Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice. / Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra  sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras.  Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.

Le niveau de préparation scolaire des enfants est un prédicteur important de la réussite scolaire ultérieure. Les études ont montré que la fréquentation d’un milieu de garde extra-familial avant l’entrée en maternelle influence le niveau de préparation scolaire des enfants. L’objectif de cette étude est d’examiner quels parcours de garde sont associés à une meilleure préparation scolaire autant sur le plan cognitif que socio-émotionnel. Le second objectif est d’examiner si les différents parcours de garde contribuent différemment à la préparation scolaire selon les caractéristiques socio-familiales de l’enfant. Cinq cent soixante-douze enfants ont été recrutés à partir du registre des naissances du Québec et ont été suivis de l’âge de 5 mois jusqu’à leur entrée en maternelle. Trois parcours de garde ont été considérés: la garde continue en milieu familial (F-F), la garde en milieu familial durant la petite enfance suivie de la garde en installation durant l’âge préscolaire (F-I) et la garde continue en installation (I-I). Le niveau de préparation scolaire des enfants ayant suivi un de ces parcours de garde a été comparé à celui des enfants n’ayant jamais fréquenté de façon régulière un service de garde. La dimension cognitive de la préparation scolaire a été évaluée à l’aide du test du Lollipop et la dimension socio-émotionnelle à l’aide du Questionnaire des comportements sociaux. Les résultats indiquent qu’un parcours de garde favorise la dimension cognitive de la préparation scolaire de tous les enfants, sans nuire à la dimension socio-émotionnelle : le parcours F-I. On observe en outre un effet modérateur de la scolarité maternelle : lorsque les mères ont fait des études universitaires, la préparation scolaire de leurs enfants sur les deux dimensions de la préparation scolaire est aussi élevée pour ceux qui n’ont jamais fréquenté de service de garde sur une base régulière que pour ceux qui ont suivi le parcours de garde F-I. La présente étude confirme la contribution positive des milieux de garde au développement cognitif des enfants de milieux défavorisés. De plus, les résultats de cette étude précisent quel parcours de garde est associé à la meilleure préparation scolaire des enfants. Le parcours de garde F-I pourrait contribuer à réduire l’écart entre ceux qui sont prêts à entrer à l’école et ceux qui ne le sont pas et favoriser le succès scolaire pour tous les enfants, réduisant du coup les inégalités sociales. / School readiness is an important predictor of future academic success. Studies have shown that childcare before kindergarten entry influences academic readiness of children. The objective of this study is to examine which sequences of childcare type are associated with better cognitive and socio-emotional school readiness. The second objective is to examine whether the different sequences of childcare type contribute differently to the school readiness as function of social and family characteristics. 572 children from Quebec were randomly selected from the birth’s register and were followed from 5 months of age until they entered kindergarten. Three sequences of childcare type were considered: continuous home-based care (F-F), home-based care in infancy and center care during preschool period (F-I) and continuous center care (I-I). School readiness of children following one of these sequences of childcare type was compared to those of children who have never used a regular type of care. Cognitive school readiness was assessed with the Lollipop test and socio-emotional school readiness was assessed with the Social Behavior Questionnaire. The sequence of childcare type that promotes the best cognitive school readiness without compromising the socio-emotional dimension is the F-I sequence. Conversely, when the mother had a high level of education (university), children who have stayed at home are as well prepared to enter school as the ones that had followed the F-I sequence of care. Findings of this study confirm the positive contribution of childcare on cognitive development of disadvantaged children. In addition, results of this study specify which sequence of care promotes optimal child development. Attending F-I sequence could reduce the gap between those who are ready to enter school and those who are not and thus ensure that all children start school with the same chance of success. In this way, it would be possible to reduce social inequalities.

L’objectif de cette étude est d’analyser comment l’enfant de 6 à 13 ans s’approprie la recomposition familiale (Malrieu & Malrieu, 1973 ; Malrieu, 1976) et quels rôles jouent les relations dans la fratrie germaine dans cette appropriation. Notre analyse se fonde sur une approche bioécosystémique (Bronfenbrenner, 1996). Les relations fraternelles sont examinées à partir d’un entretien semi-directif. L’appropriation de la famille recomposée est appréhendée grâce au dessin de la famille, au Kidcope (Spirito, Stark & Williams, 1988), au Child Behavior Checklist (CBCL, Achenbach, 1991) et à l’Autoquestionnaire Qualité de vie-enfant-imagé (AUQEI, Magnificat & Dazord, 1997). Les principaux résultats révèlent que les enfants font des choix électifs des membres de leur famille sur la base des liens biologiques, des personnes significatives dans leur vie et de la qualité des rapports avec leur entourage. Le facteur de stress le plus souvent évoqué par les enfants est le beau-parent et son approche éducative. La stratégie la plus mobilisée et jugée efficace par les enfants réfère au soutien social. Dans l’ensemble les enfants présentent une adaptation socio-affective et une qualité de vie satisfaisante. Au niveau des relations dans la fratrie germaine, il ressort qu’elles sont perçues par la majorité des enfants comme une ressource dans la recomposition familiale, étant à la fois continue et soutenante. Les analyses bivariées indiquent une influence significative des facteurs personnels (âge, sexe), du contexte familial (caractéristiques de la fratrie, mode de garde) et du temps (durée de la recomposition, temps écoulé depuis la séparation) sur l’appropriation de la famille. / The present study investigates how 6 to 13 years old children appropriate their stepfamily/blended family (Malrieu & Malrieu, 1973; Malrieu, 1976) and how sibling relationships might influence that appropriation. Our analysis is based on the bioecological approach (Bronfenbrenner, 1996). Sibling relationships were examined using a semi-directive interview. The appropriation of the stepfamily was investigated on the basis of the drawing of the family, the Kidcope (Spirito, Stark and Williams, 1988), the Child Behavior Checklist (CBCL, Achenbach, 1991) and the “AUtoquestionnaire Qualité de vie-Enfant-Imagé” (AUQEI, Magnificat & Dazord, 1997). Results indicate that children make elective choices of their family members mainly on the basis of their biological relationships, the most important persons influencing their life and the quality of the relationship with their close circle. We shall emphasize that the most stressful factor generally evoked by children usually originates from the stepparent and his educational approach. Furthermore, the results show that social support appears as the most efficient strategy often used by the children. Generally, we noticed a satisfying socio-emotional adaptation and life quality of the sampled children. Mostly, the relationships among siblings are found as a resource within their stepfamily as long as those relationships are both sustained and supportive. Cross-correlated statistical analysis of the data showed significant influence of person characteristics (age, sex), family context (sibling characteristics, child custody) and time factors (elapsed time since separation, duration of the second union) on the appropriation of family.

L’objectif de cette étude est d’appréhender comment les enfants en résidence alternée se construisent sur le plan de leur adaptation socio-affective et de leur qualité de vie et d’analyser quels sont les facteurs susceptibles d’influencer leur développement socio-affectif. L’approche écosystémique (Bronfenbrenner, 2005) et, plus spécifiquement, le modèle opérationnel « Processus-Personne-Contexte-Temps » (Bronfenbrenner, 1996) sur lequel nous prenons appui, nous a permis, de manière originale, de procéder à l’analyse de la contribution de facteurs d’ordre individuel, familial et contextuel au développement de ces enfants.Dans cette perspective, 38 familles et leurs 56 enfants âgés de 4 à 12 ans en résidence alternée ont participé à notre étude au moyen d'une série de questionnaires. Le développement socio-affectif de l’enfant a été appréhendé à l’aide de « l’Autoquestionnaire Qualité de vie-Enfant-Imagé » (A.U.Q.U.E.I. ; Manificat & Dazord, 1997) et du « Child Behavior Checklist » (C.B.C.L. ; Achenbach, 1991). Les mères et/ou les pères ont renseigné plusieurs outils évaluant leur relation coparentale : « l’échelle d’Interaction Coparentale » (Ahrons & Wallisch, 1987), « l’Inventaire de l’Alliance Parentale » (Abidin & Brunner, 1995) et « l’échelle de Conflits Post-Séparation » (Sonnenblick & Scharwz, 1992). La relation post-conjugale a été analysée à travers « l’échelle d’Interaction Non Parentale » (Ahrons & Wallisch, 1987) et « l’échelle d’Attachement entre les ex-conjoints » (Kitson, 1982).Nos principaux résultats indiquent que les enfants en résidence alternée témoignent d’une qualité de vie globalement satisfaisante, notamment dans la sphère familiale. De plus, trois quart des enfants environ se situent dans la zone non-pathologique aux échelles d’adaptation intériorisée et d’adaptation extériorisée. Parmi les facteurs pris en compte, nous constatons, dans un premier temps, un effet significatif du sexe et de l’âge des enfants : les filles sont plus nombreuses à se situer dans la zone pathologique à l’échelle d’adaptation extériorisée et les enfants de 4 à 6 ans tendent à présenter moins de troubles intériorisés. Dans un deuxième temps, les résultats révèlent que la relation coparentale influence le développement socio-affectif des enfants et que l’hostilité indirecte constitue le facteur de risque le plus marqué. Cet effet est toutefois modulé par l’âge des enfants. Enfin, nous avons mis en évidence l’influence des caractéristiques du contexte, à savoir la relation post-conjugale, le degré d’hostilité pré-séparation et le type d’accord formulé par les parents sur leur développement. Toutefois, il s’avère que cette influence n’est pas directe mais médiatisée par la relation coparentale.L’ensemble des résultats obtenus nous permet de proposer des perspectives de recherche et des pistes d’intervention.Mots / This thesis aims to comprehend how children in joint physical custody evolve themselves in terms of socio-emotional adaptation and quality of life and analyzing the factors that could have an impact on their socio-emotional development. This study is based on a theoretical eco-systemic approach (Bronfenbrenner, 2005). Considering person, family and context to be the scales of comparision for the development of these children. The operational model of« the Process–Person–Context–Time » (Bronfenbrenner, 1996), allowed us to analyze the contribution of the aforementioned factors on these children.According to this perspective, 38 families having 56 children between the ages 4-12 years old in joint physical custody participated in this study through a questionary. The socio-emotional development was analyzed by taking into account the « Autoquestionnaire Qualité de vie-Enfant-Imagé » (A.U.Q.U.E.I. ; Manificat & Dazord, 1997) and the « Child Behavior Checklist » (C.B.C.L. ; Achenbach, 1991). The mothers and/or the fathers were also queried to evaluate their parenting abilities by using several tools as follows the « Coparental Interaction Scale » (Ahrons & Wallisch, 1987), the « Parenting Alliance Inventory » (Abidin & Brunner, 1995) and the « Post-Divorce Conflict Scale » (Sonnenblick & Scharwz, 1992). The post-conjugal relationship was analyzed by the following « Coparental Interaction Scale, nonparental dimension » (Ahrons & Wallisch, 1987) and « Attachment Scale » (Kitson, 1982).Our principal results indicate that children in joint custody testify globally a satisfactory quality of life particularly in the sphere of family upbringing. Also approximately three quarters of the total children can be placed in the non- pathological zone on the internalized adaptation and the externalized adaptation scale. Amongst the factors taken into consideration, we note that first of all there is a significant effect of the sex and age of the children between 4 to 6 years tend to show less personal internalizing problems. While the girls can be placed on the pathological scale of externalizing adaptation in a larger number compared to the boys. Secondly, the results reveals that the co-parental relationship influences the socio-emotional development of children and that the covert hostility constitutes the most raddled risk factor. However, this result varies according to the age of children. Finally, the impact of the characteristics of the context is highlighted, namely the post-conjugal relationship, the degree of hostility before the separation and the type of agreement that the parents express of their children’s development. Nevertheless, it is proved that this influence is indirect but moderated by the co-parental relationship.The total of the obtained results allows us to propose new perspectives and leads for intervention.

Le niveau de préparation scolaire des enfants est un prédicteur important de la réussite scolaire ultérieure. Les études ont montré que la fréquentation d’un milieu de garde extra-familial avant l’entrée en maternelle influence le niveau de préparation scolaire des enfants. L’objectif de cette étude est d’examiner quels parcours de garde sont associés à une meilleure préparation scolaire autant sur le plan cognitif que socio-émotionnel. Le second objectif est d’examiner si les différents parcours de garde contribuent différemment à la préparation scolaire selon les caractéristiques socio-familiales de l’enfant. Cinq cent soixante-douze enfants ont été recrutés à partir du registre des naissances du Québec et ont été suivis de l’âge de 5 mois jusqu’à leur entrée en maternelle. Trois parcours de garde ont été considérés: la garde continue en milieu familial (F-F), la garde en milieu familial durant la petite enfance suivie de la garde en installation durant l’âge préscolaire (F-I) et la garde continue en installation (I-I). Le niveau de préparation scolaire des enfants ayant suivi un de ces parcours de garde a été comparé à celui des enfants n’ayant jamais fréquenté de façon régulière un service de garde. La dimension cognitive de la préparation scolaire a été évaluée à l’aide du test du Lollipop et la dimension socio-émotionnelle à l’aide du Questionnaire des comportements sociaux. Les résultats indiquent qu’un parcours de garde favorise la dimension cognitive de la préparation scolaire de tous les enfants, sans nuire à la dimension socio-émotionnelle : le parcours F-I. On observe en outre un effet modérateur de la scolarité maternelle : lorsque les mères ont fait des études universitaires, la préparation scolaire de leurs enfants sur les deux dimensions de la préparation scolaire est aussi élevée pour ceux qui n’ont jamais fréquenté de service de garde sur une base régulière que pour ceux qui ont suivi le parcours de garde F-I. La présente étude confirme la contribution positive des milieux de garde au développement cognitif des enfants de milieux défavorisés. De plus, les résultats de cette étude précisent quel parcours de garde est associé à la meilleure préparation scolaire des enfants. Le parcours de garde F-I pourrait contribuer à réduire l’écart entre ceux qui sont prêts à entrer à l’école et ceux qui ne le sont pas et favoriser le succès scolaire pour tous les enfants, réduisant du coup les inégalités sociales. / School readiness is an important predictor of future academic success. Studies have shown that childcare before kindergarten entry influences academic readiness of children. The objective of this study is to examine which sequences of childcare type are associated with better cognitive and socio-emotional school readiness. The second objective is to examine whether the different sequences of childcare type contribute differently to the school readiness as function of social and family characteristics. 572 children from Quebec were randomly selected from the birth’s register and were followed from 5 months of age until they entered kindergarten. Three sequences of childcare type were considered: continuous home-based care (F-F), home-based care in infancy and center care during preschool period (F-I) and continuous center care (I-I). School readiness of children following one of these sequences of childcare type was compared to those of children who have never used a regular type of care. Cognitive school readiness was assessed with the Lollipop test and socio-emotional school readiness was assessed with the Social Behavior Questionnaire. The sequence of childcare type that promotes the best cognitive school readiness without compromising the socio-emotional dimension is the F-I sequence. Conversely, when the mother had a high level of education (university), children who have stayed at home are as well prepared to enter school as the ones that had followed the F-I sequence of care. Findings of this study confirm the positive contribution of childcare on cognitive development of disadvantaged children. In addition, results of this study specify which sequence of care promotes optimal child development. Attending F-I sequence could reduce the gap between those who are ready to enter school and those who are not and thus ensure that all children start school with the same chance of success. In this way, it would be possible to reduce social inequalities.

This research was aimed at the development, implementation and evaluation of a parenting program for parents with pre-school children, after a divorce, in order to improve the sosio-emotional functioning of the adults, as well as the children. The motivation for this study stemmed from the reality of divorce in many family systems. Intervention research as applied research was utilised. A two-phase research approach was undertaken. A quantitative questionnaire approach as used during phase 1. The following research question was formulated for this phase: What should the content of a parenting program for parents after a divorce with pre-school children be? A needs assessment questionnaire was completed by 20 members of the population and an assessment of child-respondents, was undertaken. This data, complemented the literature study which was undertaken and brought information to the foreground which established the contents of the parenting program. The research question could therefore be answered. A child assessment was undertaken with the children of the parents who would attend the workshop during phase 2, in order to explore the children’s experience of their living environment. The quantitative approach was used in phase 2 as the single system design. The following research hypothesis was formulated for this phase: If parents and their pre-school children attend a parenting program after a divorce, a significant change in their sosio-emotional functioning should realise. Four workshops were implemented, in the following way: Theoretical workshops for the custodial and non-custodial parent respectively and practical workshops for the custodial parent and child and the non-custodial parent and child respectively. A quantitative questionnaire was completed prior to the workshops and thereafter by the 5 family systems involved. This instrument of measurement confirmed the hypotheses. A comparison was done between the literature and the empirical data. Conclusions and recommendations for future research were formulated, as a result of the research study. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

El objetivo del estudio es relacionar motivación y compromiso deportivo entre adolescentes que practican fútbol en una academia formativa de Lima-Perú. Se aplicaron dos pruebas: la Escala de Motivación Deportiva (EMD) y el Cuestionario de Compromiso Deportivo-2 (CCD-2), a un grupo de 105 participantes varones, cuya edad se encuentra entre 11 y 17 años. La motivación intrínseca evidenció correlaciones positivas y significativas con el compromiso entusiasta; disfrute deportivo; oportunidades valiosas; pérdida de inversiones personales; cantidad de inversiones personales; soporte socioemocional; soporte social instrumental; deseo de sobresalir – logro de dominio; y deseo de sobresalir – logro social. Por otro lado, la motivación extrínseca mostró correlaciones positivas y significativas con el compromiso restringido; cantidad de inversiones personales; restricciones sociales; soporte socioemocional; y soporte social instrumental. Es de notar que la cantidad de inversiones personales; soporte socioemocional y soporte social instrumental correlacionan con los dos tipos de motivación, por lo que se denominan dimensiones mixtas y complejas. Igualmente, los participantes de menor edad (11 a 13 años), obtuvieron puntuaciones más altas en soporte socioemocional y soporte socioinstrumental, lo que significa que este grupo percibe mayor apoyo, cuidado y empatía de personas significativas, como padres, entrenadores y compañeros, así como mayor provisión de información valiosa de su deporte por parte de dichas personas. / The objective of this research is to relate motivation and sports commitment among adolescents who play soccer at a Formative Academy in Lima-Peru. Two tests were applied: Sports Motivation Scale (SMS) and Sports Commitment Questionnaire-2 (SCQ-2) to a group of 105 male participants, whose age is between 11 and 17 years. Intrinsic motivation showed positive and significant correlations with enthusiastic commitment; sports enjoyment; valuable opportunities; personal investments - loss; personal investments - quantity; social-emotional support; social-instrumental support; desire to excel – mastery achievement; and desire to excel - social achievement. On the other hand, extrinsic motivation showed positive and significant correlations with constrained commitment; personal investments - quantity; social constraints; social-emotional support; and social-instrumental support. It is noteworthy that the personal investments - quantity; social-emotional support and social-instrumental support correlate with both motivations, resulting in mixed and complex dimensions. Finally, the younger participants (11 to 13 years old), obtained higher scores in social-emotional support and social-instrumental support, which means that this group perceives greater support, care and empathy from significant people, such as parents, coaches and colleagues, as well as greater provision of valuable information about their sport by this people. / Tesis

Many children and adolescents that live under vulnerable social conditions in Latin America and Colombia do not have access to quality programmes that focus on psychosocial education based on socio-emotional learning. Research evidence on practices used by programme facilitators is still underdeveloped in the region. This study explores facilitators’ perceptions of practices that are considered to generate socio-emotional learning in children and adolescents who participate in related programmes in Bogotá-Colombia. The main objective of this exploratory, non-experimental research study is to provide an account of existing methodologies and practices as perceived by facilitators belonging to the fields of social work, education, and psychology. An interview guide was designed to invite respondents to share their views and experiences of socio-emotional learning. Then, content analysis procedures were used to find out the relevant themes and categories shared by the respondents, and thereby identify the critical factors related to the stated research problem. Respondents were invited to answer a predetermined sequence of questions following an interview guide. This process resulted in two main themes: (1) Conditions that contribute to socio-emotional learning and (2) Factors considered relevant for programme operation. Emerging categories explore the following topics: further observation of needs among children; social, emotional and pedagogical skills among facilitators; parents’ current situation with parenting and social and emotional skills; ways to plan and implement activities or interventions; examples of key partnerships; and ways to follow up the impact of practices on children. In this study, respondents’ shared experiences show that socio-emotional learning is key to resilience processes. With the enacted legislation and some design and management of programmes to promote mental wellbeing through social and emotional education, continued research from psychosocial and education fields is needed to assess the impact of programme practices in schools, families, and communities. Research is also needed on how to revise social and emotional learning approaches implemented in school settings for use by participants in other contexts with increased levels of aggressiveness and violence. These aspects must be considered in regard to a family’s or a community’s willingness to learn and adopt socio-emotional skills. / Muchos niños, niñas y adolescentes que viven en condiciones sociales vulnerables en América Latina y Colombia no tienen acceso a programas de calidad que se enfoquen en la educación psicosocial basada en el aprendizaje socioemocional. La evidencia acerca de la investigación sobre las prácticas utilizadas por los facilitadores en programas relacionados aún está poco desarrollada en la región. Este estudio explora las percepciones de facilitadores sobre prácticas que se consideran generadoras de aprendizaje socioemocional en niñas, niños y adolescentes que participan en programas relacionados en Bogotá-Colombia. El objetivo principal de esta investigación exploratoria, no experimental, es dar cuenta de las metodologías y prácticas existentes tal como las perciben los facilitadores pertenecientes a los campos del trabajo social, la educación y la psicología. Se diseñó una guía de entrevistas para invitar a los participantes a compartir sus puntos de vista y experiencias sobre el aprendizaje socioemocional. Luego, se utilizaron procedimientos de análisis de contenido para derivar temas y categorías relevantes compartidos por los encuestados, y así identificar factores críticos relacionados con el problema de investigación planteado. Se invitó a los encuestados a responder una secuencia predeterminada de preguntas siguiendo una guía de entrevista. Este proceso resultó en dos temas principales: (1) Condiciones que contribuyen al aprendizaje socioemocional y (2) Factores considerados relevantes para la operación del programa. Las categorías emergentes exploran los siguientes temas: mayor observación de las necesidades de los niños; habilidades sociales, emocionales y pedagógicas entre los facilitadores; la situación actual de los padres en relación a la crianza y sus habilidades sociales y emocionales; formas de planificar e implementar actividades o intervenciones; ejemplos de asociaciones clave; y formas de hacer un seguimiento del impacto de las prácticas en los niños. En este estudio, las experiencias compartidas de los participantes muestran que el aprendizaje socioemocional es clave para los procesos de resiliencia. Con la legislación promulgada y algunas iniciativas de diseño y administración de programas para promover el bienestar mental a través de la educación social y emocional, se hace necesaria el desarrollo de una investigación continua desde los campos psicosociales y educativos para evaluar el impacto de las prácticas de programas en las escuelas, las familias y las comunidades. También se requiere investigación sobre cómo evaluar los enfoques de aprendizaje social y emocional implementados en entornos escolares para revisar el uso las habilidades aprendidas en otros contextos con mayores niveles de agresividad y violencia. Estos aspectos deben considerarse en relación con la disposición de una familia o una comunidad para aprender y adoptar habilidades socioemocionales.

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No / We examine the effect of family governance on corporate philanthropy by focusing on the motives of controlling families. We emphasize that controlling families have two different motives, namely, financial and socioemotional motives. On this basis, we argue that the two motives have contrasting effects on corporate philanthropy. Given that family ownership represents the financial motive of family principals, the first hypothesis posits that family ownership is negatively related to corporate philanthropy. Family management increases family visibility and thus encourages controlling families to be concerned with their socioemotional wealth. That is, the higher the visibility of controlling families in the firm, the more likely the overlap will be between family and firm identity. Thus, the second and third hypotheses predict that family involvement in management as a family CEO or director positively moderates the relationship between family ownership and corporate philanthropy. We test our hypotheses using fixed effects panel regression models and the sample of large nonfinancial Korean family firms listed in KOSPI, Korea’s major stock market. Test results support our hypotheses. We find that family firms become reluctant to engage in discretionary wealth transfer to nonfamily stakeholders as family ownership increases. However, this negative effect of family ownership on corporate philanthropy is weakened by family involvement in top management and the board of directors. Our findings reconcile the inconsistent results in the literature on family business and CSR, which is divided into positive and negative perspectives. In this manner, we revisit the assumption of prior research, which often treats family firms as homogeneous and reveals the limitation of a dichotomous approach to family business. We conclude by discussing the implications and theoretical contributions of this study and offering future research directions.