Desarrollo de competencias psicológicas parentales mediante medios de formación en línea

Autores/as

DOI:

https://doi.org/10.17162/au.v11i3.711

Palabras 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

La descarga de datos todavía no está disponible.

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

Publicado

2021-04-13

Cómo citar

V. Vardanyan, Y. ., A. Kechina, M. ., V. Savinova, T. ., V. Sergunina, S. ., & V. Fadeeva, O. . (2021). Desarrollo de competencias psicológicas parentales mediante medios de formación en línea. Apuntes Universitarios, 11(3), 358 - 370. https://doi.org/10.17162/au.v11i3.711