Abstract: Educational research has shown that academic achievement and peer relationships are associated from early school years, where friends play a significant role in influencing students' school adjustment, attitudes, and behaviors. The present study examines how individual academic performance is associated with friendships among 240 5th and 6th graders. The information on students' friendships, academic performance, gender, popularity, and social preference was collected in a convenience sample from 8 classrooms of 2 private-subsidized schools in Santiago, Chile. Longitudinal social network analysis (RSiena) was used to study the co-evolution of academic performance and friendship dynamics, by assessing simultaneously selection and influence processes, and by incorporating social status covariates (popularity and social preference) as moderators of friendship selection and influence. Results showed that friendships were more likely to occur between same-sex peers and between students with similar social status. Regarding social influence, friends influenced individual's academic performance. Moreover, socially preferred students were more likely to be influenced by friends' academic performance, but the same did not occur for popular students. These results might suggest that socially preferred students' attributes (cooperation, reciprocity, and high-quality friendships) would facilitate the influence of academic performance. In contrast, popular students would be less sensitive to their friends' academic performance focusing instead on salient behaviors (e.g., aggression). The findings underline the importance of understanding social network dynamics in educational settings.

Resumen: La investigación educativa ha mostrado que los logros académicos y las relaciones con pares se asocian desde los primeros años escolares, donde las amistades juegan un papel importante al influir en el rendimiento escolar, así como en las actitudes y los comportamientos de los estudiantes. El presente estudio examina cómo el desempeño académico individual se asocia con las amistades en 240 estudiantes de quinto y sexto grado. La información sobre amistades, rendimiento académico, género, popularidad y preferencia social de los estudiantes se recopiló en una muestra de conveniencia de 8 aulas de 2 escuelas privadas subvencionadas en Santiago, Chile. Se utilizó el análisis longitudinal de redes sociales (RSiena) para estudiar la coevolución del rendimiento académico y la dinámica de la amistad mediante la evaluación simultánea de procesos de selección e influencia e incorporando covariables de estatus social (popularidad y preferencia social) como moderadores de la selección e influencia de las amistades. Los resultados mostraron que las amistades fueron más probables entre pares del mismo sexo y entre estudiantes con un estatus social similar. Con respecto a la influencia social, las amistades influyen en el rendimiento académico individual. Además, estudiantes socialmente preferidos tuvieron más probabilidades de verse influenciados por el rendimiento académico de sus amigas/os, pero no ocurrió lo mismo con los estudiantes populares. Estos resultados podrían sugerir que atributos asociados a estudiantes socialmente preferidos (cooperación, reciprocidad y amistades de alta calidad) facilitarían la influencia del rendimiento académico. Por el contrario, los estudiantes populares serían menos susceptibles al rendimiento académico de sus amigos, centrándose en cambio en comportamientos salientes (p. ej. agresión). Los hallazgos de esta investigación resaltan la importancia de comprender la dinámica de las redes sociales entre estudiantes en entornos educativos.

Resumen La Teoría de Control de Recursos (Hawley, 1999) se ha presentado como una teoría alternativa del estudio de la conducta social en preadolescentes. Sin embargo, carece de instrumentos para evaluar sus propuestas en el idioma español. El presente estudio tuvo por objetivo validar el Inventario de Estrategias de Control de Recursos para la población de preadolescentes chilenos. Para alcanzar dicho objetivo se utilizaron metodologías cualitativas y cuantitativas. Se entrevistaron a 7 estudiantes y se encuestaron 180 estudiantes de 5to y 8vo básico de dos escuelas públicas de Santiago de Chile. Posterior a la traducción y adaptación, el inventario tuvo un excelente ajuste en el modelo factorial y la validación de criterio obtuvo resultados similares a los reportados en la literatura actual.

Abstract Resource Control Theory (Hawley, 1999) has been presented as an alternative theory for the study of preadolescent social behavior. However, there are no instruments to assess its proposals for the Spanish language. The study’s objective was to validate the Resource Control Resources Inventory for the Chilean preadolescent population. For this purpose, qualitative and quantitative methodologies were used. 5th to 8th graders from two public schools from Santiago de Chile were part of the sample. Seven students were interviewed, and 180 were surveyed. After the translation and adaptation, the inventory showed an excellent fit to the factorial model, and the criterion validity showed similar results to those reported in recent literature.

Résumé La Théorie du Contrôle des Ressources (Hawley, 1999) a été présentée comme une théorie alternative à l’étude du comportement social chez les préadolescents. Cependant, il n’existe aucun instrument pour examiner vos propositions en espagnol. Cette étude visait à valider l’Inventaire des Stratégies de Contrôle des Ressources pour une population de préadolescents chiliens. Pour atteindre cet objectif, des méthodologies quantitatives et qualitatives ont été utilisées. Sept élèves ont été interrogés et 180 élèves ont été questionné de la cinquième à la huitième année d’éducation de base dans deux écoles publiques à Santiago du Chili. Après traduction et adaptation, l’inventaire s’intégrait parfaitement dans le modèle factoriel et la validation des critères donnait des résultats similaires à ceux rapportés dans la littérature actuelle.

Resumo A Teoria do Controle de Recursos (Hawley, 1999) foi presentada como uma teoria alternativa a o estudo da conduta social nos pré-adolescentes. Não obstante, não ha instrumentos pra examinar suas propostas no idioma espanhol. O presente estúdio tinha pelo objetivo validar o Inventario de Estratégias de Controle de Recursos pra uma população de pré-adolescentes chilenos. Pra alcançar o objetivo metodologias quantitativas e qualitativas foram utilizadas. Sete estudantes foram entrevistados e 180 estudantes foram pesquisados de 5to a 8vo básico de duas escolas publicas de Santiago de Chile. Em seguida a tradução e adaptação, o inventario teve um excelente ajuste no modelo fatorial, e a validação de critério conseguiu resultados similares a os reportados na literatura atual.

ABSTRACT: Although there is evidence that school coexistence improves when rules are created participatively, there is not empirical evidence showing how to perform these procedures. The present, is a qualitative study that aims to describe and analyze the development of a participatory process of construction of rules of school coexistence, in a public primary school, which had the support of a mediator who intended the participation of all actors of the school community. The data was collected from the focus group with teachers and education assistants, together with the analysis of the field record taken by the mediator during the whole process. The results were analyzed with well-founded theory and empirically describe the development of a series of stages, along with identifying facilitating and impeding factors, as well as the benefits generated by the participatory process in the actors.

RESUMEN: A pesar de que existe evidencia de que la convivencia escolar mejora cuando las normas son creadas participativamente, se carece de evidencia empírica que muestre cómo realizar estos procedimientos. El presente, es un estudio cualitativo que tiene por objetivo describir y analizar el desarrollo de un proceso participativo de construcción de normas de convivencia escolar, en una escuela básica municipal, el cual contó con el apoyo de una mediadora que intencionó la participación de todos los actores de la comunidad escolar. Los datos se recogieron a partir de focus group con profesores y asistentes de la educación, junto con el análisis del registro de campo llevado por la mediadora durante todo el proceso. Los resultados se analizaron con teoría fundamentada y describen empíricamente el desarrollo de una serie de etapas, junto con identificar factores facilitadores y obstaculizadores, además de los beneficios que generó el proceso participativo en los actores.

Abstract: Even though the relevance of intimate friendships has been studied as a promoting factor for wellbeing and social adjustment during adolescence, it is not clear which are the variables that facilitate intimate friendships. This study contributes with new evidence about the role of empathy in improving the establishment of intimate friendships, using the interpersonal intimacy model (Reis & Shaver, 1988) as a reference theory, which proposes that intimacy is generated and established through disclosure of personal experiences with friends. This study is not experimental, and the sample corresponds to preadolescents and adolescents from 10 to 19 years old. Through SEM analysis the hypothesized model was tested and confirmed, showing that cognitive and affective empathy were significant predictors of disclosure, and that disclosure was a significant predictor of intimacy. Also, mediational effects were calculated, identifying an indirect effect of empathy on intimacy, through disclosure. Results are discussed considering the processes through which intimacy is sustained in adolescence, and how empathy may be an explicative factor in this process.

Resumen: Si bien se ha estudiado la relevancia de las amistades de calidad como un factor favorecedor del bienestar de los adolescentes, es menos claro cuáles son las variables que facilitan que las amistades sean percibidas como íntimas. Este estudio aporta evidencias sobre el rol que podría cumplir la empatía para favorecer la construcción de amistades íntimas, utilizando como referencia el modelo de intimidad interpersonal (Reis & Shaver, 1988), que plantea que la intimidad se logra y construye desde la apertura de experiencias personales con amigos. El diseño es no experimental y la muestra corresponde a preadolescentes y adolescentes entre 10 y 19 años. A través de un modelo SEM, se contrastó y confirmó el modelo hipotetizado, encontrándose que la empatía afectiva y cognitiva tienen un efecto en la dimensión de apertura, y que esta dimensión a su vez media la relación entre ambas formas de empatía con la intimidad. Los resultados se discuten a la luz de los procesos a través de los que se mantiene la intimidad en la adolescencia, y sobre cómo la empatía puede ser un factor explicativo de estos procesos.

The savanna ecosystems in South Africa, which are predominantly characterised by woody vegetation (e.g. shrubs and trees) and grasslands with annual phenological cycles, are shaped by ecosystem processes such as droughts, fires and herbivory interacting with management actions. Therefore, monitoring of the intra- and inter-annual vegetation structure dynamics is one of the essential components for the management of complex savanna ecosystems such as the Kruger National Park (KNP). To map the woody cover in the KNP, data from European Space Agency's (ESA) Copernicus Sentinel-1 radar satellite (C-Band vertical-vertical [VV]/vertical-horizontal [VH]) for the years 2016 and 2017, at 10 m spatial resolution and repeated acquisitions every 12 days, were utilised. A high-resolution light detection and ranging (LiDAR) data set was reclassified to produce woody cover percentages and consequently used for calibration and validation. Woody cover estimation for different spatial resolutions was carried out by fitting a random forest (RF) model. Model accuracy was assessed via spatial cross-validation and revealed an overall root mean squared error (RMSE) of 22.8% for the product with a spatial resolution of 10 m and improved with spatial averaging to 15.8% for 30 m, 14.8% for 50 m and 13.4% for 100 m. In addition, the product was validated against a second LiDAR data set, confirming the results of the spatial cross-validation of the model. The methodology of this study is designed for savanna vegetation structure mapping based on height estimates by using open-source software and open-access data, to allow for a continuation of woody cover classification and change monitoring in these types of ecosystems. CONSERVATION IMPLICATIONS: Information about the state and changes in woody cover are important for park management and conservation efforts. Both increasing (e.g. because of atmospheric carbon fertilisation) and decreasing (e.g. because of elephant impact) woody cover patterns will have cascading effects on other ecosystem processes such as fire and herbivory.

ABSTRACT BACKGROUND: The most recent editions of diagnostic manuals have proposed important modifications in posttraumatic stress disorder (PTSD) criteria. The International Trauma Questionnaire (ITQ) is the gold-standard measurement for assessing PTSD and complex PTSD in accordance with the model of the 11th International Classification of Diseases (ICD-11). OBJECTIVE: The aim of this study was to adapt the ITQ for the Brazilian context. DESIGN AND SETTING: The translation and cross-cultural adaptation of the ITQ for use in Brazilian Portuguese was performed in trauma research facilities in Porto Alegre, Rio de Janeiro and Belo Horizonte, Brazil. METHODS: The adaptation followed five steps: (1) translation; (2) committee synthesis; (3) experts’ evaluation through the content validity index (CVI) and assessment of interrater agreement though kappa statistics; (4) comprehension test with clinical and community samples (n = 35); and (5) final back-translation and authors’ evaluation. RESULTS: Two independent translations were conducted. While working on a synthesis of these translations, the committee proposed changes in six items to adapt idiomatic expressions or to achieve a more accurate technical fit. Both the expert judges’ evaluation (CVI > 0.7; k > 0.55) and the pretest in the target population (mean comprehension > 3) indicated that the adapted items were adequate and comprehensible. The final back-translation was approved by the authors of the original instrument. CONCLUSION: ITQ in its Brazilian Portuguese version achieved satisfactory content validity, thus providing a tool for Brazilian research based on PTSD models of the ICD-11.

Resumo Objetivo: Descrever o processo de adaptação transcultural das escalas Posttraumatic Stress Disorder Checklist 5 (PCL-5) e Life Events Checklist 5 (LEC-5) para o contexto sociolinguístico brasileiro. Método: A adaptação das escalas buscou estabelecer a equivalência conceitual, semântica e operacional entre os itens originais das escalas e suas versões traduzidas, por meio de um protocolo padronizado. Inicialmente, dois pesquisadores traduziram as versões originais para o português. Na sequência, um falante nativo de língua inglesa realizou a tradução reversa. A inteligibilidade dos itens foi analisada por meio de critérios quantitativos e qualitativos. Cinco especialistas compararam as versões originais e traduzidas e avaliaram o grau de equivalência entre elas nos quesitos semântico, idiomático, cultural e conceitual. O grau de concordância entre os especialistas foi medido pelo coeficiente de validade de conteúdo (CVC). Por fim, 28 voluntários da população-alvo foram entrevistados para verificar o nível de compreensão dos itens. Resultados: Os itens das duas escalas apresentaram CVCs satisfatórios em todos os quesitos. Os escores médios referentes ao grau de compreensão dos itens foram acima do ponto de corte estabelecido. No conjunto, os resultados indicaram índices adequados de equivalência conceitual e semântica para os itens das versões adaptadas. Conclusão: O processo de tradução e adaptação foi bem-sucedido para as duas escalas, resultando em versões não apenas equivalentes às originais, mas também compreensíveis para a população-alvo em geral.

Abstract Objective: To describe the process of cross-cultural adaptation of the Posttraumatic Stress Disorder Checklist 5 (PCL-5) and the Life Events Checklist 5 (LEC-5) for the Brazilian sociolinguistic context. Method: The adaptation process sought to establish conceptual, semantic, and operational equivalence between the original items of the questionnaire and their translated versions, following standardized protocols. Initially, two researchers translated the original version of the scale into Brazilian Portuguese. Next, a native English speaker performed the back-translation. Quantitative and qualitative criteria were used to evaluate the intelligibility of items. Five specialists compared the original and translated versions and assessed the degree of equivalence between them in terms of semantic, idiomatic, cultural and conceptual aspects. The degree of agreement between the specialists was measured using the content validity coefficient (CVC). Finally, 28 volunteers from the target population were interviewed in order to assess their level of comprehension of the items. Results: CVCs for items from both scales were satisfactory for all criteria. The mean comprehension scores were above the cutoff point established. Overall, the results showed that the adapted versions' items had adequate rates of equivalence in terms of concepts and semantics. Conclusions: The translation and adaptation processes were successful for both scales, resulting in versions that are not only equivalent to the originals, but are also intelligible for the population at large.

This article presents the design and validation of a scale to assess Normative Beliefs About Prosociality (CNPROS), taking as a model the Normative Beliefs About Aggression Scale, NBAGGS (Huesmann & Guerra, 1997). The validation was developed in several phases during 2012 and 2013, with a convenience sample of 762 4th, 5th and 6th graders from 4 private subsidized schools located in 4 different neighborhoods in Santiago, Chile. Analyses were carried out with 4 different samples of students from different grades and schools. Through exploratory and confirmatory factor analyses, the structure and internal consistency of the scale were shown. Its direct correlations with empathy (for girls) and prosocial behavior (where significant gender differences cannot be discerned) and inverse correlations with NBAGGS and aggression showed concurrent validity. An analysis of variance among 6th graders showed that girls obtained a higher average score than boys in CNPROS. A 9 items scale is finally presented, which may help the diagnosis, research, and intervention in school contexts.

Se presenta el diseño y validación de la escala de Creencias Normativas Sobre la Prosocialidad (CNPROS). Se tomó como modelo la escala de Creencias Normativas Sobre la Agresividad (NBAGGS; Huesmann & Guerra, 1997). El proceso de validación se realizó en varias etapas durante 2012 y 2013, con un muestreo por conveniencia de 762 estudiantes de 4°, 5° y 6° año de educación básica de 4 establecimientos particulares subvencionados de 4 comunas de Santiago, Chile. Los análisis se realizaron con 4 muestras diferentes de alumnos de distintos grados y colegios. Los análisis factoriales exploratorios y confirmatorio realizados, así como las correlaciones calculadas, fueron indicando la estructura, consistencia interna y validez concurrente que presenta la escala con la empatía (en mujeres) y las conductas prosociales (en las que no se aprecian diferencias por género), así como correlaciones inversas con la NBAGGS y la agresividad. Un análisis de varianza con alumnos de 6° grado mostró que las mujeres obtienen un promedio mayor que los hombres en la CNPROS. Se presenta, finalmente, una escala de 9 ítems que puede aportar al diagnóstico, investigación e intervención en contextos escolares.

Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.

A representação da identidade regional na região do Ruhr, na Alemanha, assenta-se predominantemente no patrimônio industrial. Desde a década de 1960, ao longo da transição em curso da indústria pesada para um cenário pós-industrial, o Ruhr conheceu um movimento para preservar os objetos históricos associados à sua indústria de carvão e aço. Vindo de baixo, o movimento de defesa do patrimônio industrial tornou-se um fenômeno dominante no Ruhr. O panorama conciso aqui apresentado das mais importantes evoluções históricas do patrimônio industrial no Ruhr cobre 1) as origens do patrimônio industrial, 2) a consagração do patrimônio industrial durante a desindustrialização do Ruhr e 3) as tendências e debates recentes na região.

The representation of regional identity in Germany's Ruhr region is predominantly based on industrial heritage. Since the 1960s, in the course of its ongoing transition from heavy industry to a postindustrial landscape, the Ruhr has experienced a movement to preserve the historical objects associated with its coal and steel industry. While this had initially been a movement from below, industrial heritage has become a mainstream phenomenom in the Ruhr. This concise overview of the most important developments in the history of industrial heritage in the Ruhr covers 1) the origins of industrial heritage in the Ruhr, 2) the mainstreaming of industrial heritage during the Ruhr's deindustrialization, and 3) the recent developments and controversies in the region.

RésuméLa représentation de l’identité régionale de la région du Ruhr, en Allemagne, repose surtout sur le patrimoine industriel. Depuis les années 1960, au long de la transition de l’industrie lourde vers un paysage post-industriel, le Ruhr a connu un mouvement voué à la préservation des objets historiques associés à son industrie houillère et d’acier. D’abord un mouvement venu d’en bas, la défense du patrimoine industriel est devenue un phénomène dominant au Ruhr. L’exposition succinte ici présentée des plus importantes étapes historiques du patrimoine industriel du Ruhr recouvre 1) les origines du patrimoine industriel, 2) la consolidation du patrimoine industriel au long de la désindustrialisation du Ruhr et 3) les développements et les débats récents dans la région.

El presente trabajo describe un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de tercer y cuarto año de Enseñanza General Básica, y su evaluación de impacto. Los fundamentos conceptuales del programa para el Bienestar y Aprendizaje Socioemocional se apoyan en la perspectiva del aprendizaje socioemocional, que integra factores tanto en el ámbito individual como del contexto. El programa enfatiza el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello. A través de un diseño cuasiexperimental que incluyó a 647 estudiantes de tercero y cuarto grado en cinco colegios particulares subvencionados de Santiago, Chile, la evaluación con análisis de la varianza de medidas repetidas mostró un impacto del programa en la autoestima de los estudiantes percibida por sus profesores (medida a través del test de autoestima). Asimismo, el programa mitigó el descenso en la percepción del clima escolar según la Escala de Clima Social, en indicadores de integración social, y en el rendimiento escolar, que se observó en el grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo.

This paper presents a program to foster socioemotional learning and wellbeing in 3rd and 4th graders, and its impact on evaluation. The program is conceptually grounded in the socioemotional learning perspective, which integrates factors both at the individual and contextual levels. Development of quality interpersonal bonding is emphasized, as is the development of the necessary socioemotional skills to achieve this goal. A quasi experimental design was implemented which included tudents in five private subsidized schools in Santiago, Chile. Evaluation with Anova analysis of repeated measures showed an impact of the program on students' self-esteem reported by the teacher (measured with TAE). Seemingly, the program mitigated the decrease in the perception of school social climate (measured with ECLIS), in social integration, and in academic performance, as observed in the control group. Results are discussed in terms of their implications for the development of interventions in this field.

El presente estudio respalda la creciente evidencia empírica sobre la relación entre la dimensión socioemocional y el rendimiento académico. Mediante análisis de correlación y regresión se testeó en estudiantes chilenos de educación básica la asociación entre el rendimiento académico y las dimensiones individual (autoestima y bienestar socioemocional) y contextual (percepción del clima social escolar) del aprendizaje socioemocional. Bienestar socioemocional y percepción del clima social escolar respecto a relaciones de pares y lugares de la escuela, mostraron una relación significativa con el aumento en el desempeño académico. Los hallazgos son discutidos en términos de sus implicancias para la práctica educativa y para futuras investigaciones.

This study supports the growing empirical evidence regarding the relationship between the socioemotional dimension and academic achievement. Through correlation and regression analyses the associations between individual (self-steem and socioemotional well-being) and contextual (perception of the school social climate) features of socioemotional learning and academic success in Chilean elementary students were tested. Socioemotional well-being and perception of school social climate with regards to peer relations and places at school were significantly related to improvements in academic achievement. Results are discussed in terms of their implications for educational practice and future research.

O trabalho apresenta o desenvolvimento e a avaliação de impacto de um programa para favorecer o bem-estar e a aprendizagem socioemocional em estudantes de quinta e sexta série de Ensino Fundamental: o programa BASE. Por meio de uma revisão teórica da aprendizagem socioemocional se fundamenta a ênfase do programa no desenvolvimento de vínculos interpessoais de qualidade e o desenvolvimento das competências necessárias, integrando fatores de desenvolvimento individual e do contexto que favorece o mencionado desenvolvimento, assim como a geração de comunidades sadias e nutritivas. Para avaliar o impacto do programa foi utilizado um desenho quase-experimental do tipo pre-post com grupo controle. Os resultados mostraram um impacto significativo positivo do programa na autoestima, integração social, e na percepção do clima escolar dos estudantes que participaram, quando comparados com o grupo controle. Foram discutidos os resultados do programa e suas possíveis implicações para o desenvolvimento de intervenções nesse campo.

This article presents the development and impact evaluation of a program to enhance the wellbeing and socioemotional learning of 5th and 6th graders: The BASE program. Based on the theoretical framework of socioemotional learning, the emphasis of the program is oriented towards fostering quality interpersonal bounds and the development of competencies that are necessary for this, integrating both individual and contextual factors and the generation of healthy and nurturing communities. The study features a quasi-experimental pre-post design with a control group in order to assess the impact of the program. Results show a significant positive effect on self-esteem, social integration, and the perception of the school social climate of students who were part of the program, compared to their counterparts in the control group. These results are discussed in light of their potential implications for future educational interventions.

Se presenta el desarrollo y evaluación de impacto de un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de quinto y sexto año de enseñanza general básica: el programa BASE. A partir de una revisión teórica del aprendizaje socioemocional se fundamenta el énfasis del programa en el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello, integrando tanto factores a nivel del desarrollo individual como también del contexto que favorece este desarrollo, así como la generación de comunidades sanas y nutritivas. Se utilizó un diseño cuasi-experimental pre-post con grupo control para evaluar el impacto del programa. Los resultados muestran un impacto significativo positivo del programa en la autoestima, integración social, y percepción del clima escolar de los estudiantes que participaron de él en comparación al grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo.

La victimización es un tema de creciente preocupación escolar. No obstante, no hay claridad respecto del perfil de los estudiantes victimizados, ni de los potenciales factores de riesgo. El presente estudio adopta un enfoque ecológico y un modelo longitudinal, siguiendo a más de 600 estudiantes chilenos de 5to y 6to año, por un período de un año. Se identifican distintas trayectorias asociadas a la victimización (estables, nuevas, resilientes y no víctimas), definiendo perfiles psicosociales asociados a estas. Asimismo, identifica factores de riesgo para hombres y mujeres desde las perspectivas de pares y profesores. Se discuten implicancias conceptuales y metodológicas, así como posibles líneas de prevención e intervención

Victimization is a growing concern in the school context. Nevertheless, clarity about the profile of victimized students and potential risk factors is still lacking. This longitudinal study followed over 600 Chilean students for a year within an ecological perspective, and identified several trajectories linked to victimization (stable, new, resilient and nonvictims), defining psychosocial profiles. Risk factors for men and women are identified, by taking into account the opinions of peers and teachers. Conceptual and methodological issues are discussed, along with possible prevention and intervention lines.