Browsing by Author "Núñez Hidalgo, Lucía Beatriz"

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    Caregiver's emotional neglect during childhood and adult attachment. Their influence on the clinical symptomatology of children under their care undergoing treatment for sexual abuse
    (2025) Olhaberry Huber, Marcia; Alamo Anich, Nicolle Anette; Javier Moran-Kneer; Claudia Capella; Núñez Hidalgo, Lucía Beatriz
    Background: Caregivers of children who have experienced sexual abuse often exhibit a higher prevalence of insecure attachments and early adverse experiences in childhood, which may influence the psychological symptoms presented in children. Objective: Evaluate the role of attachment pattern of non-offending caregivers in the relationship between their own experiences of emotional neglect during childhood and the clinical symptomatology in children under their care undergoing treatment for sexual abuse. Participants and Setting: This study evaluated the role of attachment in the relationship between experiences of childhood emotional neglect in 78 caregivers and clinical symptomatology in children aged 4 to 9 undergoing treatment for sexual abuse. Methods: A quantitative cross-sectional and correlational study was conducted, with moderation analysis. Therelationship between emotional neglect (CTQ) and child symptomatology (SDQ) was analyzed, evaluating the moderating role of caregiver attachment avoidance and anxiety (ECR). Findings: The results showed a 50 % prevalence of dismissive or avoidant attachments and a 12 % prevalence ofcaregivers with significant experiences of childhood emotional neglect. Positive associations were found between the caregiver’s emotional neglect and children’s symptoms, as well as between the caregiver’s attachment avoidance and children’s symptoms. The association between emotional neglect and children’s symptoms was observed when caregivers exhibited moderate and low levels of avoidance.
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    The therapeutic relationship as a change facilitator in child psychotherapy: a multiple perspective study of children, parents and therapists
    (2021) Núñez Hidalgo, Lucía Beatriz; Krause Jacob, Mariane; Pontificia Universidad Católica de Chile. Escuela de Psicología.
    Antecedentes: La relación terapéutica es crucial en el proceso de cambio e implica al niño/a, al terapeuta y a los padres. La investigación que incorpora las perspectivas de niños/as, padres y terapeutas es reciente y subraya la relación terapéutica como un aspecto central del proceso. Objetivos: Analizar la evolución de la relación terapéutica con niños/as y padres y su rol facilitador en el cambio terapéutico, desde las perspectivas de niños/as, padres y terapeutas. Método: Se realizaron tres estudios: uno cualitativo retrospectivo de la experiencia de la relación terapéutica de niños/as, padres y terapeutas (N=36); otro cuantitativo no-experimental y transversal de la relación entre alianza inicial y variables demográficas y clínicas (N=74); y un tercero cualitativo longitudinal de la relación niño/a-terapeuta y padres-terapeuta como facilitadores del cambio, desde la perspectiva de niños/as, padres y terapeutas (N=15). Ambos estudios cualitativos incluyeron entrevistas semi-estructuradas y dibujos de los/as niños/as. Resultados: Al inicio de la terapia, los participantes informaron una alianza positiva, pero el reporte de niños/as y padres fue significativamente mayor que el de terapeutas. La edad y la sintomatología de los/as niños/as influyeron en la valoración de la alianza. La relación terapéutica positiva se construyó gradualmente, facilitada por aspectos individuales e interaccionales de los participantes. Desde el inicio, la actitud cercana y flexible del terapeuta facilitó la motivación de niños/as y padres. Posteriormente, una relación terapéutica positiva, afectiva y centrada en el/la niño/a facilitó su confianza en el terapeuta, promoviendo cambios en los/as niños/as y el desarrollo de herramientas socio-afectivas. La relación padre-terapeuta fue un facilitador del cambio. Conclusiones: El desarrollo de relaciones positivas requirió disposiciones diferentes y progresivas de los participantes de la terapia. Una relación terapéutica positiva proporcionó una experiencia relacional sanadora para los/as niños/as cuando se desarrolló plenamente. Una relación positiva padres-terapeuta es vital para que los cambios avancen.
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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.