Its implications are discussed given the way decentralization has taken in Latin America and its consequences for public policies.

El estudio cientifico de las intervenciones efectivas de salud mental en el contexto escolar se fortalece con la emergencia de espacios academicos, politicos y profesionales que promueven la articulacion entre los servicios educativos y los servicios de salud mental. Esta investigacion indaga en el campo de la salud mental escolar a traves de la descripcion de los problemas de salud mental presentes en las escuelas, las condiciones contextuales de implementacion y las intervenciones necesarias de realizar desde la perspectiva de profesionales chilenos. Participaron 197 ejecutores del programa Habilidades para la Vida, contestando una encuesta on-line. Las respuestas fueron analizadas mediante analisis de contenido cuantitativo. Se encontro que la mayor dificultad de salud mental que enfrentan los profesionales son las conductas externalizantes de los estudiantes. Entre las condiciones contextuales que obstaculizan la implementacion, se destaca el modelo educacional y la falta de espacios en la agenda escolar. Por otra parte, los profesionales sugieren que es necesario intervenir en los padres y profesores, fortaleciendo acciones auxiliares, como la articulacion de redes dentro y fuera de la escuela. Se discuten los resultados a la luz de la evidencia internacional destacando la necesidad de profundizar las investigaciones nacionales.

El proposito de esta investigacion fue establecer la incidencia de victimizacion ocasional, en un colegio particular subvencionado de ensenanza basica y media de la ciudad de Calama (Chile), y comparar la presencia de sintomas psicopatologicos en victimas ocasionales y no victimas. Para ello, se realizo un estudio descriptivo-correlacional de corte transversal, en una muestra intencionada de 773 estudiantes de ambos sexos, entre 11 y 18 anos. Se realizaron analisis de chi cuadrado y pruebas t para muestras independientes. Los resultados mostraron que la victimizacion ocasional entre pares afecta al 30 % de los jovenes, y que es estable a traves de las distintas edades evaluadas. Tambien se encontro que las victimas ocasionales muestran una mayor presencia, pero de moderada magnitud, de sintomatologia depresiva, ansiosa y conductual, asi como un menor comportamiento prosocial respecto al grupo no victimizado. Se discute si la victimizacion ocasional entre pares podria generar problemas psicopatologicos asociados a procesos de ajuste psicosocial, en un grupo que utilizaria la violencia como modo naturalizado de relacion.