Effects of dívorce in chíldren

Downloads

Published

2021-08-28

How to Cite

Jiménez Hernández, J., Oteiza Motrico, A., & López Peña, P. (2021). Effects of dívorce in chíldren. Revista De Psiquiatría Infanto-Juvenil, (2), 98–110. Retrieved from https://aepnya.eu/index.php/revistaaepnya/article/view/820

Issue

No. 2 (1993): April-June

Section

Orginial article

Authors

  • J.L Jiménez Hernández Hospital de Cruces
  • A Oteiza Motrico
  • P López Peña Hospital Santiago Apóstol

Keywords:

Divorce, Childhood psychopatbology, Parent-child interaction

Abstract

In the last 10 years the divorce increased notably in our Country. The effects of marital breakdown are emotional distress on children. A retrospective study about 66 pediatric patients ( 6. 1 % aj ali tbe patients seen in our Hospital in the year 1991), with the common characteristic of previous parent's separation, was done. Forty cases (60.6%) had parent's psycbiatric disease either one or both. Between mothers (27 motbers with mental disorders: 40.9%), the diagnostic most frequently used was Depression: 11 mothers (16. 6%), followed by Anxlety Disorders: 7 mothers (10.6%). The predominant psychopathology in the 30 Jathers with mental disorder ( 45. 4%) was alcohoUsm, with 19 cases (28. 7%). A significant number of children suffer Jrom depression (3 7 patients: 56%), including those about adaptation disease, abdominal acbes, and beadades. The results of this study sbow that tbe cb ildren of "marital breakdown" suffer frequently from symptomatology depressive and tbe strength of effective disorder depends on tbe age of patient in the moment of the divorce; the adaptation of parents post-divorce; tbe kind of custody; and tbe economic effects of divorce.

Downloads

Download data is not yet available.

References

Abikoff H. Efficacy of cognitive training interventions in hyperactive children: a critical review. Clinical Psychology. 1985;5:479- 512. https://doi.org/10.1016/0272-7358(85)90005-4

American Psychiatric. Diagnostic and Statistical, manual: DSM-III . Washington, D.C.: American Psychiatric Association, 1980.

BurstonP, Graham A. La selva del peligro, Ed. B, Barcelona,1989-

Canals R. Pruebas Psicopedagógicas de Aprendizajes Instrumentales, Ciclo inicial y medio. Ed. Onda, Barcelona, 1988.

Carretero M. Dependencia-independencia de campo. Infancia y Aprendizaje 1982;18:65-82. https://doi.org/10.1080/02103702.1982.10821937

Conners CK. A teacher rating scale for use in drug studies with children. American Journal of Psichiatry 1969;126:884-888. https://doi.org/10.1176/ajp.126.6.884

Fernández Ballesteros R y cols. Influencia de la Dependencia- Independencia de Campo sobre el efecto del "feedback" en una tarea de Tiempos de Reacción. Psicología General Aplicada 1980;35(4):589-595.

Fernández Ballesteros R, Manning L. Dependencia-independencia de campo y diferenciación hemisférica. I. Asimetría derecha en una tarea de localización espacial. Psicología General Aplicada 1981;36(3):385-392.

García Ramos JM. Los estilos cognitivosy su medida: estudios sobre la dimensión dependencia-independencia de campo. M.E.C., Madrid, 1989:94.

Goldberger L, Bendich S. Field dependence and social responsiveness as determinants of spontaneously produced words. Perceptual and Motor Skills 1972;34:883-886. https://doi.org/10.2466/pms.1972.34.3.883

Goodenough DR. The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin 1976;83:675-694. https://doi.org/10.1037/0033-2909.83.4.675

Handford M. ¿Dónde está Wallyf? Ed. B. Barcelona, 1989

Kendall PH, Padawer W, Zupan N. Developing self-con tml in children. A manual of cognitive-behavioral strategies, University of Minnesota. Minneapolis, Minnesota, 1980.

Lang M, Tisher M. Cuestionario de depresión para niños. TEA, Madrid, 1978.

Linn M. Cognitive style, training and formal though. Child Development 1979;49:874-877. https://doi.org/10.2307/1128260

Meichenbaum DH, Goodman J. Critical questions and methodological problems in studing private speech. En: Zirin C, ed. Developmental Self Regulation Trough Speech. Wiley, New York, 1971.

Moore SF, Cole SO. Cognitive self-mediation training with hyperkinetic children. Bulletin of Psycbonomia Society 1978;12(l):18-20. https://doi.org/10.3758/BF03329612

Nebelkoff EB, Dreyer AS. Continuous-discontinuous concept attainment as a function of individual differences in cognitive style. Perceptual and Motor Skills 1972;36(2):655-662. https://doi.org/10.2466/pms.1973.36.2.655

Orjales I. Eficacia diferencial en técnicas de intervención en el Síndrome Hipercinético.Tesis doctoral presentada en la Universidad Complutense de Madrid, 1990.

Orjales VillarI, Polaino-LorenteA. Eltmtamientocognitivo-conduclual y la prevención del fracaso escolar. Comunicación presentada al IX Congreso Nacional de Pedagogía. Alicante, julio 1988.

Orjales Villar I, Polaino-Lorente A. Evaluación pediátrica de la eficacia terapéutica diferencial en el tratamiento de la hiperactividad infantil. Acta Pediátrica Española 1988;46(l):39-54.

Prior M, Sanson A. Attention deficit disorder with hyperactivity: a critique. JofChild Psychology andPsychiatry 1986;27(3):307-319. https://doi.org/10.1111/j.1469-7610.1986.tb01835.x

Ruble DN, Nakamura C. Task orientation versus social orientation in young children and their attention to relevant social cues. Child Development 1972;43:471-480. https://doi.org/10.2307/1127549

Schencider M. Turtle technique in the classroom. Teaching Exceptional Children 1974;7:22-24. https://doi.org/10.1177/004005997400700112

Shapson SM. Hipótesis testing and cognitive style in children. Journal of Educational Psychology 1977;69(4):452-463. https://doi.org/10.1037/0022-0663.69.4.452

Witkin H. Individual differences in the case of perception of embedded figures. Journal of Personality 1950;19:1-16. https://doi.org/10.1111/j.1467-6494.1950.tb01084.x

Witkin l. Personality thoughtpercoption'0-orpcxl New York, 1954.

Witkin H. Cognitive Style in Academic Performance in TeacherStudent Relations. En: Messik S. Individuality and Learning. Jossey-Bass. San Francisco, 1976.

Witkin H, Asch SE. Studies in space orientation IV. Further experiments on perception of the upright with displaced visual Reid. Journal of Experimental Psychology 1948;38:702-782. https://doi.org/10.1037/h0053671

Witkin H, Dil; RB, Faterson HF, Goodenough DR, Karp SA. Psychological Differentiation Wiley, Nueva York, 1962.

Witkin H, Moore CA, Goodenough D, Cox PW. Field-dependent and field independent cognitive styles and their educational implications. Review of Educational Research 1977;47(l):l-64. https://doi.org/10.3102/00346543047001001

Witkin H, Oltman PK, Raskin E, Karp SA. Manual for Embedded Figures Test. Consulting Psychologist Press. Palo Alto, California, 1971 (en castellano TEA, 1982). https://doi.org/10.1037/t06471-000