A carregar...
Publicação
Determinantes dos problemas de comportamento em crianças nascidas pré-termo : estudo com mães de crianças entre os 4 e os 10 anos
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.49 MB | Adobe PDF |
Autores
Resumo(s)
Enquadramento: estudos têm verificado que as crianças nascidas pré-termo
apresentam maior risco para desenvolver problemas de comportamento, comparativamente a
crianças nascidas de termo, durante a idade pré-escolar e escolar. Várias características
parentais e da criança têm surgido como determinantes da perceção parental de problemas
emocionais e comportamentais nestas crianças. Objetivos: o objetivo geral deste estudo
consistiu em identificar as associações entre a perceção parental de problemas de
comportamento e o stress parental, a autorregulação parental, as práticas parentais e as
reações parentais às emoções negativas da criança, em mães de crianças nascidas pré-termo.
Método: a amostra deste estudo englobou 70 mães de crianças nascidas pré-termo entre os 4
e os 10 anos, que preencheram o Questionário de Comportamentos da Criança versão Pais
(CBCL 1½-5/6-10), o Índice de Stress Parental (PSI), a Escala de Regulação Emocional
Parental (EREP), o Questionário de Práticas Parentais (QPP) e a escala de Reações Parentais
às Emoções Negativas (CCNES). Foram realizadas análises descritivas, correlacionais e
procedeu-se ao estudo de modelos preditivos através de regressão linear múltipla por
stepwise. Resultados: no geral, não se verificaram valores clínicos nem pré-clínicos nos
problemas de internalização, externalização e total de problemas. As mães reportaram níveis
mais elevados de stress associados às características das crianças, boa capacidade de
autorregulação materna, utilização de práticas parentais positivas e reações parentais
construtivas perante a emocionalidade negativa da criança. Os três modelos de regressão
identificaram diferenças e semelhanças entre os preditores. Como principais preditores, foram
identificados, para o modelo de internalização, a depressão e as habilitações maternas; para a
externalização, a distração/hiperatividade da criança e a parentalidade negativa; e para o total
de problemas de comportamento, a depressão materna e a maleabilidade da criança. Estes
modelos explicaram, respetivamente, 47%, 68% e 65% da variância. Conclusões: este estudo
corroborou as associações entre os determinantes parentais e a incidência de problemas de
comportamento em crianças nascidas pré-termo de idade pré-escolar e escolar, salientando-se
a necessidade de integrar estes pais em apoios precoces e ao longo do desenvolvimento da
criança.
Background: studies have found that preterm children, compared with term children, have a higher risk to develop behavioral problems during preschool and school ages. Several parental and children’s characteristics lead to perceived behavioral and socioemotional problems in these children. Objectives: the goal of this study was to identify the associations between mothers’ perception of behavioral problems and parenting stress, parental selfregulation, parenting practices and parental reactions to their children’s negative emotions. Methods: the sample included 70 mothers of preterm children aged from 4 to 10 years old. Mothers were assessed with the Child Behavior Checklist (CBCL 1½-5/6-10), the Parenting Stress Index (PSI), the Parent Emotion Regulation Scale (PERS), the Parental Practices Inventory (PPI), and the Coping with Children’s Negative Emotions Scale (CCNES). Data analysis had descriptive and correlational statistics, as well as a stepwise multiple linear regression. Results: within this sample there were not found neither clinical nor borderline values for internalization problems, externalization problems, and total behavioral problems. Mothers reported higher stress levels related to child characteristics, good emotional selfregulation, use of positive parenting practices, and adequate reactions to their children’s negative emotions. Three regression models identified differences and similarities between behavioral problems predictors. The predictors that explained the most for internalization behaviors’ model were maternal depression and maternal education; for externalization behaviors’ model were children’s distractibility/hyperactivity and negative parenting practices; and the predictors that explained the most for the total behavioral problems’ model were maternal depression and children’s adaptability. Respectively, these regression models explained the variance 47%, 68%, and 65%. Conclusions: this study confirms the associations between parental characteristics and the perceived behavioral problems in preschool and school aged preterm children. These results emphasize the need to integrate these parents in parenting support programs throughout the child’s development.
Background: studies have found that preterm children, compared with term children, have a higher risk to develop behavioral problems during preschool and school ages. Several parental and children’s characteristics lead to perceived behavioral and socioemotional problems in these children. Objectives: the goal of this study was to identify the associations between mothers’ perception of behavioral problems and parenting stress, parental selfregulation, parenting practices and parental reactions to their children’s negative emotions. Methods: the sample included 70 mothers of preterm children aged from 4 to 10 years old. Mothers were assessed with the Child Behavior Checklist (CBCL 1½-5/6-10), the Parenting Stress Index (PSI), the Parent Emotion Regulation Scale (PERS), the Parental Practices Inventory (PPI), and the Coping with Children’s Negative Emotions Scale (CCNES). Data analysis had descriptive and correlational statistics, as well as a stepwise multiple linear regression. Results: within this sample there were not found neither clinical nor borderline values for internalization problems, externalization problems, and total behavioral problems. Mothers reported higher stress levels related to child characteristics, good emotional selfregulation, use of positive parenting practices, and adequate reactions to their children’s negative emotions. Three regression models identified differences and similarities between behavioral problems predictors. The predictors that explained the most for internalization behaviors’ model were maternal depression and maternal education; for externalization behaviors’ model were children’s distractibility/hyperactivity and negative parenting practices; and the predictors that explained the most for the total behavioral problems’ model were maternal depression and children’s adaptability. Respectively, these regression models explained the variance 47%, 68%, and 65%. Conclusions: this study confirms the associations between parental characteristics and the perceived behavioral problems in preschool and school aged preterm children. These results emphasize the need to integrate these parents in parenting support programs throughout the child’s development.
Descrição
Dissertação de mestrado, Psicologia (Área de Especialização em Psicologia Clínica e da Saúde - Psicologia da Saúde e da Doença), Universidade de Lisboa, Faculdade de Psicologia, 2021
Palavras-chave
Prematuros Crianças Comportamento da criança Problemas de comportamento Stress Autorregulação Práticas parentais Dissertações de mestrado - 2021