Psychologist Sumaya Abdel-Fattah told "Dama": The distinction between temporary behavior and disorder is the basis for treating the psychological difficulties of students. Details: Psychologist Sumaya Abdel-Fattah explained in an interview with the Dama news network that dealing with psychological difficulties among students requires a distinction between temporary behavioral changes and indicators that require targeted intervention, while strengthening the joint cooperation between the school, the family and the instructors. I mentioned that psychological suffering may appear in the form of social withdrawal, decreased participation in class, sudden changes in behavior, difficulty concentrating, irritability and excessive fear of making mistakes, in addition to recurring physical complaints such as stomach aches and headaches, absenteeism and decreased achievement. She explained that these signs do not necessarily mean the presence of a psychological disorder, but may be a reaction to stress, and noted that the assessment depends on the duration and severity of the symptoms and their impact on learning and relationships, and emphasized that serious cases or manifestations of violence and self-harm require quick and direct intervention by an expert. She stated that family disputes and tensions within the home weaken the child's sense of security and increase anxiety, and difficult living conditions affect meeting needs and follow-up, while emphasizing that the reactions vary personally depending on the level of support available to each student. She stated that bullying at school threatens the student's safety, belonging and self-esteem, leads to isolation or aggressive behavior, and warned that academic pressures, fear of failure and comparison weaken attention and memory, and emphasized that a drop in achievement should not be automatically interpreted as neglect or weak abilities. He emphasized the central role of the teacher in early detection by virtue of his daily presence, while limiting his task to observation and educational interaction without diagnosis, avoiding negative adjectives such as "lazy" or "naughty", talking to the student alone with respect and calm, and referring cases to counselors without detailed inquiry. She emphasized that the presence of qualified psychological counselors is a pillar in a safe environment, to provide meetings and prevention programs and to raise awareness for families and teachers, and warned that the lack of training delays intervention and interprets psychological suffering as "behavioral violations", and called for the provision of a clear referral mechanism, resources and resources.

Psychologist Sumaya Abdel-Fattah told "Dama": The distinction between temporary behavior and disorder is the basis for treating the psychological difficulties of students. Details: Psychologist Sumaya Abdel-Fattah explained in an interview with the Dama news network that dealing with psychological difficulties among students requires a distinction between temporary behavioral changes and indicators that require targeted intervention, while strengthening the joint cooperation between the school, the family and the instructors. I mentioned that psychological suffering may appear in the form of social withdrawal, decreased participation in class, sudden changes in behavior, difficulty concentrating, irritability and excessive fear of making mistakes, in addition to recurring physical complaints such as stomach aches and headaches, absenteeism and decreased achievement. She explained that these signs do not necessarily mean the presence of a psychological disorder, but may be a reaction to stress, and noted that the assessment depends on the duration and severity of the symptoms and their impact on learning and relationships, and emphasized that serious cases or manifestations of violence and self-harm require quick and direct intervention by an expert. She stated that family disputes and tensions within the home weaken the child's sense of security and increase anxiety, and difficult living conditions affect meeting needs and follow-up, while emphasizing that the reactions vary personally depending on the level of support available to each student. She stated that bullying at school threatens the student's safety, belonging and self-esteem, leads to isolation or aggressive behavior, and warned that academic pressures, fear of failure and comparison weaken attention and memory, and emphasized that a drop in achievement should not be automatically interpreted as neglect or weak abilities. He emphasized the central role of the teacher in early detection by virtue of his daily presence, while limiting his task to observation and educational interaction without diagnosis, avoiding negative adjectives such as "lazy" or "naughty", talking to the student alone with respect and calm, and referring cases to counselors without detailed inquiry. She emphasized that the presence of qualified psychological counselors is a pillar in a safe environment, to provide meetings and prevention programs and to raise awareness for families and teachers, and warned that the lack of training delays intervention and interprets psychological suffering as "behavioral violations", and called for the provision of a clear referral mechanism, resources and resources.