Abstract
En general, la experiencia de proporcionar asistencia y lidiar con las complicaciones del enfermo de Alzheimer situa a los cuidadores en una situacion de alto riesgo, vulnerabilidad y estres, ocasionando importantes problemas fisicos y emocionales en muchos familiares. En cambio, existen cuidadores que disponen de una mentalidad resiliente que les protege y lleva a experimentar sentimientos positivos y experimentar menor sobrecarga. Esta experiencia positiva sucede porque interpretan el proceso de cuidado como menos negativo, afrontan la situacion con una actitud positiva y son capaces de resistir y mantener un funcionamiento adaptativo. El objetivo de esta revision narrativa da literatura fue senalar la necesidad de desarrollar programas de intervenciones centradas en el cuidador que promuevan los modelos salutogenicos, de resistencia, resistencia y crecimiento personal, para potenciar los recursos positivos del cuidador, de la familia y de la comunidad.
Highlights
We investigated how the type of resource, food or non-food, age and sex influence cooperation in children. 251 children were tested in a public goods game during eight rounds in two experimental conditions: wafer or sticker condition
A way to investigate social dilemmas is through economic games, including the public goods game
This game allows the experimenter to simulate a situation where a group invests in a particular resource from which everyone can benefit, even those individuals who do not contribute to the provision of good (Kollock, 1998), which enables the study of cooperation in sizable groups
Summary
We investigated how the type of resource, food (wafer) or non-food (sticker), age and sex influence cooperation in children. 251 children were tested in a public goods game during eight rounds in two experimental conditions: wafer or sticker condition. Harbaugh and Krause (2000) investigated the behavior of children with different ages in a public goods game, suggesting that older children are initially more generous than the younger ones, but they quickly learn to cheat along the interactions. The results showed that children younger than 6 years old were more generous than older ones, but that prosocial behavior increased with age after this period. Zarbatany, Hartmann and Gelfand (1985) have investigated the behavior of children from six to 10 years Their results suggest that older children were more generous than younger ones only under the experimenter surveillance. Older children’s behavior did not differ from the behavior of the younger ones
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