Peace in Mozambique

* Custódio Sumbane

After several atrocities afflicted on children, teenagers, adults and old, today marks the Ceasefire Agreement. This agreement symbolizes the end of hostilities, or rather the end of unreported or simply "cold war" war. Several infrastructure destroyed, lives lost, distrust built and developed emotional prisons, that due to sudden shootings that were felt in the territory of our souls. These shootings imprisoned soils of our emotion due to intolerance manifested in the resolution of the tension process, lack of patience, dignity for differences, solidarity, unity among others not mentioned. It has been said that "unity is strength". That is to make us realize that the contribution makes a difference and can be either in the fight against human rights, domestic violence, abductions, in crime, in the acquired immunodeficiency syndrome (HIV-AIDS), the Ebola virus, the fight against tuberculosis, racial discrimination, social exclusion of children or individuals with special educational needs anyway.

The welfare is done by everyone regardless of ethnicity, race, socioeconomic status, lifestyle, learning style, values, and beliefs. In support of this idea would bring one of the most important leaders of the Black Civil Rights Movement in the United States, and the World, Martin Luther King Jr. (1929-1968), to put in the following: "If a man does not have something in which die not worth living. "It wants us to understand that we all have a contribution to make towards changing risk behavior. Have a contribution about the salvation of the world from various pathologies. And for him, everyone who does not have something in your life which would go to the brink of death, does not deserve to live. Man should not worry about himself but for others. Jesus was also so.

Schools, universities, colleges and training have final objective is to train the man to respond to demand or the needs of society. In other words this means that the man must be independent in the art of thinking, have a new vision of the world around them. His contribution in changing behavior can be done in several ways, for example, participation in networks of communication (TV, Newspapers, Facebook, WhatsApp, Twitter, ect) in constructive debates in academic centers, associations and even through the publication of articles or even books. This participation can somehow take effect. But remember that before having something in life which would die for her (according to Martin Luther King Jr.) is not yet ready to make the change of risk behavior.

However, all these words are crying for joy after I expressed in the articles entitled "A Psychological Look About Political-Military Tension in Mozambique". Finally, we took into account all the contributions that "Angels Guard" were left. Call Angels Guard, everyone who directly or indirectly lost days and nights writing and thinking, debating, creating themes for advocacy, anyway. To everyone who did not care for his life but the lives of others. And today we are at peace. Congratulations!

However, let me say that we are at peace and happy, but personality disorders were not behind, were also caused. Our loved ones were trapped territory of his soul. Thus, the quality of the children who are now crying tears of blood because of the crucifixion of their neighbors, have to note the following: One of the components that dictated the Signing of the Ceasefire Agreement (dialogue), was the crucifixion of my family (mother, father, sister, brother, uncle, grandfather, cousin, etc). Today I'm alone with no one to care for me and now I ask: Who will care for me and all of my relatives were with undeclared war? I am subject to be homeless for the rest of my life. Atrocities that power-they would have avoided!

Now, on behalf of all who mourn say tolerance, reciprocity and solidarity, cooperation, willingness, autonomy and coherence, ability to put yourself in another's place, to dialogue, to talk are essential values ​​to weave peace, (Ferreira et al, 2006: 3-4). And Estanqueiro, (1992) warns us that there are three forms of conflict resolution to learn: Dialogue, attack and escape. And for him authentic dialogue bears good fruit. Promotes mutual trust; generates understandings; humanizes the differences; allows agreements. However, this appears thus as the ideal to resolve conflicts and bring people strategy. Many conflicts between individuals, groups or nations, have been avoided or resolved by dialogue bet.

Therefore, to say that human rights cannot be just by law, must be woven into the soul and heart carved in, Cury (2002: 103).

* Licensing in Psychology

Email: custodiosumbane@gmail.com

2014

Moçambique em Paz

*Custódio Sumbane

Depois de várias atrocidades acometidas nas crianças, adolescentes, jovens, adultos e velhos, hoje, assinala-se o Acordo de Cessar-Fogo. Este acordo simboliza o fim das hostilidades, ou melhor, o fim da guerra não declarada ou simplesmente “guerra fria”. São várias infra-estruturas destruídas, vidas humanas perdidas, desconfianças construídas e cárceres emocionais desenvolvidas, isso devido aos tiroteios repentinos que se fizeram sentir no território das nossas almas. Esses tiroteios aprisionaram os solos da nossa emoção devido a intolerância manifestada no processo de resolução da tensão, a falta de paciência, de dignidade pelas diferenças, solidariedade, união entre outros aspectos não mencionados. Tem-se dito que “a união faz a força”. Isto quer nos fazer perceber que a contribuição faz a diferença, podendo ser tanto na luta contra os direitos humanos, na violência doméstica, nos raptos, na criminalidade, na síndrome de imunodeficiência adquirida (HIV-SIDA), no Vírus de Ébola, na luta contra a tuberculose, na descriminação racial, na exclusão social de crianças ou indivíduos com necessidades educativas especiais, enfim.

O bem-estar é feito por todos independentemente da etnia, cor da pele, estatuto socioeconómico, estilo de vida, estilo de aprendizagem, valores e crenças. Para sustentar esta ideia traria um dos mais importantes Líderes do Movimento dos Direitos Civis dos Negros nos Estados Unidos, e no Mundo, Marthin Luther King Jr. (1929-1968), para nos situar o seguinte: “Se um homem não tem algo na qual morreria não merece viver”. Isto quer nos fazer entender que todos temos uma contribuição a dar em prol a mudança de comportamento de risco. Temos uma contribuição em torno da salvação do mundo das várias patologias. E para ele, todo aquele que não tem algo na qual deixaria a sua vida ir a beira da morte, não merece viver. O homem não deve se preocupar com ele próprio mas sim pelos outros. Jesus também foi assim.

As escolas, universidades, institutos superiores e de formação têm como objectivo final formar o homem capaz de responder a demanda ou as necessidades da sociedade. Em outras palavras isto quer nos dizer que, o homem deve ser independente na arte de pensar, ter uma nova visão do mundo à sua volta. A sua contribuição na mudança de comportamento pode ser feita de várias formas como, por exemplo, a participação nas redes de comunicação (Televisão, Jornal, Facebook, WhatsApp, Twiter, ect), nos debates construtivos, nos núcleos académicos, nas associações e ainda através da publicação de artigos ou mesmo livros. Essa participação pode, de alguma forma, surtir efeito. Mas lembre-se que antes de ter algo na vida qual morreria por ela (segundo Marthin Luther King Jr.) ainda não está preparado para garantir a mudança do comportamento de risco.

Contudo, essas todas palavras são de alegria depois do choro por mim manifestado num dos artigos intitulado “Um Olhar Psicológico Sobre a Tensão Político-Militar em Moçambique”. Finalmente, se tomou em consideração todas as contribuições que os “Anjos de Guarda” deixaram ficar. Chamo de Anjos de Guarda, a todos que directo ou indirectamente perderam dias e noites a escrever e pensar, a debater, a criar temas de sensibilização, enfim. A todos que não se preocuparam pela sua vida mas sim pela vida dos outros. E hoje estamos em paz. Parabéns!

No entanto, permitam-me dizer que estamos em paz e felizes, mas os transtornos de personalidade não ficaram detrás, foram também causados. Os nossos entes queridos foram aprisionados o território da sua alma. Sendo assim, na qualidade das crianças que estão neste momento chorando lágrimas de sangue devido a crucificação dos seus próximos, tenho a salientar o seguinte: Um dos componentes que ditou a Assinatura do Acordo de Cessar-Fogo (diálogo), foi a crucificação da minha família (mãe, pai, irmã, irmão, tio, avô, prima, etc). Hoje estou sozinho sem ninguém para cuidar de mim e agora pergunto: Quem vai cuidar de mim sendo que todos os meus parentes foram com a guerra não declarada? Estou sujeito a ser mendigo por resto da minha vida. Atrocidades que poder-se-iam ter evitado!

Agora, em nome de todos que estão de luto digo: A tolerância, reciprocidade e solidariedade, cooperação, força de vontade, autonomia e coerência, capacidade de se colocar no lugar do outro, de dialogar, de conversar são valores essenciais para se tecer a paz, (Ferreira et al, 2006: 3-4). E Estanqueiro, (1992), alerta nos que há três formas de resolução de conflitos à saber : O diálogo, o ataque e a fuga. E para ele o diálogo autêntico dá bons frutos. Promove a confiança mútua; gera entendimentos; humaniza as divergências; permite acordos. Porém, este surge, deste modo, como a estratégia ideal para resolver conflitos e aproximar as pessoas. Muitos conflitos entre pessoas, grupos ou nações, foram evitados ou resolvidos pela aposta ao diálogo.

Portanto, é preciso dizer que os direitos humanos não podem estar apenas na lei, devem ser tecidos na alma e esculpidos no coração, Cury (2002:103).

*Licenciando em Psicologia

Email: custodiosumbane@gmail.com

2014

Attendance and Psychological Counseling in Institutions Educational

Custódio Sumbane

To what extent Care and Counseling Psychology is relevant in Educational Institutions? In day-to-day has been experienced dilemmas that plague our emotional, social status, education staff may even, in some way, jeopardize the educational performance of all students. Therefore, it should be borne in mind that the early stages of child development are the most susceptible to crisis. This crisis will pass into adolescence and adulthood. Freud, father of psychoanalysis, speaks very well about this when advocates that "all aspects experienced in childhood and adolescence determines the personality of the individual." With this, it can be concluded that childhood is where it builds the personality of the individual, develops autonomy, socialization, morality, how to be, to know and be dealing with others.

In this proportion, we can say that divorce, changing schools, the rejection in a group of friends, social conflicts, violence in the family environment, bullying (aggression or violence in the school context), stepmother or stepfather, finally, are situations that are experienced by children and place them traumatized and may somehow affect their schooling and their future life. One cannot speak of quality education without talking about the student and the student should not speak without taking into account the problems it faces. With this, want to say that the problems that students face in their everyday lives affect significantly in their academic life.

Therefore, it is imperative to take into account the problems of the student in order to ensure the quality of education and welfare. Psychologists and Statisticians best that can explain this scenario. For example, the application related to construct a test (test that evaluates the latent traces) or pattern on the content (test that evaluates the academic performance) process can apply the same test to the same person two or three times at different times for the purpose of checking the stability of temperamental student and get the same extremely different scores. How to explain? Several factors may be behind it, such as the index of difficulty of the test itself, the teacher, the conditions of the environment, the student and even the aspects that affect your life in some way, the territory of their emotion and block the normal course of their activities.

However, to sustain the above said ideas can call Mwamwenda (2004: 337), an expert in children's cognitive development area in the African context to situate us as follows: "It must be said emphatically that no school system in Africa can required to provide a quality education if most of their students do not have any access to guidance and counseling as an integral component of their curriculum.”

However, dealing with the problems the student is one of the key points that fit what is the improvement of teaching, because the behavioral typologies work, somehow, as a barrier in the academic performance of the student. In the same line of thought, Mwamwenda (2004: 343) argues that the guidance and advice in the early grades can help prevent problems that children may encounter in the future. Some of these problems include learning disabilities and deviant behavior (fights, arguments, terminate relationships, hyperactivity and attention deficit and stubbornness).

Beyond the initial classes above, Care and Psychological Counseling is imperative that occur in subsequent classes as (8th to 12th classes), because that is where the monitoring seems more necessary. This is the stage for major changes in adolescents seen manifested by the development of the hips, breasts, appearance of the first menses, hair in the axillary areas, deepening of the voice, wet dreams, among others. Not only the body changes but also the professional choices, creating friendships, interest in the opposite sex partner, the inclusion in the group of friends, influences, are all aspects that put adolescents in a constant state of turmoil, tension and indecision or even identity crisis. And this identity crisis can affect your emotional sphere, personal, social and educational. Therefore, it is extremely important the participation of psychologists in educational institutions in ensuring the care and psychological counseling, since the arrest warrant, precaution of problems that students face in their academic and daily life. Only this way you can ensure healthy, able pupils to cope with the emotional prison and never lose the taste for life and continue to fight for their dreams.

Licensing in Psychology

Email: custodiosumbane@mail.com

2014

Children with Special Educational Needs in Mozambique

* Custodio Sumbane

How do children with Special Educational Needs are seen in the Mozambican context? Does the country have truly inclusive schools? Does the Educational Policies of Mozambique respond to the demands of society: "Children with Special Educational Needs"? These concerns, trapping territory of the excitement of small and beautiful children, parents and careers and members of civil society. However, after a longtime exclusion of children with Special Educational Needs appears countries, yet governments and organizations to map policies, principles, and practices to alert countries worldwide to develop policies that could respond to the diversity and implement the issue of inclusive schools where all children regardless of their physical to emotional state, intellectual could learn.

Do children with seen in the Mozambican context are seen as having the right school, the right to protection, they deserve respect, consideration, and help especially the right to life? The documents indicate that no! A concrete example that justifies the above question is that schools do not have teachers with psych educational training to deal with situations like that. Second, children are less valued both in society as educational. Third, the lack of a considerable number of children with special educational needs attending mainstream schools. Finally, children are invaded in their own homes with sudden firefights as if chasing away birds on the farm, and are forced to sleep in the savannas, forests and fauna with dangerous animals that pose a risk to your life and corrupt the territory of his emotion.

  These children are seen as worthless beings as schizophrenic in the trash, as they are not worthy of respect, consideration, opportunity, protection, school, and especially life. But even the emotional and functional psychotics who are disconnected from reality, have something positive that one can avail. And the kids? Reflect!

However, in 1998, the country has institutionalized the "Inclusive Schools" project emanated in the Salamanca Statement, in order to ensure the training of teachers to meet the demands of society, "children with special educational needs." But schools do not have teachers trained, able to deal with diversity in the classroom. Schools are not built in such a way to favor everyone equally. Is to speak primarily of building schools with decent ramps, handrails and other aspects that may favor them. Not provide a significant number of "abnormal" said children with special educational needs attending mainstream schools.

However, Cury (2002: 103), strikes us that human rights cannot be just by law, must be woven into the soul and the heart carved. And one of the statements that have concern for children, the Salamanca Statement (1994: 11) notes that inclusive schools consists of all children should learn together, wherever possible, regardless of the difficulties and differences that present.

  And this is possible with the presence of highly trained and qualified teachers in the area only to deal with situations like that. But not in its fullness, or rather is not felt. What there is exclusion, discrimination and segregation.

So this sad scenario resembles the Jewish holocaust occurred in World War II, where human rights have been violated. The Nazi Party Hitler saw the Jews as an unclean and without the right to life species. Soon, they were placed in concentration camps and exterminated. Finally, more than one million children and adolescents died. Where are we going with discriminatory, segregationist attitudes or exclusive? Take, however, an empathetic attitude, and place ourselves in the place of these small and beautiful children. One should look for these children ignored as if they were our own. Nobody would want to know that your child is being ignored or seen as someone worthless. So Estanqueiro, (1992: 28) calls our attention that we are not superior or inferior to others. We are different but equal in dignity. Deserve respect and love. We must love our neighbor as ourselves.

In fact, the difference with us both, physiological, social, cognitive, emotional and cultural level but, despite it, we are all equal in dignity. Therefore, behavior change begins with us. However, the psychological impact that exclusion can have on children with special educational needs? Remember that no one learns to love if not loved; no one opens if it is not accepted and no one understands the question of peace has not been educated in a peaceful environment. Thus, the literature review suggests that students placed in separate classes suffer adverse effects, including self-lower as a result of separation. Here are the words of the students Josina Machel Secondary School: "We would like to enjoy the same physical space (classroom) with others (students)."

First, to emphasize those children with special educational needs feel excluded by friends, community, school, and in some circumstances by their own family. Thus, they can become insecure individuals may develop an inferiority complex, guilt, powerlessness, low self-esteem, low self-concept, poor academic performance, despair, addiction, depression and frustration in turn can follow the course of his life. What a sad situation! However, what strategies can be adopted to ensure truly inclusive schools? To ensure truly inclusive schools is necessary that: First, the Ministry of Education defines policies that aims at diversity, ie, that will meet the demands of society; These policies should encourage all without discrimination; The Psycho teacher training; creation of schools with resources; implementation of policies; implementation of differentiated learning; Heterogeneous grouping; Finally, the Ministry of Education, Women and Social Welfare in collaboration with the Ministry of Health should create an environment of discussions or lectures, in order to sensitize the civil society so that it can consider children with special educational needs as those worthy of respect, consideration, school, opportunity and especially life. Therefore, we create a favorable environment for normal personality development of small, innocent and beautiful children environment.

Email: custodiosumbane@gmail.com

Student of Educational Psychology

2014