Programas de entrenamiento para padres de niños con problemas de conductauna revisión de su eficacia

  1. Robles Pacho, Zaida
  2. Romero Triñanes, Estrella
Revista:
Anales de psicología

ISSN: 0212-9728 1695-2294

Ano de publicación: 2011

Volume: 27

Número: 1

Páxinas: 86-101

Tipo: Artigo

Outras publicacións en: Anales de psicología

Resumo

In the last years, the scientific studies have evidenced that par-ent-directed interventions are decisive in the modification of early-onset problem behaviors, which frequently are markers of antisocial develop-mental trajectories. In this context, parent-training programs emerge as one of the well-researched intervention modalities, and they are consi-dered as high-quality interventions by the scientific literature in the beha-vioral problems field. This study aims to review the efficacy of this kind of intervention, on the basis of results from meta-analyses and review papers collected in PSYCINFO (APA); ISOC (CSIC), ERIC and MED-LINE for the last 20 years (1989-2009). The meta-analyses and reviews which are examined in this study indicate the robustness of parent-training in the promotion of positive changes in child behaviors, in the improve-ment of daily parent-child interactions, and in the parental attitudes and behaviors. Moreover, parent-training programs show their efficacy in the promotion of other aspects involved in the family dynamics, such as communication, problem-solving and parental stress.

Referencias bibliográficas

  • Alexander, J. F. y Parsons, B. V. (1973). Short-term family intervention: A therapy outcome study. Journal of Consulting and Clinical Psychology, 2, 195-201.
  • Barkley, R.A., Shelton, T.L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., y Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(3), 319-332.
  • Barlow, J., Coren, E., y Stewart-Brown, S. (2002).Meta-analysis of the effectiveness of parenting programmes in improving maternal psychosocial health. British Journal of General Practice, 52 (476), 223-233.
  • Barlow, J. y Stewart-Brown, S. (2000). Behavior problems and group-based parent education programs. Journal of Developmental and Behavioral Pediatrics, 21 (5), 356-370.
  • Bartau, I., Maganto, M., y Etxebarría, J. (2001). Los programas de formación de padres: Una experiencia educativa. Revista Iberoamericana de Educación, 25, 1-17.
  • Baydar, N., Reid, M. J., y Webster-Stratton, C. (2003). The role of mental health factors and program engagement in the effectiveness of a preventive parenting program for Head Start mothers. Child Development, 74(5), 1433-1453.
  • Bernal, M. E., Klinnert, M. D., y Schultz, L. A. (1980). Outcome evaluation of behavioral parent training and client-centered parent counseling for children with conduct problems. Journal of Applied Behavior Analysis, 13, 677-691.
  • Brestan, E. V. y Eyberg, S. V. (1998). Effective psychosocial treatments of conduct-disordered children and adolescents: 29 years, 82 studies, and 5,272 kids. Journal of Clinical Child Psychology, 27 (2), 180-189.
  • Campbell, S. B., Shaw, D. S., y Gilliom, M. (2000). Early externalizing behavior problems: toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12 (3), 467-88.
  • Cedar, B. y Levant, R. F. (1990). A Meta-analysis of the effects of parent-effectiveness training. American Journal of Family Therapy, 18(4), 373-384.
  • Chronis, A. M., Chacko, A., Fabiano, G. A., Wymbs, B. T. y Pelham, W. E. (2004). Enhancements to the standard behavioral parent training paradigm for families of children with ADHD: Review and future directions. Clinical Child and Family Psychology Review, 7, 1-27.
  • Conduct Problems Prevention Research Group (CPPRG). (2002). Evaluation of the first three years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19-35.
  • Dadds, M. R., Maujean, A., y Fraser, J. (2003). Parenting and conduct problems in children: Australian data and psychometric properties of the Alabama Parenting Questionnaire. Australian Psychologist, 38, 238-241.
  • Daley, D. (2006). Attention Deficit Hyperactivity Disorder: A review of the essential fact. Child Care Health and Development, 32, 193-204.
  • Dery, M., Toupin, J., Pauze, R., y Verlaan, P. (2004). Frequency of mental health disorders in a sample of elementary school students receiving special educational services for behavioural difficulties. Canadian Journal of Psychiatry, 49(11), 769-75.
  • Díaz-García, M. I. y Díaz-Sibaja, M. A. (2005).Problemas cotidianos del compor-tamiento infantil. En M.I. Comeche, y M.A. Vallejo (Coor.), Manual de terapia de conducta en la infancia. Madrid: Dykinson.
  • Dimond, C. y Hyde, C. (1999). Parent education programmes for children's behaviour problems, medium to long term effectiveness. Birmingham: West Midlands Development and Evaluation Service.
  • Dinkmeyer, D. y McKay, G. (1982). Parents Handbook - Systematic Training for Effective Parenting. Circle Pines, MN: American Guidance Services.
  • Dishion, T.J. y Patterson, G. R. (1992). Age effects in parent training outcome. Behavior Therapy, 23, 719-729.
  • Dubey, D. R., O'Leary, S. G., y Kauffman, K. F. (1983).Training parents of hiperactive children in child management: A comparative outcome study. Journal of Abnormal Child Psychology, 11, 229-246.
  • Edwards, R. T, Ceilleachair, A., Bywater, T., Hughes, D. A., y Hutchings, J. (2007). Parenting programme for parents of children at risk of developing conduct disorder: cost effectiveness analysis. British Medical Journal, 334, 682-682.
  • Egger, H. L. y Angold, A. (2006). Common emocional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47, 313-337.
  • Farrington, D. P. y Welsh, B. C. (2003). Family-based prevention of offending: A meta-analysis. Australian and New Zealand Journal of Criminology, 36(2), 127-151.
  • Foa, E. B., y Franklin, M. E. (2001). Obsessive-compulsive disorder. En D. H. Barlow (Ed.), Clinical handbook of psychological disorders (3a ed., pp.209-263). New York: Guildford Press.
  • García-López, L. J., Olivares, J. O., y Rosa, A. I. (1997). Un análisis bibliométrico sobre el entrenamiento a padres en España. Psicología conductual, 5 (2), 191-198.
  • Garrán, P., Díaz-Caneja, G. A., Castro, M., y Esperón, C. (2007). Aplicación de un programa de manejo de conducta para padres e hijos con problemas de comportamiento. Anales de Psiquiatría, 23(4), 172-176.
  • Gordon, T. (1975). Parent Effectiveness Training. New York: Peter Wyden.
  • Haggerty, K. P., MacKenzie, E. P., Skinner, M. L., Harachi, T. W., y Catalano, R. F. (2006). Predicting participation in parents who care: Program initiation and exposure in two different formats. Journal of Primary Prevention, 27, 47-65
  • Hanf, C. (1969). A two stage program for modifying maternal controlling during mother-child (M-C) interaction. Artículo presentado en la convención de la Western Psychological Association. Vancouver, British Columbia, Canada.
  • Hanf, C. (1970). Shaping mothers to shape their children ́s behaviour. Manuscrito no publicado, University of Oregon Medical School.
  • Hanf, C. y Kling, J. (1973). Facilitating parent-child interaction: A two-stage training model. Manuscrito no publicado, University of Oregon Medical School.
  • Herreros, O., Sánchez, F., Rubio, B. y Gracia, R. (2004). Actualización en el tratamiento farmacológico de los trastornos del comportamiento de la ado-lescencia. Monografías de Psiquiatría: Los trastornos de comportamiento en la adoles-cencia, 1, 60-69.
  • Kazdin, A. E. (1997). Psychosocial treatments for conduct disorder in children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38, 161-78.
  • Kazdin, A. E., Stolar, M.J., y Marciano, P.L. (1995). Risk factors for dropping out of treatment among White and Black families. Journal of Family Psychology, 9, 402-417.
  • Kazdin, A. E. y Wassell, G. (1998). Treatment completion and therapeutic change among children referred for outpatient therapy. Professional Psychology: Research and Practice, 29, 332-340.
  • Kazdin, A. E. y Wassell, G. (2000). Predictors of barriers of treatment and therapeutic change in outpatient therapy for antisocial children and their families. Mental Health Services Research, 2(1), 27-40.
  • Levant, R. F. (1983). Issues in family therapy research: An outgrowth of the NCFR workshop on the assessment of family therapy. American Family Therapy Association Newsletter, 12, 19.
  • Lochman, J. E. y Van den Steenhoven, A. (2002). Family-based approaches to substance abuse prevention. Journal of Primary Prevention, 23, 49-114.
  • Lundahl, B. W., Risser, H. J. y Lovejoy, M. C. (2006). A meta-analysis of parent training: Moderators and follow-up effects. Clinical Psychology Review, 26, 86-104.
  • MacKenzie, E. P., Fite, P. J. y Bates, J. E. (2004). Predicting outcome in behavioral parent training: Expected and unexpected results. Child and Family Behavior Therapy, 26, 37-54.
  • Marinho, M. L. y Ferreira, E. (2000). Evaluación de la eficacia de un programa de entrenamiento de padres en grupo. Psicología Conductual, 8, (2), 299-318.
  • Maughan, D. R., Christiansen, E., Jenson, W. R., Olympia, D. y Clark, E. (2005). Behavioral parent training as a treatment for externalizing behaviors and disruptive behavior disorder: A meta-analysis. School Psychology Review, 34, 267-286.
  • McMahon, R. J. y Forehand, R. (2003). Helping the non-compliant child: Family-based treatment for oppositional behavior (2a ed.). New York: Guilford Press.
  • McMahon, R. J. y Frick, P. J. (2005). Evidence-Based Assessment of Conduct problems in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34(3), 477-505.
  • Miller, G. E. y Prinz, R. J. (2003). Engagement of families in treatment for childhood conduct problems. Behavior Therapy, 34 (4), 517-534.
  • Mooney, S. (1995). Parent training: a review of Adlerian, Parent Effectiveness Training, and behavioral research. Family Journal, 3, 218-30.
  • National Institute for Health and Clinical Excelence (2006). Parent training/education programmes in the management of children with conduct disorders. London: Author.
  • Nock, M. K. (2003). Progress review of the psichosocial treatment of child conduct problems. Clinical Psychology: Science and Practice, 10, 1-28.
  • Olivares, J. y García-López, L.J. (1997). Una revisión del estado actual de la literatura española sobre entrenamientro a padres. Psicología Conductual, 5(2), 177-190.
  • Patterson, G. R. (1982). A social learning approach: Vol. 3: coercive family process. Eugene, OR: Castalia.
  • Patterson, G. R. y Gullion, M. E. (1968). Living with Children: new methods for parents and teachers. Champaign, IL.: Research Press.
  • Patterson, G. R., Reid, J. B., y Dishion, T. (1992). A social interactional approach: Vol. 4. Antisocial boys. Eugene, OR: Castalia Publishing Company.
  • Reid, J. B., Patterson, G. R., y Snyder, J. (Eds.) (2002). Antisocial Behavior in Children and Adolescents: A developmental Analysis and Model for Intervention. Washington, DC: American Psychological Association Press.
  • Rey, C. A. (2006). Entrenamiento de padres: una revisión de sus principales componentes y aplicaciones. Revista Infancia Adolescencia y Familia, 1 (1), 61-84.
  • Reyno, S. M. y McGrath, P. J. (2006). Predictors of parent training efficacy for child externalizing behavior problems -a meta-analytic review. Journal of Child Psychology and Psychiatry, 47 (1), 99-111.
  • Richardson, J. y Joughin, C. (2002). Parent training programmes for the management of young children with conduct disorders. Findings from research. London: Gaskell.
  • Rinn, R. C. y Markle, A. (1977). Parent Effectiveness Training: A review. Psychological Reports, 41, 95-109.
  • Romero, E. (1998). Teorías sobre delincuencia en los 90. Anuario de Psicología Jurídica, 7, 31-59.
  • Romero, E., Luengo, M. A., y Gómez-Fraguela, J. A. (2000). Factores psicosocia-les y delincuencia: Un estudio de efectos recíprocos. Escritos de Psicología, 4, 78-91.
  • Romero, E., Robles, Z., y Lorenzo, E. (2006). Prácticas parentales, atmósfera familiar y problemas de conducta externalizante en la infancia. Revista de psi-quiatría de la Facultad de Medicina de Barcelona, 33 (2), 84-92.
  • Ruma, P. R., Burke, R. V., y Thompson, R. W. (1996). Group parent training: Is it effective for children of all ages? Behavioral Therapy, 27, 159-169.
  • Sampers, J., Anderson, K. G., Hartung, C. M. y Scambler, D. J. (2001). Parent training programs for young children with behavior problems. Infant Toddler Intervention, 11, 91-110.
  • Serketich, W. J. y Dumas, J. E. (1996). The effectiveness of behavioural parent-training to modify antisocial behaviour in children: a meta-analysis. Behaviour Therapy, 27, 171-186.
  • Sheldrick, R. C., Kendall, P. C., y Heimberg, R. G. (2001). The clinical significance of treatments: A comparison of three treatments for conduct disordered children. Clinical Psychology: Science and Practice, 8 (4), 418-430.
  • Smith, C. (1996). Developing parenting programmes. London: National Children's Bureau.
  • Snell-Johns, J., Mendez, J. L. y Smith, B. H. (2004). Evidence-based solutions for overcoming access barriers, decreasing attrition, and promoting change with underserved families. Journal of Family Psychology, 18, 19-35.
  • Sonuga-Barke, E. J. S., Daley, D., Thompson, M., Laver-Bradbury, C., y Weeks, A. (2001). Parent-based therapies for preschool attention-deficit/hyperactivity disorder: A randomized, controlled trial with a community sample. Journal of the American Academy of Child and Adolescent Psychiatry. 40, 402-408.
  • Sonuga-Barke, E. J. S., Daley, D., y Thompson, M. (2002). Does Maternal ADHD Reduce the Effectiveness of Parent Training for Preschool Children's ADHD? Journal of the American Academy of Child and Adolescent Psychiatry, 41 (6), 696-702.
  • Southam-Gerow, M. A. y Kendall, P. C. (1997). Parent-focused and cognitive-behavioral treatments of antisocial youth. En D. Stoff, J. Breiling, y J. D. Maser (Eds.), Handbook of antisocial behavior (pp. 384-394). New York: John Wiley and Sons.
  • Taylor, T. K., y Biglan, A. (1998). Behavioral family interventions for improving child-rearing: a review of the literature for clinicians and policy makers. Clinical Child and Family Psychology Review, 1, 41-60.
  • Todres, R. y Bunston, T. (1993). Parent-education programme evaluation: A review of the literature. Canadian Journal of Community Mental Health, 12 (1), 225-257.
  • Tucker, S. y Gross, D. (1997). Behavioral parent training: An intervention strategy for guiding parents of young children. The Journal of Perinatal Education, 6(2), 35-44.
  • Webster-Stratton, C. (1982). Teaching mothers through videotape modeling to change their children's. Behavior Journal of Pediatric Psychology, 7(3), 279-294.
  • Webster-Stratton, C. (1984). Randomized trial of two parent-training programs for families with conduct-disordered children. Journal of Consulting and Clinical Psychology, 52 (4), 666-678.
  • Webster-Stratton, C. (1989). Systematic comparison of consumer satisfaction of three cost-effective parent training programs for conduct problem children. Behavior Therapy, 20, 103-115.
  • Webster-Stratton, C. (1990). Enhancing the effectiveness of self-administered videotape parent training for families with conduct-problem children. Journal of Abnormal Child Psychology, 18 (5), 479-492.
  • Webster Stratton, C. (1994). Advancing videotape parent training: A comparison study. Journal of Consulting and Clinical Psychology, 62, 583-593.
  • Webster-Stratton, C. (1996). Early-onset conduct problems: does gender make a difference? Journal of Consulting and Clinical Psychology, 64(3), 540-551.
  • Webster-Stratton, C. y Hammond, M. A. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109.
  • Webster-Stratton, C., Reid, J. y Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283-302.
  • Webster-Stratton, C., Reid, M. J., Kazdin, A. E. y Weisz, J. R. (2003) The Incredible Years parents, teachers, and children training series. En Alan E. Kazdin y John R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 224-240). Guilford Press, New York.