ABSTRACT
Introducción: En Colombia se realizan programas de intervención psicosocial en comunidades con desventaja socioeconómica para mejorar su calidad de vida, sin embargo, no se realizan evaluaciones de impacto para medir su efectividad. Objetivo: Determinar la relación que existe entre el tiempo de exposición a procesos de intervención psicosocial en comunidades en desventaja socioeconómica, con su percepción de bienestar psicológico, bienestar social y capital social, en el área metropolitana de Barranquilla. Métodos: investigación fue de corte explicativo ex post facto, con una muestra de 135 personas mayores de 17 años. Se hizo un análisis de varianza para encontrar la dependencia entre los procesos de intervención y las variables dependientes. Resultados: Se encontró una relación de significancia entre el grupo etario de los participantes y algunas dimensiones del bienestar psicológico, del bienestar social y del capital social. No se encontraron relaciones significativas entre el tiempo de intervención y las variables dependientes mencionadas. Conclusiones: A pesar de la vulnerabilidad del entorno, las comunidades intervenidas participantes del estudio evidenciaron una percepción de bienestar psicológico y social y de valoración positiva de su capital social sin una relación significativa con el tiempo de exposición al trabajo comunitario. Los procesos de intervención psicosocial tienen el potencial suficiente para favorecer la mejora de las condiciones de las personas, grupos o comunidades, pero requieren de la implementación de procesos de evaluación que permitan hacer seguimiento a su impacto(AU)
Introduction: Colombia psychosocial intervention programs are carried out in communities with socioeconomic disadvantage to improve their quality of life; however, no impact's assessments are carried out to measure their effectiveness. Objective: Determine the relation between the time of exposure to psychosocial intervention's processes in communities at socioeconomic disadvantage, and their perception of psychological well-being, social welfare and social capital, in the metropolitan area of Barranquilla. Methods: The research was ex post facto explanatory one, with a sample of 135 people over the age of 17. A variance analysis was done to find the dependency between intervention processes and dependent variables. Results: A relationship of significance was found between the age group of the participants and some dimensions of psychological well-being, social welfare and social capital. No significant relationships were found between the intervention time and the dependent variables mentioned. Conclusions: Despite the vulnerability of the environment, the communities involved in the study demonstrated a perception of psychological and social well-being and positive assessment of their social capital without a significant relationship with the time of exposure to community work. Psychosocial intervention's processes have sufficient potential to promote the improvement of the conditions of individuals, groups or communities, but they require the implementation of assessment processes that allow to follow up on their impact(AU)
Subject(s)
Humans , Male , Female , Socioeconomic Factors , Residence Characteristics , Social Capital , Psychosocial Intervention/methods , Health Promotion , Social Class , ColombiaABSTRACT
El objetivo del trabajo que se informa fue contribuir al conocimiento del proceso de alfabetización temprana en español en sectores en desventaja socioeconómica y cultural y analizar los resultados de un estudio destinado al desarrollo de habilidades relativas a la lectura de palabras y textos en niños de 4 a 7 años de edad. Se comparó el desempeño de dos grupos de niños (experimental y control) que concurrían a escuelas públicas de la Provincia de Buenos Aires (Argentina) y que habían sido homologados en todas las variables analizadas. Uno de ellos recibió intervención específica en alfabetización temprana durante 2 años. Las evaluaciones se realizaron antes, durante y a mediano plazo, una vez finalizada la intervención. Sobre los datos obtenidos se calcularon estadísticos descriptivos (medias, desvíos estándar y porcentajes de aciertos) y estadísticos inferenciales (prueba t y de diferencia de proporciones). Asimismo, se realizaron análisis cualitativos de los tipos de errores cometidos y de las estrategias utilizadas para la lectura de palabras (pre-analítica,analítica incompleta inicial e intermedia y alfabética consolidada) y lectura de texto (lectura silabeante sin y con recodificación, fluida y expresiva). Los resultados encontrados muestran mejoras evidentes en la lectura de palabras largas y pseudopalabras, con una diferencia al final de la intervención de hasta un 33% entre ambos grupos, a favor del grupo experimental, cuyos niños utilizan mayor porcentaje de estrategias analíticas. En la lectura de textos aparece una diferencia similar (27%) a favor del grupo experimental, entre los niños que pueden leer fluidamente un texto corto. Esto prepara los cimientos para un adecuado progreso en la comprensión lectora y demuestra el alto impacto de la intervención realizada.
The purpose of this study is to contribute to the understanding of the process of early literacy in Spanish in children with cultural and socio-economic disadvantages. Likewise, it aims at showing the results of a study about reading skills - specifically the reading of words and texts by 4 to 7 year-old children. The study was conducted following research models of Cognitive Psychology and was carried out by comparing the performance of two groups of children, the test group and the control group. These children attended public schools in the Province of Buenos Aires (Argentina) and they were treated as equivalents in all of the analyzed variables. One of the groups received specific early literacy intervention for two years. The assessments were made before, during and midway after finishing the intervention. The reading of words and pseudo words as well as reading and reading comprehension were evaluated. Gough and Juel (1989) propose a simple reading model that states that reading comprehension is the result of the multiplication of decoding and oral language comprehension [RC (reading comprehension) = D*LC (decoding multiplied by language comprehension)]. The multiplying nature of this relationship means that both factors, D and LC, are necessary for comprehension purposes but none of them are sufficient by themselves (Gough, Juel, & Griffith, 1992; Hoover & Gough, 1990). By analyzing the correlation between RC and each of the two factors, it is clearly shown that decoding is the most important step at the beginning of the learning process [r (RC*D) = .61 and r (RC*LC) =.39] and that the values are later reversed at the beginning of secondary school [r (RC*LC) = .68 and r (RC*D) = .39] (Alegría, 2006). Therefore, the differences in the reading comprehension process during the first years of schooling could be due to differences in fluency in reading. At the same time, the automatic word recognition theory (La Berge & Samuels, 1974) provides a strong explanation about the importance of fluency in reading. If the word recognition process is not fluent enough, a lot of energy is placed on paying attention, causing comprehension to be impaired. Taking the above information into account, one of the objectives of the implemented early intervention program has been to promote automatic decoding so that a minimum of other attention resources would be needed. In order to achieve this, it was necessary to develop phonological skills, knowledege of grapheme - phoneme correspondence, as well as the fast ensemble of phonemes. From the data gathered descriptive statistics (means, standard deviations, and achievement percentages) and inferential statistics (t test and percentage difference tests) were obtained. Likewise, a qualitative analysis of the types of mistakes made and the strategies used for word reading (pre-analytical, initial incomplete analytical and intermediate, and consolidated literacy) as well as the different categories in oral text reading (syllabification reading with and without recoding, fluent and expressive) was made. The results of the study show significant improvement in the reading of long words and pseudo words with a 33 % difference between the two groups, in favor of the experimental group, at the end of the intervention. The children from this group use a greater percentage of analytical strategies, which helps them read new words. Regarding text reading, there is a 27% difference among the children who can read a short text fluently in the test group and the ones who cannot do it in the control group. This finding has helped established a good foundation for adequate improvement in reading comprehension skills and shows the high impact the intervention has had on these children.