Evaluación del programa de Educación Emocional “Happy 8-12” para la resolución asertiva de los conflictos entre iguales

Abstract

Introducción. La convivencia en los centros educativos conlleva inevitablemente conflictos interpersonales entre iguales, lo cual puede incidir negativamente en el bienestar y en el rendimiento de los alumnos. En este sentido, el objetivo de este estudio es presentar y describir la evaluación del Programa de Educación Emocional gamificado Happy 8-12. Este videojuego está enfocado a la educación de las competencias emocionales de los alumnos con el fin de poder resolver conflictos de manera más asertiva. El programa consta de 25 conflictos que los alumnos deben resolver siguiendo el proceso de regulación emocional basado en el marco teórico del Grupo de Investigación en Orientación Psicopedagógica (GROP).Método. La muestra del estudio está constituida por 574 alumnos de 5º y 6º curso de educación primaria. 301 de ellos eran niños (52.4%) y 273 eran niñas (47.6%). La media de edad fue de 10.53, con una desviación estándar de .662. Se ha seguido un diseño cuasi experimental pretest y postest con grupo control. Los instrumentos y técnicas utilizados han sido: QDE_9-13, STAIC, CESC; cuestionario de clima de patio, registro anecdótico de conductas conflictivas y rendimiento académico.Resultados. Los resultados indican que Happy 8-12 mejora de manera significativa las competencias emocionales, disminuye los niveles de ansiedad, mejora el clima social de aula y el clima de patio, reduciendo el número de conflictos entre iguales y aumentando sensiblemente el rendimiento académico.Discusión y conclusión. Los resultados de este estudio demuestran que educar la gestión de las emociones mejora el bienestar de los alumnos y actúa como estrategia de prevención de conductas disruptivas graves, incluido el acoso escolar, beneficiando en gran medida la convivencia de los centros educativos.

Beyond music: Emotional skills and its development in young adults in choirs and bands

“…The musicians scored highest in Emotional Awareness (see Table 2). This is consistent with previous findings, indicating that the logical order of learning for young people is, first, learning how to become aware of what they feel and, only later, becoming able to manage and regulate feelings (Filella et al, 2016). On the other hand, the musicians scored lowest in autonomy.…”

“…On the other hand, the musicians scored lowest in autonomy. Again, this result is consistent with the fact that, in comparison to other stages of life, adolescence is strongly associated with feelings related to anxiety, which in turn makes it more difficult for young people to properly regulate and ensure a proper level of autonomy until a certain degree of personality development has been reached (Byrne, 2000; Filella et al, 2016; Massot, 2003). In general, however, in all of the tests the musicians showed higher scores than the non-musicians, which is highly consistent with our hypothesis.…”

“…During recent decades research in education has focused less on competencies related to logic abilities and abstract intelligence and more on a renewed interest in emotional education and emotional competences (e.g. Filella, Cabello, Pérez-Escoda, & Ros-Morente, 2016; Mayer, Roberts, & Barsade, 2008). Emotional education has become an innovative educational tool that provides answers to all those educational and social needs that are rarely addressed in ordinary subjects (Bisquerra, 2006).…”

“…These factors play an important role in the development of the individuals and their transition to adulthood. Additionally, self-esteem and self-perception are closely inter-related in the transition, which involves other psychological factors such as anxiety, general psychological state and, once more, socioemotional competences (Filella et al, 2016). All in all, the evidence suggests that the processes which take place during adolescence and that work in synergy lead to personal changes that are important because they will remain a permanent part of adult life (Bar-On, 2006).…”

The Assertive Resolution of Conflicts in School With a Gamified Emotion Education Program

“…Rather than being a problem of violence per se , they can better be attributed to a lack of skills and strategies to manage emotions and solve the social problems in an effective way ( Ortega, 2010 ). This can be given a positive reading, since a number of studies show that although a poor management of emotions can bring to conflict situations, aggressions and intimidation, a systematic training of these skills can facilitate an important decrease in this kind of behaviors ( Extremera and Fernández-Berrocal, 2003 ; Pérez-Escoda et al, 2013 ; Romera et al, 2015 ; Filella et al, 2016 ; among others).…”