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40 p. -- Bibliogr.: p. 35-38 [ES] El objeto de esta revisión bibliográfica es analizar la responsabilidad que la escuela tiene en el acompañamiento de aquellas niñas y niños que, debido al proceso de abandono y adopción, acarrean un trauma temprano. Este trabajo define dicho proceso, para después enfatizar y estudiar la importancia del vínculo de apego, además de las huellas que las adversidades mencionadas previamente pueden causar en el individuo a una temprana edad. Se realiza además un acercamiento pedagógico a la institución Lóczy, que, tras trabajar con niñas y niños abandonados durante décadas, construye una manera de mirar, cuidar y educar a este alumnado en particular. Es además una institución de especial interés para la educación formal, ya que la inclusión de esta práctica en las aulas ayuda a satisfacer las necesidades de estas niñas y niños. Se estudian 57 artículos científicos que engloban las consecuencias de estas vivencias, así como las herramientas para hacer frente a los déficits ocasionados por las mismas. Entre las principales aportaciones, destaca la importancia de la relación que ha de establecerse entre profesorado-alumnado, la importancia del vínculo y de la comunicación activa y afectiva, atendiendo tanto sus necesidades fisiológicas como validando su individualidad y cimentando así el proyecto vital de cada niña y niño. A modo de conclusión, esta revisión bibliográfica nos confirma que la relación pedagógica que Lóczy propone; una atención temprana que incluye también implicación emocional y afectiva por parte de la institución de cuidado a cargo del menor, es decisiva a la hora de configurar la identidad y garantizar un adecuado desarrollo psicológico y físico del individuo, sobreponiéndose así a la carga del trauma del abandono y la adopción. [EUS] Berrikuspen bibliografiko honen helburua eskolak zer erantzukizun duen abandonu eta adopzio-prozesuaren ondorioz trauma goiztiarra duten haurren laguntzan aztertzea da. Lan honek prozesu hori definitzen du, eta, ondoren, atxikimendu-loturaren garrantzia azpimarratzen eta aztertzen du, aurrez aipatutako ezbeharrek adin txikitan gizabanakoarengan sor ditzaketen arrastoez gain. Gainera, Lóczy erakundera hurbilketa pedagogikoa egiten da; izan ere, hainbat hamarkadatan abandonatutako haurrekin lan egin ondoren, ikasle horiei begiratzeko, zaintzeko eta hezteko modu bat eraikitzen du. Interes bereziko erakundea da hezkuntza formalerako, praktika hori ikasgeletan sartzeak haur horien premiak asetzen laguntzen baitu. 57 artikulu zientifiko aztertu dira, bizipen horien ondorioak eta bizipen horiek eragindako defizitei aurre egiteko tresnak biltzen dituztenak. Ekarpen nagusien artean, honako hauek nabarmentzen dira: irakasleen eta ikasleen artean ezarri behar den harremanaren garrantzia, loturaren eta komunikazio aktibo eta afektiboaren garrantzia, premia fisiologikoak kontuan hartuta, indibidualtasuna baliozkotuta eta haur bakoitzaren bizi-proiektua oinarri hartuta. Ondorio gisa, berrikuspen bibliografiko honek berresten digu Lóczy-k proposatzen duen harreman pedagogikoa (adingabearen ardurapeko zaintza-erakundearen inplikazio emozional eta afektiboa barne hartzen duen arreta goiztiarra) erabakigarria dela gizabanakoaren nortasuna taxutzeko eta garapen psikologiko eta fisiko egokia bermatzeko orduan, abandonuaren eta adopzioaren traumaren zama gaindituz. [EN] The purpose of this bibliographic review is to analyze the responsibility that the school has in the accompaniment of those children who, due to the process of abandonment and adoption, carry an early trauma. This work defines this process, to later emphasize and study the importance of the attachment bond, in addition to the traces that the previously mentioned adversities can cause in the individual at an early age. A pedagogical approach is also made to the Lóczy institution, which, after working with abandoned children for decades, builds a way of looking at, caring for and educating this particular student body. It is also an institution of special interest for formal education, since the inclusion of this practice in the classroom helps to meet the needs of these children. 57 scientific articles are studied, which include the consequences of these experiences, as well as the tools to face the deficits caused by them. Among the main contributions, the importance of the relationship to be established between teachers and students, the importance of the bond and active and affective communication, attending to their physiological needs as well as validating their individuality and thus cementing the vital project of each child, stand out. In conclusion, this literature review confirms that the pedagogical relationship proposed by Lóczy; early care that also includes emotional and affective involvement by the care institution in charge of the child, is decisive in shaping the identity and ensuring an adequate psychological and physical development of the individual, thus overcoming the burden of the trauma of abandonment and adoption.

Early life experiences that affect the attachment bond formation can alter developmental trajectories and result in pathological outcomes in a sex-related manner. However, the molecular basis of sex differences is quite unknown. The dopaminergic system originating from the ventral tegmental area has been proposed to be a key mediator of this process. Here we exploited a murine model of early adversity (Repeated Cross Fostering, RCF) to test how interfering with the attachment bond formation affects the VTA-related functions in a sex-specific manner. Through a comprehensive behavioral screening, within the NiH RDoC framework, and by next-generation RNA-Seq experiments, we analyzed the long-lasting effect of RCF on behavioral and transcriptional profiles related to the VTA, across two different inbred strains of mouse in both sexes. We found that RCF impacted to an extremely greater extent VTA-related behaviors in females than in males and this result mirrored the transcriptional alterations in the VTA that were almost exclusively observed in females. The sexual dimorphism was conserved across two different inbred strains in spite of their divergent long lasting consequences of RCF exposure. Our data suggest that to be female primes a sub-set of genes to respond to early environmental perturbations. This is, to the best of our knowledge, the first evidence of an almost exclusive effect of early life experiences on females, thus mirroring the extremely stronger impact of precocious aversive events reported in clinical studies in women., Graphical abstract Image 1, Highlights • Differential impact of attachment bond interference in adult male and female mice. • Early adversity affects VTA gene expression and behavior almost exclusively in female mice. • RNA Sequencing reveals female-specific plasticity genes.

Penelitian ini bertujuan untuk menghasilkan suatu media berupa buku bantuan diri untuk membantu remaja SMA di DKI Jakarta yang orangtuanya bercerai memelihara ikatan kelekatan. Buku bantuan diri dapat digunakan secara individual maupun oleh guru bimbingan dan konseling dalam proses konseling. Buku bantuan diri yang dikembangkan terdiri dari tujuh bab. Bab 1 sampai dengan 4 merupakan pemahaman diri konseli mengenai perceraian dan perasaan peserta didik. Membantu peserta didik untuk menyadari, menerima, dan mengekpresikan perasaan. Pada bab 5 dan 6 merupakan treatment dalam buku. Membantu peserta didik memiliki harapan yang aman terhadap orangtua. Pada bab 7 yaitu mengenai pemeliharaan yang merupakan kesimpulan dan refleksi diri setelah merampungkan buku bantuan diri. Metode penelitian yang digunakan adalah Research and Development (RnD) model ADDIE (Analyze, Design, Develop, Implement, Evaluate). Tahapan model pengembangan yang dilakukan adalah analisis, desain, dan pengembangan. Alat pengumpulan data yang digunakan berupa angket dan pedoman wawancara. Penilaian media dilakukan oleh validator yang terdiri dari ahli media, ahli materi dan peserta didik. Dari hasil uji validasi tersebut diperoleh rata-rata persentase dengan validasi ahli media 93,26%, validasi ahli materi 93,75%, peserta didik 91,77%, dan guru bimbingan dan konseling 92,04%. Hasil pengembangan buku bantuan diri untuk memelihara ikatan kelekatan bagi remaja yang orangtuanya bercerai dikategorikan layak. Kata Kunci : Ikatan Kelekatan (Attachment Bond), Buku Bantuan Diri, Model ADDIE, Perceraian ABSTRACT This study aims to develop a media that is a self help book to help high school adolescents in DKI Jakarta maintain attachment bond after their parents' divorce. The book can be used individually or by school counselors in the counseling process. The book consists of seven chapters. Chapters 1 to 4 discuss student's self-understanding of the divorce and their feelings. They help students realize, accept, and express their feelings. While chapters 5 and 6 are about treatments. They help students have secure expectancies to their parents. Chapter 7 is about self maintenance which is a conclusion and a self reflection after completing a self-help book. The method is Research and Development (RnD) with ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The stages of the development model are analysis, design, and development. The technique of data collections is utilizing forms of questionnaires and interview. The evaluation of media was done by validators from the expert of media, the expert of material, students, and school counselors. Based on the validation test, it was obtained that the average percentage 93.75% of media expert, 93.75% of material expert, 91.77% of students, and 92.04% of school counselors. The result of the development of self help book is to help adolescents maintain attachment bond after their parents' divorce was categorized as appropriate. Keywords: Attachment Bond, Self Help Book, ADDIE Model, Divorce

Persuasive Embodied Agents for Behavior Change (PEACH2017)

This study investigates ontogenetic aspects of attachment behaviour in guide dogs using the Strange Situation Test (SST). Seventeen dogs were tested three times in different periods of the guide dog training program. The first test was carried out when the dogs were 11–15 months old and before entering the training program; the second test took place after 4 months of training; the last test was carried out after more than 1 year of service as guide dogs. Therefore three different human figures were involved in the program: the puppy walker, the trainer and the blind owner. In each test the dogs’ behaviour was video recorded and subsequently scored using a 5-s point sampling method; furthermore heart rate (HR) was recorded both before (HR basal average) and during the SST. Results of the present study show that when tested for the first time at the age of 11 months, dogs exhibited an intense play activity and a limited discrimination of the attachment figure: during separation from the puppy walker their attention was directed towards the stranger that could offer comfort rather than to the owner's exit from the room. On the contrary, the same dogs tested when adult, after 1 year of life with the blind owner were specifically interested in regaining contact with their owner despite the presence of another friendly human (the stranger) available for support. The three repetitions of the SST had only a limited impact on dogs behaviour: previous experiences with the room and the procedure of the test did determine a decrease of exploratory behaviour and of puppet fear, but not of the emotional response to separation from the owner. As the heart rate curve was available only for a limited number of dogs cautious conclusions are drawn on cardiac activity: when adult, dogs showed a higher cardiac activation despite a decrement in HR baseline. Overall, the outcome of the present study indicate that a full-fledged attachment is showed when guide dogs reach maturity and that repeated bond breaking is not detrimental to forming attachment later in life.