Feeling the emotions, finding the resources: a pathway toward balanced parenting?
PDF (English)

Cómo citar

Pepe, A., Elisabetta, & Eleonora. (2021). Feeling the emotions, finding the resources: a pathway toward balanced parenting?. Aula Abierta, 50(4), 807–814. https://doi.org/10.17811/rifie.50.4.2021.807-814


La pandemia convirtió el cuidado de los hijos en un gran reto para los padres en todo el mundo, tanto a corto como a largo plazo. En este contexto, es plausible que las emociones y la angustia general experimentadas por los padres hayan tenido un impacto a múltiples niveles en sus relaciones con sus hijos, aumentando potencialmente su vulnerabilidad. El presente estudio se centra en el análisis de las emociones predominantes de los padres italianos durante el primer cierre, investigando las posibles asociaciones con las percepciones personales de bienestar y la preparación para hacer frente a la situación de emergencia. 319 padres (93% madres) respondieron a una entrevista web semiestructurada asistida por ordenador (CAWI; Kurniawan, 2018). Las respuestas mostraron que los padres pasaron por emociones intensas, tanto negativas, como la preocupación y la ansiedad (el 39,2% nombró solo emociones negativas y el 32% emociones negativas como prevalentes) como emocionales positivas, como la esperanza, la serenidad y la alegría (el 7,8% indicó solo emociones positivas y el 9,5% emociones positivas como prevalentes). Las emociones positivas percibidas por los padres han demostrado ser recursos importantes vinculados a un mayor nivel de bienestar personal y a la percepción de estar adecuadamente equipados para afrontar una emergencia. La gestión de las emociones surgió como un área clave que afecta a la forma en que los padres se relacionan con sus hijos durante el encierro estricto: los padres declararon su necesidad de ser apoyados en la construcción de una relación emocional positiva con sus hijos en una situación de estrés, destacando una dificultad para hacer frente y comunicar su propia emocionalidad

PDF (English)


Barari, S., Caria, S., Davola, A., Falco, P., Fetzer, T., Fiorin, S., ... & Slepoi, F. R. (2020). Evaluating COVID-19 public health messaging in Italy: Self-reported compliance and growing mental health concerns. MedRxiv. doi.org/10.1101/2020.03.27.20042820

Blakey, S. M., Reuman, L., Jacoby, R. J., & Abramowitz, J. S. (2015). Tracing “Fearbola”: psychological predictors of anxious responding to the threat of ebola. Cognitive Therapy and Research, 39(6), 816-825. doi.org/10.1007/s10608-015-9701-9

Cavalera, C., Pepe, A., Zurloni, V., Diana, B., Realdon, O., & Jiang, R. (2017). A short version of the State Shame and Guilt Scale (SSGS-8). TPM–Testing, Psychometrics, Methodology in Applied Psychology, 24(1), 99-106. doi.org/10.1016/10.4473/TPM24.1.6

Cavalera, C., Pepe, A., Zurloni, V., Diana, B., Realdon, O., Todisco, P., ... & Pagnini, F. (2018). Negative social emotions and cognition: Shame, guilt and working memory impairments. Acta psychologica, 188, 9-15. doi.org/10.1016/j.actpsy.2018.05.005

Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., & Pepe, A. (2021). Adolescents’ mental health at school: The mediating role of life satisfaction. Frontiers in Psychology, 3322. doi.org/10.3389/fpsyg.2021.720628

Cobham, V. E., McDermott, B., Haslam, D., & Sanders, M. R. (2016). The role of parents, parenting and the family environment in children’s post-disaster mental health. Current Psychiatry Reports, 18(6), 53. doi.org/10.1007/s11920-016-0691-4

Denham, S. A. (1998). Emotional development in young children. Guilford Press.

Denham, S. A., Mitchell-Copeland, J., Strandberg, K., Auerbach, S., & Blair, K. (1997). Parental contributions to preschoolers' emotional competence: Direct and indirect effects. Motivation and emotion, 21(1), 65-86. doi.org/10.1023/A:1024426431247

Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers' social–emotional learning predicts their early school success: Developing theory‐promoting, competency‐based assessments. Infant and Child Development, 23(4), 426-454. doi.org/10.1002/icd.1840

Denzin, N. K. (2012). Triangulation 2.0. Journal of mixed methods research, 6(2), doi.org/80-88. 10.1177/1558689812437186

Di Giorgio, E., Di Riso, D., Mioni, G., & Cellini, N. (2020). The interplay between mothers’ and children behavioral and psychological factors during COVID-19: an Italian study. European child & adolescent psychiatry, 1-12. doi.org/10.1007/s00787-020-01631-3

Dix, T. (1991). The affective organization of parenting: Adaptive and maladaptative processes. Psychological bulletin, 110(1), 3-25. doi.org/10.1037/0033-2909.110.1.3

Emerson, R. W. (2015). Convenience sampling, random sampling, and snowball sampling: How does sampling affect the validity of research?. Journal of Visual Impairment & Blindness, 109(2), 164-168. doi.org/10.1177/0145482X1510900215

Farina, E., Pepe, A., Ornaghi, V., & Cavioni, V. (2021). Trait emotional intelligence and school burnout discriminate between high and low alexithymic profiles: a study with female adolescents. Frontiers in Psychology, 12. 10.3389/fpsyg.2021.645215

Favieri, F., Forte, G., Tambelli, R., & Casagrande, M. (2021). The Italians in the Time of Coronavirus: Psychosocial Aspects of the Unexpected COVID-19 Pandemic. Frontiers in Psychiatry, 12. 10.3389/fpsyt.2021.551924

Gottman, J. M., & Declaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. New York, NY: Simon & Schuster.

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288. doi.org/10.1177/1049732305276687

Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., ... & Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. The Lancet Psychiatry, 395(10224), 565-574. doi.org/10.1016/S2215-0366(20)30168-1

Huang, Y., & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey. Psychiatry research, 288, 112954. doi.org/10.1016/j.psychres.2020.112954

Kurniawan, N. B. (2018, October). A systematic literature review on survey data collection system. In 2018 International Conference on Information Technology Systems and Innovation (ICITSI) (pp. 177-181). IEEE.

Kuppens, P., Realo, A., & Diener, E. (2008). The role of positive and negative emotions in life satisfaction judgment across nations. Journal of personality and social psychology, 95(1), 66. doi.org/10.1037/0022-3514.95.1.66

Jones, T. L., & Prinz, R. J. (2005). Potential roles of parental self-efficacy in parent and child adjustment: A review. Clinical psychology review, 25(3), 341-363.d oi.org/10.1016/j.cpr.2004.12.004

Juth, V., Silver, R. C., Seyle, D. C., Widyatmoko, C. S., & Tan, E. T. (2015). Post-disaster mental health among parent–child dyads after a major earthquake in Indonesia. Journal of abnormal child psychology, 43(7), 1309-1318. doi.org/10.1007/s10802-015-0009-8.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.

Leung, G. M., Lam, T. H., Ho, L. M., Ho, S. Y., Chan, B. H. Y., Wong, I. O. L., & Hedley, A. J. (2003). The impact of community psychological responses on outbreak control for severe acute respiratory syndrome in Hong Kong. Journal of Epidemiology & Community Health, 57(11), 857-863. doi.org/10.1136/jech.57.11.857

Marroquín, B., Tennen, H., & Stanton, A. L. (2017). Coping, emotion regulation, and well-being: Intrapersonal and interpersonal processes. In The happy mind: Cognitive contributions to well-being (pp. 253-274). Springer, Cham.

Masten, A.S., & Coatsworth, J.D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220. doi.org/10.1037/0003-066X.53.2.205

Morelli, M., Cattelino, E., Baiocco, R., Trumello, C., Babore, A., Candelori, C., & Chirumbolo, A. (2020). Parents and Children During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self-Efficacy on Children’s Emotional Well-Being. Frontiers in Psychology, 11, 2584. doi.org/10.3389/fpsyg.2020.584645

Morris A.S., Silk J.S., Steinberg L., Myers S.S., Robinson L.R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16, 361-388. doi.org/10.1111/j.1467-9507.2007.00389.x

Pallavicini, F., & Pepe, A. (2020). Virtual reality games and the role of body involvement in enhancing positive emotions and decreasing anxiety: within-subjects pilot study. JMIR serious games, 8(2), e15635. doi.org/10.2196/15635

Pfefferbaum, B., & North, C. S. (2020). Mental health and the Covid-19 pandemic. New England Journal of Medicine, 383(6), 510-512. doi.org/10.1056/NEJMp2008017

Restubog, S. L. D., Ocampo, A. C. G., & Wang, L. (2020). Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic. Journal of Vocational Behavior, 119, 1-6. doi.org/10.1016/j.jvb.2020.103440

Rothe, J., Buse, J., Uhlmann, A., Bluschke, A., & Roessner, V. (2021). Changes in emotions and worries during the Covid-19 pandemic: an online-survey with children and adults with and without mental health conditions. Child and adolescent psychiatry and mental health, 15(1), 1-9. doi.org/10.1186/s13034-021-00363-9

Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11, 1713. doi.org/10.3389/fpsyg.2020.01713

Sprang, G., & Silman, M. (2013). Posttraumatic stress disorder in parents and youth after health-related disasters. Disaster medicine and public health preparedness, 7(1), 105-110. doi.org/10.1017/dmp.2013.22

Teddlie, C., & Tashakkori, A. (2006). A general typology of research designs featuring mixed methods. Research in the Schools, 13(1), 12-28. doi.org/

Uccella, S., De Grandis, E., De Carli, F., D'Apruzzo, M., Siri, L., Preiti, D., ... & Nobili, L. (2021). Impact of the COVID-19 Outbreak on the Behavior of Families in Italy: A Focus on Children and Adolescents. Frontiers in public health, 9, 32. doi.org/10.3389/fpubh.2021.608358

Veronese, G., Pepe, A., Massaiu, I., De Mol, A. S., & Robbins, I. (2017a). Posttraumatic growth is related to subjective well-being of aid workers exposed to cumulative trauma in Palestine. Transcultural Psychiatry, 54(3), 332-356. doi.org/10.1177/1363461517706288

Veronese, G., Pepe, A., Dagdouke, J., Addimando, L., & Yagi, S. (2017b). Measuring well-being in Israel and Palestine: the subjective well-being assessment scale. Psychological reports, 120(6), 1160-1177. doi.org/10.1177/0033294117715479

Veronese, G., & Pepe, A. (2017). Sense of coherence as a determinant of psychological well-being across professional groups of aid workers exposed to war trauma. Journal of interpersonal violence, 32(13), 1899-1920. doi.org/10.1177/0886260515590125

Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International journal of environmental research and public health, 17(5), 1729. doi.org/10.3390/ijerph17051729

World Health Organization (1998). Info package: mastering depression in primarycare, version 2.2. WHO, Regional Office for Europe. Psychiatric Research Unit,

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Derechos de autor 2021 Aula Abierta


Los datos de descargas todavía no están disponibles.