Construção e evidências de validade da escala de habilidades parentais em disciplina positiva / Construction and evidence of validity of the positive discipline parenting skills scale / Construcción y evidencias de validez de la escala de habilidades parentales en disciplina positiva

Este artigo apresenta a construção e evidências de validade de um instrumento para mensurar habilidades parentais baseado na Disciplina Positiva, abordagem que auxilia pais e cuidadores a ensinar habilidades de vida para suas crianças. Os itens foram formulados a partir de revisão teórica sobre estilos parentais, Terapia do Esquema e Disciplina Positiva e posteriormente avaliados por cinco juízas experts e cinco indivíduos do público-alvo. Após as avaliações, oito itens foram excluídos e outros sofreram alterações, chegando-se a uma versão-piloto da Escala de Habilidades Parentais em Disciplina Positiva (EHPDP) com 28 itens. Os dados foram coletados de uma amostra de 281 mães com filhos de 4-12 anos. A análise fatorial exploratória revelou uma estrutura de 16 itens divididos em três fatores. O Alfa de Cronbach e a confiabilidade composta indicaram adequada consistência interna para o instrumento. A correlação de Pearson revelou evidências de validades convergente e discriminante com as versões brasileiras validadas do Questionário de Estilos e Dimensões Parentais e da Escala de Depressão, Ansiedade e Estresse. Os resultados indicam que a EHPDP é um instrumento válido e confiável para mensurar habilidades parentais em Disciplina Positiva.

This article presents the construction and evidence of validity of an instrument for measuring parenting skills based on Positive Discipline, an approach that helps parents and caregivers teach life skills to their children. The items were constructed based on a theoretical review of Parenting Styles, Schema Therapy, and Positive Discipline and were subsequently evaluated by five expert judges and five individuals from the target audience. Following these evaluations, eight items were excluded and others were changed, leading to the pilot version of the Positive Discipline Parenting Skills Scale (Escala de Habilidades Parentais em Disciplina Positiva ­ EHPDP), represented by 28 items. Data were collected from a sample of 281 mothers with children aged 4-12 years. Exploratory Factor Analysis revealed a structure of 16 items divided into three factors. Cronbach's Alpha and Composite Reliability indicated adequate internal consistency for the instrument. Pearson's correlation revealed evidence of convergent and discriminant validity with the validated Brazilian versions of the Parenting Styles and Dimensions Questionnaire and the Depression, Anxiety and Stress Scale. The results indicate that the EHPDP is a valid and reliable instrument to measure Positive Discipline parenting skills.

Este artículo presenta la construcción y evidencias de validez de un instrumento para medir habilidades parentales basado en la Disciplina Positiva, un enfoque que ayuda a los padres y cuidadores a enseñar habilidades para la vida a sus hijos. Los ítems de la escala se formularon en base a una revisión teórica sobre estilos parentales, Terapia de Esquemas y Disciplina Positiva, siendo posteriormente evaluados por cinco jueces expertos y cinco individuos del público destinatario. Después de las evaluaciones, ocho ítems fueron excluidos y otros sufrieron cambios, llegando a la versión piloto de la Escala de Habilidades Parentales en Disciplina Positiva (EHPDP), con 28 ítems. Los datos se obtuvieron de una muestra de 281 madres con niños de 4-12 años. El análisis factorial exploratorio reveló una estructura de 16 ítems divididos en tres factores. El Alfa de Cronbach y la fiabilidad compuesta indicaron una consistencia interna adecuada para el instrumento. La correlación de Pearson reveló evidencia de validez convergente y discriminante con las versiones brasileñas validadas del Cuestionario de Estilos y Dimensiones Parentales y la Escala de Depresión, Ansiedad y Estrés. Los resultados indican que la EHPDP es un instrumento válido y confiable para medir las habilidades parentales en Disciplina Positiva.

Construction and evidence of validity of the Positive Discipline parenting skills scale / Construção e evidências de validade da escala de habilidades parentais em Disciplina Positiva / Construcción y evidencias de validez de la escala de habilidades parentales en Disciplina Positiva

This article presents the construction and evidence of validity of an instrument for measuring parenting skills based on Positive Discipline, an approach that helps parents and caregivers teach life skills to their children. The items were constructed based on a theoretical review of Parenting Styles, Schema Therapy, and Positive Discipline and were subsequently evaluated by five expert judges and five individuals from the target audience. Following these evaluations, eight items were excluded and the others were changed, leading to the pilot version of the Positive Discipline Parenting Skills Scale (Escala de Habilidades Parentais em Disciplina Positiva - EHPDP), represented by 28 items. Data were collected from a sample of 281 mothers with children aged 4-12 years. Exploratory Factor Analysis revealed a structure of 16 items divided into three factors. Cronbach's Alpha and Composite Reliability indicated adequate internal consistency for the instrument. Pearson's correlation revealed evidence of convergent and discriminant validity with the validated Brazilian versions of the Parenting Styles and Dimensions Questionnaire and the Depression, Anxiety and Stress Scale. The results indicate that the EHPDP is a valid and reliable instrument to measure Positive Discipline parenting skills.

Este artigo apresenta a construção e evidências de validade de um instrumento para mensurar habilidades parentais baseado na Disciplina Positiva, abordagem que auxilia pais e cuidadores a ensinar habilidades de vida para suas crianças. Os itens foram formulados a partir de revisão teórica sobre estilos parentais, Terapia do Esquema e Disciplina Positiva e posteriormente avaliados por cinco juízas experts e cinco indivíduos do público-alvo. Após as avaliações, oito itens foram excluídos e outros sofreram alterações, chegando-se a uma versão-piloto da Escala de Habilidades Parentais em Disciplina Positiva (EHPDP) com 28 itens. Os dados foram coletados de uma amostra de 281 mães com filhos de 4-12 anos. A análise fatorial exploratória revelou uma estrutura de 16 itens divididos em três fatores. O Alfa de Cronbach e a confiabilidade composta indicaram adequada consistência interna para o instrumento. A correlação de Pearson revelou evidências de validades convergente e discriminante com as versões brasileiras validadas do Questionário de Estilos e Dimensões Parentais e da Escala de Depressão, Ansiedade e Estresse. Os resultados indicam que a EHPDP é um instrumento válido e confiável para mensurar habilidades parentais em Disciplina Positiva.

Este artículo presenta la construcción y evidencias de validez de un instrumento para medir habilidades parentales basado en la Disciplina Positiva, un enfoque que ayuda a los padres y cuidadores a enseñar habilidades para la vida a sus hijos. Los ítems de la escala se formularon en base a una revisión teórica sobre estilos parentales, Terapia de Esquemas y Disciplina Positiva, siendo posteriormente evaluados por cinco jueces expertos y cinco individuos del público destinatario. Después de las evaluaciones, ocho ítems fueron excluidos y otros sufrieron cambios, llegando a la versión piloto de la Escala de Habilidades Parentales en Disciplina Positiva (EHPDP), con 28 ítems. Los datos se obtuvieron de una muestra de 281 madres con niños de 4-12 años. El análisis factorial exploratorio reveló una estructura de 16 ítems divididos en tres factores. El Alfa de Cronbach y la fiabilidad compuesta indicaron una consistencia interna adecuada para el instrumento. La correlación de Pearson reveló evidencia de validez convergente y discriminante con las versiones brasileñas validadas del Cuestionario de Estilos y Dimensiones Parentales y la Escala de Depresión, Ansiedad y Estrés. Los resultados indican que la EHPDP es un instrumento válido y confiable para medir las habilidades parentales en Disciplina Positiva.

Family resources to face adversity of forced displacement in Colombia / Los recursos familiares para afrontar la adversidad del desplazamiento forzado

Resumen Este artículo presenta los resultados de una investigación que se propuso analizar la emergencia de recursos familiares para afrontar la situación adversa del desplazamiento forzado, realizada en el departamento de Sucre, durante los años 2012 a 2014. Inicialmente, buscó determinar relaciones entre 'competencias parentales' y 'capacidades resilientes' en infantes. Posteriormente, se buscó comprender los recursos familiares que emergen en medio de la adversidad. Los resultados revelan correlaciones entre competencias parentales y capacidades resilientes de los infantes y la presencia de recursos familiares para manejar el riesgo del desplazamiento. Se configuró una metodología de carácter mixto, partiendo de un diseño correlacionai y luego se utilizaron las narrativas familiares desde el pensamiento hermenêutico de Paul Ricoeur. Se logró la conceptualización de algunos recursos familiares tales como: vínculos y redes y ocio compartido, los cuales fueron emergiendo de los datos empíricos, y pueden ser de utilidad para la puesta en acción de futuros modelos de intervención a familias en riesgo.

Abstract This article presents the results of a study that aimed to analyze the emergence of family resources to face the adverse situation of forced displacement, conducted in the department of Sucre, Colombia, during the years 2012-2014. Originally, it suggested to determine relationships between parenting skills and Infants Resilient Capacity. Subsequently, we sought to understand the family resources that emerge in the midst of adversity. The results reveal correlations between parental skills and infants resilient capabilities, and the presence of family resources to manage the risk of displacement. A methodology of mixed character was set, based on a correlation design, and then the family narratives were used from the hermeneutical thinking of Paul Ricoeur. We managed to conceptualize some family managed resources such as links and networks, and shared leisure, which emerged from empirical data and may be useful for setting in motion future models of intervention to families at risk.

Intervenciones de niños, niñas y adolescentes con vulneración de derechos: Evaluación de funciones ejecutivas y habilidades parentales / Interventions for infringement on rights of children and adolescents: Executive functions and parental skills evaluation

La interacción con los padres o adultos significativos (P/AS) en los primeros años de vida, afecta el desarrollo de las funciones ejecutivas (FE), y éstas a su vez, en el rendimiento escolar de niños y niñas (NN). El maltrato se asocia a trastornos en el desarrollo de las FE. En Chile, 173000 NN se encuentran judicializados por algún tipo de maltrato y han sido derivados al SENAME. Pruebas estandarizadas miden FE y Habilidades Parentales (HP). Se busca explorar las FE en NN judicializados (NNj) y las HP de sus P/AS. Objetivo. Medición de FE en NNj y de HP en sus P/AS y establecer la relación entre sus resultados y compararlas con un grupo control. Metodología: NN de 2° ciclo escolar básico y uno de sus P/AS: Estudio 25 NNM (promedio 10,3 años) del Programa de Prevención Focalizada San José de Peñalolén; Control 24 NN no judicializados (NNn) (10,6 años) de dos colegios (de Ñuñoa y Peñalolén). Consentimiento informado firmado de cada participante. El estudio ingresó al Comité de ética de la Pontificia Universidad Católica de Chile (PUC). Enero-Julio/2017, se aplicó el Test ENFEN© a los NN (mide FE) y la Prueba E2P© (mide HP) a sus P/AS. Se calcula promedio ± DE a cada prueba y se realiza prueba t y de Levene para comparar grupos. Resultados: (NNM; NNn) ENFEN 3.09 ±1.66; 6.45 ±0.75; IC: [-4,1- -2,1] α: 0,005. E2P©: 76.3 ±12.06; 81.8±5. IC [-10,1- -0,06] α 0,001. Discusión: Los resultados demuestran que existe relación entre HP y FE en el contexto del maltrato.

Summary. Introduction. Interaction with parents or significant adults (P/AS) in early childhood affects the development of executive functions (FE), and these in turn, in school performance of boys and girls (NN). Child abuse is associated with disorders in the development of the FE. In Chile, there are 173000 NN involved in legal cases prosecuted for child abuse, who have been referred to SENAME. There are standardized tests that measure FE and parental skills (HP). This study seeks to explore the FE in these NN (NNM) and the HP of their P/AS. Goal. Measurement of FE in NNM and HP on their P/AS to establish a relationship between its results and compared to a control group. Methodology: NN of 2nd cycle basic school and one of their P/AS: study of 25 NNM (average 10.3 years) of the Focused Prevention Program San Jose of Peñalolén; control group are 24 NN not involved in child abuse cases (NNn) from two schools (in Ñuñoa and Peñalolén) (10.6 years). A signed informed consent of each participant was obtained. The study was approved by the Ethics Committee of PUC. From January to July / 2017, the Test ENFEN © was applied to NN (measured on FE) and the E2P © test (measures HP) to their P/AS. The average ±SD to each test, t and Levene tests were calculated to compare the groups. Results: (NNM; NNn) ENFEN 3.09 ±1. 66; 6.45 ±0. 75; CI: [- 4.1-2.1] Α: 0.005. E2P ©: 76.3 ±12. 06; 81. 8±5. IC [- 10.1-0.06] Α 0.001. Discussion: The results show that there is a relationship between HP and FE in the context of child abuse.

Nutrition Knowledge, Attitude and Practices (NKAP) and Health-Related Quality of Life (HRQOL) Status among Overweight and Obese Children: An Analysis of Baseline Data from the Interactive Multimedia-based Nutrition Education Package(IMNEP) Study

This randomised school-based controlled study aimed to evaluate the baseline results of nutrition knowledge, attitude, and practice (NKAP), health-related quality of life (HRQoL), and parents’ report of parenting skills (PRPS) among overweight and obese children. Methods: This study was performed on three intervention groups and one control group. It was conducted among Year Five students from primary schools who had overweight or obese status and were generally healthy without any chronic diseases. The children completed NKAP and child self-report of Pediatric Quality of Life (PedsQoL) questionnaires, while parents completed parent proxy report of PedsQoL and PRPS questionnaires. Descriptive statistics and parametric test in SPSS were utilised. Results: Out of 139 participants involved in the baseline study, 18.7% and 81.3% were overweight and obese respectively. This study revealed a significantly higher knowledge score among boys (p = 0.016) and among those who lived in urban areas (p = 0.019). The children’s selfreport PedsQoL recorded highest score for Social Functioning domain and lowest score for Emotional Functioning domain. A contradictory finding was obtained from the parent proxy report, where the Physical Functioning domain scored the lowest and the Emotional Functioning domain had the highest score. Notably, some of the findings from PRPS questionnaires completed by their parents were unfavourable. Conclusions: This study provided prospective evidence of the current status of NKAP, HRQoL among overweight and obese children as well as findings from PRPS among their parents.

Impact of maternal and infant bedside nursing on promoting parenting skills of puerperae and their families / 中国现代医生

Objective To study the impact of maternal and infant bedside nursing on promoting the parenting skills of puerperae and their families. Methods A total of 421 pairs of mothers and infants hospitalized in our department from June to July 2013 were selected as the observation group and received maternal and infant bedside nursing; all the nursing procedures and health education were conducted at the bedside for the mothers and neonates by responsible nurses and relevant publicity materials were given out. 410 pairs of mothers and infants hospitalized in our department from June to July 2011 were selected as the control group and received traditional nursing. Results The satisfaction de-gree of the observation of was 96.43% and that of the control group was 89.76%, with statistically significant difference (P<0.01); the puerperae and their families of the observation group had significantly better parenting skills than the control group. Conclusion Maternal and infant bedside nursing can increase the nursing satisfaction and promote the parenting skills of puerperae and their families, thereby worthy of clinical promotion and application.

Integrated skills for parenting the adolescents (ISPA): An intervention to strengthen parent- adolescent relationship / Integración de habilidades para la crianza de adolescentes: Intervención para el reforzamiento de larelación padres-adolescentes

Parenting skills are an important aspect of child development. The training in development of these skills is a recent trend in order to enable parents to manage the child in their culture and community, with culture-specific training. Systematic presentations of evidence-based models in the field of parenting skills development are beginning to emerge in India. In this paper, we describe the development of a parenting skills development program (Integrated skill for parenting the adolescents ISPA) aimed at strengthening the parent-adolescent bond and describe its components. After an initial needs assessment from parents and their adolescent children, 13 parents were systematically given the parenting program for eleven sessions, each session focusing on different themes. The pre- and post- intervention results show statistically significant changes in parents’ attitudes in relating positively with their adolescents. We describe pros and cons of such approaches.

Las destrezas o habilidades parentales son un aspecto importante del desarrollo infantil. El adiestramiento de lospadres en la adquisición y cultivo de estas destrezas es un proceso reciente orientado a su capacitación apropiada en el manejo del niño dentro de su cultura y su comunidad utilizando principios didácticos específicos para tal cultura. En la India han comenzado a emerger una serie de presentaciones sistemáticas de modelos basados en evidencias en el desarrollo de habilidades parentales. El presente artículo describe uno de estos programas (Habilidades Integralespara padres de adolescents, ISPA, sigla en ingles) orientado al reforzamiento del vínculo padre-adolescente y a la descripción de sus componentes. Luego de una evaluación inicial de las necesidades de los padres de niños adolescents, 13 padres siguieron sistemáticamente el programa de once sesiones, cada una de ellas enfocando temas diferentes. Los resultados antes y después de la intervención muestran cambios estadísticamente significativos en las actitudes de los padres respecto a una relación positiva con sus hijos adolescentes. Se describen los “pros y contras” de tales enfoques.

Competencias parentales: una visión integrada de enfoques teóricos y metodológicos / Parental competences: an integrated view of theoretical and methodological approaches

Las competencias parentales pueden ser entendidas desde múltiples enfoques y perspectivas teóricas, lo que se traduce en diferentes metodologías de evaluación. El presente artículo persigue ser un aporte teórico a dicha diversidad, ofreciendo una mirada integral desde distintos enfoques y metodologías asociadas a una crianza positiva y segura.

Parenting skills can be understood from multiple approaches and theoretical perspectives, which have an effect on different assessment methodologies. This article aims to be a theoretical contribution to this diversity, offering an integral perspective of different approaches and methodologies that are associated with a positive and secure upbringing.

Competencias parentales percibidas y calidad de vida / Perceived parental competencies and quality of life

Introduction: Comprehensive assessment measures in non-diseased population, requires the study of quality of life and factors related to it. Objective: To analyze the relationship between self-reports of parental competencies and quality of life. Methods: 1,130 Chilean children and young between 8 and 18 years of public, subsidized and private school, answered the Quality of Life questionnaire KIDSCREEN-52 and the test for parenting skills ECPP-h. Results: We found differences in quality of life and perceived parental competences by sex and type of school. Parental involvement in scholar issues and parental control are linked to various domains of quality of life, independent of age. Conclusion: Parental involvement in school issues promotes academic success and is perceived by children as positive in their assessment of well being. This information can be used for possible contingency plans in order to improve quality of life of children and adolescents.

Introducción: La necesidad de incorporar medidas de evaluación integrales en población no enferma, amerita el estudio de la calidad de vida y factores relacionados a ésta. Objetivo: Bajo un diseño transversal, se describe y analiza la relación existente entre los auto-reportes de competencias parentales y calidad de vida. Método: Se evalúa a 1 130 niños/as y adolescentes chilenos entre 8 y 18 años de establecimientos públicos, subvencionados y privados, a través del cuestionario de Calidad de Vida KIDSCREEN-52 y el cuestionario de Competencias Parentales ECPP-h. Resultados: Se observan diferencias en las dimensiones de calidad de vida y en las competencias parentales percibidas dadas por el sexo y el tipo de establecimiento educacional. La implicancia escolar y el control parental se hallan vinculados a diversos dominios de la calidad de vida, independientemente del rango de edad. Conclusión: El involucramiento de los padres en asuntos escolares de niños/as y adolescentes promueve el éxito escolar y es percibido por los menores como positivo en cuanto su evaluación de bienestar, aportando información que puede ser utilizada para posibles planes de intervención con el objeto de mejorar la calidad de vida de los niños/as y adolescentes.

The management of an adolescent with conduct problems in a primary care clinic - A case report

Purpose: To describe the management of mild conduct problems in an adolescent at the primary care level. Case report: A 16 year old girl presented with conduct problems with impending school suspension. The cause of her behavioural problems was mainly related to poor parenting skills of her parents and anger in herself. She was successfully managed with counselling and improvement of parenting styles in her parents. Conclusion: This case report illustrates the opportunity for family physicians to manage simple conduct problems at primary care level.