This study describes positive parenting effects on participants of a parent-training program in Spain, which is a country where implementation and evaluation of these kind of interventions is an incipient issue.
Research suggests that the social support received from fathers and mothers is a key factor in the reunification process, particularly on a foster child's return home. However, little is known regarding the nature of this support, its sources and the aspects on which such support should be focused. The aim of this study is to describe the social support that families require at the time of a child's return to successfully re-establish the family positive dynamics, functioning and routines. This research is based on information gathered in Spain from a focus group and in interviews of 63 professionals, 42 parents and 30 children. The method is qualitative, and the ATLAS.ti program is used for content analysis. The qualitative data enable a better understanding of the views of the individuals involved. The results indicate the relevance of the support provided by the protection system and the social services. The results also reveal the insufficiency of the informal support network. These findings suggest implications for social workers when focusing post-reunification support on specific needs linked to parental skills, personal difficulties of the parents and the stability of the family context.
Fundamentos: los programas de educación parental, promotores de la parentalidad positiva, reducen el estrés parental. En España y Latinoamérica son escasas las evaluaciones que evidencian dichos efectos y en ningún caso exploran los predictores de éxito. Este estudio analiza los cambios producidos por el “Programa de desarrollo de habilidades parentales para familias” (PHP), basado en la educación parental y promovido por enfermeras comunitarias sobre el estrés parental, e identifica los factores sociodemográficos asociados a una mayor reducción de estrés. Métodos: se recogió información sociodemográfica de 257 participantes, antes de la intervención y de estrés parental antes y después de esta. Se empleó la versión española de Parental Stress Scale. Se aplicaron test no paramétricos y una regresión logística binaria. Resultados: el análisis bivariado identificó reducción del estrés parental para todas las categorías de las variables predictoras. El análisis multivariado mostró que los hombres, las personas con menor nivel de estudios y las desempleadas presentaron mayor probabilidad de reducir el estrés. Conclusiones: el PHP es una intervención efectiva para reducir el estrés parental en diferentes grupos poblacionales. Este estudio contribuye a reforzar los incipientes hallazgos de estudios internacionales, y a dar respuesta al vacío de los países latinos, en cuanto al papel de los determinantes sociales como predictores de la reducción del estrés parental generados por los programas de educación parental.
Résumé Pour plusieurs raisons, le placement en famille élargie est le plus difficile (Amorós et Palacios, 2004). Fréquemment, les accueillants sont âgés, ont un niveau d’éducation inférieur, plus de problèmes de santé, moins de ressources, etc. Eu égard à la complexité de la tâche, il est essentiel que ces familles comptent sur des appuis et disposent des ressources nécessaires. Le Groupe de recherche en intervention socio-éducative de l’enfance et de la jeunesse (GRISIJ) de l’université de Barcelone, présente un programme de recherche sur l’accueil en famille élargie, dans le but de développer un modèle d’intervention socio-éducatif s’adressant aux familles élargies qui accueillent un adolescent. Son principal objectif est d’identifier et de renforcer les habiletés des familles élargies et des adolescents accueillis, pour que l’action socio-éducative améliore les relations interfamiliales (entre les membres de la famille d’accueil, les parents biologiques et les adolescents). Cela permettra, à l’adolescent, de gérer sa réalité ainsi que les situations de conflit qui peuvent surgir dans cette situation.
Résumé Le placement en famille élargie est la mesure de protection de l’enfance la plus fréquente en Espagne, mais c’est aussi celle qui reçoit le moins de soutien de la part des professionnels, ce qui peut constituer un obstacle à la réussite de ce type d’accueil. La distance générationnelle qui existe entre « accueillis » et « accueillants » représente un défi supplémentaire à surmonter, s’ajoutant à la nécessité de satisfaire les besoins des enfants accueillis. Comme bon nombre de ceux-ci sont accueillis par leurs grands-parents, l’identification et la compréhension des besoins des familles d’accueil peuvent aider les professionnels à adapter leurs interventions. Nous avons donc mené une étude de type qualitatif afin d’évaluer les besoins de soutien de ces familles. Pour ce faire, neuf groupes de discussion ont été organisés auprès des différentes Communautés Autonomes d’Espagne. L’analyse des résultats a permis d’identifier trois catégories principales de besoins de soutien aux familles d’accueil ainsi que des pistes pour améliorer les interventions socio-éducatives.
Placement in kinship family has existed informally throughout time. There are many countries in which kinship family care is the most common measure used for child protection. However, it is a subject of continuous debate. One of the major issues is that kinship foster care is relied upon without carrying out an evaluation study of the family; often the child is placed directly with grandparents and uncles simply because they are direct family. This article presents an assessment tool to evaluate extended families in order to ensure the welfare of the child. The tool was created as a result of the cooperative research of 126 professionals from seven regions of Spain. The tool can identify the strengths and weaknesses of families by considering six factors: personal characteristics, the coverage of basic needs, collaboration with professionals, the family structure and dynamics, the relationship between family, child, and biological family, and, finally, the attitude towards the placement. The assessment tool is innovative and introduces the opportunity to consider the skills of the kinship foster care family, the needs of support, and which families are unfit to take care of the child. To conclude, the tool tries to overcome one of the principal disadvantages of kinship foster care: the lack of knowledge about the kinship family.
Parent training programs (PTPs) have been used extensively in Anglo-Saxon countries, but less so in Southern Europe. Several characteristics of families have been linked to effective parenting and positive development of children, but few studies have examined the social determinants of the effectiveness of PTPs. The Parenting Skills Program for families (PSP) is a PTP from Spain. This study aimed to identify the social characteristics (sex, age, country of birth, marital status, educational level, and employment status) of parents that determine the success of the PSP in relation to social support, parenting skills, parental stress, and negative behaviors among children. A quasi-experimental study with a prepost design with no control group was used. We conducted a survey before (T0) and after the intervention (T1). Sample size was 216. We fit multiple logistic regression models. Parenting skills increased more among parents with a lower educational level. Parents’ stress decreased more among parents who had a lower educational level, were unemployed, and were men. Social support increased among parents who were younger, unemployed, or non-cohabiting. We found no significant differences in the effect on children’s negative behaviors according to the social factors evaluated. The PSP is effective for socioeconomically diverse families, but the success differs according to the parents’ social profile. Unlike most previous studies, the results were better among more socially disadvantaged people, highlighting the potential of this kind of intervention for reducing the social inequality gap between groups.
P4. Evaluación única o continuada. ¿Qué motivos influyen en la elección del estudiante? Rozas MR, Garrido E, Martínez C, Sancho R P5. Rendimiento académico de los estudiantes del Grado de Farmacia según la vía de acceso a los estudios (CFGS frente a PAAU) Amat C, Marquès A, Miñarro M, Pallàs M P6. Psicología y profesión: acercando los mundos académicos y laborales
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