ABSTRACT
Abstract Objectives: describe the frequency of maternal stress and psychic risk indicators in newborns who were exposed to the neonatal intensive care unit (NICU) after hospital discharge. Methods: observational, analytical, cohort study, sample of 26 participants (13 exposed and 13 not exposed to the NICU). Maternal stress was assessed by Inventário de Sintomas de Stress para Adultos de Lipp (ISSL) (Lipp's Stress Symptoms Inventory for Adults) and psychological risk by Indicadores Clínicos de Risco para o Desenvolvimento Infantil (IRDI) (Clinical Risk Indicators for Child Development), 15 days after hospital discharge and at 4 months of corrected age. Results: the study found a frequency of stress of 23.1% in mothers of newborns who were exposed to NICUs and 38.5% of psychological risk in these newborns. The following associations were found: maternal stress and newborn exposure to the NICU (p=0.037); maternal stress and newborn exposure time to NICU (p=0.031); psychological risk and prematurity (p=0.014). There were no association between psychic risk and maternal stress; and there was no diference in the frequency of psychological risk between the groups of newborns. Conclusions: newborn hospitalization in the NICU is associated with maternal stress, but not with psychological risk. Prematurity can cause psychological risk. Maternal stress was not associated with psychological risk.
Resumo Objetivos: descrever a frequência de estresse materno e indicadores de risco psíquico em recém-nascidos que foram expostos à unidade de terapia intensiva neonatal (UTIN). Métodos: estudo observacional, analítico, coorte, amostra de 26 participantes (13 expostos e 13 não expostos a UTIN). O estresse materno foi avaliado pelo Inventário de Sintomas de Stress para Adultos de Lipp e o risco psíquico pelo IRDI (Indicadores Clínicos de Risco para o Desenvolvimento Infantil), 15 dias após a alta hospitalar e aos quatro meses de idade corrigida. Resultados: o estudo encontrou frequência de estresse de 23,1% nas mães de RN que foram expostos a UTIN e 38,5% de risco psíquico nestes bebês. Encontrou as seguintes associações: estresse materno e exposição do RN à UTIN (p=0,037); estresse materno e tempo de exposição do RN à UTIN (p=0,031); risco psíquico e prematuridade (p=0,014). Não encontrou associação entre risco psíquico e estresse materno; e não encontrou diferença na frequência de risco psíquico entre os grupos de RN. Conclusões: a internação do RN em UTIN está associada a estresse materno, mas não a risco psíquico. A prematuridade pode causar risco psíquico. O estresse materno não apresentou associação com risco psíquico.
Subject(s)
Humans , Female , Pregnancy , Infant, Newborn , Stress, Psychological , Infant, Premature , Intensive Care Units, Neonatal , Psychic Symptoms , Risk Factors , Pregnant Women/psychology , Hospitalization , Child Development , Mental HealthABSTRACT
En este estudio se realizó un análisis comparativo, de acuerdo con el estrato socioeconómico, de tres habilidades de cognición social (teoría de la mente, empatía y reconocimiento de emociones) en un grupo de adolescentes de Medellín. Metodología: se realizó una investigación cuantitativa comparativa transversal con una muestra de 130 adolescentes de ambos sexos a quienes se les administraron las pruebas Sistema Internacional de Imágenes Afectivas, el Test de la Mirada y el Índice de Reactividad Inter-personal. Resultados: los resultados de los análisis comprobaron la hipótesis, en algunas de las variables, de que los niveles socioeconómicos más bajos tienen niveles más bajos de habilidades de cognición social, especialmente en la teoría de la mente y la empatía, pero no en la evaluación emocional de las expresiones faciales. Discusión: la adolescencia es un periodo crítico del neurodesarrollo. Neurobiológicamente, duran-te este periodo ocurren cambios significativos en el denominado cerebro social. Conclusión: no todas las habilidades socio-cognitivas tienen la misma sensibilidad a los efectos ambientales durante su desarrollo
In this study a comparative analysis was made according to the socioeconomic stratum of three social cognition skills (theory of mind, empathy and emotion recognition) in a group of adolescents from Medellín. Methodology: a transversal comparative quantitative research was carried out with a sample of 130 adolescents of both sexes to whom the International System of Affective Images, the Gaze Test and the Interpersonal Reactivity Index were administered. Results: The results of the analyses proved the hypothesis, in some of the variables, that the lower socioeconomic levels have lower levels of social cognition skills, especially in the theory of mind and empathy, but not in the emotional evaluation of facial expressions. Discussion: Adolescence is a critical period of neurodevelopment. Neurobiologically, during this period significant changes occur in the so-called social brain. Conclusion: not all socio-cognitive skills have the same sensitivity to environmental effects during their development
Subject(s)
Humans , Adolescent , Social Cognition , Psychology, Adolescent , Theory of Mind , Social SkillsABSTRACT
Resumen Según la teoría del desarrollo de la psicopatología, algunas trayectorias del desarrollo resultan en adaptación, otras en psicopatología. Nuestra hipótesis es que algunas variables positivas son funcionales a la adaptación psicológica y participan en nicho adaptativos, que son contextos donde regularmente encontramos las competencias adaptativas, como el estilo de crianza positivo materno. El objetivo del estudio fue probar en un modelo de trayectorias, la interdependencia funcional de variables contextuales e individuales en el estilo de crianza positivo materno. La muestra se conformó por 254 madres, seleccionadas de las escuelas de alto o bajo aprovechamiento escolar donde sus hijos o hijas estudiaban. Las variables medidas en el modelo fueron cohesión social del vecindario, apoyo social de la familia, salud percibida, autorregulación, autoestima y bienestar psicológico. Los resultados apoyan la hipótesis y muestran la interrelación funcional de las variables en el modelo probado, y también la presencia de un nicho adaptativo en el contexto del estilo de crianza positivo materno, que puede ser usado como ejemplo para futuras investigaciones.
Abstract According to developmental psychopathology theory, psychological development takes different trajectories that can result in adaptation or psychopathology. We hypothesize that some positive contextual and individual variables are functional to psychological adaptation and participate in adaptive niches, which constitute the context where we regularly found the positive competences, as is exemplified by maternal positive parenting style. The aim of the study was to prove in a path model, the functional interdependence of individual and contextual variables in maternal positive parenting style. The sample was formed by 254 mothers, selected from low and high level of academic achievement schools, where their sons or daughters were studying. The variables measured in the model were neighborhood's social cohesion, family's social support, perceived health, self-regulation, self-esteem, and psychological well-being. The results support the hypothesis and show the functional interrelationships of the variables in the model proved, and also the presence of an adaptive niche in maternal positive parenting style, which could be used as an example for future studies.
Subject(s)
Adaptation, Psychological , Professional Competence , Child RearingABSTRACT
Resumen El objetivo de este estudio es caracterizar el nivel de adquisición de la función simbólica en niños preescolares colombianos. Participaron 39 niños a quienes se les aplicó el protocolo de evaluación psicológica cualitativa que permite caracterizar la adquisición de la función simbólica en los niveles materializado, perceptivo y verbal; basado en el concepto de la zona del desarrollo próximo lo cual implica la participación activa del niño, y diversas formas de ayuda por parte del evaluador. Los resultados señalan un bajo nivel de desarrollo de la función simbólica al final de la edad preescolar; además posibilitan conocer cómo el niño preescolar realiza tareas simbólicas a partir de apoyos verbales del adulto. Se discute la importancia del espacio de colaboración entre el adulto y los niños en el que se usa el lenguaje como medio de apoyo para la ejecución de acciones simbólicas y para la creación independiente de diversas formas de representación materializada, perceptiva y verbal.
Abstract The aim of this study is to characterize the acquisition level of the symbolic function in Colombian preschool children in the city of Bogotá. The study involved 39 children. Children were assessed by a protocol of qualitative psychological evaluation to characterize the acquisition of the symbolic function in materialized, perceptual and verbal levels. The protocol is based on the zone of proximal development concept, which involves the active participation of children and the use of various forms of assistance from the evaluator. The results of the protocol evaluation indicate a low development level of the symbolic function at the end of preschool age. The findings of this study are useful in both education and psychology fields, as it possible to know how the preschool child performs symbolic tasks from the adult's verbal support. The importance of cooperation space between adult and children in which language is used as a means of support for the implementation of symbolic actions and for independent creation of various forms of materialized, perceptual, and verbal representation is discussed.
ABSTRACT
Resulta cada vez más necesario que los pediatras tengan mayores conocimientos de salud del adolescente. Para empezar, deben familiarizarse con el desarrollo psicosocial propio de este período, asunto indispensable para la atención del grupo etario. En este artículo se revisa el desarrollo psicosocial normal del adolescente con ese objetivo. La adolescencia es una etapa que se ha ido prolongando progresivamente, en la que ocurren cambios rápidos y de gran magnitud, que llevan a la persona a hacerse tanto biológica, como psicológica y socialmente madura, y potencialmente capaz de vivir en forma independiente. Son tareas del desarrollo de este período, la búsqueda y consolidación de la identidad y el logro de la autonomía. Si bien constituye un proceso de alta variabilidad individual en cuanto a su comienzo y término, a la progresión a través de sus etapas, a la sincronía del desarrollo entre los diversos ámbitos y en otros aspectos, el desarrollo psicosocial de este período tiende a presentar características comunes y un patrón progresivo de 3 fases: adolescencia temprana, media y tardía. En este artículo se describe el desarrollo psicológico, cognitivo, social, sexual y moral de los jóvenes en cada una de ellas.
It is increasingly necessary that pediatricians have greater knowledge of adolescent health. To begin with they should be familiar with the psychosocial development of this period, an issue which is imperative for the health care of the age group. With that purpose, this article reviews the normal adolescent psychosocial development. Adolescence is a stage that has been progressively prolonged, during which fast and big changes occur, that lead human beings to become biologically, psychologically and socially mature, and potentially able to live independently. Developmental tasks of this period are the establishment of identity and the achievement of autonomy. Although it is a process of high individual variability in terms of its beginning and end, the progression through stages, the synchrony of development between the various areas, and in other aspects, the psychosocial development of this period usually have common characteristics and a progressive pattern of 3 phases: early, middle and late adolescence. Psychological, cognitive, social, sexual and moral development of young people in each of them are described in this article.
Subject(s)
Humans , Adolescent , Cognition/physiology , Adolescent Health , Adolescent Development/physiology , Personal Autonomy , Moral Development , Sexual Development/physiologyABSTRACT
O objetivo deste trabalho é identificar, no desenho, parâmetros de análise que permitam destacar como se manifestam as características conflitivas típicas do desenvolvimento psicossexual de crianças em grupos específicos de faixa etária e etapa de desenvolvimento psíquico. Foram analisados 173 Desenhos da Figura Humana de crianças e adolescentes de ambos os sexos com idade variando de 4 a 15 anos. A análise dos desenhos permitiu dividi-los em seis grupos etários característicos. Em cada grupo foi possível identificar aspectos relevantes do desenho que permitiram alcançar as angústias predominantes nas diferentes etapas do desenvolvimento. Além disso, foram identificadas diferenças entre os desenhos de meninos e meninas. Estas observações permitem apontar a importância do desenho no diagnóstico e sua riqueza para discriminar as angústias predominantes em cada faixa etária
The purpose of this work is to identify through children's drawings, elements that can be used, as an analyses parameter to highlight how typical conflicting characteristics of psychosexual development, of specific groups of children, of specific age range and psychic development stage, emerge in their drawings. We analyzed the "Draw a Person Test" of 173 children and adolescents, of both sexes, ranging from 4 to 15 years of age. The analysis of their drawings allowed to divide them into six age groups. It was possible to identify in each group relevant drawing aspects which allowed us to recognize the predominant anxiety at different developmental stages. It was also possible to observe differences between boys' and girl's drawings. These observations allow to indicate the relevance of drawing in psychodiagnosis, and its potential to distinguish anxieties in each age stage
Subject(s)
Humans , Male , Female , Child , Adolescent , Psychosexual Development , Projective Techniques , Drawing/analysisABSTRACT
Procura-se explorar a importância do conhecimento emocional, através da avaliação de um Programa de Desenvolvimento do Conhecimento Emocional, a partir de um design experimental de pré e pós-teste. Participaram 25 crianças de educação pré-escolar entre cinco e seis anos e foi utilizada a Escala de Avaliação do Conhecimento Emocional (EACE), que permite obter uma nota total da Percepção Emocional Correta (PEC) e foi utilizada em pré e pós-teste. Os resultados evidenciam um aumento significativo do conhecimento emocional entre o pré-teste e o pós-teste, ocorrendo os progressos mais significativos nas dimensões comportamentos emocionais e situações emocionais.
The present research highlights the importance of emotional knowledge through the evaluation of the effectiveness of a program, with experimental design of pre and post-test. 25 children-participants attended a pre-school class, aged from five and six years old. It was used the Assessment of Children's Emotion Skills Questionnaire for the Portuguese context, which gives a total score for the Correct Emotional Perception. The results show a significant increase in emotional knowledge between the pre-test and post-test, more significant progress in the dimensions of emotional behaviors and emotional situations.
La presente investigación pone de relieve la importancia del conocimiento emocional a través de la evaluación de la efectividad de un programa, con un diseño experimental de pre y post-test. 25 niños participantes, con edades comprendidas entre cinco y seis años de edad, asistieron a una clase de preescolar. Se utilizó el Cuestionario de Evaluación de Habilidades Emocionales para la Infancia para el contexto portugués, lo que da una puntuación total de percepción emocional correcta. Los resultados muestran un incremento significativo en el conocimiento emocional entre el pre-test y pos-test, siendo el avance más significativo en las dimensiones de los comportamientos y de las situaciones emocionales.
Subject(s)
Humans , Male , Female , Child , Emotional Intelligence , Emotions , Child Behavior/psychologyABSTRACT
La edad preescolar constituye una de las etapas más importantes en el desarrollo psicológico del niño. En esta edad surgen las formaciones psicológicas nuevas como habilidades psicológicas de preparación del niño para su ingreso a la escuela, las cuales inducen al niño a experimentar cambios en su desarrollo cognitivo y en su personalidad. La función simbólica, neoformación esencial en esta edad, se refiere a la capacidad del niño para representar objetos ausentes a través del uso de símbolos y signos, de acuerdo a su edad psicológica y medio sociocultural. El desarrollo de la funciónsimbólica contribuye, a su vez, al desarrollo de otras funciones psicológicas como la actividad verbal, la lectura, la escritura, el desarrollo del pensamiento conceptual y matemático elemental, indispensables para la actividad escolar. El objetivo de este estudio es describir las características del nivel de desarrollo de la función simbólica en niños de edad preescolar. Participaron 59 niños que cursaban el tercer grado de preescolar en una institución suburbana, a todos ellos se les aplicó el protocolo de evaluación de la función simbólica, instrumento conformado sobre la propuesta histórico-cultural del desarrollo psicológico infantil. Los resultados de la evaluación psicológica revelan desarrollo insuficiente de la función simbólica en los niños, situación que puede repercutir en su desarrollo psicológico, intelectual y en su éxito escolar.
The preschool age is one of the most important stages in psychological development of a child. In this age, new psychological skills arise in order to master children to start school formation; these abilities lead to cognitive and personal traits changes. The Symbolic function, essential at this age,refers to children's ability to represent absent objects through the use of symbols and signs according to their psychological age and sociocultural environment. The development of the symbolic function, also contributes to facilitate other psychological functions indispensable for school performance, such as verbal activity, reading, writing, as well as elemental acquisition of conceptual and mathematical thinking. The goal of this article is to describe the characteristics of the symbolic function development level in preschoolers. In the present study, 59 third grade students from a suburban preschool in Mexico participated. All of them were tested by the assessment protocol of symbolic function, the proposed instrument focused on historical-cultural child psychological development. The findings presented low development level of the symbolic function in children, a situation that may impact on their psychological, intellectual and school success.
Subject(s)
Humans , Child, Preschool , Child , Child Development , Child, Preschool , Psychological TestsABSTRACT
An intervention study was conducted among students of three randomly selected free primary schools in rural West Bengal to assess the effect of health-nutrition education for behavior modification of parents on nutritional anemia of children. Clinically anemic students were school-wise randomized into 'groups of two' and intervened with anthelminthic, iron-folic acid (IFA) pediatric tablet and health-nutrition education by reoriented teachers. Parents of study group were involved in behavior change processes. Baseline overall prevalence of anemia was 64.4%. After IFA therapy, prevalence of anemia was not found to differ between two groups (χ2 = 2.68, P > 0.05, RR= 0.48, 95% C.I 0.2 < RR < 1.19) while reducing 52.2% of relative risk. Reassessment after six months showed significantly lower prevalence in study group (χ2 = 18.14, P < 0.05, RR = 0.20, 95% C.I. 0.08 < RR < 0.49). Parental involvement for life style and dietary modification may curb childhood anemia.
ABSTRACT
Este texto apresenta considerações sobre as relações entre afetividade e inteligência no desenvolvimento psicológico, a partir de quatro modelos teóricos: as perspectivas psicogenéticas de Piaget, Wallon, Vygotsky e concepções extraídas da teoria psicanalítica de Freud. O objetivo é apontar as ênfases de cada abordagem para os aspectos afetivos e cognitivos e seu papel no desenvolvimento psicológico. Como conclusão, pode-se dizer que os modelos, interessados pela gênese da construção do conhecimento ou pela constituição do psiquismo, apresentam diferentes tipos de relação entre afetividade e inteligência. Uns propõem relações de alternância (Wallon); complementaridade de um em relação ao outro (Vygotsky) ou correspondência (Piaget) entre afetividade e inteligência, enquanto outro enfatiza aspectos pulsionais que interferem no funcionamento psicológico afetivo e cognitivo (Freud).
This text presents some considerations about the relations between affectivity and intelligence in psychological development, based on four theoretical models: the psychogenetic approaches of Piaget, Wallon, Vygotsky and some concepts from Freud's psychoanalysis theory. The main objective is to point out the emphasis of each approach regarding to affective and cognitive aspects and also their role in psychological development. What can be concluded is that the theoretical models, interested in knowledge construction or in psychic constitution, present different relations between affectivity and intelligence. Some of these propose relations of alternation (Wallon), relations based on one supplementing the other (Vygotsky) or on a correspondence between them (Piaget), while another focuses on pulsional aspects that interfere on affective and intellectual psychological functioning.
ABSTRACT
O presente artigo engloba uma extensa revisão da literatura sobre a temática do câncer parental e as consequências pessoais e familiares desta vivência. Nesse sentido, são abordadas as principais consequências médicas e psicossociais do diagnóstico e tratamento do câncer e, usando o modelo sistémico, é descrita a influência (negativa e positiva) deste acontecimento no doente e noutros membros da família. É dado especial enfoque ao desenvolvimento psicológico dos filhos, incluindo os resultados dos estudos referentes ao stress traumático e crescimento pós-traumático, em particular no câncer da mama. São tecidas algumas implicações para a investigação nesta área, bem como sugestões para futuras investigações.
The present paper includes an extended literature review about parental cancer and personal and family consequences of such experience. Some of the most important medical and psychosocial issues regarding the diagnosis and treatment of parental cancer are presented. Using a systemic theory as the background model it addresses the influences (negative and positive) of the event in the patient and in other family members. The present paper gives special focus on the offspring's psychological development, including the results regarding traumatic stress and posttraumatic growth, particularly on breast cancer. Some implications and suggestions for future research are addressed.
Subject(s)
Child Development , Family/psychology , Neoplasms/diagnosis , Parent-Child Relations , Neoplasms/therapy , Stress Disorders, Post-Traumatic/psychology , Stress Disorders, Traumatic/psychologyABSTRACT
O presente artigo visa descrever a atuação do psicólogo junto ao programa multidisciplinar de assistência a pacientes portadores de fibrose cística do Hospital de Clínicas de Porto Alegre, partindo da contextualização da doença, do tratamento e das equipes que compõem o programa. A seguir, apresenta justificativas para a intervenção psicológica, seus objetivos e abordagens. Especifica, finalmente, a assistência prestada aos pacientes pediátricos e aos adultos, bem como as possibilidades de contribuição às equipes.
The objective of the present study was to describe the role of psychologists in a multidisciplinary assistance program for cystic fibrosis patients at the Hospital de Clínicas de Porto Alegre, providing information on the disease background, its treatment, and the teams involved in the program. The reasons for the implementation of psychological interventions, their goals and approaches are also presented. Finally, we offer detailed information on the care provided to pediatric and adult patients, as well as on how psychologists may contribute to the multidisciplinary team.
Subject(s)
Humans , Infant, Newborn , Infant , Child, Preschool , Child , Adolescent , Young Adult , Patient Care Team , Cystic Fibrosis/psychology , Psychology , Child Development , Quality of Life/psychology , Parent-Child RelationsABSTRACT
Pensando no instigante sucesso do desenho animado "A Bela e a Fera", da Walt Disney, que teve grande repercussão mundial na época em que fora exibido, este artigo propõe-se a compreender o desenvolvimento psicológico da personagem Bela. Para tanto, algumas cenas do filme foram escolhidas para análise, com o aporte teórico de Sigmund Freud, tendo-se observado, com isso, a transformação ocorrida na vida psicossexual de Bela ao passar do Narcisismo para o Complexo de Édipo e a resolução deste. Foi entrelaçada a seguir, com a colaboração do entendimento de Marie-Louise Von Franz, a aquisição do Feminino por parte da personagem com a importância dos contos de fadas na construção da personalidade das crianças, que, a partir destes, vivenciam de forma lúdica os conflitos inerentes ao desenvolvimento psíquico, facilitando sua elaboração e aumentando sua capacidade de simbolização.
Thinking about the amazing success of the cartoon with great impact worldwide "The Beauty and the Beast", Walt Disney, this article aimed to understand the psychological development of the character Belle. To this end, some parts of the movie were chosen and analysed, based in the theory of Sigmund Freud, providing an understanding about Belle's psychosexual life, when she overcame Narcissism and Oedipus Complex. Then it was contextualized, throw Marie-Louise Von Franz, the female's acquisition of the character along the importance of fairy tales in the construction of children's personality, that experience in playful way conflicts of the psychological development, leading to a elaboration and empowering its symbolization capacity.
ABSTRACT
@#Children are in the stage of mental and behavior development and easily sufferd from physical and psychological barriers after disaster.This paper uses the theories and methods of the developmental psychology,disaster psychology and rehabilitation psychology to analyze the psychological and behavior barriers of the disaster survivors and to discuss the psychological intervention and rehabilitation approaches.
ABSTRACT
Se analizan de manera general las ambigüedades en el uso del término creatividad, y se presenta el Modelo Interconductual de Comportamiento Creativo (MICC) en el que se propone una continuidad entre el comportamiento inteligente y el creativo, y en el que se reconocen como dimensiones relevantes de la inteligencia la variabilidad y la efectividad, en tanto que la correspondiente dimensión de la creatividad es la originalidad de criterios ante situaciones contingencialmente ambiguas. Se describen los resultados generales de los estudios derivados del MICC y se delinea la forma en que éstos pueden contribuir al replanteamiento de la labor del psicólogo en escenarios educativos.
This article carries out a general analysis of the ambiguities found in the psychological literature about the concept of creativity and presents the Interbehavioral Model of Creative Behavior (IMCB) which states that there is a continuum between intelligent and creative behavior, and that variability and effectiveness are recognized as relevant dimensions of intelligence, whereas the corresponding dimension for creativity is the originality of criteria before ambiguous situations (in terms of contingency relations). The results of the studies derived from the IMCB are described. A general outline of the way in which these studies may contribute to redefining the psychologists role in educational settings is also presented.
Subject(s)
Humans , Male , Female , Competency-Based Education , Creativity , Education , Human Development , IntelligenceABSTRACT
O objetivo deste artigo é descrever o trabalho de maternagem realizado com bebês deixados para adoção em uma maternidade. Rejeição, doença ou morte e pobreza da mãe/família apresentam-se como determinantes da entrega de um bebê para os cuidados institucionais. Vários estudos apontam os efeitos nocivos sobre a formação das crianças quando observadas num processo de separação dos pais e, em especial, da mãe. Essas crianças requerem assistência especializada para minimizar, tanto quanto possível, o prejuízo psíquico decorrente do abandono. Com base nos estudos que abordam essa temática, o serviço de psicologia dessa maternidade realiza com esses bebês a maternagem, objetivando suprir a carência de cuidados maternos e intervir através da palavra e do contato com o bebê. Longas rupturas com pessoas significativas e institucionalização prolongada agem como importantes fatores de risco para o desenvolvimento normativo da criança. A maternagem atua como fator de proteção para o desenvolvimento do bebê abandonado, promovendo saúde mental.
The purpose of this article is to describe the motherly care process carried out with babies who were let at the Maternity foster care service. Rejection, disease, death and poverty can be presented as the determinants for living the babies at the institutional care service by mothers and families. Several studies point out the harmful effects on the children's development when they are observed during the separation processes from the parents and, specially, from their mothers. These children require specialized assistance to minimize, as much as possible, the abandonment psychological consequences. Based on the studies that deal with this subject, the Maternity Psychological Service practices the motherly care with these babies, in order to supply the mother care privation using the influence of interaction through speech and hold held contact. Significant people long absences and an extended institutionalization period bring against the child development. The motherly care acts as a protection factor for the abandoned baby development, promoting mental health.
Subject(s)
Humans , Female , Infant, Newborn , Infant, Premature , Maternal Behavior , Mother-Child Relations , Psychology, Developmental , Risk FactorsABSTRACT
La premisa central de la investigación en la que se enmarca la investigación (base de este artículo) consiste en sostener que los requisitos funcionales y estructurales que hacen posible la coexistencialidad humana son los determinantes primordiales de la ontogenésis del pensamiento conceptual. Y, en particular, que las diferentes configuraciones epigenéticas que recorre el desarrollo de los contextos psicosociales que envuelven los protagonismos del niño contienen las principales claves para "una explicación de los procesos dinámicos responsables del crecimiento mental" (B. Inhelder 1975:35). Se proponen instrumentos semióticos para analizar el concepto de "experiencia jurídica" como la noción que hace posible la objetivación de los invariantes de esos "contextos psicosociales". Se propone en el núcleo central del artículo la reelaboración de algunos conceptos y operaciones de la semiótica narrativa para adecuarlos a la descripción de los fenómenos jurídico gentilicio (como una introducción a la "narrativa de la coexistencialidad familiar"). En particular, se proponen nuevas especificaciones y nuevas categorías para adaptar la teoría de las modalidades y sobre-modalidades de las descripciones narrativas, con vistas a penetrar en el proceso de instauración de los niños en los ordenamientos normativos
We uphold the idea that Development Psychology needs to shed light on the new facets of the psicogenesis of rational knowledge/thinking by moving forward in the elaboration of methodological and descriptive concepts which grant the isolation of functional coexistential invariants as an inherent dimension to ontogenetic human processes. We propose the concept of "juridical experience" as the notion that allows us to make developments in the objectifying of those functions. We also show the way descriptive elements taken from semiotic narratives can be put to use for this purpose