"Living Adolescence in Family" parenting programadaptation and implementation in social and school contexts

  1. Elisa Rodríguez-Gutiérrez 1
  2. Juan Carlos Martín-Quintana 2
  3. Miriam Cruz-Sosa 2
  1. 1 Universidad de La Laguna, Spain
  2. 2 Universidad de Las Palmas de Gran Canaria, Spain
Journal:
Psychosocial Intervention

ISSN: 1132-0559

Year of publication: 2016

Volume: 25

Issue: 2

Pages: 103-110

Type: Article

DOI: 10.1016/J.PSI.2016.03.004 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psychosocial Intervention

Abstract

Adolescence 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.

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