Estilos Educativos Parentais e Autocompaix?o: a perce??o dos pais

• Autor(a) principal: Gaspar, Rita Daniela Domingues
• Data de Publicação: 2014
• Outros Autores: Marques, Mariana (Orientadora), Castilho, Paula (Coorientadora)
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://repositorio.ismt.pt/handle/123456789/921
• topic: Estilos educativos parentais - Parental educative standards; Autocompaix?o - Self-compassion; Perce??o - Perception; Sintomas depressivos - Depressive symptoms; Sintomas ansiosos - Anxiety symptoms

Introdu??o: A literatura tem mostrado que n?veis mais elevados de autocompaix?o trazem benef?cios na esfera pessoal e social do indiv?duo. Adicionalmente, os estilos educativos parentais positivos parecem diminuir o risco de psicopatologia, o que parece interligar-se com n?veis mais elevados de autocompaix?o. S?o nossos objetivos avaliar, numa amostra de pais, a sua perce??o sobre os seus estilos educativos parentais e seus n?veis de autocompaix?o, explorando eventuais associa??es entre estas vari?veis. N?o deixaremos de testar a associa??o entre estas vari?veis e diferentes vari?veis sociodemogr?ficas. Em fun??o dos resultados, an?lises preditivas explorar?o que dimens?es da autocompaix?o e que vari?veis sociodemogr?ficas predizem os estilos educativos parentais (controlando sintomas depressivos, ansiosos e de stresse). Metodologia: A amostra ? constitu?da por 114 sujeitos da popula??o em geral cujo filho mais novo tem entre 6 e 20 anos, sendo constitu?da na sua maioria pelo sexo feminino (n = 82; 71,9%). A m?dia de idades ? 41,3 anos (DP = 6,29). Os sujeitos preencheram um question?rio sociodemogr?fico, a SELFCS (escala da autocompaix?o), o EMBU-P (Mem?rias de Inf?nciaPais) e a DASS-21 (Escala da ansiedade, stress e depress?o). Resultados: Encontraram-se correla??es entre as principais escalas: as dimens?es calor_compreens?o, condi??o humana e mindfulness correlacionaram-se positivamente com o suporte emocional. J? a sobreidentifica??o e o isolamento correlacionaram-se positivamente com a rejei??o e a tentativa de controlo. Algumas vari?veis sociodemogr?ficas (e.g. a escolaridade) e as dimens?es da autocompaix?o (positivas/negativas) referidas foram preditoras da perce??o que os pais t?m dos estilos educativos parentais (suporte emocional vs. rejei??o/tentativa de controlo). Conclus?o: Pais com n?veis mais elevados de autocompaix?o (positiva) apresentam n?veis mais elevados de suporte emocional e pais com n?veis maiores em dimens?es mais negativas de autocompaix?o revelam n?veis mais elevados de rejei??o e de tentativa de controlo. Os dados sugerem crian?as ?bem-amadas? (que desenvolver?o, ent?o, n?veis elevados de autocompaix?o) se tornar?o adultos ?bem resolvidos? que, enquanto pais, apresentar?o estilos educativos parentais ?positivos?. As implica??es, nomeadamente terap?uticas, s?o discutidas pela autora. / Introduction: Nowadays, psychology has been showing particular interest in self-compassion, concept which is, slowly, being introduced on the occidental culture. It?s believed that higher levels of self-compassion bring in benefits for the personal and social sphere of the individual, and it?s on this precise matter that this study is set. More and more literature has shown that positive parental educative standards decrease the risk of psychopathology and somehow that seems being related with higher levels of self-compassion. Hereby is pretended to identify, in a dimensional way, the parental educative standards by the parents when there are higher or lower levels of self-compassion. Methodology: The experimentation is composed by 114 individuals from the general population whose youngest child is between 6 and 20 years old, being the majority made up by the female genre (n = 82; 71,9%). The age?s average is 41,3 years old (ST = 6,29) with a variation of 26 to 54 years old. The respondents were asked to fill an inquiry which was divided by a sociodemographic survey and the needed scales in order to formulate this study: SELFCS (self-compassion scale) EMBU-P (Childhood Memories) and DASS-21 (Anxiety, stress and depression scale). The inquiry was asked to fill through an informed consent. Results: Matching our study?s main goals, correlations were found between the main scales that were used. Dimensions such as comprehension heating, human condition and mindfulness showed positive correlations with the emotional support. Parents with a high level of comprehension heating, human condition and mindfulness are guessed to be parents who will show higher levels of emotional support. Despite these parents, the study revealed that parents who show high levels of over identity and loneliness come up with high levels of rejection and control attempt. Even though being this a cross sectional study, some sociodemographic varieties and the self-compassion dimensions (positive and negative) seem to predict the parents? perception of the parental educative standards embraced to teach their children. Conclusion/discussion: Even though there are correlations between the main variables of our study, that shows a link between parental educative standards and self-compassion, suggesting that children who are dearly loved will become ?well resolved? making this whole experience a cycle, we should have in mind that when adults, we have the ability of re-build childhood memories in accordance to our own personality and the perception that we have from each other.