Examinando por Autor "Caballero Ospina, Miguel Ángel"
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- PublicaciónRestringidoFactores asociados a la conducta de autolesiones e ideación suicida en mujeres privadas de la libertad en una entidad carcelaria de Colombia(Universidad de Ibagué, 2018) Parra Bautista, Soraya Marcela; Caballero Ospina, Miguel ÁngelIn Colombian society it is common for people deprived of their liberty to be despised and abandoned by the members of their family nucleus. This generates anguish and loneliness; these psychosocial factors affect the psycho-emotional balance, which can produce disorders due to the impact, the change of context and personal conditions, one of them is depression, this is a characteristic agent in the population that presents suicidal behaviors. This document has the purpose of knowing the psychosocial variables that trigger self-injury and suicide in the prison context, thus acquiring knowledge about the phenomenon to reduce the risk of women trying to carry out this type of behavior; with this objective an awareness will be made with the population prone to carry out this type of behavior to prevent them, later will identify psychological difficulties intra and interpersonal in order to strengthen the vital areas that are affected in women deprived of liberty.
- PublicaciónRestringidoRelación entre la memoria de trabajo y el rendimiento académico, en el Colegio la Sagrada Familia de la ciudad de Ibagué(Universidad de Ibagué, 2018) Moncaleano Meneses, Jhonny Alexander; Caballero Ospina, Miguel ÁngelThe main objective of this study is to test whether the difficulties of executive functions, specifically memory, phonological loop and visospatial schema are determining variables for the low academic performance of high school students. To answer this, the MT has been evaluated with the WISC instrument using the subtests: Digits, arithmetic and numbers and letters. They were applied to 20 students of which 10 have high academic performance (AR) and 10 have low academic performance (BR). Through the results obtained we can conclude that there are no significant differences between students who have high and low academic performance in the working memory.