Mejora de la convivencia en Educación Primaria. Programa de intervención en optimismo e inteligencia emocional
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2022-02-24
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Jaén: Universidad de Jaén
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[ES] El entrenamiento en fortalezas como el optimismo y la inteligencia emocional surge como una estrategia de gran utilidad para optimizar las relaciones entre los iguales y mejorar el clima de aula. En función de esto, el trabajo que se presenta propone el desarrollo de un programa de intervención centrado en optimismo e inteligencia emocional. Está destinado al alumnado de 2o ciclo de Educación Primaria que presente problemas de convivencia. El programa consta de 10 sesiones. Para determinar el éxito del mismo, se utilizará el cuestionario de Convivencia Escolar para la No Violencia (CENVI), el Cuestionario Revisado de Estilo Atribucional para Niños (CASQ-T) y la Escala Rasgo de Metaconocimiento Emocional (TMMS-24). Se espera que la intervención mejore las relaciones sociales entre los educandos, ya que existen numerosas evidencias empíricas que ratifican que la intervención en fortalezas propicia
el surgimiento de emociones positivas, lo cual incide positivamente en la creación de un mejor clima en el aula.
Además, el entrenamiento en estas fortalezas contribuirá a aumentar considerablemente la motivación y la sensación de bienestar del alumnado, lo cual repercutirá positivamente en el aprendizaje.
[EN] Training in strengths such as optimism and emotional intelligence emerges as a very useful strategy to optimize peer relationships and improve the classroom climate. Based on this, the work presented proposes the development of an intervention program focused on optimism and emotional intelligence. It is intended for students in the 2nd cycle of Primary Education who present problems of coexistence. The program consists of 10 sessions. To determine its success, the School Coexistence for Non-Violence questionnaire (CENVI), the Revised Attributional Style Questionnaire for Children (CASQ-T) and the Emotional Meta-Awareness Trait Scale (TMMS-24) will be used. The intervention is expected to improve social relations among students, since there is numerous empirical evidence that confirms that intervention in strengths encourages the emergence of positive emotions, which positively affects the creation of a better climate in the classroom. In addition, training in these strengths will contribute to considerably increase the motivation and sense of well-being of the students, which will have a positive impact on learning.
[EN] Training in strengths such as optimism and emotional intelligence emerges as a very useful strategy to optimize peer relationships and improve the classroom climate. Based on this, the work presented proposes the development of an intervention program focused on optimism and emotional intelligence. It is intended for students in the 2nd cycle of Primary Education who present problems of coexistence. The program consists of 10 sessions. To determine its success, the School Coexistence for Non-Violence questionnaire (CENVI), the Revised Attributional Style Questionnaire for Children (CASQ-T) and the Emotional Meta-Awareness Trait Scale (TMMS-24) will be used. The intervention is expected to improve social relations among students, since there is numerous empirical evidence that confirms that intervention in strengths encourages the emergence of positive emotions, which positively affects the creation of a better climate in the classroom. In addition, training in these strengths will contribute to considerably increase the motivation and sense of well-being of the students, which will have a positive impact on learning.