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In the last forty years, research on bullying has progressed considerably, producing a large body of scientific knowledge. The development of research in this field has permitted defining the nature of this violent phenomenon, determining its prevalence in different parts of the world, the consequences which could be suffered by those directly involved, and the risk or protective factors which can protect children from engaging in bullying, or promote their active participation in it (Hymel & Swearer, 2015; Zych, Ortega-Ruiz, & Del Rey, 2015). Among these factors, the role of emotional intelligence, social competence, and of those related to the family environment, the peer group or the school setting has been highlighted (Álvarez-García, García, & Nuñez, at press; Cook, Williams, Guerra, Kim, & Sadek, 2010). However, the family – a fundamental developmental context in the lives of individuals – and specifically parenting styles, have not yet been studied in enough depth in relation to bullying. In this regard, previous research has examined the role of affection and parental control in bullying involvement (Baldry & Farrington, 2005; Espelage, Bosworth, & Simon, 2000; Kawabata, Alink, Tsen, Van Ijzendoorn, & Crick, 2011; Nickerson, Mele, & Princiotta, 2008), but it has not reflected the latest developments in the study of parenting styles which take into account other parental dimensions beyond affection and control, such as promotion of autonomy or humor (Oliva, Parra, Sanchez-Queija, & López, 2007). Moreover, some studies have linked the traditional typology of parenting styles proposed by Baumrind and extended upon by Maccoby and Martin (democratic, permissive, authoritarian, and neglectful) to bullying involvement (Baldry & Farrington, 2000; Chaux & Castellanos, 2015; Yubero, Larrañaga, & Martínez, 2013). The most recent studies of parenting styles, however, suggest the limited utility of this typology in analyzing child and adolescent psychosocial development in Western society, where most parents are usually democratic (Hoeve, Dubas, Gerris, Van del Laan, & Smeenk, 2011; Oliva, Jiménez, Parra, & Sánchez-Queija, 2008; Torío, Peña, & Rodríguez, Extended abstract 6.

AbstractThe Treatment Programme for Families with Children in Andalusia is fundamentally aimed at promoting the integral development of children and adolescents through the strengthening of parental competences and family preservation strategies. In the last 20 years, this programme has been applied to over 75 000 families, involving about 150 000 children and adolescents. The aim of this study was to analyse the effects of this family intervention programme on the quality of life and behaviour problems of the children. This quasi‐experimental and longitudinal study had two non‐randomized groups (intervention group and comparison group) and two evaluation measures (pre‐treatment and post‐treatment). The intervention group was constituted by 297 families (540 children) who had participated in the programme. The comparison group consisted of 95 families (138 children) at a similar risk level, although these families had not participated in the programme. The results showed a significant improvement in the quality of life of the children of the families that belonged to the intervention group, which was significantly greater than the evolution detected in the children of the families that belonged to the comparison group. The results of efficacy and efficiency of this type of practice constitute a quality criterion of evidence‐based programmes and a requirement to maintain public investment.

The influence of the family in children's involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children's involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents' Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents' educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent's involvement in bullying and cyberbullying, is discussed.

El primer objetivo de este trabajo es establecer una clasificación de estilos parentales y el segundo examinar la relación entre los estilos materno, paterno y la coherencia entre ambos, y el ajuste adolescente, evaluado mediante la resiliencia, el apego y la implicación en bullying. Para ello, una muestra incidental de 626 estudiantes (49.7% chicas) de educación secundaria de la provincia de Córdoba, cumplimentaron la Escala para la evaluación del estilo educativo de padres y madres de adolescentes, el European Bullying Intervention Project Questionaire, la escala de apego CaMir-R y la versión reducida de la Escala de Resiliencia de Connor y Davidson. Los resultados muestran cuatro estilos educativos análogos para madres y padres ("democrático controlador", "democrático supervisor", "democrático de baja revelación" y "moderado"), un estilo "indiferente" solo hallado en la clasificación paterna y un estilo "permisivo" solo observado en la categorización materna. Asimismo, se observan diferencias significativas en ajuste adolescente en función del estilo paterno y materno y la coherencia entre ambos, reflejando el mejor ajuste los hijos de padres o madres "democráticos supervisores" y los que ambos progenitores eran democráticos. ; The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent adjustment, assessment with a bullying, resilience and attachment scale. It has been used an incidental sample of 626 high school students (49.7% girls) from Córdoba, that completed the Scale to assessment maternal and paternal parenting style in adolescence, the European Bullying Intervention Project Questionnaire, the attachment scale CaMir-R and the short version of the Connor-Davidson Resilience Scale. The results show four parenting styles, that is the same for mothers and fathers ("supervisor democratic", "controlling democratic", "democratic of little disclosure" and "moderately") and one parenting style only for mothers ("permissive") and other, only for fathers ("indifferent"). It was found statistically significant differences in all measures of adolescent adjustment depending on mother´s and father´s parental styles and the coherence of both. The better psychosocial adjustment was observed in adolescents whose father or mother were supervisor democratic and when both parents were democratic.