ResumenAntecedentes. La resiliencia se ha convertido en un tema central en el estudio y en la intervención con adolescentes. Las investigaciones realizadas sobre dicho tema encuentran grandes diferencias en su capacidad de afrontar el estrés y la adversidad. El objetivo de esta investigación es examinar si los adolescentes que han vivido circunstancias acumuladas de riesgo y adversidad, pueden tener resultados resilientes cuando participan en programas de intervención psicosocioeducativa. Objetivo de gran relevancia para el Trabajo Social, al permitirle identificar fuentes de resiliencia que pueden y deben ser fomentadas en la intervención con adolescentes que han estado expuestos a condiciones vitales de riesgo. Método. Se utilizó un diseño no experimental con grupos seleccionados. Los participantes fueron 507 adolescentes pertenecientes a cuatro grupos con diferentes niveles de riesgo: protección social (n = 189); cumplimento de medidas judiciales (n = 104); tratamiento por abuso de drogas (n = 25) y grupo de comparación (n = 189). Se aplicó, de forma colectiva, una versión reducida de la Escala de Resiliencia (Wagnild & Young, 1993), considerado el instrumento más adecuado para el estudio de la resiliencia en la población adolescente debido a sus propiedades psicométricas. Las variables medidas fueron: variables sociodemográficas y resiliencia. Resultados. Se encontraron diferencias estadísticamente significativas en resiliencia entre el grupo de adolescentes en tratamiento por consumo de drogas con el resto de los grupos. Los adolescentes en protección y los infractores mostraban puntuaciones similares a las del grupo de comparación. Conclusiones. En la dirección de las hipótesis planteadas, los resultados reflejan que la resiliencia es un proceso que puede ser favorecido a través de ciertas estrategias de aprendizaje derivadas de la experiencia o con la participación en programas psicosocioeducativos. Palabras clave: resiliencia; trabajo social; adolescencia; riesgo; intervención psicosocioeducativa.[en] Resilienc in adolescents exposed to at-risk living condicions Abstract Background. Resilience has become a central issue in studies and interventions relating to adolescents. Research on this topic finds large differences in capacity to cope with stress and adversity. The aim of this research is to examine whether adolescents who have experienced cumulative circumstances of risk and adversity may have resilient outcomes when they participate in psychosocial educational intervention programmes. This aim is of great importance for social work, in permitting the identification of sources of resilience that can and should be fostered in interventions with adolescents who have been exposed to at-risk living conditions. Method. A non-experimental design with selected groups was used. The participants were 507 adolescents belonging to four groups with different risk levels: social protection (n = 189); subject to court orders (n = 104); treatment for drug abuse (n = 25); and a comparison group (n = 189). A reduced...

This study explores variables related to teachers' perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers' perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

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Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it.