BALTASAR, J. A. Estrutura e dinâmica das relações familiares e sua influência no desenvolvimento infanto-juvenil: o que a escola sabe disso? [Structure and dynamics of family relationships and their influence on the child – Youth development: What does the school know about it?]. 173 p. Master’s Dissertation – Universidade do Oeste Paulista. Presidente Prudente (SP), 2004.
Abstract: the family dysfunction and its repercussions for the development of symptoms in children and adolescents in the school context are far-reaching and complex subjects that deserve to be presented and researched, in light of the large number of children and young adults that present difficulties in this area of knowledge. The objective of this research was to comprehend the dynamic formation of the family context and its reflexes on the child-youth and school development. The methodology that guided this present study was the Case Study, based on the Psychoanalysis theory. The sample used in this research was composed of 13 families and 14 students, between the ages of 10 to 15 years old, bringing complaints of learning difficulties. The research was placed at the Unifil Psychological Service, at Unifil – Centro Universitário Filadélfia – in Londrina, Paraná, during the year of 2003. For the composition of the diagnosis; the following instruments were used for the data: Anamnesis; the Game time diagnosis; Interviews with adolescents; Family Evaluation, according to Soifer (1983); Survey of Family History of the parents; Interviews with Teachers and Graphic Projection Techniques: Drawing-of-Family-and-Story Procedure; Elaboration of psychological reports; returnable Interviews to the parents and to the teenagers and Therapeutical Recommendations. All the data were analyzed quantitatively and qualitatively. The results showed that 35.71% of the students were not wanted by their mothers; 35.71% of the cases pointed to the absence of a present home father, 28.57% of the cases were single mothers who were responsible for educating and taking care of their children; 28.57% of the interviewees claimed that the divorce of the parents was a problem for the family dynamics. Of the cases analyzed, 28.57% of the parents were alcoholics; 21.43% were homes with an aggressive and violent father where the child and family had to live with a situation of conflict. Of the interviews examined, 57.14% of the students verbalized at least one school failure; 50.0% showed low self-esteem; 42.86% demonstrated relationship issues with their school classmates and also 42.86% showed anguish and anxiety; 35.71% isolation, and 28.57% had relationship issues with teachers; 28.57% low school efficiency. Behavioral disturbances such as aggressiveness were found in 57.14% of the cases; in 35.71% child behaviors; in 28.57% shyness and restraint and also in 28.57% lack of child limits. We conclude that the extent and intensity of the disturbances in the students indicate the development of a neurotic process. The inappropriate behavior of the genitors was the main factor responsible for the development of disturbances in the behavior of the child and adolescent in growth. The parents ought to observe with attention that the presence of symptoms in their children may mean emotional problems that must be taken seriously, they have to seek professional and specialized orientation. The disturbances listed in this research reflected the general difficulty in school learning or in normal school behavior.