Relaţiile dintre pãrinţi şi copii: o strategie în sprijinul rolului pãrinţilor
Debora Sommella
Rezumat: Articolul propune o analizã criticã asupra potenţialităţilor unui tip de intervenţie – educaţia pãrinţilor (EP) – inspirat de teoriile umaniste ale lui Maslow (1962), Rogers (1969), Gordon (1976) şi destinat sã dezvolte la pãrinţi acel sentiment de competenţă şi de încredere pe care Rappaport (1981) îl defineşte ca enpowerment, bazat pe convingerea cã fiecare individ în parte este persoana cea mai potrivitã sã defineascã şi sã-şi înţeleagã propriile trebuinţe şi sã gãseascã cele mai bune strategii pentru a le satisface (Dunst, Trivette, 1988). EP constituie o strategie socioeducaþionalã specificã, care are ca scop promovarea asumării conştiente şi responsabile a rolului de pãrinte, funcţie de neînlocuit şi care nu poate fi delegatã. Intervenţiile EP se pot distribui pe trei niveluri distincte ce presupun grade tot mai mari de implicare a participanţilor: de la cele informative şi de sensibilizare la cele autoeducaţionale, pânã la intervenţiile heteroeducaţionale. Eficienţa acestei strategii educaţionale este încredinţatã competenţei operatorilor care, valorizând capacitãţile participanţilor, favorizeazã un proces ce conduce la gestionarea autonomã a rolului de pãrinte.
Résumé: L’article propose une analyse critique sur les potentialités d’une typologie d’intervention, Éducation des parents (EP), inspirée par les théories humanistes du Maslow (1969), Rogers (1969) et Gordon (1976) et qui est destinée à développer dans les parents ce sentiment du compétence surnommée par Rappaport – enpowerment -, basé sur la conviction que chaque personne est capable de définir et comprendre ses propres besoins et de trouver les mieux stratégies pour les satisfaire (Dunst, Trivette, 1988). EP représente une stratégie socioéducative spécifique, qui consiste en assumer le rôle de parent dans une manière consciente, une fonction impossible de remplacer ou déléguer. Les interventions EP peuvent être distribuées au trois niveaux distinctes, qui supposent différents grades d’implications des personnes: des stratégies informatives et du sensibilisation, aux stratégies autoéducatives et heteroéducatives. L’efficacité de cette stratégie éducative est due à la compétence des opérateurs, qui, en valorisant les capacités des participants, peuvent favoriser le procès qui conduit à la gestion autonome du rôle de parent.
Abstract: This article proposes a critical analysis of the potentialities of an intervention strategy, parental education (PE), inspired by the humanistic theories of Maslow (1962), Rogers (1969) and Gordon (1976), designed to develop a certain feeling of competence and trust for parents, which is called – empowerment – by Rappaport (1981) and it is based on the conviction that each individual is capable of defining and understanding its own needs and finding the best strategies for satisfying them (Dunst, Trivette, 1988). PE represents a specific socioeducational strategy that promotes taking responsibility in a conscious way of the parenting role, an irreplaceable function impossible to delegate. The PE interventions are divided on three distinctive levels which assume different states of involvement: from the informative ones and the self-teaching ones, to the hetero-teaching interventions. The efficacy of this educational strategy is due to the competence of the operators which, by valuing the capacity of the participants, are favoring a process which leads to the independent management of the parenting role.
