INTERVENCIÓN ASISTIDA CON ANIMALES PARA MEJORAR LA REGULACIÓN EMOCIONAL EN CENTROS CON ABSENTISMO ESCOLAR
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2023-05-03
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Jaén: Universidad de Jaén
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[ES] El objetivo de este trabajo es comprobar la eficacia diferencial de la IAA para la mejora de la regulación emocional en
aulas, en las cuales el absentismo escolar está muy presente debido a diferentes factores como pueden ser los problemas
familiares, en comparación a la utilización de una intervención convencional. Los cambios emocionales que se producen
en la adolescencia pueden ser los principales motivos de que aparezcan dificultades a estas edades para regular y
comprender las emociones, lo que llega a impactar negativamente en su autoestima y manejo emocional.
Se ha realizado un estudio experimental. Se esperan mejores efectos y rendimientos a favor de la intervención asistida con
animales frente al resultado del grupo convencional. Se demuestra que este tipo de intervención puede ser más efectiva en
la mejora de la regulación emocional e incluso en la reducción del absentismo en centros educativos, que otro tipo de
intervención convencional.
[EN] The objective of this work is to verify the differential efficacy of the IAA for the improvement of emotional regulation in classrooms, in which school absenteeism is very present due to different factors such as family problems, compared to the use of a conventional intervention. The emotional changes that occur in adolescence may be the main reasons why difficulties appear at these ages to regulate and understand emotions, which has a negative impact on their self-esteem and emotional management. An experimental study has been carried out. Better effects and yields are expected in favor of the animal-assisted intervention compared to the result of the conventional group. It is shown that this type of intervention can be more effective in improving emotional regulation and even in reducing absenteeism in educational centers than other types of conventional intervention.
[EN] The objective of this work is to verify the differential efficacy of the IAA for the improvement of emotional regulation in classrooms, in which school absenteeism is very present due to different factors such as family problems, compared to the use of a conventional intervention. The emotional changes that occur in adolescence may be the main reasons why difficulties appear at these ages to regulate and understand emotions, which has a negative impact on their self-esteem and emotional management. An experimental study has been carried out. Better effects and yields are expected in favor of the animal-assisted intervention compared to the result of the conventional group. It is shown that this type of intervention can be more effective in improving emotional regulation and even in reducing absenteeism in educational centers than other types of conventional intervention.