PROCESO DE EVALUACIÓN DEL FUNCIONAMIENTO FAMILIAR EN NIÑOS Y NIÑAS CON DÉFICITS DE CONDUCTA Y APRENDIZAJE
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2019-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El trabajo de titulación que se presenta a continuación corresponde, a la metodología de sistematización de experiencia que se desarrolló como requisito de titulación en la Facultad de Ciencias Psicológicas y que obedece a una serie de pasos estructurados y organizados con un enfoque cualitativo. Se eligió como experiencia vivida para sistematizar el proceso de evaluación del funcionamiento familiar, en cuyo proceso se aplicaron algunos instrumentos de evaluación planteados en el proyecto. Por lo que surgió la pregunta eje ¿Cuál es el funcionamiento familiar en niños y niñas con déficits de conducta y aprendizaje del Proyecto Niñez Positiva?, por tal motivo el objetivo se centró revisar el proceso de evaluación del funcionamiento familiar en niños y niñas con déficits de conducta y aprendizaje del Proyecto Niñez Positiva, para con los resultados surgidos de la reflexión teórica vinculada con la experiencia, obtener un registro valioso para contribuir en el mejoramiento de futuras intervenciones en familias con situaciones similares. Para cumplir con dicho objetivo y dar contestación a la pregunta eje se realizó un análisis reflexivo en base de las fuentes de información, concluyendo que la disfuncionalidad familiar es evidente en los grupos familiares con niños que presentan problemas de conducta y de aprendizaje. El conocimiento creado a partir de cada actividad realizada representa el aporte y beneficio que se obtuvo con la realización de este trabajo
The qualification work presented below, the methodology of systematization of experience that is specified as a qualification requirement in the Faculty of Psychological Sciences and that obeys a series of structured and organized steps with a qualitative approach. It was chosen as lived experience to systematize the process of family functioning evaluation, in whose process some evaluation instruments proposed in the project were applied. Therefore, the main question arose: What is the family functioning of children with behavior and learning deficits of the Positive Childhood Project? For this reason, the objective was to verify the process of evaluating family functioning in children with Behavioral and learning deficit of the Positive Childhood Project, with the surgical results of the theoretical reflection related to the experience, obtain a valuable record to contribute to the improvement of future futures in families with similar situations. To meet this objective and answer the main question, a reflexive analysis was carried out based on the sources of information, concluding that family dysfunctionality is evident in family groups with children who have behavioral and learning problems. The knowledge created from each activity performed represents the report and benefit that was obtained with the completion of this work
The qualification work presented below, the methodology of systematization of experience that is specified as a qualification requirement in the Faculty of Psychological Sciences and that obeys a series of structured and organized steps with a qualitative approach. It was chosen as lived experience to systematize the process of family functioning evaluation, in whose process some evaluation instruments proposed in the project were applied. Therefore, the main question arose: What is the family functioning of children with behavior and learning deficits of the Positive Childhood Project? For this reason, the objective was to verify the process of evaluating family functioning in children with Behavioral and learning deficit of the Positive Childhood Project, with the surgical results of the theoretical reflection related to the experience, obtain a valuable record to contribute to the improvement of future futures in families with similar situations. To meet this objective and answer the main question, a reflexive analysis was carried out based on the sources of information, concluding that family dysfunctionality is evident in family groups with children who have behavioral and learning problems. The knowledge created from each activity performed represents the report and benefit that was obtained with the completion of this work
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funcionamiento familiar, niños y niñas, déficits de conducta y aprendizaje