Publication: Detección precoz de trastornos del comportamiento alimentario. Dos variables: adolescencia y estilo educativo familiar
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2016-08-22
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Universidad Complutense de Madrid
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Abstract
Bastantes años de práctica de la psicología educativa-comunitaria y especialmente en sus aspectos preventivos y de intervención familiar, hacen plantearse multitud de dudas que no siempre la ciencia escrita consultada resuelve de manera satisfactoria. Es difícil trabajar directamente con los adolescentes sobre los factores de riesgo de padecer TCA, por iatrogenia, pero cuando se actúa con los padres, podríamos conseguir disminuir o impedir, de manera preventiva, padecer este trastorno, sobre todo después de una detección precoz a través de sus factores de riesgo. Así, la hipótesis fundamental planteada es: la información y formación temprana a las familias sobre el desarrollo físico, emocional, social…, las estrategias educativas y de aprendizaje, el cambio y manejo de comportamientos y los criterios básicos en el establecimiento de normas y límites, podrán motivar cambio de actitud y generar estilos educativos que favorecerán la aparición de factores de protección, no solo respecto a los TCA, sino también a otras problemáticas derivadas de la crisis adolescente.. Desde la psicología comunitaria (Smetana, Campione-Barr, y Metzger, 2006) es necesario ajustar los criterios de lo que significa buena investigación en la práctica y tener claro que el objetivo es saber si la práctica implantada se ha hecho según lo previsto, se mantiene en el tiempo y los factores de sostenibilidad que hay que tener en cuenta. (Hoagwood y Johnson, 2003). Las intervenciones según el modelo de salud bio-psico-social (OMS, 1989), están íntimamente relacionadas con lo que las personas hacen, en el medio en el que normalmente se desenvuelven y con los recursos con los que cuentan (Bronfrenbenner, 2005; Tudge, Mokrova, Hatfield y Karnik, 2009). Con estos presupuestos, parece claro, que ni la familia, ni la institución educativa, ni la institución sanitaria por sí solas tienen la respuesta a tan complejas situaciones y es desde el trabajo multidisciplinar desde donde hay que abordarlas (Fernández y Vidal, 2008; Hombrados, 2013). Puede existir un desequilibrio durante la pubertad entre las áreas relacionadas con el proceso emocional y la corteza prefrontal. Este desajuste temporal puede contribuir a la desregulación emocional y un posterior riesgo de sufrir patologías, en muchos casos (Dahl y Gunnar, 2009; Ladouceur, 2012)...
Many years of practice in the educational-community psychology field, and especially in its preventive aspects and family intervention psychology, raised many questions that are not always solved by the consulted written science successfully. It is hard to work directly with teenagers about the risk facts of developing an eating disorder, but when we act directly with the parents, we could achieve a reduction, or even prevent, the development of this disorder, especially after an early detection through the risk facts. Thus, the fundamental hypothesis proposed is: the information and early training to the family about the physical, emotional and social development, the educational and learning strategies, how to handle the behavior and the basic criteria on the establishment of rules and limits, could motivate a change in the attitude and generate educative styles that will stimulate the occurrence of protection factors, not only related to eating disorders, but to other problems derived from the adolescent crisis. From the community psychology (Smetana, Compione-Barr and Metzger, 2006) it is necessary to adjust the criteria about the meaning of a good research in the practice, and having clear that the target is to know if the practice implanted has been done as planned, if it is maintained over the time, and the sustainability factors that has to be taken into account (Hoagwood and Johnson, 2003). Interventions, according to the bio-psycho-social health model (OMS, 1989), are closely related with what people do, the media they are usually involved with, and the resources they have (Bronfrenbenner, 2005; Tudge, Mokrova, Hatfield and Karnik, 2009). With these specifications, it is clear that neither the family, nor the educative institution, nor the health institution by their own could answer to such complex situations, so they have to be approached from the multidisciplinary work (Fernández and Vidal, 2008; Hombrados, 2013)...
Many years of practice in the educational-community psychology field, and especially in its preventive aspects and family intervention psychology, raised many questions that are not always solved by the consulted written science successfully. It is hard to work directly with teenagers about the risk facts of developing an eating disorder, but when we act directly with the parents, we could achieve a reduction, or even prevent, the development of this disorder, especially after an early detection through the risk facts. Thus, the fundamental hypothesis proposed is: the information and early training to the family about the physical, emotional and social development, the educational and learning strategies, how to handle the behavior and the basic criteria on the establishment of rules and limits, could motivate a change in the attitude and generate educative styles that will stimulate the occurrence of protection factors, not only related to eating disorders, but to other problems derived from the adolescent crisis. From the community psychology (Smetana, Compione-Barr and Metzger, 2006) it is necessary to adjust the criteria about the meaning of a good research in the practice, and having clear that the target is to know if the practice implanted has been done as planned, if it is maintained over the time, and the sustainability factors that has to be taken into account (Hoagwood and Johnson, 2003). Interventions, according to the bio-psycho-social health model (OMS, 1989), are closely related with what people do, the media they are usually involved with, and the resources they have (Bronfrenbenner, 2005; Tudge, Mokrova, Hatfield and Karnik, 2009). With these specifications, it is clear that neither the family, nor the educative institution, nor the health institution by their own could answer to such complex situations, so they have to be approached from the multidisciplinary work (Fernández and Vidal, 2008; Hombrados, 2013)...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Metodología de las Ciencias del Comportamiento, leída el 04/02/2016