Serial drawing in girls who display oppositional defiant behavior in the classroom

Este estudio investigó las correlaciones entre la participación en sesiones terapéuticas de dibujo en serie, no dirigido, y la presencia o ausencia de mejoría en el comportamiento oposicionista desafiante (COD) de cinco niñas, de ocho a diez años de edad, estudiantes de una escuela pública en Londre...

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Autores:
Boone-Salles, Andréia Mansk
Tipo de recurso:
Article of journal
Fecha de publicación:
2015
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
eng
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oai:repository.ucatolica.edu.co:10983/16205
Acceso en línea:
http://hdl.handle.net/10983/16205
Palabra clave:
SERIAL DRAWINGS
EMOTIONAL DIFFICULTIES
BEHAVIORAL PROBLEMS
DIBUJO EN SERIE
DIFICULTADES EMOCIONALES
PROBLEMAS COMPORTAMENTALES
DESENHO EM SÉRIE
DIFICULDADES EMOCIONAIS
PROBLEMAS COMPORTAMENTAIS
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openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2015
id UCATOLICA2_5552ae95fe3f581cf58085c3ef143161
oai_identifier_str oai:repository.ucatolica.edu.co:10983/16205
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv Serial drawing in girls who display oppositional defiant behavior in the classroom
dc.title.translated.eng.fl_str_mv Dibujo en serie con niñas que presentan comportamiento oposicionista desafiante en el aula
Desenho em série com meninas que apresentam comportamento oposicionista desafiante em sala de aula
title Serial drawing in girls who display oppositional defiant behavior in the classroom
spellingShingle Serial drawing in girls who display oppositional defiant behavior in the classroom
SERIAL DRAWINGS
EMOTIONAL DIFFICULTIES
BEHAVIORAL PROBLEMS
DIBUJO EN SERIE
DIFICULTADES EMOCIONALES
PROBLEMAS COMPORTAMENTALES
DESENHO EM SÉRIE
DIFICULDADES EMOCIONAIS
PROBLEMAS COMPORTAMENTAIS
title_short Serial drawing in girls who display oppositional defiant behavior in the classroom
title_full Serial drawing in girls who display oppositional defiant behavior in the classroom
title_fullStr Serial drawing in girls who display oppositional defiant behavior in the classroom
title_full_unstemmed Serial drawing in girls who display oppositional defiant behavior in the classroom
title_sort Serial drawing in girls who display oppositional defiant behavior in the classroom
dc.creator.fl_str_mv Boone-Salles, Andréia Mansk
dc.contributor.author.spa.fl_str_mv Boone-Salles, Andréia Mansk
dc.subject.proposal.spa.fl_str_mv SERIAL DRAWINGS
EMOTIONAL DIFFICULTIES
BEHAVIORAL PROBLEMS
DIBUJO EN SERIE
DIFICULTADES EMOCIONALES
PROBLEMAS COMPORTAMENTALES
DESENHO EM SÉRIE
DIFICULDADES EMOCIONAIS
PROBLEMAS COMPORTAMENTAIS
topic SERIAL DRAWINGS
EMOTIONAL DIFFICULTIES
BEHAVIORAL PROBLEMS
DIBUJO EN SERIE
DIFICULTADES EMOCIONALES
PROBLEMAS COMPORTAMENTALES
DESENHO EM SÉRIE
DIFICULDADES EMOCIONAIS
PROBLEMAS COMPORTAMENTAIS
description Este estudio investigó las correlaciones entre la participación en sesiones terapéuticas de dibujo en serie, no dirigido, y la presencia o ausencia de mejoría en el comportamiento oposicionista desafiante (COD) de cinco niñas, de ocho a diez años de edad, estudiantes de una escuela pública en Londres, Inglaterra. Cada niña participó en quince sesiones individuales de cuarenta minutos, una vez por semana. A las niñas se les invitó a dibujar lo que ellas quisieran y a contarle a la investigadora la historia de su dibujo. Los profesores completaron el cuestionario sobre COD para evaluar si las niñas presentaban dicha conducta. Se identificaron cambios en el comportamiento y respuestas emocionales de las niñas en el aula a través del Cuestionario Semanal sobre COD, el cual fue respondido por sus profesores. Estos docentes también completaron el Cuestionario de Capacidades y Dificultades (SDQ, por sus siglas en inglés) antes de la primera y después de la décima quinta sesión. Se utilizó el método casaárbol- persona (HTP, por sus siglas en inglés) durante las sesiones uno, ocho y quince, y sus resultados fueron interpretados por la investigadora. Al terminar el estudio, los profesores respondieron el Formulario Final de las sesiones de dibujo. Cuatro niñas presentaron mejoría en sus síntomas de COD, mientras que una de ellas mostró solo un ligero progreso. Los resultados sugieren que el uso de dibujos en serie y no dirigidos promueve que las niñas con COD expresen sus pensamientos y emociones de una forma simbólica y dentro de un ambiente seguro, lo que reduce la frecuencia y la intensidad de sus respuestas emocionales y comportamentales en el aula.
publishDate 2015
dc.date.issued.spa.fl_str_mv 2015-12
dc.date.accessioned.spa.fl_str_mv 2018-07-25T20:56:36Z
dc.date.available.spa.fl_str_mv 2018-07-25T20:56:36Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Boone-Salles, A. (2015). Serial drawing in girls who display oppositional defiant behavior in the classroom. Acta Colombiana de Psicología, 18(2), 75-86. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/116
dc.identifier.issn.spa.fl_str_mv 0123-9155
dc.identifier.uri.spa.fl_str_mv http://hdl.handle.net/10983/16205
identifier_str_mv Boone-Salles, A. (2015). Serial drawing in girls who display oppositional defiant behavior in the classroom. Acta Colombiana de Psicología, 18(2), 75-86. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/116
0123-9155
url http://hdl.handle.net/10983/16205
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 75-86
dc.relation.references.spa.fl_str_mv Allan, J.A.B. (1978). Serial Drawing: A Therapeutic Approach with Young Children. Canadian Counsellor, 12 (4), 22-28.
Allan, J. (2004). Inscapes of the Child's World. Putnam, CT: Spring Publications.
APA (American Psychiatric Association). (2005). Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition - Text Revision (DSM-IV-TR). New Delhi: Jaypee Brothers Medical Publishers.
Bertoia, J. (1993). Drawings from a Dying Child: Insights into Death from a Jungian Perspective. London: Routledge.
Buck, J. (1948). The H-T-P Test. Journal of Clinical psychology, 4 (2), 15-59.
Chetwynd, T. (1998). Dictionary of symbols. London: Thorsons.
Chong, H. J. & Kim, S. J. (2010). Education-oriented Music Therapy as an After-School Program for Students with Emotional and Behavioral Problems. The Arts in Psychotherapy, 37, 190-196
Connor, D.F. (2002). Aggression and Antisocial Behaviour in Children and Adolescents: Research and Treatment. New York, NY: The Guilford Press.
Cox, M. (2005). The pictorial world of the child. London: Cambridge University Press.
Cunningham, C.E. & Boyle, M.H. (2002). Pre-schoolers at Risk relates. Journal of Abnormal Child Psychology, 30 (6), 555-569.
Dick, D.M Attention-Deficit Hyperactivity Disorder and Oppositional Defiant Disorder: Family, Parenting, and Behavioral Co., Richard, J., Viken, R. J., Kaprio, J. Pulkkinen, L. & Rose, R. J. (2005). Understanding the Covariation among Childhood Externalizing Symptoms: Genetic and Environmental Influences on Conduct Disorder, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder Symptoms. Journal of Abnormal Child Psychology, 33 (2), 219-229.
Ezpeleta, L., Domènech, J. M. & Angold, A. (2006). A Comparison of Pure and Comorbid CD/ODD and Depression. Journal of Child Psychology and Psychiatry, 47 (7), 704-712.
Fordham, M. (1979).Jungian Psychotherapy: A Study in Analytical Psychology. Chichester: John Wiley & Sons.
Furth, G. M. (2002). The Secret World of Drawings: A Jungian Approach to Healing through Art. Toronto: Inner City Books.
Geldard, K. & Geldard, D. (2008). Counselling children: a practical introduction (3rd ed.). London, England: Sage.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. The Journal of Child Psychology and Psychiatry, 38 (5), 581-586.
Green, E. & Herbert, B. B. (2006). A Jungian Play Therapy Technique for Caregivers to Utilize with Children Between Counselling Sessions. Play Therapy, 1 (4), 20-24.
Greene, R.W. & Doyle, A.E. (1999). Toward a Transactional Conceptualization of Oppositional Defiant Disorder: Implications for Assessment and Treatment. Clinical Child and Family Psychology Review, (3), 129-148.
Hammer, E. F. (1958). The Clinical Application of Projected Drawings. Springfield, IL: Charles C Thomas.
Hommersen, P., Murray, C., Johnston, C. & Ohan, J. L. (2006). Oppositional Defiant Disorder Rating Scale: Preliminary Evidence of Reliability and Validity. Journal of Emotional and Behavior Disorder, 14 (2), 118-125.
Jung, C.G. (1954). The collected works of C. G. Jung, Volume 16: The Practice of Psychotherapy. London: Routledge & Kegan Paul.
Jung, C. G. (1983). Memories, Dreams, Reflections. London: Fontana Paperbacks.
Kaufman, B. & Wohl, A. (1992). Causalities of Childhood: A Developmental Perspective on Sexual Abuse Using Projective Drawings. New York, NY: Bunner/Mazel Inc.
Kim, H. K. & Leve, L. D. (2011). Substance Use and Delinquency among Middle School Girls in Foster Care: A Three-Year Follow-Up of a Randomized Controlled Trial. Journal of Consulting and Clinical Psychology, 79 (6), 740-750.
Leibowitz, M. (1999). Interpreting Projective Drawings: A Self Psychological Approach. Philadelphia: Brunner/Mazel.
Nixon, R. D. V. Sweeney, L., Erickson, D. B. & Touyz, S. W. (2003). Parent-Child Interaction Therapy: A Comparison of Standard and Abbreviated Treatments for Oppositional Defiant Preschoolers. Journal of Consulting and Clinical Psychology, 71(2), 251-260.
Nock, M. K., Kazdin, A. E., Hiripi, E. & Kessler, R. C. (2007). Lifetime Prevalence, Correlates, and Persistence of Oppositional Defiant Disorder: Results from the National Comorbidity Survey Replication. Journal of Child Psychology and Psychiatry, 48 (7), 703-713.
Ohan, J. L. & Johnston, C. (2005). Gender Appropriateness of Symptom Criteria for Attention-Deficit/Hyperactiy Disorder, Oppositional-Defiant Disorder, and Conduct Disorder. Child Psychiatry and Human Development, 35 (4), 359-381.
Oster, G. D. & Gould, P. (2004). Using Drawings in Assessment and Therapy (2nd. ed.) New York, NY: Brunner/Mazel.
Sliminng, E. C., Montes, P. B, Bustos, C. F., Hoyuelos, X. P & Vio, C. G. (2009). Efectos de un programa combinado de técnicas de modificación conductual para la disminución de la conducta disruptiva y el aumento de la conducta prosocial en escolares chilenos. Acta Colombiana de Psicología, 12 (1), 67-76.
Raghuraman, R. S. (2000). Dungeons and Dragons: Dealing with Emotional and Behavioral Issues of an Adolescent with Diabetes. The Arts in Psychotherapy, 27 (1), 27-39.
Thompson, F. & Allan, J. (1985). Art Counselling in the Elementary Schools: a Method of active intervention. Guidance and Counselling, 1 (2), 63-72.
Waschbusch, D.A. & King, S. (2006). Should Sex-Specific Norms be Used to Assess Attention-Deficit/Hyperactivity Disorder or Oppositional Defiant Disorder? Journal of Consulting and Clinical Psychology, 74 (1), 179-185.
dc.rights.spa.fl_str_mv Derechos Reservados - Universidad Católica de Colombia, 2015
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spelling Boone-Salles, Andréia Mansk2239d7b8-7232-436a-8bae-6c5c5caa00b4-12018-07-25T20:56:36Z2018-07-25T20:56:36Z2015-12Este estudio investigó las correlaciones entre la participación en sesiones terapéuticas de dibujo en serie, no dirigido, y la presencia o ausencia de mejoría en el comportamiento oposicionista desafiante (COD) de cinco niñas, de ocho a diez años de edad, estudiantes de una escuela pública en Londres, Inglaterra. Cada niña participó en quince sesiones individuales de cuarenta minutos, una vez por semana. A las niñas se les invitó a dibujar lo que ellas quisieran y a contarle a la investigadora la historia de su dibujo. Los profesores completaron el cuestionario sobre COD para evaluar si las niñas presentaban dicha conducta. Se identificaron cambios en el comportamiento y respuestas emocionales de las niñas en el aula a través del Cuestionario Semanal sobre COD, el cual fue respondido por sus profesores. Estos docentes también completaron el Cuestionario de Capacidades y Dificultades (SDQ, por sus siglas en inglés) antes de la primera y después de la décima quinta sesión. Se utilizó el método casaárbol- persona (HTP, por sus siglas en inglés) durante las sesiones uno, ocho y quince, y sus resultados fueron interpretados por la investigadora. Al terminar el estudio, los profesores respondieron el Formulario Final de las sesiones de dibujo. Cuatro niñas presentaron mejoría en sus síntomas de COD, mientras que una de ellas mostró solo un ligero progreso. Los resultados sugieren que el uso de dibujos en serie y no dirigidos promueve que las niñas con COD expresen sus pensamientos y emociones de una forma simbólica y dentro de un ambiente seguro, lo que reduce la frecuencia y la intensidad de sus respuestas emocionales y comportamentales en el aula.This study investigated the correlations between participation in therapy sessions involving non-directive serial drawing and subsequent improvements, or lack thereof, in the oppositional defiant behavior (ODB) of five girls aged eight to ten years in an inner-city school in London, England. Each child individually attended fifteen forty-minute sessions on a weekly basis. Each child was invited to draw anything that she wished and then to tell the story of her drawing to the researcher. The class teachers completed the ODB Questionnaire to determine a baseline measurement of this conduct. Changes in the girls' emotional and classroom behaviors were identified based on the ODB Weekly Questionnaire completed by their teachers. The teachers also completed a Strengths and Difficulties Questionnaire (SDQ) before the first therapy session and after the fifteenth. The House-Tree-Person (HTP) method was used on sessions one, eight and fifteen, and the results were assessed by the researcher. At the end of the study, the teachers completed the Drawing Sessions End Form. Four of the five girls showed improvements in their ODB symptoms, and one demonstrated a slight progress. Results suggested that the use of non-directive drawing encourages girls with ODB to express their thoughts and emotions in a symbolic way within a safe environment, which reduces the frequency and intensity of their emotional and behavioral outbursts in the classroom. Key words: serial drawings, emotional difficulties, behavioral problems.Este estudo pesquisou as correlações entre a participação em sessões terapêuticas de desenho em série, não dirigido, e a presença ou ausência de melhoria, no comportamento oposicionista desafiante COD) de cinco meninas, de oito a dez anos de idade, estudantes de uma escola pública em Londres, Inglaterra. Cada menina participou em quinze sessões individuais de quarenta minutos, uma vez por semana. As meninas foram estimuladas para desenhar o que quisessem e contar à pesquisadora a história do seu desenho. Os professores completaram o questionário sobre COD para avaliar se as meninas apresentavam essa conduta. Identificara-se mudanças no comportamento e respostas emocionais das crianças na sala de aula através do Questionário Semanal sobre COD, que foi respondido por seus professores. Estes docentes também completaram o Questionário de Capacidades e Dificuldades (SDQ, pelas suas siglas em inglês) antes da primeira e depois da décima quinta sessão. Utilizou-se o método casa-árvore-pessoa (HTP, pelas suas siglas em inglês) durante a primeira, oitava e décima-quinta sessão, e seus resultados foram interpretados pela pesquisadora. Depois de terminar o estudo, os professores responderam o Formulário Final das sessões de desenho. Quatro meninas apresentaram melhoria em seus sintomas de COD, enquanto que uma delas mostrou somente um leve progresso. Os resultados sugerem que o uso de desenhos em série e não dirigidos permite que as meninas com COD expressem seus pensamentos e emoções de uma forma simbólica e dentro de um ambiente seguro, o que reduz a frequência e a intensidade de suas respostas emocionais e comportamentais em sala de aula.application/pdfBoone-Salles, A. (2015). Serial drawing in girls who display oppositional defiant behavior in the classroom. Acta Colombiana de Psicología, 18(2), 75-86. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1160123-9155http://hdl.handle.net/10983/16205engUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 75-86Allan, J.A.B. (1978). Serial Drawing: A Therapeutic Approach with Young Children. Canadian Counsellor, 12 (4), 22-28.Allan, J. (2004). Inscapes of the Child's World. Putnam, CT: Spring Publications.APA (American Psychiatric Association). (2005). Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition - Text Revision (DSM-IV-TR). New Delhi: Jaypee Brothers Medical Publishers.Bertoia, J. (1993). Drawings from a Dying Child: Insights into Death from a Jungian Perspective. London: Routledge.Buck, J. (1948). The H-T-P Test. Journal of Clinical psychology, 4 (2), 15-59.Chetwynd, T. (1998). Dictionary of symbols. London: Thorsons.Chong, H. J. & Kim, S. J. (2010). Education-oriented Music Therapy as an After-School Program for Students with Emotional and Behavioral Problems. The Arts in Psychotherapy, 37, 190-196Connor, D.F. (2002). Aggression and Antisocial Behaviour in Children and Adolescents: Research and Treatment. New York, NY: The Guilford Press.Cox, M. (2005). The pictorial world of the child. London: Cambridge University Press.Cunningham, C.E. & Boyle, M.H. (2002). Pre-schoolers at Risk relates. Journal of Abnormal Child Psychology, 30 (6), 555-569.Dick, D.M Attention-Deficit Hyperactivity Disorder and Oppositional Defiant Disorder: Family, Parenting, and Behavioral Co., Richard, J., Viken, R. J., Kaprio, J. Pulkkinen, L. & Rose, R. J. (2005). Understanding the Covariation among Childhood Externalizing Symptoms: Genetic and Environmental Influences on Conduct Disorder, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder Symptoms. Journal of Abnormal Child Psychology, 33 (2), 219-229.Ezpeleta, L., Domènech, J. M. & Angold, A. (2006). A Comparison of Pure and Comorbid CD/ODD and Depression. Journal of Child Psychology and Psychiatry, 47 (7), 704-712.Fordham, M. (1979).Jungian Psychotherapy: A Study in Analytical Psychology. Chichester: John Wiley & Sons.Furth, G. M. (2002). The Secret World of Drawings: A Jungian Approach to Healing through Art. Toronto: Inner City Books.Geldard, K. & Geldard, D. (2008). Counselling children: a practical introduction (3rd ed.). London, England: Sage.Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. The Journal of Child Psychology and Psychiatry, 38 (5), 581-586.Green, E. & Herbert, B. B. (2006). A Jungian Play Therapy Technique for Caregivers to Utilize with Children Between Counselling Sessions. Play Therapy, 1 (4), 20-24.Greene, R.W. & Doyle, A.E. (1999). Toward a Transactional Conceptualization of Oppositional Defiant Disorder: Implications for Assessment and Treatment. Clinical Child and Family Psychology Review, (3), 129-148.Hammer, E. F. (1958). The Clinical Application of Projected Drawings. Springfield, IL: Charles C Thomas.Hommersen, P., Murray, C., Johnston, C. & Ohan, J. L. (2006). Oppositional Defiant Disorder Rating Scale: Preliminary Evidence of Reliability and Validity. Journal of Emotional and Behavior Disorder, 14 (2), 118-125.Jung, C.G. (1954). The collected works of C. G. Jung, Volume 16: The Practice of Psychotherapy. London: Routledge & Kegan Paul.Jung, C. G. (1983). Memories, Dreams, Reflections. London: Fontana Paperbacks.Kaufman, B. & Wohl, A. (1992). Causalities of Childhood: A Developmental Perspective on Sexual Abuse Using Projective Drawings. New York, NY: Bunner/Mazel Inc.Kim, H. K. & Leve, L. D. (2011). Substance Use and Delinquency among Middle School Girls in Foster Care: A Three-Year Follow-Up of a Randomized Controlled Trial. Journal of Consulting and Clinical Psychology, 79 (6), 740-750.Leibowitz, M. (1999). Interpreting Projective Drawings: A Self Psychological Approach. Philadelphia: Brunner/Mazel.Nixon, R. D. V. Sweeney, L., Erickson, D. B. & Touyz, S. W. (2003). Parent-Child Interaction Therapy: A Comparison of Standard and Abbreviated Treatments for Oppositional Defiant Preschoolers. Journal of Consulting and Clinical Psychology, 71(2), 251-260.Nock, M. K., Kazdin, A. E., Hiripi, E. & Kessler, R. C. (2007). Lifetime Prevalence, Correlates, and Persistence of Oppositional Defiant Disorder: Results from the National Comorbidity Survey Replication. Journal of Child Psychology and Psychiatry, 48 (7), 703-713.Ohan, J. L. & Johnston, C. (2005). Gender Appropriateness of Symptom Criteria for Attention-Deficit/Hyperactiy Disorder, Oppositional-Defiant Disorder, and Conduct Disorder. Child Psychiatry and Human Development, 35 (4), 359-381.Oster, G. D. & Gould, P. (2004). Using Drawings in Assessment and Therapy (2nd. ed.) New York, NY: Brunner/Mazel.Sliminng, E. C., Montes, P. B, Bustos, C. F., Hoyuelos, X. P & Vio, C. G. (2009). Efectos de un programa combinado de técnicas de modificación conductual para la disminución de la conducta disruptiva y el aumento de la conducta prosocial en escolares chilenos. Acta Colombiana de Psicología, 12 (1), 67-76.Raghuraman, R. S. (2000). Dungeons and Dragons: Dealing with Emotional and Behavioral Issues of an Adolescent with Diabetes. The Arts in Psychotherapy, 27 (1), 27-39.Thompson, F. & Allan, J. (1985). Art Counselling in the Elementary Schools: a Method of active intervention. Guidance and Counselling, 1 (2), 63-72.Waschbusch, D.A. & King, S. (2006). Should Sex-Specific Norms be Used to Assess Attention-Deficit/Hyperactivity Disorder or Oppositional Defiant Disorder? Journal of Consulting and Clinical Psychology, 74 (1), 179-185.Derechos Reservados - Universidad Católica de Colombia, 2015info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2SERIAL DRAWINGSEMOTIONAL DIFFICULTIESBEHAVIORAL PROBLEMSDIBUJO EN SERIEDIFICULTADES EMOCIONALESPROBLEMAS COMPORTAMENTALESDESENHO EM SÉRIEDIFICULDADES EMOCIONAISPROBLEMAS COMPORTAMENTAISSerial drawing in girls who display oppositional defiant behavior in the classroomDibujo en serie con niñas que presentan comportamiento oposicionista desafiante en el aulaDesenho em série com meninas que apresentam comportamento oposicionista desafiante em sala de aulaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALSERIAL DRAWING IN GIRLS WHO DISPLAY OPPOSITIONAL DEFIANT.pdfSERIAL DRAWING IN GIRLS WHO DISPLAY OPPOSITIONAL DEFIANT.pdfArtículo en inglesapplication/pdf286105https://repository.ucatolica.edu.co/bitstreams/e3371872-73ab-4a24-860a-5c034e177fdb/downloadf69a06176917960ac854a73d17a9b99bMD51TEXTSERIAL DRAWING IN GIRLS WHO DISPLAY OPPOSITIONAL DEFIANT.pdf.txtSERIAL DRAWING IN GIRLS WHO DISPLAY OPPOSITIONAL DEFIANT.pdf.txtExtracted texttext/plain57452https://repository.ucatolica.edu.co/bitstreams/c975ef89-2d17-4b78-98a7-03d127841d23/download7cfba432b297775a49a6e33d637248feMD52THUMBNAILSERIAL DRAWING IN GIRLS WHO DISPLAY OPPOSITIONAL DEFIANT.pdf.jpgSERIAL DRAWING IN GIRLS WHO DISPLAY OPPOSITIONAL DEFIANT.pdf.jpgRIUCACimage/jpeg22857https://repository.ucatolica.edu.co/bitstreams/465fa0fa-15f1-4f32-965c-42438c35b3fa/downloadc9f30435d74d9be96a68a447615623bfMD5310983/16205oai:repository.ucatolica.edu.co:10983/162052023-03-24 18:01:07.562https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2015https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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