This method fenomenolgico humanist/deentender the being beyond the obesidade, that was unmasked there, it won the paper doavaliador. Through questionnaires, systematic interviews, meeting, among others instruments, were construdaa teia of relationship, that exceeded the avaliativo process. Cadaencontro was supplied to orientaes techniques, without, however, you disrespect emotions that unclasped in this contact. in this process, we conquer reliable umarelao in the work, but above all, in the potential of pacientecomo gerenciador of its experiences and of the construction of a hierarchy denecessidades, for the auto-accomplishment. Therapist and customer treading ways embusca of conditions that propitiated the construction of the identity of lean, to semnegligenciar the essence of the there existing being, covered for the overweight and pelosofrimento. Participamdeste work, 10 patients, being 07 women and 03 men, with age varivelentre 26 and 40 years, being that 08 already meet operated. Jna initial interview, the patients were informed that she would have assured oatendimento after-surgical, in function of the participation in one it searches sobremudana of habit of obeso, submitted to the baritrica surgery, in case that they concordassemem to participate of the same one.
In what I counted on the assent of all. Estetrabalho had beginning in 24 of November of 2008, if extending until the diasatuais. Of the taken care of patients, only one cancellation occurred, in function dapaciente to have obtained the release with another professional, is of the program. The excessively patient ones had continued and the vacant again was filled. In virtudedo adjournment of these, the scientific production was modified, resulting, portantoem article, which I consider not less important. Aformao of the therapeutical bond made possible the change of a focus avaliativopara the understanding of the internal processes of the patient. Its emotions, behaviors and action, to better puderamser understood and its rescued internal forces. She was not only acirurgia or the obesidade that was present there, but its you distress, ansiedades, frustrations, fancies and realities.
Fame, money, luxuries and comforts. Who never wanted to take a celebrity life? They have everything! She has grana, she has prestige, corporeal properties and everything that any another person wanted to have. Its social life is extensive and repleta of friends and fans. Without speaking that they had obtained to carry through the great part of its dreams and professional objectives. With everything this, has its auto-esteems raised, and all the conditions of the world to be happy. But because then some of them (as the case of the Amy Winehouse, for example) always fall in depression, if they involve in scandals and if they deliver to the vices of drinks and drugs? The reply for this question it is well simple, and it can be found if to analyze the other side that the fame brings; its negative side. With the conquest of the fame, it also appears, greaters responsibilities, responsibilities these that any person depletes. In addition the siege on the part of the paparazzos has all, that place all its life tona in the media.
This without saying in the pressure that as much the media, how much the fans make they, in order they to continue in the top. It is as more or less the following one. You now imagine, having that to work of twelve to the fifteen hours per day, being had that to all take the care of the world not to commit none gafe (because seno turns the news divulged for the media). With this, he finished its privacy now, a time that everything what you make, what you dress, or any slip who comet is notified in the television, periodicals, Internet and the entire world will know what you made. In addition, you cannot more leave alone house, if not, she is assediado by several and some fans.
Bringing this idea for the pertaining to school context, we perceive that in many cases it exists between educandos and educators a resistance to the mental standards for both the parts. To know more about this subject visit Dr. Peter M. Wayne. That is, it does not have a perception of the other as an individual with desires, proper wills, and necessities the condition human being. The educative work leaving of this estimated requires the understanding of the involved citizens as different beings. Pedagogical one is necessary one practical come back toward the respect to the differences preventing that esteretipos they are created and consequently the interpersonal relation if characterizes as conflituosa and traumatic making it difficult the process education learning. To if dealing with the interpersonal relations in the educative field the same ones if I and the other constitute in a constant interaction between. If he cannot lose of sight that the learning if of the one in way to the exchanges of experiences and to know between all the involved ones. Additional information is available at Harvard. The school is the space where the pupil exactly finds answers on itself, the other later the way where he is inserted.
It fits to the educators to offer subsidies so that the educandos develop the social conscience of that they are agents or citizens that interact constantly as other individuals. In an unconscious and conscientious plan, the other appears as an presence-absentee. In this direction, the pupils are marked for what he knows and he chooses as well as for what he is invisible, not perceivable. Its behaviors happen in such a way of the subjectivity how much of the objetividade. Mentioning subjective sphere to it, many attitudes are incompreendidas by the educators when they ignore the psychological and also the emotional ones processes that they intervene with the pertaining to school performance of the students. Thus, the understanding of the intersubjetividade Intrapsquica favors the development of the learning, a time that the professor will be able to potencializar the inquiry in classroom being aimed at to support educating in the construction of the learning, mediating the relation of it as the knowledge and if necessary directing it for an evaluation it diagnosiss next to one professional of the psychic area. In short, the teaching formation must to know contemplate them on the intersubjetividade in the act to educate, integrating in the methodology of education the respect to the subjective sphere of the individual, so that this carries through the cognitivos and formal learnings. Therefore, the process of learning of educating passes for the intuition, for the dreams, its desires and for the affectivity.
Being this last one, stimulated by means of the educative experience, in which the educator establishes a bond of affection with educating. Of this form, we understand as educative bedding, that the educator perceives these to know, so that these subjective dimensions of the pupil are a bridge between the professor-pupil and the deepening knowing of them in the educative process.
He is obvious that the people react and if they reveal of different forms when expressing (or not) its feelings for who wants that is. The people have dimensions and degrees of different intensities in what they feel for the others He is positive and adult to accept this. Now to compactuar with this already is another thing All good. Partially, we make this: In special situations of diseases as we will see, below Socially with relatives and people who we do not support for a question of acceptable minimum convivncia. But, that is a social mask. It would be a perpetual war if thus we did not make it Why we choose ' ' certas' ' people as friends and not others? Because we identify, we feel (sees the verb of ' ' amizade' ' she is TO FEEL — of the LOVE, also it she is) that with SOME PEOPLE we have more AFFECTIVE proximity — more LOVING EXCHANGE — more COMPLICITY — more LOVE! What I want to say that is natural that let us tend to interact with people who we perceive — we feel and we notice, inequivocadamente, that these people ' ' in questo' ' , in degrees and intensities varied (from an expression ' ' mnima' ' that we accept as of REPLY AND AFFECTIVE INTERACTION) of some form tolerable they correspond and they repay to our FEELINGS Now, when the person in question, object of our AFFECTION, has a contained skill — cold — restrained — absentee — distant to reveal its feelings in relation to we (if are that they exist, ' ' mesmos' ' ) to persist thus in a relationship — in one he changes inexistent (or not-expressed) of affection, ternura, affinities in a general way, discloses that we feed ' ' inside of ns' ' — MASOCHISTIC contents This identifies and nominates that we do not respect ours ' ' prprios' ' feelings — our selfishness — our only personal essence.