Educação do carácter, no sentido de bem-estar subjectivo : um programa de relações humanas para crianças

Abstract

Studies show the possible continuity from childhood disobedience [Q attitudes of challenging adults and pee r aggression behaviours, impulsiveness and hyperactivity, which increase from 3 to 8 years old (Richman & Graham 1982; APA 2002: 95; Robins, 1991). A Social Awareness Program was implemented, between 2006 and 2009, at the Lúcio Craveiro Lopes Library (Braga/Portugal) and in the Northern region schools. We intended that younger children gain control of impulses. It was taught how to be stronger to better cope with biopsychosocial risks and crises - anxiety and nightmares, am on got her symptoms and disorders. The intervention mod el was linked to developing character, because it implied affection (expression and understanding of self and others emotion), behaviour (cooperative play, relaxation, mood), and cognition (drama, positive modelling and selected bibliotherapy). We present the analysis of an Action-Research carried out with 84 children and adolescents. Model activities followed answers of the author to questions asked by the target population (5- 12 years). Nowadays, we know the evidence, at brain level, that are happier those who have the left frontal lobe (logic thinking and communication skill) more active than the right frontal lobe, during a cognitive task or other task (Davidson 2002). And if about 50% of the well-being perception is of genetic origin (Lykken & Tellegen 1996), educating the person, we can also educate the socio-cultural environment.