Abstract: Aggressive and antisocial behaviors are symptomatic indicators of antisocial psychopathology and may be explained by transdiagnostic variables at structural, emotional, and cognitive levels. This study aimed to develop a preliminary multivariate explanatory model incorporating structural variables—behavioral activation and inhibition systems (BIS-BAS) and trait negative affect (NA-trait)—an emotional variable—emotion dysregulation (ED)—and a cognitive variable—anger rumination (AR)—associated with aggressive and antisocial behaviors in adolescents and young adults. The sample comprised 351 males aged 14 to 25 years (M = 17.81, SD = 3.11) recruited from two educational institutions and two correctional facilities in Sonora, Mexico. Path analysis indicated that the structural, emotional, and cognitive variables predicted aggression and antisocial behavior. Specifically, BIS and NA-trait were associated with greater emotion dysregulation linked to reactive aggression, whereas BAS was associated with greater anger rumination in proactive aggressive and antisocial behaviors. The transdiagnostic model showed greater explanatory power for aggression-related symptoms (reactive aggression, R² = .35; proactive aggression, R² = .28) than for antisocial behavior (R² = .17). These findings support incorporating emotion regulation and anger rumination into the assessment and design of transdiagnostic interventions for adolescents and young adults exhibiting aggressive and antisocial behaviors. Keywords: psychopathology; BIS/BAS; transdiagnostic; antisocial behavior; cognition; emotional regulation. Resumen: Las conductas agresivas y antisociales son indicadores sintomáticos de psicopatologías antisociales y pueden explicarse mediante variables transdiagnósticas de nivel estructural, emocional y cognitivo. El objetivo de este estudio fue desarrollar un modelo explicativo multivariado preliminar que incorporara variables estructurales —sistemas de activación e inhibición conductual (BIS-BAS) y rasgo de afecto negativo (NA-trait)—, emocionales —desregulación emocional (ED)— y cognitivas —rumiación de la ira (AR)— asociadas con conductas agresivas y antisociales en adolescentes y adultos jóvenes. La muestra estuvo compuesta por 351 varones de 14 a 25 años (M = 17.81, DE = 3.11), provenientes de dos instituciones educativas y dos centros correccionales de Sonora, México. Los resultados del análisis de senderos indicaron que las variables estructurales, emocionales y cognitivas predijeron la agresión y las conductas antisociales. En particular, BIS y NA-trait se asociaron con mayor desregulación emocional vinculada a la agresión reactiva, mientras que BAS se relacionó con mayor rumiación de la ira en las conductas agresivas proactivas y antisociales. El modelo transdiagnóstico mostró mayor capacidad explicativa para los síntomas de agresión (agresión reactiva, R² = .35; agresión proactiva, R² = .28) que para las conductas antisociales (R² = .17). Estos hallazgos respaldan la incorporación de la regulación emocional y la rumiación de la ira en la evaluación y el diseño de intervenciones transdiagnósticas para adolescentes y adultos jóvenes con conductas agresivas y antisociales. Palabras clave: psicopatología; BIS/BAS; transdiagnóstico; comportamiento antisocial; cognición; regulación emocional. Resumo: Os comportamentos agressivos e antissociais são indicadores sintomáticos de psicopatologias antissociais e podem ser explicados por variáveis transdiagnósticas nos níveis estrutural, emocional e cognitivo. O objetivo deste estudo foi desenvolver um modelo explicativo multivariado preliminar que incorporasse variáveis estruturais —sistemas de ativação e inibição comportamental (BIS-BAS) e traço de afeto negativo (NA-trait)—, emocionais —desregulação emocional (ED)— e cognitivas —ruminação da raiva (AR)— associadas a comportamentos agressivos e antissociais em adolescentes e adultos jovens. A amostra foi composta por 351 participantes do sexo masculino, com idades entre 14 e 25 anos (M = 17,81; DP = 3,11), provenientes de duas instituições de ensino e dois centros correcionais em Sonora, México. Os resultados da análise de caminhos indicaram que as variáveis estruturais, emocionais e cognitivas predizem a agressão e os comportamentos antissociais. Especificamente, BIS e NA-trait associaram-se a maior desregulação emocional vinculada à agressão reativa, enquanto BAS se relacionou a maior ruminação da raiva nos comportamentos agressivos proativos e antissociais. O modelo transdiagnóstico apresentou maior capacidade explicativa para os sintomas relacionados à agressão (agressão reativa, R² = 0,35; agressão proativa, R² = 0,28) do que para os comportamentos antissociais (R² = 0,17). Esses achados sustentam a incorporação da regulação emocional e da ruminação da raiva na avaliação e no planejamento de intervenções transdiagnósticas para adolescentes e adultos jovens com comportamentos agressivos e antissociais. Palavras-chave: psicopatologia; BIS/BAS; transdiagnostico; comportamento antissocial; cognição; regulação emocional.
Abstract: The objective of this study is to explore and describe reflexivity processes regarding teaching among academics at the Universidad de Valparaíso following the return to face-to-face teaching post pandemic. Using a qualitative methodology and an instrumental and collective case study design, the semi-structured interviews of ten academics from five academic programs were analyzed. The results showed that Emergency Remote Teaching was experienced as a process marked by a lack of experience and the intrusiveness of learning spaces, revealing inequities that strained pedagogical mediation, especially due to the lack of relational density inherent in the anonymity of the screen. The inter-case analysis identifies perceived changes in the learner, characterized by a deficit in content and study habits, as well as a standstill in the processes of autonomy and individuation. It is concluded that after the return to face-to-face teaching there is a need for instruction centered on the socio-emotional needs of students and the updating of a learning contract that emphasizes the transition from instrumental training toward one that fosters the students’ responsibility and commitment to their own learning process. Keywords: higher education; emergency remote teaching; post-pandemic transformations; inter-case analysis; university professors. Resumen: El objetivo de este estudio fue explorar y describir procesos de reflexividad sobre la docencia en académicos y académicas de la Universidad de Valparaíso luego del retorno a la docencia presencial pospandemia. Utilizando una metodología cualitativa y un diseño de estudio de caso instrumental y colectivo, se analizaron las entrevistas semiestructuradas realizadas a 10 académicos de cinco carreras. Los resultados mostraron que la Enseñanza Remota de Emergencia fue vivida como una experiencia marcada por la falta de experiencia y la intrusividad de los espacios de aprendizaje, visibilizando inequidades que tensionaron la mediación pedagógica, especialmente por la falta de densidad relacional que supone el anonimato de la pantalla. El análisis intercaso identificó cambios percibidos en el sujeto aprendiz, caracterizados por déficit de contenidos y hábitos de estudio, así como una detención en procesos de autonomía e individuación. Se concluye que tras el retorno a la presencialidad se necesita una docencia centrada en las necesidades socioemocionales de los estudiantes y la actualización de un contrato de aprendizaje que enfatice el tránsito de una formación instrumental hacia una que fomente la responsabilidad y el compromiso de los estudiantes con su propio proceso de aprendizaje. Palabras clave: educación superior; enseñanza remota de emergencia; transformaciones pospandemia; análisis intercaso; docentes universitarios. Resumo: O objetivo deste estudo foi explorar e descrever os processos de reflexividade sobre a docência entre acadêmicos e acadêmicas da Universidade de Valparaíso após o retorno ao ensino presencial no período pós-pandemia. Com base em uma metodologia qualitativa e em um delineamento de estudo de caso instrumental e coletivo, foram analisadas entrevistas semiestruturadas realizadas com dez docentes de cinco cursos de graduação. Os resultados mostraram que o Ensino Remoto Emergencial foi vivenciado como uma experiência marcada pela falta de experiência prévia e pela intrusividade dos espaços de aprendizagem, tornando visíveis desigualdades que tensionaram a mediação pedagógica, especialmente em razão da falta de densidade relacional associada ao anonimato da tela. A análise intercasos identificou mudanças percebidas no sujeito aprendente, caracterizadas por déficits de conteúdos e de hábitos de estudo, bem como por uma interrupção nos processos de autonomia e individuação. Conclui-se que, após o retorno ao ensino presencial, é necessária uma docência centrada nas necessidades socioemocionais dos estudantes e na atualização de um contrato de aprendizagem que enfatize a transição de uma formação instrumental para outra que promova a responsabilidade e o compromisso dos estudantes com o próprio processo de aprendizagem. Palavras-chave: ensino superior; ensino remoto emergencial; transformações pós-pandemia; análise intercasos; docentes universitários.
Abstract: This article critically examines the relationship between community empowerment and public policy, focusing on Chile and engaging with Latin American and international literature. Drawing on critical community psychology and feminist, decolonial, and intercultural perspectives, it examines how empowerment has changed through its incorporation into public action. A critical interpretive documentary review was conducted using 42 documents selected through theoretical sampling. Reflexive thematic analysis identified three axes: the conceptual evolution of community empowerment, its institutional translation into public policy, and tensions among neoliberal, colonial, patriarchal, and community-based rationalities. Their integration supported the development of orientations for relational, situated, and emancipatory public policies. The findings show that the technocratic appropriation of empowerment tends to depoliticize the concept and reduce it to a managerial tool aimed at individual adaptation, whereas critical community perspectives understand it as a collective process of agency building, power redistribution, and social transformation. The analysis also identifies counter-hegemonic experiences and methodologies that strengthen meaningful participation, knowledge coproduction, and community influence in public decision-making. The study concludes that community empowerment can be understood as a process of reconfiguring the State–community relationship, whose transformative potential depends on institutional, relational, and epistemic conditions that enable communities to participate effectively in the production of the public realm. Community psychology therefore provides conceptual, methodological, and ethical-political tools for promoting more democratic, intercultural, and socially just public policies. Keywords: community empowerment; epistemic justice; community psychology; decoloniality; interculturality; community participation. Resumen: Este artículo analiza críticamente la relación entre empoderamiento comunitario y políticas públicas, con foco en Chile y en diálogo con literatura latinoamericana e internacional. Desde la psicología comunitaria crítica y perspectivas feministas, decoloniales e interculturales, examina las transformaciones del empoderamiento al incorporarse al campo de la acción pública. Se realizó una revisión crítica documental de carácter interpretativo basada en 42 documentos seleccionados mediante muestreo teórico. El análisis temático-reflexivo identificó tres ejes: la evolución conceptual del empoderamiento comunitario, su traducción institucional en las políticas públicas y las tensiones entre racionalidades neoliberales, coloniales, patriarcales y comunitarias. Su integración permitió derivar orientaciones para políticas públicas relacionales, situadas y emancipadoras. Los resultados muestran que la apropiación tecnocrática del empoderamiento tiende a despolitizarlo y reducirlo a una herramienta de gestión orientada a la adaptación individual, mientras las perspectivas comunitarias críticas lo conciben como un proceso colectivo de construcción de agencia, redistribución del poder y transformación social. También se identifican experiencias y metodologías contrahegemónicas que fortalecen la participación sustantiva, la coproducción del conocimiento y la incidencia comunitaria en la toma de decisiones públicas. Se concluye que el empoderamiento comunitario puede comprenderse como un proceso de reconfiguración del vínculo Estado-comunidad, cuya potencia transformadora depende de condiciones institucionales, relacionales y epistemológicas que posibiliten la participación efectiva de las comunidades en la producción de lo público. Así, la psicología comunitaria aporta herramientas conceptuales, metodológicas y ético-políticas para promover políticas más democráticas, interculturales y socialmente justas. Palabras clave: empoderamiento comunitario; justicia epistémica; psicología comunitaria; decolonialidad; interculturalidad; participación comunitaria. Resumo: Este artigo analisa criticamente a relação entre empoderamento comunitário e políticas públicas, com foco no Chile e em diálogo com a literatura latino-americana e internacional. A partir da psicologia comunitária crítica e de perspectivas feministas, decoloniais e interculturais, examina as transformações do empoderamento ao ser incorporado ao campo da ação pública. Foi realizada uma revisão documental crítica de caráter interpretativo, baseada em 42 documentos selecionados por amostragem teórica. A análise temática reflexiva identificou três eixos: a evolução conceitual do empoderamento comunitário, sua tradução institucional nas políticas públicas e as tensões entre racionalidades neoliberais, coloniais, patriarcais e comunitárias. Sua integração permitiu derivar orientações para políticas públicas relacionais, situadas e emancipatórias. Os resultados mostram que a apropriação tecnocrática do empoderamento tende a despolitizá-lo e reduzi-lo a uma ferramenta de gestão voltada à adaptação individual, enquanto as perspectivas comunitárias críticas o compreendem como um processo coletivo de construção de agência, redistribuição de poder e transformação social. Também são identificadas experiências e metodologias contra-hegemônicas que fortalecem a participação substantiva, a coprodução do conhecimento e a incidência comunitária na tomada de decisões públicas. Conclui-se que o empoderamento comunitário pode ser compreendido como um processo de reconfiguração da relação Estado–comunidade, cujo potencial transformador depende de condições institucionais, relacionais e epistêmicas que possibilitem a participação efetiva das comunidades na produção do público. Assim, a psicologia comunitária oferece ferramentas conceituais, metodológicas e ético-políticas para promover políticas mais democráticas, interculturais e socialmente justas. Palavras-chave: empoderamento comunitário; justiça epistêmica; psicologia comunitária; decolonialidade; interculturalidade; participação comunitária.
Abstract: Background: Employability gaps among psychology graduates represent a significant challenge for higher education worldwide. This study aimed to synthesize empirical evidence on the relationship between extracurricular activities and labor market entry among psychology students through a narrative review based on a structured search informed by selected PRISMA 2020 reporting guidelines. Method: Seven studies published between 2012 and 2025 were included. They were identified through a structured search using digital tools to support the review of the academic literature. Results: The findings were organized into four main dimensions: the development of transferable skills, the construction of professional networks, the clarification of vocational identity, and inequalities in access to these experiences. Conclusions: The results suggest that activities such as volunteering, internships, research experiences, and service-learning practices may facilitate the transition to the labor market by enabling students to apply knowledge in real-world contexts, develop practical skills, and establish contact with supervisors and potential employers. However, the evidence also indicates that access to these opportunities is not equitable. Implications: The findings highlight the need for greater institutional recognition of extracurricular activities and the promotion of equitable access to these opportunities. Keywords: Employability; extracurricular activities; higher education; work readiness; professional development. Resumen: Antecedentes: Las brechas de empleabilidad en graduados de psicología constituyen un desafío relevante en la educación superior a nivel internacional. El objetivo de este estudio fue sintetizar evidencia empírica sobre la relación entre actividades extracurriculares e inserción laboral en estudiantes de psicología, mediante una revisión narrativa basada en una búsqueda estructurada guiada por algunos lineamientos PRISMA 2020. Método: Se incluyeron siete estudios publicados entre 2012 y 2025, identificados a través de una búsqueda estructurada mediante herramientas digitales de apoyo a la revisión de literatura académica. Resultados: Los hallazgos se organizan en cuatro dimensiones principales: desarrollo de competencias transferibles, construcción de redes profesionales, clarificación de la identidad vocacional y desigualdades en el acceso a estas experiencias. Conclusiones: Los resultados sugieren que actividades como el voluntariado, los internados, las experiencias de investigación y las prácticas de aprendizaje-servicio podrían favorecer la transición al mundo laboral, al facilitar la aplicación del conocimiento en contextos reales, el desarrollo de habilidades prácticas y la generación de oportunidades de contacto con supervisores y potenciales empleadores. No obstante, la evidencia también indica que el acceso a estas oportunidades no es equitativo. Implicaciones: Se plantea la necesidad de avanzar hacia un mayor reconocimiento institucional de las actividades extracurriculares y promover condiciones de acceso equitativas. Palabras clave: Empleabilidad; actividades extracurriculares; educación superior; preparación para el trabajo; desarrollo profesional. Resumo: Antecedentes: As lacunas de empregabilidade entre graduados em psicologia constituem um desafio relevante para o ensino superior em âmbito internacional. O objetivo deste estudo foi sintetizar evidências empíricas sobre a relação entre atividades extracurriculares e inserção no mercado de trabalho de estudantes de psicologia, por meio de uma revisão narrativa baseada em uma busca estruturada orientada por algumas diretrizes de relato do PRISMA 2020. Método: Foram incluídos sete estudos publicados entre 2012 e 2025, identificados por meio de uma busca estruturada com o uso de ferramentas digitais de apoio à revisão da literatura acadêmica. Resultados: Os achados foram organizados em quatro dimensões principais: desenvolvimento de competências transferíveis, construção de redes profissionais, clarificação da identidade vocacional e desigualdades no acesso a essas experiências. Conclusões: Os resultados sugerem que atividades como voluntariado, estágios, experiências de pesquisa e práticas de aprendizagem-serviço podem favorecer a transição para o mercado de trabalho, ao possibilitarem a aplicação do conhecimento em contextos reais, o desenvolvimento de habilidades práticas e a criação de oportunidades de contato com supervisores e potenciais empregadores. No entanto, as evidências também indicam que o acesso a essas oportunidades não é equitativo. Implicações: Destaca-se a necessidade de avançar em direção a um maior reconhecimento institucional das atividades extracurriculares e de promover condições equitativas de acesso. Palavras-chave: Empregabilidade; atividades extracurriculares; ensino superior; preparação para o trabalho; desenvolvimento profissional.
Abstract: Dr. Claudia Carolina Zúñiga Rivas was a prominent Chilean academic, working in the fields of political psychology, psychometrics, and equity in higher education. She developed her career mainly at the University of Chile, guided by a deep public vocation and a firm commitment to social justice. Characterized by her vitality, kindness, and strict methodological rigor, she paired exacting standards with a generous commitment to her colleagues and students. In the scientific field, she positioned the Latin American context on the international stage. Complementary to her research work, she participated in the formation of academic networks, in addition to being a founding member of key scientific societies in Chile. Her work has contributed to the construction of public policies and leaves a valuable formative legacy after having guided dozens of undergraduate and postgraduate thesis students, boosting new generations toward scientific research. Dr. Zúñiga’s work remains influential, and its future trajectory is strengthened through her scientific contributions and academic successors, who face the challenge of maintaining her standard of excellence. Keywords: Psychometrics; educational equity; social justice; collective action; public policy. Resumen: La Dra. Claudia Carolina Zúñiga Rivas fue una destacada académica chilena que trabajó en los ámbitos de psicología política, psicometría y equidad en la educación superior. Desarrolló su carrera principalmente en la Universidad de Chile, guiada por una profunda vocación pública y un firme compromiso con la justicia social. Caracterizada por su vitalidad, amabilidad y un estricto rigor metodológico, combinó la alta exigencia con una generosa dedicación hacia sus colegas y estudiantes. En el ámbito científico, posicionó el contexto latinoamericano en la palestra internacional. De forma complementaria a su trabajo investigativo, participó en la conformación de redes académicas y fue socia fundadora de sociedades científicas clave en Chile. Su trabajo ha sido un aporte a la construcción de políticas públicas y deja un valioso legado formativo tras haber guiado a decenas de tesistas de pregrado y postgrado, impulsando a nuevas generaciones hacia la investigación científica. El trabajo de la Dra. Zúñiga mantiene vigencia y proyección futura a través de sus contribuciones científicas y las personas que continúan su legado académico, quienes enfrentan el desafío de mantener su estándar de excelencia. Palabras clave: Psicometría; equidad educativa; justicia social; acción colectiva; políticas públicas. Resumo: A Dra. Claudia Carolina Zúñiga Rivas foi uma destacada acadêmica chilena, trabalhando nos âmbitos da psicologia política, psicometria e equidade na educação superior. Desenvolveu sua carreira principalmente na Universidade do Chile, guiada por uma profunda vocação pública e um firme compromisso com a justiça social. Caracterizada por sua vitalidade, amabilidade e um estrito rigor metodológico, combinou a alta exigência com uma generosa dedicação aos seus colegas e estudantes. No âmbito científico, posicionou o contexto latino-americano no cenário internacional. De forma complementar ao seu trabalho investigativo, participou na conformação de redes acadêmicas, além de ser sócia fundadora de sociedades científicas chave no Chile. Seu trabalho tem sido um aporte à construção de políticas públicas e deixa um valioso legado formativo após ter guiado dezenas de estudantes de graduação e pós-graduação, impulsionando novas gerações para a pesquisa científica. O trabalho da Dra. Zúñiga mantém vigência e projeção futura através de seus continuadores acadêmicos, que enfrentam o desafio de manter seu padrão de excelência. Palavras-chave: Psicometria; equidade educacional; justiça social; ação coletiva; políticas públicas.
Abstract: The study aimed to culturally adapt and analyze the psychometric properties of the School Violence Questionnaire-Revised (CUVE-R) in secondary school students in Chile. Using an instrumental design, linguistic and cultural adaptation was conducted following international guidelines, with content validity being evaluated by 12 experts using Aiken's V coefficient (mean V = .89). The sample consisted of 810 students from four public schools in the Atacama Region. Through exploratory and confirmatory factor analyses with cross-validation, a six-factor structure was obtained across 29 items: teacher violence toward students, physical and instrumental violence, verbal violence among students, discrimination, disruption and aggression toward teachers, and cyberbullying, which does not replicate the original eight-factor structure reported in Spain. The bifactor model showed the best overall fit (CFI = .961; TLI = .954; RMSEA = .061; SRMR = .059), and the unidimensionality indices (ωH = .727; ECV = .520) indicated that the instrument is genuinely multidimensional, ruling out the use of a total score. Reliability was satisfactory across all subscales (α = .712 - .873; ω = .730 – .882), and scalar invariance by sex was verified. In conclusion, the Chilean version of the CUVE-R constitutes a valid and reliable instrument for multidimensional assessment of school violence, and its interpretation through independent subscales is recommended. Keywords: school violence; cultural adaptation; psychometric properties; secondary education; school coexistence. Resumen: El estudio tuvo como objetivo adaptar culturalmente y analizar las propiedades psicométricas del Cuestionario de Violencia Escolar-Revisado (CUVE-R) en estudiantes de educación secundaria de Chile. Mediante un diseño instrumental, se realizó la adaptación lingüística y cultural siguiendo directrices internacionales, evaluando la validez de contenido con 12 expertos mediante el coeficiente V de Aiken (promedio V = ,89). La muestra fue de 810 estudiantes de cuatro establecimientos públicos de la Región de Atacama. Mediante análisis factorial exploratorio y confirmatorio con validación cruzada, se obtuvo una estructura de seis factores sobre 29 ítems —violencia del profesorado hacia el alumnado, violencia física e instrumental, violencia verbal entre estudiantes, discriminación, disrupción y agresión al profesorado, y ciberviolencia— que no replica la estructura original de ocho factores desarrollada en España. El modelo bifactor presentó el mejor ajuste global (CFI = ,961; TLI = ,954; RMSEA = ,061; SRMR = ,059), y los índices de unidimensionalidad (ωH = ,727; ECV = ,520) indicaron que el instrumento es genuinamente multidimensional, descartando el uso de una puntuación total. La confiabilidad fue satisfactoria en todas las subescalas (α = ,712 – ,873; ω = ,730 – ,882) y se verificó invarianza escalar por sexo. Se concluye que la versión chilena del CUVE-R constituye un instrumento válido y confiable para evaluar multidimensionalmente la violencia escolar, recomendándose su interpretación mediante subescalas independientes. Palabras clave: violencia escolar; adaptación cultural; propiedades psicométricas; educación secundaria; convivencia escolar. Resumo: O estudo teve como objetivo adaptar culturalmente e analisar as propriedades psicométricas do Questionário de Violência Escolar-Revisado (CUVE-R) em estudantes do ensino médio do Chile. Por meio de um delineamento instrumental, realizou-se a adaptação linguística e cultural seguindo diretrizes internacionais, avaliando a validade de conteúdo com 12 especialistas mediante o coeficiente V de Aiken (média V = ,89). A amostra foi composta por 810 estudantes de quatro escolas públicas da Região de Atacama. Por meio de análise fatorial exploratória e confirmatória com validação cruzada, obteve-se uma estrutura de seis fatores com 29 itens —violência do professor em relação aos alunos, violência física e instrumental, violência verbal entre estudantes, discriminação, disrupção e agressão ao professor, e ciberviolência— que não replica a estrutura original de oito fatores desenvolvida na Espanha. O modelo bifatorial apresentou o melhor ajuste global (CFI = ,961; TLI = ,954; RMSEA = ,061; SRMR = ,059), e os índices de unidimensionalidade (ωH = ,727; ECV = ,520) indicaram que o instrumento é genuinamente multidimensional, descartando o uso de uma pontuação total. A confiabilidade foi satisfatória em todas as subescalas (α = ,712 – ,873; ω = ,730 – ,882) e verificou-se invariância escalar por sexo. Conclui-se que a versão chilena do CUVE-R constitui um instrumento válido e confiável para avaliar multidimensionalmente a violência escolar, recomendando-se sua interpretação por meio de subescalas independentes. Palavras-chave: violência escolar; adaptação cultural; propriedades psicométricas; ensino secundário; convivência escolar.
Abstract: Objective: This study aimed to describe the transcultural adaptation process of the Companionate Love Scale to the Brazilian organizational context and to provide preliminary psychometric evidence for the Emotional Culture at Work Scale. Method: Following the guidelines of the ITC (2017) and AERA, APA, and NCME (2014), the study employed a mixed-methods design, including translation procedures, expert evaluation, regional focus groups across five Brazilian regions, and exploratory quantitative analyses conducted with a pilot sample. Results: The adaptation process revealed cultural tensions surrounding emotional terms such as “tenderness” and “compassion,” highlighting the need for operational definitions and cultural refinement. Content validity indices indicated high agreement among experts. Exploratory analyses suggested a unidimensional structure and acceptable internal consistency in this pilot sample, although findings should be interpreted as preliminary given the sample size and design. Conclusions: The results provide preliminary indications of the cultural adequacy and semantic clarity of the adapted instrument, representing an initial step in investigating its measurement properties. Further studies with larger, more diverse samples are required to expand the evidence on its internal structure, score reliability, and applicability across contexts. Keywords: cross-cultural assessment; content validity; exploratory factor analysis; workplace emotions; semantic equivalence. Resumen: Objetivo: Este estudio tuvo como objetivo describir el proceso de adaptación transcultural de la Companionate Love Scale al contexto organizacional brasileño y aportar evidencia psicométrica preliminar para la Escala de Cultura Emocional en el Trabajo. Método: Siguiendo las directrices de la ITC (2017) y las recomendaciones de la AERA, APA y NCME (2014), el estudio adoptó un diseño de métodos mixtos, que incluyó procedimientos de traducción, evaluación por expertos, grupos focales en cinco regiones de Brasil y análisis cuantitativos exploratorios realizados con una muestra piloto. Resultados: El proceso de adaptación evidenció tensiones culturales en torno a términos emocionales como “ternura” y “compasión”, lo que destaca la necesidad de definiciones operacionales y de un refinamiento cultural. Los índices de validez de contenido indicaron un alto nivel de concordancia entre los expertos. Los análisis exploratorios sugirieron una estructura unidimensional y una consistencia interna aceptable en esta muestra piloto, aunque los resultados deben interpretarse como preliminares debido al tamaño de la muestra y al diseño del estudio. Conclusiones: Los resultados proporcionan indicios preliminares de adecuación cultural y de claridad semántica del instrumento adaptado, lo que constituye una etapa inicial en la investigación de sus propiedades de medición. Se requieren estudios futuros con muestras más amplias y diversas para fortalecer la evidencia sobre su estructura interna, la precisión de las puntuaciones y su aplicabilidad en distintos contextos. Palabras clave: evaluación transcultural; validez de contenido; análisis factorial exploratorio; emociones en el trabajo; equivalencia semántica. Resumo: Objetivo: Este estudo teve como objetivo descrever o processo de adaptação transcultural da Companionate Love Scale para o contexto organizacional brasileiro e fornecer evidências psicométricas preliminares para a Escala de Cultura Emocional no Trabalho. Método: Seguindo as diretrizes da ITC (2017) e as recomendações da AERA, APA e NCME (2014), o estudo adotou um desenho de métodos mistos, incluindo procedimentos de tradução, avaliação por especialistas, grupos focais em cinco regiões do Brasil e análises quantitativas exploratórias conduzidas com uma amostra piloto. Resultados: O processo de adaptação revelou tensões culturais em torno de termos emocionais como “ternura” e “compaixão”, evidenciando a necessidade de definições operacionais e refinamento cultural. Os índices de validade de conteúdo indicaram alta concordância entre os especialistas. As análises exploratórias sugeriram uma estrutura unidimensional e consistência interna aceitáveis nesta amostra piloto, embora os resultados devam ser interpretados como preliminares devido ao tamanho da amostra e ao delineamento do estudo. Conclusões: Os resultados fornecem indícios preliminares de adequação cultural e de clareza semântica do instrumento adaptado, representando uma etapa inicial na investigação de suas propriedades de mensuração. Estudos futuros com amostras maiores e mais diversas são necessários para ampliar as evidências sobre sua estrutura interna, a precisão dos escores e sua aplicabilidade em diferentes contextos. Palavras-chave: avaliação transcultural; validade de conteúdo; análise fatorial exploratória; emoções no trabalho; equivalência semântica.
In 2024, Chilean society is going through a process called “lack of civic empathy”, which favors the increase of prejudices and stereotypes towards certain minorities, such as sexual and gender minorities. In this sense, the objective was to establish the relationship between homophobia and empathy in higher education students. The design of this research is correlational, cross-sectional, and non-experimental, and included 222 male and female university students, to whom the Modern Homonegativity Scale (MHS) and Davis’ Interpersonal Reactivity Index (Davis IRI) were applied. The results showed the existence of a negative correlation between homophobia and empathy, in addition to those identified as male scoring higher homophobia levels and lower empathy levels. This raises awareness and encourages the development of public policies or strategies to address these constructs, while also generating spaces that support the advancement of society.
This study investigates the long-term impact of retracted articles, focusing on the case of Dutch social psychologist Dirk Smeesters. Despite their retraction, all seven of Smeesters’ articles are still cited, earning them the title of “zombie papers”. According to an analysis of citation data from Clarivate’s Web of Science Core Collection (conducted in January 2025), 58.28% of citations occurred post-retraction, with some articles receiving more citations post-retraction than pre-retraction. The author identifies 25 journals that cite these articles, including five instances of positive post-retraction citations in the large-scale psychology journal Current Psychology and the Open Access journal Frontiers in Psychology (with two and three citations, respectively). These findings highlight systemic issues in scholarly publishing, emphasizing the importance of improved retraction tracking, citation practices, and ethical/editorial oversight.
Abstract: Mental health in Chile is a complex system influenced by social, economic, cultural, and political factors. Although addressing it requires the coordination of promotion, prevention, and treatment with a community and territorial focus, public policies have historically tended to emphasize an individual model, without fully integrating the social dynamics that condition well-being. The epidemiological landscape underscores the magnitude of the challenge: one in eight people worldwide has a mental disorder, with significant increases after the global pandemic. Chile is among the countries with the highest burden of psychiatric morbidity, with a growing prevalence of depression and anxiety and a steady increase in leave taken for mental health reasons. However, a significant gap in care persists: only 18.7% of people with emotional problems receive treatment. Structural inequalities are reflected in the segmentation of the healthcare system, the low availability of psychiatric beds, the shortage of specialists, and the limited coverage of the GES (Garantías Explícitas en Salud), which excludes multiple high-prevalence disorders, among other difficulties. Chronic underinvestment, at 1.7% of the health budget, much below the 12% recommended by the OECD, exacerbates these disparities. Overcoming this scenario requires strengthening research, improving information systems, incorporating a territorial and community perspective, and promoting integrated care models. Likewise, university education in psychology must combine research, teaching, and community outreach, training professionals capable of influencing public policy and responding to the needs of the mental health system. Closing the gaps requires political commitment, sustained funding, and coordinated intersectoral action.
Public speaking anxiety is a frequent manifestation of social anxiety among university students and graduates, with effects on well-being, academic performance, and professional development. Given the high prevalence of anxiety disorders in Chile, accessible and cost-effective interventions are needed. This research evaluated the feasibility and preliminary effects of a brief virtual reality exposure therapy protocol delivered in both face-to-face and remote modalities. Two non-randomized single-group pretest–posttest studies with repeated measures were conducted. Study 1 (n = 9), delivered in person over five sessions, showed a significant reduction in negative self-verbalizations and an increase in confidence for public speaking, along with changes consistent with the expected direction in other variables. Study 2 (n = 5), remote and using a flexible 6–8-session protocol, showed full adherence, a significant increase in positive self-verbalizations, a relevant decrease in negative ones, and a significant improvement in public speaking confidence. In addition, a clinically significant decrease was observed in the CORE-OM subscales of Problems/Symptoms and Functioning. Taken together, the results indicate that this intervention is feasible and potentially effective, with flexibility for implementation in either face-to-face or remote modalities. Its relevance for university settings positions it as a promising tool within mental health promotion and prevention strategies, providing preliminary evidence to improve access to, and the quality of, psychological care in higher education.
The study of decision heuristics is a field of research for both political psychology and disciplines such as political science and economics, particularly since the theoretical models of Lau and Redlawsk. To establish a theoretical background that would allow for the development of lines of research in the Latin American context, a systematic review of scientific production associated with the last 20 years was conducted. This systematic review used a procedure guided by the PRISMA model, in indexed databases, yielding a total of 42 articles published between 2000 and 2020. The results show a wide variety of heuristics investigated and an interesting group of cues not considered in theoretical models, with quantitative and qualitative methodological strategies that justify the construction of appropriate research models to explore the use of heuristics in different types of elections. There is a clear need to investigate the use of heuristic cues and the use of strategies as separate concepts in a differentiated manner. Likewise, the possibility of investigating the combined behavior of heuristics in particular political contexts, especially in multiparty democracies, is established.
The aim of this study is to describe the experience of participating in mutual support groups (MSG) and their effects on individual and organizational empowerment processes in three neighborhoods in Temuco, Chile. A qualitative methodology was used with a descriptive phenomenological design with criterion-based case selection. The sample was composed of active members of the MSG in the three neighborhoods, all of whom were older adult women. Focused individual interviews were conducted with women leaders, and a focus group with non-leader participants of the MSG was held. A thematic content analysis was used. The results show that active participation in MSG favors well-being and improves both individual and organizational empowerment. In addition, the scope of the MSG exercise in the community's support networks and social issues was examined.
Psychologist training in Chile is currently experiencing a crisis characterized by deregulation and a significant rise in enrollment, which threatens the capacity of psychology to contribute to social development and public welfare. The absence of a compulsory accreditation system or national protocols to ensure training quality currently undermines Psychology's potential to address emerging and escalating social demands. This editorial examines several elements contributing to the crisis and emphasizes that the quality of psychologist training is not solely a national issue but a collective concern across Ibero-America. To overcome this crisis, a collective effort is required, led by professionals, academics, and researchers, and open to the participation of the community. Establishing working groups, promoting an informed public debate, and formulating appropriate public policies are crucial steps we consider necessary to address this issue. Overcoming this crisis is essential to ensure that Psychology in Chile performs its function as a science and profession dedicated to social welfare, laying the groundwork for a more equitable and sustainable future.
Professional training in psychology in Latin America has become a matter of controversy. In the case of Chile, and as discussed in Volume 1, Issue 1, various authors have raised concerns about an excessive deregulation of university training. This has given rise to a critical perspective on the subject, framing it as an educational crisis. A recent amendment to the health code has opened the possibility for psychologists to be recognized as health professionals. At the same time, it addresses the possibility of incorporating quality assurance strategies through a Unified Knowledge Examination, in a format similar to the EUNACOM used in medicine. This editorial outlines the key components of this educational crisis, reviews international experiences in regulating training quality in the psychology profession, and examines the opportunities that a unified knowledge exam could offer in the Chilean psychology context.
Advertising plays a crucial role in people's lives by influencing their perceptions and choices. This influence can extend to how body image is perceived and, eventually, affect self-esteem. This research focused on the impact of two types of advertising (stereotypical and inclusive) on the perception of body image and self-esteem of Chilean women. An experimental study was conducted with 39 participants divided into two groups exposed to different types of advertisements. The results revealed that stereotypical advertising had a significant negative effect on body image perception but not on self-esteem, whereas inclusive advertising had no impact. These findings support the need to promote responsible advertising practices in the media.
In October 2019, Chile experienced a social uprising due to discontent with the State's economic policies, which sparked mass protests. The law enforcement response included the use of less lethal weapons, which inflicted serious injuries on protesters. This study focuses on exploring the experiences and psychological effects on victims of such weapons using a qualitative phenomenological methodology. To this end, semi-structured interviews were conducted with 10 young men from two regions in Chile, namely the north and south, who had suffered these aggressions. The main results indicated that the injuries caused a turning point for the participants, affecting their physical and mental capacity. All of them experienced persistent negative emotions such as anger and fear, as well as symptoms of depression and anxiety. The injuries also significantly impacted their family relationships and their ability to work, irreparably altering their life plans in some cases. Nevertheless, some expressed the intention to continue participating in social movements. The conclusions underscore the need to review public policies on the use of less lethal weapons, proposing legislative discussions to restrict their use due to the physical and psychological harm they cause. In addition, it highlights the importance of creating support and reparation programs for victims, especially in regions far from the capital, promoting adequate access to justice, and avoiding institutional revictimization. This research also highlights the relevance of recognizing and repairing the impact of State violence on social demonstrations.
Children progressively develop emotional regulation skills, and school is currently a privileged setting for emotional education, as it is where they spend most of their time with their peers. To detect sequential communication patterns related to emotional regulation in the classroom, a study using an observational methodology, which is considered a mixed-method approach in itself, systematically observed students between 10 and 12 years old and teachers from nine classrooms for five sessions each. The observations were audio-recorded and then coded according to the Guidelines for the Observation of Communication and Emotional Self-Regulation (OCAE). Once data quality was ensured, a lag sequential analysis (GSEQ5) was performed to detect existing regularities and sequences, and polar coordinate analysis (HOISAN) was performed to obtain an interrelational map between categories. Both types of analysis led to the identification of multiple cases. The results detail the use of informative, directive, and expressive language, as well as the communication sequences observed in classroom interactions. The discussion and conclusions problematize the roles of expressive and directive languages, commenting on the teacher’s role in students' emotional regulation, which constitutes a relevant aspect of future education.
The COVID-19 pandemic had significant health, psychological, and social consequences, one of which was the increase in intimate partner violence against women. This trend was observed across various countries, as evidenced by the rise in calls to emergency hotlines dedicated to addressing such cases. This study aims to characterize intimate partner violence during the pandemic lockdown through a descriptive, mixed-methods design developed in two phases: (1) a survey disseminated via social media to document the phenomenon, and (2) in-depth interviews with a subsample of women who had experienced this type of violence. The main findings indicate an increase in the intensity and frequency of violent behaviors among couples with a history of violence prior to the pandemic (68%), as well as the emergence of violence in relationships where no previous incidents had occurred (32%). Additionally, four central content categories emerged: unveiling of the aggressor, heightened tension, personal activation, and emotional breakdown. The predominant form of violence was psychological, typically involving controlling behaviors by the partner, followed by economic violence. Both types were exacerbated by the lockdown context, which increased stress levels and altered relationship dynamics. The study's findings aim to inform public policy and support the development of improved strategies that enhance the responsiveness of services, enabling more timely and effective detection and intervention in cases of violence against women during times of crisis.
The success of juvenile justice lies in the appropriate reintegration of juvenile offenders, whereas recidivism denotes the system's ineffectiveness. In Spain, previous studies show that more than a quarter of this population commits a new criminal offense after passing through the penal system. This meta-analysis seeks to ascertain an estimate of the rate of post-sentence recidivism under the legal framework of the Ley Orgánica de Responsabilidad Penal del Menor (LORPM), as well as the modulating variables that influence recidivism. The literature search yielded 17 studies, which provided 48 individual effect size indices, including data from 24,513 juvenile offenders. Studies published between 2005 and 2021 were included. Recidivism rates of the studies included in the meta-analysis ranged from 8% to 66.9%, with a mean post-sentence recidivism rate of 32.58%. Based on the results, the type of sanction imposed, age, being male, a history in the juvenile justice system, and violence in the original offense serve as moderating variables in recidivism.
