Ada Elinda Dugarte de VillegasEspañol / Cartel o PosterPromoción de la salud mental para el bienestar personalen la educación VenezolanaAbstractLa conservación de la Salud Mental, y el Bienestar personal de los integrantes de un país es unaspecto legítimo, significativo e imprescindible para el desarrollo humano, y está determinada porfactores sociales, psicológicos y biológicos. La vulnerabilidad en dicha salud, esta vinculada por unarelación multifactorial, entre las que se destacan: la experiencia de vivir en inseguridad, violencia,desesperanza, pobreza, cambios sociales, entorno familiar, salud física y crisis circunstanciales.(Melillo,Rubbo y Morato, 2004) . El objetivo de ésta investigación consistió en propiciar la integraciónde adolescentes en programas de orientación para la promoción de la salud mental, apoyándose en laresiliencia y educación aspectos centrales para fomentar y conseguir un bienestar personal en niños ylos adolescentes venezolanos , quienes podrán enfrentar su crecimiento e inserción social del modomás favorable. Lamentablemente, en las escuelas según investigaciones realizadas se encontró quecon frecuencia, prevalece el enfoque asistencial más que en el enfoque preventivo. spor ello con estainvestigación se busca desarrollar virtudes y fortalezas, acorde con las políticas educativas paraaprender a conocer, aprender a hacer, aprender a convivir con los demás y aprender a ser. De allíque ayudar al fortalecimiento de la salud mental como bienestar personal, implica trabajar paraintroducir factores constructores de resiliencia como los señalados por (Henderson y Milstein, 2003):Los cuales están destinados a la solución de conflictos personales, sociales, espirituales comunitariosy escolares de una manera que no afecten el desarrollo humano cónsono con las exigencias de unpaís que requiere ciudadanos formados integralmente para la vida.Palabras Clave: Salud Mental,Bienestar Personal, Educación Venezolana, Resilencia.About the presenterOrganization:email:Language:Type <strong>of</strong> Presentation:Universidad de Carabobo, Venezuelaadadugarte@cantv.netEspañolCartel o Poster8IAEVG-Jiva Conference, India, 2010
Alida MalpicaEspañol / Cartel o PosterLa intervención interactiva como estrategia para los servicios de orientaciónAbstract<strong>The</strong> interactive intervention as a strategy for counseling services<strong>The</strong> role assigned to the Educational Guidance, is to contribute to the development potential inindividuals, to generate a suitable man, encouraging creativity, the desire to learn, earning him atechnical preparation for the labor market, leading him to be a passive, to be participatory,transforming their own context. For these reasons the performance merits a pr<strong>of</strong>essional advisor toenable the school to <strong>of</strong>fer space for reflection, discussion and progress that engages the entire schoolcommunity, through ongoing interaction, the constant reflection to wiretap all forms <strong>of</strong> personalsituations, academic, vocational, labor, community. In this sense, the interactivity in education is asystem that is characterized by a continuous flow, where all channels are open, so there is interactionbetween students, teachers, media and resources and the environment. It comes then as a strategyfor primary and secondary education, interactive intervention, which constitutes an active, proactiveand reflective <strong>of</strong> conduct guiding the process. This strategy is based on humanistic theorists such asCarl Rogers (1977 and 1980) <strong>of</strong> learning as Lev Vygotsky (1962 and 1991) <strong>of</strong> reflexive action toDonald Schön (1987). As used four basic principles, which include diagnosis, prevention, mediationand intervention. Obligatory is developed in four phases are: Phase I, inquiry-exploration, Phase II,review and reflection in action, Phase III, interactive intervention and Phase IV verification and change.Each <strong>of</strong> the phases are located in stages, as a way to specify the activities which are developed in theintervention. <strong>The</strong> results showed a wide performance <strong>of</strong> the Supervisor in their performance, attentionto as many students and a better <strong>org</strong>anization <strong>of</strong> work at these levels <strong>of</strong> counselor education.About the presenterOrganization:Contact Information:email:Language:Type <strong>of</strong> Presentation:Universidad de Carabobo, Venezuela.Urb. Valle de Oro. Conjunto Residencial. El Botalón. Casa 57. San Diego.alidamalpica@hotmail.comEspañolPosterAlida Malpica, a specialist in Group Dynamics, holds a doctoral degree in Education, and a Masters’ degree in EducationCounseling. Pr<strong>of</strong>essional Experience: Pr<strong>of</strong>essor <strong>of</strong> Undergraduate Personal Growth and Fundamentals <strong>of</strong> Counseling; Pr<strong>of</strong>essor<strong>of</strong> Graduate Current trends in guidance and counseling, and Integration Research Group, Research Seminar and graduatethesis; Counsellor in Primary and Secondary Education (Retired); Member <strong>of</strong> the Committee <strong>of</strong> the Specialty Group Dynamics;Member <strong>of</strong> the Curriculum Committee <strong>of</strong> Guidance Department; PPI (Program for Promotion <strong>of</strong> Research) Category Candidate;Member <strong>of</strong> the Venezuelan Association for the Advancement <strong>of</strong> Science (ASOVAC); Tutor and Jury <strong>The</strong>sis (Masters); Speakerand Workshop Facilitator at National and International Events.9IAEVG-Jiva Conference, India, 2010
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