Intervención psicoeducativa para fortalecer el autoestima en estudiantes de séptimo grado de una Unidad Educativa en Guayaquil

Abstract

In this systematization work, self-esteem will be addressed as part of a variable observed in the practices of this educational unit and how low self-esteem affected school performance and social interactions, likewise, this systematization will be based on the cognitive-behavioral approach; where there will be personalized interventions that include simple actions such as active listening. Therefore, the main objective of this study is to implement psychoeducational interventions to strengthen self-esteem in seventh grade students of an educational unit in Guayaquil. It is located in the south-central area of the city. The creative dynamic techniques proposed in this systematization achieve collaborative work and reflection both individually and in groups, in addition, these same aims to strengthen the self-esteem of students; identify their personal and social strengths, promoting security and motivation of students and improve school performance. To implement this project, a qualitative approach was used, it is a design of systematization of experiences; in addition, instruments such as participatory observation, focus groups and even activities were used, all of which helped me in a deep and close way to understand how each of the students felt in their school environment. However, the Educational Unit was presented with an informed consent form which they refused to sign despite having carried out the workshops. On the other hand, we have that the sample presented in the project is constituted by 33 students of the afternoon session; designated population are students ranging from 11 to 13 years of age, which marks the beginning of adolescence. In addition, the students of this institution are observed to be unmotivated to improve their school performance and only focus on being accepted. This situation evidences the need for the educational system to promote self-esteem by improving their academic performance and protecting the formation of emotionally balanced subjects, having the facility to interact without feeling insecure, by preventing this type of factors; it opens the possibilities that in the future students apply what they have learned in a positive way, adapting it to different situations in their lives.