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 ‫خاصة‬‫قضايا‬ ‫في‬ ‫واالرشاد‬‫التوجيه‬ ” ‫مشكالت‬ ‫اهقين‬‫ر‬‫والم‬‫طفال‬ ‫أ‬ ‫اال‬ “
‫و‬‫السوي‬‫مقابل‬‫السوي‬‫السلوك‬ ‫السوي‬‫غير‬  ‫المشكلة‬‫شدة‬ .  ‫ارها‬‫ر‬‫واستم‬ ‫ارها‬‫ر‬‫تك‬ .  ‫للتغير‬‫مقاومتها‬ .  ‫االجتماعي‬‫المعيار‬ .  ‫االحصائية‬‫الندرة‬ .  ‫الذاتي‬‫المعيار‬ .
‫العدوان‬  ‫الرغبة‬ ‫في‬ ‫لحاق‬‫ا‬ ‫ذى‬ ‫أ‬ ‫اال‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫باال‬ ‫من‬ ‫خالل‬ ‫ا‬ ‫لكالم‬ ‫او‬ ‫فعال‬ ‫أ‬ ‫اال‬ .  ‫كل‬ ‫فعل‬ ‫يتسم‬ ‫بالعداء‬ ‫ويقصد‬ ‫به‬ ‫المعتد‬ ‫ي‬ ‫يذاء‬‫ا‬ ‫نفسه‬ ‫او‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬ ‫او‬ ‫الممتلكات‬ ‫بهدف‬ ‫تحق‬ ‫يق‬ ‫رغبة‬ ‫صاحبه‬ ‫في‬ ‫السيطرة‬ ‫وتعويضا‬ ‫عن‬ ‫الحرم‬ ،‫ان‬ ‫ويعد‬ ‫استجابة‬ ‫طبيعية‬ ‫حباط‬‫لال‬ .
‫العدوان‬ ‫أشكال‬  ‫لفظي‬ ( ‫بذيء‬‫قول‬ .)  ‫شارة‬‫ا‬ ( ‫اللسان‬‫اج‬‫ر‬‫خ‬‫ا‬،‫بصاق‬ .)  ‫جسدي‬ ( ‫رجل‬ ‫أ‬ ‫ا‬،‫يد‬،‫سنان‬ ‫أ‬ ‫ا‬ .)  ‫مضايقة‬ ( ‫خر‬ ‫آ‬ ‫ا‬‫طالب‬‫ن‬ ‫أ‬ ‫شا‬‫من‬‫تقليل‬ ،‫ية‬‫ر‬‫سخ‬ .)  ‫الممتلكات‬‫ضد‬ .  ‫التنمر‬‫او‬‫البلطجة‬ .
‫العدواني‬ ‫السلوك‬ ‫أسباب‬  ‫االنتباه‬ ‫جذب‬ .  ‫نماذج‬ ‫تقليد‬ ( ‫متلفزة‬،‫حية‬ .)  ‫عضوية‬‫عوامل‬ ( ‫فسيولوجي‬‫مشاكل‬‫من‬‫الطفل‬‫معاناة‬ ‫في‬ ‫ة‬ ‫الدماغ‬ .)  ‫ع‬ ‫التعبير‬‫على‬ ‫ته‬‫ر‬‫مقد‬‫وعدم‬ ‫بالخوف‬‫الطفل‬ ‫ر‬‫شعو‬ ‫ذلك‬‫ن‬ .  ‫ر‬‫المتكر‬‫الفشل‬‫او‬‫حباط‬‫اال‬‫عن‬‫الناتج‬ ‫العدوان‬ .  ‫السلطة‬‫من‬‫التخلص‬ ‫في‬ ‫الرغبة‬ ( ‫الكبار‬‫ضغوط‬ .)  ‫اسي‬‫ر‬‫الد‬‫التحصيل‬‫تدني‬ .  ‫المتدينة‬ ‫ية‬‫ر‬‫س‬ ‫أ‬ ‫اال‬‫ف‬‫و‬‫الظر‬ .
‫العدوان‬ ‫أهداف‬  ‫عدوان‬ ‫عرضي‬ ( ‫دون‬ ‫تفكير‬ ‫او‬ ‫قصد‬ ) .  ‫عدوان‬ ‫ي‬‫تعبير‬ ( ‫الحصول‬ ‫على‬ ‫متعة‬ ) .  ‫عدوان‬ ‫وظيفي‬ ( ‫الحصول‬ ‫على‬ ‫ما‬ ‫يد‬‫ر‬‫ي‬ ‫و‬ ‫أ‬ ‫ا‬ ‫الدفاع‬ ‫عما‬ ‫يع‬ ‫تقد‬ ‫انه‬ ‫صواب‬ ) .
‫العدوان‬ ‫أنواع‬  ‫الذات‬‫عن‬‫دفاع‬ ( ‫عن‬‫الناتج‬ ‫از‬‫ز‬‫االستف‬ .)  ‫زعاجهم‬‫وا‬ ‫ان‬‫ر‬‫ق‬ ‫أ‬ ‫اال‬‫على‬ ‫السيطرة‬ ( ‫از‬‫ز‬‫االستف‬‫عن‬ ‫ناتج‬‫غير‬ .)  ‫الغضب‬‫نوبات‬‫او‬‫المتفجر‬‫العدوان‬ .
‫العدوان‬ ‫الوقائية‬ ‫البرامج‬  ‫التوضيح‬ ‫للطفل‬ ‫بالنتائج‬ ‫السلبية‬ ‫التي‬ ‫قد‬ ‫تنجم‬ ‫عن‬ ‫سلوكه‬ ‫الع‬ ‫دواني‬ .  ‫تجنب‬ ‫الممارسات‬ ‫واالتجاهات‬ ‫الخاطئة‬ ‫في‬ ‫تنشئة‬ ‫طفال‬ ‫أ‬ ‫اال‬ .  ‫قالل‬‫اال‬ ‫من‬ ‫تعرض‬ ‫طفال‬ ‫أ‬ ‫اال‬ ‫للعنف‬ ‫المتلفز‬ .  ‫تنمية‬ ‫ر‬‫الشعو‬ ‫بالسعادة‬ .  ‫العمل‬ ‫على‬ ‫ن‬ ‫أ‬ ‫ا‬ ‫تكون‬ ‫اعات‬‫ز‬‫الن‬ ‫ية‬‫ر‬‫س‬ ‫أ‬ ‫اال‬ ‫في‬ ‫حدها‬ ‫دنى‬ ‫أ‬ ‫اال‬ .  ‫عطاء‬‫ا‬ ‫الطفل‬ ‫مجاال‬ ‫للنشاط‬ ‫الجسمي‬ ‫وغيره‬ ‫من‬ ‫بدال‬‫اال‬ .
‫العدوان‬ ‫المعالجة‬ ‫أساليب‬  ‫النقيض‬‫السلوك‬‫يز‬‫ز‬‫تع‬ .  ‫الطفل‬‫مناقشة‬ .  ‫للعشرة‬‫العد‬ .  ‫المتعمد‬‫التجاهل‬ .  ‫ان‬‫ر‬‫ق‬ ‫أ‬ ‫اال‬‫رشاد‬‫ا‬ .  ‫باللعب‬ ‫العدوانية‬‫يغ‬‫ر‬‫تف‬‫الطفل‬‫مساعدة‬ ( ،‫طحن‬ ‫الخ‬،‫يق‬‫ز‬‫تم‬،‫قطع‬ .)  ‫االجتماعية‬‫ات‬‫ر‬‫المها‬‫تعلم‬
‫العدوان‬ ‫المعالجة‬ ‫أساليب‬  ‫قصاء‬‫اال‬ .  ‫ائد‬‫ز‬‫ال‬ ‫التصحيح‬ .  ‫االجتماعي‬ ‫الحكم‬‫مهارة‬‫ر‬‫تطو‬ ( ‫قبل‬‫التفكير‬ ‫التنفيذ‬ ‫والج‬‫للفرد‬ ‫بالنسبة‬‫السلوك‬‫نتائج‬‫وتوقع‬ ‫ماعة‬ .)  ‫االيجابي‬ ‫الحديث‬‫على‬‫الطفل‬‫يب‬‫ر‬‫تد‬ .
‫التأسد‬ ‫أو‬ ‫التنمر‬ ( Bullying )  ‫و‬ ‫أ‬ ‫ا‬‫طالب‬‫قبل‬ ‫من‬‫سلبية‬‫عمال‬ ‫أ‬ ‫ا‬ ‫ضحية‬ ‫الطلبة‬‫حد‬ ‫أ‬ ‫ا‬ ‫جعل‬ ‫عدد‬ ‫جس‬‫و‬ ‫أ‬ ‫ا‬‫نفسيا‬‫ذى‬ ‫أ‬ ‫ا‬‫عنها‬‫ينتج‬‫مما‬‫ات‬‫ر‬‫م‬‫عدة‬‫الطلبة‬ ‫من‬ ‫من‬‫ديا‬ ‫ا‬‫ر‬‫شا‬‫ا‬‫استخدام‬‫و‬ ‫أ‬ ‫ا‬ ‫التهكمية‬ ‫ات‬‫ر‬‫التعبي‬‫استخدام‬ ‫خالل‬ ‫نابية‬‫ت‬ ‫فا‬ ،‫المجموعات‬‫في‬ ‫الضحية‬‫الطالب‬‫انضمام‬‫قبول‬‫وعدم‬ ‫لطالب‬ ‫شخص‬‫وتكون‬‫نفسه‬‫عن‬‫الدفاع‬‫على‬‫قادر‬‫غير‬ ‫الضحية‬ ‫يته‬ ‫عليه‬‫يتسلطون‬‫الذين‬ ‫الطلبة‬‫مام‬ ‫أ‬ ‫ا‬ ‫ضعيفة‬
‫التنمر‬ ‫ظاهرة‬ ‫تتميز‬  ‫يذاء‬‫اال‬‫بقصد‬‫عدائي‬‫تصرف‬ .  ‫مرة‬‫من‬‫ثر‬‫ك‬ ‫أ‬ ‫ا‬‫العدائي‬‫السلوك‬‫ار‬‫ر‬‫تك‬ .  ‫والمت‬ ‫الضحية‬ ‫بين‬‫القوة‬‫في‬‫ن‬‫التواز‬‫عدم‬ ‫و‬ ‫أ‬ ‫ا‬ ‫سلط‬ ‫المتسلطين‬ .  ‫سبب‬‫بدون‬‫يتم‬‫االعتداء‬ .  ‫الضحية‬‫معاناة‬‫بمشاهدة‬‫التلذذ‬ .
‫التنمر‬ ‫أنماط‬  ‫النشاطات‬‫في‬ ‫المشاركة‬‫من‬ ‫الضحية‬‫حرمان‬ .  ‫الجنس‬‫ممارسة‬‫على‬ ‫الضحية‬ ‫جبار‬‫ا‬‫و‬ ‫أ‬ ‫ا‬‫اه‬‫ر‬‫ك‬‫ا‬ .  ‫الدائم‬‫بالتهديد‬‫شعاره‬‫وا‬ ‫الضحية‬‫تهديد‬ .  ‫فه‬‫و‬‫مصر‬‫على‬‫التسلط‬ .  ‫عمال‬ ‫أ‬ ‫اال‬‫بعض‬‫في‬ ‫استغالله‬ .  ‫و‬ ‫أ‬ ‫ا‬‫يلة‬‫ز‬‫ه‬‫وممارسات‬‫فعال‬ ‫أ‬ ‫با‬‫القيام‬ ‫الضحية‬ ‫من‬‫الطلب‬ ‫مضحكة‬ .  ‫مهينة‬‫يقه‬‫ر‬‫بط‬‫فسهم‬‫ر‬‫و‬‫بهم‬‫ر‬‫ض‬ .
‫ما‬ ‫طفل‬ ‫تجاه‬ ‫المتنمرين‬ ‫األطفال‬ ‫ممارسات‬  : ‫سماء‬ ‫أ‬ ‫ا‬‫عليه‬‫يطلقون‬ .  ‫المشاكل‬ ‫في‬ ‫يقاعه‬‫ال‬‫القصص‬ ‫يختلقون‬ .  ‫مصادقته‬‫عدم‬‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬‫من‬‫يطلبون‬ .  ‫من‬‫ساخرة‬ ‫بتعليقات‬‫يضايقونه‬ : ‫لونه‬ / ‫شكله‬ / ‫نه‬‫ز‬‫و‬ / ‫مالبسه‬ / ‫كالمه‬ .  ‫نشطتهم‬ ‫أ‬ ‫ا‬‫يشاركونه‬ ‫ال‬ .  ‫النكات‬‫عليه‬‫يطلقون‬ .  ‫تهديده‬‫و‬ ‫أ‬ ‫ا‬‫بتخويفه‬ ‫يقومون‬  ‫يدفعونه‬‫و‬ ‫أ‬ ‫ا‬‫بونه‬‫ر‬‫يض‬ .  ‫شاعات‬‫اال‬ ‫حوله‬‫ن‬‫و‬‫ينشر‬
‫للت‬ ‫تعرض‬ ‫الذي‬ ‫الطفل‬ ‫على‬ ‫تبدو‬ ‫التي‬ ‫المظاهر‬ ‫نمر‬ :  ‫يشكو‬ ‫المدرسة‬‫من‬‫ويتذمر‬ .  ‫اج‬‫ز‬‫الم‬‫ئ‬ّ‫سي‬‫و‬ ‫أ‬ ‫ا‬ ‫متقلبا‬‫يصبح‬ .  ‫خوانه‬‫ا‬ ‫مع‬‫عنيفا‬‫يصبح‬ ‫قد‬ .  ‫منسحبا‬‫و‬ ‫أ‬ ‫ا‬‫هادائ‬ ‫يكون‬ ‫قد‬ .  ‫المدرسية‬‫واجباته‬‫في‬‫يقصر‬‫قد‬ .  ‫المدرس‬ ‫لى‬‫ا‬‫الذهاب‬ ‫في‬ ‫رغبة‬‫عدم‬ ‫يبدي‬‫و‬ ‫أ‬ ‫ا‬‫يرفض‬ ‫قد‬ ‫ة‬
‫المتنمر‬ ‫الشخص‬ ‫سمات‬  ‫عدم‬ ‫النضج‬ ‫و‬ ‫أ‬ ‫ا‬ ‫لم‬ ‫يتعلم‬ ‫تقبل‬ ‫ليات‬‫و‬‫مسؤ‬ ‫سلوك‬ ‫ه‬ .  ‫نكار‬‫ا‬ ‫لية‬‫و‬‫المسؤ‬ ‫عن‬ ‫سلوكه‬ ‫ونتائجه‬ .  ‫غير‬ ‫قابل‬ ‫لمعرفة‬ ‫ثر‬ ‫أ‬ ‫ا‬ ‫سلوكه‬ ‫على‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬ .  ‫ال‬ ‫يرغب‬ ‫في‬ ‫معرفة‬ ‫ي‬ ‫أ‬ ‫ا‬ ‫سلوك‬ ‫خر‬ ‫آ‬ ‫ا‬ ‫في‬ ‫التعامل‬ ‫مع‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬ .  ‫ال‬ ‫يرغب‬ ‫في‬ ‫العمل‬ ‫مع‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬ .  ‫يعتقد‬ ‫نه‬ ‫أ‬ ‫با‬ ‫ل‬‫و‬‫المسؤ‬ ‫عن‬ ‫سلوكات‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬ ‫نه‬ ‫أ‬ ‫وا‬ ‫ي‬ ‫ملك‬ ‫السلطة‬ ‫لتصحيحها‬ .
‫العالج‬ ‫أساليب‬ :  ‫يب‬‫ر‬‫تد‬ ‫القدرة‬ ‫على‬ ‫كيد‬ ‫أ‬ ‫تا‬ ‫الذات‬ ‫والتعبير‬ ‫عن‬ ‫المشاعر‬ : -  ‫عرض‬ ‫السلوك‬ ‫المرغوب‬ ‫من‬ ‫قبل‬ ‫نموذج‬ ( ‫مرشد‬ ) .  ‫تشجيع‬ ‫المسترشد‬ ‫على‬ ‫داء‬ ‫أ‬ ‫ا‬ ‫ر‬‫الدو‬ ‫مع‬ ‫المرشد‬ ‫و‬ ‫أ‬ ‫ا‬ ‫مع‬ ‫الطالب‬ .  ‫تصحيح‬ ‫داء‬ ‫أ‬ ‫اال‬ ‫وتوجيه‬ ‫انتباه‬ ‫الطالب‬ ‫لجوانب‬ ‫ر‬‫القصو‬ ‫فيه‬ ‫وتدعيم‬ ‫الجوانب‬ ‫الصحيحة‬ ‫فيه‬  ‫عادة‬‫ا‬ ‫داء‬ ‫أ‬ ‫اال‬ ‫اره‬‫ر‬‫وتك‬ ‫لى‬‫ا‬ ‫ن‬ ‫أ‬ ‫ا‬ ‫يتبين‬ ‫للمرشد‬ ‫تقان‬‫ا‬ ‫المسترشد‬ ‫ل‬ ‫ه‬ .  ‫الممارسة‬ ‫الفعلية‬ ‫في‬ ‫مواقف‬ ‫طبيعية‬ ‫لتعلم‬ ‫الخبرة‬ ‫الجدي‬ ‫دة‬ .
‫العالج‬ ‫أساليب‬  ‫النفس‬‫مع‬‫الحوار‬ ( ‫المونولوج‬ .)  ‫اقبتها‬‫ر‬‫وم‬‫بالذات‬‫الوعي‬ ( ‫فيديو‬،‫ة‬ ‫آ‬ ‫ا‬‫ر‬‫م‬ .)  ‫النتائج‬‫تخيل‬ .  ‫الخاطئة‬‫بالفكرة‬ ‫التشجيع‬
‫التشاجر‬  ‫يتع‬‫ما‬‫على‬‫بناءا‬‫المشاجرة‬ ‫عمال‬ ‫أ‬ ‫ا‬‫طفال‬ ‫أ‬ ‫اال‬‫يمارس‬ ‫لمونه‬ ‫المدرسة‬‫و‬ ‫أ‬ ‫ا‬ ‫المنزل‬‫في‬‫يشاهدونها‬ ‫التي‬‫النماذج‬ ‫من‬ ‫و‬ ‫أ‬ ‫ا‬ ‫وت‬ ‫واهية‬ ‫وحجج‬‫تافهة‬‫ائع‬‫ر‬‫بذ‬‫عادة‬ ‫أ‬ ‫وتبدا‬،‫فالم‬ ‫أ‬ ‫اال‬ ‫وجيه‬ ‫على‬‫االستحواذ‬‫في‬ ‫والرغبة‬‫خر‬ ‫آ‬ ‫اال‬‫للبعض‬ ‫التهم‬ ‫اللعب‬ ‫والقوة‬‫الوجود‬‫ثبات‬‫ا‬‫في‬ ‫والرغبة‬
‫والعدوان‬ ‫الشجار‬ ‫بين‬ ‫الفرق‬
‫األسباب‬ :  ‫بالطفل‬ ‫متعلقة‬ ‫اسباب‬  ‫التملك‬ ‫في‬ ‫الرغبة‬ .  ‫الملكية‬ ‫على‬ ‫الحفاظ‬ .  ‫الحسد‬ .  ‫بالضعف‬ ‫الشعور‬ .  ‫التسلط‬ ‫في‬ ‫الرغبة‬ .  ‫الوجود‬ ‫إثبات‬ .  ‫القوة‬ ‫اختبار‬ .
‫األسباب‬ :  ‫مدرسية‬ ‫أسباب‬  ‫المتسامح‬ ‫غير‬ ‫الجو‬ .  ‫الضعيف‬ ‫التواصل‬ .  ‫االنفعاالت‬ ‫عن‬ ‫المناسب‬ ‫غير‬ ‫التعبير‬ .  ‫النزاع‬ ‫حل‬ ‫لمهارات‬ ‫االفتقار‬ .  ‫القوة‬ ‫استعمال‬ ‫في‬ ‫المعلمين‬ ‫إساءة‬
‫العالجية‬ ‫األساليب‬  ‫العزل‬ .  ‫والحكايات‬ ‫القصص‬ ‫سرد‬ .  ‫الوسيط‬ ( ‫وموازنتها‬ ‫األبدال‬ ‫توليد‬ )  ‫الفعال‬ ‫التواصل‬ ‫مهارات‬ .
‫الممتلكات‬ ‫إتالف‬  ‫الممتل‬‫الف‬ ‫ت‬‫ا‬‫و‬ ‫أ‬ ‫ا‬‫دمير‬ ‫ت‬‫ي‬ ‫ف‬‫ا‬ ‫ي‬‫ر‬‫ظاه‬‫ل‬‫الطف‬‫ة‬‫رغب‬ ‫و‬ ‫أ‬ ‫ا‬‫ات‬ ‫ك‬ ‫لوك‬‫الس‬‫ه‬‫يتوج‬‫د‬‫وق‬،‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬‫ب‬‫ة‬‫الخاص‬‫ق‬‫اف‬‫ر‬‫الم‬ ‫دمير‬‫لت‬ ‫داء‬ ‫االعت‬‫و‬ ‫أ‬ ‫ا‬‫ة‬‫المدرس‬‫ات‬ ‫ممتلك‬‫و‬ ‫أ‬ ‫ا‬‫رة‬ ‫س‬ ‫أ‬ ‫اال‬‫ات‬ ‫مقتني‬ ‫ى‬ ‫عل‬ ‫بالتكس‬‫لوك‬ ‫الس‬‫ذا‬ ‫ه‬‫ل‬ ‫ويتمث‬،‫ان‬‫ر‬ ‫ق‬ ‫أ‬ ‫اال‬‫ات‬ ‫ممتلك‬ ‫و‬ ‫أ‬ ‫ا‬‫ير‬ ‫المتعمد‬ ‫ق‬‫الحر‬ ‫و‬ ‫أ‬ ‫ا‬ ‫التعطيل‬ ‫و‬ ‫أ‬ ‫ا‬ ‫الخلع‬ .
‫األسباب‬  ‫جسمية‬ ( ‫حركة‬ ،‫ائدة‬‫ز‬ ‫اب‬‫ر‬‫اضط‬ ‫الغدة‬ ‫الدرقية‬ ) .  ‫االنتقام‬ .  ‫حب‬ ‫اد‬‫ر‬‫االستف‬ ( ‫رغبة‬ ‫الطفل‬ ‫في‬ ‫اد‬‫ر‬‫االستف‬ ‫بتملك‬ ‫شيء‬ ‫معين‬ ‫دون‬ ‫ن‬ ‫أ‬ ‫ا‬ ‫يستطيع‬ ‫تحقيق‬ ‫ذلك‬ ) .  ‫ظهار‬‫ا‬ ‫الغضب‬ .  ‫الفشل‬ .  ‫حساس‬‫اال‬ ‫بالتعاسة‬ ‫في‬ ‫المنزل‬ ‫و‬ ‫أ‬ ‫ا‬ ‫المدرسة‬ .  ‫عقاب‬ ‫الذات‬ .  ‫حب‬ ‫االستطالع‬ ‫والمغامرة‬ . 
‫األساليب‬ :  ‫الحالة‬‫اسة‬‫ر‬‫د‬ .  ‫مناسب‬ ‫بشكل‬‫الغضب‬‫عن‬‫التنفيس‬ .  ‫البناءة‬‫البدائل‬ .
‫السرقة‬  ‫واستحواذ‬ ،‫يخصه‬‫ال‬‫شيء‬‫الطفل‬‫امتالك‬ ‫ه‬ ‫و‬ ‫أ‬ ‫ا‬‫منه‬‫ادة‬‫ر‬‫وبا‬،‫حق‬ ‫فيه‬‫له‬ ‫ليس‬‫ما‬ ‫على‬ ‫سرقته‬‫اد‬‫ر‬‫الم‬‫الشيء‬‫مالك‬‫استغفال‬ .
‫المرضية‬ ‫السرقة‬ kleptomania  ‫ي‬‫ثم‬‫قيمتها‬‫دفع‬ ‫يستطيع‬‫و‬ ‫أ‬ ‫ا‬ ‫ليها‬‫ا‬ ‫يحتاج‬‫ال‬‫اض‬‫ر‬‫غ‬ ‫أ‬ ‫ا‬‫سرقة‬ ‫لى‬‫ا‬ ‫الشخص‬ ‫و‬ ‫أ‬ ‫ا‬‫منها‬‫تخلص‬ ‫قبل‬ ‫التوتر‬ ‫المرض‬‫بهذا‬‫المصاب‬ ‫الشخص‬‫ويعاني‬،‫خر‬ ‫آ‬ ‫ا‬‫شخصا‬‫يعطيها‬ ‫ثم‬،‫السرقة‬ ‫ا‬‫من‬‫ثر‬‫ك‬ ‫أ‬ ‫ا‬‫النساء‬ ‫عند‬‫المرض‬ ‫وينتشر‬ ،‫والفخر‬‫بالسعادة‬‫ر‬‫شعو‬ ‫ينتابه‬ ‫حيانا‬ ‫أ‬ ‫وا‬‫لرجال‬ ‫طب‬‫عالجا‬‫و‬ ‫أ‬ ‫ا‬‫سلوكيا‬‫عالجا‬‫ما‬‫ا‬‫يكون‬‫وعالجه‬ ،‫نفسية‬‫سبابه‬ ‫أ‬ ‫ا‬‫تكون‬ ‫يق‬‫ر‬‫ط‬ ‫عن‬‫يا‬ ‫دوية‬ ‫أ‬ ‫اال‬
‫األسباب‬  ‫عدم‬ ‫فهم‬ ‫طفال‬ ‫أ‬ ‫اال‬ ‫ن‬ ‫أ‬ ‫ا‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫لال‬ ‫حق‬ ‫الملكية‬ ‫الخاصة‬ .  ‫صعوبة‬ ‫في‬ ‫التمييز‬ ‫بين‬ ‫االستعارة‬ ‫والسرقة‬ .  ‫تدعيم‬ ‫ام‬‫ر‬‫احت‬ ‫الذات‬ .  ‫الخلفية‬ ‫االقتصادية‬ ‫واالجتماعية‬ ‫المتدنية‬ .  ‫توتر‬ ‫داخلي‬ ‫كالغيرة‬ ‫من‬ ‫طفل‬ ‫خر‬ ‫آ‬ ‫ا‬ .  ‫تعويض‬ ‫نقص‬ ‫في‬ ‫حياة‬ ‫الطفل‬ .  ‫تدعيم‬ ‫ام‬‫ر‬‫احت‬ ‫الذات‬ ( ‫شهار‬‫ا‬ ‫ما‬ ‫سرقه‬ ‫الطالب‬ ‫للشلة‬ ) 
‫الوقاية‬  ‫تعليم‬ ‫الطفل‬ ‫قيم‬ ‫مانة‬ ‫أ‬ ‫اال‬ ‫الشخصية‬ ‫ام‬‫ر‬‫واحت‬ ‫ممتلكات‬ ‫الغير‬ .  ‫تطوير‬ ‫عالقة‬ ‫دافئة‬ ‫حميمة‬ ‫مع‬ ‫الطفل‬ .  ‫مين‬ ‫أ‬ ‫تا‬ ‫ف‬‫و‬‫مصر‬ ‫منتظم‬ ‫للطفل‬ .  ‫القدوة‬ ‫الحسنة‬ ‫ظهار‬‫وا‬ ‫خلق‬ ‫مانة‬ ‫أ‬ ‫اال‬ ‫في‬ ‫النشاط‬ ‫ات‬ ‫اليومية‬ .
‫المعالجة‬ ‫أساليب‬  ‫وتصحيحه‬‫ومواجهته‬‫الطفل‬‫نظر‬ ‫وجهة‬‫تفهم‬ .  ‫ري‬‫فو‬‫اء‬‫ر‬‫ج‬‫ا‬‫اتخاذ‬ ( ‫صحح‬ – ‫واجه‬ – ‫تفهم‬ ) ‫ضب‬‫اعاة‬‫ر‬‫م‬‫مع‬ ‫ط‬ ‫بهدوء‬‫واالستجابة‬‫عصاب‬ ‫أ‬ ‫اال‬ .  ‫سلوكه‬‫بنتائج‬‫تبصيره‬ : ‫سرقت؟‬‫لماذا‬ ‫السرقة؟‬ ‫من‬ ‫حققته‬‫الذي‬‫ما‬‫سؤاله‬ ‫من‬‫بدال‬ 
‫الكذب‬  ‫ذكر‬ ‫شيء‬ ‫غير‬ ‫حقيقي‬ ‫مع‬ ‫معرفة‬ ‫الطفل‬ ‫نه‬ ‫أ‬ ‫با‬ ‫كذب‬ ‫و‬ ‫ة‬ّ‫بني‬ ‫غش‬ ‫و‬ ‫أ‬ ‫ا‬ ‫خداع‬ ‫شخص‬ ‫خر‬ ‫آ‬ ‫ا‬ ‫من‬ ‫جل‬ ‫أ‬ ‫ا‬ ‫الحصول‬ ‫على‬ ،‫فائدة‬ ‫و‬ ‫أ‬ ‫ا‬ ‫من‬ ‫جل‬ ‫أ‬ ‫ا‬ ‫ب‬‫و‬‫الهر‬ ‫من‬ ‫شياء‬ ‫أ‬ ‫ا‬ ‫غير‬ ‫سارة‬ .  ‫تعمد‬ ‫الطفل‬ ‫تجنب‬ ‫قول‬ ‫الحقيقة‬ ‫و‬ ‫أ‬ ‫ا‬ ‫يف‬‫ر‬‫تح‬ ‫الكال‬ ‫م‬ ‫و‬ ‫أ‬ ‫ا‬ ‫المبالغة‬ ‫في‬ ‫نقل‬ ‫حدث‬ ،‫ما‬ ‫و‬ ‫أ‬ ‫ا‬ ‫اختالق‬ ‫وقائع‬ ‫لم‬ ‫تقع‬ .
‫الكذب‬ ‫أشكال‬  ‫قلب‬ ‫الحقيقة‬ ( ‫نجاز‬‫ا‬ ‫الواجب‬ ‫البيتي‬ ) .  ‫المبالغة‬ ( ‫قوة‬ ‫والده‬ ) .  ‫االختالق‬ ( ‫رحلة‬ ) .  ‫التسامر‬ ( ‫بعضها‬ ‫صحيح‬ ) .  ‫االتهام‬ ‫بالباطل‬ ( ‫سكب‬ ‫الحليب‬ ) .  ‫ضف‬ ‫أ‬ ‫ا‬ ‫مثلة‬ ‫أ‬ ‫ا‬ ‫؟؟؟؟؟‬‫ى‬‫خر‬ ‫أ‬ ‫ا‬
‫األسباب‬  ‫النفس‬‫عن‬‫الدفاع‬ .  ‫اشدين‬‫ر‬‫ال‬‫سلوك‬‫تقليد‬ .  ‫عجاب‬‫واال‬‫االنتباه‬‫على‬‫الحصول‬ .  ‫بالكبار‬ ‫الثقة‬‫عدم‬ .  ‫الط‬ ‫يقوله‬‫لما‬ ‫المعلم‬‫و‬ ‫أ‬ ‫ا‬ ‫الوالدين‬‫تصديق‬‫قلة‬ ‫فل‬ . 
‫الوقاية‬  ‫ام‬‫ز‬‫الت‬ ‫اشد‬‫ر‬‫ال‬ ‫بمعايير‬ ‫الصدق‬ ‫التي‬ ‫يضعها‬ .  ‫تجنب‬ ‫استخدام‬ ‫العقاب‬ ‫الشديد‬ ‫و‬ ‫أ‬ ‫ا‬ ‫ر‬‫المتكر‬ ‫الذي‬ ‫يؤدي‬ ‫لى‬‫ا‬ ‫تنمية‬ ‫الكذب‬ ‫كوسيلة‬ ‫للدفاع‬ ‫عن‬ ‫النفس‬ .  ‫مناقشة‬ ‫القيم‬ ‫خالقية‬ ‫أ‬ ‫اال‬ .  ‫عدم‬ ‫تحقير‬ ‫الطفل‬ ( ‫عدم‬ ‫مناداته‬ ‫بالكاذب‬ ) .  ‫كد‬ ‫أ‬ ‫التا‬ ‫من‬ ‫ن‬ ‫أ‬ ‫ا‬ ‫الطفل‬ ‫يعلم‬ ‫نك‬ ‫أ‬ ‫ا‬ ‫تحترمه‬ ‫نه‬ ‫أ‬ ‫ال‬ ‫قال‬ ‫الحقيقة‬ .
‫المعالجة‬ ‫أساليب‬  ‫الواقعية‬‫اجعة‬‫ر‬‫ال‬ ‫التغذية‬ : ‫ك‬ ‫أ‬ ‫ا‬ ‫وليس‬ ‫جيدة‬‫قصة‬‫نها‬‫ا‬ ‫من‬‫ثر‬ ‫قميصك؟‬‫مزقت‬‫كيف‬‫ولكن‬،‫ذلك‬ .  ‫والخيال‬ ‫الحقيقة‬ ‫بين‬ ‫التمييز‬ : ‫خيالية؟‬‫قصة‬‫مجرد‬‫نه‬ ‫أ‬ ‫ا‬‫م‬ ‫أ‬ ‫ا‬ ‫حقيقي‬‫هذا‬‫هل‬ .  ‫البدائل‬‫توليد‬ .  ‫اليقظة‬‫حالم‬ ‫أ‬ ‫ا‬ ‫عن‬ ‫التنفيس‬ ( ،‫لعاب‬ ‫أ‬ ‫ا‬،‫رسوم‬ ‫هوايات‬ .) 
‫الذات‬‫اعتبار‬‫تدني‬  ‫ر‬‫شعو‬ ‫الفرد‬ ( ،‫طفل‬ ‫اهق‬‫ر‬‫م‬ ) ‫نه‬ ‫أ‬ ‫با‬ ‫بال‬ ‫قيمة‬ ‫وع‬ ،‫اجز‬ ‫مما‬ ‫يسبب‬ ‫حالة‬ ‫تشاؤم‬ ‫ر‬‫وشعو‬ ،‫بالنقص‬ ‫وافت‬ ‫قار‬ ‫لى‬‫ا‬ ‫الثقة‬ ،‫بالنفس‬ ‫فيسهل‬ ‫عليه‬ ‫االستس‬ ‫الم‬ ‫ويسيطر‬ ‫عليه‬ ،‫الخوف‬ ‫ويتعامل‬ ‫مع‬ ‫حباط‬‫اال‬ ‫والغضب‬ ‫ائق‬‫ر‬‫بط‬ ‫غير‬ ،‫مناسبة‬ ‫حيث‬ ‫يتوجه‬ ‫نحو‬ ‫نفس‬ ‫ه‬ ‫ونحو‬ ‫ين‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬ ‫بسلوك‬ ‫انتقامي‬ .
‫الذات‬‫ة‬‫ر‬‫صو‬‫لى‬‫ا‬‫التعرف‬  ‫نا؟‬ ‫أ‬ ‫ا‬‫من‬  ‫بعملي؟‬‫قوم‬ ‫أ‬ ‫ا‬‫كيف‬  ‫ين؟‬‫ر‬‫خ‬ ‫آ‬ ‫اال‬‫مع‬ ‫نة‬‫ر‬‫مقا‬ ‫بعملي‬‫قوم‬ ‫أ‬ ‫ا‬‫كيف‬ 
‫الثقة‬ ‫إلى‬ ‫يفتقرون‬ ‫الذين‬ ‫األطفال‬ ‫صفات‬ ‫بالذات‬  ‫نواتج‬‫حول‬‫متفائلين‬‫يكونون‬‫ال‬ ‫جهودهم‬ .  ‫بالعجز‬‫ر‬‫الشعو‬ .  ‫بالنقص‬‫ر‬‫الشعو‬ .  ‫التشاؤم‬ .  ‫بسرعة‬ ‫الحماسة‬‫فقدان‬ .
‫بالذات‬‫الثقة‬‫لى‬‫ا‬‫ن‬‫و‬‫يفتقر‬ ‫الذين‬‫طفال‬ ‫أ‬ ‫اال‬‫صفات‬  ‫خاطئ‬‫بشكل‬‫دائما‬‫تسير‬‫نها‬ ‫أ‬ ‫وكا‬‫لهم‬ ‫بالنسبة‬‫شياء‬ ‫أ‬ ‫اال‬ ‫تبدو‬ .  ‫بسهولة‬‫يستسلمون‬ ( ‫حباط‬‫اال‬ .)  ‫بالخوف‬‫ر‬‫الشعو‬ .  ‫مثل‬‫سلبية‬‫بصفات‬‫نفسهم‬ ‫أ‬ ‫ا‬‫يصفون‬ " ‫سيء‬ " ، " ‫عاجز‬ ."  ‫مناسبة‬‫غير‬‫يقة‬‫ر‬‫بط‬‫حباط‬‫واال‬‫الغضب‬ ‫مع‬‫التعامل‬
‫والعوامل‬ ‫األسباب‬  ‫طفال‬ ‫أ‬ ‫اال‬ ‫تنشئة‬‫في‬ ‫الخاطئة‬‫الممارسات‬ .  ‫ائدة‬‫ز‬‫ال‬ ‫الحماية‬ .  ‫همال‬‫اال‬ .  ‫والمثالية‬‫التمام‬ .  ‫والنقد‬ ‫النبذ‬ . 
‫والعوامل‬ ‫األسباب‬  ‫المستمر‬‫اللوم‬ .  ‫التقليد‬ .  ‫عاقة‬‫واال‬‫االختالف‬ .  ‫المنطقية‬‫غير‬‫المعتقدات‬ . 
‫الوقاية‬ :  ‫وضع‬ ‫الطفل‬ ‫في‬ ‫بيئة‬ ‫مشجعة‬ ‫على‬ ‫النجاح‬ .  ‫تشجيع‬ ‫الطفل‬ ‫على‬ ‫االنضمام‬ ‫لى‬‫ا‬ ‫الجمعيات‬ ‫ندي‬ ‫أ‬ ‫واال‬ ‫ة‬ .  ‫تشجيع‬ ‫الطفل‬ ‫على‬ ‫االستقالل‬ ‫واالستمتاع‬ ‫بالعمل‬ .  ‫يد‬‫و‬‫تز‬ ‫الطفل‬ ‫بالدفء‬ ‫والتقبل‬ ‫والدعم‬ ‫العاطفي‬ .  ‫مساعدة‬ ‫الطفل‬ ‫على‬ ‫ن‬ ‫أ‬ ‫ا‬ ‫يفكر‬ ‫بمنطقية‬ ‫وان‬ ‫يفهم‬ ‫ذاته‬ 
‫المعالجة‬ ‫أساليب‬  ‫التقليل‬ ‫من‬ ‫التوقعات‬ ‫المطلوبة‬ .  ‫مساعدة‬ ‫الطالب‬ ‫على‬ ‫التفكير‬ ‫بمنطقية‬ ‫والت‬ ‫خلص‬ ‫من‬ ‫المعتقدات‬ ‫الخاطئة‬ .  ‫التركيز‬ ‫على‬ ‫الجوانب‬ ‫االيجابية‬ ‫واالستحسان‬ ‫واالنتباه‬ .  ‫استخدام‬ ‫ت‬ ‫آ‬ ‫المكافا‬ ‫ية‬‫ز‬‫الرم‬ ‫والعقود‬ ‫االجتماعي‬ ‫ة‬ .
‫المدرسة‬ ‫عن‬ ‫التأخر‬  ‫عدم‬ ‫ر‬‫حضو‬ ‫الطالبة‬ ‫لى‬‫ا‬ ‫المدرسة‬ ‫ال‬‫ا‬ ‫بعد‬ ‫انتهاء‬ ‫ف‬ ‫ترة‬ ‫االصطفاف‬ ‫الصباحي‬ ‫او‬ ‫مع‬ ‫بداية‬ ‫الحصة‬ ،‫ول‬ ‫أ‬ ‫اال‬ ‫وه‬ ‫ي‬ ‫ظاهرة‬ ‫تشير‬ ‫لى‬‫ا‬ ‫قلة‬ ‫انضباط‬ ‫الطلبة‬ ‫في‬ ‫الحض‬ ‫ر‬‫و‬ ‫بالوقت‬ ‫المحدد‬ ‫للدوام‬ ،‫المدرسي‬ ‫ر‬‫والشعو‬ ‫بالالمباالة‬ ‫الح‬ ‫ام‬‫ر‬‫ت‬ ‫نظمة‬ ‫أ‬ ‫ا‬ ،‫المدرسة‬ ‫وفقدان‬ ‫همية‬ ‫أ‬ ‫ا‬ ‫ام‬‫ز‬‫االلت‬ ‫بالنظم‬ ‫وال‬ ‫لوائح‬ ‫المدرسية‬ ‫وتقدير‬ ‫الوقت‬
‫التربوية‬ ‫األبعاد‬  ‫التنشيطية‬‫الصباح‬‫ياضة‬‫ر‬‫ممارسة‬‫عدم‬ .  ‫المدرسية‬ ‫ذاعة‬‫اال‬ ‫من‬‫االستفادة‬‫عدم‬ .  ‫التثقيفية‬‫الموضوعات‬‫من‬‫االستفادة‬‫عدم‬ .  ‫ولى‬ ‫أ‬ ‫اال‬ ‫الحصة‬‫من‬‫جزءا‬‫الطالب‬‫يفقد‬‫قد‬ .  ‫الطل‬ ‫انتباه‬ ‫وتشتيت‬ ‫الحصة‬‫سير‬ ‫وقطع‬‫الفوضى‬‫ثارة‬‫ا‬ ‫بة‬ .  ‫السيئة‬‫القدوة‬ . 
‫األسباب‬  ‫ية‬‫ر‬‫س‬ ‫أ‬ ‫اال‬ ‫المشكالت‬ .  ‫الوقت‬ ‫تنظيم‬‫على‬ ‫القدرة‬ ‫الطالب‬‫افتقار‬ .  ‫يقاظ‬‫واال‬‫النوم‬‫عادات‬ ( ‫خر‬ ‫أ‬ ‫متا‬‫وقت‬‫لى‬‫ا‬‫السهر‬ .)  ‫الصباحية‬ ‫نشطة‬ ‫أ‬ ‫اال‬ ‫لمعلم‬ ‫الطلبة‬ ‫اهية‬‫ر‬‫ك‬ .  ‫الوالدين‬‫انشغال‬ .  ‫الصباحية‬‫ينات‬‫ر‬‫التم‬‫في‬‫والتطوير‬‫التنويع‬‫توفر‬‫عدم‬ .  ‫بالتعب‬‫ر‬‫الشعو‬ .  ‫غذائية‬‫عادات‬ . 
‫المعالجة‬ ‫أسباب‬  ‫ات‬‫ز‬‫االمتيا‬‫بعض‬‫من‬‫الحرمان‬ .  ‫يز‬‫ز‬‫التع‬ .  ‫التفاضلي‬‫يز‬‫ز‬‫التع‬ .  ‫االجتماعية‬‫العقود‬ .  ‫الصباحي‬‫ر‬‫الطابو‬ ‫لجنة‬‫في‬‫اكهم‬‫ر‬‫ش‬‫ا‬ . 
‫المتكرر‬ ‫الغياب‬  ‫الط‬ ‫فيها‬ ‫يتغيب‬‫التي‬‫يام‬ ‫أ‬ ‫اال‬‫كل‬ ‫عن‬‫الب‬ ،‫رسمي‬‫عذر‬‫بدون‬‫المدرسي‬‫الدوام‬ ‫متعمد‬‫بشكل‬‫السلوك‬‫هذا‬‫ار‬‫ر‬‫وتك‬ .
‫األسباب‬  ‫ية‬‫ر‬‫س‬ ‫أ‬ ‫اال‬‫المناسبات‬ .  ‫الرسمية‬ ‫والعطل‬‫ات‬‫ز‬‫جا‬ ‫أ‬ ‫اال‬‫وبعد‬‫قبل‬ ‫الغياب‬ .  ‫الوالدين‬‫سفر‬ .  ‫الجماعي‬‫الغياب‬‫على‬‫االتفاق‬ .  ‫االقتصادية‬ ‫الحالة‬ ( ‫طفال‬ ‫أ‬ ‫اال‬‫عمل‬ .) 
‫األسباب‬  ‫ية‬‫ر‬‫س‬ ‫أ‬ ‫اال‬‫المشاكل‬ .  ‫وكادرها‬‫بالمدرسة‬‫متعلقة‬‫سباب‬ ‫أ‬ ‫ا‬ ( ‫ال‬‫نظام‬،‫بنية‬ ‫أ‬ ‫اال‬ ،‫تدفئة‬ ‫الحافزة‬ ‫البيئة‬،‫العقاب‬ ،‫القوانين‬‫تطبيق‬‫قلة‬ .)  ‫المتدني‬‫اسي‬‫ر‬‫الد‬ ‫التحصيل‬ . 
‫المعالجة‬‫ساليب‬ ‫أ‬ ‫ا‬ :  ‫السلبي‬‫يز‬‫ز‬‫التع‬ .  ‫ات‬‫ز‬‫االمتيا‬‫بعض‬‫من‬‫الحرمان‬ ( ‫المسابقات‬‫في‬ ‫المشاركة‬،‫اللعب‬ .)  ‫الملتزمين‬ ‫الطلبة‬‫ة‬ ‫أ‬ ‫مكافا‬ .  ‫االجتماعية‬‫العقود‬ .  ‫الحالة‬‫اسة‬‫ر‬‫د‬ .  ‫الجماعي‬‫رشاد‬‫اال‬ .  ‫ية‬‫ز‬‫الرم‬ ‫ات‬‫ز‬‫المعز‬ .  ‫االجتماعية‬ ‫ات‬‫ز‬‫المعز‬ .  ‫المدرسي‬ ‫الدوام‬‫على‬ ‫المحافظة‬ ‫لجان‬‫في‬‫اكهم‬‫ر‬‫ش‬‫ا‬ . 
ٌٌ ٌ ‫جميعا‬ ‫لكم‬‫ا‬‫ر‬‫شك‬
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