Intervention Project ON Positive Parentality IN THE Development OF BOYS AND Girls PDF

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This project aims to provide a joint education to parents and sons and daughters in the values of positive parenting in order to respond to the needs in parenting caused by today's society, a modern society that is constantly changing...

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INTERVENTION PROJECT ON POSITIVE PARENTALITY IN THE DEVELOPMENT OF BOYS AND GIRLS This project aims to provide a joint education to parents and sons and daughters in the values of positive parenting in order to respond to the needs in parenting caused by today's society, a modern society that is constantly changing . The family patterns with which most of today's parents were raised have changed, including the types of families. Sometimes parents do not know how to parent and feel lost. For this they must have support that allows them to acquire the skills to perform their role. My time in the Family Treatment Team during the fourth year internship has motivated my interest in working with minors and, therefore, in choosing this topic for my Final Degree Project. I have been able to observe how with good guidelines and support from different professionals, parents manage to direct their parental role, while working with their children also bears fruit. Boys and girls have many things to say, but sometimes they are not given their active role in the family, for this it is necessary to achieve good communication and build trust between the members. It is also important to consider that the skills, behaviors and emotions that children learn during their childhood are those that they will reflect in the future. I have cared for several families during my internship who, being minors, were users of the Family Treatment Team and now, they are as adults with their sons and daughters and show the same patterns as their parents during their childhood. Boys and girls deserve to grow up happy and deserve reference figures that help them with their socialization process, this is not about giving everything to their sons and daughters, but about making them feel that they belong to their family, that internalize what you should and what you should not do and have a good foundation for your future as people.

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1. Theoretical framework 2.1. Child development Early childhood is considered to be the ages between the birth of boys and girls up to their seven years of age. It is a period of growth and development characterized by the changes that take place (Jaramillo, 2007). Following the approaches of Valero and López (2014), the development refers to the psychological change and the evolution of the functions of human beings, such as language, attention, among others. This leads to increased ability, for example, gaining autonomy, creativity, and problem solving. It is a process that takes place throughout life and “indicates change, differentiation, development and gradual transformation towards higher and more complex levels of organization, in aspects such as biological, psychological, cognitive, nutritional, ethical, the sexual, the ecological, the cultural and the social ”(" Child physical growth and development ", nd, p.8). Given that development is linked to the environment in which the person develops and the knowledge that they acquire, the skills that boys and girls develop have to do with biological maturation and, in addition, with the environment in which they have place its development. The environment can increase the capacity of its genetics and, on the contrary, a skill may not be developed if the environment does not stimulate its potential (Pastor, Nashiki, and Pérez, 2001; Valero and López, 2014). There are authors like Freud who defend the importance of early experiences in child development due to their influence in later stages. Freud was the first to argue that the treatment of boys and girls in their childhood directly influences the personality they develop later (Raheb, 2007). Finally, as Ramírez (2015) argues, emotional development and social development in childhood are largely linked and are the main responsible for a good evolution in the other areas of child development, therefore "a solid affective base enables for the child to open up to the physical and social world with security and confidence, said base acting as a facilitator of an adequate cognitive and psychosocial evolution "(Ferrándiz, Fernández and Bermejo, 2011, p. 129).

2.1.1. Emotional development Emotions and their regulation are skills learned in childhood and have to do with the environment in which they develop (Ramírez, 2015). Emotional support is a response to meeting the needs of children at birth. For this, links are created between them and those in charge of carrying out their care (Armus et al., 2012). Caregivers' responses to children's reactions are important when it comes to affect regulation, as this will achieve good affective self-regulation over time. For example, if a child cries and is not comforted, he or she does not have support in learning to change from a state of discomfort to calm and it is something that can harm their entire development by providing difficulties to calm themselves (Schejtman and Vardy, 2008; Tronick, 1989). According to ECDC (2009, p.1), among the remarkable skills in this stage we find: "Identify and understand their own feelings, interpret and understand with accuracy the emotional state of other people, handle strong emotions and their expressions in a constructive way" . An element to highlight in this section is attachment, being the fundamental pillar of emotional development (Álvarez and Jurado, 2017). To explain this element we rely on Bowlby's theory, (1998 cited in Gago, 2014, p.2), "Attachment theory is a way of conceptualizing the propensity of human beings to form strong affective bonds with others and to extend the various ways of expressing emotions of anguish, depression, anger when they are abandoned or live a separation or loss". This theory highlights the great influence that attachment relationships have in childhood when boys and girls develop their personality (Gago, 2014). Another notable element in emotional development is play "inasmuch as it is an activity that provides pleasure, entertainment and joy of living, allows people to express themselves freely, channel energies positively and release tension" (López, 2017, p.22). Specifically, symbolic play works as a reflection of children's knowledge of the reality in which they are immersed. The more variety in the known reality, the greater the arguments when representing (Pecci, Herrero, López and Mozos, 2010). This benefits in the acquisition of skills for conflict resolution and also makes

Children may learn to control anxiety by representing scenes from reality that they cannot satisfy (Valero and López, 2014). This can help us discover what experiences are causing negative emotions in children and thus be able to work on them.

2.1.2. Social development As stated by Ocaña (2011, p.4) “social development is a process of evolutionary transformation of the person in which, thanks to biological maturation and interrelation with others, they acquire the capacities that will allow them to live and develop as to be individual and social in ever wider contexts. " To carry out social development in childhood, a socialization process is necessary (Ocaña, 2011). This can be defined as a process by which people develop their way of thinking, feeling and acting as active agents of society through interaction with other people (Vander, 1986). According to Valero and López (2014), there are different stages in the socialization process. We are going to focus on the three to six year stage. About five years old, coexistence in society begins to have importance. How they do it will depend on their temperament and maturation. Between the ages of six and seven they carry out their social activity with their age groups. They discover the community and differentiate between the self, the equals, and the elders. Therefore, the outstanding skills at this stage are, as ECDC (2009, p.1) argues, "regulate their own behavior, develop the ability to feel empathy for others and establish and maintain relationships." Token play also provides benefits in this area. "They have the ability to teach the child selfknowledge, knowledge of the social world, self-control and will depending on the role they represent in the game" (Valero and López, 2014, p.24). In addition, in this way children learn and practice about the roles of adulthood (Pecci et al. 2010). The people in charge of influencing children and in turn influencing their social development by promoting their socialization are the agents of socialization. The family is the main one, being the first people with whom they interact at birth (Álvarez and Jurado, 2017).

2.2. The family as the main development context The school environment is one of the contexts where the socialization process takes place outside the home, and it becomes more important as time goes by. However, the family continues to be the main agent of socialization due to the great influence it provides to the child (Valero and López, 2014). At birth, boys and girls meet their family, this being the first social world they know. Through this they carry out their first relationships and have their first experiences. In addition, it is their first reference group in terms of norms and values, which they take as their own and develop in the future (Jaramillo, 2007). In turn, it is an open system made up of different elements linked together by behavior patterns and dynamic functions that are continuously in a reciprocal relationship with one's own family and the outside world (Valladares, 2008).

2.2.1. Family system Bronfenbrenner's ecological model presents substantial principles for the psychological study of the relationships that occur in the family that make it possible to see the different forms of interaction between the person and the environment (Espinal, Gimeno, and González, nd). Pérez (2004, p.169), difference between the structures that can occur in the person's environment, being the following: 

The microsystem is the set of relationships that occur between people in the same environment. (Ex: the boy or girl and their parents)

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The mesosystem is the set of interconnections between different environments. (Eg: parents and school to coordinate in the child's education.)

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The exosystem is the set of interconnections that occur between the environments in which the person is not present but their actions directly affect it. (Eg: The boy or girl and the laws related to childhood)

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The macrosystem is the set of ideologies or cultures that influence the other types of structures of the systems (eg: Culture in which the child develops)

This model is important when analyzing the importance of how different environments of children affect them. In this case we focus on the microsystem, where we find the relationship between the boy or girl and his family. The importance of the relationship between boys and girls with adults in the process of creating personality increases the need for human beings to live as a family. The adults in charge of the care of children and who form their family, make possible the psychological processes that take place in aspects such as personality, autonomy or the identity of the self (Valladares, 2008).

2.2.2. Styles of family socialization Each family socializes the boy or girl according to their own lifestyle, which is influenced by the reality of the society in which they live (Rodríguez, 2007). Family socialization refers to the group of tactics that fathers and mothers carry out to influence their sons and daughters and provide them with a set of principles and norms that guide their social behavior (Molpeceres, 1991). Boys and girls can act in two ways. The first is obedience, in which children act under pressure from their parents to achieve an end. This results in the boy or girl obeying to achieve this goal (eg, picking up toys so as not to be punished) and once achieved, return to normal behavior. The second way is internalization and involves a change in the behavior of the child who remains and has nothing to do with obtaining an end (eg, picking up toys because they know that when they finish playing they have to pick up) (Rodríguez , 2007). Following Baumrind's (1973) study on parental socialization styles, we can identify four different models, these are: authoritarian, permissive, democratic, and negligent or indifferent (Pick, 1973). There are parents who exceed the degree of control over their sons and daughters, communicative or with low communication, who demand maturity at an early age, who are affectionate or, on the contrary, hostile (Sáez and Sepúlveda, 2016). The following table shows the different styles of socialization that the parents carry out, as well as the main characteristics as a summary. Table 1 Educational styles of parents STYLE

STYLE

AUTHORITARI AN

PERMISSIV E

STYLE

STYLE DEMOCRATIC

INDIFFERENT

AFFECTED

Very high

Under

Very high

Under

COMMUNIC ATION

High levels

Low levels

High levels

Low levels

RULES AND LIMITS

AUTONOMY

Clear, explained and justified

Taxes

Nonexistent

Nonexistent

They control

Rigid and severe control

Little control

Little control

the behavior Source: Fernández, 2009

The research carried out by García and Gracia (2014) shows that the democratic and the permissive styles normally correspond to better results than the authoritarian and the indifferent. The results obtained show that the indulgent family style predominates and that the results of the sons and daughters of these fathers and mothers are equal to or better than those of the permissive fathers and mothers. The family socialization style chosen by parents has consequences for children. When the parents are authoritarian, the sons and daughters can develop emotional problems. However, the lack of norms and limits of permissive parents can lead to problematic behaviors or difficulty controlling their impulses. Regarding the indifferent parents, it is possible that the sons and daughters have low self-esteem, lack of interest in the school environment and risky behaviors (Fernández, 2009). On the contrary, the democratic style has many benefits for sons and daughters due to the degree of affectivity, by which boys and girls feel loved and supported by their parents, knowing the limits and norms and thus developing high self-esteem. , good behavior and responsibility towards the rest (Fernández, 2009). The consequences derived from the socialization styles carried out by the parents therefore directly affect the sons and daughters. The behavior of both

parents as well as sons and daughters, can lead to conflicts in the family as in any other social group.

2.2.3. Conflict in the family Conflict in the family causes feelings such as tensions, accusations, lack of listening, lack of agreement, among others (Unicef, nd). It usually arises from issues such as different interests, needs and desires, different opinions on how to do things, different criteria in decision-making and in the distribution of something, in addition to the difference in values (Unicef, nd). They often occur between parents and sons and daughters. They are known as intergenerational conflicts. These usually occur due to having different criteria on educational guidelines. In addition, conflicts between brothers and sisters are also frequent, although these are usually due to jealousy, rivalries or even coexistence itself. How to resolve conflict is important for children, as this is how they will learn to do it. Fathers and mothers play a very important role here, since they will be in charge of making it understood that there is a conflict and that it must be solved, and also that it will be the task of both parties.

2.3. Positive parenting Currently, parenting is a difficult and complex task. The main factor that triggers this difficulty is the amount of continuous changes that are taking place in society where parents must carry out their socializing task. This means that they have to adapt this work to the new values and behaviors of society. Among them are the different family forms, multiculturalism, the importance that is being given to gender roles, so that the exercise of parenthood does not fall on the mother, but is a matter of both parents, in addition to the role that The State now plays in families, intervening before the most vulnerable and giving more importance to the protection of minors (Rodrigo, Máiquez, Martín and Rodríguez, 2015). Parents must understand that the way they educate their sons and daughters is not the same as they received, since there are other values and another way of thinking, and therefore

Therefore, another way of exercising parenthood. Positive parenting is the answer to these difficulties.

2.3.1. Concept and principles The Committee of Ministers of the Council defines in Recommendation Rec (2006) 19 the exercise of positive parenting as the “behavior of parents based on the best interests of the child, which cares for, develops their capacities, is non-violent and offers recognition and orientation that includes the establishment of limits that allow the full development of the child ”. Following this definition, the objective to be achieved with the exercise of positive parenting is to create positive bonds between parents and children, constituted by parental responsibility that guarantees the rights of children in the nucleus family. This entails parental control based on affection, communication, the empowerment of capacities, the creation of routines, the establishment of limits, norms and consequences, and the participation in the lives of their sons and daughters (Rodrigo et al., 2015 ). In addition, an important aspect of this approach is to understand the socialization process as a product of having created an environment in which there is a bidirectional influence where parents and their children know, understand and influence each other, These are the principles, developed below, that the positive exercise of parenting has in common, regardless of the different interpretations of each family. Research carried out on this approach agrees that it benefits the optimal development of minors by promoting their physical and mental well-being (Rodrigo and Palacios, 1998). Therefore, following Rodrigo, Máiquez and Martín (2010), the principles of positive parenting are: 

Affective ties that encourage the minor to feel protected, accepted and loved, strengthening family ties during development.

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Structured environment that encourages minors to internalize norms and values through routines and habits.

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Enhancement of the capacities of minors through stimulation and support on a dayto-day basis, taking into account their abilities, their progress and their achievements.

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Interest in the world of the minor, for their experiences and their concerns to respond to their needs taking into account their points of view.

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Promote the idea that they are active agents, creating spaces for listening, interpreting and reflecting on what is happening in their environment (school, media, among others.)

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Exclusion of physical or psychological punishment to educate from non-violence.

2.3.2. Effects of positive parenting on the development of boys and girls As Rodrigo et al. (2015), positive parenting has a great impact on the evolutionary results of boys and girls.

Table 2. Consequences of positive parenting on the development of boys and girls. Positive parenting Affected: show love, positive feelings of acceptance and joy towards children. Structuring: create a environment with routines and well established habits. Stimulation: provide support and guidance to learning formal and informal of children. Recognition: show interest in their world a...