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Sinergias educativas
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Socio-educational accompaniment for
children's regular caregivers
Acompañamiento socioeducativo a cuidadores
habituales de niñas y niños
Lidia Patricia Estrella Acencio
*
Maritza del Rocío Morán Alvarado*
Alexandra Cecibel Huerta Cruz*
Alba Isabel Heras Cordero*
Abstract
The research was focused on comparing the level of compliance of
teachers at the pre-school, elementary and high school levels in the
particular educational management with that already carried out in
teachers of public entities by Andrade et. al, in the teaching
accompaniment in socio-educational activities in the use of the
activity as a preventive phase of domestic violence, identified in the
child's relatives or caregivers. The methodology used was a non-
experimental design, with a quantitative approach, a descriptive and
correlational study was carried out, taking as dimensions the
principles of socio-educational intervention, which are singularity,
socialization and optimization. The survey was made to the sampled
teachers, which in the total calculation were 210, of the 24 schools
and 460 teachers registered in the Ministry of Education in the sector
that is registered in the quadrant that originates in the vertex of
Portete and Machala streets towards the south of the city of
* D. in Education, University of Guayaquil
lidia.estrellaa@ug.edu.ec
https://orcid.org/0000-0003-3628-0481
* Master's Degree in Educational Management,
Universidad de Guayaquil, maritza.morana@ug.edu.ec
https://orcid.org/0000-0002-9138-6273
* D. in Education, University of Guayaquil,
alexandra.huertac@ug.edu.ec
https://orcid.org/0000-0002-2719-3960
* Master's Degree in Curriculum Design, Universidad
de Guayaquil alba.herasc@ug.edu.ec
https://orcid.org/0000-0003-4967-3356
Article
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Guayaquil, and it was found that the educators of private units have
a better performance than the teachers of national educational
centers, however, they do not exceed seventy of efficiency, therefore
it is concluded that there is a need for the intervention of the
authorities to exercise preparatory assistance for the techniques of
socio-educational accompaniment.
Keywords: choral education, older adults, human rights, link with
society, higher educatio
Resumen
La investigación se centró en comparar el nivel de cumplimiento de
los docentes de nivel inicial, básico y bachillerato en la gestión
educativa particular con la ya realizada en los docentes de entidades
públicas de Andrade et. al, en el acompañamiento docente en las
actividades socioeducativos en el uso de la actividad como fase
preventiva de la violencia doméstica, identificada en los familiares o
cuidadores del niño. La metodología que se utilizó fue de diseño no
experimental, con un enfoque cuantitativo, se realizó un estudio de
tipo descriptivo y correlacional, tomando como dimensiones a los
principios de la intervención socio educativo que son la singularidad,
la socialización y la optimización. La encuesta se la realizó a los
docentes muestreados que en el cálculo total fueron 210, de las 24
escuelas y 460 docentes registrados en el Ministerio de Educación
en el sector que se registra en el cuadrante que se origina en el vértice
de la calle Portete y Machala hacia el sur de la ciudad de Guayaquil,
y se encontró que los educadores de unidades particulares, tienen un
mejor desempeño que los docentes de centros educativos nacionales,
sin embargo, no sobrepasan el setenta de eficiencia, por lo tanto se
concluye que existe la necesidad de la intervención de las
autoridades en ejercer ayuda de tipo preparatorio para las técnicas de
acompañamiento socioeducativo.
Key words: Acompañamiento docente, Intervención educativa,
Educación, Violencia, Cuidadores
Introduction
Danger rates have increased in Ecuador, especially in large cities
such as Guayaquil. Teachers must be attentive to social events that
may interfere with student learning. The activity of socio-
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educational accompaniment is contemplated in the Ecuadorian
education law and applies to all basic, intermediate and higher
education centers. The problem that arose at the beginning of the
research was the apparent lack of involvement of the teacher with
this activity, which is detrimental to the formation of the student and
neglects the attention that should be given to them, so a research was
proposed to investigate the correlation between the different
principles of socio-educational intervention in teacher
accompaniment, which are singularity, optimization and
socialization.
This research, is part of a previous one that was designed in the south
of the city of Guayaquil, in a sector of high danger for students of
public schools, where teachers had to do educational accompaniment
in social conflicts and this as contemplated in the workload by the
Organic Law of Intercultural Education, and the MINEDUC-
MINEDUC-2018-00089-A, (2018).. In that case, it was found that
the importance given to teachers, had a quantitative equivalence of
60% of management, higher than what was expected to be found, but
well below the quality standards, required by the Ministry, as
mentioned above. This study, on the other hand, was designed for
schools and private or fiscal missionary schools in the same sector,
replicating that of Andrade et, al (2022), entitled: "Socio-educational
intervention of girls and boys in sectors at high risk of violence".
The specific objectives were outlined, first defining the types of
interventions and the principles of accompaniment by socio-
educational intervention, then identifying the level of compliance
with the same principles or dimensions of study and finally
comparing the results with the study by Andrade et, al (2022),
entitled: "Socio-educational intervention of children in sectors of
high risk of violence. Socio-educational intervention encompasses
actions that seek to ensure that the student achieves comprehensive
development through education. Educational interventions are not
just any educational action, but refer to a series of strategies (which
may be part of a program) that depend on the student's needs. If there
is one thing that characterizes educational interventions, it is that
they are intended; that is, if they are unplanned, they are not
educational interventions. These actions are usually referred to the
formal environment, such as, for example, in kindergartens, schools
and universities, among others. (Fernández & Armendáriz, 2021 p.
34)..
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Baena et al., (2021) point out that the use of assistive technologies
in the classroom can be part of an educational intervention support.
In addition, they are considered formal because they are part of a
plan and require an initial assessment, goal setting, scheduling and
periodic reviews. There are a number of concepts that are closely
related to educational interventions and are necessary to understand
where they come from and how they are applied. It is important to
bear in mind that, depending on the legislation of each country, the
time frames and fields of action may vary.
The role of education for all children is to provide the experiences
necessary to learn skills that lead to personal independence and
social responsibility. Educational interventions provide students
with the support needed to acquire the skills taught by the education
system and should address the functional, academic, cognitive,
cognitive, behavioral, and social skills that directly affect a student's
ability to access education (Asto, 2018, p.21).
In addition, Barreras and Salazar (2017) assert that, for students with
autism spectrum disorders, interventions often address some of the
major deficits in the areas of communication, social skills, and
behavioral differences. Interventions should target skills that need to
be acquired or that need to be performed more frequently to achieve
successful outcomes. For children with autism, these educational
interventions should be specific and targeted to address deficits and
lead to generalization and maintenance.
On the other hand Calderon et al. (2019) indicate that in educational
settings, interventions are often used to describe a focused teaching
session, which is a departure from existing teaching practice.
Interventions in schools can be individual or group-based. Program
objectives are carefully created by a teacher or teaching assistant
based on a key area of need. For example, inference in reading or
units of time in mathematics. Many problems children face in
learning are interconnected. It may be that a child is exhibiting
concerning behavior and falling behind academically, so each
intervention must address each individual's specific areas of need.
As a result, some interventions are targeted and implemented to
address a particular weakness.
These interventions are likely to be more formally monitored to track
the child's progress, while other interventions are more flexible and
adjust according to the student's changing needs. Some interventions
can be costly and time consuming. To be effective, there needs to be
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an impact to demonstrate, so structuring interventions requires
strategic thinking (Gomez et al., 2019)..
Figure 1. Principles or dimensions of educational intervention
Note: Taken from Sevillano and Escutia (2022)
Fernandez et al. (2020) indicate that behavioral interventions are
interventions designed to affect the actions that individuals take with
respect to the student's physical and mental health. In the trial,
educators provide different services to different individuals and then
evaluate the outcomes. Variation in student behavior is generally
avoided; a strong emphasis is placed on making sure that patients do
exactly what is expected of them; with behavioral interventions, by
contrast, the patient's behavior is the key and the goal is to change it.
It is worth noting that issues such as the high rate of preventable
diseases or racial disparities in health, behavioral interventions are
key.
While it is true that interventions encourage children and adolescents
to avoid physical, mental and verbal risks of danger, they can also
be applied to those who are at high risk of contracting a particular
disease to do something about it. Examples include programs to
encourage smokers to quit, hypertensives to take medication, or
diabetics to exercise. These steps involve lifestyle changes (eating
right and exercising) and medical changes (periodic blood pressure
Intervención
educativa
Principio de
singularidad
Principio de
optimización
Principio de
socialización
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and cholesterol tests). In both cases, however, the actions taken are
controlled by the individual (Ramirez, 2022, p.17-18)..
Escoriza and Boj (1992) indicate that it is important to say that group
interventions allow students to understand new or existing subject
matter content through team discussion and group work. In this way,
students can listen, respond, and consider the different thoughts of
peers in a collaborative environment.
Similarly, group interventions are used as an alternative to, or in
addition to, interventions provided to individuals in health care, and
involve intervention provided to small groups of people by one or
more group leaders rather than individuals; this includes activity,
support, problem-solving/educational, and psychodynamic groups,
but does not include task or work groups or large education groups.
Focusing originally on mental health recovery, they now often also
focus on behavior change, peer support, self-management, and (or)
health education (Piñeiro al., 2022, p. 33)..
Inclusive, Gomez et al. (2019) contemplate that group interventions
may present opportunities for cost savings by treating more than one
person at a time. In addition, proponents of group interventions have
proposed mechanisms of action that are important for behavior
change arising from being in a group that are not present in
individual therapies, such as interpersonal change processes,
universalization, social comparison, social learning, and modeling.
The role of group process and dynamics in these mechanisms is
questioned, with some believing that these mechanisms of action can
be triggered by the interaction between the individual and the
therapist and others proposing that the group aspect is an essential
part of the intervention.
Gerardo (2014)indicates that there is mixed evidence on the
effectiveness of group interventions. Group interventions improve
health outcomes compared with individual therapy for smoking
cessation, breastfeeding, and weight management; compared with
usual care or no intervention in diabetes; and are equally effective as
individual therapy in obsessive-compulsive disorder. Clinically
effective group interventions do not always lead to anticipated cost
savings compared to individual treatments, with trade-offs between
the number of patients treated and the duration or quality of the
programs.
Fernandez et al. (2020) found that compared with an individual
modality, cognitive behavioral therapy groups for insomnia and
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weight control were cost-effective, whereas smoking cessation
groups were not. Particularly in mental health, there is some concern
that the cost-effectiveness of group interventions compares poorly
with individual therapy.
It is also said that certain populations may not be suitable for group
therapy, including those with communication problems, disruptive
behavior, or comorbidities that make it difficult to relate to other
group members. Group interventions in health care tend to be small
groups that involve interaction among members (Asto, 2018, p. 12)..
Martinez (2015)proposes that, in any case, small groups go through
five stages: the establishment of ground rules; conflict; cohesion;
task performance support structure; and termination. This staged
development is sometimes used as an argument for closing group
membership after the initial sessions, despite member attrition,
which is common. Optimal group size for group interventions is said
to depend on the type and duration of therapy, as well as the target
population.
Generally, it indicates Sources (2019)are targeted to students when
progress in a core area slows, individual interventions provide
children with the opportunity to work with a teacher or teaching
assistant outside the classroom. These sessions provide great scope
for accelerating progress through focused, personalized goal setting.
One-on-one interventions often involve two or three short sessions
per week that tend to run on a quarterly rotation.
Torío et al. (2016) consider that classroom interventions often take
place to support students within the classroom setting. By working
with the teacher or teaching assistant, students will be targeted to
work on a new concept or idea in a more structured and supportive
manner. Classroom intervention strategies often minimize the
number of students who are referred for additional special education
needs assessments. The teaching intervention activities are divided
into approaches, however, the one that is the focus of this research is
social, but it is preferred to clarify the differences between all of
them:
For Arnaiz et al. (2018), it is important to mention that, not all
interventions focus on academic data. When students experience
trauma or have experienced a loss, they may not be willing to engage
in the learning process. If students need support with mental health
or general well-being, social and emotional interventions offer them
a safe space in which to explore thoughts and feelings
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According to Ocampo (2019), the common rationale in most
educational settings, is that peer tutoring provides a more
experienced student with the opportunity to work with a peer who
may be struggling or in need of more support. Both parties often
benefit socially and personally from the experience and, if well
organized, can also have a demonstrable impact on progress.
According to Contento et al. (2018), these interventions inform
students how to learn and help them think more explicitly about what
learning itself is like. These sessions, which often focus on self-
management and assessment, or analytical skills, describe strategies
students can use to set goals, monitor progress, and summarize
learning (Contento et al., 2018).
Fernandez et al. (2020) believe that, homework is most beneficial
when it covers material that has been taught that day, although many
schools use homework when new learning is introduced. High
school homework is generally considered more effective than
elementary school homework, which has a much lower impact rate.
(Arnaiz Sanchez et al., 2018). It should be noted that educational
interventions reduce stigma toward people with mental illness and
foster positive attitudes toward mental illness and the mentally ill
rely on various levels of education. One-time educational programs
and fact sheets about any illness are unlikely to produce long-term
change. There is considerable evidence in the literature to suggest
that education, if provided at an appropriate and stable level, and
repeated as needed, produces changes that can be sustained. In
addition, educational interventions should be targeted to specific
populations, taking into account age, gender, ethnic composition,
mother tongue, educational attainment, social class, etc.
In this sense Gómez et al. (2019), indicates that educational
interventions are an excellent tool to support those who are not
engaged in education. They provide an opportunity for a child to
learn additional necessary skills or address any missing areas of
learning required to access lifelong learning. In turn, when a student
is unable to access learning due to disengagement, missing
significant periods of school or having unmet needs, the relationship
with education can soon suffer. Poor relationships with learning can
lead to long-term disengagement and can create significant
challenges in the future when other areas of learning are affected. An
educational intervention is viewed as building a bridge from an area
of disconnection to an area of engagement in an educational setting.
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That is, the bridge needs a structure, yes, a rope bridge can get you
there, but perhaps a stronger structure such as wood is better, on top
of that basic structure there should be steps, cladding and handrails,
which keep you protected and support you to cross safely and
comfortably. For many students who experience significant
disengagement from learning, the solution is not simple. They are
likely to experience multiple periods of disconnection throughout
their education.
Therefore, Asto (2018) concludes that the role of the educator or
intervention provider is to learn from each occasion and support the
learner on each occasion without guilt, shame or blame of any kind.
Educational interventions should only be considered a short-term
solution, one cannot live on a bridge, the goal should always be to
cross over and continue traveling beyond the place left behind. The
same applies to educational interventions where the goal must
always be to equip the child with the skills necessary to return to a
form of lifelong education that meets individual needs.
In fact Ruiz (2007)considers that educational interventions are tools
that can be implemented at any time when it is felt that a child is
disconnected or disengaging from learning. They can take place in
the school setting, the home, a community center, or even outdoors.
It is believed that the best approach is to tailor each intervention to
the individual's needs at that time. They are even more effective
when they are designed to re-engage the student in learning without
any underlying intention to resolve all of the child's difficulties.
There are studies on children's mental health, where it is mentioned
that they are not here to fix the problems, but to teach the tools they
need to successfully meet the challenges, this also applies to
education and the more tools a student can be equipped with.
It should be noted that educational assessment is the systematic
evaluation of the quality of teaching and learning. In many ways,
assessment drives curriculum development and change. In essence,
assessment is about helping educators improve education.
Evaluation can have a formative role, identifying areas where
teaching can be improved, or a summative role, judging the
effectiveness of teaching. Although educational evaluation uses
methods and tools similar to those used in educational research,
research results are more generalizable and more value is invested in
interpreting evaluation results. Thus, evaluation can also be an
obstacle to curriculum change. In some countries, for example,
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enormous weight is given to the standardized multiple-choice
assessment that all students take. Although many people believe in
the test, it is a major barrier to curriculum reform. Schools feel that
any curricular change may sacrifice student performance on tests,
which in some circles is still considered the "gold standard"
(Fernandez & Armendariz, 2021, p. 18-20).
This reliance on conventional educational tools to compare a new
innovative curriculum with the traditional curriculum causes great
distress in some schools. At this point it is worth differentiating
between monitoring, assessment, and evaluation. Assessment refers
to the quality measures used to determine the performance of an
individual student. Monitoring is the collection and recording of data
on courses, teachers, or students and is done periodically at the
institutional level. Evaluation uses the data collected in the
monitoring process to assign a value to an activity. Some experts
indicate that evaluation seeks to describe and explain the experiences
of students and teachers and to make judgments and interpret the
efficacy of the activity (Clavijo & Bautista, 2001). (Clavijo &
Bautista, 2019, p.33)..
Herrera et al. (2018) proposes that it is important to say that inclusive
education is a process in which the educational system is expected
to have the capacity to reach all students, determining what barriers
exist to access and participate in education, and providing resources
to overcome them. This is important because this commitment to
inclusive education is what makes it possible to see the needs of
students as something to which the education system, through
ordinary channels, is obliged to respond. In this way, the need for a
more segregated special education is minimized or eliminated. From
this perspective, the student with needs should be under the tutelage
of the regular classroom teacher, although always attending to the
student's needs.
Likewise, Ramirez,(2022) proposes that inclusive education is when
all students, regardless of the challenges they may have, are placed
in age-appropriate general education classes in neighborhood
schools to receive high-quality instruction, interventions, and
supports to enable them to achieve success in the core curriculum.
The school and classroom operate under the premise that students
with disabilities are fundamentally as proficient as students without
disabilities. Therefore, all students can be full participants in the
classroom and in the local school community. Much of the
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movement relates to legislation that students receive an education in
the least restrictive environment. This means that they are with non-
disabled peers to the greatest extent possible, with general education
being the placement of first choice for all students. Successful
inclusive education occurs primarily through acceptance,
understanding, and attention to student differences and diversity,
which may include physical, cognitive, academic, social, and
emotional aspects. This is not to say that students never need to
spend time outside of regular education classes, because sometimes
they do so for a very particular purpose, for example, for
occupational or speech therapy.
But the goal they say Loaiza and Peñaloza (2018)., is that this should
be the exception, the guiding principle is to make all students feel
welcome, adequately challenged and supported in the efforts they
show. It is also extremely important that adults are supported as well.
This includes the regular education teacher and the special education
teacher, as well as all other staff and faculty who are key
stakeholders, and that includes parents as well. In turn, this refers to
the educational placement of students with disabilities in general
education classrooms where they receive special education supports,
services, and specially designed instruction to access the general
education curriculum and progress on individual goals. When a
student is successfully included in a general education classroom,
the student also experiences full membership and success in that
setting. Students with significant support needs benefit from
individualized supports and services in the general education
classroom, which may include, but are not limited to, integrated
systematic instruction, curriculum modifications, communication
supports, and environmental accommodations and supports.
Education laws state. Herrera et al.(2018),mandate the
implementation of evidence-based practices, and such practices are
vitally important to ensure that students with significant support
needs make progress. However, for these practices to be effectively
implemented with fidelity, educators must know and must have the
resources to implement this knowledge into practice. Unfortunately,
teachers often report that they do not know how to support the
learning of students with significant support needs in inclusive
settings. This may be true, in part, because some teachers receive
very little training on inclusion of students with significant support
needs, including individualized supports and services that can
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benefit students with significant support needs during teacher
preparation programs. Teacher preparation programs for general and
special education teachers may lack ample opportunities for practice,
student teaching, and applied assignments in inclusive general
education classrooms.
Likewise, collaborative professional development models provide
opportunities for teachers from different preparation programs and
cultures to share knowledge, which can increase the capacity to serve
all students in inclusive settings. Through collaboration, special
education teachers with in-depth knowledge of how to adapt to
diverse student needs can provide expertise while learning valuable
content instruction techniques from general education teachers.
Observing lessons between collaborators and using observation
protocols to guide constructive discussion and practice-based
feedback are key components of collaborative professional
development. Educators of students with significant support needs
must be able to individualize content and must also be able to
collaborate with other team members to ensure implementation of
supports to ensure student success. Therefore, it is important that
practical professional development structures are in place to help in-
service teachers develop knowledge to support inclusive service
delivery. Similar is the case with the use of collaborative
professional development between general and special education
teachers has the potential to better support the implementation of
inclusive practices, as teachers can share different areas of expertise
(Ramirez, 2022, p. 72)..
Fuentes (2019)indicated that, regardless of system level, the
priorities identified for building a comprehensive and sustainable
inclusive education system through the Inclusive Education Systems
Reflection Tool provide key information for developing a
professional development plan. The Inclusive Education Systems
Self-Reflection is completed annually to identify priorities, growth
or stagnation in key focus areas and fidelity in the implementation
of inclusive practices across the system. It can be noted that
implementation data combined with other outcome systems and
student outcome data, such as percentage of students in the least
restrictive environment, access to the general education curriculum,
graduation rates, aggregate classroom observation data by coaches
and administrators, provide key information for the leadership team.
in the development of professional development plans.
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Firmani (2019) summarizes that a professional development plan for
inclusive education should include general information for all school
staff as well as more specific information for smaller groups of
stakeholders. Finally, to create an inclusive school and district
culture that encourages all students to be seen as general education
students first, it is helpful to use an inclusive approach to
professional development. General and special education teachers
should attend professional development activities as grade-level or
subject area teams, and all professional development activities for
teachers should be designed to be relevant to this mixed group.
Examples given during professional development activities should
include students of all ability levels and with a variety of learning
differences, including those students with significant cognitive
disabilities.
Materials and methods
The study was designed in a non-experimental way, none of the
dimensions were altered, that is, from a quantitative approach, a 12-
question questionnaire adapted from the questionnaire of Sevillano
and Escutia (2022)which measured three dimensions of the
educational intervention variable. The first was the principle of
socialization (PS) with 3 questions, then the principle of
optimization (PO) with 4 questions and finally 5 questions in the
dimension principle of singularity (PSI) as seen in Table 1. The
dimensions were calculated, grouping the questions in SPSS so as to
have prorated dimensions and the following was obtained:
Social_principle=(PS1+PS2+PS3)/3
Optimization_principle=(PO1+PO2+PO3+PO4)/4
Principle_singularity=(PSI1+PSI2+PSI3+PSI4+PSI5)/5
The hypothesis set out in the study was identical to that of the work
of Andrade et. al (2022), in order to make a comparative analysis and
this was:
H1: The principles of intervention (Principle of socialization,
Principle of optimization and Principle of singularity) are applied by
teachers in schools in the south of the city of Guayaquil.
H0: The principles of intervention (Principle of socialization,
Principle of optimization and Principle of singularity) are not applied
by teachers in schools in the south of the city of Guayaquil.
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In the first phase, the descriptive phase (shown in Table 1), we began
with the principle of socialization and found that information and
guidance is provided to the caregiver and his/her family about the
benefits and social resources of the educational unit that can
facilitate the educational intervention in 56.6% of the cases,
information and guidance is provided on the social resources and
services that can alleviate the limitations of the community through
the use of the media and communication strategies in only 38.1% of
the cases and the promotion of networking and projects that promote,
ensuring the participation of all social agents in an agile manner and
with the necessary support in 43.4% of the cases.
Results
In the principle of optimization, it was found that the educational
work plan is prepared, monitored and evaluated individually in 53%
of the cases. The reception and analysis of requests from entities or
neighborhood groups occurs in 49.3% of the teachers. Assistance
and technical support is provided to monitors or family workers who
carry out direct intervention in 48% of the cases and actions in
defense of the rights of minors are declared at the institutional level
and when possible institutional abuse is detected in 62.6% of the
teachers.
In the principle of uniqueness, it was found that detection and
prevention of situations of risk or social exclusion of users and their
families is made, basically from the intervention in the open
environment (prioritizing minors) in 49.3% of cases; Reception and
analysis of the demands, from the open environment and through
entities, institutions and other services, of individuals and families at
risk and/or in social difficulty is carried out in 48% of the teachers;
Intervention in conflict situations with an educational purpose
(mediating function) is prepared whenever the conditions are
appropriate and required by any of the cases in 49.3% of the cases.
The teacher prepares socio-educational reports for protective,
preventive, therapeutic and occasionally assistance purposes in 48%
of the cases and finally, information gathering on activities and
entities related to minors is prepared to optimize resources and
educational plans in 58.6% of the teachers.
In the analysis of the responses of the descriptive study, it is found
that the teachers of schools in the sector investigated, do not have an
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important relationship with their environment, in the field of
academic intervention, that although there is evidence that it is
practiced, the arithmetic averages (Table 2), reach 3.00 in the level
of socialization principle, 3.11 in the principle of optimization and
3.04 in the principle of singularity, therefore it is considered that
these values are too low to consider that these processes are efficient,
harming the education of children and their protection in the case
that they are in families or environments that are dangerous for them.
None of the questions reached 70% acceptance of the process carried
out by the teachers in all the proposed principles, a value that is
considered by the researchers as a standard or normal value. Upon
identifying the low levels of use of the intervention principles, an
analysis was made of each of them.
Table 1. Descriptive study
Codif
Position of teaching support
Denied
They
accept
PS1
Information and guidance is
provided to the caregiver and
his/her family on the benefits and
social resources of the
educational unit that can
facilitate the educational
intervention.
32,8%
56,6%
PS2
Information and guidance on
social resources and services to
alleviate community limitations
is provided through the use of
media and communication
strategies.
36,8%
38,1%
PS3
Networking is promoted, as well
as the projects they promote,
ensuring the participation of all
social agents in an agile manner
and with the necessary support.
33,8%
43,4%
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PO1
The educational work plan is
developed, monitored and
evaluated on an individual basis.
29,8%
53,0%
PO2
Reception and analysis of
requests from entities or
neighborhood groups.
47,0%
49,3%
PO3
Provides assistance and technical
support to the monitors or family
workers who carry out the direct
intervention.
36,1%
48,0%
PO4
Defense of the rights of minors at
the institutional level and when
possible institutional
mistreatment is detected.
26,8%
63,2%
PSI1
Detection and prevention of
situations of risk or social
exclusion of users and their
families, basically from the
intervention in the open
environment (prioritizing
minors).
26,8%
62,6%
PSI2
The reception and analysis of the
demands, from the open
environment and through
entities, institutions and other
services, of individuals and
families at risk and / or social
difficulty.
47,0%
49,3%
PSI3
Intervention in conflict situations
is prepared for educational
purposes (mediating function)
whenever the conditions are
appropriate and any of the cases
require it.
36,1%
48,0%
PSI4
The teacher prepares socio-
educational reports for
47,0%
49,3%
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protective, preventive,
therapeutic and occasionally
welfare purposes.
PSI5
Information gathering on
activities and entities related to
minors is prepared to optimize
resources and educational plans.
36,1%
48,0%
Note: Adapted from Sevillano and Escutia( 2022)
Table 2. Kolmogorov-Smirnov test for one sample.
Principle of
socialization
Principle of
optimization
Principle of
uniqueness
N
302
302
302
Normal
parameters
a,b
Media
3,00
3,11
3,04
Deviation
Deviation
1,182
1,000
1,072
Maximum
extreme
differences
Absolute
0,226
0,185
0,173
Positive
0,140
0,123
0,120
Negative
-0,226
-0,185
-0,173
Test statistic
0,226
0,185
0,173
Asymptotic
sign(bilateral)
,000
c
,000
c
,000
c
Note: a. Test distribution is normal; b. Calculated from data; c.
Lilliefors significance correction.
When performing the Kolmogorov-Smirnov test for a sample, it was
found that the significance is less than P-value 0.05, therefore, the
decision was made to calculate the correlations through Spearman's
Rho.
Table 3. Correlation of variables
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Spearman's
Rho
Valuation
Principle of
socialization
Principle of
optimization
Principle of
uniqueness
Principle of
socialization
Correlation
coefficient
1,000
,769
**
,742
**
Sig.
(bilateral)
0,000
0,000
Principle of
optimization
Correlation
coefficient
,769
**
1,000
,959
**
Sig.
(bilateral)
0,000
0,000
Principle of
uniqueness
Correlation
coefficient
,742
**
,959
**
1,000
Sig.
(bilateral)
0,000
0,000
The results of the correlation indicated that all variables have a
significant correlation between each of them, however the
uniqueness principle has the lowest correlation of 0.742 with the
principle of socialization which is reflected in Figure 2, which
coincides with what was found in the descriptive analysis, i.e., that
teachers, This coincides with what was found in the descriptive
analysis, i.e., that teachers are working with low levels of
intervention managed by them, which is reflected in reaching parents
or relatives, thus implying that the interventions are not taken
advantage of by the society that accompanies the student, which is
reflected in Figure 2, where a positive correlation is observed but a
dispersion in the center of the figure.
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Figure 2. Correlation between socialization principles and
uniqueness.
In the correlation between the principle of socialization and
optimization was 0.769, it is reported as a low level, comparing of
course with the other correlations, since it is considered that being
low in socialization implies that the principle of optimization also
declines, however, the correlation of uniqueness and optimization is
considered very high at 0.959, which is interpreted as the intention
that teachers have for the intervention to be the most appropriate.
Figure 3. Correlation between socialization principles and
optimization.
0
1
2
3
4
5
6
0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5
Principle of socialization
Principle of uniqueness
0
1
2
3
4
5
6
0 1 2 3 4 5
Principle of socialization
Principle of optimization
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Figure 4. Hypothesis testing
Under the analysis carried out, the hypothesis was tested as shown
in Figure 4, and the result was that, in all cases, the null hypothesis
had to be rejected, finding that the principles of intervention are
being applied, but as observed with deficiencies in the power of the
actions and lack of communication of the same.
Discussion
In conclusion, the principle of intervention is being used by the
segmented teachers in this study, but its scope is not high enough to
say that the management is being effective, however, there is no
abandonment, as one would think, since this sector investigated is
one of high danger for the student.
The principles of intervention are being used as observed in the
correlations, but it is observed that teachers are limiting themselves
with the application of the principle of socialization, which is
affected in the recognition of the society of the intervention
management, which especially affects the regular optimization of
such management.
As a limitation in the study, it was found that the teachers were not
sure what the principle of educational intervention was about, and in
general, they did not know what they were doing as an educational
management technique, rather they saw it as an exceptional activity,
therefore, explaining the process to them took a long time and
delayed the research by six months, which leads to another
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conclusion and that is that the Ministry of Education of Ecuador
should update the knowledge of teachers in the area of child support.
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