A arte de educar: esquemas iniciais desadaptativos e habilidades sociais educativas parentais

Abstract

Different parental characteristics can be inferred in the education skills in relation to their children, as well as their deeper schemes of interpretation on practices of educating. In this regard, this thesis is comprised of two empirical studies on the Early Maladaptive Schemas (EMS) and Parental Social Educational Skills (P-SES). The participants were 154 parents (46 fathers and 108 mothers) living in the metropolitan area of Porto Alegre, Brazil. A questionnaire of sociodemographic data, the Jeffrey Young Schema Inventory and the Social Educational Skills Inventory for parents of Del Prette and Del Prette were utilized in both studies. The first article aimed at describing and identifying associations between the domains of EMS and P-SES. Results indicated that some EMS correlated with P-SES (affection and attention, inducing disciplines and organizing educational conditions). The second study aimed to compare EMS and P-SES between mothers and fathers. Mothers presented more skills in communication and limits. In addition, they showed greater EMS activation than fathers, which can influence maternal skills in educating and stimulating children. This outcomes can promote reflections in the clinical context of parental training interventions, which aim to lower EMS parental activation as a prevention of educational stimuli in children.