Browsing by Subject "Family involvement"

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    Family involvement and treatment for young children with Obsessive-Compulsive Disorder: Randomized control study
    (Elsevier, 2019) Rosa-Alcázar, Angel; Rosa-Alcázar, Ana Isabel; Olivares-Olivares, Pablo; Parada-Navas, José Luis; Rosa-Alcázar, Encarnación; Sánchez-Meca, Julio; Personalidad, Evaluación y Tratamiento Psicológicos
    Background/Objective: The aim of this paper was to evaluate the diferential efficacy of cog- nitive behavioral family treatment in children under 8 years of age with Obsessive-Compulsive Disorder (OCD) in the reduction of obsessive-compulsive responses and secondary outcomes in three treatment conditions: (a) Treatment of parents and child, (b) Treatment of mother and child, and (c) Treatment of mother. Method: Forty-four children with obsessive-compulsive disorder, aged 5.2-7.9 years old and their parents, were randomized to one of three groups in a 1:1:1 ratio. Seventy-five percent was male and 100% Caucasian (White-European). Treatment involved 12 individual sessions of is Cognitive-Behavioral Family-Based Treatment delivered. Results: The three conditions produced clinical improvements in post-test and follow-up in the primary (symptom severity OCD) and secondary outcomes. The results showed no intergroup differences in variables related to OCD symptom severity, although statistically significant dif- ferences were found in groups in Internalizing and Externalizing problem, mother and fathers accomodation. Conclusions: The most efficient condition was that including a greater number of family mem- bers even when there was high family accommodation. The direct involvement of the child in the psychological treatment was important in achieving better results
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    Family involvement and school effectiveness in primary education
    (Universidad de Murcia. Servicio de Publicaciones, 2023) Aierbe, Ana; Bartau Rojas, Isabel; Oregui, Eider
    The commonly accepted premise that collaboration among the educational community leads to school improvement and greater student achievement is not always fulfilled due to the diverse reality of schools and various initiatives to promote family participation. This work addresses the perception of teachers, school management teams and educational inspec-tion of family-school-community relations in 23 primary schools in the Basque Autonomous Community, characterized by different criteria related to school effectiveness-ineffectiveness, aiming to identify good practice leading to school improvement. The study is descriptive-exploratory-exploratory-explanatory with mixed methodology, using questionnaires, in-depth interviews and discussion groups. Results show family involvement is mediated by teaching staff ́s personal factors, that all schools try to pro-mote family collaboration, though forms of participation vary, and those which work best are proactive, stressing different collaboration dimen-sions. Conclusions include adopting a systemic approach, review and up-dating of training modalities, and assessment of teaching competences for collaboration.