Abstract

Between the years 2001 and 2005, a pilot experience to develop an approach to psychosocial dimension in the educational setting has been carried out, in seven high schools of high social risk in the cities of Arica and Iquique. As a result, it has been elaborated a theoretical and conceptual framework to understand the psychosocial dimension in educational organizations, and to make feasible the displacement from psychosocial support to specific subjects or groups, toward the psychosocial approach and intervention at institutional level. This conceptual framework is presented here, as well as empirical considerations of psychosocial situation in high schools included in the experience. From both imputs, practical suggestions to carry it out criterion to psychosocial consideration in school settings are derived.