Enhancement of Emotional Intelligence, Family Communication, and Family Satisfaction Via a Parent Educational Program

Πλατσίδου, Μαρία; Tsirogiannidou, Evdoxia

doi:10.1007/s10804-016-9240-y

Cited by 15 publications

(12 citation statements)

References 26 publications

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“…Gutiérrez et al (2017) found that perceptions of both school and family climate contribute to students' satisfaction with life. Platsidou and Tsirogiannidou (2016) found similar evidence, adding that family climate was especially relevant for satisfaction with life among students who reported higher levels of family cohesion and communication.…”

Section: Introductionmentioning

confidence: 58%

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

et al. 2021

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Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th–11th grades. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency.

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Section: Introductionmentioning

confidence: 58%

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

et al. 2021

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“…Some studies have concluded that adolescents who exercise CPV have greater difficulties identifying and expressing emotions, as well as interacting emotionally [5,12,55]. Other noteworthy emotional characteristics in these adolescents are hostility and the search for sensations [56], impulsiveness and difficulty controlling anger [57,58], as well as stress [59]. They also present low tolerance with frustration [60], low self-esteem [33] and lack of empathy [5,55,60].…”

Section: Ei and Cpvmentioning

confidence: 99%

The Role of Parental Communication and Emotional Intelligence in Child-to-Parent Violence

López-Martínez

Montero-Montero

Ruiz

et al. 2019

Behavioral Sciences

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In recent years, cases of child-to-parent violence (CPV) have increased significantly, prompting greater scientific interest in clarifying its causes. The aim of this research was to study the relationship between styles of family communication (open, offensive and avoidant), emotional intelligence or EI (attention, repair and perceived emotional clarity) and CPV, taking into account the gender of the aggressors. The participants of the study were 1200 adolescents (46.86% boys) between the ages of 12 and 18 enrolled at secondary schools in the Autonomous Communities of Andalusia and Valencia (M = 13.88, SD = 1.32). A Multivariate Analysis of Variance (MANOVA, 3 × 2) was performed with CPV and gender as independent variables and family communication styles and EI as dependent variables. The results showed that the adolescents with low CPV obtained lower scores for offensive and avoidant family communication and higher scores for both positive family communication and emotional repair. The girls scored higher than the boys in both offensive communication and perceived emotional attention. The results highlight the importance of encouraging positive communication, as well as the need to strengthen perceived emotional repair to prevent future cases of CPV.

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“…Si se toman en cuenta los resultados obtenidos en trabajos previos, implementar programas de educación emocional a edades tempranas parece relacionarse con un incremento de estas habilidades en niños de 2-3 años (Fernández-Sánchez et al, 2015), así como en aquellos con 4 y 5 (Giménez-Dasí et al, 2013), y los de 6 y 7 años (Riquelme, 2013). Además, también parece que las acciones formativas que incluyen a los progenitores tienen efectos beneficiosos para sus hijos, especialmente en lo que a rendimiento académico, competencia social, relaciones interpersonales y bienestar psicológico se refiere (Carrillo et al, 2018;Giménez-Dasí et al, 2013;Platsidou y Tsirogiannidou, 2016). Por tanto, parece adecuado iniciar la educación emocional desde casa en etapas tempranas del ciclo vital, y refuerza la importancia del rol de padre y madre como modelos de comportamiento para los hijos.…”

Section: Discussionunclassified

Inteligencia Emocional en Familia: Un Programa Formativo Para Padres E Hijos De 3 a 6 Años

Murillo

Sánchez-Gómez

Esteve

2020

KASP

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Diversos estudios indican que, a partir de los 3 años, momento en que la mayoría de niños inician la vida escolar y amplían su círculo social, ya pueden ser desarrolladas las habilidades emocionales. Sin embargo, pocas propuestas han puesto el foco en desarrollar estas habilidades directamente en el núcleo familiar en lugar de en la escuela. El objetivo del presente trabajo es facilitar el desarrollo de la inteligencia emocional en niños de 3 a 6 años mediante la colaboración de sus progenitores. El resultado de este trabajo es un programa pedagógico que consta de dos fases. En la primera etapa de la propuesta, compuesta por cinco sesiones, los progenitores incorporan conocimientos sobre la IE con el objetivo de mejorar sus habilidades emocionales; en la segunda etapa, padres y madres deben instruir a sus hijos en la IE mediante siete actividades lúdicas. Se concluye que la formación en IE a edades tempranas resulta fundamental para el correcto desarrollo personal y socioemocional, y se proponen distintas implicaciones prácticas en relación a la acción formativa

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Enhancement of Emotional Intelligence, Family Communication, and Family Satisfaction Via a Parent Educational Program

Cited by 15 publications

References 26 publications

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

The Role of Parental Communication and Emotional Intelligence in Child-to-Parent Violence

Inteligencia Emocional en Familia: Un Programa Formativo Para Padres E Hijos De 3 a 6 Años

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