The purpose of this research was to present an overview of the existing family support resources in Spain for at-risk families. We analysed 64 family support services from 16 agencies belong to 11 regions of Spain. In a second phase, 20 positive parenting programmes were analysed in depth to ascertain the extent to which they met evidence-based programme quality criteria. Our results suggest that services for at-risk families are delivered by public, local and social agencies. Most interventions were psycho-educational and aimed at parental training. The analysis of the positive parenting programmes’ quality showed both strengths and weaknesses. Most programmes relied on a previous needs analysis and interventions were, to some extent, outlined in a manual. Nevertheless, few programmes have been evaluated according to evidence-based programme criteria. In light of these results, we discuss several practical implications for services and family support policies aimed at at-risk families.

Migrant families who settle in host cultures may find themselves in situations of vulnerability which hinder the exercise of their parental responsibilities. While there are many support programs targeted at these families, they are n ot always sensitive to the acculturation process. This article compares beliefs about child-rearing and development in Spain and Peru, with the aim of enabling interventions to be adapted to the cultural characteristics of Peruvian families living in Spain. To this end, 43 Spanish and 39 Peruvian professionals and parents participated in a Delphi process, in which they ranked issues corresponding to four topics: child and adolescent needs, functions of the family context, functions of the school context, and the value of childhood and adolescence for society. The results revealed many similarities and some differences between the cultural parenting knowledge of Spanish and Peruvian families. The implications of these results for adapting parenting support programs to migrant Peruvian families are discussed. Specifically, the article concludes that Peruvian families require special support in two areas: establishing rules and limits for children and parental involvement in the school, both of which are key aspects for promoting parenting practices which are better adapted to the families’ new cultural context.

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. 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.

Desde un enfoque de derechos de atención a la infancia y la adolescencia se presenta un proyecto interdisciplinar para asesorar a los agentes locales en el municipio de Cabra. El asesoramiento se centra en la constitución de una Mesa intersectorial de buen trato, facilitando la consolidación de un modelo de trabajo en red. Se ha utilizado una metodología de investigación acción participativa (IAP). Se ha recogido información sobre: las principales necesidades de la población, los recursos disponibles y el grado de coordinación entre ellos. Intervinieron un total de 70 participantes de diferentes ámbitos profesionales y comunitarios. También se le ha dado voz a la infancia y adolescencia y a sus familias. La elaboración de un mapa de activos ha permitido sistematizar la gran variedad de recursos disponibles. Este mapa incluye a los diferentes sectores de intervención públicos y privados del municipio. Además, se ha evidenciado la necesidad de potenciar y facilitar la coordinación entre ellos. La constitución y puesta en marcha de una Mesa intersectorial se propone como una buena herramienta facilitadora del trabajo en red en la localidad de Cabra.