Estado del arte de la Economía Solidaria en Bogotá
This research contributes to the solidarity sector by providing an overview of what has been built at the intersection of the economic and social spheres in the capital city, the country's political, economic, and administrative hub. It also allows us to observe the advancement of knowledge in the solidarity sector, both in its daily practice and in its conceptual development, from an intellectual perspective, as part of development and social well-being in this sector. From this perspective, this book offers pertinent information on the state of knowledge and the theoretical foundations of the solidarity sector in the Capital District, drawing attention to the need to broaden and deepen the national landscape. This document has been presented in various venues, where it has been widely received and recognized for its contribution. Thus, at the First Congress on the Solidarity Economy, the study was included in the analysis. Likewise, articles on the topic have been published based on the results of the research process. From this perspective, this book offers pertinent information on the state of knowledge and theoretical foundations of the solidarity sector in the Capital District, drawing attention to the need to broaden and deepen the national landscape. This document has been presented in various settings, where it has been well received and recognized for its contributions. Thus, at the First Congress on Solidarity Economy, the study was considered a piece of analysis. Likewise, articles on the topic have been published based on the results of the research process. This document has been presented in various settings, where it has been well received and recognized for its contributions. Thus, at the First Congress on Solidarity Economy, the study was considered a piece of analysis. Likewise, articles on the topic have been published based on the results of the research process.
Authors
(Author)
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Prólogo
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Introducción
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Primera parte : Diseño metodológico
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Segunda parte : Estadística del estado del arte de la economía solidaria en Bogotá
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Tercera parte : Economía solidaria y tendencias
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Conclusiones
Introducción: dificultades comportamentales, condiciones que trascienden la infancia e influyen en el curso de vida
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Capítulo 2. Caracterización familiar, adaptativa y clínica en niños y niñas con criterios diagnósticos de TDAH y TDC
Baker, K. (2016). Conduct Disorders in Children and Adolescents. Paediatrics and Child Health, 26(12), 534-539. https://doi.org/10.1016/j.paed.2016.08.009
Balboni, G., Incognito, O., Belacchi, C., Bonichini, S. y Cubelli, R. (2017). Vineland-II Adaptive Behavior Profile of Children with Attention-Deficit/Hyperactivity Disorder or Specific Learning Disorders. Research in Developmental Disabilities, 61, 55-65. https://doi.org/10.1016/j.ridd.2016.12.003
Betts, K. S., Williams, G. M., Najman, J. M. y Alati, R. (2015). The Relationship between Maternal Depressive, Anxious, and Stress Symptoms During Pregnancy and Adult Offspring Behavioral and Emotional Problems. Depression and Anxiety, 32(2), 82-90. https://doi.org/10.1002/da.22272
Boat, B. W., Pearl, E., Barnes, J. E., Richey, L., Crouch, D., Barzman, D. y Putnam, F. W. (2011). Childhood Cruelty to Animals: Psychiatric and Demographic Correlates. Journal of Aggression, Maltreatment & Trauma, 20(7), 812-819. https://doi.org/10.1080/10926771.2011.610773
Boat, T. F., Wu, J. T., et al. (2015). Clinical Characteristics of Attention Deficit Hyperactivity Disorder. Washington: National Academies Press. Recuperado de: https://www.ncbi.nlm.nih.gov/books/NBK332879/?report=printable
Bonilla-Santos, J., González-Hernández, A. y Bonilla-Santos, G. (2017). Características neuroendocrinas del trauma temprano y su relación con el bullying. Revista Ecuatoriana de Neurología, 26(3), 258-265. Recuperado de http://scielo.senescyt.gob.ec/pdf/rneuro/v26n3/2631-2581-rneuro-26-03-00258.pdf
Crocker, N., Vaurio, L., Riley, E. P., y Mattson, S. N. (2009). Comparison of Adaptive Behavior in Children with Heavy Prenatal Alcohol Exposure or Attention-Deficit/Hyperactivity Disorder. Alcoholism: Clinical and Experimental Research, 33(11), 2015-2023. https://doi.org/10.1111/j.1530-0277.2009.01040.x
Daviss, W. B. (2008). A Review of Co-Morbid Depression in pediatric ADHD: Etiology, Phenomenology, and Treatment. Journal of Child and Adolescent Psychopharmacology, 18(6), 565-571. https://doi.org/10.1089/cap.2008.032
DeSocio, J. E. (2018). Epigenetics, Maternal Prenatal Psychosocial Stress, and Infant Mental Health. Archives of Psychiatric Nursing, 32(6), 901-906. https://doi.org/10.1016/j.apnu.2018.09.001
Flouri, E., Narayanan, M. K. y Midouhas, E. (2015). The Cross-Lagged Relationship between Father Absence and Child Problem Behaviour in the Early Years. Child: Care, Health and Development, 41(6), 1090-1097. https://doi.org/10.1111/cch.12236
Frick, P. J. (2015). Current Research on Conduct Disorder in Children and Adolescents. South African Journal of Psychology, 46(2), 160-174. https://doi.org/10.1177/0081246316628455
Joseph, C. I., Evans, S., Youssef, G., Silk, T., Anderson, V., Efron, D. y Sciberras, E. (2019). Characterisation of Depressive Symptoms in Young Children With and Without Attention Deficit Hyperactivity Disorder. European Child & Adolescent Psychiatry, 28, 1183-1192. https://doi.org/10.1007/s00787-018-01274-5
Kang, J. y Cohen, P. N. (2017). Extended Kin and Children’s Behavioral Functioning: Family Structure and Parental Immigrant Status. Social Science and Medicine, 186, 61-69. https://doi.org/10.1016/j.socscimed.2017.04.033
King, S. y Waschbusch, D. A. (2010). Aggression in Children with Attention-Deficit/Hyperactivity Disorder. Expert Review of Neurotherapeutics, 10(10), 1581-1594. https://doi.org/10.1586/ern.10.146
LaFave, D. y Thomas, D. (2017). Extended Families and Child Well-Being. Journal of Development Economics, 126, 52-65. https://doi.org/10.1016/j.jdeveco.2016.11.006
Longobardi, C. y Badenes-Ribera, L. (2018). The Relationship Between Animal Cruelty in Children and Adolescent and Interpersonal Violence: A Systematic Review. Aggression and Violent Behavior, 46, 201-211. https://doi.org/10.1016/j.avb.2018.09.001
MacKinnon, N., Kingsbury, M., Mahedy, L., Evans, J. y Colman, I. (2018). The Association Between Prenatal Stress and Externalizing Symptoms in Childhood: Evidence From the Avon Longitudinal Study of Parents and Children. Biological Psychiatry, 83(2), 100-108. https://doi.org/10.1016/j.biopsych.2017.07.010
Magnuson, K. y Berger, L. M. (2009). Family Structure States and Transitions: Associations with Children’s Wellbeing During Middle Childhood. Journal of Marriage and the Family, 71(3), 575-591. https://doi.org/10.1111/j.1741-3737.2009.00620.x
McLanahan, S., Tach, L. y Schneider, D. (2013). The Causal Effects of Father Absence. Annual Review of Sociology, 39, 399-427. https://doi.org/10.1146/annurev-soc-071312-145704
McPhedran, S. (2009). Animal Abuse, Family Violence, and Child Wellbeing: A Review. Journal of Family Violence, 24(1), 41-52. https://doi.org/10.1007/s10896-008-9206-3
Molenaar, N. M., Tiemeier, H., van Rossum, E. F. C., Hillegers, M. H. J., … y Marroun, H. (2019). Psychoneuroendocrinology Prenatal Maternal Psychopathology and Stress and Offspring HPA Axis Function at 6 Years. Psychoneuroendocrinology, 99, 120-127. https://doi.org/10.1016/j.psyneuen.2018.09.003
Mulraney, M., Zendarski, N., Mensah, F., Hiscock, H. y Sciberras, E. (2017). Do Early Internalizing and Externalizing Problems Predict Later Irritability in Adolescents with Attention-Deficit/Hyperactivity Disorder? Australian and New Zealand Journal of Psychiatry, 51(4), 393-402. https://doi.org/10.1177/0004867416659365
Nardi Rodríguez, A. (2014). Un caso de desobediencia infantil en el contexto de los nuevos modelos familiares. Revista de psicología clínica con niños y adolescentes, 1(2), 165-171.
Oliva Gómez, E. y Villa Guardiola, V. J. (2014). Hacia un concepto interdisciplinario de la familia en la globalización Justicia Juris, 10(1), 11-20. Recuperado de http://www.scielo.org.co/pdf/jusju/v10n1/v10n1a02.pdf
Pineda, D., Kamphaus, R., Mora, O., Restrepo, M., … Holguín, J. (1999). Sistema de evaluación multidimensional de la conducta. Escala para padres de niños de 6 a 11 años, versión Colombiana. Revista de Neurología, 28(7), 672-681.
Poirier, M., Déry, M., Temcheff, C. E., Toupin, J., Verlaan, P. y Lemelin, J. P. (2016). Longitudinal Associations between Conduct Problems and Depressive Symptoms Among Girls and Boys with Early Conduct Problems. European Child & Adolescent Psychiatry, 25(7), 743-754. https://doi.org/10.1007/s00787-015-0796-z
Puerta, I. C. (2004). Instrumentos para evaluar las alteraciones de la conducta. Revista de Neurología, 38(3), 271-276.
Uriel, F., Scheinsohn, M. J., Becerra, L., y D’Anna, A. (2012). Entrevista a Padres para la Evaluación Diagnóstica Infantil (EPED-I). Buenos Aires: Departamento de Publicaciones, Facultad de Psicología, UBA.
Van den Bergh, B. R. H., van den Heuvel, M. I., Lahti, M., Braeken, M., … Schwab, M. (2017). Prenatal Developmental Origins of Behavior and Mental Health: The Influence of Maternal Stress in Pregnancy. Neuroscience and Biobehavioral Reviews. https://doi.org/10.1016/j.neubiorev.2017.07.003
Walters, G. D. (2019). Animal Cruelty and Bullying: Behavioral Markers of Delinquency Risk or Causal Antecedents of Delinquent Behavior? International Journal of Law and Psychiatry, 62, 77-84. https://doi.org/10.1016/J.IJLP.2018.11.008
Wang, H. Y., Huang, T. H. y Lo, S. K. (2011). Motor Ability and Adaptive Function in Children with Attention Deficit Hyperactivity Disorder. The Kaohsiung Journal of Medical Sciences, 27(10), 446-452. https://doi.org/10.1016/J.KJMS.2011.06.004
Xia, W., Shen, L. y Zhang, J. (2015). Comorbid Anxiety and Depression in School-Aged Children with Attention Deficit Hyperactivity Disorder (ADHD) and Selfreported Symptoms of ADHD, Anxiety, and Depression Among Parents of School-Aged Children With and Without ADHD. Shanghai Archives of Psychiatry, 27(6), 356-367.
Capítulo 3. Funciones ejecutivas en niños, niñas y adolescentes con criterios diagnósticos para TDC y TDAH
Aïte, A., Cassotti, M., Linzarini, A., Osmont, A., Houdé, O. y Borst, G. (2016). Adolescents’ Inhibitory Control: Keep It Cool or Lose Control. Developmental Science, 21(1), e12491. https://doi.org/10.1111/desc.12491
Amorim, W. N. y Marques, S. C. (2018). Inhibitory Control and Cognitive Flexibility in Children with Attention-Deficit/Hyperactivity Disorder. Psychology & Neuroscience, 11(4), 364-374. https://doi.org/10.1037/pne0000156
Antonini, T. N., Becker, S. P., Tamm, L. y Epstein, J. N. (2015). Hot and Cool Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder and Comorbid Oppositional Defiant Disorder. Journal of the International Neuropsychological Society, 21(8), 584-595. https://doi.org/10.1017/S1355617715000752
Araujo Jiménez, E. A., Jané Ballabriga, M. C., Bonillo Martin, A., y Capdevilla i Brophy, C. (2014). Desórdenes en funciones ejecutivas y síntomas de desorden de comportamiento adaptativo en niños preescolares. Universitas Psychologica, 13(4), 1267-1277. https://doi.org/10.11144/Javeriana.UPSY13-4.efds
Baddeley, A. (2000). The Episodic Buffer: A New Component of Working Memory? Trends in Cognitive Sciences, 4(11), 417-423, https://doi.org/10.1016/S1364-6613(00)01538-2
Baddeley, A. y Hitch, G. J. (2019). The Phonological Loop as a Buffer Store: An Update. Cortex, 122, 91-106, https://doi.org/10.1016/j.cortex.2018.05.015
Barkley, R. A. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory Of ADHD. Psychological Bulletin, 121(1), 65-94, https://doi.org/10.1037/0033-2909.121.1.65
Betancur-Caro, M. L., Molina, D. A. y Cañizales-Romaña, L. Y. (2016). Entrenamiento cognitivo de las funciones ejecutivas en la edad escolar. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 359-368.
Bigorra, A., Garolera, M., Guijarro, S. y Hervás, A. (2016). Impact of Working Memory Training on Hot Executive Functions (Decision-Making and Theory Of Mind) in Children With ADHD: A Randomized Controlled Trial. Neuropsychiatry, 6(5), 251-263. https://doi.org/10.4172/Neuropsychiatry.1000147
Buttelmann, F. y Karbach, J. (2017). Development and Plasticity of Cognitive Flexibility in Early and Middle Childhood. Frontiers in Psychology, 8, 1040. https://doi.org/10.3389/fpsyg.2017.01040
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Carter Leno, V., Chandler, S., White, P., Pickles, A., Baird, G., Hobson, C., … Simonoff, E. (2018). Testing the Specificity of Executive Functioning Impairments in Adolescents with ADHD, ODD/CD and ASD. European Child & Adolescent Psychiatry, 1-10. https://doi.org/10.1007/s00787-017-1089-5
Chávez-Oliveros, M., Rodríguez-Agudelo, Y., Acosta-Castillo, I., García-Ramírez, N., Rojas de la Torre, G. y Sosa-Ortiz, A. L. (2015). Fluidez verbal-semántica en adultos mayores mexicanos: valores normativos. Neurología, 30(4), 189-194. https://doi.org/10.1016/J.NRL.2013.12.013
Chmielewski, W. X., Tiedt, A., Bluschke, A., Dippel, G., Roessner, V. y Beste, C. (2018). Effects of Multisensory Stimuli on Inhibitory Control in Adolescent ADHD: It is the Content of Information that Matters. NeuroImage: Clinical, 19, 527-537. https://doi.org/10.1016/J.NICL.2018.05.019
Chua, E. F. y Ahmed, R. (2016). Electrical Stimulation of the Dorsolateral Prefrontal Cortex Improves Memory Monitoring. Neuropsychologia, 85, 74-79. https://doi.org/10.1016/j.neuropsychologia.2016.03.008
Chua, E. F., Schacter, D. L., Rand-Giovannetti, E. y Sperling, R. A. (2006). Understanding Metamemory: Neural Correlates of the Cognitive Process and Subjective Level of Confidence in Recognition Memory. NeuroImage, 29(4), 1150-1160. https://doi.org/10.1016/j.neuroimage.2005.09.058
Cortese, S. (2012). The Neurobiology and Genetics of Attention-Deficit/Hyperactivity Disorder (ADHD): What Every Clinician Should Know. European Journal of Paediatric Neurology, 16(5), 422-433. https://doi.org/10.1016/j.ejpn.2012.01.009
Dajani, D. R. y Uddin, L. Q. (2015). Demystifying Cognitive Flexibility: Implications for Clinical and Developmental Neuroscience. Trends in Neurosciences, 38(9), 571-578. https://doi.org/10.1016/j.tins.2015.07.003
Damasio, A. R. (1996). El error de Descartes: la emoción, la razón y el cerebro humano. Barcelona: Crítica.
Del Missier, F., Mäntylä, T. y de Bruin, W. B. (2012). Decision-Making Competence, Executive Functioning, and General Cognitive Abilities. Journal of Behavioral Decision Making, 25(4), 331–351. https://doi.org/10.1002/bdm.731
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
Ellis, M. L., Weiss, B. y Lochman, J. E. (2009). Executive Functions in Children: Associations with Aggressive Behavior and Appraisal Processing. Journal of Abnormal Child Psychology, 37(7), 945-956. https://doi.org/10.1007/s10802-009-9321-5
Elosúa, M. R., Del Olmo, S. y Contreras, M. J. (2017). Differences in Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder (ADHD). Frontiers in Psychology, 8, 976. https://doi.org/10.3389/fpsyg.2017.00976
Fleming, S. M. y Dolan, R. J. (2012). The Neural Basis of Metacognitive Ability. Philosophical Transactions of the Royal Society of London, series B, Biological Sciences, 367(1594), 1338-1349. https://doi.org/10.1098/rstb.2011.0417
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Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J., Acosta-López, J. E. y Vélez, J. I. (2018). Executive Function and Theory of Mind in Children with ADHD: a Systematic Review. Neuropsychology Review, 28(3), 341-358. https://doi.org/10.1007/s11065-018-9381-9
Poon, K. (2017). Hot and Cool Executive Functions in Adolescence: Development and Contributions to Important Developmental Outcomes. Frontiers in Psychology, 8, 2311. https://doi.org/10.3389/fpsyg.2017.02311
Qian, Y., Chen, M., Shuai, L., Cao, Q. J., Yang, L. y Wang, Y. F. (2017). Effect of an Ecological Executive Skill Training Program for School-aged Children with Attention Deficit Hyperactivity Disorder: A Randomized Controlled Clinical Trial. Chinese Medical Journal, 130(13), 1513-1520. https://doi.org/10.4103/0366-6999.208236
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Rohlf, H. L., Holl, A. K., Kirsch, F., Krahé, B. y Elsner, B. (2018). Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood. Frontiers in Behavioral Neuroscience, 12, 27. https://doi.org/10.3389/fnbeh.2018.00027
Sanfey, A. G. (2007). Social Decision-Making: Insights from Game Theory and Neuroscience. Science, 318(5850), 598-602. https://doi.org/10.1126/science.1142996
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Schoorl, J., van Rijn, S., de Wied, M., van Goozen, S. y Swaab, H. (2018). Boys with Oppositional Defiant Disorder/Conduct Disorder Show Impaired Adaptation During Stress: An Executive Functioning Study. Child Psychiatry & Human Development, 49(2), 298-307. https://doi.org/10.1007/s10578-017-0749-5
Schreiber, J. E., Possin, K. L., Girard, J. M. y Rey-Casserly, C. (2014). Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery. Journal of the International Neuropsychological Society, 20(1), 41-51. https://doi.org/10.1017/S1355617713001100
Shao, Z., Janse, E., Visser, K. y Meyer, A. S. (2014). What Do Verbal Fluency Tasks Measure? Predictors of Verbal Fluency Performance in Older Adults. Frontiers in Psychology, 5, https://doi.org/10.3389/fpsyg.2014.00772
Shimamura, A. P. (2000). Toward a Cognitive Neuroscience of Metacognition. Consciousness and Cognition, 9(2), 313-323. https://doi.org/10.1006/ccog.2000.0450
Shuai, L. y Wang, Y. (2007). Executive Function Characteristic in Boys with Attention Deficit Hyperactivity Disorder Comorbid Disruptive Behavior Disorders. Journal of Peking University. Health Sciences, 39(3), 241-246.
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Tamnes, C. K., Walhovd, K. B., Grydeland, H., Holland, D., Østby, Y., Dale, A. M. y Fjell, A. M. (2013). Longitudinal Working Memory Development Is Related to Structural Maturation of Frontal and Parietal Cortices. Journal of Cognitive Neuroscience, 25(10), 1611-1623. https://doi.org/10.1162/jocn_a_00434
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Vélez-van-Meerbeke, A., Zamora, I. P., Guzmán, G., Figueroa, B., López Cabra, C. A. y Talero-Gutiérrez, C. (2013). Evaluación de la función ejecutiva en una población escolar con síntomas de déficit de atención e hiperactividad. Neurología, 28(6), 348-355. https://doi.org/10.1016/J.NRL.2012.06.011
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Yeh, Z.-T., Tsai, M. C., Tsai, M. D., Lo, C. Y. y Wang, K. C. (2017). The Relationship Between Theory of Mind and the Executive Functions: Evidence from Patients with Frontal Lobe Damage. Applied Neuropsychology: Adult, 24(4), 342-349. https://doi.org/10.1080/23279095.2016.1185425
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Zhang, H. F., Shuai, L., Zhang, J. S., Wang, Y. F., Lu, T. F., Tan, X., … Shen, L. X. (2018). Neuropsychological Profile Related with Executive Function of Chinese Preschoolers with Attention-Deficit/Hyperactivity Disorder: Neuropsychological Measures and Behavior Rating Scale of Executive Function-Preschool Version. Chinese Medical Journal, 131(6), 648-656. https://doi.org/10.4103/0366-6999.226893
Capítulo 4. Componente Teoría de la Mente en niños y niñas con criterios diagnóstico para TDC y TDAH
Ahmed, S. P., Bittencourt-Hewitt, A. y Sebastian, C. L. (2015). Neurocognitive bases of Emotion Regulation Development in Adolescence. Developmental Cognitive Neuroscience, 15, 11–25. https://doi.org/10.1016/j.dcn.2015.07.006
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Arango, O. E., Montoya, P. A., Puerta, I. C., y Sánchez, J. W. (2014). Teoría de la mente y empatía como predictores de conductas disociales en la adolescencia. Escritos de Psicología, 7(1), 20-30. https://doi.org/10.5231/psy.writ.2013.2810
Arango, O. E., Olivera, A., Restrepo, V. y Puerta, I. C. (2017). Empathic Skills and Theory of Mind in Female Adolescents with Conduct Disorder. Revista Brasileira de Psiquiatria, 40(1), 78-82. https://doi.org/10.1590/1516-4446-2016-2092
Arce, R., Fariña, F. y Vázquez, M. J. (2011). Grado de competencia social y comportamientos antisociales, delictivos y no delictivos en adolescentes. Revista Latinoamericana de Psicología, 43(3), 473-486.
Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P. y Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/Hyperactivity Disorder. BioMed Research International, 2014, 761340. https://doi.org/10.1155/2014/761340
Baez, S., Herrera, E., Villarin, L., Theil, D., Gonzalez-Gadea, M. L., Gomez, P., … Ibañez, A. M. (2013). Contextual Social Cognition Impairments in Schizophrenia and Bipolar Disorder. Plos One, 8(3), e57664. https://doi.org/10.1371/journal.pone.0057664
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y. y Plumb, I. (2001). The Reading the Mind in the Eyes Test Revised Version: A Study with Normal Adults, and Adults with Asperger Syndrome or High-Functioning Autism. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 42(2), 241-251.
Baron-Cohen, S., Riordan, M. O., Stone, V., Jones, R. y Plaisted, K. (1999). A New Test of Social Sensitivity : Detection of Faux Pas in Normal Children and Children With Asperger Syndrome. Journal of Autism and Developmental Disorders, 29, 407-418.
Baron-Cohen, S., Jolliffe, T., Mortimore, C. y Robertson, M. (1997). Another Advanced Test of Theory of Mind: Evidence from Very High Functioning Adults with Autism or Asperger Syndrome. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(7), 813-822.
Beer, J. S., y Ochsner, K. N. (2006). Social Cognition: A Multi-Level Analysis. Brain Research, 1079(1), 98-105. https://doi.org/10.1016/J.BRAINRES.2006.01.002
Bora, E. y Pantelis, C. (2016). Meta-Analysis of Social Cognition in Attention-Deficit/Hyperactivity Disorder (ADHD): Comparison with Healthy Controls and Autistic Spectrum Disorder. Psychological Medicine, 46(04), 699-716. https://doi.org/10.1017/S0033291715002573
Borhani, K. y Nejati, V. (2018). Emotional Face Recognition in Individuals with Attention-Deficit/Hyperactivity Disorder: A Review Article. Developmental Neuropsychology, 43(3), 256-277. https://doi.org/10.1080/87565641.2018.1440295
Brüne, M. y Brüne-Cohrs, U. (2006). Theory of Mind—Evolution, Ontogeny, Brain Mechanisms and Psychopathology. Neuroscience & Biobehavioral Reviews, 30(4), 437-455. https://doi.org/10.1016/j.neubiorev.2005.08.001
Caillies, S., Bertot, V., Motte, J., Raynaud, C. y Abely, M. (2014). Social Cognition in ADHD: Irony Understanding and Recursive Theory of Mind. Research in Developmental Disabilities, 35(11), 3191-3198. https://doi.org/10.1016/j.ridd.2014.08.002
Dadds, M. R., Kimonis, E. R., Schollar-Root, O., Moul, C. y Hawes, D. J. (2018). Are Impairments in Emotion Recognition a Core Feature of Callous–Unemotional Traits? Testing the Primary versus Secondary Variants Model in Children. Development and Psychopathology, 30(01), 67-77. https://doi.org/10.1017/S0954579417000475
de la Osa, N., Granero, R., Domenech, J. M., Shamay-Tsoory, S. y Ezpeleta, L. (2016). Cognitive and Affective Components of Theory of Mind in Preschoolers with Oppositional Defiance Disorder: Clinical Evidence. Psychiatry Research, 241, 128-134. https://doi.org/10.1016/j.psychres.2016.04.082
Decety, J., Michalska, K. J., Akitsuki, Y. y Lahey, B. B. (2009). Atypical Empathic Responses in Adolescents with Aggressive Conduct Disorder: A Functional MRI Investigation. Biological Psychology, 80(2), 203-211. https://doi.org/10.1016/j.biopsycho.2008.09.004
Demirci, E. y Erdogan, A. (2016). ¿Is Emotion Recognition the Only Problem in ADHD? Effects of Pharmacotherapy on Face and Emotion Recognition in Children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 8(4), 197-204. https://doi.org/10.1007/s12402-016-0201-x
Duclos, H., Desgranges, B., Eustache, F. y Laisney, M. (2018). Impairment of Social Cognition in Neurological Diseases. Revue Neurologique, 174(4), 190-198. https://doi.org/10.1016/j.neurol.2018.03.003
Fairchild, G., Van Goozen, S. H. M., Calder, A. J., Stollery, S. J. y Goodyer, I. M. (2009). Deficits in Facial Expression Recognition in Male Adolescents with Early-Onset or Adolescence-Onset Conduct Disorder. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 50(5), 627-636.
Frith, C. D. y Frith, U. (2012). Mechanisms of Social Cognition. Annual Review of Psychology, 63(1), 287-313. https://doi.org/10.1146/annurev-psych-120710-100449
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Gómez Botero, M., Tobón, E. A., González, D. M. y Barceló, E. (2010). Características de la teoría en el trastorno disocial de la conducta. Psicología desde el Caribe, (26),103-118.
Happé, F. G. (1993). Communicative Competence and Theory of Mind in Autism: A Test of Relevance Theory. Cognition, 48(2), 101-119.
Henry, J. D., von Hippel, W., Molenberghs, P., Lee, T. y Sachdev, P. S. (2016). Clinical Assessment of Social Cognitive Function in Neurological Disorders. Nature Reviews Neurology, 12(1), 28-39. https://doi.org/10.1038/nrneurol.2015.229
Javdani, S., Sadeh, N., Donenberg, G. R., Emerson, E., Houck, C. y Brown, L. K. (2017). Affect Recognition Among Adolescents in Therapeutic Schools: Relationships with Posttraumatic Stress Disorder and Conduct Disorder Symptoms. Child and Adolescent Mental Health, 22(1), 42-48. https://doi.org/10.1111/camh.12198
Lecce, S., Bianco, F., Devine, R. T. y Hughes, C. (2017). Relations Between Theory of Mind and Executive Function in Middle Childhood: A Short-Term Longitudinal Study. Journal of Experimental Child Psychology, 163, 69-86. https://doi.org/10.1016/J.JECP.2017.06.011
Martin-Key, N. A., Graf, E. W., Adams, W. J. y Fairchild, G. (2017). Facial Emotion Recognition and Eye Movement Behaviour in Conduct Disorder. Journal of Child Psychology and Psychiatry, 59(3), https://doi.org/10.1111/jcpp.12795
Özbaran, B., Kalyoncu, T. y Köse, S. (2018). Theory of Mind and Emotion Regulation Difficulties in Children with ADHD. Psychiatry Research, 270, 117-122. https://doi.org/10.1016/J.PSYCHRES.2018.09.034
Pichardo Martínez, M., Justicia-Arráez, A., Alba Corredor, G. y Fernández Cabezas, M. (2016). Desarrollo de la competencia social y prevención de problemas de conducta en el aula infantil. Pensamiento Psicológico, 14(1), 21–31. https://doi.org/10.11144/javerianacali.ppsi14-1.dcsp
Premack, D. y Woodruff, G. (1978). Does the Chimpanzee have a Theory of Mind? Behavioral and Brain Sciences, 1(4), 515-526. https://doi.org/10.1017/S0140525X00076512
Rasuli M. y Chubdari A. (2015). Effectiveness of Theory of Mind Training in Social Cognition in Children with Attention Deficit Hyperactive Disorder. International Journal of School and Cognitive Psychology, 2(4), 156.
Roelofs, R. L., Wingbermühle, E., Egger, J. I. M. y Kessels, R. P. C. (2017). Social Cognitive Interventions in Neuropsychiatric Patients: A Meta-Analysis. Brain Impairment, 18(01), 138-173. https://doi.org/10.1017/BrImp.2016.31
Ros, R. y Graziano, P. A. (2018). Social Functioning in Children With or At Risk for Attention Deficit/Hyperactivity Disorder: A Meta-Analytic Review. Journal of Clinical Child and Adolescent Psychology, 47(2), 213-235. https://doi.org/10.1080/15374416.2016.1266644
Schug, J., Takagishi, H., Benech, C. y Okada, H. (2016). The Development of Theory of Mind and Positive and Negative Reciprocity in Preschool Children. Frontiers in Psychology, 7, 888. https://doi.org/10.3389/fpsyg.2016.00888
Sharp, C. (2008). Theory of Mind and Conduct Problems in Children: Deficits in Reading the “Emotions of the Eyes.” Cognition and Emotion, 22(6), 1149-1158. https://doi.org/10.1080/02699930701667586
Téllez-Vargas, J. (2006). Teoría de la mente: evolución, ontogenia, neurobiología y psicopatología. Avances en Psiquiatría Biológica, 7, 7-25.
Tirapu-Ustárroz, J., Pérez-Sayes, G., Erekatxo-Bilbao, M., y Pelegrín-Valero, C. (2007). ¿Qué es la teoría de la mente? Rev. Neurol., 44(8), 479-489.
Van Overwalle, F. (2009). Social Cognition and the Brain: A Meta-Analysis. Human Brain Mapping, 30(3), 829-858. https://doi.org/10.1002/hbm.20547
Vite Sierra, A., Alfaro Belmont, J. N., Pérez Pérez, A. D. y Miranda García, D. (2015). Intervención interactiva en los problemas de comportamiento infantil. Acta Colombiana de Psicología, 18(1), 149-157.
Wimmer, H. y Perner, J. (1983). Beliefs About Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children’s Understanding of Deception. Cognition, 13(1), 103-128. https://doi.org/10.1016/0010-0277(83)90004-5
Zuluaga, J., Marín, L. y Becerra, A. (2018). Teoría de la mente y empatía en niños y niñas con diagnóstico de Síndrome de Asperger. Psicogente, 21(39), 88-101. https://doi.org/10.17081/psico.21.39.2824
Campítulo 5. Evaluación y procesos de intervención en niños y niñas con Trastorno con déficit de atención e hiperactividad y Trastorno disocial de la conducta
Adolphs, R. (2002). Neural Systems for Recognizing Emotion. Current Opinion in Neurobiology, 12(2), 169-177.
Alvis Rizzo, A., Arana Medina, M. y Restreoi Botero, J. (2014). Propuesta de rehabilitación neuropsicológica de la atención, las funciones ejecutivas y empatía en personas con diagnóstico de trastorno antisocial de la personalidad, desvinculadas del conflicto armado colombiano. Revista virtual Universidad Católica del Norte, 2(42), 138-153.
Amiri, S., Sadeghi-Bazargani, H., Nazari, S. y Abdi, S. (2017). Attention Deficit/Hyperactivity Disorder and Risk of Injuries: A Systematic Review and Meta-Analysis. J Inj Violence Res, 9(2), 95-105.
Anastassiou-Hadjicharalambous, X., y Warden, D. (2008). Cognitive and Affective Perspective-Taking in Conduct-Disordered Children High and Low on Callous-Unemotional Traits. Child and Adolescent Psychiatry and Mental Health, 2(1), 16. https://doi.org/10.1186/1753-2000-2-16
Andrews, J. (1996). Theory and Practice in Speech-Language Pathology: A Review of Systemic Principles. Seminars in Speech and Language, 17(02), 97-106. https://doi.org/10.1055/s-2008-1064090
American Psychiatric Association –APA–. (2002). DSM-IV-TR : manual diagnóstico y estadístico de los trastornos mentales. Barcelona: Masson. Recuperado de: https://bit.ly/2XztREW
Arango Lasprilla, J. C. y Márquez Orta, E. (2006). Rehabilitación neuropsicológica. Ciudad de México: Manual Moderno.
Arango, O. E., Montoya, P. A., Puerta, I. C., y Sánchez, J. W. (2014a). Teoría de la mente y empatía como predictores de conductas disociales en la adolescencia. Escritos de Psicología, 7(1), 20-30. https://doi.org/10.5231/psy.writ.2013.2810
Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P. y Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/Hyperactivity Disorder. BioMed Research International, 2014, 761340. https://doi.org/10.1155/2014/761340
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Eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo.
