Executive Secretary

IX Simposio Internacional de Psicología y Desarrollo Humano 2025 "PSICOLOGÍA 2025"

IX Simposio Internacional de Psicología y Desarrollo Humano 2025

PSICOLOGÍA 2025

Plan de Acciones para potenciar la autorregulación emocional y disminuir las manifestaciones de violencia escolar.

Actualmente la violencia escolar es un problema que va en aumento e impacta negativamente de manera significativa en los estudiantes. Se realizó una Intervención Psicoeducativa con el objetivo de potenciar la autorregulación emocional en adolescentes de 8vo grado del ESBU José Ramón León Acosta para disminuir las manifestaciones de violencia escolar. Se empleó una metodología cualitativa de Investigación Acción. Los métodos y técnicas para el diagnóstico fueron: entrevista, observación, sociodrama y estatuas vivientes, donde se identificó altos índices de violencia escolar y falta de conocimientos sobre la autorregulación emocional. La muestra estuvo conformada por la totalidad de los estudiantes de 8vo1. El proceso interventivo se realizó en 6 sesiones con técnicas participativas y lúdicas en las que se destaca la creatividad y la innovación. Resultados: durante el proceso interventivo adquirieron conocimientos sobre las temáticas y desarrollaron su autorregulación emocional empleando estrategias más asertivas que favorecen la resolución efectiva de conflictos y la reducción de las manifestaciones de violencia escolar lo que tuvo un impacto positivo en el desarrollo psicológico y social de los estudiantes.

School violence is currently a growing problem and has a significant negative impact on students. A psychoeducational intervention was carried out with the objective of strengthening emotional self-regulation in 8th-grade adolescents at the José Ramón León Acosta Elementary School (ESBU) to reduce manifestations of school violence. A qualitative Action Research methodology was used. The diagnostic methods and techniques were: interviews, observation, role-playing, and live statues, which identified high rates of school violence and a lack of knowledge about emotional self-regulation. The sample consisted of all 8th-grade students. The intervention process was carried out in six sessions using participatory and playful techniques that emphasized creativity and innovation. Results: During the intervention process, students acquired knowledge on the topics and developed their emotional self-regulation by employing more assertive strategies that promote effective conflict resolution and reduce manifestations of school violence, which had a positive impact on the students' psychological and social development.

Sobre el ponente

Lennis Mary Suárez Galván

Lennis Mary Suárez Galván

UCLV Flag of Cuba

Discussion

Información Práctica
Spanish / Español
octubre 20, 2025 8:0 a. m.
15 minutos
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Autores
Lennis Mary Suárez Galván
Raimí Marian Lauzardo Cobas
Palabras clave
adolescence.
adolescencia.
and live statues
autorregulación emocional
emotional self-regulation
emotional self-regulation strategies
estrategias de autorregulación emocional
observation
psychoeducational intervention
role-playing
school violence
school violence is currently a growing problem and has a significant negative impact on students. a psychoeducational intervention was carried out with the objective of strengthening emotional self-regulation in 8th-grade adolescents at the josé ramón león acosta elementary school (esbu) to reduce manifestations of school violence. a qualitative action research methodology was used. the diagnostic methods and techniques were: interviews
students acquired knowledge on the topics and developed their emotional self-regulation by employing more assertive strategies that promote effective conflict resolution and reduce manifestations of school violence
violencia escolar
which had a positive impact on the students' psychological and social development.intervención psicoeducativa
which identified high rates of school violence and a lack of knowledge about emotional self-regulation. the sample consisted of all 8th-grade students. the intervention process was carried out in six sessions using participatory and playful techniques that emphasized creativity and innovation. results: during the intervention process
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