EVALUACIÓN PSICOEDUCATIVA EN NIÑOS DE 6 A 10 AÑOS CON PROBLEMAS DE CONDUCTAS QUE ASISTEN AL CDID
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2019-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El presente trabajo tuvo como finalidad determinar cómo se desarrolló el proceso de evaluación psicoeducativa aplicado en niños con problemas de conducta en la edad de 6 a 10 años. Para ello, el autor cumplió prácticas de Servicio Comunitario en El Centro de Docencia e Investigación para el Desarrollo Humano y el Buen Vivir - CDID, en la ciudad de Guayaquil en donde realizó un proceso de evaluación integral a diferentes casos de niños y niñas con problemas de conducta, utilizando para ello instrumentos como: Dibuja tu problema, dibujo mi curso y maestra, dibuja la familia, entrevista semiabierta a padres, prueba de percepción del funcionamiento familiar, batería neuropsicológica para la evaluación de los trastornos del aprendizaje, test de Roberto y test de Rotter infantil. Se hizo uso de una metodología cualitativa de sistematización de experiencias con corte transversal y como eje se planteó cuáles fueron los factores que favorecieron y/o debilitaron el proceso de evaluación psico-educativa. De esto se concluyó que los favorecedores fueron la predisposición de los cuidadores, el múltiple uso de instrumentos para captar la dinámica de los niños, el empleo de elementos lúdicos e infraestructura adecuada. Mientras que los debilitantes recayeron en el abandono del proceso, falta de tiempo para la amalgama de instrumentos aplicados, fatiga e inquietud motriz de los infantes e impuntualidad de algunos usuarios. Sin embargó, gracias a los recursos personológicos y profesionales se logró superar los retos para un buen desarrollo del proceso evaluativo en psicoeducación
The present work was to determine how the process of psychoeducational evaluation applied in children with behavioral problems at the age of 6 to 10 years would be affected. For this, the author complied with Community Service practices in the Center for Teaching and Research for Human Development and Good Living CDID, in the city of Guayaquil where he carried out a comprehensive evaluation process in different cases of children with problems of conduct, use instruments such as Draw Your Problem, Draw My Course and Teacher, Draw The Family, Semi-Open Parent Interview, Family Device Perception Test, Neuropsychological Battery for the Assessment of Learning Disorders (Roberto's Test and Test of Infant Rotter: A qualitative methodology of systematization of experiences with cross-sectional use was used, and protocols were the factors that favored and / or weakened the psychoeducational evaluation process, from which it was concluded that the favorisers were the predisposition of the caregivers, the multiple use of instruments to capture the dynamics of children , the use of recreational elements and adequate infrastructure. While the debilitating ones relapsed in the abandonment of the process, lack of time for the amalgam of applied instruments, fatigue and motor restlessness of the infants and unpunctuality of some users. However, thanks to personal and professional resources, the challenges for a good development of the evaluation process in psychoeducation are overcome
The present work was to determine how the process of psychoeducational evaluation applied in children with behavioral problems at the age of 6 to 10 years would be affected. For this, the author complied with Community Service practices in the Center for Teaching and Research for Human Development and Good Living CDID, in the city of Guayaquil where he carried out a comprehensive evaluation process in different cases of children with problems of conduct, use instruments such as Draw Your Problem, Draw My Course and Teacher, Draw The Family, Semi-Open Parent Interview, Family Device Perception Test, Neuropsychological Battery for the Assessment of Learning Disorders (Roberto's Test and Test of Infant Rotter: A qualitative methodology of systematization of experiences with cross-sectional use was used, and protocols were the factors that favored and / or weakened the psychoeducational evaluation process, from which it was concluded that the favorisers were the predisposition of the caregivers, the multiple use of instruments to capture the dynamics of children , the use of recreational elements and adequate infrastructure. While the debilitating ones relapsed in the abandonment of the process, lack of time for the amalgam of applied instruments, fatigue and motor restlessness of the infants and unpunctuality of some users. However, thanks to personal and professional resources, the challenges for a good development of the evaluation process in psychoeducation are overcome
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Evaluación psicoeducativa, Problemas de conducta