Characteristics of evaluation studies of groupbased parenting education programmes. A scoping review

Estudios sobre Educación

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Title Characteristics of evaluation studies of groupbased parenting education programmes. A scoping review
Características de los estudios de evaluación de programas grupales de educación parental. Una revisión de alcance
 
Creator Francisco-José Rubio-Hernández
María-Paz Trillo-Miravalles
Carmen Jiménez-Fernández
 
Description We conducted a scoping review of the characteristics of evaluation studies of group-based parent education programmes for parents with children aged zero to eighteen years, extracted from eight databases, between 2006 and 2019, from scientifi c journals. Of the 114 articles reviewed, most were published in North America or Europe, were randomised controlled trials, had small samples (less than 100 subjects), were implemented in school settings and were aimed at parents with children up to six years old or with specifi c educational support needs. A large percentage (49.5%) did not include post-intervention follow-up testing. The number of sessions typically ranged from six to eight (30.2%), with an average duration of two hours and a regularity of one per week. The most evaluated interventions were Triple-P, Incredible Years, Strengthening Families and the Guidance Programme. The contents most addressed were communication, emotions and strategies to manage behaviours. The main variables measured were behavioural problems, parenting practices and parental self-effi cacy. A growing and global interest in the topic analysed was detected, updated data is provided that can be useful to professionals and researchers in the area and guide the design processes of new interventions.
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.
 
Publisher Universidad de Navarra
 
Date 2021-05-11
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://revistas.unav.edu/index.php/estudios-sobre-educacion/article/view/40588
10.15581/004.41.005
 
Source Estudios sobre Educación; Vol. 41 (2021); 71-105
2386-6292
1578-7001
 
Language spa
 
Relation https://revistas.unav.edu/index.php/estudios-sobre-educacion/article/view/40588/35153
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