Necesidades de formación en prácticas centradas en la familia en profesionales de atención temprana españoles

  1. Francisco Alberto García-Sánchez 1
  2. Nayara Rubio-Gómez 1
  3. Noelia Orcajada-Sánchez 1
  4. Claudia T. Escorcia-Mora 2
  5. Margarita Cañadas 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad Católica de Valencia San Vicente Mártir
    info

    Universidad Católica de Valencia San Vicente Mártir

    Valencia, España

    ROR https://ror.org/03d7a9c68

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2018

Volume: 70

Issue: 2

Pages: 39-55

Type: Article

DOI: 10.13042/BORDON.2018.59913 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

Abstract

INTRODUCTION. In Spain, nowadays it is easy to find Early Intervention (EI) professionals who are experiencing a transformation process towards family-centered, developed-in-the-envi-ronment practices. Other professionals are willing to start the process. However, a professional training plan that could cover the training needs on this intervention approach has not yet been developed . We present the results of a study focused on family-centered practice training needs done with a group of experienced professionals in EI. Its goal is to identify and analyse what as-pects professionals consider crucial for their professional training in this topic. Evidences found will enable us to plan the training contents that, later on, could be implemented and assessed. METHOD. A total of 121 professionals, from 13 different Spanish Autonomous Communities, assessed different training topics through a questionnaire that contained 23-items. These profes-sionals had an average working experience of 9.64 years in EI; 79.34% of the respondents had more than 4 years of experience in this field. Most of them had some previous knowledge on family-centered practices. RESULTS. Results have made it possible to establish professionals’ ratings about the main areas of interest for family-centered practice training. Results did not de-pend on their years of professional experience or Autonomous Community. DISCUSSION. Four blocks with different training contents to develop were identified. Training utility was also dis-cussed so that it could ease the transition towards family-centered practice, as well as the need for strategies such as reflexive supervision to contribute to professional development and growth.

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