Implementación de un programa neuropsicológico para mejorar la regulación emocional en niños con problemas de conducta

Abstract

Through a systematic intervention process in the educational context of the "Enriqueta de Wind de Laniado" Elementary School, located in Machala, Ecuador, a neuropsychological program was implemented and evaluated to strengthen emotional regulation in children between 7 and 11 years old with behavioral problems. The research adopted a qualitative methodology enriched with quantitative tools, utilizing in-depth interviews, focus groups, direct observation, and psychometric instruments such as the Special Educational Needs Detection Form from the Ministry of Education of Ecuador; the Child and Adolescent Assessment System (SENA), in its Primary Self-Report and Primary Family versions; the Emotion Regulation Questionnaire (ERQ); and the Scale for the Assessment of Attention Deficit Hyperactivity Disorder (EDAH) for teachers. The results showed a high prevalence of disruptive behaviors such as aggression, disobedience, and difficulties in emotional recognition, associated with the family environment, dysfunctional parenting styles, and sociocultural factors. The implementation of the program demonstrated significant improvements in emotional self-regulation and a decrease in problematic behaviors, consolidating the effectiveness of early neuropsychological strategies. It is concluded that children's emotional regulation is a complex process linked to the development of executive functions, neurological maturation, and the influence of the family environment. Addressing this process in schools helps promote children's psychological and social well-being.