INNER FORCE

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INNER FORCE Inner Force is a consulting firm, started working since January 2000. Inner Force works for providin

Inner Force basically works in four core areas:
â€ĸ Counseling Service for Children/Adolescents/ Parents/couples: Inner Force offers psychosocial counseling support through individual counseling, couple counseling, group counseling and family counseling as fee for service basis since January 2000. Counseling service is for children/adolescents/adults/couples suffering lack of self control, lack of confidence, problem with decision making, stress, lack of social skill, attention deficiency, Lack of control over anger, phobia, OCD, adolescent crisis, marital maladjustment, behavior problem, trauma and so on.
â€ĸ Consultancy Support: Provides consultancy support to different NGO, INGO & Government agencies.
â€ĸ Announce Courses: arranges announce courses in areas like Personal and Professional Growth, Positive Parenting, Child Development activities for children and so on. Any individual can participate in these courses according to his/her needs.
â€ĸ Supplies Books/Toys

30/08/2026

āĻŦāĻŋāĻļā§āĻŦ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āϏāĻ‚āĻ¸ā§āĻĨāĻžāϰ (World Health Organization WHO) āĻĻ⧇āĻ“ā§ŸāĻž āϏāĻ‚āĻœā§āĻžāĻž āĻ…āύ⧁āϝāĻžā§Ÿā§€ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϞāϤ⧇ āĻŦā§āϝāĻ•ā§āϤāĻŋāϰ āĻļāĻžāϰ⧀āϰāĻŋāĻ•, āĻŽāĻžāύāϏāĻŋāĻ•, āϏāĻžāĻŽāĻžāϜāĻŋāĻ• āφāĻ¤ā§āϤāĻŋÂĄāĻ• āĻāχ āϚāĻžāϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāϤ⧇āχ āĻĒāϰāĻŋāĻĒā§‚āĻ°ā§āĻŖāĻ­āĻžāĻŦ⧇ āĻ­āĻžāϞ āĻĨāĻžāĻ•āĻžāϕ⧇ āĻŦā§‹āĻāĻžā§Ÿ āĻāĻŦāĻ‚ āĻāϟāĻž āĻļ⧁āϧ⧁āĻŽāĻžāĻ¤ā§āϰ āĻ…āϏ⧁āĻ¸ā§āĻĨāϤāĻžāϰ āĻ…āύ⧁āĻĒāĻ¸ā§āĻĨāĻŋāϤāĻŋāχ āύ⧟āĨ¤ āĻ…āĻ°ā§āĻĨāĻžā§Ž āĻļāĻžāϰ⧀āϰāĻŋāĻ• āĻ…āĻŦāĻ¸ā§āĻĨāĻžāϰ āϏāĻžāĻĨ⧇ āĻŽāύ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāĻ“ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ⧇āϰ āĻāĻ•āϟāĻŋ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āωāĻĒāĻžāĻĻāĻžāύāĨ¤
āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻšāϞ⧋ āφāϚāϰāĻŖ, āφāĻŦ⧇āĻ— , āĻĻ⧃āĻˇā§āϟāĻŋāĻ­āĻ™ā§āĻ—āĻŋ āĻ“ āϚāĻŋāĻ¨ā§āϤāĻžāϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϞāϤ⧇ āĻŦā§‹āĻāĻžā§Ÿ āϏāĻžāĻŽāĻžāϜāĻŋāĻ•, āφāĻŦ⧇āĻ—ā§€ā§Ÿ , āφāϚāϰāĻŖāĻ—āϤāĻ­āĻžāĻŦ⧇ āĻ­āĻžāϞ āĻĨāĻžāĻ•āĻž (wellbeing)āĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ⧇āϰ āωāĻĒāϰ āϤāĻžāĻĻ⧇āϰ āωāĻĒāϝ⧁āĻ•ā§āϤ āĻĒāϰāĻŋāĻĒā§‚āĻ°ā§āύ āĻŦāĻŋāĻ•āĻžāĻļ āĻ“ āϏāĻžāĻĢāĻ˛ā§āϝ āύāĻŋāĻ°ā§āĻ­āϰ āĻ•āϰ⧇āĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻ­āĻžāϞ āĻĨāĻžāĻ•āϞ⧇ āϤāĻžāϰāĻž āĻ āĻŋāĻ•āĻŽāϤ āĻļāĻŋāĻ–āϤ⧇ āĻĒāĻžāϰ⧇, āĻ…āĻ¨ā§āϝ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ• āϰāĻ•ā§āώāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇ āφāϰ āĻœā§€āĻŦāύ⧇āϰ āĻ•āĻ āĻŋāύ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜāϗ⧁āϞ⧋ āĻŽā§‹āĻ•āĻžāĻŦ⧇āϞāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āĨ¤ āĻŦ⧜āĻĻ⧇āϰ āĻāĻŦāĻ‚ āϛ⧋āϟāĻĻ⧇āϰ āϏāĻŦāĻžāϰāχ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϜāĻžā§Ÿ āϰāĻžāĻ–āĻž āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āĻĒā§āĻ°ā§Ÿā§‹āϜāύāĨ¤ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϜāĻžā§Ÿ āϰāĻžāĻ–āĻžāϰ āϜāĻ¨ā§āϝ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāĻ•āϟāĻŋ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻŽāĻžāĻ§ā§āϝāĻŽāĨ¤

āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āĻŋ: āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ“ āϏāĻžāχāϕ⧋āĻĨ⧇āϰāĻžāĻĒāĻŋ āĻāĻ•āϟāĻž āĻŽāύ⧋āĻŦ⧈āĻœā§āĻžāĻžāύāĻŋāĻ• āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻĒāĻĻā§āϧāϤāĻŋ , āϝ⧇āĻ–āĻžāύ⧇ āϕ⧋āύ āϰāĻ•āĻŽ āĻŽā§‡āĻĄāĻŋāϏāĻŋāύ āĻŦāĻž āĻ“āώ⧁āϧ āĻ›āĻžā§œāĻžāχ āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻ•āϰāĻž āĻšā§Ÿ āĻŦāϞ⧇ āĻāϰ āϕ⧋āύ āĻĒāĻžāĻļāĻ°ā§āĻĒā§āϰāϤāĻŋāĻ•ā§āϰāĻŋ⧟āĻž āĻĨāĻžāϕ⧇āύāĻžāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ āφāĻŽāϰāĻž āĻĒā§āϰāϧāĻžāύāϤ āĻāϤ⧇ āϟāĻ•āĻŋāĻ‚ āĻĨ⧇āϰāĻžāĻĒāĻŋ (Talking Therapy) āĻŦāĻž āĻ•āĻĨāĻžāĻŦāĻžāĻ°ā§āϤāĻž āĻŦāĻŋāύāĻŋāĻŽā§Ÿā§‡āϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āĻ…āĻ¸ā§āĻŦāĻžāĻ­āĻžāĻŦāĻŋāĻ• āϚāĻŋāĻ¨ā§āϤāĻž, āϭ⧁āϞ āϧāĻžāϰāĻŖāĻž , āĻŽāĻŋāϏ āĻ•āĻŽāĻŋāωāύāĻŋāϕ⧇āĻļāύ, āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇āϰ āϏāĻŽāĻ¸ā§āϝāĻž āχāĻ¤ā§āϝāĻžāĻĻāĻŋ āĻĻ⧁āϰ āĻ•āϰāĻž āĻŦāĻž āϏāĻŽāĻžāϧāĻžāύ āĻ•āϰāĻž āĻšā§ŸāĨ¤ āĻāĻ›āĻžā§œāĻž āφāϰ⧇āĻ•āϟāĻŋ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻĒāĻĻā§āϧāϤāĻŋ āĻšāϞ⧋ āĻŽā§‡āĻ¨ā§āϟāĻžāϞ āĻāĻ•ā§āϏāĻžāϰāϏāĻžāχāĻœā§‡āϏ āϝāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰāĻž āĻšā§Ÿ āĻŽāύ⧇āϰ āĻļāĻ•ā§āϤāĻŋāϕ⧇ āĻŦāĻžā§œāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ , āĻŽāύ⧇āϰ āϚāĻžāĻĒ āĻ•āĻŽāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ , āχāϤāĻŋāĻŦāĻžāϚāĻ• āϚāĻŋāĻ¨ā§āϤāĻžāϰ āϜāĻ¨ā§āϝ , āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻž āϏāĻŽāĻžāϧāĻžāύ⧇āϰ āϜāĻ¨ā§āϝ , āĻŽāύ āĻ­āĻžāϞ āϰāĻžāĻ–āĻžāϰ āϜāĻ¨ā§āϝ, āĻšāϤāĻžāĻļāĻž āĻĻ⧁āϰ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻļ⧁āϧ⧁ āĻŦ⧜āĻĻ⧇āϰ āϜāĻ¨ā§āϝāχ āύ⧟ āϛ⧋āϟ āĻļāĻŋāĻļ⧁, āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āĻĻ⧇āϰ āϜāĻ¨ā§āϝāĻ“ āĻĒā§āĻ°ā§Ÿā§‹āϜāĻ¨ā§€ā§ŸāĨ¤ āφāĻŽāĻžāϰ āĻ•āĻžāϛ⧇ āϝāĻžāϰāĻž āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāϰ āϜāĻ¨ā§āϝ āφāϏ⧇āύ āϤāĻžāϰāĻž āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āύāĻŋā§Ÿā§‡ āφāϏ⧇āύ āĻāĻŦāĻ‚ āϝ⧇ āϏāĻŽāĻ¸ā§āϝāĻžāϗ⧁āϞ⧋āϰ āφāĻŽāĻŋ āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻ•āϰ⧇ āĻĨāĻžāĻ•āĻŋ āϏ⧇āϗ⧁āϞ⧋ āύ⧀āĻšā§‡ āĻāϕ⧇ āĻāϕ⧇ āĻŦāĻ°ā§āύāύāĻž āĻ•āϰāĻž āĻšāϞ⧋āĨ¤ āĻāχ āĻŦāĻ°ā§āύāύāĻžāϟāĻŋ āĻĒ⧜āϞ⧇ āφāĻĒāύāĻŋ āĻŦ⧁āĻāϤ⧇ āĻĒāĻžāϰāĻŦ⧇āύ āφāĻĒāύāĻžāϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āϞāĻžāĻ—āĻŦ⧇ āĻ•āĻŋāύāĻž? āĻāĻŦāĻžāϰ āϝ⧇āϏāĻŦ āĻŦāĻŋāĻˇā§Ÿā§‡ āφāĻŽāĻŋ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āϰāĻŋ āĻāϕ⧇ āĻāϕ⧇ āφāϞ⧋āϚāύāĻž āĻ•āϰāĻ›āĻŋ āϏ⧇āϏāĻŦ āĻŦāĻŋāώ⧟ āύāĻŋā§Ÿā§‡āĨ¤

ā§§.āĻŽā§āϝāĻžāϰ⧇āϜ / āĻ•āĻžāĻĒāϞ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āφāĻŽāĻžāĻĻ⧇āϰ āĻœā§€āĻŦāύ⧇āϰ āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻāĻ•āϟāĻŋ āĻ…āĻ§ā§āϝāĻžā§Ÿ āĻšāϞ⧋ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝ āĻœā§€āĻŦāύāĨ¤ āφāĻŽāĻžāĻĻ⧇āϰ āϏāĻŦāĻžāϰ āĻĒā§āϰāĻ¤ā§āϝāĻžāĻļāĻž āĻšāϞ⧋ āĻāĻ•āϟāĻŋ āϏ⧁āϖ⧇āϰ āϏāĻ‚āϏāĻžāϰ⧇āϰāĨ¤ āϏ⧁āĻ–ā§€ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝāĻœā§€āĻŦāύ āφāĻŽāĻžāĻĻ⧇āϰ āĻœā§€āĻŦāύāϕ⧇ āĻ•āϰ⧇ āϤ⧋āϞ⧇ āϏāĻĢāϞ, āĻ…āĻ°ā§āĻĨāĻĒā§‚āĻ°ā§āύ āĻ“ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāĻŽā§ŸāĨ¤ āĻ•āĻŋāĻ¨ā§āϤ⧁ āφāϜāĻ•āĻžāϞ āĻĻ⧇āĻ–āĻž āϝāĻžāĻšā§āϛ⧇ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻŽāύ: āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻ…āĻ­āĻžāĻŦ, āĻŦāĻŋāĻļ^āĻžāϏ⧇āϰ āĻ…āĻ­āĻžāĻŦ, āϧ⧈āĻ°ā§āĻ¯ā§āϝāϰ⧇ āĻ…āĻ­āĻžāĻŦ, āĻ–āĻžāĻĒ āĻ–āĻžāĻ“ā§ŸāĻžāϤ⧇ āύāĻž āĻĒāĻžāϰāĻž , āĻļāĻļ⧁āϰ āĻŦāĻžā§œā§€āϰ āϞ⧋āϕ⧇āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ•āϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž, āφāĻ°ā§āĻĨāĻŋāĻ• āϏāĻŽāĻ¸ā§āϝāĻž, āĻĒāϰāĻ•ā§€ā§ŸāĻž āϏāĻŽā§āĻĒāĻ°ā§āĻ•, āχāĻ—ā§‹ āĻ•āύāĻĢā§āϞāĻŋāĻ•ā§āϟ āχāĻ¤ā§āϝāĻžāĻĻāĻŋ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝāĻœā§€āĻŦāύ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āĻŦā§Ÿā§‡ āύāĻŋā§Ÿā§‡ āφāϏāϛ⧇āĨ¤ āĻāϤ⧇ āĻŽāĻžāϰāĻžāĻ¤ā§āĻŽāĻ• āĻ­āĻžāĻŦ⧇ āĻ•ā§āώāϤāĻŋ āĻ—ā§āϰāĻ¸ā§āϤ āĻšāĻšā§āϛ⧇ āĻļāĻŋāĻļ⧁āϰāĻžāĨ¤

⧍.āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻžāϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āϰ⧇ āĻĨāĻžāĻ•āĻŋ āϝ⧇āĻŽāύ-
âœ”ī¸ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ
âœ”ī¸ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžā§Ÿ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ
âœ”ī¸ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ
âœ”ī¸ āĻ•āĻžāϰāĻ“ āϏāĻžāĻĨ⧇ āĻŽāĻŋāĻļāϤ⧇ āύāĻž āĻĒāĻžāϰāĻž
âœ”ī¸ āĻ­āĻžāχāĻŦā§‹āύ⧇āϰ āĻŽāĻ§ā§āϝ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ•āϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž
âœ”ī¸ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻŽāĻžāϰāĻžāĻŽāĻžāϰāĻŋ āĻ•āϰāĻž
âœ”ī¸ āĻ…āĻ¸ā§āĻĨāĻŋāϰāϤāĻž
âœ”ī¸ āĻŦ⧁āϞāĻŋāĻ‚ āĻāϰ āĻļāĻŋāĻ•āĻžāϰ
âœ”ī¸ āĻŦāĻžāĻŦāĻž-āĻŽāĻžā§Ÿā§‡āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇āϰ āϏāĻŽāĻ¸ā§āϝāĻž
âœ”ī¸ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻŋ
âœ”ī¸ āĻ–āĻžāĻ“ā§ŸāĻžāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž
âœ”ī¸ āϘ⧁āĻŽāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž

ā§Š. āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āĻĻ⧇āϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āĻ•āĻŋāĻļā§‹āϰāĻ•āĻžāϞ āĻšāĻšā§āϛ⧇ āĻāĻ•āϟāĻŋ transition period āĻŦāĻž āĻŦāĻŋāĻļ⧇āώ āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ⧇āϰ āϏāĻŽā§ŸāĨ¤ āĻāχ āϏāĻŽā§Ÿā§‡ āϛ⧇āϞ⧇āĻŽā§‡ā§Ÿā§‡āϰāĻž āĻļāĻžāϰ⧀āϰāĻŋāĻ• āĻ“ āĻŽāĻžāύāϏāĻŋāĻ• āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ⧇āϰ āĻ•āĻžāϰāϪ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āĻĻāĻ¨ā§āĻĻ⧇ āϭ⧁āϗ⧇ āĨ¤ āφāĻŽāĻžāϰ āĻ•āĻžāϛ⧇ āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āϰāĻž āϝ⧇āϏāĻŦ āϏāĻŽāĻ¸ā§āϝāĻž āύāĻŋā§Ÿā§‡ āφāϏ⧇ āϏ⧇āϗ⧁āϞ⧋ āĻšāϞ⧋:
âœ”ī¸ āĻĒ⧜āĻžāĻļ⧁āύāĻžā§Ÿ āĻ…āĻŽāύāϝ⧋āĻ—āĻŋāϤāĻž
âœ”ī¸ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻŋ
âœ”ī¸ āĻĒā§āϰ⧇āĻŽā§‡āϰ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āϜ⧜āĻŋā§Ÿā§‡ āĻĒāϰāĻž
âœ”ī¸ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ
âœ”ī¸ āĻŦ⧁āϞāĻŋāĻ‚ āĻāϰ āĻļāĻŋāĻ•āĻžāϰ
âœ”ī¸ āĻŦāĻžāĻŦāĻž- āĻŽāĻžā§Ÿā§‡āϰ āϏāĻžāĻĨ⧇ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ…āĻŦāύāϤāĻŋ
âœ”ī¸ āϝ⧌āύāύāĻŋāĻ°ā§āϝāĻžāϤāύ⧇āϰ āĻļāĻŋāĻ•āĻžāϰ āĻšāĻ“ā§ŸāĻž
âœ”ī¸ āĻ“. āϏāĻŋ.āĻĄāĻŋ āĻŦāĻž āĻļ⧁āϚāĻŋāĻŦāĻžāχ
âœ”ī¸ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϏāĻ‚āĻŦ⧇āĻĻāύāĻļā§€āϞāϤāĻž
âœ”ī¸ āϏāĻžāĻŽāĻžāϜāĻŋāĻ• āĻ­ā§€āϤāĻŋ
âœ”ī¸ Low self-image āĻŦāĻž āĻšā§€āύāĻŽāĻ¨ā§āϝāϤāĻž
âœ”ī¸ āĻ…āĻ¸ā§āĻĨāĻŋāϰāϤāĻž
âœ”ī¸ Self-harm āĻŦāĻž āύāĻŋāĻœā§‡āϰ āĻ•ā§āώāϤāĻŋ āĻ•āϰāĻž
âœ”ī¸ āĻŦā§āϰ⧇āĻ• āφāĻĒ āĻāϰ āϏāĻŽāĻ¸ā§āϝāĻž

ā§Ē. Obsessive Compulsive Disorder (OCD ) : OCD āĻŦāĻž āĻļ⧁āϚāĻŋāĻŦāĻžāχ āĻšāϞ⧋ āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝāĻž āĻšāϞ⧇ āĻŽāĻžāύ⧁āώ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰ⧇āĨ¤ āĻāĻ•āχ āĻŦāĻŋāĻˇā§Ÿā§‡ āύāĻŋā§Ÿā§‡ āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰ⧇ āĻāĻŦāĻ‚ āϚāĻŋāĻ¨ā§āϤāĻžāϟāĻžāϕ⧇ āϏāϰāĻŋā§Ÿā§‡ āĻĻāĻŋāϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤ OCD āĻšāϞ⧇ āϕ⧇āω āϝāĻž āĻ•āϰ⧇ āϏ⧇āϗ⧁āϞ⧋ āĻšāϞ⧋ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻĒāϰāĻŋāĻˇā§āĻ•āĻžāϰ āĻĒāϰāĻŋāĻšā§āĻ›āĻ¨ā§āύāϤāĻž, āϧāĻ°ā§āĻŽ āĻŦāĻŋāĻˇā§Ÿā§‡ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰāĻž, āĻāĻ•āχ āĻ•āĻžāϜ āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āĻ•āϰāĻž āϝ⧇āĻŽāύ- āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āĻšāĻžāϤ āϧ⧋āĻ“ā§ŸāĻž, āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āϚ⧁āϞāĻž āĻŦāĻ¨ā§āϧ āĻ•āϰ⧇āϛ⧇ āĻ•āĻŋāύāĻž, āĻĻāϰāϜāĻž āĻŦāĻ¨ā§āϧ āĻ•āϰ⧇āϛ⧇ āĻ•āĻŋāύāĻž āϤāĻž āĻšā§‡āĻ• āĻ•āϰāĻž āĨ¤

ā§Ģ. Depression: āĻĄāĻŋāĻĒā§āϰ⧇āĻļāύ āĻŦāĻž āĻŦāĻŋāώāĻ¨ā§āύāϤāĻž āĻšāϞ⧋ āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻ–āĻžāύ⧇ āĻŦā§āϝāĻ•ā§āϤāĻŋāϰ āϕ⧋āύ āĻ•āĻŋāϛ⧁āχ āĻ­āĻžāϞ⧋ āϞāĻžāϗ⧇āύāĻž āĨ¤ āφāϗ⧇ āϝ⧇ āĻ•āĻžāϜāϗ⧁āϞ⧋ āϤāĻžāϰ āĻ­āĻžāϞ āϞāĻžāĻ—āϤ āϏ⧇āϗ⧁āϞ⧋āĻ“ āĻāĻ–āύ āφāϰ āĻ­āĻžāϞ āϞāĻžāϗ⧇āύāĻžāĨ¤ āϝ⧇ āĻ–āĻžāĻŦāĻžāϰ āĻĒāĻ›āĻ¨ā§āĻĻ āĻ›āĻŋāϞ⧋ āϤāĻž āφāϰ āĻĒāĻ›āĻ¨ā§āĻĻ āĻšā§ŸāύāĻžāĨ¤ āύāϤ⧁āύ āĻ•āĻžāĻĒ⧜ āĻĒāϰāϤ⧇ āχāĻšā§āĻ›āĻž āĻšā§ŸāύāĻž, āϟāĻŋāĻ­āĻŋ āĻĻ⧇āĻ–āϤ⧇ āχāĻšā§āĻ›āĻž āĻšā§ŸāύāĻž, āĻŦāχ āĻĒ⧜āϤ⧇ āχāĻšā§āĻ›āĻž āĻ•āϰ⧇āύāĻž, āĻŦāĻ¨ā§āϧ⧁āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āĻ˜ā§‹āϰāĻžāĻĢāĻŋāϰāĻž āĻ•āϰāϤ⧇ āχāĻšā§āĻ›āĻž āĻ•āϰ⧇āύāĻžāĨ¤ āĻ…āύ⧇āϕ⧇āϰ āĻŽāĻ§ā§āϝ⧇ āφāĻŦāĻžāϰ āφāĻ¤ā§āĻŽāĻšāĻ¤ā§āϝāĻžāϰ āĻĒā§āϰāĻŦāύāϤāĻž āĻĻ⧇āĻ–āĻž āϝāĻžā§ŸāĨ¤

ā§Ŧ. Attention Deficiency Hyperactive Disorder ( ADHD): āφāϜāĻ•āĻžāϞ āĻ…āύ⧇āĻ• āĻļāĻŋāĻļ⧁āϰ āĻŽāĻ§ā§āϝ⧇āχ āĻāϟāĻŋ āĻĻ⧇āĻ–āĻž āϝāĻžā§ŸāĨ¤ ADHD āĻšāϞ⧋ Attention Deficiency Hyperactive Disorder. ADHD āĻšāϞ⧇ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ āĻĻ⧇āĻ–āĻž āĻĻā§‡ā§Ÿ āĻāĻŦāĻ‚ (Hyperactivity) āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻžā§āϚāϞāϤāĻž āĻĻ⧇āĻ–āĻž āĻĻā§‡ā§ŸāĨ¤ āĻļāĻŋāĻļ⧁ āĻ¸ā§āĻĨāĻŋāϰ āĻšā§Ÿā§‡ āĻŦāϏ⧇ āĻŽāύāϝ⧋āĻ— āĻĻāĻŋā§Ÿā§‡ āĻ•āĻŋāϛ⧁ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤

ā§­. Bipolar Disorder: Bipolar Disorder āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻ–āĻžāύ⧇ āĻŦā§āϝāĻžāĻ•ā§āϤāĻŋ āĻĻ⧁āχ āϧāϰāϪ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžā§Ÿ āĻĨāĻžāϕ⧇āĨ¤ āĻāχ āĻĻ⧁āχ āϧāϰāϪ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻž āĻšāϞ⧋ Manic Phase I Depressive Phase. Depressive Phase āĻ āϖ⧁āĻŦāχ Low āĻĢāĻŋāϞ āĻ•āϰ⧇ (āĻĄāĻŋāĻĒā§āϰ⧇āϏāύ āĻāϰ āϞ⧇āĻ–āĻžāϟāĻŋ āĻĻ⧇āϖ⧇ āύāĻŋāύ) āĨ¤ āφāĻŦāĻžāϰ Manic Phase āĻ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āĻ¤ā§ŽāĻĒāϰ āĻĨāĻžāϕ⧇āĨ¤ āϝ⧇āĻŽāύ āĻ…āύ⧇āĻ• āĻ•āĻŋāϛ⧁ āĻ•āϰ⧇ āĻĢ⧇āϞāĻžāϰ āĻĒā§āϰāĻŦāύāϤāĻž, āωāĻ¤ā§āϤ⧇āϜāύāĻž, āύāĻŋāĻœā§‡āϰ āϜāĻŋāύāĻŋāϏāĻĒāĻ¤ā§āϰ āĻ…āĻ¨ā§āϝāϕ⧇ āĻĻāĻŋā§Ÿā§‡ āĻĻ⧇āĻ“ā§ŸāĻž, āĻŦ⧇āĻļā§€ āĻ•āĻĨāĻž āĻŦāϞāĻž āχāĻ¤ā§āϝāĻžāĻĻāĻŋāĨ¤

ā§Ž. Screen Addiction: āϝāĻžāϰāĻž āĻāχ āϧāϰāϪ⧇āϰ āφāϏāĻ•ā§āϤāĻŋāϤ⧇ āϭ⧁āϗ⧇āύ āϤāĻžāϰāĻž āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āϏāĻŽā§Ÿ āϧāϰ⧇ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āĻĨāĻžāϕ⧇āύāĨ¤ āϏ⧇āϞāĻĢā§‹āύ, āĻ˛ā§āϝāĻžāĻĒāϟāĻĒ⧇ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϗ⧇āĻŽ āϖ⧇āϞāĻž, YouTube āĻ āĻĨāĻžāĻ•āĻž, Facebook , Instagram āχāĻ¤ā§āϝāĻžāĻĻāĻŋāϤ⧇ āϏāĻŽā§Ÿ āĻ•āĻžāϟāĻžāύ⧋āĨ¤ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻĻ⧇āϰ āĻāĻ•āĻĻāĻŽ āĻ–ā§‡ā§ŸāĻžāϞ āĻĨāĻžāϕ⧇āύāĻž āϝ⧇ āĻāχ āϧāϰāύ⧇āϰ āφāϏāĻ•ā§āϤāĻŋ āĻļāĻžāϰ⧀āϰāĻŋāĻ• , āĻŽāĻžāύāϏāĻŋāĻ• āĻ“ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ•āϤāϟāĻž āĻ•ā§āώāϤāĻŋāĻ•āϰ āĨ¤ āĻŦ⧜āϰāĻž āĻŦ⧁āĻāĻŋā§Ÿā§‡ āĻŦāϞāϞ⧇āĻ“ āϤāĻžāϰāĻž āϤāĻž āĻŽāĻžāύāϤ⧇ āϚāĻžā§Ÿ āύāĻžāĨ¤
āύ⧋āϟ: āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻž āύāĻžāĻŽā§‡ āφāĻŽāĻžāϰ āĻāĻ•āϟāĻŋ āĻŦāχ āĻ āĻ āĻŦā§āϝāĻžāĻĒāĻžāϰ⧇ āĻ­āĻžāϞāĻ­āĻžāĻŦ⧇ āĻŦ⧁āĻāĻŋā§Ÿā§‡ āĻŦāϞāĻž āĻšā§Ÿā§‡āϛ⧇āĨ¤

⧝. āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻž: āĻ…āύ⧇āϕ⧇āχ āχāύāϏāĻŽāύāĻŋ⧟āĻž āĻŦāĻž āϘ⧁āĻŽ āύāĻž āĻšāĻ“ā§ŸāĻžāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻžāϜāύāĻŋāϤ āϭ⧁āϗ⧇āύāĨ¤ āĻŦāĻŋāĻ›āĻžāύāĻžā§Ÿ āĻļā§ā§Ÿā§‡ āĻĨāĻžāĻ•āĻž āĻ¸ā§āĻŦāĻ¤ā§āĻŦ⧇āĻ“ āϘ⧁āĻŽ āφāϏ⧇āύāĻžāĨ¤ āϝāĻĨ⧇āĻˇā§āϟ āϘ⧁āĻŽ āύāĻž āĻšāĻ“ā§ŸāĻžāϰ āĻ•āĻžāϰāϪ⧇ āύāĻžāύāĻžāĻ­āĻžāĻŦ⧇ āĻļāϰ⧀āϰ āĻ–āĻžāϰāĻžāĻĒ āĻšā§ŸāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāϰ āĻĢāϞ⧇ āĻ”āώ⧁āϧ āĻ›āĻžā§œāĻžāχ āĻ•āĻŋāϛ⧁ āύāĻŋ⧟āĻŽāĻ•āĻžāύ⧁āύ āĻŽāĻžāύāĻž āĻ“ āĻŽā§‡āĻ¨ā§āϟāĻžāϞ āĻāĻ•ā§āϏāĻžāϰāϏāĻžāχāϜ āĻāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻžāϰ āϏāĻŽāĻžāϧāĻžāύ āĻ•āϰāĻž āϝāĻžā§ŸāĨ¤

ā§§ā§Ļ. Exam Phobia: Exam Phobia āĻŦāĻž āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ āĻšāϞ⧋ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻĻāĻŋāϤ⧇ āϭ⧟ āĻĒāĻžāĻ“ā§ŸāĻž āĻāϰ āĻŽāĻžāύ⧇ āĻāϟāĻž āύ⧟ āϝ⧇ āϝāĻžāϰāĻž āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋāϤ⧇ āϭ⧁āϗ⧇ āϤāĻžāϰāĻž āϞ⧇āĻ–āĻžāĻĒ⧜āĻžā§Ÿ āĻ–āĻžāϰāĻžāĻĒ āĻŦāĻž āϤāĻžāĻĻ⧇āϰ āĻŦ⧁āĻĻā§āϧāĻŋ āĻ•āĻŽāĨ¤ āϤāĻžāĻĻ⧇āϰ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āĻĨāĻžāĻ•āĻž āĻ¸ā§āĻŦāĻ¤ā§āĻ¤ā§‡ÂĄāĻ“ āϤāĻžāϰāĻž āĻĒāϰ⧀āĻ•ā§āώāĻž āĻĻāĻŋāϤ⧇ āϭ⧟ āĻĒāĻžā§Ÿ āĻāĻŦāĻ‚ āĻ āĻŋāĻ•āĻŽāϤ āϞāĻŋāĻ–āϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤ āĻāχ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻ­ā§€āϤāĻŋ āĻ›āĻžāĻ¤ā§āϰ/ āĻ›āĻžāĻ¤ā§āϰ⧀āĻĻ⧇āϰ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ…āύ⧇āĻ• āĻĒāĻŋāĻ›āĻŋā§Ÿā§‡ āĻĻā§‡ā§ŸāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ āĻĻ⧁āϰ āĻ•āϰāĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ•āĻžāĻ°ā§āϝāĻ•āϰ āĻ­ā§‚āĻŽāĻŋāĻ•āĻž āĻĒāĻžāϞāύ āĻ•āϰ⧇āĨ¤

āĻāχ āĻŦāĻŋāĻˇā§Ÿā§‡ āφāĻŽāĻžāϰ āϞ⧇āĻ–āĻž āĻŦāĻžāϤāĻŋāϘāϰ āύāĻžāĻŽā§‡ āĻāĻ•āϟāĻŋ āĻŦāχāϤ⧇ āĻŦāĻŋāĻ¸ā§āϤāĻžāϰāĻŋāϤāĻ­āĻžāĻŦ⧇ āϞ⧇āĻ–āĻž āĻšā§Ÿā§‡āϛ⧇āĨ¤
āĻāχ āϞ⧇āĻ–āĻžāϟāĻŋāϤ⧇ āϝ⧇ āĻĻ⧁āϟāĻŋ āĻŦāχ āĻāϰ āωāĻ˛ā§āϞ⧇āĻ– āĻ•āϰāĻž āĻšā§Ÿā§‡āϛ⧇ (āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻž āĻ“ āĻŦāĻžāϤāĻŋāϘāϰ) āĻāĻŦāĻ‚ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āϏ⧇āĻŦāĻž āύāĻŋāϤ⧇ āύāĻŋāĻšā§‡āϰ āύāĻžāĻŽā§āĻŦāĻžāϰāϗ⧁āϞāĻŋāϤ⧇ āϝ⧋āĻ—āĻžāϝ⧋āĻ— āĻ•āϰ⧁āύ:

+88 01720-908383,
+88 01779-819667

About Farida Akhtar:
Farida Akhtar is a renowned psychologist/ counselor and Chief Executive of Inner Force is working in the field of applied psychology since 1985. Farida is working as national and international consultant with UN agencies, International NGOs, Corporate Field, Universities, Government and National NGOs, ABD in the field of Early Childhood Development, Child Rights, Positive Parenting, Joyful Learning, Toy Making, Mental Health, Psycho social Counseling, Personal and Professional Growth, Adolescent Period and Facilitation Skills. Farida has worked as international consultant in the countries like Maldives, Turkmenistan, Kirgizstan, Vietnam, Nepal and Pakistan in the field of ECD, Counseling and Facilitation skills. Farida has a lot of publications (resource and training manuals) which are published by agencies like UNICEF, UNESCO, UNDP, ADB, Save the Children, Anindya Prokash (a renowned publisher) and Adarsha Prokashan. Farida has developed a lot of story books for pre-school, school aged children and adolescents. Farida is practicing psycho-social counseling since 1987. She is also participating in TV programs in different channels as a resource person. Now she is taking part in videos of Health Care Bangla as motivational speaker. Farida has worked as long- term consultant for UNICEF Bangladesh from 1992 to 1996. She also worked as Head of Early Childhood Development Unit (Save the Children USA) from 1996 to 2000. Farida worked as lecturer for a special education college under department of social services (GOV) from 1990 to 1992.

My Videos:

https://youtu.be/A7Se-MpL9h8
https://youtu.be/TzN8bmUTDZU
https://youtu.be/R97jFhofji8
https://youtu.be/O6QE-8PHl04
https://youtu.be/esMYWeL0Vwk

14/09/2025

āĻŦāĻŋāĻļā§āĻŦ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āϏāĻ‚āĻ¸ā§āĻĨāĻžāϰ (World Health Organization WHO) āĻĻ⧇āĻ“ā§ŸāĻž āϏāĻ‚āĻœā§āĻžāĻž āĻ…āύ⧁āϝāĻžā§Ÿā§€ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϞāϤ⧇ āĻŦā§āϝāĻ•ā§āϤāĻŋāϰ āĻļāĻžāϰ⧀āϰāĻŋāĻ•, āĻŽāĻžāύāϏāĻŋāĻ•, āϏāĻžāĻŽāĻžāϜāĻŋāĻ• āφāĻ¤ā§āϤāĻŋÂĄāĻ• āĻāχ āϚāĻžāϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāϤ⧇āχ āĻĒāϰāĻŋāĻĒā§‚āĻ°ā§āĻŖāĻ­āĻžāĻŦ⧇ āĻ­āĻžāϞ āĻĨāĻžāĻ•āĻžāϕ⧇ āĻŦā§‹āĻāĻžā§Ÿ āĻāĻŦāĻ‚ āĻāϟāĻž āĻļ⧁āϧ⧁āĻŽāĻžāĻ¤ā§āϰ āĻ…āϏ⧁āĻ¸ā§āĻĨāϤāĻžāϰ āĻ…āύ⧁āĻĒāĻ¸ā§āĻĨāĻŋāϤāĻŋāχ āύ⧟āĨ¤ āĻ…āĻ°ā§āĻĨāĻžā§Ž āĻļāĻžāϰ⧀āϰāĻŋāĻ• āĻ…āĻŦāĻ¸ā§āĻĨāĻžāϰ āϏāĻžāĻĨ⧇ āĻŽāύ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāĻ“ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ⧇āϰ āĻāĻ•āϟāĻŋ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āωāĻĒāĻžāĻĻāĻžāύāĨ¤
āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻšāϞ⧋ āφāϚāϰāĻŖ, āφāĻŦ⧇āĻ— , āĻĻ⧃āĻˇā§āϟāĻŋāĻ­āĻ™ā§āĻ—āĻŋ āĻ“ āϚāĻŋāĻ¨ā§āϤāĻžāϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϞāϤ⧇ āĻŦā§‹āĻāĻžā§Ÿ āϏāĻžāĻŽāĻžāϜāĻŋāĻ•, āφāĻŦ⧇āĻ—ā§€ā§Ÿ , āφāϚāϰāĻŖāĻ—āϤāĻ­āĻžāĻŦ⧇ āĻ­āĻžāϞ āĻĨāĻžāĻ•āĻž (wellbeing)āĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ⧇āϰ āωāĻĒāϰ āϤāĻžāĻĻ⧇āϰ āωāĻĒāϝ⧁āĻ•ā§āϤ āĻĒāϰāĻŋāĻĒā§‚āĻ°ā§āύ āĻŦāĻŋāĻ•āĻžāĻļ āĻ“ āϏāĻžāĻĢāĻ˛ā§āϝ āύāĻŋāĻ°ā§āĻ­āϰ āĻ•āϰ⧇āĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻ­āĻžāϞ āĻĨāĻžāĻ•āϞ⧇ āϤāĻžāϰāĻž āĻ āĻŋāĻ•āĻŽāϤ āĻļāĻŋāĻ–āϤ⧇ āĻĒāĻžāϰ⧇, āĻ…āĻ¨ā§āϝ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ• āϰāĻ•ā§āώāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇ āφāϰ āĻœā§€āĻŦāύ⧇āϰ āĻ•āĻ āĻŋāύ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜāϗ⧁āϞ⧋ āĻŽā§‹āĻ•āĻžāĻŦ⧇āϞāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āĨ¤ āĻŦ⧜āĻĻ⧇āϰ āĻāĻŦāĻ‚ āϛ⧋āϟāĻĻ⧇āϰ āϏāĻŦāĻžāϰāχ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϜāĻžā§Ÿ āϰāĻžāĻ–āĻž āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āĻĒā§āĻ°ā§Ÿā§‹āϜāύāĨ¤ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϜāĻžā§Ÿ āϰāĻžāĻ–āĻžāϰ āϜāĻ¨ā§āϝ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāĻ•āϟāĻŋ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻŽāĻžāĻ§ā§āϝāĻŽāĨ¤

āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āĻŋ: āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ“ āϏāĻžāχāϕ⧋āĻĨ⧇āϰāĻžāĻĒāĻŋ āĻāĻ•āϟāĻž āĻŽāύ⧋āĻŦ⧈āĻœā§āĻžāĻžāύāĻŋāĻ• āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻĒāĻĻā§āϧāϤāĻŋ , āϝ⧇āĻ–āĻžāύ⧇ āϕ⧋āύ āϰāĻ•āĻŽ āĻŽā§‡āĻĄāĻŋāϏāĻŋāύ āĻŦāĻž āĻ“āώ⧁āϧ āĻ›āĻžā§œāĻžāχ āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻ•āϰāĻž āĻšā§Ÿ āĻŦāϞ⧇ āĻāϰ āϕ⧋āύ āĻĒāĻžāĻļāĻ°ā§āĻĒā§āϰāϤāĻŋāĻ•ā§āϰāĻŋ⧟āĻž āĻĨāĻžāϕ⧇āύāĻžāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ āφāĻŽāϰāĻž āĻĒā§āϰāϧāĻžāύāϤ āĻāϤ⧇ āϟāĻ•āĻŋāĻ‚ āĻĨ⧇āϰāĻžāĻĒāĻŋ (Talking Therapy) āĻŦāĻž āĻ•āĻĨāĻžāĻŦāĻžāĻ°ā§āϤāĻž āĻŦāĻŋāύāĻŋāĻŽā§Ÿā§‡āϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āĻ…āĻ¸ā§āĻŦāĻžāĻ­āĻžāĻŦāĻŋāĻ• āϚāĻŋāĻ¨ā§āϤāĻž, āϭ⧁āϞ āϧāĻžāϰāĻŖāĻž , āĻŽāĻŋāϏ āĻ•āĻŽāĻŋāωāύāĻŋāϕ⧇āĻļāύ, āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇āϰ āϏāĻŽāĻ¸ā§āϝāĻž āχāĻ¤ā§āϝāĻžāĻĻāĻŋ āĻĻ⧁āϰ āĻ•āϰāĻž āĻŦāĻž āϏāĻŽāĻžāϧāĻžāύ āĻ•āϰāĻž āĻšā§ŸāĨ¤ āĻāĻ›āĻžā§œāĻž āφāϰ⧇āĻ•āϟāĻŋ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻĒāĻĻā§āϧāϤāĻŋ āĻšāϞ⧋ āĻŽā§‡āĻ¨ā§āϟāĻžāϞ āĻāĻ•ā§āϏāĻžāϰāϏāĻžāχāĻœā§‡āϏ āϝāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰāĻž āĻšā§Ÿ āĻŽāύ⧇āϰ āĻļāĻ•ā§āϤāĻŋāϕ⧇ āĻŦāĻžā§œāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ , āĻŽāύ⧇āϰ āϚāĻžāĻĒ āĻ•āĻŽāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ , āχāϤāĻŋāĻŦāĻžāϚāĻ• āϚāĻŋāĻ¨ā§āϤāĻžāϰ āϜāĻ¨ā§āϝ , āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻž āϏāĻŽāĻžāϧāĻžāύ⧇āϰ āϜāĻ¨ā§āϝ , āĻŽāύ āĻ­āĻžāϞ āϰāĻžāĻ–āĻžāϰ āϜāĻ¨ā§āϝ, āĻšāϤāĻžāĻļāĻž āĻĻ⧁āϰ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻļ⧁āϧ⧁ āĻŦ⧜āĻĻ⧇āϰ āϜāĻ¨ā§āϝāχ āύ⧟ āϛ⧋āϟ āĻļāĻŋāĻļ⧁, āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āĻĻ⧇āϰ āϜāĻ¨ā§āϝāĻ“ āĻĒā§āĻ°ā§Ÿā§‹āϜāĻ¨ā§€ā§ŸāĨ¤ āφāĻŽāĻžāϰ āĻ•āĻžāϛ⧇ āϝāĻžāϰāĻž āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāϰ āϜāĻ¨ā§āϝ āφāϏ⧇āύ āϤāĻžāϰāĻž āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āύāĻŋā§Ÿā§‡ āφāϏ⧇āύ āĻāĻŦāĻ‚ āϝ⧇ āϏāĻŽāĻ¸ā§āϝāĻžāϗ⧁āϞ⧋āϰ āφāĻŽāĻŋ āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻ•āϰ⧇ āĻĨāĻžāĻ•āĻŋ āϏ⧇āϗ⧁āϞ⧋ āύ⧀āĻšā§‡ āĻāϕ⧇ āĻāϕ⧇ āĻŦāĻ°ā§āύāύāĻž āĻ•āϰāĻž āĻšāϞ⧋āĨ¤ āĻāχ āĻŦāĻ°ā§āύāύāĻžāϟāĻŋ āĻĒ⧜āϞ⧇ āφāĻĒāύāĻŋ āĻŦ⧁āĻāϤ⧇ āĻĒāĻžāϰāĻŦ⧇āύ āφāĻĒāύāĻžāϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āϞāĻžāĻ—āĻŦ⧇ āĻ•āĻŋāύāĻž? āĻāĻŦāĻžāϰ āϝ⧇āϏāĻŦ āĻŦāĻŋāĻˇā§Ÿā§‡ āφāĻŽāĻŋ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āϰāĻŋ āĻāϕ⧇ āĻāϕ⧇ āφāϞ⧋āϚāύāĻž āĻ•āϰāĻ›āĻŋ āϏ⧇āϏāĻŦ āĻŦāĻŋāώ⧟ āύāĻŋā§Ÿā§‡āĨ¤

ā§§.āĻŽā§āϝāĻžāϰ⧇āϜ / āĻ•āĻžāĻĒāϞ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āφāĻŽāĻžāĻĻ⧇āϰ āĻœā§€āĻŦāύ⧇āϰ āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻāĻ•āϟāĻŋ āĻ…āĻ§ā§āϝāĻžā§Ÿ āĻšāϞ⧋ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝ āĻœā§€āĻŦāύāĨ¤ āφāĻŽāĻžāĻĻ⧇āϰ āϏāĻŦāĻžāϰ āĻĒā§āϰāĻ¤ā§āϝāĻžāĻļāĻž āĻšāϞ⧋ āĻāĻ•āϟāĻŋ āϏ⧁āϖ⧇āϰ āϏāĻ‚āϏāĻžāϰ⧇āϰāĨ¤ āϏ⧁āĻ–ā§€ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝāĻœā§€āĻŦāύ āφāĻŽāĻžāĻĻ⧇āϰ āĻœā§€āĻŦāύāϕ⧇ āĻ•āϰ⧇ āϤ⧋āϞ⧇ āϏāĻĢāϞ, āĻ…āĻ°ā§āĻĨāĻĒā§‚āĻ°ā§āύ āĻ“ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāĻŽā§ŸāĨ¤ āĻ•āĻŋāĻ¨ā§āϤ⧁ āφāϜāĻ•āĻžāϞ āĻĻ⧇āĻ–āĻž āϝāĻžāĻšā§āϛ⧇ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻŽāύ: āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻ…āĻ­āĻžāĻŦ, āĻŦāĻŋāĻļ^āĻžāϏ⧇āϰ āĻ…āĻ­āĻžāĻŦ, āϧ⧈āĻ°ā§āĻ¯ā§āϝāϰ⧇ āĻ…āĻ­āĻžāĻŦ, āĻ–āĻžāĻĒ āĻ–āĻžāĻ“ā§ŸāĻžāϤ⧇ āύāĻž āĻĒāĻžāϰāĻž , āĻļāĻļ⧁āϰ āĻŦāĻžā§œā§€āϰ āϞ⧋āϕ⧇āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ•āϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž, āφāĻ°ā§āĻĨāĻŋāĻ• āϏāĻŽāĻ¸ā§āϝāĻž, āĻĒāϰāĻ•ā§€ā§ŸāĻž āϏāĻŽā§āĻĒāĻ°ā§āĻ•, āχāĻ—ā§‹ āĻ•āύāĻĢā§āϞāĻŋāĻ•ā§āϟ āχāĻ¤ā§āϝāĻžāĻĻāĻŋ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝāĻœā§€āĻŦāύ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āĻŦā§Ÿā§‡ āύāĻŋā§Ÿā§‡ āφāϏāϛ⧇āĨ¤ āĻāϤ⧇ āĻŽāĻžāϰāĻžāĻ¤ā§āĻŽāĻ• āĻ­āĻžāĻŦ⧇ āĻ•ā§āώāϤāĻŋ āĻ—ā§āϰāĻ¸ā§āϤ āĻšāĻšā§āϛ⧇ āĻļāĻŋāĻļ⧁āϰāĻžāĨ¤

⧍.āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻžāϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āϰ⧇ āĻĨāĻžāĻ•āĻŋ āϝ⧇āĻŽāύ-

âœ”ī¸ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ
âœ”ī¸ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžā§Ÿ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ
âœ”ī¸ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ
âœ”ī¸ āĻ•āĻžāϰāĻ“ āϏāĻžāĻĨ⧇ āĻŽāĻŋāĻļāϤ⧇ āύāĻž āĻĒāĻžāϰāĻž
âœ”ī¸ āĻ­āĻžāχāĻŦā§‹āύ⧇āϰ āĻŽāĻ§ā§āϝ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ•āϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž
âœ”ī¸ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻŽāĻžāϰāĻžāĻŽāĻžāϰāĻŋ āĻ•āϰāĻž
âœ”ī¸ āĻ…āĻ¸ā§āĻĨāĻŋāϰāϤāĻž
âœ”ī¸ āĻŦ⧁āϞāĻŋāĻ‚ āĻāϰ āĻļāĻŋāĻ•āĻžāϰ
âœ”ī¸ āĻŦāĻžāĻŦāĻž-āĻŽāĻžā§Ÿā§‡āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇āϰ āϏāĻŽāĻ¸ā§āϝāĻž
âœ”ī¸ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻŋ
âœ”ī¸ āĻ–āĻžāĻ“ā§ŸāĻžāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž
âœ”ī¸ āϘ⧁āĻŽāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž

ā§Š. āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āĻĻ⧇āϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āĻ•āĻŋāĻļā§‹āϰāĻ•āĻžāϞ āĻšāĻšā§āϛ⧇ āĻāĻ•āϟāĻŋ transition period āĻŦāĻž āĻŦāĻŋāĻļ⧇āώ āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ⧇āϰ āϏāĻŽā§ŸāĨ¤ āĻāχ āϏāĻŽā§Ÿā§‡ āϛ⧇āϞ⧇āĻŽā§‡ā§Ÿā§‡āϰāĻž āĻļāĻžāϰ⧀āϰāĻŋāĻ• āĻ“ āĻŽāĻžāύāϏāĻŋāĻ• āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ⧇āϰ āĻ•āĻžāϰāϪ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āĻĻāĻ¨ā§āĻĻ⧇ āϭ⧁āϗ⧇ āĨ¤ āφāĻŽāĻžāϰ āĻ•āĻžāϛ⧇ āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āϰāĻž āϝ⧇āϏāĻŦ āϏāĻŽāĻ¸ā§āϝāĻž āύāĻŋā§Ÿā§‡ āφāϏ⧇ āϏ⧇āϗ⧁āϞ⧋ āĻšāϞ⧋:

âœ”ī¸ āĻĒ⧜āĻžāĻļ⧁āύāĻžā§Ÿ āĻ…āĻŽāύāϝ⧋āĻ—āĻŋāϤāĻž
âœ”ī¸ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻŋ
âœ”ī¸ āĻĒā§āϰ⧇āĻŽā§‡āϰ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āϜ⧜āĻŋā§Ÿā§‡ āĻĒāϰāĻž
âœ”ī¸ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ
âœ”ī¸ āĻŦ⧁āϞāĻŋāĻ‚ āĻāϰ āĻļāĻŋāĻ•āĻžāϰ
âœ”ī¸ āĻŦāĻžāĻŦāĻž- āĻŽāĻžā§Ÿā§‡āϰ āϏāĻžāĻĨ⧇ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ…āĻŦāύāϤāĻŋ
âœ”ī¸ āϝ⧌āύāύāĻŋāĻ°ā§āϝāĻžāϤāύ⧇āϰ āĻļāĻŋāĻ•āĻžāϰ āĻšāĻ“ā§ŸāĻž
âœ”ī¸ āĻ“. āϏāĻŋ.āĻĄāĻŋ āĻŦāĻž āĻļ⧁āϚāĻŋāĻŦāĻžāχ
âœ”ī¸ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϏāĻ‚āĻŦ⧇āĻĻāύāĻļā§€āϞāϤāĻž
âœ”ī¸ āϏāĻžāĻŽāĻžāϜāĻŋāĻ• āĻ­ā§€āϤāĻŋ
âœ”ī¸ Low self-image āĻŦāĻž āĻšā§€āύāĻŽāĻ¨ā§āϝāϤāĻž
âœ”ī¸ āĻ…āĻ¸ā§āĻĨāĻŋāϰāϤāĻž
âœ”ī¸ Self-harm āĻŦāĻž āύāĻŋāĻœā§‡āϰ āĻ•ā§āώāϤāĻŋ āĻ•āϰāĻž
âœ”ī¸ āĻŦā§āϰ⧇āĻ• āφāĻĒ āĻāϰ āϏāĻŽāĻ¸ā§āϝāĻž

ā§Ē. Obsessive Compulsive Disorder (OCD ) : OCD āĻŦāĻž āĻļ⧁āϚāĻŋāĻŦāĻžāχ āĻšāϞ⧋ āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝāĻž āĻšāϞ⧇ āĻŽāĻžāύ⧁āώ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰ⧇āĨ¤ āĻāĻ•āχ āĻŦāĻŋāĻˇā§Ÿā§‡ āύāĻŋā§Ÿā§‡ āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰ⧇ āĻāĻŦāĻ‚ āϚāĻŋāĻ¨ā§āϤāĻžāϟāĻžāϕ⧇ āϏāϰāĻŋā§Ÿā§‡ āĻĻāĻŋāϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤ OCD āĻšāϞ⧇ āϕ⧇āω āϝāĻž āĻ•āϰ⧇ āϏ⧇āϗ⧁āϞ⧋ āĻšāϞ⧋ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻĒāϰāĻŋāĻˇā§āĻ•āĻžāϰ āĻĒāϰāĻŋāĻšā§āĻ›āĻ¨ā§āύāϤāĻž, āϧāĻ°ā§āĻŽ āĻŦāĻŋāĻˇā§Ÿā§‡ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰāĻž, āĻāĻ•āχ āĻ•āĻžāϜ āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āĻ•āϰāĻž āϝ⧇āĻŽāύ- āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āĻšāĻžāϤ āϧ⧋āĻ“ā§ŸāĻž, āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āϚ⧁āϞāĻž āĻŦāĻ¨ā§āϧ āĻ•āϰ⧇āϛ⧇ āĻ•āĻŋāύāĻž, āĻĻāϰāϜāĻž āĻŦāĻ¨ā§āϧ āĻ•āϰ⧇āϛ⧇ āĻ•āĻŋāύāĻž āϤāĻž āĻšā§‡āĻ• āĻ•āϰāĻž āĨ¤

ā§Ģ. Depression: āĻĄāĻŋāĻĒā§āϰ⧇āĻļāύ āĻŦāĻž āĻŦāĻŋāώāĻ¨ā§āύāϤāĻž āĻšāϞ⧋ āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻ–āĻžāύ⧇ āĻŦā§āϝāĻ•ā§āϤāĻŋāϰ āϕ⧋āύ āĻ•āĻŋāϛ⧁āχ āĻ­āĻžāϞ⧋ āϞāĻžāϗ⧇āύāĻž āĨ¤ āφāϗ⧇ āϝ⧇ āĻ•āĻžāϜāϗ⧁āϞ⧋ āϤāĻžāϰ āĻ­āĻžāϞ āϞāĻžāĻ—āϤ āϏ⧇āϗ⧁āϞ⧋āĻ“ āĻāĻ–āύ āφāϰ āĻ­āĻžāϞ āϞāĻžāϗ⧇āύāĻžāĨ¤ āϝ⧇ āĻ–āĻžāĻŦāĻžāϰ āĻĒāĻ›āĻ¨ā§āĻĻ āĻ›āĻŋāϞ⧋ āϤāĻž āφāϰ āĻĒāĻ›āĻ¨ā§āĻĻ āĻšā§ŸāύāĻžāĨ¤ āύāϤ⧁āύ āĻ•āĻžāĻĒ⧜ āĻĒāϰāϤ⧇ āχāĻšā§āĻ›āĻž āĻšā§ŸāύāĻž, āϟāĻŋāĻ­āĻŋ āĻĻ⧇āĻ–āϤ⧇ āχāĻšā§āĻ›āĻž āĻšā§ŸāύāĻž, āĻŦāχ āĻĒ⧜āϤ⧇ āχāĻšā§āĻ›āĻž āĻ•āϰ⧇āύāĻž, āĻŦāĻ¨ā§āϧ⧁āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āĻ˜ā§‹āϰāĻžāĻĢāĻŋāϰāĻž āĻ•āϰāϤ⧇ āχāĻšā§āĻ›āĻž āĻ•āϰ⧇āύāĻžāĨ¤ āĻ…āύ⧇āϕ⧇āϰ āĻŽāĻ§ā§āϝ⧇ āφāĻŦāĻžāϰ āφāĻ¤ā§āĻŽāĻšāĻ¤ā§āϝāĻžāϰ āĻĒā§āϰāĻŦāύāϤāĻž āĻĻ⧇āĻ–āĻž āϝāĻžā§ŸāĨ¤

ā§Ŧ. Attention Deficiency Hyperactive Disorder ( ADHD): āφāϜāĻ•āĻžāϞ āĻ…āύ⧇āĻ• āĻļāĻŋāĻļ⧁āϰ āĻŽāĻ§ā§āϝ⧇āχ āĻāϟāĻŋ āĻĻ⧇āĻ–āĻž āϝāĻžā§ŸāĨ¤ ADHD āĻšāϞ⧋ Attention Deficiency Hyperactive Disorder. ADHD āĻšāϞ⧇ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ āĻĻ⧇āĻ–āĻž āĻĻā§‡ā§Ÿ āĻāĻŦāĻ‚ (Hyperactivity) āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻžā§āϚāϞāϤāĻž āĻĻ⧇āĻ–āĻž āĻĻā§‡ā§ŸāĨ¤ āĻļāĻŋāĻļ⧁ āĻ¸ā§āĻĨāĻŋāϰ āĻšā§Ÿā§‡ āĻŦāϏ⧇ āĻŽāύāϝ⧋āĻ— āĻĻāĻŋā§Ÿā§‡ āĻ•āĻŋāϛ⧁ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤

ā§­. Bipolar Disorder: Bipolar Disorder āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻ–āĻžāύ⧇ āĻŦā§āϝāĻžāĻ•ā§āϤāĻŋ āĻĻ⧁āχ āϧāϰāϪ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžā§Ÿ āĻĨāĻžāϕ⧇āĨ¤ āĻāχ āĻĻ⧁āχ āϧāϰāϪ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻž āĻšāϞ⧋ Manic Phase I Depressive Phase. Depressive Phase āĻ āϖ⧁āĻŦāχ Low āĻĢāĻŋāϞ āĻ•āϰ⧇ (āĻĄāĻŋāĻĒā§āϰ⧇āϏāύ āĻāϰ āϞ⧇āĻ–āĻžāϟāĻŋ āĻĻ⧇āϖ⧇ āύāĻŋāύ) āĨ¤ āφāĻŦāĻžāϰ Manic Phase āĻ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āĻ¤ā§ŽāĻĒāϰ āĻĨāĻžāϕ⧇āĨ¤ āϝ⧇āĻŽāύ āĻ…āύ⧇āĻ• āĻ•āĻŋāϛ⧁ āĻ•āϰ⧇ āĻĢ⧇āϞāĻžāϰ āĻĒā§āϰāĻŦāύāϤāĻž, āωāĻ¤ā§āϤ⧇āϜāύāĻž, āύāĻŋāĻœā§‡āϰ āϜāĻŋāύāĻŋāϏāĻĒāĻ¤ā§āϰ āĻ…āĻ¨ā§āϝāϕ⧇ āĻĻāĻŋā§Ÿā§‡ āĻĻ⧇āĻ“ā§ŸāĻž, āĻŦ⧇āĻļā§€ āĻ•āĻĨāĻž āĻŦāϞāĻž āχāĻ¤ā§āϝāĻžāĻĻāĻŋāĨ¤

ā§Ž. Screen Addiction: āϝāĻžāϰāĻž āĻāχ āϧāϰāϪ⧇āϰ āφāϏāĻ•ā§āϤāĻŋāϤ⧇ āϭ⧁āϗ⧇āύ āϤāĻžāϰāĻž āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āϏāĻŽā§Ÿ āϧāϰ⧇ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āĻĨāĻžāϕ⧇āύāĨ¤ āϏ⧇āϞāĻĢā§‹āύ, āĻ˛ā§āϝāĻžāĻĒāϟāĻĒ⧇ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϗ⧇āĻŽ āϖ⧇āϞāĻž, YouTube āĻ āĻĨāĻžāĻ•āĻž, Facebook , Instagram āχāĻ¤ā§āϝāĻžāĻĻāĻŋāϤ⧇ āϏāĻŽā§Ÿ āĻ•āĻžāϟāĻžāύ⧋āĨ¤ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻĻ⧇āϰ āĻāĻ•āĻĻāĻŽ āĻ–ā§‡ā§ŸāĻžāϞ āĻĨāĻžāϕ⧇āύāĻž āϝ⧇ āĻāχ āϧāϰāύ⧇āϰ āφāϏāĻ•ā§āϤāĻŋ āĻļāĻžāϰ⧀āϰāĻŋāĻ• , āĻŽāĻžāύāϏāĻŋāĻ• āĻ“ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ•āϤāϟāĻž āĻ•ā§āώāϤāĻŋāĻ•āϰ āĨ¤ āĻŦ⧜āϰāĻž āĻŦ⧁āĻāĻŋā§Ÿā§‡ āĻŦāϞāϞ⧇āĻ“ āϤāĻžāϰāĻž āϤāĻž āĻŽāĻžāύāϤ⧇ āϚāĻžā§Ÿ āύāĻžāĨ¤
āύ⧋āϟ: āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻž āύāĻžāĻŽā§‡ āφāĻŽāĻžāϰ āĻāĻ•āϟāĻŋ āĻŦāχ āĻ āĻ āĻŦā§āϝāĻžāĻĒāĻžāϰ⧇ āĻ­āĻžāϞāĻ­āĻžāĻŦ⧇ āĻŦ⧁āĻāĻŋā§Ÿā§‡ āĻŦāϞāĻž āĻšā§Ÿā§‡āϛ⧇āĨ¤

⧝. āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻž: āĻ…āύ⧇āϕ⧇āχ āχāύāϏāĻŽāύāĻŋ⧟āĻž āĻŦāĻž āϘ⧁āĻŽ āύāĻž āĻšāĻ“ā§ŸāĻžāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻžāϜāύāĻŋāϤ āϭ⧁āϗ⧇āύāĨ¤ āĻŦāĻŋāĻ›āĻžāύāĻžā§Ÿ āĻļā§ā§Ÿā§‡ āĻĨāĻžāĻ•āĻž āĻ¸ā§āĻŦāĻ¤ā§āĻŦ⧇āĻ“ āϘ⧁āĻŽ āφāϏ⧇āύāĻžāĨ¤ āϝāĻĨ⧇āĻˇā§āϟ āϘ⧁āĻŽ āύāĻž āĻšāĻ“ā§ŸāĻžāϰ āĻ•āĻžāϰāϪ⧇ āύāĻžāύāĻžāĻ­āĻžāĻŦ⧇ āĻļāϰ⧀āϰ āĻ–āĻžāϰāĻžāĻĒ āĻšā§ŸāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāϰ āĻĢāϞ⧇ āĻ”āώ⧁āϧ āĻ›āĻžā§œāĻžāχ āĻ•āĻŋāϛ⧁ āύāĻŋ⧟āĻŽāĻ•āĻžāύ⧁āύ āĻŽāĻžāύāĻž āĻ“ āĻŽā§‡āĻ¨ā§āϟāĻžāϞ āĻāĻ•ā§āϏāĻžāϰāϏāĻžāχāϜ āĻāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻžāϰ āϏāĻŽāĻžāϧāĻžāύ āĻ•āϰāĻž āϝāĻžā§ŸāĨ¤

ā§§ā§Ļ. Exam Phobia: Exam Phobia āĻŦāĻž āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ āĻšāϞ⧋ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻĻāĻŋāϤ⧇ āϭ⧟ āĻĒāĻžāĻ“ā§ŸāĻž āĻāϰ āĻŽāĻžāύ⧇ āĻāϟāĻž āύ⧟ āϝ⧇ āϝāĻžāϰāĻž āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋāϤ⧇ āϭ⧁āϗ⧇ āϤāĻžāϰāĻž āϞ⧇āĻ–āĻžāĻĒ⧜āĻžā§Ÿ āĻ–āĻžāϰāĻžāĻĒ āĻŦāĻž āϤāĻžāĻĻ⧇āϰ āĻŦ⧁āĻĻā§āϧāĻŋ āĻ•āĻŽāĨ¤ āϤāĻžāĻĻ⧇āϰ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āĻĨāĻžāĻ•āĻž āĻ¸ā§āĻŦāĻ¤ā§āĻ¤ā§‡ÂĄāĻ“ āϤāĻžāϰāĻž āĻĒāϰ⧀āĻ•ā§āώāĻž āĻĻāĻŋāϤ⧇ āϭ⧟ āĻĒāĻžā§Ÿ āĻāĻŦāĻ‚ āĻ āĻŋāĻ•āĻŽāϤ āϞāĻŋāĻ–āϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤ āĻāχ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻ­ā§€āϤāĻŋ āĻ›āĻžāĻ¤ā§āϰ/ āĻ›āĻžāĻ¤ā§āϰ⧀āĻĻ⧇āϰ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ…āύ⧇āĻ• āĻĒāĻŋāĻ›āĻŋā§Ÿā§‡ āĻĻā§‡ā§ŸāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ āĻĻ⧁āϰ āĻ•āϰāĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ•āĻžāĻ°ā§āϝāĻ•āϰ āĻ­ā§‚āĻŽāĻŋāĻ•āĻž āĻĒāĻžāϞāύ āĻ•āϰ⧇āĨ¤ āĻāχ āĻŦāĻŋāĻˇā§Ÿā§‡ āφāĻŽāĻžāϰ āϞ⧇āĻ–āĻž āĻŦāĻžāϤāĻŋāϘāϰ āύāĻžāĻŽā§‡ āĻāĻ•āϟāĻŋ āĻŦāχāϤ⧇ āĻŦāĻŋāĻ¸ā§āϤāĻžāϰāĻŋāϤāĻ­āĻžāĻŦ⧇ āϞ⧇āĻ–āĻž āĻšā§Ÿā§‡āϛ⧇āĨ¤
āĻāχ āϞ⧇āĻ–āĻžāϟāĻŋāϤ⧇ āϝ⧇ āĻĻ⧁āϟāĻŋ āĻŦāχ āĻāϰ āωāĻ˛ā§āϞ⧇āĻ– āĻ•āϰāĻž āĻšā§Ÿā§‡āϛ⧇ (āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻž āĻ“ āĻŦāĻžāϤāĻŋāϘāϰ) āĻāĻŦāĻ‚ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āϏ⧇āĻŦāĻž āύāĻŋāϤ⧇ āύāĻŋāĻšā§‡āϰ āύāĻžāĻŽā§āĻŦāĻžāϰāϗ⧁āϞāĻŋāϤ⧇ āϝ⧋āĻ—āĻžāϝ⧋āĻ— āĻ•āϰ⧁āύ:

+8801341685561
+8801341-685562

About Farida Akhtar:
Farida Akhtar is a renowned psychologist/ counselor and Chief Executive of Inner Force is working in the field of applied psychology since 1985. Farida is working as national and international consultant with UN agencies, International NGOs, Corporate Field, Universities, Government and National NGOs, ABD in the field of Early Childhood Development, Child Rights, Positive Parenting, Joyful Learning, Toy Making, Mental Health, Psycho social Counseling, Personal and Professional Growth, Adolescent Period and Facilitation Skills. Farida has worked as international consultant in the countries like Maldives, Turkmenistan, Kirgizstan, Vietnam, Nepal and Pakistan in the field of ECD, Counseling and Facilitation skills. Farida has a lot of publications (resource and training manuals) which are published by agencies like UNICEF, UNESCO, UNDP, ADB, Save the Children, Anindya Prokash (a renowned publisher) and Adarsha Prokashan. Farida has developed a lot of story books for pre-school, school aged children and adolescents. Farida is practicing psycho-social counseling since 1987. She is also participating in TV programs in different channels as a resource person. Now she is taking part in videos of Health Care Bangla as motivational speaker. Farida has worked as long- term consultant for UNICEF Bangladesh from 1992 to 1996. She also worked as Head of Early Childhood Development Unit (Save the Children USA) from 1996 to 2000. Farida worked as lecturer for a special education college under department of social services (GOV) from 1990 to 1992.

My Videos:
https://youtu.be/A7Se-MpL9h8
https://youtu.be/TzN8bmUTDZU
https://youtu.be/R97jFhofji8
https://youtu.be/O6QE-8PHl04
https://youtu.be/esMYWeL0Vwk

20/06/2025

āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ: āĻŦāĻŋāĻļā§āĻŦ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āϏāĻ‚āĻ¸ā§āĻĨāĻžāϰ (World Health Organization WHO) āĻĻ⧇āĻ“ā§ŸāĻž āϏāĻ‚āĻœā§āĻžāĻž āĻ…āύ⧁āϝāĻžā§Ÿā§€ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϞāϤ⧇ āĻŦā§āϝāĻ•ā§āϤāĻŋāϰ āĻļāĻžāϰ⧀āϰāĻŋāĻ•, āĻŽāĻžāύāϏāĻŋāĻ•, āϏāĻžāĻŽāĻžāϜāĻŋāĻ• āφāĻ¤ā§āϤāĻŋÂĄāĻ• āĻāχ āϚāĻžāϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāϤ⧇āχ āĻĒāϰāĻŋāĻĒā§‚āĻ°ā§āĻŖāĻ­āĻžāĻŦ⧇ āĻ­āĻžāϞ āĻĨāĻžāĻ•āĻžāϕ⧇ āĻŦā§‹āĻāĻžā§Ÿ āĻāĻŦāĻ‚ āĻāϟāĻž āĻļ⧁āϧ⧁āĻŽāĻžāĻ¤ā§āϰ āĻ…āϏ⧁āĻ¸ā§āĻĨāϤāĻžāϰ āĻ…āύ⧁āĻĒāĻ¸ā§āĻĨāĻŋāϤāĻŋāχ āύ⧟āĨ¤ āĻ…āĻ°ā§āĻĨāĻžā§Ž āĻļāĻžāϰ⧀āϰāĻŋāĻ• āĻ…āĻŦāĻ¸ā§āĻĨāĻžāϰ āϏāĻžāĻĨ⧇ āĻŽāύ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāĻ“ āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ⧇āϰ āĻāĻ•āϟāĻŋ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āωāĻĒāĻžāĻĻāĻžāύāĨ¤

āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻšāϞ⧋ āφāϚāϰāĻŖ, āφāĻŦ⧇āĻ— , āĻĻ⧃āĻˇā§āϟāĻŋāĻ­āĻ™ā§āĻ—āĻŋ āĻ“ āϚāĻŋāĻ¨ā§āϤāĻžāϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžāĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϞāϤ⧇ āĻŦā§‹āĻāĻžā§Ÿ āϏāĻžāĻŽāĻžāϜāĻŋāĻ•, āφāĻŦ⧇āĻ—ā§€ā§Ÿ , āφāϚāϰāĻŖāĻ—āϤāĻ­āĻžāĻŦ⧇ āĻ­āĻžāϞ āĻĨāĻžāĻ•āĻž (wellbeing)āĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ⧇āϰ āωāĻĒāϰ āϤāĻžāĻĻ⧇āϰ āωāĻĒāϝ⧁āĻ•ā§āϤ āĻĒāϰāĻŋāĻĒā§‚āĻ°ā§āύ āĻŦāĻŋāĻ•āĻžāĻļ āĻ“ āϏāĻžāĻĢāĻ˛ā§āϝ āύāĻŋāĻ°ā§āĻ­āϰ āĻ•āϰ⧇āĨ¤ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻ­āĻžāϞ āĻĨāĻžāĻ•āϞ⧇ āϤāĻžāϰāĻž āĻ āĻŋāĻ•āĻŽāϤ āĻļāĻŋāĻ–āϤ⧇ āĻĒāĻžāϰ⧇, āĻ…āĻ¨ā§āϝ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ• āϰāĻ•ā§āώāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇ āφāϰ āĻœā§€āĻŦāύ⧇āϰ āĻ•āĻ āĻŋāύ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜāϗ⧁āϞ⧋ āĻŽā§‹āĻ•āĻžāĻŦ⧇āϞāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āĨ¤ āĻŦ⧜āĻĻ⧇āϰ āĻāĻŦāĻ‚ āϛ⧋āϟāĻĻ⧇āϰ āϏāĻŦāĻžāϰāχ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϜāĻžā§Ÿ āϰāĻžāĻ–āĻž āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āĻĒā§āĻ°ā§Ÿā§‹āϜāύāĨ¤ āĻŽāĻžāύāϏāĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āϝ āĻŦāϜāĻžā§Ÿ āϰāĻžāĻ–āĻžāϰ āϜāĻ¨ā§āϝ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāĻ•āϟāĻŋ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻŽāĻžāĻ§ā§āϝāĻŽāĨ¤

āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āĻŋ: āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ“ āϏāĻžāχāϕ⧋āĻĨ⧇āϰāĻžāĻĒāĻŋ āĻāĻ•āϟāĻž āĻŽāύ⧋āĻŦ⧈āĻœā§āĻžāĻžāύāĻŋāĻ• āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻĒāĻĻā§āϧāϤāĻŋ , āϝ⧇āĻ–āĻžāύ⧇ āϕ⧋āύ āϰāĻ•āĻŽ āĻŽā§‡āĻĄāĻŋāϏāĻŋāύ āĻŦāĻž āĻ“āώ⧁āϧ āĻ›āĻžā§œāĻžāχ āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻ•āϰāĻž āĻšā§Ÿ āĻŦāϞ⧇ āĻāϰ āϕ⧋āύ āĻĒāĻžāĻļāĻ°ā§^āĻĒā§āϰāϤāĻŋāĻ•ā§āϰāĻŋ⧟āĻž āĻĨāĻžāϕ⧇āύāĻžāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ āφāĻŽāϰāĻž āĻĒā§āϰāϧāĻžāύāϤ āĻāϤ⧇ āϟāĻ•āĻŋāĻ‚ āĻĨ⧇āϰāĻžāĻĒāĻŋ (Talking Therapy) āĻŦāĻž āĻ•āĻĨāĻžāĻŦāĻžāĻ°ā§āϤāĻž āĻŦāĻŋāύāĻŋāĻŽā§Ÿā§‡āϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āĻ…āĻ¸ā§āĻŦāĻžāĻ­āĻžāĻŦāĻŋāĻ• āϚāĻŋāĻ¨ā§āϤāĻž, āϭ⧁āϞ āϧāĻžāϰāĻŖāĻž , āĻŽāĻŋāϏ āĻ•āĻŽāĻŋāωāύāĻŋāϕ⧇āĻļāύ, āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇āϰ āϏāĻŽāĻ¸ā§āϝāĻž āχāĻ¤ā§āϝāĻžāĻĻāĻŋ āĻĻ⧁āϰ āĻ•āϰāĻž āĻŦāĻž āϏāĻŽāĻžāϧāĻžāύ āĻ•āϰāĻž āĻšā§ŸāĨ¤ āĻāĻ›āĻžā§œāĻž āφāϰ⧇āĻ•āϟāĻŋ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻĒāĻĻā§āϧāϤāĻŋ āĻšāϞ⧋ āĻŽā§‡āĻ¨ā§āϟāĻžāϞ āĻāĻ•ā§āϏāĻžāϰāϏāĻžāχāĻœā§‡āϏ āϝāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰāĻž āĻšā§Ÿ āĻŽāύ⧇āϰ āĻļāĻ•ā§āϤāĻŋāϕ⧇ āĻŦāĻžā§œāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ , āĻŽāύ⧇āϰ āϚāĻžāĻĒ āĻ•āĻŽāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ , āχāϤāĻŋāĻŦāĻžāϚāĻ• āϚāĻŋāĻ¨ā§āϤāĻžāϰ āϜāĻ¨ā§āϝ , āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻž āϏāĻŽāĻžāϧāĻžāύ⧇āϰ āϜāĻ¨ā§āϝ , āĻŽāύ āĻ­āĻžāϞ āϰāĻžāĻ–āĻžāϰ āϜāĻ¨ā§āϝ, āĻšāϤāĻžāĻļāĻž āĻĻ⧁āϰ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻļ⧁āϧ⧁ āĻŦ⧜āĻĻ⧇āϰ āϜāĻ¨ā§āϝāχ āύ⧟ āϛ⧋āϟ āĻļāĻŋāĻļ⧁, āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āĻĻ⧇āϰ āϜāĻ¨ā§āϝāĻ“ āĻĒā§āĻ°ā§Ÿā§‹āϜāĻ¨ā§€ā§ŸāĨ¤ āφāĻŽāĻžāϰ āĻ•āĻžāϛ⧇ āϝāĻžāϰāĻž āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāϰ āϜāĻ¨ā§āϝ āφāϏ⧇āύ āϤāĻžāϰāĻž āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āύāĻŋā§Ÿā§‡ āφāϏ⧇āύ āĻāĻŦāĻ‚ āϝ⧇ āϏāĻŽāĻ¸ā§āϝāĻžāϗ⧁āϞ⧋āϰ āφāĻŽāĻŋ āϚāĻŋāĻ•āĻŋā§ŽāϏāĻž āĻ•āϰ⧇ āĻĨāĻžāĻ•āĻŋ āϏ⧇āϗ⧁āϞ⧋ āύ⧀āĻšā§‡ āĻāϕ⧇ āĻāϕ⧇ āĻŦāĻ°ā§āύāύāĻž āĻ•āϰāĻž āĻšāϞ⧋āĨ¤ āĻāχ āĻŦāĻ°ā§āύāύāĻžāϟāĻŋ āĻĒ⧜āϞ⧇ āφāĻĒāύāĻŋ āĻŦ⧁āĻāϤ⧇ āĻĒāĻžāϰāĻŦ⧇āύ āφāĻĒāύāĻžāϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āϞāĻžāĻ—āĻŦ⧇ āĻ•āĻŋāύāĻž? āĻāĻŦāĻžāϰ āϝ⧇āϏāĻŦ āĻŦāĻŋāĻˇā§Ÿā§‡ āφāĻŽāĻŋ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āϰāĻŋ āĻāϕ⧇ āĻāϕ⧇ āφāϞ⧋āϚāύāĻž āĻ•āϰāĻ›āĻŋ āϏ⧇āϏāĻŦ āĻŦāĻŋāώ⧟ āύāĻŋā§Ÿā§‡āĨ¤

ā§§.āĻŽā§āϝāĻžāϰ⧇āϜ / āĻ•āĻžāĻĒāϞ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āφāĻŽāĻžāĻĻ⧇āϰ āĻœā§€āĻŦāύ⧇āϰ āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āϗ⧁āϰ⧂āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āύ āĻāĻ•āϟāĻŋ āĻ…āĻ§ā§āϝāĻžā§Ÿ āĻšāϞ⧋ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝ āĻœā§€āĻŦāύāĨ¤ āφāĻŽāĻžāĻĻ⧇āϰ āϏāĻŦāĻžāϰ āĻĒā§āϰāĻ¤ā§āϝāĻžāĻļāĻž āĻšāϞ⧋ āĻāĻ•āϟāĻŋ āϏ⧁āϖ⧇āϰ āϏāĻ‚āϏāĻžāϰ⧇āϰāĨ¤ āϏ⧁āĻ–ā§€ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝāĻœā§€āĻŦāύ āφāĻŽāĻžāĻĻ⧇āϰ āĻœā§€āĻŦāύāϕ⧇ āĻ•āϰ⧇ āϤ⧋āϞ⧇ āϏāĻĢāϞ, āĻ…āĻ°ā§āĻĨāĻĒā§‚āĻ°ā§āύ āĻ“ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāĻŽā§ŸāĨ¤ āĻ•āĻŋāĻ¨ā§āϤ⧁ āφāϜāĻ•āĻžāϞ āĻĻ⧇āĻ–āĻž āϝāĻžāĻšā§āϛ⧇ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻŽāύ: āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻžāϰ āĻ…āĻ­āĻžāĻŦ, āĻŦāĻŋāĻļ^āĻžāϏ⧇āϰ āĻ…āĻ­āĻžāĻŦ, āϧ⧈āĻ°ā§āĻ¯ā§āϝāϰ⧇ āĻ…āĻ­āĻžāĻŦ, āĻ–āĻžāĻĒ āĻ–āĻžāĻ“ā§ŸāĻžāϤ⧇ āύāĻž āĻĒāĻžāϰāĻž , āĻļāĻļ⧁āϰ āĻŦāĻžā§œā§€āϰ āϞ⧋āϕ⧇āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ•āϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž, āφāĻ°ā§āĻĨāĻŋāĻ• āϏāĻŽāĻ¸ā§āϝāĻž, āĻĒāϰāĻ•ā§€ā§ŸāĻž āϏāĻŽā§āĻĒāĻ°ā§āĻ•, āχāĻ—ā§‹ āĻ•āύāĻĢā§āϞāĻŋāĻ•ā§āϟ āχāĻ¤ā§āϝāĻžāĻĻāĻŋ āĻĻāĻžāĻŽā§āĻĒāĻ¤ā§āϝāĻœā§€āĻŦāύ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻž āĻŦā§Ÿā§‡ āύāĻŋā§Ÿā§‡ āφāϏāϛ⧇āĨ¤ āĻāϤ⧇ āĻŽāĻžāϰāĻžāĻ¤ā§āĻŽāĻ• āĻ­āĻžāĻŦ⧇ āĻ•ā§āώāϤāĻŋ āĻ—ā§āϰāĻ¸ā§āϤ āĻšāĻšā§āϛ⧇ āĻļāĻŋāĻļ⧁āϰāĻžāĨ¤

⧍.āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āύāĻžāύāĻžāϰāĻ•āĻŽ āϏāĻŽāĻ¸ā§āϝāĻžāϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻ•āϰ⧇ āĻĨāĻžāĻ•āĻŋ āϝ⧇āĻŽāύ-
īƒŧ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ
īƒŧ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžā§Ÿ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ
īƒŧ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ
īƒŧ āĻ•āĻžāϰāĻ“ āϏāĻžāĻĨ⧇ āĻŽāĻŋāĻļāϤ⧇ āύāĻž āĻĒāĻžāϰāĻž
īƒŧ āĻ­āĻžāχāĻŦā§‹āύ⧇āϰ āĻŽāĻ§ā§āϝ⧇ āϏāĻŽā§āĻĒāĻ°ā§āĻ•āϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž
īƒŧ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻŽāĻžāϰāĻžāĻŽāĻžāϰāĻŋ āĻ•āϰāĻž
īƒŧ āĻ…āĻ¸ā§āĻĨāĻŋāϰāϤāĻž
īƒŧ āĻŦ⧁āϞāĻŋāĻ‚ āĻāϰ āĻļāĻŋāĻ•āĻžāϰ
īƒŧ āĻŦāĻžāĻŦāĻž-āĻŽāĻžā§Ÿā§‡āϰ āϏāĻžāĻĨ⧇ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇āϰ āϏāĻŽāĻ¸ā§āϝāĻž
īƒŧ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻŋ
īƒŧ āĻ–āĻžāĻ“ā§ŸāĻžāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž
īƒŧ āϘ⧁āĻŽāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻž

ā§Š. āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āĻĻ⧇āϰ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚: āĻ•āĻŋāĻļā§‹āϰāĻ•āĻžāϞ āĻšāĻšā§āϛ⧇ āĻāĻ•āϟāĻŋ transition period āĻŦāĻž āĻŦāĻŋāĻļ⧇āώ āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ⧇āϰ āϏāĻŽā§ŸāĨ¤ āĻāχ āϏāĻŽā§Ÿā§‡ āϛ⧇āϞ⧇āĻŽā§‡ā§Ÿā§‡āϰāĻž āĻļāĻžāϰ⧀āϰāĻŋāĻ• āĻ“ āĻŽāĻžāύāϏāĻŋāĻ• āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ⧇āϰ āĻ•āĻžāϰāϪ⧇ āύāĻžāύāĻžāϰāĻ•āĻŽ āĻĻāĻ¨ā§āĻĻ⧇ āϭ⧁āϗ⧇ āĨ¤ āφāĻŽāĻžāϰ āĻ•āĻžāϛ⧇ āĻ•āĻŋāĻļā§‹āϰ/ āĻ•āĻŋāĻļā§‹āϰ⧀āϰāĻž āϝ⧇āϏāĻŦ āϏāĻŽāĻ¸ā§āϝāĻž āύāĻŋā§Ÿā§‡ āφāϏ⧇ āϏ⧇āϗ⧁āϞ⧋ āĻšāϞ⧋:
īƒŧ āĻĒ⧜āĻžāĻļ⧁āύāĻžā§Ÿ āĻ…āĻŽāύāϝ⧋āĻ—āĻŋāϤāĻž
īƒŧ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻŋ
īƒŧ āĻĒā§āϰ⧇āĻŽā§‡āϰ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āϜ⧜āĻŋā§Ÿā§‡ āĻĒāϰāĻž
īƒŧ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ
īƒŧ āĻŦ⧁āϞāĻŋāĻ‚ āĻāϰ āĻļāĻŋāĻ•āĻžāϰ
īƒŧ āĻŦāĻžāĻŦāĻž- āĻŽāĻžā§Ÿā§‡āϰ āϏāĻžāĻĨ⧇ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ…āĻŦāύāϤāĻŋ
īƒŧ āϝ⧌āύāύāĻŋāĻ°ā§āϝāĻžāϤāύ⧇āϰ āĻļāĻŋāĻ•āĻžāϰ āĻšāĻ“ā§ŸāĻž
īƒŧ āĻ“. āϏāĻŋ.āĻĄāĻŋ āĻŦāĻž āĻļ⧁āϚāĻŋāĻŦāĻžā§Ÿā§
īƒŧ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϏāĻ‚āĻŦ⧇āĻĻāύāĻļā§€āϞāϤāĻž
īƒŧ āϏāĻžāĻŽāĻžāϜāĻŋāĻ• āĻ­ā§€āϤāĻŋ
īƒŧ Low self-image āĻŦāĻž āĻšā§€āύāĻŽāĻ¨ā§āϝāϤāĻž
īƒŧ āĻ…āĻ¸ā§āĻĨāĻŋāϰāϤāĻž
īƒŧ Self-harm āĻŦāĻž āύāĻŋāĻœā§‡āϰ āĻ•ā§āώāϤāĻŋ āĻ•āϰāĻž
īƒŧ āĻŦā§āϰ⧇āĻ• āφāĻĒ āĻāϰ āϏāĻŽāĻ¸ā§āϝāĻž

ā§Ē. Obsessive Compulsive Disorder (OCD ) : OCD āĻŦāĻž āĻļ⧁āϚāĻŋāĻŦāĻžā§Ÿā§ āĻšāϞ⧋ āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝāĻž āĻšāϞ⧇ āĻŽāĻžāύ⧁āώ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰ⧇āĨ¤ āĻāĻ•āχ āĻŦāĻŋāĻˇā§Ÿā§‡ āύāĻŋā§Ÿā§‡ āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰ⧇ āĻāĻŦāĻ‚ āϚāĻŋāĻ¨ā§āϤāĻžāϟāĻžāϕ⧇ āϏāϰāĻŋā§Ÿā§‡ āĻĻāĻŋāϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤ OCD āĻšāϞ⧇ āϕ⧇āω āϝāĻž āĻ•āϰ⧇ āϏ⧇āϗ⧁āϞ⧋ āĻšāϞ⧋ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻĒāϰāĻŋāĻˇā§āĻ•āĻžāϰ āĻĒāϰāĻŋāĻšā§āĻ›āĻ¨ā§āύāϤāĻž, āϧāĻ°ā§āĻŽ āĻŦāĻŋāĻˇā§Ÿā§‡ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻŋāĻ¨ā§āϤāĻž āĻ•āϰāĻž, āĻāĻ•āχ āĻ•āĻžāϜ āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āĻ•āϰāĻž āϝ⧇āĻŽāύ- āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āĻšāĻžāϤ āϧ⧋āĻ“ā§ŸāĻž, āĻŦāĻžāϰ⧇ āĻŦāĻžāϰ⧇ āϚ⧁āϞāĻž āĻŦāĻ¨ā§āϧ āĻ•āϰ⧇āϛ⧇ āĻ•āĻŋāύāĻž, āĻĻāϰāϜāĻž āĻŦāĻ¨ā§āϧ āĻ•āϰ⧇āϛ⧇ āĻ•āĻŋāύāĻž āϤāĻž āĻšā§‡āĻ• āĻ•āϰāĻž āĨ¤

ā§Ģ. Depression: āĻĄāĻŋāĻĒā§āϰ⧇āĻļāύ āĻŦāĻž āĻŦāĻŋāώāĻ¨ā§āύāϤāĻž āĻšāϞ⧋ āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻ–āĻžāύ⧇ āĻŦā§āϝāĻ•ā§āϤāĻŋāϰ āϕ⧋āύ āĻ•āĻŋāϛ⧁āχ āĻ­āĻžāϞ⧋ āϞāĻžāϗ⧇āύāĻž āĨ¤ āφāϗ⧇ āϝ⧇ āĻ•āĻžāϜāϗ⧁āϞ⧋ āϤāĻžāϰ āĻ­āĻžāϞ āϞāĻžāĻ—āϤ āϏ⧇āϗ⧁āϞ⧋āĻ“ āĻāĻ–āύ āφāϰ āĻ­āĻžāϞ āϞāĻžāϗ⧇āύāĻžāĨ¤ āϝ⧇ āĻ–āĻžāĻŦāĻžāϰ āĻĒāĻ›āĻ¨ā§āĻĻ āĻ›āĻŋāϞ⧋ āϤāĻž āφāϰ āĻĒāĻ›āĻ¨ā§āĻĻ āĻšā§ŸāύāĻžāĨ¤ āύāϤ⧁āύ āĻ•āĻžāĻĒ⧜ āĻĒāϰāϤ⧇ āχāĻšā§āĻ›āĻž āĻšā§ŸāύāĻž, āϟāĻŋāĻ­āĻŋ āĻĻ⧇āĻ–āϤ⧇ āχāĻšā§āĻ›āĻž āĻšā§ŸāύāĻž, āĻŦāχ āĻĒ⧜āϤ⧇ āχāĻšā§āĻ›āĻž āĻ•āϰ⧇āύāĻž, āĻŦāĻ¨ā§āϧ⧁āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āĻ˜ā§‹āϰāĻžāĻĢāĻŋāϰāĻž āĻ•āϰāϤ⧇ āχāĻšā§āĻ›āĻž āĻ•āϰ⧇āύāĻžāĨ¤ āĻ…āύ⧇āϕ⧇āϰ āĻŽāĻ§ā§āϝ⧇ āφāĻŦāĻžāϰ āφāĻ¤ā§āĻŽāĻšāĻ¤ā§āϝāĻžāϰ āĻĒā§āϰāĻŦāύāϤāĻž āĻĻ⧇āĻ–āĻž āϝāĻžā§ŸāĨ¤

ā§Ŧ. Attention Deficiency Hyperactive Disorder ( ADHD): āφāϜāĻ•āĻžāϞ āĻ…āύ⧇āĻ• āĻļāĻŋāĻļ⧁āϰ āĻŽāĻ§ā§āϝ⧇āχ āĻāϟāĻŋ āĻĻ⧇āĻ–āĻž āϝāĻžā§ŸāĨ¤ ADHD āĻšāϞ⧋ Attention Deficiency Hyperactive Disorder. ADHD āĻšāϞ⧇ āĻļāĻŋāĻļ⧁āĻĻ⧇āϰ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āĻŽāύāϝ⧋āϗ⧇āϰ āĻ…āĻ­āĻžāĻŦ āĻĻ⧇āĻ–āĻž āĻĻā§‡ā§Ÿ āĻāĻŦāĻ‚ (Hyperactivity) āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϚāĻžā§āϚāϞāϤāĻž āĻĻ⧇āĻ–āĻž āĻĻā§‡ā§ŸāĨ¤ āĻļāĻŋāĻļ⧁ āĻ¸ā§āĻĨāĻŋāϰ āĻšā§Ÿā§‡ āĻŦāϏ⧇ āĻŽāύāϝ⧋āĻ— āĻĻāĻŋā§Ÿā§‡ āĻ•āĻŋāϛ⧁ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤

ā§­. Bipolar Disorder: Bipolar Disorder āĻāĻŽāύ āĻāĻ•āϟāĻŋ āϏāĻŽāĻ¸ā§āϝāĻž āϝ⧇āĻ–āĻžāύ⧇ āĻŦā§āϝāĻžāĻ•ā§āϤāĻŋ āĻĻ⧁āχ āϧāϰāϪ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻžā§Ÿ āĻĨāĻžāϕ⧇āĨ¤ āĻāχ āĻĻ⧁āχ āϧāϰāϪ⧇āϰ āĻ…āĻŦāĻ¸ā§āĻĨāĻž āĻšāϞ⧋ Manic Phase I Depressive Phase. Depressive Phase āĻ āϖ⧁āĻŦāχ Low āĻĢāĻŋāϞ āĻ•āϰ⧇ (āĻĄāĻŋāĻĒā§āϰ⧇āϏāύ āĻāϰ āϞ⧇āĻ–āĻžāϟāĻŋ āĻĻ⧇āϖ⧇ āύāĻŋāύ) āĨ¤ āφāĻŦāĻžāϰ Manic Phase āĻ āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āĻ¤ā§ŽāĻĒāϰ āĻĨāĻžāϕ⧇āĨ¤ āϝ⧇āĻŽāύ āĻ…āύ⧇āĻ• āĻ•āĻŋāϛ⧁ āĻ•āϰ⧇ āĻĢ⧇āϞāĻžāϰ āĻĒā§āϰāĻŦāύāϤāĻž, āωāĻ¤ā§āϤ⧇āϜāύāĻž, āύāĻŋāĻœā§‡āϰ āϜāĻŋāύāĻŋāϏāĻĒāĻ¤ā§āϰ āĻ…āĻ¨ā§āϝāϕ⧇ āĻĻāĻŋā§Ÿā§‡ āĻĻ⧇āĻ“ā§ŸāĻž, āĻŦ⧇āĻļā§€ āĻ•āĻĨāĻž āĻŦāϞāĻž āχāĻ¤ā§āϝāĻžāĻĻāĻŋāĨ¤

ā§Ž. Screen Addiction: āϝāĻžāϰāĻž āĻāχ āϧāϰāϪ⧇āϰ āφāϏāĻ•ā§āϤāĻŋāϤ⧇ āϭ⧁āϗ⧇āύ āϤāĻžāϰāĻž āĻ…āύ⧇āĻ• āĻŦ⧇āĻļā§€ āϏāĻŽā§Ÿ āϧāϰ⧇ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āĻĨāĻžāϕ⧇āύāĨ¤ āϏ⧇āϞāĻĢā§‹āύ, āĻ˛ā§āϝāĻžāĻĒāϟāĻĒ⧇ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āϗ⧇āĻŽ āϖ⧇āϞāĻž, YouTube āĻ āĻĨāĻžāĻ•āĻž, Facebook , Instagram āχāĻ¤ā§āϝāĻžāĻĻāĻŋāϤ⧇ āϏāĻŽā§Ÿ āĻ•āĻžāϟāĻžāύ⧋āĨ¤ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻ¸ā§āĻ•ā§āϰ⧀āύ⧇ āφāϏāĻ•ā§āϤāĻĻ⧇āϰ āĻāĻ•āĻĻāĻŽ āĻ–ā§‡ā§ŸāĻžāϞ āĻĨāĻžāϕ⧇āύāĻž āϝ⧇ āĻāχ āϧāϰāύ⧇āϰ āφāϏāĻ•ā§āϤāĻŋ āĻļāĻžāϰ⧀āϰāĻŋāĻ• , āĻŽāĻžāύāϏāĻŋāĻ• āĻ“ āϏāĻ°ā§āĻŽā§āĻĒāϕ⧇āϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ•āϤāϟāĻž āĻ•ā§āώāϤāĻŋāĻ•āϰ āĨ¤ āĻŦ⧜āϰāĻž āĻŦ⧁āĻāĻŋā§Ÿā§‡ āĻŦāϞāϞ⧇āĻ“ āϤāĻžāϰāĻž āϤāĻž āĻŽāĻžāύāϤ⧇ āϚāĻžā§Ÿ āύāĻžāĨ¤
āύ⧋āϟ: āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻž āύāĻžāĻŽā§‡ āφāĻŽāĻžāϰ āĻāĻ•āϟāĻŋ āĻŦāχ āĻ āĻ āĻŦā§āϝāĻžāĻĒāĻžāϰ⧇ āĻ­āĻžāϞāĻ­āĻžāĻŦ⧇ āĻŦ⧁āĻāĻŋā§Ÿā§‡ āĻŦāϞāĻž āĻšā§Ÿā§‡āϛ⧇āĨ¤

⧝. āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻž: āĻ…āύ⧇āϕ⧇āχ āχāύāϏāĻŽāύāĻŋ⧟āĻž āĻŦāĻž āϘ⧁āĻŽ āύāĻž āĻšāĻ“ā§ŸāĻžāϜāύāĻŋāϤ āϏāĻŽāĻ¸ā§āϝāĻžāϜāύāĻŋāϤ āϭ⧁āϗ⧇āύāĨ¤ āĻŦāĻŋāĻ›āĻžāύāĻžā§Ÿ āĻļā§ā§Ÿā§‡ āĻĨāĻžāĻ•āĻž āĻ¸ā§āĻŦāĻ¤ā§āĻ¤ā§‡ÂĄāĻ“ āϘ⧁āĻŽ āφāϏ⧇āύāĻžāĨ¤ āϝāĻĨ⧇āĻˇā§āϟ āϘ⧁āĻŽ āύāĻž āĻšāĻ“ā§ŸāĻžāϰ āĻ•āĻžāϰāϪ⧇ āύāĻžāύāĻžāĻ­āĻžāĻŦ⧇ āĻļāϰ⧀āϰ āĻ–āĻžāϰāĻžāĻĒ āĻšā§ŸāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻāϰ āĻĢāϞ⧇ āĻ”āώ⧁āϧ āĻ›āĻžā§œāĻžāχ āĻ•āĻŋāϛ⧁ āύāĻŋ⧟āĻŽāĻ•āĻžāύ⧁āύ āĻŽāĻžāύāĻž āĻ“ āĻŽā§‡āĻ¨ā§āϟāĻžāϞ āĻāĻ•ā§āϏāĻžāϰāϏāĻžāχāϜ āĻāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āϘ⧁āĻŽā§‡āϰ āϏāĻŽāĻ¸ā§āϝāĻžāϰ āϏāĻŽāĻžāϧāĻžāύ āĻ•āϰāĻž āϝāĻžā§ŸāĨ¤

ā§§ā§Ļ. Exam Phobia: Exam Phobia āĻŦāĻž āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ āĻšāϞ⧋ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻĻāĻŋāϤ⧇ āϭ⧟ āĻĒāĻžāĻ“ā§ŸāĻž āĻāϰ āĻŽāĻžāύ⧇ āĻāϟāĻž āύ⧟ āϝ⧇ āϝāĻžāϰāĻž āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋāϤ⧇ āϭ⧁āϗ⧇ āϤāĻžāϰāĻž āϞ⧇āĻ–āĻžāĻĒ⧜āĻžā§Ÿ āĻ–āĻžāϰāĻžāĻĒ āĻŦāĻž āϤāĻžāĻĻ⧇āϰ āĻŦ⧁āĻĻā§āϧāĻŋ āĻ•āĻŽāĨ¤ āϤāĻžāĻĻ⧇āϰ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āĻĨāĻžāĻ•āĻž āĻ¸ā§āĻŦāĻ¤ā§āĻ¤ā§‡ÂĄāĻ“ āϤāĻžāϰāĻž āĻĒāϰ⧀āĻ•ā§āώāĻž āĻĻāĻŋāϤ⧇ āϭ⧟ āĻĒāĻžā§Ÿ āĻāĻŦāĻ‚ āĻ āĻŋāĻ•āĻŽāϤ āϞāĻŋāĻ–āϤ⧇ āĻĒāĻžāϰ⧇āύāĻžāĨ¤ āĻāχ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻ­ā§€āϤāĻŋ āĻ›āĻžāĻ¤ā§āϰ/ āĻ›āĻžāĻ¤ā§āϰ⧀āĻĻ⧇āϰ āϞ⧇āĻ–āĻžāĻĒ⧜āĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ…āύ⧇āĻ• āĻĒāĻŋāĻ›āĻŋā§Ÿā§‡ āĻĻā§‡ā§ŸāĨ¤ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āĻĒāϰ⧀āĻ•ā§āώāĻžāĻ­ā§€āϤāĻŋ āĻĻ⧁āϰ āĻ•āϰāĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āĻ•āĻžāĻ°ā§āϝāĻ•āϰ āĻ­ā§‚āĻŽāĻŋāĻ•āĻž āĻĒāĻžāϞāύ āĻ•āϰ⧇āĨ¤ āĻāχ āĻŦāĻŋāĻˇā§Ÿā§‡ āφāĻŽāĻžāϰ āϞ⧇āĻ–āĻž āĻŦāĻžāϤāĻŋāϘāϰ āύāĻžāĻŽā§‡ āĻāĻ•āϟāĻŋ āĻŦāχāϤ⧇ āĻŦāĻŋāĻ¸ā§āϤāĻžāϰāĻŋāϤāĻ­āĻžāĻŦ⧇ āϞ⧇āĻ–āĻž āĻšā§Ÿā§‡āϛ⧇āĨ¤
āĻāχ āϞ⧇āĻ–āĻžāϟāĻŋāϤ⧇ āϝ⧇ āĻĻ⧁āϟāĻŋ āĻŦāχ āĻāϰ āωāĻ˛ā§āϞ⧇āĻ– āĻ•āϰāĻž āĻšā§Ÿā§‡āϛ⧇ (āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻž āĻ“ āĻŦāĻžāϤāĻŋāϘāϰ) āĻāĻŦāĻ‚ āĻ•āĻžāωāĻ¨ā§āϏ⧇āϞāĻŋāĻ‚ āϏ⧇āĻŦāĻž āύāĻŋāϤ⧇ āύāĻŋāĻšā§‡āϰ āύāĻžāĻŽā§āĻŦāĻžāϰāϗ⧁āϞāĻŋāϤ⧇ āϝ⧋āĻ—āĻžāϝ⧋āĻ— āĻ•āϰ⧁āύ:

+8801341685561
+8801341-685562

About Farida Akhtar:
Farida Akhtar is a renowned psychologist/ counselor and Chief Executive of Inner Force is working in the field of applied psychology since 1985. Farida is working as national and international consultant with UN agencies, International NGOs, Corporate Field, Universities, Government and National NGOs, ABD in the field of Early Childhood Development, Child Rights, Positive Parenting, Joyful Learning, Toy Making, Mental Health, Psycho social Counseling, Personal and Professional Growth, Adolescent Period and Facilitation Skills. Farida has worked as international consultant in the countries like Maldives, Turkmenistan, Kirgizstan, Vietnam, Nepal and Pakistan in the field of ECD, Counseling and Facilitation skills. Farida has a lot of publications (resource and training manuals) which are published by agencies like UNICEF, UNESCO, UNDP, ADB, Save the Children, Anindya Prokash (a renowned publisher) and Adarsha Prokashan. Farida has developed a lot of story books for pre-school, school aged children and adolescents. Farida is practicing psycho-social counseling since 1987. She is also participating in TV programs in different channels as a resource person. Now she is taking part in videos of Health Care Bangla as motivational speaker. Farida has worked as long- term consultant for UNICEF Bangladesh from 1992 to 1996. She also worked as Head of Early Childhood Development Unit (Save the Children USA) from 1996 to 2000. Farida worked as lecturer for a special education college under department of social services (GOV) from 1990 to 1992.

My Videos:
https://youtu.be/A7Se-MpL9h8
https://youtu.be/TzN8bmUTDZU
https://youtu.be/R97jFhofji8
https://youtu.be/O6QE-8PHl04
https://youtu.be/esMYWeL0Vwk

06/04/2025

āĻŦāχāϗ⧁āϞ⧋ āĻĒ⧇āϤ⧇ āϝ⧇āĻžāĻ—āĻžāϝ⧋āĻ— āĻ•āϰ⧁āύāσ
01720-908383
01779-819667

āĻ…āύāϞāĻžāχāύ⧇ āĻ•āĻŋāύ⧁āύāσ
āĻ•āĻŋāĻļā§‹āϰ⧀ āĻ­āĻžāĻŦāύāĻžāσ https://www.rokomari.com/book/386725/kishori-bhabna

17/01/2024

The Significance of Emotional Intelligence
Intelligence is a commonly used term. It relates with cognition and academic skills and use of emotion. Basically intelligence means capacity for learning, reasoning, understanding, and similar forms of mental activity. According to a special classification there are two kinds of intelligence. These are:
a. Academic Intelligence and
b. Emotional Intelligence

a. Academic Intelligence
Academic intelligence means the ability of analysis, evaluation, judgment and recognition,. Academically intelligent people are generally good in performance in classes and above average in exams. They believe that value lies in possessing information and reading books, so they like everything that has the right answers.

b. Emotional Intelligence ( EI)
The term emotional intelligence was created by two researchers, Peter Salavoy and John Mayer Emotional and further it was popularized by Dr. Daniel Goleman.
Emotional Intelligence is the ability to manage both own emotions and understand the emotions of people around. Emotional intelligence is the ability to recognize own emotions, understand what they are telling, and realize how emotions effect other people.

c. There are five elements to describe emotional intelligence clearly. The elements are:
â€ĸ Self awareness
â€ĸ Self regulation
â€ĸ Motivation
â€ĸ Empathy and
â€ĸ Social skills

d. Why Emotional Intelligence is Important?
Emotional intelligence is a highly required intelligence that makes our professional and personal life smooth, meaningful and successful. Sometimes we find people who have high academic intelligence but could not adjust or cope with personal and professional life. They often switch from one job to other and do not find job satisfaction anywhere. This situation occurs due to lack of emotional intelligence. It is highly important to improve and nurture emotional intelligence for several reasons. The reasons are:
â€ĸ A high emotional intelligence helps you to :
a. Build relationships
b. Reduce team stress
c. Defuse conflict and
d. Improve job satisfaction
â€ĸ Emotional intelligence is a necessary skill for navigating important relationships in your life.
â€ĸ When you develop the ability to be aware of your emotions and express them in a healthy way you may have a greater chance of success, both professionally and personally.
â€ĸ Learning more about EI can help you develop the skills to succeeded in any role that requires interaction with other people
â€ĸ Emotional Intelligence enhances the potential to increase team productivity and staff retention.
â€ĸ During recruiting management roles, employers look to hire and promote candidates with a high IQ.
â€ĸ EI is Important for everyone who wants to be carrier ready.

e. Ways to improve Emotional Intelligence
We all know that we have individuality, that’s why the amount of emotional intelligence is not same to everybody. Through heredity and everyday interaction with environment we gain a level of emotional intelligence. Inspire of that we can take special effort for improving EI. The techniques are:
1. Be more Self Aware-
2. Recognize how others feel
3. Practice active listening
4. Communicate clearly
5. Stay positive
6. Empathize
7. Be open minded
8. Listen to feedback
We can practice these techniques seriously for enhancing and improving our emotional intelligence, because we know the importance and significance of gaining Emotional Intelligence together with Academic intelligence.

Farida Akhtar
Psychologist/Counselor

07/01/2024

Child Therapy Unit of wEvolve
Farida Akhtar
Psychologist/Counselor
All Children develop in all areas following a particular milestone step by step. These areas are: physical, communication, cognitive, socio–emotional and moral development. The rate of development is not common in all children, they all have individuality. We find some children who are developmentally delayed and face different type of problems in there development period. These are: attention related problems, speech difficulties, behavior problems, exam phobia, social phobia, trauma, memory related problems, problems related to academics etc.
wEvolve has started an unit called Child Therapy Unit ( CTU) . The general objective of the service is to provide counseling and therapy to parents and their children aged 3 to 12 years. The specific objectives of the unit are to:
1. Assess children with behavior problem, delayed development and other difficulties.
2. Provide therapeutic support to children through a number of special activities.
3. Help parents to support their children positively/properly/developmentally appropriate ways through parent counseling.
4. Facilitate training for different school teachers on child development/ child rights,/brain gym and on other developmentally appropriate activities.
CTU is running a range of special activities for assessing children and provide therapeutic support. These are:
ī‚§ Play therapy: Play therapy is a method of therapy that uses play to uncover and deal with psychological issues. Play therapy utilizes plays, children natural medium of expression, to help them express their feelings more easily through toys instead of words.

Examples of play therapy
The therapist offer the child doll house and some dolls, asking them to act out some problems they have at home or they also encourage the child to use hand puppets to recreate something they found stressful or frightening. Play therapy is appropriate for children aged 3 to 12 years to better express themselves and resolves their problems.

ī‚§ Brain Gym: Brain gym is use to connect both brain hemispheres (right and left). The aim of the brain gym is to :
ī‚§ Improve the brain functions.
- balance the effects of daily stress and tension.
-help one reach an optimal state to help them stay in shape to think, learn and concentrate at any time.

Brain gym is a life long educational movement based program which uses simple movements to integrate the whole brain senses on body, preparing the person with the physical skills they need to live and learn more effectively.

ī‚§ Dance and movement: Dance and movement therapy is a well-known activity for balancing and coordinating the different organs of the body and stimulating the brain. Therapist are utilizing a number of different dance movement/ activities.
Dance/ movement therapy is the psychotherapeutic use of movement and dance to promote social, cognitive and physical wellbeing. Dance and movement therapy emphasis the importance of non-verbal communication and bodily movement as our first forms of communication. Dance and movement therapy benefits many mental health disorders including anxiety, depression, post traumatic stress disorder and autism.

ī‚§ Art Therapy: Art therapy is a tool, therapist used to help children express, interpret and resolves their emotion and thoughts. Children’s work with an therapist to explore their emotions understand feelings that are causing them stress. Art therapy also help children find solution to those issues. Art therapy helps children to use creativity and self-expression to support their mental health. It also helps children to develop their self-awareness, cope with stress, boost self-esteem and work on social skills.
There are many activities which called art therapy like:
1. Origami ( making toys with paper)
2. Making figures with leaf’s
3. Making figures with clay
4. Making Collage
5. Free hand drawing and coloring
6. Free hand drawing and interpretation of it
7. Finger puppets and so on.

ī‚§ Story Analysis: Storytelling and analysis of story is another form of therapy. In this therapy therapist do certain things:
- Reading a story
- Giving opportunity to the child to read story
- Analyzing the pictures of the story
- Interpreting the content of the story
- Making stories following a rule
- Completing a story based on half of it

Story analysis helps children to develop:
- Concentration
- Perception
- Empathy
- Listening
- Reading skills.
It also helps to reduce or remove restlessness and stress

ī‚§ Picture Analysis: Therapist use another technique with children named picture analysis. Picture analysis helps children to observe a picture carefully and analyze the objects and contents of the picture. It helps children to develop:
-patients
-visual perception
-analytical ability
-different perspectives and
Reduce or remove restlessness.

ī‚§ Role Play: Therapist helps children to act out different roles based on the need of the child. It helps children to express their feelings/ emotions and understand others perspective. It helps therapist to understand the child’s feeling, needs, nature of the problem and the level of the child’s communication skills.

ī‚§ Speech Therapy: Speech therapy help people who have difficulty specking to communicate better and to break down the barriers that result from speech impediments. The goals of speech therapy includes:

-includes improving pronunciation,
- strengthening the muscles used in speech, and
-learning to speak correctly.

Child Therapy Unit is playing a unique role to help children and their parents for minimizing or removing children’s emotional, social, academic, communication problems, phobias, trauma etc. and help children to maintain their mental health. This unit also gives importance for developing children’s both academic and emotional intelligence.

Address

Aftab Nibash, 7/5 (5th Floor), Block-B, Lalmatia
Dhaka
1207

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