Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

  1. Justicia Arráez, Ana
  2. Pichardo Martínez, María del Carmen
  3. Justicia Justicia, Fernando
Revista:
Anales de psicología

ISSN: 0212-9728 1695-2294

Año de publicación: 2015

Volumen: 31

Número: 3

Páginas: 825-836

Tipo: Artículo

DOI: 10.6018/ANALESPS.31.3.185621 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Anales de psicología

Resumen

La competencia social facilita el ajuste social y escolar del individuo siendo un importante factor de protección frente a la aparición de problemas de conducta. La adquisición de habilidades relacionadas con esta competencia depende en gran medida del ambiente y la estimulación temprana, cobrando gran importancia los programas de intervención educativa. El objetivo de este estudio consiste en analizar los efectos de un programa de intervención temprana (Aprender a Convivir) dirigido al desarrollo de la competencia social del alumnado de 3 años. Para valorar el impacto del programa se tomaron medidas pretest y postest entre los participantes y se realizó la comparación entre el grupo control (n=151) y el grupo experimental (n=162) a través de un ANOVA mixto de medidas repetidas. Por otro lado, se llevó a cabo un ANCOVA para eliminar las diferencias pretest entre los grupos en el caso de que fuesen significativas. Los resultados de la investigación señalan una mejora del grupo experimental con respecto al grupo control en todas las variables de competencia social (cooperación d=0.32; interacción d=0.65; e independencia social d=0.35) y de problemas de conducta (interiorizados d=0.63; y exteriorizados d=0.57) analizadas. También se hallaron diferencias de sexo en cada una de las variables

Referencias bibliográficas

  • Achenbach, T., y Rescorla, L. A. (2000). Manual of ASEBA preschool forms and profiles. Burlington: University of Vermont, Departament of Psychiatry.
  • Alba, G. (2013). El programa Aprender a Convivir. La mejora de la competencia social y la reducción de los problemas de conducta en educación infantil y primaria. (Tesis doctoral, publicada). Universidad de Granada, Granada.
  • Archer, J. (2004). Sex differences in aggression in real-world settings: a meta-analytic review. Review of General Psychology, 8(4), 291-322. doi:10.1037/1089-2680.8.4.291
  • Archer, J., y Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9(3), 212-230. doi:10.1207/s15327957pspr0903_2
  • Alba, G., Justicia-Arráez, A., Pichardo, M. C., y Justicia, F. (2013). Aprender a Convivir. A program for improving social competence in preschool and elementary school children. Electronic Journal of Research in Educational Psychology, 11(3), 843-904. doi: 10.14204/ejrep.31.13105
  • Benítez, J. L., Fernández, M., Justicia, F., Fernández, E., y Justicia-Arráez, A. (2011a). Results of the Aprender a Convivir program for development of social competence and prevention of antisocial behavior in 4-year-old children. School Psychology International, 32(1), 3-19. doi: 10.1177/0143034310396804
  • Benítez, J. L., Pichardo, M. C., García, T., Fernández, M., Justicia, F., y Fernández, E. (2011b). Análisis de la estructura factorial de las puntuaciones de la Preschool and Kindergarten Behavior Scale en población española. Psicothema, 23(2), 314-321.
  • Bergman, L. R., Andershed, H., y Andershed, A. K. (2009). Types and continua in developmental psychopathology: Problem behaviors in school and their relationship to later antisocial behavior. Developmental and Psychopathology, 21, 975-992. doi: 1 0.1017/S0954579409000522
  • Betina, A. (2010). Las habilidades sociales como recursos para el desarrollo de fortalezas en la infancia. Psicodebate. Psicología, Cultura y Sociedad, 10, 231-248.
  • Bornstein, M. H., Hahn, C. S., y Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early child-hood through early adolescence: Developmental cascades. Development and Psychopathology, 22(4), 717. doi: 10.1017/S0954579410000416
  • Bradshaw, C. P., Bottiani, J. H., Osher, D., y Sugai, G. (2014). The integra-tion of positive behavioral interventions and supports and social and emotional learning. En M. D. Weist, N. A. Lever, C. P. Bradshaw y J. S. Owens (Eds.), Handbook of School Mental Health. Research, Training, Practice and Policy (2nd ed., pp. 101-118). New York: Springer. doi:10.1007/978-1-4614-7624-5_8
  • Burt, K. B., Obradović, J., Long, J. D., y Masten, A.S. (2008). The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models. Child Development, 79(2), 359-374. doi: 10.1111/j.1467-8624.2007.01130.x
  • Calkins, S., y Keane, S. P. (2009). Developmental origins of early antisocial behavior. Developmental and Psychopathology, 21, 1095-1109. doi:10.1017/S095457940999006X
  • Card, N. A., Stucky, B. D., Sawalani, G. M., y Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: a meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185-1229. doi:10.1111/j.1467-8624.2008.01184.x
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hillsdale, NJ: Erlbaum.
  • Cole, D. A., Martin, J. M., Powers, B., y Truglio, R. (1996). Modeling causal relations between academic and social competence and depression: a multitrait-multimethod longitudinal study of children. Journal of Abnor-mal Psychology, 105(2), 258-270.
  • Cooper, J., Goodfellow, H., Muhlheim, E., Paske, K., y Pearson, L. (2003). PALS social skills program: Playing And Learning to Socialise: Resource Book. Inscript Publishing.
  • Crijnen, A. A., Achenbach, T. M., y Verhulst, F. C. (1997). Comparisons of problems reported by parents of children in 12 cultures: Total problems, externalizing and internalizing. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1269-1277.
  • Daly, B. P., Nicholls, E., Aggarwal, R., y Sander, M. (2014). Promoting so-cial competence and reducing behavior problems in at-risk students: implementation and efficacy of universal and selective prevention pro-grams in schools. En M. D. Weist, N. A. Lever, C. P. Bradshaw y J. S. Owens (Eds.), Handbook of school mental health. Research, training, practice and policy (2nd ed., pp. 131-144). New York: Springer.
  • Del Prette, Z. A. P., Del Prette, A., De Oliveira, L. A., Gresham, F. M., y Vance, M. J. (2012). Role of social performance in predicting learning problems: Prediction of risk using logistic regression analysis. School Psychology International, 33(6), 615-630. doi:10.1177/0020715211430373
  • Dodge, K. A., Godwin, J., y The Conduct Problems Prevention Research Group. (2013). Social-information-processing patterns mediate the im-pact of preventive intervention on adolescent antisocial behavior. Psychological Science, 24(4), 456-465. doi: 10.1177/0956797612457394
  • Doey, L., Coplan, R. J., y Kingsbury, M. (2013). Bashful boys and coy girls: a review of gender differences in childhood shyness. Sex Roles, 70(7-8), 255-266. doi:10.1007/s11199-013-0317-9
  • Domitrovich, C. E., Cortes, R. C., y Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67-91. doi:10.1007/s10935-007-0081-0
  • Domitrovich, C., Greenberg, M., Kusche, C., y Cortes R. (2004). PATHS preschool program. South Deerfield, MA: Channing Bete Company.
  • Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review Psychology, 51, 665-697. doi: 10.1146/annurev.psych.51.1.665
  • Eron, L. D. (1990). Understanding aggression. Bulletin of the International Society for Research on Aggression, 12, 5-9.
  • Fabes, R. A., y Eisenberg, N. (1998). Prosocial development. En W. Damon (Ed.), Handbook of Child Psyhology (5th ed.). New York: J. Wiley.
  • Fernández, M. (2010). Desarrollo de la competencia social en niños de tres años como prevención de problemas de conducta. (Tesis doctoral). Universidad de Granada, Granada.
  • Fernández, M., Benítez, J. L., Fernández, E., Justicia, F. y Justicia-Arráez, A. (2011). Desarrollo de la competencia social y prevención del compor-tamiento antisocial en niños de 3 años. Infancia y aprendizaje, 34(3), 337-347. doi: 10.1174/021037011797238603
  • Fernández, M., Benítez, J. L., Pichardo, M. C., Fernández, E., Justicia, F., García, T., … Alba, G. (2010). Análisis factorial confirmatorio de las subescalas del PKBS-2, para la evaluación de las habilidades sociales y los problemas de conducta, en educación infantil. Electronic Journal of Re-search in Educational Psychology, 8(22), 1229-1252.
  • Ferrer-Wreder, L. (2014). Advancing child and adolescente well-being through positive youth development and prevention programs. En A. Ben Arieh, F. Casas, I. Frønes, y J. E. Korbin, (Eds.). (2014). Handbook of child well-being. Theories, methods and policies in global perspectives. Vol. 2. (pp. 3025-3041). Springer-Verlag. doi: 10.1007/978-90-481-9063-8_164
  • Gunter, L., Caldarella, P., Korth, B. B., y Young, K. R. (2012). Promoting social and emotional learning in preschool students: a study of Strong Start Pre-K. Early Childhood Education Journal, 40(3), 151-159. doi:10.1007/s10643-012-0507-z
  • Hemphill, S. A. (1996). Characteristics of conduct-disordered children and their families: a review. Australian Psychologist, 31(2), 109-118. doi:10.1080/00050069608260189
  • Inglés, C., Benavides, G., Redondo, J., García-Fernández, J. M., Ruiz-Esteban, C., Estévez, C., y Huescar, E. (2009). Conducta prosocial y rendimiento académico en estudiantes españoles de Educación Secundaria Obligatoria. Anales de psicología, 25(1), 93-101.
  • Justicia, F., Benítez, J. L., Fernández, M., Fernández, E., y Pichardo, M. C. (2008). Aprender a convivir: programa de prevención do comporta-mento antisocial na educación infantil. Cadernos de psicoloxía, 32, 37-47.
  • Justicia-Arráez, A. (2014). Estudio longitudinal de los efectos del programa Aprender a Convivir en Educación Infantil. (Tesis doctoral, publicada). Universidad de Granada, Granada.
  • Joseph, G. E., y Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: an analysis of efficacious adop-tion potential. Topics in Early Childhood Special Education, 23(2), 62-73. doi: 10.1177/02711214030230020201
  • Keenan, K., y Shaw, D. (1994). The development of aggression in toddlers: A study of low income families. Journal of Abnormal Child Psychology, 22(1), 53-78. doi: 10.1007/bf02169256
  • Koglin, U., y Petermann, F. (2011). The effectiveness of the behavioural training for preschool children. European Early Childhood Education Re-search Journal, 19(1), 97-111. doi:10.1080/1350293X.2011.548949
  • Kramer, T. J., Caldarella, P., Christensen, L., y Shatzer, R. H. (2010). Social and emotional learning in the kindergarten classroom: evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303-309. doi:10.1007/s10643-009-0354-8
  • Larmar, S., Dadde, M. R., y Shochet, I. (2006). Successes and challenges in preventing conduct problems in Australian preschool-aged children through the Early Impact (EI) Program. Behaviour Change, 23(2), 121-137. doi: 10.1375/bech.23.2.121
  • Lynch, K. B., Geller, S. R., y Schmidt, M. G. (2004). Multi-year evaluation of the effectiveness of a resilience-based prevention program for young children. The Journal of Primary Prevention, 24(3), 335-353. doi: 10.1023/B:JOPP.0000018052.12488.d1
  • McKinney, J. D., Montague, M., y Hocutt, A. M. (1998). Systematic screening of children at risk for developing SED: initial results from a prevention project. En D. J. Liberton, K. Kutash y R. M. Friedman (Eds.). The 10th annual research conference proceedings, a system of care for children’s mental health: expanding the research base (pp. 271-276). Tampa: University of South Florida.
  • Merrell, K.W. (2002). Preschool and Kindergarten Behavior Scales. Austin, TX: Pro-ed.
  • Mesman, J., Bongers, I. J., y Koot, H. M. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. Journal of Child Psychology and Psychiatry, 42(5), 679-689. doi: 10.1111/1469-7610.00763
  • Monjas, M. I. (2012). Programa de enseñanza de habilidades de interacción social (PEHIS) para niños y niñas en edad escolar (10ª ed. Rev.). Madrid: CEPE.
  • Monjas, M. I. (Dir.). (2011). Cómo promover la convivencia: Programa de Asertivi-dad y Habilidades Sociales (PAHS). Educación Infantil, Primaria y Secundaria (3ª ed.) Madrid: Editorial CEPE.
  • Monjas, M. I., y González, B. (1998). Las habilidades sociales en el currículo. España. Ministerio de Educación, Cultura y Deporte. Centro de Investigación y Documentación Educativa. (CIDE). 146. Colección: Investigación.
  • Moraru, A., Stoica, M., Tomuletiu, E. A., y Filpisan, M. (2011). Evaluation of a program for developing socio-emotional competencies in pre-school children. Procedia-Social and Behavioral Sciences, 30, 2161-2164. doi: 10.1016/j.sbspro.2011.10.419
  • Obradović, J., Burt, K. B., y Masten, A. S. (2009). Testing a dual cascade model linking competence and symptoms over 20 years from child-hood to adulthood. Journal of Clinical Child & Adolescent Psychology, 39(1), 90-102. doi:10.1080/15374410903401120
  • Offord, D. R., Boyle, M. H., Szatmari, P., Rae-Grant, N. I., Links, P. S., Cadman, D. T.,… y Woodward, C. A (1987). Ontario child health study: II. six-month prevalence of disorder and rates of service utilization. Archives of General Psychiatry, 44, 832-836. doi: 10.1001/archpsyc.1987.01800210084013
  • Öztürk Samur, A. (2014). A study on the relationship between externalising behaviours and emotional skills of 60–72-month-old children. Early Child Development and Care, 1-9. doi:10.1080/03004430.2014.905549
  • Paterski, V., Golombok, S., y Hines, M. (2011). Sex differences in social be-havior. En P. K. Smith y C. H. Hart, The Wiley-Blackwell Handbook of Childhood Social Development, (2ª ed., pp. 283-412). Chicheser (UK): Wiley Blackwell. doi: 10.1002/9781444390933.ch15
  • Paula, I. (2001). Competencia social y adaptación social y psicológica. Aula de Innovación Educativa, 102, 13-17.
  • Petermann, F., y Natzke, H. (2008). Preliminary results of a comprehensive approach to prevent antisocial behavior in preschool and primary school pupils in Luxembourg. School Psychology International 29(5), 606-626. doi: 10.1177/0143034308099204
  • Reid, R., Riccio, C. A., Kessler, R. H., DuPual, G. J., Power, T. J., Anasto-poulos, A. D., Rogers-Adkinson, D., y Nol, M. B. (2000). Gender and ethnic differences in ADHD as assessed by behavior ratings. Journal of Emotional and Behavioral Disorders, 8, 38-48. doi: 10.1177/106342660000800105
  • Reid, M. J., Webster-Stratton, C., y Hammond, M. (2007). Enhancing a classroom social competence and problem-Solving curriculum by offering parent training to families of moderate- to high risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605-620. doi: 10.1080/15374410701662741
  • Rescorla, L., Achenbach, T., Ivanova, M. Y., Dumenci, L., Almqvist, F., Bi-lenberg, N., … y Verhulst, F. (2007). Behavioral and emotional problems reported by parents of children ages 6 to 16 in 31 societies. Journal of Emotional and Behavioral Disorders, 15(3), 130-142. doi:10.1177/10634266070150030101
  • Reynolds, A. J., y Temple, J. A. (2008). Cost-effective early childhood development programs from preschool to third grade. Annual Review of Clinical Psychology, 4(1), 109-139. doi:10.1146/annurev.clinpsy.3.022806.091411
  • Reynolds, A. J., y Temple, J. A. (2012). Economic returns of investments in preschool education. En E. Zigler, W. S. Guilliam y S. M. Jones, A visión for universal preschool education, (pp. 37-68). [Cambridge Books Online]. doi: 10.1017/CBO9781139167284.004 (Trabajo original publicado en 2006).
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Robertson, D. L., Mersky, J. P., Topitzes, J. W., y Niles, M. D. (2007). Effects of a school-based, early childhood intervention on adult health and well-being. Archives of Pediatrics & Adolescent Medicine, 161(8), 730-739. doi:10.1001/archpedi.161.8.730
  • Romer, N., Ravitch, N. K., Tom, K., Merrell, K. W., y Wesley, K. L. (2011). Gender differences in positive social-emotional functioning. Psychology in the Schools, 48(10), 958-970. doi: 10.1002/pits.20604
  • Rose-Krasnor, L. (1997). The nature of social competence. A theoretical re-view. Social Development, 6(1), 111-135. doi: 10.1111/j.1467-9507.1997.tb00097.x
  • Sadurní, M., Rostán, C., y Serrat, C. (2003). El desarrollo de los niños paso a paso. Barcelona: UOC.
  • Santrock, J. (2007). Desarrollo Infantil. México: McGraw-Hill.
  • Shaw, D. S., Gilliom, M., Ingoldsby, E. M., y Nagin, D. S. (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39(2), 189-200. doi:10.1037/0012-1649.39.2.189
  • Schulte-Rüther, M., Markowitsch, H. J., Shah, N. J., Fink, G. R., y Piefke, M. (2008). Gender differences in brain networks supporting empathy. Neuroimage, 42(1), 393-403. doi:10.1016/j.neuroimage.2008.04.180
  • Snyder, H. (2001). Epidemiology of official offending. En R. Loeber y D. P. Farrington (Eds.), Child delinquents: Development, intervention and service needs (pp.25-46). Thousand Oaks, CA: Sage.
  • Sørlie, M. A., Hagen, K. A., y Ogden, T. (2008). Social competence and antisocial behavior: Continuity and distinctiveness across early adolescence. Journal of Research on Adolescence, 18(1), 121-144. doi: 10.1111/j.1532-7795.2008.00553.x
  • Ştefan, C. A., y Miclea, M. (2013). Effects of a multifocused prevention program on preschool children’s competencies and behavior problems. Psychology in the Schools, 50, 382-402. doi:10.1002/pits.21683.
  • Tolan, R. H., y Guerra, N. G. (1996). Progress and prospects in youth vio-lence-prevention evaluation. American Journal of Preventive Medicine, 12, 129-131.
  • Tremblay, R. E. (2007). The development of youth violence: an old story with new data. European Journal on Criminal Policy and Research, 13(3-4), 161-170. doi:10.1007/s10610-007-9050-7
  • Vaughn, B. E., Shin, N., Kim, M., Coppola, G., Krzysik, L., Santos, A. J., … y Korth, B. (2009). Hierarchical models of social competence in pre-school children: a multisite, multinational study. Child development, 80(6), 1775-1796. doi: 10.1111/j.1467-8624.2009.01367.x
  • Walker, S. (2005). Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297-312. doi: 10.3200/GNTP.166.3.297-312
  • Waters, E., y Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental review, 3(1), 79-97. doi: 10.1016/0273-2297(83)90010-2
  • Zins, J., Weissberg, R., Wang, M. C., y Walberg, H. J. (2004). Building academic success on social and emotional learnig (SEL): What does the research say? New York: Teachers College Press.