La presente investigación tuvo como propósito establecer la relación entre el Clima Social Familiar y la Autoestima en Escolares de una Institución Educativa Estatal del Distrito de Lurín. La selección de la muestra fue de forma intencional, estuvo conformada por 200 participantes del 1er año de Secundaria. Se usó un diseño descriptivo correlacional. Para la recolección de los datos se aplicó la Escala Clima Social Familiar de Moos (1984) adaptada por Ruiz y Guerra (1993) y el Test de Autoestima para Escolares de Cesar Ruiz Alva (2003). Los resultados demuestran que existe relación estadísticamente significativa entre el clima social familiar y la autoestima. The purpose of this investigation is to establish the statistically between Family Social Climate and Self esteem in students of a Public School in Lurín. The selection of the sample was intentionally, was 200 students of the first grade of high school. A descriptive correlational design was used. For data gathering the Family Social Climate Scale by Moos (1984) was applied and adapted by Ruiz and Guerra (1993) and the Test of Self esteem for Schoolchildren by Cesar Ruiz Alva (2003). The results showed there is a statistically significant relationship between family social climate and self esteem.

Yes / This paper outlines the development of a new scale to measure adolescent selfesteem. The new scale addresses weaknesses in existing measures which have failed to consider the growth of the consumer society in the western world and the impact of this on the formation of adolescent self-esteem. The development of this scale includes extensive qualitative research with over 100 high school pupils, which led to a series of quantitative data collection and analysis processes to develop the scale. In the final stage, data was collected from 889 pupils and analysed to confirm the validity and reliability of the new measure. The result of this work is a 21 item self-esteem scale comprising of 4 distinct, yet interrelated factors: self-evaluation; social ability; social comparison effects and notably, brand ownership. The findings provide an updated and upgraded measure of self-esteem which takes into consideration the specific audience of adolescents living in a consumer culture. The scale development process demonstrates that when considering the formation of self-esteem, the influence of the use and possession of commercial brands is as relevant as the traditional factors/components such as academic achievement or sporting prowess.

Grade retention is an educational practice that requires students to repeat the grade level they have just completed (Jimerson, 2001). In the United States, an estimated 15% to 19% of students are retained each year (Holmes, 2006). Previous research on grade retention is comprised of quantitative studies describing students who have been retained as having higher suspension rates, coming from a low socio-economic status, and having an increased chance of dropping out of school (Christle, Jolivette, & Nelson, 2007; Janosz, et al., 1997; Jimerson & Ferguson, 2007; Jimerson et al., 2002; Suh & Suh 2007). While these studies provide a wealth of information about grade retention, they do not describe how adolescents reacted when they were retained and how they experienced retention in their lives. In this qualitative study, eight students and one of their parents were interviewed about their experiences and reactions with retention. The dominant themes identified from student and parent interviews suggest that adolescent students and their parents believed that adolescent students reacted negatively to retention, experienced changes in their lives, experienced a loss of self-esteem, felt left behind by peers, felt older than peers, felt that retention added another year of school to their education, and that adolescent students’ school performance improved following retention. Implications for school counselors are provided.