Psychological disorders in primary school children with family crisis due to breakup

• Main Authors: Yannis Elena Zayas Bazán Sterling, Reynerio Camejo Lluch, Oeydis Noemí Rojas Guevara, Enaire Yasmin Velázquez Estrada, Odalis Nerelis Fonseca Ochoa
• Format: Article
• Language: Spanish
• Published: Universidad de Ciencias Médicas de Las Tunas 2017-05-01
• Series: Revista Electrónica Dr. Zoilo E. Marinello Vidaurreta
• Subjects: family; stress, psychological; child health
• Online Access: http://revzoilomarinello.sld.cu/index.php/zmv/article/view/1079

<p><strong>Background</strong>: family crises for breakup have repercussions on the comprehensive development of the child's personality, in all its aspects.<strong></strong></p><p><strong>Objective</strong>: to describe psychological disorders in primary students of the 9 to 11 age group of "Rafael Martínez Martínez" School, with family crisis due to breakup, belonging to the health area of the "Gustavo Aldereguía Lima" Polyclinic, from the municipality of Las Tunas, attended to from 2014 to 2016.<strong></strong></p><p><strong>Methods</strong>: a descriptive and observational study of the family crisis for breakup was carried out with the schoolchildren, place and period of time already mentioned. The universe was made up of 60 patients who presented to the medical consultation with the health psychology specialist and the sample consisted of 30 children with family crisis for breakup. The study analyzed the psycho-pedagogical characterization and the psychic and behavioral assessment through surveys, interviews and observations.<strong></strong></p><p><strong>Results</strong>: psychological disorders were detected, which were diagnosed in 100 % of the need for psycho-pedagogical attention, with remarkable behavioral problems in 18 students (60 %); school indiscipline in 27 (90 %), academic problems in 24 (80 %), emotional disorders in the 30 (100 %), 24 with alterations in thinking (80 %), attention disorders in 25 (83 %), language disorders in 20 (66 %), difficulties in academic achievement in 27 (90 %). 100% stated to have psychic problems, 18 in communication (60 %) and all the students said to have with little participation in the activities.<strong></strong></p><p><strong>Conclusions</strong>: the students presented disorders in learning and the need for psycho-pedagogical care.<strong></strong></p>