Afrontar el problema del maltrato infantil requiere de la intervencion de grupos interdisciplinarios, interinstitucionales e intersectoriales, por lo que es necesario conocer el problema en el mayor numero de sus componentes y poder asi explicar sus origenes y plantear las posibles soluciones. De alli, la necesidad de incluir los aspectos clinico terapeuticos, socio-juridicos, de salud publica y de vigilancia epidemiologica, de educacion y participacion ciudadana para entender y poder manejar la problematica del maltrato infantil como problema social, educativo, juridico y de salud publica. Mirando esta complejidad se hace necesario establecer el estado actual de la situacion del maltrato en Colombia y las posibilidades de intervencion como problema de caracter interdisciplinario. Para ello se propone trabajar sobre los siguientes objetivos: 1) Describir y analizarla situacion del maltrato infantil en Colombia. 2) Describir las estrategias existentes en Colombia y en el mundo, enfatizando su desempeno, para la resolucion del problema de la violencia. 3) Determinar el estado del conocimiento de las diferentes estrategias existentes en los grupos de trabajo colombianos. 4) Proponer investigacion metodologica y de campo para intervenir el problema de la violencia en Colombia, enfatizando el maltrato infantil. 5) Divulgar las diferentes instancias para asesorar y/o financiar investigaciones en el campo del maltrato infantil.

This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.

This ground-breaking volume provides readers with both an overview of harm reduction therapy and a series of ten case studies, treated by different therapists, that vividly illustrate this treatment approach with a wide variety of clients. Harm reduction is a framework for helping drug and alcohol users who cannot or will not stop completely—the majority of users—reduce the harmful consequences of use. Harm reduction accepts that abstinence may be the best outcome for many but relaxes the emphasis on abstinence as the only acceptable goal and criterion of success. Instead, smaller incremental changes in the direction of reduced harmfulness of drug use are accepted. This book will show how these simple changes in emphasis and expectation have dramatic implications for improving the effectiveness of psychotherapy in many ways. From the Foreword by Alan Marlatt, Ph.D.: “This ground-breaking volume provides readers with both an overview of harm reduction therapy and a series of ten case studies, treated by different therapists, that vividly illustrate this treatment approach with a wide variety of clients. In his introduction, Andrew Tatarsky describes harm reduction as a new paradigm for treating drug and alcohol problems. Some would say that harm reduction embraces a paradigm shift in addiction treatment, as it has moved the field beyond the traditional abstinence-only focus typically associated with the disease model and the ideology of the twelve-step approach. Others may conclude that the move toward harm reduction represents an integration of what Dr. Tatarsky describes as the “basic principles of good clinical practice” into the treatment of addictive behaviors. “Changing addiction behavior is often a complex and complicated process for both client and therapist. What seems to work best is the development of a strong therapeutic alliance, the right fit between the client and treatment provider. The role of the harm reduction therapist is closer to that of a guide, someone who can provide support an