Déficit en habilidades gráficas en niños víctimas de maltrato intrafamiliar institucionalizadosDeficit on graphic skills in children victims of institutionalized domestic abuse ResumenEl objetivo de este trabajo es analizar las habilidades gráficas en niños víctimas de maltrato intrafamiliar institucionalizados. Participaron 104 niños divididos en dos grupos. El primer grupo lo conformaron niños recién institucionalizados por violencia intrafamiliar (NVVI); el segundo grupo, de comparación, formado por niños que no han sido víctimas de violencia (NNVI), equiparados en género, edad y escolarización. Se usaron escalas y subescalas de habilidades gráficas de la Evaluación Neuropsicológica Infantil. Los resultados muestran que en los NVVI está alterada su capacidad de la copia de figuras y del dibujo de la figura humana, con un mayor uso de errores de cierre, adiciones y omisiones; sin embargo, se evidencian resultados normales tanto en la copia como en el tiempo de ejecución de la figura compleja. El grafismo básico para procesos de escritura se encuentra alterado de una forma cuantitativa y cualitativa, sin embargo procesos más complejos se muestran conservados. Esto implicaría la necesidad de la intervención en los procesos básicos, lo que serviría como prevención de alteraciones en funciones que se adquieren posteriormente.Palabras Clave: habilidades gráficas; maltrato infantil; niños institucionalizados. AbstractThe aim of this paper is to analyze the graphical abilities in children victims of institutionalized domestic abuse. 104 children took part and were divided into two groups. The first group was made up of freshly institutionalized children of domestic violence (NVVI); the second comparison group was made up of children who have not been victims of domestic violence (NNVI) were matched by gender, age and schooling. Scales and subscales of graphic skills about Neuropsychological Assessment for Children were used. The results show that in the NVVI is altered its ability to copy figures and drawing of human body, with increased use of closure errors, omissions and additions; however, normal results are evident both in the copy as the runtime of the complex figure. The basic graphism for writing processes is altered in a quantitative and qualitative way; however more complex processes are preserved. This would imply the need for intervention in basic processes, which would serve as prevention for changes in functions subsequently acquired.
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