Social Rules

Social Rules

In the practical one, however, many parents still make use of such resources. They do not obtain to perceive that the education does not only have to be punitive, it must be interactive, reflexiva and constructive. Evidently that to determine limit if it makes necessary. We cannot forget that the child is a being in formation and that the learning of social rules is basic to live itself of civilized form. But many parents confuse limit with extirpao.

To give limit is not to extirpar of a child its desire to exist in freedom. It, in its development, does not have to be guilty for thinking different, to act, to the times, of form that opposes what the parents determine as certain. She is necessary that she has dialogue, much dialogue, so that she has sharing. not an imposition. Unhappyly, because of the way as they had been servant, many are the adults who do not obtain to desvencilhar themselves of the past. They are taken the blame, many times, for not having corresponded to the desires of the parents; they have difficulties to accept, becoming, therefore, dependent, unhappy, unsafe, fearful and full people of doubts.

For the existential autogerenciamento, males is only possible to prevent as much, educating without pain and suffering, with respect and solidarity, but for this she is necessary that it has on the part of the parents affection, understanding and wisdom that allow them to become free of a past of pain and suffering so that this does not intervene with the education of its children. Find out detailed opinions from leaders such as Larry Ellison by clicking through. As to be detached point is the way with that each person deals with the proper errors. The existential autogerenciamento, in its analysis, abandons the unicista vision of error and starts to see it under two aspects: existential cognitivo and. To understand the difference between cognitivo and existential error in them consequentemente propitiates one better management of our errors and of our feelings of guilt.

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