Autoeficacia y resiliencia en una estudiante con discapacidad intelectual.

Abstract

Intellectual disability is a term that has transcended the terminology of "mental deficiency" to be called as it is known today, a reality that is used to describe people with impaired adaptive skills, conceptual or limitations. Being a neurodevelopmental disorder, it involves great difficulties in the normal development of an individual and presents a differentiated pattern of needs in functioning that are visible in the interaction between environment-subject. While it is true that intellectual disability is characterized by emotional, structural or procedural changes that alter the physical or emotional well-being and quality of life in the human being, the underlying mechanisms such as self-efficacy and resilience are individual characteristics that develop from significant experiences in the different contexts in which the person develops. On the other hand, the present research work poses the following problem: What is the relationship between self-efficacy and resilience in a student with intellectual disabilities? Therefore, the general objective is to analyze the relationship between self-efficacy and resilience in a student with intellectual disabilities, with specific objectives that allow describing the theoretical foundations related to self-efficacy and resilience and to identify self-efficacy and resilience in a student with intellectual disabilities. Regarding the methodology, a 14-year-old student with intellectual disability was taken into account, so that the data collection instruments used were observation as a first instance to study in her natural environment the development of the participant and the semi-structured interview that was applied to the mother of the family, which allowed obtaining relevant information about the intellectual disability of the object of study. The resilience and general self-efficacy scales were also used to obtain data on resilient and self-efficacy characteristics in relation to cognitive, emotional and social development. With the results obtained, it was possible to confirm that the student with intellectual disabilities presents certain difficulties in the teaching-learning process in terms of decision-making, conflict resolution and social interaction, despite facing various challenges or stressors of daily life, the adolescent demonstrates positive traits involving optimism, autonomy to cope with the impossibility of adaptation generated by the environment, through useful and necessary processes to overcome them, such as self-efficacy and resilience. Finally, it can be concluded that there is a relationship between self-efficacy and resilience in a student with intellectual disabilities, therefore, the results of this research allowed to verify some difficulties in the teaching-learning process, however, subjective components previously indicated have facilitated a physical and/or emotional balance, allowing her to believe in herself, face different situations and overcome the different barriers that appear in the educational, social and family environment. Therefore, by being able to overcome obstacles and believing that she can do it, not only the participant demonstrates resilience, but also self-efficacy.