Problems of reversed roles in the family. necessary knowledge of the teacher and measures to help parentalized students

• Anna Błasiak ^[1]
  1. [1] Ignatianum University
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 26, Nº. 2, 2024 (Ejemplar dedicado a: Teacher and technology), págs. 275-286
• Idioma: inglés
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• Resumen

  • Research objectives (aims) and problem(s): The aim of this article is to examine the phenomenon of parentification, exploring its concept, char-acteristics, underlying causes, and both short-term and long-term conse-quences. Special attention is given to the imperative of spreading awarenessof this phenomenon among educators. The research questions addressed in-clude: What defines role reversal in families and what are its repercussions?How can teachers leverage specialized knowledge to implement supportmeasures in schools?Research methods: The article takes a theoretical and review-based ap-proach, employing methods such as analysis of scientific literature and examination of existing data.Structure of the article: The author delves into the phenomenon of paren-tification, beginning with an exploration of its definition and classification,while also considering the mechanisms that contribute to its occurrence.Additionally, she underscores its significance for the child’s present and future functioning, with both immediate and long-term consequences.

    Furthermore, the author emphasizes the necessity of diagnostic and sup-portive actions to be undertaken by teachers in response to this issue.Research findings and their impact on the development of educationalsciences: In this analysis, it was posited that parentification, defined as a re-versal of roles within the family dynamic between parent and child, repre-sents a complex and multifaceted process that is increasingly widespread incontemporary society. The ongoing societal shifts affecting modern familiessignificantly contribute to the emergence of family role reversal. The articleexplores the current understanding of the phenomenon and highlights itspractical implications for the role of teachers within the school environment.Conclusions and/or recommendations: The article underscores the im-portance of enhancing teachers’ understanding of parentification and thechallenges inherent in diagnosing this phenomenon. It suggests the uti-lization of specific projective methods for diagnosis, along with outliningpotential forms of support and preventive measures that teachers can im-plement within the school setting.