Visual perspective-taking ability in 7- and 12-month-old infants.

Understanding how we see the world is different from how other people see it is a crucial part of social cognition and is known as visual perspective-taking. Although previous studies have demonstrated that 14-month-old infants have the capacity to compute the visual perspectives of others, it remains unknown whether infants under 12 months also have this ability. In this study, we modified a conventional gaze-following experimental setting in which one toy was placed in front of a model and was hidden by a barrier (Blocked Line of Sight Condition), and another toy was placed without a barrier (Clear Line of Sight Condition). We examined the visual perspective-taking abilities of 48 infants aged 7 and 12 months by measuring the infants' gaze shift towards the gaze-cued toy object with and without a barrier. The results demonstrated that 12-month-old infants could correctly follow a model's gaze if the model's line of sight was clear. In contrast, 7-month-old infants showed no evidence of such capacity. Our findings indicate that 12-month-old infants seem to have the capacity to compute the visual perspective of others.

Del niño causa al niño soporte: las trampas del Otro

La infancia no es un paraíso. Es un territorio a habitar, un tiempo constitutivo y constituyente donde el niño juega su partida con las cartas que el Otro da. Al menos así es al inicio. Por eso, en ese encuentro entre el niño y el otro de los primeros cuidados puede haber todo tipo de variaciones, contingencias, tropiezos. Se interroga la ligazón entre el objeto a y la angustia a la luz de la relación del niño y el Otro. En sus matices pueden hallarse algunas orientaciones clínicas, y se recortan en este sentido, los puntos en los cuales la dimensión del objeto se hace presente en tanto el niño se reconoce concernido por dicha posición. (AU)

Primero los niños

Reflexiones sobre la primera infancia y el niño, y como deviene sujeto, a partir del goce, la palabra o el cuerpo; así como la función del analista, en esta transición.

Sumergiéndose en la literatura infantil y sus efectos

Reflexiones sobre la importancia de la literatura, las historias, y el contar cuentos durante la infancia, como forma de acceso a la cultura y al lenguaje, y como ritual que conecta al niño con el afecto.

The relationship between integrated pediatric psychology and primary care visit length, revenue, content over 24 months.

Introduction: Integrating behavioral health providers into pediatric primary care to provide behavioral health (BH) services is both effective and efficient; however, the impact of pediatric integrated services on the operational and financial outcomes of primary care provider (PCP) visits has not been thoroughly investigated. The present study examined whether length of practice integration predicts the relationship between BH content addressed in a PCP visit, visit length, and revenue generation. Method: A total of 1,209 pediatric encounters with 25 PCPs across 7 primary care offices in a predominantly rural health system were abstracted for the presence or absence of BH content, visit length, duration of integration, and revenue. χ2 analyses and the generalized linear model framework were used to address the study objectives. Results: Integration was associated with more PCP visits with a BH topic discussed at 6-11 months of integration but not at 14-24 months. Visits with a BH topic were longer than medical-only visits and shorter when a practice was integrated for 6-11 months but not at 14-24 months of integration. Public insurance and integration were associated with lower revenue generation per minute. Visit content was not associated with PCP revenue. Discussion: Results suggest a relationship between integration and the operational and financial outcomes of PCP visits. This study shows that initial efficiencies or improvements (e.g., time, cost, content) associated with integrating BH may be lost over time. Future studies should evaluate sustainability in relation to program impact. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Derivaciones al Equipo de psicopedagogía en el marco del Dispositivo de Admisión Interdisciplinaria del Área de 6 a 9 años de la Unidad de Salud Mental / Referrals to the Psychopedagogy Team in the framework of the Interdisciplinary Admission Device of the Area from 6 to 9 years of the Mental Health Unit

Proyecto de investigación de integrantes del tercer año de la Residencia de Psicopedagogía con sede en el Hospital de Niños Dr. R. Gutierrez, centrado en los interrogantes sobre la Admisión a la Unidad de Salud Mental del área de 6 a 9 años, de carácter multifamiliar e interdisciplinario. Se describen las características del Hospital, su población, la Unidad de Salud Mental y particularmente las actividades y prácticas cotidianas de las psicopedagogas; para luego analizar los criterios de los profesionales de este dispositivo para la evaluación psicopedagógica.

Derivaciones de profesionales de la salud al Equipo de Psicopedagogía del Hospital General Carlos G. Durand / Referrals from health professionals to the psychopedagogy team of the General Hospital Carlos G. Durand

Proyecto de investigación de residentes de tercer año de Psicopedagogia en el Hospital General de Agudos Carlos Durand, de la Ciudad de Buenos Aires, centrado en el espacio de admisión, y en las expectativas de sus profesionales, al indicar admisión al Servicio de Psicopedagogía, en el período 2017-2019.

Psicopedagogía: criterios de derivación / Psychopedagogy: derivation criteria

Trabajo de investigación en el marco del Sistema de Residencias y Concurrencias del Ministerio de Salud de la Ciudad Autónoma de Buenos Aires, realizado por residentes de tercer año con sede en el Centro de Salud Comunitaria Nº 10. Se analizan los criterios que sostienen las psicopedagogas de segundo y tercer año de la residencia de Psicopedagogía, jefas e instructoras de la misma y psicopedagogas de planta que se desempeñan en las diferentes sedes de la residencia durante marzo de 2018 a junio de 2019, para indicar exclusivamente atención psicológica a niños de escolaridad primaria que se encuentran en diagnóstico psicopedagógico, los criterios para indicar exclusivamente el inicio de tratamiento psicopedagógico y los que sostienen las profesionales para proponer la atención en ambas disciplinas.

Emergency Organization of Child Psychiatric Care Following the Terrorist Attack on July 14, 2016, in Nice, France.

In the actual context of terrorism targeting children and families, it seems essential to describe different experiences of pediatric psychological emergency devices after such unexpected mass trauma. Here we testify our experience of the psychological emergency care setup dedicated to children and families during the first 48 hours after the terrorist attack of Nice, France, on July 14, 2016. Activated within the hour following the attack, the device included two child psychiatry teams turning over each day, receiving at least 163 individuals (99 children and 64 adults) within the first 2 days. (Disaster Med Public Health Preparedness. 2019;13:144-146).

Validation of a scale for a nonword repetition task to assess lexical development / Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico

It has been demonstrated that the ability to repeat non-words is a good marker of lexical development in a number of languages, including Spanish. In addition, the ability to repeat nonwords has been used as a good discriminator between typically developing children and children with language delays or other language difficulties. However, despite its potential usefulness for clinical and research purposes, there is no validated scale in Spanish. To address this situation, we present a scale based on a sample of 342 monolingual Spanish-speaking children aged from four to seven years. After data analysis, a scale was elaborated to provide populational references for colleagues working in educational, clinical and research fields. The results show a ceiling effect for six years olds, as well as for monomorphemic and bisyllabic items. Implications of these scores are discussed in the corresponding section (AU)

La habilidad para repetir pseudopalabras se ha mostrado como un buen marcador de desarrollo léxico en multitud de lenguas incluyendo el español. Además, permite discriminar en buena medida entre niños con desarrollo típico y niños con trastornos y retrasos del lenguaje. Sin embargo, pese a su potencial importancia para su uso clínico e investigador, en español no contamos con baremos para una lista de estímulos determinada. Con el objetivo salvar esta notable carencia, se realiza una tarea de repetición de pseudopalabras a una muestra total de 342 niños y niñas monolingües españoles de entre cuatro y siete años. Tras el análisis de los resultados se elaboró un baremo con el objeto de aportar referencias poblacionales a colegas que trabajan en las citadas áreas clínico-educativas y de investigación. Los resultados muestran un efecto techo de esta tarea a los 6 años, así como para los estímulos monomorfémicos y bisílabos. Las implicaciones de estos resultados y baremo obtenido son discutidas en el apartado correspondiente (AU)

Historical Analysis: The Journal of Pediatric Psychology From 1976 to 2015.

Objective: To provide a historical analysis through the examination of trends in type of articles, content areas, and population groups across all issues of the Journal of Pediatric Psychology (JPP). Method: All articles published in JPP between the years 1976-2015 were coded based on article type (e.g., original research, meta-analysis), content code (e.g., adherence, primary care), and population code (e.g., oncology, chronic and recurrent pain). Descriptive statistics were calculated. Results: The overall top article types, content codes, and population codes are described as well as top codes for each decade. Overall, the majority of articles were classified as original research. Although some population and content codes varied over time, there were some areas that were consistently present throughout issues, including family systems, cognitive/intellectual functioning, pediatric oncology, and type 1 diabetes. Many topics selected for special issues and topics were consistent with top population and content codes. Conclusions: Findings indicate that most top areas have consistently been present in JPP over the 39-year period. The current historical analysis highlights these patterns as well as serves as a historical record for JPP.

Virtual Reality in Pediatric Psychology.

Virtual reality (VR) technologies allow for controlled simulations of affectively engaging background narratives. These virtual environments offer promise for enhancing emotionally relevant experiences and social interactions. Within this context, VR can allow instructors, therapists, neuropsychologists, and service providers to offer safe, repeatable, and diversifiable interventions that can benefit assessments and learning in both typically developing children and children with disabilities. Research has also pointed to VR's capacity to reduce children's experience of aversive stimuli and reduce anxiety levels. Although there are a number of purported advantages of VR technologies, challenges have emerged. One challenge for this field of study is the lack of consensus on how to do trials. A related issue is the need for establishing the psychometric properties of VR assessments and interventions. This review investigates the advantages and challenges inherent in the application of VR technologies to pediatric assessments and interventions.

A pilot study of the efficacy of a mindfulness program for children newly diagnosed with Attention-Deficit Hyperactivity Disorder: Impact on core symptoms and executive functions

Mindfulness has emerged as a new approach for treating mental disorders. The aim of this study is to investigate preliminary efficacy of group-based mindfulness meditation training for children on core symptoms, executive functioning and comorbidity symptoms in a children naïve Attention-Deficit Hyperactivity Disorder (ADHD) sample. Five children aged 7-12 years newly diagnosed with ADHD received an eight-week group-based mindfulness treatment. The program consisted of once-per-week sessions lasting 75 minutes and daily homework assignments. The study assessments included pre-and posttest measure of psychiatric symptoms and cognitive functioning. Data were analyzed using Wilcoxon signed-rank test. Pre-post improvements in ADHD symptoms and test performance on tasks measuring executive functioning were noted. Significant results were observed in total ADHD symptoms (p= .042), anxiety symptoms (p= .042), cognitive inhibition (p= .042) and processing speed (p= .043). In summary, although the sample size was small, our pilot study suggests that mindfulness training for children is a feasible intervention in at least a subset of ADHD children and may improve behavioral and neurocognitive impairments (AU)

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[Psychotherapic interventions for bipolar disorder in children and adolescents]. / Interventions psychothérapiques dans le trouble bipolaire chez l'enfant et l'adolescent.

OBJECTIVE: To review the options for psychosocial interventions in pediatric bipolar disorders. METHODS: A comprehensive literature review of randomized clinical trials and open-label studies was conducted. RESULTS: Randomized controlled trials show that psychosocial interventions involving families (i.e. family-focused treatment) or individual and family therapy (i.e. multi- or individual-family psychoeducational psychotherapy, child- and family-focused cognitive-behavioral therapy, dialectical behavior therapy) may be effective through added benefit to pharmacotherapy. All these interventions share numerous common therapeutic elements such as psychoeducation and skills training. Individual interventions (i.e. interpersonal and social rhythm therapy and cognitive-behavioral therapy) are to date less well documented. However that may be, outcome studies remain few, and numerous methodological limitations (small sample sizes, designs not very rigorous) restrict the interpretability and generalisability of their results. In addition, most studies were conducted in specialty centers with highly trained therapists, and the feasibility and acceptability of these interventions in practice settings remain to be shown. CONCLUSION: Despite recent developments in identifying effective psychosocial interventions, numerous critical gaps remain, and more longitudinal studies are needed to clarify how these interventions work.

La infancia en la obra de Manuel Bartolomé Cossío / Childhood in the work of Manuel Bartolomé Cossío

Para Bartolomé Cossío, el aprendizaje se basa en una discreta ayuda para que el niño sepa ver y comprender aquello que va percibiendo. La vida de Cossío sugiere unas posibles motivaciones para que adoptara dicha actitud ante la infancia, en especial por la relación ambivalente para con Giner de los Ríos, su mentor y figura paterna. Esta intensa relación entre Cossío y Giner nos recuerda las «transferencias» descubiertas por la técnica psicoanalítica, mientras que la «identiñcación» estaría en la base de la continuidad de las ideas pedagógicas de Giner. La actitud ante los niños pequeños que comenta Cossío tiene características prepsicoanalíticas, en las que profundizaron los primeros analistas cuando aplicaron sus conocimientos a la pedagogía. Aqui se comentan algunas de las aportaciones de Anna Freud y de otros importantes psicoanalistas que se han preocupado por la educación (AU)

For Bartolomé Cossío, learning is based on discrete support so that the child is able to see and understand What he is perceiving. Cossíos life suggests several possible motivations for his adopting such an attitude to childhood, particularly his ambivalent relationship with Giner de los Ríos, his mentor and paternal figure. This intense relationship between Cossío and Giner is reminiscent of the «transferences» uncovered by psychoanalytic technique, while «identification» could be said to underlie his continuation of Giner´s pedagogical ideas. The attitude towards young children discussed by Cossío has pre-psychoanalytic characteristics, which early analysts explored in greater depth when they applied their knowledge to pedagogy. Here several of Anna Freud's contributions are discussed, along with other significant psychoanalysts who have turned their attention to education (AU)

Infancia refugiada / Refugee childhod

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Childhood socioeconomic status and cardiovascular reactivity and recovery among Black and White men: Mitigating effects of psychological resources.

OBJECTIVE: To evaluate a possible physiological mechanism underlying links between low childhood socioeconomic status (SES) and poor adult health by (a) testing whether childhood SES is prospectively related to cardiovascular responses to laboratory stress in adulthood, and (b) by determining whether psychological resources buffer cardiovascular reactivity and promote better recovery from stress. METHOD: Participants (n = 246; 55% Black; mean age = 32 years) were from a population-based sample of men in Pittsburgh, PA. Childhood SES was measured through the Hollingshead index (parental education and occupation) across 10 waves between the ages of 6 and 16. In adulthood, cardiovascular measures, including systolic and diastolic blood pressure (SBP, DBP), heart rate (HR), and high-frequency heart rate variability (HF-HRV), were taken during and following standardized laboratory psychological stressors. Participants completed measures of optimism, purpose in life, self-esteem, positive affect, and self-mastery, which were combined into a psychological resource factor. RESULTS: Lower childhood SES predicted higher HR and SBP at recovery, independent of age, race, body mass index, current smoking, task demand, and current SES. Psychological resources moderated the association between childhood SES and SBP. Lower childhood SES predicted SBP recovery only among men with fewer psychological resources. CONCLUSIONS: Psychological resources may buffer the relation between low childhood SES and cardiovascular recovery from stress. This buffering may improve adult health to the extent that cardiovascular recovery contributes to the risk of low childhood SES for subsequent disease. (PsycINFO Database Record