Carmen Orte

Children of drug-dependent parents: prevention programme outcomes

Background: This paper is the result of our interest in preventing adaptation problems (delinquency, academic failure and absenteeism at school, drug use, etc.) in young children and adolescents at risk, as well as the need to develop effective programmes adapted to the population in the Balearic Islands (Spain). Purpose: The objective of this paper was to describe the characteristics and outcomes obtained in the Family Competence Programme (FCP), which is an adaptation of the Strengthening Families Programme (SFP) for the population of the Balearic Islands (Spain). Programme description: Like the SFP, the FCP is a multi-component programme that aims to reduce the influence of risk factors associated with alcohol and drug use while increasing childrens resilience by reinforcing the main protective factors. The programme combines training in parenting skills, work with the entire family and childrens social skills during 14 weekly sessions. The sessions were led by group leaders with long-standing experience in handling groups and working with populations undergoing treatment and who were also trained specifically to apply the programme. Sample: Two applications of the programme were implemented. The final sample was made up of 58 adult men and women (28 in experimental groups and 30 in control groups) who attended treatment or their partners; their average age was 39. A total of 35 children who were 10.6 years of age on average took part in the programme (19 in experimental groups and 16 in control groups). There were 31 families in all (15 in experimental groups and 16 in control groups). All the participants in the experimental groups live in Mallorca (Spain), while the control groups lived in other cities in Spain. Design and methods: We used a quasi-experimental design with an unmatched control group and pre- and post-treatment measures. The subjects were not randomly assigned to the experimental (EG) and control (CG) groups. The first application took place between 28 January 2005 and 13 May 2005. The second application began on 7 October 2005 and concluded on 27 January 2006. We used participant self-reports together with information supplied by the childrens teachers. The instruments included those employed in the SFP and others that had been validated for the Spanish population. The ANOVA, t-test and Cohens d were used to analyse the data obtained. In addition, we recorded the programme attendance. Results: Percentages for programme attendance were very high and remained high during all 14 sessions. Family relationships, parental education skills, childrens behavior and their social skills all improved. Conclusions: Our study indicates that the FCP and its capacity to achieve its objectives are effective, although further research with a larger sample is needed.

THE IMPORTANCE OF SOCIOEDUCATIONAL RELATIONSHIPS IN UNIVERSITY PROGRAMS FOR OLDER ADULT STUDENTS

ABSTRACT In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each universitys mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process.

The Strengthening Families Programme in Spain: a long-term evaluation

Purpose – The purpose of this paper is to first assess the long-term effects of the adaptation of the American Strengthening Families Programme in Spain (known as the Programa de Competencia Familiar, translated into English as the Family Competence Programme (FCP)). The second aim is to identify family typologies and family changes regarding family competence over time. The paper’s initial hypothesis is that families have different behaviours and take advantage of the FCP in different ways. Design/methodology/approach – Monitored applications of the FCP were conducted using a quasi-experimental design consisting of a control group and pre-test, post-test and two-year follow-up assessments. The sample was made up of 136 families who took part in the programme and another 18 who participated in the control groups. Validated instruments were applied to assess the methodological processes and the family assessments. A cluster analysis was undertaken to identify different family typologies and their evolution...

Assessing the Role of Facilitators in Evidence-Based Family-Centric Prevention Programs via Delphi Technique

In the research about evidence-based, family-centric prevention programs, there are several bibliographies related to program contents and family results. Yet, less information is found about program facilitators, who are key to effective implementation and delivery of these programs. To identify the principal qualities that define a good facilitator, as well as the best methodologies for assessing the facilitators’ work, a consensus-building process between 16 experts—the Delphi technique—was employed. The Delphi approach included a baseline document and a questionnaire about facilitators and evaluation methodologies for assessing their role in family-centric prevention programs. The studys participants (a) highly ranked the importance of a facilitators interpersonal skills and experience in family interventions and (b) suggested that facilitators are best assessed using qualitative techniques such as observation and focus groups.

Sharing Intergenerational Relationships in Educational Contexts: The Experience of an International Program in Three Countries (Spain, Poland and Turkey)

ABSTRACT Schools are settings where intergenerational relationships can be forged in their capacity as microcosms or small communities through cooperative approaches and meaningful learning. This paper outlines the main practical, policy-related, and research implications of intergenerational education programs, based on the experience of the European SACHI (“Sharing Childhood”) project. From the resulting guide to good practices that was drawn up, the generation of synergies should be highlighted as a means of bringing about changes in relationships as opposed to just attitudes. The importance is also raised of a rigorous assessment process.

An analysis of family dynamics: a selective substance abuse prevention programme for adolescents

ABSTRACT Adolescence is a particularly vulnerable time in terms of the possible onset of drug abuse, with an increased risk in the case of minors from socially disadvantaged families. Selective family-based drug prevention programmes seek to empower families by providing the necessary tools and skills for parents to manage relations with their adolescent children. The aim of this study was to analyse the resulting dynamics of 69 vulnerable families who completed a Family Competence Programme (FCP) for adolescents aged between 12 and 16. For this purpose, a k-means cluster analysis was conducted, leading to the identification of four clusters characterised by different types of family dynamics, based on the scores of the KK-Children Questionnaire and BASC (Behaviour Assessment System for Children). Each cluster was named accordingly: improvable skills, poor organisation, poor communication, and competent. From the analysis, it can be concluded that the observed differences in family dynamics are not dependent on the families’ level of vulnerability or structure, but rather on their acquired skills. In conclusion, the profiles and family dynamics of families at risk with access to programmes like the FCP are dependent on their parental and family skills.

Gender and Attitude Change in Drug Abuse. Effects of the Family Competence Program with Adolescents (12-14 years)

Attitudes towards drug abuse are relevant to understand real abuse. Furthermore, explanations by gender should be also incorporated. In the current study, it is analyzed the attitudinal change in the longterm after participating in an evidence-based family prevention program, the Family Competence Program (FCP). With a population sample of Carmen Orte, Lluís Ballester, Joan Amer, Et al. | Universitas Psychologica | V. 16 | No. 4 | 2017 | 2 78 adolescents that have participated in the program, and a control group, it is measured the evolution of the attitudes towards consumption using the Drugs Attitudes Questionnaire, validated questionnaire and used as a reference by the Spanish National Plan Against Drugs. Three measurement processes are undertaken, differentiated by gender: at the beginning of the FCP application, at the end of the application (Post 1) and a 24-month follow-up (Post 2). Main results indicate that significant differences are achieved in availability for consumption and in wrong beliefs, at the end of the program, but not in the long term, both in girls and boys. Regarding protective beliefs, these are consistent along time in both genders.

Training of practitioners and beliefs about family skills in family-based prevention programmes

ABSTRACT To ensure close adherence to the contents of a family-based cognitive-behavioural programme, and maintain a high standard of quality in its implementation, it is important that practitioners’ attitudes and beliefs regarding family skills coincide with those of the programme. This paper describes and analyses (observed) potential changes in these beliefs, after training courses held prior to the application of a prevention programme for families: the Family Competence Programme. A questionnaire was devised to examine practitioners’ beliefs regarding family skills; and completed both before and after the training course. The results point to significant changes in family dynamics, realistic expectations and active listening. Thus, it can be demonstrated that preliminary training courses promote practitioner attitudes and beliefs which are more coherent with a subsequent programme’s approach.

Development of prosocial behaviour in children after the improvement of family competences

Purpose – This research assesses the predictive capacity of key factors in the development of family competences: parent-children relationship, family involvement, family resilience and positive parenting. It also aims to establish which are the most discriminating factors between the groups showing the most and the least prosocial behaviours. Design/methodology/approach – The study involves a longitudinal study of one child from 181 families; 155 families in the experimental group and 26 in the control group. Both boys and girls are included and their ages range from 8 to 14 years. The instruments employed are all validated for use with a Spanish population and include Karol Kumpfer’s questionnaires on family competence and the BASC questionnaire. Findings – All of the factors analysed, with the exception of family involvement, proved to be predictive for prosocial behaviour, and the most discriminating among these were: parent-children relationship, family resilience and positive parenting. Originality/...

Results of the Evaluation of Students in a University Programme for Seniors: the Open University for Seniors (OUS) of the UIB

Abstract We present the results of a study conducted with a sample of 333 students of the Open University for Seniors programmes offered by the University of the Balearic Islands. This study is part of a larger study conducted with 7 more Spanish universities, which is coordinated by the University of la Laguna. The different aspects evaluated, organised into different factors, are related to the evaluation of the university programme for seniors, specifically: the evaluation of the teaching and learning processes, of the organisation that conducts the programme and of relationships. Furthermore, the evaluations also examine the students’ se lfefficacy, in particular, understanding, learning, organising and searching for information.In addition, the students’ personal profiles were evaluated: socially constructive, focused and effective personality, positive perception of relationships and selfesteem, relationship difficulties and warm and welcoming personality. According to the results, these students feel comfortable and enjoy their activities. They have a very positive perception of the contributions of the educational programme in which they are enrolled. They also have this same positive perception of their characteristics and relational, personal, autonomy and learning skills. Their views differ somewhat by gender, age, educational level and number of years they have been in the courses in which the evaluation of both the programme and themselves take place, which should be taken into account in the nature of educational offerings for these populations.