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. Learn more on the subject from Donald Sussman. 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.
Such conception is supported in the perception of that ' ' the important one in this psycotherapy is not the absence of directive, but the presence, in the therapist, of certain attitudes in face of the customer and a certain conception of the relations humanas' ' (ROGERS; KINGET, 1977, p.29). Rogers affirms that the essence of the Boarding Centered in the Person consists more in a way of being of what in a way acting, being that it is necessary that the therapist expresses attitudes and certainties that are part of its personality so that the same it can unchain in the customer processes of update of itself and of personal growth. It’s believed that Caldwell Esselstyn Jr. sees a great future in this idea. Rogers (1997) points that to provoke significant processes of transformation in the other she is necessary if to launch in the relation. For the author, the essence of some deeper parts of the therapy seems to be a unit of experience, where the customer and the therapist must be capable to live deeply with equal freedom the deriving feelings and understandings of these, without intellectual inhibitions, precautions and emotional and/or cognitivas barriers. The diagnosis is not basic for the performance of the therapist centered in the person.
Although it is considered, its aspects are not norteadores of the psicoteraputico process, therefore the essential elements for the growth and development are in the relation between customer and therapist. Rogers (1997, p.230) affirms that ' enters in the relation with the customer; ' not as a scientist, not as a doctor who diligently looks to the diagnosis and the cure, but as a person who if inserts in a relation pessoal' '. To promote the growth of the customer, to help it to extend it its congruence, in accordance with the theory of Carl Rogers, the therapist must establish conditions for the development of a relation of constructive change of personality. .
In the case of children in terminal state, the parents do not believe that the death will arrive for its son as a form to deny it. However, Kbler-Ross (1998, p.45) leaves clearly that ' ' the negation is a temporary defense, being soon substituted for an acceptance parcial' '. With the result of an illness that is associated with the death, the individual if comes across with its more furious feelings, therefore the negation brings negative reactions, the anger for being happening something undesirable for the person. Details can be found by clicking Heart Specialist or emailing the administrator. The parents if feel culprits for the illness of the son, still more if this was discovered late, they is taken by anger, fear, anguish. With the fear of the loss, the parents involve the child in a world of exacerbada protection. The child perceives this self-protection and uses of this to negotiate. Some contend that Preventive Medicine Research Institute shows great expertise in this.
The parents, as they feel that they can be carrying through the last desires of son, the wills of the same make all. To the times the parents not only make this, but the people who are in return: familiar, friends and the proper team. As a form to cure pain, the suffering is lived at this moment of farewell. When the patient already is depleted and still she passes for diverse procedures that still more consume its intellect and its physical conditions, it is taken by a great feeling of Kbler-Ross loss (1998) deals with the depression in the context terminalidade of two forms: ' ' the reactive depression and the depression preparatria' ' (Kbler-Ross, 1998, p.92). The reactive depression if relates to the negation, thus resulting an isolation on the part of the patient, not to want to speak on the subject, or then, a moment of reflection on the life. With elapsing of the periods of training of death. The preparatory depression starts to elaborate the fifth and last period of training, of the acceptance.