Validation of a Spanish instrument for assessing parenting skills promoted in a parenting educational intervention
DOI:
https://doi.org/10.1344/reire2016.9.2923Keywords:
Measuring instrument, Parent education, Parent role, Qualitative analysis, Statistical analysis, ValidationAbstract
Interventions to promote parenting skills help to enhance children’s and parents’ wellbeing. In Spain, these kinds of interventions are common, but there are no validated parenting skills questionnaires to evaluate them. This study validates an instrument for measuring parental skills created from an original 43-item, six-dimension questionnaire used in the context of a parenting educational programme in different regions of Spain. To identify limitations and improvements, we collected qualitative data from 44 professionals, and quantitative data from 84 parents who attended the sessions of a parent training programme. This process allowed us to shorten and adapt the original questionnaire to create a new 19-item version that was tested on 12 professionals and 10 families. The results suggest that the final questionnaire contains the main parenting skills dimensions, uses understandable language, and has satisfactory psychometric properties (α between 0.71 on Subscale2 and 0.80 on Subscale5; items weigh r > 0.40 on the first factor; and the total variance for the extracted factors > 50%).References
Arnold, D. S., O’Leary, S. G., Wolff, L. S. y Acker, M. M. (1993). The Parenting Scale: A measure of dysfunctional parenting in discipline situations. Psychological Assessment, 10(5), 137–144.
Barlow, J., Coren, E. y Stewart-Brown, S. (2003) Parent-training programmes for improvingmaternal psychosocial health. Cochrane Database of Systematic Reviews, 4, CD002020. doi:10.1002/14651858.CD002020.pub2
Barlow, J., Smailagic, N., Ferriter, M., Bennett, C. y Jones, H. (2010) Group-based parenttraining programmes for improving emotional and behavioural adjustment in children from birth to three years old. Cochrane Database of Systematic Reviews, 3, CD003680. doi: 10.1002/14651858.CD003680.pub2
Bayot, A., Hernández, J.V. y De Julián, L. F. (2005). Análisis factorial exploratorio y propiedades psicométricas de la Escala de Competencia Parental Percibida. Versión para padres/ madres (ECPP-p). Revista Electrónica de Investigación y Evaluación Educativa, 11(2). Recuperado a partir de http://www.uv.es/relieve/v11n2/RELIEVEv11n2_2.htm
Bernardini-Zambrini, D. A. (2012). La familia, base y eslabón primario de la salud pública del futuro. Revista Panamericana de Salud Pública, 31(6), 529–530. doi:10.1590/S1020-49892012000600013
Boddy, J., Smith, M. y Statham, J. (2011). Understandings of efficacy: cross-national perspectives on “what works” in supporting parents and families. Ethics and Education, 6(2), 184–196. Recuperado a partir de http://sro.sussex.ac.uk/39290/
Boody, J., Statham, J., Smith, M., Ghate, D., Wigfall, V. y Huari, H. (2009). International Perspectives on Parental Support. Non-English Resources. London: Institute of Education-University of London.
Bradley, R. H., Corwyn, R. F., Caldwell, B. M., Whiteside-Mansell, L., Wasserman, G. A. y Mink, I. T. (2000). Measuring the Home Environments of Children in Early Adolescence. Journal of Research on Adolescence, 10(3), 247–288. doi:10.1207/SJRA1003_1
Broidy, L.M., Nagin, D.S., Tremblay, R.E., Bates, J.E., Brame, B., Dodge, K.A., Fergusson, D., Horwood, J.L., Loeber, R, Laird, R., Lynam, D.R., Moffitt, T.E. y Pettit, G.S. (2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: a six-site, cross-national study. Dev Psychol., 39, 222–245.
Burström, B. y Fredlund, P. (2001). Self rated health: Is it as good a predictor of subsequent mortality among adults in lower as well as in higher social classes? Journal of Epidemiology and Community Health, 55, 836–840. doi:10.1136/jech.55.11.836
Cañadas, I. y Sánchez, A. (1998). Categorías de respuesta en la Escala tipo Likert. Psychothema, 10(3), 623–631.
Cohen, S., Kamarck, T. y Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385–396. doi:10.2307/2136404
Crick, N. R., van IJzendoorn, M. H., Tseng, W.-L., Kawabata, Y. y Alink, L. R. A. (2011). Maternal and paternal parenting styles associated with relational aggression in children and adolescents: A conceptual analysis and meta-analytic review. Developmental Review, 31(4), 240–278. doi:10.1016/j.dr.2011.08.001
Cruz, O., Vasconcelos Raposo, J., Barbosa Ducharne, M. A., Da Silva Almeida, L., Teixeira, C. M. y Fernandez, H. M. (2011). Questionário de Estilos Educativos Parentais (QEEP): Contributos para a Validação Factorial da Versão Portuguesa das Parenting Scales. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 1(31), 157–176.
Elo, A., Leppänen, A. y Jahkola, A. (2003). Validity of a single-item measure of stress symptoms. Scandinavian Journal of Work, Environment and Health, 29, 444–451. doi:10.5271/sjweh.752
Essau, C. A., Sasagawa, S. y Frick, P. J. (2006). Psychometric Properties of the Alabama Parenting Questionnaire. Journal of Child and Family Studies, 15(5), 595–614. doi:10.1007/s10826-006-9036-y
Farkas Klein, C. (2008). Escala de evaluación parental (EEP): desarrollo, propiedades psicométricas y aplicaciones. Universitas Psychologica, 7(2), 457–467. doi:10.11144/457
Fergusson D.M. y Horwood, L. M. (1994). The childhoods of multiple problem adolescents: A 15-year longitudinal study. J Child Psychol Psychiatry, 35, 1123–1140.
García, F. y Gracia, E. (2010). ¿Qué estilo de socialización parental es el idóneo en España?: un estudio con niños y adolescentes de 10 a 14 años. Infancia y Aprendizaje: Journal for the Study of Education and Development, 33(3), 365–384. Recuperado a partir de http://dialnet.unirioja.es/servlet/articulo?codigo=3271794
García-Méndez, M., Rivera-Aragón, S., Reyes-Lagunes, I. y Díaz-Loving, R. (2006). Construcción de una escala de funcionamiento familiar. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 2(22), 91–110.
Harden, A., Brunton, G., Fletcher, A. y Oakley, A. (2009). Teenage pregnancy and social disadvantage: systematic review integrating controlled trials and qualitative studies. BMJ, 339, b4254. Recuperado a partir de http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2776931ytool=pmcentrezyrendertype=abstract
Irwin, A. et al. (2006). The commission on social determinants of health: Tackling the social roots of health inequities. PLoS Medicine, 3(6), e106. doi:10.1371/journal.pmed.0030106
Johnston, C. y Mash, E. J. (1989). A Measure of Parenting Satisfaction and Efficacy. Journal of Clinical Child Psychology, 18(2), 167–175. doi:10.1207/s15374424jccp1802_8
Kreuter, M. W., Lukwago, S. N., Bucholtz, R. D. D. C., Clark, E. M. y Sanders-Thompson, V. (2003). Achieving cultural appropriateness in health promotion programs: targeted and tailored approaches. Health Education y Behavior: The Official Publication of the Society for Public Health Education, 30(2), 133–46. Recuperado a partir de http://www.ncbi.nlm.nih.gov/pubmed/12693519
Lima-Rodríguez, J. S., Lima-Serrano, M., Jiménez Picón, N. y Domínguez Sánchez, I. (2012). Consistencia interna y validez de un cuestionario para medir la autopercepcion del estado de salud familiar. Revista Española de Salud Pública, 86(5), 509–521. Recuperado a partir de http://dialnet.unirioja.es/servlet/articulo?codigo=4071591yinfo=resumenyidioma=SPA
Linting, M. y Van der Kooij, A. (2012). Nonlinear principal component analysis with CATPCA: a tutorial. J Pers Assess. 2012;94(1):12-25. doi: 10.1080/00223891.2011.627965
Marinho, M.L. y Ferreira de Mattos, E. (2000). Evaluación de la eficacia de un programa de entrenamiento de padres en grupo. Psicologia Conductual, 8(2), 299–318.
Martínez González, R. A., Álvarez Blanco, L. y Pérez Herrero, M. H. (2010). Programa-Guía para el desarrollo de competencias emocionales, educativas y parentales. Papeles Salmantinos de Educación, (14), 63–88. Recuperado a partir de http://dialnet.unirioja.es/servlet/articulo?codigo=3807130
Martínez, R. A. (2009). Programa-Guía para el desarrollo de Competencias Emocionales, Educativas y Parentales. Madrid: Ministerio de Sanidad y Política Social.
McEachern, A. D., Fosco, G. M., Dishion, T. J., Shaw, D. S., Wilson, M. N. y Gardner, F. (2013). Collateral benefits of the family check-up in early childhood: primary caregivers’ social support and relationship satisfaction. Journal of the Division of Family Psychology of the American Psychological Association (Division 43), 27(2), 271–81. doi:10.1037/a0031485
Menendez, S., Jimenez, L. y Hidalgo, M. V. (2011). Estructura factorial de la escala PSOC (Parental Sense of Competence) en una muestra de madres usuarias de servicios de preservación familiar. RIDEP, 32(2), 187–204.
Morales, P. (2013). El análisis factorial en la construcción e interpretación de tests, escalas y cuestionarios. Madrid: Universidad Pontifice de Comillas. Recuperdado a partir de http://web.upcomillas.es/personal/peter/investigacion/AnalisisFactorial.pdf
Morrison, J., Pikhart, H., Ruiz, M. y Goldblatt, P. (2014). Systematic review of parenting interventions in European countries aiming to reduce social inequalities in children’s health and development. BMC Public Health, 14(1), 1040. doi:10.1186/1471-2458-14-1040
Oviedo, H. C., y Campo-Arias, A. (2005). An Approach to the Use of Cronbach’s Alfa. Revista Colombiana de Psiquiatría, 34(4), 572–580. Recuperado a partir de http://www.scielo.org.co/scielo.php?script=sci_arttextypid=S0034-74502005000400009ylng=enynrm=isoytlng=es
Pereira, A. I., Beato, L. y Barros, A. (2013). Escala de avaliação da ansiedade e superprotecção parentais: estudo psicométrico numa amostra de pais e mães de crianças em idade escolar. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 1(35), 35–55.
Postmes, T., Haslam, S. A. y Jans, L. (2013). A single-item measure of social identification: Reliability, validity, and utility. British Journal of Social Psychology, 52, 597–617. doi:10.1111/bjso.12006
Ramos, P. y Manzanares, S. (2012) Programa de desenvolupament d’habilitats parentals per a famílies. Barcelona: Agència de Salut Pública de Barcelona.
Ramos, P., Vázquez, N., Pasarin, M.I. y Artazcoz, L. (2016). Evaluación de un programa piloto promotor de habilidades parentales desde una perspectiva de salud pública. Gaceta Sanitaria, 30, 37-42.
Rhoades, K. A. y O’Leary, S. G. (2007). Factor structure and validity of the parenting scale. The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 36(2), 137–46. doi:10.1080/15374410701274157
Rodrigo, M. J., Almeida, A., Spiel, C. y Koops, W. (2012). Introduction: Evidence-based parent education programmes to promote positive parenting. European Journal of Developmental Psychology, 9(1), 2–10. doi:10.1080/17405629.2011.631282
Schofield, T. J., Jochem, R., Conger, R. D., Conger, K. J., Widaman, K. F. y Donnellan, M. B. (2012). Parent Personality and Positive Parenting as Predictors of Positive Adolescent Personality Development Over Time. Merrill-Palmer Quarterly, 58(2), 255–283. doi:10.1353/mpq.2012.0008
Smith, M. (2011). Measures for assessing parenting in research and practice. Child and Adolescent Mental Health, 16(3), 158–166. doi:10.1111/j.1475-3588.2010.00585.x
Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S. y Dornbusch, S. M. (1994). Overtime changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65(3), 754–70. Recuperado a partir de http://www.ncbi.nlm.nih.gov/pubmed/8045165
Stewart, A. L. y Nápoles-Springer, A. M. (2003). Advancing health disparities research: can we afford to ignore measurement issues?. Medical Care, 41(11), 1207–20. doi:10.1097/01.MLR.0000093420.27745.48
Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: strengthening parenting competencies. Journal of Consulting and Clinical Psychology, 66(5), 715–30. Recuperado a partir de http://www.ncbi.nlm.nih.gov/pubmed/9803690
Webster-Stratton, C., Gaspar, M. F. y Seabra-Santos, M. J. (2012). Incredible Years® Parent, Teachers and Children’s Series: Transportability to Portugal of Early Intervention Programs for Preventing Conduct Problems and Promoting Social and Emotional Competence. Psychosocial Intervention, 21(2), 157–169. Recuperado a partir de http://www.psychosocialintervention.org/ylang=enysecc=actualyarticulo=20120730155635343000
Whittaker, K.A. y Cowley, S. (2012). An effective programme is not enough: a review of factors associated with poor attendance and engagement with parenting support programmes. Children and Society, 26(2), 138–149. doi:10.1111/j.1099-0860.2010.00333.x
Zamorano, M. y Zamorano, S. (2011). Las prácticas educativas familiares y su vinculación con el estilo educativo. Un estudio de caso. INFAD Revista de Psicología, 3(1), 421–428. Recuperado a partir de http://infad.eu/RevistaINFAD/2011/n1/volumen3/INFAD_010323_421-428.pdf
Downloads
Published
How to Cite
Issue
Section
License
Authors keep authorship rights and confer to REIRE the rights of article’s first publication.
All the contents included into REIRE Revista d’innovació i Recerca en Educació are under Creative Commons 4.0 International license attribution, which allows the article’s reproduction, distribution and public communication, whenever authorship and the journal’s title is quoted.
