MENTAL HANDICAP IN CHILDREN AND ADOLESCENTS

Author: LÓPEZ GÓMEZ SANTIGO.
Year: 2004.
University: SANTIAGO DE COMPOSTELA [www.usc.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGIA , UNIVERSIDAD DE SANTIAGO DE COMPOSTELA.

Summary: In the present study we investigated the impact of perinatal complications in the development process and the relationship of these complications in the genesis of genetic disorders widespread development -TGD-. The pervasive development disorders refer to a set of developmental disorders of unknown etiology neuropsychological whose prevalence, according to recent studies, are multiplying so alarmante.Se syndromes described as complex, with multiple causes and manifestations serious and heterogeneous, which are observed in three main areas: 1) changes in the social interaction, 2) alterations in language and communication and 3) behavioral patterns, routines or restricted interests and esterotipados. Previous research in this field have tried to delineate the etiology of TGD and autistic disorder in particular valorndo the impact and contribution of complications perinatales.En Currently, states with great controversy and from a range of theories, a group of risk factors for biological nature, still unknown, which is how to act can contribute to the genesis of TGD.Los risk perinatal appear to be involved in various alterations and accentuate the potential adverse factors other preexisting -contextuales, genetic, biological, etc., or bienn act with sufficient autonomy to determine various disorders, including autism and is considered the TGD. Mothers of children with TGD (n = 94) completed the questionnaire Maternal and Perinatal Risk (CMRP), a self-report that examines maternal complications during gestacional.El questionnaire provides six dimensions of risk: pregestational, perigestacional, inraparto, neonatal psychosocial and sociodemographic, through which valued the presence of risks perigestacionales.Un group of mothers (N = 165) fye used as a control group. Data analysis revealed significant differences between the groups, both when comparing the experimental group versus control group, as the focus on the types of TGD that componiam sample of the experimental group -trastornos Asperger and TGD not demensiones estudiadas.El process gestational of these mothers showed also a more unified in their joint valuation, which when compared with the control group. The framework psychoeducational and models of prevention and health promotion allows us, according to the results found, planning strategies, based on the recognition of the reality of perinatal development, contribute to the optimization of the same, compared with TGD in particular alterations and development in general.

Author: SÁNCHEZ CARAVACA JUAN.
Year: 2005.
University: MURCIA [www.um.es].
Place of defense: FACULTAD DE PSICOLOGIA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: Objective: Prematurity is a risk factor little specific, as is the constant birth with less than 36 weeks gestation, which is a great variability of effects and demonstrations on the subsequent development of the child, whether physical, mental or behavioral, and above all it is a condition that increasingly affects a greater number of children. This paper aims to look at how this biological prematurity can affect the mental and motor development of premature babies, how and how early intervention will be carried out with them can improve or alleviate the negative effects that has on biohazard these children, and how the involvement of families in these programs can help this improvement. Method: To carry out the study was made available to a control group of 70 children born at term, and an experimental group of 46 children born preterm between November 2000 and October 2002. Both groups had similar socio-demographic characteristics. The instruments used to collect data were: Scale Child Development Bayley (1993), the short version of the Parental Stress Index (Abidin, 1995; Spanish version of 2001); and Perinatal Risk Inventory (Scheiner and Sexton, 1991 ). Once evaluated children, the presence at all times of parents, assigning one of three conditions under: Level 1, called information and support; Level 2, written guidance, and level 3, referral center specialized treatment. To find out the potential impact of improvement that had early care programs on an individual basis at different times temporary, we used a formula known as "variable progress." Results: After three general assumptions have been developed and analyzed a total of eight operational scenarios. In the first scenario overall results that we obtained as prematurity, or punctuation in the Apgar test, alone failed to show a meaningful relationship with the levels of children to 12 months. By contrast, an EEG altered the findings in the CNS without returning to normal at discharge, and other associated problems, not the CNS, the persistent high at the hospital, we just had. To assess the overall risk of biological children was selected Perinatal Risk Inventory (Scheiner and Sexton, 1991). This test allowed children to graduate in three levels of risk: Low, Moderate and High, and showed how in the scale Mental Moderate risk children showed clinically significant differences alone at 12 months, while the children of High Risk the presented to the 6 and 12 months; on the scale Motor outcomes of children and Moderate High Risk were from the 6 months below what is clinically expected for their age. Then we studied which of the 18 variables Inventory Risk Perinatal had a greater weight to predict the total score. For our sample, the three stronger predictor variables were found to be: "bleeding ventricular"; other associated problems, not the central nervous system, continuing to discharge "and" congenital infections. " The small sample size can not extrapolate these results. In the second scenario was generally found that there were significant differences between the control group and experimental measurement three times. When the results were analyzed with the "variable progress" was found that progress in mind, although the difference in 8 tre grup 1634 will increase to 6 months and 12 months and there is a tendency for premature to converge with children born at term. However, the progress engine, which seems to be more in line in both groups during the first 6 months to 12 the trend is different, and in fact, premature babies, as a group, tend to align its progress another group. These data showed that biology seems to affect most aspects of mental engines between the month and 12 months. It was also noted that the level of treatment given to children and their level biohazard there is a direct relationship, and that the risk conditioned treatment. Finally, we saw that in the sample of premature babies, the level of risk and the type of intervention applied conditioned progress metal and psychomotor of children to 12 months. The different results on the scales seemed to indicate two findings: On one hand, that the development or improvement in the mental progress appears to be conditioned by the type of treatment, but not by the level of risk. On the other hand, that in the absence of other problems, the motor development of infants born preterm is similar to that of children born at term. This would confirm that the area would be more influenced by motor variables biological (and, in comparative terms, it is therefore less sensitive to the intervention carried out) that the area mental. The third hypothesis was found that stress total of mothers of children born preterm always been higher than that for mothers of children born at term, although the 12 months there was an apparent rapprochement between the totals for each the group, possibly the effect of intervention carried out. When analyzed the differences between the type of stress from each group of mothers was that, while in the group of mothers control structure was always the same, varied in the pilot. Differences appeared to show that explain and help mothers of premature babies to understand the behaviors of their children, would lead to reduce their stress and normalizarlo: on the one hand helping them to accept the child and enhance their interactions, and, second, avoiding that is particularly feel unable to control the behavior of their children. In analyzing how maternal stress affects the outcome of children are significant differences per month, but not at 12 months. Moreover, the survey used to try to compensate for the loss of data from the group of mothers of premature showed that the curves souvenir stress of mothers and fathers was very different, but, above all, information revealed that a post of parents do not serve to fill the information contemporaneous with the events of that emotional situation to be evaluated. Conclusions: premature babies often present a risk of delay in its development according to their degree of biological change, and as a group, even in cases without associated pathology, results are worse than children born at term, at least during the first year of life. We can affirm that the Perinatal Risk Inventory (Scheiner and Sexton, 1991) is a useful tool to deal with an objective measure of the overall risk presented by a child on grounds of a biological disadvantage. Addressing biological factors, which do not always predict the outcome of the child, will support a more direct aspects of development closely related to biological maturity, as the motor area. Moreover, it seems that there are a number of key environmental variables, especially families, which would affect the conditions for breeding and environmental stimulation to the child, so that the results of this would be significantly improved in cases where intervention may provide a more direct attention on the family upbringing and levels of parental stress. It is therefore necessary to identify and intervene on parental stress as soon as possible, by providing psychological support and care especially for the mother. Such support would have a direct impact on the emotional well-being of the mother, and, indirectly, on child development. We were able to confirm that between 6 and 12 months corrected age, the boy seems premature to present a slowdown, and some discontinuities in the development, especially engine. These intermittent, especially during the first year, are shared by a child born at term, but are magnified by the presence of delays or malfunctions in the brain development early, as in the case of children born preterm. Finally, we concluded that, through the intervention model that develops in EATs, we can provide a global attention to children and their families and achieve an adequate level of effects, although these effects may not be valued in the short term one year.