Francisco-José Rubio-Hernández e-mail(Inicie sesión) , María-Paz Trillo-Miravalles e-mail(Inicie sesión) , Carmen Jiménez-Fernández e-mail(Inicie sesión)

Contenido principal del artículo

Autores/as

Francisco-José Rubio-Hernández e-mail(Inicie sesión)
María-Paz Trillo-Miravalles e-mail(Inicie sesión)
Carmen Jiménez-Fernández e-mail(Inicie sesión)

Resumen

501

Se ejecutó una revisión de alcance de las características de los estudios de evaluación de programas grupales de educación para progenitores con hijos de cero a dieciocho años, extraídos de ocho bases de datos, entre los años 2006 y 2019 y pertenecientes a revistas científi cas. De los 114 artículos revisados, la mayoría estaban publicados en Norteamérica o Europa, eran ensayos controlados aleatorizados, contaban con muestras pequeñas (inferiores a 100 sujetos), se implementaron en contextos escolares y estaban destinados a progenitores con hijos de hasta seis años o necesidades específi cas de apoyo educativo. Un amplio porcentaje (49.5%) no incluía pruebas de seguimiento post-intervención. Habitualmente el número de sesiones oscilaba entre seis y ocho (30.2%), con una duración promedio de dos horas y una perioricidad de una a la semana. Las intervenciones más evaluadas fueron Triple-P, Incredible Years, Strengthening Families y el Programa-Guía. Los contenidos más abordados fueron la comunicación, las emociones y las estrategias para manejar las conductas. Las principales variables medidas fueron los problemas de comportamiento, las prácticas de crianza y la autoefi cacia parental. Se detectó un interés creciente y global en el tópico analizado; se proporcionan datos actualizados que pueden ser útiles a profesionales e investigadores del área y guiar los procesos de diseño de nuevas intervenciones.

Palabras clave

Educación de los padres, Programa de formación, Programas grupales, Evaluación, Revisión de alcance

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