Effectiveness of prosocial behavior interventions : a meta-analysis

• Autores: Mesurado, Belén; Guerra, Paulina; Richaud, María Cristina; Rodríguez, Lucas Marcelo
• Año de publicación: 2019
• Idioma: inglés
• Tipo de recurso: parte de libro
• Fuente: Gargiulo, P., Mesones Arroyo, H. (eds.). Psychiatry and Neuroscience Update. Cham : Springer, 2019
• Materia: CONDUCTA PROSOCIAL; PROSOCIALIDAD; AGRESION; INTERVENCION PSICOPEDAGOGICA; TRATAMIENTO
• Institución: Pontificia Universidad Católica Argentina

Fil: Mesurado, Belén. Universidad Austral. Instituto de Filosofía; Argentina
Fil: Mesurado, Belén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Guerra, Paulina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. H. Rimoldi"; Argentina
Fil: Richaud, María Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. H. Rimoldi"; Argentina
Fil: Rodríguez, Lucas Marcelo. Universidad Católica Argentina. Facultad Teresa de Ávila; Argentina
Fil: Rodríguez, Lucas Marcelo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. H. Rimoldi"; Argentina
Abstract: Following the current prevailing view in psychology, the intervention programs focused primarily on reducing risk factors associated with internalizing and externalizing problems without paying much attention to the promotion or stimulation of constructive behaviors. Consequently, there are several intervention programs of known effectiveness designed to discourage disruptive behaviors such as aggressive behavior in children and teenagers, which then study their secondary effect on positive behavior, for example, prosociality [1]. However, with the emergence of positive psychology, the development of programs began to directly promote prosocial attitudes or behaviors in children as well as adolescents. With this change in approach in the manner of designing and addressing intervention, the need arises to analyze the efficacy of these intervention programs whose main purpose is to promote prosocial behaviors.Following the current prevailing view in psychology, the intervention programs focused primarily on reducing risk factors associated with internalizing and externalizing problems without paying much attention to the promotion or stimulation of constructive behaviors. Consequently, there are several intervention programs of known effectiveness designed to discourage disruptive behaviors such as aggressive behavior in children and teenagers, which then study their secondary effect on positive behavior, for example, prosociality [1]. However, with the emergence of positive psychology, the development of programs began to directly promote prosocial attitudes or behaviors in children as well as adolescents. With this change in approach in the manner of designing and addressing intervention, the need arises to analyze the efficacy of these intervention programs whose main purpose is to promote prosocial behaviors.