ABSTRACT
On March 14, 2020 one of the strictest confinements in Europe was imposed on the citizens of Spain. The online tool for parents, iCygnus, was designed to reduce the psychological impact generated by the pandemic on the child population (2-12 years of age) through automatic recommendations to parents based on individual responses about their parenting styles and their child's characteristics. The profiles of the 710 families indicate a higher prevalence of internalizing and externalizing behavior problems in children, as well as a relationship between punitive parenting in families where the parents lost their jobs due to the coronavirus disease (COVID-19). The usefulness of the help offered by iCygnus was evaluated after 6 weeks, and almost 80% of the families indicated that they used the recommendations and that they helped them in their relationship with their children.
Subject(s)
COVID-19 , Child Behavior , Child , Child Behavior/psychology , Humans , Parenting/psychology , Parents/psychology , Spain/epidemiologyABSTRACT
En el presente artículo se expone la importancia de trabajar la orientación familiaren el contexto escolar a través del modelo sistémico, como medida de prevención e intervenciónpara la mejora de la conducta de los hijos. Desde esta perspectiva, se consideraque aumenta la capacidad de coordinación entre familia y profesorado, así como la puestaen marcha de actuaciones tanto individuales, como colectivas. Es una tarea compleja,por lo que en este espacio se ha reflexionado sobre las dificultades principales, las cualesestán relacionadas, tanto con la propia legislación educativa, aspectos formativos delprofesorado, así como la realidad de la familia en la actualidad. A su vez, se exponenideas acerca de las estrategias que facilitan esta labor, centrándonos en la entrevista,como herramienta fundamental, para terminar haciendo referencia a proyectos que handemostrado su validez en lo que se refiere al trabajo con familias en este contexto y queestán vigentes en la actualidad(AU)
In this article it exposes the magnitude to work at Family Guidance at the schoolcontext through the systemic model, as a prevention and intervention to improve childrensbehaviour. From this perspective, considered to increase the capacity for coordination between the family and teachers, and implementation of actions both individual andcollective. It is a complex task, so in this space is reflected on the main difficulties,which are related, both with their own educational legislation, teacher training aspectsand the reality of the family today. In turn, it express ideas about strategies that facilitatethis work, focusing on the interview as a fundamental tool to conclude by referring toprojects that have proved their worth in terms of working with families in this contextand that are currently actually(AU)
Subject(s)
Humans , Child , Child Guidance/methods , Parent-Child Relations , Preventive Health Services , Schools , Family HealthABSTRACT
El estudio evalúa la presencia y características de los problemas de conducta diagnosticados de trastorno mental (MD). La muestra está formada por 153 menores de entre 4 y 18 años. En el grupo de hermanos de MD hay 58 sujetos, en el grupo control 95 menores sin hermanos diagnosticados. Para evaluar los problemas de conducta se ha utilizado el Child Behavior Checklist (CBCL, Achenbach y Edelbrock, 1983). Aunque ninguna de las puntuaciones medias entra en la categoría de rango clínico, se encuentran diferencias significativas entre ambos grupos en todas las escalas salvo en Problemas de atención, observándose un mayor nivel de problemas de conducta en los hermanos de MD. Estos resultados se mantienen si consideramos la edad y el sexo de los sujetos. Se discute la relevancia de estos resultados así como las implicaciones que para la intervención clínica familiar se derivan de ellos
This study analyzes emotional and behavioral problems in children with siblings who have being diagnosed a mental disease (MD). The sample consisted of 153 children ranging from 4 to 18 years old, 58 of whom had MO siblings and 95 did not -control group. The Child Behavior Checklist (CBCL, Achenbach and Edelbrock, 1983) was used to assess behavioral problems. Although none of the mean scores had clinical relevance, significant differences were found between both groups in all scales except in the attention problems scale. Children with MD siblings had more of behavioral problems than children without MD siblings. Differences remain regardless of the age and gender of subjects. The relevance of results and their implications for family therapy are discussed
