Una perspectiva sobre los efectos emocionales y cognitivos de las medidas tomadas por el COVID-19 en niños y niñas puertorriqueños
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Publicado
2021-12-12
Resumen
Al año y medio de haber experimentado cambios individuales y colectivos por las restricciones de la pandemia ocasionadas por COVID-19, ya comienza a haber literatura en distintas disciplinas indicando sobre los efectos que están trastocando a la población global. Ante esta continua realidad, se propuso redactar un escrito de modelo teórico que enlace teorías neurocientíficas con la literatura actual para exponer los efectos emocionales y de aprendizaje que COVID-19 está teniendo en la niñez puertorriqueña. De igual manera se propuso resumir las recomendaciones de literatura reciente aplicables a contextos del hogar, de aprendizaje, clínicos, y aplicaciones de política pública. Para este fin, se plantearon los siguientes objetivos: 1) exponer cómo la perspectiva neurofisiológica nos permite explicar los efectos emocionales y de aprendizaje, 2) conocer cómo la niñez puertorriqueña se ha visto afectada emocional y cognitivamente por la pandemia COVID-19 y, 3) exponer prácticas acertadas para aminorar los efectos discutidos. Las teorías neurocientíficas se aplicaron a los efectos que están siendo mostrados por la literatura reciente, al igual que se redactaron las recomendaciones encontradas.
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Keywords
References
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Association of Educational Therapists, (2021). Terapia Educativa Definida. https://www.aetonline.org/index.php/en-espanol/terapia-educativa-definida
Bechara, A., Damasio, H., y Damasio, A. R. (2003). Role of the amygdala in decision‐making. Annals of the New York Academy of Sciences, 985(1), 356-369. https://doi.org/10.1111/j.1749-6632.2003.tb07094.x
Bonal, Xavier y González, Sheila (2021). Educación formal e informal en confinamiento: una creciente desigual-dad de oportunidades de aprendizaje. Revista de sociología de la Educación-RASE, 14(1),44-62.
https://doi.org/10.7203/RASE.14.1.18177
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., y Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., y Hubail, S. (2020). Children and coping during COVID-19: A scoping review of bio-psycho-social factors. International Journal of Applied Psychology, 10(1), 8-15. http://dx.doi.org/10.5923/j.ijap.20201001.02
Clark, L., Bechara, A., Damasio, H., Aitken, M. R. F., Sahakian, B. J., y Robbins, T. W. (2008). Differential effects of insular and ventromedial prefrontal cortex lesions on risky decision-making. Brain, 131(5), 1311-1322. https://doi.org/10.1093/brain/awn066
Centro de Información Censal (2017). Desigualdad social en Puerto Rico vs. el Mundo (2013-2017). Centro de Información Cénsal 29.
Damasio, A. R. (2001). Emotion and the human brain. Annals of the New York Academy of Sciences, 935(1), 101-106. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03475.x
Damasio, A. R. (2011). Neural basis of emotions. Scholarpedia, 6(3), 1804. http://scholarpedia.org/article/Emotion
Damasio, A. R. (2019). The Strange Orders of Things: Life, Feeling, and the Making of Cultures. Vintage.
Damasio, A., & Carvalho, G. B. (2013). The nature of feelings: evolutionary and neurobiological origins. Nature reviews neuroscience, 14(2), 143-152.
https://doi.org/10.1038/nrn3403
Dehaene, S. (2021). How we learn: Why brains learn better than any machine... for now. Penguin.
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss—disparities grow and students need help. McKinsey & Company, December, 8.
Egan, S. M., Pope, J., Moloney, M., Hoyne, C., y Beatty, C. (2021). Missing Early Education and Care During the Pandemic: The Socio-Emotional Impact of the COVID-19 Crisis on Young Children. Early Childhood Education Journal, 1-10. https://doi.org/10.1007/s10643-021-01193-2
Ekman, P. (1992). An argument for basic emotions. Cognition & emotion, 6(3-4), 169-200. https://doi.org/10.1080/02699939208411068
Engzell, P., Frey, A., y Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17). https://doi.org/10.1073/pnas.2022376118
Gupta, S., & Jawanda, M. K. (2020). The impacts of COVID-19 on children. Acta Paediatr, 109(11), 2181-2183. https://doi.org/10.1111/apa.15484
Hardiman, M. M. (2012). The brain-targeted teaching model for 21st-century schools. Corwin Press.
Immordino‐Yang, M. H., y Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Izard, C. E. (1992). Basic emotions, relations among emotions, and emotion-cognition relations. Psychological Review, 99(3), 561–565. https://doi.org/10.1037/0033-295X.99.3.561
Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., y Somekh, E. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. The Journal of pediatrics, 221, 264-266.
https://dx.doi.org/10.1016%2Fj.jpeds.2020.03.013
Johnson, M. C., Saletti-Cuesta, L., y Tumas, N. (2020). Emotions, concerns and reflections regarding the COVID-19 pandemic in Argentina. Ciência & Saúde Coletiva, 25, 2447-2456. https://doi.org/10.1590/1413-81232020256.1.10472020
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565.
https://doi.org/10.3102%2F0013189X20965918
Koury, M. G. P. (2020). O Covid-19 e as emoções: pensando na e sobre a pandemia Covid-19 and emotions: thinking inside and about the pandemic. RBSE Revista Brasileira de Sociologia da Emoçao, 19(55), 13-26.
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., et al. (2020). Rapid systematic review: the impact of social isolation and loneliness on the mental health of children and adolescents in the Context of COVID-19. J. Am. Acad. Child Adolesc. Psychiatry, S0890-S8567, 30337– 30333. https://doi.org/10.1016/j.jaac.2020.05.009
LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. Simon and Schuster.
LeDoux, J. (2012). Rethinking the emotional brain. Neuron, 73(4), 653-676. https://dx.doi.org/10.1016%2Fj.neuron.2012.02.004
Lizondo-Valencia, R., Silva, D., Arancibia, D., Cortés, F. & Muñoz-Marín, D. (2021). Pandemia y niñez: efectos en el desarrollo de niños y niñas por la pandemia Covid-19. Veritas & Research, 3(1), 16-25.
http://revistas.pucesa.edu.ec/ojs/index.php?journal=VR&page=article&op=view&path[]=75
Miranda Olivera, L. y Figueroa Rosado, E. (2020). Neurociencia en Tiempos de Desastres: Quehaceres recomendados para proteger los procesos de aprendizaje antes, durante y después de un desastre natural. Publicaciones Gaviota.
Neece, C., McIntyre, L. L., y Fenning, R. (2020). Examining the impact of COVID‐19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739-749. https://doi.org/10.1111/jir.12769
Newkirk II, V.R. (2018, 5 de mayo) Puerto Rico Enters a New Age of Austerity. The Atlantic. https://www.theatlantic.com/politics/archive/2018/05/puerto-rico-enters-a-new-age-of-austerity/559565/
Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., y Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in psychology, 11, 2986. https://doi.org/10.3389/fpsyg.2020.579038
Ostolaza, C., Rosas, C., y Machado, A. (2020, abril 5). Alcance, impacto y realidades frente a la Pandemia COVID-19. [Diapositivas de PowerPoint].
Pedrosa, A. L., Bitencourt, L., Fróes, A. C. F., Cazumbá, M. L. B., Campos, R. G. B., de Brito, S. B. C. S., y e Silva, A. C. S. (2020). Emotional, behavioral, and psychological impact of the COVID-19 pandemic. Frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.566212
Philippe, F. L., Koestner, R., Lecours, S., Beaulieu-Pelletier, G., & Bois, K. (2011). The role of autobiographical memory networks in the experience of negative emotions: How our remembered past elicits our current feelings. Emotion, 11(6), 1279–1290. https://doi.org/10.1037/a0025848
Porges, S. W. (2004). Neuroception: A subconscious system for detecting threats and safety. Zero to Three (J), 24(5), 19-24.
Porges S. W. (2007). The polyvagal perspective. Biological psychology, 74(2), 116–143. https://doi.org/10.1016/j.biopsycho.2006.06.009
Singh, S., Roy, M. D., Sinha, C. P. T. M. K., Parveen, C. P. T. M. S., Sharma, C. P. T. G., y Joshi, C. P. T. G. (2020). Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry research, 113429.
https://dx.doi.org/10.1016%2Fj.psychres.2020.113429
Kreps, G.. (1982). Sociological inquiry and disaster research. Annual review of Sociology, 10(1), 309-330. https://doi.org/10.1146/annurev.so.10.080184.001521
Wang, G., Zhang, Y., Zhao, J., Zhang, J., and Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet, 395, 945–947. https://doi.org/10.1016/s0140-6736(20)30547-x
Zakaria, F. (2020). Ten Lessons for a Post-Pandemics World. W.W. Norton & Co.
Angrist, N., de Barros, A., Bhula, R., Chakera, S., Cummiskey, C., DeStefano, J., ... y Stern, J. (2021). Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. International Journal of Educational Development, 84, 102397.
Aretio, L. G. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32. https://doi.org/10.5944/ried.24.1.28080
Association of Educational Therapists, (2021). Terapia Educativa Definida. https://www.aetonline.org/index.php/en-espanol/terapia-educativa-definida
Bechara, A., Damasio, H., y Damasio, A. R. (2003). Role of the amygdala in decision‐making. Annals of the New York Academy of Sciences, 985(1), 356-369. https://doi.org/10.1111/j.1749-6632.2003.tb07094.x
Bonal, Xavier y González, Sheila (2021). Educación formal e informal en confinamiento: una creciente desigual-dad de oportunidades de aprendizaje. Revista de sociología de la Educación-RASE, 14(1),44-62.
https://doi.org/10.7203/RASE.14.1.18177
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., y Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., y Hubail, S. (2020). Children and coping during COVID-19: A scoping review of bio-psycho-social factors. International Journal of Applied Psychology, 10(1), 8-15. http://dx.doi.org/10.5923/j.ijap.20201001.02
Clark, L., Bechara, A., Damasio, H., Aitken, M. R. F., Sahakian, B. J., y Robbins, T. W. (2008). Differential effects of insular and ventromedial prefrontal cortex lesions on risky decision-making. Brain, 131(5), 1311-1322. https://doi.org/10.1093/brain/awn066
Centro de Información Censal (2017). Desigualdad social en Puerto Rico vs. el Mundo (2013-2017). Centro de Información Cénsal 29.
Damasio, A. R. (2001). Emotion and the human brain. Annals of the New York Academy of Sciences, 935(1), 101-106. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03475.x
Damasio, A. R. (2011). Neural basis of emotions. Scholarpedia, 6(3), 1804. http://scholarpedia.org/article/Emotion
Damasio, A. R. (2019). The Strange Orders of Things: Life, Feeling, and the Making of Cultures. Vintage.
Damasio, A., & Carvalho, G. B. (2013). The nature of feelings: evolutionary and neurobiological origins. Nature reviews neuroscience, 14(2), 143-152.
https://doi.org/10.1038/nrn3403
Dehaene, S. (2021). How we learn: Why brains learn better than any machine... for now. Penguin.
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss—disparities grow and students need help. McKinsey & Company, December, 8.
Egan, S. M., Pope, J., Moloney, M., Hoyne, C., y Beatty, C. (2021). Missing Early Education and Care During the Pandemic: The Socio-Emotional Impact of the COVID-19 Crisis on Young Children. Early Childhood Education Journal, 1-10. https://doi.org/10.1007/s10643-021-01193-2
Ekman, P. (1992). An argument for basic emotions. Cognition & emotion, 6(3-4), 169-200. https://doi.org/10.1080/02699939208411068
Engzell, P., Frey, A., y Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17). https://doi.org/10.1073/pnas.2022376118
Gupta, S., & Jawanda, M. K. (2020). The impacts of COVID-19 on children. Acta Paediatr, 109(11), 2181-2183. https://doi.org/10.1111/apa.15484
Hardiman, M. M. (2012). The brain-targeted teaching model for 21st-century schools. Corwin Press.
Immordino‐Yang, M. H., y Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Izard, C. E. (1992). Basic emotions, relations among emotions, and emotion-cognition relations. Psychological Review, 99(3), 561–565. https://doi.org/10.1037/0033-295X.99.3.561
Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., y Somekh, E. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. The Journal of pediatrics, 221, 264-266.
https://dx.doi.org/10.1016%2Fj.jpeds.2020.03.013
Johnson, M. C., Saletti-Cuesta, L., y Tumas, N. (2020). Emotions, concerns and reflections regarding the COVID-19 pandemic in Argentina. Ciência & Saúde Coletiva, 25, 2447-2456. https://doi.org/10.1590/1413-81232020256.1.10472020
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565.
https://doi.org/10.3102%2F0013189X20965918
Koury, M. G. P. (2020). O Covid-19 e as emoções: pensando na e sobre a pandemia Covid-19 and emotions: thinking inside and about the pandemic. RBSE Revista Brasileira de Sociologia da Emoçao, 19(55), 13-26.
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., et al. (2020). Rapid systematic review: the impact of social isolation and loneliness on the mental health of children and adolescents in the Context of COVID-19. J. Am. Acad. Child Adolesc. Psychiatry, S0890-S8567, 30337– 30333. https://doi.org/10.1016/j.jaac.2020.05.009
LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. Simon and Schuster.
LeDoux, J. (2012). Rethinking the emotional brain. Neuron, 73(4), 653-676. https://dx.doi.org/10.1016%2Fj.neuron.2012.02.004
Lizondo-Valencia, R., Silva, D., Arancibia, D., Cortés, F. & Muñoz-Marín, D. (2021). Pandemia y niñez: efectos en el desarrollo de niños y niñas por la pandemia Covid-19. Veritas & Research, 3(1), 16-25.
http://revistas.pucesa.edu.ec/ojs/index.php?journal=VR&page=article&op=view&path[]=75
Miranda Olivera, L. y Figueroa Rosado, E. (2020). Neurociencia en Tiempos de Desastres: Quehaceres recomendados para proteger los procesos de aprendizaje antes, durante y después de un desastre natural. Publicaciones Gaviota.
Neece, C., McIntyre, L. L., y Fenning, R. (2020). Examining the impact of COVID‐19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739-749. https://doi.org/10.1111/jir.12769
Newkirk II, V.R. (2018, 5 de mayo) Puerto Rico Enters a New Age of Austerity. The Atlantic. https://www.theatlantic.com/politics/archive/2018/05/puerto-rico-enters-a-new-age-of-austerity/559565/
Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., y Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in psychology, 11, 2986. https://doi.org/10.3389/fpsyg.2020.579038
Ostolaza, C., Rosas, C., y Machado, A. (2020, abril 5). Alcance, impacto y realidades frente a la Pandemia COVID-19. [Diapositivas de PowerPoint].
Pedrosa, A. L., Bitencourt, L., Fróes, A. C. F., Cazumbá, M. L. B., Campos, R. G. B., de Brito, S. B. C. S., y e Silva, A. C. S. (2020). Emotional, behavioral, and psychological impact of the COVID-19 pandemic. Frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.566212
Philippe, F. L., Koestner, R., Lecours, S., Beaulieu-Pelletier, G., & Bois, K. (2011). The role of autobiographical memory networks in the experience of negative emotions: How our remembered past elicits our current feelings. Emotion, 11(6), 1279–1290. https://doi.org/10.1037/a0025848
Porges, S. W. (2004). Neuroception: A subconscious system for detecting threats and safety. Zero to Three (J), 24(5), 19-24.
Porges S. W. (2007). The polyvagal perspective. Biological psychology, 74(2), 116–143. https://doi.org/10.1016/j.biopsycho.2006.06.009
Singh, S., Roy, M. D., Sinha, C. P. T. M. K., Parveen, C. P. T. M. S., Sharma, C. P. T. G., y Joshi, C. P. T. G. (2020). Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry research, 113429.
https://dx.doi.org/10.1016%2Fj.psychres.2020.113429
Kreps, G.. (1982). Sociological inquiry and disaster research. Annual review of Sociology, 10(1), 309-330. https://doi.org/10.1146/annurev.so.10.080184.001521
Wang, G., Zhang, Y., Zhao, J., Zhang, J., and Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet, 395, 945–947. https://doi.org/10.1016/s0140-6736(20)30547-x
Zakaria, F. (2020). Ten Lessons for a Post-Pandemics World. W.W. Norton & Co.
Cómo citar
Una perspectiva sobre los efectos emocionales y cognitivos de las medidas tomadas por el COVID-19 en niños y niñas puertorriqueños. (2021). Revista Puertorriqueña De Psicologia, 32(1), 120-130. https://repsasppr.net/index.php/reps/article/view/699
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Cómo citar
Una perspectiva sobre los efectos emocionales y cognitivos de las medidas tomadas por el COVID-19 en niños y niñas puertorriqueños. (2021). Revista Puertorriqueña De Psicologia, 32(1), 120-130. https://repsasppr.net/index.php/reps/article/view/699