Positive discipline, experience in the formation of autonomy in adolescents

Abstract

Have a good disciplinary practice in the environments; Family, social and educational is an agent of change in interaction. The coexistence between adolescents sometimes becomes conflicted by the physical and psychological changes of age. In this research, positive discipline is applied in the classroom as a first level objective to accompany adolescents in their integral development in a close way through dialogue and active listening. A methodology is applied that has a line of research with a mixed approach of sequential design of descriptive type and of cross-section, two instruments are used for the collection of information; The first is a survey on discipline that is applied to 13 teachers and a second instrument is the EDPS / 74 test carried out by 80 students of the first Unified General Baccalaureate (BGU), with the intention of measuring the degree of autonomy. The results generate a guiding vision: when teachers apply positive discipline in the classroom, adolescents develop their autonomy in activities and tasks; in this sense, inappropriate attitudes are overcome based on agreements and commitments that generate harmonious school spaces. In addition, it is concluded that autonomy can be enhanced through the development of social skills and emotional intelligence.