LA ENSEÑANZA DE TECNICAS DE AUTOCONTROL EN NIÑOS





LA ENSEÑANZA DE TECNICAS DE AUTOCONTROL EN NIÑOS

(especial para SIIC © Derechos reservados)
El déficit de autocontrol puede causar gran número de psicopatologías. Es por ello que la enseñanza del autocontrol en etapas tempranas de la vida es de suma importancia. El entrenamiento debe adecuarse de manera individual, con tiempo y nivel apropiados para que las experiencias resulten exitosas; de lo contrario, se produciría un retroceso en lugar de un avance.
strayhorn.jpg Autor:
Joseph Strayhorn
Columnista Experto de SIIC
Artículos publicados por Joseph Strayhorn
Recepción del artículo
9 de Septiembre, 2003
Aprobación
29 de Octubre, 2003
Primera edición
12 de Febrero, 2004
Segunda edición, ampliada y corregida
7 de Junio, 2021

Resumen
El autocontrol consiste en la elección y puesta en práctica de una opción superior comparada con otra alternativa más tentadora, aún cuando esta última sea más placentera. Gran parte de la psicopatología y del sufrimiento humano surgen de deficiencias en el autocontrol. Un importante método para inculcar autocontrol es mediante la posibilidad de ofrecerle al niño miles de oportunidades de obtener exitosamente recompensas no inmediatas. Para muchos niños con predisposición al autocontrol y con experiencias de aprendizaje favorables y tempranas, las demandas habituales tanto en el hogar como en el ámbito escolar pueden ser suficientes para proveer estas oportunidades. Pero para aquellos que llegan a la escuela con deficiencias importantes del autocontrol, se plantea la hipótesis de que un entrenamiento más intenso tendrá mejores resultados potenciales a largo plazo. El autocontrol puede enseñarse por métodos que incluyen la fijación de objetivos, la presentación de modelos, la enseñanza, la práctica, el refuerzo y la supervisión. Una intervención intensiva usualmente requiere disminuir el grado de dificultad de los desafíos en cuanto al autocontrol hasta el punto en el cual el niño tiene la posibilidad de éxito. Para muchos niños con grandes problemas de autocontrol, el entrenamiento personalizado es el punto de partida para lograr éxito en el desarrollo de esta habilidad.

Palabras clave
Autocontrol, retraso en la gratificación, auto regulación, auto disciplina


Artículo completo

(castellano)
Extensión:  +/-22.61 páginas impresas en papel A4
Exclusivo para suscriptores/assinantes

Abstract
Self-control is choosing and enacting an option that is a better choice than an alternative tempting option, even when the tempting option is more pleasurable. A vast amount of psychopathology and human misery spring from self-control deficiencies. An important method of instilling self-control is to provide the child with thousands of opportunities to work successfully for a delayed reward. For many children with dispositions toward self-control and favorable early learning experiences, the ordinary demands of school and home life may be sufficient to provide these practice opportunities. But for those who arrive at school with significant self-control deficiencies, a more intensive training intervention is hypothesized to hold out potential for long-term gain. Self-control may be taught by methods including goal-setting, modeling, instruction, practice, reinforcement, and monitoring. Intensive intervention usually involves moving downward on the hierarchy of difficulty for self-control challenges to the point where the child is able to be successful, and then working up the hierarchy at a rate determined by the child\'s success frequency. For many children with great self-control problems, one-on-one training is the point of entry into the child\'s experience of success with self-control tasks.

Key words
Autocontrol, retraso en la gratificación, auto regulación, auto disciplina


Full text
(english)
para suscriptores/ assinantes

Clasificación en siicsalud
Artículos originales > Expertos del Mundo >
página   www.siicsalud.com/des/expertocompleto.php/

Especialidades
Principal: Salud Mental
Relacionadas: Epidemiología, Pediatría



Comprar este artículo
Extensión: 22.61 páginas impresas en papel A4

file05.gif (1491 bytes) Artículos seleccionados para su compra



Bibliografía del artículo
  1. Strayhorn JM (2002a), Self-control: theory and research. J Amer Acad Child Adol Psychiat, 41, 7-16.
  2. Strayhorn JM (2002b), Self-control: toward systematic training programs. Jl Amer Acad Child Adol Psychiat, 41, 17-27.
  3. Logue AW (1995), Self-Control: Waiting Until Tomorrow For What You Want Today. Englewood Cliffs, New Jersey: Prentice-Hall
  4. Mischel, W. (1974). Processes in delay of gratification. Adv Exp Soc Psychol 7: 249-292.
  5. Mischel W, Metzner R (1962), Preference for delayed reward as a function of age, intelligence, and length of delay interval. J Abnorm Soc Psychol 64: 425-431
  6. Mischel W, Ebbesen EB, Zeiss AR (1972), Cognitive and attentional mechanisms in delay of gratification. J Pers Soc Psychol 21: 204-218
  7. Patterson CJ, Mischel W (1976), Effects of temptation-inhibiting and task-facilitating plans on self-control. J Pers Soc Psychol 33: 209-217
  8. Rodgriguez ML, Mischel W, Shoda Y (1989), Cognitive person variables in the delay of gratification of older children at risk. J Pers Soc Psychol 57: 358-367
  9. Barkley RA (1997a), ADHD and the Nature of Self-Control. New York: Guilford Press
  10. Barkley RA (1997b), Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychol Bull, 121: 65-94
  11. American Psychiatric Association (1994) Diagnostic and statistical manual of mental disorders, fourth edition. Washington, DC, American Psychiatric Association
  12. Gottfredson MR, Hirschi T (1990), A General Theory of Crime. Stanford, CA: Stanford University Press
  13. Foa EG, Steketee GS, Ozarow BJ (1985), Behavior therapy with obsessive-compulsives: From theory to treatment. In M Mavissakalian (Ed.) Obsessive-Compulsive Disorders: Psychological And Pharmacological Treatments (pp 49-129). New York: Plenum Press
  14. Jessor R, Donovan JE, Costa FM (1991), Beyond Adolescence: Problem Behavior and Young Adult Behavior. New York: Cambridge University Press
  15. Sobell LC, Sobell MB, Kozlowski LT, Toneatto T (1990), Alcohol or tobacco research versus alcohol and tobacco research. Brit J Addict 85: 263-269
  16. Black DW, Moyer T (1998), Clinical features and psychiatric comorbidity of subjects with pathological gambling behavior. Psychiatr Serv 49:1434-1439
  17. Mischel W, Shoda Y, Peake PK (1988), The nature of adolescent competencies predicted by preschool delay of gratification. J Pers Soc Psychol54: 687-696
  18. Mischel W, Shoda Y, Rodriguez ML (1989), Delay of gratification in children. Science 244: 933-938
  19. Tremblay RE, Boulerice B, Arsenault L, Niscale MJ (1995), Does low self-control during childhood explain the association between delinquency and accidents in early adolescence Criminal Behaviour and Mental Health 5: 439-451
  20. Muraven M, Tice DM, Baumeister RF (1998), Self-control as a limited resource: regulatory depletion patterns. J Pers Soc Psychol 74: 774-789
  21. Muraven M, Baumeister RF, Tice DM (1999), Longitudinal improvement of self-regulation through practice: Building self-control strength through repeated exercise. J Soc Psychol 139: 446-457
  22. Kochanska G (1997), Multiple pathways to conscience for children with different temperaments: From toddlerhood to age 5. Dev Psychol 33: 228-240
  23. Kochanska G, Murray K, Jacques TY, Koenig AL, Vandegeest KA (1996), Inhibitory control in young children and its role in emerging internalization. Child Dev 67: 490-507
  24. Barkley RA, DuPaul GJ, McMurray MB, (1990), A comprehensive evaluation of attention deficit disorder with and without hyperactivity. J Consult Clin Psychol 58: 775-789
  25. Swanson J, Wigal S, Greenhill L et al. (1998), Analog classroom assessment of Adderall in children with ADHD. J Amer Acad Child Adolesc Psychiatry 37: 519-526
  26. Strayhorn JM (1988), The Competent Child: An Approach to Psychotherapy and Preventive Mental Health. New York: Guilford Press
  27. Jacobsen T, Huss M, Fendrich M, Kruesi MJP, Ziegenhain U (1997), Children\'s ability to delay gratification: longitudinal relations to mother-child attachment. Dev Psychol 33: 703-710
  28. Silverman IW, Ragusa DM (1990), Child and maternal correlates of impulse control in 24-month-old children. Genetic Soc Gen Psychol Monogr 116: 435-473
  29. Olson SL, Bates JE, Bayles K (1990), Early antecedents of childhood impulsivity: the role of parent-child interaction, cognitive competence, and temperament. J Abnorm Child Psychol 18: 317-334
  30. Baumrind D (1967), Child care practices anteceding three patterns of preschool behavior. Genet Psychol Monogr 75: 43-88
  31. Mauro CF, Harris YR (2000), The influence of maternal child-rearing attitudes and teaching behaviors on preschoolers\' delay of gratification. J Genetic Psychol 161: 292-306
  32. Londerville S, Main M (1981), Security of attachment, compliance, and maternal training methods in the second year of life. Dev Psychol 17: 289-299
  33. Csikszentmihalyi M (1990), Flow: The Psychology of Optimal Experience. New York: Harper Perennial
  34. Seligman MEP (1975), Helplessness. On Depression, Development, and Death. San Francisco: WH Freeman and Company
  35. Strayhorn JM, Bickel DD (2002), Reduction in children\'s symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder during individual tutoring as compared with classroom instruction. Psychological Reports 91, 69-80.
  36. Bandura A, Mischel W (1965), Modification of self-imposed delay of reward through exposure to live and symbolic models. J Pers Soc Psychol 2: 698-705
  37. Postman N (1986), Amusing ourselves to death: public discourse in the age of show business. New York: Viking Penguin, 1986.
  38. Strayhorn JM (2001a), The competence approach to parenting. Wexford, PA: Psychological Skills Press.
  39. Berthoz A (1996), The role of inhibition in the hierarchical gating of executed and imagined movements. Brain Res Cognitive Brain Res 3: 101-113
  40. Kazdin AE (1982), The separate and combined effects of covert and overt rehearsal in developing assertive behavior. Behav Res Ther 20: 17-25
  41. Wieselberg N, Dyckman JM, Abramowitz SI(1979), The desensitization derby: in vivo down the backstretch, imaginal at the wire J Clin Psychol 35: 647-650
  42. Michelson L (1987), Cognitive-behavioral strategies in the prevention and treatment of antisocial disorders in children and adolescents. pp. 275-311 in Burchard JD Burchard SN (editors). Prevention of Delinquent Behavior. Primary Prevention of Psychopathology, Volume 10. Beverly Hills, CA: Sage Publications
  43. Strayhorn JM (2001b), Exercises For Psychological Skills. Wexford, PA: Psychological Skills Press
  44. Scheerens J, Bosker R (1997), The foundations of educational effectiveness. New York: Elsevier.
  45. Berliner DC (1990), What\'s all the fuss about instructional time In Berliner, D.C., The nature of time in schools: Theoretical concepts, practitioner perceptions. New York and London: Teachers College Press.
  46. Baer RA, Nietzel MT (1991), Cognitive and behavioral treatment of impulsivity in children: a meta-analytic review of the outcome literature. J Clin Child Psychol 2: 400-412
  47. Durlak JA, Furhman T, Lampman C (1991), Effectiveness of cognitive-behavior therapy for maladapting children: a meta-analysis. Psychol Bull 110: 204-214
  48. Dush DM, Hirt ML, Schroeder HE (1989), Self-statement modification in the treatment of child behavior disorders: a meta-analysis. Psychol Bull 106: 97-106
  49. DeBaryshe BD, Smith DC, Salzman M, Larson JD (2001), A meta-analysis of anger management programs for children and youth. Presented at the meeting of the Society for Research in Child Development. Cited on p. 201 of Meichenbaum D: Treatment of Individuals with Anger-Control Problems and Aggressive Behaviors: A Clinical Handbook. Clearwater, FL: Institute Press, 2001.
  50. Meichenbaum D (2001) Treatment of individuals with anger-control problems and aggressive behaviors: a clinical handbook. Clearwater, FL: Institute Press.
  51. Abikoff H, Gittelman R (1985), Hyperactive children treated with stimulants. Is cognitive training a useful adjunct Arch Gen Psychiatry 42: 953-961
  52. Bloom BS (1985), Developing Talent in Young People. New York: Ballentine Books
  53. de Bono E, de Saint-Arnaud M (1982), Learn To Think. Coursebook and Instructor\'s Manual. Santa Barbara, CA: Capra Press
  54. Lovaas OI (1987), Behavioral treatment and normal educational and intellectual functioning in young autistic children. J Consult Clin Psychol, 55, 3-9.
  55. McEachin JJ, Smith T, Lovaas OI (1993), Long-term outcomes for children with autism who received early intensive behavioral treatment. Am J Mental Retardation, 97, 359-372.
  56. Sallows GO, Graupner TD (1999), Replicating Lovaas\' treatment and findings: preliminary results. Presented at the annual meeting of the Autism Society of America, Kansas City, Missouri, July 1999.
  57. Skinner BF (1953), Science and Human Behavior. New York: Macmillan
  58. Schweitzer JB, Sulzer-Azaroff B (1988), Self-control: Teaching tolerance for delay in impulsive children. J Exp Anal Behav 50: 173-186
  59. Dixon MR, Hayes LJ, Binder LM, Manthey S, Sigman C, Zdanowski DM (1998), Using a self-control training procedure to increase appropriate behavior. J Appl Behav Anal 31: 203-210
  60. Eisenberger R (1992), Learned industriousness. Psychol Rev 99 248-267
  61. Eisenberger R, Adornetto M (1986), Generalized self-control of delay and effort. J Pers Soc Psychol 51: 1020-1031
  62. Eisenberger R, Mitchell M, Masterson FA (1985), Effort training increases generalized self-control. J Pers Soc Psychol 49: 1294-1301
  63. McMahon RJ, Wells KC (1998), Conduct problems. In Mash EJ Barkley RA (Editors) Treatment of Childhood Disorders: Second Edition. New York: The Guilford Press
  64. Sapir E (1929), The status of linguistics as a science. In DG Mandelbaum (Ed.) Culture, Language, and Personality, (1958), Berkeley, CA: University of California Press
  65. Whorf BL (1940), Science and linguistics. Technology Review 42: 229-231. Also reprinted in BLWhorf (1956): Language, Thought, and Reality, (JB Carroll, Ed.). Cambridge, MA: MIT Press
  66. Strayhorn JM (2001c), Programmed readings for psychological skills. Wexford, PA: Psychological Skills Press.
  67. Strayhorn JM (2003a), A programmed course in friendship-building and social skills. Wexford, PA: Psychological Skills Press.
  68. Strayhorn JM (2003b) Illustrated stories that model psychological skills. Wexford, PA: Psychological Skills Press.
  69. Strayhorn JM (2003c) Plays that model psychological skills. Wexford, PA: Psychological Skills Press.
  70. Binder C (1996), Behavioral fluency: evolution of a new paradigm. The Behavior Analyst, 19, 163-197.
  71. Binder C, Watkins CL (1990), Precision teaching and direct instruction: measurably superior instructional technology in schools. Performance Improvement Quarterly, 3, 74-96.
  72. Bucklin BR, Dickinson AM, Brethower DM (2000), A comparison of the effects of fluency training and accuracy training on application and retention. Performance Improvement Quarterly, 13, 140-163.
  73. Lindsley OR (1990), Precision teaching: by teachers for children. Teaching Exceptional Children, Spring 1990, pp. 10-15.
  74. Lindsley OR (1991), Precision teaching\'s unique legacy from B.F. Skinner. J Behavioral Education, 1, 253-266.
  75. Johnson KR, Layng TVJ (1992), Breaking the structuralist barrier: literacy and numeracy with fluency. American Psychologist 47, 1475-1490.
  76. Johnson KR, Layng TVJ, (1994), The Morningside model of generative instruction. Pp. 173-197 in Gardner R, Sainato DM, Cooper JO, Heron TE, Heward WL, Eshleman JW, and Grossi TA (Eds.) Behavior analysis in education: Focus on measurably superior instruction. New York: Wadsworth.
  77. Anderson C (2003), One in 37 U.S. adults imprisoned or paroled at the end of 2001. Associated Press article, Pittsburgh Post-Gazette, Monday, August 18, 2003.
  78. Hunt C, Andrews G (1992) Drop-out rate as a performance indicator in psychotherapy. Acta Psychiatr Scand 85 275-278
  79. Greenwood CR (1997), Classwide peer tutoring. Behav Soc Issues 7: 53-57.
  80. Greenwood CR, Delquadri JC, Hall RV (1989), Longitudinal effects of classwide peer tutoring. J Ed Psychol, 81: 371-383.
  81. DuPaul GJ, Ervin RA, Hook CL, McGoey KE (1998), Peer tutoring for children with attention-deficit hyperactivity disorder: Effects on classroom behavior and academic performance. J Appl Behav Anal 31: 579-592.

Título español
Resumen
 Palabras clave
 Bibliografía
 Artículo completo
(exclusivo a suscriptores)
 Autoevaluación
  Tema principal en SIIC Data Bases
 Especialidades

 English title
 Abstract
 Key words
Full text
(exclusivo a suscriptores)

Autor 
Artículos
Correspondencia

Patrocinio y reconocimiento
Imprimir esta página
 
 
 
 
 
 
Clasificado en
Artículos originales>
Expertos del Mundo

Especialidad principal:
Salud Mental


Relacionadas:
Epidemiología
Pediatría
 
 
 
 
 
 
Está expresamente prohibida la redistribución y la redifusión de todo o parte de los contenidos de la Sociedad Iberoamericana de Información Científica (SIIC) S.A. sin previo y expreso consentimiento de SIIC.
ua31618