Desarrollo de competencias psicológicas parentales mediante medios de formación en línea
DOI:
https://doi.org/10.17162/au.v11i3.711Palabras clave:
Competencias psicológicas, competencias parentales, programa de desarrollo, formación online, tecnología online en psicología.Resumen
El propósito de este artículo es fundamentar los métodos exitosos para desarrollar competencias psicológicas en los padres en el contexto de una pandemia global basada en tecnologías en línea. El método de investigación líder consistió en la integración de los recursos de capacitación en línea, que ha proporcionado una visión integral del diagnóstico en las características personales de los padres de los estudiantes, lo que les impide resolver con éxito los problemas dentro de la familia, complementado con el fomento de las competencias psicológicas de los padres. Este artículo presenta el análisis de materiales recolectados en el curso de diagnósticos en línea de problemas relacionados con la implementación de las competencias psicológicas de los padres. En conclusión, presentó un panorama general del programa de desarrollo “Caleidoscopio familiar”, brindó evidencia de su alto impacto en la adopción del estilo parental productivo. Los hallazgos del artículo pueden ser útiles para los psicólogos educativos que ya ejercen y que se esfuerzan por mejorar las interacciones dentro de las familias de los estudiantes para crear un entorno favorable para la socialización exitosa de los niños.Descargas
Citas
An, W.H., Western, B. (2019). Social capital in the creation of cultural capital: Family structure, neighborhood cohesion, and extracurricular participation. Social science research, 81(7), 192–208. Retrieved from: https://europepmc.org/abstract/med/31130196
Arbatskaya, E.S, Dichina, N.Yu. (2017). Diagnostics for revealing the problems in child-parent relationships. Angarsk – Irkutsk: UMC RSO. Retrieved from: https://angarsk-adm.ru/sotsialnaya-sfera/territoriya-semi/resursnyy-tsentr/diagnost-1.pdf
Barcaeva, E.V., Ryabova, N.V. (2019). Readiness of senior preschool children to adapt to social and everyday conditions. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2287–2297. Retrieved from: https://www.ijitee.org/wp-content/uploads/papers/v9i1/A5181119119.pdf
Buyanova, V.V., Zhuina, A.I., Zhuina, D.V. (2018). Peculiarities of interpersonal communication of adolescents – active internet users. The European Proceedings of Social & Behavioural Sciences, XXXIV, 207–217. Retrieved from: https://www.europeanproceedings.com/files/data/article/83/2610/article_83_2610_pdf_100.pdf
Bykova, E.A., Istomina, S.V., Samylova, O.A. (2020). Distinctive features of parental competence of a modern Russian family. Perspectives of Science and Education, 4(46), 111-125. DOI: 10.32744/pse.2020.4.7. Retrieved from: https://pnojournal.wordpress.com/2020/08/29/bykova-istomina-samylova/
Cheng, Z., Mendolia, S., Paloyo, A.R., Savage, D.A., Tani, M. (2021). Working parents, financial insecurity, and childcare: mental health in the time of COVID-19 in the UK. Review of Economics of the Household, 19(1), 123-144. Retrieved from: https://researchers.mq.edu.au/en/publications/working-parents-financial-insecurity-and-childcare-mental-health-
Chigisheva, O. (2015). Transformation of pedagogical theory and methodology in the focus of globalization. Procedia Social and Behavioral Sciences, 180, 262-267. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042815014457/pdf?md5=f5e98f75e87eae72dbbf53cde3804a3f&pid=1-s2.0-S1877042815014457-main.pdf
Dolgova, V.I., Kondratieva, O.A., Kryzhanovskaya, N.V., Khokhlova, I.S. (2020). Developing a cognitive component of psychologically secure intrafamily relationships. Perspectives of Science and Education, 2(44), 327-341. DOI: 10.32744/pse.2020.2.26. Retrieved from: https://pnojournal.wordpress.com/2020/05/09/dolgova-kondratiev-kryzhanovskaya/
Glukhova, T.V., Ephremova. L.I. (2019). Online courses as an effective tool of modern education. Humanities and Education, 10(3), 28-38. Retrieved from: https://mordgpi.ru/upload/iblock/647/Tom-10_-_3-_iyul_sentyabr_.pdf
Goltsova, N.V., Yakovleva, E.V. (2018). The content of safe socialization of the younger teenager in a family environment. Astra Salvensis, 6, 21-28. Retrieved from: http://insch.ru/f/skopus.pdf
Hopwood, N., Mäkitalo, Å. (2019). Learning and expertise in support for parents of children at risk: a cultural-historical analysis of partnership practices. Oxford Review of Education, 45(5), 587-604. DOI: 10.1080/03054985.2018.1553776.
Kechina, M.A., Vardanyan, Y.V., Savinova, T.V., Vdovina, N.A. (2018). Psychological prevention of internet addiction disorders in students of higher education institutions. Modern Journal of Language Teaching Methods, 8(12), 417–425. Retrieved from: https://mjltm.org/article-1-354-en.pdf
Khalikova, V.V. (2020). Parental competence as a key driver of personality development in preschool age. Continuity in education, 25(3), 368–379. Retrieved from: https://nsportal.ru/detskii-sad/vospitatelnaya-rabota/2020/03/09/stanovlenie-roditelskoy-kompetentnosti-kak-klyuchevoy
Lépinel, I. (2020). Care and support practices of parents in early childhood education and care structure. Metiers de la Petite Enfance, 26(288), 33-34. DOI: 10.1016/j.melaen.2020.10.013
Lesina, A.A. (2018). Parental competencies attesting to the readiness of the blood substitute family for adopting a child. News Bulleting of Volgogran State Pedagogical University, 6(129), 80-85. Retrieved from: http://izvestia.vspu.ru/files/publics/129/80-85.pdf
Loevaas, M.E.S., Sund, A.M., Patras, J., Martinsen, K., Hjemdal, O., Neumer, S. P., Holen, S. Reinfjell, T. (2018). Emotion regulation and its relation to symptoms of anxiety and depression in children aged 8–12 years: does parental gender play a differentiating role? BMC Psychology, 6. Retrieved from: https://www.researchgate.net/publication/327122092_Emotion_regulation_and_its_relation_to_symptoms_of_anxiety_and_depression_in_children_aged_8-12years_Does_parental_gender_play_a_differentiating_role
Lushpaeva, I.I. (2019). Psychological assistance to the family: setting new tasks for accompanying parents (from practical experience). Herzen readings: psychological research in education, 2, 431-437. Retrieved from: https://herzenpsyconf.ru/
Matthes, B., Stoeger, H. (2018). Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. Contemporary Educational Psychology, 54, 271-280. Retrieved from: https://psycnet.apa.org/record/2018-41949-023
National Project “Education” (2018). Retrieved from: https://strategy24.ru/rf/education/projects/natsionalnyy-proekt-obrazovanie
Pankratova, I.A., Ibakhadzhieva, L.A. (2019). Development of parental competence with psychological support with the use of coaching technologies. Uchenye zapiski PF Lesgaft University, 4(170). Retrieved from: http://lesgaft-notes.spb.ru/ru/node/14555
Pogorelov, D.N. (2020). Structure of virtual identity of social media users. Kazan Pedagogical Journal, 4, 262-267. Retrieved from: https://kp-journal.ru/структура-виртуальной-идентичности
Rean, A.A., Konovalov, I.A. (2020). Indicators of parent-child relations in the context of various socio-demographic indicators. Integration of education, 24(3), 433–452. Retrieved from: http://edumag.mrsu.ru/content/pdf/20-3/05.pdf
Rhodes, R.E., Berry, T., Faulkner, G., Latimer-Cheung, A.E., O'Reilly, N., Tremblay, M.S., Vanderloo, L., Spence, J.C. (2019). Application of the multi-process action control framework to understand parental support of child and youth physical activity, sleep, and screen time behaviours. Applied Psychology: Health and Well-Being, 11(2), 223-239. Retrieved from: https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-019-7744-7
Rogers, M.A., Theule, J., Ryan, B.A., Adams, G.R., Keating, L. (2009). Parental involvement and children's school achievement: evidence for mediating processes. Canadian Journal of School Psychology, 24(1), 34-57. Retrieved from: https://www.researchgate.net/publication/238337520_Parental_Involvement_and_Children's_School_Achievement
Schemerova, N.N., Kirkina, E.N. (2018). Cooperation between educators and a family for addressing the issues of raising a bilingual child. Humanities and education, 3(3), 139-143. Retrieved from: http://he.mordgpi.ru/wp-content/uploads/2018/09/Том-9-№3-июль-сентябрь.pdf
Shukshina, T.I. (2018). Substantive-processual aspects of professionally-oriented training organization of students of pedagogical university. Astra Salvensis, VI, 665-673. Retrieved from: https://astrasalvensis.eu/archives/
Spruijt, A.M., Dekker, M.C., Ziermans, T.B., Swaab, H. (2020). Educating parents to improve parent–child interactions: Fostering the development of attentional control and executive functioning. British Journal of Educational Psychology, 90(S1), 158-175. Retrieved from: https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12312
Tran, A.G.T.T. (2014). Family contexts: parental experiences of discrimination and child mental health. American Journal of Community Psychology, 53, 37–46. Retrieved from: https://psycnet.apa.org/record/2013-37351-001
Vardanyan, Y.V., Vardanyan, L.V., Vdovina, N.А., Kondratyeva, N.P., Sergunina, S.V., Fadeeva, О.V. (2018). Characteristics of monitoring the practice-oriented competencies of future educational psychologists in a Russian university. International Journal of Engineering & Technology, 7(4.38), 607-612. DOI: 10.14419/ijet.v7i4.38.24632. Retrieved from: https://www.researchgate.net/publication/330039406_Characteristics_of_Monitoring_of_Practice-Oriented_Competences_of_Future_Educational_Psychologist_in_Russian_University
Vardanyan, Yu.V., Kechina, M.A. (2020). Researching parental competencies by means of online diagnostics. Kazan Pedagogical Journal, 6(143), 244-249. DOI: 10.51379/KPJ.2020.80.33.033. Retrieved from: https://kp-journal.ru/wp-content/uploads/2020/12/Варданян-Ю.В.Кечина-М.А.-Исследование-родительских.pdf
Vasquez, A.C., Patall, E.A., Fong, C.J. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: a meta-analysis of research. Educational Psychology Review, 28, 605–644. Retrieved from: https://psycnet.apa.org/record/2015-32154-001
Wuyts, D., Vansteenkiste, M., Mabbe, E., Soenens, B. (2017). Effects of social pressure and child failure on parents’ use of control: An experimental investigation. Contemporary Educational Psychology, 51, 378-390. Retrieved from: https://www.researchgate.net/publication/320205730_Effects_of_Social_Pressure_and_Child_Failure_on_Parents'_Use_of_Control_An_Experimental_Investigation
Yashkova, A.N., Buyanova, V.V., Sukhareva, N.F., Alaeva, M.V. (2019). Child-Parent relationships in Russian families of different types. Revista Dilemas Contemporáneos: Educación, Política y Valores, 7. Retrieved from: https://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/download/1675/1314/
Zhuravleva, O.N., Rybina, T.M., Sarvanova, Z.A., Uteeva, R.A. (2018). Formation model of pupils’ research competencies. Modern Journal of Language Teaching Methods, 8(12), 368–376. Retrieved from: https://mjltm.org/article-1-354-en.pdf
Zimnyaya, I.A. (2013). Competency and competence in the context of a competency-based approach in education. Academic notes of the National Applied Linguistics Community, 4(4), 16-31. Retrieved from: http://rusreadorg.ru/ckeditor_assets/attachments/63/i_a_zymnaya_competency_and_competence.pdf
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2021 Yulia V. Vardanyan, Marina A. Kechina, Tatyana V. Savinova, Svetlana V. Sergunina, Olga V. Fadeeva
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
1. Política propuesta para revistas de acceso abierto
Los autores/as que publiquen en esta revista aceptan las siguientes condiciones:
- Los autores/as conservan los derechos de autor y ceden a la revista el derecho de la primera publicación, con el trabajo registrado con la licencia de atribución de Creative Commons, que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista.
- Los autores/as pueden realizar otros acuerdos contractuales independientes y adicionales para la distribución no exclusiva de la versión del artículo publicado en esta revista (p. ej., incluirlo en un repositorio institucional o publicarlo en un libro) siempre que indiquen claramente que el trabajo se publicó por primera vez en esta revista.
- Se permite y recomienda a los autores/as a publicar su trabajo en Internet (por ejemplo en páginas institucionales o personales) antes y durante el proceso de revisión y publicación, ya que puede conducir a intercambios productivos y a una mayor y más rápida difusión del trabajo publicado (veaThe Effect of Open Access).
