IMG_20150315_0019.pdf

Page 20 of 281s',1 eimv q'-iesi'on -.,vhv Co ciciuCs cover the slin sometimes?" Vv'ajid remained qr-riet anl1 N{i'.

- rd.iei told him tiie ansrver'.

NIr. Fid]ei l,vas ag'.eeable tc er:et'i, suggestion eitirel chlid made al-.oLrt u.hat to include inti-ieil pictr-rre. He allo'*ecl the childi'en to lesoi-;e mil,l disagleernent.s tilai occr:i'i-eci be:weenthen: withoui interibling i\iter abour 15 minLrtes, Walii1 began to lc',se inlerest in the activitvand stood back ancl ',vatched Flarnza and N{r. Fici.jel ccioLrr and cila.,v. FIamza seemed Lrna*'arerhat he liad partiaiiy blockecl Walid's access to tlie irapel and I'rad taken over the activity. NL'.F icljel did nor intervene anr1. aiter a coiiple of rninutes, \\'aiid lnovetl to an,:ther spot on ihe

Ilaper ancl i:egan ch'arving again. There had been no r.1isc,-rssion as to wliat tl'ie three of'tiremr,r,or-Llci rlrarr,, ancl thereibre no agreemeni on the themi: oltire pictirre, -vet tiie.,'hacl managed tointegrate their- ideas into a cirarvir-rg oi:r C-tr-ain. N'Ir. Irid.lel aslied nLlmerorls qi-restions relatecito trains and tlansportation, eliciting their responses as the chiidren cirex,.

About 15 minutes later, and aiter l{amza had stated severai times that he rvantecl toclrar.r' a blue rvhale, rvithor:t iresitation, N'Ir. Fidjel retrier,ecl the seconcl sheet ol paper andreplaced the first sheet rvith it. IIamza begar-r cL-a-,i'ing his blLLe x,hale and riirectecl N'h'. tridjeirvhat to clrarv ancl u,hat colours to use. Walid had contintrecl to drarv on the first piece of paper,but rnoved over to the seconcl sheet and suggested sornething he could drar,v. I-Iamzar

irnmediately pLrshed Waiid's hzrnds au,ay telling hirn to "jLrst rvait." Walicl ignoi'ed Flamza andbegan colouring. NIr. tridjel salcl nothing as tlamza scolded Wallcl stating, "Yor-t've messed upmy picture." \\,-alid seemed to iq'nore Flamza's lemarlis and began copying the srnall fish shapes

lris father rvas adding to the pictru'e. When I'lamza commented that rvhaies eat plankton, IVIr.

tricljel and Harnza began posing questions to eacir other about u,hales.

When Walid sLrggestecl other- sea cleatures that coLrld be acldecl to the picture, i-Iamzainiblmed hirn that he could ciecicle rvhat to drau, "rvhen it's yor,rr turn." Mr. tricliei then titriredthe original piece of paper over and began a thilcl drarving on his orvn while \ /alicl and l-larnzacontinued on the second drarving. Ifamza objectecl to tliis and Mr. Fidjel explained that he

thoueht they u'ere finishecl. \\'hen i ach,,isecl thern that tin-:.e u'as ahnost up, lv{r. Fid3el and thechildlen prit the crayons back in the boxes, the children got clressecl in appropriate n,inter"

cloihing and they a-11 }eft.

Mr. Iricljel allou,ecl Ilamza to control tlre activity anci. for the rnost palt, his fathcr'sattention. I-Ie accornrnoclated Harnza's tendency to exclucle \Vaiid rather than encoulagine himto ir-rclr-rcie ]-ris blothel more. lvl,v impression u,as that NIr. Iridjel rvas using' the activity as ar1

opportLinity to edLicate his children and riemonstr-ate his teaching skills to n-re. I-Ie partic\rateclin the clrarving to some clegree, but for the most pai't, directeci the boys ancl fbcnsecl hisattention on qLrestioning the chilclren. When eithel child rvas ofltasli, he made no attempt todirect hirn bacli to rvhat he u,z1s to irzive been doing. It seenred to me that Flarnza '"vas in controlo{'the activity and instead of having hirn attencl to the activity as instlr-rctecl, encouraged hirn tomodiiy it.

Walid Fidjel

Clinical Description

Walid is a somer.r,hat reserved bLrt fiiendl,i, and sociable little boy rvho looliecl his stateclage but acted somervhat yr:Lrnger. DLrrins the visits to each of his parent's horne, \Yalid politely

5ttan cy fu fi atin s \y, f+'l C

Qeg*tercrf ?qc fto [ogist d N e [i ator/tParen.ting Co ordint torQ fio n e : (+ O S) S I 0 - 1 2 3 6'Lm ai I Nancl @ c o uls e ffing s o fu tio r s c a fg ary. con t