Browsing by Author "Ortiz Ochoa, William Alfredo"

Now showing 1 - 20 of 103

Acoso escolar entre pares y su relación con el rendimiento académico de las víctimas
(2011) Alcívar Barrera, Ana Leonor; Juca Verdugo, Lilian del Rocío; Ortiz Ochoa, William Alfredo
Acoso escolar: características y consecuencias en víctimas y agresores
(2011) Herrera Herrera, Mayra Lourdes; Ortiz Ochoa, William Alfredo
La actitud de los padres de niños/as con síndrome de Dow frente al proceso de inclusión educativa. El caso del instituto fiscal de educación de Azogues
(2010) Jimbo Naspud, Paola Cristina; Ortiz Ochoa, William Alfredo
Actitudes docentes hacia la educación inclusiva en Cuenca
(2016) Clavijo Castillo, Ruth Germania; López Calle, Claudio Hernán; Cedillo Quizhpe, Isabel Cristina; Mora Oleas, Janeth Catalina; Ortiz Ochoa, William Alfredo
Activación de conocimientos previos, para obtener aprendizajes significativos, en quinto de básica en el área de CC. NN., en la escuela Fiscal República de Chile
(2011) Criollo Guamán, Janneth Verónica; Ortiz Ochoa, William Alfredo
Adquisición de nociones básicas en el proceso de la lecto-escritura
(2006) Cambisaca Bermeo, Sonia Catalina; Coronel García, Catalina Monserrath; Dumán Delgado, Viviana Alexandra; Ortiz Ochoa, William Alfredo
Alegremia para una vida estudiantil saludable
(2008) Ludeña Veliz, Edgar Efrén; Rocano Condo, Luis Alejandro; Ortiz Ochoa, William Alfredo
Alternativas orientadas al buen uso del tiempo libre de adolescentes, hijos de migrantes como mecanismo para contrarestar los efectos sociales de la migración en el cantón Sigsig
(2010) Benavides Guachichullca, María Eugenia; Ortiz Ochoa, William Alfredo
Análisis académico respecto a la inteligencia emocional en la formación del psicólogo en la Universidad de Cuenca en el período 2019-2020
(Universidad de Cuenca, 2021-07-02) Guzmán Villavicencio, María Gabriela; Ortiz Ochoa, William Alfredo
Emotional intelligence contributes to the development of competencies and skills necessary to manage one's own and other people's emotions, including skills such as self-regulation, impulse control, anxiety control, mood regulation, motivation, optimism, empathy, among others, Given its importance in daily life, this research proposes the analysis of these skills within the framework of emotional intelligence in order to make visible the need to incorporate in the educational regulations and therefore in the curricula and syllabi, as mandatory subjects, that contribute to the development of emotional intelligence of students as a learning achievement. The research was exploratory in scope, transversal and non-experimental, the methodology used was qualitative, using as a technique for gathering information the semi-structured interview applied to a sample resulting from non-probabilistic sampling by non-random convenience and comprehensive reading. The information analysis techniques are content analysis, using Atlas. Ti 8 (Qualitative Data Analysis y Research Software). The results show that Emotional Intelligence has not received the necessary impulse, a situation that is evident in the educational regulations, where holistic education is mentioned, but it is not explicitly identified in the regulations, where priority is given to cognitive education, a situation that is reflected in the regulations of institutions that plan the development of academic intelligence over emotional intelligence. It is necessary to influence its incorporation in the educational processes, particularly of psychologists, who are responsible for guiding and guiding in the proper handling and management of emotions in order to contribute to individual, collective and professional welfare.
Análisis académico respecto a la inteligencia emocional en la formación del psicólogo en la Universidad de Cuenca, Ecuador 2021
(Dykinson, 2022) Ortiz Ochoa, William Alfredo; Pernas Alvarez, Isis Angelica; Bello Dávila, Zoe; Guzman Villavicencio, Maria Gabriela
To face the challenges of today's society, a comprehensive education is necessary that involves knowledge and development of socio-affective skills; in this way, Since 1997, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has proposed an education based on four pillars: learning to know, learning to do, learning to live together and learning to be, the two latter, related to the development of emotional skills (Fragoso-Luzuriaga, 2015). The authors agree with Hernández-Latorre (2014), in that education should be structured in five learnings necessary for the development of people throughout their lives; the first four are consistent with the UNESCO postulate and the fifth pillar: learning to transcend, based on group and individual actions, which seek to obtain bearable progress.
Aprendiendo valores para vivir un presente y un futuro mejor
(2003) Arias Luzuriaga, Mariana de Jesús; Durán González, Martha Inés; Ortiz Ochoa, William Alfredo
Ausencia de los padres y su impacto en el rendimiento escolar del niño
(2004) Campoverde, Carmen; Muñoz, María Teresa; Ortiz Ochoa, William Alfredo
Competencias socioemocionales de docentes de la Escuela de Educación Básica Federico Proaño en Cuenca – Azuay, período marzo - agosto 2022
(Universidad de Cuenca, 2022-09-27) Cambisaca Maldonado, Jennifer Andrea; Criollo Tuza, Johanna Cecibel; Ortiz Ochoa, William Alfredo
The role of the teacher in the face of the needs that arise in the educational context is fundamental, since it is the one who faces the diversity of the same. Teachers must have high socioemotional skills to build appropriate interpersonal relationships and be able to respond to conflicts that may arise in the classroom to create a harmonious environment. Therefore, as a general objective of the study, the socio-emotional competences were described according to sociodemographic variables such as age, sex, marital status and level of training of the teachers of the Federico Proaño School of Basic Education in the period March – August 2022. In addition, as specific objectives, teachers were characterized according to sociodemographic variables mentioned and the predominant socio-emotional competencies were identified, such as participatory capacity, empathy, conflict resolution, emotional knowledge and emotional regulation, presented by the teachers of the school. The population consisted of 45 teachers, including 31 women and 14 men. A sociodemographic file was applied and we worked with the Scale of Socio-Emotional Competences (ECSE) adapted and validated in Peru in 2016. The methodological process followed a quantitative approach, of a non-experimental type and descriptive scope. The results showed that emotional awareness, emotional regulation and conflict resolution presented a higher degree. In conclusion, the competence that should predominate according to reviewed authors is empathy, where a low degree was found, which indicates difficulty in generating adequate interpersonal relationships, which may represent problems in the teaching-learning process
Comunicación en familias con hijos/as adolescentes de edad media en el colegio Manuel Córdova Galarza en el período enero a julio 2009
(2014) Nivicela Zhagui, Carlos Patricio; Ortiz Ochoa, William Alfredo
This work is aimed at highlighting the importance of using communication as a necessary tool for the better functioning of the family system , with the foundation that through knowledge and a rigorous analysis of communication will serve the reader and professional guide their families. Furthermore, the thesis looks at family dynamics and individual growth and adolescent and their respective strategies without forgetting the different variables. This thesis is aimed at all families with teenage children , who present their problems in communication at times , that all families should be aware and prepared in certain stages of the family life cycle , the human being has to go studying the lifecycle . For the purposes of this has been made a thorough analysis of the document by the level of guidance that provides communication within the family , all in order to recognize and analyze the distortions arising from the use thereof. And amendment to correct them so as to comply with the principle of neutrality among its members allowing permeability among group members of a family.
Con los juegos tradicionales me divierto y aprendo nociones básicas
(2006) Rosales Salas, Cecilia Margarita; Villacrés Torres, Nadia Karina; Vinces Aguilar, Gladys Narcisa; Ortiz Ochoa, William Alfredo
La concepción de la paternidad a través del abordaje de la educación sexual en el contexto académico
(2018) Muñoz Angamarca, Luis Gabriel; Ortiz Ochoa, William Alfredo
The objective that was proposed in the investigation presented was to identify the concept of consolidated paternity through the approach of Sexual Education in the adolescent parents who are attending the Unified General Baccalaureate in the Educational Unit La Inmaculada of the city of Cuenca, academic year 2016-2017. For this, a qualitative methodology was designed to help collect and process information obtained from semi-structured interviews with a specific population: the male students of the "La Inmaculada" Educational Unit whose cases were identified as of adolescent paternity thanks to the previous intervention of the Department of Student Counseling of the institution; it was thus determined the existence of 5 cases of adolescent paternity based on which data were collected that allowed to reach the conclusions that, firstly, the approach of Sexual Education on the category of paternity has been limited in the educational institution mentioned also that it has focused on a biologicist approach; on the other hand, the relation between the conception of paternity of the adolescent parents and their socio-cultural context was established, and finally the empirical nature of these conceptions was established. Based on the above mentioned conclusions, a proposal for intervention could be outlined that seeks to work on the orientation given to Sex Education and, specifically, to address the topic of paternity in adolescents, within the educational center that participated in the investigation.
Conocimiento de la educación emocional en docentes de una Facultad de Psicología en Cuenca
(2018) Valverde Alvarez, Jessica Fernanda; Zumba Alvarez, Jessica Alexandra; Ortiz Ochoa, William Alfredo
The study of emotional education is a complex and wide task, nevertheless, it is necessary for the contribution to the field of psychology and for the quality of life of human beings. The categories to consider in the present study are: emotion, emotional intelligence, emotional competencies and emotional education. For this reason, the present study aims to describe the knowledge about emotional education of teachers in the faculty of Psychology at the University of Cuenca. The approach used was qualitative, through an exploratory scope since it consists in examining a little studied subject, the technique used was the semi-structured interview, the teachers were selected through non-probabilistic sampling of the intentional type. For the process of the obtained data, the interviews were transcribed, the information was codified, finally, the information was analyzed and interpreted, which allowed obtaining the results. With the information provided by the teachers it was allowed to redefine from the available theory concepts such as: emotions (concepts and types), emotional intelligence (features of a person with emotional intelligence), emotional competences (definition), emotional education (definition, effects in teachers, students and family), all framed in higher education institutions. The research has allowed access to basic information on the different categories thus fulfilling the objectives proposed for this research.
Conocimientos de los estudiantes de bachillerato sobre iniciación sexual en la adolescencia
(2012) Espinoza Rivera, William Andrés; Guamán Arévalo, María Fernanda; Ortiz Ochoa, William Alfredo
Construcción de casa típica de Sarayaku
(Universidad de Cuenca, 2008-11-11) Malaver Cuji, Gaspar Evaristo; Ortiz Ochoa, William Alfredo
Crianza y emociones: influencia de las competencias parentales en la inteligencia emocional de los niños
(Universidad de Cuenca, 2025-02-18) Ocaña Mosquera, Karol Anahí; Izquierdo Ortega, Daniela Elizabeth; Ortiz Ochoa, William Alfredo
The emotional environment in which children develop can be as determinant for their growth and development as genetics itself. This study investigated how parental competencies, understood as parents' abilities to care for, protect and educate their children, have a close relationship with children's emotional and cognitive development, impacting their emotional intelligence. An adequate family environment facilitates the development of emotional competencies in children, where emotional regulation is built through parental guidance, fostering independence and autonomy. Through the analysis of the data obtained from the application of the scales to measure the variables of interest, emotional intelligence through the TMMS-24, and parental competencies, through the E2P, to 232 children in fifth grade of elementary school in the canton of Cuenca and their parents, a positive correlation was found between the emotional attention of the children and the protective and reflective competencies of their caregivers. This suggests that a family environment in which parents provide protection and are able to see their actions from the outside, are able to promote healthy child development and provide skills to face future emotional challenges. Fostering social skills, moral values, and positive connections in the family is essential for children's social and emotional development. Parental knowledge and management of emotions is a pillar for children's mental health, modeling their behavior and facilitating the acquisition of skills in the emotional domain.