Revisión sistemática de los programas de entrenamiento en competencia social

María Fernández Cabezas, Mª Dolores Justicia Díaz, Guadalupe Alba Corredor, Ana Justicia Arráez

Resumen


Este estudio pretender hacer una revisión de los programas existentes que trabajan la competencia social en la infancia. Para ello se consultaron diferentes fuentes nacionales e internacionales y se diseñó un registro de codificación para clasificar los resultados obtenidos en la búsqueda en función de las características metodológicas de la investigación, las características generales de los programas, las metodológicas de las mismas, la temporalización de los programas y las características extrínsecas de los estudios, es decir, los resultados obtenidos. Posteriormente se analizaron los resultados obtenidos con el spss 22. Los resultados ponen de manifiesto la existencia de este tipo de programas mayoritariamente en países norteamericanos.


Palabras clave


Revisión sistemática; programas; competencia social; comportamiento antisocial

Texto completo:

PDF

Referencias


Aldea, S. (2006). Influencia del autoconcepto y de la competencia social en la depresión infantil. Psiología.com, 10 (2), 1-5.

Arce, R.; Seijo, D.; Fariña, F. y Mohamed-Mohand, L. (2010). Comportamiento antisocial en menores: Riesgo social y trayectoria natural de desarrollo. Revista Mexicana de Psicología, 27 (2), 127-142.

Beard, K. y Sugai, G. (2004). First Step to Success: An early intervention for elementary children at risk for antisocial behavior. Behavioral Disorders, 29 (4), 396-409.

Burk, J.D. y Lawton, J.T. (1985). Effects of advance organaizer instructions of preschool children’s social problems-solving skills. Annual meeting of the American Educational Research Association. Chicago, 31 de abril.

Bolsoni-Silva, A., Ferraz, F. y Marturano, E. (2008). Promovendo habilidades sociais educativas parentais na prevenção de problemas de comportamento. Revista Brasileira de Terapia Comportamental e Cognitiva, 10 (2), 125-142.

Capage, A., y C. Watson (2001). Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children. Early Education & Development, 12 (4), 613-628.

Conner, N. W., y Fraser, M. W. (2011). Preschool social-emotional skills training: a controlled pilot test of the making choices and strong families programs. Research on Social Work practice. 21, 699-711.

Coplan, R. J., Schneider, B. H., Matheson, A., Graham, A. (2010). Play skills’ for shy children: Development of a social skills facilitated play early intervention Program for extremely inhibited Preschoolers. Infant and Child Development, 19, 223–237.

Costa, B.; Rodrigues, M. C. (2010). Desenvolvendo as habilidades sociais: uma experiência de estágio na educação infantil. In: III Congresso de psicologia da zona da mata e vertentes, 2010, juiz de fora. III Congresso de psicologia da zona da mata e vertentes.

Denma, S. y Burton, R. (1996). A social-emotional intervention for at-risk 4 years old. Journal of Schools Psychology, 34 (3), 225-245.

Domitrovich, C. E., Cortes, R. C., y Greenberg. M. T. (2007). Improving young children’s social and emotional competence: a randomized trial of the preschool “paths” curriculum. The Journal of Primary Prevention, 28, 67-91.

Family Research Coalition. (n.d.). Family support programs and school readiness: overiew of families support programs. Chicago.

Feis, C. L., y Simons, C. (1985). Training preschool children in interpersonal cognitive problem-solving skills: A replication. Prevention in Human Services, 3(4), 59-70.

Geller, S. Al´s Pals: Kids Making Healthy Choices. SAMHSA Model Programs.

Gimeno, F. (2003).Descripción y evaluación preliminar de un programa de habilidades sociales y de solución de problemas con padres y entrenadores en el deporte infantil y juvenil. Revista de Psicología del deporte, 12 (1), 67-79.

Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, R Y., Asher, K. N., Beland, K., Frey, K., y Rivara, E R (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Journal of the American Medical Association, 277, 1605-1611.

Guzzo, B. Second Step: A violence prevention curriculum. SAMHSA Modle Programs.

Izard, C. E., Trentacosta,C. J., King, K. A., y Mostow, A. J. (2004). An Emotion-Based Prevention Program for Head Start Children, Early Education & Development, 15, 407-422.

Kennedy, D.E. y Kramer, L. (2008). Improving Emotion Regulation and Sibling Relationship Quality: The More Fun With Sisters and Brothers Program. Family Relations, 57, 567-578.

Koglin, U. y Petermann, F. (2013). Entrenamiento conductual en el Zinder. Un programa de promoción de la competencia emocional y social. Göttingen: Hagrefe.

Larmar, S., Dadds, M. y Shochet, I. (2006). Succes and challenges in preventing conduct problems in Australia preschool-aged children through the EI Program. Behavior Change, 23 (2), 121-137.

Laurie Miller Brotman, Kathleen Kiely Gouley, Colleen O’Neal y Rachel G. Klein (2004): Preschool-Aged Siblings of Adjudicated Youths: Multiple Risk Factors for Conduct Problems, Early Education & Development, 15:4, 387-406.

Löhr, S. S. (2003). Estimulando o desenvolvimento de habilidades sociais em idade escolar. In A. Del Prette y Z. A. P. Del Prette (Eds.), Habilidades sociais, desenvolvimento e aprendizagem: Questões conceituais, avaliação e intervenção (pp. 293-310). Campinas, SP: Alínea.

Mcmahon, S. M., Washburn, J., Felix, E. D., Yakin, J., y Childrey, G. (2000). Violence prevention: program effects on urban preschool and kindergarten children. Applied & preventive psychology, 9, 271-281.

Millar-Heyl, J., MacPhee, D. y Fritz, J. (1998). DARE to be you: a family-support early prevention program. The Journal of Primary Prevention, 18 (3), 257-285.

Mize, J. y Ladd, g. W. (1990). A cognitive-social learning approach to social skill training with lowstatus preschool children. Developmental psychology, 26, 388-397.

Ostrov , J. M., Massetti, G. M., Stauffacher, K., Godleski, S. A., Hart. K. C., Karch, K. M., Mullins, A. D., y Ries, E. E. (2009). An intervention for relational and physical aggression in early childhood: A preliminary study. Early Childhood Research Quarterly 24, 15–28.

Peck, L. et al (1992). Pasos adelante (steps forward): a resiliency enhancement curriculum for preschoolers and their parents. volume 1: preschool curriculum. volume 2: parent curriculum. La Frontera Center: Tucson.

Petermann, F. y Natzke, H. (2008). Preliminary results of a comprehensive approach to prevent antisocial behaviour in preschool and primary school pupils in Luxembourg. School Psychology International, 29 (5), 606-626.

Pichardo, M.C., García, T., Justicia, F. y Llanos, C. (2008). Efectos de un programa de intervención para la mejora de la competencia social en niños de educación primaria en Bolivia. International Journal of Psychology and Psychological Therapy, 8(3), 441-452.

Pisarchick, S. E. et al. (1992). Managing behaviours. project prepare: competency-based perssonnel preparation in early childhood education modules. Departament of Education: Chicago.

Pohlman, C. y McWilliam, R.A. (1999). Paper Lion in a Preschool Classroom: Promoting Social Competence. Early Childhood Education Journal, 27 (2), 88-94.

Ribes, R., Bisquerra, R. Agulló, M.J., Filella, G. y Soldevilla, A. (2005). Una propuesta de currículum emocional en Ed. Infantil (3-6 años). Cultura y Educación, 17 (1), 5-17.

Richardson, D, L. (2009). Evaluation of interpersonal problem solving skills program for preschool and Elementary children. Tesis de doctorado.

Ridley, C. y Vaughn, S. (1983). The effects of a Preschool Problem Solving Program on Interpersonal Behavior. Child Care Quarterly, 12 (3), 222-230.

Rooney, E. E, Poe, E., Drescher, D., y Frantz, S. C. (1993). I can problem solve: An interpersonal cognitive problem-solving program. Journal of School Psychology, 31, 335-339.

Salvo, C. G., Mazzarotto I. H. K., y Löhr S. S. (2005). Promoção de habilidades sociais em pré-escolares. Revista brasileira de crescimento e desenvolvimento humano, 15, 46-55.

Servo, L. (2011). A behavioral intervention program and its impact on preschool-aged children’s social skills. Tese de doutorado.

Shure, M. B. (1993). I can problem solve (ICPS): Interpersonal cognitive problem solving for young children. Early Child Development & Care, 96, 49-64.

Shure, M. B. (2005). I Can Problem Solve for Schools and Families. Persistely safe schools National Conference.

Shure, M. B., y Spivack, G. (1979). Interpersonal cognitive problem solving and primary prevention: Programming for preschool and kindergarten children. Journal of Clinical Child Psychology, 8(2), 89-94.

Shure, M. B., y Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356.

Stefan, C. A. (2012). Social-emotional prevention program for preschool children: an analysis of a high risk sample. Cognition, Brain, Behavior. An Interdisciplinary Journal, 16, 319-356.

Torres, T. (2010). El tratamiento educativo de la violencia en la educación infantil. Tesis para optar al grado de doctor por la Universidad Complutense de Madrid.

Valle, T. G. M., y Garnica, K. R. H. (2009) Avaliação e treinamento de Habilidades Sociais de Crianças em idade pré-escolar. In: T. G. M. do Valle. (org.). Aprendizagem e desenvolvimento humano: avaliações e intervenções (pp. 49-75). 1ed. São Paulo: Cultura acadêmica.

Vinyamata, E. (2002). Educar para el conflicto. Revista Aula de Innovación Educativa, 115.

Webster-Stratton, C., Reid, J., y Stoolmiller (2008). Preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in highrisk schools Journal of Child Psychology And Psychiatry, 49, 471–488.

Wilson, J. (2000). The Incredible Years Training Series. Office of Juvenile Justice and Delinquency Prevention.




DOI: https://doi.org/10.17060/ijodaep.2014.n1.v4.607 Statistics: Resumen : 262 views. PDF : 171 views.  

Enlaces refback

  • No hay ningún enlace refback.




Copyright (c) 2016 María Fernández Cabezas, Mª Dolores Justicia Díaz, Guadalupe Alba Corredor, Ana Justicia Arráez

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.

"International Journal of Developmental and Educational Psychology."

Revista Infad de Psicología.

ISSN digital: 2603-5987

ISSN impreso: 0214-9877