Vínculo familiar y respuesta académica en un niño con conducta negativista desafiante

Abstract

To begin with, negative defiant behavior is a problem that has been frequently evidenced in different contexts, the family bond is one of the main factors that affect the child's behavior. Within the social, family, and educational areas there is a great concern regarding the presence of patterns of anger, irritability, arguments, defiant, or vindictive attitude, thus triggering confusion in parents and teachers when visualizing a negative academic response, which is why it is necessary to clarify questions about these behaviors. Moreover, individuals who show enough symptoms to reach a certain diagnosis even if these symptoms occur within the family environment can cause a significant deterioration in social functioning. Frequently children with this type of behavior are presented within educational institutions, causing an unstable environment within the classroom. Considering the relationship that exists between the family bond and the negativistic defiant behavior, this research poses the following problem: What is the relationship between the family bond and the academic response of a child with negativistic defiant behavior? The general objective is to determine the relationship between the family bond and the academic response of a child with negativistic defiant behavior. Within the methodology, the analysis of a 9-year-old child, family, and academic environment has been used as the object of study, applying different research techniques such as observation, where it was possible to identify characteristics of inappropriate behaviors within the family environment, a structured interview was also applied where important data of the child was collected, on the other hand, the Eyberg inventory was used, this questionnaire allows recognizing the behavioral characteristics of the child. Finally, the Adverse Childhood Experiences (ACEs) questionnaire was used to obtain different behavioral indicators within the academic environment. Apart from that, the results obtained based on the defiant negativistic behavior showed the presence of different characteristics such as anger, irritability, arguments, defiant and vindictive attitude, as for the family bond it was found that lack of time from parents and lack of authority makes this inappropriate behavior worsen over time, also within the academic environment, this behavior worsens the development of school activities inside and outside the classroom making the teaching-learning process seems deteriorated. As a result, these data allow us to conclude that the family bond is related to defiant negativist behavior, distorting the different environments where the child develops. This lack of authority and commitment on the part of the parents creates an emotional and academic mismatch, altering the interaction with peers and teachers. These inappropriate behaviors affect the development of school activities causing the teaching-learning process is not fulfilled properly.