Application of the future expectation scale for adolescents (FESA) in Brazil

This exploratory study analyzed the factor structure of the Future Expectation Scale for Adolescents (FESA) in a Brazilian sample of emerging and young adults to determine its utility for research and clinical use in Brazil. The sample included 547 young adults, ranging from 18-29 years old (M = 22; SD = 3.9), from different socioeconomic status and 351 (64.2%) females. Results of Confi rmatory Factor Analysis revealed that the original model found for the FESA did not fi t the Brazilian sample well. Therefore, a subsequent Exploratory Factor Analysis was performed with the 24 self-reported FESA items. Results demonstrated a cohesive factor structure for the FESA, but the factor structure was different from the original. For instance, items belonging to the original factor ‘Marriage and Family’ loaded better with the original factor ‘Children’s Future,’ which was renamed ‘Children and Family.’ The original factor ‘Church and Community’ was slightly different and was renamed ‘Church’ to be consistent with the Brazilian context. The factor structure of the FESA was consistent and the measure was found to be useful for further studies in this area.Este estudo exploratório analisou a estrutura fatorial da Escala de Expectativas Futuras de Adolescentes (FESA) em uma amostra brasileira de jovens adultos (n= 547), 64,1% do sexo feminino, com idades entre 18 e 29 anos (M = 22; DP = 3,9), de diferentes níveis socioeconômicos, a fi m de determinar a utilidade da escala para fi ns de pesquisa e aplicação clínica no Brasil. Resultados da Análise Fatorial Confi rmatória revelaram que o modelo original do FESA não se adequou bem à amostra brasileira. Posteriormente, uma Análise Fatorial Exploratória foi realizada com os 24 itens do FESA. Os resultados mostraram que o FESA apresentou uma estrutura fatorial coesa, mas diferente da original. Por exemplo, itens que pertenciam originalmente ao fator ‘Casamento e Família’ carregaram mais satisfatoriamente no fator ‘Futuro das crianças’ que foi, então, renomeado como ‘Crianças e Família’. O fator original ‘Igreja e Comunidade’ apresentou breves mudanças e foi renomeado como ‘Igreja’, a fi m de harmonizar com o contexto brasileiro. A estrutura fatorial do FESA mostrou-se consistente e a medida foi considerada útil para futuras pesquisas nesta área

Description and Pilot Evaluation of a Dreamer Ally Training for Higher Education Staff and Faculty

21 pagesWe describe a Dreamer Ally training provided to staff and faculty on a university campus and present results of a pilot evaluation of this training. The Dreamer Ally training was designed to (a) increase university faculty and staff awareness, understanding, and self-efficacy for working with Dreamer students and (b) stimulate action to make the campus more responsive to the challenges and contributions of Dreamer students. For the purpose of this study we define Dreamer students as inclusive of undocumented students, students with the temporary protection of DACA (Deferred Action for Childhood Arrivals), students who qualify for the state’s tuition equity program, and students from mixed legal status families. Study goals were to describe the training, gather pilot data on participant learning goals, post-training satisfaction and self-efficacy for supporting Dreamer students, and generate participant feedback about utility of training components and their plans for subsequent action. Participants completed questionnaires before and after the training. Responses to open-ended questions indicated that most participants attended in order to learn how to better support Dreamer students. Paired samples (pre and post) t-tests indicated significantly higher self-efficacy for supporting Dreamer students at posttest. Participant satisfaction with the training was high and found the information session content and working through different Dreamer student scenarios most useful. Action plans included changing program or unit websites to be more inclusive of Dreamers. Limitations include the absence of a control group. Findings can inform institutional efforts to raise faculty and staff awareness of and responsiveness to the challenges facing Dreamer students

Latina Girls’ Perceived Barriers, Supports, and Future Expectations

2 p

An Empowerment Model of Counsellor Education

The purpose of this article is to apply an empowerment model of counselling to counsellor education programs, describing how the critical components of empowerment can be infused into counsellor education curriculum.Cet article est divisé en trois parties. D'abord, il définit l'habilitation dans le contexte du counseling. Ensuite, il propose un modèle général d'éducation en counseling, décrit en fonction de 5 éléments critiques de l'habilitation. Finalement, l'article discute des implications découlant d'un modèle d'éducation en counseling axé sur l'habilitation

Empoderamiento de parejas y familias a través de la integración de la psicología y la educación popular

En este artículo se describe un programa de entrenamiento, consultoría y asesoramiento, desarrollado por más de seis años en un sector popular de Santiago, Chile (Peñalolén). Durante este tiempo, se enseñó destrezas psicológicas a parejas involucradas en la educación popular y pastoral a través de un programa de formación en fe familiar y educación religiosa. El trabajo se basó en los principios del Modelo de Empoderamiento (McWhirter), en la Teología de la Liberación (Gutiérrez), y en la integración de ambos. Se discute la experiencia señalando sus implicaciones tanto para el entrenamiento de psicólogos como en general para la práctica en psicologí

Empoderamiento de parejas y familias a través de la integración de la psicología y la educación popular

In this article the authors describe a training, consultation, and counseling project that they have developed and conducted for over 6 years in the poor and working-class sector of Peñalolén in Santiago, Chile. In this project, the authors have taught psychological skills to couples involved in popular education as peer educators in family faith and religious education. Their work is grounded in principles of a model of Counseling for Empowerment (McWhirter) and in Liberation Theology (Gutiérrez) and in the integration of these two models. Implications for psychology practice and training are provided.En este artículo se describe un programa de entrenamiento, consultoría y asesoramiento, desarrollado por más de seis años en un sector popular de Santiago, Chile (Peñalolén). Durante este tiempo, se enseñó destrezas psicológicas a parejas involucradas en al educación popular y pastoral a través de un programa de formación en fe familiar y educación religiosa. El trabajo se basó en los principios del Modelo de Empoderamiento (McWhirter), en la Teología de la Liberación (Gutiérrez), y en la integración de ambos. Se discute la experiencia señalando sus implicaciones tanto para el entrenamiento de psicólogos como en general para la práctica en psicología

Connectedness Among Chilean Adolescents: Factor Analysis of the Hemingway Measure of Adolescent Connectedness La Conectividad Entre Adolescentes Chilenos: Un Análisis Factorial de la Hemingway Measure of Adolescent Connectedness

The construct of connectedness was investigated among 390 Chilean adolescents using the Hemingway Measure of Adolescent Connectedness (Hemingway; Karcher, 2003). Participants were 7th-12th graders at an urban Santiago Catholic school. Results of a principal-axis exploratory factor analysis revealed an 11 factor structure that accounts for 61.92% of total explained variance of adolescent connectedness measured by the Hemingway, similar to results found in the adolescent samples in the United States. Two additional Hemingway subscales (connectedness to siblings and to boyfriend/girlfriend) are also described. Correlations between domains of connectedness and additional data obtained from these adolescents, their parents, and their teachers support the construct validity of the measure in this Chilean sample. Connectedness is an important protective factor among adolescents across many national contexts and the Hemingway is a promising measure for use with Chilean adolescents.<br>Se examinó el constructo conectividad en 390 adolescentes chilenos en un colegio urbano y católico de Santiago. Mediante un análisis factorial exploratorio de la escala Hemingway Measure of Adolescent Connectedness (Hemingway, Karcher, 2003) se observó una estructura de 11 factores que da cuenta de un 61,92% de la varianza explicada de la conectividad de los adolescentes medida por la escala Hemingway, lo cual es muy similar a los resultados obtenidos en muestras de adolescentes estadounidenses. También se describen dos subescalas adicionales (la conectividad con los/las hermanos/as y con los/las pololos/as). Las relaciones entre los factores de conectividad y los datos reportados por los adolescentes, sus padres y profesores contribuyen también a la validez de constructo de la escala en esta muestra chilena. Para los adolescentes de distintos contextos culturales la conectividad es un factor importante de protección y la escala Hemingway es un instrumento de uso prometedor con adolescentes chilenos

Application of the Future Expectation Scale for Adolescents (FESA) in Brazil

Abstract This exploratory study analyzed the factor structure of the Future Expectation Scale for Adolescents (FESA) in a Brazilian sample of emerging and young adults to determine its utility for research and clinical use in Brazil. The sample included 547 young adults, ranging from 18-29 years old (M = 22; SD = 3.9), from different socioeconomic status and 351 (64.2%) females. Results of Confi rmatory Factor Analysis revealed that the original model found for the FESA did not fi t the Brazilian sample well. Therefore, a subsequent Exploratory Factor Analysis was performed with the 24 self-reported FESA items. Results demonstrated a cohesive factor structure for the FESA, but the factor structure was different from the original. For instance, items belonging to the original factor &apos;Marriage and Family&apos; loaded better with the original factor &apos;Children&apos;s Future,&apos; which was renamed &apos;Children and Family.&apos; The original factor &apos;Church and Community&apos; was slightly different and was renamed &apos;Church&apos; to be consistent with the Brazilian context. The factor structure of the FESA was consistent and the measure was found to be useful for further studies in this area. Keywords: Factor structure, future expectations, adolescents, youth, emerging adults. Resumo Este estudo exploratório analisou a estrutura fatorial da Escala de Expectativas Futuras de Adolescentes (FESA) em uma amostra brasileira de jovens adultos (n= 547), 64,1% do sexo feminino, com idades entre 18 e 29 anos (M = 22; DP = 3,9), de diferentes níveis socioeconômicos, a fi m de determinar a utilidade da escala para fi ns de pesquisa e aplicação clínica no Brasil. Resultados da Análise Fatorial Confi rmatória revelaram que o modelo original do FESA não se adequou bem à amostra brasileira. Posteriormente, uma Análise Fatorial Exploratória foi realizada com os 24 itens do FESA. Os resultados mostraram que o FESA apresentou uma estrutura fatorial coesa, mas diferente da original. Por exemplo, itens que pertenciam originalmente ao fator &apos;Casamento e Família&apos; carregaram mais satisfatoriamente no fator &apos;Futuro das crianças&apos; que foi, então, renomeado como &apos;Crianças e Família&apos;. O fator original &apos;Igreja e Comunidade&apos; apresentou breves mudanças e foi renomeado como &apos;Igreja&apos;, a fi m de harmonizar com o contexto brasileiro. A estrutura fatorial do FESA mostrou-se consistente e a medida foi considerada útil para futuras pesquisas nesta área