{"id":117726,"date":"2018-03-11T10:47:23","date_gmt":"2018-03-11T10:47:23","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/efectos-del-entrenamiento-en-habilidades-sociales-en-la-intervencion-en-adolescentes-con-fobia-social-generalizada\/"},"modified":"2018-03-11T10:47:23","modified_gmt":"2018-03-11T10:47:23","slug":"efectos-del-entrenamiento-en-habilidades-sociales-en-la-intervencion-en-adolescentes-con-fobia-social-generalizada","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia-clinica\/efectos-del-entrenamiento-en-habilidades-sociales-en-la-intervencion-en-adolescentes-con-fobia-social-generalizada\/","title":{"rendered":"Efectos del entrenamiento en habilidades sociales en la intervenci\u00f3n en adolescentes con fobia social generalizada"},"content":{"rendered":"

Tesis doctoral de Pedro Francisco Ortiz Gonzalez <\/strong><\/h2>\n

Los t\u00e9rminos "fobia social" o "trastorno de ansiedad social" son empleados para referirse al diagn\u00f3stico cl\u00ednico dado a las personas cuya ansiedad social es tan intensa, que les provoca malestar cl\u00ednicamente significativo e interfiere de forma sustancial en su funcionamiento cotidiano (american psychiatric association, 2002). el subtipo generalizado (fobia social generalizada; fsg, en adelante) se utiliza cuando los temores se relacionan con la mayor\u00eda de las situaciones sociales. Las personas con fsg suelen tener miedo tanto a actuar ante otros como a relacionarse con ellos y, de igual modo, pueden ser m\u00e1s propensos a presentar carencias en habilidades sociales (hhss, en adelante). en espa\u00f1a, un tratamiento manualizado, la intervenci\u00f3n en adolescentes con fobia social generalizada (iafs, en adelante), ha mostrado su eficacia en el \u00e1mbito de la infancia y la adolescencia en poblaci\u00f3n espa\u00f1ola en el tratamiento de este trastorno. As\u00ed mismo, en este contexto se ha constatado la relaci\u00f3n entre las dificultades para el desempe\u00f1o adecuado de las hhss y la ocurrencia de respuestas de ansiedad. en consecuencia, los objetivos de la presente tesis fueron obtener informaci\u00f3n acerca de: (i) la relevancia cl\u00ednica y estad\u00edstica de los d\u00e9ficits en hhss en la poblaci\u00f3n adolescente y ii) el peso del componente de entrenamiento en hhss (ehhss, en adelante) en los efectos generados por el programa iafs en el tratamiento de la fsg en poblaci\u00f3n adolescente. la muestra de nuestro estudio qued\u00f3 conformada por 108 adolescentes diagnosticados de fsg (criterios dsm-iv; apa, 1994), con edades comprendidas entre los 14 y los 17 a\u00f1os (media = 15.4; dt = 1.11), de los que un 37% fueron varones. Los participantes fueron asignados aleatoriamente a tres condiciones experimentales: grupo control lista de espera (gcle), iafs-completo (g1) e iafs sin el componente de ehhss (g2). El tratamiento fue aplicado en g1 y g2. Su integridad se control\u00f3 mediante dos manuales escritos e id\u00e9nticos (iafs-completo e iafs sin ehhss -iafs-r-), salvo en el apartado relativo al ehhss no incluido como componente del iafs-r. los resultados muestran que: i)\tel ehhss produce efectos relevantes en los adolescentes con fsg tratados mediante el programa iafs que confirman el gradiente supuesto en nuestra investigaci\u00f3n (iafs-completo > gcle; iafs-completo > iafs- r). ii)\tla aplicaci\u00f3n completa del iafs produce diferencias estad\u00edstica y cl\u00ednicamente significativas a favor de \u00e9ste frente al iafs-r en la mayor\u00eda de las variables dependientes, tanto en el postest como en los seguimientos a los 6 y 12 meses de terminado el tratamiento. iii)\t tanto el iafs-completo como su versi\u00f3n "sin ehhss" se muestran eficaces para el tratamiento de adolescentes con fs en los dos grupos de participantes (iafs e iafs-r) que reciben el tratamiento; mejoran en todas las variables dependientes medidas. iv)\t el efecto de la eliminaci\u00f3n del componente del ehhss en la aplicaci\u00f3n del iafs-completo (iafs-r) se muestra muy relevante en relaci\u00f3n con la prevenci\u00f3n del abandono del tratamiento -"mortalidad experimental"-. v)\tla relevancia cl\u00ednica de los resultados. Se alcanzan diferencias con significaci\u00f3n estad\u00edstica entre los resultados obtenidos en las tres condiciones experimentales tanto respecto del criterio "recuperaci\u00f3n" como del relativo a la "mejor\u00eda" o reducci\u00f3n del n\u00famero de situaciones sociales temidas y\/o evitadas, a favor de la condici\u00f3n iafs-completo, tanto en el postest como en los seguimientos realizados a los 6 y 12 meses de terminado el tratamiento. vi)\t las mejoras en la recuperaci\u00f3n\/eliminaci\u00f3n del trastorno que se pueden atribuir a la presencia del ehhss en el programa iafs son muy superiores a las que se han hallado en la aplicaci\u00f3n de su versi\u00f3n sin eehhss. \t abstract: the terms "social phobia" or "social anxiety disorder" refers to clinical diagnosis given to people whose social anxiety is so intense that provokes clinically significant distress and interferes substantially in their daily functioning (american psychiatric association, 2002). the generalized subtype (generalized social phobia; gsp, hereinafter) refers to the fears are related to most social situations. People with gsp are often afraid to act to others so as to relate with them and, likewise, may be more prone to deficiencies in social skills (ss, hereinafter). in spain, a manualized treatment, intervenci\u00f3n en adolescentes con fobia social generalizada (iafs, hereinafter), has shown its effectiveness in the field of childhood and adolescence in spanish population in the treatment of this disorder. Likewise, in this context it was noted the relationship between the difficulties for the proper performance of the ss and the occurrence of anxiety responses. consequently, the objectives of this thesis were to obtain information on: (i) the clinical relevance and statistical ss deficits in the adolescent population and ii) the weight of the component in social skills training (sst, hereinafter) in the effects generated by the iafs programme in the treatment of adolescents diagnosed with gsp. the sample of our study was composed of 108 adolescents diagnosed with gsp (dsm-iv; apa, 1994), aged between 14 and 17 years (mean = 15.4, sd = 1.11), of which 37% were male. Participants were randomly assigned to three experimental conditions: waiting list control group (wlcg), full-iafs (g1) and iafs without sst component (g2). The treatment was applied in g1 and g2. Its integrity was controlled by two protocolized manuals (full-iafs and iafs without sst -iafs-r-), except in the section on the sst not included as a component of iafs-r. the results show that: i)\tthe sst component produces relevant effects in adolescents with gsp treated by iafs programme confirming the gradient course in our research (iafs-full> wlcg; iafs-full> iafs- r). ii)\tthe full implementation of iafs produces statistically and clinically significant differences in favor of it against iafs-r in most of the dependent variables, in both the posttest and follow-ups at 6 and 12 months after treatment ends. iii)\t both iafs-complete as version "without sst" shown effective in the treatment of adolescents with sp in the two groups of participants (iafs and iafs-r) receiving treatment; improved across all dependent variables. iv)\tthe effect of eliminating sst component in the implementation of full-iafs (iafs-r) is very relevant in relation to the prevention of treatment default -"attrition"-. v)\tthe clinical relevance of the results. Statistically significant differences between the results obtained in the three experimental conditions both in terms of the criteria "recovery" such as that relating to "improvement" or reducing the number of feared social situations and\/or avoided, in favor of the condition are reached iafs-full, both in the posttest and the follow-ups at 6 and 12 months of treatment ends. vi)\timprovements in the recovery\/removal of the disorder that can be attributed to the presence of sst in iafs programme are much higher than those that have been found in the implementation of its version without sst.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abEfectos del entrenamiento en habilidades sociales en la intervenci\u00f3n en adolescentes con fobia social generalizada<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 Efectos del entrenamiento en habilidades sociales en la intervenci\u00f3n en adolescentes con fobia social generalizada <\/li>\n
  • Autor:<\/strong>\u00a0 Pedro Francisco Ortiz Gonzalez <\/li>\n
  • Universidad:<\/strong>\u00a0 Murcia<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 26\/06\/2015<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • Pablo Jose Olivares Olivares<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: vicente e. Caballo manrique <\/li>\n
        • Mar\u00eda Jes\u00fas Irurtia mu\u00f1iz (vocal)<\/li>\n
        • Antonio Vall\u00e9s ar\u00e1ndiga (vocal)<\/li>\n
        • diego Maci\u00e1 ant\u00f3n (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Tesis doctoral de Pedro Francisco Ortiz Gonzalez Los t\u00e9rminos "fobia social" o "trastorno de ansiedad social" son empleados para referirse […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[8235,487,970,18445,6686],"tags":[118451,24940,58117,217390,231836,53319],"class_list":["post-117726","post","type-post","status-publish","format-standard","hentry","category-murcia","category-psicologia-clinica","category-psicologia-del-nino-y-del-adolescente","category-terapia-de-grupo","category-terapia-del-comportamiento","tag-antonio-valles-arandiga","tag-diego-macia-anton","tag-maria-jesus-irurtia-muniz","tag-pablo-jose-olivares-olivares","tag-pedro-francisco-ortiz-gonzalez","tag-vicente-e-caballo-manrique"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117726","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=117726"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117726\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=117726"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=117726"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=117726"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}