Psychological care in the school environment- Detection and follow-up units of Médéa state as a model-

Abstract

The current study aimed to reveal the reality of psychological care in the school environment through the detection and follow-up units of the state of Medea, as well as to identify the disorders prevalent in the school environment. We relied on the analysis of the outcome of psychological care for various disorders and problems in the school environment among students sponsored at the level of these units for three years respectively (2019-2020-2021). The highest percentage of sponsorship recorded was for mental disorders, then school problems followed by other disorders, communication problems, and then cases of mental retardation, we find the rest of the problems and disorders, which are in the same order recorded during three years, even if the percentages for each disorder differ from year to year. This explains that some students need psychological care and school accompaniment so that they can achieve psychological balance with themselves and adapt to others and the external environment.