ESTRATEGIAS PSICOEDUCATIVAS UTILIZADAS PARA MEJORAR LA ATENCIÓN EN NIÑOS Y NIÑAS CON SINDRÓME DE DOWN DE 5 A 8 AÑOS
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2018-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de sistematización de prácticas fue realizado en la asociación CREER durante el periodo de Mayo a Agosto del año 2018, en donde 10 practicantes de noveno semestre de la carrera de Psicología participaron realizando las practicas pre-profesionales como requisito previo a la obtención del título profesional de Psicólogo General. El objetivo de esta sistematización fue identificar las estrategias Psicoeducativas utilizadas para mejorar la atención en niños y niñas con Síndrome de Down. La metodología utilizada fue cualitativa, con un alcance descriptivo. El tipo de muestra fue niños y niñas con Síndrome de Down de 5 a 8 años, que asisten voluntariamente a la asociación CREER.
Los instrumentos y técnicas empleadas fueron: la observación, la aplicación de Guía de Autocuidado, la aplicación de la Guía de Observación Pre-verbal y verbal, la aplicación de test de crecimiento Psicológico Para las sesiones de intervención empleamos el plan Psicoeducativas para niños y niñas con problemas conductuales y problemas de aprendizaje el cual estaba dividido en dos fases: 1.-Técnicas para el control de emociones, 2.-Tecnicas para mejorar la atención.
En conclusión, identificamos que las estrategias utilizadas son: El curriculum funcional y la metodología de Montessori que son implementadas en los niños y niñas
The present work of systematization of practices was carried out in the association CREER during from May to August 2018, where 10 practitioners of the ninth semester of the Psychology career participated performing the pre-professional practices as a prerequisite to obtain the professional degree as General Psychologist. The aim of this systematization was to identify the psychoeducational strategies used to improve care in children with Down syndrome. The methodology used was qualitative, with a descriptive scope. The type of sample was taken from children with Down syndrome from 5 to 8 years old, who voluntarily attend the CREER association. The instruments and techniques used were: observation, the application of the Self-care Guide, the application of the Pre-verbal and Verbal Observation Guide, and the application of Psychological Growth Test. For the intervention sessions we used the Psychoeducational plan for children with behavioral and learning problems which was divided into two phases: 1.-Techniques for the control of emotions, 2.-Techniques to improve attention. In conclusion, we identify that the strategies used are: The functional curriculum and the Montessori methodology that are implemented in boys and girls
The present work of systematization of practices was carried out in the association CREER during from May to August 2018, where 10 practitioners of the ninth semester of the Psychology career participated performing the pre-professional practices as a prerequisite to obtain the professional degree as General Psychologist. The aim of this systematization was to identify the psychoeducational strategies used to improve care in children with Down syndrome. The methodology used was qualitative, with a descriptive scope. The type of sample was taken from children with Down syndrome from 5 to 8 years old, who voluntarily attend the CREER association. The instruments and techniques used were: observation, the application of the Self-care Guide, the application of the Pre-verbal and Verbal Observation Guide, and the application of Psychological Growth Test. For the intervention sessions we used the Psychoeducational plan for children with behavioral and learning problems which was divided into two phases: 1.-Techniques for the control of emotions, 2.-Techniques to improve attention. In conclusion, we identify that the strategies used are: The functional curriculum and the Montessori methodology that are implemented in boys and girls
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Estrategias Psicoeducativas, Atención