The present study aimed to understand the subjective configurations on school vulnerability of psychologists belonging to the program Habilidades para la Vida (life skills) of the city of Arica, Chile, as well as the self-perception of the professional role played in the program, from the actors themselves. In order to achieve this goal, phenomenological qualitative design was used, selecting a purposive sampling. Qualitative data collection was produced via in-depth interviews which were analyzed through strategies of codification based on grounded theory. The results are split into two main subjects: Structural conditions that determine the subjectivity of the psychologist within the school; and subjective configurations of psychologists. Five subcategories were identified inside each category of analysis and are illustrated by their narrative stories. Additionally, implications connected with the incorporation of that subjectivity experience of and from the psychologists who work in educational contexts are discussed and evaluated.
Keywords:
subjective configuration, educational psychologists, school vulnerability, life skills program
Sandoval Díaz, J. S., Barriga Saavedra, G., Wylie Beltran, C., Cuadra Martínez, D., Palacios Díaz, D., & Storey Meza, R. (2018). Subjective Configurations of Psychologists Facing School Vulnerability: The HPV Program. Revista De Psicología, 27(1), pp. 1–13. https://doi.org/10.5354/0719-0581.2018.50757
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