Asociación entre procesos de cognición social y la presencia de síntomas afectivos y comportamentales en la edad escolar

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dc.contributor.advisorSantamaría-García, Hernandospa
dc.contributor.advisorPiñeros Ortiz, Sandraspa
dc.contributor.authorMolina Rodriguez, Juan Danielspa
dc.date.accessioned2021-01-15T17:44:36Zspa
dc.date.available2021-01-15T17:44:36Zspa
dc.date.issued2021-01-08spa
dc.description.abstractSymptoms and disorders of the mind have a high prevalence during childhood worldwide, approximately 20%. The externalizing disorders, such as attention deficit and hyperactivity disorder (ADHD) represent a high percentage of the diagnosis made in children attending pediatric psychiatry clinics. The most common and debilitating mental disorders in childhood and adolescence are the so-called internalizing disorder, specifically anxiety and depressive disorders. Social cognition is defined as a the processes that regulate interpersonal relationships, such as the ability to perceive the emotion and intention of the other. Alterations in its development are associated with behavioral problems, solitude and rejection by peers. According to the tripartite model, social cognition processes can be divided in three groups: basic social cognition (emotional recognition and empathy for pain tasks), complex social cognition (tasks of theory of mind and believes about the social behavior of others) and social cognition that modulate group interaction (generosity, group preference and moral actions tasks). Evidence is controversial related to associations between the performances in the different tasks and the affective and behavioral symptoms. There are only few studies comparing simultaneously multiple tasks and their relationship with mental symptoms. The present study will describe the association between the basic, complex and group interaction social cognition scores, sociodemographic variables and internalizing and externalizing symptoms in patients aged 6-11 years attending the outpatient child and adolescent psychiatric clinic. The social cognition tasks that applied in this study are emotion recognition, empathy for pain, theory of mind, generosity, morality and group preference, and the “Child Behavior Checklist” (CBCL). Key words: Social cognition, theory of mind, empathy.spa
dc.description.abstractLos síntomas y trastornos mentales en la infancia tienen una alta prevalencia a nivel mundial de aproximadamente 20%. Los trastornos externalizantes, como el déficit de atención e hiperactividad, representan un alto porcentaje de los diagnósticos de niños remitidos a los servicios de psiquiatría pediátrica. Dentro de los internalizantes, los trastornos de ansiedad en conjunto con los trastornos depresivos hacen parte de las formas de psicopatología más comunes y debilitantes de la población pediátrica. La cognición social hace referencia a una serie de procesos que regulan las relaciones interpersonales, como la habilidad para percibir la emoción e intuir la intención del otro; alteraciones en su desarrollo se asocian a problemas de comportamiento en la niñez, soledad y rechazo de pares. De acuerdo con el modelo tripartito los procesos de cognición social pueden dividirse en tres grupos: Cognición social básica (tareas de reconocimiento de emociones y empatía por dolor), cognición social compleja (tareas de teoría de la mente y creencias sobre el comportamiento social de otros niños) y cognición social que modula la interacción grupal (tareas de generosidad y preferencia de grupo y acciones morales). La evidencia es controversial en las asociaciones entre desempeño en distintas pruebas de cognición social y síntomas emocionales y de conducta en niños, al igual son pocos los estudios que han comparado simultáneamente múltiples pruebas y su relación con estos síntomas en niños en edad escolar. El presente estudio busca describir la asociación entre cognición social básica, compleja y de interacción grupal con variables sociodemográficas y síntomas internalizantes y externalizantes en pacientes de 6-11 años de la consulta externa de psiquiatría pediátrica. Se aplicarán pruebas de reconocimiento de emociones, empatía por dolor, teoría de la mente, generosidad, moralidad y preferencia de grupo; y el Inventario de Conducta de Niños (“Child Behavior Checklist, CBCL”). Palabras clave: Cognición social, teoría de la mente, empatía.spa
dc.description.degreelevelEspecialidades Médicasspa
dc.format.extent70spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationMolina, J. D., Piñeros Ortiz, S., & Santamaría-García, H. (2021). Asociación entre procesos de cognición social y la presencia de síntomas afectivos y comportamentales en la edad escolar. Universidad Nacional de Colombia.spa
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/78768
dc.language.isospaspa
dc.publisher.branchUniversidad Nacional de Colombia - Sede Bogotáspa
dc.publisher.programBogotá - Medicina - Especialidad en Psiquiatríaspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.licenseAtribución-NoComercial 4.0 Internacionalspa
dc.rights.spaAcceso abiertospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.ddc300 - Ciencias sociales::302 - Interacción socialspa
dc.subject.proposalCognición socialspa
dc.subject.proposalSocial cognitioneng
dc.subject.proposalTeoría de la mentespa
dc.subject.proposalTheory of mindeng
dc.subject.proposalEmpathyeng
dc.subject.proposalEmpatíaspa
dc.subject.proposalConducta socialspa
dc.subject.proposalSocial behavioreng
dc.titleAsociación entre procesos de cognición social y la presencia de síntomas afectivos y comportamentales en la edad escolarspa
dc.typeTrabajo de grado - Especialidad Médicaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersionspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa

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Especialidad en Psiquiatría