Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador

Autores
Veloz Serrade, Josué; Lacunza, Ana Betina; Greco, Carolina
Año de publicación
2024
Idioma
español castellano
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Este trabajo se propone argumentar un modelo biopsicosocial integrador de la psicosomática en la adolescencia, mediante una metodología de revisión teórica. Se utilizará como constructo articulador el modelo biopsicosocial de Engel (1977), desde una perspectiva subjetiva de la producción de síntomas. En la lectura actualizada de Borrel I Carrió (2002), es indispensable pensar los factores biopsicosociales desde causalidades circulares y estructurales. La causalidad circular sugiere la multiplicidad de factores presentes en un padecimiento y la causalidad estructural indica jerarquías entre factores. Este modelo biopsicosocial de lo psicosomático se sostiene en tres niveles: a) la revisión narrativa de diversos modelos teóricos; b) el análisis de la adolescencia como etapa del desarrollo psicosocial, y c) la revisión panorámica de un grupo de estudios empíricos. Esta propuesta destaca la importancia de construir un modelo integrativo de lo psicosomático que considere la circularidad de los síntomas y las estructuras jerárquicas implicadas en su análisis.
Adolescence is a very important stage. Many psychological conflicts appear at this time of life. Several biological characteristics are defined in this period. Teenagers have to adapt to many social changes. All these changes have psychosomatic effects. This theoretical work aims to present an integrative biopsychosocial model for the approach of psychosomatics in adolescence. Engel’s biopsychosocial model (1977) will be used as an integrating construct, which allows a broad perspective to address the condition, and places the subjective perspective involved in the production of symptoms at the center. It will be taken the updated proposal of Borrel I Carrió (2002) that points out the need to think about biopsychosocial factors from circular and structural causalities. Circular causality refers to relationships between different dimensions without analyzing the greater or lesser importance of these dimensions. On the other hand structural causality is aimed at analyzing which concept or category has a greater predominance or hierarchy in the process of producing symptoms. The authors also propose to support this biopsychosocial model of psychosomatic in adolescence from three levels. A first theoretical level, where a theoretical synthesis will be offered through the narrative review of the selected conceptual perspectives, such as: a) the emotions perspectives (Sánchez-García, 2013); b) the biopsychosocial model (Allen & Woolfolk, 2006) pertaining to cognitive-behavioral and affective therapy; c) some contributions from the Paris Psychosomatic School (Marty et al, 1968); d) concepts belonging to the Chicago Psychosomatic School (Alexander, 1950; Dumbars, 1943); e) positions from the field of stress studies (Brosschot et al., 2005; Kobasa, 1979); f) proposals in the psychosomatic approach of Donald Winnicott (1965), and g) concepts corresponding to the psychosomatic family model of systemic family therapy (Minuchin & Fischman, 1979; Onnis, 1990). A second instance will support the biopsychosocial model through an extract of elements present in adolescence as a stage of development, in which the biopsychosocial character of the multidimensional changes of this period will be visualized. In a third moment, through a panoramic review, a group of empirical studies from the last five years will be visualized, highlighting the need for a biopsychosocial model in the integrative approach to psychosomatics in adolescence. From a theoretical point of view, the need to take into account the complex articulation of different perspectives on biopsychosocial dimensions involved in the production of symptoms is corroborated. It is also verified that adolescence is a stage of multiple biological, psychological and social changes, and that the complex and contradictory nature of this period is of paramount importance in the appearance of symptoms in the body. Depending on each theory and its fundamental concepts, some categories will have greater explanatory power than others, but a comprehensive view requires different concepts to be related. Finally, the different empirical studies of the selected period justify the need to build a biopsychosocial model of the symptoms, which takes personality, family context, interpersonal relationships and comorbidity processes as fundamental categorical axes. At the three levels of support of the model (theoretical, stage of development and empirical studies), the need to understand psychosomatic manifestations through the interaction of the circular and the structural causes in the production of symptoms was demonstrated. A biopsychosocial model of the psychosomatic that tries to integrate contributions from different schools and empirical studies requires flexibility in the theoretical discussion and organization in the establishment of categories for understanding the symptom in the global structure of the subject. Adolescence as a stage of psychic development requires, from its complexity, an integrative approach that avoids the exclusion of theories in which there are important spaces of compatibility, and collect the largest number of empirical studies
Fil: Veloz Serrade, Josué. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Lacunza, Ana Betina. Universidad Nacional de Tucuman. Instituto de Investigaciones Territoriales y Tecnologicas Para la Produccion del Habitat. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet Noa Sur. Instituto de Investigaciones Territoriales y Tecnologicas Para la Produccion del Habitat.; Argentina
Fil: Greco, Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Materia
PSICOSOMATICA
ADOLESCENCIA
MODELO BIOPSICOSOCIAL
CAUSALIDAD CIRCULAR
CAUSALIDAD ESTRUCTURAL
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/260644

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spelling Psicosomática y adolescencia: Hacia un modelo biopsicosocial integradorPsychosomatics and adolescence: Towards an integrative biopsychosocial modelVeloz Serrade, JosuéLacunza, Ana BetinaGreco, CarolinaPSICOSOMATICAADOLESCENCIAMODELO BIOPSICOSOCIALCAUSALIDAD CIRCULARCAUSALIDAD ESTRUCTURALhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Este trabajo se propone argumentar un modelo biopsicosocial integrador de la psicosomática en la adolescencia, mediante una metodología de revisión teórica. Se utilizará como constructo articulador el modelo biopsicosocial de Engel (1977), desde una perspectiva subjetiva de la producción de síntomas. En la lectura actualizada de Borrel I Carrió (2002), es indispensable pensar los factores biopsicosociales desde causalidades circulares y estructurales. La causalidad circular sugiere la multiplicidad de factores presentes en un padecimiento y la causalidad estructural indica jerarquías entre factores. Este modelo biopsicosocial de lo psicosomático se sostiene en tres niveles: a) la revisión narrativa de diversos modelos teóricos; b) el análisis de la adolescencia como etapa del desarrollo psicosocial, y c) la revisión panorámica de un grupo de estudios empíricos. Esta propuesta destaca la importancia de construir un modelo integrativo de lo psicosomático que considere la circularidad de los síntomas y las estructuras jerárquicas implicadas en su análisis.Adolescence is a very important stage. Many psychological conflicts appear at this time of life. Several biological characteristics are defined in this period. Teenagers have to adapt to many social changes. All these changes have psychosomatic effects. This theoretical work aims to present an integrative biopsychosocial model for the approach of psychosomatics in adolescence. Engel’s biopsychosocial model (1977) will be used as an integrating construct, which allows a broad perspective to address the condition, and places the subjective perspective involved in the production of symptoms at the center. It will be taken the updated proposal of Borrel I Carrió (2002) that points out the need to think about biopsychosocial factors from circular and structural causalities. Circular causality refers to relationships between different dimensions without analyzing the greater or lesser importance of these dimensions. On the other hand structural causality is aimed at analyzing which concept or category has a greater predominance or hierarchy in the process of producing symptoms. The authors also propose to support this biopsychosocial model of psychosomatic in adolescence from three levels. A first theoretical level, where a theoretical synthesis will be offered through the narrative review of the selected conceptual perspectives, such as: a) the emotions perspectives (Sánchez-García, 2013); b) the biopsychosocial model (Allen & Woolfolk, 2006) pertaining to cognitive-behavioral and affective therapy; c) some contributions from the Paris Psychosomatic School (Marty et al, 1968); d) concepts belonging to the Chicago Psychosomatic School (Alexander, 1950; Dumbars, 1943); e) positions from the field of stress studies (Brosschot et al., 2005; Kobasa, 1979); f) proposals in the psychosomatic approach of Donald Winnicott (1965), and g) concepts corresponding to the psychosomatic family model of systemic family therapy (Minuchin & Fischman, 1979; Onnis, 1990). A second instance will support the biopsychosocial model through an extract of elements present in adolescence as a stage of development, in which the biopsychosocial character of the multidimensional changes of this period will be visualized. In a third moment, through a panoramic review, a group of empirical studies from the last five years will be visualized, highlighting the need for a biopsychosocial model in the integrative approach to psychosomatics in adolescence. From a theoretical point of view, the need to take into account the complex articulation of different perspectives on biopsychosocial dimensions involved in the production of symptoms is corroborated. It is also verified that adolescence is a stage of multiple biological, psychological and social changes, and that the complex and contradictory nature of this period is of paramount importance in the appearance of symptoms in the body. Depending on each theory and its fundamental concepts, some categories will have greater explanatory power than others, but a comprehensive view requires different concepts to be related. Finally, the different empirical studies of the selected period justify the need to build a biopsychosocial model of the symptoms, which takes personality, family context, interpersonal relationships and comorbidity processes as fundamental categorical axes. At the three levels of support of the model (theoretical, stage of development and empirical studies), the need to understand psychosomatic manifestations through the interaction of the circular and the structural causes in the production of symptoms was demonstrated. A biopsychosocial model of the psychosomatic that tries to integrate contributions from different schools and empirical studies requires flexibility in the theoretical discussion and organization in the establishment of categories for understanding the symptom in the global structure of the subject. Adolescence as a stage of psychic development requires, from its complexity, an integrative approach that avoids the exclusion of theories in which there are important spaces of compatibility, and collect the largest number of empirical studiesFil: Veloz Serrade, Josué. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; ArgentinaFil: Lacunza, Ana Betina. Universidad Nacional de Tucuman. Instituto de Investigaciones Territoriales y Tecnologicas Para la Produccion del Habitat. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet Noa Sur. Instituto de Investigaciones Territoriales y Tecnologicas Para la Produccion del Habitat.; ArgentinaFil: Greco, Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; ArgentinaConsejo Nacional de Investigaciones Científicas y Técnicas. Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental2024-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/260644Veloz Serrade, Josué; Lacunza, Ana Betina; Greco, Carolina; Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental; Interdisciplinaria; 41; 1; 3-2024; 1-300325-82031668-7027CONICET DigitalCONICETspainfo:eu-repo/semantics/altIdentifier/url/https://www.ciipme-conicet.gov.ar/ojs/index.php?journal=interdisciplinaria&page=article&op=view&path%5B%5D=1199info:eu-repo/semantics/altIdentifier/url/https://dialnet.unirioja.es/servlet/articulo?codigo=9670042info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:18:15Zoai:ri.conicet.gov.ar:11336/260644instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:18:15.717CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
Psychosomatics and adolescence: Towards an integrative biopsychosocial model
title Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
spellingShingle Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
Veloz Serrade, Josué
PSICOSOMATICA
ADOLESCENCIA
MODELO BIOPSICOSOCIAL
CAUSALIDAD CIRCULAR
CAUSALIDAD ESTRUCTURAL
title_short Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
title_full Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
title_fullStr Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
title_full_unstemmed Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
title_sort Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador
dc.creator.none.fl_str_mv Veloz Serrade, Josué
Lacunza, Ana Betina
Greco, Carolina
author Veloz Serrade, Josué
author_facet Veloz Serrade, Josué
Lacunza, Ana Betina
Greco, Carolina
author_role author
author2 Lacunza, Ana Betina
Greco, Carolina
author2_role author
author
dc.subject.none.fl_str_mv PSICOSOMATICA
ADOLESCENCIA
MODELO BIOPSICOSOCIAL
CAUSALIDAD CIRCULAR
CAUSALIDAD ESTRUCTURAL
topic PSICOSOMATICA
ADOLESCENCIA
MODELO BIOPSICOSOCIAL
CAUSALIDAD CIRCULAR
CAUSALIDAD ESTRUCTURAL
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Este trabajo se propone argumentar un modelo biopsicosocial integrador de la psicosomática en la adolescencia, mediante una metodología de revisión teórica. Se utilizará como constructo articulador el modelo biopsicosocial de Engel (1977), desde una perspectiva subjetiva de la producción de síntomas. En la lectura actualizada de Borrel I Carrió (2002), es indispensable pensar los factores biopsicosociales desde causalidades circulares y estructurales. La causalidad circular sugiere la multiplicidad de factores presentes en un padecimiento y la causalidad estructural indica jerarquías entre factores. Este modelo biopsicosocial de lo psicosomático se sostiene en tres niveles: a) la revisión narrativa de diversos modelos teóricos; b) el análisis de la adolescencia como etapa del desarrollo psicosocial, y c) la revisión panorámica de un grupo de estudios empíricos. Esta propuesta destaca la importancia de construir un modelo integrativo de lo psicosomático que considere la circularidad de los síntomas y las estructuras jerárquicas implicadas en su análisis.
Adolescence is a very important stage. Many psychological conflicts appear at this time of life. Several biological characteristics are defined in this period. Teenagers have to adapt to many social changes. All these changes have psychosomatic effects. This theoretical work aims to present an integrative biopsychosocial model for the approach of psychosomatics in adolescence. Engel’s biopsychosocial model (1977) will be used as an integrating construct, which allows a broad perspective to address the condition, and places the subjective perspective involved in the production of symptoms at the center. It will be taken the updated proposal of Borrel I Carrió (2002) that points out the need to think about biopsychosocial factors from circular and structural causalities. Circular causality refers to relationships between different dimensions without analyzing the greater or lesser importance of these dimensions. On the other hand structural causality is aimed at analyzing which concept or category has a greater predominance or hierarchy in the process of producing symptoms. The authors also propose to support this biopsychosocial model of psychosomatic in adolescence from three levels. A first theoretical level, where a theoretical synthesis will be offered through the narrative review of the selected conceptual perspectives, such as: a) the emotions perspectives (Sánchez-García, 2013); b) the biopsychosocial model (Allen & Woolfolk, 2006) pertaining to cognitive-behavioral and affective therapy; c) some contributions from the Paris Psychosomatic School (Marty et al, 1968); d) concepts belonging to the Chicago Psychosomatic School (Alexander, 1950; Dumbars, 1943); e) positions from the field of stress studies (Brosschot et al., 2005; Kobasa, 1979); f) proposals in the psychosomatic approach of Donald Winnicott (1965), and g) concepts corresponding to the psychosomatic family model of systemic family therapy (Minuchin & Fischman, 1979; Onnis, 1990). A second instance will support the biopsychosocial model through an extract of elements present in adolescence as a stage of development, in which the biopsychosocial character of the multidimensional changes of this period will be visualized. In a third moment, through a panoramic review, a group of empirical studies from the last five years will be visualized, highlighting the need for a biopsychosocial model in the integrative approach to psychosomatics in adolescence. From a theoretical point of view, the need to take into account the complex articulation of different perspectives on biopsychosocial dimensions involved in the production of symptoms is corroborated. It is also verified that adolescence is a stage of multiple biological, psychological and social changes, and that the complex and contradictory nature of this period is of paramount importance in the appearance of symptoms in the body. Depending on each theory and its fundamental concepts, some categories will have greater explanatory power than others, but a comprehensive view requires different concepts to be related. Finally, the different empirical studies of the selected period justify the need to build a biopsychosocial model of the symptoms, which takes personality, family context, interpersonal relationships and comorbidity processes as fundamental categorical axes. At the three levels of support of the model (theoretical, stage of development and empirical studies), the need to understand psychosomatic manifestations through the interaction of the circular and the structural causes in the production of symptoms was demonstrated. A biopsychosocial model of the psychosomatic that tries to integrate contributions from different schools and empirical studies requires flexibility in the theoretical discussion and organization in the establishment of categories for understanding the symptom in the global structure of the subject. Adolescence as a stage of psychic development requires, from its complexity, an integrative approach that avoids the exclusion of theories in which there are important spaces of compatibility, and collect the largest number of empirical studies
Fil: Veloz Serrade, Josué. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Lacunza, Ana Betina. Universidad Nacional de Tucuman. Instituto de Investigaciones Territoriales y Tecnologicas Para la Produccion del Habitat. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet Noa Sur. Instituto de Investigaciones Territoriales y Tecnologicas Para la Produccion del Habitat.; Argentina
Fil: Greco, Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
description Este trabajo se propone argumentar un modelo biopsicosocial integrador de la psicosomática en la adolescencia, mediante una metodología de revisión teórica. Se utilizará como constructo articulador el modelo biopsicosocial de Engel (1977), desde una perspectiva subjetiva de la producción de síntomas. En la lectura actualizada de Borrel I Carrió (2002), es indispensable pensar los factores biopsicosociales desde causalidades circulares y estructurales. La causalidad circular sugiere la multiplicidad de factores presentes en un padecimiento y la causalidad estructural indica jerarquías entre factores. Este modelo biopsicosocial de lo psicosomático se sostiene en tres niveles: a) la revisión narrativa de diversos modelos teóricos; b) el análisis de la adolescencia como etapa del desarrollo psicosocial, y c) la revisión panorámica de un grupo de estudios empíricos. Esta propuesta destaca la importancia de construir un modelo integrativo de lo psicosomático que considere la circularidad de los síntomas y las estructuras jerárquicas implicadas en su análisis.
publishDate 2024
dc.date.none.fl_str_mv 2024-03
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dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/260644
Veloz Serrade, Josué; Lacunza, Ana Betina; Greco, Carolina; Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental; Interdisciplinaria; 41; 1; 3-2024; 1-30
0325-8203
1668-7027
CONICET Digital
CONICET
url http://hdl.handle.net/11336/260644
identifier_str_mv Veloz Serrade, Josué; Lacunza, Ana Betina; Greco, Carolina; Psicosomática y adolescencia: Hacia un modelo biopsicosocial integrador; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental; Interdisciplinaria; 41; 1; 3-2024; 1-30
0325-8203
1668-7027
CONICET Digital
CONICET
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language spa
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publisher.none.fl_str_mv Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines; Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental
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