Psychometric properties of parental burnout assessment and prevalence of parental burnouta person-centered approach

  1. Natalia Suárez 1
  2. José Carlos Núñez 1
  3. Rebeca Cerezo 1
  4. Pedro Rosário 2
  5. Celestino Rodríguez 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade do Minho, Portugal
Revista:
International journal of clinical and health psychology

ISSN: 1697-2600

Año de publicación: 2022

Volumen: 22

Número: 1

Páginas: 81-90

Tipo: Artículo

DOI: 10.1016/J.IJCHP.2021.100280 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International journal of clinical and health psychology

Objetivos de desarrollo sostenible

Resumen

Antecedentes/Objetivo Con esta investigación se pretendió estudiar la estructura del Parental Burnout Assessment (PBA), averiguar si los padres combinan las dimensiones del PBA en términos de perfiles y, finalmente, analizar los niveles de prevalencia. Método Se analizaron las respuestas de 438 madres y padres con análisis factorial confirmatorio y análisis de perfiles latentes. Resultados Se obtuvo evidencia tanto de validez (estructural) como de fiabilidad (consistencia interna) del PBA. En base a las cuatro dimensiones del PBA se identificaron cuatro perfiles de agotamiento. Tanto desde una perspectiva centrada en la variable como desde una perspectiva centrada en la persona, se obtuvieron niveles muy altos de burnout parental. Conclusiones Los resultados del estudio indican que el PBA es un instrumento válido y fiable (pudiéndose utilizar tanto los puntajes particulares de las dimensiones como el puntaje general). Asimismo, el nivel de las cuatro dimensiones, en los cuatro perfiles de burnout parental, es similar dentro de cada perfil, pero diferente entre los perfiles. Finalmente, en comparación con el porcentaje indicado por estudios previos (3,2%), el nivel de prevalencia de burnout parental derivado de nuestro estudio es muy alto (sobre un 26%).

€ Ver financiación

Información de financiación

This work was partially funded by the European Regional Development Funds (European Union and Principality of Asturias) through the Science, Technology and Innovation Plan (FC-GRUPIN-IDI/2018/000199) and Ministry of Sciences and Innovation I+D+i project with reference PID2019-107201GB-100.

Financiadores

Referencias bibliográficas

  • Aunola, K., Sorkkila, M., & Tolvanen, A. (2020). Validity of the Finn-ish versi on of the Parental Burnout Assessment (PBA).Scandina-vian Journal of Psychology,61, 714–722.https://doi.org/10.1111/sjop.12654.
  • Bastiaansen, C., Verspeek, E., & van Bakel, H. (2021). Gender dif-ferencesin the mitigating effect of co-parenting on parentalburnout: The gender dimensi on applied to COVID-19 restrictionsand parental burnout levels.Social Sciences,10.https://doi.org/10.3390/socsci10040127Article 127.
  • Bueno-Novitol, J., García-García, P., Olaya, B., Lasheras, I., López-Antón, R., & Santabarbara, J. (2021). Prevalence of depression during the COVID-19 outbreak: A meta-analysis of community-based studies.International Journal of Clinical and Health Psychology,21.https://doi.org/10.1016/j.ijchp.2020.07.007Article 100196.
  • Cheng, H., Wang, W., Wang, S., Li, Y., Liu, X., & Li, Y. (2020). Valida-tionof a chinese version of the Parental Burnout Assessment.Frontiers in Psychology,11.https://doi.org/10.3389/fpsyg.2020.00321Article 321.
  • Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A-A., &Vargas, E. (2020). Distance learning and parental mental healthduring COVID-19.Educational Researcher,50,61–64.https://doi.org/10.3102/0013189£20978806.
  • Fegert, J. M., Vitiello, B., Plenner, P. L., & Clemens, V. (2020). Chal-lengesand burden of the Coronavirus 2019 (COVID‑19) pandemicfor child and adolescent mental health: A narrative review tohighlight clinical and research needs in the acute phase and thelong return to normality.Child and Adolescent Psychiatry andMental Health,14.https://doi.org/10.1186/s13034-020-00329-3Article 20.
  • Fontanesi, L., Marchetti, D., Mazza, C., Di Giandomenico, S.,Roma, P., & Verrocchio, M. C. (2020). The effect of the COVID-19lockdown on parents: A call to adopt urgent measures.Psycho-logical Trauma: Theory, Research, Practice, and Policy,12, S79–S81 http://dx.doi.org/10.1037/tra0000672.
  • Freudenberger, H. J. (1974). Staff Burnout.Journalof Social Issues,30,159–165.http://doi.org/10.1111/j.1540-4560.1974.tb00706.x.
  • Griffith,A. K. (2020). Parental burnout and child maltreatment dur-ing the COVID-19 pandemic.Journal of Family Violence,23,1–7.https://doi.org/10.1007/s10896-020-00172-2.
  • Henríquez, J., Gonzalo-Almorox, E., García-Go~ni,M., &Paolucci, F. (2020). Thefirst months of the COVID-19 pandemicin Spain.Health Policy and Technology,9, 560–574.https://doi.org/10.1016/j.hlpt.2020.08.013.
  • Lanza, S. T., Flaherty, B. P., & Collins, L. M. (2003).Latentclass andlatent transition analysis. Part four. Data analysis methods.Handbook of Psychology. (pp. 663 685). John Wiley & Sons, Inc.
  • Lin, G-X., Szczygiel, D., Hansotte, L., Roskam, I., &Mikolajczak,M. (2021). Aiming to be perfect parents increasesthe risk of parental burnout, but emotional competence miti-gates it.Current Psychology.https://doi.org/10.1007/s12144-021-01509-w.
  • Martínez-Vicente,M.,Su arez-Riveiro,J.M.,&Valiente-Barroso, C. (2020). Parental involvement and student engagement with homework: differences according to school-year, gender and academic achievement.Revista de Psicología yEducaci on Journal of Psychology and Education,15, 151–165.https://doi.org/10.23923/rpye2020.02.193.
  • Maslach, C. (1976). Burned-out.HumanBehavior,5,16–22.
  • Maslach, C., & Jackson, S. (1981). The measurement of experiencedburnout.Journalof Organizational Behavior,2,99–113.https://doi.org/10.1002/job.4030020205.
  • Mikolajczak, M., & Roskam, I. (2020). Parental burnout: Moving thefocusfrom children to parents.Child and Adolescent Develop-ment,174,7–13.https://doi.org/10.1002/cad.20376.
  • Mousavi, S. F. (2020). Psychological well-being, marital satisfaction,andparental burnout in iranian parents: The effect of homequarantine during COPVID-19 outbreaks.Frontiers in Psychology,11.https://doi.org/10.3389/psyg.2020.553880Article 553880.
  • Muthén,L. K., & Muthén, B. O. (1998).Mplus User’s Guide(SeventhEdition). Muthén & Muthén.
  • Núñez,J. C., Pascual, S., Suárez, N., & Rosario, P. (2021). Perceivedparental involvement and children’s homework engagement atthe end of Primary Education: A cluster analysis.Revista de Psi-cología y Educación /Journal of Psychology and Education,16,88–103.https://doi.org/10.23923/rpye2021.01.204.
  • Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). Alatentprofile analysis of college students’Achievement goal ori-entation.Contemporary Educational Psychology,32,8–47.https://doi.org/10.1016/j.cedpsych.2006.10.003.
  • Pérez-Fuentes, M. C., Gázquez-Linares, J. J., Molero-Jurado, M. M.,Martos-Martínez, A., Barragán-Martín, A. B., &Simón-Márquez, M. M. (2021). Student burnout and engagement:Relationship with adolescent use of alcohol and attitudestowards authority.International Journal of Clinical and HealthPsychology,21.https://doi.org/10.1016/j.ijchp.2021.100225Article 100225.
  • Planchuelo-Gómez,A., Odriozola-González, P., Irurtia, M. J., &De Luis-García, R. (2020). Longitudinal evaluation of the psycho-logical impact of the COVID-19 crisis in Spain.Journal of Affec-tive Disorders,277, 842–849.https://doi.org/10.1016/j.jad.2020.09.018.
  • Roskam, I., Raes, M-E., & Mikolajczak, M. (2017). ExhaustedParents: Development and Preliminary Validation of the ParentalBurnout Inventory.Frontiers in Psychology,8.https://doi.org/10.3389/fpsyg.2017.00163Article163.
  • Roskam, I., Brianda, M-E., & Mikolajczak, M. (2018). A step forwardinthe conceptuelization and measurement of parental burnout:The parental burnout assessment (PBA).Frontiers in Psychology,9.https://doi.org/10.3389/psyg.2018.00758Article 758.
  • Roskam, I., Roskam, I., Aguiar, J., Akgun, E., Arikan, G., Artavia, M.,Avalosse, H., Aunola, K., Bader, M., Bahati, C., Barham, E. J.,Besson, E., Beyers, W., Boujut, E., Brianda, M. E.,Brytek-Matera, A., Carbonneau, N., C esar, F., Chen, B. B.,...Mikolajczak, M. (2021). Parental burnout around the globe: A 42-country study.Affective Science,2,58–79.https://doi.org/10.1007/s42761-020-00028-4.
  • Sánchez-Rodríguez, R., Orsini, E., Laflaquière, E., Callahan, S., &Séjourné, N. (2019). Depression, anxiety, and guilt in motherswith burnout of preschool and school-aged children: Insight froma cluster analysis.Journal of Affective Disorders,259, 244–250.https://doi.org/10.1016/j.jad.2019.08.031.
  • Séjourné, Sánchez-Rodríguez, R., Leboullenger, A., &Callahan, S (2018). Maternal burn-out: an exploratory study.Journal of Reproductive and Infant Psychology,36, 276–288.https://doi.org/10.1080/02646838.2018.1437896.
  • Szczygiel, D., Sekulowicz, M., Kwiatkowski, P., Roskam, I., &Mikolajczak,M. (2020). Validation of the Polish versi on of theparental burnout assessment (PBA).Child & Adolescent Develop-ment,174, 137–158.https://doi.org/10.1002/cad.20385.
  • Williams, J. R. (2008). Revising the Declaration of Helsinki.WorldMedicalJournal,54, 120–122.
Fuente de los datos: Dialnet