Browsing by Author "Villalonga-Olives, Ester"

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    Children's Mental Health: Discrepancy between Child Self-Reporting and Parental Reporting
    (2022) Caqueo-Urizar, Alejandra; Urzua, Alfonso; Villalonga-Olives, Ester; Atencio-Quevedo, Diego; Irarrazaval, Matias; Flores, Jerome; Ramirez, Cristian
    (1) Background: Discrepancies between children's self-reports and their parents' reports on mental health indicators are associated with measurement errors or informant bias. However, they are a valuable tool in understanding the course of child psychopathology. This study aims to determine the level of discrepancies between parents' perceptions and children's self-reports in mental health indicators in Northern Chile. (2) Methods: A System of Evaluation of Children and Adolescents self-report (Sistema de Evaluacion de Ninos y Adolescentes, SENA) was responded to by 408 students between 8 and 13 years old and their parents. (3) Results: Children reported a significantly higher frequency of emotional problems, defiant behavior, and executive functions as compared to their parents' responses. (4) Conclusions: There is a disjunction between the report of parents and children, which could originate in poor family communication.
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    Effects of Resilience and Acculturation Stress on Integration and Social Competence of Migrant Children and Adolescents in Northern Chile
    (2021) Caqueo-Urizar, Alejandra; Urzua, Alfonso; Escobar-Soler, Carolang; Flores, Jerome; Mena-Chamorro, Patricio; Villalonga-Olives, Ester
    Migration in Chile has increased exponentially in recent years, with education being one of the main focuses of attention in this cultural transformation. Integration and social competence in the migrant population are determined by several factors. The aim of this study is to evaluate the potential effects of resilience and acculturation stress on the levels of integration and social competence in migrant students in Northern Chile. In total, 292 school children of both genders aged 8 to 18, from the fourth grade to senior year of high school, participated in the investigation. A subscale of the Child and Adolescent Assessment System (Sistema de evaluacion de ninos y adolescentes SENA) was used to assess integration and social competence. Additionally, the Child and Youth Resilience Measure (CYRM-12) and the Acculturation Stress Source Scale (FEAC) were used. The results show that integration and social competence have statistically significant and direct associations with resilience (p < 0.001) and indirect associations with acculturation stress (p = 0.009). Both constructs could be defined as protection and risk factors, respectively, and should be considered in educational contexts to favor adaptation in the integration of migrant children and adolescents.