Psychopedagogical Intervention Research Articles

The Role of Communication in The Personality Development Process of Primary Schoolchildren

At the early school age, the child's personality is formating. Here the development of his/ her effective communication skills plays a huge role. Future success in educational and work activities depends on how easily s/he will be able to communicate and establish contact with the people around. It is known that a child may have communication difficulties when s/he starts going to school. The factors of society creation, features of personality development in a particular social setting, the socio-psychological nature of communication, and the mechanisms of reflection and interaction are all related to the genesis of communication challenges. Primary schoolchildren with strong communication skills possess a sophisticated set of conscious communicative acts that enable them to apply their knowledge creatively in order to build and sustain meaningful relationships with adults and their peers. It is assumed that in the initial period of educational activity, low development of communication skills is observed among primary schoolchildren, which creates the need for the implementation of a special psycho-pedagogical intervention program aimed at developing effective communication skills among them.

Prototype of a web tool for psycho-pedagogical intervention and stimulation of children with ADHD

Digital tools for students with ADHD have been scarcely implemented in current education due to the challenges they pose. Therefore, rigorous research, from the perspective of web application development, will strengthen students' formative process. In the present study, a web platform prototype was developed to automate the process of psycho-pedagogical intervention in children aged 5 and 12 with ADHD, focused on evaluating how this tool contributes to the process of psycho-pedagogical stimulation. The prototype was developed using XP methodology divided into two general phases and semi-structured interview techniques and structured surveys to gather relevant information. The first general phase involved the construction of the prototype, which included applying the interviews to obtain the system requirements and the BPMN process model of the general pedagogical approach. Interface design, architecture design, and prototype development were also carried out. The second general phase evaluated the system through acceptance and load and stress tests. Finally, usability evaluation was conducted following ISO 25010 and ISO 25040 standards. The usability measure obtained was "good," defined according to decision criteria, allowing us to infer the impact of implementing web tools.

Colors and Metacognitive Strategies in PYLA an Illustrative Vocational Test

Introduction:The PYLA Vocational Test is an illustrative questionnaire that seeks to inquire about vocational aptitudes and interests from a comprehensive approach, with a series of strategically and intentionally selected images (color psychology). This includes specific, generic and hierarchical competencies characteristic of the personality, and aprofile by professional area. Objective: To analyze the differentiating elements of the PYLA Test from a theoretical review and its applicability as a practical, didactic and objective tool in vocational guidance. Materials and Methods: Basic elements, general structure of the PYLA Test proposal and generalities of the online Psychopedagogical Workshop during the pandemic. Results: The PYLA Test was applied to more than 300 students in grades 10 and 11, from the 8 Public Educational Institutions of the Municipality of Sabaneta, Antioquia (Colombia) during the year 2020, in a Psychopedagogical intervention as a Vocational Workshop.

The development of children’s spiritual intelligence: Conceptual and procedural dimensions of a psycho-pedagogical intervention in Latvia

ABSTRACT Spirituality is a broad and multidimensional concept, while spiritual intelligence (SI) is an important prerequisite for the psychological health and social functioning of the individual. This article theoretically frames a psycho-pedagogical intervention (PPI) program for the development of SI in primary school students (age 7–10) in Latvia, describing the conceptual and procedural principles of the program. According to the literature, PPI is considered the most efficient form of instruction that, integrated into the learning process, may facilitate the rapid development of children in various fields. The article introduces the concept of SI and substantiates the theoretical model of SI in children. It discusses the types and functions of intervention programs; the main conditions for elaborating PPI; and reflects on the content, structure, and methods of a program applied to develop SI. The procedural dimensions of the PPI and the preparation of teachers to implement a given program are described. It is hoped that this study and its continuation may inspire the integration of the PPI into educational systems in other countries.

Assessment and education of reading-writing premises through psycho-logo pedical strategies in preschoolers

Scientific studies confirm that psychological preparation for school depends on the level of language development, as well as on the psycho-pedagogical intervention programs applied during the preparation for school. The activities of learning to read and write are some of the most complex, because they involve a multitude of imported cognitive processes: language, attention, memory, visual processing of graphic symbols, as well as phonological processing. Two categories of preschool children aged 6-7, with typical development (TD) and phonological disorder (PD), were investigated. The experimental results obtained by the children in the active test Burlea are described and interpreted and the difference between them is estimated. In order to remedy the dyslexodysgraphic predispositions, psycho-speech therapy sessions were held, designed based on an integrative program composed of exercises, games and techniques with a specific purpose. The efficiency of the activities for recovering the dyslexodysgraphic predispositions was verified by retesting the preschool children with phonological disorder, involved in the intervention. Statistical processing confirmed the validity of the specialized intervention carried out.

The family guidance for the treatment of child abuse in children of initial education

Child abuse has been a topic of great interest to several researchers, since its repercussions for the life of the abused infant are not only seen in their childhood stage, but their effects are present throughout their life. In the Ecuadorian sphere, it is a problem that requires attention, according to data from the Social Observatory in Ecuador, 33% of girls have been beaten by their parents and 4 out of 10 suffer some type of extreme abuse. In this article the results are presented, as part of the integration of the research and bonding processes, in the Initial Education career from the psychopedagogical intervention with the family. A proposal for family guidance is presented for the care of child abuse, where the results indicate that it is possible to implement actions to establish a relationship of help to the family that affects their modes of action with children.

Errores en lectura oral, velocidad lectora y velocidad de denominación en niños con TDAH-Dislexia, Dislexia y desarrollo normolector en niños con TDAH-Dislexia, Dislexia y desarrollo normolector

El Trastorno por Déficit de Atención e Hiperactividad (TDAH) y la dislexia son dos trastornos del neurodesarrollo frecuentemente comórbidos. Dos modelos han tratado de explicar este hecho. El modelo de fenocopia ha abogado porque TDAH y dislexia tienen bases neuronales y déficits cognitivos diferenciados, por lo que la intervención psicoeducativa relativa a sus dificultades en la lectura deberá estar diferenciada para ambos trastornos. En este modelo, las dificultades lectoras de un niño con TDAH serían cualitativamente diferentes de aquellas que presenta un niño con dislexia. Por contraposición, el modelo etiológico apuesta por bases neuronales y déficits cognitivos compartidos, donde la intervención psicoeducativa tendrá muchos puntos en común. Este modelo apuesta por que las dificultades en la lectura de un niño con TDAH son las que presentan los niños con dislexia. Desde esta encrucijada, consideramos que el análisis de errores en lectura oral, así como el estudio de variables relacionadas con la lectura (velocidad de denominación) podían resultar útiles para el refuerzo de uno de estos modelos. Por ello, se diseñó una investigación que nos permitiera indicar si dichas variables se distribuían de igual forma entre los tres grupos que componían los participantes del estudio (25 niños con TDAH-dislexia, 25 niños disléxicos y 25 niños normo lectores escolarizados en la Región de Murcia). El análisis estadístico llevado a cabo mediante la comparación de los errores y la velocidad de denominación de ambos grupos describió dificultades en la lectura similares entre el grupo TDAH-dislexia y el grupo dislexia, separándose ambos de manera semejante del grupo normo lector en las variables estudiadas, e infiriéndose afectados procesos cognitivos similares. Esto parece coincidir plenamente con el modelo etiológico, implicando que el abordaje de las dificultades en la lectura para niños con TDAH-dislexia estará basado en aquellas intervenciones que se hayan probado eficaces en la dislexia.

The method of observing the student’s behavior in the educational environment

This paper aims to highlight the efficiency of using the method of observing student behavior in the educational environment. Observation is one of the most widely used research methods in the social sciences. The characteristics aimed at constructing the instrument were: accuracy, focus, duration of observation, awareness of the presence of the observer, the level of information of the subject. In order to observe the student’s behavior in the school environment, the observation grid with standardized answers was designed on the Likert scale (scale from 1 to 10), following the degree of expression of the described behavioral manifestations. The observation grid of the student’s behavior in the school environment aims at supervising 4 dimensions (each with 5 items: observable behaviors): interest in school activities, organization of activity / punctuality in the school environment, resistance to intellectual effort, socio-affective relationships. Following the application of the research tool, depending on the scores obtained, it is recommended the targeted psycho-pedagogical intervention at the level of the deficient dimension / behaviors, as well as the monitoring of the results through the periodic application.

O diagnóstico de transtorno de déficit de atenção/hiper-atividade (TDAH) na vida de uma criança: Um estudo de caso

This article aims to analyze the impacts of the diagnostic of Attention Deficit HyperactivityDisorder (ADHD) on the life of a child. Initially, it approaches how ADHD appears in psychiatrymanuals. Then, it criticizes such concept in the light of the discussions around childhood medicalization Hereupon, it presents methodological aspects of the research done in the city of Salvador, Bahia,Brazil, through a qualitative case study. Taking advantage of intense field research, the followingprocedures were adopted: participant observations, document analysis, and partially structuredinterviews. The long interaction with the child and her environment made it possible to realize thather journey is crossed by a complex and delicate process as of the constitution of ADHD diagnosticthat impacts on a medical and psycho-pedagogical intervention that imprisons school and familyperception. Against these obstacles, the child insists on being, provoking on the other new perspectivesabout her way of living. It is expected, with this article, to contribute to the critical debate about themedicalization of childhood, favouring understandings that respect the diversity that it envolves

Desordem do processamento auditivo central e dificuldade de aprendizagem na perspectiva da psicopedagogia

Com a presente pesquisa, objetivou-se refletir sobre a relação entre o Distúrbio do Processamento Auditivo Central (DPAC) e o processo de aprendizagem da leitura e escrita numa perspectiva psicopedagógica. Adotou-se, para esta pesquisa, a revisão de literatura numa abordagem descrita e qualitativa. Os resultados evidenciaram que o DPAC constitui-se como uma desordem que afeta a compreensão dos sons que chegam ao córtex cerebral e impedem que o sujeito consiga interpretá-los de forma correta, comprometendo a assimilação das informações recebidas. Os sintomas do DPAC podem apresentar-se como dificuldades de leitura e escrita; resposta lenta aos estímulos sonoros; falta de compreensão do que se ouve; desatenção; dentre outros. Conclui-se que o diagnóstico precoce, realizado por profissionais habilitados na área da audiologia, pode contribuir para que o sujeito com o DPAC consiga recuperar suas habilidades auditivas plena, ou parcialmente, e possibilitar o desenvolvimento satisfatório da aprendizagem desse sujeito, melhorando, inclusive, sua autoestima. Por meio da intervenção psicopedagógica, é possível obter um resultado satisfatório que atenda às necessidades desse sujeito, e colabore de forma significativa para a construção de sua aprendizagem.

The Psychopedagogical Intervention for the Development of Children’s Spiritual Intelligence: The Quest for the Theoretical Framework

The scientific topicality of this study undergirds the demand for innovative, theoretically and empirically grounded program of psychopedagogical intervention for the development of children’s spiritual intelligence. The task for the spirituality research today is building of scientifically sound definitions, theoretical models and constructs of spiritual development. Currently the terminology in this field is rather vague; guidelines for the application of spiritually oriented terminology in research and intervention practice are missing. The paper aims toward the theoretical analysis of concepts like spirituality, spiritual intelligence and spiritual development as well as toward the description of the theoretical approaches determining the up-to-date research related to phenomena and processes in the field of spiritual development. The authors focus on cognitive-developmental, social ecology and dynamic systemic approach to the theoretical analysis of the spiritual development. Thus, the envisaged psychopedagogical intervention will be grounded on comprehensive investigation in relation to the concepts of spirituality, spiritual intelligence, and spiritual development as well as on determination of targets and methods for the development of spiritual intelligence.

Investigación y prácticas psicopedagógicas: sistematización de experiencias de aprendizajes

Work practice activities in the Bachelor of Education degree. Psychology Pedagogy will have an opportunity for students to expand academic training and consolidate the development of investigative skills. Thus, from the practice, students are called to promote the transformation of educational reality through psycho-pedagogical intervention. The systematization of the author's learning experiences, in the practice activities developed during three courses, focused attention on the self-esteem of the teenager from Cienfuegos, becoming a topic of research and proposal for work with parents, teachers and managers of basic and pre-university secondary schools. The study confirmed the role of the school psycho-pedagogue in this process and stimulated the possibilities of intervention for the transformation of the conceptions and practices of adolescents and all those involved.

El proceso de intervención psicopedagógica en el ámbito educativo

The conception of education in its social mandate must contribute to the progress of society and this requires a high level of updating, as well as the development of competencies in the agents who participate in the educational field, in a way that allows them to respond to the increasing demands and increasingly complex conditions of the training process. In this context, educational orientation becomes a key aspect, bearing in mind that it fosters an interpersonal helping relationship, mobilizing the subject's resources in the educational context that facilitates it, in order to bring him to reflection and to a greater knowledge of himself. In this article, some reflections are addressed in relation to orientation and in particular to the process of psycho-pedagogical intervention, from the perspective of strategies, programs, services, techniques, based on certain objectives, which allow establishing a relationship of help, individually and / or in groups, to reach higher levels in their human development and personal growth.

Strategies for Psychopedagogical Intervention and Contributions to Multidisciplinary Work in Programs of Assisted Freedom and Temporary Precautionary Measures of the City of Temuco

Strategies for Psychopedagogical Intervention and Contributions to Multidisciplinary Work in Programs of Assisted Freedom and Temporary Precautionary Measures of the City of Temuco

The The body and sound as stimulators of interactive processes in young people with special educational needs

Introduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes between body-instrument-environment. Objetives: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, the Digital Sock, as a stimulating device for communicational processes. Methods: The methodology used for this investigation was action research. In the first phase, we conducted a psychopedagogical intervention with young people in Special Education. In the second phase, we conducted a Case Study with a young man diagnosed with Autism Spectrum Disorder. For data collection we used audiovisual media and field diary, focused interview, participant observation and document analysis. For the interpretation of the data we performed the discourse analysis and the content analysis. The acting model used during the two phases of practical intervention prioritized the integration of music and body movement (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); the formation of the scenic gesture (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); ludic practice (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); creative improvisation (Nordoff & Robins, 1959; Bruscia, 1999) and the belief that sound and music enable peer communication (Benenzon, 1981; Whipple, 2004). Results: The body-sound relationship as a means of expression has shown to be able to stimulate creative processes and the development of critical and reflexive thinking. All the activities developed during the meetings prioritized the body-sound relationship. The analysis of the narratives showed that the message propagated by the sock (the sonority) was understood as a reaction to the sound heard during the exercise (with individual encoding and decoding) and expressed through the eyes of the hands, facial expression and body balance - subtle movements, more visible than the broad movements. Conclusions: The interpretation of the data led us to conclude that Digital Sock, perceived as a psychopedagogical tool for sound and gestural stimulation, favours the development of scenic-musical narratives in young people with Special Educational Needs.

Experiencias sobre la articulación de las funciones sustantivas en Educación Superior

El presente artículo tiene como objetivo presentar las experiencias desarrolladas de los docentes de la Unidad Académica de Educación de la Universidad Católica de Cuenca en el proyecto de investigación denominado Desarrollo de la Unidad de Diagnóstico, Investigación Psicopedagógica y de Apoyo a la Inclusión, este centro brinda un servicio educativo especializado mediante la evaluación integral, asesoramiento, intervención psicopedagógica apoyando a la inclusión educativa de estudiantes que presentan necesidades educativas especiales con o sin discapacidad. Los beneficiarios fueron, estudiantes que presentan necesidades educativas especiales asociadas o no con la discapacidad de los niveles inicial, básica y bachillerato de las instituciones educativas de la provincia del Azuay junto con sus familias; los estudiantes universitarios de las carreras participantes quienes a través de un proyecto de vinculación realizaron el seguimiento y asesoramiento a las comunidades educativas en los procesos de adaptaciones curriculares. En cuanto a la metodología: se trata de una investigación cuanti-cualitativa, observacional, descriptiva, transversal y diagnóstica. Las técnicas empleadas fueron: la observación, la encuesta, técnicas sicométricas y proyectivas; los instrumentos utilizados fueron: fichas, cuestionarios, registros, entre otros, la población que intervino en la investigación está relacionada con estudiantes que presentan necesidades educativas especiales que acudieron a la Unidad; los docentes tutores y los estudiantes que realizaron las prácticas preprofesionales. Las experiencias más significativas han sido poder articular las funciones sustantivas de la Universidad como son la docencia, la investigación y la vinculación a través de este proyecto de investigación que luego se convirtió en un proyecto emblemático de vinculación con la sociedad.

Leucemia infantil: necesidades e intervención integral basadas en el modelo centrado en la persona

Considering the high incidence of leukemia in children, this paper proposes the performance lines to an adequate psychopedagogical intervention. First, we proposed detect the real necessities that come from the disease in the different areas ofthe person. Based on that, the topics to be taken into consideration are shown in an intervention from the person-centered model, which analyses professionals, services and the involved resources.

The role of the dentist in the diagnosis of ectodermal dysplasia

ABSTRACT Ectodermal dysplasia refers to a hereditary disease that affects the structures derived from the ectoderm. A key feature of this syndrome is multiple missing teeth and teeth with conical shape, affecting the primary and permanent dentition. The pathognomonic facial features make patients very similar to each other. This study aims to report a case in which a 10 years old patient was diagnosed with ectodermal dysplasia during a dental visit; we also discussed the participation of dentists in the diagnostic process of the disease. Caregivers sought dental care, anxious due to several not erupted teeth, and agenesis was confirmed after the panoramic radiograph. Clinically, dry skin, hair and sparse hair, deformed and brittle nails and nose in a “saddle” also called to attention, pointing to a case of ectodermal dysplasia suspect. Thus, the patient and her household were directed to seek medical advice, confirming the diagnosis of the syndrome that supposedly also reached other family members. Since then, the rehabilitation of the patient involved a multidisciplinary treatment planning for prosthetic rehabilitation to treat the agenesis, psycho-pedagogical care support and medical intervention for treatment of hyperopia framework present. The intra-oral characteristics are the primary factors justifying the knowledge of ectodermal dysplasia by dentists, especially the pediatric dentist, who is often the first to diagnose the disease due to the complaint of agenesis reported by parents or patients.

The impact of psychopedagogical intervention on quality of life in adolescents with attention deficit hyperactivity disorder (ADHD) treated with psychostimulant medication

Several studies have shown that ADHD has a significant negative impact on multiple domains of quality of life of children and adolescents, particularly in terms of behavioral, emotional and psychosocial quality of life. The psychopedagogical intervention can be therapeutic, preventive and promote educational inclusion. Moreover, it aims to address the learning process, how it is developed and how the individual relates himself to learning, both in the cognitive, social and emotional domains. Our purpose was to understand whether the psychopedagogical intervention influences the quality of life of adolescents with ADHD considering their pharmacological plans. The aim of this study was to evaluate the impact of a psychopedagogical intervention on quality of life of a sample of adolescents with ADHD taking into account their pharmacological plans (rubifen, ritalin, and concerta). We used quantitative and qualitative assessment measures: the KIDSCREEN-10, to measure the quality of life of these adolescents, and a semi-structured interview to assess the impact of a psychopedagogical intervention in the lives of these adolescents and their parents, respectively. The results showed that psychopedagogical intervention has a positive impact on the quality of life of adolescents with ADHD, as well as in the family dynamics. Due to the demands of school work (homework) and their negative impact on the family dynamics and consequently in the quality of life, the results corroborate the relevance of a psychopedagogical intervention to improve these areas. Thus, it appears that this type of intervention is very useful for adolescents with ADHD.Disclosure of interestThe authors have not supplied their declaration of competing interest.

La psicopedagogía en el ámbito escolar ¿Qué y cómo representan los docentes la intervención psicopedagógica?

This paper explores teachers' representations about a psychopedagogical intervention in a school environment. The descriptive study was conducted through ad hoc surveys. Sixty five teachers from five Argentinean elementary and secondary public schools participated. Schools were chosen because they had services of psycho-pedagogy as from three years ago, at least. The results showed that teachers represented the psycho-pedagogical interventions as a rehabilitation of the learning disabilities supported by individual therapeutic mechanisms and curricular adaptations. The collaborative practices between teachers and psychopedagogists were few. However, most teachers showed strong expectations about this relationship. The importance to change the classic approach about scholarly psychopedagogy and promotion of scholarly strategies based on educational and psychosocial models is discussed.