Social skills in schoolchildren, psychodramatic techniques: an educational guidance alternative

Abstract

Various studies confirm that the social skills are fundamental for the comprehensive development from early ages, and their deficit generates negative consequences on the personality as: low self-esteem, isolation and interpersonal conflicts. The authors of this article agree with this affirmation, for which reason an explanatory investigation with a qualitative approach was conducted at the "Ovidio Torres" Primary School of Holguín, Cuba. The sample was intentional non-probabilistic, in which 36 children of the sixth grade between 11 and 12 years were selected, who presented manifestations of isolation, low self-esteem and exclusion. Theoretical methods such as analysis-synthesis, inductive-deductive, and of modeling were employed. Empirical methods were also used: observation, individual interview with schoolchildren, teachers and psychopedagogue, in addition to the document review. The applied techniques were 10 Wishes and the Sentence Completion. The data were analyzed by percentage calculation and the proposal was validated through the consultation with specialists. The results of the diagnosis revealed that 97% of the schoolchildren presented difficulties in conflict resolution, 33% showed passivity in assertiveness, 27% did not know how to listen actively, and 22% evidenced need of isolation. To favor the development of the social skills in these schoolchildren, was designed an alternative of educational guidance, structured in: diagnostic-prognostic, objectives, orientational content and eight psychodramatic sessions that incorporate techniques as game of roles, sculpture, double, mirror and soliloquy. The results coincide with authors who endorse as feasible the proposal.