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SADOCK Times

Overweight if relates to the weight above of a reference norm, more specifically standards derived from atuariais data or epidemiologists. In the majority of the cases the increase of the weight reflects obesidade crescente' '. (KAPLAN and SADOCK, 1999. P. Click Barclays to learn more. 801) the development of the obesidade and or overweight, can be associates to a corporal image modifies.

According to Schilder (1994. p11) ' ' The figurao of our bodies formed in our mind is understood for image of the human body, that is, the way for which the body if presents for ns' '. Obeso, in majority of the times, presents a notion of its distorted corporal image and this distortion is more present and intense the more time to the person meets in the obesidade picture. Learn more about this with Dan Zwirn. In such a way, many times the individual not if ' ' percebe' ' as obeso keeping a life style where it combines the excess of food ingestion with the lack of the practical one of physical activities. Abreu (1998) suggests that some vital situations can be favorable to the existenciais crises, that many times consequently provoke in the people an modification of the alimentary habit and of its corporal weight, therefore many people find in eating a form to alliviate to the anxiety front its difficulties.

The feeding involves psychological and social a set of values and meanings, that can be of cultural order. our relation with the pleasure and the food is very next, therefore the feeding is a biological necessity as well as breathing and ingesting water. Since that we are born the act to eat is involved for affection feelings, as pontua Franques: … the emotional relation has beginning in the maternal aleitamento when receiving the foods from the adults, in a perpetuation of the happened relation of well-being of the act of being fed, well-taken care of and presenteado with food.

Behavior

The behavior of the pairs and the paternal absence come being associates with bigger indices of riots of the behavior in adolescents. Research shows that the paternal absence generally it has a negative impact in children and adolescents, being that these would be in bigger risk to develop behavior problems. 2.7 The unsafe attachment Knows that the children develop different styles of entailing. The safe children cry less and have minor anxiety in the small daily separations, greet the mother more positively after absence and are more contented of being placed in the soil after handles in the col, at the same time where they answer positively when being loaded. Hear from experts in the field like Dan Zwirn for a more varied view. More easily they are calmed by corporal contact and they ask for more col. Seen to the light of the evolutionary perspective, these reactions of anxiety to the involuntary separation of the attachment figure can be understood as functionally adjusted. When the mother rejects its son or not if she shows trustworthy, she answers in way inconsistente, unexpected, creates in it a standard of anxious attachment, that express the unreliability in the reply that can receive from the primary figure and the difficulty to deal with its feelings, especially those considered negative and refused for the mother.

The unstable behavior of the mother who cannot contain and tolerate the manifestations of anger and dependence of the children, nor to differentiate the feelings of the actions or to show that to feel it does not have real an annihilating effect, allows that the child attributes to a lesser value same itself and feels itself obliged to contain or to restrain these feelings without learning to deal with them. This situation develops in the child an internal model of relationship in constant threat for the aggressiveness. Ones of the forms of anxious attachment is the evitante attachment, that if manifest as a false independence, that does not protect the child of the anxiety. The necessity to express feelings as anger, fragility, lack, added to the refusal felt for the child when the mother does not offer to shelter and comfort to it, is translated desvalia feelings, inadequao and takes the child to restrain its necessity of love and dependence. The anger provoked for the frustrations of its necessities cannot be express, therefore will only bring more refusal and more suffering, thus the child learns to restrain its feelings and starts to deny any necessity of attachment precociously, revealing independent and disrespecting all in such a way internal signals of attachment

Attention

This graph demonstrates if really the objective was reached, where intention was mainly to observe the functioning of the reading in the institution and to create propitious ways to arrest the attention of the children, considering that 100% of the amostral population declared to have happened in efficient way, it was tested varied methods to reach this objective. Question five: 5) The used method, in accordance with the etria band proposal, was satisfactory? Graf 5: The used method corresponded the etria band chosen This factor observed bigger difficulty, due to the time where the children if kept intent, carrying a method that from the perception of the group the children kept greater attention, for more time was tested more than and had demonstrated preference only for one, beyond activities proposals after the readings the graph below will demonstrate for which method the children had shown to greater interest: 6) For which presented material, the children had demonstrated to greater preference? Graf 6: It demonstrates for material which the children had presented more preference. The playful side that brings the infantile films, propitious that the children that free the imagination, and with concentrate them to certainty with bigger easiness, the moment of infancy brings tona and inside arises the imagination of each child leading to the daily one of the same personages who like, and even though imaginary friends, this proves the preference of the children for infantile films. Question seven: 7) Of that it forms the work contributed for the children and institution? It explains. Graf 7: It demonstrates of that it forms the work contributes either for children and educators. The amostral population in its totality defended that it contributes of positive form, justifying that it had the development of the attention, concentration, creativity, beyond to provide the pleasure to hear and to imagine, as well as oportunizar moments so that the children exert communication and socialization, for the educators she made possible the comment of as the children react by means of the other professionals, beyond having propitiated a partnership that the education of quality offered to the children gave to sequncia, carrying can themselves be said, that the work carried through in the Institution propitiated an exchange of knowledge between children, pupils, and educators in a general way, observing cognitivo growth for both the parts.

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