CONDUCTAS DISRUPTIVAS EN EL CONTEXTO ESCOLAR Y SUS CONSECUENCIAS EN EL APRENDIZAJE
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2017-12
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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Este trabajo se realizó en la Escuela de Educación Básica Minerva anexa a la Facultad de Filosofía, durante los meses de Junio – Septiembre del 2017. Contó con la participación de las técnicas del Departamento de Consejería Estudiantil DECE (2 Psicólogas clínicas y 1Terapeuta de lenguaje), padres de familias, docentes, practicantes de la Facultad de Ciencias Psicológicas y 8 niños con edades de 7 a 10 años, en este proceso han sido analizados y evaluados. Por ello se planteó el siguiente Objetivo General: Analizar las relaciones existentes entre las conductas disruptivas y los problemas de aprendizaje en los niños de 7 a 10 años de la Escuela de Educación Básica Minerva situada en la ciudad de Guayaquil durante el periodo 2017 - 2018. La metodología utilizada en esta investigación es cualitativa con un diseño de Análisis de Caso Múltiples utilizando una muestra por conveniencia debido a que fueron accesibles a la investigación, la información recopilada fueron de 3 fuentes de investigación haciendo uso de métodos como Registro sociodemográfico, reportes de conductas proporcionado por los docentes, ficha de historia psicoeducativa del niño, observación directa e indirecta en el aula de clases y fuera de ella, aplicación de reactivos de evaluación. Los resultados obtenidos fueron formulados en un plan de acción de estrategias y recomendaciones docentes que permitió una disminución de las conductas disruptivas y así mejorar el nivel de aprendizaje de los estudiantes de la Institución educativa
This work was carried out in the school of basic education “Minerva” attached to the Faculty of Philosophy of the University of Guayaquil, during June to September 2017. It was done with the participation of 2 clinical psychologists and 1 language Therapist of the Department of Student Counseling DECE, parents, teachers, interns of School of Psychological Sciences of the University of Guayaquil and 8 children aged 7 to 10. In this process they have been analyzed and evaluated. Therefore, the following General Objective was proposed: Analyze the existing relationships between disruptive behaviors and learning problems in children from 7 to 10 years of the School of Basic Education Minerva located in the city of Guayaquil during the period 2017 - 2018.The methodology used in this research is qualitative with a design of multiple case analyses considering a sample for convenience, because it was accessible to research. The information collected from 3 sources of information on the use of methods such as social demographic registration, behavior reports provided by teachers, children's psychological education history record, direct and indirect observation inside and outside the classroom, and the application of instruments from evaluation. The results were formulated in an action plan and recommendations for teachers, which allowed a decrease in disruptive behaviors and improved the level of learning of the students of the educational institution
This work was carried out in the school of basic education “Minerva” attached to the Faculty of Philosophy of the University of Guayaquil, during June to September 2017. It was done with the participation of 2 clinical psychologists and 1 language Therapist of the Department of Student Counseling DECE, parents, teachers, interns of School of Psychological Sciences of the University of Guayaquil and 8 children aged 7 to 10. In this process they have been analyzed and evaluated. Therefore, the following General Objective was proposed: Analyze the existing relationships between disruptive behaviors and learning problems in children from 7 to 10 years of the School of Basic Education Minerva located in the city of Guayaquil during the period 2017 - 2018.The methodology used in this research is qualitative with a design of multiple case analyses considering a sample for convenience, because it was accessible to research. The information collected from 3 sources of information on the use of methods such as social demographic registration, behavior reports provided by teachers, children's psychological education history record, direct and indirect observation inside and outside the classroom, and the application of instruments from evaluation. The results were formulated in an action plan and recommendations for teachers, which allowed a decrease in disruptive behaviors and improved the level of learning of the students of the educational institution
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Conducta disruptiva, aprendizaje, Contexto escolar