SISTEMATIZACIÓN DE ESTRATEGIAS DE INTERVENCIÓN CONDUCTUAL UTILIZADAS POR EDUCADORES EN NIÑOS DE 10 A 11 AÑOS QUE PRESENTAN PROBLEMAS DE CONDUCTA Y ASISTEN A LA ASOCIACIÓN RAFAMA
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2019-04
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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La sistematización de experiencias entorno a las Estrategias de Intervención Conductual utilizadas por educadores en niños de 10 a 11 años que presentan problemas de conducta y asisten a la asociación RAFAMA consideró como eje: ¿Cómo contribuye la aplicación de estrategias de intervención conductual a la mejora de la atención y prevención de niños de 10 a 11 años con problemas de conducta? y tuvo como objetivo: mejorar la atención y prevención de problemas de conducta en niños de 10 a 11 años mediante la valoración de las estrategias de intervención conductual utilizadas por educadores de Asociación RAFAMA. La finalidad fue la obtención del título universitario y contribuir a la reflexión teórica con conocimientos surgidos directamente de las experiencias y de esta forma aportar de manera significativa en la teorización que ayude a vincular la práctica con la teoría. En el trabajo se utilizaron técnicas de recolección de información como: técnicas proyectivas, observación participante de rutinas y acompañamiento pedagógico, registro anecdótico, entrevista semiestructurada a Educadores de RAFAMA, grupo focal y análisis de documentos. La recuperación del proceso vivido, así como la reflexión crítica en torno al mismo permite concluir que la aplicación de estrategias de intervención conductual contribuye a la mejora de la atención y prevención de niños con problemas de conducta de 10 a 11 años cuando se concibe desde un modelo definido en base a la teoría, se consideran factores influyentes, el fin se determina a través de un plan y existe formación por parte de los educadores
The systematization of experiences around Behavioral Intervention Strategies, which are used by educators in children from 10 to 11 years of age who present behavioral problems and attend the RAFAMA association, considered the following: How does the application of Behavioral Intervention Strategies contribute to improve the care and prevention of children from 10 to 11 years with behavioral problems? and the objective was to: improve the care and prevention of behavioral problems in children from 10 to 11 years old through the assessment of behavioral intervention strategies used by RAFAMA Association educators. The purpose was to obtain the university degree and contribute to the theoretical reflection with knowledge arising directly from the experiences and in this way contribute in a significant way in the theorization that helps to link the practice with the theory. In the work, information gathering techniques were used such as: projective techniques, participant observation of routines and pedagogical accompaniment, anecdotal record, semi-structured interview with RAFAMA educators, focus group and document analysis. The recovery of the lived process, as well as the critical reflection about it, allows us to conclude that the application of behavioral intervention strategies contributes to the improvement of the care and prevention of children with behavioral problems from 10 to 11 years old when it is conceived from a model defined on the basis of theory, are considered influential factors, the purpose is determined through a plan and there is training by educators
The systematization of experiences around Behavioral Intervention Strategies, which are used by educators in children from 10 to 11 years of age who present behavioral problems and attend the RAFAMA association, considered the following: How does the application of Behavioral Intervention Strategies contribute to improve the care and prevention of children from 10 to 11 years with behavioral problems? and the objective was to: improve the care and prevention of behavioral problems in children from 10 to 11 years old through the assessment of behavioral intervention strategies used by RAFAMA Association educators. The purpose was to obtain the university degree and contribute to the theoretical reflection with knowledge arising directly from the experiences and in this way contribute in a significant way in the theorization that helps to link the practice with the theory. In the work, information gathering techniques were used such as: projective techniques, participant observation of routines and pedagogical accompaniment, anecdotal record, semi-structured interview with RAFAMA educators, focus group and document analysis. The recovery of the lived process, as well as the critical reflection about it, allows us to conclude that the application of behavioral intervention strategies contributes to the improvement of the care and prevention of children with behavioral problems from 10 to 11 years old when it is conceived from a model defined on the basis of theory, are considered influential factors, the purpose is determined through a plan and there is training by educators
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Prevención, Estrategias, Intervención, conductual, Educadores