El Apego Va a Juicio: Problemas de Custodia y Protección Infantil1

Anuario de Psicología Jurídica

John Simmonds¹  Xi Liang²  Zhengyan Wang²  David Wilkins³  Sonia Gojman-de-Millán⁴  Marinus H. van IJzendoorn⁵  Gottfried Spangle⁶  Heinz Kindler⁷  Ulrike Lux⁸  Danya Glaser⁹  Manuela Verissimo^1,10  Ruth Feldman^1,11  Stephen Scott^1,12  George M. Tarabulsy^1,13  Femmie Juffer^1,14  Elia Psouni^1,15  Lilian Ayiro^1,16  Megan Galbally^1,17  Sarah Foster^1,18  Germán Posada^1,19  Marlene M. Moretti^2,20  Anne Rifkin-Graboi^2,21  Kazuko Y. Behrens^2,22  Pehr Granqvist^2,23  Mårten Hammarlund^2,23  Tommie Forslund^2,23  Kristin Bernard^2,24  Mikko J. Peltola^2,25  Kiyomi Kondo-Ikemura^2,26  Miriam Steele^2,27  Howard Steele^2,27  Loyola McLean^2,28  Charles H. Zeanah^2,29  Rodrigo A. Cárcamo^3,30  Jesús Palacios^3,31  Rosario Spencer^3,32  Andrés Fresno Rodriguez^3,32  Neus Barrantes-Vidal^3,33  R. Pasco Fearon^3,34  Rosalinda Cassibba^3,35  Sheri Madigan^3,36  Phillip R. Shaver^3,37  Karen Mason-Jones^3,38  Jay Belsky^3,39  Philip A. Cowan^4,40  Carolyn Pape Cowan^4,40  Robbie Duschinsky^4,41  Michael E. Lamb^4,41  Sophie Reijman^4,42  Mary Dozier^4,43  Paulina Pawlicka^4,44  Maria Kázmierczak^4,44  Avi Sagi-Schwartz^4,45  Blaise Pierrehumbert^4,46  Jude Cassidy^4,47  Dante Cicchetti^4,48  Glenn I. Roisman^4,49  Ashley M. Groh^5,50  Lavinia Barone^5,51  Deborah Jacobvitz^5,52  Nancy L. Hazen^5,52  Peter Zimmerman^5,53  Francis Sichimba^5,54  Haatembo Mooya^5,54  Tamara Chansa^5,54  Annie Bernier^5,55  Fabien Bacro^5,56  Chantal Cyr^5,57  Carlo Schuengel^5,58  Marian J. Bakermans-Kranenburg^5,58 

[1] British Association for Adoption and Fostering at Coram, London, UK, British Association for Adoption and Fostering at Coram (CoramBAAF), London, UK.;Capital Normal University, School of Psychology, Laboratory of Learning and Cognition, Beijing, China, Research Centre for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China.;Cardiff University, School of Social Sciences, Cardiff, UK, School of Social Sciences, Cardiff University, UK.;Centro de investigación del Seminario de Sociopsicoanálisis, Ciudad de México, México, Centro de investigación del Seminario de Sociopsicoanálisis, Ciudad de México, México.;Erasmus University Rotterdam, Department of Psychology, Education and Child Studies, Rotterdam, The Netherlands, Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.;Friedrich-Alexander-University of Erlangen-Nuremberg, Department of Psychology, Erlangen, Germany, Department of Psychology, Friedrich-Alexander-University of Erlangen-Nuremberg, Erlangen, Germany.;German Youth Institute, Munich, Germany, German Youth Institute, Munich, Germany.;German Youth Institute, Department Families and Family Policies, Munich, Germany, Department Families and Family Policies, German Youth Institute, Munich, Germany.;Great Ormond Street Hospital, London, UK, Great Ormond Street Hospital, London, UK.;Instituto Universitário, William James Center for Research, Lisboa, Portugal, William James Center for Research, ISPA – Instituto Universitário, Lisboa, Portugal.;Interdisciplinary Center, Baruch Ivcher School of Psychology, Herzliya, Israel, Baruch Ivcher School of Psychology, Interdisciplinary Center, Herzliya, Israel.;Kings’s College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK, Institute of Psychiatry, Psychology and Neuroscience, Kings’s College London, UK.;Laval University, School of Psychology, Québec City, Canada, School of Psychology, Laval University, Québec City, Canada.;Leiden University, Centre for Child and Family Studies, The Netherlands, Centre for Child and Family Studies, Leiden University, The Netherlands.;Lund University, Department of Psychology, Sweden, Department of Psychology, Lund University, Sweden.;Maseno University, Department of Educational Psychology, Kisumu, Kenya, Department of Educational Psychology, Maseno University, Kisumu, Kenya.;Murdoch University, Education and Engineering, College of Science, Australia, College of Science, Health, Education and Engineering, Murdoch University, Australia.;Northumbria University, Department of Social Work, Education and Community Wellbeing, Newcastle, UK, Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle, UK;Purdue University, Department of Human Development and Family Studies, Lafayette, USA, Department of Human Development and Family Studies, Purdue University, West Lafayette, USA.;Simon Fraser University, Department of Psychology, Vancouver, Canada, Department of Psychology, Simon Fraser University, Vancouver, Canada.;Singapore Institute for Clinical Sciences, Singapore, Singapore Institute for Clinical Sciences (SICS, Agency for Science and Technology (A*STAR), Singapore.;State University of New York Polytechnic Institute, Department of Social & Behavioral Sciences, New York, USA, Department of Social & Behavioral Sciences, State University of New York Polytechnic Institute, Utica, New York, USA.;Stockholm University, Department of Psychology, Stockholm, Sweden, Department of Psychology, Stockholm University, Stockholm, Sweden;Stony Brook University, Department of Psychology, New York, USA, Department of Psychology, Stony Brook University, New York, USA;Tampere University, Faculty of Social Sciences, Human Information Processing Laboratory, Finland, Human Information Processing Laboratory, Psychology, Faculty of Social Sciences, Tampere University, Finland.;Teikyo University, Department of Psychology, Tokyo, Japan, Department of Psychology, Teikyo University, Tokyo, Japan.;The New School, Psychology Department, New YorkNY, USA, Psychology Department, The New School, New York, NY, USA.;The University of Sydney, Faculty of Medicine and Health, Brain and Mind Centre, Sydney, Australia, Brain and Mind Centre, Faculty of Medicine and Health, The University of Sydney, Australia.;Tulane University School of Medicine, Institute of Infant and Early Childhood Mental Health, New Orleans, USA, Institute of Infant and Early Childhood Mental Health, Tulane University School of Medicine, New Orleans, USA.;Universidad de Magallanes, Departamento de Psicología, Punta Arenas, Chile, Departamento de Psicología, Universidad de Magallanes, Punta Arenas, Chile.;Universidad de Sevilla, Departamento de Psicología Evolutiva y de la Educación, Sevilla, España, Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, España.;Universidad de Talca, Departamento de Psicología, Chile, Departamento de Psicología, Universidad de Talca, Chile.;Universitat Autònoma de Barcelona, Departament de Psicologia Clínica i de la Salut, España, Departament de Psicologia Clínica i de la Salut, Universitat Autònoma de Barcelona, España.;University College London, Educational and Health Psychology, Research Department of Clinical, London, UK, Research Department of Clinical, Educational and Health Psychology, University College London, UK.;University of Bari, Department of Educational Sciences, Psychology, Italy, Department of Educational Sciences, Psychology, Communication, University of Bari, Italy.;University of Calgary, Department of Psychology, Canada, Department of Psychology, University of Calgary, Canada.;University of California, DavisCA, USA, University of California, Davis, CA, USA.;University of California, Center for Health & Community, California, USA, Center for Health & Community, University of California, USA.;University of California, Department of Human Ecology, California, USA, Department of Human Ecology, University of California, USA.;University of California, Department of Psychology, Berkeley, USA, Department of Psychology, University of California, Berkeley, USA.;University of Cambridge, Department of Psychology, Cambridge, UK, Department of Psychology, University of Cambridge, UK.;University of Cambridge, Department of Public Health and Primary Care, Cambridge, UK, Department of Public Health and Primary Care, University of Cambridge, UK.;University of Delaware, Department of Psychological and Brain Sciences, USA, Department of Psychological and Brain Sciences, University of Delaware, USA.;University of Gdansk, Institute of Psychology, Faculty of Social Sciences, Poland, Institute of Psychology, Faculty of Social Sciences, University of Gdansk, Poland.;University of Haifa, Center for the Study of Child Development, School of Psychological Sciences, Haifa, Israel, School of Psychological Sciences and Center for the Study of Child Development, University of Haifa, Haifa, Israel.;University of Lausanne, Switzerland, University of Lausanne, Switzerland.;University of Maryland, Department of Psychology, USA, Department of Psychology, University of Maryland, USA.;University of Minnesota, Institute of Child Development, Department of Psychiatry, Minnesota, USA, Institute of Child Development and Department of Psychiatry,University of Minnesota, USA.;University of Minnesota, Institute of Child Development, USA, Institute of Child Development, University of Minnesota, USA.;University of Missouri-Columbia, Department of Psychology, USA, Department of Psychology, University of Missouri-Columbia, USA;University of Pavia, Department of Brain and Behavioral Sciences, Lab of Attachment and Parenting, Pavia, Italy, Department of Brain and Behavioral Sciences, Lab of Attachment and Parenting - LAG, University of Pavia, Italy.;University of Texas at Austin, Department of Human Development and Family Sciences, Texas, USA, Department of Human Development and Family Sciences, University of Texas at Austin, USA.;University of Wuppertal, Department of Psychology/Developmental Psychology, Germany, Department of Psychology/Developmental Psychology, University of Wuppertal, Germany.;University of Zambia, Department of Psychology, Lusaka, Zambia, Department of Psychology, University of Zambia, Lusaka, Zambia.;Université de Montréal, Département de Psychologie, Canada, Département de Psychologie, Université de Montréal, Canada;Université de Nantes, Faculté de Psychologie, France, Faculté de Psychologie, Université de Nantes, France.;Université du Québec à Montréal, Département de Psychologie, Québec, Canada, Département de Psychologie, Université du Québec à Montréal, Québec, Canada;Vrije Universiteit Amsterdam, Clinical Child and Family Studies, Faculty of Behavioural and Movement Sciences, Amsterdam, The Netherlands, Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies, Vrije Universiteit Amsterdam, The Netherlands.;

关键词: attachment theory;    best interests of the child;    child custody;    child protection;    family court;    consensus statement;   

DOI  :  10.5093/apj2021a26

来源: DOAJ

【 摘 要 】

La teoría y la investigación sobre el apego se utilizan en muchos contextos aplicados, incluidos los juzgados de familia, pero hay malentendidos muy extendidos y que a veces dan lugar a aplicaciones erróneas. El objetivo de este documento de consenso es, por lo tanto, mejorar la comprensión, contrarrestar la desinformación y dirigir el uso de la teoría del apego por parte de los juzgados de familia en la dirección de un apoyo basado en la evidencia, especialmente en lo que respecta a la protección de niñas y niños y las decisiones sobre su custodia. El artículo se divide en dos partes. En la primera abordamos los problemas relacionados con el uso de la teoría y la investigación sobre apego en los juzgados de familia, analizando las causas de tales problemas. Para ello examinamos las aplicaciones de la teoría del apego en los juzgados de familia en el marco del concepto de interés superior de niños y niñas, analizamos los malentendidos relacionados con la teoría del apego e identificamos los factores que han obstaculizado su adecuada aplicación. En la segunda parte ofrecemos recomendaciones para la aplicación de la teoría y la investigación sobre apego. Para ello establecemos tres principios del apego: la necesidad de niñas y niños de cuidadoras y cuidadores habituales que no maltraten, el valor de la continuidad de cuidados de calidad suficientemente buena y los beneficios de las redes de relaciones de apego. También analizamos la idoneidad de las evaluaciones de los estilos de apego y del comportamiento de los cuidadores para fundamentar la toma de decisiones de los juzgados de familia. Llegamos a la conclusión de que las evaluaciones de quienes cuidan deberían ocupar un lugar central. Aunque no hay consenso entre nosotros sobre el uso de las evaluaciones del estilo de apego para fundamentar las decisiones sobre custodia y protección infantil, dichas evaluaciones son actualmente las más adecuadas para orientar y dirigir las intervenciones de apoyo. Por último, proporcionamos orientaciones para guiar la futura colaboración en la investigación interdisciplinaria.

【 授权许可】

Unknown