PERCEPTION OF THE TECHNICAL RELEVANCE OF THE ESTAR, SER Y CRECER INTERVENTION PROGRAM, COVID-19 MODULE, IN PROFESSIONALS WHO WORK WITH CHILDREN AND ADOLESCENTS

Abstract

In Chile, when the pandemic began and its socio-affective consequences started to become evident in the population, there were no intervention proposals focused on the containment and emotional psychoeducation of children, adolescents, and their caregivers, including those families prosecuted for child abuse, which mobilized the Aprender a Crecer team to design the Estar, Ser y Crecer Intervention Program, COVID-19 Module®, and subsequently evaluate the perception of the professionals who intervene with the child and adolescent population regarding its technical relevance. A non-experimental study of sequential exploratory design (Dexplos) was carried out, initially developing two focus groups and then an online questionnaire to 326 professionals from the child protection system. After implementing the program, an impact was perceived both in the caregivers, as well as in the children and professionals who used it, significantly decreasing parental stress and improving self-care and self-regulation in adults; whilst also having a favorable impact on self-care and emotional expression and regulation in children. Regarding the professionals, it allowed for organizing and structuring the intervention processes, visualizing itself as an appropriate child-parent intervention proposal in a health emergency.