Ansiedad, estado emocional y estrategias de afrontamiento de los docentes que atienden estudiantes con NEE en la Guajira-Colombia
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Fecha
2020
Autores
Puello Mogollón, Jhonnys Frasshier
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo tiene como propósito principal analizar el estado emocional, la ansiedad y las estrategias de afrontamiento en los docentes que atienden población con Necesidades Educativas Especiales (NEE) en las escuelas inclusivas de la Guajira-Colombia. Desde un paradigma empírico, se desarrolló este trabajo con tipología descriptiva, diseño no experimental, transversal, siendo la población participante los 30 docentes del Instituto para el Desarrollo de las Inteligencias Múltiples (IDPHU) de Riohacha que alberga la mayor cantidad de niños y niñas con NEE. Entre las técnicas de recolección de datos aplicadas se recurrió a la Encuesta, a través del Inventario de Ansiedad de Beck (BAI), el Inventario de Estrategias de Afrontamiento (CSI) y la prueba de GHQ-12, obteniendo que la mayoría de los encuestados no practican deporte, pocos fuman y la mitad consume licor, siendo estos hábitos no obstaculizantes pero que repercuten en la atención a los estudiantes. La inestabilidad, taquicardia, torpeza, temblor en las piernas y nerviosismo fueron los principales síntomas de ansiedad y la negación contemplada como la estrategia de afrontamiento más utilizada. Se recomienda un programa de atención individualizada que se designe para los docentes y su estado emocional y mental.
The main purpose of this work is to analyze the emotional state, anxiety and coping strategies in teachers who serve the population with Special Educational Needs (NEE) in inclusive schools in Guajira-Colombia. From an empirical paradigm, this work was developed with a descriptive typology, non-experimental, cross-sectional design, the participating population being the 30 teachers of the Institute for the Development of Multiple Intelligences (IDPHU) of Riohacha, which houses the largest number of children with NEE. Among the data collection techniques applied, the Survey was used, through the Beck Anxiety Inventory (BAI), the Coping Strategies Inventory (CSI) and the GHQ-12 test, obtaining that the majority of respondents They do not practice sports, few smoke and half consume liquor, these habits not being an obstacle but that they affect the attention to the students. Instability, tachycardia, clumsiness, tremors in the legs and nervousness were the main symptoms of anxiety and denial considered as the most used coping strategy. A designated individualized care program is recommended for teachers and their emotional and mental state.
The main purpose of this work is to analyze the emotional state, anxiety and coping strategies in teachers who serve the population with Special Educational Needs (NEE) in inclusive schools in Guajira-Colombia. From an empirical paradigm, this work was developed with a descriptive typology, non-experimental, cross-sectional design, the participating population being the 30 teachers of the Institute for the Development of Multiple Intelligences (IDPHU) of Riohacha, which houses the largest number of children with NEE. Among the data collection techniques applied, the Survey was used, through the Beck Anxiety Inventory (BAI), the Coping Strategies Inventory (CSI) and the GHQ-12 test, obtaining that the majority of respondents They do not practice sports, few smoke and half consume liquor, these habits not being an obstacle but that they affect the attention to the students. Instability, tachycardia, clumsiness, tremors in the legs and nervousness were the main symptoms of anxiety and denial considered as the most used coping strategy. A designated individualized care program is recommended for teachers and their emotional and mental state.
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Ansiedad, Estado emocional, Estrategia de afrontamiento, NEE, Anxiety, Emotional state, Coping strategy
