Intervenções em competências sociais com adolescentes e o desenvolvimento de atitudes positivas em situação de vulnerabilidadeuma revisão sistemática

  1. Rafael Correa 1
  2. Loris Prado da Cruz 2
  3. Diego Gómez-Baya 3
  4. Ana Maria de Almeida 2
  5. Margarida Gaspar de Matos 4
  1. 1 Universidade Estadual do Oeste do Paraná
    info

    Universidade Estadual do Oeste do Paraná

    Cascavel, Brasil

    ROR https://ror.org/05ne20t07

  2. 2 Universidade de São Paulo
    info

    Universidade de São Paulo

    São Paulo, Brasil

    ROR https://ror.org/036rp1748

  3. 3 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  4. 4 Universidade de Lisboa
    info

    Universidade de Lisboa

    Lisboa, Portugal

    ROR https://ror.org/01c27hj86

Mostrar afiliaciones +
Revista:
Análisis y modificación de conducta

ISSN: 0211-7339,  2173-6855

Año de publicación: 2020

Volumen: 46

Número: 173-174

Páginas: 23-42

Tipo: Artículo

DOI: 10.33776/AMC.V46I173-4.3718 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Análisis y modificación de conducta

Resumen

El objetivo de este trabajo fue evaluar la evidencia científica de estudios de intervenciones en competencias sociales con adolescentes para desarrollar actitudes positivas en situaciones vulnerables. Los estudios se identificaron a partir de búsquedas en las bases de datos LILACS, PubMed, PsycINFO y SCOPUS de 2008 a 2018. Los criterios de selección fueron: publicaciones en inglés, portugués o español; estudios primarios de intervención en competencias sociales; y participantes adolescentes. La revisión incluyó 17 estudios relacionados con intervenciones de competencias sociales que usaron instrucción y actividades semanales, grupos de instrucción e interacción social, sólo instrucción, y entrenamiento mediante teléfono móvil, como estrategias. Las intervenciones de competencias sociales con adolescentes vulnerables son estrategias efectivas para desarrollar actitudes positivas. Estos hallazgos proporcionan una guía basada en evidencia para investigadores, profesionales e instituciones para la práctica en la prevención y promoción de la salud de los adolescentes.

Referencias bibliográficas

  • Babakhani, N. (2011). The effects of social skills training on self-esteem and aggression male adolescents. Procedia-Social and Behavioral Sciences, 30, 1565-1570.
  • Beauchamp, M. H., & Anderson, V. (2010). SOCIAL: an integrative framework for the development of social skills. Psychological bulletin, 136(1), 39.
  • Bonsergent, E., Agrinier, N., Thilly, N., Tessier, S., Legrand, K., Lecomte, E., ... & PRALIMAP Trial Group. (2013). Overweight and obesity prevention for adolescents: a cluster randomized controlled trial in a school setting. American journal of preventive medicine, 44(1), 30-39.
  • Botvin, G.J., & Griffin, K.W. (2014), Life skills training: preventing substance misuse by enhancing individual and social competence. In K. Weichold & F. Giannotta F. (eds.), Theory-Based Approaches to Substance Misuse and Abuse Prevention in School: New Directions for Youth Development, pp- 57-66. San Francisco: Jossey-Bass.
  • Campbell-Heider, N., Tuttle, J., & Knapp, T. R. (2009). CE FEATURE: The effect of positive adolescent life skills training on long term outcomes for high-risk teens. Journal of addictions nursing, 20(1), 6-15.
  • Clarey, A., Hokoda, A., & Ulloa, E. C. (2010). Anger control and acceptance of violence as mediators in the relationship between exposure to interparental conflict and dating violence perpetration in Mexican adolescents. Journal of family violence, 25(7), 619-625.
  • Ellickson, P.L. (2014), You've shown the program is effective. Now what? In K. Weichold, & F. Giannotta (eds), Theory-Based Approaches to Substance Misuse and Abuse Prevention in School: New Directions for Youth Development, pp. 95-106. San Francisco: Jossey-Bass.
  • Eslami, A. A., Ghofranipour, F., Bonab, B. G., Zadeh, D. S., Shokravi, F. A., & Tabatabaie, M. G. (2015). Evaluation of a school-based educational program to prevent adolescents’ problem behaviors. Journal of Education and Health Promotion, 4(1), 30.
  • Faggiano, F., Minozzi, S., Versino, E., & Buscemi, D. (2014). Universal school-based prevention for illicit drug use. Cochrane Database Systematic Reviews, 12, CD003020.
  • Glenn, L. E., Keeley, L. M., Szollos, S., Okuno, H., Wang, X., Rausch, E., ... & Augenstein, T. M. (2019). Trained observers’ ratings of adolescents’ social anxiety and social skills within controlled, cross-contextual social interactions with unfamiliar peer confederates. Journal of Psychopathology and Behavioral Assessment, 41(1), 1-15.
  • Glynn, L. (2006). A critical appraisal tool for library and information research. Library Hi Tech, 24(3), 387-399.
  • Harrell, A. W., Mercer, S. H., & DeRosier, M. E. (2009). Improving the social-behavioral adjustment of adolescents: The effectiveness of a social skills group intervention. Journal of Child and Family Studies, 18(4), 378-387.
  • Haug, S., Castro, R. P., Meyer, C., Filler, A., Kowatsch, T., & Schaub, M. P. (2017). A mobile phone-based life skills training program for substance use prevention among adolescents: pre-post study on the acceptance and potential effectiveness of the program, Ready4life. JMIR mHealth and uHealth, 5(10), e143.
  • Karp, J. N., Makol, B. A., Keeley, L. M., Qasmieh, N., Deros, D. E., Weeks, J. W., ... & De Los Reyes, A. (2018). Convergent, incremental, and criterion?related validity of multi?informant assessments of adolescents' fears of negative and positive evaluation. Clinical psychology & psychotherapy, 25(2), 217-230.
  • Kimber, B., & Sandell, R. (2009). Prevention of substance use among adolescents through social and emotional training in school: A latent-class analysis of a five-year intervention in Sweden. Journal of Adolescence, 32(6), 1403-1413.
  • Kuntsche, E., & Labhart, F. (2014). The future is now-using personal cellphones to gather data on substance use and related factors. Addiction, 109, 1052–1053.
  • Lázaro, L., Font, E., Moreno, E., Calvo, R., Vila, M., Andrés?Perpiñá, S., ... & Castro?Fornieles, J. (2011). Effectiveness of self?esteem and social skills group therapy in adolescent eating disorder patients attending a day hospital treatment programme. European Eating Disorders Review, 19(5), 398-406.
  • Leme, V. B. R., Fernandes, L. D. M., Jovarini, N. V., Achkar, A. M. E., & Del Prette, Z. A. P. (2016). Social Skills Program for adolescents in vulnerable social contexts. Psico-USF, 21(3), 595-608.
  • Lipsey, M. W., Howell, J. C., Kelly, M. R., Chapman, G., & Carver, D. (2010). Improving the effectiveness of juvenile justice programs: A new perspective on evidence-based practice. Washington, DC: Georgetown University, Center for Juvenile Justice.
  • Marsch, L. A., & Borodovsky, J. T. (2016). Technology-based interventions for preventing and treating substance use among youth. Child and Adolescent Psychiatric Clinics, 25(4), 755-768.
  • Matos, M. G., Gaspar, T., Ferreira, M., Tomé, G., Camacho, I., Reis, M., Equipa Aventura Social (2012). Keeping a focus on self-regulation and competence: “find your own style”, A school based program targeting at risk adolescents. Journal of Cognitive and Behavioral Psychotherapies, 12,1, 39-48.
  • Melo, M., Pereira, M. G., & Silvério, J. (2014). Impacto de um Programa de Competências em Alunos do 2º Ciclo de Escolaridade. Psicologia Escolar e Educacional, 18(1), 113-124.
  • Melnyk, B. M., Jacobson, D., Kelly, S., Belyea, M., Shaibi, G., Small, L., ... & Marsiglia, F. F. (2013). Promoting healthy lifestyles in high school adolescents: a randomized controlled trial. American Journal of Preventive Medicine, 45(4), 407-415.
  • Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4(1), 1.
  • Murta, S. G., Moore, R. A., Miranda, A. A. V., Cangussú, E. D. A., dos Santos, K. B., Bezerra, K. L. T., & Veras, L. G. (2016). Efeitos de um Programa de Prevenção à Violência no Namoro. Psico-USF, 21(2), 381-393.
  • Ramírez, L. Y. Á., Saldaña, C., Ardila, J. A. M., & Meza, V. P. (2009). Asertividad, escucha y afrontamiento de la crítica en adolescentes en situación de calle. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 7(2), 1535-1543.
  • Roberts, C., Williams, R., Kane, R., Pintabona, Y., Cross, D., Zubrick, S., & Silburn, S. (2011). Impact of a mental health promotion program on substance use in young adolescents. Advances in Mental Health, 10(1), 72-82.
  • Silva, M., & Murta, S. G. (2009). Treinamento de habilidades sociais para adolescentes: uma experiência no programa de atenção integral à família (PAIF). Psicologia: Reflexão e Crítica, 22(1), 136-143.
  • Van der Stouwe, T., Asscher, J. J., Hoeve, M., van der Laan, P. H., & Stams, G. J. J. (2018). Social skills training (SST) effects on social information processing skills in justice-involved adolescents: Affective empathy as predictor or moderator. Children and Youth Services Review, 90, 1-7.
  • Van der Stouwe, T., Asscher, J. J., Hoeve, M., van der Laan, P. H., & Stams, G. J. J. (2019). Follow-up of a social skills training (SST) for juvenile delinquents: effects on reoffending. Journal of Experimental Criminology, 15(2), 243-252.
Fuente de los datos: Dialnet