Examinando por Autor "Quiroga Arias, Diana Marcela"
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- ÍtemInteligencia emocional en adolescentesBacca Araujo, Jennifer Johanna; Bello Ariza, Julie Tatiana; Quiroga Arias, Diana Marcela; Rodríguez Pérez, María VictoriaThe growth of the human being has been involved in different areas, one of them is emotional intelligence (EI), which without a doubt, is one of the most important skills to learn, develop and apply in a group and indivudual way, this is how, as we become more aware of our being, it becomes of vitally importance the self-control and routing of this ability. Therefore, the stage of adolescence is a starting point to cultivate this knowledge and for this reason it is raised in this proposal from the applicability of playful strategies that allow to be approached from a theoretical perspective of modern learning, making use of the virtuality as a tool and a confrontation of the reality in time of confinement; the design of the strategies are drawn taking into account the parameters of gamification, strengthening the emotional intelligence through three pillars such as the identification of emotions, their function and respective management within the process of their psycho-affective development, using as input of work the experiences of adolescents, who, in the moment of feeling recognized, participated actively, generating self-knowledge of themselves and their environment.
- ÍtemLa justicia restaurativa, como acción reparadora, en los procesos de convivencia escolar: una revisión sistemática(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Hernández Roa, Ginna Paola; Quiroga Arias, Diana Marcela; Flechas Mendoza, Luz MercedesCoexistence has become the most evident difficulty in school environments, it requires interventions that help prevent conflicts, attacking their causes to solve problems of school interaction. The present investigation seeks to carry out a systematic review of the literature on the approach of Restorative Justice as a reparative action, where theoretical and methodological criteria are identified that allow the implementation of proposals for the improvement of school coexistence processes. The initiative is aimed at leaving behind the implementation of punitive sanctions in the coexistence manuals and giving way to a restorative approach. For this purpose, an exploration of studies between the years 2018 and 2022 was carried out in four databases, following the PRISMA methodology. In the initial search, 200 articles were found, of which 70 were included in the joint review phase, culminating in 24 studies that met the inclusion criteria, which were validated through the CASPE methodology and the review. from three experts. For the data analysis, the grounded theory was used as a methodology of interpretation, organization and categorization of the information. Regarding the findings that were established in the systematic review process, it can be seen that, as a theoretical criterion, Restorative Justice is understood as a way of mediating and resolving conflicts, allowing those who have committed damage to assume responsibility for their actions. Finally, in view of the new learning that this research provides, we conclude that formal and informal practices are no longer discussed from the JR, since, according to the rigor of the scientific study, it was possible to establish Restorative Justice and its theoretical criteria. characteristics and as methodological criteria everything related to remedial actions.