El análisis multinivel de los factores de riesgo y de protección para promover la resiliencia en el desarrollo

• Diego Gomez Baya ^[1]
  1. [1] Universidad de Huelva

     Universidad de Huelva

     Huelva, España

     
• Localización: Análisis y modificación de conducta, ISSN 0211-7339, ISSN-e 2173-6855, Vol. 48, Nº. 178, 2022, págs. 3-13
• Idioma: español
• DOI: 10.33776/amc.v48i178.7345
• Títulos paralelos:
  • The multilevel analysis of risk and protective factors to promote resilience in development
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El estudio de la salud y el bienestar en base al análisis de los factores de riesgo y de protección a lo largo del desarrollo ha ido ganando terreno en las últimas décadas. Recientemente desde la ciencia evolutiva se ha puesto el foco más que en el estudio del riesgo y la psicopatología, en la promoción de competencias y el desarrollo de la resiliencia. La resiliencia viene a ser la capacidad potencial o manifiesta de un sistema dinámico para adaptarse con éxito a los múltiples procesos y a las múltiples amenazas que pueden poner en peligro su funcionamiento, su supervivencia o su adecuado desarrollo. Dado que el individuo se encuentra inmerso y en interacción en diversos contextos sociales, muchos de estos procesos protectores son de carácter interactivo. Entre los modelos que han guiado la intervención que más evidencia han recogido en los últimos años, se encuentran la teoría del desarrollo positivo juvenil y el modelo de educación positiva. En estas intervenciones la construcción de competencias no sólo sirve para la promoción del bienestar, sino que también sirve para la prevención de problemas en el desarrollo.

  • English

    The study of health and well-being based on the analysis of risk and protective factors throughout development has received greater attention in recent decades. Recently, developmental science has been more focused on the promotion of competences and the development of resilience than on is the potential or manifest capacity of a dynamic system to successfully adapt to multiple processes and threats that may endanger its functioning, survival, or proper development. Since the individual is immersed in and in interaction with various social contexts, many of these protective processes are interactive. Among the models that have guided intervention, the theory of positive youth development and the model of positive education have collected the most evidence in recent years. In these interventions, promoting competences not only serves to foment well-being, but also helps to prevent problems in development.

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