Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Modelli di parent
Bias attentivo versotraining
gli stimoli inerenti
la colpa nel disturbo ossessivo-compulsivo:
Carlo Buonannopreliminare
un’indagine *
, Pietro Muratori**
SEZIONE GENERALE – Studi e ricerche
Sommario
Parole chiave: parent training, età evolutiva, disturbi del comportamento, disturbi d’an-
sia, mindful parenting.
Autore corrispondente: Pietro Muratori, Viale del Tirreno 331, Calambrone (PI) (Italia).
e-mail: pmuratori@fsm.unipi.it
Doi: 10.3280/qpc46-2020oa10154
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Abstract
Child develops its own cognitive, social and emotional skills, within the relationship with
his/her parents. In the present work, we examined a psychotherapeutic intervention model,
which aims to improve the child-caregivers relationship: parent training. It seeks to imple-
ment parenting strategies (enhancing positive parenting and reducing the dysfunctional ones)
to improve the offspring’s, and consequently the family’s well-being. Usually, this interven-
tion model aims to improve the parents’ ability to monitor and manage their child’s behavior,
fostering his/her social and emotional skills; besides, it trains parents to recognize and rein-
force the child’s positive behavior. Literature suggests the effectiveness of this indirect inter-
vention for several childhood disorders; in the present work, we described some of the most
effective evidence-based parent training models for internalizing and externalizing disorders.
Moreover, the third wave cognitive therapies have developed new parent training models
Key words: parent training, childhood, behavior disorders, anxiety disorders, mindful
parenting.
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Negli ultimi anni ci sono stati enormi progressi scientifici per la com-
prensione dei disturbi e dei problemi associati all’età evolutiva, così come
per lo sviluppo di interventi evidence-based per diverse problematiche lega-
te a questa fascia d’età (National Research Council [NRC] e Institute of
Medicine [IOM], 2009). Numerosi studi hanno dimostrato l’efficacia degli
interventi rivolti direttamente ai bambini (NRC e IOM, 2009; Weisz e
Kazdin, 2010), tuttavia il coinvolgimento attivo dei genitori è un elemento
essenziale per il successo di questi trattamenti (Nock e Kazdin, 2005).
Il parent training (PT) è un intervento rivolto al sostegno della genitoria-
lità, spesso svolto parallelamente a un intervento sul bambino. Tale interven-
to viene realizzato frequentemente in setting di gruppo, ma può anche esse-
re rivolto solo alla coppia o, in casi specifici, al singolo genitore in difficol-
tà. Esistono numerosi manuali che approfondiscono tecniche specifiche per
diversi disturbi del bambino, ma in generale il parent training è un program-
ma strutturato e manualizzato, condotto da uno o più clinici esperti, che mira
a migliorare l’insieme delle pratiche genitoriali con l’obiettivo di promuove-
re il benessere dei figli e di conseguenza, dell’intero sistema familiare
(Smith, Kendall e Keefe, 2002). L’obiettivo è quello di incrementare i livel-
li di competenza ed efficacia del genitore nel monitorare e gestire il compor-
tamento dei bambini e favorire la loro competenza sociale ed emotiva;
inoltre, il parent training allena i genitori a riconoscere e rinforzare i com-
portamenti positivi del figlio. Questo tipo di interventi promuove lo sviluppo
di una disciplina sensibile sia nella componente affettiva, sia in quella edu-
cativa e di conseguenza favorisce l’instaurarsi di una relazione sicura.
All’interno di questa relazione, il genitore dovrebbe essere capace di fornire
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relazione con i caregiver. Esistono e sono state validate modalità per mani-
polare la direzione dello sguardo verso stimoli sociali emotivamente salien-
ti nei bambini (Dadds et al., 2013) ed è stato proposto di usarle all’interno
dei programmi rivolti ai genitori per aumentarne l’efficacia (Dadds et al.,
2019).
Uno studio di efficacia ha valutato gli effetti dell’aggiunta di una compo-
nente specifica sull’ingaggio emotivo ad un programma di Parent Manage-
ment Training (PMT) (Dadds et al., 2019). Il PMT utilizzato in questo studio
è un programma manualizzato e di provata efficacia per il trattamento dei
disturbi della condotta (Dadds e Hawes, 2006); è composto da 10 sessioni di
un’ora e mezzo, a cadenza settimanale, focalizzate sulle strategie di gestione
dei comportamenti aggressivi, disobbedienti e distruttivi (utilizzo di una
disciplina efficace, che chiarisca le regole e utilizzi tecniche come il time out
e il costo della risposta). Le sessioni dedicate all’ingaggio emotivo sono 6 e
vengono realizzate alternandole a quelle standard per tutta la durata dell’in-
tervento, in modo da massimizzare l’apprendimento e l’uso delle strategie,
insieme all’applicazione delle tecniche ogni giorno, per 10-15 minuti in
casa. Queste sedute aggiuntive si focalizzano su tre elementi fondamentali:
una componente didattica in cui viene spiegato il razionale delle abilità di
ingaggio emotivo, una parte pratica con i bambini all’interno della clinica e
la visione di video. I video mostrati sono selezionati dai terapeuti tra quelli
girati nella fase di assessment dimostrativi e di pratica e rappresentano
momenti in cui i genitori sono stati capaci di promuovere interazioni effica-
ci con i propri figli, con un adeguato contatto oculare e reciprocità dello
sguardo. Dadds e colleghi (2019) hanno mostrato come l’intervento sull’in-
gaggio emotivo avesse prodotto un incremento significativo del contatto
oculare e degli scambi di sguardi nelle diadi, parallelamente a una diminu-
zione significativa dello spostamento dello sguardo in altre direzioni. Nono-
stante ciò, questi risultati non si sono dimostrati durevoli, e i progressi sono
stati persi quando non sono stati più oggetto di un trattamento specifico.
Questo non significa, però, che il training non abbia giocato un ruolo impor-
tante nel determinare una riduzione delle problematiche di comportamento
nel bambino. In definitiva, i dati confermano come sia difficile intervenire
su bambini con caratteristiche CU.
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Conclusioni
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Carlo Buonanno, Pietro Muratori
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