A relação entre estilos parentais e desenvolvimento auditivo em crianças usuárias de implante coclear

Abstract

INTRODUCTION: The interaction that primary caregivers have with a child positively or negatively influences the acquisition of their daily skills and interpersonal relationships. This interaction can be analyzed from various perspectives, including the theory developed by Baurimd on parenting styles, that is, the set of educational practices that parents adopt in raising their children. When it comes to children with a disability, it is often necessary to work on interaction strategies with the caregiver. In the case of hearing loss, difficulties may arise in relation to the child's upbringing and development, given the loss in language development and intra-family communication between the child and guardians. PURPOSE: To study the relationship between parenting styles and auditory skills in children using cochlear implants. METHODS: This is a quantitative, observational and analytical study. Participants are parents and/or guardians of children between 3 and 7 years old, divided into two groups, the clinical group, consisting of 50 guardians of children using cochlear implants, monitored at Hospital São Geraldo/HC-MG and at Centro Mineiro de Auditory Rehabilitation (CEMEAR). The control group consisted of 28 parents or guardians of children without hearing complaints. In the clinical group, the following procedures were performed: clinical anamnesis, Parental Styles and Dimensions Questionnaire (QEDP), Auditory Integration Scale for Young Children - in guardians of children aged 3 and 4 years - and the Auditory Integration Scale - with responsible for children between 5 and 7 years old. Two procedures were performed with the control group: clinical anamnesis and QEDP. In data analysis, continuous variables were calculated as mean, standard deviation, and categorical variables through frequency. To compare the clinical and control groups, the Mann Whitney test was used. Spearman's coefficient was used to assess the relationship between parenting styles and listening skills in the clinical group. The Kruskal-Wallis test was performed to verify the association between styles and dimensions of the QDEP and the evaluated groups. Analyzes were performed using JASP 0.8 and SPSS 23. RESULTS: The clinical and control groups did not show significant differences regarding parenting styles (p<0.05). The auditory skills developed in the clinical group are significantly associated with the democratic parenting style. Statistical relevance was found for the authoritarian style and punishment dimension, with higher scores for the group of children with altered auditory development. CONCLUSION: The practice of an authoritarian parenting style with punitive dimensions and physical coercion are related to altered auditory development, and the regulation parenting dimension presents a significant correlation with the development of auditory skills in children using cochlear implants. This outcome suggests that psychotherapeutic strategies should be proposed in order to welcome parents and guardians of people with hearing impairment and encourage the frequency of adaptive parenting styles to children's auditory development.