Particularidades de la comprensión emocional en escolares con manifestaciones agresivas, ubicados en el indicador 4 del MINED, Municipio Santa Clara.
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Fecha
2019-07-21
Autores
Leyva Granda, Diana María
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Universidad Central “Marta Abreu” de Las Villas. Facultad de Ciencias Sociales. Departamento de Psicología
Resumen
La investigación se realizó en el período de enero a mayo de 2019, con el objetivo de caracterizar las particularidades de la comprensión emocional en los escolares del indicador 4 con manifestaciones agresivas. Se empleó un enfoque mixto de investigación, a través de un diseño trasformativo concurrente DISTRACT, con alcance descriptivo. La muestra quedó conformada por 30 niños, 10 pertenecientes al indicador 4, 10 escolares agresivos que no estaban en dicho indicador y 10 niños sin manifestaciones de agresividad, seleccionados a partir de un muestreo no
probabilístico intencional. Como técnicas se empleó, el Cuestionario de Emociones Infantil, test de comprensión emocional de Harris y Pons, y la Escala de Agresividad de Little et al., además de la entrevista psicológica, la observación y el informe escolar. Para el procesamiento de la información se utilizó el análisis de contenido cualitativo, conjugado con la estadística descriptiva e inferencial. Se obtuvo que, tanto en los niños ubicados en el indicador 4, como en aquellos agresivos que no se encontraban en dicho indicador, se presentaron elevados niveles de
agresividad principalmente reactiva, tanto directa como relacional, con predominio de esta última en el segundo grupo mencionado. Entre ambos no se mostraron diferencias significativas en cuanto a la comprensión emocional, pero sí con respecto al grupo sin manifestaciones agresivas.Fueron constatadas dificultades en la comprensión emocional de manera general, siendo más evidentes en el nivel reflexivo, específicamente en los componentes que hacen referencia a las
estrategias de regulación emocional y la comprensión de emociones mixtas
The research was conducted in the period from January to May 2019, with the objective to characterize the particularities emotional understanding in schoolchildren of indicator 4 with aggressive manifestations. A mixed research approach was used, through a concurrent transformational design DISTRACT, with descriptive scope. The sample consisted of 30 children, 10 belonging to indicator 4, 10 aggressive schoolchildren who were not in that indicator and 10 children without manifestations of aggressiveness, selected from an intentional non probabil istic sampling. The techniques used were the Child Emotions Questionnaire, the Harris and Pons Emotional Understanding Test, and the Little et al. Aggression Scale, as well as the psychological interview, observation and school report. For the processing of the information, the qualitative content analysis was used, conjugated with the descriptive and inferential statistics. It was found that, both in the children located in indicator 4, and in those aggressive who were not in that indicator, high levels of aggression were mainly reactive, both direct and relational, with predominance of the latter in the second mentioned group. Between them, there were no significant differences in terms of emotional comprehension, but there were no significant differences in the group without aggressive manifestations. Difficulties in emotional comprehension were noted in a general way, being more evident at the reflective level, specifically in the components that refer to emotional regulation strategies and the understanding of mixed emotions
The research was conducted in the period from January to May 2019, with the objective to characterize the particularities emotional understanding in schoolchildren of indicator 4 with aggressive manifestations. A mixed research approach was used, through a concurrent transformational design DISTRACT, with descriptive scope. The sample consisted of 30 children, 10 belonging to indicator 4, 10 aggressive schoolchildren who were not in that indicator and 10 children without manifestations of aggressiveness, selected from an intentional non probabil istic sampling. The techniques used were the Child Emotions Questionnaire, the Harris and Pons Emotional Understanding Test, and the Little et al. Aggression Scale, as well as the psychological interview, observation and school report. For the processing of the information, the qualitative content analysis was used, conjugated with the descriptive and inferential statistics. It was found that, both in the children located in indicator 4, and in those aggressive who were not in that indicator, high levels of aggression were mainly reactive, both direct and relational, with predominance of the latter in the second mentioned group. Between them, there were no significant differences in terms of emotional comprehension, but there were no significant differences in the group without aggressive manifestations. Difficulties in emotional comprehension were noted in a general way, being more evident at the reflective level, specifically in the components that refer to emotional regulation strategies and the understanding of mixed emotions
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Palabras clave
Emociones, Comprensión Emocional, Agresividad, Escolares, Emotions, Emotional Understanding, Aggressiveness, School