In the present work, certain lines of intervention and prognosis of a particular case are explored, diagnosed, evaluated and exposed, which, at first, was channeled by poor school performance and conflicts with their class-group and the teachers themselves.
However, after the process of diagnosis and evaluation, the case took a significant turn when the real problem was found, as well as the factors causing the current socio-affective state of the young person who is studied in this case.
The study has been organized in two parts: the first corresponds to the general framework of the theory that supports psychopedagogical evaluation as a scientific and social task framed in models, techniques and tools to achieve its purposes and functions. Describe the type of lawsuit and report that resulted from the case addressed; The second part refers exclusively to the detailed report of the process, during the evaluation, results, analysis and interpretation of the results and conclusions.
1. The Axiological Criterion of Human Behavior
1.1 A look at the theory
Although the terms diagnosis and evaluation tend to be used interchangeably, they do not mean the same thing, but they are complementary processes. The diagnosis is visualized as a dynamic process aimed at exploring, analyzing, discovering and describing the school activity that is being attempted; determine the differential framework of said action; determine objectives and goals; seeks to predict and forecast; detect anomalies and difficulties approaching their etiology. (Castillo, s / a).
On the other hand, the evaluation implies the critical monitoring of the process that allows to collect specific information in order to establish an evaluative judgment with critical and evaluative intent; make judgments and make decisions. In this sense, Pérez and García (cited by López, 2003) point to the psycho-pedagogical evaluation as “the act of valuing a reality that is part of a process, whose previous moments are those of fixing the characteristics to be valued and the collection of quality information about them and whose subsequent stages are decision-making based on the judgment issued ”.
Monereo and Miquel (1999) point out that the importance of psychopedagogical evaluation can be explained in two dimensions:
- Social, because it is intended to determine the degree to which educational interactions have been achieved and inform both the student and their parents of the progress of their learning. Psycho-pedagogical, because it is intended to influence and regulate the teaching-learning process by the teacher and encourage self-regulation of students. Therefore, allow the introduction of necessary changes in order to adjust this process to each of the students.
Finally, the evaluation allows guiding the decision-making process on the type of educational response that the student requires to favor their optimal personal development, while it can guide the educational process as a whole; Therefore, it implies forms of collaboration that make psycho-pedagogical evaluation a shared and interdisciplinary process between the psycho-pedagogue, the teacher and other members of the educational community. In addition to taking into account what to evaluate (content), how to evaluate, (methods and instruments) and when to evaluate (decision-making).
1.2 Evaluation model used
The culture and, therefore, the psycho-pedagogical evaluation practices, entail in themselves the positioning in an approach or theoretical-methodological model for this purpose, which is oriented based on the characteristics and nature of the case or problematic situation that is evaluated. Based on these assumptions, the case studied in this document initially led us to the use of a pedagogical diagnostic approach, however after the first interview session with the first data collected and integrated they allowed us to visualize the need for a psychotechnical approach.
García Pastor (cited by López, 2003) details the psychotechnical approach as follows:
a) Theories and principles
- The application of tests should be understood as a scientific experiment Intelligence is a set of skills Human capacities are stable and consistent, and can be represented in the form of IQ or levels of development Assessment to be objective must be quantitative. Behavior is considered as a trait, as a sign, that is, it must be understood as an indirect manifestation of underlying variables. The analysis is carried out on molar and non-molecular units. That is to say, broad units of analysis are taken.in the sense of graduation of the tasks according to the difficulty The reference can also be made to norms or criteria in the sense of starting as significant the achievement of certain behaviors The examination has mainly deductive characteristics
b) More usual procedures
- Collection of information: initial interview, selection of instruments and application of tests Analysis of the information: obtaining typical scores, analysis of typical scores and elaboration of the profile Assessment of information: taking into account a factual theory, hypothetical-deductive deductions are made individual differences of each case Curricular orientation: the design of the educational treatment is indirect, since the psychotechnical examination has nothing in common with learning situations
c) Concepts and instruments
- Important concepts: criterial validity, construction and content; ability: absence of error Instruments: psychological tests (aptitudes, abilities, knowledge, interests, personality, adaptation, etc.)
Not necessarily, the psychopedagogical evaluation implies staying in a single model, if the case requires it and allows it, it can move in an eclectic model, as appropriate.
1.3 The demand and the report
Bonals and González (in Monereo and Miquel, 1999) argue that we can find a wide diversity in the type of demand according to its characteristics and who issues it. From this position, the type of demand in this case was "confirmation request" because one of the members of the educational community (academic secretary) went to the psycho-pedagogical team to state the case and request intervention in a process of diagnosis and evaluation of the student in question.
Within this same typology and according to the case proceed to the next stage (intervention of the problem or case), the demand in this situation is of the prescribed or commissioned type. This type of demand there are requirements that prescribe what to do, how to do it and at what time via a certain department about a certain student body that must be treated regardless of whether the need is seen in each case:
a) demand for a general evaluation of a student
b) demand for evaluation of learning
c) demand for intervention in behavior problems
d) reactive demands to a threatening situation
All the process carried out, results and analysis as a whole will be expressed in the corresponding report, understood as a scientific document in which "(…) the diagnosis, descriptions, guidelines and interventions that respond to the objectives initially set by the subject or sender and, where appropriate, will be aware of the assessment of the treatments applied. ” (Ballesteros, 2002: 87).
Maloney and Ward (cited by Ballesteros, 2002) classify the reports into three types:
- theory-based (the evaluator starts from an evaluation model that incorporates theoretical explanations about the behavior), problem-based (the evaluator organizes the information based on the problem posed by the subject or sender and is focused on the objectives of the case) and based on the techniques (the evaluator organizes the information based on the psychological and psychotechnical techniques used).
Regarding the type of report used to present our case, it is of the “problem-based” type, although it could present some elements of the other types mentioned. Problem-based reporting is generally structured around four components:
- basic data (biographical, clinical, psychometric and personality), list of problems (medical, environmental, behavioral and social disorders), the formulation of the intervention process for the problem (s) and the process of monitoring and collecting data on the changes produced by the intervention (although in our case we only stayed at the diagnostic-evaluation stage and formulated guidelines for the possible intervention).
1.4 Reason for evaluation
Raúl is an irregular student, a student of pedagogy who has been channeled by the academic secretariat of the institution to the CPU (university psychopedagogical center) for poor academic performance.
His situation as a student is in a critical state, having to date low average in the subjects, failing a total of 6 subjects of 4 semesters with extraordinary exams (failing one of them) and currently using the subject of didactics III, giving low in two subjects; in one of them he had direct problems with the teacher.
Similarly, the family has made it known that they are concerned about the health of Raúl who constantly attends medical appointments and clinical studies, initially diagnosed with juvenile diabetes, and in a later study it was ruled out.
1.5 State of health and physio-biological
In general, he has always maintained stable health and the diseases that he had presented, such as colds, have been minimal. However, the discomfort, symptoms or illnesses for which he has been going to the doctor are part of the somatization that he is doing of the little emotional management that he can do of his conflicts and personal problems, with himself, with his family, teachers and friends.
2. General Development
Within its life cycle, the data obtained from the interview with the mother reveal a normal development itself that has been interrupted in some way after having come to study in the city with a series of conflicts and situations that have become part of his life as a mythomaniac and part of the same psychodynamic by not knowing how to face and assume his sexual identity, as well as the situations that this entails, generating anxiety states.
3. Academic
In the academic field up to high school Raúl had a good performance, high grades and always dedicated to studying and fulfilling his responsibilities as a student locked in his room doing his homework, even according to what the mother says, towards the tasks of his friends and charging them thus. He was always a boy without vices or bad behavior, on the contrary, he was introverted, focused and honest with his way of being and thinking, being consistent and coherent with his actions.
The drastic and surprising change as the mother points out, happened when she left her town and came to study in the city, her grades began to drop, conflict situations arose both with her groupmates and with the teachers themselves, even having already very attenuated problems or confrontations with one or another particular teacher. The case of failing subjects was given and currently he is temporarily withdrawn only by resorting to the didactic subject III of the fourth semester, on which it depends to continue or permanently lose the race.
4. Psychological and emotional area
In the same way, in this area the change arises when Raúl comes to study Tuxtla Gutiérrez, he begins to present a very pronounced behavior of annoyance towards his sister and a series of attitudes against her. And the mother reports that his emotional states have become very different and extreme, because at times he is fine, happy and after a while, he is sad, angry, depressed.
He has developed a very significant ability to lie, which the mother points out he did not have before. In an interview with her, he presented a series of experiences that his son has lived here in the city and how they have fallen into lies and he changes them without denying that he did lie.
a) Family context
The family dynamics are somewhat stable although with distancing from the paternal and maternal figures with respect to Raúl and few ties and activities as a family at a socio-affective level; the father is the one who presents an almost total distance from his son, since he dedicates himself to his activities in the fields from Monday to Saturday and the only day he is at home is Sunday. The strong, dominant and sometimes aggressive father frequently has confrontations with Raúl although, according to the mother, they only reach verbal discussions without hitting (physical violence) or severe or unusual punishments; although it is important to mention that some time ago the father presented the disease of alcoholism and currently belongs to a group of AA (alcoholics anonymous).
The mother stays at home with household chores and attending her own grocery store. He considers that in some way he has "greater contact" with Raúl, but when he talks to him, he is very little open to tell him his things and when she tries to investigate something that catches his attention, he remains hermetic and becomes disturbed by keeping her quiet. There is no use of high-sounding or rude words but his attitude is sharp and dominating in some way bypassing his mother's hierarchy. Reason why, the father also catches his attention and admonishes him. However, Raúl points out that his father has never had time for him and that he does not want it (reciprocal feeling).
The relationship with the sister is not so favorable, since it constantly annoys her until she makes him angry and argue with him. Until some time the sister studied, but given according to "the needs" of Raúl, who demanded more money for not reaching her for her books, materials and passage, she was removed from school by her parents to only support Raúl to continue her studies
In the economic aspect, father and mother do everything in their power to provide him with the money and material things he needs to live in the city and sustain his studies. Although currently, the money that is sent to you via ATM is controlled more rigidly than before.
b) Evaluation techniques and procedures
Technique: interview
A: Individual, mother, family, current semester teachers, close friends.
Justification:
In order to collect, explore, corroborate and cross diverse information, we resorted to interviewing characters who are in direct contact with Raúl in all spheres in which he operates. Such interviews allowed to define, focus and export important and significant information for the deep knowledge of the problem and its evaluation.
Technique: Projective HTP (House-Tree-Person) and Family Tests
Projective tests are those that require the only activity of the subject to carry out a series of drawings and / or verbalizations based on them in order to explore their psychodynamics and predominant personality traits that the evaluator interprets for subsequent actions of a clinical nature.
Justification:
In this case, Raúl was asked to draw the person-house-tree (HTP) and the family drawing to explore his psychological and emotional state with respect to himself and his family. What later, according to the results found, standardized psychotechnical tests were selected to corroborate possible meanings and orientations of the case.
Justification:
Based on the probably pathological features found in the projective tests, this test was chosen as the most optimal to corroborate the data and have a more detailed profile of the patient's psychodynamics and personality.
Justification:
The AECS test was selected in order to explore the student's capacity for social adaptation, since he is a person who feels pressured by the environment that surrounds him and it is necessary to visualize his ways of facing interaction with the environment and with others, as well as the situations that are triggered by them.
c) Conduct during the evaluation
The process was carried out in several sessions during which we rotated. And Raúl's states and behavior changes were very significant and notorious. When Luis and I (Cristian) worked with him, he kept himself in a posture that looked down or to another point, except looking at our faces, acts of anxiety such as moving our feet or hands and a low and broken tone of voice that was not very fluid, while when she was with Iris, we infer that due to her condition as a woman, her attitude was completely opposite to when she was with us; with her he was less tense, he changed his posture, he saw her face to face and there were very few or no acts of anxiety that he presented; the fluid and understandable tone of voice.
Regarding the resolution of the psychotechnical tests, he did show states of anxiety, probably due to their extension and the content of the items; It was seen in the gestures he made and body movements.
d) Results
Interview (Raúl)
During the interview, Raúl described himself as a serious, calm and without vices person who likes to interact with others. Likewise, he pointed out and admitted to being homosexual and that according to him he is stable and has no complications with it, more than with his partner who does not understand him or attend to him as he should (according to what he refers). He points out that at school his group is prejudiced towards him and that they live criticizing him with the desire to annoy him: “they are against me, right now I went through the classroom and saw how happy they are without me”.
As for the teachers, he points out: "They are very direct and some like to be putting pressure on me and they are cruel to me, they only ask me, all Raúl, all Raúl."
In subsequent interviews, he mentioned feeling good and managing his personal emotional and academic situations better.
Interview (Mother)
The mother made constant emphasis and comparisons between the way of being of Raúl during high school and that he lived at home with his parents and sister and when he came to live in the city (Tuxtla Gutiérrez) and study his career. The very noticeable and generally opposite changes. He became very sociable so much that sometimes "he left a body made in his bed and left without his aunt realizing it, until one day the aunt entered the room and to wake him up she shook her body discovering that they were just cushions and sheets and that Raúl had not come to sleep ”, they called his cell phone and he replied that he was at his home in Margaritas; the aunt called home and the mother replied that she was not there; falling for the lie.
Likewise, he mentions that on one occasion, cleaning the house, especially in Raúl's bedroom, he found two containers of empty loggerheads and their bottle caps hidden under the bed, indicating that he had eaten them in secret and taken them from the same store as his mom. The mother asked him about what had happened and he denied it and affirmed that they had been left by some gentlemen who after night had trusted the bottles and that as he received them, he forgot them and left them in his room.
Many more situations have attested to his mythomaniac tendency and particularly when he lived with his uncles, which is why he was moved from home and sent to live with another uncle, where he is more watched and money is controlled even more. However, the mother reports that she has become a very liar and creates stories and justifies all her acts with various explanations that allude to her need for greatness and to possess things that cannot be given to her by her parents, even for this reason they stopped supporting to her sister.
Interview (teachers and friends)
Teachers and friends agree that in the classroom Raúl felt harassed or pointed out directly by the teachers, sometimes even confronting them saying that only with him was everything. His stories of greatness and social importance are also well known, wanting to appear economic position and expressing endless stories very well instrumented about his lifestyle, his tastes, his friends, his family life, among others.
With respect to his duties as a student, they highlight that from a time back to date, Raúl began to miss classes and ceased to fulfill his tasks, which obviously led him to drop grades and fail subjects, a situation that left pronouncing more, according to the course of the semesters he was studying.
The only thing in which he has been improving as they agree is in his material aspect, he dresses well, he buys quality and expensive things, which apparently has no explanation since the money sent by his parents is currently more controlled. She is a person of good tastes, she attends to eat at good places and the best discos in the city, clothing and accessories of recognized brands, among others.
Regarding the history in which he integrates the elements of the HTP, he refers to the construction of a house on the banks of the river as a sign of isolation that intellectualizes itself by saying that it is not understood by people.
In the projective test of the family, the figures appear distanced in the same plane as a sample of little intra-family coexistence, separated open arms as a feature of little ties and affective exchanges. Probability of problematic or tense situations that confront family members (hair of their members).
Similarly, all the members appear with their eyes in the style of empty basins. Hammer points out that "The eyes, mere empty sockets without pupils to look at others, express the patient's absorption in himself and reinforce the signs of schizoid and withdrawal (…)" (Hammer, 1984: 237)
Validity scale: Combination L + F + K-
It expresses the subject's tendency to offer a favorable image of himself, adjusted to socially accepted values. The simultaneous elevation of the L and F scales is an indicator of how the subject perceives his problems to which he seems to react with a strong internal tension.
The decrease in the K scale score shows that the subject feels little able to face and solve their problems on their own. If these elements are integrated, the interpretation could be expressed in the following way: when answering the inventory, the person tried to be spontaneous to communicate their problems, which live with great intensity and strong internal tension (+ F). She tries to offer a favorable image of herself by describing herself as someone adapted to conventional values, perhaps in an attempt to seek help to solve her conflicts (+ L), which she feels unable to face alone (-K).
Clinical scales:
Combination 9-2
The elements provided by these two scales initially seem contradictory or indicators of clinical characteristics (depressive manic). However, this is quite inaccurate in the interpretation of the inventory, since it only provides data on a specific emotional situation and the manic-depressive patient, when answering the inventory, is only in one of both phases.
Consequently, for a better interpretation it is necessary to take into account some psychodynamic characteristics of the components of both scales. In the case of combination 9 - 2, the excess of activity that is carried out is more obvious, followed by some depressive characteristics, such as certain insecurity and pessimism, when the person realizes that he has not achieved all the goals that he had noticed. There is a frequent tendency to exaggerate the details of situations and experiences that represent mistakes and failures.
Combination 6-9
It manifests the interaction between elements of mistrust, caution and suspicion, with hostile and aggressive responses anticipated to the stimulus (all components of scale 6); and, on the other hand, of intense energy, activity and ambition directed towards very distant goals (provided by scale 9).
A person who gets a profile with this combination exaggerates their aggressive and hostile reactions towards the environment and may manifest destructive behaviors due to their inadequate interpretation of reality. The interpersonal relationships of these subjects are quite problematic since they are very suspicious of those around them and continually have explosive angry reactions. The capacity for control is reduced and it is often possible to observe ideas of greatness, accompanied by the threatening feeling of being limited by someone.
Combination 6-2
It implies attitudes of mistrust, caution and suspicion before the constant feeling of threat from the environment; People react with some manifestations of frank hostility and aggression that, simultaneously or later, have an impact on feelings of guilt, which, however, can be considered ineffective as a way of controlling aggressive discharges.
The interpersonal relationships of the subjects with these high scores are problematic since the person, in addition to being cautious, is insecure, pessimistic and apprehensive. She tries to blame others for her own failures and failures by explaining that she feels very limited and pressured by the environment around her.
Combination 8-6
It explains a greater probability of decrease or loss of contact with reality, in addition to the paranoid-type elements that are part of the personality. In this sense, it is possible that the subject's interpersonal relationships are frankly impaired and that his thinking is tinged with ideas of aggression and harm. These ideas give rise to very hostile and destructive behaviors that arise as uncontrolled discharges into the environment.
Hypersensitivity to rejection or criticism causes the subject to react with defenses that anticipate any possible attack. It is common to find reference ideas when both scales exceed the T 70 score, but do not exceed T 80. As this score increases, increasingly chaotic behavior is observed regarding aggressive shocks, subject isolation and loss of contact. with reality, which suggests a process of disintegration of the personality. It is convenient to note that in both combinations, the insight capacity is notably diminished, therefore requires a deep psychotherapeutic process.
e) Analysis and interpretation of results
The results obtained and the crossing of information lead us to point out that the main problem is not of an academic nature, but that this stems from the non-acceptance of his sexual identity and the rejection of the father. From Freudian theory, the adult human being can present childish behaviors that have not yet been overcome or have lagged behind as part of a fixation or as a defense mechanism. Such is the case of Raúl, at first the aggression against his sister, the presence of his hostile feelings, "… an emotional conflict arises in him when he realizes that the mother continues to love the annoying brothers…" (Freud, 1992: 31), and in a second moment the rejection and hostility towards his classmates, Freud explains that this type of students, like Raúl, “… have only replaced the brothers with their schoolmates,settling with them those conflicts that they did not manage to resolve within the family. ” (Freud, 1992: 33)
This dynamic also explains the conflict between the sociology professor with whom he had unpleasant experiences, since what Raúl has done is called transference, taking up Freud's theory (1992), he has transferred to the professor those hostile and death feelings (Thanatos) that he has against the father, for having similar personality characteristics and being an authority figure. Therefore, Raúl only repeats the behaviors he emits against the father (including thoughts, feelings and actions).
The personal and social impact of the non-acceptance and assumption of their sexual identity is also important. Whose origins have been addressed by specialist theorists among them, Aberastury, A. and Knobel, M. (2001) reaffirm that one of the roots of homosexuality can be found in the absence of the father or in the fact that the father does not assume
Freud (quoted by D'Angelo, 2004: 20) explains that homosexuality is a sexual inversion, “(…) There are men whose sexual object is not the woman but the man, and women who do not have the man as such, but to the woman. Those people are called the opposite sex or, better, inverted, and the fact itself, investment ”. For Freud, investment is classified into three groups:
- absolute inverts. Fully homosexual invested amphigens. Bisexual casual investors.
Freud (cited by D'Angelo, 2004: 26) points out to be more inclined towards the position that homosexuality is acquired, especially if we remember the third typology of (occasional) inverts. Thus, consider as possible explanations:
a) A sexual impression can be traced that affected the subjects in an early period and whose sequel was the homosexual inclination.
b) It is possible to indicate the favorable or inhibiting external influences that led - sooner or later - to an investment fixation;
c) The inversion could be eliminated by means of hypnotic suggestion, which would be amazing if it were an innate character.
Regarding the results obtained by the MMPI (validity scale with combination L + F + K-) and AECS (Sen, Ac and Ans scales), some of the scales were manipulated by the student, trying to give a desired image and expected attitudes as appropriate and socially accepted, this as a means of defense and protection to feel safe and not exposed to others; This leads him to present states of anxiety and aggressiveness when he feels threatened or simply when it is not possible to continue controlling him.
The execution of a personal and family therapeutic intervention process that contributes to Raúl's emotional education and his integration into the family from his true identity, ahead of the improvement of his social relationships and not continuing with the attitude, remains ahead. defensive that sometimes lead him to be aggressive and hostile. Also, to work on those pathological features of certain hysteria and somatizations that it makes to feel safe and avoid reality, especially, the mythomaniac tendency that it presents.
f) Conclusions
The integration and detailed study of the data produced in the interviews (mother, teachers and friends) and the applied psychotechnical and projective tests lead us to propose the following conclusions:
1st. The difficulty is not of academic performance or deficiencies towards it, but rather of socio-affective and personality instability (pathological traits), to continue like this could obtain a definitive drop from the degree.
2nd. The state of health (juvenile diabetes, migraines and digestive upsets) that it presents is a psychosomatic manifestation of emotional instability, which constantly leads to depressive and explosive states of behavior.
3rd. The direct conflict with the teacher of the sociology I subject is a reflection of the father-son affective relationship based on the confrontation and constitution of his sexual orientation (homosexual), since Raúl transfers the conflict with the father to the figure of the teacher who it has similar features; This situation of confrontation and denial of identity can lead you to make a wrong prosecution of your sexual orientation and identity, and therefore personal dissatisfaction.
g) Possible intervention proposal
Therapeutic-psychiatric channeling (Raúl)
• Psychiatric evaluation and definition of drugs (if applicable) to lower anxiety levels
• Interdisciplinary work of specialists (psychiatrist, therapist, psycho-pedagogue and teachers) to attend, promote and evaluate in an ecological way the subsequent development of Raúl.
Personalized emotional education intervention
• Planning, intervention and evaluation using Goleman's 5 emotional intelligence skills (self-knowledge, self-control, self-motivation, empathy and social relationships)
Sensitize the family and the subject through therapeutic work with a systemic and psychoanalytic approach.
• Attendance at regular sessions
References
Aberastury, A. and Knobel, M. (2001). Normal adolescence. A psychoanalytic approach. Mexico: Paidós.
Ballesteros, F. (2002). Introduction to psychological evaluation 1. Spain: Pyramid.
Castillo, A. (s / a). Diagnosis in educational guidance and psychopedagogical intervention. Madrid: MIDE-UNED.
D'Angelo, L. (2004). Male homosexuality. Freudian essays on sexuality. Madrid: Synthesis.
Freud, A. (1992). Introduction to psychoanalysis for educators. Mexico: Paidós educator.
Hammer, M. (1984). Projective graphical tests. Argentina: Paidós.
López, M. (2003). The psychopedagogical evaluation. At http://www.psicopedagogia.com/articulos/?articulo=183 Retrieved on November 19, 2006.
Monereo, C. and Miquel, E. (1999). The evaluation of learning strategies. In: Monereo, C. and Solé. I, (1999). Psychopedagogical counseling: a professional and constructivist perspective. Spain: Alliance.
Moraleda, M., González, A. and García-Gallo, J. (1998). AECS. Social cognitive strategies and attitudes. Handbook. Madrid: TEA editions.
Nuñez, R. (1979). Application of the multiphasic personality inventory (MMPI) to psychopathology. Mexico: Modern Manual.
