The Influence of the Competences of the Professionals in Charge of Family Evidence-Based Programmes on Internalizing and Externalizing Symptoms in Adolescents

Abstract

This study analyses the influence of trainers' intrapersonal and group management competences on the effectiveness of the Universal Strengthening Families Program 11-14 (SFP 11-14). More specifically, it assesses the effect of these competences on internalizing and externalizing symptoms in adolescents. The analysed data is made up of ratings given by the 174 mothers participating in SFP 11-14. The results confirm the effectiveness of SFP 11-14 in reducing internalizing and externalizing symptoms in adolescents. Using linear regression models, evidence is provided of the influence of the trainers' expertise, in terms of their competences, in improving internalizing symptoms in adolescents (through a reduction in levels of anxiety, depression, and somatization and in the global internalization scale). Emphasis is placed on how trainer competences can impact on the effectiveness of evidence-based programmes, stressing that this should be taken into account by the public authorities and other stakeholders in the assessment and design of family evidence-based programmes.

An Evaluation of the Competences and Attitudes of the Providers of an Evidence-Based Family Prevention Program

“…In Orte, Sánchez-Prieto, Pascual, and Montaño (2021), it was shown that trainers with limited skills were associated with fewer changes in the symptomatology of children. In addition, in Orte, Sánchez-Prieto, Montaño, and Pascual (2021), the influence of trainers’ intrapersonal and interpersonal competences was demonstrated on internalizing symptoms in adolescents. For this reason, it is important to identify possible factors that might foster higher level skills.…”

“…First, there must be prior training for EBP providers aimed at boosting their competences and attitudes to evidence-based practice. As explained, higher competence levels and conducive attitudes to evidence-based practice can influence the effectiveness of EBPs (Orte, Sánchez-Prieto, Montaño, & Pascual, 2021; Orte, Sánchez-Prieto, Pascual, & Montaño, 2021). Second, the program’s main objectives must be achieved by taking an educational focus.…”

“…A high degree of fidelity is required in implementations of EBP because if their underlying assumptions, criteria, or contents are not adhered to, this might compromise the final outcome of the program (Lochman et al, 2017; Payne & Eckert, 2010; Seabra-Santos et al, 2018). Fidelity of implementation and its influence on the results are closely linked to another key factor: the need for program implementers with sufficient adequate competences and receptive attitudes (Asgary-Eden & Leeso, 2011; Borntrager et al, 2009; Forehand et al, 2010; Orte, Sánchez-Prieto, Montaño, & Pascual, 2021; Orte, Sánchez-Prieto, Pascual, & Montaño, 2021). More specifically, their required preparation hinges on three main linchpins (Orte et al, 2014): (a) professional competences, (b) specific training in families, and (c) attitudes to evidence-based practice.…”

¿Qué competencias de un formador en prevención son mejores valoradas por las familias en el contexto escolar?

“…La elevada estructuración de los programas ofrece una serie de ventajas al profesional, como la seguridad de que aplica las pautas adecuadas y de que su actuación se vincula a los principales aspectos del programa (Ballester et al, 2020a). El problema principal radicaría en que la eficacia del programa puede verse comprometida si los formadores no respetan sus principios (Borntrager et al, 2009;Forehand et al, 2010;Orte et al 2021a). Además, un profesional de la formación, inevitablemente, aporta a su tarea un componente afectivo y actitudinal que transmite implícitamente o explícitamente a los participantes (García et al, 2009;Gairín, 2011).…”

“…Como plantean Asgary-Eden y Leeso (2011), las habilidades y las competencias de los profesionales son variables que pueden influir sobre los resultados (Orte et al 2021a(Orte et al , 2021b. Para obtener favorecer la eficacia, el profesional debe contar con competencias intrapersonales e interpersonales, conocimientos específicos sobre la formación y estrategias metodológicas y pedagógicas, que le permitan gestionar las dinámicas de aprendizaje (UNDOC, 2015;Klimes-Dougan et al, 2009;Orte et al, 2021b;.…”