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Orientador(es)
Resumo(s)
A punição física continua a ser uma prática disciplinar presente em muitos contextos
familiares, apesar da crescente evidência científica que demonstra os seus efeitos
negativos no desenvolvimento infantil. Com base no modelo processual-contextual, esta
dissertação teve como objetivo comparar as atribuições, reações emocionais e práticas
disciplinares de pais portugueses e cabo-verdianos perante comportamentos de
desobediência infantil, em função do sexo e da faixa etária das crianças. Participaram no
estudo 90 pais e mães portugueses e cabo-verdianos de crianças entre os 3 e os 10 anos,
recrutados online, através de amostragem por conveniência. Os participantes de ambos
os países preencheram as Vinhetas de Comportamento das Crianças. Os participantes
ambos os países consideraram a desobediência física menos grave e menos intencional,
relataram maior propensão para reagir com calma e recorrer a práticas não-coercivas em
idade pré-escolar do que em idade escolar. Os pais cabo-verdianos percecionaram este
tipo de comportamento como mais intencional e relataram menor propensão para recorrer
a práticas não-coercivas para o manejar do que os pais portugueses, considerando-o mais
grave quando perpetuado por rapazes. Perante comportamentos de desobediência verbal,
os participantes de ambos os países mostraram menor prontidão para reagir com raiva,
privilegiando práticas não-coercivas em idade pré-escolar do que em idade escolar.
Contudo, os pais cabo-verdianos relataram maior prontidão para recorrer a práticas de
repreensão leve com os rapazes do que com as raparigas. Estes resultados exploratórios
sugerem que a idade da criança se associa à forma como os pais de ambos os países
interpretam e reagem aos comportamentos de desobediência. Contudo, os pais
portugueses e cabo-verdianos parecem distinguir-se na forma como interpretam e reagem
a este tipo de comportamentos, sobretudo quando perpetuados por rapazes. Embora
exploratórios, estes resultados reforçam a importância de intervenções psicoeducativas e
políticas públicas, promotoras de práticas disciplinares sensíveis à idade, ao género e à
cultura.
Corporal punishment remains a common disciplinary practice in many family settings, despite increasing scientific evidence highlighting its harmful effects on child development. Drawing from the processual-contextual framework, this dissertation aimed to compare the attributions, emotional reactions, and disciplinary practices of Portuguese and Cape Verdean parents in response to children’s disobedience. Ninety Portuguese and Cape Verdean parents of children aged 3 to 10 years, recruited online through a convenience sampling method, participated in the study. Participants completed the Vignettes of Children’s Behaviors. Participants from both countries considered physical disobedience to be less severe and less intentional, were more prone to report calmness and to use non-coercive practices for preschool-aged than for school-aged children. Cape Verdean parents perceived this type of behavior as more intentional and were less prone to use non-coercive practices to manage it than Portuguese parents did, considering it more serious when displayed by boys. When confronted with verbal disobedience, participants from both countries were less prone to react with anger, favoring non-coercive practices during the preschool than during the school years. However, Cape Verdean parents were more likely to use mild coercive disciplinary practices with boys than with girls. These exploratory results suggest that children’s age is associated with the way how parents from both countries interpret and respond to disobedient behaviors. Nevertheless, Portuguese and Cape Verdean parents appear to differ in the way how they interpret and react to such behaviors when displayed by boys. Although exploratory, these findings highlight the importance of psychoeducational interventions and public policies that promote disciplinary practices sensitive to age, gender, and culture.
Corporal punishment remains a common disciplinary practice in many family settings, despite increasing scientific evidence highlighting its harmful effects on child development. Drawing from the processual-contextual framework, this dissertation aimed to compare the attributions, emotional reactions, and disciplinary practices of Portuguese and Cape Verdean parents in response to children’s disobedience. Ninety Portuguese and Cape Verdean parents of children aged 3 to 10 years, recruited online through a convenience sampling method, participated in the study. Participants completed the Vignettes of Children’s Behaviors. Participants from both countries considered physical disobedience to be less severe and less intentional, were more prone to report calmness and to use non-coercive practices for preschool-aged than for school-aged children. Cape Verdean parents perceived this type of behavior as more intentional and were less prone to use non-coercive practices to manage it than Portuguese parents did, considering it more serious when displayed by boys. When confronted with verbal disobedience, participants from both countries were less prone to react with anger, favoring non-coercive practices during the preschool than during the school years. However, Cape Verdean parents were more likely to use mild coercive disciplinary practices with boys than with girls. These exploratory results suggest that children’s age is associated with the way how parents from both countries interpret and respond to disobedient behaviors. Nevertheless, Portuguese and Cape Verdean parents appear to differ in the way how they interpret and react to such behaviors when displayed by boys. Although exploratory, these findings highlight the importance of psychoeducational interventions and public policies that promote disciplinary practices sensitive to age, gender, and culture.
Descrição
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Psicologia na especialidade de Psicologia e Psicopatologia do Desenvolvimento
Palavras-chave
atribuições reações emocionais práticas disciplinares Portugal Cabo Verde idade pré-escolar idade escolar