El apoyo social en los programas domiciliarios y grupales de educación parental

  1. Miriam Álvarez Lorenzo
  2. Sonia Padilla Curra
  3. María José Rodrigo López
Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934

Year of publication: 2021

Volume: 73

Issue: 2

Pages: 9-24

Type: Article

Export: RIS
DOI: 10.13042/bordon.2021.83104 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • SJR Journal Impact: 0.289
  • Best Quartile: Q3
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 246/340
  • Area: Education Quartile: Q3 Rank in area: 794/1543

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Impact: 1.010
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 39/230

CIRC

  • Social Sciences: B

CiteScore

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • CiteScore of the Journal : 1.1
  • Area: Education Percentile: 41
  • Area: Developmental and Educational Psychology Percentile: 27

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Citation Indicator (JCI): 0.34
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 529/724

Abstract

El apoyo social es un sistema complejo compuesto por diversos componentes cuyas influencias pueden proteger o poner en riesgo el ejercicio de la parentalidad positiva. Pocos estudios han analizado la relación de los componentes del apoyo con la efectividad de los programas de educación parental. El objetivo del presente estudio fue analizar el poder predictivo de los componentes del sistema de apoyo social sobre los cambios experimentados por los participantes en la versión grupal y domiciliaria del programa “Crecer felices en familia”, un programa de apoyo psicoeducativo dirigido a familias con hijos e hijas de entre 0 y 5 años en riesgo psicosocial. MÉTODO. Los participantes en el programa implementado en varias comunidades autónomas de España fueron 352 padres y madres. Se evaluaron la composición y el nivel de uso de la red social (formal e informal), los tipos (instrumental, emocional, interacción social y apoyo afectivo) y la satisfacción con los apoyos. Se evaluaron, asimismo, los cambios experimentados por los/as participantes en las actitudes parentales, competencia parental y estrés parental. RESULTADOS. Los análisis de regresión lineal múltiple indicaron que el sistema de apoyo social predice los cambios reportados por los participantes en las tres dimensiones parentales estudiadas, mostrando diferencias según la dimensión parental, el componente de apoyo y la versión del programa aplicada. DISCUSIÓN. Este resultado pone de manifiesto la importancia de prestar atención al sistema de apoyo, ya que puede fortalecer los cambios experimentados por los participantes tras el paso de un programa de educación parental.

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