Competencia pragmática y adaptación psicosocial en niños sujetos a medidas de protección infantil
- Autores: Juan Manuel Moreno Manso, María Elena García-Baamonde Sánchez, Eloísa Julia Guerrero Barona, Macarena Blázquez Alonso
- Localización: Salud mental, ISSN 0185-3325, Vol. 33, Nº. 4, 2010, págs. 333-340
- Idioma: español
- Títulos paralelos:
- Pragmatic competence and psychosocial adaptation in children in protective care
- Enlaces
- Dialnet Métricas: 4 Citas
-
Resumen
- español
La presente investigación analiza la competencia pragmática y su relación con el grado de adaptación personal, social y escolar en niños sujetos a medidas de protección infantil. La interacción comunicativa que se establece entre el niño y los adultos significativos de su entorno es esencial para el aprendizaje del lenguaje. El lenguaje nos acompaña en casi todas las actividades que realizamos. La ausencia de estimulación en los primeros años, tan frecuente en los niños maltratados, puede desembocar en retrasos en la adquisición y desarrollo del lenguaje.
Diferentes investigaciones ponen de manifiesto los efectos del maltrato infantil en el desarrollo lingüístico. El estilo comunicativo desempeña un papel determinante en algunas formas de maltrato. Éste es el caso del maltrato y abandono emocional, donde los intercambios afectivos y comunicativos entre el adulto y el niño son muy disfuncionales.
La investigación se desarrolla en los Centros de Acogida de Menores de la región de Extremadura (España). La muestra se compone de 74 niños. De ellos, 41 son varones y 33 mujeres, de edades comprendidas entre los seis y los 18 años. La muestra analizada representa el número total de niños en situación de acogimiento residencial, de edades superiores a los seis años.
El estudio evidencia que el nivel de dominio pragmático de los niños en situación de acogimiento residencial se encuentra afectado. El dominio de la pragmática implica un uso adecuado de los distintos tipos de enunciados en situaciones comunicativas concretas. Para ello, el niño debe tener la capacidad de comunicarse e interaccionar utilizando el lenguaje para diferentes funciones (pedir información, reclamar la atención del otro, saludar, protestar, etc.).
Al analizar los resultados de la investigación, se evidencian dificultades pragmáticas para formular demandas de información específicas; responder cuando el enunciado les resulta demasiado extenso y emplear el lenguaje como recurso para reclamar la atención de forma adecuada, así como en los requerimientos directos e indirectos de acción.
Los niños tienen dificultad para ponerse en el lugar del interlocutor, especialmente si se trata de un adulto; para hacer un ruego o petición, sobre todo cuando se trata de los padres u otro adulto; les cuesta mantener una continuidad en el discurso, saltando de un tema a otro; para solicitar más información o aclaraciones sobre algún acontecimiento; escasa habilidad para mostrar desacuerdos ante una figura de autoridad (padres o profesor); y muestran limitaciones para requerir una acción ya sea a través de órdenes o sugerencias.
A través de la investigación comprobamos que las dificultades lingüísticas en niños con medidas de protección pueden adoptar formas muy diversas, destacando las dificultades para el uso del lenguaje como medio para dirigir la acción (función autorreguladora). Asimismo, los niños presentan inadaptación personal y social en varios de los factores analizados. Los niños manifiestan desajuste disociativo, pensamientos negativos y mecanismos de huida de la realidad (ensoñación, autoconcepto negativo e infravaloración de sí mismos). En cuanto a la inadaptación escolar, se evidencia falta de motivación, laboriosidad e interés por el aprendizaje, inadaptación escolar externa, indisciplina y aversión al profesor e insatisfacción escolar.
Debemos tomar con precaución los resultados, ya que además de la situación de desprotección común a todos estos niños, es preciso tener en cuenta el factor sociocultural. El lenguaje se desarrolla en interacción con el medio social en que vivimos, y hay contextos familiares que ofrecen una mayor riqueza que otros. La pertenencia a familias de bajo nivel cultural puede dificultar el desarrollo lingüístico porque los niños oyen un lenguaje poco correcto y muy concreto.
Esperamos que la presente investigación sirva para alentar el estudio de este fenómeno en mayor profundidad. Debemos destacar la complejidad intrínseca de esta medida de protección, en la que entran en juego múltiples factores pertenecientes a diferentes sistemas (familia biológica, niño, centro de acogida y profesionales), siendo extremadamente difícil dilucidar qué factores intervienen de forma significativa en la explicación de la adaptación y el bienestar de los niños acogidos.
- English
The family, as the basic social environment, should attend to the affective and educational needs of the child. The family should be a stable and secure place for people to live together, where the child should receive care, protection, respect and social support.
The family provides the environment for the child to develop and for the parents to adjust and readjust their expectations and practices concerning each child and each different circumstance within a continuity and style.
The role of the family is not simply to satisfy the basic, fundamental needs, but to facilitate an interaction between the processes of physiological maturing and daily experiences in order to achieve the child's biopsychological plenitude.
When the educational style is not the appropriate one, there are likely to be psychological problems in childhood and adolescence. Some experiences the child is exposed to can be the cause of maladjusted reactions. Such maladjusted response may vary according to the intensity of the experience, the meaning it has for the child, the developmental moment in which he/she finds him/herself (the degree of maturity) and the circumstances following the event.
The attachment consolidates through the interaction between the child and the people around him/her. When children are exposed to aggression and rejection from their parents or when they are not given the affection and support that they need, they are more likely to develop emotional and behavioural problems.
The communicative interaction established between the child and the important adults in his/her environment is essential for language developmental acquisition.
Language accompanies us in almost all the activities we participate in. The absence of stimulation in the first years, so frequent in abused children, can result in delays in the acquisition and development of language.
A great part of a child's activity in the first years of life is social and communicative. Although the early interaction between parents and children does not generate language understood as syntactical, phonological or semantic rules, it is essential as it provides the child with the necessary instruments to pass on to formal language.
In the disorganised form of attachment, the most usual in cases of abuse, that sensitivity towards the child's needs is distorted, so the interaction with the child does not lead to a correct attribution of the intentional and communicative meaning of the child's action.
The interaction in the family environment is essential as it reinforces and redirects the spontaneous use the child makes of language, progressively leading her/him to its correct use. The child learns to refer to the same things and in the same way as others do. Yet the use of language implies the consideration of the other as a thinking being, with beliefs and intentions that should be taken into account in order to be able to establish communication and the form it should take.
Several papers researching this issue have stressed the effects of child abuse and neglect on language development.
This research analyses pragmatic competence and psychosocial adaptation in children in protective care. Most of the studies do not provide data concerning how each individual linguistic component is affected in such children. Important deficiencies in language development are pointed out, but nothing is said in detail about where exactly such difficulties lie.
The pragmatic function determines what type of language must be used in a certain context. This underlines the importance of such psycholinguistic skill. The child, beside learning the formal aspects of the language, learns to use them in a social context. The use of language implies something more than the form or the meaning. It also involves our desires, intentions, beliefs, decisions, to plan the action, etc.
Our methodological proposal was carried out within the framework of the Child Care Centres in the Region of Extremadura (Spain). The sample is made up of 74 children living in four different Centres. There were 41 boys and 33 girls between the ages of 6 and 18.
We feel we should point out, as strength of the research, the fact that the sample analysed represents the total number of children in residential care over the age of 6 at the time of the evaluation.
Pragmatics determines what type of language should be used in a particular context. Children, apart from learning the formal aspects of the language, learn to use it in a social context. Thus there is a difference between the literal meaning of a phrase and its intention. It is necessary for the listener to recognise the speaker's intention over and above the literal meaning of what is said. To achieve this, children must be able to adapt the linguistic forms to the communicative act.
We must draw attention to such important aspects as intentionality in communication and the context in which the children's language is developed. In a conversation, the children should be able to manage such skills as: taking turns to speak, expressing intention and recognising the intentions of others, attracting the other's attention, offering an appropriate amount of information, replying in an adequate way with relevant information, adopting the speaker's point of view, the capacity to modify their discourse according to the situation, etc.
Our research shows that children in protective care have difficulties in knowing how people they are speaking to will react, especially when it comes to adults. They have clear limitations when using language as a resource to adequately demand attention, so that the person whose attention is required actually does so.
They are also limited when directly or indirectly demanding action (the adequate formulation of a specific demand or suggestion); when making a request, especially in those situations in which a request has to be made to an important adult or figure of affection, they often have trouble maintaining continuity in discourse, jumping from one subject to another.
They also have difficulties when asking for more information or explanations about some particular event; they express dislike or displeasure inadequately; they show a lack of ability in expressing disagreement before an authority figure (parents and teachers); they show limitations when demanding action, whether it be through commands or suggestions and they have problems formulating demands for specific information including the use of interrogative pronouns.
They have difficulties answering when the question or affirmation is too long, and they have problems when using the interrogative adverbs of place "where" and of time "when", as well as with the use of "whose", "for whom" and "to whom", "why" and "how".
Pragmatics is related to the early development of social interaction. We emphasize the importance of the social and interactive context in infancy. In both the language and the emotional and/or social development, the family can play a positive or negative role. It is in the family where we start to learn how to interact with others and the use of concrete expressions, when to use language, what to communicate, etc. Affective dialogue with figures of affection goes from the expression of satisfaction or dissatisfaction to the function of asking for attention, replying to the speech of others, and the attempt to modify the behaviour of others.
The children present personal and social failure to adapt in several of the analyzed factors. The children demonstrate dissociative disruption, negative self–concept and poor self–esteem. As for the school failure to adapt there is demonstrated lack of motivation, laboriousness and interest by the learning, school external failure to adapt, indiscipline and distaste to the teacher and school dissatisfaction.
We hope this research will encourage the study of this phenomenon. We must emphasize the intrinsic complexity of this measure of protection, in which multiple factors belonging to different systems (biological family, child, residential care and professionals) play a role, making it extremely difficult to elucidate what factors play a significant role in the explanation of the adjustment and the well–being of the children under care.
- español
