Introduction: Parenting stress and parental adjustment could implicate key differences in the relational dynamics that parents establish with their children, particularly when families come from vulnerable social contexts. Method: Participants were 142 fathers and mothers from a risk neighborhood of Chile. The variables examined were parenting stress (parental distress, parent–child dysfunctional interaction and difficult child) and parental adjustment (depression, anxiety, and stress). Parents also completed a sociodemographic characterization survey. The statistical analyses were a correlation analysis and multiple linear regression analyses. Results: Overall, not all components of parenting stress were related to parental adjustment. Only parental distress was found as a significant predictor of poor parental adjustment (greater depression, anxiety, and stress), but not parent–child dysfunctional interaction and having a difficult child. Conclusions: The present study findings highlight the influence of stress on parenting as a relevant dimension of research for the improvement of the intervention deployed by the state regarding the protection of vulnerable Chilean children, providing multiple clinical and psychosocial applications for research and intervention purposes.

(analytical)The aim of this study is to characterize the psychosocial and criminological variables associated with adolescents who develop sexually abusive behavior, depending on the age of the victims. Psychosocial and criminological data were collected from 232 male adolescents who have demonstrated sexually abusive behavior. This data was analyzed using a non-experimental, cross-sectional design with descriptive and correlational characteristics. The results indicate statistically significant differences between adolescents who offended against a child victim versus adolescents who offended against a peer-aged victim, both in psychosocial variables (school history and history of victimization) and criminological variables (context of sexually abusive behavior and adolescent-victim relationship). The results are discussed in relation to international evidence and the implications of generating knowledge in this area.Keywords: Sexual offense, victim, adolescence, social behavior, violence.

The co-occurrence of high negative affect and low positive affect constitutes an adverse affective configuration that may compromise the subjective well-being of children and adolescents in vulnerable contexts. Drawing on cumulative risk and resilience frameworks, it is proposed that self-regulation may buffer this effect. This study examined the moderating role of self-regulation in the relationship between adverse affective configuration and life satisfaction among 416 children and adolescents enrolled in community-based child rights protection programmes in Chile. Adverse affective configuration was operationalised as a continuous index [z(NA) - z(PA)] grounded in core affect theory. Self-regulation was assessed using an adapted version of the Moilanen Self-Regulation Scale, and life satisfaction was measured with the Students' Life Satisfaction Scale. A moderated linear regression model was estimated using the PROCESS macro. The interaction term was positive and statistically significant (B = 0.15, p = .001), indicating that the negative association between adverse affective configuration and life satisfaction is attenuated among children and adolescents with higher levels of self-regulation. The moderating effect was significant in Targeted Prevention Programmes (B = 0.28, p < .001) but not in Maltreatment Remediation Programmes (B = 0.09, p = .182). The three-way interaction term fell just outside the conventional threshold of statistical significance (p = .052), suggesting context-specific variations in the effect. These findings underscore the protective role of self-regulation and highlight the need for differentiated, self-regulation-focused psychosocial interventions within child protection policy and programme design,K

Objetivo: Explorar las propiedades psicométricas del instrumento ERASOR 2.0 en una muestra de adolescentes chilenos que han cometido prácticas sexuales abusivas. Método: A través de un diseño instrumental se analizaron los registros de 196 adolescentes varones entre 12 y 18 años, procedentes de seis regiones del país. Resultados: Con base en criterios externos extraídos de los instrumentos MACI y CACSA se informan aceptables propiedades psicométricas de análisis de fiabilidad (Alfa de Cronbach 0.75), confiabilidad interjueces (kappa de Fleiss 0.67) y validez concurrente. Discusión: El presente estudio destaca por ser la primera exploración psicométrica del instrumento en Latinoamérica, en la cual se reporta una adecuada evidencia de confiabilidad y validez que sustentan su uso en programas de tratamientos y contextos jurídico-forenses de Chile.

The rapid digital transformation of education systems has profoundly changed teachers’ working conditions, intensified administrative demands, and highlighted territorial and organizational inequalities. In this context, understanding how these dynamics influence teacher engagement is essential for promoting healthy educational organizations. This study examined the factor structure of the UWES-17 and analyzed the relationship between engagement levels and sociodemographic variables in a sample of 314 elementary school teachers from four regions of Chile. Descriptive analyses, exploratory factor analysis with polychoric correlations and unweighted least squares, and confirmatory factor analysis using robust ULS and the Hull method were performed. The results showed a robust two-factor structure—Inspired Vitality and Challenging Commitment—with excellent fit indices. Freeman–Halton exact tests showed that Inspired Vitality was significantly associated with age, gender, region, location, administrative dependency, and professional experience, while Challenging Commitment was associated with gender, region, context, and professional experience. These findings indicate that teacher engagement is influenced by both structural inequalities and individual trajectories. The results underscore the need to strengthen organizational resources, regulate digital intensification, and reduce territorial gaps to promote teacher well-being.