J. Hutchings, Kirstie L. Pye, T. Bywater, Margiad E. Williams
{"title":"A Feasibility Evaluation of the Incredible Years® School Readiness Parenting Programme","authors":"J. Hutchings, Kirstie L. Pye, T. Bywater, Margiad E. Williams","doi":"10.5093/pi2020a2","DOIUrl":null,"url":null,"abstract":"espanolRESUMEN La implicacion de las figuras parentales en la educacion de sus hijos e hijas, incluyendo las actividades llevadas a cabo en el hogar, y una buena relacion familia-escuela, contribuye al rendimiento academico de los ninos y las ninas. Este estudio evalua la viabilidad de la implementacion del programa Incredible Years® School Readiness (IY-SR), su aceptacion por parte de las familias y de los maestros y las maestras, su impacto en la relacion familia-escuela y los resultados preliminares de su efectividad. Treinta y dos figuras parentales con hijos e hijas en guarderia o en escuela infantil fueron captadas en ocho centros. Los dinamizadores y las figuras parentales mostraron una respuesta positiva hacia el programa y la asistencia de las familias a este fue alta. Ademas, se incremento el uso de elogios por parte de las figuras parentales y las respuestas positivas de sus hijos e hijas. Este es el primer estudio que demuestra la viabilidad de involucrar a los centros educativos en la implementacion del programa IY-SR como medio para promover la relacion familia-escuela y capacitar a las figuras parentales para fomentar las competencias de sus hijos e hijas en su preparacion para la escuela. EnglishABSTRACT Parental involvement in their children's education, including activities undertaken by parents at home and through strong links with their children's schools, contributes to children's academic attainment. This study examined whether it was feasible for school-based staff to deliver the Incredible Years® School Readiness parent programme (IY-SR) in schools, its acceptability to parents and teachers, its impact on home-school relationships, and preliminary programme impact. Thirty-two parents with a child in a nursery or reception class were recruited from eight schools. Group leaders and parents gave positive feedback about the programme and parental attendance on the programme was high. There were also significant increases in parents' use of praise and children's positive responses. This is the first study to demonstrate the feasibility of engaging schools to deliver the IY-SR programme as a means of promoting home-school relationships and providing parents with the skills to coach their children's school readiness skills.","PeriodicalId":51641,"journal":{"name":"Psychosocial Intervention","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychosocial Intervention","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.5093/pi2020a2","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 4
Abstract
espanolRESUMEN La implicacion de las figuras parentales en la educacion de sus hijos e hijas, incluyendo las actividades llevadas a cabo en el hogar, y una buena relacion familia-escuela, contribuye al rendimiento academico de los ninos y las ninas. Este estudio evalua la viabilidad de la implementacion del programa Incredible Years® School Readiness (IY-SR), su aceptacion por parte de las familias y de los maestros y las maestras, su impacto en la relacion familia-escuela y los resultados preliminares de su efectividad. Treinta y dos figuras parentales con hijos e hijas en guarderia o en escuela infantil fueron captadas en ocho centros. Los dinamizadores y las figuras parentales mostraron una respuesta positiva hacia el programa y la asistencia de las familias a este fue alta. Ademas, se incremento el uso de elogios por parte de las figuras parentales y las respuestas positivas de sus hijos e hijas. Este es el primer estudio que demuestra la viabilidad de involucrar a los centros educativos en la implementacion del programa IY-SR como medio para promover la relacion familia-escuela y capacitar a las figuras parentales para fomentar las competencias de sus hijos e hijas en su preparacion para la escuela. EnglishABSTRACT Parental involvement in their children's education, including activities undertaken by parents at home and through strong links with their children's schools, contributes to children's academic attainment. This study examined whether it was feasible for school-based staff to deliver the Incredible Years® School Readiness parent programme (IY-SR) in schools, its acceptability to parents and teachers, its impact on home-school relationships, and preliminary programme impact. Thirty-two parents with a child in a nursery or reception class were recruited from eight schools. Group leaders and parents gave positive feedback about the programme and parental attendance on the programme was high. There were also significant increases in parents' use of praise and children's positive responses. This is the first study to demonstrate the feasibility of engaging schools to deliver the IY-SR programme as a means of promoting home-school relationships and providing parents with the skills to coach their children's school readiness skills.
期刊介绍:
Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.