RESUMEN
A scoping review, based on the RE-AIM framework, was conducted to analyze evidence of reach, effectiveness, adoption, implementation, and maintenance of the Strengthening Families Program (10-14), a preventive family-based substance abuse program for adolescents. Sixty-five articles were included. The results disclosed that effectiveness, implementation, and maintenance at the individual-level were the most evaluated aspects, while reach, maintenance at the setting-level, and adoption were the least investigated aspects. Positive effects on drug abuse prevention and protective parenting factors were found in the U.S. studies. Likewise, Latin American studies have shown the improvement of parenting practices. However, European studies have produced mixed results, with predominantly null effects on substance abuse. The implementation quality was high. There is no available evidence of adoption and maintenance at the setting-level by the organizations that implemented it. New studies must examine the reach, adoption, and sustainability of the program to lay foundations for its future use as an instrument of public policies.
RESUMEN
Esta revisão narrativa visa discutir como a Teoria Familiar Sistêmica (TFS) pode contribuir para a prevenção ao envolvimento em comportamentos de risco na adolescência. A alternativa proposta baseia-se na promoção de fatores como limites e afeto, acolhimento aos sentimentos e às necessidades dos membros da família; estabelecimento de fronteiras nítidas que permitam o desenvolvimento de autonomia e pertencimento; e presença de uma comunicação familiar efetiva e de valores familiares pró-sociais. Para tanto, diferentes técnicas podem ser usadas, tais como a reestruturação, o genograma, as técnicas narrativas, a linha do tempo, as metáforas e a escultura familiar. Este estudo apontou a viabilidade do uso da TFS como teoria que embasa o desenvolvimento de intervenções familiares preventivas e oferece ferramentas para familiares e profissionais. Estudos futuros devem examinar mecanismos de mudança em intervenções preventivas familiares e a avaliação empírica do uso das técnicas apresentadas.
This narrative review aims to discuss how Systemic Family Theory (STF) can contribute to prevent involvement in risky behavior in adolescence. The proposal presented here is based on the promotion of factors such as limits and affection, welcoming the feelings and needs of family members; the establishment of clear boundaries that allow the development of autonomy and belonging; and the presence of effective family communication and pro-social family values. For this, different techniques can be used, such as restructuring, genogram, narrative techniques, timeline, metaphors and family sculpture. This study pointed out the feasibility of using STF as a theory that underlies the development of preventive family interventions and offers tools for family members and professionals. Future studies should examine mechanisms of change in family preventive interventions and the empirical assessment of the use of the techniques presented.
RESUMEN
O ensino formal de habilidades sociais (HS) tem sido negligenciado na formação de psicólogos, apesar de relevante. Este estudo avaliou os efeitos de um treinamento em HS sobre o repertório socialmente habilidoso de 13 estudantes de Psicologia. Foram realizadas 10 sessões grupais e utilizadas vivências, ensaio comportamental, reestruturação cognitiva e relaxamento. Os participantes responderam ao Inventário de Habilidades Sociais, antes e após a intervenção. Os dados foram analisados quantitativamente e o repertório de HS dos participantes classificado clinicamente. Doze participantes apresentaram melhoria no escore total de HS e 7 progrediram quanto à classificação clínica do repertório de HS. O grupo, em média, melhorou em todos os escores fatoriais de HS e o repertório de HS grupal progrediu na classificação clínica em todos os fatores. Os resultados indicam que os participantes desenvolveram HS, mas a ausência de controles impede a atribuição de causalidade ao programa, o que poderá ser investigado futuramente.(AU)
The formal teaching of social skills (SS) has been neglected in the education of psychologists, although relevant. This study evaluated the effects of a social skills training on the social skills repertoire of 13 students of psychology. Ten group sessions were conducted and group dynamics, role playing, cognitive restructuring, and relaxation were used as techniques. The participants answered the Social Skills Inventory (SS), before and after the intervention. The data were analyzed quantitatively and the social skills repertoires of participants were classified clinically. Twelve participants presented improvement in the total score of SS and 7 progressed in the clinical classification of their social skills repertoires. The group, on average, improved in the factorial scores of SS and the group repertoire of SS progressed in the clinical classification in every factors. Results showed that the participants developed social skills, but the absence of a control group hampers the attribution of causality to the program, which could be verified in future.(AU)
