Instrumentos psicoeducativos para la intervención en Pedagogía Social: validación criterial del test situacional desarrollo de competencias socioemocionales de jóvenes (DCSE-J)

espanolLas competencias socioemocionales son fundamentales para el desarrollo psi-cologico, social y academico de los jovenes, y son claves para aquellos jovenes que se en-cuentran en contextos de alta vulnerabilidad. Por ello, es importante que las intervenciones socioeducativas que se realizan desde la Pedagogia Social con estos jovenes las tengan en consideracion, sin embargo, no existen instrumentos diagnosticos copy-left en esta area. En este estudio se presenta la validacion criterial del test situacional Desarrollo de Competen-cias Socioemocionales de Jovenes (DCSE-J), un instrumento copy-left para chicos y chicas de 12 a 18 anos adaptado para que pueda ser respondido independientemente de que estos vivan con sus familias o en centros de proteccion. Se solicito a 409 alumnos de educacion secundaria que contestaran al test e identificaran a los companeros que realizaban conductas indicadoras de competencia. Los resultados corroboraron que los alumnos que fueron mas nominados por los companeros tambien puntuaron mas en el test. Asimismo, se observo que las chicas fueron mas nominadas y obtuvieron puntuaciones mas altas en el test. Los resulta-dos tambien senalaron la naturaleza multidimensional de los items del test y la interrelacion multinivel de las competencias de forma que el dominio de las competencias mas complejas requiere del dominio de otras mas basicas. Los resultados demuestran la validez criterial del Test y apuntan que el Test DCSE-J es un instrumento de evaluacion psicoeducativo valido para medir las competencias socioemocionales de los jovenes que, a su vez, permite una intervencion pedagogica especifica para trabajar las competencias socioemocionales concre-tas del grupo. EnglishSocio-emotional competences are fundamentally important for the psychologi-cal, social and academic development of young people, and especially those in highly vulner-able contexts. It is essential that Social Pedagogy socio-educational interventions with these young people take these competences into consideration. However, there are no copyleft diagnostical instruments in this area. In this study, we present a validation of the criteria em-ployed in the situational test for Socio-emotional Competence Development among Young People (DCSE-J), a copyleft instrument designed for 12- to 18-year-old boys and girls and adapted for use with both young people who live with their families and in care centres. A total of 409 secondary school students were asked to take the test and identify peers whose behaviour showed signs of these competences. The results showed that those students nom-inated most often by their peers also scored highest in the test. It was also observed that girls were nominated more often and had higher test scores. In addition, the results showed the multidimensional nature of the test items and the multilevel interrelationship of the com-petences, meaning that the mastery of more complex competences requires the mastery of more basic ones. The results demonstrated the criterion validity of the test and that the DCSE-J test is a valid psycho-educational evaluation instrument for measuring socio-emotion-al competences among young people. This, in turn, allows for specific pedagogical interven-tion that addresses the specific socio-emotional competences of the group