Person:
Ordóñez Ordóñez, Miriam Carlota

Birth Date

1977-02-18

ORCID

0000-0002-4976-682X

Afiliación

Universidad de Cuenca, Cuenca, Ecuador
Universidad de Cuenca, Facultad de Psicología, Cuenca, Ecuador

País

Ecuador

Organizational Units

Organizational Unit

Facultad de Psicología

La Facultad de Psicología, su creación data del 2008, inició su vida institucional con la oferta de dos carreras: Psicología y Psicología Educativa. Han sentado sus bases en la pertinencia, respondiendo a la demanda social y laboral existente a nivel nacional y local. La carrera de Psicología responde al estudio del comportamiento y los procesos mentales de los sujetos, permite la comprensión de las conductas del ser humano a través de sus distintas aplicaciones y contribuye a la mejora de su bienestar. También debe predecir y controlar dichos procesos, con el propósito de promover el bienestar, la salud mental y el desarrollo humano. Si bien existen una variedad de enfoques y perspectivas teóricas, así como metodologías de investigación, podemos destacar el Conductismo, la Psicología Cognitiva, la Psicología Humanística, la Neuropsicología, entre otras. Actualmente, la Facultad de Psicología cuenta con una sola carrera vigente, que es la Licenciatura en Psicología, que se ubica dentro del campo de la salud.

Job Title

Profesor (T)

Last Name

Ordóñez Ordóñez

First Name

Miriam Carlota

Full item page

Search Results

Now showing 1 - 8 of 8

Estudio Transversal: conducta de agresión en estudiantes de quinto año de secundaria de cuatro instituciones educativas periféricas de Lima, Perú
(2020) Ordóñez Ordóñez, Miriam Carlota; Dámaso Flores, Jesús; Pacheco Salazar, María de Lourdes; Salazar Montesdeoca, Diego Mauricio
BACKGROUND: Aggression among schoolchildren is a growing problem, affecting their educational, social and cultural well-being. In this context, aggression has become an aim of study for Social Sciences, from various approaches. The intensity of this problem negatively impacts on children and adolescents lives. Numerous studies report that events of violence and/or aggression in schools can generate physical and emotional damage to schoolchildren, learning difficulties due to post-traumatic stress disorder, demotivation, absenteeism and school dropout. The aim of this study was to establish the level of aggression in fifth-year high school students from high schools in Lima, Peru. METHODS: Descriptive, cross-sectional, quantitative exploratory study. The Buss and Perry, Aggression Questionnaire was applied and adapted to the context. The content validity was obtained with Aiken’s V coefficient (0.80) for each item and dimension. The Kolmogorov- Smirnov normality test was used for data analysis. Data is presented in charts, with frequencies and percentages. RESULTS: The study was applied to a sample of 274 adolescents, aged 15 to 18 years. High levels of aggression were found in the students (54.8%; High aggression level: 38.6%, very high aggression level: 16.2%), with a predominance in the male group (43%), compared to 34% in women. Regarding the aggression dimensions, we found high levels, in verbal aggression (40%), followed by physical aggression and hostility (38%) and finally anger (37%). CONCLUSION: After data processing, high levels of aggression were found among fifth-year high schools students from peripheral areas of Lima. Regarding gender, a predominance of high-level aggression was found in males over females. About aggression dimensions, we found a high level of verbal aggression, followed by physical aggression and hostility, finally by anger.
El daño emocional del acoso escolar. Habilidades psicosociales y afectividad
(Miño y Dávila Editores, 2018) Mora Oleas, Janeth Catalina; Ordóñez Ordóñez, Miriam Carlota
Estrategias de afrontamiento en niños víctimas frente a situaciones de acoso escolar y cyberbullying. Un estudio de caso: Coping Strategies and Bullying
(2023) Mora Oleas, Janeth Catalina; Prado Cabrera, Katerine Daniela; Ordóñez Ordóñez, Miriam Carlota
The coping strategies presented by 278 students, from 10 to 15 years old, victims of bullying and cyberbullying are characterized. The research is quantitative, with a descriptive-relational scope, using the Brief COPE scale. The data reported that the student victims rarely used first-dimensional strategies, focused on solving the problem and seeking social support.
Estudio transversal: variables asociadas al acoso escolar
(2016) Mora Oleas, Janeth Catalina; Shephard Trujillo, Blanche Silia; Ordóñez Ordóñez, Miriam Carlota
Cross-Sectional Research: Bullying Associated Variables. INTRODUCTION: Bullying is a multicausal psychosocial phenomenon, the objective of this study was to identify contextualized variables that influence settings of bullying. METHODS: This is a correlational observational cross-sectional descriptive study in which two educational institutions from the city of Cuenca-Ecuador were included. A questionnaire about bullying and mistreatment was applied to students, the instrument had prior validation. Inferential statistics were used for data analysis. RESULTS: 885 students from second to ninth year of basic general education were part of the study. Similar frequency and prevalence of bullying was found in boys and girls. In terms of age group a higher percentage of casualties in children aged 7, 8 and 9 was found; just as direct manifestations: physical damage to the other’s property and relational (rejection) was presented with the highest incidence in younger children. Verbal aggression characterized the harassment in children of 10 years and older. The predominant family type in victims, perpetrators and spec¬tators was the nuclear family; family environment was perceived by children as favorable. The school teacher was perceived as a member of the educational community that stops bullying situations. CONCLUSIONS: Some contextualized variables were identified and associated with the presen¬ce of bullying: a) age, showing that young had greater presence of direct physically bullying, damage to the other’s property and relational bullying (verbal is inherent of older children); b) the family system is characterized in providing the child academic support, communication channels and recreational spaces, however the presence of violent interaction patterns is evi¬dent; c) the school system, in which students perceive teachers as change agents. There was no important incidence of sex in bullying setting up.
Bullying y cyberbullying escolar en niños y jóvenes adolescentes: un estudio de caso
(2019) Prado Cabrera, Katerine Daniela; Ordóñez Ordóñez, Miriam Carlota
El objetivo de la investigación fue identificar la incidencia de bullying y cyberbullying en 983 estudiantes de 10 a 15 años de edad, del sexto al décimo año de EGB, pertenecientes a cinco instituciones educativas de la ciudad de Cuenca, para lo cual se cruzaron las variables de bullying y cyberbullying con la edad, el sexo y nivel educativo de los estudiantes encuestados, visualizando la implicación de los protagonistas, la tipología y sus manifestaciones. La metodología utilizada fue cuantitativa, con alcance descriptivo relacional, haciendo uso de dos instrumentos de medición: la escala European Bullying Intervention Project Questionnaire (EBIPQ) y la escala European Cyberbullying Intervention Project Questionnaire (ECIPQ), que permitieron identificar la incidencia y características del bullying y cyberbullying. Se evidenció un 28.3% de estudiantes víctimas de acoso escolar, de ellos un 20.7% eran víctimas de bullying, un 4.3% cibervíctimas y un 3.4% víctimas tanto de bullying como de ciberbullying. En el bullying la principal tipología presente era la verbal directa, en tanto que en el cyberbullying su principal manifestación fueron los insultos electrónicos y la exclusión. Se visualizó un mayor nivel de implicación de los varones como víctimas y agresores victimizados, en cuanto a la edad, los estudiantes de 12 a 15 años pertenecientes al octavo, noveno y décimo año presentaron un mayor grado de implicación como ciberagresores victimizados. En conclusión, se puede evidenciar que existe una mayor presencia del acoso escolar tradicional y una menor incidencia del cyberbullying, no obstante, parecería presentarse una relación directa entre las dos modalidades de acoso escolar.
Sintomatología Psicológica de Mujeres Víctimas de Violencia en Relación de Pareja. Universidad de Cuenca-Ecuador
(2023) Ordóñez Ordóñez, Miriam Carlota; Crespo Cabrera, Hernan Giovanny
Intimate partner violence against women is a psychosocial problem with considerable psychological consequences. The objective of the study was to describe the psychological symptoms in women alleged victims of violence in a relationship, attended at the Institute of Criminology, Criminalistics and Family Psychosocial Intervention of the University of Cuenca-Ecuador, in the period 2023. The quantitative approach, non-experimental, crosssectional design and descriptive scope. We worked with a population of 30 women. A sociodemographic record, the SCL-90-R symptom inventory and the Post-Traumatic Stress Disorder Symptom Severity Scale according to the DSM-5 forensic version were applied. The results in terms of psychological symptomatology were obsessions and compulsions, followed by paranoid ideation and depression. The highest rated were thoughts about death, overeating and feelings of guilt, as well as the severity of posttraumatic stress symptoms.
Estudio descriptivo: programa de prevención y disminución del acoso escolar – “bullying”. Fase diagnóstica: prevalencia
(2015) Ordóñez Ordóñez, Miriam Carlota; Shephard Trujillo, Blanche Silia; Mora Oleas, Janeth Catalina
Descriptive Research: Program for Prevention and Reduction of Bullying. Diagnostic Phase : Prevalence BACKGROUND: Bullying is a regionally and local present social phenomenon, so the objective of this study was to establish its prevalence. METHODS: This is a descriptive study in which two educational institutions in the city of Cuenca - Ecuador were included. Two questionnaires were applied: the first one on bullying and mistreatment of students and the other questionnaire about teacher’s perception of school climate; both of them were validated previously. Basic statistics were used for description of the information from the study. RESULTS: The study included 885 students from second to ninth year of basic general education. A 10.6% of children were found to be victims of bullying in the institution “A” and 9.1% in the institution “B”; the predominant demonstrations were: the verbal direct bullying, followed by physical damage to the property of others and to relational environment as the most important. The most common areas of bullying were: the classroom and the playground. CONCLUSIONS: An increase was noticed in the percentage of bullying of 6.4% that was presented in the initial study (2012) to 10.6% in the institution “A” and 9.1% in the “B” which is presented in evidence of 2015, perceptions about the causes of bullying continue being linked to bothering facts, being different, be caused or make a joke, the most prevalent manifestation is the direct verbal nickname, which is linked to Cuenca context, areas where this phenomenon is generated are the same (classroom and playground) and the perception of their school and family environment by students remains favorable.
Autoestima en adolescentes implicados en situaciones de acoso escolar
(2020) Ordóñez Ordóñez, Miriam Carlota; Narvaez Cobos, Marcos Rogger
The objective of the research was to identify the adolescents involved in situations of bullying and the impact of this psychosocial phenomenon on their self-esteem. A non-probabilistic sampling was used, as a non-experimental type with a quantitative approach. The sample was composed of 261 students corresponding to all high school levels between the ages of 13 and 18 of both sexes, from a single educational institution. In the data collection the scales of the European Bullying Intervention Project Questionnaire were used for the identification of victims and aggressors and the Rosenberg Self-Esteem scale for the assessment of the self-esteem. The investigation revealed that 31.8% of the adolescents were victim, 5.7% aggressors and 9.6% of victimized aggressors. The male sex was more frequently involved than the female in victimization behaviors and verbal harassment was the predominant typology. As for the adolescents' self-esteem, an upward trend (positive aspects) could be evidenced, with the aggressors who presented lower levels of positive self-esteem. In conclusion, the general self-esteem of students in situations of bullying is positive regardless of whether they are victims, aggressors, or bystanders, evidencing a high level of personal satisfaction.