Made available in DSpace on 2016-03-15T19:41:23Z (GMT). No. of bitstreams: 1 Lucia Cunha Lee.pdf: 6101361 bytes, checksum: 97fc5563d800b7ac6a05a73e68ddd500 (MD5) Previous issue date: 2014-06-10 / Fundo Mackenzie de Pesquisa / Parent-child interaction is an important interface in psychological assessment. Mediated Learning Experience (MLE) describes a type of directed interaction that influences the development of the child with whom the adult interacts. It is notewerthy the importance of the mediating function that parents can establish with their children and how it can be affected when the child presents any development disorder. Williams Syndrome is caused by a segmental aneusomy due to the deletion of multiple genes in chromosome region 7q11.23. Some indicators for the diagnosis are identified at birth, such as typical facial features and the presence of cardiac and renal alterations. Among behavioral characteristics, it is observed excessive sociability and a cognitive profile with intelectual disability and discrepancies in the manifestation of cognitive skills, such as impaired visuospatial function and preserved language skills, especially expressive ones. Considering these conditions, the present study aimed at analizing mediating actions taken by mothers during semidirected activities (assembling a puzzle and telling and retelling a story), performed with their daughters who have WS. To do so, it was described how mothers manage mediations with their daughters, based on MLE. Three mother-child dyads took part in the study. There were 5 sessions, two between mother and child and three between the mother and the researcher. During the sessions involving mother and child, it was possible to notice that mothers presented qualitatively and quantitatively varied mediating actions during the tasks, exposing differences according to the type and complexity of tasks (such as giving verbal instructions, using a model for the puzzle, drawing attention to parts of the story). Categories of MLE Scale proved adequate for the assessment steps as they offered an overview of the mediator s actions repertoire. It was verified that the shared experience between mother and daughter was a stimulus and a facilitator to situations of reflexion in individual interviews with the mothers. Thus, the association of observation by the mother, interaction with her daughter and individual interview proved effective to achieve a qualitative alteration of mediation strategies and is also promising for the development of children with WS. Therefore we underline the importance of observation of parental interactions as well as reflection upon them as assessment and intervention tools in the field of development disorders. / A interação de pais e filhos configura-se como uma importante interface na avaliação psicológica. A Experiência de Aprendizagem Mediada (EAM) descreve um tipo de interação dirigida que influencia o desenvolvimento das capacidades da criança com a qual o adulto interage. Vale destacar a importância da função mediadora que os pais podem estabelecer com seus filhos e como essa pode ser afetada quando o filho apresenta algum transtorno em seu desenvolvimento. A Síndrome de Williams (SW) é ocasionada por uma aneusomia segmentar devido à deleção de múltiplos genes na região cromossômica 7q11.23. Alguns indicadores para o diagnóstico da síndrome são identificados desde o nascimento, como as características faciais típicas a presença de alterações cardíacas e renais. Na dimensão relacionada ao comportamento, observa-se excessiva sociabilidade e um perfil cognitivo com deficiência intelectual e discrepâncias na manifestação de habilidades cognitivas, como prejuízos visoespaciais e preservação de habilidades de linguagem, especialmente as expressivas. Com base nesses pressupostos, o presente estudo analisa as ações mediadoras apresentadas por mães a partir de atividades semidirigidas (montar quebra-cabeças e contar e recontar histórias), realizadas com suas filhas que apresentam SW. Para isso, foi descrito como essas mães manejam as mediações com suas filhas, tendo por base a EAM. Participaram desse estudo três díades mãe-criança, em cinco encontros consecutivos, sendo dois entre a mãe e a criança e três entre a mãe e a pesquisadora. Nos encontros com os pares mãe-criança, foi possível notar que diante de tarefas, as mães apresentaram ações mediadoras diversificadas no que diz respeito à quantidade e qualidade, expondo diferenças de acordo com o tipo de atividade e a complexidade das tarefas (como dar instruções verbais, utilizar modelo para o quebra-cabeça, chamar atenção para partes da história). As categorias da Escala EAM revelaram-se apropriadas para etapas de avaliação, oferecendo um levantamento do repertório de ações do mediador. Verificou-se que a experiência compartilhada entre a mãe e a filha foi um estímulo e um facilitador para as situações de reflexão nas entrevistas individuais com as mães. Assim, a associação da observação - por parte da mãe - da interação com a sua filha, com a entrevista individual, indicou ser um dispositivo importante para a modificação qualitativa das estratégias de mediação e promissora no desenvolvimento de suas crianças com SW. Logo, enfatiza-se a importância das observações das interações parentais, além de reflexões dirigidas sobre elas, como um recurso na avaliação e na intervenção na área de transtornos de desenvolvimento.

This research was conducted as part of the formative evaluation of a mother-child interaction intervention, which was incorporated into the Kgolo Mmogo pilot study at the Kalafong Hospital in Tshwane (South Africa). The purpose of the intervention was to encourage the development of parenting skills and to improve mother-child relationships within an HIV context over a six-month period. By promoting more effective interaction between mother and child, child resilience could be enhanced and children could learn the necessary coping skills that would help them deal with the challenges posed by HIV and other life events. The aim of the study was to generate a systemic understanding of families affected by HIV/AIDS. The study explored (1) the effect of HIV on family interaction and (2) the effect of the mother-child interaction intervention on family interaction from the perspective of HIV-infected mothers. The theoretical framework chosen for the study was of a systemic nature and the standpoints, as set out by the Milan family therapy team, were implemented. Ten months after the intervention, four of the HIV-positive mothers who had participated in the intervention were interviewed and encouraged to share their experiences. Circular questions were employed in the interviews as a means of gathering data. A qualitative design was therefore the best option for this study. The research findings of this study coincide with previous literature and research findings; thus, the findings of this study have been consolidated. The current study findings support the importance of bridging the distance that is created by HIV in family relations, particularly between mother and child. Newly-diagnosed mothers often become stuck in their own processes and distance themselves from others in order to make sense of their situation. The broader social stigmas associated with HIV/AIDS contribute further to the sense of isolation that HIV-positive women experience. Often, women perceive HIV to be a disruptive force in their relationships with their partners and children, which creates tension, secrets and uncertainty within the family. HIV-infected mothers generally feel that keeping secrets from their children protects them from being traumatized by the social stigmas surrounding HIV/AIDS. Some HIV-positive mothers also feel that an emotional distance will shield their children from the pain of losing their mother. Because they are grappling with many negative feelings, such as anger and frustration, many HIV-positive mothers resort to strict disciplinary measures and avoid spending time with their children. The children misinterpret their mother’s behaviour and react in a manner that the mother perceives to be both disrespectful and disobedient, thus creating a recurring cycle in which both mothers and children become stuck. The participating mothers perceived the mother-child interaction intervention to focus on their emotional, physical, cognitive and behavioural needs as well as the needs of their children. The mothers experienced the intervention as having been particularly helpful to them and their children. They perceived themselves to be warmer, more supportive, more accepting and to have found meaning in their lives. In addition they felt that their children had begun to behave themselves and were also less avoidant of them. It enhanced their understanding of one another, and strengthened their bond so that they can depend on each other in times of difficulty. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Psychology / unrestricted