The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development.

Social competence facilitates social and school adjustment of the individual and has emerged as one of the most important protective factor against the development of behavioral problems. Acquiring skills related to this competence depends largely on the environment and early stimulation, gaining importance the educational intervention programs. The aim of this study was to analyze the effects of an early intervention program (Aprender a Convivir) directed towards social competence development of three-year old children. Pretest and postest measures were taken among the participants and the comparison was performed between the control group (n=151) and the experimental group (n=162) through a repeated-measures mixed ANOVA. On the other hand an ANCOVA was carried out in order to eliminate the pretest differences between groups in the case that would be significant. The results indicate a significant improvement in the experimental group compared with the control group in all the social competence (cooperation d=0.32; interaction d=0.65; and social independence d=0.35) and conduct problem (internalizing d=0.63; and externalizing d=0.57) variables analyzed. Sex differences were also found.

Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3–4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group. Program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF) were assessed in the pre- and post-intervention phase. Data analysis was carried out using a generalized linear mixed model analysis (GLMM). The results show that the children in the experimental group scored higher on the variables trained by the program and on social skills than those in the control group. They also obtained lower scores in the observed externalizing problems. The effect of the program was high in the emotion identification and expression, communication skills, prosocial behaviors (sharing and helping), problem-solving, and social interaction. Social-emotional learning in early childhood is essential for the prevention of behavioral problems to facilitate the development of adjusted and regulated behavior. Thus, preschool programs could play a key role.

La competencia social es un potente factor de protección frente al desarrollo de los problemas de conducta infantiles pues facilita el ajuste social del sujeto y su bienestar psicológico. El estudio analiza el impacto de un programa de prevención universal sobre tres dimensiones de la competencia social: cooperación, interacción e independencia social. Se trata de un estudio cuasiexperimental de corte longitudinal donde se observa la evolución de 91 niños desde los 3 hasta los 5 años de edad. El análisis de datos se llevó a cabo mediante un ANOVA mixto de medidas repetidas en el que se incluyeron tres factores: tiempo (6 medidas), grupo y el sexo. Los resultados muestran una mejora de los participantes en todas las variables analizadas. El cambio es evidente en el grupo experimental desde el primer año de intervención y se mantiene en los dos años siguientes. Los efectos del programa de intervención son bajos en interacción (d=.20), moderados en cooperación e independencia (d=0.64 y d=0.71) y altos en la medida global de competencia social (d=1.04).

Cuando unos padres finalizan su relación uno de los aspectos más relevantes es el relativo a las medidas adoptadas en relación con los hijos. Desde la legalización del divorcio en 1981 se han llevado a cabo diversas modificaciones legislativas y algunas Comunidades Autónomas han decretado leyes donde la custodia compartida es la opción preferente. El estudio pretende analizar los razonamientos que utilizan jueces/magistrados para fundamentar la custodia compartida; conocer en qué medida las decisiones judiciales toman como referencia los informes periciales y los criterios que en ellos se aportan; y analizar si los razonamientos judiciales y los criterios psicológicos son de corte psicoevolutivo. Para ello, se llevó a cabo un estudio descriptivo transversal en el que se analizaron 163 sentencias del año 2016 de la Comunidad Autónoma de Aragón. Los resultados evidencian una tendencia a una mayor argumentación de la concesión de la guarda y custodia compartida. Los razonamientos judiciales más frecuentes son la aptitud personal del progenitor, el interés superior del menor y la estabilidad del mismo, entre otros. Por otro lado, los criterios periciales más utilizados por los psicólogos en sus valoraciones son la capacidad de los progenitores y la calidad de las prácticas de crianza.

FACTORIAL STRUCTURE ANALYSIS OF THE APRENDER A CONVIVIR PROGRAM OBSERVATION SCALE IN 3-YEAR OLD (ROAC-3) The present study analyzes the factorial structure and the internal consistency of the observation scale of the Aprender a Convivir program for 3-year-old (ROAC-3) used to assess student learning related with the contents worked on the Aprender a Convivir program. Aprender a Convivir program is aimed at 3 to 7-year-old students and develop social competence with a preventive purpose (Alba, Justicia-Arráez, Pichardo y Justicia, 2013). Results show the existence of seven factors within the ROAC-3, after the exploratory and confirmatory factor analysis performed. Likewise, a social competence one-factor model was found for the scale, considering that the variables were positively and statistically significant around the social competence latent factor. In general, internal consistency coefficients of ROAC-3 were adequate. Key words: Aprender a Convivir program, social competence, observation scale, confimatory factor analysis. Resumen. En la siguiente investigación se analiza la estructura factorial y la consistencia interna del Registro de Observación del programa Aprender a Convivir en 3 años (ROAC-3), utilizado para evaluar el aprendizaje del alumnado en relación con los contenidos abordados en este programa de intervención. Aprender a Convivir es un programa dirigido al alumnado de 3 a 7 años que desarrolla la competencia social con un objetivo de prevención (Alba, Justicia-Arráez, Pichardo y Justicia, 2013). Los resultados encontrados tras los análisis exploratorios y confirmatorios, muestran la existencia de siete factores dentro de la escala. Por otro lado, se obtuvo un modelo unifactorial del registro total ya que los siete factores se relacionaron de forma positiva en torno a un factor latente, la competencia social. Los índices de consistencia interna del ROAC-3 fueron adecuados. Palabras clave: Aprender a Convivir, Educación Infantil, registro de observación, competencia social.