En una relación de pareja, sus integrantes comparten expectativas relacionadas con lo que vivieron y aprendieron en su familia de origen, de manera que la nueva familia reflejará patrones que los hijos reproducirán en un futuro. Si los hijos perciben relaciones de pareja adecuadas, retomarán estas mismas relaciones en la formación de su nueva familia; sin embargo, cuando esta relación se ve afectada por la separación, es probable que existan diferencias importantes en la percepción de los hijos. El objetivo del presente artículo fue analizar la percepción de universitarios respecto a la relación de sus padres como pareja dentro de la dinámica familiar, tomando en cuenta si sus padres vivían juntos o separados. Se utilizó una muestra intencional compuesta por 566 alumnos universitarios, de los cuales 345 eran mujeres y 221, hombres. Se aplicó el cuestionario Dinámica de la Familia Nuclear Mexicana de Vásquez et al. (2003), aunque solo se abordó el área "Los padres. Su dinámica cómo pareja". La diferencia estadística entre grupos se obtuvo a través de la prueba U de Mann-Whitney. Los resultados mostraron diferencias estadísticamente significativas entre la percepción de los universitarios con respecto a sus padres cuando viven juntos o cuando viven separados. Se concluyó que existen diferentes factores que afectan el funcionamiento de la dinámica familiar, los cuales influyen de manera diferencial en la percepción que puede tener cada miembro de la familia. Palabras clave: universitarios, padres, relación de pareja. Perception of university students about their parents' relationship as a couple
Mindfulness into Action (MIA) for Cultural Humility and Awareness (MIA-CHA) has the two main aims: 1) training students in how to be transformational leaders who are capable of addressing and resolving tension around diversity issues within organizations/ communities/ societies, as they emerge skilled in ending microaggressions (Pierce, 1995; Sue et al, 2007) and fostering cross-cultural harmony; and, 2) training students to emerge as competent researchers who may contribute data regarding the utility of MIA-CHA for ending microaggressions and promoting cultural humility and awareness to meet contemporary diversity challenges. The anticipated result is a new generation of researchers and new era of grant-funded research that pioneers MIA-CHA for ending microaggressions and fostering harmony. Through participation in a leadership skills development methodology (chapter 31) that incorporates indigenous knowledge and organizational learning techniques, students gradually become more aware of their own unconscious behaviors, more in tune with the people surrounding them, and increasingly skillful in engaging in conscious and intentional action. They become what Boyatzis and Mckee (2005) call “resonant leaders.” This means that they are capable of achieving a new awareness that is vital in cross-cultural interactions: i.e. the ability to connect with their thoughts, emotions, and hearts in ways that enable them to counteract the destructive effects of stress, dissonance, and self-limiting mindsets often associated with contemporary diversity challenges; and, instead, they learn to nurture the development of sustainable, harmonious, and high functioning relationships shared among the diverse membership of organizations and communities. Further, they enter into a process that is consistent with learning cultural humility, as a valued construct in the discourse on achieving cultural competence (Tervaln & Murray-Garcia, 1998; Waters & Asbill, 2013; Hook et al, 2013). This is virtually the process described by Wallace (2008), as shifting from hierarchical authority (A/B) in interpersonal and organizational relationships to non-hierarchical equality (A=B). In similar way, Participatory Action Research (PAR) is doing research with people rather than on them (Fals Borda, 1979; Heron, 1996; Heron & Reason 1997; Reason 1996, 1988; Reason & Bradbury, 2010).
We are proposing implementing MIA through Diffusion Theory and MATCH Program Planning. Using a social ecological perspective, personal health behavior is influenced by an individual's thoughts and their relationships with others, their affiliation with organizations, their location within communities, and their connection with their culture (Simons-Morton, McLeroy, & Wendel, 2012). Multiple Approaches to Community Health (MATCH) is a socio-ecologic planning model that will guide the development and implementation of Mindfulness into Action (MIA) practices to address the personal health behaviors and environmental conditions of high school students living in low-income neighborhoods in New York City. Diffusion Theory (Rogers, 2003) will be employed in the development, implementation, evaluation, and dissemination of the program. As such, we are using an organizational learning technique by implementing MIA (chapter 31) (Vergara, 2016c) with high school students. As participants identify their unknown behaviors, we are planning to collect data regarding the changes in discipline incidents, bullying, and attendance between before and after the implementation of the Mindfulness into Action Initiative in the schools.
Summary:Studies about organizacional behavior have demonstrated that the perceived image by the members of acompany affects their motivation, commitment and performance of their work. Members’ perceptionsbecome the reference background to explain environmental needs and to support decision making.Taking this into account, the School of Dentistry Agenda for 2005-2010 includes the designing ofseveral strategies for organizational climate improvement. The purpose of this study was to developa good organizational climate and then, to facilitate values and beliefs dialogues. The objectiveswere: to identify conflict sources that affect organizational climate; to share strategies in orderto facilitate personal and organizational development; and to identify strong points that support agood working environment. Ten workshops were designed for all employees to identify problems,issues, situations, conflicts and solutions that tended to improve relationships between workers.Critical issues were: communication and respect failures, missunderstanding situations, and lack ofcommitment. Organizational work experiences are related to laboral environment. The participation inworkshops allows employees to identify their personal needs and intentions. Key words:Organizational Climate. School of Dentistry. Organizational values.
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