(E-Book) 30 Ways To Attain Happiness (3rd Edition)

Here is the city of palm dates and lively hearts; here lives his heart. It is his place, his city, his people. It is the city in which everything came alight when he arrived. Its people and its very nature loved him. Here is Mount Uhud with which he had a relation of mutual love. These narrow alleyways will recognize his footsteps.

Here will be his mosque and adjacent to it will be his small rooms.

But here in the mosque will also gather a great band of men, eager to follow him and do his bidding. With them he will have a pure relation of mutual love. He is always with them; but his special relation is with God…We will look at Prophet Muhammad’s management of his day, hour by hour, to gain an insight into the simplicity of his great life, the spontaneity of his serious life, the perfect balance between his activities and the fulfillment of complementary needs.

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The present volume of our series deals with adolescence and adolescents. It is true that much of what applies to a five-year-old applies to a fifteen-year-old, but it is equally true that adolescence does involve some real difficulties that are unique to this stage. It is as if an adolescent is passing through a violent storm that needs special training and skill on the part of the adults around him/her.

An adolescent is a child that is approximating or has gone beyond puberty. More specifically, adolescence covers three sub-stages: early-, middle-, and late-adolescence. Early adolescence starts at twelve or thirteen; middle adolescence starts at fifteen or sixteen; and late adolescence lasts until twenty one or twenty two. After this, an individual is a young adult. You can say that adolescence parallels three educational stages: middle school, secondary school, and college.

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Ridding children of their psychological disorders, altering their behavior, and changing their habits are complex matters – and they are so in view of the wide differences between children with regard to their responding to the same therapy; we educators are also diverse with regard to our culture and situations. From this we go on to say that educational guidance can work well with a certain child, but not with another. I am often consulted about children’s problems, and I do give my advice: but I am sometimes surprised to hear that the inquirer has actually tried the same method I was suggesting, not only once, but frequently: some say that their child’s condition actually deteriorated rather than improved after applying the recommended method. Therefore, it is crucial that we have more than one approach in store for dealing with any problem; for we may need to try all the methods to help the child get rid of his/her trouble, from which they suffer, and maybe the family suffers as well.

It is noteworthy that there exist today, many educational books of good value as well as inferior ones; a fact that has caused many people to be confused in the choice of books to enrich their ability to train their children wisely and successfully.

One the other hand, the list of needs that are considered necessary for education has now expanded very greatly. And we know well that when things considered to be crucial needs have reached a hundred or two, one naturally feels a weakness to confront the challenge of providing them; which may even cause one to turn away partly or completely.

From this standpoint, my thoughts have been arrested by the need for me to discuss the master key in interacting with young people and training them, which is the mother. Perhaps by this, I will help my reader to possess and expand his latitude in understanding the psychology of child upbringing and methodology.