Bøger af Alma Lidia Martinez Olivera

Soziale und kulturelle Veränderungen in Schulszenarien und neue Praktiken im Rahmen eines neuen Bildungsmodells in Mexiko erfordern Überlegungen über den Bedarf an einer aktualisierten Ausbildung für Grundschullehrer. Das Konzept der Disziplin wird als Aushandeln von Regeln, Grenzen und Interaktionen zur Eingliederung interpretiert, jedoch spiegelt das Verhalten der Schüler die Gewalt einer gewalttätigen Gesellschaft und dysfunktionaler Familien wider. Die Lehrer stehen vor der Frage: Wie kann man disziplinieren, ohne verbale, emotionale, psychologische und sogar physische Gewalt anzuwenden? Kinder, die ohne objektive Kriterien für die Bewertung von störendem Verhalten identifiziert werden, werden von den Schulbehörden auf verschiedene Weise verletzt. Die Ausbildung in neuen Formen der Disziplinierung wird es ermöglichen, diese Kinder in den Unterricht einzubeziehen und nicht abzulehnen. Die Familie ist ein wichtiger Faktor bei dieser Aufgabe.

Die Bewertung ist ein wertvoller Prozess in den neuen Vorschlägen für eine integrative Bildung in Ländern, in denen es immer noch diskriminierende und segregierende Strategien und pädagogische Maßnahmen gegen Kinder mit besonderen Bedürfnissen gibt. Die Bildungsbeurteilung sollte Elemente enthalten, die die Inklusion in Grundschulen ermöglichen. Dieser Vorschlag zielt darauf ab, eine umfassende, soziale und pädagogische Vision eines Prozesses zu bieten, der bisher als ein Instrument der Ausgrenzung des Menschenrechts auf Schulbildung angesehen wurde.

L'évaluation est un processus précieux dans les nouvelles propositions d'éducation inclusive dans les pays où les politiques discriminatoires et ségrégationnistes et les actions pédagogiques à l'encontre des enfants ayant des besoins spéciaux existent toujours. L'évaluation pédagogique devrait contenir des éléments qui permettent l'inclusion dans les écoles d'éducation de base. Cette proposition vise à fournir une vision globale, sociale et pédagogique d'un processus qui a été précédemment constitué comme un outil d'exclusion du droit de l'homme à recevoir une éducation scolaire.

Les changements sociaux et culturels au sein des scénarios scolaires, et les nouvelles pratiques sur un nouveau modèle éducatif au Mexique, nécessitent une réflexion sur les besoins de formation actualisée pour les enseignants de l'éducation de base. Le concept de discipline est interprété comme la négociation de règles, de limites, d'interactions pour l'inclusion, mais le comportement des élèves reflète la violence d'une société violente et de familles dysfonctionnelles. Les enseignants sont confrontés à la question suivante : comment discipliner sans violence verbale, émotionnelle, psychologique et même physique ? Les enfants identifiés sans critères objectifs d'évaluation des comportements perturbateurs sont violentés de diverses manières par les autorités scolaires. La formation à de nouvelles formes de discipline permettra l'inclusion et non le rejet de ces enfants dans la classe. La famille est un facteur important dans cette tâche.

Assessment is a valuable process in the new proposals for inclusive education in countries where discriminatory and segregationist policies and pedagogical actions against special needs children still exist. Educational assessment should contain elements that enable inclusion in basic education schools. This proposal aims to provide a comprehensive, social and pedagogical vision of a process that has been previously constituted as a tool of exclusion to the human right to receive school education.

Social and cultural changes within school scenarios, and new practices on a new educational model in Mexico, require reflection on the needs for updated training for basic education teachers. The concept of discipline is interpreted as negotiation of rules, limits, interactions for inclusion, however, student behaviour reflects the violence of a violent society and dysfunctional families. Teachers are faced with the question: how to discipline without verbal, emotional, psychological and even physical violence? Children who are identified without objective criteria for assessing disruptive behaviour are violated in various ways by school authorities. Training in new forms of discipline will allow the inclusion and not the rejection of these children in the classroom. The family is an important factor in this task.

La valutazione è un processo prezioso nelle nuove proposte di educazione inclusiva nei Paesi in cui esistono ancora politiche discriminatorie e segregazioniste e azioni pedagogiche contro i bambini con bisogni speciali. La valutazione educativa dovrebbe contenere elementi che consentano l'inclusione nelle scuole dell'istruzione di base. Questa proposta mira a fornire una visione globale, sociale e pedagogica di un processo che in passato è stato considerato uno strumento di esclusione dal diritto umano di ricevere un'istruzione scolastica.

As mudanças sociais e culturais nos cenários escolares e as novas práticas de um novo modelo educativo no México exigem uma reflexão sobre as necessidades de formação actualizada dos professores do ensino básico. O conceito de disciplina é interpretado como a negociação de regras, limites, interacções para a inclusão, no entanto, o comportamento dos alunos reflecte a violência de uma sociedade violenta e de famílias disfuncionais. Os professores são confrontados com a questão: como disciplinar sem violência verbal, emocional, psicológica e mesmo física? As crianças que são identificadas sem critérios objectivos de avaliação do comportamento disruptivo são violadas de várias formas pelas autoridades escolares. A formação em novas formas de disciplina permitirá a inclusão e não a rejeição destas crianças na sala de aula. A família é um fator importante nesta tarefa.

A avaliação é um processo valioso nas novas propostas de educação inclusiva em países onde ainda existem políticas e acções pedagógicas discriminatórias e segregacionistas contra crianças com necessidades especiais. A avaliação educacional deve conter elementos que possibilitem a inclusão nas escolas de educação básica. Esta proposta tem como objetivo proporcionar uma visão abrangente, social e pedagógica de um processo que se constituiu anteriormente como um instrumento de exclusão do direito humano à educação escolar.

I cambiamenti sociali e culturali all'interno degli scenari scolastici e le nuove pratiche di un nuovo modello educativo in Messico richiedono una riflessione sulle esigenze di formazione aggiornata per gli insegnanti dell'istruzione di base. Il concetto di disciplina viene interpretato come negoziazione di regole, limiti, interazioni per l'inclusione, tuttavia il comportamento degli studenti riflette la violenza di una società violenta e di famiglie disfunzionali. Gli insegnanti si trovano di fronte alla domanda: come disciplinare senza violenza verbale, emotiva, psicologica e persino fisica? I bambini che vengono identificati senza criteri oggettivi per valutare il comportamento dirompente vengono violati in vari modi dalle autorità scolastiche. La formazione a nuove forme di disciplina consentirà l'inclusione e non il rifiuto di questi bambini in classe. La famiglia è un fattore importante in questo compito.

The aim of this paper is to provide a text that can be of use to all schools of group psychotherapy, both in practice and in understanding. Emphasis is placed on technical language as well as tactical processes of group and individual change. Theory and Practice of Group Psychotherapy reflects the author's eclectic ideological background, from the underpinning Freudian theory and techniques to the influence of social psychology and the work of behavioural psychologists. Apart from allowing for a therapeutic modality that is expanding and becoming more complicated, the proposed work suggests a scientific basis for the method of group psychotherapy and a systematisation to facilitate the training of students in the Behavioural Sciences.

The processes involved in assessment in clinical psychology are diverse and complex. Clinical assessment plays an important role in what has been called the Health-Disease process, especially in relation to mental health. The training of professionals in this area of health must be considered in a comprehensive and dynamic way, taking into account the social environments in which the people who request psychological consultation are immersed. One of the professional competences is assessment, which leads to another vital process in clinical practice: therapeutic intervention. Ethical aspects must always govern the behaviour, attitudes and values of the psychological discipline and of professionals in training and under the supervision of their clinical work and their own personal processes of personal psychotherapy.