Publicación:

Habilidades socioemocionales en estudiantes con dificultades del aprendizaje relacionadas con la escritura

Resumen

Socioemotional skills allow people to understand and regulate their own emotions, feel and show empathy for others, establish and develop positive interpersonal relationships, generate alternatives for problem solving and promote assertive communication processes. Therefore, the general objective of this research was to describe the socioemotional skills that characterize seventh grade students with learning difficulties in writing, in a district educational institution. This was a descriptive non-experimental research with a sample of 116 students aged 12 to 14 years. Two instruments were used to collect information: The PROESC which evaluated the students' writing process and Goldstein's (1980) social skills scale. The results of this research show that all students present difficulties in the writing process related to the lexical and sublexical route, specifically in the use of capital letters and punctuation marks. With respect to their socioemotional skills, they scored low in three components associated with (1) emotional awareness and recognition of emotions in others; (2) difficulty in coping with stressful situations, causing states of frustration in the student; and (3) problems in planning, related to setting goals and objectives, concentrating on the task, recognizing their own abilities, etc. The above shows the importance of a continuous and permanent approach to training both in writing processes and in the development of students' socioemotional skills, in order to achieve significant and long-term changes; therefore, working on these skills should be a shared responsibility between the family, the school (teachers, counselors, coordinators) and the State (public policies).