Nayelli Muñoz

This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive technologies, fostering positive developmental outcomes for visually impaired adolescents.

Objective: This study aimed to explore the individual, relational, and contextual factors that shape how parents respond to their children’s negative emotions. Methods and Materials: A qualitative design was employed to capture the lived experiences of parents in managing children’s emotional challenges. Twenty-two parents from Chile participated in semi-structured interviews, focusing on their perceptions, attitudes, and practices when responding to children’s negative emotions such as sadness, anger, and frustration. Participants were recruited through community centers and parenting networks, ensuring diversity in socio-demographic backgrounds. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis with the support of NVivo 14 software. Data collection continued until theoretical saturation was reached. Trustworthiness was ensured through peer debriefing, reflexive memos, and constant comparison during coding. Findings: Analysis revealed four overarching themes. (1) Emotional awareness and regulation in parents highlighted recognition of children’s emotions, self-regulation strategies, empathy, cultural norms in emotional expression, and awareness of emotional contagion. (2) Parenting beliefs and attitudes encompassed views on discipline, developmental understanding, attitudes toward emotional expression, emotion-coaching roles, intergenerational patterns, and moral or religious values. (3) Contextual and social influences included family environment, societal expectations, work–life balance, socioeconomic challenges, peer and social networks, and media exposure. (4) Coping strategies in responding to children’s negative emotions featured immediate reactions, long-term approaches, distraction and redirection, seeking external support, and communication techniques. Illustrative quotations underscored the variability and complexity of parental practices. Conclusion: The findings suggest that parents’ responses to children’s negative emotions are multifaceted, shaped not only by individual self-regulation and beliefs but also by cultural expectations, social contexts, and available coping resources. These insights underscore the need for interventions that support parental emotional awareness, resilience, and communication skills, while addressing contextual stressors to promote more adaptive emotion socialization.

Objective: This study aimed to examine the predictive roles of father involvement and mother–father coordination on child social competence in a sample of Mexican families. Methods: A correlational descriptive design was used to explore the relationships between father involvement, mother–father coordination, and social competence in children. The sample consisted of 432 parents from urban and semi-urban regions of Mexico, selected based on the Morgan and Krejcie sample size table. Standardized instruments were used to assess each variable: the Inventory of Father Involvement (IFI), the Coparenting Relationship Scale (CRS), and the Social Skills Rating System (SSRS). Data analysis was conducted using SPSS-27. Pearson correlation was used to evaluate the relationships between each independent variable and the dependent variable, and multiple linear regression was performed to determine the combined and unique predictive effects of the two independent variables on child social competence. Findings: Pearson correlation coefficients revealed that father involvement (r = .43, p < .01) and mother–father coordination (r = .47, p < .01) were both significantly and positively associated with child social competence. The multiple linear regression model was statistically significant (F(2, 429) = 61.42, p < .01), with an R² of .34, indicating that 34% of the variance in social competence was explained by the predictors. Both father involvement (B = 0.06, β = .25, p < .01) and mother–father coordination (B = 0.08, β = .31, p < .01) made significant unique contributions to the model. Conclusion: The findings highlight the critical roles of both direct paternal engagement and coordinated coparenting in fostering children’s social competence. Interventions aiming to enhance children’s social skills should incorporate strategies that support father involvement and strengthen collaborative parenting dynamics.