Immersion Tools as a Strategy for Adolescents Mental Health: A Qualitative Study

• 作者: Andrea Navarrete-Mejorada Claudia Gabriela Rivera-Ramírez Cristina Piñón-Atilano Diana Cecilia Tapia-Pancardo Juan Carlos Gutiérrez-Martínez Rafael Villalobos-Molina Rodolfo Martínez-Mondragón Viviana Sánchez-Gómez Wendy de Jesús Hernández-Bravo
• 来源期刊: 健康(英文)
• 学科: 数学
• 关键词: Mental Health ADOLESCENCE Immersion Tools
• 年，卷（期）: 2020,（7）
• 页码范围: 866-875
• 页数: 10页
• 分类号: O17

摘要

<strong>Background:</strong> Information and communication technologies have revolutionized education, due to development of didactic strategies to take advantage of them for maximizing learning. The aim was to analyze the influence of immersion tools as a strategy to improve adolescents’ mental health. <strong>Methods:</strong> Qualitative research was employed, and participants’ experiences, opinions, values, behaviors, emotions, feelings were recorded. Twenty six students of both sexes, aged 13 to 15 years, from the three grades of secondary school were selected by convenience, and supported by the school’s psychologist. A workshop on emotional intelligence (EI) based on educational technology was implemented using a video;students practiced a reflexive process to understand themselves and their surroundings, creating a video + audio as a product of the workshop. In it, students analyzed several problems they face and their relationship with their contextual situation. Data collection was through semi-structured interviews before and after the workshop on EI. Data analysis was according to Souza Minayo, and the theoretical framework according to Goleman, Tapia <em>et al.</em>, Gorostieta <em>et al.</em>, and Vigotsky. <strong>Results: </strong>Two categories emerged: Category <strong>I</strong>, EI as a risk factors transformer from living with addictions to protection factors in adolescents. Category <strong>II</strong>, EI development through immersion tools to improve mental health in adolescents. <strong>Conclusions: </strong>Immersion tools favor user to be closer, with a humanist focus where real necessities are studied after the vivid experience of the problem to solve or get a better situation. The goal is that students experience real situations inside controlled surroundings, in such a way that they learn from their experiences and acquire knowledge through self-learning. EI program through immersion tools favored to modulate feelings, and to get a better psychological and social adaptation. To