Parental stress, attachment and maternal reflective functioning and the effects of a psychoeducational program among mothers of preschoolers in vulnerable contexts

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dc.contributor.advisorSantelices Álvarez, María Pía
dc.contributor.authorZapata Habed, Johana Sofía
dc.contributor.otherPontificia Universidad Católica de Chile. Escuela de Psicología
dc.date.accessioned2018-06-08T15:43:57Z
dc.date.available2018-06-08T15:43:57Z
dc.date.issued2017
dc.descriptionTesis (Ph.D. in Psychotherapy)--Pontificia Universidad Católica de Chile, 2017
dc.description.abstractThe ability of mothers of thinking about their children’s thoughts and emotions are essential for present and future mental health -especially for young children- so it is necessary to understand the factors that may have an effect in this ability, as well as creating programs to promote maternal mentalizing. However, there are few studies reported in Latin America with mothers of preschoolers. This work includes two studies, the purpose of the first one is to explore the moderating role of parental stress and depression in the relationship of maternal reflective functioning and attachment in a sample of 125 mothers of children between 3 and 5 years old in public preschools in Santiago, Chile. Multiple linear regressions show that parenting stress but not symptoms of depression has a moderating role in the relationship between attachment style and maternal mentalizing, so mothers with similar attachment anxiety present lower scores in parental reflective functioning -highest score on prementalizing scale- as maternal stress increases. Also, mothers who have low attachment anxiety but high parenting stress will have a diminished mentalizing capacity as the parenting stress gets higher. The second study assesses the outcome of a five-session intervention program to enhance maternal mentalizing in 19 preschooler’s mothers compared with 26 mothers which were not exposed to any intervention. A Wilcoxon rank test revealed that mothers who attend to the intervention had significant differences in the number of cognitive words and no metal state words when reading a story to their children. Also, decreased their attachment anxiety, contrary to mothers in the control group.
dc.format.extent164 hojas
dc.identifier.doi10.7764/tesisUC/PSI/21903
dc.identifier.urihttps://do.org/10.7764/tesisUC/PSI/21903
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/21903
dc.information.autorucEscuela de Psicología ; Santelices Álvarez, María Pía ; 0000-0001-7473-1525 ; 1002001
dc.information.autorucEscuela de Psicología ; Zapata Habed, Johana Sofía ; S/I ; 217682
dc.language.isoen
dc.nota.accesoContenido completo
dc.rightsacceso abierto
dc.subject.ddc150
dc.subject.deweyPsicologíaes_ES
dc.subject.otherMadres - Chile - Psicologíaes_ES
dc.subject.otherPadres - Psicologíaes_ES
dc.subject.otherMadre e hijo - Investigaciones - Chilees_ES
dc.titleParental stress, attachment and maternal reflective functioning and the effects of a psychoeducational program among mothers of preschoolers in vulnerable contextses_ES
dc.typetesis doctoral
sipa.codpersvinculados1002001
sipa.codpersvinculados217682
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