Browsing by Author "Berger, Christian"

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    Learning and wellbeing program for third and fourth grade students: Impact description and evaluation
    (FOUNDATION ADVANCEMENT PSYCHOLOGY, 2014) Berger, Christian; Milicic, Neva; Alcalay, Lidia; Torretti, Alejandra
    This paper presents a program to foster socioemotional learning and wellbeing in 3rd and 4th graders, and its impact on evaluation. The program is conceptually grounded in the socioemotional learning perspective, which integrates factors both at the individual and contextual levels. Development of quality interpersonal bonding is emphasized, as is the development of the necessary socioemotional skills to achieve this goal. A quasi-experimental design was implemented which included 647 students in five private subsidized schools in Santiago, Chile. Evaluation with Anova analysis of repeated measures showed an impact of the program on students' self-esteem reported by the teacher (measured with TAE). Seemingly, the program mitigated the decrease in the perception of school social climate (measured with ECLIS), in social integration, and in academic performance, as observed in the control group. Results are discussed in terms of their implications for the development of interventions in this field. Copyright (C) 2011, Konrad Lorenz University Foundation. Published by Elsevier Espana, S.L.U.
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    Socio-emotional Wellbeing in Educational Contexts: Perception of Chilean Students
    (UNIV NAVARRA, 2009) Berger, Christian; Milicic, Neva; Alcalay, Lidia; Torretti, Alejandra; Paz Arab, Maria; Justiniano, Bernardita
    This paper presents the results of a qualitative study on socio-emotional wellbeing in Chilean students aimed at identifying, from the students' own perspective, their needs and how educational contexts foster-or not-an integrated social-emotional development. Main results show the importance of interpersonal relationships within educational contexts and how they foster affective environments and determine how each child copes with and represents his or her school experience. Lack of non-violent conflict resolution strategies and spaces characterized by optimism were identified. Finally, ways to promote school attachment between students, teachers, and the school community are discussed.