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Your search keyword '"López, María Cristina"' showing total 3 results
Start Over Author "López, María Cristina" Topic desarrollo profesional
3 results on '"López, María Cristina"'

1. Emotional intelligence and participatory practices with the family in early intervention

Author

Marco Arenas, María, García Sánchez, Alberto, and Sánchez López, María Cristina

Subjects
desarrollo profesional, familia, participación de los padres, desarrollo afectivo, inteligencia emocional, PEDAGOGÍA [UNESCO], intervención, UNESCO::PEDAGOGÍA
Abstract

Título, resumen y palabras clave en español e inglés Resumen basado en el de la publicación Disponible la versión en inglés Una preocupación en la disciplina de atención temprana es conseguir mejorar la intervención y colaboración con la familia a partir de unas adecuadas prácticas participativas. Se comprueba si determinadas habilidades de inteligencia emocional en los profesionales pueden estar vinculadas con un mayor o menor ejercicio de prácticas participativas con la familia. La muestra está compuesta por 420 profesionales de 13 Comunidades Autónomas de España. Se cumplimentan dos instrumentos, el Trait Meta-MoodScale (TMMS-24) del grupo de investigación de Salovey y Mayer traducido por Fernández-Berrocal y Extremera (2006) y el Inventario sobre práctica profesional en atención temprana (IPPAT) creado al efecto. Se demuestra que los profesionales de atención temprana realizan prácticas participativas en sus intervenciones y poseen altos niveles de habilidad emocional. Se encuentran diferencias significativas en estas prácticas participativas en función de sus puntuaciones en las habilidades emocionales. Los resultados se discuten también en términos de sus implicaciones de cara a la formación de futuros profesionales en atención temprana. ESP

Published
2020

2. INTELIGENCIA EMOCIONAL Y PRÁCTICAS RELACIONALES CON LA FAMILIA EN ATENCIÓN TEMPRANA.

Author

MARCO ARENAS, María, SÁNCHEZ LÓPEZ, María Cristina, and GARCÍA SÁNCHEZ, Francisco Alberto

Abstract

The work in Early Intervention is necessarily directed to the child and his family. To improve the intervention and collaboration with the family, from appropriate relational practices, is a current concern in the discipline. The purpose of the study was to verify whether certain emotional intelligence skills, in professionals, may be linked to relational practices within families. A group of 420 professionals (composed of 25 men and 387 women) from 13 autonomous Spanish communities participated in the study. They completed two instruments: Trait Meta-MoodScale (TMMS-24) of the Salovey and Mayer research group, translated by Fernández-Berrocal and Extremera (2006); Inventory on Professional Practice in Early Intervention (IPPAT), created for this purpose. The results show that early intervention professionals perform relational practices in their interventions and possess high levels of emotional skills. However, we found significant differences in these relational practices based on their scores on the skills of emotional intelligence. The results are also discussed in terms of their implications for the training of future professionals in Early Childhood Intervention. [ABSTRACT FROM AUTHOR]

Published
2018
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3. Emotional intelligence and relational practices with family in Early Childhood Intervention.

Author

MARCO ARENAS, María, SÁNCHEZ LÓPEZ, María Cristina, and GARCÍA SÁNCHEZ, Francisco Alberto

Subjects
*EARLY intervention (Education), *EMOTIONAL intelligence, *PROFESSIONAL education, *PROFESSIONAL employees, *PROFESSIONAL ethics
Abstract

The work in Early Intervention is necessarily directed to the child and his family. To improve the intervention and collaboration with the family, from appropriate relational practices, is a current concern in the discipline. The purpose of the study was to verify whether certain emotional intelligence skills, in professionals, may be linked to relational practices within families. A group of 420 professionals (composed of 25 men and 387 women) from 13 autonomous Spanish communities participated in the study. They completed two instruments: Trait Meta-MoodScale (TMMS-24) of the Salovey and Mayer research group, translated by Fernández-Berrocal and Extremera (2006); Inventory on Professional Practice in Early Intervention (IPPAT), created for this purpose. The results show that early intervention professionals perform relational practices in their interventions and possess high levels of emotional skills. However, we found significant differences in these relational practices based on their scores on the skills of emotional intelligence. The results are also discussed in terms of their implications for the training of future professionals in Early Childhood Intervention. [ABSTRACT FROM AUTHOR]

Published
2018

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