Psicoeducación para fortalecer el autoconcepto en estudiantes de 7mo EGB bajo el modelo de bienestar psicológico de Carol RyFF

Abstract

This systematization describes the experience of a psychoeducational intervention carried out with 7th-year students of General Basic Education in a private educational institution in Guayaquil. The intervention's context is framed by the need to strengthen adolescents' selfconcept, considering that this stage is crucial for identity formation. The intervention employed Carol Ryff's Psychological Well-Being Model, focusing on the dimension of self-acceptance to promote a balanced valoration of oneself. The purpose of the intervention was to strengthen students' self-concept through psychoeducation, providing them with tools to recognize their strengths and areas for improvement positively. It aimed to generate an impact on their psychological well-being by helping them develop coping strategies that support their personal and social development. The applied methodology followed a qualitative approach with a descriptive and reflective design. Psychoeducational workshops were implemented, including activities such as the self-concept wheel, identifying strengths and weaknesses, and coping strategies. Additionally, psychoeducational talks, attendance records, and field journals were used to evaluate the intervention's impact. The results showed that students were able to identify their strengths more easily than their weaknesses, highlighting the need to reinforce self-acceptance work. Furthermore, an evolution in group participation was observed, with greater engagement in the final sessions. However, time and space limitations hindered a deeper consolidation of learning. In conclusion, the intervention helped strengthen students' self-concept and self-acceptance, contributing to their psychological well-being.