Acceso usuarios
México
México
El estudio buscó evaluar la eficacia de un programa de prácticas de crianza positiva dirigido a padres para reducir el bullying y aumentar la conducta pro-social de sus hijos. Participaron ocho parejas y dos padres solteros de 10 niños identificados como bullies. La mitad de los padres conformó el grupo control y se entrenó a la otra mitad para identificar la conducta agresiva y pro-social de sus hijos, sus antecedentes y consecuentes. Durante ocho sesiones semanales se entrenó a los padres a establecer límites, reforzar la conducta pro-social y las alternas a las agresivas, a sobre-corregir, desaprobar levemente, castigar y extinguir la conducta agresiva. Padres y maestros registraron durante tres semanas de línea base y ocho de tratamiento, la frecuencia de emisión de conductas pro-sociales (hacer la tarea, ayudar con tareas domésticas y recoger sus juguetes) y de conducta agresiva física y verbal. Los resultados mostraron una reducción significativa de la conducta agresiva y un aumento de la pro-social respecto tanto a la línea base como a la frecuencia de emisión de esas conductas por los niños del grupo control. Notablemente, la conducta también cambió en la escuela. Se discute la efectividad de las intervenciones con padres para reducir la conducta de bullying en diferentes contextos.
The study aimed at assessing the effectiveness of a positive child rearing program with parents for reducing bullying and incrementing pro-social behavior of their children. Participants were eight couples and two single parents of 10 children identified as bullies. Half of the parents were assigned to a control group and the other half were trained to identify aggressive and prosocial behaviors of their children, as well as their antecedents and consequences. During eight weekly sessions parents were trained to set limits, reinforce both pro-social behavior and alternative responses to the aggressive ones, to correct, slightly disapprove, punish and extinguish aggressive behavior. Frequency of emission of specific pro-social behaviors (doing homework, helping in domestic chores and picking up toys) and of physical and verbal aggression was registered by parents and teachers during three weeks of base line and during eight weeks of treatment. Results showed a significant reduction of aggressive behavior and an increase of pro-social behavior compared both to base line and to the frequency of the same behaviors by children of the control group. Notably, behavior also changed at school. Results are discussed regarding the usefulness of interventions with parents in reducing bullying behavior by their children in different contexts.
