Ruptura de parella e estilos parentais percibidos polos fillos/as

Abstract

[GL] É a familia o noso principal contexto de socialización e coñecemento, e son os pais os seus principales protagonistas. Un cambio na estructura así como na relación destos ten diversas consecuencias, tanto para os proxenitores como para os estilos parentais que estos levan a cabo e, por suposto, para os fillos e fillas. Por iso estimamos importante estudiar como afecta o divorcio ós estilos parentais, analizando as diferencias que se dan entre proxenitores divorciados e proxenitores pertencentes a unha familia intacta. Para esta investigación empleouse unha metodoloxía de tipo descriptiva e os participantes son todos nenos e nenas de entre 12 e 18 anos de tres colexios galegos, IES Ames, IES Milladoiro e IES Ourense-Carballiño pertencentes tanto a familias intactas como a familias que experimentaron a ruptura. Puidemos atopar que, según a percepción dos fillos e fillas, existen discrepancias entre os estilos educativos que levan a cabo as familias intactas e as que experimentaron ruptura de parella. Estas aprencianse nas variables: diálogo nai, displicencia pai, coerción física nai, coerción física pai, coerción física nai, privación nai, coerción verbal pai, coerción verbal nai así como entre as puntuacións globais aceptación/implicación e coerción/imposición tanto paterna como materna.

[EN] It is the family our main context of socialization and knowledge, and are the parents their main protagonists. A change in the structure as well as in the relation of these has diverse consequences, for both the parents and the parental styles that they carry out and, of course, for the children. That is why we consider it important to study how divorce affects parental styles, analyzing the differences between divorced parents and parents belonging to an intact family. A descriptive methodology was used for this research and the participants are all boys and girls from 12 to 18 years old from three Galician schools, IES Ames, IES Milladoiro and IES Ourense-Carballiño belonging to both intact families and families that experienced the break . We found that, depending on the perception of the children, there are discrepancies between the educational styles carried out by intact families and those who experienced a couple break. They learn from the variables: mother dialogue, father's disability, physical coercion, mother's physical coercion, physical coercion mother, mother deprivation, verbal father coercion, verbal coercion as well as between global acceptance / implication and coercion / imposition both paternal and maternal .