Talking about the adolescent emotional world is only to make a cut for understanding them, think about their logic and draw conclusions for a better education, which is what is intended in this column.
The importance of managing emotions is of vital importance at this time, we no longer have stagnant subjectivities of the past, but adolescent reality has a dizzyingness that the present is so dynamic that it makes it unstable to be able to envision a future-
Our world, the adult, has had a concept since time immemorial that must be reviewed in order to empathize, stop competing between young people and adults. To show where we come from with this speech and what I mean, I transcribe a quote from Socrates V AC:
“Young people today love luxury and are ill-bred, disdain authority, have no respect for their elders, and chat instead of work. They no longer stand up when an adult enters the room where they are, they contradict their parents, they rush to gobble up the desserts at the table, they cross their legs, and bully their teachers…”
It is the duty of the family and school to generate bonds of trust to guide adolescent life in a humanistic culture, they do not believe that the knowledge they receive is useful to them, it is typical that in a class the challenging question arises from a student: For What use is what you are teaching me? If each teacher would answer that question, the class would be more attractive and productive. Ultimately, this question asks us what we should teach for life. More than exposing our “wisdom” we must be interested in what they already know and analyze together if the information they have is reliable or not, carrying out the necessary checks by passing said information through the sieve of science.
Neuroscience presents us with a new adolescent paradigm, we can consider this as a second educational opportunity; Since gray matter grows in adolescence, but not in the same way throughout the brain, it increases more in the prefrontal cortex. It is a sensitive period for certain types of learning, for example: emotional and social. Not taking advantage of this stage ends in a dramatic loss of opportunities. The adolescent brain is malleable and adaptable and offers an excellent opportunity for learning and creativity.
By changing the paradigm we must see this stage as a number of opportunities, not as something difficult and unmanageable as we are used to hearing all kinds of bad comments, looking only at adolescence through its difficulties, suffering, carelessness or unconsciousness sometimes it leads to the ease of medicalization.
It is necessary to generate a kind of emotional scaffolding where we can be accompanied in our role as responsible adults providing security, not looking at the short term, generating certainty, there is nothing worse for the brain than uncertainty, the brain needs to be in control and by the way our society is quite uncertain and therefore the high level of anguish.
In a culture of having and not of being, of aesthetics and not of ethics, there is a lot to work on, fostering spaces for dialogue that allow expressing fears, doubts, nothing more humble in an educator, whether they are parents or teachers, than to open up to the opportunity to be asked. There are emotional pains that accompany us throughout our lives but that become more noticeable in adolescence and of which it is necessary to speak as they are: envy, jealousy, fear, feelings of insecurity or inferiority, shame. It is necessary to know and establish the reason for said pain, which is the lack of managing emotional skills.
Studies have shown that some of the violence in the public and private sphere stems directly from the inability to describe your emotions through words. Putting into words what happens to us alleviates pain and expands joy. “Words build realities.” For this reason, the need to create spaces where the word circulates, to build critical thinking, establish agreements, ask questions, express wishes…
It is also necessary to dialogue and know how to establish the guidelines for which groups to belong to, not at any price, that is why it is necessary to work on self-esteem, to be able to say no when they see that something is wrong, that empowerment is given by self-esteem. We are gregarious beings and we need to belong to a group, sometimes adults in order to belong we omit the truth. Working on self-esteem is the tool to choose the group that generates love and non-violence. And how is it achieved? With self-knowledge, empathy, self-esteem, self-esteem and social skills. The cultural change we need is to be able to transmit values from affectivity to generate the “Culture of Love”
Dear and Dear readers, this has been the first column as a trigger for others where I will delve into emotional education, I will gladly receive contributions, suggestions and queries to the following email [email protected]
Until the next emotional encounter.
Lic. Carlos A. Sigvardt
Speaker – Trainer in Emotional Education
Vice President of the Emotional Education Foundation
Contacts:
3434474651
Instagram.com/carlos_sigvardt
You may also like
by CEDOC
