Currently, the global economic and socio-political crisis has caused the population to have drastic changes in their daily lives. These changes have originated a marked family dysfunction, originated by the social stress to which we are subjected. The dizzying population growth forces the implementation of rules, written and unwritten, and norms for our healthy coexistence. As this harmony is violated, stress levels increase, coupled with insecurity.
Because it originates in our environment, stress directly influences the family, impacting the family environment and the social relationships in which it is immersed, including work and education.
The full integration of women in the world of work has brought about substantial changes in the lives of families. The active participation of the two spouses in work outside the home has produced an impact not only financially, but also on the time spent caring for the children and therefore on the pressure of each member.
According to Selye, H. (1974), in the middle of the 20th century the implication of stress in human life was identified as a possible generator of diseases in the medium and long term. The inclusion of stress as part of everyday life in the 21st century has patented its presence in different areas of life.
Consequently, stress manifests itself in different situations, such as: Death, Divorce, Separation, Imprisonment, Illness or injury, Loss of employment, Pregnancy, Sexual problems, Economic problems and many others of different kinds, depending on the attitude and domain of anxieties of each person. One of the most studied environments as a means of triggering stress is the school, family and work environment.
According to Bonet (2003), stress and its influence on human life has now been taken up with great force, driven by new theoretical concepts assumed by its recognition as a disease or its association with multiple alterations in the normal functioning of the organism..
In this sense, stress is the cause of dysfunctional relationships in the family environment, causing alterations in the organism that have repercussions at work, in the family, with the partner, in sexual relations and mainly in studies.
The present essay tries to analyze the consequences of this disease in the nuclear family, determining how it affects each one of the members and mainly the school performance.
One of the basic institutions of social organization is the family, the concept of family has had a different meaning; the delimitation of its concept is the object of a diversity of disciplines. "The family is a structure of roles and relationships based on the ties of blood (consanguinity) and marriage (affinity) that binds men, women and children within an organized unit" (Fernández Del Riesgo, 1994).
According to Cornelio M. (2005), "the family is, as we all know, the fundamental pillar of society and, as experience, civilization and cohesion of peoples demonstrate, depend above all on the human quality of their families."
Consequently, the integration of families must take place in the context of the expectations that society demands, which due to its complexity and due to the environment in which we currently operate, becomes almost impossible.
According to Soto, L. from the Institute of Tropical Medicine in Lima, Peru, “the Family as the basic nucleus of society is the one in charge of imparting values to its members. With these values, a person can develop in compliance with the norms established by society and achieve many proposed goals within a moral and legal framework. ”
The degree of stress can cause the family to modify behaviors at different levels. The individual-environment relationship will be stressful or not, depending on the cognitive evaluation of each individual. At the end of a day all the members of a family arrive home, each one with the various problems that may have arisen during the day. Sometimes the members are altered by some simple questions that could be implausible and due to the stress level of the individual who was questioned, they tend to respond aggressively or annoyingly and this triggers a tense environment.
According to Hill, the family crisis implies alteration and imbalance in the family system and insists on emphasizing that the crisis is not the same as stress; there are families that tolerate stress better than others and that stress by itself does not have a negative connotation; Only when symptoms of alteration of the family environment appear, and the family becomes dysfunctional, can one then speak of a crisis. (R, 1986)
This indicates that when the stress level of a family member exceeds the limits of self-control and shows aggression, insults or lack of communication with the other members, it is when stress impacts the family nucleus.
A family has as a fundamental pillar the parents, they are in charge of paying for and safeguarding the integrity of their children, sometimes they are the main generators or carriers of stress. (R., 1958)
Some mothers tend to play the role of housewife, which is considered by many to be such a common occupation that, in general, it is not thought to cause psychological problems of interest.
However, the housewife is very likely to fall into stress due to the demanding load, such as maintaining order and control of the home; And if you add to this that you have to include work in your activities, your propensity is understandable. In addition, this leads to anxiety disorders and a psychic imbalance and to the wear and tear of their energies, which unfortunately manifests in children, conflicting the family relationship.
Children, for their part, assimilate stress and manifest it in their environment, directly impacting their education. At the university level, it is reflected in the circles of friends that conform according to their family experiences.
Thus, students living in stress show low performance and are prone to search, subconsciously, for alternatives to release it; mentioning among them alcohol and in extreme cases drug use.
To prevent this type of behavior, they must join the efforts that universities make to support the training of students, through the development of competencies that incorporate the conduct, monitoring and evaluation of the student's attitude and know-how, family coexistence and induction of values that emerge from that coexistence.
Parents should take an interest in their children's daily chores, in their friendly and affectionate relationships, in their goals, in their illusions and constantly motivate them. Every reinvention is difficult, but it guarantees a better way of life; In addition, it strengthens the formation of its children; who when accepting to enter a university campus, reflected their personal wishes and aspirations.
In this way, the successful formation of children is ensured. Unfortunately, in practice, this does not occur. Parents, faced with the burden of daily chores, discharge the responsibility for the formation of their children on university campuses, creating a vicious circle.
For the conversion-compensation of values, the participation of the members of the whole family in the responsibilities of running the home is necessary and rules of order and obedience must be established and respected.
At the same time, group integration activities that build trust among the members should be encouraged to make decisions about problems that affect each member of the family.
Considering the contributions presented by Mizrahi Adolfo in his article on "Children of working parents" on the website "Natural hypnosis and other strategic therapies", he mentions: "The specialists point out that it is important to always keep in mind that the need to earn the support should not deprive parents of emotional contact with their children.
To achieve the aforementioned, it is advisable to avoid that the social stress transmitted by the parents affects the children; and this can be achieved by maintaining calm, patience and tolerance towards them. Share and live their experiences, leading them to fully integrate them into society.
Hernández (1999) points out, “It is estimated that the amount of time parents dedicate to their children is less important than the quality with which parents relate to them. A father can spend hours at home and leave her son in the corral or in front of the television so that she does not bother with noises or questions that are difficult to answer; or on the contrary, she may spend a short time with her children but with an intensity and deep love that fills their affective space and mental development ”.
Bibliography
- Bernal, L. (2004). Towards a conceptualization of the health of the family group and its conditioning factors. Cuba: Medical Sciences.Bonet, J. (2003). Stress as a vulnerability factor of the molecule to the syndrome. Buenos Aires, Argentina: APSA.Fernández Del Riesgo Dr. (1994). Postmodernity and the crisis of religious values. Chapter of the book by G. Vattimo et al. "Around postmodernity", Anthropos, Barcelona, 1990; 77 - 101. ISBN 84 - 7658 - 234. Second Edition Hernández, C. (1999). Division of Health Promotion and Protection. Spain.R, H. (1986). Life circle stages for types of single parents families; of family development theory. United States: Family relationship.R., H. (1958). Generis Features of familis under. EUELelye, H. (1946). The General Adaptation Syndrome and the Disease of Adaptation. Journal Clinical Endocrinol,6, 117-230.
