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Educational intervention with horses for a teenager with attention-deficit hyperactivity disorder

dc.contributor.authorVives Vilarroig, Juan
dc.contributor.authorRuiz-Bernardo, Paola
dc.date.accessioned2021-01-13T09:07:22Z
dc.date.available2021-01-13T09:07:22Z
dc.date.issued2020-12-24
dc.identifier.issn0214-8560
dc.identifier.urihttp://hdl.handle.net/20.500.12466/1319
dc.description.abstractEl presente artículo evalúa el impacto que ha tenido una intervención educativa asistida con caballos en el desarrollo positivo del autoconcepto de un adolescente con trastorno por déficit de atención con hiperactividad (TDAH). Diversos autores dicen que el autoconcepto se va construyendo por los propios éxitos y fracasos a lo largo del desarrollo personal y, por lo tanto, plantean que es dinámico, ya que cambia con la experiencia. Esta es una intervención realizada a un adolescente con TDAH y con una alta autopercepción de fracaso personal que presentaba dificultades de comportamiento en el entorno escolar, familiar y social. Como complemento a toda la labor realizada durante su etapa escolar, se les propuso a la escuela y a la familia que participara en un programa educativo con caballos. El objetivo de este artículo es mostrar la eficacia del programa de intervención. La metodología es un estudio de caso único, donde se administraron diversas escalas de autoconcepto y de afrontamiento de problemas, las cuales se complementaron con entrevistas e instrumentos de observación. Los resultados obtenidos permiten observar una mejora amplia en varias dimensiones del autoconcepto (laboral, emocional, familiar y física), alcanzando unos percentiles dentro de la media general de la población. También se observa una mejora en la dimensión social y en la académica aunque están por debajo de la media general poblacional. Igualmente las estrategias de afrontamiento de problemas han mejorado. En consecuencia, su comportamiento también, según lo expresa su entorno social. Por lo tanto se concluye que esta alternativa educativa ha sido efectiva.es
dc.description.abstractThis article evaluates the impact that a horse-assisted educational intervention had on the positive development of the self-concept of an adolescent with attention-deficit hyperactivity disorder (ADHD). Several authors consider that self-concept is built by one’s own successes and failures throughout personal development and therefore propose that it is dynamic, as it changes with experience. This is an intervention carried out with a teenager suffering from ADHD and a high self-perception of personal failure, who presented behavioural difficulties in the school, family and social environments. As a complement to all the work done during his school years, it was proposed (to both school and family) that he participated in an educational program with horses. The aim of this article is to prove the effectiveness of the intervention programme performed. The methodology is a single case study, where various scales of self-concept, coping and problem-solving were administered and complemented with interviews and observation instruments. The results obtained revealed a wide improvement in several dimensions of self-concept (work, emotional, family and physical), reaching percentiles within the population general average. An improvement was also observed in the social and academic dimensions although they still remained below the general population average. Likewise, he improved his coping strategies and consequently also his behaviour as expressed by his social environment. Therefore, it is concluded that this educational alternative has been effective.en
dc.language.isospaes
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleIntervención educativa con caballos para un adolescente con trastorno por déficit de atención con hiperactividades
dc.titleEducational intervention with horses for a teenager with attention-deficit hyperactivity disorderen
dc.typearticlees
dc.description.disciplineEducaciónes
dc.identifier.doihttps://doi.org/10.46583/edetania_2020.58.603
dc.issue.number58es
dc.journal.titleEdetaniaes
dc.page.initial105es
dc.page.final131es
dc.rights.accessRightsopenAccesses
dc.subject.keywordInnovaciones educativases
dc.subject.keywordTDAHes
dc.subject.keywordConducta conflictivaes
dc.subject.keywordTerapia equinaes
dc.subject.keywordEducational innovationsen
dc.subject.keywordADHDen
dc.subject.keywordConflict behaviouren
dc.subject.keywordEquine therapyen
dc.subject.unesco5312.04 Educaciónes


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional