Comparación de la evolución clínica de la depresión en dos tipos de abordaje terapeútico grupal para pacientes con trastornos de alimentación

The evolution of clinical depression in late adolescents with eating disorders (Bulimia Nervosa and Binge Eating) together with the evolution of the main items of the Beck Depression Inventory (BDI) throughout a one-year treatment in each of the proposed therapeutic approaches (Psychodynamic-PDT and Cognitive-Behavioural-CBT) are analysed in this study. This research work was carried out in the Health and Social Welfare Department of the University of Buenos Aires from 1998 to 2001 under the direction of Dr. Susana Quiroga. The percentage of depression symptomatology decreased by 39.6% for the CBT and 30.5% for the PDT; the pre-post test comparison of the paired up samples of both groups was significant (CBT p> .003; PDT p>.006). The BDI items which showed the highest score in the base assessment were: 4) The capacity of getting satisfaction and joy out of things, equivalent to the presence/ absence of anhedonia, 11) Body image, and 17) Self-criticism. The evolution of these items during the treatment showed that the item The capacity of getting satisfaction and joy out of things was the most decreasing item in both therapeutic approaches.This work deals with the characterization of psychology as a science and profession. This feature is part of the Argentine academic tradition which goes from the origins of psychology as an undergraduate program by the end of the 1950s to the present day. In relation to this topic, four issues are analysed: a) the knowledges of psychology showing the necessity of two epistemic dimensions closely related, namely the discursivity and recursivity, or knowledge and metaknowledge, b) the role of psychology as a profession within the praxis, rather than in the poiesis, according to the Greek distinction between the implications of these two modalities of the ¿doing¿, c) the concurrence and difference of ethics and deontology, their roles, bounds and potentialities within the psychological field in general, and that of scientific-professional morality in particular, and d) the definition and characterization of ethics and epistemology as knowledge of recursivity in psychologists¿ training