{"id":12831,"date":"2024-02-21T22:07:27","date_gmt":"2024-02-21T20:07:27","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=12831"},"modified":"2024-02-21T22:07:27","modified_gmt":"2024-02-21T20:07:27","slug":"dezvoltarea-socio-emotionala-si-provocarile-actuale","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/dezvoltarea-socio-emotionala-si-provocarile-actuale","title":{"rendered":"Dezvoltarea socio-emo\u021bional\u0103 \u0219i provoc\u0103rile actuale"},"content":{"rendered":"
\n

Provoc\u0103rile\u00a0 globale ale omenirii\u00a0 (digitalizarea, telemunca sau\u00a0 alte forme de munc\u0103, migra\u021bia for\u021bei de munc\u0103, schimb\u0103rile climatice, schimb\u0103rile\u00a0 pandemice) determin\u0103 ample schimb\u0103ri ce influen\u021beaz\u0103 at\u00e2t fiin\u021ba uman\u0103, familiile \u0219i comunit\u0103\u021bile\u00a0 (s\u0103n\u0103tatea mintal\u0103, calitatea vie\u021bii) c\u00e2t \u0219i nivelul economic mondial (cre\u0219te gradul de s\u0103r\u0103cie, apare \u0219omajul). R\u0103zboiul ruso-ucrainean precedat de pandemia de COVID-19 i-a determinat pe mul\u021bi s\u0103 devin\u0103 anxio\u0219i, tem\u0103tori, nesiguri, frico\u0219i, fapt ce a creat numeroase transform\u0103ri at\u00e2t la nivel de persoan\u0103 dar \u0219i la nivel de familie, exist\u00e2nd uneori rela\u021bii tensionate. \u00cen asemenea vremuri dificile, dezvoltarea competen\u021belor socio-emo\u021bionale e mai important\u0103 ca niciodat\u0103.
\n\u00cenv\u0103\u021barea socio-emo\u021bional\u0103 (SEL) poate fi definit\u0103 ca parte integrant\u0103 a educa\u021biei \u0219i dezvolt\u0103rii\u00a0 umane. Ea e un proces de \u00eenv\u0103\u021bare a abilit\u0103\u021bilor sociale \u0219i emo\u021bionale \u0219i e la\u00a0 fel de important\u0103 precum \u00eenv\u0103\u021barea cititului \u0219i a socotitului. Este cel mai eficient proces de \u00eenv\u0103\u021bare dac\u0103 \u00eencepe devreme \u0219i continu\u0103 pe tot parcursul vie\u021bii. Abilit\u0103\u021bile socio-emo\u021bionale sunt importante nu doar pentru succesul la \u0219coal\u0103 ci \u0219i la munc\u0103, \u00een via\u021b\u0103. <\/p>\n

Cu mare u\u0219urin\u021b\u0103, oricine poate lesne constata slaba calitate a vie\u021bii, lipsa unui comportament autentic \u0219i firesc, \u00een limitele normalului, lipsa unui echilibru al con\u0219tiin\u021bei dar \u0219i al con\u0219tien\u021bei ac\u021biunilor noastre cotidiene. \u00cen \u201cPsihologia educa\u021biei\u201d a lui Neac\u0219u g\u0103sim enun\u021buri cu o mare valoare de adev\u0103r:
\n\u201eOmul viitorului este un om f\u0103r\u0103 afectivitate!\u201d
\n\u201eAfectivitatea este un azil pentru toate fenomenele psihice f\u0103r\u0103 ad\u0103post!\u201d<\/p>\n

Psihologia contemporan\u0103 a dizolvat afectivitatea \u00een alte categorii mai comprehensive, mai concrete \u0219i mai susceptibile de individualizare, precum persoan\u0103, caracter, temperament, motiva\u021bie \u0219.a. \u201eVia\u021ba emo\u021bional-afectiv\u0103 a actorilor educa\u021biei nu se prezint\u0103 ca o realitate psihic\u0103 uniform\u0103 pentru to\u021bi\u00a0 subiec\u021bii analiza\u021bi. Uneori, ea este intraductibil\u0103, incomparabil\u0103, o structur\u0103 posibil decompozabil\u0103 \u00een aspecte perceptive, experien\u021be intime, schimb\u0103ri sau modific\u0103ri de limbaj corporal, expresivitate\u00a0 motric\u0103 puternic diferen\u021biat\u0103 (fug\u0103, ezitare, retragere, ocolire, alte r\u0103spunsuri\/ reac\u021bii ac\u021bionale etc).\u201d<\/p>\n

Educa\u021bia, \u00een ziua de azi, at\u00e2t la nivel de familie c\u00e2t \u0219i la gr\u0103dini\u021b\u0103, \u0219coal\u0103, biseric\u0103 sau alte comunit\u0103\u021bi este deficitar\u0103 \u00een sensul\u00a0 c\u0103\u00a0 este\u00a0 una a dezechilibrelor dintre dominantele formativului cognitiv \u0219i cele ale afectivului. A\u0219a cum spunea Ion Neac\u0219u, \u201eimpactul emo\u021bional al labirinturilor ne pot zdruncina echilibrul f\u0103r\u0103 interven\u021bia unei Ariadne preg\u0103tite s\u0103 ne conduc\u0103\u201d (Neac\u0219u, 2018, pag.8), din lipsa unui stil de a reac\u021biona \u00een mod con\u0219tient \u0219i inten\u021bionat nu doar la \u00eent\u00e2mplare.<\/p>\n

Celebrul psiholog S. Freud a eviden\u021biat faptul c\u0103 \u00eemboln\u0103virile psihice (nevrozele,\u00a0 psihopatiile) dar \u0219i modific\u0103rile somato-fiziologice (alergiile, tulbur\u0103ri gastrice \u0219i cardiace etc.) sunt efectele unei emo\u021bionalit\u0103\u021bi tulburate afectiv \u0219i duc la psihopatologie\u00a0 uman\u0103. Pentru a se evita ajungerea la aceste \u00eemboln\u0103viri psihice e necesar\u0103 educarea socio-emo\u021bional\u0103 \u0219i spiritual\u0103 a copilului de la o v\u00e2rst\u0103 fraged\u0103. Cunoscutul psiholog rom\u00e2n, profesorul ie\u0219ean V. Pavelcu propunea \u00een mod imperativ satisfacerea dorin\u021belor copilului doar cu o motivare pentru ca efectele s\u0103 nu devin\u0103 un scop \u0219i s\u0103 nu fie condi\u021biona\u021bi negativ atunci c\u00e2nd se formeaz\u0103 sensibilitatea emo\u021bional-afectiv\u0103 \u0219i spiritual\u0103 a copiilor.<\/p>\n

Scopul acestei lucr\u0103ri este implicarea\u00a0 cu maxim\u0103 responsabilitate \u00een cunoa\u0219terea \u0219i \u00eembun\u0103t\u0103\u021birea umanului, dup\u0103 cum spunea Ion Neac\u0219u si Mihaela Suditu \u00een Educa\u021bia\u00a0 emo\u021bional-afectiv\u0103<\/em>, \u201eprin emo\u021bii\u00a0 \u0219i via\u021ba\u00a0\u00a0 afectiv\u0103, restauratoare\u00a0 ale echilibrelor \u00eentre logos, etos \u0219i patos\u201d. Aceast\u0103 cunoa\u0219tere \u0219i \u00eembun\u0103t\u0103\u021bire uman\u0103 e necesar\u0103 de la cea mai\u00a0 fraged\u0103 v\u00e2rst\u0103, dar pentru a ne direc\u021biona corect spre descoperirea unui copil trebuie s\u0103 lu\u0103m \u00een considerare afectivitatea acestuia dup\u0103 cum afirma \u0219i cunoscutul autor de limba francez\u0103 M.\u00a0 Debesse.<\/p>\n

Obiectivele\u00a0 zilei de azi ar trebui s\u0103 urm\u0103reasc\u0103 prioritizarea\u00a0 emo\u021biilor pozitive \u0219i acceptabile\u00a0 din punct de vedere social, etic\/moral \u0219i religios. \u00eembog\u0103\u021birea \u0219i diversificarea repertoriului emo\u021bional afectiv \u0219i spiritual at\u00e2t al celor care educ\u0103 c\u00e2t \u0219i al educabililor, concentrarea eforturilor creative pentru realizarea unui echilibru \u00eentre cognitiv, emo\u021bional \u0219i spiritual.<\/p>\n

Este foarte important ca \u00een mediul familial, \u0219colar, social, religios, la nivelul unor grupuri mici sau\u00a0 mari s\u0103 se instaureze \u201cun climat emo\u021bional s\u0103n\u0103tos, tonic \u0219i creativ constructiv\u201c ca un prim pas \u00een evolu\u021bia calit\u0103\u021bii vie\u021bii. Familia este celula de baz\u0103 a societ\u0103\u021bii, dac\u0103 \u00een familie este un climat maladiv putem spune atunci c\u0103 \u0219i societatea este\u00a0 bolnav\u0103. Nicio familie nu se na\u0219te \u00eenv\u0103\u021bat\u0103, e nevoit\u0103 s\u0103\u00a0 \u00eenve\u021be pe\u00a0 parcursul vie\u021bii. Majoritatea timpului este petrecut la locul de munc\u0103 iar timpul liber este folosit pentru satisfacerea celorlalte nevoi personale. Prea pu\u021bini sunt cei care sunt interesa\u021bi s\u0103 caute o cale de a se dezvolta \u00een mod inten\u021bionat \u00een domeniul socio-emo\u021bional \u0219i spiritual.<\/p>\n

Atunci c\u00e2nd ajung la dezechilibre, se simt nevoi\u021bi s\u0103 apeleze la un specialist \u00een\u00a0 domeniu. Din p\u0103cate, \u00eens\u0103 prea pu\u021bini \u00ee\u0219i\u00a0 fac o vizita \u00een\u0103untrul\u00a0 propriului corp, stau de vorb\u0103 cu ei\u00a0 \u00een\u0219i\u0219i. Tot pu\u021bini accept\u0103 \u0219i recunosc c\u0103 au probleme ce necesit\u0103 un sprijin sau o interven\u021bie. Costurile pentru \u00eent\u00e2lnirile cu speciali\u0219tii, pentru cei\u00a0 mai mul\u021bi, sunt\u00a0 mult prea mari \u00een raport cu veniturile lunare care \u00een majoritatea acestora abia acoper\u0103 cheltuielile casnice lunare (taxe, abonamente, co\u0219ul\u00a0 zilnic). Ca \u0219i \u00een cazul bolilor fizice e important s\u0103 previi \u0219i nu s\u0103 tratezi o suferin\u021b\u0103. \u00cen societatea rom\u00e2neasc\u0103 erau \u00een trecut\u00a0 adev\u0103ra\u021bi mentori fie\u00a0 c\u0103 aveau\u00a0 o preg\u0103tire specializat\u0103 \u00een domeniu (preo\u021bi, dasc\u0103li, medici \u0219i asisten\u021bi medicali…) fie se num\u0103rau printre \u00een\u021belep\u021bii comunit\u0103\u021bii locale, religioase, etnice, familiale\u2026<\/p>\n

Bibliografie<\/strong><\/em>
\nDaniel David, Psihologia poporului rom\u00e2n, Editura Polirom, 2015
\nNeac\u0219u, Ion. Psihologia Educa\u021biei. 2018 ed., vol. 1, Ia\u0219i, Polirom.
\nNeac\u0219u, Ion, and Mihaela Suditu. Educa\u021bia Emo\u021bional-Afectiv\u0103. Bucure\u0219ti, Polirom, 2020.
\nMielu Zlate, Fundamentele Psihologiei, Editura Polirom, (edi\u021bia a IV-a, 2009)<\/p>\n

 <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Provoc\u0103rile\u00a0 globale ale omenirii\u00a0 (digitalizarea, telemunca sau\u00a0 alte forme de munc\u0103, migra\u021bia for\u021bei de munc\u0103, schimb\u0103rile climatice, schimb\u0103rile\u00a0 pandemice) determin\u0103 ample schimb\u0103ri ce influen\u021beaz\u0103 at\u00e2t fiin\u021ba uman\u0103, familiile \u0219i comunit\u0103\u021bile\u00a0 (s\u0103n\u0103tatea mintal\u0103, calitatea vie\u021bii) c\u00e2t \u0219i nivelul economic mondial (cre\u0219te … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1411,783,1835],"tags":[1844],"class_list":["post-12831","post","type-post","status-publish","format-standard","hentry","category-covid-19","category-educatie-sociala-si-emotionala","category-educatie-umanista","tag-rodica-ilica"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12831","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=12831"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12831\/revisions"}],"predecessor-version":[{"id":12833,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12831\/revisions\/12833"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=12831"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=12831"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=12831"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}