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...

Full description

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
id RPEDAGO2_7335f0b044099d7c531d6bf59c5efeb9
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/13858
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
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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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