Home Page › Articolo rivista › Who encourages who? The complexity of encouragement and emotional, cognitive, relational and social styles involved. Clinical observations and experiences for teachers of primary school
Pubblicato nel numero: Year XXXVIII January – June 2010 – Number 67 – SUPPLEMENT (contributions to XXI Congr. SIPI “The encouragement strategies...", 2009)
Parole chiave: Encouragement, Apperception scheme, Discouragement, Psychological intervention, Emotional style, Cognitive style, Teacher
Who encourages who? The complexity of encouragement and emotional, cognitive, relational and social styles involved. Clinical observations and experiences for teachers of primary school
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Summary. The themes of encouragement and discouragement are an integrant characteristic of the Individual Psychology of Alfred Adler, playing an important role in defining the personal lifestyle both effective and dysfunctioning. Despite the fundamental importance, too often the processes are wrongly encouragement simple and easy to implement and also training in these areas may follow this easy path line. First, the need to accommodate the complexity of the person who wants to encourage as much of what needs to be encouraged. To be able effectively to encourage you to be able to adequately understand and know how to tackle their own processes of discouragement for not being overwhelmed and rendered ineffective by the difficulties of those who are trying to encourage. The second level of criticism refers to the need to accommodate a modern sense of encouraging emphasizing the multifactorial nature of the processes of encouragement. You should consider the emotional style and characteristics crucial capacity to cope (coping) or to avoid, but also cognitive style in the personal view of the importance that this part has in building its way to be.