Habilidades sociais educativas parentais de mães sobre relacionamentos afetivo-sexuais dos filhos com deficiência visual

Abstract

The development of human beings largely depends on the family context and, during adolescence, issues arise that can often make parents feel unprepared to address, as is the case with affective and sexual development, even more so when the child presents any disability. For this reason, the objective of this study is to analyze the Social Educational Skills of parents in relation to their visually impaired children, with regard to the establishment of affective and/or sexual interpersonal relationships with their children. Seven mothers of teenagers with visual impairment participated in the research, with the teenagers being between 12 and 17 years old, with low vision or blindness. Participants responded to a Semi-structured Interview Guide, containing 23 questions. Subsequently, the interviews were transcribed and the data analyzed qualitatively, using 18 categories and subcategories of Parental Educational Social Skills. The results showed that the participants have a deficit in relation to Parental Educational Social Skills, given that they have overprotective attitudes, which interferes with the development of their children's autonomy and independence. Another factor found is that mothers do not allow many social interactions to be carried out by their children and, despite reporting that they have the freedom to talk about all subjects, when asked about sexuality and affective-sexual relationships, the majority of them were uncomfortable or uncomfortable. reported that they did not address these matters. The concept of sexuality proved to be a great taboo and interferes directly when linked to issues involving a person with a disability.