Browsing by Author "Leihy, Pete"

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    A Generation 1.5 Palestinian Diaspora Child Refugee in Chile
    (2021) Arancibia, Hector; Leihy, Pete; Samari, Davood
    This study follows a former child refugee's experience of family resettlement in Chile. Born into the Palestinian Iraqi community further imperiled by the 2003 invasion of Iraq, his family fled first to the Al-Tanf refugee camp before placement in Chile. While most of the world's refugees dwell in marginal conditions in areas neighboring conflicts, another strain of permanent settlement has been highly developed amongst some of the wealthiest countries. For countries such as Chile-by strict definition now high-income, but only newly considering a role as a haven for refugees-tentative steps toward resettlement protocols mean that case data are limited. By carefully studying a family's resettlement and subsequent experience from a child refugee's reflections, it is possible to sketch out and understand a range of challenges at the human scale of supporting refugees.
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    A Social Psychological Index for Transitional Political Reconciliation (SPITPR-5F)
    (2021) Cardenas Castro, Manuel; Arancibia, Hector; Leihy, Pete; Obreque Oviedo, Patricia
    Societal reconciliation and the transition from trauma to peace are increasingly prominent themes in psychosocial studies. In Chile, 3 decades after a transition from a long dictatorship (1973-1990) to restored democratic rule, the measurement of progress in reconciliation remains imprecise, despite a large body of testimony and other empirical evidence. This study explores the factor structure and measurement invariance of the Social Psychological Index for Transitional Political Reconciliation (SPITPR-5F) in a sample of 559 participants from Valparaiso, Chile. Exploratory factor analysis and multigroup confirmatory factor analysis was performed to test the invariance of the correlated 5-factor structure with respect to sex and age variables. The reconciliation index shows good levels of reliability (w = .91), and results support a correlated 5-factor model of political reconciliation. Similarly, the fit index indicates the validity of the model and supports its strict invariance by gender but not by age. These results suggest that the SPITPR-5F is an evaluative five-factor measure of political reconciliation across the Chilean population.
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    Apoyo estudiantil y cambio institucional en el contexto universitario chileno
    (2023) Salazar, José Miguel; Zapata Larraín, Gonzalo; Leihy, Pete
    Durante las últimas décadas, las universidades chilenas han desarrollado programas de apoyo estudiantil en el pregrado a propósito de la creciente diversificación de sus estudiantes en un contexto de masificación. A partir de información recogida desde un grupo de universidades tradicionales (integrantes del Consejo de Rectores de las Universidades Chilenas), este estudio examina y analiza los distintos programas existentes. Junto con documentar la evolución de los programas existentes y su relación con la política pública, el estudio observa que la trayectoria que han seguido estos programas no se conforma con las categorías y paradigmas de cambio documentados en la literatura académica. Más bien, tal trayectoria sugiere un proceso de modernización de las universidades chilenas sui generis cuyo resultado todavía resulta difícil de observar con plenitud pero que, sin embargo, están reconfigurando sus dinámicas internas y dando lugar a experiencias de gestión académica novedosas.
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    To educate is to include: A Baghdadi Palestinian refugee's school days in Chile
    (2023) Leihy, Pete; Arancibia Martini, Hector
    Support for immigrant children, and in particular those who have fled conflict, is crucial for facilitating integration into a new life. The school environment is a key space for providing psychosocial support to mitigate the impact of the displacement experience and for promoting successful settlement outcomes. This study considers the historical context which sees Chile adding, to considerable Latin American immigration, selected cohorts of humanitarian refugees from the other side of the world, in this case, Farid, a boy from Baghdad's Palestinian community who arrived with his family in Chile after living two years in the Al-Tanf camp. Based on a qualitative approach, including three ninety-minute interviews, the study considers Farid's pre-, peri- and post-immigration experiences, paying special attention to instances and processes of integration and exclusion in the Chilean school context. The research contributes to understanding the refugee experience in a country broadly unfamiliar with the reception of highly vulnerable people from markedly different cultures. Ultimately, the inclusion of refugees is a challenge and an opportunity for an education system and a society connecting ever more intricately with the wider world.