For the next activity would have to discuss the following social skills: self-knowledge, solve shame, self-control and participation.
After thinking for a long time, saw that there was something common at all: it is certainly assertive behavior.
Assertiveness is a verbal behavior (what is said) and nonverbal (as they say) that upholds our individual rights while respecting the rights of others.
Thus, a person behaves assertively when:
- Know your rights and interests.
- The defending through a series of behavioral skills.
- These skills allow you to be objective and respectful to himself and others.
Non-assertive behavior can be of two types: aggressive and passive. Conduct
Passive
not express the feelings and thoughts, or expressed inefficiently, negative and inadequate (excuses, no trust, fear, shame ...). Only takes into account the rights of others. Aggressive
:
They express feelings, ideas and thoughts, but respect others, usually by issuing direct aggressive behaviors (verbal abuse, physical assault, there is no self-control) or indirect (sarcastic comments or jokes, ridicule). Takes into account only their own rights.
assertive behavior:
sentiments were expressed directly, ideas, opinions, rights, etc., not threaten, punish or manipulate others. Respect the rights of self and others. This requires self-knowledge of self and self-control, thus eliminating the shame. Features
passive response style, appropriate (assertive) and aggressive:
After thinking for a long time, saw that there was something common at all: it is certainly assertive behavior.
Assertiveness is a verbal behavior (what is said) and nonverbal (as they say) that upholds our individual rights while respecting the rights of others.
Thus, a person behaves assertively when:
- Know your rights and interests.
- The defending through a series of behavioral skills.
- These skills allow you to be objective and respectful to himself and others.
Non-assertive behavior can be of two types: aggressive and passive. Conduct
Passive
not express the feelings and thoughts, or expressed inefficiently, negative and inadequate (excuses, no trust, fear, shame ...). Only takes into account the rights of others. Aggressive
:
They express feelings, ideas and thoughts, but respect others, usually by issuing direct aggressive behaviors (verbal abuse, physical assault, there is no self-control) or indirect (sarcastic comments or jokes, ridicule). Takes into account only their own rights.
assertive behavior:
sentiments were expressed directly, ideas, opinions, rights, etc., not threaten, punish or manipulate others. Respect the rights of self and others. This requires self-knowledge of self and self-control, thus eliminating the shame. Features
passive response style, appropriate (assertive) and aggressive:
PASSIVE: generic phrases. Nothing is said or used indirect expressions: "Maybe ...", "No tieneimportancia but ..." tone of voice low. Hesitant and halting speech. Minimal eye contact. Sunken posture.
ASSERTIVE: Phrases in person. Expression of preferences and Intercession: "I", "Feel", "I would"
tone firm and audible voice. Address calm. Eye contact. Firm but relaxed body posture. AGGRESSIVE
tone firm and audible voice. Address calm. Eye contact. Firm but relaxed body posture. AGGRESSIVE
Phrases in second person. Accusations, criticisms and demands, "Stop ..." You had better .... " "Be careful." High voice. Rapid speech and run over. Aggressive stare. Tense posture.
assertive behavior, then we see self-control and self esteem.
The emotional self is the capacity that allows us to control our emotions ourselves and not that they control us, taking us out the possibility of choosing what we feel in every moment of our lives. Techniques of self
I've seen are: http://www.mundogestalt.com/cgi-bin/index.cgi?action=viewnews&id=171
· Techniques for relaxation: the lantern, the bubble ...
* change of thought and / or behavior: daily frustration tolerance, disturbing thought stopping ...
Modeling of the behavior.
· Patience, ...
After the search of self-information I've extracted some activities for children and junior Primary education: http://www.waece.org/webpaz/bloques/autocontrol.htm
begin with a narration of a story with pictures, then children and the teacher will talk about the story, last attempt to reach an agreement to learn to: AMARILLITO
· THE CHICKEN: Arrange the class uptime.
· "TALK TO KNOW": learning to listen to others.
· "WHAT WOULD YOU DO?" Critical situations and become sane.
self I can not speak without first talking about self-esteem. Self-esteem is the self-assessment oneself, one's personality, attitudes and skills, which are the aspects that form the basis of personal identity. The elements that comprise it are: *
The concept car. The concept car is the opinion or impression people have of themselves is their "identity hypothesized," which is developed over many years. The concept car is the set of cognitive perceptions and attitudes people have about themselves
I've seen are: http://www.mundogestalt.com/cgi-bin/index.cgi?action=viewnews&id=171
· Techniques for relaxation: the lantern, the bubble ...
* change of thought and / or behavior: daily frustration tolerance, disturbing thought stopping ...
Modeling of the behavior.
· Patience, ...
After the search of self-information I've extracted some activities for children and junior Primary education: http://www.waece.org/webpaz/bloques/autocontrol.htm
begin with a narration of a story with pictures, then children and the teacher will talk about the story, last attempt to reach an agreement to learn to: AMARILLITO
· THE CHICKEN: Arrange the class uptime.
· "TALK TO KNOW": learning to listen to others.
· "WHAT WOULD YOU DO?" Critical situations and become sane.
self I can not speak without first talking about self-esteem. Self-esteem is the self-assessment oneself, one's personality, attitudes and skills, which are the aspects that form the basis of personal identity. The elements that comprise it are: *
The concept car. The concept car is the opinion or impression people have of themselves is their "identity hypothesized," which is developed over many years. The concept car is the set of cognitive perceptions and attitudes people have about themselves
* Self-respect: Respect is a result of the value we recognize, or the esteem we profess to our individual and the dignity that we demand that others give us.
* Self-knowledge: self-knowledge is knowledge of oneself.
The activities I propose here would have to be adapted for first cycle and are focused as they apply to second and third cycle and secondary education. Some dynamic development of self-esteem are: http://members.fortunecity.com/dinamico/C1_7A.htm
· Accentuate the positive: Getting people to break down the barriers imposed by them because they can not make a good self-concept. Improving the image of themselves by sharing comments and personal qualities.
· Accepting our weaknesses : Emphasize the importance of accepting the weaknesses and limitations as a prerequisite to rebuild self-esteem. Demonstrate that everyone has strengths and weaknesses, and why they should not make you less or devalued. Helping people to admit weaknesses and limitations were not ashamed of them. Pats
· written : It promotes the creative use of written verbal communication. Allows rewarding emotional exchange. Help strengthen the participants' self-image. Split personality
· . Awareness of the changing nature of self-esteem. Identify the states themselves high and low self-esteem and the circumstances or causes of both.
· Accentuate the positive: Getting people to break down the barriers imposed by them because they can not make a good self-concept. Improving the image of themselves by sharing comments and personal qualities.
· Accepting our weaknesses : Emphasize the importance of accepting the weaknesses and limitations as a prerequisite to rebuild self-esteem. Demonstrate that everyone has strengths and weaknesses, and why they should not make you less or devalued. Helping people to admit weaknesses and limitations were not ashamed of them. Pats
· written : It promotes the creative use of written verbal communication. Allows rewarding emotional exchange. Help strengthen the participants' self-image. Split personality
· . Awareness of the changing nature of self-esteem. Identify the states themselves high and low self-esteem and the circumstances or causes of both.
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