Evaluación del programa “Aprender a Convivir en Casa”. Estudio piloto para padres de Educación Infantil

  1. María del Carmen Pichardo Martínez 1
  2. Alicia Benavides Nieto 1
  3. Miriam Romero López 1
  4. Trinidad García-Berbén 1
  1. 1 Departamento de Psicología Evolutiva y de la Educación, Universidad de Granada
Revue:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Année de publication: 2019

Volumen: 17

Número: 47

Pages: 149-168

Type: Article

DOI: 10.25115/EJREP.V17I47.1875 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Electronic journal of research in educational psychology

Résumé

Introduction. Several studies in recent decades provide scientific evidence on the benefits of family preventive intervention in the infant stage. However, in the Spanish context, there is a shortage of interventions aimed at this population that have shown their efficacy. Carrying out the pilot intervention of the universal family training program Aprender a Convivir en Casa (ACC) in a Spanish population, the objective of this study was to determine its effectiveness in developing social competence and reducing behavioral problems in preschoolers. Method. The sample was made up of 18 mothers and fathers with children in Early Childhood Education from 3 to 5 years (Medad = 4.48 years, DTedad = 0.50) from a center in Granada (Spain), of which 9 belong to the experimental group and 9 to the control group. Sample selection was incidental non-probability. The boys and girls in the experimental group were assigned to said group if the mothers / fathers had attended more than 80% of the program's sessions. Results. The results show both main effects of the time variable (pre-test and post-test) and interaction effects between the time x group variables (control and experimental) on the variables social cooperation, social interaction and total social competence, or - the experimental group having higher scores in the post-test phase. Regarding behavior problems, the results show main and interaction effects on attention problems and externalization of problems. In the rest of the variables analyzed, no main or interaction effects are obtained. Discussion and Conclusions. Intervention with families is an important protective factor against the prevention of behavioral problems. The results observed after the pilot implementation of the ACC program are promising in promoting social competence and reducing some behavioral problems in the children of the participating families. However, there are some limitations of the study that must be taken into account.

€ Voir financement

Information sur le financement

Investigación realizada gracias al Proyecto denominado El programa Aprender a convivir en casa y su influencia en la mejora de la competencia social y la reducción de problemas de conducta (EDU2013-41054-P), subvencionado por el Ministerio de Economía y Competitividad.

Financeurs

Références bibliographiques

  • Achenbach, T. M., y Rescorla, L. (2000). Manual for the ASEBA preschool forms & profiles: an integrated system of multi-informant assessment. Burlington, VT:ASEBA.
  • Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1989). Social cognitive theory. En R. Vasta (ed.), Annals of Child Development. Greenwich, CT: JAI Press.
  • Bartau, I. (1999). Orientación familiar. Proyecto Docente. Universidad del País Vasco: Facul-tad de Filosofía y Ciencias de la Educación.
  • Belsky, J. (1981). Early human experience: A family perspective. Developmental Psychology, 17, 3-23. doi: 10.1037/0012-1649.17.1.3.
  • Betina, A. (2010). Las habilidades sociales como recursos para el desarrollo de fortalezas en la infancia. Psicodebate. Psicología, Cultura y Sociedad, 10, 231-248. doi: 10.18682/pd.v10i0.398.
  • Bornstein, M.H., Hahn, C.S., y Haynes, O.M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: De-velopmental cascades. Development and Psychopathology, 22(4), 717-735. doi: 10.1017/S0954579410000416.
  • Brennan, L. M., Shaw, D. S., Dishion, T. J., y Wilson, M. N. (2015). The predictive utility of early childhood disruptive behaviors for school-age social functioning. Journal of ab-normal child psychology, 43(6), 1187-1199. doi: 10.1007/s10802-014-9967-5.
  • Calvete, E., y Orue, I. (2016). Violencia filio-parental: frecuencia y razones para las agresio-nes contra padres y madres. Psicología Conductual, 24(3), 481-495.
  • Chang, H., Shaw, D. S., Shelleby, E. C., Dishion, T. J., y Wilson, M. N. (2017). The Long-Term Effectiveness of the Family Check-up on Peer Preference: Parent-Child Interac-tion and Child Effortful Control as Sequential Mediators. Journal of abnormal child psychology, 45(4), 705-717. doi: 10.1007/s10802-016-0198-9.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences . Hilsdale. NJ: Lawrence Earlbaum Associates.
  • D’Arcy, C., y Meng, X. (2014). Prevention of common mental disorders: conceptual frame-work and effective interventions. Current opinion in psychiatry, 27(4), 294-301. doi: 10.1097/YCO.0000000000000076.
  • Dishion, T. J., y Patterson, G. R. (1992). Age effects in parent training outcome. Behavior Therapy, 23(4), 719-729.
  • Dishion, T.J., Forgatch, M., Chamberlain, P., y Pelham, W. E. (2016). The Oregon model of behavior family therapy: From intervention design to promoting large-scale system change. Behavior therapy, 47(6), 812-837. doi: 10.1016/j.beth.2016.02.002.
  • Dishion, T.J., Kavanagh, K., y Kiesner, J. (1999). Prevention of early adolescent substance use among high-risk youth: A multiple gating approach to parent intervention (208–228). En R.S.Ashery (Ed.), Research meeting on drug abuse prevention through fami-ly interventions. Washington, DC: Government Printing Office.
  • Domitrovich, C. E., Durlak, J. A., Staley, K. C., y Weissberg, R. P. (2017). Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 88(2), 408-416. doi: 10.1111/cdev.12739.
  • Federal Interagency Forum on Child and Family Statistics (2017). America’s Children: Key National Indicators of Well-Being. Washington, DC: U.S. Government Printing Of-fice.
  • Ferguson, D., Stanley, L., y Horwood, L.J. (2009). Preliminary Data on the Efficacy of the Incredible Years Basic Parent Programme in New Zealand. Australian & New Zealand Jorunal of Psychiatry, 43, 76-79.
  • Fernández, M., Benítez, J. L., Pichardo, M., Fernández, E., Justicia, F., García, T., ... y 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 Research in Educational Psychology, 8(22), 1229-1252.
  • Gallagher, E. (2008). Children’s violence to parents: a critical literature review. Master the-sis. Melbourne, Australia: Monash University. Recovered from http://web.aanet.com.au/eddiegallagher/Violence%20to%20Parents%20-%20Gallagher%202008.pdf
  • Instituto Nacional de Estadística (2017). Problemas o enfermedades crónicas o de larga evo-lución padecidas en los últimos 12 meses y diagnosticadas por un médico en población infantil según sexo y grupo de edad. Población de 0 a 14 años. Coeficiente de varia-ción. España: INE. Recovered from http://www.ine.es/jaxi/Datos.htm?path=/t15/p419/a2011/p07/l0/&file=07006.px
  • Kohlberg, L. (1981). The philosophy of moral development moral stages and the idea of jus-tice. San Francisco: Harper & Row Pubs.
  • Lozano-Rodríguez, I., y Valero-Aguayo, L. (2017). Una revisión sistemática de la eficacia de los programas de entrenamiento a padres. Revista de Psicología Clínica con Niños y Adolescentes 4(2), 85-91.
  • Martínez, M. de C., Álvarez, B., y Fernández, A. P. (2015). Orientación familiar: Contextos, evaluación e intervención. Madrid: Sanz y Torres.
  • McMillan, J.H., y Foley, J. (2011). Reporting and discussing effect size: Still the road less traveled. Practical Assessment, Research e Evaluation, 16(14), 1–12.
  • Merrell, K. W. (2002). Preschool and Kindergarten Behavior Scales. Proed: Texas.
  • Morawska, A., Tometzki, H., y Sander, M.R. (2014). An Evaluation of the Efficacy of a Tri-ple P-Positive Parenting Program Podcast Series. Journal of Developmental & Becha-vior Pediatrics, 35(2), 128-137. doi: 10.1097/DBP.0000000000000020
  • National Institute for Clinical Excellence. (2014). Antisocial behaviour and conduct disorders in children and young people. London: NICE.
  • Piquero, A. R., Jennings, W. G., Diamond, B., Farrington, D. P., Tremblay, R. E., Welsh, B. C., y Gonzalez, J. M. R. (2016). A meta-analysis update on the effects of early fami-ly/parent training programs on antisocial behavior and delinquency. Journal of Exper-imental Criminology, 12(2), 229-248. doi: 10.1007/s11292-016-9256-0.
  • Proctor, K. B., y Brestan-Knight, E. (2016). Evaluating the use of assessment paradigms for preventive interventions: A review of the Triple P—Positive Parenting Program. Chil-dren and Youth Services Review, 62, 72-82. doi: 10.1016/j.childyouth.2016.01.018.
  • Rechea, C., Fernández, E. y Cuervo A. L. (2008). Menores agresores en el ámbito familiar. Centro de Investigación en Criminología, Informe, 15, 1-80.
  • Rimestad, M.L., Trillingsgaard, T., O’Toole, M.S., y Hougaard, E. (2017). Combining Par-ent and Teacher Training for Early ADHD: A Randomized Study of Effectiveness. Journal of Child and Family Studies, 21. doi: 10.1007/s10826-017-0982-3
  • Sanders, M. R., Kirby, J. N., Tellegen, C. L., y Day, J. J. (2014). The Triple P-Positive Par-enting Program: A systematic review and meta-analysis of a multi-level system of par-enting support. Clinical Psychology Review, 34, 337–357. doi:10.1016/j.cpr.2014.04.003
  • Sanders, M. R., y Markie-Dadds, C. (1996). Triple P: A multi-level family intervention pro-gram for children with disruptive behaviour disorders. En P. Cotton y H. Jackson (Eds.), Early intervention and prevention in mental health (pp. 59-85). Melbourne, Victoria: Australian Psychological Society.
  • Shaw, D. S., Dishion, T. J., Supplee, L., Gardner, F., y Arnds, K. (2006). Randomized trial of a family-centered approach to the prevention of early conduct problems: 2-year effects of the family check-up in early childhood. Journal of consulting and clinical psychol-ogy, 74(1), 1-9. doi: 10.1037/0022-006X.74.1.1.
  • Webster-Stratton, C. (1984). The incredible years parent training manual: BASIC program. 1411 8th Avenue West, Seattle 98119: The Incredible Years Training Series.
  • Webster-Stratton, C., Reid, J. M., y Beauchaine, T. (2011). Combining Parent and Child Training for Young Children with ADHD. Journal of Clinical Child & Adolescent Psychology, 40, 2, 191-203.doi: 10.1080/15374416.2011.546044
  • Webster‐Stratton, C. y Reid, J.M. (2010). Adapting The Incredible Years, an evidence‐based parenting programme, for families involved in the child welfare system. Journal of Children's Services, 5 (1), 25-42. doi: 10.5042/jcs.2010.0115
  • Webster‐Stratton, C., Rinaldi, J., y Reid, J. M. (2011). Long‐term outcomes of Incredible Years Parenting Program: Predictors of adolescent adjustment. Child and Adolescent Mental Health, 16(1), 38-46. doi: 10.1111/j.1475-3588.2010.00576.x.
La source de données: Dialnet