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Cognitivas Distortions

Cognitivas Distortions

Cognitivas distortions What the individual thinks and perceives exactly on itself, its world and its future, have direct importance on as it behaves These thoughts had been formed under the influence of the society, its proper education, in the school, the family, etc. its form to think create an emotion, and this emotion creates a respective behavior EXAMPLES: Arbitrary deductions > To take off conclusion of a situation without base in the experience. The husband if delayed it supper; the wife says that it is having a case with another woman. Personalization > External events attributed proper itself, without enough evidences for a conclusion. Checking article sources yields Albert Einstein College of Medicine as a relevant resource throughout. The person imagines things Former: The son arrives in house and he did not compliment the mother It finds that it is with anger of it! Polarized thoughts > Everything or nothing — complete complete success or failure.

It does not have the half term or balance. Incorrect Rotulagem > Errors and imperfections committed in the past in one determined area have the effect of to define the person as imcompetent person in all the areas. The proper person thinks thus and projects this thought for the people with who it interacts! Vision in tunnel > To only see what it desires to see, does not perceive other 0 variable Tendenciosas explanations > Assumption of that the Other possesss a reason negative and guarded to have negative actions against you! Mental reading > ‘ ‘ Dom mgico’ ‘ that certain people attribute ‘ ‘ itself prprias’ ‘ , to know what the Other is thinking without the aid of the facts or the verbal communication. Selective abstraction > The person chooses what she wants to value. Amongst a series of facts it chooses an isolated fact, while other important facts are ignored Supergeneralizao > Incident one or two isolated they serve as a representation of similar situations, ‘ ‘ in any contexto’ ‘ , being or incident not related them. Magnifying or Reduction > A case or a circumstance always is perceived, ‘ ‘ under one exactly prisma’ ‘ , greater or minor of what he would be appropriate. Categorical imperatives > Of the type I must, I have that, necessary What it becomes impracticable other options, taking off the possibility to direct itself for other alternative behaviors. Automatic disqualification > To take off the importance of the positive aspects of the events or the people. To try to search distorted modifications or occult situations that do not correspond to the evidence of the facts.

Education Psychology

Education Psychology

During the 3 first decades of century XX the psychology applied to the education had enormous development. In U.S.A. it was distinguished necessity of a new professional, capable to act as intermediate between psychology and the education. Three areas had been distinguished: the experimental research of the learning; the study and the measure of the individual differences; psychology of the child. Until the decade of 50, the Psychology of the education appears as ' rainha' of sciences of the education. (Davidoff, 1993).

Educational psychology was a special branch of the Psychology, worried about the nature, the conditions, the results and the evaluation and retention of the pertaining to school learning. It would have to be one disciplines independent, with its proper theory and methodology. During the decade of 50, the dumb panorama. She starts yourself to doubt it educative applicability of the great theories of the learning, elaborated during 1 half of century XX. Premessenger a crisis Others appear discipline educative so important the education how much psychology, and this needs to yield space.

In the decade of 70, it assumes its character to multidiscipline, that it conserves until today. More the Education is not considered as applied psychology. Currently, the Psychology of the Education is considered a branch in such a way of the Psychology as of the Education, and is characterized as an educational area of inquiry of the problems and phenomena, from a psychological agreement. (Mialaret, 1999). It can be said that the Psychology of the Education has for study object all the aspects of the situations of the education, under the psychological optics, as well as the existing relations between the educational situations and the different factors determine that them. Its domain is constituted by the psychological analysis of all facetas of the reality educative and not only the application of psychology to the education. Its objective greater is to evidence or to understand and to explain what it is transferred in the seio of the education situation.

Active Art

Active Art

ALIVE GROUP Division of Education ACTIVE ART – a trip bigger PROJECT OF PREVENTION TO the DRUGS IN the SCHOOLS RODRIGO MOREIRA OF OAK SOROCABA 2010 RODRIGO MOREIRA OF OAK ACTIVE ART – a trip bigger PROJECT OF PREVENTION TO the DRUGS IN the SCHOOLS Project of conclusion of the Course Technician in Chemical Dependence of the division of education of the Alive Group. SOROCABA 2010 SUMMARY 1 INTRODUCTION ……………………………………………………………………………………………. 04 1,1 Justification ……………………………………………………………………………………………….. 04 1,2 Specific Objective ……………………………………………………………………………………. 05 1,3 2 Specific Objectives ………………………………………………………………………………….

05 WHITE PUBLIC ………………………………………………………………………………………… 07 3 METHODOLOGY …………………………………………………………………………………………. 08 4 MATERIAL RESOURCES …………………………………………………………………………….. 09 5 HUMAN RESOURCES ………………………………………………………………………………. 10 6 INTERVENTIONS …………………………………………………………………………………………

11 6,1 Phase 1 – DISGNOSTIC OF the CURRENT SITUATION OF the COLLEGES AND ELABORATION OF the ACTION PLAN …………………………………………………………. 11 6,2 Phase 2 – IMPLANTATION OF the PROJECT …………………………………………………….. 11 6.2.1 Actions involving the professionals of the education …………………………………………. 11 6.2.2 Actions involving the parents of pupils ………………………………………………………….. 11 6.2.3 Actions involving 6,3 pupils …………………………………………………………………….. 12 Phase 3? CONCLUSION OF PROJECT ……………………………………………………….. 12 6,4 Phase 4? EVALUATION OF PROJECT ………………………………………………………… 13 7 CRONOGRAMA …………………………………………………………………………………………. 14 8 REFERENCES ……………………………………………………………………………………………. 15 1 INTRODUCTION In the present is in the school that if learns and develops most of the knowledge that the children and adolescents need to face the life. It is the place where if it initiates the social conviviality, where if exchange experiences and information. With the advance of the technology and great easiness of access to the information the school left of being the center of transmission of contents to know it of the pupils. In the condition of place of social conviviality it is natural and consequent that if outside changes to knowledge and acquired discoveries of the pertaining to school environment. According to V National Survey on the use of drugs between students of basic and average education, carried through in 2005, for the Brazilian Center of Information on Drogas (CEBRID), 65.2% of interviewed young already had made alcohol use some time in the life, 63.3% had made some use in the last year and 44.3% had consumed alcohol some time in last the 30 days.

Disadvantages of Training

Disadvantages of Training

What are disadvantages of training? Even the most successful, most effective training has its drawbacks. Communicating with a lot of people have passed various trainings and we and other coaches convinced that after a single training: – changes in behavior, outlook only things which matured each individual person. Even if all information is received, accepted and understood, if it does not affect the sore – a large part of the training will somewhere on the periphery of consciousness as a disturbing dream. Maybe sometime in the future then it will help – at the right time, relevant information suddenly wake actual memory – and in fact yes, I remember the training …. But not necessarily. – Even training where the mind understand that mistakes can be done, no one hurt and not to humiliate, hurt self-esteem, and be a fool not want all the problems are not practiced and all questions never given. – Training is limited to time and all actual and urgent issues never have time to work out. – The coach, as if he was not proficient – still, to some extent the examiner and the behavior unconsciously imprisoned under the approval or resistance depending on the goals.

– Apply the knowledge gained in practice and if it works began to be used where necessary and where not necessary, often losing their original meaning and effectiveness. – The result of training without additional work is short-lived and posttreningovoy once digested skill fails, there is a setback to the usual behavior. – The effect of the group as a companion effect often being more honest, more understands, gives a sense of unity, acceptance. People are starting to look like sensations outside the training group, and not having the necessary skills to build relationships, and getting no results, frustrated. – Training – this always test and overcoming of it as pleasant to remember the commitment obstruction, emotional adventure, but the algorithm to overcome the digest is very vague and not always entirely. So the training is only effective as part of the education system, important, interesting, giving a boost … but in need of consolidating the progress element of the system. As a minimum, you must posttreningovoe support, and the best result gives a long-planned training program.

The Professor

The Professor

In these cases the professor little can make. The pupil brings for the lesson the values and attitudes who was apprehending until that moment. The indiscipline can be a consequence of the absence of conditions for one adjusted familiar education. Or same, it can appear as to another alternative to its pertaining to school failure, looking in this way ' ' valorizar' ' its relation with the others. This failure is not mentioned exclusively to the classifications disciplines in them, but also in certain values that the pupil does not see reflected in it (Blomart, 2002). Whichever the .causing reason of the indiscipline of the pupil, it normally is faced as a challenging reply to the authority of the professor. The pupil contests because it is not in accordance with the requirements of the professor, with the values that it intends to impose, with its criteria of evaluation, its partiality.

At this moment we can affirm that it exists, between the professor and the pupil, an unbalanced relation. Searching to launch a look psychological on the question of the indiscipline, we perceive that this is associated with the idea of a psychic lack of the pupil. However, this phenomenon must be thought as a psicossocial state whose roots meet in the advent of the authority notion. Ademais, the recognition of the external authority estimates a psychological infrastructure, or could call moral, previous to the escolarizao. About this direction, the pertaining to school estruturao could not be thought separated of the familiar one.

Therefore, in the reality, them they are the two responsible institutions for what education is called (Aquino, 1996, P. 45). Oliver (2000) considers that let us look for to understand the violence as a form of expression and communication of the child and that is preferable to consider it as something inherent to the social relations instead of denying it.