Psicología
Permanent URI for this collection
Browse
Browsing Psicología by Author "Almeida Salinas, Orlando (Director)"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item Barreras en educación inclusiva que tienen los estudiantes en condición de discapacidad vinculados a la Universidad Santiago de Cali(Universidad Santiago de Cali, 2023) Truque Mosquera, Laura Mildred; Almeida Salinas, Orlando (Director)The barriers to inclusion of students with disabilities are diverse in terms of the limitation they have, which results in discrimination and desertion from educational institutions. The objective of this study was to analyze the barriers of inclusive education that students with disabilities linked to the health faculty of the Universidad Santiago de Cali during the year 2023 by means of a quantitative methodology with a descriptive-cross-sectional approach applying a survey to 101 10 students with some or some conditions of disability, obtaining as results that 71% of them consider that they have the respect that they should have as persons. In conclusion, it was obtained that the Universidad Santiago de Cali, promotes actions that guarantee the inclusion of students with disabilities, expanding the options of professional training and economic stability, coexistence and participation of this population and promoting the best attitude to its teachers and educational community.Item Efectividad de las estrategias de terapia cognitivoconductual para la reducción de síntomas en niños con trastorno del espectro autista: una revisión de alcance.(Universidad Santiago de Cali, 2024) Carabali Lozano, Manuela; Almeida Salinas, Orlando (Director)Background: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties in communication and social interaction; as well as repetitive behavior patterns or activities and restrictive interests, cognitive behavioral therapy (CBT) has been shown to be effective as a treatment to reduce ASD symptoms. Objective: to examine the efficacy of different CBT strategies in the reduction of ASD symptoms, through evidence collected in randomized clinical trials. Method: a systematic search was carried out in PubMed, Web of Science, Scopus and Science Direct databases, with the following combination ((autism) AND (cognitive behavioral therapy) AND (clinical trial). Results: 13 clinical trials were included showing that BIACA CBT, Cool Kids, MASSI and others, are efficient especially in the mitigation of anxiety, emotional regulation, improvement of social and communication skills and obsessive-compulsive behaviors. Conclusions: personalized CBT adapted to the individual needs of each patient is more efficient and has an even greater impact on the reduction of ASD symptoms.Item Efectos psicológicos de la violencia escolar en estudiantes de educación secundaria: Una revisión de la literatura(Universidad Santiago de Cali, 2025) Viveros Reyes, Karina; Almeida Salinas, Orlando (Director)All forms of violence in the school context can have negative effects on a physical, psychological, and material level, as well as disrupt communication among its members. The psychological effects of school violence directly impact student performance and affect their mental health. This study aimed to identify the main psychological effects of school violence on adolescent victims in secondary education in Ibero-America. To this end, a literature review was conducted based on the PRISMA statement in the following databases: Pubmed, Scielo, Dialnet, MDPI, Scopus, and Science Direct, which took into account as inclusion criteria publications between 2020 and 2025, with observational, case-control, and cohort designs. Among the findings of the (n=35) classified articles, it was demonstrated that the main psychological effects that occur in secondary school students are: depression, anxiety, suicidal ideation, self-esteem problems, symptoms of post-traumatic stress disorder (PTSD), and eating disorders.Item Estilos de crianza y autoconcepto académico en estudiantes de secundaria del Colegio Parroquial San Francisco Javier de la ciudad de Cali, Colombia 2025(Universidad Santiago de Cali, 2025) Cardona Acuria, Juan Andrés; Almeida Salinas, Orlando (Director)This article analyzes the relationship between parenting styles and academic self-concept in 356 high school students (37.9% male and 62.1% female), aged 10 to 18 years, at Colegio Parroquial San Francisco Javier, Orquídeas Campus, located in the city of Cali, Valle del Cauca, during the year 2025. Through a quantitative, descriptive, and cross-sectional approach. employing the Steinbert Parenting Styles Inventory and the AF-5 questionnaire. Results revealed a high prevalence of the democratic parenting style (73.9%) and a medium level of academic self-concept (59.6%). additionally, no significant correlation was found between parenting styles and academic self-concept (rs=0.61). however, a weak but significant positive relationship was found between self-concept and gender (rs=0.120), with women reporting a more favorable academic perception.Item Procesos de pensamiento, concreto y formal en estudiantes de primer y último semestre de la Facultad de Ingeniería de la Universidad Santiago de Cali, en el año 2023(Universidad Santiago de Cali, 2023) Jaraba Girón, Laura Marcela; Salamanca Valencia, Daniela; Soto Velasco, Melanie Dayana; Almeida Salinas, Orlando (Director)The present research aims to evaluate the formal and concrete thinking processes in first and last semester students of the engineering faculty of the Universidad Santiago de Cali, in the year 2023, through the identification, description and establishment of differences of these thought processes, by means of a descriptive cross-sectional study, applying the logical thinking test (TOLT). It was found that 88.3% of first semester are in concrete thinking, 8.33% in transitional level and only 3.33% in formal thinking. In the last semester, 43.33% were obtained for concrete and formal thinking, and only 13.33% in transitional. The results show differences in the levels of thinking in the first and last semester students with a standard deviation of 3.39.