The social support as a process of education, emotional and affective relationships, promotion of mental well-being and prevent hardship During this exciting journey called "The road", full of emotion and reflective moments, I felt, often defined as young people who have no values. From the "assessments" of others steeped in reviews, it seems, to paraphrase Nietzsche, that young people are "suffering from nihilism" as the will of nothing, as denying the existence of values \u200b\u200bor commonly accepted reality. Rather the term was used by the philosopher to show the prevalence of a contrary attitude to life. I do not agree with this vision of others, "my glasses I was allowed to cross the wall of prejudice, to go beyond the boundaries that young people tend to easily track, melt the ice in their hearts, to read their fragility, their fears, to welcome them and accept them as they are with all the imperfections of their experiences. I do not think that kids do not have values, I think, rather than the guys they need to learn how to get in touch with their emotions, and especially to recognize in an appropriate way to externalize and especially with those who can accept them or reject them and hold them without scaring.
The word emotion comes from the Latin "ex-Move", which means 'move-out, out, to burst', the etymology of the word then calls a movement from 'inside' to be 'out'. During my training and work experience I was able to capture the emotion that arises in relation to the other, the relationship with the outside. If we look at our history in terms of emotional ups and downs, we can see how even the way we live, feel and show emotion is the product of a set of attitudes and experiences acquired in the education received of life.
Observing a child a few months or a year we can see the intensity with which it interacts with the environment: how much concentration in the games, how much strength and decision in the manifestations of anger, how much tenderness to embrace or be pampered, the abandonment before falling asleep. The child in fact live the life (of course when it is granted, given its extreme dependence on adults) in a very intensive and comprehensive: what he thinks is closely related to what he feels, sees, hears, in a situation of balance between feeling, emotion, thought and action. Growing up, with the development of thinking, reasoning, the symbolic function of fantasy things get more complex, the child takes possession of the attitudes of those who take care of him and this balance is often less. Soon learn what events are accepted by adults, as he is allowed to show and which not, what are the ways in which can be expressed, and so on.
In this complex interplay of desires, needs, permits, permissions, prohibitions, waste, assents and dissents, gradually takes shape the character of a person, namely the set of its characteristic ways of behaving and repetitive. So we have people who never get angry, that is never express anger openly, people who laugh very rarely, people perpetually frightened, because together with the character, the way of expression of emotions are captured in their evolutionary history, education, since very small. In fact, it says there are strong tendencies in modern society that favor the appearance of the imaginative life, the cognitive at the expense of other aspects such as emotions, physical sensations, human contact, the report.
Welfare does not mean the absence of strong emotions or painful, but to live fully matching emotions to situations of life, be it anger, aggression, tenderness, fear, abandonment, sadness, etc. ..
emotions often do not find expression in our daily lives, are suppressed or magnified in the expression imaginary or fantastic, so it greatly reduces the capacity and possibility of a hard life, a deep human relationship with people and with the outside world, which is often a factor facilitating or cause distress itself , malaise, a variety of disorders or diseases. And that is why I think, increasingly, the social support as a process of education and emotional-affective relationship should be introduced in schools from kindergarten as an integral part of teaching alongside the teaching of history, science, for prevent, treat and heal the future generations. And it was this sense of accompanying social the highway project. In particular, my specific goal as a psychologist is focused on promoting the acquisition of knowledge and ability to self-regulation of their emotions, to the knowledge and the main aspects of social behavior so that we can be the recognition of true liberty-based values \u200b\u200band sense of responsibility, in particular, is essential to promote through education the emotions the gradual maturation of emotional and social skills and self-judgment and choice especially in a rich social fabric of myth difficult to debunk, but certainly not impossible. Rosa Casaburi
