The family competence approach, an experience of socio-educational work with families
DOI:
https://doi.org/10.7179/PSRI_2013.21.02Keywords:
family education, prevention programmes, parent education, scientific based evidence programmes, health education, drug educationAbstract
Introduction. The Spanish adaptation of the Family Competence Program (FCP) offers a way of working socio-educationally with families that need to improve their functionality. The socio-educational methodologies for working with families applied by FCP, through medium term processes (14 weeks), were designed in the framework of the family competence approach, in accordance with rigorous criteria. The correct application of the FCP, according to its contents and methodologies, offers good results proven in primary care social services with families in a difficult situation. Method. Controlled applications of the FCP were conducted, using a quasi-experimental design consisting of a control group and pre-test and post-test measurements. The sample was made up of 217 families which took part in the programme and 14 families that participated in a control group. Validated instruments were applied to carry out the assessments of the methodological processes and the assessments of the families. Results. Positive changes can be observed in six fundamental family factors. The quality of the methodology and fidelity to the FCP in the application obtain excellent results. Methodological and fidelity indicators correlate positively with the results of the families. This relationship can be considered underrated due to the problems present in the families. Discussion. The self-assessments of the participants and of the professionals, even though they were rigorously controlled, may represent a source of bias. In the short term the results may represent an overrating. Either way, the FCP is an excellent socio-educational program for preventive work with families with functional difficulties.Downloads
References
Barraca, J. & López-Yarto, L. (2003). ESFA. Escala de Satisfacción Familiar por Adjetivos. Madrid: TEA Ediciones.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs (41), 1-103.
http://dx.doi.org/10.1037/h0030372
Collins, D.; Jordan, C. & Coleman, H. (2010). An Introduction to Family Social Work. Belmont (USA), Brooks/Cole.
Kaplan, L. & Girard, J.L. (1994). Strengthening high-risk families: a handbook for practicioners. Lexington Books.
Kochanska, G.: Murray, K. & Coy, K. (1997). Inhibitory control as a contributor to conscience in childhood: from toddler to early school age. Child Development (68), 173-186.
Kumpfer, K.L. (1998). Selective prevention interventions: the strengthening families program. In R.S. Ashery, E.B. Robertson & K.L. Kumpfer (Eds.). Drug Abuse Prevention Through Family Interventions (NIDA Research Monograph No. 177. NIH Publication No. 99-4135) Washington DC: U.S. Government Priting Office.
Kumpfer, K.L. & Alvarado, R. (2003). Family strengthening approaches for the prevention of youth problem behaviors, American Psychologist, 58,(6/7), 457-465.
http://dx.doi.org/10.1037/0003-066X.58.6-7.457
PMid:12971192
Kumpfer, K. L.; Alvarado, R.; Smith, P. & Bellamy, N. (2002). Cultural sensitivity in universal family-based prevention interventions. Prevention Science, 3 (3), 241-244.
http://dx.doi.org/10.1023/A:1019902902119
Kumpfer, K.L. & Demarsh, J. (1985). Genetic and family environmental influences on children of drug abusers. Journal of Children in Contemporary Society, 3/4 (Fa11).
Kumpfer, K. L., Demarsh, J. P., & Child, W. (1989). Strengthening Families Program: Children's Skills Training Curriculum Manual (Prevention Services to Children of Substance-abusing Parents). Utah: Social Research Institute, Graduate School of Social Work, University of Utah.
Kumpfer, K.L.; Pinyuchon, M.; de Melo, A. & Whiteside, H. (2008). Cultural adaptation process for international dissemination of the Strengthening Families Program (SFP). Evaluation and Health Professions. 33 (2), 226-239.
http://dx.doi.org/10.1177/0163278708315926
PMid:18448857
Lila, M. & Gracia, E. (2005). Determinantes de la aceptación-rechazo parental. Psicothema (17), 107-111.
Lila, M.; Musitu, G. & Buelga, S. (2001). Adolescentes colombianos y espa-oles: diferencias, similitudes y relaciones entre la socialización familiar, la autoestima y los valores. Revista Latinoamericana de Psicología (32), 301-319.
Martínez, J.; Fuertes, A.; Ramos, M. & Hernández, A. (2003). Substance use in adolescence: importance of parental warmth and supervision. Psicothema, (15), 161-166.
Musitu, G. & García, F. (2004). Consecuencias de la socialización familiar en la cultura española. Psicothema, (16), 288-293.
Nation, M.; Kumpfer, K.L.; Crusto, C.A.; Wandersman, A.; Seybolt, D.; Morrissey-Kane, E. & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58(6/7), 449-456.
http://dx.doi.org/10.1037/0003-066X.58.6-7.449
Nichols et al. (2000). Handbook of family development and intervention. Nueva York, Wiley.
Orte, C. & GIFES. (2005a). Los programas de prevención de drogas centrados en la familia: una visión desde la investigación y la práctica. Revista Proyecto (53), 14-17.
Orte, C. & GIFES. (2005b). Una investigació educativa sobre un programa de competència familiar. In M. March, Anuari de l'Educació de les Illes Balears (págs. 284-295). Palma: Fundació Guillem Cifre de Colonya.
Orte, C.; March, M.X.; Ballester, L.; Touza, C.; Fernández, C. & Oliver, J.L. (2008a). Programa de Competencia Familiar (PCF). Manual de implementación del Programa de Competencia Familiar (PCF). Palma: UIB.
PMCid:PMC2567173
Orte, C.; Touza, C. & Ballester, L. (2007). Análisis del grado de fidelidad en la ejecución de un programa de competencia familiar. Pedagogía Social. Revista Interuniversitaria. 4, 95 – 103.
Orte, C.; Touza, C.; Ballester, L. & March, M. (2008b). Children of drug-dependent parents: prevention programme outcomes. Educational Research. 50, pp. 249 – 260. Disponible en Internet en: http://www.informaworld.com
http://dx.doi.org/10.1080/00131880802309390
Pittman, F. (1987). Turning points: Treating families in transition and crisis. Nueva York, Norton.
Repetti, R.; Taylor, S. & Seeman, T. (2002). Risky families: family social environments and the mental and physical health of offspring. Psychological Bulletin (128), 330-366.
http://dx.doi.org/10.1037/0033-2909.128.2.330
Reynolds, C. & Kamphaus, R. (2004). BASC. Sistema de evaluación de la conducta de niños y adolescentes. Madrid: TEA ediciones.
http://dx.doi.org/10.1021/ja046991o
Saleebey, D. (1997). The strengths perspectives in social work. Nueva York, Longman.
Downloads
Published
Issue
Section
License
Copyright (c) 2014 Pedagogia Social. Revista Interuniversitaria
![Creative Commons License](http://i.creativecommons.org/l/by-nc/3.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Ethical responsibilities
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
Copyright Notice
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.