Understanding the behavioral determinants of intervention fidelity in school mental health: a COM-B model study of multi-tiered systems of support in Chile

Rodrigo Miguel Rojas-Andrade; Luiz Paulo Ribeiro

doi:10.30715/doxa.v27i00.20595

Autores/as

Rodrigo Miguel Rojas-Andrade Universidad de Santiago de Chile https://orcid.org/0000-0002-6459-6902
Luiz Paulo Ribeiro Universidade Federal de Minas Gerais https://orcid.org/0000-0002-4278-7871

DOI:

https://doi.org/10.30715/doxa.v27i00.20595

Palabras clave:

Sistema de apoyo de varios niveles, fidelidad de intervención, Salud mental escolar, Marco COM-B

Resumen

Los trastornos mentales son una de las principales causas de morbilidad en niños y adolescentes a nivel mundial, y en Chile se observan niveles particularmente altos de estrés, ansiedad y depresión entre los estudiantes. Los Sistemas de Apoyo Multinivel (MTSS) ofrecen un marco estructurado para intervenciones de salud mental en las escuelas; sin embargo, mantener la fidelidad de la implementación sigue siendo un desafío. Este estudio transversal analizó cómo las dimensiones del modelo COM-B (capacidad, oportunidad y motivación) se relacionan con la fidelidad en escuelas públicas chilenas. Se aplicaron encuestas a 359 profesionales de la educación en las 16 regiones del país, utilizando una adaptación del DIBQ-18 y un índice compuesto de fidelidad. Los resultados mostraron que la capacidad psicológica y la motivación reflexiva predicen directamente la fidelidad, mientras que las oportunidades físicas y sociales y la motivación automática influyen indirectamente. Los hallazgos destacan el rol central de los determinantes individuales y orientan estrategias de fortalecimiento de capacidades en intervenciones escolares.

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Biografía del autor/a

Rodrigo Miguel Rojas-Andrade, Universidad de Santiago de Chile

Escuela de Psicología de la Universidad de Santiago de Chile (Usach), Santiago de Chile – Chile. Psicólogo, Doctor en Psicología. Profesor de la Escuela de Psicología de la Universidad de Santiago de Chile. Financiado por el Proyecto FONIDE n.º 2400071.

Luiz Paulo Ribeiro, Universidade Federal de Minas Gerais

Universidad Federal de Minas Gerais (UFMG), Belo Horizonte – Minas Gerais (MG) – Brasil. Profesor del Departamento de Ciencias Educacionales Aplicadas de la Facultad de Educación (UFMG).

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