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Kilibrio Cereals



Murderers Cereals was formed in 2000 after the dissolution of the local scene bands of the time, Under Pressure, Hating Hate and Alteration.

Initially the band was clearly influenced by Punk Rock music, but then with the evolution of the musicians and the discovery of new horizons began to test some Ska bases and have the participation of trumpet, trombone and keyboards on some tracks. Among the shows

most prominent and remembered by the band are those shared with Ska-P, The Locos, Reincidentes, Marea, Kapanga, Arbol, Cadena Perpetua, Bulldog, El Otro Yo, Two Minutes, Expelled, Double Strength, Los Muertos, Slam Up! , Shaila, Topos, Jim Croce, Native, MAD Mal Pass and others.

Murderers mid 2002 Cereals participated in a national contest called Rock Works, which was developed at the Obras Sanitarias stadium in Buenos Aires. Initially the band was short-listed from over 2000 participants, and then to compete with 7 other bands of different styles qualified for the final.

In the summer of 2003 was presented to the Atlantic Coast Buenos Aires sharing the stage with Expelled in Miramar, and made a couple of presentations at various resorts of San Bernardo.

It is also well remembered participating in the Tribute to Ramones held in Hangar in the month of April 2003. That same year, served to share a show with SKA-P (Spain) in the same place before more than 4000 people. Murderers

Cereals provides the theme of "Sick" with an unreleased version compiled Shouts to Emerging made in Chile with the participation of different Latin American bands.

in January 2005 launched the first album entitled Puzzle through 4K Records label and distributed by Universal. This album contains 12 songs of pure Punk Ska.

During this year the second edition of Screams compiled Murderers Emerging Cereals participated this time with two topics pertaining to puzzles, these are "moving all" and "I go to View." Murderers

Cereals in 2006 with the song "I go to see" in South America compiled Have fun and do not let edited by RPS disks.

In May 2006, finished recording the second album were selected for the same 12 songs that were recorded in studies Crazzy Rabit and The Pie.
Mixing and mastering was done in Study Viceroys - Mexico City, in the hands of Juan Pablo Fallucca.
Murderers
During 2006 Cereals conducts a tour of Gran Buenos Aires neighborhood that began in February and includes places like Monte Grande, Burzaco, Paso del Rey, Moreno, Castelar, San Miguel, Adrogue, Jos C. Paz, Gerli, Martin Coronado, Avellaneda among others and also for the first time visiting the city of Rosario in Santa Fe province

In the second half of 2006 Cereals Murderers shows with bands share very important as Reina (Spain) The Locos (ex Ska-P, Spain) and the presentation of the latest album of The Shawshank Redemption, among others.

The Murderers' second album called Cereal Without Borders, has 11 songs and 1 instrumental. In addition to this record was made video of the song "It could be Friday." In the disk recording musicians as part of Kapanga Maikel, Valente Hernan Cadena Perpetua and Felix Gutierrez de Todos Tus Muertos.

The album was released in November 2007 by Pinhead Records.



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Political irony in Education, by Marcel Claude. Thinking

Radio Cb President Jack

Mapuche Organization rejects initiative

educational and linguistic rights are an important part of the collective rights of our people Mapuche nation, recognized by international law on several instruments (ILO Convention 169, Convention children's rights, cultural diversity, UNESCO Declaration, UN Declaration on indigenous peoples' rights) and that the draft education law the government are not expressed, reflecting once again the policy of systematic violation of our rights political and Mapuche people-nation by the institutions racist government of Chile. view the presentation in the Chilean parliament of the proposed General Education Law (LGE). In the presentation in the Chilean parliament of the draft education law by the government, the Organization wixan Mapu Mapuche Meli (Of the four points land) declared the national and international public opinion that: The educational and linguistic rights are an important part of the collective rights of our people Mapuche nation, recognized by international law on several instruments (ILO Convention 169, Convention on the rights, cultural diversity, UNESCO Declaration, UN Declaration on rights of indigenous peoples) and that the draft education law the government are not expressed, reflecting once again the policy of systematic violation of our political rights as Mapuche people-nation of the racist institutions of the Chilean State. We must remember that since the formation and immediately after the Chilean government military occupation of Mapuche territory (late nineteenth S) education has become for this as an important instrument of assimilation and cultural-ideological domination towards Mapuche world, which has a direct consequence in the failure of knowledge and international educational values \u200b\u200bmapuche.Innumerables Human rights have long been raising the Chilean State is one of the countries in the world but back in recognition of collective rights of our peoples, that the level of education is reflected in the neo-colonial intercultural bilingual education program the which generated no significant change for the survival of the Mapuche nation, in contrast, has only deepened the relationship of domination from the Chilean State in contravention of the future of the people-nation Mapuche.Hacemos an urgent call to all sectors within of our Mapuche (traditional authorities, communities, organizations, students, workers, professionals, people) to raise and categorically reject this new attempt by the Chilean State to deny our existence as nation-Mapuche people, as expressed in the bill designed general education in the overbearing attitude of a government controlled by the interests of economic groups continue profiting from the basic rights of women and men of our land. FOR LIFE AND FUTURE MAPUCHE, NO A LA LGE! INKAIÑ PETU MAPUCHE Kimun TAIN! Marrichiweu! MELI wixan MAPU Mapuche organization (Of the four points land)

Santiago Warri, July 09 Kuyen.

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Education Act Higher Education and intercultural in Peru. Preliminary Notes

Juan Ansion

The following notes represent a reflection from the Peruvian experience in intercultural education. The fundamentals of this reflection from the work connected with the Bilingual Intercultural Education. Regarding higher education, the experiences of newly initiated affirmative action program "Hatun Nan" at the universities of Cusco and Ayacucho, constitute an important framework to discuss the possibilities of transformation of the university in an intercultural perspective.

I. Intercultural and indigenous peoples.

Some conceptual clarifications.

Before addressing the issue of the relationship between higher education and multiculturalism, it is useful to some conceptual.

In Latin America, prefer the concept of multiculturalism before the multiculturalism that is generally used in Anglo Saxon countries. Both concepts designate a situation of cultural diversity and the existence of groups from different cultural matrices that are difficult to achieve coexistence. While the term "multiculturalism" emphasizes the diversity of "multiculturalism" is more focused on the interrelationships between those who are different. On the other hand, multiculturalism-by suffix "ism" used "is presented as a philosophical position, or as a political or ethical. In contrast, no equivalent term often used, such as "interculturalism", to designate in the same way a project that emphasizes the construction of dialogue between representatives of different cultures.

is not our intention in this work deeper into the relationship between both concepts, broad discussion, moreover, given the multiple ways that different authors have given them. We just want to emphasize that the choice of the term "multiculturalism" puts the emphasis on interaction. Focusing

, then, the term "multiculturalism", we find first that is already widespread in common parlance, but is used in very different ways. Thus, it is often found used to talk about a process of assimilation of the subordinate culture to the hegemonic culture. In Peru, for example, you hear sometimes from government officials or teachers the idea that it is good that children get an education Andean cultural (and also bilingual), it is a more efficient way to learn the Castilian. This is therefore a sophisticated way to find the addition to the linguistic and cultural body whose pre-eminence is not never in question. It is used in this case, in an assimilationist, making culture which is also usually done with the tongue when bilingual education is proposed to facilitate the teaching of English and not to allow the development of both languages.

Conversely, the Andean countries sometimes use the term as synonymous with identity. Would be intercultural in that sense, defending one's own culture and identity. This interpretation is, apparently, from the appropriation of a word that comes from the outside world (through NGO advocates, state officials or technicians or teachers) and as such it is considered that can be useful in relation to that world (the world of official culture and power), but one that retains only those aspects related to cultural identity.

For those focusing on the development of cultural diversity, however, the term "intercultural" looks at inappropriate times because they believe that dialogue between cultures is not possible while the relationships between them remain uneven, and the domination of one over others. Interculturalism is perceived then as an instrument of deception and manipulation to serve the powerful. It is thus a critical view of the concept of assimilation and multiculturalism.

Along the same lines are rejecting the term also those who believe that the term should be discarded as being "cultural." This criticism seems inspired by the intuition of the possibility of assimilation, but is wrong to believe that the talk of multiculturalism is to ignore the material, political and social conflicts in general linked to cultural processes. In social science we talk about culture without being so culturalist.

This shows that, beyond an apparent understanding of terminology, the meaning as the word can be very different. This can lead to persistent misunderstandings and misguided many debates.

now try to define in positive terms what mean by multiculturalism. The exchange can be defined as either the factual situation referred to relations between cultures, or as a project aimed at establishing trade relations on an equal footing between people from different cultural areas. The second meaning is the most common in the professional world, especially for those working in education or health. But the first sense is very important and is, in my opinion, a necessary starting point for comprehensive understanding of the scope of any project.

Indeed, viewed from the social sciences, multiculturalism is, first, a situation observable. The concept refers the type of relationships that exist between individuals and groups from diverse cultural backgrounds, for reasons of historical events, are taken to interact with some frequency and intensity in everyday life. These relationships are often marked by conflict, misunderstanding, mutual contempt, and, particularly, by the hegemony of one group over others who seek - and often does - impose their own cultural habits as if they were the only valid.

Speaking of relatively frequent and intense, we reserve the use of the term to describe cultural influences among people nearby, who hangs out in the everyday.

Thus, could speak of a greater or lesser degree of cultural exchange and recognize that not all societies are characterized by a high degree of multiculturalism, ie the existence of intense and frequent daily relations between people and groups from different cultural backgrounds.

is also important to note that in these intercultural relations, the strongest influences more visible and tend to be ranging from the dominant culture to other cultures. They are most recognized by all and, in general, members of subordinate groups seek to appropriate many aspects of that culture. But this does not mean there are no influences in the other direction and this point is key to understanding relationships: the dominant culture is also influenced by many aspects of cultures subalternas.En the case of Peru, for example, the fact that children of affluent families in Lima are raised by Andean women, often of peasant origin , tells us that they incorporate much of the Andean culture. But, not being this prestigious, these acquisitions are hidden and unknown. Covert racism may be a consequence of this concealment, it is a way to distance themselves from something you have inside and rachaza.

An intercultural project aims to achieve more equitable intercultural relations, mutual acceptance and recognition that can be learn much from the other. To succeed, such a project must start from the real situation, this is actually existing multiculturalism, with all its conflicts and their mutual influences, with the prestige or disregard given to the cultural expressions that are exchanged, and the overvalued and the respective concealment.

is also useful to distinguish clearly the culture of identity, against a strong tendency to confuse them. Culture is the socially internalized, regardless of the will and even the consciousness of people. The identity, however, is choice - in opposition and likeness - of a culture. That is, among the many influences that have shaped us, we choose some symbols that unite us with others and others simultaneously oppose us. Since then, a close relationship between culture and identity, but to distinguish the two, we think the possibility of better conditions for social and political construction of identities. Those who create them saying, in effect, a free will to define the cultural influences received to those who wish to emphasize. The strengthening of a particular identity - especially an ethnic identity - does not mean, however, that magically disappear as negative influences to come from the dominant cultural sphere.

Tension between received cultural influences in socialization itself (which may come from various cultural matrices), and decisions on cultural features and brands you decide to join, appears as central in creating identities. And ethnicity would be the product of a joint in tension between a social and cultural heritage and identity constructed by political decision. And the debate remains open, in each case, to define what are the features of socialization that are necessary for membership. It is, for example, typical for people who no longer speak the language, but whose parents come from the culture in question, or for Indians urban and tensions left certain customs rurales.Las displayed and can be seen as cultural tensions that are processed within people.

ISEES Forum, Abril08

Source: http://www.foroeducativo.org/site/news_detalle.php?v_not_cod=115&v_tipnot=O&v_news_cod=17

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IMPLICATIONS FOR RESEARCH ON THE DEFINITION, CLASSIFICATION AND SUPPORT SYSTEMS FOR THE AAMR 1992. Promoting self-esteem

Robert L. Schalock, Ph.D. Hastings College

The concept and definition of mental retardation has undergone numerous changes over the past forty years, both in terminology and in the cutoff points based on the IC, as in the function of adaptive behavior as a diagnostic criterion. Each change reflects the continuous effort made by different disciplines to improve understanding of the condition of mental retardation and to develop a more precise terminology and classification practice and more focused on empowerment. In 1992, the American Association on Mental Retardation (AAMR), an organization that has defined mental retardation over the past 119 years, adopted a new definition and classification system based on a new conception of mental retardation. The purpose of this conference is to summarize this system (which we refer to hereafter as the "System 1992 ") and have four implications for research, arising from major changes in the conception of mental retardation is the System 1992. Before that, we first briefly summarize the changes resulting in the conception of mental retardation.

CHANGE IN THE CONCEPT OF MENTAL RETARDATION

Since 1983, when it was published the final manual classification of the AAMR (Grossman, 1983), there has been a significant paradigm shift in the field of delay mental. Here are three aspects of this change, namely: 1) mental retardation needs to be defined in a social context, 2) generally with appropriate supports for an extended period, the functioning of the person with mental retardation experience improvements, and 3) the practices of rehabilitation services are based on the capabilities, limitations and support needs of the individual.

mental retardation within a social context

An essential element in the change of conception is the idea that mental retardation is not an absolute trait expressed solely by the person, but an expression the functional impact of the interaction between the person with intellectual limitations in adaptive skills and environment of the person (Luckasson, et al., 1992). This view is reflected in Figure 1, which shows how a person's disability is the expression of functional limitations that occur in a social context, reflecting the interaction between intellectual limitations and adaptive skills, as well as the demands of their environment (Institute of Medicine, 1991).

Figure 1. The process of acquiring a disability

function supports

One of the four assumptions of the 1992 system is that generally, the functioning of the person with mental retardation will improve if you are offered the appropriate supports for a continuous period. This belief stems from the conceptual and practical interest to use the supports (natural) as a more efficient and effective means to improve services to enable individuals with mental retardation. Although the concept of support is not new, what we do is new is the belief that a judicious application of appropriate support can improve the functional capabilities of people with mental retardation. This belief is reflected in the current interest into programs such as supported employment, sheltered housing or support systems in the mainstream school. The importance of these supports is that they are a more natural, efficient and continued to increase independence / interdependence, productivity, community integration and satisfaction of these people.

As discussed later, the third step of the System 1992 focuses on the specific support required by the individual. Briefly, the third step involves determining the multidimensional needs of supports for persons with mental retardation and classify the intensity of this support as intermittent, limited, extensive or widespread.

Best practices for enabling

The paradigm shift described above has also had repercussions patterns of service delivery, placing the emphasis on the potential performance and capabilities of the individual, standard and typical environments in support of integrated services and the training of individuals. These trends have resulted in a significant redefinition of services, reflected in a person-centered planning and functional support model within the community (Schalock, in press).

In summary, there is a change in the conception of mental retardation worldwide that partly explains why the System 1992 has been translated into seven languages. Also, this change in philosophy, and the subsequent modification in approach focuses on three key elements of the conception of mental retardation: capabilities, and operating environments. These elements are reflected in Figure 2, where the operation occurs at the base of the triangle to note that the 1992 is basically a system functional model. The building, on the left side of the triangle, indicating that the operation in mental retardation is related specifically to limitations in intelligence and adaptive skills. The right side of the triangle represents the environment in which these individuals live, learn, work, socialize and interact. The model also shows how the presence or absence of support influences how it works in the community.

Figure 2. General structure of the definition of Mental Retardation

1992El System change in the conception of mental retardation summarizes the need to carry out three major changes in our beliefs. First, the categories referring to the person based solely on a single aspect (eg, severity of mental retardation) are not descriptive or predictive enough to characterize individuals with mental retardation. Second, the emphasis in the current operation requires more clearly describe the skills and adaptive limitations affect daily life, thus causing the need to identify key areas of specific adaptive skills to meet the challenges of each environment. And third, the diagnosis must be made with a view to planning the intervention and to certify a certain condition. These changes are reflected in the following summary of the Definition, Classification and Systems of Supports, 1992 (Luckasson, et al., 1992).

DEFINITION OF MENTAL RETARDATION

System In 1992, mental retardation is defined as:

"... substantial limitations in present functioning. It is characterized by an operating intellectual significantly below average, which coexists with associated limitations in two or more of the following adaptive skill areas: communication, self care, home living, social skills, community use, self-direction, health and safety, functional academic skills leisure activities, and work. The mental retardation must occur before 18 years of age "(Luckasson, et al, 19992, pg. 5).

THE THREE-STEP PROCESS

Any system for diagnosing a mental retardation person and classified according to criteria, consists of a set of formalized rules that specify requirements to be met to be diagnosed and classified as such. Over the years these rules have undergone changes in response to pressure from consumers, professionals and other social and political forces. The 1992 system involves a three step process that includes: the diagnosis of mental retardation, the description of the capabilities and limitations of the individual and the identification of the necessary support. These three steps are summarized in Table 1.

The three-step process: Diagnosis, Classification and Systems of Supports

Step 1: Diagnosis Mental Retardation (Determines whether a person should be selected as the recipient of support)

mental retardation was diagnosed if:

1. Individual's intellectual functioning is about 70-75 or lower.

2. There are significant limitations associated with two or more adaptive skill areas

3. The age of onset is 18 years or less.

Step 2: Classification and description (Identify the capabilities and limitations and the resources required)

1. Describe the capabilities and limitations of the individual related to the psychological / emotional

2. Describe the general physical condition and indicates the etiology of their condition.

3. Describe the typical environment of the individual and the optimal environment that is conducive to their growth and development.

Step3: profile and intensity of support required (Identify the support required)

Identify the type and intensity of support required in each of the four dimensions:

1. Dimension I: Intellectual functioning and adaptive skills.

2. Dimension II. Considerations Psychological / Emotional.

3. Dimension III. Physical Considerations / Health / etiology.

4. Dimension IV: Environmental Considerations.

The three-step approach described in the above table differs from the classification system of the AAMR in 1983 (Grossman, 1983) that:

• code uses a single diagnosis of mental retardation if the person meets the three criteria of age of onset, intellectual functioning significantly below average and associated limitations in two or more adaptive skill areas.


• uses a multidimensional approach to describe the capabilities and limitations of the individual.


• Develop a profile of the support needed for each of the four dimensions.

Diagnosis intervention plan

1992 System believes that the primary goal of diagnosis is to help plan the intervention. The use of diagnostic data in order to schedule the intervention should achieve better results in individuals with mental retardation, including the provision of essential services to increase independence, productivity, community integration and satisfaction. This move also means the process diagnosis beyond mere labeling of individuals (for example, "a person with severe mental retardation") into a description of the person and the support you need (for example, "a person with mental retardation with extensive support needs in the areas of communication and limited support needs in the area of \u200b\u200bcommunity use. ")

IMPLICATIONS FOR RESEARCH SYSTEM 1992

A recent article by the author (Schalock, et al., 1994) sets out various implications of the System 1992 in the field of mental retardation related to the basics of classification, confidence in the clinical trial, the provision of education and empowerment, the emphasis on prevention, and guidelines for research in the field of mental retardation. In this paper suggests that the System 1992 will have a major impact on research on mental retardation in the first place, by requiring greater precision to describe individuals with mental retardation and, secondly, to shift the emphasis initially put on the individual as an independent variable, to the environment and support as independent variables and to the adaptive skills of the person, the status of housing / employment, quality of life and satisfaction as dependent variables.

addition

overall impact of these two, in this section we will focus on four specific research implications derived from the System 1992. These are: 1) a broader definition of the concept of intelligence, 2) validation of the overall dimensions of adaptive behavior, 3) operationalizing a paradigm of support, and 4) analysis of the environments.

1. Extending the concept of intelligence

What is intelligence and what role it might play in the definition and diagnosis of mental retardation?. The assessment of intelligence is going through a time of confusion, changes looming on the horizon. For example, in 1982, a working group of the National Academy of Sciences recommended to reduce the weight given to standardized tests in the United States. Currently there is a clear decrease in reliance on the IQ test and see how many districts have gone from using IQ tests to use test of achievement and ability (Snyderman and Rothman, 1987). In addition, other authors (Reschly, 1981; Turnbull, 1979) have argued that the concept of CI is generally poorly understood, making it a myth that has endured more than its utility. So they propose relabel IQ test as a test of academic skills or aptitudes académicas.A with decreasing emphasis on the measurement of general mental ability, they begin to see people who defend not only the assessment of specific mental abilities, but also the development of a broader definition of the concept of intelligence. Interestingly, in 1920 Thorndike described a tripartite model of intelligence that included social, practical and conceptual intelligence. A recent study (Greenspan, 1979, 1981, Greenspan and Granfield Switzsky, 1994, Sternberg, 1988, 1994) defines these three concepts as follows:

• Social intelligence includes the ability to respond appropriately to human relations (Taylor and Cader, 1989) and the existence of appropriate interpersonal skills (Bennett, 1993, Cantor and Kihltrom, 1987, Sternberg and Wagner, 1986).


• Practical intelligence includes daily living skills, and ability to adapt successfully to different environments and to show enough skill in self environment (Sternberg, 1984).


• Academic intelligence includes the traditional notion of IQ and school skills (Greenspan et al., 1994).

From a research perspective, we here at least six implications for this (possible) design broader intelligence including:

• Integrate a tripartite model of intelligence also adopting an approach to primary mental abilities to design intelligence. For example, Thurstone (1938) suggested that multiple intelligence includes skills such as verbal fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning and memory. More recently, Gardner and Hatch (1989) have suggested "seven intelligences", namely: the logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal.


• Develop measures psychometrically powerful social and practical intelligence.


• determine whether social and practical intelligence are conceptually and pragmatically different (McGrew and Bruininks, 1990, McGrew et al., 1994).


• determine the role they can play the practical and social intelligence in the definition of mental retardation .- Verify the role of observation, self-report and clinical trial evaluating the social and practical intelligence.


• Differentiate practical and social intelligence as distinct components of adaptive behavior. Anastasi (1986) for example, states that "the behavior Smart is essentially adaptive, insofar as it represents ways of responding to the demands of a changing environment "(pp. 19-20).

2. Validation of the general dimensions that make up the adaptive behavior.

The concept of adaptive skills present in the System 1992 is a continuation of historical attention given to social competence in the diagnosis of mental retardation. A necessary criterion in the definition of mental retardation in 1992 is that there is an intellectual functioning significantly below average with limitations in two or more areas of adaptive skills as follows: communication, self care, home living, social skills, community use, self-direction, health and safety, functional academic skills, leisure, and work. The main objectives of the assessment of adaptive behavior are (Bruininks, McGrew and Maruyama, 18988, Horn and Fuchs, 1987, McGrew and Bruininks, 1989; Rechsly, 1990):

• diagnosis and intervention planning.


• evaluation and program monitoring.


• The description and investigation of the population.

The emphasis placed on adaptive skills (rather than adaptive behavior as in the definition of 1983) is a system change in 1992 due, in part, the debate emerged about the conceptual nature of adaptive behavior and subsequent problems related to measurement. The concept of adaptive skills involves different skills, thus providing a firmer basis for several key aspects of the system 1992, such as:

• often with limitations in adaptive skills, capabilities exist in other areas of adaptive skills or competence personal.


• The existence of capabilities and skills limitations adaptive to be expressed within the community settings typical age peers the individual and should be linked to the support required by the person, considered individually .- If the person has no limitations in adaptive skills, then applies the delayed diagnosis mental.


• The concept and measurement of behavioral skills "maladaptive" as synonyms for specific acts present in excess, highly undesirable or inappropriate, must be questioned because such behavior may be the answer to an unsuitable environment for a people who can lack of alternative communication skills. For this reason, the concept of maladaptive behavior is not included in the dimension I of the classification scheme, going to join the Dimension II (psychological and emotional considerations.)


• is necessary to emphasize the evolutionary significance of certain skills within the ten adaptive skill areas. Thus, attention must be paid to certain areas only when relevant to age, since several of them (eg, work) make sense only in adolescence and adulthood.

The main research approach used to date to identify the dimensions of adaptive behavior has been factor analysis. The results of this analysis using adaptive behavior indices supported the presence of multiple domains or areas that compose it. Although the results are contradictory to date (see McGrew and Bruininks, 1989 and Widaman, Borthwick-Duffy & Little, 1991 to excellent reviews on the subject), there is a reasonable agreement in the domains or overall dimensions of adaptive behavior. These are summarized below in Table 2. With respect to the domain of human abilities, a multifactorial approach seems more appropriate to describe the adaptive skills, which include hierarchical structure factors larger or more general higher levels of hierarchy, and specific factors in the lower (Widman et al, 1991). And although not shown in Table 2, there is also coincidence (Bruininks, Thurlow, and Gilman, 1987; Meyers, Nihira, and Zetlin, 1979; Widaman et al., 1991) speak of two types of maladaptive behavior: social maladjustment (which gives lead to aggressive behavior, destructive or antisocial threatening to damage or injury to others or property of others) and personal maladjustment (self-aggressive behavior and autistic behavior.)

is a clear need for further research on the structure of adaptive behavior. Recent reviews suggest research in areas following:

• vs Solving univariate positions. multivariate factor structure of adaptive behavior (Widaman, et al., 1991).


• include a larger number of samples, instruments and constructs (McGrew and Bruininks, 1989).

Explore
• adaptive behavior in the context of other constructs such as personal competence (McGrew and Bruininks, 1989).


• study contextual and cross-cultural bases of adaptive behavior as it has done the Adaptive Behavior Committee created specifically for this purpose by the AAMR.


• analyze other approaches to understanding adaptive behavior. For example, Reiss (1994) has recently suggested that factor analysis may be insufficient to identify all the behavioral components of adaptive behavior. A possible alternative would be to develop a model referred to a criterion (rather than referring to the standard) to assess adaptive skills at different ages, genders and cultural dimensions.


• Identify key indicators of behavioral skills that reflect the construct of adaptive behavior that emphasize the acquisition of daily living skills and achieve personal independence and social adaptation.

Table 2. General adaptive behavior domains

Author (s): Meyers, Nihira, and Zetlin (1979) proposed

Domains:

• self-help skills



Physical Development Communication Skills
Cognitive function



• domestic and occupational activities


• Self-Direction and Responsibility Socialization

Authors: Kamphaus (1987). Domains

proposed:

• Physical / Motor


• Self Help / Independence


• Interpersonal /

Social Responsibility


• Cognitive / Communication

Authors: McGrew and Bruininks (1989) proposed

Domains:

personal independence


Personal Responsibility Social Responsibility


• Functional Academic Skills / Cognitive
  
• Professional / Community


• Physical / Evolutionary

Authors: Widaman, Borthwick-Duffy and Little (1991) proposed

Components:

Motor Development Skills
• Independent Living


• Competition

Cognitive Social Competence

Authors: Widaman, Stacy and Brotwiuck-Duffy (1993) proposed

Components:

Cognitive Competence
• Competition Social


• Social Maladjustment


• Personal Maladjustment

3. Operational definition of a paradigm of support

disability field has recently experienced a renewed interest in the concept of support to enhance the independence, productivity, community integration and support provided to persons with disabilities ( O'Reilly, 1988; Schalock, 1994; Schalock & Genung, 1993; Starker, 1986). The evaluation of the profile and the intensity of support required by an individual is an integral part of the System 1992. The supports the proposed model is described in Figure 3. The four model components are: support resources (individual, other people, technology, and services), support functions (including education, security, economic planning, behavioral support, home help, access and use of community and school, and medical care), the intensities of supports needed and desired results.

Figure 3. Model Support Outcomes.

The intensity of support and examples of each are summarized in Table 3.

Table 3. Definition and examples of strengths support. Intermittent

Support "when necessary." Are characterized by their episodic nature. That is, the person does not always need the support (s). Consist of resources required for a short space of time, life-cycle transitions (eg loss of employment or the appearance of a medical crisis). The support provided may be high or low intensity. Limited

are characterized by consistency over time. That is, there are intermittent, although its duration is limited. May require a smaller number of professionals and lower costs than more intense levels of support (eg training in the workplace for a limited period or support during the transition from school to adult life.) Extensive

involvement or intervention assume a regular (eg daily) in at least some environments (eg work or home) and have no time limitations (eg long-term support in place work and home support long-term). Generalized

are characterized by consistency and high intensity. Are provided in different environments and can last a lifetime. Generally involve a greater number of professionals and a more extensive intrusion supports or limited time.

There are several implications for research arising from the inclusion of support in the System 1992. Namely:

• Need to operationalize the four intensities of support (based on criteria such as hours, for example).
• Need to develop standards or support.
• determine the criteria for withdrawing support when appropriate or, where appropriate, to reintroduce it. Establishment
• individualized supports, depending on the increase or decrease the required intensities.
• Assessing the role
  that meet these supports in the results obtained by the person, considered individually.
• financial systems development and pay based on the support needs of individuals with mental retardation.
• support
  assess whether met or not, in fact, improve and enhance the integration effectively.
• overcome some of the methodological problems in research on social support and social networks such as the absence of clear definitions and reliable assessment tools, lack of attention to the impact of negative and conflicting aspects of supportive relationships, and lack of attention to the effects of life events, individual differences in needs and environmental factors on social support (Starker, 1986).

4. Analysis environments

Recent studies have shown that a proper adjustment of people with disabilities is related to their environments, both with specific behavioral skills of the person as to the performance requirements specific to that context. (Schalock, 1986, 1989). These results are consistent with a social ecological model proposes that a good fit depends on both the programming measurement and contextual factors surrounding a person, and the facilitation of congruence between people and their environment (Romer and Heller, 1983). In addition, the current emphasis on the social validation emphasizes that an effective adjustment to the environment depends not so much on the individual characteristics per se, as the fit between the individual and environmental characteristics (Schalock, in press).

The second step involves describing the 1992 system in conjunction with Dimension IV ("Environmental Considerations"), both the normal environment in which it develops the individual as the best environment that would facilitate its continued growth and development. Therefore, the second step requires the user become familiar with the techniques of environmental analysis.

Currently there are different ways to analyze the environment, and continued efforts in this regard is one of the implications derived from the System 1992, more important for research. A brief description of two possible methods for this analysis:

1. goodness of fit. The author has spent several years evaluating the goodness of fit between people and their environments. Briefly, the procedure involves a three step process. The first step requires identifying the critical skills related to proper functioning or adaptation to an environment specific, such as housing or work. The second step necessary to determine, using a rating system of three levels, if the environment requires the skill and, if so, the level that is needed (independent, assisted, or not necessary). The third step involves assessing the performance level of the person in each skill according to the following three criteria: a) states that skill independently, without assistance, b) has that ability if you are offered some help (verbal or signs instigators memory), or, c) does not have this ability, either through lack of ability, interest or require physical assistance (Krejca and Schalock, 1985).

Once evaluated, data goodness of fit can be used for different purposes, either to provide an index of relevant skills that fit or not, to quantify the existing consistency in order to plan, monitor and evaluate the results, or analyze the discrepancy in order to establish empowerment strategies such as skills training, the use of prostheses and / or making environmental modifications.

A promising line of research in this area is reflected in two recent studies. Landesman (1987), for example, demonstrated the existence of an interaction between characteristics of individuals and their environments, and markedly different effects produced by similar environments in different people. For example, this author found that institutionalized individuals who had initially higher levels of social functioning and verbal prior to their relocation did not show significant behavioral changes in other contexts, while residents initially more passive and dependent pareceron benefit from its location in smaller homes. In a parallel research line, Schalock and Jensen (1986) reported that people with an appropriate adjustment to their environment (defined by an index of goodness of fit high) obtained better results in terms acquisition of skills, wages and evaluating their quality of life.

2. inhibitors and facilitators. The system 1992 reflects the importance currently given to environmental factors as elements that can facilitate or inhibit the growth, welfare and personal satisfaction. The authors of the 1992 system encourages users to identify those environmental factors that may have a significant impact on both the person and the results of its program to (re) habilitation. To facilitate the understanding and analysis environments, the user must consider the five following environmental factors: Inclusion

• comprising presence in the community (contexts and places) and participation in it (activities and level of involvement). Election
• including opportunities for autonomy, decision making and control.
• Competition includes opportunities to learn and develop functional and meaningful activities.
• Respect, reflecting the fact occupy a valid place in the home and community, and solicit their views on life experiences and their personal satisfaction.
• Support, providing support and assistance to promote independence, productivity and integration in the community (see Table 2 and Figure 2).

There are several implications of the research resulting from the emphasis placed in the System 1992, the environment. The most important are: 1) what aspects of each be analyzed, 2) what dimensions / criteria be used in this analysis, and 3) how to use the results obtained from the analysis. One of the major research challenges, caused by attempts to analyze the environment, is to develop multidimensional performance models that include indicators related to the level of adaptive behavior, status, role and personal satisfaction (McGrew, Johnson and Bruininks, 1994; Schalock, in press).

In conclusion, the System 1992, reflecting the change in the conception of mental retardation, has generated long debates on what constitutes mental retardation, on how to improve diagnosis, and on the criteria on which (if possible ) could be classified mentally retarded individuals.

exposed

As Kuhn (1970), reactions to the System 1992 does not differ from the reactions occurring at a scientific revolution, in which there are doubts and difficulties to a particular approach, approaches to conflict between "new" and " old "and the possible acceptance of a new paradigm characterized by having followers for being tested, and for being attractive and prometedor.La research will play a key role in the changes as they occur in the conception of mental retardation in its definition and consideration. We're not sure of what the following terminology and classification system. His character is undoubtedly influenced by the four areas of research just presented at this conference: expanding the definition of intelligence, validating the general domains that make up the adaptive behavior, operationalization of the paradigm of support and analysis environments. BIBLIOGRAPHY

• Anastasi, A. (1986). Intelligence as a quality of behavior. En R. J. Sternberg y D. K. Detterman (Eds.). What is intelligence? Contemporary viewpoints on its nature and definition (pp. 19-22). Norwood, NJ: Ablex.
• Bennet, M. (Ed.) (¡993). The development of social recognition. New York: Guilford Press.
• Borthwick-Duffy, S. (1993). Review of 1992 AAMR Definition, Classification, and Systems of Supports. American Journal on Mental Retardation, 98, 541-544.
• Bruininks, R.; McGrew, K.; y Maruyama, G. (1988). Structure of adaptive behavior in samples with and without mental retardation. American Journal on Mental Retardation, 93, (3). 265-272.
• Bruininks, R. H.; Thurlow, M.; y Gilmn, C. J. (1987). Adaptative behavior and mental retardation. Journal of Special Education, 21, 69-88.
• Cantor, N.; Kihlstrom, J. F. (1987). Personality and social intelligente. Englewood Cliffs, NJ: Prentice-Hall.
• Gardner, H.; y Hatch, T. (1989). Multiple intelligence go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18, (8), 4-10.
• Greenspan, S. (1979). Social intelligence in the retarded. En N. R. Ellis (Ed.). Handbook of mental deficiency, psychological theory and research, 2nd edition (pp. 483-531). Hillsdale, NJ: Erlbaum.
• Greenspan, S. (1981). Social competence and handicapped individuals: Implications of a proposed model. En B. K. Keogh (Ed.). Advances in Special Education, 3, (pp. 41-82).
• Greenspan, S. (1994). Review of the 1992 AAMR Definition, Classification, and Systems of Supports. American Journal on Mental Retadation, 98, 544-549.
• Greenspan, S.; Switzsky, H.; y Granfield, J. (1995). Everyday intelligence and adaptive behavior: A theretical framework. En J. Jacobson and J. Mulick(Eds.). Manual on diagnosis and professional practice in mental retardation. Washington, DC.: American Psychological Association.
• Gresham, F. M.; y Elliot, S. N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. Journal of Special Education, 21, 167-181.
• Grossman, H. J. (1983). Classification in mental retardation. Washington, DC: American Association on Mental Deficiency.
• Harrison, P. L. (1987). Research with adaptive behavior scales. Journal of Special Education, 21, 37-68.
• Hebb, D. O. (1949). The organization of behavior: A neuropsychological theory. New York: Wiley.
• Horn, E.; y Fuchs, D. (1987). Using adaptive behavior in assessment and intervention: An overview. Journal of Special Education, 21, 11-26.
• Institute of Medicine (1991). Disability in America: Toward a national agenda for prevention. Washington, D. C.: National Reading Press.
• Kamphaus, R. W. (1987). Conceptual and psychometric issues in the assessment of adaptive behavior. Journal of Special Education, 21, 27-35.
• Krejc, S. L.; y Schalock, R. L. (1985). Person-environmental and discrepancy analysis computer manual. HAstings, NE: Mid-Nebraska Individual Services.
• Kuhn, T. S. (1970). The structure of scientific revolutions (2nd edition). Chicago: The University of Chicago Press.
• Landesman, S. (1987). The changing structure and function of institutions: A search for optimal group care environments. En S. Landesman y P. M. Vietze (Eds.). Living environments and mental retardation (pp. 79-126). Washingtin, DC: American Association on Mental Retardation.
• Luckasson, R.; Coulter, D. A.; Polloway, E. A,. et al., (1992). Mental retardation: Definition, classification, and systems of supports. Washington, DC: American Association on Mental Retardation.
• McGrew, K.; y Bruininks, R. (1989). The factor structure of adaptive behavior. School Psychology Review, 18, (1). 64-81.
• McGrew, K.; Bruininks, R. H. (1990). Defining adaptive and maladaptive behavior within a model of personal competence. School Psychology Review, 19, 53-73.
• McGrew, K. S.; Bruininks, R. H.; y Johnson, D. R. (1994). A confirmatory factor analysis investigation of Greenspan’s model of personal competence. St. Cloud MN: St. Cloud State University.
• McGrew, K. S.; Johnson, D. R.; y Bruininks, R. H. (1994). Factor analysis of community adjustment outcome measures for young adults with mild to severe disabilities. Journal of Psychoeducational Assessment, 12, 55-66.
• MacMillan, D. L.; Greshman, F. M.; y Siperstein, G. N. (1993). Conceptual and psychometric concerns about the AAMR definition of mental retardation. American Journal on Mental Retardation, 98, 325-335.
• Meyers, C. C; Nihira, K.; y Zetlin, A. (1979). The measurement of adaptive behavior. En N. R. Ellis (Ed.). Handbook of mental deficiency: Psychological theory and research (2nd edition) (pp. 431-481). Hillsdale, NJ: Erlbaum.
• O’Reilly, P. (1988). Methodological issues in social support and social network research. Social Science Medicine, 26, (8), 863-873.
• Rechsly, D. L. (1982). Assesing mild mental retardation: The influence of adaptive behavior, sociocultural status and prospects for nonbiased assessment. En C. R. Reynolds and T. B. Gutkin (Eds.). The handbook of school psychology. New York: Wiley Interscience.
  Reiss, S. (1994). Issues in defining mental retardatrion. American Journal on Mental Retardation, 99, (1)., 1-7.
• Romer, D.; Heller, T. (1983). Social adaptation of mentally retarded adults in community settings: A social-ecological approach. Applied Research in Mental Retardation, 4, (4), 303-314.
• Schalock, R. L. (1989). Person-environment analysis: Short and long-term perspectives. En W. E. Kiernan and R. L. Schalock (Eds.). Economics, industry, and disability: A look ahead (pp. 105-116). Baltimore, MD: Paul H. Brookes.
• Schalock, R. L. (1994). The assessment of natural supports in community rehabilitation services, En O. C. Karan y S. Greenspan (Eds.). Rehabilitation services in the community. New York: Andover Medical Publications, Inc.
• Schalock, R. L. (en prensa). Outcome based evaluation: Application to special education, mental health and disability programs. New York: Plenum Publishers.
• Schalock, R. L.; y Genung, L. T. (1993). Placement from a community-based mental retardation program: A 15-year follow-up. Mental Retardation, 98, (3). 400-407.
• Schalock, R. L.; y Jensen, C. M. (1986). Assessing the goodness-of-fit between persons and theis environments. Journal of the Associacion for Persons with Severe Handicaps, 11, (2), 103-109.
• Schalock, R. L.; Stark, J. A.; y Snell, M. E.; et al., (1994). The changing conception of mental retardation: Implications for the field. Mental Retardation, 32, (3), 181-193.
• Snyderman, M.; y Rothman, S. (1987). Survey of expert opinion on intelligence and aptitude testing. American Psychologist, 42 (2), 137-144.
• Starker, J. (1986). Methodological and conceptual issues in research on social support. Hospital and community Psychiatry, 37, (5), 485-490.
• Sternberg, R. J. (1984). Macrocomponents and microcomponents of intelligence: Some proposed loci of mental retardation. En P. H. Brooks., R. Sperber, y McCauley (Eds.). Learning and cognition in the mentally retarded (pp. 89-114). Hillsdale, NJ: Erlbaum.
• Sternberg, R. J. (1994). The triarchic theory of intelligence. En R. J. Sterbenrg (Ed.). Encyclopedia of human intelligence (pp. 1090-1091). New York: MacMillan Publishing Co.
• Sternberg, R. J.; y Detterman, D. K. (Ed.). (1986). What is intelligence: Contemporary viewpoints on its nature and definition. Norwood, NJ: Ablex.
• Sterberg, R. J.; y Wagner, R. K. (1986). Practical intelligence: Nature and origins of competence in the everyday world. Cambrigde, UK: Cambrigde University Press.
• Taylor, E. H.; y Cadet, J. L. (1989). Social intelligence: A neurological system? Psychological Reports, 64, 423-444.
• Thorndike, E. L. Intelligence and its issues. Harper’s Magazine, 140, 227-235.
• Thorndike, R. (1936). Factor analysis of social and abstract intelligence. Journal of Educational Psychology, 27, 231-233.
• Thurstone, L. L. (1938). Primary mental abilities. Psychometric monographs (no. 1). Chicago: University of Chicago Press.
• Turnbull, W. W. (1979). Intelligence testing in the year 2000. En R. J. Sternberg y D. K. Detterman (Eds.). Human intelligence: Perspectives on its theory and measurement. Norwood, NJ: Ablex.
• Vernon, P. E. (1956). The measurement of abilities. London, UK: University of London Press.
• Widaman, K. F.; Borthwick-Duffy, S.; y Little, T. D. (1991). The structure and development od adaptive behavior. En N. W. Bray (Ed.). International review of research in mental retardation (vol. 17). (pp. 1-54). New York: Academic Press, Inc.
• Widaman, K. E.; Stacy, A. W.; y Borthwick-Duffy, S. A. (1993). Construct validity of dimensions of adaptive behavior: A multitrait-multi-method evaluation. American Journal on Mental Retardation, 98, (2), 219-234.
• Wiatt, J. C.; y Martens, B. K. (1984). Adaptive behavior: Tests and assessment issues. School Psychology Review, 13, 478-484.
• Zigler, E.; Balla, D.; y Hodapp R. (1984). On the definition and classification of mental retardation. American Journal of Mental Deficiency, 89, 215-230.

Fuente: http://www.usal.es/~inico/investigacion/jornadas/jornada1/confer/con1.html

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El TDAH no es una enfermedad, sino un trastorno that can be handled. Parents can not change the child or adolescent, but help to better control their behavior and overcome the difficulties associated with this condition. More importantly, can help to fully develop their skills and talents.

In this sense, it is essential to prevent the devastating effect of this condition in your child: the loss of self esteem. The development of self-esteem is a dynamic process that lasts a lifetime. Self-esteem is about valuing a person's self. If that person feels that he is, for example, less intelligent or handsome than you would or "should" be, is said to have low self-esteem. If, however, are comfortable with their attributes, have high self-esteem. Unfortunately, many children with ADHD receive negative comments from family, teachers and peers. It is possible that in class, teachers and classmates called him "fat" or "rude". In fact, several studies show that children with ADHD:

• themselves are valued more negatively than others
• feel they have more problems, which are unpopular and less happy than their age.

This may be due to different reasons:

• His difficulty controlling his behavior makes you have problems in their relationships with others (friends, classmates, siblings ...) and therefore, feel that their skills are insufficient.
• The child with ADHD, usually with poor school performance, compared with their peers and friends, and realizes, for example, which has taken all afternoon to solve a job that his friends did in an hour.
• These children often make more mistakes than the rest. They strive to do things, to please others, but the results are not always satisfactory and often make more mistakes than others, even when work harder.
• Following this unsuccessful effort to get frustrated, because "everything I do goes wrong."
• often must deal with activities that require them to pay more attention or who have self-control, increasing and their sense of frustration or failure.
• is very difficult to educate a child with ADHD. In some cases behaves very intelligent and mature, and others, looks like two years younger. This baffles parents often get angry at him and scold him, giving negative information about their behavior.
• After some work to do evil, adults fail to give responsibility for fear that do not comply. In this way, the child begins to feel incapable and insecure.

Thus, if a child with ADHD is not treated properly will have problems of self-esteem and depressive symptoms. Moreover, not only will continue to have difficulties to deal with and control their impulses, but will dismiss himself to school, peers or friends or even family, appearing unmotivated to overcome their difficulties.

The low self-esteem can be demonstrated in 3 ways:

• says "I do not think do, this is nonsense, it's too easy. " In this case, the child is masked by becoming the arrogant, but covertly express what prompted it difficult. It is important not to confuse this with a child who has high self-esteem.
• By saying "I'll do later, now I can not" try to avoid the task, not openly express their problems and tries to hide his feelings of inadequacy.
• "I do not want to do, because I'll get it much and no." With this phrase, the child openly expressed their difficulties.

improvement Guidelines

diagnosis and early treatment may contain the sense of low self esteem, helping them to recognize and develop their personal potential. Self-esteem will improve only when he or she feels competent. Not that these children can not or will not, they can and do, but for them it is a bit more difficult.

To improve self-esteem of your child, you can take some steps:

Find out what is special and tell

• Use praise, considering their difficulties and the degree of effort you've spent , and discuss all the positive aspects of their behavior. Encourage, recognize their interests and give positive attention. Reward yourself when you meet with your expectations and make sure not only feel appreciated, but you know it is special to you.
• Find a place to talk about what happened on the day and invite them to special activities (like going with his brothers to get ice cream or the park).
• is also important to show interest and attend the activities involved (school, sports, arts, etc.) Recognizing his efforts to others and their contributions. All this will help you feel valued and loved, despite his inattention or hyperactivity.

Use positive messages

• This will improve your communication with him. Try replacing the verb "be" for the verb "be." For example, instead of saying, "you are a messy," tell "your room is messy." In this way you demonstrate that your behavior is wrong without attacking their self-esteem.

believe in him

• is important that gives you the opportunity to assume responsibilities in the home, through activities that make you feel useful and important. You can start by offering activities that you know you can achieve success, and feed the dog or cat, mowing the lawn to the table.
• can also mingle with the brothers household chores, the opportunity to decide which fast food restaurant to visit or the privilege of occupying the front seat of the car.

Teach your child to discover what is good

• Some children with ADHD may feel they do not do anything right and that nothing they do will please anyone. Some normal behaviors in some children, how to stay still for long time your child can cost a lot of work. It is important that you take account of this effort, praise and reward.
• can also encourage your child in those areas where it has demonstrated a special ability, such as sports, music and storytelling. These skills can become a source of pride and achievement, and may even become more important in the lives of children that their own difficulties. Make sure that you feel is good and it makes you feel valuable.

Help to correctly analyze their problems

• is possible that doing your homework, your child Be sure to write the answer to a question, or missing numbers in an account. When you show your error, explain that this did not happen as a matter of intelligence but a distraction.

Help him to accept his own limitations

• Let him know that you understand their feelings and can help you understand that everyone has difficulties in some areas and in other capacities.

Treat it with respect

• Avoid ironies or comments like "you're useless" "you do everything wrong" or "You're irresponsible," and ridiculing the child's behavior and make him feel that he is worthless.

Encourage teaching their sense of responsibility to help others

• Your child can help younger children in the neighborhood (guarding or protecting, for example) and at school (serving assistant teachers of younger children). In this way, your child will feel competent and able to make a difference in the lives of others.

Play with your child

• Let your child choose and direct the game or activity and, if not too obvious, let him or her to win

Teach feel it's okay to make mistakes

• The child should understand that mistakes are not failures, but important steps in the normal process of learning. It is therefore important that you be the first to demonstrate how to accept mistakes and get out of them.
• addition, you must adopt realistic expectations about what to expect of your child in certain situations.
• Avoid overreacting to the errors of the child, explain that everyone can feel afraid to make mistakes and talk about your own mistakes honestly.
• Recognize the skills and achievements of your child before you correct the errors.

Accept your child

• Before attempting to improve the sense of personal security of children, adults who should change their way of seeing. You must remove the child from the conduct, and then separate the child from the disability.
• Learn to assess your child as a person, not just their successes and skills.

Source: http://www.feaadah.org/default.cfm?id_seccion=1411&id_c=2

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PLANET EDITORIAL GROUP, MEXICO, 1995 ORIGINAL

Full title: Development of Self-Esteem and Positive Identity

What is self-esteem?

is the value we attach to ourselves, and that relates to how we accept ourselves as we are and how pleased we are with ourselves. This in turn is closely related to the degree that we believe we have the right to be happy and how much respect and defend our own interests. People who have developed these skills and a high valuation of themselves have higher self esteem than those who have not achieved this goal.

What is the self?

is the idea we have of ourselves. Some examples would be how we define ourselves, what qualities or skills we think we have, what flaws or weaknesses, how much we feel we are accepted by others.

What is the relationship between self-esteem and self image?

The more clear is the concept we have of ourselves and have greater acceptance of it, the more positive. The degree to which we value the concept we have of ourselves is the way in which we can define our estimate as high or low.

How important is self-esteem in the child's development?

The way we feel about ourselves affects every aspect of our lives. From the way we play at school, work, relationships with others, to how the problems we face, the decisions we make and the goals that we set for the future.

How are children with high self-esteem?

Children with high self-esteem are confident kids, who are confident in their abilities, can recognize their mistakes and accept them, knowing they have support, affection and acceptance from their parents. Are children who value themselves and can tell if someone wants to abuse them, are children who learn to defend their rights and views.

When a self-esteem?

Self-esteem develops from childhood, first through the relationship with parents and later with the family and social group. In adolescence or revalued reaffirms esteem and well into adulthood successes and failures continue to impact on the way to evaluate ourselves.

How is the esteem?

From childhood, adults can nurture trust and respect of children towards themselves, depending on whether we respect them, show them love unconditionally, we value and encourage them to have confidence in themselves. If we do this, we are negatively affecting the ability to develop self-esteem.

Is it true that rejection subtle, not aggressive, it also negatively affects self-esteem? Yes

For a person feel rejected not need the push to remove a group, or to scream that they do not want. Simple things like that to ignore it when speaking (see the other way when you talk or do something else while talking) being compared to another: "Why did your cousin can and can not you?" That make you feel that it is not can "never do things right" are sufficient for self-esteem is affected. Why it is so important to communicate thoughts and positive reviews.

What can we do as parents that our children have high self-esteem?

The

Parents play an important role in the development of self esteem. One of the basic needs of all people is to feel accepted, loved and needed by others. For children and youth is essential to establish links with others. Accept ourselves, helps us accept others as they are. Doing this helps our children develop high self-esteem in them. Showing that we love and trust what they say and do we will give our children self-confidence.

Why are some parents who want and accept their children do not favor their self-esteem?

Parents who do not favor the development of self-esteem of their children usually are too strict. Instead of praising the achievements of our children will increasingly demand. This conveys to the child the idea that what is good, and never manages to please his father or his mother or himself, so he is frustrated and devalued.

For example:

Child: Dad, I have great news, I took first place in my group.

Dad: What I want is you to be more obedient and to take out first place but not the group, but the school.

Girl: I love my friend Laura.

Mom: Because you love her very much, but you see that not studying. Oh, what a friend!

What are the most common mistakes in the upbringing of children and preventing the formation of high self-esteem?

Here are some mistakes you can avoid:

a) Manage the child in terms of rewards and punishments. When managing a child with rewards and punishments he learns that it is valuable only when it is what other people want and that to win a prize should be better than others. In doing so, we are making is valued in relation to competition with others and not in relation to their own achievements. When you do not get the finish, although it was tried, feel that fell through. Another problem is that this technique takes the child to do things to win the prize or fear of punishment and not by choice or responsibility. This takes you to do things just for reasons external to it and not by their own motivation.

b) have expectations that do not correspond to the age or the characteristics of the child. Compare the child with other people makes wrong expectations we form, for example, knowing that the son of a friend never awake at night, we decided that our child should do it, causes us discomfort to continue waking up. In these cases we are not taking into consideration that each person is different and how wonderful that way. Can you imagine how boring would that we were all equal? Sometimes what happens is that we aspire to perfection and, therefore, the child never or rarely able to satisfy the parents: "Since you came out better that drawing, but I saw one of your classmate who was perfectly well done" . The child probably will feel more satisfied with yourself and more motivated to make efforts if it read: "Every time you draw better, I love that picture."

c) highlight the errors and no achievements. Usually, we tend to talk problems with children, how difficult it is to educate and discuss errors, instead of talking about the satisfaction they give us and their achievements. Often, the same is what we pass to the child. For example, we look at the toy store lacked rather than congratulate all those who saved themselves, or highlight the area in which low-skilled won praise rather than success in school activities. In this way we "forget" to recognize the achievements and give more attention and value to the failures.

How can identify what type of self-concept and self-esteem are our children?

know what our children think about their family, school, friends, etc., Includes knowing what you think about yourself. The way to know is communicating with him and allowing assess their activities and achievements before you decide as adults if we find beautiful, ugly, difficult or easy.

The following questions can help us find out what children think of themselves:
How do you think you look in those clothes?
Who do you think would win?, What place do you think you could get?
Why do you think that "so and so" likes to be your friend?
Why do you think that "perenganito" not want to play with you?
Guess what I like about you?
How do you think you're gonna be big?
What are the things that makes you do?
What is more difficult you make?

For what good is knowing the self and self-esteem of our children?

By knowing what to think of himself, we can help if we show appreciation and recognition activities that stand out and support them where they feel unsafe or poorly accepted. What can we do if we teach them new skills and show them that they already possess. For example: Mariana think your drawings are ugly. Would help if you teach your previous drawings and show you how much better welcome. Another way may be to help to draw step by step what you want to learn new ways to solve the problem. In any case it is advisable to openly acknowledge their effort differently and speak positively about their abilities in other areas. All excel in something, it is fair to say that someone does not excel in anything. Look. Will surely find something positive in every person. Start with your children. Tell them.

What can you do to help children increase their self-esteem when we discovered that low?

Paying attention to the child when needed. Children require care, both directly by saying things like "see me" or "join me" and indirectly through the tears, questions, complaints, etc. We recommend listening to them and show them that we care what they say, looking at the eyes and sometimes repeating what we understand to see what you mean.

• show affection with caresses, hugs, encouraging phrases like "you're very smart," "I like a lot." It is suggested to do so spontaneously and where real, children easily noticed if the stimulus is sincere or not.
• Praising their efforts, "Thoroughly clean the table", "I was very nice that picture," I'm proud of your grades. "
• Recognizing their attempts to interact with other people: "How good you lend your cart to John." Encouraging him to learn to recognize their qualities by itself.
• talking about their feelings, it helps to create a calm environment where possible to communicate without anger. Example: "I liked what I did because ...." Giving
• little surprises: Recaditos loving, a drawing, some stickers, a story, Greeting card because it is.
• Sharing hobbies and interests with him, "Yesterday I read in the newspaper something I think you're interested." Highlighting
• special features: "You are very good at manual labor," if you help me with the garden flowers become more beautiful. "
• accepting these ideas, encouraging him to take them out though different from ours.
• respect the privacy of your room and admiring their belongings. "I was incredible your room, what a good idea that well-off." Allowing
• fulfill its responsibilities in their own way (as long as there is no danger) to find out for yourself and your qualities and abilities.
• allow you to carry out their work or duties at your pace. The children work more slowly than adults and are set at different things.
• Understanding your failures and support when you need help. One need not be the best or always win, nor can be perfect in everything. For example: "This rating in your work will serve us very much because here we have pointed to these tachaditos what to review for the next review. Do not worry, I'm going to help."

Source: http://presencias.net/indpdm.html?http://presencias.net/educar/ht1027.html

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SELF-ESTEEM AND POSITIVE IDENTITY DEVELOPMENT OF SELF-ESTEEM

self-concept and its importance

The self-esteem is a feeling of appreciation and acceptance of one's own way of being that develops from childhood, from the child's experiences and their interactions with others.
dismiss himself or parts of oneself that produces a huge pain hurts us emotionally. The way one is perceived and valued in itself can change, and healing old wounds caused by self-denial. This change is not always is easy. Self esteem is not fixed or rigid state, but changes in relation to the experiences and feelings.
Self-esteem is essential for emotional survival, without a dose of self-esteem, life can be extremely painful, making it impossible to satisfy many basic needs.
We can not truly love others when we do not like ourselves
and even hate us. (Barksdale, 1991).
Adolescence in a phase of dramatic changes in all aspects of the individual's life, becomes a very important stage in the development of self-esteem, although one must not lose sight that this development begins almost from birth. Self-esteem is
:
- How warm and we really love ourselves, based on our individual sense of worth and importance.
- A feeling that starts in childhood and is continually reinforced by others.
- unconditional acceptance of ourselves as innately valuable and important, despite mistakes, defeats and failures.
- A feeling that affects our perception of the environment, our emotional reactions, our moods, our attitudes and our relationships with others.
Self-esteem is NOT:
- Love yourself in a selfish sense, self-praise and boasting are symptoms of low self-esteem because if indeed we accept and I will appreciate our individual worth and importance, we would not need to show off to impress others with our abilities and possessions.
- An inventory of our talents and intellectual abilities in the eyes of others we can become important and successful and still have low self-esteem.
- Not based on an intellectual assessment of our character, personality and achievements, but a deep feeling and usually hidden, since most people are not aware of how they feel about themselves.

Conceptualization and characterization Self-esteem.

Self-esteem is a powerful force within each one, involves much more than that innate sense of self worth, which is our birthright, is the experience of being fit for life and for the purposes of this . Comprising:
1. appreciation and assessment that we have the people if it is to see oneself with positive characteristics.
2. confidence in our ability to think and face the challenges life presents.
3. the right to be happy, to be worthy and to enjoy the fruits of our efforts.
"auto" = by itself, the self and "estimates" = consideration of appreciation. "All our actions are designed to feel good about ourselves. "

Basic conditions of self-esteem.

Self-esteem is achieved by:
1. The development of a sense of belonging.
Based on family. is: the person of integrity a particular social group. Depending on what kind of family we have and we will develop the membership
2. The development of a sense of uniqueness.
Each person is unique, has its own rules of life and feelings so it is necessary that each us to discover and appreciate what we value, that way we assess others.
3.The development of a sense of power.
all want to achieve certain goals in life, these are achieved according to the potential within each of us and the effort. 4.The
model development.
may at any time of life is so important for the child to have benchmarks or models who imitate such examples is the stage of adolescence. These models provide patterns of conduct which interjects the young man in her life, which help to form their own scale of values, goals and values \u200b\u200bneeded in the process of consolidating their identity.

Consequences of a negative self-esteem. Result

a person who does not love likewise, is insecure, incompetent and confrontational. Not feeling satisfied with herself, always tip the defeatism and negativity in everything we undertake, this means that the potentials with which it is born can be increased. If we promote mediocrity and failure and dependency, we adults with feelings of inferiority, low resistance to frustration, unable and unsuccessful. (Self-esteem consists of two different social psychological processes: the self-assessment and self evaluation)

Sexism and self esteem.

Sexism: judge's own sex as superior. Sexism may seriously harm the self esteem.

A powerful human need

Self-esteem is a very important need for the human being is basic and makes a vital contribution to the process of life is essential for normal development and healthy, has survival value.
Not having a psychological self-esteem hinders our growth, when you have acts as the immune system of consciousness, providing resistance, strength and capacity for regeneration. When low, decreases our resistance to the adversities of life.

Self-efficacy and Autodignidad.

Self-esteem has two interrelated aspects:
1. A sense of efficacy (efficacy)
2. A sense personal merit (autodignidad)
Self-efficacy: confidence in the functioning of my mind, ability to think, in the processes by which I judge, choose, decide, confidence, ability to understand the facts of reality that fall within the scope of my interests and needs, knowing self-confidence.
Autodignidad: up my courage, an affirmative attitude towards me right to live and = D. Self-efficacy and Autodignidad
are the dual pillars of self esteem. The lack of any of them greatly affects they represent the essence of self-esteem.

Development of self-esteem.

1.Influencia of parents
In early parenting style of the parents determines the initial formation of self-esteem, so that, depending on how parents relate to the child and will develop a high or low self-esteem. Parents who accept their children, value, have confidence in him and his abilities, have appropriate expectations, discipline with reasonable and fair rules, and we express love and respect in your child foster positive self-esteem, on the contrary, parents do not value their children, they do not trust them, think they can not do well and therefore the parents do for them that regulate the use of force and did not express love and respect, promote in their children a negative self
addition, parents serve as models for the child, are the mirror which shows this new being who he is.
Children are constantly learning from their parents, so they also learn to value or rejected. Therefore, one of the best ways to acquire a good self-esteem is having parents with good self-esteem as they serve as examples of self-acceptance and authors. As children grow up with other models are caregivers, teachers, friends, etc. that also influence their self-esteem. Although the models or mirrors the greatest influence are the parents.
Self-esteem is not rigid or fixed but changes as we grow it is influenced by two things:
The circumstances or our activities. Some circumstances strengthen our self-esteem, while others damaged.
ideas or thoughts you have about the facts, this is very important because sometimes we can not change the facts but we can control our interpretation, and this interpretation damaged or strengthen our self-esteem.

2.Influencia simultaneous peer.
Depending on what the partner will think of the child and self-image and self esteem that you have of yourself as compared with peers.
During the school years the child learns to evaluate more precisely increasing their capabilities, hence the importance of childhood in the lives of people they are like sponges they absorb everything.

3.Influencia of society.
Self-esteem is learned and a 1 in the family, teaches us who we are, what they think my teammates with me, will complement the self-esteem that I formed in my family, but as the child grows, groups you belong to enlarge, allowing you to develop social knowledge, in which can form a more accurate picture of the complex intellectual and personal physical characteristics of other people and also those of the same
Therefore, society shapes our ability to give an appreciation, the value we deserve, so it is important to receive and live in a society rewarding and reinforcing to our needs.

How are people with high self-esteem?

1. They feel good about themselves.
2. They know what they can do well and can improve
3. Express their opinion and not afraid to speak.
4. Identify and express their emotions.
5. Share.
6. Participate in activities that develop in their place of study or work.
7. They use themselves in situations of life, which involves giving and asking for support.
8. They like challenges and are not afraid
9. Consider the other, a sense of help and are willing to collaborate with others.
10. They are creative and original, invent things, are interested in performing unfamiliar tasks, learn new activities.
11. Strive to achieve what they want.
12. Enjoy the fun things of life, both his own and that of others.

How are people with low self esteem?

1. They think they can not, they know nothing. They do not value their talents.
2. They are undecided because they have exaggerated fear of being wrong.
3. They fear the new and avoid the risks
4. They are very anxious and nervous, leading them to avoid situations that give
anxiety and fear. Are passive.
5. Are isolated and have almost no friends, and do not share.
6. Avoid participating in activities conducted in your school or work.
7. Afraid to speak.
8. Depend on others to do their homework or doing any activity.
9. Give up before any activity
10. Because they feel they have no value, do not accept criticism.
11. They are not satisfied with themselves, they think they do not do anything right.
12. Not aware of their emotions so that they can not express.

WHY IS IT IMPORTANT TO DEVELOP A HIGH SELF-ESTEEM IN CHILDREN AND YOUNG PEOPLE?

It helps to learning: can learn more easily and to do so with confidence and enthusiasm.
It helps to overcome personal difficulties, failures and personal problems will not stop development experiences and training of children and youth. Because
based accountability: those who are positive undertake more easily and develop a broader sense of responsibility in their activities. Because
supports creativity, high self-esteem helps you be more inventive, original ideas and give be more creative in everything he does. Because
determines personal autonomy: the child with high self-esteem is independent in choosing goals, to decide what conduct and what activity to do.
Because it allows healthy social relationships: children who are accepted and believe they are more inclined to treat others with respect, good will and justice. Because
says plans for the future of the person: eigenvalue when the child grows their expectations for better performance, aspiring to higher goals, which searches according to their capacity.