NARRATIVE REPORT - Psychosocial Support For Learners

 

Yepui`mg bf tle [lm`mppmhes

Aeportceht bf Eaugotmbh YEDMBH MV-O GO@OIOY^BH WGLBB@W AMVMWMBH BF IOQOHDOW [YBVMHGE CMYOHAO E@ECEHQOY] WGLBB@ CMYOHAO, QO@MWO], IOQOHDOW

HOYYOQMVE YE[BYQ bh tle GBHAUGQ oha FOGM@MQOQMBH bf 

[W]GLBWBGMO@ WU[[BYQ fbr @EOYHEYW Coy ?6, 9;99 ?>;; [C - 9>;; [C

Odehao/Qbpmg> Brmehtotmbh bh tle Gbhaugt oha Fogm`mtotmbh bf [syglbsbgmo` Wuppbrt fbr @eorhers

Qlms ms aesmdhea fbr teoglers tb irmade tle leo`tly sbgmb-ecbtmbho` we``-iemhd (oglmevea tlrbudl bffermhd psyglbsbgmo` suppbrt) bf `eorhers tb tlemr ogoaecmg  perfbrcohge. Qle pogjet ms amvmaea mhtb tlree ports> M Oc, M Goh, oha M Love, tb aeve`bp spegmfmg psyglbsbgmo` suppbrt sjm``s. Qley ore ceoht tb ie usea mh tlot braer - tb ium`a bh sofety, se`f-oworehess, oha se`f-redu`otmbh fmrst, oha tleh cbve bh tb o aeeper  exp`brotmbh bf tle se`f, gbccuhmty, oha gbccuhmty resburges. Co”oc Jmehhe Mro Gbhtreros exp`omhea fmrst tle Te``-Iemhd (Imb`bdmgo`, Cotermo`, Wbgmo`, Wpmrmtuo`, Gu`turo`, Cehto` oha Ecbtmbho`). Oha sle amsgussea oha exp`omhea tle [syglbsbgmo` Wuppbrt oha tle ogtmvmtmes. Qle cbst mcpbrtoht [syglbsbgmo` Wuppbrt ogtmvmty ms tle [syglb`bdmgo` Fmrst Oma, iegouse mt ms lucohe, suppbrtmve, oha progtmgo` le`p fbr tlbse wlb love expermehgea oh extrece`y amstressmhd eveht. Oha sle o`sb amsgussea tle 4W”s bf [syglbsbgmo` Wuppbrt oha tle `ost ms tle Iosmg Gbhsmaerotmbhs fbr Gbhaugtmhd [syglbsbgmo` Wuppbrt Ogtmvmtmes.

Ottoglea lerewmtl ms tle prbdroc, [bwer[bmht presehtotmbh, oha plbtbs. Cmrohao, Qo`msoy, Iotohdos cmrohaoe`ec?;4419dcom`.gbc cmrohaoes?;4419Kyolbb.gbc ;=9?4=?=6  LEMA] U. WO@O^OY  Abgucehter/Qeogler M

   Hbtea>  

Cmrohao, Qo`msoy, Iotohdos cmrohaoe`ec?;4419dcom`.gbc cmrohaoes?;4419Kyolbb.gbc ;=9?4=?=6