Agresividad, inestabilidad y educación socioemocional en un entorno inclusivo

Aggressiveness, instability and social-emotional education in an inclusive environment

Palabras clave

Inclusión, aprendizaje socioemocional, agresividad, inestabilidad emocional, infancia, Educación Primaria

Resumen

En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

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Tur-Porcar, A., Llorca-Mestre, A., & Mestre-Escrivá, V. (2021). Aggressiveness, instability and social-emotional education in an inclusive environment. [Agresividad, inestabilidad y educación socioemocional en un entorno inclusivo]. Comunicar, 66. https://doi.org/10.3916/C66-2021-04

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