Frustração, temperamento e vulnerabilidade social em bebês: estudo comparativo
Palavras-chave:
frustração, temperamento, vulnerabilidade social, infância vulnerabilidade social, infância
Resumo
Antecedentes: A frustração é definida como as respostas do organismo que são desencadeadas quando há uma discrepância negativa entre um incentivo esperado e o que de fato é recebido. Estas situações provocam respostas comportamentais, emocionais e neurofisiológicas análogas àquelas que ocorrem com a apresentação de estímulos aversivos ou sua antecipação. Há pesquisas sobre bebês, mas poucas sobre suas associações com diferenças individuais e ambientais e nenhuma sobre a população argentina. Objetivos: associar frustração, temperamento e vulnerabilidade social em uma amostra de bebês. Metodologia: foi realizado um estudo associativo-comparativo com uma situação observacional estruturada onde 22 bebês de 10 a 14 meses de idade foram avaliados durante uma tarefa de frustração e sua relação com o temperamento através do Questionário de Comportamento Infantil (IBQ-VSF) pertencente a dois extratos sociais avaliados com um cartão sociodemográfico. Resultados: descobriu-se que quanto mais extroversão, menos manipulação do objeto; e quanto mais esforço de controle, menos resposta à mordida, e vice-versa. Não foram encontradas diferenças significativas de acordo com o nível socioeconômico. Conclusões: os resultados foram discutidos em termos da teoria da frustração e as limitações do estudo, incluindo recomendações para pesquisas futuras.
Contribuição da autoria
MHE: coleta de dados, análise estatística, revisão final do manuscrito.
AE: concepção e projeto do estudo, coleta de dados.
LG: análise estatística, revisão final do manuscrito.
AM: concepção
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Referências
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Ato, E., González, C., & Carranza, J. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20(1), 69-79.
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en Psicología. Anales de Psicología, 29(3), 1695-2294. http://dx.doi.org/10.6018/analesps.29.3.178511
Barch, D. M., Harms, M. P., Tillman, R., Hawkey, E., & Luby, J. L. (2019). Early Childhood Depression, Emotion Regulation, Episodic Memory, and Hippocampal Development. Journal of Abnormal Psychology, 128(1), 81-95. https://doi.org/10.1037/abn0000392
Bennett, D., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors or Individual Differences in Young Children. Cognition and Emotion, 19(3), 375-396. https://doi.org/10.1080/02699930441000201
Bradley, R., & Corwyn, R. (2002). Socioeconomic Status and Child Development. Annual Review of Psychology, 53, 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Brandes-Aitken, A., Braren, S., Swingler, M., Voegtline, K., & Blair, C. (2019). Sustained Attention in Infancy: A Foundation for the Development of Multiple Aspects of Self-Regulation for Children in Poverty. Journal of Experimental Child Psychology, 184, 192-209. https://doi.org/10.1016/j.jecp.2019.04.006
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Cimino, S., Cerniglia, L., Porreca, A., Simonelli, A., Ronconi, L., & Ballarotto, G. (2016). Mothers and Fathers with Binge Eating Disorder and their 18-36 Months Old Children: A Longitudinal Study on Parent-Infant Interactions and Offspring’s Emotional-Behavioral Profiles. Frontiers in Psychology, 7, 580. https://doi.org/10.3389/fpsyg.2016.00580
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Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26.
Gago, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament and Social Vulnerability in a Latin American Sample. Frontiers in Psychology, 10, 1473.
Gago, L. G., De Grandis, M. C., Jaume, L. C., & Elgier, A. M. (2020). Home Environment and its Contribution to Early Childhood Regulatory Capabilities. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1796655
Garner, P., & Waajid, B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children’s school-related developmental competence. Journal of Applied Developmental Psychology, 29(2), 89-100. https://doi.org/10.1016/j.appdev.2007.12.001
Garner, P., & Waajid, B. (2012). Emotion Knowledge and Self-Regulation as Predictor of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence. Journal of Psychoeducational Assessment, 30(4), 330- 343. https://doi.org/10.1177/0734282912449441
Gutiérrez, J., Celedón, V., Martínez, B., Rojas, F., Carmona, B., & Farkas, C. (2018). Diferencias en temperamentovsegún nivel socioeconómico en niños chilenos de 12 y 30 meses. Acta de Investigación Psicológica, 8(2), 42-58. https://doi.org/10.22201/fpsi.20074719e.2018.2.04
Hernández, M., Elgier, A. M., Gago, L. G., & Mustaca, A. E. (2019). Emociones y frustración en bebés: el temperamento y la vulnerabilidad social como factores moduladores. Revista Subjetividad y Procesos Cognitivos, 23(2), 115-139. Instituto Nacional de Estadística y Censos - INDEC. (2001). Incidencia de la pobreza en los aglomerados urbanos [boletín N.° 5]. INDEC.
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Kennedy, K., & Rubin, K. (2010). Gender and Parent’s Reaction to Children’s Emotion during the Preschool Years. New Directions for Child and Adolescent Development, 128, 51-64. https://doi.org/10.1002/cd.268
Kia-Keating, M., Nylund-Gibson, K., Kia-Keating, B. M., Schock, C., & Grimm, R. P. (2018). Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty. Journal of Child and Family Studies, 27(2), 398-411. https://doi.org/10.1007/s10826-017-0883-5
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Mast, V. K., Fagen, J. W., Rovee-Collier, C. K., & Sullivan, M. W. (1980). Immediate and Long-Term Memory for Reinforcement Context: The Development of Learned Expectancies in Early Infancy. Child Development, 51,700-707. https://doi.org/10.2307/1129455
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Meléndez, L. M., & Solano, V. S. (2017). La desnutrición y el estrés van a la escuela: pobreza infantil y neurodesarrollo en América Latina. Innovaciones Educativas, 19(27), 55-70.
Mira, A., & Vera, L. (2017). Control esforzado: Componente regulatorio del temperamento y sus implicancias en el desarrollo socioemocional de los niños. Revista Chilena de Neuropsicología, 12(1), 24-28.
Mustaca, A. (2013). «Siento un dolor en el alma»: ¿metáfora o realidad? Revista Argentina de Ciencia del Comportamiento, 5(2), 47-60.
Mustaca, A. (2018). Frustración y conductas sociales. Avances en Psicología Latinoamericana, 36(1), 65-81. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.4643
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Pesonen, A. K., Räikkönen, K., Heinonen, K., Järvenpää, A. L., & Strandberg, T. E. (2006). Depressive Vulnerability in Parents and Their 5-Year-Old Child’s Temperament: A Family System Perspective. Journal of Family Psychology, 20(4), 648- 655. https://doi.org/10.1037/0893-3200.20.4.648
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Andrés, M. L. (2014). Efecto mediador de las estrategias cognitivas de regulación emocional en la relación entre los rasgos de personalidad y la ansiedad, depresión y felicidad en niños de 9 a 12 años de edad [tesis de doctorado, Universidad Nacional de Mar del Plata]. Repositorio RPsico. http://rpsico.mdp.edu.ar/ handle/123456789/538
Ato, E., González, C., & Carranza, J. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20(1), 69-79.
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en Psicología. Anales de Psicología, 29(3), 1695-2294. http://dx.doi.org/10.6018/analesps.29.3.178511
Barch, D. M., Harms, M. P., Tillman, R., Hawkey, E., & Luby, J. L. (2019). Early Childhood Depression, Emotion Regulation, Episodic Memory, and Hippocampal Development. Journal of Abnormal Psychology, 128(1), 81-95. https://doi.org/10.1037/abn0000392
Bennett, D., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors or Individual Differences in Young Children. Cognition and Emotion, 19(3), 375-396. https://doi.org/10.1080/02699930441000201
Bradley, R., & Corwyn, R. (2002). Socioeconomic Status and Child Development. Annual Review of Psychology, 53, 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Brandes-Aitken, A., Braren, S., Swingler, M., Voegtline, K., & Blair, C. (2019). Sustained Attention in Infancy: A Foundation for the Development of Multiple Aspects of Self-Regulation for Children in Poverty. Journal of Experimental Child Psychology, 184, 192-209. https://doi.org/10.1016/j.jecp.2019.04.006
Braungart, J. M., & Stifter, C. A. (1996). Infants’ Responses to Frustrating Situations: Continuity and Change in Reactivity and Regulation. Child Development, 67(4), 1767-1779. https://doi.org/10.2307/1131730
Brophy, H., Stansbury, B., & Horodynsky, M. (2012). Modeling Maternal Emotion-Related Socialization Behavior in a Low-Income Sample: Relations with Toddler’s Self-Regulation. Early Childhood Research Quarterly, 27(3), 352-364.
Brugué, Q., Gomà, R., & Subirats, J. (2018). De la pobreza a la exclusión social. Nuevos retos para las políticas públicas. Revista Internacional de Sociología, 60(33), 7-45. https://doi.org/10.3989/ris.2002.i33.728
Calkins, S., Dedmon, S., Gill, K., Lomax, L., & Johnson, L. (2002). Frustration in Infancy: Implications for Emotion Regulation, Physiological Processes, and Temperament. Infancy, 3(2), 175-197. https://doi.org/10.1207/S15327078IN0302_4
Cimino, S., Cerniglia, L., Porreca, A., Simonelli, A., Ronconi, L., & Ballarotto, G. (2016). Mothers and Fathers with Binge Eating Disorder and their 18-36 Months Old Children: A Longitudinal Study on Parent-Infant Interactions and Offspring’s Emotional-Behavioral Profiles. Frontiers in Psychology, 7, 580. https://doi.org/10.3389/fpsyg.2016.00580
Elgier, A. M., Galvagno, L. G., Clerici, G., Tortello, C., & Azzolini, S. C. (2017). Seguimiento del gesto de señalar y de la mirada en estadios tempranos del desarrollo. Apuntes de Ciencia & Sociedad, 7(1), 11-20. https://doi.org/10.18259/acs.2017003
Farah, M., Shera, D., Savage J., Betancourt, L., Giannetta, J., Brodsky, N., Malmud, E., & Hurt, H. (2006). Childhood Poverty: Specific Associations with Neurocognitive Development. Brain Research, 1110, 166-174.
Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26.
Gago, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament and Social Vulnerability in a Latin American Sample. Frontiers in Psychology, 10, 1473.
Gago, L. G., De Grandis, M. C., Jaume, L. C., & Elgier, A. M. (2020). Home Environment and its Contribution to Early Childhood Regulatory Capabilities. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1796655
Garner, P., & Waajid, B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children’s school-related developmental competence. Journal of Applied Developmental Psychology, 29(2), 89-100. https://doi.org/10.1016/j.appdev.2007.12.001
Garner, P., & Waajid, B. (2012). Emotion Knowledge and Self-Regulation as Predictor of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence. Journal of Psychoeducational Assessment, 30(4), 330- 343. https://doi.org/10.1177/0734282912449441
Gutiérrez, J., Celedón, V., Martínez, B., Rojas, F., Carmona, B., & Farkas, C. (2018). Diferencias en temperamentovsegún nivel socioeconómico en niños chilenos de 12 y 30 meses. Acta de Investigación Psicológica, 8(2), 42-58. https://doi.org/10.22201/fpsi.20074719e.2018.2.04
Hernández, M., Elgier, A. M., Gago, L. G., & Mustaca, A. E. (2019). Emociones y frustración en bebés: el temperamento y la vulnerabilidad social como factores moduladores. Revista Subjetividad y Procesos Cognitivos, 23(2), 115-139. Instituto Nacional de Estadística y Censos - INDEC. (2001). Incidencia de la pobreza en los aglomerados urbanos [boletín N.° 5]. INDEC.
Kamenetzky, G. V., Cuenya, L., Elgier, A. M., López Seal, F., Fosacheca, S., Martin, L., & Mustaca, A. E. (2009). Respuestas de frustración en humanos. Terapia Psicológica, 27(2), 191-201. http://dx.doi.org/10.4067/S0718-48082009000200005
Kennedy, K., & Rubin, K. (2010). Gender and Parent’s Reaction to Children’s Emotion during the Preschool Years. New Directions for Child and Adolescent Development, 128, 51-64. https://doi.org/10.1002/cd.268
Kia-Keating, M., Nylund-Gibson, K., Kia-Keating, B. M., Schock, C., & Grimm, R. P. (2018). Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty. Journal of Child and Family Studies, 27(2), 398-411. https://doi.org/10.1007/s10826-017-0883-5
Kobre, K. R., & Lipsitt, L. P. (1972). A Negative Contrast Effect in Newborns. Journal of Experimental Child Psychology, 14(1), 81-91. https://doi.org/10.1016/0022-0965(72)90033-1
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful Control in Early Childhood: Continuity and Change, Antecedents, and Implications for Social Development. Developmental Psychology, 36(2), 220-232. https://doi.org/10.1037/0012-1649.36.2.220
Lipina, S. J., & Colombo, J. A. (2009). Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association.
Lipina, S. J., Martelli, M. I., Vuelta, B. L., Injoque-Ricle, I., & Augusto, J. (2004). Pobreza y desempeño ejecutivo en alumnos preescolares de la ciudad de Buenos Aires (República Argentina). Interdisciplinaria, 21(2), 153-193.
Mast, V. K., Fagen, J. W., Rovee-Collier, C. K., & Sullivan, M. W. (1980). Immediate and Long-Term Memory for Reinforcement Context: The Development of Learned Expectancies in Early Infancy. Child Development, 51,700-707. https://doi.org/10.2307/1129455
Mazzoni, C., Stelzer, F., Cervigni, M., & Martino, P. (2014). Impacto de la pobreza en el desarrollo cognitivo. Un análisis teórico de dos factores mediadores. Liberabit, 20(1), 93-100.
Meléndez, L. M., & Solano, V. S. (2017). La desnutrición y el estrés van a la escuela: pobreza infantil y neurodesarrollo en América Latina. Innovaciones Educativas, 19(27), 55-70.
Mira, A., & Vera, L. (2017). Control esforzado: Componente regulatorio del temperamento y sus implicancias en el desarrollo socioemocional de los niños. Revista Chilena de Neuropsicología, 12(1), 24-28.
Mustaca, A. (2013). «Siento un dolor en el alma»: ¿metáfora o realidad? Revista Argentina de Ciencia del Comportamiento, 5(2), 47-60.
Mustaca, A. (2018). Frustración y conductas sociales. Avances en Psicología Latinoamericana, 36(1), 65-81. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.4643
Nelson, M. B., O’Neil, S. H., Wisnowski, J. L., Hart, D., Sawardekar, S., Rauh, V., Perera, F., Andrews, H. F., Hoepner, L. A., Garcia, W., Algermissen, M., Bansal, R., & Peterson, B. S. (2019). Maturation of Brain Microstructure and Metabolism Associates with Increased Capacity for Self-Regulation During the Transition from Childhood to Adolescence. Journal of Neuroscience, 39(42), 8362-8375. https://doi.org/10.1523/JNEUROSCI.2422-18.2019
Papini, M. R., & Pellegrini, S. (2006). Scaling relative incentive value in consummatory behavior. Learning and Motivation, 37(4), 357-378.
Pellegrini, S., Muzio, R., Mustaca, A., & Papini, M. (2004). Successive Negative Contrast After Partial Reinforcement in the Consummatory Behavior of Rats Learning and Motivation. Learning and Motivation, 35(4), 303-321. https://doi.org/10.1016/j.lmot.2004.04.001
Pesonen, A. K., Räikkönen, K., Heinonen, K., Järvenpää, A. L., & Strandberg, T. E. (2006). Depressive Vulnerability in Parents and Their 5-Year-Old Child’s Temperament: A Family System Perspective. Journal of Family Psychology, 20(4), 648- 655. https://doi.org/10.1037/0893-3200.20.4.648
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Publicado
2021-06-12
Como Citar
Hernández Escalona, M., Elgier, A., Gago Galvagno, L., & Mustaca, A. (2021, junho 12). Frustração, temperamento e vulnerabilidade social em bebês: estudo comparativo. LIBERABIT. Revista Peruana De Psicología, 27(1), e403. https://doi.org/https://doi.org/10.24265/liberabit.2021.v27n1.06
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