دراسة حالة الطالب نواف فايع

‫ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺑﻤﻨﻄﻘﺔ ﻋﺴﻴﺮ‬ ‫ﻣﺪﺭﺳﺔ ‪..:‬ﺍﺑﺘﺪﺍﺋﻴﺔ ﻋﺒﺪﺍﻟﻠﻪ ﺑﻦ ﻣﺴﻌﻮﺩ‪..‬‬ ‫ﺍﺳﺘﻤﺎﺭﺓ ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻓﺮﺩﻳﺔ‬ ‫)) ﺳﺮﻱ ((‬ ‫ﺭﻗﻢ ﺍﻟﺤﺎﻟﺔ) ‪( 7‬‬ ‫ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪1444 :‬‬ ‫ﻧﻮﻉ ﺍﻟﺤﺎﻟﺔ ‪ :‬ﺳﻠﻮﻛﻲ‬ ‫ﻣﺤﺘﻮﻳﺎﺕ ﺍﻟﻤﻠﻒ‬ ‫√ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻄﺎﻟﺐ‬ ‫√ ﺩﺭﺍﺳﺔ ﺍﻟﺤﺎﻟﺔ‬ ‫ﻣﺪﻳﺮﺓ ﺍﻟﻤﺪﺭﺳﺔ‪ :‬ﺛﺮﻳﺎ ﻋﺎﻣﺮ ﻋﺴﻴﺮﻱ‬ ‫ﻟﺠﻨﺔ ﺍﻟﺘﻮﺟﻴﺔ ﻭﺍﻻﺭﺷﺎﺩ ‪:‬‬ ‫‪0‬‬

‫ﺭﻗﻢ ﺍﻟﺤﺎﻟﺔ ‪7:‬‬ ‫ﺍﺳﺘﻤﺎﺭﺓ ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻓﺮﺩﻳﺔ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺑﻤﻨﻄﻘﺔ ﻋﺴﻴﺮ‬ ‫) ﺳﺮﻱ (‬ ‫ﻣﺪﺭﺳﺔ ‪.:‬ﺍﺑﺘﺪﺍﺋﻴﺔ ﻋﺒﺪﺍﻟﻠﻪ ﺑﻦ ﻣﺴﻌﻮﺩ‬ ‫‪ ‬ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ‪:‬‬ ‫ﺭﻣﺰ ﺍﻟﻄﺎﻟﺐ ‪...... :‬ﻥ‪ ....................‬ﺭﻗﻢ ﺍﻟﺤﺎﻟﺔ ‪ ..............7......:‬ﺍﻟﺼﻒ ‪.:‬ﺛﺎﻧﻲ ‪ .5/‬ﺗﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩ ‪.1436/10/7 :‬‬ ‫ﺍﻟﺠﻨﺴﻴﺔ ‪.... :‬ﺳﻌﻮﺩﻱ‪ ....‬ﺗﺎﺭﻳﺦ ﻓﺘﺢ ﺍﻟﺤﺎﻟﺔ ‪1444 / 4 / 1 :‬ﻫـ‬ ‫ﻣﻜﺎﻥ ﺍﻟﻤﻴﻼﺩ ‪......:‬‬ ‫ﺭﻣﺰﻭﻟﻲ ﺃﻣﺮﻩ ‪...:‬ﻑ‪ ..............‬ﺻﻠﺔ ﺍﻟﻘﺮﺍﺑﺔ ‪.....:‬ﺍﻷﺏ‪ .............‬ﺍﻟﻤﻬﻨﺔ ‪.:‬ﻳﻌﻤﻞ ﺑﻤﺴﺘﺸﻔﻰ ﺍﻟﻘﻮﺍﺕ ﺍﻟﻤﺴﻠﺤﻪ‬ ‫ﺍﻟﺠﻮﺍﻝ‪................0555839473.....:‬‬ ‫ﻣﺼﺪﺭ ﺍﻟﺤﺎﻟﺔ ‪ :‬ﺍﻟﻄﺎﻟﺐ ﻧﻔﺴﻪ ‪ . .‬ﺍﻟﻮﻛﻴﻞ ‪ √√..‬ﺍﻟﻤﻌﻠﻢ ‪ . .‬ﺍﻟﻤﺮﺷﺪ ‪ . .‬ﺍﻷﺳﺮﺓ ‪ ..‬ﺃﺧﺮﻯ ‪....................................:‬‬ ‫ﺳﺒﺐ ﺍﻹﺣﺎﻟﺔ ‪ -1 :‬ﻣﺸﻜﻠﺔ ﻧﻔﺴﻴﺔ √ ‪ -2‬ﻣﺸﻜﻠﺔ ﺻﺤﻴﺔ ‪ -3 . ..‬ﻣﺸﻜﻠﺔ ﺳﻠﻮﻛﻴﺔ ‪ -4 . . .‬ﻣﺸﻜﻠﺔ ﺗﺮﺑﻮﻳﺔ ‪. . .‬‬ ‫‪ -5‬ﻣﺸﻜﻠﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ‪ -6 .. .‬ﻣﺸﻜﻠﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ‪ -7 . ..‬ﺃﺧﺮﻯ ﺗﺬﻛﺮ ‪................................‬‬ ‫‪ o‬ﻣﻠﺨﺺ ﻣﺎ ﻭﺭﺩ ﻋﻦ ﺍﻟﺤﺎﻟﺔ‪ ):‬ﻳﻘﺼﺪ ﺑﻪ ﻣﻠﺨﺺ ﺍﻟﻤﺸﻜﻠﺔ ﻛﻤﺎ ﻭﺭﺩ ﻋﻠﻰ ﻟﺴﺎﻥ ﺍﻟﻄﺎﻟﺐ ﺃﻭ ﺃﺳﺮﺗﻪ ﻭﻏﻴﺮﻫﻢ ﻓﻲ ﺍﻟﺠﻠﺴﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺍﻟﻤﺸﻜﻠﺔ ﺃﺳﺒﺎﺑﻬﺎ ﻭﺩﻭﺍﻓﻌﻬﺎ (‬ ‫ﺍﻟﻄﺎﻟﺐ ﻟﺪﻳﻪ ﺗﺨﻮﻑ ﻭﺭﻫﺒﻪ ﻣﻦ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻳﺒﻜﻲ ﺍﺫﺍ ﺍﻟﺢ ﻋﻠﻴﺔ ﺍﻟﺒﻘﺎﺀﻓﻴﻪ ﻭﻳﻄﻠﺐ ﺃﺣﺪ ﻳﺒﻘﻰ ﺑﺠﻮﺍﺭﻩ‬ ‫ﺳﻜﻨﻪ ﺍﻵﻥ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﺍﻟﻌﻤ‬ ‫ﺍﻻﺳﻢ‬ ‫ﺻﻠﺔ‬ ‫) ﻳﻘﺼﺪ ﺑﻪ ﺗﺸﺨﺺ ﺍﻟﺠﻮ ﺍﻟﻌﺎﺋﻠﻲ ﻭﺗﺄﺛﻴﺮﻩ ﻭﺗﺄﺛﺮﻩ ﺑﺎﻟﻤﺴﺘﺮﺷﺪ (ﺍﻟﺠﺎﻧﺐ ﺍﻷﺳﺮﻱ‪:‬‬ ‫‪‬‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺮ‬ ‫ﺍﻟﻘﺮﺍﺑ‬ ‫‪o‬‬ ‫ﻣﻠﻚ‬ ‫ﻋﻼﻗﺔ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻤﺎ ‪:‬ﻣﻄﻠﻘﺎﻥ‪ .‬ﻭﻳﻌﻴﺶ ﻣﻊ ﻋﻤﺘﻪ ﺯﻭﺟﺔ‬ ‫ﻣﺤﻤﺪ ﺑﻴﻦ ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻣﺴﺘﺸﻔﻰ‬ ‫ﺔ‬ ‫ﺍﻷﺏ‪....‬‬ ‫‪o‬‬ ‫ﻓﺎﻳﻊ ‪40‬‬ ‫ﺍﻷﺏ‬ ‫‪o‬‬ ‫ﺍﻟﻘﻮﺍﺕ‬ ‫ﻋﺴﻴﺮﻱ ﻟﻰ‬ ‫ﻋﻼﻗﺘﻪ ﺑﺎﻷﺏ ‪.. :‬ﻳﻌﻴﺶ ﻣﻊ ﺍﻷﺏ ﻭﻫﻮﺷﺪﻳﺪ ﺍﻟﺤﺮﺹ ﻋﻠﻴﻪ‬ ‫ﺍﻷﻡ‬ ‫ﻋﻼﻗﺘﻪ ﺑﺎﻷﻡ ‪ :‬ﺍﻷﻡ ﻣﻨﻔﺼﻠﺔ ﻭﻣﺮﻳﻀﺔ ﺗﺬﻫﺐ ﺩﺍﺋﻤﺎ ﻟﻠﻐﺴﻴﻞ ﺍﻟﻜﻠﻮﻱ‬ ‫ﻻﺗﻌﻤﻞ‬ ‫‪50‬‬ ‫ﺇﺧﻮﺓ‬ ‫ﺑﺎﻟﻤﺴﺘﺸﻔﻰ ‪.‬ﻋﻼﻗﺘﻪ ﺑﺎﻹﺧﻮﺍﻥ ﻭﺍﻷﺧﻮﺍﺕ ‪... :‬ﻟﺪﻳﺔ ﺃﺥ ﻭﺍﺣﺪ ﻓﻘﻂ‬ ‫ﺣﻠﻴﻤﻪ ﻣﺤﻤﺪﻋﺴﻴﺮﻱ ‪43‬‬ ‫‪1‬‬ ‫‪...............................................................................‬‬ ‫ﻟﺪﻳﺔ ﺍﺥ ﻭﺍﺣﺪ‬ ‫‪.‬‬ ‫ﺍﻟﺠﺎﻧﺐ ﺍﻻﻗﺘﺼﺎﺩﻱ ‪ ) :‬ﻳﻘﺼﺪ ﺑﻪ ﺗﺸﺨﻴﺺ ﻭﺍﻗﻊ ﺍﻟﻤﺴﺘﺮﺷﺪ ﻭﺃﺳﺮﺗﻪ ﺍﻗﺘﺼﺎﺩﻳ ًﺎ ﻭﻣﺎ ﻣﺪﻯ ﺗﺄﺛﻴﺮﻩ ﻋﻠﻰ ﻣﺸﻜﻠﺔ ﺍﻟﻤﺴﺘﺮﺷﺪ ﻭﺍﺳﺘﻘﺮﺍﺭﻩ ﺍﻟﻨﻔﺴﻲ (‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﺑﻴﺖ ﺷﻌﺒﻲ‪ . .‬ﺻﻨﺪﻗﺔ ‪ . .‬ﺧﻴﻤﺔ ‪ . .‬ﻣﻠﻚ‪ √ ..‬ﺗﺄﺟﻴﺮ ‪.‬‬ ‫ﺳﻜﻦ ﺍﻟﻄﺎﻟﺐ ﻭﺃﺳﺮﺗﻪ ‪ :‬ﻓﻴﻼ ‪ √..‬ﺩﻭﺭ‪ ..‬ﺷﻘﺔ ‪..‬‬ ‫‪o‬‬ ‫ﺩﺧﻞ ﺍﻷﺳﺮﺓ ‪ :‬ﻣﻤﺘﺎﺯ ‪ ..‬ﻣﺘﻮﺳﻂ ‪ . .‬ﺿﻌﻴﻒ ‪.‬‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﻣﻦ ﻳﻨﻔﻖ ﻋﻠﻰ ﺍﻷﺳﺮﺓ ‪ :‬ﺍﻷﺏ √√ ﺍﻷﻡ ‪ . .‬ﺃﺣﺪ ﺍﻹﺧﻮﺍﻥ ‪ ..‬ﺍﻷﻗﺮﺑﺎﺀ ‪ . .‬ﺟﻬﺎﺕ ﺧﻴﺮﻳﺔ ‪. .‬‬ ‫ﺃﺟﻤﺎﻟﻲ ﺩﺧﻞ ﺍﻷﺳﺮﺓ ‪................... :‬ﻣﺮﺗﻔﻊ ﻳﻌﻤﻞ ﺑﻤﺴﺘﺸﻔﻰ ﺍﻟﻘﻮﺍﺕ ﺍﻟﻤﺴﻠﺤﻪ‪....‬‬ ‫ﺍﻟﺠﺎﻧﺐ ﺍﻟﺼﺤﻲ ‪ ) :‬ﻳﻘﺼﺪ ﺑﻪ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻌﺎﺋﻖ ﺍﻟﺼﺤﻲ ﺍﻟﺬﻱ ﻳﻮﺛﺮ ﻋﻠﻰ ﺣﻴﺎﺓ ﺍﻟﻤﺴﺘﺮﺷﺪ(‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﻫﻞ ﻳﻌﺎﻧﻲ ﻣﻦ ﺃﻣﺮﺍﺽ‪................ :‬ﻻ‪.....................................................................................................‬‬ ‫ﻫﻞ ﻟﺪﻳﻪ ﺇﻋﺎﻗﺎﺕ ‪..................... :‬ﻻ‪ ...................‬ﺃﻣﺮﺍﺽ ﻭﺭﺍﺛﻴﺔ ﻓﻲ ﺍﻷﺳﺮﺓ‪.. :‬ﻻ‪...........................................‬‬ ‫‪o‬‬ ‫ﻫﻞ ﻳﺘﻠﻘﻰ ﻋﻼﺝ ﻣﻦ ﺟﻬﺎﺕ ﺻﺤﻴﺔ ‪ :‬ﻻ‪...............................................................................................................‬‬ ‫‪o‬‬ ‫ﺍﺑﺮﺯ ﻣﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺎﻧﺐ ‪:‬ﺍﻟﻄﺎﻟﺐ ﺳﻠﻴﻢ ﻣﻌﺎﻓﻰ ﻭﻻﻳﻌﺎﻧﻲ ﻣﻦ ﺃﻱ ﻣﺮﺽ‪..................‬‬ ‫‪.............................................................................................................................................................‬‬ ‫‪1‬‬

‫ﺍﻟﺠﺎﻧﺐ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺘﺤﺼﻴﻠﻲ ‪) :‬ﺗﺪﻭﻳﻦ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﻓﻴﻤﺎ ﻳﺨﺺ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻤﺴﺘﺮﺷﺪ (‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﺍﻟﺼﻒ ﺍﻟﺤﺎﻟﻲ ‪.... :‬ﺛﺎﻧﻲ ‪ o .............5/‬ﻣﺴﺘﻮﺍﻩ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺤﺎﻟﻲ ‪.....:‬ﻣﻤﺘﺎﺯ‪......‬‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﻣﺴﺘﻮﺍﻩ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺑﻖ ‪....... :‬ﻣﻤﺘﺎﺯ‪.......‬ﺩﺍﻓﻌﻴﺘﻪ ﻟﻠﺘﻌﻠﻢ ‪...........:‬ﺟﻴﺪﻩ‪..............................‬‬ ‫‪o‬‬ ‫ﻣﻮﺍﺩ ﺍﻟﺘﻔﻮﻕ ‪.................:‬ﺍﻟﺠﻤﻴﻊ‪..........‬‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﻋﺪﺩ ﺃﻳﺎﻡ ﻏﻴﺎﺑﻪ ﻋﻦ ﺍﻟﻤﺪﺭﺳﻪ‪.‬ﻛﺜﻴﺮﺓ ‪..........................‬‬ ‫‪o‬‬ ‫ﻋﻼﻗﺘﻪ ﺑﺎﻟﻄﻼﺏ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ‪....:‬ﻋﻼﻗﻪ ﺳﻄﺤﻴﺔ ﻭﺫﻟﻚ ﺑﺤﻜﻢ ﻋﺪﻡ ﺍﻟﺘﺄﻗﻠﻢ ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ‪...................‬‬ ‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﻤﺸﺎﺭﻙ ﺑﻬﺎ‪.....:‬ﻻﻳﻮﺟﺪ‪....‬‬ ‫ﺧﻄﻄﻪ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﻪ ﻻﻳﻮﺟﺪ‪..................‬‬ ‫‪ o‬ﺍﻟﺠﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪) :‬ﺗﺪﻭﻳﻦ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﻓﻴﻤﺎ ﻳﺨﺺ ﺍﻟﺠﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﻤﺴﺘﺮﺷﺪ (‬ ‫‪ o‬ﻫﻞ ﻳﻤﺘﻠﻚ ﻋﻼﻗﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻧﺎﺟﺤﺔ ‪ :‬ﻧﻌﻢ ‪ √ .‬ﻣﺤﺪﻭﺩﺓ ‪ .‬ﻻ ‪ .‬ﺗﻌﻠﻴﻖ‪............................................................:‬‬ ‫‪ o‬ﻧﺒﺬﺓ ﻋﻦ ﻋﻼﻗﺎﺗﻪ ﻣﻊ ﺍﻟﺠﻴﺮﺍﻥ ﻭﺍﻷﻗﺮﺑﺎﺀ ‪................:‬ﺍﻟﻄﺎﻟﺐ ﺍﺟﺘﻤﺎﻋﻲ ﻭﻳﻌﺒﺮ ﻋﻦ ﻣﺸﺎﻋﺮﻩ ﻭﺟﺮﺉ ﻓﻲ ﺍﻟﺘﻌﺎﻣﻞ‪....‬‬ ‫ﺍﻟﺠﺎﻧﺐ ﺍﻟﺴﻠﻮﻛﻲ ‪) :‬ﺗﺪﻭﻳﻦ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﻓﻴﻤﺎ ﻳﺨﺺ ﺍﻟﺠﺎﻧﺐ ﺍﻟﺴﻠﻮﻛﻲ ﻟﻠﻤﺴﺘﺮﺷﺪ (‬ ‫‪o‬‬ ‫‪o‬‬ ‫ﻧﺒﺬﺓ ﻋﻦ ﺳﻠﻮﻙ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﺍﻟﻌﺎﻡ ﺍﻟﺤﺎﻟﻲ ‪ :‬ﺍﻟﻄﺎﻟﺐ ﺳﻠﻮﻛﻪ ﻣﻦ ﻭﺻﻒ ﺍﻷﻫﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻭﻳﻌﺒﺮ ﻋﻦ ﻣﺸﺎﻋﺮﻩ ﻭﻫﺬﺍ ﻻﻳﻈﻬﺮ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬ ‫‪o‬‬ ‫ﺍﻟﻤﺪﺭﺳﻲ‬ ‫‪o‬‬ ‫ﻧﺒﺬﺓ ﻋﻦ ﺳﻠﻮﻙ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻤﺎﺿﻴﺔ‬ ‫ﻻﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺳﻬﻮﻟﺔ ﺍﻟﺘﺄﻗﻠﻢ ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ ‪...........................................................................‬‬ ‫‪o‬‬ ‫ﺍﺑﺮﺯ ﻣﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺎﻧﺐ ‪.............. :‬ﺍﻟﺮﻫﺒﺔ ﻭﺍﻟﺨﻮﻑ ﻣﻦ ﺍﻻﺧﺘﻼﻁ ﺑﺰﻣﻼﺅﻩ‬ ‫ﺍﻟﺠﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺸﺨﺼﻲ ‪ ) :‬ﺗﺪﻭﻳﻦ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﻓﻴﻤﺎ ﻳﺨﺺ ﺍﻟﺠﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺴﺘﺮﺷﺪ (‬ ‫‪o‬‬ ‫‪o‬‬ ‫‪ -‬ﻗﺪﺭﺍﺗﻪ ﺍﻟﻌﻘﻠﻴﺔ ‪..... :‬ﻣﻤﺘﺎﺯﺓ‪................................................................‬‬ ‫ﺟﻴﺪﺓ‪...........................................................................‬‬ ‫‪ -‬ﻗﺪﺭﺍﺗﻪ ﺍﻟﺨﺎﺻﺔ‬ ‫‪ -‬ﺍﻟﻤﻴﻮﻝ ﻭﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﺘﻲ ﻳﻤﺎﺭﺳﻬﺎ‪.........‬ﺍﻟﻌﺐ ﺑﻤﻔﺮﺩﺓ‬ ‫‪ -‬ﻧﻈﺮﺗﻪ ﻟﻨﻔﺴﻪ ‪.............................:‬ﻣﻤﺘﺎﺯﺓ ﻭﻳﻔﺮﺽ ﺭﺃﻳﺔ ﻭﻫﻮﻋﻠﻰ ﻋﻠﻢ ﺑﺄﻥ ﺃﻫﻠﺔ ﺳﻴﺪﻋﻤﻮﻧﻪ‬ ‫‪ -‬ﻧﻈﺮﺗﻪ ﻟﻠﺤﻴﺎﺓ ﻭﺍﻟﻤﺠﺘﻤﻊ ‪..................:‬ﻻﻳﺸﻜﻞ ﻟﻪ ﺃﻱ ﺃﻫﺘﻤﺎﻡ ﻭﻻﻳﺮﻳﺪ ﺍﻻﻧﺪﻣﺎﺝ ﻣﻊ ﺍﻻﺧﺮ‪...‬‬ ‫‪ -‬ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﻳﺤﺒﻬﺎ ﺍﻟﺒﻘﺎﺀ ﻗﻲ ﺍﻟﻤﻨﺰﻝ ﻭﺍﻟﻠﻌﺐ ﺑﻤﻔﺮﺩﺓ ‪.......................................‬‬ ‫‪ -‬ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﻳﻜﺮﻫﻬﺎ‪... :‬ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻤﺪﺭﺳﺔ‬ ‫‪-‬ﺍﻟﻤﻨﺠﺰﺍﺕ ﺍﻟﺘﻲ ﺣﻘﻘﻬﺎ ‪....‬ﺍﻟﻨﺠﺎﺡ ﻟﻠﻌﺎﻡ ﺍﻟﺴﺎﺑﻖ‬ ‫‪ o‬ﻭﺻﻒ ﺍﻟﻤﺸﻜﻠﺔ‪:‬‬ ‫‪) o‬ﺍﻟﻤﻘﺼﻮﺩ ﺑﻮﺻﻒ ﺍﻟﻤﺸﻜﻠﺔ ﺗﻮﺿﻴﺢ ﺍﻟﻈﺮﻭﻑ ﻭﺍﻷﻋﺮﺍﺽ ﺍﻟﺘﻲ ﺭﺍﻓﻘﺖ ﺣﺪﻭﺙ ﺍﻟﻤﺸﻜﻠﺔ ﻭﺍﻟﻤﻈﺎﻫﺮ ﺍﻟﺨﺎﺭﺟﻴﺔ ﺍﻟﺘﻲ ﻟﻮﺣﻈﺖ ﻋﻠﻰ‬ ‫ﺍﻟﺤﺎﻟﺔ ﻛﺎﻟﻌﺪﻭﺍﻧﻴﺔ ‪ ،‬ﺍﻟﺨﺠﻞ ‪ ،‬ﺍﻟﻐﻴﺎﺏ ﻋﻦ ﺍﻟﻤﺪﺭﺳﺔ ‪ ،‬ﺍﻟﻨﻮﻡ ﻓﻲ ﺍﻟﻔﺼﻞ ﺩﻭﻥ ﺫﻛﺮ ﺃﺳﺒﺎﺏ ﺍﻟﻤﺸﻜﻠﺔ ﺃﻭ ﺍﻟﺘﻌﺮﺽ ﻟﻠﺠﻬﻮﺩ ﺍﻟﻌﻼﺟﻴﺔ (‪.‬‬ ‫ﻋﺪﻡ ﺍﻻﻧﻀﺒﺎﻁ ﻓﻲ ﺍﻟﺤﻀﻮﺭ ﻭﺫﻟﻚ ﻟﻠﺨﻮﻑ ﻭﺍﻟﺮﻫﺒﺔ ﻣﻦ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻤﺮﺍﻓﻘﺔ ﻟﻠﻄﺎﻟﺐ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺴﺎﺑﻖ ﻭﺍﻟﻄﺎﻟﺐ ﻳﻌﺎﻧﻲ ﻣﻦ ﺍﻧﻔﺼﺎﻝ‬ ‫ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﻛﺬﻟﻚ ﺃﻡ ﺍﻟﻄﺎﻟﺐ ﺩﺍﺋﻤﺔ ﺍﻟﺬﻫﺎﺏ ﻟﻠﻤﺴﺘﺸﻔﻰ ﻭﺫﻟﻚ ﻟﺤﻀﻮﺭ ﺟﻠﺴﺎﺕ ﻏﺴﻴﻞ ﺍﻟﻜﻠﻰ ﻭﻫﻮﻳﻌﻴﺶ ﻣﻊ ﺍﻷﺏ ﻭﻗﺪﺗﻜﻮﻥ ﻫﺬﺓ‬ ‫ﺍﻟﻈﺮﻭﻑ ﻗﺪ ﻋﻤﻠﺖ ﻋﻠﻰ ﻋﺪﻡ ﺍﻟﺘﺄﻗﻠﻢ‬ ‫‪2‬‬

‫‪ o‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﺍﻷﻭﻟﻴﺔ ‪:‬‬ ‫‪ ) o‬ﻫﺬﺍ ﺃﻭﻝ ﻣﺎ ﻳﺘﺒﺎﺩﺭ ﺇﻟﻰ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺃﺩﺕ ﺇﻟﻰ ﺍﻟﻤﺸﻜﻠﺔ ﻭ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻫﻲ ﺃﺳﺒﺎﺏ ﺣﻘﻴﻘﻴﺔ ﺑﻞ ﻳﻤﻜﻦ ﺗﻐﻴﻴﺮﻫﺎ‬ ‫ﻣﺴﺘﻘﺒﻼً ﻋﻨﺪﻣﺎ ﺗﻜﺘﻤﻞ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﻟﻤﺸﻜﻠﺔ ﻭ ﻳﻔﻬﻢ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻤﺸﻜﻠﺔ ﺑﺼﻮﺭﺓ ﺃﻛﺜﺮ ﺑﺤﺴﺐ ﻣﺎ ﻳﺘﻮﺍﻓﺮ ﻟﺪﻳﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ (‪.‬‬ ‫ﻋﺪﻡ ﺍﻟﺘﺄﻗﻠﻢ ﻭﺍﻻﻧﺪﻣﺎﺝ ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ ﻭﺍﻟﻤﺮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻤﺮﺓ ﻟﻄﺎﻟﺐ ﻭﺫﻟﻚ ﻟﻈﺮﻭﻓﺔ ﺍﻻﺳﺮﻳﺔ ﻭﺍﻟﻤﺮﺿﻴﺔ ﻟﻸﻡ ﺟﻌﻠﺖ ﺍﻟﻄﺎﻟﺐ ﻗﻠﻴﻞ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧﻔﺴﺔ ﻭﻻ ﻳﺮﻳﺪ ﻣﻮﺍﺟﻬﺔ ﺃﻱ ﺗﻐﻴﺮﺍﺕ ﺧﺎﺭﺟﻴﺔ ﻳﻔﺮﺿﻬﺎ ﻋﻠﻴﻪ ﺍﻟﻤﺤﻴﻂ ﺍﻟﻤﺪﺭﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ‪:‬‬ ‫‪ -1 o‬ﺍﻟﻤﻘﺪﻣﺔ‪:‬‬ ‫)ﻳﻘﺼﺪ ﺑﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻮﻓﺮ ﻋﻦ ﺍﻟﺤﺎﻟﺔ ﻣﺜﻞ ﺭﻣﺰ ﺓ ﺍﻟﺤﺎﻟﺔ )ﺥ ‪ .‬ﻉ ‪ .‬ﺡ ( ﻭﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﻌﻤﺮﻳﺔ ﻭﺍﻟﺸﻜﻮﻯ ) ﻣﺜﻞ ﺻﻌﻮﺑﺔ ﺍﻟﻨﻄﻖ (‬ ‫( ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺤﺎﻟﺔ ‪ :‬ﺛﺎﻧﻲ ‪ .. 5/‬ﻧﻮﻉ ﺍﻟﻤﺸﻜﻠﺔ ‪ :‬ﻧﻔﺴﻲ ‪..‬‬ ‫‪ o‬ﺭﻣﺰ ﺍﻟﺤﺎﻟﺔ ) ﻥ‬ ‫‪o‬‬ ‫‪ -2 o‬ﺟﻮﻫﺮ ﺍﻟﻤﺸﻜﻠﺔ ‪:‬‬ ‫)ﻳﻘﺼﺪ ﺑﻪ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﺘﻲ ﻛﻮﻧﺖ ﺍﻟﻤﺸﻜﻠﺔ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ ) ﺍﻟﺤﺎﻟﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺤﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺤﺎﻟﺔ ﺍﻟﻌﻘﻠﻴﺔ ‪ ،‬ﺃﻣﺎ ﺍﻷﺳﺒﺎﺏ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ ﻓﻬﻲ ﻛﻞ ﻣﺎ ﻳﺤﻴﻂ ﺑﺎﻟﺤﺎﻟﺔ ﻭﻳﺆﺛﺮ ﻓﻴﻬﺎ ﻣﺜﻞ ) ﺍﻷﺳﺮﺓ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﺔ ﻭﻏﻴﺮﻫﺎ (‬ ‫‪ o‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ ‪ :‬ﺍﻟﺒﻴﺖ ﻫﻮ ﺍﻟﻤﻜﺎﻥ ﺍﻟﻮﺣﻴﺪ ﺍﻟﺬﻱ ﻳﻘﻒ ﻓﻴﻪ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺃﺭﺽ ﺛﺎﺑﺘﺔ ﻭﺳﻂ ﻫﺬﺍ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻤﺘﺴﻊ‪،‬‬ ‫ﻭﺍﻧﻔﺼﺎﻟﻪ ﻋﻦ ﺭﻋﺎﻳﺔ ﺃﻣﻪ ﻳﻜﻮﻥ ﺗﻬﺪﻳﺪﺍًﺧﻮﻑ ﻭﺭﻫﺒﺔ ﻭﻋﺪﻡ ﺗﺄﻗﻠﻢ‪..‬ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ‪..‬‬ ‫‪ o‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﺒﻴﺌﻴﺔ ‪:‬ﺍﻷﺑﻮﺍﻥ ﻣﻨﻔﺼﻼﻥ ﻭﺍﻷﻡ ﻣﺮﻳﻀﺔ ﻭﺩﺍﺋﻤﺔ ﺍﻟﺬﻫﺎﺏ ﻟﻠﻤﺴﺘﺸﻔﻰ ﻟﻌﻤﻞ ﺍﻟﻐﺴﻴﻞ ﺍﻟﻜﻠﻮﻱ ﺍﻟﻄﺎﻟﺐ ﻳﻌﻴﺶ‬ ‫ﻣﻊ ﻋﻤﺘﻪ ﺯﻭﺟﺔ ﺍﻷﺏ ﻭﺃﺥ ﻭﺍﺣﺪ ﻭﺍﻷﺏ ﻇﺮﻭﻑ ﺍﻟﻄﺎﻟﺐ ﺟﻌﻠﺖ ﺍﻷﺏ ﺷﺪﻳﺪ ﺍﻟﺤﺮﺹ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺑﺤﻴﺚ ﻋﺎﻡ‬ ‫ﺩﺭﺍﺳﻲ ﻛﺎﻣﻞ ﻳﻄﺎﻟﺐ ﺑﻤﺮﺍﻓﻘﺔ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺑﻮﺍﺑﺔ ﺍﻟﻤﺪﺭﺳﺔ ﻭﺣﺘﻰ ﻳﺼﻞ ﺍﻟﻰ ﻓﺼﻠﻪ ﻭﺗﻢ ﺫﻟﻚ ﻋﻠﻰ ﺃﻣﻞ ﺗﺄﻗﻠﻢ‬ ‫ﺍﻟﻄﺎﻟﺐ ﻭﻻﻛﻦ ﺩﻭﻥ ﺟﺪﻭﻯ ﻭﻫﺬﺍ ﺍﻟﻌﺎﻡ ﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻣﺎﺯﺍﻝ ﻏﻴﺮ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧﻔﺴﺔ ﻭﻳﺤﺘﺎﺝ ﻣﻦ‬ ‫ﻳﺄﺧﺬﻩ ﺑﻴﺪﻩ ﺍﻟﻰ ﺍﻟﻔﺼﻞ ﻭﻣﻊ ﺫﻟﻚ ﺯﺍﺩﺕ ﺍﻳﺎﻡ ﻏﻴﺎﺏ ﺍﻟﻄﺎﻟﺐ ﺣﺘﻰ ﻧﻘﻞ ﻷﺑﺘﺪﺍﺋﻴﺔ ﺑﻨﻴﻦ ﺛﻢ ﻋﺎﺩ ﻟﻠﻤﺪﺭﺳﺔﺑﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺍﻟﺘﺸﺘﺖ ﻭﻋﺪﻡ ﺍﻻﺳﺘﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻛﺎﻥ ﻭﺍﺿﺢ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺑﺮﻓﻀﻪ ﺍﻟﺪﺧﻮﻝ ﻟﻠﻔﺼﻞ ﻭﺩﻭﻥ ﺃﻥ ﻳﻈﻬﺮ ﺃﻱ ﻣﺸﺎﻋﺮ‬ ‫ﻣﻦ ﺍﻟﺨﻮﻑ ﻭﺍﺗﻔﻖ ﻋﻠﻰ ﺩﺧﻮﻝ ﺍﻟﻔﺼﻞ ﺛﻢ ﺑﻤﺮﺍﻓﻘﺔ ﺍﻷﻫﻞ ﺭﻓﺾ ﻣﺠﺪﺩﺍ ﻭﻛﺄﻧﻪ ﻋﻠﻰ ﻋﻠﻢ ﺑﺄﺳﺘﺠﺎﺑﺔ ﺍﻷﻫﻞ ﻟﺔ‬ ‫‪3‬‬

‫ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﻌﻼﺟﻲ ‪:‬‬ ‫‪ -1 o‬ﺍﻟﻬﺪﻑ ﺍﻟﻌﻼﺟﻲ ‪):‬ﺻﻴﺎﻏﺔ ﺍﻟﻬﺪﻑ ﺍﻟﻌﻼﺟﻲ ﺑﻌﺒﺎﺭﺓ ﻣﺨﺘﺼﺮﻩ ﻭﺑﺄﺳﻠﻮﺏ ﻭﺍﺿﺢ ﻣﺜﻞ ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻄﺎﻟﺐ ﻛﻴﻒ ﺃﻥ ﻳﺤﻞ ﻣﺸﻜﻠﺘﻪ ﺑﻨﻔﺴﻪ ‪ ،‬ﻣﺴﺎﻋﺪﺗﻪ ﻛﻴﻒ‬ ‫ﻳﺘﻐﻠﺐ ﻋﻠﻰ ﻣﺸﺎﻛﻠﻪ ‪ ،‬ﺍﻟﺮﻓﻊ ﻣﻦ ﻣﺴﺘﻮﺍﻩ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﻷﺻﺪﻗﺎﺀ ﺍﻟﺼﺎﻟﺤﻴﻦ ‪ ،‬ﺗﺤﻘﻴﻖ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺪﻳﻪ (‬ ‫ﺗﻌﻮﻳﺪ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻘﻮﺍﻧﻴﻦ )ﻣﻮﺍﻋﻴﺪ ﺍﻟﻮﺟﺒﺎﺕ‪ ،‬ﺃﻭﻗﺎﺕ ﺍﻟﻨﻮﻡ‪ ،‬ﺍﻟﺠﻠﻮﺱ ﺃﻣﺎﻡ ﺍﻟﺘﻠﻔﺎﺯ(‪.‬‬ ‫ﺗﺪﺭﻳﺐ ﺍﻷﻡ ﻃﻔﻠﻬﺎ ﻋﻠﻰ ﺍﻻﻧﻔﺼﺎﻝ ﻋﻨﻬﺎ ﺑﺸﻜﻞ ﺗﺪﺭﻳﺠﻲ ﻟﻌﺪﺓ ﺳﺎﻋﺎﺕ ﻓﻲ ﺍﻟﻴﻮﻡ‪.‬‬ ‫ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻜﻮﻳﻦ ﻋﻼﻗﺎﺕ ﻣﻊ ﺍﻷﻃﻔﺎﻝ)ﺍﻟﺠﻴﺮﺍﻥ‪ ،‬ﺍﻷﻫﻞ(‪.‬‬ ‫ﺗﺰﻭﻳﺪ ﺍﻟﻄﻔﻞ ﺑﺎﻟﻜﺘﺐ ﺍﻟﻤﺼﻮﺭﺓ ﺍﻟﺘﻲ ﺗﻌﻜﺲ ﺍﻟﻤﺪﺭﺳﺔ ﺑﺸﻜﻞ ﻣﺸﻮﻕ ﻭﺟﻤﻴﻞ‪.‬‬ ‫ﺯﻳﺎﺭﺓ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺴﺒﻘ ًﺎ ﻭﺍﻟﺘﺠﻮﻝ ﻓﻴﻬﺎ‪ ،‬ﻟﻴﺘﻌﻮﺩ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ﺇﺷﺮﺍﻙ ﺍﻟﻄﻔﻞ ﻓﻲ ﺷﺮﺍﺀ ﺍﻟﻠﻮﺍﺯﻡ ﺍﻟﻤﺪﺭﺳﻴﺔ‪ ،‬ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻠﻤﺪﺭﺳﺔ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺗﺤﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻣﻤﺘﻠﻜﺎﺗﻪ ﺍﻟﺨﺎﺻﺔ‪.‬‬ ‫‪ -2 o‬ﺍﻟﺨﻄﺔ ﺍﻟﻌﻼﺟﻴﺔ ‪) :‬ﺗﺼﻤﻴﻢ ﺧﻄﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺘﻮﻓﺮﺓ ﻭﻟﺬﻟﻚ ﻹﺯﺍﻟﺔ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﺘﻲ ﻛﻮﻧﺖ ﺍﻟﻤﺸﻜﻠﺔ (‬ ‫ﺗﻜﻮﻳﻦ ﻋﻼﻗﺔ ﻃﻴﺒﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻠﺔ ﺳﺮﻳﻌ ًﺎ ﻗﺒﻞ ﺗﻄﻮﺭﻫﺎ‪.‬‬ ‫ﺗﺠﻨﺐ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺸﻜﺎﻭﻯ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﻤﺮﺿﻴﺔ ﻣﺜ ًﻼ‪ :‬ﻻ ﺗﺴﺄﻝ ﻋﻦ ﺣﺎﻟﺘﻪ ﺍﻟﺼﺤﻴﺔ ﺻﺒﺎﺡ ﻛﻞ ﻳﻮﻡ‪ ،‬ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﻨﺖ ﻣﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺘﻪ ﺍﻟﺼﺤﻴﺔ‪.‬‬ ‫ﻭﻳﺘﻢ ﺍﻟﺘﺄﻛﺪ ﺑﺎﻛﺮ ًﺍ ﻭﺑﺸﻜﻞ ﺧﻔﻲ‪.‬‬ ‫ﺃﻥ ﻳﺼﻄﺤﺐ ﺍﻟﻮﺍﻟﺪﺍﻥ ﺍﻟﻄﻔﻞ ﻟﻠﻤﺪﺭﺳﺔ ﻭﻳﺨﺒﺮﺍﻩ ﺑﻜﻞ ﺛﻘﺔ ﺃﻧﻬﻤﺎ ﺳﻴﺄﺗﻴﺎﻥ ﻷﺧﺬﻩ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺪﻭﺍﻡ‪.‬‬ ‫ﺗﺸﺠﻴﻊ ﺍﻷﺑﻮﻳﻦ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺇﺭﻏﺎﻡ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺍﻟﺬﻫﺎﺏ ﻟﻠﻤﺪﺭﺳﺔ ﻣﻊ ﺍﻟﺘﻮﺿﻴﺢ ﻟﻬﻤﺎ ﺃﻥ ﻣﺨﺎﻭﻑ ﻃﻔﻠﻬﻤﺎ ﺳﺘﺨﺘﻔﻲ ﺗﺪﺭﻳﺠﻴ ًﺎ‪ ،‬ﻷﻥ ﺍﺳﺘﻤﺮﺍﺭ ﻏﻴﺎﺏ‬ ‫ﺍﻟﻄﻔﻞ ﺳﻴﺆﺩﻱ ﺇﻟﻰ ﺗﻔﺎﻗﻢ ﺍﻟﻤﺸﻜﻠﺔ‪ .‬ﺗﺠﻨﺐ ﻣﻨﺎﻗﺸﺔ ﺃﻱ ﻣﻮﺿﻮﻉ ﻳﺘﻌﻠﻖ ﺑﻤﺨﺎﻭﻑ ﺍﻟﻄﻔﻞ ﻣﻦ ﺍﻟﺬﻫﺎﺏ ﻟﻠﻤﺪﺭﺳﺔ‪ ،‬ﻷﻥ ﺍﻟﻜﻼﻡ ﻋﻦ ﻣﻮﺿﻮﻉ ﺍﻟﺨﻮﻑ ﺃﻛﺜﺮ‬ ‫ﺇﺛﺎﺭﺓ ﻟﻠﺨﻮﻑ ﻣﻦ ﺍﻟﻤﻮﺍﻗﻒ ﺫﺍﺗﻬﺎ ﻣﺜ ًﻼ؛ \"ﻫﻞ ﺃﻧﺖ ﺧﺎﺋﻒ ﻷﻧﻚ ﺫﺍﻫﺐ ﻟﻠﻤﺪﺭﺳﺔ ﻏﺪﺍً؟\"‬ ‫ﻓﻲ ﺍﻟﻠﻴﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﻤﺪﺭﺳﺔ ﺃﺧﺒﺮ ﺍﻟﻄﻔﻞ ﺑﻜﻞ ﺑﺴﺎﻃﺔ ﻭﻣﻦ ﺩﻭﻥ ﺍﻧﻔﻌﺎﻝ ﺑﺄﻧﻪ ﺳﻴﺬﻫﺐ ﻟﻠﻤﺪﺭﺳﺔ ﻏﺪﺍً‪.‬‬ ‫ﺃﻳﻘﻆ ﺍﻟﻄﻔﻞ ﻓﻲ ﺍﻟﺼﺒﺎﺡ‪ ،‬ﻭﺷﺠﻌﻪ ﻭﺳﺎﻋﺪﻩ ﻋﻠﻰ ﺍﺭﺗﺪﺍﺀ ﻣﻼﺑﺴﻪ ﻭﺗﺰﻭﻳﺪﻩ ﺑﻄﻌﺎﻡ ﺻﺤﻲ ﺧﺎﻝ ﻣﻦ ﺍﻟﺪﺳﻢ ﺣﺘﻰ ﻻ ﻳﺆﺩﻱ ﺇﻟﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻐﺜﻴﺎﻥ‪.‬‬ ‫ﺍﺻﻄﺤﺎﺏ ﺍﻟﻄﻔﻞ ﻟﻠﻤﺪﺭﺳﺔ ﻭﺗﺴﻠﻴﻤﻪ ﻟﻠﻤﺸﺮﻓﻴﻦ‪ ،‬ﻭﺗﺮﻙ ﺍﻟﻤﻜﺎﻥ‪.‬‬ ‫ﻋﻨﺪ ﻋﻮﺩﺓ ﺍﻟﻄﻔﻞ ﻟﻠﺒﻴﺖ ﻳﺘﻢ ﺍﻣﺘﺪﺍﺡ ﺫﻫﺎﺑﻪ ﻟﻠﻤﺪﺭﺳﺔ‪ .‬ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﻣﻘﺎﻭﻣﺘﻪ ﺃﻭ ﺳﺨﻄﻪ ﺃﻭ ﻣﺨﺎﻭﻓﻪ‪ .‬ﻭﺗﺠﺎﻫﻞ ﺃﻋﺮﺍﺽ ﺍﻟﺨﻮﻑ )ﺍﻟﻘﻲﺀ‪ ،‬ﺍﻹﺳﻬﺎﻝ( ﻗﺒﻞ‬ ‫ﺍﻟﺬﻫﺎﺏ ﻟﻠﻤﺪﺭﺳﺔ‪.‬‬ ‫ﻋﺪﻡ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻄﻔﻞ‪ ،‬ﻓﻘﻂ ﺃﺑﻠﻐﻪ ﺃﻥ ﻏﺪﺍً ﺳﻴﻜﻮﻥ ﺃﺳﻬﻞ ﻋﻠﻴﻪ ﻣﻦ ﺍﻟﻴﻮﻡ‪ .‬ﻭﻛﺮﺭﻫﺎ ﺣﺘﻰ ﻟﻮ ﺭﻓﺾ ﺍﻟﻄﻔﻞ ﺗﻐﻴﻴﺮ ﺍﻟﻤﻮﺿﻮﻉ‪.‬‬ ‫ﻛﺮﺭ ﻣﺎ ﻓﻌﻠﺘﻪ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻭﻋﺎﺩﺓ ﺗﺨﺘﻔﻲ ﺍﻷﻋﺮﺍﺽ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻟﺚ‪.‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻬﺪﻳﻪ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻟﺚ ﺟﺎﺋﺰﺓ ﺃﻭ ﺣﻔﻠﺔ ﺃﺳﺮﻳﺔ ﺍﺣﺘﻔﺎﻻً ﺑﺘﻐﻠﺒﻪ ﻋﻠﻰ ﺧﻮﻓﻪ‪.‬‬ ‫ﺍﺳﺘﻤﺮ ﻓﻲ ﺗﺄﻛﻴﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻹﻳﺠﺎﺑﻴﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻟﺘﺠﻨﺐ ﺃﻱ ﺍﻧﺘﻜﺎﺳﺎﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻋﺎﻟﺞ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﺃﻭﻻً ﺑﺄﻭﻝ‪.‬‬ ‫ﺗﺘﺒﻊ ﺍﻟﺤﺎﻟﺔ‪ -:‬ﻳﺪﻭﻥ ﻓﻲ ﻫﺬﻩ ﺍﻟﺨﺎﻧﺎﺕ ﻛﻞ ﻣﺎ ﻳﻼﺣﻆ ﻋﻠﻰ ﺍﻟﺤﺎﻟﺔ ﺑﻌﺪ ﺗﻘﺪﻳﻢ ﺍﻟﺨﻄﺔ ﺍﻟﻌﻼﺟﻴﺔ ﻭﺗﻌﺪﻳﻞ ﻛﻞ ﻣﺎ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺗﻌﺪﻳﻞ ﻓﻲ ﺍﻟﺨﻄﺔ ‪.‬‬ ‫‪:‬ﺍﻗﺮﺍ ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺧﻼﻝ ﻣﻮﻗﻊ ﺍﻟﻄﺒﻲ‬ ‫‪ A-o‬ﺇ‪A‬ﺣ‪%‬ﺎﻟ‪8‬ﺔ‪D‬ﺍﻟ‪%‬ﺤﺎ‪7‬ﻟﺔ‪ 8) %: A‬ﻳﺘ‪D‬ﻢ ﺇﺣ‪%‬ﺎﻟ‪4‬ﺔ ﺍ‪8‬ﻟﻤ‪%‬ﺴﺘ‪9‬ﺮﺷ‪D‬ﺪ ﺇﻟ‪%‬ﻰ‪7‬ﺟﻬ‪A‬ﺎﺕ‪%‬ﺫﺍ‪8‬ﺕ ﺍ‪D‬ﻻﺧ‪%‬ﺘ‪2‬ﺼﺎ‪8‬ﺹ‪%‬ﻣ‪9‬ﺜﻞ‪D‬ﻭﺣﺪ‪%‬ﺓ‪5‬ﺍﻟ‪8‬ﺨﺪﻣ‪%‬ﺎ‪9‬ﺕ ﺍ‪D‬ﻹﺭﺷ‪%‬ﺎ‪/‬ﺩﻳﺔ‪m‬ﺃ‪o‬ﻭ‪c‬ﻣ‪.‬ﺮ‪i‬ﻛ‪b‬ﺰ ﺍ‪b‬ﻟ‪i‬ﺨ‪t‬ﺪ‪l‬ﻣﺎ‪/a‬ﺕ‪/‬ﺍ‪:‬ﻟﻤ‪s‬ﺴ‪p‬ﺎ‪t‬ﻧ‪t‬ﺪﺓ‪h‬ﻟﻠﺘﺮﺑﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺇﻟﻰ ﻣﺘﺨﺼﺼﻴﻦ‬ ‫‪A9-‬ﻭﺫﻟ‪%‬ﻚ‪8‬ﺑﻌﺪ‪ D‬ﺍﺳ‪%‬ﺘﺸ‪D‬ﺎﺭﺓ‪ A‬ﺍﻟ‪%‬ﻄﺎﻟ‪8‬ﺐ‪D‬ﻭﺃﺧ‪%‬ﺬ‪5‬ﻣﻮﺍ‪B‬ﻓﻘﺔ‪ %‬ﻭ‪8‬ﻟﻲ‪D‬ﺃﻣﺮ‪%‬ﻩ‪%D8%B7%D8%A8%D9%8A%D8%A9/%D8%A7%D9%8( 4‬‬ ‫‪ 81•-‬ﺍﻟ‪%‬ﺠ‪9‬ﻬﺔ‪D‬ﺍﻟ‪%‬ﻤ‪8‬ﺤﺎ‪8‬ﻝ ﻟ‪%‬ﻬ‪9‬ﺎ ﺍ‪D‬ﻟﻤ‪%‬ﺴﺘ‪E‬ﺮ‪A‬ﺷﺪ‪.8.:%‬ﺍﻟ‪D‬ﻰ ﺍ‪%‬ﻟ‪/‬ﺘ‪9‬ﻮﺟ‪A‬ﻴﺔ‪%‬ﺍﻟ‪8‬ﻄ‪D‬ﻼﺑ‪%‬ﻲ‪D9.%....8..A.‬ﺗﺎﺭ‪%‬ﻳ‪3‬ﺦ ﺍ‪B‬ﻹ‪%‬ﺣﺎ‪8‬ﻟﺔ‪91%4846%/ D49%/81%:D‬ﻫـ‪%D8%A7%D9%84%D‬‬ ‫‪ 86•-‬ﺃ‪%‬ﺳ‪9‬ﺒﺎ‪D‬ﺏ ﺍ‪%‬ﻹ‪5‬ﺣ‪8‬ﺎﻟﺔ‪.D..9:%‬ﺧ‪%‬ﻮ‪4-‬ﻑ‪8‬ﻭﺭ‪%‬ﻫ‪9‬ﺒﺔ‪D‬ﻣ‪%‬ﻦ‪1‬ﺍﻟ‪8‬ﻄﺎﻟ‪9%‬ﺐ‪D‬ﻭﻋ‪%‬ﺪ‪7‬ﻡ ﺗ‪B‬ﺄﻗﻠ‪%‬ﻢ‪8‬ﻭﺍﻧ‪D‬ﻀ‪%‬ﺒﺎ‪84‬ﻁ ﻓ‪%‬ﻲ‪9‬ﺍﻟ‪D‬ﺤ‪%‬ﻀ‪7‬ﻮﺭ‪ A‬ﻟﻠ‪%‬ﻤ‪8‬ﺪﺭ‪D‬ﺳﺔ‪%‬‬ ‫‪A9-‬ﺍﻟﻨ‪%‬ﺘﻴ‪8‬ﺠﺔ‪%: D‬ﺍﻧ‪3‬ﻘ‪B‬ﻄﺎﻉ‪8%‬ﻋ‪D‬ﻦ ﺍﻟ‪%‬ﻤ‪1‬ﺪﺭ‪B‬ﺳﺔ‪8%‬ﻭ‪D‬ﻃﻠ‪%‬ﺐ‪F‬ﺍﻟﺪ‪A‬ﺭﺍ‪%‬ﺳ‪8‬ﺔ‪D‬ﻋﻦ‪ %‬ﺑ‪5‬ﻌ‪8‬ﺪ ﻟﻠ‪%‬ﻄ‪9‬ﺎﻟ‪D‬ﺐ‪%‬ﻣ‪4‬ﻦ‪8‬ﺍﻷ‪%‬ﻫ‪9‬ﻞ‪%D8%A7%D‬‬ ‫‪%D9%85%D8%B4%D9%83%D9%84%D8%A9-%D8%AA%D8%AD%D8%AA%D8%A7%D8%AC-‬‬ ‫‪.C...-.3..9..0..9..‬ﺍ‪.‬ﻟ‪.A‬ﺗﻤ‪.‬ﺎ‪..‬ﻼ‪%‬ﺭ‪.‬ﻳ‪.‬ﺣ‪.8‬ﺦ‪.‬ﻈ‪D.‬ﺔ‪.%...D...8..%...B...9..%...D...9..%....8..4..%...D...8..%...A...7..%...‬ﺍ‪.‬ﻟ‪..‬ﻤ‪..‬ﻮ‪...‬ﺿ‪..‬ﻮ‪..‬ﻉ‪....................................................‬ﻧ‪.‬ﻔ‪.‬ﺬ‪...‬ﺕ‪......‬ﺗ‪.‬ﻟﻨ‪.‬ﻔ‪.‬ﻢ‪.‬ﺬ‪................‬‬ 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‫‪............................................................................................................................................................................‬‬ ‫‪............................................................................................................................................................................‬‬ ‫‪............................................................................................................................................................................‬‬ ‫‪143 /‬ﻫـ‬ ‫‪..‬ﺍﻟ‪..‬ﻤ‪..‬ﺮ‪..‬ﺷ‪.‬ﺪ‪..‬ﺍ‪.‬ﻟ‪..‬ﻄ‪.‬ﻼ‪.‬ﺑ‪...‬ﻲ‪...:...‬ﻟ‪..‬ﺠ‪.‬ﻨ‪..‬ﺔ‪.‬ﺍ‪.‬ﻟ‪.‬ﺘ‪..‬ﻮ‪..‬ﺟ‪.‬ﻴ‪.‬ﺔ‪...‬ﻭ‪.‬ﺍ‪..‬ﻻ‪.‬ﺭ‪..‬ﺷ‪.‬ﺎ‪.‬ﺩ‪..‬ﻓ‪...‬ﻲ‪.‬ﺍ‪.‬ﺑ‪.‬ﺘ‪..‬ﺪﺍ‪.‬ﺋ‪.‬ﻴ‪..‬ﺔ‪...‬ﻋ‪.‬ﺒ‪.‬ﺪ‪.‬ﺍ‪.‬ﻟ‪.‬ﻠ‪.‬ﻪ‪..‬ﺑ‪..‬ﻦ‪..‬ﻣ‪...‬ﺴ‪.‬ﻌ‪..‬ﻮ‪.‬ﺩ‪......‬ﺗ‪..‬ﻮ‪.‬ﻗ‪.‬ﻴ‪.‬ﻌ‪..‬ﻪ‪.........................................:..‬ﺍ‪.‬ﻟ‪.‬ﺘ‪.‬ﺎ‪..‬ﺭﻳﺦ ‪/ :‬‬ ‫ﺍﻟﻤﺸﺮﻑ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﻤﺘﺎﺑﻊ ‪ ........................................:‬ﺗﻮﻗﻴﻌﻪ ‪ ...............................:‬ﺍﻟﺘﺎﺭﻳﺦ ‪143 / / :‬ﻫـ‬ ‫‪4‬‬ ‫‪:‬‬ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﺇﻧﻬﺎﺀ‬ ‫‪.........................................................................................................................................‬‬ ‫‪.............................................................................................................................................................‬‬