DSpace Repository :: Browsing by Author "Alfaro Inzunza, Jaime"

Browsing by Author "Alfaro Inzunza, Jaime"

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A sense of community at school and the subjective well‐being of Chilean students
(2021) Villarroel, Alejandra; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando; Carrillo, Gisela; Ditzel, Ana Loreto
Understand the degree to which a Sense of Community at School can predict the Life Satisfaction of Chilean students in the fifth and seventh grades. The classroom and school components will be presented separately. The research was designed as a descriptive study using a survey with a probabilistic sample made up of 1959 students (52.6% male and 47.4% female) in the fifth and seventh grades at elementary schools in the cities of Concepción and Santiago in Chile. A multiple linear regression analysis was done using the Multidimensional Scales of School Sense of Community (SOC‐S) and Classroom Sense of Community (SOC‐C) as predictors of life satisfaction measured with the Student Life Satisfaction Scale (SLSS). Multigroup analysis was conducted to make comparisons by sex and grade. The dimension of “sense of belonging and emotional connection” of the SOC‐C and the dimension of “belonging” of the SOC‐S predict life satisfaction for fifth grade students. The additional dimension of “emotional connection” of the SOC‐S scale was included for the seventh‐grade students. The sense that one is part of the school community is a dimension that affects childhood life satisfaction. Its level of contribution varies by age, with the sense of belonging and emotional connection variables being the relevant ones.
Access to material resources and the subjective well-being of children in Brazil and Chile
(2021) Ditzel, Ana Loreto; Chuecas, María Josefina; Bedín, Lívia; Torres-Vallejos, Javier; Villarroel, Alejandra; Benavente, Mariavictoria; Alfaro Inzunza, Jaime; Castellá Sarriera, Jorge; Juarros-Basterretxea, Joel
This article analyzes the relationships between the material conditions and the subjective well-being of 3,716 children (50.5% girls) between 10 and 12 years of age (M = 11.4) in Chile and Brazil. These are the two Latin American countries that took part in the third wave of the Children’s Worlds research. The material conditions of the children were assessed using latent classes. A multivariate analysis of covariance was done next in order to test the influence of material conditions over the children's subjective well-being and interpersonal relationships. The association between gender and country variables of the children was also studied. The results showed that although the average subjective well-being scores of the children were high in general, the class analysis showed significant differences between the results for children with better material conditions than those with poorer material conditions. The latter group presented lower subjective well-being levels. MANCOVA was used to analyze the mean differences in subjective well-being levels and interpersonal relationships controlling variables of gender and country of residence. This showed that children with greater access to better material conditions showed significantly higher levels of subjective well-being levels and had a more positive view of their interpersonal relationships in all areas assessed compared to those who reported worse material conditions. These results are discussed in view of the high indices of material deprivation that exist in Latin America during childhood as well as how these findings may help better understand the well-being of children living in Latin American countries
Adaptación del índice de bienestar personal para adolescentes en lengua española y portuguesa
(2014) Alfaro Inzunza, Jaime; Castellá Sarriera, Jorge; Casas, Ferran; Valdenegro, Boris; Abs, Daniel; Oyarzún, Denise; Bedin, Lívia
Se analizaron las propiedades psicométricas del Índice de Bienestar Personal en una muestra de adolescentes chilenos y brasileños. Se examinó la fiabilidad de la escala mediante el alfa de Cronbach, complementándose con un análisis de las correlaciones ítem-total de los distintos ámbitos de bienestar que la componen. Se realizó un análisis factorial exploratorio (componentes principales) y un análisis factorial confirmatorio multigrupo. Los resultados arrojan un alfa de Cronbach de 0.79 para la versión chilena y de 0.78 para la versión brasileña, que confirman niveles adecuados de fiabilidad encontrados en anteriores estudios. Las correlaciones entre ámbitos de bienestar arroja valores que van entre 0.224 y 0.496 para Chile y 0.24 a 0.46 para Brasil, similares a resultados obtenidos en otros países. Se confirman la estructura monofactorial de la escala, la adecuación de la estructura de la escala para los datos de las dos muestras y la comparabilidad de las medias de sus índices globales. Los resultados permiten suponer la existencia de otros ámbitos del bienestar de los sujetos que no fueron considerados en la propuesta original de la escala.
Análisis de los marcos interpretativos de las políticas de infancia en Chile (2014-2018)
(2020) Martin, María Pía; Rozas Bugueño, Joaquín; Alfaro Inzunza, Jaime
El campo de las políticas hacia la infancia se muestra como un ámbito relevante a ser considerado en el análisis de políticas públicas. En él tienen un rol central los valores, ideologías y contextos situacionales que establecen la orientación simbólica de estas y el rol del Estado. Este artículo se propone indagar, a partir del análisis de marcos interpretativos, las tensiones que dificultaron la concreción de la reforma emblemática hacia la infancia y la adolescencia en Chile (2014-2018), con la identificación de los marcos interpretativos que se oponen a estos cambios o bien los impulsan. Desde la estrategia metodológica definida por la teoría fundamentada, se analizan 29 entrevistas semiestructuradas a actores relevantes y 42 discusiones parlamentarias. Los resultados establecen que hay dos marcos interpretativos en conflicto: el marco maestro de corte proteccionista con enfoque tutelar y el marco secundario de enfoque de derechos, donde se expresan las reformas, que busca sustituir al primero. A partir del análisis de alineamiento de marcos interpretativos, se establece que no se logra un cambio de paradigma. No obstante, se produce un cambio en las políticas mediante procesos de amplificación y extensión del marco interpretativo maestro. Se concluye que las dificultades de reformar las políticas hacia la niñez se concentran en el fuerte predominio de paradigmas y concepciones discrepantes con el ejercicio respecto, principalmente, del rol garante de derechos del Estado y la resistencia a considerar a los niños, las niñas y adolescentes como sujetos de derechos.
Analysis of public policy formulation and its effect on the technical and professional work of the community psychologist: A case study
(2021) Alfaro Inzunza, Jaime; Fernández de Rota, José María; Gamonal, Paris; Martin, María Pía; Verdugo, Ignacia
The academic and professional relationship between Community Psychology and public policy is increasing, especially as pertaining to social issues. An important discussion is to be had regarding the complexity, degrees of complementarity, and contributions of this link, as well as its risks for the discipline of Community Psychology. In this context, this study asks the following question: What are the dynamics of public policy formulation for extreme poverty in Chile and its effect on the technical definition of the psychologists’ work, and what alternatives this opens up for a discussion on the relationship between Community Psychology and public policies? A qualitative and idiographic methodological approach is used, based on Grounded Theory by Strauss & Corbin (2002) and the Case Study by Coller (2000), to analyze semistructured interviews with 10 policymakers of the Chile Seguridades y Oportunidades policy and nine legislative and technical documents that support this policy. The results show that the technical work of the psychologist who participates in public policy towards extreme poverty is affected and configured by the mechanisms and dynamics of the connection between the various frameworks of meaning of policy formulation. These frames of meaning affect the configuration of technical norms that, in a dynamic of reciprocal influence between notions of reference, notions of problem and notions of solution, affect and configure the professional tasks of the psychologists, in terms of the focus of their work, their objectives, levels of intervention and interdisciplinary work.
Bienestar en la infancia y adolescencia
(2015) Alfaro Inzunza, Jaime; Casas, Ferrán; López, Verónica
Durante las últimas décadas, en diversas disciplinas, se ha desarrollado un interés creciente por el estudio del bienestar y el análisis de sus componentes psicosociales en el contexto más amplio del estudio de la calidad de vida, entendida como un constructo que va más allá de las condiciones materiales de vida
Bienestar subjetivo de la infancia en Chile en el contexto internacional
(Universidad del Desarrollo. Facultad de Psicología, 2016) Alfaro Inzunza, Jaime; Guzmán Piña, Javier; Oyarzún, Denise; Reyes Reyes, Fernando; Sirlopú, David; Varela, Jorge J.
Bienestar Subjetivo y Calidad de Vida en la Infancia en Chile
(2015) Oyanedel, Juan Carlos; Alfaro Inzunza, Jaime; Mella, Camila
El artículo presenta los resultados de la Encuesta Internacional sobre Bienestar Subjetivo infantil (ISCWeB), aplicada en Chile en el año 2012. El cuestionario fue aplicado a una muestra de 2.734 niños y niñas, de 8, 10 y 12 años, residentes de las tres principales zonas urbanas del país. Los resultados dan cuenta de una alta satisfacción con la vida, existiendo diferencias al considerar las variables nivel socioeconómico y sexo, así como también distintos aspectos. Los ámbitos mejor evaluados corresponden a la familia, bienes materiales, y salud; en detrimento de aspectos como el barrio y el colegio. Asimismo, se observa que el conocimiento y percepción de que se respetan los derechos de los niños y niñas, disminuye con la edad. Las conclusiones enfatizan la necesidad de profundizar en el estudio de esta temática.
Bullying and subjective well-being: A hierarchical socioeconomical status analysis of Chilean adolescents
(2020) Varela, Jorge J.; Fábrega Lacoa, Jorge; Carrillo, Gisela; Benavente, Mariavictoria; Alfaro Inzunza, Jaime; Rodríguez, Carlos
Inequality is a major concern for governments and policymakers in poor’s and developing countries. High levels of inequity negatively affect the lives of children and adolescents and their subjective well-being (SWB). Moreover, bullying behavior also harm the SWB of its victims. Previous studies have examined the negative consequences of bullying, but have failed to consider socioeconomic status (SES) and the nested effects of the school. The purpose of this study was to examine the effect of bullying on SWB by considering the role of SES at the school level. We examined a sample of 1,914 adolescents from 26 schools in two Chilean regions (mean age: 11.54 years; 47.1% female) using Hierarchical Linear Modeling with different subjective well-being measures at the student level. We used the type of school (private versus public) and socioeconomic status. Our results indicate a negative relationship between bullying and different measures of SWB. SES appears to be negatively related at the school level on well-being, which evidences other features to be considered in relation to prevention. This is evidence of the negative effects of levels of risk and inequality in Chilean schools on the subjective well-being of adolescents.
Bullying, Cyberbullying, Student Life Satisfaction and the Community of Chilean Adolescents
(2019) Varela, Jorge J.; Guzmán, Javier; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando
Feeling support from the community is a vital aspect of adolescents’ quality of life. Negative experiences at school, such as bullying and cyberbullying can have an adverse impact on adolescents’ life satisfaction that can expand to different domains of their lives including community variables. The goal of the present study was to examine the association between peer victimization, life satisfaction and community support among Chilean adolescents. We used a sample of 497 youths enrolled in grades 9 to 12 of public and private schools in different Chilean districts. Results indicate a negative association between bullying and cyberbullying behavior on community support through life satisfaction. Peer victimization can have negative consequences for youths at a personal level on their assessments of life satisfaction, which can expand to feeling less support from the community. Feeling less support from the community can be detrimental to healthy youth development and adolescents’ quality of life. Community prevention efforts can thus provide emotional support for youth victims of bullying and cyberbullying.
Child Well-Being in Latin America: contributions to child indicators research
(2022) Bedin, Lívia María; Castellá Sarriera, Jorge; Alfaro Inzunza, Jaime
This Special Issue was compiled to advance an interdisciplinary understanding of the complexity of conceptualizations, determinants, consequences, and measurement of child well-being of children and adolescents fully devoted to Latin-American. It seeks to enhance by contributing with studies on socioeconomic determinants and access to material goods, as well as regarding the conditions of urban life, the school, the neighbourhood, including personal aspects, while considering contributions in instrumental resources for research. This is an important step forward for the well-being researchers in a region of the world that still needs a lot of new scientifc knowledge, and where many new actions should be undertaken to improve children and adolescent’s well-being. We hope that as a result of this special issue, the scientifc research in this feld will increase in Latin America.
Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program
(2022) Ditzel, Ana Loreto; Casas, Ferran; Torres-Vallejos, Javier; Reyes Reyes, Fernando; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando Teddy
This article analyzes the subjective well-being and satisfaction with the use of free time of 1,033 Chilean children (49.1% girls) aged 9 to 14 years of whom 568 attend a public after-school Program and 465 do not. The satisfaction levels of participants in the Program are also assessed. All of the children are living in contexts of high social vulnerability, and they attend municipal schools. Well-being scales previously validated in Chile and free-time use items internationally used were applied here. The scales’ fit and score equivalence between groups were evaluated with a confirmatory factor analysis and multi-group structural equations analysis. The overall results show that children in both groups presented high levels of subjective well-being. Although the majority of those attending the Program had higher scores, the differences did not reach statistical significance. With the more specific analysis, the children attending the Program showed significantly higher scores in some subjective well-being aspects. They also felt happier and more satisfied with their use of free time compared to the group not attending the Program. The results also indicated high satisfaction with the Program, a significant correlation between Program participation, and a greater diversity of activities pursued outside of the classroom. The impact of socio-demographic variables such as age and gender were analyzed using multiple regression. The effect of public initiatives on children’s well-being is discussed in light of the scant research currently available in the field. Two other points are discussed as well. Specifically, the results of this research may add to the knowledge around child subjective well-being. The use of subjective well-being indicators when evaluating public policies in support of childhood is also addressed.
El Clima y Acoso Escolar como Predictores de la Covitalidad y Bienestar en Niños, Niñas y Adolescentes en Chile
(2021) Varela, Jorge J.; Tezanos‐Pinto, Pablo de; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando
Contribuciones a la innovación en psicología comunitaria
(2015) Alfaro Inzunza, Jaime; Castellá Sarriera, Jorge; Camara, Sheila
El propósito de este número especial es contribuir al desarrollo de la Psicología Comunitaria, aportando con la visibilización, circulación y debate de líneas de producción académica que abren nuevas alternativas tanto para la ampliación y enriquecimiento de las referencias conceptuales de la disciplina, así como también para el potenciamiento de la puesta en uso de nociones propias de ella en fenómenos o prácticas de intervención no abordados desde éstas, a la vez que trabajos orientados a proponer y ampliar nuevas metodologías y herramientas de trabajo para la disciplina.
Covitality and life satisfaction: a multilevel analysis of bullying experiences and their relation with School attachment
(2023) Varela, Jorge; De Tezanos-Pinto, Pablo; Guzmán, Paulina; Cuevas-Pavincich, Francisca; Benavente, Mariavictoria; Furlong, Michael; Alfaro Inzunza, Jaime
Adolescent mental health research highlights the importance of individual strengths and well-being, which have been organized by different conceptual models. The covitality model is one example that proposes a meta-construct integrating different domains. Even though some prior research examines the relationship between covitality and bullying, there is a research gap regarding the specific mechanisms involved. In this study, we examined how school bullying may be asso ciated with covitality and life satisfaction and how this relationship may be mediated by school attachment. We used a multilevel analysis with 1,697 students (51% female, age: M=12.25, SD=2.11) from 62 classrooms in Chile. Our results show that at the individual level, victims of bullying report lower levels of well-being and covitality, which is explained by lower levels of school attachment. Bullying was also associated with higher levels of life satisfaction and covitality at the classroom level, and the relationship with covitality may also be partly explained by school attachment. These results underscore the importance of bullying prevention at the individual and the classroom level and the relevance of contextual variables in understanding its effects.
Discursos de los niños y niñas acerca de su bienestar en la escuela
(2018) Ramírez-Casas Del Valle, Lorena; Alfaro Inzunza, Jaime
En el marco de los debates sobre el bienestar en la infancia, este trabajo se sitúa en el estudio del bienestar de los niños y niñas en la escuela, desde una perspectiva discursiva enfocada en las relaciones sociales y en las prácticas institucionales configuradas en el contexto escolar, y en las oportunidades que en este espacio social se generan. El propósito de este estudio es analizar cómo se construye discursivamente el bienestar en la escuela desde los niños. Para ello se realizaron entrevistas grupales a 39 niños y niñas entre 10 y 12 años procedentes de distintos tipos de establecimientos escolares y niveles socioeconómicos. Los resultados permiten evidenciar tres repertorios interpretativos: La liberación de lo normativo; el reconocimiento de la singularidad y ritmos de aprendizaje; y el de “docentes divertidos” en contraposición a “docentes amargados”. Se discuten estos hallazgos en relación con el funcionamiento de la institución escolar y el modelo gestión educativa vigente.
Efectos del Período de Pandemia en el Bienestar de Adolescentes Chilenos
(2021) Rodríguez-Rivas, Matías; Cabrera Malthess, Tamara; Benavente, Mariavictoria; Pacheco Olmedo, Daniela; Melipillán Araneda, Roberto; Alfaro Inzunza, Jaime; Varela Torres, Jorge; Reyes Reyes, Fernando
El año 2020 ha significado grandes dificultades, cambios y desafíos para la humanidad. En marzo de este año se declaró mundialmente la pandemia por la Enfermedad por Coronavirus 2019 (CoViD-19), conllevando a tomar a nivel nacional e internacional una serie de estrategias para intentar contener su expansión (Organización Mundial de la salud [WHO en inglés], 2020), tales como el confinamiento y medidas de distanciamiento social (Gatto et al., 2020). De esta forma, para niños, niñas y adolescentes significó no solo la suspensión de clases presenciales y la instauración de metodologías de aprendizaje a distancia (Ministerio de Educación [Mineduc], 2020), sino que además ha representado diversas alteraciones derivadas de este período especialmente complejo a nivel social, económico e individual.
El bienestar subjetivo en la infancia: Estudio de la comparabilidad de 3 escalas psicométricas en 4 países de habla latina
(2015) Casas, Ferran; Alfaro Inzunza, Jaime; Sarriera, Jorge C.; Bedin, Lívia; Grigoras, Brindusa; Baltatescu, Sergei; Malo, Sara; Sirlopú, David
En la actualidad, los investigadores así como los políticos están interesados en analizar las diferentes dimensiones que componen el bienestar subjetivo de los niños y los adolescentes, grupos a los cuales se les ha prestado escasa atención si se lo compara con la literatura sobre la población adulta. En esta investigación, se analiza la comparabilidad intercultural de tres escalas de bienestar subjetivo, en estudiantes del primer curso de enseñanza secundaria en Brasil, Chile, España y Rumania. Las escalas multi-ítem muestran buen ajuste con los datos de las muestras agregadas, así como con los respectivos modelos multigrupo con cargas restringidas, avalando la comparabilidad de las correlaciones y regresiones entre las poblaciones. No obstante, los modelos no ajustan con cargas y constantes restringidas, sugiriendo que las medias no son comparables entre países. Así también los resultados muestran puntuaciones en el bienestar subjetivo más altas que las esperadas en poblaciones adultas occidentales. Los resultados del modelo de ecuaciones estructurales que incluye todas las escalas sugieren que las dos escalas por ámbitos participan de un mismo supraconstructo.
Estado de avance de la discusión sobre la relación entre psicología comunitaria y políticas públicas: derivaciones para asumir la complejidad del vínculo
(2016) Alfaro Inzunza, Jaime
Con el objetivo de exponer y analizar las características contradictorias y tensionadas del vínculo entre Psicología Comunitaria y políticas sociales, este artículo ahonda en aspectos necesarios de tener en cuenta para comprender y abordar la complejidad que destaca en esa relación. De esa forma, se propone describir: a) la trayectoria de la relación entre Psicología Comunitaria y políticas sociales, particularmente las contribuciones bidireccionales, tensiones y límites de esa relación; y b) la complejidad de ese vínculo, haciendo hincapié en la importancia de los marcos sociopolíticos, la relevancia simultánea de la Formulación e Implementación de las políticas y, por último, las posibilidades de transferencia de conocimiento. Eso se plantea en virtud de la importancia que tienen los marcos sociopolíticos en la confi guración y organización de las políticas sociales, afectando de esa manera la inserción y participación de la disciplina y los psicólogos comunitarios en esos contextos
Family, School, and Neighbourhood Microsystems Influence on children’s Life Satisfaction in Chile
(2019) Oyarzún Gómez, Denise; Casas Aznar, Ferrán; Alfaro Inzunza, Jaime
At an international level, different researches have pointed out the importance of taking into account opinions of children and adolescents in order to study their subjective wellbeing. Reviewing scientific literature, it is recognized that wellbeing is, specially, affected by microsystems such as family, school or neighbourhood. However, these microsystems have not been studied enough regarding their influence on subjective wellbeing on childhood. This research aims to identify the joint influence of family, school and neighbourhood microsystems on life satisfaction of Chilean children. The sample were 1392 children between 10 and 13 years, from state subsidized municipal schools, state subsidized private schools and non-subsidized private schools. Results show that after analysing different structural equation models, a better adjustment is obtained by a five dimension configured model which allows to explain life satisfaction of students. It is concluded that the higher influence factor on life satisfaction is school relationships, followed by satisfaction with the family, satisfaction with the neighbourhood and family relationships. A relevant finding was that satisfaction with school does not exerts any significant influence on life satisfaction.

Browsing by Author "Alfaro Inzunza, Jaime"

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