El temperamento infantil como modulador del estrés y estilos educativos parentales en familias de niños con necesidades de atención temprana

Zusammenfassung

This study examines the relationship between the temperamental traits of the child with Early Childhood needs, those of their parents, their influence on family stress and parenting styles. This aim was possible from the analysis of the temperamental traits of the child with Early Childhood needs and those of their parents through questionnaires completed by the parents. In addition, we assessed the degree of parental anxiety that arose in the family system, resulting from the upbringing of a child with Early Childhood needs. Finally, information was collected from questionnaires administered to the primary caregivers who assessed the educational styles by parents. From the data collected, we analyzed the correlation between the study variables, as well as the degree of influence between them. We calculated the Kolmogorov-Smirnov test in order to assess whether the data obtained had a normal distribution. Reliability analyzes were carried out using the Cronbach Alpha coefficient. The normal distribution of the data and the equality of variances allowed assuming the criteria for the analysis by means of the parametric tests T (Student&apos;s) or the Pearson&apos;s correlation. However, for the data that did not present a normal distribution (z <.05), it was necessary to resort to non-parametric tests: U-Mann-Whitney or Spearman&apos;s correlation. It was found that levels of stress generated in the familiar environment predict the educational styles manifested by the primary caregivers. At the same time, the degree of stress experienced in the family system was also a variable that allowed paternal temperament to be predicted. Thus, parents who did not experience a sense of closeness to their child scored lower on Extroversion. The perception of competence to child care allowed predicting the paternal ability to self-manage their behavior and their socially development. Parents who conceived themselves as more incompetent had more difficulty focusing their attention. The absence of an affective bond with the child influenced the ability to self-manage paternal behavior. In this way, as the feeling of decoupling increased, the ability to inhibit unwanted behaviors decreased. Results showed that the intervention should start from a positive vision of the family from the Early Childhood Centers, where families were protagonists, enabling them to increase their commitment and involvement and diminish the malaise that the raising of a child with Early Childhood needs brings them. Raising a child with a disability or developmental delay tests the family&apos;s ability to adapt to a potentially stressful situation. The anxiety that is generated between the parents, usually determines the exercise of paternity (educational styles). Hence, traditional interventions, focused on the idiosyncrasy of the child, should give way to a philosophy of intervention centered on the family. An ecological intervention, taking care of the family environment so that parents feel competent to face the difficulties that the day to day entails, achieving their autonomy. These family-centered practices are closely related to the loss of the stress experienced by the parents, as a consequence of the feeling of self-competence towards the upbringing.