期刊名称：International Journal of Applied Behavioral Sciences
出版年度：2019
卷号：5
期号：1
页码：41-48
DOI：10.22037/ijabs.v5i1.23334
出版社：Behavioral Sciences Research Center Of (SBMU)
摘要：Desde sus inicios, la disciplina de las Relaciones Internacionales (RI) ha tenido la intensión ortodoxa de construir un método científico propio, muy parecido al de las ciencias exactas. Sin embargo, dicha pretensión se plantea como una de las posibles aproximaciones a la manera como se estudia el comportamiento de la sociedad en lo internacional y, por lo tanto, forma parte del debate epistemológico que reviste un interés renovado para las RI y la filosofía de la ciencia en el siglo XXI. En este contexto, la hermenéutica ofrece claves para la consideración científica de lo social, que orientan al pensamiento de las Relaciones Internacionales hacia un enfoque interpretativo. Como un aporte a esta exégesis, el presente documento plantea el valor de la hermenéutica, a partir de los postulados de Nietzsche y Vattimo, como método de interpretación de la realidad internacional. [ Este artículo es producto del proyecto de investigación INV-EES-2346 “Colombia en el pensamiento de las Relaciones Internacionales contemporáneas. Historia social de las escuelas y su influencia en la sociedad nacional de cara a los procesos de la globalización”, financiado por la Vicerrectoría de Investigaciones de la Universidad Militar Nueva Granada.
其他摘要：Introduction: The slow progression of academic achievement is one of the symptoms of children with learning disabilities (LD), which can be regarded as an obstacle to achieve educational goals along with anxiety. Play therapy is a way of changing the behavior of the child that is based on the interaction between parents and the child. This aim of the study was to investigate the effectiveness of cognitive-behavioral play therapy on reducing the anxiety and academic achievement of children with LD. Methods: In a double blind randomized clinical trial, 30 students with learning disabilities were randomly selected through targeted method and were assigned into two experiment and control groups through completely randomized blocks method. Play therapy was presented based on Landreth's protocol to the experimental and the control group received merely the training of motivational skills. Subjects were evaluated in two time intervals of pre-test and post-test by the Spence Children's Anxiety Scale and three mathematical, dictation, and Persian courses. Data were analyzed by covariance analysis through SPSS software. Results: Primary outcomes indicated that play therapy was effective in reducing the anxiety index. Also, secondary outcomes indicated intervention based on play therapy was associated with increased academic performance (p<0.000). Conclusion: These results can be of importance in influencing psychological interventions as an independent or complementary approach along with other therapies in children with special needs. . Declaration of Interest: None
