Adolescentes con alteraciones graves de conducta. ¿Cómo se interviene a nivel educativo en los Institutos de Enseñanza Secundaria?

ABSTRACT Most of the research on severe behavioral disorders (SBD) and school conflicts carried out in our country has focused on peer violence and the scenarios in which it occurs. The aims of the present research are to study the ways in which students who show SBD in high schools of Castilla-La Mancha (Spain) are being dealt with and to check if the obtained results comply the basic prevention criteria provided by the State Study on School Coexistence in Secondary Education (Díaz-Aguado, 2010). A transversal descriptive study is carried out. The participants are the population of educational counselors (N=217) of the high school of the region. An ad hoc questionnaire of interjudge reliability is provided with the aim of responding to research question through 6 categories: process of incorporation into the family, student’s knowledge, individual educational response, educational center response, external services and global assessment. The results indicate that there are three key elements to be highlighted: the need for protocols of educational activities and interventions to be carried out in the educational center and with those students, the lack of teacher training and to improve the coordination with Mental Health and the Social Services. The results determine that the interventions that are currently being carried out are insufficient and should be revised in order to be efficient. This way, a more specific response could be given to the needs of the students with SBD to improve their integral development and the school coexistenceRESUMENLa mayoría de las investigaciones sobre alteraciones graves de conducta (AGC) y conflictividad escolar que se han producido en nuestro país se centran en la violencia entre iguales y los escenarios en los que se produce. En este trabajo se estudia cómo se está interviniendo con el alumnado que presenta AGC en los Institutos públicos de Enseñanza Secundaria Obligatoria (IES) de Castilla-La Mancha (España) y se observa si los datos obtenidos siguen los criterios básicos de prevención que aporta el Estudio Estatal sobre la Convivencia Escolar en Educación Secundaria (Díaz-Aguado, 2010). Se lleva a cabo un estudio descriptivo transversal, con la población de orientadores (N=217) de los IES de la región. Se administra un cuestionario elaborado ad hoc, através de una metodología de validación inter-jueces, con el objetivo de dar respuesta a las preguntas de investigación a través de 6 categorías; proceso de incorporación y familia, conocimiento del alumnado, respuesta educativa individual, respuesta educativa del centro, servicios externos y valoración global. Los resultados indican que hay tres elementos clave a destacar: la necesidad de protocolos de las actividades e intervenciones educativas a realizar en el centro educativo y con estos alumnos, la formación del profesorado y la mayor coordinación con Salud Mental y Servicios Sociales. Los datos determinan que la intervención que se desarrolla en el momento actual es insuficiente y debería ser revisada para dar una respuesta más específica a las necesidades del alumnado con AGC para una mejora de su desarrollo integral y de la convivencia escolar.ABSTRACT Most of the research on severe behavioral disorders (SBD) and school conflicts carried out in our country has focused on peer violence and the scenarios in which it occurs. The aims of the present research are to study the ways in which students who show SBD in high schools of Castilla-La Mancha (Spain) are being dealt with and to check if the obtained results comply the basic prevention criteria provided by the State Study on School Coexistence in Secondary Education (Díaz-Aguado, 2010). A transversal descriptive study is carried out. The participants are the population of educational counselors (N=217) of the high school of the region. An ad hoc questionnaire of interjudge reliability is provided with the aim of responding to research question through 6 categories: process of incorporation into the family, student’s knowledge, individual educational response, educational center response, external services and global assessment. The results indicate that there are three key elements to be highlighted: the need for protocols of educational activities and interventions to be carried out in the educational center and with those students, the lack of teacher training and to improve the coordination with Mental Health and the Social Services. The results determine that the interventions that are currently being carried out are insufficient and should be revised in order to be efficient. This way, a more specific response could be given to the needs of the students with SBD to improve their integral development and the school coexistenc