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Sense of Community is one of the most researched processes in Community Psychology. Since its initial formulation, belonging to broader social and geographical structures has been part of the definition of the concept. Research on the topic has tended to focus on the analysis of the environmental and collective factors that modulate the integration of individuals into groups and communities and has paid less attention to the individual aspects that guide the direct interactions that people have in these spaces. In this study we analyse the relationship between individual attachment styles and personality traits on the sense of community in 305 respondents from different neighborhoods in Seville (Spain) and Barranquilla (Colombia). The results show a modest predictive effect of secure attachment style and agreeableness mainly on the self and belonging dimensions of sense of community. These results show the need to take into account different levels of analysis in the assessment of belonging to community contexts and the usefulness of defining models that include the interaction of individual and contextual factors in their explanation. [ABSTRACT FROM AUTHOR]

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An analysis is made on the process of psychological and sociocultural adaptation of children in situations of forced displacement. This includes identifying the factors promoting and preventing adaptation, and the impact of their social identity in this process, from the perspective of Berry's (1997) theory of acculturation and the theory of social identity by Tajfel and Turner (1987). This qualitative study is a secondary analysis undertaken from the perspective of thick description (Geertz, 2000). A total of 26 interviews were conducted, with the interviewees being children and parents in situations of forced displacement, as well as teachers, students and parents of a school community with high reception of displaced population. The content analysis technique was used in the processing of information. The results suggest that emotional support contributes to adaptation, mainly because it promotes the psychological sense of community. On the other hand, the important role of the school in achieving processes of inclusion and integration strategies is shown, as it that can promote the well-being of child victims of political violence. [ABSTRACT FROM AUTHOR]