EL ESTILO EDUCATIVO PARENTAL Y SU INCIDENCIA EN EL DESARROLLO DE LA AUTODETERMINACION EN MUJERES ADULTAS CON DISCAPACIDAD INTELECTUAL
No hay miniatura disponible
Fecha
2016-06
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de titulación, se realizó durante el transcurso de las practicas pre profesionales de 5to año, desde el mes de junio hasta el mes de diciembre del año 2015, en la Fundación Nos Necesitan Ecuador Centro de Discapacidad Intelectual Jacinta y Francisco, durante ese tiempo participamos de variadas actividades tanto internas como externas, permitiéndonos acrecentar nuestro conocimiento. La población de mujeres adultas con D.I. leve y moderada, sus familias y el personal que labora directamente con esta población, nos fue un contexto nuevo, lo que nos motivó a participar en este campo de acción. Durante la experiencia se evidenció múltiples eventos, acontecimientos, con actores principales como fueron las estudiantes, sus familias y su relación con el centro, que nos demostró escasas habilidades sociales, baja autonomía en las estudiantes, ya que, siendo mujeres adultas en su mayoría, no demostraban un nivel de independencia acorde a su edad, por otra parte, sus representantes justificaban dichas conductas a su condición de discapacidad. Por esto nuestro enfoque de sistematización fue el Estilo Educativo Parental y la Autodeterminación, planteándonos como objetivo general Caracterizar El Estilo Educativo Parental y su incidencia en el Desarrollo De La Autodeterminación de mujeres adultas con Discapacidad Intelectual Leve y Moderada de la Fundación Jacinta y Francisco. La metodología que se empleo fue de naturaleza cualitativa, de investigación – acción, pero de forma inicial, descriptiva, de campo con investigaciones bibliográficas, metodológicas y empíricas. Donde se logró profundizar sobre los estilos educativos parentales predominantes en la población mencionada, lo que permitió realizar talleres para los representantes y demás actividades que indicaron avances en cuanto a la autonomía, relaciones familiares y sociales, por lo que se debe realizar con más frecuencia talleres, mesas redondas y conversatorios abordando de manera más concreta la autodeterminación conforme sea de beneficio para mejorar su calidad de vida, bienestar y trabajo en conjunto.
The present degree work was carried out during the course of the pre-professional practices of the 5th year, from the month of June to the month of December of the year 2015, in the Foundation We Need Ecuador Center of Intellectual Disability Jacinta and Francisco, during that time we participate in various activities both internal and external, allowing us to increase our knowledge. The population of adult women with D.I. mild and moderate, their families and the staff that works directly with this population, was a new context, which motivated us to participate in this field of action. During the experience there were multiple events, events, with main actors such as the students, their families and their relationship with the center, which showed little social skills, low autonomy in the students, since, being adult women in their majority, they did not demonstrate a level of independence according to their age, on the other hand, their representatives justified these behaviors to their condition of disability. That is why our systematization approach was the Parental Educational Style and Self-Determination, posing as a general objective to characterize the Parental Educational Style and its incidence in the Development of Self-Determination of adult women with mild and moderate Intellectual Disability of the Jacinta and Francisco Foundation. The methodology used was qualitative in nature, research - action, but in an initial, descriptive, field with bibliographic, methodological and empirical research. Where it was possible to delve into the predominant parental educational styles in the aforementioned population, which allowed for workshops for representatives and other activities that indicated progress in terms of autonomy, family and social relationships, so workshops should be held more frequently , round tables and talks, addressing in a more concrete way self-determination as it is of benefit to improve their quality of life, well-being and work together.
The present degree work was carried out during the course of the pre-professional practices of the 5th year, from the month of June to the month of December of the year 2015, in the Foundation We Need Ecuador Center of Intellectual Disability Jacinta and Francisco, during that time we participate in various activities both internal and external, allowing us to increase our knowledge. The population of adult women with D.I. mild and moderate, their families and the staff that works directly with this population, was a new context, which motivated us to participate in this field of action. During the experience there were multiple events, events, with main actors such as the students, their families and their relationship with the center, which showed little social skills, low autonomy in the students, since, being adult women in their majority, they did not demonstrate a level of independence according to their age, on the other hand, their representatives justified these behaviors to their condition of disability. That is why our systematization approach was the Parental Educational Style and Self-Determination, posing as a general objective to characterize the Parental Educational Style and its incidence in the Development of Self-Determination of adult women with mild and moderate Intellectual Disability of the Jacinta and Francisco Foundation. The methodology used was qualitative in nature, research - action, but in an initial, descriptive, field with bibliographic, methodological and empirical research. Where it was possible to delve into the predominant parental educational styles in the aforementioned population, which allowed for workshops for representatives and other activities that indicated progress in terms of autonomy, family and social relationships, so workshops should be held more frequently , round tables and talks, addressing in a more concrete way self-determination as it is of benefit to improve their quality of life, well-being and work together.
Descripción
PDF
Palabras clave
ESTILO EDUCATIVO PARENTAL, DESARROLLO DE LA AUTODETERMINACION, MUJERES ADULTAS, DISCAPACIDAD INTELECTUAL