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Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psicoperspectivas is the property of Pontificia Universidad Catolica de Valparaiso, Escuela de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Luna Azul is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ager: Journal of Depopulation & Rural Development Studies / Revista de Estudios sobre Despoblación y Desarrollo Rural is the property of Rolde de Estudios Aragoneses and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adherence is one of the most studied variables about fidelity of implementation in school mental health field, but there are few studies that address it considering the strategic components of intervention. Objective. The aim was to investigate if patterns of adherence to strategic components influence the results of the Chilean Skills for Life program. Method. Data were collected from 110 communes in the country. The Quality Assessment Questionnaire for School Mental Health Programs was applied to coordinators of implementation teams and a communal index of socio-emotional improvement was created based on the responses of parents and teachers to the annual evaluation survey of the program. Results. We identified 19 components associated with strategies of intervention, design and evaluation, collaborative work and learning the Program model. With these components, we calculated latent class models and find two patterns of adherence. Finally, through ANOVA we evidenced that the teams that develop an adherent pattern obtain significantly higher results than those that develop a nonadherent pattern. Discussion. We concluded that the results of the program are better when the teams are adherent to some strategic components defined as essential. The practical implications of this finding are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this research was to examine the effects of implementation fidelity on the results of a school mental health intervention. Through a pre-test/post-test research design, school inadaptation was assessed on 1,414 Chilean students from 510 participating schools of a selective preventive workshop conducted by 94 psychosocial teams from the Skills for Life program. Fidelity (doses received by parents, teachers and students, intervention relevance, management commitment, adherence and job satisfaction) was measured through the permanent products completed by the teams during the workshop period and related to the results through multilevel regression analysis. A high fidelity was found in the implemented components, with the exception of adherence (29.8%) and the dose received by parents (50.1%). It was shown that the results vary mainly at the student level and are related to the number of sessions they attend and the relevance of the intervention for them. The importance of considering the relational context in the implementation of interventions in the Spanish-American real world is discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to characterize the implementation of a public school mental health program through the practices and perspectives of those who execute it under the prism of the New Public Management in Chile. Through qualitative content analysis of nine focus groups and four interviews, the results showed that the implementation is characterized by implementers whose practices are strongly influenced by their years of experience, and for an execution that requires high levels of adaptability and goes beyond what is indicated in the technical guidelines. Its implications are discussed given the way decentralization has taken in Latin America and its consequences for public policies. [ABSTRACT FROM AUTHOR]