Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica

Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica

La investigación desarrollista sobre la violencia socio-política se ha centrado principalmente en explicar sus efectos psicológicos a mediano y largo plazo en la niñez y ha generalizado a partir de grandes muestras. Pocos estudios se han centrado en explorar momento a momento las experiencias de la vida cotidiana de niños y niñas que sufrieron episodios de ese tipo de violencia. En esta investigación se usó un diseño basado en la observación de un día en la vida de dos niñas y dos niños del Suroccidente Colombiano para describir el contexto en que se desarrollan, cómo se ven a sí mismos y cómo resignifican experiencias de violencia política que vivieron en su primera infancia. Se usaron relatos autobiográficos, entrevistas y un análisis de... Ver más

Guardado en:

Revista Iberoamericana de Psicología

2027-1786

2500-6517

Claro La Rotta, Silvana Del Pilar

Ordoñez Morales, Oscar -

CORPORACIÓN UNIVERSITARIA IBEROAMERICANA

10.33881/2027-1786.rip.15207

15

2022-09-17

71

83

Colombia

narrativas; niñez; violencia; conflicto político; vida diaria; psicología del desarrollo (Tesauro de la American Psychological Association).

http://purl.org/coar/access_right/c_abf2

info:eu-repo/semantics/openAccess

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Revista Iberoamericana de Psicología - 2022

id da4e73f2a61cf818d092fa44d68016b4
record_format ojs
spelling Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
Onwuegbuzie, A., & Tashakkori, A. (2015). Utilizing mixed research and evaluation methodology in peace psychology and beyond. En D. Bretherton, & S. F. Law (Eds.), Methodologies in peace psychology: Peace research by peaceful means (pp. 115–137). Cham, Switzerland: Springer.
Stanciu, E. A., & Rogers, J. L. (2011). Survivors of political violence: Conceptualizations, empirical findings, and ecological interventions. International Journal for the Advancement of Counselling, 33(3), 172–183. https://doi.org/10.1007/s10447-011-9120-x
Sousa, C. A. (2013). Political violence, collective functioning and health: A review of the literature. Medicine, Conflict and Survival, 29(3), 169–197. http://dx.doi.org/10.1080/13623699.2013.813109
Spriggs, M., & Gillam, L. (2017). Ethical complexities in child co-research. Research Ethics, 174701611775020. https://doi.org/10.1177/1747016117750207
Smiley, A., Moussa, W., Ndamobissi, R., & Menkiti, A. (2021). The negative impact of violence on children’s education and well-being: Evidence from Northern Nigeria. International Journal of Educational Development, 81, 102327. https://doi.org/10.1016/j.ijedudev.2020.102327
Slone, M., & Shoshani, A. (2017). Children affected by war and armed conflict: Parental protective factors and resistance to mental health symptoms. Frontiers in Psychology, 8, 1397. https://doi.org/10.3389/fpsyg.2017.01397
Skinner, A. T., Oburu, P., Lansford, J. E., & Bacchini, D. (2014). Childrearing violence and child adjustment after exposure to Kenyan post-election violence. Psychology of Violence, 4(1), 37–50. https://doi.org/10.1037/a0033237
Shearer, K., Hryniuk, S. S., Ray, L., & Rempel, G. R. (2020). Research conversations with children and adolescents: Development and use of comprehensive interview guidelines. https://advance.sagepub.com/articles/preprint/Research_conversations_with_children_and_adolescents_Development_and_use_of_comprehensive_interview_guidelines/12471683
Richman, N. (1993). Annotation: Children in situations of political violence. Journal of Child Psychology and Psychiatry, 34(8), 1286–1302. https://doi.org/10.1111/j.1469-7610.1993.tb02092.xRogers, L. G.,
Pfefferbaum, B., Nitiéma, P., & Newman, E. (2019). A meta-analysis of intervention effects on depression and/or anxiety in youth exposed to political violence or natural disasters. Child & Youth Care Forum, 48(4), 449–477. https://doi.org/10.1007/s10566-019-09494-9
Paterson, S., Parish-Morris, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Considering development in developmental disorder. Journal of Cognition and Development, 17(4), 568–583. https://doi.org/10.1080/15248372.2016.1200047
Ospina-Alvarado, M. C., Varón Vega, V., & Cardona Salazar, L. M. (2020). Narrativas colectivas y memorias del conflicto armado colombiano: Sentidos y prácticas de abuelas y madres de niñas y niños de la primera infancia. Interdisciplinaria, 37(1), 275–292. http://doi.org/10.16888/interd.2020.37.1.17
Orozco Henao , E. A., Marín Díaz , B. A., & Zuluaga Valencia, J. B. (2020). Depresión infanto- juvenil y exposición temprana a la violencia. Revista Iberoamericana de Psicología, 13 (3), 102–114. https://reviberopsicologia.ibero.edu.co/article/view/1916102
Neuner, F., Catani, C., Ruf, M., Schauer, E., Schauer, M., & Elbert, T. (2008). Narrative exposure therapy for treatment of traumatized children and adolescents (KidNET): From neurocognitive theory to field intervention. Child and Adolescents Psyquiatric Clinics of North America, 17(3), 641–664. https://doi.org/10.1016/j.chc.2008.03.001
Tamayo Gomez, C. (2019). Victims’ collective memory and transitional justice in post-conflict Colombia: The case of the March of Light. Memory Studies, 1–14. https://doi.org/10.1177/1750698019882055
Mehl, M. R. & Conner, T. S. (Eds.) (2012). Handbook of research methods for studying daily life. New York: The Guildford Press.
Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63(1), 227–257. https://doi.org/10.1146/annurev-psych-120710-100356
Manzanero, A. L., Fernández, J., Gómez-Gutiérrez, M. del-M., Álvarez, M. A., El-Astal, S., Hemaid, F., & Veronese, G. (2020). Between happiness and sorrow: Phenomenal characteristics of autobiographical memories concerning war episodes and positive events in the Gaza Strip. Memory Studies, 13(6), 917–931. https://doi.org/10.1177/1750698018818221
Lupu, N., & Peisakhin, L. (2017). The legacy of political violence across generations. American Journal of Political Science, 61(4), 836–851. https://doi.org/10.1111/ajps.12327
Katartzi, E. (2017). Young migrants’ narratives of collective identifications and belonging. Childhood, 25(1), 34–46. https://doi.org/10.1177/0907568217729191
Kadir, A., Shenoda, S., Goldhagen, J., Pitterman, S., & Section on International Child Health (2018). The effects of armed conflict on children. Pediatrics, 142(6), e20182586. https://doi.org/10.1542/peds.2018-2586
Hamber, B., Gallagher, E., Weine, S. M., DasGupta, S., Palmary, I., & Wessells, M. (2015). Towards contextual psychosocial practice. En B. Hamber & E. Gallagher (Eds.), Psychosocial perspectives on peacebuilding (pp. 289–316). Cham, Switzerland: Springer.
Hamber, B., Gallagher, E., Weine, S. M., Agger, I., Bava, S., Gaborit, M., R. Murthy, R. S., & Saul, J. (2015). Exploring how context matters in addressing the impact of armed conflict. En B. Hamber & E. Gallagher (Eds.), Psychosocial perspectives on peacebuilding (pp. 1–31). Cham, Switzerland: Springer.
Habermas, T. (2011). Autobiographical reasoning: Arguing and narrating from a biographical perspective. New Directions for Child and Adolescent Development, 131, 1–17. https://doi.org/10.1002/cd.285
Guanumen Niño, J. D., & Londoño Pérez, C. (2020). El arte como mecanismo de regulación emocional en jóvenes víctimas de conflicto armado. Revista Iberoamericana de Psicología, 13 (2), 25–34. https://reviberopsicologia.ibero.edu.co/article/view/177026
Goodman, G. (1996). Inquietudes y memoria de los niños. En R. Fivush, & J. Hudson (Eds.), Conocimiento y recuerdo en la infancia (pp. 271–308). Madrid: Visor.
Gómez, C. & Hincapié, E. (2019). Desaparición forzada, memoria y sufrimiento: De la memoria traumática a la memoria política. En A. Díaz, & Bravo, O. A. (Eds.), Psicología política y procesos para la paz en Colombia (pp. 87–119). Cali, Colombia: Universidad Icesi & ASCOFAPSI.
Gillen, J., Cameron, C. A., Tapanya, S., Pinto, G., Hancock, R., Young, S., & Gamannossi, B. A. (2007). “A day in the life”: Advancing a methodology for the cultural study of development and learning in early childhood. Early Child Development and Care, 177(2), 207–218. https://doi.org/10.1080/03004430500393763
Swim, J. K., Hyers, L. L., Cohen, L. L., & Ferguson, M. J. (2001). Everyday sexism: Evidence for its incidence, nature, and psychological impact from three daily diary studies. Journal of Social Issues, 57(1), 31–53. https://doi.org/10.1111/0022-4537.00200
Taylor, L. K. (2017). Implications of coping strategies and perceived community cohesion for mental health in Colombia. En M. Seedat, S. Suffla & D. J. Christie (Eds.), Enlarging the scope of peace psychology: African and world-regional contributions (pp. 55–73). Cham, Switzerland: Springer.
Garbarino, J., & Kostelny, K. (1996). The effects of political violence on Palestinian children’s behavior problems: A risk accumulation model. Child Development, 67, 33–45. https://doi.org/10.1111/j.1467-8624.1996.tb01717.x
Vásquez Zárate, G. A. (2017). Devenir en padres: un análisis de las prácticas de resistencia de la organización H.I.J.O.S. Revista Colombiana de Sociología, 40(1), 25–44. https://doi.org/10.15446/rcs.v40n1.61947
Text
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://purl.org/coar/version/c_970fb48d4fbd8a85
info:eu-repo/semantics/publishedVersion
http://purl.org/redcol/resource_type/ARTREF
http://purl.org/coar/resource_type/c_6501
info:eu-repo/semantics/article
Ziv, Y., & Kupermintz, H. (2021). The effects of exposure to political and domestic violence on preschool children and their mothers. International Journal of Psychology, 56(1), 12–21. https://doi.org/10.1002/ijop.12608
Ziv, Y. (2012). Exposure to violence, social information processing, and problem behavior in preschool children. Aggressive Behavior, 38(6), 429–441. https://doi.org/10.1002/ab.21452
Zamir, O., Gewirtz, A. H., Dekel, R., Lavi, T., & Tangir, G. (2018). Mothering under political violence: Post‐traumatic symptoms, observed maternal parenting practices and child externalising behaviour. International Journal of Psychology, 55(1), 123–132. https://doi.org/10.1002/ijop.12557
Wainryb, C., & Pasupathi, M. (2010). Political violence and disruptions in the development of moral agency. Child Development Perspectives, 4(1), 48–54. https://doi.org/10.1111/j.1750-8606.2009.00117.x
van Geert, P. L. C. (2019). Dynamic systems, process and development. Human Development, 63, 153–179. https://doi.org/10.1159/000503825
Taylor, L. K., Dautel, J., & Rylander, R. (2020). Symbols and labels: Children's awareness of social categories in a divided society. Journal of Community Psychology, 48(5), 1512–1526. https://doi.org/10.1002/jcop.22344
van Geert, P. (2014). Group versus individual data in a dynamic systems approach to development”. Enfance, 3(3), 283–312. https://doi.org/10.4074/S0013754514003061
Van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105(4), 634–677. https://doi.org/10.1037/0033-295X.105.4.634-677
Valsiner, J. (2009). Baldwin’s quest: A universal logic of development. In J. Clegg (Ed.), The observation of human systems: Lessons from the history of anti-reductionist empirical psychology (pp. 45–82). New York: Routledge.
Valsiner, J. (1994). What is “natural” about “natural contexts”?: Cultural construction of human development (and its study). Infancia y Aprendizaje, 17(66), 11–19. https://doi.org/10.1174/02103709460578909
Valsiner, J., & Benigni, L. (1986). Naturalistic research and ecological thinking in the study of child development. Developmental Review, 6(3), 203–223. https://doi.org/10.1016/0273-2297(86)90012-2
Tudge, J., & Hogan, D. (2005). An ecological approach to observations of children’s everyday lives. En S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 102–122). London, UK: Sage. https://dx.doi.org/10.4135/9781849209823
Cummings, E. M. (2020). Youth in Northern Ireland: Linking violence exposure, emotional insecurity, and the political macrosystem. Monographs of the Society for Research in Child Development, 85(4), 7–122. https://doi.org/10.1111/mono.12423
Townsend, D., Taylor, L. K., Merrilees, C. E., Furey, A., Goeke‐Morey, M. C., Shirlow, P., &
Thorne, A., & McLean, K. C. (2003). Telling traumatic events in adolescence: A study of master narrative positioning. En R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 169–185). Mahwah, NJ: Lawrence Erlbaum.
Thoene, U., García Alonso, R., Blanco Bernal, C. A. (2020). Memory and trauma: Soldier victims in the Colombian armed conflict. SAGE Open, 1–12. https://doi.org/10.1177/2158244020940696
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1, 77-100. https://doi.org/10.1177/1558689806292430
Teachman, G., & Gibson, B. E. (2012). Children and youth with disabilities: Innovative methods for single qualitative interviews. Qualitative Health Research, 23(2), 264–274. https://doi.org/10.1177/1049732312468063
Taylor, L. K., Merrilees, C. E., Biruski, D. C., Ajdukovic, D., & Cummings, E. M. (2017). Complexity of risk: Mixed-methods approach to understanding youth risk and insecurity in postconflict settings. Journal of Adolescent Research, 32(5), 585–613. https://doi.org/10.1177/0743558416684950
Garry, S., & Checchi, F. (2019). Armed conflict and public health: Into the 21st century. Journal of Public Health, 42(3), e287–e297. https://doi.org/10.1093/pubmed/fdz095
Garbarino, J. (2014). Ecological perspective on child well-being. En A. Ben-Arieh, F. Casas, I. Frønes, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 1365–1384). Dordrecht, Netherlands: Springer.
Frounfelker, R. L., Islam, N., Falcone, J., Farrar, J., Ra, C., Antonaccio, C. M., Enelamah, N., & Betancourt, T. S. (2019). Living through war: Mental health of children and youth in conflict-affected areas. International Review of the Red Cross, 101(911), 481–506. https://doi.org/10.1017/S181638312000017X
https://reviberopsicologia.ibero.edu.co/article/view/2225
Betancourt, T. S., & Khan, K. T. (2008). The mental health of children affected by armed conflict: Protective processes and pathways to resilience. International Review of Psychiatry, 20(3), 317–328. https://doi.org/10.1080/09540260802090363
Ben-Arieh, A. Casas, F., Frønes, I., & Korbin, J. E. (Eds.) (2014). Handbook of child well-being: Theories, methods and policies in global perspective. Dordrecht, Netherlands: Springer.
Beltrán, J. O., Moreno, N. M., Polo, J., Zapata, M. E., & Acosta, M. R. (2012). Memoria autobiográfica: un sistema funcionalmente definido. International Journal of Psychological Research, 5(2), 108–123.
Bácares, C. (2019). El protagonismo de la infancia en las Comisiones de la Verdad: desafíos y retos para el posconflicto en Colombia. Ciencia Política, 14(27), 19–46. https://doi.org/10.15446/cp.v14n27.73183
Ahlness, E. A. (2020). Post-war, peri-youth: Physical and social remnants of the Tajik Civil War in childhood environments. Childhood, 27(3), 340–353. https://doi.org/10.1177/0907568220906878
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Revista Iberoamericana de Psicología - 2022
https://creativecommons.org/licenses/by-nc-sa/4.0
Español
Revista iberoamericana de psicología
Bikmen, N. (2013). Collective memory as identity content after ethnic conflict: An exploratory study. Peace and Conflict: Journal of Peace Psychology, 19(1), 23–33. https://doi.org/10.1037/a0031472
Bogotá: Corporación Universitaria Iberoamericana
application/pdf
Artículo de revista
Núm. 2 , Año 2022 : Revista Iberoamericana de Psicología
2
15
narrativas; niñez; violencia; conflicto político; vida diaria; psicología del desarrollo (Tesauro de la American Psychological Association).
Claro La Rotta, Silvana Del Pilar
Ordoñez Morales, Oscar -
La investigación desarrollista sobre la violencia socio-política se ha centrado principalmente en explicar sus efectos psicológicos a mediano y largo plazo en la niñez y ha generalizado a partir de grandes muestras. Pocos estudios se han centrado en explorar momento a momento las experiencias de la vida cotidiana de niños y niñas que sufrieron episodios de ese tipo de violencia. En esta investigación se usó un diseño basado en la observación de un día en la vida de dos niñas y dos niños del Suroccidente Colombiano para describir el contexto en que se desarrollan, cómo se ven a sí mismos y cómo resignifican experiencias de violencia política que vivieron en su primera infancia. Se usaron relatos autobiográficos, entrevistas y un análisis de temas emergentes. Se identificaron identidades y experiencias estrechamente ligadas a la construcción de relaciones basadas en el respeto a los demás, la valoración positiva de sí mismos, el reconocimiento de la familia como organizadora de sus experiencias, la construcción de saberes para desarrollar habilidades y la resignificación de las experiencias dolorosas. La discusión se centró en las implicaciones de adoptar una concepción del proceso de desarrollo en términos de trayectorias de desarrollo no siempre previsibles, ni orientadas a un estado final; así como el papel que tiene el método seleccionado en esa indagación. Se concluye que las experiencias actuales no necesariamente se derivan de trayectorias lineales, pues son afectadas por factores situacionales inherentes a la ecología social en las que viven las personas.  
Betancourt, T. S., Meyers-Ohki, S. E., Charrow, A. P., & Tol, W. A. (2013). Interventions for children affected by war: An ecological perspective on psychosocial support and mental health care. Harvard Review of Psychiatry, 21(2), 70–91. https://doi.org/10.1097/HRP.0b013e318283bf8f
Attanayake, V., McKay, R., Joffres, M., Singh, S., Burkle, F., & Mills, E. (2009). Prevalence of mental disorders among children exposed to war: A systematic review of 7,920 children. Medicine, Conflict and Survival, 25(1), 4–19. https://doi.org/10.1080/13623690802568913
Bohn, A. (2011). Normative ideas of life and autobiographical reasoning in life narratives. New Directions for Child and Adolescent Development, 131, 19–30. https://doi.org/10.1002/cd.286
Collins, B., & Watson, A. (2016). Children and peace. En O. P. Richmond, S. Pogodda & J. Ramovic (Eds.), The Palgrave handbook of disciplinary and regional approaches to peace (pp. 206–219). New York: Palgrave Macmillan.
Fivush, R., & Nelson, K. (2004). Culture and language in the emergence of autobiographical memory. Psychological Science, 15(9), 573–577. https://doi.org/10.1111/j.0956-7976.2004.00722.x
Fivush, R. (2011). The development of autobiographical memory. Annual Review of Psychology, 62, 559–582. https://doi.org/10.1146/annurev.psych.121208.131702
Engel, S. (2005). Narrative analysis of children’s experience. En S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 199–216). London, UK: Sage.
Eltanamly, H., Leijten, P., Jak, S., & Overbeek, G. (2021). Parenting in times of war: A meta- analysis and qualitative synthesis of war exposure, parenting, and child adjustment. Trauma, Violence, & Abuse, 22(1), 147–160. https://doi.org/10.1177/1524838019833001
Ellingsen, I. T., Thorsen, A. A., & Størksen, I. (2014). Revealing children’s experiences and emotions through Q methodology. Article ID 910529. http://dx.doi.org/10.1155/2014/910529
Dubow, E. F., Boxer, P., Huesmann, L. R., Shikaki, K., Landau, S., Gvirsman, S. D., & Ginges, J. (2010). Exposure to conflict and violence across contexts: Relations to adjustment among Palestinian children. Journal of Clinical Child & Adolescent Psychology, 39(1), 103–116. https://doi.org/10.1080/15374410903401153
Dillenburger, K., Fargas, M., & Akhonzada, R. (2008). Long-term effects of political violence: Narrative inquiry across a 20-year period. Qualitative Health Research, 18(10), 1312–1322. https://doi.org/10.1177/1049732308322487
Cummings, E., Merrilees, C., Taylor, L., & Mondi, C. (2017). Developmental and social– ecological perspectives on children, political violence, and armed conflict. Development and Psychopathology, 29(1), 1–10. https://doi.org/10.1017/S0954579416001061
Cummings, E. M., Schermerhorn, A. C., Merrilees, C. E., Goeke-Morey, M. C., Shirlow, P., & Cairns, E. (2010). Political violence and child adjustment in Northern Ireland: Testing pathways in a social–ecological model including single-and two-parent families. Developmental Psychology, 46(4), 827–841. https://doi.org/10.1037/a0019668
Cummings, E. M., Goeke-Morey, M. C., Schermerhorn, A. C., Merrilees, C. E., & Cairns, E. (2009). Children and political violence from a social ecological perspective: Implications from research on children and families in Northern Ireland. Clinical Child and Family Psychology Review, 12(1), 16–38. https://doi.org/10.1007/s10567-009-0041-8
Crespo, M., & Fernández-Lansac, V. (2016). Memory and narrative of traumatic events: A literature review. Psychological Trauma: Theory, Research, Practice, and Policy, 8(2), 149–156. https://doi.org/10.1037/tra0000041
Bolger, N., Davis, A. & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54(1), 579–616. https://doi.org/10.1146/annurev.psych.54.101601.145030
Publication
Centro Nacional de Memoria Histórica (2013). ¡BASTA YA! Colombia: Memorias de guerra y dignidad. Bogotá: Imprenta Nacional. http://www.centrodememoriahistorica.gov.co/descargas/informes2013/bastaYa/basta-ya-colombia-memorias-de-guerra-y-dignidad-2016.pdf
Bolger, N. & Laurenceau, J. P. (2013). Intensive longitudinal methods: An introduction to diary and experience sampling research. New York: The Guildford Press.
Castañeda, E. (2016). Lineamiento técnico relacionado con violencias asociadas al conflicto armado a las que están expuestos niños y niñas en primera infancia en Colombia. http://centrodocumentacion.deceroasiempre.gov.co
Carral, M. D-R. (2014). Focusing on “A day in the life”: An activity-based method for the qualitative analysis of psychological phenomena. Qualitative Research in Psychology, 11(3), 298–315. https://doi.org/10.1080/14780887.2014.902525
Brough, P. (Ed.) (2018). Advanced research methods for applied psychology: Design, analysis and reporting. Abingdon, Oxon, UK: Routledge.
Breheny, M. & Stephens, C. (2015). Approaches to narrative analysis: Using personal, dialogical and social stories to promote peace. En D. Bretherton, & S. F. Law (Eds.), Methodologies in peace psychology: Peace research by peaceful means (pp. 275–291). Cham, Switzerland: Springer.
Bretherton, D., & Law, S. F. (2015). Introduction: Methodologies in peace psychology. En D.
Bretherton, & S. F. Law (Eds.), Methodologies in peace psychology: Peace research by peaceful means (pp. 1–16). Cham, Switzerland: Springer.
Bronfenbrenner, U. (1987). La ecología del desarrollo humano: Experimentos en entornos naturales y diseñados. Barcelona: Paidós.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066X.32.7.513
A day in the life of children from the Southwest of Colombia with experiences of socio-political violence
Developmental research on socio-political violence has focused primarily on explaining its medium- and long-term psychological effects on childhood and has generalized from large samples. Fewer studies have focused on exploring moment to moment daily life experiences of children who suffered episodes of this type of violence. In this research, a design based on the observation of a day in the life of two girls and two boys from southwestern Colombia was used to describe the context in which they develop, how they see themselves and how they resignify experiences of political violence that they lived in early childhood. Autobiographical narratives, interviews, and emerging themes analysis were used. Identities and experiences closely linked to the construction of relationships based on respect for others, positive self-assessment, recognition of the family as the organizer of their experiences, the construction of knowledge to develop skills, and the resignification painful experiences were identified. The discussion focused on implications of adopting a conception of the development process in terms of developmental trajectories not always foreseeable, nor oriented towards a final state; as well as the role of the selected method for that inquiry. It is concluded that current experiences do not necessarily derive from linear trajectories, as they are affected by situational factors inherent to the social ecology in which people live in.  
Narratives; Childhood; Violence; Political Conflict; Daily Life; Developmental Psychology (American Psychological Association Thesaurus).
Journal article
https://doi.org/10.33881/2027-1786.rip.15207
83
https://reviberopsicologia.ibero.edu.co/article/download/2225/1807
10.33881/2027-1786.rip.15207
2022-09-17T00:00:00Z
2022-09-17T00:00:00Z
2022-09-17
71
2500-6517
2027-1786
institution CORPORACIÓN UNIVERSITARIA IBEROAMERICANA
thumbnail https://nuevo.metarevistas.org/CORPORACIONUNIVERSITARIAIBEROAMERICANA/logo.png
country_str Colombia
collection Revista Iberoamericana de Psicología
title Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
spellingShingle Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
Claro La Rotta, Silvana Del Pilar
Ordoñez Morales, Oscar -
narrativas; niñez; violencia; conflicto político; vida diaria; psicología del desarrollo (Tesauro de la American Psychological Association).
Narratives; Childhood; Violence; Political Conflict; Daily Life; Developmental Psychology (American Psychological Association Thesaurus).
title_short Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
title_full Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
title_fullStr Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
title_full_unstemmed Un día en la vida de niños y niñas del Suroccidente Colombiano con experiencias de violencia sociopolítica
title_sort un día en la vida de niños y niñas del suroccidente colombiano con experiencias de violencia sociopolítica
title_eng A day in the life of children from the Southwest of Colombia with experiences of socio-political violence
description La investigación desarrollista sobre la violencia socio-política se ha centrado principalmente en explicar sus efectos psicológicos a mediano y largo plazo en la niñez y ha generalizado a partir de grandes muestras. Pocos estudios se han centrado en explorar momento a momento las experiencias de la vida cotidiana de niños y niñas que sufrieron episodios de ese tipo de violencia. En esta investigación se usó un diseño basado en la observación de un día en la vida de dos niñas y dos niños del Suroccidente Colombiano para describir el contexto en que se desarrollan, cómo se ven a sí mismos y cómo resignifican experiencias de violencia política que vivieron en su primera infancia. Se usaron relatos autobiográficos, entrevistas y un análisis de temas emergentes. Se identificaron identidades y experiencias estrechamente ligadas a la construcción de relaciones basadas en el respeto a los demás, la valoración positiva de sí mismos, el reconocimiento de la familia como organizadora de sus experiencias, la construcción de saberes para desarrollar habilidades y la resignificación de las experiencias dolorosas. La discusión se centró en las implicaciones de adoptar una concepción del proceso de desarrollo en términos de trayectorias de desarrollo no siempre previsibles, ni orientadas a un estado final; así como el papel que tiene el método seleccionado en esa indagación. Se concluye que las experiencias actuales no necesariamente se derivan de trayectorias lineales, pues son afectadas por factores situacionales inherentes a la ecología social en las que viven las personas.  
description_eng Developmental research on socio-political violence has focused primarily on explaining its medium- and long-term psychological effects on childhood and has generalized from large samples. Fewer studies have focused on exploring moment to moment daily life experiences of children who suffered episodes of this type of violence. In this research, a design based on the observation of a day in the life of two girls and two boys from southwestern Colombia was used to describe the context in which they develop, how they see themselves and how they resignify experiences of political violence that they lived in early childhood. Autobiographical narratives, interviews, and emerging themes analysis were used. Identities and experiences closely linked to the construction of relationships based on respect for others, positive self-assessment, recognition of the family as the organizer of their experiences, the construction of knowledge to develop skills, and the resignification painful experiences were identified. The discussion focused on implications of adopting a conception of the development process in terms of developmental trajectories not always foreseeable, nor oriented towards a final state; as well as the role of the selected method for that inquiry. It is concluded that current experiences do not necessarily derive from linear trajectories, as they are affected by situational factors inherent to the social ecology in which people live in.  
author Claro La Rotta, Silvana Del Pilar
Ordoñez Morales, Oscar -
author_facet Claro La Rotta, Silvana Del Pilar
Ordoñez Morales, Oscar -
topicspa_str_mv narrativas; niñez; violencia; conflicto político; vida diaria; psicología del desarrollo (Tesauro de la American Psychological Association).
topic narrativas; niñez; violencia; conflicto político; vida diaria; psicología del desarrollo (Tesauro de la American Psychological Association).
Narratives; Childhood; Violence; Political Conflict; Daily Life; Developmental Psychology (American Psychological Association Thesaurus).
topic_facet narrativas; niñez; violencia; conflicto político; vida diaria; psicología del desarrollo (Tesauro de la American Psychological Association).
Narratives; Childhood; Violence; Political Conflict; Daily Life; Developmental Psychology (American Psychological Association Thesaurus).
citationvolume 15
citationissue 2
citationedition Núm. 2 , Año 2022 : Revista Iberoamericana de Psicología
publisher Bogotá: Corporación Universitaria Iberoamericana
ispartofjournal Revista iberoamericana de psicología
source https://reviberopsicologia.ibero.edu.co/article/view/2225
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Revista Iberoamericana de Psicología - 2022
https://creativecommons.org/licenses/by-nc-sa/4.0
references Onwuegbuzie, A., & Tashakkori, A. (2015). Utilizing mixed research and evaluation methodology in peace psychology and beyond. En D. Bretherton, & S. F. Law (Eds.), Methodologies in peace psychology: Peace research by peaceful means (pp. 115–137). Cham, Switzerland: Springer.
Stanciu, E. A., & Rogers, J. L. (2011). Survivors of political violence: Conceptualizations, empirical findings, and ecological interventions. International Journal for the Advancement of Counselling, 33(3), 172–183. https://doi.org/10.1007/s10447-011-9120-x
Sousa, C. A. (2013). Political violence, collective functioning and health: A review of the literature. Medicine, Conflict and Survival, 29(3), 169–197. http://dx.doi.org/10.1080/13623699.2013.813109
Spriggs, M., & Gillam, L. (2017). Ethical complexities in child co-research. Research Ethics, 174701611775020. https://doi.org/10.1177/1747016117750207
Smiley, A., Moussa, W., Ndamobissi, R., & Menkiti, A. (2021). The negative impact of violence on children’s education and well-being: Evidence from Northern Nigeria. International Journal of Educational Development, 81, 102327. https://doi.org/10.1016/j.ijedudev.2020.102327
Slone, M., & Shoshani, A. (2017). Children affected by war and armed conflict: Parental protective factors and resistance to mental health symptoms. Frontiers in Psychology, 8, 1397. https://doi.org/10.3389/fpsyg.2017.01397
Skinner, A. T., Oburu, P., Lansford, J. E., & Bacchini, D. (2014). Childrearing violence and child adjustment after exposure to Kenyan post-election violence. Psychology of Violence, 4(1), 37–50. https://doi.org/10.1037/a0033237
Shearer, K., Hryniuk, S. S., Ray, L., & Rempel, G. R. (2020). Research conversations with children and adolescents: Development and use of comprehensive interview guidelines. https://advance.sagepub.com/articles/preprint/Research_conversations_with_children_and_adolescents_Development_and_use_of_comprehensive_interview_guidelines/12471683
Richman, N. (1993). Annotation: Children in situations of political violence. Journal of Child Psychology and Psychiatry, 34(8), 1286–1302. https://doi.org/10.1111/j.1469-7610.1993.tb02092.xRogers, L. G.,
Pfefferbaum, B., Nitiéma, P., & Newman, E. (2019). A meta-analysis of intervention effects on depression and/or anxiety in youth exposed to political violence or natural disasters. Child & Youth Care Forum, 48(4), 449–477. https://doi.org/10.1007/s10566-019-09494-9
Paterson, S., Parish-Morris, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Considering development in developmental disorder. Journal of Cognition and Development, 17(4), 568–583. https://doi.org/10.1080/15248372.2016.1200047
Ospina-Alvarado, M. C., Varón Vega, V., & Cardona Salazar, L. M. (2020). Narrativas colectivas y memorias del conflicto armado colombiano: Sentidos y prácticas de abuelas y madres de niñas y niños de la primera infancia. Interdisciplinaria, 37(1), 275–292. http://doi.org/10.16888/interd.2020.37.1.17
Orozco Henao , E. A., Marín Díaz , B. A., & Zuluaga Valencia, J. B. (2020). Depresión infanto- juvenil y exposición temprana a la violencia. Revista Iberoamericana de Psicología, 13 (3), 102–114. https://reviberopsicologia.ibero.edu.co/article/view/1916102
Neuner, F., Catani, C., Ruf, M., Schauer, E., Schauer, M., & Elbert, T. (2008). Narrative exposure therapy for treatment of traumatized children and adolescents (KidNET): From neurocognitive theory to field intervention. Child and Adolescents Psyquiatric Clinics of North America, 17(3), 641–664. https://doi.org/10.1016/j.chc.2008.03.001
Tamayo Gomez, C. (2019). Victims’ collective memory and transitional justice in post-conflict Colombia: The case of the March of Light. Memory Studies, 1–14. https://doi.org/10.1177/1750698019882055
Mehl, M. R. & Conner, T. S. (Eds.) (2012). Handbook of research methods for studying daily life. New York: The Guildford Press.
Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63(1), 227–257. https://doi.org/10.1146/annurev-psych-120710-100356
Manzanero, A. L., Fernández, J., Gómez-Gutiérrez, M. del-M., Álvarez, M. A., El-Astal, S., Hemaid, F., & Veronese, G. (2020). Between happiness and sorrow: Phenomenal characteristics of autobiographical memories concerning war episodes and positive events in the Gaza Strip. Memory Studies, 13(6), 917–931. https://doi.org/10.1177/1750698018818221
Lupu, N., & Peisakhin, L. (2017). The legacy of political violence across generations. American Journal of Political Science, 61(4), 836–851. https://doi.org/10.1111/ajps.12327
Katartzi, E. (2017). Young migrants’ narratives of collective identifications and belonging. Childhood, 25(1), 34–46. https://doi.org/10.1177/0907568217729191
Kadir, A., Shenoda, S., Goldhagen, J., Pitterman, S., & Section on International Child Health (2018). The effects of armed conflict on children. Pediatrics, 142(6), e20182586. https://doi.org/10.1542/peds.2018-2586
Hamber, B., Gallagher, E., Weine, S. M., DasGupta, S., Palmary, I., & Wessells, M. (2015). Towards contextual psychosocial practice. En B. Hamber & E. Gallagher (Eds.), Psychosocial perspectives on peacebuilding (pp. 289–316). Cham, Switzerland: Springer.
Hamber, B., Gallagher, E., Weine, S. M., Agger, I., Bava, S., Gaborit, M., R. Murthy, R. S., & Saul, J. (2015). Exploring how context matters in addressing the impact of armed conflict. En B. Hamber & E. Gallagher (Eds.), Psychosocial perspectives on peacebuilding (pp. 1–31). Cham, Switzerland: Springer.
Habermas, T. (2011). Autobiographical reasoning: Arguing and narrating from a biographical perspective. New Directions for Child and Adolescent Development, 131, 1–17. https://doi.org/10.1002/cd.285
Guanumen Niño, J. D., & Londoño Pérez, C. (2020). El arte como mecanismo de regulación emocional en jóvenes víctimas de conflicto armado. Revista Iberoamericana de Psicología, 13 (2), 25–34. https://reviberopsicologia.ibero.edu.co/article/view/177026
Goodman, G. (1996). Inquietudes y memoria de los niños. En R. Fivush, & J. Hudson (Eds.), Conocimiento y recuerdo en la infancia (pp. 271–308). Madrid: Visor.
Gómez, C. & Hincapié, E. (2019). Desaparición forzada, memoria y sufrimiento: De la memoria traumática a la memoria política. En A. Díaz, & Bravo, O. A. (Eds.), Psicología política y procesos para la paz en Colombia (pp. 87–119). Cali, Colombia: Universidad Icesi & ASCOFAPSI.
Gillen, J., Cameron, C. A., Tapanya, S., Pinto, G., Hancock, R., Young, S., & Gamannossi, B. A. (2007). “A day in the life”: Advancing a methodology for the cultural study of development and learning in early childhood. Early Child Development and Care, 177(2), 207–218. https://doi.org/10.1080/03004430500393763
Swim, J. K., Hyers, L. L., Cohen, L. L., & Ferguson, M. J. (2001). Everyday sexism: Evidence for its incidence, nature, and psychological impact from three daily diary studies. Journal of Social Issues, 57(1), 31–53. https://doi.org/10.1111/0022-4537.00200
Taylor, L. K. (2017). Implications of coping strategies and perceived community cohesion for mental health in Colombia. En M. Seedat, S. Suffla & D. J. Christie (Eds.), Enlarging the scope of peace psychology: African and world-regional contributions (pp. 55–73). Cham, Switzerland: Springer.
Garbarino, J., & Kostelny, K. (1996). The effects of political violence on Palestinian children’s behavior problems: A risk accumulation model. Child Development, 67, 33–45. https://doi.org/10.1111/j.1467-8624.1996.tb01717.x
Vásquez Zárate, G. A. (2017). Devenir en padres: un análisis de las prácticas de resistencia de la organización H.I.J.O.S. Revista Colombiana de Sociología, 40(1), 25–44. https://doi.org/10.15446/rcs.v40n1.61947
Ziv, Y., & Kupermintz, H. (2021). The effects of exposure to political and domestic violence on preschool children and their mothers. International Journal of Psychology, 56(1), 12–21. https://doi.org/10.1002/ijop.12608
Ziv, Y. (2012). Exposure to violence, social information processing, and problem behavior in preschool children. Aggressive Behavior, 38(6), 429–441. https://doi.org/10.1002/ab.21452
Zamir, O., Gewirtz, A. H., Dekel, R., Lavi, T., & Tangir, G. (2018). Mothering under political violence: Post‐traumatic symptoms, observed maternal parenting practices and child externalising behaviour. International Journal of Psychology, 55(1), 123–132. https://doi.org/10.1002/ijop.12557
Wainryb, C., & Pasupathi, M. (2010). Political violence and disruptions in the development of moral agency. Child Development Perspectives, 4(1), 48–54. https://doi.org/10.1111/j.1750-8606.2009.00117.x
van Geert, P. L. C. (2019). Dynamic systems, process and development. Human Development, 63, 153–179. https://doi.org/10.1159/000503825
Taylor, L. K., Dautel, J., & Rylander, R. (2020). Symbols and labels: Children's awareness of social categories in a divided society. Journal of Community Psychology, 48(5), 1512–1526. https://doi.org/10.1002/jcop.22344
van Geert, P. (2014). Group versus individual data in a dynamic systems approach to development”. Enfance, 3(3), 283–312. https://doi.org/10.4074/S0013754514003061
Van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105(4), 634–677. https://doi.org/10.1037/0033-295X.105.4.634-677
Valsiner, J. (2009). Baldwin’s quest: A universal logic of development. In J. Clegg (Ed.), The observation of human systems: Lessons from the history of anti-reductionist empirical psychology (pp. 45–82). New York: Routledge.
Valsiner, J. (1994). What is “natural” about “natural contexts”?: Cultural construction of human development (and its study). Infancia y Aprendizaje, 17(66), 11–19. https://doi.org/10.1174/02103709460578909
Valsiner, J., & Benigni, L. (1986). Naturalistic research and ecological thinking in the study of child development. Developmental Review, 6(3), 203–223. https://doi.org/10.1016/0273-2297(86)90012-2
Tudge, J., & Hogan, D. (2005). An ecological approach to observations of children’s everyday lives. En S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 102–122). London, UK: Sage. https://dx.doi.org/10.4135/9781849209823
Cummings, E. M. (2020). Youth in Northern Ireland: Linking violence exposure, emotional insecurity, and the political macrosystem. Monographs of the Society for Research in Child Development, 85(4), 7–122. https://doi.org/10.1111/mono.12423
Townsend, D., Taylor, L. K., Merrilees, C. E., Furey, A., Goeke‐Morey, M. C., Shirlow, P., &
Thorne, A., & McLean, K. C. (2003). Telling traumatic events in adolescence: A study of master narrative positioning. En R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 169–185). Mahwah, NJ: Lawrence Erlbaum.
Thoene, U., García Alonso, R., Blanco Bernal, C. A. (2020). Memory and trauma: Soldier victims in the Colombian armed conflict. SAGE Open, 1–12. https://doi.org/10.1177/2158244020940696
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1, 77-100. https://doi.org/10.1177/1558689806292430
Teachman, G., & Gibson, B. E. (2012). Children and youth with disabilities: Innovative methods for single qualitative interviews. Qualitative Health Research, 23(2), 264–274. https://doi.org/10.1177/1049732312468063
Taylor, L. K., Merrilees, C. E., Biruski, D. C., Ajdukovic, D., & Cummings, E. M. (2017). Complexity of risk: Mixed-methods approach to understanding youth risk and insecurity in postconflict settings. Journal of Adolescent Research, 32(5), 585–613. https://doi.org/10.1177/0743558416684950
Garry, S., & Checchi, F. (2019). Armed conflict and public health: Into the 21st century. Journal of Public Health, 42(3), e287–e297. https://doi.org/10.1093/pubmed/fdz095
Garbarino, J. (2014). Ecological perspective on child well-being. En A. Ben-Arieh, F. Casas, I. Frønes, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 1365–1384). Dordrecht, Netherlands: Springer.
Frounfelker, R. L., Islam, N., Falcone, J., Farrar, J., Ra, C., Antonaccio, C. M., Enelamah, N., & Betancourt, T. S. (2019). Living through war: Mental health of children and youth in conflict-affected areas. International Review of the Red Cross, 101(911), 481–506. https://doi.org/10.1017/S181638312000017X
Betancourt, T. S., & Khan, K. T. (2008). The mental health of children affected by armed conflict: Protective processes and pathways to resilience. International Review of Psychiatry, 20(3), 317–328. https://doi.org/10.1080/09540260802090363
Ben-Arieh, A. Casas, F., Frønes, I., & Korbin, J. E. (Eds.) (2014). Handbook of child well-being: Theories, methods and policies in global perspective. Dordrecht, Netherlands: Springer.
Beltrán, J. O., Moreno, N. M., Polo, J., Zapata, M. E., & Acosta, M. R. (2012). Memoria autobiográfica: un sistema funcionalmente definido. International Journal of Psychological Research, 5(2), 108–123.
Bácares, C. (2019). El protagonismo de la infancia en las Comisiones de la Verdad: desafíos y retos para el posconflicto en Colombia. Ciencia Política, 14(27), 19–46. https://doi.org/10.15446/cp.v14n27.73183
Ahlness, E. A. (2020). Post-war, peri-youth: Physical and social remnants of the Tajik Civil War in childhood environments. Childhood, 27(3), 340–353. https://doi.org/10.1177/0907568220906878
Bikmen, N. (2013). Collective memory as identity content after ethnic conflict: An exploratory study. Peace and Conflict: Journal of Peace Psychology, 19(1), 23–33. https://doi.org/10.1037/a0031472
Betancourt, T. S., Meyers-Ohki, S. E., Charrow, A. P., & Tol, W. A. (2013). Interventions for children affected by war: An ecological perspective on psychosocial support and mental health care. Harvard Review of Psychiatry, 21(2), 70–91. https://doi.org/10.1097/HRP.0b013e318283bf8f
Attanayake, V., McKay, R., Joffres, M., Singh, S., Burkle, F., & Mills, E. (2009). Prevalence of mental disorders among children exposed to war: A systematic review of 7,920 children. Medicine, Conflict and Survival, 25(1), 4–19. https://doi.org/10.1080/13623690802568913
Bohn, A. (2011). Normative ideas of life and autobiographical reasoning in life narratives. New Directions for Child and Adolescent Development, 131, 19–30. https://doi.org/10.1002/cd.286
Collins, B., & Watson, A. (2016). Children and peace. En O. P. Richmond, S. Pogodda & J. Ramovic (Eds.), The Palgrave handbook of disciplinary and regional approaches to peace (pp. 206–219). New York: Palgrave Macmillan.
Fivush, R., & Nelson, K. (2004). Culture and language in the emergence of autobiographical memory. Psychological Science, 15(9), 573–577. https://doi.org/10.1111/j.0956-7976.2004.00722.x
Fivush, R. (2011). The development of autobiographical memory. Annual Review of Psychology, 62, 559–582. https://doi.org/10.1146/annurev.psych.121208.131702
Engel, S. (2005). Narrative analysis of children’s experience. En S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 199–216). London, UK: Sage.
Eltanamly, H., Leijten, P., Jak, S., & Overbeek, G. (2021). Parenting in times of war: A meta- analysis and qualitative synthesis of war exposure, parenting, and child adjustment. Trauma, Violence, & Abuse, 22(1), 147–160. https://doi.org/10.1177/1524838019833001
Ellingsen, I. T., Thorsen, A. A., & Størksen, I. (2014). Revealing children’s experiences and emotions through Q methodology. Article ID 910529. http://dx.doi.org/10.1155/2014/910529
Dubow, E. F., Boxer, P., Huesmann, L. R., Shikaki, K., Landau, S., Gvirsman, S. D., & Ginges, J. (2010). Exposure to conflict and violence across contexts: Relations to adjustment among Palestinian children. Journal of Clinical Child & Adolescent Psychology, 39(1), 103–116. https://doi.org/10.1080/15374410903401153
Dillenburger, K., Fargas, M., & Akhonzada, R. (2008). Long-term effects of political violence: Narrative inquiry across a 20-year period. Qualitative Health Research, 18(10), 1312–1322. https://doi.org/10.1177/1049732308322487
Cummings, E., Merrilees, C., Taylor, L., & Mondi, C. (2017). Developmental and social– ecological perspectives on children, political violence, and armed conflict. Development and Psychopathology, 29(1), 1–10. https://doi.org/10.1017/S0954579416001061
Cummings, E. M., Schermerhorn, A. C., Merrilees, C. E., Goeke-Morey, M. C., Shirlow, P., & Cairns, E. (2010). Political violence and child adjustment in Northern Ireland: Testing pathways in a social–ecological model including single-and two-parent families. Developmental Psychology, 46(4), 827–841. https://doi.org/10.1037/a0019668
Cummings, E. M., Goeke-Morey, M. C., Schermerhorn, A. C., Merrilees, C. E., & Cairns, E. (2009). Children and political violence from a social ecological perspective: Implications from research on children and families in Northern Ireland. Clinical Child and Family Psychology Review, 12(1), 16–38. https://doi.org/10.1007/s10567-009-0041-8
Crespo, M., & Fernández-Lansac, V. (2016). Memory and narrative of traumatic events: A literature review. Psychological Trauma: Theory, Research, Practice, and Policy, 8(2), 149–156. https://doi.org/10.1037/tra0000041
Bolger, N., Davis, A. & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54(1), 579–616. https://doi.org/10.1146/annurev.psych.54.101601.145030
Centro Nacional de Memoria Histórica (2013). ¡BASTA YA! Colombia: Memorias de guerra y dignidad. Bogotá: Imprenta Nacional. http://www.centrodememoriahistorica.gov.co/descargas/informes2013/bastaYa/basta-ya-colombia-memorias-de-guerra-y-dignidad-2016.pdf
Bolger, N. & Laurenceau, J. P. (2013). Intensive longitudinal methods: An introduction to diary and experience sampling research. New York: The Guildford Press.
Castañeda, E. (2016). Lineamiento técnico relacionado con violencias asociadas al conflicto armado a las que están expuestos niños y niñas en primera infancia en Colombia. http://centrodocumentacion.deceroasiempre.gov.co
Carral, M. D-R. (2014). Focusing on “A day in the life”: An activity-based method for the qualitative analysis of psychological phenomena. Qualitative Research in Psychology, 11(3), 298–315. https://doi.org/10.1080/14780887.2014.902525
Brough, P. (Ed.) (2018). Advanced research methods for applied psychology: Design, analysis and reporting. Abingdon, Oxon, UK: Routledge.
Breheny, M. & Stephens, C. (2015). Approaches to narrative analysis: Using personal, dialogical and social stories to promote peace. En D. Bretherton, & S. F. Law (Eds.), Methodologies in peace psychology: Peace research by peaceful means (pp. 275–291). Cham, Switzerland: Springer.
Bretherton, D., & Law, S. F. (2015). Introduction: Methodologies in peace psychology. En D.
Bretherton, & S. F. Law (Eds.), Methodologies in peace psychology: Peace research by peaceful means (pp. 1–16). Cham, Switzerland: Springer.
Bronfenbrenner, U. (1987). La ecología del desarrollo humano: Experimentos en entornos naturales y diseñados. Barcelona: Paidós.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066X.32.7.513
type_driver info:eu-repo/semantics/article
type_coar http://purl.org/coar/resource_type/c_6501
type_version info:eu-repo/semantics/publishedVersion
type_coarversion http://purl.org/coar/version/c_970fb48d4fbd8a85
type_content Text
publishDate 2022-09-17
date_accessioned 2022-09-17T00:00:00Z
date_available 2022-09-17T00:00:00Z
url https://reviberopsicologia.ibero.edu.co/article/view/2225
url_doi https://doi.org/10.33881/2027-1786.rip.15207
issn 2027-1786
eissn 2500-6517
doi 10.33881/2027-1786.rip.15207
citationstartpage 71
citationendpage 83
url2_str_mv https://reviberopsicologia.ibero.edu.co/article/download/2225/1807
_version_ 1797158940064088064

Código QR

Estadísticas y Métricas Alternativas

Títulos similares