LAS AUTOLESIONES EN ADOLESCENTES ESCOLARIZADOS: CAUSAS Y CONSECUENCIAS EN EL ÁMBITO FAMILIAR Y EDUCATIVO.
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2017-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
La investigación se realizó en la Unidad Educativa Fiscal Francisco de Orellana, desde Junio hasta Diciembre 2016, participaron: directivos, docentes, padres de familia, practicantes, adolescentes de bachillerato y el Departamento de Consejería Estudiantil. Se pretendió contribuir al entendimiento del problema de las autolesiones en la adolescencia. Se trabajaron seis casos de estudiantes auto-lesivos, en los cuales se encontraron características de altos niveles de ansiedad y depresión provocados en situaciones de estrés. Nuestro objetivo fue determinar las causas y consecuencias en el ámbito familiar y educativo del adolescente. Para lograrlo se cumplieron funciones como: brindarle apoyo psicológico, informar a la comunidad educativa del problema y orientar al adolescente y al padre de familia a la adopción de conductas sanas. La metodología con modalidad cualitativa permitió generar conocimientos acerca de las autolesiones. Su diseño es análisis de caso con su respectivo método investigativo y método de recolección de datos entre los cuales se puede encontrar la entrevista, grupos de enfoque, fichas estudiantiles que conlleva a la realización y aplicación de instrumentos como son guía de observación, guía de primera entrevista psicológica, test psicológicos. Dentro del marco teórico se utilizó la teoría psicosocial y la teoría constructivista. La primera para explicar los cambios que se dan en la adolescencia y la segunda para conocer cómo las conductas son aprendidas a través del medio del adolescente. Al analizar los resultados de los test se constató que los adolescentes autolesivos, provienen de hogares disfuncionales reflejándose en el bajo rendimiento escolar y en la interacción con sus compañeros.
The investigation was conducted in the Fiscal Education Unit Francisco de Orellana, from June to December 2016, participated: managers, teachers, parents, practitioners, high school teens and the Department of Student Counseling. It was intended to contribute to the understanding of the problem of self-harm in adolescence. Six cases of self-injurious students were studied, in which were found characteristics of high levels of anxiety and depression caused in situations of stress. Our objective was to determine the causes and consequences in the family and educational environment of the adolescent. To achieve this, functions were fulfilled, such as: providing psychological support, informing the educational community of the problem and guiding the adolescent and the father of the family to the adoption of healthy behaviors. The methodology with qualitative modality allowed generating knowledge about self-harm. Its design is case analysis with its respective investigative method and method of data collection among which can be found the interview, focus groups, student cards that lead to the realization and application of instruments such as observation guide, first-rate guide psychological interview, psychological tests. Within the theoretical framework, psychosocial theory and constructivist theory were used. The first to explain the changes that occur in adolescence and the second to know how behaviors are learned through the adolescent's environment. When analyzing the results of the tests, it was found that self-injurious adolescents come from dysfunctional homes, reflecting their low school performance and interaction with their peers.
The investigation was conducted in the Fiscal Education Unit Francisco de Orellana, from June to December 2016, participated: managers, teachers, parents, practitioners, high school teens and the Department of Student Counseling. It was intended to contribute to the understanding of the problem of self-harm in adolescence. Six cases of self-injurious students were studied, in which were found characteristics of high levels of anxiety and depression caused in situations of stress. Our objective was to determine the causes and consequences in the family and educational environment of the adolescent. To achieve this, functions were fulfilled, such as: providing psychological support, informing the educational community of the problem and guiding the adolescent and the father of the family to the adoption of healthy behaviors. The methodology with qualitative modality allowed generating knowledge about self-harm. Its design is case analysis with its respective investigative method and method of data collection among which can be found the interview, focus groups, student cards that lead to the realization and application of instruments such as observation guide, first-rate guide psychological interview, psychological tests. Within the theoretical framework, psychosocial theory and constructivist theory were used. The first to explain the changes that occur in adolescence and the second to know how behaviors are learned through the adolescent's environment. When analyzing the results of the tests, it was found that self-injurious adolescents come from dysfunctional homes, reflecting their low school performance and interaction with their peers.
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AUTOLESIONES, ADOLESCENTES ESCOLARIZADOS, ÁMBITO FAMILIAR, EDUCATIVO