Psycho-pedagogical perspective
Educational Psychology: The Key to Prevention and Mental Health in Children and Adolescents (2023). Psicotema (Spain, Q1)
Background: Educational psychology ranks second, after clinical psychology, in terms of professional activity profiles. However, in recent decades, the role of the educational psychologist has become blurred. Method: The specialized literature was reviewed and the author's previous work on the subject was updated. Results: The article emphasizes the relevance of educational psychology in the prevention and promotion of child and adolescent mental health. To this end, it is necessary to define the functions of psychologists in educational contexts, differentiating them from other professional roles. With this aim in mind: (1) the main functions of educational psychologists with students, their families, and teachers are outlined; (2) the postgraduate training necessary to perform these functions is described; and (3) the important role that educational centers can play in promoting child and adolescent mental health is highlighted, using two problems as examples: bullying/cyberbullying and depression in childhood and adolescence. Conclusions: Schools should incorporate educational psychologists to carry out assessment, prevention, and intervention activities, and should be contexts where emotional well-being is promoted and psychological and mental health problems are prevented. This paper proposes an intervention based on educational psychology.
Intervention programs to improve school coexistence (2024). Journal of clinical psychology with children and adolescents (Spain, Q2)
The study of school coexistence has become increasingly common in recent years due to the emergence of multiple problems associated with it. The lack of evidence regarding the effect of intervention programs makes it necessary to review the international literature on the efficiency of intervention programs to improve school coexistence. To develop this study, the PRISMA statement guide for systematic reviews was used, and a search was conducted in five databases (SCOPUS, WEB OF SCIENCE, SCIELO, REDALYC, and PUBMED) in December 2022. The results found 365 articles, and after applying the eligibility criteria, 27 publications were included, of which 88.90% were quasi-experimental studies and the School Violence Questionnaire (CUVE) was used as the main instrument. The studies analyzed behavioral aspects, bullying, behavioral problems, and social skills. The most commonly used intervention programs were emotional intelligence, sports education, coexistence, multiple approaches, and psychoeducation. The review concluded that emotional intelligence and sports education programs are those with the most evidence of effectiveness in improving school coexistence; however, even with this finding, the results are not very conclusive, and further research is needed.
Psychoeducational interventions on mental health with adolescents in school settings: a systematic review (2024). Journal of Clinical Psychology with Children and Adolescents (Spain, Q2)
Adolescence is a transitional stage in which difficulties may arise at the personal, academic, family, and social levels. It is estimated that 20% of adolescents will face some kind of mental health problem. The aim of this study is to conduct a systematic review of psychoeducational interventions for the prevention and/or promotion of mental health in adolescents within the school context. To this end, a search was conducted in the Web of Science, Scopus, and PsycInfo databases, which initially identified 105 articles, and 11 studies on psychoeducational programs that met the inclusion criteria were selected. Following this review, it can be stated that most of the psychoeducational interventions analyzed are effective in promoting mental health knowledge, reducing stigma, and acquiring strategies and skills among adolescents.
Factors influencing early school leaving: the students' perspective (2024). Educación XX1 (Spain, Q2)
Currently, reducing early school leaving rates remains a priority for education systems around the world. In this regard, it seems appropriate to advance our understanding of the reasons that predispose students to make this decision, which has disruptive effects at both the personal and social levels. Sensitive to its importance, this study aims to identify factors influencing early school leaving intentions. To this end, we adopted a quantitative methodological approach through a survey procedure. It was carried out in the Autonomous Community of La Rioja (Spain), where the problem of early school leaving is a key area of work on the political agenda. The survey was conducted by administering an ad hoc questionnaire to the student population.
Predicting academic performance in secondary education through decision tree analysis (2024). Educación XX1 (Spain, Q2)
The objective of this study was to develop a model for predicting academic performance (school success or failure) through the application of decision tree analysis. A cross-sectional study was conducted to design an early detection system for school failure. A total of 219 adolescents (aged 14 to 16) participated, and information was collected on their socioeconomic status, body mass index (BMI) percentile, physical activity, screen time, levels of enjoyment, hope, anger, anxiety, boredom, behavioral commitment, emotional commitment, cognitive commitment, self-perceived school performance, and intention to attend college as input variables in the decision tree analysis. Six failure groups and three success groups were found that were able to predict academic performance. Good accuracy was obtained in the training (80.11%) and validation (81.40%) datasets of the decision tree. It is possible to predict academic failure or success by assessing weight status, physical activity, anger, and hope during school attendance, intention to attend college, and self-perceived school performance.
Parenting education programs for parents with children up to six years old. A systematic review (2023). Pedagogical studies (Chile, Q3)
To identify the distinctive features of parenting education programs (PEPs) for children aged zero to six, a systematic review was conducted. Thirty-four studies were included. More than half followed an experimental design and presented follow-up evaluations with small samples. The US and China were the most prolific countries in terms of number of publications. The interventions were mainly implemented in educational settings, with a typical number of sessions ranging from eight to twelve, lasting two hours and taking place on a weekly basis. Most were aimed at parents with children with specific educational support needs. The most frequent variables with statistically significant pre-post results were dysfunctional adult practices, stress, and self-efficacy. The main topics addressed were emotions, communication, and behavior management strategies. Evidence is provided to support the use of PEP, as it promotes the development of positive parenting.
Authoritarianism among principals and school administrators: the other side of school violence and leadership (2023). Pedagogical Studies (Chile, Q3)
This work uses a notion of school violence that includes authoritarianism as a problem, theorized as a fluid concept that emerges in organizational interaction and has diffuse and changing boundaries. School authoritarianism unfolds as a rhizome of power that exercises violence and produces processes of denial-creation to incite behavioral performativities that it considers legitimate. Following principles of Grounded Theory, 14 interviews with Chilean education professionals are analyzed. The results reflect various situations of school authoritarianism deployed through a wide repertoire of practices, some legal but ethically questionable, projected toward victims with varying levels of violence. Participants describe a range of emotional effects and propose solutions to a recurring problem in the Chilean education system. A lack of internal organizational justice mechanisms to resolve these situations within a framework of power balance is observed.
Implications for the development of remote tutoring in primary and secondary education (2023). Pedagogical studies (Chile, Q3)
Due to the COVID-19 pandemic, it was necessary to adjust the teaching and learning process: changing the epistemic model, study context, strategies, role, functions, and evaluation methods of teachers and tutors in primary and secondary education. Objective: To describe the implications for the development of remote tutoring in primary and secondary education facilitated by technological platforms. Methods: Inductive, deductive, descriptive, and analytical, using an exploratory, cross-sectional, and quantitative analysis approach. Results: indicate a thorough review of some indicators related to the role, functions, and competencies that teacher-tutors must manage, taking into account that they are primary and secondary education students who need continuous support throughout the process. Conclusions: Technological conditions, connectivity, training, institutional support, and electronic devices must be provided to teacher-tutors, and the education budget must be increased.