Families

Family participation as a source of support for rural high schools in Mexico (2024). Educational Profiles (Mexico, Q3)
This article analyzes the different ways in which families participate in supporting Mexican community telebachilleratos (distance learning high schools). The research is qualitative in nature; the information was obtained through in-depth interviews with school administrators. The following forms of participation were identified: 1) generation of economic resources: payment of contributions and fundraising activities; 2) lobbying local and state authorities to obtain support; and 3) activities for the operation of the schools: cleaning, maintenance, remodeling, or construction. Given the lack of support from state and federal authorities, the material support and operation of schools falls on the most vulnerable families. As a result, young people's right to education and the state's obligation to provide free, equitable, and inclusive education are not being fulfilled.

Is it the child's fault? Maternal attributions in child abuse and neglect (2023). Psicotema (Spain, Q1)
Background: Among the parental cognitions that explain maladaptive parenting, attributions about a child's misbehavior appear to be important. However, there is little research on neglectful parents, and the different patterns of parental attributions associated with child abuse and neglect are not yet sufficiently explained. The current study examines parental attributions associated with child abuse and neglect. Method: Mothers (N = 218) were asked to evaluate vignettes describing child transgressions, half of which were followed by situational information. Child maltreatment and neglect were assessed through reports from mothers and professionals. Results: Preliminary results indicated that child age and maternal socioeconomic status were significantly correlated with attributions and child abuse and neglect scores and were therefore controlled for in the models. The results of hierarchical regressions indicated that dispositional attributions were associated with higher scores of abuse (reported by mothers), even in the presence of situational information. Likewise, dispositional attributions were associated with higher scores of negligence (reported by professionals), but the effect was no longer significant in the presence of situational information. Conclusions: These findings contribute to current sociocognitive approaches to child maltreatment and provide relevant information for understanding the different attributional mechanisms underlying child abuse and neglect.

Parenting education programs for parents with children up to six years old. A systematic review (2023). Pedagogical studies (Chile, Q3)
To identify the distinctive features of parenting education programs (PEPs) for children aged 0 to 6, a systematic review was conducted. Thirty-four studies were included. More than half followed an experimental design and presented follow-up evaluations with small samples. The US and China were the most prolific countries in terms of number of publications. The interventions were mainly implemented in educational settings, with a typical number of sessions ranging from eight to twelve, lasting two hours and taking place on a weekly basis. Most were aimed at parents with children with specific educational support needs. The most frequent variables with statistically significant pre-post results were dysfunctional adult practices, stress, and self-efficacy. The main topics addressed were emotions, communication, and behavior management strategies. Evidence is provided to support the use of PEP, as it promotes the development of positive parenting.