Habilidades sociales en los niños del centro juvenil y comunitario don Bosco para la promoción de una cultura de paz
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Fecha
2025
Autores
Celis Mendoza, Diana Carolina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente estudio tiene como propósito analizar el desarrollo de las habilidades sociales en niños del Centro Juvenil y Comunitario Don Bosco, en la comuna 8 de Cúcuta, y su incidencia en la promoción de una cultura de paz. Se identifican factores de riesgo como violencia intrafamiliar, migración, pobreza y desescolarización, que obstaculizan el desarrollo integral de los menores. Bajo un enfoque metodológico mixto, se aplicó la escala de habilidades sociales de Goldstein, identificando deficiencias en comunicación, empatía, autocontrol emocional y resolución de conflictos, aunque también se evidenciaron fortalezas individuales. Desde el marco teórico de Vygotsky, Goleman y Goldstein, se conciben las habilidades sociales como conductas aprendidas en la interacción social, siendo la familia y la escuela agentes clave. Se retoma además la noción de cultura de paz de Galtung, que propone abordar los conflictos desde estructuras no violentas. El estudio plantea estrategias pedagógicas como el aprendizaje basado en proyectos (ABP), el aprendizaje colaborativo, talleres, actividades artísticas y deportes, promoviendo valores como el respeto y la solidaridad. Estas acciones se alinean con el Objetivo de Desarrollo Sostenible (ODS) 16, que busca sociedades inclusivas y pacíficas. Se resalta la importancia de intervenir desde la infancia para prevenir conductas agresivas y exclusión social, destacando el rol del profesional en intervención social como mediador y promotor de cambios significativos. En conclusión, fortalecer las habilidades sociales en contextos vulnerables es esencial para construir una cultura de paz y favorecer entornos protectores que impulsen el desarrollo integral de la niñez.
This study aims to analyze the development of social skills in children at the Don Bosco Youth and Community Center, located in Commune 8 of Cúcuta, and how these skills contribute to promoting a culture of peace. Risk factors such as domestic violence, migration, poverty, and school dropout hinder the comprehensive development of children and negatively impact their interpersonal relationships and peaceful coexistence. Using a mixed-methods approach, the study applied Goldstein’s Social Skills Scale, identifying weaknesses in communication, empathy, emotional self-regulation, and conflict resolution, alongside individual strengths in stress management and cooperation. Based on the theoretical contributions of Vygotsky, Goleman, and Goldstein, social skills are understood as learned behaviors shaped by social interaction, with the family and school serving as primary agents of socialization. The study also incorporates Johan Galtung’s concept of a culture of peace, which emphasizes the need for structures and values that address conflict nonviolently. Pedagogical strategies such as project-based learning (PBL), collaborative learning, artistic activities, sports, and community workshops are proposed to foster autonomy, teamwork, problem-solving, and assertive communication. These initiatives align with Sustainable Development Goal (SDG) 16, which promotes inclusive and peaceful societies. The study highlights the importance of early intervention to prevent aggressive behavior and social exclusion and underscores the role of social work professionals as key mediators in designing and implementing educational strategies that foster social transformation. In conclusion, strengthening social skills in vulnerable contexts is essential to building a culture of peace and creating protective environments that enable children to fully develop as agents of change.
This study aims to analyze the development of social skills in children at the Don Bosco Youth and Community Center, located in Commune 8 of Cúcuta, and how these skills contribute to promoting a culture of peace. Risk factors such as domestic violence, migration, poverty, and school dropout hinder the comprehensive development of children and negatively impact their interpersonal relationships and peaceful coexistence. Using a mixed-methods approach, the study applied Goldstein’s Social Skills Scale, identifying weaknesses in communication, empathy, emotional self-regulation, and conflict resolution, alongside individual strengths in stress management and cooperation. Based on the theoretical contributions of Vygotsky, Goleman, and Goldstein, social skills are understood as learned behaviors shaped by social interaction, with the family and school serving as primary agents of socialization. The study also incorporates Johan Galtung’s concept of a culture of peace, which emphasizes the need for structures and values that address conflict nonviolently. Pedagogical strategies such as project-based learning (PBL), collaborative learning, artistic activities, sports, and community workshops are proposed to foster autonomy, teamwork, problem-solving, and assertive communication. These initiatives align with Sustainable Development Goal (SDG) 16, which promotes inclusive and peaceful societies. The study highlights the importance of early intervention to prevent aggressive behavior and social exclusion and underscores the role of social work professionals as key mediators in designing and implementing educational strategies that foster social transformation. In conclusion, strengthening social skills in vulnerable contexts is essential to building a culture of peace and creating protective environments that enable children to fully develop as agents of change.
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Palabras clave
Habilidades sociales, Cultura de paz, Estrategias, Interacción, Educación
