Browsing by Author "George, Myriam"
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Item Children’s reactions to the 2010 Chilean earthquake: The role of trauma exposure, family context, and school-based mental health programming.(2014) Garfin, Dana Rose; Silver, Roxane Cohen; Gil-Rivas, Virginia; Guzmán Piña, Javier; Murphy, J. Michael; Cova, Félix; Rincón, Paulina Páz; Squicciarini, Ana María; George, Myriam; Guzmán, María PazTheoretically derived factors (preexisting child characteristics, trauma exposure, caregiver–child relationship, and school-based mental health programming) were examined as potential correlates of distress in children residing in the region closest to the epicenter of the 2010 Chilean earthquake. One year before the earthquake, 2nd-grade students who attended 9 schools that provide government-run mental health intervention programs were assessed via parent and teacher reports for pre-intervention psychosocial difficulties. Between 3–6 months after the earthquake, a preexisting non-trauma focused, school-based intervention was delivered. Approximately 9 months post-earthquake, 117 of these children (randomly selected; mean age = 7.59), were interviewed about their experiences during the earthquake and their subsequent psychological responses. Children were exposed to multiple disaster-related traumatic events (M = 4.90; SD = 1.78); most reported posttraumatic stress (PTS) symptoms and 25.6% met criteria for the Diagnostic and Statistical Manual of Mental Disorders-defined (DSM–IV-TR; APA, 2000) probable PTSD. Female gender and exposure to violent, injurious, or death-related postdisaster traumas were correlated with PTS symptoms. Children’s reports of characteristics of the home environment (conflict with their caregiver, caregiver unavailability to discuss the earthquake) were positively associated with PTS symptoms. Children’s perceptions of caregiver unavailability to discuss the earthquake were associated with higher ongoing earthquake-related worry. Participation in the mental health intervention was associated with significantly lower earthquake-related worry and appeared to protect at-risk youth from elevated PTS symptomatology. Results suggest that participation in school-based mental health programs may be protective for children postdisaster and a negative family environment may be associated with increased postdisaster distress. Implications and potential applications of findings are discussed. (PsycINFO Database RecordItem Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile(2015) Guzmán Piña, Javier; Kessler, Ronald C.; Squicciarini, Ana María; George, Myriam; Baer, Lee; Canenguez, Katia M.; Abel, Madelaine R.; McCarthy, Alyssa E.; Jellinek, Michael S.; Murphy, J. MichaelObjective Skills for Life (SFL) is the largest school-based mental health program in the world, screening and providing services to more than 1,000,000 students in Chile over the past decade. This is the first external evaluation of the program. Method Of the 8,372 primary schools in Chile in 2010 that received public funding, one-fifth (1,637) elected to participate in SFL. Each year, all first- and third-grade students in these schools are screened with validated teacher- and parent-completed measures of psychosocial functioning (the Teacher Observation of Classroom Adaptation–Re-Revised [TOCA-RR] and the Pediatric Symptom Checklist–Chile [PSC-CL]). Students identified as being at risk on the TOCA-RR in first grade are referred to a standardized 10-session preventive intervention in second grade. This article explores the relationships between workshop participation and changes in TOCA-RR and PSC-CL scores, attendance, and promotion from third to fourth grades. Results In all, 16.4% of students were identified as being at-risk on the TOCA-RR. Statistically significant relationships were found between the number of workshop sessions attended and improvements in behavioral and academic outcomes after controlling for nonrandom selection into exposure and loss to follow-up. Effect sizes for the difference between attending most (7–10) versus fewer (0–6) sessions ranged from 0.08 to 0.16 standard deviations. Conclusion This study provides empirical evidence that a large-scale mental health intervention early in schooling is significantly associated with improved behavioral and academic outcomes. Future research is needed to implement more rigorous experimental evaluation of the program, to examine longer-term effects, and to investigate possible predictors of heterogeneity of treatment responseItem Intervención preventiva de salud mental escolar en adolescentes: desafíos para un programa público en comunidades educativas(2015) Leiva, Loreto; George, Myriam; Squicciarini, Ana María; Simonsohn, Ariela; Guzmán Piña, JavierThis paper shows the contribution of "Skills for Life Program" to prevention practices adolescent mental health in schools in Chile. Study included a sample of adolescents (N = 212) who participated in the preventive intervention of the program. The goal was to examine changes in variables of school maladjustment (SM) and psychosocial dysfunction (PD) based on their attendance and their parents to the preventive intervention. Design was ex-post-facto, longitudinal prospective, pre and post measurements. Analysis considered repeated measures ANOVA and t tests for related samples. Results indicate a decrease in risk factors associated with SM and PD stability of adolescents. Study implications will be discussed for preventive science and public policy.Item Mental Health Predicts Better Academic Outcomes: A Longitudinal Study of Elementary School Students in Chile(2015) Murphy, J. Michael; Guzmán Piña, Javier; McCarthy, Alyssa E.; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M.; Dunn, Erin C.; Baer, Lee; Simonsohn, ArielaThe world’s largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL’s activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL’s data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students’ academic outcomes.Item Salud mental escolar: Logros de una intervención preventiva en salud mental en niños y niñas del primer ciclo de enseñanza básica(2015) Leiva, Loreto; George, Myriam; Antivilo, Andrés; Squicciarini, Ana María; Simonsohn, Ariela; Vargas, Belén; Guzmán, JavierEn el marco del programa Habilidades para la Vida se identificaron y evaluaron a aquellos niños y niñas pesquisados en riesgo y que participaron en las actividades preventivas del Programa. Se evaluó si presentaban una diferencia pre-post intervención en las variables atención concentración, logros cognitivos, aceptación de la autoridad, nivel de actividad, contacto social, madurez emocional y disfunción psicosocial; esto según intensidad de asistencia a la intervención de niños y niñas, de los padres y de los profesores. En una muestra de 1.336 escolares de educación básica pertenecientes a sectores de bajos ingresos, se aplicó un diseño ex-post-facto longitudinal prospectivo, con mediciones antes y después. Se realizaron ANOVA de medidas repetidas, Chi cuadrado y regresión lineal múltiple. Los resultados mostraron cambios favorables en todas las variables evaluadas post-intervención y en aquel grupo cuyo profesor asistió al menos a una sesión del taller. Igualmente, una mayor asistencia de los estudiantes al programa se asoció a mayor asistencia de los padres y profesores. Se discute y concluye acerca de los alcances de la intervención y las implicancias futuras investigaciones.