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

• Rodrigo Rojas-Andrade ^[1] ; Loreto Leiva-Bahamondes ^[2] ; Ana María Belén Vargas ^[3] ; Ana María Squicciarini-Navarro ^[3]
  1. [1] Universidad Academia de Humanismo Cristiano

     Universidad Academia de Humanismo Cristiano

     Santiago, Chile

     
  2. [2] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  3. [3] Junta Nacional de Auxilio Escolar y Becas (JUNAEB), Santiago, Chile

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• Localización: Psychosocial Intervention, ISSN 1132-0559, Vol. 26, Nº. 3, 2017, págs. 147-154
• Idioma: español
• DOI: 10.1016/j.psi.2016.12.002
• Títulos paralelos:
  • Effects of implementation fidelity of the results of a preventive intervention in school mental health: a multilevel analysis
• Enlaces
  • Texto completo  1    2 (pdf) 
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    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 diseno˜ 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.

  • English

    The purpose of this research was to examine the effects of implementation fidelity on the results of a school mental health intervention. Through a pre-test/post-test research design, school inadaptation was assessed on 1,414 Chilean students from 510 participating schools of a selective preventive workshop conducted by 94 psychosocial teams from the Skills for Life program. Fidelity (doses received by parents, teachers and students, intervention relevance, management commitment, adherence and job satisfaction) wasmeasuredthroughthepermanentproducts completedby the teamsduring the workshopperiod and related to the results through multilevel regression analysis. A high fidelity was found in the implemented components, with the exception of adherence (29.8%) and the dose received by parents (50.1%).

    It was shown that the results vary mainly at the student level and are related to the number of sessions they attend and the relevance of the intervention for them. The importance of considering the relational context in the implementation of interventions in the Spanish-American real world is discussed

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