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Flórez-Alarcón, L., & Hewitt Ramírez, N. (2013). "Actions to Strengthen Social Competence" (ARCOS ): A school health program based on concepts of human self-determination. Psychologia, 7(2), 117–122. https://doi.org/10.21500/19002386.1208
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Abstract
A synthesis of the steps involved in the development of «ARCOS» is presented. ARCOS is a program of school health with the goal of preparing
young middle- and high-school students to become a part of the educational and/or job markets after graduating from school. The program
has been structured by using workshops as an operational unit, consisting of six to eight sessions involving activities of brief motivational
intervention directed to the fulfilling of objectives of universal prevention, selective prevention, or indicated prevention. The workshops are corresintegrated
in modules which have been organized for Grades 8 to 10. In its current phase, the aim is the articulation of the operational and
evaluation aspects of ARCOS, for the purpose of ecological validation, so that the program can be directed to new phases of evaluation of the
efficacy and efficiency of the program. The grounding of the program in cognitively-oriented motivational theories –belonging to the broader
category of expectancy-value theories– and particularly in the self-determination theory (SDT), is emphasized.
young middle- and high-school students to become a part of the educational and/or job markets after graduating from school. The program
has been structured by using workshops as an operational unit, consisting of six to eight sessions involving activities of brief motivational
intervention directed to the fulfilling of objectives of universal prevention, selective prevention, or indicated prevention. The workshops are corresintegrated
in modules which have been organized for Grades 8 to 10. In its current phase, the aim is the articulation of the operational and
evaluation aspects of ARCOS, for the purpose of ecological validation, so that the program can be directed to new phases of evaluation of the
efficacy and efficiency of the program. The grounding of the program in cognitively-oriented motivational theories –belonging to the broader
category of expectancy-value theories– and particularly in the self-determination theory (SDT), is emphasized.
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