Suchergebnisse

In the present work we attempt to develop a conception of Educational Psychology that tries to overcome classic positions which consider that this discipline is focused to explain and provide resources for the achievement of academic learning. We argue in favour of an opened conception to new contents, such as the service of helping human being to be a person, and to develop their social, emotional, and moral domains. The foundations of this new defi nition are studied assuming changes at the same time in the conception and in the practice of the school education. We propose that this discipline should be, mainly, to the service of risk groups in order to make possible their potential development. In addition, this discipline should include the demands of society to prevent problems as violence, absence of democratic values, unsolidarity, and others problems of our societies that could be avoided through an education of quality. ; En el presente artículo se pretende desarrollar una concepción de la Psicología de la Educación que intenta superar posiciones clásicas, que entendían la disciplina como orientada principalmente a explicar y proporcionar recursos para el logro de los aprendizajes académicos. Se pretende argumentar a favor de una concepción abierta a nuevos contenidos, al servicio de ayudar al ser humano a ser persona y a desarrollar su mundo social, emocional y moral. Se estudian los fundamentos de esta nueva defi nición dentro del pensamiento de la psicología, asumiendo su cambio al mismo tiempo que cambia la concepción y la práctica de la educación escolar. Se propone que esta disciplina esté preferentemente al servicio de los grupos especialmente problematizados, para conseguir mediante la educación su desarrollo potencial. Y también al servicio de las necesidades de la sociedad y el mundo educativo, para prevenir problemas como violencia, falta de valores democráticos, insolidaridad, y otros que aquejan a nuestras sociedades y pueden ser evitados por medio de una educación de "calidad".

Abstract
Purpose
Child-to-parent violence (CPV) is a socially relevant domestic violence due to its exponential prevalence and negative individual, family, and social consequences. This scoping review aimed to analyze the risk variables involved in CPV and establish the relationships between them and the differences in these factors depending on the sex of the victim and the aggressor.

Methods
Studies from 2012 to 2022 were reviewed through the following databases: Scopus, Web of Science, Dialnet Plus, ERIC, PsycInfo, PsycArticles, Psychology Database and Pubmed. A total of fifty-two studies were included.

Results
The risk factors found are individual (e.g., aggressor's personality characteristics), familial (e.g., the parents' educational style), and social (e.g., peer violence). The study indicates differences in risk variables depending on the sex of the aggressor and the victim, such as the aggressor's personality characteristics, the influence of child abuse, or dating violence in adolescents.

Conclusion
Although the studies identified differences in risk factors for CPV depending on sex, further research is required to clarify the contradictory findings. This review has certain limitations, such as the predominance of cross-sectional studies and the focus on research carried out in Spain. Nonetheless, it carries practical implications as it expands our understanding of the risk factors associated with CPV. This knowledge can be utilized to develop educational and clinical prevention programs that take these factors into consideration.