Influence of form and timing of social support on parental outcomes of a child-maltreatment prevention program

Byrne, Sonia; López, María José Rodrigo; Martı́n, Juan Carlos

doi:10.1016/j.childyouth.2012.09.016

Cited by 21 publications

(26 citation statements)

References 34 publications

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“…Therefore, one deduces that another parental necessity consists of stimulating self-sufficiency, greater internal control and awareness, competencies noted by Rodrigo and Byrne (2011) as necessary for exercising parenting in a positive form in contexts of risk and high risk. On the basis of the model of positive family intervention, one can help parents feel not only that they play a central role but also that they are active and able to improve the perception of self-sufficiency (Byrne et al, 2012;Máiquez, Rodrigo, Capote, & Vermaes, 2000;Rodrigo, Cabrera, et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, the support of formal and informal networks is a necessity that most influences families in at-risk situations (Byrne, Rodrigo, & Martín, 2012;Rodrigo, Martín, Máiquez, & Rodríguez, 2007;Sala-Roca, Villalba, Jariot, & Arnau, 2012). In consolidating processes of reunification, parents and children need to feel that, after returning home, they are accompanied by professionals and/or people close by.…”

Section: Perspectives On Working With Families For Reunificationmentioning

confidence: 99%

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Exploring the needs of parents for achieving reunification: The views of foster children, birth family and social workers in Spain

Balsells

Pastor

Inchaurrondo

et al. 2015

Children and Youth Services Review

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Background: Family reunification refers to the process through which children and adolescents under a measure of temporary separation (foster care or residential) return to live with their biological families. The research has begun to reflect a paradigm change in intervention and support for these families that affects the consolidation of reunification and the prevention of new processes of separation and reentry into the protection system. Objectives: This article examines the needs of parents who are susceptible to an educational intervention from a positive focus that contributes to the consolidation of family reunification. Method: Eighteen semi-structured interviews were conducted and 22 discussion groups were convened with 135 participants (63 protection-system professionals, 42 parents and 30 children and adolescents). The data were analyzed through content analysis and were subject to peer revision. Results: A series of parents' specific educational needs when their children return home was recognized. These needs can be the objects of family intervention based on a positive focus directed toward highlighting parents' strengths and are related to awareness of family progress, emotional management, giving and receiving help from other families and social support. The participants' comments show that feelings of self-sufficiency and positive reinforcement are fundamental for consolidation of the process. Conclusions: Social support through formal and informal networks may be a path to explore for providing more and better support after returning home. Empowering families so that they can be agents of support for other families can be a way to consolidate reunification, allowing families to be active agents in the reunification process. In addition, listening to children's voices can be a good strategy for family consolidation.

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Section: Discussionmentioning

confidence: 99%

Section: Perspectives On Working With Families For Reunificationmentioning

confidence: 99%

Exploring the needs of parents for achieving reunification: The views of foster children, birth family and social workers in Spain

Balsells

Pastor

Inchaurrondo

et al. 2015

Children and Youth Services Review

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“…Considering these aspects is a way to broaden the existent knowledge on this area, since there are few studies analysing the user's profiles who most benefits from the program (Dekovic et al, 2012;Durlak & Dupre, 2008;Kaminski, Vallew, Filene, & Boyle, 2008). In the social service group, the participant profile, which seemed to take the most advantage from the program, in terms of parental supervision, corresponds to those families with a greater condition of vulnerability (single-parent condition and lower academic formation), which reflects a positive result, since the parenting task implies a huge challenge for this kind of profile, and even more if it is considered the single-parent condition (Byrne, Rodrigo, & Martín, 2012). Changes in parental supervision have been more positive for elderly parents, which indicates that they are more conscious of the importance of monitoring and communication with their children, after the program, having developed more positive parenting skills and strategies during their children's adolescent years.…”

Section: Discussionmentioning

confidence: 99%

“Living Adolescence in Family” parenting program: Adaptation and implementation in social and school contexts

Rodríguez-Gutiérrez

Quintana

Cruz-Sosa

2016

Psychosocial Intervention

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a b s t r a c tAdolescence is a developmental period that implies a series of rapid changes that might complicate the role of parents. This study evaluates changes in parental monitoring and the strategies to solve family conflicts reported by parents who participated in the "Living Adolescence in Family" program in local social services and school centers. In addition, the study analyses the moderating role of family and facilitator variables that may affect the final results. The participants were 697 parents attending the social services (438 in the intervention group and 259 in the control group) and 1283 parents from school centers (880 in the intervention group and 403 in the control group). The results showed that families from local social services decreased the amount of control and improved monitoring in education and leisure spheres as well as self-disclosure whereas the families coming from school centers improved supervision in leisure and in self-disclosure. In addition, both groups of families improved their strategies for solving family conflicts, increasing the use of integrative strategies and decreasing the use of dominant strategies. There were differences across contexts: the results of the program in the social services context differed according to the participant and professional profiles whereas program results were more homogeneous in the school context. In sum, the program appears to be an efficient work tool, both for the professionals who work with at-risk families with adolescents and for the teachers who make use of the program for families with children at risk of early school dropout. © 2016 Colegio Oficial de Psicólogos de Madrid. Published by Elsevier España, S.L.U. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Programa "Vivir la adolescencia en familia": adaptación e implementación en servicios sociales y entorno escolarPalabras clave: Supervisión parental Resolución de conflictos Educación parental Implementación de programas Adolescencia r e s u m e n La adolescencia es un período de desarrollo que implica una serie de cambios rápidos que podrían complicar el papel de los padres. Este estudio evalúa los cambios en la supervisión parental y en las estrategias de resolución de conflictos familiares reportados por los padres que participan en el programa "Vivir la adolescencia en familia" en los servicios sociales locales y en los centros escolares. Además, el estudio analiza el papel moderador de la familia y las variables de los facilitadores que pueden afectar a los resultados finales. Los participantes fueron 697 padres que asistieron a los servicios sociales (438 en el grupo de intervención y 259 en el grupo control) y 1283 padres de los centros escolares (880 en el grupo de intervención y 403 en el grupo de control). Los resultados mostraron que las familias de los servicios sociales locales disminuyeron el control y mejoraron en supervisión educativa y en las esferas de ocio, así como en la apertura, mien...

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“…O suporte social, formal e informal, aparece como um fator crucial a ter em conta quando se intervém ao nível da parentalidade, uma vez que esta é exercida numa teia de interações entre diversos sistemas e depende da qualidade do suporte social existente nesses mesmos sistemas, sobretudo nas famílias que experienciam condições psicossociais mais negativas (Rodrigo, 2010). A disponibilização de um suporte social adequado revela-se uma forma eficaz de prevenir a ocorrência de maus tratos porque potencia a ocorrência de mudanças nas crenças e práticas parentais que colocam a criança em risco psicossocial (Byrne, Rodrigo, & Martin, 2012).…”

Section: Educación Parental: Estudio Exploratorio En Un Grupo De Danzunclassified

Educação Parental: Estudo Exploratório em Um Grupo de Dança Inclusiva

2015

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Influence of form and timing of social support on parental outcomes of a child-maltreatment prevention program

Cited by 21 publications

References 34 publications

Exploring the needs of parents for achieving reunification: The views of foster children, birth family and social workers in Spain

Exploring the needs of parents for achieving reunification: The views of foster children, birth family and social workers in Spain

“Living Adolescence in Family” parenting program: Adaptation and implementation in social and school contexts

Educação Parental: Estudo Exploratório em Um Grupo de Dança Inclusiva

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