Unlike animals that are being predominantly reactive acting instinctively, the man is a being par excellence active, intervening on the environment in which lives through the experience, capacity forecasting and planning, and especially under the impulse of its multiple needs continue amplification.
Human relationships with the environment, in the complex process of adaptation, are due to his cognitive abilities (perception, representation, thinking, memory, imagination), but also to his setting functions.
Between processes in an adjustment of human activity, will have a supreme position, but should not be minimized the importance of motivation and emotionality, the two basic components , fundamental for all human actions.
Motivation is defined as the phenomenon of mental set that consists of all domestic needs (arising as a result of energy imbalances) which supports and triggers human activity.
Affectivity is the set that reflects the relationships between subject and object in the form of subjective experience, that results from satisfying or unsatisfying a necessity.
So, if motivation can be considered the engine of our mental life, affectivity constitute its energetic support , an echo or resonance in a subject of acting stimuli from the outside or inside, depending on the individual's internal state at a time. Affectivity reflects the relationship between the subject and the object, which justifies why the same object causes different emotional experience.
As an entity in the same time biological, psychological and social man is normally characterized by a multitude of necessity, reasons, interests, beliefs, but that may not meet the full and immediate, which cause them a diversity of emotional experience simpler or more complex, positive or negative.
Motivation and emotionality, which have an inborn base , evolve from simple forms to more complex forms and vary under the influence of environmental conditions. To organic and biological needs, gradually add the security, affiliation, self accomplishment and esteem needs as the pyramid needs created by the American psychologist Abraham Maslow shows.
All these types of needs may signal at a time, a state of saturation or supra saturation, which causes different emotional experience: either dissatisfaction, inconvenience, or delight, pleasure.
Aspects of Emotional Intelligence
Our emotions are factors that most influence the way in which we react, take decision report our own value system and, last but not least, communicate with others.
Thus, if we would control our emotions, we have things under control, regardless of context. Emotional intelligence redefines the image of the world and man. Today we know that emotions are the most important human resources and how the human brain is built enables the person primarily to love.
Reduced to its essence, emotional intelligence has three components: knowledge of their own emotions, "management" and their understanding and consideration of other emotions.
Assuming that emotions are in full awareness, despite the fact that some of them say things about us that we don't want to hear, the most difficult would be to learn to manage them constructively to achieve a particular purpose.
In this process is essential to understand the fact that every emotion has both a positive side and a negative, and this is true of emotions traditionally considered negative, such as anger.
If the negative side of anger is related to the fact that they leave on people,it strains the body and affects reason, the positive side regards the self-protective function which it has for the individual and the ability to mobilize to action.
The modality in which you realize that the dosage of your own emotions has a determining role in how you are perceived by others represents a key factor in emotional intelligence.
People who have a high EQ generally know how to direct very well their actions in life
Cognitive characteristics of children with Down syndrome
Individuals with Down syndrome presents a relatively weak auditory memory; they are more favored in visual processing being able to copy or draw shapes or images, but omitting some internal details.
Abilities to receive language are more developed than those of expression, that is they are able to understand what they are told than to talk.
They approach social behavior almost normal, although they are limited in their ability to understand social boundaries imposed.
Children with Down syndrome show hearing losses that may seem a lack of attention, but they can not perceive some soft sounds or subtle phonetic indices. Instead, demonstrates well-proven space and visual skills and visual and space memory relatively well-developed,they have the ability to gesture with their hands.
They are able to give account of the emotions of others, although the strategies they use differ from those of normal people.
These children have an increased interest for music, and live strong emotions when listening to music.
In conclusion, we can say that they present visual , spatial and social skills well-developed but relatively weak auditory processing skills in language and in maintaining attention. In other words, are able to see and do things than to listen and speak.
Difficulties in expression occur very early in development, given that these children appear to delay the shift from speaking poorly to words and this deficit deepens in childhood.
Educating children with disabilities
Special psycho-pedagogy deals for children with disabilities. It studies the mental peculiarities of different categories of persons with disabilities, the evolution and development of mental activity, methods of recovery and capitalization of the residual human potential.
Psycho-pedagogy specific tasks are primarily educational and instructive and pursues the early educational and informative recovery leading to the formation of behavior and social skills necessary to adapt.
The recovery methodology is specific to each type of disability and it takes into account the severity of the diagnosis,the age of the subject and the opportunities for recovery.
It is totally wrong and inefficient the takeover and simplified methods and techniques used in the education process of normal children.
It is necessary to use certain programs and manuals tailored to the requirements and objectives of special education.
In recent years important psycho-pedagogical progress has been made in science that led to the development and diversification of special psycho-pedagogy.
The sources of burnout
There are several sources that leads to burnout. One source refers to insufficient clarification of roles and responsibilities. Normally staff feels caught in the middle when receives conflicting messages from different superiors, when requirements exceed the resources and skills or when the tasks do not coincide with their aspirations and skill.
If we see some requirements as unclear responsibilities it will be obvious the conflict between them and resources.
Lack of adequate information on the tasks to be fulfilled and so their failure will result in a decreased self-esteem and affect the sense of personal fulfillment.
Another source of exhaustion refers to the blocking of creativity in work, exclusion from decision-making cycle and limitations on the discretion of work. The unknown always causes alarm and standoff from taking decision that concern personal staff can be stressful because they do not know what to expect.
Nobody knows someone's job better than the person concerned, and organizations should be open to their suggestions and to enable them to improve work environment in certain limits.
Paradoxically, a source of exhaustion can be boredom as the starting point. The circumstances leading to the emergence of boredom relates to the existence of a low variety of tasks and opportunities for expansion of knowledge. Thus, employees become uninterested in their job, which will become for them a source of conflict. And this scheme fits in the scheme mismatch between resources and requirements.
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