While quarantined: An online parent education and training model for families of children with autism in China.

PURPOSE: In the wake of the COVID-19 outbreak, already limited services and resources for families of children with autism spectrum disorder (ASD) in China became even more scarce. This qualitative case study highlights one online parent education and training (PET) program developed during the pandemic to offer home-intervention strategies to parents of children with ASD in mainland China. This exploratory study sought to examine the emic perspectives of the trainers and parents who participated in the 12-week intensive training program while considering the cultural context in China and the transnational, remote nature of the program. METHODS: The primary data focused on the experiences of the trainers and parents within PET program's structure and strategies, which were adapted from the Training of Trainers model, and were collected from semi-structured, in-depth individual and focus group interviews conducted virtually with trainers (n = 4). Supplemental data sources included training session materials and feedback forms collected from parents (n = 294) at the midpoint and end of the program. After the collected data were sorted and condensed, a thematic analysis was performed using the data analysis spiral to further organize and code the data, and the codes were finally collapsed into themes. FINDINGS: Three overarching themes were identified: (1) training as modeling with resources, (2) dilemmas in cultural contexts and expectations, and (3) cultivating parent support networks. CONCLUSION: The online PET program became a hub of support networks and learning spaces for parents of children with ASD in different regions in China during the pandemic. Through the interactive virtual training sessions, parents were supported by continuous feedback on their home intervention and coached to cultivate support networks among themselves despite tensions arising from cultural differences and to implement effective intervention strategies that were individualized and authenticated to their specific familial needs.

Transition to parenthood: consequences on health and well-being. A qualitative study / Transición a la parentalidad: consecuencias en la salud y bienestar. Un estudio cualitativo

Objective: Parenthood is one of the most dramatic developmental transitions in the family life cycle. It requires profound changes in lifestyle, roles and relationships, can increase stress levels and affects both men and women's quality of life. This study aimed to explore the effects on the health and well-being of parents during the first six months of transition to the parental role. Method: A qualitative study using the grounded theory approach. Data collection was from semi-structured interviews (total of 60 interviews). The constant comparative method was used and theoretical sampling in the process of data collection and analysis, and the study was undertaken in a simultaneous and cyclical way. Five fathers and five mothers (couples) participated. Results: The category "living on the edge of one's capacities" was described, which is composed of the subcategories "feeling exhaustion", "perceiving exhaustion in the mother", "overflowing emotions" and "feeling less exhaustion", to explain the impact that the birth of a child had on the parents' lives, when taking on all the tasks and responsibilities of parenthood. Conclusions: Adapting to parenthood is not easy, linear or fast. It involves numerous situations that generate stress and emotional disturbance, linked to tiredness, sleep disturbance, work overload and readjustments of the dynamics of life, which especially affect the mother. Antenatal and postnatal preparation for this impact should, therefore, be encouraged and effective, as a focus of nursing intervention

Objetivo: La parentalidad es una de las transiciones más compleja en el ciclo de la vida. La llegada de un bebé conlleva profundos cambios en los estilos de vida, afectando a los roles de las relaciones, e impactando de manera directa en la relación de pareja. Cuando hombres y mujeres se convierten en padres afrontan una nueva situación en la que aumentan los niveles de estrés, afectándose claramente su calidad de vida. El presente estudio explora cómo impacta en la salud y en el bienestar de los padres la llegada de un bebé desde que nace, hasta que cumple 6 meses de vida. Se pretende analizar las influencias sobre la salud y el bienestar de los padres durante los primeros 6 meses de transición al papel parental. Método: Estudio cualitativo basado en la «Teoría Fundamentada». Recogida de datos a partir de entrevistas semi-estructuradas (total: 60 entrevistas). Se ha utilizado el método de las comparaciones constantes con un muestreo teórico en el proceso de colección y análisis de datos, realizado de forma simultánea y cíclica. Han participado 5 padres y 5 madres (parejas). Resultados: Se describe la categoría «viviendo en el umbral de sus capacidades», que a su vez está constituida por las sub-categorías: «sintiendo agotamiento», «percibiendo agotamiento en la mujer», «extravasando emociones», «sintiendo menor agotamiento», las cuales, explican el impacto que el nacimiento del hijo tiene en las vidas de los padres, al darse cuenta de todas las tareas y responsabilidades de la parentalidad. Conclusiones: La adaptación a la parentalidad no es fácil, lineal y rápida. Involucra numerosas situaciones que causan estrés y perturbación emocional, vinculadas a la fatiga, trastornos del sueño, sobrecarga de trabajo y reajustes en la dinámica de vida, que afectan especialmente a la madre. La preparación pre y posnatal para este impacto debe ser, por eso, fomentada y efectiva, como foco de intervención enfermera

Improved Parent Cognitions Relate to Immediate and Follow-Up Treatment Outcomes for Children With ADHD-Predominantly Inattentive Presentation.

We investigated treatment effects on parenting self-efficacy and parent cognitive errors, and whether these parent cognitions are related to short- and long-term outcomes in parenting behaviors in psychosocial treatment for youth with attention-deficit/hyperactivity disorder, predominantly inattentive presentation (ADHD-I). In a randomized controlled trial across two sites (University of California, San Francisco, and University of California, Berkeley), 199 children between the ages of 7 and 11 were randomized to the Child Life and Attention Skills (CLAS; n = 74) program, parent-focused treatment (PFT; n = 74), or treatment as usual (TAU; n = 51). Parents reported on self-efficacy, cognitive errors, positive parenting, and negative parenting prior to treatment, immediately after treatment, and in the next school year at follow-up. Compared to TAU, CLAS and PFT had higher posttreatment parenting self-efficacy, and CLAS alone had lower posttreatment parent cognitive errors. At follow-up, only CLAS had improved parent cognitive errors compared to TAU. No other between-group differences were found in parenting self-efficacy or cognitive errors. Improved parenting self-efficacy was associated with improved posttreatment negative parenting outcomes for PFT and CLAS, and improved parent cognitive errors were also related to improvements in positive and negative posttreatment parenting outcomes for CLAS. Posttreatment parenting self-efficacy mediated follow-up negative parenting outcomes for CLAS and posttreatment parent cognitive errors mediated improved follow-up positive and negative parenting outcomes for CLAS. PFT and CLAS led to enhanced parenting self-efficacy, and CLAS appears especially robust in improving parent cognitive errors both in the short and long term. Pathways provide support for the possibility of parent cognitions as mediators of treatment effects on parenting; clinical focus on such cognitions may be useful.

ACT Raising Safe Kids Program to promote positive maternal parenting practices in different socioeconomic contexts / Programa ACT Educando a Niños en Ambientes Seguros para promover prácticas educativas maternas positivas en distintos contextos socioeconómicos

The present study aimed to evaluate the effectiveness of the ACT - Raising Safe Kids Program in different socioeconomic contexts. The sample included 64 mothers of children aged 3-8 years, and 64 other caregivers, divided into three groups according to family socioeconomic level and type of school of the children (C-Public, B-Public and B-Private). The maternal parenting practices and behavior of the children were evaluated pre- and post-intervention with the ACT Program in group. Regardless of the socioeconomic level of the families and the type of school of the children, the ACT Program was effective in improving maternal parenting practices and behavior of the children, according to the perception of the mothers and other caregivers. The findings demonstrate the validity of the ACT Program in Brazilian context for socioeconomic levels B and C and public and private schools

El objetivo del presente estudio fue evaluar la eficacia del Programa ACT Educando a Niños en Ambientes Seguros en distintos contextos socioeconómicos. En la muestra se incluyeron 64 madres de niños de entre 3 y 8 años de edad y otros 64 cuidadores, que se dividieron en 3 grupos conforme al nivel socioeconómico familiar y al tipo de colegio al que acudían los niños (C-Público; B-Público y B-Privado). Se evaluaron las prácticas educativas de las madres y el comportamiento de los hijos pre y postintervención con el Programa ACT en el grupo. Con independencia del nivel socioeconómico familiar y del tipo de colegio de los niños, el Programa ACT fue eficaz y mejoró las prácticas educativas materna y el comportamiento infantil, según la percepción de las madres y los cuidadores. Los hallazgos demuestran la validez del Programa ACT en el contexto brasileño para los niveles socioeconómicos B y C y los colegios públicos y privados

New validity evidence of the parent parq/control scale of parental educational styles / Nuevas evidencias de validez de la escala Parent PARQ/control sobre estilos de educación parental

BACKGROUND: The Parent PARQ/Control (short version) for mothers and fathers is an inventory of 29 items where parents record their acceptance-rejection and control behaviors towards their children. Despite vast research on IPARQTheory, it has yet to be vali-dated for a Spanish population. The goal of this study is to analyze the psychometric properties of the instrument and its factorial structure. METHOD: Participants were 4,168 parents from the Principality of Asturias (2,166 mothers and 2,002 fathers). Mean age for mothers was 39.50 years and 41.90 years for fathers. Following preliminary studies, we carried out exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for mothers and for fathers separately. RESULTS: Analysis of mothers' responses reveal an instrument comprising 15 items with a three factor-structure: warmth/affection, hostility/aggression and control. For fathers, the structure of the inventory gave a 23 item instrument with four factors: warmth/affection, hostility/aggression, indifference/neglect and control. CONCLUSIONS: Overall, these results show that warmth/affection and control are the main dimensions in parental educational styles, and as hypothesized, mothers and fathers have different educational styles

ANTECEDENTES: el Parent PARQ/Control (versión corta, madre y padre) es un inventario de 29 ítems en el cual los progenitores reflejan las conductas de aceptación-rechazo y control que ejercen hacia los hijos e hijas. A pesar de la investigación existente en relación a la IPARQTheory, este instrumento no ha sido validado en población española. El objetivo de este estudio fue analizar las propiedades psicométricas y la estructura factorial del instrumento. MÉTODO: los participantes fueron 4.168 padres y madres del Principado de Asturias (2.166 madres y 2.002 padres) con una edad media en las madres de 39,50 y en los padres de 41,90. Siguiendo los estudios previos, se realizó un análisis factorial exploratorio y análisis factorial confirmatorio, para las madres y para los padres. RESULTADOS: en relación a la versión de la madre, se obtuvo una estructura factorial de tres factores (15 ítems): afecto, hostilidad y control. En la versión de los padres, el instrumento (23 ítems) con una estructura factorial de cuatro dimensiones: afecto, hostilidad, indiferencia y control. CONCLUSIONES: los resultados muestran que las dimensiones de afectividad y control son las principales, y que las madres y padres presentan estructuras diferentes en los estilos de educación parental

Evaluación de un programa piloto promotor de habilidades parentales desde una perspectiva de salud pública / Evaluation a parenting skills pilot programme from a public health perspective

Objetivo: Evaluar el proceso y los resultados de la fase piloto del Programa de desarrollo de habilidades parentales para familias (PHP), una estrategia de promoción de la parentalidad positiva basada en la evidencia y aplicable en contextos comunitarios y socioeducativos. Métodos: Diseño cuasiexperimental antes-después sin grupo control para la evaluación de la fase piloto del PHP implementada entre octubre de 2011 y junio de 2013 en Barcelona. Se condujeron 11 grupos en los que participaron 128 padres y madres y 28 profesionales. La intervención consistió en 10 u 11 sesiones. La información se recogió con cuestionarios a padres y madres y entrevistas en profundidad, individuales o grupales, a los/las profesionales. Las habilidades parentales se recogieron mediante un cuestionario con seis dimensiones. Se comparó la situación inmediatamente antes (T0) e inmediatamente después (T1) de la intervención. Resultados: El número de participantes en T1 se redujo a 83 (retención del 64,8%). El grado de satisfacción de los participantes con diversos aspectos del programa fue muy alto. Sobre una puntuación máxima de 10, la satisfacción de las personas moderadoras fue de 8,7. Se identificaron aspectos clave y áreas de mejora para el futuro de la intervención. En el análisis cuantitativo se observaron mejoras en todas las dimensiones de habilidades parentales que fueron consistentes con los resultados del análisis cualitativo. Conclusiones: Los resultados de la fase piloto de este programa apuntan a que una intervención universal de educación parental puede mejorar el bienestar de padres y madres (AU)

Objective: To evaluate the process and the results of the pilot phase of the Parenting skills development programme for families (PSP), an evidence-based strategy to promote positive parenting skills in socio-educational and community settings. Methods: Before-after quasi-experimental design without a control group for the evaluation of the pilot phase of the PSD carried out in Barcelona (Spain) between October 2011 and June 2013. Eleven groups were established with the participation of 128 parents and 28 professionals. The intervention consisted of 10 or 11 sessions. Information was collected through questionnaires for parents and in-depth individual or group interviews for professionals. Parenting skills were identified through a questionnaire with six dimensions. The situation before the intervention (T0) and immediately after (T1) was compared. Results: In T1 the number of participants decreased to 83 (retention=64.8%). Participants showed a high level of satisfaction with different dimensions of the program. On a maximum score of 10, the satisfaction of professionals was 8.7. Several key aspects and areas for improvement were identified for the future of the intervention. The quantitative analysis revealed improvements in all parenting skills dimensions and these improvements were consistent with the results of the qualitative analysis. Conclusions: The results of the pilot phase of this program suggest that a universal intervention on parenting skills can improve wellbeing among parents (AU)

Parentalidad positiva. Grupo psicoeducativo de madres y padres de bebés de 0 a 12 meses / Positive parenting. Psychoeducational group of parents of infants from 0 to 12 months

Presentamos la experiencia de un grupo piscoeducativo de madres y padres de bebés de 0 a 12 meses realizado en coordinación entre atención primaria y especializada (salud mental). Hemos puesta en marcha este proyectos guiados por dos ideas. La primera es que el primer año de la vida de los niños es fundamental para su posterior desarrollo. Y la segunda, el papel que juegan los padres es muy importante: su estilo de crianza puede marcar el crecimiento de sus hijos. La parentalidad positiva es un concepto que define una forma saludable de criar. Otros constructos relacionados son madre suficientemente buena y ambiente facilitador (Winnicott), apego seguro (Bowlby) o capacidad de mentalizar (Peter Fonagy) (AU)

We present our experience conducting a psychoeducational group of parents of 0 to 12 month babies carried out in coordination between Primary Healthcare Centre and Mental Health Services. The project is based on two main ideas. First, that the year of life is essential for further development of a child. Second, the role that the parents play is vital; their parental style may mark the growth of their children. The term 'positive parenting' is a concept that defines a healthy rising style. Other related constructs are good enough mother and enabling environment (Winnicott), secure attachment (Bowlby) or metalizing skills (Peter Fonagy) (AU)

State-of-the-art office-based interventions to eliminate youth tobacco use: the past decade.

Tobacco use and tobacco smoke exposure are among the most important preventable causes of premature disease, disability, and death and therefore constitute a major pediatric health concern. The pediatric primary care setting offers excellent opportunities to prevent tobacco use in youth and to deliver cessation-related treatment to youth and parents who use tobacco. This report updates a "state-of-the-art" article published a decade ago on office-based interventions to address these issues. Since then there has been marked progress in understanding the nature, onset, and trajectories of tobacco use and nicotine addiction in youth with implications for clinical practice. In addition, clinicians need to remain abreast of emerging nicotine delivery systems, such as electronic cigarettes, that may influence uptake or continuation of smoking. Although evidence-based practice guidelines for treating nicotine addiction in youth are not yet available, research continues to build the evidence base toward that goal. In the interim, practical guidelines are available to assist clinicians in addressing nicotine addiction in the pediatric clinical setting. This article reports current practices in addressing tobacco in pediatric primary care settings. It reviews our increasing understanding of youth nicotine addiction, summarizes research efforts on intervention in the past decade and additional research needed going forward, and provides practical guidelines for pediatric health care providers to integrate tobacco use prevention and treatment into their clinical practice. Pediatric providers can and should play an important role in addressing tobacco use and dependence, both in the youth they care for and in parents who use tobacco.

Two-generation programs in the twenty-first century.

Most of the authors in this issue of Future of Children focus on a single strategy for helping both adults and children that could become a component of two-generation programs. Lindsay Chase-Lansdale and Jeanne Brooks-Gunn, on the other hand, look at actual programs with an explicit two-generation focus that have been tried in the past or are currently under way. These explicitly two-generation programs have sought to build human capital across generations by combining education or job training for adults with early childhood education for their children. Chase-Lansdale and Brooks-Gunn explain the theories behind these programs and review the evidence for their efficacy. A first wave of such programs in the 1980s and 1990s produced mostly disappointing results, but the evaluations they left behind pointed to promising new directions. More recently, a second wave of two-generation programs--the authors dub them "Two-Generation 2.0"--has sought to rectify the flaws of earlier efforts, largely by building strong connections between components for children and adults, by ensuring that children and adults receive services of equal duration and intensity, and by incorporating advances in both education and workforce development. These Two-Generation 2.0 programs are still in their infancy, and we have yet to see clear evidence that they can achieve their goals or be implemented cost-effectively at scale. Nonetheless, Chase-Lansdale and Brooks-Gunn write, the theoretical justification for these programs is strong, their early results are promising, and the time is ripe for innovation, experimentation, and further study.

Opening Pandora's (tool) Box: health care construction and associated risk for nosocomial infection.

There are approximately 5,700 hospitals in the United States, 3,000-4,000 that are antiquated or obsolescing. To meet increased service demands, remain financially viable; meet needs to upgrade aging infrastructure and incorporate medical and technology advancements, healthcare facilities are in a perpetual state of construction. Outbreaks of nosocomial infections have historically been documented in association with construction and renovation actives within health care facilities. For most healthy individuals, environmental exposures to etiological agents, results in no adverse effects but in immune-compromised patient, they are left susceptible to inadvertent exposures during construction to opportunistic bacteria, fungi and viruses. Evidence scientifically linking construction work and nosocomial infections as well as the efficacy and clinical relevance of infection control precautions is somewhat lacking but the empirical evidence and recommendations to support protective measures is steadily growing. Opening a "Pandora's Box" during construction can unleash unintended consequences therefore; it is imperative that a thorough, multidisciplinary approach towards an infection control plan is put clearly and firmly in place allowing health care construction projects to move forward with confidence that patient safety is the first specification.

Anthropometric and biochemical parameters in adolescents and their relationship with eating habits and household food availability / Parámetros antropométricos y bioquímicos en los adolescentes y su relación con los hábitos alimentarios y la disponibilidad domiciliar de alimentos

OBJECTIVES: To evaluate the per capita availability of energy and macronutrients in the home and frequency of food consumption by adolescents and to relate them with anthropometric and biochemical variables, as well as verify if the eating habits of parents are associated to the children. METHODS: We evaluated the weight, height, body fat (%BF), glucose, insulin, triglycerides, total cholesterol (TC) and fractions of 120 adolescents. We evaluated also the eating habits of adolescents and their parents. RESULTS: Adolescents with more than 35% of available lipids had 9.1-fold higher chances of presenting alterations in TC. Those who replaced the main meals for snacks had 3.66, 4.66 and 2.82 higher chances of presenting alterations in %BF, insulin and triglycerides, respectively. The daily consumption of fruit was considered as a protective factor in relation to hyperinsulinemia. There was a similar feeding behavior among adolescents and their mothers. CONCLUSION: The results suggest the importance of specific attention to adolescent health, focused on family education (AU)

Objetivos: Evaluar la disponibilidad per cápita de energía y macronutrientes en el hogar y la frecuencia de consumo alimentario en los adolescentes y relacionarlos con las variables antropométricas y bioquímicas, así como verificar si los hábitos dietéticos de los padres se relacionan con los de los hijos. Métodos: Evaluamos el peso, la talla, la grasa corporal (% GC), la glucosa, insulina, triglicéridos, colesterol total (CT) y sus fracciones de 120 adolescentes. También evaluamos los hábitos dietéticos de los adolescentes y sus padres. Resultados: Los adolescentes con más de un 35% de lípidos disponibles tenían una probabilidad 9,1 superior de presentar alteraciones del CT. Aquellos que sustituían las comidas principales por aperitivos tenían 3,66, 4,66 y 2,82 más probabilidades de presentar alteraciones del % GC, insulina y triglicéridos, respectivamente. El consumo diario de fruta se consideró un factor de protección en relación con la hiperinsulinemia. Hubo un patrón alimentario similar entre los adolescentes y sus madres. Conclusión: Los resultados sugieren la importancia de una atención específica a la salud de los adolescentes, centrada en la educación familiar (AU)

Development of an innovative NICU teen parent support program: one unit's experience.

This article describes our creation of an innovative neonatal intensive care unit Teen Parent Support Program using a collaborative, family-centered, interdisciplinary team approach. Program development, educational content, implementation, and outcomes are reported. The success of this program is due in part to a dedicated group of interdisciplinary professionals who volunteer their expertise to provide education and support to our teen parents and families. The results of the program demonstrate an increase in parent engagement and confidence. This Teen Parent Support Program also received The March of Dimes Leading Practices Award in July 2012.

Parent-child interaction therapy: Enhancing parent-child relationships / Un programa para la mejora de las relaciones padres-hijos. La terapia de interacción padres-hijos

Disruptive child behavior problems are common problems for parents and can be associated with serious delinquent behaviors and aggressive/violent behaviors in adolescence and adulthood. Parenting interventions to address disruptive child behavior problems has gained widespread acceptance. One of these parenting interventions is Parent-Child Interaction Therapy (PCIT). PCIT is a 14- to 20-week, founded on social learning and attachment theories, designed for children between 2 and 7 years of age with disruptive, or externalizing, behavior problems. This article will provide a brief review of the history of PCIT, a description of the basic components of PCIT, and an overview of recent developments that highlight the promise of PCIT with maltreating parent-child relationships, traumatized children, and in developing resilience in young children. In addressing the three basic treatment objectives for PCIT (i.e., reduction in child behavior problems, improving parenting skills, enhancing the quality of parent-child relationships), there is an abundance of research demonstrating very strong treatment effects and therefore, its value to the field. Recent research has also demonstrated the value of PCIT in reducing trauma symptoms in young children (AU)

Los problemas de comportamiento infantil disruptivo son frecuentes para muchos padres y pueden estar asociados con graves conductas delictivas o agresivas/violentas en la adolescencia o en la edad adulta. Las intervenciones con los padres que tratan este tipo de problemas de comportamiento disruptivo han ganado aceptación. Unos de estos programas de intervención con los padres es la Terapia de Interacción Padres-Hijos (PCIT). El PCIT es un programa, basado en las teorías del apego y del aprendizaje social, diseñado para niños y niñas de entre 2 y 7 años de edad que presenten problemas de conducta disruptiva o externalizados, y que tiene una duración de entre 14 y 20 semanas. En este artículo se presentará una breve revisión de la historia del PCIT, una descripción de sus componentes básicos, y una visión general de los avances recientes que subrayan las posibilidades del PCIT para mejorar las relaciones padres-hijos en familias maltratantes, para tratar a niños y niñas víctimas de situaciones traumáticas y para mejorar la resiliencia en niños y niñas de corta edad. En relación con los tres objetivos básicos del PCIT (es decir, reducción de los problemas de conducta, mejora de las habilidades parentales y mejora de la calidad de las relaciones entre padres e hijos), hay una abundancia de investigaciones que demuestran robustos efectos del tratamiento y, por tanto, su validez para ser aplicado de manera generalizada. La investigación más reciente ha demostrado también el valor de PCIT en la reducción de síntomas traumáticos en niños y niñas de corta edad (AU)

Incredible years® parent, teachers and children's series: transportability to Portugal of early intervention programs for preventing conduct problems and promoting social and emotional competence / La versión de padres, profesores y niños delincredible years®: adaptación a Portugal de programas de intervención temprana para la prevención de problemas de conducta y para la promoción de la competencia social y emocional

Disruptive behavior disorders in children are on the increase. However, there is evidence that the younger a child is at the time of intervention, the more positive the behavioral effects on his/her adjustment at home and at school. Parental education might be an effective way of addressing early problems. The Incredible Years (IY) programs were designed to prevent and treat behavior problems when they first appear (in infancy-toddlerhood through middle childhood) and to intervene in multiple areas through parent, teacher, and child training. This paper summarizes the literature demonstrating the impact of the IY parent, teacher and child intervention programs, and describes in more detail the work done in Portugal so far to disseminate IY programs with fidelity, with particular emphasis on the IY Basic Preschool Parenting and Teacher Classroom Management programs (AU)

La frecuencia de trastornos de conducta en la infancia parece estar en aumento. Sin embargo, hay evidencias de que en la medida en que los niños y niñas son más jóvenes en el momento de la intervención, serán mejores los efectos en su ajuste comportamental tanto en el domicilio como en el colegio. La educación parental puede ser una forma efectiva de abordar los problemas de conducta en edades tempranas. El programa Incredible Years(IY) fue diseñado para prevenir y tratar los problemas de conducta tan pronto como aparezcan (desde la primera a la mediana infancia) y para intervenir en múltiples áreas a través del entrenamiento de los padres, los profesores y los niños. En este artículo se resumen las publicaciones que demuestran el impacto de este programa en sus versiones para padres, profesores y niños y se describe con mayor detalle el trabajo hecho en Portugal para diseminar el Programa IY con fidelidad al modelo original poniendo un particular énfasis en la versión del IY para padres y profesores de niños en edad pre-escolar (AU)

De la urbanidad y otros valores / No disponible

No disponible

Programa Sigamos Aprendiendo en el Hospital en el INCICH / \"Keep on learning\" program at a Hospital in the \"Ignacio Chávez\" National Institute of Cardiology (ICHNIC)", "_i": "

El Programa Sigamos Aprendiendo en el Hospital fue implementadoen el Instituto Nacional de Cardiología Ignacio Cháveza finales del año 2005, ha representado un medio para ofreceractividades de tipo educativo en la vertiente formal, no formal yrecreativa en el paciente ambulatorio en edad pediátrica y adulta,así como también a familiares y trabajadores; los beneficioscon este programa son disminuir los procesos de angustia, estrésy depresión generados por el entorno hospitalario y favoreceruna mejor adaptación. Esta iniciativa institucional es unaoportunidad para los pacientes, familiares y trabajadores, queviven con rezago y deserción escolar para que puedan continuary concluir su educación básica.

The program Following Learning at the Hospital was createdby National Institute Cardiology Ignacio Chavez at the end ofyear 2005. This program is bases on idea that include academic,professional, and social life, but also in vital higher-order skills(abilities). This program offer non formal way recreatives activitiesto the patient at the old ages and pediatric patients, as wellas to relatives and workers; the benefits with the program arelow process in order to avoid stress, depression wich generatedby the environment at hospitalization and to favor one better adaptation.This institutional initiative is an opportunity for thepatients, relatives and workers, who live with a leave behindand scholastic desertion so that they can continue and concludehis basic education.

Niveles de andrógenos, estilos parentales y conducta agresiva en niños y niñas de 5-6 años de edad / Androgen levels, parenting styles and aggressive behavior in 5-6-year-old boys and girls

El presente estudio explora la relación entre los niveles de andrógenos, el estilo educativo parental y medidas de agresión física, verbal e indirecta en niños y niñas de 5-6 años. 129 niños (60 chicos y 69 chicas) fueron evaluados respecto a sus niveles de agresión a través de una técnica de estimación por pares. Los padres cumplimentaron el Parenting Styles Dimensions Questionnaire, a partir del cual se obtuvieron los estilos educativos parentales. Los niveles de testosterona, androstenediona y dehidroepiandrosterona (DHEA) fueron evaluados utilizando una técnica de enzimoinmunoensayo en muestras de saliva. Un análisis de regresión indicó que la interacción madre directiva-androstenediona a los 5 años fue predictiva de la agresión física a los 6 años. De forma específica, se observó que en los chicos con altos niveles de androstenediona, la conducta maternal directiva se asoció con la agresión física. Se discuten los resultados a la luz de planteamientos relacionados con la educación y la crianza característicos de la psicología del desarrollo, y se sugiere una posible relación de los resultados con la hipótesis de la dominancia maternal (AU)

This study explores the relationship between androgen levels, parenting styles, and physical, verbal, and indirect aggression measures in 5-6-year-old children. 129 children (60 boys and 69 girls) were assessed in relation to their aggression levels using a peer-rating technique. Parents completed the Parenting Styles and Dimensions Questionnaire, from which the different parenting styles were obtained. Testosterone, androstenedione and dehydroepiandrosterone (DHEA) were measured using an enzymoimmunoassay technique in saliva samples. A regression analysis indicated that the directive mother-androstenedione interaction at the age of 5 was predictive of physical aggression at the age of 6. In specific terms, the results showed that, in boys with high androstenedione levels, directive maternal behavior is associated with physical aggression. The results are subsequently discussed in light of postulates related to parenting characteristic of developmental psychology and we suggest a potential link of our results with the hypothesis of maternal dominance (AU)

Trends in driver education and training.

This article provides an overview of trends in beginner, pre-licensing driver education and a perspective on the potential for systematic program evaluation to improve driver education programs, policy, and management. It provides a brief digest of the conclusions, limitations, and implications of the evaluation literature for driver education program practice and development.

Estilos de educación familiar / Parenting styles

Los estilos educativos paternos constituyen uno de los elementos claves de la socialización familiar. El objetivo de estas páginas es mostrar los resultados de una investigación llevada a cabo en el Principado de Asturias con 2.965 familias que tienen niños de Educación Infantil y Primaria (5-8 años). Dicho estudio trata de analizar, entre otros aspectos, las tendencias de comportamiento paternas en la educación de los hijos/as. El análisis de los resultados obtenidos nos permite: 1) determinar cuál son las tendencias actitudinales y comportamentales que prefieren y utilizan, habitualmente, los padres/madres para la crianza y educación de sus hijos; 2) determinar el número de personas que tienen un estilo educativo definido y delimitar las características socioeducativas que estos padres representan. Finalmente, se plantea la necesidad de cambiar algunos comportamientos parentales e insistir en los programas de educación familiar, a fin de promover modelos de prácticas educativas y modificar o mejorar prácticas existentes (AU)

Parental educational styles constitute one of the key elements of family socialization. The aim of the present essay is to present the results of a research project carried out in the Principality of Asturias (Spain) among 2,965 families with children of infant and primary-school age (5-8 years old). This research attempts to analyse, among other aspects, parental behaviour tendencies in child upbringing. The analysis of the results obtained allows us to: 1) identify the most common attitudinal and behavioural tendencies of parents in the upbringing of their children; 2) determine how many people have a well defined parental style, and delimit their socio-educational characteristics. Lastly, we consider the need to change some parental behaviour patterns and stress the importance of family education programmes, with the aim of promoting appropriate parenting models and modifying or improving current practices(AU)