Alternatives of intervention of psychology to enhance the socio-affective development of elementary school

Abstract

The increase in family dysfunctionality and social violence, the lack of family-school-community integration, and the prevalence of anti-values as individualism and selfishness, reveals the need to deep in socio-affective development in the school stage with the involvement of institutions that they lead areas of social impact. Taking into account the above, and the results obtained with research carried out in communities of Guantanamo province with a proclivity to social indiscipline, the teacher was provided with educational intervention ways so that, from his performances and areas of action, he helps in the solution of the problems detected.