Intervención psicosocial, bienestar y capital social en comunidades con desventaja socioeconómica / Psychosocial intervention, welfare and social capital in communities with socio-economic disadvantage

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)

Competencias especializadas de intervención en desadaptación social adolescente / Specialized competencies to intervention with adolescent social maladjustment

Resumen Los comportamientos antisociales que persisten durante la adolescencia, pueden implicar para el individuo un progresivo proceso de desadaptación social, por el cual los adolescentes van progresivamente alejándose de las normas de sus contextos sociales. La intervención educativa y psicosocial en desadaptación social adolescente requiere de una alta especialización, sin embargo, trabajadores sociales, psicólogos y educadores señalan no contar con competencias claras para hacer eficaces sus intervenciones. Mediante un diseño de casos y controles, se buscó identificar las competencias especializadas a las que debiese responder un programa de formación para la intervención en desadaptación social adolescente. Se entrevistó a ocho profesionales del ámbito psico-socio-educativo que participaron de un proceso de formación especializada (casos) y ocho profesionales sin la formación (controles). Emergieron siete macrocompetencias, validadas ante grupo de expertos: (a) Desarrollar un marco integral, informado y coherente sobre el proceso de inadaptación social de los adolescentes y su contexto de enfoque; (b) Diseñar y desarrollar un proceso de evaluación del / la adolescente de atención; (c) Intervenir con el adolescente; (d) Evidencia de comportamiento ético en la intervención; (e) Desarrollar el autoconocimiento constante del interviniente; (f) Promover y desarrollar una relación de ayuda con el adolescente, y (g) Exhibir comportamientos y habilidades que favorecen el trabajo en equipo. Quienes tienen formación destacan las competencias relacionadas a los conocimientos, una mirada prospectiva y el saber hacer, mientras que quienes no han recibido formación destacan el saber ser. Se discute respecto a la necesidad de enfatizar el saber ser en los procesos de formación.

Abstract Antisocial behaviors that persist during adolescence may imply a progressive social imbalance for the individual. Educational and psychosocial intervention in these adolescents requires a high specialization, since when the violation of the law is presented as a persistent pattern of behavior it would be associated with a disadvantaged family, school and social environment where the adolescent experiences difficulties in solving basic needs and seeks alternative ways of coping with life events, adapting to particular contexts, which can often be more reinforcing, ignoring the general social context. This persistent group presents a lot of heterogeneity both in psychological aspects and in criminal behavior, observing different criminal trajectories that require different types of intervention, which further complicates the work of the intervention teams. The trajectories observed in men and of increasing complexity would be: (a) determined by contextual risk factors; (b) adolescents with stories of violation of rights and abandonments; (c) adolescents with traumatic situations in their lives, disruptive behaviors and disorganized functioning; (d) adolescents socialized in criminogenic contexts with stories of rape in them, leading them to an antisocial functioning focused on their personal well-being; (d) adolescents socialized in criminogenic contexts, seeking to validate themselves socially, strengthening their personal identity through countercultural behaviors (Alarcón, et al., 2012). Through a case control design, we seek to identify the specialized skills to which a training program for intervention in adolescent social maladjustment must respond. Eight professionals who participated in a specialized training process (cases) and eight professionals without training (controls) were interviewed. From the content analysis, seven macro competences were validated before a group of experts: (a) Develop a comprehensive, informed and coherent framework on the process of social maladjustment of adolescents and their context of focus; (b) Design and develop an evaluation process of the adolescent of attention; (c) Intervene with the adolescent; (d) Evidence of ethical behavior in the intervention; (e) Develop the constant self-knowledge of the intervener; (f) Promote and develop a helping relationship with the adolescent, and (g) Exhibiting behaviors and skills that promote teamwork. The results confirm specialized competences that emphasize a differentiated vision of the adolescent and the work team as a source of validation in decision making. Similarly, those with training highlight skills related to knowledge, a prospective perspective and know-how; while those who have not received training highlight the attitudes associated with knowing how to be. The need to evaluate the specialization of professional teams that intervene with adolescents who violate the law is discussed, facilitating the development of knowledge, abilities and skills, without neglecting the development of reflective attitudes in the training processes of each professional and within the teams, to promote continuous improvement. As limitations of this study, it is considered that the participants were officials who participated in a training process (cases) and other officials from institutions with similar demographic characteristics but without systematic training (controls); This involved accessing professionals between the ages of 30 and 45, not being able to know the perspective of those under 30 or over 45, or service personnel who share daily with adolescents, being able to link up and influence their changes. As challenges for future research, it is necessary to have indicators to verify competence and observe it with respect to its adjustment with the distinctive characteristics of adolescents. Along with this, the need to observe in greater detail the possibilities of educational and psychosocial intervention in family, school and community contexts that are estimated to involve eventual crisis scenarios for adolescents at the time of reintegration is observed. The above to effectively promote interventions that allow adolescents to exercise their role as citizens.

Existe um efeito negativo duplo sobre os salários das mulheres migrantes nas regiões brasileiras? Uma abordagem não paramétrica / Is there a double negative effect on the wages of migrant women in Brazilian regions? A non-parametric approach / ¿Hay un doble efecto negativo en los salarios de las mujeres migrantes en las regiones brasileñas? Un enfoque no paramétrico

Este artigo busca verificar se existe um efeito negativo duplo sobre os salários das mulheres migrantes (não naturais e de retorno) nas regiões brasileiras. Para captar o diferencial salarial, empregou-se o método não paramétrico de Ñopo (2008) aplicado aos dados obtidos a partir da Pesquisa Nacional por Amostra de Domicílios (PNAD) de 2005 e 2015. Os resultados mostraram que apenas a mulher migrante não natural na região Sudeste sofre de dupla desvantagem no mercado de trabalho. A primeira desigualdade salarial refere-se à questão de gênero e ocorre também nas demais regiões brasileiras. A segunda diferença no salário deve-se à condição de migrante não natural da região Sudeste. Para as demais regiões, as mulheres migrantes (não naturais e de retorno) possuem uma vantagem salarial em relação às não migrantes.

This article seeks to verify the existence of a double negative effect on the wages of migrant women (non-natural and return) in Brazilian regions. To capture the wage differential, Ñopo's (2008) non-parametric method was applied to data obtained from the 2005 and 2015 PNADs. The results showed that only non-natural migrant women in the Southeast region suffer from double disadvantage in the employment market. The first wage inequality concerns gender issues and also occurs in other Brazilian regions. The second difference in salary is due to the condition of non-natural migrants from the Southeast region. For other regions, migrant women (non-natural and return) have a salary advantage over non-migrant women.

Este artículo busca verificar si existe un doble efecto negativo en los salarios de las mujeres migrantes (no naturales y de retorno) en las regiones brasileñas. Para capturar la brecha salarial, se utilizó el método no paramétrico Ñopo (2008) aplicado a los datos obtenidos de las encuestas nacionales por muestra de domicilios (PNAD) de 2005 y de 2015. Los resultados mostraron que solo las mujeres migrantes no naturales sufren doble desventaja en el mercado de trabajo en el sudeste. La primera desigualdad salarial se refiere al tema de género y también ocurre en otras regiones brasileñas. La segunda diferencia en el salario se debe a la condición de los migrantes no naturales de la región sudeste. Para otras regiones, las mujeres migrantes (no naturales y de retorno) tienen una ventaja salarial sobre las mujeres no migrantes.

Tratamiento homeopático de niños discapacitados. Revisión de una serie de 40 casos / Homeopathic treatment of disabled children. Review of a series of 40 cases

Se presentan los resultados de un total de 55 consultas para dar atención a 40 casos de niños de una escuela y guardería. Los medicamentos se seleccionaron mediante repertorización computarizada y se verificaron frente al tipo constitucional de los niños. El resultado se evaluó en referencia a síntomas blanco preseleccionados. De los 40 niños, 18 respondieron bien a todos los síntomas blanco; 11 mostraron mejoría en algunos síntomas blanco; siete no respondieron al tratamiento, y en cuatro no se evaluó el resultado. Los niños con daño orgánico cerebral, autismo y síndromes definidos respondieron bien. Aquellos cuyo impedimento se debió a una privación social, generalmente fallaron a la respuesta. Las respuestas mayores fueron un incremento en el impulso y mejoría en el comportamiento hiperactivo y agresivo, los cuales permitieron a los niños beneficiarse más de su educación. También mejoraron síntomas físicos como la enuresis y el tartamudeo.

Les construits sociaux et les construits sociologiques: race et racisme / Os construtos sociais e os construtos sociológicos: raça e racismo / Social constructs and sociological constructs: race and racism / Los constructos sociales y los constructos sociológicos: raza y racismo

La connaissance grandissante des relations raciales et ethniques dépend, comme dans beaucoup d’autres champs de recherche, du développement d’un vocabulaire technique. Il faut que ce vocabulaire théorique soit développé à la marge de la langue pratique de la vie quotidienne. Les différences fonctionnelles des deux types de langage peuvent être alors mésinterprétés. Les construits sociologiques doivent dans ce sens être uni-vocal, une seule signification, car ils doivent être jugés par leur pouvoir explicatifs. Dans cet article nous révisons quelques études plus récentes qui essayent de trouver des explications plus adaptées à cette problématique.

O crescimento do conhecimento sobre relações raciais e étnicas depende, como em muitos outros campos do saber, do desenvolvimento de um vocabulário técnico. É necessário que ele seja desenvolvido paralelamente à linguagem comum do cotidiano. As diferenças nas funções destas duas linguagens podem ser confundidas. Conceitos sociológicos devem ser uni vocal, com somente um sentido, pois são julgados pelo seu poder explicativo. Nesse artigo, são revisados alguns estudos recentes no sentido de buscar uma compreensão mais adaptada a esta problemática.

The growth of knowledge about racial and ethnic relations depends, as in many other fields of research, on the development of a technical vocabulary. This has to develop alongside everyday ordinary language. The differences in the functions of the two languages can be misunderstood. Sociological concepts should be uni-vocal, with but one meaning, for they are to be judged by their explanatory power. Some recent studies are reviewed in search of better explanations.

El crecimiento del conocimiento acerca de las relaciones raciales y étnicas depende, como en muchos otros campos del saber, del desarrollo de un vocabulario técnico. Es necesario que él sea desarrollado paralelamente al lenguaje común del cotidiano. Las diferencias en las funciones de estos dos lenguajes pueden ser confundidos. Conceptos sociológicos deben ser uni vocal, con solo un sentido, pues son juzgados por su poder explicativo. En este artículo, son revisados algunos estudios recientes en el sentido de buscar una comprensión más adaptada a esta problemática.

Aprendizaje de habilidades de autorregulación en niños de 5 a 7 años / Self-regulation skills learning in children aged 5 to 7

La autorregulación es un componente de la metacognición que se relaciona con el aprendizaje eficaz. Esto puede ser especialmente relevante en entornos de desventaja social. Por ello, los objetivos de este trabajo son: (a) comprobar si la enseñanza de estrategias de autorregulación a niños pequeños con desventaja social, mejora sus habilidades de resolución de tareas; (b) evaluar la eficacia de un programa de enseñanza de estrategias de autorregulación, desde la perspectiva del profesorado. Se trabajó con una muestra de 43 sujetos con edades comprendidas entre 5 y 7 años. Los resultados indican que existen mejoras significativas, antes-después de la aplicación del programa, en habilidades: atencionales, de planificación manifiesta guiada y autónoma, de planificación encubierta y de autoevaluación en la resolución de problemas cognitivos y sociales. Paralelamente, el profesorado considera que el programa ha mejorado, en sus alumn os: los niveles atencionales y la generalización de las estrategias a otras actividades curriculares. En consecuencia, se considera, al programa de enseñanza en estrategias de autorregulación, una herramienta efectiva y motivadora para la docencia en entor nos de compensación educativa (niños pequeños en desventaja social).

Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers' perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).

Resultados de un programa de alfabetización temprana: Desempeño en lectura en niños de sectores en desventaja socioeconómica / Result of an early literacy intervention program: Reading skills in children with socio-economic disadvantages

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.