The Solomon syndrome is the tendency of children to make opinions or embrace actions to avoid outstripping, pressing, or shining in a given social group due to the pressure that the group exerts on it for different reasons.
In this way we generally put obstacles and complications to ourselves, so we follow the way of the people who make up our circle of musketeers indeed though we know it isn’t applicable.
Although we don’t believe it unconsciously, we’re frightened to draw too important attention, this may be because we sweat that our achievements and merits offend the people around us.
So, we can say that this pattern makes us show our lack of belief in ourselves, that is, in our tone- regard and confidence. Making us dependent on the value that people around us give us.
In addition, we can also conclude that indeed moment our society condemns the gift of other people as well as the successes they can reap. It can be said that indeed if nothing says it, we don’t like that someone differently does effects well. This leads us to present the following conception that forms the Solomon Syndrome, the covetousness.
The Dictionary of the Royal Spanish Academy defines covetousness as “ sadness or remorse for the good of others”, as well as “ emulation, desire for a commodity that isn’t held”. From these two small delineations, we can get that covetousness is the feeling of aspiration to retain a commodity that you don’t have as another person enjoys it.
On the other hand, it can also be considered as a desire that the person who’s enjoying what we don’t have and want to lose or be harmed (Montañez and Iñiguez, 2002).
So we can conclude that covetousness arises when comparing ourselves with other people we realize that they’ve commodities that we don’t have but that we still crave. This will spark passions of inferiority towards the other person.
Is there group pressure or social pressure?
There are numerous studies like those of Asch, which we present below, and Crutchfield that have shown that there’s the force of the impact of the group on the individual and the strength of the pressure wielded by the group when trying to put uniformity of opinion on an existent that doesn’t suppose or act like others.
According to Moscovici in Sacristán (S/ F), dissidence can occasionally allow the group to acclimatize and act. For him, there are introductory forms of social influence conformism, standardization, and invention
A person can change their station or geste toward a particular idea or object due to the pressure wielded by the group on it, whether real or imagined. Thus, the person feels obliged to change both their ideas and their geste to take as they enjoy the group that surrounds them.
Conformism appears in this pattern because individualities, indeed though they suppose else about some content in question, tend to accept what others suppose and feel, abandoning their studies and beliefs to accept those of the group as their own.
It would be reverse for concession since it consists of leaving the differences regarding a subject or object away to accept a common denominator. It’s a pressure that’s wielded by both parties and leads to a rule that’s accepted by all members of the group.
It can be considered that it’s an influence wielded by an individual or by a nonage group whose ideal is to promote new ideas as well as ways of allowing or carrying different from being bones. This nonage group can introduce changes (Sacristán, S/ F).
Are there studies that corroborate this Pattern?
The name of this Pattern is given by its adventurer, an American psychologist. He conducted a disquisition that comported of a test related to mortal geste and veritably told by the social terrain or social pressure.
This study is known as the Proposition of Asch or the Power of Majorities was to show a couple of letters to a group of 11 subjects, of which seven of them knew the nature of this study and had to play a certain part; Express your opinion before the rest did. This opinion had preliminarily been programmed with the experimenter since the object of study was the rest of the people.
Once their collaborators responded as well as their objects of study, the answers of these people were vindicated that in principle responded freely. It seems that these people allowed themselves to be guided by the wrong answers. One in 4 agreed in half of the time.
This study was streamlined with three-dimensional images.
According to the data that was uprooted, the subjects seconded the incorrect answers assessed by the group in an average superior to 40 percent. Thanks to this experience, the social conformism that exists in the brain was proven.
According to these studies, it can be stressed that “ the discomfort of being alone can make a maturity opinion feel more seductive than sticking to one’s own beliefs” and “ if the ideas of others can affect the way in which someone perceives the outside world, also the same verity is questioned “ (Sacristán, (S/ F).
Is there Solomon Syndrome in seminaries?
Solomon Syndrome is a veritably common complaint in the classrooms since there are numerous scholars who for some reason trust veritably little in themselves and sweat being barred from their group of musketeers
We’ve to remember that for minors it’s veritably important to be accepted by their peers, so if they’ve to go against their ideas to be accepted they will do so.
It’s important that as preceptors and professionals of education, we’re suitable to be apprehensive that these situations are veritably present in the classes of the educational centers.
So we’ve to train our scholars to know how to duly manage their feelings so that they can be themselves and express themselves without fear and/ or negative consequences from theirpeers.However, we will have a class in which the scholars won’t feel so vulnerable in the face of peer pressure, If you work duly.
It seems that as humans, we’ve always been hysterical to stand out and exceed above a group. Either by the rejection on the part of the group that this entails or by the feeling of instability that this action brings with itself.
How to overcome Solomon’s pattern in the classroom?
At this point we can suppose that combating this pattern can come commodity extensively complicated by the quantum of feelings and passions that characterize and compass it.
As professionals of education we must observe our group– class with the idea of having the necessary information of both their strengths and their sins to latterly be suitable to act. Then are some guidelines
1- Produce group cohesion
For a group to work it’s important that we take into regard their cohesion. That is, its members must be proud to belong to the group and for that, we must take into account that we must favor the right conditions (Cascón, 2000). An illustration to achieve this thing could be to perform group dynamics in the classroom.
2- Promote education in values
It must be a constant in the conditioning that is carried out to avoid this complaint in order to make people more just and good. In a transversal way, values can be worked on in any subject, although it’s true that some advance themselves further than others. In situations as primary, a good idea would be through the story or stories.
3- Educate social–emotional chops
The development of socio-emotional chops is getting decreasingly important moment. These have a great impact on particular, academic and employment development as well as the forestallment of asocial geste.
Chops are similar to knowing how to appreciate the other person and demonstrate it, understand it and have empathy; They can be acquired fluently if you work well from nonage, a commodity that could help this pattern from developing in nonage.
As preceptors, we must know that there are numerous socio-emotional chops programs that can be done both in the centers and in the classrooms. Some programs are offered by the education ministry, while others are carried out by the professionals themselves.
4- Regulate conflicts
Although it’s true that we can’t enjoin conflicts because they’re commodity natural. It’s judicious that we know how to regulate them and break them in time, because if they aren’t treated they can lead to passions of malaise in the group in general and in some of its members in particular. This can lead to the creation of these types of diseases and indeed bullying.
Thus, depending on the age range of our scholars it’s judicious to treat the difficulties that may arise in their connections, not giving them any lower attention, indeed if they feel silly. Dialogue or agreement are practices that can help us (Grande, 2010).
5- Promote positive underpinning in the classroom
It’s veritably important that we take into account that scholars have a hard time sharing in class. One way to encourage those who share little for whatever reason, is positive underpinning. It consists of awarding the trouble through the word, an illustration could be veritably well, you have raised your hand (Martinez etal., 2010).
6- Encourage communication chops in class
Still, we will be assertive and thus we will express what we suppose in a good way since we will have the necessary tools, If we’ve good communication chops.
Thanks to these chops we can help conflict and have further confidence in ourselves (García, 2015). Although there are numerous programs that help develop communication chops, the stylish illustration for your scholars is yourself.
7- Promote adaptability
Through adaptability, we can be suitable to gain tone– confidence because thanks to this we’re suitable to take on any situation that puts us to the test (Henderson and Milsteil, 2003)
These and other @nalogous guidelines can be effective in precluding or perfecting concurrence in the classroom with this pattern. The important thing is that we know what can be effective with our class group and indeed with our scholars since there can be numerous differences between them.
As we’ve seen, this pattern is veritably common not only in seminaries but in society in general. Throughout our lives, we will have to face negative values of which we’ve to be apprehensive if we want to achieve the pretensions and pretensions we set for ourselves in life.
Thus, it’s important that as preceptors and family members, we encourage communication and social–emotional as well as social chops in our children and scholars so that they’ve the right tools to face all the problems that life poses for them.
Still, they won’t be suitable to achieve their dreams, which will lead to negative passions and feelings that will harm their emotional well– being, If we do not.
Eventually, we must emphasize that from the classroom it’s important that fear be banished and that a culture of recognition and trouble be promoted, in which individual graces can transcend the class group. This will make the Solomon Syndrome not foray our classrooms as it’s presently doing.