Parental competencies constitute core components of family support initiatives. Although there are self-reported measures to assess parental competencies among the Spanish-speaking population, few instruments applicable to families at psychosocial risk, from a comprehensive understanding of said competencies, have been rigorously validated. The main aim of this study was to develop and validate an instrument to measure parental competencies with caregivers that benefit from family support initiatives in the child welfare setting. Over an initial version of the Interview for the Assessment of Parental Competencies (ECP-12), we conducted an expert judgment and analyzed the internal structure of the instrument using exploratory and confirmatory factor analysis (EFA, CFA), exploratory structural equation modeling (ESEM), reliability analyses, and validity evidence based on relationships with other variables. The results supported an ESEM bifactor model comprising 53 items, which proved to be valid and reliable for assessing 12 parental competencies and the overall construct.

Child-to-parent violence (CPV) is an increasing issue affecting many families and has been examined from various approaches. However, the explicit incorporation of a gender perspective, which is crucial for understanding power dynamics and social roles within violence, remains limited and fragmented in existing research. This scoping review was conducted to address this gap by providing a comprehensive analysis of how the gender perspective is integrated into CPV studies. In doing so, the aim was to enhance current knowledge and guide more effective, gender-sensitive interventions in this field. Studies from 2010 to 2025 were reviewed through the following databases: Scopus, Web of Science, Dialnet Plus and PsycInfo. A total of eighty-two studies was included. Most of the sample came from Spanish studies, with community samples, focusing on adolescents as informants. Concerning the approaches to gender integration, results show that most studies have focused on an approach to gender mostly incorporating sex differences in the type of violence, frequency and in psychological characteristics. Followed by the gender-specific modeling approach, in which studies have focused on including separate models for mothers/fathers, or daughters/son, while also including gender as a predictor or having an interaction effect with other predictive factors. Most studies have included either the aggressor’s gender or both the category mother/father, son/daughter. The least frequent studies were those approaching norms and gender roles explicitly. The results suggest the need that research on CPV incorporate designs that explicitly allow a gender aproach beyond sociodemographic characteristics as to provide rigorous analyses that make structural inequalities visible, recognize differential patterns of aggression and victimization, and design interventions that are better suited to the complexity of the phenomenon.

Child-to-parent violence occurs when a child exerts violence toward their caregivers. Given the rise of this phenomenon, valid measurement tools are needed to identify the occurrence and underlying motives of this violence. Currently, most measures have been validated in Western populations. This study examined the psychometric properties of the Child-to-Parent Aggression Questionnaire (CPAQ) and the Reasons for Aggression Questionnaire (RAQ) among 527 Ecuadorian adolescents aged 10 to 18 years (M = 13.10; SD = 2.04). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to assess internal structure validity. The Inventory Parental-Peer Attachment (IPPA) was used for convergent validity. A single-factor structure for violence toward both the mother (CPAQ-M) and the father (CPAQ-F) was found in EFA and confirmed in CFA. The two-factor structure (psychological and physical violence) presented good fit indices as well. The expected relationships between the CPAQ and the IPPA (total score and the Communication, Trust and, Alienation subdimensions) were found. Concerning the RAQ, a single-factor structure was confirmed for the Reasons for annoying (RAQ-A) and the Reason for hitting (RAQ-H) directed toward both parents. Additionally, the CFA confirmed that the three-factor structure (instrumental, affective, and defensive reasons) showed a good fit to the data for both the mother and the father. Internal consistency was also excellent in each parallel version with values > .90. In conclusion, the CPAQ emerges as a valuable instrument suitable for application within the adolescent Ecuadorian population, while the RAQ shows promise as an instrument for similar use within this demographic.

In the absence of a consensual framework on the competencies required for positive parenting, a systematic review was carried out with two objectives: (a) to analyze the strategies and tools most commonly used in the assessment of PC and (b) to identify the dimensions used in the assessment of this construct. The databases selected were APA PsycInfo and Medline. This study involved the initial review of a total of 10,030 studies published in journals with periodical publications in English, Spanish, or Dutch (without restrictions on the date of publication). Finally, a total of 151 studies were considered for data extraction. A wide variety of instruments (n = 214) were identified to assess PC, including self-administered scales and surveys, interviews, and observational tools. A content analysis of the subscales included in these instruments allowed us to identify domains at the interpersonal, family-system, and personal levels. This systematic review shows that there are no instruments that assess all parenting domains jointly, demonstrating the scarcity of a theoretical conceptualization of the PC construct. In conclusion, this review highlights the need for multidimensional and comprehensive PC instruments and a theoretical model of PC from a plural, multidimensional, contextual, dynamic, and positive perspective of parenting.

Child-to-parent violence (CPV) encompasses behaviors such as hitting, insulting, or threatening parents. Over the past decade, the number of CPV cases has increased significantly. While previous research has largely focused on classifying CPV behaviors and examining their causes, there is limited investigation into what happens immediately after CPV episodes. This study aims to describe the behaviors of adolescents following violent actions in both mild and severe cases of CPV. A randomized sample of 1,067 Spanish adolescents, participating in a national CPV project, was studied using the Child-to-Parent Aggression Questionnaire. Among them, 410 adolescents (41.91% boys and 57.84% girls) reported engaging in some form of CPV behavior in the past year, and 47 adolescents met the criteria for severe and repeated CPV. Specifically, 26 adolescents exhibited psychological and 27 exhibited physical CPV toward their mother, while 21 adolescents exhibited psychological and 15 physical CPV toward their father. Adolescents were asked, “What do you do after?” Following thematic analysis, adolescents’ responses were categorized into 6 themes and 17 sub-themes in mild cases. A possible sequence in adolescents’ responses was identified, divided into three phases. In the first phase, adolescents felt bad after their violent behavior, expressed remorse, reflected on it, and sought a safe place. In the second phase, apologizing to parents was the most common response, reported by 70.52% of adolescents. Finally, in the third phase, in addition to apologizing, adolescents attempted to talk with their parents, gave them a hug, or committed to not repeating the behavior. In contrast, 8% of adolescents normalized their behavior, joked about it, or justified their actions. In severe cases, most subthemes were consistent with those observed in mild CPV cases. However, in contrast to milder cases, severe cases showed a lower percentage of adolescents who felt bad or apologized and a higher proportion who normalized, avoided talking about, or justified their violent actions (23.4% of adolescents with severe CPV). This study highlights practical implications for interventions, such as the importance of helping them express their emotions, recognize the harm caused, identify safe spaces, people, or activities, and support them in the process of apologizing.

This study analyses teachers' knowledge about child maltreatment in the family and explores their professional background in dealing with this problem. 227 pre-school and primary teachers from Andalusia (Spain) participated in the study. The majority of the teachers had never reported a case of child maltreatment during their professional background. These situations were experienced by the teachers with high levels of emotional impact, and both they and their schools showed high levels of involvement in cases identified. Three teacher profiles were identified, the group of trained teachers being the most capable of identifying more complex signs of child maltreatment, followed by those with more years of seniority. The process of detection and reporting of child maltreatment in the school setting is complex, and a wide range of elements need to be analysed conjointly. Este estudio analiza los conocimientos del profesorado sobre el maltrato infantil en la familia y explora sus antecedentes formativos y profesionales para gestionar este problema. En el estudio participaron 227 profesores de Infantil y Primaria de Andaluc & iacute;a (Espa & ntilde;a). La mayor & iacute;a de ellos nunca hab & iacute;a notificado un caso de maltrato durante su carrera profesional. El profesorado viv & iacute;a estas situaciones con altos niveles de impacto emocional y tanto los docentes como sus respectivos centros educativos mostraron un alto nivel de implicaci & oacute;n en los casos identificados. Se identificaron tres tipos de docentes, siendo el grupo de docentes con formaci & oacute;n el m & aacute;s capaz de identificar signos m & aacute;s complejos de maltrato, seguido del grupo de docentes con m & aacute;s experiencia profesional. El proceso de detecci & oacute;n y notificaci & oacute;n del maltrato infantil en el contexto escolar es complejo y es necesario analizar conjuntamente un amplio rango de factores.

La evidencia científica de los últimos 50 años pone de manifiesto que la colaboración mutua entre las familias y las escuelas repercute de forma clara en la mejora de la calidad de vida de niños, niñas y adolescentes. Sin embargo, estas comunidades no siempre encuentran el modo de comenzar o mantener buenos cauces de cooperación. Con el objetivo de identificar barreras que dificultan la cooperación entre las familias y las escuelas se desarrolló una revisión sistemática de literatura. Del total de 635 publicaciones, 19 artículos fueron seleccionados por cumplir con los criterios de elegibilidad. Los resultados mostraron la existencia de 49 barreras que se agruparon en cinco categorías: relacionadas con las familias, con las escuelas, con el estudiantado, con la corresponsabilidad entre familia-escuela y, por último, las sociopolíticas. La heterogeneidad de las barreras identificadas plantea la necesidad de que cada centro educativo elabore su propio plan de actuación de cooperación desde una perspectiva ecológica. A partir del análisis de los resultados se presentan iniciativas que pueden ayudar a optimizar en las relaciones entre las familias y las escuelas con la meta de promover entornos que satisfagan las necesidades para el desarrollo infantil.

Scientific evidence over the last 50 years shows that the collaboration between families and schools impacts the quality of life of children and adolescents. However, families and schools do not always find ways to cooperation. In order to identify the barriers of this cooperation, a systematic literature review was performed. From a total of 635 publications, 19 articles were selected. The results showed the existence of 177 barriers that were grouped into five categories: family-related, school-related, student-related, family-school co-responsibility and, finally, socio-political. The heterogeneity of the barriers identified suggests the need for each school to draw up its own action plan for cooperation from an ecological perspective. Based on the analysis of the results, it is presents initiatives to optimize relations between families and schools with the aim of promoting environments that meet the needs of child development.

Se presenta la evaluación de cobertura del Programa NAYFA, una intervención de prevención secundaria para familias en situación de conflictividad que se aplica en la Comunidad de Andalucía desde 2019. Con el objeto de prevenir la VFP, este programa se plantea la promoción de competencias parentales, de competencias socioemocionales en niños, niñas y adolescentes y la mejora del funcionamiento familiar de las participantes. Los datos de cobertura 2022-2023 muestran un índice de participación de 323 familias, distribuidas equitativamente por toda Andalucía, y de las cuales 383 figuras parentales completaron la evaluación inicial del programa e iniciaron la intervención. Los resultados mostraron un perfil de familias que vivían en situación de conflictividad familiar (en torno al 50% con conductas de VFP graves), cuyas figuras parentales presentaban inadecuadas competencias parentales para el ejercicio positivo de la parentalidad, y en el que existían bastantes hijos/as con problemas emocionales y conductuales. Esta evaluación de cobertura refuta la pertinencia de los objetivos del Programa NAYFA, así como el enfoque metodológico psicoeducativo y psicoterapeútico que propone la intervención.

A description is made of the quality of Spanish family support programmes, based on their impact, dissemination, scaling up in communities, and sustainability; 57 implemented programmes with informed evidence were selected by EurofamNet. Most of the programmes were shown to make a positive impact, using quantitative methodologies, and they were manualized, while about half of them defined the core contents and included professional training. From a cluster analysis of programmes with scaling up, those with a high and moderate level of systematization were identified, based on the existence of defined core contents, implementation conditions, institutional support, professional training, and reports of findings. The highly systematized programmes were characterized by a greater use of mixed methodologies, their scientific dissemination through different means, and their inclusion in services. A programme quality analysis is proposed, taking an integrated approach that relates the programme’s impact with its design, implementation, and evaluation of sustainability.

Se presenta el Protocolo de investigación del proyecto “Violencia filioparental (VFP) en la adolescencia: detección, perfiles psicosociales y estrategias de actuación” (Plan Estatal 2021-2023). El primer objetivo general del proyecto es estudiar las características psicosociales que contribuyen a la aparición de conductas de VFP en la adolescencia. Se plantea un estudio empírico transversal de metodología mixta y multiinformante en el que colaborarán distintos centros educativos nacionales para la selección aleatorizada de las familias. Con el segundo objetivo se pretende contribuir a la optimización de la práctica profesional en el trabajo con familias en situación de VFP. Se planea la identificación y caracterización de intervenciones familiares que abordan la VFP en España. Se constituirá un panel de expertos/as para el trabajo de mejora de las prácticas profesionales con estas familias. Este proyecto espera que sus conclusiones permitan comprender aún mejor la VFP, así como mejore las políticas de apoyo familiar existentes.

En este artículo se describe el proceso de investigación-acción llevado a cabo para la redefinición y el diseño de un programa destinado a niños, niñas y adolescentes con dificultades y/o situaciones conflictivas en el ámbito familiar. El diseño del nuevo programa NAYFA se ha realizado siguiendo los estándares de calidad de los programas basados en la evidencia y mediante un proceso colaborativo entre responsables políticos, profesionales e investigadores. Se utilizó la técnica DAFO para identificar las principales fortalezas y debilidades de las actuaciones previas desarrolladas en diferentes provincias andaluzas. Los resultados pusieron de manifiesto una importante falta de sistematización que se ha tratado de solventar definiendo, mediante un proceso colaborativo y de acuerdo con los criterios de calidad más consensuados, los componentes clave del nuevo programa: fundamentación teórica y metodológica, destinatarios, objetivos, contenidos, condiciones de implementación y diseño de la evaluación. El alto grado de acuerdo de profesionales y responsables con las características propuestas puede contribuir a que la implementación del programa se lleve a cabo con fidelidad al diseño original y, con ello, favorecer su efectividad.

This study primarily examined the predictive role of emotional and behavioral disorders in family cohesion and the moderating role of parenting alliance. Adolescents' mental health issues are a major concern, with important implications for individuals and their families. However, the impact of mental disorders on family processes has been less widely studied. Participants in this study were 72 parents of adolescent beneficiaries of mental health services. Questionnaires assessed family cohesion, parenting alliance, and sociodemographic factors. Results indicated that emotional and behavioral disorders did not have an influence on family cohesion. They also suggested that parenting alliance may be a protective factor for family cohesion. This paper highlights the role of parenting alliance as a potential protective factor in positive family processes. These findings support the importance of focusing on the parental subsystem in therapy, and the need to incorporate a positive parenting perspective when working with these families.

The aim of this study was to carry out a scoping review to analyze the available evidence regarding parenting skills, family functioning and social support in situations of CPV. When violent behavior occurs, roles, communication and emotional expression are affected, impacting both parenting skills and family functioning. The confluence of these variables could explain the perpetuation of violent behavior over time. The scoping review encompassed peer-reviewed articles published in English and Spanish from 2000 to 2019, located through searches carried out in relevant international databases (Web of Science, PsycINFO, Scopus, ERIC, Dialnet Plus). 22 relevant studies were identified. The collected data showed that, in situations of CPV, parents have low levels of perceived self-efficacy and difficulties regulating their emotions, and they display submissive behavior in parent–child interactions. The analyzed articles also described the presence of a negative family climate and a tendency to relativize violent acts perpetrated by children. Lastly, the evidence shows that social relations are altered by mistrust of formal support resources and a certain level of social isolation. The discussion of the obtained results highlights the need for interventions aimed at fostering parenting skills and improving formal support resources to enhance family functioning in situations of CPV.

The aim of this study was to compare parenting in two southern European countries, Spain and Portugal, according to adolescent perceptions from a situated perspective. A total of 445 Portuguese (58.88%) and Spanish (41.12%) adolescents completed a questionnaire about maternal practices and provided socio-demographic information. Portuguese and Spanish mothers were more responsive than coercive in controlling adolescents’ compliance and non-compliance situations. Spanish mothers scolded, revoked privileges, and punished physically more often than Portuguese mothers, who used dialogue more often. Multivariate analysis showed three groups of parenting practices. Portuguese mothers were represented mainly in the Indulgent group (81.70%), and Spanish mothers in the Authoritative group (74.40%), whereas the third group (Neglectful) was independent of the country of origin. These results support the theory that research and family intervention should recognize cultural aspects in order to grasp the parenting process.

Contemporary research on older people information and communication technologies (ICT) adoption underlines conducting studies with objective (frequency and type of use) and also subjective (perceived barriers, associated usefulness …) data, and from a multivariate approach. In the current study the use of and the personal experience with ICT, with special reference to personal computer (PC), are analyzed in a sample of 212 community-dwelling Spanish adults aged 60 or older. Participants completed a structured questionnaire about a) perceived barriers, frequency and type of use, associated usefulness, and sense of control with respect to three ICT devices (smartphone, PC, and tablet); and b) attitudes toward PC, assessed (from a multidimensional approach) by the Spanish version of the Computer Attitude Scale. Two multivariate statistical techniques were used to detect profiles of older people related to PC adoption, and to identify the specific attitudinal dimensions that influence members belonging to these profiles. Descriptive statistics show a certain digital divide related to age, but also a relevant heterogeneity in ICT adoption. Multivariate analyses reveal three types of older adult-PC users, and underline usefulness and behavioral attitudinal components as key factors for promoting a more active PC adoption by older people.