Programa de desarrollo de control emocional para la atención de estudiantes con conductas disruptivas en Educación Básica de la Unidad Educativa 16 de Abril

Abstract

Disruptive behavior is a problem that often occurs in a variety of students, regardless of gender or age. The educator in charge must play a guiding role for the affected student, using relevant psychological models for behavior management and disruptive behavior such as the ABC model (Antecedent-Behavior-Consequence) and Bronfenbrenner's ecological model. The objective is to reduce these behaviors and foster a more favorable learning environment, thus developing a program to generate emotional control in students who present this type of behavior. A mixed study was developed, that is, a qualitative and quantitative paradigm with the application of instruments such as interviews and questionnaires for the analysis of this type of information. The problem was developed in the Educational Unit 16 de Abril, with the participation of 7 teachers and 72 students. International and national bibliography was used for the theoretical support, as well as for the development of the background and for the definition of the research objective. In response to the problem, after obtaining the results of the surveys and the interview, a program was proposed in which teachers, students and parents intervene with the use of the aforementioned models in order to prevent the consequences that may result from the practice of disruptive behaviors. Research has identified disruptive behaviors in schools, so early intervention is necessary to address disruptive behaviors as early as possible, train teachers in behavior management strategies, promote a safe environment in schools, actively work with parents, use educational programs, and provide additional support to students. who are going through difficulties.