ABSTRACT
This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.(AU)
O estudo teve como objetivo geral caracterizar e associar habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual em inclusão educacional e; como objetivos específicos verificar valores preditivos para habilidades sociais e diferenças entre grupos com diagnóstico de deficiência intelectual somente e com outros diagnósticos associados. Trata-se de um estudo quantitativo, transversal, descritivo, correlacional, preditivo e comparativo. Participaram 44 alunos com deficiência (11 apresentavam outros diagnósticos associados), que foram avaliados por 42 responsáveis e 34 professoras. Os instrumentos utilizados foram Social Skills Rating System (SSRS-BR) e Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P). A avaliação de responsáveis e professores foi diferente. Habilidades sociais foram negativamente associadas aos problemas de comportamento e positivamente associadas a competência acadêmica; problemas de comportamento e diagnósticos associados foram preditores negativos de habilidades sociais. Houve diferença significativa entre grupos. Resultados evidenciam a importância de programas para promoção de habilidades sociais.(AU)
Este estudio tuvo como objetivo general caracterizar y asociar las habilidades sociales, los problemas de conducta y la competencia académica de estudiantes con discapacidad intelectual en la inclusión escolar; y como objetivos específicos verificar los valores predictivos de las habilidades sociales y las diferencias entre grupos diagnosticados con discapacidad intelectual y otros diagnósticos asociados. Se trató de un estudio cuantitativo, transversal, descriptivo, correlacional, predictivo y comparativo. Participaron 44 estudiantes con discapacidad intelectual (11 de ellos presentaban otros diagnósticos asociados), quienes fueron evaluados por 42 tutores y 34 docentes. Los instrumentos utilizados fueron el Sistema de Evaluación de Habilidades Sociales (SSRS-BR) y el Guion de Entrevista de Habilidades Sociales para Educación de los Padres (RE-HSE-P). Las evaluaciones de los tutores y docentes fueron diferentes. Las habilidades sociales se asociaron negativamente con problemas de conducta y positivamente con la competencia académica; los problemas de conducta y el diagnóstico fueron predictores negativos de las habilidades sociales. Hubo diferencias significativas entre los grupos. Los resultados destacan la importancia de los programas de intervención para desarrollar habilidades sociales con la población estudiada.(AU)
Subject(s)
Humans , Male , Female , Child , Adult , Social Skills , Problem Behavior/psychology , Academic Performance/psychology , Intellectual Disability/psychology , Mainstreaming, Education , Cross-Sectional Studies , Interviews as Topic , Predictive Value of Tests , Data Interpretation, Statistical , Correlation of Data , Sociodemographic FactorsABSTRACT
Punishing, minimizing, ignoring, or becoming distressed when dealing with children's negative emotions may favor the emergence or worsen behavior problems during childhood. This study examined the effects of the intervention program Vivendo Emoções [Experiencing Emotions] on maternal reactions to children's emotions and children's internalizing and externalizing problems. Thirty-two mothers of children aged between three and eight participated and were assigned to an intervention (n = 16) or a comparison (n = 16) group. The intervention was implemented in eight sessions intended to promote the mothers' strategies to identify and regulate their children's negative emotions and enable the children to improve emotional competence. The mothers completed the CCNES to report their reactions to children's emotional expressions and the CBCL to report internalizing and externalizing problems on pretest and posttest. The results reveal that mothers in the intervention group reported fewer unsupportive reactions on posttest than mothers in the comparison group. This finding shows the potential of such interventions to decrease unsupportive maternal reactions. Additionally, children in the intervention group presented more frequent somatic complaints than those in the comparison group on posttest. A potential explanation is that the mothers were more prepared to encourage their children to report negative emotions associated with bodily sensations.
Castigar, minimizar, ignorar o manifestar malestar ante la expresión de emociones negativas de los niños puede favorecer la aparición o el empeoramiento de problemas de comportamiento en la infancia. Este estudio examinó los efectos del programa de intervención Viviendo Emociones, focado en la socialización emocional de los niños, en las reacciones maternas a las emociones y en los problemas internalizantes y externalizantes de los niños. Participaron 32 madres de niños entre tres y ocho años, divididas en los grupos intervención (n = 16) y comparación (n = 16). El Viviendo Emociones se realizó en ocho sesiones y busca promover estrategias para identificar y regular las emociones negativas expresadas por los niños para que ellos amplíen su competencia emocional. En el pre-test y post-test, las madres respondieron el CCNES para reportar sus reacciones ante las expresiones emocionales de sus hijos y el CBCL para reportar problemas internalizantes y externalizantes. Los resultados revelaron que las madres en el grupo de intervención reportaron menos reacciones de no apoyo que las madres en el grupo comparación en el post-test. Ese hallazgo resalta el potencial de intervenciones de esta naturaleza para reducir las reacciones maternas de no apoyo. Adicionalmente, los niños del grupo intervención presentaron más quejas somáticas que los niños del grupo comparación en el post-test. Una explicación potencial es que las madres estaban más preparadas para alentar a los niños a reportar emociones negativas asociadas a sensaciones corporales.
Punir, minimizar, ignorar ou manifestar desconforto diante da expressão de emoções negativas dos filhos pode favorecer o surgimento ou agravamento dos problemas de comportamento na infância. Este estudo examinou os efeitos do programa de intervenção, Vivendo Emoções, com foco na socialização emocional infantil, sobre as reações maternas às emoções dos filhos e os problemas internalizantes e externalizantes das crianças. Participaram 32 mães de crianças entre três e oito anos, divididas em grupo intervenção (n = 16) e comparação (n = 16). O Vivendo Emoções foi realizado em oito sessões e busca promover estratégias para identificação e regulação das emoções negativas expressas pelos filhos de forma que a criança amplie sua competência emocional. No pré-teste e no pós-teste, as mães responderam a CCNES para informar suas reações às expressões emocionais nos filhos e o CBCL para relatar problemas internalizantes e externalizantes. Os resultados revelaram que as mães do grupo intervenção relataram menos reações não apoiadoras do que as mães do grupo comparação no pós-teste. Esse achado evidencia o potencial de intervenções dessa natureza para reduzir reações maternas não apoiadoras. Adicionalmente, as crianças do grupo intervenção apresentaram mais queixas somáticas do que as crianças do grupo comparação no pós-teste. Uma explicação potencial é que as mães estivessem mais preparadas para encorajar as crianças a relatar emoções negativas associadas a sensações corporais.
Subject(s)
Humans , Male , Female , Child, Preschool , Child , Socialization , Child Behavior/psychology , Emotions/physiology , Problem Behavior/psychology , Mothers/psychology , Parent-Child Relations , Psychotherapy/methods , Checklist , Sociodemographic Factors , Maternal Behavior/physiologyABSTRACT
Este artigo pretende verificar a quantidade de pesquisas publicadas no mundo nos últimos cinco anos e sua predição para com o comportamento humano. Foram encontrados 75 artigos nas bases de dados Scielo, Medline e Lilacs, a través de uma busca utilizando descritores em português e na língua inglesa no Portal Periódicos.capes. Os resultados apontaramque os estudos encontrados tiveram relação aos transtornos da personalidade, referindode forma direta a comportamentos relacionados aos esquemas desadaptativos como preditores dos transtornos da personalidade. Outros temas considerados foram o suicídio, o divórcio, a violência conjugal, patologias orgânicas e/ou dor crônica, a parentalidade,comportamentos erráticos, saúde e validação de escalas. Conclui-se que esta revisão tem sua importância na análise criteriosa dos estudos sobre os EIDs e sua relação com a personalidade, já que a teoria cognitiva traz a priori que os comportamentos disfuncionais estão relacionados com os Esquemas Iniciais Desadaptativos AU
Este artículo tiene como objetivo verificar la cantidad de investigaciones publicadas en el mundo en los últimos cinco años y su predicción para el comportamiento humano. Se encontraron un total de 75 artículos en las bases de datos Scielo, Medline y Lilacs, a través de una búsqueda con descriptores en portugués e inglés en el Portal Periódicos.capes. Los resultados mostraron que los estudios encontrados estaban relacionados con los trastornos de personalidad, refiriéndose directamente a conductas relacionadas con esquemas desadaptativos como predictores de trastornos de personalidad. Otros temas considerados fueron suicidio, divorcio, violencia conyugal, patologías orgánicas y/o dolor crónico, crianza, comportamiento errático, salud y validación de escalas. Se concluye que esta revisión es importante en el análisis cuidadoso de los estudios sobre las EID y su relación con la personalidad, ya que la teoría cognitiva muestra a priori que las conductas disfuncionales están relacionadas con los Esquemas Desadaptativos Iniciales AU
This article aims to verify the amount of research published in the world in the last five years and its prediction for human behavior. A total of 75 articles were found in the Scielo, Medline and Lilacs databases, through a search using descriptors in Portuguese and English on the Portal Periódicos.capes. The results showed that the studies found were related topersonality disorders, referring directly to behaviors related to maladaptive schemas as predictors of personality disorders. Other topics considered were suicide, divorce, marital violence, organic pathologies and/or chronic pain, parenting, erratic behavior, health and validation of scales. It is concluded that this review is important in the careful analysis of studies on EIDs and their relationship with personality, since the cognitive theory shows a priori that dysfunctional behaviors arerelated to Initial Maladaptive Schemas AU
Subject(s)
Humans , Male , Female , Personality Disorders/psychology , Suicide , Adjustment Disorders/psychology , Problem Behavior/psychology , Cognitive Behavioral Therapy , Adverse Childhood ExperiencesABSTRACT
Objective: To investigate the influence of sleep fragmentation in infancy and toddler period on emotional and behavioral problems at the age of 6 years. Methods: Using a prospective cohort design, 262 children were extracted from mother-child birth cohort recruited from May 2012 to July 2013 in Renji Hospital, School of Medicine, Shanghai Jiao Tong University. Children's sleep and physical activities were assessed using actigraphy at 6, 12, 18, 24, and 36 months of age, from which the sleep fragmentation index (FI) at each follow-up point was calculated. Children's emotional and behavioral problems at 6 years of age were assessed using the strengths and difficulties questionnaire. Group-based trajectory model was applied to determine sleep FI in infancy and toddler period trajectory groups with Bayesian information criteria being used to determine the best fitting model. Children's emotional and behavioral problems between groups were examined with independent t test and linear regression models, etc. Results: A total of 177 children, with 91 boys and 86 girls, were included in the final analysis and were divided into 2 groups: high FI group (n=30) and low FI group (n=147). Compared with children in the low FI group, those in the high FI group presents with higher total difficulties score and higher hyperactivity or inattention score ((11.0±4.9) vs. (8.9±4.1), (4.9±2.7) vs. (3.7±2.3) scores, t=2.17, 2.23, both P<0.05, respectively), with the differences remaining significant after adjusting for covariates (t=2.08, 2.09, both P<0.05 respectively). Conclusion: High sleep fragmentation in infancy and toddler period is associated with more emotional and behavioral problems, especially hyperactivity or inattention problems, at 6 years of age.
Subject(s)
Male , Female , Humans , Infant , Child, Preschool , Child , Cohort Studies , Problem Behavior/psychology , Sleep Deprivation , Prospective Studies , Bayes Theorem , China , Surveys and QuestionnairesABSTRACT
OBJECTIVES@#To study the moderating effect of mother-child relationship in the association between maternal parenting stress and emotional and behavioral problems in preschool children, and to provide reference for the prevention and control of emotional and behavioral problems in preschool children.@*METHODS@#Using a stratified cluster sampling method, 2 049 preschool children were surveyed from November to December 2021, who sampled from 12 kindergartens in Wuhu City, Anhui Province. The emotional and behavioral problems of preschool children were assessed with the Strength and Difficulties Questionnaire. Pearson correlation analysis was used to evaluate the relationship of maternal parenting stress and mother-child relationship with children's emotional and behavioral problems. The PROCESS Macro was used to analyze the moderating effect of conflicted and dependent mother-child relationships in the association between maternal parenting stress and emotional and behavioral problems in these preschool children.@*RESULTS@#Among these preschool children, maternal parenting stress was positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001); intimate mother-child relationships were negatively correlated with the scores of conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001); conflicted and dependent mother-child relationships were positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001). After controlling for relevant confounding factors, conflicted mother-child relationship (β=0.05, P=0.001) and dependent mother-child relationship (β=0.04, P=0.012) were found to have a moderating effect on the association between maternal parenting stress and total difficulty scores in these preschool children.@*CONCLUSIONS@#Negative mother-child relationships play a moderating role in the association between maternal parenting stress and emotional and behavioral problems in preschool children. Prevention of emotional and behavioral problems in preschool children should focus on reducing maternal parenting stress and improving negative mother-child relationships.
Subject(s)
Humans , Child, Preschool , Female , Problem Behavior/psychology , Parenting/psychology , Emotions , Mother-Child Relations , Surveys and Questionnaires , Mothers/psychologyABSTRACT
Los problemas comportamentales en la infancia suponen todos aquellos comportamientos persistentes en los que se repiten conductas que no respetan las normas o las reglas sociales propias de la edad. La detección temprana de estas dificultades permite controlar en cierto modo la gravedad del asunto ya que, de no trabajarse sobre la sintomatología del niño, las posibilidades de desarrollar un trastorno mental severo son mayores. Así, la identificación y el diagnóstico de los problemas conductuales se ha vuelto una meta de gran significación para la disciplina psicológica. El objetivo de este estudio fue realizar una revisión de la literatura reciente para sistematizar la información referida a las diferentes conceptualizaciones teóricas que existen sobre los problemas comportamentales desde diversas escuelas psicológicas y las respuestas terapéuticas que ofrecen, identificar los instrumentos de medición validados para su evaluación en Argentina, y describir la importancia de su detección temprana y posibles áreas de incidencia(AU)
Behavioral problems in childhood involve all those persistent actions in which activities that do not respect the norms or social rules of the age are repeated. Early detection of these problems makes it possible to control the severity of the problem to a certain extent. If the child's symptoms are not elaborated, the chances of developing a severe mental disorder are greater. Thus, the identification and diagnosis of behavioral problems has become a goal of great significance for the psychological discipline. The objective of this article was to carry out a review of the recent literature to systematize the information referring to the different theoretical conceptualizations that exist on behavioral problems from various psychological schools and the therapeutic responses they offer. Also,to identify the measurement instruments validated for their evaluation in Argentina and describe the importance of its early detection and possible areas of incidence(AU)
Subject(s)
Humans , Male , Female , Child , Cognitive Behavioral Therapy/statistics & numerical data , Child Behavior Disorders/psychology , Psychology, Child , Emotions , Family Relations/psychology , Problem Behavior/psychologyABSTRACT
Abstract: In recent years, medical students' absenteeism has been investigated in depth. Classroom deviant behavior is a richer concept than truancy behavior, but there are few researchers on this aspect in China. There are still many issues worth discussing about deviant classroom behavior. In this paper, questionnaires were given to 977 medical students to collect relevant data. After classifying the data, correlation analysis and multilevel linear regression analysis were used to conclude that academic performance and group ethical norms have a negative impact on medical students' deviant behaviors in class. Group ethical norms have a significant positive influence on academic performance, and descriptive ethical norms and imperative ethical norms of group ethical norms have a significant influence on academic performance. The four dimensions of academic performance: academic performance, task performance, interpersonal promotion, and social comparison have a negative influence on medical students' deviant behaviors in class. Descriptive ethical norms have an inverse effect on medical students' deviant behaviors, while imperative ethical norms have no significant effect on deviant behaviors in class. Group ethical norms as a category of ethical norms clearly have significant implications for improving academic performance and reducing their transgressions in class. Reinforcing group ethics in medical students will not only contribute to their professional ethics upon graduation, but also to their academic performance.
Resumen: En los últimos años, se ha investigado en profundidad el absentismo de los estudiantes de medicina. El comportamiento desviado en el aula es un concepto más rico que el comportamiento de absentismo escolar, pero hay pocos investigadores sobre este aspecto en China. Todavía hay muchas cuestiones que vale la pena discutir sobre el comportamiento desviado en el aula. En este trabajo, se entregaron cuestionarios a 977 estudiantes de medicina para recoger los datos pertinentes. Tras clasificar los datos, se utilizó el análisis de correlación y de regresión lineal multinivel para llegar a la conclusión de que el rendimiento académico y las normas éticas de grupo tienen un impacto negativo en los comportamientos desviados de los estudiantes de medicina en clase. Las normas éticas de grupo tienen una influencia positiva significativa en el rendimiento académico, y las normas éticas descriptivas y las normas éticas imperativas de las normas éticas de grupo tienen una influencia significativa en el rendimiento académico. Las cuatro dimensiones del rendimiento académico: rendimiento académico, rendimiento de la tarea, promoción interpersonal y comparación social tienen una influencia negativa en los comportamientos desviados de los estudiantes de medicina en clase. Las normas éticas descriptivas tienen un efecto inverso en las conductas desviadas de los estudiantes de medicina, mientras que las normas éticas imperativas no tienen un efecto significativo en las conductas desviadas en clase. Las normas éticas de grupo como categoría de normas éticas tienen claramente implicaciones significativas para mejorar el rendimiento académico y reducir sus transgresiones en clase. Reforzar la ética de grupo en los estudiantes de medicina no sólo contribuirá a su ética profesional al graduarse, sino también a su rendimiento académico.
Resumo: Nos últimos anos, o absenteísmo dos estudantes de medicina tem sido pesquisado em profundidade. O comportamento desviante na sala de aula é um conceito mais rico do que o comportamento de evasão escolar, mas há poucos pesquisadores sobre este aspecto na China. Ainda há muitas questões que vale a pena discutir sobre o comportamento desviante em sala de aula. Neste documento, foram entregues questionários a 977 estudantes de medicina para coletar dados relevantes. Após a classificação dos dados, análise de correlação e análise de regressão linear multinível foram utilizadas para concluir que o desempenho acadêmico e as normas éticas de grupo têm um impacto negativo sobre o comportamento desviante dos estudantes de medicina em sala de aula. Normas éticas de grupo têm uma influência positiva significativa no desempenho acadêmico, e normas éticas descritivas e normas éticas imperativas de normas éticas de grupo têm uma influência significativa no desempenho acadêmico. As quatro dimensões do desempenho acadêmico: desempenho acadêmico, desempenho de tarefas, promoção interpessoal e comparação social têm uma influência negativa sobre os comportamentos desviantes dos estudantes de medicina nas aulas. As normas éticas descritivas têm um efeito inverso sobre os comportamentos desviantes dos estudantes de medicina, enquanto as normas éticas imperativas não têm efeito significativo sobre os comportamentos desviantes nas aulas. Normas éticas de grupo como uma categoria de normas éticas têm claramente implicações significativas para melhorar o desempenho acadêmico e reduzir suas transgressões na classe. O reforço da ética de grupo em estudantes de medicina não só contribuirá para sua ética profissional ao se formarem, mas também para seu desempenho acadêmico.
Subject(s)
Humans , Male , Female , Students, Medical/psychology , Education, Medical/ethics , Problem Behavior/psychology , China , Surveys and Questionnaires , Regression Analysis , Education, Medical/standardsABSTRACT
Introducción: Internet es un recurso indispensable para las personas, permite acceder a contenidos académicos, comunicacionales, sociales y otros; sin embargo, su uso indiscriminado genera conductas antisociales, bajo rendimiento académico, inadecuadas relaciones interpersonales y costo social. Los adolescentes se encuentran en riesgo por estar en el proceso de madurez y desarrollo psicoemocional. Objetivo: Describir la relación entre la adicción a Internet y la madurez psicológica en adolescentes del Perú. Métodos: Estudio cuantitativo, diseño descriptivo correlacional, transversal en colegios de Lima, Cusco, Iquitos, Pucallpa, San Martin, Tacna y Tumbes, Lima-Perú, en el año 2019. Muestra de 1707 estudiantes de tercer, cuarto y quinto de secundaria. Se usó como técnica la encuesta y como instrumentos válidos y confiables el Test de Adicción a Internet y el Cuestionario de Madurez Psicológica. Los datos fueron procesados mediante programa Excel y SPSS versión 25. Para el análisis de datos se usó la estadística descriptiva e inferencial: Coeficiente de correlación de Pearson y U de Mann Whitney. Resultados: El nivel de adicción a Internet según dimensiones alcanzó nivel promedio en Costa, Sierra y Selva: tolerancia (57,67 por ciento, 56,08 por ciento, 38,78 por ciento), uso excesivo (58,20 por ciento, 42,91 por ciento, 44,27 por ciento), retirada (58,86 por ciento, 52,03 por ciento, 40,92 por ciento) y consecuencias negativas (59,13 por ciento, 52,71 por ciento, 49,31 por ciento); igualmente para madurez psicológica: orientación al trabajo (53,44 por ciento, 37,04 por ciento, 51,59 por ciento), autonomía (43,58, 34,46 por ciento, 45,95 por ciento) e identidad (65,50 por ciento, 53,74 por ciento, 57,25 por ciento). Conclusiones: Existe relación significativa e inversa entre la adicción a Internet y la madurez psicológica de los adolescentes, al igual que en todas sus dimensiones(AU)
Introduction: The Internet is an indispensable resource for people, since it allows access to academic, communicational, social and other contents. However, its indiscriminate use leads to antisocial behavior, poor academic performance and inadequate interpersonal relationships, as well as it has social costs. Adolescents are at risk because they are in the process of maturity and psychoemotional development. Objective: To describe the relationship between Internet addiction and psychological maturity in adolescents in Peru. Methods: Quantitative study, with a descriptive, correlational and cross-sectional design, carried out in 2019 in schools from Lima, Cusco, Iquitos, Pucallpa, San Martin, Tacna and Tumbes, Lima-Peru. The sample was made up of 1707 students in their third, fourth or fifth high school years. The survey was used as a technique, while the Internet Addiction Test and the Psychological Maturity Questionnaire were used as valid and reliable tools. The data were processed using Excel and the SPSS (version 25). Descriptive and inferential statistics were used for data analysis: Pearson's correlation coefficient and Mann-Whitney U. Results: Internet addiction, according to the analyzed dimensions, reached the average level in Costa, Sierra and Selva: tolerance (57.67 percent, 56.08 percent, 38.78 percent), excessive use (58.20 percent, 42.91 percent, 44.27 percent), withdrawal (58.86 percent, 52.03 percent, 40.92 percent) and negative consequences (59.13 percent, 52.71 percent, 49.31 percent). The same phenomenon manifested for psychological maturity: work orientation (53.44 percent, 37.04 percent, 51.59 percent), autonomy (43.58, 34.46 percent, 45.95 percent) and identity (65.50 percent, 53.74 percent, 57.25 percent). Conclusions: There is a significant and inverse relationship between Internet addiction and psychological maturity in adolescents, as well as in all its dimensions(AU)
Subject(s)
Humans , Adolescent , Psychology, Adolescent/trends , Information Technology , Internet Addiction Disorder/etiology , Epidemiology, Descriptive , Cross-Sectional Studies , Problem Behavior/psychologyABSTRACT
Character strengths could efectively prevent negative psychological outcomes in adults. However, there was little research conducted among early adolescents. The present study aimed to explore character strengths that were independently related to fewer behavior problems in early adolescents. In total, 521 early adolescents (mean age 10.92 ± 0.04, range 1012 years) were recruited from primary schools in Sichuan, China. Character strengths were measured using the Values in Action Inventory of Strengths for Youth (VIA-Youth). Behavior problems were measured using the Conners Parent Symptom Questionnaire (PSQ). The results showed that behavior problems were negatively correlated with character strengths (r = −0.14 to −0.3, p < 0.05 Bonferroni corrected). Character strengths explained a signifcant proportion of additional variance (1422%) in fve types of behavior problems after controlling the efect of demographic factors (residence, left-behind experiences, maternal education level). Moreover, several specifc character strengths showed an independent contribution (ß = −0.34 to −0.14 for self-regulation, perseverance, zest, humility, and leadership; ß = 0.21 to 0.34, for hope; all p < 0.05) to behavior problems. Our study revealed that character trengths were protective factors against behavior problems in early adolescents.
Subject(s)
Humans , Male , Female , Child , Adolescent , Students/psychology , Character , Adolescent Behavior , Problem Behavior/psychology , ChinaABSTRACT
O relacionamento conjugal satisfatório depende de múltiplas variáveis, incluindo a própria interação conjugal, parentalidade e comportamentos infantis. O estudo simultâneo dessas medidas ainda é escasso na literatura. Objetivou-se verificar a influência da parentalidade (positiva e negativa) e do repertório comportamental infantil (habilidades sociais e problemas de comportamento) na ocorrência do relacionamento conjugal positivo, negativo e na satisfação conjugal. Participaram 106 mães e suas crianças que responderam a instrumentos de relato sobre conjugalidade, parentalidade e comportamentos infantis, em um delineamento transversal de comparação de grupos. Considerando as comparações estatisticamente significativas, verificou-se que a parentalidade e os comportamentos infantis influenciaram no relacionamento conjugal positivo (práticas positivas, habilidades sociais infantis) e negativo (práticas negativas, problemas de comportamento), quanto aos comportamentos de definição do cônjuge, comunicação e comportamentos positivos e negativos. Comportamentos conjugais positivos foram mais frequentes entre os respondentes que relataram estar satisfeitos e os comportamentos conjugais negativos foram mais citados pelas pessoas insatisfeitas com o relacionamento conjugal. Ressalta-se a multideterminação do relacionamento conjugal que é influenciada pela parentalidade (positiva e negativa) e pelos comportamentos infantis (habilidades sociais e problemas de comportamento).
Satisfactory marital relationship depends on multiple variables, including the interaction between consorts, parenting and child behaviors. The simultaneous study of those several measures is still scarce in literature. The objective is to verify the influence of parenting (positive and negative) and children's behavioral repertoire (social skills and behavior problems) in the occurrence of positive, negative marital relationships and marital satisfaction.106 mothers and their children participated of this study and answered to report instruments about conjugality, parenting and child behavior, in a cross-sectional design of group comparison. Considering the statistically significant comparisons, it was found that parenting and children's behaviors influenced the positive (positive practices, children's social skills) and negative (negative practices, behavioral problems) marital relationships, regarding the spouse's definition, communication and positive and negative behaviors. Positive marital behaviors were more frequent among respondents who reported being satisfied and negative marital behaviors were more frequently cited by people dissatisfied with the marital relationship. Highlights is the multi-determination of the marital relationship is influenced by parenting (positive and negative) and by children's behaviors (social skills and behavior problems).
La relación matrimonial satisfactoria depende de múltiples variables, incluida la interacción matrimonial en sí, la conducta de los padres y los hijos. El estudio simultáneo de estas diversas medidas aún es escaso en la literatura. El objetivo es verificar la influencia de la crianza (positiva y negativa) y el repertorio conductual de los niños (habilidades sociales y problemas de conducta) en la ocurrencia de relaciones maritales positivas, negativas y satisfacción marital. Participaron 106 madres y sus hijos que respondieron a los instrumentos de denuncia sobre la conyugalidad, la paternidad y los comportamientos infantiles, em um diseño transversal de comparación de grupos. Considerando las comparaciones estadísticamente significativas, se encontró que la crianza y los comportamientos de los niños influyeron en las relaciones maritales positivas (prácticas positivas, habilidades sociales de los niños) y negativas (prácticas negativas, problemas de conducta), en cuanto a la definición del cónyuge, la comunicación y las conductas positivas y negativas. Los comportamientos matrimoniales positivos fueron más frecuentes entre los encuestados que informaron estar satisfechos y los comportamientos maritales negativos fueron citados con mayor frecuencia por personas insatisfechas con la relación matrimonial. Se destaca con la determinación múltiple de la relación matrimonial, que está influenciada por la paternidad (positiva y negativa) y por el comportamiento de los niños (habilidades sociales y problemas de conducta.
Subject(s)
Humans , Female , Child, Preschool , Child , Child Behavior , Parenting , Mothers , Personal Satisfaction , Problem Behavior/psychologyABSTRACT
La pandemia de covid-19 y las medidas asociadas determinaron cambios profundos en los individuos con trastorno del espectro autista (TEA) y sus familias. Se busca explorar estos efectos a nivel de las emociones y comportamientos en esta población en Uruguay. Dentro de un estudio multicéntrico de ocho países de Latinoamérica, se utilizó la submuestra de Uruguay para analizar los cambios de los comportamientos exhibidos por los individuos con TEA sobre la base de género y edad. Entre los 269 cuidadores que completaron una encuesta anónima, el 43,9 % reportó mayores problemas de convivencia y el 75,4 % reportó retrocesos. El empeoramiento de los comportamientos externalizados fue mayor en el sexo masculino y de los internalizados, en los adolescentes de 13 a 18 años. Estos resultados deberían considerarse a la hora de tomar medidas que comprometen la continuidad educativa, apoyos terapéuticos y de asistencia a las familias con personas con TEA en Uruguay.
COVID-19 pandemic and its associated measures, determined pro-found changes in individuals with autism spectrum disorder (ASD) and their families. Authors explore consequences regarding emotions and behaviors in this population in Uruguay. Within a multicentric study of eight Latin American countries, changes in behaviors in individuals with ASD based on gender and age were analyzed in the Uruguayan sub-sample. Among the 269 caregivers who completed an anonymous survey, 43.9% reported greater problems in daily life and 75.4% reported setbacks. The worsening of externalizing behaviors was greater in males. The internalizing ones were higher in adolescents aged 13 to 18 years. These results should be considered when taking measures that compromise educational continuity, therapeutic supports and assistance to families with people with ASD in Uruguay.
Subject(s)
Humans , Male , Female , Child, Preschool , Child , Adolescent , Adult , Aggression/psychology , Pandemics , Problem Behavior/psychology , Autism Spectrum Disorder/psychology , COVID-19/psychology , COVID-19/epidemiology , Socioeconomic Factors , Uruguay/epidemiology , Epidemiology, Descriptive , Cross-Sectional Studies , Health SurveysABSTRACT
ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners' Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population. (AU)
TDAH constitui risco no desenvolvimento. Teve-se como objetivo geral identificar habilidades sociais, problemas de comportamento, desempenho acadêmico e recursos familiares de crianças com TDAH e, como específico, comparar alunos quanto a indicadores de TDAH e uso ou não de medicação. Participaram 43 estudantes (M = 9,6 anos, DP = 1,5) do Ensino Fundamental I, 43 responsáveis (M = 39,1 anos, DP = 7,6) e 38 professoras (M = 43,1 anos, DP = 8,4). Os instrumentos utilizados foram Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica (SSRS-BR), Escala de Conners e Inventário de Recursos Familiares. A coleta foi realizada em escolas públicas. Os resultados apontaram alunos com escores superiores à amostra de referência em Problemas de Comportamento e Habilidades Sociais, e inferiores em classes de Habilidades Sociais e Competência Acadêmica; recursos familiares presentes e; notas acima de 5,0 como média escolar. Conclui-se a necessidade de intervenções com a população estudada. (AU)
TDAH constituye riesgo de desarrollo. El objetivo general era identificar habilidades sociales, problemas de comportamiento, rendimiento académico y recursos familiares de niños con TDAH; qué tan específico es comparar estudiantes con respecto a los indicadores de TDAH y el uso de medicamentos. Participaron 43 estudiantes (M = 9.6 años, SD = 1.5) de la escuela primaria, 43 padres (M = 39.1 años, SD = 7.6) y 38 maestros (M = 43.1 años, SD = 8.4). Los instrumentos utilizados fueron: Inventario de Habilidades Sociales, Problemas de Comportamiento y Competencia Académica (SSRS-BR), Escala de Conners e Inventario de Recursos Familiares. La colección se realizó en escuelas públicas. Los resultados mostraron estudiantes con puntajes más altos que la referencia en Problemas de comportamiento y habilidades sociales y más bajos en clases de habilidades sociales y competencia académica; recursos familiares presentes; calificaciones promedio de la escuela superiores a 5.0. Concluye la necesidad de intervenciones. (AU)
Subject(s)
Humans , Male , Female , Child , Adult , Middle Aged , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit Disorder with Hyperactivity/drug therapy , Family/psychology , Social Skills , Problem Behavior/psychology , Academic Performance/psychology , Students/psychology , Education, Primary and Secondary , School Teachers/psychologyABSTRACT
Fundamentada na perspectiva da psicologia escolar e educacional crítica, a presente pesquisa, realizada em um município baiano, objetivou conhecer as concepções de educadores e psicólogos sobre o encaminhamento das crianças com queixa escolar para serviços de saúde e investigar as modalidades de atendimento a esse fenômeno. De caráter qualitativo e exploratório, foi realizada uma entrevista semiestruturada, aplicada de forma individual, totalizando 12 participantes, cujas respostas foram organizadas em categorias temáticas relacionadas aos objetivos da pesquisa. Nas entrevistas, prevaleceu a concepção de que questões de ordem educacional e também familiares/sociais justificam os problemas de escolarização das crianças, cujo encaminhamento aos serviços de saúde tem sido a alternativa possível, mas não a ideal para avaliação e intervenção. Espera-se que os referidos achados suscitem novos estudos sobre o tema investigado, especialmente no município em questão, que favoreça o fortalecimento dos pressupostos da psicologia escolar/educacional crítica no meio acadêmico. Ressalta-se ainda a necessidade de fomentar essa discussão de forma intersetorial na rede municipal de educação e saúde, problematizando a compreensão e atendimento às queixas escolares, e que se possam produzir práticas psicológicas e educativas críticas e emancipadoras.
Deemed on the Psychology Schooling and Education perspective, this study was carried out in a city located in Bahia. The Study aimed to understand the conceptions of the Psycologists and Educators about the routing of children with scholar complain to health services and this study also purposed to assess the treatment models related to this phenomenon. From a qualitative and exploratory nature, semi structered interviews were conceded individually with 12 subjects, whose responses were organized into thematical categories related to the objectives of the present research. The data from interviews showed that a comprehension concept about educational and social/family issues justifies the children scholarization problems and the routing to health devices is seen as a possible alternative although this isn't the best evaluation nor intervention. It is expected that the data found here might entail other studies about the problem that was investigated on this paper and it's also expected that this study strenghs the Psychology Schooling and Education assumptions at academic level. It is necessary to emphasize the need to promote this discussion intersectorally in the municipal network, problematizing the understanding and attendance to scholar complain in order to promote, critical and emancipatory pschological practices.
Fundada en la perspectiva de la psicología educativa/escolar crítica, la presente investigación, realizada en una ciudad de Bahia, objetivó conocer las concepciones de educadores y psicólogos sobre el encaminamiento de los niños con queja escolar para servicios de salud e investigar las modalidades de atención a ese fenómeno. De carácter cualitativo y exploratorio, se realizaron encuestas con educadoras y psicólogas, totalizando 12 participantes cuyas respuestas fueron organizadas en categorías temáticas relacionadas a los objetivos de la investigación. En las entrevistas, prevaleció la concepción de que cuestiones de orden educacional y también familiares/sociales justifican los problemas de escolarización de los niños, cuyo encaminamiento a los servicios de salud ha sido la alternativa posible, pero no la ideal para evaluación e intervención. Se espera que estos hallazgos susciten nuevos estudios sobre el tema investigado, especialmente en el municipio en cuestión, que favorezca el fortalecimiento de los presupuestos de la psicología escolar / educativa crítica en el medio académico. Se resalta la necesidad de fomentar esa discusión de forma intersectorial en las escuelas públicas municipales, problematizando la comprensión y atención a las quejas escolares, y que se puedan producir prácticas psicológicas y educativas críticas y emancipadoras.
Subject(s)
Humans , Male , Female , Child , Adult , Middle Aged , School Health Services , Students/psychology , Problem Behavior/psychology , Learning Disabilities/psychology , Child Health , Adolescent Health , Qualitative ResearchABSTRACT
El estudio investigó la asociación entre estrategias de aprendizaje y autoeficacia académica en estudiantes de primaria, identificar perfiles de acuerdo con estas variables y compararlos en comparación a los síntomas psicopatológicos. La muestra contó con un total de 252 participantes (126 estudiantes de primaria y 126 padres/tutores). Los instrumentos utilizados fueron el cuestionario sociodemográfico, la Guía para Evaluación del Sentido de Autoeficacia (RASA), Escala de Evaluación de Estrategias de Aprendizaje para la Escuela Primaria (EEVAP-EF) y Child Behavior Checklist. Las correlaciones mostraron que las subescalas de RASA se relacionan con las subescalas de EEVAP-EF. El análisis de conglomerados identificó dos perfiles: 1) altas puntuaciones en RASA y EEVAP-EF y 2) bajas puntuaciones en los mismos instrumentos, lo que demuestra una mayor ocurrencia de síntomas psicopatológicos. Comprender cómo se relacionan estas variables en los estudiantes de primaria contribuirá a la promoción de intervenciones tempranas centradas en el rendimiento escolar y la motivación en el aprendizaje. (AU)
O estudo investigou a associação entre estratégias de aprendizagem e autoeficácia acadêmica em alunos do ensino fundamental, identificar perfis de acordo com essas variáveis e compará-los quanto à ocorrência de sintomas psicopatológicos. A amostra incluiu 252 participantes (126 alunos do ensino fundamental e 126 pais/responsáveis). Utilizaram-se os instrumentos questionário sociodemográfico, Roteiro de Avaliação do Senso de Autoeficácia (RASA), Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF) e Child Behavior Checklist. A análise de correlação demonstrou que as subescalas do RASA relacionaram-se com as subescalas da EAVAP-EF. A análise de cluster identificou dois perfis: 1) pontuações altas no RASA e na EAVAP-EF e 2) pontuações baixas nos mesmos instrumentos, o qual demonstrou maior ocorrência de sintomas psicopatológicos. Compreender como essas variáveis se relacionam em estudantes do ensino fundamental contribui para a promoção de intervenções mais precoces e centradas no rendimento acadêmico e na motivação para a aprendizagem. (AU)
The study investigated the association between learning strategies and academic self-efficacy in elementary school students, identified profiles according to these variables and compared them in relation to psychopathological symptoms. The sample included 252 participants (126 elementary school students and 126 parents/guardians). The instruments used were a sociodemographic questionnaire, Script for the Assessment of the Sense of Self-efficacy (SASS), Learning Strategies Assessment Scale for Elementary Education (LSAS-EE) and Child Behavior Checklist. There was an association between the SASS subscales and the LSAS-EE subscales. The cluster analysis identified two profiles: 1) high scores in the SASS and LSAS-EE and 2) low scores in these instruments, which demonstrated a higher occurrence of psychopathological symptoms. Understanding how these variables relate to elementary school students contributes to the promotion of earlier interventions focused on academic performance and motivation for learning. (AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Adult , Middle Aged , Self Efficacy , Problem Behavior/psychology , Metacognition , Academic Performance , Learning , Socioeconomic Factors , Students/psychology , Cluster Analysis , Education, Primary and Secondary , Academic Performance/psychologyABSTRACT
BACKGROUND@#Previous studies have suggested that screen time (ST) has a negative effect on children's emotional and behavioral health, but there are few longitudinal studies that have been conducted with infants and toddlers. This study sought to examine the effect of ST in early childhood on emotional and behavioral problems in children aged 4 years, based on a birth cohort study in China.@*METHODS@#A total of 2492 children aged 4 years were enrolled in this study. The parents and guardians of each child completed a questionnaire that included items eliciting information on children's birth information, socio-demographic information at baseline, and ST at each follow-up. Emotional and behavioral problems were assessed using the Strengths and Difficulties Questionnaire (SDQ) at 4 years of age. Multivariate logistic analysis was used to explore the effects of ST on emotional and behavioral problems.@*RESULTS@#The percentages of children with ST > 0 h/day at age 0.5 years, ST > 2 h/day at age 2.5 years, and ST > 2 h/day at age 4 years were 45.7, 55.5, and 34.5% respectively. The prevalence of emotional and behavioral problems was 10.8%. ST at 6 months was a risk factor for emotional symptoms and hyperactivity at the age of 4 years. ST at age 2.5 years was a risk factor for hyperactivity at the age of 4 years. However, ST at age 4 years was a risk factor for total difficulties, conduct problems, peer problems, hyperactivity, and prosocial behavior.@*CONCLUSIONS@#Higher ST exposure at early childhood is associated with later emotional and behavioral problems. In particular, sustained high ST exposure is a risk factor for behavioral problems. These findings suggested the importance of controlling ST to prevent the occurrence of emotional and behavioral problems in the early years.
Subject(s)
Child, Preschool , Female , Humans , Male , Altruism , China/epidemiology , Cohort Studies , Emotions , Prevalence , Problem Behavior/psychology , Psychomotor Agitation/psychology , Screen TimeABSTRACT
Resumen. Objetivo. Estudiar las relaciones entre variables de ajuste personal y las conductas disruptivas en un grupo de 136 alumnos y alumnas de primaria de entre 9 y 12 años. Método. Estudio de campo observacional, de metodología no experimental y transversal. Se utilizaron varios cuestionarios para medir la autoestima, la personalidad, el estrés y las competencias emocionales de los y las estudiantes, así como un cuestionario ad hoc elaborado para el registro de las conductas disruptivas. Resultados. Los resultados indican relaciones significativas positivas entre conductas disruptivas y estrés escolar, así como negativas con autoestima, estabilidad, competencia y comprensión emocional. Las diferencias son significativas según el género, manifestándose las conductas inadecuadas en menor medida en el caso de las niñas.
Abstract. Objective. This study analyses the relationships between personal adjustment and disruptive behaviors in a group of 136 primary school students between the ages of 9 and 12. Method. This field observation study used a non-experimental, cross-sectional methodology. Several questionnaires were used to measure students' self-esteem, personality, stress, and emotional competencies. Moreover, an ad hoc questionnaire was created to record disruptive behaviors. Results. The results indicate significant positive relationships between disruptive behaviors and school stress, as well as negative ones with self-esteem, stability, competence, and emotional understanding. The differences are significant according to gender, with inappropriate behaviors manifesting to a lesser extent in the case of girls.
Subject(s)
Humans , Male , Female , Child , Personality , Stress, Physiological , Problem Behavior/psychology , Spain , StudentsABSTRACT
Abstract Behavioral problems have been associated with multiple variables; however, studies simultaneously investigating parenting practices, marital relationships in bi-parental families, maternal depression, and child behavior remain a gap in the literature. The objective was to verify associations between positive and negative parenting practices, marital relationships, social skills, and behavioral problems among children from bi-parental families with and those without maternal depression; to identify the predictive effect of positive and negative parenting practices, marital relationships, children's social skills, and maternal depression, for internalizing, externalizing behavior problems and internalizing and externalizing comorbidities. A case-control study with a cross-sectional design was adopted to ensure the groups were homogeneous in regard to the children's, mothers', and families' sociodemographic characteristics. A total of 35 mothers currently with depression and 35 without depression indicators participated in the study, while the children were 25 preschoolers and 23 school-aged children. The mothers responded to instruments addressing depression, child behavior, parenting practices, and marital relationships. The results reveal maternal depression associated with marital relationships, positive parenting, and context variables. Maternal depression and marital relationship were found to influence externalizing problems; maternal depression, childrearing practices, marital relationships, and the children's behavioral repertoires influence internalizing and externalizing comorbidities; and none of the independent variables influenced the occurrence of internalizing problems.
Subject(s)
Humans , Female , Child , Adult , Marriage/psychology , Parenting , Depression , Problem Behavior/psychology , Mothers/psychology , Cross-Sectional Studies , Family Relations , Social SkillsABSTRACT
Abstract Objective: To evaluate and correlate, before and after the therapeutic intervention, the behavioral problem scores evaluated by the CBCL/6-18 questionnaire and the quality of life indexes evaluated by the PedsQL™ 4.0 in patients with monosymptomatic nocturnal enuresis. Method: After the initial evaluation and completion of the CBCL/6-18 questionnaire, a multidisciplinary evaluation and completion of the PedsQL™ 4.0 questionnaire was performed. Of the initially evaluated 140 children and adolescents aged 6-16 years, 58 were excluded due to non-monosymptomatic enuresis or associated comorbidities. Of the initially included 82 patients, who were randomized to three treatment groups, 59 completed the CBCL/6-18 and PedsQL™ 4.0 questionnaires at the end of the treatment and were included in this study. The α error was set at 5% for ruling out the null hypothesis. Results: Of the total of 59 participants, 45.8% responded with total success, 23.7% were partially successful, 23.7% did not reach the improvement criteria, and 6.8% gave up the treatment. There was a significant increase in quality of life indexes and a reduction of post-intervention behavioral problem scores, in the three proposed modalities, in patients who had a total or partial response to treatment. There was no correlation between higher scores of pre-treatment behavior problems and therapeutic failure. Conclusions: Only the participants who successfully responded to interventions showed improvement in quality of life and behavioral problems, which indicates that enuresis is a primary problem that has a negative impact on these parameters. The authors suggest that it is possible to achieve success in the treatment of monosymptomatic enuresis, even in patients with high pre-intervention behavioral problem scores.
Resumo Objetivo: Avaliar e relacionar, pré e pós-intervenção terapêutica, em pacientes com enurese noturna monossintomática, os escores de problemas de comportamento, avaliados pelo questionário CBCL/6-18, e os índices de qualidade de vida, avaliados pelo PedsQL™ 4.0. Método: Após avaliação inicial e preenchimento CBCL6/18, procedeu-se avaliação multidisciplinar e preenchimento do PedsQL™ 4.0. Das 140 crianças e adolescentes de 6 a 16 anos inicialmente avaliados, 58 foram excluídos por enurese não monossintomática ou comorbidades associadas. Dos 82 pacientes inicialmente incluídos e randomizados em três grupos de tratamento, 59 preencheram o CBCL/6-18 e PedsQL™ 4.0 no fim do tratamento e puderam ser incluídos neste trabalho. O erro alfa foi estabelecido em 5% para descarte da hipótese de nulidade. Resultados: Dos 59 participantes 45,8% responderam com sucesso total, 23,7% tiveram sucesso parcial, 23,7% não atingiram critério de melhoria e 6,8% desistiram do tratamento. Verificou-se aumento significativo dos índices de qualidade de vida e redução dos escores de problemas de comportamento pós-intervenção, nas três modalidades propostas, nos pacientes que obtiveram resposta total ou parcial ao tratamento. Não se demonstrou correlação entre maiores escores de problemas de comportamento pré-tratamento e insucesso terapêutico. Conclusões: Apenas os participantes que responderam com sucesso às intervenções melhoraram em sua qualidade de vida e problemas comportamentais, o que indica que a enurese é um problema primário que impacta negativamente esses parâmetros. Sugere-se que é viável obter sucesso no tratamento da enurese monossintomática, mesmo em pacientes com altos escores de problemas de comportamento pré-intervenção.
Subject(s)
Humans , Male , Female , Child , Adolescent , Quality of Life/psychology , Deamino Arginine Vasopressin/administration & dosage , Antidiuretic Agents/administration & dosage , Nocturnal Enuresis/therapy , Clinical Alarms , Problem Behavior/psychology , Patient Care Team , Cohort Studies , Combined Modality Therapy , Nocturnal Enuresis/psychologyABSTRACT
Resumo O uso da internet tem aumentado exponencialmente a nível mundial. Ainda que ele não seja por si só negativo, já que integra benefícios vários, alguns indivíduos parecem exibir problemas relacionados com o seu uso excessivo, descontrolado e disfuncional. Consequentemente, tem sido crescente, particularmente nas últimas duas décadas, o interesse dos investigadores em explorar este uso, quando excessivo e pouco saudável. Porém, e sendo um tema/constructo tratado por diferentes autores com quadros teóricos também diferentes, são vários os termos usados na literatura para descrever este fenómeno. Neste sentido, este artigo propõe-se a apresentar o trabalho uma revisão de literatura de dois dos conceitos mais usados e espartilhados na literatura científica, ou seja, adição à internet e uso problemático da internet.
Résumé L'utilisation d' Internet a augmenté de manière exponentielle dans le monde. Bien que l'utilisation d' Internet ne soit pas négative en soi, étant donné qu'elle intègre plusieurs avantages, certaines personnes semblent présenter des problèmes liés à son utilisation excessive, incontrôlée et dysfonctionnelle. En conséquence, l'intérêt des chercheurs pour exploiter cet usage, qu'il soit excessif ou malsain, a augmenté, particulièrement au cours des deux dernières décennies. Cependant, étant un thème/construit traité par différents auteurs avec différents cadres théoriques, plusieurs termes sont utilisés dans la littérature pour décrire ce phénomène. En ce sens, nous proposons de présenter dans cet ouvrage une analyse de deux des concepts les plus utilisés et les plus partagés dans la littérature scientifique, à savoir l'addition à internet et son utilisation problématique.
Resumen El uso de Internet ha aumentado exponencialmente a nivel mundial. Aunque esto no es por sí solo negativo ya que integra diversos beneficios, algunos individuos parecen presentar problemas relacionados con su uso excesivo, descontrolado y disfuncional. En consecuencia, en las últimas dos décadas ha aumentado cada vez más el interés de los investigadores en estudiar este uso, cuando es excesivo o poco saludable. Sin embargo, y siendo un tema/constructo tratado por diferentes autores con cuadros teóricos también diferentes, son varios los términos usados en la literatura para describir este fenómeno. En este sentido, nos proponemos presentar en este trabajo una revisión de dos de los conceptos más usados y más divididos en la literatura científica, es decir, adición a Internet y uso problemático de Internet.
Abstract Internet use has increased exponentially worldwide. Although the use itself is not negative, since it integrates several benefits, some individuals seem to show problems related to its excessive, uncontrolled, and dysfunctional use. Therefore, the interest of researchers in exploring this use, when it is excessive and unhealthy, has been growing, especially in the last two decades. However, being a subject/construct treated by different authors with different theoretical frameworks, several terms are used in the literature to describe this phenomenon. Regarding this, this article proposes to present a literature review of two of the most used and shared concepts in the scientific literature, that is, internet addiction and problematic internet use.
Subject(s)
Humans , Problem Behavior/psychologyABSTRACT
Abstract Objective: To evaluate the association of intimate partner violence during the gestational period and the development of externalizing and internalizing behavioral problems in children and adolescents. Source of data: A meta-analysis of cohort and case-control studies was performed, using studies selected from electronic databases. Eligible studies included women who experienced intimate partner violence during pregnancy and their children's behavioral problems. These problems encompass two groups: externalizing problems (expressed by hyperactivity, aggressive and challenging behavior, and delinquency) and internalizing problems (represented by depressive moods, anxiety, and somatic symptoms). The risk of bias was assessed by the Newcastle-Ottawa Quality Assessment Scale (NOS) and the quality of evidence by the Grading of Recommendations, Assessment, Development and Evaluation (GRADE). RevMan 5.3 software was used for the meta-analysis. Data synthesis: Of the 687 eligible articles, only seven met all inclusion criteria and consisted of 12,250 mother/child pairs. The age range of the assessed children varied from 10 months to 16 years. The odds of internalizing problems in children exposed to prenatal violence were two-fold higher (OR = 2.10, 95% CI: 1.17-3.76) and that of externalizing problems were 1.9-fold higher (95% CI: 1.28-2.83), when compared to children of unexposed mothers. Conclusion: The results of this study are consistent with the hypothesis that women's exposure to intimate partner violence during pregnancy may be associated with behavioral problems of their children, emphasizing the need for greater understanding about the vulnerability of children to adversity in early ages.
Resumo Objetivo: Avaliar a associação da violência por parceiro íntimo durante o período gestacional e o desenvolvimento de problemas comportamentais externalizantes e internalizantes de crianças e adolescentes. Fontes dos dados: Foi realizada metanálise de estudos de coorte e caso‐controle, selecionados em bases de dados eletrônicas. Os estudos elegíveis incluíram: mulheres que sofreram violência pelo parceiro íntimo durante a gravidez e problemas comportamentais de seus filhos. Esses problemas englobam dois grupos: os problemas externalizantes (que se expressam por hiperatividade, comportamento agressivo e desafiante e delinquência) e os internalizantes (representados por humor depressivo, ansiedade e sintomas somáticos). O risco de viés foi avaliado pela Newcastle‐Ottawa Quality Assessment Scale (NOS) e a qualidade da evidência pelo "Grading of Recommendations, Assessment, Development and Evaluation (GRADE)". O software RevMan 5.3 foi usado para a metanálise. Síntese dos dados: Dos 687 artigos elegíveis, apenas sete apresentaram todos os critérios de inclusão e formaram 12.250 pares de mães e filhos. A faixa etária das crianças analisadas variou de 10 meses a 16 anos. A chance de problemas internalizantes das crianças, expostas à violência pré‐natal, foi duas vezes maior (OR = 2,10; IC 95%: 1,17‐3,76) e de problemas externalizantes, foi 1,90 vezes maior (IC 95%: 1,28‐2,83), quando comparada com filhos de mães não expostas. Conclusão: Os resultados deste estudo são consistentes com a hipótese que a exposição da mulher a violência por parceiro íntimo na gestação pode estar associada a problemas comportamentais dos filhos, destacando a necessidade de maior compreensão sobre vulnerabilidade das crianças a adversidades precoces.