Estilos parentais como fator de proteção ou risco ao consumo de álcool

Esta pesquisa teve como objetivo analisar os estilos parentais (autoritativo, autoritário, negligente e indulgente) como fator de proteção ou risco ao consumo de álcool em estudantes de uma universidade pública localizada no estado XX, Brasil. Participaram do estudo 392 universitários com idade entre 18 e 58 anos (M = 23, 23; DP = 5,78), a maioria do sexo feminino (70,7%), solteiros (58,4%), que responderam ao Alcohol Use Disorders Identification Test (AUDIT), a Escala de Responsividade e Exigência e a questões sociodemográficas. Foram realizadas análises descritivas e análise multivariada de variância (MANOVA). Os resultados da MANOVA indicaram, de modo geral, os estilos de socialização parental autoritativo e indulgente como fatores de proteção ao consumo de álcool; enquanto a parentalidade autoritária e negligente constituíram risco ao uso da substância. Os dados da contribuição de cada estilo parental no consumo de bebidas etílicas favorece o desenvolvimento de estratégias de prevenção, além de permitir identificar o impacto das práticas parentais na educação dos filhos, promovendo comportamentos mais saudáveis e adaptativos.

Esta investigación tuvo como objetivo analizar los estilos parentales (autoritativo, autoritario, negligente e indulgente) como un factor de protección o de riesgo para el consumo de alcohol en estudiantes de una universidad pública ubicada en el estado XX, Brasil. Participaron 392 estudiantes universitarios de 18 a 58 años (M = 23, 23; SD = 5.78), en su mayoría mujeres (70.7%), solteros (58.4%), los cuales respondieron el Alcohol Use Disorders Identification Test (AUDIT), la Escala de Responsividad y Exigencia, y las cuestiones sociodemográficas. Se realizaron análisis descriptivos y análisis multivariante de la varianza (MANOVA). Los resultados de MANOVA indicaron, en general, los estilos de socialización parental autoritativos e indulgentes como factores de protección para el consumo de alcohol; mientras que la parentalidad autoritaria y negligente constituyeron un riesgo para el uso de sustancias. Los datos sobre la contribución de cada estilo parental al consumo de bebidas etílicas favorecen el desarrollo de estrategias de prevención, además de permitir la identificación del impacto de las prácticas parentales en la educación de los hijos, promoviendo comportamientos más saludables y más adaptativos.

This research aimed to analyze parenting styles (authoritative, authoritarian, indulgent and neglectful) as a protective factor or risk alcohol consumption in students of a public university in the state XX, Brazil. The study included 392 university aged 18 to 58 years (M = 23, 23; SD = 5.78), most females (70.7%), single (58.4%), who answered the Alcohol Use Disorders Identification Test (AUDIT), the Responsiveness and Requirement Scale, and sociodemographic questions. Descriptive analysis and multivariate analysis of variance (MANOVA) were performed. MANOVA results generally indicated authoritative and indulgent parental socialization styles as protective factors for alcohol consumption; while the authoritarian and neglectful parenting constituted risk of substance use. The data of the contribution of each parental style in the consumption of beverages ethylic favoring the development of prevention strategies, and allows identify of the impact of parenting practices in the education of children by promoting healthier behaviors and adaptive.

Parenting styles and behavior problems in children followed by a basic protection service of Brazilian Unified Social Assistance System / Estilos parentais e problemas de comportamento em crianças assistidas em um serviço básico de proteção do Sistema Único de Assistência Social brasileiro / Estilos parentales y problemas de la conducta en niños asistidos en un servicio básico de protección del Sistema Único de Asistencia Social brasileño

The study aimed to assess the occurrence of problem behavior in children in vulnerable situation and its correlation with parenting styles, socio-demographic characteristics, and gender. This was a crosssectional study with 37 caregivers of children aged 6 and 11 years of age (x̄=8,6±1,5) assisted by a basic protection service of the Unified System of Social Service of a municipality in Paraná state. Both Strengths and Difficulties Questionnaire (SDQ) and the Parental Style Inventory IEP were administered. Correlations between SDQ and IEP subscales (ps<0,05) and between hyperactivity/ inattention and age (ρ=0,439; p<0,01) were found. Boys presented higher scores of total SDQ score (t(35)=-2,81; p=0,008) hyperactivity/ inattention (U=249,0; p=0,009) than girls. Lower socioeconomic condition and status and negative parenting practices are risk factors for childhood problem behavior. Then, intervention programs and public policies directed to their families might reduce the occurrence of problem behavior

Objetivou-se avaliar a ocorrência de problemas de comportamento em crianças em situação de vulnerabilidade e sua correlação com estilos parentais, características sociodemográficas e gênero. É um estudo transversal realizado com 37 cuidadores de crianças entre seis e 11 anos de idade (x̄=8,6±1,5) assistidas por um serviço básico de proteção social de um município do estado do Paraná. Dados foram coletados por meio do Questionário de Capacidades e Dificuldades (SDQ) e o Inventário de Estilos Parentais (IEP). Correlações entre subescalas do SDQ e IEP (ps<0,05) e entre hiperatividade/ falta de atenção e idade (ρ=0,439; p<0,01) foram identificadas. Meninos apresentaram escores de SDQ total (t(35)=-2,81; p=0,008) e de hiperatividade/falta de atenção (U=249,0; p=0,009) maiores do que as meninas. Condição socioeconômica baixa e práticas parentais negativas são fatores de risco para a apresentação de problemas de comportamento infantil. Consequentemente, programas e políticas públicas de assistência social direcionados às famílias podem reduzir a sua ocorrência

Objetivó evaluar la ocurrencia de problemas de la conducta en niños en situación de vulnerabilidad y su correlación con estilos parentales, características sociodemográficas y genero. Es un estudio transversal con 37 cuidadores de niños entre seis y 11 años (x̄=8,6±1,5) acompañados en un servicio básico de protección vinculado al Sistema Único de la Asistencia Social en una municipalidad del estado de Paraná. La coleta de dados ocurrió por medio del Cuestionario de Capacidades y Dificultades (SDQ) y el Inventario de Estilos Parentales (IEP). Correlaciones entre subescalas del SDQ y IEP (ps<0,05) y entre hiperactividad/ falta de atención y edad fueron identificadas (ρ=0,439; p<0,01). Niños presentaran escores de SDQ total (t(35)=-2,81; p=0,008) y hiperactividad/ falta de atención (U=249,0; p=0,009) mayores que las niñas. Bajas condiciones socioeconómicas y practicas parental negativa son factores de riesgo para la presentación de problemas de conducta infantil. Como consecuencia, programas y políticas de asistencia social dirigidas a estas familias pueden reducir su ocurrencia. Consequentemente, programas e políticas públicas de assistência social direcionados às famílias podem reduzir a sua ocorrência

Construção e evidências de validade da escala de habilidades parentais em disciplina positiva / Construction and evidence of validity of the positive discipline parenting skills scale / Construcción y evidencias de validez de la escala de habilidades parentales en disciplina positiva

Este artigo apresenta a construção e evidências de validade de um instrumento para mensurar habilidades parentais baseado na Disciplina Positiva, abordagem que auxilia pais e cuidadores a ensinar habilidades de vida para suas crianças. Os itens foram formulados a partir de revisão teórica sobre estilos parentais, Terapia do Esquema e Disciplina Positiva e posteriormente avaliados por cinco juízas experts e cinco indivíduos do público-alvo. Após as avaliações, oito itens foram excluídos e outros sofreram alterações, chegando-se a uma versão-piloto da Escala de Habilidades Parentais em Disciplina Positiva (EHPDP) com 28 itens. Os dados foram coletados de uma amostra de 281 mães com filhos de 4-12 anos. A análise fatorial exploratória revelou uma estrutura de 16 itens divididos em três fatores. O Alfa de Cronbach e a confiabilidade composta indicaram adequada consistência interna para o instrumento. A correlação de Pearson revelou evidências de validades convergente e discriminante com as versões brasileiras validadas do Questionário de Estilos e Dimensões Parentais e da Escala de Depressão, Ansiedade e Estresse. Os resultados indicam que a EHPDP é um instrumento válido e confiável para mensurar habilidades parentais em Disciplina Positiva.

This article presents the construction and evidence of validity of an instrument for measuring parenting skills based on Positive Discipline, an approach that helps parents and caregivers teach life skills to their children. The items were constructed based on a theoretical review of Parenting Styles, Schema Therapy, and Positive Discipline and were subsequently evaluated by five expert judges and five individuals from the target audience. Following these evaluations, eight items were excluded and others were changed, leading to the pilot version of the Positive Discipline Parenting Skills Scale (Escala de Habilidades Parentais em Disciplina Positiva ­ EHPDP), represented by 28 items. Data were collected from a sample of 281 mothers with children aged 4-12 years. Exploratory Factor Analysis revealed a structure of 16 items divided into three factors. Cronbach's Alpha and Composite Reliability indicated adequate internal consistency for the instrument. Pearson's correlation revealed evidence of convergent and discriminant validity with the validated Brazilian versions of the Parenting Styles and Dimensions Questionnaire and the Depression, Anxiety and Stress Scale. The results indicate that the EHPDP is a valid and reliable instrument to measure Positive Discipline parenting skills.

Este artículo presenta la construcción y evidencias de validez de un instrumento para medir habilidades parentales basado en la Disciplina Positiva, un enfoque que ayuda a los padres y cuidadores a enseñar habilidades para la vida a sus hijos. Los ítems de la escala se formularon en base a una revisión teórica sobre estilos parentales, Terapia de Esquemas y Disciplina Positiva, siendo posteriormente evaluados por cinco jueces expertos y cinco individuos del público destinatario. Después de las evaluaciones, ocho ítems fueron excluidos y otros sufrieron cambios, llegando a la versión piloto de la Escala de Habilidades Parentales en Disciplina Positiva (EHPDP), con 28 ítems. Los datos se obtuvieron de una muestra de 281 madres con niños de 4-12 años. El análisis factorial exploratorio reveló una estructura de 16 ítems divididos en tres factores. El Alfa de Cronbach y la fiabilidad compuesta indicaron una consistencia interna adecuada para el instrumento. La correlación de Pearson reveló evidencia de validez convergente y discriminante con las versiones brasileñas validadas del Cuestionario de Estilos y Dimensiones Parentales y la Escala de Depresión, Ansiedad y Estrés. Los resultados indican que la EHPDP es un instrumento válido y confiable para medir las habilidades parentales en Disciplina Positiva.

Evaluación de un modelo explicativo del riesgo suicida con base en factores familiares / Evaluation of an explanatory model of suicide risk based on family factors

Resumen El suicidio es una problemática de salud mental de alto impacto en la sociedad actual, tanto en el mundo como en Colombia. Dentro de las conceptualizaciones modernas como el modelo socioecológico de la prevención del suicidio, se ha reconocido que los factores familiares son determinantes muy importantes del riesgo y la protección. El presente estudio tuvo como propósito evaluar un modelo explicativo del riesgo por ideación suicida en adolescentes que involucre las dimensiones de socialización parental y la funcionalidad familiar percibida, así como establecer la influencia del estilo de socialización de padres y madres. Para tales objetivos, se desarrolló un estudio cuantitativo, de alcance explicativo y de corte transversal. A una muestra de 268 adolescentes de 12 a 16 años, el 51.9 % de sexo femenino y 48.1 % masculino, ubicados en la ciudad de Valledupar, Colombia, se aplicó la Escala de socialización parental en la adolescencia (ESPA-29), el APGAR Familiar y la Escala de Ideación Suicida BECK-HF. Mediante SPSS 25 y AMOS 25 se evaluaron cinco modelos explicativos diferentes. El modelo de mejores indicadores de bondad de ajuste (χ. = 22.2, p = .022, CMINDF = 2.023, CFI = .968, TLI = .919, NFI = .942, RMSEA = .061) establece una influencia de la aceptación/implicación de ambos padres sobre el funcionamiento familiar, lo que reduce el nivel de ideación suicida. En este último, también inciden directamente la edad y la coerción/imposición del padre. Como conclusión, se demuestra la importancia del funcionamiento familiar, de las conductas de apoyo y afecto de la dimensión aceptación/implicación, pues presentan un efecto protector ante el riesgo suicida. De igual manera, los datos ponen de relieve que las conductas de coerción/imposición del padre, mas no de la madre, fueron un factor de riesgo. Como limitante de este estudio se presenta la no inclusión de otros factores en el modelo que podrían influir en el riesgo suicida, por lo que se sugiere realizar investigaciones que tengan en cuenta estos otros factores a nivel social e intrapersonales, pero con evaluaciones desde el modelo explicativo, que poco se evidencia en la literatura científica.

Abstract Suicide is a high-impact mental health problem in today's society, both in the world and in Colombia: in fact, epidemiological data shows that there has been an upward trend in the suicide rate both in the country and in the city of Valledupar, which is the local context of interest. On the other hand, within modern conceptualizations such as the socio-ecological model of suicide prevention, it has been recognized that family factors are very important determinants of risk and protection. The different investigations reviewed as antecedents show congruently that family dysfunction as well as coercive paternal socialization behaviors are risk factors for suicide. Likewise, adequate family functionality and parental acceptance, and involvement behaviors are protective factors. Similarly, different studies have shown that older adolescents and females are at greater risk of suicidal behavior. The purpose of this study was to evaluate an explanatory model of the risk of suicidal ideation, which involved the dimensions of parental socialization and perceived family functionality, as well as to establish the influence of the parents' socialization style, based on the findings of previous studies. For this purpose, a quantitative, explanatory and cross-sectional study was developed. The ESPA-29, the APGAR and the BECK-HF Suicidal Ideation Scale were applied to a sample of 268 adolescents from the city of Valledupar, Colombia. A simple random sampling was used for the selection of participants within a neighborhood of the city of Valledupar. The sample consisted of 51.9 % female and 48.1 % male adolescents. The approval of the parents was obtained through an informed consent of the legal representative, as well as an informed consent for the adolescents, which complies with the characteristics requested by the Colegio Colombiano de Psicólogos. Using SPSS 25 and AMOS 25, five different explanatory models were evaluated, with a SEM modeling-Path Analysis. The model of best goodness of fit indicators (χ. = 22.2, p = .022, CMINDF = 2.023, CFI = .968, TLI = .919, NFI = .942, RMSEA = .061) establishes an influence of acceptance/involvement of both parents on family functioning, which reduces the level of suicidal ideation; age and coercion/imposition of the father also directly affect the latter. The data demonstrate the importance of family functioning and of supportive and affective behaviors of the acceptance/involvement dimension, since they present a protective effect against suicidal risk. In the same way, the data shows that the coercion/imposition behaviors of the father, but not the mother, were a risk factor. Although the father's authoritarian style did predict a greater risk of suicidal ideation, it was the indulgent style, and not the authoritative style, that presented the lowest risk. Although the measurements obtained by this research do not allow us to unambiguously explain why this difference occurs between the study's findings and what is suggested by the scientific literature regarding maternal and paternal styles of socialization in the face of suicide, there are possible determining factors for the results. The possibility is raised that, at a cultural level, beliefs about the maternal role in families in the Colombian Caribbean region, which arise from a formation of matrilocal families, influence the perception of greater acceptability of punishment by the mother towards their children. On the other hand, there is the lack of evidence of significant differences in terms of suicide risk according to sex. Some directions are suggested for future research, mainly to broaden the research spectrum on the role of the family in suicide prevention and to corroborate in the context of the Colombian Caribbean region the finding about the absence of effect of coercion/imposition behaviors carried out by the mother.

Estilo parental desde la perspectiva de los padres: Adaptación argentina del Inventario de Estilos Parentales de Power / The evaluation of parenting style from the perspective of parents: Argentine adaptation of Power's Parenting Styles Inventory

Resumen El objetivo del presente estudio es adaptar el Inventario de dimensiones parentales en su versión abreviada (Power, 2002) a la población argentina. Se tradujeron los 13 ítems incluidos en la evaluación de la dimensión general, que abarca las dimensiones de: Apoyo/cuidado, Inconsistencia y Seguimiento a través de la disciplina/control. El inventario traducido se administró a una muestra intencional de 771 adultos, 535 mujeres y 236 varones, de entre 26 y 63 años de edad (M = 38.56; DE = 4.76), de clase media (Estrato II de la Escala Graffar/Méndez Castellanos), de población no clínica, y padres y madres de niños que cursaban preescolar en 12 escuelas privadas de distintas provincias de Argentina (Buenos Aires, Córdoba, Mendoza, Santa Fe y Tucumán). El análisis factorial confirmatorio mostró que el modelo teórico de tres dimensiones, propuesto por los autores de la prueba original, ajustó satisfactoriamente a los datos e indicó una adecuada consistencia de la estructura de la prueba. Además, se analizó la confiabilidad como consistencia interna evaluada a través del omega de McDonald y se obtuvieron los siguientes valores: Apoyo/cuidado = .74; Seguimiento a través de la disciplina/control = .70, e Inconsistencia = .74. Es de hacer notar que, en este inventario, la dimensión Seguimiento a través de la disciplina corresponde a un control moderado, es decir, apropiado para un estilo autoritativo. Finalmente, dado que el inventario ha sido estudiado con una muestra extensa, extraída de varias provincias argentinas, los resultados obtenidos son generalizables a casi todo el país.

Abstract Diana Baumrind (1966) proposed three primary parenting styles: the authoritarian style, the permissive style, and the authoritative style. Almost two decades later, Maccoby and Martin (1983) theoretically added a fourth (negligent) parenting style. Parental styles are based on variations in the levels of the parental dimensions of sensitivity (warmth, affection), parental demand (parental control) and autonomy granted (Richaud, Lemos & Vargas Rubilar, 2013). It has been suggested that the findings related to broad parenting styles are not always easy to interpret (Stewart & Bond, 2002) and that Baumrind's three-category parenting style typology can be usefully disaggregated into parenting dimensions (Darling and Steinberg, 1993). A dimensional approach can be particularly valuable in allowing an independent assessment of parenting and discipline (Locke & Printz, 2002). One of these dimensional models is that of Power (2002), which includes 11 dimensions of which the first three: Sensitivity, Inconsistency and Follow-up through discipline, evaluate a general dimension of the relationship of parents with their children, as perceived by parents. These three basic dimensions correspond to those of Baumrind described above: sensitivity (warmth, affection), autonomy granted (permissiveness) and parental demand (parental control), respectively. Power's Parenting Styles Inventory (PDI) assesses parenting styles from a parent's perspective. It is a self-report that, as we said, assesses 11 dimensions of parents' attitudes and behaviors towards their children. It has 57 items organized into 11 scales, each of which evaluates different dimensions of parent-child relationships. The first three scales, which include 13 items, measure a "general dimension" (Support / care, Inconsistency and Follow-up through discipline / control). The following scales assess different types of control and are distinguished from the general dimensions, in that they focus on disciplinary practices in response to the child's misbehavior. The PDI-S is a shortened version, which retains the most valid and reliable components of the original PDI. The PDI-S can be used with parents of children between 3 and 12 years old, and was developed from the PDI (Slater & Power, 1987). Given the importance of having an adequate instrument to assess parental style from the parents' perspective, the objective of this study is to adapt the Inventory of Parental Dimensions in its short version (Power, 2002) to the Argentine population. The 13 items included in the evaluation of the General Dimension, were translated, which includes the dimensions: Support / care, Inconsistency and Follow-up through discipline / control). The translated Inventory was administered to an intentional sample of 771 adults, 535 women and 236 men, between 26 and 63 years of age (Me = 38.56 SD = 4.76), middle class (Stratum II of the Graffar / Méndez Castellanos Scale), of the non-clinical population, and parents of children who attended pre-school in 12 private schools in different provinces of Argentina (Buenos Aires, Córdoba, Mendoza, Santa Fe and Tucumán). The Confirmatory Factor Analysis showed that the three-dimensional theoretical model, proposed by the authors of the original test, satisfactorily adjusted to the data, indicating an adequate consistency of the test structure. In addition, reliability was analyzed as internal consistency evaluated through McDonald's omega, obtaining the following values: Support / care = .74; Follow-up through discipline / control = .70 and Inconsistency = .74. Finally, given that the Inventory has been studied with an extensive sample, drawn from several Argentine provinces, the results obtained are generalizable to almost the entire country.

Construction and evidence of validity of the Positive Discipline parenting skills scale / Construção e evidências de validade da escala de habilidades parentais em Disciplina Positiva / Construcción y evidencias de validez de la escala de habilidades parentales en Disciplina Positiva

This article presents the construction and evidence of validity of an instrument for measuring parenting skills based on Positive Discipline, an approach that helps parents and caregivers teach life skills to their children. The items were constructed based on a theoretical review of Parenting Styles, Schema Therapy, and Positive Discipline and were subsequently evaluated by five expert judges and five individuals from the target audience. Following these evaluations, eight items were excluded and the others were changed, leading to the pilot version of the Positive Discipline Parenting Skills Scale (Escala de Habilidades Parentais em Disciplina Positiva - EHPDP), represented by 28 items. Data were collected from a sample of 281 mothers with children aged 4-12 years. Exploratory Factor Analysis revealed a structure of 16 items divided into three factors. Cronbach's Alpha and Composite Reliability indicated adequate internal consistency for the instrument. Pearson's correlation revealed evidence of convergent and discriminant validity with the validated Brazilian versions of the Parenting Styles and Dimensions Questionnaire and the Depression, Anxiety and Stress Scale. The results indicate that the EHPDP is a valid and reliable instrument to measure Positive Discipline parenting skills.

Este artigo apresenta a construção e evidências de validade de um instrumento para mensurar habilidades parentais baseado na Disciplina Positiva, abordagem que auxilia pais e cuidadores a ensinar habilidades de vida para suas crianças. Os itens foram formulados a partir de revisão teórica sobre estilos parentais, Terapia do Esquema e Disciplina Positiva e posteriormente avaliados por cinco juízas experts e cinco indivíduos do público-alvo. Após as avaliações, oito itens foram excluídos e outros sofreram alterações, chegando-se a uma versão-piloto da Escala de Habilidades Parentais em Disciplina Positiva (EHPDP) com 28 itens. Os dados foram coletados de uma amostra de 281 mães com filhos de 4-12 anos. A análise fatorial exploratória revelou uma estrutura de 16 itens divididos em três fatores. O Alfa de Cronbach e a confiabilidade composta indicaram adequada consistência interna para o instrumento. A correlação de Pearson revelou evidências de validades convergente e discriminante com as versões brasileiras validadas do Questionário de Estilos e Dimensões Parentais e da Escala de Depressão, Ansiedade e Estresse. Os resultados indicam que a EHPDP é um instrumento válido e confiável para mensurar habilidades parentais em Disciplina Positiva.

Este artículo presenta la construcción y evidencias de validez de un instrumento para medir habilidades parentales basado en la Disciplina Positiva, un enfoque que ayuda a los padres y cuidadores a enseñar habilidades para la vida a sus hijos. Los ítems de la escala se formularon en base a una revisión teórica sobre estilos parentales, Terapia de Esquemas y Disciplina Positiva, siendo posteriormente evaluados por cinco jueces expertos y cinco individuos del público destinatario. Después de las evaluaciones, ocho ítems fueron excluidos y otros sufrieron cambios, llegando a la versión piloto de la Escala de Habilidades Parentales en Disciplina Positiva (EHPDP), con 28 ítems. Los datos se obtuvieron de una muestra de 281 madres con niños de 4-12 años. El análisis factorial exploratorio reveló una estructura de 16 ítems divididos en tres factores. El Alfa de Cronbach y la fiabilidad compuesta indicaron una consistencia interna adecuada para el instrumento. La correlación de Pearson reveló evidencia de validez convergente y discriminante con las versiones brasileñas validadas del Cuestionario de Estilos y Dimensiones Parentales y la Escala de Depresión, Ansiedad y Estrés. Los resultados indican que la EHPDP es un instrumento válido y confiable para medir las habilidades parentales en Disciplina Positiva.

Mediação Parental na Exposição às Redes Sociais e a Internet de Crianças e Adolescentes / Parental Mediation in the Exposure to Social Networks and Internet of Children and Adolescents / Mediación Parental en la Exposición a Redes Sociales e Internet de Niños y Adolescentes

A exposição às redes sociais e a internet tem crescido de forma significativa, sendo cada vez mais frequente em crianças e adolescentes para diversas finalidades, representando um desafio para a parentalidade. As estratégias que os pais utilizam para lidar com esse comportamento podem se constituir em fatores de risco ou de proteção. Considerando os desafios comumente enfrentados pelos pais a fim de monitorar os filhos e protegê-los de determinados riscos relacionados à exposição às novas tecnologias, este artigo teórico objetivou descrever e discutir o uso das redes sociais e da internet na infância e na adolescência, assim como o impacto deste na parentalidade. A partir da revisão realizada, observou-se que os estudos sobre o tema indicam a importância da mediação e do monitoramento parental sobre a exposição de crianças e adolescentes às redes sociais e internet, resultando em um fator de proteção ao desenvolvimento. Além disso, observou-se que pais e filhos podem divergir com relação à percepção do controle parental exercido. (AU)

Exposure to social networks and the internet has grown significantly, being more frequent among children and adolescents for different purposes and representing a challenge for parenting. The strategies that parents use to deal with this behavior can constitute risk or protective factors. Considering the challenges commonly faced by parents in order to monitor and protect their children from certain risks, this theoretical article aimed to describe and discuss the use of social networks and internet in childhood and adolescence, as well as the impact of this use on parenting. From the review carried out, it was observed that studies on the subject indicate out the importance of mediation and parental monitoring on the exposure of children and adolescents to social networks and electronic games, resulting in a protective factor for development. In addition, it was observed that parents and children may differ regarding the perception of parental control exercised. (AU)

La exposición a las redes sociales e internet ha crecido significativamente, siendo cada vez más frecuente en niños y adolescentes con diferentes propósitos y representando un desafío para la crianza de los hijos. Las estrategias que los padres usan para lidiar con este comportamiento pueden constituir factores de riesgo o de protección. Este artículo teórico tuvo como objetivo describir y discutir el uso de las redes sociales y la internet en la infancia y la adolescencia, así como el impacto de este uso en la crianza de los hijos. A partir de la revisión realizada, se observó que los estudios sobre el tema señalan la importancia de la mediación y el control de los padres sobre la exposición de niños y adolescentes a las redes sociales y los juegos electrónicos, lo que resulta en un factor protector para el desarrollo. Además, se observó que los padres y los niños pueden diferir con respecto a la percepción del control parental ejercido. (AU)

Estilos parentales, sobrepeso y obesidad infantil: Estudio transversal en población infantil chilena

RESUMEN El propósito de este estudio fue validar tanto la Escala de Estilos Educativos Parentales como evaluar la posible asociación entre los estilos parentales y factores sociodemográficos con el sobrepeso y la obesidad infantil en escolares adscritos a establecimientos educativos municipales. La muestra estuvo formada por 217 niños/as escolarizados/as entre 4 y 7 años en establecimientos educativos de la ciudad de Chillán, Chile y sus adultos responsables (madre, padre o cuidador). Los instrumentos utilizados fueron la escala de Estilos Parentales (EP) y un cuestionario sociodemográfico. La escala de EP fue validada, y sus constructos fueron utilizados en un modelo lineal para determinar la relación entre el estilo parental con el Z-score del niño/a, y un modelo logístico para determinar la relación entre un estilo parental y la probabilidad de pasar de un estado nutricional normal a uno con sobrepeso. Se encontró que un estilo parental afectivo se asocia con el sobrepeso y la obesidad infantil. De las variables sociodemográficas evaluadas, solo el nivel educativo básico de los padres se asocia con sobrepeso y obesidad en el/la niño/a. Se discuten las implicaciones para la intervención profesional con familias.

ABSTRACT The aim of this study was to validate the Parental Style Scale and to assess a possible association between parenting styles and sociodemographic factors with childhood overweight and obesity in students of municipal educational establishments. The sample was composed of 217 children between 4 and 7 years old in schools in Chillán, Chile, and their caregivers. The instruments included the Parental Style Scale and a demographic questionnaire. The Parental Style Scale was validated and constructs used in a linear model to determine the relationship between the parental style and child BMI z-score. A logistic model was used to determine the relationship between parenting style and the probability of going from a normal nutritional state to one with overweight. It was found that high levels of parental affection were associated with overweight and obesity in children. From the sociodemographic variables evaluated, only the primary education level of parents was associated with overweight and obesity in the child. The implications for professional intervention with families are discussed.

Permanencias y transformaciones de los estilos parentales en la crianza de personas con discapacidad / Permanence and transformations of parental styles in the raising of people with disabilities

Resumen Se presentan los resultados de un estudio que tiene como objetivo establecer las permanencias y las transformaciones de los estilos parentales en la crianza de personas con discapacidad durante un periodo de siete años e identificar las posibles explicaciones que las motivan. El estudio toma como base el Modelo Estilos Parentales en la Discapacidad -MEPD- (Manjarrés & Hederich, 2018) que identifica y describe las formas como los padres educan a sus hijos. Es un estudio longitudinal de casos múltiples que hace seguimiento al estilo parental en dos momentos del proceso de crianza de 18 personas con discapacidad (2011 y 2018). Los resultados permiten identificar, siete años después, la presencia de tres de los cuatro estilos parentales planteados por el MEPD: impulsador-reflexivo, dominador-inflexible y dominado-complaciente y la ausencia del estilo dominado-distante. Se evidencia la permanencia del estilo parental original en la mitad de los casos, en los que se puede establecer la funcionalidad de éste. Por su parte, las transformaciones del estilo parental muestran dos posibles tránsitos: uno, de carácter positivo, más frecuente, hacia estilos más favorecedores del desarrollo de la autonomía del hijo; el otro, negativo, hacia estilos que favorecen una mayor dependencia continuada. Mientras que las transformaciones positivas son motivadas por el reconocimiento paulatino de la capacidad del hijo, las negativas están asociadas con la pérdida objetiva de la capacidad del hijo y de su posibilidad de relacionarse.

Abstract This study aims at establishing the permanence and transformations of parenting styles in the upbringing of disable people around age of seven and identifying the possible explanations that motivate them. The study is based on the Parental Styles in Disability Model -MEPD- (Manjarrés & Hederich, 2018) that identifies and describes the ways in which parents educate their children. It is a longitudinal study of multiple cases that tracks the parental raising style of 18 participants with disabilities, at two stages of their lifetime (2011 and 2018). The results allow us to identify, seven years later, the presence of three of the four parental styles proposed by the MEPD: driving-reflexive, dominating-inflexible and dominated-complacent and the absence of the dominated-distant style. The permanence of the original parental style is evident in half of the cases, in which its functionality can be established. On the other hand, the transformations of the parental style show two possible transits: one of positive nature, the most common, points towards more favorable styles of the development of the child's autonomy; the other, negative, points towards styles that favor a greater continued dependency. While the positive transformations are motivated by the gradual recognition of the child's capacity, the negative ones are associated with the objective loss of the child's capacity and the possibility of relating.

Estilos e Práticas Educativas Parentais e Desempenho Escolar em Adolescentes de Ensino Médio / Parenting Educational Styles and Practiced School Performance of Adolescents in High School / Estilos Parentales y Prácticas Educativas y Rendimiento Escolar en Adolescentes de Enseñanza Secundaria

O presente estudo teve como objetivo verificar a correlação e associação entre desempenho escolar e a percepção de responsividade e exigência parental em adolescentes. Além disso, verificou-se diferenças por sexo e faixa etária nos construtos investigados. Participaram 432 adolescentes, 57% do sexo feminino de idades entre 15 e 18 anos (M = 16,32; DP = 0,86). Trata-se de um estudo quantitativo, transversal, de caráter descritivo e correlacional. Os dados foram obtidos por meio de questionário sociodemográfico, médias nas notas escolares e Escala de Responsividade e Exigência parental. Análises descritivas, correlação de Spearman, teste U de Mann-Whitney Qui-quadrado foram realizados. No geral, houve correlação significativa e negativa entre desempenho escolar e exigência materna, além de correlação positiva entre responsividade materna, paterna e desempenho escolar. Apenas no desempenho escolar houve diferenças estatisticamente significativas por faixa etária, tendo os adolescentes mais novos, maior desempenho escolar. Os pais foram classificados, em sua maioria, como negligentes, seguido de autoritativos/competentes. A classificação entre alto e baixo desempenho escolar com os estilos parentais não demonstrou diferenças estatisticamente significativas. Embora as estratégias educativas tenham papel significativo no desempenho escolar, outros fatores estão associados a ele, devendo ser investigados. (AU)

This study aimed to verify the correlation and association between school performance and the perception of parental responsiveness and demandingness in adolescents. In addition, differences by gender and age were investigated considering the constructs. Participants were 432 adolescents, 57% female, aged from 15 to 18 years (M = 16.32, SD = .86). It is a quantitative, cross-sectional, descriptive, and correlational study. Data were collected using a sociodemographic questionnaire, averages in school grades, and Parental Responsiveness and Demandingness Scale. Descriptive analyzes, Spearman correlation, Mann-Whitney U test, and chi-square were performed. Overall, there was a significant and negative correlation between school performance and maternal demandingness, as well as a positive correlation between maternal and paternal responsiveness and school performance. The parents were classified, mostly, as negligent, followed by authoritative/competent. The classification between high and low school performance with parental styles did not show statistically significant differences. Although educational strategies play a significant role in school performance, other factors are associated with it and should be investigated. (AU)

El presente estudio tuvo como objetivo verificar la correlación y asociación entre el rendimiento escolar y la percepción de capacidad de respuesta y exigencia parental en adolescentes. Además, se verificaron diferencias por género y grupo de edad en los conceptos investigados. Los participantes fueron 432 adolescentes, el 57% del sexo femenino y entre 15 y 18 años (M = 16,32; DE = 0,86). Se trata de un estudio cuantitativo, transversal, de carácter descriptivo y correlacional. Los datos fueron obtenidos por medio de cuestionario sociodemográfico, medias de las notas escolares, y Escala de Capacidad de Respuesta y Exigencia parental. Se realizaron análisis descriptivos, correlación de Spearman, prueba U de Mann-Whitney y chi-cuadrado. En lo general, se identificó una correlación significativa y negativa entre rendimiento escolar y exigencia materna, además de correlación positiva entre capacidad de respuesta materna, paterna y rendimiento escolar. Sólo en el rendimiento escolar se constataron diferencias estadísticamente significativas por grupo de edad, teniendo los adolescentes más jóvenes mayor rendimiento escolar. Los padres fueron clasificados, en su mayoría, como negligentes, seguido de autoritarios/competentes. La clasificación entre alto y bajo rendimiento escolar con los estilos parentales no demostró diferencias estadísticamente significativas. Aunque las estrategias educativas desempeñan un papel significativo en el rendimiento escolar, otros factores se asocian a ello, que deben ser investigados. (AU)

Aggressiviness in boys and girls: evaluations made by mothers / Agressividade em meninos e meninas: avaliações feitas por mães / Agresividad en niños y niñas: evaluaciones hechas por madre

Aggressiveness can be defined as any form of behavior intended to hurt a living being. It can be characterized as direct aggression, more common in boys' behavior, and hostile aggression, more often practiced by girls. Objective: to describe and compare the frequency of direct aggressive behavior in children, considering: gender, age, family economic class and parenting styles. Method: 47 mothers of boys and girls were investigated, who responded to the Child Behavior Checklist for Ages 6­18, the Parenting Style Inventory and to the Brazilian Economic Classification Criteria. Results: no differences were found in the manifestation of aggressiveness in the studied variables and a weak negative correlation was found between parenting style and aggressiveness. Conclusions: to understand the development and maintenance of aggressive behaviors in childhood, interactions between environmental, biological, social, cultural, family and historical factors should be considered. The role of father figure, not assessed in this study, during development, is discussed

Agressividade pode ser definida como qualquer forma de comportamento destinada a machucar um ser vivo. Ela pode ser caracterizada como agressividade direta, mais apresentada em meninos, e hostil, mais utilizada por meninas. Objetivo: descrever e comparar a frequência da agressividade direta em crianças, considerando: sexo, idade, classe econômica da família e estilos parentais. Método: foram investigadas 47 mães de meninos e meninas que responderam ao Child Behavior Checklist For Ages 6-18, ao Inventário de Estilos Parentais e ao Critério de Classificação Econômica Brasil. Resultados: não foram encontradas diferenças na manifestação da agressividade nas variáveis estudadas e fraca correlação negativa entre estilo parental e agressividade. Conclusões: para a compreensão do desenvolvimento e manutenção de comportamentos agressivos na infância, devem ser consideradas interações entre fatores ambientais, biológicos, sociais, culturais, familiares e históricos. Discute-se o papel da figura paterna, não avaliada nesta pesquisa, durante o desenvolvimento

La agresividad se puede definir como cualquier forma de comportamiento destinada a lastimar a un ser vivo. Se puede caracterizar como agresividad directa, más presentada en niños, y hostil, más utilizada por niñas. Objetivo: describir y comparar la frecuencia de la agresividad directa en niños, considerando: sexo, edad, clase económica de la familia y estilos parentales. Método: fueron investigadas 47 madres de niños y niñas que respondieron al Child Behavior Checklist For Ages 6-18, al Inventario de Estilos Parentales y al Criterio de Clasificación Económica Brasil. Resultados: no se encontraron diferencias en la manifestación de la agresividad en las variables estudiadas y débil correlación negativa entre estilo parental y agresividad. Conclusiones: para comprender el desarrollo y mantenimiento de comportamientos agresivos en la infancia, se deben considerar las interacciones entre factores ambientales, biológicos, sociales, culturales, familiares e históricos. Se discute el papel de la figura paterna, no evaluada en esta investigación, durante el desarrollo

Vínculo de apego, estilos parentales y empatía en adolescentes / Attachment, parental styles and empathy in adolescent

Resumen El objetivo de la presente investigación fue estudiar las relaciones entre la percepción del vínculo del apego, de las relaciones parentales y los aspectos cognitivos y emocionales de la empatía en un grupo de adolescentes. Se utilizaron los formatos para madre y padre de las adaptaciones argentinas de la Escala de Seguridad de Kerns y de la versión abreviada del Inventario de la percepción de los hijos acerca de las relaciones con sus padres para adolescentes (CRPBI; subescalas: aceptación, control patológico y autonomía extrema). Se utilizó como medida de empatía, la validación argentina del Índice de Reactividad Interpersonal (componente cognitivo: Toma de Perspectiva y Fantasía; componente emocional: Preocupación Empática y Malestar Personal). Los varones manifestaron menores puntajes totales en el IRI respecto de las mujeres (p ≤ .001). Los adolescentes que experimentaron un apego alto hacia su madre y padre percibieron más aceptación en la relación parental con ellos (p ≤ .001; p ≤ .001) y presentaron mayor empatía (p= .018; p= .016). Al igual que los adolescentes que percibieron un estilo parental caracterizado por la aceptación con su madre y padre (p= .008; p= .001). Experimentar un apego seguro en la adolescencia podría depender de percibir una relación interpersonal con los progenitores basada en la aceptación de su individualidad e implicación positiva. El establecimiento de un vínculo de apego seguro y percibir la aceptación como práctica parental permite el desarrollo de la empatía.

Abstract The aim of this investigation was to study the relationship among the perception of attachment, parenting relationships, and emotional and cognitive aspects of empathy in a group of adolescents. In order to measure adolescents' perception of the relationship with their parents we used the formats for mother and father of the Argentinean adaptations: (1) Kerns' safety scale, and (2) the abbreviated version of the Children's Report on Parent Behavior (CRPBI); subscales: acceptance, pathological control and extreme autonomy. The Argentine validation of the Interpersonal Reactivity Index (cognitive component: Taking Perspective and Fantasy, emotional component: Empathic Concern and Personal Distress) was used as the empathy measure. Considering the total score obtained on the Kerns safety scale, respect to the maternal and paternal figures, high attachment perception groups (mean ≥ + 1 SD) and low attachment perception groups (mean ≤ - 1 SD) were formed. Correlations between parental styles and empathy with the Spearman test were evaluated. Mean comparisons were made with the Mann Whitney U test: on the one hand, between gender and empathy; on the other, among adolescents who perceived a low and high attachment with both parents in relation with empathy and parental styles. Males reported lower total IRI scores in the subscales: fantasy, empathic concern and personal distress (respectively: p ≤ .001; p ≤ .001; p ≤ .001; p ≤ .001) as compared to adolescent women. The females that experienced a high attachment towards their parents perceived higher acceptance rate in the relationship with them (p ≤ .001; p ≤ .001). They also showed higher empathy (p = .018; p = .016) and obtained higher scores in the dimensions of the IRI: perspective taking (p ≤ .001; p = .006) and empathic concern (p = .024; p = .022). The adolescents who perceived a more tolerant parenting style showed themselves more empathic (p = .008; p = .001). In addition, the parental style of extreme autonomy with their mother and their father was negatively associated with the total scores of the IRI (p = .006, p ≤ .001), fantasy (p = .011; p = .017) and empathic concern (p ≤ .001; p ≤ .001). Parents with less years of schooling use parenting practices based on punitive and coercive control. The female gender was characterized by an empathic emotional response, although both genders have a similar cognitive ability to understand or take the perspective of the other. However, women react more affectively. These differences can be attributed to socialization stereotyped patterns of male and female parenting that assign to women greater emotional sensitivity. Experiencing a secure attachment in adolescence may depend on perceiving an interpersonal relationship with parents based on the acceptance of their individuality and positive involvement. These results match with several investigations, which show that parents perceived as available and with democratic parenting styles, based on the acceptance of adolescents, establish with their children a secure attachment bond, which is associated with a greater psychosocial adjustment. Experiencing a relationship based on acceptance, on affective and committed reciprocity with significant adults that show first empathy and emotional attunement with their children, is a requisite for adolescents to understand the perspective of others and identify with experience, to feel compassion and concern the discomfort of others. Establishing a secure attachment bond and perceiving acceptance as a parental practice allows the development of empathy, protective factor of aggression and promoter of adolescent prosocial behavior.

Dysfunctional parenting styles, empathy and socio-demographic variables in Nursing, Human Medicine and Psychology students / Relação entre estilos parentais disfuncionais, empatia e variáveis sociodemogpaficas em estudantes de Enfermagem, Medicina Humana e Psicologia / Relación entre estilos parentales disfuncionales, empatía y variables sociodemográficas en estudiantes de Enfermería, Medicina Humana y Psicologia

Abstract The objective of this study was to establish the relationship between dysfunctional parenting styles and empathy in Nursing, Human Medicine and Psychology students. The study's sample consisted of 599 students, from both genders, and from different cycles of their university studies. Their ages ranged between 21 and 25 years. To assess them, the Dysfunctional Parenting Styles Scale by Parker, et al. (1979) was used, previously adapted to Peruvian population. The participants were also evaluated with the Personal and Professional Empathy Scale designed by Yaraskavitch (2009), and completed a socio-demographic data sheet created ad hoc. General results showed no significant relationships between the dysfunctional parenting styles and empathy total scores. In contrast, considering the father figure, an inverse relationship between the authoritarian-controlling dysfunctional parenting style and the personal and professional cognitive empathy was found, while the indifference - negligence dysfunctional parenting style was inversely associated with the emotive personal empathy. As to the mother figure, there is a significant and direct relationship between authoritarian-controlling dysfunctional parenting style and personal and professional emotive empathy. It was also found that regarding gender, women have higher levels of empathy. With respect to professional degree courses, Nursing students have a higher level of empathy than Medicine and Psychology students, while Medicine students have more dysfunctional parenting styles than the Nursing and Psychology groups. Finally, students that had taken personal development courses showed a higher level of empathy.

Resumo O presente estudo teve como objetivo estabelecer a relação entre os estilos parentais disfuncionais e a empatia em estudantes universitários de Lima, além de comparações de acordo com a carreira profissional (Enfermagem, Medicina Humana e Psicologia). A amostra foi composta por 599 estudantes de ambos os sexos, com idades entre 21 e 25 anos, a quem foi aplicada a Escala de Estilos Parentais Disfuncionais -de Parker et a. (1979)-, a Escala de Empatia Pessoal e Profissional -desenhada por Yaraskavitch et al. (2009)-, ambas adaptadas para os fins do estudo, e uma ficha sociodemográfica elaborada pelos autores. Os resultados mostram uma relação não significativa entre as pontuações totais de estilos parentais disfuncionais e de empatia, mas obteve-se uma relação inversa entre a subescala de estilo disfuncional paterno "autoritário-controlador" com as dimensões "empatia pessoal cognitiva" e "empatia profissional cognitiva", e uma relação direta entre a subescala de estilo disfuncional materno com as dimensões "empatia pessoal emotiva" e "empatia profissional emotiva". Além disso, com respeito ao gênero, as mulheres apresentaram maior nível de empatia e, de acordo com o curso, os estudantes de Enfermaria apresentaram maiores níveis de empatia, enquanto os de Medicina mostraram mais estilos parentais disfuncionais. Finalmente, os estudantes que fizeram cursos de desenvolvimento pessoal em sua formação profissional apresentaram maior nível de empatia.

Resumen El presente estudio tuvo como objetivo establecer la relación entre los estilos parentales disfuncionales y la empatía en estudiantes universitarios de Lima, además de comparaciones según su carrera profesional (Enfermería, Medicina Humana y Psicología). La muestra estuvo compuesta por 599 estudiantes de ambos sexos, con edades entre los 21 y 25 años, a quienes se les aplicó la Escala de Estilos Parentales Disfuncionales -de Parker et al. (1979)-, la Escala de Empatía Personal y Profesional -diseñada por Yaraskavitch et al. (2009)-, ambas adaptadas para los fines del estudio, y una ficha sociodemográfica elaborada por los autores. Los resultados muestran una relación no significativa entre los puntajes totales de estilos parentales disfuncionales y de empatía, aunque se obtuvo una relación inversa entre la subescala de estilo disfuncional paterno "autoritario-controlador" con las dimensiones "empatía personal cognitiva" y "empatía profesional cognitiva", y una relación directa entre la subescala de estilo disfuncional materno con las dimensiones "empatía personal emotiva" y "empatía profesional emotiva"; además de que, respecto al género, las mujeres presentaron mayor nivel de empatía, y, según carrera, los estudiantes de Enfermería presentaron mayores niveles de empatía, mientras que los de Medicina mostraron más estilos parentales disfuncionales. Finalmente, los estudiantes que llevaron a cabo cursos de desarrollo personal en su formación profesional presentaron un mayor nivel de empatía.

Dès les relations avec les parents à la relation conjugale: la continuité et la discontinuité des modèles d'attachement / Do relacionamento com os pais para o relacionamento romântico: continuidade e descontinuidade dos modelos de apego / From the relationship with parents to the romantic relationship: continuity and discontinuity of attachment models / De la relación con los padres para la relación romántica: continuidad y discontinuidad de los modelos de apego

Résumé Le but de cette étude a été de vérifier la relation entre les représentations d'attachement vis-à-vis des parents et aux partenaires lors des situations de stress relationnel. Un entretien semi-structuré focalisé sur les représentations d'attachement a repéré les représentations d'attachement des figures d'attachement de soixante adultes. Les résultats ont indiqué une certaine similitude entre les représentations d'attachement par rapport aux parents et les représentations d'attachement associées aux partenaires des individus qui ont vécu des situations de stress relationnel. Cette similitude a été plus systématique vis-à-vis de la mère et au premier partenaire amoureux. Il semble que, lorsque l'insécurité d'attachement par rapport aux parents et partenaires prévaut, les représentations d'attachement des relations vécues avec les parents peuvent être éveillées à l'occasion de stress relationnel.

O objetivo deste estudo foi verificar a relação entre representações de apego aos pais e parceiros amorosos quando situações relacionais estressantes emergem. Uma entrevista semi-estruturada focada em representações de apego foi utilizada com sessenta adultos. Os resultados indicaram uma certa semelhança entre as representações de apego em relação aos pais e aos parceiros amorosos que viviam stress relacional. Esta semelhança foi mais sistematica em relação a mãe e o primeiro parceiro amoroso. Parece que, quando a insegurança do apego aos pais e parceiros prevalece, as representações de apego internalizadas desde as relações vividas com os pais podem ser reativadas por ocasião da experiência de stress relacional.

The purpose of this study was to verify the relationship between attachment representations associated to parents and romantic partners when experiencing relational stress. A semi-structured interview focused on attachment representations was used for this purpose and was applied to sixty adults. The results indicated similarities between attachment representations regarding to parents and to individuals experiencing stress within their romantic relationship. These similarities were more systematic among representations associated with mothers and with the first significant partners. It seems that, when insecurity of attachment was internalized from parental relationship, this pattern could be reactivated on romantic relationships.

El propósito de este estudio fue verificar la relación entre las representaciones de apego a los padres y los parejas amorosas cuando sugen situaciones emocionales estresantes. Una entrevista semiestructurada se centró en las representaciones de apego en relación a las figuras de apego de sessenta adultos. Los resultados indican una cierta similitud entre las representaciones de apego a los padres y parejas de las personas que vivieron estrés relacional. Esta semejanza fue más sistemáticamente entre la madre y la primera pareja romántica. Parece que, cuando prevalece la inseguridad del apego a los padres y parejas, las representaciones de apego internalizadas desde la relación con los padres puede volver a se despertar en una relación amorosa especialmente cuando la pareja vive situaciones de estrés relacional.

Relación entre estilos parentales y conductas autolesivas sin intención suicida en población ecuatoriana / Relationship between parenting styles and self-harm without suicide intention in Ecuadorian population

Introducción: La familia es un contexto de protección que salvaguarda el desarrollo del individuo. En este ámbito, para el niño, se comienza no solo el aprendizaje de modelos útiles para relacionarse con la sociedad sino que, en su lado deficitario, es el foco de necesidades que han de resolverse por otros medios. Los estilos parentales determinan e influyen en gran medida, las conductas pro sociales o desadaptativas, positivas o negativas, integrativas o disruptivas de los hijos. En este sentido, la necesidad de llamar la atención ha sido relacionada en la literatura con conductas tales como la realización de tatuajes. Objetivo: Desvelar la relación entre conductas autolesivas, llamada de atención y ciertos estilos parentales. Métodos: Se llevaron a cabo distintos análisis correlacionales (utilizando una r de Pearson) con una muestra de 881 estudiantes universitarios, entre los diferentes estilos parentales, las conductas autolesivas y la intención de realizarse un tatuaje. Resultados: Conductas parentales (como el control materno) correlacionan tanto con la realización de tatuajes como con ciertas conductas autolesivas. El amor parental de ambos progenitores, por el contrario, es un factor protector que correlaciona negativamente con este tipo de conductas de autolesión. El dato más claro reside en la correlación positiva entre la negligencia parental (la falta de atención) con las conductas autolesivas. Conclusiones: Se concluye que la llamada de atención es un factor inherente a las conductas autolesivas, aunque tan solo es uno de tantos factores(AU)

Introduction: Family is a context of protection that safeguards the development of the individual. In this area, for the child, learning of useful models begins which they will relate to society later on. It is also the focus of needs to solve by other means. The parental styles, therefore, largely determine and influence the prosocial or maladaptive behaviors, positive or negative, integrative or disruptive of children. In this sense, literature has related the need to draw attention been with behaviors such receiving tattoos. Objective: To show the relationship between self-injurious behavior, attention call and certain parental styles. Methods: We conducted various correlational analysis (using Pearson r) with a sample of 881 college students between the different parenting styles, self-injurious behavior and intent of receiving tattoo. Results: Parental behaviors (such as maternal control) correlate both with receiving tattoo and with certain self-injurious behaviors. Parental love (of both parents), on the other hand, is a protective factor since it correlates negatively with this type of self-harm behavior. The clearest information lies in the positive correlation between parental negligence (and therefore, lack of attention) with self-injurious behaviors. Conclusions: Our study concludes that drawing attention is an inherent factor in self-injurious behavior, although it is only one of many factors(AU)

Parental styles in the process of raising children with disruptive disorders / Estilos parentales en el proceso de crianza de niños con trastornos disruptivos

RESUMEN El presente artículo aborda desde el concepto de estilos parentales la función de crianza de los padres que tienen hijos con trastornos disruptivos, tema enmarcado dentro de un proyecto de investigación que tuvo por objetivo evaluar la efectividad de un programa de intervención neuropsicológico y psicosocial de niños con diagnóstico de trastornos comportamentales entre 9 y 12 años. Se empleó una metodología fenomenológica desde un enfoque cualitativo. Entre los resultados, sobresalen la relación entre el fortalecimiento de los estilos parentales, desde una autoridad y afecto firmes, y un desarrollo emocional y social más estable en sus hijos. En conclusión, los comportamientos disruptivos se agravan por causa de estilos parentales ambivalentes, permisivos o autoritarios.

ABSTRACT The present article discusses from the concept of parenting styles the parenting function of parents who have children with disruptive disorders, a topic framed within a research project that aimed to evaluate the effectiveness of a program of neuropsychological and psychosocial intervention of children with Diagnosis of behavioral disorders, between 9 and 12 years. A phenomenological methodology was used from a qualitative approach. The results highlight the relationship between strengthening parenting styles, from firm authority and affection, and more stable emotional and social development in their children. In conclusion, disruptive behaviors are aggravated by ambivalent, permissive and/or authoritarian parental styles.

Estilos parentales y estrategias de afrontamiento en pacientes con hipotiroidismo congénito detectado y tratado en forma temprana / Parenting styles and coping strategies among patients with early detected and treated congenital hypothyroidism

El hipotiroidismo congénito (HC) como enfermedad crónica impacta en la vinculación padres-hijo y en recursos del niño para afrontar situaciones conflictivas. Objetivos. Describir estilos parentales desde la percepción del hijo con HC y sus estrategias de afrontamiento. Población y métodos. Niños de entre 9 y 10 años con HC detectado por pesquisa neonatal y adecuadamente tratado y un grupo sin HC (grupo control). Se utilizó el cuestionario argentino de afrontamiento y la escala argentina de percepción de la relación con los padres y el subtest comprensión de la Wechsler Intelligence Scale for Children III (WISC III). Se compararon los resultados con el análisis multivariante de la varianza (multivariate analysis of variance; MANOVA, por sus siglas en inglés). Resultados. Se incluyeron 60 niños con HC; percibían a su madre con una modalidad de control estricto y a su padre con más aceptación. Buscaban mayor apoyo y se paralizaban más ante situaciones conflictivas que los 60 niños sin patología. Conclusión. Estos hallazgos podrían asociarse a mayor dependencia. Deben considerarse en la atención del HC.

Congenital hypothyroidism (CH), as any chronic disease, has an impact on the parent-child relationship and on the child's resources to cope with conflicting situations. Objectives. To describe parenting styles according to the perception of children with CH and their coping strategies. Population and methods. Children aged 9-10 years who had CH detected by newborn screening and had received adequate treatment and a group without CH (control group). The Argentine Coping Questionnaire, the Argentine Scale for the Perception of Parent Relations, and the comprehension subtest of the Wechsler Intelligence Scale for Children III (WISC III) were used. Results were compared using a multivariate analysis of variance (MANOVA). Results. Sixty children with CH were included; they perceived that their mothers exercised a strict control and that their fathers showed more acceptance. They sought more support and became paralyzed more often in conflicting situations than the 60 children without CH. Conclusion. These findings may be associated with a higher level of dependence. They should be taken into consideration in CH care.

Escala de congruência entre pais e filhos sobre escolha profissional: adaptação e propriedades psicométricas / Congruence scale between parents and children about professional choice: adaptation and psychometric properties / Escala de congruencia entre padres e hijos sobre elección profesional: adaptación y propiedades psicométricas

Este estudo tem como objetivo apresentar a adaptação e propriedades psicométricas da The Adolescent-Parent Career Congruence Scale para uma amostra brasileira. Na primeira etapa, ocorreu a tradução, retrotradução, análise de juízes, estudo piloto, nova retrotradução e revisão pelos autores originais. Na segunda etapa, participaram 292 estudantes de escolas públicas e particulares de Minas Gerais, sendo 61,6% do sexo masculino, com idade média de 15,7 anos. Os resultados confirmaram a estrutura fatorial da escala com índices de precisão adequados. Além disso, são apresentadas as evidências de validade na relação com outras variáveis utilizando a Escala de Responsividade e Exigência Parentais. Verificou-se que a versão adaptada apresenta evidências de validade e fidedignidade sendo adequada para utilização no contexto brasileiro.

This study aims to present the adaptation and psychometric properties of The Adolescent-Parent Career Congruence Scale for a Brazilian sample. In the first stage, there was the translation, back-translation, analysis of judges, pilot study, new back-translation and revision by the original authors. In the second stage, 292 students from Minas Gerais public and private schools participated, being 61.6% male, with an average age of 15.7 years. The results confirmed the factorial structure of the scale with adequate precision indexes. In addition, evidence of validity in relation to other variables is presented using the Parental Responsibility and Demand Scale. It was verified that the adapted version presents evidences of validity and reliability being suitable for use in the Brazilian context.

Este estudio tiene como objetivo presentar la adaptación y propiedades psicométricas de The Adolescent-Parent Career Congruence Scale en una muestra brasileña. En la primera etapa, se realizó la traducción, retrotraducción, análisis de jueces, estudio piloto, nueva retrotraducción y revisión por los autores originales. En la segunda etapa, participaron 292 estudiantes de escuelas públicas y privadas de Minas Gerais, siendo 61,6% del sexo masculino, con una edad promedio de 15,7 años. Los resultados confirmaron la estructura factorial de la escala con índices de precisión adecuados. Además, se presentaron evidencias de validez en la relación con otras variables utilizando la Escala de Responsividad y Exigencia Parentales. Se verificó que la versión adaptada presenta evidencias de validez y fidedignidad, siendo adecuada para su uso en el contexto brasileño.

Carreira e bem-estar subjetivo no ensino superior: Determinantes pessoais e situacionais / Career and subjective well-being in higher education: personal and situational determinants / Carrera y bienestar subjetivo en la ensenanza superior: determinantes personales y contextuales

No modelo de Bem-Estar de Lent e Brown de 2006, é analisada a relação entre bem-estar subjectivo e carreira, considerando variáveis pessoais, educacionais e contextuais. Os participantes são 255 estudantes de Psicologia (52%) e Saúde (48%) (média etária 20,40; 86% mulheres) que responderam às Escalas Satisfação na Carreira, Autoeficácia Geral, Desenvolvimento e Bem-Estar, Exigência e Responsividade Parental, Big Five-10 e Adaptação ao Ensino Superior. Os resultados da regressão múltipla linear mostram como preditores de bem-estar: satisfação na carreira, percepção dos factores pessoais de ajustamento ao curso, autoeficácia, percepção de responsividade materna, extroversão e amabilidade. Esta pesquisa identifica dimensões contributivas do bem-estar dos estudantes, que são significativas na intervenção, e esclarece o significado da carreira no âmbito da Psicologia Positiva.

In the 2006 Lent and Brown Well-being model, the relationship between subjective well-being and career is analyzed, considering personal, educational and contextual variables. The participants were 255 students of Psychology (52%) and Health (48%) (average age 20.40, 86% women) who responded to the Career Satisfaction, General Self-Efficacy, Development and Well-Being, Parental Responsibility and Demanding, Big Five-10 and Adaptation to Higher Education Scales. The results of the linear multiple regression show as predictors of well-being: career satisfaction, perception of the personal factors of course adjustment, self-efficacy, perception of maternal responsibility, extroversion and kindness. This research identifies contributory dimensions of student well-being, which are significant in intervention, and clarifies the meaning of the career in the field of Positive Psychology.

En el modelo de Bienestar de Lent y Brown de 2006, se analiza la relación entre bienestar subjetivo y carrera, considerando variables personales, educativas y contextuales. Los participantes fueron 255 estudiantes de Psicologia (52%) y Salud (48%) (promedio de edad 20.40, 86% mujeres), que respondieron las Escalas de Satisfacción en la Carrera, Autoeficacia General, Desarrollo y Bienestar, Exigencia y Responsividad Parental, Big Five-10 y adaptación a la ensenanza superior. Los resultados de la regresión multiple lineal muestran como predictores de bienestar: satisfacción en la carrera, percepción de los factores personales de ajuste al curso, autoeficacia, percepción de la responsividad materna, extroversión y amabilidad. La investigación identifica dimensiones contributivas del bienestar de los estudiantes que son significativas en la intervención y aclara el significado de la carrera en el ámbito de la Psicologia Positiva.

Estilos parentales y su relación con la obesidad en niños de 2 a 8 años de edad / Parenting styles and their relation with obesity in children ages 2 to 8 years

El estilo de autoridad de los padres es un factor relevante a investigar cuando existe obesidad infantil. Por tanto, un primer objetivo de este estudio fue describir las características de los estilos parentales (EP) que utilizan madres de niños con obesidad vs. madres de niños con normopeso; y el segundo fue comparar los EP intragrupo, según escolaridad, ocupación y condición de pareja de la madre. Participaron 58 madres, con hijos de entre dos y ocho años de edad, divididas en dos grupos, de acuerdo con la condición de peso corporal de sus hijos: obesidad vs. normopeso. Las participantes completaron una versión adaptada y validada para población mexicana del Cuestionario de Dimensiones y Estilos Parentales. No se encontraron diferencias significativas entre los grupos en cuanto a los EP; sin embargo, las madres de niños con normopeso que viven con su pareja y permanecen en el hogar utilizan con mayor frecuencia el estilo autoritativo. Las comparaciones según el nivel educativo no arrojaron diferencias significativas en la frecuencia de utilización de los EP evaluados. Se discuten, por un lado, el papel que juega la cultura como determinante de los EP, y, por otro lado, la capacidad analítica de las categorías de EP evaluados.

The authority style of parents is an important factor to investigate in children with obesity. Therefore the first objective of this study was to describe parenting style (PS) features of mothers with children diagnosed with obesity vs. mothers with normal weight children. The second objective was to compare PS intergroup by educational level, occupation and marital status. A total of 58 mothers with their children aged among two to eight years were divided into two groups according to their children's bodyweight condition: obesity vs. normal weight. Participants completed the Parental Styles Dimensions Questionnaire, this instrument was adapted and validated for Mexican population. Non-statistical differences between groups were found in PS; however mothers of children with normal weight who live with their partner and are housewives use more often the authoritative style. Comparisons between educational level were non statistical different in the frequency of any on the PS assessed. It is discussed, on the one hand, the role of culture as determinant of PS, and on the other hand, the analytical capacity of the categories of all PS evaluated.