Browsing by Author "Inostroza, Camila"
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Item School and Neighborhood Relationships that Affect Well-Being Based on Chilean Children and Adolescent’s Understandings(2022) Aspillaga H., Carolina; Alfaro, Jaime; Carrillo, Gisela; Inostroza, Camila; Escobar, Katherine; Villarroel, AlejandraThis article studies the perceptions that Chilean children and adolescents hold about the personal and distinctive qualities of their relationships in both the school and neighborhood contexts associated with the experience of well-being using a qualitative methodological framework. It takes as its foundation the relevance of studying well-being from an ecological perspective to help identify and differentiate the processes and dynamics that take place in the multiple contexts of daily life and delves into their effects on the well-being experience of children and adolescents. A sample of 21 children and adolescents between the ages of 10 and 15 was used to obtain the data through semi-structured interviews and then analyzed by thematic, which identified five categories associated with the relationships the participants have at schools and in the neighborhoods that affect their well-being. The categories are organized according to their characteristics and properties along a continuum between well-being and dissatisfaction. One conclusion is that feeling a sense of belonging, closeness, support and safety both among peers and with adults in the school and neighborhood contexts is pertinent to the well-being of the children and adolescents. Another key finding is the importance of motivating and entertaining teaching–learning relationships in school settings, as well as feeling pleased and satisfied with the physical and material conditions of their neighborhoods and schools.Item Well-Being from the Understanding of Children and Adolescents: a Qualitative Metasynthesis(2021) Carrillo, Gisela; Alfaro Inzunza, Jaime; Aspillaga H., Carolina; Inostroza, Camila; Ramírez-Casas del valle, Lorena; Villarroel, AlejandraWithin the framework of the increasing academic valuation of the use of qualitative methodologies for the study of the well-being of children and adolescents, a systematic review of the available empirical production was developed through the “Qualitative Metasynthesis” methodology. The purpose of the study was to analyze and describe, jointly and integratively, the main common and shared aspects of the available knowledge on the dimensions that, according to the children and adolescent’s understandings, are significant for their well-being. During the second semester of the year 2018, the SCOPUS and Web of Science databases were reviewed, identifying a total of 76 articles of which 13 met the inclusion criteria and were analyzed following the methodology of constant comparison, interpretation of results and conceptual reinterpretation proposed by Sandelowski and Barroso (2007). The results brought about the delimitation and description of five categories: “Positive notion of oneself”; “Good treatment and support relations”; “Recognition”; “Significant activities”; and “Contextual aspects”. The obtained results contribute to the systematization of the knowledge about well-being provided from qualitative methodologies, thus contributing to the development of indicators for the study of well-being with information on domains and significant areas for children and adolescents.