Psychopedagogical intervention strategy to address shyness in adolescents

Abstract

Introduction: socioemotional development is a crucial social need in school learning because it helps students establish healthy relationships and achieve academic and professional success.

Objective: to determine the importance of a psychopedagogical intervention strategy to address shyness in adolescents.

Method: an observational, descriptive, and cross-sectional study was conducted. Twenty students were selected through purposive sampling because they met the criteria for a direct relationship. Similarly, four teachers from the 9th Grade EBG (Bachelor's College of Education) and the parents of the students included in the sample were surveyed.

Results: the data obtained indicate that low self-esteem, a lack of social skills, and the influence of the immediate environment are key elements in the development of this behavior. Teaching methodology and classroom dynamics have a significant impact on the manifestation of shyness. Many students with high levels of shyness come from homes where overprotection or a lack of positive reinforcement predominates.

Conclusions: it is necessary to implement strategies that help boost self-esteem, the development of social skills, and the academic performance of shy adolescents.