INTERVENCIÓN PSICOEDUCATIVA PARA EL DESARROLLO DE HABILIDADES SOCIALES EN JOVENES CON SINDROME DOWN ENTRE 14 a 24 AÑOS DE EDAD
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2018-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
La población de jóvenes con síndrome de Down presenta cambios cognitivos, afectivos y sociales alcanzando una etapa importante en las relaciones sociales con el grupo que interactúa, siendo las habilidades sociales parte clave para lograr una adaptación social, por lo cual se aplicó intervención psicoeducativa con el objetivo de desarrollar las habilidades sociales, empleando instrumentos de acuerdo a sus necesidades educativas, puesto que el eje de esta sistematización es el proceso de intervención psicoeducativa en la mejora de las habilidades sociales básicas. Por esta razón se ejecutaron dos fases que correspondieron al: diagnóstico que permitió recolectar información necesaria para las consiguientes intervenciones, mismas que abarcaron seis sesiones dirigidas a los usuarios , permitiendo analizar los procesos e implicaciones en el progreso de la experiencia, constatándose que los jóvenes con síndrome de Down no tienen desarrolladas las habilidades sociales básicas y que existe bajo compromiso de los representantes, por esto se involucró a los padres, docentes y el profesional para lograr reforzar la conducta de los usuarios en todos los contextos sociales, además se realizó intervenciones dirigidos a los representantes-facilitadoras, y que estos sean aplicados a los jóvenes con Síndrome de Down. Esta sistematización tiene una metodología cualitativa fundamentándose en el procedimiento analítico, interpretativo, crítico y reflexivo, logrando un estudio del fenómeno para poder reestructurar el proceso de aprendizaje, a su vez generar más fuentes de conocimientos, promoviendo la investigación científica y mejoramiento de consecutivas prácticas e intervención educativas
The young people population with Down syndrome presents cognitive, affective and social changes reaching an important stage in the social relations with the group that interacts, being the social skills part key to achieve a social adaptation, by which intervention was applied educational with the target to develop the social skills, using instruments in accordance with its educational needs, since the axis of this systematization is the intervention process educational psychology in the progress of the basic social skills. For this reason there were executed two phases that corresponded to: diagnosis that allowed to gather information necessary for the consequent interventions, the same that they included six meetings directed to the users, allowing to analyze the processes and implications in the progress of the experience, it being stated that the young people with Down syndrome does not have the basic social developed skills and that it exists under commitment of the representatives, because of it interfered the parents, teachers and the professional to manage to reinforce the conduct of the users in all the social contexts, also interventions were realized directed to the facilitating representatives, and that these are applied to the young people with Syndrome of Down. This systematization has a qualitative methodology being based on the analytical, interpretive, critical and reflective procedure, achieving a study of the phenomenon to be able to restructure the learning process, in turn generate more knowledge sources, promoting the educational scientific investigation and improvement of consecutive practices and intervention
The young people population with Down syndrome presents cognitive, affective and social changes reaching an important stage in the social relations with the group that interacts, being the social skills part key to achieve a social adaptation, by which intervention was applied educational with the target to develop the social skills, using instruments in accordance with its educational needs, since the axis of this systematization is the intervention process educational psychology in the progress of the basic social skills. For this reason there were executed two phases that corresponded to: diagnosis that allowed to gather information necessary for the consequent interventions, the same that they included six meetings directed to the users, allowing to analyze the processes and implications in the progress of the experience, it being stated that the young people with Down syndrome does not have the basic social developed skills and that it exists under commitment of the representatives, because of it interfered the parents, teachers and the professional to manage to reinforce the conduct of the users in all the social contexts, also interventions were realized directed to the facilitating representatives, and that these are applied to the young people with Syndrome of Down. This systematization has a qualitative methodology being based on the analytical, interpretive, critical and reflective procedure, achieving a study of the phenomenon to be able to restructure the learning process, in turn generate more knowledge sources, promoting the educational scientific investigation and improvement of consecutive practices and intervention
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Palabras clave
Habilidades sociales, Síndrome de Down, Intervención Psicoeducativa