INCIDENCIA DE LOS PROCESOS TERAPÉUTICOS EN EL DESARROLLO DE HABILIDADES SOCIALES EN NIÑOS CON NECESIDADES EDUCATIVAS ESPECIALES ASOCIADAS A DISCAPACIDAD
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2017-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El presente estudio posee una metodología cualitativa con alcance descriptivo-correlacional, de diseño no experimental y muestra no probabilística debido a que las investigadoras dirigieron la selección de los sujetos para el análisis de casos en un tiempo determinado (junio a agosto del 2017) con el fin de describir las características que se expresan de la relación de las habilidades sociales (HS) y los procesos terapéuticos. Este estudio se ejecutó en el Centro Integral de Equinoterapia (CIE) bajo convenio interinstitucional para el proceso de prácticas preprofesionales. El objetivo general fue analizar la influencia que tienen los procesos terapéuticos en el desarrollo de habilidades sociales en 10 niños de entre 6 y 11 años con necesidades educativas especiales (NEE) asociadas a discapacidad que asisten al Centro Integral de Equinoterapia, lugar que recibe cerca de 1 000 niños, adolescentes, jóvenes y adultos con algún tipo de discapacidad. En las áreas de Equinoterapia, Bailoterapia y Musicoterapia se cumplió este fin mediante técnicas e instrumentos cualitativos de recolección de datos: observación, entrevistas abiertas, semiestructuradas, guía de observación y la expresión gráfica de los niños.Entre los principales resultados obtenidos se encontró que los procesos terapéuticos influían positivamente y se han generado progresos significativos en el desarrollo de las HS, donde destacan las habilidades básicas instrumentales, tales como sonreír, presentarse, dar gracias, saludar, iniciar y/o mantener conversaciones, entre otras. Además, se evidenció que en niños con Síndrome de Down se desarrollan con mayor predominio dichas habilidades sociales.
The present study has a qualitative methodology with descriptive-correlational, non-experimental design and non-probabilistic sample because investigators directed the selection of subjects for the analysis of cases in a time Determined (June to August 2017) in order to describe the characteristics that are expressed in the relationship of social skills (HS) and therapeutic processes. This study was carried out in the Integral center of Equine (CIE) under interinstitutional agreement for the process of preprofessional practices. The general objective was to analyse the influence of therapeutic processes on the development of social skills in 10 children aged 6 to 11 with special educational needs (SEN) associated with disabilities attending the Integral center of Equine, a place that receives about 1 000 children, teenagers, youth and adults with some type of disability. In the areas of equine, dance and music therapy, this aim was fulfilled through qualitative techniques and data collection tools: Observation, open interviews, semi-structured, observation guide and graphical expression of children. Among the main results obtained were found that the therapeutic processes influenced positively and have generated significant progress in the development of the HS, which emphasize the basic instrumental skills, such as smiling, To present, to give thanks, to greet, to initiate and/or to maintain conversations, among others. In addition, it was shown that in children with Down syndrome, these social skills are developed with greater prevalence
The present study has a qualitative methodology with descriptive-correlational, non-experimental design and non-probabilistic sample because investigators directed the selection of subjects for the analysis of cases in a time Determined (June to August 2017) in order to describe the characteristics that are expressed in the relationship of social skills (HS) and therapeutic processes. This study was carried out in the Integral center of Equine (CIE) under interinstitutional agreement for the process of preprofessional practices. The general objective was to analyse the influence of therapeutic processes on the development of social skills in 10 children aged 6 to 11 with special educational needs (SEN) associated with disabilities attending the Integral center of Equine, a place that receives about 1 000 children, teenagers, youth and adults with some type of disability. In the areas of equine, dance and music therapy, this aim was fulfilled through qualitative techniques and data collection tools: Observation, open interviews, semi-structured, observation guide and graphical expression of children. Among the main results obtained were found that the therapeutic processes influenced positively and have generated significant progress in the development of the HS, which emphasize the basic instrumental skills, such as smiling, To present, to give thanks, to greet, to initiate and/or to maintain conversations, among others. In addition, it was shown that in children with Down syndrome, these social skills are developed with greater prevalence
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discapacidad, habilidades sociales, terapias.