Universal prevention. Evaluation of the effects of the universal Spanish strengthening families program in elementary schools and high schools (SFP-U 11-14)
DOI:
https://doi.org/10.7179/PSRI_2019.34.02Keywords:
Family education, Strengthening Family, Universal Prevention, Teenagers.Abstract
Introduction. To evaluate the process and the results of the validation phase of the Strengthening Families Program-Universal (SFP-U 11-14), evidence-based program applicable in educational contexts (elementary schools and high schools). In the state of the art, the absence of socio-educational work programs with families based on evidence, for universal population, is noted.
Method: Pre-post quasi-experimental design with a control group for the evaluation of the pilot stage of the SFP-U 12-16 validation phase (2018) carried in Balearic Islands and Castilla y León. 16 experimental groups and 17 control groups were established with the participation of 353 fathers and mothers and 289 adolescents. The intervention consisted of 6 sessions. Information was collected with validated questionnaires.
Results. The analysis of the effects on the parents and children confirms the good results obtained. The number of participants was reduced to 305 parents (retention of 86,40%) and to 262 children (retention of 90.66%). Participants showed a high level of satisfaction with different dimensions of the program. Key aspects and areas of improvement for the future of the intervention were identified. Improvements were observed in most of the dimensions evaluated.
Discussion: The results of the validation stage of SFP-U 11-14 indicate that this is a universal socio-educational intervention with relevant effects of parental improvement in fathers and mothers.
Downloads
References
Ballester, L., Nadal, A. & Amer, J. (2014). Métodos y técnicas de investigación educativa. Palma: Edicions UIB.
Ballester, L., Valero, M., Orte, C., & Amer, J. (2018). An analysis of family dynamics: a selective substance abuse prevention programme for adolescents. European Journal of Social Work, 1-13.
Kumpfer, K.L, & Alvarado, R. (2003). Family strengthening approaches for the prevention of youth problem behaviors, American Psychologist, 58,(6/7), 457-465.
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.
Orte, C. Ballester, L., March, M. (2013). The family competence approach, an experience of socio-educational work with families/ El enfoque de la competencia familiar, una experiencia de trabajo socioeducativo con familias. Pedagogía Social. Revista Interuniversitaria, 21, 3-27.
Orte, C. & GIFES (2017a). Manual de implementación del Programa de Competencia familiar Universal (11-14). Palma: Universitat de les Illes Balears.
Orte, C. & GIFES (2017b). Programa de Competencia familiar Universal (11-14).Manual para padres y madres. Palma: Universitat de les Illes Balears.
Orte, C. & GIFES (2017c). Programa de Competencia familiar Universal (11-14).Manual para hijos e hijas. Palma: Universitat de les Illes Balears.
Orte, C. & GIFES (2017d). Programa de Competencia familiar Universal (11-14).Manual para las familias. Palma: Universitat de les Illes Balears.
Orte, C., Ballester, L., March, M.X., Oliver, J.L., Pascual, B., & Gomila, M.A. (2015). Development of prosocial behaviour in children after the improvement of family competences. Journal of Children's Services, 10, 2, 101-118.
Orte, C., Ballester, L., Pozo, R., & Vives, M. (2017). Maintaining changes in an evidence-based family prevention program. A longitudinal study of families. Pedagogia Social, (29), 109-122.
Orte, C., Ballester, L., Vives, & M., Amer, J. (2016). Quality of implementation in an evidence-based family prevention program:“The Family Competence Program”. Psychosocial Intervention, 25(2), 95-101.
Quintana, J. C. M., & López, M. J. R. (2013). La promoción de la parentalidad positiva. Educação, Ciência e Cultura, 18(1), 77-88.
Reynolds, C. R., & Kamphaus, R. W. (1992). BASC: Behavior assessment system for children: Manual. American Guidance Service, Incorporated.
Small, S. A., & Huser, M. (2015). Principles for improving family programs: An evidence-informed approach. In M. Walcheski & J. Rienke (Eds.), Family life education: The practice of family science, (3rd ed., pp. 255–265).
Spoth, R., Guyll, M. & Shin, C. (2009). Universal Intervention as a Protective Shield Against Exposure to Substance Use: Long-Term Outcomes and Public Health Significance. Research and Practice, 99(11), 2026–2033.
Walsh, F. (2016). Family resilience: A developmental systems framework. European Journal of Developmental Psychology, 13(3), 313-324.
Whittaker, K. A., & Cowley, S. (2012). An effective programme is not enough: a review of factors associated with poor attendance and engagement with parenting support programmes. Children & Society, 26(2), 138-149.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 Pedagogía Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International 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.
