Cargando...
Fecha
2024-09-04
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Universidad de Almería
Citas
Resumen
Un síntoma característico del Trastorno por Déficit de Atención e Hiperactividad (TDAH) es la dificultad para controlar las emociones debido a alteraciones en la zona prefrontal y amigdalar del cerebro (Faraone et al., 2019). Objetivo: diseñar, implementar y evaluar la eficacia de un Programa de Educación Emocional en sujetos con TDAH. Método: se utilizó un diseño cuasiexperimental pretest/postest de dos grupos en una muestra de 66 estudiantes entre 8 a 12 años diagnosticados con TDAH (37 del grupo experimental y 29 del control). Se empleó el Cuestionario de Desarrollo Emocional (9-13) (CDE 9-13) (López-Cassà y Pérez-Escoda, 2009), el Cuestionario de Competencia Emocional para Educación Primaria (CCEEP), elaborado ad hoc para esta investigación y tres cuestionarios para evaluar la satisfacción con el Programa por parte del alumnado y sus familias (adaptado de Álvarez González et al., 2011) y de la persona implementadora (Pérez-González, 2008). Resultados: tras la implementación del Programa, se produjo una mejora significativa en conciencia emocional, regulación emocional, autonomía emocional, competencia social, competencias para la vida y el bienestar, así como en la competencia emocional total. Conclusiones: el Programa tiene un impacto positivo en el desarrollo emocional del alumnado con TDAH.
A characteristic symptom of Attention Deficit Hyperactivity Disorder (ADHD) is difficulty in controlling emotions due to alterations in the prefrontal and amygdalar areas of the brain (Faraone et al., 2019). Objective: to design, implement, and evaluate the effectiveness of an Emotional Education Program in individuals with ADHD. Method: a quasi-experimental pretest/posttest design with two groups was used in a sample of 66 students aged 8 to 12 diagnosed with ADHD (37 in the experimental group and 29 in the control group). The Emotional Development Questionnaire (9-13) (CDE 9-13) (López-Cassà and Pérez-Escoda, 2009), the Emotional Competence Questionnaire for Primary Education (CCEEP), developed ad hoc for this research, and three questionnaires to assess satisfaction with the Program by students and their families (adapted from Álvarez González et al., 2011) and the implementer (Pérez-González, 2008) were used. Results: after the implementation of the Program, there was a significant improvement in emotional awareness, emotional regulation, emotional autonomy, social competence, life skills, and well-being, as well as in overall emotional competence. Conclusions: the Program has a positive impact on the emotional development of students with ADHD.
A characteristic symptom of Attention Deficit Hyperactivity Disorder (ADHD) is difficulty in controlling emotions due to alterations in the prefrontal and amygdalar areas of the brain (Faraone et al., 2019). Objective: to design, implement, and evaluate the effectiveness of an Emotional Education Program in individuals with ADHD. Method: a quasi-experimental pretest/posttest design with two groups was used in a sample of 66 students aged 8 to 12 diagnosed with ADHD (37 in the experimental group and 29 in the control group). The Emotional Development Questionnaire (9-13) (CDE 9-13) (López-Cassà and Pérez-Escoda, 2009), the Emotional Competence Questionnaire for Primary Education (CCEEP), developed ad hoc for this research, and three questionnaires to assess satisfaction with the Program by students and their families (adapted from Álvarez González et al., 2011) and the implementer (Pérez-González, 2008) were used. Results: after the implementation of the Program, there was a significant improvement in emotional awareness, emotional regulation, emotional autonomy, social competence, life skills, and well-being, as well as in overall emotional competence. Conclusions: the Program has a positive impact on the emotional development of students with ADHD.
Descripción
La versión registrada de este artículo, publicado por primera vez en “Espiral. Cuadernos del Profesorado, 17(36) (2024), 1-11", está disponible en línea en el sitio web del editor: Universidad de Almería, https://doi.org/10.25115/ecp.v17i36.9741
The registered version of this article, first published in “Espiral. Cuadernos del Profesorado, 17(36) (2024), 1-11", is available online at the publisher's website: Universidad de Almería, https://doi.org/10.25115/ecp.v17i36.9741
The registered version of this article, first published in “Espiral. Cuadernos del Profesorado, 17(36) (2024), 1-11", is available online at the publisher's website: Universidad de Almería, https://doi.org/10.25115/ecp.v17i36.9741
Categorías UNESCO
Palabras clave
Trastorno por Déficit de Atención e Hiperactividad, Emociones, Programa, Educación Emocional, Educación Primaria, Positivo, Attention deficit hyperactivity disorder, Emotional education, Emotions, Primary education, Programme, Positive
Citación
Cabello Sanz, S., González Benito, A., & Muñoz Parreño, J. A. (2024). Analysis of the Impact of an Emotional Competence Programme on Primary Education Students with Attention Deficit Hyperactivity Disorder. Espiral. Cuadernos del Profesorado, 17(36), 1-11. https://doi.org/10.25115/ecp.v17i36.9741
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)