Perceived parenting and adolescents' adjustment

Abstract Adolescence is an important developmental period that is characterised by heightened problems of adjustment. The aim of this study is to analyse adolescents' adjustment, and to explore the typologies and dimensions of parenting, and thus to determine the relationships between these factors. The sample comprised 1285 adolescent students aged 12 to 16 from the Basque Country (Spain). The students filled out the self-report of the Behavior Assessment System for Children (BASC) and the Parental Acceptance-Rejection/Control Questionnaire, (PARQ/Control). Differences by age were found in the adolescents' school maladjustment and parenting style perception. Moreover, perceptions of little parental warmth were related to higher levels of clinical and school maladjustment, and the lower the parental control, the greater the clinical maladjustment. Finally, the results obtained revealed that the interaction between the mothers' and fathers' parenting styles was significant only for clinical maladjustment; those students with neglectful mothers and authoritative fathers presented the highest level of clinical maladjustment, followed by other combinations of neglectful mothers. Furthermore, the students from neglectful and authoritarian families presented the highest levels of school maladjustment, without differences between neglectful and authoritarian or between indulgent and authoritative families.

Efectos de Cyberprogram 2. 0 en factores del desarrollo socioemocional / Effects of Cyberprogram 2. 0 on Factors of Socio-Emotional Development. / Efeitos de Cyberprogram 2. 0 em fatores do desenvolvimento sócio-emocional.

Objetivo. Desde los años ochenta, la violencia entre iguales ha suscitado una gran preocupación dentro de la comunidad científica y ha generado un intenso debate social. El principal objetivo de este estudio fue evaluar los efectos de un programa antibullying (Cyberprogram2.0) en factores del desarrollo socioemocional y en la violencia. Método. La muestra estuvo compuesta por 176 adolescentes españoles, de 13 a 15 años (77 hombres, 99 mujeres), de los cuales 93 fueron asignados aleatoriamente a la condición experimental y 83 a la de control. Se empleó un diseño cuasi-experimental postest con grupo de control equivalente. El programa contiene actividades para prevenir/reducir el bullying/cyberbullying. La intervención consistió en realizar 19 sesiones de una hora de duración durante un curso escolar. Al finalizar la intervención, se administró el Cuestionario de Evaluación del Programa CEP-Cyberprogram-2.0. Resultados. Los ANOVA postest confirmaron que el programa estimuló una mejora significativa de los experimentales en diversas cogniciones, emociones y conductas asociadas al desarrollo socioemocional y a la disminución de la violencia (F [41,134] = 58.82, p < 0.001; n² = 0.95; r = 0.97). La intervención afectó similarmente a ambos sexos. Conclusión. La discusión se centra en la importancia de implementar programas para prevenir la violencia y fomentar el desarrollo socioemocional.

Objective. Peer violence has raised much concern within the scientific community since the 1980s, generating an intense social debate. The main goal of the study was to assess the effects of an antibullying program (Cyberprogram 2,0) on factors of socio-emotional development and on violence. Method. A sample of 176 Spanish adolescents was used, aged between 13 and 15 years (77 males, 99 females), of whom 93 were randomly assigned to the experimental condition and 83 to the control condition. We used a quasi-experimental posttest design with an equivalent control group. The program contains activities to prevent and reduce bullying/ cyberbullying. The intervention consisted of 19 one-hour sessions carried out during the school term. After completing the intervention, the CEP-Cyberprogram-2.0 Assessment Questionnaire was administered. Results. The posttest ANOVAs confirmed that the program stimulated a significant improvement in the experimental adolescents in diverse cognitions, emotions, and behaviors associated with socio-emotional development and a decrease of violence, (F[41,134] = 58.82, p < 0.001; n² = 0.95; r = 0.97). The intervention affected both sexes similarly. Conclusion. The discussion focuses on the importance of implementing programs to prevent violence and promote socio-emotional development.

Escopo. Desde a década dos 80's, a violência entre iguais tem suscitado uma grande preocupação dentro da comunidade científica e tem gerado um intenso debate social. O principal objetivo de este estudo foi avaliar os efeitos de um programa antibullying (Cyberprogram 2.0) em fatores do desenvolvimento sócio-emocional e na violência. Metodologia. A amostra esteve composta por 176 adolescentes espanhóis, de 13 a 15 anos (77 homens, 99 mulheres), dos quais 93 foram assignados aleatoriamente à condição experimental e 83 à de controle. Foi empregado um desenho quase-experimental post-teste com um grupo de controle equivalente. O controle contem atividades para prevenir/reduzir o bullying/cyberbullying. A intervenção consistiu em fazer 19 sessões de uma hora de duração durante um curso escolar. Ao finalizar a intervenção, foi administrado o Questionário de Avaliação do Programa CEP-Cyberprogram-2.0. Resultados. Os ANOVA post-teste confirmaram que o programa estimulou uma melhora significativa dos experimentais em diversas cognições, emociones e condutas associadas ao desenvolvimento sócio-emocional e à diminuição da violência (F[41,134] = 58.82, p < 0.001; n² = 0.95; r = 0.97). A intervenção afetou similarmente em ambos sexos. Conclusão. A discussão está centrada na importância de implementar programas para prevenir a violência e fomentar o desenvolvimento sócio-emocional.