REFLEXIÓN CRÍTICA SOBRE EL PROTOCOLO DE INTERVENCIÓN DEL PROYECTO “NIÑOS Y NIÑAS CON PROBLEMAS DE CONDUCTA Y APRENDIZAJE
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2018-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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La presente sistematización fue ejecutada en el Centro de Docencia e Investigación para el Desarrollo Humano y Buen vivir (CDID); Este proyecto tiene como finalidad fortalecer el diseño del protocolo en el proyecto niños y niñas con problemas de conducta y aprendizaje, su eje principal es conocer cuáles son los nudos críticos que se presentan en el protocolo. Las personas implicadas en el diseño, planificación y aplicación de este protocolo fueron los psicólogos y practicantes del noveno semestre de la Facultad de Psicología. El enfoque en que se basó este protocolo fue el Cognitivo Conductual, que se fundamenta en cinco procesos importantes como son las emociones, la conducta humana, los pensamientos, su tratamiento incluye entrevistas a padres y pruebas psicométricas; otro modelo fue el Gestáltico que sirve como medio para brindar confianza a los niños con problemas de conducta y aprendizaje a través del descubrimiento de su imaginación o fantasía. Los instrumentos usados en este proyecto de sistematización fueron dos: las preguntas semiestructuras aplicada a los creadores del protocolo, un grupo focal con los practicantes que aplicaron el protocolo. Se concluyó entre los principales nudos críticos fueron el tiempo de aplicación del BANETA, la poca profundidad en la capacitaciones, la previa revisión del protocolo por un ente experto, la usencia de un instrumento que evalue la conducta, y la falta de acompañamiento y monitoreo de los procesos psicológicos por parte de los estudiantes, además entre otros que se detallaran más adelante
The present systematization was executed in the Center for Teaching and Research for Human Development and Good Living (CDID); The purpose of this project is to strengthen the design of the protocol in the project for children with behavioral and learning problems, its main axis is to know which are the critical nodes that are presented in the protocol. The people involved in the design, planning and application of this protocol were the psychologists and practitioners of the ninth semester of the psychology faculty. The approach on which this protocol was based was Cognitive Behavior, which is based on five important processes such as emotions, human behavior, thoughts, its treatment includes interviews with parents and psychometric tests; Another model was the Gestalt, which serves as a means of providing confidence to children with behavioral and learning problems through the discovery of their imagination or fantasy. The instruments used in this systematization project were two: the semi-structured questions applied to the creators of the protocol, a focus group with the practitioners who applied the protocol. It was concluded between the main critical points were the time of application of the BANETA, the shallowness of the training, the previous review of the protocol by an expert entity, the absence of an instrument that evaluates the behavior, and the lack of monitoring and follow-up. the psychological processes on the part of the students in addition to others that will be detailed later
The present systematization was executed in the Center for Teaching and Research for Human Development and Good Living (CDID); The purpose of this project is to strengthen the design of the protocol in the project for children with behavioral and learning problems, its main axis is to know which are the critical nodes that are presented in the protocol. The people involved in the design, planning and application of this protocol were the psychologists and practitioners of the ninth semester of the psychology faculty. The approach on which this protocol was based was Cognitive Behavior, which is based on five important processes such as emotions, human behavior, thoughts, its treatment includes interviews with parents and psychometric tests; Another model was the Gestalt, which serves as a means of providing confidence to children with behavioral and learning problems through the discovery of their imagination or fantasy. The instruments used in this systematization project were two: the semi-structured questions applied to the creators of the protocol, a focus group with the practitioners who applied the protocol. It was concluded between the main critical points were the time of application of the BANETA, the shallowness of the training, the previous review of the protocol by an expert entity, the absence of an instrument that evaluates the behavior, and the lack of monitoring and follow-up. the psychological processes on the part of the students in addition to others that will be detailed later
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protocolo, problemas de conducta y aprendizaje, sistematización