Resolución de problemas interpersonales en niños en exclusión social: Valoración de un programa de entrenamiento

Abstract

Resumen La exclusión social es uno de los mayores desafíos de las sociedades modernas especialmente para una de las poblaciones más afectadas: la infancia. Crecer en ambientes desfavorecidos tiene un impacto negativo en la salud, la educación o el desarrollo cognitivo, emocional y social. Una de las áreas especialmente afectadas en estos niños es la competencia social, entendida como la habilidad del sujeto para enfrentarse a situaciones sociales problemáticas de forma exitosa. Este trabajo se centra en las habilidades de resolución de problemas interpersonales, consideradas componentes fundamentales de la competencia social. El objetivo del estudio ha consistido en determinar si la implementación de un programa de entrenamiento en habilidades de resolución de problemas interpersonales consigue mejorar dichas habilidades en niños en situación de exclusión social a través de un diseño cuasi-experimental pre-post-tratamiento. Los participantes han sido 61 niños de 7 a 12 años de los cuales 34 se sitúan en situación de exclusión. Los resultados muestran mejoras en la habilidad de generar soluciones a los conflictos y en solución de problemas interpersonales. De los resultados se concluye que el programa genera mejoras en las habilidades entrenadas en niños en situación de exclusión. No obstante, se hace necesario seguir investigando el impacto de las intervenciones breves en esta población.Abstract Social exclusion is one of the biggest challenges of modern societies especially for one of the most affected populations: children. Growing up in disadvantaged environments has a negative impact on health, education or cognitive, emotional and social development. One area particularly affected in these children is social competence -the subject's ability to deal with problematic social situations successfully. This work focuses on interpersonal problem-solving skills, which are deemed as being quintessential components of social competence. This paper sought to Resolución de problemas interpersonales en niños en exclusión social: Valoración de un programa de entrenamiento

Executive Functions and Interpersonal Skills in Preadolescents With High Family Risk: Effectiveness of a Multicomponent Intervention Program

“…However, results only showed statistically significant between-group differences in two EF measures (working memory index and letters-numbers) and in one IS measure (Questionnaire of Interpersonal Conflict Resolution Solutions score). Therefore, our results seem to go in line with previous studies that found EF and IS difficulties in children, preadolescents, and adolescents exposed to risk situations, such as poverty, low socioeconomic status, or high-risk families (Arán-Filippetti, 2013; Dickerson & Popli, 2016; Ison & Morelato, 2002; Maddio & Greco, 2010; Martin et al, 2012; Mata, Gómez-Pérez, Molinero, & Calero, 2017; Raver et al, 2013; Rhoades et al, 2011; Sarsour et al, 2011).…”

“…These favorable results concur with results of other studies where significant improvements were found in relation to EF, behavior problems, social adjustment, and academic success (Arán-Filippetti, Richaud de Minzi, 2011; Durlak et al, 2011; Ghiglione et al, 2011; Menting et al, 2013; Neville et al, 2013; Segretin et al, 2014). In addition, our results offer new evidence of the benefits of applying mediated learning methodology to train EF and IS jointly, going one step further than previous programs that used this methodology to address a single type of skill (Bonete et al, 2016; Calero, Gómez-Pérez, & Mata, 2017; Gómez-Pérez et al, 2014; Mata, Gómez-Pérez, & Calero, 2017).…”

“…In addition, we chose this methodology and these skills because mediational intervention programs that focus on EF and IS independently had already been assessed previously and had shown positive results in the skills trained in different populations (Bonete, Molinero, Mata, Calero, & Gómez-Pérez, 2016; Calero, Gómez-Pérez, & Mata, 2017; Gómez-Pérez et al, 2014; Mata, Gómez-Pérez, & Calero, 2017). For our part, then, we wish to confirm whether greater transfer effects are achieved by extending the objectives, that is, training EF and IS in the same program and not just one like in previous mentioned studies.…”

Internalizing Problems and Resilience in Primary School Students in Low and High Socioeconomic Vulnerability Establishments in Chile

“…It has usually been assumed that public schools have higher vulnerability, as can be seen in studies comparing public, subsidized, and private educational institutions 8 . However, although in the present study the latter 2 are simply classified under low vulnerability, it is important to mention that several public schools were classified under low vulnerability.…”

“…A better understanding of how these problems manifest can allow for more focused interventions that make more sense for educational communities. For Mata et al, 8 social exclusion is a reality experienced by many children that affects the development of their physical and emotional health, among others, highlighting the importance of intervention with training programs seeking interpersonal solution.…”