Anexos

ANEXOS
AUTORIZACIÓN DE TRATAMIENTO
/ CODIGO: -F/M AD-IKA- 000 / Versión: - 01 / Fecha: 10/01/2022
En la ciudad de……………………………………………, provincia

del……………………… el día…………… del mes………………….
de…………………………………………………… del 20………
Yo……………………………………………………………………………
… ………………………………… ……………………………… con el
número de cédula de
identidad……………………………………………….
………………………………familiar de:
……………….
……………………………………………………………….
…………………………… ………………………… ……………………
con el número de cédula de identidad……………………………
SOLICITO Y AUTORIZO LIBRE Y VOLUNTARIAMENTE EL

TRATAMIENTO EN MODALIDAD DE___________________________
………………………………………………………………………………
………………………………………………………………………………
Comprometiéndome a respetar el Programa de tratamiento
_________________________
FIRMA DEL REPRESENTANTE.

AUTORIZACIÓN DE TRATAMIENTO
RESIDENCIAL (INTERNAMIENTO)
/ CODIGO: -F/M AD-IKA- 001 / Versión: - 01 / Fecha: 10/01/2022
En la ciudad de……………………………………………, provincia

del……………………… el día…………… del mes………………….
de…………………………………………………… del 20………
Yo……………………………………………………………………………
… ………………………………… ……………………………… con el
número de cédula de
identidad……………………………………………….
………………………………familiar de:
……………….
……………………………………………………………….
…………………………… ………………………… ……………………
con el número de cédula de identidad……………………………
SOLICITO Y AUTORIZO LIBRE Y VOLUNTARIAMENTE EL

TRATAMIENTO EN MODALIDAD DE___________________________
………………………………………………………………………………
………………………………………………………………………………
Comprometiéndome a respetar el Programa de tratamiento
_________________________
FIRMA DEL REPRESENTANTE.

CONTRATO DE PRESTACIÓN DE SERVICIOS
/ CODIGO: F/M AD-IKA- 002 / Versión: - 01 / Fecha: 10/01/2022
En la ciudad de………. …………….. el día _____del mes de________________del año 20___.
Comparecen de una forma libre y voluntaria a suscribir el presente contrato de prestación de

servicios y tratamiento de conformidad con las siguientes cláusulas que a continuación se
detalla:
PRIMERO - ANTECEDENTES
El centro BASTONES DE ESPERANZA con su programa “IKA”, es una institución de servicio

de tratamiento de ideaciones autolíticas y otras patologías mentales, cuya función es servir de
guía para mejorar la calidad de vida de la persona usuaria, y se compromete a prestar los
servicios de salud mental, necesarios para la recuperación de la persona que lo requiera.
SEGUNDO.
A la celebración del presente contrato comparecen por una parte el(la)_____________________
_____________________________________________________________________________
en su calidad de _____________________________________________________________del
centro BASTONES DE ESPERANZA con su programa terapéutico IKA, y por otra parte el
(la) Señor(a)
______________________________________________________________________
__________________________________ a quien para efectos de este contrato se le

denominará el contratante, la persona compareciente como contratante es mayor de edad capaz
para, celebrar todo tipo de acto o contrato.
TERCERO.
El centro BASTONES DE ESPERANZA con su programa terapéutico IKA, ante la solicitud
expresada del contratante, se compromete a brindar y proporcionar la asistencia y atención
psicológica en el tratamiento con modalidad de
…………………………………………………………………………………………………….
a la persona usuaria que responde a los nombres y apellidos de
……………………………………………………………………………………………………..
_________________________________________________________bajo los procedimientos

de terapia psicológica grupal, individual, familiar, tendientes a la recuperación de la persona
usuaria.
CUARTO.
Se fija como plazo de tratamiento de ___________________ semanas, tiempo en el cual la
persona usuaria antes indicada, deberá permanecer bajo el régimen de
tratamiento______________________________________ pactando someterse a las
disposiciones y cláusulas del reglamento interno, normas y horarios establecidos.
QUINTO.
Durante el tratamiento, bajo la modalidad

de,___________________________________________________ el centro BASTONES DE
ESPERANZA, con su programa terapéutico IKA proporcionará a la persona usuaria, además de
los procesos psicoterapéuticos de tratamiento,
los__________________________________________________________________________
_____________________________________________________________________________
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con la intervención psicológica de acuerdo a la intensidad que el caso lo requiera. El centro
BASTONES DE ESPERANZA, con su programa IKA, se compromete a prestar tratamientos
psicológicos, a otras personas vinculadas directamente con la persona usuaria en caso así lo
amerite bajo costos extras estipulados previamente.
SEXTO.
El contratante se compromete a pagar y cancelar al centro BASTONES DE ESPERANZA con
su programa terapéutico IKA, el valor acordado para el tratamiento, en
modalidad____________________________________________________________________
esto es el valor de $_______________dólares monto que será
cancelado___________________________________________________________________.
En el caso que la persona usuaria desistiere del tratamiento se acuerda entre las partes
contratantes que los valores recibidos no serán reembolsables por ningún concepto hasta la
fecha que se retire la persona usuaria.
En la eventualidad de que la persona contratante quede adeudado al programa IKA, un valor

determinado, podrá ser reclamado mediante acción judicial ante uno de los jueces competentes
de la República del Ecuador, para lo cual las partes renuncian fuero y domicilio, siendo el
presente contrato el documento habilitante y comprobatorio de la existencia del valor debido,
por la simple manifestación del centro BASTONES DE ESPERANZA con su programa
terapéutico IKA.
SÉPTIMO
Los comparecientes aceptan el contenido íntegro del presente contrato y declaran expresamente
que se someten al reglamento interno y funcionamiento del centro BASTONES DE
ESPERANZA con su programa terapéutico IKA, así como el contratante y/o persona usuaria se
someten a los procesos terapéuticos, dentro del tiempo y horarios establecidos.
Por constancia de lo estipulado firman las partes el presente contrato:
_____________________________ ___________________________
Representante Legal Representante legal de la persona usuaria
CENTRO BASTONES DE ESPERANZA
C. C. ___________________ C. C. ___________________
REGISTRO DE PAGOS DE TRATAMIENTO
/ CODIGO: F/M- AD-IKA- 003 / Versión: - 01 / Fecha: 10/01/2022

Nombre de la persona usuaria:
……………………………………………………………………………………………
……………………………………………………………………………………………
Fecha de ingreso del Tratamiento:……………………………………………………..
Responsable de la persona en el tratamiento:

…………………………………………………………………………………………….
Dirección domiciliaria:
………………………………………………………………………………….................
.............................................................................................................................................
Teléfono:
…………………………………………………………………………………………….
FECHA RUBRO US $ FIRMA DEL FIRMA DEL
DEPOSITANTE GERENTE
MODO DE
TRATAMIENTO
DURACIÓN
REGISTRO DE PAGOS DE TRATAMIENTO

CONSENTIMIENTO INFORMADO

NUMERO DE
INSTITUCIÓN DEL SISTEMA UNIDAD OPERATIVA COD. UO COD. LOCALIZACIÓN
HISTORIA CLÍNICA
PARROQUIA CANTÓN PROVINCIA
1 INFORMACIÓN ENTREGADA POR EL PROFESIONAL TRATANTE SOBRE EL TRATAMIENTO
PROPÓSITOS TERAPIA Y PROCEDIMIENTOS PROPUESTOS
APELLIDO PATERNO APELLIDO MATERNO NOMBRES SERVICIO SALA CAMA FECHA HORA
RESULTADOS ESPERADOS RIESGOS DE COMPLICACIONES CLÍNICAS
9
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4.-CONSENTIMIENTO INFORMADO DE LA PERSONA FIRMAS DE LA PERSONA

USUARIA USUARIA
A.-EL PROFESIONAL TRATANTE ME HA INFORMADO SATISFACTORIAMENTE ACERCA DE

LOS
MOTIVOS Y PROPÓSITOS DEL TRATAMIENTO PLANIFICADO PARA MI ENFERMEDAD
B.-EL PROFESIONAL TRATANTE ME HA EXPLICADO ADECUADAMENTE LAS ACTIVIDADES

ESENCIALES QUE SE REALIZARÁN DURANTE EL TRATAMIENTO DE MI ENFERMEDAD
C. -CONSIENTO A QUE SE REALICEN LOS PROCEDIMIENTOS DIAGNÓSTICOS Y

TRATAMIENTOS NECESARIOS PARA MI ENFERMEDAD
D.-HE ENTENDIDO BIEN QUE EXISTE GARANTÍA DE LA CALIDAD DE LOS MEDIOS UTILIZADOS PARA
EL TRATAMIENTO, PERO NO ACERCA DE LOS RESULTADOS.
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F.-EL PROFESIONAL TRATANTE ME HA INFORMADO QUE EXISTE GARANTÍA DE RESPETO A MI

INTIMIDAD, A MIS CREENCIAS RELIGIOSAS Y A LA CONFIDENCIALIDAD DE LA INFORMACIÓN
G.-HE COMPRENDIDO QUE TENGO EL DERECHO DE ANULAR ESTE CONSENTIMIENTO INFORMADO EN

EL MOMENTO QUE YO LO CONSIDERE NECESARIO.
H.-DECLARO QUE HE ENTREGADO AL PROFESIONAL TRATANTE INFORMACIÓN COMPLETA Y

FIDEDIGNA SOBRE LOS ANTECEDENTES PERSONALES Y FAMILIARES DE MI ESTADO DE SALUD.
ESTOY CONCIENTE DE QUE MIS OMISIONES O DISTORSIONES DELIBERADAS DE LOS HECHOS PUEDEN
AFECTAR LOS RESULTADOS DEL TRATAMIENTO
12
5.- CONSENTIMIENTO INFORMADO DEL REPRESENTANTE LEGAL
COMO RESPONSABLE LEGAL DE LA PERSONA USUARIA, QUE HA SIDO CONSIDERADA POR AHORA IMPOSIBILITADA PARA
DECIDIR EN FORMA AUTÓNOMA SU CONSENTIMIENTO, AUTORIZO LA REALIZACIÓN DEL TRATAMIENTO SEGÚN LA
INFORMACIÓN ENTREGADA POR LOS PROFESIONALES DE LA SALUD EN ESTE DOCUMENTO.
NOMBRE DEL REPRESENTANTE PARENTESCO TELÉFONO FIRMA

LEGAL CÉDULA DE
CIUDADANÍA
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AUTORIZACIÓN DE INTERNAMIENTO DE LA FAMILIA
………………………,…de……………………… ….de 20……….

………………………………………………………………………………………………………………………
DIRECTOR(A) GENERAL DEL CENTRO “BASTONES DE ESPERANZA”. PROGRAMA

TERAPÉUTICO “IKA”
Su despacho.
De mi consideración:
Yo,…………………………………………………………………………………………………………………
FAMILIAR
de……………………………………………………………………………………………………………………
…………………................. y previo al diagnóstico del Médico, Psicólogo, Psiquiatra, realizado
en……………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………, y de conformidad a
los dispuesto en los numerales 24 y 25 del artículo 6 de la Ley Orgánica de Salud, y el artículo 181 de la ley
ibídem, en forma expresa autorizo el internamiento de mi FAMILIAR, para el tratamiento en el centro, que
usted dirige. Aclaro que mi familiar ha sido traído hasta el centro por la compareciente y otros familiares, con su
propia voluntad, no ha sido capturado(a) ni detenido(a) para su internamiento.
Atentamente,
Sr/a……………………………………………………
CI………………………………………………………
FAMILIAR DE LA PERSONA USUARIA
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ENTREVISTA DE RECEPCIÓN
/ Código: F/M-TP-IKA 001 / Versión: - 01 / Fecha: 10/01/2022
Fecha: _________________
AL INGRESO AL TERMINO
Fotografía al Fotografía al
momento del: momento del:
“INGRESO” “TERMINO”
NÚMERO DE RÉCORD ASIGNADO:
__________________________________________________________________________________
Nombres y apellidos de la persona usuaria:

__________________________________________________________________________________
Lugar y fecha de Nacimiento:

__________________________________________________________________________________
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Numero de cedula (y/o documento de identificación):

__________________________________________________________________________________
__________________________________________________________________________________
Edad:(________) años. Instrucción:_________________________________________
Ocupación: ________________________________________________________________________
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Estado Civil:_______________________________________________________________________
Número de Hijos: ___________________________________________________________________
Número de hermanos(as): ____________________________________________________________
Puesto que ocupa: __________________________________________________________________
Dirección:
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_-
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TEL: ____________________________________________________________________________
Nombre del cónyuge: _______________________________________________________________
TEL:......................................
Ocupación: _______________________________________________________________________
Dirección domiciliaria:
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Familiar Responsable:( ACUDIENTE)
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Parentesco
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TEL: ____________________________________________________________________________
Dirección domiciliaria
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Ocupación
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Nombre del Padre
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Ocupación
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Nombre de la Madre
________________________________________________________________________________
Ocupación
________________________________________________________________________________
Dirección de los familiares representantes
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TEL
__________________________________________________________________________________
¿Recibió tratamiento antes? Si la respuesta es afirmativa ¿de qué tipo? Señale:
RESIDENCIAL (INTERNAMIENTO)
AMBULATORIO
SEMI RESINDENCIAL
OTROS
ESPECIFIQUE_____________________________________________________________________
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En caso de haber recibido tratamiento RESIDENCIAL (INTERNAMIENTO)
Número de Internamientos: (..............)
Institución donde estuvo recibiendo tratamiento residencial

(internamiento)_____________________________________________________________________
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En caso de tratamiento residencial ¿Lo completo? ¿Se fugo o abandono?
Anote
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Señale en la casilla correspondiente
Si la persona usuaria consume:
Alcohol:( .... )
Otras: ( )
Marque esta casilla si no consume
En caso de otras: especifique:

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En caso de consumo: ¿afectado alguna área de la persona usuaria?: académica, social, familiar,
personal, pareja. Otras, especifique
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En caso de que la persona usuaria tenga alguna situación legal previa investigación de la policía
judicial.
Anote el tipo de situación legal
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Si la persona usuaria ha sido transferida
Anexar la hoja de transferencia
En caso de requerir tratamiento residencial, previa valoración del equipo interdisciplinar
¿Cuál es la situación por la que solicita el ingreso?
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En caso de no aplicar para tratamiento residencial
¿Qué modalidad de tratamiento recibirá?
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¿Existen antecedentes familiares de alcohol, drogas?
Marque esta casilla en caso de no existir antecedentes de este tipo
En caso de existir antecedentes, especifique
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Recomendaciones
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Responsable: ______________________________________________________________________
Firma / Sello
Firma de responsable y cédula
______________________________________________________________________________
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REGISTRO DE REINGRESO
Código: F/M-TP-AKI–002 / Versión: - 01 / Fecha: 10/01/2022
Nota: Este formato debe llenarse solo en caso de que la persona usuaria hubiese estado antes en el centro, y recibiera un tratamiento residencial.
No aplica para tratamiento ambulatorio.
Aplica para deserción por fuga o abandono en tratamiento residencial.
1er. REINGRESO ( ) 2do. REINGRESO ( ) 3er. REINGRESO ( ) 4to REINGRESO ( ) Otros ( )

NOMBRE:
FECHA DE REINGRESO:
EDAD: OCUPACIÓN:
INSTRUCCIÓN: ESTADO CIVIL:
MOTIVOS Y CIRCUNSTANCIAS DEL REINGRESO:
FECHA EN QUE DESERTÓ O CULMINÓ EL PROGRAMA:
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SEÑALE SI HUBO RECAÍDA EMOCIONAL:

EMOCIONAL: ( )
ESPECIFIQUE
23
OTROS FACTORES
ESPECIFIQUE
FACTORES CAUSALES DE RECAÍDA:
24
FACTORES EMOCIONALES:
FACTORES INDIVIDUALES:
25
FACTORES FAMILIARES:
FACTORES ACADÉMICOS
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FACTOR COMUNAL O SUBCULTURAL
FACTOR SOCIAL O COMUNITARIO:
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OBSERVACIONES:
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RECOMENDACIONES
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ENTREVISTA Y EVALUACIÓN FAMILIAR
/ CODIGO: F/M- TP-IKA- 003 / Versión: - 01 / Fecha: 10/01/2022
Fecha ________________________________________________
IDENTIFICACIÓN
Nombre y apellidos de la persona usuaria
__________________________________________________________________________________
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Edad
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Teléfono
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Instrucción
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Dirección de Residencia
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Estado civil
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Separaciones
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Nombre y apellido de la persona acudiente

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Edad ______________
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Teléfono
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Instrucción
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Dirección y residencia
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1.14 Nombre, parentesco y teléfono de las personas que asisten a la entrevista:
Nombre Parentesco Teléfono

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2.- GENOGRAMA FAMILIAR.
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Observaciones frente al Genograma.
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SISTEMA FAMILIAR:
Anterior y actualmente.
Subsistema Conyugal
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Subsistema Parentofilial
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ENTREVISTA Y EVALUACION FAMILIAR
Subsistema materno filial

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Subsistema fraterno
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¿Qué normas existen en la familia?

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Cuando se rompe una norma ¿cómo y quién sancionaba?

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¿Cómo se ha sentido la persona usuaria dentro de la familia?

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¿Qué aspectos considera que se deben mejorar en la convivencia familiar?

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3. HISTORIA FAMILIAR Familia de origen del Padre:
Familia del origen de la Madre: ___________________ _____________________
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Relación Conyugal:
Relación Conyugal:
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Relación Paterno filial Relación Paterno filial:

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_______________________________________________ Relación Materno filial:
Relación Materno filial: __________________________________________
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______________________________________________ Relación Fraterna:
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Relación fraterna: _________________________________________
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Observaciones :__________________________________
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Noviazgo de los padres (tipo, duración)

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Nacimiento de los hijos (aspectos significativos)
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Otros aspectos de la Historia familiar:
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¿Qué tipos de crisis han existido?
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¿Cómo ha enfrentado la familia las crisis?
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Antecedentes familiares en cuanto a salud

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Miembros de la familia consumidores (alcohol, drogas)
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48
5.- HISTORIA INDIVIDUAL

5.1 Eventos significativos
Infancia
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5.- HISTORIA INDIVIDUAL

5.1 Eventos significativos
Adolescencia
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52
Juventud
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54
Adultez
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Antecedentes de salud e historia Clínica
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56
Edad de Inicio de problemática
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57
Consecuencia que se han presentado en la familia

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58
Tratamientos anteriores
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6.- DIAGNÓSTICO FAMILIAR
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59
6.- DIAGNÓSTICO FAMILIAR

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60
/ CODIGO: F/M- TP-IKA- 003 / versión: - 01 / fecha: 10/01/2022
7.- DAFO FAMILIAR
Debilidades
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61
7.- DAFO FAMILIAR
Debilidades
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62
7.- DAFO FAMILIAR
Amenazas
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63
7.- DAFO FAMILIAR
Amenazas
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64
/ CODIGO: F/M- TP -IKA-003 / versión: - 01 / fecha: 10/01/2022
Fortalezas
7.- DAFO FAMILIAR
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65
7.- DAFO FAMILIAR

Oportunidades
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66
8.- RECOMENDACIONES Y MEDIDAS DE INTERVENCIÓN:
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67
8.- RECOMENDACIONES Y MEDIDAS DE INTERVENCIÓN:

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Nombre del Entrevistador (a)

Cargo
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Fecha de Registro
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68
DOCUMENTACIÓN
EXTRA
69
EXORDIO INFORMATIVO
/ CODIGO: F/M TP -IKA-004 / versión: - 01 / fecha: 10/01/2022
Nombre de la persona usuaria: Fecha de ingreso:

_________________________________________________________________ ________________________
Cumple
SI NO
1. Bienvenida a la persona usuaria y acudiente
Anotarse en la recepción y pasar por admisión
2. Verificación de requisitos de ingreso
Consentimiento informado
Contrato de tratamiento.
Autorización de tratamiento
Rubros por cancelar
3. Revisión de pertenencias
70
4. Inducción general sobre normatividad (Manual de Convivencia y reglamento
interno)
5. Firma del Acta reiterativa de compromiso
6. Inscripción de visitantes autorizados
7 Apertura del récord
8Asignación del guía de turno
9Asignación de Terapeuta
10 Asignación de Habitación (En caso de tratamiento residencial) Sino aplica

omita este literal.
11 presentación al grupo de pares (En caso de grupos APSA O APSA)
12 Presentación del equipo clínico
13 Registro observación de ingreso
71
14 Inducción de los objetivos de la Fase de Asimilación
15. Informar sobre horarios de visitas (En caso de tratamiento residencial) Sino
aplica omita este literal.
16. Informe sobre horarios de terapia familiar (En caso de grupos APSA. AFSA,
previa inscripción en el programa)
17.- Firma de entrega de pertenencias de persona usuaria, “con formato” (respaldo

fotográfico de lo recibido y entregado) En caso de tratamientos residenciales. Se
entregará únicamente a familiares directos.
En caso de no contar con la presencia de los familiares directos o persona
acudiente, (en situaciones de transferencias) Se mantendrá en un casillero especial
las pertenencias de la persona usuaria, (bajo registro fotográfico y dos testigos
sobre lo recibido por parte de persona usuaria) además se firma una hoja de fecha
de recepción y estado de las pertenencias recibidas.
18.- Firma de contrato de confidencialidad (en caso de recibir terapias familiares o
individuales) en grupos APSA. AFSA.
72
EXORDIO INFORMATIVO
/ CODIGO: F/M TP -IKA-004 / VERSIÓN: - 01 / FECHA: 10/01/2022
El exordio informativo corresponde al proceso de propiciar a las personas usuarias y sus familias, el
reconocimiento del proceso de tratamiento, así como conocer la prestación de servicios, los
profesionales encargados, los horarios de atención, la misión y la visión del centro, entre otros
aspectos relevantes.
Nombre de persona usuaria
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Nombre de familiar acudiente
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Visitantes autorizados: Aquí se estipulan previa valoración del equipo interdisciplinar las personas
que tienen autorización para visitar a la persona usuaria. (Considerando factores patosintónicos y
patodistónicos entre otros aspectos relevantes).
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Observaciones:
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73
E
XORDIO INFORMATIVO
/ CODIGO: F/M TP -IKA-004 / VERSIÓN: - 01 / FECHA: 10/01/2022
Observaciones
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Nombre y cargo de quien realiza la recepción a la persona usuaria y/o familia o acudiente:
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Firma de responsable del proceso de exordio informativo
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Fecha: ________________________________________________________________
Firma de persona usuaria y/o familiar acudiente
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Al firmar deja constancia que recibió el proceso exordio informativo y entiende lo expresado
anteriormente
74
COMPROBANTE DE PROVISIÓN DE GUÍAS
FECHA:
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NOMBRE DE LA PERSONA USUARIA:
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NOMBRE DEL FAMILIAR Y/O RESPONSABLE:
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PARA UNA ADECUADA INTERVENCIÓN TERAPÉUTICA EN CENTRO “BASTONES DE ESPERANZA” ES
NECESARIO QUE CADA PERSONA USUARIA Y FAMILIAR RESPONSABLE, ADQUIERA EL SIGUIENTE
MATERIAL DIDÁCTICO, EL MISMO QUE TENDRA UN COSTO ESTIPULADO POR LA ADMINISTRACIÓN DE
CENTRO BASTONES DE ESPERANZA PROGRAMA “IKA”, Y QUE DEBERÁ SER CANCELADO EN EL
MOMENTO DE LA ADMISIÓN DE LA PERSONA USUARIA.
MATERIAL QUE SE ENTREGA:
• GUIA DE MODELO ABCDE

• MANUAL DE CONVIVENCIA
• LIBRO DE COFRADÍA FAMILIAR
• GUÍA DE INSIGHT
• REGLAMENTO INTERNO
75
COMPROBANTE DE PROVISIÓN DE GUÍAS
YO
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PERSONA USUARIA EN TRATAMIENTO DE
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EN EL CENTRO BASTONES DE ESPERANZA PROGRAMA “IKA”, recibo los siguientes materiales:

____________________________________________________________________________________________________
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Comprometiéndome a responsabilizarme de los mismos, usándolos para situaciones específicas del proceso de tratamiento.
Reconociendo que su extravió no es excusa para no realizar las actividades encomendadas. Y el reemplazo de estos amerita
cancelaciones extras.
______________________ ______________________
FIRMA DEL REPRESENTANTE FIRMA DE LA PERSONA USUARIA

C.C.……………………………………… C.C.………………………………………
76
ACTA REITERATIVA DE COMPROMISO
Yo, _____________________________________________________________________________________ a
través de este documento me comprometo ante los miembros del equipo interdisciplinar del centro
BASTONES DE ESPERANZA con su programa “ IKA” a seguir las siguientes normas::
• No usar la violencia para solucionar problemas.

• Usar lenguaje asertivo
• Participar de las actividades del proceso de tratamiento
• No portar armas o drogas dentro del centro.
• No tener relaciones sexuales en las instalaciones del centro mientras dure el tratamiento.
• Practicar la honestidad
Entendiendo que hacer caso omiso de las normas estipuladas o cualquier otra vicisitud que no se encuentre
plasmada en la normativa antes descrita y que requiera gestión disciplinar, ameritará sanciones según el grado
de la falta cometida
Yo reconozco mis dificultades con
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77
ACTA REITERATIVA DE COMPROMISO
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me comprometo voluntariamente a asumir con responsabilidad mi proceso de tratamiento, esforzándome por
llegar a ser una persona con capacidad de resolver conflictos por la vía asertiva, gestionar la inteligencia
emocional fomentando la adecuada relación familiar, social, personal, autonomía y trascendencia.
Teniendo en cuenta lo anterior me comprometo a suministrar con transparencia y honestidad la información

requerida para la elaboración de mi plan de tratamiento y a cumplir las demás normas del centro.
Es claro que la omisión de información importante exonera de toda responsabilidad civil al centro BASTONES
DE ESPERANZA PROGRAMA “IKA”
Firma Testigo y documento de Identidad: _______________________________
Fecha: ________________________________________________________
Firma de persona usuaria _________________________________________________________________
Firma de familiar acudiente _______________________________________________________________
Al firmar comprenden y aceptan los estatutos planteados anteriormente
78
ESTIPULACIÓN DE AVENENCIA
FIRMA Y ACEPTACIÓN DE ESTIPULACIÓN DE AVENENCIA
Fecha: _______________________________

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Nombre del familiar y/o responsable:
__________________________________________________________________________________
ESTIPULACIÓN DE AVENENCIA se constituye en el componente reconstructor de la gestión

personal familiar social, sus criterios invisten los valores que pretendemos instaurar, al desarrollar
reflexiones y sistematizaciones que regularicen las relaciones particulares de todas las cualidades de
las correlaciones intra e inter sociales., individuales, familiares, con el designio de desplegar
condiciones protectoras adecuadas para alcanzar la armonía y concordia existencial.
OBJETIVO GENERAL
Instituir factores de protección para salvaguardar la salud integral gestionando los neurotectos
mentales disruptivos, así como constituyentes comportamentales afectivos que pudiesen afectar la
resiliencia, potenciando en la persona usuaria la capacidad de trascendencia.
YO:
________________________________________________________________________________________
en tratamiento de
______________________________________________________________________________________
en el centro BASTONES DE ESPERANZA PROGRAMA “IKA” , después de analizar, cuestionar y
estudiar esta ESTIPULACIÓN DE AVENENCIA, me comprometo a cumplirlo, aceptarlo y a
firmarlo en testimonio de mi responsabilidad y obligación ante las normas, reglas y sanciones aquí
descritas.
Atentamente.
Firma y número de cédula: ____________________________________________
79
ESTIPULACIÓN DE AVENENCIA
YO: _____________________________________________________________________________
Familiar y/o responsable de:
____________________________________________________________________________
Me comprometo, después de analizar, cuestionar y estudiar esta ESTIPULACIÓN DE AVENENCIA, a

cumplirlo, aceptarlo y a firmarlo en testimonio de mi responsabilidad y obligación ante las normas,
reglas y sanciones aquí descritas.
Atentamente.
Firma y número de cédula: ____________________________________
80
EVALUACIÓN
Y
DIAGNÓSTICO
81
HISTORIA CLÍNICA PSICOLÓGICA
1.- Datos de identificación. No……………………..
Apellidos…………………………………………………………………………………
Nombres……………………………………… Nro. de cédula………………………….
Fecha y lugar de nacimiento……………………………………………………………..

Edad…………………
Domicilio y Ciudad………………………………………………………………
Calle…………………………………………………………………………………….
Teléfono………………………………
Profesión u ocupación
………………………………………………………………………………………
Institución donde trabaja
………………………………………………………Dirección…………………
Estado civil………………………….....Religión………………………..
Nombre de la persona que asumirá la responsabilidad en caso de ser necesario:
…………………………………………………………………………………………………
Relación……………………………………….Teléfono………………………………………
Dirección………………………………………………………………..
Fecha de ingreso…………………………….
2.- MOTIVO.
¿Qué le ocurrió?
¿Desde cuándo?
¿A que le atribuye?
(Anotar lo esencial del motivo de internamiento).
82
3.- FUENTES DE INFORMACION.
Directa.
Indirecta.
Mixta.
(Anotar confiabilidad).
4.- ENDERMEDAD ACTUAL.
Modo de inicio.
Eventos desencadenantes.
Evolución del padecimiento.
Complicaciones.
Estado actual.
(Detalle ampliamente la sintomatología).
5.- TRATAMIENTOS RECIBIDOS.
Biológicos.
Psicológicos.
Anotar época y resultados.
6.- ANTECEDENTES PERSONALES.
a) Datos prenatales (parto). Lactancia.
b) Desarrollo Psicomotor (deambulación, lenguaje).
c) Enfermedades somáticas en la infancia.
Signos Psicopatológicos (valórese así

0=nulo;
1=leve;
2=moderado; 3=marcado; 4=grave).
Aislamiento. Enuresis. Terrores nocturnos.

Temor. Timidez. Sadismo. Hiperactividad.
Fobia escolar. Mal comportamiento escolar.
Conducta extravagante.
Tendencia a las mentiras y a los robos.
d) Relaciones afectivas con los padres

Durante
La infancia:
Sobreprotección, celos, rechazo, Dependencia, personalidad de ellos.
e) Comportamiento con los hermanos o niños allegados a la persona usuaria, actividades de chantaje, actitudes de líder.
83
f) Otros datos de la primera infancia.
g) Otros datos de la preescolar.
h) Educación escolar: edad de inicio, rendimiento, hábitos, comportamiento con otros niños, comportamiento con los profesores.
i) Otros datos de la edad escolar.
j) Adolescencia: pubertad, edad de

Presentación,
Conflictos, juventud; hábitos; sociabilidad, rendimiento, y adaptación a estudios en el colegio.
k) Relaciones extramatrimoniales.
l) Vida afectiva y conyugal, matrimonio, personalidad de los hijos, relaciones con ellos, y entre ellos, soltería, viudez.
m) Otros datos de la edad adulta.
ñ) Historia laboral (valórese cada dato de la

Siguiente forma
0= nulo,
1= Bajo,
2= media, 3= alto. Nivel conseguido, rendimiento, remuneración económica, le gusta el trabajo o prefiere cambiar, estabilidad laboral:
cambios de trabajo.
n) Vida social. Intereses religioso, deportivo, cultural, que hace en sus tiempos libres. Sintonía social (buena, mala). Contactos sociales (pocos,
muchos). Deterioro social
(si, no).
o) Clases socioeconómica, higiene general, condiciones de habitación, principales alimentos que consume.
p) Uso de sustancias (apúntese 1= esporádico, 2= habitual, 3= dependencia. Alcohol, Marihuana, cocaína, base, inhalantes, tranquilizantes,
estimulantes, alucinógenos, analgésicos, otros fármacos.
84
7.-PATOLOGIA ANTERIOR.
Detallar enfermedades importantes, posiblemente relacionadas al problema actual. Averiguar sobre todo:
tuberculosis, hemorragias, diabetes, crisis convulsivas y otros tipos de ataques, otros padecimientos neurológicos, y psiquiátricos, alergias sífilis, y otras
venéreas, accidentes cerebro vasculares, úlcera péptica, traumatismos, especialmente craneales, operaciones. En mujeres número de embarazos, abortos,
mortinatos, embarazos múltiples, edad de menarquía y menopausia.
8) ANTESCEDENTES FAMILIARES.
Trastornos psicopatológicos en padres, hermanos, cónyuge, hijos, tíos, abuelos, colaterales, trastornos somáticos de importancia y causas de defunción.
9) REALIDAD ACTUAL.
10) APARIENCIA GENERAL
DIAGNOSTICO SEGÚN EL CIE10.
DE ACUERDO CON SU PATOLOGIA
DE ACUERDO CON LA SINTOMALOGIA
CONFLICTOS DEL PASADO
RECOMENDACIONES
Fecha de realización de la Historia:………………………………………………………….
_______________________________
85
INFORME PSICOLÓGICO
/ Código: F/M TP- IKA- 009 / Versión: - 01 / Fecha: 10/01/2022
1.- DATOS DE FILIACIÓN
NOMBRE COMPLETO: _________________________________________
____________________________________________________________
EDAD: _____________________________________________________
OCUPACIÓN: _______________________________________________
ESTADO CIVIL: ____________________________________________
INSTRUCCIÓN: _____________________________________________
FECHA DE INTERNAMIENTO: _______________________________
2.- MOTIVO
3.- FUENTE DE INFORMACIÓN
4.- HISTORIA DEL SÍNTOMA
5.- TRATAMIENTOS RECIBIDOS
6.-ÁREA LABORAL
7.-VIDA AFECTIVA
8.-VIDA SOCIAL:
9.-ÁREA ECONÓMICA:
10.- ANTECEDENTES FAMILIARES
11.- REACTIVOS APLICADOS
TEST PERSONALIDAD
86
Test proyectivos
HISTORIA CLÍNICA PSIQUIÁTRICA

NOMBRE/APELLIDO: _______________________________________
____________________________________________________________
EDAD: _____________________________________________________
LUGAR DE NACIMIENTO: __________________________________
LUGAR DE RESIDENCIA: ___________________________________
OCUPACIÓN: ______________________________________________
RELIGIÓN: ________________________________________________
FECHA DE INGRESO: ______________________________________
INSTRUCCIÓN: _____________________________________________
FECHA DE ELABORACIÓN: __________________________________
MOTIVO DE CONSULTA:
--------------------------------------------------------------------------------------------------------------------------------------
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----------------------------------------------------------------------------------------------------------------------------------
HISTORIA DE ENFERMEDAD ACTUAL:
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
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REVISIÓN ACTUAL DE APARATOS Y SISTEMAS:

---------------------------------------------------------------------------------------------------------------------------
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ANTECEDENTES PATOLÓGICOS PERSONALES:

---------------------------------------------------------------------------------------------------------------------------
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ANTECEDENTES PATOLÓGICOS FAMILIARES:

--------------------------------------------------------------------------------------------------------------------------
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87
CONDICIÓN SOCIOECONÓMICA-CULTURAL:
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
PSICOBIOGRAFIA (FORMULACIÓN DINÁMICA DE LA PERSONALIDAD, PSICO-

TRAUMAS):
---------------------------------------------------------------------------------------------------------------------------
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---------------------------------------------------------------------------------------------------------
EVALUACIÓN PSICOPATOLÓGICA:
APARIENCIA GENERAL: --------------------------------------------------------

ESTADO DE CONCIENCIA: -----------------------------------------------------
ORIENTACIÓN: --------------------------------------------------------------------
ATENCIÓN Y CONCENTRACIÓN: --------------------------------------------
MEMORIA DE CORTO Y LARGO PLAZO: ----------------------------------
LENGUAJE: -------------------------------------------------------------------------
PENSAMIENTO: -------------------------------------------------------------------
AFECTO: -----------------------------------------------------------------------------
SENSO-PERCEPCIONES-: --------------------------------------------------------
CONDUCTA MOTORA Y VOLICIÓN: -----------------------------------------
INTELIGENCIA----------------------------------------------------------------------
JUICIO ABSTRACTO Y PRÁCTICO: -------------------------------------------
ETAPA DE PROCHASKA Y DI CLEMENTE: ----------------------------------
DIAGNÓSTICO CIE:
EJE I: -------------------------------------------------------------------------------
EJE II: ------------------------------------------------------------------------------
EJE III:
-----------------------------------------------------------------------------------------------------------------
EJE IV: ----------------------------------------------------------------------------------------------------------------
EJE V: -----------------------------------------------------------------------------------------------------------------
_____________________
MÉDICO PSIQUIATRA
88
FICHA SOCIO ECONÓMICA
1.- DATOS GENERALES:
1.1.- APELLIDOS Y NOMBRES
PATERNO MATERNO
................................................ ...............................................
NOMBRES
......................................................................................
1. 2.- DATOS PERSONALES.
1.2.1.- FECHA DE NACIMIENTO.....................................EDAD............................
1.2.2.- LUGAR DE NACIMIENTO............................................................
1.2.3.-VIVIENDA ACTUAL PROVINCIA.....................CANTÓN..........................LUGAR/

DIRECCIÓN..................................................................................................................TELÉFONO.......
1.2.4.- NIVEL DE INSTRUCCIÓN: .........................................................................
1.2.5.- PROFESIÓN /ACTIVIDAD. ..........................................................................
1.2.6.- LUGAR DE TRABAJO: PROVINCIA.....................CANTÓN..........................LUGAR/

DIRECCIÓN......................................TELÉFONO...............................
1.2.7.- ESTADO CIVIL DPERSONA USUARIA:
SOLTERO..........CASADO...........UNIÓN LIBRE.........DIVORCIADO..............VIUDO.....................
89
2.- COMPOSICIÓN FAMILIAR:

2.1.- MIEMBROS DE FAMILIA QUE VIVEN CON PERSONA USUARIA.
N NOMBRES Y RELACIÓN CON EDAD ESTA DO INSTRUCCION OCUPACIÓN ESTUDIANTE APORTE

O APELLIDOS PERSONA USUARIA TIPO DE MENSUAL
CIVIL CENTRO
*Añadir celdas
2.2.- LUGAR DE TRABAJO DEL JEFE/A DE FAMILIA: ........................................................................................................................................................
90
3.- OBSERVACIONES GENERALES:

(Considerar: discapacidad, enfermedades crónicas, dependientes)
....................................................................................................................................................................
....................................................................................................................................................................
2.2.- PERSONAS RELACIONADAS CON PERSONA USUARIAY NO VIVEN CON ELLA.
No NOMBRES Y RELACIÓN EDAD ESTADO INSTRUCCIÓN OCUPACIÓN APORTE MENSUAL

APELLIDOS CON CIVIL
PERSONA
USUARIA
91
OBSERVACIONES:
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………
92
3.- SITUACIÓN ECONÓMICA:

3.1.- TRANSPORTE FAMILIAR:
VEHÍCULO PROPIO ......................
TRANSPORTE PÚBLICO .....................
3. 2.- VIVIENDA
3.2.1.- CARÁCTER.
Propietario con hipoteca ................................
Propietario sin hipoteca ................................

Arrendatario ...............................
Prestada ...............................
Otros ................................
3.2.2.- CARACTERÍSTICAS:
PAREDES TECHOS PISOS
MADERA ......... ETERNIT ........ BALDOSA ..........
BAREQUE ......... SINCK ....... MADERA .........
CAÑA ......... TEJA CEMENTO ..........

........
CEMENTO ......... LADRILLO ..........
PAJA .......
LADRILLO ......... TIERRA ..........
OTROS ........
OTROS ......... OTROS ...........
93
3.2.3.- Distribución:
TOTAL, CUARTOS ...........................
DESTINADAS A DORMITORIO .........................
PERSONAS POR DORMITORIO MENOS DE 2............. MAS DE 2..................
SALA SI.......... NO.............
COMEDOR SI........ NO...........
COCINA. SI........ NO...........
TOTAL, CAMAS: ..........................
3. 3.- SERVICIOS BÁSICOS
3.3.1.- AGUA.
AGUA POTABLE: SI............. NO................
OTRO SERVICIO ESPECIFICAR: ......................................................
3.3.2.- EXCRETAS.
SERVICIO HIGIENICO CON ALCANTARILLADO: SI............ NO..............
OTRO SERVICIO ESPECIFICAR: ......................................................
3.3.3.- ENERGÍA ELÉCTRICA:
LUZ ELÉCTRICA: SI............ NO...............
3.3.4.- TELÉFONO:
SERVICIO TELEFONICO SI............ NO...............
94
3. 4.- INGRESOS Y EGRESOS:
3.4. 1.- TOTAL DE INGRESOS MENSUAL.......................
3.5. TOTAL, DE INGRESO ANUAL.......................
3.4.2- DISTRIBUCIÓN DE EGRESOS:
3.4.3.- EGRESO MENSUAL. EGRESO ANUAL:
VIVIENDA .......................... VESTUARIO ...................

ALIMENTACIÓN .......................... IMPUESTOS ...................
EDUCACIÓN .......................... (Predios, carros) ...................
SERVICIOS BÁSICOS .......................... SALUD. ...................
(Luz, agua, teléfono) .......................... EDUCACIÓN ...................

PRESTAMOS .......................... OTROS ...................
OTROS .......................... TOTAL, GASTOS ...................
TOTAL, DE GASTOS ..........................
EGRESOS MENSUAL TOTAL AÑO ................................
MENSUAL.
SUMA TOTAL. .................................
DIFERENCIA ................................
ANUAL
SUMA TOTAL. ................................
DIFERENCIA ................................
95
4.- CATEGORIZACIÓN.-
4.1.- PARÁMETROS A CONSIDERAR TABLA INSTITUCIONAL
4.2.- DETERMINACIÓN DE LA CATEGORÍA:
CATEGORÍA A (INDIGENTE) ............................ (0 - X)
CATEGORÍA B (CLASE BAJA) ........................... (25% - X)
CATEGORÍA C (MEDIA ALTA) ............................. (50% - X)
CATEGORÍA D (ALTA) ............................. (100%)
5.- RUBRO A PAGAR A LA INSTITUCIÓN:

$ .......................................................
NOMBRE Y FIRMA DE TRABAJADOR/A SOCIAL: (ENTREVISTADOR-A)
_____________________________________________________________
96
INSTRUMENTOS
TERAPÉUTICOS
97
PLAN DE TRATAMIENTO
/ Código: IN-TP- IKA- 01 / Versión: - 01 / Fecha: 10/01/2022
Fecha de la emisión del plan de tratamiento: ___________ Fecha de Ingreso: _________

_________________________________________________________
1. Reporte de Evaluación Médica:

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Nombre y Firma_____________________________________________________
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PLAN DE TRATAMIENTO
2. Reporte de Evaluación Psicológica:

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Nombre y Firma: _____________________________
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PLAN DE TRATAMIENTO
3. Reporte de Evaluación psiquiátrica.
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Nombre y Firma___________________________________________________________
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PLAN DE TRATAMIENTO
Reporte de Evaluación Sociofamiliar:
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Nombre y Firma: __________________________________________________________
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PLAN DE TRATAMIENTO
5. Reporte Clínico:
Actitud General.
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Interacción con los Pares:
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Participación Grupal:
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Respuesta a la Autoridad:
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PLAN DE TRATAMIENTO
Participación en actividades ocupacionales:

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Perfil General:
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PLAN DE TRATAMIENTO
Consideramos que para un adecuado tratamiento y un propicio pronóstico en la

integración biopsicosocial familiar, espiritual, es necesario distinguir lo siguiente:
Contrariedades: (Escenarios y conflictos aplazados, fragmentarios o no resueltos).

Deben ser planteados de manera específica. También se describen: Perspectivas. Conductas.
Actitudes. Contextos. Enfoques, et., de la persona usuaria, o de su ambiente que interfieren u
obstaculizan su bienestar biopsicosocial familiar y/o espiritual.
Fines: (Se refiere aquello que se pretende conseguir a través de la resolución de los
conflictos o situaciones no resueltas)
Estrategias: (es la metodología, que va a utilizarse)
Nota: Las contrariedades, fines y estrategias, se emplearán en todos los planes de tratamiento
(área de salud médica, psiquiatría, psicología clínica, trabajo social)
Y puede aplicarse, a cualquier otra área, que requiera atención. (Los formatos se encuentran
dispuestos en las páginas siguientes)
En las áreas de medicina y psiquiatría las contrariedades fines y estrategias, no tendrán las
connotaciones descritas anteriormente, pues serán estipuladas según la especialidad para ser
tratadas)
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PLAN DE TRATAMIENTO
1.- ÁREA DE SALUD

Medicina
Esta área tiene que ser gestionada por un profesional médico.

En este apartado se consideran problemas de salud, exámenes y/o revisiones que se requieran
aplicar para salvaguardar el bienestar de la persona usuaria.
EPROBLEMAS EN LA SALUD.
Especifique el diagnóstico
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EXAMEN MÉDICO GENERAL.

Especifique si ya se realizó o está por realizarse
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EXÁMENES DE LABORATORIO.
Especifique si se requieren. O ya están realizados, en trámite o se realizarán.
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REVISIÓN ODONTOLÓGICA.
Especifique si se requiere, están en trámite o se realizarán.
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PLAN DE TRATAMIENTO
1.- ÁREA DE SALUD

Medicina
Esta área tiene que ser gestionada por un profesional médico.
DESCRIPCIÓN DE METAS A ALCANZAR PARA EL MEJORAMIENTO DE LA SALUD.

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DESCRIPCIÓN DE ESTRATEGIAS: (TRATAMIENTOS MÉDICOS Y/O RECOMENDACIONES) PARA

SOLUCIONAR LOS PROBLEMAS DE SALUD DE LA PERSONA USUARIA.
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PLAN DE TRATAMIENTO
Este plan de tratamiento corresponderá exclusivamente al área de
salud.
Medicina general
Especificar si requiere atención médica especializada para
gestionar su transferencia
Requiere: SI NO
Diagnóstico y/o contrariedades:

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PLAN DE TRATAMIENTO

salud.
Medicina general
Fines:
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PLAN DE TRATAMIENTO

salud.
Medicina general
Estrategias:
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PLAN DE TRATAMIENTO
2.- ÁREA LEGAL:
Es necesario considerar en el plan de tratamiento el área legal por eso, en este apartado se toman
en cuenta los documentos faltantes o extras que se requieren anexar a la ficha personal, para
gestionarlos
Especifique los documentos que por situaciones especiales (no pudieron ser gestionados con
antelación) o que por situaciones particulares requieren ser anexados al récord.
A continuación, se presentan los documentos que podrían faltar o que se requieren anexar.
FALTA DE DOCUMENTOS PERSONALES Y DE IDENTIFICACIÓN TALES COMO: CÉDULA DE CIUDADANIA, CERTIFICADO DE

VOTACIÓN, ETC.
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DEMANDAS, DENUNCIAS O PROBLEMAS LEGALES PENDIENTES.

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DEUDAS JUDICIALES PENDIENTES.

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PROBLEMAS DE DIVORCIO: SEPARACIÓN DE BIENES Y/O DEMANDAS POR MANUNTENCIÓN DE ALIMENTOS.
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PLAN DE TRATAMIENTO
2.- ÁREA LEGAL:
Es necesario considerar en el plan de tratamiento el área legal por eso, en este apartado se toman
en cuenta los documentos faltantes o extras que se requieren anexar a la ficha personal, para
gestionarlos
DEUDAS PENDIENTES; EMBARGOS, HIPOTECAS, LETRAS POR PAGAR, PRÉSTAMOS. ETC.

____________________________________________________________________________________________________
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HERENCIAS PENDIENTES O EN PROCESO.

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JUICIOS PENDIENTES O EN PROCESO.

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PLAN DE TRATAMIENTO
salud.
Psiquiatría
Contrariedades:
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salud.
Psiquiatría
Fines:
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salud.
Psiquiatría
Estrategias:
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psicopedagogía y/o psicodiagnóstico
2.- ÁREA EDUCATIVA

Se tienen que considerar los siguientes aspectos
EDUCACIÓN: PRIMARIA-SECUNDARIA O SUPERIOR INCONCLUSA.

BAJO RENDIMIENTO Y FALTA DE APROVECHAMIENTO ESCOLAR
INDECISIÓN VOCACIONAL Y EDUCATIVA.
LIMITACIONES-DEBILIDADES- FALTA DE DESTREZAS Y/O
ENTRENAMIENTO
FALTA DE APOYO PARA ESTUDIAR-EDUCARSE.
MALA CONDUCTA Y BAJO APROVECHAMIENTO ACADÉMICO
FALTA DE INTERÉS
OTROS
Contrariedades:
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2.- ÁREA EDUCATIVA

Contrariedades
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2.- ÁREA EDUCATIVA
Fines:
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2.- ÁREA EDUCATIVA
Estrategias:
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PLAN DE TRATAMIENTO

orientación familiar y/o psicología clínica
3.- ÁREA FAMILIAR

Aspectos que considerar:
FAMILIA DISFUNCIONAL
DESORGANIZACIÓN FAMILIAR
OTROS
Contrariedades:
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Contrariedades
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Fines:
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Estrategias:
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PLAN DE TRATAMIENTO
4.- ÁREA SOCIAL

Aspectos por considerar
PROBLEMAS PARA RELACIONARSE SOCIALMENTE.

LUGARES PREFERIDOS PARA RELACIONARSE SOCIALMENTE Y/O PARA EL
TIEMPO DE OCIO.
OTROS
Contrariedades:
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4.- ÁREA SOCIAL
Fines:
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4.- ÁREA SOCIAL

Estrategias:
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PLAN DE TRATAMIENTO
5.- ÁREA PSICOAFECTIVA
Aspectos por considerar:
BAJA AUTOESTIMA
DEBILITAMIENTO EN LA CONFIANZA
DEPRESIÓN – ANSIEDAD
OTROS
Contrariedades:
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Fines:
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Estrategias
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El centro BASTONES DE ESPERANZA no permite la arbitrariedad por lo que en el área espiritual se

considerará la creencia de la persona usuaria y su determinación para participar de esta.
5.- ÁREA ESPIRITUAL.
VALORES Y PRINCIPIOS PERDIDOS O ABANDONADOS.

OTROS
Contrariedades:
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5.- Área espiritual
Fines:
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5.- Área espiritual
Estrategias:
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PLAN DE TRATAMIENTO PARA OTRAS ÁREAS
/ Código: IN-TP- IKA- 01-2 / Versión: - 01 / Fecha: 10/01/2022
Aquí se colocará el plan de tratamiento de otras áreas que requieran atención.
ÄREA______________________________________________________________________________
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IAGNÓSTICO________________________________________________________________________
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Área _____________________________________________________________________________
Tratamiento / Intervención
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Área ______________________________________________________________________________
Fines
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Área _____________________________________________________________________________
Estrategias
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REVISIÓN DE PLANES DE TRATAMIETO
El centro BASTONES DE ESPERANZA comprometido con la salud integral de nuestras personas

usuarias, tiene a bien verificar el proceso de tratamiento por lo que el siguiente formato tiene el
objetivo de constatar que los planes de tratamiento se hayan realizado.
Se marcará las casillas que cumplen o no cumplen.
Presentaciones de plan de tratamiento de:

Área medicina general CUMPLE SI NO
¿Qué falta por cumplir?
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Área psiquiatría CUMPLE SI NO
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Área orientación familiar CUMPLE SI NO
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Área psicología clínica CUMPLE SI NO
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Plan de tratamiento de otras áreas CUMPLE SI NO
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¿Qué otras áreas son parte del plan de tratamiento?
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_______________________________ __________________________
Director/a. Psicología.
_____________________ __________ ___________
Trabajo social. Medicina Psiquiatría
Otras áreas _____________ ________________
138
CRONOLOGÍA VOLITIVA
Cronología volitiva
Con el ánimo de suscitar el autoconocimiento y el reconocimiento de su vivencia personal la persona
usuaria se comprometerá a escribir su CRONOLOGÍA VOLITIVA, durante la etapa de Asimilación
El escrito de cronología volitiva incluye las etapas del ciclo vital
FECHA EN QUE ESCRIBO MI CRONOLOGÍA VOLITIVA: ___________________
NOMBRE: ____________________________________________________________
LUGAR Y FECHA DE NACIMIENTO: __________________________________
REMEMBRANZA DE MI INFANCIA: ¿Qué quería ser? ¿Se convirtió en lo que quería ser? -Si la
respuesta es no-, ¿Cuál fue la razón de que no pudiera ser aquello que quiso?
MI INFANCIA:
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Remembranzas de la infancia
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REMEMBRANZA DE MI ADOLESCENCIA: ¿Qué quería ser? ¿Se convirtió en lo que quería ser? -
Si la respuesta es no-, ¿Cuál fue la razón de que no pudiera ser aquello que quiso?
MI ADOLESCENCIA:
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REMEMBRANZA DE MI ADOLESCENCIA
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REMEMBRANZA DE MI ADULTEZ: ¿Qué quería ser? ¿Se convirtió en lo que quería ser? -Si la
respuesta es no-, ¿Cuál fue la razón de que no pudiera ser aquello que quiso?
MI ADULTEZ
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REMEMBRANZA DE MI ADULTEZ
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MI VIDA ACTUAL:
¿Quién quiere ser? ¿Cuáles son sus metas futuras? ¿A que le teme todavía? ¿Qué quisiera dejar ir de
su vida? ¿Qué espera conseguir?, etc.
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VIDA ACTUAL
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FECHA EN QUE FINALIZO MI CRONOLOGÍA VOLITIVA: ----------------------------------
NOMBRE Y FIRMA: ………………………………………………….
DIRECCIÓN GENERAL ………………………………...........................
162
PRELUDIO VITAL
/ Código: IN-TP -IKA-03 / Versión: - 01 / Fecha: 10/01/2022
A lo largo de la existencia hemos tenido que atravesar diferentes etapas y cada una de ellas
nos ha generado una huella, en la mente, aprendimos aquellos parámetros, que se fueron
estableciendo en el pensamiento hasta poder usarlos de forma automática, sin embargo,
algunos de esos aprendizajes no fueron del todo acertados y en vez de generarnos bienestar
nos generan incertidumbre o pesar.
Y de vez en cuando se presentan en forma de pensamientos automáticos o actitudes
disruptivas que nos han afectado la resiliencia, autoestima entre otras, por lo que es necesario
reconocer la raíz de las problemáticas para darles una mejor solución.
Es importante en la vida cotidiana darse un tiempo para pensarse a sí mismo(a). Hablar de la
propia historia para escapar de ese lugar que nos determina que es la infancia u otras fases
vitales, a través de narrar al niño(a), adolescente, adulto, para validar su palabra y permitirle
existir.
En nuestra mente el pasado es un constante presente, es lo que somos y lo que estamos
siendo. El pasado está vivo y encarnado en el sufrimiento. Las palabras que curan no pueden
ser dichas al viento. Hablamos siempre para otro ser.
Por lo que es necesario plasmar aquello que desconcierta para darle la oportunidad de ser
expresado.
LA INFANCIA.
1. Escriba que tipo de relación tenía usted con sus padres en la infancia.
2. Escriba la manera en que usted lograba captar la atención de sus padres.
3. En caso de que usted no tuviera padres que lo cuidaran hable sobre quien estaba a cargo de usted
y de la relación que tenía con esa(s) persona(s).
4. Escriba el tipo de relación que usted tenía con su familia materna y paterna
5. Hable sobre el lugar que ocupa entre sus hermanos (as). Si usted es hijo(a) único(a) omita la
pregunta
163
PRELUDIO VITAL
LA INFANCIA.
6. Escriba eventos que marcaron su infancia (divorcio de padres, muertes de familiares, accidentes,
otras situaciones adversas)
7. Explique quien de su familia tenía más autoridad. Detalle el modo de recompensar o castigar que
tenían para usted.
8. En caso de haber recibido educación ¿Cómo se relacionaba con profesores y alumnos?
9. En caso de que hubiese tenido amigos en su sector de residencia o aparte de las personas que
conocía en clases, que tipo de relación mantenía con esas personas. Explique si eran mayores o
menores a usted.
10. Explique qué tipo de estudiante se consideraba (bueno, malo, regular, etc.) detalle las razones de
su respuesta.
11. Si usted tiene algún recuerdo negativo que hubiese marcado esta etapa de su vida, explíquelo.
12. ¿Hubo algún acontecimiento que lo hizo sentir una persona reconocida, valorada, importante?
Explique las circunstancias.
13 Hable sobre eventos significativos (el más relevante) en esta etapa
A continuación, usted dispondrá de un espacio para poder responder a cada una de estas preguntas.
Numérelas en orden y respóndalas.
164
PRELUDIO VITAL
Etapa señale: INFANCIA ADOLESCENCIA VIDA ACTUAL
Nombre__________________________________________________________________
_________Numere las preguntas en orden
RESPUESTAS
Nota: Imprima más hojas de este formato para responder las preguntas.
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PRELUDIO VITAL
nos ha generado una huella en la mente, aprendimos aquellos parámetros, que se fueron
existir.
ser dichas al viento. Hablamos siempre para otro ser. Buscar curarse hablando solo es como
querer volar jalándose del pelo.
expresado.
LA ADOLESCENCIA.
1Escriba que tipo de relación existía entre usted con sus padres en esta etapa.
2Escriba la manera en que usted lograba captar la atención de sus padres.
3En caso de que hubiese tenido su primer enamoramiento en esta etapa o hubiese tenido varias
experiencias que puede destacar de sus relaciones afectivas.
4Escriba eventos que marcaron esta etapa (divorcio de padres, muertes de familiares, accidentes, otras
situaciones adversas)
5En caso de que tuviese un trabajo como considera su experiencia y explique el tipo de relación con
sus pares
6Explique qué tipo de estudiante se consideraba (bueno, malo, regular, etc.) detalle las razones de su
respuesta.
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PRELUDIO VITAL
LA ADOLESCENCIA.
7Si usted tiene algún recuerdo negativo que hubiese marcado esta etapa de su vida, explíquelo.
8¿Hubo algún acontecimiento que lo hizo sentir una persona reconocida, valorada, importante?
9En caso de que en esta etapa de vida usted tuviese hijos (as) y/o pareja explique su sentir respecto a
esta experiencia (relación con su familia política, problemas, logros, etc.)
10Hable sobre eventos significativos (el más relevante) en esta etapa
(En el formato respuestas de preludio vital que estará anexado puede responder)
168
PRELUDIO VITAL
nos ha generado una huella, en la mente, aprendimos aquellos parámetros, que se fueron
existir.
ser dichas al viento. Hablamos siempre para otro ser. Buscar curarse hablando solo es como
querer volar jalándose del pelo.
expresado.
EDAD ACTUAL
1Escriba que tipo de relación hay entre usted con sus padres en esta etapa.
2Escriba la manera en que usted logra captar la atención de sus padres.
3En caso de que hubiese tenido su primer enamoramiento en esta etapa o hubiese tenido varias
experiencias que puede destacar de sus relaciones afectivas.
4Escriba eventos que marcaron esta etapa (divorcio de padres, muertes de familiares, accidentes, otras
situaciones adversas)
5En caso de que tuviese un trabajo como considera su experiencia y explique el tipo de relación con
sus pares
169
PRELUDIO VITAL
EDAD ACTUAL
6Explique qué tipo de estudiante se considera (bueno, malo, regular, etc.) detalle las razones de su
respuesta.
7Si usted tiene algún recuerdo negativo que hubiese marcado esta etapa de su vida, explíquelo.
8¿Hubo algún acontecimiento que lo hizo sentir una persona reconocida, valorada, importante?
9En caso de que en esta etapa de vida usted tuviese hijos (as) y/o pareja explique su sentir respecto a
esta experiencia (relación con su familia política, problemas, logros, etc.)
10Hable sobre eventos significativos (el más relevante) en esta etapa
11¿Cómo evalúa su vida sexual hasta el momento? ¿Por qué?
12¿En qué momento y por qué empezó a pensar que era un problema, su actitud?
13¿Hay algún tipo de diferencia entre el yo de su infancia y el yo de ahora? Explique.
(En el formato respuestas de preludio vital que estará anexado puede responder)
170
PLAN DE ENMENDAMIENTO TRASCENDENTAL
_________________________SEMANA
Funciones (ACTIVIDADES):
Día_____
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Reportes escritos
Se refiere aquellas actividades que se realizaron durante el proceso de determinación, los
inconvenientes que se presentaron, así como los avances o práctica de lo aprendido, cabe resaltar
que el valor primordial es la honestidad, la trascendencia entre otros aspectos relevantes.
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Reportes escritos
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_______________________________ __________________________
Director/a
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Trabajadora social Psicología
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PLAN DE EMANCIPACIÓN GRADUAL
Nombre:
___________________________________________________________________________
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Fecha: _____________________________________________________________________
1. Anexar INSIGHT, PRELUDIO VITAL. Factores de riesgo y protección. Plan de

Tratamiento y NOUS
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2. ¿Cuál prevé usted que sea su mayor dificultad en la fase de EMANCIPACIÓN gradual y
fase de restitución?
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2. ¿Cuál prevé usted que sea su mayor dificultad en la fase de EMANCIPACIÓN gradual y fase
de restitución?
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3. ¿Es usted una persona dispuesta a cumplir con el PLAN DE EMANCIPACIÓN

GRADUAL? ¿Por qué?
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COFRADIA FAMILIAR
Después de revisar el plan de EMANCIPACIÓN GRADUAL. Se procede a verificar la viabilidad de la
pericia trascendental, los temores en la restitución, el tipo de relaciones intrafamiliares, el
compromiso de apoyo, normas y participantes.
Emanciparse es cesar la sujeción de constructos, condicionamientos, comportamientos disruptivos

que limitaban la trascendencia para una vez logrado potenciar la resiliencia, inteligencia emocional,
resolución de conflictos, empatía entre otros aspectos relevantes.
Nombre: _____________________________________________________________________
Fecha:_______________________________________________________________________
Viabilidad de la PERICIA TRASCENDENTAL:

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Temores en la restitución
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Relaciones Intrafamiliares
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Compromiso de apoyo (Aquí se anotan los compromisos que la familia se propone realizar y
cumplir con la persona usuaria y entre sus miembros)
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Normas (Aquí se colocan las normas para la persona usuaria y familia: ejemplo, realizar
asambleas familiares (ver formato) o usar la comunicación asertiva, resolver por vía asertiva los
problemas, no criticar, o sobre horarios de sueño, horarios de alimentación, tareas en el hogar,
gestión de ocio, actividades extramurales, deportes, etc.)
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Participantes (Se coloca las personas involucradas en el apoyo del tratamiento que se
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Periodo de Asistencia al Programa

Dependiendo de si se trata de EMANCIPACIÓN gradual (horas de eventos intra - extramurales o
salidas más prolongadas) el periodo de asistencia al programa se refiere a la fecha y hora que la
persona usuaria tiene que regresar al centro.
Tipo de EMANCIPACIÓN (intra o extramural) anotar si se trata de horas o días

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Anotar si se trata de la primera vez que sale (corresponde a 1era semana) y salidas sucesivas
corresponden a las respectivas numeraciones.
Si se produjeron medidas terapéuticas que limiten la salida. Anotar la palabra “aplazamiento” en la

hoja de actividades. Con letras grandes. Y anexar al récord el formato medidas terapéuticas.
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Actividades
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(______________________________________________________________________________)
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Periodo de Asistencia al Programa

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Funciones, IKA
Después de la primera salida prolongada, de la persona usuaria se implementarán las funciones IKA
que corresponden a sugerencias para evitar fallos que quizá se tuvieron en la primera salida.
Bajo ningún concepto se implementarán las funciones IKA en la primera salida, pues es necesario
conocer ¿Cuál fue el desenvolvimiento de la persona usuaria? Referente a manejo de autonomía y
otras áreas que aprendió en el tratamiento
Las funciones IKA son sugerencias claras encaminadas a mejorar situaciones que pudiesen afectar el
adecuado tratamiento dirigidas a la familia y persona usuaria.
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Funciones, IKA
Día_____
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Reportes escritos:
En relación con los logros y dificultades en lo psicológico, lo familiar, lo social, laboral, tiempo libre,
relación de pareja, etc.
Logros a nivel psicológico

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Reportes escritos:
Dificultades a nivel psicológico

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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
Dificultades con gestión de tiempo libre

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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
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Reportes escritos:
Otros logros
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Reportes escritos:
Otras dificultades
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Reglas del plan de EMANCIPACIÓN gradual

La familia en la fase de EMANCIPACIÓN se compromete a informar sobre cualquier
vicisitud que pudiese afectar la resiliencia de la persona usuaria.
Además de realizar la CONSTATACIÓN de las actividades estipuladas con anterioridad,

siendo participes de cambio y no encubrir o mentir por la persona usuaria si no cumple las
normas y reglas planteadas.
NORMAS PARA LA PERSONA USUARIA EN LA FASE DE EMANCIPACIÓN

GRADUAL
A NIVEL PERSONAL
Utilizar la comunicación asertiva
No tomar decisiones basadas en la ira o la tristeza
Utilizar las técnicas de relajación cuando aparezca situaciones tensionantes e informar a la

familia
No manipular ni victimizarse
Practicar la tolerancia.
Ayudar en las tareas del hogar
Servirse los alimentos en horarios normales
Tener horarios de sueño normales
No acudir a sitios que generen situaciones tensionantes como (visitar a exparejas, llamar a
personas negativas) etc.
Llevar una bitácora de pensamientos
Tener un libro de dibujo para realizar tres cosas buenas al día por sí mismo (a) y los demás.
Dar saludo y despedida
Expresar sus emociones no reprimirse utilizando el lugar y momento adecuado
Gestionar adecuadamente los momentos de ocio.
Evitar caer en la zona de confort.
Respetar normas y reglas del hogar
Ser responsable con las actividades que acordó realizar en la fase anterior.
Generar autonomía y potenciar trascendencia.
Utilizar la inteligencia emocional
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A NIVEL FAMILIAR
En caso de suscitarse situaciones ajenas al control (fallecimientos de algún familiar, amigo, pareja)
accidentes, etc. O si la persona usuaria manifiesta tensión o ansiedad, sugerimos informar al centro
para tomar las medidas pertinentes
Participar activamente de las actividades estipuladas con anterioridad fomentando la unicidad

familiar.
Prestar atención a síntomas de recaída emocional (aislamiento, impulsividad, tristeza

desproporcionada, falta de voluntad, ausencia de placer, apatía, uso de mentiras constantes,
pensamientos referidos a ideas autolíticas, no adherirse a normas o reglas) usar al sueño como
mecanismo de evitación de responsabilidades, adoptar actitudes pasadas negativas.
Leer los factores de protección y de riesgo para conocer los puntos a fortalecerse y los requeridos a
extinguirse.
Utilizar la asamblea emocional como fuente primordial de potenciación de resiliencia y escucha

activa. Estipular un día y hora para realizarlo.
Traer la evidencia de las asambleas emocionales y familiares (en el formato adjunto encontrarán como
se realiza y los objetivos).
No atacar a la persona usuaria con el pasado o recriminándole aquello que fue perdonado en terapia.
Fomentar en la medida de lo posible la autonomía (emocional, personal entre otras)
Si la persona usuaria tuviese una recaída emocional y sufriera regresiones a su conducta anterior,
informar al centro para tomar las medidas pertinentes.
Involucrarse e interesarse por los miembros de la familia realizando actividades de dispersión lúdica,
así como establecer un dialogo abierto entre los pares, para lograr la confianza necesaria para el
proceso.
Entender que cada uno de los miembros posee características singulares que necesitan ser respetadas
siempre que estas no afecten el bienestar común de la familia.
No recurrir a actitudes disruptivas como consumo de alcohol o drogas para evitar o distraer la
atención de las problemáticas en el proceso de tratamiento.
Traer el informe de actividades, inconvenientes, avances, en sobre sellado con firma de responsables y
participantes.
Hacer caso omiso de las normativas planteadas permitirá al centro BASTONES DE ESPERANZA,
adoptar medidas terapéuticas en beneficio del proceso de tratamiento.
Tergiversar u omitir información relevante respecto al proceso de EMANCIPACIÓN gradual, podrá

ser meritorio de aplazamientos en el proceso de tratamiento, los mismos que serán puestos a
consideración del equipo interdisciplinar.
Leer y practicar el libro de cofradía familiar que les será entregado en la primera salida de esta fase.
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Sondeamientos
Los Sondeamientos son diálogos que se realizarán con las personas usuarias después de que
regresen de la primera salida prolongada, en la fase de EMANCIPACIÓN gradual, con el
objetivo de contrastar la información con aquello que se encuentra plasmado en los informes
de la familia (los cuales fueron entregados en sobre sellado con firmas de responsabilidad y
cumplimiento de actividades). Pues no se aceptan informes con lápiz o corrector. Sin firmas o
que no se encuentren en sobres sellados, entregados por la familia (no por la persona usuaria).
Después de contrastar lo que dice, con lo que escribió, se podrá descubrir si se trata de una
falacia o a su vez consolida lo planteado en el texto redactado.
En caso de encontrar irregularidades entre lo expuesto por la persona usuaria y lo escrito.
Se procederá a dialogar con la familia para informarles de lo sucedido.
Primero se le pregunta a la persona usuaria para saber si acepta la incongruencia o la niega.
Después con los familiares y finalmente en conjunto (familiares y persona usuaria) se les
informa sobre las medidas terapéuticas a ser tomadas.
SONDEAMIENTOS PERSONALES
Incongruencias en actividades realizadas contrastadas con los escritos:
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Sondeamientos familiares
Incongruencias encontradas entre lo expresado y lo escrito
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SONDEAMIENTOS
MEDIDAS TERAPÉUTICAS
En caso de encontrar incongruencias se procede a tomar medidas terapéuticas.
El centro BASTONES DE ESPERANZA, después de contrastar la información de la fase de

EMANCIPACIÓN gradual tanto de los familiares como de la persona usuaria
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(sintetizar el problema: falsear la verdad, omitir información relevante, acudir a zonas de riesgo para
su bienestar, no acatar normas o reglas, ser intolerante, etc.) por lo que el equipo interdisciplinar
presente adopta las siguientes
resoluciones________________________________________________________________________
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____________ (dependiendo de la gravedad de la falta se aplica la sanción, (revisar formato “el
reglamento familiar”)
Las medidas pueden ser leves: ejemplo, terapia de transición emocional o terapia de contrastación,
(referente a la importancia de la honestidad en el proceso terapéutico) firma de epístola de
responsabilidad (revisar formato), etc.
Realizar talleres, sociodramas, charlas, referentes a la temática que produjo el fallo (ejemplo si fue
impuntual en las actividades, tiene que hablar de la puntualidad y su importancia, etc.)
Medidas moderadas: Ejemplo, aplazamiento de valoraciones, privación de próximas salidas de

EMANCIPACIÓN gradual hasta nueva valoración, etc.
Medidas arduas: Prescindir del programa de tratamiento. Aplazamiento arduo de próximas salidas,
etc.
Yo
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en calidad de persona usuaria en el centro BASTONES DE ESPERANZA, acepto mi responsabilidad
de haber incumplido las normativas en la fase de EMANCIPACIÓN gradual por lo que me
comprometo a cumplir con las medidas
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Y cumpliré las medidas terapéuticas de

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consciente que es necesario respetar la sana convivencia firmo la presente aceptando y
determinándome a prevenir estas conductas-pensamientos disruptivos.
Para constancia firman
Fecha:
Dirección general
Representante de persona usuaria
Persona usuaria
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REGLAS DE LOS REPORTES ESCRITOS EN FASE DE EMANCIPACIÓN GRADUAL
Todo reporte escrito de la familia y/o personal en la fase de EMANCIPACIÓN gradual debe ser
llenado con esfero de tinta color azul
No se permite el uso de líquido corrector
No se aceptan reportes llenos con lápiz
No se aceptan reportes que no estén en sobres sellados (tienen que ser entregados en la recepción
con firma de responsabilidad por los familiares) El día y hora estipulada previamente.
Al entregar el reporte escrito usted recibirá un comprobante de recepción que tiene firma de quien
le recibió al igual que hora y fecha.
Toda salida en la EMANCIPACIÓN gradual tiene hora de regreso al centro, hacer caso omiso de las
mismas amerita según gravedad de falla, tomar medidas terapéuticas.
Es importante trabajar la honestidad en las actividades encomendadas.
Es importante la comunicación en caso de situaciones adversas (fallecimiento, accidentes, etc.) que

impidan acudir al centro en el día u horas estipuladas.
Cualquier otra situación que no se encuentre estipulada en estas reglas y se suscite será considerada
por el equipo interdisciplinar.
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ACTIVIDADES EXTRAMURALES DURANTE EL TRATAMIENTO
A medida que el proceso de tratamiento avanza, la confianza y eficiencia de la persona usuaria

respecto a ciertas habilidades o capacidades también comienza a exhibirse. Por lo que, si la persona
usuaria comienza a motivarse en ser parte de un grupo musical, deportes, arte, etc. Es importante
registrar la respectiva CONSTATACIÓN.
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Firmas:
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Director/a
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Trabajadora social Psicología
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PERICIA TRANSCENDENTAL
PERICIA TRASCENDENTAL
Se conceptualiza como la amalgama de las diversas intenciones, anhelos y ejercicios, coherentemente
constituidas, en las correspondientes esferas vitales, que cada persona toma como proporcionadas y
característicos, para facilitar un sentido a su ser a través de una planificación.
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Fecha de elaboración________________________________________________________________
Aserción vital
Se define como la gnosis del ser, el propósito esencial y perdurable que manifiesta la preexistencia,
coexistencia y existencia, distinguiendo ostensiblemente cada una de estas, en postrimera petitoria
establece el self.
Los fines, anhelos planteados en la PERICIA TRASCENDENTAL se relacionan con la aserción
vital, denominada también misión.
Mi aserción vital (misión) es:

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ASERCIÓN VITAL
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ASERCIÓN VITAL
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Grafía existencial
La grafía hace referencia a la escritura, pero en un sentido más amplio simboliza que la vida
se parece a un lienzo en el que vamos plasmando aquello que experimentamos. No parecería
prudente colocar lienzos pintados en la lluvia, sin embargo, ciertos condicionamientos,
creencias disruptivas nos afectaron quizá la resiliencia, aunque no todo se encuentra perdido
podemos resignificar nuestra existencia y entender que es imperativo establecer nuestra
visión existencial.
Grafía existencial
Mi visión existencial:
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Cavilación.
Son estatutos esenciales que presiden a la PERICIA TRASCENDENTAL

Corresponde a la axiología, valores, principios.
Mis principios son:

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CAVILACIÓN
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CAVILACIÓN
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CAVILACIÓN
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Observación Esencial:
La observación esencial consiste en reconocer aquellos factores patodistónicos que se relacionan

con la resiliencia, y otras esferas vitales.
Enfoques: implica reconocer las potencialidades que poseemos y están relacionadas con la
trascendencia.
Entre mis enfoques reconozco los siguientes:

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Extenuaciones:
Son los factores patosintónicos, limitaciones que afectan la resiliencia y la adecuada trascendencia.
Entre mis extenuaciones reconozco:
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Congruencias:
Corresponde a los recursos cognitivos, gestión adecuada de IE (inteligencia emocional) y otros
constituyentes preservadores que coadyuvan alcanzar la trascendencia.
Implican también aquellas acciones encaminadas a mejorar y/o salvaguardar el bienestar integral.
Entre mis congruencias reconozco:
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Inminencias:
Corresponden a condiciones externas que afectan el apropiado progreso de la resiliencia y conseguir
la trascendencia entre otros aspectos relevantes (dificultades, cogniciones limitantes, etc.)
Implican también personas, lugares, que afectan la valía y otras esferas vitales.
Entre mis inminencias reconozco:
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233
Fines: Son los efectos a corto, mediano y largo plazo, que se procuran conseguir teniendo presentes
la cavilación, grafía, aserción, en la PERICIA TRASCENDENTAL. Estos deben ser sensatos,
específicos y precisos.
Estrategias: Son los medios o acciones diseñadas de modo sistemático y en encadenamiento

cronológico para obtener los fines.
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234
Mis fines a corto plazo son:
Personales:
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237
Mis fines a corto plazo son:
Formativos y/o laborales:
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239
Fines a corto plazo
Sociofamiliares y/o afectivos - personales:
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241
Fines a corto plazo
Espirituales:
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Fines a corto plazo.
Mis estrategias para lograr lo anterior son:
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245
Mis fines a mediano plazo son:
Personales:
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248
Mis fines a mediano plazo son:
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250
Fines a mediano plazo
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252
Fines a mediano plazo
Espirituales:
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254
Fines a mediano plazo.
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256
Mis fines a largo plazo son:
Personales:
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261
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Fines a largo plazo
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REVISIÓN
Este punto será revisado por el equipo interdisciplinar para revisar la pericia trascendental y
brindar observaciones y/o sugerencias.
Observaciones generales:
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Fecha de revisión: ________________________________________________

Firma de la persona usuaria: _______________________________________
Firma de profesionales
Nombre: ____________________________________________
Firma: ___________________________________________
Nombre: ____________________________________________
Firma: ___________________________________________
Nombre: ____________________________________________
Firma: ___________________________________________
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TERAPIAS
270
TERAPIA DE TRANSICIÓN EMOCIONAL
Nombre: ____________________________________Fase: ________________________________
Fecha: _______________
Situación:
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Observaciones Generales:
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Recomendaciones:
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Compromiso:
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Profesional (es) tratante (s):
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TERAPIA DE CONTRASTACIÓN
Nombre: Fecha:
Fase:
Inconvenientes:
Observaciones generales:
Medida(s) socioformativa(s): (Son las ayudas terapéuticas
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que se empelarán para superar la problemática)
Profesional (es) tratante (s):
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ACTIVIDAD GRUPAL
Área: ________________________ Actividad: ________________________
Fecha: _______________________
Hora inicio / fin: ________________________________________
1. Tema (Justificación):
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4. Recursos:
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ACTIVIDAD GRUPAL
5. Utilización de dinámicas:
Si utilizará dinámicas menciona estas.
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6. Sugerencias o recomendaciones
Informe sobre cualquier cambio que pudiese hacerse (mejorar iluminación, sonido, etc.). Actividades
extramurales o intramurales para la actividad que se puedan considerar.
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7. Conclusiones
Informe sobre si se cumplieron o no los objetivos de la actividad. En caso de no cumplirse, señale las
estrategias posteriores a utilizarse para mejorar.
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TERAPIA DE FAMILIA
APELLIDOS DE LA FAMILIA________________________________________
DIRECCIÓN DE LA
RESIDENCIA______________________________________________________________________
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TELÉFONO RESIDENCIA______________CELULAR________________________
TIPO DE FAMILIA (ENSAMBLADA, EXTENSA, ETC.).

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CONFLICTOS
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CONFORMACIÓN FAMILIAR
NOMBRE PARENTESCO EDAD ESCOLARIDAD
*En caso necesario añadir más celdas.
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TERAPIA DE FAMILIA
Genograma Familiar
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Observaciones frente al Genograma
Fecha de las sesiones:
293
TERAPIA DE FAMILIA
Fecha de las sesiones:

Anote las fechas de las sesiones y/o también considere puntualidad, faltas a sesiones, entre otros
aspectos relevantes.
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TERAPIA DE FAMILIA
Expectativa de la familia para el proceso terapéutico de la familia

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Cambios logrados en la familia
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TERAPIA DE FAMILIA
Observaciones sobre la familia

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299
RETROALIMENTACIÓN
Es necesario tener información de los demás sobre nuestras actuaciones, esto nos ayuda a afianzarnos
A continuación, la persona usuaria tiene que responder la pregunta:
¿Cómo se proyecta según su propia versión?
Ejemplo se considera responsable.
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300
RETROALIMENTACIÓN
“Uno no alcanza la iluminación fantaseando sobre la Luz, sino haciendo consciente la oscuridad”.
Carl Gustav Jung
Este formato tiene que ser completado por el/los, profesional (es) tratante (s)
¿Cómo se proyecta la persona usuaria según sus pares y/o los demás?
Señale con un circulo lo que sus pares y/o demás perciban sobre la persona usuaria:
Responsabilidad
Irresponsabilidad
Envidia
Carisma
Pereza
Egoísta
Altruista
Seguridad
Inseguridad
Intolerancia
Respetuoso (a)
Agresividad
Pasividad
Iniciativa
Miedo
Transparencia
Mentiras
Otros
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RETROALIMENTACIÓN
Nombre de persona usuaria:___________________________________________________________
Fecha: ________________________________
Número de retroalimentación ( )
Retroalimentar es:
Recibir la información relativa a sus errores, para ser corregidos, y de sus aciertos, para ser
reforzados. En tal sentido se procederá a retroalimentar.
Luego de haber distinguido entre lo que creía proyectar y lo que proyecta.
Se logran los siguientes compromisos.
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Se realizan las siguientes recomendaciones
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Firma de persona usuaria
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TERAPIA DE RESTITUCIÓN
Nombre: _____________________________________________________________________
Fecha: _______________________________________________________________________
Numero de restitución ( )
Fase en la que se realiza_________________________________________________________
La TERAPIA DE RESTITUCIÓN implica restituir todas aquellas esferas vitales que se encuentran
afectadas con el objetivo de solventar las diversas vicisitudes que afecten la resiliencia u otros
aspectos para fomentar la trascendencia y salvaguardar el bienestar integral.
Compromiso:
ACTIVIDADES Y METAS PARA PERICIA TRASCENDENTAL:
Área____________________ Tarea:
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ACTIVIDADES Y METAS PARA PERICIA TRASCENDENTAL:
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Evaluación de familiares:
Aquí se consideran los factores patodistónicos de los familiares de la persona usuaria.

Actitudes positivas
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Actitudes positivas
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Aquí se consideran las actitudes disruptivas de los familiares (factores mantenedores de patología,
factores patosintónicos, etc.)
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Aquí se consideran las actitudes disruptivas de los familiares (factores mantenedores de patología,
factores patosintónicos, etc.)
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Inconvenientes referentes a las normas establecidas
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Compromiso para la restitución (posterior emancipación gradual de persona usuaria)
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Recomendaciones generales
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Firma y Nombre de la Persona usuaria:
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Firma profesional (es) tratante (s)
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NARRACIÓN DE RESTITUCIÓN
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FECHA: ...........................................................................................................................
NOMBRE: .........................................................................................................................
Numero de narración: _____________________________________________________
Luego que la persona usuaria ha participado de la fase de emancipación y/o restitución, en eventos
intramurales o extramurales, etc., se requiere distinguir los factores patosintónicos y patodistónicos
que afectan la resiliencia u otras áreas, para solventarlas, potenciando las que sirven de coadyuvantes
y extinguiendo aquellas que afectan el bienestar integral.
Es relevante realizar la adecuada retroalimentación al final.
Nota: Dependiendo del número de narraciones de restitución se contrastarán los avances o retrocesos
para intervenir de la manera más adecuada posible.
OBSERVACIONES: referente a actitudes negativas
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Observaciones referentes a actitudes positivas
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Actitudes de la familia
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MEDIDAS TERAPÉUTICAS:
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CONSTATACIÓN DE
PROCESOS
323
HOJA DE EVOLUCIÓN
Nombre de persona usuaria: ________________________________________________________________

Nro. H.C.___________________
Fecha ANOTACIONES
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325
ANOTACIONES
FECHA: _____________
PERSONA USUARIA: _______________________________
1- PLAN DE TRATAMIENTO:
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INSTRUMENTOS TERAPÉUTICOS:
RESPONSABILIDAD VITAL: _____________________________
PRE-PERICIA TRASCENDENTAL: __________________________________
LIBRO DE COFRADÍA: ______________________________
HISTORIA CLÍNICA PERSONAL: ____________________________
INSIGHT: ________________________________________
Representación reflexiva: ____________________________
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ANOTACIONES
PSICOLOGIA INDIVIDUAL: #___________

FECHAS:
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INTERVENCIONES FAMILIARES: #___________

TERAPEUTA_________________________________________________________
FECHAS:
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CONSTATACIÓN DE PROCESOS:
6.1-TERAPIA DE TRANSICIÓN EMOCIONAL: #___________
FECHAS:
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ANOTACIONES
Formato: (Colocar formato al que se le hace constatación)

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ALTERNATIVAS CUMPLIDAS O ELABORADAS:
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ALTERNATIVAS TODAVÍA NO ELABORADAS:
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6.2- CONTRASTACIONES: #___________
FECHAS:
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PROBLEMÁTICAS O SITUACIONES TRATADAS Y/O SOLVENTADAS EN LAS CONTRASTACIONES:
ENUMERAR LAS SITUACIONES Y LUEGO COLOCARLAS EN LAS FECHAS CON LA NUMERACIÓN
CORRESPONDIENTE
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FECHA: ______________________________________________________________________
ANOTACIONES
MEDIDAS TERAPÉUTICAS CUMPLIDAS O ELABORADAS:
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ANOTACIONES
7- INTERVENCIÓN GRUPAL:
7.1- ESTIMACIONES NEGATIVAS: #_________
FECHAS:
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Estimaciones positivas #____________
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En caso de estimaciones negativas ponga el argumento.
ARGUMENTOS
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ANOTACIONES
OBSERVACIONES GENERALES:
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INTERVENCIÓN TERAPÉUTICA
Terapeuta: ....................................................................Hora: ............................................
Fecha: ..................................................................................................................................
Persona usuaria: ............................................................................................................................
DIFICULTADES:
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MEDIDAS TERAPÉUTICAS:
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APRECIACIÓN DE PROGRESO
Código: F/M TP- IKA- 023 / Versión: - 01 / Fecha: 10/01/2022
Cumple= C No cumple= NC Aplazamiento= A Regular= R Bueno= B

Satisfactorio= S
Nota: Aplazamiento amerita medidas terapéuticas por exhibir desinterés frente al proceso u otros comportamientos, actitudes disruptivas.
NOMBRE: ................................................................................................................................................ FECHA

ASPECTOS POR FASE 1
CONSIDERAR FASE 3
AYURVEDA
FASE 2 INSIGHT SOFROLOGÍA
ASIMILACIÓN INTERVENCIÓN EMANCIPACIÓN GRADUAL RESTITUCIÓN
Insight
Puntualidad
Autoestima
Gestión emocional
Iniciativa y
Creatividad
Trascendencia
Responsabilidad
Tolerancia
Asertividad
Honestidad
Interés en actividades
Sociabilidad
Actitudes Positivas
Respeto
Disciplina
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Aseo y Orden
Utilización de técnicas
aprendidas
Eficiencia
Altruismo
Cooperación
Habilidad de resolver
problemas
Resiliencia
Cofradía familiar
Trascendencia
Otros aspectos por

considerar:_____________________________________________________________________________________________________________________________
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EXPOSICIÓN DE FASE
NOMBRE DE LA PERSONA USUARIA: ____________________________________________
FECHA DE INGRESO: ________________
FASE ______________________________________________________________________
LOGROS:
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CONFLICTOS:
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Seleccione el número de terapias de grupo en los que la persona usuaria participo como facilitador (a)
EXPOISICIONES DE TERAPIAS DE GRUPO: ______________________________________
Seleccione el número de terapias en las que la persona usuaria participo de las contrastaciones
DE CONTRASTACIONES: __
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Seleccione el número de terapias en las que la persona usuaria participo de transición emocional____
Seleccione el número de terapias de narración trascendental especial en las que la persona usuaria participo ___
RECOMENDACIONES:
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SERVICIO NO CONFORME
Fecha: _____________________
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Manifieste la no conformidad:
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Señale las opciones que, para usted como persona usuaria del centro, le parecen
necesarias.
Rechazar: ___Terapia de contrastación: ____
TERAPIA DE TRANSICIÓN EMOCIONAL (ESPECIAL): ____
Otras terapias_________________________
Prescindir: ___ Actividades extramurales: ____
Actividades intramurales: _____
Cofradía familiar: ______ Intervención en Crisis: _____
Dialogar con un profesional del equipo tratante: ______________
Explique la opción:
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Responsable de definir tratamiento a la no conformidad:
Nombre:
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Cargo:
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Etapa donde se generó la no conformidad:
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RESPONSABLE DE APLICAR LA GESTIÓN A LA NO CONFORMIDAD:

Nombre: __________________________________________________________________
Cargo: _____________________________
Verificación de la gestión de la no conformidad (Viabilidad).

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Fecha de Verificación: _______________________Cumple Si___ (*) No___
(*) Explique por qué no
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Firma de responsable
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FICHA DE ABANDONO
Fecha: ______________________________________
Yo_______________________________________________________________________________
_____________________________________________por voluntad propia, deseo abandonar el
tratamiento que actualmente estoy recibiendo en el centro BASTONES DE ESPERANZA, Programa
“IKA”; desde la fecha me responsabilizo de mis actos. También hago constar que se me entregaron
mis pertenencias y se me brindó contención, pero mi decisión es la de abandonar el tratamiento por
las siguientes razones:
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Observaciones:
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Firma: ________________________________________________________
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HISTORIA
MÉDICA
FECHA HORA NOMBRE DEL FIRMA NUMERO

PROFESIONAL DE HOJA
357
ESTABLECIMIENTO NOMBRE APELLIDO SEXO (M-F) N° HOJA N° HISTORIA CLÍNICA
SNS-MSP / HCU- form.003 / 2008

1 MOTIVO DE CONSULTA ANOTAR LA CAUSA DEL PROBLEMA EN LA VERSIÓN DEL INFORMANTE
EXAMEN FÍSICO
A C
B D
2 ANTECEDENTES PERSONALES DESCRIBIR ABAJO, CON EL NUMERO RESPECTIVO
1. 5. ENF. 9. ENF. 13. ENF. 17. TENDENCIA 21. ACTIVIDAD

VACUNAS ALÉRGICA NEUROLÓGICA TRAUMATOL. SEXUAL FÍSICA
2. ENF. 6. ENF. 10. ENF. 14. ENF. 18. RIESGO 22. DIETA Y
PERINATAL CARDIACA METABÓLICA QUIRÚRGICA SOCIAL HÁBITOS
3. ENF. INFANCIA 7. ENF. 11. ENF. HEMO 15. ENF. 19. RIESGO 23. RELIGIÓN Y
RESPIRATORIA LINF. MENTAL LABORAL CULTURA
4. ENF. 8. ENF. 12. ENF. 16. ENF. T. 20. RIESGO 24. OTRO
ADOLESCENTE DIGESTIVA URINARIA SEXUAL FAMILIAR
3.- HEPATITIS
SNS-MSP / HCU- form.003 / 2008

ANAMNESIS
358
EVOLUCIÓN MEDICA
359
REFERENCIA Y CONTRAREFERNCIA
360
361
DELIBERACIONES
362
PETICIONES
NOMBRE ____________________________________________________________
Registro de peticiones
FECHA: ______________________________
Peticiones
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FECHA: ______________________________
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CONTRIBUCIONES
NOMBRE ________________________________________
Registro de contribuciones
FECHA: _____________________________
CONTRIBUCIÓN:
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FECHA: _____________________________
CONTRIBUCIÓN:
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ESTIMACIONES
365
APRECIACIÓN MENSUAL
NOMBRE:
...........................................................................................................................................................
FECHA:
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Es importante valorar el cumplimiento de objetivo(s) individual(es), familiar, social, etc., de la

fase en la que se encuentre del proceso.
Valore las áreas en las que se determinaron lograr cambios.
Valore positivo; no asertivo, en transición (significa que queda aplazado para otra sesión por
cualquier situación Sui géneris). También se puede aplicar valoración de denegación (por
actitudes negativas constantes, apatía, etc.)
Al final aplique las medidas terapéuticas que se consideren necesarias y sean orientadas al
bienestar integral.
FASE........................................................................................................................................................
OBJETIVO (S):
Áreas
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APRECIACIÓN MENSUAL
AUTOEVALUACIÓN DE FASE
Se debe preguntar a la persona usuaria ¿Qué tipo de evaluación se da a si misma?, referente a
los distintos tipos de cumplimientos de áreas que se acordó previamente a mejorar, potenciar
o extinguir (en caso de conductas o pensamientos disruptivos)
Se le recuerda los tipos de calificación que puede usar.
Se le preguntará ¿Por qué cree que tiene esa valoración?
Se escribirá la valoración que la persona cree tener, luego se podrá contrastar o equiparar con
la de: el/la (los) profesional (es) tratante (s).
Después se le explica las razones fundamentadas en sus acciones pensamientos, etc.
¿CÓMO SE AUTO EVALÚA LA PERSONA USUARIA?
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Motivo por la que la persona usuaria, cree tener esa valoración

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APRECIACIÓN DE PROFESIONAL (ES) TRATANTE (S) CON ARGUMENTOS

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Observaciones
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RESPONSABLE(S):
Nombres y firmas
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NEXOS
/ Código: -TP-IKA-031 / Versión: - 01 / Fecha: 10/01/2022
Nombre: _____________________________________________
A través de los nexos podremos distinguir factores intrínsecos o exteriores

Este formato ha sido creado para realizar CONSTATACIÓN de procesos para comprobar los protocolos a seguirse y/o sugerir iniciativas que requieran
implementarse.
Cumplimiento = C Incumplimiento= IC En trámite= ET
FASE CERO
Aspectos por considerar Cumplimento Incumplimiento En trámite Anotaciones
Exordio informativo
Actividades de fase cero
FASE DE ASIMILACIÓN (Primera fase)

Aspectos por considerar Cumplimento Incumplimiento En trámite Anotaciones
Proceso de recepción fase
cero
Autorización de
internamiento
Contrato de prestación de
servicios
ESTIPULACIÓN DE
AVENENCIA.
Acta reiterativa de
compromiso.
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FASE: ASIMILACIÓN SUBDIVISIÓN INSIGHT
Aspectos por considerar Cumpliment Incumplimiento En trámite Anotaciones
o
APRENDIZAJE POR
INSIGHT
Terapias individuales
Terapias grupales
Atención médica
Asistencia psiquiátrica
Autoevaluación
Cronología volitiva
SEGUNDA FASE: INTERVENCIÓN
Representación
reflexiva.
Diseñar y comenzar plan
de intervención
Terapias individuales
Terapias grupales
Atención médica
Autoevaluación
Alocuciones explícitas
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Adecuada expresión
emocional y gestión de
IE.
Aspectos por considerar Completo Incompleto En trámite Anotaciones

FASE DE INTERVENCIÓN CON SU SUBDIVISIÓN LOCUS
Hoja de evolución
Asistencia médica
Asistencia psicológica
Trabajo social
Lenguaje asertivo.
Autoevaluación
Terapia de transición emocional.
PRELUDIO VITAL
PLAN DE TRATAMIENTO
REVISIONES DE PLANES DE
TRATAMIENTO
Socializar el NOUS
Distinguir factores patosintónicos y

patodistónicos.
Reconocer la relevancia del NOUS en la

determinación de su posterior pre-pericia
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trascendental.
Diseñar y comenzar plan de intervención
Mejorar cofradía familiar

Utilizar semáforo de pensar.
FASE DE INTERVENCIÓN CON SU SUBDIVISIÓN LOCUS (AYURVEDA)
Completo Incompleto En trámite Anotaciones
Formatos por realizarse en esta fase.
Hoja de evolución
Asistencia médica
Trabajo social
Representación reflexiva.
Diseñar y comenzar plan de intervención
Registrar anotaciones en la bitácora de

exposición.
Alocuciones explícitas
Adecuada expresión emocional y gestión de

IE.
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Diseñar NOUS
Socializar
GUIA DE MODELO ABCDE
MANUAL DE CONVIVENCIA
LIBRO DE COFRADÍA FAMILIAR
GUÍA DE INSIGHT
REGLAMENTO INTERNO
Asistencia psiquiátrica (después de

valoración interdisciplinar)
ACTIVIDADES EXTRAMURALES
DURANTE EL TRATAMIENTO
TERAPIA DE TRANSICIÓN
EMOCIONAL
ACTIVIDAD GRUPAL
Autoevaluación
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FASE DE INTERVENCIÓN CON SU SUBDIVISIÓN LOCUS (SOFROLOGÍA)
Gestionar inteligencia emocional.
Utilizar modelo ABCDE o detención de

pensamiento ante eventos patosintónicos.
Utilizar bitácora existencial.
Diseñar plan de determinación y

enmendamiento trascendental.
GUÍA DE INSIGHT
REGLAMENTO INTERNO
Hoja de evolución
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Asistencia médica
Trabajo social

REALIZAR PRE - PERICIA

TRASCENDENTAL
Mejorar cofradía familiar.
EMOCIONAL
Autoevaluación
380
FASE DE EMANCIPACIÓN GRADUAL
GUÍA DE INSIGHT
REGLAMENTO INTERNO
Hoja de evolución
Asistencia médica
Trabajo social

REALIZAR BITÁCORA DE EXPOSICIÓN

Y SEMÁFORO DE PENSAMIENTO.
REALIZAR ANÁLISIS
TRANSACCIONAL.
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PROBAR CAPACIDAD DE RESILIENCIA
CON EJERCICIOS.
DISMINUIR DIÁLOGO INTERNO
NEGATIVO.
REGLAS DEL PLAN DE

EMANCIPACIÓN GRADUAL

REPORTES ESCRITOS
REGLAS DE LOS REPORTES ESCRITOS

EN FASE DE EMANCIPACIÓN
GRADUAL
SONDEAMIENTOS
COFRADIA FAMILIAR

FUNCIONES “IKA”
Autoevaluación
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EMOCIONAL
Ejecución NOUS
FASE DE EMANCIPACIÓN GRADUAL CON SU SUBDIVISIÓN DETERMINACIÓN
GUÍA DE INSIGHT
REGLAMENTO INTERNO
Hoja de evolución
Asistencia médica
Trabajo social

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UTILIZAR LA HISTORIA PARTICULAR
LEER Y LLENAR EL LIBRO DE

COFRADÍA.
Autoevaluación
EMOCIONAL
ACTIVIDAD GRUPAL
EJECUCIÓN NOUS
EMANCIPACIÓN GRADUAL CON SU SUBDIVISIÓN DE ENMENDAMIENTO TRASCENDENTAL
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GUÍA DE INSIGHT
REGLAMENTO INTERNO
Hoja de evolución
Asistencia médica
Trabajo social

Utilizar técnicas de sofrología y ayurveda
Gestionar plan de enmendamiento

trascendental
Autoevaluación del plan de enmendamiento

trascendental
Revisión y/o aprobación del Plan de

emancipación Gradual.
Diseñar plan de determinación vital.
Aprender a determinarse.
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Utilizar técnicas aprendidas.
Practicar tolerancia.
Participar en actividades extramurales.
Prepararse para ser guía de turno.
EMOCIONAL
ACTIVIDAD GRUPAL
Autoevaluación
FASE DE LA RESTITUCIÓN
Hoja de evolución
Asistencia médica
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Trabajo social

Restituir las habilidades de afrontamiento y

autocontrol.
Utilizar la restitución existencial.
Expresar los sentimientos mediante dibujo

con la temática: “No te lo guardes”
Actividad “plan de transparencia”:
Respetar los compromisos adquiridos.
NARRACIÓN DE RESTITUCIÓN DE
PERSONA USUARIA
EMOCIONAL
387
ACTIVIDAD GRUPAL
Autoevaluación
CUARTA FASE DE LA RESTITUCIÓN SUBDIVISIÓN CONTINUIDAD
Hoja de evolución
Asistencia médica
Trabajo social

Restituir las habilidades de afrontamiento y

autocontrol.
NARRACIÓN DE RESTITUCIÓN DE
PERSONA USUARIA
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EMOCIONAL
ACTIVIDAD GRUPAL
Autoevaluación
APRECIACIÓN DE PROGRESO
Formatos especiales (Son valorados por equipo

interdisciplinar)
FORMATO GRUPO 24
FORMATO NARRACIÓN TRASCENDENTAL

ESPECIAL
FORMATO BITÁCORA EXISTENCIAL
PREPLAN DE ENMENDAMIENTO
TRASCENDENTAL
PLAN DE ENMENDAMIENTO
TRASCENDENTAL
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FORMATO DE ACTIVIDADES DE FASE
CERO
OTROS FORMATOS
Especifique el formato que ha recibido (anotaciones): pues aquí se incluye otros formatos (vea anexo proceso de organigrama)
Detalle si se dio cumplimiento o incumplimiento, está en trámite u otros.
Formato:________________________________________________________________________________________________________________________________
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RESPONSABILIDAD VITAL
En la guía de responsabilidad vital nos enfocaremos en psicoeducar referente algunas

temáticas que se consideran relevantes con el objetivo de distinguir el tipo de reacción que
solemos adoptar ante diferentes situaciones.
La responsabilidad vital requiere de constancia, es necesario invertir costumbres sociales, a

las que a veces, no prestamos la importancia que merecen.
Por tal razón esta guía pretende orientarnos a recuperar aquella responsabilidad vital que por
una u otra razón hemos visto distante de consolidar.
Identificaremos las circunstancias en las que la falta de comunicación o las barreras
comunicacionales han afectado la adecuada recepción de información.
Al ser una guía extensiva trabajaremos de forma segmentada:
Primer punto para tratar:
Comunicación
Señale lo que usted considere apropiado

Mi estilo de comunicación es:
Asertivo
Agresivo
Pasivo.
No sabría definirlo.
Partiremos por lo básico.

Visto desde un punto de vista más definitorio, la comunicación se considera como un proceso
dinámico en el que intervienen 3 elementos:
Emisor: es el que transmite el mensaje.
Receptor: es el receptor de dicho mensaje.
Canal: es el soporte a través del cual se transmite el mensaje. Este puede ser verbal, vocal o
visual.
Una comunicación siempre tiene como objetivo obtener una respuesta. Esta respuesta es
considerada el propósito de realizar el mensaje. Cuando la respuesta que recibimos del
receptor coincide con la que esperábamos, se considera que la comunicación ha sido efectiva.
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ESTILOS DE COMUNICACIÓN
Cada estilo de comunicación puede describirse en función de los componentes de las
habilidades sociales que utiliza el individuo. Cada persona tiene un estilo de comunicación
que predomina en relación con los otros dos.
Si bien es cierto que nos solemos comunicar de una forma más frecuente en uno de estos
estilos, dependiendo tanto de cuál sea nuestro interlocutor, del tema o la situación dada,
podemos ir rotando entre los tres estilos que existen.
Por ejemplo, si nos encontramos en un ambiente que nosotros consideramos inseguro como
puede ser el trabajo, lo más seguro es que adoptemos un estilo de comunicación pasivo. Por
el contrario, en el entorno familiar solemos adoptar un estilo entre agresivo y asertivo, debido
a la confianza que este entorno nos genera.
Alguno de estos estilos nos servirá para facilitar las relaciones con los demás, mientras que
otros la dificultarán afectando al vínculo que nos une con esa persona. Los factores
facilitadores de la comunicación son todos aquellos que contribuyen a disminuir el esfuerzo
que tiene que hacer el receptor para entender el mensaje.
Estos factores generan en este individuo una actitud positiva y de colaboración, beneficiando
la relación entre emisor-receptor. Así, dependerá del estilo de comunicación que utilicemos
para comunicarnos, que nuestro mensaje llegue al receptor tal y como nosotros hemos
querido emitirlo desde un principio y no sea malinterpretado
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TRES SON LOS ESTILOS DE COMUNICACIÓN EXISTENTES
1 ESTILO DE COMUNICACIÓN ASERTIVO
Este estilo es el intermedio entre el estilo agresivo y el pasivo y es característico de las

personas que son capaces de defender sus propios intereses y opiniones al mismo tiempo que
respetan que los demás tengan los suyos. Es el único estilo de comunicación que facilita la
relación entre las personas.
La persona asertiva sabe defender sus derechos a la vez que discrepa y además entiende y
respeta los puntos de vista de su interlocutor. Suelen ser personas que disfrutan de buena
autoestima, poseen seguridad en sí mismos y se muestran confiadas.
Buscan en la comunicación soluciones satisfactorias para ambas partes sin ninguna intención
de manipulación. En definitiva, se sienten relajadas y con control ante la situación, lo cual
facilita la comunicación. Se gustan a sí mismos y gustan a los demás. Estas personas suelen
utilizar mensajes “yo”, es decir, mensajes como pueden ser: “yo opino”, “yo creo”, “yo
deseo” …
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LAS HABILIDADES COMUNICATIVAS QUE SUELEN TENER LAS PERSONAS
CON ESTILO ASERTIVO SON:
Por un lado la empatía, es decir, la habilidad para ponerse en el lugar y punto de vista del otro
y poder ponerse en su situación, teniendo en cuenta sus sentimientos, expectativas y sus
intereses.
Por otro lado, la escucha activa, que consiste en percibir y entender toda la información que
recibimos de nuestro interlocutor y su contexto, evitando realizar interrupciones o juicios
previos.
A su vez, emitiremos mediante nuestra comunicación no verbal (gestos, señales y conductas)

un feedback para que la otra persona sepa que estamos recibiendo correctamente su mensaje.
Estas personas se adaptan a cada contexto donde se desarrolla la interacción con el otro
individuo, consiguiendo comunicarse de la manera óptima posible en cada situación.
Este estilo favorece el afecto y afianza lazos familiares, enseña a resolver conflictos de forma
respetuosa, establece bien las normas y utiliza adecuadamente las contingencias. Su conducta
no verbal está caracterizada por una expresión facial amigable y relajada. Miran fijamente a
su interlocutor, pero siempre respetando los descansos necesarios. Sonríen frecuentemente y
se sitúan frente a frente a la otra persona, pero siempre respetando los espacios personales.
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Hacen uso de gestos firmes frecuentemente, pero sin resultar amenazantes. Se muestra
atento(a) a lo que su interlocutor le quiere transmitir mediante la realización de preguntas
adecuadas y, respondiendo también de forma óptima, al tipo de pregunta que recibe del otro
individuo.
En relación con la conducta verbal, hacen uso de la primera persona del singular de cada
verbo para mostrar abiertamente sus propias opiniones e ideas, emociones, y sentimientos.
Es el estilo de comunicación más efectivo, existen métodos y herramientas que nos ayudan a
aumentar la fluidez y frecuente uso de este estilo.
Ejemplo. Nos encontramos en un debate grupal, en el que tu opinión difiere a las del resto de
los participantes, ¿Cómo actuaría este estilo?
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Una persona asertiva defendería sus opiniones y si se diera la situación de que las demás
personas no están de acuerdo con ella, lo entendería y respetaría.
Gracias a este estilo, los sentimientos que se tienen cada vez que se interactúa son de
satisfacción, seguridad y control emocional y de la situación.
2 ESTILO DE COMUNICACIÓN AGRESIVO
Las personas que utilizan este estilo tratan de imponer su criterio y conseguir sus objetivos
sin importarle la opinión ni los sentimientos de su interlocutor. El modus operandi de estos
individuos es el uso de estrategias como amenazas, intimidación, sarcasmo,
acusaciones, sentimiento de culpabilidad, enfado y reproches.
En ningún momento se tiene en cuenta los derechos que deben tener los demás y su lenguaje
suele tener un exceso de expresiones tales como: “debes de…”, “nunca podrás.”,
interrumpiendo el discurso de la otra persona para decirle que no puede hacer nada y que no
tiene la capacidad.
Su conducta verbal se caracterizará por tono de voz elevado y frio impidiendo la entonación,
habla rápida y fluida, haciendo uso de monólogos y con muy poco intervalo entre una
intervención y otra, no dejando que su interlocutor de su opinión. Además, hacen uso de un
modo verbal imperativo.
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Critican el comportamiento de los demás, llegando incluso a propagar insultos hacia el otro.
No muestran ningún tipo de interés por sus interlocutores.
Los rasgos característicos de su conducta no verbal suelen ser un cuerpo adelantado, mirada
fija penetrante con signos de tensión o enfado constante, gestos excesivos amenazantes hacia
su receptor, cara crispada, invasión del espacio vital de la otra persona posicionándose frente
a frente, entre otros.
3 ESTILO DE COMUNICACIÓN PASIVO O INHIBIDO
Los individuos que se caracterizan por este estilo inhiben su comportamiento con tal de evitar
cualquier confrontación con otra persona en vez de hacerse respetar. Tienen una excesiva
necesidad y preocupación por agradar a los demás y, a menudo, se sienten incomprendidos
por los demás o manipulados.
Suelen estar dudosos en relación con sus intervenciones en la comunicación con otras
personas, haciendo uso de frases tales como “Eh… bueno, quizás,” “mmm, tal vez…”. Son
personas a las que no les gusta llamar la atención y hacen lo que sea para evitarlo. No se
implican en los temas y muestran conformidad ante las decisiones de los demás,
anteponiendo los deseos y opiniones de los demás a los suyos propios.
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Aunque la persona no muestra su opinión llevando a cabo una actitud conformista, esto es
recibido por su interlocutor como una muestra de actitud de inseguridad y temor frente a la
situación.
Su conducta verbal está representada por un tono de voz excesivamente bajo y vacilante. La
entonación resulta monótona, habla entrecortad y la velocidad es, o muy rápida (producto de
los nervios) o excesivamente lenta. Las frases son cortas, incluso a veces haciendo uso
solamente de monosílabos.
A menudo hace uso del modo condicional, sin afirmativas y frecuentes muletillas dubitativas.
Sus respuestas tienen el menor número de palabras posible.
Su conducta no verbal se caracteriza por cabeza y/o mirada cabizbaja, expresión facial seria o
sonrisa tímida. La postura y movimientos son rígidos, alejados y encorvados y evitando estar
frente a frente con su interlocutor. Afirmación frecuente con movimientos con la cabeza.
Evita el contacto físico y ocular.
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EJEMPLOS DE COMPORTAMIENTO AGRESIVO, PASIVO Y ASERTIVO
SITUACIÓN A
Habías quedado con un/a amigo/a para cenar en tu casa. Acaba de llegar, pero con una hora
de retraso y no llamó para hacértelo saber. Estás molesto/a por su retraso.
-Pasivo: “Pasa. La cena está en la mesa”
-Agresivo: “Eres una cara dura ¿Cómo te atreves a llegar tan tarde? Es la última vez que te
invito”.
-Asertivo: “Llevo esperando una hora. Me gustaría que hubieras llamado para decirme que
llegarías tarde”.
SITUACIÓN B
Compraste ayer unos zapatos y hoy tienen la suela despegada. Quisieras cambiarlos.
Vas a la tienda donde los compraste le cuentas el problema al dependiente. Éste dice que es
muy fácil arreglarlo y que lo puedes hacer tú mismo/a en casa. Tú contestas:
-Pasivo: “Está bien. Hasta luego”
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-Agresivo: “Cámbiamelos ahora mismo ¿Es que has creído que soy un zapatero?
-Asertivo: “Es posible, pero preferiría que los cambiaras. Quisiera otro par de zapatos”
¿Qué observaciones tiene hasta el momento de haber recibido la información?:
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Primer punto: Comunicación.
Después de recibir la información referente a los estilos de comunicación. Escriba

situaciones reales o ficticias en las que usted se pudiese para que utilice los estilos de
comunicación.
Situación
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Agresivo
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Pasivo
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403
Punto dos
Resignificar:
Es hacer la conexión entre dos cosas, para que una le dé un significado distinto a la otra.
Por ejemplo, cuando la madre le dice al hijo: “por favor ponte la casaca de cuero, cuando salgas que hace frio”
y el hijo le dice: “mamá eres molestosa”, la madre automáticamente lo resignifica y le dice: “no hijo, no soy
molestosa, es que me preocupo por ti y por tu salud”. En el fondo resignifica “ser molestosa” con “ser
cariñosa”.
Transforme las preguntas en afirmaciones
Esto nos ayuda declarar realidades internas y a movilizar recursos. La mayoría ha tenido uno de esos días, en
los que al llegar a casa se dicen a sí mismos (as): “Pero ¿por qué me siento así? ¿Por qué me siento tan
desesperanzado(a) y sin fuerzas?”.
Transformar las preguntas en afirmaciones plantea convertir preguntas en autoafirmaciones. Veamos algunos
ejemplos.
1 ¿Por qué hoy me siento tan mal? ⇔ resignificándole quedaría: Hoy me siento mal, voy a hacerlo posible
para cambiar esta sensación y que mañana sea un día mejor.
2 ¿Por qué tengo la sensación de que mi pareja está cada día más distante? ⇔ resignificándole quedaría:
Mi pareja está distante, voy a preguntarle si hay algún problema.
Para concluir, este segundo punto, como hemos podido ver la técnica es funcional a la hora de permitirnos
tomar contacto con nuestras necesidades. Asimismo, nos invitan a responsabilizarnos, a ser valientes con lo
que sentimos y actuar en consecuencia para favorecer nuestro avance, nuestra maduración personal.
404
Punto dos
Resignificar
Ejercicio
Escriba situaciones reales o ficticias en las que usted podría usar la resignificación.
Situación
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Punto tres:
Responsabilidad
Para aprender a vivir de manera responsable es necesario que cambiemos nuestra manera de pensar.
En lugar de lamentarnos por nuestras acciones o circunstancias, debemos preguntarnos por qué
suceden y cómo podemos cambiarlas.
Técnica para aumentar nuestra responsabilidad: completar oraciones. Debemos apuntar cada
frase e ir escribiendo entre cinco y diez finales diferentes, escribiendo lo primero que nos venga a la
cabeza. Una vez hayamos rellenado todo, revisaremos lo que hemos escrito y reflexionaremos sobre
ello. Las frases para este ejercicio son las siguientes:
A manera de práctica se usarán las siguientes frases.
Lo malo de comportarme como una persona indefensa es…

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Punto tres:
Responsabilidad
Si actuara con menos responsabilidad en mis relaciones…

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Si no me hiciera responsable de mis sentimientos…

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407
Punto tres: responsabilidad. Técnica (completar oraciones) entre cinco y diez finales diferentes,
escribiendo lo primero que nos venga a la cabeza. Una vez hayamos rellenado todo, revisaremos lo
que hemos escrito y reflexionaremos sobre ello
Frases de ejemplo:
Si me hiciera responsable de todas mis acciones…
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Si me hiciera responsable de todo lo que digo…
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Soy más responsable de mi vida cuando…
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Punto tres: responsabilidad
Evito la responsabilidad sobre mi vida cuando…

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Cuando soy responsable siento…
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Cuando evito la responsabilidad siento…
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Punto tres: Responsabilidad. Técnica (completar oraciones)

Coloque frases de situaciones reales o ficticias a las que quisiera darle finales diferentes para
reflexionar
Frase
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Finales
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410
Punto tres: Responsabilidad. Puntué del 1 al 10 que tan responsable cree que ha sido con los
siguientes temas: (Considere que uno es pésimo y diez, excelente)
Salud integral
Elección de pareja
Elección de amigos
Economía
Trabajo
Relaciones personales
Forma de tratar a los demás
Desarrollo personal
Carácter
Felicidad
Autoestima
Autocontrol
Autonomía
Resolución de conflictos
Inteligencia emocional
Relaciones familiares
Responsabilidad
Honestidad
Ingestión alimentaria
Higiene básica
Horarios de sueño
Consumo de sustancias psicoactivas
Consumo de alcohol
Consumo de cigarrillo
Comunicación familiar
Desempeño académico
411
Punto tres: Responsabilidad.
Una vez identificadas las áreas en las que ha visto que es menos responsable, necesitará saber cómo
cambiarlo y puede que creas que no tiene la respuesta.
Sin embargo, podría usar la técnica de: traducir sus pensamientos a conductas. No basta con decir
“Voy a quererme más”. Convierta ese pensamiento en conductas concretas: por ejemplo, abrazarse
todas las mañanas, escribir un poema para usted mismo (a). Regalarse algo que le guste y le haga
bien.
Ejercicios
Ejemplo:
Traduzca sus pensamientos “debería” a conductas.
Debería sacar mejores notas en inglés.
Traducido:
Estudiare media hora diaria el verbo TO BE.
Utilice situaciones reales o ficticias en las que le gustaría traducir los pensamientos a conductas.
Frase:
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Frase:
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REPRESENTACIÓN REFLEXIVA
Si no ha logrado conocerse a sí mismo(a), o ser consciente de sus fortalezas o debilidades, y se le

dificulta identificar sus estados de ánimo, con las consecuencias que estos pueden tener en sus
comportamientos, quizá se encuentre con inconvenientes para controlar sus reacciones para utilizarlas
productivamente.
Es la oportunidad para que pueda conocerse más.
Responda las siguientes interrogantes. Recuerde que no existen respuestas buenas o malas.
¿Qué sabe hacer bien?
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¿En qué destaca?

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¿Cómo es usted?
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¿Cómo se comporta generalmente?
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¿Qué le diferencia de los demás?
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¿Qué es importantes para usted?
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¿Cuáles son las razones de peso para que usted no tome decisiones?
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¿Usted se cree capaz de tomar decisiones importantes? ¿Por qué sí? ¿Por qué no?
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¿Qué le gustaría hacer?
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¿Cuáles son sus metas?
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¿Qué es lo que hace en su tiempo libre?
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¿A que le teme? ¿Ha intentado algo para superarlo? Si la respuesta es si ¿funciono? ¿no funciono?
¿Qué sucedió?
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ALOCUCIONES EXPLÍCITAS
Es importante aprender a detectar y aceptar nuestras emociones, para poderlas manejar y no ser
manejados por ellas.
Cuando expresamos una emoción, es importante hacerlo en primera persona (yo me siento…) y no
atacar o culpar al otro.
También es necesario ser claros y concisos, sin darle muchas vueltas, para que los demás entiendan
fácilmente lo que estamos expresando.
Recuerde que luchar contra las emociones, aumenta el malestar y hace que la atención y energía se
centren en la emoción y no en la solución del problema.
Lo mismo sucede cuando las negamos.
Para controlar y disminuir las emociones que nos están perjudicando, necesitamos reconocer y aceptar
los pensamientos que las mantienen o incrementan y modificarlos.
Se trata de hacer un análisis objetivo y detallado del porqué de dicho pensamiento y del motivo por el
que es un pensamiento erróneo.
Lea la siguiente frase:

Las cosas son como son, no como yo quiero que sean
Referente a esta frase usted esta
De acuerdo
Poco de acuerdo
En desacuerdo
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430
Lea la siguiente frase:

No esperar que los demás actúen como actuarías tú
Referente a esta frase usted esta
De acuerdo
Poco de acuerdo
En desacuerdo
Explique el motivo de su respuesta
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El propósito de las alocuciones explícitas es disminuir el diálogo interno negativo que nos afecta,
dejar de criticar a otros y a nosotros (as) mismos (as).
Fomentar la tolerancia y centrarnos en el aquí y el ahora.
Los siguientes ejercicios se exponen para practicarlos.
Nota: Cabe resaltar que estas técnicas solo son parte de un amplio conglomerado de alternativas que
su profesional tratante puede emplear. Dependiendo de sus características particulares.
1 dejar de juzgar
Poner etiquetas es una manera de volvernos más propensos a valorar negativamente a ciertas personas
casi por cualquier cosa que hagan. Cuando no percibimos a los demás por lo que hacen sino por lo
que creemos que son, nuestros prejuicios pueden hacer que adoptemos actitudes hostiles e irracionales
ante algunos, aunque en otras ocasiones nos afectamos con pensamientos disruptivos.
Durante un día dejaremos de juzgar a otros y a nosotros mismos para lograrlo usaremos la técnica del
STOP.
Cada vez que venga un pensamiento negativo diremos con voz fuerte “STOP” practicaremos esta
técnica primero con el profesional tratante. Luego convertiremos aquella voz ruidosa en un anclaje
(pudiendo ver la imagen del STOP, o escuchando la voz que nos dice STOP, etc.)
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Técnica STOP
Ejercicios
En la mañana los pensamientos que aparecieron fueron:
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Utilice la técnica y me pareció:

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En caso de que crea que la técnica no le funciona ¿Qué siente que necesita?
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En caso de que la técnica le funcione. ¿Cómo se siente?

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En la tarde los pensamientos fueron:

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En la noche los pensamientos fueron:

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¿Qué hago antes de acostarme a descansar?
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Un amigo (a) suyo se acerca a contarle que un conocido (a), de él/ella, le fue infiel a la pareja.
¿Qué haría usted?
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Alguien llega a contarle un rumor sobre un vecino suyo. ¿Qué haría usted?
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¿Por qué no puede vivir de rumores?

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Responda las siguientes preguntas. Recuerde que no existen respuestas buenas o malas.
¿Está haciendo realmente lo que quiere, o se conforma con lo que hace?
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¿Podría escribir todas las virtudes que posee?
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¿Qué cree que gusta más de usted a los demás?
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¿Qué cree que gusta menos de usted a los demás?
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¿Tiene miedo a la incertidumbre?
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¿Qué le hace sentir orgulloso(a) de usted mismo(a)?

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Del 1 al 10, ¿se considera feliz? Si / No ¿Por qué? ¿Qué le hace falta?
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¿Dónde le gustaría vivir si pudiera elegir?
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¿Cuál es el estado de ánimo que menos le gusta?
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¿Qué deseos le quedan aún por cumplir?
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¿Qué actitudes le hacen desconfiar de los demás?
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¿Qué áreas de su vida le gustaría mejorar?
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Si usted hubiese escrito un libro de su vida ¿Qué título le pondría? ¿Por qué?
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Terapia de transición emocional especial
“Sé cómo tú eres, de manera que puedas ver quién eres y cómo eres. Deja por unos momentos lo que
debes hacer y descubre lo que realmente haces”.
-Fritz Perls-
Proceso:
La persona usuaria tiene la oportunidad de expresar lo que le afecta, contarnos sus problemáticas
desde la etapa etaria en la que cree que el inconveniente comenzó a afectar su resiliencia.
Durante este lapso temporal se guardará silencio.
Recordemos que la relación al Otro en la depresión se encuentra perturbada, la persona deprimida

experimenta un fuerte sentimiento de soledad, un gran desinterés general le invade y ello tiene
consecuencias en su decir. El acto de hablar, el decir, suele estar afectado, la persona siente, piensa,
que no tiene nada interesante por decir, tampoco nada interesante que escuchar.
Sin embargo, en este momento: Nos centraremos en lo que la persona presente nos va a contar.
La Gestalt contempla al ser humano encontrándose en transformación permanente en su contacto o

interacción con el entorno. Es en este campo organismo-entorno donde surgen determinadas
formas de la experiencia y una de ellas es la experiencia depresiva, aplicable tanto para la depresión
propiamente dicha como para la distimia o Trastorno Depresivo Persistente según su nomenclatura
asignada, por lo que trascender del pasado al presente, le permite a la persona contemplar su
estado como una forma de experiencia depresiva que no surge aisladamente, sino en el campo
relacional con su entorno más inmediato, es decir, con los otros.
La dificultad del individuo para establecer contacto con su entorno de una manera saludable se debe
a una imposibilidad, en unas circunstancias dadas, de dirigirse a este entorno no manifestando
abiertamente sus necesidades, exigencias o impulsos.
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Las necesidades, exigencias o impulsos que el individuo pueda tener con respecto a su entorno, no
las manifiesta ni las expresa directamente, sino que las vuelve hacia sí mismo, retroflectando y
haciéndose a sí mismo lo que le gustaría hacerle al entorno. Sin embargo, realiza una actuación
totalmente equivocada, ya que, en vez de dirigirse abierta y directamente al entorno, se convierte él
mismo en el objeto destinatario de su propia acción.
Nombre:
Etapa:
Fecha:
Problemáticas encontradas:
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Observaciones
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Recomendaciones
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Compromisos
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Nota: Recuerde que:
El objetivo es: rastrear los introyectos contenidos en la misma retroflexión, con el objetivo de recuperar la
capacidad de realizar el self un ajuste creativo. De este modo el paciente aprende a establecer y retirarse del
contacto de una manera más fluida, flexible y saludable.
En definitiva, el trabajo terapéutico no debe consistir en luchar contra el trastorno ni tampoco en limitarse a
eliminar los síntomas, sino en ayudar al paciente para que éste amplíe sus capacidades, recursos y
posibilidades a fin de no repetir, una vez tras otra, las formas rígidas que se aprendieron en el pasado, unos
comportamientos que tal vez fueran útiles en el ayer pero que se convierten en inadecuadas en el momento
actual ya que, probablemente, sean estas las mismas formas que conducen al individuo a desarrollar su
depresión o patología mental.
Retroflexión: mecanismo que emplean algunas personas que se hacen a sí mismas aquello que quisieran
hacerle a otras personas u objetos
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MANUAL DE INSIGHT
El “insight” es la capacidad de darse cuenta, es tomar conciencia en forma súbita de una

realidad interior, que normalmente había permanecido inconsciente. Es un poco como la
“palmada en la frente”
Es conectar una vivencia, una conducta, un rasgo de personalidad o forma de ser, con su
significado y/o su origen, lo que permite ampliar la conciencia y acceder a un mayor
conocimiento de sí mismo.
El insight ocurre en el presente, en el “aquí y ahora”. Es tomar contacto con una verdad o
realidad que hasta ese momento había permanecido inconsciente. A nivel cerebral, es como
si en el cerebro se reorganizara la información, ganándose en comprensión.
Un caso ilustrativo fue el que ocurrió en un experimento con monos. A un chimpancé se le

entregó dos palos que podían unirse, y se puso un plátano bastante alto. Con un solo palo
era imposible alcanzar el banano y botarlo para comérselo. El mono hacía grandes
esfuerzos, cambiaba de palo, etc., pero no podía alcanzar la fruta. Al cabo de un tiempo, se
agotó y empezó a mirar los palos, el banano, etc. En un momento dado, su cara “se
iluminó”, tomó los dos palos, los unió, y alcanzó el banano. En el caso de seres humanos, sin
embargo, más que resolver problemas se refiere a la comprensión de la propia conducta.
La capacidad de insight es de tremenda importancia en psicología, pues determina hasta

qué punto una persona tiene capacidad de comprenderse mejor a sí misma, de hacer
conexiones entre su vida interior, su cuerpo y las circunstancias de su vida.
Por lo tanto, el área de la psicología donde esto es más relevante es en la psicoterapia, en el

tratamiento psicológico. El psicólogo debe conocer en qué medida está desarrollada esta
capacidad en el paciente, y esto permite hacer un pronóstico de las posibilidades de
curación o cambio.
La toma de conciencia o el “darse cuenta” a través del insight puede dirigirse al: aspecto
interno, que permite esclarecer información que en algunos casos puede haber quedado en
el inconsciente si se trata de una realidad interior. Hay una situación vivida que involucra un
comportamiento, vivencia, forma de ser que es relacionada con su significado u origen;
permitiendo al enterarse, esclarecerse, iluminar ese algo que permanecía oscuro, nebuloso.
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MANUAL DE INSIGHT
El insight no es intuición, pues esta última no permite relacionar lógicamente una respuesta
ante algo presentido. En cambio, con el insight llegamos por asociación a contactar y
comprender una verdad.
La palabra Insight quiere decir: visión interna o percepción. También Insight son aspectos
que está ocultos en la mente del consumidor, estos hacen referencia a la motivación
profunda del consumido hacia una marca o producto.
Los Insight se basan en percepciones, imágenes o experiencias el consumidor, las cuales

están asociadas con la marca o producto que afectan la forma de sentir, pensar y actuar de
los consumidores, ya que activan los sentimientos de estos.
APRENDIZAJE POR INSIGHT el aprendizaje ocurre después de varios intentos infructuosos

mientras se busca una solución. Es decir, el aprendizaje por insight ocurre como resultado
de un proceso de comprensión global de una situación determinada, además de una
percepción de sus elementos más relevantes. Esta teoría sobre el aprendizaje no se limita al
clásico estímulo – respuesta, sino que considera y reconoce todo el conjunto de saberes
previos y experiencias de la persona y como estas referencias logran establecer relaciones
para encontrar el sentido o el entendimiento de aquello que se aprende o está por
aprender. Desde luego, esto lo podemos identificar mejor con un ejemplo:
Supongamos que estamos resolviendo un problema de matemáticas y estamos intentando

encontrar la solución al mismo, para lo cual buscamos apuntes, ejercicios similares ya
resueltos, entre otros. En un momento determinado y casi sin darnos cuenta, en nuestra
mente se están estableciendo múltiples conexiones con un sinfín de información y ese
proceso va decantando lo que realmente necesitamos para encontrar la solución a ese
problema. No obstante, en un primer momento, no encontramos la solución y
abandonamos la actividad. Después de abandonar la actividad, nuestra mente puede
quedar pensando en lo que estábamos haciendo y de manera súbita nos vuelve a la mente
la solución a dicho problema. A todo esto, se le llama “aprendizaje por insight o por
comprensión súbita” ya que de manera inesperada logramos comprender, identificar y
encontrar la solución. Lógicamente, puede ocurrir en el transcurso de la realización de la
actividad, o como hemos visto en el ejemplo, al abandonarla.
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MANUAL DE INSIGHT
¿Por qué razón los números están colocados en este orden?
0, 5, 4, 2, 9, 8, 6, 7, 3, 1
Después de tomarse unos minutos en buscar la respuesta, es probable que el sujeto no la encuentre de
primera mano, sin embargo, si se plantea el problema de la siguiente manera:
¿Por qué razón estas palabras están colocadas en este orden?
Cero, cinco, Cuatro, Dos, Nueve, Ocho, Seis, Siete, Tres, Uno.
Probablemente ahora haya experimentado el fenómeno “Insight”.
“La metacognición es el conocimiento que tiene el aprendiz sobre su sistema de aprendizaje y las decisiones
que toma en relación con la manera de actuar sobre la información que ingresa a dicho sistema” (Duell, 1986).
La metacognición puede definirse como el grado de conciencia o conocimiento de los individuos sobre sus
formas de pensar (procesos y eventos cognoscitivos), los contenidos (estructuras) y la habilidad para controlar
esos procesos con el fin de organizarlos, revisarlos y modificarlos en función de los progresos y los resultados
del aprendizaje (Sylvia & Montserrat, 2003).
Podemos considerar la metacognición como una sucesión de insight, en la que el sujeto puede llegar a ser
capaz de auto provocarse los insight él mismo, es decir, ser consciente de lo que le pasa, pudiendo elegir a su
vez modificar sus estrategias cognitivas ante una situación.
Podemos poner como ejemplo el caso de: si una persona maltrataba físicamente a su pareja, podríamos
ocasionarle un insight a través de la visualización de un video en el que se vea a si mismo (a) agrediendo a su
pareja y viendo las expresiones faciales y conductas tanto verbales como no verbales de sí mismo (a) y su
pareja, aunque también podríamos trabajar habilidades como la toma de conciencia, el reconocimiento de
valores o la disminución de la impulsividad habilidades metacognitivas, que tendrían el mismo objetivo que el
insight. Se podría dar así la siguiente cadena: Por lo tanto, podemos concluir que una sucesión de insight
darían lugar a una habilidad metacognitiva, es decir, la presentación repetida de insight al sujeto pueden llevar
a éste a controlar de manera consciente su propio conocimiento o habilidades, dándole la posibilidad de que él
mismo se provoque nuevos insight.
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Historia particular
Un árbol se asemeja a la vida pues de manera similar hemos ido atravesando por fases que de una u otra
manera nos han dado experiencias que hemos catalogado de positivas o negativas, sin embargo,
independientemente de estas, es necesario reconocer que hemos dado frutos por lo que en este momento
nos dispondremos del dibujo de dos árboles y colocaremos en el que no tiene frutos. En la parte del tronco: los
miedos o pensamientos que nos limitan. Escribiremos aquellas situaciones que nos han ido afectando a lo
largo del tiempo. Y colocaremos que frutos nos ha dado estos. Luego colocamos la pregunta ¿Qué pasaría si
decido seguir como estoy?, etc.
En el otro árbol se colocará el pensamiento, pero en versión positiva ¿Qué pasaría si no tuviéramos miedo o
creencias limitantes? Colocamos de manera similar. Luego comparamos la información de cada árbol y nos
preguntamos ¿Qué es mejor? ¿Qué tengo que hacer para llegar a conseguir aquello? ¿Qué me limita?, etc.
A continuación, se colocará a manera de ejemplo lo que hemos de tratar cabe resaltar que solo es un esbozo
de lo que se haría, y para fines prácticos lo sintetizaremos.
¿Qué pasaría si decido seguir ¿Qué pasaría si decido seguir

como estoy? como estoy?
Seguiría sufriendo, me sentiría Permanecería en quietud y

peor cada día. Se agravaría mi disfrutaría el momento
estado. presente.
FRUTO: Tristeza, aislamiento, FRUTO: Tranquilidad, alegría,

indefensión, incertidumbre. serenidad.
MIEDO A LA SOLEDAD Autoestima adecuada
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Historia particular
La historia particular cuenta la historia de cada uno de los pensamientos o sentimientos que nos han detenido
de una u otra manera, y que requieren ser afrontados para buscarles la solución más adecuada.
Use los árboles para hacerle frente a situaciones pasadas o futuras que quizá le generen incertidumbre,
ansiedad, depresión, etc.
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El presente formato puede servir de material de consulta y reflexión permanente para que nos
permitamos promover la auto regulación y la formación integral dentro de un clima organizacional en
desarrollo del principio de corresponsabilidad.
OBJETIVO GENERAL
Regular las relaciones de convivencia que garantice el ejercicio y cumplimiento de los deberes y derechos
Formular las bases fundamentales desde lo preventivo y formativo para la convivencia pacífica atendiendo y
promoviendo las condiciones que favorezcan el desarrollo humano.
Informar sobre las normas vigentes relacionadas e interiorizar la importancia de su cumplimiento sobre la base
de la legalidad y la auto regulación.
DERECHOS DE LAS PERSONAS PACIENTES
Recibirán tratamiento sin discriminaciones
Respeto
Confidencialidad de la información
Protección contra castigos físicos, sexuales, etc.
Recibir terapias familiares
Recibir atención integral a través de otros centros especializados de salud (exámenes de sangre, heces, orina).
Cualquier otra situación que no se encuentre plasmado aquí será puesto a consideración del equipo
interdisciplinar.
TRANSGRESIONES MODERADAS AL PACTO DE CONVIVENCIA :
Descuido en la presentación personal
Negligencia y descuido frente a las actividades
Abandono injustificado de las actividades
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Irrespeto a sus pares.
Causar daño por descuido o negligencia
Incumplimiento en los actos programados
interdisciplinar.
TRASGRESIONES GRAVES AL PACTO DE CONVENCIA
Irrespeto a profesionales de la institución
Agresión física a otros miembros del grupo de pares
Agresión a familiares de otra persona usuaria
Tener relaciones sexuales en el centro de tratamiento
Portar armas blancas
interdisciplinar.
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¿CÓMO SE EVALUA A LA PERSONA PACIENTE Y SE LE ASIGNA UN
ESTÍMULO?
Una vez cometida la trasgresión del Pacto de Convivencia, se pondrá en conocimiento del miembro del equipo
interdisciplinar.
Se valorará:
Gravedad
Tiempo en proceso de tratamiento
Intencionalidad
Una vez analizado el caso y decidida la medida disciplinaria se llamará a la persona paciente para informarle
Adicionalmente se hará CONSTATACIÓN
PARA LA ASIGNACIÓN DE ESTÍMULOS
Se procede a realizar estimaciones mensuales a través de valoraciones de áreas relevantes que

requieren intervención. Además, se cuenta con las autoevaluaciones.
MANUAL DE LA FAMILIA
El presente manual pretende fomentar la convivencia con espíritu crítico constructivo y capacidad de
reconocer y corregir los errores
Además de guiar los procedimientos para resolver oportuna y justamente los conflictos individuales o
colectivos, incluyendo instancias de diálogo y concertación.
ACERCA DE LA FAMILIA, SU VISITA Y SUS NORMAS
La familia es importante en el proceso de tratamiento por lo que es relevante estipular las normativas a
seguir. Para el adecuado proceso de fomentar resiliencia y trascendencia.
DERECHOS DE LAS FAMILIAS
Derecho a conocer el reglamento interno.

Derecho al respeto
Derecho a no ser discriminados
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Derecho a conocer el diagnóstico, pronostico y tratamiento de su familiar residente, semi residente o
ambulatorio
RESPONSABILIDADES
Ser puntuales en las actividades encomendadas
Dar información clara y precisa sobre problemas legales y judiciales
Participar activamente en las actividades realizadas
Acudir a terapias familiares
No llegar bajo efectos de sustancias al centro
Mantener la sana convivencia en el centro
Utilizar lenguaje asertivo
Potenciar tolerancia
NORMAS EN LA VISITA FAMILIAR
Está prohibido fumar en el centro
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Todo visitante y/o acompañante de paciente que nos visite recibirá un gafete (con su información), el
que deberá colocarse en un área visible.
Solo se permite ingreso de visitantes autorizados previa valoración de equipo interdisciplinar (aplica para
tratamiento residencial).
Durante la ronda que efectúa el personal de seguridad una vez finaliza el horario de visitas a pacientes,
se les informará a los familiares que es hora de que se retiren.
Los familiares utilizarán el lenguaje asertivo.
No crearán conflictos
Respetarán a los funcionarios del centro
Se acatarán a las órdenes dispuestas por los profesionales del equipo interdisciplinar
No están permitidas las armas de fuego y/o armas blancas dentro de la institución.
El tomar fotos o videos NO está permitido
No se permiten chismes o rumores dentro del centro.
Cualquier otra situación que se produjese y no estuviese plasmada en este apartado el equipo interdisciplinar
tomaría las acciones pertinentes.
REGLAMENTO INTERNO

N° Versión Elaborado Revisado Aprobado
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1 Johnny Méndez
Código Psic. Dirección general
/ Código: -TP-IKA- Octubre 2017

039 / Versión: - 01 /
Fecha: 10/01/2022
Páginas: Firma Firma Firma
INTRODUCCIÓN
Centro de atención psicodiagnóstica kinepsicológica integral BASTONES DE

ESPERANZA, en cumplimiento de las exigencias establecidas en el CAPITULO II De la
autoridad sanitaria nacional, sus competencias y Responsabilidades Art. 6 numeral 24, que
tiene por objetivo regular, vigilar, controlar y autorizar el funcionamiento de los
establecimientos y servicios de salud, públicos y privados, con y sin fines de lucro, y de
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los demás sujetos a control sanitario presenta el reglamento interno que deben conocer los
pacientes, que ingresen para ser atendidos en el centro.
OBJETIVO
Disponer de un documento que contemple información primordial del centro BASTONES
DE ESPERANZA, con el fin de proporcionar a las personas usuarias información acerca
de la atención de salud que se les ofrece, la forma y modalidades en que ella se otorga.
POLÍTICA DE CALIDAD
La misión del centro BASTONES DE ESPERANZA, es conceder soluciones de salud

integral avocada en la prevención, tratamiento y rehabilitación de sus pacientes. Sus
servicios están dirigidos a la sociedad ecuatoriana. El uso eficiente de los recursos permite,
al centro BASTONES DE ESPERANZA, obtener rentabilidad para emprender nuevos
desafíos que den respuesta a las necesidades de las personas usuarias. La implementación
de un equipo clínico y administrativo que trabaja en función de sus pacientes, junto con un
ambiente laboral favorable, son pilares fundamentales de la gestión del centro.
Es nuestro compromiso como institución de salud, ofrecer un servicio efectivo, oportuno,

humanizado y con buen trato; enmarcado en una política de seguridad del paciente y su
núcleo familiar, orientados hacia la satisfacción de nuestros usuarios a partir de la
comprensión de sus necesidades y buscando siempre satisfacer sus expectativas durante el
proceso de atención, sostenidos en los requisitos del sistema obligatorio de Garantía de
Calidad, teniendo como filosofía organizacional la mejora continua en todos los procesos
personales y una relación responsable con la conservación sostenible del medio ambiente.
La Política de Calidad de centro BASTONES DE ESPERANZA se sustenta en los pilares
básicos:
1.- Satisfacción de las personas usuarias.
2.- Seguridad del paciente.
3.- Desarrollo personal.
Poner como centro del quehacer al usuario nos permite orientar todo nuestro trabajo hacia
la satisfacción de sus necesidades y a desarrollar las herramientas necesarias para
disminuir el riesgo inherente que conlleva toda atención de salud.
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ARTÍCULO 1: TIPO DE PRESTACIONES
Centro BASTONES DE ESPERANZA entrega las siguientes prestaciones de salud:

 Medicina general
 Psicología clínica
 Psicología educativa
 Psicodiagnóstico
 Psiquiatría
 Trabajo social
 Terapia de pareja
 Terapia individual
 Terapia familiar sistémica
 Ergoterapia
 Terapia de relajación.
 Salud familiar y comunitaria
Servicio de tratamiento residencial y ambulatorio.
Servicio de apoyo diagnóstico y terapéutico
 Kinesiología y rehabilitación
Actividades Cartera de Servicios Descriptor
Atención en el domicilio por

trabajo social, para visitas de
identificación de riesgos a
Visita domiciliaria por
Salud Familiar y personas y familias, con
profesional de la salud no
Comunitaria morbilidad y con riesgo de
médico
morbilidad. Intervenciones en el
hogar, para acciones preventivas
y de control de riesgos colectivos
Atención por médico especialista

Salud Familiar y Atención por médico a personas y familias con
Comunitaria especialista morbilidad o riesgo de
morbilidad
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Intervenciones educativas y
Salud Familiar y Intervenciones educativas y
comunicacionales por etapa de
Comunitaria comunicacionales
vida
Atención itinerante, talleres,

Salud Familiar y Atención itinerante por equipo escuelas para padres, terapias
Comunitaria multidisciplinario familiares, de salud por equipo
multidisciplinario
Atención inicial de urgencias Evaluación y atención inicial de

Atención de
por personal de la salud no urgencias, así como la
Urgencias
médico intervención en crisis.
Atención de Internamiento por

equipo multidisciplinario para
brindar cuidados necesarios y
Internamiento Atención de Internamiento procedimientos psicológicos
clínicos, con fines diagnósticos
y/o terapéuticos que requieren
permanencia y soporte asistencial
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ARTÍCULO 2: NORMAS SOBRE INGRESO, ESTADIA Y EGRESO DEL CENTRO.
1. Normas de ingreso
Por normativa institucional cuando la persona usuaria ingresa al centro BASTONES DE

ESPERANZA, debe presentarse en Admisión, en horario de atención de 08:00 a 18:00
horas de lunes a viernes, con la siguiente documentación:
 Fotocopia de cédula de identidad.
 Fotocopia de (último) certificado de votación.
 Registro de pago de agua, o luz, o teléfono
 En caso de arrendar, traer certificado de arrendamiento.
Deben traer lo siguiente:
 Orden de transferencia. (Solo en caso de que hayan sido remitidos)

 Para todo tipo de tratamiento (residencial o ambulatorio es imprescindible) leer y
firmar el consentimiento informado.
 Llenar la ficha de admisión.
 Llenar la ficha de entrevista familiar.
 Leer la prestación de servicios
Nota: En otros horarios debe presentarse en Admisión del Servicio de Urgencia.
En caso de no tener los medios adquisitivos, se permitirá, de común acuerdo con el
representante, prepagar parte del tratamiento, de acuerdo con cotización estimada de
prestaciones por efectuarse.
Disponibilidad
En caso de que no tengamos disponibilidad al ingreso residencial, se sugerirá
tratamiento semi residencial (previa valoración de patología) y siempre que se ajuste a
los parámetros de esta modalidad de tratamiento, considerando que exista alguna
persona en fase de continuidad que habilite la reserva. Sino cumple parámetros de
tratamiento se podrá sugerir transferencia.
2. Norma de estadía residencial.
Las personas usuarias durante su tratamiento semi residencial, deben cumplir con las
siguientes indicaciones:
 No podrán tener objetos de valor (reloj, joyas, dinero, teléfonos celulares).
Estas especies deberán ser entregadas en admisión para su resguardo. El
personal encargado de recepción (entregará un comprobante de los objetos
receptados, el mismo que deberá ser firmado por el usuario o algún
representante).
 En el caso de tratamiento residencial, los objetos de valor serán entregados a un
representante legal o familiar para evitar pérdidas, después de entregar un
comprobante de recepción.
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Ante la imposibilidad de entregar los valores a un representante legal o familiar,
la persona usuaria dará su consentimiento para guardar los objetos hasta que el
tratamiento finalice o podamos contactar con algún allegado.
 Durante el proceso de tratamiento los pacientes no podrán traer alimentos de

ningún tipo. (Salvo excepciones que hayan sido solicitadas a la dirección general
puesto que forman parte de algún tipo de intervención terapéutica).
 Durante el tratamiento residencial, la persona usuaria, no puede recibir llamadas

telefónicas, salvo situaciones en las que la misma sea parte de una intervención
terapéutica.
 Si se suscitara algún tipo de inconveniente que afecte la salud física de la

persona usuaria y se requiera su traslado a un centro especializado, se informará
a los familiares y se procederá a informar a las instancias pertinentes.
 Si existen antecedentes de problemáticas físicas o sintomatología que
corresponda a algún problema de índole física, para evitar situaciones riesgosas
para la salud integral, el centro BASTONES DE ESPERANZA, solicitará a los
familiares y a la persona usuaria una valoración médica, para descartar cualquier
tipo de problemática física, que pudiese afectar el adecuado desenvolvimiento
dentro del programa de tratamiento residencial.
 Si la valoración psicopedagógica o psicológica nos orientan a posibles
problemas que requieran tratamiento farmacológico, se informará a los
familiares para que den el consentimiento y la misma sea remitida al profesional
de psiquiatría.
 En caso de que los familiares de una persona usuaria o ella misma, no acepten el
tratamiento y deseen prescindir del mismo, tendrán que firmar la ficha de
abandono. Cabe resaltar que se hará la contingencia adecuada, sin embargo, si
esta no procede, realizaremos la ficha de exoneración.
3. Norma de egreso
Por normativa Institucional la persona usuaria podrá ser dado de alta, después de que el
STAFF haya valorado el caso.
Por normativa Institucional se debe entregar un informe por escrito a todo paciente que
se encuentre en las siguientes situaciones:
 Alta por completar el proceso de tratamiento.
 Atención semi residencial concluida.
 Atención residencial concluida.
 Atención ambulatoria concluida.
*Concluida: Se refiere al proceso de tratamiento completado.

La fuga o abandono no podrá solicitar el informe de tratamiento completado.
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Se puede emitir un informe de que la persona usuaria, se encuentra recibiendo tratamiento
residencial, o ambulatorio. Todo informe contendrá la fecha en la que el paciente sigue en
tratamiento.
No se podrán hacer informes de fechas futuras o posteriores al ingreso al tratamiento.
Solo se dará un informe final cuando la persona concluya el proceso.
El informe para entregar debe contener los siguientes datos:
 Identificación del usuario

 Fecha en la que se expide y hasta cuando el paciente sigue asistiendo.
 Diagnóstico
 Procedimiento(s) realizados
 Indicaciones y sugerencias.
Abandonar arbitrariamente el proceso de tratamiento, no amerita devolución de los

valores pagados.
4. Con respecto al alta disciplinaria
La institución tiene la facultad de dar alta disciplinaria en el caso que la persona usuaria
no cumpla con el reglamento interno, siempre que las estrategias de contingencia
aplicadas no hayan brindado efecto.
5. Con respecto al alta voluntaria
El alta podrá ser solicitada por la persona usuaria o su representante legal al

profesional tratante, ejerciendo el derecho a rechazar el tratamiento y/o procedimiento
que se haya indicado, debiendo este hecho quedar registrado y firmado por usuario su
representante legal en la ficha clínica de abandono para su posterior exoneración.
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ARTÍCULO 3: PROCEDIMIENTO DE DERIVACIÓN
1. Derivación a otro centro asistencial

Si el tratamiento de la persona usuaria requiere de algún servicio que el centro no
disponga, se procederá a informar a la dirección general, y a los familiares para que
puedan conocer el centro asistencial al que se pretende derivar, así como puedan tomar
la decisión de hacerlo o no. Si el mismo procede se coordinará para establecer las
mejores condiciones que aseguren la continuidad de atención.
Si no procede se realizará la ficha de exoneración.
Procedimiento de derivación a otro centro asistencial:
a. Indicación de traslado hacia otro centro asistencial

b. Contactar a Centro de Referencia
c. Estabilizar a la persona usuaria
d. Preparación para el traslado
e. Cuidados durante el traslado
f. Recepción del paciente
g. CONSTATACIÓN de procesos. (Ver formato anotaciones)
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ARTÍCULO 4: GESTIÓN DE CUIDADOS
1. Visita médica
Durante el tratamiento en modalidad residencial, la responsabilidad de la visita médica

corresponde al médico tratante, el cual deberá efectuar una visita en horario convenido
previamente.
2. Gestión de cuidados cotidianos
Centro BASTONES DE ESPERANZA, posee personal Médico, debidamente habilitado

para la entrega de los cuidados. Todo el personal de staff porta una identificación con
nombre, apellido, función y fotografía. Cada uno de ellos tiene un rol definido en los
cuidados a entregar.
Durante su tratamiento residencial. será necesario practicar una serie de procedimientos

médicos y de enfermería, psicología, de acuerdo con su evolución, por tal motivo le será
informado cada vez que su médico tratante indique algún procedimiento específico
como, por ejemplo, administración de medicamentos, exámenes de laboratorio, etc.
Durante la estadía nuestro personal de enfermería visitará al usuario con la frecuencia

que su estado y tratamiento lo requiera.
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3. Alimentación
Una vez realizada la indicación médica, ésta será revisada e implementada por el
profesional nutricionista del establecimiento.
Durante el tratamiento residencial por razones de control de ingesta, no está permitido

el ingreso de alimentos por parte de familiares y/o visitas.
ARTÍCULO 5: PROCEDIMIENTO DE INFORMACIÓN
Para el tratamiento residencial, semi residencial, y ambulatorio, la información en

cuanto a su diagnóstico, tratamiento, cuidado y alta será entregada por el profesional de
psicología tratante.
ARTÍCULO 6: DEL CONSENTIMIENTO INFORMADO
El Consentimiento Informado es el resultado del proceso comunicacional entre el

proveedor de un servicio de salud y el paciente, mediante el cual, el paciente entrega su
aprobación para ser sometido a intervenciones u otros procedimientos luego que el
proveedor del servicio le entregara información sobre la naturaleza de la enfermedad
que padece, los posibles tratamientos y sus efectos, los beneficios y riesgos de los
procedimientos terapéuticos recomendados y las diferentes posibilidades de tratamiento
que existen.
Todo tratamiento requiere un consentimiento informado.
ARTÍCULO 7: DE LAS NORMAS DE CALIDAD Y SEGURIDAD DE LA

ATENCION DE SALUD
Centro BASTONES DE VDA, ha implementado los mecanismos para asegurar el

cumplimiento de las normas de calidad y seguridad de la atención de salud en los
ámbitos de dignidad del paciente, gestión de la calidad, gestión clínica, acceso,
oportunidad y acceso a la atención, competencias del recurso humano, registros,
seguridad del equipamiento, seguridad de las instalaciones y servicios de apoyo, con el
objetivo de asegurar la atención de nuestros usuarios y cumplir con los estándares de
Acreditación del Ministerio de Salud.
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ARTÍCULO 8: DEL HORARIO DE FUNCIONAMIENTO DEL
ESTABLECIMIENTO
Horarios de atención
 Centro médico
Lunes a viernes 14:00 a18:00 hrs.
Sábado 09:00 a 12:00 hrs.
 Servicio de Urgencia
o Atención de Urgencia 24 hrs.
 Kinesiología
o Lunes a Viernes 08:00 a 17:00 hrs.
o Sábado 08:00 a 13:00 hrs.
Psicodiagnóstico

Sábado 09:00 a 13:00 hrs.
Psicología clínica
Psicología educativa
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ARTÍCULO 9: DEL DERECHO A RECIBIR VISITAS
1. De las obligaciones de las visitas
El acompañamiento de las personas enfermas es un derecho para todos los pacientes, no

obstante, el resguardo del reposo y tranquilidad también constituye un derecho que debe
ser respetado tanto por familiares como por el personal que labora en las distintas áreas
clínicas:
 Todo paciente, así como también sus familiares y visitantes, deberán mantener
siempre una conducta adecuada y un trato respetuoso, a fin de no entorpecer o
afectar el bienestar y descanso de los demás enfermos y el trabajo que desarrolla
el personal. Cabe resaltar que las visitas familiares en casos de tratamiento en
modalidad residencial serán puestos a consideración del personal staff.
 Queda prohibido, a los pacientes, sus familiares o cualquier persona, captar,

interceptar, grabar, reproducir conversaciones, filmar o fotografiar imágenes en las
dependencias del centro BASTONES DE ESPERANZA. La infracción a esta
prohibición autorizará al centro para poner los antecedentes a disposición de la
entidad que corresponda a fin de hacer efectivas las responsabilidades penales y
civiles respectivas. Puesto que los pacientes son vulnerables.
 No podrán ingresar como visita a las dependencias del centro, personas bajo
influencia del alcohol u otras sustancias. Por disposición del Ministerio de Salud y
lo dispuesto en la ley el centro se declara zona libre de humo.
 En caso de presentarse una emergencia que requiera evacuación, se abrirán las

puertas del recinto para facilitar el proceso; no obstante, no deben ingresar
familiares de pacientes, sino esperar instrucciones del personal a cargo para que el
proceso sea expedito.
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2. Horarios de visitas
La persona usuaria tiene derecho a recibir visitas los días y horas que previamente sean
definidos por el staff las mismas que serán los domingos
Solo en situaciones excepcionales el horario puede alterarse, previa autorización de la
dirección general.
ARTÍCULO 10: DE LA IDENTIFICACIÓN DE LA PERSONA USUARIA Y DE LOS

FUNCIONARIOS
1. Sistema de identificación de la persona usuaria
Al momento del ingreso se le asignará un brazalete de color blanco, cada etapa posee un
color que tiene un significado, dentro del proceso de tratamiento, los brazaletes deben
permanecer en todo momento en el lugar asignado, no está permitido cortarlo, rayarlo o
inutilizarlo.
2. Sistema de identificación de funcionarios
Nuestros profesionales y técnico de la salud se encuentran debidamente identificados

con su nombre y profesión, al igual que el personal administrativo. Se hace uso de
tarjetas de identificación, fácilmente visibles, incluyen la función que desempeñan
dentro del centro.
En el caso de los funcionarios de empresas externas como alimentación, aseo y guardias

estos poseen sus propias identificaciones y es obligatorio que la porten al interior del
recinto.
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ARTÍCULO 11: DEL RESGUARDO DE LA PRIVACIDAD Y REGLAMENTACIÓN
DE FICHA CLÍNICA
1. Resguardo de la privacidad
Centro BASTONES DE ESPERANZA, cuenta con salas de procedimientos que

cumplen con todas las condiciones que permiten resguardar la vida privada y la honra
de la persona durante su atención de salud.
Está particularmente prohibida la toma de fotografías, grabaciones o filmaciones que no

estén autorizadas.
Solo se podrá tomar fotografías, videos, bajo autorización escrita del representante legal
de la persona usuaria, en las que las caras deberán estar difuminadas.
2. Reglamentación de la ficha clínica
La ficha clínica corresponde a un instrumento que recoge la historia clínica del paciente
e incluye variada información, con funciones clínicas, médicos legales, y financieras. La
información contenida en ella puede ser conocida por terceros solo previa autorización
del paciente o en casos previstos por la ley, debido a que está protegida por un deber de
confidencialidad y de secreto profesional
Se establece como uno de los derechos del paciente el resguardo de la confidencialidad

de la información clínica de cada persona usuaria.
El deber de confidencialidad prima ante cualquier consideración previsional, docente,

de entrenamiento u otro uso de esta información.
De la solicitud y entrega de información de la ficha clínica a terceras personas o

entidades
Una copia de la Ficha Clínica podrá ser entregada, en forma total, a menos que el
equipo staff lo considere inconveniente y resuelva retener parte de la información.
Ésta podrá ser entregada a las siguientes personas a su solicitud expresa, las cuales
deberán adoptar todas las medidas necesarias para asegurar la reserva y
confidencialidad de los datos obtenidos y su empleo exclusivo en los fines para los
que se solicitaron:
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a. Al titular o su representante legal.
b. A terceros debidamente autorizados por el titular mediante poder notarial simple.
c. A los tribunales de justicia cuando la información de la Ficha Clínica se

relacione con las causas que estén conociendo.
d. A los fiscales del Ministerio Público y a los abogados defensores, previa

autorización del Juez competente, cuando la información en ellas contenida se
relacione directamente con las investigaciones y defensas de que se trate.
En los casos en que los datos sean necesarios para fines de CONSTATACIÓN
estadísticos, de salud pública, de fiscalización o para resolver acerca de la procedencia
de determinados beneficios de salud o seguridad social.
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La documentación legalmente permitida a entregar a personas particulares, son:
Resultados de exámenes de laboratorio. Epicrisis, Informe de atención de urgencia.
Informe de consultas médicas.
ARTÍCULO 12: DEL DERECHO A LA ASISTENCIA RELIGIOSA O ESPIRITUAL
Todo usuario tiene derecho por Ley a recibir oportunamente consejería y asistencia
espiritual si la solicita. Para ello, nuestra Institución cuenta con estas funciones y le
otorga todas las facilidades de acceso.
ARTÍCULO 13: DE LOS CONVENIOS DOCENTES ASISTENCIALES
La docencia es una actividad de importancia en el área de la salud, algunos de nuestros

servicios contarán con alumnos en práctica como apoyo psicológico clínico, trabajo
social, medicina, enfermería, debidamente normados e identificados.
ARTÍCULO 14: DE LAS SUGERENCIAS FELICITACIONES Y RECLAMOS
La opinión de las personas usuarias respecto a las prestaciones recibidas puede ser
expresada de múltiples formas ya sea en forma espontánea o conducida. Los reclamos y
sugerencias constituyen una forma espontánea de expresar satisfacción o insatisfacción
de la atención recibida por parte de un cliente. El conocimiento de sus causas y origen
constituye una información valiosa para evaluar la calidad de atención del paciente en
una institución y proponer planes de mejora.
La institución cuenta con un procedimiento estandarizado para la gestión de reclamos y

sugerencias.
Vía disponible:
- Libro de Reclamos y Sugerencias: Ubicados en la oficina de admisión
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ARTÍCULO 15: DE LOS PROCEDIMIENTOS EN CASO DE EMERGENCIAS
1. De las emergencias médicas
En caso de emergencia de riesgo vital, se activará sistema de alerta que avisará a

profesionales y personal capacitado permitan dar una respuesta oportuna y efectiva.
2. De las medidas de seguridad frente a catástrofes
En caso de emergencia centro BASTONES DE ESPERANZA, cuenta con un plan de

evacuación conocido por todos sus trabajadores, procedimiento que permitirá prevenir y
minimizar los efectos negativos ante una emergencia, especialmente referido a la salud
de nuestras personas usuarias.
Además, existe en las dependencias, señalética de emergencias, con información

didáctica respecto a las instrucciones e indicaciones de las vías de evacuación y zona de
seguridad.
ARTÍCULO 16: MECANISMOS DE IDENTIFICACIÓN
Centro Médico
Se debe realizar el trámite administrativo previo a la atención, para lo cual la persona
usuaria o sus familiares se deben dirigir a mesón de recepción donde debe efectuar el pago
de la prestación y donde se registrará su llegada.
Requisitos para el pago de prestación
Para el pago si el paciente debe cancelar en forma particular, la secretaria le informará de
las condiciones de pago:
 Efectivo
 Tarjeta de crédito
 Tarjeta débito
 Cheque (se debe informar al paciente la verificación de documentos
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ARTÍCULO 17: SOBRE LOS TIPOS DE TRATAMIENTO
CONSULTAS EXTERNAS
Las Consultas Externas son y deben ser un servicio en constante evolución para adaptarse de
la forma más adecuada posible a las necesidades de los pacientes, evaluando sus expectativas
y buscando la mejor forma de responder a estas.
El centro BASTONES DE ESPERANZA, pone al servicio de nuestros pacientes los

departamentos de Consultas Externas con las siguientes especialidades: Psicología educativa,
Psicodiagnóstico, Psicología Clínica.
TRATAMIENTO AMBULATORIO
Esta modalidad terapéutica está indicada para los casos de gravedad leve donde hay un corto
recorrido de enfermedad y una buena predisposición al tratamiento además de un apoyo
familiar estable o bien casos con historia de tratamientos terapéuticos previos. Consiste
principalmente en un programa terapéutico ambulatorio que puede combinar psicoterapia
individual y/o sesiones de terapia grupal.
A lo largo de todo el proceso terapéutico se supervisa constantemente la evolución del

paciente, evaluando la necesidad de intervención de otros profesionales del centro (psiquiatra,
dietista-nutricionista, etc.) para garantizar al máximo la recuperación del paciente.
Se establecen objetivos iniciales del tratamiento en dos fases principalmente:
Fase I:
Mejora y estabilidad física y emocional
Fase II:
Trabajo terapéutico para afrontar y solucionar las causas del desarrollo del trastorno.
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TRATAMIENTO RESIDENCIAL
¿Aquiénesestádirigidoeltratamiento?
El tratamiento residencial en, el centro BASTONES DE ESPERANZA, está dirigido a
personas con problemas de depresión u otras patologías duales, que después de la valoración
psico diagnóstica, psicológica, médica, psiquiátrica, exhiban estas características:
 Déficit en su comportamiento, vida social y personal, con un modo de vida totalmente

afectado por la patología que presentan.
 Ausencia de soporte sociofamiliar, que permita la realización de tratamiento ambulatorio, o
entorno sociofamiliar negativo que aconseja el apartamiento temporal.
 Fracasos previos en otras modalidades de tratamiento.
¿QUÉ ACTIVIDADES SE REALIZAN, DURANTE EL TRATAMIENTO?

Las actividades se estructuran en un horario que es distinto para cada programa y que
podemos modificar para atender las necesidades individuales del proceso de cada persona.
Las organizamos por áreas de intervención y son las siguientes:
 Actividades del área psicológica: evaluación e intervención psicoterapéutica individual,

grupal y familiar. Programas de Estabilidad Emocional, Prevención de Recaídas emocionales,
Entrenamiento Neurocognitivo, Patología Dual, Entrenamiento Metacognitivo,
Psicoeducativo de Alimentación, y Psicoeducativo para Familiares a través de grupos APSA,
AFSA.
 Actividades del área formativo-educativa: aula didáctica (alfabetización y trabajos de
habilidades logísticas, memoria, atención, comprensión lectora, etc.), habilidades para la vida
diaria, informática, vídeo fórum, educación física y deporte, conocimiento del programa
terapéutico, y taller de artes escénicas.
 Actividades del área social y laboral: programa de educación para la salud, asistencia a
talleres para desarrollar las habilidades sociales de la persona, tanto técnicas (como práctica)
 Actividades lúdicas dirigidas al aprendizaje o recuperación de hábitos saludables que sirvan
para estructurar el tiempo libre de la persona que se encuentra en tratamiento.
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¿QUÉ PROFESIONALES LA COMPONEN?
Poseemos un equipo multidisciplinar que nos permite cubrir las necesidades de la persona
desde distintos ámbitos: psicológico, educativo, social. La prestación médico-sanitaria es
realizada por los profesionales de otros recursos externos del servicio, con los que nos
mantenemos en permanente coordinación.
ACTIVIDADES DEL PROGRAMA DE TRATAMIENTO RESIDENCIAL

El programa incluye la participación y asistencia a las siguientes actividades clasificadas por
áreas de intervención:
ÁREA PSICOLÓGICA
Intervención individual: evaluación y tratamiento con objetivos individualizados.
Prevención de Recaídas: aprendizaje de técnicas y estrategias para prevenir la recaída

emocional. Generalización de comportamientos durante las salidas terapéuticas: En la
última fase de tratamiento se trabajará de forma individual el Programa de Mantenimiento del
Cambio.
Estabilidad Emocional: Mediante este programa, que combina terapia individual y grupal,
se aprende a controlar aquellas conductas inadaptadas que generan más problemas y aprende
estrategias de afrontamiento en diferentes situaciones emitiendo conductas adaptadas.
Programa de Rehabilitación y Entrenamiento Neurocognitivo: Este programa combina la

terapia grupal y la individual. Persigue el objetivo general: la comprensión sobre el efecto
que tienen la depresión a nivel cerebral
Programa Psicoeducativo de Alimentación: Este programa persigue el objetivo de

proporcionar información y fomentar hábitos saludables, detectar y prevenir posibles
alteraciones alimenticias y analizar las repercusiones de una mala alimentación sobre las
enfermedades crónicas y calidad de vida. Intervención familiar
Programa Psicoeducativo para Familiares. Atención en el entorno familiar de la persona

adicta teniendo en cuenta las características y el entorno de cada familia.
Programa de atención a la Patología Dual. Psicoterapia, para la atención de la enfermedad

mental asociada.
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ÁREA FORMATIVA-EDUCATIVA
Taller de destrezas para la existencia cotidiana: progreso de habilidades básicas,

instrumentales y avanzadas dentro y fuera del centro.
Internet e informática: aprendizaje de nuevas tecnologías.
Kinesiología y lúdica: desarrollo de habilidades específicas, aprendizaje de deportes

alternativos y fomento de las relaciones interpersonales y de grupo.
Aula didáctica y lectura: alfabetización, estimulación de las capacidades cognitivas

vinculadas al aprendizaje y la educación. Adaptado al nivel de conocimiento de cada persona.
Comprensión del programa terapéutico: formación dirigida a la adquisición de conceptos

y terminologías utilizados en el programa que faciliten el conocimiento del proceso de
recuperación y su tratamiento.
Video fórum: visionado y análisis de películas que fomenten el desarrollo de valores

prosociales, pensamiento crítico y hábitos saludables.
ÁREA SOCIAL Y LABORAL
Programa de Educación para la Salud: destinado a la prevención de enfermedades de

riesgo asociadas a la depresión y el fomento de hábitos saludables.
Taller de inserción sociolaboral: adquisición de conocimientos que proporcionen el

reingreso a los contextos sociales laborales, a través de técnicas de habilidades de
afrontamiento y relaciones sociales.
Ergoterapia: La palabra ergoterapia, proviene del griego ergon "trabajo" y therapeia

"tratamiento", y se considera como el conjunto de procedimientos que tienen por objeto
ayudar a personas con trastornos corporales, cognitivos y psíquicos, a través de trabajos
manuales y plásticos, juegos de movimiento y distintas actividades cotidianas, que permitan
potenciar las habilidades remanentes de las distintas estructuras corporales que se han visto
afectadas como consecuencia de una patología
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También se tiene en cuenta las siguientes aproximaciones
Prevención de Recaídas emocionales: Conjunto de estrategias terapéuticas de carácter

cognitivo-conductual, inicialmente diseñadas para la prevención del fenómeno de la recaída
en el ámbito de la depresión y otras patologías del estado de ánimo.
Psicoterapia Expresiva de Apoyo: esta aproximación terapéutica presta especial atención al

análisis de la relación entre sentimientos, conductas.
Terapia de Incremento Motivacional: Es una técnica de exhortación psicológica que busca

incrementar la motivación del paciente para que abandone las actitudes disruptivas.
Básicamente busca utilizar los recursos intelectuales del paciente o los elementos de su
entorno que faciliten el cambio deseado hacia la abstinencia. El método básico es la
entrevista. El conjunto de estrategias para motivar al paciente se resume en:
Explorar los obstáculos que impiden abandonar las actitudes disruptivas, y ayudar a encontrar
caminos alternativos para vivir sin estos
Ofrecer al paciente la posibilidad de elegir entre un conjunto de enfoques y métodos

terapéuticos
Practicar la empatía
Darle Feedback al paciente de la discrepancia existente entre su estado actual y su estado

ideal
Clarificar los fines del paciente, acentuando aquellos aspectos positivos de su vida que puede
perder como consecuencia de la patología.
Practicar una intervención activa del terapeuta en el tratamiento del paciente, mediante
exhortación, el uso de técnicas conductuales tales como el modelado, el roleplaying y el
entrenamiento en habilidades de afrontamiento.
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VALORES DEL CENTRO BASTONES DE ESPERANZA.
En nuestra labor nos guían los siguientes valores que fueron definidos por:
Compromiso: Con la transformación social, la orientación a las personas, la reivindicación y

la defensa de los derechos para satisfacer las necesidades y expectativas de las personas que
atendemos.
Democracia: Reconocimiento de la diversidad en el seno de la organización, que garantiza

su representatividad a través del intercambio mutuo, la pluralidad y la participación.
Coherencia: Con los principios de la entidad, los acuerdos adoptados y su cumplimiento de

manera honesta y responsable.
Iniciativa-valentía: Capacidad de emprender acciones innovadoras que den respuesta a las

necesidades de las personas en tratamiento.
Transparencia: Rendición de cuentas y garantía de acceso a la información a las

organizaciones miembro, a las administraciones públicas y a la sociedad.
Flexibilidad: apertura mental y adaptación al cambio con visión de futuro.
ÉTICA
Sostenemos una conducta transparente, honesta y preocupada por la dignidad de todas las
personas con las que interactuamos.
AUTENTICIDAD
Trabajamos desde la coherencia entre lo que la persona es y lo que piensa, percibe, siente y
comunica.
EFICIENCIA
Logramos nuestros objetivos utilizando el compromiso que optimizan nuestro desempeño con
la mejor utilización de recursos.
EMPATÍA
La capacidad de percibir, compartir, comprender lo que otro ser puede sentir, nos permite
comunicarnos, en términos comprensibles y esta es la base para la buena comunicación que
es primordial en la prestación de servicios sanitarios.
497
CENTRADOS EN LA PERSONA
Protegemos la dignidad de la persona, reconocemos sus capacidades, promovemos sus

potencialidades y su integración.
HUMANIDAD EN LA ATENCIÓN
Nuestra atención es un encuentro humano que prioriza la dignidad de la persona.
498
Terapia Conductual para Adolescentes: Es una estrategia terapéutica que se basa
ampliamente en principios de la Terapia de Conducta tales como el Control Estimular,
Modelado de Conductas y Reforzamiento Contingente. Se tiene una especial atención a los
mecanismos de control social, implicando en el proceso terapéutico a la familia o a otras
personas significativas para el paciente.
Terapia Familiar Multidimensional: su foco se centra en las relaciones familiares, ya que el

problema es visto como el producto de una red de influencias, en la que la red familiar tiene
un papel clave
499
FILOSOFÍA DE “BASTONES DE ESPERANZA”
Pienso (luego) soy. ¿Qué pienso? Nada determinado, sólo que pienso, lo cual basta para ser,
no se acaba por completo una cosa y empieza otra, así, simplemente. Sin antes suprimir lo
viejo, lo nuevo no puede aparecer como luz. Los principios rectores son: el amor propio, el
altruismo, la determinación, la visión positiva al futuro, la empatía, la compasión, el perdón,
vivir cada segundo, cada minuto, respirar el momento, no actuar por mandatos ciegos de
pensamientos distorsionados con razonamientos emocionales, apoyarme en lo aprendido,
recordar lo vivido y ver lo trascendido, para no regresar a las sombras del pasado.
Pensar, sentir, actuar, recordar el semáforo emocional, al sentirnos airados o dispersos,

respirar lentamente y relajar nuestro cuerpo, somos ondas en el mar de la existencia, todo se
consigue con paciencia.
No olvidar cada precepto aquí citado y encaminar mi vida a lo soñado, no existe sueños
grandes ni soñadores pequeños, todo se consigue con empeño, cada fracaso me enseña, no
habrá más leñas para quemar mi existencia, es momento de aceptarme y de desprenderme de
miedos irracionales, tengo hoy la llave de la recuperación de mis incertidumbres, poseo la
lumbre de la tranquilidad que, gracias a BASTONES DE ESPERANZA, me permiten vivir
en la realidad.
No dependeré de chismes, rumores, usare las flores de asertividad para perfumar mi vida y la
de los demás con sentimientos de consideración y estima me aproximare lentamente a la cima
de la trascendencia.
¡Fuerza y voluntad, sonrisas y manos amigas nunca cerradas, siempre extendidas por la vida
y la libertad!
500
PRE-PERICIA TRASCENDENTAL
La PRE-PERICIA TRASCENDENTAL, es aquella preparación que las personas usuarias

tendrán que hacer antes de establecer la PERICIA TRASCENDENTAL. Antes quizá sus
vidas no contaban con la planificación por lo que sentían aquel caos que afectaba su
resiliencia, por esta razón en este momento tendrán la oportunidad de comenzar con algunas
actividades para emprender el camino que han decidido transitar.
Tenemos algunas sugerencias a seguirse que tendrán que ser puestas en práctica de forma
consuetudinaria para crear nuevos patrones de conducta que se conviertan en factores
patodistónicos.
Usted tiene la oportunidad de hacer tres cosas buenas al día, por alguien más o por usted
mismo(a).
En la mañana
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En la tarde
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501
Tres cosas buenas al día para usted mismo (o) u otras personas.
En la noche
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¿Cómo se sintió?
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¿Aplicaría esta técnica para su vida diaria? SI / NO ¿Por qué?
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502
Escriba una carta de gratitud (puede ser a otros), a la naturaleza, a usted mismo (a).
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503
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504
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505
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506
Escriba un diario sobre el futuro
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507
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508
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509
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510
Propóngase realizar alguna actividad y póngale una fecha límite para cumplirla.
La actividad tiene que ser a corto plazo.
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512
¿Cómo se sintió al realizar la actividad que se planteó?
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¿Qué miedos tenía antes de hacer la actividad?
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513
¿Cómo hizo frente a los temores?
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¿Qué sucedió ahora que se demostró que pudo realizar esa actividad?
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514
Si usted hiciera una película de su vida ¿Qué sería lo más importante que desearía mostrar al
público?
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¿Qué pasaría si solo tuviera dos horas para sintetizar lo más importante?
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¿Qué temas serían los más importantes?
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517
¿Cuáles serían los menos importantes?
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519
¿Qué eliminaría de la película?
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520
¿Cuál sería el clímax de la película?
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521
CEREMONIA DE RESTITUCIÓN
Fecha:
Proceso:
Uno de los desafíos emocionales más importantes que se debe afrontar, es precisamente el de
perdonarse a uno mismo (a).
Usaremos la técnica: Yo me perdono a mí mismo (a)
Tendremos dos columnas en una de ellas las cosas que me impiden perdonarme a mí mismo
(a) y la otra columna tendrá las cosas que puedo hacer para perdonarme a mí mismo (a)
La ceremonia de restitución está enmarcada en el principio de restituir el ser.
Para esto contaremos con terapias de hidroterapia y de aromaterapia encaminadas a liberar las
tensiones que se hayan ido acumulando con el paso del tiempo.
El punto cardinal de la ceremonia de restitución es la incorporación de nuevos hábitos y

neurotectos mentales más asertivos que nos permitan consolidar las bases para el adecuado
desarrollo personal.
A través de las cartas de reconciliación con su niño (a) interior. Cierre de duelos. Grupo 24
familiar e individual entre otras actividades se han ido solventando las diversas adversidades.
En esta sesión, la persona usuaria tendrá la oportunidad de renacer, puesto que después de
entregar las cartas del análisis transaccional desde la visión de los diferentes estilos (padre,
adulto niño) para solventar las diversas vicisitudes que han ido calando el ser. Se podrán
dilucidar los puntos que requieren atención.
En esta ceremonia sus pares y los familiares constataran el compromiso de la persona usuaria
en restituir su vida y empezar de nuevo.
Con la visión y misión vitales estipuladas con anterioridad en el proceso. También es capaz
de fijarse objetivos a corto, mediano, largo plazo cambiando el camino, pero no la meta, pues
si un camino no es el indicado, toma otro que le permita llegar a la trascendencia.
Se utiliza el agua ya que las propiedades físicas de esta tienen fines curativos a través de sus
propiedades térmicas y mecánicas. El efecto del agua hace que sea excelente como un
tratamiento terapéutico. Dichos efectos logran ser psicológicos y mecánicos.
522
Se plantean los objetivos de:
Observación de nuestra conducta.
Asertividad
Fomentar la resiliencia
Expresión emocional gestión de IE.
Capacidad de resolución de conflictos
Autorregulación
Empatía
Altruismo
Compromisos de la persona usuaria
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524
Compromisos de la familia de la persona usuaria
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Sugerencias de sus pares
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Medidas terapéuticas a considerar
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526
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527
DAFO INDIVIDUAL
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DAFO FAMILIAR
528
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OBSERVACIONES
529
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530
ACTIVIDADES QUE CUMPLIR EN EL CENTRO DURANTE LA FASE DE
RESTITUCIÓN
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531
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A continuación, señale si se entrega o no (y la razón de no entregar coloque en anotaciones)
ENTREGA DE GUÍAS: Entregado No entregado
DISTORSIONES COGNITIVAS Entregado No entregado
MECANISMOS DE DEFENSA Entregado No entregado
MODELO ABCDE Entregado No entregado
YO, ELLO, SUPERYÓ Entregado No entregado
Anotaciones
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Director (a) Psicología clínica Psiquiatría
532
GUÍA: YO, ELLO, SUPERYÓ
El presente texto pretende servirle de guía para que usted se informe respecto a las funciones
de cada uno: YO, ELLO, SUPERYÓ. Y pueda utilizar los conocimientos para dilucidar
cualquier duda que pudiese presentar.
ELLO
Ello o Id es la estructura de la psique humana que aparece en primer lugar. A diferencia de lo

que ocurre con el Yo y el Superyó, está presente desde que nacemos, y por lo tanto durante
los primeros dos años de nuestras vidas es la que manda a lo largo de ese periodo de tiempo.
El Ello se mueve a partir del principio del placer inmediato, y por eso lucha por hacer que las
pulsiones primarias rijan la conducta de la persona, independientemente de las consecuencias
a medio o largo plazo que eso pueda conllevar. Por ello se suele considerar que el Ello es "la
parte animal" o "instintiva" del ser humano.
YO
A diferencia del Ello, se regiría por el principio de la realidad. Eso significa que el Yo está
más enfocado hacia el exterior, y nos lleva a pensar en las consecuencias prácticas de lo que
hacemos y los problemas que puede generar una conducta demasiado desinhibida. Esto hace
que se enfrente al Ello para aplacar las pulsiones que emanan de él, para lo cual utiliza los
mecanismos de defensa.
En definitiva, el Yo es, la instancia psíquica que se encarga de hacer que la fuerza del Ello no
tome el control del cuerpo llevándonos a situaciones catastróficas a corto plazo, y que la del
Superyó no llegue a asfixiarnos por su carácter restrictivo.
SUPERYÓ
Es la instancia psíquica que vela por el cumplimiento de las reglas morales. Es por eso que el
Superyó presiona para realizar grandes sacrificios y esfuerzos con tal de hacer que la
personalidad de uno mismo se acerque lo máximo posible a la idea de la perfección y del
bien.
533
GUÍA: YO, ELLO, SUPERYÓ
Ejemplo:
Usted quiere ir a una fiesta le dan permiso, hora de llegada y ciertas condiciones......
Usted va a la fiesta, quiere bailar, pero resulta que la persona con la cual usted quiere bailar
es el/la novio/a de su mejor amiga/o el/la cual a usted le gusta y además usted sabe que su
relación no es miel sobre hojuelas en este momento... usted quiere invitarla a salir porque
sabe que su amigo(a) no la valora, etc. Y cree que esa persona estaría mejor con usted.
El SUPER YO dice: ¡no lo hagas!, ¿cómo le podrías hacer eso a esa persona?, ¡no te gustaría
que te hagan lo mismo a ti!
El ELLO dice: ¡hazlo! ¿cuál es el problema? si de todas formas le puedes besar o llevarla
algún lugar a “tener relaciones sexuales y no pasa nada” ¡qué importa tu amiga/o! lo que
importa eres tú, ¡complácete! además tú eres mejor que tu amigo (a).
El YO dice: ¡baila!, pero pórtate bien, recuerda quien es esa persona y lo que significa para tu
mejor amiga/o.
534
Ejemplo:
Usted se encuentra haciendo dieta, y pasa frente a una pastelería donde hay un postre
espectacular.
EL ELLO (que busca la satisfacción inmediata) le va a decir ¡cómpralo ya!, ¡lo quiero!
EL SUPERYÓ (que representa los mandatos paternos, el deber ser) le dirá, ¡de ninguna
manera compres eso!, ¡te hará mal! ¡tienes que cuidarte!, etc.
Y EL YO tendrá que decidir que hace, teniendo en cuenta también el principio de realidad (es
decir, si tiene dinero para comprar ese postre, o tiempo para parar a comprarlo, etc.) Por eso
la tarea del YO es la más dificultosa, ya que debe tomar las decisiones presionado por el Ello,
y el Superyó y teniendo en cuenta la realidad
Ejemplo:
Usted tiene un examen de alguna materia, al día siguiente, usted decide descansar temprano
porque quizá se siente cansado(a) o simplemente dice ¡mejor me levanto temprano!, ¡capto
con mejor precisión lo que voy a estudiar y salgo aprobado(a)!
Usted fija su despertador a las primeras horas de la madrugada 2:00 o 3:00 am, luego suena
su despertador, pero hay viene el debate:
EL ELLO dice, ¡duerme tan solo 10 minutitos más y luego te levantas!
EL SUPERYÓ dice, ¡no duermas más!, ¡tienes que levantarte para que estudies y salgas bien
en tu examen!
EL ELLO dice: ¡Pero tengo sueño!, ¡que rico quiero seguir durmiendo! al fin de cuenta a la
hora que vaya de camino puedo ir leyendo, le doy una repasada y ya está
EL SUPERYÓ dice: ¡no, no hagas eso!, ¡levántate ya, no pierdas tu tiempo!
EL YO, finalmente decide qué hacer si hacer caso al ELLO o al SUPERYÓ, todo está en la
determinación que tenga el YÓ para tomar decisiones
535
Puede usar ejemplos reales o ficticios para aclarar mejor sus dudas basándose en las
funciones de cada uno de ellos
Ejercicio:
Frase______________________________________________________________________
__________________________________________________________________________
ELLO______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUPERYÓ__________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
YO________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Ejercicio:
Frase______________________________________________________________________
__________________________________________________________________________
ELLO______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUPERYÓ__________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
YO________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
536
Ejercicio:
Frase______________________________________________________________________
__________________________________________________________________________
ELLO______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUPERYÓ__________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
YO________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Ejercicio:
Frase______________________________________________________________________
__________________________________________________________________________
ELLO______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUPERYÓ__________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
YO________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
537
GUÍA SOBRE LOS MECANISMOS DE DEFENSA
El siguiente texto, se encuentra orientado para que usted pueda tener conocimientos
referentes a que son los mecanismos de defensa y como afectan la capacidad de resolver
inconvenientes de manera adecuada
Los mecanismos de defensa son modos incorrectos de resolver el conflicto psicológico
1. Sublimación
El impulso se canaliza hacia una forma más aceptable. Una pulsión de ira se sublima hacia
una finalidad no impulsiva, apuntando a objetos valorados positivamente por la sociedad,
como la actividad artística, la actividad física o la investigación intelectual.
Como el artista que expresa su tristeza en una obra de arte utilizando la energía psíquica en
expresar sus emociones de esta manera.
2. Desplazamiento
Se refiere a la redirección de un impulso (habitualmente una agresión) hacia una persona o un

objeto. Por ejemplo, alguien que se siente frustrado con su jefe y le suelta una patada a su
perro, o a un mueble. Nos encontramos en este caso ante un mecanismo de defensa: como no
nos es posible golpear al jefe porque nos despediría del trabajo, desplazamos el objeto de
nuestra ira hacia cualquier otro ser u objeto.
3. Represión
Hace referencia al proceso por el cual el “yo” borra eventos y pensamientos que serían
dolorosos si se mantuvieran en el nivel consciente, ya que la satisfacción de la pulsión
reprimida resulta inconciliable con otras exigencias del superyó o de la realidad.
La mujer que era agredida en la escuela reprimió el recuerdo para no sentirse afectada.
4. Proyección
Hace referencia a la tendencia de los individuos a atribuir (proyectar) sus propios

pensamientos, motivos o sentimientos hacia otra persona. Las proyecciones más comunes
pueden ser comportamientos agresivos que provocan un sentimiento de culpa, y fantasías o
pensamientos sexuales socialmente no aceptados. Por ejemplo, una chica odia a su
compañera de cuarto, pero el superyó le dice que eso es inaceptable. Puede resolver el
problema pensando que es la otra persona la que le odia a ella.
Cuando un niño dice a su primo que cambia la película de terror porque a su primo le da
miedo. (Proyecta lo que siente)
538
5. Negación
Es el mecanismo por el cual el sujeto bloquea eventos externos para que no formen parte de
la consciencia y, por tanto, trata aspectos evidentes de la realidad como si no existieran. Por
ejemplo, un fumador que niega que fumar puede provocar serios problemas para su salud.
Negando estos efectos nocivos del tabaco, puede tolerar mejor su hábito, naturalizándolo.
6. Regresión
Hace referencia a cualquier retroceso a situaciones o hábitos anteriores, un retorno a los

patrones de comportamiento inmaduro. Por ejemplo, un adolescente al que no se le permite
irse un fin de semana a casa de un amigo y reacciona con un berrinche y grita delante de sus
padres, como si fuera un niño de menor edad.
7. Formación reactiva
Los impulsos no solo se reprimen, sino que, además, se controlan exagerando el

comportamiento opuesto. Es decir, que se detiene la aparición de un pensamiento doloroso
sustituyéndolo por otro más agradable. Por ejemplo, una persona que está muy enfadada con
un amigo, pero le dice que está todo correcto para evitar la discusión.
8. Aislamiento
Es un mecanismo por el cual se divorcian los recuerdos de los sentimientos, como una forma
de soportar y tolerar mejor los hechos y la realidad. Se separa una idea intolerable para el yo
de las emociones que produce, así permanece en la consciencia de forma debilitada. Por
ejemplo, relatar un episodio traumático con total normalidad, igual que si se hablara del
tiempo o de cualquier otro asunto trivial.
9. Racionalización
En la racionalización se sustituye una razón real que no es aceptable, por otra que resulte
aceptable. Es decir, se cambia la perspectiva de la realidad a través de ofrecer una explicación
diferente. Por ejemplo, una mujer se enamora perdidamente de un hombre, e inician una
relación. Al cabo de un mes de empezar el noviazgo, el hombre rompe la relación porque
considera que la mujer tiene una autoconfianza muy baja y no le deja respirar. Pese a que la
mujer lleva tres fracasos amorosos consecutivos por la misma razón, concluye: “ya sabía que
este hombre era un perdedor”, o bien "desde el primer momento supe que este hombre no me
convenía".
539
GUÍA: DISTORSIONES COGNITIVAS
No son los acontecimientos en sí mismos los que desencadenan nuestras emociones sino la
interpretación que hacemos sobre ellos
Este texto pretende servirle de guía para que usted pueda conocer que son las distorsiones
cognitivas y pueda identificarlas.
Las distorsiones cognitivas son: interpretaciones erróneas de la realidad que llevan al

individuo a percibir el mundo de manera poco objetiva, además de disfuncional. Se presentan
en forma de pensamientos automáticos y desencadenan emociones negativas que dan lugar a
conductas no deseadas o desadaptativas.
De este modo se genera un bucle, porque estas conductas disfuncionales acaban reforzando
los esquemas cognitivos que las generaron, de manera que la dinámica se mantiene o incluso
intensifica.
CARACTERÍSTICAS DE LAS DISTORSIONES COGNITIVAS
Se expresan a menudo en términos de imperativos categóricos: “tendría que”, “debería”, “he

de…”.
Se vivencian como espontáneos, aparecen de repente en la mente sin ningún desencadenante

aparente.
Son mensajes breves, específicos y discretos y a menudo se presentan en forma de imagen

visual.
Tienden a ser dramáticos y catastrofistas.
Son difíciles de desviar.
Son aprendidos.
Tipos de distorsiones cognitivas, y ejemplos
Existen un gran número de errores cognitivos en los que las personas caemos una y otra vez.
A continuación, algunos de los más frecuentes, con un ejemplo para que sea más sencillo
comprenderlos.
540
Estos son los tipos de distorsiones cognitivas.
Inferencia arbitraria. También denominada como “saltar a las conclusiones”. Es el proceso

de obtener una conclusión negativa en ausencia de una evidencia empírica que la pueda
avalar de forma suficiente. Ejemplo: “No voy a aprobar el examen porque soy un desastre”.
Catastrofismo. Se da lugar cuando se evalúa una situación con el peor resultado posible,
tanto de lo vivido como de lo futuro. Ejemplo: “Es mejor que no haga el examen porque lo
suspenderé y seré lo peor”.
Comparación. Cuando se produce una tendencia a compararse con los demás de manera que
se llega a la conclusión de que se es mucho peor que los demás. Ejemplo: “A pesar de que
estudio no consigo sacar mejores notas que mi compañero”.
Pensamiento dicotómico. Es decir, cuando el pensamiento o es blanco o negro. Se colocan
las experiencias propias o de los demás en categorías que solo tienen dos opciones opuestas
(bueno/malo; positivo/negativo; posible/imposible). Ejemplo: “Si no saco un 10 en el examen
seré un perdedor(a)”.
Descalificación de lo positivo. Cuando se descalifican las experiencias o rasgos positivos de
la persona. Ejemplo: “Aprendí a cocinar, pero fue de suerte.”
Razonamiento emocional. Cuando las opiniones son formadas sobre uno mismo(a)
basándose solo en las emociones que experimenta la persona. Ejemplo: “Me siento como
tonto(a) por lo que he de ser tonto(a) y mejor actuó como tonto (a)”.
Construcción de la valía personal en base a opiniones externas. Cuando mantenemos una
valía personal en función de terceros. Ejemplo: “Mi entrenador me dice que son muy malo(a)
con el balón, seguro que tiene razón” “Mi novio(a) dice que soy tonta(o), seguro que tiene
razón”.
Adivinación. Pronosticar un resultado negativo, una emoción o un acontecimiento futuro y
creerse esas predicciones como verdaderas. Ejemplo: “Estoy seguro(a) de que en la prueba de
conducción me pondré nervioso(a) y todo me ira mal.
Etiquetado. Cuando una persona se etiqueta a uno mismo o a otros de forma peyorativa.
Ejemplo: “Soy feo”, “Soy el peor jugador del mundo”.
Magnificación. Tendencia a exagerar lo negativo de un rasgo, situación, acontecimiento o
persona. Ejemplo: “He fallado el penalti decisivo, se acabó mi carrera deportiva.” o “No le ha
gustado el regalo sorpresa, seguro que me deja”.
Leer la mente. Cuando una persona cree que otra está pensando negativamente en ella sin
evidencia de ello. Ejemplo: “Mi padre/madre piensa que soy un inútil, aunque no lo diga”
“El entrenador en el fondo no confía en mí”.
Minimización. Proceso por el cual se minimiza o quita importancia a algunos sucesos, rasgos
o circunstancias. Ejemplo: “Me ha dado un beso de buenas noches, pero podría haberme dado
más”, “me han llamado tres veces para salir, pero podrían haberme llamado más veces”,
“Solo me ha regalado una flor, no me quiere”.
Sobregeneralización. Se trata de extraer conclusiones basándose en unas pocas experiencias
o aplicarlas a una gama de situaciones no relacionadas. Ejemplo: “Todas las mujeres del
mundo son superficiales, nadie me quiere, jamás podré cumplir mis sueños”
Perfeccionismo. Cuando se realiza un esfuerzo constante porque una representación interna o
externa de perfección se cumpla sin examinar si es razonable, muchas veces por evitar una
experiencia subjetiva de fracaso. Ejemplo: “Para no marcar gol, mejor ni juego”, “Si no me
sale la comida perfecta es mejor ir a comer fuera”.
Personalización. Cuando se asume una causalidad personal a una situación, evento o
reacciones de otros sin que haya evidencias que lo apoyen. Ejemplo: “Maria y Juan se están
riendo, seguro que es de mi”, “La profesora me mira mientras corrige, seguro que me
suspende”.
541
Abstracción selectiva. Proceso de focalizarse solo en un aspecto, detalle o situación
negativa, de manera que se magnifica su importancia poniendo la situación entera en un
contexto negativo. Ejemplo: “Soy lo peor, he perdido la goma de borrar”, “Seguro que
suspendo, se me ha olvidado el bolígrafo de la suerte”.
Afirmaciones con “Debería”. Son las expectativas o demandas internas sobre las
capacidades o habilidades personales o de otros, pero sin analizar si son razonables en el
contexto en el que se dicen. Ejemplo: “Debería dejar de pensar tanto y hacer lo que me
propongo”
542
GUÍA: MODELO A B C D E
Existe un ejercicio que podemos aprender a utilizar para poder enfrentarnos de una manera
más optimista a las situaciones adversas. Utilizamos el ABCDE
Este ejercicio consiste en seguir estos pasos:
– ADVERSITY: identificar la adversidad, lo que ha sucedido en sí objetivamente.
– BELIEFS: darnos cuenta de cuáles son nuestras creencias (beliefs) al respecto.
– CONSEQUENCES: analizar a nivel emocional cómo te hace sentir eso, cuáles son las
consecuencias que puede tener.
– DISTRACTION O DISPUTATION: se hace referencia a tener una discusión interna con

uno mismo, para derribar nuestras creencias falsa, distraerse, distanciarse del problema para
no darle una importancia catastrofista, sino basarse en la realidad.
– ENERGIZATION: darse cuenta de cómo se ha ido sintiendo uno mismo a lo largo de todo
el proceso de ABCDE, cómo se han ido cambiando los pensamientos, las creencias, los
niveles de frustración...
Al automatizar esta forma de enfrentarnos a los problemas nos acostumbramos a una forma
diferente de procesar la información, ya no nos dejamos llevar por nuestras creencias
irracionales, sino que nos paramos a pensar y a discutir con nosotros mismos de tal forma que
nos damos otras opciones para poder contemplar otras vías de solución
Adversidad
En primer lugar, describe el error, fracaso o adversidad que ha desencadenado el pesimismo:

“Me presenté al proceso de selección para un puesto de trabajo y acabo de recibir una carta
de rechazo. Ni siquiera me han llamado para hacer la entrevista”.
Creencias
Toma nota de todas las creencias negativas que desencadena esta situación en tu cabeza: “Se
habrán reído de mi currículum. Soy un desastre y siempre lo he sido. No sé para qué me
presento si no valgo para nada. Nunca conseguiré trabajar en lo que a mí me gusta”.
Consecuencias
Observa y apunta cuáles son las consecuencias de todas estas creencias negativas, cómo te
sientes, cómo te afecta: “Me siento deprimido y humillado. No quiero presentarme nunca más
a otro proceso de selección”.
543
Discusión interna
Discute contigo mismo (a) sobre estos sentimientos de la misma forma en que lo harías con
otra persona. Utiliza todas tus estrategias:
Cambia de papel (¿qué le dirías a un buen amigo?),
Revisa los diferentes puntos de vista.
Rebate con creatividad y firmeza tus propias creencias
“Quizás esté exagerando. A lo mejor, sencillamente, no han sabido valorar mis talentos y
habilidades. Quizá no sea el puesto adecuado para mí. Puede que fuera un proceso de
selección especialmente competitivo, y se había presentado tanta gente que no tuvieron ni
tiempo para ver a todos los candidatos. Seguro que, tarde o temprano, encontraré el puesto
que busco. Es sólo cuestión de tiempo y paciencia”.
Energía
Toma conciencia de la energía que esta discusión interna ha liberado, revisa y reconoce
cuáles son tus sentimientos ahora: “Me siento más tranquilo y animado. Tengo más esperanza
de encontrar mi camino. Incluso ya he vuelto a iniciar la búsqueda de nuevas oportunidades
de trabajo”.
El paso crítico, evidentemente, es el de la discusión interna en el que tratas de superar,

deshinchar o destruir tus creencias negativas. Es fundamental percatarse de que los
sentimientos casi siempre reaccionan ante las creencias y no ante los hechos.
No se trata de vivir en un mundo ficticio e ilusorio sino de sembrar dudas razonables respecto
a creencias a menudo poco fundadas.
Ejemplos:
Usted tiene que dar una charla en su trabajo sobre una propuesta de mejora de una estrategia
de marketing. Ha habido tensión previa y cree que vas a recibir fuertes, críticas y que será un
fracaso. Pensar eso hace que esté con gran tensión y lo vive muy mal los días previos.
El dato objetivo es que tiene que dar una charla (A), pero la ansiedad que asocia a eso son
interpretaciones asociadas (A’) que son adiciones al dato objetivo.
Quizás sea muy preciso o precisa en su imaginación y puede ser que pase, pero no deja de ser
una interpretación que va más allá de los datos que tenemos en este momento.
En realidad, en este caso las emociones no se basan en una situación A que haya pasado
objetivamente, sino en una situación a la que asocia unas inferencias de lo que podría o no
podría pasar.
544
Puede que reciba críticas que pueden ser razonables o no. Puede que la charla sea un fracaso
y rechacen la idea o no. Simplemente no lo sabe hasta que de la charla.
¿Cuál es la diferencia?
Aquí se anima a asumir temporalmente como ciertas sus inferencias (A’) acerca de la
situación adversa (A), es decir, pide que acepte que son correctas, aunque puedan parecer
muy distorsionadas.
En este ejemplo asumiremos que es verdad la situación de fuertes críticas y fracaso de la

charla que ha de venir, aunque todavía no sepamos qué puede pasar.
El objetivo de este planteamiento es animarnos a que asumamos como ciertas las creencias

irracionales en las que subyace el núcleo de los problemas emocionales. Esto sirve para ir
directamente al núcleo irracional.
Componente B: Creencias
La B significa creencias.
Son las actitudes que pueden ser rígidas o flexibles, extremas o moderadas.
Estas creencias pueden ser generales o específicas en su naturaleza. Aquí nos centraremos

más vienen las creencias irracionales que son específicas más que en las generales.
Las creencias irracionales son rígidas y extremas y las creencias racionales son flexibles

y moderadas.
Creencias irracionales rígidas.

La TREC sostiene que las creencias irracionales están en la base que los problemas
emocionales de la gente cuando tienen que enfrentarse a las adversidades de la vida.
La contribución más importante es la visión de que las creencias irracionales que están en el
núcleo de sus problemas son las creencias rígidas.
¿Cómo son esas creencias?
Las creencias rígidas se presentan como deberías o exigencias absolutas:
¡Debo…! ¡He de…!
545
Las personas podemos expresar nuestras creencias rígidas de maneras diferentes; pero según
Albert Ellis, todas las creencias individuales son variaciones de tres creencias rígidas
básicas.
1- Exigencias acerca del yo.
Estas creencias rígidas acerca de uno mismo normalmente dan lugar a ansiedad, depresión,
vergüenza o culpa.
Estas creencias rígidas acerca del yo frecuentemente se revelan en frases como:
“Yo debo dar bien mi próxima charla”

“Yo debo aprobar mi próximo examen”
“Yo debo hablar con elocuencia”
“Yo debo ser el más elegante de la fiesta”
“Yo debo ser la más inteligente de mi trabajo”
2 -Exigencias acerca de los demás.
Estas creencias rígidas acerca de las otras personas se suelen asociar con sentimientos de ira,
rabia y con conductas pasivo-agresivas o, incluso, violentas.
Estas creencias rígidas se suelen expresar con frases como.
“Tú debes tratarme bien cuando me atiendas”

“Tú debes elogiarme porque he ordenado la habitación”
“Tú debes darme dinero cuando te lo pido”
“Tú debes callar cuando hablo”
“Tú debes tú debes cuidar tu forma física”
3-Exigencias acerca de las condiciones de vida o del mundo.
Estas creencias rígidas suelen asociarse sentimientos de autocompasión o de sentirse

víctima. Pueden a dar lugar a problemas de dilación, procrastinación o, incluso,
conductas adictivas.
Estas creencias rígidas sobre la vida suelen expresarse con rases como estas:
-” Estudiar debería ser fácil y divertido”

-” Mi trabajo no debería ser tan aburrido”
-” La vida debería ser siempre fácil”
-” El mundo no debería tener guerras”
-” La vida no debería darme tantas responsabilidades”.
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Creencias irracionales extremas
Cuando tenemos creencias rígidas acerca de nosotros, los demás o el mundo, nos deslizamos
hacia creencias extremistas que se derivan de ellas.
Son tres tipos de creencias: catastrofistas, intolerancia a la incomodidad o frustración y

creencias de desvalorización.
 Creencias catastrofistas
Nos vamos hasta el extremo de creer que la adversidad (A) que ha pasado es una catástrofe,
terrible, horrible o un desastre total.
Se vive como algo devastador o demoledor que cree que es más del 100 % malo, que es peor
de lo que debería ser y que nada bueno puede derivarse de ese hecho.
Por ejemplo:
“Yo debo dar bien mi próxima charla” → Y será horrible si no lo consigo.
“Tú debes tratarme bien cuando me atiendas” → Y si no lo haces, es un desastre.
” Estudiar debería ser fácil y divertido” → Y como es demasiado difícil es el fin del mundo.
 Creencias de intolerancia a la incomodidad o frustración
Crees que vivir esa adversidad no la puedes soportar y que la felicidad no será posible si estás
en esa situación. No se puede aguantar, resistir, tolerar, sobrellevar o sufrir es situación.
Por ejemplo:
“Yo debo dar bien mi próxima charla” → Y no lo podré soportar si no lo consigo.
“Tú debes tratarme bien cuando me atiendas” → Y será intolerable si tú no lo haces.
” Estudiar debería ser fácil y divertido” → Y debido a que es tan difícil no puedo resistirlo.
Creencias de desvalorización
Este tipo de creencias extremistas consisten en denigrar o descalificar a uno mismo, a los
demás o a la vida o el mundo si no se dan las condiciones que rígidamente exige.
“Yo debo dar bien mi próxima charla” → y si no soy despreciable.
“Tú debes tratarme bien cuando me atiendas” → y si no es así eres un canalla.
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” Estudiar debería ser fácil y divertido” → y si no mi vida es un asco por ser tan difícil.
Creencias racionales flexibles.

La TREC sostiene que las creencias racionales son la base de las respuestas sanas a las
adversidades de la vida.
Las creencias racionales se caracterizan por ser son creencias flexibles que están en la base
de estas respuestas sanas.
Su naturaleza flexible se basa en que no las hemos transformado en “deberías” absolutos y

dogmáticos.
Estas creencias las llamamos flexibles porque son preferencias no dogmáticas. Tienen la

forma de deseos, anhelos o simplemente preferencias.
SIGUIENDO EN LA LÍNEA ANTERIOR PODEMOS DISTINGUIR TRES TIPOS DE

PREFERENCIAS
1- Preferencias flexibles acerca de uno mismo.
Suelen dar lugar a sentimientos como inquietud o reflexión sobre los hechos en lugar de
ansiedad, decepción o tristeza en lugar de depresión, decepción en lugar de vergüenza y
arrepentimiento en lugar de culpabilidad.
Siguiendo con el primero de los ejemplos anteriores:
“Me gustaría dar muy bien la charla, pero no necesito hacerlo”
2- Preferencias flexibles acerca de los demás.
Suele estar asociada a sentimientos de enfado, pero sin ira o condenación de los demás.
También conducen a conductas asertivas en lugar de pasivas, o activamente agresivas.
Las frases que aparecen tienen una forma aproximada como esta:
“Me gustaría que me atendieran bien, pero desgraciadamente no tienen por qué hacerlo”
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3- Preferencias flexibles acerca de la vida y el mundo.
Suelen estar asociados con sentimientos de decepción o de pena en lugar de sentimientos de

autocompasión o de victimización.
Dan lugar a conductas más disciplinadas, en lugar de a conductas de dejadez, dilación o

adicción.
Se suelen expresar con frases como esta:
“Me gustaría que estudiar matemáticas no fuera tan difícil para mí, pero desafortunadamente
no tiene por qué ser así”.
En la estructura de estas creencias flexibles hay dos componentes:
 Primero, afirma lo que quiere o prefiere rendirse.

 Segundo, reconoce que no siempre se puede conseguir lo que se quiere.
El primer y el segundo componentes conectan con la palabra “pero”.
Creencias racionales moderadas (no extremas)

Son creencias moderadas que se derivan de las creencias flexibles que acabamos de
exponer.
1-Creencias no catastrofistas
Cree que la situación podría ser siempre peor que la adversidad que ha acontecido. Cree es
menos de un 100 % mala e incluso cree que algo bueno podría derivar de esa adversidad.
Ponemos algunos ejemplos de creencias flexibles con las creencias no catastrofistas que se
derivan de ellas.
– “Me gustaría hacer bien en mi charla, pero no es necesario para mí hacerlo → “Será malo si
no lo hago bien, pero no será horrible”.
– “Me gustaría que me atendieran bien, pero desgraciadamente no tienen por qué hacerlo” →
“Sería muy desafortunado si me tratan mal, pero no es el fin del mundo”.
– “Me gustaría estudiar matemáticas no fuera tan difícil, pero por desgracia no tiene porqué
ser de la manera que yo quiero que sea” → “Es una molestia que sea tan difícil, pero no es
romperse el cráneo.”
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Estas creencias moderadas también tienen dos partes:
 Primero, afirmamos que es malo cuando no conseguimos lo que queremos.

 Segundo, reconocemos que no es una catástrofe terrible cuando esto sucede.
Es eso que estas verbalizaciones tienen la palabra “pero” entre la primera y la segunda.
2-Creencias de tolerancia a la incomodidad o a la frustración
Las creencias de tolerancia la incomodidad implica que tendrá que esforzarse si la

incomodidad sigue existiendo, pero que no morirá ni se pulverizará o desintegrará, su ser.
Que pase lo que no quiere no hará que pierda la capacidad de vivir sentimientos de felicidad,
Además, así fomenta la resiliencia.
Seguimos con los ejemplos de frases que expresan esas creencias de tolerancia derivadas de
las creencias flexibles correspondientes:
“Me gustaría hacer bien mi próxima charla, pero no es necesario para mí hacerlo” → “Sería
duro no hacerlo bien, pero podría soportarlo y valdría la pena el esfuerzo”.
“Me gustaría que atendieran bien, pero desgraciadamente no tengo por qué hacerlo” → “Sería
difícil para mí soportar su mala conducta, pero puedo soportarla y vale la pena que lo haga”.
“Me gustaría que estudiar matemáticas no fuera tan difícil, pero desafortunadamente no tiene
porqué ser como yo quiero” → “Es una pesadez aguantar esta dificultad, pero puedo tolerarla
y me interesa hacerlo”.
Fíjese que hay tres componentes en las creencias tolerantes a la incomodidad:
 Primero, afirme que es un esfuerzo tolerar que sus deseos no se cumplan.

 Segundo, reconozca que puede tolerarlos.
 Tercero, resalte que vale la pena hacerlo, aplique la resiliencia, trascendencia.
3-Creencias de aceptación
La aceptación en la TREC significa aceptarse a sí mismo(a) y a los otros como seres

humanos falibles.
Además, significa que no se puede dar de forma legítima una valoración simple y global a
uno mismo(a) o a los demás.
Aceptar el mundo y las condiciones de la vida significan reconocer que son

muy complejas y que constan de aspectos buenos, malos y neutros.
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Esto implica que no haremos valoraciones globales del mundo porque no estamos en
condiciones lógicas y realistas de hacerlo.
Ejemplos de estas creencias de aceptación con las creencias flexibles de las que se derivan
son:
– “Me gustaría dar bien la próxima charla, pero no es necesario para mí hacerlo” → “Si no lo
hago bien, no significará que soy despreciable. Seré el mismo ser humano falible tanto si lo
hago bien como si lo hago mal”.
– “Me gustaría que me atendieran bien, pero desgraciadamente no tiene por qué ser así” →”
Aunque me disgustaría su forma de actuar, no les calificaré como unas malas personas.
Seguirán siendo seres humanos falibles que pueden actuar bien o mal”.
– “Me gustaría que estudiar matemáticas no fuera tan difícil, pero desgraciadamente no tiene
porqué ser así” →” Es malo que estudiar matemáticas sea tan difícil, pero la vida no es un
asco cuando esto sucede. La vida es una compleja mezcla de lo bueno, lo malo y lo neutro”
Hay tres partes en estas creencias de aceptación.
 La primera parte es cuando afirma que es malo cuando no consigue lo que quiere o evalúa
alguna parte de usted mismo(a) o de los otros o de la vida negativamente.
 En la segunda parte reconoce que usted, la otra persona o la vida en general no pueden recibir
una valoración global cuando sus deseos se frustran.
 En la tercera parte afirma la falibilidad de usted mismo(a) o los demás, así mismo como la
complejidad de la vida con sus cosas buenas, malas o neutras.
Componente C: emociones, conductas y cogniciones consecuentes.
La C en el modelo ABC significa las consecuencias emocionales, de comportamiento y de

pensamiento que resultan de nuestras creencias acerca de la adversidad.
La C estarán perturbadas si siguen a creencias irracionales sobre las adversidades y las

llaman consecuencias negativas insanas.
Las C no estarán trastornadas si siguen a creencias racionales sobre las adversidades. Se las
llama consecuencias negativas sanas.
Vamos a analizar cada una de las consecuencias (C)
1-Consecuencias emocionales (C)

Cuando una adversidad ocurre el cliente experimentará una emoción negativa.
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La TREC argumenta que si mantienes una creencia irracional (B) acerca de la adversidad
(A), experimentará emociones negativas insanas (C).
Estas emociones se consideran insanas por lo siguiente:
-Se acompañan de gran dolor e incomodidad psíquica.
-Inducen a llevar a cabo conductas autodestructivas.
-Impiden desarrollar las conductas necesarias para que consiga sus objetivos.
-Conducen a formas de pensamiento disfuncional y muy distorsionado.
Si mantiene creencias racionales (B) acerca de la misma adversidad (A), podrá

experimentar emociones negativas sanas (C).
Estas emociones son negativas, pero sanas porque:
-Motivan a comprometerte en conductas beneficiosas.
-Le alertan de que sus objetivos han sido bloqueados, pero no le inmovilizan.
-Inducen ejecutar exitosamente las conductas necesarias para alcanzar sus objetivos.
-Conducen a un pensamiento equilibrado y funcional.
Estas emociones sanas consisten en ocuparse en lugar de preocuparse, estar inquieto(a) en

lugar de ansioso(a), triste en lugar de deprimido(a), sentir arrepentimiento en lugar de
culpabilidad, decepción en vez de vergüenza, enfado en vez de ira
2-Consecuencias conductuales (C)

Las consecuencias en la conducta de las creencias ser en forma de acciones manifiestas o
de tendencias a la acción.
Las acciones manifiestas son conductas observables, pero las tendencias a la acción son

impulsos a desarrollar una conducta, pero que no se lleva a cabo.
Las creencias irracionales acerca de la adversidad (A) desencadenan conductas en C

(acciones manifiestas o tendencias hacia la acción) que tienen a ser poco constructivas.
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Los seres humanos tenemos la capacidad de suprimir nuestras tendencias a la acción. Cuando
lo hacemos, nuestra conducta poco constructiva solo será clara si nos preguntamos acerca de
las tendencias a la acción ya que no habremos actuado de esa manera en una forma evidente.
Entones ¿cómo sabemos la tendencia a la acción?
Por ejemplo, imagine que siente enfado con algún cliente.
¿Cómo sabes si está experimentando un enfado insano o sano?
Pregúntese qué le hubiera apetecido hacer mientras estaba en la situación. ¿Cuál era su
impulso?
Si su respuesta es que tenía ganas de “partirle la cara” al interlocutor, entonces su enfado

seguramente es insano y problemático, aunque no haya manifestado nada.
Si tiene una creencia racional acerca de una adversidad (A), su conducta en C (acción

pública o tendencia a la acción) será más constructiva, adaptativa y funcional.
3-Consecuencias cognitivas (C)

Si tiene una creencia irracional (B) acerca de una adversidad (A), las consecuencias de
mantener esta creencia también afectan a su pensamiento posterior que tenderá a
estar distorsionado y sesgado hacia lo negativo.
En cambios, si tiene una creencia racional (B) acerca de la misma adversidad (A), su

pensamiento posterior tenderá a ser equilibrado y tendrá una visión más adaptada de la
situación.
A veces puede ser un poco difícil distinguir entre lo que son emociones negativas insanas y
las que son sanas. Puede haber momentos en los que sea difícil trazar una línea clara de
separación.
Interacción entre A B y C
En esta presentación del modelo situacional ABC las adversidades (A) reales o inferidas
desencadenan las creencias (B) que darán lugar a sentimientos, conductas y pensamientos
posteriores (C).
En realidad, estos tres componentes (A, B y C) frecuentemente interaccionan de una forma

compleja y variada.
Por ejemplo, si tienes creencias rígidas de una situación que te conduce a crear inferencias
muy negativas acerca de la adversidad, esto te hará que te enfoques en unas características
particulares de la adversidad a las que no prestaría atención si tuviera creencias más
racionales.
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Por ejemplo, si cree de forma dogmática y rígida que no debería ser rechazado en las
reuniones, tenderá a ver un rechazo social en donde no lo hay.
Esto pasa porque tendrá un sesgo negativo que le hará enfocar a prestar atención a frases
negativas de los demás con la exclusión de otras afirmaciones neutrales o positivas.
De la misma manera tener ciertos sentimientos y emociones como la depresión. hace más
fácil que tenga creencias irracionales.
También puede haber variaciones de una situación que pueden inducir creencias racionales,
pero no inducirla otras en la misma persona.
Pequeñas variaciones de contexto pueden marcar grandes diferencias en la misma persona.
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GUÍA SOBRE LA DEPRESIÓN
Esta guía está orientada a familiares de personas usuarias para que conozcan sobre la temática.
Tu ser querido está enfermo
La depresión, al igual que otras enfermedades o trastornos mentales, es un tema difícil de explicar
debido a que no tiene una muestra física clara. A diferencia de cuando nos fracturamos un pie o
sufrimos gripe, la depresión no tiene un síntoma físico característico que nos ayude a verla y
entenderla.
Explicación a niños:
Debemos explicarles a los niños que se trata de un problema de nuestra mente que nos lleva a estar
tristes o sentirnos mal sin un motivo real. No se trata de darle todos los detalles al niño, sino de
ayudarle a entender lo que su ser querido está viviendo.
Está bien llorar
Los niños son muy sensibles y suelen percibir rápidamente los sentimientos de las personas que
están a su alrededor. Por esto, cuando ven a alguien llorar suelen tener una mezcla de sentimientos.
Debemos explicarles que llorar es un mecanismo que tenemos para sacar aquello que nos hace
daño. También se les debe explicar que la persona que tiene depresión tiene muchos sentimientos
que debe expresar o sacar de algún modo.
Tú no tienes la culpa
Cuando un niño vive cerca de una persona con depresión y convive con sus cambios de humor
puede crear un sentimiento de culpa irreal. Esto pasa porque los niños tienden a culparse sin saber si
realmente es o no su culpa, sobre todo si no tienen el panorama completo.
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Por ello, es conveniente explicarles que ellos no son la causa de que la otra persona se encuentre
triste o sin ganas de hacer nada. El niño tiene que comprender que ese malestar es de la persona y
que no se lo ha generado él.
Eres amado
Cuando una persona está pasando por un mal momento en su depresión y se aleja o crea barreras,
es común que los niños crean que han dejado de ser queridos. Para evitar esto, se les debe explicar
que una persona con depresión necesita alejarse algún tiempo.
Sin embargo, los hechos hablan más que las palabras, por lo que después de haber pasado por este
período se le debe demostrar al niño lo mucho que se le ama, para que no se quede una herida
abierta.
Es importante que los niños estén informados
Muchos padres creen que es mejor que sus hijos no sepan sobre la depresión ni los problemas que
conlleva. Piensan que, de esta forma, sus hijos estarán más tranquilos y que no se darán cuenta. Sin
embargo, esta falta de comunicación puede provocar que los pequeños se sientan alejados de su
familia, que creen falsas ideas sobre ellos y la relación con sus seres queridos o que sean inseguros.
Lo ideal es que la persona con depresión sea quien les explique todo lo relacionado con la situación,
de una manera clara, sencilla y tranquila. De esta forma, se puede dar un mejor entendimiento de lo
que ocurre.
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GRUPO 24
Muchas veces el problema se encuentra en que el pensamiento divaga en recuerdos pasados que
nos afectan la resiliencia o proyectar futuros negativos generando incertidumbre.
El darse cuenta es entrar en contacto con el aquí y el ahora, con lo que es, con lo que soy, con lo que
siento y percibo.
El grupo 24 consiste en que, durante una hora al día, me dedicare hacer lo que tengo que hacer
(trabajar, estudiar, hacer deporte, leer, escuchar música etc.) y esa hora la viviremos al máximo. Al
llegar la siguiente hora nos dedicaremos a otra actividad con intensidad. Disfrutando lo que hacemos
(actividades positivas). Y así sucesivamente.
Objetivos:
Vivir aquí y ahora.
Dejar de fantasear y hacer contacto con lo real, con lo que es. (Ejemplo si perdone alguien y todos
los días le recuerdo que lo perdone “no fomento la trascendencia”
Dejar de aparentar ser aquello que no soy (ejemplo si bebía alcohol para sentirme aceptado (a))
dejare de hacerlo
Sentir y expresar con asertividad.
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GRUPO 24
Nombre:
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Actividad por realizarse
Objetivos de grupo 24 escoja uno de los antes planteados y/o los que considere pertinente y sirvan
para salvaguardar su bienestar integral. Nota: Escoja solo un objetivo.
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Compromisos (Nota: Enfóquese en un solo compromiso) Al principio de la práctica de esta técnica es

recomendable enfocarse en una actividad por vez.
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Conflictos encontrados con la técnica
Detalle los conflictos que quizá tuvo al realizar la técnica sea especifico (a).
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GRUPO 24
De los conflictos encontrados escoja uno a la vez para trabajar después
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Sí parece que la técnica “no funciona” recuerde que es necesario encontrar los factores,
circunstancias, personas, lugares, pensamientos, emociones involucradas, etc.
¿Qué sintió al realizar la actividad de grupo 24?
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Resultados de actividad de grupo 24
¿Qué cambios cree que tiene que implementar para que la técnica funcione?
Ejemplo al querer realizar actividad de grupo 24 (estudiar) mientras usted come pollo frito en una
fiesta, etc. Tendrá dificultades para estudiar.
Cambios por implementarse
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Fecha de entrega de grupo 24:
Firma de profesional tratante
Firma de persona usuaria
Número de grupo 24 (Si es la primera vez, coloque uno) y así sucesivamente Número___________
Nota: Usted puede realizar esta actividad de grupo 24 desde la fase que el equipo profesional
interdisciplinar tratante considere pertinente.
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NARRACIÓN TRASCENDENTAL ESPECIAL
Los ciclos juegan un papel determinante en la naturaleza y la humanidad ha tratado de conocerlos y

procurar adaptarse a ellos desde tiempo inmemorial, ya sea para sembrar o recoger cosechas, poner
en práctica técnicas terapéuticas o regular los períodos de trabajo y descanso.
El ciclo básico es el llamado circadiano por aproximarse a una duración de 24 horas
El objetivo es realizar una narración de los horarios de alimentación (cantidad ingerida, además de
los pensamientos, emociones que surgen antes durante y después de las comidas).
De forma similar se realizará una narración con los horarios de descanso (sueño) cantidad, (cuantas
horas) pensamientos, emociones, que surgen antes, durante y después de descansar (dormir).
Usted puede utilizar este formato cuando el profesional tratante lo sugiera. O el equipo
interdisciplinar previa valoración lo recomiende.
Área: Seleccione alimentación sueño o descanso.

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Narración
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NARRACIÓN TRASCENDENTAL ESPECIAL
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Después de revisar la narración trascendental especial me puedo dar cuenta de:
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Fecha de entrega:
Profesional tratante (firma)
Nombre de persona usuaria:
568
ACTIVIDADES DE FASE CERO
/ Código: -TP-IKA-049/ Versión: - 01 / Fecha: 10/01/2022
Información general
Este formato está orientado exclusivamente para el profesional tratante quien recibirá información
general sobre esta fase y los objetivos a perseguirse.
Revise el formato actividades de fase cero aplicaciones (para realizar las actividades)
La persona que utiliza la empatía como herramienta implica que es capaz de ponerse en el marco de
acción de los demás; en observar las emociones que le generan desde su marco conceptual, y en
comprenderla teniendo como referencia el marco de subsistencia de la otra persona. Esto es,
ponerse en los zapatos del otro.
Algunos de los objetivos que pueden plantearse son
Fomentar actitudes de escucha, empatía y amabilidad
Entender el poder de la empatía y la amabilidad para hacer que los demás se sientan bien y también
nosotros mismos, al ser amables.
Identificar diferentes situaciones y formas en las que podemos ser amables y demostrar empatía. El
profesional tratante puede añadir los objetivos que considere pertinente
Fomentar el interés por ser amables con los demás y ellos mismos, para cuidarse y respetarse.
Las actividades de fase cero están orientadas a mejorar la empatía a través de la lúdica u otras
actividades que el profesional tratante considere apropiadas basándose en las diversas
personalidades y particularidades de las personas usuarias
569
Aplicaciones
Nombre: ____________________________________________________________
Fecha: ____________________________________
Actividad:_____________________________________
Objetivo:
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Observaciones
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Nombre: ____________________________________________________________
Aplicaciones
Recomendaciones
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Responsable (s)
Firmas (s)
571
BITÁCORA EXISTENCIAL
En este momento usted podrá utilizar la bitácora existencial para reconocer aquello que suele
pensar, sentir, actuar. Usualmente hay un recuerdo (que utiliza algún o algunos de los sentidos) es
decir puede recordar lo que le dijeron, o lo que vio o la caída que sufrió de la bicicleta, etc.
El objetivo de la bitácora existencial es que usted pueda llevar un registro del pensamiento,
sentimiento, actuar, que le afecta.
Por ejemplo, suele recordar que su expareja le abandono en la lluvia un sábado en la tarde.
A continuación, tendrá que anotar el pensamiento, frase, actuación, sentir, que tenga en la mañana,
tarde y noche.
Anote aquel pensamiento, frase, sentir, que se repite con mayor frecuencia.
Es importante reconocer todos aquellos aspectos que le afectan, sin embargo, trabajaremos uno a la
vez.
El tiempo para realizarse la bitácora, dependerá de lo que su profesional tratante le recomiende, sin
embargo, puede utilizarlo por siete días para empezar. Cada día tiene que estar diferenciado
Fecha en la que inicia _________
Dia número _______
Nombre: ____________________________________________________________
BITÁCORA EXISTENCIAL DEL DÍA
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BITÁCORA EXISTENCIAL DE LA NOCHE
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Fecha en la que entrega
Nombre y firma de profesional tratante ________________________________________________
575
PRE PLAN DE ENMENDAMIENTO TRASCENDENTAL
El enmendamiento trascendental es el momento en el que se resignifican aquellos pensamientos,

comportamientos, sentimientos disruptivos.
Es la oportunidad de servir a las personas que lo requieren.
Se realizarán actividades encaminadas a colaborar con la colectividad.
A continuación, se detallarán las actividades que se desean realizar para comprobar viabilidad,
colocarle fecha y realizarlas.
Actividades en pre plan
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Fecha de entrega:
Nombre
Nombre y firma de profesional tratante
Nota: El equipo interdisciplinar valorará este formato antes de ser aprobado.
577
Una vez que las actividades han sido aprobadas por el equipo interdisciplinar o se sometieron a
cambios se procede a realizarlas.
Al final se encontrarán observaciones (se colocan logros o inconvenientes presentados en las

actividades).
Fecha de aprobación
Se realizaron cambios SI NO
Nombre
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Observaciones
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Fecha de entrega
Nota: Este formato será valorado por el equipo interdisciplinar
Nombre (s) y firma(s) profesional (es) tratante (s)
581
FORMATO DE NOUS
Esta información está dirigida al profesional tratante. En el formato NOUS aplicaciones podrá
practicar el NOUS.
NOUS nos invita al pensamiento, reflexión.
Noesis es la actividad del pensamiento por la que éste accede a un conocimiento directo
Basándonos en el conocimiento directo a través del pensamiento, consideramos oportuno ayudar al

paciente para que imagine situaciones de estrés y vea su reacción
Una vez que lo haga le pediremos que en una hoja de papel bond dibuje lo que vivió frente a la
situación estresante en imaginación
Después le pediremos que coloque la frase, pensamiento que surgió y que la vea ¿Cómo le hace
sentir esto?
Finalmente le pediremos que reflexione acerca de lo que le podría suceder si no cambia la reacción
(suponiendo que sea dañina o afecte su bienestar).
Ahora le pediremos que cambie el pensamiento por su antónimo y que vea la diferencia entre estos.
Recuerde que puede utilizar el formato en las situaciones que considere pertinente.
582
FORMATO DE NOUS
Aplicaciones
Realizar dibujo
583
NARRACIÓN TRASCENDENTAL
El lenguaje que usamos tiene el poder de afectar nuestro diálogo interno.
Por esta razón se requiere emplear la narración trascendental.
Lo primero es identificar los diálogos internos que nos afectan, a través de llevar un registro por
unos días. (Los que recomiende el profesional tratante).
Después requerimos pequeñas fichas de cartulina con frases que contrarresten el pensamiento por
ejemplo si el diálogo interno negativo es “nunca podrás” la frase puede ser “pequeños pasos para
grandes hazañas”. Nota: Se recomienda que las fichas donde estén las frases positivas sean del
tamaño de una tarjeta de presentación.
También podría utilizarse la variante (grabar frases positivas) para escucharlas cuando surja el
diálogo interno
Otra opción es preocuparse en un tiempo determinado (ejemplo) cada día a las 7pm y dedicarse
unos minutos a preocuparse y permitir que el diálogo interno surja sin rebatirlo.
Ahora usted tiene que identificar las frases del diálogo que le afectan y ver su frecuencia durante el
transcurso de tres días (por ejemplo) pues la duración varía dependiendo de lo que su profesional
tratante determine.
584
Actividad
Nombre
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Fecha de inicio de identificaciones
Día número _____
He podido identificar
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Las frases que usaré para contrarrestar serán:
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Observaciones y/o recomendaciones
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588
PLAN DE DETERMINACIÓN VITAL
El plan de determinación vital nos permite emanciparnos para la posterior fase de continuidad.
Consiste en realizar actividades que nos permitan fortalecer, potenciar los factores patodistónicos y
extinguir los factores patosintónicos, entre las actividades a realizarse se encuentran las siguientes.
Realizar autoafirmaciones. Consiste en llevar una hoja de papel y/o el símbolo (de cualquier
tamaño), con el letrero STOP o PARE en la que tendrán que estar anotados en la parte posterior
frases como “Antes me equivoque no significa que siempre me pase” “Pensar, sentir, actuar, me
ayudarán a mi bienestar, etc.”
También es importante que la persona actúe como facilitador(a) en actividades para mejorar
autonomía, confianza, asertividad, etc.
Realizar actividades gratificantes proactivas asertivas
Practicar la anti-postergación
Utilizar la técnica de diario de gratitud.
ENTRENAMIENTO EN ATRIBUCIONES CAUSALES.
Se debe enseñar a las personas a atribuir los éxitos y fracasos de forma adecuada, y así posibilitamos
fomentar el optimismo y la auto eficiencia.
Practicar estrategias de afrontamiento
La habilidad de autogestión es un elemento fundamental que nos permite ser autónomos y

adaptarnos al medio que nos rodea, mantener nuestra conducta y pensamientos estables a pesar de
las circunstancias y/o ser capaz de modificarlas cuando es necesario.
Nota: El profesional tratante podrá dar sugerencias sobre actividades y técnicas a usarse.
589
PLAN DE DETERMINACIÓN VITAL
Actividades por realizare para la determinación vital.
Nombre
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Fecha
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591
RESTITUCIÓN EXISTENCIAL
Hablamos de “rehacer”, y no de “cambiar de rumbo”, ya que esta última expresión habla de

mantenerse en una misma fase, de modificar nuestra perspectiva dentro del mismo escenario, y no
satisface esa necesidad de dar vuelta la página.
Para lograr la restitución se requieren de ciertas pautas cada una de ellas tiene que ser plasmada
RECONOCER DONDE SE ENCUENTRA ACTUALMENTE (Considerar situación académica, familiar,

económica, sentimental, etc.)
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¿Le da alegría? Deshágase de lo que no le produzca alegría (deje ir los pensamientos y sentimientos)
que le hagan sentir exhausto (a) y abrumado(a). Cuando sienta que surgen, recuerde enfocarse en
un reloj (lápiz, etc.)
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Reconozca cuáles son sus hábitos negativos, cuándo los practica y con qué quisiera reemplazarlos
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Reconsidere los valores básicos
Los valores básicos son las creencias y convicciones que guían nuestros pensamientos y
comportamientos a lo largo de nuestra vida.
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ACTIVIDAD DEL PERDÓN
Tener resentimientos hacia usted y hacia los demás agota su energía sin un propósito digno. Si le ha
estado guardando rencor a alguien, rehacer su vida significa examinar su participación en ese
resentimiento y dejarlo ir. Ser la víctima de las acciones de los demás en el pasado significa poner su
felicidad en manos de otra persona, aunque esta no lo sepa
Yo perdono a
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Yo me perdono por
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Yo perdono por
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Considere ¿por qué tiene miedo? ¿Cuándo fue la primera vez que recuerda haberlo experimentado?
¿Le ha servido de alguna manera? Aprender más sobre sus miedos es una parte esencial de rehacer
su vida.
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Haga cumplidos a los demás. Haga a los demás por lo menos un cumplido al día
independientemente de lo que sea. La gratitud proviene de notar lo que los demás hagan bien, no lo
que hagan mal.
Nota: El número de días a realizarse para iniciar es 3-5 días. Aunque puede variar según lo considere
el profesional tratante.
Los cumplidos realizados son:
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¿Cómo se sintió al realizar los cumplidos?
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Nombre (s) y firma (s) de responsable (s)
608
PLAN DE TRANSPARENCIA
Actividad “plan de transparencia”:
Cuando la persona siente que es prisionera de un pensamiento o comportamiento negativo, puede

realizar un dibujo a través del cual pueda verse a sí mismo (a) en la cárcel. ¿Qué situaciones le
llevaron a ese lugar? Si no tuviera ese pensamiento o comportamiento ¿Cómo se sentiría? ¿Qué
pasaría si sus problemas se solucionan?
Puede hacer dos dibujos uno en el que se encuentre en la cárcel (mental) y otro en el que este libre.
¿Qué haría si no tuviera esos pensamientos limitantes?
¿Cuáles son las estrategias que usaría para llegar a trascender?
¿Qué haría otra persona en su lugar?
¿Qué haría el(ella) en el lugar de otra persona que atraviesa una situación similar?
609
Dibujos
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Dibujos
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ANÁLISIS TRANSACCIONAL
Se define 3 estados del yo denominados Adulto, Padre y Niño.
Todos poseemos estos 3 estados y cada uno de ellos cumple con una función.
Si están equilibrados estaremos ante una persona emocionalmente sana y estable. Si alguno de ellos
desequilibra al resto, nuestra comunicación y nuestras relaciones pueden verse perjudicadas.
Analizamos nuestra forma de relacionarnos de acuerdo a qué Estado del Yo está presente en ese
momento.
Pongamos un ejemplo. Ante mi jefe diciendo: “Oye torpe no me gusta nada el informe que me has
entregado, todo está mal”
En mi Estado del Yo Padre podría contestar… “No me hable en ese tono”.
En mi Estado del Yo Adulto diría… “¿Qué es concretamente lo que no le gusta del informe?”
En mi Estado del Yo Niño… “Lo siento, siempre hago mal las cosas no sé qué me pasa”, o “ese es su
problema”.
Análisis Transaccional es un modelo decisional de la personalidad que permite:
Comprender como entramos en relación con los otros, lo que buscamos en nuestras relaciones y
cuáles son nuestras raíces ocultas que nos hacen reaccionar de manera repetitiva.
Sentir y tomar conciencia de qué es lo que pasa en nosotros y por tanto de que necesitamos,
deseamos y de cuáles son nuestras metas.
Actuar y tomar la iniciativa para poner en marcha los cambios personales, relacionales u
organizacionales. Utilizar los Permisos, Protecciones y la Potencia necesarios para alcanzar nuestro
desarrollo y evolución.
612
Características más importantes de cada uno de los Estados del Yo del análisis transaccional:
1.- Estado del Yo Padre:
Sientes, piensas y actúas de modo similar a la versión que has interiorizado de una figura relevante
de tu infancia. El padre puede tener dos posiciones:
1.A.- Padre Crítico:
Es la figura de las creencias y los límites, de los prejuicios y los valores inamovibles. El padre crítico
establece hábitos y formas de actuar desde el “siempre se ha hecho así”.
El aspecto negativo es que evita la reflexión y el diálogo “se hace así porque yo lo digo”, “eres un
inútil”, etc.
1.B.- Padre Nutricio:
Es la figura de la protección, del ayudador. En su versión positiva, es el que te acompaña, ayuda,

protege, pero en su versión negativa su sobreprotección puede ahogar y no te permite crecer ni
desarrollarte por ti mismo. “Déjame ya lo hago yo”, etc.
2.- Estado del Yo Adulto:
Es el estado de la lógica racional, de la reflexión. Estamos en el Estado del Yo Adulto cuando somos
capaces de pararnos a ver cuál es la mejor opción, establecemos objetivos o resolvemos problemas.
También cuando escuchamos o pedimos información. Este estado es el que regula nuestro Padre y
Niño, el que puede tomar consciencia de qué es lo mejor para mí y actuar en consecuencia.
613
3.- Estado del Yo Niño:
Son las emociones, la creatividad, la espontaneidad. Es la forma normal de actuar de un niño, y

como tal puede ser una reacción natural o desadaptada a las circunstancias y el entorno, por eso
vemos que puede hay 3 posibilidades de actuar en el estado del Yo Niño:
3.A.- Niño natural:
Es nuestro estado más emocional, divertido, curioso. Espontáneo independientemente de lo que le

rodee. En este estado del Yo no nos adaptamos a la autoridad. En su parte más negativa puede ser
egoísta, maleducado, …
3.B.- Niño adaptado sumiso:
Queremos complacer y ser “buenos niños”. en la parte más positiva de este estado están las ganas
de agradar, de evitar enfrentamientos, de hacer las cosas bien... en su parte más negativa está la
falta de asertividad, no saber decir “no” a lo que no nos conviene, poner al otro por delante.
3.C.- Niño adaptado rebelde:
Nos rebelamos ante la autoridad, es la actitud de llevar la contraria, de pasar de todo. En su aspecto
positivo puede ser el luchador por una causa justa en contra de la mayoría, en su parte negativa se
opondrá a todo y a todos, pudiendo ser destructivo.
614
Después de recibir la información sobre el análisis transaccional coloque situaciones reales o

imaginarias en las que utilice los tres estados ADULTO NIÑO PADRE
Actividades
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618
OCUPACIÓN / PREOCUPACIÓN
Si atendemos a la definición de ambos conceptos, nos encontramos con:
Preocupación, dícese de algo que ha ocurrido o va a ocurrir, que produce intranquilidad, temor,
angustia o inquietud. Es un concepto negativo que no aborda la solución al problema, sino que
incrementa el miedo al fracaso.
Ocupación es la acción y resultado de ocuparse de algo. También anticipación o prevención de un

argumento. Hablamos de un concepto positivo que aborda la resolución del algún proyecto,
necesidad o problema.
En periodos de crisis es fácil distinguir, sobre todo por sus resultados, las personas que se preocupan
y las que se ocupan.
Ejemplo: La casa se encuentra desordenada y el fin de semana tiene visitas se puede preocupar
diciendo “no me avanza el tiempo faltan seis días” “nunca lograré hacerlo” “tengo que limpiar la
casa, pero no sé dónde empezar” “esto es demasiado para mí”, etc.
La preocupación es darle vueltas al problema y no hacer nada.
En el mismo ejemplo me ocupo limpiando una habitación a la vez. O una sección a la vez.
Después de recibir la información utilice situaciones reales o inventadas en las que use la
preocupación y ocupación.
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OCUPACIÓN / PREOCUPACIÓN
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Recuerde que la energía es como el dinero, hay que saberla invertir para crecer… ¿En qué invierte
usted, su energía?
Nombre: _________________________________________________
Fecha de entrega ______________________________________________
Responsable (s)
621
EMANCIPACIÓN GRADUAL REGLAS PARA FAMILIA
El presente documento tiene la finalidad de informar a los familiares de la persona usuaria las reglas
a seguirse durante la fase de emancipación gradual. Durante esta fase la persona usuaria que se
encuentre en la modalidad de tratamiento residencial tendrá la oportunidad de probar las
capacidades y habilidades aprendidas durante el proceso
Es importante que la familia revise los factores patosintónicos y patodistónicos para salvaguardar el
bienestar potenciando las conductas proactivas y extinguiendo las disruptivas.
Este formato se encontrará anexado junto a este.
Las reglas por seguirse son:
Informar sobre cualquier situación adversa que afecte la resiliencia.
Reconocer síntomas que orienten a la regresión de la patología.
Hacer que la persona usuaria respete las normativas del hogar.
Respetar horarios de sueño de la familia
Colaborar en las actividades del hogar.
Realizar las actividades anticipadas
Fomentar la trascendencia
Evitar conductas de apatía
No recurrir al pasado para culpabilizar a la persona usuaria
Solucionar los problemas por la vía asertiva
Fomentar el diálogo
Realizar asambleas familiares
Gestionar los gastos de la persona usuaria
Informar en caso de fallecimientos, calamidades domésticas, accidentes, etc., que interfieran el

regreso
622
Cualquier falla a la normativa será considerada por el equipo interdisciplinar para tomar las medidas
terapéuticas pertinentes.
Cualquier otra situación que pudiera suscitarse y no se encontrará estipulada será puesta a
consideración del equipo interdisciplinar.
623
FACTORES PATOSINTÓNICOS Y PATODISTÓNICOS

Nombre ____________________________________________________
Fecha: _____________________________________________________
Familiar responsable: ________________________________________
A continuación, se detallan los factores patosintónicos
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A continuación, se detallan los factores patodistónicos
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Observaciones
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Recomendaciones
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627
REGISTRO OBSERVACIÓN DE INGRESO
Nombre:
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Fecha:
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Para una observación
Tratamos de no interferir en el mundo natural, ya que queremos recoger datos del mundo tal y
como se dan. La observación es una práctica consistente en el hecho de fijar la atención en un
aspecto de la realidad mediante los sentidos. La importancia de esta radica en el hecho de en este
proceso la atención filtra aquellos aspectos de la realidad con la cualidad de generar algún tipo de
significación. Esta consideración da cuenta de que el proceso de observar algo es mucho más que
captarlo con los sentidos, es un ejercicio de la conciencia en aquello que se percibe, ejercicio que
tiene por supuesto un dejo de intencionalidad.
Técnicas de registro (¿cómo?)
Un registro es cómo guardamos la información para que los datos permanezcan y nos permite
replicar la información y contrastar los datos. Hay varios (según el modelo y observador):
Registro narrativo: Se usa para recoger la información de un comportamiento continuo. Hay tipos de
registros narrativos:
Registro anecdótico: Consiste en describir comportamientos muy específicos. Este puede ser simple
(sin más) o acumulativo (acumulación de aspectos concretos que da situación anecdótica).
Registro continuo: Se registra todo (todos los detalles)
Utilice el tipo de registro que considere pertinente
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630
ACUERDO DE NO DIVULGACIÓN
ACUERDO DE CONFIDENCIALIDAD DE TERAPIA MODALIDAD ______________________________

(seleccione grupal, APSA, AFSA)
De una parte,
_______________________________________________________________________________(no
mbre de profesional tratante) ,
_____________________________________________________________________(cargo)
de otra parte el/la______________________________ _______________________________
Declaran:
Que el/la_________________________________________________________________________
(consultante) ha decidido trasmitir información confidencial y personal dentro del
marco de la terapia psicológica
· Que el/la _________________________________________________________________________

(consultante) acepta llevar a cabo la terapia en modalidad
______________________________________________________________________ y que
entiende el carácter privado de la información que reciba.
Las personas integrantes de la terapia modalidad ______________________________(Especifique

APSA AFSA Terapia grupal)
En calidad de mayores de edad manifiestan su conformidad con los términos siguientes:
PRIMERO: Toda información divulgada es confidencial y no puede ser usada para dañar y/o
transmitir a terceros.
SEGUNDO: Las partes se obligan a no divulgar a terceros la “información
confidencial” que reciban de la otra, ya sea de forma oral, visual, escrita o grabada. De
lo que se desprende que las personas integrantes de la terapia modalidad

__________________________________________________________________________________
____________Especifique (APSA AFSA Terapia grupal), se compromete a no grabar, fotografiar, ni
divulgar
en cualquiera de los formatos existentes ni futuros, ninguna información contenida en
las sesiones que para la intervención son necesarias.
Fecha:
631
TERCERO: Hacer caso omiso por parte de las personas integrantes de cualquiera de las modalidades
de terapia. Implica acciones legales y/o medidas terapéuticas.
CUARTO: Las personas involucradas y/o participantes en la terapia modalidad

_________________(Especifique APSA AFSA Grupal) se comprometen a respetar este acuerdo por
tiempo indefinido
Para constancia firman las personas integrantes y profesional (es) participantes, con nombres y
números de cédula
Fecha de inicio de terapia en modalidad _____________________(Especifique) APSA AFSA Grupal
Al firmar aceptan comprender los términos y condiciones
Nombre Apellido Número de cédula Firma
Fecha:
632
Nota: Si se requieren más hojas para firmas (saque copias extra de esta hoja) Coloque fecha en todas
las hojas. Fecha:
REVISIÓN DE PERTENENCIAS
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Para la revisión, recepción de pertenencias
Aplica para tratamiento residencial, semi residencial y/o ambulatorio (previa valoración de equipo
interdisciplinar)
Reglas:
Se requiere firma de entrega de pertenencias de persona usuaria, “con formato” (respaldo fotográfico
de lo recibido y entregado) En caso de tratamientos residenciales. Se entregará únicamente a
familiares directos.
En caso de no contar con la presencia de los familiares directos o persona acudiente, (en situaciones
de transferencias) Se mantendrá las pertenencias de la persona usuaria, (bajo registro fotográfico y dos
testigos sobre lo recibido por parte de persona usuaria) además se firma una hoja de fecha de
recepción y estado de las pertenencias recibidas.
Fecha y hora de revisión de

pertenencias___________________________________________________________________
Anexar registro de observación de ingreso
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Familiar y/o persona responsable
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Fecha:
Nombre de persona usuaria: ________________________________
Anexar respaldo fotográfico de pertenencias
Detallar estado / cantidad /color otras observaciones
Detallar
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Fecha y hora:
Recepción de pertenencias
Yo ___________________________________________________________(profesional responsable)
acuso que recibí de la persona usuaria mencionada y/o de los acudientes con respaldo fotográfico y
testigos las siguientes pertenencias que se detallan a continuación considerando color, estado, y
otras observaciones.
Detalle
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Firma de familiar o responsable Profesional responsable
Testigo (s)
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Fecha y hora:
Entrega de pertenencias
Yo
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ar y/o responsable de
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_________________persona usuaria , acuso que recibí con respaldo fotográfico y testigos las
siguientes pertenencias que se detallan a continuación considerando color, estado, y otras
observaciones. Las mismas que corresponden a las recibidas.
Detalle
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ASAMBLEAS EMOCIONALES
La asamblea familiar es el equivalente a la junta de accionistas de la empresa, pero en el ámbito

familiar. Es donde se reúne toda la familia y tiene como objetivo principal fortalecer la unión
familiar.
Funciones de la asamblea familiar son:
Buscar la unidad, el bienestar y la felicidad de todos los miembros de la familia
Servir como foro en el que los miembros de la familia pueden discutir, analizar y tomar decisiones
sobre asuntos de interés común y de bienestar para la familia como un todo
Fomentar el amor y el compromiso de los miembros de la familia
Cuidar y fomentar el bienestar de cada miembro de la familia
Desarrollar al máximo las capacidades de cada miembro de la familia
Preservar el ejemplo de las generaciones anteriores
Fomentar la autonomía familiar compatible con la solidaridad familiar
Mantener viva y actualizada la Visión de la Familia
Mantener presente en todos los miembros de la familia la historia familiar
Participar la convivencia entre los miembros del grupo familiar
Preservar y transmitir los valores familiares
Establecer sistemas de información y comunicación claros y ágiles entre los miembros de la familia
Fomentar el desarrollo profesional de los miembros de la familia
Fomentar el desarrollo humano de los miembros de la familia
Propiciar el desarrollo de las capacidades intelectuales de los miembros de la familia
Potenciar las habilidades de cada uno de los miembros de la familia
Establecer mecanismos de apoyo a familiares en crisis
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ASAMBLEA FAMILIAR
Se trata de encuentros desarrollados con cierta periodicidad, que varía según la necesidad de cada
familia (una vez por semana o dos veces por mes), y que se realizan con el objetivo de que los
miembros que componen el grupo aprendan a conocerse y aceptarse entre sí.
Las asambleas tienen por finalidad que los miembros crezcan en el servicio y la ayuda mutua
aprendiendo cada uno a entregarse sin reservas.
La metodología de las asambleas familiares es sencilla. Una semana antes de realizar el encuentro,
se propone distribuir un cuestionario con una temática específica
Conociéndonos, Nuestras necesidades, Ayudándonos, Comunicándonos, Aceptándonos
Se involucra desde el plano mental, emocional, volitivo, físico y espiritual.
Pues conocer lo que nos está pasando nos ayuda a comprendernos
Para la asamblea se habla por turnos (cada participante tiene un tiempo) en este lapso no puede ser
interrumpido.
Se usa lenguaje asertivo.
se realiza retroalimentación al final.
Se generan compromisos
Se realizan observaciones y/ o recomendaciones
Se determinan situaciones, hora de inicio y fin (máximo 3 horas) mínimo 1 hora y media
Observaciones (puntos conflictivos o logros) y otros aspectos no acatamiento de normas, etc.
Alternativas (posibles soluciones)
Compromisos (acuerdos)
Resultados esperados (lo que se pretende alcanzar)
Establecer misión y visión de la familia.
Realizar actividades de dispersión y/o reflexión lúdica deportiva, etc.
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Número de asamblea _________
Fecha: _____________
Hora de inicio Hora de fin
Situaciones planteadas
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Observaciones (puntos conflictivos o logros)
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Alternativas (posibles soluciones)
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Compromisos (acuerdos)
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Resultados esperados (lo que se pretende alcanzar)
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Establecer misión y visión de la familia. Valores
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Realizar actividades de dispersión y/o reflexión lúdica deportiva, etc.
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RECAPITULAR
Esta información será socializada a la persona usuaria después que el profesional tratante revise el
documento. Y siempre que lo considere pertinente tomando en cuenta las particularidades del
paciente y su personalidad.
RECAPITULAR no implica exclusivamente recordar.
Cuando recordamos, es nuestro ego el que recuerda por medio del diálogo interior, al que añadimos
imágenes.
En la recapitulación en cambio, es el cuerpo el que recuerda y lo hace sintiendo, liberando los

sentimientos que tiene almacenados.
Podemos entonces hablar de los efectos de la recapitulación. Podemos hablar de la conciencia, de la

liberación personal y del incremento de nuestra energía.
La recapitulación es un fenómeno corporal que tiene lugar en la totalidad de nuestro ser que
recuerda, reviviendo sensiblemente los sentimientos implicados en los eventos que se recapitulan.
La información que surge de ella generalmente no concuerda con la información que nuestra
memoria ordinaria -la mental- nos aporta de nuestra propia existencia
Recapitular no es ocuparse de algo que ya se fue, sino de algo que está operando de una manera
contundente y comúnmente inevitable en cada instante de la vida presente. Algunas personas están
atadas a otras personas, a un sinnúmero de lugares, objetos y situaciones que no se ven a simple
vista. Todas esas ataduras, son filamentos que dejamos enganchados a lo largo de nuestra vida. Por
eso, cuando queremos movernos, cambiar, intentar o emprender algo realmente nuevo, no
podemos. Arrastramos todos esos filamentos enganchados como un enorme peso que nos mantiene
fijos en nuestras viejas rutinas, nuestro viejo modo de vivir. Cambian las personas con las que
interactúo, pero los acontecimientos se repiten.
Ejemplo. El que es abandonado siente que pierde una parte de sí mismo. Lo llega a sentir como un
dolor físico, como un hueco que le queda a la altura del vientre. Esta no es en realidad una alegoría,
sino que, de hecho, el amor posesivo, produce tal enganchamiento de filamentos que, al producirse
la separación, necesariamente alguien sale mutilado y probablemente no se volverá a sentir
completo (hasta que reciba tratamiento)
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RECAPITULAR
PROCESO PARA REALIZAR LA RECAPITULACIÓN
La lista de eventos
Se trata de una lista por escrito de los eventos a recapitular.
Se comienza a trabajar con los eventos más significativos y con aquéllos que saltan a la vista de un
modo más inmediato. Podemos seguir un método sumamente práctico, que consiste en los
siguientes pasos:
a) Elegir tres áreas de nuestra vida para recapitular.
b) Dividir las áreas en sus elementos.
c) Dividir los elementos en etapas.
d) Dividir las etapas en eventos.
A) LAS ÁREAS. Se trata de elegir áreas de experiencia que sean operativas de acuerdo con nuestro
tipo de vida. Que tengan que ver preferentemente con cosas por las que hemos pasado a lo largo de
toda nuestra vida. Ejemplos pueden ser: «las casas en las que he vivido», «relaciones afectivas»,
«relaciones sexuales», «mis familiares», «amigos», «trabajos desempeñados», «estudios de todo
tipo», etc. Lo importante es que el área elegida pueda ser dividida en muchos elementos. De poca
ayuda será elegir «casas» si he vivido en una sola casa durante toda mi vida o elegir «parejas» si
nunca he tenido una.
El área tiene la característica de darnos la posibilidad de hacer una especie de corte transversal a
través del tiempo, que nos permitirá hacer un seguimiento de toda nuestra existencia, sin tener que
agotar necesariamente todos los detalles, ya que podremos discriminar los eventos que no salten a
la vista en relación con el área seleccionada.
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RECAPITULAR
B) LOS ELEMENTOS DEL ÁREA. Son las unidades específicas del área que listamos
Ejemplo. Si el área elegida fuera «casas» encabezaría la lista la casa en la que vivo actualmente,
seguiría la inmediatamente anterior y así sucesivamente
C) DIVIDIR LOS ELEMENTOS EN ETAPAS. Consiste en seccionar en etapas que se presten para la
observación, cada uno de los elementos. De pasado a presente
Ejemplo. Si el área elegida se relaciona con personas como parejas o familiares, tratar de ubicar los
elementos (nombres) en un orden temporal. Ejemplo. Fulano. Mengano. Zutano.
Zutano (primer enamorado)
Mengano (enamorado en el colegio)
Fulano (enamorado que conocí en la universidad)
D) DIVIDIR LAS ETAPAS EN EVENTOS SIGNIFICATIVOS. Ya en este paso, debemos detallar en nuestra
lista cada uno de los eventos que tuvieron lugar. No se trata sólo de describir el evento, Sino de
renombrarlo resignificarlo.
Ejemplo.
Zutano (primer enamorado) “El primero que me hizo llorar” resignificar con quien pude expresarme
sin dilaciones. (O resignificar con cualquier otra variante)
Mengano (enamorado en el colegio) “El tacaño que me regalo una sola rosa” resignificar con el que
fue detallista (O resignificar con cualquier otra variante)
Fulano (enamorado que conocí en la universidad) “El que me llevaba caminado a todo lado”
resignificar con quien disfrutaba del paisaje. (O resignificar con cualquier otra variante)
Nota: debemos evitar la tendencia a dejar de registrar hechos dolorosos o vergonzosos.
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RECAPITULAR
LAS RESPIRACIONES
Se utilizan tres diferentes:
1. Inhalación.
2. Exhalación.
3. Respiración de apoyo.
La inhalación
Esta es la respiración principal de los ejercicios de recapitulación, la llamaremos inhalación o

respiración número 1. Su elemento central, como lo señala su nombre es la inhalación
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RECAPITULAR
Inhalación
Para realizarla hay que tener una postura relajada. La columna vertebral recta. Empezamos con la
cara al frente. Sin tomar aire giramos la cara hacia el hombro derecho, una vez allí, movemos la cara
en un giro de 180 grados hasta el hombro izquierdo, mientras inhalamos profunda y lentamente
hasta llenarnos completamente de aire. El movimiento y la respiración deben ser lentos y
sincronizados. Llegados al hombro izquierdo, contenemos la respiración mientras que volvemos el
rostro hacia el frente, donde sacamos lentamente todo el aire, para volver a comenzar.
La exhalación
Es la respiración inversa de la anterior. La llamaremos exhalación o respiración número dos. Su

elemento central es la exhalación y su naturaleza es el desprendimiento. Se utiliza también para
momentos específicos: cuando en el proceso recapitulatorio nos encontramos con alguna vivencia
en que se nos quedaron adheridas partes de otras personas y también cuando topemos con alguna
«promesa» que nos paraliza y a la que queramos renunciar.
La respiración número dos libera al cuerpo de los filamentos ajenos
Para realizarla, se requieren la posición y condiciones señaladas en la numero 1, sólo que es a la

inversa; empieza al frente con una lenta inhalación. Conteniendo el aire giramos el rostro hacia el
hombro izquierdo, una vez en él giramos 180 grados hacia el hombro derecho, al tiempo que
exhalamos lentamente todo el aire. Sin aire, volvemos al frente y volvemos a empezar.
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Respiración de apoyo
Consiste en los siguientes elementos:
- Se inhala y exhala por la nariz.
- Las inhalaciones deben realizarse llenando de aire primero la zona abdominal y luego la pectoral,
de abajo hacia arriba.
- Se debe terminar la inhalación cuando sienta que ya no quepa aire.
- Se contendrá el aire un momento antes de la exhalación, de tal modo que haya una oxigenación
completa.
- La exhalación empezará vaciando pulmones y luego abdomen, de arriba para abajo.
- La exhalación terminará cuando ya no quede absolutamente nada de aire.
- Tanto la inhalación como la exhalación se hará lentamente. Basta con que sean un poco más lentas
que lo normal.
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RECAPITULAR
Nombre _______________________
Fecha ______________
Después de recibir la información practique lo aprendido.
Elegir tres áreas de nuestra vida para recapitular.
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Nombre _______________________
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Dividir las áreas en sus elementos.
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Nombre _______________________
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Dividir los elementos en etapas.
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RECAPITULAR
Nombre _______________________
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Dividir las etapas en eventos.
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Nombre _______________________
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Ejercicios de respiración
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Nombre _______________________
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Observaciones
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Nombre _______________________
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Recomendaciones
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EPÍSTOLA DE RESPONSABILIDAD
Nombre _______________________________________________________________
Fecha: _______________________________________________________________
La ausencia de compromiso convierte la elección en una trivialidad. Cuando la decisión es
aleatoria, la acción carece de sentido.
Normas incumplidas
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La ausencia de compromiso convierte la elección en una trivialidad. Cuando la decisión es
aleatoria, la acción carece de sentido.
Medidas terapéuticas
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Nombre _______________________________________________________________
Fecha: _______________________________________________________________
Es importante reconocer:
Que incluso si se trata de algo trivial, cumplir con lo prometido es beneficioso para nuestras
relaciones. Cada vez que hacemos lo que decimos que vamos a hacer, ganamos en credibilidad y
confianza a los ojos de los demás.
Y también vamos ganando en autoestima. Nos sentimos bien porque notamos esa confianza en los
demás y nos alegramos de haber sido fieles a nuestra palabra.
Yo
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cumplir las medidas terapéuticas establecidas
Responsable(s)
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REGLAMENTO FAMILIAR
Consideraciones para crear un ambiente familiar estable, consistente, explícito y

predecible
 ESTABLE: el cumplimiento – incumplimiento de las reglas siempre ha de tener

las mismas consecuencias
 CONSISTENTE: las reglas no cambian de un día para otro

 EXPLÍCITO: las reglas son conocidas y comprendidas
 PREDECIBLE: las reglas están definidas antes de que se interrumpan
ELABORACIÓN
· Hacer una lista de las conductas inadecuadas

· Transformar la lista en otra de “objetivos positivos”
· Formular esos objetivos en forma de “reglas de conducta”: deben ser claras y
concretas
APLICACIÓN
· Proponer cada día “tres reglas de conducta”, destacando una como la más
importante
· Cada regla debe realizarse bien durante al menos 2 días seguidos para luego
aumentar la duración.
· Conseguido este objetivo, se propone la conducta siguiente
· La conducta que se da por “conseguida” deja de premiarse o sancionarse

· Los padres/responsables deben estar de acuerdo tanto en el
reglamento como en las consecuencias por el cumplimiento o
incumplimiento de los objetivos
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EJEMPLO DE LISTA DE CONDUCTAS INADECUADAS
· Se encierra en la habitación y no habla.

· Se olvida de saludar
· No ayuda a lavar la loza.
· Deja su ropa desordenada
· No cuida su higiene personal
· No responde cuando le piden hacer algo adopta conductas agresivas (grita,
insulta, etc.)
· No respeta horarios de sueño (no duerme, duerme mucho).
· Menosprecia y/o se queja de los alimentos que le sirven.
· Agrede al ser confrontado por conductas disruptivas.
· Sale de casa sin decir a donde va, etc.
·
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REGLAMENTO FAMILIAR
EJEMPLO DE LISTA DE OBJETIVOS POSITIVOS
Pensar, sentir, actuar antes de reaccionar.
Utilizar la asertividad
Expresar las emociones de forma adecuada (tengo miedo de… me siento triste …etc.)
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REGLAMENTO FAMILIAR
EJEMPLO DE LA JERARQUÍA DE OBJETIVOS
Saludar
Alimentarse en horarios adecuados
Ayudar en las tareas del hogar
Utilizar la, asertividad
Emplear la inteligencia emocional
Pensar, sentir, actuar
Informar cuando se sienta triste, enojado, inquieto, etc.
Respetar normas de hogar.
Etc.
EJEMPLO DE REGLAS DE CONDUCTA
Saludar
Informar cuando salga de casa
Practicar la toleran
Participar de la asamblea familiar

Respetar normas estipuladas
No reaccionar impulsivamente
Expresar cuando se sienta triste.
Etc.
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REGLAMENTO FAMILIAR
AUTOINSTRUCCIONES
Enseñar a controlar su propia conducta
3. Objetivos: mejorar la atención, reducir la conducta impulsiva y regular la

actividad y las respuestas emocionales
4. Se usan en las situaciones de trabajo

5. Los padres / responsables actúan como modelos de conducta de hijo(a)
6. Se presentan como un modelo que comete algún error y utiliza estrategias para
solucionarlo
7. No actúan como un modelo” perfecto” capaz de realizar la tarea a la primera y

sin errores
CONTENIDO DE LAS AUTOINSTRUCCIONES
 Definición del problema: “¿Qué es lo que tengo que hacer?”

 Estructurar la aproximación al problema: Considerar todas las posibilidades
 Focalizar la atención: “Tengo que centrar mi atención y pensar sólo en esto.

Tengo que hacerlo muy bien”
 Elegir la respuesta: “Yo creo que es ésta”
 Autoevaluación: “¿He conseguido realizar la tarea? ¿He logrado lo que me

proponía?
 Auto refuerzo de la ejecución correcta, o (si no se ha tenido éxito) rectificación

de los errores o selección de otra estrategia.
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REGLAMENTO FAMILIAR
PASOS DE LAS AUTOINSTRUCCIONES
Se piensa en la tarea dándose instrucciones a sí mismos(as) en voz alta. “Yo

puedo hacerlo, lo voy a lograr”,
Se susurra a sí mismo (a) las instrucciones mientras, realiza la tarea
Se realiza la tarea utilizando las auto instrucciones encubiertas.
4. Si comete errores usa frases "ahora me equivoque, no significa que siempre será
así”, etc.
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EJERCICIOS DE APRENDIZAJE POR INSIGHT
Con ayuda de profesional tratante realice la lectura, luego tendrá ejemplos. Para
realizar las actividades.
Nota: Este formato de manera similar a los demás es una alternativa de las diversas formas
que el profesional puede implementar o prescindir dependiendo de las particularidades de la
persona usuaria.
FASES DEL INSIGHT

Se propone la existencia de varias fases identificables a través del cual podemos ver su
actuación. En este sentido podemos distinguir entre las siguientes.
1. Impasse mental
Esta primera FASE hace referencia a una situación o problema ante la cual la persona
no es capaz de dar respuesta o que no es capaz de identificar, estando en una situación
de bloqueo en relación con su superación. O sabe que tiene un problema y lo normaliza.
2. Reestructuración del problema
Proceso mediante el cual se intenta resolver el problema, que da inicio en el impasse y

en los intentos infructuosos de representarlo y resolverlo y pasa por la modificación y
trabajo para variar la concepción o la interpretación de la situación con el fin de
resolverla. En ella se emplean diversos recursos y habilidades cognitivas. Puede fallar y
rendirse o continuar.
3. Adquisición de comprensión profunda
Esta fase es en la que aparece el conocimiento y comprensión profunda de la situación.

Se trata de una comprensión que aparece después del aprendizaje ensayo - error. A
través de las explicaciones vivenciales de otras personas o al ver el problema desde
fuera de su ser. Se convierte en testigo de lo que experimenta. Y reconoce que existe
solución permanente y/o al menos posible.
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4. Suddenness
Aquí se produce la percepción desde fuera del problema y se motiva a buscar ayuda.
Este momento es vivido con sorpresa pues se desconocía que se padecía de una
problemática y “ese darse cuenta permite ver una realidad diferente”. Y se da en cuenta
que puede solucionar un problema que quizá no sabía que tenía o que creía que no tenía
solución. Diciéndose “si otra persona en una situación similar a la mía pudo ¿yo porque
no podría?
5. El aprendizaje por insight
La adquisición de nuevos repertorios de conducta y conocimientos al haber sido testigo

de sus problemas, le permitirán alcanzar una comprensión global de la situación y esto
se denomina aprendizaje por insight.
Resumiendo:
Es decir, se negó a tener un problema o quizá sabía que tenía un problema, pero lo
normalizaba. Intento soluciones que le llevaron a fallar y se rindió. Pudo ver el
problema desde fuera por experiencia de otras personas o al ser testigo. Reconoce que el
problema tiene solución efectiva o al menos “cree” que si es posible cambiar.
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Ejemplo:
Primera fase: Impasse mental
La persona no sabe que tiene un problema de dependencia emocional con la pareja o

quizá piensa que es normal que le agredan físicamente o griten.
Segunda fase: Reestructuración del problema
La persona ha intentado detener los malos tratos, terminando la relación afectiva pero
luego de un tiempo pide reconciliarse por creerse culpable o responsable de producir
malos tratos.
Con frases como “Es que, si me pega o me grita, es porque así es el amor” “El amor es
sufrir”
Tercera fase: Adquisición de comprensión profunda
A través de las explicaciones vivenciales de otras personas o al verse a si mismo fuera

del problema se convierte en testigo. Al ver un cortometraje sobre la dependencia
emocional, o algún amigo en un problema similar se da cuenta de que es un problema
que tiene solución y lo mira desde fuera.
Cuarta fase: Suddenness
Aquí la persona busca ayuda al darse cuenta de que el problema afecta su vida.
Después de ver la película, cortometraje o saber que un amigo en una situación similar
si pudo salir de la dependencia emocional se dice si aquella persona pudo, ¡yo también
puedo!
Quinta fase: Aprendizaje por insight.
Después de haber adquirido una visión diferente de su vida deja de vislumbrar y

comienza a esclarecer sus posibles metas, busca ayuda y se compromete a seguir las
sugerencias que le mencionen.
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Escriba situaciones en las que pueda utilizar el aprendizaje por insight
Nombre
________________________________________________________________________
Fecha _________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Escriba situaciones en las que pueda utilizar el aprendizaje por insight
Nombre
________________________________________________________________________
Fecha _________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Dirección
Teléfono
Logo de BASTONES DE ESPERANZA
COMPROMISO DE CONFIDENCIALIDAD PARA ALUMNOS EN PRÁCTICAS
Sr./ Sra./ Srta.……….... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………………….. . . . . . . . . . . .. . , con cédula

de identidad número
..................................................................................................................................................................................................................
,
Alumno (a) de la carrera de……………………………………………………………………………............................................
,
que cursa en: (Anotar instituto/universidad, etc.)
…………………………………………………………………………………………………………………………
……………………………………………………………................................................................................................................
,
va a realizar prácticas en el Servicio / Departamento de . . . . . . . . . . . . . . . . . . . …………………... . . . . . . . . . . .
..........
del centro BASTONES DE ESPERANZA.
Para ello, tendrá acceso a los sistemas de información y expedientes de dicho servicio / departamento, los
cuales contienen datos de carácter personal, por lo que se compromete a cumplir las siguientes obligaciones
de confidencialidad:
OBLIGACIONES DE CONFIDENCIALIDAD
En cumplimiento de la Ley de Protección de Datos de Carácter Personal, el/la alumno (a) en prácticas tratará
toda la información y documentación que se le entregue o a la que tenga acceso (en adelante la Información
Confidencial) bajo el deber de secreto profesional, obligación que permanecerá aún después de finalizar sus
prácticas en el centro.
El/la alumno (a) en prácticas únicamente tratará la Información Confidencial conforme a las instrucciones
indicadas por el responsable del servicio o departamento y no podrá duplicar, copiar, reproducir o modificar,
grabar o respaldar dicha información, sin la autorización previa del mismo. Hacer caso omiso ameritará
acciones conforme a la gravedad previo diálogo con la dirección general.
Parte 1/3
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En ningún caso podrá comunicar o divulgar la Información Confidencial a terceros, ni en todo ni en parte, por
cualquier vía impresa/digital, (audios, videos, etc.) no permitirá el acceso a la misma por parte de otras personas
distintas a las autorizadas.
El/la alumno (a) en prácticas, no podrá sacar ningún tipo de documentación de las instalaciones del centro ni en
impreso/digital o por cualquier otra vía, salvo con autorización previa y siempre que sea con autorización
escrita por el responsable del departamento o servicio del que se encuentre en prácticas.
Para acceder a los sistemas informáticos el/la alumno (a) en prácticas deberá obtener un código de usuario
individual con su contraseña, solicitándolo mediante el procedimiento establecido para ello y con la
autorización escrita correspondiente del responsable del servicio o departamento.
El/la alumno (a) en prácticas deberá cumplir las normas y medidas de seguridad de la información y de
protección de datos personales que el centro BASTONES DE ESPERANZA, tenga establecidas y que le
sean de aplicación, tanto las indicadas por el profesional responsable del servicio o departamento como las
de reglamento interno.
Parte 2/3
ESPACIO
EN
BLANCO
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COMPROMISO DE CONFIDENCIALIDAD PARA ALUMNOS EN PRÁCTICAS
Una vez finalizadas las prácticas, el alumno deberá devolver al centro BASTONES DE ESPERANZA, toda
la Información Confidencial que obre en su poder. En ninguna circunstancia puede tener respaldo en forma
digital/impresa u otra vía (audios, videos, fotos), etc. Salvo previa autorización escrita del responsable del
departamento y /o servicio.
El/la alumno (a) tiene que cumplir con el reglamento interno y manual de convivencia (si quebranta alguna de las
normas será sometido a acciones correctivas dependiendo de la gravedad)
Cualquier otra situación que pudiese presentarse y no se encuentre estipulada en este contrato será informado a la
dirección general para tomar las medidas pertinentes.
Habiendo leído la información referente a normativas y reglas. Yo

_____________________________________________________________________________________________
estudiante en prácticas del servicio / departamento
_____________________________________________________________________________________________
______________________________________________entiendo y acepto el contrato.
En_____________________________, a ........ de .............................. de 20.....
Firma de alumno (a) que va a realizar las prácticas:
Firma de dirección general
Firma de dirección técnica
Parte 3/3
CC/ Dirección general.
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ACUERDO DE CONFIDENCIALIDAD PROFESIONAL
Logotipo BASTONES DE ESPERANZA
En __________________________, a ___________________________
REUNIDOS
De una parte,
_____________________________________________________________________________
_____________________________________________________________________________
_______, en nombre y representación de
_____________________________________________________________________________
_____________________________________________________________________________
_______, con cédula de identidad ______
_________________________________________________En adelante “Parte A”
De otra parte,
_____________________________________________________________________________
_____________________________________________________________________________
_______, como profesional del departamento /servicio
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______, con cédula de identidad ______
_________________________________________________ En Adelante, “Parte B”.
Parte A y Parte B recibirán la denominación de la “Parte” por separado y las “Partes” de forma
conjunta.
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Las Partes se reconocen mutuamente plena capacidad para suscribir este acuerdo y quedar
vinculadas por el mismo y, con esta finalidad:
EXPONEN
I. Que “Parte A” es un/a____________________________(especifique centro,

comunidad, clínica) que desarrolla su actividad en el sector de
_____________________________________________________________________________
II. Que “Parte B” es un profesional que desarrolla su actividad en el sector

de____________________________________________________
III. Que “Parte A” y “Parte B” trabajarán en conjunto con la finalidad de

_________________________________________________________________________
IV. Que las Partes desean proteger la información de los pacientes y el uso de formatos
del centro BASTONES DE ESPERANZA, contra la divulgación no autorizada, y a tal efecto, están
interesados en firmar el presente Acuerdo de Confidencialidad (en adelante, el Acuerdo)
según:
CLÁUSULAS
1. OBJETO DEL ACUERDO
1.1. A través de este Acuerdo las Partes acuerdan los términos y condiciones que regularán
el intercambio de Información Confidencial y el uso de formatos del centro BASTONES DE
ESPERANZA.
2. INFORMACIÓN CONFIDENCIAL
2.1. Por “Información Confidencial” se entiende toda aquella información comunicada -de
forma oral o escrita- por una parte (“Parte Emisora”) a la otra (“Parte Receptora”) con objeto
de la evaluación de una posible colaboración incluyendo, entre otras:
• Información de carácter científico, técnico, financiero, legal, fiscal comercial, médico,

psicológico, trabajo social, psiquiátrico, psicodiagnóstico.
• Modelos y estrategias de negocio.
• Nombres de posibles clientes y miembros.
• Proyectos y operaciones en fase de estudio o propuestas.
• Análisis y documentos de trabajo, recopilaciones, comparaciones, estudios.
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• En general, toda la información que las Partes intercambien con anterioridad o
posterioridad a la firma del presente Acuerdo.
2.2. En concreto, la Información Confidencial incluirá, pero no se limitará a, cualquier

información relacionada con
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2.3. Las Partes acuerdan identificar la información intercambiada como Información

Confidencial, levantarán acta de las reuniones en las que de manera oral/escrita se
intercambie Información Confidencial y marcarán los documentos como Información
Confidencial. La ausencia de esta identificación no anulará la naturaleza confidencial de la
información.
3. OBLIGACIONES
3.1. Las Partes intercambiarán Información Confidencial para explorar posibles vías de
intervención para el paciente en juntas de Staff, comprometiéndose a tomar las precauciones
necesarias y apropiadas para mantener como confidencial la información así definida, y en
especial a:
a. Utilizar la Información Confidencial de manera reservada, solo para el Staff. O previo

pedido de dirección general del centro BASTONES DE ESPERANZA, (si se considera pertinente).
El uso de formatos BASTONES DE ESPERANZA son exclusivos para el centro no pueden ser
utilizados en otro lugar diferente a este.
b. No divulgar ni comunicar la Información Confidencial facilitada por la Parte Emisora a

personas ajenas al centro y/o terceros. No utilizar la información recibida en entrevistas
familiares, individuales, grupales, ni en parte ni toda, con el objetivo de dirigirla a terceros. No
utilizar la información recibida para dañar a los (as) pacientes.
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c. Evitar la copia por cualquier medio (audios, videos, fotos, impresos, digital) o
revelación de esa información a terceros, salvo que cuenten con aprobación escrita de la Parte
Emisora, y únicamente en los términos de tal aprobación.
d. Solo se puede utilizar la Información Confidencial previa aprobación de la dirección

general por escrito, para trabajar en las juntas de Staff, y colaborar con el equipo
interdisciplinar, en caso de que la vida del paciente o terceros se encuentre amenazada, o se
requiera dilucidar alguna situación que se considere relevante, para el bienestar del paciente.
Si existe algún estudiante como pasante en las juntas Staff. Tiene que firmar contrato de no
divulgación de información (ver anexos)
3.2. Las Partes serán responsables de mantener el diálogo y no transgredir las normas
estipuladas. El profesional que se haga cargo de cualquier departamento o servicio está
obligado a mantener la confidencialidad y no utilizar los formatos recibidos en otro lugar que
no sea el centro BASTONES DE ESPERANZA.
3.3. Si por cualquier razón el profesional contratado y/o voluntario renuncia o abandona el
centro BASTONES DE ESPERANZA, tiene la obligación de devolver toda la información
confidencial que posea, sin tener respaldos de ningún tipo (audios, videos, impresos, digitales),
etc.
3.4. Bajo ningún concepto el profesional contratado y/o voluntario puede llevarse
información de formatos ni en parte ni todo, así como tampoco puede tener respaldos en
digital/ impreso u otras formas, una vez abandone o renuncie para el centro BASTONES DE
ESPERANZA. Todo uso de información no autorizada será considerado falta a las normas aquí
establecidas y se tomarán las acciones pertinentes, según gravedad de falta cometida.
3.5. No pueden utilizar los formatos entregados en otros centros, hospitales, clínicas o
cualquier lugar no autorizado. Hacerlo implica falta a las normas establecidas y se tomarán las
acciones pertinentes.
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3.6. En caso de legislación vigente en materia de protección de datos de carácter personal,
las Partes declaran su reconocimiento y respeto hacia la misma.
4. EXCEPCIONES
4.1. Sin perjuicio de lo estipulado en la Cláusula anterior, las Partes podrán utilizar o
difundir Información Confidencial en el caso de que:
a. La información recibida proceda de una persona ex usuaria que a través de un

consentimiento escrito y de forma voluntaria. Nos permita la autorización para publicitar los
grupos APSA. AFSA. O cualquier actividad del centro BASTONES DE ESPERANZA. En caso de
menores de edad, siempre que se posea un consentimiento de los representantes legales, y
que no se pueda ver el rostro del menor ni sea fácil su reconocimiento (también es posible,
siempre que contemos con permiso del representante, utilizar distorsionadores de voz) o
entrevistarlo en la oscuridad (que se vea solo su sombra)
b. En el caso de personas que se hubiesen recuperado en el centro BASTONES DE

ESPERANZA y que voluntariamente deseen dar su experiencia de vida, siempre que sean
mayores de edad y que nos extiendan un consentimiento escrito podrán hacerlo.
c. Familiares de personas en recuperación y/o fase de continuidad que voluntariamente a

través de un consentimiento escrito, nos permitan utilizar su vivencia como publicidad para el
centro BASTONES DE ESPERANZA.
d. No se puede utilizar la información recibida de las personas usuarias o ex usuarias del

centro BASTONES DE ESPERANZA, para publicitar otro centro, hospital, proyecto, etc., a menos
que se hubiese dialogado con dirección general y se tenga un permiso por escrito, y además se
tenga el consentimiento escrito de la persona.
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5. PROPIEDAD DE LA INFORMACIÓN
5.1. La Información Confidencial es propiedad, exclusivamente, de la Parte Emisora.

BASTONES DE ESPERANZA en ningún caso permite que se malinterprete que el intercambio de
información entre parte A – B “suponga” una licencia de ceder derechos sobre la misma, en
virtud del presente Acuerdo.
5.2. La Parte B no debe grabar sin permiso o de forma clandestina, tampoco puede tomar
fotografías, videos, a las personas usuarias sin conocimiento de dirección general.
6. MODIFICACIÓN DEL ACUERDO
6.1. Cualquier modificación de este Acuerdo deberá ser acordada de forma previa y por
escrito por ambas Partes, debiendo referirse explícitamente en el nuevo documento al
presente Acuerdo.
7. INCUMPLIMIENTO
7.1. Las Partes reconocen que cualquier uso no autorizado y divulgación y uso de la
Información Confidencial puede ocasionar daños y perjuicios a la Parte Emisora que pueden
resultar de difícil cuantificación. Por ello, las Partes acuerdan que la Parte Emisora tendrá
derecho a requerir ante los tribunales competentes y a obtener de la otra Parte una
indemnización por los daños y perjuicios que tal divulgación y uso no autorizado le hayan
generado.
687
8. DURACIÓN
8.1. Las partes acuerdan mantener el presente Acuerdo de Confidencialidad, aún después
de terminar sus labores. El presente Acuerdo entrará en vigor en el momento de la firma, pero
extiende sus efectos a la Información Confidencial revelada con anterioridad.
9. TERMINACIÓN
9.1. El presente Acuerdo podrá resolverse, además de por cualesquiera de las causas
previstas en la legislación vigente aplicables, por:
a. La resolución expresa y por escrito de mutuo acuerdo.
b. El incumplimiento por una Parte de cualquiera de las obligaciones asumidas en el

presente Acuerdo
9.2. La terminación del acuerdo no significa bajo ningún concepto que las partes puedan
utilizar la información confidencial para divulgar a terceros.
9.3. La terminación del acuerdo o renuncia de la parte B. NO significa cesión de derechos,

en los que pueda utilizarse los formatos para otros fines distintos a los establecidos, pues los
formatos son de propiedad y uso exclusivo de BASTONES DE ESPERANZA.
10. LEY APLICABLE Y JURISDICCIÓN
El presente Acuerdo de Confidencialidad se regirá por la Legislación Ecuatoriana, y cualquier

disputa, controversia o conflicto en la interpretación o ejecución del presente Acuerdo será
sometido a la jurisdicción de los Tribunales de (localidad), con exclusión de cualquier otro que
pudiera corresponder a las partes, al que en este momento renuncian. Y en prueba de
conformidad de cuanto antecede, las Partes firman el presente Acuerdo en todas las hojas por
duplicado y a un solo efecto en el lugar y fecha arriba citados.
Firma Firma
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LIBRO DE INGRESOS Y SALIDAS
Nombre Motivo Especifique: Visita, Hora de entrada Hora de salida Firma

asistencia a terapia y/o
sesión, cita /servicio/
departamento. Visita
familiar.) U otras.
Nombre Motivo Especifique: Visita, Hora de entrada Hora de salida Firma

689
asistencia a terapia y/o
sesión, cita /servicio/
departamento. Visita
familiar.) U otras.
LIBRO DE INGRESOS Y SALIDAS

690
RETENTIVA (TÉCNICAS)
/ CÓDIGO: -TP-IKA-072/ VERSIÓN: - 01 / FECHA: 10/01/2022
La siguiente información puede ser utilizada en personas con afecciones referentes a cualquier
tipo de memoria, o para potenciar las mismas.
Conceptos por considerar:
Los procesos de la memoria
1 FIJACIÓN / CODIFICACIÓN:
Consiste en que aquellos contenidos captados mediante las sensaciones, imaginación,

pensamientos y el aprendizaje sean almacenados en la mente. Influirán en la fijación y registro
tanto en los factores fisiológicos como en los psicológicos. Ejemplo: La cantidad de veces en
que repasa una materia para una prueba.
Luego se codifica: es decir son convertidos en un código que es reconocible por nuestras
neuronas. Influyen tanto las estimulaciones externas como las internas. Ejemplo: La navidad es
recordada por Papá Noel.
2 ALMACENAMIENTO O CONSOLIDACIÓN:
Es la conservación, almacenamiento de recuerdos, pasando estos a ser partes del preconsciente y

del inconsciente de la persona. Al paso del tiempo y al incorporarse nuevos recuerdos es posible
que se pierdan algunos recuerdos ya almacenados. Ejemplo: Recordar su primera mascota.
3 RECUPERACIÓN O EVOCACIÓN:
Este proceso es el que nos permite poder encontrar la información cuando la necesitamos, es
decir, recordar.
Ejemplo: Revivir a través de una imagen el día que aprendió a andar en bicicleta.
Para practicar la memoria utilizaremos el palacio de la memoria, esta técnica se describe a

continuación…
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Pasos por seguir para construir un palacio de memoria:
Elegir, como palacio un lugar familiar como puede ser el hogar, la casa de un amigo, escuela, ruta, oficina o lugar bien conocido.
Escoger el punto de partida y el itinerario para caminar siempre por la misma ruta visual.
Analizar mentalmente cada habitación y visualizar los detalles que contienen.
Enlazar los datos e información a memorizar con el palacio, ruta y detalles de una manera original, exagerada, extraña, inusual, absurda o incluso ridícula para conseguir una
combinación fácil de recordar.
Visitar el palacio de principio a fin para asegurarte de la relación, orden y enlace de los elementos.
Recorrer el palacio tantas veces como sea necesario para fijarlo en la memoria, normalmente con un par de veces es suficiente para retenerlo en la memoria por un largo
tiempo.
Ejemplo
Fijación en ver el sol.
(Lo conozco)
Almacenamiento (Recuerdo como era el sol) Evocación (Puedo dibujar un sol)
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Realice un palacio de memoria
Objetivos recordar situaciones relevantes.
Ejemplo:
1. Frase asertiva (Puedo mantener la calma si se rompe un plato accidentalmente) 2 Realizar ejercicios de respiración para mantener la calma 3 Percatarse que
puede mantener la calma cuando rompe accidentalmente algún plato de porcelana.
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PALACIO DE MEMORIA
Realice ejercicios:
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TIPOS DE MEMORIA
Memoria sensorial
Memoria sensorial
Utilizamos este tipo de memoria para archivar la información sensorial, que todavía no ha sido
interpretada por el cerebro tales como formas, colores, sombras, volumen, textura, etc.
Ejemplo: Al estar frente a un paisaje, la información sobre los contornos de las montañas y de
los árboles, la intensidad del sonido del viento o el suave contacto de la tierra húmeda bajo
nuestros pies recae en nuestra memoria sensorial.
Utilice la memoria sensorial para lograr calmar los estados de ansiedad o incertidumbre.
Dibuje un paisaje (o puede utilizar una imagen y pegarla) en la imagen coloque las sensaciones
de paz, tranquilidad, harmonía que le produce. Vea los colores con intensidad. Y coloque una
frase que le brinde paz.
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TIPOS DE MEMORIA
Memoria ecoica
Memoria ecoica
La memoria ecoica es otra de las memorias sensoriales y se encarga de la información auditiva.
Ejemplo: distinguimos el tono de voz de una persona conocida del tono de otra desconocida o la
velocidad a la que nos está hablando.
Utilice la memoria ecoica para decirse a si mismo (a) frases positivas (quizá estas parezcan
menos conocidas para usted) porque no la decimos frecuentemente. Y contrástelas con las frases
negativas, parece que estas son más conocidas, tal vez por la frecuencia con la que nos las
repetimos. Sin embargo, ahora grabe su voz con frases positivas y permita que sean más
conocidas para usted…
Luego anote ¿Cómo se sintió al decirse frases positivas? Y ¿Cómo se sintió al decir frases
negativas? ¿Cuál es más adecuada?
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TIPOS DE MEMORIA
Memoria olfativa /gustativa
Puede utilizar estos tipos de memoria para mejorar su calidad de vida.
Requiere frutas (las que sean de su preferencia).
Primero tome la fruta que haya escogido (y tan solo cómala) sin dilaciones.
Luego tome otra fruta y cómala, pero siguiendo el siguiente orden:
Primero observe la textura de la fruta, (esto es la memoria háptica o táctil) luego intente percibir
el aroma que tiene la fruta (memoria olfativa) después cómala, pero hágalo lentamente. Sienta
cada bocado esto es memoria gustativa.
Ahora anote ¿Cuál fue la diferencia entre la primera vez que comió y la segunda vez siguiendo
los pasos?
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Utilizaremos la memoria olfativa para realizar anclajes que nos hagan sentir bien, requiere de
algún aroma que sea de su preferencia (incienso, olor de naranja, limón, alguna fruta, etc.)
Una vez que tenga ese aroma, cierre los párpados (ojos) e imagine que se encuentra en el lugar
que le genera más tranquilidad puede ser algún paisaje, ciudad, país, etc.
Realice el ejercicio viendo los colores que tiene ese lugar, ahora, sienta el aroma que eligió y
permítase estar en calma y en paz….
Tome el tiempo para disfrutar de lo que le rodea.
Una vez lo haya hecho (tiempo mínimo de diez a quince minutos)
Anota la experiencia que tuvo.
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TIPOS DE MEMORIA
Memoria a corto plazo
Este tipo de memoria tiene una duración corta entre treinta y sesenta segundos. Es aquella
memoria que utilizamos frecuentemente para poder recordar el número de teléfono de alguien
que hemos conocido. Esta memoria puede convertirse en memoria a largo plazo si la
codificamos, caso contrario perderemos la información.
Ejercicio.
Las autoafirmaciones son frases que nos decimos a nosotros (as) mismos (as) con el objetivo de
mejorar nuestros constructos mentales por ejemplo “Tengo la capacidad de hablar ante el
público” “Soy capaz de aprender cosas nuevas”, etc.
El problema con las autoafirmaciones es que las personas solo la repiten una vez y luego las
olvidan además las palabras, no sirven de mucho sino se convierten en acciones por tal razón.
Para poder potenciar la memoria a corto plazo, la convertiremos en acciones, si usted es capaz
de aprender (a detener los pensamientos negativos) practique frecuentemente para demostrar
que lo puede lograr…
Utilice la memoria a corto plazo para convertirla en memoria a largo plazo en actividades
mentales.
Por ejemplo.
Aprender a ser tolerante frente a ruidos que hacen otras personas al comer.
Aprender a estar en calma frente a un embotellamiento en el tráfico.
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TIPOS DE MEMORIA
Memoria a corto plazo
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Ejercicios y resultados obtenidos (inconvenientes encontrados)
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TIPOS DE MEMORIA
Memoria emocional
Memoria emocional
Existe un tipo de aprendizaje por asociación en el que participa la amígdala, el centro emocional
del cerebro. Por ejemplo, si recordamos un lugar en el que estábamos en paz, nuestro estado
emocional positivo se activa. Además, en la amígdala se generarán memorias que guardan las
respuestas fisiológicas de nuestro organismo (activación cardíaca, expresión del rostro,
liberación de hormonas…) que pueden reactivarse cuando la situación se repite y
experimentamos la misma emoción.
Utilice la memoria emocional para buscar lugares /situaciones positivas que le brinden paz
Sino ha tenido lugares o situaciones positivas (constructivas para su ser)
Puede construirlas primero en la imaginación y después convertirlas en realidad.
Por ejemplo. Sino ha ido al mar y considera que es un lugar que le puede producir paz. Realice
el siguiente ejercicio cierre los párpados (ojos) e imagine la brisa, escuche las olas y las aves
que se encuentran en ese lugar, puede utilizar sonidos de naturaleza para inspirarse.
Si ha ido algún lugar que le genere paz, recuérdelo, sienta la harmonía de encontrarse en ese
momento.
Guarde en su mente ese recuerdo y utilice cuando se presente alguna situación de inquietud.
Anote ¿Cómo se sintió al realizar el ejercicio?
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TIPOS DE MEMORIA
Memoria operativa
Memoria de trabajo
Este tipo de memoria, llamada también memoria operativa, nos permite realizar acciones que
requieren de varios pasos. Está formada por múltiples componentes coordinados entre sí que
realizan distintas funciones (visual, auditiva, de recuperación, de activación, de fusión…).
Desde esta perspectiva, la memoria deja de ser un simple almacén de recuerdos para además
tener la capacidad de gestionarlo y utilizarlos.
Aprenderá las técnicas de pasos pequeños para grandes hazañas.
Usted seguramente podrá recordar que las distorsiones cognitivas disminuyen la resiliencia
(capacidad de tolerar la frustración).
Muchas distorsiones aparecen a veces sin que usted se percate de estos. Por ejemplo, cuando no
puede conseguir empleo puede pensar, ¡que torpe que soy nunca conseguiré empleo!
O pensar nadie me contratará porque no tengo la capacidad.
Utilizaremos la memoria de trabajo para disminuir estas cogniciones disruptivas. Primero

necesita aprender que existe una técnica para disminuir esos pensamientos se llama “banco de
niebla” para utilizar esta técnica necesita ver a sus pensamientos desde fuera de usted mismo
(a), es decir, imagine que usted escucha alguien decir ¡no valgo para nada! ¡todos me odian!
¡nadie me quiere! ¿Qué haría usted en lugar de esa persona? Si usted pudiese darle alguna
sugerencia ¿Qué le diría? ¿Existe realmente una prueba / evidencia que demuestre que esa
persona es un completo inútil?
Una vez que aprenda que hacer. Utilice la memoria operativa para poder gestionar las
distorsiones cognitivas.
Ejercicios
Ejemplo:
No valgo para nada, soy un completo inútil
Banco de niebla: ¿Dónde está la evidencia que eso sea cierto? ¿Cómo le hace sentir ese
pensamiento? ¿Vale la pena mantener ese sentir?
Se llama banco de niebla porque si usted se encontrara frente a la niebla mientras maneja un
automóvil, seguramente iría con mayor precaución y tomaría las medidas pertinentes para
salvaguardar su integridad.
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TIPOS DE MEMORIA
Memoria operativa
Ahora realice los ejercicios (colocando frases / situaciones que requieran de la técnica)
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TIPOS DE MEMORIA
Memoria procedimental
A diferencia de otros tipos de memoria que nos informan de “qué son las cosas”, la memoria
procedimental es de tipo práctico. Se trata de la memoria que nos permite “saber cómo se hacen
las cosas”. Una vez aprendemos algo después repetirlo una y otra vez se quedará grabado en
esta memoria motora.
Ejemplo de memoria procedimental: Gracias a este tipo de memoria podemos andar en

bicicleta, correr, nadar, escribir, tocar un instrumento musical o comer con palillos chinos… Y
sin la necesidad de ser plenamente conscientes de ello.
Ejercicio
Realizaremos un ejercicio denominado anclaje, lo que requiere hacer, es lo siguiente, imagine

una situación que le cause temor, ansiedad, ejemplo ver un ave en el cielo (puede causarle
temor).
Sienta como se pone su cuerpo, la ira, la incertidumbre, la tristeza, la ansiedad, sea consciente
de como su cuerpo cambia, que parte de su cuerpo parece ser más afectada, ¿el cuello, la
cabeza, la espalda, el abdomen?
Mire su rostro ¿se enrojece, cambia?
Ahora salga de ese estado y pasemos al siguiente paso.
Ahora imagine que esa ave lentamente se va y se aleja rápidamente. Ahora ya no la puede ver,
en cambio aparece usted en un lugar bonito (el que más le guste) y sea para su bienestar.
Céntrese en aquel lugar, disfrute del sonido de ese lugar, del viento o sol (si los hay).
Manténgase en este lugar de calma y sienta como los músculos de su cuerpo se van relajando
comience con los músculos del cuello, lentamente se van relajando, ahora siga con los músculos
de los hombros, brazos, antebrazos, manos, regresa al pecho, abdomen, zona pélvica, piernas, y
llega a los dedos de los pies, sintiendo la calma y la tranquilidad.
Utilice la memoria procedimental para saber como se hacen las cosas, una vez que ya sabe
como es su cuerpo cuando está en tensión, compárelo cuando se encuentra en calma. ¿Qué
estado es mejor?
Practique la técnica de ver su cuerpo tenso y relajado y aprenderá a relajarse. Diciéndose a sí

mismo(a) es un estado, y como tal pasara pronto, es una nube gris en el cielo pronto desaparece.
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TIPOS DE MEMORIA
Anote ¿Cómo se sintió durante, antes y después de realizar el ejercicio?
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MEMORIA EPISÓDICA
Memoria episódica
Este tipo de memoria tiene una dimensión “temporal” que abarca pasado, presente y futuro. La
memoria episódica abarca el mundo de la experiencia desde noticias y viajes… hasta personas,
lugares y cosas. Nos permite conocer “Qué, cuándo o cómo ocurrieron las cosas”.
Utilice la memoria episódica para realizar una línea de tiempo.
¿Dónde se ve a usted mismo (a) en cinco años?
¿Si sigue haciendo lo que hace, que le espera en el futuro?
¿Cómo ve su vida dentro de diez años si cambia de rumbo y decide hacer otra cosa diferente a la
que se encuentra haciendo?
LÍNEA DE VIDA
Coloque una X ¿Cuánto de vida cree que ha malgastado? Coloque otra X en lo que cree que le
falta por hacer en su vida. Coloque Otra X para cuando decidirá cambiar…
Nota: Recuerde que el futuro es un eterno pasado que es presente mientras usted está ausente…
TIPOS DE MEMORIA
Memoria episódica
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Escriba las respuestas a las preguntas anteriores.
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TIPOS DE MEMORIA
Memoria semántica
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La memoria semántica es el almacén para el significado de palabras como pez, memoria o
galaxia. ¡Pero no se limita a esto! La memoria semántica también incluye otro tipo de
conocimientos y cultura generales. Es un registro muy muy extenso y está organizado en redes
de significado, categorías y conceptos.
Para potenciar la memoria semántica, aprenda información nueva referente a ¿Cómo afectan las
emociones a su cuerpo?
La lectura sobre este tema lo tendrá a continuación.
¿COMO AFECTAN LAS EMOCIONES A NUESTRO CUERPO?
Es necesario comprender nuestra salud como algo holístico. No solo nos afectan factores
exógenos (Alimentación, entorno, vida sedentaria), sino que también nos afectan factores
endógenos, es decir como procesamos todo lo que ocurre en nuestro entorno.
Nuestras emociones y su forma de expresión afectan a nuestro cuerpo y muchas de las

enfermedades que padecemos son fruto de una mala gestión de estas emociones. Veamos
algunos ejemplos:
EL HÍGADO: está a cargo de descomponer y de almacenar y reconstruir la materia. Todas las

emociones y conflictos que no se han digerido, se almacenan en el hígado. Uno de los más
importantes es el resentimiento.
LOS PULMONES: Tienen 2 funciones (inspirar la vida y expresar las ideas libremente). Si
tiene problemas con los pulmones puede ser debido a miedo o sensación de no ser digno de
vivir plenamente.
EL ESTÓMAGO: Representa la asimilación de las experiencias y las ideas. Si suceden

demasiadas cosas en su vida y no las puede asimilar adecuadamente, entonces puede tener
problemas de estómago.
EL PÁNCREAS: Tiene que ver con el azúcar y con la dulzura de la vida. Los problemas en el
páncreas pueden ser debidos a enfado, frustración, amargura.
LOS RIÑONES: Involucran emociones y son el canal procesador de agua más importante ya
que es ahí donde se almacena los temores resultantes de traumas, los cuales dañan la vitalidad
de la persona, bloquea su motivación y entusiasmo.
CORAZÓN: Tiene que ver con el amor y la seguridad. El daño ocasionado puede ser por una
pérdida de alguien o algo, (pérdida de confianza, celos, egoísmo, temor)
LAS PIERNAS: Nos llevan hacia adelante, nos sostienen. Cuando la persona no tiene coraje de
dar un paso por falta de apoyo, entonces comienza a tener problemas con sus piernas.
LAS MANOS: Corresponden a dar y recibir y el problema se desarrolla cuando una persona no
se siente igual ante otras y no pueden encontrar el balance justo entre el dar y recibir. Este
desequilibrio se produce por una falta de autoestima.
EL CUELLO: Es la parte flexible de la columna dorsal, es el balance de su voluntad con

flexibilidad. Un cuello tenso, es una actitud rígida, la tensión se siente en el cuello cuando la
propia rigidez hace mantener conceptos rígidos y esos son desafíos.
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LAS CADERAS: Son los puntos de equilibrio. La flexibilidad en las caderas está relacionada
con su sentimiento de libertad personal. Tenemos problemas cuando experimentamos miedo a
tomar decisiones importantes y esto nos impide avanzar.
LA COLUMNA VERTEBRAL: representa el apoyo de la vida, la fuerza de voluntad, la

distorsión de la columna representa que transporta las cargas de la vida y la fuerza de voluntad
se doblega.
Reflexione ¿Qué nos enseña la historia?
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Memoria verbal /visual
Haga un acróstico con su nombre. Coloque frases positivas o puede ser un poema, el objetivo es
que convirtamos la información en memoria verbal, para que pueda ser recordada cuando
aparezcan las distorsiones cognitivas.
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A continuación, usted podrá escribir su nombre aquí trabajará la memoria verbal puesto que al
final de la escritura tendrá que decir en voz alta lo escrito. Y también utilizará la memoria visual
porque podrá poner colores, símbolos, dibujos que adornen su nombre…
Realice el ejercicio.
Al finalizar el ejercicio anote ¿Cómo se sintió? ¿Qué inconvenientes aparecieron?
TIPOS DE MEMORIA
Memoria verbal /visual
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INFORMACIÓN SOBRE LOS TIPOS DE MEMORIA
TIPOS DE MEMORIA
Es necesario saber cuáles son los tipos de memoria que existen, este material puede ser
orientado a profesionales o a personas que busquen mejorar sus conocimientos referentes a la
memoria.
MEMORIA DECLARATIVA
El término memoria declarativa se utiliza para definir un tipo de memoria que aparece o se
recupera de forma “consciente”. Como puedes ver, el acceso a los contenidos de la memoria
de esta forma necesita del control de la atención.
Ejemplo de memoria declarativa: Las memorias declarativas pueden ser referidas tanto a la
memoria episódica (memoria de los hechos) como a la memoria semántica (memoria de los
conceptos).
MEMORIA AUTOBIOGRÁFICA
Los recuerdos en primera persona son un tipo especial de memorias. Pertenecen a la memoria
episódica (memoria de los hechos) y forman parte de la biografía de las personas. Los
recuerdos autobiográficos son únicos, que pertenecen a un tiempo y un lugar concretos.
Aunque se relacionan con el uso del lenguaje, algunos autores sostienen que es posible tener
recuerdos de nuestra infancia más temprana gracias a las imágenes mentales.
Ejemplo de memoria autobiográfica: ¿Cuántos años tienes? ¿Dónde has estudiado? ¿En qué
ciudades has vivido? ¿Dónde y cuándo te casaste? ¿En qué empresas has trabajado a lo largo
de tu vida? Toda tu experiencia personal está registrada en este almacén.
MEMORIA DE TIPO FOTOGRÁFICA O EIDÉTICA

A veces recordamos hechos con facilidad y durante mucho tiempo por su impacto o su
significado emocional para nosotros. Estas memorias de tipo fotográficas o eidéticas se quedan
grabadas en nuestro cerebro cual instantáneas fotográficas con infinidad de detalles y gran
vividez.
Ejemplo de memoria fotográfica: Las memorias fotográficas nos recuerdan a menudo de

experiencias sorprendentes e inolvidables como el nacimiento de un hijo, un paisaje
espectacular de auroras boreales o un accidente de tráfico.
MEMORIA IMPLÍCITA
Lo “implícito” para la memoria es aquello que no ha sido registrado o recordado de un modo
consciente. Es decir, que o bien no ha habido atención o bien no ha habido intención por
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nuestra parte de memorizarlo. Además, es un tipo de memoria muy resistente al olvido ¿Te ha
pasado alguna vez que no recordabas cómo se hacía una receta de cocina, y al ponerte en la
cocina no tuviste problemas para ello?
MEMORIA EXPLÍCITA
Se podría decir que es cuando usamos la memoria (de forma intencionada). Al contrario que la
memoria implícita se refiere a aquellas experiencias que son “guardadas” y recordadas de
forma consciente o con intencionalidad por la persona.
Ejemplo de memoria de tipo explícita: Conocer la respuesta a una pregunta durante un

examen. Significa hemos estudiado anteriormente, siguiendo técnicas de memorización
consciente. Para ello hemos puesto en marcha nuestra memoria explícita.
MEMORIA DE TIPO PROSPECTIVA

Al pensar en memoria por lo general todos pensamos en el pasado, en los recuerdos. Sin
embargo, hay una parte de la memoria que se encarga de las predicciones futuras. La memoria
prospectiva nos permite hacer cosas como “viajar” al futuro, hacer planes, anticipar
situaciones o generar expectativas.
Ejemplo de memoria de tipo prospectiva: ¿En qué podremos trabajar al terminar los estudios?,
¿A dónde iremos de vacaciones el próximo año? ¿Cuántos hijos me gustaría tener?… Así
funciona nuestra memoria prospectiva, seguro que la has utilizado muchas veces.
META MEMORIA
Tenemos capacidad para conocer nuestra propia mente y nuestra memoria: cómo funciona y
qué características tiene. Se llama meta memoria. En mayor o menor medida todos tenemos
cierto control sobre nuestros procesos mnemónicos y su funcionamiento. Además, esta es una
capacidad que se puede mejorar con la práctica.
Ejemplo de meta memoria: A veces decimos cosas como: “Es raro que se me olvide una cara”,
“¿Ya lo había visto antes?” o “Últimamente se me olvidan más las cosas que de costumbre”.
Son todas formas de acceso a nuestra memoria y regular nuestra actividad mental.
MEMORIA ASOCIATIVA
Asociamos las cosas entre sí por diferentes motivos: por contigüidad, por su parecido físico,
por su significado… y esto nos sirve para recordar mejor.
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Ejemplo de memoria de tipo asociativa: Estas asociaciones pueden ser simples, como la cara
de un amigo con su nombre, pero la mayoría de las veces son más complejas y cada recuerdo
está unido a muchos otros: experiencias vividas juntos, lugares en lo que habéis estado, gustos
y aficiones que compartís, personas conocidas en común…
MEMORIA DE SENSIBILIZACIÓN
Ocurre que nuestros sensores perceptivos como los que hay en la piel, el oído, etc.…
Van perdiendo su sensibilización a los estímulos. Entonces dejan de enviar señales hasta el
cerebro para impedir una sobrecarga o liberar parte de sus recursos.
Ejemplo de memoria de sensibilización: ¿Alguna vez te ha pasado no recordar que llevas las
gafas puestas?, ¿Qué tienes el reloj en la muñeca? o ¿Qué la música del vecino sigue sonando?
No es que tú te hayas olvidado, es simplemente que el cerebro ha decido dejar de recordártelo
todo el tiempo
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DIRECCION DE GESTIÓN DE RIESGOS Y
COOPERACION
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PLAN DE CONTINGENCIA PARA EL EVENTO””
DE CONCENTRACIÓN MASIVA
1. DATOS GENERALES DEL EVENTO
Nombre del Organizador:

Nombre del Evento
Empresa de seguridad
Nombre del representante legal de Empresa de seguridad:
Fecha del Evento (Inicio):
Fecha del Evento (Finalización):
Dirección del evento;
Evento Micro: Desde 20 hasta 500
personas
Evento Meso: Desde 501 hasta 1500
personas
Evento Macro: Desde 1501 hasta
5000 personas
Evento Mega: Más de 5001
personas
2. CRONOGRAMA DEL EVENTO
FASE FECHA HORA DE HORA DE NO APLICA

INICIO FINALIZACIÓN
Montaje – Preparación
Instalación Puesto de Mando Unificado
(Aplica para eventos macro y mega)
Ingreso de Público
Presentación
Salida de público
Reacondicionamiento del área

EN CASO DE USO DE PIROTECNIA (LA MISMA QUE DEBERÁ ESTAR AUTORIZADA POR EL NO APLICA
ORGANISMO COMPETENTE)
Instalación de Pirotecnia
Activación de Pirotecnia
3. TARIMA
TARIMA DESCRIPCIÓN
Material de la tarima
Medidas de la tarima
Ubicación de la tarima
Material de las gradas
715
Tipo de estructura
4. LOCALIDADES Y AFORO
TIPOS LOCALIDADES NUMERO DE AFORO TOTAL PERMITIDO
Describir la clasificación del aforo/otro:

TOTAL, AFORO
Aforo: Capacidad total de las localidades de un teatro, sala de cine, etc.
5. IDENTIFICACIÓN DE AMENAZAS
IDENTIFICACIÓN DE AMENAZAS
¿Puede afectar Guías,
Nivel de exposición a la
a la Institución / Metodologías,
amenaza
Empresa? Cartografía y
Amenaza
demás
Si No Alto Medio Bajo documentos de
referencia
Sismos
Inundaciones
Deslizamientos-laderas inestables
Hundimientos
Erupciones Volcánicas
Caída de Ceniza
Tsunamis
Vientos Fuertes-vendavales
Incendios
Riesgo Social (robos, pandillas,
expendio de drogas)
Carreteras-Vías rápidas, caminos sin
señalización
Estaciones de Combustible
Depósitos de materiales inflamables,
oleoductos
Fábricas (contaminación por
productos químicos)
Basurales
Postes, cables y transformadores en
mal estado
Otros: (especificar)
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6. SISTEMA DE COMANDO DE INCIDENTE
Lugar de Instalación: EL PUESTO DE MANDO ESTARA UBICADO EN:
Instituciones o área que lo integran:
NO APLICA NOMBRE Y NUMERO DE NUMERO DE

CARGO APELLIDO TELÉFONO ALTERNOS
TELÉFONO
Mando
Planificación
Logística
Jefe o Coordinador de
Brigadas multidisciplinaria
(operaciones)
Administración financiera
Información Pública
Otro
7. CONFORMACIÓN DE LAS BRIGADAS MULTIDISCIPLINARIAS
NUMERO TOTAL DE BRIGADAS 1

MULTIDISCIPLINARIAS
NOMBRES DE LOS MIEMBROS DE COMPONENTE DE

ÁREA/DEPENDENCIA TELÉFONO
BRIGADA MULTIDISCIPLINARIA BRIGADA
Zona - Comprende:
Zona - Comprende:
8. INDUMENTARIA DE LAS BRIGADAS MULTIDISCIPLINARIAS
717
INDUMENTARIA SI NO OBSERVACIONES
Uniformes Autorizados
Chalecos Reflectivos
Credenciales De Identificación
Otros
9. PLANO OPERATIVO
Debe de constar con la firma de responsabilidad.
PLANO DE UBICACIÓN DE LAS BRIGADAS Y PCU

PCU SIGNIFICA: PLANIFICACIÓN Y CONTROL DE UTILIDADES (PCU) El proceso de planificación y control de actividades
está orientado a la aplicación de las fases secuenciales que la administración debe cumplir, desde el desarrollo de objetivos
generales, hasta el control, la acción correctiva y la replanificación.
10. INVENTARIO DE RECURSOS

INVENTARIO DE RECURSOS
Recursos Existencia Cantidad Estado
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Si No Bueno Malo
Botiquín de primeros auxilios
Extintor contra incendios
Gabinetes
Detectores de humo
Camilla
Megáfono
Radio a baterías
Planta eléctrica-generador
Lámparas de emergencia o linternas
Sala de enfermería
Cartilla con números de emergencia
Señaléticas
Sistema de
alarma/sirena/timbre/campana
Zonas de seguridad
Lista actualizada de personal
Otro
11. FLUJO DE COMUNICACIÓN
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12. COMPONENTE CONTRA-INCENDIO
12.1. ESTADOS DE EQUIPOS
MATERIALES Y EQUIPOS : NO APLICA ESTADO OBSERVACIONES

Sistemas eléctricos y Equipos
energizados:
Generadores de energía:
Uso de artificios Pirotécnicos (De
tener autorización)
Mobiliario:
Otros:
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12.2. FUNCIONES DEL COMPONENTE CONTRA INCENDIO
(PREPARACIÓN – RESPUESTA)
Funciones
Preparación
Respuesta
12.3. FLUJO DE ACTUACCIÓN ANTE UN INCIDENTE O EMERGENCIA

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Jefe de Emergencia (J.E.)
722
12.4. EQUIPOS Y MEDIOS DE COMUNICACIÓN
EQUIPO DECRIPCIÓN
ALARMAS
DETECTORES DE HUMO
RADIO
LETREROS CON LUCES
12.5. PLANO DE UBICACIÓN DE LOS RECURSOS CONTRA INCENDIOS
PLANO DE UBICACIÓN DE LOS RECURSOS CONTRA INCENDIOS
13. COMPONENTE DE EVACUACIÓN
13.1. FUNCIONES DEL COMPONENTE DE EVACUACIÓN

(PREPARACIÓN- RESPUESTA)
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FUNCIONES
Preparación
Respuesta
13.2. PROTOCOLO DE EVACUCIÓN
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13.3. MAPA DE EVACUACIÓN Y PUNTO DE ENCUENTRO
COLOCAR EL MAPA DE EVACUACIÓN /PUNTO DE ENCUENTRO
14. COMPONENTE ATENCIÓN PREHOSPITALARIA
14.1. FUNCIONES DEL COMPONENTE DE ATENCIÓN

PREHOSPITALARIA PREPARACIÓN- RESPUESTA
Zonas ACTIVIDADES
Preparación
Respuesta
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14.2. RECURSOS PARA LA ATENCIÓN PRE HOSPITALARIA
ACV NUMERO DE NUMERO DE TIPO DE UBICACIÓN OBSERVACIONES

(ÁREA DE
AMBULANCIA PERSONAS EN LA AMBULANCIA (localidades al interior o
CONCENTRACI
ÓN AMBULANCIA (Soporte Vital Básico ó al exterior)
DE VÍCTIMAS) Soporte Avanzado)
14.3. PROTOCOLO DE ACTUACCIÓN PARA EL TRASLADO DE VÍCTIMA

(S)
726
727
728
14.4. PLANO DE UBICACIÓN DE LOS RECURSOS HUMANOS Y
MATERIALES PARA ATENCIÓN PREHOSPITALARIA
PLANO DE UBICACIÓN DE LOS RECURSOS HUMANOS Y MATERIALES PARA ATENCIÓN PREHOSPITALARIA
15. COMPONENTE SEGURIDAD FISICA
15.1. FUNCIONES DEL COMPONENTE DE SEGURIDAD FISICA

(PREPARACIÓN, RESPUESTA)
FUNCIONES
Preventiva
Respuesta
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15.2. PROTOCOLO DE ACTUACIÓN
730
16. ACTA DE COMPROMISO PARA EL PLAN DE EVENTOS DE
CONCENTRACIÓN MASIVA
Yo…….. (Nombre del organizador/promotor - persona natural o jurídica), ……........................

(Cédula de identidad o RUC) como organizador del evento, presento el Plan de Contingencia
para Eventos de Concentración Masiva, para el evento ………………………………(Nombre del
evento), mismo que se llevará a cabo en …………………………………………………...(lugar donde se
realizará el evento), el ……………….…………..………(Fecha del evento) a partir de las ………………..
(hora de inicio del evento), hasta las ………………..(hora de fin del evento), con un aforo
aproximado de ……………..(Número de asistentes) personas, a través de la presente me
comprometo a ejecutar el plan de contingencia de evento de concentración masiva con el fin
de precautelar la integridad de los asistentes y dar una respuesta inmediata frente a cualquier
incidente o emergencia que se presente.
A la vez declaro que la información consignada en el referido plan, es verdadera y podrá ser
verificada por Dirección de Gestión de Riesgos y Cooperación del GAD Municipio
de………………………. En el caso de falsedad u ocultamiento de información, nos sometemos a las
penas que por estos hechos prevén las leyes de la Republica.
Firmas de Responsabilidad
___________________________
Nombre y apellidos
CI:
Organizador del Evento
17. ANEXOS
Colocar los documentos de referencia que sustente la cuantificación de las amenazas

identificadas (literal 5).
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HIMNO
BASTONES DE ESPERANZA
Que el amor de tu ser, no sea atormentado, por cada recuerdo que venga apresurado.
Saturados de angustias, desolaciones e ilusiones, que creíamos perdidas dejamos de vivir el día
a día. Hasta que llego, la hora, el momento, de sentir el respirar del viento.
Cada salto dado, cada paso, cada instante y segundo creíamos que era el fin de nuestro
mundo.
Avasallados nos sentíamos por sentimientos encontrados, recuerdos pasados.
Nos encontrábamos desorientados en el transitar de la subsistencia hasta que llegaste como

agua refrescante a revitalizarnos.
Orientarnos y servirnos de guía ha sido tu misión BASTONES DE ESPERANZA.
Junto a ti caminaremos en nuestro transitar.
Prosperidad, éxito, confianza, estima, aprecio, son la ganancia de vivir el momento.
Y a pesar de cualquier tormento futuro, podemos esperar que el don de servicio de BASTONES
DE ESPERANZA, nos guiarán sin dejarnos esperar.
Prosperar, creer, fortalecer, entender, apreciar, compartir, escuchar, con BASTONES DE

ESPERANZA, me siento en mi hogar.
En un lugar de familias unidas, manos extendidas, compromisos cumplidos, sueños realizados,

me recuperaré de las situaciones que me afectan para vivir el día a día, pues BASTONES DE
ESPERANZA es jardinera de mi alma que me cuida y me guía con calma en el prosperar de la
trascendencia.
Por profesionalismo, entrega, servicio y pasión BASTONES DE ESPERANZA fue mi mejor

decisión y tu legado será el servicio a la colectividad que ¡calará en las almas de verdad!
Autor: Psic. Johnny Méndez
732
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Reflexiones
Bienvenido querido/a lector/a espero que las siguientes líneas sean de su agrado, el motivo
de las mismas es ofrecerle un momento ameno.
Que disfrute la lectura.
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COMO AFECTAN LAS EMOCIONES A NUESTRO CUERPO
Es necesario comprender nuestra salud como algo holístico. No solo nos afectan factores
exógenos (Alimentación, entorno, vida sedentaria), sino que también nos afectan factores
endógenos, es decir como procesamos todo lo que ocurre en nuestro entorno.
Nuestras emociones y su forma de expresión afectan a nuestro cuerpo y muchas de las

enfermedades que padecemos son fruto de una mala gestión de estas emociones. Veamos
algunos ejemplos:
EL HÍGADO: está a cargo de descomponer y de almacenar y reconstruir la materia. Todas las

emociones y conflictos que no se han digerido, se almacenan en el hígado. Uno de los más
importantes es el resentimiento.
LOS PULMONES: Tienen 2 funciones (inspirar la vida y expresar las ideas libremente). Si
tiene problemas con los pulmones puede ser debido a miedo o sensación de no ser digno de
vivir plenamente.
EL ESTÓMAGO: Representa la asimilación de las experiencias y las ideas. Si suceden

demasiadas cosas en su vida y no las puede asimilar adecuadamente, entonces puede tener
problemas de estómago.
EL PÁNCREAS: Tiene que ver con el azúcar y con la dulzura de la vida. Los problemas en el
páncreas pueden ser debidos a enfado, frustración, amargura.
LOS RIÑONES: Involucran emociones y son el canal procesador de agua más importante ya
que es ahí donde se almacena los temores resultantes de traumas, los cuales dañan la vitalidad
de la persona, bloquea su motivación y entusiasmo.
CORAZÓN: Tiene que ver con el amor y la seguridad. El daño ocasionado puede ser por una
pérdida de alguien o algo, (pérdida de confianza, celos, egoísmo, temor)
LAS PIERNAS: Nos llevan hacia adelante, nos sostienen. Cuando la persona no tiene coraje de
dar un paso por falta de apoyo, entonces comienza a tener problemas con sus piernas.
LAS MANOS: Corresponden a dar y recibir y el problema se desarrolla cuando una persona no
se siente igual ante otras y no pueden encontrar el balance justo entre el dar y recibir. Este
desequilibrio se produce por una falta de autoestima.
EL CUELLO: Es la parte flexible de la columna dorsal, es el balance de su voluntad con

flexibilidad. Un cuello tenso, es una actitud rígida, la tensión se siente en el cuello cuando la
propia rigidez hace mantener conceptos rígidos y esos son desafíos.
LAS CADERAS: Son los puntos de equilibrio. La flexibilidad en las caderas está relacionada
con su sentimiento de libertad personal. Tenemos problemas cuando experimentamos miedo a
tomar decisiones importantes y esto nos impide avanzar.
LA COLUMNA VERTEBRAL: representa el apoyo de la vida, la fuerza de voluntad, la

distorsión de la columna representa que transporta las cargas de la vida y la fuerza de voluntad
se doblega.
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¿Cómo aplicaríamos las enseñanzas en nuestra vida?
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LOS TRES SACOS
Hay una antigua leyenda acerca de tres hombres, cada uno de los cuales, cargaba dos
sacos, sujetos a sus cuellos, uno al frente y el otro a sus espaldas.
Cuando al primero de ellos, llamado Juan, le preguntaron que había en sus sacos, él
dijo: "Todo cuanto de bueno me han dado mis amigos se halla en el saco de atrás, ahí fuera de la
vista, y al poco tiempo olvidado." El saco de enfrente contiene todas las cosas desagradables
que me han acontecido y, en mi andar, me detengo con frecuencia, saco esas cosas y las
examino desde todos los ángulos posibles. Me concentro en ellas y las estudio. Y dirijo todos
mis sentimientos y pensamientos hacia ellas.
Cuando al segundo hombre llamado Pedro, le preguntaron qué era lo que llevaba en sus
dos sacos, el respondió: "En el saco de enfrente están todas las buenas acciones que he hecho.
Las llevo delante de mí y continuamente las saco y las exhibo para que todo mundo las vea.
Mientras que el saco que llevo atrás, contiene todos mis errores. Los llevo consigo a
dondequiera que voy. Es mucho lo que pesan y no me permiten avanzar con rapidez, pero por
alguna razón, no puedo desprenderme de ellos."
Al preguntarle a Luis, el tercer hombre sobre sus sacos, él contestó: "El saco que llevo
al frente, está lleno de maravillosos pensamientos acerca de la gente, los actos bondadosos que
han realizado y todo cuanto de bueno he tenido en mi vida. Es un saco muy grande y está lleno,
pero no pesa mucho. Su peso es como las velas de un barco "lejos de ser una carga" me ayudan
a avanzar. Por su parte, el saco que llevo a mis espaldas está vacío, pues le he hecho un gran
orificio en el fondo. En ese saco, puse todo lo malo que escuché de los demás así como todo lo
malo que a veces pienso acerca de mí mismo. Esas cosas se fueron saliendo por el agujero y se
perdieron para siempre, de modo que ya no hay peso que me haga más penoso el trayecto."
En consecuencia, como el primer hombre que era Juan, siempre se estaba deteniendo
para reflexionar sobre las cosas desafortunadas que le habían sucedido en el pasado, lo que
lograba avanzar era muy poco ya que se detenía todo el tiempo a ver y analizar todo lo
desagradable que le había pasado de manera que su tiempo era desaprovechado y no le permitía
avanzar, además las cosas buenas que sus amigos le habían dado las llevaba atrás, sin darle
importancia y lo dejo olvidado. Una persona que se estanca en sus malas experiencias nunca
puede avanzar al éxito y mucho menos si ha dejado en el olvido los buenos recuerdos que tiene
en su vida. Nos indica entonces que Juan era un hombre muy frustrado y con una autoestima
muy baja, situaciones que jamás nos dejaran avanzar.
Pedro por su parte llevaba al frente las cosas buenas y todas las buenas acciones, eso
está bien a diferencia de Juan pero no las llevaba al frente con objeto de recordarlas siempre y
ser una mejor persona sino con objeto de enseñárselas a los demás para que las vieran, pero
acaso es necesario exhibir las buenas acciones?, las buenas acciones no se exhiban, la gente las
observa sin necesidad de ponérselas en la cara, eso dice que era Pedro un hombre muy
presumido y jactancioso, y ambas cosas son defectos grandes en las personas. Por otro lado
llevaba todos sus errores cargándolos en su espalda, pero es que realmente los errores no
debemos cargarlos, debemos cambiarlos, si Pedro arrastra a todo lugar sus errores como es
posible que mejore su forma de pensar y ver las cosas, los errores hay que reconocerlos pero no
seguirlos arrastrando con nosotros, sino que al contrario debemos desprendernos totalmente de
ellos, ya que posiblemente a causa de ellos hemos hecho daño a personas que queremos y
seguramente a nosotros mismos. Si Pedro sigue cargando sus errores no podrá avanzar porque
estos harán que él siempre fracase pues cometerá los mismos errores una y otra vez.
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El tercer hombre es Luis, quien lleva su saco muy grande al frente lleno de maravillosos
pensamientos de la gente y de actos bondadosos, todo lo bueno que ha tenido y hecho en su
vida, y lleva atrás un saco vacío, con un gran orificio al fondo y donde deposita todo lo malo
que él piensa de otras personas y de el mismo. Considero que todos deberíamos cargar de esta
forma nuestros dos sacos, llevando cosas buenas al frente que nos permitirán ser feliz nosotros
mismos y hacer feliz a los demás, a pesar de ser un saco grande en vez de ser una carga nos
permite avanzar y obtener muchas más oportunidades en la vida, siendo personas correctas y
responsables de nuestros propios actos, y se vuelve muy conveniente llevar el saco con las cosas
malas en la espalda, pero no se trata de llevarlas cargando si no de superarlas, por ello el saco
debe estar roto para que puedan desprenderse de nosotros sin que nos pesen ni nos estorben en
el trayecto de nuestro camino, esto nos permite aprender de todo lo malo que nos ha sucedido y
tener una autoestima que nos permita avanzar por la vida sin problemas, no debemos dejar que
pasen esas cosas malas y no obtener ninguna experiencia de ello, debemos ser críticos y
evaluarnos y determinar porque actuamos así y cual fue nuestro error para poder cambiarlo y
aprender de ello.
Debemos aprender a abordar nuestras preocupaciones y no dejar que condicionen

nuestra vida, nuestro saco debe estar lleno de cosas buenas y positivas. Para ser feliz debemos
detenernos en pequeñas cosas que suceden en la vida, detenernos y observar el lindo amanecer
por lo menos una vez al día, mirar a la gente a los ojos y decir con nuestra mirada que tenemos
los mejores deseos para ellas, elegir a nuestros amigos y ser fieles a ellos, evitar a las personas
negativas ya que son personas que tienen siempre un problema para cada solución, hay que dar
una buena impresión desde la primera oportunidad, debemos mostrar respeto por todas las
personas y en especial aquellas que realizan trabajos más pesados que el nuestro, aprender que
el compartir con los demás nos hace feliz descubriendo la alegría de ser útil al prójimo ya que el
que una persona sea rica no significa que tenga mucho éxito, aprendamos a no perder el sentido
del humor y reírnos de nuestros propios errores, nunca olvidar que el silencio a veces es la
marjor respuesta , nunca debemos obviar buenas ideas solo porque detestamos la persona de
quien viene.
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LOS ZANCOS
Una vez en un mundo mágico, donde los animales hablaban, un hombre se encontró con unas
gallinas que estaban en un corral.
Y acercándose a la malla, dirigiéndose a una de las gallinas dijo:
-¿Cómo te llamas gallinita?
Y la gallinita tímidamente contesto: – Lili.
- ¿Y por qué eres tan tímida y triste?
Ya sé-dijo el hombre- es que tus piernas son muy cortas y por eso: !No eres feliz!
Y Lili se sorprendió y pensó: - “Es un adivino, ha descubierto mi secreto”.
Así qué tímida y acomplejada la gallina contestó:
– No me gustan los tumultos; entre tanta gente no puedo ver bien, no por mis piernas cortas
Sino porque las demás quieren ser las mejores y por eso me opacan.
Así qué el hombre dijo: !Listo!
Tengo la solución para que seas la más grande de todas las gallinas del corral.
La gallinita corrió hacia su mamá gritando: - Mamá !mamaaaaa…!
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El hombre, se sorprendió y apareció una gallina matrona de plumas café brillante como las de
Lili y tan igual en estatura a ella.
Y le preguntó al vendedor: - ¿Cuánto cuestan los zancos?
¿Es verdad que le alargarán las piernas a Lili?
Y el vendedor respondió: – Es verdad!
Los del circo los usan para verse muy grandes y animar a su público.
Así todos ven sus piruetas y sus hazañas.
- ¿Y cuánto cuestan? – Vuelve a preguntar gallina matrona.
El hombre hambriento respondió: – Un sancocho de gallina
Y quedaron sorprendidas las gallinas.
- ¡Oh nooo! respondió gallina matrona! Y no puede ser otra cosa.
– Respondió el hombre. - Si no hay caldo de gallina, no hay zancos y !no hay negocio!
Hubo un silencio entre las gallinas…
Y muy triste estaba mamá gallina matrona porque no podía dar gusto a su hija pero exclamó:
- Ha sido un sueño mío toda la vida, tener piernas largas y ahora es el de mi hija. Yo quiero
cumplirle su sueño.
Así qué pensándolo bien, me doy yo, doy mi vida a cambio de los zancos para mi hija.
Y entonces gallinita Lili quedó sorprendida y miraba aterrada a su mamá y fue cuando pudo ver
el sentimiento de amor que había dentro de ella y hacia su mamá.
Y entendió que la belleza en realidad iba por dentro.
Y exclamó: ¡Ya no necesito zancos!
- He podido verme por dentro, he visto a mi mamá y me he reconocido.
Yo lo único que necesitaba era mi autoestima y la he recuperado.
Ya no necesito zancos, ¿una altura momentánea para qué?
Mi valor no está en unas piernas cortas, sino en mi pensar.
Y se fue de la mano con su mamá hacia adentro.
742
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744
MAESTRA… ¿QUÉ ES EL AMOR?
La maestra sintió que la criatura merecía una respuesta que estuviese a la altura de la pregunta
inteligente que había formulado. Como ya estaban en la hora del recreo, pidió a sus alumnos
que dieran una vuelta por el patio de la escuela y trajeran cosas que invitaran a amar o que
despertaran en ellos ese sentimiento. Los pequeños salieron apresurados y, cuando volvieron, la
maestra les dijo:
 Quiero que cada uno muestre lo que ha encontrado.
El primer alumno respondió:
 Yo traje esta flor… ¿no es bonita?
A continuación, otro alumno dijo:
- Yo traje este pichón de pajarito que encontré en un nido… ¿no es gracioso?
Y así los chicos, uno a uno, fueron mostrando a los demás lo que habían recogido en el patio.
Cuando terminaron, la maestra advirtió que una de las niñas no había traído nada y que había
permanecido en silencio mientras sus compañeros hablaban. Se sentía avergonzada por no tener
nada que enseñar.
La maestra se dirigió a ella:
 Muy bien, ¿y tú?, ¿no has encontrado nada que puedas amar?
La criatura, tímidamente, respondió:
- Lo siento, seño. Vi la flor y sentí su perfume, pensé en arrancarla pero preferí dejarla para que
exhalase su aroma durante más tiempo. Vi también mariposas suaves, llenas de color, pero
parecían tan felices que no intenté coger ninguna. Vi también al pichoncito en su nido, pero…,
al subir al árbol, noté la mirada triste de su madre y preferí dejarlo allí…
Así que traigo conmigo el perfume de la flor, la libertad de las mariposas y la gratitud que
observé en los ojos de la madre del pajarito. ¿Cómo puedo enseñar lo que he traído?
La maestra le dio las gracias a la alumna y emocionada le dijo que había sido la única en
advertir que lo que amamos no es un trofeo y que al amor lo llevamos en el corazón.
El amor es algo que se siente.
Hay que tener sensibilidad para vivirlo.
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747
UNA HORA DE TIEMPO
La noche había caído ya; sin embargo, el pequeño niño hacía grandes esfuerzos por permanecer
despierto. El motivo bien valía la pena; estaba esperando a su papá.
Los traviesos ojos iban cayendo pesadamente cuando se abrió la puerta.
Hijo: “Papá, ¿puedo hacerte una pregunta?”
Padre: “Sí, claro, ¿qué es?”
Hijo: “Papá, ¿cuánto dinero ganas en una hora?”
-dijo con ojos muy abiertos-.
Su padre entre molesto y cansado, fue muy tajante en su respuesta.

“Eso no es asunto tuyo, ni tu madre lo sabe, ¿por qué me preguntas tal cosa?”
Hijo: “Sólo quiero saber, por favor dime, ¿cuánto ganas por una hora?”
El papá contrariado contestó con un simple: “50$ por hora”.
Hijo: “Oh”
-El niño con tristeza agacha la cabeza hacia abajo-.
.“Papá, ¿puedo pedir prestado 40$?”
El padre se puso furioso: “Si la única razón por la que quieres saber lo que gano es para pedir
prestado dinero para comprarte algún juguete tonto, entonces quédate en tu habitación, no salgas
y piensa por qué estás siendo tan egoísta. Yo trabajo duro todos los días, como para lidiar con
este comportamiento tan infantil”.
El niño en silencio cerró la puerta de su habitación. El hombre se sentó y comenzó incluso a

ponerse más enojado acerca de la pregunta del pequeño.
¿Cómo se atreve a hacer tales preguntas sólo para obtener algo de dinero? Después de una hora
o algo así, el hombre se calmó y comenzó a pensar: Tal vez había algo que realmente necesitaba
comprar con esos 40$, después de todo, el niño no pedía dinero muy a menudo. Así pues, se
acercó a la puerta de la habitación del niño y abrió la puerta.
Padre: “¿Estás dormido, hijo?”
Hijo: “No papá, estoy despierto".
Padre: “He estado pensando, tal vez yo fui demasiado duro contigo. Ha sido un día largo y
descargué mi frustración en ti. Aquí tienes los 40$ que me pediste…”
El niño se irguió, sonriendo.
748
“Gracias papa” -susurró el niño mientras metía su manita debajo de la almohada y sacaba varias
monedas-.
Entonces, se levanta y agarra debajo de la almohada unas monedas y unos billetes arrugados. El
hombre vio que el muchacho ya tenía dinero, empezó a enfadarse de nuevo. El niño contó
despacio su dinero, y luego miró a su padre.
Papá: “¿Por qué quieres más dinero si ya tiene bastante?”
Hijo: “Porque yo no tenía suficiente, pero ahora sí.” -Contestó entusiasmado-.

“Papá, ahora tengo 40$.
¿Puedo comprar una hora de tu tiempo?
“Por favor, mañana ven a casa temprano, me gustaría cenar contigo."
El padre se sintió acongojado. Puso sus brazos alrededor de su pequeño hijo, y le suplicó por su
perdón.
Recordemos: que la mejor inversión de nuestro tiempo es en la familia que tenemos, las
personas que tenemos a nuestro lado y en nuestros corazones. Si el día de mañana morimos, en
apenas unos breves días habría alguien reemplazándonos en el trabajo; en cambio, para la
familia y amigos que dejamos atrás, la pérdida sería eterna. Valora el tiempo que pasas con los
tuyos, porque no hay nada más valioso.
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LAS CANICAS
- Hola Barry, ¿Cómo estás hoy?
- Hola Sr. Miller. Estoy bien, gracias, solo admiraba las arvejas... se ven muy bien.
- Sí, son muy buenas. ¿Cómo está tu mamá?
- Bien. Cada vez más fuerte.
- Bien. ¿Hay algo en que te pueda ayudar?
- No Señor. Sólo admiraba las arvejas.
- ¿Te gustaría llevar algunas a casa?
- No Señor. No tengo con que pagarlas.
- Bueno, ¿Qué tienes para cambiar por ellas?
- Lo único que tengo es esto, mi canica más valiosa.
- ¿De veras? ¿Me la dejas ver?
- Acá está. ¡Es una joya!
751
- Ya lo veo. MMMMM... el único problema es que ésta es azul y a mí me gustan las rojas.
¿Tienes alguna como está pero roja en casa?
- No exactamente pero casi.
- Hagamos una cosa. Llévate esta bolsa de arvejas a casa y la próxima vez que vengas
muéstrame la canica roja que tienes.
- ¡Desde ya! Gracias Sr. Miller.
La Sra. Miller, se me acercó a atenderme y con una sonrisa me dijo:
- Hay dos niños más como él en nuestra comunidad, todos en situación muy pobre. A Jim le
encanta hacer trueque con ellos por arvejas, manzanas, tomates, o lo que sea. Cuando vuelven
con las canicas rojas, y siempre lo hacen, el decide que en realidad no le gusta tanto el rojo y los
manda a casa con otra bolsa de mercadería y la promesa de traer una canica color naranja o
verde tal vez.
Me fui del negocio sonriendo e impresionado con este hombre.
Un tiempo después, me mudé, pero nunca me olvidé de este hombre, los niños y los trueques
entre ellos. Varios años pasaron, cada uno más rápidamente que el anterior. Recientemente tuve
la oportunidad de visitar unos amigos en esa comunidad en Idaho. Mientras estuve allí, me
enteré que el Sr. Miller había muerto. Esa noche sería su velorio y sabiendo que mis amigos
querían ir, acepté acompañarlos.
Al llegar a la funeraria, nos pusimos en fila para conocer a los parientes del difunto y para
ofrecer nuestro pésame. Delante nuestro, en la fila, había tres hombres jóvenes. Uno tenía
puesto un uniforme militar y los otros dos unos lindos trajes oscuros con camisas blancas.
Parecían profesionales. Se acercaron a la Sra. Miller quien se encontraba al lado de su difunto
esposo, tranquila y sonriendo. Cada uno de los hombres la abrazó, la besó, conversó brevemente
con ella y luego se acercaron al ataúd.
Los ojos azules llenos de lágrimas de la Sra. Miller los siguió uno por uno mientras cada uno
tocaba con su mano cálida la mano fría dentro del ataúd. Cada uno se retiró de la funeraria
limpiándose los ojos. Llegó nuestro turno y al acercarme a la Sra. Miller le dije quién era y le
recordé lo que me había contado años atrás sobre las canicas. Con los ojos brillando, me tomó
de la mano y me condujo al ataúd.
- Esos tres jóvenes que se acaban de ir son los tres chicos de los cuales te hablé. Me acaban de
decir cuanto agradecían los "trueques" de Jim. Ahora que Jim no podía cambiar de parecer sobre
el tamaño o color de las canicas, vinieron a pagar su deuda. Nunca hemos tenido riqueza. - me
confió -Pero ahora Jim se consideraría el hombre más rico del mundo.
Con una ternura amorosa levantó los dedos sin vida de su esposo. Debajo de ellos había tres
canicas rojas exquisitamente brillantes.
Moraleja: No seremos recordados por nuestras palabras, sino por nuestras acciones. La
vida no se mide por cada aliento que tomamos sino por las cosas que nos quitan el aliento.

752
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754
EL ANILLO
Vengo, maestro, porque me siento tan poca cosa que no tengo fuerzas para hacer nada. Me
dicen que no sirvo, que no hago nada bien, que soy torpe y bastante tonto. ¿Cómo puedo
mejorar? ¿Qué puedo hacer para que me valoren más?
El maestro sin mirarlo, le, dijo:

-Cuánto lo siento muchacho, no puedo ayudarte, debo resolver primero mi propio problema.
Quizás después...- y haciendo una pausa agregó- si quisieras ayudarme tú a mí, yo podría
resolver este problema con más rapidez y después tal vez te pueda ayudar.
E...encantado, maestro- titubeó el joven, pero sintió que otra vez era desvalorizado, y sus
necesidades postergadas.
Bien, asintió el maestro. Se quitó un anillo que llevaba en el dedo pequeño y dándoselo al
muchacho, agregó- toma el caballo que está allí afuera y cabalga hasta el mercado.
Debo vender este anillo porque tengo que pagar una deuda. Es necesario que obtengas por él la
mayor suma posible, pero no aceptes menos de una moneda de oro. Ve y regresa con esa
moneda lo más rápido que puedas.
El joven tomó el anillo y partió. Apenas llegó empezó a ofrecer el anillo a los mercaderes. Estos
lo miraban con algún interés, hasta que el joven decía lo que pretendía por el anillo. Cuando el
joven mencionaba la moneda de oro, algunos reían, otros le daban vuelta la cara y sólo un
viejito fue tan amable como para tomarse la molestia de explicarle que una moneda de oro era
muy valiosa para entregarla a cambio de un anillo.
En afán de ayudar, alguien le ofreció una moneda de plata y un cacharro de cobre, pero el joven
tenía instrucciones de no aceptar menos de una moneda de oro rechazó la oferta.
Después de ofrecer su joya a toda persona que se cruzaba en el mercado -más de cien personas-
y abatido por su fracaso, montó su caballo y regresó. Cuánto hubiera deseado el joven tener él
mismo esa moneda de oro. Podría entonces habérsela entregado él mismo al maestro para
liberarlo de su preocupación y recibir entonces su consejo y ayuda. Entró en la habitación.
Maestro- dijo- lo siento, no se puede conseguir lo que me pediste. Quizás pudiera conseguir dos
o tres monedas de plata, pero no creo que yo pueda engañar a nadie respecto del verdadero valor
del anillo.
Qué importante lo que dijiste, joven amigo- contestó sonriente el maestro-. Debemos saber
primero el verdadero valor del anillo. Vuelve a montar y vete al joyero. ¿Quién mejor que él
para saberlo? Dile que quisieras vender el anillo y pregúntale cuánto te da por él. Pero no
importa lo que ofrezca, no se lo vendas. Vuelve aquí con mi anillo.
El joven volvió a cabalgar. El joyero examinó el anillo a la luz del candil con su lupa, lo pesó y
luego le dijo: -Dile al maestro, muchacho, que, si lo quiere vender YA, no puedo darle más que
58 monedas de oro por su anillo.
-58 MONEDAS!!! Exclamó el joven. -Sí, replicó el joyero- yo sé que con tiempo podríamos
obtener por él cerca de 70 monedas, pero no sé...si la venta es urgente.
El joven corrió emocionado a la casa del maestro a contarle lo sucedido.
755
Siéntate- dijo el maestro después de escucharlo- Tú eres como este anillo: una joya, valiosa y
única. Y como tal, sólo puede evaluarte verdaderamente un experto. ¿Qué haces por la vida
pretendiendo que cualquiera descubra tu verdadero valor? Y diciendo esto, volvió a ponerse el
anillo en el dedo pequeño.
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¿QUÉ ES RIQUEZA?
A dos grupos de personas se les hizo la siguiente pregunta: ¿Qué es riqueza?
757
El primer grupo contestó de la siguiente manera:
 Arquitecto: Tener proyectos que me permitan ganar mucho dinero.

 Ingeniero: Desarrollar sistemas que sean útiles y muy bien pagados.
 Abogado: Tener muchos casos que dejen buenas ganancias y tener un BMW.
 Médico: Tener muchos pacientes y poder comprar una casa grande y bonita.
 Gerente: Tener la empresa en niveles de ganancia altos y crecientes.
 Atleta: Ganar fama y reconocimiento mundial, para estar bien pagado.
El segundo grupo contestó lo siguiente:
 Preso de por vida: Caminar libre por las calles.

 Ciego: Ver la luz del sol y a la gente que quiero.
 Sordo: Escuchar el sonido del viento y cuando me hablan.
 Mudo: Poder decir a las personas cuánto las amo.
 Inválido: Correr en una mañana soleada.
 Persona con una enfermedad terminal: Poder vivir un día más.
 Huérfano: Poder tener a mi mamá, mi papá, mis hermanos, y mi familia.
“No midas tu riqueza por el dinero que tienes, mide tu riqueza por
aquellas cosas que no cambiarías por dinero”.
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GORRIÓN
Cada día que Tania paseaba por el bosque, escuchaba trinar a un gorrión, que se posaba sobre
las ramas de un gran árbol.
Los días pasaban y Tania pensaba, que sería lindo, que ese gorrión, estuviese con ella en su
casa, para que le animara cantando.
Así que Tania, consiguió alpiste y comenzó a regarlo en el suelo, para llamar la atención del ave
y lentamente el ave comenzó acercarse.
Y ella lo atrapo y le llevo a casa. Lo dejo libre en el patio. Y el gorrión cantaba y ella disfrutaba
del canto del ave. Así pasaron los días.
A Tania le gustaba jugar con el gorrión, el gorrión y ella se divertían mucho.
El gorrión volaba libremente, entre los árboles, de pronto, a Tania le asalto el pensamiento: “No
quiero que el gorrión, vuele tan alto, podría separarse de mi para siempre y lo perdería”
Cuando el gorrión volvió, Tania lo tomo entre sus manos.
Y fue cuando decidió enjaularlo.
El gorrión, intentaba huir, pero no lo lograba, pasaron los días y Tania aunque estaba contenta
con el gorrión cuando lo veía, sentía que estaba triste, no era el mismo, parecía estar muriendo.
Entonces Tania se acercó a la jaula y dijo:
“Me gusta que estés a mi lado, pero sólo puedo ser feliz si tú también lo eres.
Si tu felicidad está lejos de mí, prefiero dejarte ir. Sé que voy a sufrir al principio, pero con el
tiempo, me voy a sentir mejor”.
– Le dijo esto mientras abría la jaula y lo liberaba.-
Y el gorrión voló y Tania le abrió la puerta y el ave se fue.
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Nota: No sirve un amor que se quede a nuestro lado porque lo obligamos, y el amor no es
sufrimiento eterno.
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VIOLINISTA PAGANINI
762
Algunos decían que era un genio. Otros, que era sobrenatural.
La realidad es que las notas mágicas que salían de su violín tenían un sonido diferente,
por eso nadie quería perder la oportunidad de ver su espectáculo.
Una noche, el escenario de un auditorio estaba repleto de admiradores, preparados para

recibirlo.
La orquesta entró y fue aplaudida. El director fue ovacionado.
Pero cuando la figura de Paganini surgió, triunfante, el público deliró. Paganini colocó
su violín en el hombro y lo que sucedió a continuación es indescriptible.
Blancas y negras, fusas y semifusas, corcheas y semicorcheas parecían tener alas y volar
con el toque de aquellos dedos maravillosos.
De repente, un sonido extraño interrumpió el ensueño del público asistente.
Una de las cuerdas del violín de Paganini se había roto.
El director paró. La orquesta se detuvo. El público se quedó en silenció.
Pero Paganini continuó tocando.
Mirando su partitura como si nada hubiera ocurrido, él continuó extrayendo sonidos
deliciosos de un violín con problemas.
El director y la orquesta, admirados, volvieron a tocar y el público se tranquilizó.
De repente, otro sonido perturbador atrajo la atención de los asistentes.

Otra cuerda del violín de Paganini se acababa de romper.
El director paró de nuevo y la orquesta se detuvo otra vez.
Pero Paganini siguió con el concierto.
Como si nada hubiera ocurrido, se olvidó de las dificultades y continuó arrancando
sonidos imposibles de su violín de dos cuerdas.
El director y la orquesta, impresionados, volvieron a tocar.
Pero el público no podía imaginar lo que iba a ocurrir a continuación. Todas las
personas, asombradas, gritaron cuando la tercera cuerda del violín de Paganini se
rompió.
El director y la orquesta se detuvieron una vez más, como la respiración del público,
que pensó que el concierto había llegado a su final. Pero Paganini siguió.

Como si fuera un contorsionista musical, arrancó todos los sonidos posibles de la única
cuerda que quedaba en el violín. Ninguna nota fue olvidada.
El director, embelesado, se animó. La orquesta se motivó. El público pasó del silencio a

la euforia, del pánico al delirio.
Paganini alcanzó la gloria. Su nombre perdura a través del tiempo. Porque él no es un
violinista genial, es el símbolo del profesional que continúa adelante aunque todo el
mundo diga que es imposible.
Cuando tus cuerdas se rompen, haz como Paganini, sigue adelante con Fe. Los sueños y
el triunfo están delante de ti y si paras, nunca los alcanzarás.
“Victoria es el arte de continuar, cuando otros deciden parar”
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UNA TAREA
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Una vez a un niño pobre, que asistía a la escuela un profesor le asignó una
tarea:
Redactar o escribir un ensayo sobre lo que le gustaría ser cuando creciera.
Esa noche, muy emocionado, escribió un ensayo de siete páginas,

describiendo su sueño, el de algún día ser dueño de unas caballerizas para
criar sus propios caballos.
Todo lo escribía con gran cuidado y atención. Inclusive dibujó los planos de la
tierra y la casa que soñaba tener; le puso todo su corazón a este proyecto.
Al día siguiente se lo entregó a su profesor y dos días después, éste se lo

devolvió. Lo habían calificado con la nota más baja.
El profesor había escrito una nota en la parte superior del ensayo en letras
grandes y rojas:
– “Ven a verme después de clase”.
Cuando sonó la campana, el niño se quedó esperando y le preguntó al

profesor:
– “¿Por qué me puso una nota tan baja?”
El profesor respondió:
– “Tu ensayo describe un futuro muy irreal para un niño como tú que no tiene
dinero y su familia es muy pobre.
¡No tienes ni siquiera suficiente dinero para comprar tu propio establo!
Tendrías que comprar tierra, necesitarías un capital de base, sin mencionar los
costos de mantenimiento. ¡No hay forma de que pudieras lograr eso!” –
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Y agregó, – “Si tú vuelves a escribir el ensayo con un objetivo más realista yo
reconsideraré tu calificación.”-
El niño se fue a su casa y pensó por largo tiempo. Inclusive le preguntó a su

padre qué debería hacer. Su padre respondió:
– “Mira hijo, tienes que decidir eso por ti mismo. Es una decisión muy
importante y yo no la puedo tomar por ti.”
Finalmente, después de una semana de reconsiderarlo profundamente, el niño

entregó el mismo ensayo, sin ningún cambio y le dijo a su profesor:
– “¡Usted puede mantener su calificación; yo voy a mantener mi sueño!”
Los años pasaron y un día, el profesor, a punto de retirarse, llevó a un grupo de

niños a visitar un gran rancho; un famoso criador de caballos con algunos de
los ejemplares más espectaculares del país.
El profesor estaba asombrado cuando al ser presentado al dueño se dio cuenta

de que ¡era el mismo niño al que le había dado la nota más baja como
calificación a su sueño!
Al irse, el profesor le dijo:
– “Cuando yo era tu profesor hace mucho tiempo, era como un ladrón de

sueños. Por muchos años, yo robé los sueños de los niños. Afortunadamente,
tú fuiste lo suficientemente tenaz para lograrlo”
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MOMENTO
Pedro era un niño muy vivaracho, todos le querían, su familia, amigos,

maestros. Pero tenía una debilidad.
Era incapaz de vivir el momento, no había aprendido a disfrutar el proceso de

vida.
Cuando estaba en el colegio, soñaba con estar jugando fuera. Cuando estaba
jugando soñaba con las vacaciones de verano. Pedro estaba todo el día
soñando, sin tomarse el tiempo de saborear los momentos especiales de su
vida cotidiana.
Una mañana, Pedro estaba caminando por un bosque cercano a su casa. Al

rato decidió, sentarse a descansar en un trecho de hierba y al final se quedó
dormido. Tras unos minutos de sueño profundo, oyó a alguien gritar su nombre
con voz aguda.
Al abrir los ojos, se sorprendió de ver una mujer de pie a su lado. Debía tener al
menos unos 90 años y sus cabellos blancos como la nieve caían sobre su
espalda.
En la mano de la mujer había un pequeño trompo mágico con un agujero en su

centro y del agujero colgaba un largo hilo de oro.
La anciana le dijo “Pedro este hilo es el hilo de tu vida, si halas un poco de él,
una hora pasara en cuestión de segundos y si halas con más fuerza pasaran
años.
Pedro estaba muy emocionado por este descubrimiento ¿puedo quedarme con
el trompo? Dijo.
La anciana se la entrego. Al día siguiente en clase, Pedro se sentía inquieto y

aburrido. De pronto recordó su nuevo juguete. Al tirar un poco del hilo dorado,
se encontró en su casa jugando en el jardín. Consciente del poder del hilo
mágico, se cansó enseguida de ser un colegial y quiso ser adolescente,
pensando en la fase de vida que quería adelantar.
De pronto era ya un adolescente y tenía una novia Elisa. Pero Pedro no estaba
contento. Así que volvió a halar del trompo. Y pasaron años era ya un adulto,
su esposa Elisa había muerto, sus hijos le habían abandonado.
Y Pedro descubrió que las maravillas de la vida se le habían ido de las manos.
Muy triste se puso acostarse en la hierba. De pronto se quedó dormido. Al

despertarse escucho una voz conocida. “Era su mamá”. Y vivió cada día como
si fuese el ultimo, viviendo el ahora y el presente con toda intensidad.
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LOS PEQUEÑOS DETALLES

772
El alumno, según él, había terminado el cuadro. Llamó a su
maestro para que lo evaluara. Se acercó el maestro y observó
la obra con detenimiento y concentración durante un rato.
Entonces, le pidió al alumno la paleta y los pinceles. Con gran
destreza dio unos cuantos trazos aquí y allá. Cuando el
maestro le regresó las pinturas al alumno el cuadro había
cambiado notablemente.
El alumno quedó asombrado; ante sus propios ojos la obra

había pasado de mediocre a sublime. Casi con reverencia le
dijo al maestro:
¿Cómo es posible que, con unos cuantos toques, simples

detalles, haya cambiado tanto el cuadro?
Es que en esos pequeños detalles está el arte. Contestó el

maestro.
Si lo vemos despacio, nos daremos cuenta que todo en la vida

son detalles. Los grandes acontecimientos nos deslumbran
tanto que a veces nos impiden ver esos pequeños milagros
que nos rodean cada día. Un ave que canta, una flor que se
abre, el beso de un hijo en nuestra mejilla, son ejemplos de
pequeños detalles que al sumarse pueden hacer diferente
nuestra existencia.
Todas las relaciones, familia, matrimonio, noviazgo o

amistad, se basan en detalles. Nadie espera que remontes el
Océano Atlántico por él, aunque probablemente sí que le
hables el día de su cumpleaños. Nadie te pedirá que escales
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el Monte Everest para probar tu amistad, pero sí que lo visites
durante unos minutos cuando sabes que está enfermo.
Hay quienes se pasan el tiempo esperando una oportunidad

para demostrar de forma heroica su amor por alguien. Lo
triste es que mientras esperan esa gran ocasión dejan pasar
muchas otras, modestas pero significativas. Se puede pasar
la vida sin que la otra persona necesitara jamás que le
donaras un riñón, aunque se quedó esperando que le
devolvieras la llamada.
Se piensa a veces que la felicidad es como sacarse la lotería,

un suceso majestuoso que de la noche a la mañana cambiará
una vida miserable por una llena de dicha. Esto es falso, en
verdad la felicidad se finca en pequeñeces, en detalles que
sazonan día a día nuestra existencia.
Nos dejamos engañar con demasiada facilidad por la aparente

simpleza. NO desestimes jamás el poder de las cosas
pequeñas: una flor, una carta, una palmada en el hombro,
una palabra de aliento o unas cuantas líneas en una tarjeta.
Todas estas pueden parecer poca cosa, pero no pienses que
son insignificantes.
En los momentos de mayor dicha o de mayor dolor se

convierten en el cemento que une los ladrillos de esa
construcción que llamamos relación. La flor se marchitará, las
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palabras quizá se las llevará el viento, pero el recuerdo de
ambas permanecerá durante mucho tiempo en la mente y el
corazón de quien las recibió.
¿Qué esperas entonces? Escribe esa carta, haz esa

visita, levanta el teléfono.
Hazlo ahora, mientras la oportunidad aún es tuya. NO lo

dejes para después por parecerte poca cosa. En las relaciones
no hay cosas pequeñas, únicamente existen las que se
hicieron y las que se quedaron en buenas intenciones.
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LA CAMISA DEL TENDEDERO
776
Un día, Juan entró a su casa dando patadas en el suelo y gritando muy
molesto. Su padre, lo llamó.
Juan, le siguió, diciendo en forma irritada:
– Papá, ¡Te juro que tengo mucha rabia! Fernanda no debió hacer lo que hizo
conmigo. Por eso, le deseo todo el mal del mundo, ¡Tengo ganas de matarla!
Su padre, escuchaba con calma al hijo quien continuaba diciendo:
– Imagínate que la estúpida de Fernanda me humilló frente a mis amigos.
¡No acepto eso!..
Me gustaría que ella se enfermara para que no pudiera ir más a la escuela.
El padre siguió escuchando y se dirigió hacia una esquina del garaje de la

casa, de donde tomó, un saco lleno de carbón el cual llevó hasta el final del
jardín y le propuso:
– ¿Ves aquella camisa blanca que está en el tendedero?
Hazte la idea de que es Fernanda y cada pedazo de carbón que hay en esta
bolsa es un mal pensamiento que va dirigido a él.
Lánzale todo el carbón que hay en el saco, hasta el último pedazo.
Después yo regreso para ver cómo quedó.
El niño lo tomó como un juego y comenzó a lanzar los carbones, pero como la
tendedera estaba lejos, pocos de ellos acertaron la camisa.
Cuando, el padre regresó y le preguntó:
– Hijo ¿Qué tal te sientes?

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– Cansado pero alegre. Acerté algunos pedazos de carbón a la camisa.
El padre tomó al niño de la mano y le dijo: – Ven conmigo quiero mostrarte

algo.-
Lo colocó frente a un espejo que le permite ver todo su cuerpo. ¡Qué susto! .
Estaba todo negro y sólo se le veían los dientes y los ojos. En ese momento el
padre dijo:
– Hijo, cómo pudiste observar la camisa quedó un poco sucia pero no es

comparable a lo sucio que quedaste tú.
Por más que queremos o podamos perturbar la vida de alguien con nuestros
pensamientos, los residuos y la suciedad siempre queda en nosotros mismos.
Ten mucho cuidado con tus pensamientos, porque ellos se transforman en

palabras.
Ten mucho cuidado con tus palabras, porque ellas se transforman en acciones.
Ten mucho cuidado con tus acciones, porque ellas se transforman en hábitos.
Ten mucho cuidado con tus hábitos, porque ellos moldean tu carácter.
Y ten mucho cuidado con tu carácter, porque de él dependerá en gran medida

tu camino en la vida, que se convertirá en el destino que tú mismo trazaste.
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ENERGÍA EMOCIONAL
Algunas personas, cuando conocen a otra, perciben claramente su energía, incluso

antes de cruzar una palabra con ella.
Lo que percibimos como materia física es energía que vibra en una determinada gama
de frecuencias. Los pensamientos están hechos de la misma energía, pero vibran a
una frecuencia más alta que la de la materia, razón por la cual no podemos verlos o
tocarlos.
Los pensamientos negativos están en la parte inferior del espectro.
Los pensamientos positivos están en la parte superior de la escala.
Los pensamientos sintonizan con los de las personas que están en su misma
frecuencia.
Es como si de una radio se tratara, si una persona vibra en una frecuencia de

pensamientos positivos sintoniza con personas que está en su misma frecuencia, y si
vibra con pensamientos negativos sintoniza con personas también negativas.
Es los que llamamos “estar en sintonía”
La energía que emana de una persona se contagia. ¿Pero quién contagia más a
quién?
Si dos personas positivas mantienen una relación, su positividad se refuerza y su

campo energético aumenta. Lo mismo sucede cuando dos personas negativas están
juntas, refuerzan su negatividad y esta negatividad que emanan atrae hostilidad y
genera conflictos que, a su vez, reafirman sus convicciones y les hace más negativos.
Pero ¿qué ocurre cuando una persona positiva tiene que relacionarse con una
negativa?
La emanación de energía negativa resulta muy desagradable para una persona

positiva. La persona positiva siente la necesidad de apartarse inmediatamente. O de
reducir al mínimo su interacción.
Pero si no tiene más remedio que mantenerse a su lado, la persona positiva va a

percibir como poco a poco su energía va disminuyendo.
Pues así se recibe una mayor cantidad de inputs negativos y la persona positiva en su
empeño de mantenerse en su frecuencia habitual, opone resistencia y duplica su
desgaste energético y se cansa.
Aunque la persona positiva en alta frecuencia puede contagiar a la persona negativa

de positividad.
La negatividad es como una adicción, cuando una persona es negativa su cuerpo se

acostumbra a liberar hormonas como la adrenalina y el cortisol que influyen sobre el
sistema nervioso.
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El tazón de madera
El viejo se fue a vivir con su hijo, su nuera y su nieto de cuatro años. Ya las manos
le temblaban, su vista se nublaba y sus pasos flaqueaban. La familia completa
comía junta en la mesa, pero las manos temblorosas y la vista enferma del anciano
hacían el alimentarse un asunto difícil. Los guisantes caían de su cuchara al suelo
de y cuando intentaba tomar el vaso, derramaba la leche sobre el mantel. El hijo y
su esposa se cansaron de la situación.
-Tenemos que hacer algo con el abuelo, dijo el hijo. -Ya he tenido suficiente.
Derrama la leche, hace ruido al comer y tira la comida al suelo.
Así fue como el matrimonio decidió poner una pequeña mesa en una esquina del
comedor. Ahí, el abuelo comía solo mientras el resto de la familia disfrutaba la
hora de comer. Como el abuelo había roto uno o dos platos, su comida se la servían
en un tazón de madera.
De vez en cuando miraban hacia donde estaba el abuelo y podían ver una lágrima
en sus ojos mientras estaba ahí sentado sólo. Sin embargo, las únicas palabras que
la pareja le dirigía, eran fríos llamados de atención cada vez que dejaba caer el
tenedor o la comida. El niño de cuatro años observaba todo en silencio.
Una tarde antes de la cena, el papá observó que su hijo estaba jugando con trozos
de madera en el suelo. Le preguntó dulcemente: - ¿Qué estás haciendo?
Con la misma dulzura el niño le contestó: -Ah, estoy haciendo un tazón para ti y
otro para mamá para que cuando yo crezca, ustedes coman en ellos. Sonrió y
siguió con su tarea.
Las palabras del pequeño golpearon a sus padres de tal forma que quedaron sin
habla. Las lágrimas rodaban por sus mejillas y, aunque ninguna palabra se dijo al
respecto, ambos sabían lo que tenían que hacer.
Esa tarde el esposo tomó gentilmente la mano del abuelo y lo guio de vuelta a la
mesa de la familia. Por el resto de sus días ocupó un lugar en la mesa con ellos. Y
por alguna razón, ni el esposo ni la esposa, parecían molestarse más cada vez que
el tenedor se caía, la leche se derramaba o se ensuciaba el mantel.
784
Los niños son altamente perceptivos. Sus ojos observan, sus oídos siempre
escuchan y sus mentes procesan los mensajes que absorben. Si ven que con
paciencia proveemos un hogar feliz para todos los miembros de la familia, ellos
imitarán esa actitud por el resto de sus vidas.
Los padres y madres inteligentes se percatan que cada día colocan los bloques con
los que construyen el futuro de su hijo. Seamos instructores sabios y modelos a
seguir.
He aprendido que puedes decir mucho de una persona por la forma en que maneja
tres cosas: un día lluvioso, equipaje perdido y luces del arbolito enredadas.
He aprendido que independientemente de la relación que tengas con tus padres, los
vas a extrañar cuando ya no estén contigo.
He aprendido que aún cuando me duela, no debo estar solo.
La gente olvidará lo que dijiste y lo que hiciste, pero nunca cómo los hiciste sentir.
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786
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El picador de piedra
Cuenta la leyenda que un humilde picador de piedra vivía resignado en su pobreza,

aunque siempre anhelaba con deseo convertirse en un hombre rico y poderoso. Un buen
día expresó en voz alta su deseo y cuál fue su sorpresa cuando vio que éste se había
hecho realidad: se había convertido en un rico mercader.
Esto le hizo muy feliz hasta el día que conoció a un hombre aún más rico y poderoso
que él. Entonces pidió de nuevo ser así y su deseo le fue también concedido. Al poco
tiempo se cercioró de que debido a su condición se había creado muchos enemigos y
sintió miedo.
Cuando vio cómo un feroz samurái resolvía las divergencias con sus enemigos, pensó
que el manejo magistral de un arte de combate le garantizaría la paz y la
indestructibilidad. Así que quiso convertirse en un respetado samurái y así fue.
Sin embargo, aun siendo un temido guerrero, sus enemigos habían aumentado en
número y peligrosidad. Un día se sorprendió mirando al sol desde la seguridad de la
ventana de su casa y pensó: "él sí que es superior, ya que nadie puede hacerle daño y
siempre está por encima de todas las cosas. ¡Quiero ser el sol!".
Cuando logró su propósito, tuvo la mala suerte de que una nube se interpuso en su
camino entorpeciendo su visión y pensó que la nube era realmente poderosa y así era
como realmente le gustaría ser.
Así, se convirtió en nube, pero al ver cómo el viento le arrastraba con su fuerza, la
desilusión fue insoportable. Entonces decidió que quería ser viento. Cuando fue viento,
observó que, aunque soplaba con gran fuerza a una roca, ésta no se movía y pensó: ¡ella
sí que es realmente fuerte: quiero ser una roca! Al convertirse en roca se sintió
invencible porque creía que no existía nada más fuerte que él en todo el universo.
Pero cuál fue su sorpresa al ver que apareció un picador de piedra que tallaba la roca y
empezaba a darle la forma que quería pese a su contraria voluntad. Esto le hizo
reflexionar y le llevó a pensar que, en definitiva, su condición inicial no era tan mala y
que deseaba de nuevo volver a ser el picador de piedra que era en un principio.
787
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788
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789
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SE NOS HA IDO EL CABALLO
Una vez un campesino pobre y muy sabio, trabajaba la tierra duramente con su
hijo.
Un día el hijo le dijo: "Padre, ¡qué desgracia! Se nos ha ido el caballo."
"¿Por qué le llamas desgracia? – respondió el padre, veremos lo que trae el

tiempo…"
A los pocos días el caballo regresó, acompañado de otro caballo.

"¡Padre, qué suerte! – exclamó esta vez el muchacho, nuestro caballo ha traído
otro caballo."
"¿Por qué le llamas suerte? – repuso el padre, veamos qué nos trae el tiempo."
En unos cuantos días más, el muchacho quiso montar el caballo nuevo,

y éste, no acostumbrado al jinete, se enfureció y lo arrojó al suelo.
El muchacho se quebró una pierna.
"Padre, ¡qué desgracia!, – exclamó ahora el muchacho – ¡Me he quebrado la

pierna!"
Y el padre, retomando su experiencia y sabiduría, sentenció:
"¿Por qué le llamas desgracia? ¡Veamos lo que trae el tiempo!"
El muchacho no se convencía de la filosofía del padre, sino que se

quejaba en su cama. Pocos días después pasaron por la aldea los
enviados del rey, buscando jóvenes para llevárselos a la guerra.
790
Vinieron a la casa del anciano, pero como vieron al joven con su pierna
entablillada, lo dejaron y siguieron de largo.
El joven comprendió entonces que nunca hay que dar ni la desgracia ni la

fortuna como absolutas, sino que siempre hay que darle tiempo al tiempo, para
ver si algo es malo o bueno.
La moraleja de este antiguo consejo chino es que la vida da tantas vueltas, y es
tan paradójico su desarrollo, que lo malo se hace bueno, y lo bueno, malo.
Lo mejor es esperar siempre el día de mañana, pero sobre todo confiar en que
todo sucede con un propósito positivo para nuestras vidas.
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792
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MALETA DE MANO
Cuando tu vida empieza, tienes apenas una pequeña maleta de mano…
A medida en que los años van pasando, el equipaje, va aumentando poco a

poco.
Porque existen muchas cosas, que recoges por el camino… porque piensas
que ellas, son importantes…
En un determinado punto del camino, comienza a ser insoportable cargar

tantas cosas, en verdad pesan demasiado…
Entonces, puedes escoger:
Permanecer sentado al lado del camino, esperando que alguien te ayude, lo

que es muy difícil…
Pues todos los que pasen por allí, ya traerán su propio equipaje.
Puedes pasar la vida entera esperando y esperando…
O puedes disminuir el peso, eliminando lo que no te sirva, pero, ¿qué botar?
Empiezas botando todo para afuera y viendo lo que tienes dentro…
Amistad…Amor…
Bien ¡tienes bastante, es curioso… no pesa nada!
793
Más tienes algo pesado…
Haces un gran esfuerzo, para halar
La RABIA – ¡Como pesa!
Empiezas a botar y aparecen la INCOMPRENSIÓN, el MIEDO, el

PESIMISMO…
En este momento, el DESANIMO casi te empuja hacia dentro de la maleta…
Pero tú, empujas para afuera con toda tu fuerza, y aparece una SONRISA, que
estaba sofocada en el fondo de tu equipaje…
Sacas otra sonrisa y otra más, y entonces sale la FELICIDAD…
Colocas las manos dentro de la maleta y sacas la TRISTEZA…
Ahora, tienes que dejar la PACIENCIA dentro de la maleta, pues vas a

necesitar bastante…
Procura entonces, dejar también:
FUERZA, ESPERANZA, CORAJE, ENTUSIASMO, EQUILIBRIO,

RESPONSABILIDAD, TOLERANCIA y BUEN HUMOR…
Deshazte de la PREOCUPACIÓN -déjala de lado-
Bien, tu EQUIPAJE está listo, ¡está para ser usado de nuevo!
Mas piensa bien, en lo que vas a colocar dentro, ¡ahora es para ti!
Y no te olvides de hacer esto muchas veces, pues el camino es muy, muy largo
por recorrer.
794
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795
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796
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LEY DEL VACÍO
¿Tienes el hábito de guardar cosas inútiles?
Creyendo que un día no sabes cuándo ¿vas a necesitarlas?
¿Y dentro tuyo?
¿Tienes el hábito de guardar resentimientos, rencores, tristezas, miedos?
¡Si tú casa esta desordenada y llena de objetos que no utilizas! ¡Esto va contra
tu prosperidad!
Es preciso que dejes un espacio, un vacío, para que cosas nuevas lleguen a tu
vida.
Es preciso que te deshagas de todo lo inútil que hay en tu casa y en tu vida,

para que la prosperidad llegue.
La fuerza de ese vacío es lo que absorberá y atraerá todo lo que deseas.
Mientras este material o emocionalmente cargado de sentimientos y cosas

viejas e inútiles no tendrás espacio para nuevas oportunidades.
Los bienes necesitan circular. Limpia los cajones, los armarios, el garaje. La
actitud de guardar un montón de cosas que no utilizas, solo encadena tu vida.
No son los objetos guardados los que estancan tu vida, sino el significado de la
actitud de guardar.
Cuando se guarda se considera la posibilidad de falta; de carencia.
Con esa idea le envías a tu cerebro dos mensajes.
1 Que no confías en el mañana.
2 Que piensas que lo nuevo, lo mejor, y la abundancia no son para ti.

797
Por eso te encuentras bien guardando cosas inútiles.
“Las telarañas de tu hogar, son tus telarañas mentales”
Deshazte de lo que ya perdió valor con el paso del tiempo.
No dejes la puerta abierta esperando que lo que se fue vuelva. Sigue tu

camino, no regreses a ver que ha quedado, no puedes contar con lo que no
existe (ayer); ni tener lo que aún no se crea (mañana). Por eso céntrate en el
aquí y el ahora.
ACTIVIDADES
1 Haz un gráfico sobre todo lo que tienes guardado en tu mente.
2 Elabora una frase positiva de ti mismo/a. Y anótala en tu celular (agenda),

nota escrita, recordatorio y haz que sea tu alarma cada día por 5 días. Y repite
esa frase positiva en tu mente.
3 Dedícate unos diez minutos diarios a dejar que tus emociones positivas
surjan (realiza las actividades que más te diviertan y que sean positivas
constructivas)
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799
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La ventana del hospital
Dos hombres, seriamente enfermos, ocupaban la misma habitación en el hospital.

A uno de ellos se le permitía estar sentado una hora todas las tardes para que los
pulmones drenaran sus fluidos. Su cama daba a la única ventana de la habitación.
El otro hombre tenía que estar tumbado todo el tiempo. Los dos se hablaban
mucho. De sus mujeres y familiares, de sus casas, trabajos, el servicio militar,
dónde habían estado de vacaciones.
Y todas las tardes el hombre que se podía sentar frente a la ventana, se pasaba el
tiempo describiendo a su compañero lo que veía por la ventana. Éste, solamente
vivía para esos momentos donde su mundo se expandía por toda la actividad y
color del mundo exterior.
La ventana daba a un parque con un bonito lago. Patos y cisnes jugaban en el agua
mientras los niños capitaneaban sus barcos teledirigidos. Jóvenes amantes
andaban cogidos de la mano entre flores de cada color del arco iris. Grandes y
ancestros árboles embellecían el paisaje, y una fina línea del cielo sobre la ciudad
se podía ver en la lejanía.
Mientras el hombre de la ventana describía todo esto con exquisito detalle, el

hombre al otro lado de la habitación cerraba sus ojos e imaginaba la pictórica
escena.
Una cálida tarde el hombre de la ventana describió un desfile en la calle. Aunque el

otro hombre no podía oír la banda de música- se la imaginaba conforme el otro le
iba narrando todo con pelos y señales. Los días y las semanas pasaron.
Una mañana, la enfermera entró para encontrase el cuerpo sin vida del hombre al
lado de la ventana, el cual había muerto tranquilamente mientras dormía. Se puso
muy triste y llamó al doctor para que se llevaran el cuerpo. Tan pronto como
consideró apropiado, el otro hombre preguntó si se podía trasladar al lado de la
ventana. La enfermera aceptó gustosamente, y después de asegurarse de que el
hombre estaba cómodo, le dejó solo.
800
Lentamente, dolorosamente, se apoyó sobre un codo para echar su primer vistazo
fuera de la ventana. Finalmente tendría la posibilidad de verlo todo con sus
propios ojos.
Se retorció lentamente para mirar fuera de la ventana que estaba al lado de la

cama. Daba a un enorme muro blanco. El hombre preguntó a la enfermera qué
había pretendido el difunto compañero contándole aquel maravilloso mundo
exterior.
Y ella dijo: - Quizás sólo quería animarle.
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801
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802
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LA CASA IMPERFECTA
Un maestro de construcción ya entrado en años estaba listo para retirarse a disfrutar sin
pensión de jubilación. Le contó a su jefe acerca de sus planes de dejar el trabajo para llevar
una vida más placentera con su esposa y su familia. Iba a extrañar su salario mensual, pero
necesitaba retirarse; ya se las arreglarían de alguna manera.
El jefe se dio cuenta de que era inevitable que su buen empleado dejara la compañía y le pidió,
como favor personal, que hiciera el último esfuerzo: construir una casa más. El hombre accedió
y comenzó su trabajo, pero se veía a las claras que no estaba poniendo el corazón en lo que
hacía. Utilizaba materiales de inferior calidad, y su trabajo, lo mismo que el de sus ayudantes,
era deficiente. Era una infortunada manera de poner punto final a su carrera.
Cuando el albañil terminó el trabajo, el jefe fue a inspeccionar la casa y le extendió las llaves de
la puerta principal. "Esta es tu casa, querido amigo -dijo-. Es un regalo para ti".
Si el albañil hubiera sabido que estaba construyendo su propia casa, seguramente la hubiera
hecho totalmente diferente. ¡Ahora tendría que vivir en la casa imperfecta que había
construido!
Construimos nuestras vidas de manera distraída, reaccionando cuando deberíamos actuar, y

sin poner en esa actuación lo mejor de nosotros. Muchas veces, ni siquiera hacemos nuestro
mejor esfuerzo en el trabajo. Entonces de repente vemos la situación que hemos creado y
descubrimos que estamos viviendo en la casa que hemos construido. Si lo hubiéramos sabido
antes, la habríamos hecho diferente.
La conclusión es que debemos pensar como si estuviésemos construyendo nuestra casa. Cada
día clavamos un clavo, levantamos una pared o edificamos un techo. Construir con sabiduría es
la única regla que podemos reforzar en nuestra existencia. Inclusive si la vivimos sólo por un
día, ese día merece ser vivido con gracia y dignidad.
803
La vida es como un proyecto de hágalo-usted-mismo. Su vida, ahora, es el resultado de sus
actitudes y elecciones del pasado. ¡Su vida de mañana será el resultado de sus actitudes y
elecciones de hoy!
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805
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EL NIÑO Y EL PERRO
El dueño de una tienda estaba poniendo en la puerta un cartel que decía: " cachorros en
venta". Como esa clase de anuncios siempre atrae a los niños, de pronto apareció un
pequeño y le pregunto:
- ¿cuál es el precio de los perritos?
El dueño contesto:
-entre 30 y 50 dólares.
¿Puedo verlos?
El hombre sonrió y silbo. De la trastienda salió una perra seguida por cinco
perritos, uno de los cuales se quedaba atrás. El niñito inmediatamente señalo al
cachorrito regazado.
- ¿qué le pasa a ese perrito? -preguntó.
El hombre le explico que el animalito tenía la cadera defectuosa y cojearía por el resto
de su vida.
El niño se emocionó mucho y exclamo:
- ¡ese es el perrito que yo quiero comprar!
El hombre replico:
-no. tu no vas a comprar ese cachorro, si realmente lo quieres te lo regalo.
El niñito se disgustó y mirando el hombre a los ojos, le dijo:
- ¡no, no quiero que usted me lo regale!
Creo que vale tanto como los otros perritos, y le pagare el precio completo.
-hijo, en verdad no querrás comprar ese perrito. Nunca será capaz de correr, saltar y
jugar como los otros.
El niño se agacho y levanto su pantalón para mostrar su pierna izquierda, retorcida e
inutilizada, soportada por un gran aparato de metal. Miro de nuevo al hombre y le dijo:
-bueno, yo no puedo correr muy bien tampoco, y el perrito necesitara a alguien que lo
entienda.
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806
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807
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EL ÁRBOL TRISTE
Había una vez, algún lugar que podría ser cualquier lugar, y en un tiempo que
podría ser cualquier tiempo, un hermoso jardín, con manzanos, rosales, todos
ellos felices y satisfechos.
808
Todo era alegría en el jardín, excepto por un árbol profundamente triste.
El pobre tenía un problema. No sabía quién era. Lo que le faltaba era

concentración, le decía el manzano: Si realmente lo intentas, podrás tener
sabores de manzanas. ¿Ves que fácil es?
No lo escuches, exigía el rosal, es más sencillo tener rosas. ¿Ves que bellas
son?
Y el árbol desesperado intentaba todo lo que le sugerían y como no lograba ser

como los demás, se sentía cada vez más frustrado.
Un día llego hasta el jardín el búho, la más sabia de las aves y al ver la
desesperación del árbol exclamo.
No te preocupes, tu problema no es tan grave. Es el mismo de muchos seres

sobre la tierra.
Yo te daré la solución: no dediques tu vida a ser como los demás, se tú mismo,

conócete, abre tu conciencia.
Y dicho esto desapareció.
¿Ser yo mismo? ¿Conocerme? Se preguntaba el árbol desesperado cuando de

pronto comprendió.
Y cerrando los ojos y los oídos, abrió su mente y por fin pudo decir.
“Tu jamás darás manzanas porque no eres un manzano, ni florecerás cada

primavera porque no eres un rosal”
Eres un roble y tu destino es crecer grande y majestuoso, dar cobijo a las aves,
sombra a los viajeros, belleza al paisaje.
Y el árbol se sintió fuerte y seguro de sí mismo y se dispuso a ser todo aquello

para lo cual estaba destinado.
Y solo entonces fue feliz.
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BIEN & MAL
Una mujer se encontró con el BIEN y al verlo quería decirle su idea para
mejorar la vida de los hombres.
El BIEN la llevo a un lugar para hablar y le pregunto cuál era su idea.
“Mi idea es que se siembre mayor cantidad de semillas de amistad y amor

entre los humanos”
–Dijo la mujer- para que haya menos odio y diferencias entre ellos.
811
El BIEN, decidió cumplir la idea que esta mujer le propuso y sembró muchas
semillas más de amistad entre los hombres.
Al poco tiempo las naciones dejaron de estar en guerra y la vida en el planeta

mejoro.
Luego de un tiempo el MAL enojado al ver esto decidió sembrar más de sus
propias semillas
Al tiempo otra vez volvió a ser casi todo igual
Al ver esto la mujer decidió volver a visitar al BIEN, pero él no le quiso recibir
porque lo que había hecho había sido en vano. Luego de insistir la mujer logro
hablar con el BIEN le dijo
Haz que los hombres puedan decidir libremente entre una cosa o la otra y así
cada uno podrá elegir que hacer.
Pero mujer- contesto el BIEN- el hombre desde siempre pudo decidir por sí
mismo.
Entonces –respondió la mujer- dales la sabiduría para que puedan elegir lo

mejor
Pero a la vez que el BIEN les daba sabiduría el MAL ponía la ignorancia
Al ver que había fracasado, la mujer se desanimó. Al ver esto el BIEN visito a la
mujer y le dijo.
El MAL puso delante de ti el desánimo y optaste elegirlo y pudiste elegir

rechazarlo pero no lo hiciste.
Ahí la mujer entendió y dijo.
“Deseo que haya personas que al elegir el bien, ayuden a otras personas a
elegirlo también”
Lo importante es lo que cada uno elija.
“No son las circunstancias externas, a ti las que te producen daño, sino la
interpretación que les das a esas eventualidades”
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INVITACIÓN
Una mujer que salía de su casa vio a tres ancianos de barbas blancas
sentados en el jardín de su casa. Y les dijo:
814
“No sé quiénes son ustedes, pero deben tener hambre. Por favor, pasen los
tres que les daré algo de comer”
“Nosotros no podemos ser invitados a una casa juntos” dijo con determinación
uno de los ancianos.
“¿Por qué?” preguntó la mujer muy intrigada.
El anciano con la barba más blanca respondió:
“Su nombre es Riqueza” dijo señalando a uno de ellos
Y señalando al otro agregó: “Su nombre es Éxito
Y el mío es Amor… ahora decide a cuál de nosotros prefieres invitar”
La mujer entro a su casa, les dijo que esperen, y decía:
“¡Qué fantástico! Si ese es el caso invitare a Riqueza. Así llenare la casa con
riqueza”
“No, no seguía diciendo, no parece buena idea… ¿Por qué no elegir a Éxito?
así seré admirada por todos”
De repente su hija adoptiva que escuchaba la conversación, exclamó:
“¿Por qué no invitamos al Amor?
¿Por qué siempre hay que pensar en las riquezas y el éxito, como si el amor no
fuera importante para nosotros?”
La intervención de la niña dejó a la mujer en silencio
“Sí, ella tiene razón” dijo la madre. “Seguiré el consejo de mi hija”
La mujer salió al encuentro de los ancianos y preguntó:
“¿Cuál de ustedes es Amor? … Por favor, pase y sea nuestro invitado.”
Amor se levantó y comenzó a caminar hacia la casa. Los otros dos también se
levantaron y los siguieron.
Sorprendida, la mujer miró a Éxito y a Riqueza y preguntó:
“Sí yo solamente invité a Amor ¿Por qué ustedes también vienen?”
Los tres ancianos respondieron juntos:
“Si hubiese invitado a Éxito o a Riqueza los otros dos se quedaban afuera, pero
ustedes invitaron a Amor, y donde quiera que él vaya los otros lo siguen.
815
Porque donde hay amor; también hay éxito y riqueza
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Valora a las personas que amas
Prefiero que compartas conmigo unos pocos minutos ahora que estoy viv@ y no una
noche entera cuando yo muera.
Prefiero que estreches suavemente mi mano ahora que estoy viv@ y no apoyes tu
cuerpo sobre mi cuando yo muera.
Prefiero que hagas una sola llamada ahora que estoy viv@ y no emprendas un
inesperado viaje cuando yo muera.
Prefiero que me regales una sola flor ahora que estoy viv@ y no me envíes un hermoso
ramo cuando yo muera.
Prefiero que me digas unas palabras de aliento ahora que estoy viv@ y no un
desgarrador poema cuando yo muera.
Prefiero escuchar un solo acorde de guitarra ahora que estoy viv@ y no una
conmovedora serenata cuando yo muera.
Prefiero me dediques una leve plegaria ahora que estoy viv@ y no un poético epitafio
sobre mi tumba cuando yo muera.
Prefiero disfrutar de los más mínimos detalles ahora que estoy viv@ y no de grandes
manifestaciones cuando yo muera.
Prefiero escucharte un poco nervios@ diciendo lo que sientes por mí ahora que estoy
viv@ y no un gran lamento porque no lo dijiste a tiempo.
Así que hazlo personalmente o ya sea con un mail, una llamada o con lo que sea, pero
hazlo
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819
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SEMILLA
El día que la pequeña semilla abrió sus ojos por primera vez, se sorprendió
ante la realidad que la rodeaba.
En su esencia de semilla, quería buscar la luz, sin embargo, es difícil ver la luz
cuando estamos rodeados por la tierra oscura.
820
Inmóvil y aturdida por esta primera experiencia pensó los diferentes caminos
que podría tomar para alcanzar su meta, algunos sin duda, la hundirían más en
la tierra.
Otros le permitirían alcanzar lo que su esencia estaba buscando, caminos más

cortos o más largos, algunos más áridos otros más exquisitos.
Siguió pensando el camino seria arduo, pero su esperanza era fiel, nada le
detendría.
Recién nacida, débil, todo un carácter de semilla se mostraba en su ser, así

que sin rodeos, miro nuevamente su realidad y se alimentó de cuanto encontró
y emprendió su peregrinaje.
Múltiples brazos salieron de si, algunos se aferraron a la tierra en donde serian

la raíz que la alimentaria.
Pero un brazo, aquel que salía del centro de sí misma un día se transformó en
brote.
Luego de un tiempo la semilla fue un gran árbol, que daba cobijo a las aves,
sombra a los viajeros y belleza al paisaje.
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822
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CONVIVIR CON LA ADVERSIDAD
Un anciano maestro hindú se cansó de las quejas de su aprendiz, y así que, una mañana,
lo envió por algo de sal. Cuando el aprendiz regresó el maestro le instruyó al joven
infeliz poner una manotada de sal en un vaso de agua y luego beberla.
- “¿A qué sabe?” preguntó el maestro.

- “Amargo,” respondió el aprendiz.
El maestro rio entre dientes, y entonces le pidió al joven tomar la misma cantidad de sal
en la mano y ponerla en el lago. Los dos caminaron en silencio al lago cercano, y una
vez que el aprendiz lanzó al agua su manotada de sal, el maestro dijo, “Ahora bebe del
lago.”
En cuanto el agua se escurría por la quijada del joven, el maestro le preguntó,
- “¿A qué sabe?”

- “Fresca,” comentó el aprendiz.
- “¿Te supo a sal?”, preguntó el maestro.
- “No,” dijo el joven.
En esto el maestro se sentó al lado de este joven serio quien le recordaba de sí mismo y
le tomó sus manos, diciendo:
“El dolor de la vida es pura sal; ni más, ni menos. La cantidad de dolor en la vida
permanece exactamente la misma. Sin embargo, la cantidad de amargura que probamos
depende del recipiente en que ponemos la pena. Así que cuando estás con dolor, o
adversidades de la vida, la única cosa que puedes hacer es agrandar tu sentido de las
cosas. Deja de ser un vaso. Conviértete en un lago.”

823
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825
LEYENDA DE UNA MUJER
Cuenta la leyenda que una mujer pobre, con un niño en los brazos, pasando
delante de una caverna escuchó una voz misteriosa que allá adentro le
decía:
"Entra y toma todo lo que desees y no te olvides de lo principal”. Recuerda:

después que salgas, la puerta se cerrará.
La mujer entró en la caverna y encontró muchas riquezas. Fascinada por el

oro y por las joyas, puso al niño en el piso y empezó a juntar ávidamente,
todo lo que podía en su delantal.
La mujer cargada de oro y piedras preciosas, corrió ansiosamente, hacia

fuera de la caverna y la puerta se cerró….
Recordó, entonces, que el niño quedó adentro y la puerta estaba cerrada

para siempre.
La riqueza duró poco y la desesperación... para el resto de su vida
Lo mismo ocurre, a veces, con nosotros. Tenemos unos 80 años para vivir
en este mundo, y una voz nos advierte: "No te olvides de lo principal"
Y lo principal son los valores, la familia, los amigos, la vida. Pero lo

material, nos fascina tanto que lo principal siempre se queda a un lado....
Así agotamos nuestro tiempo aquí, y dejamos a un lado lo esencial
“Los tesoros del ser".
826
Ahora....piensa por un momento que es lo principal en tu vida......
Reflexión: "Que particular es el hombre: Nacer no pide. Vivir no sabe. Morir

no quiere"
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LAS DOS VASIJAS
Una vez un cantero llevaba consigo, dos vasijas de agua. Una de ellas estaba
agrietada por lo que solo llegaba con la mitad de lo que se suponía que podía
cargar.
Así fue por mucho tiempo, y aquel cantero solo cobraba la mitad por la vasija
agrietada.
Un día la vasija se puso perfecta se puso a conversar con la agrietada y

orgullosamente le decía, yo puedo cargar toda el agua que se supone debo
llevar, mientras tú haces que nuestro amo, gane solo la mitad.
La vasija agrietada en silencio se quedaba reflexionando y se comparaba

constantemente con la otra vasija. Sintiéndose menos valiosa y sufriendo por lo
que no podía cambiar.
Después de algunos años. La vasija agrietada no pudo más así que hablo con
el cantero diciéndole:
“Me siento muy triste por no poder hacer todo el trabajo que se supone tengo
que hacer”. Me odio a mí misma porque tu solo ganas la mitad de lo que
podrías ganar
El cantero le respondió: Me entere de tus grietas, hace un tiempo, así que

decidí hacer algo.
Cuando regresemos quiero que te fijes en el camino.
Y al regresar la vasija observo una gran cantidad de rosas en el camino.

829
El cantero comento: Aprovechando tus grietas sembré unas semillas de rosas,
y si te fijas bien solo crecen a tu lado del camino tú las regaste. Ahora este
sendero es visitado por muchos turistas.
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831
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LA TRISTEZA Y LA FURIA
En un reino encantado donde los hombres nunca pueden llegar, o quizás donde los hombres
transitan eternamente sin darse cuenta...
En un reino mágico, donde las cosas no tangibles, se vuelven concretas...
Había una vez...

Un estanque maravilloso.
Era una laguna de agua cristalina y pura donde nadaban peces de todos los colores existentes
y donde todas las tonalidades del verde se reflejaban permanentemente...
Hasta ese estanque mágico y transparente se acercaron a bañarse haciéndose mutua
compañía, la tristeza y la furia.
Las dos se quitaron sus vestimentas y desnudas, las dos, entraron al estanque.
La furia, apurada (como siempre está la furia), urgida -sin saber por qué- se bañó rápidamente
y más rápidamente aún salió del agua...
Pero la furia es ciega, o por lo menos, no distingue claramente la realidad, así que desnuda y
apurada, se puso, al salir, la primera ropa que encontró...
Y sucedió que esa ropa no era la suya, sino la de la tristeza...
Y así vestida de tristeza, la furia se fue.
Muy calma, y muy serena, dispuesta como siempre, a quedarse en el lugar donde está, la
tristeza terminó su baño y sin ningún apuro (o mejor dicho sin conciencia del paso del tiempo),
con pereza y lentamente, salió del estanque.
En la orilla encontró que su ropa ya no estaba.
Como todos sabemos, si hay algo que a la tristeza no le gusta es quedar al desnudo, así que
se puso la única ropa que había junto al estanque, la ropa de la furia.
832
Cuentan que desde entonces, muchas veces uno se encuentra con la furia, ciega, cruel, terrible
y enfadada, pero si nos damos el tiempo de mirar bien, encontramos que esta furia que vemos,
es sólo un disfraz, y que detrás del disfraz de la furia, en realidad... está escondida la tristeza.
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LA SOPA DE PIEDRA
Una vez en un pueblo lejano, donde existía la discordia, un hombre se acercó a

la plaza, y veía que las personas no se llevaban entre sí.
Así que se acercó, a una señora y le dijo, mientras sacaba una piedra de su
bolsillo.
Que con esta piedra haría la mejor sopa del mundo.
La curiosidad de la señora se despertó y dijo. “¿Es en serio?”
¿Qué no más necesitas?
Él dijo: Pues una cacerola, agua.
Cuando comenzó a sorber de la sopa decía: Uh, que buena que esta solo hace
falta un poco de sal, y la gente comenzó a reunirse y uno decía yo tengo sal.
Uh, comenzó a decir mientras colocaba la sal, tan solo hacen falta unos
vegetales.
Una mujer decía yo tengo zanahorias, papas, y comenzaron a lanzarlo a la

cacerola.
Después de un momento la gente ya aglomerada, seguía observando lo que

pasaba.
Y de pronto el hombre dijo: “uh, solo hace falta un poco de carne”
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Alguien dijo yo tengo pollo, y así lentamente las personas comenzaron a
trabajar juntos para cocinar la sopa. Y dejaron a un lado sus diferencias.
Y aquel hombre aprovechando la muchedumbre se alejó.
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FACTURA
Un día, un muchacho pobre que vendía mercancías de puerta en puerta para pagar su escuela,
encontró que solo le quedaba una simple moneda de diez centavos, y tenía hambre.
Decidió que pediría comida en la próxima casa. Sin embargo, sus nervios lo traicionaron cuando
una encantadora mujer joven le abrió la puerta.
En lugar de comida pidió un vaso de agua. Ella pensó que el joven parecía hambriento así que le
trajo un gran vaso de leche.
Él lo bebió despacio, y entonces le preguntó, ¿Cuánto le debo?
"No me debes nada," contesto Ella.
"Mi madre siempre nos ha enseñado a nunca aceptar pago por una caridad".
Él dijo... "Entonces, te lo agradezco de todo corazón."
Cuando Howard Kelly se fue de la casa, no solo se sintió físicamente más fuerte, sino que
también su fe en Dios y en los hombres era más fuerte.
Él había estado listo para rendirse y dejar todo. Años después esa joven mujer enfermó
gravemente. Los doctores locales estaban confundidos.
Finalmente la enviaron a la gran ciudad, donde llamaron a especialistas para estudiar su rara
enfermedad. Se llamó al Dr. Howard Kelly para consultarle.
Cuando oyó el nombre del pueblo de donde ella vino, una extraña luz llenó sus ojos.
Inmediatamente subió del vestíbulo del hospital a su cuarto. Vestido con su bata de doctor entró
a verla.
La reconoció enseguida.
Regreso al cuarto de observación determinado a hacer lo mejor para salvar su vida. Desde ese
día prestó atención especial al caso. Después de una larga lucha, ganó la batalla.
El Dr. Kelly pidió a la oficina de administración del hospital que le enviaran la factura total de
los gastos para aprobarla.
Él la reviso y entonces escribió algo en el borde y le envió la factura al cuarto de la paciente.
Ella temía abrirla, porque sabía que le tomaría el resto de su vida para pagar todos los gastos.
Finalmente la abrió, y algo llamó su atención en el borde de la factura. Leyó estas palabras...
"Pagado por completo hace muchos años con un vaso de leche - (firmado) Dr. Howard Kelly".
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El Sol y el Viento
El Sol y el Viento discutían sobre cuál de los dos era más fuerte. La discusión fue
larga, porque ninguno de los dos quería ceder.
Viendo que por el camino avanzaba un hombre, acordaron en probar sus fuerzas
utilizándolas contra él.
- Vas a ver, dijo el Viento, como con sólo echarme sobre ese hombre, desgarro sus
vestiduras.
Y comenzó a soplar cuanto podía. Pero cuanto más esfuerzo hacía, el hombre más
oprimía su capa, gritando contra el viento, y seguía caminando.
El viento, encolerizado, descargó lluvia y nieve, pero el hombre no se detuvo, sino
que se aferraba más a su capa.
Comprendió al fin el Viento que no era posible arrancarle la capa.

Sonrió el Sol, y mostrándose entre dos nubes recalentó la tierra y el pobre
hombre, que se regocijaba con aquel dulce calor, se quitó la capa y se la puso sobre
el hombro.
-Ya ves, le dijo el Sol al Viento, como con la bondad se consigue más que con la
violencia.
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El saco de plumas
Había una vez un hombre que calumnió a un amigo suyo; el motivo fue la envidia que
sentía al ver el éxito que aquél había alcanzado en su vida.
Tiempo después se arrepintió de la ruina que trajo con sus calumnias a ese amigo.
Visitó entonces a un hombre muy sabio a quien le dijo:
“Quiero arreglar todo el mal que le hice a mi amigo. ¿Cómo puedo hacerlo?”.
A lo que el sabio respondió:
“Toma un saco lleno de plumas ligeras y pequeñas y suéltalas una a una por donde
vayas”.
El hombre, muy contento por aquel pedido tan fácil, tomó el saco lleno de plumas y
partió.
Al cabo de un día ya las había soltado a todas; por lo que volvió a visitar al sabio y le
dijo:
“Ya he terminado”.
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El sabio contestó:
“Esa es la parte más fácil. Ahora debes volver a llenar el saco con las mismas plumas
que soltaste… Sal a la calle y búscalas”.
El hombre se sintió muy triste y angustiado, pues sabía lo que eso significaba, sabía que
no podría juntar casi ninguna.
Al volver, el hombre sabio le dijo:
“Así como no pudiste juntar de nuevo las plumas que volaron con el viento, así mismo
el mal que hiciste voló de boca en boca y el daño ya está hecho. Lo único que puedes
hacer es pedirle perdón a tu amigo, pues no hay forma de revertir lo que ya hiciste.
Simplemente piénsalo dos veces la próxima vez que hagas comentarios sobre otra
persona”
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El hombre y el mundo
Un científico, que vivía preocupado con los problemas del mundo, estaba resuelto a
encontrar los medios para aminorarlos. Pasaba días en su laboratorio en busca de
respuestas para sus dudas.
Cierto día, su hijo de 7 años invadió su santuario decidido a ayudarlo a trabajar.

El científico, nervioso por la interrupción, le pidió al niño que fuese a jugar a otro
lugar. Viendo que era imposible sacarlo, el padre pensó en algo que pudiese darle
con el objetivo de distraer su atención.
De repente se encontró con una revista en donde venía el mapa del mundo ¡Justo lo
que precisaba! Con unas tijeras recortó el mapa en varios pedazos y junto con un
rollo de cinta se lo entregó a su hijo diciendo: -” Como te gustan los rompecabezas,
te voy a dar el mundo todo roto, para que lo repares sin ayuda de nadie”.
Entonces calculó que al pequeño le llevaría días componer el mapa, pero no fue así.
Pasadas algunas horas, escuchó la voz del niño que lo llamaba calmadamente. -”
Papá, ya hice todo, conseguí terminarlo”.
Al principio el padre no dio crédito a las palabras del niño. Pensó que sería
imposible que, a su edad, hubiera conseguido recomponer un mapa que jamás
había visto antes. Desconfiado, el científico levantó la vista de sus anotaciones con
la certeza de que vería el trabajo digno de un niño.
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Para su sorpresa, el mapa estaba completo. Todos los pedazos habían sido
colocados en sus debidos lugares. ¿Cómo era posible? ¿Cómo el niño había sido
capaz?
-Hijito, tú no sabías cómo era el mundo, ¿cómo lograste armarlo?
-Papá, yo no sabía cómo era el mundo, pero cuando sacaste el mapa de la revista
para recortarlo, vi que del otro lado estaba la figura de un hombre…
Así que di vuelta a los recortes y comencé a recomponer al hombre, que si sabía
cómo era. Cuando conseguí arreglar al hombre, di vuelta la hoja y vi que había
arreglado al mundo.
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DESEOS DE ÁRBOL
Se trataba de un hombre que llevaba muchas horas viajando a pie y estaba

realmente cansado y sudoroso bajo el implacable sol de las montañas.
Extenuado y sin poder dar un paso más, se echó a descansar bajo un frondoso
árbol.
El suelo estaba duro y el hombre pensó en lo agradable que sería disponer de

una cama.
Resulta que aquél era un árbol mágico, de los que conceden los deseos de los
pensamientos y los hacen realidad.
Así es que al instante, apareció una confortable cama.
El hombre se echó sobre ella y estaba disfrutando en el mullido lecho cuando

pensó, en lo placentero que le resultaría, que una joven le diera masaje en sus
fatigadas piernas.
Al momento apareció una bellísima joven que comenzó a procurarle un masaje.
Bien descansado, sintió hambre y pensó en qué grato sería poder degustar una
sabrosa comida.
En el acto aparecieron ante él los más suculentos manjares.
El hombre comió hasta saciarse y se sentía muy dichoso.
De repente le asaltó un pensamiento y dijo:

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“! Que terrible fuera, si ahora un tigre me atacase!”
Y apareció un tigre y lo devoró.
Nota: Si piensas negativamente, atente a las consecuencias.
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DECÁLOGO DEL OPTIMISTA
1...Los optimistas se aman, procuran un alto nivel de

autoestima, se valoran y aprovechan lo mejor posible sus
talentos personales innatos.
2...Los optimistas aceptan a los demás como son, y no

malgastan energías queriendo cambiarlos, sólo influyen en
ellos con paciencia y tolerancia.
3...Los optimistas son espirituales, cultivan una excelente

relación con Dios y tienen en su fe una viva fuente de luz y de
esperanza.
4...Los optimistas disfrutan del "aquí" y el "ahora", no viajan

al pasado con el sentimiento de culpa ni el rencor, ni al futuro
con angustia. Disfrutan con buen humor y con amor.
5...Los optimistas ven oportunidades en las dificultades,
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cuenta con la lección que nos ofrecen los errores y tienen
habilidad para aprender de los fracasos.
6...Los optimistas son entusiastas, dan la vida por sus sueños

y están convencidos de que la confianza y el compromiso
personal obran milagros.
7...Los optimistas son íntegros y de principios sólidos, por eso

disfrutan de paz interior y la irradian y comparten, aún en
medio de problemas y crisis.
8...Los optimistas no se desgastan en la crítica destructiva y

ven la envidia como un veneno. No son espectadores de las
crisis sino protagonistas del cambio.
9...Los optimistas cuidan sus relaciones interpersonales con

esmero, saben trabajar en equipo y son animosos
sembradores de fe, esperanza y alegrías.
10...Los optimistas también tienen épocas difíciles, pero no se

rinden ni se dejan aplastar por su peso, ya que saben que
aún la noche más oscura tiene un claro amanecer y que por
encima de las nubes más densas sigue brillando el sol; que
todo túnel, por más largo y oscuro que sea siempre tendrá
otra salida y que todo río siempre tiene dos orillas.
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CARPINTERO
Un carpintero ya entrado en años estaba listo para retirarse. Le dijo a su Jefe

de sus planes de dejar el negocio de la construcción para llevar una vida más
placentera con su esposa y disfrutar de su familia.
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Él iba a extrañar su cheque mensual, pero necesitaba retirarse. Y ellos
superarían esta etapa de alguna manera.
El Jefe sentía ver que su buen empleado dejaba la compañía y le pidió que si
podría construir una sola casa más, como un favor personal.
El carpintero accedió, pero se veía fácilmente que no estaba poniendo el

corazón en su trabajo.
Utilizaba materiales de inferior calidad y el trabajo era deficiente.
Era una desafortunada manera de terminar su carrera.
Cuando el carpintero terminó su trabajo y su Jefe fue a inspeccionar la casa, el

Jefe le extendió al carpintero, las llaves de la puerta principal.
“Esta es tu casa, dijo, es mi regalo para ti.”
¡Qué tragedia! ¡Qué pena! Si solamente el carpintero hubiera sabido que

estaba construyendo su propia casa, la hubiera hecho de manera totalmente
diferente. ¡Ahora tendría que vivir en la casa que construyó “no muy bien” que
digamos!
Así que está en nosotros: Construimos nuestras vidas de manera distraída, y

no reaccionamos cuando tendríamos que actuar, dispuestos a poner en ello
menos que lo mejor.
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CARACOL BLANCO
Una vez en un mundo mágico. Había un caracol blanco, que se sentía

avergonzado por su color de caparazón. Así que decidió quedarse bajo un
puente todo el tiempo que pudiese.
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Un día, pasaban por aquel lugar unos pinceles. Quienes buscaban guía para
encontrar la salida del pueblo.
Uno de los pinceles vio al caracol y se le acerco a preguntarle si podía

ayudarles.
El caracol, les mostro la salida. Y los pinceles, en agradecimiento le ofrecieron

ayudarlo en lo que quisiera. El caracol dijo: “cambien el color de mi caparazón
a dorado”.
Así lo hicieron. Luego el caracol se dio en cuenta que el sol, hacia brillar
demasiado su caparazón, casi cegándolo, por lo que no podía seguir con su
camino.
Así que otra vez pidió que le cambien de color: A un color verde.
Luego el caracol, estaba pasando por la hierba y se dio en cuenta que no se

diferenciaba por el color. Así que pidió una vez más que le cambiaran el color.
Y se hizo poner color azul.
Se acercó al lago, y de pronto resbalo y cayó sobre el agua. Se estaba

ahogando, y no podía salir. Los pinceles no podían ayudarlo, sin embargo,
poco a poco, el azul se fue despintando con el agua.
Y así pudieron salvarlo. Luego el caracol dijo: Gracias, ahora me doy cuenta
que gracias a mi color pudieron salvarme, ya no me cambien nada. Así soy
feliz.
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URRACA
Un día la urraca, estaba dándole una lección a su hija.
Y le decía: Hija mía, hoy te enseñare lo que puedes y no comer.
Estas son las semillas que puedes ingerir sin problemas, sin embargo ten
cuidado de tomar cosas que no conozcas.
La hija urraca decía: “Ya mamá, déjame en paz, si me lo has dicho tantas
veces”
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Así que la urraca hija se fue volando y mientras estaba explorando vio en el
suelo, algo que le llamo la atención, y lo tomo.
Luego de un momento su pico estaba sellado, estaba pegajoso. Y no podía

quitárselo.
Así que fue a ver a sus amigos a pedir apoyo, el águila, le dijo que lo intentaría
y no lo logro.
El búho le dijo que conocía a un ave muy sabia y que iba a traerla.
La hija urraca esperaba que llegase aquella ave sabia.
Cuando vio que era su madre quedo sorprendida.
Y luego de solo un momento: La urraca quedo libre.
Y la hija le pidió disculpas a su madre. Y ambas se fueron volando.
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ROSAS
Había una vez en un mundo mágico, unas rosas, que vivían en un huerto,
cierto día, en aquel lugar aparecieron unas hermosas rosas.
Las otras rosas, les decían, que, si querían ser las amigas de ellas, tenían que
guardar su belleza con espinas.
Y si no lo hacían no podían ser amigas de ellas.
Así que las rosas por no querer quedarse ignoradas del grupo. Hicieron lo que
les pidieron convirtiéndose en rosas con muchas espinas.
Un día, una niña que podía conversar con las plantas pasaba por allí. Y vio a
las rosas. Se les acerco y les pregunto. ¿Por qué habían escondido su belleza?
Una de las rosas le dijo: Pues quisimos ser aceptadas por las otras rosas así
que dejamos que las espinas escondieran nuestra verdadera belleza.
No hagas tú lo mismo. Muéstrate tal como eres, así te aceptaran, no finjas ser
nadie para agradar a otros.
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GRITOS
Un día un discípulo le pregunto al sabio, ¿porque gritan las personas?
El sabio le dijo: Gritan porque aun estando cerca, sus corazones están tan
alejados que es necesario que griten para acortar esa distancia.
En cambio, observa a los amantes, ellos ni siquiera se hablan y con tan solo
tocar sus manos se dicen todo, esa conexión es tan grandiosa que las palabras
sobran, por ello sus corazones están cerca.
Por ello es necesario recordar, mantener la calma, para que la distancia no sea
tan grande que no pueda regresar el cariño que se tienen.
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MARIPOSA
Piluca era una mariposa que le gustaba pintar, junto con sus amigos pintaba
hermosos cuadros, un día llego muy triste donde su amigo el caracol.
El caracol le pregunto ¿Por qué estas triste?.
Ella le dijo: Porque soñé que había otra mariposa que pintaba más lindo que
yo, y que me quedaba sin amigos.
El caracol le dijo: “pueden haber más mariposas que pinten, pero no significa
que por eso te dejaremos de querer”.
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Seguiremos siendo tus amigos.
Y dicho esto la mariposa Piluca, se fue a llamar a todos sus amigos y les pinto
un cuadro a todos ellos.
Y ese día aprendió que puede ser feliz siendo ella misma.
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LOS CLAVOS
Cuenta la historia que había un niño con muy mal carácter. Su padre le dio un saco de clavos y
le dijo que clavara uno en la cerca del jardín cada vez que perdiera la paciencia o se enfadara
con alguien…
El primer día clavó 37 clavos, pero durante las siguientes semanas, se esforzó en controlarse y
día a día la cantidad de clavos que debía clavar, disminuyó. Había descubierto que era más fácil
controlarse que clavar clavos…
Finalmente, llegó un día en el que ya no necesitó clavar más clavos y satisfecho fue a ver a su
padre para decírselo…
Su padre lo felicitó, pero le pidió que, a partir de ese momento, quitara un clavo por cada día
que no perdiera la paciencia. Los días pasaron y finalmente el niño pudo decir a su padre que
los había quitado a todos…
El padre, llevó al niño hasta la cerca y le dijo: Hijo mío, te has comportado muy bien, pero mira
todos los agujeros que han quedado… Esta cerca ya nunca será como antes. Lo mismo ocurre
con las personas. Cuando discutes con alguien y le dices palabras ofensivas, le dejas una herida
como ésta…
Puedes clavar una navaja a un hombre y después retirarla, pero siempre quedará la herida. No
importa las veces que le pidas perdón, la herida permanecerá. Una herida provocada con la
palabra, hace tanto daño como una herida física.
Los amigos son joyas raras de encontrar. Están listos para escucharte cuando tienes necesidad,
te sostienen y te abren su corazón. Enseña a tus amigos cómo los quieres…y mide tus palabras
y tus reacciones hacia ellos.
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LLAMA INTERIOR
Había un rey que poseía una gran riqueza, además de ser sabio.
Un día un súbdito fue a verlo para conocerlo y que le compartiera sus

conocimientos para estar en bienestar.
Cuando llego al palacio, el súbdito le pidió, que le enseñara su sabiduría.
El rey le dijo, claro, antes toma esta cuchara llena de aceite. Luego le dijo, da
una vuelta y observa todo el palacio, los jardines, los caballos, pero no te
olvides de la cuchara.
Después de un tiempo, el súbdito se acercó donde el rey. Y le pregunto

¿pudiste ver el palacio? Y respondió, no pude, estaba viendo la cuchara de
aceite.
Entonces el rey le dijo: Ahora ve y observa todo, sin preocuparte de la cuchara

de aceite.
Así lo hizo. Luego regreso y le comento la belleza del palacio.
El rey le dijo: esta es la sabiduría ser consciente de lo que haces. Yo vivo un

día a la vez, ese es mi secreto.
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LAS PIEDRAS
Existía un sabio, que vivía en una montaña, una vez un viajero se le acerco a
preguntarle cómo podía solucionar sus problemas.
Cuando llego al sabio le dijo: “Como puedo librarme de mis problemas, y dejar
esta angustia”
El sabio coloco unas piedras en un vaso y le pregunto al viajero ¿está lleno el

vaso?
El viajero dijo que sí. El sabio continúo y coloco unas piedras más pequeñas,
en el vaso, luego puso arena, y finalmente un poco de agua.
Finalmente, el viajero le dijo: “así es la vida”
Si no colocas las piedras más grandes primero, no podrás ponerlas luego
Así que decide cuales son las piedras grandes en tu vida.
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LAS MARAVILLAS
Un grupo de estudiantes de Geografía, estudiaban las siete maravillas del mundo. Al

término de la clase, se le pidió hacer una lista de la que ellos consideraban deberían ser
actualmente las 7 maravillas del Mundo.
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A pesar de algunos desacuerdos, la mayoría votó por lo siguiente: Las pirámides de
Egipto, El Taj Mahal, El gran cañón, El canal de Panamá, El Empire State, La Basílica
de San Pedro y La Muralla China.
Mientras se hacía la votación el maestro notó que una estudiante permanecía callada y
no había entregado aun su lista. Así que le preguntó si tenía problema para terminar de
hacer su elección. La muchacha tímidamente respondió: Si, un poco.
“No podía decidirme pues son tantas las maravillas”. “Bueno, dinos lo que has escrito y
tal vez podamos discutirlo.
La muchacha titubeó y después leyó: Creo que las, siete maravillas del mundo son:
Poder tocar, Poder saborear, Poder ver, Poder escuchar. Titubeando un poco continuó:
Poder sentir, Poder reír, y…Poder amar.
Al terminar de leerlas el salón de clase quedó en un silencio absoluto. Son tantas las
maravillosas que tenemos y no las valoramos.
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La vida es un espejo
En un pequeño y lejano pueblo, había una casa abandonada. Cierto día, un perrito
buscando refugio del sol, logró entrar a dicha casa y se topó con una puerta semi-
abierta; lentamente se adentró en el cuarto y se dio cuenta que dentro de ese cuarto
había mil perritos más observándolo, como él los observaba a ellos. El perrito comenzó
a mover la cola y a levantar sus orejas. Los mil perritos hicieron lo mismo. Sonrió y le
ladró alegremente a uno de ellos, los mil perritos también le sonreían y ladraban
alegremente con él. Cuando salió del cuarto pensó: Que lugar tan agradable. Voy a venir
más seguido a visitarlo. Tiempo después, otro perrito callejero entró al mismo sitio y
entro al mismo cuarto. Pero a diferencia del primero, al ver a los mil del cuarto se sintió
amenazado, ya que lo estaban viendo de una manera agresiva. Empezó a ladrar y vio
como los mil perritos le ladraban también a él. El perrito salió del cuarto y pensó: Que
lugar tan horrible es este. Nunca más volveré a entrar allí. En el frente de dicha casa
había un letrero que decía: "La casa de los mil espejos". No eres responsable de la cara
que tienes, eres responsable de la cara que pones. "Todos los rostros del mundo son
espejos". Decide cual rostro llevarás por dentro y ese será el que mostrarás. Las cosas
más bellas del mundo no se ven ni se tocan, sólo se sienten con el corazón.
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JUICIO
Una vez un viajero que pasaba por el desierto encontró un oasis y al acercarse
al lugar vio a un anciano sentado y le pregunto
¿Qué clase de gente vivía por allí? El anciano le dijo ¿qué clase de gente vive
de dónde vienes?
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El viajero respondió: Gente odiosa, me alegra mucho haberme alejado de ese
lugar. Lo mismo encontraras aquí dijo el anciano.
Después de unas horas otro viajero apareció en el mismo oasis y le pregunto al

anciano.
¿Qué clase de gente vivía allí?
A lo que respondió. ¿Qué gente vivía de donde el viene?
Él dijo que gente amable, que extraña mucho y que les estiman.
Lo mismo encontraras aquí dijo el anciano.
Una joven que había escuchado la conversación del anciano con los dos
jóvenes le dijo: ¿Por qué da respuestas diferentes?
Porque lo que cambia no es el lugar sino el juicio que tienes sobre el mismo
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GOTITAS DE AGUA LLENAS DE AMOR
Un gran incendio se desató en un bosque de bambú. Las llamas alcanzaban grandes

alturas. Un pequeño Colibrí fue al río, mojó sus alas y regresó sobre el gran incendio,
agitándolas con la intención de apagar el fuego. Incesantemente iba y venía con sus alas
cargadas de agua. Los otros animales observaban sorprendidos la actitud de la pequeña
ave y le preguntaron: Oye, ¿por qué estás haciendo eso? ¿Cómo es posible? ¿Cómo
crees que con esas gotitas de agua puedes apagar un incendio de tales dimensiones?
¡Jamás lo podrás lograr! El Colibrí con una gran ternura respondió: El bosque me ha
dado todo, tengo un inmenso amor por él. Yo nací en este bosque que me ha enseñado
el valor que tiene la naturaleza. Este bosque me ha dado todo lo que soy y tengo. Este
bosque es mi origen y mi hogar, por eso y aunque no lo pueda apagar, si es necesario
voy a dejar mi vida lanzando gotitas de agua, llenas de amor. Los otros animales
entendieron el mensaje del Colibrí y entre todos le ayudaron a apagar el incendio. Cada
gotita de agua puede apaciguar un incendio. Cada acción que con amor y entusiasmo
emprendemos, se reflejará en un mañana mejor.
“No subestimes las gotas, porque millones de ellas forman un océano. Todo acto que
con amor realizamos, regresa a nosotros multiplicado”.
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ESCOGER Y PENSAR
Un día, un becerro tuvo que atravesar un bosque inexplorado, para volver a su

pastura.
Siendo un animal irracional, abrió un sendero tortuoso, lleno de curvas,

subiendo y bajando colinas, desviándose y regresando muchas veces hasta
llegar al prado.
Al día siguiente, un perro que pasaba por allí usó ese mismo sendero para
atravesar el bosque.
Después fue el turno de un pastor, de un rebaño de ovejas, que, viendo el

espacio ya abierto, hizo a sus ovejas seguir por allí.
Más tarde, los hombres comenzaron a usar ese sendero: entraban y salían,
giraban a la derecha, a la izquierda, descendían, se desviaban de obstáculos,
quejándose y maldiciendo, con toda razón.
Pero no hacían nada para crear una nueva alternativa.
Después de tanto uso, el sendero acabó convertido en un amplio camino donde

los pobres animales se cansaban bajo pesadas cargas, obligados a recorrer en
tres horas una distancia que podría haber sido vencida en treinta minutos, si no
hubieran seguido la vía abierta por el becerro.
889
Pasaron muchos años y el camino se convirtió en la calle principal de un
poblado y, posteriormente, en la avenida principal de una ciudad.
Todos se quejaban del tránsito, porque el trayecto era el peor posible.
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890
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891
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ENFERMEDAD
Dos jóvenes fueron diagnosticadas de cáncer y el doctor les dio el plazo de un

año de vida.
Una de las jóvenes se resignó a morir y dejo de asistir a eventos con sus
amigos, además de retirarse de la carrera de universidad, comenzó a aislarse
en su habitación.
Y al poco tiempo de tres a seis meses había fallecido.
La otra joven decidió que si iba a morir, disfrutaría de cada momento,

compartía el tiempo con amigos, estudiaba lo que podía, pasaba el tiempo con
su familia.
Y vivió 6 años.
Somos energía emocional, lo que suceda en la vida es obligatorio

experimentarlo, sufrir o gozar por ello es opcional.
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892
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893
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EL VALOR DEL DINERO.
Una profesora en clase saca de su cartera un billete de 20 dólares y lo enseña a sus

alumnos a la vez que pregunta: “¿A quién le gustaría tener este billete?”. Todos los
alumnos levantan la mano.
Entonces la profesora coge el billete y lo arruga, haciéndolo una bola. Incluso lo rasga
un poquito en una esquina. “¿Quién sigue queriéndolo?”. Todos los alumnos volvieron
a levantar la mano.
Finalmente, la profesora tira el billete al suelo y lo pisa repetidamente, diciendo: “¿Aún

queréis este billete?”. Todos los alumnos respondieron que sí.
Entonces la profesora les dijo:

“Espero que de aquí aprendáis una lección importante hoy. Aunque he arrugado el
billete, lo he pisado y tirado al suelo… todos habéis querido tener el billete porque su
valor no había cambiado, seguían siendo 20 dólares.
Muchas veces en la vida te ofenden, hay personas que te rechazan y los acontecimientos
te sacuden, dejándote hecho una bola o tirado en el suelo. Sientes que no vales nada,
pero recuerda, tu valor no cambiará NUNCA para la gente que realmente te quiere.
Incluso en los días en los que sientas que estás en tu peor momento, tu valor sigue
siendo el mismo, por muy arrugado que estés”.
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894
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895
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896
EL POZO
Un campesino, que luchaba con muchas dificultades, poseía algunos caballos

para que lo ayudasen en los trabajos de su pequeña hacienda.
Un día, su capataz le trajo la noticia de que uno de los caballos había caído en
un viejo pozo abandonado.
El pozo era muy profundo y sería extremadamente difícil sacar el caballo de

allí.
El campesino fue rápidamente hasta el lugar del accidente, y evaluó la

situación, asegurándose que el animal no se había lastimado.
Pero, por la dificultad y el alto precio para sacarlo del fondo del pozo, creyó que
no valía la pena invertir en la operación de rescate.
Tomó entonces la difícil decisión de decirle al capataz que sacrificase el animal

tirando tierra en el pozo hasta enterrarlo, allí mismo.
Y así se hizo.
897
Comenzaron a lanzar tierra dentro del pozo de forma de cubrir al caballo.
Pero, a medida que la tierra caía en el animal este la sacudía y se iba

acumulando en el fondo, posibilitando al caballo para ir subiendo.
Los hombres se dieron cuenta que el caballo no se dejaba enterrar, sino al

contrario, estaba subiendo hasta que finalmente consiguió salir.
Si estás “allá abajo”, sintiéndote poco valorado, y otros lanzan tierra sobre ti,
recuerda el caballo de esta historia.
Sacude la tierra y sube sobre ella.
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898
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899
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EL BOSQUE ILUMINADO
El bosque iluminado era el mejor bosque en que se podía vivir,

donde las fiestas llenaban de luz las noches y todos disfrutaban.
En aquel bosque sólo había una ley: "perdonar a todos".
Y nunca tuvieron problemas con ella, hasta que un día la abeja picó
al conejo por error, y éste sufrió tanto que no quería perdonarla.
Pidió al búho que reuniera al consejo y revisaran aquella ley.
Todos estuvieron de acuerdo en que no habría problema por

relajarla, así que se permitió una única excepción por animal
“Si alguien se enfadaba de verdad con alguien, no tenía por qué

perdonarle si no quería”.
Y así siguieron hasta la gran fiesta de la primavera, la mejor del

año, que resultó un grandísimo fracaso: sólo aparecieron el búho y
unos pocos animales más.
Entonces el señor búho decidió investigar el asunto, y fue a ver al

conejo.
900
Este le dijo que no había ido por si iba la abeja, a la que aún no
había perdonado.
Luego la abeja dijo que no había ido por si iba la ardilla, a la que no
había perdonado por tirar su colmena.
La ardilla tampoco fue por si iba el zorro, a quien no había

perdonado que robara su comida... y así sucesivamente todos
contaron cómo habían dejado de ir por si se presentaba aquel a
quien no habían perdonado.
El búho entonces convocó la asamblea, y mostró a todos cómo

aquella pequeña excepción a la ley había acabado con la felicidad
del bosque.
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901
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902
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El niño
En los días en que un helado costaba mucho menos, un niño de 10 años entró en un
establecimiento y se sentó a una mesa. La camarera puso un vaso de agua en frente de
él.
- ¿Cuánto cuesta un helado de chocolate con nueces? preguntó el niño - Cincuenta
centavos, respondió la camarera. El niño saco su mano de su bolsillo y examinó un
número de monedas.
- ¿Cuánto cuesta un helado solo?, volvió a preguntar.

En ese momento había algunas personas que estaban esperando por una mesa y la
camarera ya estaba un poco impaciente.
- Treinta y cinco centavos, dijo ella bruscamente. El niño volvió a contar las monedas -
Quiero el helado solo, dijo el niño. La camarera le trajo el helado con mala cara, puso la
cuenta en la mesa y se fue. El niño terminó el helado, pagó en la caja y se fue.
Cuando la camarera volvió, ella empezó a limpiar la mesa y entonces le costó tragar
saliva con lo que vio. Allí, puesto ordenadamente junto al plato vacío, había cinco
dólares. ¡Su propina!
¡Jamás juzgues a alguien solo por las apariencias!
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903
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904
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"El error más grande"
El error más grande lo cometes cuando, por temor a equivocarte, te equivocas

dejando de arriesgar en el viaje hacia tus objetivos.
905
No se equivoca el río cuando, al encontrar una montaña en su camino, retrocede
para seguir avanzando hacia el mar; se equivoca el agua que, por temor a
equivocarse, se estanca y se pudre en la laguna.
No se equivoca la semilla cuando muere en el surco para hacerse planta; se

equivoca la que, por no morir bajo la tierra, renuncia a la vida.
No se equivoca el hombre que ensaya distintos caminos para alcanzar sus metas, se
equivoca aquel que por temor a equivocarse no acciona.
No se equivoca el pájaro que ensayando el primer vuelo cae al suelo, se equivoca

aquel que por temor a caerse renuncia a volar permaneciendo en el nido.
Pienso que se equivocan aquellos que no aceptan que ser hombre es buscarse a sí
mismo cada día, sin encontrarse nunca plenamente.
Creo que al final del camino no te premiarán por lo que encuentres, sino por
aquello que hayas buscado honestamente.
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906
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907
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ÁRBOL DE MANZANAS
En un parque existía un árbol gigante, que no era visitado por nadie.
Un día un niño que pasaba por allí. Se acercó al árbol y jugaba con él. Luego
de un momento el niño se puso triste, porque no podía comprarse juguetes.
El árbol le dijo puedes vender mis manzanas. El niño así lo hizo. Paso el
tiempo y el árbol seguía esperando que llegase el niño y no llego sino hasta
años después, el árbol le dijo que si venía a jugar con él. Y él dijo que no. Que
ahora era adulto y quería una casa para su esposa e hijos.
El árbol le dijo que podía usar sus ramas y tronco para hacerlo y así lo hizo.
Luego de varios años, el árbol seguía esperando, y un día llego un anciano

donde aquel árbol.
Y el árbol reconociéndole le dijo, vienes a jugar conmigo, él dijo que no, que ya
estaba viejo. Y solo quería descansar y el árbol le dijo que solo tenía sus
raíces. Y así lo hizo.
Y cuando el árbol se quedó sin nada el hombre jamás regreso.
908
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909
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UN REGALO
910
En la víspera del cumpleaños de Fernando, su hija estaba envolviendo un
regalo para él.
Después que la familia se reunió, y le habían dado los regalos respectivos, era
el turno de su hija.
La pequeña niña se acercó donde Fernando y le obsequio una caja de regalo

que se encontraba mal envuelta con algunos papeles de regalo.
Fernando tomo el regalo y lo abrió. Se enojo mucho al ver que la caja estaba
vacía.
Y le dijo a su hija: ¿Por qué me das una caja vacía? ¡Y además gastaste, tanto
papel de regalo! (Mientras sacudía a la niña)
La niña entre lloros le dijo: “Papi no está vacía, yo la llene de besitos para ti,
para cuando los necesites”.
El hombre se quedó en silencio. Y pidiéndole perdón a su hija la abrazo y la

beso en la frente.
Luego de un tiempo, aquella niñita falleció y su padre aún seguía tomando los
besitos que su hija le había dejado.
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912
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MILLON DE AMIGOS
Si tuviera un millón de amigos y le pidiera a cada uno una moneda, podría ser
millonario.
Si tuviera 500 mil amigos, les pediría que ayudáramos a los más necesitados.
Si tuviera 200 mil amigos fundaría una ciudad donde todo el mundo se saludaría con
una sonrisa.
Si tuviera 25 mil amigos, tuviera muchos lugares que visitar.
Si tuviera 6 mil amigos me gustaría ser padrino de 6 mil matrimonios.
Si tuviera mil amigos tendría dos mil manos para mí apoyo.
Si tuviera 365 amigos pasaría cada día del año con uno de ellos.
Si tuviera 100 amigos tendría 100 sugerencias positivas.
913
Si tuviera 4 amigos tendría asegurados los 4 hombros que me ayudarían en mis
tristezas.
Si tuviera 2 amigos sería 2 veces más feliz.

Pero si tuviera un solo amigo no necesitaría tener más.
Hay quienes quieren tener un millón de amigos, cuando tú solo vales más que ese
millón de amigos.
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914
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915
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LAS DOS RANAS
Resulta que había dos ranitas que aprovechando su día libre salieron a pasear por una
hermosa mansión. Cuando llegaron a la cocina en busca de algo de comer, se resbalaron
en unas gotas de aceite para caer en una gran olla de crema.
Ambas desesperadas comenzaron a defenderse de la masa movediza que las iba

devorando, hasta que una de ella dijo:-Querida amiga ha llegado mi hora, por más que
me esfuerce nunca podré salir con vida de esta situación, no tengo opción yo me
entrego, mi vida ha terminado… Y dejando de patalear, lentamente fue desapareciendo
de la superficie.
La amiga, por su parte pensó: Yo no sé si hoy es mi día, así que no me entregaré, en

todo caso seguiré luchando hasta que Dios me llamé, pero que antes observe que hice
todo lo imposible para conservar mi vida.
La ranita siguió sin descanso moviendo sus patas, y lo hizo con tanta decisión y con
tanta voluntad, que sin darse cuenta la crema se convirtió en manteca, pudiendo pisar
firme y escapar tranquilamente.
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916
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LAS 3 REJAS
El joven discípulo de un filósofo sabio llega a casa de este y le dijo:
-Maestro, un amigo suyo estuvo hablando de usted con malevolencia

-¡ Espera ¡ -lo interrumpió el filósofo-. ¿Ya hiciste pasa por las tres rejas lo que vas a
contarme ?
- ¿Las tres rejas ?

-Sí. La primera es la reja de la verdad. ¿ Estás seguro de que lo que quieres decirme es
absolutamente cierto?
-No; lo oí comentar a unos vecinos.
-Entonces al menos lo habrás hecho pasar por la segunda reja, que es la bondad. Esto
que deseas decirme, ¿es bueno para alguien ?
-No en realidad no. Al contrario…
-¡ Vaya ¡ La última reja es la necesidad. ¿ Es necesario hacerme saber eso que tanto te
inquieta ?
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-A decir verdad, no.
-Entonces -dijo el sabio sonriendo-, si no es verdadero, ni bueno, ni necesario,

sepultémoslo en el olvido.
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LA LEYENDA
Dice una linda leyenda árabe que dos amigos viajaban por el desierto y en un determinado
punto del viaje discutieron.
El otro, ofendido, sin nada que decir, escribió en la arena:
HOY, MI MEJOR AMIGO ME PEGO UNA BOFETADA EN EL ROSTRO.
Siguieron adelante y llegaron a un oasis donde resolvieron bañarse.
El que había sido abofeteado y lastimado comenzó a ahogarse, siendo salvado por el amigo.
Al recuperarse tomó un estilete y escribió en una piedra:
HOY, MI MEJOR AMIGO ME SALVO LA VIDA.
Intrigado, el amigo preguntó:
¿Por qué después que te lastimé, escribiste en la arena y ahora escribes en una piedra?
Sonriendo, el otro amigo respondió:

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Cuando un gran amigo nos ofende, deberemos escribir en la arena donde el viento del olvido y
el perdón se encargarán de borrarlo y apagarlo; por otro lado, cuando nos pase algo grandioso,
deberemos grabarlo en la piedra de la memoria del corazón donde viento ninguno en todo el
mundo podrá borrarlo.
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EN EL CAMINO
Hace mucho tiempo, un rey colocó una gran roca obstaculizando un camino. Luego se
escondió para ver si alguien quitaba la tremenda roca.
Algunos de los comerciantes más adinerados del reino y varios cortesanos pasaron por
el camino y simplemente le dieron una vuelta; muchos culparon al rey ruidosamente de
no mantener los caminos despejados, pero ninguno hizo algo para sacar la piedra grande
del camino.
Entonces llegó un campesino que llevaba una carga de verduras. Al aproximarse a la

roca, puso su carga en el piso y trató de mover la roca a un lado del camino. Después de
empujar y fatigarse mucho, pudo lograrlo.
Mientras recogía su carga de vegetales, notó una cartera en el piso, justo donde había
estado la roca. La cartera contenía muchas monedas de oro y una nota del mismo rey
indicando que el oro era para la persona que removiera la piedra del camino.
El campesino sabía lo que los otros nunca entendieron: “Cada obstáculo presenta una
oportunidad para mejorar tu condición”.
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¿Cuánto pesa este vaso?
Un sabio en una sesión grupal levantó un vaso de agua, todo el mundo esperaba la típica
pregunta: ¿Está medio lleno o medio vacío? Sin embargo, preguntó:
– ¿Cuánto pesa este vaso?
Las respuestas variaron entre 200 y 250 gramos.
El psicólogo respondió: “El peso absoluto no es importante, depende de cuánto tiempo

lo sostengo.
Si lo sostengo 1 minuto, no es problema, si lo sostengo una hora, me dolerá el brazo, si

lo sostengo 1 día, mi brazo se entumecerá y paralizará.
El peso del vaso no cambia, pero cuanto más tiempo lo sujeto, más pesado, más difícil
de soportar se vuelve.”
Y continuó: “Las preocupaciones son como el vaso de agua.
926
Si piensas en ellas un rato, no pasa nada.
Si piensas un poco más empiezan a doler y si piensas en ellas todo el día, acabas
sintiéndote paralizado, incapaz de hacer nada.”
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Quiero ser un televisor
Hazme ser un televisor.

Así mis padres me cuidarán como lo cuidan a él.
Mami me mirará todos los días como mira su telenovela preferida
Papi me escuchará como al noticiero.
Cuando alguien habla por la tele, toda la familia calla para escucharle,
Quiero que, cuando yo me enferme,
papi y mami se preocupen por mi como cuando se rompe la tele.
Quiero ser televisor para ser el mejor amigo de mis padres y su héroe favorito.
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El amor
Había una vez una isla muy linda y de naturaleza indescriptible, en la que vivían todos
los sentimientos y valores del hombre; El Buen Humor, la Tristeza, la Sabiduría... como
también, todos los demás, incluso el AMOR.
Un día se anunció a los sentimientos que la isla estaba por hundirse.
Entonces todos prepararon sus barcos y partieron. Únicamente el AMOR quedó

esperando solo, pacientemente, hasta el último momento.
Cuando la isla estuvo a punto de hundirse, el AMOR decidió pedir ayuda.
La riqueza pasó cerca del AMOR en una barca lujosísima y el AMOR le dijo:
"Riqueza… ¿me puedes llevar contigo?" - No puedo porque tengo mucho oro y plata
dentro de mi barca y no hay lugar para ti, lo siento, AMOR…
Entonces el Amor decidió pedirle al Orgullo que estaba pasando en una magnifica
barca. Orgullo te ruego… ¿puedes llevarme contigo?
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No puedo llevarte AMOR… respondió el Orgullo: - Aquí todo es perfecto, podrías
arruinar mi barca y ¿Cómo quedaría mi reputación?
Entonces el AMOR dijo a la Tristeza que se estaba acercando: "Tristeza te lo pido,

déjame ir contigo". - No AMOR… respondió la Tristeza. - Estoy tan triste que necesito
estar sola.
Luego el Buen Humor pasó frente al AMOR, pero estaba tan contento que no sintió que
lo estaban llamando.
De repente una voz dijo: "Ven AMOR te llevo conmigo". El AMOR miró a ver quién le
hablaba y vio a un viejo.
El AMOR se sintió tan contento y lleno de gozo que se olvidó de preguntar el nombre
del viejo.
Cuando llegó a tierra firme, el viejo se fue. El AMOR se dio cuenta de cuanto le debía y
le pregunto al Saber: "Saber, ¿puedes decirme quien era este que me ayudo?".
-"Ha sido el Tiempo", respondió el Saber, con voz serena.
- ¿El Tiempo?... se preguntó el AMOR, ¿Por qué será que el tiempo me ha ayudado?
Porque solo el Tiempo es capaz de comprender cuán importante es el AMOR en la vida.
Mientras no se valore a usted mismo (a) poco probable es que se ame.
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934
MANUAL DE GUÍA DE TURNO
AUTOR: PS. CL. JOHNNY MÉNDEZ
1
GUÍA DE TURNO
Es la persona que coordina y ejecuta la terapia, los instrumentos terapéuticos inherentes a un modelo
específico de alternativa dirigida a la superación de la problemática.
El presente manual está diseñado como un instrumento que servirá para explorar y a la vez educar,
permitiendo evaluar la efectividad del guía de turno.
Nos sirve como un marco referencial y una guía que deberá ser implementado en este programa, siendo
una característica principal el permitir que pueda manejarse de una manera flexible en el aspecto
terapéutico
El diseño de este manual, lo realizaran profesionales con experiencia.
Utilización del Manual.
Deberá familiarizarse con los Principios, Guía que influencian todos los aspectos de la terapia que
llevarán a cabo al usar este Manual. Además, deberá considerar los principios, guía que influencian
actualmente su propia práctica, y las relaciones que se dan entre estos.
Tomará en cuenta la sección correspondiente a los modelos de cambio, y contrastará con el que
influencia su propia práctica terapéutica.
Después de haber tomado en cuenta estos aspectos teóricos, deberá empezar a considerar las
intervenciones generales utilizadas en el Manual, pensando cuidadosamente acerca de las descripciones
que de dichas intervenciones se hace y cómo podrían aplicarse en su propia práctica.
Considerará los aspectos del trabajo indirecto que favorecen el proceso de tratamiento, que serán
manejados siguiendo los principios de las guías sistémicas.
Este Manual es acompañado por Protocolos de Adherencia, diseñados para determinar el grado en que
la práctica del terapeuta reflejando lo estipulado por el Manual. Este protocolo puede ser por un
investigador independiente que necesite establecer el grado de adherencia cuando el Manual sea
utilizado como una herramienta para la investigación.
2
PERFIL HUMANO Y PROFESIONAL

 Persona eficiente en cuanto a la operatividad siguiendo las orbitas del grupo interdisciplinario.
 Su rol debe ser generador, motivador y entusiasta, incitando a la persona para su proceso de
continuo cambio.
 Crea una atmósfera de confianza y crecimientos permanente.
 Debe ejercer como acompañante y coordinar todos los instrumentos terapéuticos y normativos
que rigen en el proyecto.
 En los grupos terapéuticos debe conducir y proporcionar los elementos básicos, que permitan a
la persona identificar la raíz de sus conflictos y problemática en general.
 Debe realizar ordenadamente un seguimiento al camino de elaboración y abordaje permanente
de los trastornos de personalidad clarificándolos. (Historia Clínica)
 Le debe regir una escala de valores y el código de ética que propicien el logro a nivel individual
y grupal.
 Sobre todo, debe inyectarle dinamismo a toda estructura comunitaria siendo su prioridad la
residente y su crecimiento personal.
 No involucrar sus emociones y afectos en las relaciones interpersonales, ni en la toma de
decisiones.
 Erradicar el ser facilista y no asumir imágenes de: Tiranía, Rechazante - Agresividad,
Permisividad-Sobreprotección
PERFIL PARA CONDUCCIÓN DE LOS GRUPOS

 Encaminar el discurso de la persona a:
 Identificar
 Clarificar los conflictos, traumas y complejos en general
 Verbalizar
 Afrontar
 Trabajar con las normas y disciplina de las sicoterapias.

 Orden para hablar y norma de funcionamiento
 Sentada y postura en general
 Identificar a la persona que más sentimientos acumulados presente y se reprima (necesitada)
 Las ayudas preferiblemente las dan los que más se identifican con el discurso en cuestión
 Usar lenguaje claro, no divagar exigir el sigilo total con la problemática trabajada en el grupo.
3
ELEMENTOS ESPECÍFICOS
 Participar en términos de igualdad siendo siempre un modelo que maneja autoridad. No crear
favoritismos.
 La comunicación debe ser abierta y total tanto con el equipo clínico.
 Comprometerse de lleno con las familias sin perder el rol de terapeuta bajo ninguna
circunstancia.
 Asumir la responsabilidad del buen funcionamiento y de la disciplina en general.
 Ser medio de equilibrio cuando el grupo o alguna persona presenten crisis o enfrentamientos con
los propios conflictos.
 Tener como base una actitud madura que se fundamenten en una vocación de servicio y ética.
 Actuar siendo consciente de sus capacidades y limitaciones.
 Deben ser tolerantes, asumir frustraciones y errores siempre extractando el beneficio terapéutico
de ellos.
Al utilizar este Manual, las terapeutas deberían asegurarse de que su práctica sea ética y sensible a las
diferencias culturales. Especialmente cuando las personas pacientes/familias sean de diferente género o
condición cultural o socioeconómica. Al respecto, se debería tener cuidado con los prejuicios y
motivaciones que desarrollen los(as) terapeutas durante las terapias
4
LINEAMIENTOS TERAPÉUTICOS DE GUÍA DE TURNO PREPARADO(A)
Y NO PREPARADO(A)
CAPACITADA NO CAPACITADA
1. Sigue líneas terapéuticas de reunión 1. Decide por sí misma y lo justifica.

técnica.
2. Se mueve por sentimiento o prejuicio.
2. Es objetivo al decidir.
3. Se convierte en amiga de la persona
paciente, familia.
3. Sabe crear límites en la intervención. 4. La relación es afectiva “Salvadora”.
5. Se tiende a crear “jerarquías” y asigna

según éstas.
4. La relación es de ayuda.
6. La información se maneja a través de

5. No crea predilecciones.
rumores.
7. Una cosa es la que dice y exige, otra la que

6. Se basa en el conocimiento técnico. hace.
7. La información es manejada en forma 8. Considera que ha aprendido todo, tiene

ética en reunión técnica. miedo a reconocer dificultades.
8. Es coherente entre pensar, sentir, actuar. 9. Crea contratos emocionales con las personas
pacientes
9. Es consciente de sus logros y dificultades.
10. Es modelo de cambio.
5
MANEJO DE LA DISTANCIA INSTRUMENTAL OPERATIVA .
Entendemos como Distancia Instrumental Operativa al grado de cercanía-lejanía emocional que se

guarda frente a una persona paciente de tal manera que permita instrumentalizar técnicas de intervención
terapéutica a fin de que el punto de encuentro interpersonal resulte en un campo de operación
psicoterapéutico.
Autoconocimiento.
El conocimiento del propio yo, ayuda a encontrar puntos de equilibrio en este tema. El autoconocimiento
advierte al guía de turno, sobre sus aspectos fuertes y débiles, que no es sinónimo de aspectos positivos
o negativos. Los aspectos débiles pueden ser entendidos como aquellas partes de la personalidad que se
presenta permeable a estímulos exteriores.
Reconocerse sensible afectivamente por ejemplo puede ayudar a discernir (aspecto cognitivo), estados
emocionales del otro, para acoplarse (aspecto estratégico) a estos estados de manera empática. Los
aspectos fuertes pueden vincularse por ejemplo a la capacidad de sostener e instrumentalizar
movilizaciones afectivas propias, o a poseer disposición del carácter frente a conductas de las personas
pacientes, a los que corresponde por ejemplo poner límites precisos.
Sensibilidad emocional y firmeza de carácter son dos elementos importantes para ejercitar en la relación
interpersonal con las personas pacientes. El problema a veces es que una persona guía de turno, sin
capacidad discriminativa de sus propios aspectos, puede confundir dureza emocional con carácter firme,
o carácter débil con sensibilidad emocional. Para hacer una rápida distinción de estos dos tipos de guía
de turno, llamaremos al primero "Dura", y al segundo "Blanda".
La persona dura, por ejemplo, suele presentarse como alguien que hace alarde de su firmeza o rigidez en
su estilo de interacción con las personas pacientes. Se reconoce como capaz de poner límites, imponer
medidas disciplinarias, mantener en orden las relaciones interpersonales con y entre las personas
pacientes. Tiene siempre presente el aspecto jerárquico en la estructura del grupo que dirige, y se
reafirma constantemente en su rol. Capta rápidamente cuando otra persona de su equipo de trabajo
aparece debilitada frente a las personas pacientes, y prevalece en esta un tono imperativo a una actitud
comprensiva.
No ve con claridad la dimensión afectiva-emocional que está presente en toda manifestación conductual,
pues su regla epistemológica en cuanto a su construcción de conocimiento de la conducta del otro le
6
hacen estar principalmente atenta a lo comportamental de las personas pacientes y no a lo emocional que
siempre está detrás de toda conducta. Decimos "no ve", porque puede que no se trate de una negación
(algo "visto" pero desplazado de la atención), sino porque se trata de una dimensión con la que no puede
entrar en empatía, dada la actitud que sostiene.
El problema de esta guía de turno es que si bien puede sostener una estructura comportamental en su
sistema de trabajo tiene limitaciones para llevar lo sucedido en esa estructura a lo que puede ocurrir en
un coloquio individual, entrevista familiar, o grupo terapéutico, y quizás tampoco pueda vincular lo
comportamental del individuo con la historia de individuo. Al no tener él un diálogo interno entre sus
aspectos emocionales y su aptitud de carácter no tiene tampoco una visión vinculante entre la conducta y
las emociones de sus pacientes.
Quizás este modelo de guía de turno, tienda a ver en sus pacientes "que la están dibujando”, que están
"que no quieren cambiar", y cosas como estas. Este modelo de conceptualización de la conducta si queda
allí, sin recoger la dimensión emocional, afectiva, psicológica, que subyace tras todo fenómeno
conductual, corre el peligro de regirse solo por el modelo ideal de "rehabilitada"
que tenga esta persona guía de turno, y no por una atención a la individualidad de toda persona asistida.
En síntesis, la " persona dura" trabaja más en términos propios del adiestramiento que en términos
sicoterapéuticos-educativos.
La persona guía de turno “blanda” por su lado por estar tan atenta a lo que una conducta significa, pierde
de vista lo que una conducta es en el aquí y el ahora. Tiende a acercarse de manera peligrosamente
personal a sus pacientes. Sin entender que se encuentra trabajando en un contexto terapéutico
estructurado que lo enmarca y limita de una manera precisa. Encuentra dificultad en mantener las
distancias porque se percibe más como una persona ayudadora que opera que como una operadora que
ayuda.
Puntos de Movilización.
Ciertas personas o sucesos en la vida de otro generan en nosotros fuertes movilizaciones internas. Es
como si tuviesen poder para revivirnos vivencias no elaboradas del todo (dato identificable por el nivel de
angustia-ansiedad que generan). Conviene identificar esas personas o sucesos para cuidarnos con más
atención en esas situaciones de encuentro.
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LÍMITES A EXPECTATIVAS.
El estar expuesto a situaciones de tensión emocional en el contexto de un equipo de trabajo puede

generar en la guía de turno, una especie de percepción de expectativa exigente de las otras. Dicho de
otra manera. La guía de turno "A", supone que las guías de turno "B" y "C", esperan que ella reaccione
frente a la crisis emocional de una persona paciente de manera controlada e inmune. Pero como esa
crisis emocional de la asistida, genera malestar en la guía de turno "A", ésta, por una cuestión de “Deber -
Ser”, sostiene una imagen de autocontrol para satisfacer las expectativas que cree percibir de las guías
de turno, "B" y "C". ¿Qué hace entonces con su malestar?: Entre otras cosas,
 Lo niega en su ser: "Esto yo no lo siento". ;

 Lo niega en su paciente "Está actuando"
 Lo aborda al precio de su propio malestar, lo cual garantizará un mal trabajo con no buenas
consecuencias personales para ella y para la otra.
Atención al Rol.
Una persona guía de turno no puede olvidarse con quienes trabaja. Si nuestro oficio es asistir a personas
con ideas suicidas u otras patologías duales, y sus familias, nuestro manejo de la cercanía-lejanía a
mantener con ellas será más equilibrado mientras las definamos como tales.
Mencionemos algunas técnicas claves que se dan en nuestro trabajo con personas suicidas, arriesgando
una clasificación:
 Confronto: Tipo de interacción donde quien confronta interroga con cierta insistencia sobre una
conducta de la confrontada que no está acorde con los Valores de Vida a los que la persona
paciente debería tender. El objetivo de la confrontación es el de que la persona confrontada
revea su actitud a la luz de dichos valores y tome una decisión frente a sus futuras conductas.
 Blanqueo: La persona asistida devela un secreto guardado o una intención no manifiesta frente a
otra persona paciente.
 Presión individual: Una persona paciente insiste con mensajes o conductas dirigidas a otras
pacientes a los fines de que esta último Blanquee una situación o cambie alguna actitud definida.
 Pedido de Ayuda: La persona paciente solicita ayuda sobre puntos específicos a otra u otras
pacientes.
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 Reconocimiento: Verbalización de agradecimiento o reconocimiento de alguna conducta o virtud
de una persona paciente a otra.
 Denuncia: Delación o señalamiento de una persona paciente a otra acerca de una conducta
negativa para el sistema socio terapéutico.
 Apartamiento: Alejamiento de una situación que una persona paciente identifica como peligrosa
por lo que puede llegar a generar en ella.
 Expresión de Sentimiento: Manifestación de emociones activadas por actitudes de otra paciente,
pero vinculadas a la historia vital de la persona paciente
 Reclamo: Exigencia de una persona paciente a otra/otras de conductas positivas.
 Incomunicación: Se pone a la persona paciente en una situación paradójica en la cual le está prohibida la
comunicación física o verbal con el resto de las asistidas. A su vez se le pide que reflexione en esa situación
sobre un tema en particular.
 Puesta en Evidencia: El resto de las personas pacientes y guías de turno, se dirigen a la paciente, que debe
permanecer en silencio al inicio, marcándole actitudes negativas sobre las que no manifiesta intenciones de
cambio. Al final de estos señalamientos y reclamos, la persona paciente debe comprometerse a cambios de
actitud que puedan ser observables para el resto.
 Suspensión: Se aparta por un tiempo a la persona paciente de la estructura grupal a la que pertenece a los.
fines de que si quiere volver a ingresar lo haga luego de haber experimentado la pérdida del tratamiento, y
evaluado las actitudes que promovieron su suspensión.
 Expulsión: La persona paciente quiebra alguna norma básica para la convivencia por lo cual se la expulsa del
tratamiento.
 Presión: La persona guía de turno, intensifica su intervención sobre una o varias personas pacientes.
 Coloquio: Espacio terapéutico individual otorgado a una persona paciente que necesita trabajar
terapéuticamente algún punto específico de su vida o situación, y que por alguna razón no lo hace en los
grupos
 Peticiones: Pedidos por vía reglada de las personas pacientes a la persona guía de turno.
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MANUAL DE PROCESOS TERAPÉUTICOS
BDE
10
MANUAL DE PROCESOS TERAPÉUTICOS
PROYECTO BDE, va a prestar ayuda y asistencia a personas que tienen problemas con ideas autolíticas
y otras patologías duales, así mismo se les brindara una atención integral a través del equipo técnico con
el que cuenta el centro.
Se les brindará un programa terapéutico integrado en etapas, con alternativas de aprendizaje logrando la
participación de la persona en el programa, en donde el reconocimiento de problemáticas presentes en la
vida personal de cada persona, le permitirá reafirmar, reforzar compromisos en su grupo social y familiar
los mismos que podrán brindar alternativas de solución para un cambio en su estilo de vida.
En primera instancia se procederá a realizar entrevistas evaluación y diagnóstico. Después la psicoterapia

dinámica, intervención en crisis, y asesoramiento, se labora en grupos tanto de las familias como de
personas con problemas de ideación suicida u otras patologías duales.
Entrevistas de evaluación y diagnóstico: a través de esto se pretende aclarar el motivo de consulta,

especificando síntomas y determinando el tipo de demanda psicoterapéutica, con estos datos se procede
al diagnóstico de la del aspecto mental relacionado a la situación de la persona.
Psicoterapia dinámica: Esta terapia integra conceptos particulares sobre como la persona entiende
desarrolla y organiza su psiquismo, el comportamiento en las relaciones interpersonales, conflictos
actuales que pueden ser una manifestación interna derivada de aspectos tempranos interpersonales.
Intervención en crisis: Ante eventos precipitantes de angustia en los cuales la persona sufre una fuerte
descompensación psíquica y emocional es necesario una intervención terapéutica pronta, efectiva y
oportuna que promueva la recuperación de la estabilidad.
Asesoramiento: Es un espacio terapéutico donde la persona reclama atención sobre una situación o
problemática específica o una serie de estas aparentemente desligadas entre sí que producen ansiedad o
angustia y que procura aclarar.
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Esta petición aparece por fuera de un contexto psicoterapéutico, pero puede conducir a este mediante la
claridad y asociación que la persona pueda establecer entre la petición actual y otras situaciones,
características o pautas en su vida, o bien una vez resuelta y aclarada la situación puntual desaparece el
motivo de consulta.
GRUPOS: Los grupos ayudan a instaurar el sentido de pertenencia sentirse identificado con los
problemas del grupo y mejorar la resiliencia al no sentirse una persona aislada. Las diversas
retroalimentaciones tanto del equipo profesional como del grupo motivan al cambio integral.
OBJETIVO. Motivar a la persona a que ingrese en el programa de tratamiento del proyecto IKA, de
la misma manera trabajaremos cuando exista una descompensación psíquica-emocional.
JUSTIFICATIVO. El objetivo general de la psicoterapia es promover la individualización; esto es,

promover mayores niveles de funcionamiento en la relación con la realidad y con los objetos.
ACTIVIDADES. Se lo realizara en el establecimiento del proyecto IKA, por medio de entrevistas.
RECURSOS. Entrevistas psicológicas, test.
RESPONSABLES. Las responsables de esta terapia serán únicamente los(as) profesionales del
cuerpo clínico
Esta se plantea como una técnica para el moldeamiento de la conducta y se utiliza

para señalar o rechazar las actitudes o comportamientos que atentan contra la
estabilidad del grupo o de la persona. Contrastar es ponerle a alguien al frente, su
realidad, su Ser, para que con este saber decida qué hacer con su vida. Al hablar se
muestra nuestro desacuerdo frente a la irresponsabilidad de quien es contrastado;
se debe estar claro que al contrastar se rechaza el comportamiento, la actitud y no
a la persona. Aceptar una contrastación es signo de madurez y de valentía pues
usualmente resulta doloroso escuchar cuando nos dicen nuestros errores y no es
fácil aceptar la realidad de nuestras equivocaciones. Se le muestra dos caminos el
que está siguiendo y el que puede seguir siempre se hará de forma asertiva.
OBJETIVO. Hacer que la persona reconozca aspectos que para si misma(o) son importantes.
JUSTIFICATIVO. Esta terapia se realiza a las personas que no reconocen que tienen una
problemática, al igual cuando manifiestan que no tienen problemas con su entorno.
ACTIVIDADES. Se lo realizará en la sala de terapia, en donde la persona podrá tener contacto con
la familia.
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RECURSOS. Para esto se utilizará el recurso de la palabra haciendo conciencia de las áreas que
están afectando a la persona.
RESPONSABLES. Las responsables de esta terapia serán profesionales del cuerpo clínico
SONDEAMIENTOS
Es llamar la atención del grupo hacia una persona indicándole que ha transgredido normas.
Esta técnica se utilizará cuando no se acaten las normas dentro del proyecto IKA.
OBJETIVO. Hacer que la persona tome conciencia de los aspectos negativos que se está produciendo en
su vida.
JUSTIFICATIVO. Esta terapia se realiza a las personas que no reconocen aspectos personales que
están incidiendo para una problemática
ACTIVIDADES. Se lo realizara en la sala de terapia
RECURSOS. Para esto se utilizará el recurso de la palabra haciendo conciencia en los aspectos
negativos de la personalidad
GRUPO DE CONTRASTE
Se utiliza en casos de fallas graves a las normativas del proyecto IKA.
Violencia física, hurto, etc. Cuando suceda esta situación, las personas involucradas serán enviadas a
una sesión grupal de contraste en la que se dilucidarán los aspectos suscitados para solventarlos a la
brevedad posible.
La persona involucrada será enviada a un espacio de reflexión en el que tendrá que analizar sus
actitudes, tiene que encontrarse en la compañía de un guía para evitar posibles complicaciones.
Después la persona dialogara con el área de psicología-psiquiatría para mejorar su receptividad.
Cabe resaltar que esta intervención de grupo de contraste es especial y tiene que ser autorizada por la
dirección general puesto que involucra una reunión de todos los miembros del cuerpo clínico.
OBJETIVO. Mantener el orden y la unidad en la sala de terapia.
JUSTIFICATIVO. Se la utiliza cuando ha ocurrido eventos que transgreden las normas del buen vivir de
los miembros del proyecto.
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ACTIVIDADES. Se lo realizara en la sala de terapia, donde los miembros que han transgredido las
normas son intervenidos.
RECURSOS. Para esto se utilizará el recurso de la palabra haciendo que el resto del grupo tome
conciencia de que las normas del buen vivir son esenciales para un proceso de rehabilitación
DICCIÓN EMOCIONAL
En esta terapia se mencionan los logros y dificultades frente a los compromisos establecidos en
reuniones anteriores.
OBJETIVO. Evalúa los logros y las dificultades grupales, de acuerdo a la coyuntura del proceso de
recuperación
JUSTIFICATIVO. Es una estrategia participativa que actúa como mecanismo de estabilidad colectiva.
Igualmente, entre todos se buscan y encuentran soluciones a los problemas y a los obstáculos
comunitarios planteados.
ACTIVIDAD. Este espacio, que usualmente tiene lugar al finalizar el día, y se realiza con todos los
miembros de la comunidad.
RECURSOS. Para esto se utilizará el recurso de la palabra y esta actividad la realizan todos los
miembros de la comunidad.
RESPONSABLES. Los responsables de esta terapia serán todos los miembros del proyecto IKA, al
igual que el cuerpo clínico.
FEEDBACK
Implica un espacio de retroalimentación personal en el cual, desde una visión objetiva y responsable la
persona reconoce sus logros y dificultades, al mismo tiempo que asume formalmente un compromiso
concreto frente a su proceso de crecimiento personal. En este espacio, además, es posible que el grupo
evalúe su participación y aportes
Esta actividad se rige por los principios de autoayuda y ayuda mutua, en tanto las personas le devuelven
a quien expone, sus apreciaciones sobre el desempeño con el fin de motivar y comprometerle con su
tratamiento.
OBJETIVO. Hacer que la persona reconozca los avances que va teniendo en el proceso
terapéutico.
JUSTIFICATIVO, Lograr que la persona asuma, de una manera responsable compromisos para su
crecimiento personal.
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ACTIVIDAD. Esta actividad se la realiza como un proceso de autoayuda, en donde hay una
devolución por parte del resto de miembros de la comunidad.
RECURSOS. Para esto se utilizará el recurso de la palabra y esta actividad la realizan todos los
miembros de la comunidad
RESPONSABLES. Los responsables de esta terapia serán todos los miembros de la comunidad, al
igual que el cuerpo clínico.
DINÁMICA DE ASERCIÓN
Consiste en la expresión afirmativa y reiterativa de una serie de mensajes positivos, en un mismo espacio
y a una misma hora cada día, por parte de las personas. Su propósito es el de mejorar la autoestima y la
identidad, mediante una auto programación
OBJETIVO. Mejorar la autoestima y la identidad.
JUSTIFICATIVO Auto programarse aspectos positivos, para su vida diaria
ACTIVIDAD Esta actividad se la realiza cada día, a la misma hora todos los días.
RECURSOS. Se utiliza la conciencia de la persona de manera individual.
RESPONSABLES. Los responsables de esta terapia son las mismas personas, guiados por el área
de psicología clínica.
DISPERSIÓN LÚDICA
Una vez al mes es destinada esta actividad, denominada así por su intensidad y la secuencia de terapias.
Además de la interrogación de cada persona respecto a su proceso de tratamiento en lo conductual y
adaptativo este ciclo de terapias individuales, grupales y familiares permite a cada persona profundizar en
la Identificación, análisis y elaboración de los conflictos subyacentes y concomitantes al problema de
ideación suicida.
Este énfasis temático secuencial y cíclico ha sido definido previamente por el equipo clínico con el
propósito de abarcar diferentes dimensiones intra e intersubjetivas-, enfocadas directamente a los
objetivos del tratamiento.
Se realizarán actividades de dispersión lúdica en diferentes áreas de la ciudad, bajo el control de los
familiares y cuerpo clínico, para que las personas con problemas cognitivos emocionales comiencen a
reincorporarse a la vida normal.
OBJETIVO Generar motivación, a través del sano ocio. Con actividades de reflexión. Dinámicas, video
terapia, risoterapia, etc.
JUSTIFICATIVO Abarca diferentes dimensiones que están enfocadas directamente con el

tratamiento.
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ACTIVIDAD Esta actividad se la realizará una vez por mes, en donde las jornadas serán largas e
intensas.
RECURSOS Se utiliza el espacio destinado para la dispersión lúdica, teniendo como instrumento
terapéutico el lenguaje.
RESPONSABLES. Los responsables de esta terapia serán los miembros del cuerpo clínico
INTERVENCIÓN INDIVIDUAL. Se la realizara con cada una de las personas, para tratar problemas
específicos, que no se los trata en el grupal
OBJETIVO. Trabajar con la persona, en aspectos específicos relacionados a su personalidad
JUSTIFICATIVOS. Abarca un aspecto mucho más personal, puesto que hay personas que no hablan de
su problemática en forma grupal.
ACTIVIDAD. Esta actividad se lo realizara las veces que el caso amerite
RECURSOS. Se lo realizara en los consultorios del departamento psicológico y psiquiátrico
RESPONSABLES. Los responsables de esta terapia serán los miembros del cuerpo clínico
INTERVENCIÓN DE SOPORTE (OCUPACIONAL, ESPIRITUAL, RECREACIONAL) CON OBJETIVOS

JUSTIFICATIVOS, ACTIVIDADES, RECURSOS Y RESPONSABLES.
INTERVENCIÓN DE SOPORTE
Son ámbitos de superación personal, siendo el trabajo una de las principales redes de apoyo en
reinserción de la persona a la sociedad.
OBJETIVO. Valorar la capacidad y actitud de las personas para desempeñar tareas específicas.
JUSTIFICATIVO. Debido a las ideas autolíticas u otras patologías, el aspecto laboral se vio afectado, por
ello es necesaria la reestructuración de la valía.
ACTIVIDAD Las actividades que se realizaran dentro de la comunidad son los huertos familiares,
procesamiento artesanal en cárnicos, artes plásticas
RECURSOS Estructuras deportivas, canchas de futbol, básquet, ajedrez, cocina, fábrica de textiles,
pintura, etc.
RESPONSABLE
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TERAPIA (ESPIRITUAL)
Esta área está ligada a la espiritualidad, personal, familiar y comunitaria de las personas. Busca provocar
un encuentro personal con Dios a partir de la realidad de cada usuaria, generando aceptación y
superación del problema en tratamiento. (Independientemente de su creencia).
OBJETIVO. Buscar un encuentro personal con Dios. (Si es su creencia).

JUSTIFICATIVO. El aspecto espiritual es un área que también se ve afectada por lo que es muy
importante trabajar en este aspecto.
ACTIVIDAD Contar con el apoyo de líderes espirituales.
RECURSOS. Sala de terapia
RESPONSABLE
TERAPIA (RECREACIONAL)
OBJETIVO. Brindar un espacio donde la persona tenga un tiempo dedicado a la recreación como parte de
su tratamiento.
JUSTIFICATIVO. Lograr que el tratamiento tenga diferentes áreas de trabajo
ACTIVIDAD. Las actividades que se realizaran son artes plásticas y musicales
RECURSOS. Área ocupacional.
RESPONSABLE Guía de turno.
GRUPO REFLEXIVO
Busca en esencia repensar temáticas elegidas a la luz de la historia personal, como mecanismo para
adoptar una posición analítica frente a las propias decisiones y responsabilizarse de los propios actos a
partir del descubrimiento de los factores causales de la problemática, posibilitando además analizar al
grupo facilitando la cohesión del mismo, dentro de un objetivo compartido.
OBJETIVO. Interiorizar su problemática.
JUSTIFICATIVO. Hacer que la usuaria entienda que no es la única persona que sufre esta problemática.
ACTIVIDAD. Se utilizará biblioterapia referente a temáticas relevantes para el desarrollo personal.
RESPONSABLE. Psicología clínica.
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TERAPIA FAMILIAR.
Busca brindar asistencia al núcleo familiar, parejas, para mejorar su bienestar y minimizar las situaciones
de conflicto. Cabe destacar que la psicoterapia consiste en entablar un proceso comunicativo entre la
psicoterapeuta y sus pacientes para conseguir un cambio en la actitud y la conducta. Es una terapia de
reconciliación.
OBJETIVO. Ayudar a la familia
JUSTIFICATIVO. Siendo la depresión y otras patologías, una enfermedad que abarca no solamente a la
persona que lo padece, sino a todo su entorno familiar, entendiéndose que el tratamiento es global, la
familia es un elemento fundamental para la reinserción de la usuaria.
ACTIVIDAD. Terapias con el entorno familiar de la usuaria.
RECURSOS. Consultorios psicológicos y sala de terapia
RESPONSABLE. Psicología clínica.
TERAPIA DE INICIACIÓN
Considerando que cada día es una gran victoria, para las personas que continúan en el proceso de
recuperación, es relevante indicar al inicio de cada jornada lo importante que son para el proyecto IKA y
para el grupo. Se comienza con una frase motivadora por parte de todo el grupo. Y del personal clínico.
Luego se comparte el estado de ánimo.
Se fomentan valores y se complementa con un espacio recreativo lúdico y de aprendizaje, que permita
promover la estructura grupal y el sentido de pertenencia.
OBJETIVO. Motivar a la persona a expresarse y a reflexionar sobre las experiencias y el proceso de

tratamiento que está llevando a cabo.
JUSTIFICATIVO. Empezar a equilibrar su estado de ánimo ya que en la ideación autolítica este sufre un
deterioro.
ACTIVIDAD. Esta actividad se la realizara en forma personal
RECURSOS. Sala de Terapia
RESPONSABLE
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GRUPO 24
Se encuentra enmarcado dentro de lo que se conoce como terapia de realidad. Es un espacio terapéutico
donde la persona puede hablar de cualquier situación que le genere conflicto o malestar y que tenga que
ver con el momento presente.
Su diferencia con la terapia de grupo está en que, si bien, su situación actual está relacionada con su
pasado, no se hace énfasis en él, sino que la intervención se centra en la realidad inmediata teniendo en
cuenta como se encuentra aquí y ahora. Las alternativas que se dan deben también estar ajustadas a la
realidad actual de la persona y no remitirse a otras situaciones del pasado, deben además enfatizar en la
responsabilidad individual.
OBJETIVO. Conocer cómo se siente la persona haciendo relación a su proceso terapéutico
JUSTIFICATIVO. Aprender a desempeñarse en el aquí y en el ahora
ACTIVIDAD. Esta actividad se la realizara en forma personal
RESPONSABLE.
TRANSICIÓN EMOCIONAL
Es un grupo terapéutico en el que se expresan las emociones y sentimientos agresivos hacia las causas-
personas- que le causan dolor.
Lo que se pretende en este espacio es que la persona desaloje el cúmulo de sentimientos hostiles
represados durante el lapso del tiempo que ha vivido, que no son más que actualizaciones de
sentimientos removidos en el pasado, mediante una catarsis, luego de la cual sea posible pensar en las
causas de la remoción de sus sentimientos que se encuentran asociadas con su historia, para que de
esta manera amplíe el conocimiento de sí misma y pueda asumir y sobrellevar mejor sus desniveles
emocionales en su proceso terapéutico.
En este sentido la liberación de sentimientos se articula a otros grupos, en tanto puede proveer a la
persona de material terapéutico susceptible de ser llevada a otros espacios como la terapia de grupo, el
grupo 24, la terapia individual y el asesoramiento.
Esta actividad está supeditada al análisis previo por parte del equipo clínico, quien considera si es
oportuna y adecuada su realización; de acuerdo con el momento terapéutico del grupo y de las personas
que lo integran.
OBJETIVO. Promover en la persona la capacidad de expresar sentimientos reprimidos.
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JUSTIFICATIVO. Haciendo que la usuaria exprese sus sentimientos, logramos que este material sea
llevado hacia otras profesionales de la comunidad.
ACTIVIDAD. Esta actividad se la realizara en forma grupal.
RECURSOS. Sala de terapia.
RESPONSABLE.
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TERAPIA COGNITIVA
CONDUCTUAL DE LA
DEPRESIÓN
21
MANUAL PARA TERAPEUTAS
DIRIGIDO A ADOLESCENTES
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INTRODUCCIÓN
El centro de atención psicológica integral “BASTONES DE ESPERANZA”, manejará el manual de

terapia cognitiva conductual que será utilizada por los profesionales de salud mental, como
alternativa para tratar las diferentes vicisitudes que pudiesen presentarse en las personas
depresivas dentro del programa de tratamiento. Cabe resaltar que esta modalidad es solo una
de las diversas técnicas psicológicas que se emplearán puesto que los criterios de tratamiento
serán orientados dependiendo de las personalidades de los (as) usuarios (as) que acudan al
centro.
Pudiéndose emplear otras alternativas como TREC, GESTALT, PNL, ETC.
El propósito principal de la terapia es disminuir los sentimientos de depresión, acortar el

tiempo que la persona pasa sintiéndose deprimida, aprender nuevas formas de prevenir el
deprimirse de nuevo y sentirse en mayor control.
Hemos adaptado el manual para ser dirigido a adolescentes con depresión.
A tales fines realizamos las siguientes modificaciones:
(1) El terapeuta conoce al/la adolescente y a sus padres antes de emprender el proceso de
terapia. Esto consiente una sesión abierta en la que puede investigar en detalle la condición
de, el/la adolescente e instruir el establecimiento del “rapport”.
(2) El término "usted" fue sustituido por el término "tú" para excluir la distancia interpersonal
que se asocia al "usted" en una población joven.
(3) El lenguaje se simplificó para hacerlo más asequible para adolescentes.
(4) Algunos(as) adolescentes se resisten a efectuar las labores o ejercicios asignados. Por esta
razón se flexibilizó el formato. El terapeuta puede optar por cualquiera de dos alternativas:
hablar sobre sus pensamientos hacia el ejercicio y/o realizar la misma con el/la adolescente al
inicio de la sesión. A estas tareas o ejercicios se les llamó aspiración vital.
(5) La terapia se concentra más en los inconvenientes de adolescentes y, a su vez, utiliza sus
pensamientos, experiencias, acciones y relaciones a modo de ejemplo para el material que va
a ser exhibido. Esto hace de la terapia una más dinámica e interactiva, permitiendo a, el/la
adolescente tener un rol más diligente en la misma.
MODELO COGNITIVO-CONDUCTUAL PARA EL TRATAMIENTO DE LA
DEPRESIÓN
Las primeras cuatro sesiones trabajan con la influencia de los pensamientos en el estado de
ánimo. Las próximas cuatro sesiones van encaminadas a trabajar con aquellas actividades
diarias que afectan el estado de ánimo. Las últimas cuatro sesiones se relacionan con el modo
en que las interacciones con otras personas afectan el estado de ánimo. La terapia Cognitiva
Conductual está basada en la interrelación de los pensamientos, las acciones y los
sentimientos. Para trabajar con la depresión, se plantea la relevancia de identificar cuáles son
los pensamientos y acciones que influyen en el estado de ánimo para aprender a tener un
mayor control sobre los sentimientos. La terapia se divide en tres temas, cada uno trabajado
en cuatro sesiones.
Pensamientos (sesiones 1-4)
(¿Cómo tus pensamientos afectan tu estado de ánimo?)
El propósito principal es presentar información de cómo los pensamientos influyen sobre el

estado de ánimo. La sesión inicial establece la estructura y el propósito de las sesiones
posteriores. De igual forma, se establece el horario semanal de las sesiones, las reglas de estas
y se explica claramente el tema de la confidencialidad. Es importante que los/as participantes
tengan muy claro este último punto ya que esto puede influir en la calidad de la relación
terapéutica que se establezca.
La primera sesión introduce el tema de la depresión y se fomenta que comparta sus historias
sobre cómo ha experimentado la depresión. Una vez se discute este tema, el (la) terapeuta
presenta el propósito: ¿cómo los pensamientos afectan el estado de ánimo?
Se instruye esta parte de la sesión definiendo y aclarando el concepto pensamientos a través

de ejemplos provistos por el (la) terapeuta y el/la participante. En las próximas tres sesiones se
trabaja con los diferentes tipos de pensamientos que experimenta una persona que se
encuentra deprimida y cómo los mismos pueden modificarse. Se realizan una serie de
ejercicios que permiten la identificación de los errores de pensamiento. El diseño de la tercera
sesión cumple con el propósito de proveer técnicas para aumentar los pensamientos positivos
al disminuir los pensamientos no saludables, trayendo como consecuencia una reducción a la
sintomatología depresiva.
Actividades (sesiones 5-8)
(Cómo tus actividades afectan tu estado de ánimo)
El propósito principal es que la persona logre identificar alternativas, actividades y metas que
le permitan tener mayor control sobre su vida de tal forma que logre superar su estado de
ánimo depresivo. Se trabaja con la relación entre la participación en actividades placenteras y
la sintomatología depresiva experimentada. Se establece cómo la presencia de sintomatología
depresiva puede limitar la participación en actividades placenteras, factor que, a su vez,
aumenta la presencia de dicha sintomatología. Durante las sesiones se trabaja la definición de
“actividades placenteras” y los obstáculos a los que se enfrentan para disfrutar de las mismas.
De igual forma, este módulo contempla la discusión del manejo del tiempo y cómo planificar y
alcanzar metas.
Relaciones Interpersonales (sesiones 9-12)
(Cómo tus relaciones interpersonales afectan tu estado de ánimo)
Cómo las relaciones interpersonales afectan el estado de ánimo. Se trabaja el tema del apoyo
social y se aprende a identificar, mantener y fortalecer el mismo. Las últimas sesiones van
integrando los temas anteriores. El (la) terapeuta examina, junto a la persona, cómo los
pensamientos afectan las actividades en las que participa, el apoyo social y el tipo de
relaciones interpersonales en las que se involucra. Se realizan ejercicios que enfatizan la
importancia de la comunicación asertiva y el desarrollo de destrezas que permitirán el
establecimiento de relaciones satisfactorias.
El proceso terapéutico culmina reconsiderando e integrando los temas principales de cada

sesión. Finalmente, se realiza una evaluación del progreso alcanzado junto a los logros y las
fortalezas. Se discuten recomendaciones.
INSTRUCCIONES PARA TERAPEUTAS
Este manual es un instrumento de trabajo que le será de mucha utilidad porque presenta los
puntos fundamentales en los que debe enfocarse durante las sesiones. Las situaciones traídas
por las personas durante el proceso terapéutico son siempre de mucha utilidad pues permiten
la integración de sus experiencias al material discutido. Sin embargo, se presentan ejemplos
que pueden servirle de guía cuando la persona no provea suficiente información personal. La
integración progresiva del contenido a lo largo de las sesiones y el seguimiento continuo a la
información relacionada al componente de pensamientos es esencial para la efectividad del
tratamiento. Familiarizarse con el manual e impregnarle el estilo personal es importante para
sentirse seguro/a y cómodo/a al momento de ponerlo en práctica.
Los últimos 5 minutos antes de finalizar la sesión se deben de usar para la explicar y asignar la
aspiración vital, a ser trabajado durante la semana previo a la próxima sesión.
REUNIÓN INTRODUCTORIA
TERAPEUTA CON FAMILIARES Y PACIENTES
1. Preséntese ante la persona y sus familiares.
Nombre, posición, orientación breve sobre la sesión de hoy
2. Pregunte a los familiares:
¿Qué es lo más que le preocupa?
3. Explique, de forma general, el propósito del tratamiento.
Proveer destrezas para manejar la depresión.
4. Explique los aspectos de confidencialidad y de comunicación con los familiares.
Explique, tanto a los familiares, como a la persona, que usted mantendrá la confidencialidad
referente a toda la información que se comparta en las sesiones. Si hay información que usted
entiende que es necesario que los familiares conozcan, ya sea porque representa peligrosidad
para la persona paciente u otras personas o es necesario para el tratamiento de la persona
paciente entonces, luego de informárselo a éste/a, usted traerá la información a los familiares.
Paute el día y la hora de las sesiones de tratamiento.
Enfatice la importancia de la asistencia y puntualidad.
Indique que las citas sólo deben cancelarse en casos de emergencia y debe ser con 24 horas de
anticipación.
Provea los teléfonos a los cuales se pueden comunicar.
Aclare dudas o preguntas.
REGLAS PARA LAS SESIONES DE TERAPIA
1. ¡LLEGUE A TlEMPO! ¡SEA PUNTUAL!
2. ¡ASISTA CADA SEMANA! Este es un compromiso con usted y con su terapeuta.
3. Mantenga predisposición a aprender.
4. ¡HAGA LOS PROYECTOS PERSONALES! El practicar lo que se enseña en la sesión deja

saber si esos métodos ayudarán a controlar sentimientos de depresión.
5. Lo que hablas en la sesión es confidencial. Sin embargo, está bien compartir lo que ha
aprendido acerca de la depresión con otras personas, si así lo desea.
6. Trate de ser lo más honesto/a posible y expresar tal y como tú eres y cómo te sientes.
7. Apaga tu teléfono o ponlo (en vibración) al entrar a la terapia para que no interrumpa
la sesión.
INDICACIONES GENERALES
El propósito de esta sesión es explicarte cuál es la terapia en la cual vas a participar. Esta
terapia se llama:
“TERAPIA COGNITIVA-CONDUCTUAL”
“Cognitiva” se refiere a los pensamientos.
“Conductual” se refiere a las acciones.
La depresión tiene que ver mayormente con los sentimientos.
Si logramos entender cómo tus pensamientos y acciones afectan tus sentimientos, puedes
aprender a tener un mayor control sobre los mismos y a sentirte mejor.
¿CÓMO ENTENDEMOS LA DEPRESIÓN?
PENSAR
ACTUAR
SENTIR
Este tratamiento para la depresión consiste en 12 sesiones de terapia.
Nos enfocaremos en lo que ocurre en tu vida diaria ahora, en el presente.
La terapia se enfoca en ¿cómo controlar la depresión de forma práctica?, de modo que puedas
usar el control en el presente y en el futuro.
LAS 12 SESIONES DE TERAPIA SE DIVIDEN EN TRES:
Cómo tus pensamientos afectan cómo te sientes (4 sesiones).
Cómo tus acciones afectan cómo te sientes (4 sesiones).
Cómo tus relaciones interpersonales afectan cómo te sientes (4 sesiones).
En este tipo de tratamiento buscamos cosas que te pueden ayudar en tu vida diaria.
Esperamos que el efecto más importante que pueda tener este tratamiento sea que aprendas
a entender y manejar las cosas que afectan tu estado de ánimo (depresión).
Las siguientes preguntas pueden usarse como guías en esta discusión sobre
cómo el terapia cognitivo-conductual se aplica a la experiencia particular
del/la adolescente
¿Qué tipos de pensamientos te pasan por la mente cuando te sientes deprimido/a o triste?
¿Qué es lo que haces cuando te sientes deprimido/a?
¿Cómo te llevas con la gente cuando estás deprimido/a?
INTRODUZCA EL TEMA SOBRE COMO LOS PENSAMIENTOS AFECTAN EL ESTADO DE ÁNIMO:
Los pensamientos pueden tener un efecto sobre tu cuerpo. o Los pensamientos pueden tener
un efecto sobre tus acciones (lo que haces).
O los pensamientos pueden tener un efecto sobre tu estado de ánimo (cómo te sientes).
Por ejemplo: Vas caminando por una calle solitaria y ves a una persona que viene caminando
bien rápido detrás de ti. Luce seria, y te está mirando y piensas que te va a asaltar.
Inmediatamente, tu cuerpo, tus acciones y tu estado de ánimo reaccionan ante ese
pensamiento. Empiezas a sudar, se te acelera el corazón y sientes un nudo en el estómago.
Comienzas a mirar sobre el hombro y a caminar más rápido. Te sientes nervioso(a),
temeroso(a). La persona te alcanza y te pasa por el lado y continúa caminando con su paso
acelerado mientras se aleja de ti. Piensas que quizás tiene prisa.
EXPLIQUE EL PROPÓSITO DE LA TERAPIA
El propósito de esta terapia es tratar la depresión a través de la enseñanza de formas

diferentes de controlar mejor cómo te sientes. Hay cuatro metas que queremos conseguir:
1) Disminuir o eliminar tus sentimientos de depresión.
2) Acortar el tiempo que está deprimido/a.
3) Aprender formas de prevenir o evitar deprimirte de nuevo.
4) Sentirte más en control de tu vida.
CIERRE DE SESIÓN Y DISCUSIÓN DE LA ASPIRACIÓN VITAL
Aspiración vital se entiende como proyecto existencial, aquellas cosas que desearía realizar a
corto, mediano o largo plazo y que no las he realizado por diferentes razones, las preguntas a
realizarse son ¿Qué pasaría si sus problemas se solucionarían? ¿Qué haría entonces?
¿Tienes alguna duda, pregunta o comentario sobre lo que hablamos hoy?
Ahora vamos a discutir la aspiración vital, ¿qué vas a completar durante esta semana?
Cabe resaltar que no requiere hacer grandes cosas sino pequeños pasos para grandes hazañas
de tal forma si por hoy logra comer bien o dormir bien, etc., será considerado un paso más
para llegar a la meta.
TERMÓMETRO DEL ÁNIMO
Este termómetro permite evaluar la intensidad de los sentimientos depresivos o estado de

ánimo al final del día. Modele cómo se llena el termómetro del ánimo y complételo para el día
de ayer junto con la persona paciente a manera de práctica.
Este ejercicio se llama el “Termómetro del ánimo” y lo vas a completar todas las semanas.
Queremos ver cómo te sientes cada día de la semana y cómo va cambiando tu estado de
ánimo a lo largo de la terapia.
Para completarlo, al final del día vas a marcar cómo te sentiste o cómo estuvo tu ánimo en
general durante ese día. Por ejemplo, si fue “el peor” circularías el número 1, si fue “regular”
circularías el número 5, y si fue “el mejor” circularías el número 9. Vamos a completar uno de
práctica usando tu estado de ánimo durante el día de ayer. Use el Termómetro del ánimo en el
Manual de Participante para hacer un ejemplo.
PONIENDO EN PRÁCTICA
Hágase la siguiente pregunta: ¿Qué haría usted si ve a su pareja en la calle con alguien?
Las respuestas pueden variar dependiendo de la persona que responda y englobarían

contestaciones como: No hago nada. Le termino la relación afectiva. Me enojo y le armo un
escándalo. También le hago lo mismo. No importa porque yo tampoco le he sido fiel, etc.
Ahora bien, cabe resaltar la pregunta que debe hacerse solo una vez. Puesto que dentro de la
pregunta se cuestiona sobre si alguien, estaría con la pareja. Y lo que se interprete por
“alguien” ha sido la mente de forma inconsciente que ha dado la cualidad de hombre o mujer
para esa respuesta. De forma similar el no saber escuchar, o actuar antes de pensar puede
afectarnos en la llamada resiliencia (que es la capacidad de tolerar la frustración) por lo que a
veces hemos actuado creyendo que era la respuesta adecuada.
Por eso se utiliza el semáforo emocional. Primero nos detenemos, luego pensamos y
finalmente actuamos.
¿QUÉ SON LOS PENSAMIENTOS?
Los pensamientos son ideas (frases u oraciones) que nos decimos a nosotros/as mismas.
Nosotros/as estamos todo el tiempo hablándonos mentalmente, pero no todo el tiempo nos
damos cuenta. Es útil pensar acerca de los pensamientos como "objetos" (ideas) que tienen un
efecto real sobre nuestra mente y cuerpo.
LOS PENSAMIENTOS AFECTAN TU ESTADO DE ÁNIMO (CÓMO TE SIENTES):
Diferentes tipos de pensamientos producen diferentes efectos en tu estado de ánimo. Algunos

pensamientos aumentan la posibilidad de que te deprimas, mientras que otros te ayudan a
sentirte bien.
¿CÓMO SUELEN PENSAR LAS PERSONAS CON DEPRESIÓN?
Haga esta pregunta de forma abierta, propiciando una lluvia de ideas en torno a pensamientos
típicos de las personas con depresión. Algunos de los pensamientos que se generen como
ejemplos pueden ser utilizados posteriormente, clasificando los mismos de acuerdo con el
siguiente material.
De esos pensamientos que me dijiste, ¿Cuáles tú tienes? ¿Cuáles te pasan a ti?
Las personas deprimidas suelen tener diferentes tipos de pensamientos negativos (inflexibles
enjuiciadores, destructivos, e innecesarios). Puede utilizar el contraste entre los tipos de
pensamientos.
NEGATIVOS
Los pensamientos NEGATIVOS son todos los pensamientos que te hacen sentir mal, por
ejemplo: “Siempre me voy a sentir mal” o “yo no sirvo para nada”.
POSITIVOS
Los pensamientos POSITIVOS te hacen sentir mejor, por ejemplo: “Puedo hacer cosas para
sentirme mejor.” “Estoy mejorando”.
INFLEXIBLES
Los pensamientos inflexibles son pensamientos rígidos, que no cambian. Por ejemplo, una
adolescente que está deprimida podría pensar: “A mí es a la única que mandan a hacer las
cosas en casa.” “No hago las cosas bien.”
Un pensamiento flexible que podría evitar el tener sentimientos de depresión podría ser:
“Casi siempre me mandan a hacer las cosas, pero a veces mandan a mi hermana.” “Muchas
veces hago las cosas bien.”
ENJUICIADORES
Los pensamientos enjuiciadores son pensamientos negativos acerca de uno mismo. Por
ejemplo, Una persona que está deprimido/a podría pensar: “soy feo/a” o “soy un desastre, no
valgo”.
Un pensamiento flexible podría decir: “No seré la persona más atractiva del mundo, pero
tampoco soy la más fea.” “Tengo cualidades que me hacen una persona agradable" o "no soy
moneda de oro para caerle bien a todo el mundo”.
DESTRUCTIVOS
Los pensamientos destructivos nos hacen daño. Por ejemplo: “No sirvo para nada.”
“Todo me sale mal.” “He cometido tantos errores que no puedo salir de mis problemas.”
Pensamientos constructivos te ayudan a sentir mejor. Por ejemplo: “Yo puedo aprender a
controlar mi vida para hacer lo que realmente quiero”.
INNECESARIOS:
Los pensamientos innecesarios no cambian nada y nos hacen sentir mal.
Por ejemplo: “Va a venir un huracán” o “algo malo le va a pasar a uno de mis familiares” o “no
me van a dar permiso para salir”.
¿CÓMO PIENSAN LAS PERSONAS QUE NO ESTÁN DEPRIMIDAS?
Ilustre las diferencias entre los pensamientos que tienen las personas deprimidas versus las
que no están deprimidas.
PUEDEN VER EL LADO POSITIVO DE LAS COSAS
Deprimida: “Mi familia es un desastre.” “Soy bruto/a."
Flexible: “Mi familia tiene cosas malas, pero también tiene cosas buenas.” “Si logro crear
hábitos de estudio podría mejorar mis notas.”
NO SE DEFINEN POR SUS ERRORES, APRENDEN DE ELLOS
TIENEN ESPERANZAS PARA EL CAMBIO
ESTILOS DE PENSAMIENTOS DAÑINOS O CONTRAPRODUCENTES
Pensamientos de todo o nada:
Es cuando miras las cosas como si fueran completamente buenas o malas. Por ejemplo, si
cometes un error haciendo alguna cosa, piensas que todo tu trabajo fue inútil.
Podrías pensar, "no voy ni a tratar de cocinar porque nunca puedo ".
Filtro mental:
Es cuando tomas un solo evento negativo y te fijas exclusivamente en él, de tal forma que todo
lo demás lo ves negativo o como si fuera a salir mal.
También se refiere a cuando ves las cosas más grandes de lo que realmente son.
Descontando lo positivo:
Es cuando haces que las cosas buenas que te pasan parezcan menos importantes de lo que
realmente son.
Por ejemplo, podrías creer que no le caes bien a nadie, de tal forma que, si alguna persona se
muestra simpática o agradable contigo, piensas que algo mal debe haber con esa persona o si
alguien te dice lo bien que te ves, piensas que lo dice para que no te sientas mal.
Saltando a conclusiones erróneas:
Es cuando llegas a conclusiones antes de tiempo y le ves el lado negativo a las cosas.
Existen dos tipos:
Leyendo la mente:
Es cuando asumes lo que la gente está pensando, sin realmente saber. Por ejemplo, ves a
alguien y piensas que se encuentra enojado contigo. Bien podría ser que esa persona tiene
otros problemas que no tienen que ver contigo.
Tomando tus sentimientos como si fueran la única realidad:
Es cuando crees que tus sentimientos son la única versión de la realidad. Por ejemplo, "me
siento tan triste, que esto comprueba que soy un desastre".
Pensamiento perfeccionista / Debería:
Es cuando tratas de motivarte con deberes (debería), es decir con lo que tú y/o las demás
personas deben o tienen que hacer o decir.
Es preferible hacer las cosas lo mejor que puedas dentro de tus posibilidades, porque quieres o
las consideras importantes y no porque te sientes culpable.
Etiquetándote a ti mismo/a
Es cuando sólo porque cometes un error, empiezas a pensar que eres un perdedor. Por
ejemplo, podrías pensar, “soy fea”. También puedes etiquetar a otras personas: “porque mi
amiga no me presto dinero es una tacaña”.
Culpándote a ti mismo/a:
Es cuando te culpas de las cosas negativas que pasan a tu alrededor y de las que no tienes
ningún control. Por ejemplo, si algo malo le pasa a alguno de tus familiares o amistades,
sientes como si fuera tu culpa porque no lo pudiste prevenir.
FELICÍTATE MENTALMENTE
Las otras personas no notan la mayoría de las cosas que hacemos. Por lo tanto, es importante
que las reconozcas y te des crédito por ellas.
Puede pedirle que identifique un motivo por el cual puede felicitarse mentalmente.
PROYECCIÓN AL FUTURO
Imagínate a ti mismo/a en el futuro, en un tiempo en el que las cosas serán mejores. Imagina
tu futuro en 1, 5 y 10 años, provee el mayor detalle posible en la visualización [ej., lugar,
persona, actividad, etc.].
DISMINUYENDO LOS PENSAMIENTOS QUE TE HACEN SENTIR MAL

INTERRUMPE TUS PENSAMIENTOS
Cuando un pensamiento está afectando tu estado de ánimo, puedes identificarlo y tratar de
interrumpirlo. Primero, identifica el pensamiento. Después, dite a ti mismo/a: “Este
pensamiento está afectando mi estado de ánimo, por lo tanto, voy a pensar otro.”
TIEMPO PARA PREOCUPARTE
Programa un “tiempo para preocuparte” cada día para que puedas concentrarte en
pensamientos necesarios y pasar el resto del día libre de preocupaciones. El “tiempo para
preocuparte” puede ser de 10 a 30 minutos de duración diariamente.
RÍETE DE LOS PROBLEMAS EXAGERÁNDOLOS
Si tienes un buen sentido del humor, trata de reírte de tus preocupaciones. Si sientes que no
tienes un buen sentido del humor, trata de hacerlo de cualquier forma. Algunas veces esto
puede ayudarte a manejar momentos difíciles.
CONSIDERA LO PEOR QUE PUEDE PASAR
A menudo pasa que algunos miedos que tienen las personas acerca de lo que podría pasar las
hacen sentir deprimidas y las paralizan.
Para ayudarte a dejar de hacer predicciones negativas y para prepararte para lo que pudiera
ocurrir, es útil preguntarte, “¿Qué pudiera pasar si ____?”, o “¿Qué es realmente lo peor que
pudiera ocurrir si ____?”
Recuerda que lo peor que puede pasar es solamente una de las muchas posibilidades y sólo
porque es la peor no significa que es la más probable que ocurra.
SIENDO TU PROPIA/A ENTRENADOR/A
Así como puedes ayudar a alguien a hacer algo difícil dándole instrucciones, también puedes
ayudarte a ti mismo/a dándote instrucciones. Esto es lo que queremos decir cuando hablamos
de aprender a sentirte mejor.
TIEMPO DE PRÁCTICA
Ahora pensemos en algunos ejemplos de cómo usar estas ideas. Piensa en cómo usar los
ejemplos con los pensamientos que has tenido en esta semana.
Puede generar un espacio para discutir qué técnicas, de las anteriormente discutidas, podría
utilizar en situaciones particulares.
1. Continúa llenando el Termómetro del Ánimo.
2. Continúa trabajando en tus pensamientos. Llena tu Lista de Pensamientos Negativos y

Positivos cada día.
3. Practica algunas de las técnicas discutidas para aumentar los pensamientos positivos y
disminuir los negativos.
METAS A CORTO PLAZO
(Cosas que te gustaría hacer dentro de los próximos 6 meses)
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METAS A LARGO PLAZO
(Cosas que te gustaría hacer en alguna ocasión en tu vida)
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METAS DE LA VIDA
(¿Qué es lo más que te importa en la vida?)
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EJERCICIO DE RESPIRACIÓN PROFUNDA
Ponte en una posición cómoda con los pies planos en el piso, sin cruzar los brazos y las piernas.
Cierra los ojos. Cuando respires, trata de llenar el abdomen y no solamente el pecho. Si te
pones una mano en el abdomen y sube cuando inhalas lo estás haciendo bien… Respira
profundo y lento…
Solamente concéntrate en tu respiración…más nada…inhala lento…y exhala…inhala lento…y

exhala… Asume una actitud pasiva…
No te preocupes de cuán bien lo estás haciendo...
Cuando te vengan otros pensamientos a la mente, simplemente reconócelos y regresa a tu

respiración… inhala lento…y exhala… continúa respirando de forma natural…
RESPUESTA DE RELAJACIÓN (ROBERT BENSON)
1. Escoge una palabra, frase, oración o actividad muscular que te inspire paz, tranquilidad
y calma.
2. Siéntate en una posición cómoda en un lugar libre de distracciones.
3. Cierra los ojos.
4. Relaja tus músculos, progresando de los pies a los muslos, al abdomen, a los hombros,
la cabeza y el cuello. Focaliza tu atención en los músculos de tu cuerpo liberando la tensión en
cada uno de ellos.
5. Respira lento y de forma natural. Al respirar, piensa y repite tu palabra al exhalar.
6. Asume una actitud pasiva. No te preocupes de cuán bien lo estás haciendo. Cuando te
vengan otros pensamientos a la mente, simplemente reconócelos y regresa a tu repetición.
7. Continúa por 10-20 minutos.
8. No te pares inmediatamente. Continúa sentado/a callada por un minuto dejando que

otros pensamientos te vengan. Abre los ojos y quédate sentado/a otro minuto antes de
pararte.
RELAJACIÓN MUSCULAR PROGRESIVA
1. Respira profundo 3 veces, exhalando lentamente. Al exhalar imagina que la tensión a

través de tu cuerpo comienza a desaparecer.
2. Cierra el puño. Aguanta por 7 segundos, suelta por 15. Siente la tensión. Suéltalo de
forma abrupta. …Siente la tensión desaparecer. Ahora tienes una sensación de pesadez.
3. Aprieta el ante brazo como si estuvieras enseñando tus músculos con ambos brazos.
Aguanta...y suelta.
4. Aprieta los tríceps extendiendo los brazos al frente de tu cuerpo. Aguanta...y suelta. …
Siente la tensión disminuir y desaparecer.
5. Tensa los músculos en la frente subiendo las cejas lo más que puedas. Aguanta...y
relájalo...Imagina los músculos tornándose suaves y relajados.
6. Tensa los músculos alrededor de los ojos apretándolos cerrados. Aguanta...y relaja…
Imagina las sensaciones de relajación profunda esparciéndose por toda esa área.
7. Aprieta la quijada abriendo la boca bien abierta hasta que estiras esos músculos.
Aguanta...y relaja. Deja que caiga tu quijada...
8. Aprieta los músculos de la parte de atrás de tu cuello para atrás como si fueras a tocar
tu espalda con tu cabeza. Focaliza sólo en tensar los músculos en tu cuello. Aguanta...y relaja.
9. Aprieta los músculos de los hombros alzándolos como si te fueras a tocar las orejas.
Aguanta...y suelta.
10. Aprieta los músculos del pecho respirando profundo. Aguanta...y suelta el aire
despacio. Imagina toda la tensión en tu pecho desapareciendo cada vez que exhalas.
11. Aprieta los músculos del abdomen como si fueras a tocar tu ombligo contra la espalda.
Aguanta...y suelta. Imagina una ola de relajación atravesando tu abdomen.
12. Aprieta los muslos hasta la rodilla. Aguanta… y relaja. Siente tus mulsos estirados y
completamente relajados.
13. Aprieta los músculos de las piernas lentamente apuntando los pies hacia ti.
Aguanta...y suelta...
14. Ahora has el movimiento opuesto, apuntando los pies hacia al frente. Aguanta... y
suelta.
15. Imagina que una ola de relajación baja lentamente a través de tu cuerpo...empezando
en la cabeza y gradualmente penetrando cada grupo de músculos hasta los pies…eliminando
cualquier tensión residual.
EJERCICIO DE VISUALIZACIÓN (PLAYA)
*Se comienza con un ejercicio breve de respiración y/o relajación muscular.
Estás caminando en una playa preciosa... Se ve casi desierta y se expande hacia el horizonte...
Estás descalzo/a y puedes sentir la arena tibia en los pies mientras caminas por la orilla...
Puedes oír el sonido de las olas que vienen y van... El sonido es hipnótico, rítmico....
relajándote más y más.
El agua es azul turqués y la arena casi blanca... Estás mirando las olas que vienen y van,
rompiendo en la orilla...
Mira la superficie del mar hasta el horizonte y sigue el horizonte fijándote en cómo se va
curveado y se junta con el cielo...
Mirando a lo lejos puedes ver un velero que se mueve lentamente por el horizonte…
Todo lo que ves te ayuda a soltar y a relajarte más...
Mientras continúas caminando por la arena, puedes oler el aire fresco y salado de mar...
Respira profundo...inhala…exhala...y te sientes más y más relajada y refrescada... Mirando al

cielo
puedes ver dos gaviotas que vuelan con gracia en el viento… imagina cómo te sentirías si
tuvieras la libertad de volar...
Te encuentras entrando en un estado profundo de relajación mientras continúas caminando

por la playa…
Siente la brisa fresca del mar rozando tu cara y tu pelo. ...Siente el calor del sol en tu cuello y
hombros... La sensación de calor te relaja más y más. ...y estás comenzando a sentirte
completamente tranquilo/a en esta playa tan preciosa....
En un momento, más al frente, ves una silla de playa debajo de una palma... Despacio te
acercas a la silla, y al llegar a ella, te sientas y te recuestas... Acostado/a en esta posición te
relajas más, entrando en un estado más profundo de tranquilidad y relajación... Cierra los ojos
y escucha el sonido de las olas, yendo y viniendo. El sonido rítmico de las olas te lleva a un
estado más y más profundo de relajación, de paz y de tranquilidad…
Respira profundo 3 veces más...
Ahora, en un momento, puedes empezar a regresar… Presta atención mientras cuento del uno
al cinco… Cuando llegue a cinco puedes abrir los ojos y sentirte despierto/a, alerto/a y
refrescado/a.
Uno - gradualmente comenzando a regresar a un estado de alerta.

Dos - estás más y más despierto/a.
Tres - comienza a mover un poco las manos y las piernas mientras te despiertas.
Cuatro - ya estás casi completamente alerta.
Cinco - abre los ojos y estás en un estado de alerta, refrescado/a.

REFERENCIAS
Wagner, C. & Conners, W. (2003). Interaction Techniques. Motivational Interviewing.

Recuperado de: http://www. motivationalinterview.org/clinical/interaction.html Visitada 13 de
octubre de 2007.
Organización Mundial de la Salud. Día Mundial de la Salud Mental.
http://www.who.int/mediacentre/events/annual/world_mental_health_day/es/index.html
(visitada el 28 de septiembre de 2011)
http://ancehoy.com/index.php/2018/06/26/suicidio-la-primera-causa-de-muerte-en-
adolescentes-en-ecuador/
El Modelo de Atención Integral de Salud (MAIS) en sus lineamientos generales plantea la

incorporación de la salud mental comunitaria en el desarrollo de los planes locales, así como
en la organización de los servicios de salud2 Ministerio de Salud Pública. Guía de
Implementación del Modelo de Atención para las Unidades Operativas del Primer Nivel de
Atención. Ecuador: MSP; 2011
Técnicas de visualización s.f. https://cocinandoconhistaminosis.com/web/tag/tecnicas-de-

visualizacion-o-imaginacion-guiada/
Lang, Andrea, Berghofer, Gerlinde, Kager, Anita, Steiner, Egbert, Schmitz, Margot, Schmidl,
Friedrich, & Rudas, Stephan. (2003). Los predictores de "insight" con respecto a la enfermedad
mental entre los pacientes psicóticos y no psicóticos. The European journal of psychiatry
(edición en español), 17(4), 199-209. Recuperado en 18 de noviembre de 2018, de
http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1579-
699X2003000400002&lng=es&tlng=es
https://sofrologia.com/wp-content/uploads/2015/03/capitulo-gratis

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ANEXOS

En la ciudad de……………………………………………, provincia

SOLICITO Y AUTORIZO LIBRE Y VOLUNTARIAMENTE EL

Comprometiéndome a respetar el Programa de tratamiento

FIRMA DEL REPRESENTANTE.

En la ciudad de……………………………………………, provincia

SOLICITO Y AUTORIZO LIBRE Y VOLUNTARIAMENTE EL

Comprometiéndome a respetar el Programa de tratamiento

FIRMA DEL REPRESENTANTE.

En la ciudad de………. …………….. el día _____del mes de________________del año 20___.

Comparecen de una forma libre y voluntaria a suscribir el presente contrato de prestación de

El centro BASTONES DE ESPERANZA con su programa “IKA”, es una institución de servicio

A la celebración del presente contrato comparecen por una parte el(la)_____________________

__________________________________ a quien para efectos de este contrato se le

_________________________________________________________bajo los procedimientos

Durante el tratamiento, bajo la modalidad

En la eventualidad de que la persona contratante quede adeudado al programa IKA, un valor

Por constancia de lo estipulado firman las partes el presente contrato:

Representante Legal Representante legal de la persona usuaria

CENTRO BASTONES DE ESPERANZA

/ CODIGO: F/M- AD-IKA- 003 / Versión: - 01 / Fecha: 10/01/2022

Fecha de ingreso del Tratamiento:……………………………………………………..

Responsable de la persona en el tratamiento:

REGISTRO DE PAGOS DE TRATAMIENTO

/ CODIGO: F/M- AD-IKA- 003 / Versión: - 01 / Fecha: 10/01/2022

/ CODIGO: F/M- AD-IKA- 004 / Versión: - 01 / Fecha: 10/01/2022

PARROQUIA CANTÓN PROVINCIA

1 INFORMACIÓN ENTREGADA POR EL PROFESIONAL TRATANTE SOBRE EL TRATAMIENTO

PROPÓSITOS TERAPIA Y PROCEDIMIENTOS PROPUESTOS

RESULTADOS ESPERADOS RIESGOS DE COMPLICACIONES CLÍNICAS

/ CODIGO: F/M- AD-IKA- 004 / Versión: - 01 / Fecha: 10/01/2022

/ CODIGO: F/M- AD-IKA- 004 / Versión: - 01 / Fecha: 10/01/2022

4.-CONSENTIMIENTO INFORMADO DE LA PERSONA FIRMAS DE LA PERSONA

A.-EL PROFESIONAL TRATANTE ME HA INFORMADO SATISFACTORIAMENTE ACERCA DE

B.-EL PROFESIONAL TRATANTE ME HA EXPLICADO ADECUADAMENTE LAS ACTIVIDADES

C. -CONSIENTO A QUE SE REALICEN LOS PROCEDIMIENTOS DIAGNÓSTICOS Y

/ CODIGO: F/M- AD-IKA- 004 / Versión: - 01 / Fecha: 10/01/2022

F.-EL PROFESIONAL TRATANTE ME HA INFORMADO QUE EXISTE GARANTÍA DE RESPETO A MI

G.-HE COMPRENDIDO QUE TENGO EL DERECHO DE ANULAR ESTE CONSENTIMIENTO INFORMADO EN

H.-DECLARO QUE HE ENTREGADO AL PROFESIONAL TRATANTE INFORMACIÓN COMPLETA Y

/ CODIGO: F/M- AD-IKA- 004 / Versión: - 01 / Fecha: 10/01/2022

5.- CONSENTIMIENTO INFORMADO DEL REPRESENTANTE LEGAL

NOMBRE DEL REPRESENTANTE PARENTESCO TELÉFONO FIRMA

/ CODIGO: F/M- AD-IKA- 005 / Versión: - 01 / Fecha: 10/01/2022

………………………,…de……………………… ….de 20……….

DIRECTOR(A) GENERAL DEL CENTRO “BASTONES DE ESPERANZA”. PROGRAMA

FAMILIAR DE LA PERSONA USUARIA

NÚMERO DE RÉCORD ASIGNADO:

Nombres y apellidos de la persona usuaria:

Lugar y fecha de Nacimiento:

Numero de cedula (y/o documento de identificación):

Edad:(________) años. Instrucción:_________________________________________

Número de hermanos(as): ____________________________________________________________

Puesto que ocupa: __________________________________________________________________

Nombre del cónyuge: _______________________________________________________________

Familiar Responsable:( ACUDIENTE)

Nombre del Padre

Dirección de los familiares representantes

¿Recibió tratamiento antes? Si la respuesta es afirmativa ¿de qué tipo? Señale:

En caso de haber recibido tratamiento RESIDENCIAL (INTERNAMIENTO)

Número de Internamientos: (..............)

Institución donde estuvo recibiendo tratamiento residencial

En caso de tratamiento residencial ¿Lo completo? ¿Se fugo o abandono?

En la ciudad de………. …………….. el día _del mes de__________del año 20_.

Edad:() años. Instrucción:_________________________________