Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile

Guzmán, Javier; Kessler, Ronald C.; Squicciarini, Ana María; George, Myriam; Baer, Lee; Canenguez, Katia M.; Abel, Madelaine R.; McCarthy, Alyssa; Jellinek, Michael S.; Murphy, J. Michael

doi:10.1016/j.jaac.2015.07.005

Cited by 46 publications

(53 citation statements)

References 34 publications

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“…Also, this instrument was used as a screening tool (Murphy et al, 2015), a measure for assessing school programs (Guzmán et al, 2015;Leiva, George, Antivilo, et al, 2015;, and a predictive indicator of school performance (Guzman et al, 2011).…”

Section: Article In Pressmentioning

confidence: 99%

Identifying Adjustment Difficulties in Chilean Schools: Psychometric Properties of the Teacher Observation of Classroom

Leiva

Rojas-Andrade

Vargas

et al. 2020

Psicología Educativa

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Section: Article In Pressmentioning

confidence: 99%

Identifying Adjustment Difficulties in Chilean Schools: Psychometric Properties of the Teacher Observation of Classroom

Leiva

Rojas-Andrade

Vargas

et al. 2020

Psicología Educativa

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“…Over the next 3 years, members of JUNAEB collaborated with psychologists from Chile and other countries to review the screening measures and intervention programs available at that time and adapt them for use in Chile. The program became a nationwide policy in 2001, and it is currently implemented in 1,637 publicly-funded elementary schools in Chile (see [Guzmán et al, 2015]). These schools account for 20% of all elementary schools in Chile, and they are the most disadvantaged.…”

Section: The Sfl Programmentioning

confidence: 99%

“…In this paper, we study the effects of "Skills for Life" (SFL), a nationwide selected program that provides cognitive and behavioral therapy (CBT) to disruptive second graders in Chile. SFL is one of the largest school-based mental health programs in the world, screening and treating more than 1,000,000 students over the past decade (see Guzmán et al [2015]). To identify eligible students, SFL teams use a psychometric scale measuring students' disruptiveness, and students above some cut-off are eligible.…”

Section: Introductionmentioning

confidence: 99%

The Direct and Spillover Effects of a Mental Health Program for Disruptive Students.

Chaisemartin

Navarrete

2019

SSRN Journal

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A large literature finds that cognitive behavioral therapy programs for disruptive students can reduce their disruptiveness and improve their academic outcomes. However, the literature has mostly considered demonstration programs implemented with significant researcher involvement, and has not studied the spillover effects on ineligible students. In this paper, we use a randomized controlled trial to estimate the direct and spillover effects of one such program, implemented as a nationwide policy in Chile. The program has no effect on eligible students' disruptiveness and academic outcomes. It increases the disruptiveness of ineligible students. Finally, it increases the segregation between eligible and ineligible students. * We thank the Junta Nacional de Auxilio Escolar y Becas (JUNAEB) for allowing us to randomize the timing of the Habilidades para la vida program, and for providing us with some of the data used in this research.

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“…Esta intervención ha mostrado ser efectiva a través de diversas investigaciones (Guzmán et al, 2015;Leiva et al, 2015a) y es ejecutada por profesionales del área psicosocial (por lo general psicólogos y trabajadores sociales). Estos son entrenados por medio de 3 jornadas de capacitación nacional de 8 h cada una y supervisados regularmente por un miembro del equipo regional de la JUNAEB.…”

Section: Intervención Preventiva Desde El Modelo Habilidades Para La unclassified

Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel

Rojas-Andrade

Leiva

Vargas³

et al. 2017

Psy. intervention

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El propósito de esta investigación fue examinar los efectos de la fidelidad de la implementación sobre los resultados de una intervención en salud mental escolar. A través de un diseño de investigación pretest/postest se evaluó la desadaptación escolar a 1,414 estudiantes chilenos de 510 escuelas participantes de un taller preventivo selectivo realizado por 94 equipos psicosociales del programa Habilidades para la Vida. Por su parte, la fidelidad (dosis recibidas por los padres, profesores y estudiantes; pertinencia de la intervención, compromiso directivo, adherencia y satisfacción laboral) fue medida a través de los productos permanentes completados por los equipos durante el período de ejecución del taller y relacionada con los resultados mediante un análisis multinivel. Se encontró una alta fidelidad en los componentes implementados, a excepción de la adherencia (29.8%) y la dosis recibida por los padres (50.1%). Se logró evidenciar que los resultados varían principalmente a nivel del estudiante y que están relacionados con la cantidad de sesiones a las que asisten y con la pertinencia de la intervención para ellos. Se discute la importancia de considerar el contexto relacional en la implementación de intervenciones en el mundo real hispanoamericano.

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Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile

Cited by 46 publications

References 34 publications

Identifying Adjustment Difficulties in Chilean Schools: Psychometric Properties of the Teacher Observation of Classroom

Identifying Adjustment Difficulties in Chilean Schools: Psychometric Properties of the Teacher Observation of Classroom

The Direct and Spillover Effects of a Mental Health Program for Disruptive Students.

Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel

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