Coparentalidade, parentalidade e sintomas de externalização e internalização em crianças em idade pré-escolar
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2014
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A presente dissertação foi orientada por uma perspectiva da Psicopatologia do Desenvolvimento dos Sistemas Familiares e pelo Modelo Ecológico da Coparentalidade de Feinberg (2003). Objetivo: A presente dissertação de mestrado pretendeu responder a dois objetivos. (1) Identificar diferenças nas variáveis parentais e coparentais em função da severidade dos sintomas de externalização (problemas de comportamentos e hiperatividade) em crianças em idade pré-escolar e (2) testar diferenças nas variáveis parentais e coparentais em função da severidade dos sintomas de internalização (problemas emocionais e problemas com os pares). Método: Um design transversal foi implementado para a recolha de dados. A amostra total foi composta por 61 pais da comunidade, que foram avaliados ao nível das dimensões da coparentalidade, parentalidade positiva, parentalidade inconsistente e ajustamento psicológico dos filhos. O protocolo de avaliação foi preenchido em casa pelos participantes e entregue em envelope selado aos educadores da instituição de ensino onde foram recolhidos os dados. Resultados: No objetivo 1 foram encontradas diferenças estatisticamente significativas entre os grupos de sintomas de externalização nas variáveis parentais e coparentais. Mais concretamente (a) nos problemas de comportamento, os pais com crianças com valores acima do valor médio apresentaram menor parentalidade positiva, (b) nos problemas de hiperatividade, os pais com crianças com valores acima do valor normativo apresentaram resultados inferiores em algumas dimensões da coparentalidade, no entanto, nenhuma diferença na parentalidade positiva e parentalidade inconsistente foram encontradas. No objectivo 2 foram igualmente encontradas diferenças estatisticamente significativas entre as crianças nos grupos de sintomas de internalização nas variáveis consideradas em que (a) os pais do grupo das crianças com pontuação não-normativa relataram maiores valores de sabotagem coparental e exposição ao conflito e menores valores de acordo coparental, suporte coparental, proximidade coparental e acordo coparental; b) nos problemas com os pares, os pais com crianças com valores clínicos nesta dimensão revelaram menor suporte coparental, acordo coparental, proximidade coparental e promoção/apoio coparental do que os pais com crianças nos restantes grupos de significância clínica (e.g., grupo normativo e grupo limítrofe); (c) não foram encontradas diferenças na parentalidade positiva e parentalidade inconsistente entre os grupos com diferentes níveis de internalização. Discussão: Os resultados apresentados parecem sugerir que algumas dimensões da coparentalidade parecem estar associadas à emergência de externalização e internalização em crianças em idade pré-escolar, sendo que, no entanto, os dados parecem apontar para que, nesta faixa etária, poderá não ser ainda possível estabelecer uma relação especializada entre diferentes dimensões da coparentalidade e a emergência de sintomas específicos de internalização e externalização, à luz do que investigação prévia já tinha sugerido.
This dissertation was guided by a perspective of Developmental Psychopathology of Family Systems and by the coparenting Feinberg Ecological Model (2003). Objectives: This dissertation aims to provide answers to two goals. (1) Identify differences in parental and coparenting variables in terms of externalizating symptoms (behaviour problems and hyperactivity) in children of preschool age and (2) to test differences in parental and coparenting variables in terms of internalizating symptoms (emotional problems and problems with peers). Method: A cross-sectional design was implemented for collecting data. The total sample consisted of 62 community parents who were assessed at the level of the dimensions of coparenting, positive parenting, inconsistent parenting and psychological adjustment of their children. The assessment protocol was completed by participants at home and delivered in sealed envelopes to the educators of the educational institution where data were collected. Results: Aim 1: significant differences were found between the groups in parental externalizing symptoms and coparenting variables. More specifically (a) in behaviour problems, parents with children with values above the average-value showed less positive parenting, (b) in problems of hyperactivity, parents with children with values above the normative value showed lower results in some dimensions of coparenting, however, no difference in positive parenting and inconsistent parenting were found. At goal 2 were also found statistically significant differences between children in groups of internalizing symptoms in the variables considered in which (a) the parents of the group of children with non-normative scores reported higher values of coparenting undermining and exposure to conflict and lower values of coparenting agreement, coparenting support, coparenting proximity and coparenting agreement; b) in problems with peers, parents with children with clinical values in this dimension revealed lower coparenting support, coparenting agreement, coparenting proximity and promotion/coparenting support than parents with children in the other groups of clinical significance (ie, normative group and borderline group); (c) no differences were found in positive parenting and inconsistent parenting among groups with different levels of internalizing symptoms. Discussion: The results seem to suggest that some dimensions of coparenting may be associated with emergence of internalization and externalization in children of preschool age, however, the data seem to indicate that at this age group may not yet be possible to establish a specialized relationship between different dimensions of coparenting and the emergence of specific symptoms of internalization and externalization problems, according to what previous research had suggested.
This dissertation was guided by a perspective of Developmental Psychopathology of Family Systems and by the coparenting Feinberg Ecological Model (2003). Objectives: This dissertation aims to provide answers to two goals. (1) Identify differences in parental and coparenting variables in terms of externalizating symptoms (behaviour problems and hyperactivity) in children of preschool age and (2) to test differences in parental and coparenting variables in terms of internalizating symptoms (emotional problems and problems with peers). Method: A cross-sectional design was implemented for collecting data. The total sample consisted of 62 community parents who were assessed at the level of the dimensions of coparenting, positive parenting, inconsistent parenting and psychological adjustment of their children. The assessment protocol was completed by participants at home and delivered in sealed envelopes to the educators of the educational institution where data were collected. Results: Aim 1: significant differences were found between the groups in parental externalizing symptoms and coparenting variables. More specifically (a) in behaviour problems, parents with children with values above the average-value showed less positive parenting, (b) in problems of hyperactivity, parents with children with values above the normative value showed lower results in some dimensions of coparenting, however, no difference in positive parenting and inconsistent parenting were found. At goal 2 were also found statistically significant differences between children in groups of internalizing symptoms in the variables considered in which (a) the parents of the group of children with non-normative scores reported higher values of coparenting undermining and exposure to conflict and lower values of coparenting agreement, coparenting support, coparenting proximity and coparenting agreement; b) in problems with peers, parents with children with clinical values in this dimension revealed lower coparenting support, coparenting agreement, coparenting proximity and promotion/coparenting support than parents with children in the other groups of clinical significance (ie, normative group and borderline group); (c) no differences were found in positive parenting and inconsistent parenting among groups with different levels of internalizing symptoms. Discussion: The results seem to suggest that some dimensions of coparenting may be associated with emergence of internalization and externalization in children of preschool age, however, the data seem to indicate that at this age group may not yet be possible to establish a specialized relationship between different dimensions of coparenting and the emergence of specific symptoms of internalization and externalization problems, according to what previous research had suggested.
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Orientação: Diogo Jorge Pereira do Vale Lamela da Silva
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MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, INTERNALIZAÇÃO, INTERNALIZATION, EXTERNALIZAÇÃO, EXTERNALIZATION, IDADE PRÉ-ESCOLAR, PRESCHOOL AGE, PARENTALIDADE, PARENTHOOD, CRIANÇAS, CHILDREN, PSICOLOGIA, PSYCHOLOGY