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Blanquerna Febrer 2011B BB H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +C ZR@(  &   rQ0e0e?1 Ttulo@   `6Organitzaci de l exposici   0e0e?02 Marcador de contenido@` <4___PPT9 VAnalitzar una nova comprensi de la conducta problemtica i dels alumnes que es consideren problemtics. Valorar un enfocament multicomponent en el tractament de les conductes problemtiques aix com la importncia d un model educatiu a l mbit escolar. & - H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"  `(     r0e0e?1 Ttulo@   2Situaci t   0e0e?02 Marcador de contenido@  8 - Increment de les manifestacions dels problemes de comportament aix com la presncia d aquests problemes en edats cada vegada ms primerenques. - Aquestes conductes problemtiques   externes com rebequeries, agressions verbals o fsiques, destrucci de la propietat, etc. i  internes com desobedincia i introversi aix com rutines inadequades de menjar i dormir- i les seves repercussions representen barreres per al desenvolupament de les competncies socioemocionals i de les xarxes socials afectives i tenen una clara repercussi en els aprenentatges. -Cal tenir en compte la variaci de conducta apropiada o inapropiada segons la famlia i la cultura.  H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" p(     r৹0e0e?1 Ttulo@   J Model de prevenci i intervenci!\   ੹0e0e?02 Marcador de contenido  ~$Per fer l abordatge dels problemes de conducta en el marc de l escola ens basem en les prctiques derivades del model del SUPORT CONDUCTUAL POSITIU. Aquest model consta de tres nivells i es representa per un triangle: es proposa una aproximaci preventiva a tres nivells. (H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" (  d   x0e0e?Rectangle 2   RQu s el Suport Conductual Positiu  SCP-* **   x(0e0e?Rectangle 3@  s aplicar els principis conductuals a la comunitat Per tal de disminuir les conductes problemtiques I construir conductes adequades que provoquin canvis permanents i un estil de vida ric. "  H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" 2* (   %   xù0e0e?Rectangle 2@   YEl SCP proporciona: ]   xHƹ0e0e?Rectangle 3@  Un model universal, preventiu i educatiu: - Universal: adreat a tots els alumnes - Preventiu: que actua el ms aviat i rpid possible, abans que aparegui el problema. - Educatiu: que intenta respondre a les necessitats de suport i ajut dels alumnes ms que a les seves dificultats. @*    H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"& & &$%(  $ $  rԹ0e0e?1 Ttulo@   >Enfocament preventiu^$ $ S NA03 Marcador de contenido#"##PK!g^v[Content_Types].xmlT]O0}7?,}51'FܴwŨcӜ{{NgVIKkR2cVHSs4z `(k0% zM>hS |d jԖhMn`%-Ȧ=4ad>{ /3rHiVQ=(ErU.׳e5/Z&U3g#NMyU̇ B̋b{UsT7}/S$qdCNLyS ,Ǜpq fq.|:nggqvRȌf0$Mc=4X?쏗?jV|5+Xizl8? x9[VEMpM*Pe8F^p9j y^f\$K\%awNw7>)Nn;LU~ x8Lp&m!^Ax2'Fh V.&xsgwbK4@pH<2g1۲qUT'U!P(D:mFL&Rq=HתwJQ'rKxCKm:w.yβ~9wI茨5Iw$1:| ֠t1 EAa8UB8xkcJ3\yp^=FsJpAIdP7aFf)5$CD,9*,4HZVP; 3Xar"/1ۛ^sLղ6E*!NƄEͣ.z :f]p_埠ge͝-AT?٠" LGAT%M7$'X̨gL/okoߵ˟ Vo8:Pwtץz , j>Kα(u3ogw+H)4ϑB *A2+Cf>EoKw_xyn}xbVph5gjg诇C cGE* F mK/B"7ތ +mʜ^fe鬜 ~*@Jɧ"Wޥ$h24XF)8׽짘{?^ſ'qK kzRwÈn7J[2fwZ073TkyZ-Qh)XQXQʬwѺ&qS*b&ʆ3 FGfц^}" oi!iWA\;vK?܌kX)dyhj3j'^eG\w6(LO4x.1TJ*FҊ,Oce__>PK!3fdrs/_rels/e2oDoc.xml.rels]O M{K;?cFwacuJ[2T`jbV%<=Or^ɛt^rJX+r?5hAz(OOORC|zObv!yI>^HtB< J6+~grI5nYS8ll%dbc V:0%a2keyE)K{͎nBIoOq $lx=ry(c2q~T9x=LȤD)];|BHlއ~G PK!Ldrs/downrev.xmltOO@&~2&^L HKKc5+ "ݕo6<潙7 GV2pYײd'!8p`VŒGyoMX#Π2YiۡhƖ$;k.Q:#nxI[0x&X']_ wy nabc@lfƇ̼F~ؤجVRRJہ#T#\}]Г/ PK!AAdrs/diagrams/colors1.xml]O0'?DHbJHMI#Rl'NZsMcSN v戲8%􀃈1<~8C@'OA ]Vkp>.'( "")M i> vޱ00XDcM%$iҐia()M'n .}DxKw1șCf+>䷌gw F1Li,ES҄U` 1vLc$ P/o=1Tw'h wPEnݚn|4+-a/Y<Aa|iŭ\\..X~RA/֟r ,H/,VCNVQǴω1G) "O'0SQ+".^j"Wb-0IM6)"<&+y;_L&||QϓwY Ld`36n.N|0ePK-.m-c5 &j 7#\-5](s#FbdFGJ{FhҲJ2mR H lϵ/t 1l 60lBz5~8k)eTcl܎f1GZ-Me]B٪f'{Dq5xUiz/ ]}&iх(TNܿc7I,/U˲@,3N YfՌ,R/8k`)&¬SyoSJ=|Q* Vvu5>㮅v2 Yutx(*&j7Y^!C\#GkoFb"~5bQ9/c%Z1q)LRrA5Rt.*9$7_Suggx"K3/}%R#;߬BT5PK!šQdrs/diagrams/quickStyle1.xmlN0'"zmB)CB{qR  g;i$&RJM9N}NWLF(Ȕ:׹{ug ܅㼱u^Mܥ4(1k#/.vy*; 7gulThŕ+3G.' a-}.} G)2pVOCG ,(k Df. s|͌fW>&: &s$N,!zh6QXsvRGPt7@Ru;s~]P[q4l[շXs.EL6Y.j7t9ZͩfK-79Z!fy8Yk,:ZEw@Y-PVBlJı>5g}qTvkfK5>ZE Z),?!Ľ.B֪8b8zck~Q'nS~@vYQmg\;_ҒGg[DVHkIzOgr ^+'3i7<\[$ZÉ)>*QN̩?7muyC{myCbh{OY9eEz{ 0Bv0>jj`]+? c8PK!0@drs/diagrams/layout1.xmlW[O8~!X((JJ>q;`{cOP!Os|BmQ0'!9nܲ:cJF>( oPv[c@ￚ޽4^C2)T'vWt^jnygJN%=eM ezz4]=DK1mֽܽWt-y-y;8p=$ idtϜA޾dźmᲂG\G5$#}oD\j5G ϖϖ4Oܝ0F4EyΦoP.{MI҇US{l"kc1NCx:o$v+a#f .#;PK!;R)drs/diagrams/drawing1.xmlXn6}/Xg!)R([D$$[otH׶h6@؅ 93gOm1euG&uf&EWd1㈔Ϙ.~d5Aظ\}y?X-bg] Vm)]٦-(jzda ڱgE׎ !@[-)jLWTM-rA‰ Fxt zJ|[YIۆabceXoai1?U8Gc8 .?p}״uYxhV8Nhm&HO]DFd`h=e\oc5uM#'"bpPmnI D|?~ԬG! )v@4D{J_R n=\# ]CTB;VPw/_b>7D^gUw!"TEB^H "nV.t ʠq04 Bꪛc;m퍥C;·mMK܊:JeJ<42'q 7L#1}"7xzu6қ.[[`R[ʝT @=-5 <705 7Re$qܹ|{&|n9kQޢ 'k|}wb Yuwb5otf+#O?O02\+0L#t.(ͽ' 40PJ|}C1vLNq;2~|ʘcm,0xxuYW:j9_ PK-!g^v[Content_Types].xmlPK-!8! _rels/.relsPK-!1/%drs/diagrams/data1.xmlPK-! D drs/e2oDoc.xmlPK-!3f drs/_rels/e2oDoc.xml.relsPK-!LRdrs/downrev.xmlPK-!AAdrs/diagrams/colors1.xmlPK-!šQdrs/diagrams/quickStyle1.xmlPK-!0@drs/diagrams/layout1.xmlPK-!;R).drs/diagrams/drawing1.xmlPK  <  H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" (5(  (# (  xܹ0e0e?Rectangle 2@   WDiferents nivells  (  x߹0e0e?Rectangle 3@  A NIVELL D ESCOLA Prevenci primria: Crear relacions positives i entorns de suport de qualitat - L objectiu prioritari s proporcionar a tot l alumnat un entorn segur i previsible. El primer pas a tenir en compte t a veure amb el fet de promoure, desenvolupar, tenir i mantenir relacions de qualitat entre els alumnes, les famlies, els mestres i els professionals de l escola. NECESSITEM BONS EQUIPS HUMANS no noms experts i/o mestres competents. H  RHH  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"A XP,(  , ,  x0e0e?Rectangle 2@   NEl repte    ,  x0e0e?Rectangle 3@  |A les escoles, l exclusi i el cstig sn les respostes ms habituals als desordres de conducta L exclusi i el cstig no sn efectius per reduir a llarg termini les conductes problemtiques H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" 00(  0 0  x0e0e?Rectangle 2@   NEl repte    0  xL0e0e?Rectangle 3@  Les respostes a les conductes problemtiques escolars ms efectives sn: Formaci en habilitats socials Reestructuraci acadmica Intervencions conductuals <I S  ISH  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" 4((  4H 4  x %0e0e?Rectangle 2@   |6A NIVELL D AULA. Com fer-ho  4  x)0e0e?Rectangle 3@  xEnsenyar les expectatives de conducta: Transformar les expectatives per a tota l escola de carcter ampli, en conductes observables concretes Ensenyar en els entorns on realment es produeixen les conductes Ensenyar les paraules i les accions Construir una cultura social previsible i orientada a l xit dels alumnes *'  '=H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" 8](  8 8  rd60e0e?1 Ttulo@   IA NIVELL INDIVIDUAL. Com fer-ho  8  :0e0e?02 Marcador de contenido@  $Partir de dos supsits centrals: Cal modificar l entorn abans que aparegui la conducta problemtica. L estratgia ms efectiva per disminuir les conductes desadaptades consisteix a ensenyar habilitats adequades i/o alternatives *!H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"  <1(  < <  rG0e0e?1 Ttulo@   K!Aspectes bsics a tenir presents:" <  I0e0e?02 Marcador de contenido@  |Les conductes problemtiques (CP) es relacionen amb el context (no s quelcom intrnsec a la persona sin que estan provocades i mantingudes per alguna cosa del seu entorn) Les CP tenen alguna funci per a l alumne (malgrat el seu valor socialment negatiu, tenen algun objectiu til per a la persona; en alguns casos, substitueixen la manca de respostes socialment acceptables i/o serveixen per aconseguir uns resultats determinats) Les intervencions efectives es fonamenten en una comprensi mplia de la persona, en els seus contextos socials i en funci de la CP (tenir present les circumstncies que envolten la persona i identificar la funci que compleix la CP s imprescindible per tractar-la) H?n*H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" @M(  @ @  rx\0e0e?1 Ttulo@   5 Continuaci  @  `0e0e?02 Marcador de contenido@  (El SCP s ha de basar en valors centrats en la persona i que respectin la dignitat, les preferncies i els objectius de cada alumne (el SCP no noms s una tecnologia per disminuir la CP; es basa clarament en valors centrats en la persona aix com un respecte per les preferncies i els objectius de la persona i no noms pels dels mestres i pels pares). 2bcH  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"U ld D(  D( D  rb0e0e?1 Ttulo@   b8L elaboraci de plans de SCP D  r0e0e?02 Marcador de contenido@  Z- s un procs d anlisi i valoraci de la informaci per tal d identificar la funci o funcions de la CP - determinar els canvis que s han de produir en l entorn - i /o les ajudes que necessita l alumne tant per millorar les seves habilitats i l estil de vida com per disminuir les CP que presenta..,.H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +" 0HJ(  H| H  r0e0e?1 Ttulo@   Resumint! L abordatge actual dels problemes de comportament exigeixen:G H  (0e0e?02 Marcador de contenido@  Una manera diferent d entendre les conductes problemtiques (cal intentar esbrinar perqu l alumne presenta aquest problema) Un enfocament global i positiu a nivell de centre Un nou model de formaci i de suport als mestres Un abordatge que illumini ms que elimini Un enfocament preventiu. No podem esperar a sis per prendre decisions... d expulsi Cal una perspectiva sistmica (escola com unitat) Cal anar ms enll de l s d intervencions niques i desenvolupar plans de suport positius, comprensius i multicomponents Z =@<y H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"w @L(  L L  rx0e0e?1 Ttulo@   8Continuaci... L  d0e0e?02 Marcador de contenido@  |La necessitat de dissenyar i/o modificar els entorns (escolar, familiar) Un treball conjunt i d equip entre professors, famlies i altres agents socials. Cal promoure l s de procediments actius, positius i que siguin socialment vlids (consensuats entre els mestres, amb els pares, alumnes... Veure si all s ajusta a les seves creences, opinions,.. El tractament s ha de basar en valors centrats en la persona (intentar comprendre a l alumne) H6s="H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"  PP(  P P  xԫ0e0e?Rectangle 2@   E I per acabar:  L P  x,0e0e?Rectangle 3@    ... Ojal que el pas, en lugar de flagelarse y sumirse en el catastrofismo de nuevo, sea capaz de utilizar el diagnstico para plantear estrategias eficaces de mejora, basadas en la evidencia, y evaluar su impacto regularmente. Dejemos de compadecernos y pongmonos a trabajar Francesc Padr, gerent del  Centro para la innovacin y la investigacin educativa de l OCDE a Pars (LV, 13/9/09)"v H  0޽h ? 3f3fff̙3ff̙y___PPT10Y+D=' = @B +"rXPʴ;!H*U095\:_ah>nrXyV^ݥ"۬Oh+'0P pxd     hORIENTACIONS PER FACILITAR LADQUISICI DELS HBITS I PER TRACTAR LES CONDUCTES PROBLEMTIQUES A LAULADETICdC:\Archivos de programa\Microsoft Office\Office\Templates\Diseos de presentaciones\Cpsulas.potDepartament d'Educaci9Microsoft PowerPoint@T$PM@@S@@?\BG` g  X& &&#TNPP02OMi & TNPP &&TNPP    --- !---̙--- !---w@G 0Xwaw @w2 f- &Hhj2--X$*hijptyeYPJIHIJPYet(.0000.+(<KW`fhhhf`WK<y+pjih--& &}}#&}e%-3f-$ccc#c#}#}#}}--& &b%-3f-$ puy| }|yu"p#b#b--& &--I<`-- @Arial6 Xwaw @w2 f- 3f.32 jjEL SUPORT CONDUCTUAL POSITIU =  # %# #%###"#! %!  # . 3f.+2 jCOM A MODEL DE PREVENCI#%) ! )%#  # # ## . 3f. 2 $%. 3f. 2 WI . 3f.2 j INTERVENCI # # "# . 3f. 2  %. 3f.2  EN LES I #  . 3f.!2 jCONDUCTES PROBLEM#%###" #%#). 3f. 2  ". 3f.2  TIQUES A I %# !. 3f. 2 :jL . 3f. 2 : . 3f. 2 :AULA!#".--ia4-- 3f@ArialG MXwaw @w2 f- ff.!2 =Enriqueta GARRIGA    . ff.=2 =$Universitat Ramon Llull. Blanquerna        . ff.2 = Febrer 2011  .--"System2 f !-&TNPP &՜.+,0H    Presentacin en pantallaTIC?K# Times New RomanArial WingdingsCalibri Cpsulas 1_CpsulaspEL SUPORT CONDUCTUAL POSITIU COM A MODEL DE PREVENCI I INTERVENCI EN LES CONDUCTES PROBLEMTIQUES A LAULAOrganitzaci de lexposici Situaci!Model de prevenci i intervenci*Qu s el Suport Conductual Positiu SCP-El SCP proporciona:Enfocament preventiuDiferents nivells El repte El repteA NIVELL DAULA. Com fer-ho A NIVELL INDIVIDUAL. Com fer-ho"Aspectes bsics a tenir presents: ContinuaciLelaboraci de plans de SCPGResumint! Labordatge actual dels problemes de comportament exigeixen:Continuaci...I per acabar: Fuentes usadasPlantilla de diseoTtulos de diapositiva._;Departament d'EducaciDepartament d'Educaci  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      "#$%&'(*+,-./02345678=Root EntrydO)PicturesoCurrent User1SummaryInformation(!PowerPoint Document(J_DocumentSummaryInformation8)