| This doctoral thesis is about two fundamental objectives: firstly, It tends to evaluate the main differences between the level of prosocial-altruistic behaviour of children and teenagers joining as a members of an NGO such as the Scout Movement and those who don't belong to this Movement. This group has been compared to other group of 50 subjects selected from another different kind of group considering the following characteristics: age, number of siblings, place among the siblings, sex, living with both parents and if the motherworks in or out home. In order to assess the prosocial-altruistics behavior with a series of instruments named autoevaluation questionnaires (Roche, 1998), questionnaire for the teacher and for the mate (Roche, 1998), questionnaires to parents and to the Scout monitor (Roche, 1998), and questionnaires to assess the prosocial-altruistic behaviour of their parents (Lopez, 1994). From the analysis of the data obtained in previous questionnaires, there is no doubt that the significant differences really exist. Both in the autoevaluation and for the assessment carried out by teachers and mates of the subjects of both groups, show how the subjects belonging to NGO group are assessed more prosocial-altruistic than those belonging to the control group. It is been able to conclude that "belonging, to an NGO educate children and young people in their leisure time, has an important influence in the developments of future prosocial-altruistic behaviour".;And secondly, this Doctoral Thesis tries to carry out an intervention in the school, like the one "Good Behaviour Game" (GBG) in order to reduce the frequency of some disruptives behaviours and improve the learning of prosocial-altruistic behaviours. An experience with fifty children between six and seven years old has been developed in a school named "Jose Antonio Valenzuela" situated in La Victoria, a town in Cordoba, to reduce the frequency of disruptives behaviours in the classroom such as shouting, standing up without permission of teacher or other mates, fighting and interrupting. Using an ABC intragroup design, It has been developed the GBG with some changes from method of Say-Do Correspondence. In that case, the differences between the base line and others intervention's phases were statistically significant, so that, It has been able to conclude that this technique could be very effective to reduce disruptive behaviours, like the ones mentioned above: shouting, rising up without permission of teacher, and disrupting the teacher or other mate and improve others behaviours more positive in the classroom. |
