부산대학교 도서관

From the approaches of Cognitive Social Psychology and Positive Psychology, children can be considered as agents that process information, respecting their individual, cognitive, personal, emotional, affective or social characteristics in a process of interaction with the environment (Bandura, 1977a, 1986, 2001). From the perspective, emphasis is placed on the evaluation of strengths, qualities and abilities, in order to highlight the importance of the development of life skills and competences (Peterson, Park and Castro, 2011). All this, in a suitable environment, that provides care and security and stimulates the balanced development of the person. This research has the general objective of analyzing the factors of protection and personal vulnerability that promote or weaken the development of socially adapted behaviors, taking into account personal mechanisms (intelligence, prosocial behavior, self-concept, coping strategies, aggressiveness, emotional instability, anxiety, depression and anger); Mechanisms of the family environment (parenting styles and attachment to parents) and social environment mechanisms (peer acceptance and rejection). All these factors have been the variables to be studied and have been obtained through standardized tests. The research focuses on middle and late childhood. The participant population was 1447 boys and girls from 7 to 12 years of age (M= 9.27; DS= 1.36). 50.4% are males and 49.6% are females. They go from third to sixth of Primary Education. They are compound by 11 primary education centers, located in the metropolitan area of Valencia and Castellón (Spain). Of the 11 centers, seven are covered by the Educational Compensation Program of the Valencian Government, because at least 20% of their students are at risk of social exclusion, belonging to ethnic minorities, or immigration, in process social adaptation, or marginalization. The majority of the students are Spanish (79.5%). The remaining 20.5% is distributed among students from Latin America (12.1%), Eastern Europe (4.1%), North Africa (1.9%), Southeast Asia (0.9%), Subsaharina Africa (0.8%) and other European countries West (0.6%). The research complied with the ethical standards set out in the Helsinki Act (institutional permit, informed consent, voluntary nature, confidentiality ...). The evaluation and data collection process was carried out between October 2012 and February 2013, in the same Educational Centers. In the first study the results show the positive relations of the prosocial behavior with the cognitive variables and with the acceptance of the pairs. They also demonstrate the mediating role of prosocial behavior in the path from intelligence, through prosocial behavior, to the acceptance of the pairs (in positive) and to the rejection of the pairs (in negative). These results corroborated those of the previous investigation when verifying the value of the prosocial behavior, as a variable that facilitates a good relationship with peers and protects against rejection (Papalia and Feldman, 2013). The second study has verified the relationships of support and parental communication with functional coping strategies, in positive; and with dysfunctional, negative coping. Most neglecting parenting factors (extreme autonomy of both parents) are positively related to dysfunctional coping strategies and emotional instability. A non-inductive and more negligent parenting will affect the development of emotional problems, such as emotional instability, and, at the same time, promote dysfunctional coping strategies associated with emotional mismatches (Mestre, 2014; Wright et al., 2012). At the same time, parental acceptance enhances functional coping strategies, focused on the problem and interferes negatively in the development of emotional problems (emotional instability). Problem-focused coping strategies facilitate better emotional adjustment (Findlay, Coplan and Bowker, 2009; Seiffge-Krenke et al., 2012). The third study has shown the importance of the established bonds with both parents for the development of prosocial behavior, coping strategies, aggressiveness and acceptance / rejection by the peers, in middle and late childhood. The attachment of father and mother has been a predictive variable of prosocial behavior in childhood. Other variables predictive of prosocial behavior are functional and dysfunctional coping, emotional instability, pupil rejection expectancy and aggressiveness.The latter in negative. Thus, paternal bonds based on a secure attachment strengthen prosocial behaviors and social competence (Abraham and Kerns, 2013; Ferreira et al., 2016; Groh et al., 2014; Rochat, 2004). The contribution of the family and the bonds of attachment in both the development of prosocial behavior and in the development of coping strategies as in the welfare of minors, stand out (Egeland, 2010). The fourth study is aimed at analyzing the relationships of childhood depression with family bonds and with personal variables of aggressiveness (proactive and reactive), anger, emotional instability, and anxiety. The results have shown differences according to sex. Among boys, depression is related to reactive and proactive aggression, emotional instability, anxiety, and psychological control of both parents. Among girls, infant depression is related to family variables of attachment and parenting styles; In addition to the emotional variables related to anger trait and anxiety. Among boys, depression relationships with reactive and proactive aggression, emotional instability, anxiety, and psychological control of both parents are perceived. Among girls, infant depression is related to family variables of attachment and parenting styles; In addition to the emotional variables related to anger trait and anxiety. In all groups, depression is related to family variables of attachment and parenting styles. Although these relationships are stronger in middle-aged girls (8-9 years). Thus, child depression and more punitive parenting styles are related to each other (Serrano, del Barrio and Ortiz, 2009). Relationships are also established with the personal variables of trait anger (externalized and internalized) and anxiety, in all ages. As for the variables predictive of childhood depression, child parentig has shown a strong weight in the prediction, through more negative factors, such as insecurity (from both parents), negligence and permissiveness. In summary, the results of this research corroborate the importance of prosocial behavior in the socialization process, as a variable that facilitates adapted social relations. Good relationships with peers are elements of personal empowerment that facilitate social insertion (Leganés and Pérez-Aldeguer, 2012; Mesurado et al., 2014). To this must be added the primordial role of parenting in the development of sons and daughters. Parenting based on support and communication and attachment relationships facilitates self-empowerment behaviors, such as prosocial behavior, peer acceptance, and functional, problem-focused coping strategies. While parenting based on extreme autonomy potentiates maladaptive behabiors, such as aggressiveness, emotional instability, depression and dysfunctional, emotionally focused coping strategies. Finally, the limitations, educational implications and future lines of research are discussed, taking into account both the results of the present research and the intervention programs that have been accessed.