Ítem
Acceso Abierto

Diseño e implementación del programa de educación emocional “UGPP te emociona”

Mostrar el registro sencillo de la publicación
dc.contributor.advisorOcampo Palacio, Juan Gabriel
dc.creatorSotomayor Durango, Ubaldo Alfonso
dc.creator.degreeMagíster en Inteligencia Emocional y Bienestar
dc.creator.degreeLevelMaestría
dc.date.accessioned2026-06-09T12:17:39Z
dc.date.available2026-06-09T12:17:39Z
dc.date.created2026-05-30
dc.descriptionEste documento detalla el diseño y la ejecución del programa de educación emocional "UGPP te emociona", dirigido a los funcionarios del grupo interno de trabajo de Gestión Coactiva, de la Subdirección de Cobranzas de la UGPP para el año 2026. La iniciativa surgió tras identificar riesgos psicosociales críticos en el entorno laboral, tales como niveles elevados de estrés y deficiencias en el trabajo en equipo. Basado en el modelo pentagonal de Rafael Bisquerra, el proyecto se enfocó específicamente en fortalecer la regulación emocional y las competencias sociales a través de talleres experienciales y prácticas de mindfulness. Los resultados cuantitativos revelaron mejoras estadísticamente significativas en la capacidad de los empleados para gestionar sus emociones y relacionarse con sus pares. Se concluye a partir de los resultados que estos espacios de formación son necesarios para favorecer el cuidado de la salud mental y contribuir a la mejora del clima organizacional en el sector público.
dc.description.abstractThis document details the design and implementation of the emotional education program "UGPP te emociona" (UGPP Moves You), aimed at the staff of the Coercive Management internal working group of the UGPP's Collections Sub-Directorate for the year 2026. The initiative arose after identifying critical psychosocial risks in the workplace, such as high levels of stress and deficiencies in teamwork. Based on Rafael Bisquerra's pentagonal model, the project focused specifically on strengthening emotional regulation and social skills through experiential workshops and mindfulness practices. The quantitative results revealed statistically significant improvements in employees' ability to manage their emotions and relate to their peers. The results conclude that these training opportunities are necessary to promote mental health and contribute to improving the organizational climate in the public sector.
dc.format.extent69 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_47899
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/47899
dc.language.isoeng
dc.publisherUniversidad del Rosario
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.departmentDecanatura del Medio Universitario
dc.publisher.programMaestría en Inteligencia Emocional y Bienestar
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.source.bibliographicCitationArteaga-Cedeño, W., Carbonero-Martín, M., Martín-Antón, L., Molinero-González, P., & Valdivieso-León, L. (2025). How an emotional intelligence intervention programme impacts the well-being and performance of teachers of basic general education. Acta psychologica, 253, 104739. https://doi.org/10.1016/j.actpsy.2025.104739
dc.source.bibliographicCitationBartlett, L., Martin, A., Neil, A., Memish, K., Otáhal, P., Kilpatrick, M. y Sanderson, K. (2019). Revisión sistemática y metaanálisis de ensayos controlados aleatorios de entrenamiento en mindfulness en el lugar de trabajo. Journal of Occupational Health Psychology, 24(1), 108–126. https://doi.org/10.1037/ocp0000146
dc.source.bibliographicCitationBisquerra Alzina, R. (2000). Educación emocional y bienestar. Praxis. https://books.google.com.co/books/about/Educaci%C3%B3n_emocional_y_bienestar.html?id=KJlxPQAACAAJ&redir_esc=y
dc.source.bibliographicCitationBisquerra Alzina, R., & Pérez Escoda, N. (2007). Las competencias emocionales. Educación XX1.
dc.source.bibliographicCitationBisquerra, R. (2016). 10 ideas clave educación emocional. GRAO.
dc.source.bibliographicCitationBjekić, R., Rodić, M., Aleksić, M., & Gašić, D. (2021). Relationship between social competences of manager and leadership outcomes. Ekonomika, 67(2), 47-57 https://doi.org/10.5937/ekonomika2102047b
dc.source.bibliographicCitationBonesso, S., Gerli, F., Zampieri, R., & Boyatzis, R. (2020). Updating the debate on behavioral competency development: state of the art and future challenges. Frontiers in Psychology, 11, 1267. https://doi.org/10.3389/fpsyg.2020.01267
dc.source.bibliographicCitationBrackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovy, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406–417. https://psycnet.apa.org/record/2010-05703-007
dc.source.bibliographicCitationCaruso, D. R., Mayer, J. D., & Salovey, P. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of personality assessment, 79(2), 306-320. https://doi.org/10.1207/S15327752JPA7902_12
dc.source.bibliographicCitationChen, S., & Lee, S. (2024). Enhancing University Students' Soft Skills: A Quantitative Study on Problem-Solving and Social Competence. Journal of Ecohumanism, 3(7), 4440-4454 https://doi.org/10.62754/joe.v3i7.4554
dc.source.bibliographicCitationChiesa, A., y Serretti, A. (2009). Reducción del estrés basada en la atención plena para el manejo del estrés en personas sanas: una revisión y un metaanálisis. Revista de medicina alternativa y complementaria, 15(5), 593-600. https://doi.org/10.1089/acm.2008.0495
dc.source.bibliographicCitationColsubsidio. (2025). Medición de Clima Organizacional.
dc.source.bibliographicCitationDaniels, K., Watson, D., Nayani, R., Tregaskis, O., Hogg, M., Etuknwa, A., & Semkina, A. (2021). Implementing practices focused on workplace health and psychological wellbeing: A systematic review. Social Science & Medicine, 277, 113888. https://doi.org/10.1016/j.socscimed.2021.113888
dc.source.bibliographicCitationDurlak, J. A. (2016). Programme implementation in social and emotional learning: basic issues and research findings. Cambridge Journal of Education, 46(3), 333–345. https://doi.org/10.1080/0305764X.2016.1142504
dc.source.bibliographicCitationDugué, M., Sirost, O., & Dosseville, F. (2021). A literature review of emotional intelligence and nursing education. Nurse education in practice, 54, 103124. https://doi.org/10.1016/j.nepr.2021.103124
dc.source.bibliographicCitationField, A. (2018). Descubrimiento de estadísticas con IBM SPSS Statistics (5.ª ed.). Sage.
dc.source.bibliographicCitationGallup. (2025). State of the global workplace: Understanding employees, informing leaders. Report 2025. https://www.equoranda.com/wp-content/uploads/2025/05/state-of-the-global-workplace-2025-download-1.pdf
dc.source.bibliographicCitationGil-Monte, P. R. (2009). Algunas razones para considerar los riesgos psicosociales en el trabajo y sus consecuencias en la salud pública. Revista Española de Salud pública, 83(2), 169-73. http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1135-57272009000200003&lng=es&tlng=es.
dc.source.bibliographicCitationGlaze, W. (1999). Experiential learning. Environmental Science & Technology, 33(21), 442A. https://doi.org/10.1021/es9930622.
dc.source.bibliographicCitationGoleman, D. (1999). La práctica de la inteligencia emocional. Kairós.
dc.source.bibliographicCitationHülsheger, U., Alberts, H., Feinholdt, A., Lang, J. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310-325.  https://psycnet.apa.org/buy/2012-34922-001.
dc.source.bibliographicCitationJanssen, M., Heerkens, Y., Kuijer, W., Van Der Heijden, B. y Engels, J. (2018). Effects of Mindfulness-Based Stress Reduction on employees’ mental health: A systematic review. PLoS ONE 13(1): e0191332.https://doi.org/10.1371/journal.pone.0191332.
dc.source.bibliographicCitationKhoury, B., Sharma, M., Rush, S. y Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78 (6) 519-528. https://doi.org/10.1016/j.jpsychores.2015.03.009.
dc.source.bibliographicCitationKnap-Stefaniuk, A. (2023). Kompetencje społeczne i ich rozwój w zespołach zróżnicowanych kulturowo – wyniki pogłębionych wywiadów grupowych. Perspektywy Kultury, 40(1) https://doi.org/10.35765/pk.2021.4001.12
dc.source.bibliographicCitationLazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
dc.source.bibliographicCitationLikert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 (140), 55. https://psycnet.apa.org/record/1933-01885-001
dc.source.bibliographicCitationLomas, T., Medina, J., Ivtzan, I., Rupprecht, S. y Eiroa-Orosa, F. (2018). Mindfulness-based interventions in the workplace: An inclusive systematic review and meta-analysis of their impact upon wellbeing. The Journal of Positive Psychology, 14(5), 625-640. https://doi.org/10.1080/17439760.2018.1519588.
dc.source.bibliographicCitationLopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional Intelligence and Social Interaction. Personality and Social Psychology Bulletin, 30(8), 1018-1034. https://doi.org/10.1177/0146167204264762
dc.source.bibliographicCitationLu, C., Dijk, S., Pandit, A., Kranenburg, L., Luik, A. y Hunink, M. (2023). The effect of mindfulness-based interventions on reducing stress in future health professionals: A systematic review and meta-analysis of randomized controlled trials. Applied psychology: Health and Wellbeing, 16(2), 765-792. https://doi.org/10.1111/aphw.12472
dc.source.bibliographicCitationMehler, M., Balint, E., Gralla, M., Pößnecker, T., Gast, M., Hölzer, M., Kösters, M., & Gündel, H. (2024). Training emotional competencies at the workplace: a systematic review and metaanalysis. BMC Psychology, 12 (718). https://doi.org/10.1186/s40359-024-02198-3
dc.source.bibliographicCitationMichaelsen, M., Graser, J., Onescheit, M., Tuma, M., Werdecker, L., Pieper, D. y Esch, T. (2023). Mindfulness-Based and Mindfulness-Informed Interventions at the Workplace: A Systematic Review and Meta-Regression Analysis of RCTs. Mindfulness, 14, 1271–1304. https://doi.org/10.1007/s12671-023-02130-7 .
dc.source.bibliographicCitationOng, N., Teo, F., Ee, J., Yau, C., Thumboo, J., Tan, H. y Ng, Q. (2024). Effectiveness of mindfulness-based interventions on the well-being of healthcare workers: a systematic review and meta-analysis. General Psychiatry, 37(3). https://doi.org/10.1136/gpsych-2023-101115.
dc.source.bibliographicCitationOrganización Mundial de la Salud. (2010). Ambientes de trabajo saludables: un modelo para la acción: para empleadores, trabajadores, autoridades normativas y profesionales. OMS/OPS. https://iris.who.int/handle/10665/44317
dc.source.bibliographicCitationPark, H. H., & Faerman, S. (2019). Becoming a manager: Learning the importance of emotional and social competence in managerial transitions. The American Review of Public Administration, 49(1), 98–115. https://doi.org/10.1177/0275074018785448
dc.source.bibliographicCitationPetrů, G., & Zychová, K. (2023). Competence development as a means of HR management in the field of social work. Frontiers in Psychology, 14.1212131 https://doi.org/10.3389/fpsyg.2023.1212131
dc.source.bibliographicCitationQuerstret, D., Morison, L., Dickinson, S., Cropley, M. y John, M. (2020). Mindfulness-based stress reduction and mindfulness-based cognitive therapy for psychological health and well-being in nonclinical samples: A systematic review and meta-analysis. International Journal of Stress Management, 27(4), 394 -411. https://doi.org/10.1037/str0000165
dc.source.bibliographicCitationRatković-Njegovan, B., & Kostić, B. (2014). Impact of Organizational Socialization Towards Employees' Social Adaptation. Journal of Engineering Management, 4(1), 34-40. https://doi.org/10.5937/jemc1401034r
dc.source.bibliographicCitationResolución 2646 de 2008 [Ministerio de la Protección Social]. Por la cual se establecen disposiciones y se definen responsabilidades para la identificación, evaluación, prevención, intervención y monitoreo permanente de la exposición a factores de riesgo psicosocial en el trabajo y para la determinación del origen de las patologías causadas por el estrés ocupacional. 17 de julio de 2008. https://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=31607
dc.source.bibliographicCitationResolución 2764 de 2022 [Ministerio del Trabajo]. Por la cual se adopta la Batería de instrumentos para la evaluación de factores de Riesgo Psicosocial, la Guía Técnica General para la promoción, prevención e intervención de los factores psicosociales y sus efectos en la población trabajadora y sus protocolos específicos y se dictan otras disposiciones. 18 de julio de 2026. https://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=127124
dc.source.bibliographicCitationSaikia, M., George, L., Unnikrishnan, B., Nayak, B., & Ravishankar, N. (2023). Thirty years of emotional intelligence: A scoping review of emotional intelligence training programme among nurses. International journal of mental health nursing, 33(1), 37-51. https://doi.org/10.1111/inm.13235.
dc.source.bibliographicCitationSantos, M., Mella, I., Naval, C., Vázquez, V. (2021) The Evaluation of Social and Professional Life Competences of University Students Through Service-Learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.606304
dc.source.bibliographicCitationSchutte, N., Malouff, J., Thorsteinsson, E., Bhullar, N., Rooke, S. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42(6), 921-933. https://doi.org/10.1016/j.paid.2006.09.003
dc.source.bibliographicCitationSubramony, M., Segers, J., Chadwick, C., Shyamsunder, A. (2018). Leadership development practice bundles and organizational performance: The mediating role of human capital and social capital. Journal of Business Research, 83, 120-129. https://doi.org/10.1016/j.jbusres.2017.09.044
dc.source.bibliographicCitationTorijano Avendaño, K. (2023). Informe de Evaluación a Factores de Riesgo Psicosocial. Compensar.
dc.source.bibliographicCitationWaddell, A., Kunstler, B., Lennox, A., Pattuwage, L., Grundy, E., Tsering, D., Olivier, P., Bragge, P. (2023). How effective are interventions in optimizing workplace mental health and well-being? A scoping review of reviews and evidence map. Scandinavian Journal of Work, Environment & Health, 49(4), 235 - 248. https://doi.org/10.5271/sjweh.4087
dc.source.bibliographicCitationWatson, D., Tregaskis, O., Gedikli, C., Vaughn, O., Semkina, A. (2018). Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being. European Journal of Work and Organizational Psychology, 27(2), 247–268. https://doi.org/10.1080/1359432X.2018.1435529
dc.source.bibliographicCitationWong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
dc.source.bibliographicCitationYarker, J., Lewis, R., Sinclair, A., Michlig, G., Munir, F. (2022). Meta-synthesis of qualitative research on the barriers and facilitators to implementing workplace mental health interventions. SSM - Mental Health, 2. https://doi.org/10.1016/j.ssmmh.2022.100148
dc.source.bibliographicCitationZuberbuhler, J., Pietrantoni, L., Mazzetti, G., De Angelis, M., Giusino, D., Román-Niaves, M., Guglielmi, D., & Salanova, M. (2025). A systematic realist synthesis of digital interventions for enhancing mental health at work: contexts, mechanisms, and outcomes. International Journal of Mental Health Systems, 19. https://doi.org/10.1186/s13033-024-00655-5.
dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectModelo pentagonal
dc.subjectRegulación emocional
dc.subjectCompetencia social
dc.subjectEstrés
dc.subjectRiesgos psicosociales
dc.subjectMindfulness
dc.subject.keywordEmotional regulation
dc.subject.keywordSocial skills
dc.subject.keywordStress
dc.subject.keywordPsychosocial risks
dc.subject.keywordMindfulness
dc.titleDiseño e implementación del programa de educación emocional “UGPP te emociona”
dc.title.TranslatedTitleDesign and implementation of the emotional education program “UGPP te emociona”
dc.typebachelorThesis
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.spaTrabajo de grado
local.department.reportEscuela de Medicina y Ciencias de la Salud
local.regionesBogotá
Archivos
Bloque original
Mostrando1 - 1 de 1
Miniatura
Nombre:
Diseno_e_implementacion_del_programa_de_educacion_emocional_UGPP_te_emociona.pdf
Tamaño:
1.61 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Colecciones
Maestría en Inteligencia Emocional y Bienestar