Estilos de crianza y su influencia en el desarrollo socio emocional de un estudiante con discapacidad intelectual grave

Abstract

Parenting styles are a predominant factor for building social and emotional skills since the home is considered the first place for an integral forming. Nevertheless, people with intellectual disabilities have problems when identifying, understanding, and expressing their emotions, so as interacting with other people in daily life. For this reason, to work out this research, we have chosen the case of one 11 years old student from Escuela de Educación General Básica “Augusta Mora de Franco”, placed in Machala city. This student has a severe intellectual disability and this situation reflects the student's social emotional state is variant; sometimes he presents defiant behavior evidencing shortcomings in the main skills such as self-control, self-knowledge, and problem solving. This situation has carried out us to delimitate the following working out question: What influence do the breeding styles have on social-emotional development in one severe intellectual disability student? In such a way, it has been proposed as an objective to analyze the influence of parenting styles on the socio-emotional development of a student with a severe intellectual disability. As an epistemological foundation, the family systemic approach, which highlights the importance of the family system and the uniqueness of each home, was used, emphasizing the contribution of the parental style to the development of the individual. The methodological process was carried out through a qualitative paradigm with a correlational scope to measure the relationship between the two categories of analysis: parenting styles and socio-emotional development. The instruments applied for this research were the structured family interview where the permissiveness of the mother, the rigid control of the father, and the little interaction of the younger boy with the other people in his environment was highlighted; then there is an observation guide in which shyness was perceived and complications in the identification of emotions. Finally, the test was developed to measure the five areas of socio-emotional development: socialization in interpersonal relationships, self-esteem, problem-solving adaptability, optimism, and emotion management. After interpreting, the results obtained during the application of the data collection instrument It was obtained the conclusion that parenting styles play a fundamental role in the cognitive, emotional, and social development of children since they are the daily habits and actions that fathers and mothers manifest to the demands of children. That is 8 how it was determined that the parenting styles that predominate in the intellectual disability child’s family are the permissive and authoritarian styles, which are characterized by being inadequate in facing suitable socio-emotional development. Moreover, it was proved that there is a relationship between parenting style and socio emotional development, which influences students with severe intellectual disabilities. Since the problems that occur in the family, and the education that he receives at home affects his development in the social field, the progress of proactive behaviors and the correct modulation of the emotions being the intellectual disability he has an element that intervenes to receive, process and identify what happens outside. At the end of the approach to the case study of the research about parenting styles and socio-emotional development, it is estimated as recommendations to follow up on the research through the application of other psycho-pedagogical tools to obtain new data that are relevant to the study of the case. Therefore, with the categories of analysis, use a mixed-type research approach to approach the intellectual disability from another perspective, making use of new scientific contributions as a theoretical foundation for the construction of a research project about the home, opening up family communication and dialogue, establish limits, and allow the child to comply with the established schedules or routines. In the classroom context, organize group activities that promote the atmosphere of school integration and collective participation and work with professionals to develop socio-emotional areas, such as assertiveness, empathy, and assertive communication in the student through practical exercises that are simple to execute.