Estrategias psicopedagógicas para la atención de las conductas disruptivas en estudiantes de sexto año de egb media de la Escuela de Educación Básica “Celeste Carlier Fuentes".
The purpose of this research was to design a set of psychopedagogical strategies aimed at addressing and reducing disruptive behaviors among sixth-grade students at “Celeste Carlier Fuentes” Basic Education School. The study adopted a quantitative approach, with a non-experimental, descriptive desig...
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| Format: | bachelorThesis |
| Sprache: | spa |
| Veröffentlicht: |
2025
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| Online Zugang: | https://repositorio.uteq.edu.ec/handle/43000/9104 |
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Tag hinzufügen | Zusammenfassung: | The purpose of this research was to design a set of psychopedagogical strategies aimed at addressing and reducing disruptive behaviors among sixth-grade students at “Celeste Carlier Fuentes” Basic Education School. The study adopted a quantitative approach, with a non-experimental, descriptive design and basic research type, focused on analyzing the socio-emotional, family, and environmental factors influencing these behaviors. The sample consisted of 50 students from groups A and B, who were assessed using the adapted Disruptive Behavior Test, which identified five analytical dimensions: conduct problems, hyperactivity, interpersonal relationships, relationships with teachers, and self-control.Results showed that 82 % of students exhibited typical behaviors within the expected range, 16 % were at risk, and 2 % were in the clinical range, revealing the need to implement preventive and psychopedagogical support strategies. In response, a proposal was developed consisting of eight strategies aimed at strengthening emotional self-regulation, teacher mediation, empathetic communication, the family–school bond, and positive discipline. These strategies include activities such as my child, my reflection, my behavior, my choice, positive emotions mailbox, and good treatment Corner, which promote reflection, respect, and harmonious coexistence. The proposal was evaluated by experts who highlighted its educational relevance, feasibility, and sustainability. In conclusion, the designed psychopedagogical strategies are an effective resource to improve the school climate, reduce disruptive behaviors, and strengthen students’ socio-emotional development |
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