PERVERTED CIRCLE OF VIOLENCE.

The 'deficiencies' of violent, conflictive, disruptive students

Confusion
mental confusion
emotional mental,
and moral emotional
and moral

Explosión
conductual

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 COMPONENTES DE LA VIOLENCIA

1. COGNITIVE COMPONENT. Learning to think.

LIPMAN, M. (philosophy in the classroom); Harvard University program for the
revolución de la inteligencia; FEUERSTEIN (Programa de Enriquecimiento
Instrumental, PEI); DE BONO, E. (CORT Method); GARDNER, H.; SPIVACK, R.;
SURE, M.B.
•Problem: mental confusion: they do not know how to think, understand, interpret, reflect
to decide, to act..
•Respuesta: desarrollar los pensamientos de la inteligencia interpersonal
2. COMPONENTE EMOCIONAL. Buena education emotional evitar
emotional illiteracy
GOLEMAN, D. GREENBERG, M.T. (PATHS program); SYLWESTER, R.; GÜELL,
M. and MUÑOZ, J. (program "know thyself"); MARINA, J. A.
•Problema: confusión emocional. Déficit afectivo, inmadurez emocional ..
Response: emotional maturation. Learning to relate.
3. MORAL COMPONENT. Moral growth, ethical education.
PIAGET, J.; KOHLBERG, L.
Problem: absence of values. Moral immaturity. Very low moral stage.
•Respuesta: aprender valores, educación en valores.
4. BEHAVIORAL COMPONENT. Assertiveness. Being socially skilled.
GARDNER, H.; SPIVACK, R.; SHURE, M.B.; CABALLO, V.E.;(CARDÚS)
Measurement scales:
GOLSTEIN, A.P.: Direct observation.
MICHELSON, L. : C.A.B.S. (Children Assertive Behavior Scale)
SPIVACK, R. and SHURE, M.B.; M.E.P.S.: (Means Ends Problem Solving)
SECURE, M.: E.A. (Assertiveness Scale)
•Problem: behavioral explosion. They don't know how to act.
•Respuesta: habilidades sociales, comunicación , relación, desarrollar la
assertiveness.

1. SEGURA MORALES, Manuel; ARCAS, Margarita (2004): "RELATING TO US

GOOD. Social skills program for ages 4 to 12. Madrid Ed. Narcea.
2. SEGURA MORALES, Manuel (2004): “BEING A PERSON AND RELATING.
Cognitive, social skills, and moral growth. Madrid Ed. Narcea
3. SEGURA, M. y ARCAS, M.: “EDUCAR LAS EMOCIONES Y LOS SENTIMIENTOS.
(2005) Narcea.
4.SEGURA MORALES, M (2005) “ENSEÑAR A CONVIVIR NO ES TAN DIFÍCIL.
For those who don't know what to do with their children or with their students" Ed. DESCLÉE
THE BREWER, BILBAO.
Manuel Segura condenses here the main educational findings of the
last years: programs to teach thinking and develop intelligence;
métodos para facilitar el crecimiento moral y las propuestas de educación
emocional. Todo ello para llegar a las habilidades sociales, entendidas como una

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 assertive interpersonal relationship, that is, fair and effective.
The presentation of those ideas is clear and is sprinkled with anecdotes that
they show that what is said in the book has been experienced by the author and that it is not
It is about a work developed solely in a library or in an office of the
university. The proposed activities have been validated over several
years in school and family practice: it is a book that has just been finished writing "in
the battlefield." The advice given has proven to be effective, of
lasting way, both with difficult adolescents and with conflictive adults.

FOUR WAVES IN EDUCATION

LEARN TO THINK

2. SOCIAL SKILLS

3. EMOTIONAL EDUCATION.

4. EDUCATION IN VALUES.

GARDNER, HOWARD.
THEORY OF MULTIPLE INTELLIGENCES
Definition of intelligence: genetic potential that will later develop with
education, to solve problems and create new products in various fields.
Namely:

LINGUISTICS
2. LOGICAL - MATHEMATICS
Absolute protagonists of our education system
3. SPACIAL
4. CINÉTICA
5. MUSICAL
6. NATURAL OR ECOLOGICAL
7. INTRAPERSONAL
8. INTERPERSONAL
9.
10. ….
El profesor Robert Ross, de la Universidad de Ottawa en el Canadá, diseñó, a fines
from the eighties a 'Social Skills Course', eminently practical and of

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enfoque cognitivo. El curso tiene por objetivo mejorar las relaciones interpersonales y, en
consecuencia, prevenir y servir de terapia para los dos máximos problemas sociales e
interpersonal: crime and drugs.
This course was introduced in Spain by Professor Vicente Garrido Genovés.
Universidad de Valencia. En las Islas Canarias, el responsable y director del programa,
desde 1988, es el profesor Manuel Segura Morales, del Departamento de Psicología
Educational, Evolutionary and Psychobiology of the University of La Laguna. Since then, the
The course has been taught to teachers in a good part of the CEPs in the Islands and in quite a few
centros de Educación Infantil, Primaria, Secundaria, Formación Profesional y Bachillerato.
The results, in the improvement of social skills and interpersonal relationships among
the students have been evaluated as extraordinarily positive and the teaching staff is
reaccionando ante el programa con gran interés e incluso con entusiasmo.
For the program to be fully effective, it must be delivered in full to the students.
and students, although it is also useful as an occasional resource, to focus the attention of the
alumnos y hacerles reflexionar: para ello se pueden utilizar en forma separada y no
systematically their games and exercises. But, we insist, the desirable and effective thing is to teach it
complete, in its three parts. Those parts are:
1. Habilidades Cognitivas
2. Social Skills
3. Moral Growth
The cognitive skills that are of interest in this social competence course are
los cinco pensamientos que Spivack y Shure identificaron como específicos para la
resolution of interpersonal problems. Those thoughts are the causal, the alternative.
the consequential, the means-end, and the perspective, as we will explain next. The
trabajo experimental de Spivack y Shure, luego confirmado estadísticamente por las masivas
encuestas realizadas por Robert Ross y Elizabeth Fabiano, ha determinado, de modo
undeniable, that to solve interpersonal problems, that is, to relate well,
se necesitan esas cinco capacidades cognitivas. El hallazgo es importante: desde ahora ya
It is not enough to urge a child (or an adult) to forgive others, to not be aggressive, to
that "speaks well" of others, etc. Because it is not just a matter of will, of wanting or not
querer respetar a los demás y relacionarse bien con ellos: antes de eso, hay que tener las
cinco capacidades o habilidades cognitivas. Esas capacidades faltan al 86% de los
criminals and 78% of drug addicts, who, as we mentioned before, are the most cases
extremes of social incompetence. This explains why many programs to prevent or
correcting crime and for drug addiction therapy do not yield lasting results, as they do not
include cognitive training in those five thoughts.

¿EN QUÉ CONSISTEN ESOS CINCO PENSAMIENTOS O HABILIDADES COGNITIVAS?

Causal thinking is the ability to determine the root or cause of a.

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 the problem is the ability to say 'here what is happening is...' and give a
diagnóstico acertado de la situación. Quienes no tienen este pensamiento, atribuyen
everything to chance or bad luck, or they are left speechless in front of a problem
interpersonal.

-El pensamiento alternativoes la habilidad cognitiva de imaginar el mayor número

possible solutions for a specific problem. It is the ability to open the
mind, of seeing a possible way out, and another, and another... The unreflective and aggressive, who
suelen carecer de este pensamiento, sólo ven una salida: la violenta ("lo mato", "le
I break the face
to think, not to charge.

Consequential thinking is the cognitive ability to foresee the

consequences of a saying or a fact. It involves projecting thought forward
and foresee what will likely happen if I do this, or if I say this to such a person.
Son muchos, en nuestra cultura audiovisual, los que carecen de este pensamiento.
Siempre lamentan o padecen las consecuencias que no fueron capaces de prever: en
la vida de familia, en no estudiar a tiempo, en gastar más de lo que deben, en decir lo
that they should not have said, about using drugs.

The means-ends thinking is a complex ability that involves knowing how to set goals.
objectives (end, purpose), knowing how to analyze the resources available to achieve
that goal, knowing how to convince others to collaborate and knowing how to program and
temporalize the actions that will lead us to the end. That is, set goals and organize.
the media.

Perspective thinking is the cognitive ability to put oneself in the place of

another, in the skin of the other. It is the opposite of egocentrism. It is to understand why
piensa así otro, por qué está alegre o triste, porque actúa así. Nos hace comprender
mejor a los demás, para perdonarlos, ayudarles, consolarlos, aconsejarles y también
to firmly oppose them (when they are wrong). It is the thought that makes
posible la empatía o sintonía afectiva con otros. Es el pensamiento que hace posible
love and therefore, makes us human. Aggressive people, especially the
más violentas, suelen carecer totalmente de este pensamiento.

La buena noticia es que esos pensamientos los tenemos todos en embrión y, por
so, they can be taught to everyone. If we did, interpersonal relationships, in a couple,
in family, at work, among friends and even among enemies, would be infinitely better
of what they are now.

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 Para enseñar esos pensamientos, existen actualmente varios métodos. Los mismos
Spivack y Shure diseñaron un manual de juegos, ejercicios, narraciones de "comics" y
discussions about drawings, to teach children the five thoughts. Platt and
Duome, del equipo investigador de Spivack y Shure, crearon el método TIPS (o
entrenamiento en habilidades de solución de problemas interpersonales): diez lecciones en
dialogue format, with abundant visuals and with a special emphasis on thought
causal, that is, in the exact definition of the situation being experienced. It is an admirable course,
recomendable para jóvenes y adultos, a partir de los 16 ó 17 años.

Another method, designed for the prisons of the State of Delaware and used
currently very successful in many correctional facilities in the United States,
It is the SOCS (situation, options, consequences, simulation): a group of eight to ten.
Inmates meet once or twice a week with a psychologist and a social worker.
and they discuss an interpersonal problem, proposed by the inmates themselves or presented by the
psychologist. They strive to clearly define all aspects and details of the problem
(situation), then they suggest all the possible solutions (options), they study the
consequences of each of the options and when they determine which is the best, that is to say
la que tiene mejores consecuencias, representan esa opción (simulación) para "verla" más
claramente. En esa simulación, los educadores insisten mucho en la habilidad social de la
negotiation.

Another method to teach those five thoughts, this time to young children, is
"Think Aloud" by Camp and Bash, from the University of Denver. A method
completísimo, para enseñar a los niños a darse instrucciones, a prestar atención a los
estímulos visuales y a los auditivos y a resolver sus problemas interpersonales con criterios
clear. A marvel.

MORAL GROWTH. DIFFERENT APPROACHES TO FORMATION

VALUES. Moral reasoning is practical, it is a norm of life.

1. TRADICIONAL

2. RATIONALIST

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 3. Evolutionary Cognitive of Piaget and Kohlberg (*)

4. PSICOSOCIAL DEL CONSTRUCTIVISMO

(*)
THE STAGES PROPOSED BY PIAGET AND KOHLBERG ARE:

1. HETERONOMÍA

2. MUTUAL EGOISM (INDIVIDUALISM)

3. EXPECTATIVAS INTERPERSONALES

4. RESPONSIBILITY AND COMMITMENT

5. EVERYONE HAS THE RIGHT

6. WE ARE ALL EQUAL AND BROTHERS

HOW IS MORAL DEVELOPMENT ACHIEVED?

1. DISCUSSION OF MORAL DILEMMAS

2. SCHEMES OF MORAL REASONING AND VALUES
3. EDUCATION IN VALUES

THEORETICAL JUSTIFICATION OF THE CHILDHOOD AND PRIMARY PROGRAM

It is a program for Early Childhood and Primary education, aimed at problem solving,
the development of social and cognitive skills. The program has demonstrated
una gran eficacia, no sólo para niños agresivos, sino también para cualquier niño o niña que
store to respond or act without thinking it through enough, or that does not know how to resolve its
address problems adequately.

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 LA MEDIACIÓN VERBAL:
I USE LANGUAGE AS AN INTERNAL REGULATOR OF THOUGHT
RACIONAL Y LÓGICO
(inhibitory function, LURIA and VYGOTSKY)

2.CHANGEPROCESSINFORMATION:DEASSOCIATIVELY
(INTUITIVE) A COGNITIVELY

From 5 to 7 years

4.(JENSENYACHENBACH)NOTREASONING,BUT
LIBREENRESPUESTAS ASSOCIATION CAUSES DELAY.
MORE IN LOWER SOCIAL GROUPS

5. B. W. CAMP:Medición verbal aumenta la función inhibidora del lenguaje:

- block impulse-associative reactions (cognitive and social)
facilitate learning, solve problems, foresee consequences

The fundamental concept for understanding the theoretical support of this Program is that of
Verbal mediation refers to the use of language as a regulator.
interno del pensamiento racional y lógico. El uso de la mediación verbal se desarrolla,
normally, between five and seven years of age and it is what distinguishes the processes
"humans" of thought, from the processes of lower animals or children
small; that is to say, it shifts from processing information "associatively" to doing so
cognitively
According to the works of Luria and Vygotsky, the stages can be summarized as follows
of the development of the language inhibitory function:
- en el primer año, el lenguaje tiene una función social e instrumental, pero no tiene
inhibitory function;
The second year marks the beginning of the child's response to inhibitory commands.
of the parents (but not their own);
- en los años preescolares, se empieza a regular la propia conducta dándose órdenes
en voz alta, pero no se hace caso de las dadas en silencio (ni tampoco, en forma de murmu-
llo);
between the ages of 5 and 7, most children learn to inhibit and regulate their
conduct through an interior, silent verbal activity, which will become more and more
automática en la edad adulta.

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 Now, the works of Jensen and Achenbach have shown that the
The school delay of students from a lower cultural class is precisely due to not knowing.
to spontaneously use verbal mediation and therefore do not use it
reasoning, but free association, to respond.
Copeland (4) noted similar differences between hyperactive and non-hyperactive children: these
últimos usan por igual toda clase de lenguaje interior, mientras que los hiperactivos usan
more the exterior and also they use more exclamations and more descriptions of the environment, but
usan menos el lenguaje para hacer planes y para autorregularse. Es decir, que hay
diferencias claras en el uso del lenguaje, interior y exterior, entre niños y niñas hiperactivos y
no hyperactive.
The cited studies, as well as those conducted by B.W. Camp, strongly suggest
the following two conclusions:
An adequate development of verbal mediation facilitates the internalization of the
función inhibidora del lenguaje, que sirve para bloquear las reacciones impulsivo-asociativas,
both in the cognitive field and in the social one.
2. Verbal mediation also serves to facilitate learning, the solution of
problems and the prediction of consequences.
Once those conclusions were reached, it was logical to expect that they would start to be devised.
programs to correctly develop verbal mediation. This is how Meichenbaum did it,
that had been working in that field, since he had published in collaboration with
Goodman, a classic study on verbal mediation and impulsive children. The
Meichenbaum program, aimed at children talking to themselves while
intentaban resolver problemas impersonales, consiguió un notable aumento en su
rendimiento escolar. Pero, como era de esperar, no mejoró sensiblemente la conducta de los
students in their social relationships. In contrast, the Spivack and Shure program was
aimed at getting them to verbalize plans, solutions, and consequences related to
social problems, that is, interpersonal ones. We explain this in more detail.
Es sabido que unas personas son muy buenas para matemáticas y un desastre para
todo lo artístico; otras son magníficas para idiomas y muy malas en ciencias naturales. Y
others succeed in scientific research, but are unbearable at home and for their
friends.
Spivack y Shure han tenido el mérito de identificar los "pensamientos", o habilidades
cognitive skills necessary to solve interpersonal problems. Those who do not have
esos pensamientos, se relacionarán mal con los demás, serán egocéntricos y agresivos,
crearán muchos problemas. Investigaciones posteriores, por el profesor Ross, de Canadá, y
otros, han demostrado que esos pensamientos faltan a los delincuentes y a muchos
Addicts. Likewise, they are missing or are very atrophied in people who cause problems.
Coexistence constants. This is a new light: it would turn out that the problem is not in the
voluntad ("ser malo"), sino en el entendimiento ("no ver otra cosa"). Es una noticia llena de
hope, because those thoughts can be taught.