موضوع عن الصداقة بالانجليزي

  

موضوع عن الصداقة بالانجليزي

موضوع عن الصداقة بالانجليزي مترجم بالعربي

تعبير عن الصديق بالانجليزي طويل

برزنتيشن عن الصداقة بالانجليزي قصير وسهل

تعبير عن الصديق المفضل بالانجليزي

موضوع بالانجليزي قصير عن

paragraph about friendship   مترجم

تعبير انجليزي قصير وسهل

تعبير عن وصف الصديق بالانجليزي قصير

Friendship begins very early in childhood and one of the signs of its importance is shown by the haste that the children have since kindergarten, to find their comrades for back to school. These links formed in childhood, leave lasting traces, often with the encouragement of parents, and sometimes with that of teachers who see an element of socialization and reassurance for the child in front of the unknown school.

That is what testified, at the beginning of the year, a little girl of my close entourage in a writing which had for subject: "It is the day of the return, you are happy to find a known comrade. She wrote: "Tomorrow, it's back, I'm sad because the holidays are over and my schoolbag is no longer empty [...] The next morning, mom had prepared the usual breakfast, dad read his newspaper and me, I was upset. Arrived at school, I had already spotted my old class when, suddenly, I see Camille, it's my best friend since always. I was so happy to be with Camille that I had even forgotten my bad mood, I was rather happy with this fall in cm2. "

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If the partners of these first years of learning of life never disappear from our memory, the place they held there remains difficult to identify. The memory of the details returns with the time for who realizes how quirky the choices which inaugurated the first bonds of friendship orient those of the adult friendships. We must, of course, give ourselves a little trouble to overcome appearances that make the connection with the past unrecognizable. As for the modalities of breaks in the friendship, one can also realize that they reproduce certain episodes of childhood, in particular in case of departure or removal. In matters of friendship, questions usually arise in the aftermath of breakup or interruption, based on the reactions that occur in terms of grief or anger.

Friendship is a sign of stability

For example, in children, school changes due to moving often result in adjustment difficulties, with regret for the friends who stayed behind. Nothing goes: we do not like new faces and the mistress does not like. Even if you can call the friends from before or see them from time to time, that does not change the case. There is no possible compensation for nostalgia for the idealized past because the depressive movement that accompanies this episode can not be stopped. Better not to push the child to oblivion, because his reactions are inscribed in his psychic development and mark.

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From the point of view of their latent content, the child's reactions convey a complex message that calls for vigilance, especially since they are neither reasoned nor reasonable. The proof is that they do not yield under the arguments of reason. We must recognize the value of stability for the child, the daily attendance of friends. Finally, contrary to what we tend to believe in thinking that the family environment is essential, it is the regularity of everyday life in friendship that ensures the maintenance of the environment for the child as well as the continuity of his inner life. Does this mean that children of divorce are more likely to be separated from parents when they stay in the same school? It seems so, except that, sooner or later, one of the parents rebuilds his life and the bonds of friendship created in childhood are in any case doomed to interruption.

However, the daily attendance of friends, with its exchanges of opinions and games that are distracting, compensates for the flaws of family life and sometimes the separations that punctuate it. The sources and springs of children's attachment to this form of friendship are, for this reason, all too often trivialized, on the grounds that all children must go through it and their grief will get better. It is true that with time these "things" pass; they do not disappear because they have a protective function within the suffering they create.

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In fact, children's reactions to the loss of their friends have the value of a psychic act that leaves its mark for the future, like a flame that has been temporarily extinguished and is ready to reignite under the impulse of some breath. For in this separation, it is a question of the passing of a certain period of life whose memory remains nostalgic.

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I remember a little girl of 10 years old, going to the same school as her twin brother and who had very badly endured that the director did not register her in the class of cm2 where the group of her friends of the cm1. On the other hand, the director had enrolled her brother, and seeing her friends at recess did not change her anger or disappointment. To say that it fed the causes of argument with his brother is not enough to account for his reaction. The way in which, according to her, the headmistress had favored her brother, redoubled the change which, in her young existence, had created the separation of her parents with a new division of the couple's friends.

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To hear this little girl, I found memories of other children who had moved or changed schools. If there were differences in the form, as to the arrangement of the separation, there was no difference in substance: the affect was the same, regardless of the circumstances and there was no to take it lightly, not to be understanding or in a country of knowledge, as many parents do. It does not matter, after all, that they recognize in the reactions of their children memories of their own childhood, since they can not and do not want to see that they, too, have experienced sadness whose meaning is lost in their memory. In a way, children who regret the break-up of their friendships because of their move are right: friendship is a sign of stability; it protects against the resurgence of separation anxiety, at least in the small because, in adulthood, it is maintained by various forms of communication.

Art and the way of being loved

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The friendship that a child hopes for, expects, and grieves at not obtaining, creates other reactions, different in nature, perhaps more violent. We can see the signs in some children who are enraged not to see paid back their advances to a friend admired. And they do not accept without spite that their will is thwarted in this search for friendship.

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It is also because the feelings of exclusion that a child feels not to be part of the band, or not to be elected by his or her leader, take over from the disappointments experienced at home. The impression of being neglected or despised by those who, in the classroom, enjoy the admiration of others reactivates what looked like betrayal on the part of the beloved parent, on the occasion of the birth of a younger by example.

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From disappointment to disappointment, family first, then friendly, the child who socializes at school dares to go beyond the simple criticism of one or other of the schoolmates whose friends he wants. He exercises his vengeance or resentment by engaging in direct attacks against the one who escapes his calls.

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Sometimes, too, he takes refuge with his family, who reassures him and suggests that he should not worry, and give up fights and arguments. The advice is hardly acceptable because these friendships

include a choice to which the one who does not belong to it knows how to not correspond, and the image that he has of himself comes out heckled of what he perceives as a rejection or as an exclusion.

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"Nobody loves me, I'm ugly, I do not know how to run fast enough, girls make fun of my Barbies," said a child sadly in session to his psychoanalyst. It is a sorrow of friendship which, so close to a sorrow of love that it may seem, differs from it nevertheless because it does not imply the abandonment, of which only, at this age, the parents can to be guilty in the eyes of the child. To be loved is, for the child, a very important thing, to receive love is another. It is on art and the way of being loved that he often asks for help from his psychoanalyst.

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"Whoever attracts me does not come to me, tell me what the other has more than me. The psychoanalyst hears, in this call, a request addressed to him because of the introduction of the transfer. Moreover, the child does not fear to address concrete demands to his psychoanalyst, for he believes much more in the magical powers of the adult to whom he addresses himself than in those of the transference. And he shows himself ready to despise the psychoanalyst to whom his parents entrust him. Why should we continue to see who does not manage to remedy his torment when he wishes and to enable him to achieve what he wants? Thus the psychoanalyst is, because of the friendship and the worries that it arouses, challenged by the child to realize his wishes of omnipotence.

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It is not uncommon to see the child disappointed in his quest for friendship at school to transform, on the model of the sprinkler-sprinkler, into a small tormentor of his psychoanalyst. This is a form of the compulsion of repetition in the child who, in so doing, assumes the role of the admired comrade whose authority he craves so much. It is the exercise of this authority that, in fact, he seeks. Also, the discovery of the combative stakes of friendship is inherent in their actualization in the transfer.