La experiencia de niños en un programa grupal cognitivo-conductual para la ansiedad: ¿qué recuerdan 9 meses después?

• Sara Machado ^[1] ; Sara Simão ^[1] ; Ana I. Pereira ^[1] ; Rita Maia ^[1]
  1. [1] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
• Localización: Análisis y modificación de conducta, ISSN 0211-7339, ISSN-e 2173-6855, Vol. 44, Nº. 169-170, 2018, págs. 1-10
• Idioma: inglés
• DOI: 10.33776/amc.v44i169-70.3376
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Resumen
  • español

    Este estudio explora la recordación y perspectiva de los niños 9 meses después de su participación en un programa grupal cognitivo-conductual, el Programa Amigos para la Vida. Se realizaron entrevistas semiestructuradas a 26 niños (entre 9 a 13 años). Se han analizado: (1) los aspectos más recordados del programa; y (2) el nivel de comprensión de las estrategias y su uso después finalizarlo. Los resultados revelaron que los aspectos más recordados fueron sus objetivos, las actividades específicas y las estrategias aprendidas. Las dimensiones mencionadas como las más apreciadas fueron las actividades específicas y los aspectos relacionales. El aspecto considerado más importante fue la disminución de la ansiedad. Cuando se les preguntó directamente acerca de las habilidades aprendidas, ellos revelaron un mayor conocimiento y uso de estrategias relacionadas con la gestión somática de la ansiedad, el componente cognitivo y el componente de apoyo social. Se discuten las implicaciones de este estudio.

  • English

    This study explores the recollection and perspective of children nine months after their participation in a group cognitive-behavioral program for anxious children, the Friends for Life Program. Semi-structured interviews were applied to 26 children (9-13 years). We analyzed: (1) the most recalled aspects of the program; and (2) the comprehension level of the strategies and their use after the end of the program. Results revealed that the most remembered aspects of the program were its' goals, specific activities and strategies learned. The dimensions most appreciated by the children were the specific activities and relational aspects. The aspect considered most important was the decrease in anxiety.

    When questioned about the skills learned, they revealed a greater knowledge and use of strategies related to the somatic management of anxiety, the cognitive component and the social support component. Children were able to do a meaningfully evaluation of their experience with the CBT intervention.

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