Martín Eduardo, Muñoz de Bustillo María del Carmen
Departamento de Psicología Evolutiva y de la Educación, Universidad de La Laguna, Campus de Guajara, s/n. C.P. 38205, La Laguna, Tenerife, Spain.
Span J Psychol. 2009 Nov;12(2):462-70. doi: 10.1017/s1138741600001840.
School adjustment is one the greatest challenges in residential child care programs. This study has two aims: to analyze school adjustment compared to a normative population, and to carry out a multi-source analysis (child, classmates, and teacher) of this adjustment. A total of 50 classrooms containing 60 children from residential care units were studied. The "Método de asignación de atributos perceptivos" (Allocation of perceptive attributes; Díaz-Aguado, 2006), the "Test Autoevaluativo Multifactorial de Adaptación Infantil" (TAMAI [Multifactor Self-assessment Test of Child Adjustment]; Hernández, 1996) and the "Protocolo de valoración para el profesorado (Evaluation Protocol for Teachers; Fernández del Valle, 1998) were applied. The main results indicate that, compared with their classmates, children in residential care are perceived as more controversial and less integrated at school, although no differences were observed in problems of isolation. The multi-source analysis shows that there is agreement among the different sources when the externalized and visible aspects are evaluated. These results are discussed in connection with the practices that are being developed in residential child care programs.
学校适应是寄宿制儿童照料项目中最大的挑战之一。本研究有两个目的：分析与正常人群相比的学校适应情况，并对这种适应情况进行多源分析（儿童、同学和教师）。共研究了来自寄宿照料机构的50个班级的60名儿童。应用了“感知属性分配方法”（Díaz - Aguado，2006年）、“儿童适应多因素自我评估测试”（TAMAI；Hernández，1996年）和“教师评估协议”（Fernández del Valle，1998年）。主要结果表明，与他们的同学相比，寄宿照料中的儿童在学校被认为更具争议性且融入性更差，尽管在孤立问题上未观察到差异。多源分析表明，在评估外化和可见方面时，不同来源之间存在一致性。结合寄宿制儿童照料项目中正在开展的实践对这些结果进行了讨论。
