¿La promoción de la resiliencia en la escuela puede contribuir con la política pública de salud?

Salvo, Sonia; Bravo-Sanzana, Mónica; Miranda-Vargas, Horacio; Miravalles, Anna Forés i; Mieres-Chacaltana, Manuel

doi:10.21149/8328

Cited by 3 publications

(4 citation statements)

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“…Aquí surgirían los roles decisivos de la familia, comunidad y sociedad y de los sujetos profesionales, como promotores de los recursos que tiene cada persona para lograr la autogestión del desarrollo personal y social (Extremera et al, 2010). En tal sentido, el concepto de resiliencia ha evolucionado hacia una noción dinámica, interactiva y global del desarrollo humano y, sobre todo, de la adaptación social (Uriarte, 2005), con lo que se aproxima a un modelo ecológico-transaccional, donde los factores involucrados son de carácter familiar, individual y comunitario (García-Vesga y Domínguez-de la Martín-Lagos, 2018;Salvo et al, 2017). Ahora bien, un factor obstaculizador refiere a situaciones contextuales y/o personales que incrementan la probabilidad de desarrollar problemas emocionales y conductuales (Bravo-Sanzana et al, 2016;González-Arratia et al, 2012).…”

Section: Resiliencia Socioeducativa: Antecedentes Y Definición Del Conceptounclassified

Desarrollo de factores protectores y obstaculizadores de la resiliencia socioeducativa de niños y niñas, según la perspectiva docente

et al. 2021

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Este artículo de investigación tiene como objetivo describir la percepción de docentes de alumnos vulnerables socioeconómica y psicosocialmente, con respecto de los factores protectores y obstaculizadores de la resiliencia académica y su contribución a los procesos resilientes de sus estudiantes, a través de elementos socioacadémicos, pedagógicos y de índole emocional/relacional. Mediante una metodología de tipo cualitativa, análisis de contenido, se abordó el contenido de 67 entrevistas realizadas a docentes pertenecientes a escuelas públicas y particulares subvencionadas vulnerables de Chile. Los principales resultados señalan la necesidad de que todos aquellos actores que conforman la comunidad educativa, en particular los profesores, afronten los retos de la educación en sus diferentes escenarios y desarrollen dinámicas que contribuyan, no solo al éxito académico, sino que también a la felicidad y al bienestar de los estudiantes. Desde esta perspectiva, relaciones positivas o negativas establecidas con los alumnos posibilitan u obstaculizan la capacidad de superar situaciones adversas, en términos de promover la resiliencia socioeducativa de la población más vulnerable del país.

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Section: Resiliencia Socioeducativa: Antecedentes Y Definición Del Conceptounclassified

Desarrollo de factores protectores y obstaculizadores de la resiliencia socioeducativa de niños y niñas, según la perspectiva docente

et al. 2021

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“…From the field of public health promotion, given the evidence that the perceived quality of life and that many diseases, both physical and mental, show an educational gradient, [ 40 ] are committed to “ moving from a model focused on risk to a model focused on prevention, taking people’s potentialities as a basis ” (p. 214). These authors advocate promoting health habits at school from a resilience-centered approach.…”

Section: Resultsmentioning

confidence: 99%

“… The school, understood as a center of health and socialization, is a potential space to promote resilient people (…) the emphasis of public policies should focus on the development of human capabilities, that is, on an education for life . [ 40 ] (p. 214)…”

Section: Resultsmentioning

confidence: 99%

Resilience: Conceptualization and Keys to Its Promotion in Educational Centers

2022

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This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, when it is interpreted from neuroscience, are identified. From the first descriptions of risk and protective factors, the concept has moved through the consideration of resilience as a process that can be carried out by anyone and not as an intrinsic characteristic of exceptional people, to the study of the will to not let oneself be discouraged and the personal commitment to overcome. Next, the keys to promote this capacity in educational centers are analyzed. There are two main focuses of intervention: the relationship that the teacher can establish with students and the pedagogical strategies and resources that can be used. From the purpose of the integral formation of people and in an inclusive framework, educational centers have the challenge and responsibility to promote resilient processes in all students, especially in those who experience more barriers to learning and participation due to personal circumstances and adversities. In this way, educational centers are encouraged to be protective environments where all students feel safe and can empower themselves and unfold their potential. The review has been conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, and the bibliographic search has been performed in the Dialnet Plus, Web of Science (WoS) and Scopus databases.

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“…Therefore, we believe that resilience can act as a protective factor in the relationship between victimization and mental health problems such as anxiety, stress, and depression during COVID-19 lockdowns. For example, resilience has been found to be a protective factor of mental health [64] and improves general health [65].…”

Section: Present Studymentioning

confidence: 99%

Adolescent Victimization during COVID-19 Lockdowns and Its Influence on Mental Health Problems in Seven Countries: The Mediation Effect of Resilience

Bravo-Sanzana

Miranda

Oriol

2023

IJERPH

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The objective of this study was to test the differences between the mean scores of victimization, an indicator of depression, stress, and anxiety (DASS), across seven countries (Australia, Chile, India, Indonesia, Mexico, Poland, and the Russian Federation) during the COVID-19 lockdowns. In addition, this study sought to analyze the mediator role of resilience in these relationships in the different countries. To this end, a structural equation model (SEM) was tested and differences across countries were considered through a multigroup analysis. Data for adolescent students from seven countries (n = 7241) collected by the Global Research Alliance showed that levels of anxiety, depression, and stress among adolescents were different in the countries assessed; all of them presented values above the mean of the indicator, with Chile and Russia having the highest values. Regarding the prevalence of exposure to violence, the mean across all countries studied was 34%, with the highest prevalence in Russia and India. At the global level, an adequate adjustment was observed in the SEM mediation model considering all countries. However, a mediator effect of resilience was only observed in the relationship between victimization and the indicator of DASS in Chile, Indonesia, and Russia. The results are discussed, analyzing the relevance of resilience as a protective factor for mental health during COVID-19 lockdowns.

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¿La promoción de la resiliencia en la escuela puede contribuir con la política pública de salud?

Cited by 3 publications

References 0 publications

Desarrollo de factores protectores y obstaculizadores de la resiliencia socioeducativa de niños y niñas, según la perspectiva docente

Desarrollo de factores protectores y obstaculizadores de la resiliencia socioeducativa de niños y niñas, según la perspectiva docente

Resilience: Conceptualization and Keys to Its Promotion in Educational Centers

Adolescent Victimization during COVID-19 Lockdowns and Its Influence on Mental Health Problems in Seven Countries: The Mediation Effect of Resilience

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