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  • Ariel Sánchez Rojas

How does the coping mechanism test works?

Updated: Jan 20

As we have told you at Clio we achieved 3 victories with the schools:

  1. We identify social-emotional skills per student so that wellness directors can create personalized programs to drive and improve each student's behavior.

  2. With our client success program (support and creation of strategies to develop appropriate programs to reduce harassment) we create and develop the well-being department so that they have all the resources they need to do their work in reducing harassment. bullying.

  3. We created alerts for the wellness department so that students can communicate when, why, how and who they are having problems with (it is difficult for students to know what is happening because they do not want to be disciplined by their classmates, it is a kind of taboo).


When we meet with the schools to show them how the software works (which you can see here: https://youtu.be/uDiBMPhhhIY) most of the discussion is explaining how our psychometric test works that allows us to identify the psychological profile of each student, for that reason we have decided to tell you here what we achieved.


The first thing is that our test measures the level of empathy development of the students, what their emotional awareness is and the Coping Scale of students between 12 and 18 years old. This coping analysis has its origin and research development from Lazarus & Folkman when in the field of psychology they discovered that coping means that people have different ways of dealing with problems.


Now, the test measures 18 scales (scales are clinical evaluation instruments that allow each symptom to receive a numerical treatment) that allows us to know how the student copes and what strategies he uses. Among these 18 scales we find seeking social support, focusing on solving the problem, trying hard and succeeding, self-blame, reducing tension, ignoring the problem, among others.


We measure these scales through elements that after a measurement and evaluation system we manage to define in dimensions (that is, the set of processes of each student that guides their behavior in the situations in which they participate). We define these dimensions as the psychological profile of the student in which we place them: autonomous, impulsive, evasive or isolating. Each profile responds to a sequence of scale responses and allows us to know how each student faces the adversities that arise.


And what we tell you is only the first part of our relationship with schools....





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