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LEARNING OF LIABILITY, ROLE OF FAMILY

Many times we hear that this or that person is not responsible, including widespread views heard saying that young people have little or no charge. But what is responsible? Is the something 're born? Can you teach it? Is it is responsible only for attaining an age or an adult? Seek to deepen on this subject over on this post. To begin defining this responsibility and continue to try to explain how you can learn to be responsible.

What is responsibility?

someone is said is not responsible if you fail or forget their obligations when it is risky or antisocial behaviors, when they assume the consequences of what he does and blames others. It is clear that one of the objectives of the family and school education is to that children and students are responsible and to behave in accordance with this quality. Let's start trying to define the responsibility through a series of categories or levels that we facilitate their education.

Responsibility is a value that has several levels of meaning :
- One is a quality characteristic of a careful and thoughtful person at what he does or decides.
- Two, the responsibility is related to the respect the rights and feelings of others.
- Three, responsible behavior is typical of someone who helps others .
- Four, a person is responsible when acting with autonomy and freedom .
- Five, a responsible person recognizes and accepts consequences of their actions.

How do you learn to be responsible?
This quality or value, with which it is born, it has to be a key objective to achieve with mainly teenagers and young adults in the family and also in school. It is, therefore, create an environment at home and at school to teach them to decide properly. To do this they must learn to look at different alternatives and to assess in advance the consequences of their decisions. It should make them aware of the existence of others and their needs. Also, make them aware and careful in what they do, avoiding distraction, carelessness and cheating. Finally, to feel responsible for what they do, avoiding blame others for their own acts.

This quality is not achieved instantly on attaining an age, but acquired gradually through a process. It begins as a game imitating parents and little by little they are gaining greater responsibilities. We can not ask a boy or a girl teenagers who are responsible because they already have from an early age if we have not been giving responsibilities and making them see the consequences of their actions. They are the parents who manage not only rights but also and especially, the responsibilities of their children: "You've done one more year and we are going to extend the time to leave, but you will also have to ...".

The parents' role will be to establish rules and obligations the sons and daughters, encouraging them and helping them to comply. It is good to recognize and value their achievements, but also provide negative consequences (punishments) if non-compliant. Not be advisable to do things for them because they do not do well or having a pity of them or them. No obligations require it one day or every other frequently remind him to do, that the will bundle more or get used to not obey the first. Or that do not comply with its obligations and that does not happen at all, learn what is impunity. Therefore, for this task is desirable that the responsibilities are clear and parents' behavior is consistent.

What responsibilities or obligations that are specific to adolescents?
obligations adolescents are related to their age and the different environments in which to develop his life: with the times to come and go, with the use of television, computer or pley, with home study and attendance at school, and collaboration with household chores, among others.
is very important to assume that there are different responsibilities for boys or girls . It is critical that they learn to cooperate in household tasks: to set and clear the table, wash dishes, make dinner, clean the house, the washer, to build, etc. Learning these activities will depend on age, but need not be associated with being male or female.
is advisable to write down the obligations of different family members in a conspicuous place for as a reminder to everyone. They must be well explained so that no doubts about who, how or when to perform them. We must also establish the positive and negative or non-compliance will have responsibilities.

Finally, parents must give their children the opportunity to be responsible, because as will be, will acquire more confidence in themselves and this will encourage them in their process of becoming responsible and mature.

(Author: Miguel Angel Valverde Gea. Guiding IES West Sea. La Linea)

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WHAT IS EMOTIONAL INTELLIGENCE?

INTRODUCTION
The term "Emotional Intelligence" was first used in 1986 by Peter Salovey and John Mayer. Interest in the issue erupted when Daniel Goleman, psychologist and editor of the NewYork Times in 1995 published his book "Emotional Intelligence." On the cover writes: Why is emotional intelligence more important than IQ?

WHAT IS EMOTIONAL INTELLIGENCE?
Mayer and Salovey EI conceived as an intelligence based on the adaptive use of emotions and their application to our thinking. Emotional Intelligence is conceptualized through four basic skills:
The first ability: perceiving emotions, includes the abilities involved in identifying emotions in faces, voices, photographs, music ... This perception varies from individual to individual. It also refers to the degree to which each identify their own emotions.
Students put these skills into daily practice when regulating their actions in the classroom after a teacher's eyes. The teacher also uses this ability when he sees the faces of the students and sees if they are bored or understanding the explanation.
The second ability to access and / or generate feelings that facilitate thought is about how you have to take into account the feelings when we reason or solve problems, how emotions affect the cognitive system and how our emotional states help the decision-making. Some students need to concentrate and learn a positive mood, others in a state of tension change helps them study and memorize better. These individual differences explain why some students study for exams at the last moment, when the state of tension helps them focus.
The third ability of emotional comprehension involves the ability to break down the wide range emotional signals and label emotions. Therefore involves an anticipatory and retrospective to find the root causes of mood and the future consequences of our actions. Students use this ability to get in place of a fellow who is going through a bad patch and offer support.
The fourth skill: managing emotions own and others by moderating negative emotions and enhancing positive ones. This ability to reach the most complex emotional processes, ie the conscious regulation of emotions to achieve emotional and intellectual growth. A student involved in a conflict on the playground, the resolution nonaggressive conflict involves the implementation of regulation or management skills of interpersonal situations. Also, when exams arrive each student uses different emotion regulation strategies for coping with stress without being affected academic performance. Among them would be: social support and communication problems, carrying out distracting activities, have hobbies, sports, humor relativize the problems ...


types of emotions:
primary emotions: fear, surprise, disgust, anger, anger, joy, sadness.
secondary emotions: Shame, anger, jealousy, nostalgia, guilt, shame, sadness, remorse, indignation, anger, stress, insecurity, disappointment, frustration, worry, depression, love, elation, satisfaction, gratitude, optimism, kindness, assertiveness, tenacity, empathy, admiration, hope, excitement, tranquility, compassion.

BENEFITS OF EMOTIONAL INTELLIGENCE: Recent research
EI assistance in relation to peers and superiors at work. Students with high scores on emotional control were assessed by their friends as more understanding and supportive, also created fewer conflicts. The quality of relationships between couples, it seems that high scores on IE is associated with higher satisfaction in the relationship.

In the school context.
Studies conducted in the U.S. to show that college students with high EI have fewer physical symptoms, less social anxiety and depression, higher self-esteem, greater satisfaction in their relationships with others and recover before the moods experimentally induced negative. In terms of performance
academic, it seems that intelligence influences sobe mental health of students and the psychological balance, in turn, is related to and affects the final achievement. People with certain deficits (poor skills, emotional maladjustment, learning problems) is more likely to experience stress and emotional difficulties during their studies and, therefore, would benefit most from the use of adaptive emotional skills that enable them to face such difficulties.
On the occurrence of problem behaviors, students who have lower level of IE have higher levels of impulsivity, poorer social relationships, which favors the development various antisocial behaviors.
regard to substance abuse by adolescents with a greater range of affective skills based on understanding, managing and regulating their own emotions do not need to use other external regulators (snuff, alcohol and illegal drugs) to repair negative mood states caused by the variety of life events and stressful life events to those reflected in these ages.

CONCLUSIONS:
The home environment is identified as a key element in the process of socialization of emotions. Educators also perform the role of models and modules in the socialization process emotional. In general every person influential in the student can be an example to watch and play.
also through educational programs can help you:
- emotional skills training.
- Encourage good behavior and punish undesirable.
Emotional intelligence is learning that lasts a lifetime. Training in the educational context can help achieve benefits in terms of personal growth and motivation.

(Author: María José Lauroba. Getares IES Counselor of Algeciras).

Titan Allusion Romeo And Juliet

The Ten Commandments Judge Calatayud and to create a criminal

I invite you to read the Decalogue to create an offender, it seems, is included in a book called juvenile judge of Granada, Emilio Calatayud. A list of tips is ironic that invite reflection. We will review these tips taaaaaaaaan good:

1. Give him (the son or daughter) everything you want, and grow convinced that the world owes everything.

2. Reídle all rude, silly and outbursts, and grow convinced that it is very funny and not at school mean when they call attention to these facts.

3. Do not give him any spiritual training, and pick him when he is older!

4 . Never tell her that what is wrong: it could have complex of guilt and frustrated life, first have you believe that mania and then be convinced that the fault of society.

5. Gather everything you leave lying, and grow thinking that everyone is at your service, his mother first.

6. Let him see and read everything: clean with detergent, disinfecting, china where you eat, but let his spirit to recreate with any crap. Soon cease to be straight approach.

7. Both parents argue in front of him, and will grow accustomed, as the family is shattered and find it perfectly normal, he will not even notice.

8. Give all the money you want, and grow up thinking that having money does not need to work, just ask.

9. May all your wishes are satisfied at once: eating, drinking, fun ... otherwise it could end being a frustrated!

10. Always Give reason: they are teachers, people, laws ... who have it taken with him.

"And when your child is already a criminal, that preach ye could never do anything for him." To paraphrase Don Emilio, "Society is not society. We are the society. "

After reading the catalog, have a look at this video the judge. This man has no waste, but it speaks very clearly.

By Maria Dolores Orozco (Counselor).

Hiatal Hernia And Naseau

COMMITMENTS AND CURRICULUM EDUCATION HOME STYLES

One purpose of the educational commitment is to create conditions in the family environment conducive to a good educational expectations and ensure school success. The creation of the learning environment within the family is related to a number of factors that research on the "curriculum of the home" have been identified as necessary for a student to obtain academic success.

The publication "Family and Schools" by the International Bureau of Education of UNESCO in 2000, Professor, University Sam Redding Philadelphia collects a guide summarizes the research on collaboration between community, family and school. The introduction explains the importance of "home curriculum" as a hope for intervention in the family to try to counter the deterministic drift imposed by social inequities.

Fortunately, research on family influences on academic learning has a long history, and we can set basic premises with high reliability. With reasonable certainty, we can say that while the lower classes can lead to statistically predict poor academic performance, families who provide a stimulating and supportive environment, with rich language, defy the effects of socioeconomic circumstances. In other words, a "home curriculum" alterable, which includes family relationships, practices and patterns of family life, is a more powerful predictor of academic learning that family status. Schools can work with families to improve the "curriculum of the home" whatever the family's economic situation. This is therefore a message of great hope.

Redding identifies a number of specific patterns of family life that contribute to developing the child's ability to learn in school. Research specific family practices positively correlated with school success of the child in school. Redding groups them into three sections that make up the content of the publication and that are:

parent-child relationship:
1. Daily conversations about everyday events.
2. Expressions of affection.
3. Family comments on books, newspaper, magazines, television programs.
4. Visits with family or family members to libraries, museums, zoos, historical sites, cultural activities.
5. Encouragement to use new words and expand vocabulary.

routines of family life:
1. Setting a time of home study.
2. Daily routines that include time for eating, sleeping, playing, working, studying and reading.
3. Having a quiet place to study and read.
4. Family interest in hobbies, games and activities with educational value. Expectations

family and Control:
1. Giving priority to school work and reading over watching television and leisure activities.
2. Expectations of punctuality.
3. Parental expectations that children will do things the best they can.
4. Concern the correct and appropriate use of language.
5. Parental control over the group of friends of their children.
6. Control and analysis of television (and internet use) along with the children.
7. Parental knowledge of child's progress at school and personal growth.
If we agree that students learn best in their families are promoted life patterns mentioned above, this can become a substance of collaboration established between the family and the center through the commitments education. Therefore, one of the tasks of the educational relationship will help families create a "curriculum home "positive.

There are not many experiences with this approach. A few months ago was released by material and CEAPA Atlantis Project (FAMILY DAY) to work on basic skills from the family. However, it seems common sense to work on this line will benefit expectations and academic achievement of our students. It has been demonstrated in numerous studies the significant influence that family environment has on learning and school performance of students. And also, that this environment depends not only on economic or educational level of families but is related to a number of rules attitudes and family values \u200b\u200bcan be reconstructed socially and culturally and constitute what is called "the curriculum of the home."

(Posted by Miguel Angel Gea Valverde, counselor of the IES Sea west of the line)