Diseño de estrategias para la gestión emocional y manejo del cutting en estudiantes de 6° a 11° del Colegio Pablo VI
El presente trabajo sistematiza la experiencia de práctica profesional en psicología escolar desarrollada en el Colegio Pablo VI de Medellín, con el propósito de diseñar estrategias para la gestión emocional y el manejo del cutting en estudiantes de 6° a 11°. La investigación parte de un diagnóstico sobre la prevalencia de conductas autolesivas en la institución, identificando factores asociados como baja autoestima, problemas familiares, acoso escolar, uso excesivo de redes sociales y deficiencias en la red de apoyo psicosocial.
El documento describe un protocolo de atención estructurado que incluye detección temprana, evaluación inicial, notificación a padres, plan de intervención individual y grupal, seguimiento y actividades preventivas para la comunidad educativa. Se incorporan estudios de caso que evidencian la complejidad emocional de los estudiantes y la influencia de factores familiares y sociales. La propuesta metodológica combina talleres psicoeducativos, terapia breve, fortalecimiento de redes de apoyo y capacitación a docentes y padres.
Las reflexiones finales subrayan que el abordaje del cutting requiere no solo herramientas técnicas, sino también sensibilidad humana, empatía y un trabajo interdisciplinario sostenido. Se concluye que la intervención integral y el seguimiento continuo son esenciales para prevenir recaídas, promover el bienestar emocional y consolidar un ambiente escolar seguro e inclusivo.
This paper systematizes the experience of professional practice in school psychology developed at the Pablo VI School in Medellín, with the purpose of designing strategies for emotional management and cutting management in students from 6th to 11th grade. The research is based on a diagnosis of the prevalence of self-injurious behaviors in the institution, identifying associated factors such as low self-esteem, family problems, bullying, excessive use of social networks and deficiencies in the psychosocial support network. The document describes a structured care protocol that includes early detection, initial evaluation, notification to parents, individual and group intervention plan, follow-up and preventive activities for the educational community. Case studies are incorporated that show the emotional complexity of students and the influence of family and social factors. The methodological proposal combines psychoeducational workshops, brief therapy, strengthening of support networks and training for teachers and parents. The final reflections underline that the approach to cutting requires not only technical tools, but also human sensitivity, empathy and sustained interdisciplinary work. It is concluded that comprehensive intervention and continuous monitoring are essential to prevent relapses, promote emotional well-being and consolidate a safe and inclusive school environment.
This paper systematizes the experience of professional practice in school psychology developed at the Pablo VI School in Medellín, with the purpose of designing strategies for emotional management and cutting management in students from 6th to 11th grade. The research is based on a diagnosis of the prevalence of self-injurious behaviors in the institution, identifying associated factors such as low self-esteem, family problems, bullying, excessive use of social networks and deficiencies in the psychosocial support network. The document describes a structured care protocol that includes early detection, initial evaluation, notification to parents, individual and group intervention plan, follow-up and preventive activities for the educational community. Case studies are incorporated that show the emotional complexity of students and the influence of family and social factors. The methodological proposal combines psychoeducational workshops, brief therapy, strengthening of support networks and training for teachers and parents. The final reflections underline that the approach to cutting requires not only technical tools, but also human sensitivity, empathy and sustained interdisciplinary work. It is concluded that comprehensive intervention and continuous monitoring are essential to prevent relapses, promote emotional well-being and consolidate a safe and inclusive school environment.
Diseñar un plan de intervención psicosocial que prevenga y reduzca las conductas autolesivas tipo cutting en estudiantes de secundaria, fortaleciendo sus habilidades emocionales y redes de apoyo.
Espinosa, M. (2025). Diseño de estrategias para la gestión emocional y manejo del cutting en estudiantes de 6° a 11° del Colegio Pablo VI. [Monografía, Corporación Universitaria Minuto de Dios - UNIMINUTO]. Repositorio UNIMINUTO.