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Advisor(s)
Abstract(s)
Existe pouca investigação sobre como os pais ajudam as crianças a adquirir o
controlo dos esfíncteres. Alguns estudos sugerem mudanças na idade e práticas usadas.
Independentemente destas mudanças, a aquisição do controlo dos esfíncteres é um
processo influenciado por diversos fatores relacionados com a criança, com os pais, e
com o contexto. Este estudo visou explorar crenças, práticas e experiência de pais, durante
o processo de aprendizagem do controlo dos esfíncteres/desfralde, e a relação entre
dimensões da criança, dos pais e do contexto com indicadores de sucesso desse processo.
Desenvolvemos instrumentos para avaliar: idade de início e fim dos desfraldes,
diurno e noturno; crenças parentais sobre causas e consequências das dificuldades no
desfralde; reconhecimento dos indicadores de prontidão; estratégias consideradas
úteis/adequadas; se procuraram informação sobre o tema; respostas para lidar com
“acidentes”; dificuldade e exigência atribuídas pelos pais ao desfralde diurno e noturno;
e emoções parentais. Avaliou-se também o temperamento e autonomia da criança e a
regulação emocional parental. O protocolo foi divulgado online e em papel por
intermédio de jardins de infância.
A amostra final ficou constituída por 91 pais de crianças entre os 3 e os 6 anos. A
maioria identificou corretamente sinais de prontidão, destacando os relacionados com a
preparação da criança. Os participantes concordam mais com estratégias de estrutura,
reforço e promoção da autorregulação para ensinar a criança, e estratégias de promoção
de autorregulação para lidar com acidentes. Atribuem a principal causa das dificuldades
ao uso de estratégias punitivas, e consideram como principal consequência o impacto
socio-emocional para a criança. O desfralde diurno durou 5 meses e o noturno 3 meses,
aproximadamente. Os pais percecionaram níveis de dificuldade e exigência reduzidos e
as emoções positivas foram mais frequentemente consideradas. Entre os fatores que
conduziram os pais a iniciar o processo de aprendizagem, o interesse da própria criança
no desfralde foi mais considerado. Consistentemente com as crenças expressas, os pais
utilizaram mais estratégias de estrutura, reforço e autorregulação. Dos 50,5% pais que
procuraram/receberam informação, a maior parte obteve-a de pediatras e da internet. Os
indicadores de desfralde bem-sucedido (duração dos processos diurno e noturno; níveis
de exigência e dificuldade; emoções positivas e negativas), associaram-se com a perceção
de autonomia na alimentação, reconhecimento de fatores de prontidão, regulação
emocional parental, e práticas positivas.
Os resultados apontam para um processo de desfralde bastante positivo, sugerindo
que a maioria dos pais tem conhecimentos e sensibilidade para acompanhar os filhos nesta
transição. No entanto, alguns pais mostraram pouca sensibilidade aos indicadores de
prontidão, tendência para valorizar e usar práticas ineficazes ou negativas e
percecionaram esta situação como exigente, difícil e associada a emoções negativas.
Médicos, enfermeiros, educadores e psicólogos devem promover crenças e
práticas positivas, informando atempadamente os pais e apoiando os que mostram
maiores dificuldades. No futuro, será importante recolher uma amostra maior e mais
diversificada e desenvolver instrumentos mais robustos.
There is little research related to how parents help children acquire sphincter control. Some studies suggest changes in age and practices used. Regardless of these changes, the acquisition of sphincter control is a process influenced by several factors related to the child, the parents, and the context. This study aimed to explore parents' beliefs, practices, and experience, during toilet training, and the relationship between dimensions of the child, parents, and context with indicators of success in this process. We developed instruments to assess: age of starting and ending daytime and nighttime toilet training; parental beliefs about causes and consequences of difficulties in toilet training; recognition of readiness indicators; strategies considered useful/appropriate; whether information was sought on the subject; how to deal with “accidents”; difficulty and demand assigned by parents to day and night toilet training; and parental emotions. The child's temperament and autonomy and parental emotional regulation were also evaluated. The protocol was disseminated online and in printed format, through kindergartens. The final sample included 91 parents of children between 3 and 6 years old. Most parents identified readiness factors correctly, and they especially agreed with factors related to the child's own readiness. Participants agreed more with structure, reinforcement, and self-regulation promotion strategies to teach the child, and selfregulation promotion strategies to deal with accidents. They considered the main cause of difficulties was using punitive strategies, and the main consequence was the socioemotional impact on the child. Daytime control lasted 5 months and nighttime control 3 months, approximately. Parents perceived reduced levels of difficulty and demandingness and positive emotions were frequently considered. As for the factors that led parents to start the learning process, the child's own interest in toilet training was the most valued. Consistent with expressed beliefs, parents used structure, reinforcement, and selfregulation strategies more frequently. Most of the 50.5% of parents who received information before starting the learning process, obtained it from pediatricians and internet. The indicators of successful toilet training (duration of the day and night processes; levels of demandingness and difficulty; positive and negative emotions) were associated with the perception of autonomy in feeding, recognition of readiness factors, parental emotional regulation, and positive practices. The results point to a process described by parents as quite positive, suggesting that most parents have the knowledge and sensitivity to accompany their children in this transition. However, some parents show little sensitivity to readiness indicators, tended to value and use ineffective or negative practices, and experienced this situation as demanding, difficult, and associated with negative emotions. Doctors, nurses, kindergarten teachers, and psychologists must promote more positive beliefs and practices, informing parents in a timely manner and supporting those who show greater difficulties. In the future, it will be important to collect a larger and more diverse sample and develop more robust instruments.
There is little research related to how parents help children acquire sphincter control. Some studies suggest changes in age and practices used. Regardless of these changes, the acquisition of sphincter control is a process influenced by several factors related to the child, the parents, and the context. This study aimed to explore parents' beliefs, practices, and experience, during toilet training, and the relationship between dimensions of the child, parents, and context with indicators of success in this process. We developed instruments to assess: age of starting and ending daytime and nighttime toilet training; parental beliefs about causes and consequences of difficulties in toilet training; recognition of readiness indicators; strategies considered useful/appropriate; whether information was sought on the subject; how to deal with “accidents”; difficulty and demand assigned by parents to day and night toilet training; and parental emotions. The child's temperament and autonomy and parental emotional regulation were also evaluated. The protocol was disseminated online and in printed format, through kindergartens. The final sample included 91 parents of children between 3 and 6 years old. Most parents identified readiness factors correctly, and they especially agreed with factors related to the child's own readiness. Participants agreed more with structure, reinforcement, and self-regulation promotion strategies to teach the child, and selfregulation promotion strategies to deal with accidents. They considered the main cause of difficulties was using punitive strategies, and the main consequence was the socioemotional impact on the child. Daytime control lasted 5 months and nighttime control 3 months, approximately. Parents perceived reduced levels of difficulty and demandingness and positive emotions were frequently considered. As for the factors that led parents to start the learning process, the child's own interest in toilet training was the most valued. Consistent with expressed beliefs, parents used structure, reinforcement, and selfregulation strategies more frequently. Most of the 50.5% of parents who received information before starting the learning process, obtained it from pediatricians and internet. The indicators of successful toilet training (duration of the day and night processes; levels of demandingness and difficulty; positive and negative emotions) were associated with the perception of autonomy in feeding, recognition of readiness factors, parental emotional regulation, and positive practices. The results point to a process described by parents as quite positive, suggesting that most parents have the knowledge and sensitivity to accompany their children in this transition. However, some parents show little sensitivity to readiness indicators, tended to value and use ineffective or negative practices, and experienced this situation as demanding, difficult, and associated with negative emotions. Doctors, nurses, kindergarten teachers, and psychologists must promote more positive beliefs and practices, informing parents in a timely manner and supporting those who show greater difficulties. In the future, it will be important to collect a larger and more diverse sample and develop more robust instruments.
Description
Dissertação de mestrado, Psicopatologia do Desenvolvimento da Criança e do Adolescente – Prevenção e Intervenção, 2023, Universidade de Lisboa, Faculdade de Psicologia
Keywords
Processo de desfralde Crenças parentais Práticas parentais Regulação emocional Autorregulação Dissertações de mestrado - 2023