Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI+GEC).

In this article, we present the development and validation of a psychometric scale that measures the teacher's perception in the Chilean school system with respect to elements of school violence and coexistence management. The novelty lies in the incorporation of factors that address violence from teachers to students, from students to teachers and coexistence management. A total of 1072 teachers from the Northern, Central, Southern and Metropolitan macro-zones of Chile participated, with ages between 22 and 76 years (M=44.56; SD=10.52) and from 1 to 54 years of work (M=17.14; SD=10.38). 76.3% identify with the female gender and 23.7% with the male gender. Of the teachers, 78.4% worked mainly in the classroom and the rest performed managerial or administrative functions outside the classroom in the school. The school violence and coexistence management questionnaire for teachers (VI+GEC) was used. The validity of the scale was demonstrated by means of Confirmatory Factor Analysis, convergent validity analysis and discriminant validity. Reliability was demonstrated by means of McDonald's omega coefficient in all the factors of the scale. An analysis with Structural Equation Modeling (SEM) found a mean, and statistically significant influence of the perception of coexistence management on the perception of school violence. The findings are discussed in terms of previous research on school violence and coexistence management.

Validation of an Abbreviated Scale of the CENVI Questionnaire to Evaluate the Perception of School Violence and Coexistence Management of Chilean Students: Differences between Pandemic and Post-Pandemic.

The objective of the study was to specify an abbreviated model of the school coexistence questionnaire for non-violence (CENVI) for students from 5th to 8th grade (9 to 14 years old), in order to determine the perception of violence and management of school coexistence, and the differences between Mapuche and non-Mapuche students. A total of 1870 students from schools in the city of Temuco (Chile) responded to the CENVI questionnaire. There were two samples: (1) Pandemic, with online, face-to-face and hybrid classes; and (2) Post-pandemic, with face-to-face classes. Sample 1 consisted of 848 students aged 9 to 15 years (M = 11.90; SD = 1.27). Sample 2 consisted of 1022 students aged 9 to 14 years (M = 11.46; SD = 1.14). The questionnaire was validated using expert inter-judgment and Confirmatory Factor Analysis. A good fit of the proposed model to the data and good internal consistency measured according to the composite reliability were found, and convergent validity was demonstrated. Mapuche students perceived more physical violence and social exclusion. Cut-off points were proposed for the interpretation of the results. In the data, the effect of Coexistence Management on School Violence was null. The discussion approaches the findings from the literature on education in spaces of socio-cultural diversity in a Mapuche context.

Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students.

The current social and political scenario in Chile has opened up the debate on two centuries of usurpation and discrimination towards the Mapuche people. Educational centers are not oblivious to the social exclusion faced by indigenous children and young people, and this forms part of the phenomenon of school violence. This study explores the differences in perception between Mapuche and non-Mapuche students regarding school violence. The issue is the lack of knowledge regarding cultural variations in the perception of school violence in spaces of social and cultural diversity in the Mapuche context. This study describes the characteristics of school violence perceived by students in relation to differences based on ancestry and characterizes the variations in perception. A total of 1404 students participated from urban schools in the city of Temuco, Chile, aged 10 to 13 (M = 11.4; SD = 1.1) who completed the CENVI questionnaire. The confirmatory factor analysis (CFA) of the total sample and categories provides indexes that fit the proposed model. The omega coefficients provide internal reliability guarantees. This study tests configural, metric and scalar invariance for all the categories explored, and statistically significant differences are found between Mapuche and non-Mapuche students in the perception of physical and verbal violence, where the Mapuche student perceives more violence. Results are discussed based on existing research on education in spaces of social and cultural diversity in the Mapuche context, with research into elements that can help explain the findings.

Evaluación de Necesidades Educativas Especiales en Contextos de Diversidad Sociocultural: Opciones para una Evaluación Culturalmente Pertinente / Assessment of Special Educational Needs in Contexts of Social and Cultural Diversity: Alternatives for a Culturally Appropriate Evaluation

RESUMEN: El objetivo de este trabajo es reflexionar sobre la necesidad de una evaluación de necesidades educativas especiales (NEE) pertinente culturalmente en contextos educativos interculturales, como base para repensar los servicios de apoyos de educación especial en escuelas de la región de La Araucanía en Chile. El análisis se desarrolló a través de la revisión de literatura científica y normativa nacional e internacional, empleando un método documental-descriptivo. La recuperación de documentos se realizó desde las bases de datos Web of Science, Scopus, Scielo y Agencia Europea para el Desarrollo de la Educación Especial. Inicialmente, se identificaron 108 documentos, utilizando los descriptores educación especial, evaluación, necesidades especiales, diversidad cultural, estudiantes indígenas y diversidad cultural y lingüística; después de aplicar los criterios de selección se revisaron 27 documentos. Los resultados develan que los principales obstáculos de la evaluación de NEE en sociedades multiculturales son el modelo médico, ya que se sustenta en normas y estándares occidentales-homogéneos; la presencia de sesgos culturales en los instrumentos de evaluación y en los procesos de remisión a evaluación; y la carencia de competencias interculturales en los profesionales que evalúan. En el caso de estudiantes de origen mapuche se evidencian tensiones epistémicas en la evaluación que subyacen al modelo médico, asociadas a la forma de concebir la enfermedad (kütran) en el mundo mapuche y occidental. Se concluye que se requiere una nueva forma de pensar y orientar la evaluación de NEE en contexto indígena, para romper con la estructura y cánones occidentales, como base para evaluaciones pertinentes culturalmente.

ABSTRACT: The aim of this work is to reflect on the need for a culturally relevant assessment of Special Educational Needs in intercultural educational contexts as a basis for rethinking the services supporting Special Education in schools of the La Araucanía region in Chile. The analysis was developed through national and international scientific and normative literature review, using a documentary-descriptive method. The documents were retrieved from the Web of Science, Scopus, Scielo and the European Agency for the Development in Special Needs Education databases. Initially, 108 documents were identified using the following descriptors: special education, assessment, special needs, cultural diversity, indigenous students, and cultural and linguistic diversity; after applying the selection criteria, 27 documents were reviewed. The results reveal that in multicultural societies the main obstacles to the assessment of SEN are the medical model, since it is based on western-homogeneous regulations and standards; the presence of cultural biases in the assessment instruments and in the decision processes regarding which student should be assessed; and the lack of intercultural competences in the professionals who perform assessment. In the case of Mapuche students, there is evidence of epistemic tensions in the assessment that underlie the medical model, associated with the way of conceiving the disease (kütran) in the Mapuche and Western world. It is concluded that in order to break down the structure and Western canons, and as a basis for culturally relevant assessments, a new way of thinking and aiming the assessment of SEN in an indigenous context is required.

Validez factorial de la versión en español del Foreign Language Classroom Anxiety Scale (FLCAS) en estudiantes chilenos de educación secundaria / Factor validity of the Foreign Language Classroom Anxiety Scale (FLCAS) in Chilean high school students

Este estudio realiza un análisis factorial confirmatorio del Foreign Language Classroom Anxiety Scale (FLCAS) para estudiantes chilenos de educación secundaria. Fueron contrastados los modelos propuestos por Pérez-Paredes y Martínez Sánchez (2001) [modelo 1] y por Arnaiz y Guillén (2012) [modelo 2]. Participaron 971 estudiantes de educación secundaria de la ciudad de Temuco, cuyas edades oscilaron entre 13 y 19 años (M = 15.3; DT = 1.2); el 58.7% fueron hombres y el 41.3% mujeres. Se probó el ajuste de los modelos, la fiabilidad del instrumento, así como la estabilidad temporal. Los resultados indican un adecuado ajuste del modelo 1, (X2 = 1209.292; gl = 246; CFI = .937; TLI = .930; RMSEA = .064). Además de una adecuada consistencia interna, presenta invarianza métrica entre hombres y mujeres y evidencia estabilidad temporal (r = .81; p<.001). El instrumento permite conocer el nivel global de ansiedad en los estudiantes de una lengua extranjera, siendo una herramienta válida y confiable a disposición de los docentes para apoyar el aprendizaje del idioma inglés

A Confirmatory Factorial Analysis of the Foreign Language Classroom Anxiety Scale (FLCAS) in high school Chilean students was performed. Factorial models proposals by Pérez-Paredes and Martínez-Sánchez (2001) [Model 1] and by Arnaiz and Guillén (2012) [Model 2] were analyzed. Nine hundred and seventy one high school students from Temuco, Chile, participated in the study. The ages fluctuated between 13 and 19 years old (M = 15.3; SD = 1.2); 58.7% were boys and 41.3% girls. Model adjustment was tested, as well as the instrument’s reliability and the temporal stability. Results indicated an adequate adjustment for Model 1 (X 2 = 1209.292; df = 246; CFI = .937; TLI = .930; RMSEA = .064); an adequate internal consistency, shows metric invariance between men and women, and presents stability in the test-retest. The instrument allows knowing the global level of anxiety in foreign language students, being a valid and reliable tool for teachers to support English learning

Análisis factorial confirmatorio de la Escala de habilidades sociales en universitarios chilenos / Confirmatory factor analysis of the Social Abilities Scale in Chilean universities

Se presenta un estudio psicométrico por procedimientos confirmatorios de la Escala de habilidades sociales de Gismero. Se revisan antecedentes generales sobre instrumentos habitualmente utilizados para evaluar habilidades sociales, y se presentan las características generales del instrumento estudiado, revisando las propiedades psicométricas de medida del mismo. La muestra estuvo compuesta por 1206 estudiantes universitarios de distintas carreras de la Universidad Católica de Temuco, Chile. Se realizó un análisis factorial confirmatorio con la matriz de correlaciones policóricas, y se analizó la estructura propuesta por Gismero. De la misma forma, se realizan procedimientos de evaluación de fiabilidad como consistencia interna (alfa ordinal) y análisis de validez discriminante utilizando los factores del auto-concepto forma 5. Los resultados indican una buena fiabilidad del instrumento, un ajuste adecuado del modelo a los datos y una adecuada validez discriminante. Por lo cual, se considera que la Escala de habilidades sociales es un instrumento recomendable para la evaluación de las habilidades sociales en estudiantes universitarios chilenos. Se propone una leve modificación en la estructura del modelo en el ámbito de los factores de segundo orden.

This paper presents a psychometric study performing a confirmatory factor analysis of Gismero's Social Skills Scale. A background review is conducted on evaluation tools generally used for social skills, and the general characteristics of the scale are presented for the tool studied. A review is also conducted on psychometric properties of this tool. The sample consisted of 1206 college students at the Universidad Católica de Temuco, Chile. Confirmatory factor analysis was conducted using a polychoric correlation matrix, and the structure proposed by Gismero was analyzed. Reliability assessment procedures, such as internal consistency (Ordinal Alpha) and discriminant validity analysis, were also conducted using AF5 factors. The results show good internal reliability of the tool, suitability of the model to the data, and good discriminant validity. In conclusion, the Gismero's Social Skills Scale is considered as a suitable tool for assessing social skills in Chilean university students. A slight modification of the model structure in the second order factor level is proposed.

Ansiedad y depresión en pacientes obesos mórbidos: efectos a corto plazo de un programa orientado a la disminución de la sintomatología / Anxiety and depression in morbid obesity patients: short-term effect of a program oriented to the diminution of the symptomatology

La obesidad mórbida es, por sus repercusiones en la calidad de vida, salud física y psicológica, uno de los principales temas de interés e investigación en el campo de la salud. La mayoría de los programas de intervención apuntan directamente a la disminución de masa corporal excluyendo o ignorando dimensiones centrales en la enfermedad, tales como la depresión o ansiedad. En este artículo pretendemos dar a conocer los efectos en las dimensiones psicológicas de un programa interdisciplinario de 10 meses de duración. Participaron 18 personas, cuyas edades oscilaron entre 20 y 60 años, (M = 39.5; DT = 9.2), 17 mujeres y 1 hombre. Todos fueron parte del programa de apoyo interdisciplinario del equipo de trabajo OBEMOB de la Universidad Santo Tomás, sede Temuco. Los resultados muestran una disminución, estadísticamente significativa, en la sintomatología ansiosa y depresiva de todos los participantes. El artículo finaliza reflexionando sobre los alcances de la intervención, las dimensiones teóricas que pueden explicar los cambios y los requerimientos de futuros programas en el área.

Morbid obesity is, by its impact on life quality and physical-psychological health, one of the main topics of interest and research in the field of health. Most intervention programs aimed directly at decreasing body mass excluding or ignoring central dimensions in the disease, such as depression or anxiety. The aim of this article was to raise awareness of the effects on the psychological dimensions of an interdisciplinary program of 10 months duration. Participated 18 persons whose ages ranged between 20 and 60 years (M = 39.5, SD = 9.2), 17 women and 1 man. All were part of the program of support interdisciplinary (multidisciplinary) team working OBEMOB from the Santo Tomas University, located in Temuco, Chile. The results show a decrease, statistically significant, in anxious and depressive symptoms of all participants. The article concludes by reflecting on the scope of the intervention, the theoretical dimensions that may explain the changes, limitations and requirements of future programs in this area.