International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Una propuesta de intervención desde la psicología positiva, para afrontar los problemas más comunes de los estudiantes de la Licenciatura En Administración Educativa (LAE), en el proceso de inmersión a sus prácticas profesionales
Get PDFManagement Education students carry out internships during the last threesemesters of the curricular plan. Although university managers and teachers (tutors / mentors) make the necessary arrangements to plan the participation of students in institutional activities, the social reality of how organizations work makes the process of immersion more difficult for students, who face struggles of various kinds that make them feel upset, frustrated and unmotivated.Research project “The management of the curriculum in the final training path of the Universidad Pedagógica Nacional (UPN) educational management degree” has allowed to keep track of the management practices of the LAE curriculum, related to the planning, offer and coordination of the curricular spaces of professional practices and their impact on school learning.An important part of the management of the curriculum in the LAE refers to the attention and accompaniment of students in the process of performing professional practices, especially at the stage of immersion in new settings, programs or projects. We have identified the most common struggles faced by students at this stage and whose negative impact. In these circumstances, a pertinent and timely intervention, based on the methods, resources and techniques offered by Positive Psychology, will reduce the negative impact of the problems detected and provide students with personal and emotional strengths, as well as social skills that promote acquisition of the expected learning.Los estudiantes de la Licenciatura en Administración Educativa (LAE) realizan prácticas profesionales durante los últimos tres semestres del plan curricular.. Los académicos participantes, ya sean funcionarios o docentes (tutores/mentores) universitarios realiza las gestiones necesarias para programar la participación de los estudiantes en las actividades institucionales, sin embargo, la realidad social de las organizaciones dificulta el proceso de inmersión de los estudiantes, quienes enfrentan problemas de diversa índole que les hacen sentir contrariados, frustrados y desmotivados.El proyecto de investigación “La gestión del currículo en el trayecto formativo final de la licenciatura en administración educativa de la Universidad Pedagógica Nacional UPN” ha permitido documentar las prácticas de gestión del currículo de la LAE de la UPN, Unidad Ajusco, relacionadas con la planeación, oferta y coordinación de los espacios curriculares de prácticas profesionales y su impacto en los aprendizajes escolares.Una parte importante de la gestión del currículo en la LAE se refiere a la atención y acompañamiento de los estudiantes en el proceso de realización de prácticas profesionales, especialmente a la etapa de inmersión a los nuevos escenarios, programas o proyectos. Se han determinado los problemas más comunes que enfrentan los estudiantes en esta etapa, así como el impacto negativo que generan en los aprendizajes. En estas circunstancias una intervención pertinente y oportuna, basada en los métodos, recursos y técnicas que ofrece la Psicología Positiva permitirá disminuir el impacto negativo de los problemas detectados y dotar a los estudiantes de fortalezas personales y emocionales, así como habilidades sociales que promuevan la adquisición de los aprendizajes previstos
Influencia de los métodos de enseñanza en el aprendizaje y desarrollo de la lectura
Get PDFLearning reading involves skills such as phonological awareness, alphabetic knowledge and naming speed. Different teaching methods have a different effect on their acquisition differently. This study analyses 1) the differential effect of analytic and synthetic phonological methods of acquiring reading skills, 2) whether the differences found, according to the method, followed the same pattern in the first four years of initial reading and 3) the effectiveness of the methods of teaching reading on reading performance in each one of the four years of initial reading studies. Therefore, cross-sectional study was conducted. Sample consisted of 614 children of kindergarten (aged 4 and 5), and first and second grade students (aged 6 and 7) from schools located in Valencia and Castellon. Instruments applied was RAN (Rapid Automatized Naming Test) and BIL (Initial Reading Program) (aged 4 and 5), and ACL (Reading Comprehension Test), DST-J (Dyslexia Screening Test) and a subtest of PROLEC-R (Battery for the Evaluation of Reading Processes revised) (aged 6 and 7). Theanalysis consisted of some t-tests to compare the effect of the two study methods at different developmental stages on the analyzed variables and two-factor (year and method) MANOVAs were used for each educational level. Results show the weight of the major reading skills involved vary throughout the process, so phonological awareness, naming speed or alphabetic knowledge have greater relevance during the early school years, while naming speed stands apart as the only variable at ages 6 and 7, when reading requirements change. The synthetic phonological method enhances the most important skills in learning to read in kindergarten, while in Primary Education, the global method provides more successful results in reading performance. The differential influence method has on reading performance also depends on the educational stage.En el aprendizaje de la lectura están implicadas habilidades como la conciencia fonológica, la conciencia alfabética o la velocidad de nombramiento. Los distintos métodos de enseñanza influyen de modo diferencial en su adquisición. Este estudio analiza 1) el efecto diferencial de los métodos analíticos y fonológico-sintéticos en la adquisición de estas habilidades básicas, 2) si las diferencias encontradas en función del método siguen el mismo patrón en los 4 primeros cursos de iniciación lectora y 3) la eficacia diferencial de los métodos de enseñanza de la lectoescritura sobre el rendimiento lector en cada curso. Para ello se realizó un estudió transversal. Participaron 614 niños de Educación Infantil (4 y 5 años) y Educación Primaria (6 y 7 años) de colegios de Valencia y Castellón. Los instrumentos aplicados fueron el test RAN (Rapid Automatized Naming) y la batería BIL (de inicio a la lectura) a los 4 y 5 años. Y el test de comprensión lectora ACL, el DST-J (Dyslexia Screening Test) y una subprueba del PROLEC-R a los 6 y 7 años. Los análisis consistieron en unas pruebas t y un MANOVA de dos factores para cada nivel educativo. Los resultados muestran que habilidades como la conciencia fonológica, la velocidad de nombramiento o la conciencia alfabética tienen mayor relevancia durante los primeros años escolares, mientras que la velocidad de nombramiento es la única variable preponderante a los 6 y 7 años. Así mismo, se ha encontrado un mejor rendimiento del método fonológico-sintético en la etapa de Educación Infantil ya que potencia las habilidades con más peso en la fase inicial. Sin embargo, en Educación Primaria es el método global proporciona resultados más exitosos en el rendimiento lector. Se confirma así una influencia diferencial de los métodos en cuanto al rendimiento lector dependiendo de la etapa educativa
Inteligencia emocional y ansiedad en mujeres
Get PDFThe Report of the Fourth World Conference on Women (United Nations, 1995) declares the right to enjoy full physical and mental health, understood as a state of emotional, social and physical well-being. Following these principles, the WomenEl Informe de la Cuarta Conferencia Mundial sobre la Mujer (Naciones Unidas, 1995) declara el derecho a disfrutar de plena salud física y mental, entendida como un estado de bienestar emocional, social y físico. Siguiendo estos principios, la Fundación Municipal de la Mujer del Ayuntamiento de Cádiz promueve diversas actividades para mejorar la calidad de vida de las mujeres gaditanas, favoreciendo su desarrollo personal y social. En este sentido, el Laboratorio de Inteligencia Emocional de la Universidad de Cádiz colabora con la Fundación de la Mujer realizando un proyecto educativo de Socialización Emocional que potencie un mayor bienestar de las mujeres gaditanas.El objetivo de este trabajo es confirmar si los niveles de ansiedad, considerada como estado y como rasgo, de una muestra de mujeres gaditanas (N = 60) mejora tras la realización de un programa basado en el Modelo de Inteligencia Emocional (Mayer y Salovey, 1997). Los resultados presentan una mejora estadísticamente significativa en las dimensiones del Cuestionario Ansiedad Estado- Rasgo (STAI) (Spielberger, Gorsuch y Lushene, 1988; versión española de Buela-Casal, Guillén-Riquelme y Seisdedos, 2011), aun controlando variables como la edad, estado civil o situación laboral. La importancia de desarrollar las competencias emocionales propias del Modelo de Mayer y Salovey (1997) para disminuir la ansiedad ha sido evidenciada en nuestra investigació
Promover a igualdade de género: para além da perpetuação de estereótipos de género
Get PDFGender equality is presently considered a matter of Human Rights, and a goal for a sustainable economic development. However, actions that promote gender equality based on women s direct benefit have been considered complex and have led to adverse social effects, as well as contributing to a difficulty in obtaining positive results among men. However, this poster presents a reflection about the content, form and issues that should be addressed in programs that are designed to promote Gender Equality among adolescents. The manuscript will describe a program for middle school students based upon the social and emotional learning theoretical framework proposed by the Collaborative for Academic, Social and Emotional Learning (2015). The program focuses on the universal nature of a healthy and positive development, both in the way that the activities are developed and in the benefits for students of both genders. The program is composed by six sessions where several themes pertaining to gender equality are developed, namely, gender stereotypes deconstruction, emotional expression, identify qualities in the self and others, responsible decision making and conflict management (specifically in close relationships). This program uses mainly group activities and it aims not only to promote attitude change regarding gender stereotypes, but also to achieve a good level of satisfaction from participating students from both genders.A igualdade de género é atualmente considerada uma questão de direitos humanos, de desenvolvimento sustentável e económico. No entanto, apesar de uma maior aceitação face ao tema e da aplicação de leis e políticas promotoras da igualdade de género, os progressos dos últimos anos têm sido considerados reduzidos, sendo referida a persistência dos estereótipos de género como uma das principais barreiras à igualdade. Consistentemente, tem sido referida a complexidade e os efeitos sociais adversos de ações promotoras da igualdade de género focadas no benefício direto das mulheres, bem como a dificuldade em obter resultados positivos junto da população masculina. Neste sentido, neste artigo apresenta-se uma reflexão sobre a forma e os conteúdos a abordar em programas de promoção de igualdade de género, propondo-se um programa para estudantes do 3º ciclo de escolaridade que tem como enquadramento geral a aprendizagem socioemocional, quer no que se refere à promoção de um desenvolvimento saudável de carácter universal e de forma positiva, quer na forma como as atividades são desenvolvidas, tendo como foco principal a igualdade de género e o benefício para as pessoas de ambos os sexos. O programa tem seis sessões onde são trabalhados transversalmente os temas da igualdade de género, nomeadamente através de atividade que se focam na desconstrução de estereótipos, da expressão emocional, do reconhecimento de qualidades em si e nos/as outro/as, da liderança, da tomada de decisão responsável e da gestão de conflitos, nomeadamente em situações de namoro, e assenta em dinâmicas de grupo, estando em fase inicial de experimentação. Destaca-se ainda a relevância de se avaliar não só a mudança de atitudes face aos estereótipos de género, como também a satisfação com a participação, por género.
Digital skills and profile of each generation: a review
Get PDFThe technological development is changing, involving and conditioning everyday life, making it faster, hyper-connected and immediate. New technologies can have a double outcome: positive, given that they take on the role of facilitator, or negative, when people tend to make excessive and unconscious use of it or technology repeatedly replaces human beings. Today, therefore, new skills are needed for the entire population, the digital skills, both in everyday life and in the labour market. These are transversal skills that allow human beings to choose the right technologies: to research, analyze data and choose reliable information from those that require further study, to check and verify the health of people, to interact with different and distant subjects in the world, to improve school learning, ... The plurality of people that this technological development is involving allows us to analyze the population in terms of generations, from Silent Generation to Alpha Generation. In this article we want to present a literature review within the Google Scholar database in the last 10 years using the terms digital skills and different generation. This preliminary research allows us to analyze the different theories that make for the Digital Skills a definition, dimensions and evaluation model, and the generational profiles in order to have a shared and common theory among the different professionals. Having an accurate background of digital skills and generational profiles favours the inclusion of all people, and the improvement of the quality of life in the creation of psycho-pedagogical projects and in the design of technological products
Las relaciones entre las actitudes hacia la educación inclusiva, la autoeficacia y la resiliencia docentes
Get PDFThis study pretends to recognize the relationships between attitudes towards inclusive education, self-efficacy and teacher’s resilience and other socio-professional variables, taking into account a sample of 300 teachers (82.3% men and 17.7% women). This teachers are active and aged between 23 and 63, they work in the Dominican Republic with students with Special Educational Needs -SEN-, associated or not with disabilities, who are in a low sociocultural environment and socially vulnerable. Teachers filled the Scale of Teacher Attitudes Towards Inclusive Classrooms- STATIC-, the Teacher Self-efficacy Scale and the Teacher Resilience Scale. The results coincide with other studies that show the existence of a positive relationship between the training that teachers already have, the knowledge related to attention to diversity and their willingness to continue training themselves, with their attitude towards inclusive education, as well as towards self-perception of specific competences, self-efficacy and teachers’ resilience. This work stresses the importance of teacher resilience in the area of inclusive education. Engagement of the educational system together with the adquisition of technical skills, such as possitive attitude and commitment to inclusive education, is required so that the future teachers can be hightly self-effictive and resilient.En el presente estudio se ha tratado de conocer las relaciones entre las actitudes hacia la educación inclusiva, la autoeficacia y la resiliencia docente y otras variables socioprofesionales en una muestra de 300 docentes (maestros 82,3% y maestras 17,7%) de entre 23 y 63 años en activo de la República Dominicana, con alumnado con nee asociadas o no a discapacidades en un entorno sociocultural bajo y de vulnerabilidad social. El profesorado rellenó la Escala de Actitudes del Profesor hacia las Aulas Inclusivas- STATIC-, la Escala de Autoeficacia Docente y la Escala de Resiliencia Docente. Los resultados coinciden con otras investigaciones que muestran la existencia de una relación positiva entre la formación, el conocimiento de los maestros y maestras de la atención a la diversidad, y su disposición a seguir formándose, con su actitud hacia la educación inclusiva, así como con la autopercepción de competencias específicas, de autoeficacia y de resiliencia docentes. Se destaca que la resiliencia docente es una variable personal importante en el ámbito de la educación inclusiva así como la necesidad de implicación por parte del sistema educativo para que el profesorado tenga más formación específica y un alto nivel de autoeficacia y resiliencia docentes
A autodeterminação de jovens e adultos com deficiência intelectual no rio grande do Sul - Brasil
Get PDFFor decades, emphasis has been placed on investigating the teaching of daily life skills in order to broaden the independence and participation of disabled individuals in society. However, the importance of learning complex skills that help in social insertion and in the labor market, that is, refering to the transition to adult life, is important. The general objective of this study was to evaluate the support intensity of self-determination skills for young people and adults with intellectual disabilities in Rio Grande do Sul - Brazil. Sixty-six young people and adults with a diagnosis of intellectual disability aged 15-58 years old participated in the study. The Support Intensity Scale was applied to assess the support intensity required to perform adaptive behaviors. The scale is divided into three sections, the first one consisting of six parts, namely: domestic life activities; community life; lifelong learning; work\; health and safety, and social aspects. Section two presents protection and advocacy skills, and section three addresses specific needs for medical (3A) and behavioral (3B) support. In order to collect the data, the instrument was applied to the young people with disabilities along with the person in charge or the professional who had known him for more than 3 months. For this study, data on self-determination were analyzed and discussed. The results showed that 39 individuals attended only the special school; 15 had first cycle education; 11 subjects with schooling of the second cycle and one did not report. The length of stay of these individuals in institutions is from 1 to 24 years, and it is possible to indicate that those who remain for a longer period are the individuals with greater cognitive impairment. On the labor market, only three participants reported having participated in a protected workshop, voluntary work. Regarding the data of section two, the participants obtained results that showed an average of 74% of support needed for self-determination activities, the average was 76%, and the calculated mode was the percentage of 97% indicating that an expressive number of participants has high support rates. Our hypothesis is that young people with high levels of support need may have a lower quality of life index. Therefore, working with areas of complex learning could increase the quality of life and develop their full potential.Durante décadas tem sido dada ênfase em investigar ensino de habilidades de vida diária buscando ampliar a independência e participação de indivíduos com deficiência na sociedade. No entanto verifica-se a importância de possibilitar aprendizagens de habilidades complexas que auxiliem na inserção social e no mercado de trabalho, ou seja oportunizando a transição para a vida adulta. O objetivo geral deste estudo consistiu em avaliar a intensidade de suporte de habilidades de autodeterminação para jovens e adultos com deficiência intelectual no Rio Grande do Sul - Brasil. Participaram do estudo 66 jovens e adultos com diagnóstico de deficiência intelectual com idade entre 15 e 58 anos. Foi aplicada a Escala de Intensidade de Apoio que visa avaliar a intensidade de suporte necessária para realização de comportamentos adaptativos. A escala está dividida em três seções, sendo a primeira composta por seis partes, a saber: Atividades da vida doméstica; vida comunitária; de aprendizagem ao longo da vida; de emprego; de saúde e segurança, e sociais. A seção dois apresenta habilidades de proteção e defesa e a seção três abrange às necessidades específicas de apoio médico (3A) e comportamental (3B). Para a coleta dos dados foi aplicado o instrumento com o jovem com deficiência juntamente com o responsável ou o profissional que o conhecesse há mais de 3 meses. Para este estudo foram analisados e discutidos os dados sobre autodeterminação. Os resultados demonstraram que 39 indivíduos frequentaram apenas a escola especial; 15 com escolaridade do primeiro ciclo; 11 sujeitos com escolaridade do segundo ciclo e um não informou. O tempo de permanência desses indivíduos nas instituições compreende-se de 1 a 24 anos, sendo possível elencar que os que permanecem mais tempo são os indivíduos com maior comprometimento cognitivo. Sobre o mercado de trabalho apenas três participantes declararam ter participado de oficina protegida, trabalho voluntário. Com relação aos dados da seção dois os participantes obtiveram resultados que demonstraram uma média de 74% de necessidade de apoio para realização de atividades de autodeterminação, a mediana foi 76% , já a moda calculada foi a porcentagem de 97% indicando que grande parte dos participantes apresenta índices altos de apoio. Tem-se como hipótese que os jovens que apresentam altos índices de necessidade de apoio podem ter menor índice de qualidade de vida. Logo, ao trabalhar com áreas de aprendizagens complexas poderia ser proporcionada a esta população aumento de qualidade de vida e desenvolvimento de seu pleno potencial
Mitos del amor romántico y autoestima en adolescentes
Get PDFThe myths of romantic love are socially constructed upon irrational beliefs about the nature of love, which stipulates what “true love” is, which the desirable characteristics are in a future partner, the importance of love, future expectations and the type of relationship. The presence of these romantic beliefs favours or maintains gender violence within the couple and constitutes the essence of control-based relationships, which are mainly characterized by lower self-esteem. The purpose of this study is to consider the internalization of the myths of romantic love among a group of adolescents and to analyse their relationship in relation with their self-esteem. To achieve this objective, a sample of 321 participants (52% men and 48% women), amongst 11 and 18 years of age, completed the Rosenberg Self-Esteem Questionnaire and the Romantic Love Myths Scale, by Luzón, Ramos, Recio and De La Peña. The analysis showed significant differences in the internalization of romantic myths according to the gender in favour of man, specifically in the miths of jealousy (Chi2=25,50; p smaller than .001), omnipotence (Chi2=28,96; p smaller than .001), marriage (Chi2=7,60; p=.006), total submission (Chi2=13,80; p=.001) and in the groups of myths “Love is the most importat and requires total delivery” (Chi2=33,80; p smaller than .001), “Love as possession and exclusivity” (Chi2=26,59; p smaller than .001) and “Love can do anything” (Chi2=25,19; p smaller than .001). On the other hand, is observed in the total sample a significant and inverse relationship between self-esteem and the group of myths “Love can do everything” (rho=-.121*) and the myths of omnipotence (rho=-.121*) and exclusivity (rho=-.128*). In view of these results, two conclusions are reached. On the one hand, that men assume more romantic beliefs than woman. On the other hand, that people with lower self-steem have a stronguer internalization of romantic beliefs. Based on these findings, both differences between genders about the internalization of romantic myths and the role of self-esteem should be considered in future interventions.Los mitos del amor romántico son creencias irracionales socialmente construidas sobre la naturaleza del amor, las cuales estipulan qué es el “amor verdadero”, cuáles son las características deseables al seleccionar pareja, la importancia del amor, las expectativas de futuro y el tipo de relación. La presencia de estas creencias románticas favorece o mantiene la violencia de género en la pareja y las relaciones basadas en el control, las cuales se relacionan con una menor autoestima. El objetivo de este estudio es registrar la interiorización de los mitos del amor romántico en un grupo de adolescentes y analizar su relación con la autoestima. Para la consecución de dicho objetivo, una muestra formada por un total de 321 participantes (52% hombres y 48% mujeres) de entre 11 y 18 años de edad, cumplimentó el Cuestionario de Autoestima de Rosenberg y la Escala de Mitos Hacia del Amor Romántico de Luzón, Ramos, Recio y de la Peña (2011). Los análisis mostraron diferencias significativas en la interiorización de mitos románticos en función del género a favor de los hombres, concretamente en los mitos de los celos (Chi2=25,50; p menor que .001), de la omnipotencia (Chi2=28,96; p menor que .001), del matrimonio (Chi2=7,60; p=.006), de la entrega total (Chi2=13,80; p=.001) y en los grupos de mitos “El amor es lo más importante y requiere entrega total” (Chi2=33,80; p menor que .001), “Amor como posesión y exclusividad” (Chi2=26,59; p menor que .001) y “El amor lo puede todo” (Chi2=25,19; p menor que .001). Por otro lado, se observa en el total de la muestra una relación significativa e inversa entre la autoestima y el grupo de mitos “el amor lo puede todo” (rho=-.121*) y los mitos de la omnipotencia (rho=-.121*) y exclusividad (rho=-.128*). A la vista de dichos resultados se concluye, por un lado, que los hombres asumen más creencias románticas que las mujeres y por otro, que las personas con menor autoestima presentan una mayor interiorización de las creencias románticas. En base a dichas conclusiones, tanto las diferencias entre géneros por lo que respecta a la interiorización de los mitos románticos como el papel de la autoestima deberían ser considerados en futuras intervenciones.
Estudio sobre la integración en aula específica, de un IES, de alumnado diagnosticado como negativista desafiante y su posible inclusión en aula ordinaria
Get PDFIt is known that, nowadays, with the arrival of the inclusive school, in our classrooms we find a greater functional diversity in the students than in the past, diversity that is not always known and accepted within normality. The present investigation, based on the real experience, has as objective the integration in an IES of specific classroom of students affected by serious behavior disorders, such as the defiant negativist disorder, for its later inclusion in the ordinary classroom, in principle, under supervision. The sample consists of 5 subjects whose ages range between 13 and 15 years, who, due to serious alterations in their behavior, can not have full-time schooling in the ordinary classroom. Three of these students are enrolled in 1st of Compulsory Secondary Education (ESO) and 2 of them in 2nd. The serious behavioral problems led to the application of a behavior modification program and a cognitive restructuring and a self-control training.Es sabido que, en la actualidad, con la llegada de la escuela inclusiva, en nuestras aulas nosencontramos con una mayor diversidad funcional en el alumnado que en tiempos pasados, diversidad que no siempre es conocida y aceptada dentro de la normalidad. La presente investigación, basada en la experiencia real, tiene como objetivo la integración en un IES de un aula específica de alumnado afectado de trastornos graves de conducta, como es el trastorno negativista desafiante, para su posterior inclusión en el aula ordinaria, en principio, bajo supervisión. La muestra consta de 5 sujetos cuyas edades oscilan entre los 13 y 15 años, que por presentar graves alteraciones en su conducta no pueden tener una escolarización a tiempo completo en el aula ordinaria. Tres de estos alumnos, estan matriculados en 1º de la Educación Secundaria Obligatoria (ESO) y 2 de ellos en 2º. Los graves problemas de conducta llevaron a la aplicación de un programa de modificación de conducta cognitivo conductual, a una reestructuración cognitiva y a un entrenamiento en autocontrol
La metodología aprendizaje servicio como factor educativo de resiliencia
Get PDFThe Learning- Service pedagogy is a teaching tool that puts together the acquisition of academic competences while providing a solidarity service to society. The involvement of students in the projects promotes a series of values that will contribute to their integral development.The importance of involving our young people in their education, from a humanized context, isthe best way to guarantee an active citizenship covered with personal and social sensitivity. From that paradigm, it is possible to build a new educational future that guarantees the ethical and moral principles that are so necessary to maintain a dignified society. In this way, a response capacity in the face of academic and emotional adversity is increased allowing to build resilient processes. In education, knowledge, social and emotional skills must be related so that the mechanisms that lead to resilience are activated. La pedagogía Aprendizaje-Servicio es una herramienta docente que une la adquisición de competencias académicas mientras presta un servicio solidario a la sociedad. La implicación de los alumnos en los proyectos, promueve una serie de valores que van a contribuir a su desarrollo integral. La importancia de hacer partícipes a nuestros jóvenes de su educación, desde un contexto humanizado, es la mejor forma de garantizar una ciudadanía activa recubierta de sensibilidad personal y social. Desde ese paradigma, es posible construir un nuevo futuro educativo que garantice los principios éticos y morales que tanto se necesitan para mantener una sociedad digna. Ver aumentada la capacidad de respuesta ante las adversidades académicas y emocionales, permite construir procesos resilientes. En educación, los conocimientos, las habilidades sociales y emocionales, deben estar relacionadas para que los mecanismos que derivan en resiliencia se activen