Altas capacidades y trastornos alimentarios: ¿Vulnerabilidad o protección?

• Hernangómez Criado, Laura ^[1]
  1. [1] Unidad de Trastornos Alimentarios. Complejo Hospitalario de Toledo. España
• Localización: Revista de psicoterapia, ISSN-e 2339-7950, ISSN 1130-5142, Vol. 31, Nº. 115, 2020 (Ejemplar dedicado a: Complejidad de los trastornos alimentarios), págs. 77-95
• Idioma: español
• DOI: 10.33898/rdp.v31i115.357
• Títulos paralelos:
  • Giftedness and Eating Disorders: Vulnerability or Protection?
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este artículo, se revisa la relación entre altas capacidades y trastornos alimentarios, explorando los factores que pueden explicar su conexión: asincronías, sensibilidad y perfeccionismo. Profundizando en los procesos por los que pueden dar lugar a la psicopatología, se concluye que es la interacción con un medio poco preparado para responder a las necesidades del menor lo que las convierte en variables de vulnerabilidad y que podrían orientarse de una forma constructiva previniendo ese efecto. La atención a aspectos socioafectivos en el desarrollo, el fomento y valoración de la creatividad y la creación de contextos educativos estimulantes en los que el proceso de aprendizaje sea más importante que un determinado resultado podría impactar de forma positiva en la prevención de los trastornos alimentarios.

  • English

    In this article, relationship between giftedness and eating disorders is explored by reviewing the factors which may explain their connection: asynchronies, sensitivity and perfectionism. Provided further knowledge of the processes which may lead to psychopathology, it is concluded that these variables become vulnerability factors because of their interaction with an environment that is poorly responsive to the needs of the gifted child. However, it would be possible to design different settings to prevent this: paying attention to socio-affective development, promotion and appreciation of creativity, and stimulating educational environments in which the learning process is more important than performance goals could have a significant impact on prevention of eating disorders.

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