Effectiveness of a parent-training program in Spain: reducing the Southern European evaluation gap

Vázquez, Noelia; Molina, María Cruz; Ramos, Pilar Mazón; Artazcoz, Lucı́a

doi:10.1016/j.gaceta.2017.06.005

Cited by 18 publications

(16 citation statements)

References 25 publications

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“…How is social support mobilised, to which populations and in which context? We identified thirteen studies [32,[37][38][39][40][41][42][43][44][45][46][47][48] in this category (S4 Table ). This included two studies [37,39] that did not specify the age, but where we inferred from the background information that they referred primarily to children in early or mid-development ages.…”

Section: Age-group Specific Findings: Children (3 To 9 Years)mentioning

confidence: 99%

Mobilising social support to improve mental health for children and adolescents: A systematic review using principles of realist synthesis

et al. 2021

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Social support is a well-recognised protective factor for children’s mental health. Whilst many interventions exist that seek to mobilise social support to improve children’s mental health, not much is known about how to best do this. We sought to generate knowledge about the ways in which social support can be mobilised to improve children’s mental health. We conducted a systematic review, which followed the principles of a realist synthesis. The following databases were searched: PubMed, CINAHL, Ovid MEDLINE, PsychINFO, EMBASE, Child and Adolescent Studies, EconLit and SocINDEX. Studies were included if the age of participants was between 0 and 18 years and they evaluated or described programme theories of interventions that sought to improve children’s mental health by mobilising social support. Relevance and quality of studies were assessed, and data were extracted and analysed narratively. Thirty-three articles were included. Studies varied substantially with regard to the detail in which they described the processes of mobilising social support and expected mechanisms to improve children’s mental health. Those that provided this detail showed the following: Intervention components included explaining the benefits of social support and relationships to families and modelling friendly relationships to improve social skills. Pathways to improved outcomes reflected bi-directional and dynamic relationships between social support and mental health, and complex and long-term processes of establishing relationship qualities such as trust and reciprocity. Parents’ ability to mobilise social support for themselves and on behalf of children was assumed to impact on their children’s mental health, and (future) ability to mobilise social support. Although interventions were considered affordable, some required substantial human and financial resources from existing systems. Mobilising social support for vulnerable children can be a complex process that requires careful planning, and theory-informed evaluations can have an important role in increasing knowledge about how to best address social support and loneliness in children.

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Section: Age-group Specific Findings: Children (3 To 9 Years)mentioning

confidence: 99%

Mobilising social support to improve mental health for children and adolescents: A systematic review using principles of realist synthesis

et al. 2021

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“…Parent-training program is found helpful in increasing parenting skills and reducing children' negative behaviors (Vazquez, Cruz Molina, Ramos, & Artazcoz, 2019). The effectiveness of online parenting program has also been confirmed by some studies (Toombs, Unruh, & McGrath, 2018).…”

Section: Practical Implication and Limitationsmentioning

confidence: 83%

Father Involvement in Education Predicates the Mental Health Status of Chinese Primary School Students

Zhang¹,

Wang²,

Lü³

2019

WJE

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Previous studies have shown that quality and the quantity of father involvement in education play an important rolein children’s development. The influence of father involvement in education on Chinese children's mental healthstatus still needs further study. To understand the present situation of father involvement in education and its impacton children's mental health, this study will concentrate on the impact of father involvement on the mental healthstatus of primary school students, This study surveyed 1669 primary school students in Yancheng, China. It waspointed out that 45.1% of fathers were not active in children's education, and 25.8% of fathers have not beensufficient time to accompany their children. Children's sex and grade were not associated with father involvement ineducation, which was linked to their father's occupation and education level. Father involvement dramaticallyaffected primary school students' sensitive tendency and impulsive tendency. Father involvement can make childrenmore optimistic and less focus on trifles and suspicious. More father involvement in education leads to better mentalhealth status. These results suggest the importance of increasing father involvement in education in promoting mentalhealth status in primary school students.

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“…There is still a lot of work to be done regarding both the program itself and its evaluation. Nevertheless, this work is a first attempt to draw attention to the need of delving into the evidence based approach to both the practice (program design and implementation) and its assessment as Axford, Elliott, and Little (2012) suggest in relation to the promotion of "evidence-based" programs in children's services, or more recently Vázquez, Molina, Ramos, and Artazcoz (2017). The program has not achieved its goals, but this evaluation has identified the way ahead.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a Parenting Training Program, “Limits”, in a Juvenile Justice Service: Results and Challenges

Martínez-Muñoz

Arnau

Sabaté

2019

Psychosocial Intervention

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Social changes in the dynamics of family life have led to European Union (EU) governments to become aware of the need to respond to and support families in developing positive transition and adaptation processes for their internal dynamics (Martínez González & Becedóniz Vázquez, 2009). This resulted in the Committee of Ministers of the Member States of the EU dictating Recommendation 19 in support of the development of positive parenting (Council of Europe, 2006), highlighting those activities which promote positive parenting as a set of behaviors based on the best interests of the child (upbringing, empowerment, non-violence, setting limits), which in turn allow the child to develop fully and achieve better outcomes at home, at school, with friends, and in the community. As underlined by Martínez and Becedóniz (2009), the EU recommends that positive parenting practices be promoted and supported through institutional services and educational programs. The structured training of family members has proven to be effective in reducing disruptive behavioral problems h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / p i

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Effectiveness of a parent-training program in Spain: reducing the Southern European evaluation gap

Abstract: This study describes positive parenting effects on participants of a parent-training program in Spain, which is a country where implementation and evaluation of these kind of interventions is an incipient issue.

Cited by 18 publications

References 25 publications

Mobilising social support to improve mental health for children and adolescents: A systematic review using principles of realist synthesis

Mobilising social support to improve mental health for children and adolescents: A systematic review using principles of realist synthesis

Father Involvement in Education Predicates the Mental Health Status of Chinese Primary School Students

Evaluation of a Parenting Training Program, “Limits”, in a Juvenile Justice Service: Results and Challenges

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