María Elena Montt

Medicina

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Wladimir Hermosilla

University of Chile

Rodrigo Rojas‐Andrade

Universidad de Santiago de Chile

Jorge Cabrera

Mexican Social Security Institute

Carlos Y Valenzuela

University of Chile

Marcela Larraguibel

University of Chile

Tania Villarroel

Medicina

Macarena Pi Davanzo

University of Chile

Francisco Alessandri

London School of Economics and Political Science

Graciela Rojas

Hospital Clínico de la Universidad de Chile

Cristián Santibáñez Yáñéz

Universidad Católica de la Santísima Concepción

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University of Chile

Hospital Clínico de la Universidad de Chile

Universidad Autónoma de Chile

Medicina

Millennium Science Initiative

Pontificia Universidad Católica de Chile

Universidad de Santiago de Chile

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Academy of Christian Humanism University

Mexican Social Security Institute

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Trastorno de estrés post-traumático en niños

Revista chilena de neuro-psiquiatría (2001)

María Elena Montt Wladimir Hermosilla

Se hace una revision bibliografica del trastorno de estres post-traumatico (TEPT) en ninos, y se describen las caracteristicas, prevalencia y curso del TEPT en ellos, analizando los factores protectores y de riesgo que interactuan e influyen en este, tales como la respuesta al trauma, edad, caracteristicas familiares, culturales e individuales. Tambien se muestran las modalidades de presentacion a traves de las distintas etapas del desarrollo. Se presenta la diferenciacion del TEPT tipo I y II, con trauma unico o cronico, asi como el desarrollo del trastorno por contagio en las personas cercanas. Se revisan las investigaciones sobre el sustrato neurofisiologico de sintomas caracteristicos del TEPT (hiper arousal, reexperimentacion y disociacion), junto con la formacion de una nueva homeostasis que contribuye a la mantencion del cuadro, impactando el desarrollo global del nino, del adolescente, e incluso el del adulto

10.4067/s0717-92272001000200003

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Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.

School Psychology (2022)

Katherine Strasser Pablo Arias Francisco Alessandri Pía Turner Tania Villarroel

The study sought to identify family conditions and school actions associated with academic self-efficacy and emotional well-being of adolescents during the COVID-19 pandemic in Chile. School closures are likely to have affected students' sense of academic efficacy and emotional well-being by removing support factors such as teacher and peer support for both academic and social tasks. At the same time, family stressors caused by the pandemic are also likely to have affected children. Data were collected by a Chilean school district about the family conditions and well-being of 5th-12th-grade students (N = 1,941) during lockdown. Exploratory factor analysis and latent profile analysis were applied to parents' and students' reports about family processes and material conditions. Family profiles and school responses to lockdown were used to predict students' academic self-efficacy and emotions. Family profiles were mainly differentiated by parenting processes, material conditions, and parenting stress. Regression analyses showed that the family profile predicted students' negative emotions and low self-efficacy. Specifically, children of families with higher scores in all dimensions were less at risk of reporting low academic self-efficacy and negative emotions, but the two average profiles-with high and low stress-were not different in this regard. Student gender and age were predictors of negative emotions but not self-efficacy. In contrast to family factors, school actions during the pandemic did not predict academic self-efficacy and well-being. Results suggest that family processes continue to be relevant beyond early infancy. Implications for the targeting of policies to support parenting are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Self-Efficacy

Stressor

Pandemic

10.1037/spq0000523

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Citations (9)

Attachment styles, family environment and psychomotor development in infant with mother on postpartum depression

Neuropsychiatrie de l Enfance et de l Adolescence (2012)

María Elena Montt R.M. Frtsch Graciela Rojas Carlos Pérez González

Infant development

Depression

10.1016/j.neurenf.2012.04.750

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Experiencias emocionales negativas durante el cierre de las escuelas por COVID-19 en una muestra de estudiantes en Chile

Terapia psicológica (2021)

Rodrigo Rojas‐Andrade Marcela Larraguibel Macarena Pi Davanzo María Elena Montt Muriel Halpern

Antecedentes: En el año 2019, las escuelas cerraron de forma presencial como medida de contención ante la pandemia del COVID-19, lo que implicó un cambio en los procesos tradicionales de educación y socialización entre los adolescentes.

10.4067/s0718-48082021000200273

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Citations (10)

Factores protectores y de riesgo en hijos de padres con trastornos afectivos, neuróticos y normales

María Elena Montt Ricardo Garcı́a Carlos Almonte Carlos Y Valenzuela Juan Enrique Sepúlveda

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Actualización en intervenciones psicoterapéuticas en el trastorno bipolar de niños y adolescentes

Cristián Santibáñez Yáñéz María Elena Montt

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