DETECCIÓN TEMPRANA DE PROBLEMAS DE CONDUCTA Y PROBLEMAS DE APRENDIZAJE
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2018-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo se refiere a un análisis de casos, en referencia a la detección temprana de los problemas de aprendizaje y conducta. Esto se realizó en el Centro Comunitario "Juanito Bosco", ubicado en la Isla Trinitaria, sector Nigeria de la ciudad de Guayaquil. La metodología utilizada es de tipo cualitativa, diseño no experimental con alcance descriptivo-narrativo, con una muestra no probabilística, elegida de manera intencional de cinco niños entre los 7 a 9 años de edad, derivados al proyecto “Prevención y atención integral dirigida a niños y niñas con problemas de conducta y aprendizaje”. El objetivo es brindar información actualizada sobre el proceso de detección de problemas de conducta y aprendizaje, y la importancia de su diagnóstico temprano. Para esto, se aplicaron instrumentos dirigidos a la recolección de información de la historia clínica, psicoeducativa y familiar del niño, así como, una guía de observación y una batería neuropsicología, para determinar la existencia de problemas de conducta y aprendizaje. Finalmente se concluyó que se evidenciaron problemas de conducta y/o aprendizaje, causados tanto por el entorno social, familiar, ámbito educativo y desarrollo evolutivo, indicadores que no fueron considerados como motivo subyacente al problema. Además, que no existe un proceso de detección temprana, lo cual puede mantener o empeorar estas dificultades, y no permite que se realice una intervención apropiada. Asimismo, que las etiquetas sociales pueden afectar la autoestima y el autoconcepto de los niños y niñas con dificultades de aprendizaje y problemas de conducta. Por lo tanto, las recomendaciones van dirigidas al ámbito educativo y familiar para favorecer la psicoeducación, la evaluación y la intervención temprana
The present work refers to a case analysis, in reference to the early detection of learning and behavior problems. This was done in the "Juanito Bosco" Community Center, located at Guayaquil’s City Nigeria sector, Isla Trinitaria. The methodology used is qualitative, with a non-experimental design with descriptive-narrative scope, with a non-probabilistic sample, chosen intentionally from five children between the ages of 7 to 9, derived to the project "Prevention and comprehensive care for children and girls with behavior and learning problems". The objective is to provide actual information about the process of detection of behavior and learning problems, and the importance of early diagnosis. For this, instruments aimed at collecting information on the child's clinical, psychoeducational and family history were applied, as well as an observation guide and a neuropsychological battery to determine the existence of behavior and learning problems. Finally, it was concluded that behavioral and/or learning problems were evidenced, caused by the social environment, family, educational environment and evolutionary development, indicators that were not considered as an underlying reason for the problem. In addition, there is no early detection process, which can maintain or worsen these difficulties, and does not allow for an appropriate intervention. Also, that social labels can affect the self-esteem and self-concept of children with learning difficulties and behavior problems. Therefore, the recommendations are directed to the educational and family environment to favor psychoeducation, evaluation and early intervention
The present work refers to a case analysis, in reference to the early detection of learning and behavior problems. This was done in the "Juanito Bosco" Community Center, located at Guayaquil’s City Nigeria sector, Isla Trinitaria. The methodology used is qualitative, with a non-experimental design with descriptive-narrative scope, with a non-probabilistic sample, chosen intentionally from five children between the ages of 7 to 9, derived to the project "Prevention and comprehensive care for children and girls with behavior and learning problems". The objective is to provide actual information about the process of detection of behavior and learning problems, and the importance of early diagnosis. For this, instruments aimed at collecting information on the child's clinical, psychoeducational and family history were applied, as well as an observation guide and a neuropsychological battery to determine the existence of behavior and learning problems. Finally, it was concluded that behavioral and/or learning problems were evidenced, caused by the social environment, family, educational environment and evolutionary development, indicators that were not considered as an underlying reason for the problem. In addition, there is no early detection process, which can maintain or worsen these difficulties, and does not allow for an appropriate intervention. Also, that social labels can affect the self-esteem and self-concept of children with learning difficulties and behavior problems. Therefore, the recommendations are directed to the educational and family environment to favor psychoeducation, evaluation and early intervention
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detección temprana, conducta, aprendizaje