Publication: Influencia de las distorsiones cognitivas y las tipologías funcionales de la agresión sobre la reiteración delictiva en menores infractores
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2016-05-17
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Universidad Complutense de Madrid
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Abstract
Un número importante de jóvenes se involucran en comportamientos antisociales o disruptivos a lo largo de su adolescencia, aunque este tipo de conductas suelen estar limitadas a infracciones de escasa gravedad. Tan sólo una pequeña parte de los adolescentes comete actos delictivos graves y un número aún menor lo hacen de manera habitual y persistente (Farrington, 2008; Howell, 2009; Rechea, 2008; Redondo y Garrido, 2001). Sin embargo, es este reducido grupo de jóvenes el que suscita una mayor preocupación social y el que requiere de un nivel de intervención más elevado, de cara a evitar la cronificación de estos comportamientos delictivos en la edad adulta. La conducta antisocial y delictiva en la adolescencia es un fenómeno amplio y complejo, determinado por una gran cantidad de factores que interactúan entre sí (Loeber, 1990; Peña, 2011; Slattery y Meyers, 2014; Viding y Larsson, 2007), de manera que el abordaje global de todo el conjunto de factores de riesgo implicados, deberá ser complementado por un estudio concreto y pormenorizado de cada una de las múltiples variables intervinientes. Existe un importante cuerpo teórico que sugiere que la emisión de conductas agresivas o antisociales se produce como consecuencia de déficits o alteraciones en la percepción e interpretación de los estímulos sociales (Bandura, 1991a; Crick y Dodge, 1994; Sykes y Matza, 1957; Yochelson y Samenow, 1976). Así, desde esta perspectiva socio-cognitiva, la conducta antisocial es concebida como el fruto de una serie de mecanismos o procesos cognitivos distorsionados, los cuales han podido generarse a lo largo de la historia personal del sujeto en virtud de la interacción de determinados factores ambientales con sus condiciones biológicas. Una perspectiva integradora que ha intentado estructurar las aportaciones de estos modelos socio-cognitivos es la teoría sociomoral de Gibbs (2003). Desde este marco teórico se concibe que el comportamiento antisocial y agresivo de los jóvenes es el resultado de determinados déficits en sus habilidades sociales y en el desarrollo de su juicio moral, junto con la presencia de distorsiones cognitivas auto-sirvientes...
A significant number of young people become involved in antisocial or disruptive behaviour during their adolescent years, although this type of conduct tends to be limited to minor offences. Only a small number of adolescents commit severe crimes, and an even smaller number do so in a habitual and persistent manner (Farrington, 2008; Howell, 2009; Rechea, 2008; Redondo & Garrido, 2001). However, it is this small group of young people that arouses the greatest social concern, and a higher level of intervention is required to prevent this criminal behaviour becoming chronic during adulthood. Antisocial and criminal behaviour during adolescence is a wide-reaching and complex phenomenon, shaped by a large number of interacting factors (Loeber, 1990; Peña, 2011; Slattery & Meyers, 2014; Viding & Larsson, 2007), such that any approach encompassing the entire range of risk factors involved must be supplemented by a specific and detailed study of each of the many intervening variables. There is a major body of theory that suggests that the projection of aggressive or antisocial behaviour occurs as a result of deficits or changes in the perception and interpretation of social stimuli (Bandura, 1991a; Crick & Dodge, 1994; Sykes & Matza, 1957; Yochelson & Samenow, 1976). From this socio-cognitive perspective, antisocial behaviour is understood as being the result of a series of distorted cognitive mechanisms or processes, which have been able to thrive during the course of a subject's personal history due to the interaction of certain environmental factors with their biological conditions. An integrating perspective that has attempted to structure the contributions of these socio-cognitive models is Gibbs' socio-moral theory (2003). Based on this theoretical framework it can be understood that antisocial and aggressive behaviour among young people is the result of certain deficits in their social skills and in the development of their moral judgement, along with the presence of self-serving cognitive distortions. These types of cognitive distortions are understood as false or erroneous attitudes, thoughts and beliefs, which act to neutralise guilt and protect the aggressor from a negative self-image...
A significant number of young people become involved in antisocial or disruptive behaviour during their adolescent years, although this type of conduct tends to be limited to minor offences. Only a small number of adolescents commit severe crimes, and an even smaller number do so in a habitual and persistent manner (Farrington, 2008; Howell, 2009; Rechea, 2008; Redondo & Garrido, 2001). However, it is this small group of young people that arouses the greatest social concern, and a higher level of intervention is required to prevent this criminal behaviour becoming chronic during adulthood. Antisocial and criminal behaviour during adolescence is a wide-reaching and complex phenomenon, shaped by a large number of interacting factors (Loeber, 1990; Peña, 2011; Slattery & Meyers, 2014; Viding & Larsson, 2007), such that any approach encompassing the entire range of risk factors involved must be supplemented by a specific and detailed study of each of the many intervening variables. There is a major body of theory that suggests that the projection of aggressive or antisocial behaviour occurs as a result of deficits or changes in the perception and interpretation of social stimuli (Bandura, 1991a; Crick & Dodge, 1994; Sykes & Matza, 1957; Yochelson & Samenow, 1976). From this socio-cognitive perspective, antisocial behaviour is understood as being the result of a series of distorted cognitive mechanisms or processes, which have been able to thrive during the course of a subject's personal history due to the interaction of certain environmental factors with their biological conditions. An integrating perspective that has attempted to structure the contributions of these socio-cognitive models is Gibbs' socio-moral theory (2003). Based on this theoretical framework it can be understood that antisocial and aggressive behaviour among young people is the result of certain deficits in their social skills and in the development of their moral judgement, along with the presence of self-serving cognitive distortions. These types of cognitive distortions are understood as false or erroneous attitudes, thoughts and beliefs, which act to neutralise guilt and protect the aggressor from a negative self-image...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Personalidad, Evaluación y Tratamiento Psicológico I (Personalidad, Evaluación y Psicología Clínica), leída el 24-11-2015