Instrumentos psicoeducativos para la intervención en Pedagogía Social: validación criterial del test situacional desarrollo de competencias socioemocionales de jóvenes (DCSE-J)

Aida Urrea-Monclús; Sara Rodríguez-Pérez; Josefina Sala-Roca; Nair Elizabeth Zárate-Alva

doi:10.7179/PSRI_2021.37.03

Authors

Aida Urrea-Monclús Autonomous University of Barcelona https://orcid.org/0000-0002-8661-9191
Sara Rodríguez-Pérez Universidad de Oviedo https://orcid.org/0000-0001-6964-9156
Josefina Sala-Roca Universitat Autònoma de Barcelona https://orcid.org/0000-0001-9829-5131
Nair Elizabeth Zárate-Alva Universitat Autònoma de Barcelona https://orcid.org/0000-0001-7351-6970

DOI:

https://doi.org/10.7179/PSRI_2021.37.03

Keywords:

situational test, socio-emotional competences, young people, criterion validity, psychoeducational instrument

Abstract

Socio-emotional competences are fundamentally important for the psychological, social and academic development of young people, and especially those in highly vulnerable contexts. It is essential that Social Pedagogy socio-educational interventions with these young people take these competences into consideration. However, there are no copyleft diagnostical instruments in this area. In this study, we present a validation of the criteria employed in the situational test for Socio-emotional Competence Development among Young People (DCSE-J), a copyleft instrument designed for 12- to 18-year-old boys and girls and adapted for use with both young people who live with their families and in care centres. A total of 409 secondary school students were asked to take the test and identify peers whose behaviour showed signs of these competences. The results showed that those students nominated most often by their peers also scored highest in the test. It was also observed that girls were nominated more often and had higher test scores. In addition, the results showed the multidimensional nature of the test items and the multilevel interrelationship of the competences, meaning that the mastery of more complex competences requires the mastery of more basic ones. The results demonstrated the criterion validity of the test and that the DCSE-J test is a valid psycho-educational evaluation instrument for measuring socio-emotional competences among young people. This, in turn, allows for specific pedagogical intervention that addresses the specific socio-emotional competences of the group.

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Author Biographies

Aida Urrea-Monclús , Autonomous University of Barcelona

Profesora lectora (ayudante doctor) Serra Hunter del Departamento de Teoría de la Educación y Pedagogía Social de la Universidad Autónoma de Barcelona. Su investigación y docencia se centra en la promoción de los derechos de la infancia tanto en el sistema de protección a la infancia como en el sistema educativo. Actualmente, participa en investigaciones para favorecer la participación de jóvenes en el sistema de protección, especialmente en su proceso de transición a la vida independiente y en los procesos de reunificación familiar. Forma parte del Grupo IARS (Infancia y Adolescencia en Riesgo Social), del Grupo GRISIJ y de la Cátedra Educación y Adolescencia.

Sara Rodríguez-Pérez , Universidad de Oviedo

Profesora ayudante doctor del Departamento de Ciencias de la Educación de la Universidad de Oviedo. Es maestra, pedagoga y sexóloga. Coordinó y desarrolló el proyecto Asexora (Asesoramiento Sexológico dirigido a población joven) en colaboración con elConsejo de la Juventud del Principado de Asturias. Ha participado en proyectos de investigación sobre intervención con familias en espacios formativos, influencia del género en las decisiones académicas, bienestar de jóvenes ex-tutelados, educación emocional y Formación Profesional Dual. Actualmente forma parte del grupo IARS.

Josefina Sala-Roca , Universitat Autònoma de Barcelona

Profesora Titular del Departamento de Teoría de la Educación y Pedagogía Social de la Universidad Autónoma de Barcelona. Coordina el Grupo de Investigación en Infancia y Adolescencia en Riesgo Social (IARS). El grupo IARS ha desarrollado diversos estudios sobre el desarrollo de competencias socioemocionales y de empleabilidad de niños, niñas y jóvenes.
También, en colaboración con FEPA, FEDAIA y DGAIA entre otros, ha desarrollado estudios sobre los factores que inciden en el bienestar y desarrollo positivo de los jóvenes tutelados, así como de las dificultades y apoyos a su transición a la vida independiente. Las investigaciones desarrolladas se han publicado en diversos artículos e informes.

Nair Elizabeth Zárate-Alva , Universitat Autònoma de Barcelona

Profesora Asociada del Departamento de Teoría de la Educación y Pedagogía Social de la Universidad Autónoma de Barcelona. Psicóloga con más de 15 años de experiencia en el ámbito clínico-social-educativo. Profesora e investigadora en la UAB y UB, siendo sus líneas de estudio los colectivos en riesgo social y la Inteligencia Emocional en el contexto Iberoamericano. Psicoterapeuta en LOAPSI, miembro fundadora de Yachay (Red de Investigador@s y Profesionales Peruan@s en Cataluña), y miembro activa de la Sección de Psicología Clínica, de la Salud y Psicoterapia del Colegio Oficial de Psicología de Cataluña (COPC) y Europsy.

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