Trastorno negativista desafiante en el contexto familiar y educativo
DOI:
https://doi.org/10.61154/mrcm.v10i2.3332Palabras clave:
trastornos de conducta; trastorno negativista desafiante; escuela pública; salud mental; Trastornos de la personalidad; Ambiente educacionalResumen
Hoy en día es común encontrar niños con trastorno negativista desafiante (TND) en nuestros entornos educativos; sin embargo, poco se conoce como tratarlos en la escuela y en el hogar. El objetivo de este artículo es describir las experiencias de una madre, una maestra y un psicólogo escolar en un tratamiento con un niño con TND de una escuela pública del área urbana de Latacunga, Ecuador. Este estudio cualitativo fenomenológico recolecta y analiza datos mediante entrevistas semiestructuradas y análisis temático. Los hallazgos muestran que el cambio de escuela, el castigo físico y la interrupción de las terapias afectaron negativamente al niño con TND, pero el apoyo del psicólogo, la ayuda y paciencia, la asignación de responsabilidades y la terapia de conversación fueron útiles para controlar el comportamiento del niño. La madre cree que el comportamiento de su hijo ha mejorado, pero la maestra y el psicólogo creen que muestra pocas mejoras. La madre no se ha involucrado mucho en el tratamiento debido a su condición socioeconómica. En función de estos hallazgos se sugiere que el sistema educativo brinde apoyo económico y capacitación especializada tanto al psicólogo escolar como a maestros de manera que puedan crear un buen ambiente para involucrar a los padres en un tratamiento integral. Además, se sugiere que el servicio especializado de salud mental debe ser más accesible en los entornos escolaresDescargas
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Derechos de autor 2024 Fabiola Soledad Cando Guanoluisa, Irlanda Jeaneth Castellano Uribe, Lucy Magaly Guishca Ayala
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