ABSTRACT
Se estudió el papel de labilidad emocional y afectividad negativa y de regulación emocional en la relación entre ansiedad rasgo materna y problemas de atención, sociales y sintomatología externalizante e internalizante de 275 niños de entre 6 y 11 años. Los resultados indicaron un efecto moderador directo de regulación emocional sobre la relación entre ansiedad materna y conductas externalizantes y que labilidad y afectividad negativa fue el mediador de la relación entre ansiedad materna y problemas de atención, sociales y quejas somáticas. Los vínculos de ansiedad materna con los síntomas de aislamiento y de ansiedad/depresión también fueron mediados por la labilidad y afectividad negativa. Esa mediación fue independiente de la regulación emocional en el primer caso y condicional a la misma en relación con la sintomatología ansioso/depresiva
This study examined the role of emotional lability and negative affect and emotional regulation in the relation between maternal trait anxiety and attentional and social problems, and internalizing and externalizing symptoms of 275 six- to eleven-year-old children. The results indicated a direct moderating effect of emotional regulation in the relation between maternal anxiety and externalizing behaviour and that lability and negative affect moderated the relation between maternal anxiety and attention and social problems and somatic complaints. The links between maternal anxiety and withdrawal and anxiety/depression symptoms were also mediated by lability and negative affect. This mediation was independent of emotional regulation in the first case, and it depended on emotional regulation with regard to anxiety/depression symptoms
Subject(s)
Humans , Male , Female , Child , Adult , Mother-Child Relations , Anxiety Disorders/psychology , Emotions , Reinforcement, Psychology , AffectABSTRACT
This study examined the role of emotional lability and negative affect and emotional regulation in the relation between maternal trait anxiety and attentional and social problems, and internalizing and externalizing symptoms of 275 six- to eleven-year-old children. The results indicated a direct moderating effect of emotional regulation in the relation between maternal anxiety and externalizing behaviour and that lability and negative affect moderated the relation between maternal anxiety and attention and social problems and somatic complaints. The links between maternal anxiety and withdrawal and anxiety/depression symptoms were also mediated by lability and negative affect. This mediation was independent of emotional regulation in the first case, and it depended on emotional regulation with regard to anxiety/depression symptoms.
Subject(s)
Affect , Anxiety/psychology , Expressed Emotion , Mothers/psychology , Self Efficacy , Social Control, Informal , Adult , Child , HumansABSTRACT
Se presenta una intervención, fundamentada en la hipótesis del déficit metarrepresentacional, en un sujeto con autismo y centrada en el aprendizaje de dos estrategias específicas basadas en la analogía pictórica de la representación y proceso mental de ficción. La efectividad y eficacia de la intervención se refleja en los resultados que muestran la capacidad del sujeto para generar y comprender la ficción, así como para generalizar el conocimiento a otras áreas de funcionamiento mentalistas. Se discute la posibilidad de desarrollar un conocimiento metarrepresentacional fundamentado en la interiorización de las estrategias de apoyo conceptual
Methodologically and theoretically based on metarrepresentational deficit hypothesis, we design an intervention to teach the mental state of pretense to an autistic boy. The production and comprehension of symbolic play by means of the use of two specific strategies founded on pictorial analogy of the mental representation and process, was the focus of the learning. The efficiency and efectiveness of the program is reflected in the results that indicated the subjects competence to generate and comprehend the pretense as well as to generalize the acquired knowledge into other areas of mentalistic functioning. We discuss the possibility to develop a metarrepresentational knowledge based on the internalizing of the strategies of conceptual support
Subject(s)
Male , Adolescent , Humans , Autistic Disorder/therapy , Association Learning , Effectiveness , Efficacy , Mental ProcessesABSTRACT
Methodologically and theoretically based on metarrepresentational deficit hypothesis, we design an intervention to teach the mental state of pretense to an autistic boy. The production and comprehension of symbolic play by means of the use of two specific strategies founded on pictorial analogy of the mental representation and process, was the focus of the learning. The efficiency and efectiveness of the program is reflected in the results that indicated the subject's competence to generate and comprehend the pretense as well as to generalize the acquired knowledge into other areas of mentalistic functioning. We discuss the possibility to develop a metarrepresentational knowledge based on the internalizing of the strategies of conceptual support.
