Prevención indicada de los problemas de conductaentrenamiento de habilidades socioemocionales en el contexto escolar

  1. Estrella Romero 1
  2. X. Antón Gómez-Fraguela 1
  3. Paula Villar 1
  4. Concepción Rodríguez 1
  1. 1 Universidad de Santiago de Compostela, España
Journal:
Revista de Psicología Clínica con Niños y Adolescentes

ISSN: 2340-8340

Year of publication: 2019

Issue Title: Prevención en psicología clínica y de la salud infanto-juvenil

Volume: 6

Issue: 3

Pages: 39-47

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista de Psicología Clínica con Niños y Adolescentes

Abstract

Conduct problems in childhood are considered a priority objective of prevention at educational and health settings. The factors involved in the development of conduct problems are numerous, but emotional and sociocognitive skills seem to play a central role and, consequently, they are considered as appropriate targets for prevention programs. This study examines the feasibility and efficacy of an indicated prevention program focused on training of socioemotional and sociocognitive skills. The participants were 128 children with behavioral problems, 67 in the intervention condition and 59 controls. The program consists of 19 sessions administered at the school context, which train children in skills for emotional identification and regulation, conflict solving, perspective taking and social skills. The study shows that the program is feasible and that it generates high rates of participation. It was also found that the program improves the emotional, cognitive and social skills, and it reduces the conduct problems, especially teacher-reported conduct problems. The evidence which is being consolidated on socioemotional training suggests the need to advance towards the study of effectiveness and program dissemination, with the aim of identifying which factors optimize the implementation in natural conditions of prevention.

Bibliographic References

  • Achenbach, T. M. (1991). Manual for the Teacher’s Report Form and 1991 Profile. Burlington: University of Vermont.
  • Ballester, R., Legaz, E., Salmerón, P., & Gil, M.D. (2012). Prevalencia de alteraciones comportamentales durante la edad infanto-juvenil en la Comunidad Valenciana. Revista Española de Salud Pública, 86(2), 199-210.
  • Barkley, R. A. (1997). Defiant children: A clinician’s manual for assessment and parent training. New York: Guilford Press.
  • Bierman, K. L., & Sasser, T. R. (2014). Conduct disorder. En M. Lewis, & K. D. Rudolph (Eds.), Handbook of Developmental Psychopathology (3ª ed., pp. 467-485). Nueva York: Springer Science.
  • Chen, D., Drabick, D. A., G., & Burgers, D. E. (2015). A developmental perspective on peer rejection, deviant peer affiliation, and conduct problems among youth. Child Psychiatry and Human Development, 46(6), 823-838. doi:10.1007/s10578-014-0522-y
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • CPPRG (1995). Social Competence Scale (Parent Version). University Park, PA: Pennsylvania State University.
  • CPPRG (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14(4), 925-943. doi:10.1017/ S0954579402004133
  • CPPRG (2010). Fast Track intervention effects on youth arrests and delinquency. (2010). Journal of Experimental Criminology, 6(2), 131-157. doi: 10.1007/s11292-010-9091-7
  • Dodge, K. A., Bates J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250, 1678-1683.
  • Dodge, K. A., Greenberg, M. T., Malone, P. S., & CPPRG (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79(6), 1907-1927. doi:10.1111/j.1467- 8624.2008.01233.x
  • Dodge, K. A., Laird, R., Lochman, J. E., Zelli, A., & CPPRG (2002). Multidimensional latent-construct analysis of children’s social information processing patterns: correlations with aggressive behavior patterns. Psychological Assessment, 14(1), 70-73. doi: 10.1037/1040-3590.14.1.60
  • Ersan, C. (2019). Physical aggression, relational aggression and anger in preschool children: The mediating role of emotion regulation. Journal of General Psychology, Advance online. doi:10.1080/00221309.2019.1609897
  • Erskine, H. E., Ferrari, A. J., Polanczyk, G. V., Moffitt, T. E., Murray, C. J. L., Vos, T., . . . Scott, J. G. (2014). The global burden of conduct disorder and attention-deficit/hyperactivity disorder in 2010. Journal of Child Psychology and Psychiatry, 55(4), 328-336. doi:10.1111/jcpp.12186
  • Fishbein, D. H., Domitrovich, C., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D., & Greenberg, M. (2016). Short-term intervention effects of the PATHS curriculum in young low-income children: Capitalizing on plasticity. Journal of Primary Prevention, 37(6), 493-511. doi: 10.1007/s10935-016-0452-5
  • Galán, C.,A., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2017). Neighborhood deprivation during early childhood and conduct problems in middle childhood: Mediation by aggressive response generation. Journal of Abnormal Child Psychology, 45(5), 935-946. doi: 10.1007/s10802-016-0209-x
  • García, M., & Magaz, A. (1998). EVHACOSPI. Test de evaluación de habilidades cognitivas de solución de problemas interpersonales. Baracaldo: Albor-Cohs.
  • Gottfredson, D. C., Cook, T. D., Gardner, F. E., M., Gorman-smith, D., Howe, G. W., . . . Zafft, K. M. (2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16(7), 893-926. doi:10.1007/s11121-015-0555-x
  • Harvey, A. G. (2014). Transdiagnostic mechanisms and treatments for youth with psychiatric disorders: An opportunity to catapult progress? En J. Ehrenreich-May & B. Chu (Eds.), Transdiagnostic mechanisms and treatment for youth psychopathology (pp. 15–31). New York, NY: Guilford Press.
  • Healy, S. J., Murray, L., Cooper, P. J., Hughes, C., & Halligan, S. L. (2015). A longitudinal investigation of maternal influences on the development of child hostile attributions and aggression. Journal of Clinical Child and Adolescent Psychology, 44(1), 80-92. doi:10.1080/15374416.2013.850698
  • Kellam, S. G., Wang, W., Mackenzie, A. C. L., C, H. B., Ompad, D. C., Or, F., . . . Windham, A. (2014). The impact of the good behavior game, a universal classroom-based preventive intervention in first and second grades, on highrisk sexual behaviors and drug abuse and dependence disorders into young adulthood. Prevention Science, 15(1), 6-18. doi:10.1007/s11121-012-0296-z
  • Lahey, B.D., Moffitt, T.E., & Caspi, A. (Eds.) (2003). Causes of conduct disorder and juvenile delinquency. The Guilford Press, New York, NY.
  • Lansford, J. E., Malone, P. S., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2010). Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood. Development and Psychopathology, 22(3), 593-602. doi:10.1017/S0954579410000301
  • Larson, J., & Lochman, J. E. (2010). Helping schoolchildren cope with anger: A cognitive-behavioral intervention. Nueva York: Guilford Press.
  • Lochman, J. E., Boxmeyer, C. L., Jones, S., Qu, L., Ewoldsen, D., & Nelson, W. M. (2017). Testing the feasibility of a briefer school-based preventive intervention with aggressive children: A hybrid intervention with faceto-face and internet components. Journal of School Psychology, 62, 33-50. doi:10.1016/j.jsp.2017.03.010
  • Lochman, J. E., & Matthys, W. (Eds.) (2018). The Wiley handbook of disruptive and impulse-control disorders. Nueva York: Wiley.
  • Lochman, J. E., & Wells, K. C. (2002). Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the coping power program. Development and Psychopathology, 14(4), 945-967. doi:10.1017/ S0954579402004157
  • Muratori, P., Lochman, J. E., Iacopo, B., Consuelo, G., Elena, G., Pisano, S., . . . Mammarella, I. C. (2019). Universal Coping Power for pre-schoolers: Effects on children’s behavioral difficulties and pre-academic skills. School Psychology International, 40(2), 128-144. doi:10.1177/0143034318814587
  • Prinz, R. J., & Miller, G. E. (1996). Parental engagement in interventions for children at risk for conduct disorder. En R. D. Peters, & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency; preventing childhood disorders, substance abuse, and delinquency (pp. 161- 183). Thousand Oaks, California: Sage.
  • Romero, E., Domínguez, B., & Castro, M. A. (2017). Predicting smoking among young people: Prospective associations from earlier developmental stages. Revista de Psicología Clínica con Niños y Adolescentes, 4(2), 119-127.
  • Romero, E., Rodríguez, C., Villar, P., & Gómez-Fraguela, X. A. (2017). Intervention on early-onset conduct problems as indicated prevention for substance use: A seven-year follow up. Adicciones, 29(3), 150-162. doi:10.20882/adicciones.722
  • Romero, E., Villar, P., Luengo, M.A., & Gómez-Fraguela, J. A. (2009). EmPeCemos: Un programa multicomponente para la prevención indicada de los problemas de conducta y el abuso de drogas. Revista Española de Drogodependencias, 4, 420-447.
  • Webster-Stratton, C., & McCoy, K. P. (2015). Bringing the Incredible Years programs to scale. New Directions for Child and Adolescent Development, 149, 81-95. doi:http://dx.doi.org/10.1002/cad.20115
  • Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471-488. doi:10.1111/j.1469- 7610.2007.01861.x
  • Weisz, J., Chorpita, B., Palinkas, L., Schoenwald, S., Miranda, J., Bearman, S., … Gibbons, R., & the Research Network on Youth Mental Health (2012). Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth. Archives of General Psychiatry, 69, 274–282. doi:10.1001/archgenpsychiatry.2012.513
  • Wigelsworth, M., Qualter, P., & Humphrey, N. (2017). Emotional self-efficacy, conduct problems, and academic attainment: Developmental cascade effects in early adolescence. European Journal of Developmental Psychology, 14(2), 172-189. doi:10.1080/17405629.2016.1180971
  • Williams, N. J., & Beidas, R. S. (2019). Annual research review: The state of implementation science in child psychology and psychiatry: A review and suggestions to advance the field. Journal of Child Psychology and Psychiatry, 60(4), 430-450. doi: 10.1111/jcpp.12960
  • Yaros, A., Lochman, J. E., Rosenbaum, J., & Jimenez-Camargo, L. A. (2014). Real‐time hostile attribution measurement and aggression in children. Aggressive Behavior, 40(5), 409-420. doi:10.1002/ab.21532
Data source: Dialnet