Upbringing and parenting. Detection of socio-educational and training needs in parents

Educación y crianza de los hijos. Detección de necesidades socioeducativas y formativas de los progenitores

Francisco José Rubio Hernández, María del Carmen Jiménez Fernández and M.ª Paz Trillo Miravalles

DOI: https://doi.org/10.22550/REP79-2-2021-08

Parents often ask themselves what to do and how to deal with the different situations that arise with their children. Parent education programmes (PEP) attempt to provide answers to these questions. Nevertheless, it is pertinent to perform an updated assessment of parents’ training and socio-educational needs in relation to the upbringing and parenting of children. To this end, the following objectives were set: a) to determine the degree of compliance with the principles of positive parenting (PPP) in a sam­ple of mothers and fathers; b) to detect clusters of parents according to PPP and socio-demo­graphic characteristics; c) to identify their pref­erences regarding training and attendance at these interventions. The sample consisted of 389 parents. Qualitative content and quantitative de­scriptive and multivariate cluster analyses were performed and Mann-Whitney U, Kruskal-Wallis H, Binomial and Chi-square tests were applied. Results showed lower scores for communication, stress management and involvement, and high­er scores for shared activities, recognition and affection. Four clusters of parents were obtained (low, medium, high and very high PPP follow-up). They expressed a preference for the group for­mat of the programme, attendance at weekends, in the afternoon and when the children are in early childhood. Some of the training content mentioned was related to emotions, communica­tion, conflict resolution, behaviour management, information and communication technologies, values, norms, sexuality and drugs. Respondents require interventions that take into account the priorities expressed. The findings will allow us to confirm whether the interventions implemented and evaluated in the context explored are a suit­able response to the needs detected, and also to justify the design of any new ones, if necessary.

Please, cite this article as follows: Rubio Hernández, F. J., Jiménez Fernández, M. C., & Trillo Miravalles, M. P. (2021). Educación y crianza de los hijos. Detección de necesidades socioeducativas y formativas de los progenitores | Upbringing and parenting. Detection of socio-educational and training needs in parents. Revista Española de Pedagogía, 79 (279), 249-267. https://doi.org/10.22550/REP79-2-2021-08

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Francisco José Rubio Hernández is a UNED-Banco Santander pre-doctoral researcher at the Employment and Guid­ance Centre (COIE). He holds a Master’s Degree in Innovation and Research in Ed­ucation (UNED) and a Master’s Degree in Teacher Training (University of Murcia). He managed a centre for educational-fam­ily guidance and re-education (2014-2020) and was a teaching fellow at the Depart­ment of Research Methods and Diagnosis in Education (Universidad de Murcia), at Isabel I Universidad and at Camilo José Cela Universidad.

 https://orcid.org/0000-0001-7736-912X

María del Carmen Jiménez Fernán­dez is Emeritus Professor at UNED, a university where she held the positions of: Director of the Teacher Training Pro­gramme (1988-1989), Director of Lifelong Learning (1989-1995), Dean of the School of Education (1995-1999), Director of the Working Group responsible for drawing up the PhD Programme in Education (2011-2013), and Coordinator of the PhD Programme in Education of the UNED In­ternational Doctoral School (2013-2017), among other relevant positions.

 https://orcid.org/0000-0002-5899-623X

M.ª Paz Trillo Miravalles is Se-nior Lecturer in the School of Education at UNED, Lecturer on the PhD Pro­gramme in Education at the Doctoral School of UNED, in the area of talent development, guidance and transitions throughout life, and also co-director of the University Expert qualification in Diagnosis and Education of Gifted Stu­dents. Her research interests mainly lie in diversity and road safety education, with a specific focus on digitally medi­ated contexts.

 https://orcid.org/0000-0002-4365-7024

 

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