The quality of life of every child is affected by the way he learns, from an early age, to face his emotions if he prevails in destructive emotional reactions, they will eventually characterize his school life, leading to unsatisfactory relationships with peers and teachers.
It is quite evident that certain emotions have a significant influence on learning and school grounds. The more we put the child can live positive emotions at school, the more we will help you learn. Many children start primary school they approach learning with enthusiasm but is a significant softening over time. Yet the teachers could do much to ease the experience of positive emotions in the classroom. If the study is associated with pleasant state of mind, will enhance the capacity for active pupil participation in the process of apprendimento.E 'important to note that excessive emotional tension negatively interferes with the effectiveness of many benefits. This means that if your child is too tense and involved, its performance will diminish in any activity, not just those strictly educational, but also in sports, artistic or otherwise. So if it is good that there is some involvement, it is also useful to avoid excessive stress.Le emotions also interfere with mental activity. Some cognitive mechanisms such as the ability to concentrate, the mnemonic ability and attention are influenced adversely by excessive emotional tension. It therefore becomes difficult to focus one's mind well what you must learn when you are too excited or turbati.Le emotions also affect interpersonal relationships. For example, children who show an excessive level of aggression often receive less aggressive responses, or will tend to be avoided, rejected, turned away. If it shows excessive shyness in interpersonal relationships, the child will have difficulty in entering the group and could be socially isolato.E 'also to consider the fact that the dominant emotions end up determining the psychological climate of the class. If any teacher has had the unfortunate experience to be in the same class four or five children with a high level of hyperactivity, aggression, and with a marked tendency to disturb the fellow, probably will come to the end of the school rather exhausted. This is for the fact that certain negative emotions, if you experience a high frequency and intensity, can create a classroom climate that wears quite negative and teachers makes it difficult learning process. It remains then to keep in mind that emotions are most often become habitual mode of response. So if we have children who often experience anxiety in the face of questions or tasks in the classroom, it is very likely that this anxiety, in the absence of an intervention Specifically, is consolidated in subsequent years. The same goes for other emotions such as, for example, hostility or sadness which if not addressed properly will eventually become a stable part of the child's emotional repertoire. Important is the role of the teacher who is able to have the authority to send the pupil to an appropriate behavioral repertoire of useful personal growth. Categories of emotional disorders When we consider the emotional and behavioral developmental disorders may be useful to differentiate into two broad categories. A first category concerns the emotionally disturbed externalized. As the term may assume this is the disorders in which the child's distress is manifested especially to the outside. They are characterized as a tendency to demand that their personal needs are met immediately and have precedence over the needs of others. It 'also frequently use aggression to achieve their goals, oppositional, tendency to transgression of social norms and sometimes even legal. Typical is the externalized disorder conduct disorder. The other category consists of internalized disorders, characterized by a suffering that is experienced within and often go unnoticed at a quick glance. Typical problems are internalized anxiety and depressione.E 'interesting to note that with regard to reports that teachers, with parental consent, turning to specialist services for pupils in difficulty, they cover more types of externalized disorders. It is very rare that a teacher referred to a psychologist or a child psychiatrist children who have problems with anxiety or depressive problems, as these are people who usually do not disturb and do not create problems in the class. These are students who tend to isolate themselves, to turn in on themselves, and remain passive and submissive to others. In fact, a deficit in relational skills is a hallmark of many emotional disturbances. If your child is anxious, but even more so if you are depressed, will show some inadequacy in the way you relate to your coetanei.Si it was found that the majority of emotional disorders are affected by some distorted way in which the child or adolescent is mentally himself and his world. This is the tendency to exaggerate the negative aspects of reality, using rigid and absolutist modes of thinking, for example with an excessive frequency of words like always, never, none, or considerations such as "I will not ever be a good" , "The Knack with me", "no one loves me", "I do not do no good." The tendency to categorize an extreme negative impact on mood and when it gets underway, becoming the usual way to treat themselves and their world, can lead to emotional disorders such as anxiety and depression. The most recent contributions in psychology have shown that the mental mechanisms that govern emotional reactions are to be identified as cognitive mechanisms, that way of thinking, mental representations. And it is helping the child to correct errors in its own way of representing the reality that we can enable it to overcome unpleasant feelings. In practice, to touch the baby's heart we have to go through his mind, helping him to change elements of his dysfunctional internal dialogue. Within our minds all the time we talk to ourselves, whether we are aware, is that we are not aware. When we are not aware is not that these mechanisms are unconscious, but simply are not used to listen to our mind. It is seen that if a child is trained from an early age with appropriate procedures, may be able to listen to himself and to be aware of what are the mental contents that affect her emotional state. For this reason, most prevention programs developed in the last ten years, taking into account the relationship between thought and emotion. E 'can promote emotional well-being of children by teaching as soon as possible, to think properly.
Dott.Rosalia Cipollina
It is quite evident that certain emotions have a significant influence on learning and school grounds. The more we put the child can live positive emotions at school, the more we will help you learn. Many children start primary school they approach learning with enthusiasm but is a significant softening over time. Yet the teachers could do much to ease the experience of positive emotions in the classroom. If the study is associated with pleasant state of mind, will enhance the capacity for active pupil participation in the process of apprendimento.E 'important to note that excessive emotional tension negatively interferes with the effectiveness of many benefits. This means that if your child is too tense and involved, its performance will diminish in any activity, not just those strictly educational, but also in sports, artistic or otherwise. So if it is good that there is some involvement, it is also useful to avoid excessive stress.Le emotions also interfere with mental activity. Some cognitive mechanisms such as the ability to concentrate, the mnemonic ability and attention are influenced adversely by excessive emotional tension. It therefore becomes difficult to focus one's mind well what you must learn when you are too excited or turbati.Le emotions also affect interpersonal relationships. For example, children who show an excessive level of aggression often receive less aggressive responses, or will tend to be avoided, rejected, turned away. If it shows excessive shyness in interpersonal relationships, the child will have difficulty in entering the group and could be socially isolato.E 'also to consider the fact that the dominant emotions end up determining the psychological climate of the class. If any teacher has had the unfortunate experience to be in the same class four or five children with a high level of hyperactivity, aggression, and with a marked tendency to disturb the fellow, probably will come to the end of the school rather exhausted. This is for the fact that certain negative emotions, if you experience a high frequency and intensity, can create a classroom climate that wears quite negative and teachers makes it difficult learning process. It remains then to keep in mind that emotions are most often become habitual mode of response. So if we have children who often experience anxiety in the face of questions or tasks in the classroom, it is very likely that this anxiety, in the absence of an intervention Specifically, is consolidated in subsequent years. The same goes for other emotions such as, for example, hostility or sadness which if not addressed properly will eventually become a stable part of the child's emotional repertoire. Important is the role of the teacher who is able to have the authority to send the pupil to an appropriate behavioral repertoire of useful personal growth. Categories of emotional disorders When we consider the emotional and behavioral developmental disorders may be useful to differentiate into two broad categories. A first category concerns the emotionally disturbed externalized. As the term may assume this is the disorders in which the child's distress is manifested especially to the outside. They are characterized as a tendency to demand that their personal needs are met immediately and have precedence over the needs of others. It 'also frequently use aggression to achieve their goals, oppositional, tendency to transgression of social norms and sometimes even legal. Typical is the externalized disorder conduct disorder. The other category consists of internalized disorders, characterized by a suffering that is experienced within and often go unnoticed at a quick glance. Typical problems are internalized anxiety and depressione.E 'interesting to note that with regard to reports that teachers, with parental consent, turning to specialist services for pupils in difficulty, they cover more types of externalized disorders. It is very rare that a teacher referred to a psychologist or a child psychiatrist children who have problems with anxiety or depressive problems, as these are people who usually do not disturb and do not create problems in the class. These are students who tend to isolate themselves, to turn in on themselves, and remain passive and submissive to others. In fact, a deficit in relational skills is a hallmark of many emotional disturbances. If your child is anxious, but even more so if you are depressed, will show some inadequacy in the way you relate to your coetanei.Si it was found that the majority of emotional disorders are affected by some distorted way in which the child or adolescent is mentally himself and his world. This is the tendency to exaggerate the negative aspects of reality, using rigid and absolutist modes of thinking, for example with an excessive frequency of words like always, never, none, or considerations such as "I will not ever be a good" , "The Knack with me", "no one loves me", "I do not do no good." The tendency to categorize an extreme negative impact on mood and when it gets underway, becoming the usual way to treat themselves and their world, can lead to emotional disorders such as anxiety and depression. The most recent contributions in psychology have shown that the mental mechanisms that govern emotional reactions are to be identified as cognitive mechanisms, that way of thinking, mental representations. And it is helping the child to correct errors in its own way of representing the reality that we can enable it to overcome unpleasant feelings. In practice, to touch the baby's heart we have to go through his mind, helping him to change elements of his dysfunctional internal dialogue. Within our minds all the time we talk to ourselves, whether we are aware, is that we are not aware. When we are not aware is not that these mechanisms are unconscious, but simply are not used to listen to our mind. It is seen that if a child is trained from an early age with appropriate procedures, may be able to listen to himself and to be aware of what are the mental contents that affect her emotional state. For this reason, most prevention programs developed in the last ten years, taking into account the relationship between thought and emotion. E 'can promote emotional well-being of children by teaching as soon as possible, to think properly.
Dott.Rosalia Cipollina
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