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Ante estas tres situaciones, hay alumnos/as que o bien refuerzan su autoestima o
acrecientan su agresividad.
La conducta de los/las que sienten rechazo se
caracteriza por contactos agresivos, manifestaciones de desacuerdo, demanda de
atencin (Hartup, 67).
Para ello, el sociograma permite detectar el grado en que los individuos son aceptados
o rechazados en un grupo. Para elaborar un sociograma, antes debemos motivar al
alumnado, procurando que las preguntas a las respuestas que les hemos formulado
sean individuales, aclarndoles las dudas, hacindoles ver que deben contestar al
mayor nmero de preguntas.
Estas preguntas iran en relacin con la aceptacin o rechazo de un/a compaero/a
bien para tareas de clase o para divertimento.
Tras recoger las respuestas,
elaboramos el sociograma.
De su resultado podemos comprobar que muchas
conductas agresivas se adquieren y mantienen durante el aprendizaje reforzadas por
los/as compaeros/as.
Cerezo y Esteban nos hablan que en la interaccin entre escolares se distinguen tres
grupos:
Las vctimas.
Los bullies suelen ser los ms destacados, los considerados ms fuertes, los de mayor
edad, y que tienen un grupo de seguidores. Las vctimas, las personas que sienten ms
rechazo, que pasan inadvertidas, son consideradas como cobardes, dbiles de
carcter, y a las que se les coge mana.
Mientras ms edad tiene un individuo respecto a su entorno, ms agresivo suele ser,
de ah la consideracin que se ha de tener al tema de la repeticin de curso. En todo
no hemos de olvidar que el aula es una parcela del centro escolar, en donde normas y
relaciones van a ir contribuyendo a favorecer o impedir la convivencia, derivando a
conductas ms o menos socializadoras.
3. Procedimiento a seguir del sociograma comprende los siguientes pasos:
1. Formulacin de las preguntas a todos los miembros del grupo para que
manifiesten sus preferencias y rechazos.
2. Elaboracin o tabulacin de las respuestas.
3. Confeccin del sociograma propiamente dicho:.las chicas sern representadas
grficamente por crculos y los chicos por tringulos, cada uno de ellos tendr
escrito en su interior el nmero que ocupa en la clase. Como sistema de
representacin de la direccin de las elecciones o rechazos usaremos flechas
que sealarn el sujeto elegido. Se trata, pues, de una forma prctica de
visualizar los resultados mediante crculos-tringulos-flechas.
4. Anlisis e interpretacin del sociograma.
Pasemos a analizar pormenorizadamente los puntos a y d.
Formulacin de las preguntas:
Se trata de un cuestionario de dos categoras de
respuesta, puesto que pretendemos detectar:
Conviene que las preguntas sean sencillas, realistas y concretas. Pueden tener
carcter positivo o negativo. Veamos algunos ejemplos:
Preguntas
de
tipo
-A quin elegiras para hacer el trabajo obligatorio del rea de Lengua?
positivo).
-A quin no elegiras para hacer el trabajo obligatorio? (carcter
-A quin elegiras para realizar un mural para el da de
-A quin no elegiras para realizar?.
efectivo:
(carcter
negativo).
la Paz?
Preguntas
de
tipo
afectivo:
-A quin invitaras a tu fiesta de cumpleaos? (carcter positivo).
-A
quin
no
invitaras
a
tu
fiesta?
(carcter
negativo).
-Con quin compartiras la tienda de campaa en una excursin?
-Con quin no compartiras la tienda?.
Es conveniente fijar un nmero determinado de elecciones; un nmero suficiente
puede ser tres como mximo, eligiendo a sus compaeros/as por orden de preferencia.
Dar la lista de clase con el nombre y nmero de cada alumno/a o bien escribirla
en la pizarra. Es conveniente exceptuar de la lista a aquel alumnado que falten
de manera prolongada.
Repartir la hoja con las preguntas y esperar a que rellenen sus datos
personales.
Indicar que pueden hacer, como mximo, tres elecciones en cada pregunta y
para ello debern escribir los nmeros correspondientes a los/as
compaeros/as elegidos, nunca los nombres. La eleccin se llevar a cabo por
orden de preferencia.
Dr. Jacob (Jakob) Levy Moreno (18 May 1889 - 14 May 1974) was a leading
psychiatrist, theorist and educator. During his lifetime Dr. Moreno was recognized
at Harvard University as one of the greatest social scientists in the world. Dr.
Moreno grew up in Vienna at time of great intellectual creativity and political
turmoil. The founder of Psychodrama, Sociometry and the foremost pioneer of
Group Psychotherapy, Moreno studied medicine, mathematics, and philosophy at the
University of Vienna, becoming an M.D. in 1917. He had rejected Freudian theory
while still a medical student, and became interested in the potential of group
settings for therapeutic practice.
In his autobiography, Dr. Moreno recalls this (now classic) encounter with Freud in
1912. I attended one of Freuds lectures. He had just finished an analysis of a
telepathic dream. As the students filed out, he singled me out from the crowd and
asked me what I was doing.
I responded, Well, Dr. Freud, I start where you leave off. You meet people in the
artificial setting of your office. I meet them on the street and in their homes, in
their natural surroundings.
You analyze their dreams. I give them the courage to dream again. You analyze and
tear them apart. I let them act out their conflicting roles and help them to put
the parts back together again.
Moving to the U.S. in 1925, Dr. Moreno began working in New York City. In his
autobiography he states that of all the places in the world, that "Only in New
York, the melting pot of the nations, the vast metropolis, with all its freedom from
all preconceived notions, could I be free to pursue sociometric group research in
the grand style I had envisioned"(Journal of Group Psychotherapy, Psychodrama &
Sociometry. Vol. 42, No. 1, spring 1989). He held positions at Columbia University
and the New School for Social Research.
In 1932 Dr. Moreno first introduced group psychotherapy to the American
Psychiatric Association. For the next 40 years Dr. Moreno developed and
introduced his Theory of Interpersonal Relations and tools for social sciences he
called sociodrama, psychodrama, sociometry, and sociatry. In his monograph
tilted,The Future of Mans world, Dr. His autobiography describes his position
asthreefold: spontaneity-creativity, but does deny that spontaneity and creativity
are merely a function and derivative of libido or socioeconomic motives. 2. Love and
mutual sharing are powerful, indispensable working principles in group life.
Therefore, it is imperative that we have faith in our fellow mans intentions, a
faith which transcends mere obedience arising from physical or legalistic coercion.
3. That a superdynamic community based on these principles can be brought to
realization through new techniques"
The Psychotherapy Networkwer identifies the methods of J.L. Moreno to have
held up respectably over the last 100 years (Psychotherapy Networker, Clinician's
Digest, Jan/Feb 2007).
New research out of the University of Vienna by Dr. Robert Waldl shows the
enormous influence that Dr. Morenos theory of the Encounter (Invitations to an
Encounter, 1914) had on the development of Martin Bubers I-Thou philosophy, and
Bubers influence on philosophy, theology, and psychology. Dr. Moreno's wife Zerka
Moreno writes, While it is true that Buber broadened the idea of the Encounter,
he did not create the instruments for it to occur. Morenoproduced the various
instruments we now use for facilitating the human encounter, sociometry, group
psychotherapy, psychodrama, and sociodrama (Zerka Moreno, Psychodrama
Network News, Winter 2007).
His wife Zerka Moreno continues his work today.
His students include the Swede Leif-Dag Blomkvist (Psychodrama, Surplus Reality
and the art of Healing. Zerka Moreno, Blomkvist, & Rtzel, 2000) and with training
centers and institutes on nearly every continent, there are many thousands of
others who are expanding and developing training and teaching the Morenean Arts
& Sciences across the disciplines, to more fully realize Dr. Morenos vision to make
these social sciences available for "the whole of [hu]mankind."
The Association of Group Psychotherapy and Psychodrama (ASGPP) has held an
annual conference for more than 60 years, and is an excellent starting point for
further investigation of Dr. or Zerka Moreno, with many resources and links.
In 2006 a book of Zerka T. Moreno's pioneering efforts were published to
illlustrate Zerka's (and of course to underline Dr. Moreno's) extraordinary
lifetime of dedication to the development of group psychotherapy, psychodrama,
sociodrama and sociometry. The book is titled "The Quintessential Zerka: Writings
by Zerka Toeman Moreno on Psychodrama, Sociometry and group Psychotherapy."
Edited by Toni Horvatin and Edward Schreiber.