Browsing by Author "Capella, Claudia"

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    Sintomatología en niños que han vivido agresiones sexuales y en sus cuidadores
    (2023) Bravo-Evans, Abril; González-Araneda, Nicolás; Capella, Claudia; Meza Araneda, Camila; Núñez Hidalgo, Lucía; Olhaberry Huber, Marcia; Alamo Anich, Nicolle Anette
    El presente estudio tiene como objetivo caracterizar la sintomatología presentada por niños que han sido víctimas de agresiones sexuales y sus figuras cuidadoras, evaluando su asociación con variables sociodemográficas y de la agresión sexual, así como la relación entre ambas expresiones sintomatológicas. La muestra corresponde a 70 casos de niños/as entre cuatro a nueve años de edad, ingresados a programas de reparación de maltrato grave (PRM) de la Región Metropolitana. Se utilizaron instrumentos de sintomatología en niños/as (SDQ versión para padres) y adultos (OQ-30.2 y BDI de autorreporte), junto a una ficha de caracterización de casos completada por profesionales de PRM. Los resultados indican que el 72,9% de los/as niños/as presentan sintomatología de relevancia. En cuanto a sus figuras cuidadoras, 51,4% presenta sintomatología general (OQ-30.2) y el 51,5% presenta sintomatología depresiva (BDI). Existe una asociación positiva entre la sintomatología de los niños y sus figuras cuidadoras. Se discute la relevancia teórica y clínica de los hallazgos y la consideración de las figuras cuidadoras como víctimas indirectas de la agresión sexual.
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    The adverse childhood experiences of caregivers of children who have been victims of sexual assault: their relationship with the parental alliance in child psychotherapy
    (2022) Gabriel-Vacher, Nicolás; Miranda González, Isadora Paz; Olhaberry Huber, Marcia Paola; Capella, Claudia; Morán-Kneer, Javier; Lucía Núñez; Alamo Anich, Nicolle Anette; Meza, Camila
    The role of caregivers for the treatment of sexually assaulted children has been widely discussed. Objective: to explore the influence of caregivers’ variables and the interaction between the therapeutic alliance with their children’s psychologists, in a sample of 58 children undergoing psychotherapy for sexual assault. Method: We explore the relationship between caregivers’ adverse childhood experiences (ACEs), post-traumatic symptomatology and initial therapeutic alliance using descriptive, correlational and moderation analyses. Results: 51.7% of caregivers reported ACEs. The greater the presence of ACEs, the lower the quality of the initial therapeutic alliance. Caregivers who experienced ACEs and reported fewer symptoms of post-traumatic stress presented a lower quality of therapeutic alliance. Discussion: The findings suggest that ACEs may provoke dissociative mechanisms in adults and that this appears to interfere with the emotional response to their child’s abusive experience and with the possibility of establishing a positive therapeutic alliance with the child’s therapist. This emphasizes the need that these adults have for therapeutic support as part of a comprehensive and specialized care model
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    The therapeutic relationship as a change mechanism in child psychotherapy: a qualitative study of children, parents', and therapists' views in different moments of the process (La relacion terapeutica como un mecanismo de cambio en la psicoterapia infantil: un estudio cualitativo de las perspectivas de nino/as, padres, y terapeutas en diferentes momentos del proceso)
    (2022) Nunez, Lucia; Capella, Claudia; Midgley, Nick; Krause, Mariane
    The therapeutic relationship is organized triadically between children, therapists and parents, yet little research focuses on its evolution as a change mechanism integrating these perspectives. Develop a comprehensive model of the therapeutic relationship as a change mechanism in different phases of psychotherapy, from the perspective of children, parents and therapists. A grounded theory analysis integrated findings from a retrospective and a qualitative longitudinal study of the therapeutic relationship with children and parents as change factors based on semi-structured interviews and children's drawings. Initially, therapists' close, flexible attitude improved children's and parents' motivation for psychotherapy. Later, a child-centred, playful relationship fostered children's affection and trust in the therapists, promoting emotional and socio-affective changes. Lastly, as a greater bond developed, children internalized the therapist as a significant figure, and deeper changes emerged. Parents' changes were eased by further trust and collaboration in the relationship with the therapist, and changes in the child-parent relationship emerged. Constructing positive therapeutic relationships requires participants' evolving dispositions. These relationships shape progressive changes in children and their parents.
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    The therapeutic relationship in child psychotherapy: integrating the perspectives of children, parents and therapists
    (2021) Núñez Hidalgo, Lucía Beatriz; Midgley, Nick; Capella, Claudia; Alamo Anich, Nicolle Anette; Mortimer, Rose; Krause Jacob, Mariane
    This study addresses the therapeutic relationship in child psychotherapy, through an exploration of the experience of the main actors engaged in child psychotherapy. Objectives: To describe and analyse the therapeutic relationship integrating the views of children, parents and therapists. Methods: This study employs a qualitative methodology, assuming a discovery-oriented approach which draws from grounded theory. Twelve psychotherapy triads participated, composed of children aged 6–10, their parents and psychotherapists. Semi-structured follow-up interviews were conducted (N=36), including a drawing in the case of the children. Results: A positive therapeutic relationship with children and parents was viewed as a gradually constructed process, based on a positive emotional encounter between participants. It was facilitated primarily by the therapist’s commitment and playful stance, the child and therapist mutual involvement, and the parent’s collaboration. These aspects entailed a trustful, validating and caring relationship, that shaped children and parents’ motivations towards therapy and facilitated change. Conclusions: From a multiple-perspective approach, therapy was conceived as a relational experience. The development of positive relationships required different and evolving dispositions from therapy main actors. Therapists’ genuine feelings and engagement in therapeutic activity seem central, underlining the importance of addressing relational aspects in child therapy research and training.