Nutrición relacional en una familia con hijos adolescentes: análisis comunicacional

Abstract

This document collects a research exercise developed around the understanding of the exemplary resilience dynamics from a family with teenagers characterized by a relational nutrition. The research is structured to Teaching Research Project: "Mechanisms of self-regulation in couples that remain viable over time." Paradigmatically is based on complex thought of Morin (2007) and epistemologically in constructivist and constructionist perspectives proposals from Glasersfeld (1994) and Gergen (1996) respectively, as well as systemic thinking and second-order cybernetics of von Foerster (1974). From disciplinary level, retakes the conceptualization of resilience of Cuervo (2011), the proposed of Hernandez (2007) on the life cycle stage Family with teenagers, the Human Communication Theory raised by Winkin (2005) and finally, as a focus of interest research, Relational Nurturing given by Linares (2006). The protagonist of the research is a family that has gone through the life cycle stage of adolescence in an "exemplary" form and is currently at the stage of families with children into adulthood. The methodology is communicational analysis. We used the questionnaires "FACES III" (Olson, Portner and Lavee, 1985) and "Communication parents – teenagers" (Barnes & Olson, 1982), as one of the selection criteria for participation in research. In the information-gathering phase developed

Communication Box and a conversational depth interview. For the organization of the information were used matrices of transcription of the meetings and finally, an observational tool from Software LINCE. From the results obtained in the research process, we identified and characterized the dimensions of recognition, measurement, estimation and socialization that show a satisfactory level of Relational Nurturing in the family S and finally we proposes four organizing principles in relation with communication processes; resources and family strategies, beliefs and belief systems and parenting skills. These principles can be used in construction of intervention models with families with teenagers, taking into account the particularities of each system. Keywords: