Dietary profile of pediatric obstructive sleep apnea patients, effects of routine educational counseling, and predictors for outcomes.

Background: Dietary behavior is a main contributing yet modifiable factor to the body weight status of children and may be involved in the pathophysiology of childhood obstructive sleep apnea (OSA). This study aimed to investigate the dietary profile of pediatric OSA patients, effects of educational counseling after adenotonsillectomy, and predictor for disease resolution. Methods: This observational study included 50 pediatric OSA patients undergoing adenotonsillectomy with routine educational counseling (Group 1), 50 pediatric OSA patients undergoing adenotonsillectomy without formal educational counseling (Group 2), and 303 healthy children without OSA (Control). The three groups were matched by age. The consumption frequency of 25 food items/groups was assessed by the Short Food Frequency Questionnaire. Quality of life was evaluated by the OSA-18 questionnaire. Sleep architecture and OSA severity were measured by standard polysomnography. Between- and within-group comparisons were analyzed by non-parametric approaches and generalized estimating equations. Prediction of disease recovery was performed by multivariable logistic regression models. Results: Group 1 children consumed fruit drinks with sugar, vegetables, sweets, chocolate, rice, and noodles more frequently than Control Group children. At baseline, the distributions of sex, weight status, OSA-18 scores, and polysomnographic variables were comparable between Group 1 and Group 2. After a 12-month follow-up, Group 1 had better improvements in physical suffering, caregiver concerns, sleep architecture, and mean peripheral oxygen saturation compared to Group 2. Furthermore, Group 1 no longer had excessive consumption of fruit drinks with sugar, chocolate, and noodles; however, food consumption frequencies did not change significantly. Notably, younger age and reduced intake of butter/margarine on bread and noodles were independent predictors of cured OSA in Group 1. Conclusion: The present study preliminarily characterized an unhealthy dietary profile among pediatric OSA patients and suggested that routine educational counseling in addition to adenotonsillectomy yielded some clinical benefits. Certain items/groups of food frequencies may be associated with disease recovery and further investigations are warranted.

The effectiveness of psycho-educational counseling in pregnant women with preeclampsia: A systematic review.

Pre-eclampsia is one of the main causes of maternal mortality, premature birth and low birth weight in developing countries. In addition, this condition can lead to chronic diseases (including cardiovascular and renal diseases) in postpartum mothers. The purpose of this study was to review the effectiveness of psycho-educational counseling in pregnant women with preeclampsia. The methods of this study were using PRISMA guidelines, databases from Scopus, PubMed and ScienceDirect, were published 2016 until 2020, yielded 65 articles. The keywords were retrieved from Medical Subject Heading (Mesh). The results showed interventions were given during the treatment period ranges from cognitive-behavioral counseling group that received four 1.5-h counseling sessions and the solution-focused counseling that received three 1.5-h counseling sessions, which were held weekly. This systematic review concludes that improving prenatal empowerment and self-care enable mothers to experience fewer complications in this period of their life. Thus, psycho-educational provides an excellent opportunity for educating and counseling pregnant women to promote maternal and neonatal health and psychological well-being.

Investigation on chronic tinnitus efficacy of combination of non-repetitive preferred music and educational counseling: a preliminary study.

PURPOSE: To improve the efficacy of music therapy on tinnitus relief, specific music that was not repetitively played and satisfies individualized preference was developed. The aim of this study was to investigate effects of combination of the specific music and educational counseling on tinnitus relief in short term. METHODS: Sixty patients suffering from chronic tinnitus were included. The non-randomized controlled study was designed with two intervention groups: educational counseling (EC, which included a 1-h individualized instruction) and preferred music therapy [PMT, which included EC plus 15, 30-min preferred music sessions (PMS)]. Three assessments-the Chinese-Mandarin version of Tinnitus Handicap Inventory (THI-CM), Tinnitus Evaluation Questionnaire (TEQ), and Visual Analogue Scale (VAS) were administered before and 1, 2, 3 weeks after initiation of treatment to evaluate the efficacy. RESULTS: Twenty-six patients in PMT group attained a clinically meaningful improvement in THI compared to 15 in the EC group, though both groups achieved a statistically relevant reduction in the 3 assessments. CONCLUSION: The PMT had a positive impact on chronic tinnitus and related distress in a short term. It outperformed the separate EC, which is an appropriate treatment option in clinic. Therefore, it presents a possible complement to the therapeutic spectrum in chronic tinnitus. TRIAL REGISTRATION: Chinese Clinical Trial Registry, ChiCTR1900022624. Registered on 19 April 2019.

El desarrollo del dispositivo de consejería en la Universidad de Chile / O desenvolvimento do dispositivo de aconselhamento na Universidade do Chile / Counseling device development at the University of Chile

Fue desarrollada una reflexión teórica sobre el dispositivo de consejería universitaria a partir de la experiencia de su instalación en la Facultad de Ciencias Sociales de la Universidad de Chile, considerando el proceso de diversificación social del estudiantado. Se realiza una lectura crítica de la historia y la literatura predominante acerca del dispositivo, para luego explicar las decisiones teóricas y técnicas que se han tomado a partir de la experiencia. En ese marco, se abordan las implicancias institucionales del dispositivo, considerando sus alcances y limitaciones, dando cuenta de la posibilidad de utilizarlo como plataforma de investigación, tomando como ejemplo la salud mental estudiantil.

O desenvolvimento do dispositivo de aconselhamento na Universidade do Chile Uma reflexão teórica foi desenvolvida sobre o dispositivo de aconselhamento universitário baseado na experiência implementada na Faculdade de Ciências Sociais da Universidade do Chile, considerando o processo de diversificação social do corpo discente. Uma leitura crítica da história e da literatura predominante sobre o dispositivo é realizada, para, assim, explicar as decisões teóricas e técnicas que foram tomadas a partir da experiência. Nesse contexto, são abordadas as implicações institucionais do dispositivo, considerando seu alcance e limitações, tendo em vista a possibilidade de utilizá-lo como plataforma de pesquisa, tomando como exemplo a saúde mental do aluno.

The article develops theoretical considerations about a university counseling device, derived from the grounded experience and its installment in the Facultad de Ciencias Sociales de la Universidad de Chile, considering the process of social diversification of its students. It develops a critical review of the prevailing history and literature about this/the device to explain later the theoretical and technical decisions taken based on the current experience. In this frame of work, the institutional implications of the device are addressed, considering its extents and limitations and also, as the possibility of using it as a research platform, taking university students' mental health as an example.

Effectiveness of psycho-educational counseling on anxiety in preeclampsia / Eficácia do aconselhamento psicoeducacional sobre a ansiedade na pré-eclâmpsia

Abstract Introduction Preeclampsia is a serious complication during pregnancy that not only influences maternal and fetal physical health, but also has maternal mental health outcomes such as anxiety. Prenatal anxiety has negative short- and long-term effects on pre- and postpartum maternal mental health, delivery, and mental health in subsequent pregnancies. Objective To investigate the effectiveness of individual psycho-educational counseling on anxiety in pregnant women with preeclampsia. Methods This was a randomized, intervention-controlled study involving two governmental hospitals in the municipality of Sirjan, Kerman, from January 30 2017 to March 31 2017. A total of 44 pregnant women with preeclampsia were assessed. The women were randomized into two groups: control (n=22) and intervention (n=22). The intervention consisted of two sessions of individual psycho-educational counseling. The level of anxiety was measured using the Spielberger State-Trait Anxiety Inventory (STAI) as pretest before the first session and as posttest after the second session during the hospitalization period. Results There was a significant reduction in the anxiety level after the counselling sessions in the intervention group (p<0.005). In addition, there was a slight increase in the anxiety level in the control group after the study. Conclusion According to the results, psycho-educational counseling can significantly reduce the anxiety level in pregnant women with preeclampsia. Therefore, it is recommended that healthcare providers provide this type of therapeutic intervention for pregnant women after hospitalization, in order to reduce their anxiety level and its subsequent negative outcomes. Clinical trial registration: IRCT2017082029817N3.

Resumo Introdução A pré-eclâmpsia é uma complicação séria durante a gravidez que não apenas influencia a saúde física da mãe e do feto, mas também tem consequências para a saúde mental materna, por exemplo ansiedade. A ansiedade pré-natal tem efeitos negativos e de longo prazo sobre a saúde mental da mãe antes e após o parto, sobre o parto, assim como sobre a saúde mental em gestações subsequentes. Objetivo Investigar a eficácia do aconselhamento psicoeducacional individual com relação aos níveis de ansiedade em gestantes com pré-eclâmpsia. Métodos Este foi um estudo randomizado, controlado, que envolveu dois hospitais governamentais na cidade de Sirjan, Kerman, de 30 de janeiro de 2017 a 31 de março de 2017. Um total de 42 gestantes com pré-eclâmpsia foram avaliadas. As mulheres foram randomicamente divididas em dois grupos: controle (n=22) e intervenção (n=22). A intervenção consistiu de duas sessões de aconselhamento psicoeducacional individual. O nível de ansiedade foi medido usando-se o Spielberger State-Trait Anxiety Inventory (STAI) antes da primeira sessão (pré-teste) e após a segunda seção (pós-teste), durante o período de hospitalização. Resultados Houve uma redução significativa no nível de ansiedade após as sessões de aconselhamento no grupo intervenção (p<0,005). Além disso, houve um discreto aumento no nível de ansiedade no grupo controle após o estudo. Conclusão De acordo com os resultados deste estudo, o aconselhamento psicoeducacional pode reduzir de forma significativa o nível de ansiedade em gestantes com pré-eclâmpsia. Assim, recomenda-se que os profissionais de saúde ofereçam esse tipo de intervenção terapêutica para gestantes após a hospitalização, a fim de reduzir o nível de ansiedade e seus desfechos negativos. Registro do ensaio clínico: IRCT2017082029817N3.

[Psychodynamic Psychotherapy and Educational Counseling]. / Tiefenpsychologische fundierte Psychotherapie in der Erziehungsberatung.

The attempts to differentiate, separate and draw lines between counseling, educational counseling and psychotherapy are fundamentally flawed. There are no clear distinctions between these areas with a view to the techniques, procedures and methods used. In the context of counseling psychotherapeutic interventions are also necessary to overcome the problems. This will be shown in three case studies on the grounds of the following principles of psychodynamic psychotherapy: unconscious conflicts - defence/resistance - transference/countertransference - clarification/confrontation/interpretation.

[Psychotherapeutically-Systemic Acting in the Integrated Family Counseling Presented by the Example of Child-Centered Educational Counseling]. / Psychotherapeutisch-systemisches Handeln in der Integrierten Familienberatung am Beispiel der kindzentrierten Erziehungsberatung.

The article gives an insight into the practice of Integrated Family Counseling and identifies their interfaces with psychotherapeutic approaches. The example of the child-centered educational counseling shows how consultancy, systemic and psychotherapeutic interventions interact in order to meet the parents educational needs defined by the parents. The first part of the article explains the term of Integrated Family Counseling, differentiates the various substantive areas of work and outlines the systematic attitude. The second part describes the psychotherapy-systemic action in the child-centered educational counseling from the perspective of the practice. Main priorities in the course of counseling, including cause-related behavioral and developmental diagnostics, play therapy intervention and parental involvement are presented. Here the systemic approach, major methodological elements as well as their effects are pointed up. The third part is devoted to the reflection of the relationship between counseling and psychotherapy. It becomes clear that in particular the intended effectiveness of an intervention determines their methodological design to a large extent.

Consumo de alcohol en la adolescencia: Consideraciones médicas y orientaciones educativas / Alcohol consumption during adolescence: Medical considerations and educational counseling

El consumo de alcohol por parte de los adolescentes supera en España el consumo de otras sustancias psicoactivas. Los daños que el cerebro humano sufre a causa del etanol, especialmente en la etapa de la adolescencia, son objeto de muchos estudios y se centran principalmente en cómo se afecta la neurotransmisión. Además, la vulnerabilidad del cerebro de los adolescentes a la influencia del alcohol ofrece rasgos peculiares por cuanto se encuentra en una etapa de intensa actividad de remodelación sináptica. Es necesario unir fuerzas, conocimientos y recursos dirigidos a un mejor conocimiento, tanto de los efectos biológicos del alcohol en el individuo adolescente como de los derivados del consumo en los ámbitos emocional, social y familiar, para diseñar actuaciones educativas que faciliten la modificación o erradicación de hábitos no saludables relacionados con la ingesta de alcohol. La evaluación previa se dirige a promover la calidad de vida en la Educación Secundaria, una etapa crucial en el desarrollo global del ser humano.

Alcohol is the most commonly consumed psychoactive drug among Spanish adolescents. The effects of alcohol on human brain, specifically on neurotransmission, are broadly studied. The adolescent brain is especially vulnerable to the effects of alcohol due to the intense and active processes of synapses restructuring ocurring during this period. To achieve and establish educational interventions directed to facilitate and eradicate harmful habits related to alcohol consumption during adolescence, it is necessary to join resources, knowledge and forces focused on a better understanding of the biological effects of alcohol and the harm produced in the emotional, social and familiar realms. Here, we discuss that intervention needs previous evaluation and should focus on Secondary Education, a crucial period in human development.

Maria Helena Patto, minha orientadora / Maria Helena, my supervisor / Maria Helena Patto, ma directrice de thèse / Maria Helena, mi orientadora

O encontro com a professora Maria Helena Patto na graduação em Psicologia influenciou profundamente as minhas opções teóricas, profissionais e políticas. As suas ideias e posições, que me impressionaram nesse momento, adquiriram mais sentido ao longo da sua orientação da minha dissertação de mestrado e tese de doutorado. Na dissertação, ouvi um grupo de crianças pobres para acompanhar as transformações da representação de escola durante o seu primeiro ano nessa instituição. A tese investigou como a escola se apropriava do projeto Ciclo Básico, buscando compreender o processo de mudança em curso. Nesses trabalhos, ficou clara a necessidade de procurar apreender o ponto de vista dos sujeitos que integram as instituições educativas e situar os fatos historicamente, considerando as suas relações com o contexto socioeconômico, político e cultural. Também a capacidade de me indignar diante de situações que desrespeitam a dignidade humana são parte do meu aprendizado com a Maria Helena.

Meeting Professor Maria Helena Patto at the undergraduate program in Psychology profoundly influenced my theoretical, political, and professional options. Her ideas and positions acquired more sense throughout her supervision when preparing my dissertation and doctoral thesis. In the dissertation, I heard a group of poor children to analyze the changes at the representation of school suffered during the first year of frequency in this institution. The thesis investigates how the school took control of the Basic Cycle, in order to understand the process of change they were getting through. In these studies, it became clear that it needs to grasp the perspective of various individuals who are part of educational institutions and seek to situate the historical facts, considering relations with the socio-economic, political and cultural context. That and the ability to get disgusted in situations that violate human dignity are a part of my learning from Maria Helena.

Avoir été élève de Mme Maria Helena Souza Patto en licence de Psychologie a profondément influencé mes options théoriques, professionnelles et politiques. Les idées et positions qui m'ont impressionnée se sont révélées significatives pendant sa direction de mon mémoire et de ma thèse. J'ai d'abord analysé (Master) les transformations de la représentation de l'école chez un groupe d'enfants pauvres pendant leur première année de scolarisation, à partir de leur écoute. J'ai ensuite étudié (Doctorat) comment l'école s'était appropriée du Cycle de Base (projet de l'état de São Paulo) en recherchant une meilleure compréhension du processus de changement. Il était nécessaire d'appréhender le point de vue des différents sujets appartenant aux institutions éducatives et de tenter de situer les faits en considérant leurs relations avec le contexte socio-économique, politique et culturel. Maria Helena m'a appris aussi à m'indigner devant les situations qui ne respectent pas la dignité humaine.

El encuentro con la profesora Maria Helena Patto en la graduación en Psicología ha influenciado profundamente mis opciones teóricas, profesionales y políticas. Sus ideas y posiciones fueran adquiriendo mejor sentido a lo largo de su orientación en la elaboración de mi disertación y de la tesis doctoral. La disertación examinó los cambios de la representación de escuela de un grupo de niños pobres durante su primer año de frecuencia en esa institución. La tesis investigó cómo la escuela comprendía el proyecto Ciclo Básico. En estos estudios, se quedó clara la necesidad de comprender las perspectivas de los varios sujetos que forman parte de las instituciones educativas y tratar de situar los hechos históricamente, teniendo en cuenta sus relaciones con el contexto socio-económico, político y cultural. Eso y la capacidad de me cuestionar delante de situaciones que violan la dignidad humana son parte de mi aprendizaje con Maria Helena.

Criatividade e escola: limites e possibilidades segundo gestores e orientadores educacionais / Creativity and school: limits and possibilities according to school principals and school counselors / Creatividad y escuela: límites y posibilidades según gestores y orientadores educacionales

Este estudo investigou concepções de criatividade e importância atribuída a ela por gestores e orientadores educacionais, bem como elementos inibidores e facilitadores à implementação de práticas pedagógicas para o desenvolvimento da criatividade e à intervenção desses profissionais no sentido de promover a criatividade na organização escolar. Nove gestores e 10 orientadores educacionais foram entrevistados, utilizando-se análise de conteúdo para exame dos dados. Constatou-se que, embora esses profissionais considerassem a criatividade importante, o conhecimento que embasava sua prática advinha do senso comum. Os elementos inibidores e facilitadores à implementação de práticas pedagógicas para o desenvolvimento da criatividade mais destacados foram de natureza pessoal/pedagógica relacionados ao professor, seguidos dos de natureza administrativa. Os elementos inibidores à intervenção de gestores e orientadores educacionais em prol do desenvolvimento da criatividade na escola mais frequentemente apontados foram referentes ao docente e à família, ao passo que, entre os facilitadores, houve destaque para os relativos às suas funções.

This study investigated conceptions of creativity and its importance according to school principals and school counselors, inhibiting and facilitating elements to the implementation of teaching practices for creativity and to the intervention of these professionals to promote creativity in school. Nine school principals and 10 school counselors were interviewed. Data were analyzed through content analysis. Results indicated that, although these professionals attributed importance to creativity, the creativity knowledge that based their practice was from the common sense. The most prominent inhibiting and facilitating elements to the implementation of practices for creativity development were those of personal / pedagogical nature related to the teacher, and those of administrative nature. The inhibiting elements to the intervention of these professionals to support the educational development of creativity in school more frequently pointed out were those related to the teacher and to the family, while the most frequent facilitators were related to their functions.

Este estudio investigó conceptos de creatividad y la importancia que gestores y orientadores educacionales les atribuyen, elementos inhibidores y facilitadores para la implementación de prácticas pedagógicas para el desarrollo de la creatividad y para la intervención de esos profesionales en el sentido de promover la creatividad en la organización escolar. Se entrevistaron nueve (09) gestores y diez (10) orientadores educacionales, utilizando análisis de contenido para examinar los datos. Se constató que a pesar de que los profesionales considerasen la creatividad importante, el conocimiento que subsidiaba su práctica provenía del sentido común. Los elementos inhibidores y facilitadores para la implementación de prácticas pedagógicas para el desarrollo de la creatividad más destacados fueron de naturaleza personal/pedagógica relacionados al profesor, seguidos de los de naturaleza administrativa. Los elementos inhibidores a la intervención de gestores y orientadores educacionales en pro del desarrollo de la creatividad en la escuela más frecuentemente señalados se refirieron al docente y a la familia, al paso que entre los facilitadores, hubo destaque para los relacionados a sus funciones.

Criatividade e escola: limites e possibilidades segundo gestores e orientadores educacionais / Creativity and School: Limits and Possibilities according to School Principals and School Counselors / Creatividad y escuela: límites y posibilidades según gestores y orientadores educacionales

Este estudo investigou concepções de criatividade e importância atribuída a ela por gestores e orientadores educacionais, bem como elementos inibidores e facilitadores à implementação de práticas pedagógicas para o desenvolvimento da criatividade e à intervenção desses profissionais no sentido de promover a criatividade na organização escolar. Nove gestores e 10 orientadores educacionais foram entrevistados, utilizando-se análise de conteúdo para exame dos dados. Constatou-se que, embora esses profissionais considerassem a criatividade importante, o conhecimento que embasava sua prática advinha do senso comum. Os elementos inibidores e facilitadores à implementação de práticas pedagógicas para o desenvolvimento da criatividade mais destacados foram de natureza pessoal/pedagógica relacionados ao professor, seguidos dos de natureza administrativa. Os elementos inibidores à intervenção de gestores e orientadores educacionais em prol do desenvolvimento da criatividade na escola mais frequentemente apontados foram referentes ao docente e à família, ao passo que, entre os facilitadores, houve destaque para os relativos às suas funções.(AU)

This study investigated conceptions of creativity and its importance according to school principals and school counselors, inhibiting and facilitating elements to the implementation of teaching practices for creativity and to the intervention of these professionals to promote creativity in school. Nine school principals and 10 school counselors were interviewed. Data were analyzed through content analysis. Results indicated that, although these professionals attributed importance to creativity, the creativity knowledge that based their practice was from the common sense. The most prominent inhibiting and facilitating elements to the implementation of practices for creativity development were those of personal / pedagogical nature related to the teacher, and those of administrative nature. The inhibiting elements to the intervention of these professionals to support the educational development of creativity in school more frequently pointed out were those related to the teacher and to the family, while the most frequent facilitators were related to their functions.(AU)

Este estudio investigó conceptos de creatividad y la importancia que gestores y orientadores educacionales les atribuyen, elementos inhibidores y facilitadores para la implementación de prácticas pedagógicas para el desarrollo de la creatividad y para la intervención de esos profesionales en el sentido de promover la creatividad en la organización escolar. Se entrevistaron nueve (09) gestores y diez (10) orientadores educacionales, utilizando análisis de contenido para examinar los datos. Se constató que a pesar de que los profesionales considerasen la creatividad importante, el conocimiento que subsidiaba su práctica provenía del sentido común. Los elementos inhibidores y facilitadores para la implementación de prácticas pedagógicas para el desarrollo de la creatividad más destacados fueron de naturaleza personal/pedagógica relacionados al profesor, seguidos de los de naturaleza administrativa. Los elementos inhibidores a la intervención de gestores y orientadores educacionales en pro del desarrollo de la creatividad en la escuela más frecuentemente señalados se refirieron al docente y a la familia, al paso que entre los facilitadores, hubo destaque para los relacionados a sus funciones.(AU)

O orientador educacional no Brasil / The educational counselor in Brasil

Historicamente, a orientação educacional tem sido uma das funções exercidas pelo profissional da educação denominado pedagogo. Nos diferentes estados brasileiros e nas diferentes redes escolares, este profissional, se existente, recebe denominações variadas e exerce atividades também variadas. Tal diversidade descaracteriza a real dimensão de seu fazer profissional e estabelece um conflito entre os diversos papéis desempenhados pelos diferentes profissionais da educação. Neste sentido, este artigo apresenta um mapeamento da existência desse profissional na rede pública estadual brasileira, além de uma discussão crítica sobre a especificidade do trabalho do orientador educacional, apontando para a necessidade de sua presença em todas as escolas da rede escolar brasileira.

Historically, educational counseling is one of the activities carried out by pedagogues. This professional goes by varied denominations and performs equally varied activities in different schools and in the different states of Brazil. Such diversity deprives pedagogues of the characteristics and the true dimension of their professional tasks and creates a conflict with the various roles played by different education professionals. This paper maps the presence of pedagogues in Brazilian public schools and discusses the specificity of the educational counselor's work critically. It also shows the need of pedagogues in all Brazilian schools.

Envolvimento dos pais: incentivo à habilidade de estudo em crianças / Parents involvement: motivating children study skills

Psicólogos têm sido solicitados a oferecer orientação a pais sobre a influência de suas atitudes no desempenho acadêmico dos filhos. Tanto a escola quanto a família são instituições importantes à socialização e à educação infantil e há efeitos positivos relacionados ao envolvimento parental na vida acadêmica das crianças. Orientações deveriam ser fornecidas no sentido de prevenir problemas comportamentais, facilitando a interação dos pais na realização dos trabalhos escolares dos filhos, utilizando o encorajamento verbal e o reforço direto, o que supõe suporte e monitoramento das atividades diárias e do progresso escolar. O envolvimento dos pais na vida acadêmica dos filhos deve ser incentivado devido aos benefícios que pode trazer para o sucesso acadêmico. O objetivo do presente artigo foi o de apresentar orientações para que pais promovam o desenvolvimento de comportamentos facilitadores da aprendizagem e possam participar mais ativamente da vida acadêmica dos filhos.

Psychologists have been requested to offer parents guidance, regarding the influence of their attitudes on their children academic performance. Both school and family are considered important institutions for the children socialization and education, and there are positive effects on the parents' involvement in academic life of their children. The parents guidance should avoid behavioral problems, providing parents participation on their children academic activities through motivation and feedback, that implies children assistance and monitoring of their daily activities and academic process. The parents involvement with their children academic life must be motivated as it can provide benefits to academic success/led to the academic success. Guidelines focused on the development of learning facilitating behaviors were the purpose of this present study in order to promote an achieve parents participation on their children academic life.