Programas de Desarrollo Positivo Adolescente en el Contexto EducativoRevisión Sistemática

  1. Adriana Álamo-Muñoz
  2. Juan Carlos Martín Quintana
  3. Jesús Alemán Falcón
  4. Miriam del Mar Cruz-Sosa
Revista:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Año de publicación: 2024

Volumen: 26

Volumen: 3

Páginas: 356-367

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Fuentes

Resumen

Los programas desde el enfoque del Desarrollo Positivo en la Adolescencia favorecen el desarrollo integral, promueven conductas positivas y disminuyen la probabilidad de que se den conductas de riesgo. Pero ¿qué características tienen estos programas implementados en los centros educativos y cuál es su relación con el ajuste escolar? Para responder a esta cuestión, se realizó una revisión sistemática siguiendo el protocolo PRISMA 2020. Tras buscar en las bases de datos WoS, Scopus, ERIC, PsycINFO y PubMed y seleccionar los artículos según los criterios de inclusión (1º programas de Desarrollo Positivo Adolescente, 2º dirigidos a adolescentes, 3º implementados en centros educativos, 4º evaluados), se presentan los hallazgos de 15 artículos (entre 2008-2020). Se ha comprobado que los programas de Desarrollo Positivo Adolescente aplicados en el contexto educativo se ajustan al enfoque teórico. El modelo más diseminado es el de las 5Cs. A pesar de estar bien fundamentados, no todos tienen en cuenta aspectos relevantes para lograr que los centros educativos se conviertan en entornos positivos (involucrar a toda la comunidad educativa o garantizar la fidelización al programa). En los estándares de evidencia la mayoría presenta carencias al informar sobre el proceso de implementación. En conclusión, es relevante tener en cuenta los resultados de esta revisión para diseñar, implementar y evaluar programas de Desarrollo Positivo Adolescente que promuevan la continuidad escolar en los centros educativos

Referencias bibliográficas

  • Axford, N., Elliot, D., y Little, M. (2012). Blueprints for Europe: Promoting Evidence-Based Programs in Children's Services. Psychosocial Intervention, 21(2), 205-214. https://doi.org/10.5093/in2012a11
  • Beck, M., y Wiium, N. (2019). Promoting academic achievement within a positive youth development framework. Norsk Epidemiologi, 28(1-2), 79-87. https://doi.org/10.5324/nje.v28i1-2.3054
  • Benson, P. L. (2003). Developmental Assets and Asset-Building Community: Conceptual and Empirical Foundations. In R. M. Lerner, & P. L. Benson, Developmental Assets and Asset-Building Communities (pp. 19-43). Norwell, MA: Springer. https://doi.org/10.1007/978-1-4615-0091-9
  • Benson, P. L., Scales, P. C., y Syvertsen, A. K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. En R. M. Lerner, J. V. Lerner, y J. B. Benson, Advances in Child Development and Behavior (Vol. 41, pp. 197-230). Elsevier.
  • Bergeron, J., Chouinard, R., y Janosz, M. (2011). The Impact of Teacher-Student Relationships and Achievement Motivation on Students’ Intentions to Dropout According to Socio-economic Status. US-China Education Review B, 273-279. https://acortar.link/fbkw7l
  • Bradshaw, C. P., O'Brennan, L. M., y McNeely, C. A. (2008). Core competencies and the prevention of school failure and early school leaving. New Directions for Child and Adolescent Development(122), 19-32. https://doi.org/10.1002/cd.226
  • Catalano, R., Berglund, M., Ryan, J., Lonczak, H., y Hawkins, D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98-124. http://www.jstor.org/stable/4127638
  • Damon, W. (2008). The Path to Purpose: Helping Our Children Find Their Calling in Life. Free Press.
  • Eichas, K., Albrecht, R., Garcia, A., Ritchie, R., Varela, A., Garcia, A., . . . Kurtines , W. (2010). Mediators of Positive Youth Development Intervention Change: Promoting Change in Positive and Problem Outcomes? Child & Youth Care Forum, 39, 211–237. https://doi.org/10.1007/s10566-010-9103-9
  • Eichas, K., Kurtines, W., Rinaldi, R., y Farr, A. C. (2018). Promoting Positive Youth Development: A Psychosocial Intervention Evaluation. Psychosocial Intervention, 27, 22-34. https://doi.org/10.5093/pi2018a5
  • Eichas, K., Montgomery, M., Meca, A., y Kurtines, W. (2017). Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development. Child Development, 88(4), 1115-1124. https://doi.org/10.1111/cdev.12866
  • EurofamNet. (2020). EurofamNet: The European Family Support Network. Retrieved from European Family Support Network (EurofamNet), Action (CA18123) under the COST Program. https://eurofamnet.eu/home
  • Fixsen, D., Blase, K., Metz, A., y Van Dyke, M. (2013). Statewide Implementation of Evidence-Based Programs. Exceptional Children, 79(3), 213-230. https://doi.org/10.1177/001440291307900206
  • Freire, T., Lima, I., Teixeira, A., Araújo, M. R., y Machado, A. (2018). Challenge: To Be+. A group intervention program to promote the positive development of adolescents. Children and Youth Services Review, 87, 173-185. https://doi.org/10.1016/j.childyouth.2018.02.035
  • Gilham, C., Thompson, K., y Ruckstuhl, S. (2020). Improving Girls’ Developmental Assets Using a Mentor Led Approach in Atlantic Canada. Gender Issues, 37, 340–354. https://doi.org/10.1007/s12147-020-09251-6
  • Guerra, N. G., y Bradshaw , C. P. (2008). Linking the Prevention of Problem Behaviors and Positive Youth Development: Core Competencies for Positive Youth Development and Risk Prevention. En N. G. Guerra, y C. P. Bradshaw, Core Competencies to Prevent Problem Behaviors and Promote Positive Youth Development : New Directions for Child and Adolescent Development (pp. 1-17). Jossey-Bass.
  • Kagitcibasi, C., Baydar, N., y Cemalcil, Z. (2018). Supporting positive development in early adolescence: A school-based intervention in Turkey. Applied Developmental Science, 24(2), 170-192. https://doi.org/10.1080/10888691.2018.1457962
  • Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170-183. https://doi.org/10.1037/0003-066X.55.1.170
  • Lázaro-Visa, S., Palomera, R., Briones, E., Fernández-Fuertes, A. A., y Fernández-Rouco, N. (2019). Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors. Front Psychol, 10, 1-11. https://doi.org/10.3389/fpsyg.2019.01691
  • Lerner, R. M. (2004). Liberty: Thriving and Civic Engagement among America's Youth. Thousand Oaks, CA: SAGE Publications. https://doi.org/10.4135/9781452233581
  • Lerner, R., Lerner, J., Almerigi, J., Theokas, C., Phelps, E., Gestsdottir, S., . . . von Eye, A. (2005). Positive youth Developmental, participation in community youth development programs, and community contributions of fifth grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. Journal of Early Adolescence, 25(1), 17-71. https://doi.org/10.1177/0272431604272461
  • Lewis, K., Vuchinich, S., Ji, P., DuBois, D., Acock, A., Bavarian, N., . . . Flay, B. (2016). Effects of the Positive Action Program on Indicators of Positive Youth Development Among Urban Youth. Applied Developmental Science, 20(1), 16-28. https://doi.org/10.1080/10888691.2015.1039123
  • Little, R. (1993). What’s working for today’s youth: The issues, the programs, and the learnings. ICYF Fellows Colloquium. Michigan State University.
  • Luk, A., Chan, W., y Hu, S. (2013). Macau, world capital for gambling: a longitudinal study of a youth program designed to instill positive values. Frontiers in Public Health, 1, 1-10. https://doi.org/10.3389/fpubh.2013.00058
  • Ma, C., Shek, D., y Leung, H. (2019). Evaluation of a Positive Youth Development Program in Hong Kong: A Replication. Research on Social Work Practice, 29(7), 808-819. https://doi.org/10.1177/1049731518806579
  • Mihalic, S., y Elliott, D. (2015). Evidence-based programs registry: Blueprints for Healthy Youth Development. Evaluation and Program Planning, 48, 124-131. https://doi.org/10.1016/j.evalprogplan.2014.08.004
  • Oliva, A., Reina, M. C., Hernando, Á., Antolín, L., Pertegal, M. Á., Parra, Á., . . . Pascual, D. M. (2011). Activos para el Desarrollo Positivo y la Salud Mental en la Adolescencia. Junta de Andalucía. Consejería de Salud y Familias. https://acortar.link/krlfvr
  • Oliva, A., Ríos, M., Antolín, L., Parra, A., Hernando, A., y Pertegal, M. A. (2010). Más allá del déficit: construyendo un modelo de desarrollo positivo adolescente. Infancia y Aprendizaje, 32(2), 223-234. https://doi.org/10.1174/021037010791114562
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., . . . Moher, D. (2021a). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BJM, 372 :n160. https://doi.org/10.1136/bmj.n71
  • Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., . . . McKenzie, J. E. (2021b). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BJM(372:n160). https://doi.org/10.1136/bmj.n160
  • Paricio, D., Rodrigo, M. F., Viguer, P., y Herrera, M. (2020). Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting. International Journal of Environmental Research and Public Health, 17(18), 1-17. https://doi.org/10.3390/ijerph17186784
  • Pertegal, Oliva, y Hernando. (2010). Los programas escolares como promotores del desarrollo positivo adolescente. Cultura y Educación, 22(1), 53-66. https://doi.org/10.1174/113564010790935169
  • Shek, D., y Sun, R. (2010). Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on Three Years of Program Implementation. The Scientific World Journal, 10, 1509–1519. https://doi.org/10.1100/tsw.2010.122
  • Shek, D., y Zhu, X. (2020). Promotion of Thriving Among Hong Kong Chinese Adolescents: Evidence From Eight-Wave Data. Research on Social Work Practice, 30(8), 870-883. https://doi.org/10.1177/1049731520947156
  • Shek, D., Zhu, X., Leung, J., Lee, T. Y., y Wu, F. (2019). Evaluation of the Project P.A.T.H.S. in Mainland China: Findings Based on Student Diaries. Research on Social Work Practice, 29(4), 410-419. https://doi.org/10.1177/1049731517745994
  • Slavin, R. E. (2017). Evidence-Based Reform in Education. Journal of Education for Students Placed at Risk (JESPAR), 22(3), 178-184. https://doi.org/10.1080/10824669.2017.1334560
  • Truskauskaitė-Kunevičienė, I., Romera, E., Ortega-Ruiz, R., y Žukauskienė, R. (2020). Promoting positive youth development through a school-based intervention program Try Volunteering. Current Psychology, 39, 705–719. https://doi.org/10.1007/s12144-018-9790-1
  • Uriarte, J. d. (2006). Construir la resiliencia en la escuela. Revista de Psicodidáctica, 11(1), 7-23. https://acortar.link/nF8pas
  • Walter, I., Nutley, S., y Davies, H. (2005). What works to promote evidence-based practice? A cross-sector review. Evidence & Policy: A Journal of Research, Debate and Practice, 1(3), 335-363. https://doi.org/10.1332/1744264054851612
  • Zhu, X., y Shek, D. (2020). Impact of a positive youth development program on junior high school students in mainland China: A pioneer study. Children and Youth Services Review, 114, 105022. https://doi.org/10.1016/j.childyouth.2020.105022
Fuente de los datos: Dialnet