2018

PSYCHO-PEDAGOGICAL
ASSISTANCE

Lic. Daniela C. Ibarra

Primary School No. 182
28/03/2018
 Primary School Psychopedagogical Proposal
Lic. Ibarra Daniela C.

Index

1-Introduction………………………………………………………………………………2

2-Justification………………………………………………………………………………..3

3-Objectives………………………………………………………………………………...5

4-Theoretical framework………………………………………………………………………………...6

4.1- Classification of Different Types of Disorders…………………………...………6

a. Attention Deficit Disorders and Disruptive Behavior…………….............................6

b. Attention Deficit Disorder with or without Hyperactivity. (ADHD).......................7
c. Hyperactivity…………………………………………………………………………7
d. Impulsivity……………………………………………………………………...….7

4.2- Manifestation in Students………………………………………………………….8

4.3- Oppositional defiant disorder……………………………………………….……..….9

4.4- Dissocial Disorder………………………………………………………….……..…….9

4.6- negative behaviors…………………………………………………………..11

4.7- School bullying……………………………………………………………………..…12

5- Work methodology………..…………………………………………………………..13

6- Lines of action……………………………………………………………………………….14

7- Bibliography……..…………………………………………………………………………..15

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1. Introduction

The School is an instrument of socialization, here students must project themselves into a
transition stage, from being at home with the family to school, a place with different norms and
even more people they do not know; Transition being understood as any circumstance of social
life in which subjects “jump” from one institution to another.
This process is loaded with a feeling of uncertainty and readjustment, which has its effects on
the constitution of subjectivity, a subjectivity that is constructed and determined by new family
configurations, changes in schools, new technologies, globalized society. , the crisis of
authority, limits, etc.
All of these factors mentioned are manifested in the Schools, in the behavior and academic
performance of the students, so the educational community feels the obligation to seek
intervention alternatives to respond to this demand.

Generally in primary schools, problems arise around behavior and this in turn is associated with
learning difficulties. Thus, these people who present behavioral disorders and in some cases are
serious, are included within the concept of Special Educational Needs (SEN) in the current
regulatory framework, which means that they must receive certain specific educational support
and attention, which They must be approached from an interdisciplinary and systemic approach
in which different services, institutions or organizations intervene and involving the educational
community, especially the family, which also needs personal and social support to overcome
stressful situations and have clear guidelines. that allow you to understand and respond to the
needs of your son or daughter.

This is how this Psychopedagogical proposal arises in order to address attention to diversity and
find a pertinent response to the demand that is presented in the institution with the purpose that
students with Special Educational Needs reach the highest degree of development of the basic
competencies established in the Educational System and that allow them to function in the
community and insert themselves appropriately into the social context.

2-Justification

This proposal aims to define and clarify the complexity of this problem, establish indicators and
instruments for its detection and evaluation, identify its educational needs and provide
methodological guidelines for teachers and families in educational intervention.

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Therefore, the intention and effort are aimed at offering the educational quality that everyone
deserves, showing educational measures that provide the most appropriate response to social,
family and personal needs to achieve the highest level of development of their potential and
skills. basics in the educational field.

Namely, in all institutions there is a pattern of behavior, established as normality, that is,
complying with the rules of coexistence, established by the school as a social and institutional
mandate, when the student's behavior departs from this "norm" affecting to the rights of others,
already implies the presence of inappropriate behavior, thus appearing difficulties in the daily
functioning of school coexistence. It should be noted that not every boy or girl with
inappropriate behavior has a “behavioral disorder.”

Failure to comply with rules, aggressiveness or rebellion are aspects of life without a
pathological connotation, in fact, although the behaviors of students with Severe Conduct
Disorders in themselves may not be different from those exhibited by other students. . For
example, we cannot consider as a Behavioral Disorder every adolescent student who presents
oppositional or negative behavior towards his father, mother or teachers; in fact, opposition is a
frequent attitude in this period of life, where the teenager is searching for his own identity.

What leads to the diagnosis of a Behavioral Disorder will be the frequency and intensity of that
negativistic, oppositional or hostile behavior, and the deterioration in school, family and social
relationships that this persistence and intensity will end up causing. Therefore, it is important to
distinguish between students with behavior appropriate to the age of their development, or
inappropriate but punctual (for example, an isolated aggression), from those who show a
persistent pattern of behavioral lack of control and that causes family, school and social
disturbances. /or social.

This problem makes the teacher's task more complex; unintentionally, their feelings are a
constant in their actions, and in many cases reality surpasses them and overwhelms them, which
is why it is logical that sometimes they deviate from their objective, which is to teach the know,
and begin to fulfill functions that do not correspond to them and it is important here, the
assistance and accompaniment of the Psychopedagogue who has the knowledge and the
necessary tools to be able to be like a cathartic agent and in some circumstances be a support, a
reference that they can count on in order to optimize educational work

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Just like teachers in many cases, families also have experiences, doubts and fears, and it is
difficult for them to humbly recognize that the issue of parenting often exceeds and overwhelms
them and that it is good to ask for help from trained professionals, in this case , the school will
be able to offer the services of the Educational Psychologist to guide them and help them
reconsider a new model of authority, which is not an easy task.

This proposal is based on the responsibility of the Psychopedagogue trained to prevent, assist
and intervene in the social problems demanded by the educational community in the Institution,
with the Psychopedagogical task the educational community will be able to understand and cope
in the best way with the relationship between triad that occurs between parents, students and
teachers since simultaneous support will be given to these three fundamental pillars and thus the
solution of many problems can be achieved.

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3-General Objective:

• Provide the necessary Psychopedagogical elements through strategies that favor the
comprehensive development of values, skills, attitudes that result in better human
quality in the educational community.

Specific objectives:

• Identify the main problems in the following aspects: attitudes, skills, human relations,
learning, etc., that occur in the institution
• Provide psycho-pedagogical assistance in a group and/or individual manner as the case
warrants.
• Generate interaction between students and teachers, students and classmates, as well as
between the student and parents (through individual and group interviews).

• Strengthen academic coordination between teachers by providing feedback on strategies

and content
• Integrate awareness-raising workshops for parents into the activities.

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4-Theoretical Framework

In this framework, each of the possible problems that arise in the school environment will be
synthetically expressed. We will focus the project or proposal on the areas of intervention that
are closely linked to the needs of the students.

It would be effective to consider that cases of students with Conduct Disorder and learning
problems are a reality that requires an adaptive response from the school environment and that
can help establish actions more appropriate to the needs of the current educational community.

It is pertinent to mention that the term “Disorder” is used to indicate the presence of a behavior
or a group of symptoms identifiable in clinical practice, which in most cases are accompanied
by discomfort or interfere with the person's activity. When it comes to making a classification of
the different Serious Conduct Disorders, we encounter serious difficulties in carrying it out,
given the high number of symptoms that appear and which has been perfectly reflected in the
classifications offered by the DSM-IV, DSM -IV-TR or by the ICD-10, such as aggression,
theft, fires, escapes, lies, and which are very often associated with hyperactivity, impulsivity,
cognitive and learning difficulties and poor social skills. Most of these disorders appear from
childhood, although there are notable differences between them, and it is considered pertinent to
give a brief description of them to facilitate detection in the school environment.

To design a useful classification in the educational context, the most frequent disorders will be
distinguished in this project.

4.1 CLASSIFICATION OF DIFFERENT TYPES OF DISORDERS

a. Attention Deficit Disorders and Disruptive Behavior.

They are considered as such by the international classification of mental disorders DSM-IV-TR:
- Oppositional Defiant Disorder. - Dissocial Disorder. - Attention Deficit Disorder with or
without Hyperactivity. Behavioral alterations secondary to other mental disorders. Behavioral
patterns that can be confused with Serious Conduct Disorders

b. Attention Deficit Disorder with or without Hyperactivity. (ADHD)

It is necessary as workers in the educational field to know the manifestations of ADHD in order
to respond to the needs they present.

Attention Deficit Characterized by:

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• Difficulties maintaining attention on tasks.

• Difficulty focusing on a single work or study task.
• They do not pay enough attention to details, making mistakes in tasks or work.
• They do not follow instructions and do not complete tasks or assignments.
• They don't seem to listen
• Difficulties organizing, planning, completing and/or executing tasks.
• They tend to avoid tasks that require sustained mental effort.
• They are easily distracted by irrelevant stimuli.
• They often lose items needed for tasks.

Although they CAN have automatic attention in activities of their interest.

c. Hyperactivity :

• They often leave their seats.

• They constantly move their hands and feet.
• They run or jump in inappropriate situations.
• They have difficulty dedicating themselves calmly to different activities.
• They talk excessively. Always in motion, they act “as if driven by a motor.”

For clarification, hyperactivity is recognized when the activity has no purpose.

d. Impulsiveness

• They respond hastily before questions have been fully formulated.

• Difficulty waiting your turn.
• They permanently interrupt the class.
Some of these three “symptoms” (attention, hyperactivity and/or impulsivity) were present
before 7 years of age. Some disorders or behaviors must have manifested in two or more
environments (for example, at school and at home), and there must be clear evidence of a
significant deterioration in school and social activity. Furthermore, these three manifestations or
basic behaviors mentioned are usually associated or derived from others that interfere with their
personal and social development and their adaptation to school requirements.

4.2 - Manifestation in Students

In academic performance : attention deficit and impulsivity, when it is of a cognitive type,

fundamentally; the slowness in processing information, especially when it is auditory;

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Difficulties in planning and working memory interfere with the student's learning process, since
it is difficult for them to maintain concentration, select data or stimuli relevant to the execution
of tasks, and complete them. These cognitive characteristics can affect instrumental learning if
educational measures and adequate specialized intervention are not established.

In their social relationships : Ignorance, lack of understanding of the problem and social
labeling by adults and the group of peers have a negative impact on their interpersonal
relationships.

In social skills and in the pragmatic functions of language (understanding the communicative
intentions and feelings of the interlocutor, adjusting their language to the communicative
situation, etc.).

In emotional self-control-Self-esteem and Self-concept.

To give a more positive view of this Disorder to teachers, we point out that the student with
ADHD usually presents: A lot of energy, High creativity, A normal or high IQ, A high capacity
to be able to do more things than the rest of their classmates. and colleagues, can work at a good
pace if you know how to stimulate him or her properly.

4.3 Oppositional Defiant Disorder

It is a Behavioral Disorder that is normally characterized by uncooperative, defiant, negative,

irritable and angry behavior towards adults, and in general, all people who have a trait of
authority over them, especially parents, teachers and other people in positions of authority, this
attitude interferes with learning, adjustment to school and, sometimes, with the child's (or
adolescent's) relationships with others.

The symptoms of this Disorder can be summarized in that they often

• gets angry and argues with adults

• actively defies adults or refuses to fulfill obligations
• deliberately bothers other people
• accuses others of their mistakes or bad behavior
• is susceptible or easily bothered by others
• He is angry and resentful
• is spiteful or vengeful

These behaviors occur more frequently than is typically observed in subjects of comparable age

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and developmental level, and end up causing clinically significant impairment in social,
academic, or work activity.

Sometimes, boys or girls may present symptoms similar to those that characterize this Disorder,
but they are temporary and age-related. The family and teachers will have to be attentive to
these differences since, as we have previously pointed out, in order to be able to speak of a
“Disorder”, these symptoms must occur with great frequency, in addition to interfering with
learning, adaptation in school and, sometimes, with the personal relationships of the child or
adolescent.

4.4 Dissocial Disorder

It is characterized by “a persistent and repetitive pattern of behavior in which the basic rights of
others or important social norms appropriate to the subject's age are violated.” These are again
qualitative and quantitative behaviors that go far beyond simple “childhood evil” or “adolescent
rebellion.” Generally, it involves the conscious participation by the child or adolescent in acts
that involve a conflict with social regulations or with the codes of coexistence implicit in
relationships in society.

The behaviors that manifest in Conduct Disorder can be:

• Attacks on other people (bullying, bragging, being cruel to other people, starting fights,
causing physical harm, forcing sexual activity, etc.), or on animals.
• Damaging the property of others (fires, deliberate destruction...).
• Fraudulence or theft (breaking into another person's home, house, or car, lying to obtain
favors, scamming, etc.)
• Serious rule violations (transgressing rules)

The manifestations of Conduct Disorder can be:

Childhood onset When some of its manifestations appear before 10 years of age (start in middle
childhood, around 5 or 6 years of age). It is usually preceded by Oppositional Defiant Disorder.
Here, we speak rather of a continuum that finds its first behavioral content in the opposition and
challenge to parental authority figures, and that once one enters the educational system, it
generalizes to other authority figures and begins to acquire new contents.

Adolescent onset When there is absence of any of its characteristics before 10 years of age. A
large number of the behaviors that appear at this stage do not differ too much from those that
many adolescents maintain on the path towards the search for their identity, for which
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opposition to social norms constitutes a test of the limits of the individual in the construction
and reaffirmation of personality.

The presence of a Conduct Disorder also implies a significant deterioration in the subject's
school, social and/or work activities, a situation that becomes the main factor in the
reproduction of the subjects' disturbed behaviors.

Thus, students with Conduct Disorder present continuous discipline problems in class, falsify
school grades, lie to family and teachers, run away from home and, frequently, have poor school
performance, without having the slightest motivation to do so. learning.

During adolescence, they behave in an aggressive, daring, challenging manner, despise accepted
values and approach interpersonal relationships in a manipulative way, with the intention of
obtaining benefits. They show great insensitivity towards others, extreme coldness towards the
feelings of the other, and lack of compassion and mercy towards the feelings of the other. The
society in which they live, the family, the school environment, ceases to be for these students a
space of growth and development, and begins to represent all the values that deny them as a
human being, and this leads them to progressively identify with values. “countercultural” in
open opposition to school, institutional and family ones.

In men, behavior with a higher degree of aggressiveness tends to occur than in women,
frequently involving theft, fights, vandalism and school discipline problems, and on some
occasions, drug consumption. In women, who are still socialized in a somewhat more passive
pattern than that of male children, aggression manifests itself in a more subtle way; For
example, many girls use social rejection as a form of harmful action towards their peers. The
level of violence implicit in these behaviors is comparable to the damage of overt aggression
expressed by boys, or can sometimes be worse. Other behaviors developed by girls can be lying,
truancy, drug use and prostitution.

In addition to the three previous categories, which are the most frequent with onset in childhood
or adolescence, there are other psychiatric pathologies, almost always diagnosed later, in which
anti-normative, disruptive or oppositional behaviors are central to their manifestations, and
which They also cause significant personal and social deterioration.

4.5 NEGATIVE BEHAVIORS THAT BREAK INTO SCHOOL

In the school context, we also often find a series of negative behaviors that, in principle, are not
associated with any disorder, but that due to their frequency or intensity have a negative impact

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both on the subject who performs them and on the context in which they develop. :

* Disruptive behaviors. * Aggressive behaviors. * Social inhibition behaviors. * Isolation. *

Deficit in basic social skills. * Harassment/abuse behaviors. * Learning difficulties.

Sometimes learning difficulties that do not have an adequate educational response can trigger
behavioral and emotional alterations, characterized by their situational specificity.

The phenomenon of Bullying deserves special mention due to its frequency and importance in
the school environment, which can be defined as “an act or a series of intimidating and,
normally, aggressive or manipulative acts by one person or several against another person for a
certain period of time.

4.6 Bullying contains a series of elements:

- The person who bullies has more power than the victimized person.

- Bullying is usually organized, systematic and hidden.

- Bullying can be opportunistic, but once it starts, it usually continues.

- Normally, it occurs over a period of time, although those who bully regularly can also carry
out isolated incidents.

A victim of bullying may suffer physical, emotional or psychological harm. All acts of bullying
have a dimension, whether emotional or psychological.

There are 3 forms of Bullying that can be any of these behaviors, or a combination of the three:

1- PHYSICAL HARASSMENT (hitting, biting, punching, spitting, scratching, or any other

physical attack on another person)
2- NON-PHYSICAL HARASSMENT (sometimes called “social aggression”): includes
verbal harassment, direct non-verbal harassment (rude gestures, contempt, etc. to
intimidate), and indirect non-verbal harassment (deliberately ignoring, excluding, one
isolates oneself, makes others dislike someone, etc.).
3- PROPERTY DAMAGE (tearing clothes, breaking someone's books, possessions, etc.).

Therefore, when we talk about bullying, it refers to prolonged and repeated violence, both
mental and physical, carried out, either by a person or by a group, directed against an individual
who is not capable of defend themselves in the face of said situation, making him or her a victim

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5-WORK METHODOLOGY
At school level
Create a Coexistence Classroom, which can be used to help reflect on less adaptive behaviors
and their consequences. For this group of students with deficits in control strategies, excess
impulsivity, and problems in social skills, they can be a place for reflection and training.
Another interesting methodology will be to propose the participation of students in intercultural
representation tasks, considering that for students with behavioral problems, being the
protagonist or responsible for actions represents the opportunity to capture attention and
sometimes enjoy greater freedom of movement. in the class.
Curricular adaptations : It will be planned according to the problems presented by the
students.

- Non-significant curricular adaptations that affect the methodology, activities and

evaluation procedures, all modifications of both materials (visual presentations) and instruction
procedures and adaptations of access to the curriculum (setting exam questions, granting more
time) must be documented.

- Significant curricular adaptations , only necessary in the event that the Behavioral Disorder
is associated with a significant curricular gap where:

- Prioritize objectives that increase the degree of personal autonomy, social and communication
skills, and the level of your language.

-Reinforce perceptual development and spatio-temporal organization and the reasoning applied
to these.

Adaptation of content and activities :

.Adapt academic tasks to the cognitive and executive abilities (attention, execution and control)
of the students.

-Divide each activity into a sequence of shorter tasks, indicating a time limit for completing
each of these.

- Increase the novelty, stimulation or attractiveness of the activity proposals and explanations
(motivational teaching strategies).

6-THE STRATEGIES WILL BE STRUCTURED BASED ON THE FOLLOWING LINE

OF ACTION:

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DIFFUSION

• Disseminate the functionality of the project through posters, exhibitions, interviews with
the educational community
• Coordinate with the teaching staff and other staff strategies for the dissemination of the
project
DETECTION

• Through opinion surveys, detect the main risk situations that prevail among students.

• Coordinate with the teaching staff the detection of cases that require intervention by the
educational psychologist, through observation, dialogue, and/or application of
instruments such as psychopedagogical tests (psychometric and projective tests).

• Teach group sessions on topics of interest such as self-esteem, values, meaning of life,
coexistence, etc.

INTERVENTION

• Design and provide individual and group psycho-pedagogical advice through

experiential workshops constantly to the student community
• Provide family counseling depending on the severity of the situation
• Design and provide individual and group psycho-pedagogical advice through
experiential workshops on a constant basis to parents and teachers.
• Provide individual attention to students, parents and teachers who come voluntarily
seeking advice on any psycho-pedagogical problem.
• Group meetings will be organized to address study or learning problems to facilitate the
expression of social or personal exchange among students, organization of
extracurricular activities.
EVALUATION AND MONITORING

• Integrate and periodically update files of each case

• Apply a school record and a cumulative record record to students, containing educational-
psychosocial data, which will include reports on psychological tests and interviews, as well
as formal reports on grades at school, demonstrated interests, outstanding aptitudes,
deserved awards or sanctions, specific knowledge, and all data that can be recorded and may
be useful for the future school and vocational orientation of the child and young person, as
well as any physical or psychological fact of importance for the future mental health of the
child. student.

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• This file would be kept in cabinet files and only people expressly authorized by the head of
the department would have access to it.
• Maintain constant feedback with the teaching staff regarding those cases that require it and
Collaborate effectively with the director and management staff on behavioral problems with
students.

• Organize the dissemination of the department's tasks through talks with students and
teachers, etc., aimed both at preventing academic imbalances and at disseminating study
technique information, stimulating students by awakening new interests and the varied
cultivation of their aptitudes and giving them the opportunity to discover new areas for their
action.

• Activities will be scheduled to be carried out periodically and psycho-pedagogical advice for
monitoring and evaluation
• An activity report will be compiled quarterly for analysis and review. SPECIFIC
APPLICATION TECHNIQUES:
• Directed interviews, individual or group.
• Observation technique create observation sheet in class. Behavior observation sheet at home.
• Questionnaire for the student, teacher, and parent.
• Psychometric tests, intelligence, aptitudes, maturation, projectives, reading-writing,
personality in special cases. Psychodrama- Playtime
• Supportive therapies.
• Support sessions in family counseling.
• Group dynamics.
• Therapeutic and supportive pedagogy.

MATERIAL RESOURCES:

• Installation of the Psychopedagogical Guidance Office (Minimum Physical Environment of

3X3)
7- BIBLIOGRAPHY

• ICD - 10 International Classification of Diseases and Disorders Related to Mental Health

carried out by the WHO tenth version (World Health Organization) in 1992.
• DSM (Diagnostic and Statistical Manual of Mental Disorders) Diagnostic and Statistical
Manual of Mental Disorders of the American Psychiatric Association
• National Law for Comprehensive Protection of the Rights of Children and Adolescents No.
26061

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• Manual for Attention to Students with Specific Educational Support Needs Derived from
Serious Behavioral Disorders
• Resolution 314/12 “capacity development”

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