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1. Therapist's effect on children's therapeutic alliance: A naturalistic study

Author

Casari, Leandro, Areas, Malenka, Ison, Mirta, Gómez, Beatriz, Roussos, Andrés, Consoli, Andrés, and Penedo, Juan Martín Gómez

Subjects
Clinical and Health Psychology, Psychology, Clinical Research, Pediatric, Mental health, children, psychotherapy, therapeutic alliance, therapist's effects, Cognitive Sciences, Clinical Psychology, Clinical sciences, Applied and developmental psychology, Clinical and health psychology
Abstract

ObjectivesThe therapeutic alliance (TA) has been shown to be a predictor of psychotherapy treatment success. In the case of psychotherapy with children, there is a dearth of information on TA's role. The aims of the paper are: (1) To estimate the therapist effects on children TA; (2) to investigate if therapists' TA predicts children's TA; (3) to analyze if children's age and sex predict children's TA; (4) to evaluate if the therapist's characteristics predict children's TA.MethodsThe sample consisted of 77 children undergoing psychotherapy in Argentina, and the therapists (N = 29) providing services to those children. The assessment tools utilized for the study included the Therapy Alliance Scale for Children and the Personal Style of the Therapist Questionnaire (PST-Q).ResultsFindings indicated that 2% of the children's TA was explained by the therapists (ICC = 0.02), while 17% of the therapists' TA was explained by the therapists (ICC = 0.17). Therapists' TA predicted children's TA. Children's age and sex did not have an effect on their own TA. Moreover, therapists with more experience achieved higher scores of children's TA. Finally, the Operative dimension of the PST had a negative effect on children's TA (i.e., therapists who prefer more spontaneous interventions over structured ones may experience higher levels of therapeutic alliance with child patients).ConclusionWe found a positive effect of the therapist's TA on children's TA, especially in the preference for using more spontaneous intervention techniques. We discuss the implications of the findings on the training of psychotherapists who provide services to children.

Published
2023

3. Strengthening Socio-Cognitive and Emotional Skills in Early Education through a School-Based Program: Preliminary Study

Author

Ison, Mirta Susana, González, Daniela Fernanda, and Korzeniowski, Celina

Abstract

This work has two objectives. The first is to describe a program to strengthen socio-cognitive abilities in initial education children (called PHSC), which is focused on training teachers on its implementation in the classroom. The second objective is to examine the effectiveness of the program when it is applied in schools with different socio-cultural contexts. It involved a total of 257 initial-level students attending two pre-primary schools in the province of Mendoza. One school was in an urban area of a more stable social environment, and the other in a socially-vulnerable area. The program was administered by teachers who had been trained for it. Pre- and post-assessments were conducted using socio-cognitive tests on the students. The teachers responded to the Executive Functioning Scale for initial education children before and after implementation of the PHSC program, and parents responded to an on-line survey to find out whether they had noticed any improvements or positive changes after the application of the program. The results suggest the possibility that this program, implemented by teachers, could improve the socio-cognitive abilities in children of both of the different social contexts, as well as being a driver to create conditions of equal opportunities and generate learning benefits in all their students.

Published
2020

18. Therapist's effect on children's therapeutic alliance: A naturalistic study.

Author

Casari, Leandro, Areas, Malenka, Ison, Mirta, Gómez, Beatriz, Roussos, Andrés, Consoli, Andrés, and Gómez Penedo, Juan Martín

Subjects
THERAPEUTIC alliance, CHILD psychotherapy, CHILD services, CHILD patients, FASHION
Abstract

Objectives: The therapeutic alliance (TA) has been shown to be a predictor of psychotherapy treatment success. In the case of psychotherapy with children, there is a dearth of information on TA's role. The aims of the paper are: (1) To estimate the therapist effects on children TA; (2) to investigate if therapists' TA predicts children's TA; (3) to analyze if children's age and sex predict children's TA; (4) to evaluate if the therapist's characteristics predict children's TA. Methods: The sample consisted of 77 children undergoing psychotherapy in Argentina, and the therapists (N = 29) providing services to those children. The assessment tools utilized for the study included the Therapy Alliance Scale for Children and the Personal Style of the Therapist Questionnaire (PST‐Q). Results: Findings indicated that 2% of the children's TA was explained by the therapists (ICC = 0.02), while 17% of the therapists' TA was explained by the therapists (ICC = 0.17). Therapists' TA predicted children's TA. Children's age and sex did not have an effect on their own TA. Moreover, therapists with more experience achieved higher scores of children's TA. Finally, the Operative dimension of the PST had a negative effect on children's TA (i.e., therapists who prefer more spontaneous interventions over structured ones may experience higher levels of therapeutic alliance with child patients). Conclusion: We found a positive effect of the therapist's TA on children's TA, especially in the preference for using more spontaneous intervention techniques. We discuss the implications of the findings on the training of psychotherapists who provide services to children. [ABSTRACT FROM AUTHOR]

Published
2024
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20. Resilience and Cognitive Flexibility in Boys and Girls from Vulnerable Contexts

Author

Morelato, Gabriela, Donadel, Franco, Ison, Mirta, Korzeniowski, Celina, Sanjuan, Macarena, Morelato, Gabriela, Donadel, Franco, Ison, Mirta, Korzeniowski, Celina, and Sanjuan, Macarena

Abstract

The objective of the study was to describe and analyze sociocognitive variables related to resilience and cognitive flexibility factors in boys and girls from socially vulnerable contexts. It was a descriptive, non-experimental and cross-sectional study with a quantitative approach. The sample was purposive non-probabilistic, composed of 158 boys and girls from socially vulnerable contexts. The instruments were: Resilience Questionnaire (González Arratia López Fuentes, 2011) and the Concept Formation Subtest (Muñoz Sandoval, et al., 2005). The results indicated positive correlations between cognitive flexibility and resilience factors. Such a finding opens the possibility of focusing psychosocial and educational interventions on strengthening this type of resources., El estudio tuvo como objetivo describir y analizar variables sociocognitivas relacionadas con factores de resiliencia y flexibilidad cognitiva en niños y niñas de contextos de vulnerabilidad social. Se trató de un estudio descriptivo, no experimental y transversal con enfoque cuantitativo. La muestra fue no probabilística intencional, compuesta por 158 niños y niñas de contextos socialmente vulnerables. Los instrumentos fueron: Cuestionario de Resiliencia (González Arratia López Fuentes, 2011) y el Subtest Formación de Conceptos (Muñoz Sandoval, et al., 2005). Los resultados señalaron correlaciones positivas entre flexibilidad cognitiva y factores de resiliencia. Tal hallazgo abre la posibilidad de enfocar las intervenciones psicosociales y educativas en el fortalecimiento de este tipo de recursos.

Published
2023

21. Selective Attention: A Comparative Study on Argentine Students from Different Socioeconomic Contexts

Author

Ison, Mirta S., Greco, Carolina, Korzeniowski, Celina, and Morelato, Gabriela

Abstract

Introduction: Attentional Efficiency (AE) is defined as the accuracy with which a child discriminates, from a group of similar stimuli, those which are identical to a model, within a certain time period. Various factors may be associated with a higher or lower AE, among which is socioeconomic context. The goals of this study were: 1) To describe argentine students' attentional efficiency according to the type of school (private-public), according to the students' age and gender and according to the educational and occupational level of the students' mothers; 2) To compare attentional efficiency according to the type of school (private-public), students' age and gender and educational and occupational level of their mothers. Method: A comparative cross-sectional study was used. Two groups of 10-to-13-year-old students were formed: 74 from public schools (Mean 11.26; S.D. 0.93; 53% boys and 47% girls) and 67 students (Mean 11.49; S.D. 1.05; 54% boys and 46% girls) from a private schools. Type of school is categorized by Mendoza general Board of Education. Private schools are located in urban areas. Public schools are situated in peripheral areas in contexts of social vulnerability. Social vulnerability is a condition of social risk that hinders, either immediately or in the long term, the satisfaction of welfare needs, both in terms of survival and quality of life. In this kind of contexts there are lower levels of education in the families, poor working conditions and/or unemployment, families dysfunction and poor mother and child health services. All of these situations lead to unequal social conditions and decreasing opportunities for children's development. There are 10 public schools in peripheral areas and 25 private schools in urban areas at Guaymallen, Mendoza. The participants were from two schools, one from public and other from private school. Results: The results revealed lower attentional efficiency in school children attending public schools than in those attending a private schools. No statistically-significant differences were observed in attentional efficiency in relation to the gender or age of the participating children. The students whose mothers had attained a university level of education showed a significantly higher attentional performance, in contrast with those students whose mothers had only attended primary school. In addition, the students whose mothers were employed showed a significantly higher attentional performance in contrast with those children whose mothers were unemployed. Nevertheless, no statistically-significant differences were observed in attentional efficiency in relation to occupational level of qualification of students' mothers. Conclusion: This study concurs with research showing the influence of socioeconomic context on children's attentional performance, contributing evidence on the need to adjust educational practices and cognitive interventions to boost children's academic achievements.

Published
2015

29. El retraimiento social infantil en los contextos de desarrollo: la familia y el jardín de infantes de ámbitos urbanos, urbano-marginados y rurales

Author

Castillo, Karen Noel, Ison, Mirta Susana, Greco, Carolina, Castillo, Karen Noel, Ison, Mirta Susana, and Greco, Carolina

Abstract

The main goal of this study was to compare the presence of social withdrawal behaviors (shyness and preference for solitude) in the family and school microsystems of children from urban, urban-marginalized and rural contexts. A total of 190 children (Mmonths= 62.11, SD= 7.13, 54.2% boys) who attended kindergarten in three public educational institutions were evaluated. The data corresponding to the preference for solitary play reported by the children themselves, and the parents’and teachers’ perceptions of shyness and loneliness were considered. Results showed that social withdrawal behaviors are more sensitive to be observed in certain socialization milieus according to the contexts: the urban group presented a greater teachers’ perception of social withdrawal in the two subtypes for boys and girls compared to the other two groups, while the urban-marginalized context recorded a higher parents’ perception of preference for solitude in their sons and daughters compared to the other contexts. No differences were found between groupsin children’spreference for solitary play.The results are discussed based on the socialization expectations towards children and the effective possibilities of interacting with peers that family and school environments present in each evaluated context., El objetivo principal de este estudio fue comparar la presencia de conductas de retraimiento social (timidez y preferencia por la soledad) en los microsistemas familiaresy escolaresde niños y niñas provenientes de contextos urbanos, urbano-marginados y rurales. Se evaluaron en total 190 escolares (Mmeses= 62.11, DE= 7.13, 54.2% niños) que asistían a Nivel Inicial (salas de 4 y 5 años) en tres instituciones educativas de gestión estatal. Se consideraron los datos correspondientes a la preferencia por el juego solitario referido por los propios niños y niñas, y las percepciones de timidez y soledad de los padres y las docentes. Los resultados mostraron que las conductas de retraimiento social son más sensibles de observarse en determinados espacios de socialización según los contextos: el grupo urbano presentó una mayor percepción de los docentes de retraimiento social en los dos subtipos para los niños y las niñas en comparación con los otros dos grupos, mientras que el contexto urbano-marginado registró mayor percepción de soledad por parte de los padres en sus hijos e hijas en comparación a los demás contextos. No se encontraron diferencias entre los gruposen la preferencia por el juego solitario de los niños y niñas. Se discuten los resultados en función de las expectativas de socialización hacia los niños y las niñas y las posibilidades efectivas de interactuar con pares que presentan los ambientes familiares y escolares en cada comunidad evaluada.

Published
2022

30. Creencias parentales sobre el retraimiento social en la edad preescolar

Author

Greco, Carolina, Castillo, Karen Noel, Ison, Mirta Susana, Greco, Carolina, Castillo, Karen Noel, and Ison, Mirta Susana

Abstract

Background: Parental beliefsnamely, parents’ ideas, knowledge, values and attributions are essential in the study of relationships between parents and children. They consist of cognitive and affective processes that influence strategies to promote acceptable social behaviors or to modify those considered undesirable. General Objective: To explore fathers’ and mothers’ beliefs about their children’s social withdrawal behaviors in the city of Mendoza, Argentina. Method: A qualitative methodology and a grounded theory approach were chosen. A non probability purposive sampling was used. Fathers and mothers of five four-year-old children who attended public educational institutions participated in the study. The focused interview was used as data collection instrument. Results: Emerging categories: internal and external causal attributions, causal attributions of cognitive and/or social emotional development, parental socialization strategies characterized by excessive control and overprotection. Conclusions: Parental beliefs provide a frame of reference that guides children’s interactions and determines the opportunities parents offer their children for their social emotional development. Authorship contributionCG, KNC and MSI: all authors participated in writing and revising the manuscript in drafting and revising the manuscript., Antecedentes: As crenças dos pais, ou seja, idéias, conhecimentos, valores e atribuições, são centrais para o estudo das relações pai-filho. São processos cognitivos e afetivos que influenciam estratégias para promover comportamentos sociais aceitáveis ou para modificar comportamentos indesejáveis. Objetivo geral: explorar as crenças dos pais sobre os comportamentos de afastamento social de seus filhos na cidade de Mendoza, Argentina. Método: foi escolhida uma metodologia qualitativa, utilizando a abordagem Grounded Theory. A amostragem foi não-probabilística e intencional, com a participação de pais de cinco crianças de quatro anos de idade freqüentando instituições educacionais administradas pelo Estado. A entrevista focalizada foi usada como instrumento de coleta de dados. Resultados: categorias emergentes: atribuições causais internas e externas, atribuições causais do desenvolvimento cognitivo e/ou socioemocional, estratégias de socialização dos pais e aquelas caracterizadas por controle excessivo e superproteção. Conclusões: As crenças dos pais fornecem um quadro de referência que orienta as interações de seus filhos e determina as oportunidades que eles oferecem para seu desenvolvimento socioemocional. Contribuição da autoriaCG, KNC e MSI: todos os autores participaram da redação e na redação e revisão do manuscrito., Antecedentes: las creencias parentales entiéndase sus ideas, conocimientos, valores y atribuciones son primordiales en el estudio de las relaciones entre padres e hijos. Son procesos cognitivos y afectivos que inciden en las estrategias para promover conductas sociales aceptables o para modificar aquellas no deseables. Objetivo general: explorar las creencias de los padres y las madres sobre los comportamientos de retraimiento social de sus hijos/as en la ciudad de Mendoza, Argentina. Método: se optó por una metodología cualitativa, utilizando el enfoque de la Teoría Fundamentada. El muestreo fue no probabilístico e intencional y participaron padres y madres de cinco niños/ as de cuatro años que asistían a instituciones educativas de gestión estatal. Se utilizó la entrevista enfocada como instrumento de recolección de datos. Resultados: categorías emergentes: atribuciones causales internas y externas, atribuciones causales del desarrollo cognitivo y/o socioemocional, estrategias parentales de socialización y caracterizadas por control excesivo y sobreprotección. Conclusiones: las creencias parentales proveen un marco de referencia que guían las interacciones de sus hijos/as y determinan las oportunidades que les brindan para su desarrollo socioemocional. Contribución de autoría CG, KNC y MSI: todas las autoras participaron en la redacción y revisión del manuscrito.

Published
2022

31. Resiliencia Infantil: Intervención para promover recursos en contextos vulnerables

Author

Morelato, Gabriela, Korzeniowski, Celina, Greco, Carolina, and Ison, Mirta

Subjects
programas educativos, Educational Programs, Social Vulnerability, resiliencia, lcsh:Psychology, Resilience, prevención, infancia, Prevention, vulnerabilidad social, lcsh:BF1-990, Childhood
Abstract

Resumen Los objetivos de este trabajo fueron valorar la eficacia de un programa de intervención destinado a estimular recursos sociocognitivos vinculados a la resiliencia (atributos internos, solución de problemas y creatividad en el marco de su ambiente social) y comparar la efectividad de la intervención en función de dos modalidades de aplicación: en grupos completos (GC) y en grupos reducidos (GR). Diseño: cuasiexperimental, con pre - post evaluación, constituido por 95 escolares. Instrumentos: Cuestionario de Resiliencia (González-Arratia & Valdez-Medina, 2011), Solución de problemas en Situaciones de Vulnerabilidad Familiar (SPVF, Morelato, 2019), Test de Creatividad Gráfica (Marín- Ibañez, 1995) y Test de Usos Inusuales (Guilford, 1950). Resultados: En los niños y las niñas que recibieron intervención en pequeños grupos hubo un incremento de las habilidades para identificar las emociones, generar alternativas, anticipar consecuencias y en la creatividad verbal. Estos resultados brindan evidencia sobre la efectividad de los abordajes preventivos en el contexto escolar. Abstract: Our objectives were to assess the efficacy of an intervention program aimed at stimulating social-cognitive resources connected to resilience (internal attributes, problem solving and creativity within the framework of their social environment) and to evaluate the efficacy of the intervention regarding two application modes: complete groups (GC) and reduced groups (GR). Design: quasi-experimental, with pre- and post-evaluation. Sample: 95 school children. Instruments: Resiliency Questionnaire (González-Arratia & Valdez-Medina, 2011), Problem Solving and Family Vulnerability (SPVF, Morelato, 2019), Graphic Creativity Test (Marín-Ibañez, 1995), and the Alternative Uses Test (Guilford, 1950). The children that were intervened with the reduced group mode showed an increase in identifying emotions, generating alternatives, anticipating consequences and verbal creativity. These results provide information about the effectiveness of preventive approaches used in the school context.

Published
2019

33. What makes you happy? Appreciating the reasons that bring happiness to Argentine children living in vulnerable social contexts

Author

Greco, Carolina and Ison, Mirta S.

Subjects
Happiness -- Analysis, Child development -- Analysis, Quality of life -- Analysis, Ethnic, cultural, racial issues/studies, Regional focus/area studies
Abstract

A growing body of research has documented factors that predict happiness in adults; however, studies on children's happiness have just begun. The aim of this study was to explore Argentine children's reasons for happiness. The sample included 120 children between the ages of 7 and 9 years (M = 8.03; SD = 0.72) who attended Argentine public schools. The Face Scale was used to evaluate how children assess happiness and a focused interview was conducted to obtain their spontaneous verbal descriptions of what made them happy. A content analysis was then conducted was after the interviews. Most of the children reckoned that family and friendships were the main sources of happiness. They also mentioned different kinds of activities as sources of happiness, like school, recreation and leisure activities, and owning and playing with pets. These findings may be useful for designing mental health programs aimed at promoting positive socio-emotional development during childhood. Keywords: Happiness, Children, Socio-emotional developmental, Well-being, Poverty, How do Argentine children assess their happiness? What makes them happy? What are the self-reported reasons they feel happy? These are recurrent inquiries in the field of psychology and a [...]

Published
2014

34. Atribuciones hacia la timidez y la soledad en niños y niñas de diferentes contextos sociales argentinos.

Author

Castillo, Karen Noel, Ison, Mirta Susana, and Greco, Carolina

Subjects
*SOCIAL groups, *BASHFULNESS, *SOCIAL status, *RURAL children, *SOCIAL context, *CHILD psychology, *SOCIALIZATION, *CHILD behavior, *KINDERGARTEN children, *SOCIAL cohesion
Abstract

Children’s attributions towards withdrawn behaviors are usually determined by the particular social milieu in which they develop and tend to influence their behaviors and reactions. The aim of this work was to compare the attributions towards two subtypes of social withdrawal (shyness and unsociability) referred by children from three different contexts in Mendoza, Argentina: urban, urban-marginalized and rural. Participants were 221 kindergarten children from these contexts (urban: n = 82, Mmonths = 62.33; urban-marginalized: n = 72, Mmonths = 60.47; rural: n = 67, Mmonths = 63.07). Children were individually interviewed with a series of graphic vignettes with hypothetical characters displaying shy and unsociable behaviors, and for comparison purposes were also assessed aggressive and socially competent behaviors. After each vignette, children were asked a series of questions designed to assess their attributions toward each behavior in six dimensions: intentionality, social motivation, affiliative preference, social status, negative impact and sympathy. The results of this study showed that young children in the three contexts were able to distinguish social withdrawal from other types of behaviors (i.e., aggressiveness and sociability). Overall, withdrawn behaviors received more positive attributions (greater affiliative preference, better social position and less negative impact) than aggressive behaviors, although they were also perceived negatively in relation to more socially competent behaviors (the latter were attributed greater affiliative preference and best position within the peer group). Furthermore, it was observed that children from the three contexts made clearly distinctions among the different forms of social withdrawal in terms of intentionality and social motivation. Specifically, they reported that compared with unsociable characters, shy ones are more socially motivated and less intentional in their behavior, evocating greater feelings of compassion. However, some peculiarities can be appreciated in each context. The results indicated that children in the urban group reported greater feelings of sympathy for the shy character in relation to the unsociable, which was not evidenced in the other groups. In addition, children from the rural sample showed a greater preference for interact with the hypothetical shy peer than with the unsociable character and this inclination was also greater when compared with the urban sample. Taken together, these results may suggest that different socialization norms and expectations would evoke different meanings and implications to the socially withdrawn manifestations. It might be possible that in urban contexts children’s socialization expectations highlight extraversion and self-affirming behaviors which generate more empathetic reactions in front of passive or fearful manifestations as shyness. On the other hand, rural children may prefer peers who display shy behaviors possibly because it is in line with expectations of social cohesion and modesty that are value in this milieu. Nevertheless, no differences were found between shy and unsociable behaviors in any of the contexts in terms of social position and negative impact that they anticipated for the peer group. These results could provide some support for the idea that social withdrawal tends to be globally perceived as benign at an early age, and especially in the rural context, where it is a frequent and valued behavior. Although it is not possible with the limited variables included in this study to know which are the specific contextual aspects that affect some attributions and through what mechanisms they do so, these findings are an important starting point to continue deepening the socialization processes in urban, urban-marginalized and rural young children. This study is also one of the first to evaluate the knowledge and attributions of Argentinean children from different social context toward social withdrawal and provides new evidence on the differences in the cultural meaning and implications of withdrawn behaviors in early childhood. [ABSTRACT FROM AUTHOR]

Published
2023
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35. El retraimiento social infantil en los contextos de desarrollo: La familia y el jardín de infantes de ámbitos urbanos, urbano-marginados y rurales.

Author

Castillo, Karen, Ison, Mirta Susana, and Greco, Carolina

Subjects
*PARENT attitudes, *SOCIALIZATION, *CHILD development, *GIRLS, *KINDERGARTEN facilities, *SCHOOL children, *KINDERGARTEN teachers, *SCHOOL environment, *SOCIAL perception, *BASHFULNESS, *PARENTS, *SOLITUDE, *RURALITY
Abstract

The main goal of this study was to compare the presence of social withdrawal behaviors (shyness and preference for solitude) in the family and school microsystems of children from urban, urbanmarginalized and rural contexts. A total of 190 children (Mmonths = 62.11, SD = 7.13, 54.2% boys) who attended kindergarten in three public educational institutions were evaluated. The data corresponding to the preference for solitary play reported by the children themselves, and the parents’ and teachers’ perceptions of shyness and loneliness were considered. Results showed that social withdrawal behaviors are more sensitive to be observed in certain socialization milieus according to the contexts: the urban group presented a greater teachers’ perception of social withdrawal in the two subtypes for boys and girls compared to the other two groups, while the urban-marginalized context recorded a higher parents’ perception of preference for solitude in their sons and daughters compared to the other contexts. No differences were found between groups in children’s preference for solitary play. The results are discussed based on the socialization expectations towards children and the effective possibilities of interacting with peers that family and school environments present in each evaluated context. [ABSTRACT FROM AUTHOR]

Published
2022

37. Propiedades psicométricas de la versión argentina de la escala revisada de ansiedad y depresión infantil (RCADS)

Author

Casari, Leandro Martín, Daher, Celeste, Arroyo, María Jimena, González, Daniela Fernanda, Moran, Valeria Estefanía, Ison, Mirta Susana, Casari, Leandro Martín, Daher, Celeste, Arroyo, María Jimena, González, Daniela Fernanda, Moran, Valeria Estefanía, and Ison, Mirta Susana

Abstract

The objectives of this article were: to evaluate the validity and reliability of the Revised Child Anxiety and Depression Scale (RCADS). Specifically, content validity, construct validity and criterion validity were assessed, in addition to reporting the reliability index. The sample consisted of 284 boys and girls whose ages ranged from 8 to 12 years, from the province of Mendoza, Argentina. The following instruments were used: Revised Child Anxiety and Depression Scale, the Child Depression Questionnaire (CDI), and the Positive Emotions Questionnaire (CIEP). To evaluate content validity, 10 expert judges were summoned, and an acceptable degree of agreement was found regarding the congruence of the items to the evaluated factors. The construct validity was evaluated by comparing alternative models of the RCADS, finding good fit indices for a model of five factors and 25 items, as well as acceptable index of reliability. Finally, significant positive correlations were found with the CDI and significant negative correlations with the CIEP. The results are discussed based on the previous research, and weakness of these research are pointed out., El principal objetivo de este estudio fue evaluar la validez y confiabilidad de la Escala Revisada de Ansiedad y Depresión Infantil (RCADS). Específicamente, se analizó la validez de contenido, la validez de constructo y la validez de criterio, además de reportar los índices de confiabilidad. La muestra estuvo conformada por 284 escolares, cuyas edades oscilaban entre 8 y 12 años, residentes de la provincia de Mendoza, Argentina. Se emplearon los siguientes instrumentos: Escala Revisada de Ansiedad y Depresión Infantil, el Cuestionario de Depresión Infantil (CDI), y el Cuestionario de Emociones Positivas (CIEP). Para evaluar la validez de contenido se convocaron a 10 jueces expertos, y se encontró un grado de acuerdo aceptable con respecto a la congruencia de los ítems a los factores evaluados. La validez de constructo fue evaluada comparando modelos alternativos de la RCADS, encontrando índices de ajuste adecuados para un modelo de cinco factores y 25 ítems, así como índices aceptables de confiablidad. Por último, se encon- traron correlaciones significativas positivas entre las dimensiones del RCADS con el CDI y correlaciones significativas negativas con los factores del CIEP. Se discuten los resultados en función de los antecedentes, y se señalan limitaciones de la presente investigación. Palabras claves: Ansiedad, Depresión, Evaluación, Infancia, Psicometría

Published
2021

38. How to promote attentional efficacy and cognitive control processes: Experience in argentine school children

Author

Ison, Mirta Susana

Subjects
ATTENTIONAL EFFICACY, purl.org/becyt/ford/5 [https], COGNITIVE CONTROL PROCESSES, CHILDREN, purl.org/becyt/ford/5.1 [https], TRAINING PROGRAMS
Abstract

Attention is one of the cognitive control processes that are clearly relevant for socio-cognitive performance and young childrens school learning. Good attention functioning is one of the important predictors of cognitive level in childhood. Although there is no unified theory of attention, current neurocognitive models have agreed to define it as a cognitive control function responsible for the hierarchical organization of the processes in charge of elaborating information. The capacity of attention can be modified with continuous practice. For this reason, its strengthening in childhood could favour the development of the functioning of cognitive control processes in later years. This article presents two programs for the attention and sociocognitive strengthening in children of pre-elementary and elementary school level, in the province of Mendoza, Argentina. This study provides empirical evidence of the effectiveness of training programs applied in the school context and of therelevance of the involvement of parents and educators. Fil: Ison, Mirta Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad del Aconcagua. Facultad de Psicología; Argentina

Published
2020

43. Flexibilidad cognitiva: su promoción en la infancia

Author

Ison, Mirta Susana

Subjects
purl.org/becyt/ford/5 [https], FLEXIBILIDAD COGNITIVA, FUNCIONAMIENTO COGNITIVA, INFANCIA, purl.org/becyt/ford/5.1 [https]
Abstract

La flexibilidad cognitiva hace referencia a la capacidad de los individuos para elaborar una representación mental de las relaciones entre los elementos que componen una situación, introducir variaciones y correcciones si fuese necesario, atendiendo a las características y demandas del contexto. En el complejo mundo de las relaciones interpersonales, cotidianamente, el individuo se enfrenta a diversos desafíos y debe resolver situaciones, apelando a un proceso de toma de decisiones. Tomar una decisión requiere analizar varias alternativas. Implica realizar una evaluación cognitiva-afectiva sobre las consecuencias posibles que traerá la elección de cada alternativa. Para que este proceso tenga lugar, se necesita una estructura flexible de pensamiento. En la infancia este proceso sigue un curso gradualmente progresivo y su desarrollo dependerá de múltiples factores socio-contextuales. Por ello, es una habilidad importante de promover en la infancia, ya que es la base para el desarrollo de un comportamiento autorregulado, creativo y adaptable a las situaciones cambiantes del ambiente. Fil: Ison, Mirta Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad del Aconcagua. Facultad de Psicología; Argentina

Published
2019

44. Therapist Personal Styles: A Comparison Between Professionals Working in Drug Addiction Institutions and Professionals Working in the General Clinical Area

Author

Casari, Leandro Martín, Ison, Mirta Susana, and Gómez, Beatriz

Subjects
experiencia profesional, Psychotherapy, PSICOTERAPIA, Professional Experience, PSICÓLOGOS, TRASTORNOS RELACIONADOS CON SUSTANCIAS, purl.org/becyt/ford/5 [https], Psychologist, ENFOQUE TEÓRICO, Substance-Related Disorders,Theoretical Framework, EXPERIENCIA PROFESIONAL, purl.org/becyt/ford/5.1 [https]
Abstract

Los objetivos de este artículo fueron: a) describir el perfil de Estilo Personal del Terapeuta (EPT) en dos grupos de psicólogos clínicos: uno que trabaja en instituciones de tratamiento de adicciones y otro no abocado específicamente a este campo; b) comparar el posible efecto del enfoque teórico y los años de experiencia profesional sobre el EPT en cada grupo. Para ello se trabajó con una muestra de 429 psicólogos clínicos de Argentina divididos en dos grupos: Grupo Adicciones (n= 102) y Grupo Clínico (n= 327). Como instrumento se empleó el Cuestionario de Estilo Personal del Terapeuta. A nivel de resultados se obtuvieron diferencias significativas en la función de Involucración (p< .05), donde los terapeutas de adicciones obtuvieron puntajes superiores. Asimismo, se observaron diferencias entre ambos grupos de terapeutas según el enfoque teórico y correlaciones significativas con los años de experiencia profesional. The objectives of this study were: (a) to describe the profile of the Therapist’s Personal Style (TPS) in two groups of clinical psychologists: one group working in drug addict institutions and the other group dedicated to general clinical treatment; (b) to compare the possible effect of the theoretical framework and the years of experience on the TPS in each group. For this purpose, a sample of 429 clinical psychologists from Argentina was divided into two groups: Addictions Group (n = 102) and Clinical Group (n = 327). The Therapeutic Personal Style Questionnaire was used as instrument. As a result, there were significant differences in the Engagement function (p < .05), higher among the therapists of drug addict patients. Likewise, differences between both groups of therapists were observed according to the theoretical approach as well as significant correlations with years of professional experience. Fil: Casari, Leandro Martín. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina Fil: Ison, Mirta Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina Fil: Gómez, Beatriz. Fundación Aigle. Sede Central Buenos Aires. Departamento de Investigación. Investigación Empirica En Psicoterapia; Argentina

Published
2019

45. Child resiliency: Intervention to promote resources in vulnerable contexts

Author

Morelato, Gabriela Susana, Korzeniowski, Celina Graciela, Greco, Carolina, and Ison, Mirta Susana

Subjects
VULNERABILIDAD SOCIAL, PROGRAMAS EDUCATIVOS, purl.org/becyt/ford/5 [https], RESILIENCIA, INFANCIA, purl.org/becyt/ford/5.1 [https]
Abstract

Los objetivos de este trabajo fueron valorar la eficacia de un programa de intervención destinado a estimular recursos sociocognitivos vinculados a la resiliencia (atributos internos, solución de problemas y creatividad en el marco de su ambiente social) y comparar la efectividad de la intervención en función de dos modalidades de aplicación: en grupos completos (GC) y en grupos reducidos (GR). Diseño: cuasiexperimental, con pre - post evaluación, constituido por 95 escolares. Instrumentos: Cuestionario de Resiliencia (González-Arratia & Valdez-Medina, 2011), Solución de problemas en Situaciones de Vulnerabilidad Familiar (SPVF, Morelato, 2019), Test de Creatividad Gráfica (MarínIbañez, 1995) y Test de Usos Inusuales (Guilford, 1950). Resultados: En los niños y las niñas que recibieron intervención en pequeños grupos hubo un incremento de las habilidades para identificar las emociones, generar alternativas, anticipar consecuencias y en la creatividad verbal. Estos resultados brindan evidencia sobre la efectividad de los abordajes preventivos en el contexto escolar. Our objectives were to assess the efficacy of an intervention program aimed at stimulating social-cognitive resources connected to resilience (internal attributes, problem solving and creativity within the framework of their social environment) and to evaluate the efficacy of the intervention regarding two application modes: complete groups (GC) and reduced groups (GR). Design: quasi-experimental, with pre- and post-evaluation. Sample: 95 school children. Instruments: Resiliency Questionnaire (González-Arratia & Valdez-Medina, 2011), Problem Solving and Family Vulnerability (SPVF, Morelato, 2019), Graphic Creativity Test (Marín-Ibañez, 1995), and the Alternative Uses Test (Guilford, 1950). The children that were intervened with the reduced group mode showed an increase in identifying emotions, generating alternatives, anticipating consequences and verbal creativity. These results provide information about the effectiveness of preventive approaches used in the school context. Fil: Morelato, Gabriela Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad del Aconcagua. Facultad de Psicologia. Instituto de Investigaciones de la Facultad de Psicologia.; Argentina Fil: Korzeniowski, Celina Graciela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad del Aconcagua. Facultad de Psicología; Argentina Fil: Greco, Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad del Aconcagua. Facultad de Psicología; Argentina Fil: Ison, Mirta Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad del Aconcagua. Facultad de Psicología; Argentina

Published
2019

46. Escala de Funcionamiento Ejecutivo para Escolares: Análisis de las Propiedades Psicométricas

Author

Korzeniowski, Celina Graciela and Ison, Mirta Susana

Subjects
ECOLOGICAL VALIDITY, PSYCHOMETRIC PROPERTIES, purl.org/becyt/ford/5 [https], FUNCIONES EJECUTIVAS, EXECUTIVE FUNCTIONS, PROPIEDADES PSICOMÉTRICAS, CHILDREN, VALIDEZ ECOLÓGICA, NIÑOS, SCALE, purl.org/becyt/ford/5.1 [https]
Abstract

Este trabajo presenta las propiedades psicométricas y un estudio de validación inicial de la Escala de FuncionamientoEjecutivo para niños (EFE), la cual permite valorar la percepción de padres y docentes acerca de la frecuencia deciertas conductas que pueden presentar los escolares cuando realizan tareas que demandan control atencional, controlinhibitorio, metacognición, organización, planificación y flexibilidad cognitiva. Participaron 307 escolares, de ambos sexos(48.2% niñas), con edades comprendidas entre 6 y 10 años de edad (M = 7.69, DE = 1.07), pertenecientes a estratos socioeconómicos medio-bajo (17%) y bajo (83%). Los niños cursaban de 1º a 4º grado de educación primaria en tres escuelasde gestión estatal de la provincia de Mendoza, Argentina. Los informantes fueron los docentes. Los resultados obtenidosindicaron que la EFE presenta una estructura unidimensional, una adecuada consistencia interna, estabilidad temporal ycapacidad predictiva sobre el rendimiento escolar. Estos resultados sugieren que la EFE es un instrumento de evaluaciónecológicamente válido y confiable que puede ser utilizado para complementar la evaluación neuropsicológica infantil. This paper presents the psychometric properties and an initial validation study of the Executive Functioning Scale for Children (EFS). The EFS assesses parents' and teachers' perception of the frequency of certain behaviors schoolchildren may present when performing tasks that demand attentional control, inhibitory control, metacognition, organization, planning, and cognitive flexibility. The participants were 307 schoolchildren, male and female (48.2% female), between 6 and 10 years of age (M = 7.69, SD = 1.07), belonging to the middle-low SES (17%) and low SES (83%). The children attended three primary schools from first to 4th grade in the province of Mendoza, Argentina. The informants were the teachers. The results indicated that the EFS offers a unidimensional structure, adequate internal consistency, temporal stability, and predictive capacity of school performance. These results suggest that the EFS is an ecologically valid and reliable assessment instrument that can be used to complement children's neuropsychological evaluation. Fil: Korzeniowski, Celina Graciela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina Fil: Ison, Mirta Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina

Published
2019

48. Escala de funcionamiento ejecutivo para escolares : análisis de las propiedades psicométricas

Author

Korzeniowski, Celina and Ison, Mirta

Subjects
psicometría, validez, ingreso medio, Argentina, rendimiento
Abstract

Resumen basado en el de la publicación Título, resumen y palabras clave en español e inglés Resumen extendido en inglés Se presentan las propiedades psicométricas y un estudio de validación inicial de la Escala de Funcionamiento Ejecutivo para niños (EFE), la cual permite valorar la percepción de padres y docentes acerca de la frecuencia de ciertas conductas que pueden presentar los escolares cuando realizan tareas que demandan control atencional, control inhibitorio, metacognición, organización, planificación y flexibilidad cognitiva. Participaron 307 escolares, de ambos sexos con edades comprendidas entre 6 y 10 años de edad pertenecientes a estratos socioeconómicos medio-bajo y bajo. Los informantes fueron los docentes. Los resultados obtenidos indicaron que la EFE presenta una estructura unidimensional, una adecuada consistencia interna, estabilidad temporal y capacidad predictiva sobre el rendimiento escolar. Estos resultados sugieren que la EFE es un instrumento de evaluación ecológicamente válido y confiable que puede ser utilizado para complementar la evaluación neuropsicológica infantil. ESP

Published
2019

49. Pilot study on children's drawing in two sociocultural contexts (Argentina-Germany)

Author

Hektor, Anna Christina and Ison, Mirta Susana

Subjects
PRODUCCIONES GRÁFICAS INFANTILLES, CIENCIAS SOCIALES, ETAPAS EVOLUTIVAS DEL DIBUJO, DIBUJO INFANTIL, Otras Psicología, Psicología
Abstract

El presente artículo tuvo como propósito analizar la evolución del dibujo infantil de acuerdo a las primeras etapas propuestas por Lowenfeld (1980): garabateo, preesquemática y esquemática, en niños residentes en Argentina y en Alemania. Se propusieron tres objetivos específicos: 1) indagar si, en la actualidad, las mencionadas etapas se suceden en las mismas edades que propuso dicho autor; 2) analizar las características del dibujo infantil en niños de 3 a 6 años residentes en Argentina y en Alemania y 3) comparar las producciones gráficas realizadas por niños residentes en ambos países, con el fin de indagar diferencias entre ambos contextos socioculturales. La muestra estuvo compuesta por un total de 136 niños de 3 a 6 años de edad, de los cuales 72 niños fueron argentinos y 64 alemanes. Se utilizó un enfoque cuantitativo, descriptivo-comparativo, con un diseño transversal. Los instrumentos utilizados fueron la técnica del dibujo libre, y una planilla de evaluación realizada ad hoc. Se observó que la secuencia en la que se presentaron las etapas del dibujo fue idéntica a las expuestas por Lowenfeld, sin embargo, fue notorio el avance en las edades en relación a dichas etapas. Al analizar las etapas del dibujo infantil, no se hallaron diferencias estadísticamente significativas entre ambos grupos de niños/as (Argentina-Alemania). Asimismo, las características del dibujo fueron similares en ambos grupos. The aim of this article was to analyze the evolution of children's drawings according to the first stages proposed by Lowenfeld: the scribbling stage, the pre-schematic stage and the schematic stage, in children living in Argentina and Germany. Three specific objectives were established: 1) to investigate whether, at present, the aforementioned stages occur at the same ages proposed by said author; 2) to analyze the characteristics of children's drawings in children aged 3 to 6 years old living in Argentina and Germany and 3) to compare the graphic productions made by children living in both countries, in order to investigate the differences between both sociocultural contexts. The sample included a total of 136 children between the ages of 3 to 6, 72 children of which were Argentinian and 64 were German. A quantitative, descriptive-comparative approach with a cross-sectional design was used. The instruments used were the free drawing technique and an assessment form made ad hoc. It was observed that the sequence in which the stages of drawing were presented was identical to that presented by Lowenfeld. However, the advance in the ages in relation to said stages was evident. When analyzing the stages of children's drawing, no statistically significant differences were found between both groups of children (Argentina-Germany). Also, drawing characteristics were similar in both groups. Fil: Hektor, Anna Christina. Universidad del Aconcagua. Facultad de Psicología; Argentina Fil: Ison, Mirta Susana. Universidad del Aconcagua. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina

Published
2018

50. Parental involvment in education: Its influence on children self-efficacy and executive control a theoretical review

Author

Caligiore Gei, María Gabriela and Ison, Mirta Susana

Subjects
CIENCIAS SOCIALES, PARTICIPACIÓN DE PADRES EN EDUCACIÓN, CONTROL EJECUTIVO, purl.org/becyt/ford/5 [https], Otras Psicología, NIÑOS, purl.org/becyt/ford/5.1 [https], Psicología, AUTOEFICACIA INFANTIL
Abstract

La escolaridad es una etapa de gran importancia para el desarrollo de la personalidad y el aprendizaje de los niños, y son los padres los principales pilares en los que ellos se apoyan para enfrentarse a los desafíos propios del aprendizaje. El presente trabajo se propone realizar una revisión teórica acerca de la influencia que la participación de los padres en la educación tiene sobre la autoeficacia y el control ejecutivo de sus hijos, sistematizando los aportes teóricos de más de cincuenta trabajos sobre la temática. Se concluyó que dada la inexistencia de un concepto unívoco del constructo participación familiar resulta difícil determinar qué aspectos de éste tienen mayor influencia en el desarrollo infantil. Asimismo, al ser escasas las investigaciones que indagan dicha relación, la presente revisión abre el camino a nuevas investigaciones que permitan abordar la temática. The school stage is an important time for the personality development and learning, and parents are the main support that teach how to face the scholar challenges. The aim of this article is to make a theoretical review about the parental involvment in education influence on their children self-efficacy and executive control, following the results of empirical research and theoretical analysis of more than fifty articles on this theme. It was concluded that given the absence of a univocal concept of the parents participation construct, it´s difficult to determine what aspects of it have the greatest influence on child development. On the other hand, since studies about how this participation influences self-regulation behaviors, such as self-efficacy beliefs and executive control are scarce, the present review opens the way to new studies able to approach this relationship. Fil: Caligiore Gei, María Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina Fil: Ison, Mirta Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina

Published
2018

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