<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802020000200061</article-id>
<article-id pub-id-type="doi">10.21615/cesp.13.2.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Permanencias y transformaciones de los estilos parentales en la crianza de personas con discapacidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Permanence and transformations of parental styles in the raising of people with disabilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manjarrés-Carrizalez]]></surname>
<given-names><![CDATA[Dora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hederich-Martínez]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>61</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802020000200061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802020000200061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802020000200061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presentan los resultados de un estudio que tiene como objetivo establecer las permanencias y las transformaciones de los estilos parentales en la crianza de personas con discapacidad durante un periodo de siete años e identificar las posibles explicaciones que las motivan. El estudio toma como base el Modelo Estilos Parentales en la Discapacidad -MEPD- (Manjarrés &amp; Hederich, 2018) que identifica y describe las formas como los padres educan a sus hijos. Es un estudio longitudinal de casos múltiples que hace seguimiento al estilo parental en dos momentos del proceso de crianza de 18 personas con discapacidad (2011 y 2018). Los resultados permiten identificar, siete años después, la presencia de tres de los cuatro estilos parentales planteados por el MEPD: impulsador-reflexivo, dominador-inflexible y dominado-complaciente y la ausencia del estilo dominado-distante. Se evidencia la permanencia del estilo parental original en la mitad de los casos, en los que se puede establecer la funcionalidad de éste. Por su parte, las transformaciones del estilo parental muestran dos posibles tránsitos: uno, de carácter positivo, más frecuente, hacia estilos más favorecedores del desarrollo de la autonomía del hijo; el otro, negativo, hacia estilos que favorecen una mayor dependencia continuada. Mientras que las transformaciones positivas son motivadas por el reconocimiento paulatino de la capacidad del hijo, las negativas están asociadas con la pérdida objetiva de la capacidad del hijo y de su posibilidad de relacionarse.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims at establishing the permanence and transformations of parenting styles in the upbringing of disable people around age of seven and identifying the possible explanations that motivate them. The study is based on the Parental Styles in Disability Model -MEPD- (Manjarrés &amp; Hederich, 2018) that identifies and describes the ways in which parents educate their children. It is a longitudinal study of multiple cases that tracks the parental raising style of 18 participants with disabilities, at two stages of their lifetime (2011 and 2018). The results allow us to identify, seven years later, the presence of three of the four parental styles proposed by the MEPD: driving-reflexive, dominating-inflexible and dominated-complacent and the absence of the dominated-distant style. The permanence of the original parental style is evident in half of the cases, in which its functionality can be established. On the other hand, the transformations of the parental style show two possible transits: one of positive nature, the most common, points towards more favorable styles of the development of the child&#8217;s autonomy; the other, negative, points towards styles that favor a greater continued dependency. While the positive transformations are motivated by the gradual recognition of the child&#8217;s capacity, the negative ones are associated with the objective loss of the child&#8217;s capacity and the possibility of relating.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Estilos Parentales]]></kwd>
<kwd lng="es"><![CDATA[Trayectoria Vital]]></kwd>
<kwd lng="es"><![CDATA[Crianza.]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Parental Education Styles]]></kwd>
<kwd lng="en"><![CDATA[Parenting Style]]></kwd>
<kwd lng="en"><![CDATA[Vital Trajectory]]></kwd>
<kwd lng="en"><![CDATA[Raising.]]></kwd>
</kwd-group>
</article-meta>
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