Elibia Cassimiro Silva Gabriela Barbosa Guizzetti Helen Souza Coast Appeared Marisa Elias Miziki Blacksmith Hisses Nelson Vieira de Paiva Jnior Slvio Pink Fernandes the paper of the pertaining to school psychologist has been frequently argued and questioned in the pertaining to school institutions. Educate yourself with thoughts from cancer research. One knows that it has been called to decide the problems of the pupils who do not learn, beyond on problems to disciplines. In such a way it is necessary to clarify the real paper of the pertaining to school psychologist, for the workers in education. It is function of the psychologist to look for to breach, through the dialogue to multidiscipline, the structures crystallized and inefficient of the educational system, also having to promote the awareness of the paper of each integrant of the school considering culture and the social environment of the institution where it works. Ahead of this, one becomes excellent to identify as paper of the pertaining to school psychologist for the educators is perceived, to understand the reason of the distortion of its function in the institution pertaining to school. This research had as objective generality to identify the expectation of the professionals of education in relation to the performance of the professional of psychology. The specific objectives had been: to verify if the professionals of the education they inside see necessity of the Pertaining to school Psychologist of the institution; to raise the characteristics attributed to the paper of the Psychologist; to verify the expectation of the professionals of the education on the resolution of the pertaining to school complaints. One is about a exploratria research of field. The sample was composed for 45 citizens, employees of the State Net of Education of Itumbiara-Go, being divided in six directors, three vice-directors, nine coordinators and twenty and seven professors; proceeding from nine schools. The choice criterion was the availability at the moment of the research.
Freud points with respect to signals of a choice neurotic. Still in the same text, Freud tells a history of conflicts lived for Emmy, when child, in relation to the food: the mother, very severe compelled, it to eat the meat that had left in the plate, two hours after finished the meal. The cold meat, lasts and greasy in the same plate she was desencadeadora of great repulses. Moreover, Emmy had much fear of being contaminated by the illness of its brothers, but exactly thus it ate to the table with them, so that nobody knew of the disease. It starts if to establish the psychic character of the anorxico behavior, a time that starts to be observed that such attitude comes, usually, preceded of conflicts in infancy, always on to the forced ingestion of the food, or a similar dynamics in the affective field, what it denotes that the refusal is a refusal to become subject, in the attempt to inscribe the right to deny the food or of eating nothing and, over all, denying what if desires, but was not offered conveniently. In the anorexy, in contrast from what if costuma to imagine, the patient does not suffer from appetite lack, what comes to oppose the proper etimologia, but refuses vehemently what more it desires: the food. It now fits to define us food and to enveredar us for its meanings in the psiquismo human being, therefore, for the child, breast-feeding simultaneously supplies the hunger and the necessity of affection, in a objetal relation that goes to be determinative in the affective enlaamento between mother and son. In a process substitute, the seio and milk tend to give place to other objects, but with preserved meanings. The maternal affection tends to expropriate new significant and milk of course is substituted by other foods; in this manner, affection and food if dissociam e, many times, appear the difficulty in this relation that would have to be a natural continuation of the previous one.
Psychological and emotional state of people during the crisis suffered more than their material well-being. People are increasingly no longer cope alone with their problems, panic. According to Cancer Research, who has experience with these questions. How could cope stress during the crisis, Council of Psychologists. Among urban residents is more common behavioral problems than among rural dwellers. A crisis is also exacerbated the situation. Our fellow citizens are not used to refer to psychologists to solve their own problems. Heart-to-heart talk with us more often occurs in the kitchen with friends, where they slopped the emotions expressed sore.
It's like a one way drop of negativity. The vast Most Russians seek the advice of relatives. One in every four to friends. Among men, the number who applied less than that of women. Men are more used to solve their problems independently. Lung cancer contributes greatly to this topic. Every tenth of all believes that he will cope with their own problems. Probably why the crisis has had more women harmful effects.
Any shock always knocks people out of our usual ruts, reduces its ability to handle stress. A crisis seriously affected the psyche of people around the world. This is very dangerous for the human psyche. Constant thoughts about work, family welfare, bad news on television and in the media. This affects the state of the human body. Begin headaches, irritability, fatigue and insomnia. This is just some of the symptoms of psychological disorder. Therefore it is necessary to filter out information that does not succumb to the newspaper ducks seeking inflate the sensation of petty events. Learn how to find all positive. All that is done, all the better. Those who live by this principle, the least susceptible to psychological influence from outside. Do not discuss the bad news circle of friends. It is not necessary to escalate the situation. Leave the negative beyond the threshold. Make every effort to confidence in the future. Confidence and ability to always increase your stress levels. Make plan economically feasible costs. Order them. Because you can not do something, not very compromising yourself. Realize, finally, that the crisis – a temporary phenomenon. This is not the end of life. And try to find positive aspects in this situation. People who have passed through the crucible of hardship, only hardened. Be persistent and you, like a fairytale soldier of tin.
This is the basic point, that the learning of a superior level of dexterity or ability has as requirement; the learning and the domain, in way the one that one cannot fulfill? if without this, has been produced previously. I accumulate it is it of experience that implies in the result intended concrete. Construtivista Cognitivismo is the boarding developed from the Swiss epistemlogo Jean Piaget, known for its work of organization of the cognitivo development of the child in periods of training. The main characteristics of the piagetina theory are: 1) acquisition of the language depends on the cognitivo, of – the development of the intelligence of the child; 2) I serve as apprentice in it of cognitivo development, of – the development of the symbolic revolution, by means of which the experience can be stored and be recouped; 3) the acquisition is seen as resulted of the interaction between the environment and the organism, through assimilations and rooms, responsible for the development of intelligence in general. Sociointeracionismo, some critical ones to the piagetino model, for disrespecting the paper of relations partners in the development of the child, had led studious to search in the ideas of Lev Semionovitch Vygotsky, psychologist bielorrusso, a new model for infantile development. Vygotsky died in 1934, but its book THOUGHT AND LANGUAGE alone was launched in the Ocidente, its main was: ) it says and practical thought must the same be studied under prism and the symbolic activity, made possible for says, has a function organizer of the thought: with the aid of she speaks, the child starts to control the environment and the proper behavior; b) the meanings of the acquired words become embryos for the formation of concepts; c) the description-social and cultural development determines the thought; d) the acquisition of the language is seen as a process for which the child if firm as subject of the language (and not as passive apprentice) and for which construct, at the same time, its knowledge of the world, passing for the other, its interlocutor.