Publication: La inteligencia emocional como eje de intervención educativa en el alumando con tdah
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2018
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Abstract
El Trastorno de Déficit de Atención e Hiperactividad (TDAH) tiene origen neurobiológico y se presenta desde temprana edad caracterizándose por continuos movimientos, incapacidad para permanecer sentado y prestar atención. Así como su diagnóstico implica pruebas en distintas áreas: física, psicológica y social, el tratamiento debe basarse en éstos también. Es importante tener un tratamiento ajustado a la realidad del paciente, para que, en la adultez, pueda ser una persona con habilidades sociales y emocionales desarrolladas. Estos niños generalmente tienden a tener continuos problemas sociales que los excluyen, pudiéndose generar con ello conductas disociadas y problemas en la edad adulta de desajustes emocionales. Es por esto que se plantea esta investigación, la cual pretende contribuir, desde el ámbito educativo, al desarrollo socioemocial del niño de educación primaria y secundaria a través de un estudio de caso, en el cual se comparará los resultados entre un grupo máximo de 5 niños a los cuales se les medirán, a través de instrumentos ya validados, las habilidades sociales y emocionales. Seguidamente se aplicará una intervención fundamentada en inteligencia emocional y habilidades sociales en un lapso de cinco a ocho meses, para concluir con los mismos test. De esta manera se podrán comparar los resultados antes y después de la aplicación educativa, para así poder determinar la influencia de la acción educativa en el manejo de las emociones y las habilidades sociales. Este estudio de casos, permitirá ampliar los estudios que existen al respecto, sacar conclusiones y proponer nuevas acciones.
Attention Deficit Hyperactivity Disorder (ADHD) has a neurobiological origin and is presented from an early age characterized by continuous movements, inability to remain seated and pay attention. Just as its diagnosis involves tests in different areas: physical, psychological and social, the treatment should be based on these as well. It is important to have a treatment adjusted to the reality of the patient, so that, in adulthood, will be a person with social skills can be and emotional developed. These children generally tend to have continuous social problems that exclude them, making possible the apparition of dissociated behaviours and problems in adulthood of emotional imbalances. That is why this research is proposed, aiming to contribute, from the educational field, to the socio-emotional development of primary and secundary school children through a case study, in which the results will be compared between a maximum group of 5 children, which will have measured, through the use of validated instruments, their social and emotional skills. Then an intervention based on emotional intelligence and social skills will be applied in a period from five to eight months to conclude with the same tests. This way, it will be possible to compare the results before and after the educational application, in order to determine the influence of educational action on the management of emotions and social skills. This case study will expand the studies that exist in this regard, draw conclusions and propose new actions.
Attention Deficit Hyperactivity Disorder (ADHD) has a neurobiological origin and is presented from an early age characterized by continuous movements, inability to remain seated and pay attention. Just as its diagnosis involves tests in different areas: physical, psychological and social, the treatment should be based on these as well. It is important to have a treatment adjusted to the reality of the patient, so that, in adulthood, will be a person with social skills can be and emotional developed. These children generally tend to have continuous social problems that exclude them, making possible the apparition of dissociated behaviours and problems in adulthood of emotional imbalances. That is why this research is proposed, aiming to contribute, from the educational field, to the socio-emotional development of primary and secundary school children through a case study, in which the results will be compared between a maximum group of 5 children, which will have measured, through the use of validated instruments, their social and emotional skills. Then an intervention based on emotional intelligence and social skills will be applied in a period from five to eight months to conclude with the same tests. This way, it will be possible to compare the results before and after the educational application, in order to determine the influence of educational action on the management of emotions and social skills. This case study will expand the studies that exist in this regard, draw conclusions and propose new actions.
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