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Estilos educativos parentais e sua influência no ajustamento psicológico de adolescentes em risco
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| 2.69 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo tem como objetivo analisar de que forma o estilo educativo parental poderá influenciar o ajustamento psicológico de adolescentes em risco, avaliando algumas variáveis como comunicação entre pais e filhos, estilo de socialização parental, satisfação familiar e comportamentos psicopatológicos. Para o efeito, foi criada uma amostra de 72 participantes, com idades compreendidas entre os 11 e os 19 anos, que frequentaram turmas no âmbito do Programa Integrado de Educação e Formação (PIEF), em seis escolas públicas do distrito de Faro. Nesta investigação, utilizámos a Escala de Estilos de Socialização Parental na Adolescência (ESPA-29), na versão portuguesa de Nunes, Luís, Lemos & Musitu (2015), o Youth-Self Report (YSR), na versão portuguesa de Nunes & Lemos (2010) e um Questionário que visou recolher informações sociodemográficas sobre os participantes e sobre os seus pais, nomeadamente, sexo, idade, escolaridade, situação profissional, estrutura familiar e estatuto ocupacional.
Devido ao número reduzido de participantes, não foi possível encontrar correlações significativas entre o estilo educativo parental e o ajustamento psicológico dos adolescentes.
Contudo, foi analisada a relação entre as dimensões da ESPA29 e da Escala YSR e as variáveis sociodemográficas referidas, tendo sido encontradas correlações estatisticamente significativas entre a parentalidade positiva e as subescalas que a integram, revelando que maior Aceitação, maiores níveis de Diálogo e Afeto, que poderão traduzir-se em menor Displicência e Indiferença.
Da mesma forma, foram estabelecidas correlações positivas entre a parentalidade negativa (Coerção) e as subescalas que a integram, maior Coerção Verbal, Privação e Coerção Física.
Apesar de não ter sido possível aferir de que forma a parentalidade positiva/negativa afeta o ajustamento psicológico do adolescente, concluiu-se que sempre que aumenta a tendência de problemas internalizantes, a mesma tendência é verificada para os problemas externalizantes, e vice-versa.
Esta investigação permitiu-nos ainda observar que existe maior perceção de “Privação” por parte das raparigas e também pelos mais novos, sendo que, à medida que os adolescentes crescem, consideram que o nível de afeto dos pais diminui, mas a indiferença e a displicência aumentam face às situações quotidianas.
Por sua vez, a Coerção Verbal é menos percecionada por adolescentes que vivem em estrutura biparental e mais percecionada por adolescentes que vivem apenas com a mãe/pai (família monoparental), ou em família reconstruída (Pai/Mãe biológico/a e Madrasta/Padrasto) ou outro tipo de estrutura familiar, nomeadamente com avós, tios e/ou primos.
The present study aims to analyze how the parental educational style can influence the psychological adjustment of adolescents at risk, evaluating some variables such as communication between parents and children, parental socialization style, family satisfaction and psychopathological behavior. For this purpose, a study was carried out, with 72 participants, aged between 11 and 19, who attended classes under the Integrated Education and Training Program (PIEF), in six public schools in Faro’s district. In this research, we used the ESPA29 questionnaire in the Portuguese version of Nunes, Luís, Lemos & Musitu (2015), the Youth-Self Report (YSR) in the Portuguese version of Nunes & Lemos (2010) and a sociodemographic questionnaire, to collect information about the participants and their parents, namely, gender, age, schooling, professional status, family structure and occupational status. Due to a small number of participants, it was not possible to find significant correlations between the parental educational style and the psychological adjustment of the adolescents. However, the relationship between the dimensions of the ESPA29 and the YSR Scale and the sociodemographic variables were analyzed, and statistically significant correlations were found between positive parenting and the subscales that integrate it, revealing that greater acceptance, higher levels of Dialogue and Affection translate into lesser Displication and Indifference. Likewise, positive correlations were established between negative parenting (Coercion) and the subscales that comprise it, greater Verbal Coercion, Deprivation and Physical Coercion. Although it was not possible to gauge how positive / negative parenting affects the adolescent's psychological adjustment, it was concluded that whenever the tendency of internalizing problems increases, the same tendency is verified for externalizing problems, and vice versa. This research also allowed us to point out that the girls and the youngest have a bigger perception of "Deprivation" and, as the adolescents grow up, they consider that the level of affection of the parents decreases, but the indifference and the displeasure tend to increase in respect of everyday situations. On the other hand, Verbal Coercion is less perceived by adolescents living in a biparental structure and more perceived by adolescents who live only with the mother/father (single-parent family), or in a reconstructed family (Biological Father/Mother and Step-Mother/Step-Father) or other type of family structure, especially with grandparents, uncles and/or cousins.
The present study aims to analyze how the parental educational style can influence the psychological adjustment of adolescents at risk, evaluating some variables such as communication between parents and children, parental socialization style, family satisfaction and psychopathological behavior. For this purpose, a study was carried out, with 72 participants, aged between 11 and 19, who attended classes under the Integrated Education and Training Program (PIEF), in six public schools in Faro’s district. In this research, we used the ESPA29 questionnaire in the Portuguese version of Nunes, Luís, Lemos & Musitu (2015), the Youth-Self Report (YSR) in the Portuguese version of Nunes & Lemos (2010) and a sociodemographic questionnaire, to collect information about the participants and their parents, namely, gender, age, schooling, professional status, family structure and occupational status. Due to a small number of participants, it was not possible to find significant correlations between the parental educational style and the psychological adjustment of the adolescents. However, the relationship between the dimensions of the ESPA29 and the YSR Scale and the sociodemographic variables were analyzed, and statistically significant correlations were found between positive parenting and the subscales that integrate it, revealing that greater acceptance, higher levels of Dialogue and Affection translate into lesser Displication and Indifference. Likewise, positive correlations were established between negative parenting (Coercion) and the subscales that comprise it, greater Verbal Coercion, Deprivation and Physical Coercion. Although it was not possible to gauge how positive / negative parenting affects the adolescent's psychological adjustment, it was concluded that whenever the tendency of internalizing problems increases, the same tendency is verified for externalizing problems, and vice versa. This research also allowed us to point out that the girls and the youngest have a bigger perception of "Deprivation" and, as the adolescents grow up, they consider that the level of affection of the parents decreases, but the indifference and the displeasure tend to increase in respect of everyday situations. On the other hand, Verbal Coercion is less perceived by adolescents living in a biparental structure and more perceived by adolescents who live only with the mother/father (single-parent family), or in a reconstructed family (Biological Father/Mother and Step-Mother/Step-Father) or other type of family structure, especially with grandparents, uncles and/or cousins.
Description
Keywords
Estilo Educativo Parental Ajustamento psicológico Afeto Diálogo Indiferença Displicência Privação Coerção verbal Coerção física Problemas internalizantes Problemas externalizantes Estrutura