Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños.
Recent studies demonstrate that school is the perfect place to develop resilience in children who have been exposed to conditions of social vulnerability. This is based on intervention programs that incorporate both the reduction of risk factors and the strength of protective factors in all the syst...
- Autores:
-
Ávila Moreno, María Alejandra
Díaz Bahamón, Neila Stella
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/13858
- Acceso en línea:
- https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10213
http://hdl.handle.net/20.500.12209/13858
- Palabra clave:
- Resilience
Intervention program
Programa de intervención
Modelo ecológico
Factores de protección
Factores de riesgo
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0
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dc.title.spa.fl_str_mv |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
title |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
spellingShingle |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. Resilience Intervention program Programa de intervención Modelo ecológico Factores de protección Factores de riesgo |
title_short |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
title_full |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
title_fullStr |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
title_full_unstemmed |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
title_sort |
Efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños. |
dc.creator.fl_str_mv |
Ávila Moreno, María Alejandra Díaz Bahamón, Neila Stella |
dc.contributor.author.spa.fl_str_mv |
Ávila Moreno, María Alejandra Díaz Bahamón, Neila Stella |
dc.subject.spa.fl_str_mv |
Resilience Intervention program Programa de intervención Modelo ecológico Factores de protección Factores de riesgo |
topic |
Resilience Intervention program Programa de intervención Modelo ecológico Factores de protección Factores de riesgo |
description |
Recent studies demonstrate that school is the perfect place to develop resilience in children who have been exposed to conditions of social vulnerability. This is based on intervention programs that incorporate both the reduction of risk factors and the strength of protective factors in all the systems they take part in. According to this, the aim of this exploratory pre-experimental study, under the pretest – intervention – posttest design, and with a single group, was to evaluate the effectiveness of the pilot program of school intervention Tejedores de Resiliencia, in the resilience levels of children with a condition of social vulnerability. The instrument used for the measurement was the Personal Resilience Factors Inventory which evaluates the general resilience construct through five personal factors: self-esteem, empathy, autonomy, emotional state, and creativity. 115 children between 7 and 10 years old ( = 8,22 s = ,646), third grade students of a Public School in the city of Bogota, participated in the implementation of the program together with their parents or legal guardians, teachers, and the community surrounding the school, for eight months. The difference of means was used to evaluate the effect of the program. The results suggest that this intervention increased the levels of general resilience, as well as the factors of self-stem and emotional state in the students. There were no significant changes in empathy, autonomy, and creativity factors. |
publishDate |
2020 |
dc.date.issued.none.fl_str_mv |
2020-01-01 |
dc.date.accessioned.none.fl_str_mv |
2021-08-02T16:32:47Z |
dc.date.available.none.fl_str_mv |
2021-08-02T16:32:47Z |
dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
dc.type.local.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
format |
http://purl.org/coar/resource_type/c_6501 |
dc.identifier.none.fl_str_mv |
https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10213 10.17227/nyn.vol6.num48-10213 |
dc.identifier.issn.none.fl_str_mv |
2619-6069 0122-4328 |
dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/20.500.12209/13858 |
url |
https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10213 http://hdl.handle.net/20.500.12209/13858 |
identifier_str_mv |
10.17227/nyn.vol6.num48-10213 2619-6069 0122-4328 |
dc.language.iso.none.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10213/9126 |
dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
dc.rights.creativecommons.none.fl_str_mv |
Attribution-NonCommercial 4.0 International |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial 4.0 International |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf |
dc.publisher.spa.fl_str_mv |
Editorial Universidad Pedagógica Nacional |
dc.source.spa.fl_str_mv |
Nodos y Nudos; Vol. 6 Núm. 48 (2020): La educación infantil en Colombia (ene-jun) |
institution |
Universidad Pedagógica Nacional |
repository.name.fl_str_mv |
Repositorio Institucional Universidad Pedagógica Nacional |
repository.mail.fl_str_mv |
repositorio@pedagogica.edu.co |
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1814445158169575424 |
spelling |
Ávila Moreno, María AlejandraDíaz Bahamón, Neila Stella2021-08-02T16:32:47Z2021-08-02T16:32:47Z2020-01-01https://revistas.pedagogica.edu.co/index.php/NYN/article/view/1021310.17227/nyn.vol6.num48-102132619-60690122-4328http://hdl.handle.net/20.500.12209/13858Recent studies demonstrate that school is the perfect place to develop resilience in children who have been exposed to conditions of social vulnerability. This is based on intervention programs that incorporate both the reduction of risk factors and the strength of protective factors in all the systems they take part in. According to this, the aim of this exploratory pre-experimental study, under the pretest – intervention – posttest design, and with a single group, was to evaluate the effectiveness of the pilot program of school intervention Tejedores de Resiliencia, in the resilience levels of children with a condition of social vulnerability. The instrument used for the measurement was the Personal Resilience Factors Inventory which evaluates the general resilience construct through five personal factors: self-esteem, empathy, autonomy, emotional state, and creativity. 115 children between 7 and 10 years old ( = 8,22 s = ,646), third grade students of a Public School in the city of Bogota, participated in the implementation of the program together with their parents or legal guardians, teachers, and the community surrounding the school, for eight months. The difference of means was used to evaluate the effect of the program. The results suggest that this intervention increased the levels of general resilience, as well as the factors of self-stem and emotional state in the students. There were no significant changes in empathy, autonomy, and creativity factors.Estudios recientes demuestran que la escuela es el lugar clave para desarrollar resiliencia en niños que han estado expuestos a condiciones de vulnerabilidad social. Esto a partir de programas de intervención que incorporen tanto la reducción de los factores de riesgo, como el fortalecimiento de los factores de protección, en todos los sistemas de los cuales hacen parte. Siguiendo esta línea, el objetivo de este estudio de carácter exploratorio, preexperimental, bajo el diseño pretest – intervención – postest, con un solo grupo, fue evaluar la efectividad del programa piloto de intervención escolar Tejedores de Resiliencia en los niveles de resiliencia de niños en condición de vulnerabilidad social. Para las mediciones, se utilizó el instrumento Inventario de Factores Personales de Resiliencia, el cual evalúa el constructo resiliencia general a través de cinco factores personales: autoestima, empatía, autonomía, humor y creatividad. En la implementación del programa participaron 115 niños entre 7 y 10 años ( = 8,22 s = ,646), estudiantes de grado tercero de primaria de una Institución Educativa Distrital en la ciudad de Bogotá, junto con sus padres o acudientes, las docentes directoras de curso y la comunidad circundante a la escuela, durante ocho meses. El efecto del programa se evaluó mediante diferencia de medias. Los resultados sugieren que la intervención aumentó los niveles de resiliencia general, así como los factores autoestima y humor en los estudiantes. No hubo cambios significativos en los factores de empatía, autonomía y creatividad.Estudos recentes mostram que a escola é o local chave para desenvolver resiliência em crianças que foram expostas a condições de vulnerabilidade social. Baseia-se em programas de intervenção que incorporam quer a redução dos fatores de risco, quer o reforço dos fatores de proteção, em todos os sistemas de que fazem parte. Seguindo essa linha, o objetivo deste estudo exploratório, pré-experimental, sob o delineamento pré-teste - intervenção - pós-teste, com um único grupo, foi avaliar a eficácia do programa piloto de intervenção escolar de Tejedores de Resiliencia nos níveis de resiliência de crianças em situação de vulnerabilidade social. Para as medidas, foi utilizado o instrumento Inventário de Fatores de Resiliência Pessoal, que avalia o construto geral da resiliência por meio de cinco fatores pessoais: autoestima, empatia, autonomia, humor e criatividade. Participaram da implementação do programa 115 crianças entre 7 e 10 anos (= 8,22 s = 0,646), alunos da terceira série de uma Instituição Educacional Distrital da cidade de Bogotá, juntamente com seus pais ou responsáveis, os diretores de cursos e a comunidade do entorno da escola, por oito meses. O efeito do programa foi avaliado por meio da diferença das meias. Os resultados sugerem que a intervenção aumentou os níveis de resiliência geral, bem como os fatores de autoestima e humor nos alunos. Não houve mudanças significativas nos fatores de empatia, autonomia e criatividade. Made available in DSpace on 2021-08-02T16:32:47Z (GMT). No. of bitstreams: 0Item created via OAI harvest from source: https://revistas.pedagogica.edu.co/index.php/NYN/oai on 2021-08-02T16:32:47Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/10213application/pdfspaEditorial Universidad Pedagógica Nacionalhttps://revistas.pedagogica.edu.co/index.php/NYN/article/view/10213/9126https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalNodos y Nudos; Vol. 6 Núm. 48 (2020): La educación infantil en Colombia (ene-jun)ResilienceIntervention programPrograma de intervenciónModelo ecológicoFactores de protecciónFactores de riesgoEfectividad del programa piloto de intervención escolar Tejedores de Resiliencia en niños.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/13858oai:repository.pedagogica.edu.co:20.500.12209/138582024-01-19 13:02:44.603Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co |