{"id":117944,"date":"2018-03-11T10:47:44","date_gmt":"2018-03-11T10:47:44","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/evaluacion-de-la-ansiedad-por-separacion-y-prevencion-escolar-de-las-dificultades-emocionales\/"},"modified":"2018-03-11T10:47:44","modified_gmt":"2018-03-11T10:47:44","slug":"evaluacion-de-la-ansiedad-por-separacion-y-prevencion-escolar-de-las-dificultades-emocionales","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/evaluacion-de-la-ansiedad-por-separacion-y-prevencion-escolar-de-las-dificultades-emocionales\/","title":{"rendered":"Evaluaci\u00f3n de la ansiedad por separaci\u00f3n y prevenci\u00f3n escolar de las dificultades emocionales"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Aurora M. Orenes Mart\u00ednez <\/strong><\/h2>\n<p>Resumen  la tesis incluye dos investigaciones: i) evaluaci\u00f3n de la ansiedad por separaci\u00f3n en la infancia y ii) prevenci\u00f3n escolar de las dificultades emocionales.  los objetivos de la primera investigaci\u00f3n fueron adaptar y validar las versiones para el ni\u00f1o y para los padres de la escala de evaluaci\u00f3n de la ansiedad por separaci\u00f3n (separation anxiety assessment scale, saas; eisen y schaefer, 2005) con poblaci\u00f3n infantil espa\u00f1ola. Esta escala fue la primera que se desarroll\u00f3 para evaluar espec\u00edficamente la frecuencia de las caracter\u00edsticas cl\u00ednicas de la ansiedad por separaci\u00f3n en la infancia. Consta de cuatro subescalas sobre dimensiones sintom\u00e1ticas de la ansiedad por separaci\u00f3n: miedo a la soledad (ms), miedo al abandono (ma), malestar f\u00edsico (mf) y preocupaci\u00f3n por los desastres (pd), m\u00e1s aparte dos subescalas complementarias sobre se\u00f1ales de seguridad y frecuencia de desastres (fd). Esta investigaci\u00f3n comprendi\u00f3 dos estudios independientes con sendas muestras de ni\u00f1os, de 8 a 11 a\u00f1os, de ambos g\u00e9neros en proporci\u00f3n equivalente. En el primer estudio participaron 1.281 escolares y 910 padres; el an\u00e1lisis factorial exploratorio identific\u00f3 los cuatro factores sugeridos por los creadores de la escala: ms, ma, mf y pd.  En el segundo estudio participaron 4.628 escolares y 4.127 padres. El an\u00e1lisis factorial confirm\u00f3 la estructura tetradimensional de la ansiedad por separaci\u00f3n, con un porcentaje de varianza explicada satisfactorio. La consistencia interna, la estabilidad temporal, la validez convergente, la validez discriminante, la sensibilidad y la especificidad  de las cuatro dimensiones sintom\u00e1ticas fueron buenas. Las propiedades psicom\u00e9tricas de las subescalas complementarias fueron adecuadas aunque con algunas carencias; ambas clasificaron correctamente un alto porcentaje de casos con trastorno de ansiedad por separaci\u00f3n, especialmente la subescala se\u00f1ales de seguridad. El acuerdo ni\u00f1o-padres fue pobre. En conclusi\u00f3n, la saas es una escala v\u00e1lida, fiable y cl\u00ednicamente \u00fatil, puesto que permite obtener perfiles del trastorno de ansiedad por separaci\u00f3n que ayudan a planificar el tratamiento psicol\u00f3gico. los objetivos de la segunda investigaci\u00f3n fueron adaptar y valorar el programa fortius (m\u00e9ndez, llavona, espada y orgil\u00e9s, 2013), con poblaci\u00f3n adolescente. Participaron 443 escolares del primer ciclo de educaci\u00f3n secundaria obligatorio, edad media 12,59 a\u00f1os, de ambos g\u00e9neros en la misma proporci\u00f3n, de los que 307 recibieron el programa (grupo experimental) y 136 no (grupo control). El programa fortius combina el enfoque de la psicolog\u00eda cl\u00ednica dirigido a solucionar dificultades emocionales con el de la psicolog\u00eda positiva orientado a potenciar competencias personales. Sus principales componentes son relajaci\u00f3n, respiraci\u00f3n y visualizaci\u00f3n (fortaleza emocional), actividades agradables y habilidades sociales (fortaleza conductual), reestructuraci\u00f3n cognitiva, resoluci\u00f3n de problemas y autoinstrucciones (fortaleza cognitiva). Se aplic\u00f3 colectivamente en el aula en doce sesiones, de 50-60 minutos, por psic\u00f3logos con una formaci\u00f3n espec\u00edfica en el programa. El programa consigui\u00f3 reducir a los doce meses despu\u00e9s la sintomatolog\u00eda ansiosa en los adolescentes de menos edad, el n\u00famero de casos con elevada sintomatolog\u00eda ansiosa (poblaci\u00f3n de riesgo), la sintomatolog\u00eda depresiva y los problemas de comportamiento en las chicas; tambi\u00e9n mejor\u00f3 la salud percibida. Los adolescentes del grupo experimental y los aplicadores valoraron positivamente el programa fortius; los \u00faltimos consideraron tambi\u00e9n que el grado de dificultad para implementarlo es bajo.   abstract this thesis includes two researches: i) assessment of separation anxiety in children, and ii) school prevention of emotional difficulties. the objectives of the first research were to adapt and validate the versions for the child and parents of the separation anxiety assessment scale (saas; eisen y schaefer, 2005) for spanish child population. It was first developed to specifically assess the frequency of clinical symptoms of separation anxiety in children. It includes the four symptom dimensions of separation anxiety: fear of being alone (fba), fear of abandonment (fab), fear of physical illness (fpi), and worry about calamitous events (wce), more two complementary subscales safety signals index (ss) and frequency of calamitous events (fce). This research included two independent studies with individual samples of children from 8-11 years, of both genders in equal proportion. The first study involved 1,281 school children and 910 parents; exploratory factor analysis identified four suggested factors by the creators of the scale: fba, fab, fpi and wce.  The second study involved 4,628 school children and 4,127 parents. Factor analysis confirmed the four dimensional structure of separation anxiety, with a satisfactory percentage of variance explained. Internal consistency, temporal stability, convergent validity, discriminant validity, sensitivity and specificity of the four symptom dimensions were adequate. The psychometric properties of the complementary subscales were adequate with certain deficiencies; both subscales correctly classified a high percentage of cases with separation anxiety disorder, especially safety signals index (ss). The child-parent agreement was poor. In conclusion, saas is a valid, reliable and clinically useful scale, which enables to obtain profiles of separation anxiety disorder that help scale psychological treatment plan. the objectives of the second study were to adapt and evaluate the program fortius (m\u00e9ndez, llavona, espada y orgil\u00e9s, 2013), for adolescent population. In this study 443 children of lower compulsory secondary education participated, mean age 12.59 years, of both genders in the same proportion; 307 out of 443 received the program (experimental group) and 136 did not (control group). The fortius program combines a clinical psychology approach aimed of solving emotional difficulties with positive psychology oriented to promote personal skills. Its main components are relaxation, breathing and visualization (emotional strength), pleasant activities and social skills (behavioral strength), cognitive restructuring, problem solving and self-instructions (cognitive strength). It was applied collectively in the classroom in twelve sessions, during 50-60 minutes, by psychologists with specific training in the program. After twelve months, the program reduced anxiety symptoms in younger adolescents, the number of cases with high anxiety symptoms (risk population), depressive symptoms and behavioral problems in girls; also improved perceived health. Teenagers within experimental group and group leaders made a positive assessment of the fortius program; group leaders also considered the degree of difficulty to implement it is low.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Evaluaci\u00f3n de la ansiedad por separaci\u00f3n y prevenci\u00f3n escolar de las dificultades emocionales<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Evaluaci\u00f3n de la ansiedad por separaci\u00f3n y prevenci\u00f3n escolar de las dificultades emocionales <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Aurora M. Orenes Mart\u00ednez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 23\/07\/2015<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Francisco Javier Mendez Carrillo<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Jos\u00e9 manuel Garcia fernandez <\/li>\n<li>Mar\u00eda Jos\u00e9 Quiles sebasti\u00e1n (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Aurora M. Orenes Mart\u00ednez Resumen la tesis incluye dos investigaciones: i) evaluaci\u00f3n de la ansiedad por separaci\u00f3n [&hellip;]<\/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":[8235,324,487,970,460],"tags":[232129,24938,2149,165203],"class_list":["post-117944","post","type-post","status-publish","format-standard","hentry","category-murcia","category-psicologia","category-psicologia-clinica","category-psicologia-del-nino-y-del-adolescente","category-psicologia-escolar","tag-aurora-m-orenes-Martinez","tag-francisco-javier-mendez-carrillo","tag-jose-manuel-garcia-fernandez","tag-maria-jose-quiles-sebastian"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117944","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=117944"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117944\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=117944"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=117944"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=117944"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}