28th International Congress of Psychology August 8 ... - U-netSURF

The modernist hierarchical distinction between pure and applied psychology discourages
alternative forms of school professional practices that might better serve those children. In a
postmodern perspective educational psychologists see psychology as a cultural practice. Their
greatest challenges lie in having new conceptual resources, being innovative and creating more
effective practices in favor of teams made up of teachers, family and community.
5061.3 Attachment, parents perception and friendship in children at risk, J.E. Moreno,
Conicet–Argentina, Buenos Aires, Argentina
In this study, the effect of an intervention program for children at risk is assessed. Argentine
versions (Richaud, Sacchi, Moreno, 1999) of Children Report of Parental Behavior (Schaefer,
1965), Friendship Scale (Bukowski, 1994) and Kerns Security Scale (1996) were administered
before and after the intervention program to 100 children, 7 years old, both sexes, that assisted. to
an elementary school from the city of Parana, Argentina. Comparisons between before and after
scores in the three scales (Manova for repeated measures) are presented. The results provide
evidence of the effect of the intervention program.
5061.4 Attribution and coping processes in children environmentally at risk, M.C. Richaud,
Conicet–Argentina, Buenos Aires, Argentina
The objective is to compare attributional style and coping strategies in children environmentally at
risk with those of middle class children. An Argentine version of Seligman Attributional Style
Questionnaire and the Argentine Coping Questionnaire for children (Richaud, Sacchi, Moreno,
2003) were administered to 200 Argentine children, seven years old, both sexes, from second year
of elementary school, 100 at risk and 100 not at risk. The results were compared through
MANOVA. It was also studied by means of a before and after design, the intervention program
effect in attributional style and coping in the children at risk.
5061.5 Child development and sociocultural diversity in Peru: Challenges for intervention
programs, C. Thorne, Pontificia Universidad Católica del Perú, Casilla, Peru
Peru is a complex country with a diverse geography, dramatic socio-economic and cultural
differences, several ethnic and linguistic groups. In the poorest areas most children live in an
environment characterized by lack of healthiness, malnutrition, marginality, violence, illiteracy
and family instability that influence negatively their development. An overview of the most
important research studies carried out with Peruvian children and intervention programs is
presented and analyzed. New paradigms are suggested to understand child development in
developing countries, as well as the application of alternative models that will allow appropriate
interventions that will smooth the progress of those children at risk.
5061.6 Understanding coping processes in children under stress situation, M. Audet-Lapointe,
University of Montreal, Canada
The aim of the present study is to explore the relations between negative life event, coping process
and psychological adjustment for children under stress. Participants were 676 children, 8 to 16
years. Scales included Negative Life Events Scale for Children (Sandler,1986), Threat Appraisal
Scale (Sheets,1996), Children’s Coping Strategies Checklist V2 (Ayers, 2003), Efficacy Scale
(Sandler, 2000), Revised Child Manifest Anxiety Scale (Reynold, 1978) and Children Depression
1224