Resumen. El análisis y la evaluación de las competencias parentales es una tarea central en los Servicios Sociales y concretamente en los Servicios especializados de atención a las familias en situación de riesgo psicosocial. Es imprescindible conocerlas y evaluarlas, entre otros motivos, para tomar medidas de apoyo a la unidad familiar o incluso para determinar si es necesario retirar a un menor de su familia. Paradójicamente, ésta ha sido un área de investigación poco explorada y ha ocupado también un lugar secundario en el campo de la protección de menores. Por ello, es importante clarificar qué se entiende por competencia parental, cuáles son las competencias parentales consideradas básicas para la educación saludable y positiva de los menores y poder contar con directrices claras para que los técnicos puedan llevar a cabo la evaluación de las mismas. El presente artículo pretende dar respuesta a estas cuestiones mencionadas. Palabras claves: competencia parental, evaluación de competencias, familias en riesgo psicosocial. Summary. The analysis and evaluation of parental competences is a central task for the Social Services and specifically for those services targeted at families living in psychosocial risk circumstances. The evaluation of parental competence can be used, among others motives, to take support measures to the family or even to determine if it is necessary to displace the children from his/her home. Despite of its importance, it is an area of sudy underexploited that also plays a secondary role in the field of child protection. For this reason, it is important to clarify what is meant by parental competence, which are the parental competences considered as basic for the healthy and positive parenting of the children, as well as to have clear guidelines to profesionals for carrying out the assessment of these competences. The current article tries to give answers to the questions mentioned.
Resumen. El objetivo de este artículo es proporcionar argumentos sobre la importancia de los programas grupales de educación para fomentar las competencias parentales. Para ello, se justifica la necesidad de dicho apoyo al definir la complejidad de la tarea de ser padres en la actualidad. También nos hacemos eco de la recomendación europea sobre la utilización de programas educativos para padres como una de las medidas de apoyo para el ejercicio de la parentalidad positiva. A continuación se describen varias generaciones de programas internacionales de educación para padres, así como algunos ejemplos de programas desarrollados en nuestro entorno nacional. Se reflexiona sobre los modelos de formación en los que se basan dichos programas, se ilustran los resultados obtenidos con el programa experiencial para padres en situación de riesgo psicosocial en dos comunidades españolas y se describe un nuevo programa "Crecer felices en familia", todavía en fase de implementación. Se concluye enfatizando la importancia de la evaluación de programas para extraer información sobre su eficacia y mejorar su implementación en situaciones naturales. Palabras clave: educación parental, parentalidad positiva, programas de educación de padres. Summary. This paper was aimed at emphasizing the importance of using parenting programs to promote parental competences. There is a need for this support taking into account the complexity of the parenting task in our modern societies. Following the European recommendation on positive parenting, those parenting programs are considered important measures to support parents in their educational role. Forward, several generations of parenting programs at the international context were briefly described and some examples of programs within the national context, as well. This paper provides some reflection on three models of parental education, and shows the results of an experiential parenting programs addressed to parents in psychosocial risk situation in two Spanish communities. A new program "Crecer felices en familia", still in the implementation phase, was also described. As a conclusion, the paper emphasized the importance of evaluating programs in order to know more about their efficacy and to improve the way of implementation in real settings.
RESUMO -Baseados no que observamos em cinco pessoas hígidas, fazemos uma revisão das principais teorias a respeito dos sonhos e propomos uma explicação unificadora sobre a função cognitiva deles. Classificamos os sonhos considerando seu papel na inibição, estimulação ou criação de estratégias cognitivas em torno de um núcleo emocional. Estas estratégias seriam estocadas e elicitadas subliminarmente por experiências afetivas ou cognitivo-afetivas durante a vigília. Sugerimos que as mudanças de padrão, mais lógico ou mais emocional, durante o sonho baseiam-se numa oscilação de dominância frontal ou límbica durante cada período REM. Observações preliminares mostraram-nos que, durante o período de atividade eletrencefalográfica frontal mais rápida, o despertar elicita impressões de sonhos mais lógicos e menos bizarros mas, se este ocorrer durante períodos de menor ativação frontal, as lembranças elicitadas correspondem a sonhos mais bizarros e portanto cognitivãmente menos elaborados. PALAVRAS-CHAVE: sonho, neuropsicologia, eletrencefografia. Neuropsychological aspects of oneiric activity: theoretical considerations suggested by clinical aspectsABSTRACT -Based on observations in five patients, we review the main theories concerning dreams and propose a comprehensive theory on their cognitive function. We classify dreams based on the role performed by them in inhibition, stimulation or creation of cognitive strategies around an emotional nucleus. These are stored in the memory bank and retrieved by an elicitation mechanism linking affective experiences on awareness and the strategies processed in previous dreams. We also propose that the changes in logical and emotional patterns in dreams are based on fronto-limbic dominance oscillations during each REM period. Preliminary observations we made show that awakening patients during most rapid frontal EEG activity during REM sleep elicits more logical and less bizarre dreams. Contrariwise, when they are awakened during slower REM cortical EEG activity, mainly over the frontal lobes, their dreams are more bizarre and consequently less elaborated from a cognitive point of view. KEY WORDS: dream, neuropsychology, electroencephalographyOs sonhos têm sido extensamente pesquisados ao longo das últimas décadas em seus aspectos neuropsicológicos e neurofisiológicos 13 , a partir do momento em que a teoria psicanalftica do sonho como um caminho para o inconsciente e disfarce para desejos inconfessáveis 4 deixou de ter primazia neste campo.As teorias consoHdativas 1015 adyogam que o sonho seria um instrumento projetor de situações recentes que, ao serem relembradas, têm sua memorização facilitada num processo semelhante à consolidação em vigília. Recentes estudos experimentais têm provido embasamento empírico para Serviço
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