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dc.contributor.authorBoone Salles, Andréia Mansk-
dc.rightsCopyright Universidad Católica de Colombia 2015spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.description.abstractEste estudio investigó las correlaciones entre la participación en sesiones terapéuticas de dibujo en serie, no dirigido, y la presencia o ausencia de mejoría en el comportamiento oposicionista desafiante (COD) de cinco niñas, de ocho a diez años de edad, estudiantes de una escuela pública en Londres, Inglaterra. Cada niña participó en quince sesiones individuales de cuarenta minutos, una vez por semana. A las niñas se les invitó a dibujar lo que ellas quisieran y a contarle a la investigadora la historia de su dibujo. Los profesores completaron el cuestionario sobre COD para evaluar si las niñas presentaban dicha conducta. Se identificaron cambios en el comportamiento y respuestas emocionales de las niñas en el aula a través del Cuestionario Semanal sobre COD, el cual fue respondido por sus profesores. Estos docentes también completaron el Cuestionario de Capacidades y Dificultades (SDQ, por sus siglas en inglés) antes de la primera y después de la décima quinta sesión. Se utilizó el método casaárbol- persona (HTP, por sus siglas en inglés) durante las sesiones uno, ocho y quince, y sus resultados fueron interpretados por la investigadora. Al terminar el estudio, los profesores respondieron el Formulario Final de las sesiones de dibujo. Cuatro niñas presentaron mejoría en sus síntomas de COD, mientras que una de ellas mostró solo un ligero progreso. Los resultados sugieren que el uso de dibujos en serie y no dirigidos promueve que las niñas con COD expresen sus pensamientos y emociones de una forma simbólica y dentro de un ambiente seguro, lo que reduce la frecuencia y la intensidad de sus respuestas emocionales y comportamentales en el aula.spa
dc.publisherUniversidad Católica de Colombia. Facultad de Psicologíaspa
dc.date.accessioned2018-07-25T20:56:36Z-
dc.date.available2018-07-25T20:56:36Z-
dc.date.issued2015-12-
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationBoone Salles, A. (2015). Serial drawing in girls who display oppositional defiant behavior in the classroom. Acta Colombiana de Psicología, 18(2), 75-86. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/116spa
dc.identifier.issn0123-9155-
dc.identifier.urihttp://hdl.handle.net/10983/16205-
dc.language.isoengspa
dc.relation.ispartofActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 75-86-
dc.typeArtículo de revistaspa
dc.titleSerial drawing in girls who display oppositional defiant behavior in the classroomspa
dc.title.alternativeDibujo en serie con niñas que presentan comportamiento oposicionista desafiante en el aulaspa
dc.title.alternativeDesenho em série com meninas que apresentam comportamento oposicionista desafiante em sala de aulaspa
dc.description.abstractenglishThis study investigated the correlations between participation in therapy sessions involving non-directive serial drawing and subsequent improvements, or lack thereof, in the oppositional defiant behavior (ODB) of five girls aged eight to ten years in an inner-city school in London, England. Each child individually attended fifteen forty-minute sessions on a weekly basis. Each child was invited to draw anything that she wished and then to tell the story of her drawing to the researcher. The class teachers completed the ODB Questionnaire to determine a baseline measurement of this conduct. Changes in the girls' emotional and classroom behaviors were identified based on the ODB Weekly Questionnaire completed by their teachers. The teachers also completed a Strengths and Difficulties Questionnaire (SDQ) before the first therapy session and after the fifteenth. The House-Tree-Person (HTP) method was used on sessions one, eight and fifteen, and the results were assessed by the researcher. At the end of the study, the teachers completed the Drawing Sessions End Form. Four of the five girls showed improvements in their ODB symptoms, and one demonstrated a slight progress. Results suggested that the use of non-directive drawing encourages girls with ODB to express their thoughts and emotions in a symbolic way within a safe environment, which reduces the frequency and intensity of their emotional and behavioral outbursts in the classroom. Key words: serial drawings, emotional difficulties, behavioral problems.spa
dc.description.abstractportuguesEste estudo pesquisou as correlações entre a participação em sessões terapêuticas de desenho em série, não dirigido, e a presença ou ausência de melhoria, no comportamento oposicionista desafiante COD) de cinco meninas, de oito a dez anos de idade, estudantes de uma escola pública em Londres, Inglaterra. Cada menina participou em quinze sessões individuais de quarenta minutos, uma vez por semana. As meninas foram estimuladas para desenhar o que quisessem e contar à pesquisadora a história do seu desenho. Os professores completaram o questionário sobre COD para avaliar se as meninas apresentavam essa conduta. Identificara-se mudanças no comportamento e respostas emocionais das crianças na sala de aula através do Questionário Semanal sobre COD, que foi respondido por seus professores. Estes docentes também completaram o Questionário de Capacidades e Dificuldades (SDQ, pelas suas siglas em inglês) antes da primeira e depois da décima quinta sessão. Utilizou-se o método casa-árvore-pessoa (HTP, pelas suas siglas em inglês) durante a primeira, oitava e décima-quinta sessão, e seus resultados foram interpretados pela pesquisadora. Depois de terminar o estudo, os professores responderam o Formulário Final das sessões de desenho. Quatro meninas apresentaram melhoria em seus sintomas de COD, enquanto que uma delas mostrou somente um leve progresso. Os resultados sugerem que o uso de desenhos em série e não dirigidos permite que as meninas com COD expressem seus pensamentos e emoções de uma forma simbólica e dentro de um ambiente seguro, o que reduz a frequência e a intensidade de suas respostas emocionais e comportamentais em sala de aula.spa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
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dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.subject.proposalSERIAL DRAWINGSspa
dc.subject.proposalEMOTIONAL DIFFICULTIESspa
dc.subject.proposalBEHAVIORAL PROBLEMSspa
dc.subject.proposalDIBUJO EN SERIEspa
dc.subject.proposalDIFICULTADES EMOCIONALESspa
dc.subject.proposalPROBLEMAS COMPORTAMENTALESspa
dc.subject.proposalDESENHO EM SÉRIEspa
dc.subject.proposalDIFICULDADES EMOCIONAISspa
dc.subject.proposalPROBLEMAS COMPORTAMENTAISspa
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