Social intervention program for observation and resolution of school conflict in Colombia.
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| Title: | Social intervention program for observation and resolution of school conflict in Colombia. |
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| Alternate Title: | Programa de intervención social para observación y solución del conflicto escolar en Colombia. Programa de intervenção social para observação e resolução de conflitos escolares na Colômbia. |
| Authors: | Miranda-Medina, Carlos F.1 publinves@gmail.com, Albor-Chadid, Lourdes Isabel2 lourdes.albor@unisimon.edu.co, Rodríguez-Burgos, Karla3 karoburgos@yahoo.com.mx |
| Source: | Revista Pensamiento Americano. May-Aug2024, Vol. 17 Issue 34, p1-23. 23p. |
| Subjects: | SECONDARY school students, SOCIAL skills, CONFLICT management, SOCIAL services, QUANTITATIVE research |
| Abstract (English): | Introduction: This article analyzes the effect of a social intervention program on conflict resolution skills and reasoning to observe school conflict in secondary school students from Barranquilla, Colombia. Method: A pre-experimental quantitative method is applied through a pre-test and post-test questionnaires to 81 students, 50.6 % women and 49.4 % men. Results: The social intervention program had as a result a great improvement in the reasoning of the students to observe the conflict with a change in means from 2.27 to 1.86, with Wilcoxon's W of 720, an effect size (EZ = .846) and a p value of .001, while there was a median improvement in the skills developed by the students for conflict resolution with M pretest = 2.43 to M posttest 2.17, W = 466, EZ = .566 and p value = .002. Conclusions: The reasoning to observe the conflict and the skills developed for the resolution of conflicts by the students can be stimulated through activities that train them in the recognition of conflicts and allow them to identify the tools they have to solve them. The results suggest that this type of intervention should be developed institutionally and permanently to modify the way students resolve conflicts and improve the school coexistence. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: El artículo analiza el efecto de un programa de intervención social para medir las habilidades de resolución de conflicto y el razonamiento de observarlos con estudiantes de tres escuelas secundarias de Barranquilla (Colombia). Método: Se aplica un método cuantitativo pre experimental aplicando un cuestionario pretest y postest a 81 estudiantes, siendo un 50,6 % mujeres y un 49,4 % hombres. Resultados: El programa de intervención social genera una gran mejora en el razonamiento de los estudiantes para observar el conflicto con cambio en las medias de 2,27 a 1,86, con W de Wilcoxon de 720 y un tamaño del efecto (TE = 0,846) y un p valor de 0,001, mientras se presentó una mediana mejoría en las habilidades desarrolladas por los alumnos para la resolución de conflictos con M pretest = 2,43 a M postest 2,17, W = 466, TE = 0,566 y p valor= 0,002. Conclusiones: Las variables observadas para la resolución de conflictos pueden ser estimuladas a través de actividades que los entrenen en el reconocimiento del conflicto y les permita identificar herramientas con las que cuentan para resolverlos. Los resultados sugieren que este tipo de intervención se desarrolle de manera institucional y permanente para mejorar la forma de solucionar los conflictos en estudiantes y mejorar la convivencia escolar. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Introdução: O artigo analisa o efeito de um programa de intervenção social para medir as habilidades de resolução de conflitos e o raciocínio para observar conflictos com alunos de três escolas secundárias de Barranquilla (Colômbia). Método: Um método quantitativo pré-experimental é aplicado através da questionários pré-teste e pós-teste a 81 estudantes, 50,6% mulheres e 49,4% homens. Resultados: O programa de intervenção social gera uma grande melhoria no raciocínio dos alunos para observar o conflito com mudança nas médias de 2,27 para 1,86, com W de Wilcoxon de 720 e tamanho de efeito (TE = 0,846) e valor de p de 0,001, enquanto houve melhora média nas habilidades desenvolvidas pelos alunos para resolução de conflitos com M pré-teste = 2,43 para M pós-teste 2,17, W = 466, TE = 0,566 e valor de p = 0,002. Conclusões: As variáveis observadas para a resolução de conflitos podem ser estimuladas através de atividades que os treinem no reconhecimento dos conflitos e lhes permitam identificar as ferramentas de que dispõem para resolvê-los. Os resultados sugerem que este tipo de intervenção seja desenvolvida de forma institucional e permanente para melhorar a forma de resolução de conflitos dos alunos e melhorar a convivência escolar. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | Introduction: This article analyzes the effect of a social intervention program on conflict resolution skills and reasoning to observe school conflict in secondary school students from Barranquilla, Colombia. Method: A pre-experimental quantitative method is applied through a pre-test and post-test questionnaires to 81 students, 50.6 % women and 49.4 % men. Results: The social intervention program had as a result a great improvement in the reasoning of the students to observe the conflict with a change in means from 2.27 to 1.86, with Wilcoxon's W of 720, an effect size (EZ = .846) and a p value of .001, while there was a median improvement in the skills developed by the students for conflict resolution with M pretest = 2.43 to M posttest 2.17, W = 466, EZ = .566 and p value = .002. Conclusions: The reasoning to observe the conflict and the skills developed for the resolution of conflicts by the students can be stimulated through activities that train them in the recognition of conflicts and allow them to identify the tools they have to solve them. The results suggest that this type of intervention should be developed institutionally and permanently to modify the way students resolve conflicts and improve the school coexistence. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 20272448 |
| DOI: | 10.21803/penamer.17.34.735 |
