Conocimiento emocional y conducta disruptivaevidencia preliminar para la prevención temprana de la conducta antisocial

  1. Natalia Alonso-Alberca 1
  2. Ana I. Vergara 1
  3. June Gutiérrez-Castro 1
  4. Laura Vozmediano 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Aldizkaria:
International e-journal of criminal sciences

ISSN: 1988-7949

Argitalpen urtea: 2017

Zenbakia: 11

Mota: Artikulua

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: International e-journal of criminal sciences

Laburpena

La detección temprana de conductas consideradas de riesgo para la comisión de delitos futuros puede favorecer la prevención de los mismos, poniendo la atención tanto en los factores de riesgo como en los factores protectores del desarrollo de la conducta antisocial. La competencia emocional, que incluye la efectiva puesta en marcha de las habilidades para percibir, comprender y regular las emociones está vinculada al ajuste psicosocial en la infancia, así como predice el ajuste futuro. El presente estudio, desarrollado con 111 alumnos/as de Educación Primaria entre 7 y 11 años, avala la relación entre la conducta disruptiva en el ámbito escolar y el conocimiento de las emociones, es decir, los niños/as con inferior habilidad para reconocer emociones y ponerles nombre fueron quienes presentaban más problemas de conducta. La detección y la intervención tempranas de las habilidades emocionales pueden por tanto contribuir a la prevención de la conducta antisocial.

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