Parent education program to promote effective communication
Article Sidebar
Main Article Content
Effective family communication plays a key role in the emotional, social, and educational development of children and adolescents. However, research shows a weakening of these dynamics due to factors such as family diversity, daily stress, and the presence of digital technologies. This article presents a Parents’ School proposal aimed at strengthening family communication skills through positive parenting and emotional education. Based on a contextual diagnosis, priority areas such as active listening, emotional expression, and conflict resolution are identified. The program is organized into thematic modules and uses a participatory methodology that places families at the center of the learning process. It also includes a comprehensive evaluation system to assess its impact and transferability. The proposal seeks to improve family coexistence and foster closer collaboration between schools and families from a preventive and inclusive perspective.
Article Details
How to Cite
References
Bisquerra, R. (2009). Metodología de la investigación educativa. La Muralla.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2019). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 15, 423-444. https://doi.org/10.1146/annurev-clinpsy-050718-European Commission (2013). Investing in children: Breaking the cycle of disadvantage. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32013H0112
Familias en Positivo (2024). Comunicación efectiva en la familia: Claves para el diálogo. https://familiasenpositivo.org/comunicacion-familiar
Fundación La Caixa (2023). Aprender juntos, crecer en familia: Aprendemos a comunicarnos en familia. https://fundacionlacaixa.org/documents/234043/559336/aprender-juntoscrecer-familia-aprendemos-comunicarnos-familia.pdf
García Bacete, F. J., Marande Perrin, G., & Rosel Remírez, J. (2019). La familia como contexto de desarrollo. Ediciones Pirámide.
Gervilla Castillo, E. (2020). Educación familiar. Narcea Ediciones.
López, V., Rodrigo, M. J., & Byrne, S. (2022). Parentalidad positiva: Programas de apoyo a familias y resultados en España. Psychosocial Intervention, 31(2), 85-94. https://doi.org/10.5093/pi2022a10
Martínez-González, R. A., et al. (2021). Effectiveness of Parent Schools in Improving Family Communication: A Meta Analysis. Journal of Child and Family Studies, 30(4), 987-1002.
Moliner, L., & Bagant, S. (2005). Comunicación cooperativa entre la familia y la escuela: Un programa para ayudar a los padres y a los profesores a comunicarse mejor entre sí. Universitat Jaume I. http://hdl.handle.net/10234/78826
Musitu, G., & Cava, M. J. (2006). Familia y escuela como contextos de desarrollo humano. Infancia y Aprendizaje, 29(3), 317-332.
https://doi.org/10.1174/021037006777606984
OECD (2023). Education policy outlook: Engaging families in education. https://www.oecd.org/education/policy-outlook-family-engagement.pdf
Oliva Delgado, A. (2020). Comunicación familiar y desarrollo adolescente. Anales de Psicología, 36(1), 1-10. https://doi.org/10.6018/analesps.356111
Peces Gómez, E., y Guevara Ingelmo, R. M. (2022). Propuesta de intervención para una escuela de padres: la comunicación entre padres e hijos adolescentes, factor clave para un buen clima familiar. Familia. Revista de ciencia y orientación familiar, 60, 45-70. https://doi.org/10.36576/2660-9525.60.45
Povedano-Díaz, A., y Muñoz-Rivas, M. J. (2019). Programas de parentalidad positiva: Impacto en la comunicación y el clima familiar. Psicología Educativa, 25(2), 123-130.
Rodrigo, M. J., Máiquez, M. L., Martín, J. C., y Byrne, S. (2015). Parentalidad positiva y políticas familiares en España. Ministerio de Sanidad, Servicios Sociales e Igualdad. Sánchez-Suárez, V., & Fariña, F. (2022). La parentalidad positiva en las escuelas de madres y padres. Revista de Estudios e Investigación en Psicología y Educación, 9, 103-117. https://doi.org/10.17979/reipe.2022.9.0.8898
Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The Triple P-Positive Parenting Program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34(4), 337-357. https://doi.org/10.1016/j.cpr.2014.04.003
Save the Children (2021). Educar en positivo: Guía para familias. Scalahed.com. https://gc.scalahed.com/recursos/files/r161r/w25291w/Campoy_Tecnicas_e_instrum_cualita_recogidainformacion.pdf
UNESCO (2022). Family-school partnerships: Frameworks for action. https://unesdoc.unesco.org/ark:/48223/pf0000380647
UNICEF (2021). La situación de la infancia en el mundo 2021. https://www.unicef.org/es/informes/situacion-infancia-mundo-2021
Webster-Stratton, C. (2019). The Incredible Years: Parent Training for Positive Communication. Journal of Clinical Child & Adolescent Psychology, 48(1), 1-15.
World Health Organization. (2020). Improving early childhood development: WHO guideline. https://www.who.int/publications/i/item/9789240002098
Zhang, Y., Hu, Y., & Yang, M. (2024). The relationship between family communication and family resilience in Chinese parents of depressed adolescents: a serial multiple mediation of social support and psychological resilience. BMC Psychology, 12, 33. https://doi.org/10.1186/s40359-023-01514-7