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
Aldizkaria:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Argitalpen urtea: 2024

Alea: 26

Alea: 3

Orrialdeak: 356-367

Mota: Artikulua

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Beste argitalpen batzuk: Revista Fuentes

Laburpena

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

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