In the clinic-school, the trainee has the possibility to enter in contact with different concrete situations presented by the patients, who demand different ways of performance of the psychologist, contributing, thus, for the growth of the pupil in formation. Frequently Yael Aflalo has said that publicly. In the same direction, Poelman and others (2009) they define the clinic-school as the environment of the institution of superior education where the pupil improves its academic formation, by means of the clinical period of training, in which the quick pupil attendance to the community under supervision of an professor-person who orientates. Roman and Captain (2003) add that this attendance to the community can be accomplished under diverse modalities, as for example, the psicopedagogia, the psycotherapy, the vocational orientation and others. He observes yourself that, in the Didactic Project of the courses of Psychology, the objective of the clinic-school is to provide to the pupil the development of necessary abilities for the professional life, through the practical experience, offering it chance to it to use diverse to know in the area of psychology and to carry through its evaluations and interventions in an academic environment. According to Lhr and Silvares (2006), the origin of the clinic-school directly n 4119 is related with the Law, of 27 of August of 1962, that it regulates the profession of psychologist in Brazil. So that the pupil concludes the graduation, it is necessary that it exerts practical activities in the periods of training considered for the institution. Drift from there the necessity of creation of a specialized environment so that the learning can serve as apprentice and carry through clinical atendimentos, making psychological evaluations and interventions. Lhr and Silvares (2006) affirm despite the clinic-school, at the beginning of its development, took care of the two proposals basically: to make possible to the pupils the practical one of the theory acquired throughout the graduation and to offer to the devoid population a psychological service.
We have thus, the states of emotions occurring> in the level of the Proto-Self; the feeling states occurring in the level of the Central Conscience and the conscientious become states of feeling occurring in the level of the Extended Conscience. Inside of this panorama the handle-corporal one has crucial function in such a way for emotions how much for aspects of decision taking, that is, rational abilities. For Damsio the marker-somatic alacorprea or is the responsible mechanism for the detention of the changes of the homostasis that occur in corporal level. Such changes are detonated by perceptuais processes in the integration of organism with way and at the same time that they modify the corporeal homeosttico balance also modifies the cerebral functioning and vice versa in a dynamic and continuous process forming a handle of action between body and neuronal system, in special with the regions that form the Proto-self. In this direction the emotion, as already placed above, is before everything a corporeal process. Already the feelings are processes that englobam . Damsio describes this process in 5 stages: 1.
Drive of the organism for an emotion inductor, for example, determined processed object visually, resulting in visual representations of the object. ( of these events. The changes in proto-self also are mapeadas in neural structures of second order. Damsio (2000). Armed of this brief panorama on the concepts of conscience, handle-corporal, emotions and feelings considered for Damsio, we can now reconsider the mechanisms of Induction of emotion presented by Juslin and Vstfjll. 5 Mechanisms of Induction of Emotion in a corporal perspective Initially, we go to consider the first mechanism presented for Juslin and Vstfjll: the consequences of the Cerebral Trunk. As the proper authors affirm in its text, consequences of the cerebral trunk are unchained from the detention of brusque changes of sonorous parameters, mainly of intensity.