Magnus Frampton, Rawan W.

Ibrahim,
Lina Al-Samaraee, Sahar Al Makhamreh

English for Social Work

A bilingual terminology handbook

‫لا‬ ‫تا‬ ‫ط‬ ‫ر‬

: ‫ا‬
‫ ر‬/ ‫زي‬ ‫إ‬
Published by
University of Vechta, Driverstraße 22, 49377 Vechta
I www.uni-vechta.de

Authors
Magnus Frampton, Rawan W. Ibrahim, Lina Al-Samaraee, Sahar Al Makhamreh

Lead author
Magnus Frampton, Universität Vechta, Driverstraße 22, 49377 Vechta
E magnus.frampton@uni-vechta.de

Design
Dr. Petra Kappe, Ennepetal

Project description:
The development of this reference book was made possible through the project ‘New
Perspectives through Academic Education and Training for young Syrians and
Jordanians (JOSY)’. The Deutsche Gesellschaft für Internationale Zusammenarbeit
(GIZ) GmbH is implementing this project, which was commissioned by the Federal
Ministry for Economic Cooperation and Development (BMZ).

DOI: 10.23660/voado-59

Vechta, 2018

Disclaimer
Whilst every effort has been made to ensure the accuracy of the translations and
language usage within this ebook, the authors, publisher, project commissioner, and
project implementer assume no liability for any loss or damage to persons or property
resulting from the use of this ebook.

2
Acknowledgements

The reference book: “English for Social Work: A bilingual terminology

handbook” has been developed collaboratively by the University of Vechta,
Germany and the German Jordanian University (GJU), Jordan. The project
forms part of the partnership activities between the two universities and aims
to meet the specific learning needs of an Arabic-speaking target group.
The development of this reference book was made possible through the
project ‘New Perspectives through Academic Education and Training for young
Syrians and Jordanians (JOSY)’. The Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH is implementing this project, which was
commissioned by the German Federal Ministry for Economic Cooperation and
Development (BMZ).
The book project is part of the wider JOSY project and supports the master
degree programme, ‘Social Work for Migration and Refugees’ at the German
Jordanian University (GJU). This English for specific purposes language-
learning resource will be a key part of the teaching materials for this course. It
aims to meet the demand for such resources from Jordanian and Syrian
students wishing to improve their social work English language skills.
Free access to this teaching and learning resource as an open access
publication has been part of this project concept since its inception. As such it
will be available to interested universities, specialist institutes, NGOs, GIZ
projects and students. In this way, the content of the work can be
disseminated in the whole of the Arabic-speaking world.

This work is an adapted, extended, and translated version of the German-

English book by Magnus Frampton, Fachenglisch für die Soziale Arbeit,
Weinheim (Beltz Juventa) 2013, 20172; ISBN: 978-3-7799-3625-1
We would like to thank Beltz Juventa for their kind permission to reproduce
the appropriate passages from this original text.

3
4
Contents

Introduction 10

Part 1 – Practice fields

Children and families

1. Social work with children and families 19

2. Childhood 24
3. Youth 29
4. The Children Act 1989 33
5. Children’s rights and parents’ rights 37
6. Child protection and care orders 41
7. Child abuse 45
8. Child sexual abuse 50
9. Child neglect, emotional abuse, and physical abuse 55
10. Youth work 62
11. Forms of youth work 66
12. Community family services 70
13. Early education 74
14. Looked after children 78
15. Foster care 82
16. Residential child care 86
17. Child mental health 90
18. Education welfare 94

5
 Disabled people

19. Disability 98
20. Disability studies 102
21. Special education 106
22. Disability and allied professions 110
23. Physical disability 114
24. Hearing and visual impairments 118
25. Social, emotional, and behavioural difficulties 122
26. Learning difficulties 126
27. Severe learning difficulties 130
28. Profound and multiple learning disabilities 134
29. Language and speech disabilities 138
30. Care, support, assistance, and therapy 142
31. Disability, rehabilitation, and work 146
32. From institutional care to assistance 149

People with mental health problems

33. Mental health and mental illness 153

34. Mental health social work 158
35. Mental health problems 162
36. Psychiatric therapy and treatment 167

Drug and alcohol users

37. Dependence 171

38. Alcohol and medication 175
39. Illegal drugs 179

6
 Older people

40. Gerontology and ageing 184

41. Social work with older people 189
42. Ageing and care 193

Offenders

43. Criminal law 198

44. Prisons and custody 202
45. Probation 206
46. Youth offending and youth justice 210

Part 2 – Methods

47. Case Management 213

48. Assessment 217
49. Groupwork 221
50. Community 225
51. Community work 229

Part 3 – Theories, concepts and contexts

52. Services, facilities, and fields of practice 233

53. Statutory, private, and voluntary sector services 237
54. Child-raising and education 241
55. Care and control 245
56. Social policy and welfare states 249
57. Welfare state regimes 253
58. Welfare benefits 257
59. Poverty 261

7
 60. Work and unemployment 266
61. Housing and homelessness 270
62. Neighbourhoods and urban regeneration 275
63. Gender and women’s studies 279
64. Health and health care 283
65. Sexual health and sex education 287
66. Sexuality 291
67. Faith 295
68. Islam 299
69. Theory 307
70. Values and ethics 311

Part 4 – International social work

71. The global definition of social work 315

72. International social work 319
73. Human rights 324
74. The United Nations 329
75. Migration statistics, terms, and concepts 334
76. Who is a migrant? 339
77. Reasons for migration 344
78. Entry and departure 349
79. Regular and irregular migration 354
80. Asylum, asylum law, and the asylum process 360
81. Describing cultural and ethnic diversity 366
82. Multiculturalism and related concepts 370
83. Social work, migration, and diversity 374
84. ‘Race’, racism, and racist discrimination 378
85. Anti-racism and anti-discrimination 383
8
 86. Exploitation 388
87. Human trafficking 393
88. Sex work and sexual exploitation 397
89. Social problems in poorer countries 402
90. Conflict and war 408
91. Development and development aid 413
92. International organisations 418

Part 5 – English for the social care workplace

93. The English legal system 422

94. Social work management 426
95. Supervision 430
96. Human resources management 434
97. Job-searching and applications 438

Part 6 – School and University

98. School 442

99. University 446
100. Research 450

References 454

Appendix 469

Glossary English – Arabic 469

Glossary Arabic – English 822

The authors 1176

9
Introduction

The early 21st century is proving to be an exciting time for the social work
profession in many countries and regions. Our discipline is clearly in the
middle of a significant period of internationalisation. For those countries in
the Global South, where social work is still a nascent profession, this
internationalisation provides opportunities for judicious professionalisation.
This ebook, will, it is hoped, play a small but important role in the
professionalisation of social work in the Arab countries. Let us therefore
briefly examine how internationalisation is changing our profession globally,
before we consider how this book should be used.
The international and global definitions of social work (IFSW, IASSW 2001 and
IFSW, IASSW 2014 respectively) confidently map the evolution of our
profession from a national to a global profession. The essence of each
definition was not a catalogue of methods or approaches (these would be too
diverse, seen internationally) but rather a shared set of values and orientation
points: human rights, social justice, and social change. The second of these
definitions, the ‘global’ definition, is particularly interesting, in that it stresses
the role of indigenous knowledge in social work, and offers social
development as an explicit social work aim. Such points acknowledge the
need for a social work profession relevant not just to conditions in the Global
North, but also those in the Global South.
These values and orientation points have been further developed by the
international social work community. The document ‘Ethics in Social Work,
Statement of Principles’ (IFSW, IASSW 2004a) was a key attempt to investigate
whether our value base could become global. The same year saw the ‘Global
Standards for Social Work Education and Training’ (IFSW, IASSW 2004b).
Unsurprisingly, both papers threw up more questions than answers, and
initiated ongoing but healthy debates (see, for instance, Healy 2008 and Healy
2014 on these respective discourses). Social work is being celebrated as a
human rights profession (United Nations Centre for Human Rights 1994, Ife
2012). Its role in the preservation of social justice is being taken more
seriously, and, interestingly, key international social work authors often come
from a critical or radical social work perspective (for instance Mel Gray or Lena
Dominelli). Recent publications have been bold in asserting the broader role
social work should play internationally. Dominelli (2012) champions a green
social work, and the IFSW, IASSW and ICSW (2012) are formally underlining

10
the potential of linking social work and social development with their ‘Global
Agenda on Social Work and Social Development’.
The internationalisation of a profession can mean a process of Westernisation,
whereby local traditions of practice are oppressed and devalued. Whilst such
dangers are always present, we can powerfully argue that the recent
internationalisation of the social work profession is going in the opposite
direction. It seems to be helping us in critically engaging with social work’s
Western-influenced traditions and contexts. If necessary, global practitioners
can distance themselves from social work traditions of the Global North. Such
a shift in thinking builds on various concepts developed by the international
social work community. These include, in more or less chronological order,
‘indigenisation’ (a much-discussed topic during the 1970s) ‘authentisation’
(see the key paper by Walton and Abo-El-Nasr 1988 considering the
development of authentic social work in Egypt) and ‘decolonisation’ (see for
instance the collection of papers edited by Gray, Coates, Yellow Bird, and
Hetherington 2013).
The brutal directness of this last term, ‘decolonisation’, is an important
reminder of how the development of the social work profession in so many
colonially subjugated countries was shaped. Social work was part of a project
of imperial dominance (see the fittingly titled early review of social work in
the Global South, ‘Professional Imperialism’, Midgley 1981). Local traditions of
care were suppressed. Colonial organisational structures (such as legislation or
administrative procedures), provided a long-lasting but inappropriate
framework for interventions; literature originating in the colonising countries
provided the knowledge base. However, students and practitioners
questioned the relevance of colonial models and methods for the day-to-day
realities of the problems their practice had to address. In time, the idea of
indigenisation established itself, describing how methods could not simply be
transplanted, unchanged, from one place to another. Authentisation followed,
as practitioners learnt to throw away imported ideas and concepts, and trust
their own home-grown and local ones. And, finally, we have decolonisation, as
practitioners learn to critically evaluate the damage Western social work has
caused to their local profession’s development, and celebrate instead their
own indigenous ways of caring about and caring for each other.
Such trends have given social work practitioners and educators in the Global
South the confidence to steer the national evolution of their profession in a
way that is truer to the context of social life and social need in that country.
However, we should not suggest this task of shaping a younger social work
profession in such countries is easy. On the contrary, onlookers in the Global
11
North will probably underestimate the considerable challenges for many
social workers and social work educators, in supporting an organic and
authentic evolution of their profession. This book was produced in Jordan, a
country whose institutional embedding for social work is more recent and
more tentative (Al-Makhamreh and Sullivan 2013). Social work education in
such a country rests on more limited funding, even in the more well-financed
educational institutions. The mammoth libraries in North American
universities, packed with expensive peer-reviewed journals and the newest
editions of textbooks, are not to be found there.
What less affluent countries usually do have is a collective will to establish a
solid and culturally relevant social work profession. One aspect of the growth
of professions is their university training programmes and research base. In
the Arab countries, the training materials and literature base are often lacking.
We identify a paucity of learning aids for social work students. One aspect of
this is linguistic. Arabic is a key world language, but not an especially
important one for the global social work community. It is hoped that this
bilingual terminology handbook will aid the student, educator, researcher, or
practitioner to engage with and contribute to international social work
discourses. Our aim is thus a social work value: empowerment of Arabic-
speaking practitioners to internationalise their thinking.
Some may notice a contradiction here. Parallel to viewing the historical Anglo-
Saxon dominance of social work discourses critically, we are appealing to
Arabic speakers to engage with social work discourses in the English language.
This may appear paradoxical. Should culturally-foreign social work discourses
not be defended against? A short answer is sometimes they should be
defended against indeed, but not without active engagement and a deep
understanding first. Any defence against (or distancing from) international
social work discourses should be done conscientiously and voluntarily. An
involuntary distancing of oneself from international social work discourses for
lack of language skills would be tragic. Ultimately, we believe the
internationalisation of social work provides enough benefits to outweigh its
dangers. In the context of Jordan, we firmly believe it is incumbent on social
work educators to open their students’ social work perspectives
internationally. This text is aimed to facilitate this process.
This ebook is in fact an adaption of an earlier work. That English-German
reference book, ‘Fachenglisch für die Soziale Arbeit’ (Frampton 2013),
provided a language tool for German social workers. Written by one of us
alone (Magnus), its objective was to assist German native speakers in
engaging with and contributing to international social work discourses. It
12
attempted to do this by outlining the terminology used in English language
social work discourses, and offering precise translations of these terms in
German.
The format of each of these reference works, the German and the Arabic
versions, is the same. In each case, the second part of the book is a glossary,
containing the most common English social work terms and their translations
in either direction. This part of the book can thus be used as a dictionary.
However, to enjoy the full advantages of the reference manual, the reader
investigating a term is invited to consult the first part of the book as well. In
this part of the text, the term in question is integrated into one or more of a
series of short English texts of approximately 500 words each. The more
common a term, the more texts it will appear in. The reader thus has the
opportunity to compare the usage of the term, by seeing the term in context.
These texts can also be used as a resource in their own right, because each
short text has a specific social work theme. The reader thus finds a cluster of
related social work terms, which can be learnt together with ease. Specialist
language teachers can thus use the texts to teach social work English to
groups of social work students. The texts could be productively employed
together with audio and video material, or newspaper articles and academic
papers, each source reinforcing the language appearing in the other.
Researchers can use the cluster of terms in each unit to see the relevant
keywords in their field. Literature searches thus can become more structured
and comprehensive.
In the interest of transparency, a few words should be said about the
procedure for composing the texts, and translating the terminology. In the
earlier German book, the corpus of terminology was acquired by selecting
popular academic texts published in each of the two languages, British English
and German. Skim-reading such a corpus of academic literature quickly
revealed the terminology of each practice field, and the main task here was
simply to carefully identify the equivalences (which were sometimes not
immediately apparent). Thorough examination of standard definitions and a
consideration of the legal meanings of each word helped keep the translations
precise.
In any case, the two naturally arising collections of words, the English and the
German terms, happened to overlap significantly. This was perhaps
unsurprising, given the common European context of practice in each case. In
other words, the translation worked without the need to create more than a
handful of neologisms. Authentic German terms could mostly be translated

13
with authentic and precise existing British ones, and vice-versa. Occasionally a
translation had a somewhat descriptive character (that is, it resembled a brief
description of a concept rather than being a ‘real’ translation), but even this
was not necessary in more than a fraction of cases. For each unit, the English
texts were composed after the corpus of terms in each language had been
identified.
This Arabic version differs from the German one in many ways. Firstly, it is a
project carried out by a group of four authors, instead of just one person.
Secondly, it is larger, the Arabic version having 25% more terms and units.
Thirdly, it deals with social work terminology in two languages which have a
less comparable corpus of social work terminology. It is this last point which is
the most important. Although we have used Jordanian Arabic (the language
spoken by three of us) for terms with legal and institutional contexts, we have
endeavoured to find international translations, usable throughout the Arabic-
speaking world. Unlike in the German version, English terms often came
without a clear Arabic equivalent. The need for neologisms and for
translations with a somewhat descriptive character was thus much higher
than in the purely European English-German project preceding this one.
The work process was therefore significantly different for this Arabic edition.
As a first project phase, the English texts from the German edition were
substantially re-worked by one of us alone (Magnus). The German context was
removed, and an international one added. Approximately 25 additional
chapters were written. These are mostly to be found in the later part of this
book, in the long section dealing with topics related to international social
work. The English literature used in compiling all of the texts can be found at
the back of this book, although the numerous internet sources are, for
reasons of space, omitted. It should also be stressed, this selection represents
those English texts available in German libraries, so does not necessarily form
a recommended reading list for the Arabic speaker to seek out.
The social work described and discussed in this book is strongly aligned to
British practice, which three of our team of four (Magnus, Rawan, Sahar) are
familiar with through experience. There is of course a nod to international
social work language usage in the later chapters. As in the original text, the
English chosen remains largely British, supplemented here with international
terminology for the newer chapters. This global terminology is naturally more
transatlantic, its usage often aligned to the publications of the United Nations
and its affiliated organisations.

14
Given that these texts were not composed by an Arabic speaker (but rather a
European from the Global North), the subjects reflect international social
work practice, but not specifically Arabic social work. We acknowledge this as
a weakness of this project, but at the same time, as an intentional feature of
it. This reference book is designed to open up an international world of
literature to the reader, but not necessarily to try to influence that world in
itself. That influence will begin when readers start applying the new words
and concepts learnt to their own social work practice. As a future project, we
would take pleasure in spreading knowledge on Arabic traditions in social
work, and investigating the Arabic contribution to international social work.
For reasons of space, alas, it has no place here.
In the second project stage, the other three of us (Rawan, Sahar, Lina)
collectively translated the English terminology. This was done in stages. The
preliminary cycle involved one of us (Lina, a fully qualified translator with a
certificate in social work) researching the terms and proposing a translation
for each and every one. In a second cycle, each one of these proposed
translations was then critically reviewed in discussion with a social work
specialist and academic (Rawan), using that practitioner / scholar’s knowledge
to contextualise the concept in Arab practice, and test the validity of the
translation. In this cycle, the aim was to to capture current global Arabic
usage, but also ensure our translations were compatible with global
institutionalised Arabic usage. Our translations were thus compared with
databases such as UNTERM, or the use of terms by the International
Organization for Migration, to ensure consistency wherever possible. In many
cases, our initial translation solutions were problematic. A common procedure
in such cases was for one of us to contact a practitioner working in the field in
question in Jordan. That practitioner was then able to offer modern Arabic
usage for the term in question.
A further cycle of the translation process involved the two of us with the
Arabic social work academic backgrounds (Rawan and Sahar) engaging in a
quality assurance cycle, re-checking each term, and considering alternatives to
verify the correctness of the translation. The fact that these two members of
our team are well-respected Jordanian social work educators and researchers
with considerable international experience helped to make these translations
accurate and up-to-date. An external proof-reader carried out a round of
orthographic checks. A fourth and final cycle in our process involved
discussions with this proof-reader, this time focusing on ensuring the terms
are appropriate linguistically. This concluded the translation process.

15
Any resulting mistakes remain of course our own responsibility. We would like
to draw attention to the fact that in a project such as this, there will always be
suggestions for improvements and amendments. We offer this work as an
initial, tentative attempt to capture language usage in two regions, one of
these a notably enormous and disparate collection of countries. Like any first
dictionary, this reference will contain inaccuracies and omissions. Readers
with ideas for changes or suggestions for corrections are warmly invited to
contact us. If the interest is there, we would be delighted to prepare a second
edition.
A great many people and organisations have contributed to this project. This
book was made possible through the project ‘New Perspectives through
Academic Education and Training for Young Syrians and Jordanians (JOSY)’.
The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH is
implementing this project, which was commissioned by the German Federal
Ministry for Economic Cooperation and Development (BMZ). The book project
is part of the wider JOSY project and supports the master degree programme,
‘Social Work for Migration and Refugees’ at the German Jordanian University
(GJU).
We thank the presidencies of the German Jordanian University and the
University of Vechta for their enthusiasm in embracing this project as an
opportunity for scholarly collaboration between our higher education
institutions. This book will be used as part of the Professional Diploma and
Master of Social Work training at the GJU. Many of our students on these
programmes are Jordanian and Syrians, but we expect this work to prove
useful to a broad and international readership. To this end, we thank the
University of Vechta for hosting this ebook on its server, therefore making it
readily available, free of charge, to international universities and their scholars
and students. Spreading this knowledge to benefit the widest range of social
work researchers, students, educators, and practitioners is the aim of this
project.
We would also like to highlight the committed work and fantastic assistance of
the international office head and deputy head, Natalia Petrillo and Sarah
Winkler (University of Vechta). The same goes for Henner Kirchner, Head of
Programme ‘New Perspectives through Academic Education and Training for
Young Syrians and Jordanians’ (JOSY) at the Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH. In particular, the belief of all of
you in this project during its early stages inspired us, and your practical
assistance with the numerous tasks of realising the project was invaluable.

16
The publisher of the German edition allowed us to reuse material from the
earlier text, and we would in particular like to thank Frank Engelhardt, head of
the pedagogy department at Beltz Juventa for his support here. Further, we
would like to thank our proof-reader, Dr. Yasmeen Sa'ad Al-Mousa for her
efficient and speedy contributions. Above all though, we would like to
acknowledge the remarkable efforts of our project head, former GJU Dean
Jochen Pleines for his enthusiasm, energy, passion, and absolute belief in this
project. More than anyone else, he made it happen.

Magnus Frampton, Rawan W. Ibrahim, Sahar Al Makhamreh, Lina Al-Samaraee

Madaba and Vechta, December 2017

17
Al-Makhamreh, S., Sullivan, M. P., 2013. Decolonized social work practice in
Jordan. In: Gray, M., Coates, J., Yellow Bird, M., Hetherington, T., eds., 2013.
Decolonizing social work. Abingdon: Ashgate Publishing. p.165-182.
Dominelli, L., 2012. Green social work. From environmental crises to
environmental justice. Cambridge: Polity Press.
Frampton, M., 2013. Fachenglisch für die Soziale Arbeit. Weinheim: Beltz
Juventa.
Gray, M., Coates, J., Yellow Bird, M., Hetherington, T., eds., 2013. Decolonizing
social work. Abingdon: Ashgate Publishing.
Healy, L. M., 2008. International social work. Professional action in an
interdependent world. 2nd ed. Oxford: Oxford University Press. p.239-259.
Healy, L. M., 2014. Global education for social work. Old debates and future
directions for international social work. In: Noble, C., Strauss, H., Littlechild, B.,
eds., 2014. Global social work. Crossing borders, blurring boundaries. Sydney:
Sydney University Press. p.369-380.
Ife, J., 2012. Human rights and social work. Towards rights-based practice. 3rd
edition. Cambridge: Cambridge University Press.
IFSW, IASSW, 2001. International definition of social work.
http://ifsw.org/policies/global-standards/ accessed 7 December 2017.
IFSW, IASSW 2004a. ‘Ethics in social work, statement of principles’.
https://www.iassw-aiets.org/wp-content/uploads/2015/10/Ethics-in-Social-
Work-Statement-IFSW-IASSW-2004.pdf accessed 7 December 2017.
IFSW, IASSW 2004b. Global standards for social work education and training.
https://www.iassw-aiets.org/global-standards-for-social-work-education-and-
training/ accessed 7 December 2017.
IFSW, IASSW, ICSW, 2012. The global agenda for social work and social
development. http://cdn.ifsw.org/assets/globalagenda2012.pdf accessed 7
December 2017.
IFSW, IASSW, 2014. Global definition of social work. http://ifsw.org/get-
involved/global-definition-of-social-work/ accessed 7 December 2017.
Midgley, J., 1981. Professional imperialism. Social work in the third world.
London: Heinemann.
United Nations Centre for Human Rights, 1994. Human Rights and Social
Work: A Manual for Schools of Social Work and the Social Work Profession.
New York: United Nations.
Walton, R. G., Abo-El-Nasr, M. M., 1988. Indigenization and authentization in
terms of social work in Egypt. In: International Social Work 31 (2), p.148-155.

18
Part 1 - Practice fields

Children and families

1. Social work with children and families

The terminology used to describe the social work and social care support
services for children and families varies from country to country. One
particularly broad (and somewhat vague) English term is children’s services.
Confusingly this actually means services for children, young people, and
families. Children’s services are diverse in their objectives, form, and client
groups. Service users include babies, toddlers, primary school-aged children,
adolescents, and, of course, their parents or other caregivers. In a broad
sense, children’s services encompass everything from early education to youth
work, and from early intervention to youth justice. In some UK usages of the
term, children’s services include school education. However, when social
workers use the expression, they are usually referring to those children’s
services run by social work professionals and social care professionals.
Other terms may encompass a much narrower selection of services. Social
work with children and families describes a fairly compact field: social work
services for children, young people, and parents. North American and
Scandinavian authors tend to call this field child welfare or child welfare
services. This whole field, child welfare, may in turn be subdivided into two
separate arenas.
Much work with children, young people, and families is supportive in nature,
helping parents with the challenges of child-raising, and helping young people
with the difficulties of growing up. In many countries, there are specific
services for individual families, where bringing up children is resulting in
problems. Such individual services are often described as family support. They
are preventative and low threshold in nature.
However, some work has a more controlling function, and a more reactive
nature. The area of child protection is an example of such practice. Here, the
threshold for interventions is usually higher. Protection is based on concerns in
one of two areas: neglect or abuse. In England, in the early 2000s, the term
protection was replaced by the idea of safeguarding. This concept was more
19
broadly defined than simply keeping children safe and protecting them from
harm. It included aspects such as being healthy and enjoying education or
leisure pursuits.
Children’s services are provided by a network of agencies. These agencies
belong to the statutory sector, voluntary sector, and private sector. Typically,
legislation places certain key powers and duties relating to children’s services
with certain statutory bodies, often those anchored in local government. In
England the relevant body here is the local authority. These public bodies have
two roles. Firstly, they have overall responsibility in coordinating the provision
of children’s services. Secondly, they directly provide some services.
Previously England had generic Social Services Departments (often known as
SSDs, or simply social services for short). These local government departments
offered both children’s services and adults’ services. However, in England a
few years ago, these offices were split. Today the local authority department
for children’s services is usually simply known as local authority children’s
services, although variants such as children’s services department are also in
use. A key section of this department is typically called children’s social care.
Its workers, typically social workers, are sometimes known as the children’s
social care team.

terminology ‫ت‬ ‫ا‬

social work ‫ا‬ ‫ا‬
social care ّ ِ ‫ا‬‫ا‬
support service ْ ‫ِ ْﻣ ا‬
children’s services ‫َ َﻣ ت ا ط ل‬
services for children, young people, & ‫ ب وا‬#%‫َ َﻣ ت ا ط ل وا ﱠ‬
and families
objective )/‫ھ ف‬
client group ‫ة‬ / ‫ ت ا‬, - ‫ا‬/‫ء‬+ ‫ا‬
service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ُﻣ‬
Toddler ‫ِط ْ دارج‬
primary school-aged child && ‫ ا‬7 ‫ا‬ ‫ِط ْ ﺑ‬
adolescent :‫ﻣ اھ‬/89
caregiver ‫ة‬/ ‫ا ا‬/ ِ ‫ة ا‬/‫ُﻣ< ﱢم‬

20
early education ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 ‫ا ﱠ‬
youth work ‫ ب‬#%‫ا ﱠ‬
early intervention =‫ ﱢ‬# ُ ‫ا َ َ ﱡ ا‬
youth justice ‫ ّ اث‬7َ ‫ا ا‬
school education &‫ا ر‬ ‫ا ﱠ‬
social worker ‫@ ا‬ ‫ا‬
social work professional ‫ا‬ @ ‫ا‬
social care professional ّ ‫ا‬ ‫@ ِر‬ ‫ا‬
service ‫ِ ْﻣ‬
social work with children and families & ‫ ا ط ل وا‬8‫ﻣ‬ ‫ا‬ ‫ا‬
social work service ‫ا‬ ‫ِ ْﻣ ا‬
young person ‫ ﺑ‬A/‫ ب‬A
parent ‫ة‬/ ‫وا‬
child welfare ْ ِ ‫ ه ا‬9‫ر‬
child welfare services ْ ِ ‫ ه ا‬9‫َ َﻣ ت ر‬
field ّ<7
arena ‫ ل‬-‫َﻣ‬
supportive ‫دا‬
challenge ‫ َ ّي‬D
child-raising ِْ ‫ ﺑ ا‬D
difficulty ‫ﺑ‬, @
ُ
grow up #=
bring up a child ْ ِ ‫ ا‬E%FD
family support ‫د ْ أ& ي‬
preventative H I‫و‬
low threshold Jِ 1Fْ ‫ ّ ُﻣ‬7َ
controlling ِ /‫ ُﻣ‬/ =‫ُﻣ ﱢ‬
reactive 9 ‫ذو رد‬
child protection ِْ ‫ ا‬7
practice : ّ# D/ &‫ُﻣ ِر‬

21
threshold ‫ أو در‬Lّ ‫ ّ ُﻣ‬7َ
intervention ‫َ َ ﱡ‬D
protection 7
neglect ‫إھ ل‬
abuse ‫إ& ءة‬
safeguarding ‫ا‬O ‫ص‬ ‫ا‬
keep children safe ‫ا ط ل‬ 7
protect
harm ‫ذي‬Pُ
education Q <RD/ ‫ﱠ‬D
leisure pursuit ‫ھ‬9 ‫ا‬O‫إ‬ /‫ا‬
provide ‫ُ< ﱢم‬
agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬
statutory sector ‫ا< عا م‬
voluntary sector , ‫ا< عا ﱠ‬
private sector ّ‫ ص‬1 ‫ا < ع ا‬
legislation 8 %D
power َ ْ &ُ
duty W ‫وا‬
statutory body ّ ‫ﻣ‬,=ُ7/ ‫ ﻣ‬TX E ‫ھ‬
local government ‫ﻣ ﻣ‬,=7
local authority ‫ُ& ْ َ ﻣ‬
public body ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ E‫ھ‬
overall responsibility ‫ا ﻣ‬ ‫و‬P/ ‫ا‬
coordinate : /FD
provision ّ9,D
provide ‫ُ< ﱢم‬
generic ‫م‬
Social Services Department ّ ‫ َﻣ ت ا‬1َ ‫ ة ا‬H‫دا‬
SSD ّ ‫ َﻣ ت ا‬1َ ‫ ة ا‬H‫دا‬

22
social services ّ ‫ َﻣ ت ا‬1َ ‫ا‬
department ‫وزارة‬/‫إدارة‬/‫ ة‬H‫دا‬
adults’ services L Z # ‫َ َﻣ ت‬
office W =‫ﻣ‬
local authority children’s services ‫ ْ َ ا‬/ُ ‫ ا‬L‫ِ ْ ﻣ‬ ّ ‫ َﻣ ت ا‬1َ ‫ا‬
children’s services department ‫ ة َ َﻣ ت ا ط ل‬H‫دا‬
section /ْ ِI
children’s social care ‫ّ [ط ل‬ ‫ا‬ ِ ‫ا‬
children’s social care team ‫ّ [ط ل‬ ‫ا‬ ِ ‫ا‬: 9

23
2. Childhood
Childhood is the phase in the life course that comes before youth and
adulthood. It is often subdivided into various stages. Early childhood is the first
period, which some authors consider to start at birth, others after babyhood
(or infancy) and toddlerhood. Mid-childhood (or early primary school-age), late
childhood, and adolescence follow. We may thus differentiate between babies
(or infants), toddlers, young children, and pre-pubescent children. The field of
study concerned with childhood is known as childhood studies or childhood
research.
Being a child is sometimes considered a natural biological given. However,
both childhood and the state of being a child are social constructions. Children
have traditionally been seen as innocent, naive, unspoilt, and pure. Some
images of children stress their weakness, vulnerability, helplessness, passivity,
and dependency. There has, therefore, long been a view that children should
be protected, so that their welfare can be secured. However, ways of seeing
childhood are by no means universal. Understandings of childhood are
historically relative and culturally relative. The twentieth century is sometimes
referred to as the century of the child. Modern Western child policy reflects
ideas found in the United Nations Convention on the Rights of the Child:
children as active and autonomous social actors with competence and agency.
Children’s voices are to be heard and they have participatory rights.
Many authors discuss the basic needs of children. Meeting these needs may
be seen as preconditions for healthy child development. Maslow’s hierarchy of
needs is a famous example of such a framework, and some authors have also
considered child-specific basic needs. The most fundamental of these is
arguably a good attachment to the parents and a nurturing parent-child
relationship. This gives warmth, love, a feeling of security, and a sense of basic
trust. Time and attention from parents, physical integrity, developmentally
appropriate experiences, clear boundaries, and being treated as an individual
are other commonly cited needs. Parents vary in their approaches to child-
raising. One established classification of parenting styles distinguishes styles
as authoritative, authoritarian, and permissive.
Developmental psychology, educational science, and neuroscience have given
us an understanding of children’s emotional development, social development,
motor development, and cognitive development. A child is no longer seen as a
tabula rasa or blank slate to be shaped by child raisers as they wish. Instead,
children are genetically pre-programmed, and their maturation involves
passing developmental milestones in developmental stages. Learning research

24
and learning theories examine and model how children learn. Early childhood
learning is learning through interaction with others and learning through play:
play in the open air, play with friends, play with adults, children’s games,
practice games, pretend play (sometimes called symbolic play), and games
with rules. Play is imagination, fantasy, creativity, and an exploration of the
child’s social world.

childhood ,‫ط‬
life course ‫ة‬ ‫ ة ا‬/‫ﻣ‬
youth ‫ ب‬#A
adulthood A ‫ ا‬Lّ &ِ
early childhood ‫ ﱢ= ة‬#‫ ُﻣ‬, ‫ط‬
babyhood \ ‫ ا‬Lّ &ِ
infancy \ ‫ ا‬Lّ &ِ
toddlerhood ‫ ا ط ل ا رّج‬Lّ &ِ
mid-childhood &, ‫ ﻣ‬, ‫ط‬
primary school-age & & ‫ ا ر& ا‬Lّ &ِ
late childhood ‫ة‬ ]‫ ﻣ‬,‫ط‬
adolescence <َ‫ُﻣ اھ‬
infant 8 \‫ر‬
toddler ‫ِط ْ دارج‬
yound child Z@ ْ ‫ِط‬
pre-pubescent child ‫غ‬, # ‫ ا‬#I ‫ِط ْ ﻣ‬
childhood studies , ّ
‫@ ﺑ‬ ‫درا& ت‬
childhood research , ّ
‫@ ﺑ‬ ‫أﺑ ث‬
natural #‫ط‬
biological given ,,‫ﺑ _ ﺑ‬
social construction `&‫ أ‬O ّ Fْ#‫ﻣ < ات و ُﻣ ِر& ت َﻣ‬
ّ ‫ا‬
innocent ‫ﺑ يء‬
naive ‫& ذج‬
unspoilt ‫ة‬ ‫ا‬O

25
pure <X
image of children ‫ ا ط ل‬L ‫رات‬, D
weakness Qْ \
َ
vulnerability 1 ‫ ُﻣ ﱠض‬/Qْ \ َ
helplessness b- /Qْ \
َ
passivity 9+ ‫ا‬
dependancy =ّD‫ا‬/ ‫د‬ ‫ا‬
protect
welfare ‫ ه‬9‫ر‬
understanding of childhood , ‫_ ا‬9
historically relative 1 ‫ ر‬D @ ‫ذو‬
culturally relative 9 <c @ ‫ذو‬
century of the child ْ ِ ‫ نا‬I
child policy ِْ ‫@ ﺑ‬
ّ ‫& &ت‬
United Nations Convention on the Rights of ّ I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
the Child ْ ِ ‫ق ا‬,<ُ7
autonomous < /‫ﻣ‬
social actor ً ‫ّلا‬9
competence ‫ ءة‬S
agency S‫و‬/ ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
child's voice ْ ِ ‫ت ا‬,@
participatory right ّ 7
S‫ َر‬% ُ ‫ ا‬:
basic needs of children & & ‫ ت ا ِ ْ ا‬7‫ا‬
precondition :#/‫ ط ﻣ‬A
child development ْ ِ ‫ ا‬,ّ ُ ُX
Maslow's hierarchy of needs ‫ت‬ 7+ ‫ ا _ ﻣ‬, & ‫ ﻣ‬/ /D
attachment ‫ ط‬#D‫ار‬
nurturing ‫دا‬/‫ي‬gZ‫ﻣ‬
parent-child relationship ْ ِ ‫ وا‬L ‫ا‬, ‫ ا‬L ‫ ﻣ ﺑ‬I+
warmth ‫دفء‬
security ‫ أﻣ ن‬/L‫أﻣ‬
26
basic trust & &‫< أ‬c
physical integrity / ‫ﻣ‬+&
developmentally appropriate experience #& F‫ ﻣ‬H X ‫ ﺑ‬-D
clear boundaries I/ \‫ ود وا‬7
child-raising ِْ ‫ ﺑ ا‬D
parenting style L ‫ا‬, ‫ ﺑ ا‬D ‫ب‬, &ُ‫أ‬
authoritative ‫ق‬,c,‫ﻣ‬
authoritarian ‫ ادي‬# &‫ا‬
permissive ‫ھ‬/‫ﻣ‬
developmental psychology ‫ي‬,ّ ُ ُFD ` X
educational science ‫ا ﱠ‬
neuroscience ‫ب‬ ‫ا‬
emotional development ,ّ ُ ُX
‫ط‬
social development ‫ّر ا‬,َ َD
motor development S 7 ‫ّر‬,َ َD
cognitive development 9 ‫ّر ﻣ‬,َ َD
blank slate (‫@ ت‬
ّ ‫ ر) )أي دون أي‬9 E ‫ھ‬
child-raiser ْ ‫ ُﻣ ﺑّ ِط‬/ ّ‫ُﻣ ﺑ‬
genetically pre-programmed <#/‫ ﻣ‬H F -‫ذو ﺑ ﻣ‬
maturation h ْiُX
developmental milestone H X ‫ُﻣ ﱢ‬
developmental stage H X 7 ‫ﻣ‬
learning research ‫ﱡ‬ ‫أﺑ ث ا‬
learning theory ‫ﱡ‬ ‫ ت ا‬TX
Early childhood learning ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬Lّ &ِ 9 ‫ ﱡ‬D
learning through play W ِ ‫& ط ا ﱠ‬,‫ ﱡ ﺑ‬D
play in the open air : ‫اء ا‬,_ ‫ ا‬9 W ِ ‫ا ﱠ‬
children's game ‫ أط ل‬#
practice game < ّ# D #
pretend play ‫ي‬b‫ رﻣ‬W

27
symbolic play ‫ي‬b‫ رﻣ‬W
game with rules ‫ا‬,I ‫ ذات‬#
imagination 1‫ﻣ‬
exploration ‫ ف‬%= &‫ا‬
child's social world ‫ا ِْ ا‬

28
3. Youth
Youth is a phase in the human life course in which one’s identity takes shape,
one’s personality develops, one’s self-concept and self-image alter, and life
attitudes and value orientations crystallise. The stage of youth comes between
childhood and adulthood. Occasionally, youth, the teenage years, and
adolescence are considered synonymous terms. However, in the English
language, youth is normally considered a longer period than adolescence, with
a later onset, perhaps at around the age of 15 or so. It should be noted that
the English terms youth and adolescence are used in different disciplinary
contexts. Adolescence is a term primarily used in medical or psychology
papers, youth a term more common in sociology and social work literature.
One can talk of youth research, youth studies, and the sociology of youth.
People who find themselves in the earlier part of youth are referred to as
young people. If a little older they may also be described as young adults. The
male and female forms are young women and young men. The terms boy and
girl are normally only used for younger children. In Britain, the plural
expression ‘youths’ is used to describe a group of young people, but the
expression is not neutral. Talk of youths carries strong negative connotations:
of disengaged young men, of criminal behaviour, and the like. In English,
expressions such as teenager, kid, and youngster are very informal indeed and
are usually avoided in academic contexts. For those wishing to describe a
particular life stage more accurately, age groups such as prepuberty,
preadolescence, early adolescence, mid-adolescence, late adolescence, post
adolescence, and early adulthood may be more helpful. Young people are
generally referred to as children in British law until they reach the age of 18,
although the age of criminal responsibility in Britain is 10 years.
Youth may be described as a life stage characterised by transitions. The
transition from childhood to youth is accompanied by biological change: sexual
maturity, growth spurts, hormonal change, and mood swings. However,
growing up is more than reaching biological maturity. Adolescence is a
transition from dependence to independence. Entering employment, for
instance, allows increasing autonomy from one’s parents, and may be a first
step in breaking away from the parental home. Indeed, in terms of role
models and socialisation, adolescence is characterised by young people
turning towards peers at the expense of the parent-child relationship. This re-
orientation is accompanied by boundary testing, a willingness to take risks,
and rites of passage. In this time of storm and stress, psychosocial

29
development is sometimes understood with reference to the concept of the
psychosocial moratorium.
Some approaches to examining youth behaviour and youth identity focus on
culture. Here youth is spoken of as an age generation, such as the baby
boomers or millennials, growing up in periods of economic boom and recession
respectively. Such perspectives see youth in terms of youth cultures and youth
subcultures, located in a particular historical period. Members of an age
cohort may well share values, worldviews, styles, and lifestyles. They may be
involved in particular social movements. Such ideas of youth culture can lead
to a model of generational conflict or even generational war, as youth cultures
become counter-cultures.

youth ‫ ب‬#A
phase ‫ ة‬9
human life course ‫ ن‬/Xj‫ ة ا‬7 ‫ ة‬/‫ﻣ‬
identity ّ ,ُِ ‫ھ‬
self-concept D‫ﱡ ر ذا‬, َD
self-image D‫ﱡ ر ذا‬, َD
life attitude D 7 ‫ ﱡ _ ت‬,َD
value orientation < ‫ ا‬k ‫ ﱡ‬,َD
stage 7 ‫ﻣ‬
childhood ,‫ط‬
adulthood A ‫ ا‬Lّ &ِ
teenage years <َ‫ات ا ُ اھ‬,ّF&َ
adolescence <َ‫ُﻣ اھ‬
disciplinary context D ‫ِ& ق‬
paper l ‫ﺑ‬/ <‫ﻣ‬
youth research ‫ ب‬#%‫ ل ا ﱠ‬-‫ َﻣ‬9 l ‫ﺑ‬
youth studies ‫ ب‬#%‫@ ﺑ ﱠ‬ّ ‫درا& ت‬
sociology for youth ‫ ب‬#% ‫ع‬ ‫ا‬
young person 89
young adult ‫ ﺑ‬A/‫ ب‬A

30
young woman ‫ﺑ‬A
young man ‫ب‬A
youths ‫ ب‬#A
disengaged ‫) ﻣ‬
criminal behaviour ‫ك ُ ﻣ‬, &ُ
academic context ‫ د‬S‫ِ& ق أ‬
prepuberty ‫غ‬, # ‫ ا‬Lّ &ِ #I ‫ﻣ‬
preadolescence <َ‫ ا ُ اھ‬#I ‫ﻣ‬
early adolescence ‫ ﱢ= ة‬#‫ُﻣ اھَ< ُﻣ‬
mid-adolescence &, ‫ُﻣ اھَ< ﻣ‬
late-adolescence ‫ة‬ ] ‫ُﻣ اھَ< ﻣ‬
post-adolescence <َ‫ﻣ ﺑ ا ُ اھ‬
early adulthood =‫ ﱢ‬# ُ ‫ ا‬A ‫ ا‬Lّ &ِ
age of criminal responsibility X,X < ‫ا‬ ‫و‬P/ ‫ ا‬Lّ &ِ
life stage D 7 7 ‫ﻣ‬
transition ‫ < ل‬X‫ا‬
transition from childhood to youth ‫ ب‬#%‫ ا ﱠ‬O ‫ إ‬, ‫ ا‬L‫ < ل ﻣ‬X‫ا‬
sexual maturity /Fْ ِ h ْiُX
growth spurt H X‫ط ة‬
hormonal change X,‫ھ ﻣ‬ ZD
mood swing ‫ا‬b‫ ﻣ‬W <D
growing-up #=
biological maturity , , ‫ ﺑ‬h ْiُX
dependance =ّD‫ا‬
independance +< &‫ا‬
entering employment ّ F_ ِ ‫ة ا‬ ‫ ا‬9 ‫ اط‬1X‫ا‬
breaking away from the parental home L ‫ا‬, ‫ ا‬n ‫ ﺑ‬L ‫ل‬ X‫ا‬
role model ‫ُ وة‬I
socialisation ّ ‫ ا‬E%FD
turning towards peers ‫ ان‬I ‫ ا‬O ‫ إ‬k ‫ ﱡ‬,َD

31
parent-child relationship L ‫ا‬, ‫ ا ِ ْ وا‬L ‫ ﻣ ﺑ‬I+
boundary testing ‫ ر ﻣ ى ا ود‬# ‫ا‬
willingness to take risks 9‫ ز‬- ‫ا& اد‬
rites of passage ‫ر‬,# ‫س ا‬,<‫ط‬
storm and stress ‫ط ت‬,Zُ\‫ و‬: \
psychosocial development ‫ ا‬/ X ‫ّر‬,َ َD
psychosocial moratorium ‫ ا‬/ X QI‫و‬
youth behaviour ‫ ب‬#%‫ك ا ﱠ‬, &ُ
youth identity ‫ ب‬#%‫ ّ ا ﱠ‬,ُِ ‫ھ‬
age generation
baby boomers ‫ ﺑ‬-Xj‫ة ا‬ ‫ ة ا‬9 9 ‫دون‬, , ‫ا ط ل ا‬
millennials ‫ا‬
economic boom ‫دي‬ I‫د ا‬, @
recession ‫د‬,S‫ر‬
youth culture ‫ ب‬#%‫ ا ﱠ‬9 <c
youth subcultures ‫ ب‬#% ,X c 9 <c
age cohort L‫ﱢ‬/ ‫ﻣ < رﺑ ا‬ , ْ-‫َﻣ‬
worldview D 7 ‫ ة‬TX
social movement ّ ‫ ا‬S 7
generational conflict ‫ل‬ ‫@ اع ا‬
counter-cultures /= ‫ ت‬9 <c

32
4. The Children Act 1989
The Children Act 1989 forms the legal foundation on which England’s
children’s services are based. At first glance, the formal language used in the
law may be hard to read for a non-native speaker. The court is addressed
directly in the Act, and the language is not gender sensitive. But in terms of
content, the Act will appear familiar: it evolved concurrently to the United
Nations Convention on the Rights of the Child. The legislation, it may be
argued, codifies 1980s ideas about the state and parents’ roles in child-raising,
and is founded on newer ways of seeing children and childhood. The law is
child-centred, whilst acknowledging the rights of parents. In contrast to earlier
laws, which focused on ‘rescuing’ (or ‘saving’) children whose welfare had
already been harmed, the Act is notable for its preventative orientation.
The opening of the Act, s 1(1)(a), establishes the paramountcy of the welfare
of the child when considering questions with respect to the child’s upbringing.
The next two subsections state the things the court should take into account
in the case of proceedings. The court is obliged to minimise delays to the
proceedings. Children are involved in decisions relating to their care and
upbringing: the child’s wishes and feelings must be heard. The child’s physical
needs, emotional needs, and educational needs must be considered. The court
must also have regard for the child’s age, sex, background, and relevant
characteristics. Parental capacity is to be determined, that is, how capable
each parent is of meeting the child’s needs.
Part III of the Act is entitled Local Authority Support for Children and Families.
The services covered here are commonly known as family support: individual
and targeted provision for families to help them with the upbringing of their
children. The criteria for the selection of services are appropriateness and
need. Every local authority has a general duty in s 17(1)(a) ‘[…] to safeguard
and promote the welfare of children within their area who are in need; and (b)
so far as is consistent with that duty, to promote the upbringing of such
children by their families, by providing a range and level of services
appropriate to those children’s needs’.
The exact meaning of a child being ‘in need’ is defined further in s 17(10). It
relates to the child’s health and development, and the likely effect on the
child’s health and development if services are not provided. Disabled children
are automatically considered children in need. Local authorities have a duty to
establish which children are in need, and take steps to inform families of
services available. The possible support services are listed in schedule 2.
‘Provision for children living with their families’ comprises: advice, guidance

33
and counselling; occupational activities, social activities, cultural activities or
recreational activities; home help; transport services to assist participation in
any other services provided; and assistance to enable children and their
families to have a holiday. Other provisions listed elsewhere in the schedule
include ‘provision to reduce need for care proceedings’, ‘provision for disabled
children’, and family centres.

legal foundation X,X I ‫ة‬ I

children's services ّ
‫@ ﺑ ط ل‬ ‫َ َﻣ ت‬
law ‫ن‬,X I
court =َ ْ ‫َﻣ‬
Act ‫ن‬,X I
gender sensitive ‫ع‬,‫ﱠ‬F ‫ ه ا‬-D & /7/ ‫ع ا‬,‫ﱠ‬F ‫اع‬
ٍ ‫ُﻣ‬
‫ا‬
concurrent L‫ا ِﻣ‬b ‫ُﻣ‬
United Nations Convention on the ّ I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ ‫ ّ ا ﻣ ا ُ ّ َ ّ ة‬I ّD‫ا‬
Rights of the Child ْ ِ ‫ق ا‬,<ُ7
legislation 8 %D
codify Q‫ﱢ‬F ُ
State ‫دو‬
child-raising ِْ ‫ ﺑ ا‬D
children ‫أط ل‬
childhood ,‫ط‬
child-centered ْ ِ ‫ل ا‬,7 ‫ر‬,
rights of parents L ‫ا‬, ‫ق ا‬,<ُ7
rescue -ِ Fُ
save gِ<Fُ
welfare ‫ ه‬9‫ر‬
harm ‫ذي‬Pُ
preventative orientation H I‫ و‬k ‫ ﱡ‬,َD
paramountcy of the welfare of the child ْ ِ ‫ها‬9 & &‫ أ‬, ‫أو‬
upbringing E%FD / ‫ ﺑ‬D

34
subsection ‫ي‬,X c/ 9 /ْ ِI
proceedings H iI ‫ ت‬/
obliged ‫َم‬bْ ‫ُﻣ‬
delay ]D
involve S‫ َر‬%‫ُﻣ‬
care ‫ِر‬
wish F‫أُ ْﻣ‬
feeling ‫ر‬, A/‫ س‬/7‫إ‬
physical need ‫ ي‬/ ‫ ج‬7‫ا‬
emotional need ‫ط‬ ‫ ج‬7‫ا‬
educational need D ‫ ج‬7‫ا‬
have regard for ‫ر‬# ‫ا‬L ‫ﺑ‬g ]
sex `F
background
characteristic @/ @
ّ
parental capacity L ‫ا‬, ‫ رة ا‬I
determine ‫ُ َ ّد‬
capable ‫ در‬I
child's need ْ ِ ‫ ج ا‬7‫ا‬
Local Authority Support ‫ﻣ‬ ‫ ُﻣ‬L‫د ْ ﻣ‬
family support ‫د ْ أُ& ي‬
targeted provision 9َ _ /‫َ َﻣ ت ُﻣ‬ <D
upbringing E%FD/ ‫ ﺑ‬D
appropriateness H+‫ُﻣ‬
need ‫ ج‬7‫ا‬
local authority ‫ُ& ْ َ ﻣ‬
general duty ‫ م‬W ‫وا‬
safeguard ‫ ا‬O ‫َ ِص‬
promote ‫ز‬b‫ُ ﱢ‬
duty W ‫وا‬

35
provide ‫ُ< ﱢم‬
range ‫ع‬,F ‫ﻣ‬/‫ُﻣ ﱢد‬
level ‫ى‬, /ْ ‫ُﻣ‬
appropriate H+‫ُﻣ‬
health ّ @ِ
development ,ّ ُ ُX/‫ّر‬,َ َD
likely r ‫ا ر‬O
disabled child I ‫ِط ْ ذو إ‬
be considered # /‫ُ ِ ﱡ‬
establish ‫ُ َ ّد‬
available ‫ﱢ‬9,َ ‫ُﻣ‬
support ‫ِ ْ ﻣ دا‬
schedule ‫ول‬
provision ‫َ َﻣ ت‬ <D
advice X
guidance k ,D
counselling ‫ د‬A‫إر‬
occupational activity ّ F_‫ ط ِﻣ‬%X
social activity ‫ ط ا‬%X
cultural activity 9 <c ‫ ط‬%X
recreational activity _ 9 D ‫ ط‬%X
home help bF‫ ِ ة ﻣ‬/‫ُﻣ‬
transport service <F ‫ِ ْ ﻣ ا‬
participation S‫ َر‬%‫ُﻣ‬
assistance ‫ َ ة‬/‫ُﻣ‬
reduce need for care proceedings ّ 1 ‫ ا‬H i< ‫ ت ا‬/ -
@ ‫ ا‬s <D
ِ ‫ﺑ‬
family centre ‫ [ُ& ة‬bSِ ْ ‫َﻣ‬

36
5. Children’s rights and parents’ rights
Discourses on the rights of the child shape child policy. They address questions
such as participation and the right to free choice; disclosure of information;
self-determination; the right to play and the right to education; and the right
to protection from violence. This impacts on practice areas as diverse as baby
boxes (also called baby hatches), physical punishment (also called corporal
punishment), and closed adoptions (also called confidential adoptions). Some
countries or cities have a children’s commissioner to protect children’s rights.
A child’s rights often come up in discussions around protecting the welfare of
the child. The welfare of the child is a fundamental concept in children’s
services. Section 1(1) of the Children Act 1989 states that the ‘child’s welfare’
is ‘paramount’ when considering the ‘upbringing of a child’. The wording in
Article 3(1) of the UN Convention on the Rights of the Child matches this
formulation: ‘In all actions concerning children [...] the best interests of the
child shall be a primary consideration’.
However, at the same time, the parents of a child have rights. Article 8 of the
European Convention for the Protection of Human Rights and Fundamental
Freedoms (which has legal effect in the UK following the Human Rights Act
1998) grants everyone the right to respect for private and family life.
Situations can therefore arise in which children’s rights and parents’ rights are
in conflict.
In a social work context, the gravest of such situations are child protection
situations. Such situations may lead to interventions which interfere with
parents’ child-raising rights. The UN Convention on the Rights of the Child
Article 3 gives clarity here: ‘States Parties undertake to ensure the child such
protection and care as is necessary for his or her well-being, taking into
account the rights and duties of his or her parents, legal guardians, or other
individuals legally responsible for him or her, and, to this end, shall take all
appropriate legislative and administrative measures.’
A key English legal concept in those child protection considerations of parental
rights and children’s rights is that of parental responsibility. Parental
responsibility is the thing which parents have that gives them the right to raise
their child, and the duties that go with this. Parents are using their parental
responsibility when they make decisions regarding their child’s health care, for
instance. A key part of parental responsibility is custody, sometimes called
residency. Confusingly, in some English speaking countries, custody means
something like parental responsibility. In Britain however, the meaning is

37
different. Custody simply refers to the right each parent has to have the child
living with them (relevant, say, in divorce cases).
Normally parents alone have parental responsibility. In England, parental
responsibility cannot be removed. However, it can be shared, with the state.
This is, in practice, comparable to a removal of parental responsibility in some
jurisdictions. Indeed, Britain still practises forced adoption, that is, adoption
without consent from the child’s birth parents. This is possible following the
argument that it is in the best interests of the child. Such practice is highly
controversial, and many argue that this violates the human rights of the birth
parents.

discourse ‫ِ ب‬
rights of the child ْ ِ ‫ق ا‬,<ُ7
child policy ِْ ‫@ ﺑ‬
ّ & &
participation S‫ َر‬%‫ُﻣ‬
right to free choice ‫ر‬ ‫ا‬ ّ 7
7 9:
disclosure of information ‫ﻣ ت‬, ‫ ﻣ‬L ‫ح‬ 9‫إ‬
self-determination D‫ا‬g ‫ا‬ ‫< ا‬D
right to play Wِ ‫ ا ﱠ‬:
ّ 7
right to education ‫ا ﱠ‬: ّ 7
right to protection from violence QFْ ُ ‫ ا‬L‫ﻣ‬ ‫ا‬:ّ 7
baby hatch R ّ 7َ ‫ ا ط ل‬L ّ 1 sّ 1‫ﻣ= ن ُﻣ‬
‫ دة‬, ‫ا‬
physical punishment ‫ ي‬/ ‫ِ< ب‬
corporal punishment X ‫ ﺑ‬W ‫]د‬D
closed adoption L ‫ا‬, ‫ ّ ا‬,ُِ ‫ ھ‬O<#D l ‫ )ﺑ‬: Z‫ّ ﻣ‬F#D
L ‫ ﻣ‬D k ,_-‫ وا ِ ْ ﻣ‬L , , # ‫ا‬
(L 9 ‫ا‬
children’s commissioner ‫ق ا ط ل‬,<ُ7 ‫ﱠض‬, ‫ ُﻣ‬/ S‫و‬
children's rights ‫ق ا ط ل‬,<ُ7
welfare of the child ْ ِ ‫ ه ا‬9‫ر‬
children’s services ‫َ َﻣ ت ا ط ل‬
child's welfare ْ ِ ‫ ه ا‬9‫ر‬

38
paramount & &‫أ‬
upbringing of a child ْ ِ ‫ ا‬E%FD
UN Convention on the Rights of the ‫َ ّة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ا‬
Child ْ ِ ‫ق ا‬,<ُ
action ْ ِ9
best interests of the child O i ‫َﻣ ْ َ ا ِ ْ ا‬
right ّ 7
:
European Convention for the Protection ‫ ن‬/Xj‫ق ا‬,<ُ7 ‫ ّ ا وروﺑ‬I ّD ‫ا‬
of Human Rights and Fundamental & & ‫ ا‬kD 7‫و‬
Freedoms
legal effect X,X I c‫أ‬
grant rَF ْ َ
respect for private and family life _ ّ @, ‫ ة ا & و‬7 ‫ ام‬7‫ا‬
parents' rights L ‫ا‬, ‫ق ا‬,<ُ7
gravest A‫أ‬/ ‫أ‬
child protection ِْ ‫ا‬ 7
intervention ‫َ َ ﱡ‬D
interfere with parents' child-raising ْ ِ ‫ ﺑ ا‬D 9 L ‫ا‬, ‫ق ا‬,<ُ ‫َ َ ﱡ ﺑ‬D
rights
states parties ّ &‫_ ت ر‬
undertake O‫ ﱠ‬,
protection 7
care ‫ِر‬
duty W ‫وا‬
legal guardian X,X I ّ @‫و‬
legally responsible ً X,X I ‫ول‬P/‫ﻣ‬
legislative %D
administrative measure ‫ ﺑ إداري‬D
legal concept X,X I ‫ أ‬#‫ﻣ‬
parental right ّ 7
L ‫ا‬, ‫ ا‬:
parental responsibility L ‫ا‬, ‫ا‬ ‫و‬P/‫ﻣ‬

39
raise ‫ُ ﺑﱢ‬
health care @ ‫ِر‬
custody X i7َ
residency ‫ ﻣ‬I‫إ‬
divorce ‫ق‬+‫ط‬ َ
remove -D
removal of parental responsibility ‫ا‬, ‫_ ا‬D ‫و‬P/‫ ﻣ‬L‫ ﻣ‬L ‫ا‬, ‫ا‬ -D
jurisdiction H i< ‫ص ا‬ ‫ِ ق ا‬X
practise forced adoption ‫ ري‬# j‫ّ ا‬F# ‫ ا‬: ّ# D
consent َ<َ9‫ا‬,‫ُﻣ‬
controversial ‫ل‬- R‫ُﻣ‬
violate ‫ّى‬ /‫ ق‬1 /u_ F
human rights ‫ ن‬/Xj‫ق ا‬,<ُ7

40
6. Child protection and care orders
Child protection work may involve situations where parents are not the best
people to look after their child, for some period of time. In English law, the
principle of proportionality applies. The state’s powers to intervene against the
wishes of parents are therefore normally only used after voluntary measures
with the cooperation and consent of the parent(s) have been attempted.
When discussing possible interventions, we may distinguish between very
short term emergency measures, such as the removal of a child to a place of
safety, and longer term placements of a child in foster care or residential care
following court proceedings.
A child may appear to authorities via self-referral or by referral from a third
party: in the latter case, perhaps by a professional who has a duty to report
abuse, due to a mandatory reporting system. In some situations, the risk to a
child’s welfare may be considered so urgent and direct that measures need to
be taken without delay. In many countries the child protection system includes
short term crisis intervention. In some countries, statutory social workers have
the power to remove a child to a place of safety. English social workers do not
have this power, but English police constables do.
Such measures are extremely short term. For mid-term to long term
interventions, the family proceedings court needs to be involved. In England,
certain people may apply for a court order from the family proceedings court
which impacts on parental responsibility. This is done in situations where the
welfare of the child is at risk. In England, the court can decide that parental
responsibility is to be shared in partnership between the local authority and
the parents. It issues a court order to this effect to protect the child. This
sharing is actually a 51%-49% balance in favour of the local authority with
regard to decision-making. In practice, this means the local authority exercises
parental responsibility.
In making a care order, the court must be satisfied that the threshold criteria
have been met. In England, the threshold for a care order is that the child is
‘[...] suffering, or is likely to suffer, significant harm [...]’ (s 31(2)(a), Children
Act 1989). The meaning of significant harm is clarified in s 31(9) of the Act as
‘[…] ill-treatment or the impairment of health or development [...]’. These
terms are explained: development means physical development, intellectual
development, emotional development, social development, or behavioural
development. Health means physical health or mental health. Ill-treatment
includes emotional abuse, sexual abuse, and neglect as well as physical abuse.

41
The exact procedural formalities of responding to child protection concerns
vary from country to country. In Britain a number of tragic deaths of children
well-known to social workers led to damning public inquiries and serious case
reviews. In many countries, the various reports and reviews of child protection
services have led to numerous recommendations for wide-reaching reforms.
Reforms have commonly included points such as revising child protection
guidelines, new data-sharing regulations, introducing computerised case
record systems, improved complaints procedures and whistleblowing
procedures, clearer lines of accountability, changes to child protection training,
changes to the duties of child protection officers, and changed procedures for
child protection investigations and child protection conferences.

child protection work ِْ ‫ا‬ ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ‬

look after ‫ـ‬ ِ ‫ ا‬9,
principle of proportionality W&ُ F‫ أ ا ﱠ‬#‫ﻣ‬
power ‫ة‬,I/ َ ْ &ُ
intervene ‫ََ ﱡ‬
against the wishes of parents L ‫ا‬, ‫ ا‬#) Qِ 1‫ُﻣ‬
voluntary measure ‫ ا ري‬/ ,ّ َD ‫ ﺑ‬D
consent َ<َ9‫ا‬,‫ُﻣ‬
intervention ‫َ َ ﱡ‬D
emergency measure ‫ ﺑ ط رىء‬D
removal of a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫إزا ا ِ ْ إ‬/ <X
placement ‫إ اع‬
foster care ‫أ& ﺑ‬ ُ ‫ِر‬
residential care ّ /&P‫ُﻣ‬ ‫ِر‬
court proceedings = ‫إ اءات ا‬
authority َ ْ &ُ
self-referral ّ D‫ذا‬ 7‫إ‬
referral from a third party l c ‫ ط ف‬L‫ﻣ‬ 7‫إ‬
duty to report x # ‫ ا‬W ‫وا‬
mandatory reporting ‫اﻣ‬b ‫ إ‬x #D
risk to a child's welfare ْ ِ ‫ ه ا‬9‫ ر‬O ‫رة‬, ُ

42
urgent -َ َ /ْ ‫ ُﻣ‬/‫\ وري‬
direct Aِ #‫ُﻣ‬
without delay ]D ‫دون‬
child protection system ْ ِ ‫ ا‬7 ‫ م‬TX
crisis intervention ‫َ َ ﱡ ا زﻣ ت‬D
removal of a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫إزا ا ِ ْ إ‬/ <X
Police Constable ‫ة‬/ ‫ ط‬A
family proceedings court ُ
= ‫ ﺑ‬9‫ ا ردن ﻣ و‬9) ‫َﻣ ْ َ= ا & ة‬
(‫ ّ اث‬7َ ‫ا‬
apply for a court order = ‫ أﻣ ﻣ‬W ‫ط‬
parental responsibility ‫وا‬ ‫و‬P/‫ﻣ‬
welfare of the child ْ ِ ‫ ه ا‬9‫َر‬
at risk 1 ‫ُﻣ ﱠض‬
in partnership S‫ ا‬% ‫ﺑ‬
local authority ‫ُ& ْ َ ﻣ‬
issue ‫ِر‬ ُ
court order = ‫أﻣ ﻣ‬
in favour of r
decision-making ‫ ذ ا < ار‬1ّD‫ا‬
excercise parental responsibility ‫ا‬, ‫ا‬ ‫و‬P/ ‫ُﻣ ِر& ا‬
threshold cirteria ‫ أو در‬Lّ ‫ ّ ُﻣ‬7َ ‫ﻣ‬
threshold for a care order ‫ﻣ ِر‬ # , /‫ﻣ‬ ‫ﻣ‬
be likely to ‫ أن‬r ‫ ا ر‬L‫ﻣ‬
significant harm / ‫\ َر‬
َ
ill-treatment ‫ء ُﻣ َﻣ‬,&
impairment I ‫إ‬/Qْ \َ
health ّ @ ِ
development ُ َ
,ّ ُ X/‫ّر‬, َD
physical development ‫ ي‬/ ,ّ ُ ُX
intellectual development F‫ّر ذھ‬,َ َD
emotional development ‫ ط‬,ّ ُ ُX
43
social development ‫ ا‬,ّ ُ ُX/‫ّر‬,َ َD
behavioural development S, &ُ ‫ّر‬,َ َD
physical health X ‫ﺑ‬/ / ّ @
ِ
mental health /X ّ @ ِ
emotional abuse ‫ أو ط‬/ X ‫إ& ءة‬
sexual abuse /Fْ ِ ‫إ& ءة‬
neglect ‫إھ ل‬
physical abuse / ‫إ& ءة‬
procedural formalities =A ‫اءات‬ ‫إ‬
respond ‫ ﺑ‬- &‫ا‬
child protection concerns ِْ ‫ا‬ 7 ‫ون‬PA 9 ‫ وف‬1‫ﻣ‬
tragic death ‫ت ﻣ]& وي‬,‫ﻣ‬
public inquiry ‫ م‬: ّ< D
serious case review ‫ة‬ 1‫تا‬ ‫ ا‬9 : ّ< D
report <D
review : ّ< D
child protection services ِْ ‫ا‬ 7 ‫َ َﻣ ت‬
recommendation ّ @,D
reform ‫ح‬+@‫إ‬
child protection guidelines ْ ِ ‫ ا‬7‫ ت‬D
data-sharing regulation ‫ ت‬X ‫ ﺑ‬S‫ َر‬%‫ ُﻣ‬TX‫أ‬
computerised case record system #&, ‫تا‬ ‫ت ا‬+-& ‫ م‬TX
complaints procedure ‫= وي‬% ‫اءات ا‬ ‫إ‬
whistleblowing procedure ‫ ت ا ا‬1 ‫ ا‬L ‫غ‬+‫ﺑ‬j‫اءات ا‬ ‫إ‬
line of accountability ‫ﱠ‬
‫ ء‬/ ُ ‫ُ& ا‬
child protection training ِْ ‫ا‬ ‫ صّ ﺑ‬W ‫ ر‬D
child protection officer ْ ِ ‫ ا‬7 yِ‫\ ﺑ‬
child protection investigation ِْ ‫ا‬ ‫ ﺑ‬:‫ ُﻣ ﱢ‬: ّ< D
child protection conference ْ ِ ‫ ا‬7ِ َ َDP‫ُﻣ‬

44
7. Child abuse
In the public’s eyes, preventing child abuse and child neglect is undoubtedly
the primary social work task. This is particularly true in those countries in
which child protection failings have resulted in child fatalities. Abuse is usually
divided into the categories physical abuse, emotional abuse, sexual abuse, and
neglect. In this categorisation, neglect is thus a form of abuse. There are other
words for abuse: maltreatment, mistreatment, ill-treatment, and, particularly
for physical and emotional abuse, cruelty; the corresponding verbs are abuse,
mistreat, maltreat, and ill-treat. Child abuse can therefore also be known as
child mistreatment, child maltreatment, child cruelty, and child ill-treatment.
Child abuse can be reported by a third party. If it is reported by the abused
child we call this disclosing. Legally speaking, the report or disclosure must be
then be demonstrated to be true, and until this point it may be described as
an alleged case (or allegation) of abuse or a suspected case of abuse.
The person committing (that is, perpetrating) the abuse is known as the
abuser or perpetrator. If the person is a parent we may describe him or her as
an abusive parent or maltreating parent. The opposite is a non-maltreating
parent. The abused child is the victim of the abuse; later in life they may be
described as a survivor of childhood abuse. Intra-familial abuse is where the
abuser (the intra-familial abuser) is a family member. Extra-familial abuse is
where the perpetrator (the extra-familial abuser) is outside of the family:
perhaps a stranger, but more typically it is a known and trusted person. In
intra-familial abuse, the abuser can be any family member. It may be the
father, or in some cases a social father, that is, a father figure in the family
who is not biologically related (a step father for instance). Sibling child abuse,
when a brother or sister is the abuser, is also possible, as is maternal child
abuse, or indeed abuse from someone in the extended family network (an
uncle for instance). A family member may be a co-abuser, or, if they know
about (or witness) the abuse but do nothing, a silent witness, sometimes
described as a collusive family member: a collusive mother, collusive father or
collusive sibling, for instance. A further abused person is a co-victim. The
Cinderella syndrome is when one child is abused and their sibling(s) not.
Defining abuse sociologically is hard: what is considered abusive behaviour in
one culture may be accepted in another. Examples include corporal
punishment (physical chastisement) and deprivation of food as punishment in
many non-European settings, but forbidden in most of Europe. In contrast,
European societies permit highly sexualised images in public places which are
known to be harmful to the healthy sexual development of young people.

45
Child abuse may take place before birth: fetal abuse, for instance in the case
of maternal substance abuse during pregnancy, or deliberately harming the
fetus to induce a miscarriage (this can include those cases where a man beats
a partner whilst pregnant).
Alongside the aforementioned categories of abuse, additional specific forms
have been identified following US/UK child protection cases and child abuse
research. The term organised child abuse is used to refer to a situation where
there is some kind of network of abusers. Satanic child abuse and ritualistic
child abuse refers to abuse cases where black magic rituals or black magic
paraphernalia were reported. Institutional child abuse refers to the abuse of
children in residential care settings: children’s homes or boarding schools for
instance. Some particular individuals have particular access to vulnerable
children due to their occupation. We can thus find UK literature on child abuse
by members of the clergy, celebrity child abuse, and child abuse by football
coaches; in each case the abuse in question was primarily sexual. Child abuse
because of a belief in spirit possession is when the abuser believes the child to
be possessed by an evil spirit.

prevent child abuse ‫& ءة‬j‫ ا‬L‫ ا ِ ْ ﻣ‬I‫و‬

child neglect ْ ِ ‫إھ ل ا‬
social work task ‫ا‬ ّ _‫ﻣ‬
child protection failing ْ ِ ‫ ا‬7 9 %9
child fatality ‫ ة ى ا ط ل‬9, ‫ ت ا‬7
abuse ‫إ& ءة‬
physical abuse / ‫إ& ءة‬
emotional abuse ‫ أو ط‬/ X ‫إ& ءة‬
sexual abuse /Fْ ِ ‫إ& ءة‬
neglect ‫إھ ل‬
form of abuse ‫& ءة‬j‫ ا‬L‫ع ﻣ‬,X
maltreatment ‫ء ُﻣ َﻣ‬,&
mistreatment ‫ء ُﻣ َﻣ‬,&
ill-treatment ‫ء ُﻣ َﻣ‬,&
cruelty ‫ة‬,/I / %7‫و‬
abuse ‫إ& ءة‬

46
mistreat ‫ ء ا ُ َﻣ‬/
maltreat ‫ ء ا ُ َﻣ‬/
ill-treat ‫ ء ا ُ َﻣ‬/
child abuse ْ ِ ‫إ& ءة ا‬
child mistreatment ْ ِ ‫ء ُﻣ َﻣ ا‬,&
child maltreatment ْ ِ ‫ء ُﻣ َﻣ ا‬,&
child cruelty %7‫ة أو و‬,/<‫ُﻣ َﻣ ا ِ ْ ﺑ‬
child ill-treatment ْ ِ ‫ء ُﻣ َﻣ ا‬,&
report L x #D
abused child ‫& ءة‬z ‫ ض‬D ْ ‫ ِط‬/ k ‫ ء إ‬/‫ِط ْ ُﻣ‬
disclose ‫ح‬ 9‫إ‬
report ‫غ‬+‫إﺑ‬
disclosure ‫ح‬ 9‫إ‬
alleged case ‫ﻣ‬, b‫ﻣ‬ 7
allegation ‫ا ﱢد ءات‬
suspected case ‫ھ‬,#%ْ ‫ ّ َﻣ‬iI
commit W=D
perpetrate ‫ي‬
abuser ‫ ء‬/‫ُﻣ‬
perpetrator ‫ُﻣ ي‬
abusive parent E /‫ ُﻣ‬/‫ ء‬/‫ة ُﻣ‬/ ‫وا‬
maltreating parent E /‫ ُﻣ‬/‫ ء‬/‫ة ُﻣ‬/ ‫وا‬
non-maltreating parent E /‫ ُﻣ‬/‫ ء‬/‫ة ) ُﻣ‬/ ‫وا‬
abused child k ‫ ء إ‬/‫ِط ْ ُﻣ‬
victim ّ \
survivor of childhood abuse , ‫ ا‬7 ‫ ﻣ‬9 ‫& ءة‬j‫ ا‬L‫ج ﻣ‬
ٍ X
intra-familial abuse H ‫ا‬ ‫إ& ءة دا‬
intra-familial abuser H ‫ا‬ ‫ ء دا‬/‫ُﻣ‬
family member ‫ ا ُ& ة‬L‫ د ﻣ‬9
extra-familial abuse ‫رج ا ُ& ة‬ L‫إ& ءة ﻣ‬

47
extra-familial abuser ‫رج ا ُ& ة‬ L‫ ء ﻣ‬/‫ُﻣ‬
stranger W ) s1A
trusted person ‫ق‬,c,‫ ﻣ‬s1A
social father ‫أب ا‬
father figure ‫ ﺑ ا ب‬R ‫ ﺑ‬s1A
biologically related ,,‫ﺑ‬ ‫راﺑ‬
step father ‫زوج ا م‬
sibling child abuse ‫ة‬, ‫ ا‬L ‫إ& ءة ﻣ ﺑ‬
maternal child abuse ‫ ا م‬#I L‫إ& ءة ِ ْ ﻣ‬
extended family network ‫ة‬ ‫= ا ُ& ة ا‬#A
co-abuser ‫& ءة‬j‫ ا‬9 ‫ ك‬%‫ُﻣ‬
witness ‫ة‬/ ‫ ھ‬A
silent witness n‫ ھ @ ﻣ‬A
collusive family member ‫ء‬O‫اط‬, ‫ د أُ& ة ﻣ‬9
collusive mother E‫اط‬, ‫أم ﻣ‬
collusive father ‫ء‬O‫اط‬, ‫أب ﻣ‬
collusive sibling H/‫ء‬O‫اط‬, ‫ة ﻣ‬/: <A
co-victim ‫\ ّ أ ى‬َ
Cinderella syndrome ّ
+ F&ِ ‫زﻣ‬+ ‫ﻣ‬
sibling ‫ة‬/: <A
sociologically ً , , &,&
abusive behaviour ‫ ء‬/‫ك ُﻣ‬, &ُ
corporal punishment X ‫ِ< ب ﺑ‬
physical punishment X ‫ِ< ب ﺑ‬
deprivation of food ‫م‬ ‫ ا‬L‫ ﻣ ن ﻣ‬7ِ
permit r /َ
sexualized images /Fْ ِ ‫ر‬,@
public places ‫ ﻣ‬LS ‫أﻣ‬
harmful ‫ذي‬P‫ُﻣ‬
healthy sexual development @ /Fْ ِ ,ّ ُ ُX

48
fetal abuse L F- ‫إ& ءة‬
maternal substance abuse ‫ ا م‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&
pregnancy ْ 7َ
deliberately harm ‫أذى ﻣ‬
fetus LF
induce a miscarriage ‫ _ ض‬j‫ً ﱡ ا‬D
beat ً‫ ح\ ﺑ‬#
child protection cases ْ ِ ‫ ا‬7‫ ت‬7
child abuse research ْ ِ ‫& ءة‬j‫أﺑ ث ا‬
organised child abuse ‫ﱠ [ط ل‬TF‫إ& ءة ُﻣ‬
network of abusers L E /‫= ُﻣ‬#A
satanic child abuse ِْ X A ‫إ& ءة‬
ritualistic child abuse ِْ &,<ُ‫ ط‬8‫إ& ءة ذات ط ﺑ‬
black magic rituals (‫ذة‬, %‫د )ا ﱠ‬,& ‫ ا‬/‫س ا ﱢ‬,<ُ‫ط‬
black magic paraphernalia ‫د‬,& ‫ ا‬/ ‫ذة أوا‬, %‫أدوات ا ﱠ‬
institutional child abuse ِ ‫ ت ودور ا‬/&P ‫إ& ءة [ط ل دا ا‬
residential care setting ّ /&P‫ ُﻣ‬H‫ا‬, ‫إ‬ ‫ِر‬
children's home ‫دار ِر‬
boarding school ‫ﻣ ر& دا‬
access ‫ﻣ‬/‫ل‬,@‫ و‬X =‫إﻣ‬
vulnerable children 1 L \‫أط ل ُﻣ ﱠ‬
occupation Fْ_‫ ِﻣ‬/ ‫وظ‬
child abuse by members of the clergy L ‫ ر ل ا‬#I L‫إ& ءة [ط ل ﻣ‬
celebrity child abuse ‫ ھ‬% ‫ ا‬#I L‫إ& ءة [ط ل ﻣ‬
child abuse by football coaches ‫ ة ا < م‬S ‫ ﻣ رﺑ‬#I L‫إ& ءة [ط ل ﻣ‬
belief in spirit possession ‫اذ ا رواح‬, & ‫ ن ﺑ‬j‫ا‬
possessed by an evil spirit ‫ة‬ A ‫ روح‬#I L‫ ﻣ‬k ‫ذ‬,َ /‫ُﻣ‬

49
8. Child sexual abuse
Child sexual abuse is coercing or enticing a child to take part in sexual
activities. The sex abuser may be a female sex abuser or a male sex abuser. It
involves any activity of a sexual nature that leads to the sexual gratification of
the perpetrator. This not only includes penetrative sex (having sexual
intercourse with a child below the age of legal consent); non-penetrative acts
are normally also included in the definition, such as kissing, rubbing, fondling,
exposing oneself to a child (flashing), showing a child sexual images, involving
a child in the production of sexual images, making a child watch sexual
activities, and encouraging a child to behave in a sexually inappropriate way.
When a potential abuser makes contact with a child in preparation for abuse,
with sexualised conversations for instance, we call this grooming. Sex abuse
can also be without any physical contact. Non-contact sexual abuse describes,
for instance, someone viewing internet child pornography or possessing child
pornography. In US English, sexual abuse is often referred to as molestation.
The term child sexual exploitation describes situations where a child engages
in sexual activities and money (or similar) is involved. This term, child sexual
exploitation, is slowly replacing the older concept of child prostitution. A legal
term here is paying for the sexual services of a child. When somebody attacks
another person sexually, this is known as a sexual assault or an indecent
assault. Offences of a sexual nature are known as sex offences, the offender
then being termed a sex offender.
Incest (more specifically father-daughter incest, mother-son incest or sibling
incest, for example) describes sexual activities with a family member. Child
sexual abuse by a non-family member is normally spoken of as paedophilia.
Paedophile activities may be perpetrated by an individual paedophile, or by an
organised group known as a paedophile ring.
Indicators of child sexual abuse include contracting a sexually transmitted
disease, displaying precocious sexual behaviour, or having bite marks near the
genitals. Nonetheless, for forensic evidence, clear cut physical evidence of
child sexual abuse may, in many cases, be hard to obtain. A medical
examination is made of a child suspected of having been sexually abused, to
look for medical signs of sexual abuse. If the child is old enough, medical
evidence can be corroborated with a social and behavioural assessment. This
involves very carefully and sensitively interviewing the suspected victim of
abuse. Forensic interviews of child abuse victims are designed to elicit free
recall. Closed questions, suggestive statements, and the use of repetitive
questions are carefully avoided. Drawing, play, and the use of anatomically

50
detailed dolls can help the child talk about or indicate what has happened.
When discussing genitals and other body parts with children, medicalised
terms such as penis or vagina may be employed, but typically less formal
words for the private parts such as willy are used, so that children can express
themselves in their own language. A child needs considerable support to make
a testimony, that is, to give evidence in court. Sometimes a court appearance
via a video link is possible.
Although childhood sexual abuse is often committed by an adult, children
themselves can be perpetrators. Modern technology makes practices such as
sexting increasingly common. When investigating child on child sexual abuse
and identifying children who sexually offend we sometimes use expressions
such as sexually concerning behaviour (or concerning sexual behaviour) and
sexually harmful behaviour. Age-appropriate sexual behaviour can be
contrasted with age-inappropriate sexual behaviour.

child sexual abuse ‫[ط ل‬ /Fْ ِ ‫إ& ءة‬

coerce #- /O )ِ ُ
entice ‫ ي‬Zُ
sexual activity /Fْ ِ ‫ ط‬%X
sex abuser ً /Fْ ِ ‫ ء‬/‫ُﻣ‬
female sex abuser ً /Fْ ِ E /‫ُﻣ‬
male sex abuser ً /Fْ ِ ‫ ء‬/‫ُﻣ‬
activity of a sexual nature /Fْ ِ ّ#‫ذو ط‬ 9/‫ ط‬%X
sexual gratification /Fْ ِ ‫ ع‬#A‫إ‬
perpetrator ‫ُﻣ ي‬
penetrative sex + ‫` إ‬F
sexual intercourse `F- ‫ُﻣ ِر& ا‬
below the age of legal consent X,X < ‫ ا‬Lّ /ِ ‫ ا‬n D
non-penetrative act + ‫ ) إ‬/Fْ ِ 9
kiss ‫ﱢ‬#<ُ
rub ّ َْ
u
fondle Q‫ط‬+ُ
expose oneself ‫ﱠى‬ َ

51
flash & F ‫ ء ا‬i [ ‫ء‬O ْ
‫ ُﻣ‬Q%ْ Sَ /‫إظ_ ر‬
sexual image /Fْ ِ ‫رة‬,@
production of a sexual image /Fْ ِ ‫رة‬,@ ‫إ@ ار‬
watch sexual activities /Fْ ِ ‫ ل‬9‫ ھ ة أ‬%‫ُﻣ‬
behave in a sexually inappropriate way :H ) /Fْ ِ ‫ ﱡ ف‬D
potential abuser َ ‫ُﻣ ي ُﻣ‬
sexualised conversation /Fْ ِ 8‫ ذات ط ﺑ‬c‫ُﻣ د‬
groom ‫ا ْ& راج‬
physical contact ‫ ي‬/َ َ ‫ﱢ ل‬D‫ا‬
non-contact sexual abuse /‫ َﻣ‬+‫ دون ُﻣ‬/Fْ ِ ‫إ& ءة‬
internet child pornogrophy # ّ 7 ‫ﺑ‬j‫ا ّد ا‬, ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ا‬
nX Xj‫ا‬
possessing child pornography ‫ ﱠ [ط ل‬Z /‫ ّ ُﻣ‬7 ‫اد إﺑ‬,‫ك ﻣ‬+ ‫اﻣ‬
molestation /Fْ ِ ‫ _ ك‬X‫ا‬
child sexual exploitation ‫[ط ل‬ /Fْ ِ ‫ل‬+Z &‫ا‬
used in sexual activities /Fْ ِ ‫ ل‬9]‫ ﺑ‬Z /َ
child prostitution ‫ ء‬Z# ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ا‬
paying for the sexual services of a child /Fْ -ِ ‫َ َﻣ ت ا ط ل ا‬ ِ‫ ُﻣ< ﺑ‬89‫د‬
attack ِ _ُ
sexual assault /Fْ ِ ‫ا ْ ِ اء‬
indecent assault /Fْ ِ ‫ا اء‬
offence
sex offence /Fْ ِ
offender rX
sex offender /Fْ ِ rX
incest O‫ُ ﺑ‬I ‫ِ& ح‬
father-daughter incest k F‫ اﺑ‬O ‫ ا ب‬#I L‫ ﻣ‬O‫ُ ﺑ‬I ‫ِ& ح‬
mother-son incest _F‫ اﺑ‬O ‫ ا م‬#I L‫ ﻣ‬O‫ُ ﺑ‬I ‫ِ& ح‬
sibling incest ‫ة‬, ‫ ا‬L ‫ ﺑ‬O‫ُ ﺑ‬I ‫ِ& ح‬
non-family member ‫ ) ا ُ& ة‬L‫ ﻣ‬s1A
paedophilia ‫ ه ا ط ل‬-ِD ّ /Fْ -ِ ‫ل ا‬, ‫ا‬
52
paedophile activity ‫ ً [ط ل‬/Fْ ِ ‫ ء‬/‫ ُﻣ‬9
perpetrate ‫ي‬
paedophile ‫ ً [ط ل‬/Fْ ِ ‫ ء‬/‫ُﻣ‬
paedophile ring ‫ ً [ط ل‬/Fْ ِ L E / ُ ‫ ا‬L‫ َ= ﻣ‬#Aَ
indicator of child sexual abuse ‫ [ط ل‬/Fْ ِ ‫د إ& ءة‬, , A‫ ﱢ‬P‫ُﻣ‬
contract ( < ‫ ا ض و ` ا‬OF ‫ )ﺑ‬W/ِ َ =ْ
sexually transmitted disease ً /Fْ ِ ‫ل‬,<F‫ﻣ ض ﻣ‬
precocious sexual behaviour =‫ ﱢ‬#‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ
bite mark ‫َ ﱠ‬
i c‫أ‬
genitals ّ &ُ FّD ‫ ء‬i ‫أ‬
forensic evidence HF ‫د‬
physical evidence ‫س‬, ‫ﻣ‬ ‫د‬
medical examination ّ#‫ ط‬s ْ 9
suspected ‫ك ﺑ]ﻣ ه‬,=%‫َﻣ‬
sexually abused /Fْ ِ ‫& ءة‬j ‫ُﻣ ﱢ ض‬
medical signs of sexual abuse /Fْ ِ ‫ إ& ءة‬O ّ ‫ّ دا‬#‫ﻣ ت ط‬+
medical evidence ّ#‫أد ّ ط‬
corroborate nِ#Rُ
social and behavioural assessment S, &ُ ‫و‬ ‫ا‬ <D
sensitively interview ‫ع‬,\, ‫ & ا‬/7 ‫ُ ا‬D ‫إ اء ُﻣ< ﺑ‬
suspected victim of abuse ‫& ءة‬j \ ‫ا‬/k‫ﱠ‬X‫ أ‬9 k# %‫ُﻣ‬
forensic interview of a child abuse ‫& ءة‬z \ ِْ H F ‫ُﻣ< ﺑ‬
victim
free recall ّ 7ُ ‫& د‬
closed question :َ Z‫ال ُﻣ‬P&ُ
suggestive statements 7ِ ,‫ رات ُﻣ‬# ِ
repetitive question ‫ال ُﻣ= ّ ر‬P&ُ
avoid ‫ دي‬D
anatomically detailed doll ً / ‫ & ً و‬FD ‫ﱠ‬ ‫ ُﻣ‬O‫ُدﻣ‬
indicate O ‫ إ‬%ُ
body part ‫ ي‬/ ,i ُ
53
medicalised term ّ#‫ ط‬r ٍ ‫ُﻣ‬
penis ‫ ي‬S‫ ذ‬,i ُ /W iَI
vagina ORX[ & FD ,i ُ / #_ْ ‫ِﻣ‬
private parts & FD ‫ ء‬i ‫أ‬
willy ْ ِ ‫ ا‬,i ,‫ط‬r ‫ )ﻣ‬,# ‫ﺑ‬/ &, 7
(‫ ي‬Sg ‫ا‬
testimony ‫_ دة‬A
give evidence in court = ‫ ا‬9 ‫إد ء ﺑ ن‬
court appearance via a video link , ‫ ا‬y‫ راﺑ‬# = ‫ ت ا‬/ ‫ر‬,i7ُ
childhood sexual abuse , ‫ ا‬9 /Fْ ِ ‫إ& ءة‬
sexting /Fْ ِ H &‫إر& ل ر‬
investigating :ّ< ُ
child on child sexual abuse ‫ ا ط ل‬L ‫ ﺑ‬/Fْ ِ ‫إ& ءة‬
children who sexually offend ً /Fْ ِ ‫ن‬,E /‫أط ل ُﻣ‬
sexually concerning behaviour :َ َ< R‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ
concerning sexual behaviour :َ َ< R‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ
sexually harmful behaviour ً /Fْ ِ i‫ك ﻣ‬, &ُ
age-appropriate sexual behaviour ً W& F‫ ﻣ‬/Fْ ِ ‫ك‬, &ُ
age-inappropriate sexual behaviour ً W& F‫ ) ﻣ‬/Fْ ِ ‫ك‬, &ُ

54
9. Child neglect, emotional abuse, and physical abuse
The term child neglect describes deficits, failures, and omissions in parenting,
that is, when parents are repeatedly not meeting their children’s physical and
emotional needs. This leads to physical harm or emotional harm: impairment
in the child’s health or the child’s development. The person committing the
neglect is the neglecter (or neglectful parent). A lack of parental care and a
lack of parental concern characterises the problem. Various reasons may lie
behind the parent neglecting: maternal substance abuse or paternal
substance abuse, and maternal mental health problems or paternal mental
health problems, for instance. Examples of neglect include poor home safety,
inadequate supervision (children left at home alone inappropriate to their
age), poor levels of cleanliness (homes infested with mice or fleas, and littered
with animal excrement or human excrement), and inadequate nutrition (the
child being undernourished or malnourished). Neglect is sometimes
subcategorised. Medical neglect can involve avoiding medical treatment:
untreated threadworm, scabies, or lice and nits for instance. Medical neglect
can also mean refusing medical treatment: see religion-motivated medical
neglect for examples.
Emotional abuse is also known as emotional maltreatment, emotional
mistreatment, emotional ill-treatment, psychological abuse, psychological
maltreatment, psychological mistreatment, and psychological ill-treatment.
This may include telling children they are worthless, unloved, or inadequate,
ridiculing a child (for instance making fun of what the child says), belittling the
child, shaming the child, publically humiliating the child, scapegoating the
child, and other ways of spurning or rejecting the child. Being emotionally
abusive often involves verbal abuse, but not necessarily so: it also includes
isolation, for instance confinement (locking the child in a room), corruption, for
instance teaching a child to steal, and generally being emotionally unavailable
or emotionally unresponsive. Being overprotective, limiting exploration or
learning, and other ways of preventing autonomy and social and emotional
growth are also typically included in definitions of child emotional abuse.
Understandings of physical child abuse have their historical roots in the
medical label of battered child syndrome. Paediatricians today might talk of
non-accidental injury. Signs of physical abuse may include evidence of the
child being beaten (being hit, struck, or slapped), being cut or scratched, or
being burnt or scolded with hot fluids or chemicals: bruises, broken bones,
fractured bones, cuts, scratches, head injuries, burns, and scald injuries.

55
Child abuse and neglect has a range of short term effects and long term effects
on a child. Depending on the type of abuse, the behaviours noted below may
be observed from the abused child, although they are rarely clear cut
indicators of abuse or neglect: disinterest in play, poor peer relationships, and
general difficulties to maintain friendships, social isolation; withdrawal,
caginess, fearfulness, insecurity, anxiety, hypervigilance; avoidance of certain
situations or places; self-harming, suicidal thoughts, suicide attempts, suicide;
going missing or running away (disappearance); concentration difficulties or
an abrupt drop in school performance; self-neglect, poor personal hygiene,
sexualised behaviour (inappropriate sexual behaviour); lack of social and
emotional competences; damaged attachments (sometimes referred to as
attachment difficulties or attachment disorders); feelings of guilt, feelings of
shame, excessive self-criticism, little self-confidence, low self-esteem; and
impaired language ability or developmental difficulties.

child neglect ْ ِ ‫إھ ل ا‬

deficit ٌs<ْ َX
failure ٌ %َ َ9
omission ‫إ ْ) ل‬
repeatedly ‫ِ= ا ًر‬D‫ِﻣ اراً و‬
physical and emotional needs /ْ X‫و‬ / َ ‫ ت‬7‫ا‬
physical harm ‫ ي‬/ َ ‫أذى‬
emotional harm /ْ َX ‫أذى‬
impairment Qْ \ َ
child's health ِْ ‫@ ّ ا‬ ِ
child's development ْ ِ ‫ّر ا‬,َ َD/,ّ ُ ُX
committing the neglect ِ _ْ ُ
neglecter ِ _‫ُﻣ‬
neglectful parent ‫ة‬/ ِ _‫وا ة ُﻣ‬/ ‫وا‬
lack of parental care ‫ا‬, ‫ا‬ ِ ‫ ا‬9 ٌs<ْ َX
lack of parental concern ‫ا ي‬, ‫ٌ ا ھ م ا‬s<ْ َX
neglect ‫إ ْھ ل‬

56
maternal substance abuse #I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&
‫ا م‬
paternal substance abuse #I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&
‫ا ب‬
maternal mental health problem ‫ىا م‬ < ‫ ا ِ ّ ا‬S %‫ًﻣ‬
paternal mental health problem ‫ىا ب‬ < ‫ ا ِ ّ ا‬S %‫ﻣ‬
home safety bF‫أﻣ ن ﻣ‬
supervision ‫ اف‬A‫إ‬
children left at home alone 9 ‫ل‬bF ‫ ا‬9 ‫ ّ ھ‬7َ , ‫ن‬,S Lg‫ا ط لا‬
inappropriate to their age W& F‫) ﻣ‬
cleanliness 9 TَX
mice ‫ ان‬Eِ9
fleas l )‫ﺑَ ا‬
animal excrement X‫ا‬, 7 ‫ﺑُ از‬
human excrement ‫ ي‬%‫ﺑُ ازﺑ‬
inadequate nutrition ‫ف‬
ٍ S ) ‫اء‬g)ِ
undernourished gZ‫ُ ا ﱠ‬s<ْ َX
malnourished gZD ‫ء‬,& L‫ ﻣ‬X ُ
medical neglect ّ#‫إ ْھ ل ط‬
avoiding medical treatment ّ# ‫ج ا‬+ ‫َ دي ا‬D

untreated hِ ‫) ُﻣ‬
threadworm ّ A/ ‫دودة‬
scabies ‫َ َب‬
lice ْ َI
nit Z@ ْ َI
refuse medical treatment ّ# ‫ج ا‬+ ِ ‫ ا‬J9ْ ‫َر‬
religion-motivated medical neglect F‫د‬ FI W#/‫ّ ﺑ‬#‫إھ ل ط‬
emotional abuse ‫ ط‬/ / X ‫إ& ءة‬
emotional maltreatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,&
emotional mistreatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,&
emotional ill-treatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,&

57
psychological abuse / X ‫إ& ءة‬
psychological maltreatment / X ‫ء ُﻣ َﻣ‬,&
psychological mistreatment / X ‫ء ُﻣ َﻣ‬,&
psychological ill-treatment / X ‫ء ُﻣ َﻣ‬,&
worthless <‫ا‬
unloved ‫ب‬,# ‫) ﻣ‬
inadequate ‫ف‬ٍ S )
ridicule a child ْ ِ ‫اء ﺑ‬b_ &‫ا‬
make fun 1/ْ َ
belittle ‫]ن‬A L‫ا ﱠ< ﻣ‬
shaming ‫ي‬b1ْ ُ
publically humiliate ً F L _ُ
scapegoat L }‫ا‬ /L }‫ ا‬O ‫و‬P/ ‫إ < ء ا‬
‫ اء‬9 ~#S
spurn ‫ﱡ‬ / J9 َ
reject g#F /J9 َ
emotionally abusive ً / X ‫ ء‬/‫ُﻣ‬
verbal abuse ّ Tِ ْ َ ‫إ& ءة‬
isolation ‫ال‬b Xْ ‫ا‬
confinement `#ْ 7َ
locking the child in a room 9 Z‫`ُ ا ِ ْ ﺑ‬#ْ 7َ
corruption ‫ د‬/َ9
teach a child to steal I /‫ ا ِ ْ ا‬D
emotionally unavailable ‫ ا‬O ‫ در‬I )/ً ‫ط‬ ‫ﱢ‬9,َ ‫) ُﻣ‬
ً ‫ط‬
emotionally unresponsive ً ‫ط‬ W - /‫) ُﻣ‬
overprotective ‫ُﻣ ِط‬ 7ِ
limit exploration ‫ ف‬%= & ‫ ّ ا‬7ُ n#ْ S
prevent : ُ /8F
autonomy +< &‫ا‬
social and emotional growth / ‫ﱠ‬F ‫ا‬/ ‫وا ط‬ ‫ ا‬,ّ ُ ُF ‫ا‬/‫ّر‬,َ َ ‫ا‬

58
child emotional abuse ِْ ّ ‫ ط‬/ / X ‫إ& ءة‬
physical child abuse / ‫إ& ءة‬
medical label ّ#‫ط‬ /D
battered child syndrome Q‫ﱠ‬F ُ ‫زﻣ ا ِ ْ ا‬+ ‫ﻣ‬
paediatricians ‫ ا ط ل‬W‫ ط‬L H ‫أ‬
non-accidental injury \ ) ‫إ@ ﺑ‬
signs of physical abuse /- ‫& ءة ا‬j‫ ا‬O ‫ﻣ ت دا‬+
beat ً ‫ ِح \ ﺑ‬#ُ
hit ‫ْ ِب‬iَ
strike ‫ْ ِب‬iَ
slap 8َ ْ َ
cut ‫ْ َ ح‬-َ
scratch ‫ ِ ش‬1ْ َ
burn ‫َ ْ ِق‬
scold €‫ﺑﱢ‬,ُ
hot fluid L & H&
chemical H S ‫ﻣ ّدة‬
bruise ‫ ْ َﻣ‬Sَ
broken bone ‫رة‬,/=‫ﻣ‬ Tْ َ
fractured bone ‫رة‬, %ْ ‫ َﻣ‬/ <‫<ﱢ‬% ‫ُﻣ‬ ْ َ
T
cut ‫ْ ح‬-َ
scratch ‫ ِ ش‬1ْ َ
head injuries ‫إ@ ﺑ ت ا أس‬
burn ‫َ ْ ِق‬
scald injuries I‫ ر‬7 ‫إ@ ﺑ ت‬
short term effects ‫ةا ﻣ‬ I ‫ ر‬c‫آ‬
long term effects ‫ا ﻣ‬ ,‫ ر ط‬c‫آ‬
type of abuse ‫& ءة‬j‫ع ا‬,X
behaviours ‫ ت‬S, &ُ
observed •7َ +‫ُﻣ‬

59
abused child k ‫ ء إ‬/‫ِط ْ ُﻣ‬
clear cut indicators \‫ووا‬ I ‫ ات‬A‫ ﱢ‬P‫ُﻣ‬
disinterest in play W ِ ‫اھ م ﺑ ﱠ‬/ #) ‫م ا‬
peer relationships ‫ ان‬I ‫ ت ا‬I+َ
maintain friendships ‫ ت‬I‫ا‬ ‫ ا‬O ‫ ظ‬7ِ
social isolation ّ ‫ ا‬bُْ
withdrawal ‫ ب‬/X‫ا‬/‫اء‬, ِ Xْ ‫ا‬
caginess T ‫ ا‬W#/‫ﻣ ت ﺑ‬, ‫ء ﻣ‬ ‫ إ‬L ‫ ع‬Fِ ‫ا ْﻣ‬
fearfulness ‫ف‬,
insecurity L‫ ام ا ﻣ‬X‫ا‬
anxiety :َ َI
hypervigilance ‫ ﻣ ط‬T<
avoidance of certain situations or places Fّ ‫ ُﻣ‬QI‫ا‬,‫ أو ﻣ‬LS ‫ أﻣ‬WF‫ ﱡ‬-َD
self-harm ` F ‫اء ا‬g ‫إ‬
suicidal thoughts ‫ ر‬X‫= ر ا‬9‫أ‬
suicide attempt ‫ ر‬X‫ُﻣ و ا‬
suicide ‫ ر‬X‫ا‬
go missing <ُ
run away ‫ْ_ ُ ب‬
disappearance ‫ا ِْ ء‬
concentration difficulties b S ‫ﺑ ت ا ﱠ‬, @
ُ
drop in school performance ّ &‫ ا داء ا ر‬9 8 ُ ‫َ ا‬D
self-neglect ` ‫ﱠ‬F ‫إ ْھ ل ا‬/ D‫إ ْھ ل ذا‬
personal hygiene ‫ﱠ‬ 1A 9 TX
sexualised behaviour (inappropriate ) /Fْ ِ ‫ك‬, &ُ ) /Fْ ِ 8‫ك ذو ط ﺑ‬, &ُ
sexual behaviour) (:H /W& F‫ُﻣ‬
social and emotional competencies / X/ ‫ّ و ط‬ ‫ ءة ا‬S
damaged attachments ْ ‫ ُﻣ َ ﱠﻣ‬:‫ ﱡ‬D
attachment difficulties :‫ﺑ ت ا ﱠ ﱡ‬, @
ُ
attachment disorders :‫ا\ْ اﺑ ت ا ﱠ ﱡ‬
feelings of guilt WXg‫ر ﺑ ﱠ‬, Aُ
60
feelings of shame ‫ر‬ ‫ر ﺑ‬, Aُ
excessive self-criticism ‫ات ا ُ ْ ِط‬g‫ ْ< ا ﱠ‬X
self-confidence ` ‫ﱠ‬F ‫ِ< ﺑ‬c
low self-esteem ‫ات‬g‫ا ﱠ‬ <D 9 ّX D
impaired language ability ,Zُ ‫ ا <ُ رات ا‬9 Qْ \ َ
developmental difficulties ّ , َ Fْ D ‫ﺑ ت‬, @
ُ

61
10. Youth work
England has a long tradition of work with young people, carried out in various
youth organisations and youth groups. Such services are usually known as
youth services, younger people’s services, or sometimes simply youth work.
Youth work has its roots in the work of the uniformed youth organisations
such as the scouts and guides, church youth work, and small community
based-organisations. Today, youth work agencies are active at the local,
national, and international levels. The methods and fields of practice are
diverse: from youth clubs to youth projects, and from small group work to one-
to-one work with individual young people. Practice may be activity-based or
issue-based. Youth work can be understood in the wider policy context of
youth policy. At the local authority level, English youth work is coordinated,
and sometimes provided, by the youth service.
The goal of youth work is education and culture in the broadest sense of the
words. Youth work is therefore sometimes spoken in terms of youth
education, social education, informal education, non-school education, cultural
education, and socio-cultural animation. Youth workers go under a variety of
names: youth work practitioners, qualified youth workers, informal educators,
youth educators (occasionally educators for short), youth support workers,
and, particularly in church-based settings, youth leaders and youth group
leaders.
Youth work is participative and based on trusting and secure relationships
between young people and youth workers. Youth work starts where young
people are. It promotes self-development: personal development and social
development. It offers opportunities for personal growth and fosters the
acquisition of values. It provides support, guidance, and possibilities for
experiential learning and self-discovery. Youth work can help young people
work through issues associated with growing up: from parental divorce to
school performance pressures, from cyberbullying to problems with the peer
group, and from school violence to youth unemployment.
Youth work is notable for its universal orientation, being characterised by its
open access and voluntariness: everyone may participate, but nobody must.
However, non-natives should note that the English usage of the term youth
work is broader than this. Some English youth work is neither completely
open, nor completely voluntary. Targeted youth work (or targeted youth
support) is youth work focusing on the needs of particular target groups. The
young people targeted are those who are particularly at risk, or particularly
risky, because of their socially excluded status. Furthermore, in England, young

62
people’s participation in youth work may not be voluntary but rather
compulsory. An example would be addressing youth violence by requiring
young people who are prone to violence to participate in anger management
training.

youth organisation ‫ ب‬#%‫@ ﺑ ﱠ‬

ّ ‫ﱠ ت‬TF‫ُﻣ‬
youth group ‫ ﺑ‬#A , ْ-‫َﻣ‬
youth services ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬
youth services ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬
youth work ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬
Uniformed youth organizations &‫ ﺑ ذات زي ر‬#A ‫ﱠ ت‬TF‫ُﻣ‬
scout 9 %‫ ﱠ‬S
guide Aِ ‫ ُﻣ‬/ ‫د‬
church youth work ‫ ب‬#%‫ ّ صّ ﺑ ﱠ‬/َFSَ
community based-organisation ‫ ﻣ‬bSِ ْ ‫ َﻣ‬/ َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ﱠ َﻣ‬TF‫ُﻣ‬
youth work agency ‫ ﺑ‬#A ‫ﱠ‬TF‫ ُﻣ‬/ S‫ِو‬
local ّ ‫َﻣ‬
field of practice &‫ ْ< ا ُ ِر‬7َ
youth club ‫ ب‬#%‫ دي ا ﱠ‬X
youth project ‫ ب‬#%‫ وع ا ﱠ‬%‫ﻣ‬
small group work ‫ ة‬Z@ ‫ ت‬, - ‫ﺑ‬
one-to-one work ‫ دي‬9
activity-based %X ‫ ا‬O ّ Fْ#‫َﻣ‬
issue-based H I iI O ّ Fْ#‫َﻣ‬
youth policy ‫ ب‬#%‫& & ا ﱠ‬
local authority level ‫تا‬ / ‫ى ا‬, /ْ ‫ُﻣ‬
provide ‫ُ< ﱢم‬
youth service ‫ ب‬#%‫ِ ْ ﻣ ا ﱠ‬
youth education ‫ ب‬#%‫ ا ﱠ‬D
social education ّ ‫ ﺑ ا‬D
informal education &‫) ﻣ ر‬ D

63
non-school education &‫) ﻣ ر‬ D
cultural education 9 <c D
socio-cultural animation ّ ‫ ا‬9 <c Zْ#@
ِ ‫ ذات‬, 7 ‫ر‬,@
youth worker ‫ ب‬#%‫ ا ﱠ‬E H ‫أ‬
youth work practitioner ‫ ب‬#%‫ ا ﱠ‬E ّ F_‫ُﻣ ِرس ِﻣ‬
qualified youth worker ‫ ب‬#%‫ ا ﱠ‬E ‫ھ‬P‫ ﻣ‬H ‫أ‬
informal educator ‫ ﻣ‬TX ) ّ‫ُﻣ ﺑ‬
youth educator ‫ ب‬#%‫ ا ﱠ‬E ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ ﺑّ ُﻣ‬
educator ّ‫ُﻣ ﺑ‬
youth leader ‫ ﺑ‬#A/‫ ب‬#%‫ ا ﱠ‬, ْ-‫ َﻣ‬H I
youth group leader ‫ ﺑ‬#A/‫ ب‬#%‫ا ﱠ‬ , ْ-‫ َﻣ‬H I
participative S‫ ر‬%D
trusting <R ‫ ا‬O ّ Fْ#‫َﻣ‬
secure relationship F‫ آﻣ‬I+
young person ‫ ﺑ‬A/‫ ب‬A
starts where young people are ‫ا ون‬, l 7 ‫ ب‬#%‫ ا ﱠ‬8‫ أ ﻣ‬#D
self-development ‫ات‬g ‫ ا‬, D
personal development 1A ‫ّر‬,َ َD
social development ‫ّر ا‬,َ َD
personal growth D‫ ذا‬,ّ ُ ُX
foster ‫ز‬b‫ُ ﱢ‬
values َ ِI
guidance k ,D
experiential learning # -D ‫ ﱡ‬D
self-discovery ‫ات‬g ‫ ف ا‬% S‫ا‬
work through issues i< ‫ا‬/‫ ا َ ّ ت‬8‫َ ُﻣ ﻣ‬D
parental divorce L ‫ا‬, ‫ق ا‬+‫ط‬َ
school performance pressure &‫ ا داء ا ر‬O ‫ط ت‬,Zُ\
cyberbullying X‫ = و‬j‫ ا‬y /‫ا ﱠ‬/ X‫ = و‬j‫ ﱡ ا‬F‫ا ﱠ‬
peer group ‫ ان‬I ‫ا‬ , ْ-‫َﻣ‬

64
school violence &‫ َﻣ ْ ر‬QFْ ُ
youth unemployment ‫ ب‬#%‫ا ﱠ‬ ِ‫ﺑ‬
universal , ُ Aُ
open access 8 - ‫ُﻣ ح‬
voluntariness ّ , D
targeted youth work ‫ _ َف‬/ ُ ‫ ب ا‬#%‫ا ﱠ‬
targeted youth support ‫ _ َف‬/ ُ ‫ ب ا‬#%‫د ْ ا ﱠ‬
target group 9َ _ /‫ ُﻣ‬E9
at risk 1 ‫ُﻣ ﱠض‬
risky ‫ ط‬1 ‫ف ﺑ‬, ‫ﻣ‬/ ِ َ
socially excluded ً ‫ َ ا‬#ْ /ْ ‫ُﻣ‬
compulsory ‫ ري‬# ‫إ‬/ ‫اﻣ‬b ‫إ‬
youth violence ‫ ب‬#%‫ ا ﱠ‬QFْ ُ
require Wّ /‫م‬bَ ْ َ
young person who is prone to violence QFْ ُ ‫ ا‬O ‫إ‬ ‫ ﺑ‬A/‫ ب‬A
anger management training WiZ ‫ إدارة ا‬O W ‫ ر‬D

65
11. Forms of youth work
Youth work is a diverse field of professional activity. Sometimes it is based in a
youth centre. Some of these may be large scale projects offering youth
counselling, youth group work, and a range of youth activities. Projects may,
however, be small youth clubs or youth cafes where a smaller peer network
(or youth clique) meet. Indeed, in rural areas, mobile youth centres may be the
best way to reach young people. Projects may have no physical base at all: an
important method of community-based youth work is street-based youth work
(often called detached youth work or outreach youth work in its various
forms). Such low threshold services usually aim to engage otherwise hard to
reach young people: people described as marginalised, alienated, or
unattached from society.
Some youth work may be loosely described as youth recreation. Camping and
other outdoor activities are often spoken of as outdoor education, experiential
pedagogy, or adventure education. Climbing, hiking, sailing, and canoeing
offer opportunities for character development. Environmental youth education
projects can be understood as a form of education for sustainable
development, helping young people improve their environmental awareness.
Recreational activities for young people do not always have to involve a
change of milieu, however. Children’s farms and inner city farms offer young
people the chance to interact with animals and take responsibility for their
care. Activity centres for young people and adventure playgrounds are further
examples of local youth recreational facilities. Arts centres often have youth
programmes, and there are even youth arts centres offering media education
and culture and arts education for young people. Such work may involve
music, dance, improv-theatre, photography, filmmaking, painting and
drawing, creative writing, carpentry, and metalwork.
Youth projects may have a diversity education orientation. Most will follow
anti-oppressive approaches. Gender-based approaches include feminist youth
work and single gender group work: work with girls and young women or work
with boys and young men. Sometimes facilities may even be reserved for
particular groups, for instance drop-in centres for young women. Youth work
can address issues related to cultural diversity. Intercultural youth work
(sometimes known as global youth work) focuses on questions of culture,
religion, ‘race’, and migration. It may target black and minority ethnic young
people. More commonly, however, it takes the form of intercultural exchange.
International exchanges and international youth work are established
examples of this. Anti-racist youth work specifically addresses the issue of

66
xenophobia. Although racism is often associated with right wing extremist
youths, such projects often involve work with all young people, to universally
promote intercultural awareness.

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬

youth centre ‫ ب‬#% bSِ ْ ‫َﻣ‬
large scale project ‫ ق‬F ‫ ا‬8&‫ وع وا‬%‫ﻣ‬
youth counselling ‫ ب‬#%‫ د ا ﱠ‬A‫إر‬
youth group work ‫ ب‬#%‫ا ﱠ‬ ‫ ت‬, -‫ﻣ‬
youth activity ‫ ﺑ‬#A ‫ ط‬%X
small youth club ‫ ب‬#% Z@ ‫ دي‬X
youth café ‫ ب‬#%‫ ا ﱠ‬O_<ْ ‫َﻣ‬
peer network ‫ ان‬I‫= أ‬#Aَ
youth clique ( A) L ‫ ب ا <ُ ﺑ‬#%‫ ء ا ﱠ‬I @ ‫ ا‬L‫ﻣ‬ , ْ-‫َﻣ‬
mobile youth centre <F ‫ ب ﻣ‬#A bSِ ْ ‫َﻣ‬
community-based youth work 8 َ ْ- ُ ‫ى ا‬, /ْ ‫ ُﻣ‬O ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
street-based youth work (‫ رع‬% ‫ ا‬9 ‫ ا م )أي‬y ‫ ا‬9 ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
detached youth work ‫<ﱢ‬F ُ ‫ا‬/‫ل‬,‫ ﱢ‬- ُ ‫ ب ا‬#%‫ا ﱠ‬
outreach youth work ‫<ﱢ‬F ُ ‫ا‬/‫ل‬,‫ ﱢ‬- ُ ‫ ب ا‬#%‫ا ﱠ‬
low threshold service ‫ ْ ﻣ‬1ِ ‫ < ا‬D ‫ وط‬A <D
hard to reach ‫ل‬,@, ‫ ا‬W @
marginalised ~ ّ _‫ُﻣ‬
alienated ‫ذ‬,#F‫ﻣ‬
unattached yِ#D ‫) ُﻣ‬
youth recreation ‫ ب‬#%‫ ا ﱠ‬k 9 D
outdoor activity ‫ر‬ ‫ ط‬%X
outdoor education ( < ‫ف ا‬, ‫) رج ا‬ ‫ر‬ D
experiential pedagogy # -‫ا ﱠ ﺑ ا ﱠ‬
adventure education ‫ﻣ ة‬Z ‫ ا‬# D
hike ‫ه‬b‫ ﱠ‬F
sail ِ #ْ ُ

67
canoe ‫وارق‬b‫ ا ﱠ‬Q -D
character development 1%‫ّر ا ﱠ‬,َ َD
environmental youth education ‫ ب‬#%‫ﱠ‬ E‫ﺑ‬ D
education for sustainable ‫ اﻣ‬/ ‫ا‬ F ‫ا ﱠ‬
development
environmental awareness E‫ﺑ‬ ‫و‬
recreational activity for young ‫ ب‬#%‫ﱠ‬ _ 9 D ‫ ط‬%X
people
change of milieu y&‫و‬/ E ‫ﺑ‬/y ‫ﺑ‬ ZD
children's farm ‫[ط ل‬ ‫ر‬b‫ﻣ‬
inner city farm F ‫ا‬ ‫دا‬ ‫ر‬b‫ﻣ‬
take responsibility ‫و‬P/ ‫ﱠ ا‬
care ‫اھ م‬/ ‫ِر‬
activity centre for young people ‫ ب‬#% %X‫ أ‬bSِ ْ ‫َﻣ‬
adventure playground ‫ ﻣ ات [ط ل‬Z‫ ﻣ‬W ‫ﻣ‬
youth recreational facilities ‫ ب‬#% _ 9 D :ِ9‫ﻣ ا‬
arts centre ‫ن‬,F9 bSِ ْ ‫ َﻣ‬/ _ ‫ﻣ‬
youth programme ‫ ب‬#% h‫ ﻣ‬X ‫ﺑ‬
youth arts centre ‫ ب‬#% ‫ن‬,F9 bSِ ْ ‫ َﻣ‬/ _ ‫ﻣ‬
media education ‫ﻣ‬+ ‫ إ‬Q <RD
culture and arts education for young ‫ ب‬#% F9‫ و‬9 <c D
people
improv-theatre -D‫ َ ح ار‬/ْ ‫َﻣ‬
filmmaking ‫م‬+9 ‫ ا‬F@ ‫ ل‬-‫َﻣ‬
creative writing ‫ ﺑ إﺑ ا‬S
carpentry ‫ رة‬-ِX
metalwork ّ َ ‫ ﺑ‬F9
diversity education ‫ع‬,F ‫ا ا‬ D
anti-oppressive approaches ‫\ _ د‬+ r9 =‫ ﻣ‬h_X
emancipatory ‫ ّ ُري‬D
supportive approach ‫ دا‬h_X

68
gender-based approach ‫ع ا‬,‫ﱠ‬F ‫ ا‬O H I h_X
feminist youth work ‫ي‬,/‫ﱠ‬F ‫ ب ا‬#%‫ا ﱠ‬
single gender group work ّ 7َ ‫وا‬ ‫ع ا‬,F sّ 1‫ُﻣ‬
work with girls and young women ‫ ﺑ ت‬%‫ ا ت وا ﱠ‬8‫ﻣ‬ ‫ا‬
work with boys and young men ‫ ب‬#%‫ ا ن وا ﱠ‬8‫ﻣ‬ ‫ا‬
drop-in centre for young women ,‫ َ ّ ﻣ‬D ‫ دون‬8 ‫ت ا‬ bSِ ْ ‫َﻣ‬
cultural diversity 9 <c ‫ﱡ ع‬,FَD
intercultural youth work ‫ ت‬9 <R ‫ ا‬L ‫ ب ﻣ ﺑ‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
global youth work ‫ ب ا‬#%‫ا ﱠ‬
race ‫ِ ْق‬
black and minority ethnic young _F‫د ِﻣ‬,/‫ِ وا ﱡ‬I ْ ِ ‫ ت ا‬I ‫ذوي ا‬
person
intercultural exchange ‫ ت‬9 <‫ﱠ‬R ‫ ا‬L ‫ ُدل ﻣ ﺑ‬#D
international exchange ‫ ُدل دو‬#D
international youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا ﱠو‬ ‫ا‬
anti-racist youth work Fْ ُ ‫ا‬ 9 = ُ ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
xenophobia WX ‫رُھ ب ا‬
right wing extremist youth ‫ﱢف‬ ُ ‫ ا‬F ‫ ب ا‬#%‫ا ﱠ‬
intercultural awareness ‫ ت‬9 <‫ﱠ‬R ‫ ا‬L ‫ﻣ ﺑ‬ ,‫ا‬

69
12. Community family services
In England there is a range of community services (that is, community-based
services) and day care services giving general, universal, and non-stigmatising
support to families. The Sure Start programme in England is a well-known
example of this: a nationwide network of children’s centres offering whole-
family interventions. Childcare, job seeking support for lone parents, advice
services, and sometimes even toy libraries are all offered in one place, usually
by partnerships of local agencies. The approach is often spoken of in terms of
the one-stop-shop: joined-up services, all within pram-pushing distance of the
service user’s home. The English Sure Start project reflects the anti-poverty
policy and family policy of the UK Blair administrations, with its focus on early
intervention and integrated services. However, regardless of the national
context, family centres, parent-child centres, child and family consultation
services, and other community family services offer support services for
families and young people in difficult life circumstances.
Supporting parents is usually at the heart of services aimed at strengthening
families. Some support may help the parent not specifically as a mother or
father, but simply as a person. Seminars assist people in boosting their self-
confidence, self-esteem, self-assertiveness, self-awareness, or communication
skills. Training courses help people improve literacy, numeracy, or computer
skills. Help may be offered with relationship problems, for instance marriage
counselling or couple counselling. Support may also take the form of health
promotion. Examples of such help include assistance quitting smoking (in
formal language, smoking cessation), improving one’s diet (that is, nutrition)
and cooking skills, tackling obesity, or cutting back on alcohol consumption.
Alternatively, services can focus on strengthening parenting skills. Parenting
programmes and parenting education may use diverse methods: parent-child
groups, drop-in meetings, support and discussion groups, parenting courses,
self-help, and peer education. The objective of such programmes is to
strengthen the parent-child relationship, by improving parent-child
communication, offering alternatives to scolding and smacking (such as
praising and rewarding), and providing models for alternative parenting styles
and parenting methods. Such services may even start before birth: antenatal
classes for parents-to-be and other maternity services for instance.
Some services may target families with particular issues, such as those living in
poverty, or those with low birth weight babies. Tailored packages of care and
more intensive support are needed to meet the needs of vulnerable families.
Such families may be referred to as families in adversity, families under stress,

70
families with multiple problems, families with severe or entrenched problems,
families with complex problems, or families at risk of family breakdown.

community service َ ْ-‫ِ ْ ﻣ ُﻣ‬

community-based service َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ِ ْ ﻣ َﻣ‬
day care service ‫_ ر‬F ‫ا‬ ِ ‫َ َﻣ ت ا‬
universal ,A
non-stigmatising ‫م‬,@,‫) ﻣ‬
nationwide F‫ى وط‬, /ْ ‫ ُﻣ‬O
network =#A
children's centre &[ bSِ ْ ‫َﻣ‬
whole-family intervention ‫ اد ا ُ& ة‬9‫ أ‬8 % ‫َ َ ﱡ‬D
childcare ِْ ‫ا‬ ‫ِر‬
job seeking support L l #‫ ا‬9 ْ ‫د‬
lone parent ‫ة‬/ 7‫ة و‬/ ‫وا‬
advice service ‫ د‬A‫َ َﻣ ت إر‬
toy library ‫ أ ب‬# =‫ﻣ‬
partnership S‫ َ ا‬Aَ
agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
one-stop-shop , A ‫ﻣ= ن ُ< ﱢم َ َﻣ ت‬
joined-up ‫ﱠ ت‬TF ُ ‫ ا‬L ‫ ﺑ‬S‫ ر‬%D h_ْ X
within pram-pushing distance 9/ ‫ا‬W I
anti-poverty policy < ‫ ا‬9 =‫& & ُﻣ‬
family policy ‫ون ا ُ& ة‬PA & &
early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D
integrated services -‫ ِﻣ‬F‫َ َﻣ ت ُﻣ‬
family centre ‫ون ا ُ& ة‬PA bSِ ْ ‫َﻣ‬
parent-child centre ‫ وا ط ل‬L ‫ا‬, bSِ ْ ‫َﻣ‬
child and family consultation service ّ
‫@ ﺑ & وا ط ل‬ ‫ ر‬% &‫َ َﻣ ت ا‬
community family service ّ
& ‫@ ﺑ‬ َ ْ-‫ِ ْ ﻣ ُﻣ‬
difficult life circumstances # @ D 7 ‫ظُ وف‬
71
support parents L ‫ا‬, ‫د ْ ا‬
strengthen families ‫ ا ُ& ة‬H ‫ د‬,<D
seminar ‫دورة‬/‫ُﻣ \ ة‬
self-confidence ` ‫ﱠ‬F ‫ِ< ﺑ‬c
self-esteem ‫ات‬g‫< ا ﱠ‬D
self-assertiveness ‫ات‬g‫ ا ﱠ‬S]D
self-awareness D‫ذا‬ ‫و‬
communication skills ‫ل‬ ‫ﱢ‬D ‫ﻣ_ رات ا‬
training course ّ # ‫ ر‬D ‫دورة‬
literacy ‫ ا < اءة وا = ﺑ‬9 ‫ﻣ‬
numeracy ‫ م‬I‫ ا ر‬9 ‫ﻣ‬
computer skills ‫ب‬,& ‫ﻣ_ رات ا‬
relationship problem I+ ‫= ﺑ‬%‫ُﻣ‬
marriage counselling ‫ د زو‬A‫إر‬
couple counselling Lْ َ #D ْ ‫ ُﻣ‬L 1% ّ‫ص‬ ‫ د‬A‫إر‬
health promotion ‫ ِ ّ ا ﻣ‬h‫ و‬D
quit smoking L ‫ ا ﱠ‬L ‫ع‬+I‫إ‬
smoking cessation L ‫ ا ﱠ‬L ‫ع‬+Ij‫ِ ْ ﻣ د ْ ا‬
diet H‫ا‬g)ِ ‫ م‬TِX
nutrition gZَD
cooking skills €# ‫ﻣ_ رات ا‬
obesity F ْ &ُ
alcohol consumption ‫ل‬, = ‫ك ا‬+_ &‫ا‬
strengthen parenting skills ِْ ‫ﺑ ا‬ ‫ا‬, ‫ ا _ رات ا‬,<D
parenting programme L ‫ا‬, ‫ ﺑ ا ط ل‬D h‫ ﻣ‬X ‫ﺑ‬
parenting education ‫ أ& ي‬Q <RD/ D
parent-child group ‫ وا ط ل‬L ‫ا‬, ‫ ت‬, -‫ﻣ‬
drop-in meeting ‫ي‬, ‫ع‬ ‫ا‬
support and discussion group ‫< ش‬X‫د ْ و‬, ْ-‫َﻣ‬
parenting course ‫ﺑ ا ط ل‬ ‫دورة ﻣ \ ات‬

72
self-help ‫ات‬g ‫ ِ ة ا‬/‫ُﻣ‬
peer education ‫ ان‬I ‫ ا‬Q <RD
objective ‫) ض‬/‫ھ ف‬
parent-child relationship L ‫ا‬, ‫ ا‬8‫ ا ِ ْ ﻣ‬I+
parent-child communication _ ‫أط‬/ _ ْ ‫ ِط‬8‫ ﻣ‬L ‫ا‬, ‫ا@ ا‬,D
scold €‫ﺑﱢ‬,ُ
smack ‫ْ ِب‬iَ
praise ‫َْ ح‬
reward ‫ء‬O9 =ُ
model ‫ُ وة‬I
parenting style L ‫ا‬, ‫ ﺑ ا‬D ‫ب‬, &ُ‫أ‬
parenting method ‫ب ا ﺑ‬, &ُ‫أ‬
antenatal class ‫ دة‬, i D ‫دورة‬
parent-to-be ‫ة‬/ ‫ن وا‬,= &/‫ن‬,= &
maternity service ‫ﻣ‬,‫َ َﻣ ت ا ﻣ‬
target ‫ھف‬
issue iI/ =%‫ ُﻣ‬/ ]/‫ﻣ‬
live in poverty <9 9 ~
low birth weight baby ‫ دة‬, ‫ ا‬F # ‫ِط ْ ذو وزن دون ا َ ّ ا‬
tailored package of care ‫ ا‬W/7 ‫ﻣ‬ ‫ﻣ ِر‬b7
intensive support QR=‫د ْ ﻣ‬
vulnerable family 1 \‫ ُﻣ ﱠ‬/~‫ ھ‬8\‫ و‬9 ‫أُ& ة‬
family in adversity H‫ ا‬% ‫ ا‬L‫ ﻣ‬X D ‫أُ& ة‬
family under stress yZi ‫ ا‬n D ‫أُ& ة‬
family with multiple problems S % ‫أُ& ة ُﻣ ﱢدة ا‬
severe ‫ د‬7/ A
entrenched €& ‫ﻣ‬
family with complex problems ‫ ﻣ < ة‬S %‫أُ& ة ذات ﻣ‬
family breakdown ‫ أ& ي‬u= D

73
13. Early education
Nursery care and early learning have been topical in many countries during
the last decades. Quality childcare is increasingly recognised as a fundamental
aid in easing the pressure on families and enabling parents to better reconcile
work and family commitments. At the same time, childcare can offer young
children a solid foundation for their later education. Such learning is therefore
known as early education (or sometimes a variant such as early years
education). Many European early childhood education and childcare systems
are currently in a state of transformation and expansion.
There is a variety of early education settings. Some are conceptualised with an
educational mandate. Playgroups, babies and toddlers groups, mother and
baby clubs, and play and learn sessions for children, for instance, are popular
interaction possibilities. In contrast, other arrangements are clearly motivated
by the need for care as much as pedagogical support. A traditional form of
care for children is childminding. In this arrangement, a childminder looks
after a number of other people’s children in his or her own home. Usually
childminders work alone, but joint childminding is also possible. Nannies and
au-pairs are further examples of children being looked after in domestic
settings, in this case, the child’s parents’ house.
Much literature and early years research focuses on work in nurseries
(sometimes called nursery schools or day nurseries). Nurseries for babies and
toddlers (that is, the birth to three field) are commonly called crèches, and
those for two to five year old children are sometimes called preschools.
Britons understand the word kindergarten, but use it less often than North
Americans.
Job titles in nursery settings are somewhat confusing. Early education
specialists may be known as nursery teachers, nursery assistants, nursery
nurses, nursery workers, early years childcare workers, early childhood
educators, early education teachers, early years practitioners, early childhood
practitioners, or preschool professionals. Most English staff have national
vocational qualifications, but some nursery managers may have the degree
level qualification of early years professional status. Early education is an
international field, with pedagogical concepts such as Montessori pedagogy,
Waldorf kindergartens, and the Reggio Emilia approach all commonly
referenced in British literature.
The gap between childcare systems and family advice and support services is
closing. In terms of supporting children in their early childhood development,
principles of early intervention shape practice. The trend in many countries is
74
for childcare and specialist services for children to be integrated with a range
of support services for parents, all offered in one facility.

nursery care X i7
early learning =‫ ﱢ‬# ُ ‫ا ﱡ ا‬
childcare ‫ا ط ل‬ ‫ِر‬
easing the pressure on families & ‫ ا‬O ‫ط ت‬,Zُi ‫ا‬/‫ء‬W ‫ ا‬Q 1D
reconcile work and family commitments ‫وا ُ& ة‬ ‫ ا‬L ‫ ﺑ‬: 9,D
education ‫ا ﱠ‬
early education =‫ ﱢ‬# ُ ‫ا‬ ‫ا ﱠ‬
early years education =‫ ﱢ‬#‫ ُﻣ‬Lّ &ِ 9 ‫ا ﱠ‬
early childhood education and childcare ِْ ‫ا‬ ‫ ﱢ= ة و ِر‬# ُ ‫ ا‬, ‫ا‬ D ‫ م‬TX
system
expansion 8&‫ ﱡ‬,َD
educational mandate ‫صّ ﺑ ﱠ‬ J,D
playgroup W , ْ-‫َﻣ‬
babies and toddlers group ‫ ودرّج‬8\‫ر‬ , ْ-‫َﻣ‬
mother and baby club 8‫ا ات وا ﱡ \ﱠ‬, ‫ دي ا‬X
play and learn session for children ‫ّ [ط ل‬ DW /
care ‫ِر‬
pedagogical support D ْ ‫د‬
form of care ِ ‫ ا‬L‫ع ﻣ‬,X
childminding ‫ا ط ل‬ ‫ِر‬
childminder ‫أط ل‬ ‫را‬
joint childminding ‫ا ط ل‬ ‫ ِر‬9 ‫ رك‬%D
nanny ‫ة أط ل‬/ ّ‫ُﻣ ﺑ‬
au-pair ‫) اض‬ H 8‫ة ﻣ‬/ <‫ة أط ل ﻣ‬/ ّ‫ُﻣ ﺑ‬
bF ‫ و ﺑ ا‬,‫ ﺑ‬D
domestic ‫أُ& ي‬/ bF‫ﻣ‬
early years research ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ا‬9 ‫درا& ت ا ط ل‬
nursery X i7

75
nursery school X i7
day nursery ‫_ ر‬X X i7
toddler ‫دارج‬
birth to three field R R ‫ ا‬Lّ &ِ ‫ دة و‬, ‫ ا‬L ‫ﻣ ﺑ‬
creche X i7
preschool &‫ ا ر‬#I ‫ ﻣ‬7 ‫ﻣ‬
kindergarten \‫رو‬
job title ‫ وظ‬O /‫ﻣ‬
nursery teacher X i7 ‫ة‬/ ‫ُﻣ ﱢ‬
nursery assistant ‫ة ُﻣ ﱢ‬/ ِ /‫ُﻣ‬
nursery nurse \ ‫ُﻣ َ ﱢ‬
nursery worker X i7 9 ‫ة‬/ ‫ﻣ‬
early years childcare worker ‫ام‬, ‫ ا‬9‫ا ط ل‬ ‫ ِر‬9 ‫ة‬/ ‫ﻣ‬
‫ ﱢ= ة‬# ُ ‫ا‬
early childhood educator ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬9 ‫ة‬/ ‫ُﻣ ﱢ‬
early education teacher =‫ ﱢ‬# ُ ‫ ل ا ﱠ ا‬-‫ َﻣ‬9 ‫ة‬/ ‫ُﻣ ﱢ‬
early years practitioner ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ا‬9 ّ F_‫ُﻣ ِرس ِﻣ‬
early childhood practitioner ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬9 ّ F_‫ُﻣ ِرس ِﻣ‬
preschool professional &‫ ا ر‬#I ‫ ﻣ‬7 ‫ ﻣ‬9 s ‫ ﱡ‬1َ َ ‫ ّ ﻣ‬F_‫ِﻣ‬
national vocational qualification ‫ ّ ﻣ‬F_‫ھﱠ ِﻣ‬P‫ُﻣ‬
nursery manager X i ‫ة ا‬/ ‫ُﻣ‬
degree level qualification ‫در ا ﱠ]ھ‬
early years professional status ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ھﱠ‬P‫ُﻣ‬
pedagogical concept ‫ي‬,‫ ﺑ‬D ‫م‬,_ْ ‫َﻣ‬
Montessori pedagogy ‫ري‬,/ F ‫ا ﱠ ر ` ا‬ ‫ل‬,@ُ‫أ‬
Waldorf kindergarten ‫ وو ورف‬-_F‫ ﻣ‬O ّ Fْ#‫رو\ َﻣ‬
Reggio Emilia approach ‫ ا‬, - ‫ ر‬h_X
childcare system ِْ ‫ا‬ ‫ م ِر‬TِX
family advice and support service &ُ ‫ رة ا‬% & ‫ِ ْ ﻣ ا ْ وا‬
early childhood development ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 ,ّ ُ ُX
early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D
76
specialist services for children ‫[ط ل‬ ‫ ﱡ‬1َ َ ‫َ َﻣ ت ﻣ‬
support service for parents L ‫ا‬, ‫َ َﻣ ت دا‬
facility /&P‫ ُﻣ‬/‫]ة‬%F‫ ُﻣ‬/‫ﻣ= ن‬

77
14. Looked after children
The non-native speaker researching residential child care and foster care in
England will soon come across references to looked after children. In older
literature, or in international literature, children in care and children in public
care are more or less synonyms. Most of these children are living away from
home and are being cared for by someone other than their parents. There is
social services involvement. Some of these children will be looked after for a
short time; for others the care will be longer term. The circumstances that
lead to a child being looked after in an out-of-home placement are often
difficult, and in many cases some form of crisis triggers the intervention.
Admission into a children’s home or the placement of a child in a foster family
is usually the result of a care planning process, and quite possibly the
involvement of the court. In England, as in many countries, a child can be
looked after in a voluntary preventative arrangement with their parents. The
child is then referred to as accommodated. However, the majority of children
who are looked after in England are subject to a court order, known as a care
order. In practice, this means that the local authority exercises parental
responsibility, and not the parents. This leads to the common term corporate
parenting in UK literature.
For the young person, becoming looked after is characterised by an abrupt
change of environment. Familiar surroundings are replaced by unfamiliar
surroundings. Everyday ties to the birth family will be disrupted and
sometimes even interrupted. Looked after children count among the most
vulnerable of young people. Workers in contact with them may describe them
as troubled or troublesome. Some will have behavioural and emotional
difficulties. Their behaviour may be attention-seeking or challenging. A
number of children will be traumatised, and require specialist therapeutic
care.
Various professionals work with looked after children. In England, to provide
continuity for the child and professionals, case managers usually function as
key workers. During any English court proceedings the child can receive the
support of an advocate. While being looked after, a child can also have an
independent visitor, that is, a volunteer who befriends and advises the child.
Like in many countries, the English looked after children system (sometimes
called the child care system) is essentially based on two alternatives: the child
is either placed in a foster family or in a children’s home. The choice of
placement depends on the situation and individual care needs of the child.

78
There is concern that experiencing a large number of placements is highly
detrimental to the welfare of children. Young people experiencing multiple
placements are sometimes informally described as drifting in the child care
system. This leads to poor outcomes for the young person. Permanency is
therefore central to planning placements, and social workers in England
formally engage in permanency planning. Alongside long term foster care and
long term residential care, two further options are possible. The first is
adoption. Today this is usually open adoption (also called adoption with
contact). The second possibility in England is special guardianship. A special
guardian is someone who lives with the child in an arrangement similar to
adoption, but in which the birth parent does not lose parental responsibility.

residential child care H‫ا‬, j‫ا ط ل ا‬ ‫ِر‬

foster care # ‫ا ُ& ا‬ ِ ‫ا‬
looked after child ‫و ِر‬ ‫ِط ْ ﺑ‬
child in care #‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ِط‬
child in public care (‫ ا < ع ا م‬9) #‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ِط‬
live away from home ‫ أ& ھ‬L ً‫ن ﺑ ا‬,R=
care for O
social services involvement ّ ‫ َﻣ ت ا‬1َ ‫َ َ ﱡ ا‬D
looked after #‫ا‬ ِ ‫ م ا‬TX 9 O ْ ُ
care ‫ِر‬
circumstances ‫ظ وف‬
out-of-home placement #‫ا‬ ِ ‫ م ا‬TX 9 ْ ِ ‫إ اع ا‬
crisis ‫أزﻣ‬
admission into a children's home ‫أط ل‬ ‫ دار ِر‬9 ‫إ اع‬
placement of a child in a foster family ‫ﺑ‬ ‫ أُ& ة را‬8‫إ اع ا ِ ْ ﻣ‬
care planning process y 1 ‫اءات ا‬ ‫ا‬/ ِ ‫ ا‬y 1D
ِ
involvement of the court = ‫ا‬/‫ ء‬i< ‫َ َ ﱡ ا‬D
voluntary ,‫ط‬
preventative H I‫و‬
accomodated H+‫= ُﻣ‬%‫ ﺑ‬k \‫ و‬8‫ﻣ ﻣ‬ ‫ ا‬D

79
court order H iI ‫أﻣ‬
care order ‫أﻣ ِر‬
local authority ‫ ْ َ ا‬/ُ ‫ا‬
parental responsibility ‫ا‬, ‫ا‬ ‫و‬P/ ‫ا‬
corporate parenting 9 ّ & ‫ ت ا‬S‫ ا‬% ‫ا‬/ ّ & ‫ا ا‬, ‫ا‬ ِ ‫ا‬
L ‫ ﻣ ﺑ‬S‫ ر‬%D ‫و وا‬P/‫ﻣ‬/‫ا ط ل‬ ‫ِر‬
1 ‫_ ت ا‬- ‫ا‬
change of environment E # ‫ ا‬/y ‫ ا‬9 ZD
familiar surroundings ‫ة‬/‫ف‬, ]‫ ﻣ‬y ‫ﻣ‬/ E ‫ﺑ‬
tie y‫راﺑ‬
birth family , , ‫أُ& ة ﺑ‬
disrupted ‫< ع‬X‫ا‬
vulnerable 1 \ْ ُ
troubled h bF‫ﻣ‬
troublesome S% W‫ﱢ‬#/‫ُﻣ‬
behavioural and emotional difficulties / X‫ و‬S, &ُ ‫ﺑ ت‬, @
ُ
attention-seeking ‫ ه‬# X ‫ب ا‬g O ‫ إ‬O /ْ
challenging ً ّ َ D =‫ ﱢ‬%ُ
traumatised ‫ﻣ‬ ‫ﱢض‬ ‫ُﻣ‬
therapeutic care + ‫ِر‬
case manager 7 ‫ُﻣ‬
key worker ‫ة‬/ ْ ‫ِط‬ 7 ‫دارة‬j sّ 1‫ُﻣ‬ ‫ ا‬H ‫أ‬
court proceedings H iI/ = ‫اءات ا‬ ‫إ‬
advocate ْ ِ ‫ا‬:
ّ ‫@ ةﺑ‬F ّ &‫ ذو @ ر‬s1A
volunteer ‫ة‬/‫ع‬,‫ُﻣ ﱢ‬
advise r Fْ
looked after children system #‫ا‬ ِ ‫ م ا‬TX
child care system ‫[ط ل‬ #‫ا‬ ِ ‫ م ا‬TX
foster family ‫ﺑ‬ ‫أُ& ة را‬
children's home ‫أط ل‬ ‫دار ِر‬
placement ‫إ اع‬

80
care needs ِ ‫تا‬ 7‫ا‬
detrimental ‫\ ّر‬
welfare ‫ ه‬9‫ر‬
multiple placements ‫ ا = ر‬Z ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9) ‫إ ا ت ُﻣ ﱢدة‬
L ‫ ن ﺑ‬S ‫ إن‬# ‫ا‬ ِ ‫ م ا‬TX 9 ْ ِ ‫ ا‬O
( # ‫أو ا & ا‬ ِ ‫دور ا‬
outcome - X
permanency ‫ﻣ‬, ‫د‬
permanency planning H‫ﱟ دا‬ y 1‫ا ﱠ‬
long term , ‫ا‬/ # ‫ ا ى ا‬O
adoption ّF#D
open adoption ‫ح‬, ‫ّ ﻣ‬F#D

adoption with contact ‫ح‬, ‫ّ ﻣ‬F#D

special guardianship 8‫ ﻣ‬l= ْ ِ ‫ أن ا‬l ‫@ )و@ ﺑ‬ ّ @‫و‬
( ‫ا‬, ‫_ ا‬I,<ُ7 ْ ِ ‫< ان وا ي ا‬9 ‫و@ ّ دون‬
special guardian ‫ة‬/ ّ‫ة ص‬/ ّ @‫و‬

81
15. Foster care
Foster care (sometimes simply called fostering) is a long-established method
of caring for and raising children. In British English (but not always American
English) it describes a situation where a child, known as a foster child, lives in a
family-like arrangement with a person or persons other than the birth parents
(birth family). Such a person is known as a foster parent or foster carer, and
their home is known as a foster home (but note how the term ‘foster home’
may have a confusingly different meaning in US English, where it can refer to a
children’s home) or foster family. These people are often referred to as foster
mothers or foster fathers, or, particularly in literature, female foster carers and
male foster carers. Children may refer to them as ‘foster mum’ and ‘foster
dad’. The term foster carer is occasionally shortened to carer when the
context is clear.
Unlike residential care, in which qualified workers normally receive a salary,
the foster parent is traditionally a layperson rather than a professional, and
receives a foster care allowance as payment. However, like many countries,
England has seen the development of specialist fostering placements (or
professional fostering placements) for children with disabilities, challenging
behaviour, or mental health problems. These involve highly trained specialist
foster carers, sometimes called professional foster carers. Although fostering
is often done by strangers, kinship fostering, sometimes called relative foster
care or relative care, describes fostering done by members of the extended
family or friends. Such people are known as kin carers or relative foster carers.
Fostering is sometimes categorised according to duration. In England,
emergency fostering is usually unplanned and for a short period. The
emergency in question may well be a child protection case. Short term
fostering (or temporary fostering) is longer, perhaps lasting months;
somewhat confusingly, the term can describe English arrangements lasting for
years. However, the trend in the foster care system is for children to
experience a sense of belonging and stability in their foster care, often
discussed in UK literature in terms of the concept of permanence. Long term
fostering is one way of securing a child permanency. Respite care (sometimes
called short break fostering) is fostering for a few days at a time, so that both
carer(s) and the child can enjoy a short break from each other. Here the foster
parents provide complementary care rather than acting as a substitute family
in place of birth parents.
The agencies responsible for organising foster care are known as fostering
services, fostering teams, family placement services, or fostering and adoption

82
agencies. Foster care social workers have varied and complex responsibilities.
Their tasks include selecting foster carers, training and supervising them, and
arranging foster placements. As well as supporting the carers in their foster
parenting, and working with the birth parents, foster social workers do direct
work with children, to ensure the child’s voice is heard. This might include
doing life story work (perhaps producing a genogram or life story book). Such
work can support the child in maintaining birth family contact, help prepare
for permanence, and reduce the chance of foster placement failure.

foster care ‫أُ& ﺑ‬ ‫ِر‬

fostering ‫ ق أُ& ة ﺑ‬F‫ ﺑ‬O
care for O
raise ‫ُ ﺑﱢ‬
foster child #‫ا‬ &ُ ‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ِط‬
family-like ‫ أ& ي‬k#A
birth parent ‫ة‬/ , , ‫ة ﺑ‬/ ‫وا‬
birth family , , ‫أُ& ة ﺑ‬
foster parent ‫ة‬/ ‫ة ﺑ‬/ ‫وا‬
foster carer ‫را ﺑ‬
foster home ‫ﺑ‬ ‫ل أُ& ة را‬bF‫ﻣ‬
foster family ‫أُ& ة را ﺑ‬
foster mother ‫ﺑ‬ ‫وا ة را‬
foster father ‫ﺑ‬ ‫وا را‬
female foster carer ‫ﺑ‬ ‫را‬
male foster carer ‫ﺑ‬ ‫را‬
foster mum ‫أم ﺑ‬
foster dad ‫أب ﺑ‬
carer ‫را‬
residential care H‫ا‬, ‫إ‬ ‫ِر‬
salary WD‫را‬
layperson Fْ_ ِ ‫ ا‬s‫ ﱢ‬1َ َ ‫ ) ﻣ‬s1A
foster care allowance # ‫ا ُ& ا‬ ِ ‫ﻣ وف ا‬

83
specialist fostering placement Fّ ‫ت ُﻣ‬ 7 ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬
professional fostering Fّ ‫ت ُﻣ‬ 7 ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬
placement
disability ّ
@ ‫ت‬ 7‫ا‬
challenging behaviour k‫ﻣ ﻣ‬ ‫ ا‬W @ ‫ك‬, &ُ
mental health problem / X =%‫ُﻣ‬
specialist foster carer ‫ة‬/ ‫ة ﺑ‬/ ‫را‬
professional foster carer ّ
@ ‫ أو‬Fّ ‫ت ُﻣ‬ 7 #‫ا‬ ِ ‫ ا‬9 s‫ ﱢ‬1َ َ ‫ُﻣ‬
kinship fostering ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ِر‬
relative foster care ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ِر‬
relative care ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ِر‬
extended family ‫أُ& ة ﻣ ة‬
kin carer ‫ة‬ ‫ أُ& ة ا ِ ْ ا‬L‫ﻣ‬ ‫ﺑ‬ ‫را‬
relative foster carer ‫ة‬ ‫ أُ& ة ا ِ ْ ا‬L‫ﻣ‬ ‫ﺑ‬ ‫را‬
emergency fostering H‫ر‬ ‫تا‬ ‫ ا‬9 ‫ﺑ‬ ُ
&‫أ‬ ‫ِر‬
emergency H‫ط ر‬ 7
child protection ِْ ‫ا‬ 7
short term fostering ‫ةا ﻣ‬ I ‫أُ& ﺑ‬ ‫ِر‬
temporary fostering IP‫ﻣ‬ ‫أُ& ﺑ‬ ‫ِر‬
foster care system #‫ا‬ &ُ ‫ا‬ ِ ‫ م ا‬TX
sense of belonging ‫ ء‬X ‫ر ﺑ‬, A
stability ‫ا& < ار‬
permanence ‫ﻣ‬, ‫د‬
long term fostering ‫ا ﻣ‬ ,‫ط‬ ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬
permanency ‫ﻣ‬, ‫د‬
respite care ‫ ا ِ ْ وا ا‬L k 9 ‫ ت ا‬Z ‫ة ا ﻣ‬ I ‫ِر‬
# ‫ا‬/ & & ‫ا‬
short break fostering ‫ ا ِ ْ وا ا‬L k 9 ‫ ت ا‬Z ‫ة ا ﻣ‬ I ‫ِر‬
# ‫ا‬/ & & ‫ا‬
complementary care ‫ھ‬/kD &‫أ‬ ‫ا ِ ْ دا‬ ِ ‫دا‬ ‫أُ& ﺑ‬ ‫ِر‬
,,#‫ا‬
substitute family ‫أُ& ة را ﺑ‬
84
fostering service #‫ا‬ &ُ ‫ا‬ ِ ‫ِ ْﻣ ا‬
fostering team #‫ا‬ &ُ ‫ا‬ ِ ‫ا‬: 9
family placement service # ‫ اع ا & ي ا‬j‫ِ ْ ﻣ ا‬
fostering and adoption agency # ‫ا ُ& ا‬ ِ ‫ّ وا‬F# /&P‫ُﻣ‬
foster care social worker #‫ا‬ &ُ ‫ا‬ ِ ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ‬ ‫ ا‬H ‫أ‬
supervise ‫ ِف‬%ْ ُ
arranging a foster placement ‫أُ& ﺑ‬ ‫ إ اع ِر‬L ‫]ﻣ‬D
foster parenting ‫ ﺑ أُ& ﺑ‬D
work with the birth parents L , , # ‫ ا‬L ‫ا‬, ‫ ا‬8‫ﻣ‬ ‫ا‬
direct work Aِ #‫ُﻣ‬
child's voice ْ ِ ‫ت ا‬,@
life story work ‫ة‬ ‫ِ ﱠ ا‬I
genogram F ‫رط‬
life story book ‫ِ ّ ا ة‬I ‫ ب‬S
maintaining birth family contact ُ
, , # ‫ ا & ة ا‬8‫ا@ ﻣ‬,‫ ا ﱠ‬O T9 ‫ُﻣ‬
foster placement failure ‫ أُ& ة را ﺑ‬8‫ اع ﻣ‬j‫ ا‬9 %9

85
16. Residential child care
Raising children in children’s residential units is called residential child care.
The shorter term, residential care, is also used, although strictly speaking this
is a broader category including homes for older or disabled people. Children’s
residential units are also known as children’s homes or children’s care homes;
note how North Americans may use other terms here. Group child care
(sometimes shortened to group care) describes residential child care or group
day care for children: raising children together in groups. In the UK, the term
residential child care overlaps with some forms of secure accommodation
(that is, secure facilities or secure units, more precisely known as secure
children’s homes, secure training centres, or young offender institutions).
Special boarding schools are also classified as children’s residential units.
Emergency accommodation for young people such as night shelters for young
people might also be loosely grouped in this category, as could hostels for
young homeless people.
Contemporary residential care is characterised by a diversity of living
arrangements. Large scale residential units are no longer the norm. Instead,
units are small wherever possible. Independent living can be facilitated
through supported housing, for example supported flat-shares for young
people. For children with particular support needs, small residential units
(sometimes called small group homes) or what may be called intensive one-to-
one supported living might be suitable. Indeed, small group living
arrangements can blur the boundary between foster care and residential child
care. This boundary blurring is particularly confusing in the case of residential
units where children live in groups with married couples in a family-like
arrangement, with relief staff sometimes coming in for a shift to give them
weekend time off. Such arrangements are uncommon in the UK, but common
elsewhere.
In the UK, residential care has suffered a crisis of legitimacy. In the past, care
was often given by unqualified workers, and homes were large and
institutional. Public inquiries investigated shocking allegations of physical
abuse and sexual abuse in children’s homes. In response to this institutional
abuse of children, the regulation of residential care was tightened. There is
now screening for residential managers, residential social workers, and
residential child care workers using an enhanced disclosure criminal records
check. Care standards are monitored by an inspectorate. Such changes are
designed to improve the outcomes for children brought up in children’s homes.

86
Whether in short stay accommodation or long term accommodation, everyday
life in the life space of the unit is an opportunity for personal development.
Informal situations provide chances for relational work. Having a key worker
allows the child to have a close person in their life. The term throughcare is
used to describe helping someone pick up practical skills for independence
such as cooking or budgeting. Aftercare is the help the young person receives
when leaving care, to bridge the transition to autonomy.

raise ‫ُ ﺑﱢ‬
children's residential unit ‫[ط ل‬ H‫ا‬, ‫إ‬ ‫دار ِر‬
residential child care ‫[ط ل‬ H‫ا‬, ‫إ‬ ‫ِر‬
residential care H‫ا‬, ‫إ‬ ‫ِر‬
home ‫دار ِر‬
children's home ‫[ط ل‬ ‫دار ِر‬
children's care home ‫[ط ل‬ ‫دار ِر‬
group child care -‫ا ط لا‬ ‫ِر‬
group care -‫ا ط لا‬ ‫ِر‬
group day care ‫_ ر‬X ‫ِر‬
secure accommodation ‫ ّ ة‬%ِ‫ ﺑ‬F‫ ﱠﻣ‬P‫ ُﻣ‬H‫ا‬, ‫إ‬ ‫دور ِر‬
secure facilities ‫ ّ ة‬%ِ‫ ﺑ‬F‫ ﱠﻣ‬P‫ ُﻣ‬:ِ9‫ﻣ ا‬
secure unit ‫ ّ ة‬%ِ‫ ﺑ‬F‫ ﱠﻣ‬P‫ ة ُﻣ‬7َ ‫و‬
secure children's home ‫ ّ ة‬%ِ‫ ﺑ‬F‫ ﱠﻣ‬P‫أط ل ُﻣ‬ ‫دار ِر‬
secure training centre ‫ ّ ة‬%ِ‫ ﺑ‬L‫ ﱠﻣ‬P‫ ُﻣ‬W ‫ ر‬D bSِ ْ ‫َﻣ‬
young offender institution L <‫ ا ُ اھ‬L X - ‫@ ﺑ‬ّ H‫ا‬, ‫ إ‬/&P‫ُﻣ‬
special boarding school ‫ ﱢ‬1َ َ ‫ﻣ‬ ‫ﻣ ارس دا‬
emergency accommodation for young ‫ ب‬#%‫ﱠ‬ H‫ت ا ر‬ L=& ‫ﻣ= ن‬
people
night shelter for young people L ‫ د‬% ‫ ب ا‬#%‫ﱠ‬ ‫ﻣ]وى‬
hostel L ‫ د‬% ‫ ب ا‬#%‫ﻣ]وى ﱠ‬
young homeless person ‫ة‬/‫ د‬%‫ة ﻣ‬/‫ ب‬A
living arrangement % ‫تا‬#D D
large scale residential unit ‫ ة‬#S & ‫ذات‬ ‫دار ِر‬

87
unit ‫ ة‬7‫و‬
independant living < /‫ ﻣ‬% ‫ﻣ‬
supported housing ً ‫م ﻣ د‬, ‫ ﻣ‬L=&
supported flat-share for young people ً ‫م ﻣ د‬, ‫ ب وﻣ‬#%‫ ا ﱠ‬L ‫ ك ﺑ‬%‫ ُﻣ‬L=/ْ ‫َﻣ‬
small residential unit ‫ ة‬Z@ H‫ا‬, ‫ ة إ‬7‫و‬
small group home ‫ ة‬Z‫ ت ا ﱠ‬, - ‫دار ِر‬
intensive one-to-one supported living ‫ د د‬9 L‫ُ< ﱠ م ﻣ‬D ْ ‫ﱠ ا‬R=‫ ُﻣ‬% ‫ﻣ‬
small group living arrangement ‫ ة‬Z ‫ تا‬, - % ‫تﻣ‬#D D
boundary ّ 7َ
foster care ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬
married couples ‫ن‬, ‫و‬b ‫ﻣ‬
family-like ‫ أ& ي‬k#A
relief staff ‫ن‬, , ‫ظ‬,‫ﻣ‬
shift ‫ وﺑ‬F‫ﻣ‬
crisis of legitimacy ّ F_‫أزﻣ ِﻣ‬
unqualified worker ‫ھﱠ‬P‫ ) ُﻣ‬Q‫ظ‬,‫ﻣ‬
institutional /&P‫ُﻣ‬
public inquiry ‫ م‬: ّ< D
allegation ‫إ ﱢد ء‬
physical abuse / ‫إ& ءة‬
sexual abuse /Fْ ِ ‫إ& ءة‬
institutional abuse ّ /&P‫إ& ءة ُﻣ‬
regulation TX‫أ‬
residential manager ‫ول دار ا ﱢ‬P/‫ﻣ‬
residential social worker ‫ دور ا ﱢ‬9 ‫ ا‬H ‫أ‬
residential child care worker ‫ دور ا ﱢ‬9 ‫راع‬
ٍ ‫ﻣ‬
enhanced disclosure criminal records H F- ‫ت ا‬+-/‫ ا ﱢ‬L Q%= ‫ ا‬b b D ‫ م‬TX
check
care standard ‫ا ﱢ‬ ‫ﻣ‬
monitor WI‫ ُ ا‬/8‫ُ ﺑ‬
inspectorate ~ D‫ ﺑ و‬I‫ ة ر‬7‫و‬
88
outcome ‫ َ ج‬1ْ ‫ َﻣ‬/ - X
child brought up in a children's home ‫ا ط ل‬ ‫ دار ِر‬9 ]%X ْ ‫ِط‬
short stay accommodation ‫ةا ﻣ‬ I ‫ ﻣ‬Ij L=/ْ ‫َﻣ‬
long term accommodation ‫ا ﻣ‬ ,‫ ﻣ ط‬Ij L=/ْ ‫َﻣ‬
everyday life ّ ‫ﻣ‬, ‫ ة‬7
life space ‫ْ ة‬7, ‫ا‬ ‫ دا‬% ‫ وا‬E # ‫ا‬
relational work ‫ ت‬I+ َ ‫ أُ&` ا‬O ّ Fْ# َ ‫ا‬ ‫ا‬
key worker ‫ة‬/ ْ ‫ِط‬ 7 ‫دارة‬j sّ 1‫ُﻣ‬ ‫ ا‬H ‫أ‬
practical skill ّ ‫ﻣ_ رة‬
independence ّ +< &‫ا‬
budgeting ّ X‫ا‬b ‫ ﻣ‬8\‫و‬
aftercare ّ<7 ‫ِر‬
when leaving care #‫ا‬ ِ ‫ كا‬D F
transition ‫ < ل‬X‫ا‬
autonomy +< &‫ا‬

89
17. Child mental health
Child mental health (sometimes referred to as child and adolescent mental
health) refers to the psychological and emotional wellbeing of children.
Childhood is typically filled with upheavals and strains. Challenges in the
course of a child’s development include starting school, friendship problems,
bullying, and sometimes more stressful life events. Any of these occurrences
may trigger mental health problems or developmental problems. Children and
young people with mental health problems receive multidisciplinary treatment
from child and adolescent mental health services. Professionals involved
typically include child and adolescent psychiatrists, child and adolescent
psychotherapists, and clinical psychologists.
Although many problems may be experienced by people of all ages, particular
child mental health problems may manifest themselves at certain ages. For
babies or toddlers, failure to thrive and feeding disorders are sometimes
discussed in terms of infant mental health. For under-fives, problems may
include communication disorders, sleep disorders (including night terrors,
nightmares, or sleepwalking), strong or particularly long-lasting tantrums, or
somatoform disorders such as persistent headaches, stomach aches, or
vomiting. Younger school-aged children may display hyperkinetic disorders,
attention deficit disorders, excretory disorders (wetting or soiling), tic
disorders, and behavioural problems at home or in school, such as
oppositional defiant disorder and school refusal. Some of these disorders may
also affect adolescents. Other adolescent disorders include eating disorders
such as anorexia and bulimia, self-harming (also discussed in terms of self-
injury, intentional self-harm, or self-injurious behaviour), substance abuse, and
the various conduct disorders, mixed disorders of conduct and emotions, and
emotional disorders.
Alongside individual factors such as genetic predispositions, risk factors for
child mental health problems include parenting problems, inconsistent
discipline, parental conflict, parental mental health problems, death of a loved
one, being a child carer, and parental divorce. Sometimes child mental health
is discussed in terms of attachment theory. Such theory examines the quality
of the early parent-child relationship as a foundation for a child’s future social
interactions. Individual circumstances, such as severe postnatal depression or
parental substance dependency, may impact on the quality of the attachment.
Four attachment patterns are commonly cited: secure, insecure avoidant,
insecure ambivalent, and disorganised. Attachment theory has given its name
to two childhood disorders: reactive attachment disorder and disinhibited

90
attachment disorder. These two disorders are sometimes linked to parental
abuse and parental neglect during childhood.

child mental health / F‫@ ّ ا ِ ْ ا‬

ِ
child and adolescent mental health L <‫اھ‬ ‫ [ط ل وا‬/ F ‫ا ِ ّ ا‬
wellbeing ‫ﻣ‬+&
upheaval ‫ن‬%
strain / X ‫ط ت‬,Zُ\
challenge ‫ َ ّي‬D
starting school &‫ﺑ ء ﺑ ر‬
friendship problem ‫ ت‬I‫ ا ﱠ ا‬9 S %‫ﻣ‬
bullying ‫ ﱡ‬FD
stressful life event ‫ط ت‬,Z ‫ﱡ‬i W‫ﱢ‬#/‫ َ ث ُﻣ‬7َ
trigger b‫ُﻣ ﱢ‬
mental health problem / X =%‫ُﻣ‬
developmental problem ,ّ ُ ُF ‫ ا‬9 S %‫ﻣ‬/‫ﺑ ت‬, ُ @
ُ
children and young people with / X S %‫ ﻣ‬L‫ن ﻣ‬,X ‫ ب‬#A‫أط ل و‬
mental health problems
multidisciplinary ‫ ت‬- َ ‫ُﻣ ﱢد ا‬
treatment ‫ج‬+
child and adolescent mental health L <‫[ط ل وا ُ اھ‬ / ‫ﱠ‬F ‫ا‬ ‫َ َﻣ ت ا ﱢ‬
services
child and adolescent psychiatrist L <‫ [ط ل وا ُ اھ‬/ X W #‫ط‬
child and adolescent psychotherapist L <‫ [ط ل وا ُ اھ‬/ X hِ ‫ُﻣ‬
clinical psychologist ‫ & ي‬/ X W #‫ط‬
child mental health problem , ‫ ا‬7 ‫ ﻣ‬9 / X =%‫ُﻣ‬
toddler ‫ِط ْ دارج‬
failure to thrive ,ّ ُ ُF ‫ ا‬9 %9
feeding disorder S ‫ وا‬gZ‫ا\ اب ا ﱠ‬
infant mental health ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 /X ّ @ِ
communication disorder @‫ا‬,‫ا\ اب ا ﱠ‬

91
sleep disorder ‫م‬,F ‫اﺑ ت ا‬ \‫ا‬
night terrors (‫م‬,F ‫ ا‬9 ‫اب‬ \‫)ا‬ W ‫ُر‬
nightmare ‫س‬,‫ ﺑ‬S
sleepwalk ( X / ‫م )ا‬,F ‫ ء ا‬Fc‫& أ‬
tantrum Wi) ‫ﺑ‬,X
somatoform disorder ‫ ي‬/- ‫اب ا َ ض ا‬ \‫ا‬
headache ‫@ اع‬
ُ
stomach ache ‫أ ﻣ ة‬
vomiting Pُ <َD
hyperkinetic disorder S ‫ ط ا‬9 ‫اب‬ \‫ا‬
attention deficit disorder ‫ ه‬# X ‫ ا‬b- ‫اب‬ \‫ا‬
excretory disorder ‫ ازي‬9‫اب إ‬ \‫ا‬
wet oneself k/ X ‫ ﱢ‬#ُ
soil oneself k/ X O ‫ ﱠ ز‬#D
tic disorder D, ‫ ّ أو ا‬S ‫اب ا ّة ا‬ \‫ا‬
behavioural problem S, &ُ =%‫ُﻣ‬
oppositional defiant disorder \‫ا‬ ‫ا\ اب ا َ ّ ي ا‬
school refusal &‫ ا ر‬J9‫ر‬
eating disorder S ‫اب ا‬ \‫ا‬
anorexia # ‫_ ا‬% ‫ُ ْ< ان ا‬9
bulimia ّ # ً_َX
self-harming ` ‫ﱠ‬F ‫اء ا‬g ‫إ‬
self-injury ` ‫ﱠ‬F ‫اء ا‬g ‫إ‬
intentional self-harm ‫ ﱠ` ا‬F ‫اء ا‬g ‫إ‬
self-injurious behaviour ` ‫ﱠ‬F ‫اء ا‬g ‫ك إ‬, &ُ
substance abuse I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&
conduct disorder ‫ك‬, /ُ ‫اﺑ ت ا‬ \‫ا‬
mixed disorder of conduct and ‫ط‬ S, &ُ y 1‫اب ﻣ‬ \‫ا‬
emotions
emotional disorder ‫ ط‬- / X ‫اب‬ \‫ا‬
genetic predisposition c‫ا& ادات ِورا‬
92
risk factor ‫رة‬, ُ ‫ﻣ‬
parenting problem ,‫ ﺑ‬D =%‫ُﻣ‬
inconsistent discipline :/ ‫ ) ﻣ‬W < ‫ ﻣ‬W ‫]د‬D
parental conflict ‫ف وا ي‬+
parental mental health problem _ S ‫ أو‬L ‫ا‬, ‫ ّ ا‬7َ ‫ ى أ‬/ X =%‫ُﻣ‬
death of a loved one b b s1A ‫ ة‬9‫و‬
child carer ‫راع [ط ل‬
ٍ
parental divorce L ‫ا‬, ‫ق ا‬+‫ط‬
attachment theory ‫ ط‬#D‫ا ر‬ TX
parent child relationship ْ ِ ‫ وا‬L ‫ا‬, ‫ ا‬L ‫ ﻣ ﺑ‬I+
social interaction ‫ا@ ا‬,D
individual circumstances ‫ د‬9 ‫ظ وف‬
postnatal depression ‫ دة‬, ‫ ب ﻣ ﺑ ا‬E S‫ا‬
parental substance dependancy I < ‫اد وا‬, ‫ ا‬O L ‫ا‬, ‫د ا‬ ‫ا‬
quality of the attachment ‫ ط‬#D‫ا ر‬ ,X
attachment pattern ‫ ط‬#D‫ ا ر‬y X
secure L‫آﻣ‬
insecure avoidant ‫ وﻣ ٍد‬:c‫) وا‬
insecure ambivalent ‫ ﻣ دد‬:c‫) وا‬
disorganised ‫ﱠ‬TF‫) ُﻣ‬
childhood disorder , ‫ ا‬7 ‫ ﻣ‬9 ‫اب‬ \‫ا‬
reactive attachment disorder ‫ ط ا ﱠ‬#D‫اب ا ر‬ \‫ا‬
disinhibited attachment disorder ‫ﱢ‬ ُ ‫ ط ا‬#D‫ا\ اب ا ر‬
parental abuse ‫إ& ءة وا‬
parental neglect ‫إھ ل وا ي‬

93
18. Education welfare
School is a place where children are socialised, educated, trained, and guided
in their life choices. In everyday school life, children’s skills are nurtured,
talents promoted, and interests stimulated. The school life space is a place of
learning, experience, growing up, and character development.
However, pupils’ time at school does not always pass without difficulties.
Pupils experience a range of everyday problems, many of which go unnoticed.
These include home difficulties, such as divorce, bereavement, caring for a sick
or disabled parent or sibling, parental substance misuse, parental mental
health problems, and frequent family relocation. There may be school
difficulties and school problems, such as bullying (also discussed in terms of
peer harassment or peer abuse), peer pressure, peer rejection, relationship
problems, conflict with teachers, or school phobia. Finally, there may be
individual or personal problems which impact on school life: young offending,
substance use, behavioural, emotional, and social difficulties, special
educational needs, mental health problems, teenage pregnancy, or teenage
motherhood. These pressures all affect school learning conditions and reduce
a pupil’s opportunity to enjoy an optimal educational experience. Indeed they
may well lead to further problems, such as persistent lateness or truancy (also
known as school absenteeism or school refusal), early school leaving
(informally described as dropping out of school), and poor educational
achievement. In the media, school violence (including rare high school
shootings) has a high profile.
Work done in schools addresses such problems and their root causes. In
England, meeting the personal, social, and emotional needs of pupils is often
called pastoral care if done by teachers (sometimes referred to as pastoral
care teachers), and education welfare (or sometimes school-based youth
support) if done by certain other professionals. The American term school
social work is relatively uncommon in the UK. Tasks may include school
counselling, liaison with parents, individual work with children displaying
disruptive behaviour, interventions to prevent exclusion from school, and
mediation. A number of programmes are run to help certain groups of young
people: preventative programmes addressing misuse of alcohol and drugs, for
instance, and reintegration programmes.
Education welfare work is carried out by education welfare officers
(sometimes called education welfare assistants or education social workers).
In England, the primary task of the education welfare service is to enforce the
requirements of compulsory education. Alongside this, additional

94
responsibilities typically include child employment, home educating (England
does not have compulsory schooling like some countries), Romani and
travelling people’s children, and child protection. Other school-based
professionals include educational psychologists and SEN Coordinators.
Counselling is normally offered by school counsellors who may also give
careers advice (often called careers guidance).

socialise ّ ‫ ا‬E%FD
educate ‫ُ ﱢ‬
train ‫ُ ﱢرب‬
guide k ‫ ﱢ‬,ُ / Aِ ُ
life choice D 7 ‫ا رات‬
everyday school life ‫ﻣ‬, ‫ ة ا ر& ا‬7
nurture skills ‫ا _ رات‬ FD
promote talents W‫اھ‬, ‫ ا‬b b D
stimulate interests ‫ا ھ ﻣت‬b D
school life space &‫ة ا ر‬ ‫ ا‬9 ‫ ت‬7 /‫ﻣ‬
growing up #=
character development 1% ‫ ا‬,ّ ُ ُX/ , D
pupil &‫ ﻣ ر‬W ‫ط‬
everyday problem ‫د‬ ‫= ا‬%‫ُﻣ‬
home difficulties ُ
&‫ﺑ ت أ‬, @
divorce ‫ق‬+‫ط‬
bereavement =c
care for ‫ ﺑـ‬F
sibling n ‫أ‬/‫أخ‬
parental substance misuse #I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&
_ S ‫ أو‬L ‫ا‬, ‫ ّ ا‬7َ ‫أ‬
parental mental health problem L ‫ا‬, ‫ ى ا‬/ X =%‫ُﻣ‬
family relocation ‫ ا ُ& ة‬L=/‫ < ل ﻣ‬X‫ا‬
school difficulties &‫ﺑ ت ﻣ ر‬, @
school problem &‫= ﻣ ر‬%‫ُﻣ‬
bullying ‫ ﱡ‬FَD
95
peer harassment ‫ ان‬I ‫ ا‬#I L‫َ ﱡ ش ﻣ‬D
peer abuse ‫ ان‬I ‫ ا‬#I L‫ ٍ ﻣ‬D/‫إ& ءة‬
peer pressure ‫ ان‬I ‫ ا‬yZ\
peer rejection ‫ ان‬I ‫ ا‬#I L‫ ﻣ‬J9‫ر‬
relationship problem ‫ ت‬I+ َ ‫ ا‬9/ ‫ط‬ =%‫ُﻣ‬
conflict with a teacher ‫ة‬/ ‫ ا ُ ﱢ‬8‫ف ﻣ‬+
school phobia &‫رُھ ب ا ر‬
school life &‫ ة ﻣ ر‬7
young offending ‫ن‬,X < ‫ ا‬8‫اع ﻣ‬bX 9 L 9
substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D
behavioural, emotional, and social /X، ّ ‫ ا‬، S, &ُ ‫ﺑ ت‬, @
difficulties
special educational needs ّ
@ ّ D‫ت‬ 7‫ا‬
mental health problem / X =%‫ُﻣ‬
teenage pregnancy <َ‫ ا ُ اھ‬Lّ &ِ 9 7
teenage motherhood <َ‫ ا ُ اھ‬Lّ &ِ 9 ‫ﻣ‬,‫أﻣ‬
pressure yZْ \
learning conditions ‫ظ وف ا ﱠ ﱡ‬
educational experience ّ
D ‫ ﺑ‬-D
persistent lateness ِ /‫] ﱡ ُﻣ‬D
truancy &‫ ا ر‬L‫_ ﱡ ب ﻣ‬D
school absenteeism &‫ ا ر‬L W‫ ﱡ‬ZD
school refusal &‫ ا ر‬J9ْ ‫ر‬
early school leaving &‫ ا ر‬L =‫ ﱢ‬#‫< ع ُﻣ‬X‫ا‬
dropping out of school &‫ ْ ك ا ر‬D
educational achievment D ‫ ز‬-X‫إ‬
school violence &‫ ﻣ ر‬QFْ ُ
high school shooting ,X R ‫ ا ر& ا‬9 ‫ﱠ ري‬F ‫ق ا ِ را‬+‫إط‬
root cause ّ ‫ر‬gْ W#&
‫ي‬
pastoral care , َ ‫ َر‬F
pastoral care teacher , ‫ر‬ F ‫ة ُﻣ< ﱢم‬/ ‫ُﻣ ﱢ‬
education welfare D ‫ ه‬9‫ر‬
96
school-based youth support &‫ ا ر‬O H < ‫ ب ا‬#%‫د ْ ا ﱠ‬
school social work ّ &‫ّ ﻣ ر‬ ‫ِ ْﻣ ا‬
school counselling ّ &‫ د ﻣ ر‬A‫إر‬
liaison with parents L ‫ا‬, ‫ ا‬8‫@ ﻣ‬
ُ ‫ا‬,D
disruptive behaviour : ‫ك ُﻣ‬, &ُ
exclusion from school &‫ ا ر‬L‫ ْ د ﻣ‬# &‫ا‬
mediation ‫و& ط‬
programme h‫ ﻣ‬X ‫ﺑ‬
preventative programme H I‫ و‬h‫ ﻣ‬X ‫ﺑ‬
misuse of alcohol and drugs ‫ ﱢرات‬1 ُ ‫ل وا‬, = ‫ ام ا‬1 &‫ء ا‬,&
reintegration programme ‫ ﻣ ج‬X ‫ إ دة ا‬h‫ ﻣ‬X ‫ﺑ‬
education welfare officer ‫ ه ا ﱠ‬9 ‫ ا‬y‫\ ﺑ‬
education welfare assistant ‫ ه ا ﱠ‬9 ‫ ا‬y‫\ ﺑ‬
education social worker ‫ ل ا ﱠ‬-‫ َﻣ‬9 ‫@ ا‬ ‫ا‬
education welfare service ‫ ه ا ﱠ‬9 ‫ِ ْﻣ ا‬
compulsory education ‫اﻣ‬b ‫ إ‬D
child employment ‫ا ط ل‬
home educating bF ‫ م ا ﱠ ا‬TX
compulsory schooling ‫اﻣ‬b ‫ﻣ ر& إ‬
Romani ‫ا وﻣ‬
travelling people 7 ‫ ص ا‬1A ‫ا‬
child protection ِْ ‫ ا‬7
educational psychologist ‫ي‬,‫ ﺑ‬D ` X
behaviour support worker S, /ُ ‫ ل ا ْ ا‬-‫ َﻣ‬9 ‫ﻣ‬
SEN coordinator ّ 1‫ّ ا‬
@ ‫تا‬ 7+ :‫ﱢ‬/F‫ُﻣ‬
counselling ‫ د‬A‫إر‬
school counsellor &‫ ﻣ ر‬Aِ ‫ُﻣ‬
careers advice ّ F_‫ د ِﻣ‬A‫إر‬
careers guidance ّ F_ ِ ‫ د ا‬A‫إر‬

97
Disabled people

19. Disability
Talking about disability in a foreign language can be a hazardous undertaking.
Disability is a social construction. Its definition depends on the context, which
may, for instance, be legal, special educational, or medical. Terms change
rapidly, and out-of-date terminology can sound inappropriate or offensive. A
short 10-point crash course in modern sensitive language follows.
1. The English speak of disabled people, not normally of people with
disabilities.
2. Never use the older English word handicapped, which is extremely offensive
to British disabled people. 3. Important types of disability include physical
disability, sensory disability, learning difficulties and, in a legal understanding
of disability, mental health problems. Care should be taken with the word
mental, so as not to confuse the last two of these. 4. The severity of a
disability (or the degree of disability) is normally categorised in medical
literature as mild, moderate, severe, or profound. 5. To talk about people in
terms of their impairments, use ‘people with’ language: people with autism or
children with autism, for instance. Never talk about autistics or autistic
children. 6. The opposite of disabled is non-disabled. The term able-bodied is
also occasionally met. 7. If you work with disabled people you may refer to
yourself as a disabilities practitioner. Disabilities lecturers might describe
themselves as disabilities academics or disabilities scholars. 8. Do not refer to
your discipline as special education unless you work with children. 9. Avoid
negative or dehumanising language such as ‘wheelchair-bound’, ‘suffer’, or
‘the disabled’. 10. Mind your language. This is not political correctness. It is
sensitivity.
The World Health Organisation’s International Classification of Functioning,
Disability, and Health facilitates international and comparative perspectives in
the field of disability. Using a biopsychosocial model of disability, the
publication establishes a framework and a standardised language for the
classification of impairment and disability. It examines health domains and
health-related domains and describes them in terms of the body, the
individual, and society. The term functioning is used throughout. This is an
umbrella term for body functions, activities, and participation. Disability then
refers to impairments, activity limitations, and participation restrictions.

98
This ICF understanding of disability has already influenced legal definitions of
disability. However, it is worth noting that WHO definitions of disability may
be more comprehensive than some legal definitions. In the UK Disability
Discrimination Act 1995 for instance, disability is narrowly defined in terms of
a person having an impairment that ‘has a substantial and long term adverse
effect on their ability to perform normal day-to-day activities’. People with an
accredited impairment (that is, registered disabled people) have a disability
registration card and are entitled to particular rights and benefits.
Although the ICF understanding of disability moves away from deficit-oriented
approaches, the focus on limitations and restrictions still emphasises what
people cannot do. The use of such definitions brings with it the danger of
neglecting the achievements of disabled people, both in everyday life, and in
very extraordinary situations. The thriving movements of disability sport and
disability arts provide a good illustration of the latter.

disability I ‫إ‬
hazardous
social construction ّ ‫ أ&` ا‬O ّ Fْ#‫ُﻣ < ات و ُﻣ ِر& ت َﻣ‬
legal A/ X,X I
special education ّ‫ص‬ D
medical ّ#‫ط‬
inappropriate H+‫) ُﻣ‬
offensive L _‫ُﻣ‬
disabled person I ‫ ذو إ‬s1A
type of disability I j‫ع ا‬,X
physical disability / I ‫إ‬
sensory disability /7 I ‫إ‬
learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @
ُ
mental health problem / X =%‫ُﻣ‬
mental ّ /X
severity ‫ ّ ة‬7َ
degree of disability I j‫ا‬ ‫در‬
mild Q

99
moderate y&‫ ﱢ‬, ‫ ُﻣ‬/‫ُﻣ ِ ل‬
severe A
profound ‫ ّد‬7
impairment Qْ \َ
person with autism ‫ﱡ‬7,‫ ُﻣ ب ﺑ ﱠ‬s1A
child with autism ‫ﱡ‬7,‫ِط ْ ُﻣ ب ﺑ ﱠ‬
non-disabled I ‫` ذو إ‬
able-bodied ً / ‫ُﻣ< ِ ر‬
disabilities practitioner ‫ ت‬I j‫وي ا‬g ّ F_‫ُﻣ ِرس ِﻣ‬
disabilities lecturer I j‫ا‬ 9 \ ِ ‫ُﻣ‬
disabilities academic I j‫ ل ا‬-‫ َﻣ‬9 ‫ د‬S‫أ‬
disabilities scholar I j‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬+ّ
special education ّ
@ ‫ ﺑ‬D
dehumanising ‫ = اﻣ‬L _‫ُﻣ‬
wheelchair-bound َ <‫ُﻣ‬
suffer X ُ
the disabled I j‫ذوي ا‬
mind your language u‫ْ أ ظ‬WI‫را‬
sensitivity & /7
World Health Organisation ‫ﱠ ا ِ ّ ا‬TF‫ُﻣ‬
International Classification ّ ِ ‫ وا‬I j‫ ا و [داء وا‬Q F ‫ا‬
of Functioning, Disability,
and Health
comparative perspectives X‫ ﻣ< ر‬TX ‫و _ ت‬
biopsychosocial model ‫ ا‬/X , , ‫ذج ﺑ‬, َX
publication ‫ر‬,%F‫ﻣ‬
framework ‫إط ر‬
standardised language ‫ ة‬7,‫ ﻣ‬Z
health domain ّ ِ ‫ قا‬X
health-related domain ّ ِ ‫ﺑ‬: ‫ قﻣ‬X
body / //

100
individual s1A/‫ د‬9
society 8 َ ْ-‫ُﻣ‬
functioning ‫أداء‬
umbrella term ‫ م‬r ‫ُﻣ‬
body functioning /- ‫أداء ا‬
activity ‫ ط‬%X
participation S‫ َر‬%‫ُﻣ‬
activity limitation ‫ ط‬%F‫< ﱡ ﺑ‬D
participation restriction S‫ َر‬% ُ ‫< ﱡ ﺑ‬D
understanding of disability I j‫ ْ_ ا‬9
comprehensive ‫ﻣ‬A
substantial RS/ #S
long term ‫ ا ﻣ‬,‫ط‬
adverse effect # & c‫أ‬
day-to-day activity ‫ﻣ‬, ‫ ط‬%X
accredited impairment ً &‫ ر‬k‫ ُﻣ َ َ ف ﺑ‬Qْ \
َ
registered disabled person ً &‫ َ ر‬-ّ /‫ ُﻣ‬I ‫ ذو إ‬s1A
disability registration card I j‫ ا‬-/D I ‫ﺑ‬
benefit &‫د ْ ر‬/‫ ِ ات‬/‫ُﻣ‬
deficit-oriented b- ‫ ا‬O b S D
achievement ‫ ز‬-X‫إ‬
thriving ‫دھ‬b
movement S 7
disability sports I j‫وي ا‬g \ ‫ر‬
disability arts I j‫وي ا‬g ‫ن‬,F9

101
20. Disability studies
The transdisciplinary field of disability studies has ties to neighbouring
disciplines, such as cultural studies, critical psychology, medical sociology, the
sociology of health and illness, the sociology of the body, and the sociology of
disability. The field is notable for its theoretical understanding of the
phenomenon of disability. A reason for this theoretical depth is the expertise
of the researchers, many of whom are themselves disabled. Emancipatory
disability research makes a clear break with earlier traditions of disability
research: the disabled person is no longer the research topic or the research
participant, but rather the researcher. However, it should be stressed that in
Britain, disability studies can be studied at bachelor level by disabled and non-
disabled people alike. These people may later become disability scholars, but
some will work as disability professionals.
Understandings of disability are sometimes classified in conflicting models or
paradigms. These have traditionally located disability in the individual. Such
approaches are often described as individual models of disability. The medical
model and its variants (such as the personal tragedy model of disability) focus
on disability as an individual issue. Impairments are seen as defects. This
perspective has far-reaching consequences in view of the possibilities of
antenatal diagnosis and genetic counselling, sometimes critically discussed in
terms of the new eugenics. In disability studies, such ideas of normality are
contested. The disabled body is examined in terms of its otherness. Disabled
identities are investigated as a challenge to social expectations, in that they
embody difference. Alternative models of disability challenge the assumptions
that lie at the core of the medical model. It is the British theory of disability
known as the social model which is perhaps the most well-known.
At the heart of the social model lies the distinction between impairment and
disability. Impairment refers to a physical, intellectual, or sensory functional
limitation: a missing limb or a chromosomal abnormality, for instance.
However, the process by which a person with an impairment becomes
disabled is a social process. Disabling barriers in society disable people: legal
barriers, architectural barriers, and attitudinal barriers. In this view of
disability, a person does not have a disability, but rather is disabled. This
Marxist-materialist approach sees our society as a disabling society, in which
people with impairments are marginalised and socially excluded by social
barriers. This process of becoming disabled in an ableist society is sometimes
called disablement.

102
The recognition of the problem of ableism, and the way in which
environments, institutions, and attitudes can be either enabling (for instance
via the use of universal design) or disabling, has politicised disability. Disability
politics (sometimes referred to as the politics of disability) have been
transformed by the disabled people’s movement. There has been a shift from
professional-led services to user-led services, from residential care to
independent living, and from paternalism to self-advocacy and self-
representation.

transdisciplinary ‫ ت‬-َ ‫ ا‬#

disability studies I j‫ ل ا‬-‫ َﻣ‬9 ‫درا& ت‬
neighbouring discipline ‫ ور‬-‫ﻣ‬/k‫ ﺑ‬%‫ ل ﻣ‬-‫َﻣ‬
cultural studies 9 <c ‫ِدرا& ت‬
critical psychology ‫< ي‬F ‫ﱠ ` ا‬F ‫ا‬
medical sociology ّ# ‫ع ا‬ ‫ا‬
sociology of health and illness ‫ع ا ِ ّ وا ﻣ اض‬ ‫ا‬
sociology of the body ‫ ي‬/- ‫ع ا‬ ‫ا‬
sociology of disability I j‫ع ا‬ ‫ا‬
disability I ‫إ‬
researcher l7 ‫ﺑ‬
emancipatory disability research I j‫ ا‬L ‫َ ﱡ ر‬D ‫أﺑ ث‬
disability research I j‫ ا‬L l ْ ‫ﺑ‬
research topic l # ‫ع ا‬,\,‫ﻣ‬
research participant l # ‫ ا‬9 ‫ ِرك‬%‫ُﻣ‬
non-disabled person I ‫ دون إ‬s1A
disability scholar I j‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬+ّ
disability professional I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ِﻣ‬
understanding _ْ 9
model ‫ذج‬, َX
paradigm ‫ر‬,TFْ ‫َﻣ‬
locate ‫ ء‬A 8I,‫ُ َ ّ د ﻣ‬
individual ‫ د‬9

103
individual model ‫ دي‬9 ‫ذج‬, َX
medical model ّ#‫ذج ط‬, َX
personal tragedy model of disability 1A ‫ ﻣ]& ة‬O ّ Fْ#‫ َﻣ‬I ‫ذج إ‬, َX
individual issue ‫ د‬9 iI
antenatal diagnosis ‫ دة‬, ‫ ا‬#I ‫ ﻣ‬s 1%D
genetic counselling c‫ رة ورا‬% &‫ا‬
new eugenics l َ ‫ ا‬/F ‫ ا‬L / D
normality ‫ ﱠ‬,& 7
contest _ ‫ َزع‬F ‫ُﻣ‬
disabled body I ‫ ذو إ‬/َ َ / /ْ ِ
otherness ‫) اﺑ‬
disabled identity I ‫ ّ ذو إ‬,ُِ ‫ھ‬
social expectation ّ ‫ ت ا‬I‫ ﱡ‬,D
embody difference ‫ف‬+ ‫ ا‬/‫ ﱢ‬-ُ
model of disability I ‫ذج إ‬, َX
assumption ‫ اض‬9‫ا‬
social model ‫ذج ا‬, َX
impairment Qْ \َ
physical ‫ ي‬/َ َ
intellectual ‫ي‬ّ =ْ ِ9
sensory /‫ ﱢ‬7ِ
functional limitation ‫ ّ وظ‬7َ
missing limb َ
‫د‬,< ‫ط َ ف ﻣ‬
chromosomal abnormality ‫ﻣ ت‬,&,‫وذ ا = وﻣ‬gAُ
become disabled I j‫ ذوي ا‬L‫ ﻣ‬r# ُ
disabling barrier : ‫ ُﻣ‬b 7
disable I ‫ إ‬W#/ /:
legal barrier X,X I b 7
architectural barrier H F‫ ﺑ‬b 7
attitudinal barrier S, &ُ b 7
a person does not have a disability but L‫ ﻣ‬k I ‫ إ‬D ‫ ﺑ‬I ‫ إ‬k ` s1A
104
rather is disabled 8 َ ْ- ُ ‫ ا‬#I
Marxist-materialist ‫ﻣ دي‬- /S‫ﻣ ر‬
disabling : ‫ُﻣ‬
marginalised ~ ّ _‫ُﻣ‬
socially excluded 8 َ ْ- ُ ‫ ا‬L‫ ﻣ‬OFR /ْ ‫ ُﻣ‬/ َ #ْ /ْ ‫ُﻣ‬
social barrier ‫ ا‬:H /b 7
becoming disabled I j‫ ذوي ا‬L‫ ﻣ‬r# ُ
ableist Lْ =‫ ُﻣ َ ﱢ‬s1A
disablement D
ableism L= D
environment y ‫ﻣ‬/ E ‫ﺑ‬
institution /&P‫ُﻣ‬
attitude k ‫ ﱡ‬,َD
enabling L=‫ُ ﱢ‬
universal design ‫ ﻣ‬A ‫ َذج‬, ُ ُX/ D
politicise ` /D
disability politics I j‫& & ا‬
politics of disability I j‫& & ا‬
disabled people's movement I j‫ ص ذوي ا‬1A ‫ ا‬S 7
professional-led services ‫ن‬,ّ F_ ِ ‫دھ ا‬,< ‫َ َﻣ ت‬
user-led services ‫ ِ م‬1 / ُ ‫دھ ا‬,< ‫َ َﻣ ت‬
residential care H‫ا‬, ‫إ‬ ‫ِر‬
independent living ِ< /‫~ ُﻣ‬
paternalism ,‫أﺑ‬
self-advocacy ّ D‫@ ة ذا‬
َ F‫ُﻣ‬
self-representation D‫ذا‬/ 1A ْ RD

105
21. Special education
Although still used in international discourses, the terms special education and
special educator (or special education teacher) sound slightly old-fashioned to
British ears today. They are strongly associated with special school education:
a picture of segregated education in special schools, special preschools, or
special classes (sometimes called special units) in mainstream schools.
Following the Salamanca Statement, education policy prescribes supporting
children in general schools wherever possible. Such support is often based on
an assessment of a child’s special educational needs (usually shortened to
SEN). This leads to the new field of special needs education.
The principle of using SEN was in part introduced in Britain to bring about a
de-categorisation of disabilities. Previously, disability had been categorised
into types. Assessment had usually been seen as leading to identification of
the ‘best’ special school for the disabled child; in other words, the child’s
exclusion from general schooling. In contrast, a SEN assessment today is not
an identification of the best place of support, but rather a consideration of the
optimal support measures. Nonetheless, categories of SEN are still used in
Britain. Today, English categories comprise eleven groups: moderate learning
difficulty; severe learning difficulty; profound and multiple learning difficulty;
behaviour, emotional, and social difficulties; speech, language, and
communication needs; autism spectrum disorder; visual impairment; hearing
impairment; multi-sensory impairment; physical disability and specific learning
difficulty.
Teaching disabled and non-disabled children together was in the past
discussed in terms of integration. Today we talk of educational inclusion.
However, when discussing inclusive education, the degree of inclusion needs
to be considered. Some authors have incorrectly used the terms integration
and inclusion as synonyms. In English language discourses, the older concept
of integration (or its synonym, mainstreaming) is understood as partial
inclusion (an oxymoron strictly speaking). Partial inclusion is often criticised
for integrating certain disabled children in a tokenistic way. Such children may
then be informally known as ‘inclusion kids’, but once again, such a concept is
really a contradiction in terms, as inclusion must, by definition, include all
disabled children, not simply a few selected ones. Integration is associated
with assimilation. In contrast, the principle of full inclusion, linked to the
notion of educational justice, stresses the need to actively dismantle barriers.
Inclusion involves providing additional support wherever it is needed.
Methods for facilitating the successful inclusion of disabled pupils include

106
collaborative teaching (sometimes called co-teaching) and support teaching.
Special facilities, adaptions, aids, equipment, and furniture can help to
produce a learning environment for all. Mainstream schools can be supported
by peripatetic SEN support services. English schools and nurseries have a
Special Educational Needs Coordinator who coordinates SEN provision. This
person’s tasks include overseeing the school’s inclusion policy, advising
teachers, and managing SEN specialists and teaching assistants (sometimes
called teaching support assistants). Individual support is based on an
assessment of SEN, and takes the form of an individual education plan. These
records are normally put together by a SEN panel. In England a statement of
SEN is issued in the case of particularly high support needs. When support is
needed, but the disability threshold of SEN is not met, a student may be said
to have additional needs.

special education ّ
@ ‫ ﺑ‬D
special educator ّ
@ ‫ ﺑ‬D ‫ة‬/ ‫ُﻣ ﱢ‬
special education teacher ّ
@ ‫ ﺑ‬D ‫ة‬/ ‫ُﻣ ﱢ‬
special school education ّ‫ص‬ &‫ﻣ ر‬ D
segregated (b ‫ ا‬O ‫ ًء‬F‫ول )ﺑ‬b ‫ﻣ‬/ َ #‫ ُﻣ‬/‫ل‬, ‫ﻣ‬
special school ّ 1‫ﺑ ا‬
@ &‫ﻣ ر‬
special preschool ّ 1‫ﺑ ا‬
@ \‫رو‬
special class ّ 1‫ﺑ ا‬
@ Q@
special unit ّ 1‫ﺑ ا‬
@ ‫ ة‬7‫و‬
mainstream school ‫د‬ ‫ﻣ ر& ا‬
Salamanca Statement =F‫ن & ﻣ‬+ ‫إ‬
education policy ‫& & ا ﱠ‬
general school ‫ﻣ‬ &‫ﻣ ر‬
assessment <D
special educational needs ّ
@ ّ D‫ت‬ 7‫ا‬
SEN ّ
@ ّ D‫ت‬ 7‫ا‬
special needs education ّ 1 ‫ ّ ا‬,‫ا ّ ﺑ‬/ ّ
@ ‫تا‬ 7 ‫وي ا‬g ‫ا ﱠ‬
decategorisation ‫ ت‬F ‫إزا ا‬
disabled child I ‫ِط ْ ذو إ‬

107
exclusion from general schooling ‫ م ا ر& ا م‬T‫ﱢ‬F ‫ ا‬L‫ د ﻣ‬# &‫ا‬
place of support ْ ‫ < ا‬/ ْ ‫ﱢ‬9,‫ﻣ= ن ُﻣ‬
support measure ‫ ﺑ دا‬D
category of SEN ّ 1‫ّ ا‬
@ ‫تا‬ 7 ‫ ا‬L‫ ﻣ‬QFْ @
ِ / E9
moderate learning difficulty &, ‫ ﱡ ﻣ‬D ‫ﺑ‬, @ ُ
severe learning difficulty ‫ دة‬7/‫ ة‬A ‫ ﱡ‬D ‫ﺑ‬, @ ُ
profound and multiple learning ‫ ﱡ ﻣ < ﻣ و ُﻣ ﱢدة‬D ‫ﺑ‬, @ ُ
difficulty
behaviour, emotional, and social ّ ‫ وا‬/ X‫ و‬S, &ُ ‫ﺑ ت‬, @
ُ
difficulties
speech, language, and @‫ا‬,D‫ و‬,Zُ ‫ُ ْ< و‬X ‫ت‬ 7‫ا‬
communication needs
autism spectrum disorder ‫ﱡ‬7,‫ ا ﱠ‬Q ‫ا\ْ ِ اب ط‬
visual impairment ‫ ﺑ ي‬Qْ \ َ
hearing impairment & Qْ \
َ
multi-sensory impairment ‫اس‬, ‫ ُﻣ ﱢد ا‬Qْ \ َ
physical disability / I ‫إ‬
specific learning difficulty ‫ ﱡ ﻣ َ ّ دة‬D ‫ﺑ‬, @
ُ
non-disabled children I ‫أط ل دون إ‬
integration ‫ ﻣ ج‬X‫ا‬
educational inclusion ( FR / ‫)أي‬ ,A D
inclusive education ( FR / ‫)أي‬ ,A D
degree of inclusion ‫ل‬, % ‫ا‬ ‫در‬
mainstreaming ّ ‫تا‬ 7 ‫ ا ط ل ذو ا‬h‫)أي دﻣ‬ D
( ‫د‬ ‫ ا ارس ا‬9 @ ّ 1‫ا‬
partial inclusion Hb ُ ‫ل‬, A
tokenistic ( =A ‫ي )أي‬b‫ر ْﻣ‬
inclusion kid h‫ِط ْ ُﻣ َﻣ‬
assimilation ‫ _ ر‬Xْ ‫ا‬
full inclusion (‫ ء‬FR &‫ ّ )أي دون ا‬Sُ ‫ل‬, Aُ
educational justice ‫ ا ﱠ‬9:ّ 7/ ّ D ‫َ ا‬

108
dismantle barriers b ‫ا‬, ‫إزا ا‬
additional support 9 \‫د ْ إ‬
collaborative teaching X‫ و‬D ‫ أو‬S‫ ر‬%D ` ‫ ر‬D
co-teaching X‫ و‬D ‫ أو‬S‫ ر‬%D ` ‫ ر‬D
support teaching ‫ ر ` دا‬D
facility /&P‫ ُﻣ‬/‫]ة‬%Fْ ‫ ُﻣ‬/:ِ9‫َﻣ ا‬
adaption Qّ =َD
aid ‫ دا‬H &‫و‬
equipment ‫ات وأدوات‬b _-D
furniture ‫ ث‬c‫أ‬
learning environment ّ D E‫ﺑ‬
peripatetic SEN support services ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬
@ 7+ ,‫ ﱢ‬- ُ ‫َ َﻣ ت ا ْ ا‬
nursery X i7
Special Educational Needs ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬
@ 7 ‫ؤن ا‬PA :ّ/F‫ُﻣ‬
Coordinator
SEN provision ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬
@ 7 ‫وي ا‬g ‫َ َﻣ ت‬ 9,D
inclusion policy ‫ل‬, % ‫& & ا‬
advise r Fْ َ
SEN specialist ّ
@ ,‫ ﺑ‬D ‫ت‬ 7‫ ا‬H ‫أ‬
teaching assistant ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ُﻣ‬
teaching support assistant ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ُﻣ‬
individual educational plan ‫ د‬9 &‫ُ ﱠ درا‬
SEN panel ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬
@ 7 ‫ ا‬F-
statement of SEN ّ 1‫ّ ا‬
@ ‫تا‬ 7 ‫صّ ﺑ‬ ‫ﺑ ن‬
threshold Fّ ‫ُﻣ‬ ‫ ّ أو در‬7َ
additional needs 9 \‫ ت إ‬7‫ا‬

109
22. Disability and allied professions
Discussing disability in terms of professions and disciplines can be difficult.
Many vocational training courses and degree courses found in one country do
not exist in others. Translation problems start with the leading discipline itself.
Disability studies, the primary disability discipline in Britain, is a field with little
tradition outside of the Anglophone world.
The term special education, whilst popular in international discourses, enjoys
rather restricted use in Britain. When used, the term special education
describes educational work. It is not normally used in Britain to discuss
general support for disabled adults. The concept of special education, with its
suggestion of special schools, had been largely replaced by the concept of
special needs education: supporting children in mainstream schools. Inclusive
education is of course the modern term for this discipline today. Non-native
speakers should be mindful that the American euphemism person with special
needs is seldom used to describe adults in the UK.
In England, services for disabled people are provided by specialist teams. In
such teams, disabilities professionals work alongside doctors, social workers,
and other practitioners. Adults with learning difficulties, for instance, receive
support from community learning disability teams. A key professional in such
a group is the learning disability nurse. Learning disability nurses have a
specialist training, combining the nursing and educational aspects of working
with people with learning difficulties. Learning disability nursing is about
supporting people in their health, hygiene, and personal care needs, but also
teaching them functional skills and life skills.
Services for disabled children, in the broadest sense, start at birth. Regular
child health surveillance checks ensure that early detection (sometimes called
early identification), early treatment, and early intervention can take place.
The key professionals here are paediatricians, GPs, midwives, and, in England,
health visitors (sometimes called community nurses). These professionals may
be based in hospitals, doctor’s practices, and paediatric centres. Specialists
such as paediatric physiotherapists, child psychologists, and play therapists
may also be involved in a child’s care. In England, the portage schemes offer
structured home visiting to provide education, support, and early
interventions to families with disabled children.
English services for disabled adults, people with mental health problems, and
older people are known together as adults’ services. Many social workers and
disabilities practitioners work in multidisciplinary teams together with
members of the allied health professions. These different health care
110
professionals may include art therapists, drama therapists, music therapists,
dietitians, occupational therapists, physiotherapists, prosthetists, orthotists,
psychologists, forensic psychologists, psychotherapists, speech and language
therapists, and nurses.

profession Fْ_‫ِﻣ‬
discipline /‫ ل‬-‫َﻣ‬
vocational training course ّ F_‫ ِﻣ‬# ‫ ر‬D ‫دورة‬
degree course &‫ درا‬s ‫ ﱡ‬1َ َD
leading discipline / H‫ ر‬s ‫ ﱡ‬1َ َD/‫ ل‬-‫َﻣ‬
disability studies I j‫درا& ت ا‬
disability discipline I j‫ا‬ /‫ ل‬-‫َﻣ‬
special education ّ
@ ‫ ﺑ‬D
restricted use ‫ ام ﻣ َ ود‬1 &‫ا‬
disabled adult I ‫ ذو إ‬x ‫ ﺑ‬s1A
special school ّ 1‫ﺑ ا‬
@ &‫ﻣ ر‬
special needs education ّ 1‫تا‬
@ 7 ‫ ﺑ ا‬D
mainstream school ‫د‬ ‫ﻣ ر& ا‬
inclusive education (‫ ء‬FR &‫)أي دون ا‬ ,A D
person with special needs ّ
@ ‫ت‬ 7‫ ذو ا‬s1A
services for disabled people I j‫ ص ذوي ا‬1A[ ‫َ َﻣ ت‬
disabilities professional I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ِﻣ‬
adult with learning difficulties ‫ﺑ ت ا ﱡ‬, @ ‫ ذو‬x ‫ ﺑ‬s1A
learning disability nurse ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫وي‬g‫ َ ّ ﺑ‬1ْ ‫ة ُﻣ‬/‫ُﻣ َ ﱢض‬
person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A
learning disability nursing ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ل‬-‫ َﻣ‬9 J ‫ا‬
personal care ّ D‫ذا‬ ‫ِر‬
functional skill ‫ﻣ_ رة وظ‬
life skill D 7 ‫ﻣ_ رة‬
child health surveillance check ِْ ‫@ ّ ا‬
ِ #I‫ا‬ ‫@ ت‬, 9
early detection =‫ ﱢ‬#‫ ُﻣ‬Q%S

111
early identification =‫ ﱢ‬#‫ ُﻣ‬Q%S
early treatment =‫ ﱢ‬#‫ج ُﻣ‬+
early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D
paediatrician ‫ أط ل‬H ‫أ‬
GP ‫ة‬/‫ة م‬/W #‫ط‬
midwife/male midwife ‫ة‬/ X,X I ‫ة‬/ ‫ ﺑ‬I
health visitor َ ْ-‫ُﻣ َ ﱢ \ ُﻣ‬
community nurse َ ْ-‫ُﻣ َ ﱢ \ ُﻣ‬
doctor's practice W # ‫دة ا‬
paediatric centre ‫ أط ل‬W‫ ط‬bSِ ْ ‫َﻣ‬
paediatric physiotherapist ‫[ط ل‬ #‫ ط‬hِ ‫ُﻣ‬
child psychologist ‫[ط ل‬ / X hِ ‫ُﻣ‬
play therapist W ِ ‫& ط ا ﱠ‬,‫ ﺑ‬/ X hِ ‫ُﻣ‬
portage scheme hD‫ر‬,‫ ﺑ‬y 1‫ﻣ‬/h‫ ﻣ‬X ‫ﺑ‬
home visiting ّ bF‫ز رات ﻣ‬
disabled adult I ‫ ذو إ‬x ‫ ﺑ‬s1A
person with mental health problems / X S %‫ ﻣ‬L‫ ﻣ‬X s1A
older person Lّ /ِ ‫ ُﻣ‬s1A
disabilities practitioner I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ُﻣ ِرس ِﻣ‬
multidisciplinary team ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬: 9
allied health profession ‫ ة‬X /‫ @ ّ ﻣ‬F_‫ِﻣ‬
health care professional ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 H ‫أ‬
art therapist L ‫& ط ا‬,‫ ﺑ‬hِ ‫ُﻣ‬
drama therapist ‫& ط ا راﻣ‬,‫ ﺑ‬hِ ‫ُﻣ‬
music therapist O< &, ‫& ط ا‬,‫ ﺑ‬hِ ‫ُﻣ‬
dietitian gZD H ‫أ‬
occupational therapist ‫ وظ‬hِ ‫ُﻣ‬
physiotherapist #‫ ط‬hِ ‫ُﻣ‬
prosthetist F @ ‫ ا ط اف ا‬H ‫أ‬
orthotist F @ ‫ ا ط اف ا‬H ‫أ‬

112
psychologist
forensic psychologist
psychotherapist
speech and language therapist
nurse/male nurse
‫ة‬/ / X ‫ة‬/hِ ‫ُﻣ‬
‫ة‬/ A ‫ة‬/ / X ‫ة‬/hِ ‫ُﻣ‬
‫ة‬/ / X ‫ة‬/hِ ‫ُﻣ‬
Z ‫ و‬: X hِ ‫ُﻣ‬
‫ة‬/‫ُﻣ َ ﱢض‬
113
23. Physical disability
In the language of the ICF, physical disability is today commonly understood in
the sense of human functioning and functional limitations. For physically
disabled people, important limitations are in everyday activities such as self-
care and housework, as well as activities related to work and leisure. For
physically disabled children, disability may be seen in the context of school
activities and play activities. Services which might be known as special
education services for physical disability support teachers and children in
mainstream schools to ensure maximum levels of participation. Sometimes, a
school for children with physical disabilities is seen as the best means of
meeting SEN. This may be the case when a child’s physical impairments are
severe in terms of limitations to motor function (especially when coupled with
limitations to sensory function).
The group of disorders known as cerebral palsies may result in such support
needs. Cerebral palsy is a consequence of infant brain damage, which limits
the child’s physical development and motor development. The impact on
motor abilities is often described as motor delay. In terms of fine motor skills,
there may be difficulties grasping and problems manipulating objects. In
terms of gross motor skills, there may be difficulties in motor control in areas
such as locomotion, posture, balance, and gait. Braces and splints may be
worn. The Gross Motor Function Classification System provides a five-level
framework for assessing such limitations to motor functioning. At level one,
the person walks without limitation; at level two, climbing stairs is possible by
holding the rail and walking possible on level surfaces; at level three,
wheelchairs, rollators, and crutches may be used independently; at level four,
self-mobility is limited and wheelchairs need to be pushed, or power
wheelchairs used; at level five, voluntary control of movement is restricted and
self-mobility is not possible, or possible only with a power wheelchair with
extensive adaptations.
A further relatively common disability is epilepsy. Epilepsy is characterised by
seizures or fits due to unusual electrical activity in the brain. There are
different types of epileptic seizures which people with epilepsy may
experience. Some fits are short and sudden interruptions of consciousness
which others might not even notice. Other fits are accompanied by collapse,
stiffening of the muscles, jerking of the limbs, and a loss of consciousness.
Impairments such as deformed limbs, restricted growth (that is, short stature),
or facial disfigurement form a different type of disability. The old-fashioned
sounding term physical malformation is sometimes used to describe such

114
disabilities. They may also be described in terms of visible difference. Such
disabilities may be congenital, or the result of disease, surgery, or accidents.
Accidents can also cause burns, spinal cord injury, and traumatic brain injury.
Physically disabled people are reliant on the environment being fully
accessible. This means buildings must be wheelchair accessible so that
wheelchair users can access them. Disabled people can make various home
adaptations, putting in shower handles or lowering kitchen worktops, for
instance. Various aids may be used to sit, stand, lift, reach, or do various tasks.

ICF ّ ِ ‫ وا‬I j‫[داء وا‬ ‫ا و‬QF ‫ا‬

physical disability / I ‫إ‬
human functioning ‫ ي‬%‫أداء ﺑ‬
functional limitation ‫ ّ وظ‬7َ
physically disabled person / I ‫ ذو إ‬s1A
self-care ّ D‫ذا‬ ‫ِر‬
housework bF‫أ ل ﻣ‬
leisure ‫ اغ‬9 nI‫و‬
physically disabled child / I ‫ِط ْ ذو إ‬
school activity &‫ ط ﻣ ر‬%X
play activity _ 9 D/W ‫ ط‬%X
special education services for physical ّ
/- ‫ ا‬I j ‫@ ﺑ‬ ّ D ‫َ َﻣ ت‬
disability
mainstream school ‫د‬ ‫ﻣ ر& ا‬
school for children with physical /- ‫ ت ا‬I j‫ﻣ ر& [ط ل ذوي ا‬
disabilities
SEN ّ 1‫ّ ا‬
@ ‫تا‬ 7 ‫ا‬
physical impairment ‫ ي‬/ Qْ \
َ
severe A
motor function ّS 7 ‫وظ‬
sensory function /7 ‫وظ‬
cerebral palsy ) ‫ دﻣ‬A
infant brain damage 8‫ دﻣ غ ا ﱡ \ﱠ‬Q D
physical development ‫ ي‬/ ,ّ ُ ُX

115
motor development S 7 ‫ّر‬,َ َD/,ّ ُ ُX
motor abilities ّ S 7 ‫ رات‬I
motor delay S 7 ]D
fine motor skills < I‫ ّ د‬S 7 ‫ﻣ_ رات‬
grasp u/ِ ْ ُ /Jِ#<ْ َ
manipulate objects ‫ ء‬A ‫ ﺑ‬S 7 W ُ +َD
gross motor skills ‫ ى‬#S ّ S 7 ‫ﻣ_ رات‬
motor control S 7 =‫ ﱡ‬D
locomotion <‫ ﱡ‬FD
posture ّ \‫و‬
balance ‫ا ُزن‬,D
gait /‫ا ﱠ‬ &‫ط < و‬
brace H # ‫اس و‬,I‫أ‬
splint H # ‫اس و‬,I‫أ‬
Gross Motor Function Classification #= ‫ ا‬S ‫ ا داء ا‬Q F D ‫ م‬TX
System
motor functioning S 7 ‫أداء وظ‬
walk without limitations ‫د‬, I ‫& دون‬
climb stairs ‫د ا رج‬, @
ُ
rail W iI/b 7
level surface < /‫ ُﻣ‬r &
wheelchair ( I j‫وي ا‬g & Sُ ) ‫ ْ & ُﻣ ﱢ ك‬Sُ
rollator W ‫ة ﺑ وا‬b S‫ر‬
crutch ‫ة‬b S‫ر‬/‫= ﱠز‬
self-mobility D‫ ﱡ< ذا‬FD
power wheelchair H ‫_ ﺑ‬S ‫ﱢ ك‬ ‫ ْ & ُﻣ‬Sُ
voluntary control of movements S ‫ ا‬O ّ ,‫ة ط‬ &
restricted ‫ﻣ َ ود‬/‫ر‬, ‫ﻣ‬
power wheelchair with extensive ‫ة‬ ‫ت‬+ D ‫ ذو‬H ‫_ ﺑ‬S ‫ ْ & ُﻣ ﱢ ك‬Sُ
adaptations
epilepsy ‫ا ّ ع‬
seizure hF‫ ﱡ‬%َD ‫ﺑ‬,X
116
fit hF‫ ﱡ‬%َD ‫ﺑ‬,X
electrical activity H ‫_ ﺑ‬S ‫ ط‬%X
brain ‫دﻣ غ‬
epileptic seizure ‫ﺑ ا ّ ع‬,X
person with epilepsy ‫ّ ع‬ ‫بﺑ‬ ‫ ﻣ‬s1A
consciousness ‫و‬
collapse y</
stiffening Wّ
jerking H -ُ 9 < ‫ ﱡك ﺑ‬D
limb ‫ط ف‬
loss of consciousness , ‫< ان ا‬9
impairment Qْ \
َ
deformed limb ‫ّه‬,%‫ط ف ُﻣ‬
restricted growth ‫ ي ﻣ ود‬/ ,ّ ُ ُX
short stature ٍ ‫ا<ﻣ‬ I
facial disfigurement k , ‫ه ا‬,%D
physical malformation ‫ ي‬/ ‫ه‬,%D
visible difference H ‫ ﻣ‬/‫ظ‬, ‫ف ﻣ‬+ ‫ا‬
congenital <ْ َ
disease ‫ﻣ ض‬
surgery 7‫ا‬
accident ‫ دث‬7
burn ‫ ق‬7
spinal cord injury ‫د ا < ي‬, ‫ ا‬9 ‫إ@ ﺑ‬
traumatic brain injury ‫ ا ﻣ غ‬9 ‫إ@ ﺑ‬
fully accessible ‫ ﻣ‬S =%‫ل إ _ ﺑ‬,@, ‫ ا‬L=
wheelchair accessible ‫ك‬ ‫ ِﻣ ا = & ا‬1 /ُ H+‫ُﻣ‬
wheelchair user ‫ك‬ ‫ ِ م ا = & ا‬1 /‫ُﻣ‬
home adaptation bF‫ ﻣ‬Qّ =َD
shower handle ‫ّم‬ ‫ ا‬u/ ْ ‫ َﻣ‬/Jَ#<ْ ‫ِﻣ‬
aid ْ ‫د‬/‫ ِ ة‬/‫ُﻣ‬

117
24. Hearing and visual impairments
There is a range of expressions used to describe various hearing impairments.
The terms hearing problems, hearing difficulties, hearing disorders, hearing
loss, presbycusis, and deafness are all used. People may describe themselves
as Deaf, hard of hearing, hearing impaired, or partially hearing. We thus talk
of people who are hard of hearing, people with hearing loss, people with
hearing impairments, Deaf people, and partially hearing people. In the field of
deaf education, teachers of the deaf usually speak of children with hearing
difficulties. Hearing impairments vary in severity from mild to profound. The
impairment may be congenital or acquired. The term deafened is sometimes
used to describe the latter, which may be prelingual or postlingual.
The Deaf community (note the capital ‘D’) form a minority culture. They are a
linguistic minority, that is, they use a minority language. Sign languages such
as British Sign Language are used. Such languages are not to be confused with
manually coded languages, such as Sign Supported English, or ways or
representing letters and numbers known as finger spelling, dactylology, and
finger alphabets. Hearing impaired children can be raised primarily with sign,
or primarily with spoken language. These approaches are known as
manualism and oralism respectively. Today, however, bilingual education
(sometimes known as Deaf bilingual-bicultural education) is the norm.
Bilingual Deaf people use lip-reading to understand oral language (that is,
vocal language). Technology such as hearing aids, induction loops, and
cochlear implants support hearing. Sign language interpreters, known as
communication support workers in schools and nurseries, translate into sign
language for sign language speakers. Deaf organisations offer Deaf awareness
training to hearing people.
The other main sensory impairment is blindness. Blind people and partially
sighted people (sometimes known as visually impaired people) have a visual
impairment (or vision difficulties). The term sight loss is used when a sighted
person loses their sight. Other terms for sight include vision, eyesight, and
visual acuity. The specialist teaching field is sometimes known as blind
education. Teachers of the blind and visually impaired may work in schools for
the blind and visually impaired. Such schools have access to a range of
resources: books in Braille and large print, optical reading aids, talking books,
tangible symbols, and computers with Braille displays and Braille embossers.
Blind and Deaf people have sensory needs. These needs are particularly
significant in the case of deafblindness. Deafblind people and partially
deafblind people are sometimes described as having dual sensory impairments

118
or multi-sensory impairments. These individuals’ communication needs are
considerable, particularly if they are congenitally deafblind. Experiences are
had via touch (that is, tactile-kinaesthetic perception) aided by the use any
residual vision or residual hearing. Communication employs tactile signing.

hearing impairment & Qْ \

َ
hearing problem & =%‫ُﻣ‬
hearing difficulties & ‫ﺑ ت‬, @
ُ
hearing disorder & ‫اب‬ ْ\‫ا‬
hearing loss 8 / ‫ُ< ان ا‬9
presbycusis ,1 A @
deafness ‫ا ﱠ‬
deaf ّ @‫أ‬
hard of hearing & ‫ﺑ ت‬, @‫ذو‬
hearing impaired 8 /‫ ا ﱠ‬Q \
partially hearing 8 /‫ ا ﱠ‬Q \
person who is hard of hearing & ‫ﺑ ت‬, @ ‫ ذو‬s1A
person with hearing loss 8 /‫< ان ا ﱠ‬9 L‫ ﻣ‬X s1A
person with a hearing impairment & Qْ \
َ L‫ ﻣ‬X s1A
deaf person ‫ أ@ ﱠ‬s1A
partially hearing person 8 /‫ ا ﱠ‬Q \ s1A
deaf education ‫ا ﱡ‬
teacher of the deaf ‫ة ا ﱡ‬/ ‫ُﻣ ﱢ‬
child with hearing difficulties ّ ُ L‫ ﻣ‬X ُ ْ ‫ِط‬
& ‫ﺑ ت‬, @
severity ‫ ﱠ ة‬Aِ
mild Q
profound ‫ ّد‬7
congenital <ْ َ
acquired W/َ =‫ُﻣ‬
deafened <ْ َ ) َ@
َ
prelingual ‫ﱡ‬
: F ‫ ا‬#I ‫ﻣ‬
postlingual : F‫ﻣ ﺑ ا ﱡ‬

119
deaf community ‫ ا ﱡ‬8 َ ْ-‫ُﻣ‬
minority culture ّ I ‫ ا‬9 <c
linguistic minority ,Zُ I‫أ‬
minority language ّ I ‫ ا‬Z
sign language ‫ رة‬Aj‫ ا‬Z
British Sign Language X # ‫ رة ا‬Aj‫ ا‬Z
manually coded language ً ‫ ﱠ ة و‬%‫ ُﻣ‬Z
finger spelling 8‫ ء ا @ ﺑ‬-‫ِھ‬
dactylology 8‫ ﺑ @ ﺑ‬Wُ‫ ط‬1‫ا ﱠ‬
finger alphabet 8‫ا @ ﺑ‬ -‫أﺑ‬
manualism ‫ رة ا و‬Aj‫ ا‬Z ‫ ﺑ‬D
oralism ّ T ‫ ا ﱠ‬Z‫ ﺑ ا ﱡ‬D
bilingual education Z‫ ا ﱡ‬H ُFc D
Deaf bilingual-bicultural education ‫ﱡ‬ 9 <‫ﱠ‬R ‫ وا‬Z‫ ا ﱡ‬H Fُc D
bilingual deaf person ‫ رة‬Aj‫ ا‬Z ‫د‬, < ‫ )أي وا‬Z‫ا ﱡ‬ H Fُc ّ @‫أ‬
(‫ ه‬% ‫اءة ا‬ I‫ا و و‬
lip-reading ‫ه‬ %‫ اءة ا ﱢ‬I
oral language ّ T Zُ
vocal language ّT Zُ
hearing aid 8 /‫ ا ﱠ‬,<D ‫_ ز‬
induction loop l ‫ ة ا‬H‫دا‬/ < 7
cochlear implant ‫ا ذن‬ I,I ‫زرع‬
sign language interpeter ‫ رة‬Aj‫ ا‬Z ‫ري‬,9 ِ ‫ُﻣ‬
communication support worker @‫ا‬,‫ ل ا ﱠ‬-‫ َﻣ‬9 ِ /‫ُﻣ‬
sign language speaker ‫ رة‬Aj‫ ا‬Z ‫ﻣ َ ّ ث‬
Deaf organisation ‫ﱠ ا ﱡ‬TF‫ُﻣ‬
Deaf awareness training ‫ا ﱡ‬L , ‫ ا‬%F W ‫ ر‬D
hearing person #‫ط‬ & ‫ رة‬I ‫ ذو‬s1A
sensory impairment /7 Qْ \
َ
Blindness Q=‫ا‬
blind person Q S s1A
partially sighted person ‫ي‬ ‫ ﺑ‬Qْ \
َ ‫ ذو‬s1A
120
visually impaired person ‫ي‬ ‫ ﺑ‬Qْ \
َ ‫ ذو‬s1A
visual impairment ‫ ﺑ ي‬Qْ \َ
vision difficulties ‫ﺑ ت ﺑ‬, @
sight loss # ‫< ان ا‬9
sighted person #‫ط‬ ‫ رة ﺑ‬I ‫ ذو‬s1A
sight ‫ﺑ‬
vision ‫رؤ‬
eyesight ‫ﺑ‬
visual acuity ‫ ّ ة ﺑ‬7َ
blind education 9 =‫ا‬
teacher of the blind and visually impaired ‫ي‬ # ‫ ا‬Qْ iَ ‫ ء وذوي ا‬S ‫ة ا‬/ ‫ُﻣ ﱢ‬
school of the blind and visually impaired ‫ي‬ # ‫ ا‬Qْ iَ ‫ ء وذوي ا‬S ‫ﻣ ر& ا‬
Braille ‫< اءة‬ ‫ ﺑ‬-_F‫ﻣ‬
large print #S y1‫ﺑ‬ #‫ط‬
optical reading aid ‫ي‬ # ‫ز ا < اءة ا‬b‫ُﻣ ﱢ‬
talking book :‫ ط‬X X‫ ب إ = و‬Sِ
tangible symbols &, ‫ز ﻣ‬,‫رﻣ‬
Braille display ‫ ﺑ‬7,
Braille embosser ‫ز ﺑ‬,‫رﻣ‬ ‫طﺑ‬
sensory needs /7 ‫ت‬ 7‫ا‬
deafblindness L 9, = ‫ا ﱡ ا‬
deafblind person Q S @‫ أ‬s1A
partially deafblind person &‫ي و‬ ‫ ﺑ‬Qْ \ َ ‫ ذو‬s1A
dual sensory impairment ‫د َوج‬b‫ ُﻣ‬/‫ ﱢ‬7 Qْ \
َ
multi-sensory impairment ‫ ُﻣ ﱢد‬/‫ ﱢ‬7 Qْ \َ
congenitally deafblind ً <ْ َ Q S‫أ@ ّ و‬
touch `ْ
tactile-kinaesthetic perception /ْ /‫ ﱢ‬7 ‫إدراك‬
residual vision ‫< ﱢ‬# ُ ‫ا ﱡ ؤ ا‬
residual hearing ‫<ﱢ‬# ُ ‫ ا‬8 /‫ا ﱠ‬
tactile signing / ْ ‫ ا ﱠ‬Z‫ ا ﱡ‬# @ ُ ‫ا‬,‫ا ﱠ‬

121
25. Social, emotional, and behavioural difficulties
The labels of social, emotional, and behavioural difficulties, behavioural,
social, and emotional difficulties, or emotional and behavioural difficulties are
often applied to young people whose behaviour, particularly in classroom
situations, is perceived as disturbed or disturbing. Commonly used alternative
terms include emotional and behavioural disorders, behavioural difficulties,
difficult behaviours, behavioural problems, challenging behaviour, and the
internationally used American terms behavioural disorders and emotionally
disturbed. Various combinations of the letters ‘S’, ‘E’, ‘B’, and ‘D’ are also
common, hence phrases such as children with SEBD. In ICD terms, the group of
disorders characterised by repetitive and persistent dissocial, aggressive, or
defiant conduct is known as conduct disorders. Children may go to SEBD
special schools (or EBD special schools). A further key organisation in England
is the pupil referral unit. This unit is a school for excluded pupils. Behaviour
support services are offered by English councils. Mainstream schools have
learning support units. The field is referred to as SEBD teaching, or more often
simply SEBD. Specialist teachers are usually known as SEBD teachers or SEBD
teaching assistants.
SEBD pupils are often identified on account of their disruptive behaviour at
school. This conduct violates behavioural norms and may be developmentally
inappropriate. The difficulties are characterised by particular attitudes and
feelings, namely those of disaffection, alienation, and hostility towards others.
Empathy and respect may be lacking. SEBD can lead to fixed-period exclusion
from school or even permanent exclusion from school. However, pupils’
conduct may be linked to the experiences they have previously had. This can
include having experienced social disadvantage, ineffective parental
discipline, physical punishment, parental rejection, peer rejection, and
academic failure. Such troubled young people may well have an associated
moderate learning difficulty which additionally impacts on their educational
attainment.
Sometimes SEBD is discussed in the context of particular disorders. The ICD 10
group behavioural and emotional disorders with onset usually occurring in
childhood and adolescence allows for some differentiation in diagnosis. The
first of these, hyperkinetic disorders, is comparable to what is often called
attention deficit/hyperactivity disorders (ADHD). The remaining ICD 10
categories are, in order: conduct disorders, mixed disorders of conduct and
emotions, emotional disorders with onset specific to childhood, disorders of
social functioning with onset specific to childhood and adolescence, tic

122
disorders, and other behavioural and emotional disorders with onset usually
occurring in childhood and adolescence. The range of behaviours, symptoms,
and disorders that lie behind SEBD is wide. Many can be described as either
externalising behaviours or internalising behaviours. Externalising behaviours
include bullying, group bullying, youth violence, damaging property, and
assault. Internalising behaviours include self-harming, becoming withdrawn,
and developing somatic disorders.

label W < D/ /D
social emotional and S, &ُ ‫ و‬/ X‫ّ و‬ ‫ﺑ ت ا‬, @
ُ
behavioural difficulties
behavioural social and / X‫ّ و‬ ‫ وا‬S, &ُ ‫ﺑ ت‬, @
ُ
emotional difficulties
emotional and behavioural S, &ُ ‫ و‬/ X ‫ﺑ ت‬, @
ُ
difficulties
classroom situation &‫ا ر‬ ‫ ا ﱠ‬8\, ‫ا‬
disturbed ‫ِب‬ i‫ ُﻣ‬/h ِ bF‫ُﻣ‬
disturbing h ِ b‫ُﻣ‬
emotional and behavioural S, &ُ ‫ و‬/ X ‫اﺑ ت‬ \‫ا‬
disorders
behavioural difficulties S, &ُ ‫ﺑ ت‬, @
ُ
difficult behaviour W @ ‫ك‬, &ُ
behavioural problem S, &ُ =%‫ُﻣ‬
challenging behaviour W @/‫ك ﻣ َ ّ ي‬, &ُ
behavioural disorder S, &ُ ‫ا\ اب‬
emotionally disturbed ً ‫ ط‬/ً / X ‫ ب‬i‫ﻣ‬
child with SEBD S, &ُ / X ّ ‫ﺑ ت ا‬, @ L‫ ﻣ‬X ْ ‫ِط‬
repetitive ‫= اري‬D
pesistent ‫إ@ اري‬
dissocial ‫) ا‬
aggressive X‫وا‬
defiant َّ ‫ﻣ‬
conduct ‫ك‬, &ُ
conduct disorder ‫ك‬, &ُ ‫اب‬ \‫ا‬
123
SEBD special school S, /ُ ‫ ا‬/ F ‫ّ ا‬ ‫ﺑ ت ا‬, ّ
‫وي ا‬g @ &‫ﻣ ر‬
EBD special school S, /ُ ‫ وا‬/ F ‫ﺑ ت ا‬, ّ
‫وي ا‬g @ &‫ﻣ ر‬
unit ‫ ة‬7‫و‬
excluded pupil ‫ة‬/ َ #ْ /ْ ‫ة أو ُﻣ‬/‫ول‬b ‫ة ﻣ‬/W ‫ط‬
behaviour support service ‫ك‬, /ُ ‫ِ ْ ﻣ دا‬
council `ِ -‫ًﻣ‬
mainstream school ‫د‬ ‫ﻣ ر& ا‬
learning support unit ‫ا ﱠ ا ا‬/ ‫ َ ة د ْ ا ﱠ‬7َ ‫و‬
SEBD teaching S, /ُ ‫ ا‬/ F ‫ّ ا‬ ‫ﺑ ت ا‬, ‫وي ا ﱡ‬g ` ‫ا ﱠ ر‬
SEBD S, &ُ / X ّ ‫ﺑ ت ا‬, @
ُ
SEBD teacher S, /ُ ‫ ا‬/ F ‫ّ ا‬ ‫ﺑ ت ا‬, ‫وي ا‬g ‫ة‬/ ‫ُﻣ ﱢ‬
SEBD teaching assistant / F‫ّ ا‬ ‫ﺑ ت ا‬, ‫ر ` ذوي ا‬‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ُﻣ‬
S, /ُ ‫ا‬
SEBD pupil S, &ُ / X ّ ‫ﺑ ت ا‬, @ ‫ة ذو‬/ &‫ة ﻣ ر‬/W ‫ط‬
disruptive behaviour : ‫ ُﻣ‬/ # 1D ‫ك‬, &ُ
violate behavioural norms S, /ُ ‫اف ا‬ ‫ _ ك ا‬X‫ا‬
developmentally ً ,ّ ُ ُFD/,ّ ُ ُF ‫ ا‬7 ‫ ﻣ‬8‫ ﻣ‬H+‫) ُﻣ‬
inappropriate
disaffection O\‫ م ر‬/‫ا& ء‬
alienation bُْ
hostility ‫اوة‬
fixed-period exclusion from ‫ة ﻣ َ ّ دة‬ &‫ ا ر‬L‫ﻣ‬ ‫ا‬/‫ د‬# &‫ا‬
school
permanent exclusion from &‫ ا ر‬L‫ ﻣ‬H‫ا ا‬ ‫ا‬/‫ د‬# &‫ا‬
school
social disadvantage ‫ ا‬Qْ \
َ <X/:H
parental discipline ,‫ ﺑ أﺑ‬D/y#\
physical punishment X ‫ﺑ‬/‫ ي‬/ ‫ِ < ب‬
parental rejection L ‫ا‬, ‫ ا‬L‫ ﻣ‬J9ْ ‫ر‬
peer rejection ‫ ان‬I ‫ ا‬#I L‫ ﻣ‬J9ْ ‫ر‬
academic failure ‫ د‬S‫ أ‬%9
troubled ‫ﱢ‬R ‫ُﻣ‬

124
moderate learning difficulty &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @
ُ
educational attainment &‫أداء ﻣ ر‬
disorder ‫اب‬ \‫ا‬
behavioural and emotional , ‫ ا‬7 ‫ل ﻣ‬+ _TD / X‫ و‬S, &ُ ‫ا\ اﺑ ت‬
disorders with onset usually <َ‫وا ُ اھ‬
occuring in childhood and
adolescence
hyperkinetic disorder ‫ ا ُ ِط‬S ‫اب ا‬ \‫ا‬
attention, disorder ‫ ا ُ ِط‬S ‫ا‬/b S ‫ ا ﱠ‬Qْ \
َ ‫اب‬ \‫ا‬
deficit/hyperactivity
ADHD ‫ط‬ ‫ ا‬S ‫ا‬/b S ‫ ا ﱠ‬Qْ \
َ ‫اب‬ \‫ا‬
mixed disorder of conduct ‫ ط‬- / X‫ و‬S, &ُ y 1‫اب ﻣ‬ \‫ا‬
and emotions
emotional disorder with , ‫ ا‬7 ‫ل ﻣ‬+ _T ‫ ط‬- / X ‫اب‬ \‫ا‬
onset specific to childhood
disorder of social , ‫ ا‬7 ‫ل ﻣ‬+ _T ‫ا\ اب ا داء ا‬
functioning with onset <َ‫وا ُ اھ‬
specific to childhood and
adolescence
tic disorder < F ‫ ّ أوا‬S ‫اب ا ّة ا‬ \‫ا‬
other behavioural and , ‫ ا‬7 ‫ل ﻣ‬+ ‫ى‬ ‫ أ‬/ X‫ و‬S, &ُ ‫ا\ اﺑ ت‬
emotional disorders with <َ‫وا ُ اھ‬
onset usually occuring in
childhood and adolescence
externalising behaviour ‫ ر‬1 ‫ك ا‬, /ُ ‫ا‬
internalising behaviour ‫ك ا ا‬, /ُ ‫ا‬
bullying ‫ ﱡ‬FD
group bullying ‫ ت‬, - ‫ ا‬# ‫ ﱡ‬FD
youth violence ‫ ب‬#%‫ ا ﱠ‬QFْ ُ
damaging property ‫ ﻣ = ت‬W 1D
assault ‫ا اء‬
self-harming ` ‫ﱠ‬F ‫اء ا‬g ‫إ‬
withdrawn ‫ل‬b F‫ﻣ‬/k/ X O ,ٍ F‫ﻣ‬
somatic disorder ‫ ي‬/ ‫ا\ اب‬

125
26. Learning difficulties
Terminology in the field of learning difficulties is confusing and sometimes
very unclear. In the English language, terms vary depending on which side of
the Atlantic you are on. The British English term, learning difficulties, is
extremely broad. On the one hand, it includes people whose educational
attainment is simply well below average; on the other, it includes people with
profound and multiple difficulties.
Following English terminology, children with poor social adaptive skills and IQ
(intelligence quotient) scores of less than 80 may be loosely considered to
have general learning difficulties (or global learning difficulties). These
difficulties are subdivided into four categories, which describe relatively
distinct groups. For clarity, the newest international and North American
medical terms are mentioned here, as they correspond to revised ICD 11 and
DSM V categories. These relatively neutral terms, disorder of intellectual
development and intellectual disability have replaced the earlier concept of
mental retardation, which had long been rejected and criticised by disabled
people. The use of IQ scores noted here comes from earlier categorisations:
the trend is to move away form a reliance on IQ measurement when
classifying learning difficulties.
Children with borderline learning difficulties may be experiencing difficulties at
school, but have an IQ above 70. They would not therefore normally be
diagnosed as having learning difficulties in the ICD 11 sense of disorder of
intellectual development. Children with moderate learning difficulties (in
American English, children with a mild intellectual disability, in WHO language,
a mild disorder of intellectual development ) would more easily come to the
attention of teachers due to having learning weaknesses and an IQ of below
70. The cause of their difficulties may be more readily accountable in terms of
social factors or environmental factors than bio-medical factors. In contrast,
children with severe learning difficulties will often be diagnosed before
entering nursery education, due to having a disorder such as autism, cerebral
palsy, or Down syndrome. In US terms, these children have a moderate
intellectual disability or a severe intellectual disability, in ICD 11 terms, a
moderate disorder of intellectual development or severe disorder of
intellectual development. The final group is children with profound learning
difficulties (or, in North America, children with a profound intellectual
disability, in the ICD 11, children with a profound disorder of intellectual
development). The above terms can also be used to describe adults.

126
A number of further terms should be mentioned here. The ICD 10 category,
specific developmental disorders of scholastic skills includes disorders that
affect many children with a normal or high IQ. Children with these disorders
experience learning problems in one area, but not in others. Britons thus
speak of a specific learning difficulty (readers should be mindful that North
Americans confusingly shorten this term to learning difficulty). Key ICD 10
groups here are the specific reading disorder (including developmental
dyslexia, sometimes simply called dyslexia), the specific spelling disorder, and
the specific disorder of arithmetical skills. The first two of these fall into the
wide category of reading and writing difficulties. Finally, to confuse the reader
further, it should be noted that the term learning difficulty is used in two
additional contexts. Firstly, adults with severe learning difficulties use it to
describe themselves as people with learning difficulties. Secondly, in the
British context of SEN, the term learning difficulty is used to indicate the
specific barrier to learning that a child has on account of their disability. This
use of the term thus indicates SEN, but not necessarily intellectual
impairment.
In England, support for pupils with borderline and moderate learning
difficulties normally takes place in a mainstream school setting. Boosting the
level of pupils’ literacy and numeracy is a primary goal. Fighting functional
illiteracy is particularly crucial. Particular methods may be employed to
address such issues, for instance cooperative learning, paired reading, or the
reading recovery scheme. Pupils’ learning weaknesses may also result from
difficulties with problem solving, logical thinking, and applying knowledge.
Concentration difficulties and motivation problems can further impact on
learning.

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @

educational attainment D
below average ‫دي‬ ‫ى ا‬, /ْ ُ ‫دون ا‬
profound and multiple difficulties ‫ دة و ُﻣ ﱢدة‬7 ‫ﺑ ت‬, @
social adaptive skills ‫ ا‬Qّ =َ ‫ﻣ_ رات ا‬
IQ ‫ ء‬Sg‫ُﻣ ﱠ ل ا ﱠ‬
intelligence quotient ‫ ء‬Sg‫ُﻣ ﱠ ل ا ﱠ‬
general learning difficulties ‫ﻣ‬ ‫ ﱡ‬D ‫ﺑ ت‬, @ ُ
global learning difficulties ّ ‫ ﱡ‬D ‫ﺑ ت‬, @
ُ

127
ICD 11 ‫ا د‬ # ‫[ﻣ اض ا‬ ‫ ا ﱠو‬Q F ‫ا ﱠ‬
‫ ة‬%
DSM V 1% ‫د ا \ اﺑ ت ا < ا‬
/‫ ﻣ‬1 ‫ ا‬# ‫ ا‬H 7j‫وا‬
disorder of intellectual development F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ا\ اب ا‬
intellectual disability F‫ ذھ‬I ‫إ‬
IQ score ‫ ء‬Sg ‫ ﻣ ل ا‬- X/‫ى‬, /ْ ‫ُﻣ‬
IQ measurement ‫ ء‬Sg ‫ِﻣ< س ﻣ ل ا‬
borderline learning difficulties ّ َ ‫ﺑ ت ا ﱡ ا‬, @
ُ
moderate learning difficulties &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ ُ
mild intellectual disability F‫ ذھ‬I ‫إ‬
mild disorder of intellectual F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 Q ‫اب‬ \‫ا‬
development
learning weakness ‫ﱡ‬ ‫ ا‬9 Qْ \
َ
social factor ‫ﻣ ا‬
environmental factor E‫ﻣ ﺑ‬
bio-medical factor ّ#‫ط‬ ,,‫ﻣ ﺑ‬
severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @
ُ
nursery education X i ‫ ا‬9 ‫ا ﺑ‬/ ‫ا ﱠ‬
autism ‫ﱡ‬7,D
Cerebral palsy ‫ ا ﱢﻣ غ‬A
Down syndrome ‫زﻣ داون‬+
ِ ‫ُﻣ‬
moderate intellectual disability &, ‫ ﻣ‬F‫ ذھ‬I ‫إ‬
severe intellectual disability ‫ ة‬A F‫ ذھ‬I ‫إ‬
moderate disorder of intellectual F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 y&‫ ﱢ‬, ‫اب ُﻣ‬ \‫ا‬
development
severe disorder of intellectual F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 A ‫اب‬ \‫ا‬
development
profound learning difficulties ‫ ّدة‬7 ‫ ﱡ‬D ‫ﺑ ت‬, @
ُ
profound intellectual disability ‫ ّدة‬7 F‫ ذھ‬I ‫إ‬
profound disorder of intellectual F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 ‫ ّد‬7 ‫اب‬ \‫ا‬
development

128
ICD 10 ‫ ة‬A ‫ا‬ #‫[ﻣ اض ا ﱠ‬ ‫ ا ﱠو‬Q F ‫ا ﱠ‬
specific developmental disorders of ‫ ا _ رات‬9 ‫ ُﻣ َ ّ دة‬,ّ ُ ُFD ‫ا\ اﺑ ت‬
scholastic skills &‫ا ر‬
learning problem ‫ ا ﱡ‬9 =%‫ُﻣ‬
specific learning difficulty ‫ﱡ‬ ‫ ا‬9 Fّ ‫ ُﻣ‬/‫ﺑ ﻣ َ ّ دة‬, @ُ
specific reading disorder ‫ ا < اءة‬9 Lّ ‫ ُﻣ‬/‫ا\ اب ُﻣ َ ّ د‬
developmental dyslexia ‫ي‬,ّ ُ ُF ‫ ا < اءة ا‬/ْ ُ
dyslexia ‫ ا < اءة‬/ْ ُ
specific spelling disorder E-_ ‫ ا‬9 ‫ا\ اب ُﻣ َ ّ د‬
specific disorder of arithmetical skills ‫ ﺑ‬/ ِ ‫ ا _ رت ا‬9 ‫ا\ اب ُﻣ َ ّ د‬
reading and writing difficulties ‫ ا < اءة وا = ﺑ‬9 ‫ﺑ ت‬, @
ُ
adult with severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ ُ ‫ ذو‬x ‫ ﺑ‬s1A
person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @
ُ ‫ ذو‬s1A
SEN ّ
@ ّ D ‫ ت‬7‫ا‬
learning difficulty ‫ ﱡ‬D ‫ﺑ‬, @
ُ
barrier to learning ‫ﱡ‬ b 7/:H
intellectual impairment F‫ ذھ‬Qْ \
َ
mainstream school ‫د‬ ‫ﻣ ر& ا‬
literacy ‫ ا < اءة وا = ﺑ‬9 ‫ﻣ‬
numeracy ‫ م‬I‫ ا ر‬9 ‫ﻣ‬
functional illiteracy H‫أدا‬/ ّ ‫ظ‬, ‫ا ُﻣ ﱠ ا‬
cooperative learning X‫ و‬D ‫ ﱡ‬D
paired reading (L 1A L ‫ )ﺑ‬Xِ <‫ اءة ُﻣ‬I
reading recovery scheme ‫ ا& دة ﻣ_ رة ا < اءة‬h‫ ﻣ‬X ‫ﺑ‬
problem solving S% ‫ ّ ا‬7
logical thinking < F‫ = ﻣ‬D
apply knowledge ‫ا‬/ 9 ‫ ا‬: ّ# D
concentration difficulties b S ‫ ا‬9 ‫ﺑ ت‬, @
ُ
motivation problem 9‫ ا ا‬9 =%‫ُﻣ‬

129
27. Severe learning difficulties
Terminology in the field of learning difficulties (sometimes spoken of as a
learning disability) often confuses the non-native speaker. In England, a
person with an intellectual impairment is known as a person with learning
difficulties, a person with a learning disability, a learning disabled person, or
sometimes a person with the label of learning difficulties. The North American
terms intellectual disability and developmental disability are also used in
international discourses. Older terms such as mentally handicapped or
educationally subnormal must be strictly avoided, as they are considered
highly offensive today. The older medical terms used in the ICD 10 such as
arrested development of the mind and mental retardation are seldom used by
learning disabilities practitioners and learning disabilities teachers, and may be
considered similarly inappropriate. It should be noted that the English term
learning difficulties and the IQ values used in diagnosis are much broader than
in some countries. In other words, the term learning difficulties actually refers
to at least two separate groups of people, as categorised in other languages.
This distinction is clearest in the language of special education for children
with learning difficulties. Children with moderate learning difficulties are often
distinguished from children with severe learning difficulties, and, in some
countries, taught separately in different special schools for children with
learning difficulties.
Severe and profound learning disabilities may be associated with Down’s
syndrome (often shortened slightly to Down syndrome, and, in rare cases
known as trisomy 21), infantile cerebral palsy, congenital metabolic disorders,
fetal alcohol syndrome, infant brain damage, premature birth, or a number of
other medical causes. The English term learning difficulties encompasses a
diverse range of symptoms and behaviours related to cognitive functioning
and cognitive intelligence. In terms of early childhood development,
developmental delays may be present in areas such as motor development,
cognitive development, language development, and social development. These
are interrelated. Weaknesses in short term memory and verbal memory lead
to language problems, for instance.
Teaching and training can address such weaknesses. In general, people with
learning difficulties are able to pick up a range of social skills and practical
skills. These skills can help them deal well with everyday situations, and thus
improve their perceived self-efficacy and self-esteem. People with learning
difficulties are vulnerable. Throughout history their rights in areas such as

130
relationships, parenthood, sexuality, and education have been violated. Self-
advocacy and independent advocacy are helping to protect these rights today.
A final ICD 10 category of disorders that should be mentioned here are the
developmental disorders known as pervasive developmental disorders. Some
of these are together known as autism spectrum disorders, or autism for
short. Childhood autism and atypical autism are characterised by problems
with social interaction, communication, and restricted, stereotyped, repetitive
behaviour. This behaviour is sometimes described as autistic behaviour, but it
is worth taking care with the English adjective autistic, which is rarely used.

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @

ُ
learning disability ‫ﱡ‬ ‫ ا‬9 I ‫إ‬
person with an intellectual impairment F‫ ذھ‬Qْ \َ L‫ ﻣ‬X ُ s1A
person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A
person wtih a learning disability ‫ﱡ‬ ‫ ا‬9 I ‫ ذو إ‬s1A
learning disabled person ‫ﱡ‬
‫ ا‬9 I ‫ ذو إ‬s1A
person with the label of learning ‫ﱡ‬
" D ‫ﺑ ت‬, @ ‫ "ذو‬kX]‫ ﺑ‬QF@ s1A
difficulties
intellectual disability F‫ ذھ‬I ‫إ‬
developmental disability H X I ‫إ‬
offensive L _‫ُﻣ‬
arrested development of the mind < ‫ا‬/ F‫ھ‬g ‫ّر ا‬,َ َ ‫ ا‬9 QI‫ ﱡ‬,D
learning disabilities practitioner 9 I j‫ ل ذوي ا‬-‫ َﻣ‬9 ّ F_‫ُﻣ ِرس ِﻣ‬
‫ا ﱡ‬
learning disabilities teacher ‫ ا ﱡ‬9 I j‫وي ا‬g ‫ة‬/ ‫ُﻣ ﱢ‬
inappropriate H+‫) ُﻣ‬
special education for children with ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫@ [ط ل ذوي‬
ّ ‫ ﺑ‬D
learning difficulties
child with moderate learning difficulties &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ ‫ِط ْ ذو‬
child with severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ِط ْ ذو‬
special school for children with learning ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫@ [ط ل ذوي‬ ّ &‫ﻣ ر‬
difficulties
severe A

131
profound ‫ ّد‬7
Down's syndrome ‫زﻣ داون‬+
ِ ‫ُﻣ‬
Down syndrome ‫زﻣ داون‬+
ِ ‫ُﻣ‬
trisomy 21 21 Z# ‫ ا‬l R ‫ا‬
infantile Cerebral palsy \ ‫ ا‬7 ‫ ﻣ‬9‫ ا ﻣغ‬A
congenital metabolic disorder ْ< 1َ ‫ ا‬H‫ا‬gZ ‫ ا‬R ‫ا\ اب ا‬
fetal alcohol syndrome F F- ‫ل ا‬, = ‫زﻣ ا‬+ ِ ‫ُﻣ‬
infant brain damage 8‫ دﻣ غ ا ﱡ \ﱠ‬Q D
premature birth ‫ ﱢ= ة‬#‫و دة ُﻣ‬
medical cause ّ#‫ ط‬W#&/W#/‫ُﻣ‬
cognitive functioning S‫إدرا‬ ‫وظ‬
cognitive intelligence 9 ‫ ء ا‬S‫ذ‬
early childhood development ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ا‬ FD
developmental delay ‫ي‬,ّ ُ ُFD ]D
motor development S 7 ‫ّر‬,َ َD
cognitive development 9 ‫ّر ﻣ‬,َ َD
language development ‫ي‬,Zُ ‫ّر‬,َ َD
social development ‫ّر ا‬,َ َD
weakness Qْ \
َ
short term memory ‫ةا ﻣ‬ I ‫ ة‬S‫ذا‬
verbal memory ّ T ‫ ة‬S‫ذا‬
language problem ,Zُ =%‫ُﻣ‬
social skill ّ ‫ﻣ_ رة ا‬
practical skill ّ ‫ﻣ_ رة‬
everyday situation ‫ﻣ‬, 8 ْ\‫و‬
perceived self-efficacy ّ D‫ا‬g ‫ ا = ءة ا‬L ‫ﱡ ر‬, َD
self-esteem ‫ات‬g‫ ا ﱠ‬I
vulnerable Q \/ 1 ‫ُﻣ ﱠض‬
relationship I+ ِ
parenthood ‫ة‬,‫أﺑ‬

132
sexuality X /F
education Q <RD/ D/ ‫ ﺑ‬D
self-advocacy ّ D‫@ ة ذا‬
َ F‫ُﻣ‬
independent advocacy ّ < /‫ @ َ ة ُﻣ‬F‫ُﻣ‬
developmental disorder ,ّ ُF ‫ا‬/‫ي‬,ّ ُ ُFD ‫ا\ اب‬
pervasive developmental disorder %ِ F ُ ‫ ا‬,ّ ُ ُF ‫ا\ اب ا‬
autism spectrum disorder ‫ﱡ‬7, ‫ ا‬Q ‫اب ط‬ \‫ا‬
autism ‫ﱡ‬7,D
childhood autism ‫ﱡ ا ط ل‬7,D
atypical autism ‫دي‬ ‫ﱡ ) ا‬7,D
social interaction ‫ا‬ D
restricted, stereotyped, reptitive ‫= اري‬D ، X ، ّ <‫ك ُﻣ‬, &ُ
behaviour
autistic behaviour ‫ﱡ ي‬7,D ‫ﱡ ف‬ D/‫ك‬, &ُ

133
28. Profound and multiple learning disabilities
The individuals known as people with profound and multiple learning
disabilities form a heterogeneous and somewhat imprecisely defined group.
Alternative terms for this group include people with profound multiple
disabilities in international literature and people with profound and multiple
learning difficulties in special education literature. The newer term, severe or
profound core activity limitations, is also entering use. These terms are often
used to describe people having a severe or profound dual sensory disability
coupled with an intellectual impairment and possibly additional disabilities.
These people can perhaps best be understood in terms of their needs. To have
experiences with other people they need physical closeness and
communication based on multi-sensory support approaches. The level of
support they require is extensive. Anxiety and multi-sensory deprivation
represent real risks.
There are various support approaches. Some interventions are direct, and
based on observation and support which is structured and led by the helper.
Alternatively, support may be indirect and unstructured, facilitating incidental
learning. Alongside ensuring physical wellbeing and supporting perception,
establishing social relationships is a key objective of stimulation. There is a
range of specific support concepts, many associated with their originators. A
few maybe listed here: active learning, the Affolter concept, the Son-Rise
programme, and intensive interaction. In the English language, the term
sensory often finds its way into the names of particular support concepts.
Readers will find references to support approaches such as sensory
stimulation, multi-sensory education, and sensory integration therapy.
The way in which individuals have sensory experiences when responding to
sensory inputs leads to a number of concepts. Engagement or receptiveness is
associated with positive reactions, sensory defensiveness with negative
reactions. Self-engagement behaviours (sometimes called self-stimulation),
stereotypic behaviours, and, in extreme cases, self-injurious behaviours, are
seen as problematic. In particular, they hinder the development of an interest
in outside stimuli: object engagement and person engagement. A precondition
for successful engagement with things and people is that the individual’s
sensory needs are understood. Individuals can be over-stimulated by sensory
overload, in the form of loud noises, for instance. Conversely, they can be
under-stimulated when a sensory environment is lacking in stimulation.
Sensory input may be in one of many areas: visual, auditory, olfactory,
gustative, and somatosensory. These correspond to the senses to seeing,

134
hearing, smelling, tasting, and feeling (or touching). Somatic stimulation may
be further subcategorised into vestibular, vibratory, and tactile/haptic or
tactile/kinesthetic inputs. Special schools often have hydrotherapy pools,
multi-sensory rooms, or snoezelen rooms.

person with profound and multiple ‫ ّدة و ُﻣ ﱢدة‬7 ‫ ت‬I ‫ ذو إ‬s1A

disabilities
person with profound multiple ‫ ّدة‬7 ‫ ت ُﻣ ﱢدة‬I ‫ ذو إ‬s1A
disabilities
person with profound and multiple ‫ ّدة و ُﻣ ﱢدة‬7 ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A
learning difficulties
special education ّ
@ ‫ ﺑ‬D
severe or profound core activity & & ‫ ط ا‬%F ‫ ا‬9 ‫ ّدة‬7 ‫ ة أو‬A ‫د‬, I
limitation
severe A
profound ‫د‬7
dual sensory disability ‫دو‬b‫ ﻣ‬/7ِ I ‫إ‬
intellectual impairment F‫ ذھ‬Qْ \
َ
additional disabilities 9 \‫ ت إ‬I ‫إ‬
needs ‫ت‬ 7‫ا‬
physical closeness ‫ ي‬/ ‫ُ ْ ب‬I
multi-sensory support approach ‫اس‬, ‫ ا ْ ا ُ ﱢد ا‬h_X
level of support ْ ‫ى ا‬, /ْ ‫ُﻣ‬
extensive 8&,‫ﻣ‬
anxiety :َ َI
multi-sensory deprivation ‫اس‬, ‫ ﻣ ن ُﻣ ﱢد ا‬7
support approach ْ ‫ ا‬h_X
direct Aِ #‫ُﻣ‬
observation T7َ +‫ﻣ‬
structured hَ_Fْ ‫ُﻣ‬
lead ‫د‬,<
indirect Aِ #‫) ُﻣ‬

135
unstructured hَ_Fْ ‫) ُﻣ‬
incidental learning \َ ‫ ﱡ‬D
physical wellbeing / ‫ﻣ‬+&/‫ ه‬9‫ر‬
perception ‫ر‬,TF‫ﻣ‬
social relationship ّ ‫ ا‬I+
stimulation b D
support concept ْ ‫ أ ا‬#‫ﻣ‬
active learning ‫ّل‬9 ‫ ﱡ‬D
Affolter concept ,9‫ أ أ‬#‫ﻣ‬
Son-Rise programme b ‫را‬-‫ن‬,& h‫ ﻣ‬X ‫ﺑ‬
intensive interaction Q‫ﱠ‬R=‫ُﻣ‬ D
sensory /7
sensory stimulation /‫ ﱢ‬7ِ b D
multi-sensory education ‫اس‬, ‫ُﻣ ﱢد ا‬ D
sensory integration therapy h‫ داﻣ‬/‫ ﱢ‬7ِ ‫ج‬+
sensory experience /‫ ﱢ‬7ِ ‫ ﺑ‬-D
sensory input /‫ ﱢ‬7ِ َ ‫ُﻣ‬
engagement ُ D
receptiveness ‫ ل‬#< & ‫ا‬ ‫ﺑ‬I
sensory defensiveness /‫ ﱢ‬7ِ 9‫د‬
self-engagement ّ D‫ا‬g ‫ا‬ ‫ ھ‬/ ‫ك ا‬, &ُ
self-stimulation D‫ ذا‬b D
stereotypic behaviour X ‫ك‬, &ُ
self-injurious behaviour ‫ات‬g ‫ ٍذ‬P‫ك ﻣ‬, &ُ
stimulus b‫ُﻣ ﱢ‬
object engagement ‫ ء‬A ‫ ) ض أو‬8‫ ُ ﻣ‬D
person engagement s1A 8‫ ُ ﻣ‬D
sensory needs /‫ ﱢ‬7ِ ‫ت‬ 7‫ا‬
over-stimulated ‫ اط‬9†‫ ﺑ‬b‫ُﻣ ﱢ‬
sensory overload H‫ زا‬/‫ ﱢ‬7ِ b D

136
under-stimulate ‫ب‬, ‫ى ا‬, /ْ ُ ‫ ا‬n D b D
sensory environment /‫ ﱢ‬7ِ E ‫ﺑ‬
lacking in stimulation ‫ات‬b‫ ُﻣ ﱢ‬O ‫< إ‬
visual ‫ﺑ ي‬
auditory &
olfactory %‫ ﺑ & ا ﱠ‬:‫ُﻣ ﱢ‬
gustative ‫وق‬g‫ ﺑ & ا ﱠ‬:‫ُﻣ ﱢ‬
somatosensory /- ‫ ا‬/ ‫ا‬
see ‫َ َى‬
hear 8 َ /ْ َ
smell %ُ َ
taste ‫ ﱠوق‬g َ
feel ُ %ْ َ /` ِ ُ
touch `ِ ْ َ
vestibular ‫ي‬b ‫دھ‬
vibratory ‫ازي‬b ‫اھ‬
tactile/haptic / /` ‫ ا ﱢ‬#
tactile/kinesthetic S 7/ /
special school ّ
@ ‫ ﺑ‬D &‫ﻣ ر‬
hydrotherapy pool H ‫ج ا‬+ ‫ ا‬r#/ْ ‫َﻣ‬
multi-sensory room ‫اس‬, ‫ ُﻣ ﱢدة ا‬9 )ُ

137
29. Language and speech disabilities
The term language disability includes speech disorders, language disorders,
and other communication disorders. Terminology in this field is often unclear.
Sometimes the terms speech and language are used interchangeably. Mostly,
they are paired together, as in the term speech and language disorders. The
terms disorder, impairment, impediment, defect, dysfunction, problems,
difficulties, and disability may all be employed, leading to expressions such as
speech and language disability. In the area of SEN, we often speak of speech
and language difficulties or speech, language, and communication needs.
In Britain, such disabilities are diagnosed and treated by speech and language
therapists. Internationally, such professionals may be known as speech or
language pathologists or logopedists. These practitioners may well be based
in speech and language services. The field of language and speech therapy
covers language production, language comprehension, language acquisition,
and language development. It includes voice disorders (dysphonia),
swallowing disorders, and, in its broadest sense, communication apprehension
and difficulties with reading or writing. Teachers who are specialised in speech
and language disorders are usually known as speech and language teachers,
and the field of teaching is speech and language teaching.
The ICD 10 provides a useful frame of reference, with many disorders grouped
together as specific developmental disorders of speech and language. This
category comprises: specific speech articulation disorder, expressive language
disorder, receptive language disorder, acquired aphasia with epilepsy, and
other developmental disorders of speech and language. Further disorders
associated with speech and language problems are found elsewhere in the
ICD: stuttering/stammering, cluttering, elective mutism, aphasia, apraxia, cleft
lip and cleft palate, and voice disturbances such as hoarseness, loss of voice,
and change in voice.
The above diagnostic categories only cover a fraction of the cases when
individuals can benefit from support in communication. Disability practitioners
have contact with a heterogeneous group of people with very individual
communication needs. The term augmentative and alternative
communication describes various ways to both augment communication, and
to facilitate communication along alternative communication channels. It is
particularly useful with people who have difficulties understanding verbal
language. AAC covers various techniques. Sometimes it is unaided. Unaided
communication involves using the body: gestures, eye contact and eye
movements, facial expressions, breathing, and manual signs. Sometimes,

138
however, ACC employs communication aids, in which case it is known as aided
communication. Low-tech communication aids include communication boards
and communication books using picture and symbol systems such as
Blissymbolics. In contrast, high-tech communication aids employ computer
technology. Speech generating devices (sometimes called voice output
communication aids) are an important example.

language disability ,Zُ I ‫إ‬

speech disorder < X ‫اب‬ \‫ا‬
language disorder ‫ي‬,Zُ ‫اب‬ \‫ا‬
communication disorder @‫ا‬, ‫ ا‬9 ‫اب‬ \‫ا‬
speech :ْ ُ X
language Zُ
speech and language disorder ‫ي‬,Zُ ‫ < و‬X ‫اب‬ ْ\‫ا‬
disorder ‫اب‬ ْ\‫ا‬
impairment I ‫إ‬/Qْ \
َ
impediment s<ْ X
defect I ‫إ‬
dysfunction ‫ل وظ‬+ ْ ‫ا‬
speech and language disability ,Zُ ‫ < و‬X I ‫إ‬
SEN ّ
@ ,‫ ﺑ‬D ‫ت‬ 7‫ا‬
speech and language difficulties ,Zُ ‫ < و‬X ‫ﺑ ت‬, @
ُ
speech language and @‫ا‬,D‫ و‬,Zُ ‫ < و‬X ‫ ت‬7‫ا‬
communication needs
diagnose s1‫ ﱢ‬%ُ
treat hِ ُ
speech and language therapist Z ‫ و‬: X ‫ة‬/hِ ‫ُﻣ‬
speech and language pathologist Z‫ وا ﱡ‬: F ‫أﻣ اض ا‬ ‫ة‬/ H ‫أ‬
logopedist : X ‫ة‬/ H ‫أ‬
speech and language service Z‫ وا ﱡ‬: F‫ ّ ﱡ‬D ‫ِ ْ ﻣ‬
language and speech therapy Z‫ وا ﱡ‬: F‫ج ا ﱡ‬+
language production ‫ي‬,Zُ ‫= ا‬%‫ا ﱠ‬/L ,=‫ا ﱠ‬

139
language comprehension ‫ي‬,Zُ ‫ا& ب‬
language acquisition Z‫ ب ا ﱡ‬/ S‫ا‬
language development Z‫ّر ا ﱡ‬,َ َD
voice disorder D,@ ‫اب‬ \‫ا‬
dysphonia D,@ ‫اب‬ \‫ا‬
swallowing disorder 8 # ‫ ا‬9 ‫اب‬ \‫ا‬
communication apprehension @‫ا‬, ‫ ا‬L‫ف ﻣ‬,1D
difficulties with reading or writing ‫ ا < اءة أو ا = ﺑ‬9 ‫ﺑ ت‬, @
speech and language teacher Z ‫ و‬: X ‫ة‬/ ‫ُﻣ ﱢ‬
speech and language teaching Z‫ وا ﱡ‬: F ‫ ا‬D
specific developmental disorders of Z‫ وا ﱡ‬: F‫ ا ﱡ‬9 ‫ ﻣ َ ّ دة‬,ّ ُ ُX ‫ا\ اﺑ ت‬
speech and language
specific speech articulation disorder T ‫ ا ﱠ‬# ‫ ط < ا‬9 ‫اب ُﻣ َ ّ د‬ \‫ا‬
expressive language disorder ‫ ي‬# D ‫ي‬,Zُ ‫اب‬ \‫ا‬
receptive language disorder /7 ‫ي‬,Zُ ‫اب‬ \‫ا‬
acquired aphasia with epilepsy ) W/ =‫ ا ّ ع )ﻣ‬8‫م ﻣ‬+= ‫ ا‬O ‫< ان ا < رة‬9
( <ْ َ
other developmental disorders of Z‫ وا ﱡ‬: F ‫ ا‬9 ‫ أ ى‬,ّ ُ ُX ‫ا\ اﺑ ت‬
speech and language
stuttering/stammering ‫م‬+= ‫ ا‬9 ُR ْ َ َD
cluttering ُR ْ َ#َD
elective mutism H < X‫ﺑُ ْ= ا‬
aphasia ‫م‬+= ‫ ا‬O ‫<ُ ْ ان ا <ُ رة‬9
apraxia ‫ر ا داء‬g‫ ﱡ‬D/ H‫أدا‬+ ‫ا‬
cleft lip #X‫ا ر‬/ I,<% ‫ ا‬%‫ا ﱠ‬
cleft palate ‫ق‬,<% ‫ ا‬uَF َ ‫ا‬
voice disturbance D,@ ‫اب‬ \‫ا‬
hoarseness D,@ X,% ُ
loss of voice ‫ت‬, ‫ُ ْ< ان ا ﱠ‬9
change in voice ‫ت‬, ‫ ا ﱠ‬9 ‫ ﱡ‬ZD
disability practitioner I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ُﻣ ِرس ِﻣ‬

140
augmentative and alternative ‫ز وﺑ‬b‫@ ُﻣ ﱠ‬
ُ ‫ا‬,D
communication
augment ‫ز‬bّ ‫ُﻣ‬
facilitate /D
communication channel @‫ا‬,D/‫ﱢ ل‬D‫ ة ا‬FI
verbal language < ُX Zُ
AAC ‫ز وﺑ‬b‫@ ُﻣ ﱠ‬
ُ ‫ا‬,D
unaided communication ‫م‬, ‫@ ) ﻣ‬ ُ ‫ا‬,D
gesture ‫إ ءات‬
eye contact ‫ي‬ ‫@ ﺑ‬
ُ ‫ا‬,D
eye movement L ‫ ا‬S 7
facial expression k ,‫ ﺑ ا‬D
breathing `‫ ﱡ‬FD
manual sign ‫ رة و‬A‫إ‬
communication aid @‫ا‬,‫ﱠ‬ ِ /‫_ ز ُﻣ‬
aided communication ‫م‬, ‫@ ﻣ‬ ُ ‫ا‬,D
low-tech communication aid X ‫ ﻣ‬F<D ‫ا@ ذو‬,‫ﱠ‬ ِ /‫_ ز ُﻣ‬
communication board @ُ ‫ا‬,D ‫ح‬,
communication book @
ُ ‫ا‬, ‫ ب ا‬S
picture and symbol system ‫ز‬,‫ر وا ﻣ‬, ‫ م ا ﱡ‬TX
Blissymbolic ْ`ِ ‫ز ﺑ‬,‫ذو رﻣ‬
high-tech communication aid F<D ‫ا@ ذو‬, ‫ ِ ة‬/‫أداة ُﻣ‬
speech generating device ‫ت‬, ‫ إ@ ار ا‬9 ‫ ِ ة‬/‫أداة ُﻣ‬
voice output communication aid ‫ت‬, ‫ إ@ ار ا‬9 ‫ ِ ة‬/‫أداة ُﻣ‬

141
30. Care, support, assistance, and therapy
Help for disabled people from others has many forms, and goes under many
names: care, support, supervision, nursing, personal assistance, advice,
counselling, consultation, and therapy.
Carers make up arguably the most important group of helpers. The care they
give, known as informal care, is unpaid, although carers are may be entitled to
carer’s allowance. Carers are themselves supported by various services. Carer
information and support services offer advice on benefits and short breaks (or
short break care, or respite care as the support is often known in older
literature). Short breaks services usually involve care workers or volunteers
replacing the carer for a time.
Family members or others may also act as legal representatives in some
situations. A person taking care of another adult’s affairs on the basis of that
person’s mental illness or disability is a guardian. Arrangements for
guardianship, and the terminology that goes with it, vary from country to
country, depending on the legislation relating to capacity and lack of capacity.
A disabled person may have a support plan or care plan formally outlining the
support to be given. These are usually put together by the disabled person
and carers, with professionals acting as facilitators. Today, individual support
planning is strongly influenced by person-centred planning models of care
management. North American approaches such as making action plans (or
MAPs for short), planning alternative tomorrows with hope (or PATH for
short), and essential lifestyle planning are future-oriented approaches to this.
Support planning is often preceded by an acknowledgement of the person’s
life history in the form of life story work. Planning includes an identification of
strengths and resources, particularly when using a strengths-based approach.
Circles of friends or circles of supports may also be involved in care planning.
The community care movement has resulted in community services and day
care services largely replacing residential care. There is a range of terms for
disabled people’s services in the community. English native speakers talk of
community support and community inclusion services.
Therapy possibilities for disabled people are diverse. Many are practised
internationally, and some are specific to certain disabilities or disorders. A
handful may be listed here: validation, snoezelen, the SIVUS method,
conductive education, the TEACCH programme, problem solving training,
behaviour modification, positive behaviour support, gentle teaching, and the
various forms of animal-facilitated therapy (sometimes called animal-assisted
therapy) including pet-facilitated therapy (or pet-assisted therapy).
142
care ‫ِر‬
support ْ ‫د‬
supervision ‫ اف‬A‫إ‬
nursing J D
personal assistance ‫ د‬9/ 1A ‫ ِ ة‬/‫ُﻣ‬
advice X
counselling / X ‫ د‬A‫إر‬
consultation ‫ رة‬% &‫ا‬
therapy ‫ج‬+
carer /‫راع‬
helper ‫ة‬/ ِ /‫ُﻣ‬
informal care ّ &‫) ر‬ ‫ِر‬
carer's allowance ‫ة‬/ ‫ ب ا ا‬D‫أ‬
carer information and support ‫ة‬/ ‫ا‬ ‫ﻣ ت‬, ‫ ا‬9,D‫َ َﻣ ت ا ْ و‬
service
benefit ‫ا ْ ا دي‬
short break ‫ة‬ I 7‫إ زة أو ا& ا‬
short break ِ ‫ ا‬L‫ ﻣ‬7‫ ت ا & ا‬Z ‫ة‬ I ‫إ زة‬
respite care 7‫ ت ا & ا‬Z IP‫ﻣ‬ ‫ِر‬
short breaks service ‫ ت‬Z ‫ة‬ < ‫ زة ا‬j‫ل ا‬+ ‫َ َﻣ ت أُ& دا‬
ِ ‫ ا‬L‫ ﻣ‬7‫ا & ا‬
care worker ‫ة‬/ ‫را‬
volunteer ‫ة‬/‫ع‬,‫ُﻣ ﱢ‬
legal X,X I ‫ﱢ‬R ‫ُﻣ‬
affairs ‫ون‬PA
mental illness /X‫ﻣ ض‬
guardian ّ @‫و‬
guardianship @‫و‬
legislation 8 %D
capacity ‫ رة‬I/ ‫ ﺑ‬I
lack of capacity ‫ا < رة‬/ ‫ ا < ﺑ‬9 s<ْ X
143
support plan ْ ‫ُ ّ د‬
care plan ‫ُ ّ ِر‬
facilitator ‫ة‬/ /ّ ‫ُﻣ‬
individual support planning ‫ْ ا دي‬ y 1D
person-centered planning ‫ ا د‬O ‫ر‬, ‫ ﻣ‬y 1D
care management ِ ‫إدارة ا‬
making action plans y =%D
planning alternative ‫ﻣ ءﺑ ﻣ‬ ‫ ﺑ‬#< / y 1D
tomorrows with hope
essential lifestyle planning && ‫ةا‬ ‫ ا‬y X y 1D
future-oriented #< / ‫ ا‬, X k ّ ,‫ُﻣ‬
life history s1% ‫ ة ا‬7 € ‫ ر‬D
life story work ‫ة‬ ‫ا‬ I
strength ُ
‫ة‬,ّ I L‫ا ِط‬,‫َﻣ‬
resource ‫ر‬ ‫ﻣ‬
strengths-based approach ‫ة‬,< ‫ ا‬L‫اط‬,‫ ﻣ‬O ّ Fْ#‫ َﻣ‬h_X
circle of friends ‫ء‬I @ ‫< ا‬7
circle of supports ْ ‫< ا‬7
care planning ِ y 1D
community care movement َ ْ- ُ ‫ا‬ ِ ‫ ا‬S 7
community service ّ ‫ِ ْﻣ ا‬
day care service ‫_ ر‬F ‫ا‬ ِ ‫َ َﻣ ت ا‬
residential care H‫ا‬, ‫إ‬ ‫ِر‬
in the community 8 َ ْ- ُ ‫ ا‬9
community support 8 َ ْ- ُ ‫د ْ ا‬
community inclusion service َ ْ- ُ ‫ل ا‬, % ‫ا‬/‫دﻣ ج‬j‫ِ ْ ﻣ ا‬
validation ّ ِ ‫ ا‬L‫ ﻣ‬:ّ< ‫ا‬
SIVUS method W &‫ أ‬# ّ ‫ا د ا‬ F ‫س‬, & -_F‫ﻣ‬
X‫ و‬D
conductive education ‫ دي‬A‫ر‬j‫ا ﱠ ا‬
TEACCH programme ‫ن‬,X L g ‫ ص ا‬1A[ sّ 1 ُ ‫ ~ َ َ ﱡ ا‬D h‫ ﻣ‬X ‫ﺑ‬

144
 ‫ﱡ‬7,‫ ا ﱠ‬Q ‫ ط‬L‫ﻣ‬
problem solving training S% ‫ ا‬7O W‫ ر‬D
behaviour modification ‫ك‬, /‫ا ﱡ‬ D
positive behaviour support ‫ ﺑ‬- j‫ك ا‬, /‫د ْ ا ﱡ‬
gentle teaching Q ‫ﺑ‬ D
animal-facilitated therapy ‫ ت‬X‫ا‬, ‫ ا‬#I L‫ ﻣ‬/ ‫ج ُﻣ‬+
animal-assisted therapy ‫ ت‬X‫ا‬, ‫ ﺑ‬X & ‫ج ﺑ‬+
pet-facilitated therapy ‫ ت ا‬X‫ا‬, ‫ ا‬#I L‫ ﻣ‬/ ‫ج ُﻣ‬+
pet-assisted therapy ‫ ت ا‬X‫ا‬, ‫ ﺑ‬X & ‫ج ﺑ‬+
snoezelen L ‫ز‬,ّF&ِ ‫ج‬+ ‫ب‬, &ُ‫أ‬
snoezelen room L ‫ز‬,ّF&ِ ‫ج‬+ 9 )ُ

145
31. Disability, rehabilitation, and work
Rehabilitation might, in contemporary language, be described as professional
interventions to reduce activity limitations and participation restrictions. The
term is often used in the context of disabled people and people at risk of
becoming disabled. The corresponding academic disciplines are rehabilitation
science, rehabilitation medicine, and, in international discourses, rehabilitation
education. Sometimes rehabilitation is sub-categorised into different
subforms: medical rehabilitation, social rehabilitation, and vocational
rehabilitation, for instance.
Insufficient rehabilitation, or a lack of rehabilitation, can result in considerable
risks to quality of life, such as poverty and social isolation. In terms of
exclusion, the dangers are educational exclusion, labour market exclusion,
economic exclusion, and social exclusion. Rehabilitation may thus be seen as
measures to prevent exclusion. In English language discourses, this is normally
considered in terms of the principle of inclusion.
The agencies, concepts, and support offered to aid people in their return to
work are diverse. The key organisation in labour market integration is often
the country’s employment office, for instance the Jobcentre Plus in England.
Services offered by disability employment advisers encompass career planning
and careers advice, assistance with job seeking, help securing work
placements and work trials, and advice on vocational education, workplace
adaptions, mobility aids, and workplace personal assistance.
The impact of the inclusion movement in the field of vocational rehabilitation
is ongoing. Traditional rehabilitation involved sheltered workshops for disabled
people and segregated training for disabled people. Such approaches may be
contrasted with the more modern idea of supported employment. Special
sheltered placements and placements in mainstream workplaces are possible.
Subsidised employment is usually accompanied by ongoing workplace support.
A further option is working for a social firm.
For many workers, competitive employment (in other words, employment in
the open labour market) is the preferred option. Maximising such possibilities
is often a test of how national inclusion policy is working. Diversity education
measures such as workplace disability awareness training has a value here.
Disability law is also fundamental to inclusion. Improving disability rights in
employment law has led to protection against dismissal and compulsory
employment quotas for employers.

146
rehabilitation ‫]ھ‬D ‫إ دة‬
activity limitation ‫ ط ﻣ ود‬%X
participation restriction ‫ ﻣ ودة‬S‫ َر‬%‫ُﻣ‬
at risk of becoming disabled I †‫ب ﺑ‬ ‫أن‬ 9
academic discipline ‫ د‬S‫ ل أ‬-‫َﻣ‬
rehabilitation science ‫إ دة ا ]ھ‬
rehabilitation medicine ‫ إ دة ا ]ھ‬W‫ط‬
rehabilitation education ‫إ دة ا ]ھ‬ D ‫ ل‬-‫َﻣ‬
medical rehabilitation ّ#‫ط‬ ‫]ھ‬D ‫إ دة‬
social rehabilitation ‫]ھ ا‬D ‫إ دة‬
vocational rehabilitation ّ F_‫]ھ ِﻣ‬D ‫إ دة‬
quality of life ‫ ا ة‬,X
poverty <9
social isolation ‫ ا‬bُْ
exclusion ‫ د‬# &‫ا‬
educational exclusion D/‫ي‬,‫ ﺑ‬D ‫ د‬# &‫ا‬
labour market exclusion ‫ق ا‬,& L‫ د ﻣ‬# &‫ا‬
economic exclusion ‫دي‬ I‫ د ا‬# &‫ا‬
social exclusion ‫ د ا‬# &‫ا‬
inclusion ‫ل‬, A
return to work ‫ ا‬O ‫دة إ‬,
labour market integration ‫ق ا‬,& 9 h‫دﻣ‬
employment office Q ‫ظ‬,D W =‫ﻣ‬
disability employment adviser I j‫ ذوي ا‬Q ‫ظ‬, A ‫ﻣ‬/‫ ر‬% /‫ﻣ‬
career planning ‫ ةا‬/ y 1D
careers advice ّ F_‫ِﻣ‬ X
job seeking ‫وظ‬/ L l #‫ا‬
securing a work placement ‫ وظ‬L ‫]ﻣ‬D
work trial # -D ‫ ة‬9
vocational education ّ F_‫ِﻣ‬ D

147
workplace adaption ‫ ﻣ= ن ا‬9 Q‫َ= ﱡ‬D
mobility aid <F ‫ وا‬S ‫ ا‬9‫ة‬ /‫ُﻣ‬
workplace personal assistance ‫ ﻣ= ن ا‬9 1A ْ ‫د‬
inclusion movement ,A S 7
sheltered workshop for disabled people L‫ ﺑ = ن آﻣ‬I j‫وي ا‬g # ‫ ر‬D ‫دورة‬
segregated ( b D ‫ ب‬#& ‫ل ) دة‬, ‫ﻣ‬
supported employment ‫م‬, ‫ ﻣ‬Q ‫ظ‬,D /
sheltered placement L‫ﺑ = ن آﻣ‬ ‫إ اع وظ‬
mainstream workplace ‫دي‬ ‫ا‬ ‫ﻣ= ن‬
subsidised employment ً ‫م ﻣ د‬, ‫ ﻣ‬Q ‫ظ‬,D
ongoing workplace support ‫ ﻣ= ن ا‬9 ‫ ﱢ‬/‫د ْ ُﻣ‬
social firm ّ ‫ ا‬S A
competitive employment /ُ9 FD Q ‫ظ‬,D
employment in the open labour market ‫ح‬, ‫ا‬ ‫ق ا‬,& 9 Q ‫ظ‬,‫ا ﱠ‬
inclusion policy , %‫& & ا ﱡ‬
diversity education ,F‫ا ﱠ‬
workplace disability awareness training ‫ ﻣ= ن ا‬9 ‫ ت‬I j‫ ا‬L , W‫ ر‬D
disability law I j‫ن ذوي ا‬,X I
disability rights I j‫ق ذوي ا‬,<ُ7
employment law ‫ن ا‬,X I
protection against dismissal ( ‫ ا‬L‫ ق ﻣ‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ ا د‬L‫ﻣ‬ ‫ا‬
compulsory employment quota Q ‫ظ‬, ‫ ا‬9 ‫اﻣ‬b j‫ ا‬D,= ‫ا‬

148
32. From institutional care to assistance
Approaches to supporting disabled people have changed substantially over the
last decades. Examining the changing principles in terms of the language used
is a valuable exercise, since language itself has been used as a tool of both the
oppression and (self-)emancipation of disabled people. In Western states,
from the beginning of industrialisation, up to the later part of the twentieth
century, institutions were the location of care for disabled people.
Institutional care could be described as a form of safekeeping or custodial care
of inmates. Even for those fortunate enough to not be locked away, access
barriers were considerable, and exclusion and segregation the norm. For
instance, the right to education of people with learning difficulties was
withheld due to the notion that they were ‘ineducable’. Post-war services for
disabled people were long orientated on conceptions of charity, pity,
paternalism, and ideas of care rather than equal rights. The English language
historical term of the time, ‘handicapped person’, is today firmly rejected by
disabled people. This rejection is largely because of the word’s associations:
being disempowered, patronised, disenfranchised, and marginalised.
An early step in the shift from heteronomy to autonomy and from dependence
to independence was the principle of normalisation. The idea of normalisation
is often illustrated with the slogan ‘an ordinary life’. A key part of this concept
was the idea of everybody having access to valued social roles, and this idea of
valorisation led to a transformation of normalisation into social role
valorisation. The principle of normalisation is commonly linked to the idea of
integration (or mainstreaming). In its broadest sense, the term may be
associated with ideas such as participation and service user involvement.
The impact of the civil rights movement and the self-help movement of the
1960s resulted in disability activists’ work focusing on questions of self-
determination and self-advocacy. ‘Nothing about me without me’ has become
a powerful slogan for disability organisations and the self-determination
movement. The people first movement and the independent living movement
have resulted in new organisations: self-advocacy groups, centres for
independent living, and peer counselling. Such concepts gave momentum to
community care, that is, the process of deinstitutionalisation and the shift
from residential to community services. Supported living in small group living
arrangements has become the norm. More recently, the term care itself has
started to be replaced by personal assistance, as disabled people are granted
direct payments and personal budgets to choose their own services. Disabled
people are no longer cared-for-people. Instead they are known as leaders,

149
receiving assistance not from care workers but rather from personal
assistants.
This change may be seen in terms of the paradigm shift from integration to
inclusion. Inclusion goes further than integration in terms of its view of
disability equality and the commitment to social change. Decades of
international campaigns has led to the UN Convention on the Rights of the
Child, the Salamanca Statement, and most recently, the UN Convention on the
Rights of Persons with Disabilities. Recent equality legislation (sometimes
called anti-discrimination laws or discrimination laws) includes the English
Equality Act 2010.

approach h_X
disabled person I ‫ ذو إ‬s1A
oppression 8ْ I
(self-)emancipation D‫ذا‬ D/‫ ﱡ ر‬D
institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
care ‫ِر‬
institutional care ّ /&P‫ُﻣ‬ ‫ِر‬
safekeeping 7
custodial care ‫ ز‬- 7‫ا‬ ‫ِر‬
inmate L -&
access barrier ‫ ء‬A O ‫ل إ‬,@, 8X ‫ ﻣ‬b 7
exclusion ‫ د‬# &‫ا‬
segregation ْ 9
right to education ‫ا ﱠ‬:
ّ 7
person with learning difficulties ‫ﱡ‬ ‫ ا‬9 ‫ﺑ ت‬, @ ‫ ذو‬s1A ْ
ineducable ‫ﺑ ﱠ‬I )
charity ‫ ن‬/7‫إ‬
pity <A
paternalism ‫ي‬,‫ أﺑ‬h_X
equal rights ‫ق‬,<ُ ‫ ا‬9 ‫ واة‬/‫ﻣ‬
reject J9

150
disempower Qْ i
َ
patronise O O
disenfranchise ‫م‬
marginalise ~ ‫ُ_ ﱢ‬
heteronomy ‫ع‬,i / #D
autonomy +< &‫ا‬
dependance ‫ﱢ= ل‬D‫ا‬
independence +< &‫ا‬
principle of normalisation 8 # ‫ أ ا ﱠ‬#‫ﻣ‬
normalisation 8# D
an ordinary life ‫د‬ ‫ ةا‬7
social role ‫دور ا‬
valorisation L RD
social role valorisation ‫ ا ور ا‬L RD
integration h‫دﻣ‬
mainstreaming D
participation S‫ َر‬%‫ُﻣ‬
service user involvement ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬S‫ َر‬%‫ُﻣ‬
civil rights movement X ‫ق ا‬,<ُ ‫ ا‬S 7
self-help movement D‫ا‬g ‫ ا ْ ا‬S 7
disability activist I j‫ق ذوي ا‬,<ُ7 9 yA X
sefl-determination D‫ا‬g ‫ا‬ ‫ا‬ <D
self-advocacy ّ D‫@ ة ذا‬
َ F‫ُﻣ‬
'nothing about me without me' '‫ ) ي‬L‫ ﻣ‬F 1 ‫ ء‬A '
disability organization I j‫وي ا‬g ‫ﱠ‬TF‫ُﻣ‬
self-determination movement D‫ا‬g ‫ا‬ ‫< ا‬D : ّ 7 S 7
people first movement ً ‫ أو‬W % ‫ ا‬S 7
independant living movement </ ‫ ا ~ا‬S 7
self-advocacy group , ْ-‫َﻣ‬
ّ D‫ا‬g ‫ @ ة ا‬F ‫ا‬
centre for independant living < / ‫ ا ~ ا‬bSِ ْ ‫َﻣ‬

151
peer counselling ‫ ان‬I ‫ د ا‬A‫إر‬
community care 8 َ ْ- ُ ‫ا‬ ‫ِر‬
deinstitutionalisation ّ /&P‫ ُﻣ‬+ ‫ا‬
shift from residential to community ‫ َﻣ ت‬1َ ‫ ا‬O ‫ إ‬H‫ا‬, j‫ َﻣ ت ا‬1َ ‫ ا‬L‫ < ل ﻣ‬X ‫ا‬
services َ ْ- ُ ‫ا‬
supported living % ‫د ْ ﻣ‬
small group living arrangement ‫ ة‬Z@ , ْ- َ % ‫ﻣ‬WD D
personal assitance 1A ‫ ِ ة‬/‫ُﻣ‬
direct payments ‫ ة‬Aِ #‫ ت ُﻣ‬9‫د‬
personal budget 1A X‫ا‬b ‫ﻣ‬
cared-for-person ‫ﻣ < ِر‬
leader HI
care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ‫ﻣ‬
personal assistant ‫ة‬/ 1A ‫ة‬/ ِ /‫ُﻣ‬
paradigm shift ‫ ﱡ _ ت‬,َ ‫ ا‬9 ZD
inclusion ‫ل‬, A
disability equality I j‫وي ا‬g ‫ واة‬/ ‫ا‬
social change ‫ا‬ ZD
UN convention on the Rights of the ْ ِ ‫ق ا‬,<ُ F ّ I ّD‫ا‬
Child
Salamanca Statement =X ‫ن & ﻣ‬+ ‫إ‬
UN Convention on the Rights of I j‫ ص ذوي ا‬1A ‫ق ا‬,<ُ F ّ I ّD‫ا‬
Persons with Disabilities
equality legislation ‫ واة‬/ ‫ت ا‬ %D
anit-discrimination law b ‫ ا‬i‫ ھ‬F‫ن ﻣ‬,X I
discrimination law b ‫ ا‬i‫ ھ‬F‫ن ﻣ‬,X I
Equality Act ‫ واة‬/ ‫ن ا‬,X I

152
People with mental health problems

33. Mental health and mental illness

There are a number of terms used to describe difficulties with one’s mental
health. Mental health problems is the most common term, but the
expressions mental illness and mental health difficulties are both frequently
used. People with mental health problems may be described as being mentally
unwell or mentally ill, and the term mental distress is also sometimes heard.
The expression mental disorder is common in both medicine and English
criminal law. Article 5 of the European Convention on Human Rights refers to
‘persons of unsound mind’, an older legal term. Psychiatrists may talk about
psychiatric illness, psychiatric disease, or psychiatric disorder. People with
mental health problems sometimes describe themselves as mental health
experts by experience or mental health system survivors, particularly if they
are active in the mental health service user movement. Professionals mostly
refer to their clients as service users (users for short) or patients.
Mental health problems vary in their severity. They are commonly categorised
as mild, moderate, or severe, depending on their impact on everyday
functioning. The duration of the illness is also frequently referred to, with
chronic, persistent, or long term mental health problems being distinguished
from brief or acute ones.
Traditionally there have been various models and approaches to
understanding mental illness. Sometimes, these perspectives are presented in
a polarised manner, with authors contrasting a medical model (or bio-medical
model) of mental health with a psychosocial model (or social model). Social
medicine and social psychiatry focus on the social causes of disease, and the
medical gaze of the bio-medical sciences might primarily see the biological.
Our contemporary models of mental health problems integrate such
approaches. The biopsychosocial model and the vulnerability-stress model are
multi-causal models which consider the interplay of biological, psychological,
and social factors in mental health and mental illness. The two most common
classification systems of mental illness, the ICD 10 / ICD 11 and the DSM V,
group disorders on the basis of symptoms, not supposed aetiology. Diagnosis
is made using operational criteria: clinical descriptions of the disorders in
terms of particular symptoms, with inclusion criteria and exclusion criteria.

153
Why diagnose a disorder? Social stigma is widely attached to mental health
problems, and few disorders can easily be ‘cured’. However, the psychiatric
diagnosis of a condition can offer the patient advantages. These benefits
include the possibility of predicting the course of the illness, and selecting
appropriate treatment. Diagnosis is made by a doctor (or sometimes another
mental health professional) in a process known as a psychiatric assessment. A
large part of this is the psychiatric interview. This is a chance for the clinician
to gather information on the patient’s life history, and assess the patient’s
mental state. The focus of the observation includes the patient’s speech,
presenting behaviour, appearance, mood, cognitive functioning, insight,
perception, thought form, and thought content.

mental health /X ّ @
ِ
mental health problem / X =%‫ُﻣ‬
mental illness /X‫ﻣ ض‬
mental health difficulties / F‫@ ﺑ ِ ّ ا‬ّ ‫ﺑ ت‬, @
ُ
person with mental health / X S %‫ ذو ﻣ‬s1A
problems
mentally unwell ‫ة‬ ) /X 7 9
mentally ill /XJ ‫ﻣ‬
mental distress /X:\
ِ
mental disorder / X ‫اب‬ \‫ا‬
criminal law H F ‫ن‬,X I
European Convention on Human ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ا‬
Rights
of unsound mind & ) < ‫ذو‬
psychiatrist ‫ة‬/ / X ‫ة‬/W #‫ط‬
psychiatric illness / X ٌ‫َﻣ َ ض‬
psychiatric disease / X ٌ‫َﻣ َ ض‬
psychiatric disorder / X ‫اب‬ \‫ا‬
mental health expert by ‫ ة ا‬#1 ‫ ا‬# / F‫ ا ِ ّ ا‬9 H ‫أ‬
experience
mental health system survivor / F ‫ م ا ِ ّ ا‬TX L‫ج ﻣ‬
ٍ X

154
mental health service user / F ‫َ َﻣ ت ا ِ ّ ا‬ ‫ ِ ﻣ‬1 /‫ ُﻣ‬S 7
movement
service user ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ُﻣ‬
user ‫ة‬/‫ ِ م‬1 /‫ُﻣ‬
patient ‫ة‬/J ‫ﻣ‬
severity ‫ ّة‬A
mild Q
moderate y&‫ ﱢ‬, ‫ُﻣ‬
severe A
functioning ‫أداء‬
duration ‫ُﻣ ﱠ ة‬
chronic L‫ ِﻣ‬bْ ‫ُﻣ‬
persistent rّ ‫ُﻣ‬
long term , ‫ا ىا‬O
brief ‫ة‬ I‫ ة‬/ ‫ﺑ‬
acute ‫ ّد‬7
model ‫ذج‬, َX
approach h_ْ X
medical model ّ#‫ذج ط‬, َX
bio-medical model , , ‫ّ ﺑ‬#‫ذج ط‬, َX
psychsocial model /X ‫ذج ا‬, َX
social model ‫ذج ا‬, َX
social medicine ‫ا‬W ‫ا‬
social psychiatry ‫ ` ا‬F ‫ ا‬W‫ط‬
cause W‫ﱢ‬#/‫ُﻣ‬
medical gaze ّ#‫ ة ط‬TX
bio-medical sciences ,,#‫ا‬W ‫ا‬
biopsychosocial model ‫ ا‬/X , , ‫ذج ﺑ‬, َX
vulnerability-stress model َ ‫ذج ا‬, َX
‫ط ت‬,Zُi ‫ وا‬Qْ i
multi-causal model ‫ ت‬##/ ‫ د ا‬D ‫ذج‬, َX
interplay ُ D
155
classification system Q F ‫ م ا ﱠ‬TX
ICD 10 ‫ ة‬A ‫ا‬ # ‫[ﻣ اض ا‬ ‫ ا ﱠو‬Q F ‫ا ﱠ‬
ICD 11 % ‫ا د‬ # ‫[ﻣ اض ا‬ ‫ ا ﱠو‬Q F ‫ا ﱠ‬
DSM V - H 7j‫وا‬ 1% ‫ا‬ < ‫د ا \ اﺑ ت ا‬
/‫ ﻣ‬1 ‫ ا‬# ‫ا‬
symptom ‫ْض‬
aetiology ‫ ب ا ﻣ اض‬#&‫ِ ْ أ‬
operational criterion ‫ِﻣ ر‬
clinical description ‫ي‬ & Q@‫و‬
inclusion criterion ‫ل‬, % ‫ِﻣ ْ ر ا‬
exclusion criterion ‫ د‬# & ‫ِﻣ ْ ر ا‬
diagnose s1‫ ﱢ‬%ُ
social stigma ّ ‫را‬ ْ@‫و‬
cure hِ ُ
psychiatric diagnosis / X s 1%D
course ‫ ة‬/‫ﻣ‬/‫ ى‬-‫ﻣ‬
treatment ‫ج‬+
mental health professional / F‫ ا ِ ّ ا‬H ‫أ‬
psychiatric assessment / F‫ا‬ ‫ا‬ <D
psychiatric interview 9‫ ر‬D ‫ أو‬/ / / X ّ#‫ط‬ ‫ﻣ ا‬
clinician ‫ة‬/ ّ#‫ة ط‬/ H ‫أ‬
life history s1A ‫ ة‬7 € ‫ ر‬D
assess ‫ُ< ﱢ‬
mental state /X 7
observation َT7+‫ُﻣ‬
speech :ْ ُ X
presenting behaviour ‫ﱠ ھ‬T ‫ا‬ ‫ك ا‬, /‫ا ﱡ‬
appearance ْ ‫َﻣ‬
_T
mood ‫اج‬b‫َﻣ‬
cognitive functioning 9ِ ْ ‫أداء َﻣ‬
insight ‫ة‬ ‫ﺑ‬
156
perception ‫ر‬,TF‫ﻣ‬
thought form = ‫ب ا ﱠ‬, &ُ‫أ‬
thought content = ‫ن ا ﱠ‬, i‫ﻣ‬

157
34. Mental health social work
Mental health services (or psychiatric services, as psychiatrists prefer to say)
were formerly dominated by inpatient care. In England, in the past, this meant
large-scale psychiatric hospitals. Although inpatient settings are still used for
acute care, today this is more likely to be in a department of psychiatry in a
general hospital. Community mental health and home treatment have become
the standard models of care. In England, multidisciplinary community mental
health teams provide integrated care in a particular catchment area. Such
provision is usually based on outpatient care or day care. Key services include
day care centres, day hospitals, transitional supported housing, and drop-in
centres.
Mental health is an interdisciplinary field, and professionals come from various
backgrounds: medicine, clinical psychology, mental health nursing,
psychotherapy, and counselling. In England social work is one of the mental
health professions, and some practitioners will describe their work as mental
health social work, and themselves as mental health social workers.
Although some people only experience a single episode (or bout) of mental
illness, many have relapses. Crisis intervention to deal with psychiatric
emergencies and psychiatric crises is thus a key part of mental health
provision. Crisis support services (sometimes known as crisis support teams or
crisis resolution teams) provide services outside of normal office hours. An
awareness of early warning signs, together with emergency plans, can prevent
or limit the extent of recurrences, and thus help avoid readmission to hospital.
Normally therapy takes place on a voluntary basis with the informed consent
of the patient. This presupposes capacity for consent on the part of the
patient. However, there are situations in which patients may be lacking
judgement and insight into their behaviour and best interests. In mental
health law, when certain criteria are met, there is the possibility for patients
to be detained (or, in very informal British English, sectioned). Because this
happens against their will it is known as a compulsory admission (or formal
admission), and spoken of in terms of compulsion (or coercion). The patient is
known as an involuntary patient, or, in England, a person detained under the
Mental Health Act 1983. The stay in a secure ward is termed a compulsory
detention. Detention and compulsory treatment represent severe restrictions
of individual freedoms. The formalities and criteria for such an admission vary
from country to country, and also according to the type of admission. Broadly
speaking, detention is made on the basis of averting risk to self or risk to
others, having established the presence of a mental disorder. In England, a

158
specially trained (or ‘approved’) mental health professional (often a social
worker) makes the application.

mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬

psychiatric services / F ‫َ َﻣ ت ا ِ ّ ا‬
psychiatrist ‫ة‬/ / X ‫ة‬/W #‫ط‬
inpatient (O % / ‫ ا‬O ‫ا إ‬/k ‫ إد‬D ‫ة )أي‬/ ‫ة دا‬/J ‫ﻣ‬
care ‫ِر‬
psychiatric hospital / X ‫ أﻣ اض‬O % /‫ُﻣ‬
acute care ‫ دة‬7 ‫ِر‬
department of psychiatry / F ‫ ا‬W ‫ ا‬/ْ ِI
general hospital ‫ م‬O % /‫ُﻣ‬
community mental health / F ‫ ا‬8 َ ْ- ُ ‫@ ّ ا‬ِ
home treatment ‫ل‬bF ‫ ا‬9/ bF‫ ﻣ‬-ِ ‫ُﻣ‬
model of care ‫ذج ِر‬, َX
multidisciplinary ‫ ت‬- َ ‫ُﻣ ﱢد ا‬
community mental health team َ ْ- ُ ‫ ا‬/ F ‫ ا ِ ّ ا‬: 9
integrated care ‫ ﻣ‬X‫ا‬ ‫ِر‬
catchment area ‫ ْ ﻣ‬1ِ ‫ ِ ﻣ ا‬1 /‫ ُﻣ‬/&P ُ ‫_ ا‬F‫ب ﻣ‬g -D ‫ < ا‬F ‫ا‬
provision ّ9,D / 9,D
outpatient care ‫ ر‬1 ‫دات ا‬ ‫ا‬ ‫ا‬ ‫ِر‬
day care ‫_ ر‬X ‫ِر‬
day care centre ‫_ ر‬X ‫ ِر‬bSِ ْ ‫َﻣ‬
day hospital ‫_ ري‬X O % /‫ُﻣ‬
transitional supported housing ‫دا‬ < X‫ ا‬L=/ْ ‫َﻣ‬
drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫َﻣ‬
mental health /X ّ @ ِ
interdisciplinary ‫ ت‬-َ ‫ ا‬L ‫ﻣ ﺑ‬
professional H ‫أ‬/ ّsَ 1ْ ‫ُﻣ‬
medicine ّW‫ط‬
clinical psychology ‫ي‬ /‫ `ا‬F‫ا‬
159
mental health nursing / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 J D
psychotherapy / X ‫ج‬+
counselling / X ‫ د‬A‫إر‬
mental health profession / F ‫ ا ِ ّ ا‬Fْ_‫ِﻣ‬
mental health social work / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫ا‬ ‫ا‬
mental health social worker / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫@ ا‬ ‫ا‬
episode ‫ﺑ‬,X
bout ‫ﺑ‬,X
relapse ‫ = س‬X‫ا‬
crisis intervention ‫َ َ ﱡ ا زﻣ ت‬D
psychiatric emergency H‫ ط ر‬/ X 7
psychiatric crisis / X ‫أزﻣ‬
mental health provision / F ‫ج ا‬+ ‫ّ ا‬9,D
crisis support service ‫ ا زﻣ ت‬9 ‫َ َﻣ ت دا‬
crisis support team ‫ّ ﺑ زﻣ ت‬sَ 1ْ ‫ د ْ ُﻣ‬: 9
crisis resolution team ‫ّ ﺑ زﻣ ت‬sَ 1ْ ُ ‫ ا ْ ا‬: 9
outside of normal office hours ّ & ‫ ت ا وام ا‬I‫رج أو‬
early warning sign ‫ ﱢ= ة‬#‫ ُﻣ‬g D ‫ﻣ‬+
emergency plan H‫ت ا ر‬ ‫ُ ﱠ‬
recurrence ‫= ر ا َ َ ث‬D
readmission ‫إ دة إد ل‬
voluntary ,‫ط‬
informed consent ‫ ة‬F /‫َ<َ ﻣ‬9‫ا‬,‫ُﻣ‬
presuppose ‫ض‬
capacity for consent َ<َ9‫ا‬, ُ ‫ ا‬O ‫ا < رة‬
judgement =7
insight ‫ة‬ ‫ﺑ‬
mental health law / F ‫ن ا ِ ّ ا‬,X I
detain <
section Lّ ‫ ﻣ= ن ُﻣ‬9 b-

160
against someone's will s1% ‫ ا‬#) Q 1‫ﻣ‬
compulsory admission ‫ ري‬# ‫إد ل إ‬
formal admission &‫إد ل ر‬
compulsion ‫ام‬b ‫إ‬
coercion ‫إر) م‬
involuntary patient ,‫ ) ط‬J ‫ﻣ‬
secure ward : Z‫ ح ﻣ‬F
compulsory detention ‫اﻣ‬b j‫ ز ا‬- 7 ‫ا‬
detention ‫ ز‬- 7‫ا‬
compulsory treatment ‫ ري‬# ‫ج إ‬+
restriction <D
freedom 7ُ
avert ‫ دي‬D/WF‫ ﱡ‬-D
risk to self ‫ات‬g ‫ ا‬O
risk to others L }‫ ا‬O ِ َ
mental health professional / F‫ ا ِ ّ ا‬9 H ‫أ‬
make an application W‫ط‬ <D

161
35. Mental health problems
Schizophrenia is a severe disorder that can impact greatly on a person’s
functioning. It is characterised by distortions of thinking and perception which
are usually particularly pronounced during acute episodes known as psychoses
or psychotic episodes. Hallucinations may be experienced, for instance
auditory hallucinations such as hearing voices. Delusions may be present, for
example delusions of persecution or delusions of control. There may be
sensations or beliefs of interference with thought: thought echo, thought
insertion, thought withdrawal, or thought broadcasting. The above symptoms
are sometimes described as positive symptoms. Negative symptoms, such as a
flattening of affect and lethargy are also associated with the disorder,
particularly in the residual phase.
Affective disorders (often called mood disorders) are so named because they
are characterised by a change in affect (or mood). When a patient experiences
a lowering of the mood and a decrease in activity we speak of depression, a
depressive episode, or, if applicable, a recurrent depressive episode.
Colloquially, people may speak of being sad, down, in low spirits, unhappy, or
having a low mood. The symptoms of depression include a lack of energy,
fatigue, disturbed sleep, and a loss of appetite. Some of these symptoms may
be described as somatic. Self-esteem and self-confidence may be affected.
There may be social withdrawal. Feelings of despair, feelings of guilt, and
other negative thoughts may extend to suicidality. Affective disorders can take
the form of bipolar disorder (sometimes called bipolar affective disorder, or, in
older literature, manic depression). Here, periods of depression are
sandwiched by periods of elevated mood. Manic episodes may be
characterised by reckless disinhibition with serious consequences, for instance
spending sprees which lead to debts or even insolvency.
Anxiety disorders (often described as neurotic disorders, particularly in older
literature) can reduce a person’s quality of life enormously, particularly due to
the effects of anticipatory anxiety and avoidance behaviour. In the ICD 10,
phobic anxiety disorders (agoraphobia, social phobias, and specific (isolated)
phobias) are distinguished from other anxiety disorders such as panic disorder
and generalised anxiety disorder. Symptoms of panic attacks and acute
attacks of anxiety include palpitations, chest pains, choking sensations,
dizziness, and feelings of unreality. Obsessive compulsive disorders (often
shortened to OCDs), such as compulsive washing or compulsive checking, are
also categorised in this part of the ICD, as is post-traumatic stress disorder.

162
Personality disorders (or, in ICD 10 terms, disorders of adult personality and
behaviour) are characterised by personal distress and extreme difficulties in
interpersonal relations. There are various specific personality disorders,
including the paranoid personality disorder, the emotionally unstable
personality disorder, borderline type and the dissocial personality disorder. A
callous unconcern for the feelings of others is a symptom of the last of these,
which is sometimes linked to criminal behaviour.

schizophrenia ‫م‬ ‫ا‬

severe A
functioning ‫أداء‬
distortion k ,%D
thinking =D
perception ‫ر‬,TF‫ﻣ‬
pronounced :H 9/‫ظ‬, ‫ﻣ‬
acute ‫د‬7
episode ‫ﺑ‬,X
psychosis ‫ذھ ن‬
psychotic episode X ‫ﺑ ذھ‬,X
hallucination &, ‫ھ‬
auditory hallucination & &, ‫ھ‬
hear voices ‫ات‬,@ ‫& ع ا‬
delusion ‫وھ‬
delusion of persecution ‫وھ ا \ _ د‬
delusion of control ‫ة‬ / ‫وھ ا‬
sensation ‫ س‬/7‫إ‬
belief َ< ‫ُﻣ‬
interference with thought ‫= ر‬9 ‫ا‬ ُ ‫ا‬D
thought echo ‫= ر‬9 ‫@ ى ا‬
thought insertion ‫= ر‬9 ‫إد ل ا‬
thought withdrawal ‫= ر‬9 ‫ ا‬W &
thought broadcasting ‫= ر‬9 ‫ ا‬%X/ ‫إذا‬

163
positive symptom ‫ ﺑ‬- ‫اض إ‬ ‫أ‬
negative symptom # & ‫اض‬ ‫أ‬
flattening of affect ‫ﱡ‬
% ‫ ا‬#D
lethargy ‫ ت‬#&/‫ل‬,
residual phase ‫<ﱢ‬# ‫ ُﻣ‬7 ‫ﻣ‬
affective disorder ‫ا‬b‫اب َﻣ‬ \‫ا‬
mood disorder ‫ا‬b‫اب َﻣ‬ \‫ا‬
affect ‫اج‬b‫َﻣ‬
mood ‫اج‬b‫َﻣ‬
loweing of the mood ‫اج‬b ‫ ّدي ا‬D
depression ‫ ب‬E S‫ا‬
depressive episode ‫ ب‬E S‫ﺑ ا‬,X
recurrent depressive episode ‫ ب ُﻣ = ﱢ رة‬E S‫ﺑ ا‬,X
down iِ 1Fْ ‫ ُﻣ‬,F ‫ ﻣ‬7 9
in low spirits iِ 1Fْ ‫ ُﻣ‬,F ‫ ﻣ‬7 9
low mood ‫اج‬b ‫ دي ا‬D
lack of energy I ‫ ا‬9 ّI
fatigue ‫إرھ ق‬
disturbed sleep 8 < ‫م ﻣ‬,X
loss of appetite _% ‫< ان ا‬9
somatic X /
self-esteem ‫ات‬g ‫ا‬ I
self-confidence ` F ‫< ا‬c
social withdrawal ‫ال ا‬b X‫ا‬
despair ‫]س‬
feeling of guilt WXg ‫ر ﺑ‬, A
negative thought #& =D
suicidality ‫ ر‬X ‫ا‬
bipolar disorder W < ‫ ا‬H Fc ‫اب‬ \‫ا‬
bipolar affective disorder ‫ا‬b ‫ ا‬W < ‫ ا‬H Fc ‫اب‬ \‫ا‬

164
manic depression ‫ف‬ Ir ‫& )ﻣ‬,_ ‫ ب ا‬E S ‫ا‬
(W < ‫ ا‬H Fc ‫ا}ن ﺑ \ اب‬
elevated mood 8 D ‫اج ﻣ‬b‫ﻣ‬
manic episode ‫س‬,‫ﺑ ھ‬,X
reckless ‫ر‬,‫ُﻣ _ ﱢ‬
disinhibition ‫اف‬ ‫ت )أي دون ﻣ ا ة ا‬+ X‫إ‬
(ّ ‫ا‬
spending spree ‫ﱢ ف‬ ‫ ﺑ‬g#D
debts ‫ن‬, ‫د‬
insolvency ‫س‬+9‫إ‬
anxiety disorder :َ َ< ‫اب ا‬ \‫ا‬
neurotic disorder # ‫اب‬ \‫ا‬
quality of life ‫ة‬ ‫ا‬ ,X
anticipatory anxiety I # &‫ ا‬:َ َI
avoidance behaviour ‫ ﺑ‬F ‫ك ا‬, &ُ
phobic anxiety disorder ‫ ا ُھ ﺑ‬:َ َ< ‫اب ا‬ \‫ا‬
agoraphobia ‫ء‬+1 ‫رُھ ب ا‬
social phobia ‫رُھ ب ا‬
specific (isolated) phobia (‫ول‬b ‫رُھ ب ﻣ َ ّ د )ﻣ‬
other anxiety disorders ‫ى‬ ‫ ا‬:َ َ< ‫ا\ اﺑ ت ا‬
panic disorder 8 _ ‫اب ا‬ \‫ا‬
generalised anxiety disorder ‫ ا م‬:َ َ< ‫اب ا‬ \‫ا‬
panic attack 8 ‫ﺑ ھ‬,X
attack of anxiety :َ َI ‫ﺑ‬,X
palpitations ‫<ن‬
chest pain ‫ر‬ ‫ ا‬9 ‫أ‬
choking sensation ‫ق‬F ‫ر ﺑ‬, A
dizziness ‫دوار‬
feeling of unreality I‫ا‬, ‫ر ﺑ م ا‬, % ‫ا‬
obsessive compulsive disorder ‫اس ا <_ ي‬,&, ‫اب ا‬ \‫ا‬
OCD ‫اس ا <_ ي‬,&, ‫اب ا‬ \‫ا‬

165
compulsive washing ‫ ا <_ ي‬/Z ‫ا‬
compulsive checking ‫ا < ا <_ ي‬
post-traumatic stress disorder ‫ﻣ‬ ‫اب ﻣ ﺑ ا‬ \‫ا‬
personality disorder 1% ‫اب ا‬ \‫ا‬
disorder of adult personality and LZ #‫ىا‬ 1% ‫ك وا‬, /ُ ‫اب ا‬ \‫ا‬
behaviour
personal distress 1A ‫ ة‬X ‫ﻣ‬
interpersonal relations L‡‫ ص ا <ُ ﺑ‬1A ‫ ا‬L ‫ ت ﻣ ﺑ‬I+َ
specific personality disorder ‫ا َ ّ دة‬ 1% ‫اﺑ ت ا‬ \‫ا‬
paranoid personality disorder ‫ﺑ‬D ‫ا‬ 1% ‫اب ا‬ \‫ا‬
emotionally unstable personality -ً ‫ط‬ ‫< ة‬/ ‫) ا‬ 1% ‫ا\ اب ا‬
disoder, borderline type ‫ ّ ي‬7َ ‫ع‬,X ‫ ذو‬،ً / X
dissocial personality disorder 8 َ ْ- ُ ‫د‬ ‫ا‬ 1% ‫اب ا‬ \‫ا‬
callous unconcern for the feelings of L }‫ا‬ % ‫ ة ﺑ‬#‫ﻣ‬+ ‫ا‬
others
criminal behaviour ‫اﻣ‬ ‫ك إ‬, &ُ

166
36. Psychiatric therapy and treatment
Treatment and therapy for mental health problems is sometimes separated
into different groups of interventions: biological interventions, social
interventions (sometimes called psychosocial interventions), and psychological
interventions.
Biological interventions include electro-convulsive treatment, light therapy,
sleep deprivation, and, in extreme cases, neurosurgery. However, the most
common biological therapy is medication. Psychopharmacological treatments
use psychiatric drugs such as anti-depressants or antipsychotics. Such drugs
can usually be administered in tablet form or as a depot injection. The terms
adherence and compliance are used to describe patients taking their
medication as planned. Non-compliance (or non-adherence) may be due to
worries about side effects for instance.
Social interventions may offer emotional support, practical help, or advice on
healthy lifestyles (such as diet, exercise, relaxation techniques, or sleep
hygiene). Psychoeducation, sociotherapy, milieu therapy, and work along
therapeutic community principles are all possibilities. Family therapy is a
useful intervention for problems best seen in the context of a system. It is
usually systemic and utilises genograms, circular questioning, and sculpting.
Psychological therapies are often called talking treatments or talking
therapies. In the past, clear distinctions were made between schools of
psychotherapy: psychoanalysis, cognitivism, behaviourism, and humanistic
psychology. Today these distinctions are less clear and hybrid forms common.
Psychoanalysis is perhaps the most well-known school of psychotherapy.
Psychoanalytical concepts have entered everyday language: the unconscious;
the ego, the superego, and the id; the sexual drive; and defence mechanisms
such as denial, splitting, and repression. Psychoanalysis uses free associating,
interpretation, and the analysis of transference, counter-transference, and
resistance. The broader term depth psychology encompasses various
approaches to the unconscious, including Adlerian individual psychology and
Jungian analytical psychology.
Behavioural therapy (sometimes spoken of in terms of behavioural
modification) uses ideas from behaviourism such as conditioning, for instance
in systematic desensitisation. Cognitive therapy employs techniques from
cognitivism, for example reality testing. Cognitive and behaviourist
approaches are commonly combined in cognitive behavioural therapy (CBT for
short).

167
Humanistic psychotherapy approaches, such as Rogerian client-centred
psychotherapy, focus on a person’s self-actualisation and personal growth to
become a fully functioning person. Such therapeutic approaches are perhaps
best known for Rogers’ therapeutic conditions: unconditional positive regard,
empathic understanding (or empathy), and genuineness (or congruence).

treatment ‫ج‬+
therapy ‫ج‬+
mental health problem /X ّ @
ِ =%‫ُﻣ‬
biological intervention , , ‫َ َ ﱡ ﺑ‬D
social intervention ‫َ َ ﱡ ا‬D
psychosocial intervention ‫ ا‬/ X ‫َ َ ﱡ‬D
psychological intervention / X ‫َ َ ﱡ‬D
electro-convulsive treatment H ‫ ا =_ ﺑ‬h 1 ‫ ﺑ‬-َ ‫ُﻣ‬
light therapy ‫ء‬,i ‫ج ﺑ‬+ ‫ا‬
sleep deprivation ‫م‬,F ‫ ْ ﻣ ن ا‬7ِ
neurosurgery ‫ب‬ ‫ أ‬7‫ِ ا‬
medication ‫أدو‬
psychopharmacological treatment ‫ل ا دو‬+ L‫ ﻣ‬/ X ‫ج‬+ ِ
psychiatric drug / X ‫َدواء‬
anti-depressant ‫ ّد =ˆﺑ‬i‫َدواء ُﻣ‬
antipsychotic ‫ھ ن‬g ‫ ّد‬i‫َدواء ُﻣ‬
drug ‫َدواء‬
administer ‫إدارة ا ﱠ واء‬
depot injection ,‫ل ط‬, ‫ ن ذات ﻣ‬/ ‫ ا‬E ‫ ﺑ‬Fّ<ْ 7ُ
adherence ‫ام‬b ‫ا‬
compliance ‫ام‬b ‫ا‬
non-compliance ‫ام‬b ‫م ا‬
non-adherence ‫ام‬b ‫م ا‬
side effect #X ‫اض‬ ‫أ‬
emotional support ‫ ط‬/ /X ْ ‫د‬
practical help ‫ َ ة‬/‫ُﻣ‬

168
healthy lifestyle @‫ ة‬7y X
diet H‫ا‬g) ‫ م‬TX/ H‫ا‬g) 7
exercise \ ‫ُﻣ ِر& ا‬
relaxation technique ‫ء‬ & ‫ ا‬F<D/W &‫أ‬
sleep hygiene ‫م‬,F ‫ ا‬F 9 T‫ﱠ‬F ‫ا‬
psychoeducation / X 9 <c
sociotherapy ‫ج ا‬+ ِ
milieu therapy ‫ ا‬y&, ‫ ا‬9 ‫ج‬+ ِ
therapeutic community + 8 َ ْ-‫ُﻣ‬
family therapy ‫ج أ& ي‬+ ِ
systemic -_F‫ﻣ‬/ ‫ ﻣ‬TX
genogram F - ‫ رط ا‬1 ‫ا‬
circular questioning ‫ ي‬H‫اب دا‬,- &‫ا‬
sculpting n F
psychological therapy / X ‫ج‬+ ِ
talking treatment ‫ ا َ ّ ث‬# ‫ج‬+ ِ ‫ا‬
talking therapy ‫ ا َ ّ ث‬# ‫ج‬+ ِ ‫ا‬
school of psychotherapy / F ‫ج ا‬+ِ ‫ر& ا‬ ‫َﻣ‬
psychoanalysis /X D
cognition 9 ‫ا َ ر& ا‬
behaviourism S, /ُ ‫ا َ ر& ا‬
humanisitic psychology X /Xj‫ﱠ ` ا‬F ‫ا‬
hybrid form L -‫= ھ‬A
psychoanalytical / F‫ا‬ ‫ا‬
unconscious ‫واع‬
ِ )/ , I9
the ego ‫ ء‬#= ‫ا‬
the superego ‫ات ا‬g‫ا ﱠ‬
the id ‫ات‬g‫ا ﱠ‬
sexual drive /Fْ -ِ ‫ ا‬89‫ا ﱠ ا‬
defence mechanism 9‫ب د‬, &ُ‫أ‬
denial L‫ ﻣ ن ﻣ‬7/‫= ر‬X‫إ‬

169
splitting ‫< ق‬%X‫ا‬
repression 8ْ I
free associating 7 y‫ر ْﺑ‬
interpretation /D
transference ‫ < ل‬X‫ا‬
counter-transference /= ‫ < ل‬X‫ا‬
resistance ‫ُﻣ< َوﻣ‬
depth psychology : ‫ﱠ ` ا‬F ‫ا‬
individual psychology ‫ ` ا دي‬F ‫ا‬
analytical psychology ‫ `ا‬F‫ا‬
behavioural therapy S, &ُ ‫ج‬+
behavioural modification S, &ُ D
conditioning Q =D
systemic desensitisation ُ
hَ_F ‫ب ُﻣ‬, &]‫ & ﺑ‬/ ‫إزا ا‬
congnitive therapy 9 ‫ج ﻣ‬+ ِ
reality testing 8I‫ا‬, ‫ ر ا‬# ‫ا‬
cognitive behavioural therapy 9 ‫ ﻣ‬S, &ُ ‫ج‬+ ِ
CBT 9 ‫ ا‬S, /ُ ‫ج ا‬+ ِ ‫ا‬
humanistic psychotherapy X /X‫ إ‬/ X ‫ج‬+ ِ
client-centered psychotherapy ‫ل ا‬,7 ‫ر‬, ‫ ﻣ‬/ X ‫ج‬+ ِ
self-actualisation ‫ات‬g‫ ا ﱠ‬: ّ< D
personal growth ّ D‫ا‬g ‫ا‬ F‫ا ﱠ‬
fully functioning person ‫ ﻣ‬S =%‫ ً ﺑ‬H‫ أدا‬L=‫ ُﻣ ﱢ‬s1A
therapeutic condition +ِ ‫ ط‬A
unconditional positive regard ‫ وط‬%‫ ﺑ ) ﻣ‬- ‫ ة إ‬TX
empathic understanding Q‫ ﱡ_ ُﻣ ِط‬D
empathy Qُ‫ ط‬D
genuineness ‫@ ْق‬
ِ
congruence -ِ /F‫ُﻣ‬

170
Drug and alcohol users

37. Dependence
Drugs and alcohol can be a cause of many social problems. Social workers in
many countries play a key role in multi-professional drug and alcohol support
services for people using legal or illegal drugs (often called psychotropic
substances, psychoactive substances, or simply substances). Whilst different
countries’ services may be comparable, non-native speakers should take care
to avoid old-fashioned or discriminating language when describing them in
English. The term addiction is entrenched in some countries’ terminology but
was rejected by the WHO in the 1960s. In the English language, terms such as
addict sound highly stigmatising, and are commonly avoided in British social
work.
Substance use often becomes visible to professionals when it becomes
problem use, sometimes referred to as abuse or misuse. Somebody using
substances is known as a substance user, user, or substance misuser. The ICD
10 group of mental and behavioural disorders due to psychoactive substance
use provides us with useful international terminology to describe substance
use disorders. Note how the term dependence (or sometimes dependency, or,
in ICD terms, dependence syndrome) has replaced the concept of addiction to
describe persons with a substance dependence: persons with a drug
dependence and persons with an alcohol dependence. Substances which lead
to dependency are known as dependence producing substances. Features of
dependence include an increased tolerance to the substance, a craving for it,
and withdrawal symptoms when stopping use or reducing use. A further
useful ICD category is harmful use, that is, the use of substances which causes
harm to health or brings adverse social consequences. Hazardous use (or risky
use) is use with the risk of harm.
Drug and alcohol prevention may be separated into primary prevention,
secondary prevention, and tertiary prevention. Primary prevention is often
aimed at younger people, and may target particular at-risk groups. Methods
range from awareness-raising campaigns to peer education. Secondary
prevention is usually understood as diagnosis and treatment services for
people who are already using substances. The aims are usually early diagnosis
and early intervention. Low threshold services are a key part of this. Drug and
alcohol advice centres should be easy to access for service users, and staffed

171
by workers who have a non-judgemental attitude to drug and alcohol use.
Outreach work, in which outreach workers hand out information leaflets and
telephone numbers of relevant local agencies, is an example of such practice.
They may give advice on low risk use, also known as safer use.
Treating dependency is usually spoken of in terms of rehabilitation. This may
take place in a specialist drug and alcohol unit. It starts with detoxification.
The rehabilitation measures that accompany withdrawal may include
counselling, motivational interviewing, or sociotherapy. Relapse is arguably a
part of recovery, and relapse prevention and relapse management are usually
considered integral to the rehabilitation and aftercare process.

drug ‫دواء‬/‫ ﱢ ر‬1‫ُﻣ‬

alcohol ‫ل‬, Sُ
multi-professional L_ ‫ُﻣ ﱢد ا‬
drug and alcohol support services O ‫دﻣ ن‬j‫ ا‬L ‫ع‬+Iz ‫َ َﻣ ت دا‬
‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ا‬
use ‫ ط‬D
psychotropic substance F‫ ذھ‬c]D ‫ﻣ دة ذات‬
psychoactive substance X / X ‫ﻣ دة‬
substance ( I < ‫ل وا‬, = ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9‫ﻣ دة )و‬
discriminating \ b‫ُ ﱠ‬
addiction ‫إدﻣ ن‬
entrenched €&ّ ‫ُﻣ‬
addict ‫ة‬/L‫ﻣ ﻣ‬
stigmatising ِ َ
substance use I < ‫ ﱢ رات وا‬1 ُ ‫ ط ا‬D
problem use ‫ ام‬1 &‫ء ا‬,&
abuse ‫إ& ءة‬
misuse ‫ ام‬1 &‫ء ا‬,&
substance user I < ‫ ﱢرات وا‬1 ُ ‫ﻣ ط ا‬
user ‫ﻣ ط‬
substance misuser I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫إ& ءة ا‬
mental and behavioural disorders due to L -D X S, &ُ ‫ و‬/ X ‫اﺑ ت‬ \‫ا‬
172
psychoactive substance use X / X c]D ‫ ط ذو‬D
substance use disorder I < ‫ل وا‬, = ‫ ام ا‬1 &‫اب ا‬ \‫ا‬
dependance ‫د‬ ‫ا‬
dependance syndrome # ‫ا‬/ ‫د‬ ‫زﻣ ا‬+
ِ ‫ُﻣ‬
person with a substance dependance I < ‫ل وا‬, = ‫ ا‬O ‫ ﻣ‬s1A
(‫دﻣ ن‬j‫ ا‬L‫ ﻣ‬X ُ )
person with a drug dependance ‫ ﱢرات‬1 ُ ‫ ا‬O ‫ذو إدﻣ ن‬/ ‫ ﻣ‬s1A
person with an alcohol dependance ‫ل‬, = ‫ ا‬O ‫ذو إدﻣ ن‬/ ‫ ﻣ‬s1A
dependance producing substance ‫دﻣ ن‬z ##/‫ﻣ دة ﻣ‬
tolerance O /- ‫ ا‬I]D ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) I]D
(‫اد‬, ‫ا‬
craving ‫ _ ء‬A‫ا‬
withdrawal symptoms ‫ ﺑ‬/X‫اض ا‬ ‫ا‬
stop use ‫ط‬ ‫إ<فا‬
harmful use ‫ ٍذ‬P‫ ٍط ﻣ‬D
harm ‫أذى‬
adverse ‫ُﻣ ِرض‬
social consequence ّ ‫ ا‬WI‫ا‬,
hazardous use ‫ ام‬1 &‫ا‬/ ‫ ط‬D
risky use ‫رة‬, ُ ‫ ام ذو‬1 &‫ا‬/ ‫ ط‬D
risk of harm ‫رة ا ض [ذى‬, ُ
drug and alcohol prevention ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ ا‬8F‫ ﻣ‬/ I‫و‬
primary prevention ‫أو‬ I‫و‬
secondary prevention ,X c I‫و‬
tertiary prevention l R ‫ى ا‬, /ْ ُ ‫ ا‬O I, ‫ا‬
at-risk group 1 \ ْ ُ ‫ُﻣ‬ , ْ-‫َﻣ‬
awareness-raising campaign ,D 7
peer education ‫ ان‬I ‫ ا‬#I L‫ﻣ‬ D
diagnosis s 1%D
treatment -iَ ‫ُﻣ‬
early diagnosis =‫ ﱢ‬#‫ ُﻣ‬s 1%D

173
early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D
low threshold services Jِ 1Fْ ‫ ّ ُﻣ‬7َ ‫َ َﻣ ت ذات‬
drug and alcohol advice centre ‫ل‬, = ‫ ِ ﻣ ا‬1 / ُ ‫ ري‬% &‫ ا‬bSِ ْ ‫َﻣ‬
I < ‫وا‬
easy to access k ‫ل إ‬,@, ‫&_ ا‬
non-judgemental L }‫ ا‬O ‫= م‬7‫ أ‬: / #< ‫ﻣ‬
outreach work , ‫ا‬
outreach worker , ‫ ا‬H ‫أ‬
information leaflet <RD ‫ر‬,%F‫ﻣ‬
local agency ‫ﱠ ﻣ‬TF‫ُﻣ‬
low risk use X ‫رة ﻣ‬, ُ ‫ك ذو‬+_ &‫ا‬/ ‫ ط‬D
safer use ً X ‫ أﻣ‬RS‫ ام أ‬1 &‫ا‬
treat h
rehabilitation ‫]ھ‬D ‫إ دة‬
drug and alcohol unit ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ ة ا‬7‫و‬
detoxification ‫م‬, / ‫إزا ا‬
withdrawal ‫ ب‬/X‫ا‬/‫ال‬b X‫ا‬
counselling ‫ د‬A‫إر‬
motivational interviewing b D -%D َ ‫ُﻣ< ﺑ‬
sociotherapy ‫ج ا‬+ ِ
relapse ‫ = س‬X‫ا‬
recovery 9 ‫ا‬/ ‫ ء‬% ‫ا‬
relapse prevention ‫ = س‬X ‫ ا‬L‫ﻣ‬ I, ‫ا‬
relapse management ‫ = س‬X ‫إدارة ا‬
aftercare ّ<7+ ‫ا‬ ِ ‫ا‬

174
38. Alcohol and medication
Alcoholic beverages have a high availability, and alcohol consumption
(sometimes called alcohol use or alcohol drinking) a high visibility in Western
societies. Alcohol is sometimes described as a social lubricant, because of its
disinhibiting effect on people’s behaviour. This makes its consumption a
socially acceptable and popular form of substance use. Some forms of alcohol
misuse seem to be becoming commonplace: the excessive drinking known as
binge drinking (or bingeing) in Britain, for instance.
Alcohol is associated with a range of social problems and health problems. The
consequences of alcohol intoxication (also called drunkenness or inebriation)
can range from acute anterograde amnesia (palimpsest, colloquially referred
to as a blackout) to alcohol-related accidents, such as road deaths due to drink
driving. Problems associated with longer term alcohol use include cirrhosis of
the liver, cancer, and various other alcohol-related illnesses. Drinking alcohol
during pregnancy can cause fetal alcohol syndrome. Alcohol misuse in the
family can lead to a range of issues, from domestic violence to job loss.
Some people do not drink alcohol, and are known as abstainers, or, to use an
older term, teetotallers. Alcohol use is often categorised according to the level
of consumption and drinking style. Many people practice low-risk drinking,
sometimes referred to as responsible drinking or sensible drinking. This is
often spoken of as light drinking or moderate drinking. Heavy drinking is seen
as problem alcohol use. The line between habitual drinking and problem
drinking is, however, a thin one. Non-native speakers should note that the
English terms alcoholism, alcoholic, and addiction, although used by members
of the general public, may be considered outdated and insensitive in social
work circles. The usage of the word disease to describe alcohol use is also
contested in the English speaking countries. In British English, the ICD 10-
related concepts of alcohol dependence (or alcohol dependence syndrome)
and harmful alcohol use are more specific and useful terms.
There is a variety of treatment programmes for alcohol dependency.
Treatment may involve inpatient or outpatient detoxification with
rehabilitation that includes both medication and psychotherapy. In England,
community alcohol teams coordinate participation in such programmes. For
some, however, the abstinence-based 12 step programme of the self-help
group Alcoholics Anonymous is the preferred solution to problem alcohol use.
Two further groups of licit dependence producing substances should be
mentioned here: volatile solvents and pharmaceutical drugs. Solvent abuse is
the deliberate inhalation of solvents or inhalants, such as glues, cleaning
175
products, or petrol. Pharmaceutical drugs may be divided into prescription
drugs and over-the-counter drugs. Tranquilisers, sleeping pills, and opiate-
based painkillers can lead to dependence, particularly if taken long term, and
we sometimes speak of medication misuse. The term prescription drug abuse
is used to describe prescription medication not being taken as prescribed by
the doctor. Benzodiazepines bought as the street drug ‘benzos’ is an example.

alcoholic beverage , S ‫ وب‬%‫ﻣ‬

availability ّ9,D
alcohol consumption ‫ل‬, = ‫ك ا‬+_ &‫ا‬
alcohol use ‫ل‬, = ‫ ام ا‬1 &‫ا‬/‫ك‬+_ &‫ا‬
alcohol drinking ‫ل‬, = ‫ ْ ب ا‬Aُ
visibility H ‫ﻣ‬
disinhibiting effect ‫ ة‬#‫ﻣ‬+ ‫ ا‬c]D
socially acceptable ً ‫ل ا‬,#<‫ﻣ‬
substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D
alcohol misuse ‫ل‬, = ‫ ام ا‬1 &‫ء ا‬,&
excessive drinking ‫ ْ ب ُﻣ ْ ِط‬Aُ
binge drinking ‫ ب‬%‫ ا ﱡ‬9 \ ‫ ه ا‬%‫ا ﱠ‬
bingeing ‫ ب‬%‫ ا ﱡ‬9 \ ‫ ه ا‬%‫ا ﱠ‬
social problem ّ ‫= ا‬%‫ُﻣ‬
health problem @ =%‫ُﻣ‬
alcohol intoxication , S ‫ ﱡ‬/D
drunkenness ِ َc
inebriation ‫ﱠ‬R ‫ا‬
anterograde ‫ ة ا < ﻣ‬S‫ا‬g ‫ُ ْ< ان ا‬9
palimpsest , ‫ُ ْ< ان ا‬9
blackout , ‫ُ ْ< ان ا‬9
alcohol-related incident ‫ل‬, = ‫ ُﻣ ﱢ< ﺑ‬c‫ د‬7
road death & ‫ دث‬7 W#/‫ ة ﺑ‬9, ‫ا‬
drink driving R‫ا‬ 7 9 ‫ا < دة‬
cirrhosis of the liver #= ‫ ا‬8 ‫ ﱡ‬%D

176
cancer ‫ طن‬/‫ﻣ ضا‬
alcohol-related illness ‫ل‬, = ‫ ﺑ‬:‫ﻣ ض ُﻣ ﱢ‬
drinking alcohol during ‫ ء ا‬Fc‫ل أ‬, = ‫ ب ا‬A
pregnancy
fetal alcohol syndrome F F- ‫ل ا‬, = ‫زﻣ ا‬+
ِ ‫ُﻣ‬
alcohol misuse in the family ‫ا ُ& ة‬ ‫ل دا‬, = ‫ك ا‬+_ &‫ء ا‬,&
domestic abuse ‫ أ& ي‬QFْ ُ
job loss ‫ظ‬, ‫< ان ا‬9
abstainer Lّ ‫ ء ُﻣ‬A L 8ِF ‫ُﻣ‬
teetotaller (‫ل‬, = ‫د ا‬, < ‫ ب )وا‬%‫ ا ﱡ‬L 8ِF ُ ‫ا‬
level of consumption ‫ك‬+_ & ‫در ا‬
drinking style ‫ ب‬%‫ب ا ﱡ‬, &ُ‫أ‬
low risk drinking ‫رة‬, 1ُ ‫ ا‬X ‫ ب ﻣ‬Aُ
responsible drinking ‫و‬P/‫ ب ﺑ < ﻣ‬%‫ا ﱡ‬
sensible drinking X+< ‫ ب ﺑ‬%‫ا ﱡ‬
light drinking Q ‫ ب‬Aُ
moderate drinking ‫ال‬ ‫ ب ﺑ‬%‫ا ﱡ‬
heavy drinking <c ‫ ب‬Aُ
problem alcohol use S% ##/‫< ﻣ‬ ‫ل ﺑ‬, = ‫ ام ا‬1 &‫ا‬
habitual drinking ‫ ا دة‬L ‰A F ‫ ب ا‬%‫ا ﱡ‬
problem drinking S% #‫ﱢ‬#/‫< ُﻣ‬ ‫ل ﺑ‬, = ‫ ام ا‬1 &‫ا‬
alcoholism ‫ل‬, = ‫ ا‬O ‫إدﻣ ن‬
alcoholic ‫ل‬, = ‫ ا‬O L‫ُﻣ ِﻣ‬
addiction ‫إدﻣ ن‬
disease ‫َﻣ ض‬
contested _ ‫ َزع‬F ُ ‫ا‬
alcohol dependance ‫ل‬, = ‫ ا‬O ‫د‬ ‫ا‬
alchohol dependance ‫ل‬, = ‫ ا‬O ‫د‬ ‫زﻣ ا‬+ ‫ُﻣ‬
syndrome
harmful alcohol use ‫ذي‬P ‫ل ا‬, = ‫ك ا‬+_ &ْ ‫ا‬
treatment programme + h‫ ﻣ‬X ‫ﺑ‬
inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ إد‬D ‫)أي‬ ‫ دا‬J ‫ﻣ‬
177
outpatient ‫ ر‬1 ‫دات ا‬ ‫ ا‬O\ ‫ﻣ‬
detoxification /- ‫ ا‬L‫م ﻣ‬, / ‫إزا ا‬
rehabilitation ‫إ دة ا ]ھ‬
medication ‫أدو‬
psychotherapy / X ‫ج‬+
participation S‫ َر‬%‫ُﻣ‬
abstinence-based ‫ ع‬Fِ ‫ أ ا ْﻣ‬#‫ ﻣ‬O ّ Fْ#‫َﻣ‬
12 step programme % Fcj‫ات ا‬, 1 ‫ ا‬h‫ ﻣ‬X ‫ﺑ‬
self-help group ّ D‫ا‬g ‫ة ا‬ , ْ-‫َﻣ‬
/ُ
Alcoholics Anonymous L ,_- ‫ل ا‬, = ‫ ا‬O L F‫ ا ﻣ‬/&P‫ُﻣ‬
licit ‫ وع‬%‫ ﻣ‬X,X I
dependance producing ‫دﻣ ن‬z /‫د‬ + W‫ﱢ‬#/‫ُﻣ‬
volatile solvent ‫ل ُﻣ‬, ‫ﻣ‬
pharmaceutical drug @ ‫دواء‬
solvent abuse ‫ ام ا‬1 &‫ء ا‬,&
inhalation ‫ ق‬%F &‫ا‬
solvent ‫ل‬, ‫ﻣ‬
inhalant ‫ ق‬%F &+ ‫اد ُﻣ‬,‫ﻣ‬
‫ﱠ‬
glue xْ @
cleaning product Q TFD ‫ا ّد‬,‫ﻣ‬
petrol ‫ﺑ ول‬
prescription drug W # ‫ ا‬#I L‫ ﻣ‬Q@,D ‫أدو‬
over-the-counter drug ّ#‫أدو دون و@ ط‬
tranquiliser ‫ ﱢ ر‬1‫ُﻣ‬
sleeping pill ‫ﻣ‬,‫ ﱢ‬F‫ ُﻣ‬I <
opiate-based painkiller X, 9‫ أ‬L=‫ ﱢ‬/‫ُﻣ‬
medication misuse ‫ ام ا دو‬1 &‫ء ا‬,&
prescription drug abuse W # ‫ ا‬#I L‫ ﻣ‬9,@, ‫ ام ا دو ا‬1 &‫ء ا‬,&
prescribed W #‫ ط‬#I L‫ ﻣ‬Q@‫و‬
benzodiazepine L # ‫ود ز‬bF# ‫ا‬

178
39. Illegal drugs
Many of the everyday drugs we take can be purchased and sold freely, and we
call these legal or licit drugs. However, some drugs are known as controlled
drugs (or, in less formal language, illegal drugs or illicit drugs). For these
substances, being caught in possession of drugs, producing drugs, buying
drugs, or supplying drugs may carry penalties, depending on the country’s
drug policy. The relevant legislation in England is the Misuse of Drugs Act
1971. UK law categorises controlled drugs into three different classes, with
corresponding sentences for offences.
Drugs are often colloquially separated into hard drugs and soft drugs.
Substances can also be categorised according to their effect on cognition and
affect. Stimulants, such as cocaine, boost neural activity; depressants, such as
opium, reduce activity in the central nervous system; and hallucinogens, such
as LSD, produce changes in perception, thinking, and feeling. However, many
drugs combine effects from more than one of these three groups.
Drugs may be administered in various ways, including snorting, sniffing or
inhaling, smoking, injecting, inserting into the anus, chewing, rubbing into the
gum, and swallowing as a pill. The tools such as injecting equipment or pipes
that users employ to help them take drugs are often described as drug
paraphernalia. Colloquially, being high is the feeling drug users have
associated with the state of acute intoxication after consuming the drug. Drug
users describe the feeling as the effects of a drug wear off as coming down.
Injecting drugs is a particularly risky form of use, due to the danger of picking
up drug-related infections through using dirty needles. Intravenous drug use
(often called IV drug use) describes injecting drugs into a vein. Drugs can also
be injected subcutaneously (colloquially skin-popping) or intramuscularly.
Injecting drug users can contract viruses through needle sharing. The term
drug-related harm includes such health issues. A key harm reduction (or harm
minimisation, or damage limitation) service is provided by drop-in centres
with needle exchanges. Outreach workers may hand out sterile syringes and
needles, sterile wipes, and condoms. In countries with more progressive drug
legislation some cities have drug consumption rooms (or injecting rooms)
providing hygienic conditions for drug administration and, in the case of
overdose, first aid. Community-based substitution programmes are those
community treatments where a user is stabilised on a substitute such as
methadone. Maintenance therapy with prescribed heroin is an alternative for
users in some countries.

179
Providing drug and alcohol services can be a stressful profession. Not all
service users are voluntary. Many drug users find themselves undergoing
involuntary treatment (sometimes known as compulsory treatment). This
coercion may be due to a Drug Treatment and Testing Order in England. In
addition, there are complex ethical issues and legal issues around information
sharing in terms of contact with illegal drug users.

drug ‫دواء‬/‫ ﱢ ر‬1‫ُﻣ‬

legal X,X I
licit ‫ وع‬%‫ ﻣ‬X,X I
controlled drug L X‫ا‬,I‫ اف و‬A‫ إ‬n D ‫زع‬,D‫ر و‬ D) _‫ح ﺑ‬ ‫أدو ﻣ‬
( ‫ﻣ‬,= ‫ا‬
illegal drug ,F ‫ ﱢ رات ﻣ‬1‫ُﻣ‬
ilicit drug ‫ و‬%‫ ﱢ رات ) ﻣ‬1‫ُﻣ‬
possession of drugs ‫ رات‬1‫ ُﻣ‬O ‫زة‬ ‫ا‬
producing drugs ‫ ﱢرات‬1 ُ ‫ ا‬8F@
buying drugs ‫ ﱢرات‬1 ُ ‫ اء ا‬A
supplying drugs ‫ ﱢرات‬1 ُ ‫و ا‬bD
penalty ‫ﺑ‬,<
drug policy ‫ ﱢرات‬1 ُ ‫& & ا‬
legislation 8 %D/‫ن‬,X I
sentence =7
offence Fْ ُ
hard drug <c ‫ ﱢ رات‬1‫ُﻣ‬
soft drug ‫ ﱢ رات‬1‫ُﻣ‬
cognition 9 ‫ا‬
affect ‫اج‬b‫َﻣ‬
stimulant b ‫ﻣ‬
neural activity # ‫ ط‬%X
depressant ‫ ب‬E S+ #‫ﱢ‬#/‫اد ُﻣ‬,‫ﻣ‬
central nervous system ‫ي‬bSِ ْ َ ‫ ا‬# ‫_ ز ا‬- ‫ا‬
hallucinogen ‫س‬,ِ _‫ُﻣ‬

180
perception ‫ر‬,TF‫ﻣ‬
administer ‫إدارة‬
snort %‫ا‬: ‫ط‬L ‫ ط‬D
sniff %‫ا‬: ‫ط‬L ‫ ط‬D
inhale :%ِ Fْ /ْ َ
smoke L‫ُ ﱢ‬
inject L‫َ ْ <ﱢ‬
insert into the anus ‫ ج‬%‫ا ﱠ‬ 9O‫ُ إ‬
chew xi
َ ْ
rub into the gum R ‫كﺑ‬
swallow 8 #ْ
injecting equipment Lّ< ‫أدوات ا‬
drug paraphernalia (‫ ﱢرات‬1 ُ ‫ك ا‬+_ &j ‫ ْ ﻣ‬1ِ / ُ ‫ ﱢرات )أي ا‬1 ُ ‫أدوات ا‬
high ~
ٍ F‫ُﻣ‬
drug user ‫ ﱢ رات‬1‫ُﻣ ط ُﻣ‬
acute intoxification ‫ ّد‬7 ‫ ﱡ‬/D
wear off k , ‫ول ﻣ‬b
come down ‫ ا ّدة‬c]D ‫_ ء‬D‫إا‬
injecting drugs ‫ ﱢرات‬1 ُ ‫ ا‬Lّ<7
risky
drug-related infection ‫ ﱢرات‬1 ُ ‫ ﺑ‬:%ّ ‫ا _ ب ُﻣ‬
dirty needle 1/‫إﺑ ة ُﻣ ﱠ‬
intravenous drug ‫ل ا وردة‬+ L‫ ﱢرات ﻣ‬1 ُ ‫ ط ا‬D
IV drug use ‫ل اا وردة‬+ L‫ ﱢرات ﻣ‬1 ُ ‫ ط ا‬D
vein ‫ور‬
subcutaneous -‫ا‬n D
skin-popping - WI c
intramuscular ‫ت‬+i ‫ ا‬L ‫ﻣ ﺑ‬
injecting drug user Lّ< ‫ ا‬: ‫ ط‬L ‫ ﱢرات‬1 ُ ‫ُﻣ ط ا‬
contract ُyِ<ْ َ

181
needle sharing ‫ﺑ ة‬z ‫ ك‬%‫ ام ُﻣ‬1 &‫ا‬
drug-related harm ‫ ﱢرات‬1 ُ ‫ ﺑ‬:‫أذى ُﻣ ﱢ‬
harm reduction ‫ ا ذى‬#/X J 1D
harm minimisation ‫ ا ذى‬#/X <D
damage limitation ‫ ر‬i ‫ ا‬L‫ا َ ّ ﻣ‬
drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫َﻣ‬
needle exchange ‫ﺑ‬j‫ ُدل ا‬#D
syringe Fْ ّ<7ُ
needle ‫إﺑ ة‬
wipe Fْ ‫ِﻣ‬
condom ‫ ي‬S‫ ذ‬I‫وا‬
drug legislation ‫ ﱢرات‬1 ُ ‫& & ا‬
drug consumption room ‫ ﱢرات‬1 ُ ‫ط ا‬ 9 )ُ
injecting room Lّ< ‫ ا‬9 )ُ
hygienic conditions 9 TF ‫ ا‬8\‫و‬
overdose ‫ﻣ ط‬ ْ ُ
first aid ‫ َ ة أو‬/‫ُﻣ‬
community-based 8 َ ْ- ُ ‫ أ&` ا‬O ّ Fْ#‫َﻣ‬
substitution programme ‫ ال‬# &‫ ا‬h‫ ﻣ‬X ‫ﺑ‬
community treatment 8 َ ْ- ُ ‫ج ا‬+ ِ
substitute ‫ﺑ‬
methadone ( ‫ أ‬L=/‫ دون )ﻣ‬R ‫ﻣ‬
maintenance therapy ‫ج ا اوﻣ‬+ ِ
prescribed heroin ‫ة‬/W # ‫ ا‬#I L‫ف ﻣ‬,@, ‫ ا‬L ‫ ﱢ ر ا _ و‬1‫ُﻣ‬
stressful ‫ط ت‬,Z ‫ﱡ‬i W‫ﱢ‬#/‫ُﻣ‬
voluntary ْ,‫ط‬
involuntary treatment ‫ ري‬# ‫ج إ‬+ ِ
compulsory treatment ‫ ري‬# ‫إ‬/ ‫اﻣ‬b ‫ج إ‬+ ِ
coercion ‫ ر‬# ‫إ‬/‫إر) م‬
ethical issue I+ ‫ أ‬iI/ ]/‫ﻣ‬

182
legal issue X,X I iI/ ]/‫ﻣ‬
information sharing ‫ﻣ ت‬, ‫ ُرك ا‬%D

183
Older people

40. Gerontology and ageing

The phase of life known as old age (or sometimes later life) follows early
adulthood and middle age. Today it is often subdivided into two or even three
age groups. The third age describes a period where older people may enter
retirement (the verb is retire), quite possibly enjoying good health and active
lives; the fourth age, starting at a chronological age of around 75 or 80, may
be seen as a period in which the ageing process impacts more on the person’s
everyday life. The age groups young old age, old old age, and even oldest old
age are also commonly referred to. Such people may thus be (collectively)
described as the young old, old old, or oldest old. Becoming very old is often
spoken of in terms of longevity.
Readers should note that older people are seldom described as old people,
elderly people, the old, or the elderly in British social work literature. Although
common in journalism and everyday speech, these expressions may
sometimes be seen as discriminatory. The term elder is also unusual in the UK,
although sometimes used in international literature. When used, it often
stresses the wisdom and experience of older people. Older people are
sometimes called senior citizens.
Gerontology is the discipline concerned with ageing (note the letter ‘e’ in the
British spelling of ageing; the verb is age, or, colloquially, grow old).
Gerontologists examine ageing and ageing processes in terms of their social,
psychological, and biological aspects: social ageing, psychological ageing, and
biological ageing (or physical ageing). Correspondingly, a number of
subdisciplines (and related disciplines) of gerontology may be mentioned:
social gerontology and the sociology of ageing; gerontological psychology and
the psychology of ageing; and geriatrics, medical gerontology, and the biology
of ageing. In fact, the range of areas of specialisation is considerable. Research
on ageing (often called ageing research) also includes fields such as geriatric
psychiatry and the psychiatry of old age, gerontechnology, environmental
gerontology, the philosophy of ageing, the demographics of ageing,
educational gerontology, life cycle research and life course research,
humanistic gerontology, critical gerontology, and applied gerontology.
In a medical sense, pathological ageing can be distinguished from normal
ageing or healthy ageing. For the individual, however, a multitude of factors

184
result in optimal ageing or in a less fulfilling experience. Inequality in old age
may seriously limit individuals’ opportunities to experience successful ageing,
active ageing, or productive ageing. Health inequalities in old age or pensioner
poverty, for instance, can have a profound impact on experiences of old age.
Policies on ageing (also known as ageing policies) such as pensions policy
impact hugely on older people’s lives.
Representations of ageing and views of ageing often focus on the stereotypes
of old age. Age prejudice often has its roots in negatively perceived aspects of
ageing, such as physical deterioration, mental deterioration, dependency on
others, and a lack of productivity. References to the ‘burden of old age’ and
‘the elderly’ act to dehumanise and devalue older people. Combating ageism,
fighting age discrimination, and fostering respect for older people are thus key
social work tasks.

phase of life D 7 7 ‫ﻣ‬

old age Lّ /ِ ‫ ا‬#S
later life Lّ /ِ ‫ ا‬#S
early adulthood ‫ ﱢ= ة‬# ُ ‫ ا‬A ‫ ا‬7 ‫ﻣ‬
middle age ‫ ا‬Q َ F‫ُﻣ‬
age group E9
third age l‫ ﱠ‬R‫ا‬ ُ ‫ا‬
older person Lّ /ِ ‫ ُﻣ‬s1A
enter retirement < ‫ﺑ ءا‬
retire <
fourth age 8‫ا ﱠ اﺑ‬ ‫ا‬
chronological age F‫ﻣ‬b‫ ا ﱠ‬W D ‫ ا ﱠ‬W/7 ‫ا‬
ageing process ,1 %‫ا ﱠ‬
young old age ‫ ﱢ= ة‬# ُ ‫ا‬ ,1 %‫ا ﱠ‬
old old age ‫ا <ﻣ‬ ,1 %‫ا ﱠ‬
oldest old age Z ‫ﻣ< ﻣ‬,1 A
young old ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ّF&ِ Z@ ‫ ا‬L ّF/ِ ُ ‫ا‬
(‫ ﱢ= ة‬# ُ ‫ ا‬,1 %‫ا ﱠ‬
old old ‫ ر‬#= ‫ ا‬L ّF/ِ ُ ‫ا‬

185
oldest old ً ّF&ِ #S ‫ ا‬L ّF/ِ ُ ‫ا‬
longevity ‫ل ا‬,‫ط‬
discriminatory ّ\ِ bّ ُ
elder ً ّF&ِ #S‫أ‬
wisdom =ْ 7ِ
senior citizen Lّ /ِ ‫ ا‬#S L‫ا ِط‬,‫ُﻣ‬
gerontology ,1 %‫ِ ْ ا ﱠ‬
ageing ,1 A
age ً‫ا‬ ‫< ﱠم‬
grow old ‫< ﱠم‬
gerontologist ,1 %‫ا ﱠ‬ 9 #
social ageing ّ ‫ا‬ ,1 A
psychological ageing /X ,1 A
biological ageing ,,‫ﺑ‬ ,1 A
physical ageing / ,1 A
subdiscipline ‫ي‬,X c ‫ ل‬-‫َﻣ‬
social gerontology ‫ ا‬,1 %‫ا ﱠ‬
sociology of ageing ,1 %‫ا ع ا ﱠ‬
gerontological psychology ,1 %‫ ل ا ﱠ‬-‫ َﻣ‬9 ` ‫ﱠ‬F ‫ا‬
psychology of ageing ,1 %‫ ﺑ ﱠ‬: ‫ﱠ ` ا‬F ‫ا‬
geriatrics ,1 %‫ ا ﱠ‬W‫ط‬
medical gerontology ّ# ‫ا‬ ,1 %‫ا ﱠ‬
biology of ageing ,1 %‫ ا ﱠ‬, , ‫ﺑ‬
research on ageing ,1 %‫ ا ﱠ‬L ‫ا ﺑ ث‬
ageing research ,1 %‫أﺑ ث ا ﱠ‬
geriatric psychiatry ,1 %‫ ا ﱠ‬W‫ ل ط‬-‫ َﻣ‬9 / ‫ﱠ‬F ‫ج ا‬+ ‫ا‬
psychiatry of old age ,1 %‫ﱠ‬ / ‫ﱠ‬F ‫ ا‬W ‫ا‬
gerontechnology ,1 %‫ ا ﱠ‬, ,F=D
environmental gerontology E#‫ا‬ ,1 %‫ا ﱠ‬
philosophy of ageing ,1 %‫ ا ﱠ‬/ 9

186
demographics of ageing 9‫) ا‬, ‫ا‬ ,1 %‫ ا ﱠ‬sH
educational gerontology ‫ ا ﱠ‬,1 %‫ا ﱠ‬
life cycle research ‫ة‬ ‫ دورة ا‬9 ‫ث‬, ‫ﺑ‬
life course research ‫ة‬ ‫ ة ا‬/‫ث ﻣ‬, ‫ﺑ‬
humanistic gerontology X /Xj‫ ا‬,1 %‫ا ﱠ‬
critical gerontology ‫< ي‬F ‫ا‬ ,1 %‫ا ﱠ‬
applied gerontology < ّ# ‫ا‬ ,1 %‫ا ﱠ‬
pathological ageing \ ‫ﻣ‬ ,1 A
normal ageing #‫ط‬ ,1 A
healthy ageing @ ,1 A
optimal ageing R‫ﻣ‬ ,1 A
inequality in old age #= ‫ ا‬Lّ /ِ ‫ ا‬9 ‫ واة‬/ ‫م ا‬
successful ageing X ,1 A
active ageing %F ‫ا‬ ,1 %‫ا ﱠ‬
productive ageing ‫ ة‬R ‫ا‬ ,1 %‫ا ﱠ‬
health inequality @ ‫ واة‬/‫م ﻣ‬
pensioner poverty L < ُ ‫< ا‬9
policy on ageing ,1 %‫& & ا ﱠ‬
ageing policy ,1 %‫& & ا ﱠ‬
pensions policy <‫& & ا ﱠ‬
representation of ageing ,1 %‫ ا ﱠ‬R D
view of ageing ,1 %‫ ا ﱠ‬O ‫ ة إ‬T‫ﱠ‬F ‫ا‬
stereotype of old age Lّ /ِ ‫ ا‬#S L X ‫رة‬,@
age prejudice ‫ ا‬L :َ#/‫= ُﻣ‬7
physical deterioration ‫ ي‬/ ‫ر‬,ُ ‫ ھ‬D
mental deterioration F‫ر ذھ‬,ُ ‫ ھ‬D
dependency on others L }‫ ا‬O ‫د‬ ‫ا‬
lack of productivity Xj‫ ا‬O ‫ < ر إ‬9‫ا‬
burden of old age ,1 % ‫ا‬/Lّ /ِ ‫ ا‬#S ‫ء‬W
the elderly Lّ /ِ ‫ ر ا‬#S

187
dehumanise L _ُ
devalue ‫ ء‬%‫ا‬ I L‫ﻣ‬ <D
ageism Lّ /ِ ‫ ر ا‬#S \ b D
age discrimination Lّ /ِ ‫ أ& س ا‬O b D
foster b b D‫ و‬8 -%D

188
41. Social work with older people
Older people are becoming a proportionally larger group in our societies. In
most Western countries the demographic change is highly visible: the baby
boomers have entered retirement, and the twenty-first century is seeing low
birth rates, perhaps related to global economic anxieties. This is resulting in an
growing arena of social work practice. This field of practice may be referred to
by professionals as social care with older people, social work with older
people, or gerontological social work. It is usually described in the terminology
of English local authorities as older people’s services, services for older people,
or social care for older people.
Personal social care services for older people may address their vulnerability.
For many older people, widowhood, mobility limitations, and frailty lead to
social isolation. Ageing-related diseases such as depression in old age and
dementia impact hugely on older people’s quality of life. The latter, in the
form of Alzheimer’s disease, vascular dementia, or mixed forms, can lead to
high support needs. People with dementia may display behaviours such as
wandering and disorientation, particularly as the disease progresses. The
method of case management is sometimes used with older people, to
organise hospital discharge, address mental health problems, or deal with
possible cases of elder abuse (sometimes called elder mistreatment).
Many services may be described as open access services for older people. Such
services are provided on a low threshold basis: easy to access, and open to all.
Common services may be listed: luncheon clubs for older people and other
socialising opportunities, volunteer centres for senior citizens, drop-in centres,
organised outings for older people, meeting places for older people, self-help
groups for older people, intergenerational contact and exchange work, home
visiting schemes, and education in old age.
Such services may be designed for older people living in the community. They
are often described as community services for older people or community-
based interventions. Their aim may well be to promote community
connectedness. Such provision often overlaps with day care services for older
people (the facilities are known as day centres for older people or day care
centres for older people). Various group or individual activities are offered in
such settings. Examples include cognitive training, training in everyday skills,
talking groups, therapeutic activities, and life story work including
reminiscence.

189
Older people’s services also include services for carers, those family members
looking after their disabled relatives. Such services include advice for carers,
counselling for carers, and support groups for carers.

older people L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#S

demographic change 9‫) ا‬, ‫د‬ ZD
baby boomers ‫ ب‬-Xj‫ ة ط ة ا‬9 9 ‫د‬, ,‫ِط ْ ﻣ‬
retirement ُ <D
low birth rates Jِ 1Fْ ‫ا ُﻣ‬,‫ُﻣ ّ ل ﻣ‬
economic ‫دي‬ I‫ا‬
arena of social work practice ‫ا‬ ‫ ل ُﻣ ِر& ا‬-‫َﻣ‬
field of practice ّ F_‫<ّ ِﻣ‬7
social care with older people L ّF/ِ ُ ّ ‫ا‬ ِ ‫ا‬
social work with older people L ّF/ِ ُ ‫ا‬ ‫ا‬
gerontological social work ,1 %‫ا ﱠ‬ 9 ‫ا‬ ‫ا‬
local authority ‫ُ& ْ َ ﻣ‬
older people's services L ّF/ِ ُ /Lّ /ِ ‫ ر ا‬#= ّ ‫َ َﻣ ت ا‬
social care for older people L ّF/ِ ُ /Lّ /ِ ‫ ر ا‬#= ّ ‫ا‬ ‫ِر‬
personal social care services for older L ّF/ِ ُ 1A ّ ‫ا‬ ‫َ َﻣ ت ِر‬
people
vulnerability 1 ‫ ُﻣ ﱠض‬/‫ ر‬i ‫ا‬ ‫ ﺑ‬I/Qْ \
َ
widowhood ‫ا ﱠ ﻣ‬
mobility limitations <F ‫ ا‬9 ‫ود‬ ‫ﻣ‬
frailty A %َ ‫ھ‬
social isolation ّ ‫ ا‬bُْ
ageing-related disease ,1 %‫ ﺑ ﱠ‬:‫ﻣ ض ُﻣ ﱢ‬
depression in old age L ّF/ِ ُ ‫ ب ا‬E S‫ا‬/ ,1 %‫ ب ا ﱠ‬E S‫ا‬
dementia k َ ‫ا‬/‫ ف‬1َ ‫ا‬
quality of life % َ ‫ا‬ ,X/‫ة‬ ‫ا‬ ,X
Alzheimer's disease ‫ھ‬b ‫ﻣ ض ا‬
vascular dementia H , ‫ ف ا‬1َ ‫ا‬

190
mixed form ‫ة‬/yَ 1‫ ُﻣ‬E ‫ھ‬/ =A
support needs ‫ت دا‬ 7‫ا‬
person with dementia ‫ ف‬1َ ‫ ﻣ ض ا‬L‫ ﻣ‬X ُ s1A
wandering ‫ل‬,‫ ﱢ‬- ‫ُﻣ‬
disorientation ‫ ك‬#D‫ا ر‬
disease ‫ﻣ ض‬
progress ‫ّر‬,َ َD
case management ‫إدارة ا‬
hospital discharge O % / ‫ ا‬L‫اج ﻣ‬ ‫إ‬
mental health problem ‫ة‬/ / X =%‫ ُﻣ‬/‫ﻣ ض‬
elder abuse Lّ /ِ ‫ ر ا‬#S/L ّF/ِ ُ ‫إ& ءة ا‬
elder mistreatment Lّ /ِ ‫ ر ا‬#S/ L ّF/ِ ُ ‫ء ُﻣ َﻣ ا‬,&
open access services for older people L ّF/ِ ُ /Lّ /ِ ‫ ر ا‬#= 7 ‫َ َﻣ ت ُﻣ‬
low threshold Jِ 1Fْ ‫ ّ ُﻣ‬7َ
easy to access k ‫ل ا‬,@, ‫&_ ا‬
open to all 8 - ‫ُﻣ ح‬
luncheon club for older people Lّ /ِ ‫ ر ا‬#= ‫ دي‬X
socialising ّ ‫ ا‬E%FD
volunteer centre for senior citizens Lّ /ِ ‫ ر ا‬#= , D bSِ ْ ‫َﻣ‬
drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫َﻣ‬
outing for older people Lّ /ِ ‫ ر ا‬#= ‫ھ‬bX
meeting place for older people L ّF/ِ ُ ‫ﻣ= ن < ء‬
self-help group for older people L ّF/ِ ُ ّ D‫ا‬g ‫ ِ ة ا‬/ ُ ‫ ا‬, ْ-‫َﻣ‬
intergenerational contact and exchange ‫ل‬ ‫ ا‬L ‫ دَل ﻣ ﺑ‬# ُ ‫ا‬ ‫ا@ وا‬, ‫ا‬
work
home visiting scheme bF ‫ رات ا‬b ‫ ا‬y‫ ﱠ‬1‫ُﻣ‬
education in old age ,1 %‫ ا ﱠ‬Lّ &ِ 9 ‫ا ﱡ‬
community-based services for older L ّF/ِ ُ َ ْ-‫َ َﻣ ت ُﻣ‬
people
community-based intervention َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َ َ ﱡ َﻣ‬D
community-based connectedness َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ َﻣ‬y‫ اﺑ‬D

191
day care services for older people L ّF/ِ ُ ‫_ ر‬X ‫ِر‬
day centre for older people L ّF/ِ ُ ‫_ ري‬X ‫دار ِر‬
day care centre for older people L ّF/ِ ُ ‫_ ري‬X ‫دار ِر‬
cognitive training 9 ‫ﻣ‬W‫ ر‬D
training in everyday skills ‫ﻣ‬, ‫ة ا‬ ‫ ﻣ_ رات ا‬9 W ‫ ر‬D
talking group ‫ار‬,7 , ْ-‫َﻣ‬
therapeutic activity + ‫ ط‬%X
life story work ‫ة‬ ‫ا‬ I
reminiscence SgD
carer /‫راع‬
family members ‫ اد ا ُ& ة‬9‫أ‬
disabled relatives I ‫ ﺑ ء ذوي إ‬I‫أ‬
advice for carers ‫ة‬ rH X
counselling ‫ د‬A‫إر‬
support group for carers ‫ة‬ ْ ‫د‬ , ْ-‫َﻣ‬

192
42. Ageing and care
The broad term care is often used to describe help with daily activities. Care
can consist of domestic help (sometimes called home help). This includes
shopping, cooking, cleaning the flat, washing up, changing and washing bed
sheets, and doing other housework. Personal care is assistance in a narrower
sense. Depending on the requirements of the person in need of care, it can
include help with eating, going to the toilet, bathing and showering, getting
dressed, and managing continence problems (in other words incontinence,
that is, urinary incontinence or faecal incontinence). A near synonym for
personal care is intimate care. Care is often given by family members known
as carers. When care is paid for and given in the person’s own home, it is
known as domestic care or domiciliary care. Domiciliary care services are
staffed by care workers. When the level of care need is higher, and tasks
include dressing wounds and administering injections, we talk of nursing.
Such services enable older people to age in place. This is a preference for
many older people, as the domestic environment is familiar and makes people
feel secure. Assistive technology and adaptations, such as grab rails in
bathrooms and stair lifts or hinged support rails, can facilitate moving about
safely and reduce the risk of falls. Services such as meals on wheels or 24-hour
emergency assistance can also add a feeling of security. For some, a move to
sheltered accommodation or a flat in a retirement community may be
attractive options. However, if the care needs are high, residential care in a
care home, nursing home, or older people’s home may be the best option.
Such homes can provide extensive care and companionship, whilst respecting
human dignity, privacy, and self-worth.
Older people with serious illnesses or life-threatening illness may have
particular care needs in terms of pain prevention and pain relief. Palliative
care aims to minimise the pain and prevent the suffering of such people. The
term palliative social work is occasionally used to describe social work in this
context. Hospice care is for patients who are terminally ill. In the English
speaking countries, the word hospice is understood in terms of the hospice
movement: as a philosophy of care. End of life care and terminal care is care
for people with life-limiting conditions before and while they die. Alongside
medical treatment, support usually includes counselling, spiritual and pastoral
care, and, for family members, bereavement care including bereavement
counselling. The reaction to loss is known as grief or mourning.
A final term related to dying is the concept of euthanasia. A distinction is
made between voluntary euthanasia, involuntary euthanasia, and

193
(sometimes) non-voluntary euthanasia. A further distinction is made between
passive euthanasia, when life-prolonging measures are withheld, and active
euthanasia. Euthanasia should not be confused with the similar concepts of
assisted suicide and physician assisted suicide.

care ‫ِر‬
daily activity ‫ﻣ‬, ‫ ط‬%X
domestic help bF ‫ ا ﺑ ا‬9 ‫ َ ة‬/‫ُﻣ‬
home help bF ‫ ا ﺑ ا‬9 ‫ َ ة‬/‫ُﻣ‬
changing and washing / ‫ ا‬QA‫ ا‬A /)‫و‬ ZD
bed sheets
housework bF ‫ا‬ ‫ا‬
personal care ّ D‫ذا‬/ 1A ‫ِر‬
person in need of care ِ ‫ ﻣ ج‬s1A
going to the toilet ‫ض‬7 ‫ ام ا‬1 &‫ا‬/‫ ض‬7 ‫ ا‬O ‫ھ ب إ‬g ‫ا‬
bathing and ‫ ل‬/ )‫م وا‬ &‫ا‬
showering
continence problem ` / ‫ا‬/` F ‫ ا‬y#\ 9 =%‫ُﻣ‬
incontinence `/‫ا‬
urinary incontinence ,# ‫ ` ا‬/ ‫ا‬
faecal incontinence ‫ از‬# ‫& ` ا‬
intimate care 1A F
carer /‫راع‬
domestic care bF‫ﻣ‬ ‫ِر‬
domiciliary care bF‫ﻣ‬ ‫ِر‬
domiciliary care bF ‫ا‬ ِ ‫ِ ْﻣ ا‬
service
care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ‫ﻣ‬
level of care need ‫ﺑ‬, ‫ا‬ ِ ‫در ا‬
dress wounds ‫ وح‬- ‫ ا‬Q =D/‫ وح‬- ‫ ا‬ZD
administer injections Lّ< ‫إدارة ا‬
nursing J D

194
age in place k/ X ‫ ا = ن‬9 ‫_ م‬
domestic bF‫ ﻣ‬E ‫ﺑ‬
environment
familiar ‫ف‬, ]‫ﻣ‬
secure L‫آﻣ‬
assistive technology ‫ ِ ة‬/‫ُﻣ‬ , ,F=D
adaptation Qّ =َD
grab rail L ّF/ِ ُ ‫ صّ ﺑ‬,‫د وھ‬, ‫ف أوا‬,I, ِ /‫ ُﻣ‬J#<ْ ‫ِﻣ‬
stair lift +/ ‫ ا‬O ‫د‬, L < ّ‫ص‬ ْ ‫َﻣ‬
hinged support rail L ّF/ِ ُ ‫ صّ ﺑ‬,‫د وھ‬, ‫ف أوا‬,I, ِ /‫ ُﻣ‬J#<ْ ‫ِﻣ‬
safely F‫ﺑ < آﻣ‬/‫ﺑ]ﻣ ن‬
fall ‫ع‬,I‫و‬/‫ط‬,<&
meals on wheels ّ @, ‫ِ ْ ﻣ ا‬ # L ّF/ِ ُ ‫م‬ ‫ ت ا‬# ‫ و‬L ‫]ﻣ‬D
24 hour emergency & 24 ‫ ﻣ ار‬O ‫ارئ‬, ‫ِ ْ ﻣ ا‬
assistance
security ‫أﻣ ن‬
sheltered (L ّF/ِ ُ ‫ا‬ ِ ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ‬I ‫ اف ط‬A†‫ )أي ﺑ‬L ّF/ِ ُ L=/ْ ‫َﻣ‬
accommodation
flat in a reitrement L < ّ‫ص‬ ‫ إ&= ن‬9 ّ<Aَ
community
care needs ِ ‫تا‬ 7‫ا‬
residential care H‫ا‬, j‫ا‬ ِ ‫ا‬
care home (L ّF/ِ ُ ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫دار ِر‬
nursing home L ّF/ِ ُ ‫دار ِر‬
older people's home L ّF/ِ ُ ‫دار ِر‬
companionship <9ْ ‫ِر‬
respect ‫ ام‬7‫ا‬
human dignity ‫ ن‬/X ‫ اﻣ ا‬Sَ
privacy ّ @, ُ
self-worth ‫ات‬g‫ ا ﱠ‬I
serious illness A/ ‫ﻣ ض‬

195
life-threatening illness s1% ‫ة ا‬ ‫ﻣ ض ُﻣ_ ﱢ د‬
pain prevention ‫ ا‬L‫ﻣ‬ I, ‫ا‬
pain relief ‫ ا‬L‫ ﻣ‬Q 1‫ا ﱠ‬
palliative care ‫ا‬ ‫ا ﱢ‬
pain ‫أ‬
prevent <
suffering X
palliative social work ‫ا‬ ِ ‫ ا‬9 ‫ا‬ ‫ا‬
hospice care ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ا‬
terminally ill i ‫ُﻣ ب ﺑ ض‬
hospice ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ا‬
hospice movement ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬S 7
philosophy of care ِ ‫ ا‬/9
end of life care ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ا‬
terminal care ‫دي‬PD ‫ أن‬r ‫ ا ر‬O ‫)أي ا‬ i ‫ ﺑ ﻣ اض ا‬L ‫ﺑ‬ ‫ِر‬
( _A‫ أ‬6 ‫ل‬+ ‫ ة‬9, ‫ ا‬O ‫إ‬
life-limiting condition i /L‫ﻣ‬b‫ﻣ ض ﻣ‬
medical treatment ّ#‫ج ط‬+
counselling ‫ د‬A‫إر‬
spiritual and pastoral , ‫ وا‬X 7‫ا و‬ ِ ‫ا‬
care
bereavement care =R ‫ِر‬
bereavement =R ‫ د‬A‫إر‬
counselling
loss (s1A ‫ ة‬9‫ و‬W#/‫ )ﺑ‬s1A ‫< ان‬9
grief ‫ا ِ اد‬/O& ‫ا‬/‫ن‬b ‫ا‬
mourning ‫ا ِ اد‬/O& ‫ا‬/‫ن‬b ‫ا‬
euthanasia 7 ‫ت ا‬, ‫ا‬
voluntary euthanasia (J ‫َ<َ ا‬9‫ا‬, ُ ‫)ﺑ‬ ,‫ ط‬7 ‫ت ا‬, ‫ا‬
involuntary (J ‫ ا‬#)‫ =` ر‬O ) , ‫ ) ا‬7 ‫ت ا‬, ‫ا‬
euthanasia
non-voluntary SJ ‫َ<َ ا‬9‫ا‬,‫ّ ُﻣ‬9,D ‫م‬ F ‫ ي )أي‬/< ‫ ا‬7 ‫ت ا‬, ‫ا‬
196
euthanasia (‫ة‬/ @ < ‫ا‬ SJ ‫ ﺑ< ار ا‬X,X < ‫اف ا‬ ‫ما‬ ‫ﺑ أو‬,# Z ‫ا‬
passive euthanasia (‫ج‬+ ‫ ا‬9,D ‫م‬ ‫ أو‬8F‫ ﻣ‬F ‫ )أي‬# / ‫ ا‬7 ‫ت ا‬, ‫ا‬
life-prolonging ‫ة‬ ‫ا‬ ‫ اﺑ إط‬D
measures
withhold 8F
active ethunasia ‫ء‬ †S ‫ ة‬9, ‫ ا‬O ‫دي إ‬P‫ﻣ‬ 9 # ‫ )أي‬y%F ‫ ا‬7 ‫ت ا‬, ‫ا‬
(J ‫ ة‬H‫زا‬
assisted suicide ‫ ر‬X ‫ ا‬O ‫ ِ ة‬/ُ ‫ا‬
physician assisted ‫ة‬/W # ‫ ِ ة ا‬/ ُ ‫ ر ﺑ‬X ‫ا‬
suicide

197
Offenders

43. Criminal law

Criminal behaviour is a form of deviance resulting in various functions for
professionals in the human services. The criminal justice system comprises the
processes and institutions by which action is taken to prevent and respond to
crime. The academic discipline dealing with all aspects of criminality is
criminology. The opposite of criminal behaviour is law-abiding behaviour or
non-offending behaviour, and abstaining from criminal behaviour is often
spoken of by criminologists in terms of desistance. Criminal law formally
defines offences and a society’s reaction to them. It is founded on theories of
punishment: absolute theories of punishment and relative theories of
punishment. The former group is centred on ideas of retribution (or
retributivism). The latter can be separated into ideas of general prevention
(establishing a deterrent to crime) and notions of special prevention (keeping
offenders from committing further offences).
Criminal justice varies significantly from country to country. Procedures and
institutions are not identical. The police’s duties in England illustrate this.
Cases start with a police investigation: evidence will be collected, and
witnesses identified. In England, the police will then consider the case for
criminal prosecution. The principle of discretion allows police officers to not
refer a case to court. This avoids involving the courts for petty offences. In
some situations a caution or fine can simply be given.
The police investigation may involve arresting someone. In England, this
person is usually placed in a cell at the police station. The suspect will then be
given their rights and detained in custody for questioning. They can then be
released, given a caution, or charged. If the event of an arrested suspect being
charged, he or she will be remanded in custody (in a prison or remand centre)
or released on bail. In England, the public prosecution authority is known as
the Crown Prosecution Service. It usually advises the police, reviews the case,
determines the charge, prepares the case, and through one of its public
prosecutors, presents the case at court. The accused receives a defence
lawyer. At the first court appearance the defendant pleads guilty or pleads not
guilty.
The response to a crime depends on many things, including the seriousness of
the crime. In British English, minor offences or non-serious offences are

198
sometimes informally contrasted with grave offences. Formally, offences in
England are classified according to the court in which they are tried, and in
order of severity may be summary offences, either way offences, or indictable
only offences. In England the verdict comes separately from the sentence. The
defendant will either be found not guilty, that is acquitted, or found guilty,
that is, convicted. Sentences vary, from a conditional discharge to a custodial
sentence. There are procedures for the convicted offender to appeal against
their conviction or sentence.

criminal behaviour ‫اﻣ‬ ‫ك إ‬, &ُ

deviance ‫اف‬ X‫ا‬
human service X /X‫ِ ْ ﻣ إ‬
criminal justice H F- ‫ م ا ا ا‬TX
system
crime
academic discipline ‫ د‬S‫ ل أ‬-‫َﻣ‬
criminality ‫اﻣ‬ ‫إ‬ / ‫اﻣ‬ j‫ا‬
criminology H‫ ا‬- ‫ا‬
law-abiding ‫ن‬,X < ‫م ﺑ‬b ‫ك ﻣ‬, &ُ
behaviour
non-offending ‫ن‬,X < Q 1‫ك ) ﻣ‬, &ُ
behaviour
abstain ‫ ع‬Fِ ‫ا ْﻣ‬
criminologist H‫ ا‬- ‫ا‬ 9 H ‫أ‬
desistance ‫ ق دة‬/ِ ‫ا ا‬g‫ ھ‬9) X,X I 1‫ﻣ‬/ ‫= ب‬D‫ ار‬L ‫ ع‬Fِ ‫ا ْﻣ‬
‫= ب‬D‫ ار‬L L F ‫ا ﻣ‬, #@‫ أ‬L g ‫< ت ا‬#& ‫وي ا‬g r ‫ ما‬1/
( H‫ ا‬- ‫ا‬
criminal law H F ‫ن‬,X I
offence X,X I 1‫ﻣ‬/‫م‬
theory of punishment ‫ﺑ ت‬,< ‫ا‬ TX
absolute theory of < ‫ﺑ ت ا‬,< ‫ا‬ TX
punishment
relative theory of #/F ‫ﺑ ت ا‬,< ‫ا‬ TX
punishment

199
retribution ‫ أو‬X,X I 1‫= ب ﻣ‬D‫ ار‬W#/‫< ب ﺑ‬
retributivism ‫ أو‬X,X < ‫ ت ا‬1 ‫ ا‬#=D ‫ ﻣ‬#I ‫ ﻣ‬O l D TX‫& & أو‬
H‫ ا‬- ‫ا‬
general prevention ‫ﻣ‬ I‫و‬
deterrent ‫رادع‬
special prevention ّ
@ I‫و‬
keep from L ‫ ء‬A/s1A #
offender ‫ة‬/W=D ‫ة ﻣ‬/rX
commit W=D
further offence ‫مآ‬
criminal justice H F- ‫ا ا ا‬
police investigation ‫ ط‬% ‫ ا‬: ّ< D
evidence ‫د‬
witness ‫ھ‬A
case iI
criminal prosecution HF S ‫ﻣ‬
principle of discretion ( H i< ‫ ق ا‬/ِ ‫ ا‬9) Fّ ‫ ُﻣ‬i<‫ف ﺑ‬ ‫ا‬ 7 ‫ أ‬#‫ﻣ‬
police officer ‫ة‬/ ‫ ط‬A
refer to court = ‫ا‬O‫إ‬ 7‫إ‬
petty offence Z@/y /‫م ﺑ‬
caution k #FD
fine ‫) اﻣ‬
arrest <
cell X‫ا‬bX‫ز‬
police station ‫ ط‬%‫ا‬ ‫ﻣ‬
suspect ‫ا‬/k‫ ﺑ‬k# %‫ﻣ‬
give someone their X,X < ‫ ا‬kI,<ُ ‫ ﺑ‬s1A ‫م‬+ ‫إ‬
rights
be detained in b- ‫ا‬/`# ‫ ا‬9 َ< ‫ُﻣ‬
custody
questioning ‫اب‬,- &‫ا‬
release ‫ & اح‬:ِ ُ

200
charge L ُ
remand in custody ‫ ط‬7 ‫` ا‬# ‫ ا‬9 8\,ُ
remand centre ‫ ط‬7 ‫` ا‬# ‫ ا‬bSِ ْ ‫َﻣ‬
release on bail =‫ق & اح ﺑ‬+‫إط‬
public prosecution ( ّ ‫ﻣ‬,=ُ ‫ا‬/ ‫ ا و‬L‫ُ& ْ َ ا د ء ا م )أي ﻣ‬
authority
advise r Fْ
review 8ِ ‫ُ ا‬
charge X‫إدا‬
prepare ‰ _ُ
public prosecutor ‫م‬ ‫ُﻣ ﱠ‬
present the case at = ‫ ا‬9 i< ‫ا‬ <D
court
accused _ّ ‫ُﻣ‬
defence lawyer ‫ ع‬9‫ُﻣ ﻣ د‬
defendant ‫ ُﻣ _ﱠ‬/k O ‫ُﻣ ﱠ‬
plead guilty WXg‫اف ﺑ ﱠ‬ ‫ا‬
plead not guilty ‫ اءة‬# ‫ ار ﺑ‬Ij‫ا‬
seriousness ‫ﱠ‬
minor offence y /‫ُ ْ م ﺑ‬
non-serious offence y /‫ُ ْ م ﺑ‬
grave offence ‫ُ ْم‬
verdict ْ =7ُ
sentence ‫ﺑ‬,< ُ ‫ا‬
find not guilty ‫ﺑ يء‬/ X‫دا‬j‫م ا‬
acquit (k O ‫ )ا‬H #D
find guilty WِXgْ ‫ُﻣ‬
convict L ُ
conditional discharge ‫ وط‬%‫ق & اح ﻣ‬+‫إط‬
custodial sentence `# ‫ﺑ ا‬,< ُ
appeal ‫ ف‬FE &‫ا‬
conviction X‫إدا‬
201
44. Prisons and custody
In international literature on the penal system, sentences are often divided
into two groups: custodial sentences and community sentences. In England,
custodial sentences are, for over 21s, also known as prison sentences or
imprisonment. The word incarceration is sometimes also used. Prison is also
called jail and is colloquially known as the nick. People may informally speak
of doing time, being inside, being behind bars, or, today usually ironically,
being detained at Her Majesty’s pleasure. Studies in comparative penology
reveal that the English speaking countries have proportionally large prison
populations, particularly in contrast to many European countries, perhaps as a
result of their incapacitation-based crime policies. Overcrowding is a major
problem in English prisons today.
Prisoners (sometimes called inmates) serving prison sentences will either be in
an open prison or in a closed prison. They will have contact with various
personnel: prison officers, probation officers, psychologists, workshop staff,
education staff, chaplains, healthcare staff, and possibly prison-based social
workers. A prison is managed by a prison governor (sometimes known as a
prison director).
As the basis for rehabilitation, inmates take part in various activities which
have goals of education, occupation, or reform, both within and sometimes
outside of the prison. The nature and setting of these activities may depend
on a number of factors, including the level of security of the prison, the
sentence, and the prisoner’s needs and issues. Education may be focused on
basic skills such as reading and writing, or may take the form of vocational
training, for instance the learning of a trade. Work may be paid or voluntary,
for example in a workshop or prison library. Treatment programmes to help
prisoners change problematic behaviour are often put together on an
individual basis. Attending anger management training, a sexual offender
treatment plan, drug counselling, a domestic violence treatment programme,
or an alcohol education programme may be part of such an individual
treatment package.
The release from custody and the return to the community can be a difficult
transition. Release planning helps it to be successful. In the period before the
release date, prisoners in England may be released on temporary licence, for
example in order to prepare the resettlement (sometimes described as reentry
or reintegration), or take part in reparation. Help applying for benefits, finding
housing, or accessing a grant for furniture or clothing also eases the new start.

202
It should be noted that there are special provisions for mentally disordered
and learning disabled people in England. Such measures involve a doctor’s
report confirming mental illness or a learning disability. The field is known as
forensic psychiatry. In British English legal terminology this is known as
unfitness to plead. In the interest of public safety, detention in a psychiatric
hospital or other secure unit may take the place of a sentence.

penal system H F- ‫ م ا‬T‫ﱢ‬F ‫ا‬/‫ﺑ ت‬,< ‫ م ا‬TX

sentence ‫ﺑ‬,< ُ
custodial sentence `# ‫ﺑ ا‬,< ُ
community sentence (‫ة‬ Z ‫ ا‬H‫ ا‬- ) ‫ﺑ‬/ َ ْ-‫ﺑ ُﻣ‬,< ُ
prison sentence L-/‫ﺑ ا ﱢ‬,< ُ
imprisonment L-/‫ﺑ ا ﱢ‬,< ُ
incarceration L-/ّ ‫ا‬/`# ‫ا‬
prison L ْ-&ِ
jail L ْ-&ِ
nick L ْ-&ِ
doing time L-/‫ ا ﱢ‬9 ‫ﺑ‬,< ‫ ة ا‬9 i<
be inside ‫ن‬,-/‫ﻣ‬
be behind bars ‫ن‬,-/‫ﻣ‬
comparative X‫ُﻣ< َر‬
penology ‫ﺑ ت‬,< ُ ‫ا‬
prison population ‫ ء‬F-/‫ا ﱡ‬
incapacitation D
crime policy -‫& & ا‬
overcrowding ‫ ظ‬T S‫ا‬
prisoner L -&
inmate L -&
serve ‫ﺑ‬,< ُ ‫أداء ا‬
open prison ‫رة‬, ُ ‫ ذات‬H‫ا‬ ‫ا‬,#=D‫ ار‬L g ‫ ء ا‬F-/ ) ‫ح‬, ‫ ﻣ‬L-&
(8 َ ْ- ُ ‫ ا‬O ‫ا‬ ‫ن‬, =%ُ ‫ ّ و‬X ‫ُﻣ‬

203
closed prison ‫رة‬, ُ ‫ ذات‬H‫ا‬ ‫ا‬,#=D‫ ار‬L g ‫ ء ا‬F-/‫ ) ﱡ‬:َ Z‫ ُﻣ‬L-&
(8 َ ْ- ُ ‫ ا‬O ً‫ا‬ ‫ن‬, =% ‫و‬
personnel ِI ‫ط‬
prison officer L-/ ‫ ا‬9 yِ‫\ ﺑ‬
probation officer L-/ ‫رج ا‬ ‫ ﺑ‬I ‫ ا‬yِ‫\ ﺑ‬
psychologist / X hِ ‫ُﻣ‬
workshop staff ‫ ا‬A‫ ِ ور‬I ‫ط‬
education staff ‫ِ ا ﱠ‬I‫ط‬
chaplain ` /I
healthcare staff ‫ا‬ ِ ‫ِ ا‬I ‫ط‬
prison-based social worker ‫ن‬,-/ ‫ ا‬9 ‫ا ﻣ ا‬
manage ‫إدارة‬
prison governor L-/ ‫ا‬ ‫ُﻣ‬
prison director L-/ ‫ا‬ ‫ُﻣ‬
rehabilitation ‫]ھ‬D ‫إ دة‬
education D
occupation ‫وظ‬
reform ‫ح‬+@‫إ‬
level of security L‫ا ﻣ‬ ‫در‬
basic skill & &‫ﻣ_ رة أ‬
vocational training ّ F_‫ ِﻣ‬W ‫ ر‬D
learn a trade 9 7/ Fْ_‫ ﱡ ِﻣ‬D
paid ( , D ` ‫ع و‬,9 ‫ﻣ‬ ‫)أي‬ ‫ ﻣ‬x #‫ﻣ< ﺑ ﻣ‬
voluntary , D
workshop A‫ور‬
prison library L-/ ‫ ا‬# =‫ﻣ‬
treatment programme + h‫ ﻣ‬X ‫ﺑ‬
problematic behaviour S% W‫ﱢ‬#/‫ك ُﻣ‬, &ُ
anger management training WiZ ‫ إدارة ا‬W ‫ ر‬D
sexual offender treatment /Fْ ِ H‫ا‬ #=D + ‫ُ ﱠ‬
plan

204
drug counselling ‫ ﱢرات‬1 ُ ‫ ا‬F‫ط أوﻣ ﻣ‬ ‫ د‬A‫ ت إر‬/ْ َ
domestic violence ‫ ا & ي‬QFْ ُ + h‫ ﻣ‬X ‫ﺑ‬
treatment programme
alcohol education ‫ل‬, = ‫ ا‬L <RD h‫ ﻣ‬X ‫ﺑ‬
programme
release from custody b- ‫ا‬/‫< ل‬ ‫ ا‬L‫( ﻣ‬s1A) ‫ق & اح‬+‫إط‬
return to the community 8 َ ْ- ُ ‫ ا‬O ‫دة إ‬, ‫ا‬
transition ‫ < ل‬X‫ا‬
release planning < ‫ق & اح ا‬+‫ط‬j y 1 ‫ا‬
release date < ‫ق & اح ا‬+‫ إط‬€ ‫ ر‬D
temporary licence ‫ وط‬%‫ﻣ‬/nIP‫ق & اح ﻣ‬+‫إط‬
resettlement ‫ ﻣ ج‬X ‫ وا‬L-/ ‫ ا‬L‫ < ل ﻣ‬X ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9) L ‫ط‬, ‫دة ا‬ ‫إ‬
(8 َ ْ- ُ ‫ا‬ 9
reentry (8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬Xj‫ ق إ دة ا‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ل‬, ‫دة ا‬ ‫إ‬
reintegration 8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ اط وا‬1X ‫دة ا‬ ‫إ‬
reparation ‫ح‬+@‫إ‬
apply for a benefit ‫ﻣد‬
find housing L=/‫ د ﻣ‬- ‫إ‬
grant Fْ ‫ِﻣ‬
provision 9,D
mentally disordered / X ‫اب‬ \‫بﺑ‬
‫ُﻣ‬
learning disabled ‫ﱡ‬ ‫ ا‬9 ‫ﺑ‬, @
ُ L‫ ﻣ‬X ُ
doctor's report W# ‫ا‬ <D
mental illness /X‫ﻣ ض‬
learning disability ‫ﱡ‬ ‫ﺑ ت ا‬, @ُ
forensic psychiatry H F- ‫ﱠ ` ا‬F ‫ا‬
unfitness to plead = ‫ ا‬9 k/ X L ‫ ع‬9 ‫ء ﺑ ﱠ‬QSُ / ‫ھﱠ‬P‫) ُﻣ‬
public safety ‫ﻣ ا ﱠﻣ‬+/‫ا ﱠ‬
detention ‫ا < ل‬/‫ ز‬- 7‫ا‬
psychiatric hospital / X ‫ أﻣ اض‬O % /‫ﻣ‬
secure unit ‫ ﱠ دة‬%‫ َ< أو ُﻣ‬Z‫ ة ُﻣ‬7‫و‬

205
45. Probation
The probation service plays a key role in offenders’ rehabilitation and
reintegration. It does so in different functions, namely the management,
support (or mentoring), and monitoring (or surveillance, or supervision) of
offenders. In general, there are a number of ways in which offenders may
come into contact with probation officers (increasingly called offender
managers or offender supervisors). The exact tasks and training of these
professionals are, however, quite different in different countries. In particular
it should be noted that English probation officers do not normally have a
social work background, and their work today may be perceived more as
social control than welfare work.
In England, judges have an option of imposing a community sentence. This
non-custodial punishment in the community will be made up of requirements,
such as doing community payback (sometimes called community service),
complying with a curfew, or participating in a treatment programme. A
probation officer working for the probation service may be assigned with
responsibility for the supervision of the offender.
When we talk about probation in criminal law, we are, however, normally
referring to one of two different contexts. Firstly the offender can be
sentenced to a custodial sentence which is suspended. The suspension of the
sentence is usually accompanied by requirements. The offender on probation
(often known as a probationer) is expected to comply with these
requirements. There is a breach of probation if the offender breaches a
requirement or commits a further offence. In this case the sentence can be
activated.
The second possibility is that an offender is sentenced to a custodial sentence
and is then released after serving part of the sentence. In England, depending
on the sentence length and probation arrangement, this is known as being
released on licence or released on parole. In England, licence conditions
stipulate what the offender must do or not do. If conditions are breached, the
offender is recalled.
Offenders can be first-time offenders, or, in the case of recidivism (that is,
reoffending), repeat offenders, persistent offenders, or prolific offenders.
Informally people are sometimes labelled as having a criminal career. If
someone has offended, but served a sentence, they are known as an ex-
offender and said to have a criminal record.
The probation service in England is now part of the National Offender
Management Service. The backdrop to these changes has been a strong
206
political interest in harsher sentencing. A Conservative Home Secretary
famously claimed ‘prison works’, and New Labour promised to be ‘tough on
crime’. A just deserts approach to law and order enjoyed a renaissance. In the
1990s, academics spoke of a new punitiveness.
However, the twenty-first century has once again seen a turn in criminal
justice policy. Experts have succeeded in drawing attention to studies
demonstrating that prisons are expensive and ineffective in reforming
criminals. Evidence based criminal justice suggests efforts to avoid prison
sentences pay off. The introduction of new technological possibilities supports
such approaches, for instance electronic monitoring using electronic tags to
control the whereabouts of offenders.

probation service #I‫ا‬ ‫ ا‬n D ‫ اج‬9‫إ‬

Offender ‫ ٍم‬-‫ ُﻣ‬/‫ٍن‬
Rehabilitation ‫]ھ‬D ‫إ دة‬
Reintegration (8 َ ْ- ُ ‫ ا‬9) ‫ ﻣ ج‬X ‫إ دة ا‬
Management ‫إدارة‬
Support ْ ‫د‬
Mentoring ‫ د‬A‫إر‬/k ,D
monitoring #I‫ُﻣ ا‬
surveillance #I‫ُﻣ ا‬
supervision #I‫ﻣ ا‬/‫ اف‬A‫إ‬
probation officer WI‫ة ﻣ ا‬/y‫\ ﺑ‬
offender manager WI‫ة ﻣ ا‬/y‫\ ﺑ‬
offender supervisor WI‫ة ﻣ ا‬/y‫\ ﺑ‬
social control ‫ ﱡ= ا‬D
welfare ‫ ه‬9‫ر‬
impose ( ‫ﺑ‬,< ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ ض‬9
community sentence (‫ة‬ 1 ‫ ) ا‬H‫ ا‬- ) ‫ﺑ‬/ َ ْ-‫ﺑ ُﻣ‬,<
non-custodial ‫ زي‬- 7‫) ا‬
punishment in the community 8 َ ْ- ُ ‫ ا‬9 #I ‫ا‬
requirements ‫ ت‬#‫ﱠ‬ ‫ُﻣ‬

207
community payback 8 َ ْ- ُ ‫ ا‬J , D
community service 8 َ ْ- ُ ‫ِ ْ ﻣ ا‬
curfew ْ
‫ﱡ ل‬,-D T7
treatment programme + h‫ ﻣ‬X ‫ﺑ‬
probation ‫ ﺑ‬I‫ر‬
custodial sentence ‫ ز‬- 7‫ﺑ ا‬,<
suspend O ً‫ ءا‬F‫ﺑ ﺑ‬,< ‫ إ@ ارا‬: D ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) : D
( Fّ ‫ وط ُﻣ‬A : ّ< D
suspension of the sentence ‫ﺑ‬,< ‫ ا‬: D
offender on probation #I‫ا‬ ‫ ا‬n D ‫ٍن‬
probationer #I‫ا‬ ‫ ا‬n D ‫ٍن‬
comply with ‫ام ﺑـ‬b ‫ا‬
breach of probation َ#I‫ وط ا ُ ا‬A ‫ق‬
breach a requirement W‫ق ُﻣ ﱠ‬
commit a further offence ‫= ب ُ ْ م آ‬D‫ار‬
activate the sentence ‫ﺑ‬,< ‫ا‬ D
release ‫ق & اح‬+‫إط‬
serving part of the sentence ‫ﺑ‬,< ‫ ا‬L‫ء ﻣ‬b : # D
release on licence #I L‫ ﻣ‬#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫إط‬
y‫\ ﺑ‬
release on parole #I L‫ ﻣ‬#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫إط‬
y‫\ ﺑ‬
licence conditions X - ‫ق & اح ا‬+‫ وط إط‬A
stipulate ‫ ط‬%
breach ‫ ِق‬1ْ َ
recall an offender ( #I‫ا‬ ‫ وط ا‬% X-‫قا‬ ‫ ) دة ً ﺑ‬X - ‫ء ا‬ &‫ا‬
first-time offender O‫ةا و‬ ‫ٍن‬
recidivism ‫ ﻣ‬-ُ ‫ك ا‬, /ُ ‫ ا‬9 ‫= ار‬D
reoffend X,X I 1‫ﻣ‬/‫م‬ ‫= ب‬D‫إ دة ار‬
repeat offender ‫ِن ُﻣ= ﱠ ر‬
persistent offender ِ /‫ٍن ُﻣ‬

208
prolific offender ِ /‫ٍن ُﻣ‬
criminal career ‫ ام‬j‫ ا‬L_ٍ ْ ‫ُﻣ‬
serve a sentence ‫ﺑ‬,< ‫]د‬D
ex-offender :‫ٍن & ﺑ‬
criminal record H F ّ -&
harsher sentencing ‫ة‬,/I RS‫ﺑ أ‬,< ُ
home secretary ‫وز ا ا‬
'tough on crime' '‫ة‬,/<‫ ﺑ‬H‫ ا‬- ‫ ا‬8‫ﻣ ﻣ‬ ‫'ا‬
just deserts ‫د‬ ‫ﺑ‬,< ُ
law and order ‫ م‬T‫ﱢ‬F ‫ن وا‬,X < ‫ا‬
academic ‫ د‬S‫أ‬
new punitiveness ‫ة‬,/< ‫م‬,_ ‫ﻣ‬
turn Qِ 1‫ ُﻣ‬k ‫ ﱡ‬,َD
criminal justice policy H F- ‫& & ا ا ا‬
reform ‫ح‬+ ْ@‫إ‬
evidence based criminal justice ‫ أد‬O ّ Fْ#‫ َﻣ‬H F ‫ا‬
technological possibility , ,F=D 7‫ا‬
electronic monitoring X‫ = و‬j‫ ا‬#I‫ا ُ ا‬
electronic tag k#< X - ‫ م ا‬I O 8\,D X‫ار إ = و‬,&ِ
whereabouts ‫ ء‬A ‫ أو‬s1A ‫ا‬,D ‫ﻣ= ن‬

209
46. Youth offending and youth justice
Young people’s behaviour often tests norms and some deviant behaviour may
even be expected as part of the process of growing up. Although much of this
behaviour is a transient phenomenon, we seem, in our societies, highly
sensitive to such transgressions. The British media in particular is obsessed by
them, and could be accused of inciting moral panic with its demonisation of
youth. Disorderly behaviour and crimes such as vandalism, joyriding, and
hooliganism are never far from the tabloid press headlines. Politicians speak
of zero tolerance and responsibilisation.
Youth justice (or juvenile justice, as it is sometimes called in international
literature) differs from criminal justice for adults. Work with young offenders
is characterised by different settings, different legislation, and different
principles. Youth courts, and juvenile custodial sentences not served in adult
prisons, but rather in young offender institutions are examples of this.
Legislation such as the English Youth Justice Criminal Evidence Act 1999 is
separate from adult criminal law.
One difference between youth justice and general criminal justice is their
objectives. Whilst bearing in mind the aim of preventing reoffending, and
offering a punishment of committed offences with disciplinary measures, we
need to take upbringing, education, and resocialisation considerations into
account in youth justice. In other words, procedures and sentences often
reflect a compromise between the need for justice and the welfare of the
young offender.
Tackling young offending (sometimes called youth crime) has long had some
form of social work component. The exact form of work with juveniles who
have offended varies from country to country. In England, the multidisciplinary
and multiagency youth offending team forms the key local service in youth
justice. This team is made up of the various professionals working with young
offenders, including a probation officer, police officer, and social worker.
Some particular sentences may require a significant social work role. An
example would be work with victims. Restorative justice approaches such as
reparation via victim-offender mediation are designed to help offenders face
up to the consequences of their actions.
A child cannot be sentenced as a young offender unless they had reached the
age of criminal responsibility at the time of the offence. Reaching the age of
majority by the time of the offence usually means a person is tried in an adult
court, although this does not hold in all countries.

210
A final note on language: the terms delinquency and delinquent behaviour are
still in use in Britain, often in the rather general sense of deviant behaviour
that breaks societal norms. However, the older term juvenile delinquent (for
young offender) is now outdated in British English.

test norms ّ ‫اف ا‬ ‫را‬# ‫ا‬

deviant behaviour ‫ ِف‬F‫ك ُﻣ‬, &ُ
grow up #=
transient ‫ﺑ‬
transgression ً 1‫ُﻣ‬
moral panic I+ ‫ ا‬8 _ ‫ا‬/ g‫ا ﱡ‬
demonisation of youth ‫ ب‬#%‫ ا ﱠ‬O F % ‫إ\ ء @ ا‬
disorderly behaviour ‫ِب‬ i‫ك ُﻣ‬, &ُ
vandalism ‫ ا ُ = ت ا ﻣ‬W 1D
joyride ‫& ع‬+ #S ‫ ﻣ‬I &
hooliganism - _‫ا‬
tabloid press ‫ @ اء‬9 @
zero tolerance r‫ ﻣ‬/ًّ ‫م ا‬
responsibilisation ‫ـ‬ ‫و‬P/ ‫ا‬ D
youth justice ‫ْ اث‬7 ‫ا ا‬
juvenile justice ‫ْ اث‬7 ‫ا ا‬
criminal justice H F- ‫ا ا ا‬
youth offender (‫ َ ث‬7َ ) X ‫ب‬A
legislation 8 %D
principle ‫ أ‬#‫ﻣ‬
youth court ‫ْ اث‬7 ‫ا‬ = ‫ﻣ‬
juvenile custodial sentence L-/ ‫ْ اث ﺑ‬7 ‫ ا‬O = ‫ا‬
young offender institution ‫ْ اث‬7 ‫ ة ا‬F- bSِ ْ ‫َﻣ‬
preventing reoffending ‫ م‬- ‫= ب ا‬D‫ إ دة ار‬L‫ ﻣ‬I, ‫ا‬
punishment ‫ٍ< ب‬
disciplinary measures # ‫]د‬D ‫ اﺑ‬D

211
upbringing ‫ ﺑ‬D
education Q <RD/ D
resocialisation considerations ّ ‫ ا‬E%F ‫ رات إ دة ا‬# ‫ا‬
procedures ‫اءات‬ ‫إ‬
sentences ‫ﺑ ت‬,<
justice ‫ا‬
welfare ‫ ه‬9‫ر‬
young offending ‫ ّ اث‬7َ ‫ ا‬#I L‫ ﻣ‬H‫ ا‬- ‫= ب ا‬D‫ار‬
youth crime ‫ ّ اث‬7َ ‫ ا‬H‫ا‬
juvenile ‫ َ ث‬7َ
offend X,X I 1‫ ُﻣ‬/ ‫= ب‬D‫ار‬
multidisciplinary ‫ ت‬- َ ‫ُﻣ ﱢد ا‬
multiagency ‫ ت‬/&P ‫ُﻣ ﱢد ا‬
local service ‫َ َﻣ ت ﻣ‬
probation officer ‫ ﺑ‬I ‫ة ا‬/y‫\ ﺑ‬
police officer ‫ة‬/ ‫ ط‬A
representative ‫ﱢ‬R ‫ُﻣ‬
youth court assistance service ‫ ّ اث‬7َ ‫ا‬ = ْ ‫َ َﻣ ت ا‬
victim ّ \
restorative justice ‫ا ا ا ﱠ‬
reparation J , D/‫ح‬+@‫إ‬
victim-offender mediation X - ‫وا‬ i ‫ ا‬L ‫& ط ﺑ‬, ‫ا‬
consequences of their actions _ 9‫ أ‬WِI‫ا‬,
age of ciminal responsibility X,X < ‫ ا‬H / ‫ُ ْ ا‬
offence X,X I 1‫ﻣ‬/‫ُ ْ م‬
age of majority 18‫ ال‬Lّ &ِ ,‫ وھ‬A ‫ ا‬Lّ &ِ ‫غ‬, ‫ ﺑ‬F ‫ )أي‬# ) ‫ُ ْ ا‬
( ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ ا‬W/ْ 7
try Sِ ُ
delinquency ‫ام‬ ‫إ‬/‫ح‬,F ُ
delinquent behaviour ‫اﻣ‬ ‫إ‬/rX ‫ك‬, &ُ
societal norm ‫ُ ْف ا‬
212
Part 2 – Methods

47. Case Management

Methods for work with individuals (also referred to as work with individual
cases, one-to-one work, or simply individual work) have enjoyed a long
tradition in social work. Many of these methods may have their historical
roots in social casework (or, as it is often shortened, casework). Following this
method, a caseworker develops a helping relationship with a client, and uses it
to assist the client along a path of personal change. The quality of the service
user-social worker relationship is still important today. However, the method
of casework has been replaced by another: case management (somewhat
confusingly also called care management). The key person in case
management is the person who assumes responsibility for the case, known as
the case manager (or care manager). The exact functions of the case manager
today are numerous. He or she can be an advocate of the service user, a
lobbyist, a service coordinator, a budget manager, a service gatekeeper, a
broker, an educator, a mediator, a counsellor, or a coach.
In British literature, the case management process is usually considered to
have four stages: assessment, planning, intervention, and review. The process
begins when a referral is received by the intake team (often called the referral
and assessment team or intake and assessment team). The referral may be a
self-referral or a third party referral. The taking up of referrals usually
proceeds with a first client meeting. This can be an opportunity for social
workers to introduce themselves, outline procedures regarding confidentiality
(that is, data protection), clarify expectations, answer questions, and possibly
carry out an initial assessment. A second meeting for a comprehensive
assessment can then follow.
Following assessment is the planning stage. A care plan (sometimes called a
support plan, or in child protection cases, a safeguarding plan) is put together
in collaboration. Professionals, the client, and other parties such as parents or
non-professional helpers participate in this process. A care plan meeting
(sometimes called a support plan meeting or, for larger meetings, a care
planning conference) forms the basis of care planning. The meeting is an
opportunity for participants to agree on action to be taken, objectives
(sometimes called goals or aims), and desired outcomes for the service user.
Timescales are set. A package of care services is thus put together.
213
Implementing this plan forms the third step of case management: the
intervention itself. Interventions vary in form and number. Coordinating care
services involves networking and liaising with others in the community to build
up a network of support. The case manager oversees the delivery of the
services and their effect. The review and evaluation of services form the final
step of this process. Again, this usually comprises a formal report and
meeting. The partners check how successfully the interventions have worked
in meeting care needs and bringing about the desired outcomes. If the
continuation of care is seen as necessary, care plans can then be amended
accordingly.

work with individuals ‫ اد‬9 ‫ ا‬8‫ﻣ‬ ‫ا‬

work with individual cases ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ ‫ا‬
one-to-one work (‫د‬ ‫ د‬9 L‫ د )ﻣ‬9 ‫ ت‬7 8‫ﻣ‬ ‫ا‬
individual work ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ ‫ا‬
social casework ‫ت‬ ‫ ا‬8‫ّ ﻣ‬ ‫ِ ْﻣ ا‬
casework ‫ت‬ ‫ ا‬8‫ﻣ‬ ‫ا‬
caseworker ‫ت‬ ‫@ ا‬ ‫ا‬
helping relationship ‫ دا‬I+
personal change 1A ZD
service user-social worker @ ‫ ْ ﻣ وا‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬L ‫ ﻣ ﺑ‬I+ ‫ا‬
relationship ‫ا‬
case management ‫ت‬ ‫إدارة ا‬
care management ِ ‫إدارة ا‬
assume responsibility for the case ‫ﺑ =ﻣ‬ ‫ا‬ ‫و‬P/‫ ﻣ‬,D
case manager ‫ا‬ ‫ُﻣ‬
care manager ‫ا‬ ‫ ُﻣ‬/ ِ ‫ا‬ ‫ُﻣ‬
advocate of the service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ق ُﻣ‬,<ُ @ ِ F‫ُﻣ‬
lobbyist yZi ‫ ت ا ﱠ‬, -‫ ﻣ‬,i
service coordinator ‫ ْ ﻣ‬1ِ ‫ ا‬:ّ/F‫ُﻣ‬
budget manager X‫ا‬b ‫ول ا‬P/‫ﻣ‬
gatekeeper ‫ل‬, ‫ ا‬l 7 L‫ﻣ‬ ‫ا‬O َ ْ &ُ ‫ ذو‬s1A
‫ ِ ْﻣ‬O

214
broker ‫ة‬/‫ ر‬/ &
educator ‫ة‬/ ‫ُﻣ ﱢ‬
mediator ‫ة‬/y &‫و‬
counsellor ‫ة‬/ Aِ ‫ُﻣ‬
coach ‫ة‬/‫ُﻣ ﱢرب‬
case management process ‫إدارة ا‬
assessment <D
planning y 1D
intervention ‫َ َ ﱡ‬D
review َ ‫ُﻣ ا‬
referral 7‫إ‬
intake team ‫ت‬ ‫ ا‬9 n# ‫ا‬/‫ ل‬#< &‫ ا‬: 9
referral and assessment team < ‫وا‬ 7j‫ ا‬: 9
intake and assessment team < ‫ ل وا‬#< & ‫ ا‬: 9
self-referral ّ D‫ذا‬ 7‫إ‬
third party referral l c ‫ ط ف‬#I L‫ﻣ‬ 7‫إ‬
taking up of referrals _ 7‫ إ‬n D ‫تا‬ ‫ل ا‬,#I
first client meeting ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ة ُﻣ‬/ ‫ ا‬8‫ا < ء ا ول ﻣ‬/‫ع‬ ‫ا‬
introduce oneself k/ X L s1%‫ ا ﱠ‬Q D
confidentiality /‫ا ﱢ‬
data protection ‫ت‬X #‫ا‬ 7
clarify r \,D
initial assessment ‫أو‬ <D
comprehensive ‫ﻣ‬A
care plan ِ ‫ُ ﱠا‬
support plan ْ ‫ُ ﱠ ا‬
safeguarding plan ‫ُ ﱠ ا‬
put together , D
collaboration ‫ ون‬D/ S‫ ا‬A
non professional helper ً ّ F_‫ة ِﻣ‬/s‫ ﱢ‬1َ َ ‫ة ) ُﻣ‬/ َ /‫ُﻣ‬
care plan meeting ِ ‫ا‬ ‫ا ع‬
215
support plan meeting ْ ‫ا‬ ‫ع‬ ‫ا‬
care planning conference ‫ﱢ‬ y 1‫ا ﱠ‬ DP‫ُﻣ‬
care planning ِ y 1‫ا ﱠ‬
action to be taken ‫ ذه‬1‫ﱢ‬D‫ ا‬W ‫ا‬, ‫اء ا‬ j‫ا‬
objective )/‫ھ ف‬
goal ‫ھف‬
aim ‫ھف‬
desired outcome ‫ة‬,‫ﱠ‬ ‫ ا‬- ‫ﱠ‬F ‫ا‬
timescale F‫ول زﻣ‬
package of care services ِ ‫ﻣ َ َﻣ ت ا‬bْ 7ُ
implement D/: ّ# D
intervention ‫َ َ ﱡ‬D
coordinating care services ِ ‫ َ َﻣ ت ا‬: /FD
networking u #%D
liaise : /FD/ @ ‫ ﻣ‬I‫إ‬/‫ل‬ ‫إ‬
community 8 َ ْ-‫ُﻣ‬
network of support ْ ‫= د‬#A
oversee O ُ‫ ِف‬%ُ
effect c]D
evaluation <D
check ‫ ُﱠ‬S]
meet care needs s1% ‫_ ا‬ ‫ا‬ ِ ‫ ا‬9,D
bring about ‫ َ ْ ر‬/hُ F /O ‫دي إ‬P
outcome ‫ َ ج‬1ْ ‫ َﻣ‬/ - X
continuation ‫ار‬ &‫ا‬
amend ‫ُ ِ ﱡل‬

216
48. Assessment
Assessment describes an important stage in support processes. Assessment is
the methodical gathering of information about a new service user and their
support needs or care needs. The word assessment also describes the result or
record of this process. Assessments may have an environmental or ecological
focus; they may be concerned with the individual’s development; and they
may be based on systemic theory. Assessments may of course eclectically
combine elements from more than one of these, or other, perspectives. Under
the multidisciplinary and multiagency British Common Assessment Framework
for assessing children and families, assessments are computerised and may be
carried out by professionals other than social workers.
In part, an assessment is similar to a medical anamnesis, and focuses on the
service user’s life history. It will cover areas such as mental health and physical
health. Significant people in the service user’s life will be considered, to get a
picture of the social networks involved, and the nature of these relationships
will be established. A picture of the service user’s everyday life should be
obtained. However, an assessment is more than just information gathering.
An assessment is also a kind of social diagnosis. It is important to note,
however, that unlike a medical diagnosis, the social diagnosis is produced
reflectively in dialogue with the service user.
Be careful with language when making assessments. In some countries (and in
some languages) social workers may speak with the client of problems. There
may, however, be better words for considering issues together with the client.
One perspective is that of need: social workers talk about identifying support
needs. The assessment may thus include an analysis of need, and cover
relationship needs and mobility needs, for example. In the field of special
education, such an assessment may be called an assessment of special
educational needs.
There are many different kinds of assessment. An assessment can either be an
initial assessment, which is short, or a comprehensive assessment, which is
long and in-depth. The latter is known as a core assessment in child protection
work. Alternatively, the assessment may be an assessment of need,
sometimes called a screening assessment. This means that after the
assessment a service will be offered, or in the case of insufficient need, not
offered. A risk assessment, normally carried out with the help of a risk
assessment form, is usually part of assessments. Risk management has
established itself firmly as part of the case management process. Risk
assessments involve a balanced consideration of risk factors and protective

217
factors. The latter may be discussed in terms of signs of safety. Social work has
a long tradition of revealing strengths and resources which can be activated.
These may range from the individual (for instance particular coping strategies)
to the environmental (for instance local support networks).
There are various tools and instruments which are used in assessments.
Standardised forms assist the person carrying out the assessment to cover
relevant points. Aids can also be visual. Diagrammatic representations of
systems may be highly useful. Examples of these include genograms,
sociograms, and ecomaps. Life road maps and timelines can help illustrate key
life events and turning points in a person’s past.

assessment <D
support process ‫دا‬
methodical -_F‫ﻣ‬
support needs ْ ‫ت‬ 7‫ا‬
care needs ِ ‫ت‬ 7‫ا‬
record -&
environmental ‫ا‬/ ‫ ا د‬y ‫ ﺑ‬: ‫ﻣ‬/ E ‫ﺑ‬
ecological E‫ﺑ‬
focus b S ‫ر ا ﱠ‬, ‫ِﻣ‬
development , D/‫ّر‬,َ َD
systemic -_Fْ ‫ﻣ‬/ ‫ ﻣ‬TِX
eclectic ‫ و ُﻣ ﱢد‬Qِ 1‫ُﻣ‬
multidisciplinary ‫ ت‬- َ ‫ُﻣ ﱢد ا‬
multiagency ‫ ت‬/&P ‫ُﻣ ﱢد ا‬
assess <
computerised W&َ ْ, ‫ُﻣ‬
life history s1% ‫ ة ا‬7 € ‫ ر‬D
mental health /X ّ @
ِ
physical health / ّ @ ِ
significant person ‫ ة‬#S ‫ذو أھ‬/ _‫ ﻣ‬s1A
social network ّ ‫= ا‬#A

218
relationship I+
establish `&P
everyday life ‫ﻣ‬, ‫ة ا‬ ‫ا‬
social diagnosis ‫ ا‬s 1%D
medical diagnosis ّ#‫ ط‬s 1%D
reflective `=
problems S %‫ﻣ‬
issues H /‫ﻣ‬/ iI/ S %‫ﻣ‬
need ‫ ج‬7‫ا‬/ 7
identifying support needs ْ ‫ت‬ 7 ‫ا‬ ْ D
analysis of need ‫ ج‬7 ‫ا‬/ ‫ا‬ D
relationship needs I+ ‫ت ا‬ 7‫ا‬
mobility needs <F ‫ت ا‬7 ‫ا‬
special education ّ 1 ‫ا ﺑ ا‬/ ‫ا ﱠ‬
@
assessment of special educational needs ّ 1 ‫ ّ ا‬,‫ا ّ ﺑ‬/ ّ
@ ‫تا‬ 7 ‫ا‬ <D
initial H #‫ﻣ‬/ ‫أو‬
comprehensive ‫ﻣ‬A
in-depth : ‫ﺑ‬
child protection work ِْ ‫ا‬ 7 ‫ ل‬-‫ َﻣ‬9 ‫ا‬
assessment of need ‫ا‬ <D
screening assessment ‫أو‬ <D
insufficient need 9S ) 7
risk assessment ‫رة‬, 1ُ ‫ا‬ <D
risk assessment form ‫رة‬, 1ُ ‫ا‬ <D ‫ذج‬, َX
risk management ‫رة‬, 1ُ ‫إدارة ا‬
case management process ‫إدارة ا‬
risk factor ‫رة‬, ُ ‫ﻣ‬
protective factor 7 ‫ﻣ‬
signs of safety ‫ﻣ ت ا ﻣ ن‬+
strength ‫ة‬,ّ ُI

219
resource ‫َﻣ ْ ر‬
activate ّ
coping strategy I]D - D‫ا& ا‬
local support network ‫= ﻣ ّ دا‬#A
tool &‫و‬/‫أداة‬
instrument ‫أداة‬
form ‫ذج‬, X
diagrammatic representation of a system Lّ ‫ م ُﻣ‬TF 1D R D
genogram F
sociogram ّ ‫ا‬ 1‫ا‬
ecomap E#‫ا‬
life road map ‫ة‬ ‫درب ا‬
timeline F‫ ول زﻣ‬/y‫ ﱠ‬1‫ُﻣ‬
life event D 7 ‫ ث‬7َ
turning point ZD/‫ل‬,‫ ﱡ‬D <X

220
49. Groupwork
Groupwork has a long tradition in social work. Social groupwork represents a
classic social work method, having been practised by generations of social
workers. Various forms of work with groups exist. These include therapeutic
groupwork, group therapy, group psychotherapy, and group counselling.
Groupwork usually comprises a limited number of group meetings (often
called group sessions) at a particular venue. Group participants (sometimes
known as group members) meet together with a groupworker, sometimes
called a group leader, a trainer, a conductor, or a facilitator. These different
terms can stress different roles: the leadership of the group, the training of a
group, or the enabling of a group. The last of these ideas is perhaps the most
empowering, and the term facilitation is a popular concept today. Although
many groups have a single leader, groups can of course be co-facilitated by co-
facilitators. The self-help movement has resulted in self-led groups.
There are many different types of group. Groupwork can, for instance, refer to
social and recreational groups, task groups, or problem solving groups. Groups
may be self-help groups (also called mutual aid groups), gestalt therapy
groups, theme-centred interaction groups, or psychodrama groups. The terms
experiential group and human relations group describe a range of related
groups, including encounter groups and T-groups.
The nature of the groupwork and the tasks of the groupworker vary according
to the type of group, members’ reasons for participating, and the personalities
of the members. Groups may be divided into groups with voluntary
membership and groups with involuntary membership. A group may be an
open group or a closed group. The groupworker’s objectives are likely to
include maintaining group cohesion, fostering strong interpersonal relations in
the group, enabling interpersonal learning, and supporting individual and
group change processes. The challenges facing the groupworker in the course
of this work may include careful group observation, conflict resolution, setting
boundaries, and managing disruptive behaviour.
Groupwork is informed by a body of groupwork theory. Small group research
throws insights into group processes and group dynamics. There are group
development models which describe possible stages of development in groups.
Garland, Jones, and Kolodny’s model, for instance, distinguishes five stages of
development in social work groups. The first stage, known as preaffiliation, is
characterised by approach and avoidance behaviour. During the second stage,
power and control, patterns of communication, group norms, and alliances are
established. Stage three, intimacy, sees mutual acceptance, and an
221
atmosphere in which feelings may be openly discussed and self-disclosure is
possible. The fourth stage, differentiation, describes a mature and functional
group recognising each other’s individual needs. The final and fifth stage,
separation, may go smoothly. However, it may be accompanied by difficulties
such as regression, as members struggle to cope with the termination of the
group.

groupwork ‫ ت‬, - ‫ د ا‬A‫ار‬/ ‫دا‬

social groupwork ‫ا‬ -‫ا‬ ‫ا‬
work with groups ‫ ت‬, -‫ ﻣ‬8‫ﻣ‬ ‫ا‬
therapeutic groupwork + , ْ-‫َﻣ‬
group therapy + , ْ-‫ َﻣ‬/ ‫ج‬+
group psychotherapy / X ‫ج‬+
group counselling ‫ د‬A‫إر‬
group meeting ‫ع‬ ‫ا‬
group session /
venue (‫ ط‬%X‫ ّ ث أو‬7َ k 9 < & ‫ي‬g ‫ﻣ= ن )ﻣ= ن ا‬
group participant , ْ-‫ َﻣ‬9 ‫ ِرك‬%‫ُﻣ‬
group member , ْ-‫ َﻣ‬,i ُ
groupworker ‫ ت‬, -‫ ﻣ‬8‫ِﻣ ﻣ‬
group leader , ْ-‫ة َﻣ‬/ H I
trainer ‫ة‬/‫ﻣ رب‬
conductor ‫ة‬/ H I
facilitator ‫ة‬/ /‫ُﻣ ﱢ‬
leadership ‫ دة‬I
enabling L= D
facilitation /D
co-facilitate X‫ و‬D/ S‫ ُر‬%D / D
co-facilitator ‫ة آ‬/ /‫ ُﻣ ﱢ‬8‫ ِرك ﻣ‬%‫ة ُﻣ‬/ /‫ُﻣ ﱢ‬
self-help movement D‫ا‬g‫ ا ْ ا ﱠ‬S 7
self-led group ّ D‫ﺑ< دة ذا‬ , ْ-‫َﻣ‬
social and recreational group _ 9 D‫ّ و‬ ‫ا‬ , ْ-‫َﻣ‬
222
task group , ْ-‫َﻣ‬
problem solving group S% ‫ ا‬7 , ْ-‫َﻣ‬
self-help group D‫ا‬g ‫ا ْ ا‬ , ْ-‫َﻣ‬
mutual aid group ‫ دَل‬# ُ ‫ا ْ ا‬
, ْ-‫َﻣ‬
Gestalt therapy group + ‫ ا‬n %) W‫ھ‬g‫ﻣ‬
theme-centred interaction group Lّ ‫ع ُﻣ‬,\,‫ل ﻣ‬,7 ‫رة‬, ‫ﻣ‬ D , ْ-‫َﻣ‬
psychodrama group + ‫ا راﻣ ا‬ , ْ-‫َﻣ‬
experiential group # -D , ْ-‫َﻣ‬
human relations group # -D , ْ-‫َﻣ‬
encounter group H< , ْ-‫َﻣ‬
T-group W‫ ر‬D , ْ-‫َﻣ‬
type of group , ْ- َ ‫ع ا‬,X
reason for participating ‫ م‬iX ‫ا‬/ S‫ َر‬% ُ ‫ ا‬W#&
group with voluntary membership ,‫ط‬/ ‫ ا ر‬,i ‫ ذات‬, ْ-‫َﻣ‬
group with involuntary ‫ ر‬# ‫إ‬/ ‫ر‬ ‫ ) ا‬,i ‫ذات‬ , ْ-‫َﻣ‬
membership
open group 7, ‫ﻣ‬ , ْ-‫َﻣ‬
closed group < Z‫ﻣ‬ , ْ-‫َﻣ‬
obejctive )/‫ھ ف‬
maintain O T9 ‫ﻣ‬
group cohesion , ْ- َ ‫ ا‬yُ‫ اﺑ‬D/u&ُ D
foster ْ ً
interpersonal relations ‫ ص‬1A ‫ ا‬L ‫ ت ﻣ ﺑ‬I+َ
interpersonal learning ‫ ص‬1A ‫ ا‬8‫ﻣ‬ ‫ ا‬# ‫ا ﱡ‬
change process Z ‫ا‬
group observation , ْ- َ ‫ ا‬#I‫ﻣ ا‬
conflict resolution ‫ا ت‬b‫ﱢ‬F ‫ ّ ا‬7
set boundaries ‫ ود‬7ُ 8\‫و‬
managing disruptive behaviour # 1D ‫ك‬, &ُ ‫إدارة‬
groupwork theory -‫ا‬ ‫ا‬ TX
small group research ‫ ة‬Z ‫ ت ا‬, - ‫أﺑ ث ا‬
223
group process , ْ- َ ‫ا‬ &
group dynamic , ْ- َ ‫ ﻣ = ت ا‬F ‫د‬
group development model , ْ- َ ‫ّر ا‬,َ َD ‫ذج‬, َX
stage of development in groups ‫ ت‬, - ‫ ا‬9 ‫ّر‬,َ َ ‫ ا‬7 ‫ﻣ‬
stage of development ‫ّر‬,َ َ ‫ ا‬7 ‫ﻣ‬
preaffiliation <َ#/‫ذو @ ُﻣ‬
approach h_ْ X
avoidance ‫ب‬F ‫ا‬
power and control =‫ ﱡ‬D‫ة و‬,I
patterns of communciation ُ ‫ا‬,‫ ط ا ﱠ‬X‫أ‬
@
group norm , ْ- َ ‫ُ ْ ف ا‬
alliance Qُ D
intimacy 7 ‫ ُ ْ ب‬I/ ْ ُ ‫أ‬
mutual acceptance ‫ دَل‬# ‫ ُﻣ‬#‫< ﱡ‬D
atmosphere ‫اء‬, ‫أ‬/ E ‫ﺑ‬
self-disclosure ّ D‫@ ّ ت ذا‬, ُ ‫ ء‬%9‫إ‬
differentiation \ ‫ ُﻣ‬/‫ة‬b ‫ُﻣ‬
mature h\ X
separation ‫ل‬ X‫ا‬
go smoothly &+/‫ﱡ ﺑ‬
regression 8ُ ‫ ا‬D
termination ‫إ < ف‬/‫_ ء‬X‫إ‬

224
50. Community
Community was a much used word in British politics in the early twentieth
century, with politicians of the Blair, Brown, and Cameron years talking of
strengthening communities. However, the meaning of the term community is
ambiguous and the word has many possible synonyms and translations. It
usually describes particular social networks, in which a collective identity,
shared values, social ties, and a sense of solidarity bind people together. The
term may describe a local community, that is, a community of place, defined
in terms of a geographical area where people live. It may, however, describe a
community of interest, such as an online community, or a community of
identity, such as the Deaf community. In the English speaking countries,
community studies is establishing itself as an academic discipline in its own
right.
The popularity of the concept of the community is perhaps due to its many
positive connotations. It suggests warmth, a sense of belonging, and
commonalities. Many of these nuances are found in the concept of cohesion,
used in common English expressions such as social cohesion and community
cohesion, to describe groups of people sticking together. Communities may be
described as vital or thriving if they show a strong community spirit. Indicators
of this may include public participation and civil engagement. On the one hand
this means vibrant local politics and residents coming together in public
meetings, residents meetings, and public consultations. On the other hand, it
may be visible in community arts, neighbourhood festivals, youth theatre
projects, and murals, for instance.
British community policy of the early 2000s can be described as ambivalent.
The New Labour government’s preoccupation with tackling anti-social
behaviour in neighbourhoods often overshadowed its strategy for community
development through building social capital. Nonetheless, the administration’s
policy seemed strongly influenced by a combination of perspectives from
communitarianism and civic republicanism: promoting mutual aid and public
participation. The preoccupation with civicness has led to civil engagement (or
volunteering) being seen as a panacea for all kind of social ills. Community
discourses thus became embedded in the wider discourses around citizenship.
Indeed, the idea that citizens should do more to learn about their civic duties
and civil rights has even led to the establishment of citizenship education in
UK schools. This interest in the link between active citizenship and active
communities finds continuity in the rhetoric of the current UK coalition
government’s language. On the one hand, former prime minister Cameron

225
spoke dramatically of the ‘broken society’, to describe a deep social malaise.
On the other hand, he talks of his vision of a ‘big society’. This discourse
advocates a shift of power from government to civil society and the
decentralisation of power structures. The assumption is that communities
should be as autonomous as possible. Such perspectives might lead
community work to be seen as a process of community activation or
community mobilisation.
A few final terms should be listed here for talking about communities. When
discussing an area of local political administration we refer to local authorities.
These may be districts, counties, towns, cities or, for larger cities, boroughs.
When talking of church administrative areas, we speak of the parish.

community 8 َ ْ-‫ُﻣ‬
politician ‫ة‬/ & &
strengthen a community ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬b b D
social network ّ ‫= ا‬#A
collective identity ّ ,ُِ ‫ھ‬
shared value ‫ة‬/‫ ك‬%‫ُﻣ‬ I/‫ أ‬#‫ﻣ‬
social tie ّ ‫@ ا‬
ِ
sense of solidarity L‫ ﻣ‬i ‫ر ﺑ‬, A
bind yِ‫ﺑ‬
local community ‫ ﻣ‬8 َ ْ-‫ُﻣ‬
geographical area 9‫ ا‬Z
< ِ F‫َﻣ‬
online community nX Xj‫ ا‬# 8 َ ْ-‫ُﻣ‬
Deaf community ‫ ا ﱡ‬8 َ ْ-‫ُﻣ‬
communtiy studies 8 َ ْ- ُ ‫درا& ت ا‬
academic discipline ‫ د‬S‫ ل أ‬-‫َﻣ‬
warmth ‫دفء‬
sense of belonging ‫ ء‬X ‫ر ﺑ‬, A
commonality S %‫ر ُﻣ‬,‫أﻣ‬
cohesion yُ‫ اﺑ‬D/:ُ9‫ا‬,D/u&ُ D
social cohesion ‫ ا‬:ُ9‫ا‬,D

226
community cohesion َ ْ-‫ ُﻣ‬:ُ9‫ا‬,D
stick together ً ‫< ء ﻣ‬# ‫ا‬
vital ً‫ا‬ _‫ﻣ‬/ & &‫أ‬
thriving ‫د ِھ‬b‫ُﻣ‬
community spirit ‫روح‬/8 َ ْ- ُ ‫روح ا‬
public participation W %‫ ا ﱠ‬S‫ َر‬%‫ ُﻣ‬/ ‫ ﻣ‬S‫ َر‬%‫ُﻣ‬
civil engagement ‫ ﱠ‬X ‫ ﻣ‬S‫ َر‬%‫ُﻣ‬
vibrant ‫ي‬, 7
local politics ّ ‫& & ﻣ‬
resident ‫ة‬/ <‫ُﻣ‬
public meeting ‫ا ع م‬
residents' meeting ‫= ن‬/‫ع ا ﱡ‬ ‫ا‬
public consultation ‫ رة ﱠﻣ‬% &‫ا‬
community arts ‫ْ َ ﱠ‬-‫ن ُﻣ‬,F9
neighbourhood festival ‫ ا‬9 ‫ ل‬7‫ا‬
youth theatre project ‫ ب‬#%‫ ح ا ﱠ‬/‫ وع ﻣ‬%‫ﻣ‬
mural ‫ِ ار‬
community policy 8 َ ْ- ُ ‫& & ا‬
preoccupation with ‫ ل ﺑـ‬Z%X ‫ا‬
anti-social behaviour 8 َ ْ- ُ ‫ك ﻣ ٍد‬, &ُ
community development 8 َ ْ- ُ ‫ّر ا‬,َ َD
social capital ‫رأ& ل ا‬
communitarianism َ ْ- ُ ‫ ا‬, , ‫أ‬
civic republicanism X ‫ ا‬D ‫ر‬,_ - ‫ا‬
mutual aid ‫ دَل‬# ‫د ْ ُﻣ‬
civicness ّ X ‫ ﻣ‬S‫ َر‬%‫ُﻣ‬
volunteering ‫ﱡ ع‬, D
panacea ‫َدواء م‬
social ill ّ ‫ِّ ا‬
community discourse َ ْ-‫ ُﻣ‬/8 َ ْ- ُ ‫ار ا‬,7ِ

227
citizenship /Fْ -ِ ‫ا‬/ F‫ط‬
َ ‫ا‬, ُ ‫ا‬
civic duty X ‫ﻣ‬/ F‫ وط‬W ‫وا‬
civil right ّ 7
X ‫ﻣ‬:
citizenship education َ ‫ا‬, ُ ‫ا‬
F‫ط‬ D
active citizenship َ ‫ا‬,‫ُﻣ‬
ّ 9 F‫ط‬
active community ‫ ﱠ ل‬9 8 َ ْ-‫ُﻣ‬
prime minister ‫زراء‬, ‫ ` ا‬H‫ر‬
broken society u=‫ ُﻣ ﱢ‬8 َ ْ-‫ُﻣ‬
social malaise َ ْ- ُ ‫م ا \ ا‬
big society #S 8 َ ْ-‫ُﻣ‬
shift of power َ ْ /ُ ‫ < ل ا‬X‫ا‬
civil society X ‫ ﻣ‬8 َ ْ-‫ُﻣ‬
decentrilisation bSِ ْ ‫ َﻣ‬+ ‫ا‬
power structure َ ْ /ُ ‫ھ = ا‬
autonomous ّ < /‫ُﻣ‬
community work 8 َ ْ- ُ ‫ا‬
community activation 8 َ ْ- ُ ‫ا‬ D
community mobilisation 8 َ ْ- ُ ‫ ا‬TFD/u D
local political administration ‫إدارة & & ﻣ‬
local authority ‫ُ& ْ َ ﻣ‬
district ‫ِ ع‬I
county َ <‫ُﻣ‬
‫ط‬
town ‫ﺑ ة‬
city F ‫ﻣ‬
borough ‫ﺑ ة‬/ ‫ ِ < إدار‬Fْ ‫َﻣ‬
parish A ‫أﺑ‬

228
51. Community work
What we do to help people in their community living has many names.
Community development and community work are the most general English
terms, but community networking and the North American expression
community organising are similar, if not quite synonymous alternative
concepts. The diversity of terminology reflects perhaps the plurality of
approaches.
English community development is done by community workers (often called
community development practitioners or community development workers).
They work in a range of settings, including community centres, parish halls,
leisure centres, and arts centres. Their tasks are diverse and encompass:
establishing cooperations and local partnerships; setting up round tables and
forums; getting new community projects off the ground; counselling,
consulting, and mediation; mobilising resources; supporting self-help groups
and mutual aid networks; helping local groups access funding; liaising
between different partners; and helping with administration and budget
management. Much work involves improving the knowledge and skills within
organisations, to help them reach their goals. This is often referred to as
capacity building.
Different forms of community development are sometimes categorised.
Radical community development (often called critical community development
in its contemporary form) is a politicising variant. It sees marginalised and
oppressed communities in terms of social injustice and a societal status quo
which needs to be challenged. Such an approach may employ ideas from
critical pedagogy. The goal is transformational change and community
empowerment. Social change is to be achieved by consciousness raising.
Political literacy is central to this collective emancipation, and the work has a
strong political component: collective action, such as founding community
action groups and pressure groups for lobbying and campaigning. Such work
takes a bottom up approach to community development, working closely with
grassroots groups and community activists. The term community action is
often used to describe this self-help driven form of community development.
Community work should not be confused with the less politicised community
social work (sometimes called patch social work) and neighbourhood work.
These methods both focus on planning and providing accessible, good, and
integrated local services. If social workers talk about community-based
services, they normally mean non-residential support, where the service user
can stay in their own home. Much of this is linked to a key law in England, The

229
National Health Service and Community Care Act 1990. This Act brought about
a national shift from residential to community-based services, known as care
in the community or community care. Many psychiatric hospitals and
residential units for disabled people were closed. They were replaced by
community mental health services and community-based support for disabled
people. This trend is often spoken of as the community care movement.

community living َ ْ-‫ ُﻣ‬% ‫ﻣ‬

community development 8 َ ْ- ُ ‫ ا‬, D
community work 8 َ ْ- ُ ‫ ا‬9
community networking َ ْ-‫ ُﻣ‬u #%D
community organising َ ْ-‫ ُﻣ‬TFD
community worker 8 َ ْ-‫ﻣ ُﻣ‬
community development practitioner 8 َ ْ- ُ ‫ ا‬, D ‫ ل‬-‫ َﻣ‬9 ‫ُﻣ ِرس‬
community development worker 8 َ ْ- ُ ‫ ا‬, D ‫ ل‬-‫ َﻣ‬9 ‫ﻣ‬
community centre َ ْ-‫ ُﻣ‬bSِ ْ ‫َﻣ‬
parish hall A ‫@ ت أﺑ‬
leisure centre _ 9 D bSِ ْ ‫َﻣ‬
arts centre ‫ن‬,F _ ‫ﻣ‬/bSِ ْ ‫َﻣ‬
cooperation ‫ رك‬%D/‫ ون‬D
local partnership ‫ رك ﻣ‬%D
round table ‫ة‬ /‫ ة ُﻣ‬H ‫ﻣ‬
forum ‫ ى‬F‫ﻣ‬
community project َ ْ-‫ وع ُﻣ‬%‫ﻣ‬
get off the ground ‫ ء‬%X‫إ‬/‫ق‬+‫إط‬
counselling ‫ د‬A‫إر‬
consulting ‫ رة‬% &‫ا‬
mediation ‫و& ط‬
mobilise u D
resource ‫ر‬ ‫ﻣ‬
self-help group D‫د ْ ذا‬ , ْ-‫َﻣ‬
mutual aid network ‫ دَل‬# ‫= د ْ ُﻣ‬#A
230
funding ,D
liaise : /FD/‫ل‬ ‫إ‬/ @ ‫ ء‬%X‫إ‬
administration ‫إدارة‬
budget management X‫ا‬b ‫إدارة ا‬
capacity building ‫ ء ا < رات‬F‫ﺑ‬
radical community development ‫ر‬g- ‫ ا‬8 َ ْ- ُ ‫ا‬ FD
critical community development <F ‫ ا‬8 َ ْ- ُ ‫ ا‬FD
politicising ` /D
marginalised ~ ّ _‫ُﻣ‬
oppressed ‫ع‬, <‫ﻣ‬
social injustice ‫ظُ ْ ا‬
societal ‫ا‬
critical pedagogy ‫< ي‬X D
transformational change , D ZD
community empowerment 8 َ ْ- ُ ‫د ْ ا‬
social change ‫ا‬ ZD
consciousness raising ,D
political literacy & & 9 ‫ﻣ‬
collective emancipation ‫ ك‬%‫ ﱡ ر ُﻣ‬D
collective action ‫ ك‬%‫ُﻣ‬ 9
community action group َ ْ-‫ درة ُﻣ‬#‫ﻣ‬
pressure group yZ\ , ْ-‫َﻣ‬
lobbying ( ] ‫ ا‬W/= ) ‫ أ@ ب ا < ار‬O yZ\
campaign 7 ‫اء‬ ‫إ‬
bottom up ‫ي‬ D
grassroots group #A , ْ-‫َﻣ‬
community activist 8 َ ْ- ُ ‫ ا‬9 ‫ة‬/yA X
community action َ ْ-‫ درة ُﻣ‬#‫ﻣ‬
community social work 8 َ ْ- ُ ‫ ا‬9 ‫ا‬
patch social work 8 َ ْ- ُ ‫ ا‬9 ‫ا‬

231
neighbourhood work ‫ ء‬7 ‫ ا‬9 ‫ا‬
provide ‫ُ< ﱢم‬
accessible k ‫ل إ‬,@, ‫ ا‬L= ‫ ا‬L‫ﻣ‬
integrated h‫ ِﻣ‬F‫ُﻣ‬
community-based service َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ِ ْ ﻣ َﻣ‬
non-residential H‫ا‬, ‫) إ‬
law ‫ن‬,X I
act ‫ن‬,X I
residential H‫ا‬, ‫إ‬
community-based َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َﻣ‬
care in the community 8 َ ْ- ُ ‫ ا‬9 ِ ‫ا‬
community care َ ْ- ُ ‫ا‬ ِ ‫ا‬
psychiatric hospital / F ‫ [ﻣ اض ا‬O % /‫ﻣ‬
residential unit for disabled people I j‫وي ا‬g H‫ا‬, ‫ ة إ‬7‫و‬
community mental health services 8 َ ْ- ُ ‫ ا‬9 / F ‫َ َﻣ ت ا ِ ّ ا‬
community-based support for disabled I j‫وي ا‬g 8 َ ْ- ُ ‫ ا‬O H < ‫ا ْ ا‬
people
community care movement 8 َ ْ- ُ ‫ا‬ ‫ ِر‬S 7

232
Part 3 – Theories, concepts and contexts

52. Services, facilities, and fields of practice

There is a range of different terms used to describe the caring professions, but
few are uniformly used internationally and precisely understood. In Britain,
the profession known as social work is narrowly defined. Youth work and
community development are not understood as social work, but rather as
separate professions. Social work is understood as having case management
as its primary method. Social worker is a protected title, and professionals
must be on a national professional register of practitioners. This is comparable
to having a licence (or licence to practice) in some countries.
A wider field of professional activity in Britain is social care. Interestingly,
social care corresponds closely to what many Europeans call social work, and
also broadly includes much of that practice that would be described as social
pedagogy in some countries. However, the term social care is not used
internationally. In the States, the much wider term human services is in usage.
Describing practitioners may thus involve terms such as social worker, social
pedagogy practitioner (or, as non-native speakers prefer to say, social
pedagogue), social care practitioner, or human services professional. The
foreign-sounding terms social professions and social professionals are
increasingly being used in international discourses (but not domestic ones).
At the most basic level, social work and social care practice consists of
providing services (or support) to service users. Non-native speakers of English
often use the term social services, but this expression has a different meaning
in English to some of its European equivalents. In older British English, Social
Services was a local authority department where statutory social care services
were provided. The term is therefore unsuitable to describe social care
services provided by voluntary sector organisations. Moreover, social policy
authors use the term social services in a different and broader sense, often
including everything from health care to the education system. All in all, social
services is an imprecise and potentially confusing term in the English
language.
Many services are provided in a physical place. Such places (and the services
offered there) are sometimes described as facilities. The terms unit and
project are also common. However, more often than not, a place is named
after what it is: a residential unit, a drop-in centre, and so on. Projects are not
233
normally called institutions in English, unless they are for long term residential
care. In principle, a service may be offered by an independent social work
practitioner working in independent private practice. This model is much less
common in Europe than in the States. Normally, an agency (or organisation)
runs one or more individual projects. When we visit a project, we often talk
about an agency visit.
Services can be categorised. Universal services are those to which anyone has
an entitlement. Targeted services are those designed for certain groups of
service users with particular needs. General services are those services where
professionals have generic training; specialist services are the opposite.
Services can also be categorised according to fields of practice. In England,
children’s services form a distinct group of services for children, young people,
and families. In England, this is contrasted with the concept of adults’ services.
Adults’ services can be broken down into older people’s services, disabled
people’s services, mental health services, and drug and alcohol services.

caring profession ِ ‫ ا‬Fْ_‫ِﻣ‬

social work ‫ا‬ ‫ا‬
youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
community development 8 َ ْ- ُ ‫ا‬ FD
case management ‫إدارة ا‬
social worker ‫@ ا‬ ‫ا‬
protected title ‫ن‬,X < ‫ﺑ‬ ‫ﻣ‬ ‫ وظ‬O /‫ﻣ‬
professional ّ F_‫ِﻣ‬
professional register L ّ F_ ِ ‫ ا‬-&
practitioner ‫ة‬/ ّ F_‫ة ِﻣ‬/‫ُﻣ ِرس‬
license ْ ‫ُر‬
license to practice ّ F_‫ِﻣ‬ ْ ‫ُر‬
social care ّ ‫ا‬ ‫ِر‬
social pedagogy ّ ‫ا ﺑ ا‬
human service X /X‫ِ ْ ﻣ إ‬
social pedagogy practitioner ّ ‫ ل ا ﺑ ا‬-‫ َﻣ‬9 ّ F_‫ُﻣ ِرس ِﻣ‬
social pedagogue ّ ‫ ل ا ﺑ ا‬-‫ َﻣ‬9 ّ F_‫ُﻣ ِرس ِﻣ‬

234
social care practitioner ّ ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ّ F_‫ة ِﻣ‬/‫ُﻣ ِرس‬
human services professional X /X ‫ ْ ﻣ ا‬1ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ّ F_‫ِﻣ‬
social profession ّ ‫ ا‬Fْ_‫ِﻣ‬
social professional ‫ة‬/ ‫ة ا‬/ ّ F_‫ِﻣ‬
social work and social care ّ ‫ا‬ ِ ‫وا‬ ‫ا‬ ‫ا‬
provide ‫ُ< ﱢم‬
service ‫ِ ْﻣ‬
support ْ
service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ُﻣ‬
local authority department ‫ ُ& ْ َ ﻣ‬/‫ ة‬H‫دا‬
statutory ّ ‫ﻣ‬,=ُ7/‫م‬
social care service ّ ‫ا‬ ‫ِ ْ ﻣ ِر‬
voluntary sector organisation , ‫ ا < ع ا ﱠ‬/&P‫ُﻣ‬
social policy ّ ‫& & ا‬
health care ‫ا‬ ِ ‫ا‬
education system ‫ي‬,‫ ﺑ‬D/ D ‫ م‬TX
facility :ِ9‫ﻣ ا‬
unit ‫ ة‬7‫و‬
project ‫ وع‬%‫ﻣ‬
residential unit H‫ا‬, ‫ ة إ‬7‫و‬
drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫َﻣ‬
institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
residential care ‫ِر‬ H‫ا‬, ‫إ‬
independant social work practitioner ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 < /‫ ّ ﻣ‬F_‫ُﻣ ِرس ِﻣ‬
independant private practice < /‫@ ﻣ‬ ّ ‫دة‬
agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬
organisation /&P‫ُﻣ‬
agency visit ّ /&P‫ز رة ُﻣ‬
universal ‫ﻣ‬A
entitlement ّ ‫ا‬k
9:

235
targeted ‫ _ َف‬/‫ُﻣ‬
general service ‫ﻣ‬ ‫ِ ْﻣ‬
generic ‫م‬
specialist service ( ّsَ 1ْ ‫ ُﻣ‬#I L‫@ )ﻣ‬
ّ ‫ِ ْﻣ‬
field of practice &‫ ل ا ُ ِر‬-‫َﻣ‬
children's services ‫َ َﻣ ت ا ط ل‬
adults' services L Z # ‫َ َﻣ ت ا‬
older people's services L ّF/ِ ُ ‫َ َﻣ ت ا‬
disabled people's services I j‫وي ا‬g ‫َ َﻣ ت‬
mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬
drug and alcohol services ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ط ا‬ ‫َ َﻣ ت‬

236
53. Statutory, private, and voluntary sector services
Care and support for vulnerable or needy people can be formally provided by
agencies, or informally provided by individuals. Unpaid persons voluntarily
helping their friends, families, and communities are often described as
providing informal care, in the context of the informal sector. However,
analyses of the activities within welfare states are usually concerned with the
work of organisations. Indeed, the number and diversity of agencies is a key
feature of social care. Some of these agencies share certain clear
characteristics, leading to a categorisation into distinct groups or sectors.
The first of these groups is the statutory sector (sometimes known as the
public sector). This sector is made up of statutory agencies. In British social
work, statutory sector social work primarily means services administered by
local government. A map of England can be divided into local authorities,
sometimes called councils. Each local authority provides a range of services,
organised into departments. An example is the children’s services department,
often called local authority children’s services. The opposite of statutory is of
course non-statutory. We can thus talk of non-statutory agencies. However,
the non-statutory sector is normally divided into further sectors.
The second grouping comprises those agencies in the private sector. Private
sector agencies (sometimes called private agencies) are characterised by their
aim to make a profit. There is a long tradition of private agencies in particular
areas of social care, such as residential nursing care.
Today, the third group of organisations is termed the third sector. In English
social work discourses, the older and synonymous term voluntary sector is
much more common. This term stresses the principle of voluntariness, which,
together with an orientation on the common good, is a key characteristic of
the voluntary sector. The term non-profit sector is also used, and references
can be found in literature to an independent sector, although this latter term
can have other meanings. The organisations in the third sector are known by a
variety of terms: voluntary sector organisations, non-profit organisations, not-
for-profit organisations, and non-governmental organisations. An older but
important synonym is charity. Although the word charity has its roots in
Christian theology, strictly speaking being charitable is a legal term. The idea is
therefore understood in a secular sense, and does not indicate a church
affiliation or a Christian worldview. Much recent discussion of the third sector
has been in terms of the civil society, and it is common to hear references to
civil society organisations.

237
There are some important subcategories used to discuss the third sector.
Some English language authors refer to a community sector made up of local
and usually small community-based organisations, including self-help groups
and action groups. A final newer term, which is roughly (but not exactly)
equivalent to the third sector, is the social economy. The organisations of the
social economy are called social enterprises or sometimes social ventures. A
social entrepreneur is usually understood as someone who works in an
innovative and enterprising way for such an organisation. It also describes
someone who founds a social enterprise.

care ‫ِر‬
support ْ ‫د‬
vulnerable 1 ‫ُﻣ ﱠض‬
needy ْ ‫ود‬ ِ ‫ﺑ‬
provide ‫ﱢ‬9,ُ
agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
unpaid ‫ع‬,9 ‫) ﻣ‬
voluntarily ,‫ط‬
informal care ّ &‫) ر‬ ‫ِر‬
informail sector &‫ِ ع ) ر‬I
welfare state ‫ ه‬9 ‫دو ا‬
organisation /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬
diversity ‫ﱡ ع‬,FD
social care ّ ‫ا‬ ‫ِر‬
characterisitic ّ
@
sector ‫ِ ع‬I
statutory sector ّ ‫ﻣ‬,=ُ7/‫ِ ع م‬I
public sector ‫ِ ع م‬I
statutory agency ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ /&P‫ُﻣ‬
local government ‫ﻣ ﻣ‬,=7
local authority ‫ُ& ْ َ ﻣ‬
council `ِ ْ-‫َﻣ‬

238
department ‫وزارة‬/‫إدارة‬/‫ ة‬H‫دا‬
children's services department ‫ ة َ َﻣ ت ا ط ل‬H‫دا‬
local authority children's services ‫ ة َ َﻣ ت ا ط ل‬H‫دا‬
statutory ّ ‫ﻣ‬,=ُ7/‫م‬
non-statutory ّ‫ ص‬/ ّ ‫ﻣ‬,=ُ7 )
non-statutory sector ّ ‫ﻣ‬,=ُ7 ) ‫ ع‬I
private sector ّ‫ ع ص‬I
private sector agency ّ‫ ص‬1 ‫ ا < ع ا‬9 ‫ﱠ‬TF‫ُﻣ‬
private agency ( ّ‫ ص‬1 ‫ ا < ع ا‬9 ‫@ )أي‬ ّ ‫ﱠ‬TF‫ُﻣ‬
residential nursing care L ّF/ِ ُ H‫ا‬, ‫إ‬ ‫ِر‬
third sector l R‫ا< عا‬
voluntary sector , ‫ا ﱠ‬ ‫ ِع ا‬I
voluntariness , ‫ا ﱠ‬
common good ‫ا ﻣ‬ ‫ا‬
non-profit sector ‫) ا ﺑ‬ ‫ عا‬I
independant sector </ ‫ا< عا‬
voluntary sector organisation , ‫ا ﱠ‬ ‫ ع ا‬I 9 ‫ﱠ‬TF‫ُﻣ‬
non-profit organisation ‫) رﺑ‬ ‫ﱠ‬TF‫ُﻣ‬
not-for-profit organisation ‫) رﺑ‬ ‫ﱠ‬TF‫ُﻣ‬
non-governmental organisation ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ‬TF‫ُﻣ‬
charity /&P‫ُﻣ‬
charitable ‫ي‬
legal term X,X I r ‫ﻣ‬
secular Xْ ِ
church affiliation /FS @ ‫ذو‬
worldview ‫ر‬,TF‫ﻣ‬
civil society X ‫ ا‬8 َ ْ- ُ ‫ا‬
civil society organisation X ‫ ا‬8 َ ْ- ُ ‫ﱠ ا‬TF‫ُﻣ‬
subcategory ‫ي‬,X c Q F D
community sector َ ْ-‫ِ ع ُﻣ‬I

239
community-based organisation 8 َ ْ- ُ ‫ ا‬O HI ‫ﱠ‬TF‫ُﻣ‬
self-help group ّ D‫ َ ة ذا‬/‫ ُﻣ‬/ D‫د ْ ذا‬ , ْ-‫َﻣ‬
action group َ ْ-‫ درة ُﻣ‬#‫ﻣ‬
social economy ‫ د ا‬I‫ا‬
social enterprise ّ ‫ ا‬S A
social venture ّ ‫ ا‬S A
social entrepreneur ّ ‫لا‬ ‫ ﺑ‬H I/ ّ ‫لا‬ ‫ر دي أ‬
enterprising ‫ ِدر‬#‫ ُﻣ‬/‫ر دي‬
found `&‫أَ ﱠ‬

240
54. Child-raising and education
Two words together encompass much of what we do with children: education
and upbringing. Education usually refers to formal learning, and upbringing to
learning in informal contexts. In contemporary English, education is often
linked to the context of school and university, and other institutions of
learning such as libraries and cultural centres. Upbringing is often linked to the
family, and the work of agencies in settings such as children’s homes, which
may be seen as a substitute for the family.
Various words are used to describe bringing up children. Upbringing may be
the most common. A child can have a religious upbringing or a secular
upbringing, for instance, and one can talk colloquially about a good upbringing
or a bad upbringing. However, readers should note that there are an
enormous number of synonyms for bring up. Children can be raised or reared.
The corresponding nouns are child-rearing and child-raising. Both terms stress
the active input of the child-rearer or child-raiser. This work is often referred
to as parenting. A somewhat sexist variant of this word is mothering. Children
can be cared for, and the person doing this is often known as a caregiver;
what they do is then caregiving. We can foster the development of children,
hence the term foster parent. In older English usage, children looked after by a
governess were nursed; although this expression has become uncommon,
children are still looked after in nurseries by professionals sometimes known
as nursery teachers. Finally, children can be nurtured. Or perhaps they cannot,
depending on which side of the nature-nurture debate one stands. In
Shakespeare’s Tempest, Prospero describes Caliban as ‘[… a] devil, a born
devil, on whose nature nurture can never stick’.
The term education is usually understood in terms of particular settings,
namely educational establishments. The word strongly suggests particular
methods, such as teaching and instruction. Education is primarily understood
in the context of formal education. However, the word education is
sometimes also used in fixed expressions referring to questions of upbringing.
This usage usually stresses that social learning or experience-based learning is
taking place. Social education is sometimes used as a synonym for social
pedagogy, particularly in older European discussions of youth work. It can
refer to how professionals such as teachers help young people learn about
relationships, for instance. Experiential education is a key field of youth work,
and youth projects are often discussed in terms of informal education. The
terms early education and early learning are used in the context of nursery
education. Finally, expressions such as ‘education in its widest sense’ or

241
‘education in the broadest sense of the word’ are used to suggest practice
combining education and child-raising. The university discipline corresponding
to both education and child-raising is educational science.
Throughout history, understandings of education have changed. The German
nineteenth century ideal of education saw education as broad, holistic, and
formative; such broad understandings of education existed in other European
languages too. Learning was to foster personal growth and create
autonomous individuals. This historical concept of ‘Bildung’ is either left
untranslated from the German, or translated as culture, self-cultivation, or
self-formation.

education ‫ ﺑ‬D/ D
upbringing ‫ ﺑ‬D
formal learning & ‫ا‬ ‫ا ﱠ‬
informal &‫) ر‬
institution of learning ‫ ا ﱠ‬/&P‫ُﻣ‬
cultural centre 9 <c bSِ ْ ‫َﻣ‬
agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
children's home ‫ [ط ل‬H‫ا‬, ‫دارإ‬
substitute ‫ﺑ‬
bring up ‫ُ ﺑﱢ‬
religious upbringing F‫ ﺑ د‬D
secular upbringing X ‫ ﺑ‬D
good upbringing ‫ّة‬ ‫ ﺑ‬D
bad upbringing Eّ & ‫ ﺑ‬D
raise ‫ُ ﺑﱢ‬
rear ‫ُ ﺑﱢ‬
child-rearing ‫ ﺑ ا ط ل‬D
child-raising ‫ ﺑ ا ط ل‬D
child-rearer ‫ُﻣ ﺑّ أط ل‬
child-raiser ‫ُﻣ ﺑّ أط ل‬
parent ‫ُ ﺑﱢ‬

242
mother ‫وا ة‬/‫أم‬
care for ‫ _ ﺑـ‬/ F
caregiver ِ ‫ُﻣ< ﱢم ا‬
caregiving ِ ‫< ا‬D
foster the development of children ‫ّر ا ط ل‬,َ َD FD
foster parent ‫ة‬/ ‫ة ﺑ‬/ ‫ة را‬/ ‫وا‬
governess ّ
@ ّ‫ُﻣ ﺑ‬
nurse ‫ً ﺑـ‬ @ F
nursery X i7
nursery nurse X i7 ّ‫ُﻣ ﺑ‬
nursery teacher X i7 ‫ ُﻣ ﱢ‬/ ّ‫ُﻣ ﺑ‬
nurture ‫ء‬O%F / ‫ ُ ﺑﱢ‬/O
nature-nurture debate ّ# ‫ وا‬E # ‫ِ ال ا‬
educational establishment ّ D /&P‫ُﻣ‬
teaching ` ‫ا ﱠ ر‬/ ‫ا ﱠ‬
instruction D
formal education &‫ا ﱠ‬ ‫ا ﱠ‬
social learning ‫ ﱡ ا‬D
experience-based learning # -‫ا ﱠ‬/ ‫ ﺑ‬-‫ ا ﱠ‬O H<‫ا ﱡ ا‬
social education ‫ا ﱠ ا‬
social pedagogy ‫ا‬ ‫ا ﱠ‬
relationship I+
experiential education # -‫ا ﱠ ا ﱠ‬
informal education &‫ا ﱠ ) ا ﱠ‬
early education =‫ ﱢ‬# ُ ‫ا ﱠ ا‬
early learning ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬Lّ &ِ 9 ‫ا ﱠ ﱡ‬
nursery education X i ‫ ا‬Lّ &ِ 9 ‫ا ﱠ‬
education in its widest sense ‫م‬ =%‫ﺑ‬ ‫ا ﱠ‬
education in the broadest sense of ‫م‬ =%‫ﺑ‬ ‫ا ﱠ‬
the word
educational science ‫ا ﱠ‬
243
understanding of education ‫_ ا ﱠ‬9
ideal of education ‫ا ﱠ‬ R‫ﻣ‬
holistic ‫ُﻣ = ِﻣ‬
formative =%D
personal growth D‫ ذا‬,ّ ُ ُX
autonomous individual ّ< /‫ د ُﻣ‬9
Bildung xX‫ أ ﺑ و‬#‫ ﻣ‬O ّ Fْ#‫ َﻣ‬9 <c
culture 9 <c
self-cultivation D‫ ذا‬Q <RD
self-formation D‫ ذا‬Q <RD

244
55. Care and control
Care is one of the most important concepts in social work. The etymology of
the word is fascinating. In Old English, ‘caru’ and ‘cearu’ refer to sorrow,
anxiety, and grief. Although these meanings are now obsolete, nuances of
these senses remain today.
As the OED notes, the modern noun ‘care’ has a variety of meanings. Care can
refer to the provision of welfare services, particularly for older people and
children. It can refer to protective looking after and guardianship, for instance
the care of a child who cannot live with its own parents. It can refer to
carefulness, for instance to avoid mistakes or minimise risk. It can mean worry
and concern. The verb ‘care’ comes up in different social work contexts. Non-
native speakers should take care to distinguish between caring for and caring
about.
Social care describes that wide field of professional activity that in many
languages is referred to as social work. Social care is one of the caring
professions. Many of its terms contain the word care. Childcare, for instance,
describes arrangements where children are looked after while their parents
work. Be careful! Childcare should not be confused with child care. Child care
encompasses both residential child care and foster care. Children living in
children’s homes or with foster carers are known as being in care. When
discussing work with children, child-raising is often spoken of in terms of care.
Parents, foster carers, and guardians are sometimes described as caregivers.
When discussing older people’s services, the term care home is often used as a
synonym for nursing home. Such arrangements may be described as
residential care. The workers in a home are known as care workers or care
assistants. A carer is someone caring in an unpaid capacity. In practice this
person is usually a family member or a very close friend. Readers should be
aware that there are several other expressions for caring. People can be
helped, aided, assisted, supported, nursed, looked after, supervised, protected,
and safeguarded.
As some of the above terms make clear, the demarcation between helping,
checking, supervising, and controlling is somewhat unclear. Social work
famously has a dual mandate, namely to care for people and to control them
at the same time. Social workers are thus asked to observe users: to monitor
and oversee their behaviour. This surveillance starts when assessments are
carried out. The controlling duties continue when behavioural norms are
transgressed. Social control may require sanctioning, disciplining, and
restraining. The use of compulsion and coercion may be part of this. A primary

245
method for social work with individuals is case management. This term
suggests that the social worker is a manager: a professional who manages a
client, and possibly their behaviour, by influencing, guiding, and steering.
The idea of help to self-help suggests that a function of social work may be to
give aid to people to support their mutual aid. Much current political thinking
stresses citizens’ individual responsibility for their conduct and the need for
self-control. Citizens are expected to manage their own conduct, that is, to
govern themselves. In the language of governmentality, this is the government
of the self, in contrast to the government of others. The flipside of help to self-
help may therefore be the control of self-control.

care ‫ِر‬
sorrow ‫ن‬b7/O&‫أ‬
anxiety :َ َI
grief ‫ اد‬7
OED ‫ي‬b -X ‫رد ا‬, /S‫س أ‬,‫ ﻣ‬I
provision <D
welfare services ‫ ه‬9 ‫َ َﻣ ت ا‬
protective ‫ﺑ‬
look after ‫ ء ﺑـ‬F ‫ا‬
guardianship @‫ِو‬
carefulness ‫ر‬gَ 7َ
risk ‫رة‬, ُ
worry :َ َI
concern ‫اھ م‬/:َ َI
take care ‫اھ م‬/‫ ء‬F ‫ا‬/ ‫ِر‬
care for ‫ _ ﺑـ‬/ F
care about ‫ُﻣ_ ﱠ ﺑـ‬
social care ّ ‫ا‬ ‫ِر‬
caring profession ِ ‫ ا‬Fْ_‫ِﻣ‬
childcare ‫ا ط ل‬ ‫ِر‬
be careful ْ‫ر‬g7‫ا‬
child care ‫ اع‬j‫ ا‬# ‫ة‬/ ‫ را‬#I L‫ا ط ل ﻣ‬ ‫ِر‬

246
residential child care H‫ا‬, j‫ا ط ل ا‬ ‫ِر‬
foster care ‫أُ& ﺑ‬ ‫ِر‬
foster carer #‫ا‬ &ُ ‫ا‬ ِ ‫ُﻣ< ﱢم ا‬
in care #‫ا‬ ِ ‫ م ا‬TX 9
child-raising ِْ ‫ ﺑ ا‬D
guardian ّ @‫و‬
caregiver ‫ة‬/ ‫ا ا‬/ ِ ‫ة ا‬/‫ُﻣ< ﱢم‬
older people's services L ّF/ِ ُ ‫َ َﻣ ت‬
care home ‫دار ِر‬
nursing home ‫دار ِر‬
residential care H‫ا‬, ‫إ‬ ‫ِر‬
care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬
care assistant ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ِ /‫ُﻣ‬
carer ‫ة‬/ ‫را‬
care ‫ِر‬
unpaid ‫ع‬,9 ‫) ﻣ‬
family member ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9
help ِ /ُ
aid // ْ
assist ِ /ُ
support ْ َ
nurse ‫ ﺑ ـ‬F /O
look after ‫ _ ّ ﺑـ‬/ F
supervise ‫ ِف‬%ُ
protect
safeguard 7 O ‫َ ِص‬
check L‫ ﻣ‬:ّ<
supervise ‫ ِف‬%ُ
control =‫ﱠ‬
dual mandate H Fc/‫ َدوج‬b‫ ُﻣ‬J , D
observe WِI‫ُ ا‬

247
monitor WِI‫ُ ا‬
oversee WِI‫ ُ ا‬/O ‫ ِف‬%ُ
behaviour ‫ك‬, &ُ
surveillance َ#I‫ُﻣ ا‬
assessment <D
carry out ‫م ﺑـ‬,<
controlling duties = D ‫ﻣ_ ّم‬
behavioural norm S, &ُ ‫ُ ْ ف‬
transgress ّ ‫اف ا‬ ‫ وز ا ُ ود وا‬- ‫ك‬, &ُ
social control ‫ ا‬y#ْ \
َ
sanction ‫اء‬b / ‫ﺑ‬,< ُ
discipline ‫ب‬gّ _ُ
restrain rَ#=ْ َ
compulsion ‫ام‬b ‫إ‬/ _ْ I
coercion ‫إرْ ) م‬
case management ‫إدارة ا‬
manage ُ
influence ‫ﱢ‬cPُ
guide ‫د‬,< / Aِ ْ ُ
steer k ‫ ﱢ‬, / ‫د‬,<
help to self-help k/ X ‫ ِ ة‬/ ُ s1%‫ ِ ة ا ﱠ‬/‫ُﻣ‬
mutual aid ‫ دَل‬# ‫د ْ ُﻣ‬
conduct ‫ﱡف‬ َD/‫ك‬, &ُ
self-control ‫اﱠت‬g ‫ا ﱠ ﱡ= ﺑ‬
govern ُ
governmentality ّ ‫ﻣ‬,=ُ ‫ا‬
government of the self ّ D‫ذا‬/‫اﱠت‬g ‫إدارة ا‬
government of others L }‫إدارة ا‬
flipside }‫ ا‬WX - ‫ا‬

248
56. Social policy and welfare states
Social policy is a discipline concerned with the diverse institutions involved in
protecting citizens, supporting them to enjoy at least a modicum of well-being.
In international literature we may thus describe social policy in terms of social
protection. Especially within Europe, English native speakers often use the
term social policy synonymously with the idea of the welfare state or welfare
system. These terms suggest the high levels of support services familiar to
many Europeans, including those in areas such as health care and social care.
In British discourses, the development of the welfare state is often
understood in terms of social citizenship and citizenship rights. International
readers should be mindful that the rather unclear terms welfare and social
security have varying meanings in international literature. In the States, these
terms confusingly refer to types of social assistance.
Some authors stress the commonalities between continental European
welfare states, and talk of a European social model. Others stress differences.
A couple of decades ago, much research focused on comparing welfare states.
Commonly cited welfare regimes include the liberal (or neo-liberal), the
conservative (or corporatist), the social democratic (or Nordic), and the
Mediterranean (or residual).
Contemporary comparative welfare state research is largely concerned with
the transformation, restructuring, or modernisation of welfare states. A key
turning point throughout Europe was the oil crisis, and the economic problems
it brought. Redistribution and generous services had been the hallmark of the
post-war welfare settlement which established itself during the economic
miracle years. In the face of economic downturn and demographic change, it
was argued that high levels of social spending (that is, social expenditure)
were no longer affordable. British and American politicians of the New Right
were attracted to the concept of the ‘lean state’. This problematic term
glorified what they saw as an objective: a smaller welfare state, with fewer
public services. Such politicians used public debt and recession as the
justification to cut benefits and public services in the name of cost
containment or rationalisation. Some describe such neoliberal welfare state
reform as the retrenchment or dismantling of the welfare state.
Whether or not the former welfare administrations really have been
dismantled is hard to say. That the form of welfare states has changed seems
uncontested. The privatisation of the US welfare state, and the general shift to
private responsibility and private provision, has been termed the enabling
state. The focus on the individual responsibility to undertake paid employment

249
and retrain as necessary (including tough sanctions for jobseeker failure to do
so) results in what Americans call the workfare state. An important 1990s
British variant of this, with a focus on investing in certain areas (such as
childhood), is the social investment state. The import of business ideas into
the public sector and the voluntary sector is often spoken of as managerialism.

social policy ّ ‫& & ا‬

discipline ‫ ل‬-‫َﻣ‬
institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬
protect
modicum I #/X
well-being ‫ﻣ‬+&
social protection ّ ‫ا‬ 7
welfare state ‫ ه‬9 ‫دو ا ﱠ‬
welfare system ‫ ه‬9 ‫ م ا ﱠ‬TX
support services ْ ‫َ َﻣ ت ا ﱠ‬
health care ‫ا‬ ‫ا ﱢ‬
social care ّ ‫ا‬ ‫ا ﱢ‬
social citizenship ّ َ ‫ا‬,‫ُﻣ‬
‫ ا‬F‫ط‬
citizenship rights َ ‫ا‬, ُ ‫ق ا‬,<ُ7
F‫ط‬
be mindful ‫واع‬
ٍ
welfare ‫ ه‬9‫ر‬
social security ّ ‫ا‬ 7
social assistance ‫د ْ ا‬
commonality S َ %‫ا& ُﻣ‬,َI
continental European ‫ رة أوروﺑ‬I 9
European social model ‫ذج أوروﺑ ا‬, َX
research lْ ‫ﺑ‬
welfare regime ‫ ه ا‬9 ‫ م ا ﱠ‬TِX
liberal ‫ ا‬# /rِ F‫ ُﻣ‬/‫ﱢ ر‬ ‫ُﻣ‬
neo-liberal ( -‫ا‬ ‫ ا‬# ‫)أي ا‬ ‫ ا‬# ,X

250
conservative •ِ9 ‫ُﻣ‬
corporatist ّ ‫< ﺑ‬X
social democratic ‫د < اط‬ ‫ا‬
Nordic ‫ ل ا وروﺑ‬%‫ ﺑ ول ا ﱠ‬: ‫ُﻣ‬
Mediterranean y&‫ ﱢ‬, ُ ‫ ا‬J ‫ ا ﺑ‬# ‫ا‬
residual ٍ ّ# ‫ُﻣ‬
:
comparative welfare state research ‫ ه‬9 ‫ دول ا ﱠ‬L ‫ ُﻣ< َرن‬l ‫ﺑ‬
transformation ‫ﱡ ل‬, D
restructuring = ‫إ دة ھ‬
modernisation l ْ D
turning point ‫ل‬,‫ ﱡ‬D <X
oil crisis ْ
y X ‫أزﻣ‬
economic problem ‫د‬ I‫= ا‬%‫ُﻣ‬
redistribution 8 ‫ز‬,D ‫إ دة‬
hallmark ‫ُﻣ ﱢ‬
post-war welfare settlement ‫ب‬ ‫ ه ﻣ ﺑ ا‬9 ‫اءات ا ﱢ‬ ‫إ‬/‫ ت‬# D D
economic miracle ‫د‬ I‫ة ا‬b-ِ ‫ُﻣ‬
economic downturn ‫ دي‬I‫د ا‬,S‫ر‬
demographic change 9‫) ا‬, ‫د‬ ZD
social spending ‫ ق ا‬X‫إ‬
social expenditure ‫ ق ا‬X‫إ‬
affordable ‫ل‬,#<‫ﻣ‬ & ‫ذو‬
New Right ‫ د‬- ‫ا‬L ‫ا‬
lean state ‫ ھ‬/ ‫دو ﻣ‬
public services ّ ‫ﻣ‬,=ُ7/ ‫َ َﻣ ت ﻣ‬
public debt ‫م‬ Lْ ‫د‬
recession ‫د‬,S‫ر‬
cut benefits ‫ َﻣ ت ا ا‬1َ ‫ ا‬L‫ا َ ّ ﻣ‬/ < ‫ا‬
cost containment =‫اء ا ﱠ‬, 7‫ا‬
rationalisation A ‫ا ﱠ‬

251
welfare state reform ‫ ه‬9 ‫ م ا ﱠ‬TX ‫ح‬+@‫إ‬
retrenchment ‫ھ ْم‬
dismantling u=D
welfare administration ‫ ه‬9 ‫ ة ا ﱠ‬H‫دا‬
form of welfare state ‫ ه‬9 ‫= ل دول ا ﱠ‬A‫ أ‬L‫= ﻣ‬A
uncontested k ‫ َزع‬F ‫) ُﻣ‬
privatisation 1َ ْ 1 ‫ا‬
private responsibility ّ 1‫ا‬
@ ‫و‬P/ ‫ا‬
private provision ّ‫ص‬ 9,D
enabling state ‫دو دا‬
individual responsibility ‫ ْد‬9 ‫و‬P/‫ﻣ‬
paid employment ‫ر‬, ] ‫ا‬ ‫ا‬
retrain W ‫ ر‬D ‫إ دة‬
sanction ‫اء‬b / ‫ﺑ‬,< ُ
jobseeker ‫ وظ‬L ‫ة‬/l7 ‫ﺑ‬
failure %َ َ9
workfare state ‫ وط‬% ‫ا‬ ‫ ه ا‬9 ‫دو ا ﱠ‬
social investment state ‫ ر ا‬R & ‫دو ا‬
public sector ‫ا <ِ ع ا م‬
voluntary sector , ‫ا ﱠ‬ ‫ِ ع ا‬I
managerialism ‫دار‬j‫ا‬

252
57. Welfare state regimes
Welfare states are organised in accordance with different principles. They give
different forms of assistance and protection to different groups of people,
following different criteria. The financing of welfare services, and the rules
around entitlements, can vary dramatically. Comparing the British, German,
and Nordic welfare systems is fascinating, because these European systems
are famous examples of contrasting welfare models (in social policy language,
welfare state regimes, or welfare regimes for short): different approaches to
the organisation of social protection.
The Nordic countries unquestionably have the most comprehensive system of
protection and services. Their largely tax-financed model is often referred to
as the social democratic model, as it evolved during the mid-twentieth century
when the social democracy movement was particularly strong in the region.
The state has traditionally been the primary service provider in this model,
although recent decades have seen welfare pluralism (sometimes described as
the mixed economy of welfare or welfare mix) establishing itself strongly, as
elsewhere in Europe. Despite reform and modernisation, many features of the
Nordic model remain distinct today. Employment policy aims at keeping
unemployment as low as possible, and workforce participation high, despite
high job mobility: ‘flexicurity’. The focus on gender equality is also notable,
families being supported by extensive family services. It is possible to take
time out of work to raise a family: parental leave and other rights result in a
high degree of decommodification (that is, decommodification of labour). In
addition, flat income structure across the working population results from
highly progressive taxation, plus a flatter pre-tax income profile, due to
powerful trade unions using collective bargaining to defend vulnerable
manual workers’ and clerical workers’ salaries.
Germany’s remarkably old welfare state, the Bismarck system (named after its
founder), is, for many of its citizens, also one of the more generous welfare
states. It is primarily an employment-based social insurance system. People
are covered by compulsory insurance (rather than voluntary insurance). The
system is financed by these social insurance contributions. Workers (together
with their employers) pay the contributions based on the size of their salary or
wages, and thus earn a current or future entitlement to a benefit. The
Bismarckian system broadly maintains living standards (and thus preserves
the status quo), since some benefits paid out are earnings-related: such
systems are thus often described as a conservative welfare state. Subsidiarity

253
and self-government are key principles of the system. Note the key role of the
third sector (charities) in Germany’s welfare provision.
In contrast, the UK’s Beveridge system (or Beveridgean system) is primarily a
tax-funded system. Broadly speaking, entitlements are linked to citizenship
and residency rather than to the level of payments made in to the system.
Rather than maintaining existing living standards, the British system grants
very minimal benefits which secure a minimum standard of living, but provide
little more. Following the principles of the Beveridge system, benefits are
normally universal and flat-rate. In international welfare state classifications,
the British model today is described as a liberal welfare state.

welfare state ‫ ه‬9 ‫دو ا ﱠ‬

organise ‫ ﱢ‬FُD/Q‫ﱢ‬F ُ
T
principle ‫ أ‬#‫ﻣ‬
assistance ْ ‫د‬/‫ ِ ة‬/‫ُﻣ‬
protection 7
criteria ‫ﻣ‬
financing ,D
welfare service ‫ ه‬9 ‫ِ ْﻣ ا‬
entitlement ‫ا& <ّ ق‬
welfare system ‫= ا ﻣ ن ا‬#A/‫ ه‬9 ‫ م ا ﱠ‬TِX
welfare model ‫ ه‬9 ‫ذج ا ﱠ‬, َX
welfare state regime ‫ ه‬9 ‫ م ا ﱠ‬TِX
welfare regime ‫ ه‬9 ‫دو ا ﱠ‬
social protection ّ ‫ا‬ 7ِ
comprehensive ‫ﻣ‬A
service ‫ِ ْﻣ‬
tax-financed ‫ ا ﱠ‬# ‫ل‬,‫ُﻣ ﱠ‬
WH‫ ا‬i
social democratic model ‫ذج د < اط ا‬, َX
social democracy movement ّ ‫< اط ا‬ ‫ ا‬S 7
service provider ‫ ْ ﻣ‬1ِ ‫ُﻣ< ﱢم ا‬
welfare pluralism ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا ﱠ‬ I‫ا‬

254
mixed economy of welfare ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫ د ا‬I‫ا‬
welfare mix ‫در‬ ‫ ه ُﻣ ﱢد ا‬9‫ر‬
reform ‫ح‬+@‫إ‬
modernisation l ْ D
Nordic model ‫ ل‬A ‫ذج دول‬, َX/ / ‫ ا ط‬y ‫ ل ا‬A ‫ذج دول‬, َ X
9 X F=& ‫ذج ا ول ا‬, َX/ ‫أوروﺑ‬
employment policy Q ‫ظ‬, ‫& & ا‬
unemployment #‫ا‬
workforce participation ‫ى ا ﻣ‬,< ‫ ا‬S‫ َر‬%‫ُﻣ‬
job mobility ‫ظ‬, ‫<ُ ا‬F‫ا ﱠ‬
flexicurity ‫ظ ا َ ِن‬, ‫ ا‬L‫ا ﻣ‬
gender equality L /Fْ -ِ ‫ ا‬L ‫ واة ﺑ‬/ ‫ا‬
extensive ‫ ِﻣ‬A
family service ‫َ َﻣ ت ا ُ& ة‬
take time out of work to raise a ‫ﺑ ا ط ل‬ ‫ ا‬L‫ إ زة ﻣ‬g ‫أ‬
family
parental leave L ‫ا‬, rF ُD ‫ ا‬- ‫د ا‬, , ‫إ زة ا‬
decommodification I,& ّ
/S ` ‫ & < ق و‬S ‫ َﻣ ت‬1َ ‫ ا‬9,D
decommodification of labour ‫ ا‬8 /D ‫م‬
flat income structure n‫ﱠ ﺑ‬R ‫ا‬ ‫ھ= ا‬
progressive taxation ُ D # \
pre-tax income ّ ‫ ا‬#I
# i ‫ا ﱠ‬
trade union ّ F_‫ ِﻣ‬/‫ُ ﱠ ل‬ ‫< ﺑ‬X
collective bargaining ‫ُﻣ و\ ت‬
manual worker ّ F_‫ﻣ ِﻣ‬
clerical worker ‫ﻣ إداري‬
salary WD‫را‬
Bismarck system ‫ﻣ رك‬b ‫ م ﺑ‬TِX
founder `&‫ ﱢ‬P‫ُﻣ‬
social insurance system ‫ ا‬L ‫ م ا ﱠ]ﻣ‬TِX

255
covered by a compulsory ‫اﻣ‬b ‫ إ‬L ‫ ﺑ ]ﻣ‬O‫ ﱠ‬Z‫ُﻣ‬
insurance
voluntary ‫ري‬ ‫ا‬
social insurance contribution ‫ ا‬L ‫ا ]ﻣ‬ ‫ ھ‬/‫ُﻣ‬
employer ‫ ا‬W7 @
wage ‫أ‬
earn W/= / F-
entitlement to a benefit Fّ ‫ُﻣ‬ F ‫ ت‬I ّ< &‫ا‬
maintain living standards % ‫ى ا‬, /ْ ‫ ُﻣ‬O T9 ُ ‫ا‬
status quo L‫ ا ﱠ اھ‬8\, ‫ا‬
earnings-related s1% ‫ ا‬k#/ِ = /k F- ‫ ﺑ‬:‫ُﻣ ﱢ‬
conservative welfare state T‫ﱢ‬9 ُ ‫ ه ا‬9 ‫دو ا ﱠ‬
subsidiarity #‫ا ﱠ‬
self-government ّ D‫إدارة ذا‬
third sector l R‫ا< عا‬
charity /&P‫ُﻣ‬
welfare provision ‫ ه‬9 ‫ ا ﱠ‬9,D
Beveridge system ‫ج‬ ‫ م ﺑ‬TX
Beveridgean system ‫د‬ ‫ م ﺑ‬TX
tax-funded WH‫ ا‬i ‫ ا‬#I L‫ل ﻣ‬,‫ُﻣ ﱠ‬
entitlement I ّ< &‫ا‬
citizenship َ ‫ا‬,‫ُﻣ‬
F‫ط‬
residency ‫ ﻣ‬I‫إ‬
payment 9ْ ‫ُد‬
living standard % ‫ى ا‬, /ْ ‫ُﻣ‬
grant Fْ ‫ِﻣ‬
minimal benefit O / ‫ا‬/ X ‫ا ﱡ‬ Fْ ‫ا‬
minimum standard of living % ‫ى ا‬, /ْ ‫ ُﻣ‬L‫ ﻣ‬OX‫ﱠ ا د‬ ‫ا‬
universal ‫ﻣ‬A
flat-rate ‫ ة‬7‫ ﱠ‬,‫ ﻣ‬9ِ ْ َD
liberal welfare state ‫ ا‬# ‫ ه ا‬9 ‫دو ا ﱠ‬
256
58. Welfare benefits
Social welfare benefits (or shorter, welfare benefits or simply benefits if the
context is clear) encompass those forms of help secured by a state to assist
the country’s citizens achieve some well-being and security. We can divide
benefits into cash benefits, benefits in kind, and services. Members of the
public may think primarily of money from the state when they talk of benefits,
but access to free health care and free school or university education is also a
form of social welfare benefit, even if one taken for granted by many in the
West. Indeed, many European welfare states have retained their objective to
help individuals flourish and achieve their full potential, not simply survive and
get by.
Regardless of the welfare state model in question, to receive (or to claim)
benefits, an application (or claim) is made. The person making the application
is the applicant (or claimant). The appropriate authority will check the claim to
assess eligibility (sometimes known as entitlement). Although some universal
benefits such as child benefit may be given to everybody, regardless of income
or circumstances, many benefits have strict eligibility criteria.
Welfare states today, especially those which may be categorised as liberal
welfare regimes, tend to rely a lot on means-testing. A means test is when the
claimant’s income (and sometimes savings) is checked, before a benefit is
granted. Bank statements commonly serve as proof of income. If the income is
too high, help is not granted. This ensures the state benefit is not replacing
self-help. This, however, creates the infamous benefits trap, where it is not
worthwhile for the claimant to take up work, because if he/she did, benefits
would be reduced accordingly.
The UK unemployment benefit is called jobseeker’s allowance. The name is
telling: it is paid to those actively looking for work. Those unable to work full-
time receive income support, a UK form of social assistance. Those reaching
retirement age in the UK are entitled to a state pension, provided they (or
their spouse) have paid enough social insurance contributions (called national
insurance contributions in the UK) during their working life. The UK pension
system is pay-as-you-go. Some people supplement this with a private pension
or occupational pension which is a funded pension plan. In many countries
funded private pensions are often supported by tax breaks, as politicians
attempt to encourage their uptake. In the UK, people on low incomes, in
particular poor families, are entitled to tax credits. Housing benefit can also be
claimed to help cover the rent, and council tax benefit to help pay council tax.
Those wishing to take parental leave receive statutory maternity pay or
257
ordinary statutory paternity pay from their employers. In the UK, the local
citizens advice bureau offers benefits advice, sometimes known as a benefits
check.

social welfare benefit ّ ‫ ا‬X, ‫ﻣ‬

welfare benefit ّ ‫ ا‬X, ‫ﻣ‬
benefit X, ‫ﻣ‬
well-being ‫ﻣ‬+&
security ‫أﻣ ن‬
cash benefit <X ‫ ت‬I ّ< &‫ا‬/ X, ‫ﻣ‬
benefit in kind F ‫ت‬X ‫إ‬
service ‫ِ ْﻣ‬
member of the public W % ‫ ﻣ ا‬L‫ د ﻣ‬9
health care ‫ا ﱢ‬
ِ ‫ا‬
school or university education ‫ ﻣ ر& أو ﻣ‬D
taken for granted < ‫ ﺑ‬OT /‫ ﱠ ت‬/ ُ ‫ ا‬L‫ﱡ ﻣ‬
global North ‫ ل‬% ‫دول ا‬
flourish ‫ ًد ِھ‬bْ
achieve one's full potential _ S]‫ ّ ﺑ‬D‫ا‬g ‫ ت ا‬X =‫ﻣ‬j‫ ا‬: ّ< D
survive ,-F
get by ‫ر‬,‫ ﺑ ا ﻣ‬D
welfare state model ‫ ه‬9 ‫ َذج دو ا ﱠ‬, ُ َX
receive ‫ ل‬#< &‫ا‬/ < D
claim #‫ُﻣ‬
application W‫ط‬
claim W‫ط‬
applicant W ‫ُﻣ< ﱢم ا‬
claimant ‫ة‬/Wِ
‫ُﻣ‬
appropriate authority H+‫ ُﻣ‬/ #& F‫ُ& ْ َ ﻣ‬
check s ‫ ﱡ‬D/:ّ< D/ S‫] ﱡ‬D
eligibility ‫آھ‬

258
entitlement ‫ ت‬I ّ< &‫ا‬/‫ <ّ ت‬/‫ُﻣ‬
universal benefit ‫ ﻣ‬A ْ ‫د‬/ X, ‫ﻣ‬
child benefit ‫ا& <ّ ق أط ل‬
income ْ ‫د‬
circumstances ‫ظ وف‬
eligibility criteria ‫ا ھ‬ ‫ﻣ‬
liberal welfare regime ‫ ا‬# ‫ ه ا‬9 ‫ م ا ﱠ‬TX
means-testing ‫ا ﱠ‬ <D
means test ‫ا ﱠ‬ <D
claimant´s income ‫ة‬/W ‫ا‬ ‫د‬
savings ‫ات‬ ‫اُ ﱠ‬
check S]D/s ‫ ﱡ‬D
grant rF
bank statement =F# ‫ ب ا‬/ ‫ ا‬Q%S
proof of income ‫ ت د‬#c‫إ‬
state benefit ّ ‫ﻣ‬,=ُ7 X, ‫ﻣ‬/ X ‫إ‬
self-help D‫د ْ ذا‬
benefits trap X j‫ ا‬€9/L S
take up work ‫ ءﺑ‬#‫ا‬
unemployment benefit ‫ ا‬L L ‫ا ط‬/ # ‫ ا‬X, ‫ﻣ‬
jobseeker´s allowance ‫ ا‬L L ‫ا ط‬/ # ‫ ا‬X, ‫ﻣ‬
actively look for work L l # ‫ ا‬9 ‫ درة‬# ُ ‫ا‬
work full-time ‫ ﻣ‬S ‫ﺑ وام‬
social assistance ‫د ْ ا‬
retirement age < ‫ ا‬Lّ &ِ
state pension ّ ‫ﻣ‬,=ُ7 <D WD‫را‬
spouse ‫ة‬/‫زوج‬
social insurance contribution ‫ ا‬L ‫ ا ]ﻣ‬9 ‫ ھ‬/‫ﻣ‬
working life ‫ ةا‬7
pension system <‫ م ا ﱠ‬TX

259
pay-as-you-go ‫ ا‬F (‫ ت‬I ّ< & ‫ )ا‬89‫ م د‬TX
supplement ‫ُﻣ= ﱢ‬
private pension ّ‫ص‬ ُ <D WD‫را‬
occupational pension ُ <D WD‫را‬
funded pension plan ,‫ا ﱠ< ا ُ ﱠ‬
tax break # \ ‫ ت‬i 1D
people on low incomes ‫ﻣ ٍن‬ ‫ ص ذوي د‬1A‫أ‬
poor family ‫< ة‬9 ‫أُ& ة‬
tax credit # \ J 1D
housing benefit F=& X, ‫ﻣ‬
rent ‫ر‬-‫إ‬
council tax benefit ‫ ْ َ ا‬/ُ ‫ ا‬WH‫ ا‬i X, ‫ﻣ‬
council tax ‫ ْ َ ا‬/ُ ‫ ا‬WH‫\ ا‬
parental leave ‫إ زة وا‬
statutory maternity pay ّ ‫ﻣ‬,=ُ ‫ﻣ ا‬,‫ إ زة ا ﻣ‬WD‫را‬
ordinary statutory paternity pay ‫د‬ ‫ﻣ ّ ا‬,=ُ ‫ا‬ ‫ا‬, ‫ زة ا‬j‫ ا‬WD‫را‬
citizens advice bureau L F‫اط‬, ‫ د ا‬A‫ إر‬W =‫ﻣ‬
benefits advice X, ‫ دات ا‬A‫إر‬
benefits check ‫ ت‬I ّ< & ‫ ا‬u A

260
59. Poverty
Despite the wealth of western societies, poverty impacts directly on the lives
of many social work service users. Two different poverty concepts are in
usage, namely absolute poverty and relative poverty. The latter term, which is
more commonly used in the industrialised countries, defines being in poverty
as having insufficient resources to participate in society in terms of the socio-
cultural norms of diet and living standards. Living in poverty is thus living
below the poverty line (sometimes called poverty threshold). In principle,
Western social security benefits guarantee citizens a basic minimum income
(or subsistence minimum), but this falls short of combating poverty. Moreover,
we talk of hidden poverty when describing poor people who do not appear in
poverty statistics, usually because they are not claiming the benefits they are
entitled to. Much pensioner poverty, for instance, can be put down to low
take-up of benefits, due to feelings of shame associated with being in need.
There are many other words for poverty: hardship, want, destitution, and
extreme poverty. In the UK, poverty was traditionally seen in the context of
class. In English, the term class has two meanings, both primarily used in a
historical sense. The Marxist model of society split the population into two
classes. Later models offered a less simplified view of social structure in terms
of social stratification or, as English native speakers would commonly say,
social class. On the basis of occupation, education, and habitus, Britons were
able to quickly categorise themselves as working class, middle class, or upper
class, or perhaps even subdivisions of these. Today, models have become
more differentiated and reflect an individualised society with higher levels of
social mobility. Britons now usually talk in terms of socio-economic status and
Germans in terms of social milieus or social positions. Nonetheless, the extent
of mobility is contested. The terms cycle of poverty and poverty trap are still
used to describe situations where life chances are not equitable.
Poverty has arguably been replaced by other concepts in the affluent societies
of the West. In Britain, social exclusion, social inequality, social disadvantage,
and social deprivation are terms which have been much used over the last few
decades. More contested language such as the culture of poverty and the
underclass (or new underclass) is also employed. The issue of poverty seems
to have gone out of fashion in our culture of contentment. In recent decades,
politicians and policy makers have avoided the term, and instead spoken of
promoting social inclusion and equality of opportunity. Nonetheless, some
groups of disadvantaged people have openly been the subject of recent UK
government poverty policy. In the late 1990s, combating poverty returned to

261
the political agenda in the context of addressing the problem of child poverty.
A focus of policy was low wage families (often described as the working poor).
The credit crunch, coupled with Britain’s deregulated labour market has led to
many workers facing extreme insecurity. Zero hour contracts and the gig
economy have become a part of life for many Britons in the last decade. some
discourses, the term precariate is being used to describe such vulnerable
poorer people.
Measures to combat poverty and anti-poverty strategies require accurate
poverty statistics. In poverty research, measuring poverty is done using
poverty indicators. Common indicators include income being below a certain
level, long term unemployment, lack of basic material resources, or claiming
social assistance.

wealth ‫ وة‬c
global North ‫ ل‬% ‫دول ا‬
poverty <9
social work service user ‫ا‬ ‫ ِ م َ َﻣ ت ا‬1 /‫ُﻣ‬
absolute poverty 8ِI ُ ‫ا < ا‬
relative poverty #/F ‫ا < ا‬
industrialised country F@ ‫دو‬
insufficient ‫ف‬
ٍ S )
socio-cultural 9 <c ‫ا‬
norm ‫ف‬
diet gZ ‫ م ا‬TX
living standard % ‫ى ا‬, /ْ ‫ُﻣ‬
live in poverty < ‫ ا‬9~ ‫ا‬
poverty line < ‫ا‬y
poverty threshold < ‫ا‬y
social security benefit ‫ ن ا‬i ‫ ت ا‬I ّ< &‫ا‬
basic minimum income OX‫ا َ ّ ا د‬
subsistence minimum OX‫ا َ ّ ا د‬
combat poverty < ‫ﻣ رﺑ ا‬
hidden poverty 1‫ا < ا‬
262
poverty statistics < ‫ تا‬H 7‫إ‬
claim # ‫ُﻣ‬
be entitled to something ًEA:
ّ /
pensioner poverty L < ‫< ا‬9
take-up g ‫أ‬/ ,D
feeling of shame ‫ر‬ ‫ر ﺑ‬, % ‫ا‬
in need O‫إ‬ ‫ﺑ‬
hardship W ‫ﻣ‬
want 7
destitution ‫ز‬,َ َ
extreme poverty A <9
class <#‫ط‬
historical 1‫ر‬D
Marxist /S‫ﻣ ر‬
social structure ‫ھ= ا‬
social stratification ‫ رج ا‬D
social class ّ ‫< ا‬#‫ط‬
occupation ‫وظ‬/
education D
habitus ّ ‫ ا‬E # ‫ ﺑ‬8# ‫ا‬
working class ‫< ا ﻣ‬# ‫ا‬
middle class O &, ‫< ا‬# ‫ا‬
upper class ‫< ا‬# ‫ا‬
individualised society ‫ دي‬9 8 َ ْ-‫ُﻣ‬
social mobility ‫ اك ا‬7ِ
socio-economic status ‫د‬ I ‫ّ ا‬ ‫ا‬ ‫ا‬
social milieu ‫ة‬/ ‫ا‬y ‫ا‬/ E # ‫ا‬
social position ‫ ا‬8I, ‫ا‬/W F ‫ا‬
contested k ‫ َزع‬F ‫ُﻣ‬
cycle of poverty < ‫< ا‬7

263
poverty trap < ‫ ا‬€‫ ﱠ‬9
life chances ‫ة‬ ‫ُ ص ا‬9
equitable Q F‫ﻣ‬/‫دل‬
affluent society F) 8 َ ْ-‫ُﻣ‬
social exclusion ‫ د ا‬# &‫ا‬
social inequality ّ ‫ واة ا‬/‫م ﻣ‬
social disadvantage ّ ‫ وىء ا‬/‫ﻣ‬/‫\ ر‬
social deprivation ‫ ﻣنا‬7
culture of poverty < ‫ ا‬9 <c
underclass X ‫< ا‬# ‫ا‬
new underclass ‫ ة‬-‫ ا‬X ‫< ا‬# ‫ا‬
culture of contentment \ ‫ ا‬9 <c
politician ‫ة‬/ & &
policy maker ‫ة ا < ار‬/8X @
social inclusion ‫ل ا‬, A/‫إدراج‬
equality of opportunity ‫ واة ا ص‬/‫ﻣ‬
disadvantaged ‫وم‬ ‫ﻣ‬
poverty policy < ‫& & ا‬
combating poverty < ‫ﻣ رﺑ ا‬
political agenda & &‫ ة‬F ‫أ‬
child poverty ‫< ا ط ل‬9
low wage family ‫ﻣ ٍن‬ ‫أُ& ة ذات د‬
working poor L ‫ا < اء ا ﻣ‬
credit crunch ‫ ن‬H ‫أزﻣ ا‬
deregulated labour market ‫ ﻣ‬T‫ﱢ‬F ‫) ا‬ ‫ق ا‬,&
insecurity ‫م ا & < ار‬
zero hour contract ‫ﺑ‬, ‫ ت ا‬/ ‫ ا‬L‫ ﻣ‬OX‫ ّ أد‬7َ ‫< دون‬
gig economy ‫ة ا ﻣ أو‬ I ‫د‬,< ‫ ر‬% X‫ ا‬O ّ Fْ#‫ د َﻣ‬I‫إ‬
‫لا ة‬ ‫ا‬
precariate ‫ﺑ =ر‬
measure to combat poverty < ‫رﺑ ا‬ ‫ﺑ‬D
264
anti-poverty strategy < ‫ا‬ 9 =‫ ُﻣ‬- D‫ا& ا‬
poverty research < ‫أﺑ ث ا‬
measuring poverty < ‫ سا‬I
poverty indicator < ‫ ا‬AP‫ﻣ‬
income ‫د‬
level ‫ى‬, /ْ ‫ُﻣ‬
long term unemployment #‫ا ىا‬O #‫ا‬
material resource ‫ر ﻣ دي‬ ‫ﻣ‬
social assistance ّ ‫ ا‬X, ‫ﻣ‬

265
60. Work and unemployment
Work seems central to value systems in Western states. Most people identify
with their profession, and when we get to know strangers, we quickly ask,
‘what do you do?’ The largest UK political party of the left is still named
Labour after the labour movement in which it has its roots, even if it has long
cut ties to the trade unions. However, the term work is usually used
synonymously with paid work. Our society is a work society, in which
voluntary work or the unpaid care of family members is clearly relegated to
secondary value. In other words, employment means paid employment, that
is, labour market participation.
If the value of paid work has long been socially recognised, attitudes towards
unemployment (sometimes called worklessness) and underemployment have
shifted greatly over the last few decades. Employment policy and labour
market policy have changed too. Many post-war welfare states seemed
conceptualised around the concept of full employment, for men at least.
Following principles of Keynesian theory, cyclical unemployment can be eased
with job creation programmes. Career guidance and retraining to improve
employability can reduce structural unemployment. Together, such measures
are often described as an active labour market policy.
Unemployment increasingly became a political issue in the 1970s and 1980s.
Unemployment rose, and particularly youth unemployment and long term
unemployment were seen as economic and social problems. Traditional labour
market policy came under criticism from the political right. Critics suggested
that rather than acting as a safety net, passive benefits had created a welfare
trap (or unemployment trap) with few incentives for unemployed people to
find work. The ‘perverse incentives’ of relatively generous benefits were, it was
suggested, leading to welfare dependency. It was also claimed that indirect
labour costs were harming the competitiveness of national industry.
In response to this logic, the labour market reforms of the last few decades
have focused on conditionality, transforming the unemployed person into an
active jobseeker whose behaviour is sanctioned if necessary. This stick and
carrot approach, which demands as well as supports a return to the
workplace, is enjoying popularity. It may be referred to as an activating labour
market policy on the Continent, and as workfare or welfare-to-work in the
English speaking countries. It mobilises individual resources and promotes
individual responsibility. Unemployment benefit in Britain is known as
jobseekers allowance. To get it, unemployment benefit claimants must sign a
jobseeker’s agreement at the job centre. They must actively look for work.

266
Retraining may also be necessary for survival in the knowledge economy. In
the 2000s, this new balance of rights and duties was central to the concept of
what Britons called the Third Way.
It is not just claiming benefits which has changed dramatically over the last
decades. In the risk society, the days of a job for life seem long gone.
Deregulation of the labour market has led to commonplace job insecurity.
Many people are on extremely low-paid work, have fixed term contracts, are
doing agency work, or doing part time work. Flexible labour markets lead to
precarious employment conditions, with fear of redundancy rarely far away.

value system < ‫ﻣ ا‬,TF‫ﻣ‬

get to know O‫فإ‬ ‫ا‬
what do you do? D ‫ أن‬u W , ‫ﻣ ذا‬
labour
labour movement ‫ل‬ ‫ ا‬S 7
cut a tie @/ I+ 8 I
trade union ‫ل‬ ‫< ﺑ ا‬X
paid work ‫ع‬,9 ‫ﻣ‬
work society ‫ ا‬8 َ ْ-‫ُﻣ‬
voluntary work , ‫ا ﱠ‬ ‫ا‬
unpaid care of family members ‫ اد ا ُ& ة‬9 ,9 ‫) ﻣ‬ ‫ِر‬
employment Q ‫ظ‬,D
paid employment ‫ع‬,9 ‫ ا‬Q ‫ظ‬, ‫ا‬
labour market participation ‫ق ا‬,& 9 S‫ َر‬% ُ ‫ا‬
attitude k ‫ ﱡ‬,َD
unemployment #‫ا‬
worklessness #‫ا‬
underemployment ‫ﱠ‬F<‫ُﻣ‬ ‫ﺑ‬
employment policy Q ‫ظ‬, ‫& & ا‬
labour market policy ‫ق ا‬,& & &
post-war welfare state ‫ب‬ ‫ ة ا‬9 ‫ ه ﻣ ﺑ‬9 ‫دو ا‬
full employment ‫ ﻣ‬S Q ‫ظ‬,D

267
Keynesian theory ‫ ن‬%FS TX
cyclical unemployment 9 ‫ظ‬/ ‫دور‬ ‫ﺑ‬
job creation programme ‫ ص ا‬9 9, h‫ ﻣ‬X ‫ﺑ‬
career guidance ‫ د وظ‬A‫إر‬
retraining W ‫ ر‬D ‫إ دة‬
employability Q ‫ظ‬, ‫ا‬ ‫ﺑ‬I
structural unemployment =_‫ا‬ #‫ا‬
active labour market policy ّ ‫ا‬ ‫ق ا‬,& & &
political issue & & iI/ ]/‫ﻣ‬
youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ﺑ‬
long term unemployment #‫ا ىا‬O ‫ﺑ‬
social problem ّ ‫= ا‬%‫ُﻣ‬
safety net ‫= أﻣ ن‬#A
passive benefit # & X, ‫ﻣ‬
welfare trap ‫ ه‬9 ‫ ا‬€9
unemployment trap # ‫ ا‬€ّ 9
incentive bِ9 7
perverse incentive ‫ \ رة‬bِ9‫ا‬,7
generous 1&
benefit ّ
‫ ت‬I < &‫ا‬/ X, ‫ﻣ‬
welfare dependancy ‫ه‬9 ‫ا‬O ‫د‬ ‫ا‬
indirect labour costs ‫ ة‬Aِ #‫) ُﻣ‬ ‫وظ‬ =D
competitiveness /9 F ‫ا‬
labour market reform ‫ق ا‬,& ‫ح‬+@‫إ‬
conditionality ‫ اط‬A ‫ا‬
unemployed person ‫ا‬L ‫ ط‬s1A
jobseeker L l7 ‫ﺑ‬
sanction ‫ﺑ‬,<
stick and carrot ‫اب‬,R ‫ أ ا < ب وا‬#‫ﻣ‬/‫رة‬b- ‫وا‬ ‫ا‬
demand W

268
support ْ
activating labour market policy ‫ق ا‬,& & & D
workfare ‫ وط‬% ‫ا‬ ‫ها‬9 ‫ا‬
welfare to work ‫ ا‬O ‫ ه إ‬9 ‫ ا‬L‫ < ل ﻣ‬X ‫ا‬
mobilise D/u D/ <X
individual responsibility ‫ا د‬ ‫و‬P/ ‫ا‬
unemployment benefit # ‫ ا‬X, ‫ﻣ‬
unemployment benefit claimant # ‫ ا‬X, ‫ﻣ‬/‫ <ّ ت‬/ ‫ة ﺑ‬/W ‫ا‬
jobseeker´s agreement ‫ ا‬L l7 # ‫ ق ا‬D‫ا‬
job centre Q ‫ظ‬, ‫ا‬/ ‫ ا‬bSِ ْ ‫َﻣ‬
actively looking for working L l # ‫ ا‬9 ‫ درة‬# ‫ا‬
retrain W ‫ ر‬D ‫إ دة‬
knowledge economy 9 ‫دا‬ I‫ا‬
right :7
duty W ‫وا‬
Third Way l R‫ا‬: ‫ أ ا‬#‫ﻣ‬
claim a benefit ّ
‫ <ت‬/ ‫ ﺑ‬# ‫ا‬
risk society 8 َ ْ-‫ُﻣ‬
job for life H‫دا‬/‫ة‬ ‫وظ ﻣ ى ا‬
deregulation of the labour market ‫ق ا‬,& ‫د‬, I ‫إزا‬
job insecurity ‫م ا& < ار وظ‬
low-paid work ‫ذو أ ﻣ ٍن‬
fixed term contract ‫ ﺑ‬c/‫ة ﻣ َ ّ دة‬ <
agency work nIP‫ﻣ‬
part time work Hb ‫ﺑ وام‬
flexible labour market ‫ﻣ ن‬ ‫ق‬,&
precarious employment conditions ‫ﺑ‬c ) ‫ وط‬A
redundancy ‫ط د‬/ 9

269
61. Housing and homelessness
In everyday language, the term homeless is somewhat unclear, and usually
means more than simply not having a flat, house, bedsit, or other dwelling.
Broadly defined, homelessness can mean anything from sleeping rough or
being a runaway, squatting, or couch surfing, to living in unsanitary or damp
housing. The European network FEANTSA has attempted to clarify
terminology by establishing four categories of homelessness and housing
exclusion.
Individuals are roofless if they are street homeless. Such people may be
described as street homeless people, rough sleepers, street sleepers, or street
people. People sleeping in emergency accommodation (that is emergency
housing) such as emergency night shelters (or shelters for short) also fall into
this category. Rooflessness is characterised by the person having no fixed
abode or no access to 24-hour accommodation. People are in the second
category, houseless, if they live in temporary accommodation such as
homeless hostels (sometimes shorted to hostels, or called foyers after a French
concept). This includes living in transitional supported accommodation.
Women’s shelters (sometimes called women’s refuges or safe houses), and
accommodation for migrants such as reception centres for asylum seekers are
also in this category, as is supported housing (including floating support
services). The third category, insecure accommodation, describes the
situation, when, for instance, a tenancy agreement (that is, rental contract)
has never been signed. This category also includes households and people
threatened with the loss of accommodation through eviction, including
eviction due to repossession for home owners. It also includes people who are
living with the threat of violence, in particular domestic violence. The fourth
category is inadequate housing. This applies when people live in temporary
structures and makeshift shelters (such as mobile homes or caravans), houses
unfit for habitation, or overcrowded flats.
Homelessness services and homelessness policy may be understood in the
wider context of housing, the housing economy, and housing policy. In English
literature, housing tenures are often categorised into four groups: owner-
occupation; renting from a private landlord; renting a council flat from a local
authority (often discussed in terms of public housing or council housing); and
renting from a social landlord (such as a housing association). We can thus talk
of the social rented sector (or social housing) and, in contrast, the private
rented sector. If someone rents, they are known as a tenant. They pay rent to
their landlord or to the letting agency. They may be eligible for housing

270
benefit. In the event of tenancy problems, being threatened with
homelessness, or having rent arrears, they can receive tenancy advice and
support from a housing advice service or tenants protection association.
Services for street homeless people include soup kitchens and food banks.

homeless ‫ة‬/‫ ّ د‬%‫ُﻣ‬

flat ّ<A
house ‫ل‬bF
ِ ‫َﻣ‬
bedsit , &‫ا‬
dwelling F=& ‫ ة‬7‫و‬/ <A/‫ﻣ]وى‬
homelessness ‫ د‬%‫ا ﱠ‬
sleep rough ‫اء‬ ‫ ا‬9 ‫م‬,‫ﱠ‬F ‫ا‬
runaway ‫ ّر‬9/‫ رد‬A
squatting ) OF# ‫ﺑ‬ ‫ و‬%‫رة ) ﻣ‬, ‫ < ﺑ‬/ ‫أو‬
‫أرض‬ I O ‫ل أو‬,‫ﻣ]ھ‬
couch surfing ‫ د‬% ‫ ا‬W#/‫ ﺑ‬L }‫ زل ا‬F‫ ﻣ‬L ‫< ﺑ‬F ‫ا‬
unsanitary @/Q TX )
damp W‫رط‬
housing L=/‫ﻣ‬
housing exclusion F=/ ‫ ا‬y 1 ‫ ا‬L‫ د ﻣ‬# &‫ا‬
roofless ‫ دة‬%‫ﻣ‬/‫ ﱠ د‬%‫ ُﻣ‬/‫ل‬bF‫دون ﻣ‬
be street homeless ‫ رع‬% ‫ ا‬9 ~ ‫ا‬
street homeless person ‫ رع‬% ‫ ا‬9 L=/ /‫ ﱠ د‬%‫ ُﻣ‬s1A
rough sleeper ‫ رع‬% ‫ ا‬9 L=/ /‫ ﱠ د‬%‫ ُﻣ‬s1A
street sleeper ‫ رع‬% ‫ ا‬9 L=/ /‫ ﱠ د‬%‫ ُﻣ‬s1A
street person ‫ رع‬% ‫ ا‬9 L=/ /‫ ﱠ د‬%‫ ُﻣ‬s1A
emergency accommodation ‫ارىء‬, ‫ت ا‬ L=& ‫ﻣ= ن‬
emergency housing ‫ارىء‬, ‫ت ا‬ L=/‫ﻣ‬
emergency night shelter ‫ارىء‬, ‫ت ا‬ ‫ﻣ]وى‬
shelter ‫ﻣ]وى‬
rooflessness ‫ ﱡ د‬%‫ا ﱠ‬

271
fixed abode n‫ ﺑ‬c L=/ْ ‫ﻣ‬
access O ‫ل إ‬,@, ‫ ا‬X =‫إﻣ‬
24 hour accommodation & 24 ‫ ﻣ ار‬O ‫ﱢ‬9,َ ‫ ُﻣ‬L=/‫ﻣ‬
houseless ‫ل‬bF‫دون ﻣ‬
temporary accommodation nIP‫ ﻣ‬L=/‫ﻣ‬
homeless hostel L‫ د‬% ‫ﻣ]وى‬
hostel L‫ د‬% ‫ﻣ]وى‬
foyer L‫ د‬% ‫ﻣ]وى‬
transitional supported ‫دا‬ < X‫ ا‬L=/‫ﻣ‬
accommodation
women's shelter ‫ ء‬/F ‫ﻣ]وى‬
women's refuge ‫ ء‬/F ]- ‫ﻣ‬
safe house ‫ ء‬/F ]- ‫ﻣ‬
accommodation for migrants L _ُ L=/‫ﻣ‬
reception centre for asylum ‫ء‬,- ‫ ا‬# ‫ ل‬#< &‫ ا‬bSِ ْ ‫َﻣ‬
seekers
supported housing ‫م‬, ‫ ﻣ‬L=/‫ﻣ‬
floating support service <F ‫ﻣ‬ ‫ِ ْ ﻣ دا‬
insecure accommodation L‫ ) آﻣ‬L=/‫ﻣ‬
tenancy agreement ‫ ر‬- j‫< ا‬
rental contract ‫ ر‬- j‫< ا‬
household ‫ل‬bF ‫&= ن ا‬/ % ‫أُ& ة ﻣ‬
threatened with the loss of ‫ا‬/kF=/‫ﻣ_ د ﺑ < ان ﻣ‬
accommodation
eviction ‫ط د‬
repossession = ‫ا& دة ا‬
home owner ‫ل‬bF ‫ة ا‬/u ‫ﻣ‬
living with the threat of violence QFْ ُ ‫ض‬ ‫ا‬ _D n D ~
domestic violence ‫ ا & ي‬QFْ ُ ‫ا‬
inadequate housing H+‫ ) ُﻣ‬L=/‫ﻣ‬
temporary structure nIP‫ھ = ﻣ‬

272
makeshift shelter -D ‫ﻣ]وى ﻣ‬
mobile home ‫<ﱢ‬F ‫ل ُﻣ‬bF‫ﻣ‬
caravan ‫ن‬9 S
unfit for habitation L=/ r @ )
overcrowded flat ‫ ظ‬T S ‫ ة ا‬A <A
homelessness services ‫ د‬% ‫َ َﻣ ت ا‬
homelessness policy ‫ د‬% ‫& & ا‬
housing economy F=& ‫د‬ I‫ا‬
housing policy F=& & &
housing tenure L=/ ‫ زة ا‬7
owner-occupation u ‫ ا‬#I L‫ ﻣ‬s1% ‫ ا‬k= ‫ي‬g ‫ ا‬L=/ ‫ ام ا‬1 &‫ا‬
private landlord ّ‫ ص‬1 ‫ ا‬u ‫ا‬
rent ‫ر‬-‫إ‬
council flat L ‫ا‬/L ‫ز‬, ّ ‫ﻣ‬,=ُ7 F=& :<A
local authority ‫ُ& ْ َ ﻣ‬
public housing ّ ‫ﻣ‬,=ُ7/‫ م‬L=/‫ﻣ‬
council housing ‫تا‬ # ‫ ا‬L‫ ﻣ‬n F‫ ﻣ ﺑ‬LS /‫ﻣ‬
social landlord ّ ‫ ا‬F=& /&P‫ُﻣ‬
housing association F=&
social rented sector ‫ ر ا‬- j‫ ع ا‬I
social housing ‫ ا‬L=/‫ﻣ‬
private rented sector ّ‫ ص‬1 ‫ ر ا‬- j‫ ع ا‬I
tenant ‫ة‬/ َ ] /‫ُﻣ‬
landlord ‫ة‬/ ‫ ﱠ‬P‫ُﻣ‬
letting agency ‫ ر‬- j ‫< رات ﺑ‬ S‫و‬
be eligible for ‫ھ ـ‬P‫ن ﻣ‬,=
housing benefit L=/ ‫ا& <ّ ق ا‬
tenancy problem ‫ ر‬-E &‫= ا‬%‫ُﻣ‬
threatened with homelessness ‫ د‬% ‫ﻣ_ د ﺑ‬
rent arrears ‫ ر‬- j‫ن ا‬, ‫د‬

273
tenancy advice ‫ ر‬-E & ‫ص ا‬, 1‫ رة ﺑ‬% &‫ا‬
housing advice service ‫ ر‬-E & ‫ص ا‬, 1‫ رات ﺑ‬% & ‫َ َﻣ ت ا‬
tenants protection association L ]/ ‫ا‬ 7
soup kitchen L ‫ز‬, ‫ﻣ‬
food bank ‫م‬ ‫ ا‬uF‫ﺑ‬

274
62. Neighbourhoods and urban regeneration
Describing urban spaces is a complex task, due to the numerous factors that
shape our towns and cities. The spatial structure of urban environments is
shaped by urban development policy, housing policy, transport policy, and
economic policy. The interplay of land use planning, transport planning, and
environmental planning determines our physical environment.
A helpful continental idea for understanding social work in the context of
neighbourhoods and communities is the concept of social space. Because of
the interdisciplinary nature of socio-spatial perspectives, the field’s
terminology has diverse origins. Many of the field’s terms come from the
disciplines of urban sociology, social geography, and the sociology of space, or
practice fields as wide-ranging as town planning, urban regeneration,
neighbourhood management, and, of course, community work.
The term socio-spatial dialectic refers to the way in which spaces change the
people who live in them, and people change the spaces which they inhabit.
For those living in towns and cities, the built environment forms a frame on
which the net of social relations that makes up our social surroundings (in
other words, our social proximity) is hung. The social infrastructure of a
neighbourhood includes local businesses, community-based organisations, and
local public services. When neighbourhood development works we can talk of
successfully integrated urban development.
Social spaces are not always vibrant, however. Social deprivation is largely an
urban phenomenon. Many towns display urban social segregation (sometimes
referred to as residential differentiation or socio-spatial differentiation), as
affluent communities develop separately from poor ones. This can lead to
socially deprived areas (sometimes referred to as disadvantaged communities
or disadvantaged neighbourhoods). A weak local economy, high youth
unemployment, and poor health statistics may, for instance, be indicators of
social deprivation.
Programmes such as the New Deal for Communities in England attempt the
regeneration of such areas. That project focused on relatively small
communities. Its goals were improving residents’ employment opportunities,
health, and education as well as improving community safety, housing, and
the physical environment. Special public-private partnerships were formed,
and given budgets to put together community interventions (that is, area-
based interventions). Methods typically included neighbourhood management
and social entrepreneurial projects involving local businesses and voluntary
sector organisations.
275
urban space i7/ X ‫ ﻣ‬7 /‫ﻣ‬
town ‫ﺑ ة‬
city F ‫ﻣ‬
spatial structure X =‫ھ = ﻣ‬
urban environment i7/ X ‫ ﻣ‬E ‫ﺑ‬
urban development policy i ‫ا‬ F ‫& & ا‬
housing policy F=& & &
transport policy <F ‫& & ا‬
economic policy ‫د‬ I ‫& & ا‬
land use planning \‫ ام ا را‬1 &‫ ا‬y 1D
transport planning <F ‫ ا‬y 1D
environmental planning E ‫ ﺑ‬y 1D
physical environment ‫ﻣ د‬/ #‫ ط‬E ‫ﺑ‬
neighbourhood 7
community 8 َ ْ-‫ُﻣ‬
social space ‫ ا‬y ‫ﻣ‬/ 7 /‫ﻣ‬
socio-spatial ‫ ا‬7 /‫ﻣ‬/y ‫ﻣ‬
urban sociology X ‫ا‬/ ‫ ي‬i ‫ع ا‬ ‫ا‬
social geography ّ ‫ ا‬9‫ ا‬Z
sociology of space ‫ت‬7/ ‫عا‬ ‫ا‬
practice field &‫ ل ا ُ ِر‬-‫َﻣ‬
town planning ‫ ا ن‬y 1D
urban regeneration X ‫ﻣ‬/‫ ي‬i7 ‫ د‬-D
neighbourhood management ‫ ء‬7 ‫إدارة ا‬
community work 8 َ ْ- ُ ‫ا‬
socio-spatial dialectic X= ‫ّ ا‬ ‫ا‬ -‫ا‬
space y ‫ﻣ‬/ 7 /‫ﻣ‬
inhabit ~ /L=/
built environment ‫رة‬, ‫ ا‬E#‫ا‬
social relations ّ ‫ ت ا‬I+َ

276
social surroundings ‫ا‬y ‫ﻣ‬
social proximity ‫ با‬I
social infrastructure ّ ‫ا‬ D F‫ﺑ‬
neighbourhood 7
local business ‫ وع ﻣ‬%‫ﻣ‬
community-based organisation َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ﱠ َﻣ‬TF‫ُﻣ‬
local public service ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ ‫ِ ْﻣ ﻣ‬
neighbourhood development ‫ ء‬7 ‫ ا‬, D
urban development i ‫ا‬ F ‫ا‬
vibrant ‫ي‬, 7
social deprivation ‫ ﻣنا‬7
urban X ‫ﻣ‬/‫ ي‬i7
urban social segregation ‫ ي ا‬i7 9
residential differentiation F=& I D/ 9
socio-spatial differentiation ّ ‫ ا‬7 /‫ ﻣ‬I D/ 9
affluent F)
socially deprived area ً ‫وﻣ ا‬ ‫ < ﻣ‬F‫ﻣ‬
disadvantaged community <9/‫وم‬ ‫ ﻣ‬8 َ ْ-‫ُﻣ‬
disadvantaged neighbourhood <9/‫ ﻣ وم‬7
local economy ‫دﻣ‬ I‫ا‬
youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ﺑ‬
health statistics @‫ ت‬H 7‫إ‬
regeneration ‫إ دة إ@ ار‬
resident <‫ﻣ‬
employment opportunity Q ‫ظ‬,D @ 9
health ّ @
ِ
education D
community safety 8 َ ْ- ُ ‫أﻣ ن ا‬
housing L=/‫ﻣ‬
public-private partnership ّ
@ -‫ﻣ‬ S‫ ا‬A

277
community intervention َ ْ-‫َ َ ﱡ ُﻣ‬D
area-based intervention ‫ < ﻣ َ ّ دة‬F‫ ﻣ‬O H I ‫َ َ ﱡ‬D
social entrepreneurial project ‫ وع ر دي ا‬%‫ﻣ‬
voluntary sector organisation , ‫< عا ﱠ‬ ‫ ﺑ‬D ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ُﻣ‬

278
63. Gender and women’s studies
Women’s studies (or women’s research), critical men’s studies, and gender
studies (or gender research) are interdisciplinary disciplines which evolved in
the context of the women’s movement. In gender theory, a distinction is made
between sex as a biological category and gender as a social construction. ‘One
is not born a woman, one becomes one’, as Simone de Beauvoir famously said.
Patriarchal structures lead to discrimination, oppression, disadvantage, and
unequal treatment. Feminist politics seek to address gender disparities and
find women’s policies that close the gender gap and promote gender equity.
Combating discrimination against women at work is a central to this.
Occupational segregation is commonplace in today’s gendered workplaces.
Invisible barriers in male-dominated working environments (that is, the
famous glass ceiling) hinder women’s career progression. The gender pay gap
and the likelihood of women being in precarious employment leads to some
speaking of the feminisation of poverty. Moreover, the sexual division of
labour is unequal, with women more likely to assume primary responsibility in
the domestic sphere. The tasks associated with ‘motherhood’ and
‘motherliness’ are often juggled with employment: the double burden.
Addressing gender inequality has many aspects. Equality legislation and anti-
discrimination laws make discrimination on grounds of sex unlawful.
Reforming parental leave arrangements can help promote more modern
gender roles, and enable parents to enjoy an improved work-life balance and
reconcile work and family life. Gender equality requires gender mainstreaming
at the workplace: replacing gender blind company policy and rigorously using
equal opportunities measures. Training may be offered to staff to ensure they
are gender aware and in possession of gender competence.
Social work has been described as a woman’s profession. Feminist theory and
feminist discourses inform social work practice. In Britain, social workers’
commitment to addressing gender issues and tackling gender inequality is
often spoken of in the context of emancipatory practice, anti-discriminatory
practice, anti-oppressive practice, or, more specifically, feminist social work,
women-centred social work, and anti-sexist practice. Fighting gender
stereotypes, challenging gender role expectations, and protecting female
service users’ women’s rights demands a consideration of male identities and
gender power relations in terms of dominance, patriarchy, and hegemonic
masculinity.
Practice with women in abusive relationships may involve addressing male
violence: domestic violence (or relationship violence) in the form of sexual

279
violence, physical violence, or psychological violence. Practice may involve
settings such as women’s refuges, women’s health centres, women’s self-help
groups, and women’s counselling centres.

women's studies ‫أة‬ ‫درا& ت ا‬

women's research ‫أة‬ ‫أﺑ ث ا‬
critical men's studies <F ‫ل ا‬ ‫درا& ت ا‬
gender studies ‫ع ا‬,F ‫درا& ت ا‬
gender research ‫ع ا‬,F ‫أﺑ ث ا‬
women's movement ‫أة‬ ‫ ا‬S 7
gender theory ‫ع ا‬,F ‫ا‬ TX
sex `F
biological category , , ‫ ﺑ‬E9
gender ‫ع ا‬,X
social contruction ‫ ا‬WS ‫ﻣ‬
one is not born a woman, one u gS r# D X‫ اﻣ أة وإ‬,D ‫أة‬ ‫ا‬
becomes one
patriarchal structure ,‫ ا ﺑ‬F# ‫ا‬
discrimination b D
oppression 8I
disadvantage <9/‫ ﻣ ن‬7
unequal treatment ‫ ا ُ َﻣ‬9 ‫ واة‬/ ‫م ا‬
feminist politics ,/X & &
gender disparity ‫ع ا‬,F ‫ ا‬9 ‫ وت‬D
women's policies ‫أة‬ ‫& &تا‬
gender gap ‫ع ا‬,F ‫ ا‬O H I ‫ة‬,-9
gender equity ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫ا‬
discrimination against women ‫أة‬ ‫\ ا‬b ‫ا‬
occupational segregation ّ F_‫ِﻣ‬ 9
gendered `‫ﱠ‬F-‫ُﻣ‬
invisible barrier H ‫) ﻣ‬b 7

280
male-dominated ‫ر‬,S‫ ذ‬F ‫ ھ‬/ ‫ر‬,S‫ ذ‬# )‫ذو أ‬
glass ceiling ‫ ز‬Q<& ‫ذو‬
career progression ّ F_‫ ِﻣ‬/ ‫ رج وظ‬D
gender pay gap ‫ع ا‬,F ‫ ا‬O H I ‫ر‬, ‫ ا‬9 ‫ة‬,-9
precarious employment nIP‫ﻣ‬/n‫ ﺑ‬c ) Q ‫ظ‬,D
feminisation of poverty < ‫ ا‬l X]D
sexual division of work `F- ‫ ا‬O ‫ ًء‬F‫ﺑ‬ ‫ا‬ 9
domestic sphere ‫ا & ي‬y ‫ا‬/ bF ‫ ا‬E # ‫ا‬
motherhood ‫ﻣ‬,‫أﻣ‬
motherliness ‫ﻣ‬,‫أﻣ‬
double burden ‫دوج‬b‫ء ﻣ‬W
gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫م ا‬
equality legislation ‫ واة‬/ ‫ ا‬8 %D
anti-discrimination law b ‫ا‬ 9 =‫ن ُﻣ‬,X I
discrimination on grounds of sex `F- ‫ ا‬O ‫ ًء‬F‫ ﺑ‬b ‫ا‬
unlawful X,X I )
parental leave ‫إ زة وا‬
gender role ‫ع ا‬,F ‫دور ا‬
work-life balance ‫ةا‬ ‫ة وا‬ ‫ ا‬L ‫ازن ﺑ‬,D
reconcile work and family life ‫وا‬ &ُ ‫ة ا‬ ‫ ا‬L ‫ ﺑ‬:9‫ا‬,D
gender equality ‫ع ا‬,F ‫ ا‬O H I ‫ واة‬/‫ﻣ‬
gender mainstreaming X /F- ‫ر ا‬,TF ‫ﻣ ا ة ا‬ D
gender blind ‫ع ا‬,F ‫ رات ا‬# ‫ت‬ ‫ما‬
equal opportunities measure ‫ ا ص‬P9 =D ‫ ﺑ‬D/‫اء‬ ‫إ‬
gender aware ‫ع ا‬,F ‫واع ﺑ‬
ٍ
gender competence ‫ا‬,I/ ‫ع ا‬,F ‫ ا‬8‫ ا ﻣ ﻣ‬9 ‫ ءة‬S ‫ذو‬
X /F- ‫ر ا‬,TF ‫ا‬
woman's profession ‫أة‬ ‫ ا‬Fْ_‫ِﻣ‬
feminist theory ,/X TX
feminist discourse ‫ي‬,/X ‫ار‬,7
gender issue ‫ر‬F / ‫ع ا‬,F ‫ ا‬s1D ]/‫ﻣ‬
281
gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫م ا‬
emancipatory practice ‫ر‬ D &‫ُﻣ ِر‬
anti-discriminatory practice b 9 =‫ُﻣ ِر& ُﻣ‬
anti-oppressive practice 8< 9 =‫ُﻣ ِر& ُﻣ‬
feminist social work ,/F ‫ ل ا‬-‫ َﻣ‬9 ‫ا‬ ‫ا‬
women-centered social work ‫أة‬ ‫ل ا‬,7 ‫ر‬, ‫ا‬ ‫ا‬ ‫ا‬
anti-sexist practice `F- ‫ ا‬O H<‫ا‬b 9 =‫ُﻣ ِر& ُﻣ‬
gender stereotype ‫ر‬F / ‫ع ا‬,F ‫ ا‬O ّ Fْ#‫َﻣ‬ X ‫رة‬,@
gender role expectation ‫ع‬,F ‫ ا‬O H<‫ا‬ ‫ ت ا ور ا‬I,D
‫ا‬
women's rights ‫أة‬ ‫ق ا‬,<ُ7
male identity ‫ر‬,S‫ ّ ذ‬,ُِ ‫ھ‬
gender power relation ‫ع ا‬,F ‫ ْ َ وا‬/ُ ‫ ا‬L ‫ ﻣ ﺑ‬I+
dominance F ‫ھ‬/‫ة‬ &
patriarchy ‫ري‬,Sg ‫ا‬/‫ي‬,‫ ا ﺑ‬8 َ ْ- ُ ‫ا‬
hegemonic masculinity F _ ‫ر ا‬,Sg ‫ا‬
abusive relationships F / E /‫ ت ُﻣ‬I+َ
male violence ‫ري‬,S‫ ذ‬QFْ ُ
domestic violence ‫ أ& ي‬QFْ ُ
relationship violence ‫ ت‬I+ َ ‫ ا‬9 QFْ ُ
sexual violence /Fْ ِ QFْ ُ
physical violence ‫ ي‬/ QFْ ُ
psychological violence / X QFْ ُ
women's refuge ‫ ء‬/F ]- ‫ﻣ‬
woman's health centre ‫أة‬ @ bSِ ْ ‫َﻣ‬
women's self-help group ‫ دا‬H /X , ْ-‫َﻣ‬
women's counselling centre ‫أة‬ ‫ ري‬% &‫ ا‬bSِ ْ ‫َﻣ‬

282
64. Health and health care
Health and social wellbeing are interrelated. Indeed, British social work has
long had a primary orientation on medicine and health care. This has resulted
in the borrowing of much medical language and a preoccupation with the
medical or psychiatric methods and discourses of the day: from psychoanalysis
and social diagnosis, to care management and evidence-based practice.
Health determinants include poverty, education, environment, and housing
conditions. We might discuss variations in population health in terms of public
health or social medicine. Such insights can lead to preventative medicine
based on a pathogenesis approach: identifying and reducing risk factors. They
can also lead to prevention based on salutogenesis principles. The concept of
health promotion, for instance, focuses on identifying and strengthening
protective factors. Health education and health literacy programmes can be
employed to help people maintain good health, by developing a better
understanding of healthy lifestyles. This may mean learning about the
importance of getting enough physical exercise, coping with stress, and having
a healthy diet.
Some social workers may work directly in the health care system. Health care
is often separated into primary health care and secondary health care. In
Britain, primary care is largely understood in terms of community-based
services and secondary care in terms of hospital-based services, as specialist
services are often based in hospitals. In many countries health care is
changing. Inpatient treatment is being replaced by outpatient treatment
wherever possible, and community health care is expanding.
Social workers may work in various health care settings. Hospital social
workers (sometimes called hospital-based social work staff) work in hospital
social work teams and spend much of their time on the hospital ward. In the
UK, their role may centre on discharge planning. Social workers can also be
based in larger doctor’s practices alongside general practitioners. Health care
social workers may also be employed in services for people with HIV/AIDS,
mental health services, and disabled people’s services.
When talking about sickness and health, non-native speakers should note that
Britons may describe their health in somewhat indirect ways. Rather than
describing themselves as ill or sick, people may say they are feeling unwell, a
bit run down, under the weather, or poorly. The term health condition (or
simply condition) is often preferred to illness, disease, or injury, particularly
when the disorder or problem may be long term or chronic.

283
Everyday minor health issues include having a cold, having the flu, having a
cough, having a headache, having stomach ache, having backache, or having a
stiff neck. Food poisoning or a gastrointestinal virus may lead to vomiting,
sometimes referred to as being sick, or bringing up one’s food.

health ّ @
ِ
social wellbeing ‫ ه ا‬9‫ر‬
medicine W‫ط‬
health care @ ‫ِر‬
medical language ّ#‫ ط‬Z
preoccupation with ‫ ل ﺑـ‬Z%X‫ا‬
method < ‫ط‬
discourse ‫ار‬,7
psychoanalysis /X D
social diagnosis ‫ ا‬s 1%D
care management ِ ‫إدراة ا‬
evidence-based practice ‫ا د ا‬O H I &‫ُﻣ ِر‬
health determinant @ ‫ﻣ َ ّد‬
poverty <9
education D
environment E‫ﺑ‬
housing conditions F=& ‫ظ وف‬
population health ‫= ن‬/ ‫@ ّ ا‬
ِ
public health ‫ا ِ ّ ا ﻣ‬
social medicine ‫ ا‬W‫ط‬
preventative medicine H I‫ و‬W‫ط‬
pathogenesis ‫ّر ا ﻣ اض‬,َ َD < ‫ط‬
identify D
reduce Q 1D/ <D
risk factor ‫رة‬, ُ ‫ﻣ‬

284
salutogenesis ‫ ت‬##/‫ ﻣ‬L‫ﺑ ً ﻣ‬ ‫اﻣ ا‬, O ‫ء إ‬,- ‫ا‬
‫ا ﻣ اض‬
health promotion ّ ِ ‫د ْ ا‬
protective factor 7 ‫ﻣ‬
health education ّ ِ ‫ا‬
health literacy ‫ ا‬9 ‫ا‬
maintain O T9 ‫ﻣ‬
healthy lifestyle @‫ ة‬7y X
physical exercise /- ‫ ا‬L ‫ر‬ ‫ُﻣ ِر& ا‬
coping with stress ‫ط ت‬,Zُi ‫ ا‬8‫ا ﻣ ﻣ‬
healthy diet @ H‫ا‬g) ‫ م‬TX
health care system ‫ا‬ ِ ‫ م ا‬TX
primary health care ‫ا و‬ ‫ا‬ ِ ‫ا‬
secondary health care ,X R ‫ا‬ ‫ا‬ ِ ‫ا‬
community-based services َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َ َﻣ ت َﻣ‬
hospital-based services O % / ‫ ا‬9 ‫َ َﻣ ت‬
inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ إد‬D ‫)أي‬ ‫ دا‬J ‫ﻣ‬
treatment ‫ج‬+ / -َ ‫ُﻣ‬
outpatient ‫ ر‬1 ‫ ا دات ا‬, ‫ﻣ ا‬
community health care َ ْ-‫ُﻣ‬ @ ‫ِر‬
hospital social worker O%/ ‫ ا‬9 ‫@ ا‬ ‫ا‬
hospital-based social work staff ‫ ت‬%/ ‫ ا‬9 ‫ا‬ ‫ ا‬, ‫ظ‬,‫ﻣ‬
hospital social work team ‫ ت‬%/ ‫ ا‬9 ‫ا‬ ‫ا‬: 9
hospital ward O%/ ‫حا‬F
discharge planning O\ ‫اج ا‬ ‫إ‬
doctor's practice ‫ة‬/W # ‫دة ا‬
general practitioner ‫ة‬/‫ة م‬/W #‫ط‬
health care social worker ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ‫@ ا‬ ‫ا‬
people with HIV/AIDS ‫ ز‬j‫ن ﺑ ض ا‬,‫ ص ﻣ ﺑ‬1A‫أ‬
mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬
disabled people's services I j‫ ص ذوي ا‬1A[ ‫َ َﻣ ت‬
285
sickness ‫ﻣ ض‬
ill ‫ة‬/J ‫ﻣ‬
sick ‫ة‬/J ‫ﻣ‬
unwell ‫ة‬/u ‫ ﱢ‬, ‫ُﻣ‬
bit run down ‫ة‬/uَ_F‫ُﻣ‬
under the weather u ,‫ﺑ‬ % /kD 7 i9]‫` ﺑ‬
poorly uَ_F‫ ُﻣ‬/u ‫ ﱢ‬, ‫ُﻣ‬
health condition ‫ة‬/ @ 8\‫و‬/ 7
condition 8\‫و‬/ 7
illness ‫ﻣ ض‬
disease ‫ﻣ ض‬
injury ‫إ@ ﺑ‬
long term #‫ا ىا‬O
chronic L‫ ِﻣ‬b‫ُﻣ‬
have a cold ‫ م‬Sb‫ب ﺑ‬ ‫ُﻣ‬
have the flu ‫ا‬bX‫و‬+ X ‫ب ﺑ‬ ‫ُﻣ‬
have a cough ‫ ل‬/ُ ‫ب ﺑ‬ ‫ُﻣ‬
headache ‫@ اع‬
ُ
stomach ache ‫أ ﻣ ة‬
backache _‫أ ظ‬
stiff neck /# ‫ ﻣ‬#I‫ر‬
food poisoning H‫ا‬g) /‫ ﱡ‬D
gastrointestinal virus ‫ي‬, ‫ وس ﻣ‬9
vomit ]<
be sick ]<
bring up one's food ]<

286
65. Sexual health and sex education
It is not uncommon for social workers to be confronted with questions
regarding the sex lives, sexual development, or sexual health of their clients.
The term sex education might be used to describe the wide-ranging work
social care practitioners do related to human sexuality. This work takes place
not only in specialist services such as health information and advice, forensic
social work, and support services for sex workers, but also in general fields of
practice such as youth work or counselling. The focus of support may be sexual
practices, for instance questions of sexual self-determination, risk behaviours,
safer sex, and the use of contraception. Such work may take the form of
sexual health advice and information services, perhaps targeted at young
people or drug users.
Sexual counselling helps couples with sexual problems such as sexual
dysfunction or a disinterest in sex. Family planning services including
contraception advice are available at family planning clinics. Crisis pregnancy
support is offered in the case of unwanted pregnancy by crisis pregnancy
support services. Here, counselling is offered to women considering
terminating a pregnancy (colloquially referred to as having an abortion).
Specialist doctors for sexually transmitted infections (often referred to as
STDs, STIs, or sometimes as venereal diseases) run sexual health clinics (or
genitourinary medicine clinics, often shortened to GUM clinics). Practitioners
may work with people with HIV or AIDS. This might include providing HIV test
counselling, or offering support services to people living with HIV.
The prevention of and response to sexual violence is also an area of social
work practice. Sexual violence is normally broadly defined to include not only
sexual intercourse without mutual consent, sexual assault, or sexual coercion,
but also practices such as female genital mutilation and sexual harassment.
Services for the female victims of sexual violence include women’s refuges and
safe houses, women’s counselling, and women’s telephone crisis support
services. Services for male victims of domestic violence and projects to prevent
or respond to sexual violence against men can also be mentioned.
Services supporting people with their sexual health needs may also take place
in less typical settings. Sexuality as a need in care homes has long been
insufficiently acknowledged. Sexuality in old age, for instance, was once
considered taboo, and there was an assumption that older people were all
asexual. Recent projects have begun to fight such discriminatory assumptions
of the past. We now see people as having sexual rights, regardless of age,
gender, or disability. Such acknowledgements can lead to ethical dilemmas.

287
The role of care workers and personal assistants in facilitated sex, and the use
of sexual surrogacy (that is, the services of sexual surrogates) may raise
difficulties on a personal, ethical, organisational, or legal level.

sex life /Fْ -ِ ‫ا ة ا‬

sexual development /Fْ -ِ ‫ ا‬,ّ ُ ُF ‫ا‬
sexual health /Fْ -ِ ‫ا ِ ّ ا‬
sex education /Fْ -ِ ‫ ا‬Q <R ‫ا‬
social care practitioner ّ ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ّ F_‫ة ِﻣ‬/‫ُﻣ ِرس‬
human sexuality %# ‫ ا‬X /F- ‫ا‬
health information and advice @ ‫ رة‬% &‫ا‬
forensic social work % ‫ ا‬W ‫ ل ا‬-‫ َﻣ‬9 ‫ا‬
sex worker `F- ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ‫ﻣ‬
youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
counselling ‫ د‬A‫إر‬
sexual practice /Fْ ِ &‫ُﻣ ِر‬
sexual self-determination /Fْ -ِ ‫ا‬ ‫< ا‬D
risk behaviour ‫ك‬, &ُ
safer sex ً X ‫ أﻣ‬RS‫< أ‬ ‫` ﺑ‬F- ‫ُﻣ ِر& ا‬
contraception ‫ ا‬8F‫ ﻣ‬H &‫و‬
sexual health advice and information /Fْ -ِ ‫ص ا ِ ّ ا‬, 1‫ رة ﺑ‬% &‫ا‬
drug user ‫ ﱢرات‬1‫ﻣ ط ُﻣ‬
sexual counselling /Fْ ِ ‫ د‬A‫إر‬
couple I+ 9‫ن‬ 1A/ H Fc
sexual problem ْ
/F ِ =%‫ُﻣ‬
sexual dysfunction /Fْ ِ ‫ل وظ‬+ ‫ا‬
disinterest in sex `F- ‫ ﺑ ُ ِر& ا‬#) ‫م ا‬
family planning ‫ ا ُ& ة‬TFD
contraception advice ‫ ا‬8F‫ ﻣ‬W &‫ص أ‬, 1‫ رة ﺑ‬% &‫ا‬
family planning clinic ‫ ا ُ& ة‬TFD ‫دة‬
crisis pregnancy support k 9 ‫ب‬,) ‫) ا‬ ‫ ا‬9 ْ ‫د‬

288
unwanted pregnancy k‫ب ﺑ‬,) ‫ ) ﻣ‬7
crisis pregnancy support service k 9 ‫ب‬,) ‫) ا‬ ‫ ا‬9 ْ ‫َ َﻣ ت ا‬
terminate a pregnancy ‫_ ء ا‬X‫إ‬
abortion ‫إ _ض‬
specialist doctor H ‫ أ‬W #‫ط‬
sexually transmitted infection ً /Fْ ِ ِ< F‫وى ُﻣ‬
STD /Fْ -ِ ‫ل ا‬ D ‫ ا‬# <F ‫ﻣ ض‬
STI /Fْ -ِ ‫ل ا‬ D ‫ ا‬# < FD ‫وى‬
venereal disease & FD ‫ﻣ ض‬
sexual health clinic /Fْ -ِ ‫دة ِ ّ ا‬
genitourinary medicine clinic &F ‫ا‬ ,# ‫_ ز ا‬- ‫ أﻣ اض ا‬W‫دة ط‬
GUM clinic & F ‫وا‬ - ‫ ا ﻣ اض ا‬W‫دة ط‬
people with HIV or AIDS ‫ ز‬j‫ن ﺑ ض ا‬,‫ﺑ‬ ‫ ص ﻣ‬1A‫أ‬
HIV test counselling ‫ ز‬j‫ ا‬s 9 ‫ص‬, 1‫ د ﺑ‬A‫إر‬
support service ْ ‫َ َﻣ ت ا‬
person living with HIV ‫ ز‬j‫ ﻣ ض ا‬8‫~ ﻣ‬ s1A
sexual violence /Fْ ِ QFْ ُ
sexual intercourse ‫ ع‬- ‫ا‬/`F- ‫ُﻣ ِر& ا‬
without mutual consent ‫ َد‬# ‫َ<َ ُﻣ‬9‫ا‬,‫دون ُﻣ‬
sexual assault /Fْ ِ ‫اء‬ ‫ا‬
sexual coercion `F- ‫ ُﻣ ِر& ا‬O ‫إر) م‬
female genital mutilation ,RX ‫ا‬ & F ‫ ء ا‬i ‫ ا‬k ,%D/‫ ث‬Xj‫ن ا‬
sexual harassment /Fْ ِ ‫ ش‬D
victim \
women's refuge ‫ ء‬/F ]- ‫ﻣ‬
safe house ‫ ء‬/F ]- ‫ﻣ‬
woman's counselling ‫ ء‬/F ‫ د‬A‫إر‬
women's telephone crisis support QD _ ‫ ا‬# ‫ ا زﻣ ت‬9 ‫ ء‬/F ْ ‫َ َﻣ ت ا‬
service
male victim of domestic violence ‫ ا & ي‬QFْ ُ \ ‫ر‬
sexual violence against men ‫ل‬ ‫ \ ا‬/Fْ ِ QFْ ُ

289
sexual health needscare home /Fْ -ِ ‫ِ ّ ا‬ ‫دار ِر‬
acknowledge ‫ا اف ﺑـ‬
sexuality in old age ,1 % ‫ ا‬Lّ &ِ 9 X /F- ‫ا‬
taboo ‫ُﻣ ﱠ ﻣ ت‬
assumption ‫ اض‬9‫ا‬
asexual `F- ‫ا‬
sexual rights /Fْ ِ ‫ق‬,<ُ7
ethical dilemma I+ ‫ أ‬i ِ ‫ُﻣ‬
care worker ‫ﻣ ِر‬
personal assistant 1A ‫ة‬/ ِ /‫ُﻣ‬
facilitated sex `F- ‫ ُﻣ ِر& ا‬9 ‫ ة‬/ ُ ‫ا‬
sexual surrogacy # ‫` ا‬F- ‫ا‬
sexual surrogate # ‫` ا‬F- ‫ُﻣ رس ا‬
personal 1A
ethical I+ ‫أ‬
legal X,X I

290
66. Sexuality
Sexuality is a broad term. Its meaning includes aspects such as sensuality,
identity, relationships, desires, passions, behaviours, and rights. The terms
sexual orientation and sexual identity describe a particular focus of sexual
attraction and possible sexual preferences. This leads to terms such as lesbian,
gay, and bisexual. These terms are, however, contested. The findings of sex
research suggest that sexuality is too fluid to be reduced to one fixed identity.
For this reason, it is sometimes safer to talk in terms of sexual activity.
Expressions such as men who have sex with men and people in a same sex
relationship avoid the assignment of a fixed gay identity or lesbian identity.
Lesbian, gay, and bisexual people, together with transgender people, are
sometimes spoken of as LGBT people. Transgender people are people whose
gender identity is different from the traditional one associated with their
biological sex. The adjective gender nonconforming (or gender variant, or
androgynous) and the noun gender nonconformity (or gender variance, or
androgyny) are also used. Terms such as third sex, third gender, or
intersexuality may be heard in this sense but can create confusion due to their
additional suggestion of hermaphroditism. Transsexual people are usually
understood as those who have had (or are considering having) gender
reassignment (sometimes described with the verb transitioning). A cross
dresser is someone who wears clothing normally associated with the opposite
sex. The term transvestite person is also sometimes used. For what it is worth,
the ICD-10 category of gender identity disorders describes transvestism and
transsexualism in medical language.
In England, LGBT people have long suffered restrictions to their civil rights.
The gay rights movement (or, today, LGBT rights movement, in short form,
LGBT movement) has done much to change this. Sexual rights and the
protection of sexual diversity are, of course, human rights issues. Civil
partnerships were introduced in England in the Civil Partnership Act 2004,
granting same-sex couples many of the rights of married heterosexual people.
Same-sex families (sometimes called rainbow families) are possible through
co-parenting, donor insemination, surrogacy, fostering, and adoption, as well
as through having children from previous heterosexual relationships.
Protection from prejudice and discrimination is a further key aspect of LGBT
rights (or gay rights). Equality legislation addresses discrimination on grounds
of sexual orientation. Such laws are a powerful way to tackle homophobia and
homosexism. Diversity education can also be used to help to fight homophobia
at its roots. These roots are often linked to heteronormativity (or

291
heterosexism): thinking and practices which only accept heterosexuality and
traditional gender roles as ways of living. Queer theory challenges such
assumptions.
A few final notes on language may be helpful here. Firstly, the term gay is
often used to describe women, not just men. This gives rise to terms such the
gay scene and gay-friendly services. Secondly, the term homosexual is often
avoided by LGBT people, and its usage can sound a little medical. Finally,
although formerly pejorative terms such as queer have been reclaimed by
lesbians and gay men (for example in queer studies), they are only slowly
beginning to be used by heterosexual people, and only then in quite specific
contexts.

sexuality X /F- ‫ا‬

sensuality X‫ا‬,_% ‫ا‬
identity ّ ,ُِ ‫ھ‬
relationship I+
desire ‫ة‬,_A/ #)‫ر‬
passion QZA
behaviour ‫ك‬, &ُ
sexual orientation /Fْ ِ ‫ل‬, ‫ﻣ‬
sexual identity /Fْ ِ ّ ,ُِ ‫ھ‬
sexual attraction /Fْ ِ ‫اب‬g-X‫ا‬
sexual preference /Fْ ِ i D
lesbian R‫ﻣ‬
gay R‫ﻣ‬
bisexual /Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ُﻣ‬
sex research /Fْ ِ ‫أﺑ ث‬
sexual activity /Fْ ِ ‫ ط‬%X
men who have sex with men ‫ل‬ ‫ ا‬8‫` ﻣ‬F- ‫ن ا‬,&‫ر‬ Lg‫لا‬ ‫ا‬
same sex relationship k/ X `F- ‫ ا‬L‫ ﻣ‬L 1A L ‫ ﺑ‬I+
gay identity ‫ر‬,S‫ذ‬ R‫ ّ ﻣ‬,ُِ ‫ھ‬
lesbian identity ,RX‫أ‬ R‫ ّ ﻣ‬,ُِ ‫ھ‬
transgender person `F- Z‫ ﻣ‬s1A
LGBT people ‫ و‬Z‫ وﻣ‬/Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ا‬
X /F- ‫ ّ ا‬,ُِ _ ‫ا‬
292
gender identity ‫ع ا‬,F ‫ ّ ا‬,ُِ ‫ھ‬/ ‫ ر‬F ّ ,ُِ ‫ھ‬
biological sex , , ‫` ﺑ‬F
gender nonconforming /Fْ -ِ ‫ا‬/ ‫ ر‬F- ‫ا‬ F ‫رة ا‬, ‫) ﻣ< ﺑ‬
gender variant `F- ‫ ﱢ ا‬Z ‫ُﻣ‬
androgynous `F- ‫ ا‬H Fc
gender nonconformity /Fْ -ِ ‫ا‬/ ‫ ر‬F- ‫ا‬ F ‫ر ا‬, ‫م ا ﱠ< ﺑ‬
gender variance /Fْ ِ / ‫ع ا‬,F ‫ا‬/‫ ري‬F ‫ﱡ ع‬,FD/‫ف‬+ ‫ا‬
androgyny ‫ س‬F ‫ ا‬H Fُc
third sex l c `F
third gender l c ‫ع ا‬,F ‫ا‬
intersexuality ‫ ت‬X /F- ‫ ا‬L ‫ﻣ ﺑ‬
hermaphroditism ‫س‬F ‫ ا‬H Fc
transsexual person `F- Z‫ ﻣ‬s1A
gender reassignment `F- ‫ا‬ ZD
transition ‫ < ل‬X‫ا‬
cross dresser ‫ ة‬Z ‫ﺑ` ا‬+ ‫ ي ا‬D ‫ﻣ‬
opposite sex }‫` ا‬F- ‫ا‬
transvestite person ‫ ة‬Z‫ﺑ` ﻣ‬+‫ ي ﻣ‬D s1A
gender identity disorder ‫ ر‬F- ‫ ّ ا‬,ُِ _ ‫ا\ اب ا‬
transvestism }‫` ا‬F- ‫ ﺑ‬k#% ‫ا‬/ /#َ
transsexualism ‫س‬F ‫ ة ا‬Z‫ﻣ‬
civil right ّ 7
X ‫ﻣ‬:
gay rights movement L R ‫ق ا‬,<7 S 7
LGBT rights movement /Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ق ا‬,<7 S 7
X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫وﻣ‬
LGBT movement ْ
/F-ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ ا‬S 7
X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫وﻣ‬
sexual rights /Fْ ِ ‫ق‬,<7
sexual diversity /Fْ ِ ‫ع‬,FD
human rights issue ‫ ن‬/Xj‫ق ا‬,< ‫] ﻣ < ﺑ‬/‫ﻣ‬
civil partnership X ‫ ﻣ‬S‫ ا‬A
same-sex couple Lْ R‫ ِﻣ‬L H Fُc/L = A
heterosexual person }‫` ا‬F- W ‫ ُﻣ‬/ً /Fْ ِ L # ‫ ُﻣ‬s1A

293
same-sex family Lْ R‫ ﻣ‬L ‫ وا‬L‫ ﻣ‬X,=‫أُ& ة ﻣ‬
rainbow family L R‫ ﻣ‬L ‫ وا‬L‫ ﻣ‬X,=‫أُ& ة ﻣ‬
co-parenting S‫ ر‬%D ‫ ﺑ‬D
donor insemination ‫ ﱢع‬# ُ ‫ ﺑ‬X & ‫ ﺑ‬r < D
surrogacy ‫ م‬7‫ا ر‬ ]D
fostering ‫ﺑ‬ ‫ِر‬
adoption ّF#D
heterosexual relationship L 1‫ ﻣ‬L /Fْ ِ L ‫ ﺑ‬I+
prejudice b‫ ﱡ‬D
discrimination b D
LGBT rights /Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ وﻣ‬L R ‫ ت وا‬R ‫ق ا‬,<ُ7
X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫وﻣ‬
gay rights ‫ ت‬R ‫ وا‬L R ‫ق ا‬,<ُ7
equality legislation ‫ واة‬/ ‫ ا‬8 %D
discrimination on grounds of ّ /Fْ -ِ ‫ل ا‬, ‫ ا‬W#/‫ ﺑ‬b D
sexual orientation
homophobia R ‫رُھ ب ا‬
homosexism R ‫\ ا‬ Fْ ُ ‫ا‬
diversity education ‫ﱡ ع‬,F ‫ا‬
heteronormativity ,#<‫ ة ﻣ‬7‫ و‬I+ S /Fْ -ِ ‫ ة ا‬Z h‫ و‬D
heterosexism R ‫\ ا‬ Fْ ُ ‫ا‬
heterosexuality ‫ ة‬Z ‫ا‬
gender role ‫ع ا‬,F ‫دور ا‬
queer theory R ‫ا‬ TX
gay scene L R ‫ا‬y ‫ﻣ‬
gay-friendly ‫ ت‬R ‫ وا‬L R ‫ﱢ‬#< ‫ُﻣ‬
homosexual R‫ﻣ‬
pejorative H‫ازدرا‬/ < D
reclaim ‫ا& دة‬
queer studies L R ‫درا& ت ا‬

294
67. Faith
Whether one subscribes to theories of Western secularisation, or sees religion
as being in resurgence, one thing can be agreed on: Western societies are
characterised by religious diversity. Our larger urban centres are host to
mosques, Hindu temples, synagogues, gurdwaras, and churches. The minarets,
towers, and domes of these places of worship remind us of the plurality of
belief systems in contemporary societies: Islam, Hinduism, Judaism, Sikhism,
Christianity, and many minority faiths.
Freedom of religion and protection against discrimination on grounds of
religion is granted in UK law. England even has special provisions to combat
religiously motivated violence. Christians can live alongside Muslims, Hindus,
Sikhs, and Jewish people, with each able to practise their religion freely.
Interfaith marriage and interfaith families are common, and interfaith projects
and interfaith dialogue bring different faith communities together. There are
many words to describe a person’s religion: faith, belief, creed, religious
persuasion, religious affiliation, religious background, religious worldview,
denomination, confession, and spirituality. In UK social work literature, the
more inclusive term spirituality is often used in preference to religion.
The history of caring, and therefore the roots of social care, can be found in
religion. Indeed, basic religious values, such as compassion, respect for human
dignity, caring for marginalised groups, and charity, are still fundamental to
social care today. Nonetheless, faith-based approaches are arguably
underrepresented in British social work literature. Church-affiliated
universities are absent from UK social work training, and there are more
secular than faith-based agencies. Religion remains a sensitive and sometimes
misunderstood topic in many practice areas.
The term faith-based social care denotes the practice of agencies with
religious affiliations, or, occasionally, individual workers who identify
themselves as persons of faith. Common examples of such practice may
involve church-based youth work, or services for homeless people run by faith-
based agencies such as the Salvation Army. The idea of pastoral care can also
be mentioned here.
However, it can be argued that being sensitive to faith is integral to all good
practice. Advocates of spiritual competence in social work (referred to as
spiritually sensitive practice) suggest that social workers must always be aware
of the meaning of religion in users’ lives. Assessing new service users, for
instance, must include a consideration of their religious identity and religious
practices. These practices may include prayer and worship, fasting, celebrating
295
religious festivals, following religious dietary requirements, wearing certain
clothes such as a hijab, reading scriptures, and respecting religious customs.

secularisation X ‫ا‬
resurgence ً‫ دا‬-‫ر ُﻣ‬,_‫ظ‬/‫دة‬,
religious diversity F ‫ع د‬,FD
urban centre ‫ ي‬i7/ X ‫ ﻣ‬bSِ ْ ‫َﻣ‬
mosque -ِ /‫ﻣ‬
Hindu temple &‫ و‬F‫ ھ‬# ‫ﻣ‬
synagogue ‫دي‬,_ # ‫ﻣ‬
gurdwara ‫ردوارا‬,)
minaret XgE‫ﻣ‬
dome / FS/ #I
place of worship ‫ دة‬# ‫ﻣ= ن‬
belief system ‫ ي‬H < ‫ م‬TX
Islam ‫م‬+&j‫ا‬
Hinduism &‫ و‬F_ ‫ا‬
Judaism ‫د‬,_ ‫ا‬
Sikhism 1/‫ا‬
Christianity / ‫ا‬
minority faith I‫ﻣ < أ‬
freedom of religion F‫د‬ 7
discrimination on grounds of religion F ‫ د‬W#/‫ ﺑ‬b D
provision <D
religiously motivated violence F ‫ د‬W#/‫ ﺑ‬QFْ ُ
Christian ‫ة‬/ /‫ﻣ‬
Muslim ‫ة‬/ /‫ﻣ‬
Hindu ‫ة‬/ &‫ و‬F‫ھ‬
Sikh ‫ة‬/ 1 &
Jewish person ‫دي‬,_ s1A
practise a religion Lّ ‫ ُﻣ‬L ‫د‬/ Fّ ‫< ة ُﻣ‬ &‫ُﻣ ِر‬
296
interfaith marriage ‫ ا د ن‬L ‫زواج ﻣ ﺑ‬
interfaith family ‫أُ& ة ُﻣ ﱢدة ا د ن‬
interfaith project ‫ ا د ن‬L ‫ وع ﻣ ﺑ‬%‫ﻣ‬
interfaith dialogue ‫ ا د ن‬L ‫ار ﻣ ﺑ‬,7
faith community ‫ ي‬H < 8 َ ْ-‫ُﻣ‬
religion L‫د‬
faith ‫ < ة‬/‫إ ن‬
belief ‫< ة‬
creed ‫< ة‬
religious persuasion F‫د‬ FI
religious affiliation F ‫ ء د‬X‫ا‬
religious background F‫د‬
religious worldview F‫د‬ ‫ر‬,TF‫ﻣ‬
denomination W‫ھ‬g‫ﻣ‬/‫ ع‬D
confession ‫اف‬ ‫ا‬
spirituality X 7‫ا و‬
caring ‫اھ م‬/ ‫ِر‬
social care ّ ‫ا‬ ‫ِر‬
basic religious value & &‫ أ‬F ‫د‬ I
compassion Q‫ ط‬D
human dignity ‫ ن‬/Xj‫ اﻣ ا‬S
marginalised group % ّ _‫ُﻣ‬ , ْ-‫َﻣ‬
charity # ‫ﻣ‬/‫ ن‬/7‫إ‬
faith-based approach ‫ا < ة‬O H I h_X
church-affiliated university /FS ‫ ط‬#D‫ذات ار‬ ‫ﻣ‬
social work training ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 W ‫ ر‬D
secular X
faith-based agency H < `&‫ أ‬O HI S‫و‬
faith-based social care H < `&‫ أ‬O ّ Fْ#‫ّ َﻣ‬ ‫ِر‬ ‫ا‬
agency with a religious affiliation F ‫ ط د‬#D‫ ذات ار‬/&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬

297
person of faith ‫ة‬/L‫ﻣ‬P‫ﻣ‬
church-based youth work / F= ‫ ا‬O H < ‫ ب ا‬#%‫ا ﱠ‬
Salvation Army ‫ص‬+1 ‫~ ا‬
pastoral care , ‫ر‬ F
be integral to something Lّ ‫ ء ُﻣ‬% ً & &‫ن أ‬,= ‫أن‬
spiritual competence 7‫ رة رو‬I/‫ ءة‬S
spirituality sensitive practice X 7‫ ا و‬k ‫ ﱡ‬,َ ‫ُﻣ ِر& ﻣ ا‬
religious identity F ‫ ّ د‬,ُِ ‫ھ‬
religious practice F ‫ُﻣ ِر& د‬
prayer ‫ة‬+@
worship ‫ دة‬#
fast ‫م‬,@
religious festival F ‫ ل د‬7‫ا‬
religious dietary requirement F ‫ ب د‬#& H‫ا‬g) W‫ُﻣ ﱠ‬
hijab ‫ ب‬-7
scriptures F‫آ تد‬
religious custom F ‫دة د‬

298
68. Islam
The monotheistic faith of Islam is a younger religion than Christianity and
Judaism. Together with these two faiths it builds the Abrahamic religions: the
prophets Ibrahim (Abraham) and Isa (Jesus) have a particular standing in the
Islamic faith, and the Torah, Psalms, and Gospels are referred to in it. Muslims
see Muhammad (sometimes written Muhammed) as the last and greatest of
the prophets. Muhammad received a series of revelations, which together
form the holy book, the Qur’an. The name literally means recitation or recital.
The word Islam also has notable literal meanings: submission, obedience,
resignation, or surrender (to the will of God). The word has its etymology in
the word salam, for peace or safety.
For many non-Muslims, Islam is linked to the Arabs, the Arab world, and Arab
culture, due to its birthplace, the Arabian Peninsula. In fact, due to the
spreading of the faith, and the migration of believers, there are more non-
Arab Muslims than Arab Muslims, and the Islamic world stretches around
every corner of the globe. The example of Islam in the West throws light on
the diversity within the religion, and the beliefs of its adherents. It also
illustrates a strong Muslim identity, perhaps stronger than national identities.
Those of Islamic faith are seen as building the Muslim community, the unna.
There are denominations of Islam. Shi’a Muslims (or Shiite Muslims) practise
Shi’a Islam, Sunni Islam is practised by Sunni Muslims. This sectarian split has
occasionally led to sectarian violence.
Everyday Muslim practices are centred on the five pillars of Islam. These are:
shahadah, the declaration of faith; salah, prayer; zakah, obligatory charitable
almsgiving; sawm, fasting; and hajj, the pilgrimage to Mecca. Muslim prayer is
prepared for by ritual washing (ablution) known as wudu, a form of
purification to enable the worshipper to focus on God. Prayer may take place
in the sacred space of the mosque (mosques are denominational). It can also
take place in a profane place. A prayer mat (or prayer rug), and a compass
indicating the direction of Mecca is used. Fasting takes place during the ninth
month of the Islamic calendar, Ramadan, or at another time if the person
cannot fast, due to pregnancy or ill health for instance. Zakah, donating to
charity is often carried out during this period. Indeed, the hunger and thirst
associated with this Muslim ritual observance helps the faster identify with
the poor.
Law in many Muslim countries follows Qur’anic principles, at least in part:
Sharia law (sometimes written Shari’ah law) literally means the way. It is
based on the Qur’an and the Sunnah. Shari’ah law recognizes four categories

299
of crimes: unforgivable crimes (Hadud), for things such as adultery or theft
prohibited in the Qur’an; forgivable crimes (Al-Jynayaat), that is, crimes
against the rights of the individual (in which case the victim or their family
have a formal opportunity to show mercy, which is encouraged); community
crimes (Al Ta’azir); and crimes against a law of the state (Al-Mukhalafat).
Sharia law has become seen in the West as repressive and draconian. It differs
from European law in its use of corporal punishment (in some states public
corporal punishment: public flogging, whipping, or caning) as a means of
deterrence. Sharia law allows for the death penalty, with the possible means
of execution in some countries including hanging, beheading, death by firing
squad, and stoning. As a multicultural country, the UK has Sharia councils to
help arbitrate within the Muslim community, in cases of divorce for instance.
Confusingly, these are sometimes referred to as Sharia courts, which strictly
speaking they are not.
Like in any global religious community, Muslim attitudes are diverse, with
some Muslims seeing their religious duties differently to others. The term
jihad describes struggle, in particular the struggle to lead a virtuous life. This
struggle has many dimensions. Greater jihad describes the personal struggle
of all Muslims to follow their faith and devote their life to God. Lesser jihad is
the outward struggle to defend Islam. Muslim values include a belief in the
sanctity of life (abortion thus seen as being wrong and haram unless in
exceptional circumstances); values around human sexuality focus on sexual
relations only in the context of heterosexual marriage (pre-marital sex, that is,
sex before marriage, and sex outside marriage are considered sexual sins;
homosexuality is seen as being against God’s will); regarding contraception,
natural contraception (such as withdrawal) may be preferred to artificial
contraception. Gender equality is an issue in Islam, with traditions such as
polygamy and restrictions of women’s rights being highlighted as problematic
by Islamic feminists; in other areas too Islamic liberalism is strongly visible.
Although some argue that women suffer oppression in Islam, many Muslim
practices (such as wearing a hijab, niqab, or burka) can result in considerable
discrimination when they occur in Western settings.

monotheistic faith 7, ‫ا < ة ا‬

Islam ‫م‬+&j‫ا‬
Christianity / ‫ا‬
Judaism ‫د‬,_ ‫ا‬

300
faith ‫إ ن‬
Abrahamic religion ‫ إﺑ اھ‬X ‫د‬
prophet ‫ل‬,&‫ر‬
Ibrahim ‫ إﺑ اھ‬#F ‫ا‬
Abraham ‫ إﺑ اھ‬#F ‫ا‬/ ‫إﺑ اھ‬
Isa O/ #F ‫ا‬
Jesus r / ‫ ا‬/ ‫ا‬/‫ع‬,/
Islamic faith ‫ﻣ‬+&j‫ا < ة ا‬
Torah ‫راة‬, ‫ا‬
Psalms ‫اﻣ‬b ‫ا‬
Gospels X‫أ‬
Muslim ‫ة‬/ /‫ﻣ‬
Muhammad ‫ل ﻣ‬,& ‫ا‬
Muhammed ‫ل ﻣ‬,& ‫ا‬
revelation 7‫و‬
holy book ‫ ب ﻣ< س‬S
Qur’an ‫ا < آن‬
recitation ‫وة‬+D
recital ‫وة‬+D
submission ‫ع‬,i
obedience ‫ط‬
resignation ‫م‬+/ &‫ا‬
surrender ‫م‬+/ &‫ا‬
will of God ‫ ﷲ‬E %‫ﻣ‬
salam ‫م‬+&
peace ‫م‬+&
safety ‫ا ﻣن‬
non-Muslim ‫ة‬/ /‫) ﻣ‬
Arab ‫ة‬/ ‫ﺑ‬
Arab world ‫ﺑ‬ ‫ا‬ ‫ا‬

301
Arab culture ‫ﺑ‬ 9 <c
Arabian Peninsula ‫ﺑ‬ ‫ ة ا‬b- ‫ ا‬k#A
migration ‫ ة‬-‫ھ‬
believer ‫ة‬/L‫ﻣ‬P‫ﻣ‬
non-Arab Muslim ‫ة‬/ ‫ﺑ‬ ) ‫ة‬/ /‫ﻣ‬
Arab Muslim ‫ة‬/ ‫ﺑ‬ ‫ة‬/ / ‫ﻣ‬
Islamic world ‫ﻣ‬+&‫إ‬
Islam in the West ‫ ب‬Z ‫ ا‬9 ‫م‬+&j‫ا‬
diversity ,FD
adherent ‫م ﺑـ‬b ‫ﻣ‬
Muslim identity /‫ ّ ﻣ‬,ُِ ‫ھ‬
national identity F‫ ّ وط‬,ُِ ‫ھ‬
Islamic faith ‫ﻣ‬+&j‫ا < ة ا‬
Muslim community /‫ ﻣ‬8 َ ْ-‫ُﻣ‬
umma ‫أﻣ‬
denomination W‫ھ‬g‫ﻣ‬/ H ‫ط‬
Shi’a Muslim A ‫ة‬/ /‫ﻣ‬
Shiite Muslim A ‫ة‬/ /‫ﻣ‬
Shi’a Islam ‫م‬+&j‫ ا‬9 % ‫ ا‬W‫ھ‬g ‫ا‬
Sunni Islam ‫م‬+&j‫ ا‬9 ّF/ِ ‫ ا‬W‫ھ‬g ‫ا‬
Sunni Muslim ّF&ُ /‫ﻣ‬
sectarian split H ‫ م ط‬/<X‫ا‬
sectarian violence H ‫ ط‬QFْ ُ
Islamic practice ‫ﻣ‬+&‫ُﻣ ِر& إ‬
five pillars of Islam / 1 ‫م ا‬+&j‫ ن ا‬S‫أر‬
shahadah ‫_ دة‬% ‫ا‬
declaration of faith ‫ ن‬j‫ن ا‬+ ‫إ‬
salah ‫ة‬+@
prayer ‫ة‬+@
zakah ‫ ة‬Sb ‫ا‬

302
charitable almsgiving ‫ﱠق‬ D
sawm ‫م‬,@
fasting ‫م‬,@
hajj h7
pilgrimage to Mecca ‫ ﻣ= ا = ﻣ‬O ‫ إ‬h ‫ا‬
Muslim prayer L / ‫ة ا‬+@
ritual washing ‫ء‬,\, ‫ا‬
ablution ‫ء‬,\‫و‬
wudu ‫ء‬,\‫و‬
purification ‫ط_ رة‬
worshipper ‫ﱢ‬# ‫ُﻣ‬
sacred space & <‫ ﻣ‬7 /‫ﻣ‬/‫ﻣ= ن‬
mosque -/‫ﻣ‬
denominational H‫ط‬
profane `َX‫َد‬
prayer mat ‫ة‬+ ‫ دة ا‬-&
prayer rug ‫ة‬+ ‫ دة ا‬-&
compass @,‫ﺑ‬
Islamic calendar ‫ﻣ‬+&j‫ ا‬,< ‫ا‬
Ramadan ‫ ن‬i‫_ رﻣ‬A
pregnancy 7
ill health @ ‫ل‬+ ‫ة أو ا‬/J ‫ﻣ‬
donating to charity 1 ‫ ت ا‬/&P ‫ ا‬O ‫ ع إ‬#D
hunger ‫ع‬,
thirst ~
Muslim ritual observance ‫ﻣ‬+&j‫س ا‬,< ‫ُﻣ ِر& ا‬
faster ‫ة‬/ H ‫ا‬
poor ‫ة‬/ <9
law ‫ن‬,X I
Muslim country /‫دو ﻣ‬

303
Qur’anic principles ‫ا < آن‬ D
Sharia law % ‫ن ا‬,X I
Shari’ah law % ‫ن ا‬,X I
Sunnah ّF/ِ ‫ا‬
unforgivable crime ZD
Hadud ‫ود‬ ‫ا‬
adultery X‫ز‬
theft I &
prohibited ‫ع‬,F ‫ﻣ‬
forgivable crime ZD
Al-Jynayaat ‫ ت‬F- ‫ا‬
right of the individual ّ 7
‫ا د‬:
victim \
mercy 7‫ر‬
community crime َ ْ-‫ُﻣ‬
Al Ta’azir b ‫ا‬
crime against a law of the state ‫ ا و‬L X‫ا‬,I ّ 7َ ‫\ أ‬
Al-Mukhalafat ‫ ت‬1 ‫ا‬
repressive 8<
draconian ‫ة‬,/< ‫ا‬ A
corporal punishment / ‫ﺑ‬,<
public corporal punishment F / ‫ﺑ‬,<
public F
flog
whip
cane X‫را‬b 1 ‫ ب ﺑ‬i
deterrence ‫ردع‬
death penalty ‫ت‬, ‫ﺑ ا‬,<
execution ‫إ ام‬
hang :FA

304
behead ‫ ا أس‬8 I
firing squad ‫ ر‬F ‫ق ا‬+‫ إط‬I 9
stone ‫ر‬
Sharia council ‫ﻣ‬+&‫إ‬ A ` -‫ﻣ‬
arbitrate O =7
Muslim community ‫ﻣ‬+&‫ إ‬8 َ ْ-‫ُﻣ‬
divorce ‫ق‬+‫ط‬
Sharia court A = ‫ﻣ‬
global religious community F ‫ د‬8 َ ْ-‫ُﻣ‬
Muslim attitude ‫ﻣ‬+&‫ك إ‬, &ُ
religious duty F ‫ د‬W ‫وا‬
jihad ‫_ د‬- ‫ا‬
struggle ‫ة‬X ‫ﻣ‬
lead a virtuous life \9‫ ة‬7~
greater jihad T ‫_ د ا‬- ‫ا‬
personal struggle ‫< ء‬D‫ر‬+ ‫ات و‬,_% ‫ ا‬L ‫ ع‬Fِ ‫ ْﻣ‬+ ` F ‫ ا‬8‫اع ﻣ‬ ‫ا‬
X 7‫ا و‬
follow one’s faith kX j ‫ء‬ ‫ ع ا‬#D‫ا‬
devote one’s life to God Œ kD 7 ‫ء‬ ‫= ` ا‬D
lesser jihad Z@ ‫_ د ا‬- ‫ا‬
outward struggle ‫ر‬ ‫@ اع‬
defend Islam ‫م‬+&j‫ ا‬L ‫ ع‬9 ‫ا‬
Muslim values ‫ﻣ‬+&‫ إ‬I
sanctity of life ‫ة‬ ‫ ا& ا‬I
abortion ‫إ _ض‬
haram ‫ ام‬7
exceptional circumstance H FR &‫ظ ف ا‬
human sexuality %‫ ﺑ‬X /F
sexual relations /Fْ ِ ‫ ت‬I+َ
heterosexual marriage L 1‫ ﻣ‬L /Fْ ِ L ‫زواج ﺑ‬
pre-marital sex ‫واج‬b ‫ ا‬#I `F- ‫ُﻣ ِر& ا‬
305
sex before marriage ‫واج‬b ‫ ا‬#I `F- ‫ُﻣ ِر& ا‬
sex outside marriage ‫واج‬b ‫ ق ا‬X ‫` رج‬F- ‫ُﻣ ِر& ا‬
sexual sin /Fْ ِ E
homosexuality R ‫ا‬
contraception ‫ ا‬8F‫ﻣ‬ &‫و‬
natural contraception # ‫ا‬ ‫ ا‬8F‫ ﻣ‬H &‫و‬
withdrawal ‫ ب‬/X‫ا‬
artificial contraception F @ ‫ا‬ ‫ ا‬8F‫ ﻣ‬H &‫و‬
gender equality ‫ع ا‬,F ‫ ا‬O H I ‫ واة‬/‫ﻣ‬
polygamy ‫و‬b ‫د ا‬ ‫ا‬
women’s rights ‫أة‬ ‫ق ا‬,<7
Islamic feminist ‫ﻣ‬+&j‫ ا‬,/F ‫ا‬
Islamic liberalism ‫ﻣ‬+&j‫ا‬ ‫ ا‬# ‫ا‬
suffer oppression 8 < ‫ ا‬L‫ ة ﻣ‬X ‫ﻣ‬
Muslim practice ‫ﻣ‬+&‫ُﻣ ِر& إ‬
hijab ‫ ب‬-7
niqab ‫< ب‬X
burka 8I ْ ُ‫ﺑ‬
discrimination I D/ Fْ ُ /b D

306
69. Theory
Social work is rich in theory. Students of the subject are confronted with
models, paradigms, schools, discourses, approaches, perspectives, and
theoretical frameworks. Theories can help practitioners see, order, interpret,
explain, and predict phenomena. However, the exact relationship of theory to
practice varies from culture to culture, and there is a paucity of universally
accepted international definitions as to what a theory, method, model, or
paradigm actually is. Moreover, social work’s theory base is by no means
international. Theory development seems strongly restricted by language
barriers.
Theories are often divided into two groups. Grand theories (sometimes called
comprehensive theories) are contrasted with inclusive theories. A further (and
distinct) categorisation is the division of theories into macro-level theories
(sometimes called macro-theories) and micro-level theories (sometimes called
micro-theories). The intellectual traditions which have influenced European
social work theory include transcendental philosophy, phenomenology,
dialectics, hermeneutics, structuralism, symbolic interactionism,
constructivism, systems theory, educational theory, psychoanalysis,
behaviourist theory, cognitive theory, humanistic psychology, gestalt theory,
anthroposophy, social psychology, organisational theory, critical theory,
communitarianism, and feminism. Sometimes the ideas of a single thinker
have inspired social work theory. Examples include the Freirean pedagogy of
freedom, the Marxist critique of capitalism, the Foucauldian analysis of power,
or the Habermasian theory of communicative action.
Working through social work theory leads to deep questions relating to
epistemology, ontology, reality, truth, and causality. Many of the concepts
social work deals with (childhood, abuse, and deviance for instance) are social
constructions (or, in short, social constructs). Unsurprisingly then, difficulties
can arise when relating theory to practice. These difficulties are often
discussed in terms of the theory-practice dilemma. The ideas of critical
reflexivity, reflective practice, and the learning organisation are sometimes
offered as a means of bridging the theory-practice gap.
A British system for classifying theories should be mentioned here. Although
all social work arguably aims to help people regain a sense of life control, the
exact way in which this can be done varies. Reflexive-therapeutic approaches
(sometimes called therapeutic helping approaches) describe workers and
users coming together and mutually influencing each other’s world views and
understandings of themselves. In contrast, individualist-reformist approaches

307
(sometimes called maintenance approaches) are concerned with supporting
the service user to adjust and fit in with the existing social order. Social
casework belongs in this category. Finally, socialist-collective approaches
(sometimes called emancipatory approaches) locate the origins of social
problems in social injustices and seek to address users’ problems by fighting
the oppression in society. Radical social work is in this tradition.

theory TX
model ‫ذج‬, X
paradigm ‫ر‬,TF‫ﻣ‬
school &‫ﻣ ر‬
discourse ‫ار‬,7
approach h_X
perspective ‫ر‬,TF‫ﻣ‬/ TX _ ‫و‬
theoretical framework ‫ ي‬TX ‫إط ر‬
order W D D/ TFD
predict ]#F
paucity I/‫ رة‬X
theory base TF ‫أ& س ا‬
theory development TF ‫ ا‬, D
language barrier ‫ي‬,Zُ :H /b 7
grand theory ‫ ى‬#S TX
comprehensive theory ‫ﻣ‬A TX
inclusive theory ,A TX
macro-level theory = ‫ى ا‬, /ْ ُ ‫ا‬ TX
macro-level = ‫ى ا‬, /ْ ُ ‫ا‬ TX
micro-level theory Hb- ‫ى ا‬, /ْ ُ ‫ا‬ TX
micro-level Hb- ‫ى ا‬, /ْ ُ ‫ا‬ TX
intellectual tradition F‫ذھ‬/‫= ي‬9 <D
transcendental philosophy ‫ ا‬/ ‫ا‬
phenomenology ‫اھ‬,T ‫ا‬
dialectics -‫ا‬
308
hermeneutics / ‫ا‬
structuralism =_‫ا‬
symbolic interactionism b‫ا ﻣ‬ ‫ا‬
constructivism #S ‫ا‬
systems theory TX ‫ا‬ TX
educational theory ّ D TX
psychoanalysis /X D
behavioural theory S, &ُ TX
cognitive theory S‫إدرا‬/ =9 TX
humanisitic psychology ‫ ي‬%# ‫ ` ا‬F ‫ا‬
gestalt theory n % TX
anthroposophy %# ‫ ا‬8H #‫ط‬
social psychology ‫ `ا‬F‫ا‬
organisational theory TFD TX
critical theory <X TX
communitarianism D - ‫ا‬/ D َ ْ- ُ ‫ا‬
feminism ,/X
Freirean 9/‫ي‬ 9,‫ﺑو‬ ‫ﻣ < ﺑ‬
pedagogy of freedom ‫ دىء ا‬#‫ ﻣ‬O ّ F#ْ َ ‫ا ﺑ ا‬
Marxist /S‫ﻣ ر‬
critique of capitalism &‫< ا أ‬X
Foucauldian ‫ه‬,S,9 %‫ﻣ‬ ‫ﻣ < ﺑ‬
analysis of power ْ
َ /ُ ‫ا‬ D
Habermasian Lّ &ِ ‫ ھ ﺑ ﻣ‬L)‫ر‬, D/‫ دىء‬# ‫ﻣ < ﺑ‬
theory of communicative action @‫ا‬, ‫ا‬ ‫ا‬ TX
epistemology 9 ‫ا‬ TX
ontology ‫د‬, , ‫ا‬ TX
reality 8I‫وا‬
truth < ّ<7
causality ##/ ‫ا‬

309
childhood ,‫ط‬
abuse ‫إ& ءة‬
deviance ‫اف‬ X‫ا‬
social construction ‫إ‬WS D
social construct ‫ ا‬WS‫ُﻣ ﱠ‬
relating theory to practice : ّ# ‫وا‬ TF ‫ ا‬L ‫ ﺑ‬y‫ا ﺑ‬
theory-practice dilemma : ّ# ‫وا‬ TF ‫ ا‬L ‫ ﺑ‬i ‫ا‬
critical reflexivity ‫< ي‬F ‫ا ]ﻣ ا‬
reflective practice ‫]ﻣ‬D &‫ُﻣ ِر‬
learning organisation ّ D /&P‫ُﻣ‬
theory-practice gap : ّ# ‫وا‬ TF ‫ ا‬L ‫ة ﻣ ﺑ‬,-9
life control ‫ة‬ ‫ ىا‬- ‫ا = ﺑ‬
reflexive-therapeutic approach ‫]ﻣ‬D + h_X
therapeutic helping approach ‫دا‬ + h_X
mutual ‫ دَل‬# ‫ُﻣ‬
individualist-reformist approach 7+@‫ دي إ‬9 h_X
maintenance approach 7+@‫ دي إ‬9 h_X
adjust ُ I]D/ D
social order ‫ م ا‬TX
social casework ‫ ا د‬8‫ﻣ‬ ‫ا‬ ‫ ا‬-_F‫ﻣ‬
socialist-collective approach ‫ ك‬%‫ ُﻣ‬/ ‫ ا‬h_X
emancipatory approach ‫ ﱡ ري‬D h_X
origins of social problems ّ ‫ ا‬S % ‫ل ا‬,@‫أ‬
social injustice ‫ظُ ْ ا‬
oppression 8ْ I
radical social work = ‫ا اد‬ ‫ا‬ ‫ا‬

310
70. Values and ethics
Values and ethics lie at the core of social work. Social work practice is value-
oriented. Our decision-making in everyday practice situations reflects our
personal values and professional values. An individual’s value base may be
seen as a complex set of principles, morals, attitudes, stances, and norms,
which is linked to their upbringing, culture, social background, religion,
political beliefs, professional training, and professional experience.
Values vary, and social pluralism results in value pluralism. Fundamental
values differ too from country to country. One culture may value solidarity
and collective responsibility; another may orientate itself on ideas of individual
responsibility. Predominant values change over time. Victorian English ideas of
morality separated those seeking financial assistance into the deserving poor
and the undeserving poor. In contrast, in post-World War II Britain, universal
services were seen as an ideal.
Some values seem closely linked to the caring professions. Traditional
twentieth century Anglo-American social work values often focused on the
context of work with individuals. Father Biestek’s famous social casework
principles may be listed here: individualisation, purposeful expression of
feelings, controlled emotional involvement, acceptance, non-judgmental
attitude, client self-determination, and confidentiality. Carl Rogers’ triad of
values, empathy, unconditional positive regard, and congruence, should also
be mentioned. As contemporary values, we could cite inclusion, emancipation,
combating oppression or discrimination, partnership with service users, and
service user involvement, for instance.
Philosophy offers us systematic ways of ordering ethical principles. One group
of theories, known as consequentialist ethics (or teleological ethics), includes
those theories such as utilitarianism. Such theories can be contrasted with
deontological ethics (sometimes referred to as duty ethics). Kantian
philosophy, which sees moral quality in maxims and principles, is a classic
example of deontological ethics. A third set of approaches is the virtue ethics
which lie at the heart of Aristotelian ethics and Christianity.
There is an obligation for social work practice in the Anglophone countries to
conform to codes of ethics and codes of conduct. Two examples of English
ethical guidelines designed to prevent misconduct and malpractice can be
mentioned here. The British National Occupational Standards for social work
explicitly includes values. Respect for diversity, respect for service users’
expertise regarding their own lives, empowerment, honesty, and a
commitment to anti-oppressive practice are mentioned. The BASW Code of
311
Ethics lists five key principles: human dignity, social justice, service, integrity,
and competence.

value I
ethics ‫ ت‬I+ ‫أ‬
value-oriented < ‫ ﺑ‬:‫ُﻣ ﱢ‬
decision-making ‫ ذ ا < ار‬1D‫ا‬
personal value 1A I
professional value ّ F_‫ِﻣ‬ I
value base < ‫أ& س ا‬
principle ‫ أ‬#‫ﻣ‬
moral ‫ق‬+ ‫أ‬
attitude k ‫ ﱡ‬,َD
stance QI,‫ﻣ‬
norm ‫ُ ْف‬
upbringing ‫ ﺑ‬D
culture 9 <c
social background ّ ‫ا‬
political belief & & < ‫ﻣ‬
professional training ّ F_‫ ِﻣ‬W ‫ ر‬D
professional experience ّ F_‫ ة ِﻣ‬#
social pluralism ّ ‫ د ا‬D
value pluralism I ‫ د‬D
fundamental value & &‫أ‬ I
value ‫<ُ ﱢ ر‬
solidarity L‫ ُﻣ‬iD
collective responsibility / S %‫ُﻣ‬ ‫و‬P/‫ﻣ‬
individual responsibility ‫ د‬9 ‫و‬P/‫ﻣ‬
morality I+ ‫أ‬
financial assistance ‫ة‬/‫ ِ ة ﻣ دي‬/‫ ُﻣ‬/ ْ ‫د‬
deserving poor L ُ ‫ا < اء ا‬
312
undeserving poor L ‫ا < اء ) ا‬
universal service , A ‫ِ ْﻣ‬
caring profession ‫را‬/ ‫ دا‬Fْ_‫ِﻣ‬
Anglo-American = ‫ أﻣ‬, -X ‫ا‬
social work values ‫ا‬ ‫ ا‬I
individualisation ‫ ﱡد‬D
purposeful expression of feelings % ‫ ا‬L ‫ ھ دف‬# D
controlled emotional ‫ا َ َ ﱡ ا ط ا ود‬
involvement
acceptance #‫< ﱡ‬D
non-judgmental attitude ‫= م‬7 ‫ق ا‬+‫م إط‬ k ‫ ﱡ‬,َD
client self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 9 / ‫ا‬/ ّ 7
‫ا‬:
confidentiality &
empathy Q‫ ط‬D
unconditional positive regard Lّ ‫ ء ُﻣ‬A ‫ ه‬-D ‫ وط‬%‫ ﺑ ) ﻣ‬- ‫ ة إ‬TX
congruence :‫ ﺑ‬D
inclusion ‫ل‬, A
emancipation ‫ ﱡر‬D
oppression 8ْ I
discrimination b D
partnership S‫ ا‬A
service user involvement ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬S‫ َر‬%‫ُﻣ‬
ethical principle I+ ‫ أ أ‬#‫ﻣ‬
consequentialist ethics TF ‫ ا‬JZ‫ _ ﺑ‬I ‫ ع‬#D†‫ ﺑ‬Fْ_ ِ ‫ُ ِر& ا‬ I+ ‫ أ أ‬#‫ﻣ‬
WI‫ا‬, ‫ ا‬L
teleological ethics H Z ‫ ت ا‬I+ ‫ا‬
utilitarianism F‫ا‬
deontological ethics # ‫ا‬, ‫ ت ا‬I+ ‫ا‬
duty ethics # ‫ا‬, ‫ ت ا‬I+ ‫ا‬
Kantian philosphy FS/nFS / 9
maxim R‫ﻣ‬/ =7

313
virtue ethics i ‫ق ا‬+ ‫ا‬
Aristotelian ethics , &‫ ت أر‬I+ ‫أ‬
Christianity / ‫ا‬
Anglophone country b -X ‫ ا‬Z‫ ﺑ ﱡ‬:‫ ط‬X ‫ﺑ‬
code of ethics Fْ_ ِ ‫ ت ُﻣ ِر& ا‬I+ ‫أ‬/‫ ت‬I+ ‫ ا‬X‫ﻣ و‬
code of conduct ‫ك‬, /ُ ‫ا ا‬,I X‫ﻣ و‬
ethical guideline I+ ‫ _ أ‬,D ‫ دىء‬#‫ﻣ‬
misconduct F_ ‫ك ا‬, /ُ ‫ء ا‬,&
malpractice ّ F_ ِ ‫إ& ءة ا ُ ِر& ا‬
respect for diversity ,F ‫ ام ا‬7‫ا‬
empowerment L= D
honesty ‫@ ق‬/ 7‫@ ا‬
anti-oppressive practice 8< 9 =‫ُﻣ ِر& ُﻣ‬
human dignity ‫ ن‬/Xj‫ اﻣ ا‬S
social justice ّ ‫ا ا‬
service ‫ِ ْﻣ‬
integrity I‫ا‬ ‫ﻣ‬
competence ‫ ءة‬S

314
Part 4 – International social work

71. The global definition of social work

What is social work? The question is harder to answer than it first appears.
Social work is a profession with a clear local orientation: it is different in
different places. The Oxford English Dictionary, typically an authoritative
source of definitions, simply offers: ‘Work carried out by trained personnel
with the aim of alleviating the conditions of those people in a community
suffering from social deprivation.’ However, this is not a detailed enough
definition of professional social work for most social workers. Finding a
universally acknowledged and valid social work definition has been a key task
in the international social work community over recent decades. An early
definition appeared in 1982, and the International Federation of Social
Workers together with the International Association of Schools of Social Work
reworked it in the late 1990s to produce a longer definition: the international
definition of social work was passed in 2001.
A truncated version of this was often quoted: ‘The social work profession
promotes social change, problem solving in human relationships and the
empowerment and liberation of people to enhance well-being. Utilising
theories of human behaviour and social systems, social work intervenes at the
points where people interact with their environments. Principles of human
rights and social justice are fundamental to social work.’ This definition is
notable for including important social work values, theories, and orientation
points. It takes a person-in-environment perspective, and presents social
workers as social change agents, transforming people’s lives and the societies
they live in.
This definition was revised, with a new version being approved in 2014. This
definition is commonly known as the global definition of the social work
profession or the global definition of social work: ‘Social work is a practice-
based profession and an academic discipline that promotes social change and
development, social cohesion, and the empowerment and liberation of
people. Principles of social justice, human rights, collective responsibility and
respect for diversities are central to social work. Underpinned by theories of
social work, social sciences, humanities and indigenous knowledge, social work
engages people and structures to address life challenges and enhance

315
wellbeing. The above definition may be amplified at national and/or regional
levels’.
A number of changes are visible here, bringing the definition into the twenty-
first century, and reflecting recent social work discourses. The scholarly
background to social work is acknowledged: its education and training takes
place in universities and similar higher education institutions, so it can be seen
as an academic discipline. Modern international values are referenced. The
definition reflects newer ways of seeing societies, recognising them as
collectives characterised by diversity. The theory base of social work is
extended: to include genuine social work theory as well as that borrowed from
the neighbouring disciplines; and to include indigenous knowledge as well as
that imported from abroad. Social work’s requirement to work at the
structural level is made more explicit, as is the concrete need to extend the
definition nationally or regionally where appropriate.

social work ‫ا‬

profession Fْ_‫ِﻣ‬
local orientation ‫ ﻣ‬k ‫ ﱡ‬,َD
Oxford English Dictionary ‫ي‬b -X ‫رد ا‬, /S‫س أ‬,‫ ﻣ‬I
definition Q D
trained personnel ‫ ُﻣ ﱠرب‬I ‫ط‬
alleviating Q‫ ﱢ‬1ُ
condition 7
community 8 َ ْ-‫ُﻣ‬
social deprivation ‫ ﻣنا‬7
professional social work ّ F_‫ِﻣ‬ ‫ا‬
social worker ‫@ ا‬ ‫ا‬
universally acknowledged ً k‫َ ف ﺑ‬‫ُﻣ‬
international social work community ‫ا و‬ ‫ا‬ ‫ ا‬8 َ ْ-‫ُﻣ‬
International Federation of Social Workers L @ z ‫ دا و‬D ‫ا‬
L ‫ا‬
International Association of Schools of Social ‫= تا‬ ‫ا و‬ ‫ا اﺑ‬
Work ‫ا‬
international definition of social work ‫ا‬ ‫ دو‬Q D
316
social change ‫ا‬ ZD
problem solving S% ‫ ا‬7
human relationship X /X‫ إ‬I+
empowerment L= D
liberation ‫ ﱡر‬D
enhance well-being ‫ ھ‬9‫ ا ﱠ‬b b D
theories of human behaviour ‫ ي‬%# ‫ك ا‬, /ُ ‫ ت ا‬TX
social system ‫ م ا‬TX
intervene ‫ََ ﱡ‬
interact
environment y ‫ﻣ‬/ E ‫ﺑ‬
principle ‫ أ‬#‫ﻣ‬
human right ّ 7
‫ ن‬/Xj‫ ا‬:
social justice ّ ‫ا ا‬
value I
theory TX
orientation point k‫ ﱡ‬,َD <X
person-in-environment perspective ‫ ق‬/ِ ‫ ا‬L \ ‫ ا د‬8\‫ و‬O ‫ر إ‬,TF ‫ا‬
E#‫ا‬
social change agent ‫ ا‬Z ‫ﱢ ا‬R ‫ ُﻣ‬/ S‫و‬
transform ‫ل‬,‫ُ ﱢ‬
society 8 َ ْ-‫ُﻣ‬
approve :9‫ا‬,
global definition of the social work ‫ا‬ ‫ ا‬Fْ_ ِ ‫ دو‬Q D
profession
global definition of social work ‫ا‬ ‫ دو‬Q D
practice-based profession &‫ أ&` ا ُ ِر‬O ّ Fْ#‫ َﻣ‬Fْ_‫ِﻣ‬
academic discipline ‫ د‬S‫ ل أ‬-‫َﻣ‬
social change ‫ا‬ ZD
development , D
social cohesion ‫ ا‬u&ُ D

317
collective responsibility / S %‫ُﻣ‬ ‫و‬P/‫ﻣ‬
respect ‫ﻣ ا ة‬/‫ ام‬7‫ا‬
diversities ,FD
theory of social work ‫ا‬ ‫ا‬ TX
social science ّ ‫م ا‬,
humanity X /X‫إ‬
indigenous knowledge L @ ‫= ن ا‬/ ‫ ا‬L 9 ‫ﻣ‬
engage people ‫ س‬F ‫ اك ا‬A‫إ‬
structure =‫ھ‬
life challenge D 7 ‫ َ ّي‬D
amplified 1‫ ﱠ‬i‫ُﻣ‬
national F‫وط‬
regional I‫إ‬
social work discourse ‫ا‬ ‫ار ا‬,7
scholarly
acknowledge ‫ف ﺑـ‬
education D
training W‫ ر‬D
university ‫ﻣ‬
higher education institution D /&P‫ُﻣ‬
collective /‫ ك‬%‫ُﻣ‬
diversity ,FD
theory base TF ‫أ& س ا‬
social work theory ‫ا‬ ‫ا‬ TX
neighbouring discipline kِ‫ ﺑ‬%‫ ل ُﻣ‬-‫َﻣ‬
import ‫ا& اد‬
abroad ‫ رج‬1 ‫ ا‬9
structural =‫ھ‬
nationally F‫وط‬/ ‫أھ‬
regionally I‫إ‬

318
72. International social work
The early 2000s have seen a growing interest in international perspectives in
social work. The term international refers to something being between
nations; transnational is usually taken to refer to the crossing of national
boundaries; and global, an approximate synonym of worldwide, relates to the
whole world. However, the precise meaning of the term international social
work is still contested today, and this is even more so with less common
expressions such as transnational social work or global social work. Such
concepts are commonly taken to refer to one or more of a handful of quite
separate notions, which can be differentiated.
A simple understanding of the term international social work is nothing more
than practice in a globalised world. This may include social work with
migrants, but interdependence and globalisation affects domestic societies in a
deeper way: global social issues (also called global social problems) such as
poverty, HIV/AIDS, and unemployment impact on domestic practice. A second
understanding of international social work could be transnational practice
(also known as cross-national practice). This describes situations where clients
(for instance, a family) are based in more than one country: an inter-country
adoption (also called transnational adoption, international child adoption, or
international adoption), international fostering, or child protection cases with
families residing in more than one country are examples. A third
understanding could focus on the internationality of practitioners: when a
social professional trains or works outside their country of origin this is
international practice. Taking this a step further, international exchange, at
the workplace or in universities, and the internationalisation of degree
programmes might constitute a fourth category; this may also include the
exchange (importing and exporting) of social work methods, concepts, and
theory. Work for international agencies (for instance international aid
agencies) may be seen as a further, fifth category, particularly when the work
takes place outside of Western settings. Comparative social work represents a
sixth meaning. Finally, international policy development and work to establish
international standards such as the global standards for social work education
and training for the core curriculum of social work degree programmes may
constitute a separate grouping. It should be stressed though, that lists such as
this (most of which are based on an early typology by Lynne Healy) are
inevitably incomplete, and it may be that the distinct meanings of the term
international social work first become clearer in the coming decades.

319
Internationalism in social work offers many opportunities for
professionalisation and transfer of knowledge. However, it also presents
dangers to good practice. The importing of Western ideas to non-Western
settings without acknowledging local culture and local values is sometimes
seen as a form of neo-colonialism. In contrast, we speak of indigenisation to
describe adopting and adapting social work theory and social work practice to
local contexts; in some literature this is known as contextualisation or
recontextualisation. Taking this a step further, authentisation describes
processes of theory development and practice development coming from
indigenous contexts. It could be argued that social work differs from other
disciplines in that its practice should always be indigenous practice, that is,
locally specific practice in terms of culture, values, and methods.

international perspectives in social ‫ا‬ ‫ ا‬9 ‫ر‬,TF‫ﻣ‬

work
international ‫دو‬/
transnational ‫ود‬ ‫ﺑ ا‬
crossing national boundaries F‫ط‬, ‫ود ا‬ ‫ ا‬#
global ‫ ﻣ‬A/
worldwide ‫ ق‬F‫ا‬
whole world k S]‫ﺑ‬ ‫ا‬
international social work ‫ا و‬ ‫ا‬ ‫ا‬
contested _ ‫ َزع‬F ‫ ُﻣ‬/k \‫ ﻣ ر‬n ‫ ﱠ‬D
transnational social work ‫ود‬ ‫ا ﺑ‬ ‫ا‬
global social work ‫دو‬ ‫ا‬
practice &‫ُﻣ ِر‬
globalised world َ , ‫ُﻣ‬
social work with migrants L _ ُ ‫ ا‬8‫ﻣ‬ ‫ا‬
interdependence ‫ دَل‬# ‫د ُﻣ‬ ‫ا‬
globalisation ,
domestic society ‫ ﻣ‬8 َ ْ-‫ُﻣ‬
global social issue ّ ‫ ا‬iI
global social problem ّ ‫= ا‬%‫ُﻣ‬

320
poverty <9
HIV/AIDS ‫ ز‬j‫ﻣ ض ا‬
unemployment ‫ﺑ‬
domestic practice ‫ُﻣ ِر& ﻣ‬
transnational practice ‫ ا ود‬# &‫ُﻣ ِر‬
cross-national practice ‫ ا ول‬L ‫ُﻣ ِر& ﻣ ﺑ‬
client
inter-country adoption ‫ ان‬# ‫ ا‬L ‫ّ ﻣ ﺑ‬F#D
transnational adoption ‫ ان‬# ‫ ا‬L ‫ّ ﻣ ﺑ‬F#D
international child adoption ‫[ط ل‬ ‫ّ دو‬F#D
international adoption ‫ّ دو‬F#D
international fostering ‫دو‬ ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬
child protection case ْ ‫ِط‬ 7 iI
reside L < /L=/
internationality
practitioner ّ F_‫ُﻣ ِرس ِﻣ‬
social professional ّ F_‫ِﻣ‬ ‫ ا‬H ‫ا‬
train ‫ُ ﱢرب‬
country of origin @ ‫ﺑ ا‬
international practice &‫ُﻣ ِر‬
international exchange ‫ ُدل‬#D
internationalisation ‫و‬D
degree programme ‫ د‬S‫أ‬ ‫در‬
exchange ‫ ُدل‬#D
import ‫ا& اد‬
export D
method h_F‫ﻣ‬/‫ب‬, &ُ‫أ‬
concept ‫م‬,_ ‫ﻣ‬
theory TX
international agency ‫دو‬ S‫و‬

321
international aid agency ‫دو‬ ‫دا‬ S‫و‬
setting y ‫ﻣ‬/‫ﻣ= ن‬
global North ‫ ل‬% ‫دول ا‬
comparative social work ‫ﻣ< رن‬ ‫ا‬
policy development ‫ &ت‬/‫ ا‬, D
international standard ‫ﻣ ر‬
global standards for social work ‫ ل ا‬-‫ َﻣ‬9 W ‫وا ر‬ ‫دو‬ ‫ﻣ‬
education and training ‫ا‬
core curriculum & &‫ درا& أ‬h‫ ھ‬F‫ﻣ‬
social work degree programme ‫ا‬ ‫ ا‬9 ‫ د‬S‫أ‬ ‫در‬
internationalism ‫دو‬
professionalization FF_‫ﻣ‬
transfer of knowledge 9 ‫< ا‬X
Western idea ‫ ب‬Z ‫ ا‬L‫ﻣ‬/ ‫= ة ) ﺑ‬9
non-Western setting ‫ ) ) ﺑ‬y ‫ﻣ‬/‫ﻣ= ن‬
acknowledge ‫ف ﺑـ‬
local culture ‫ ﻣ‬9 <c
local value ‫ﻣ‬ I
neo-colonialism -‫را‬ & ‫ا‬
indigenisation &‫ ا ُ ِر‬O ‫ ﻣ‬8‫إ\ ء ط ﺑ‬
adopt ّF#D
adapt Qّ =َD
social work theory ‫ا‬ ‫ا‬ TX
social work practice ‫ا‬ ‫ُﻣ ِر& ا‬
local context ‫ِ& ق ﻣ‬
contextualisation Lّ ‫ ِ& ق ُﻣ‬9 ‫إ\ ء‬
recontextualisation Lّ ‫ ِ& ق ُﻣ‬9 ‫إ دة إ\ ء‬
authentisation I‫ا‬ ‫ ت ا @ وا‬#c‫إ‬
theory development ‫ ت‬TF ‫ ا‬, D
practice development &‫ ا ُ ِر‬, D
indigenous L @ ‫= ن ا‬/ ‫ ا‬L‫ﻣ‬
322
discipline ‫ ل‬-‫َﻣ‬
practice &‫ُﻣ ر‬
indigenous practice @ ‫ب ا‬, % ‫ُﻣ ر& ا‬
locally specific ً ‫ُﻣ َ ّ د ﻣ‬
culture 9 <c
value I

323
73. Human rights
International social work has a powerful foundation with the concept of
human rights. Social work is sometimes referred to as a human rights
profession, or described as having a human rights orientation. The human
rights concept is well-established and the international community now has a
body of international human rights law and human rights institutions,
sometimes spoken of in terms of the international human rights regime.
However, the idea of human rights is a relatively new concept, replacing
earlier notions (such as that of natural rights) in the mid-twentieth century
with the Universal Declaration of Human Rights (UDHR). The enforceable
constitutional rights granted in many states’ constitutions and bills of rights,
are influenced by the Declaration, which only just predates many of them.
The title of the Declaration itself contains the word universal: a reference to
its objective of universalising ideas of human rights, regardless of culture and
traditions. Further characteristics of human rights appear in the Declaration’s
preamble. The inherent dignity of human beings and their equal and
inalienable rights are noted as being ‘the foundation of freedom, justice and
peace in the world’. Alongside these characteristics of equality and
inalienability, the preamble makes reference to fundamental human rights.
The Declaration is described as a ‘common standard of achievement for all
peoples and all nations’: human rights are about minimum standards. Further
characteristics of human rights are their indivisibility and interdependence. It is
sometimes argued that human rights have a Western bias, since the rights in
the Declaration are primarily individual rights rather than collective rights
(although Article 16 protects the family as the ‘natural and fundamental group
unit of society’). The Declaration focuses on civil rights and political rights
(sometimes called negative rights) rather than economic, social, and cultural
rights (positive rights), although the right to social security in Article 22 is an
exception. Some authors categorise human rights, noting that the earlier
rights established in the first constitutions were civil rights and political rights:
first generation human rights. The second generation human rights which
were granted much later were often economic, social, and cultural rights. This
typology leads to the current concept of third generation human rights,
typically collective rights and environmental rights.
The 30 articles in the Declaration can be listed here in a summarised form:
right to equality; freedom from discrimination; right to life, liberty, personal
security; freedom from slavery; freedom from torture and degrading
treatment; right to recognition as a person before the law; right to equality

324
before the law; right to remedy by competent tribunal; freedom from arbitrary
arrest and exile; right to fair public hearing; right to be considered innocent
until proven guilty; freedom from interference with privacy, family, home and
correspondence; right to free movement in and out of the country; right to
asylum in other countries from persecution; right to a nationality and the
freedom to change it; right to marriage and family; right to own property;
freedom of belief and religion; freedom of opinion and information; right of
peaceful assembly and association; right to participate in government and in
free elections; right to social security; right to desirable work and to join trade
unions; right to rest and leisure; right to adequate living standard; right to
education; right to participate in the cultural life of community; right to a
social order that articulates this document; right to fulfil community duties
essential to free and full development; freedom from state or personal
interference in the above rights.

international social work ‫ا و‬ ‫ا‬ ‫ا‬

foundation ‫أ& س‬/ ‫ة‬ I
concept ‫م‬,_ ‫ﻣ‬
human right ّ 7
‫ ن‬/Xj‫ ا‬:
human rights profession ‫ ن‬/Xj‫ق ا‬,<7 Fْ_‫ِﻣ‬
human rights orientation ‫ ن‬/Xj‫ق ا‬,<7 k ‫ ﱡ‬,َD
international community ‫ دو‬8 َ ْ-‫ُﻣ‬
international human rights law ‫ ن‬/Xj‫ق ا‬,< ‫ن ا و‬,X < ‫ا‬
human rights institutions ‫ ن‬/Xj‫ق ا‬,<7 ‫ ت‬/&P‫ﻣ‬
international human rights regime ‫ ن‬/Xj‫ق ا‬,< ‫ م ا و‬T‫ﱢ‬F ‫ا‬
natural right & &‫أ‬/ ّ 7
#‫ ط‬:
Universal Declaration of Human Rights ‫ ن‬/Xj‫ق ا‬,< ‫ن ا‬+ j‫ا‬
UDHR ‫ ن‬/Xj‫ق ا‬,< ‫ن ا‬+ j‫ا‬
enforceable g F ‫ﺑ‬I
constitutional right ّ 7
‫ري‬, &‫ د‬:
state ‫دو‬
constitution ‫ر‬, &‫د‬
bill of rights ‫ق‬,< ‫ < ا‬c‫و‬

325
universal / ,A
objective )/‫ھ ف‬
universalise D/ %X
culture 9 <c
tradition ‫دة‬
characteristic ّ
@
preamble ‫ُﻣ< ﱢﻣ‬
inherent dignity ّ ] ‫ اﻣ ُﻣ‬S
@
human being ‫ ن‬/X‫إ‬
equal ‫ ٍو‬/‫ﻣ‬
inalienable g#F ‫ﺑ‬I )
foundation ‫أ& س‬/ /&P‫ُﻣ‬
freedom 7ُ
justice ‫ا‬
peace ‫م‬+&
equality ‫ واة‬/‫ﻣ‬
inalienability g#F ‫ ا‬O ‫ما<ﺑ‬
fundamental & &‫أ‬
common standard ‫دي‬ ‫ﻣ را‬
achievement ‫ ز‬-X‫إ‬
people ‫ ص‬1A‫أ‬
minimum standard ‫ ا‬L‫ ﻣ‬OX‫ا َ ّ ا د‬
indivisibility ‫ﺑ‬I )
interdependence ‫ َد‬# ‫د ُﻣ‬ ‫ا‬
Western bias ‫ ب‬Z ‫ ز‬X‫ا‬
individual right 1A/‫ دي‬9 :
ّ 7
collective right ‫ ك‬%‫ ُﻣ‬/ ّ 7
:
article ‫ﻣ دة‬
natural #‫ط‬
fundamental group unit & &‫ ت أ‬, -‫ ة ﻣ‬7‫و‬

326
civil right ّ 7
X ‫ﻣ‬:
political right ّ 7
& &:
negative right ّ 7
#&:
economic, social, and cultural rights 9 <c‫ و‬، ّ ‫ا‬، ‫د‬ I‫ق ا‬,<ُ7
positive right ّ 7
‫ﺑ‬-‫إ‬:
social security ‫\ نا‬
first generation human right ‫ ا ول‬- ‫ ن‬/Xj‫ق ا‬,<7
second generation human right X R ‫ ا‬- ‫ ن‬/Xj‫ق ا‬,<7
grant rF
concept ‫م‬,_ ‫ﻣ‬
third generation human right l R ‫ ا‬- ‫ ن‬/Xj‫ق ا‬,<7
collective right ‫ ك‬%‫ ُﻣ‬/ ّ 7
:
environmental right ّ 7
E‫ﺑ‬:
right to equality ‫ واة‬/ ‫ ا‬9 : ّ 7
freedom from discrimination b ‫ا‬/ Fْ ُ ‫ ا‬L‫ ﱡ ر ﻣ‬D
right to life, liberty, personal security 1% ‫ ا ﻣ ن ا‬، ‫ ا‬،‫ة‬ ّ 7
‫ ا‬9:
freedom from slavery ‫د‬,# ‫ ا‬L‫ﱡ ر ﻣ‬ ‫ا‬
freedom from torture and degrading F _ ‫ وا ُ َﻣ ا‬W g ‫ ا‬L‫ﱡ ر ﻣ‬ ‫ا‬
treatment
right to recognition as a person before ‫ن‬,X < ‫ اﻣ م ا‬s1%S ‫د‬ ‫اف ﺑ‬ ّ 7
‫ا‬:
the law
right to equality before the law ّ 7
‫ن‬,X < ‫ ا‬9 ‫ واة‬/ ‫ ا‬:
right to remedy by competent tribunal ‫د‬ S ‫ ﻣ‬9‫ف‬ ّ 7
Xj‫ ا‬:
freedom from arbitrary arrest and exile F ‫ وا‬H‫ا‬,% ‫< ل ا‬ ‫ ا‬L‫ ﱡ ر ﻣ‬D
right to fair public hearing F ‫د‬ ّ 7
S ‫ ﻣ‬9:
right to be considered innocent until k X‫ ت إدا‬#c‫ إ‬L ًE ‫را _ ﺑ‬# ‫ا‬:
ّ 7
proven guilty
freedom from interference with ،‫ وا ُ& ة‬، ّ @, 1 ‫ ا‬9 ‫ ا َ َ ﱡ‬L‫ ﱡ ر ﻣ‬D
privacy, family, home and ‫ت‬+&‫ وا ا‬،‫ل‬bF ‫وا‬
correspondence
right to free movement in and out of ‫د‬+# ‫و رج ا‬ ‫ود دا‬ ّ 7
‫< ) ا‬F ‫ ا‬:
the country

327
right to asylum in other countries from ‫ ا \ _ د‬W#/‫ى ﺑ‬ ّ 7
‫ دول أ‬O ‫ء إ‬,- ‫ ا‬:
persecution
right to a nationality and the freedom ‫ ھ‬ZD O ‫ و‬/Fْ ِ O ‫ل‬, ّ 7
‫ا‬:
to change it
right to marriage and family ‫ أُ& ة‬L ,=D‫واج و‬b ‫ ا‬:
ّ 7
right to own property ّ 7
‫ك ﻣ = ت‬+ ‫ اﻣ‬:
freedom of belief and religion ّ 7
L ‫ ن وا‬j‫ ا‬:
freedom of opinion and information ‫ﻣ ت‬, ‫ ﻣ‬O ‫ل‬, ّ 7
‫ ا أي وا‬9 :
right of peaceful assembly and ‫ م‬iX ‫وا‬ ّ 7
/‫ا‬8 - ‫ا‬:
association
right to participate in government and 9‫ﻣ و‬,= ‫ت ا‬ ّ 7
I 9 S‫ َر‬% ُ ‫ ا‬:
in free elections ‫ﺑت‬1X ‫ا‬
right to social security ّ 7
‫ا ﻣنا‬:
right to desirable work and to join trade 9 S‫ َر‬% ُ ‫ب وا‬,) ‫ا‬ ‫ ا‬9:ّ 7
unions ‫< ﺑ ت‬F ‫ا‬
right to rest and leisure ّ 7
‫ ھ‬9 ‫ وا‬7‫ ا ا‬:
right to adequate living standard W& F‫ ﻣ‬% ‫ى ﻣ‬, /ْ ‫ ُﻣ‬9 : ّ 7
right to education ‫ا ﱠ‬:
ّ 7
right to participate in the cultural life of 8 َ ْ- ُ 9 <R ‫ة ا‬ ّ 7
‫ ا‬9 S‫ َر‬% ُ ‫ ا‬:
community
right to a social order that articulates ‫ه‬g‫ دىء ھ‬#‫=` ﻣ‬ ّ 7
‫ م ا‬TX 9 :
this document < c, ‫ا‬
right to fulfil community duties && ‫ا‬ ّ 7
َ ْ- ُ ‫ ت ا‬# ‫ا‬, ‫ ُﻣ ِر& ا‬:
essential to free and full development : ‫ ا ا‬,
freedom from state or personal 1% ‫َ َ ﱡ ا و أو ا َ َ ﱡ ا‬D L‫ﻣ‬ ‫ا‬
interference in the above rights ‫ه‬+ ‫رة أ‬,Sg ‫ق ا‬,< ‫ ا‬9

328
74. The United Nations
The United Nations (UN), the supranational organisation pushing forwards the
global human rights movement, is a key international organisation for the
human rights profession of social work. The UN’s primary achievement is the
International Bill of Human Rights, a keystone in international law. This
document is made up of the Universal Declaration of Human Rights together
with the International Covenant on Economic, Social and Cultural Rights, and
the International Covenant on Civil and Political Rights with its two Optional
Protocols.
Many regional conventions and regional treaties are based on the Declaration.
These might in content be very close to the UN’s approach to human rights
(such as the European Convention on Human Rights (ECHR)), or, in some
points (particularly the telling question of omissions), more distant from it (for
instance, the African Charter on Human and Peoples’ Rights, the Cairo
Declaration on Human Rights in Islam (CDHRI), and more recently, the Arab
Charter on Human Rights).
The United Nations has expanded on the Declaration by identifying certain
groups of people who may be seen as being particularly vulnerable to human
rights violations, and creating international treaties protecting their rights
accordingly. The UN Convention on the Elimination of All Forms of
Discrimination against Women, the UN Convention on the Rights of the Child,
and the UN Convention on the Rights of Persons with Disabilities are examples
from recent decades. Countries ratifying such treaties are bound to them:
they are legally obliged to undergo reform and take appropriate measures to
protect the rights of these groups.
The UN is made up of six principal organs, the General Assembly (the
deliberative organ), the Security Council, the Economic and Social Council, the
Trusteeship Council, the International Court of Justice (the judicial organ), and
the Secretariat (the administrative organ).
A number of organisations have very close ties to the UN and together make
up the United Nations System. In the organisation’s own terminology, they are
in turn differentiated into separate categories, depending on the degree of
independence. Two categories in particular are the funds or programmes, and
the specialised agencies. The latter category comprises more autonomous and
separate organisations (some of which predate the United Nations, coming
from the League of Nations period).
Among the funds and programmes may be listed the United Nations
Development Programme (UNDP), the United Nations Children's Fund
329
(UNICEF), the United Nations High Commissioner for Refugees (UNHCR), the
World Food Programme (WFP), and the United Nations Office on Drugs and
Crime (UNODC).
Among the specialised agencies may be listed the World Bank, the
International Monetary Fund (IMF), the World Health Organization (WHO), the
United Nations Educational, Scientific and Cultural Organization (UNESCO),
and the International Labour Organization (ILO). A further group of agencies
with UN links include the Joint United Nations Programme on HIV/AIDS
(UNAIDS), the International Organization for Migration (IOM) and the World
Trade Organization (WTO).

United Nations ‫ة‬ ‫ا ﻣ ا‬

UN ‫ة‬ ‫ا ﻣ ا‬
supranational organisation F‫ط‬, ‫ق ا‬,9 ‫ﱠ‬TF‫ُﻣ‬
human rights movement ‫ ن‬/Xj‫ق ا‬,<7 S 7
international organisation ‫ دو‬/&P‫ُﻣ‬
human rights profession ‫ ن‬/Xj‫ق ا‬,<7 Fْ_‫ِﻣ‬
International Bill of Human Rights ‫ ن‬/Xj‫ق ا‬,< ‫ < ا و‬c, ‫ا‬
international law ‫ن دو‬,X I
document < c‫و‬
Universal Declaration of Human Rights ‫ ن‬/Xj‫ق ا‬,< ‫ن ا‬+ j‫ا‬
International Covenant on Economic, ‫د‬ I ‫ق ا‬,< ‫ صّ ﺑ‬1 ‫ا _ ا و ا‬
Social and Cultural Rights 9 <R ‫ّ وا‬ ‫وا‬
International Covenant on Civil and & / ‫ وا‬X ‫ق ا‬,< ‫ صّ ﺑ‬1 ‫ا _ ا و ا‬
Political Rights with its two Optional ّ 1‫ر ا‬
k‫@ ﺑ‬ ‫ ا‬kD ,S,D‫ ﺑ و‬8‫ﻣ‬
Protocols
regional convention I‫ ّ إ‬I ّD‫ا‬
regional treaty I‫ﻣ ھ ة إ‬
European Convention on Human ‫ ن‬/Xj‫ق ا‬,< ‫ ّ ا وروﺑ‬I ّD ‫ا‬
Rights
ECHR ‫ ن‬/Xj‫ق ا‬,< ‫ ّ ا وروﺑ‬I ّD ‫ا‬
omission ‫إ) ل‬/‫ف‬g7/ S‫م ذ‬

330
African Charter on Human and ‫ب‬, % ‫ ن وا‬/Xj‫ق ا‬,< < 9 ‫قا‬R ‫ا‬
Peoples’ Rights
Cairo Declaration on Human Rights in ‫م‬+&j‫ ا‬9 ‫ ن‬/Xj‫ق ا‬,< ‫ن ا < ھ ة‬+ ‫إ‬
Islam
CDHRI ‫م‬+&j‫ ا‬9 ‫ ن‬/Xj‫ق ا‬,< ‫ن ا < ھ ة‬+ ‫إ‬
Arab Charter on Human Rights ‫ ن‬/Xj‫ق ا‬,< ‫ﺑ‬ ‫قا‬R ‫ا‬
vulnerable L‫ﱠ‬ ‫) ُﻣ‬/ 1 ‫ُﻣ ﱠض‬
human rights violation ‫ ن‬/X ‫ق ا‬,<7 ‫ _ ك‬X‫ا‬
international treaty ‫ُﻣ ھ ة دو‬
protect
UN Convention on the Elimination of ‫= ل‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا ﻣ ا َ ّ ة‬I ّD‫ا‬
All Forms of Discrimination against ‫ \ ا أة‬b ‫ا‬
Women
UN Convention on the Rights of the ْ ِ ‫ق ا‬,< ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
Child
UN Convention on the Rights of ‫ ص ذوي‬1A ‫ق ا‬,< ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
Persons with Disabilities I j‫ا‬
ratify ‫دق‬
treaty ‫ﻣ ھة‬
bound ‫ ُﻣ< ﱢ‬/‫م‬bِ ْ ‫ُﻣ‬
legally obliged ً X,X I ‫م‬bِ ْ ‫ُﻣ‬
reform ‫ح‬+@‫إ‬
appropriate measure W& F‫ ﺑ ﻣ‬D
organ ,i
General Assembly ‫ا ﻣ‬ -‫ا‬
deliberative ‫ او‬D
Security Council L‫ ` ا ﻣ‬-‫ﻣ‬
Economic and Social Council ‫دي وا‬ I ‫`ا‬- ‫ا‬
Trusteeship Council @, ‫ ` ا‬-‫ﻣ‬
International Court of Justice ‫ا لا و‬ = ‫ﻣ‬
judicial H iI
Secretariat ‫ ا ﻣ‬X‫ا ﻣ‬

331
administrative ‫إداري‬
close ties ‫@ وط ة‬
United Nations System ‫َ ّة‬ ‫ﻣ ا ﻣ ا‬,TF‫ﻣ‬
fund ‫ وق‬F@
programme h‫ ﻣ‬X ‫ﺑ‬
specialised agency ‫ ﱢ‬1َ ‫ﻣ‬ S‫و‬
autonomous < /‫ُﻣ‬
League of Nations ‫ ا ﻣ‬# ُ
United Nations Development H Xj‫َ ّ ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬
Programme
UNDP H Xj‫َ ّ ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬
United Nations Children's Fund , ‫َ ّة‬ ‫ﱠ ا ﻣ ا‬TF‫ُﻣ‬
UNICEF Q/ X, ‫ا‬/ , ‫ﱠ ا ﻣ ا َ ّ ة‬TF‫ُﻣ‬
United Nations High Commissioner for ‫ون‬P% ‫َ ّ ة‬ ‫ ﻣ [ﻣ ا‬/ ‫ﱠ\ ا‬, ُ ‫ا‬
Refugees LE +‫ا‬
UNHCR ‫ون‬P% ‫َ ّ ة‬ ‫[ﻣ ا‬ ‫ ﻣ‬/ ‫ﱠ\ ا‬, ُ ‫ا‬
LE +‫ا‬
World Food Programme ‫َ ّة‬ ‫[ﻣ ا‬ ‫ ا‬g) ‫ ا‬h‫ ﻣ‬X ‫ﺑ‬
WFP ‫َ ّة‬ ‫[ﻣ ا‬ ‫ ا‬g) ‫ ا‬h‫ ﻣ‬X ‫ﺑ‬
United Nations Office on Drugs and ‫ ﱢرات‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ﻣ‬
Crime - ‫وا‬
UNODC ‫ ﱢرات‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ﻣ‬
- ‫وا‬
World Bank ‫ ا و‬uF# ‫ا‬
International Monetary Fund ‫< ا و‬F ‫ وق ا‬F@
IMF ‫< ا و‬F ‫ وق ا‬F@
World Health Organization ‫ﱠ ا ِ ّ ا و‬TF‫ُﻣ‬
WHO ‫ﱠ ا ِ ّ ا و‬TF‫ُﻣ‬
United Nations Educational, Scientific ، 9 <R ‫وا‬ ‫ﺑ وا‬ ‫ة‬ ‫ﱠ ا ﻣ ا‬TF‫ُﻣ‬
and Cultural Organization UNESCO ,=/X, ‫ا‬
International Labour Organization ILO ‫ا و‬ ‫ﱠ ا‬TF‫ُﻣ‬
Joint United Nations Programme on s<X ‫وس‬ ‫ ك‬%ُ ‫ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬

332
HIV/AIDS ‫ ز‬j‫ا‬/ %# ‫ا‬ F ‫ا‬
UNAIDS s<X ‫وس‬ ‫ ك‬%ُ ‫ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬
‫ ز‬j‫ا‬/ %# ‫ ا‬F ‫ا‬
International Organization for ‫ ة ا و‬-_ ‫ﱠ ا‬TF‫ُﻣ‬
Migration
IOM ‫ ة ا و‬-_ ‫ا‬ ‫ﱠ‬TF‫ُﻣ‬
World Trade Organization ‫ رة ا‬- ‫ا‬ ‫ﱠ‬TF‫ُﻣ‬
WTO ‫ رة ا‬- ‫ا‬ ‫ﱠ‬TF‫ُﻣ‬

333
75. Migration statistics, terms, and concepts
Migration has long been a subject of scientific study. Migration research might
today be discussed in terms of the interdisciplinary field migration studies, or
as a sub-discipline of another academic discipline, such as migration sociology.
The subject of study is the migratory process (or migration process) and
everything around the geographic mobility (or spatial mobility) of a
population. Migration theories (also called theories of migration) range from
the classic nineteenth century laws of migration to more modern concepts
and phenomena such as chain migration resulting in migration fields, and
transnationalism (or transnational theory) which examines individuals and
communities living in dense networks between and across states. A central
part of migration research is investigating the effects of migration policies
(sometimes divided into immigration policies and emigration policies),
integration policy, and migration law (also called migration legislation, often
broken down into immigration law and, where applicable, emigration law).
A key part of migration studies is examining migration statistics. Official
migration statistics are the information about migrant numbers collected by
government agencies. The carrying out of a census is an opportunity to count
(or, given the magnitude of irregular migration, estimate) a country’s migrant
stock. One thing is worth bearing in mind when discussing figures on migrant
populations: there are different traditions in counting migrants in different
countries. In the English speaking countries, foreign born people (synonymous
with overseas born for islands) are counted. In other parts of the world the
number of foreign nationals (that is, foreign residents) may be the key interest
in enumeration efforts.
Migration statistics also shed light on population movements, specifically
migration flows (or migratory flows): normally understood as the number of
migrants entering a country in a given time period. Sometimes the term may
describe the opposite, that is, the migrant number departing from a country in
a given period. Migration flows are thus sometimes separated into an inflow
(of immigrants) and an outflow (of emigrants). The numbers of immigrants
and emigrants are sometimes mathematically combined. When they are
simply added we get the total migration (or migration volume or gross
migration). When one is deducted from the other we get the net migration or
migration balance, usually understood as the net immigration (that is, the
number of immigrants minus the number of emigrants). This number may of
course be a negative number; making it positive gives the net emigration.

334
Sometimes there are clear patterns in migration to and from particular
countries, and in such cases we speak of migration streams.
Some research on migration examines the effects of migration on the country
of origin. Sometimes migration is seen as a loss for the sending country,
described as the brain drain, as more gifted or successful individuals leave a
country. Countries of immigration may enjoy a brain gain (or reverse brain
drain), as they gain highly qualified migrants, whose training was financed
elsewhere. They may, however, contribute to a brain waste, as migrants’
foreign qualifications are often not recognised or appreciated by their host
country. From a more optimistic perspective, however, we can talk of brain
circulation, as migrants ensure the passing on of knowledge and know-how
back to their country of origin, through their own return, or their social
networks. Additionally, remittances can support valuable services and projects
in countries of origin. The term social remittance is used to describe transfers
of expertise and cultural practices.

migration ‫ ة‬-‫ھ‬
scientific study &‫درا‬
migration research ‫ ة‬-_ ‫أﺑ ث ا‬
interdisciplinary field ‫ت‬ ‫ ﱡ‬1َ َ ‫ ل ُﻣ ﱢد ا‬-‫َﻣ‬
migration studies ‫ ة‬-_ ‫درا& ت ا‬
sub-discipline ‫ي‬,X c ‫ ل‬-‫َﻣ‬
academic discipline ‫ د‬S‫ ل أ‬-‫َﻣ‬
migration sociology ‫ ة‬-_ ‫ع ا‬ ‫ا‬
migratory process -‫ھ‬
migration process ‫ ة‬-_ ‫ا‬
geographic mobility 9‫ ا‬Z <FD
spatial mobility X =‫< ﻣ‬FD
population ‫&= ن‬
migration theory ‫ ة‬-_ ‫ا‬ TX
theory of migration ‫ ة‬-_ ‫ا‬ TX
law of migration ‫ ة‬-_ ‫ن ا‬,X I
concept h_F‫ﻣ‬/‫ أ‬#‫ﻣ‬

335
chain migration ‫ ة‬-_ ‫ ا‬/ &
migration field ‫ ة‬-_ ‫ ل ا‬-‫َﻣ‬
transnationalism F‫ط‬, ‫ا‬/ ‫ود‬ ‫ ا‬#
transnational theory ‫ود‬ ‫ ا‬# TX
individual ‫ د‬9
community 8 َ ْ-‫ُﻣ‬
network =#A
state ‫دو‬
migration policy ‫ ة‬-_ ‫& & ا‬
immigration policy ‫ ة‬-_ ‫& & ا‬
emigration policy ‫وح‬bF‫& & ا ﱡ‬
integration policy ‫ ﻣج‬X ‫& & ا‬
migration law ‫ ة‬-_ ‫ن ا‬,X I
migration legislation ‫ ة‬-_ ‫ ا‬8 %D/‫ن‬,X I
immigration law ‫ ة‬-_ ‫ن ا‬,X I
emigration law ‫وح‬bF ‫ن ا‬,X I
examine sّ
migration statistics ‫ ة‬-_ ‫ ت ا‬H 7‫إ‬
official migration statistics ّ & ‫ ة ا‬-_ ‫ ت ا‬H 7‫إ‬
migrant numbers L _ ُ ‫أ اد ا‬
government agency ّ ‫ﻣ‬,=ُ7 /&P‫ُﻣ‬
census ‫ اد‬D
irregular migration ‫ ﻣ‬T‫ﱢ‬F ‫ ة ) ا‬-_ ‫ا‬
estimate <D
migrant stock L _ ُ ‫أ اد ا‬
figure ‫د‬
migrant population L _‫&= ن ُﻣ‬
English speaking country b -Xj‫ ا‬Z‫ ﺑ ﱡ‬:‫ ط‬X ‫ﺑ‬
foreign born ‫ آ‬#‫د ﺑ‬, ,‫ﻣ‬
overseas born ‫ آ‬#‫د ﺑ‬, ,‫ﻣ‬

336
foreign national #F ‫أ‬
foreign resident #F ‫أ‬/‫ ب‬Z‫ﻣ< ﻣ‬
enumeration ‫ اد‬D
population movement ‫= ن‬/ ‫ ا‬S 7
migration flow L _ ُ ‫ ى ا‬-‫ﻣ‬
migratory flow ‫ ي‬-‫ ى ھ‬-‫ﻣ‬
number of migrants L _ُ ‫د ا‬
enter a country ‫ل ﺑ‬, ‫د‬
time period F‫ﻣ ة زﻣ‬
migrant number L _ُ ‫د ا‬
depart from a country ‫ ﺑ‬L‫وج ﻣ‬
period ‫ ة‬9/‫ﻣ ة‬
inflow ‫ل‬, ‫ ى ا‬-‫ﻣ‬
immigrant _‫ُﻣ‬
outflow ‫ وج‬1 ‫ ى ا‬-‫ﻣ‬
emigrant ‫ زح‬X
total migration ّ S ‫ ة‬-‫ھ‬
migration volume ‫ ة‬-_ ‫ ا‬-7
gross migration ‫ ة إ‬-‫ھ‬
net migration ‫ ة‬-_ ‫ ا‬9 @
migration balance ‫ ة‬-_ ‫ ا‬9 @/‫ ة‬-_ ‫ازن ا‬,D
net immigration ‫ ة‬-_ ‫ ا‬9 @
number of immigrants L _ُ ‫د ا‬
number of emigrants L 7‫ ز‬F ‫د ا‬
net emigration ‫وح‬bF ‫ ا‬9 @
migration stream ‫ ة‬-_ ‫ ى ا‬-‫ﻣ‬
research on migration ‫ ة‬-_ ‫ ا‬L ‫أﺑ ث‬
effect c]D
country of origin @ ‫ﺑ ا‬
loss ‫ رة‬/

337
sending country & ‫ ا‬#‫ا‬
brain drain ‫ ة ذوي ا = ءة‬-‫ھ‬
gifted ‫ب‬,‫ھ‬,‫ﻣ‬
brain gain ‫ ذوي ا = ءة‬W/S
reverse brain drain ‫وي ا = ءة‬g /= ‫ ة‬-‫ھ‬
highly qualified migrant ‫ ءة‬S ‫ذو‬ _‫ُﻣ‬
training W‫ ر‬D
brain waste ‫ ذوي ا = ءة‬L‫م ا & دة ﻣ‬
foreign qualification #F ‫ھ أ‬P‫ﻣ‬
recognise < /‫ف‬
appreciate ‫<ر‬
host country Q i‫ﺑ ﻣ‬
brain circulation 9 ‫ ا ُول ﻣ‬D
knowledge 9 ‫ﻣ‬
know-how ‫ﺑ ا‬/‫ ة‬# /‫ﻣ_ رة‬
return ‫دة‬,
social network ّ ‫= ا‬#A
remittance ‫ا ﻣ‬,7ِ
service ‫ِ ْﻣ‬
project ‫ وع‬%‫ﻣ‬
social remittance ‫ ات‬#1 ‫< ا‬X ‫ّ )اي‬ ‫ ا‬W& =‫ﻣ‬
( 9 <R ‫وا ُ ِر& ت ا‬
expertise ‫ﻣ_ رة‬/s‫ ﱡ‬1َ َD/ ‫ ة‬#
cultural practice 9 <c &‫ُﻣ ِر‬

338
76. Who is a migrant?
The terms migration and migrant are both used in describing the movement
of people. Their usage suggests the idea of a person living in a place (often
described as a home, domicile, place of habitual residence, place of usual
residence, or usual residence for short), and then moving to reside in another
place. Migration may be a movement to a place within the same country. This
migration is called internal migration. Dividing a country into towns/cities and
countryside enables us to divide the movement of internal migrants into four
groups: urban-urban migration, urban-rural migration, rural-urban migration
and rural-rural migration.
Strictly speaking, the opposite of internal migration is external migration, but
a much more common term is international migration. International migrants
leave their country of habitual residence (or country of usual residence) to take
up residence in another country. The term is usually used in the United
Nations sense of long-term international migration where the stay is at least
one year. In the case of cross-border movement, there are a number of terms
used to describe the country the migrant has left, and the country the migrant
moves to. The former may be referred to as the country of origin (or origin
country, or state of origin), the sending country (or sending state) or,
particularly in less scholarly texts, as a native country, home country or
homeland. The latter is the country of destination (or destination country), the
country of settlement, the host country, or the receiving country. Migration is
often described as immigration in the country the migrants arrive in, and is
seen as emigration from the perspective of the country the migrants departed
from.
Not all migration is long-term or permanent. Living less than a year in the
receiving country may be described as temporary migration or short term
migration. The former often refers to migration for some fixed period, perhaps
the length of an employment contract in the case of a temporary migrant
worker (also known as a contract migrant worker). A further word for a
temporary stay is sojourn, and some migrants are described as sojourning.
Circulation migration is when a migrant repeatedly moves back and forth
between countries.
Migrants commonly do not initially have full rights in the country they move
to. Their legal status is often that of the foreigner (or alien), that is, they are
non-nationals. In the European Union context, readers will also find references
to third country nationals; a less bureaucratic synonym would be non-EU
citizens. We use the synonymous terms national and citizen for someone with

339
full rights in a country: we may talk of someone having French nationality or
French citizenship for instance. Citizenship of at least one country, with its
attendant citizenship rights is a human right, although some people are
stateless due to loss of nationality (such as renunciation of nationality by a
person, or denationalisation by a state). In some countries a large part of the
population may be non-nationals enjoying extensive rights attached to their
permanent and legal resident status. Such people are denizens. Denizenship is
sometimes described as quasi-citizenship.
When does a person cease to be a migrant? A person’s naturalisation is
formally an end to the non-national status. Citizenship may be acquired
following marriage to a national, or following long-term residence in a
country. Language proficiency, knowledge of the country’s culture and
institutions, regular employment, and a clean criminal record may be
preconditions for the citizenship application. Naturalisation may of course
result in the person having dual nationality.

migration ‫ ة‬-‫ھ‬
migrant ‫ة‬/ _‫ُﻣ‬
movement of people ‫ س‬F ‫< ا‬FD/ S 7
live ~
home n‫ﺑ‬
domicile ‫ ﻣ‬I‫ﻣ= ن إ‬
place of habitual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ﻣ= ن ا‬
place of usual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ﻣ= ن ا‬
usual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ﻣ= ن ا‬
moving ‫ < ل‬X‫ا‬
reside L < /L=/
movement <FD/ S 7
internal migration ‫ ة دا‬-‫ھ‬
internal migrant ‫ا‬/ ‫ة دا‬/ _‫ُﻣ‬
urban-urban migration X ‫ ﻣ‬:‫ ط‬F‫ ﻣ‬L ‫ ة ﺑ‬-‫ھ‬
urban-rural migration ‫ < ر‬F‫ ﻣ‬O ‫ إ‬X ‫ < ﻣ‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ھ‬
rural-urban migration X ‫ < ﻣ‬F‫ ﻣ‬O ‫إ‬ ‫ < ر‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ھ‬

340
rural-rural migration ‫ ر‬:‫ ط‬F‫ ﻣ‬L ‫ ة ﺑ‬-‫ھ‬
external migration ‫ر‬ ‫ ة‬-‫ھ‬
international migration ‫ ة دو‬-‫ھ‬
international migrant ‫ة‬/ ‫ة دو‬/ _‫ُﻣ‬
country of habitual residence ‫د‬ ‫ ﻣ ا‬Ij‫ﺑ ا‬
country of usual residence ‫د‬ ‫ ﻣ ا‬Ij‫ﺑ ا‬
residence ‫ ﻣ‬I‫إ‬
United Nations ‫ة‬ ‫ا ﻣ ا‬
long-term international ‫ا ى‬ ,‫ط‬ ‫ ة دو‬-‫ھ‬
migration
cross-border movement ‫ود‬ ‫ ا‬# <FD
country of origin @ ‫ﺑ ا‬
origin country @ ‫ﺑ ا‬
state of origin @ ‫ﺑ ا‬
sending country &ِ ُ ‫ ا‬# ‫ا‬
sending state &ِ ُ ‫ا و ا‬
scholarly
native country ‫ﺑ ا م‬
home country ‫ﺑ ا م‬
homeland L‫ط‬, ‫ا‬
country of destination < ‫ﺑ ا‬
destination country < ‫ﺑ ا‬
country of settlement (L=/ ‫ﺑ ا & < ار )أي ا‬
host country Q i‫ﺑ ُﻣ‬
receiving country Q i‫ﻣ‬/ #< /‫ﺑ ﻣ‬
immigration ‫ ة‬-‫ھ‬
arrive ‫ل‬,@‫و‬
emigration ‫وح‬bX
departed 7‫ر‬
long-term , ‫ا ىا‬O
permanent H‫دا‬
341
temporary migration IP‫ ة ﻣ‬-‫ھ‬
short term migration ‫ةا ى‬ I ‫ ة‬-‫ھ‬
fixed period ‫ ﻣ ّ دة‬F‫ﻣ ة زﻣ‬
employment contract Q ‫ظ‬,D <
temporary migrant worker nIP‫ﻣ‬ _‫ﻣ ُﻣ‬
contract migrant worker <‫ﺑ‬ _‫ﻣ ُﻣ‬
sojourn IP‫ ﻣ ُﻣ‬I‫إ‬
sojourn ً IP‫< ﻣ‬
circulation migration <F ‫ﻣ‬/ H‫ ة دا‬-‫ھ‬
move back and forth ً ‫ار ذھ ﺑ ً إ ﺑ‬ & ‫< ﺑ‬FD
full rights ‫ ﻣ‬S ‫ق‬,<7
legal status X,X I 7
foreigner ‫ ب‬Z‫ﻣ‬/ #F ‫أ‬
alien ‫ ب‬Z‫ﻣ‬
non-national L‫اط‬,‫) ﻣ‬
European Union ‫ د ا وروﺑ‬D ‫ا‬
third country national R R ‫ ان ا‬# ‫ا‬ ‫ر‬
non-EU citizen ‫ د ا وروﺑ‬D ‫ ) ا‬L‫ ﻣ‬L F‫اط‬,‫ﻣ‬
national L‫ا ِط‬,‫ُﻣ‬
citizen L‫ا ِط‬,‫ُﻣ‬
nationality /Fْ ِ
citizenship َ ‫ا‬,‫ُﻣ‬
F‫ط‬
citizenship right ّ 7
F‫اط‬, ‫ ا‬:
human right ‫ ن‬/Xj‫ق ا‬,<7
stateless /Fْ -ِ ‫ا‬ / ‫دون دو‬
loss of nationality /Fْ -ِ ‫< ان ا‬9
renunciation of nationality /Fْ -ِ ‫ ا‬L ‫ زل‬FD
denationalisation /Fْ -ِ ‫ ا‬L‫ ﻣ‬- ‫ا‬
non-national L‫اط‬,‫) ﻣ‬
extensive rights ‫ ق‬F‫ا‬ &‫ق وا‬,<7

342
legal resident status X,X < ‫ ا < ا‬8\‫و‬
denizen ‫ ق‬F‫ا‬ &‫ق وا‬,<7 ‫ﻣ< ذو‬
denizenship ‫ ق‬F‫ا‬ &‫ق وا‬,<7 ‫ ﻣ ذات‬I‫إ‬
quasi-citizenship F‫اط‬, ‫ ا‬k#A
cease QI,
naturalisation `F-D
non-national status L‫اط‬,‫) ﻣ‬
acquire ‫ل‬, 7/‫ ب‬/ S‫ا‬
marriage to a national L‫اط‬,‫ ﻣ‬L‫زواج ﻣ‬
long-term residence ‫ا ى‬ ,‫ ﻣ ط‬I‫إ‬
language proficiency ,Zُ ‫ ءة‬S
culture 9 <c
institutions ‫ ت‬/&P‫ﻣ‬
regular employment ‫دي‬ ‫ ا‬Q ‫ظ‬,D
clean criminal record ‫اﻣ‬ ‫ إ‬-& ‫ا‬/k `
precondition :#/‫ ط ﻣ‬A ‫ذو‬
citizenship application F‫اط‬, ‫ ا‬W ‫ط‬
dual nationality /Fْ -ِ ‫ ا‬H Fc/ ‫دو‬b‫ ﻣ‬/Fْ ِ

343
77. Reasons for migration
There are many reasons for migration, and some categorisations of migrants
may be based on why migrants move. Migration has traditionally been divided
into two supposedly clear categories, forced migration and voluntary
migration. The first, which is also called involuntary migration, is migration
with some coercion, that is, threat to life or threat to livelihood; voluntary
migration is migration in the absence of coercion. There are many reasons
why people may be forced to leave their homes, and they may be fleeing from
either man-made threats or natural catastrophes. Forced migrants are
sometimes described in terms of displacement or population displacement.
Displaced people are sometimes referred to as uprooted people; if the source
of the fleeing is the environment, they may be spoken of as environmental
refugees, although it should be noted this is not a legal term, and many avoid
using it accordingly. If displaced people move within their country they are
known as internally displaced persons; if they cross a national border they are
externally displaced persons. A few near synonyms of forced migration exist:
impelled migration, reluctant migration, and imposed migration. These words
all describe situations where, formally at least, some (small) element of choice
and possibility of staying could be said to exist.
Categorising voluntary migration has long been done with the help of pull
factors and push factors, together termed push-pull factors. Individual motives
for migration are diverse and may include liberties in the receiving country,
educational opportunities, or family or friends living there. Poverty at home,
coupled with economic opportunities abroad, has resulted in labour migration
shaping many post-war European states. Labour migrants (or migrant
workers) form a category of economic migrants (and, somewhat
problematically, might be referred to as poverty migrants or economic
refugees). They are often grouped into two categories: low skilled migrants
and highly skilled migrants. The former may be in menial jobs which are
usually low paid and may be insecure or degrading: domestic work and care
work are common examples, and some speak of the ‘maid trade’. The latter,
in contrast, may enjoy considerable privileges (travel with few restrictions,
high pay). Highly skilled migrants are sometimes known as qualified nationals,
and if highly mobile, may be described as transients or professional transients:
an intercorporate transferee is an example here.
A key convention regulating the employment of migrants is the International
Convention on the Protection of the Rights of All Migrant Workers and
Members of Their Families. Various categories of worker are defined in the

344
convention. Frontier workers are those workers keeping their usual place of
residence in another country and returning to it at least once a week; they
commute over the border. Seasonal workers come to work only in particular
seasons. Itinerant workers travel to other states for short periods due to the
nature of their work. Project-tied workers are admitted solely on a specific
project for a definite period. Specified-employment workers form a further and
somewhat composite group in the convention, largely comprising highly
skilled workers.
Alongside work, family reunification (sometimes termed family reunion)
counts as a principal reason for migration. Members of the family such as
spouses and dependent children are usually granted special rights to join a
migrant. The right to family unity is a human right. In immigration applications
the spouse and minor children are considered derivative applicants to the
principal applicant (also called primary applicant or main applicant). When
granting rights to spouses, migration officials are obliged to check that the
marriage is a genuine and stable marriage.

reason for migration ‫ ة‬-_ ‫ ا‬W#&

forced migration /I ‫ ة‬-‫ھ‬
voluntary migration ‫ر‬ ‫ ة ا‬-‫ھ‬
involuntary migration ‫ ر‬# ‫إ‬/ ‫ر‬ ‫ ة ) ا‬-‫ھ‬
coercion ‫إر) م‬
threat to life s1% ‫ ة ا‬7 O
threat to livelihood % ‫ ا‬#& O
absence of coercion ‫ ر‬# ‫إ‬/‫د إر) م‬, ‫م و‬
forced ‫ ي‬/I/ )َ ‫ ُﻣ‬/ َ#-‫ُﻣ‬
fleeing ‫ھَ َ ب‬
man-made threat ‫ ن‬/Xj‫ ا‬k =‫ ﱠ‬A
natural catastrophe #‫ ط‬c‫ ر‬S
forced migrant ً /I -‫ُﻣ_ ﱠ‬ _‫ُﻣ‬
displacement -_D
population displacement ‫= ن‬/ ‫ ا‬-_D
displaced person -‫ ُﻣ_ ﱠ‬s1A
uprooted person -‫ ُﻣ_ ﱠ‬s1A
345
environment y ‫ﻣ‬/ E ‫ﺑ‬
environmental refugee E ‫ ب ﺑ‬#& ‫ء‬O
internally displaced person ً ‫ دا‬-‫ُﻣ_ ﱠ‬
national border F‫ ود وط‬7
externally displaced person ً ‫ر‬ -‫ُﻣ_ ﱠ‬
impelled migration ‫ ي‬/I -_D
reluctant migration ‫ ي‬/I -_D
imposed migration ‫ ي‬/I -_D
element of choice ‫ر‬ ‫@ ا‬F
pull factor ‫ا& < ب‬/‫ب‬g ‫ﻣ‬
push factor ّ F‫ﻣ‬/89‫ﻣ د‬
push-pull factors F ‫اﻣ ا & < ب وا‬,
motive 89‫دا‬
liberty 7
receiving country #< /‫ﺑ ﻣ‬
educational opportunity ّ D @ 9
economic opportunity ‫د‬ I‫ @ ا‬9
labour migration ّ F_‫ ِﻣ‬/ ‫ ب ا‬#& ‫ ة‬-‫ھ‬
labour migrant ّ F_‫ ِﻣ‬/ ‫ ب ا‬#& _‫ُﻣ‬
migrant worker _‫ﻣ ُﻣ‬
economic migrant ‫د‬ I‫ ب ا‬#& _‫ُﻣ‬
poverty migrant < ‫ ب ا‬#& _‫ُﻣ‬
economic refugee ‫د‬ I‫ ب ا‬#& ‫ء‬O
low skilled migrant \ ‫ذو ﻣ_ رات‬ _‫ُﻣ‬
highly skilled migrant ‫ذو ﻣ_ رات‬ _‫ُﻣ‬
menial job ّ X ‫وظ ُﻣ‬
insecure ّ < /‫) ُﻣ‬
degrading L _‫ُﻣ‬
domestic work ّ ‫ﻣ‬
care work ِ ‫ا‬

346
maid trade ‫ زل‬F ‫ت ا‬+‫ رة ﻣ‬-D
highly skilled migrant ‫ذو ﻣ_ رات‬ _‫ُﻣ‬
qualified national ‫ھﱠ‬P‫ ُﻣ‬L‫اط‬,‫ﻣ‬
transient ‫ﺑ‬
professional transient ّ F_‫ﺑ ِﻣ‬
intercorporate transferee ‫ ت‬S % ‫ ا‬L ‫ل ﻣ ﺑ‬,<F‫ﻣ‬
employment Q ‫ظ‬,D
International Convention on the ‫ل‬ ‫ا‬8 ‫ق‬,<ُ7 ‫ ّ ا و‬I ّD ‫ا‬
Protection of the Rights of All Migrant ‫ اد أ& ھ‬9‫ وأ‬L _ ُ ‫ا‬
Workers and Members of Their Families
worker ‫ﻣ‬
frontier worker ‫ ﻣ‬Ij‫رج ﺑ ا‬ ‫ﻣ‬
usual place of residence ‫دي‬ ‫ ﻣ ا‬Ij‫ﻣ= ن ا‬
commute 7‫ر‬
seasonal worker &,‫ﻣ ﻣ‬
itinerant worker ‫ة‬ I‫ة‬ ‫<ﱢ‬F ‫ﻣ ُﻣ‬
project-tied worker ‫ وع ﻣ َ ّ د‬% ‫ﻣ‬
admit
definite period ‫ﻣ ة ﻣ َ ّ دة‬
specified-employment worker ‫ ﻣ َ ّ دة‬Fْ_ ِ Q‫ظﱠ‬,‫ُﻣ‬
family reunification ‫ ا ُ& ة‬A ّ
family reunion ‫ ا ُ& ة‬A ّ
member of the family ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9
spouse ‫ة‬/‫زوج‬
dependent children L ‫أط ل ُﻣ‬
granted rF‫ﻣ‬/rF
join iF /:
right to family unity ‫ ة ا ُ& ة‬7‫ و‬9 :
ّ 7
human right ّ 7
‫ ن‬/Xj‫ ا‬:
immigration application ‫ ة‬-_ ‫ ا‬W ‫ط‬
spouse ‫ة‬/‫زوج‬

347
minor child @ I ْ ‫ِط‬
derivative applicant k/ X W ‫ ا‬9 ‫ي‬,X c ‫ُﻣ< ﱢم‬
principal applicant && ‫ا‬W ‫ُﻣ< ﱢم ا‬
primary applicant && ‫ا‬W ‫ُﻣ< ﱢم ا‬
main applicant && ‫ا‬W ‫ُﻣ< ﱢم ا‬
obliged ‫م‬bِ ْ ‫ُﻣ‬
genuine and stable marriage < /‫زواج @ دق وﻣ‬

348
78. Entry and departure
International migration is the crossing of an international border (sometimes
referred to as an international frontier, or simply frontier). Borders may be
land borders (green borders) or water borders along a river or coast (blue
borders). Countries may be described as nations or states, or even nation
states, terms with distinct legal and sociological meanings. Further legal terms
for a country or region include territory and jurisdiction.
When a non-national comes into a country we talk of an entry (for a national,
re-entry). This entry may be legal or illegal. In the case of legal entry, we can
formally speak of admission or lawful admission. Admission takes place at a
checkpoint. Various documents are needed for admission. Alongside an
identity card (sometimes called a certificate of identity) or passport, a visa
(that is, an immigrant visa, which may require sponsorship certified with an
affidavit of support or other proof of income) and an arrival card may be
required and checked. In many cases biometric identifiers (such as fingerprints
or retinal scans) may be used to check a person’s identity. The checking
process is sometimes called an inspection. It may include interviews with
travellers. It is possible that the border crossing is simply for the purpose of
further travel to another country. Passing through a country is called transit.
Such travellers are transit passengers, and the state they are travelling
through a transit state, state of transit, transit country or country of transit.
Transit visas have a short duration, as little time is spent in transit.
Persons working at checkpoints to check and clear those passing may be
described as border officials, border officers, border guards, or border police.
What these people do is known as border control. Border control should not
be confused with the much broader terms border management and migration
management, used to describe all government measures to limit and regulate
migration, ranging from the issuing of visas or interception, to the processing
of asylum applications. When someone is admitted into a country an entry
stamp may be made in that person’s passport. If someone is not admitted into
a state (by a border official or court judge) we talk of non-admission, refused
entry, or exclusion. There are various grounds of inadmissibility, and these
vary from state to state: examples include the person having a criminal record,
or being believed to be a threat to national security.
Return migration is when migrants who have spent time abroad go back to
live in their country of origin once more. Return is often subdivided into
various sub-categories. If the returnee returns of his or her own wishes, the
return may be described as voluntary return, and may well be assisted by a

349
government offering organisational help or financial assistance for the move.
Various terms exist for different categories of forced return (also called
compulsory return or involuntary return). The intention by a state to make a
forced return is known as expulsion. The court order or administrative act
granting this power is an expulsion order. The enforcement of this order is
formally called removal or deportation. Depending on the administrative
procedures and judicial procedures in the country, the terms removal order
and deportation order may be used. Surrendering a non-national to their
home country so that the person can be put on trial there is extradition.
Repatriation usually refers to returning a former refugee or prisoner of war to
their home country, as a right of such people; it is a slightly ambiguous term in
international texts.

international migration ‫ ة دو‬-‫ھ‬

crossing ‫ر‬,#
international border ‫ ود دو‬7
international frontier ‫ ود دو‬7
frontier ‫ ود‬7
border ‫ ود‬7
land border ‫ ود ﺑ‬7
green border ( ‫ اء )أي ﺑ‬i ‫ ود‬7
water border H ‫ ود ﻣ‬7
blue border ( H ‫ ء )أي ﻣ‬I‫ ود زر‬7
country ‫ﺑ‬
nation ‫دو‬
state ‫دو‬
nation state ‫دو‬
legal X,X I
sociological , , &,&
territory < F‫ﻣ‬
jurisdiction H i< ‫ا‬ / ‫ ق ا‬X/ H iI َ ْ &ُ
non-national L‫اط‬,‫) ﻣ‬
entry ‫ل‬, ‫د‬

350
national L‫اط‬,‫ﻣ‬
re-entry ‫ل‬, ‫إ دة د‬
legal X,X I
illegal X,X I )
legal entry X,X I ‫ل‬, ‫د‬
admission ‫إد ل‬
lawful admission X,X I ‫إد ل‬
checkpoint ~ D <X
document < c‫و‬
identity card 1% ‫ ّ ا‬,ُِ _ ‫ ا‬I ‫ﺑ‬
certificate of identity 1% ‫ ّ ا‬,ُِ _ ‫ ا‬I ‫ﺑ‬
passport & ‫از‬,
visa ‫ ة‬A]D
immigrant visa ‫ ة‬-‫ ة ھ‬A]D
sponsorship S
affidavit of support ْ ‫_ دة د‬A
proof of income ‫ ت د‬#c‫إ‬
arrival card ‫ل‬,@, ‫ ا‬I ‫ﺑ‬
check :ّ< D
biometric identifier ( =#% ‫ ا‬r/‫ أو ﻣ‬8#@ ‫ا‬ ‫)أي ﺑ‬ ‫ﻣ‬, # ‫ا‬
fingerprint 8#@ ‫ا‬ ‫ﺑ‬
retinal scan =#% ‫ ا‬r/‫ﻣ‬
identity ّ ,ُِ ‫ھ‬
inspection s‫ ﱡ‬D
interview ‫ﻣ< ﺑ‬
traveller 9 /‫ﻣ‬
border crossing ‫ود‬ ‫ر ا‬,#
transit <X/‫ﻣ ور‬
transit passenger ‫ ﺑ‬/‫ ﻣ ر‬9 /‫ﻣ‬
transit state ‫ر‬,# ‫دو‬

351
state of transit ‫ر‬,# ‫دو‬
transit country ‫ر‬,# ‫ﺑ‬
country of transit ‫ر‬,# ‫ﺑ‬
transit visa ‫ر‬,# ‫ ة‬A]D
short duration ‫ة‬ I‫ﻣ ة‬
in transit ‫ر‬,# 7 ‫ ﻣ‬9
clear :ّ< ‫& ح ﺑ ا‬
border officials ‫ود‬ ‫ ا‬, ‫و‬P/‫ﻣ‬
border officer ‫ود‬ ‫ ا‬y‫\ ﺑ‬
border guard ‫ود‬ ‫ رس ا‬7
border police ‫ود‬ ‫ ط ا‬A
border control ‫ود‬ ‫ ا‬L‫أﻣ‬
border management ‫ود‬ ‫إدارة ا‬
migration management ‫ ة‬-_ ‫إدارة ا‬
government measure ّ ‫ﻣ‬,=ُ7 ‫ ﺑ‬D
regulate TFD/y#\
issue a visa ‫ ة‬A]D ‫إ@ ار‬
interception ‫إ < ف‬/‫اض‬ ‫ا‬
process an asylum application ‫ء‬,- W ‫ ط‬- ‫ُﻣ‬
entry stamp ‫ل‬, ‫د‬
court judge = ‫\ ﻣ‬I
non-admission ‫د ل‬j‫م ا‬
refused entry ‫ل‬, ‫ د‬J9‫ر‬
exclusion ‫ د‬# &‫ا‬
grounds of inadmissibility J9 ‫ ب ا‬#&‫أ‬
criminal record HF -&
threat to national security F‫ط‬, ‫ ا‬L‫ ا ﻣ‬O _D
return migration @ ‫ ﺑ ا‬O ‫دة إ‬, ‫ا‬
country of origin @ ‫ﺑ ا‬
return ‫دة‬,

352
returnee ‫ة‬/ H
voluntary return ,‫دة ط‬,
assist X ‫إ‬/‫ َ ة‬/‫ُﻣ‬
financial assistance ‫د ْ ﻣ دي‬
forced return ‫ ر‬# ‫إ‬/ /I ‫دة‬,
compulsory return ‫ ر‬# ‫إ‬/ /I ‫دة‬,
involuntary return ,‫دة ) ط‬,
expulsion ‫ط د‬
court order = ‫أﻣ ﻣ‬
grant F‫ﻣ‬/rF‫ﻣ‬
power َ ْ &ُ
expulsion order ‫أﻣ ط د‬
enforcement : # D/g FD
removal ‫إزا‬
deportation /D
administrative procedure ‫اء إداري‬ ‫إ‬
judicial procedure H iI ‫اء‬ ‫إ‬
removal order ‫أﻣ إزا‬
deportation order /D ‫أﻣ‬
surrendering ‫م‬+/ &‫ا‬
non-national L‫اط‬,‫) ﻣ‬
put on trial S ‫ﻣ‬
extradition L ‫ ﻣ‬-ُ ‫ا‬ /D
repatriation L‫ط‬, ‫ ا‬O ‫دة إ‬,
refugee ‰
prisoner of war ‫ ب‬7 L -&
right ّ 7
:

353
79. Regular and irregular migration
Migration has been a prominent political issue in many Western states in
recent years, and the topic of irregular migration, particularly so. European
Union enlargement has seen large numbers of labour migrants take advantage
of the right to free movement of workers. However, the contrast between EU
citizens and non-EU citizens has become more visible than before, and we
often hear references to fortress Europe, in discourses on migration control.
Regular migration (also known as legal migration, orderly migration, and
documented migration) is that which takes place in accordance with countries’
migration laws. Such migrants are described as regular migrants, legal
migrants or documented migrants (the last of these terms does not
necessarily mean they are being systematically counted or registered). Whilst
earlier periods in history have seen free migration, today most migration is
severely restricted. Many countries have quota systems (or caps) for numbers
of documented migrant workers who may enter a country for work. Often,
admission is granted only to highly skilled workers, and regulated by a visa
points system. Foreign nationals living and working in a country usually need
permits. A residence permit gives the person the right to reside in the country.
A work permit (or working permit) allows the person to work legally.
Permanent residence is the right granted by a state to live and work there
permanently: in the US this is the famous green card or permanent resident
card. Staying permanently is often known as settling. Such people are thus
known as settlers or permanent settlers.
The terms irregular migration, undocumented, illegal migration, unauthorised
migration, and clandestine migration all refer to migrants entering a country
illegally (that is, illegal entry, undocumented entry, irregular entry, illicit entry,
unlawful entry or clandestine entry), or entering legally but overstaying the
validity of a visa. The latter group may be described as overstayers. Those
migrating irregularly are more or less synonymously known as irregular
migrants, migrants in an irregular situation, migrants with irregular status, or
undocumented migrants. In the media such people are frequently known as
illegal migrants, although this incorrect usage should be avoided. Illegal entry
may involve using false documents, such as fraudulent passports. Migrants
working without a valid work permit are known as undocumented migrant
workers or non-documented migrant workers; here undocumented refers to
the employment status (that is, irregular employment), not the immigration
status, although it is possible that both are irregular.

354
Illegal immigration may involve people smuggling or people trafficking. People
smuggling (also called human smuggling, migrant importing, and the
smuggling of persons) is usually understood as being paid to assist someone
making an illegal border-crossing. The person being smuggled is not
threatened, coerced or exploited during the transport. The person doing the
smuggling is a people smuggler, smuggler of people, migrant smuggler or
human smuggler. In contrast, in the case of human trafficking (also called
trafficking in persons or people trafficking) people traffickers (or human
traffickers) coerce and exploit those they transport, and these people are not
free after the transport takes place. The United Nations Convention against
Transnational Organized Crime and the United Nations Protocol Against the
Smuggling of Migrants by Land, Sea and Air are key instruments in pursuing
these offences.
Various processes enable migrants in an irregular situation to acquire a legal
immigration status. These processes are described by the term regularisation
(or, rather colloquially, legalisation). An amnesty may be offered to those who
entered illegally as part of a regularisation programme. Such programmes are
often offered together with the toughening of employer sanctions to regulate
illegal migration and illegal employment. Marriage may also be a possibility for
an irregular migrant to regularise their residence status.

migration ‫ ة‬-‫ھ‬
political issue & & ]/‫ﻣ‬
Western state ‫دو ) ﺑ‬
irregular migration ‫ ﻣ‬TX ) ‫ ة‬-‫ھ‬
European Union enlargement ‫ د ا وروﺑ‬D ‫ ا‬8 &,D
labour migrant ‫ ﻣ‬/ ّ F_‫ ب ِﻣ‬#& _‫ُﻣ‬
free movement of worker ‫ ﱡ< ا ﻣ‬FD 7
EU citizen ‫ د ا وروﺑ‬D ‫ ا‬9 L‫ا ِط‬,‫ُﻣ‬
non-EU citizen ‫ د ا وروﺑ‬D ‫ ) ا‬L‫ن ﻣ‬,F‫اط‬,‫ﻣ‬
visible ‫ظ‬, ‫ﻣ‬
fortress Europe ‫ ة‬-_ ‫ دة \ ا‬% ‫ )أي ا‬F ‫ﱠ‬ ُ ‫أوروﺑ ا‬
( X,X < ‫) ا‬
migration control ‫ ة‬-_ ‫ ا‬y#\
regular migration ‫ ﻣ‬TX ‫ ة‬-‫ھ‬

355
legal migration X,X I ‫ ة‬-‫ھ‬
orderly migration T F‫ ة ُﻣ‬-‫ھ‬
documented migration ‫ ﻣ‬TX/ ّ &‫ ة ر‬-‫ھ‬
in accordance with ‫< ً ـ‬9‫و‬
migration law ‫ ة‬-_ ‫ن ا‬,X I
regular migrant ‫ ﻣ‬TX _‫ُﻣ‬
legal migrant X,X I _‫ُﻣ‬
documented migrant &‫ر‬/ ‫ ﻣ‬TX _‫ُﻣ‬
systematically counted ً ‫ ﻣ‬TX ‫ﻣ ود‬
registered &‫ر‬/ -‫ ﱠ‬/‫ُﻣ‬
free migration 7, ‫ﻣ‬/‫ ﱠ ة‬7ُ ‫ ة‬-‫ھ‬
migration ‫ ة‬-‫ھ‬
restricted ‫ﻣ ود‬
quota system D,= ‫ م ا‬TX
cap O I ‫ا‬ ‫ل ا‬,@‫و‬
documented migrant worker ‫ ﻣ‬TX/ &‫ر‬ _‫ﻣ ُﻣ‬
enter a country for work ‫ا‬ ‫ أ‬L‫ل ﺑ ﻣ‬, ‫د‬
admission ‫إد ل‬
grant F‫ﻣ‬/rF
highly skilled worker ‫ﻣ ذو ﻣ_ رة‬
regulated ‫ﱠ‬TF‫ُﻣ‬
visa points system ‫ ات‬A] ‫ا‬ <X ‫ م‬TX
foreign national ‫ ِب‬Z‫ ُﻣ‬L‫ا ِط‬,‫ُﻣ‬
permit r D
residence permit ‫ ﻣ‬I‫ إ‬r D
right to reside ّ 7
‫ ﻣ‬Ij‫ ا‬:
work permit r D
working permit r D
permanent residence H‫ ﻣ دا‬I‫إ‬
granted rF‫ﻣ‬

356
green card ‫ اء‬i I ‫ﺑ‬
permanent resident card H‫ ﻣ ا ا‬Ij‫ ا‬I ‫ﺑ‬
settle ‫ا& < ار‬
settler L‫ ِط‬, /‫ُﻣ‬
permanent settler H‫ دا‬L‫ ِط‬, /‫ُﻣ‬
irregular migration ‫ ﻣ‬TX ) ‫ ة‬-‫ھ‬
undocumented &‫ر‬/ -‫ ﱠ‬/‫) ُﻣ‬
illegal migration X,X I ) ‫ ة‬-‫ھ‬
unauthorised migration 7, /‫ﻣ‬/ ,‫ ﱠ‬1‫ ة ) ُﻣ‬-‫ھ‬
clandestine migration & ‫ ة‬-‫ھ‬
enter a country illegally X,X I ) < ‫ل ﺑ ﺑ‬, ‫د‬
illegal entry X,X I ) ‫ل‬, ‫د‬
undocumented entry -‫ ﱠ‬/‫ ُﻣ‬/ &‫ل ) ر‬, ‫د‬
irregular entry ‫ ﻣ‬TX ) ‫ل‬, ‫د‬
illicit entry X,X I ) ‫ل‬, ‫د‬
unlawful entry X,X I ) ‫ل‬, ‫د‬
clandestine entry ‫ل & ي‬, ‫د‬
enter legally X,X I ‫ل‬, ‫د‬
overstay the validity of a visa ‫ ة‬A] ‫ ا‬7+@ ‫ ة‬9 ‫ وز‬-D
overstayer 7, / ‫ ﻣ ا‬Ij‫ ة ا‬9 ‫ وز‬- ‫ﻣ‬
irregular migrant ‫ ﻣ‬TX ) ِ _‫ُﻣ‬
migrant in an irregular situation ‫ ﻣ‬TX ) 8\‫ و‬9 ِ _‫ُﻣ‬
migrant with irregular status ‫ ﻣ‬TX ) ِ _‫ُﻣ‬
undocumented migrant -‫ ﱠ‬/‫ ُﻣ‬/ &‫ُﻣ_ ِ ) ر‬
illegal migrant X,X I ) ِ _‫ُﻣ‬
false document ‫ ﱠورة‬b‫ < ُﻣ‬c‫و‬
fraudulent passport ‫ ﱠور‬b‫از ُﻣ‬,
valid r @
undocumented migrant worker &‫ر‬/ -‫ ﱠ‬/‫ﻣ ) ُﻣ‬ ِ _‫ُﻣ‬
non-documented migrant worker &‫ر‬/ -‫ ﱠ‬/‫ﻣ ) ُﻣ‬ ِ _‫ُﻣ‬

357
employment status ‫وظ‬ 7
irregular employment ‫ ﻣ‬TX ) Q ‫ظ‬,D
immigration status ‫ ة‬-_ ‫ا‬ 7
illegal immigration X,X I ) ‫ ة‬-‫ھ‬
people smuggling ‫ ص‬1A ‫ ا‬W _D
people trafficking ‫ ص‬1A ‫ ر ﺑ‬-D ‫ا‬
human smuggling ‫ ص‬1A ‫ ا‬W _D
migrant importing L _ ُ ‫إد ل ا‬/‫ا& اد‬
smuggling of persons ‫ ص‬1A ‫ ا‬W _D
illegal border-crossing ‫ود‬ X,X < ‫ر ) ا‬,# ‫ا‬
person being smuggled k# _D D s1A
threaten ‫ُ_ ﱢ د‬
coerce ) ُ
exploit Z/
transport <F
people smuggler ‫ ص‬1A‫ُﻣ_ ﱢ ب أ‬
smuggler of people ‫ ص‬1A‫ُﻣ_ ﱢ ب أ‬
migrant smuggler L _ ُ ‫ُﻣ_ ﱢ ب ا‬
human smuggler %# ‫ُﻣ_ ﱢ ب ا‬
human trafficking %# ‫ ر ﺑ‬-D ‫ا‬
trafficking in persons ‫ ص‬1A ‫ رة ا‬-D
people trafficking %# ‫ ر ﺑ‬-D ‫ا‬
people trafficker %# ‫ﺑ‬ D
human trafficker %# ‫ﺑ‬ D
United Nations Convention against -‫ا‬ 9 =ُ ‫ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
Transnational Organized Crime ‫ﱠ‬TF ُ ‫ا‬
United Nations Protocol Against the L L _ ُ ‫ ا‬W _D 9 =‫ل ُﻣ‬,S,D‫ﺑ و‬
Smuggling of Migrants by Land, Sea and ,- ‫وا‬ # ‫ وا‬# ‫ ا‬: ‫ط‬
Air
instruments H &‫و‬/‫أدوات‬
offences rF / H‫ا‬

358
legal immigration status X,X < ‫ ة ا‬-_ ‫ا‬ 7
regularisation TFD/ -/D
legalisation 8 %D
amnesty ,
regularisation programme TFD/ -/D h‫ ﻣ‬X ‫ﺑ‬
employer sanction ‫ أ@ ب ا‬O ‫ﺑ ت‬,<
regulate (y#i ‫ ت ا‬Z ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) TFD
illegal employment X,X I ) Q ‫ظ‬,D
regularise ً ‫ ﻣ‬TX k
residence status < X,X < ‫ ا‬8\, ‫ا‬

359
80. Asylum, asylum law, and the asylum process
The word Asylum is actually short for political asylum. Political asylum can be
separated into two categories: diplomatic asylum (protection offered by a
state outside its borders, for example in a consulate), and territorial asylum
(that is, protection given by a state on its own territory). Asylum law is
founded on the UN Convention Relating to the Status of Refugees (sometimes
described as the Geneva Convention Relating to the Status of Refugees, 1951
or the 1951 Convention or Geneva Convention if the context is clear) and the
Protocol relating to the Status of Refugees, 1967. Article 1A(2) of this treaty
defines a refugee (sometimes, more precisely, a recognised refugee) as a
person who ‘owing to well-founded fear of persecution for reasons of race,
religion, nationality, membership of a particular social group or political
opinions, is outside the country of his nationality and is unable or, owing to
such fear, is unwilling to avail himself of the protection of that country’.
Central to the concept of asylum is non-refoulement for refugees. This
principle, outlined in Article 33(1) and (2) of the 1951 Convention prohibits
expulsion or return (refoulement) of a refugee to the frontiers of territories
where they would experience a threat to life or threat to freedom. The
protection of refugees globally is governed by a large set of institutions and
laws, sometimes spoken of collectively as the international refugee regime.
The international community has had to cope with refugee migration of
growing magnitude in recent decades, sometimes described as the asylum-
migration nexus or migration-asylum nexus.
Asylum seekers (sometimes called asylum applicants or occasionally asylum
claimants) are migrants applying for (that is, claiming) asylum. This is formally
made with an asylum application (or application for asylum, request for
asylum, or asylum claim). Whilst the asylum claim is being processed the
person may be described as a de facto refugee. In the past, the country of first
asylum principle was used, requiring asylum seekers to make their claim in the
first country classified as safe that they find themselves in. This is typically
done at a port, and some ports have reception centres for these spontaneous
asylum seekers. A case owner is assigned to the applicant. The British asylum
support team is part of the home office. The asylum process has various steps,
and procedures may be different in different countries. Initial stages usually
involve a brief screening interview. A legal representative is normally secured
(perhaps paid for using legal aid), and an interpreter found if necessary. An
asylum interview typically takes place a while later, to collect the reasons for
the asylum claim. Notes will be taken, and signed in this interview: these

360
signed notes may be termed the interview record. An interview may also be
tape-recorded.
Usually there is some waiting period for the refugee status determination, that
is, whilst an asylum decision is made. Asylum seekers are usually forced to get
by on very limited benefits and services, known as asylum support. It may
involve food vouchers and no-choice accommodation. The applicant might live
in an asylum seekers’ hostel while their claim is being processed. Sometimes
an asylum seeker is detained. This detention takes place in a detention centre
(sometimes known as a holding centre). Some applicants may be
unaccompanied asylum-seeking children or can be suffering from trauma.
Specialist services such trauma therapy (for instance psychotherapy) may well
be needed.
If the asylum application is successful, the person is granted asylum. In the UK,
such a person is then called a refugee. Readers should note that asylum
legislation varies from state to state. In particular, in some jurisdictions there
is differentiation between the granting of asylum and the recognition of
refugee status. Should the claim be refused (that is rejected, or turned down),
the person is normally expected to return to the country of origin
immediately. It is possible for the failed asylum seeker (also rejected asylum
seeker or refused asylum seeker) to make an appeal, so that the decision is
reversed. Sometimes a person is not granted refugee status, but rather
humanitarian protection or discretionary leave to remain in the country
(sometimes known as exceptional leave to remain). The term de facto refugee,
mentioned above, is sometimes also used to include such persons.

asylum ‫ء‬,-
political asylum & & ‫ء‬,-
diplomatic asylum & ‫ﻣ‬, ‫ء دﺑ‬,-
protection 7
state ‫دو‬
border ‫ ود‬7
consulate FI
territorial asylum ‫ء دا‬,-
territory < F‫ﻣ‬
asylum law ‫ء‬,- ‫ن ا‬,X I

361
UN Convention Relating to the Status of ّ 1‫ةا‬
L E + ‫ ا‬8\,‫@ ﺑ‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
Refugees
Geneva Convention Relating to the ّ 1 ‫ ا‬1951 ‫م‬
8\,‫@ ﺑ‬ QF ّ I ّD‫ا‬
Status of Refugees, 1951 LE +‫ا‬
1951 Convention 1951 ‫م‬ QF ّ I ّD‫ا‬
Geneva Convention QF ّ I ّD‫ا‬
Protocol Relating to the Status of ‫ ا صّ و‬1967 ‫م‬ ‫رو و ول‬
Refugees, 1967 ‫ن‬ ‫ا‬
treaty ‫ﻣ ھة‬
refugee ‰
recognised refugee k‫َ ف ﺑ‬‫ء ُﻣ‬O
well-founded fear of persecution ‫ ا \ _ د‬L‫ ﱠ ر ﻣ‬#‫ف ُﻣ‬,
race ‫ِ ْق‬
nationality /Fْ ِ
membership ,i
social group ّ ‫ا‬ , ْ-‫َﻣ‬
political opinion & & ‫رأي‬
nationality /Fْ ِ
unwilling W)‫) را‬/‫ﻣ< وم‬
avail / /8 F
non-refoulement /< ‫ دة ا‬j‫م ا‬
principle ‫ أ‬#‫ﻣ‬
prohibit expulsion ‫د‬ ‫ ا‬8F‫ﻣ‬
return ‫دة‬,
refoulement /I ‫إ دة‬
frontier of territories :‫ ط‬F ‫ ود ا‬7
threat to life ‫ة‬ ‫ا‬O / _D
threat to freedom ‫ا‬O / _D
international refugee regime LE + ‫ م دو‬TX
international community ‫ دو‬8 َ ْ-‫ُﻣ‬
refugee migration L E + ‫ ة ا‬-‫ھ‬

362
asylum-migration nexus ‫ ة‬-_ ‫ء وا‬,- ‫ ا‬L ‫ﺑ‬ ‫ا‬
migration-asylum nexus ‫ء‬,- ‫ ة وا‬-_ ‫ ا‬L ‫ﺑ‬ ‫ا‬
asylum seeker ‫ء‬,- ‫ ا‬W ‫ط‬
asylum applicant ‫ء‬,- ‫ ا‬W ‫ُﻣ< ﱢم ط‬
asylum claimant ‫ء‬,- ‫ ا‬W ‫ط‬
apply for ‫ُ< ﱢم ـ‬
claim W
asylum application ‫ء‬,- ‫ ا‬W ‫ط‬
application for asylum ‫ء‬,- ‫ ا‬W ‫ط‬
request for asylum ‫ء‬,- ‫ ا‬W ‫ط‬
asylum claim ‫ء‬,- ‫ ا‬W ‫ط‬
de facto refugee 8I‫ا‬, ‫ء ﺑ = ا ﻣ ا‬O
country of first asylum principle ‫ء ا ول‬,- ‫ أ ﺑ ا‬#‫ﻣ‬
safe L‫آﻣ‬
port ]9 ‫ﻣ‬
reception centre ‫ ل‬#< &‫ ا‬bSِ ْ ‫َﻣ‬
spontaneous asylum seeker ‫ي‬, ‫ء‬,- W ‫ط‬
case owner i< ‫ا‬/ ‫ ا‬W7 @
asylum support team ‫ء‬,- ‫ د ْ ا‬: 9
home office X #‫ا‬ ‫وزارة ا ا‬
asylum process ‫ء‬,- ‫ا‬
step ‫ة‬,
procedure ‫اء‬ ‫إ‬
brief screening interview ‫ة‬ I s 9 ‫ﻣ< ﺑ‬
legal representative X,X I R ‫ﻣ‬
legal aid X,X I ْ ‫د‬
interpreter ‫ري‬,9 ‫ﻣ‬
asylum interview ‫ء‬,- ‫ﻣ< ﺑ ا‬
reason for the asylum claim ‫ء‬,- ‫ ا‬W ‫ ط‬W#&
sign 8I,

363
interview record ‫ ا ُ< ﺑ‬i
َ ‫َﻣ‬
tape-recorded D,@ -/D
waiting period ‫ ر‬T X‫ ة ا‬9
refugee status determination ‰ + ‫ ا‬8\‫و‬ َ D
asylum decision ‫ء‬,- ‫ ار ا‬I
get by ‫ﺑ ا ﻣ‬D
benefit ‫ا& دة‬
asylum support ‫ء‬,- ‫د ْ ا‬
food voucher H‫ا‬g) /I
no-choice accommodation ‫ري‬ ‫ ) ا‬L=/‫ﻣ‬
asylum seekers’ hostel ‫ء‬,- ‫ ت ا‬# ‫ﻣ]وى ُ < ﱢﻣ ط‬
process L
detain b-
detention ‫ ز‬- 7‫ا‬
detention centre ‫ ز‬- 7‫ ا‬bSِ ْ ‫َﻣ‬
holding centre ‫ ز‬- 7‫ ا‬bSِ ْ ‫َﻣ‬
unaccompanied asylum-seeking child ‫ء‬,- ‫ ا‬W ‫ب ط‬, ‫ِط ْ ) ﻣ‬
trauma ‫@ﻣ‬
trauma therapy ‫ﻣ‬ ‫ج ا‬+
psychotherapy / X ‫ج‬+
asylum application ‫ء‬,- ‫ ا‬W ‫ط‬
granted asylum ‫ء‬,- ‫ ا‬rF‫ﻣ‬
refugee ‫ء‬O
asylum legislation ‫ء‬,- ‫ ا‬8 %D
jurisdiction 7+@
grant asylum ‫ء‬,- ‫ ا‬rF‫ﻣ‬
refugee status ‫ء‬O + ‫ ا‬8\‫و‬
refuse J9
reject J9
turn down J9

364
return ‫د‬,
country of origin @ ‫ﺑ ا‬
failed asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ط‬
rejected asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ط‬
refused asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ط‬
make an appeal ‫ ف‬FE &‫ا‬ <D
decision ‫ ار‬I
reverse `=
humanitarian protection X /X‫إ‬ 7
discretionary leave to remain in the # ‫ ا‬9 ‫< ء‬# H FR &‫َ<َ ا‬9‫ا‬,‫ُﻣ‬
country
exceptional leave to remain ‫< ء‬# H FR &‫َ<َ ا‬9‫ا‬,‫ُﻣ‬

365
81. Describing cultural and ethnic diversity
Western societies are culturally diverse. In terms of beliefs, language, norms,
clothing, customs, body language, values, role expectations, and hair or skin
colour, societies today are plural rather than homogenous. In the face of this
diversity, people are sometimes categorised into different groups, according
to their roots and culture. Many continental Europeans currently use the idea
of migration to categorise cultures, talking of a ‘person with a migratory
background’. In Germany’s official statistics for instance, first generation
migrants, second generation migrants, and (some) third generation migrants
are grouped together in this way. Such categorisations are common elsewhere
in Europe. In other countries though, such terminology, and the logic behind
it, seems problematic.
Instead of using this migration-based construction, English native speakers
normally think in terms of ethnicity, ethnic background, or ethnic group. The
words descent, origin, heritage, ancestry, parentage, and even ‘race’ are also
used. However, the word coloured is never used in modern British English,
and is considered offensive. The US term, person of colour is entering UK
usage. In Britain, a common group term for people who may not describe
themselves as white is black and minority ethnic (sometimes shortened to
minority ethnic). Black and minority ethnic people (or BME people) belong to
minority ethnic groups.
In the English-speaking countries, ethnicity would normally be seen as self-
defined. The children of a Chinese immigrant living in Britain may, for
instance, describe themselves as British, Chinese, British Chinese, British-born
Chinese, a person of Chinese decent, a person of Chinese origin, a person of
Chinese heritage, a person of Chinese parentage, a person of Chinese
background, a person of Chinese ancestry, or simply minority ethnic. If only
one parent is Chinese (for instance in the case of intermarriage, also called
mixed marriage, or interethnic marriage), they may use the term mixed race,
mixed ethnicity, mixed parentage, mixed background, dual parentage, or dual
heritage. Their passports will probably describe them as British citizens, since
UK citizenship arrangements have traditionally followed jus soli principles, in
contrast to some countries’ jus sanguinis approach.
Two further useful terms are the concepts of the minority language and
minority religion. Some groups may speak a different language from the rest
of the population and thus form a linguistic minority (or, more precisely, an
ethnolinguistic minority). Muslims form a religious minority.

366
A further category of interest, and for the UK census a newer one, is that of
gipsies and travellers. Both of these terms describe nomadic people (or
nomads). The term gipsy may be considered by some to be out of date and
pejorative, and some may prefer to speak of the Roma people (or Romani
people).

culturally diverse ً 9 <c ‫ع‬,‫ ﱢ‬F ‫ُﻣ‬

belief َ< ‫ُﻣ‬
norm ‫ُ ْف‬
custom ‫دة‬
body language /- ‫ ا‬Z
value I
role expectation 8‫ﱠ‬I, ُ ‫ا ور ا‬
skin colour ‫ ة‬%# ‫ن ا‬,
plural 8
homogenous `ِX -ُ ‫ﻣ‬
diversity ‫ﱡ ع‬,FD
root ‫ر‬g
culture 9 <c
continental European ‫أوروﺑ‬
migration ‫ ة‬-‫ھ‬
official statistics ّ &‫ ت ر‬H 7‫إ‬
first generation migrant ‫ ا ول‬- ‫ا‬ _‫ُﻣ‬
second generation migrant XR‫ ا‬-‫ا‬ _‫ُﻣ‬
third generation migrant l R‫ ا‬-‫ا‬ _‫ُﻣ‬
country ‫ﺑ‬
ethnicity ‫ِ ْق‬
ethnic background I
ethnic group I , ْ-‫َﻣ‬
descent W/َ X
origin @‫أ‬

367
heritage ‫ اث‬D
ancestry @‫أ‬
parentage @‫أ‬
‘race’ ‫ِ ْق‬
offensive L _‫ُﻣ‬
person of colour ‫ ء‬i ‫ ة ) ﺑ‬%‫ ذو ﺑ‬s1A
black and minority ethnic ‫ ت‬I ‫د وا‬,/ ‫ِ ْ ق ا‬
minority ethnic ‫ ت‬I ‫ِ ْق ا‬
black and minority ethnic people I ‫ا‬ I ‫د وا‬,/ ‫ ص ا‬1A ‫ا‬
BME person I ‫ا‬ I ‫د وا‬,/ ‫ ا‬L‫ ﻣ‬s1A
minority ethnic group I I‫أ‬ , ْ-‫َﻣ‬
self-defined ً D‫ﻣ ّ ف ذا‬
immigrant _‫ُﻣ‬
intermarriage ‫ا ُوج‬bD
mixed marriage y 1‫زواج ﻣ‬
interethnic marriage ‫اق‬ ‫ ا‬L ‫زواج ﻣ ﺑ‬
mixed race yَ 1‫ِ ْ ق ُﻣ‬
mixed ethnicity yَ 1‫ِ ْ ق ُﻣ‬
mixed parentage yَ 1‫أ@ ُﻣ‬
mixed background َ 1‫ُﻣ‬
dual parentage H Fc/‫د َوج‬b‫أ@ ُﻣ‬
dual heritage H Fc/‫د َوج‬b‫ ُﻣ‬W/X
British citizen X ‫ ﺑ‬L‫ا ِط‬,‫ُﻣ‬
Citizenship F‫ا ِط‬,‫ُﻣ‬
jus soli ّ 7/‫ دة‬, ‫ ﺑ = ﻣ= ن ا‬/Fْ -ِ ‫ن ا‬,X I
‫ ا رض‬:
jus sanguinis c‫را‬, ‫ ﺑ = ا‬/Fْ -ِ ‫ن ا‬,X I
minority language I‫ أ‬Z
minority religion I‫ أ‬X ‫د‬
linguistic minority ,Zُ I‫أ‬
ethnolinguistic minority I ,Zُ I‫أ‬

368
Muslim ‫ة‬/ /‫ﻣ‬
religious minority F‫د‬ I‫أ‬
census ‫ اد‬D
gipsy ‫ ي‬-)
traveller 7ّ ‫ا ﱡ‬
nomadic person ‫<ﱢ‬F ‫ ُﻣ‬s1A
nomad ‫<ﱢ‬F ‫ُﻣ‬
pejorative H‫ازدرا‬
Roma person ‫ ا وﻣ‬L‫ ﻣ‬s1A
Romani person ‫ ا وﻣ‬L‫ ﻣ‬s1A

369
82. Multiculturalism and related concepts
Ethnic diversity (that is, ethno-cultural diversity) is a characteristic of many
Western societies. US coins are proudly embossed with the Latin phrase e
pluribus unum, that is, from many, one: often taken as a celebration of the
country’s composite and diverse population. Our capital cities are global cities
with multi-ethnic populations. However, the US idea of the melting pot
arguably describes a vision of a multicultural society rather than a reality.
Despite their heterogeneous composition, Multi-ethnic states still display
population groupings, and individuals’ biographies may well still be tied to
their culture, family migration history, or ethnicity. This leads to sociological
concepts dealing with ethnicity and culture, and with similarity and difference,
and how these aspects interact and alter with time.
Focussing first on migration, a number of terms refer to changes occurring to
people’s identity and behaviours when they migrate. When a person (or group
of people) changes to fit in with new surroundings we may talk of adaption or
adjustment. The person typically adopts and absorbs aspects of the host
culture. The term assimilation describes a social group (for instance an ethnic
group) adapting and adjusting in this way, possibly in a relatively rapid way.
There may be a loss of the original culture in this process. Acculturation is a
similar term, but usually describing a much lesser degree of change: some of
the original culture remains intact. Both these terms typically only suggest
one-sided change. In contrast, the term integration stresses that the change
and adaption is mutual: the host society as well as the newcomers adapt and
adjust (possibly slowly). When persons become part of a larger group we may
also talk of incorporation.
When describing populations we may find terms attempting to describe
groups of people. A country may have a clear majority population (sometimes
shortened to majority), and one or (usually) more minority populations (or
minorities). A majority population may be described as having the dominant
culture, a minority population a minority culture. At the policy level,
multiculturalism is often contrasted with assimilation, when describing a
state’s position regarding the expectation of mutual adaption or one sided
adaption respectively; British policy in areas such as education has sometimes
been described as multicultural, French as assimilationist for instance.
Because words such as foreigner or migrant may have negative overtones,
some groups may prefer to collectively describe themselves as a diaspora. This
concept suggests forced dispersal and mass exodus, and also a longing to
return to a homeland. This original meaning of the word has perhaps changed,

370
although the word still describes a community having strong ties with the
homeland, and a feeling of homesickness or nostalgia, and yearning for it.
Diasporic communities may have formed through migration, but it is possible
for a minority culture to predate a majority culture: groups such as Native
Americans may be referred to as first nation diasporas. More commonly
though, such people are collectively known as an indigenous population,
indigenous people, natives, or, stressing their early presence in a place, first
nation people, aboriginal people, or autochthons.

ethnic diversity Iْ ِ ,FD

ethno-cultural diversity 9 <c I ْ ِ ,FD
Global North ‫ ل‬% ‫دول ا‬
e pluribus unum ‫ ة‬R= ‫ ا‬L‫ ة ﻣ‬7‫وا‬
from many, one ‫ ة‬R= ‫ ا‬L‫ ة ﻣ‬7‫وا‬
diverse population X =& ‫ﱡ ع‬,FD
global cities ‫ُﻣ ن‬
multi-ethnic ‫اق‬ ‫ُﻣ ﱢد ا‬
melting pot _ ‫ِ ْ ر ا‬I
vision ‫رؤ‬
multicultural society ‫ ت‬9 <R ‫ ُﻣ ﱢد ا‬8 َ ْ-‫ُﻣ‬
multi-ethnic state ‫اق‬ ‫دو ُﻣ ﱢدة ا‬
population grouping X =& 8 -D
tied yِ#D ‫ُﻣ‬
culture 9 <c
family migration history ‫ ة ا ُ& ة‬-‫ ھ‬€ ‫ ر‬D
ethnicity Iْ ِ
sociological concept , , &,& h_F‫ﻣ‬/‫م‬,_ ‫ﻣ‬
ethnicity Iْ ِ
culture 9 <c
similarity kُ‫ ﺑ‬%D
difference ‫ف‬+ ‫ا‬
migration ‫ ة‬-‫ھ‬

371
change ZD
identity ّ ,ُِ ‫ھ‬
behaviour ‫ك‬, &ُ
surrounding y ‫ﻣ‬
adaption Qّ =َD
adjustment D
adopt ّF#D
absorb W ,/
host culture i / ‫ ا و ا‬9 <c
assimilation ‫ _ ر‬X‫ا‬
social group ّ ‫ا‬ , ْ-‫َﻣ‬
ethnic group I , ْ-‫َﻣ‬
adapt Qّ =َD
adjust D
rapid /‫ا‬ A
original culture @‫ أ‬9 <c
acculturation 9 <c 8# D/QُI RD
one-sided change ‫ ة‬7‫ _ وا‬L‫ﻣ‬ ZD
integration ‫ ﻣ ج‬X‫ا‬
adaption Qّ =َD
host society Q i /‫ ﻣ‬8 َ ْ-‫ُﻣ‬
incorporation ‫إد ل‬/‫ادﻣ ج‬
population ‫&= ن‬
group of people ‫ س‬F ‫ ا‬L‫ﻣ‬ , ْ-‫َﻣ‬
majority population ‫= ن‬/ ‫ا‬ ‫إ‬
majority # )‫أ‬/ ‫إ‬
minority population ‫= ن‬/ ‫ا‬ I‫أ‬
minority I‫أ‬
dominant culture ‫ة‬ /‫ ُﻣ‬9 <c
minority culture I‫ أ‬9 <c

372
policy level & / ‫ى ا‬, /ْ ‫ُﻣ‬
multiculturalism 9 <c ‫ د‬D
assimilation ‫ _ ر‬X‫ا‬
mutual adaption ‫ دَل‬# ‫ ُﻣ‬Qّ =َD
one sided adaption ‫ ة‬7‫ _ وا‬L‫ ﻣ‬Qّ =َD
multicultural ً 9 <c ‫ُﻣ ﱢد‬
assimilationist 9 <R ‫ _ ر ا‬X ‫ب وا‬ &+ \ F‫ﻣ‬
foreigner #F ‫أ‬/‫ ب‬Z‫ﻣ‬
migrant _‫ُﻣ‬
diaspora ‫ ت‬%‫ا‬
forced dispersal ‫ ي‬/I n‫ ﱡ‬%D
mass exodus ‫وج‬
longing L F7/‫ق‬,A
homeland L‫ط‬, ‫ا‬
strong ties ‫ ت وط ة‬I+َ
homeland L‫ط‬, ‫ا‬
homesickness L‫ط‬, ‫ ا‬O ‫ إ‬L F ‫ا‬
nostalgia \ ‫ ا‬L F7
yearning O ‫ إ‬L F7
diasporic community n %‫ ﻣ‬8 َ ْ-‫ُﻣ‬
minority culture I‫ أ‬9 <c
majority culture # )‫ أ‬9 <c
Native American @ ‫ب ا‬, % ‫ ا‬L‫أﻣ = ﻣ‬/ @‫أﻣ = أ‬
first nation diaspora L @ ‫= ن ا‬/ ‫ ت ا‬A
indigenous population L @ ‫= ن ا‬/ ‫ا‬
indigenous person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A
native L @ ‫= ن ا‬/ ‫ ا‬L‫ﻣ‬
first nation person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A
aboriginal person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A
autochthon L @ ‫د ا‬+# ‫ ء ا‬F‫ أﺑ‬7‫أ‬

373
83. Social work, migration, and diversity
In countries of immigration a wide range of social work interventions are
commonly grouped together. We can use expressions such as social work with
immigrants and ethnic minorities to describe social work in an ethnically
diverse society. Such practice includes services for immigrants and ethnic
minorities, but also encompasses anti-racist approaches, culturally sensitive
practice, and what Britons would call anti-oppressive practice. It also extends
to those multicultural approaches such as intercultural pedagogy and
intercultural education which promote and support diversity.
Traditional approaches to such work focussed on the needs of newly arrived
migrants. Such practice still exists today. Migrants’ support services aim to
address the integration needs and settlement needs of migrants: assist them
in their cultural integration, social integration, and economic integration (that
is, labour market integration, an important element of structural integration).
This integration support may include immigrant advice services (sometimes
called migrant advice services). Assistance often extends to cultural
orientation, integration courses, and preparation for citizenship tests.
Assistance in integration and orientation may also be provided by diaspora
organisations from the migrant community itself.
A particularly important and particularly vulnerable group of newly arrived
migrants is asylum seekers, and various tasks fall within the remit of what may
be called social work with refugees: arranging language courses, interpreting
services, and, in the case of trauma, therapeutic help; helping with any
necessary resettlement to another part of the country (in the case of
geographical dispersal of asylum seekers); dealing with unaccompanied
asylum seeking minors; and, for some failed asylum applications, preparing for
reintegration upon return to the country of origin.
Intercultural social work and intercultural education, on the other hand, aim to
promote a strong plural and ethnically diverse society by working with all its
members. Intercultural youth work, for example in the form of youth
exchanges, promotes mutual understanding between members of different
cultures. Intercultural learning projects can help people to improve their
intercultural competences. Cross-cultural mediation is when a third party, a
cross cultural mediator with knowledge of two or more cultures, facilitates
communication to resolve intercultural misunderstandings and intercultural
conflict, perhaps explaining behaviour and language. At the community level
this can improve community relations, or, as English speakers often say, race
relations. Emancipatory work with members of ethnic minorities and anti-

374
discriminatory practice to challenge prejudice are further examples of social
work in an ethnically diverse society. Improving the accessibility of services to
minority ethnic people, improving the representation of ethnic minority people
in the staff of service providers, and ensuring practice is culturally sensitive are
common topical objectives today.

country of immigration ‫ ة‬-_ ‫دو ا‬

social work intervention ‫ا‬ ‫َ َ ﱡ ا‬D
social work with immigrants and ethnic L _ ُ ‫ ا‬8‫ﻣ‬ ‫ا‬ ‫ا‬
minorities I ْ ِ ‫ ت ا‬I ‫وا‬
ethnically diverse society ً I ْ ِ ‫ع‬,F ‫ ﻣ‬8 َ ْ-‫ُﻣ‬
practice &‫ُﻣ ِر‬
service ‫ِ ْﻣ‬
immigrants and ethnic minorities I ْ ِ ‫ ت‬I‫ وأ‬L _‫ُﻣ‬
anti-racist approach Fْ ُ rِ9 =‫ ُﻣ‬h_X
culturally sensitive practice 9 <R ‫ُﻣ ِر& ﻣ ا‬
anti-oppressive practice 8< ِ9 =‫ُﻣ ِر& ُﻣ‬
multicultural approach ‫ ت‬9 <R ‫ ُﻣ ﱢد ا‬h_X
intercultural pedagogy ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬
intercultural education ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ D
diversity ,FD
newly arrived migrant _‫ُﻣ‬
migrants’ support services L _ ُ ‫َ َﻣ ت د ْ ا‬
integration needs ‫ت ا دﻣ ج‬ 7‫ا‬
settlement needs L ‫ط‬, ‫ا‬/‫ت ا & < ار‬ 7‫ا‬
cultural integration 9 <c ‫إدﻣ ج‬
social integration ‫إدﻣ ج ا‬
economic integration ‫دي‬ I‫إدﻣ ج ا‬
labour market integration ‫ق ا‬,& 9 ‫إدﻣ ج‬
structural integration = ‫إدﻣ ج ھ‬
integration support ‫د ْ ا دﻣ ج‬
immigrant advice service L _ُ ‫ ر‬% &‫َ َﻣ ت ا‬
375
migrant advice service L _ُ ‫ ر‬% &‫َ َﻣ ت ا‬
cultural orientation 9 <c k ‫ ﱡ‬,َD
integration course ‫دورة إدﻣ ج‬
citizenship test /Fْ -ِ ‫ ر ا‬# ‫ا‬
integration ‫إدﻣ ج‬
orientation k ‫ ﱡ‬,َD
diaspora organisation ‫ ت‬% ‫ ا‬TFD
migrant community L _ ُ ‫ ا‬8 َ ْ-‫ُﻣ‬
vulnerable 1 ‫ ُﻣ ﱠض‬/Q \
asylum seeker ‫ء‬,- ‫ة‬/W ‫ط‬
social work with refugees L E + ‫ ا‬8‫ﻣ‬ ‫ا‬ ‫ا‬
language course Z ‫دورة‬
interpreting service ‫ر‬, ‫ا‬ ‫َ َﻣ ت ا‬
trauma ‫@ﻣ‬
therapeutic help + ْ ‫د‬/‫ ِ ة‬/‫ُﻣ‬
resettlement L ‫ط‬,D ‫إ دة‬
geographical dispersal of asylum seekers ‫ء‬,- ‫ ا‬# 9‫) ا‬, n %D
unaccompanied asylum seeking minors ) ‫ء ا < @ ون‬,- ‫ ا‬,# ‫ط‬
L ‫ﺑ‬, ‫ا‬
failed asylum application ‫ض‬,9 ‫ء ﻣ‬,- W ‫ط‬
reintegration ‫إ دة إدﻣ ج‬
country of origin @ ‫ﺑ ا‬
intercultural social work ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ ‫ا‬ ‫ا‬
intercultural education ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ D
plural 8
ethnically diverse ً I ‫ع‬,F ‫ﻣ‬
intercultural youth work ‫ ت‬9 <R ‫ ا‬L ‫ ب ﻣ ﺑ‬#%‫ا ﱠ‬
youth exchange ‫ ب‬#%‫ دل ا ﱠ‬#D
mutual understanding ‫ دَل‬# ‫ ھ ُﻣ‬D
intercultural learning ‫ ت‬9 <R ‫ ا‬L ‫ ﱡ ﻣ ﺑ‬D
intercultural competence ‫ ت‬9 <R ‫ ا‬L ‫ ءة ﻣ ﺑ‬S
376
cross-cultural mediation ‫ ت‬9 <R ‫ ا‬# ‫و& ط‬
third party R c _
cross cultural mediator ‫ ت‬9 <R ‫ ا‬# y &‫و‬
facilitate communication @‫ا‬, ‫ ا‬/ D
intercultural misunderstanding ‫ ت‬9 <R ‫ ا‬L ‫ ھ ﻣ ﺑ‬D ‫ء‬,&
intercultural conflict ‫ ت‬9 <R ‫ ا‬L ‫@ اع ﻣ ﺑ‬
community relations 8 َ ْ- ُ ‫ ت ا‬I+َ
race relations ‫اق‬ ‫ ت ا‬I+َ
emancipatory work ‫ري‬ D
anti-discriminatory practice Fْ ُ 9 =‫ُﻣ ِر& ُﻣ‬
prejudice :َ#/‫ ْ= ُﻣ‬7ُ
accessibility of services ‫ َﻣ ت‬1َ ‫ ا‬O ‫ل إ‬,@, ‫ رة ا‬I
representation of ethnic minority people in ‫ ُﻣ< ﱢﻣ‬I ‫ ط‬9 I ‫ تا‬I ‫ ا‬R D
the staff of service providers ‫ ْ ﻣ‬1ِ ‫ا‬
culturally sensitive 9 <R ‫اع‬
ٍ ‫ُﻣ‬

377
84. ‘Race’, racism, and racist discrimination
‘Race’ is a problematic term for a problematic concept: hence the inverted
commas, used to stress that the notion of race is a social construction. Many
authors are uncomfortable with the term, and linguistic sensitivity is never
amiss, particularly in states such as Britain with a history of colonialism,
cultural domination, and cultural imperialism. It should perhaps be
acknowledged that the many alternative expressions for ‘race’ are also
problematic images of lineage, foreignness, and otherness. In the UK Equality
Act 2010, ‘race’ is rather vaguely described as colour (in the sense of skin
colour), nationality, ethnic origins, or national origins.
Racism and racial discrimination both refer to forms of abuse towards
members of other racial groups. Racialisation (a phenomenon also discussed
in terms of ethnicisation) and views of racial superiority (such as white
supremacy) usually lie behind such behaviour. Fear, too, is related to racism,
as the common English language euphemism xenophobia suggests: in
everyday usage it means hatred of foreigners as well as fear of foreigners.
Some prejudice may be related to specific ‘races’, or to the religions
associated with some groups of people: anti-Semitism, antiziganism, and
islamophobia (or anti-Muslim racism) for instance.
Article 1(1) of the International Convention on the Elimination of All Forms of
Racial Discrimination (ICERD) defines racial discrimination ‘any distinction,
exclusion, restriction or preference based on race, colour, descent, or national
[origin] or ethnic origin which has the purpose or effect of nullifying or
impairing the recognition, enjoyment or exercise, on an equal footing, of
human rights and fundamental freedoms in the political, economic, social,
cultural or any other field of public life’. Ethnic and racial discrimination is
often combined with other forms of discrimination, in which case we may talk
of multiple discrimination.
Racism and racial discrimination have many origins. Media coverage of
migration issues politicises immigration and often breeds distrust, prejudice,
intolerance, and misanthropy, by demonising, scapegoating, and stigmatising
minorities. The asylum seekers debate, in which newspapers employ the
images of ecoracism, illustrates this point well. Racist jokes trivialise racism.
Racist graffiti creates a climate of hate.
Experiences of racism range from being subjected to racial profiling, hearing
racist remarks, experiencing verbal attacks, racial harassment (that is, racial
bullying), racial attacks, or other racial violence (also known as racist violence
or racially motivated violence, including, in extreme cases, racist murders).
378
Anti-racism legislation has resulted in racial crimes (sometimes referred to as
racially motivated crimes, a subcategory of hate crimes) leading to tougher
sentences, as a means of responding appropriately to racists and tackling right
wing extremism. Incitement to racial hatred (that is, hate speech, that speech
which is designed or likely to stir up racial hatred) is illegal in the UK.

‘race’ ‫ِ ْق‬
social construction ‫ ا‬WS‫ُﻣ ﱠ‬
linguistic sensitivity ,Zُ ‫ ُﻣ ا ة‬/ & /7
colonialism ‫ر‬ &‫ا‬
cultural domination 9 <c ‫& دة‬
cultural imperialism 9 <c ‫ر‬ &‫ا‬
lineage W/X
foreignness ‫) ﺑ‬
otherness Z‫ا‬
Equality Act ‫ واة‬/ ‫ن ا‬,X I
colour ‫ن‬,
skin colour ‫ ة‬%# ‫ن ا‬,
nationality /Fْ ِ
ethnic origins I ‫ل‬,@‫أ‬
national origins ‫ﻣ‬/ F‫ل وط‬,@‫أ‬
racism Fْ ُ
racial discrimination I b D
abuse ‫إ& ءة‬
member ,i
racial group I , ْ-‫َﻣ‬
racialisation : D
ethnicisation : D
racial superiority I ْ ِ ‫ء‬+ &‫ا‬
white supremacy J # ‫& دة ا‬
fear ‫ف‬,

379
xenophobia WX ‫رُھ ب ا‬
hatred of foreigners L ‫ ﺑ‬Z ‫ا‬/WX ‫ اھ ا‬S
fear of foreigners L ‫ ﺑ‬Z ‫ا‬/WX ‫ ا‬L‫ف ﻣ‬,
prejudice :َ#/ْ ‫ ُ= ُﻣ‬7ُ
religion X ‫د‬
anti-Semitism ‫ ﻣ‬/ ‫ُﻣ داة ا‬
antiziganism -Z ‫ ا‬H ‫ُﻣ داة ط‬
islamophobia ‫م‬+&j‫رُھ ب ا‬
anti-Muslim racism L / ‫\ ا‬ Fْ ُ
International Convention on the Elimination 8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬
of All Forms of Racial Discrimination ‫ ي‬Fْ ُ ‫ ا‬b ‫= ل ا‬A‫أ‬
ICERD 8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬
‫ ي‬Fْ ُ ‫ ا‬b ‫= ل ا‬A‫أ‬
distinction : D/b D
exclusion ‫ د‬# &‫ا‬
restriction <D
descent +&ُ
national origin ‫أ@ ﻣ‬
ethnic origin Iْ ِ @‫أ‬
purpose W#&
effect c]D
nullify ‫ ء‬Z ‫إ‬/‫إﺑ ل‬
impair Qْ i
َ
recognition b /‫ف ﺑـ‬
enjoyment ‫ع‬ &‫ا‬
exercise &‫ُﻣ ِر‬
on an equal footing ‫ وي‬/ ‫ ﺑ‬، _D‫ ذا‬#/F ‫ﺑ‬/‫ﺑ < س‬
human rights ‫ ن‬/Xj‫ق ا‬,<ُ7
fundamental freedom & &‫أ‬ 7
public life ‫ ة ﻣ‬7
ethnic Iْ ِ

380
racial discrimination I b D
multiple discrimination ‫ ُﻣ ﱢد‬b D
media coverage ‫ﻣ‬+ ‫ إ‬ZD
migration issue ‫ ة‬-_ ‫ ﺑ‬: D iI/ ]/‫ﻣ‬
politicise immigration ‫ ة‬-_ ‫ ` ا‬/D
breed distrust <R ‫م ا‬ W#/D
prejudice :َ#/‫ ُ= ُﻣ‬7ُ
intolerance r‫ ﻣ‬/D ‫ م‬/W ‫ﱡ‬ D
misanthropy ‫ ي‬%# ‫` ا‬F- ‫ا‬/‫ س‬F ‫ اھ ا‬S
demonise F A
scapegoat L }‫ ا‬O ‫و‬P/ ‫إ < ء ا‬
stigmatise
minorities ‫ ت‬I‫أ‬
asylum seekers debate َ ُF‫ﻣ‬
‫ء‬,- ‫ ا‬# ‫< ش ط‬X/‫ظ ة‬
ecoracism E‫ﺑ‬ Fْ ُ
racist joke Fْ ُ =X
trivialise Q 1D/ <D/ Z D
racist graffiti ‫ ران‬- ‫ ا‬O Fْ ُ ‫ا = ﺑ ا‬
climate of hate ‫ اھ‬S E ‫ﺑ‬
experience of racism Fْ ُ ‫ رب‬- ‫ﻣ ور ﺑ‬
racial profiling ‫ ي‬Fْ ُ y FD
racist remark ‫ ي‬Fْ ُ : D
verbal attack T ‫م‬,-‫ھ‬/ ٍ D
racial harassment ‫ ي‬Fْ ُ ‫ ﱡ ش‬D
racial bullying ‫ ي‬Fْ ُ ‫ ﱡ‬FD
racial attack ‫ي‬ Fْ ُ ‫ ﱟ‬D/‫م‬,-‫ھ‬
racial violence ‫ ي‬Fْ ُ QFْ ُ
racist violence ‫ي‬ Fْ ُ QFْ ُ
racially motivated violence Fْ ُ 89‫ ذو دوا‬QFْ ُ
racist murder Fْ ُ I

381
anti-racism legislation Fْ ُ r9 =‫ ﻣ‬8 %D
racial crime Fْ ُ
racially motivated crime Fْ ُ 89‫ذات دوا‬
hate crime ‫ا = اھ‬
tougher sentence A‫ﺑ أ‬,<
racist ‫ة‬/‫ ي‬Fْ ُ
right wing extremism ‫ف‬ ‫ا‬L ‫ا‬
incitement to racial hatred Fْ ُ ‫ ا = اھ ا‬O J D
hate speech ‫ِ ب ا = اھ‬
racial hatred Fْ ُ ‫ اھ‬S

382
85. Anti-racism and anti-discrimination
At the national level, an essential step in combating racism and fighting racial
discrimination is the existence of appropriate national anti-discrimination
legislation. Equality Acts such as the UK Equality Act 2010 provide judicial
protection against victimisation. Much recent European national legislation
aligns countries with EU antidiscrimination policy such as the EU Racial
Equality Directive 2000/43/EC. There is a UN International Convention on the
Elimination of All Forms of Racial Discrimination. Countries have institutions
such as antidiscrimination authorities to consult in policy reviews, monitor the
effectiveness of policy, and, in some cases, act as an ombudsman.
The terms racial disadvantage and racial inequality are sometimes used to
describe a lack of equal opportunities for members of minority groups.
Measures to tackle unequal opportunities go further than removing direct
discrimination: indirect discrimination and structural disadvantage must also
be addressed. In old fashioned language, we speak of eradicating the colour
bar.
Positive discrimination is one measure to protect against discrimination,
specifically designed to reduce institutional discrimination and direct and
indirect disadvantage. It is also commonly known as positive action or
affirmative action. Alongside other anti-discriminatory measures, it usually
includes obligations to appropriately recognise and prioritise applications
from members of ethnic minority groups when hiring and promoting workers,
or securing educational opportunities. Britons are strong advocates of equal
opportunities monitoring, for instance in job applications or during service
provision. In this measure against discrimination, data on ethnicity (and other
characteristics possibly linked to discrimination) are formally collected. This
information gathering can help minimise discrimination and the exclusion of
certain individuals in the recruitment process. It can also be useful when
carrying out a diversity audit and planning other equal opportunities
measures.
On a societal level, fostering tolerance and respect for diversity may involve
antiracist awareness-raising campaigns and other intercultural education
work and antiracist education projects. Political literacy and human rights
education in schools can help build a foundation for social cohesion and non-
discrimination. Some projects and initiatives may be run by antiracist groups
and antiracist associations, or civil rights groups. Describing such work, we
sometimes talk of antiracist action.

383
In social work theory, a key late twentieth century approach to fighting
oppression and fighting discrimination (on all grounds) is anti-oppressive
practice. Some authors prefer to think in terms of a similar concept, anti-
discriminatory practice. Confusingly these terms may be considered quite
different, but can also sometimes be considered synonymous: some insist
discrimination should be understood with a narrow legal meaning, others
maintain it should encompass all oppression too. The essence of both
concepts is examining social work practice to identify oppression and
discrimination that may be taking place. Then this oppression and
discrimination must be challenged and systematically eradicated.

national level F‫ى وط‬, /ْ ‫ُﻣ‬

combat racism Fْ ُ ‫ﻣ رﺑ ا‬
racial discrimination I b D
appropriate W& F‫ﻣ‬/ H+‫ُﻣ‬
anti-discrimination legislation b ‫ا‬ 9 = ُ 8 %D
Equality Act ‫ واة‬/ ‫ن ا‬,X I
judicial protection H iI 7
victimisation \k
national legislation F‫& & وط‬/8 %D
EU ‫ د ا وروﺑ‬D ‫ا‬
antidiscrimination policy b ‫ا‬ 9 =‫& & ُﻣ‬
Racial Equality Directive 9 I ‫ واة ا‬/ ‫ _ ت ﻣ < ﺑ‬,D
‫ د ا وروﺑ‬D ‫ ا‬9 ‫ن ا‬,X I
UN International Convention on the ‫= ل‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬
Elimination of All Forms of Racial ‫ ي‬Fْ ُ ‫ ا‬b ‫ا‬
Discrimination
institution /&P‫ُﻣ‬
antidiscrimination authority b 9 =‫ُ& ْ َ ُﻣ‬
consult ‫ رة‬% &‫ا‬/ % /
policy review ‫ &ت‬/‫ا‬ ‫ﻣ ا‬
monitor #I‫ُﻣ ا‬
effectiveness 9

384
policy & &
ombudsman T‫ ﻣ‬L ‫أﻣ‬

racial disadvantage :H / Fْ ُ ‫ ب‬#& Qْ \َ L‫ط‬,‫ﻣ‬

Iْ ِ
racial inequality I ‫ واة ا‬/ ‫م ا‬
lack s<ْ X
equal opportunities E9 = ‫ُ ص ﻣ‬9
member of a minority group I‫أ‬ , ْ-‫ َﻣ‬9 ,i
unequal opportunities E9 = ‫ُ ص ) ﻣ‬9
direct discrimination Aِ #‫ ُﻣ‬b D
indirect discrimination Aِ #‫ ) ُﻣ‬b D
structural disadvantage = ‫ ھ‬:H
colour bar ‫ن‬, ‫ﻣ< س ا‬
positive discrimination ‫ﺑ‬-‫إ‬b D
measure to protect against discrimination b ‫\ ا‬ ‫ﺑ‬D
institutional discrimination /&P‫ ُﻣ‬b D
direct and indirect disadvantage Aِ #‫ و) ُﻣ‬Aِ #‫ ُﻣ‬:H
positive action ‫ﺑ‬-‫ إ‬9
affirmative action S‫ ﱠ‬P‫ ُﻣ‬9
anti-discriminatory measure b r9 =‫ ﺑ ﻣ‬D
obligation W ‫وا‬
recognise ‫ف ﺑـ‬
application :# D
member ,i
ethnic minority group I I‫ذات أ‬ , ْ-‫َﻣ‬
hire ‫ ﱢ‬,
Q‫ظ‬
promote ْ /‫ﱢوج‬
educational opportunities ّ D ‫ُ ص‬9
equal opportunities monitoring ‫ ا ص‬P9 =D #I‫ُﻣ ا‬
job application ‫ظ‬, W ‫< ط‬D
385
service provision ‫ ْ ﻣ‬1ِ ‫ا‬ <D
measure against discrimination b ‫ﺑ \ ا‬D
data ‫ت‬X ‫ﺑ‬
ethnicity Iْ ِ
characteristic ّ
@
exclusion ‫ د‬# &‫ا‬
recruitment Q ‫ظ‬,D
diversity audit ‫ع‬,F ‫صّ ﺑ‬ :I D
equal opportunities measure ‫ ا ص‬P9 =D ‫ ﺑ‬D
societal level ‫ى ا‬, /ْ ‫ُﻣ‬
foster tolerance r‫ ﻣ‬/ ‫ ا‬b b D
respect for diversity ,F ‫ ام ا‬7‫ا‬
antiracist awareness-raising campaign Fْ ُ 9 =‫ُﻣ‬ ,D 7
intercultural education work ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ ‫ا ﱠ‬
antiracist education project Fْ ُ r9 =‫ﻣ‬ D ‫ وع‬%‫ﻣ‬
political literacy & & 9 ‫ﻣ‬
human rights education ‫ ن‬/Xj‫ق ا‬,<7 D
social cohesion ‫ ا‬:ُ9‫ا‬,D
non-discrimination b ‫ما‬
project ‫ وع‬%‫ﻣ‬
initiative ‫ درة‬#‫ُﻣ‬
antiracist group Fْ ُ 9 =‫ُﻣ‬ , ْ-‫َﻣ‬
antiracist association 9 =‫ ُﻣ‬/&P‫ُﻣ‬
civil rights group X ‫ق ﻣ‬,<7 , ْ-‫َﻣ‬
antiracist action Fْ ُ r9 =‫ ﻣ‬9
social work theory ‫ا‬ ‫ا‬ TX
approach h_X
fight oppression 8 < ‫ﻣ رﺑ ا‬
fight discrimination b ‫ﻣ رﺑ ا‬
grounds `&‫أ‬

386
anti-oppressive practice 8< 9 =‫ُﻣ ِر& ُﻣ‬
anti-discriminatory practice b 9 =‫ُﻣ ِر& ُﻣ‬
narrow legal meaning ‫ﻣ ود‬/: \ ‫ ق‬X ‫ ذو‬X,X I OF ‫ﻣ‬
oppression 8ْ I
examine s‫ﱡ‬
social work practice ‫ا‬ ‫ُﻣ ِر& ا‬
identify ‫ّف‬
challenge ‫ َ ﱟ‬D/‫َ ّ ى‬
eradicate ‫إزا‬

387
86. Exploitation
We use the term exploitation to describe someone taking advantage of
something or somebody else for their own personal advantage. When
considering the exploitation of people, exploiting is usually understood in the
sense of economic exploitation; the term non-economic exploitation might be
used broadly synonymously with abuse. The perpetrator of the exploitation
might be one of a range of people: an employer, a landlord, a public official
(such as a police officer or border official), or even a family member.
Exploitation is thus closely link to organised crime and activities in the
underground economy (sometimes called the clandestine economy). Examples
of exploitation include drug smuggling by drug mules, organ removal (organ
theft), and work in dangerous, inhumane, or unhealthy conditions such as
dynamite factories or sweatshops.
The terms forced labour and compulsory labour describe work or services
which are not offered voluntarily but rather under coercion (including
deception, or the use of violence such as beatings, or threats thereof). We may
thus speak of labour exploitation. Sometimes somebody is under the control of
another person. This is known as bondage. If the control is due to an economic
relationship, the term debt bondage is used, and that person may then carry
out bonded labour, to ‘repay’ the loan or advance. The terms servitude,
serfdom, and slavery or enslavement (also termed contemporary slavery,
modern-day slavery, or current-day slavery to be distinguished from earlier
chattel slavery) describe similar relationships to bondage, and stress the fact
that one person claims ‘ownership’ of another. Domestic slavery (that is,
domestic servitude) is an example of this.
Children may be regarded as being particularly vulnerable to becoming victims
of exploitation. In many countries child marriage and forced marriage are
practised; in extreme cases young brides may even be at risk of honour killings
if they reject a forced marriage or seek self-determination within one. Children
are also recruited in times of conflict as child soldiers. Children work. Child
labour is specifically that work done by children which is detrimental to their
health, education, or development. Child labour may be remunerated (that is,
paid) or unremunerated. The worst forms of child labour are covered in the
ILO’s Convention concerning the Prohibition and Immediate Action for the
Elimination of the Worst Forms of Child Labour. Its definition covers various
forms of child exploitation.
Child exploitation (or child economic exploitation) includes child trafficking
(also known as trafficking in children), the sale of children, and illegal

388
adoption. Exploited children may be involved in criminally organised
panhandling (that is, begging), shoplifting, pickpocketing, and other petty
crime, as well as dangerous work, or work in environments where the child is
at risk of sexual abuse. An important subcategory of child exploitation is child
sexual exploitation (sometimes referred to as commercial child sexual
exploitation or commercial sexual exploitation of children). This term is broad.
As well as contact child sexual abuse for financial gain (prostituted children), it
includes various sexual crimes against children such as producing or selling
child pornography (indecent images of children) and online child sexual
exploitation.

exploitation ‫ل‬+Z &‫ا‬

take advantage ‫ل‬+Z &‫ا‬
personal advantage 1A ‫ ة‬H 9/ F‫ﻣ‬
exploit Z/
economic exploitation ‫دي‬ I‫ل ا‬+Z &‫ا‬
non-economic exploitation ‫دي‬ I‫ل ) ا‬+Z &‫ا‬
abuse ‫إ& ءة‬
perpetrator ‫ ء‬/‫ُﻣ‬
employer ‫ ا‬W7 @
landlord ‫ ا < ر‬W7 @
public official ‫ ا < ع‬9) ‫ول م‬P/‫ﻣ‬
( ّ ‫ﻣ‬,=ُ ‫ا‬
police officer ‫ ط‬A
border official ‫ود‬ ‫ول ا‬P/‫ﻣ‬
family member ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9
organised crime 1‫ﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬
underground economy ‫د& ي‬ I‫ا‬
clandestine economy ‫د& ي‬ I‫ا‬
drug smuggling ‫ ﱢرات‬1 ُ ‫ ا‬W _D
drug mule ‫ رات‬1‫ﻣ_ ب ﻣ‬
organ removal ‫ء‬i ‫ع ا‬bX
organ theft ‫ء‬i ‫ ا‬I &

389
dangerous
inhumane X /X‫) إ‬/‫س‬
ٍ I
unhealthy @ )
dynamite factory n ‫ ﻣ‬F ‫ د‬8F ‫ﻣ‬
sweatshop 8X ‫ﻣ‬/‫ل‬ Z /‫ ﻣ‬8X ‫ﻣ‬
IA
forced labour ‫ ي‬/I
compulsory labour ‫ ري‬# ‫إ‬/‫ ي‬/I
voluntarily ,‫ط‬
under coercion َ#-‫ ُﻣ‬/ )َ ‫ُﻣ‬
deception ‫ِ اع‬
violence QFْ ُ
beating ‫ ِح‬#‫\ ب ُﻣ‬
threat _D
labour exploitation ّ F_‫ل ِﻣ‬+Z &‫ا‬
under the control k َ /‫ُﻣ‬
bondage ّ ‫ ِر‬/ ‫د‬,#
‫ق‬
economic relationship ‫د‬ I‫ ا‬I+
debt bondage ‫ أ& س‬O ‫ ق‬I &‫ا‬/L ‫د ا‬,#
L ‫ا‬
bonded labour ‫ ة‬1/ ‫ﺑ‬
repay L ‫إ ءﺑ‬
loan ‫ ْض‬I
advance ‫ُﻣ< ﱢﻣ‬ <X 9‫د‬
servitude ‫ِ ْﻣ‬
serfdom ‫د‬,# /‫د ا رض‬,# / X FI
I‫إ‬
slavery ‫د‬,#
enslavement ‫ ق‬I &‫ا‬
contemporary slavery ‫د ﻣ @ ة‬,#
modern-day slavery ‫د ﻣ @ ة‬,#

390
current-day slavery ‫د ﻣ @ ة‬,#
chattel slavery ‫د‬,#
claim ‘ownership’ = ‫ ﺑ‬# ‫ﻣ‬
domestic slavery bF‫د ﻣ‬,#
domestic servitude bF‫ ق ﻣ‬I &‫ا‬
vulnerable 1 ‫ ُﻣ ﱠض‬/Q \
victims of exploitation ‫ل‬+Z & ‫\ ا‬
child marriage ‫زواج ا ط ل‬
forced marriage ‫ ي‬/I ‫زواج‬
young bride ‫ ﺑ‬A ‫وس‬
honour killing ‫ ف‬% ‫ ا‬H‫ا‬
reject J9
self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D
recruited ‫ﱠ‬F-‫ُﻣ‬
conflict ‫@ اع‬
ِ
child soldier ‫ ي‬F ْ ‫ِط‬
child labour ‫ا ط ل‬
detrimental ‫ ٍذ‬P‫ ُﻣ‬/‫\ ر‬
health ّ @
ِ
education D
development , D/,ّ ُ ُX
remunerated ]‫ﺑ‬
unremunerated ‫دون أ‬
worst forms of child labour ‫ا ط ل‬ ‫= ل‬A‫أ أ‬,&‫أ‬
ILO ‫ا و‬ ‫ﱠ ا‬TF‫ُﻣ‬
Convention concerning the Prohibition and ‫= ل‬A‫أ أ‬,&‫ أ‬T7 ‫]ن‬%‫ ّ ﺑ‬I ّD‫ا‬
Immediate Action for the Elimination of the ‫ر‬, ‫ اءات ا‬j‫ا ط ل وا‬
Worst Forms of Child Labour _ ‫ ء‬i<
child exploitation ‫ل ا ط ل‬+Z &‫ا‬
child economic exploitation ً ‫د‬ I‫ل ا ط ل ا‬+Z &‫ا‬
child trafficking ‫ ر ﺑ ط ل‬-D ‫ا‬

391
trafficking in children ‫ ر ﺑ ط ل‬-D ‫ا‬
sale of children ‫ ا ط ل‬8 ‫ﺑ‬/‫ ر ﺑ ط ل‬-D ‫ا‬
illegal adoption X,X I ) ّF#D
exploited child Z /‫ِط ْ ﻣ‬
panhandle ‫ّل‬,/D
beg ‫ّل‬,/D
shoplift ‫ ا‬L‫ ﻣ‬8 / ‫ ا‬I &
pickpocke %X/‫ ل‬% X‫ا‬
petty crime ‫ ى‬Z@
dangerous work
environment y ‫ﻣ‬/ E ‫ﺑ‬
at risk 1 ‫ُﻣ ﱠض‬
sexual abuse /Fْ ِ ‫إ& ءة‬
child sexual exploitation ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ا‬
commercial child sexual exploitation ‫ ً _ ف‬/Fْ ِ ‫ل ا ط ل‬+Z &‫ا‬
‫ ري‬-D
commercial sexual exploitation of children ‫ ً _ ف‬/Fْ ِ ‫ل ا ط ل‬+Z &‫ا‬
‫ ري‬-D
contact child sexual abuse ‫إ& ءة‬/‫ ه ا ط ل‬-D /Fْ ِ ‫إ& ءة‬
/Fْ -ِ ‫ا ط ل ا‬
prostituted child ‫ ء‬Z# ‫ ا‬9 Z /‫ِط ْ ﻣ‬
sexual crime against a child ْ ‫ ه ِط‬-D /Fْ ِ
child pornography ‫اد‬, ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ا‬
7 ‫ﺑ‬j‫ا‬
indecent image of a child ْ ِ E g‫رة ﺑ‬,@
online child sexual exploitation # ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ا‬
nX X ‫ا‬

392
87. Human trafficking
A grave global social problem which has come to much attention in recent
decades is human trafficking (also known as people trafficking, trafficking in
persons, and less commonly the trade in people, or, if the context is clear,
simply trafficking). A person organising and carrying out the trafficking is
known as a human trafficker, people trafficker, or trafficker; the victim of
human trafficking (victim of trafficking) is the trafficked person (for example,
trafficked women or trafficked children). If a person frees themselves from
trafficking (or is freed) they may be described as a trafficking survivor. Human
trafficking counts amongst the most serious forms of exploitation and is often
accurately described as a modern form of slavery.
Traffickers are usually part of organised criminal groups, ranging from small
gangs to large networks known as human trafficking syndicates or human
trafficking rings. Trafficking is an example of transnational organised crime,
and it may be linked to other transnational criminal activities such as drug
trafficking and money laundering. Together with people smuggling, trafficking
may be categorised as organised immigration crime. Strictly speaking,
trafficking does not always involve the crossing of borders, but if it does we
may speak of source countries, transit countries, and destination countries for
the trafficking. Victims of trafficking may be sold and possibly resold. A second
experience of being trafficked, typically after a return to the source country,
may be termed re-trafficking.
A number of United Nations documents address human trafficking. The United
Nations Convention against Transnational Organized Crime is supplemented
by the UN Protocol to Prevent, Suppress and Punish Trafficking in Persons,
Especially Women and Children (commonly known as the Palermo Protocol).
The United Nations Office on Drugs and Crime has produced a Model Law
against Trafficking in Persons. Article 3 of the protocol gives a definition of
human trafficking, describing it as ‘the recruitment, transportation, transfer,
harbouring or receipt of persons, by means of the threat [of force] or use of
force or other forms of coercion, of abduction, of fraud, of deception, of the
abuse of power or [the abuse] of a position of vulnerability or of the giving or
receiving of payments or benefits to achieve the consent of a person having
control over another person, for the purpose of exploitation’.
Sometimes different types of human trafficking are referred to. Some terms
focus on the purpose of the trafficking, for instance sex trafficking (sexual
trafficking or trafficking for sexual exploitation), or organ trafficking; others
indicate exactly who is trafficked, for example trafficking in children (child

393
trafficking) or trafficking in girls and women. Measures to combat human
trafficking may be spoken of in terms of anti-trafficking programmes (or
counter trafficking programmes), anti-trafficking strategies, anti-trafficking
policies, and anti-trafficking laws.
Working with trafficked persons requires great care and sensitivity. Identifying
victims of trafficking is a key issue in working with vulnerable groups today
(sometimes spoken in terms of recognising trafficking). When an individual
has been identified as being a potential victim of trafficking, secure
accommodation, interpreting services, health services, and trauma support are
usually required.

grave ‫ة‬ / ّ ‫ُﻣ‬

global social problem ّ ‫= ا‬%‫ُﻣ‬
human trafficking %# ‫ ر ﺑ‬-D ‫ا‬
people trafficking %# ‫ ر ﺑ‬-D ‫ا‬
trafficking in persons %# ‫ ر ﺑ‬-D ‫ا‬
trade in people %# ‫ ر ﺑ‬-D ‫ا‬
trafficking ‫ ر‬-D ‫ا‬
human trafficker %# ‫ﺑ‬ D
people trafficker %# ‫ﺑ‬ D
trafficker ‫ ُﻣ_ ﱢب‬/ X,X I ) D
victim of human trafficking %# ‫ ر ﺑ‬-D ‫\ ا‬
victim of trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \
trafficked person %# ‫ ر ﺑ‬-D+ ‫ ض‬D s1A
trafficked woman %# ‫ ر ﺑ‬-D+ n\ D ‫اﻣ أة‬
trafficked child %# ‫ ر ﺑ‬-D+ ‫ ض‬D ْ ‫ِط‬
trafficking survivor %# ‫ ر ﺑ‬-D ‫ ا‬L‫ج ﻣ‬
ٍ X
exploitation ‫ل‬+Z &‫ا‬
slavery ‫د‬,#
organised criminal group ‫ﱠ‬TF‫اﻣ ُﻣ‬ ‫إ‬ , ْ-‫َﻣ‬
gang ‫ﺑ‬
human trafficking syndicate %# ‫ ر ﺑ‬-D ‫= ا‬#A
human trafficking ring %# ‫ ر ﺑ‬-D ‫ < ا‬7

394
transnational organised crime ‫ود‬ ‫ ا‬# ‫ﱠ‬TF‫ُﻣ‬
transnational criminal activity ‫ود‬ ‫ ا‬# ‫اﻣ‬ ‫ ط إ‬%X/ S 7
drug trafficking ‫ ﱢرات‬1 ُ ‫ ر ﺑ‬-D ‫ا‬
money laundering ‫ال‬,‫ أﻣ‬/)
people smuggling ‫ ص‬1A ‫ ا‬W _D
organised immigration crime ‫ ة‬-_ ‫ﱠ ﻣ < ﺑ‬TF‫ُﻣ‬
cross a border ‫ود‬ ‫ر ا‬,#
source country @ ‫ﺑ ا‬
transit country ‫ور‬ ‫ﺑ ا‬
destination country < ‫ﺑ ا‬
sold 8‫ﺑ‬
resold 8 ‫إ دة ﺑ‬
re-trafficking ‫ ر‬-D‫إ دة إ‬
United Nations document ‫ < ا ﻣ ا َ ّ ة‬c‫و‬
United Nations Convention against ‫ﱠ‬TF ُ ‫ا‬ -‫ا‬ 9 = ُ ‫ ّ ا ﻣ ا َ ّ ة‬I ّD‫ا‬
Transnational Organized Crime
Palermo Protocol ,‫ل ﺑ ﻣ‬,S,D‫ﺑ و‬
United Nations Office on Drugs and ‫ ﱢرات‬1 ُ ‫ ﺑ‬F ‫ ا ﻣ ا َ ّ ة ا‬W =‫ﻣ‬
Crime - ‫وا‬
Model Law against Trafficking in Persons ‫ ص‬1A ‫ ر ﺑ‬-D ‫ا‬ 9 =ُ ‫ذ‬, X ‫ن‬,X I
recruitment F-D/Q ‫ظ‬,D
transportation <X
transfer <X
harbour ‫ء‬# ‫ا‬
receipt 9 i &‫ا‬/‫ ل‬#< &‫ا‬
by means of # /‫ل‬+ L‫ﻣ‬
threat of force QFْ ُ ‫_ ﺑ‬D
use of force ‫ة‬,< ‫ ام ا‬1 &‫ا‬
coercion ‫إر) م‬
abduction Q
fraud ‫ ل‬7‫ا‬
deception ‫اع‬
395
abuse of power َ ْ /ُ ‫ل ا‬+Z &‫ا‬
abuse of a position of vulnerability Qْ \
َ 8I,‫ل ﻣ‬+Z &‫ا‬
payment 9‫د‬
benefit ّ
‫ا& < ق ﻣ دي‬
consent َ<َ9‫ا‬,‫ُﻣ‬
have control over another person Lّ ‫ ُﻣ‬s1A O َ ْ &ُ ‫ا‬/k
purpose W#&
exploitation ‫ل‬+Z &‫ا‬
sex trafficking `F- ‫ ر ﺑ‬-D ‫ا‬
sexual trafficking `F- ‫ ر ﺑ‬-D ‫ا‬
trafficking for sexual exploitation /Fْ -ِ ‫ل ا‬+Z & ‫ ب ا‬#& ‫ ر‬-D ‫ا‬
organ trafficking ‫ء‬i ‫ ر ﺑ‬-D ‫ا‬
traffick ‫ ر‬-D‫ا‬
trafficking in children ‫ ر ﺑ ط ل‬-D ‫ا‬
child trafficking ‫ ر ﺑ ط ل‬-D ‫ا‬
trafficking in girls and women ‫ ء‬/F ‫ ت وا‬F# ‫ ر ﺑ‬-D ‫ا‬
measure to combat human trafficking %# ‫ ر ﺑ‬-D ‫رﺑ ا‬ ‫ﺑ‬D
anti-trafficking programme %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬h‫ ﻣ‬X ‫ﺑ‬
counter trafficking programme %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬h‫ ﻣ‬X ‫ﺑ‬
anti-trafficking strategy %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬- D‫ا& ا‬
anti-trafficking policy %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫& & ُﻣ‬
anti-trafficking law %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ن ُﻣ‬,X I
identifying victims of trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ ّ َ D/Q D
vulnerable group 1 \ ْ ُ ‫ ُﻣ‬/ \ , ْ-‫َﻣ‬
recognising trafficking ‫ ر‬-D ‫اف ﺑ‬ ‫ا‬
potential victim of trafficking ‫ ر‬-D+ َ ‫ُﻣ‬ \
secure accommodation L=/‫ ﻣ‬L ‫]ﻣ‬D
interpreting service ‫ر‬, ‫ا‬ ‫َ َﻣ ت ا‬
health service @ ‫َ َﻣ ت‬
trauma support ‫ﱠ ﻣ‬ ‫َ َﻣ ت دا‬

396
88. Sex work and sexual exploitation
People working as sex workers might be seen as especially vulnerable
individuals. Sex work is an area characterised by exploitation and abuse.
Workers have a high risk of experiencing physical violence (such as beatings),
sexual violence (sexual assault and rape), emotional violence, and exposure to
sexually transmitted diseases. Various health and social care professionals
have work which addresses the sex industry (also called the sex trade),
providing support services, health checks, and counselling, advocacy, and
advice services. Note how the older word for some types of sex worker,
prostitute is less common in social work literature, due to its negative
connotations and stigmatising nature.
Broadly speaking, the sex industry encompasses prostitution, phone sex,
internet sex, stripping and peep shows, pole dancing and lap dancing, and
pornography. These activities are also covered by the term commercial sexual
exploitation. Prostitutes may be female prostitutes or male prostitutes. Sex
workers may work in a brothel (also known as a bordello). Such a place is run
by a brothel owner or brothel keeper. Depending on the jurisdiction, such
establishments may be illegal or legal, but they are usually limited to certain
geographical areas, sometimes known as red light districts. Sex tourism is the
movement of prostitutes’ customers (sex buyers) to such territories where
prostitution is more loosely regulated; some individuals or organisations
arrange sex tours to facilitate this.
Some sex workers, known colloquially as call girls or escort girls (or call boys,
the term escort boy being uncommon) visit customers in their homes, or work
from their own flats, typically advertising using the internet or being
employed by an escort agency. Alternatively, sex workers may meet
customers and sell sex on the streets; in this case they may be known as street
prostitutes, street sex workers or, colloquially, streetwalkers. Street sex
workers’ customers, when in cars, are known informally as curb crawlers.
When a prostitute offers to have sex for money this is known as soliciting: it is
an offence in many countries, due to soliciting laws. Some people arrange for
sex services to be sold. This is known as procuring. The procurer may be
colloquially known as a pimp or madam depending on their sex.
Prostitution may be voluntary or forced. In Europe, voluntary sex workers are
normally able to protect themselves by requiring their clients to use condoms;
forced sex workers less so, making them highly vulnerable to sexually
transmitted diseases. Forced prostitution is typically characterised by being
unremunerated (without pay), or only partially remunerated. In addition, a

397
forced sex worker has been coerced into doing the work, and may have
restrictions on their freedom of movement. The sex industry accounts for
much migration. Such migrants may be described as sex migrants, or migrant
sex workers. Trafficking women for sex (or indeed trafficking men for sex) is
sometimes known as sexual trafficking or sex trafficking. It is a common way
of providing sex workers to meet clients’ high levels of demand for
prostitution. Sex trafficking is normally done by sex trafficking rings (that is,
sex trafficking syndicates or sex trafficking networks). The terms sexual slavery
(or sex slavery) and sexual servitude describe forced sex work. Traffickers may
also be responsible for child sex trafficking (for child sexual exploitation to
paedophiles or paedophile networks) and trafficking women into marriage.

sex worker Z‫ﺑ‬/`F- ‫ رة ا‬-D 9 ‫ة‬/ ‫ﻣ‬

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \
sex work `F- ‫ ﺑ‬: ‫ﻣ‬
exploitation ‫ل‬+Z &‫ا‬
abuse ‫إ& ءة‬
physical violence ‫ ي‬/ QFْ ُ
beating ‫ ح‬#‫\ ب ﻣ‬
sexual violence /Fْ ِ QFْ ُ
sexual assault /Fْ ِ ‫ ي‬D
rape ‫ب‬ )‫ا‬
emotional violence / X QFْ ُ
exposure to sexually ‫ ﻣ‬/Fْ ِ ‫ ض ﻣ اض‬D
transmitted diseases
health and social care ‫ّ وا‬ ‫ا‬ ِ ‫ ا‬9 ّ F_‫ ِﻣ‬H ‫أ‬
professional
sex industry `F- ‫ا‬ F@ ‫ ل‬-‫َﻣ‬
sex trade /Fْ ِ ‫ رة‬-D
support service ْ ‫َ َﻣ ت ا‬
health check @s 9
counselling ‫ د‬A‫إر‬
advocacy L ‫ ع‬9‫د‬/h ‫ و‬D/‫ @ ة‬F‫ُﻣ‬

398
advice service ‫ ر‬% &‫َ َﻣ ت ا‬
prostitute 9 ‫ ِ م‬1 /‫ل أو ُﻣ‬,#<‫ ) ﻣ‬r ‫ ﻣ‬O ‫ ل‬R‫ة" ﻣ‬/ ‫ھ‬
‫ا‬ ‫ ل ا‬-‫َﻣ‬
social work literature ‫ا‬ ‫أدﺑ ت ا‬
stigmatising ‫ر‬ ‫@ ﺑ‬
ِ ,‫ُﻣ‬
prostitution ‫ ء‬Z# ‫ا‬
phone sex QD _ ‫ ا‬# `F
internet sex nX X ‫ ا‬# `F
stripping `‫ﺑ‬+ ‫ ا‬8 /‫ ي‬D
peep show 9 # ‫ ي‬Z‫ض ُﻣ‬
pole dancing ‫د‬, ‫ ا‬sI‫ر‬
lap dancing Li7 ‫ ي ﺑ‬Z‫ ُﻣ‬sI‫ر‬
pornography ّ 7 ‫اد إﺑ‬,‫ﻣ‬
commercial sexual ‫ ري‬-D /Fْ ِ ‫ل‬+Z &‫ا‬
exploitation
female prostitute Z‫اﻣ أة ﺑ‬
male prostitute Z‫ﺑ‬ ‫ر‬
brothel ‫ د رة‬n ‫ﺑ‬
bordello ‫ر‬, ]‫ﻣ‬/‫ د رة‬n ‫ﺑ‬
brothel owner ‫ د رة‬n ‫ ﺑ‬W7 @
brothel keeper ‫ د رة‬n ‫ول ﺑ‬P/‫ﻣ‬
jurisdiction 7+@
illegal X,X I )
legal X,X I
red light district ‫رة‬ ‫ا‬/‫ ء‬Z# ‫ ا‬7
sex tourism /Fْ ِ 7 &
prostitutes’ customer ‫ ء‬Z# ‫ ا‬LH ‫زﺑ‬
sex buyer ‫ ء‬Z# ‫ ا‬LH ‫زﺑ‬
territory < F‫ﻣ‬
regulate ّ
TF
sex tour /Fْ ِ 7 & ,

399
call girl QD _ ‫ ا‬: ‫ ط‬L ‫ ء‬Z# ‫ا‬, ‫ ا‬#<D ‫ ه‬9
escort girl ‫ ّ ث ا‬7َ O ‫ ﻣ إ‬s1A 8‫ھ ب ﻣ‬g ] /D ‫ ة‬9
call boy QD _ ‫ ا‬: ‫ ط‬L ‫ ء‬Z# ‫ا‬, ‫ ا‬#< ‫و‬
escort agency ‫ ء‬Z# ‫ّ أو ُ ِر& ا‬ ‫ِ< ا‬9‫ا‬ ‫ َ َﻣ ت‬S‫و‬
FZ ‫< ا‬#
sell sex `F- ‫ رة ا‬-D/`F- ‫ ا‬8 ‫ﺑ‬
street prostitute ‫ رع‬% ‫ ء ا‬Z‫ﺑ‬
street sex worker ‫ رع‬% ‫ ا‬9 Z‫ﻣ ﺑ‬
streetwalker ‫ارع‬,% ‫ ا‬Z‫ﺑ‬/‫ارع‬,% ‫ ا‬9 ‫ل‬,‫ ﱢ‬- ‫ُﻣ‬
curb crawler ‫ارع‬,% ‫ ا‬Z‫ﺑ‬/‫ارع‬,% ‫ ا‬9 ‫ل‬,‫ ﱢ‬- ‫ُﻣ‬
soliciting ‫س‬ ‫ا‬
offence ‫ ُ م‬/ Fُ
soliciting law ‫س‬ ‫ن ا‬,X I
sex service /Fْ ِ ‫َ َﻣ ت‬
procuring O ‫ل‬, 7/ 9,D
procurer 9,‫ُﻣ‬
pimp ‫اد‬,‫ ﱠ‬I
madam ‫ادة‬,ِI
voluntary ,‫ط‬
forced ‫ ري‬# ‫إ‬/‫ ي‬/ِI
voluntary sex worker ً ,‫` ط‬F- ‫ رة ا‬-D 9 ‫ة‬/ ‫ﻣ‬
requiring W‫ﱠ‬
client /‫ن‬,‫زﺑ‬
condom ‫ري‬,S‫ ذ‬I‫وا‬
forced sex worker ً /I `F- ‫ رة ا‬-D 9 ‫ﻣ‬
vulnerable 1 ‫ ُﻣ ﱠض‬/Q \
sexually transmitted disease ً /Fْ ِ I F ‫ﻣ ض ُﻣ‬
forced prostitution ‫ ي‬/< ‫ ء ا‬Z# ‫ا‬
unremunerated ‫دون أ‬
without pay ‫دون أ‬
remunerated ]‫ﺑ‬
400
forced sex worker ً /I `F- ‫ رة ا‬-D 9 ‫ﻣ‬
coerced ‫ر‬,#-‫ﻣ‬/ )َ ‫ُﻣ‬
restriction <D
freedom of movement <F ‫ا‬/ S ‫ا‬ 7
sex migrant ّ Z‫ﺑ‬ _‫ُﻣ‬
migrant sex worker `F- ‫ رة ا‬-D 9 _‫ُﻣ‬
trafficking women for sex ‫ ء‬/F ‫ ً ﺑ‬/Fْ ِ ‫ ر‬-D ‫ا‬
trafficking men for sex ‫ل‬ ‫ ً ﺑ‬/Fْ ِ ‫ ر‬-D ‫ا‬
sexual trafficking /Fْ -ِ ‫ ر ا‬-D ‫ا‬
sex trafficking /Fْ -ِ ‫ ر ا‬-D ‫ا‬
demand W
sex trafficking /Fْ -ِ ‫ ر ا‬-D ‫ا‬
sex trafficking ring /Fْ -ِ ‫ ر ا‬-D ‫ < ا‬7
sex trafficking syndicate /Fْ ِ ‫ ر‬-D ‫ ا‬, ْ-‫َﻣ‬
sex trafficking network /Fْ ِ ‫ ر‬-D ‫= ا‬#A
sexual slavery /Fْ ِ ‫د‬,#
sex slavery /Fْ ِ ‫د‬,#
sexual servitude /Fْ ِ ‫ ق‬I &‫ا‬
forced sex work ً /I `F- ‫ ر ﺑ‬-D ‫ ل ا‬-‫ َﻣ‬9
child sex trafficking ‫ ﺑ ط ل‬/Fْ ِ ‫ ر‬-D‫ا‬
child sexual exploitation ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ا‬
paedophile ‫ _ ا ط ل‬%‫ُﻣ‬
paedophile network ‫ا ط ل‬ _ %‫= ُﻣ‬#A
trafficking a woman into ‫واج‬b ‫ ر ﺑ ﻣ أة‬-D‫ا‬
marriage

401
89. Social problems in poorer countries
The processes of development and industrialisation, coupled with the effects
of global inequalities, create many problems common to the developing
countries. Some, due to the mobility of money, infectious diseases, pollution,
and economic practices may be described as global social problems.
In many places, social problems are directly related to poverty and poor living
conditions. In countries with a low human development index (or, more
specifically, inequality-adjusted human development index), a large part of the
working population is typically employed in the informal economy. This sector
is characterised by precariousness: low wage levels, job insecurity, and a lack
of health insurance and social insurance. The global jobs crisis makes
employment even more insecure, and multinational corporations (also known
as multinational companies, transnational corporations, or transnational
companies) exploit positions of power to push down wage levels further.
Urbanisation and population growth in poorer countries leads to urban
segregation. Slums (sometimes called squatter settlements, bidonvilles,
favelas, or shanty towns) are without basic infrastructure. Public utilities, such
as running water or electricity, are usually lacking. The burden of repaying
third world debt prevents some poorer states from funding public services
such as health care and education.
The problems of living on a subsistence income are unequally distributed.
Children form a particularly vulnerable group. They are at risk of malnutrition,
illiteracy and low rates of school enrolment, and abuse. Gender inequality is
entrenched, and child marriage is normal in many cultures. In some regions
girls and young women are at risk of female genital mutilation (also referred
to as infibulation, mutilation of the vagina, clitoridectomy, and, in those
countries where it is commonly practised, informally called female
circumcision or cutting). Many children live without their parents. Street
children and unaccompanied refugee children are orphans, forcibly separated,
or estranged from their families. The risks for children in some countries begin
before birth: the term missing girls refers to the demographic evidence of
widespread selective abortion of female fetuses. In extreme cases, when
abortion is not possible, babies may be the victims of abandonment. Usually
this involves the baby being left somewhere to be raised as a foundling. Of
course, when this goes wrong, the case becomes one of infanticide (child
murder).
Developing countries bear the human cost of global warming and other
environmental damage. Environmental degradation related to greenhouse

402
emissions leads to desertification, crop failure, and drought. Famine and
malnutrition are the consequences of global warming. The extreme weather
associated with climate change such as floods, hurricanes, and tornados lead
to population displacement, homelessness and landlessness, and shortages of
clean drinking water. Deforestation can lead to soil erosion, and overfishing to
depletion in fish populations, threatening traditional livelihoods. Further man-
made catastrophes include contamination of water and soil with toxic waste,
and nuclear power accidents.
Many health problems may be considered global problems today. AIDS/HIV is
having a devastating impact in Sub-Saharan Africa, leaving children as AIDS
orphans, and communities without workers and care-givers. Other key health
concerns in developing countries which can lead to death or disability include
malaria, cholera, diarrhoea, parasitic diseases such as onchocerciasis (river
blindness) and schistosomiasis, yellow fever, diphtheria, polio, measles,
influenza, tuberculosis, and meningitis.

development ,ّ ُ ُX/ , D
industrialisation 8F D
global inequality ‫ واة‬/‫م ﻣ‬
developing country ‫ ٍم‬X ‫ﺑ‬
mobility <‫ ﱡ‬FD
infectious disease ٍ ‫ﻣ ضﻣ‬
pollution ‫ﱡ ث‬, D
economic practice ‫د‬ I‫ُﻣ َر& ا‬
global social problem ّ ‫= ا‬%‫ُﻣ‬
social problem ّ ‫= ا‬%‫ُﻣ‬
poverty <9
poor living conditions ‫< ة‬9 % ‫ظ وف ﻣ‬
human development index %# ‫ ا‬F ‫ ا‬A‫ ﱢ‬P‫ُﻣ‬
inequality-adjusted human ‫ واة‬/ ‫ل ﺑ م ا‬ ‫ا‬ %# ‫ا‬ F ‫ ا‬A‫ ﱢ‬P‫ُﻣ‬
development index
working population L ‫ُ&= ن ﻣ‬
informal economy ‫& ي‬/ &‫د ) ر‬ I‫ا‬
precariousness ‫ا & < ار‬/‫ت‬,#R ‫م ا‬
403
low wage level X ‫ ُﻣ‬/Jِ 1Fْ ‫ر ُﻣ‬, ‫ى أ‬, /ْ ‫ُﻣ‬
job insecurity ‫ظ‬, ‫م ا & < ار ا‬
health insurance @ L ‫]ﻣ‬D
social insurance ‫\ نا‬
global jobs crisis QH ‫أزﻣ وظ‬
employment Q ‫ظ‬,D
insecure L‫) آﻣ‬
multinational corporation ‫ ت‬/Fْ -ِ ‫ ُﻣ ﱢدة ا‬S A
multinational company ‫ ت‬/Fْ -ِ ‫ ُﻣ ﱢدة ا‬S A
transnational corporation F‫ وط‬# S A
transnational company F‫ وط‬# S A
position of power ‫ة‬,I L‫ط‬,‫ﻣ‬
wage level ‫ر‬, ‫ى ا‬, /ْ ‫ُﻣ‬
urbanisation ‫ ﱡن‬D
population growth X =& ,ّ ُ ُX
poorer country <9‫ﺑ أ‬
urban segregation ‫ ي‬i7 b D/ 9
slum ‫< ة‬9 ‫ ء‬7‫أ‬
squatter settlement ‫< ة‬9 ‫ ء‬7‫أ‬
bidonville ‫< ة‬9 ‫ ء‬7‫أ‬
favela ‫< ة‬9 ‫ ء‬7‫أ‬
shanty town r ‫ﻣ نا‬
basic infrastructure & &‫أ‬ D F‫ﺑ‬
public utility ‫ ﻣ‬:ِ9‫ﻣ ا‬
running water ‫ﻣ ه ر‬
electricity ‫_ ﺑ ء‬S
burden ‫ء‬W
repay /D
third world debt l R‫ا‬ ‫ن دول ا‬, ‫د‬
poorer state <9‫دو أ‬

404
fund ‫ وق‬F@
public service ‫ﻣ‬ ‫ِ ْﻣ‬
health care @ ‫ِر‬
education D
subsistence income ‫ا= ف‬ ‫د‬
distributed ‫ ﱠزع‬,‫ُﻣ‬
vulnerable 1 ‫ ُﻣ ﱠض‬/Q \
malnutrition gZD ‫ء‬,&
illiteracy ّ ‫أﻣ‬
low rates of school enrolment ‫ ﻣ <ّ ا ارس‬L‫ ﻣ‬iِ 1Fْ ‫ ُﻣ‬W/X
abuse ‫إ& ءة‬
gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/‫م ﻣ‬
entrenched €&‫ ﱡ‬D
child marriage ‫زواج ا ط ل‬
female genital mutilation ‫ ث‬Xj‫ ن ا‬/‫ ث‬Xz &F ‫ءا‬i ‫ ا‬k ,%D
infibulation 1 ‫ نا‬1‫ا‬
mutilation of the vagina #_ ‫ ا‬k ,%D
clitoridectomy T# ‫ل ا‬ E &‫ا‬
female circumcision ‫ ث‬Xj‫ن ا‬
cutting 8 I
street child ‫ رع‬% ‫ِط ْ ا‬
unaccompanied refugee child ‫ب‬, ‫ء ) ﻣ‬O ْ ‫ِط‬
orphan
forcibly ‫ر) م‬j ‫ﺑ‬/‫ ر‬# j ‫ﺑ‬
estranged F‫ﻣ‬
missing girl ‫دة‬,< ‫ ة ﻣ‬9
selective abortion of a female ORX ‫ ا‬L F- /‫ي‬,RX‫ أ‬L F- H < X‫إ _ ض ا‬
fetus
abortion ‫إ _ض‬
abandonment L 1D

405
foundling _‫ اﻣ‬1 &‫ز ا‬,- ‫ت‬ ‫ )ﻣ‬W/F ‫ل ا‬,_-‫ﻣ‬/y <
(‫ ا & ي‬F‫ﱠ‬/ ‫ ا‬I ‫ ل ﺑ‬# /D‫و‬
infanticide ‫أو و‬‫ ِط‬I
child murder ‫ ا ط ل‬I
human cost %‫ﺑ‬ =D
global warming ‫اري‬ ‫سا‬#7 ‫ا‬
environmental damage E‫ ﻣ ﺑ‬D
environmental degradation E # ‫ ا‬8\, ‫ر ا‬,‫ ھ‬D
greenhouse emission E 9 ‫ ز ا‬Z ‫ ت ا‬c #X‫ا‬
desertification ‫ﱡ‬ D
crop failure @ ‫ ا‬%9
drought yْ I
famine -‫ﻣ‬
malnutrition gZD ‫ء‬,&
consequence #I
global warming ‫اري‬ ‫سا‬#7 ‫ا‬
extreme weather ‫س‬
ٍ I `<‫ط‬
climate change F‫ ﻣ‬ZD
flood ‫ن‬i9
hurricane ‫ر‬ ‫إ‬
tornado ‫ر‬ ‫إ‬
population displacement ‫= ن‬/ ‫ ﱡ د ا‬%D
homelessness ‫ ﱡ د‬%D
landlessness ‫ ﱡ د‬%D
shortage of clean drinking @ ‫ ب‬A ‫ّ ﻣ ء‬9,D 9 s<ْ X
water
deforestation ‫ ﺑ ت‬Z ‫إزا ا‬
soil erosion ‫ا ﺑ‬ D
overfish ‫ط‬ ‫ا‬ ‫ا‬/ = / ‫ارد ا‬, ‫ك ا‬+_ &‫ ا‬9 ‫ اط‬9j‫ا‬
depletion in fish populations = / ‫ارد ا‬, ‫اف ا‬bF &‫ا‬
traditional livelihood <D % ‫ ﻣ‬#&

406
man-made catastrophe %# ‫ ا‬#I L‫ ﻣ‬n- X c‫ ر‬S
contamination ‫ﱡ ث‬, D
water ‫ﻣء‬
soil ‫ ﺑ‬D
toxic waste ‫ ﱠ ت & ﻣ‬1‫ُﻣ‬
nuclear power accident ‫و‬,F ‫ ا‬I ‫ ﺑ‬: ‫ دث ﻣ‬7
health problem @ =%‫ُﻣ‬
global problem =%‫ُﻣ‬
AIDS/HIV ‫ ز‬j‫ا‬/ %# ‫ا‬ F ‫ ا‬s<X ‫ وس‬9
Sub-Saharan Africa ‫ ى‬#= ‫اء ا‬ ‫ب ا‬,F < 9‫أ‬
AIDS orphan ‫ ز‬j‫ ا‬W#/‫ ﱠ ﺑ‬D
community 8 َ ْ-‫ُﻣ‬
worker ‫ﻣ‬
care-giver ِ ‫ُﻣ< ﱢم ا‬
health concern @ ‫ وف‬1‫ﻣ‬
disability I ‫إ‬
malaria ‫ﻣ ر‬
cholera ‫ ا‬,S
diarrhoea ‫إ&_ ل‬
parasitic disease ‫ﻣ ضط‬
onchocerciasis WXg ‫ﺑ ا‬+S ‫داء‬
river blindness ‫_ ي‬F ‫ ا‬O ‫ا‬
schistosomiasis ‫ _ ر& ت‬# ‫داء ا‬
yellow fever ‫ ا ﱠ اء‬O ‫ا ُ ﱠ‬
diphtheria ‫ ق أو ا‬F1 ‫ا‬
polio ‫ ا ط ل‬A
measles O# 7
influenza ‫ا‬bX, X‫ا‬
tuberculosis /‫ﻣ ضا‬
meningitis /‫ا _با‬

407
90. Conflict and war
Terms from peace and conflict studies may be used describe conflict at varying
levels: from conflict between two individuals, to small local disputes, from civil
conflict (such as civil war, that is, intrastate war) to international conflict
(interstate conflict). Overlapping categories of large-scale conflict include
territorial conflicts, ethnic conflict, religious conflict (including sectarian
conflict), tribal conflict, and natural resources conflicts. Some international
social work practitioners work in conflict regions (conflict-afflicted states). In
extreme cases, contemporary conflict in fragile states and failing states
(typically involving dictatorships and authoritarian regimes) have resulted in
large scale human rights crimes and crimes against humanity: atrocities such
as political murders, massacres, mass rape, and genocide (sometimes carried
out under the notion of ‘ethnic cleansing’).
Conflicts are those disputes where different parties have incompatible wishes.
Conflict may be peaceful: non-violent conflict includes non-violent direct action
and non-violent resistance such as marches and demonstrations, picketing,
leafleting, vigils, fasts, boycotts, strikes, occupations, and refusing to obey
laws. Many of these methods may be categorised as civil disobedience. In
contrast, armed conflict describes those conflicts of any scale where arms are
used. Deadly conflict and violent conflict are similar terms, both stressing the
bloody and serious nature of the war or violence. Care should be taken with
the term violence. Strictly speaking, it is a broad category, including structural
violence (for instance oppression and discrimination) and cultural violence
(those attitudes, beliefs, and ideologies that legitimise structural violence).
Negative peace is when direct violence is absent, positive peace is when all
structural and cultural violence is removed.
Various stages in addressing and removing a conflict can be differentiated.
Conflict management (or conflict regulation) describes some success in
reducing the extent of hostilities. Conflict containment describes some
limitation of the conflict; a third party may assist in peacekeeping, in the
context of a humanitarian intervention. Conflict settlement suggests some
agreement reached by parties to end the conflict. The road to this may be
described as peacemaking. Conflict resolution suggests that the underlying
causes of the conflict have been more deeply addressed. Addressing such
structural issues may be spoken of as peacebuilding. The structural
transformation and cultural transformation involved in the final steps of the
path to sustainable peace, conflict transformation, may be a slow and long
process.

408
In a bilateral dispute over tangible issues, parties may negotiate to find a
solution. This is sometimes spoken of as bargaining. A third party may help.
Mediation to bring about mutual agreement is a possibility to reach a
settlement. In deeper disputes, courts or tribunals are needed to provide
binding legal solutions employing international law. In arbitration, the
machinery is set up especially for the conflict: an impartial third party. In the
case of adjudication existing machinery is employed, that is, a judge or similar
settles the dispute (taking a case to a court such as the International Court of
Justice is an example of this). Normalisation, rapprochement, and
reconciliation (conciliation) in a post-conflict state may involve truth
commissions, to deal with the injustices and traumas of the past.

peace and conflict studies ‫ا ت‬bF ‫ وا‬/ ‫درا& ت ا‬

conflict ‫اع‬bX
dispute ‫ف‬+
civil conflict X ‫اع ﻣ‬bX
civil war ‫ ب أھ‬7
intrastate war ‫ ب أھ‬7
international conflict ‫اع دو‬bX
interstate conflict ‫ ا ول‬L ‫اع ﺑ‬bX
large-scale conflict 8&‫ ق وا‬X ‫اع ذو‬bX
territorial conflict Fّ ‫ < ُﻣ‬F‫ ﻣ‬9 ‫اع‬bX
ethnic conflict I ‫اع‬bX
religious conflict F ‫اع د‬bX
sectarian conflict H ‫اع ط‬bX
tribal conflict #I ‫اع‬bX
natural resources conflict # ‫ارد ا‬, ‫ ا‬O ‫اع‬bX
international social work practitioner ‫ا و‬ ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ُﻣ ِرس ِﻣ‬
conflict region ‫اع‬bX < F‫ﻣ‬
conflict-afflicted state ‫اع‬bF‫ﺑ‬ D ‫دو‬
contemporary conflict @ ‫اع ﻣ‬bX
fragile state %‫دو ھ‬
failing state %9 7 ‫ ﻣ‬9 ‫دو‬
409
dictatorship ‫ر‬,D S ‫ا‬
authoritarian regime /D ‫ م‬TX
human rights crime ‫ ن‬/Xj‫ق ا‬,<7 \/:
ّ ‫ﺑ‬
crime against humanity X /Xj‫\ ا‬
atrocity T9
political murder & & I
massacre ‫ﺑ‬gْ ‫َﻣ‬
mass rape ‫ب‬ )‫ا‬
genocide ‫إﺑ دة‬
‘ethnic cleansing’ Iْ ِ _ D
incompatible wishes \‫ ت ﻣ ر‬# ‫ط‬
peaceful &
non-violent conflict Fْ ُ + ‫اع ا‬bX
non-violent direct action QF ) Aِ #‫ ُﻣ‬9
non-violent resistance F ) ‫ُﻣ< وﻣ‬
march ‫ ة‬/‫ﻣ‬/ /
demonstration ‫ ھ ة‬T‫ُﻣ‬
picket - 7‫ ا‬I‫و‬
leaflet ‫رات‬,%F ‫ ا‬8 ‫ز‬,D
vigil ‫ج‬-7 ‫ تا‬Z & I‫و‬
fast ‫@ م‬
boycott ‫ﻣ< ط‬
strike ‫إ\ اب‬
occupation ‫ل‬+ 7‫ا‬
refuse to obey laws L X‫ا‬,< ‫ام ﺑ‬b ‫ ا‬J9‫ر‬
civil disobedience X ‫نﻣ‬ ِ
armed conflict r /‫اع ﻣ‬bِX
scale ‫ﻣ< س‬/‫ِ ق‬X
arms &‫أ‬
deadly conflict n ‫اع ﻣ‬bِX

410
violent conflict Q F ‫اع‬bِX
violence QFْ ُ
structural violence = ‫ ھ‬QFْ ُ
oppression 8 ْ َI
discrimination b D
cultural violence 9 <c QFْ ُ
attitude ‫ك‬, &ُ
belief َ< ‫ُﻣ‬
ideology ,, ‫أ‬
legitimise structural violence = _ ‫ ا‬QFْ ُ ‫ا‬ #D/8 %D
negative peace #& &
direct violence Aِ #‫ ُﻣ‬QFْ ُ
positive peace ‫ ﺑ‬- ‫ِ& ْ إ‬
stage 7 ‫ﻣ‬
conflict management ‫ا ت‬bF ‫إدارة ا‬
conflict regulation ‫ا ت‬bF ‫ ا‬TFD
extent ‫ﻣى‬
hostilities ‫اوات‬
conflict containment ‫ا ت‬bF ‫اء ا‬, 7‫ا‬
limitation ‫ ود‬7
peacekeeping ‫م‬+/ ‫ • ا‬7
humanitarian intervention X /X‫َ َ ﱡ إ‬D
conflict settlement ‫ا ت‬bF ‫ ا‬,/D
agreement ّ I ّD‫ا‬
peacemaking ‫م‬+/ ‫ ا‬8Fْ @
ُ
conflict resolution ‫ا ت‬b‫ﱢ‬F ‫ ا‬7َ
underlying cause F‫ ﺑ ط‬W#/‫ُﻣ‬
structural issue = ‫= ھ‬%‫ُﻣ‬
peacebuilding ‫م‬+/ ‫ ء ا‬F‫ﺑ‬
structural transformation = ‫ﱡ ل ھ‬, D

411
cultural transformation 9 <c ‫ﱡ ل‬, D
sustainable peace ‫ ام‬/‫ِ& ْ ﻣ‬
conflict transformation ‫ا ت‬bF ‫ﱡ ل ا‬, D
bilateral dispute H Fc ‫ف‬+
tangible ‫س‬, ‫ﻣ‬
negotiate ‫وض‬
bargain ‫وض‬
third party R c _
mediation ‫و& ط‬
mutual agreement ‫ دَل‬# ‫ ق ُﻣ‬D‫ا‬
settlement ,/D
court = ‫ﻣ‬
tribunal Sَ ‫ُﻣ‬
binding legal solution ً X,X I ‫م‬bِ ْ ‫ ُﻣ‬7
international law ‫ن ا و‬,X < ‫ا‬
arbitration = D
machinery ‫آ‬
impartial third party ‫ د‬7 R c _
adjudication H iI =7 ‫إ@ ار‬
judge \I
International Court of Justice ‫ا لا و‬ = ‫ﻣ‬
normalisation 8# D
rapprochement ‫ ت ود‬I+َ ‫ ﻣ‬I‫إ‬/‫< رُب‬D
reconciliation rُ D
conciliation ‫ُﻣ‬ َ
post-conflict state ‫اع‬bF ‫دو ﻣ ﺑ ا‬
truth commission :H < ‫ا‬ <D F-
injustice ْ ُ‫ظ‬
trauma ‫@ﻣ‬

412
91. Development and development aid
Certain countries offer other countries (or sometimes their international
organisations) support. This help has various names, depending on its form,
the situation prompting the aid-giving, and the relationship between the
donor country (the aid-giving country) and the receiving country (also called
recipient country). General terms include foreign aid and international aid. Aid
is given for various purposes (motivations or rationales): economic
advantages, strengthening diplomatic relations and extending political
influence, promoting a country’s political ideology, and as a public display of
altruism by supporting social progress abroad.
A key form of international aid is development aid (or development
assistance). This term, development, suggests the status of the aid-receiving
country, for such aid is normally offered to countries which might be
described as developing countries, less developed countries, less economically
developed countries, or less advanced countries. Two subcategories of this
group are the categories of the least developed countries and the leading
developing countries. Such a status is contrasted with that of the developed
countries, also known as the most developed countries, more economically
developed countries or advanced countries. The question of industrialisation
leads to alternative formulations: we may thus differentiate between the
industrialised countries and the non-industrialised countries. The industrialised
countries in turn may be broken down into the advanced industrial countries
(or post-industrial countries), and the newly industrialising countries (or new
industrial economies). Further ways of contrasting the developed world and
developing world include the global North and the global South (the North and
the South for short), the West and the non-Western countries, high income
countries and low income countries, and richer countries and poorer countries.
Care should be taken with such a binary categorisation of countries, as it
simplifies a complex reality of countries in different stages of social transition
and economic transition. Many countries may be in-between groups, such as
the BRIC countries or emerging economies. Moreover, some expressions are
clearly out of date: the first world and third world contrast, or the core
countries and peripheral countries, for instance.
Dimensions of development include poverty reduction, improving access to
education, increasing life expectancy, and reducing inequality. Aid for
development may simply be financial aid or, sometimes, relief in kind such as
food aid. Some forms of aid, such as loans or debt relief may come with
conditions attached: the World Bank’s controversial structural adjustment

413
programmes are an example here. Alternatively, aid may take the form of
technical assistance (technical cooperation). This fosters the transfer of
knowledge and is often seen in terms of capacity building. In contrast to such
longer-term aid programmes, some aid is short term humanitarian aid:
spontaneous emergency relief (also called emergency aid, crisis relief, or
disaster relief), for the aftermath of a catastrophe. Aid agencies (also
development agencies, aid organisations, humanitarian agencies, or
humanitarian organisations) deliver aid and sometimes help with fund-raising
for projects.

international organisation ‫دو‬ ‫ﱠ‬TF‫ُﻣ‬

support ْ ‫د‬
help ‫ ِ ة‬/‫ُﻣ‬
aid-giving ‫ ِ ة‬/ ُ ‫< ا‬D
relationship I+
donor country ‫ ﱢ‬# ‫دو ُﻣ‬
aid-giving country ‫ ِ ة‬/ ُ ‫دو ُﻣ< ﱢﻣ‬
receiving country #< /‫ﻣ‬/ < ‫دو ﻣ‬
recipient country #< /‫ﻣ‬/ < ‫دو ﻣ‬
foreign aid ‫ر‬ ‫ ِ ة‬/‫ُﻣ‬
international aid ‫ ِ ة دو‬/‫ُﻣ‬
aid ‫ ِ ة‬/‫ُﻣ‬
purpose W#&
motivation b9 7
rationale ‫ ب‬#& ‫ض ا‬
economic advantage ‫د‬ I‫ا‬ i9‫أ‬
diplomatic relation & ‫ﻣ‬, ‫ دﺑ‬I+
extending political influence & / ‫ ا‬c] ‫ا‬ D
promote ‫ ﱢوج‬/ ْ
political ideology & & ,, ‫أ‬
public ‫م‬
altruism ‫ر‬R‫إ‬

414
social progress ‫ ا‬L‫ﱡ‬/ D/‫ّر‬,َ َD
development aid ‫ّر‬,َ َ ‫ ِ ات ا‬/‫ُﻣ‬
development assistance ‫ّر‬,َ َ ‫د ْ ا‬
development ‫ّر‬,َ َ ‫ا‬
aid-receiving country ‫ ِ ة‬/ُ ‫دو ُﻣ <ﱢ‬
developing country ‫ ﻣ‬X ‫دو‬
less developed country I‫ أ‬,ّ ُ ُX ‫دو ذات‬
less economically developed I‫دي أ‬ I‫ ا‬,ّ ُ ُX ‫دو ذات‬
country
less advanced country ً‫ّرا‬,َ َD I‫دو أ‬
least developed country ‫ّر‬,َ َ ‫ ا‬L‫ ﻣ‬#/X I‫دو ذات أ‬
leading developing country ‫ ة‬H‫ ﻣ را‬X ‫دو‬
developed country ‫ّرة‬,َ َ ‫دو ﻣ‬
most developed country ً‫ّرا‬,َ َD RS‫دو أ‬
more economically developed RS‫دي أ‬ I‫ ا‬,ّ ُ ُX ‫دو ذات‬
country
advanced country ‫ّرة‬,َ َ ‫دو ﻣ‬
industrialisation 8F D
industrialised country F@ ‫دو‬
non-industrialised country F@ ) ‫دو‬
advanced industrial country ً F@ ‫ّرة‬,َ َ ‫دو ﻣ‬
post-industrial country 8F ‫دو ﻣ ﺑ ا‬
newly industrialising country 8F ‫ ا‬R 7َ ‫دو‬
new industrial economy l 7َ F@ ‫ د‬I‫ا‬
developed world ‫ّر‬,َ َ ‫ﻣ‬
developing world ‫ ٍم‬X
global North ‫ ل‬% ‫دول ا‬
global South ‫ب‬,F- ‫دول ا‬
North ‫ ل‬A
South ‫ب‬,F
West ‫) ب‬

415
non-Western country ‫دو ) ) ﺑ‬
high income country ‫دو ذات إ ادات‬
low income country X ‫دو ذات إ ادات ﻣ‬
richer country OF)‫دو أ‬
poorer country <9‫دو أ‬
binary categorisation H Fc Q F D
social transition ‫ < ل ا‬X‫ا‬
economic transition ‫دي‬ I‫ < ل ا‬X‫ا‬
BRIC country F_ ‫ از ورو& وا‬# ‫ =` )ا‬# ‫ ى دول ا‬7‫إ‬
( L ‫وا‬
emerging economy ‫ﻣ‬X‫د‬ I‫ا‬
first world ‫ا ول‬ ‫ا‬
third world l R‫ا‬ ‫ا‬
core country & &‫دو أ‬
peripheral country y ‫ﺑ ﻣ‬
poverty reduction < ‫ ا‬J 1D
access to education ‫ ا ﱠ‬O ‫ل إ‬,@, ‫ رة ا‬I
life expectancy \‫ ا‬9 ‫ا‬ ‫ا‬
reducing inequality ‫ واة‬/ ‫م ا‬ <D
aid for development ‫ّر‬,َ َ ‫ ت ا‬Z ْ ‫د‬/‫ َ ة‬/‫ُﻣ‬
financial aid ‫ َ ة ﻣ د‬/‫ُﻣ‬
relief in kind F‫ َ ة‬/‫ُﻣ‬
food aid H‫ا‬g) ‫ َ ة‬/‫ُﻣ‬
aid ْ ‫د‬/‫ َ ة‬/‫ُﻣ‬
loan ‫ ض‬I
debt relief ‫ن‬, ‫ ء ا‬# ‫ أ‬Q 1D
conditions attached ‫ وط‬A O L i
World Bank ‫ ا و‬uF# ‫ا‬
structural adjustment programme =_‫ا‬ ‫ ا‬h‫ ﻣ‬X ‫ﺑ‬
technical assistance F<D ‫ َ ة‬/‫ُﻣ‬
technical cooperation F<D ‫ ُرك‬%D
416
transfer of knowledge 9 ‫< ا‬X
capacity building ‫ ء ا < رات‬F‫ﺑ‬
aid programme X ‫ إ‬/ ْ ‫د‬/ ‫ة‬ /‫ ُﻣ‬h‫ ﻣ‬X ‫ﺑ‬
humanitarian aid X /X‫ة إ‬ /‫ُﻣ‬
spontaneous emergency relief ‫ارىء‬, ‫ ت ا‬7 9 , c )‫إ‬
emergency aid H‫ َ ة ط ر‬/‫ُﻣ‬
crisis relief ‫ ا زﻣ ت‬c )‫إ‬
disaster relief ‫ارث‬,= ‫ ا‬c )‫إ‬
aftermath ‫ ث‬7 ‫ع‬,I‫ة ﻣ ﺑ و‬ ‫ا‬/ ‫ ث ﻣ‬7 ‫ ر‬c‫آ‬
catastrophe c‫ ر‬S
aid agency ‫ ِ ة‬/‫ُﻣ‬ S‫و‬
development agency FD S‫و‬
aid organisation ‫ ِ ات‬/‫ُﻣ‬ ‫ﱠ‬TF‫ُﻣ‬
humanitarian agencie X /X‫إ‬ ‫ﱠ‬TF‫ُﻣ‬
humanitarian organisation X /X‫إ‬ ‫ﱠ‬TF‫ُﻣ‬
deliver aid X, ‫ا‬/‫ َ ة‬/ ُ ‫ل ا‬ ‫إ‬
fund-raising ‫ ﱡ ت‬#D 7

417
92. International organisations
International organisations (sometimes called international associations and
international non-governmental organisations, or INGOs for short) have long
paid a key role in international social work. Some of these organisations have
strong links to the social work profession. Three of the earliest were set up
almost a century ago, following the First International Conference of Social
Work, held in Paris in 1928. The International Federation of Social Workers
(IFSW) and the International Association of Schools of Social Work (IASSW) are
the two organisations which have been responsible for arguably the most
exciting global social work initiatives in recent decades: the international
definition of social work, and its updated version, the global definition of social
work; and the statement of ethical principles, considering universal ethical
standards for social work. A further NGO founded in the 1920s is the
International Council on Social Welfare (ICSW), an organisation supporting
social development with advocacy and technical assistance projects.
A rather different social work organization is the International Social Service.
This organization has various fields of activity, one being cross-border case
management involving international family mediation and children in care. It
also does various other work, including training and awareness-raising in the
area of international surrogacy and donor-conceived persons, and advocacy
work for disabled children.
A number of high-profile INGOs can also be mentioned, which although not
necessarily social work organisations, nonetheless have fields of activity
overlapping with social work and social care. Each organisation’s profile may
be dominated by particular focuses of activity, or addressing particular issues:
in the field of health care provision, the Red Cross and Red Crescent and
Médecins Sans Frontières (increasingly known by its Anglicised name, Doctors
Without Borders) are key players; campaigning for and supporting children’s
interests and children’s rights, Save the Children, Terre des Hommes, and
UNICEF; protecting human rights, Amnesty International and Human Rights
Watch; fighting poverty and promoting social justice, Action Aid and Oxfam;
improving access to clean water and sanitation, Water Aid; ending child sexual
exploitation, ECPAT (the full name is End Child Prostitution, Child Pornography
and Trafficking of Children for Sexual Purposes); and coordinating volunteering
abroad (including corporate volunteering), VSO (Voluntary Service Overseas).
Some INGOs may be linked to a particular faith or confession, for instance
Christian Aid, Caritas, Islamic Relief Worldwide (IRW), Muslim Aid or the
International Islamic Relief Organization (IIRO).

418
International organisation ‫دو‬ ‫ﱠ‬TF‫ُﻣ‬
international association ‫ دو‬/&P‫ُﻣ‬
international non-governmental ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ دو‬TF‫ُﻣ‬
organisation
INGO ّ ‫ﻣ‬,=ُ7 ) ‫دو‬ ‫ﱠ‬TF‫ُﻣ‬
international social work ‫ا و‬ ‫ا‬ ‫ا‬
social work profession ‫ا‬ ‫ ا‬Fْ_‫ِﻣ‬
First International Conference of ‫ا‬ ‫ا ول‬ ‫ ا و‬DP ‫ا‬
Social Work
International Federation of Social L ‫ا‬L @ z ‫ دا و‬D ‫ا‬
Workers
IFSW L ‫ا‬L @ z ‫ دا و‬D ‫ا‬
International Association of Schools ‫ا‬ ‫= تا‬ ‫ا و‬ ‫ا اﺑ‬
of Social Work
IASSW ‫ا‬ ‫= تا‬ ‫ا و‬ ‫ا اﺑ‬
global social work initiative ‫ا‬ ‫ ا‬9 ‫ درة‬#‫ُﻣ‬
international definition of social ‫ا‬ Q D
work
global definition of social work ‫ا‬ Q D
statement of ethical principles I+ ‫ دئ ا‬# ‫ﺑ ن ا‬
universal ethical standard I+ ‫ﻣ ر أ‬
NGO ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ‬TF‫ُﻣ‬
International Council on Social ّ ‫ا‬ ِ ‫`ا و‬- ‫ا‬
Welfare
ICSW ّ ‫ا‬ ِ ‫`ا و‬- ‫ا‬
social development ‫ ا‬,ّ ُ ُX/‫ّر‬,َ َD
advocacy ‫@ ة‬ َ ُF‫ﻣ‬
technical assistance project F<D ‫ َ ة‬/‫ وع ُﻣ‬%‫ﻣ‬
International Social Service ‫ّ ا و‬ ‫ ْ ﻣ ا‬1ِ ‫ا‬
cross-border case management ‫ود‬ ‫ ا‬# ‫إدارة ا‬
international family mediation &[ ‫و& ط دو‬
children in care #‫ا‬ ِ ‫ م ا‬TX 9 ‫أط ل‬
419
training W‫ ر‬D
awareness-raising ,D
international surrogacy ‫ م ا و‬7‫ا ر‬ ]D
donor-conceived person ‫ ﱢ ع‬# ‫ ُﻣ‬#I L‫ ﻣ‬k‫ﺑ‬ ‫ إ‬D s1A
disabled children I ‫أط ل ذوي إ‬
social work organisation ‫ا‬ ‫ﱠ‬TF‫ُﻣ‬
field of activity ‫ ط‬%F ‫< ا‬7
social care ّ ِ ‫ا‬ ‫ا‬
health care provision ‫ا‬ ِ ‫ ا‬9,D
Red Cross and Red Crescent 7 ‫ل ا‬+_ ‫ وا‬7 ‫ ا‬W ‫ا‬
Médecins Sans Frontières ‫ ود‬7 +‫ ء ﺑ‬#‫أط‬
Doctors Without Borders ‫ ود‬7 +‫ ء ﺑ‬#‫أط‬
campaign ْ7
children’s interests ‫ا ط ل‬ ‫ﻣ‬
children’s rights ‫ق ا ط ل‬,<ُ7
Save the Children ّ ‫ُﻣ‬
, ‫< ذ ا‬X‫ إ‬TF
Terre des Hommes ‫ ن‬/Xj‫رض ا‬ ‫ د ا و‬Dj‫ا‬
UNICEF , ‫ﱠ ا ﻣ ا َ ّ ة‬TF‫ ُﻣ‬- Q / X, ‫ا‬
human rights ‫ ن‬/Xj‫ق ا‬,<7
Amnesty International ‫ ا و‬, ‫ﱠ ا‬TF‫ُﻣ‬
Human Rights Watch ~D‫ را ` وو‬L‫ﻣ‬, ‫ھ‬
fight poverty < ‫ُﻣ رﺑ ا‬
promot social justice ّ ‫ا ا ا‬h‫ و‬D
Action Aid ‫ إ ا و‬L%S‫ﱠ أ‬TF‫ُﻣ‬
Oxfam ‫ م ا و‬/S‫ﱠ أو‬TF‫ُﻣ‬
access to clean water TX ‫ ﻣ ه‬O ‫ل إ‬,@, ‫ رة ا‬I/ TX ‫ّ ﻣ ه‬9,D
sanitation ‫ا ﱠ فا‬
Water Aid ‫ ِ ات‬/‫ﱠ ﻣ ه و ُﻣ‬TF‫ ُﻣ‬/ ‫ إ‬D‫ﱠ و‬TF‫ُﻣ‬
child sexual exploitation ُ /Fْ ِ ‫ل ا ط ل‬+Z &‫ا‬

420
ECPAT 9 ‫ل ا ط ل‬+Z &‫ ا‬O ‫ ء‬i< ‫= ا و‬#% ‫ا‬
_‫ ر ﺑ‬-D ‫ وا‬7 ‫ﺑ‬j‫اد ا‬, ‫ ج ا‬X‫ إ‬9‫ ء و‬Z# ‫ا‬
/Fْ ِ ‫) اض‬
End Child Prostitution, Child 9 ‫ل ا ط ل‬+Z &‫ ا‬O ‫ ء‬i< ‫= ا و‬#% ‫ا‬
Pornography and Trafficking of _‫ ر ﺑ‬-D ‫ وا‬7 ‫ﺑ‬j‫اد ا‬, ‫ ج ا‬X‫ إ‬9‫ ء و‬Z# ‫ا‬
Children for Sexual Purposes /Fْ ِ ‫) اض‬
volunteering ‫ﱡ ع‬, D
corporate volunteering ً , D‫ت‬S %‫ا‬
VSO ‫ رج‬1 ‫ ا‬9 , ‫ َﻣ ت ا ﱠ‬1َ ‫ا‬
Voluntary Service Overseas ‫ رج‬1 ‫ ا‬9 , ‫ َﻣ ت ا ﱠ‬1َ ‫ا‬
Christian Aid / ‫ ا‬X, ‫ا‬ ‫راﺑ‬
Caritas ‫ر س‬S
Islamic Relief Worldwide ‫ﻣ‬+&j‫ ا‬c )j‫ﱠ ا‬TF‫ُﻣ‬
IRW ‫ﻣ‬+&j‫ ا‬c )j‫ﱠ ا‬TF‫ُﻣ‬
Muslim Aid ‫ﻣ‬+&j‫ ِ ة ا‬/ ُ ‫ا‬
International Islamic Relief ‫ﻣ ا‬+&j‫ ا‬c )j‫ ا‬E ‫ھ‬
Organization
IIRO ‫ﻣ ا‬+&j‫ ا‬c )j‫ ا‬E ‫ھ‬

421
Part 5 – English for the social care workplace

93. The English legal system

Protecting the rights of vulnerable people demands a comprehensive
knowledge of law. Law is a central part of social work training and social work
practice. Depending on their field of specialisation, social work students take
courses on constitutional law, procedural law, administrative law, civil law,
family law, criminal law, youth justice, children’s services law, disability law,
welfare benefits law, immigration and asylum law, and employment law.
The Non-native speaker who commences social work practice in the UK faces
many challenges. Dealing with English law is perhaps the most substantial of
these. The legal language of English Acts can even be hard for native speakers
to read. Interpreting them requires linguistic skill. In addition, English court
settings are intimidatingly formal, with judges wearing wigs for instance.
However, arguably the greatest challenge is to understand the logic and
procedures of the English legal system. Grappling with the roles of common
law and statute law in England is a challenge to those not used to such
systems.
How does statute law come into being in England? Most legislation is
introduced by the government. To initiate public discussion a Green Paper can
be issued. Proposals may be published in a White Paper. A Bill is then drafted,
and is debated in the lower house, the House of Commons, and then the
upper house, the House of Lords. The Bill is scrutinised and amended in the
course of these readings. The end of this process is known as Royal Assent,
and the Bill formally becomes an Act of Parliament. The Act may, however,
come into force at a later date, and some parts may never be implemented at
all.
A few points should be made here on the language of English legislation.
There are a number of legal terms and legal concepts which are particularly
important for practitioners wishing to successfully protect service users’ rights
and, of course, avoid litigation. Two particularly important concepts are duties
and powers. Duties are things that certain people must do in certain
situations. Duties can be clearly recognised by formulations in legislation such
as ‘shall’. In contrast, sometimes a law grants somebody an option to do
something. This is known as a power. Formulations such as ‘may’ usually

422
indicate powers, as do formulations such as ‘as far as is reasonably
practicable’.
English Acts are titled. The year in which the Act was passed is part of the title.
Although this book focuses on social work in England, most laws relating to
English practice are for both England and Wales. An English Act contains
sections, subsections, and paragraphs. To illustrate this, section 46(1)(a) of the
Children Act 1989 (Removal and accommodation of children by police in cases
of emergency) gives a police constable particular powers (the power to
remove a child to a place of safety and keep him/her there, if the constable
has reasonable cause to believe that a child would otherwise be likely to suffer
significant harm). Section 46(1)(a) is spoken ‘section 46, subsection 1,
paragraph a’, and shortened to s 46(1)(a).

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \
comprehensive ‫ﻣ‬A
law ‫ن‬,X I
social work training ‫ا‬ ‫ا‬W‫ ر‬D
social work practice ‫ا‬ ‫ُﻣ ِر& ا‬
field of specialisation s‫ ﱡ‬1َ َ ‫ ل ا‬-‫َﻣ‬
constitutional law ‫ري‬, &‫ن د‬,X I
procedural law ‫ ت‬9‫ا‬ ‫ا‬/ H‫ا‬ ‫ن إ‬,X I
administrative law ‫ن إداري‬,X I
civil law X ‫ن ﻣ‬,X I
family law ‫ن ا ُ& ة‬,X I
criminal law H F ‫ن‬,X I
youth justice ‫ ّ اث‬7َ ‫ا ا‬
children's services law ‫ن َ َﻣ ت ا ط ل‬,X I
disability law I j‫ن ذوي ا‬,X I
welfare benefits law ّ ‫ا‬ ِ ‫ ت ا‬I ّ< &‫ن ا‬,X I
immigration and asylum law ‫ء‬,- ‫ ة وا‬-_ ‫ن ا‬,X I
employment law ‫ن ا‬,X I
social work practice ‫ا‬ ‫ُﻣ ِر& ا‬
legal language X,X I Z
423
Act ‫ن‬,X I
court = ‫ﻣ‬
intimidating W ِ ‫ ُﻣ‬/Q 1‫ُﻣ‬
judges ‫ ة‬iُI
wigs ‫ ر‬/‫ﻣ‬ A
procedure ‫اء‬ ‫إ‬
legal system X,X I ‫ م‬TX
common law ‫ن م‬,X I
statute law X ‫ﺑ‬/ %D ‫ن‬,X I
come into being ‫د‬, , ‫ ا‬b 7 O ‫ إ‬D] / ,
introduce ‫ط ح‬/ <D
Green Paper i ‫ا= با‬
issue ‫ر‬
proposal ‫ اح‬I‫ا‬
White Paper J‫ا= با ﺑ‬
Bill ‫ن‬,X I ‫ وع‬%‫ﻣ‬/‫دة‬,‫ ﱠ‬/‫ُﻣ‬
draft ‫دة‬,‫ ﱠ‬/‫ُﻣ‬
lower house ‫اب‬,F ‫ ` ا‬-‫َﻣ‬
upper house ‫ن‬ ‫ ` ا‬-‫َﻣ‬
scrutinise L‫ ﺑ ﱡ‬s ‫ ﱡ‬D
amend ‫ُ ِ ﱡل‬
reading ‫ اءة‬I
process
Royal Assent = ‫َ<َ ﻣ‬9‫ا‬,‫ُﻣ‬
Act of Parliament X ‫ن ﺑ‬,X I
come into force
implement :‫ﱢ‬#
legislation 8 %D
legal term X,X I r ‫ﻣ‬
legal concept X,X I ‫م‬,_ ‫ﻣ‬

424
protect service users' rights ‫ ِ م‬1 / ُ ‫ا‬/ ‫ ْ ﻣ‬1ِ ‫ق ﻣ < ا‬,<ُ7 7
litigation 9‫ُﻣ ا‬
duty W ‫وا‬
power ‫ة‬,I/ َ ْ &ُ
shall W ‫ ﱠ‬, /W-
grant rF
may r / /8 /
as far as is reasonably practicable ً ‫ل‬,< ‫ ﻣ‬,‫ﺑ< ر ﻣ ھ‬
pass ‫ ﱢ ع‬%ُ /‫ُ ﱢ ر‬
section 8 <‫ﻣ‬/‫ء‬b / /ْ ِI
subsection 9 /ْ ِI
paragraph ‫ِ ْ< ة‬9
police constable ‫ة‬/ ‫ ط‬A
remove a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫< ِط ْ إ‬X
constable ‫ ط‬A
likely to ‫ أن‬r ‫ ا ر‬L‫ﻣ‬
significant harm A ‫أذى‬

425
94. Social work management
A generation ago, the language of management would have seemed quite out
of place in social work discourses. However, the last decades have seen a huge
growth in literature on social care management (when more narrowly
defined, called social work management, when more broadly defined, health
and social care management or even human services management). In
England, as in many Northern European states, social care services were
traditionally run by agencies in the statutory sector. This has changed, and the
contemporary landscape of service providers is diverse. However, the rapid
development of markets (and quasi-markets) in social care, with increasing
competition between agencies bidding for contracts, is not just a British
phenomenon.
Many social care management functions are comparable with those in the
general field of business administration: controlling, human resources
management, marketing, and quality management. However, the context of
social care differs from the general service sector. Take funding, for instance.
Some income for a social care agency may indeed come from the service user:
for instance when a disabled person uses direct payments to buy a service.
However, it is more likely that a direct service charge does not need to be paid
by the service user, and that the service is funded (that is, financed) by other
means. The funding sources of an agency include public funding in the form of
subsidies or grants, and, of course, service charges for the service, as agreed
on in the contracts known as service level agreements. Additional sources of
finance for voluntary sector agencies are donations and sponsoring.
In the English language, an important distinction is often made between
providing services and commissioning services. If an agency is a provider, it
provides a service to a client. If it is a commissioner, it commissions the
service, that is, it arranges for another agency to provide the service to the
client. Providing is sometimes known as delivering. Commissioning services is
sometimes spoken of in terms of purchasing services or buying in services,
particularly when the agency doing it is non-statutory.
In many European countries, the rise of the field of social work management
can be understood in the context of the modernisation of public services. This
has involved a move away from traditional forms of public service
management, such as the model of the professional bureaucracy. In Britain,
contemporary public service management is often spoken of in terms of New
Public Management. Key to this is the idea of importing ideas and techniques
from the private sector. Ideas such as performance measurement using

426
performance indicators are now a mainstream part of social work. The use of
indices and quality standards can both provide quality assurance within an
organisation, and also provide a basis for benchmarking. In English language
literature, the three criteria of effectiveness, efficiency, and economy are often
referred to. The concept of outcomes for service users as a criterion for
measuring the success of interventions is popular in Britain, and sometimes
spoken of in terms of an outcomes orientation. Some borrowings from private
sector business management to the human services may be relatively
uncontroversial (for instance, improved accountability). Nonetheless, the
unreflected import of business practices is often discussed in critical terms as
managerialism.

management ‫إدارة‬
social care management ّ ‫ا‬ ِ ‫إدارة ا‬
social work management ‫ا‬ ‫إدارة ا‬
health and social care management ‫ّ وا‬ ‫ا‬ ِ ‫إدارة ا‬
human services management X /Xj‫ َﻣ ت ا‬1َ ‫إدارة ا‬
social care service ّ ‫ا‬ ِ ‫ِ ْﻣ ا‬
agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬
statutory sector ‫ا< عا م‬
service provider ‫ ْ ﻣ‬1ِ ‫ُﻣ< ﱢم ا‬
market ‫ق‬,&
quasi-market ‫ق‬,& k#A
competition /9 F‫ﻣ‬
bid for a contract < ‫ أ‬L‫ض ﻣ‬ <D
business administration ‫ل‬ ‫إدارة أ‬
controlling =‫ ﱡ‬D
human resources management %# ‫ارد ا‬, ‫إدارة ا‬
marketing : ,/D
quality management ‫دة‬,- ‫إدارة ا‬
social care ّ ‫ا‬
ِ ‫ا‬
service sector ‫ َﻣ ت‬1َ ‫ ع ا‬I
funding ,D
427
social care agency ّ ‫ا‬ ِ ‫ ا‬/&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬
service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ُﻣ‬
disabled person I ‫ ذو إ‬s1A
direct payments ‫ ة‬Aِ #‫ ت ُﻣ‬9‫د‬
service ‫ِ ْﻣ‬
direct service charge ‫ِ ْﻣ‬ ‫ ﻣ< ﺑ‬Aِ #‫ ُﻣ‬89‫د‬
fund ‫ل‬,
finance ‫ل‬,
funding source , D ‫رد‬,‫ﻣ‬/‫ر‬ ‫ﻣ‬
public funding ّ ‫ﻣ‬,=ُ7/‫م‬ ,D
subsidy ‫د ْ ﻣ‬
grant F‫ﻣ‬
service charge ‫ ْ ﻣ‬1ِ ‫ا‬ S
contract <
service level agreement ‫ ْ ﻣ‬1ِ ‫ى ا‬, /ْ ‫ < ُﻣ‬/ ّ I ّD‫ا‬
voluntary sector agency ( ‫ ا < ع )ا‬9 /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬
, ‫ا ﱠ‬
donation ‫ ﱡ ع‬#D
sponsoring ‫ِر‬
provide a service ‫ِ ْﻣ‬ <D
commission a service ‫ِ ْﻣ‬ < ‫ ﺑ‬Fّ ‫ _ ُﻣ‬Q =D
provider ‫ُﻣ< ﱢم‬
provide ‫ُ< ﱢم‬
commissioner Q =‫ُﻣ‬
commission Q=
deliver ‫ ُ< ﱢم‬/ @,
purchase a service ‫ اء ِ ْ ﻣ‬A
buying in a service ‫ اء ِ ْ ﻣ‬A
non-statutory ّ ‫ﻣ‬,=ُ7 )
modernisation of public services ‫ َﻣ ت ا ﻣ‬1َ ‫ ا‬-D/l D
public service management ‫ َﻣ ت ا ﻣ‬1َ ‫إدارة ا‬
428
professional bureaucracy ّ F_ ِ ‫ اط ا‬I‫ و‬# ‫ا‬
New Public Management ‫ون ا ﻣ‬P% - ‫ ا‬TF ‫ا‬
private sector ّ‫ ص‬1 ‫ا < ع ا‬
performance measurement ‫ س ا داء‬I
performance indicator ‫ ا داء‬A‫ ﱢ‬P‫ُﻣ‬
index A‫ ﱢ‬P‫ُﻣ‬
quality standard ‫دة‬,- ‫ى ا‬, /ْ ‫ ُﻣ‬/‫ِﻣ ْ ر‬
quality assurance ‫دة‬,- ‫\ ن ا‬
benchmarking Lّ ‫ ﻣ ر ُﻣ‬8‫ ﻣ‬X‫ ﺑ < ر‬:ّ< D/ <D
criterion ‫ِﻣ ْ ر‬
effectiveness c]D
efficiency 9/‫ ءة‬S
economy ‫د‬ I‫ا‬
outcome - X
outcomes orientation hH F ‫ ا‬, X k ‫ ﱡ‬,َD
human service X /X‫ِ ْ ﻣ إ‬
uncontroversial ‫ ل‬- R‫) ُﻣ‬
accountability ‫و‬P/‫ﻣ‬
managerialism ‫إدار‬

429
95. Supervision
The word supervision is used in different ways in Anglo-American and
continental social work to describe methods of formally supporting
professionals by helping them to reflect on their work. It usually involves a
supervisor, who supervises, and at least one supervisee, who receives
supervision. Supervision is normally seen as a formal, regular, documented,
and structured programme of sessions. A supervisor can be an in-house
supervisor, that is, from the same agency as the supervisee, or an external
supervisor.
In England and America, the supervisor is often a line manager of the
supervisee. This English language understanding of supervision relates to the
word’s etymology: supervision as overseeing. The supervisor checks that the
supervisee is carrying out duties successfully, that the workload is appropriate,
and that there are no current ethical issues. This function is often described as
the administrative function, management function, or normative function of
supervision. In this sense, supervision is monitoring. This meaning of the word
supervision may seem foreign to some non-native speakers. In English
language literature, two further functions of supervision are often cited, and
these correspond more closely to continental European ideas of supervision.
The educational function (sometimes called the formative function) describes
how the supervisee has an opportunity to learn, by reflecting on their day-to-
day work. This usually involves discussing cases. The third function of
supervision is the supportive function (sometimes called the restorative
function). This aspect of supervision addresses the emotionally straining side
of social work, and the questions of stress, boundaries, and personal issues
that often accompany practice. Just like counselling or psychotherapy, good
supervision is founded on a strong supervisory relationship, sometimes spoken
of as a supervisory alliance. This concept hints at the idea of the working
alliance in social work, and the therapeutic alliance in psychotherapy.
Although much English language literature focuses on individual supervision,
sometimes called one-to-one supervision, supervision can have more than two
participants. It is then known as group supervision. Many models of
supervision might assume a specially trained or qualified supervisor, but
supervision from a colleague is also possible. This is known as one-to-one peer
supervision, or, if done in a group, peer group supervision.
There are a number of English terms for activities which overlap with
supervision in their objectives and methods. Learning is also possible through
coaching, mentoring, or shadowing arrangements. The term facilitation is

430
sometimes used to describe group problem solving or training led by a
facilitator. Forums are a chance for professionals to exchange experiences and
ideas. Learning sets also provide a facilitated learning opportunity. Support
groups are similar but usually self-facilitated, and have a greater counselling
dimension. Finally, supervision in the sense of external support may be known
as consultancy, consultation, consulting, external consultation, or even peer
consultation.
To prevent confusion, it should be noted that the English word supervision is
also used when describing the responsibilities of practitioners looking after
and monitoring service users, particularly in children and families work or
practice with offenders. At the university, a PhD supervisor supervises the
research. Finally, and perhaps logically enough, practice placement teaching
for practice placement students is sometimes called supervision (or practice
placement supervision).

supervision ‫ اف‬A‫إ‬
Anglo-American = ‫ أﻣ‬, -X ‫ا‬
reflect Lّ
supervisor ‫ة‬/‫ ِف‬%‫ُﻣ‬
supervise ‫ ف‬%ُ
supervisee ‫ا‬/k ‫ َ ف‬%ُ ‫ا‬
receive supervision ‫ا‬/k ‫ َ ف‬%‫ ُﻣ‬/‫ اف‬A‫ < إ‬D
documented :‫ﱠ‬c,‫ُﻣ‬
structured =َ _‫ُﻣ‬
session /
in-house supervisor ( /&P ُ ‫ ا‬L‫)ﻣ‬ ‫ ِف دا‬%‫ُﻣ‬
agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬
external supervisor ‫ ِف ر‬%‫ُﻣ‬
line manager Aِ #‫ ِف ُﻣ‬%‫ُﻣ‬
overseeing َ#I‫ ُﻣ ا‬/‫ اف‬A‫إ‬
check s ‫ ﱡ‬D/ S]D
duty W ‫وا‬
workload ‫ء ا‬W

431
appropriate W&ِ F‫ ُﻣ‬/ H+‫ُﻣ‬
ethical issue I+ ‫ أ‬iI/ ]/‫ﻣ‬
administrative function ‫ َﻣ_ ّ إدار‬/ ‫وظ‬
management function ‫َﻣ_ ّ إدار‬
normative function & <‫ﻣ‬/ ‫ﻣ_ ﻣ ر‬
monitoring #َI‫ُﻣ ا‬
educational function ّ D ّ _‫َﻣ‬
formative function =%D ‫ﻣ_ ﱠ‬
discussing cases ‫ت‬ ‫ ا‬%I F‫ُﻣ‬
supportive function ‫َﻣ_ ّ دا‬
restorative function ُ D ‫َﻣ_ ﱠ‬
emotionally straining ً / X :َ‫ُﻣ ھ‬
boundaries ‫ ود‬7
personal issue 1A iI/ ]/‫ﻣ‬
supervisory relationship 9‫ ا‬A‫ إ‬I+
supervisory alliance 9‫ ا‬A‫ إ‬Qُ D
working alliance ‫ وظ‬Qُ D
therapeutic alliance + Qُ D
individual supervision ‫ دي‬9 ‫ اف‬A‫إ‬
one-to-one supervision ‫ ا د‬O ‫ ا د إ‬L‫ اف ﻣ‬A‫إ‬
group supervision ‫ اف‬A‫إ‬
one-to-one peer supervision ‫ ان‬I ‫ ا‬#I L‫ ا د ﻣ‬O ‫ ا د إ‬L‫ اف ﻣ‬A‫إ‬
peer group supervision ‫ ان‬I ‫ ا‬#I L‫ﻣ‬ ‫ اف‬A‫إ‬
objective )/‫ھ ف‬
coaching D/W ‫ ر‬D
mentoring ‫ د‬A‫إر‬/k ,D
shadowing Aِ #‫) ُﻣ‬/ ‫ ﺑ‬L ‫ اف‬A‫إ‬
facilitation /D
problem solving S% ‫ ا‬7
facilitator ‫ة‬/ /‫ُﻣ ﱢ‬

432
forum ‫ ى‬F‫ُﻣ‬
learning set "n & xF X "‫ ب‬O /D ‫ ﱡ‬D , ْ-‫َﻣ‬
facilitate /D
support group ‫ دا‬, ْ-‫َﻣ‬
self-facilitated ً D‫ ذا‬/ ‫ُﻣ‬
counselling ‫ د‬A‫إر‬
consultancy ‫ رة‬% &‫ا‬
consultation ‫ رة‬% &‫ا‬
consulting ‫ رة‬% &‫ا‬
external consultation ‫ر‬ ‫ ر‬% &‫ ا‬/
peer consultation ‫ ان‬I ‫ رة ا‬% &‫ا‬
look after ‫_ ﺑـ‬
monitor WI‫ُ ا‬
offender ‫ة‬/rX
at the university ‫ﻣ‬-‫ ا‬9
PhD supervisor ‫راة‬, S ‫ ا‬7‫ أط و‬O ‫ة‬/‫ ِف‬%‫ُﻣ‬
practice placement teaching X‫ا‬ ‫ ا‬W ‫ ا ر‬O ‫ اف‬A‫إ‬
practive placement supervision X‫ا‬ ‫ ا‬W ‫ ا ر‬O ‫ اف‬A‫إ‬

433
96. Human resources management
All but the smallest of agencies have a human resources department
(sometimes shortened to human resources; an older term is personnel
department). The head of human resources (sometimes known as a human
resources manager) is responsible for ensuring that the quality of staff
matches the demands of the workplace. Human resources management
encompasses diverse duties, which may include everything from staff
recruitment and staff induction, to making staff redundant. The term human
resources development is sometimes used to describe procedures and
activities in areas such as staff support, staff training, and staff career
progression. Such development needs vary, as social care organisations can
comprise volunteers, practice placement students, unqualified staff, specialist
practitioners, and managers.
The stresses of the social care workplace are considerable. Front line work
involves professionals working independently and alone with service users.
They employ their authority and professional discretion in a relationship
characterised by asymmetrical power relations and conflict potential.
Supervision and appraisals provide formal frameworks for reflecting on and
learning from workplace challenges. In the UK, they are also opportunities to
identify workload problems, address team issues, and assess performance.
The term continuous professional development (or sometimes ongoing
professional development) describes the process of updating a worker’s
professional competencies throughout their working life. Work-based learning
and lifelong learning are key concepts today. Training may range from single
training days to the completion of postgraduate degrees. The task of
managing training and development is broad. Training needs have to be
assessed, nominations for external training made, and in-house training
programmes organised. Training must be evaluated. We sometimes
distinguish between qualifying training, such as Bachelor of Social Work
programmes, and post-qualifying training, which graduates undertake to
improve their knowledge base and skill-base, and keep up to date with
changing practice.
Human resources management is not only a question of recruiting and
training employees, it is also about retaining them. A high staff turnover may
negatively impact on an organisation’s success in serving its clients,
particularly when an agency becomes understaffed. Low staff morale and a
poor work atmosphere may be due to difficult working conditions. Factors
such as stress, conflict, and caseload issues are particularly critical. Staff

434
retention can be improved using various measures: good health and safety at
work, an employee assistance programme, an effective grievance procedure, a
carefully implemented anti-discrimination policy, and training in stress
management, conflict management, conflict resolution, and time
management. Trade unions and professional bodies can also play a role in
resolving and preventing workplace difficulties.

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫و‬

human resources department %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬
human resrouces %# ‫ارد ا‬, ‫ا‬
personnel department %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬
head of human resources %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬ ‫ُﻣ‬
human resources manager %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬ ‫ُﻣ‬
staff َI ‫ط‬/‫ن‬, ‫ظ‬,‫ﻣ‬
demand W‫ط‬
human resources management %# ‫ارد ا‬, ‫إدارة ا‬
duty ‫َﻣ_ م‬
staff recruitment L ‫ظ‬, ‫ ا‬L D
staff induction ‫ د‬- ‫ ا‬L ‫ظ‬, DW‫ ر‬D
making staff redundant L ‫ظ‬, ‫ا‬ 9
human resources development %# ‫ارد ا‬, ‫ ا‬, D
staff support L ‫ظ‬, ‫د ْ ا‬
staff training L ‫ظ‬, ‫ ا‬W ‫ ر‬D
career progression ‫ظ‬, ‫ا ﱠ رج ا‬
volunteer ‫ة‬/‫ع‬,‫ُﻣ ﱢ‬
practice placement student X‫ا‬ ‫ ا‬W ‫ ا ر‬9 ‫ة‬/ W ‫ط‬
unqualified staff L ‫ھ‬P‫ن ) ﻣ‬, ‫ظ‬,‫ﻣ‬
specialist practitioner ‫ة‬/sّ 1َ َ ‫ة ﻣ‬/‫ُﻣ ِرس‬
manager ‫ة‬/‫ول‬P/‫ﻣ‬
front line work ‫ء‬+ ‫ ا‬8‫ ﻣ‬Aِ #‫ُﻣ‬
professional ‫ة‬/ ّ F_‫ِﻣ‬
independent < /‫ﻣ‬
435
employ L /Q‫ظ‬,
authority َ ْ &ُ
professional discretion ّ F_‫ِﻣ‬ &
power relation , & I+
conflict potential ‫ف‬+ /‫اع‬bX 7‫ا‬
supervision ‫ اف‬A‫إ‬
appraisal <D
framework ‫إط ر‬
challenge ‫ َﱟ‬D
workload ‫ء ا‬W
team issue : ‫ا‬ ‫] دا‬/‫ﻣ‬/ iI
assess performance ‫ا داء‬ <D
continuous professional development /‫ ّ ﻣ‬F_‫ّر ِﻣ‬,َ َD
ongoing professional development /‫ ّ ﻣ‬F_‫ّر ِﻣ‬,َ َD
professional competency ّ F_‫ ءة ِﻣ‬S
work-based learning ‫ل ا‬+ L‫ا ﱡ ﻣ‬
lifelong learning /‫ﻣ‬/‫ ﱡ ﻣ ى ا ة‬D
single training day 7‫م وا‬, ‫ة‬ W‫ ر‬D
postgraduate degree ُ ‫_ دة‬A
training needs W‫تا ر‬# ‫ﻣ‬/‫ت‬ 7‫ا‬
assess ‫<ُ ﱢ‬
nomination rA D
external training ‫ر‬ W‫ ر‬D
in-house ( /&P ُ ‫ا‬ ‫ دا‬L‫)أي ﻣ‬ ‫دا‬
training programme # ‫ ر‬D h‫ ﻣ‬X ‫ﺑ‬
evaluate ‫ُ< ﱢ‬
qualifying training Fّ ‫ُﻣ‬ ‫ظ‬, ‫ھ‬P‫ ُﻣ ﱢ‬W ‫ ر‬D
Bachelor of Social Work ‫ا‬ ‫ ا‬9 ‫س‬, ‫ر‬, =‫ﺑ‬
post-qualifying training ‫ ا ]ھ‬k 7 ‫ ﺑ ﻣ‬W ‫ا ر‬
graduate ‫ة‬/h

436
knowledge-base 9 ‫ا‬O ّ Fْ#‫أ& س َﻣ‬
skill-base ‫ ا _ رة‬O ّ Fْ#‫أ& س َﻣ‬
practice : ّ# ‫ا‬
retain ‫ ظ‬7‫ا‬/‫إﺑ< ء‬
staff turnover L ‫ظ‬, ‫ ﱡ د ا‬-D/‫ ﱡ ل‬#D
understaffed ‫ل‬ ‫ ﺑ‬s<X
staff morale L ‫ظ‬, ‫ ا‬,F ‫ﻣ‬
work atmosphere ‫اء ا‬, ‫أ‬
working conditions ‫ظ وف ا‬
caseload ‫ت‬ ‫دا‬
staff retention L ‫ظ‬, ‫ ظ ﺑ‬7 ‫ا‬
measure ‫ﺑ‬D
health and safety at work ‫ ا‬9 ‫ﻣ‬+/ ‫ا ِ ّ وا‬
employee assistance programme L ‫ظ‬, ‫ د ْ ا‬h‫ ﻣ‬X ‫ﺑ‬
grievance procedure ‫= وي‬% ‫اءات ا‬ ‫إ‬
anti-discrimination policy b ‫ما‬ & &
stress management ‫ط ت‬,Zُi ‫إدارة ا‬
conflict management ‫ا ت‬bF ‫إدارة ا‬
conflict resolution ‫ا ت‬bF ‫ ا‬,/D
time management nI, ‫إدارة ا‬
trade union ‫ل‬ ‫< ﺑ ا‬X
professional body ّ َ 1ْ ‫_ ُﻣ‬
workplace difficulties ‫ ﻣ= ن ا‬9 ‫ﺑ ت‬, @

437
97. Job-searching and applications
The social care job application process starts with the search for a job vacancy.
Vacancies can be found by looking for job advertisements in the normal
places: professional journals, newspapers read by social workers, or social care
job search engines. Job ads usually include a link to a website, where full
information on the job can be found. This information often comes in the
form of three documents: a job description, a person specification, and an
application form.
The job description outlines the duties of the post. The key team members will
be mentioned. This includes the person the new employee will report to, and
if applicable, the staff the new employee will be responsible for. Sometimes
the purpose of the position is stated, often in terms of client outcomes. The
career progression may be outlined, that is, the opportunities for promotion.
There will be details of the employment conditions. The gross salary per
annum is listed, sometimes with reference to salary scale points. The term of
the contract and the length of the probationary period are usually given.
The person specification (sometimes called the job profile or job requirements)
lists the knowledge, education, qualifications, personal qualities, skills, and
experience which are needed for the post. Sometimes the letters ‘e’ and ‘d’
will be used, to indicate whether these are considered essential or desirable.
Alongside the job description and person specification is the application form.
For social care jobs, this is usually completed in place of a CV. In practice it
closely resembles a curriculum vitae, and job applicants often complete
application forms by copying and pasting from their CV. Websites usually have
downloadable application forms, and increasingly job applications can be
completed online. Personal details, the name and contact details of the
current employer, and reasons for leaving are usually given. Qualifications and
employment history are outlined in reverse chronological tabular form. The
name and contact details of two referees are normally required. The space on
the form headed additional information should be seen as an opportunity for
applicants to promote themselves, by relating their own profile to the
individual points of the person specification. Applicants fill in and send off the
application form as it is. A covering letter is enclosed, but certificates and
references are not normally added, unless asked for; an exception is statutory
sector positions, where proof of registration may be expected.
The selection process then involves strong candidates being shortlisted and
invited to job interviews. A panel of interviewers sets questions. In the UK,
many consider it good practice for a service user to be on the interviewing
438
panel. Interviewees dress businesslike, with a suit and tie being standard for
men: even for social care jobs in which jeans are worn at the workplace. In the
interview, candidates will typically be expected to demonstrate that they are
committed, that their experience perfectly matches the job requirements, and
that their knowledge and competencies meet the demands of the post. A few
days after the interview, a job offer will be made to the successful candidate.
The offer will be conditional on police checks and references being
satisfactory. References are given confidentially, that is, the applicant does not
generally know the content of the reference.

social care ّ ‫ا‬ ِ ‫ا‬

job application process ‫ظ‬, W ‫ط‬ <D
job vacancy ‫ ) وظ‬A
vacancy )A
job advertisement ‫ن وظ‬+ ‫إ‬
professional journal ّ F_‫ ِﻣ‬-‫ﻣ‬
job search engine ‫ظ‬, ‫ ل ا‬- َ ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ‬l ‫ك ﺑ‬ ‫ﻣ‬
job ad ‫ن وظ‬+ ‫إ‬
job description ‫ وظ‬Q@‫و‬
person specification W ‫ة ا‬/‫ا@ ت ُﻣ< ﱢم‬,‫ﻣ‬
application form W ‫ذج ا‬, X
duty ‫َﻣ_ م‬
post W ِ F‫َﻣ‬
report to someone ‫ ﻣ‬s1% Aِ #‫ اف ُﻣ‬A‫ إ‬n D
responsible for L ‫ول‬P/‫ﻣ‬
purpose )/‫ھ ف‬
position W ِ F‫َﻣ‬
outomce - X
career progression ‫ظ‬, ‫ا رﱡ ج ا‬
promotion I D
employment conditions ‫ﱠ‬
Q ‫ظ‬, ‫ وط ا‬A/‫ ت‬# ‫ُﻣ‬
gross salary per annum ‫ي‬,ّF&ِ ‫ إ‬WD‫را‬

439
salary scale points ‫ا‬ , ْ-‫ َﻣ‬/ #D‫ر‬
term of the contract < ‫ﻣ ةا‬
probationary period # -D ‫ ة‬9
job profile ‫ظ‬, ‫ ا‬L ‫ة‬g#X
job requirement ‫ظ‬, ‫ ت ا‬# ‫ﻣ‬
knowledge 9 ‫ﻣ‬
education D
qualification ‫ھﱠ‬P‫ُﻣ‬
personal quality ّ
1A @
skill ‫ﻣ_ رة‬
experience ‫ ة‬#
essential & &‫أ‬
desirable ‫ب‬,) ‫ﻣ‬
application form W ‫ذج ط‬, X
CV ّ D‫& ة ذا‬
job applicants Q ‫ظ‬, ‫ ت ا‬# ‫ ط‬,‫ُﻣ< ﱢﻣ‬
copying and pasting : ‫ و‬€/X
job applications ‫ ت وظ‬# ‫ط‬
personal details 1A @ D
current employer ‫ا‬ ‫ ا‬W7 @
reason for leaving ‫ ا ك‬W#&
employment history ‫ وظ‬€ ‫ ر‬D
reverse chronological ً /= ً F‫ زﻣ‬WD ‫ﻣ‬
referee ّ F_‫ ِﻣ‬8 ‫ﻣ‬
additional information 9 \‫ﻣ ت إ‬, ‫ﻣ‬
promote oneself D‫ ذا‬h ‫ و‬D
covering letter ZD &‫ر‬
enclosed :9 ‫ﻣ‬
certificate ‫_ دة‬A
reference 8 ‫ﻣ ا‬

440
statutory sector positions ‫ ا < ع ا م‬W@ F‫ﻣ‬
proof of registration -/ ‫ ت ا‬#c‫إ‬
selection process ‫ر‬ ‫ا‬
be shortlisted ‫ َ ّ ة ُ < ﱢﻣ‬1ْ ُ ‫ رة ا‬1 ‫ا‬ H < ‫ ا‬L‫ءاً ﻣ‬b r#
‫ا‬
job interview ‫ُﻣ< ﺑ‬
panel of interviewers ‫ ا < ﺑ‬F-
service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ُﻣ‬
interviewing panel ‫ ا < ﺑ‬F-
interviewee ‫ ﻣ< ﺑ ا‬O ‫ة إ‬/, ‫ ا‬W ‫ة ا‬/‫ُﻣ< ﱢم‬
suit ‫ﺑ‬
tie :F ‫رﺑ‬
workplace ‫ﻣ= ن ا‬
demonstrate ‫إظ_ ر‬
committed ‫م‬bِ ‫ُﻣ‬
competency ‫ ءة‬S
demand # ‫ﻣ‬
job offer ‫ض‬
successful candidate r X rA‫ُﻣ ﱠ‬
conditional ‫ وط‬%‫ﻣ‬
police check ّ ‫ﻣ‬,=ُ ‫م ﻣ‬ ‫_ دة‬A
confidential ‫& ﱢي‬

441
Part 6 – School and university

98. School
Different countries have different school systems. Everything from the length
of the school day, to class size, classroom composition (single sex groups,
mixed ability groups, streamed groups), pedagogy and teaching modes
(whole-class teaching, groupwork, self-directed learning), and the age of
children when starting school can differ. Comparative educational research
(such as the PISA studies) reveals striking variation in education spending,
teachers’ salaries, and children’s academic performance across the globe.
In England, children normally start primary school in the term following their
fifth birthday, although many start before. To prepare children for this
transition, children may attend reception classes in their first school. Although
a huge majority of school children attend mainstream schools, some children
may be placed in special schools. Home schooling (sometimes called home
education) and hospital schools are further possibilities. Schools may be day
schools or boarding schools (the latter are sometimes called residential
schools). At around the age of 11, pupils leave their primary school and move
on to a secondary school. Today the overwhelming majority of English pupils
go to a comprehensive school. In this school form, the school itself does not
select pupils according to ability.
The term independent school is often used in the UK. The word has two
meanings. In the first meaning, independent means private. Confusingly,
private schools are called public schools in the UK (but note that when North
Amercians speak of a public school they actually mean a state school). The
second meaning of the term independent school refers to state-funded
schools which have greater freedoms with the school curriculum, teaching,
and governance.
English children sit GCSE exams at the age of 16. It is normal to do this in nine
subjects, some of which are compulsory, some of which are optional. At the
age of 18 some students sit exams to obtain a university entrance
qualification. In England, this qualification normally involves separate exams in
three subjects, known as A-levels. Compulsory education lasts until the age of
18 in the UK.

442
Following the principle of lifelong learning, learning does not stop when
leaving school. Education for adult learners is often discussed in terms of adult
education or further education. The English further education college (or FE
college for short) has many roles. FE colleges function as vocational colleges.
Students can do vocational training to learn a profession or trade. Adults can
also study for their GCSEs and A-levels in the form of evening classes at a FE
college. Additionally, FE colleges may overlap with adult education centres in
their course programmes. Finally, foundation courses can be done at FE
colleges.

school system &‫ م ﻣ ر‬TX

school day &‫م ﻣ ر‬,
class size Q ‫ ا‬-7
classroom composition Q ‫ا‬WS D
single sex `F- ‫ دي ا‬7ُ‫أ‬
mixed ability 1‫ رات ﻣ‬I
streamed F # ‫ﻣ‬/ /X - ‫ﻣ‬/ _D‫وا < رة ذا‬ ‫ذو ا‬
pedagogy `‫ا ر‬
teaching mode ` ‫ب ا ر‬, &ُ‫أ‬
whole-class teaching S/ `‫ ر‬D
groupwork ‫ ت‬, -‫ ﻣ‬9 ‫ا‬/
self-directed learning 7 ‫ ﱡ‬D/ D‫ ذا‬k ,D ‫ ﱡ ذو‬D
comparative educational X‫ ﻣ< ر‬,‫ ﺑ‬D ‫ث‬, ‫ﺑ‬
research
PISA study # ‫ا‬ < ‫ ا و‬h‫ ﻣ‬X # ‫درا& ت ا‬
education spending ‫ي‬,‫ ﺑ‬D ‫ ق‬X‫إ‬
teacher's salary ‫ة‬/ ‫ ا ُ ﱢ‬WD‫را‬
academic performance ‫ د‬S‫أداء أ‬
primary school H‫ﻣ ر& اﺑ ا‬
term &‫درا‬ 9
transition ‫ < ل‬X‫ا‬
reception class \‫رو‬

443
school child &‫ة ﻣ ر‬/W ‫ط‬
mainstream school ‫د‬ ‫ﻣ ر& ا‬
place ‫دع‬,
special school ّ
@ &‫ﻣ ر‬
home schooling bF‫ ر ` ﻣ‬D
home education bF‫ﻣ‬ D
hospital school ( O % /‫ﻣ‬ ‫ )دا‬O % /‫ﻣ ر& ﻣ‬
day school ‫_ ر‬X &‫ﻣ ر‬
boarding school ‫ﻣ ر& دا‬
residential school ‫ﻣ ر& دا‬
pupil &‫ة ﻣ ر‬/W ‫ط‬
secondary school ,X c &‫ﻣ ر‬
comprehensive school ‫ ﻣ‬A &‫ﻣ ر‬
independent school ّ
@ &‫ﻣ ر‬
private school ّ
@ &‫ﻣ ر‬
public school &‫ و ` ﻣ ر‬X #‫ا‬Q ‫ ا‬W/ ‫@ ﺑ‬ ّ &‫ﻣ ر‬
‫ ﻣ‬/ ّ ‫ﻣ‬,=ُ7
state school ّ ‫ﻣ‬,=ُ7 &‫ﻣ ر‬
state-funded ً ّ ‫ﻣ‬,=ُ7 ‫ل‬, ‫ﻣ‬
school curriculum &‫_ ج ﻣ ر‬F‫ﻣ‬
teaching `‫ ر‬D
governance S,7/‫إدارة‬
GCSE exams X # ‫ ا‬,X R ‫ ا‬7 ‫_ دة ا ﻣ‬% ‫ ت ا‬X ‫اﻣ‬
subject ‫ﻣ دة‬
compulsory ‫ ري‬# ‫إ‬
student ‫ة‬/W ‫ط‬
university entrance qualification ‫ ﻣ ت‬- ‫ل ا‬,#I ‫ت‬+‫ھ‬P‫ُﻣ‬
compulsory education ‫اﻣ‬b ‫إا‬ D
lifelong learning /‫ﻣ‬/‫ة‬ ‫ ﱡ ﻣ ىا‬D
adult learner ‫ة‬/x ‫ة ﺑ‬/ ‫ُﻣ ﱡ‬
adult education ‫ ر‬#= ‫ا‬ D
444
further education ‫ ر‬#= ‫ ا‬D
further education college H /‫ﻣ‬ S/ ّ F_ ِ ‫ ا ﱠ ا‬S
FE college ّ F_ ِ ‫ ا ﱠ ا‬S
vocational training ّ F_‫ ِﻣ‬W ‫ ر‬D
vocational college ّ F_‫ِﻣ‬ S
profession Fْ_‫ِﻣ‬
trade ‫ رة‬-D
evening classes at a FE college ّ F_‫ِﻣ‬ D S 9 H /‫دروس ﻣ‬
adult education centre ‫ ر‬#= ‫ا‬ D bSِ ْ ‫َﻣ‬
foundation course & &‫ﻣ دة أ‬

445
99. University
All in all, social work training programmes across the globe display more
similarities than differences. Courses of study are usually modularised, that is,
split into modules of standardised workload, for which credit points are
awarded. Most first courses are generic (that is, generalist) not specialist.
Desired learning outcomes are normally clear, often centring on acquiring
knowledge, competencies, and a value base. Programmes have a curriculum,
which is outlined in a diploma supplement. Accreditation organisations (often
called accreditation agencies) and evaluation agencies are responsible for the
inspection and evaluation of standards of higher education institutions and
social work courses of study. The last decade has seen a redesign of study
programmes. Courses last three years, and lead to professional qualifications
known as bachelor degrees. Employment-based learning, distance learning
degrees, and courses using e-learning are all possible.
There are, however, differences between countries. The content of social
work training programmes in the UK focuses heavily on case management.
Community development and youth work are seen as separate professions. In
England, although each university has a different reputation, formally they all
have the title of university. The clear distinction in the binary system of some
countries between technical universities (that is, polytechnics) and research-
intensive universities does not formally exist in UK higher education. The
balance of practice learning (led by a practice teacher or practice placement
teacher) to university-based learning is quite different. From a continental
perspective, UK training may be seen as highly practice-oriented, with
employers and service users contributing to teaching, and maybe sitting in on
admissions interviews. State universities are the norm in the UK. Social work
training is not delivered by faith community-affiliated universities.
English social work training programmes have become longer. The former
two-year Diploma in Social Work has been replaced with the three-year
Bachelor of Social Work. The Bologna reform in Europe promotes academic
mobility and professional mobility. Supporters of the reform point to the
professionalisation opportunities it offers, but detractors criticise the way in
which higher education is becoming more regimented, with few opportunities
for self-directed learning. One clear advantage of the reform is the chances it
offers for social work training to benefit from a Europeanisation and
internationalisation of courses of study.
To study for a doctorate (often called a PhD or doctoral degree) students first
have to find a PhD supervisor. They enrol at a university and normally attend

446
classes. PhD students are usually examined by submission of a PhD thesis and
sitting an oral exam usually known as a viva voce or doctoral viva. While doing
a PhD, academics may work as assistant lecturers or research assistants. Most
UK social work educators will have doctoral level qualifications, and be known
as lecturers or senior lecturers. Post-doctoral students do post-doctoral
research. There is no exact English equivalent of the European habilitation,
but UK academics may apply for a senior doctorate or a higher doctorate,
usually awarded on the strength of published work.

social work training programme ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 # ‫ ر‬D h‫ ﻣ‬X ‫ﺑ‬
course of study &‫ ل ا را‬-‫َﻣ‬
modularised ‫ ات‬7‫ و‬O ‫ إ‬/‫ُﻣ< ﱠ‬
module ‫ ة‬7‫و‬
workload ‫ ا‬-7
credit point ‫ة‬ ‫< ط ﻣ‬X
generic ‫م‬
generalist ‫م‬
specialist s‫ ﱡ‬1َ َ ‫ﻣ‬
learning outcome ‫ ت ا ﱠ‬1ْ ‫ُﻣ‬
knowledge 9ِ ‫ﻣ‬
competency ‫ ءة‬S
value base < ‫أ& س ا‬
curriculum ‫_ ج‬F‫ﻣ‬
diploma supplement ‫م‬, ‫ُﻣ= ﱢ ا ﺑ‬
accreditation organisation ‫د‬ ‫ ا‬E ‫ھ‬/ /&P‫ُﻣ‬
accreditation agency ‫د‬ ‫ ا‬E ‫ھ‬/ /&P‫ُﻣ‬
evaluation agency <D /&P‫ُﻣ‬
inspection sْ 9
evaluation <D
higher education institution D /&P‫ُﻣ‬
redesign of study programmes &‫ ا را‬h‫ﺑ اﻣ‬ D ‫إ دة‬
course ‫ ق‬/‫ﻣ‬/‫ﻣ دة‬

447
professional qualification ّ F_‫ھ ِﻣ‬P‫ﻣ‬
bachelor degree ‫س‬, ‫ر‬, =# ‫در ا‬
employment-based learning ‫ظ‬, :ِ9‫ا ﱠ ا ُ ا‬
distance learning degree ‫ﺑ‬L &‫ل ا را‬+ L‫_ دة ﻣ‬A
e-learning X‫ا را& ا = و‬
social work training ‫ا‬ ‫ا‬W‫ ر‬D
case management ‫إدارة ا‬
community development 8 َ ْ- ُ ‫ ا‬, D
youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا‬
university ‫ﻣ‬
binary system H Fc ‫ م‬TX
technical university ّ F_‫ ِﻣ‬/ F<D ‫ﻣ‬
polytechnic F<D ‫ ﱡ‬1َ َ ‫ ﻣ‬S
S ‫او‬
research-intensive university R ‫ﺑ‬ ‫ ﻣ‬/‫ث‬, # ‫ ا‬O bِ Sّ D k ‫ﻣ‬
higher education D
practice learning <# D D/ &‫ ا ُ ِر‬# D
practice teacher X‫ ا ا‬W ‫ة ا ر‬/‫ ِف‬%‫ُﻣ‬
practice placement teacher X‫ا‬ ‫ ا‬W ‫ة ا ر‬/‫ ِف‬%‫ُﻣ‬
university-based learning ‫ﻣ‬ D
practice-oriented < # D k ‫ ﱡ‬,َD ‫ذو‬
employer ‫ ا‬W7 @
service user ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ُﻣ‬
admissions interview ‫ل‬,#< ‫ﻣ< ﺑ ا‬
state university ‫أھ‬/ ّ ‫ﻣ‬,=ُ7 ‫ﻣ‬
faith community-affiliated ‫ﺑ< ة‬ #D ‫ﻣ‬/ H < ‫ﻣ‬
university
Bachelor of Social Work ‫ا‬ ‫ ا‬9 ‫س‬, ‫ر‬, =# ‫ا‬ ‫در‬
Bologna reform ‫دة ا ﱠ‬,-‫@ ﺑ‬
ّ ‫ ﻣ ت ا وروﺑ‬- ‫ ا‬L ‫ ّ ﺑ‬I ّD‫ا‬
‫ا‬
academic mobility ‫ د‬S‫ ﱡ< أ‬FD
professional mobility ّ F_‫ ﱡ< ِﻣ‬FD

448
professionalisation FF_ْ ‫َﻣ‬
detractor ‫ة‬/ I X
regimented ‫ م @ رم‬TF 8i / ‫ﱠ‬TF‫ُﻣ‬
self-directed learning D‫ ﱡ ذا‬D/ D‫ ذا‬k ,D ‫ ﱡ ذو‬D
Europeanisation ‫أورﺑ‬
internationalisation ‫و‬D
doctorate ‫راة‬, S‫د‬
PhD ‫راة‬, S‫د‬
doctoral degree ‫راة‬, S ‫ا‬ ‫در‬
PhD supervisor ‫راة‬, S ‫ ا‬7‫ ف أط و‬%‫ﻣ‬
enrol :
PhD student ‫راة‬, S‫ة د‬/W ‫ط‬
PhD thesis ‫راة‬, S‫ د‬7‫أط و‬
viva voce ‫راة‬, S ‫ ا‬7‫ أط و‬%I F‫ﻣ‬
doctoral viva ‫راة‬, S ‫ ا‬7‫ أط و‬%I F‫ﻣ‬
academic ‫ة‬/ ‫ د‬S‫أ‬
assistant lecturer ِ /‫أ& ذ ُﻣ‬
research assistant l ‫ة ﺑ‬/ ِ /‫ُﻣ‬
social work educator ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 \ ‫ﻣ‬
lecturer \ ‫ﻣ‬
post-doctoral student ‫راه‬, S ‫ة ﻣ ﺑ ا‬/W ‫ط‬
post-doctoral research ‫راه‬, S ‫ ﻣ ﺑ ا‬l ‫ﺑ‬
habilitation ‫_ دة ا ]ھ [& ذ‬A
senior doctorate ‫راة‬, S‫د‬
higher doctorate ‫راه‬, S‫د‬
award ‫ة‬bH rF‫ﻣ‬
published work ‫ر‬,%F‫ﻣ‬

449
100. Research
Social work research takes diverse forms. Research can be basic research or
applied research. Research projects range from large-scale national surveys to
small-scale single case studies. They can be cross-sectional studies or long
term studies. Empirical social research encompasses a range of approaches:
experiments and quasi-experiments, written and orally conducted surveys and
interviews, forms of observation, and forms of content analysis. Larger
projects may be comparative studies such as cross-cultural research.
Evaluation research is common in social work, and much social work research
may be described as practice-oriented research. Indeed, action research,
narrative research, conversational analysis, and discourse analysis are all
suited for the examination of identities, structures, and behaviours from
critical or emancipatory perspectives.
Various criteria must be met for research to be termed empirical social
research. The classic principles of reliability and validity are commonly cited,
but reference is also frequently made to the credibility, generalisability (or
transferability), and verifiability (or replicability) of results. Research is
commonly divided into two categories. Quantitative research involves
quantification in data collection, and is commonly used in deductive and
objectivist approaches to theory testing. In contrast, qualitative research is
commonly carried out as part of inductive and interpretivist approaches to
theory building and theory development.
Questionnaires and interviews play a key part in much social work research.
Self-completion questionnaires (also called self-administered questionnaires)
can take the form of postal questionnaires, email questionnaires, or online
questionnaires. Respondents fill out the questionnaire unassisted. The
researcher will, of course, hope for high response rates to such written
questionnaires. Interviews may be with single interviewees or with groups.
Interviews in which an interview schedule is strictly adhered to are known as
structured or standardised. Semi-structured interviews such as guided
interviews or in-depth interviews use an interview guide, and the interviewer
has the possibility to vary the order of questions or follow up responses. For
unstructured interviews, the interviewer usually simply has an aide-mémoire
consisting of a list of topics to discuss.
The process of planning and carrying out a research project can be a huge
undertaking. The steps involved usually include selecting a research area;
formulating research questions; carrying out exhaustive literature searches;

450
compiling a systematic literature review; selecting appropriate research
methods; writing a research proposal; applying for a research grant
or external research funding; putting together a research design; designing
research instruments; carrying out the data collection; preparing the data;
analysing the data; interpreting the findings; writing up the project; handing in
the research paper; and publishing the findings.

social work research ‫ا‬ ‫ث ا‬, ‫ﺑ‬

research l ‫ﺑ‬
basic research & &‫ أ‬l ‫ﺑ‬
applied research <# Dl ‫ﺑ‬
research project l ‫ وع ﺑ‬%‫ﻣ‬
national survey F‫ وط‬r/‫ﻣ‬
single case study ‫ د‬9 7 &‫درا‬
cross-sectional study <‫درا& ﻣ‬/‫ت ُﻣ ﱢدة‬ I L &‫درا‬
long term study ‫ ا ى‬,‫درا& ط‬
empirical social research # - ‫ّ ا‬ ‫ث ا‬, # ‫ا‬
experiment ‫ ﺑ‬-D
quasi-experiment ‫ ﺑ‬- ‫ ا‬k#A
written /‫ب‬, =‫ﻣ‬
orally ً _A
survey r/‫ﻣ‬
interview ‫ﻣ< ﺑ‬
observation T7+‫ﻣ‬
content analysis F ‫ا دة ا‬/‫ن‬, i ‫ا‬ D
comparative study X‫درا& ﻣ< ر‬
cross-cultural research ‫ ت‬9 <R ‫ ا‬# ‫ث‬, ‫ﺑ‬
evaluation research <D ‫ث‬, ‫ﺑ‬
practice-oriented research / < # D k ‫ ﱡ‬,َD ‫ث ذات‬, ‫ﺑ‬
action research H‫ا‬ ‫إ‬l ‫ﺑ‬
narrative research ‫ & دي‬l ‫ﺑ‬
conversational analysis ‫اري‬,7 D

451
discourse analysis ‫ارات‬, ‫ا‬ D
examination s 9
critical ‫ < دي‬X‫ا‬
emancipatory ‫ ﱡ ري‬D
reliability I,c,‫ ﻣ‬/ <c ‫ذات‬
validitiy 7+@
credibility I‫ا‬ ‫ِﻣ‬
generalisability ‫ﺑ‬I
transferability <F ‫ﺑ‬I
verifiability ِ L‫ ﻣ‬:ّ< ‫ا‬
‫ ء‬%‫@ ّ ا‬ ‫ﺑ‬I
replicability ‫= ار‬ ‫ﺑ‬I
quantitative research Sl ‫ﺑ‬
quantification S <D/ =‫ا‬ <D
data collection ‫ت‬X #‫ا‬8
deductive F &‫ا‬
objectivist approach ‫ دي‬7 h_X
theory testing ‫ ت‬TF ‫ ر ا‬# ‫ا‬
qualitative research ,X l ‫ﺑ‬
inductive H‫ا& < ا‬
interpretivist approach ‫ ي‬/ D h_X
theory building ‫ ت‬TF ‫ ء ا‬F‫ﺑ‬
theory development TF ‫ ا‬, D
questionnaire X # &‫ا‬
self-completion questionnaire _/ X]‫ ﺑ‬L S‫ ر‬% ‫ ا‬#I L‫ _ ﻣ‬E# D D X # &‫ا‬
self-administered questionnaire _/ X]‫ ﺑ‬L S‫ ر‬% ‫ ا‬#I L‫ _ ﻣ‬E# D D X # &‫ا‬
postal questionnaire #‫ ا‬# X # &‫ا‬
email questionnaire j‫ ا‬# X # &‫ا‬
online questionnaire nX Xj‫ ا‬# X # &‫ا‬
respondent ‫ة‬/‫ث‬, # ‫ا‬
high response rate ‫ﺑ‬, ‫ا‬/‫ ا د‬L‫ﻣ‬ D ‫ ﻣ‬#/X
written questionnaire ‫ﺑ‬, =‫ﻣ‬/ X # &‫ا‬

452
interviewee ‫ ا < ﺑ‬k ‫ ي ﻣ‬-D ‫ي‬g ‫ ا‬s1% ‫ا‬
interview schedule ‫ول ا < ﺑ‬
adhere to ‫ام ﺑـ‬b ‫ا‬
structured =َ _‫ ُﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬
standardised ّ 7َ ,‫ﻣ‬
semi-structured L‫ﱠ‬F<‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬k#A
guided interview _ ‫ ﱠ‬,‫ُﻣ< ﺑَ ُﻣ‬
in-depth interview < ‫ُﻣ< ﺑ ُﻣ ﱠ‬
interview guide ‫د ا <ﺑ‬
order WD D
response ‫إ ﺑ‬/‫رد‬
unstructured ‫ﱠ‬LF<‫ ُﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬
aide-memoire Sg ‫ ِ ة‬/‫و& ُﻣ‬
topic ‫ع‬,\,‫ﻣ‬
research area l # ‫ ل ا‬-‫َﻣ‬
research question l # ‫ال ا‬P&
literature search ‫رة‬,%F ‫ل ا‬ ‫ ا‬/‫ ا دﺑ ت‬9 l # ‫ا‬
systemic literature review TF‫= ﻣ‬%‫ا دﺑ ت ﺑ‬ ‫ُﻣ ا‬
research method l # ‫ ا‬W &‫أ‬
research proposal l # ‫ُﻣ< ح ا‬
research grant l ‫ﺑ‬ F‫ﻣ‬
external research funding ‫ر‬ l ‫ ﺑ‬,D
research design l #‫ا‬ D
research instrument l ‫أداة ﺑ‬
preparing data ‫ ت‬X # ‫إ اد ا‬
analysing data ‫ت‬X #‫ا‬ D
interpret findings hH F ‫ا‬ D
write up l #‫ا‬ <D‫ و‬hH X ‫ ﺑ‬S
research paper l #‫ا‬L <D
publish %F

453
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New books: for chapters on child abuse and international social work ☺
Ashencaen Crabtree, S., Husain, F., Spalek, B., 2008. Islam and Social Work.
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Policy Press.
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468
Appendix

Glossary English - Arabic

English Terminology: : ‫تا‬ ‫ ا‬Chapter:

12 step programme % Fc ‫ات ا‬, 1 ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬38

1951 Convention 1951 ‫م‬ QF ّ I ّD‫ ا‬80

24hour accommodation & 24 ‫ ﻣ ار‬O ‫ﱢ‬9,َ ‫ ُﻣ‬L=/‫ ﻣ‬61

24hour emergency assistance & 24 ‫ ﻣ ار‬O ‫ارئ‬, ‫ِ ْ ﻣ ا‬ 42

AAC ‫ز وﺑ‬b ‫ا@ ﻣ‬,D 29

abandonment L 1D 89

abduction Q 87

able-bodied ً / ‫ ﻣ< ر‬19

ableism L = D 20

ableist Lْ =‫ ُﻣ َ ﱢ‬s1A 20

ablution ‫ء‬,\‫ و‬68

aboriginal person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A 82

abortion ‫ إ _ ض‬65

abortion ‫ إ _ ض‬68

abortion ‫ إ _ ض‬89

Abraham ‫ إﺑ اھ‬#F ‫ا‬/ ‫ إﺑ اھ‬68

Abrahamic religion ‫ إﺑ اھ‬X ‫ د‬68

469
abroad ‫ رج‬1 ‫ ا‬9 71

absence of coercion ‫ ر‬# ‫إ‬/‫د إر) م‬, ‫م و‬ 77

absolute poverty 8ِI ‫ ا < ُﻣ‬59

absolute theory of punishment < ‫ﺑ ت ا‬,< ‫ا‬ TX 43

absorb W ,/ 82

abstain ‫ ع‬Fِ ‫ ا ْﻣ‬43

abstainer Lّ ‫ ء ُﻣ‬A L 8F ‫ ﻣ‬38

abstinence-based ‫ ع‬Fِ ‫ أ ا ْﻣ‬#‫ ﻣ‬O ّ Fْ#‫ َﻣ‬38

abuse ‫ إ& ءة‬1

abuse ‫ إ& ءة‬7

abuse ‫ إ& ءة‬7

abuse ‫ إ& ءة‬37

abuse ‫ إ& ءة‬69

abuse ‫ إ& ءة‬84

abuse ‫ إ& ءة‬86

abuse ‫ إ& ءة‬88

abuse ‫ إ& ءة‬89

abuse of a position of vulnerability Qْ \

َ 8I,‫ل ﻣ‬+Z &‫ ا‬87

abuse of power َ ْ/
ُ ‫ل ا‬+Z &‫ ا‬87

abused child ‫& ءة‬z ‫ ض‬D ْ ‫ط‬

ِ / k ‫ ء إ‬/‫ ِط ْ ُﻣ‬7

abused child k ‫ ء إ‬/‫ ِط ْ ُﻣ‬7

abused child k ‫ ء إ‬/‫ ِط ْ ُﻣ‬9

abuser ‫ ء‬/‫ ُﻣ‬7

470
abusive behaviour ‫ ء‬/‫ك ُﻣ‬, &ُ 7

abusive parent E /‫ ُﻣ‬/‫ ء‬/‫ة ُﻣ‬/ ‫ وا‬7

abusive relationships F / E /‫ ت ُﻣ‬I+َ 63

academic ‫ د‬S‫ أ‬45

academic ‫ة‬/ ‫ د‬S‫ أ‬99

academic context ‫ د‬S‫ ِ& ق أ‬3

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬31

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬43

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬50

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬71

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬75

academic failure ‫ د‬S‫ أ‬%9 25

academic mobility ‫ د‬S‫< أ‬FD 99

academic performance ‫ د‬S‫ أداء أ‬98

acceptance #<D 70

access ‫ﻣ‬/‫ل‬,@‫ و‬X =‫ إﻣ‬7

access O ‫ل إ‬,@, ‫ ا‬X =‫ إﻣ‬61

access barrier ‫ ء‬A O ‫ل إ‬,@, 8X ‫ ﻣ‬b 7 32

access to clean water TX ‫ ﻣ ه‬O ‫ل إ‬,@, ‫ رة ا‬I/ TX ‫ّ ﻣ ه‬9,D 92

access to education ‫ ا ﱠ‬O ‫ل إ‬,@, ‫ رة ا‬I 91

accessibility of services ‫ َﻣ ت‬1َ ‫ ا‬O ‫ل إ‬,@, ‫ رة ا‬I 83

accessible k ‫ل إ‬,@, ‫ ا‬L= ‫ ا‬L‫ ﻣ‬51

accident ‫ دث‬7 23

471
accommodation for migrants L _ُ L=/‫ ﻣ‬61

accomodated H+‫= ُﻣ‬%‫ ﺑ‬k \‫ و‬8‫ﻣ ﻣ‬ ‫ ا‬D 14

accountability ‫و‬P/‫ ﻣ‬94

accreditation agency ‫د‬ ‫ ا‬E ‫ھ‬/ /&P‫ ُﻣ‬99

accreditation organisation ‫د‬ ‫ ا‬E ‫ھ‬/ /&P‫ ُﻣ‬99

accredited impairment ً &‫ ر‬k‫ف ﺑ‬ ‫ ﻣ‬Qْ \

َ 19

acculturation 9 <c 8# D/QI RD 82

accused _ ‫ ﻣ‬43

achieve one's full potential _ S]‫ ّ ﺑ‬D‫ا‬g ‫ ت ا‬X =‫ﻣ‬j‫ ا‬: ّ< D 58

achievement ‫ ز‬-X‫ إ‬19

achievement ‫ ز‬-X‫ إ‬73

acknowledge ‫اف ﺑـ‬ ‫ ا‬65

acknowledge ‫ف ﺑـ‬ 71

acknowledge ‫ف ﺑـ‬ 72

acquire ‫ل‬, 7/‫ ب‬/ S‫ ا‬76

acquired W/َ =‫ ُﻣ‬24

) W/ =‫ ا ّ ع )ﻣ‬8‫م ﻣ‬+= ‫ ا‬O ‫< ان ا < رة‬9

acquired aphasia with epilepsy ( <ْ َ 29

acquit (k O ‫ )ا‬H #D 43

Act ‫ن‬,X I 4

Act ‫ن‬,X I 51

Act ‫ن‬,X I 93

Act of Parliament X ‫ن ﺑ‬,X I 93

action 9 5

472
Action Aid ‫ إ ا و‬L%S‫أ‬ ‫ﱠ‬TF‫ ُﻣ‬92

action group َ ْ-‫ درة ُﻣ‬#‫ ﻣ‬53

action research H‫ا‬ ‫ إ‬l ‫ ﺑ‬100

action to be taken ‫ ذه‬1D‫ ا‬W ‫ا‬, ‫اء ا‬ j‫ ا‬47

activate 48

activate the sentence ‫ﺑ‬,< ‫ا‬ D 45

activating labour market policy ‫ق ا‬,& & & D 60

active ageing ‫ة‬ / ‫ا‬ ,1 % ‫ ا‬40

active citizenship 9 F‫اط‬,‫ ﻣ‬50

active community ‫ ل‬9 8 َ ْ-‫ ُﻣ‬50

‫ ة‬9, ‫ ا‬O ‫دي إ‬P‫ﻣ‬ 9 # ‫ )أي‬y%F ‫ ا‬7 ‫ت ا‬, ‫ا‬

active ethunasia (J ‫ ة‬H‫زا‬ ‫ء‬ †S 42

active labour market policy ‫ا‬ ‫ق ا‬,& & & 60

active learning ‫ ل‬9 ‫ ﱡ‬D 28

actively look for work L l # ‫ ا‬9 ‫ درة‬# ‫ ا‬58

actively looking for working L l # ‫ ا‬9 ‫ درة‬# ‫ ا‬60

activity ‫ ط‬%X 19

activity centre for young people ‫ ب‬#% %X‫ أ‬bSِ ْ ‫ َﻣ‬11

activity limitation ‫ ط‬%F‫< ﺑ‬D 19

activity limitation ‫ود‬ ‫ ط ﻣ‬%X 31

activity of a sexual nature /Fْ ِ ّ#‫ذو ط‬ 9/‫ ط‬%X 8

activity-based %X ‫ ا‬O ّ Fْ#‫ َﻣ‬10

acute ‫ د‬7 33

acute ‫ د‬7 35

473
acute care ‫ دة‬7 ‫ ِر‬34

acute intoxification ‫ د‬7 /D 39

adapt Qّ =َD 72

adapt Qّ =َD 82

adaptation Qّ =َD 42

adaption Qّ =َ D 21

adaption Qّ =َD 82

adaption Qّ =َD 82

addict ‫ة‬/L‫ ﻣ ﻣ‬37

addiction ‫ إدﻣ ن‬37

addiction ‫ إدﻣ ن‬38

additional disabilities 9 \‫ ت إ‬I ‫ إ‬28

additional information 9 \‫ﻣ ت إ‬, ‫ ﻣ‬97

additional needs 9 \‫ت إ‬ 7‫ إ‬21

additional support 9 \‫ د ْ إ‬21

ADHD ‫ط‬ ‫ ا‬S ‫ا‬/b S ‫ ا‬Qْ \

َ ‫اب‬ \‫ ا‬25

adhere to ‫ام ﺑـ‬b ‫ ا‬100

adherence ‫ام‬b ‫ ا‬36

adherent ‫م ﺑـ‬bِ ‫ ُﻣ‬68

adjudication H iI =7 ‫ إ@ ار‬90

adjust I]D/ D 69

adjust D 82

adjustment D 82

474
administer ‫ ادارة ا واء‬36

administer ‫ إدارة ا واء‬39

administer injections Lّ< ‫ إدارة ا‬42

administration ‫ إدارة‬51

administrative ‫ إداري‬74

administrative function ‫إدار‬ _‫ﻣ‬/ ‫ وظ‬95

administrative law ‫ن إداري‬,X I 93

administrative measure ‫ ﺑ إداري‬D 5

administrative procedure ‫اء إداري‬ ‫ إ‬78

admission ‫ إد ل‬78

admission ‫ إد ل‬79

admission into a children's home ‫أط ل‬ ‫ دار ِر‬9 ‫ إ اع‬14

admissions interview ‫ل‬,#< ‫ ﻣ< ﺑ ا‬99

admit 77

adolescence <َ‫ ُﻣ اھ‬2

adolescence <َ‫ ُﻣ اھ‬3

adolescent :‫ﻣ اھ‬/89 1

adopt ّF#D 72

adopt ّF#D 82

adoption ّF#D 14

adoption ّF#D 66

adoption with contact ‫ح‬, ‫ّ ﻣ‬F#D 14

adult education ‫ ر‬#= ‫ا‬ D 98

475
adult education centre ‫ ر‬#= ‫ا‬ D bSِ ْ ‫ َﻣ‬98

adult learner ‫ة‬/x ‫ة ﺑ‬/ ‫ ﻣ ﱡ‬98

adult with learning difficulties ‫ﱡ‬ ‫ﺑ ت ا‬, @ ‫ ذو‬x ‫ ﺑ‬s1A 22

adult with severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬x ‫ ﺑ‬s1A 26

adultery X‫ ز‬68

adulthood A ‫ ا‬Lّ &ِ 2

adulthood A ‫ ا‬Lّ &ِ 3

adults' services LZ # ‫َ َﻣ ت دا‬ 52

adults’ services L Z # ‫َ َﻣ ت‬ 1

advance ‫ُﻣ< ﱢﻣ‬ <X 9‫ د‬86

advanced country ‫ّرة‬,َ َ ‫ دو ﻣ‬91

advanced industrial country ً F@ ‫ّرة‬,َ َ ‫ دو ﻣ‬91

adventure education ‫ﻣ ة‬Z ‫ ا‬# D 11

adventure playground ‫ ﻣ ات [ط ل‬Z‫ ﻣ‬W ‫ ﻣ‬11

adverse ‫ ﻣ رض‬37

adverse effect # & c‫ أ‬19

advice X 4

advice X 30

advice for carers ‫ة‬ rH X 41

advice service ‫ د‬A‫َ َﻣ ت إر‬ 12

advice service ‫ ر‬% &‫َ َﻣ ت ا‬ 88

advise r F 14

advise r F 21

476
advise r F 43

advocacy L ‫ ع‬9‫د‬/h ‫ و‬D/‫ @ ة‬F‫ ﻣ‬88

advocacy ‫ @ ة‬F‫ ﻣ‬92

advocate ْ ِ ‫ا‬:
ّ ‫@ ةﺑ‬F ّ &‫ ذو @ ر‬s1A 14

advocate of the service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ق ُﻣ‬,<ُ @ F‫ ﻣ‬47

aetiology ‫ ب ا ﻣ اض‬#&‫أ‬ 33

affairs ‫ون‬PA 30

affect ‫اج‬b‫ ﻣ‬35

affect ‫اج‬b‫ ﻣ‬39

affective disorder ‫ا‬b‫اب ﻣ‬ \‫ ا‬35

affidavit of support ْ ‫_ دة د‬A 78

affirmative action SP‫ﻣ‬ 9 85

affluent F) 62

affluent society F) 8 َ ْ-‫ ُﻣ‬59

Affolter concept ,9‫ أ أ‬#‫ ﻣ‬28

affordable ‫ل‬,#<‫ﻣ‬ & ‫ ذو‬56

African Charter on Human and Peoples’

‫ب‬, % ‫ ن وا‬/Xj‫ق ا‬,<ُ < 9 ‫ ق ا‬R ‫ ا‬74
Rights
aftercare ّ <7 ‫ ِر‬16

aftercare ّ<7+ ‫ا‬ ِ ‫ ا‬37

aftermath ‫ ّ ث‬7َ ‫ع‬,I‫ة ﻣ ﺑ و‬ ‫ا‬/ ‫ ّ ث ﻣ‬7َ ‫ ر‬c‫ آ‬91

against someone's will s1% ‫ ا‬#) Qِ 1‫ ُﻣ‬34

against the wishes of parents L ‫ا‬, ‫ ا‬#) Qِ 1‫ ُﻣ‬6

age ‫ ا‬9 ‫< ﱠم‬ 40

477
age cohort k‫ ﺑ‬%‫ ﻣ‬Lّ &ِ 3

age discrimination Lّ /ِ ‫ أ& س ا‬O b D 40

age generation 3

age group E9 40

age in place k/ X ‫ ا = ن‬9 ‫_ م‬ 42

age of ciminal responsibility X,X < ‫ ا‬H / ‫ا‬ 46

age of criminal responsibility X,X < ‫ا‬ ‫و‬P/ ‫ ا‬Lّ &ِ 3

Lّ &ِ ,‫ وھ‬A ‫ ا‬Lّ &ِ ‫غ‬, ‫ ﺑ‬F ‫ )أي‬# ) ‫ا‬

age of majority ( ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ ا‬W/7 18‫ ال‬46

age prejudice ‫ ا‬L :#/‫= ﻣ‬7 40

age-appropriate sexual behaviour ً W& F‫ ﻣ‬/Fْ ِ ‫ك‬, &ُ 8

age-inappropriate sexual behaviour ً W& F‫ ) ﻣ‬/Fْ ِ ‫ك‬, &ُ 8

ageing ,1 A 40

ageing policy ,1 % ‫ & & ا‬40

ageing process ,1 % ‫ا‬ 40

ageing research ,1 % ‫ أﺑ ث ا‬40

ageing-related disease ,1 % ‫ ﺑ‬: ‫ ﻣ ض ﻣ‬41

ageism Lّ /ِ ‫ ر ا‬#S \ b D 40

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬1

agency S‫و‬/ ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬2

agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬12

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬52

agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬53

agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬54

478
agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬94

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬95

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬96

agency visit ّ /&P‫ ز رة ُﻣ‬52

agency with a religious affiliation F ‫ ط د‬#D‫ ذات ار‬/&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬67

agency work nIP‫ﻣ‬ 60

aggressive X‫وا‬ 25

agoraphobia ‫ء‬+1 ‫ رُھ ب ا‬35

agreement ّ I ّD‫ ا‬90

aid ‫ دا‬H &‫ و‬21

aid ْ ‫د‬/‫ َ ة‬/‫ ُﻣ‬23

aid // ْ 55

aid ‫ َ ة‬/‫ ُﻣ‬91

aid ْ ‫د‬/‫ َ ة‬/‫ ُﻣ‬91

aid agency ‫ َ ة‬/‫ُﻣ‬ S‫ و‬91

aid for development ‫ّر‬,َ َ ‫ ت ا‬Z ْ ‫د‬/‫ َ ة‬/‫ ُﻣ‬91

aid organisation ‫ َ ات‬/‫ُﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬91

aid programme X ‫إ‬/ ْ ‫د‬/‫ َ ة‬/‫ ُﻣ‬h‫ ﻣ‬X ‫ ﺑ‬91

aided communication ‫م‬, ‫ا@ ﻣ‬,D 29

aide-memoire Sg ‫ َ ة‬/‫ُﻣ‬ &‫ و‬100

aid-giving ‫ َ ة‬/ُ ‫ا‬ <D 91

aid-giving country ‫ َ ة‬/ُ ‫ دو ُﻣ< ﱢﻣ‬91

aid-receiving country ‫ َ ة‬/ُ < ‫ دو ﻣ‬91

479
AIDS orphan ‫ ز‬j‫ ا‬W#/‫ ﱠ ﺑ‬D 89

AIDS/HIV ‫ ز‬j‫ا‬/ %# ‫ا‬ F ‫ ا‬s<X ‫ وس‬9 89

aim ‫ ھ ف‬47

Al Ta’azir b ‫ ا ﱠ‬68

alchohol dependance syndrome ‫ل‬, = ‫ ا‬O ‫د‬ ‫زﻣ ا‬+ ‫ ﻣ‬38

alcohol ‫ل‬, S 37

alcohol consumption ‫ل‬, = ‫ك ا‬+_ &‫ ا‬12

alcohol consumption ‫ل‬, = ‫ك ا‬+_ &‫ ا‬38

alcohol dependance ‫ل‬, = ‫ ا‬O ‫د‬ ‫ ا‬38

alcohol drinking ‫ل‬, = ‫ ب ا‬A 38

alcohol education programme ‫ل‬, = ‫ ا‬L <RD h‫ ﻣ‬X ‫ ﺑ‬44

alcohol intoxication , S /D 38

alcohol misuse ‫ل‬, = ‫ ام ا‬1 &‫ء ا‬,& 38

alcohol misuse in the family ‫ ا ُ& ة‬L \ ‫ل‬, = ‫ك ا‬+_ &‫ء ا‬,& 38

alcohol use ‫ل‬, = ‫ ام ا‬1 &‫ا‬/‫ك‬+_ &‫ ا‬38

alcoholic ‫ل‬, = ‫ ا‬O L‫ ﻣ ﻣ‬38

alcoholic beverage , S ‫ وب‬%‫ ﻣ‬38

Alcoholics Anonymous L ,_- ‫ل ا‬, = ‫ ا‬O L F‫ ا ﻣ‬/&P‫ ُﻣ‬38

alcoholism ‫ل‬, = ‫ ب ا‬A O ‫ إدﻣ ن‬38

alcohol-related illness ‫ل‬, = ‫ ﺑ‬: ‫ ﻣ ض ﻣ‬38

alcohol-related incident ‫ل‬, = ‫ ﺑ‬: ‫ دث ﻣ‬7 38

alien ‫ ب‬Z‫ ﻣ‬76

alienated ‫ذ‬,#F‫ ﻣ‬11

480
alienation bُْ 25

Al-Jynayaat ‫ ت‬F- ‫ ا‬68

allegation ‫ إد ءات‬7

allegation ‫ إد ء‬16

alleged case ‫ﻣ‬, b‫ﻣ‬ 7 7

alleviating Q1 71

alliance Qُ D 49

allied health profession ‫ ة‬X /‫ﻣ‬ @ L_‫ ﻣ‬22

Al-Mukhalafat ‫ ت‬1 ‫ ا‬68

altruism ‫ ر‬R ‫ إ‬91

Alzheimer's disease ‫ھ‬b ‫ ﻣ ض ا‬41

amend ‫ُ ِ ﱡل‬ 47

amend ‫ُ ِ ﱡل‬ 93

amnesty , 79

Amnesty International ‫ا و‬, ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

amplified 1‫ ﱠ‬i‫ ُﻣ‬71

an ordinary life ‫د‬ ‫ ة ا‬7 32

analysing data ‫ت‬X #‫ا‬ D 100

analysis of need ‫ ج‬7 ‫ا‬/ ‫ا‬ D 48

analysis of power َ ْ /ُ ‫ا‬ D 69

analytical psychology ‫`ا‬F‫ا‬ 36

anatomically detailed doll ً / ‫ & ً و‬FD ‫ ﻣ‬O‫ دﻣ‬8

ancestry @‫ أ‬81

481
androgynous `F- ‫ ا‬H Fc 66

androgyny ‫س‬F ‫ ا‬H Fc 66

anger management training WiZ ‫ إدارة ا‬W ‫ ر‬D 10

anger management training WiZ ‫ إدارة ا‬W ‫ ر‬D 44

Anglo-American = ‫ أﻣ‬, -X ‫ ا‬70

Anglo-American = ‫ أﻣ‬, -X ‫ ا‬95

Anglophone country b -X ‫ ا‬Z‫ ﺑ ﱡ‬:‫ ط‬X ‫ ﺑ‬70

animal excrement X‫ا‬, 7 ‫ ﺑ از‬9

animal-assisted therapy ‫ ت‬X‫ا‬, ‫ ﺑ‬X & ‫ج ﺑ‬+ 30

animal-facilitated therapy ‫ ت‬X‫ا‬, ‫ ا‬#I L‫ ﻣ‬/ ‫ج ﻣ‬+ 30

anit-discrimination law b ‫ ا‬i‫ ھ‬F‫ن ﻣ‬,X I 32

anit-racist youth work Fْ ُ ‫ا‬ 9 = ُ ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

anorexia # ‫_ ا‬% ‫< ان ا‬9 17

antenatal class ‫ دة‬, i D ‫ دورة‬12

antenatal diagnosis ‫ دة‬, ‫ ا‬#I ‫ ﻣ‬s 1%D 20

anterograde ‫ ة ا < ﻣ‬S‫ا‬g ‫< ان ا‬9 38

anthroposophy %# ‫ ا‬8H #‫ط‬ 69

anticipatory anxiety I # &‫ ا‬:َ َI 35

anti-depressant ‫ د =ˆﺑ‬i‫ دواء ﻣ‬36

antidiscrimination authority b 9 =‫ ُ& ْ َ ُﻣ‬85

anti-discrimination law b ‫ا‬ 9 =‫ن ُﻣ‬,X I 63

anti-discrimination legislation b ‫ا‬ 9 = ُ 8 %D 85

antidiscrimination policy b ‫ا‬ 9 =‫ & & ُﻣ‬85

482
anti-discrimination policy b ‫ما‬ & & 96

anti-discriminatory measure b r9 =‫ ﺑ ﻣ‬D 85

anti-discriminatory practice b 9 =‫ ُﻣ ِر& ُﻣ‬63

anti-discriminatory practice Fْ ُ 9 =‫ ُﻣ ِر& ُﻣ‬83

anti-discriminatory practice b 9 =‫ ُﻣ ِر& ُﻣ‬85

anti-Muslim racism L / ‫\ ا‬ Fْ ُ 84

Anti-oppressive approaches ‫\_ د‬+ r9 =‫ ﻣ‬h_X 11

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬63

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬70

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬83

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬85

anti-poverty policy < ‫ا‬ 9 =‫ & & ُﻣ‬12

anti-poverty strategy < ‫ا‬ 9 =‫ ُﻣ‬- D‫ ا& ا‬59

antipsychotic ‫ھ ن‬g ‫ د‬i‫ دواء ﻣ‬36

anti-racism legislation Fْ ُ r9 =‫ ﻣ‬8 %D 84

antiracist action Fْ ُ r9 =‫ﻣ‬ 9 85

anti-racist approach Fْ ُ r9 =‫ ﻣ‬h_X 83

antiracist association 9 =‫ ُﻣ‬/&P‫ ُﻣ‬85

antiracist awareness-raising campaign Fْ ُ 9 =‫ُﻣ‬ ,D 7 85

antiracist education project Fْ ُ r9 =‫ﻣ‬ D ‫ وع‬%‫ ﻣ‬85

antiracist group Fْ ُ 9 =‫ُﻣ‬ , ْ-‫ َﻣ‬85

anti-Semitism ‫ ﻣ‬/ ‫ ﻣ داة ا‬84

anti-sexist practice `F- ‫ ا‬O H<‫ا‬b 9 =‫ ُﻣ ِر& ُﻣ‬63

483
anti-social behaviour 8 َ ْ- ُ ‫ك ﻣ ٍد‬, &ُ 50

anti-trafficking law %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ن ُﻣ‬,X I 87

anti-trafficking policy %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ & & ُﻣ‬87

anti-trafficking programme %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬h‫ ﻣ‬X ‫ ﺑ‬87

anti-trafficking strategy %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬- D‫ ا& ا‬87

antiziganism -Z ‫ ا‬H ‫ ﻣ داة ط‬84

anxiety :َ َI 9

anxiety :َ َI 28

anxiety :َ َI 55

anxiety disorder :َ َ< ‫اب ا‬ \‫ ا‬35

aphasia ‫م‬+= ‫ ا‬O ‫< ان ا < رة‬9 29

appeal ‫ ف‬FE &‫ ا‬43

appearance _T‫ ﻣ‬33

applicant W ‫ ُﻣ< ﱢم ا‬58

application W ‫ ط‬58

application : ّ# D 85

application for asylum ‫ء‬,- ‫ ا‬W ‫ ط‬80

application form W ‫ذج ا‬, َX 97

application form W ‫ذج ط‬, َX 97

applied gerontology <# ‫ا‬ ,1 % ‫ا‬ 40

applied research < # D l ‫ ﺑ‬100

apply for ‫ُ< ﱢم ل‬ 80

apply for a benefit ‫ ﻣ د‬44

484
apply for a court order = ‫ أﻣ ﻣ‬W ‫ ط‬6

apply knowledge ‫ا‬/ 9 ‫ ا‬: ّ# D 26

appraisal <D 96

appreciate ‫<ر‬ 75

approach h_X 32

approach h_X 33

approach h_X 49

approach h_X 69

approach h_X 85

appropriate H+‫ ُﻣ‬4

appropriate W& F‫ﻣ‬/ H+‫ ُﻣ‬85

appropriate W& F‫ﻣ‬/ H+‫ ُﻣ‬95

appropriate authority H+‫ ُﻣ‬/ #& F‫ ُ& ْ َ ﻣ‬58

appropriate measure W& F‫ ﺑ ﻣ‬D 74

appropriateness H+‫ ُﻣ‬4

approve :9‫ا‬, 71

apraxia ‫ر ا داء‬g D/ H‫أدا‬+ ‫ ا‬29

Arab ‫ﺑ‬ 68

Arab Charter on Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ﺑ‬ ‫ ق ا‬R ‫ ا‬74

Arab culture ‫ﺑ‬ 9 <c 68

Arab Muslim ‫ة‬/ ‫ﺑ‬ ‫ة‬/ /‫ ﻣ‬68

Arab world ‫ﺑ‬ ‫ا‬ ‫ ا‬68

Arabian Peninsula ‫ﺑ‬ ‫ ة ا‬b- ‫ ا‬k#A 68

485
arbitrate O =7 68

arbitration = D 90

architectural barrier H F‫ ﺑ‬b 7 20

area-based intervention ‫ < ﻣ َ ّ دة‬F‫ ﻣ‬O H I ‫َ َ ﱡ‬D 62

arena ‫ ل‬-‫ َﻣ‬1

arena of social work practice ‫ا‬ ‫ ل ُﻣ ِر& ا‬-‫ َﻣ‬41

Aristotelian ethics , &‫ ت أر‬I+ ‫ أ‬70

armed conflict r /‫اع ﻣ‬bX 90

arms &‫ أ‬90

arranging a foster placement ‫ﺑ‬ &ُ‫أ‬ ‫ إ اع ِر‬L ‫]ﻣ‬D 15

arrest < 43

arrested development of the mind < ‫ا‬/ F‫ھ‬g ‫ّر ا‬,َ َ ‫ ا‬9 QI,D 27

arrival card ‫ل‬,@, ‫ ا‬I ‫ ﺑ‬78

arrive ‫ل‬,@‫ و‬76

art therapist L ‫& ط ا‬,‫ ﺑ‬hِ ‫ ُﻣ‬22

article ‫ ﻣ دة‬73

artificial contraception F @ ‫ا‬ ‫ ا‬8F‫ ﻣ‬H &‫ و‬68

artrs centre ‫ن‬,F _ ‫ﻣ‬/bSِ ْ ‫ َﻣ‬51

arts centre ‫ن‬,F9 bSِ ْ ‫ َﻣ‬/ _ ‫ ﻣ‬11

as far as is reasonably practicable ً ‫ل‬,< ‫ ﻣ‬,‫ ﺑ< ر ﻣ ھ‬93

asexual `F- ‫ا‬ 65

assault ‫اء‬ ‫ ا‬25

assess < 33

486
assess < 48

assess ‫ُ< ﱢ‬ 96

assess performance ‫ا داء‬ <D 96

assessment <D 21

assessment <D 47

assessment <D 48

assessment <D 55

assessment of need ‫ا‬ <D 48

assessment of special educational needs ّ 1 ‫ ّ ا‬,‫ا ّ ﺑ‬/ ّ

@ ‫تا‬ 7 ‫ا‬ <D 48

assimilation ‫ ﻣ ج‬X‫ا‬/‫ ادﻣ ج‬21

assimilation ‫ _ ر‬X‫ ا‬82

assimilation ‫ _ ر‬X‫ ا‬82

assimilationist 9 <R ‫ _ ر ا‬X ‫ب وا‬ &+ \ F‫ ﻣ‬82

assist / 55

assist X ‫إ‬/‫ ِ ة‬/‫ ُﻣ‬78

assistance ‫ ِ ة‬/‫ ُﻣ‬4

assistance ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬57

assistant lecturer ِ /‫ أ& ذ ُﻣ‬99

assisted suicide ‫ر‬ X ‫ ا‬O ‫ ِ ة‬/ ُ ‫ ا‬42

assistive technology ‫ ِ ة‬/‫ُﻣ‬ , ,F=D 42

assume responsibility for the case ‫ﺑ =ﻣ‬ ‫ا‬ ‫و‬P/‫ﻣ‬ ,D 47

assumption ‫ اض‬9‫ ا‬20

assumption ‫ اض‬9‫ ا‬65

487
asylum ‫ء‬,- 80

asylum applicant ‫ء‬,- ‫ ا‬W ‫ ُﻣ< ﱢم ط‬80

asylum application ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum application ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum claim ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum claimant ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum decision ‫ء‬,- ‫ ار ا‬I 80

asylum interview ‫ء‬,- ‫ ﻣ< ﺑ ا‬80

asylum law ‫ء‬,- ‫ن ا‬,X I 80

asylum legislation ‫ء‬,- ‫ ا‬8 %D 80

asylum process ‫ء‬,- ‫ا‬ 80

asylum seeker ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum seeker ‫ء‬,- ‫ة‬/W ‫ ط‬83

asylum seekers debate ‫ء‬,- ‫ ا‬# ‫< ش ط‬X/‫ ظ ة‬F‫ ﻣ‬84

asylum seekers’ hostel ‫ء‬,- ‫ ت ا‬# ‫ ﻣ]وى ُ < ﱢﻣ ط‬80

asylum support ‫ء‬,- ‫ د ْ ا‬80

asylum support team ‫ء‬,- ‫ د ْ ا‬: 9 80

asylum-migration nexus ‫ ة‬-_ ‫ء وا‬,- ‫ ا‬L ‫ﺑ‬ ‫ ا‬80

at risk 1 ‫ ُﻣ ﱠض‬6

at risk 1 ‫ ُﻣ ﱠض‬10

at risk 1 ‫ ُﻣ ﱠض‬86

at risk of becoming disabled I †‫ب ﺑ‬ ‫أن‬ 9 31

at the university ‫ ﻣ‬- ‫ ا‬9 95

488
atmosphere ‫اء‬, ‫أ‬/ E ‫ ﺑ‬49

at-risk group 1 \ ْ ُ ‫ُﻣ‬ , ْ-‫ َﻣ‬37

atrocity T9 90

attach of anxiety :َ َI ‫ﺑ‬,X 35

attachment ‫ ط‬#D‫ ار‬2

attachment difficulties : ‫ﺑ ت ا‬, @ 9

attachment disorders : ‫اﺑ ت ا‬ \‫ ا‬9

attachment pattern ‫ ط‬#D‫ ا ر‬y X 17

attachment theory ‫ ط‬#D‫ا ر‬ TX 17

attack _ 8

attention deficit disorder ‫ ه‬# X ‫ ا‬b- ‫اب‬ \‫ ا‬17

attention deficit/hyperactivity disorder ‫ط‬ ‫ ا‬S ‫ا‬/b S ‫ ا‬Qْ \

َ ‫اب‬ \‫ ا‬25

attention-seeking ‫ ه‬# X ‫ب ا‬g O ‫ إ‬O / 14

attitude k ‫ ﱡ‬,َD 20

attitude k ‫ ﱡ‬,َD 60

attitude k ‫ ﱡ‬,َD 70

attitude ‫ك‬, &ُ 90

attitudinal barrier S, &

ُ b 7 20

atypical autism ‫دي‬ ‫ ) ا‬7ّ ,D 27

auditory & 28

auditory hallucination & &, ‫ ھ‬35

augment ‫ز‬b‫ ُﻣ ﱢ‬29

augmentative and alternative

‫ز وﺑ‬b‫ا@ ُﻣ ﱢ‬,D 29
communication

489
 ,‫ ﺑ‬D ‫) اض‬ H 8‫ة ﻣ‬/ <‫ة أط ل ﻣ‬/ ّ‫ُﻣ ﺑ‬
au-pair bF ‫ و ﺑ ا‬13

authentisation I‫د‬ ‫وا‬ @ ‫ ت ا‬#c‫ إ‬72

authoritarian ‫ ادي‬# &‫ ا‬2

authoritarian regime /D ‫ م‬TX 90

authoritative ‫ق‬,c,‫ ﻣ‬2

authority َ ْ &ُ 6

authority َ ْ &ُ 96

autism ّ 7َ ,D 26

autism ّ 7َ ,D 27

autism spectrum disorder ‫ﱡ‬7,‫ ا ﱠ‬Q ‫اب ط‬ \‫ ا‬21

autism spectrum disorder ‫ﱡ‬7,‫ ا ﱠ‬Q ‫اب ط‬ \‫ ا‬27

autistic behaviour ‫ ّ ي‬7َ ,D ‫ف‬ D/‫ك‬, &ُ 27

autochthon L @ ‫د ا‬+# ‫ ء ا‬F‫ ّ أﺑ‬7َ ‫ أ‬82

autonomous < /‫ ﻣ‬2

autonomous < /‫ ﻣ‬50

autonomous < /‫ ﻣ‬74

autonomous individual < /‫ د ﻣ‬9 54

autonomy +< &‫ ا‬9

autonomy +< &‫ ا‬16

autonomy +< &‫ ا‬32

avail / /8 F 80

availability ّ9,D 38

available ‫ﱢ‬9,َ ‫ ُﻣ‬4

490
avert ‫ دي‬D/WF-D 34

avoid ‫ دي‬D 8

avoidance ‫ ب‬F ‫ ا‬49

avoidance behaviour ‫ ﺑ‬F ‫ك ا‬, &ُ 35

avoidance of certain situations or places Fّ ‫ ُﻣ‬QI‫ا‬,‫ أو ﻣ‬LS ‫ أﻣ‬WF-D 9

avoiding medical treatment ّ# ‫ج ا‬+ ‫ دي ا‬D 9

award ‫ة‬bH rF‫ ﻣ‬99

awareness-raising ,D 92

awareness-raising campaign ,D 7 37

babies and toddlers group ‫ ودرّج‬8\‫ر‬ , ْ-‫ َﻣ‬13

baby boomers ‫ ﺑ‬-Xj‫ة ا‬ ‫ ة ا‬9 9 ‫دون‬, , ‫ ا ط ل ا‬3

baby boomers ‫ ب‬-X ‫ ة ط ة ا‬9 9 ‫د‬, ,‫ ِط ْ ﻣ‬41

baby hatch ‫ دة‬, ‫ ا‬R ّ 7َ ‫ ا ط ل‬L 1 sّ 1‫ ﻣ= ن ُﻣ‬5

babyhood \ ‫ ا‬Lّ &ِ 2

bachelor degree ‫س‬, ‫ر‬, =# ‫ا‬ ‫ در‬99

Bachelor of Social Work ‫ا‬ ‫ ا‬9 ‫س‬, ‫ر‬, =‫ ﺑ‬96

Bachelor of Social Work ‫ا‬ ‫ ا‬9 ‫س‬, ‫ر‬, =# ‫ا‬ ‫ در‬99

backache _‫ أ ظ‬64

background 4

bad upbringing E & ‫ ﺑ‬D 54

balance ‫ازن‬,D 23

bank statement =F# ‫ ب ا‬/ ‫ ا‬Q%S 58

bargain ‫وض‬ 90

491
barrier to learning ‫ﱡ‬ b 7/:H 26

basic infrastructure & &‫أ‬ D F‫ ﺑ‬89

basic minimum income OX‫ ا َ ّ ا د‬59

basic needs of children && ‫تا ِ ْ ا‬ 7‫ ا‬2

basic religious value & &‫ أ‬F ‫د‬ I 67

basic research & &‫ أ‬l ‫ ﺑ‬100

basic skill & &‫ ﻣ_ رة أ‬44

basic trust & &‫< أ‬c 2

bathing and showering ‫ ل‬/ )‫م وا‬ &‫ ا‬42

battered child syndrome Q‫ﱠ‬F ُ ‫زﻣ ا ِ ْ ا‬+ ‫ ﻣ‬9

be behind bars ‫ن‬,-/‫ ﻣ‬44

be careful ‫ر‬g7‫ إ‬55

be considered # /‫ُ ِ ﱡ‬ 4

be detained in custody b- ‫ا‬/`# ‫ ا‬9 َ< ‫ ُﻣ‬43

be eligible for ‫ً ـ‬+‫ھ‬P‫ن ﻣ‬,= 61

be entitled to something ّ /
EA: 59

be inside ‫ن‬,-/‫ ﻣ‬44

be integral to something Lّ ‫ ء ُﻣ‬% ً & &‫ن أ‬,= ‫ أن‬67

be likely to ‫ أن‬r ‫ ا ر‬L‫ ﻣ‬6

be mindful ٍ‫ واع‬56

‫ َ ّ ة ُ < ﱢﻣ‬1ْ ُ ‫ رة ا‬1 ‫ا‬ H < ‫ ا‬L‫ءاً ﻣ‬b r#

be shortlisted ‫ ا‬97

be sick ]< 64

be street homeless ‫ رع‬% ‫ ا‬9 ~ ‫ ا‬61

492
beat ً‫ ح\ ﺑ‬# 7

beat ً‫ ح\ ﺑ‬# 9

beating ‫ ح‬#‫ \ ب ُﻣ‬86

beating ‫ ح‬#‫ \ ب ُﻣ‬88

become disabled I j‫ ذوي ا‬L‫ ﻣ‬r# 20

becoming disabled I j‫ ذوي ا‬L‫ ﻣ‬r# 20

bedsit , &‫ ا‬61

beg ‫ل‬,ّ /D 86

behave in a sexually inappropriate way :H ) /Fْ ِ ‫ف‬ D 8

behaviour ‫ك‬, &ُ 55

behaviour ‫ك‬, &ُ 66

behaviour ‫ك‬, &ُ 82

behaviour modification ‫ك‬, /ُ ‫ا‬ D 30

behaviour support service ‫ك‬, /ُ ‫ِ ْ ﻣ دا‬ 25

behaviour support worker ُ ‫ ل ا ْ ا‬-‫ َﻣ‬9 ‫ﻣ‬

S, / 18

behaviour, emotional, and social

ّ ‫ وا‬/ X‫ و‬S, &ُ ‫ﺑ ت‬, @ 21
difficulties
behavioural and emotional difficulties / X‫ و‬S, &ُ ‫ﺑ ت‬, @ 14

behavioural and emotional disorders 7 ‫ل ﻣ‬+ _TD / X‫ و‬S, &ُ ‫اﺑ ت‬ \‫ا‬
with onset usually occuring in childhood
<َ‫ وا ُ اھ‬, ‫ ا‬25
and adolescence.
behavioural development S, &ُ ‫ّر‬,َ َD 6

behavioural difficulties S, &ُ ‫ﺑ ت‬, @ 25

behavioural disorder S, &

ُ ‫اب‬ \‫ ا‬25

behavioural modification S, &ُ D 36

493
behavioural norm S, &ُ ‫ف‬ 55

behavioural problem S, &ُ =%‫ ُﻣ‬17

behavioural problem S, &ُ =%‫ ُﻣ‬25

behavioural social and emotional

/ X‫ّ و‬ ‫ وا‬S, &ُ ‫ﺑ ت‬, @ 25
difficulties
behavioural theory S, &ُ TX 69

behavioural therapy S, &ُ ‫ج‬+ 36

behavioural, emotional, and social

/X، ّ ‫ ا‬، S, &ُ ‫ﺑ ت‬, @ 18
difficulties
behaviourism S, /ُ ‫ ا ر& ا‬36

behaviours ‫ ت‬S, &ُ 9

behead ‫ ا أس‬8 I 68

belief ‫ا < د‬/ < ‫ ﻣ‬35

belief ‫< ة‬ 67

belief < ‫ ﻣ‬81

belief َ< ‫ ُﻣ‬90

belief in spirit possession ‫اذ ا رواح‬, & ‫ ن ﺑ‬j‫ ا‬7

belief system ‫ ي‬H < ‫ م‬TX 67

believer ‫ة‬/L‫ﻣ‬P‫ ﻣ‬68

belittle ‫]ن‬A L‫ﻣ‬ < ‫ ا‬9

below average ‫دي‬ ‫ى ا‬, /ْ ُ ‫ دون ا‬26

below the age of legal consent X,X < ‫ ا‬Lّ /ِ ‫ ا‬n D 8

benchmarking Lّ ‫ ﻣ ر ُﻣ‬8‫ ﻣ‬X‫ ﺑ < ر‬:ّ< D/ <D 94

benefit &‫د ْ ر‬/‫ ِ ات‬/‫ ُﻣ‬19

benefit ‫ ا ْ ا دي‬30

494
benefit X, ‫ ﻣ‬58

benefit ‫ ت‬I ّ< &‫ا‬/ X, ‫ ﻣ‬60

benefit ‫ ا& دة‬80

benefit ‫ ا& <ّ ق ﻣ دي‬87

benefit in kind F ‫ ت‬X ‫ إ‬58

benefits advice X, ‫ دات ا‬A‫ إر‬58

benefits check ‫ ت‬I ّ< & ‫ ا‬u A 58

benefits trap X j‫ ا‬€9/L S 58

benzodiazepine L # ‫ود ز‬bF# ‫ ا‬38

bereavement =c 18

bereavement care =R ِ ‫ ا‬42

bereavement counselling =R ‫ د‬A‫ر‬j‫ ا‬42

best interests of the child Oi ‫ا ِ ْ ا‬ ‫ ﻣ‬5

Beveridge system ‫ج‬ ‫ م ﺑ‬TX 57

Beveridgean system ‫د‬ ‫ م ﺑ‬TX 57

bid for a contract < ‫ أ‬L‫ض ﻣ‬ <D 94

bidonville ‫< ة‬9 ‫ ء‬7‫ أ‬89

big society #S 8 َ ْ-‫ ُﻣ‬50

bilateral dispute H Fc ‫ف‬+ 90

Bildung xX‫ أ ﺑ و‬#‫ ﻣ‬O ّ Fْ#‫ َﻣ‬9 <c 54

--‫ ه‬% ‫ اءة ا‬I‫ رة ا و و‬A ‫ ا‬Z ‫د‬, < ‫أي وا‬
Bilingual Deaf person Z‫ ا ﱡ‬H Fc @‫ أ‬24

bilingual education Z‫ ا ﱡ‬H Fc D 24

Bill ‫ن‬,X I ‫ وع‬%‫ﻣ‬/‫ﱠدة‬,/‫ ُﻣ‬93

495
bill of rights ‫ق‬,<ُ ‫ < ا‬c‫ و‬73

binary categorisation H Fc Q F D 91

binary system H Fc ‫ م‬TX 99

bind y‫ﺑ‬ 50

binding legal solution ً X,X I ‫م‬bِ ْ ‫ ُﻣ‬7 90

binge drinking ‫ ب‬%‫ ا‬9 \ ‫ ه ا‬% ‫ ا‬38

bingeing ‫ ب‬%‫ ا‬9 \ ‫ ه ا‬% ‫ ا‬38

biological ageing ,,‫ﺑ‬ ,1 A 40

biological category , , ‫ ﺑ‬E9 63

biological given ,,‫ ﺑ _ ﺑ‬2

biological intervention , , ‫َ َ ﱡ ﺑ‬D 36

biological maturity , , ‫ ﺑ‬h ْiُX 3

biological sex , , ‫` ﺑ‬F 66

biologically related ,,‫ﺑ‬ ‫ راﺑ‬7

biology of ageing ,1 % ‫ا‬ , , ‫ ﺑ‬40

bio-medical factor ّ#‫ط‬ ,,‫ﻣ ﺑ‬ 26

bio-medical model , , ‫ّ ﺑ‬#‫ذج ط‬, X 33

bio-medical sciences ,,#‫ا‬W ‫ا‬ 33

biometric identifier ( =#% ‫ ا‬r/‫ أو ﻣ‬8#@ ‫ا‬ ‫)أي ﺑ‬ ‫ﻣ‬, # ‫ ا‬78

biopsychosocial model ‫ ا‬/X , , ‫ذج ﺑ‬, X 19

biopsychosocial model ‫ ا‬/X , , ‫ذج ﺑ‬, X 33

bipolar disorder W < ‫ ا‬H Fc ‫اب‬ \‫ ا‬35

bipolar disorder W < ‫ ا‬H Fc ‫اب‬ \‫ ا‬35

496
birth family , , ‫ أُ& ة ﺑ‬14

birth family , , # ‫ أُ& ة ا‬15

birth parent , , # ‫ة ا‬/ ‫ وا‬15

birth to three field R R ‫ ا‬Lّ &ِ ‫ دة و‬, ‫ ا‬L ‫ﻣ ﺑ‬ 13

bisexual /Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ ﻣ‬66

Bismarck system ‫ﻣ رك‬b ‫ م ﺑ‬TX 57

bit run down ‫ة‬/u_F‫ ﻣ‬64

bite mark i c‫ أ‬8

black and minority ethnic ‫ ت‬I ‫د وا‬,/ ‫ق ا‬ 81

black and minority ethnic people I ‫ا‬ I ‫د وا‬,/ ‫ ص ا‬1A ‫ ا‬81

black and minority ethnic young person _F‫د ﻣ‬,/ ‫ وا‬I ‫ ت ا‬I ‫ ذوي ا‬11

black magic paraphernalia ‫د‬,& ‫ا‬ / ‫ذة أو ا‬, % ‫ أدوات ا‬7

black magic rituals (‫ذة‬, % ‫د )ا‬,& ‫ا‬ / ‫س ا‬,<‫ ط‬7

blackout , ‫< ان ا‬9 38

blank slate (‫@ ت‬

ّ ‫ ر) )أي دون أي‬9 E ‫ ھ‬2

blind education 9 =‫ا‬ 24

blind person Q S s1A 24

blindness Q = ‫ ا‬24

Blissymbolic (` ‫ز )ﺑ‬,‫ ذو رﻣ‬29

blue border ( H ‫ ء )أي ﻣ‬I‫ ود زر‬7 78

BME person I ‫ا‬ I ‫د وا‬,/ ‫ ا‬L‫ ﻣ‬s1A 81

boarding school ‫ ﻣ ر& دا‬7

boarding school ‫ ﻣ ر& دا‬98

497
body / // 19

body functioning /- ‫ أداء ا‬19

body language /- ‫ ا‬Z 81

body part ‫ ي‬/ ,i 8

ّ
‫دة‬,-‫@ ﺑ‬ ‫ ﻣ ت ا وروﺑ‬- ‫ ا‬L ‫ ّ ﺑ‬I ّD‫ا‬
Bologna reform ‫ا‬ ‫ ا ﱠ‬99

bondage ‫رق‬/ ‫د‬,# 86

bonded labour ‫ ة‬1/ ‫ﺑ‬ 86

bordello ‫ر‬, ]‫ﻣ‬/‫ د رة‬n ‫ ﺑ‬88

border ‫ ود‬7 78

border ‫ ود‬7 80

border control ‫ود‬ ‫ ا‬L‫ أﻣ‬78

border crossing ‫ود‬ ‫ر ا‬,# 78

border guard ‫ود‬ ‫ رس ا‬7 78

border management ‫ود‬ ‫ إدارة ا‬78

border officer ‫ود‬ ‫ ا‬y‫ \ ﺑ‬78

border official ‫ود‬ ‫ول ا‬P/‫ ﻣ‬86

border officials ‫ود‬ ‫ ا‬, ‫و‬P/‫ ﻣ‬78

border police ‫ود‬ ‫ ط ا‬A 78

borderline learning difficulties َّ ‫ﱡ ا‬ ‫ﺑ ت ا‬, @ 26

borough ‫ﺑ ة‬/ ‫ < إدار‬F‫ ﻣ‬50

bottom up ‫ي‬ D 51

bound <‫ﻣ‬/‫م‬bِ ْ ‫ ُﻣ‬74

boundaries ‫ ود‬7 95

498
boundary ّ 7َ 16

boundary testing ‫ود‬ ‫رﻣ ىا‬# ‫ ا‬3

bout ‫ﺑ‬,X 34

boycott ‫ ﻣ< ط‬90

brace H # ‫اس و‬,I‫ أ‬23

Braille ‫< اءة‬ ‫ ﺑ‬-_F‫ ﻣ‬24

Braille display ‫ ﺑ‬7, 24

Braille embosser ‫ز ﺑ‬,‫رﻣ‬ ‫ ط ﺑ‬24

brain ‫ دﻣ غ‬23

brain circulation 9 ‫ اول ﻣ‬D 75

brain drain ‫ ة ذوي ا = ءة‬-‫ ھ‬75

brain gain ‫ ذوي ا = ءة‬W/S 75

brain waste ‫ ذوي ا = ءة‬L‫م ا & دة ﻣ‬ 75

breach ‫ ق‬1 45

breach a requirement W ‫قﻣ‬ 45

breach of probation #I‫ا‬ ‫ وط ا‬A ‫ق‬ 45

breaking away from the parental home L ‫ا‬, ‫ ا‬n ‫ ﺑ‬L ‫ل‬ X‫ ا‬3

breathing ` FD 29

breed distrust <R ‫م ا‬ W#/D 84

F_ ‫ از ورو& وا‬# ‫ =` )ا‬# ‫ ّ ى دول ا‬7َ ‫إ‬

BRIC country (L ‫ وا‬91

brief ‫ة‬ I‫ ة‬/ ‫ﺑ‬ 33

brief screening interview ‫ة‬ I s 9 ‫ ﻣ< ﺑ‬80

bring about ‫ر‬ /h F /O ‫دي إ‬P 47

499
bring up ‫ُ ﺑﱢ‬ 54

bring up a child ْ ِ ‫ ا‬E%FD 1

bring up one's food ]< 64

British citizen X ‫ ﺑ‬L‫اط‬,‫ ﻣ‬81

British Sign Language X # ‫ رة ا‬Aj‫ ا‬Z 24

broken bone ‫رة‬,/=‫ﻣ‬ T 9

broken society u= ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬50

broker ‫ ر‬/ & 47

brothel ‫ د رة‬n ‫ ﺑ‬88

brothel keeper ‫ د رة‬n ‫ول ﺑ‬P/‫ ﻣ‬88

brothel owner ‫ د رة‬n ‫ ﺑ‬W7 @ 88

bruise ‫ﻣ‬S 9

budget management X‫ا‬b ‫ إدارة ا‬51

budget manager X‫ا‬b ‫ول ا‬P/‫ ﻣ‬47

budgeting X‫ا‬b ‫ ﻣ‬8\‫ و‬16

built environment ‫رة‬, ‫ ا‬E # ‫ ا‬62

bulimia # _X 17

bullying ‫ ﱡ‬FD 17

bullying ‫ ﱡ‬FD 18

bullying ‫ ﱡ‬FD 25

burden ‫ء‬W 89

burden of old age ,1 % ‫ا‬/Lّ /ِ ‫ ا‬#S ‫ء‬W 40

burka 8I ‫ ﺑ‬68

500
burn ‫ق‬ 9

burn ‫ق‬ 9

burn ‫ ق‬7 23

business administration ‫ل‬ ‫ إدارة أ‬94

buying drugs ‫ ﱢرات‬1 ُ ‫ اء ا‬A 39

buying in a service ‫ اء ِ ْ ﻣ‬A 94

by means of # /‫ل‬+ L‫ ﻣ‬87

caginess T ‫ ا‬W#/‫ﻣ ت ﺑ‬, ‫ء ﻣ‬ ‫ إ‬L ‫ ع‬Fِ ‫ ا ْﻣ‬9

Cairo Declaration on Human Rights in

‫م‬+&j‫ ا‬9 ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا < ھ ة‬+ ‫ إ‬74
Islam
call boy QD _ ‫ ا‬: ‫ ط‬L ‫ ء‬Z# ‫ا‬, ‫ ا‬#< ‫ و‬88

call girl QD _ ‫ ا‬: ‫ ط‬L ‫ ء‬Z# ‫ا‬, ‫ ا‬#<D ‫ ه‬9 88

callous unconcern for the feelings of

L }‫ا‬ % ‫ ة‬#‫ﻣ‬+ ‫ ا‬35
others
campaign 7 ‫اء‬ ‫ إ‬51

campaign 7 92

cancer ‫ ط ن‬/ ‫ ﻣ ض ا‬38

cane X‫را‬b 1 ‫ ب ﺑ‬i 68

canoe ‫وارق‬b ‫ ا‬Q -D 11

cap O I ‫ل ا َ ّ ا‬,@‫ و‬79

capable ‫ در‬I 4

capacity ‫ رة‬I/ ‫ ﺑ‬I 30

capacity building ‫ ء ا < رات‬F‫ ﺑ‬51

capacity building ‫ ء ا < رات‬F‫ ﺑ‬91

capacity for consent َ<َ9‫ا‬, ُ ‫ ا‬O ‫ ا < رة‬34

501
caravan ‫ ن‬9 S 61

care ‫ ِر‬4

care ‫ ِر‬5

care ‫اھ م‬/ ‫ ِر‬11

care ‫ ِر‬13

care ‫ ِر‬14

care ‫ ِر‬30

care ‫ ِر‬32

care ‫ ِر‬34

care ‫ ِر‬42

care ‫ ِر‬53

care ‫ ِر‬55

care ‫ ِر‬55

care about ‫ ُﻣ_ ﺑـ‬55

care assistant ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ِ /‫ ُﻣ‬55

care for O 14

care for O 15

care for ‫ ﺑـ‬F 18

care for ‫ _ ﺑـ‬/ F 54

care for ‫ _ ﺑـ‬/ F 55

care home (L ّF/ِ ُ ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ دار ِر‬42

care home ‫ دار ِر‬55

care in the community 8 َ ْ- ُ ‫ ا‬9 ِ ‫ ا‬51

502
care management ِ ‫ إدارة ا‬30

care management ِ ‫ إدارة ا‬47

care management ِ ‫ إدراة ا‬64

care manager ‫ا‬ ‫ ُﻣ‬/ ِ ‫ا‬ ‫ ُﻣ‬47

care needs ِ ‫تا‬ 7‫ إ‬14

care needs ِ ‫تا‬ 7‫ إ‬42

care needs ِ ‫ت‬ 7‫ ا‬48

care order ‫ أﻣ ِر‬14

care plan ‫ِر‬ 30

care plan ِ ‫ا‬ 47

care plan meeting ِ ‫ا‬ ‫ع‬ ‫ ا‬47

care planning ِ y 1D 30

care planning ِ y 1 ‫ ا‬47

care planning conference ِ y 1 ‫ا‬ DP‫ ﻣ‬47

care planning process ِ y 1 ‫اءات ا‬ ‫ا‬/ ِ ‫ ا‬y 1D 14

care standard ِ ‫ا‬ ‫ ﻣ‬16

care work ِ ‫ا‬ 77

care worker ‫ة‬/ ‫ را‬30

care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 32

care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 42

care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 55

care worker ‫ﻣ ِر‬ 65

cared-for-person ‫ ﻣ < ِر‬32

503
career guidance ‫ د وظ‬A‫ إر‬60

career planning ‫ ةا‬/ y 1D 31

career progression ّ F_‫ ِﻣ‬/ ‫ رج وظ‬D 63

career progression ‫ظ‬, ‫ ا رج ا‬96

career progression ‫ظ‬, ‫ ا رج ا‬97

careers advice ّ F_‫ د ِﻣ‬A‫ إر‬18

careers advice ّ F_‫ِﻣ‬ X 31

careers guidance ّ F_ ِ ‫ د ا‬A‫ إر‬18

carefulness ‫ر‬g7 55

caregiver ‫ا ا‬/ ِ ‫ ُﻣ< ﱢم ا‬1

caregiver ِ ‫ ُﻣ< ﱢم ا‬54

caregiver ‫ا ا‬/ ِ ‫ ُﻣ< ﱢم ا‬55

care-giver ِ ‫ ُﻣ< ﱢم ا‬89

caregiving ِ ‫ا‬ <D 54

carer ٍ‫ راع‬15

carer /‫ راع‬30

carer ٍ‫ راع‬41

carer ٍ‫ راع‬42

carer ‫ة‬/ ‫ را‬55

carer information and support service ‫ة‬/ ‫ا‬ ‫ﻣ ت‬, ‫ ا‬9,D‫َ َﻣ ت ا ْ و‬ 30

carer's allowance ‫ة‬/ ‫ ب ا ا‬D‫ أ‬30

caring ‫اھ م‬/ ‫ ِر‬67

caring profession ِ ‫ ا‬Fْ_‫ ِﻣ‬52

504
caring profession ِ ‫ ا‬Fْ_‫ ِﻣ‬55

caring profession ‫را‬/ ‫ دا‬Fْ_‫ ِﻣ‬70

Caritas ‫ ر س‬S 92

carpentry ‫ رة‬-X 11

carry out ‫م ب‬,< 55

case iI 43

case management ‫ إدارة ا‬41

case management ‫ت‬ ‫ إدارة ا‬47

case management ‫ إدارة ا‬52

case management ‫ إدارة ا‬55

case management ‫ إدارة ا‬99

case management process ‫إدارة ا‬ 47

case management process ‫إدارة ا‬ 48

case manager 7 ‫ ُﻣ‬14

case manager ‫ا‬ ‫ ُﻣ‬47

case owner i< ‫ا‬/ ‫ ا‬W7 @ 80

caseload ‫ت‬ ‫دا‬ 96

casework ‫ د‬9 ‫ِ ْﻣ‬ 47

caseworker ‫تا د‬ ‫@ ا‬ ‫ إ‬47

cash benefit <X ‫ ت‬I ّ< &‫ا‬/ X, ‫ ﻣ‬58

catastrophe c‫ ر‬S 91

‫ ِ ﻣ‬1 /‫ ُﻣ‬/&P ُ ‫_ ا‬F‫ب ﻣ‬g -D ‫ < ا‬F ‫ا‬

catchment area ‫ ْ ﻣ‬1ِ ‫ ا‬34

category of SEN ّ 1‫ّ ا‬

@ ‫تا‬ 7j‫ ا‬L‫ ﻣ‬QF@/ E9 21

505
causality ##/ ‫ ا‬69

cause W#/‫ ﻣ‬33

caution k #FD 43

CBT 9 ‫ ا‬S, /
ُ ‫ج ا‬+ ‫ ا‬36

CDHRI ‫م‬+&j‫ ا‬9 ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا < ھ ة‬+ ‫ إ‬74

cease QI, 76

celebrity child abuse ‫ ھ‬% ‫ ا‬#I L‫ إ& ءة [ط ل ﻣ‬7

cell X‫ا‬bX‫ ز‬43

census ‫ اد‬D 75

census ‫ اد‬D 81

central nervous system ‫ي‬bSِ ْ َ ‫ ا‬# ‫_ ز ا‬- ‫ ا‬39

centre for independant living < / ‫ ا ~ ا‬bSِ ْ ‫ َﻣ‬32

century of the child ِْ ‫ نا‬I 2

cerebral palsy ) ‫ دﻣ‬A 23

cerebral palsy ‫ ا ﻣ غ‬A 26

certificate ‫_ دة‬A 97

certificate of identity 1% ‫ ّ ا‬,ُِ _ ‫ ا‬I ‫ ﺑ‬78

chain migration ‫ ة‬-_ ‫ ا‬/ & 75

challenge ‫ َ ّي‬D 1

challenge ‫ َ ّ ي‬D 17

challenge ‫ َ ّ ي‬D/‫َ ّ ى‬ 85

challenge ‫ َ ّ ي‬D 96

challenging ‫ َ ّ ي‬D =% 14

506
challenging behaviour k‫ﻣ ﻣ‬ ‫ ا‬W @ ‫ك‬, &ُ 15

challenging behaviour W @/‫ك ﻣ َ ّ ي‬, &ُ 25

change ZD 82

change in voice ‫ت‬, ‫ ا‬9 ZD 29

change of environment E # ‫ ا‬/y ‫ ا‬9 ZD 14

change of milieu y&‫و‬/ E ‫ﺑ‬/y ‫ﺑ‬ ZD 11

change process Z ‫ا‬ 49

changing and washing bed sheets / ‫ ا‬QA‫ ا‬A /)‫و‬ ZD 42

chaplain ` /I 44

character development 1% ‫ّر ا‬,َ َD 11

character development 1% ‫ ا‬,ّ ُ ُX/ , D 18

characterisitic ّ
@ 53

characteristic @/ @
ّ 4

characteristic ّ
@ 73

characteristic ّ
@ 85

charge L 43

charge X‫ إدا‬43

charitable ‫ي‬ 53

charitable almsgiving ‫ق‬ D 68

charity ‫ ن‬/7‫ إ‬32

charity /&P‫ ُﻣ‬53

charity /&P‫ ُﻣ‬57

charity # ‫ﻣ‬/‫ ن‬/7‫ إ‬67

507
chattel slavery ‫د‬,# 86

check S] 47

check s /L‫ ﻣ‬:ّ< 55

check s D/:ّ< D/ S]D 58

check S]D/s D 58

check :ّ< D 78

check s D/ S]D 95

checkpoint ~ D <X 78

chemical H S ‫ ﻣ دة‬9

chest pain ‫ر‬ ‫ ا‬9 ‫ أ‬35

chew xi 39

child abuse ْ ِ ‫ إ& ءة ا‬7

child abuse by football coaches ‫ ة ا < م‬S ‫ ﻣ رﺑ‬#I L‫ إ& ءة [ط ل ﻣ‬7

child abuse by members of the clergy L ‫ ر ل ا‬#I L‫ إ& ءة [ط ل ﻣ‬7

child abuse research ِْ ‫& ءة‬j‫ أﺑ ث ا‬7

child and adolescent mental health L <‫اھ‬ ‫[ط ل وا‬ / F ‫ ا ِ ّ ا‬17

child and adolescent mental health

services
L <‫اھ‬ ‫[ط ل وا‬ /F‫ا‬ ِ ‫َ َﻣ ت ا‬ 17

child and adolescent psychiatrist L <‫اھ‬ ‫[ط ل وا‬ / X W #‫ ط‬17

child and adolescent psychotherapist L <‫اھ‬ ‫[ط ل وا‬ / X hِ ‫ ُﻣ‬17

child and family consultation service ّ

‫@ ﺑ & وا ط ل‬ ‫ ر‬% &‫َ َﻣ ت ا‬ 12

child benefit ‫ ا& < ق أط ل‬58

child brought up in a children's home ‫ا ط ل‬ ‫ دار ِر‬9 ‫ ِط ْ رﺑ‬16

child care ‫اع‬ ‫ ا‬# / ‫ را‬#I L‫ا ط ل ﻣ‬ ‫ ِر‬55

508
child care system ‫[ط ل‬ #‫ا‬ ِ ‫ م ا‬TX 14

child carer ‫راع [ط ل‬

ٍ 17

child cruelty %7‫ة أو و‬,/<‫ ُﻣ َﻣ ا ِ ْ ﺑ‬7

child development ْ ِ ‫ ا‬,ّ ُ ُX 2

child economic exploitation ً ‫د‬ I‫ل ا ط ل ا‬+Z &‫ ا‬86

child emotional abuse ِْ ‫ ط‬/ / X ‫ إ& ءة‬9

child employment ‫ا ط ل‬ 18

child exploitation ‫ل ا ط ل‬+Z &‫ ا‬86

child fatality ‫ ة ى ا ط ل‬9, ‫ ت ا‬7 7

child health surveillance check ِْ ‫@ ّ ا‬

ِ #I‫ا‬ ‫@ ت‬, 9 22

child ill-treatment ْ ِ ‫ء ُﻣ َﻣ ا‬,& 7

child in care #‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ ِط‬14

child in public care (‫ ا < ع ا م‬9) #‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ ِط‬14

child labour ‫ا ط ل‬ 86

child maltreatment ْ ِ ‫ء ُﻣ َﻣ ا‬,& 7

child marriage ‫ زواج ا ط ل‬86

child marriage ‫ زواج ا ط ل‬89

child mental health /F‫@ ّ ا ِ ْ ا‬

ِ 17

child mental health problem , ‫ ا‬7 ‫ ﻣ‬9 / X =%‫ ُﻣ‬17

child mistreatment ْ ِ ‫ء ُﻣ َﻣ ا‬,& 7

child murder ‫ا ط ل‬ I 89

child neglect ْ ِ ‫ إھ ل ا‬7

child neglect ْ ِ ‫ إھ ل ا‬9

509
child on child sexual abuse ‫ ا ط ل‬L ‫ ﺑ‬/Fْ ِ ‫ إ& ءة‬8

child policy ِْ ‫@ ﺑ‬
ّ ‫ & &ت‬2

child policy ِْ ‫@ ﺑ‬
ّ & & 5

child pornography 7 ‫ﺑ‬j‫اد ا‬, ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬86

child poverty ‫< ا ط ل‬9 59

child prostitution ‫ ء‬Z# ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬8

child protection ِْ ‫ا‬ 7 1

child protection ِْ ‫ا‬ 7 5

child protection ِْ ‫ا‬ 7 15

child protection ِْ ‫ا‬ 7 18

child protection case ِْ ‫ا‬ 7 iI 72

child protection cases ِْ ‫ا‬ 7‫ ت‬7 7

child protection concerns ِْ ‫ا‬ 7 ‫ون‬PA 9 ‫ وف‬1‫ ﻣ‬6

child protection conference ِْ ‫ا‬ 7 DP‫ ﻣ‬6

child protection failing ِْ ‫ا‬ 7 9 %9 7

child protection guidelines ِْ ‫ا‬ 7‫ت‬ D 6

child protection investigation ِْ ‫ا‬ ‫ ﺑ‬: ‫ ﻣ‬: ّ< D 6

child protection officer ِْ ‫ا‬ 7 y‫ \ ﺑ‬6

child protection services ِْ ‫ا‬ 7 ‫َ َﻣ ت‬ 6

child protection system ِْ ‫ا‬ 7 ‫ م‬TX 6

child protection training ِْ ‫ا‬ ‫صّ ﺑ‬ W‫ ر‬D 6

child protection work ِْ ‫ا‬ ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ‬ 6

child protection work ِْ ‫ا‬ 7 ‫ ل‬-‫ َﻣ‬9 ‫ ا‬48

510
child psychologist ‫[ط ل‬ / X hِ ‫ ُﻣ‬22

child sex trafficking ‫ ُ ﺑ ط ل‬/Fْ ِ ‫ ر‬-D‫ ا‬88

child sexual abuse ‫[ط ل‬ /Fْ ِ ‫ إ& ءة‬8

child sexual exploitation ‫[ط ل‬ /Fْ ِ ‫ل‬+Z &‫ ا‬8

child sexual exploitation ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86

child sexual exploitation ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬88

child sexual exploitation ُ /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬92

child soldier ‫ي‬F ْ ‫ ِط‬86

child trafficking ‫ ر ﺑ ط ل‬-D ‫ ا‬86

child trafficking ‫ ر ﺑ ط ل‬-D ‫ ا‬87

child welfare ْ ِ ‫ ه ا‬9‫ ر‬1

child welfare services ْ ِ ‫ ه ا‬9‫َ َﻣ ت ر‬ 1

child with autism ‫ﱡ‬7,‫ب ﺑ ﱠ‬ ‫ ِط ْ ﻣ‬19

child with hearing difficulties & ‫ﺑ ت‬, @ L‫ ﻣ‬X ْ ‫ ِط‬24

child with moderate learning difficulties &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ ‫ ِط ْ ذو‬27

child with SEBD S, &ُ / X ّ ‫ﺑ ت ا‬, @ L‫ ﻣ‬X ْ ‫ ِط‬25

child with severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ِط ْ ذو‬27

childcare ِْ ‫ا‬ ‫ ِر‬12

childcare ‫ا ط ل‬ ‫ ِر‬13

childcare ‫ا ط ل‬ ‫ ِر‬55

childcare system ِْ ‫ا‬ ‫ م ِر‬TX 13

child-centered ْ ِ ‫ل ا‬,7 ‫ر‬, 4

childhood ,‫ ط‬2

511
childhood ,‫ ط‬3

childhood ,‫ ط‬4

childhood , ‫ ط‬69

childhood autism ‫ ّ ا ط ل‬7َ ,D 27

childhood disorder , ‫ ا‬7 ‫ ﻣ‬9 ‫اب‬ \‫ ا‬17

childhood research , ّ
‫@ ﺑ‬ ‫ أﺑ ث‬2

childhood sexual abuse , ‫ ا‬9 /Fْ ِ ‫ إ& ءة‬8

childhood studies , ّ
‫@ ﺑ‬ ‫ درا& ت‬2

childminder ‫أط ل‬ ‫ را‬13

childminding ‫ا ط ل‬ ‫ ِر‬13

child-raiser ْ ‫ ُﻣ ﺑّ ِط‬/ ّ‫ ُﻣ ﺑ‬2

child-raiser ‫ ُﻣ ﺑّ أط ل‬54

child-raising ِْ ‫ ﺑ ا‬D 1

child-raising ِْ ‫ ﺑ ا‬D 2

child-raising ِْ ‫ ﺑ ا‬D 4

child-raising ‫ ﺑ ا ط ل‬D 54

child-raising ْ ِ ‫ ﺑ ا‬D 55

child-rearer ‫ ُﻣ ﺑّ أط ل‬54

child-rearing ‫ ﺑ ا ط ل‬D 54

children ‫ أط ل‬4

children and young people with mental

/ X S %‫ ﻣ‬L‫ن ﻣ‬,X ‫ ب‬#A‫ أط ل و‬17
health problems
children in care #‫ا‬ ِ ‫ م ا‬TX 9 ‫ أط ل‬92

9 ‫ل‬bF ‫ ا‬9 ‫ ّ ھ‬7َ , ‫ن‬,S Lg‫ا ط لا‬

children left at home alone inappropriate
W& F‫ ) ﻣ‬9
to their age
512
children who sexually offend ً /Fْ ِ ‫ن‬,E /‫ أط ل ﻣ‬8

children’s commissioner ‫ق ا ط ل‬,<7 ‫ﱠض‬, ‫ ُﻣ‬/ S‫ و‬5

children’s interests ‫ا ط ل‬ ‫ ﻣ‬92

children’s rights ‫ق ا ط ل‬,<7 92

children’s services ‫َ َﻣ ت ا ط ل‬ 1

children’s services ‫َ َﻣ ت ا ط ل‬ 5

children’s services department ‫ ة َ َﻣ ت ا ط ل‬H‫ دا‬1

children’s social care ‫ّ [ط ل‬ ‫ا‬ ِ ‫ ا‬1

children’s social care team ‫ّ [ط ل‬ ‫ا‬ ِ ‫ا‬: 9 1

children's care home ‫[ط ل‬ ‫ دار ِر‬16

children's centre &[ bSِ ْ ‫ َﻣ‬12

children's farm ‫[ط ل‬ ‫ر‬b‫ ﻣ‬11

children's game ‫ أط ل‬# 2

children's home ‫ دار ِر‬7

children's home ‫أط ل‬ ‫ دار ِر‬14

children's home (‫[ط ل‬ H‫ا‬, ‫)دار إ‬ ‫ﺑ‬ ‫ دار ِر‬15

children's home ‫[ط ل‬ ‫ دار ِر‬16

children's home ‫[ط ل‬ H‫ا‬, ‫ دار إ‬54

children's residential unit ‫[ط ل‬ H‫ا‬, ‫إ‬ ‫ دار ِر‬16

children's rights ‫ق ا ط ل‬,<ُ7 5

children's services ّ
‫@ ﺑ ط ل‬ ‫َ َﻣ ت‬ 4

children's services ‫َ َﻣ ت ا ط ل‬ 52

children's services department ‫ ة َ َﻣ ت ا ط ل‬H‫ دا‬53

513
children's services law ‫ن َ َﻣ ت ا ط ل‬,X I 93

child's development ْ ِ ‫ّر ا‬,َ َD/,ّ ُ ُX 9

child's health ِْ ‫@ ّ ا‬
ِ 9

child's need ْ ِ ‫ ج ا‬7‫ ا‬4

child's social world ‫ا ِْ ا‬ 2

child's voice ْ ِ ‫ت ا‬,@ 2

child's voice ْ ِ ‫ت ا‬,@ 15

child's welfare ْ ِ ‫ ه ا‬9‫ ر‬5

choking sensation ‫ق‬F ‫ر ﺑ‬, A 35

cholera ‫ ا‬,S 89

Christian ‫ة‬/ /‫ ﻣ‬67

Christian Aid / ‫ ا‬X, ‫ا‬ ‫ راﺑ‬92

Christianity / ‫ ا‬67

Christianity / ‫ ا‬68

Christianity / ‫ ا‬70

chromosomal abnormality ‫ﻣ ت‬,&,‫وذ ا = وﻣ‬gA 20

chronic L‫ ِﻣ‬b‫ ُﻣ‬33

chronic L‫ ِﻣ‬b‫ ُﻣ‬64

chronological age F‫ﻣ‬b ‫ ا‬W D ‫ ا‬W/7/ F‫ﻣ‬b ‫ا‬ ‫ ا‬40

church affiliation /FS @ ‫ ذو‬53

church youth work ‫ ب‬#%‫صّ ﺑ ﱠ‬ /FS 10

church-affiliated university /FS ‫ ط‬#D‫ذات ار‬ ‫ﻣ‬ 67

church-based youth work / F= ‫ ا‬O H < ‫ ب ا‬#%‫ا ﱠ‬ 67

514
Cinderella syndrome + ّF&ِ ‫زﻣ‬+ ‫ ﻣ‬7

circle of friends ‫ ء‬I @ ‫ < ا‬7 30

circle of supports ْ ‫ < ا‬7 30

circular questioning ‫ ي‬H‫اب دا‬,- &‫ ا‬36

circulation migration <F ‫ﻣ‬/ H‫ ة دا‬-‫ ھ‬76

circumstances ‫ ظ وف‬14

circumstances ‫ ظ وف‬58

cirminal behaviour ‫اﻣ‬ ‫ك إ‬, &ُ 43

cirrhosis of the liver #= ‫ ا‬8 %D 38

citizen L‫اط‬,‫ ﻣ‬76

citizens advice bureau L F‫اط‬, ‫ د ا‬A‫ إر‬W =‫ ﻣ‬58

citizenship /Fْ -ِ ‫ا‬/ F‫اط‬, ‫ ا‬50

citizenship F‫اط‬,‫ ﻣ‬57

citizenship F‫اط‬,‫ ﻣ‬76

Citizenship F‫اط‬,‫ ﻣ‬81

citizenship application F‫اط‬, ‫ ا‬W ‫ ط‬76

citizenship education F‫اط‬, ‫ا‬ D 50

citizenship right ّ 7 76
F‫اط‬, ‫ ا‬:

citizenship rights F‫اط‬, ‫ق ا‬,<ُ7 56

citizenship test /Fْ -ِ ‫ ر ا‬# ‫ ا‬83

city F ‫ ﻣ‬50

city F ‫ ﻣ‬62

civic duty X ‫ﻣ‬/ F‫ وط‬W ‫ وا‬50

515
civic republicanism X ‫ ا‬D ‫ر‬,_ - ‫ ا‬50

civicness X ‫ ا‬S‫ َر‬% ُ ‫ ا‬50

civil conflict X ‫اع ﻣ‬bX 90

civil disobedience X‫نﻣ‬ 90

civil engagement X ‫ ﻣ‬S‫ َر‬%‫ ُﻣ‬50

civil law X ‫ن ﻣ‬,X I 93

civil partnership X ‫ ﻣ‬S‫ ا‬A 66

civil right ّ 7 50
X‫ﻣ‬:

civil right ّ 7 66
X‫ﻣ‬:

civil right ّ 7 73
X‫ﻣ‬:

civil rights group X ‫ق ﻣ‬,<ُ7 , ْ-‫ َﻣ‬85

civil rights movement X ‫ق ا‬,<ُ ‫ ا‬S 7 32

civil society X ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬50

civil society X ‫ ا‬8 َ ْ- ُ ‫ ا‬53

civil society organisation X ‫ ا‬8 َ ْ- ُ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬53

civil war ‫ ب أھ‬7 90

claim # ‫ ﻣ‬58

claim W ‫ ط‬58

claim # ‫ ﻣ‬59

claim W 80

claim ‘ownership’ = ‫ ﺑ‬# ‫ ﻣ‬86

claim a benefit ‫ <ّ ت‬/ ‫ ﺑ‬# ‫ ا‬60

claimant ‫ة‬/W ‫ ﻣ‬58

516
claimant´s income ‫ة‬/W ‫ا‬ ‫ د‬58

clandestine economy ‫د& ي‬ I‫ ا‬86

clandestine entry ‫ل & ي‬, ‫ د‬79

clandestine migration & ‫ ة‬-‫ ھ‬79

clarify r \,D 47

class <#‫ ط‬59

class size Q ‫ ا‬-7 98

classification system QF ‫ م ا‬TX 33

classroom composition Q ‫ ا‬W S D 98

classroom situation &‫ا ر‬ ‫ ا‬8\, ‫ ا‬25

clean criminal record ‫اﻣ‬ ‫ إ‬-& k ` 76

cleaning product Q TFD ‫اد‬,‫ ﻣ‬38

cleanliness 9 TX 9

clear :ّ< ‫ & ح ﺑ ا‬78

clear boundaries I/ \‫ ود وا‬7 2

clear cut indicators \‫ووا‬ I ‫ ات‬AP‫ ﻣ‬9

cleft lip #X‫ا ر‬/ I,<% ‫ ا‬% ‫ ا‬29

cleft palate ‫ق‬,<% ‫ ا‬uF ‫ ا‬29

clerical worker ‫ﻣ إداري‬ 57

client 72

client /‫ن‬,‫ زﺑ‬88

client group ‫ة‬ / ‫ ت ا‬, - ‫ا‬/‫ء‬+ ‫ ا‬1

client self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 9 / ‫ا‬/ ّ 7 70

‫ا‬:

517
client-centered psychotherapy ‫ل ا‬,7 ‫ر‬, ‫ ﻣ‬/ X ‫ج‬+ 36

climate change F‫ ﻣ‬ZD 89

climate of hate ‫ اھ‬S E ‫ ﺑ‬84

climb stairs ‫د ا رج‬, @ 23

clinical description ‫ي‬ & Q@‫ و‬33

clinical psychologist ‫ي‬ & / X W #‫ ط‬17

clinical psychology ‫ي‬ /‫`ا‬F‫ا‬ 34

clinician ّ#‫ ط‬H ‫ أ‬33

clitoridectomy T# ‫ل ا‬ E &‫ ا‬89

close ties ‫ @ وط ة‬74

closed group < Z‫ﻣ‬ , ْ-‫ َﻣ‬49

‫ ذو‬H‫ا‬ ‫ا‬,#=D‫ ار‬L g ‫ ء ا‬F-/ ) : Z‫ ﻣ‬L-&

closed prison (8 َ ْ- ُ ‫ ا‬O ‫ن‬, =% ‫و‬ ‫رة‬, ُ 44

closed question : Z‫ال ﻣ‬P& 8

cluttering R #D 29

co-abuser ‫& ءة‬j‫ ا‬9 ‫ رك‬%‫ ﻣ‬7

coach ‫ ﻣ رب‬47

coaching D/W ‫ ر‬D 95

cochlear implant ‫ا ذن‬ I,I ‫ زرع‬24

code of conduct ‫ك‬, /ُ ‫ا‬ ‫ا‬,I X‫ ﻣ و‬70

code of ethics Fْ_ ِ ‫ ت ُﻣ ِر& ا‬I+ ‫أ‬/‫ ت‬I+ ‫ ا‬X‫ ﻣ و‬70

codify QF 4

coerce #- /O ) 8

coerce ) 79

518
coerced ‫ر‬,#-‫ﻣ‬/ ) ‫ ﻣ‬88

coercion ‫ إر) م‬34

coercion ‫ ر‬# ‫إ‬/‫ إر) م‬39

coercion ‫ إر) م‬55

coercion ‫ إر) م‬77

coercion ‫ إر) م‬87

co-facilitate X‫ و‬D/ S‫ ر‬%X / D 49

co-facilitator ‫ آ‬/ ‫ ﻣ‬8‫ رك ﻣ‬%‫ ﻣ‬/ ‫ ﻣ‬49

cognition 9 ‫ ا ر& ا‬36

cognition 9 ‫ ا‬39

cognitive behavioural therapy 9 ‫ ﻣ‬S, &ُ ‫ج‬+ 36

cognitive development 9 ‫ّر ﻣ‬,َ َD 2

cognitive development 9 ‫ّر ا‬,َ َD 27

cognitive functioning S‫إدرا‬ ‫ وظ‬27

cognitive functioning 9 ‫ أداء ﻣ‬33

cognitive intelligence 9 ‫ ء ا‬S‫ ذ‬27

cognitive theory S‫إدرا‬/ =9 TX 69

cognitive training 9 ‫ ﻣ‬W ‫ ر‬D 41

cohesion y‫ اﺑ‬D/:9‫ا‬,D/u& D 50

collaboration ‫ ون‬D/ S‫ ا‬A 47

collaborative teaching X‫ و‬D ‫ أو‬S‫ ر‬%D ` ‫ ر‬D 21

collapse y</ 23

collective /‫ ك‬%‫ ُﻣ‬71

519
collective action ‫ ك‬%‫ُﻣ‬ 9 51

collective bargaining \‫ ﻣ و‬57

collective emancipation ‫ ك‬%‫ر ُﻣ‬ D 51

collective identity ّ ,ُِ ‫ ھ‬50

collective responsibility / S %‫ُﻣ‬ ‫و‬P/‫ ﻣ‬70

collective responsibility / S %‫ُﻣ‬ ‫و‬P/‫ ﻣ‬71

collective right ‫ ك‬%‫ ُﻣ‬/ ّ 7 73

:

collective right ‫ ك‬%‫ ُﻣ‬/ ّ 7 73

:

collusive family member ‫ء‬O‫اط‬, ‫ د أُ& ة ﻣ‬9 7

collusive father ‫ء‬O‫اط‬, ‫ أب ﻣ‬7

collusive mother E‫اط‬, ‫ أم ﻣ‬7

collusive sibling H/‫ء‬O‫اط‬, ‫ة ﻣ‬/: <A 7

colonialism ‫ر‬ &‫ ا‬84

colour ‫ن‬, 84

colour bar ‫ن‬, ‫ ﻣ< س ا‬85

combat poverty < ‫ ﻣ رﺑ ا‬59

combat racism Fْ ُ ‫ ﻣ رﺑ ا‬85

combating poverty < ‫ ﻣ رﺑ ا‬59

come down ‫ ا دة‬c]D ‫ _ ء‬X‫ إ‬39

come into being ‫د‬, , ‫ ا‬b 7 O ‫ إ‬D] / , 93

come into force 93

commercial child sexual exploitation ‫ ري‬-D ‫ ً _ ف‬/Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86

commercial sexual exploitation ‫ ري‬-D /Fْ ِ ‫ل‬+Z &‫ ا‬88

520
commercial sexual exploitation of
‫ ري‬-D ‫ ً _ ف‬/Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86
children
commission Q= 94

commission a service ‫ِ ْﻣ‬ < ‫ ﺑ‬Fّ ‫ _ ُﻣ‬Q =D 94

commissioner Q‫ ُﻣ= ﱠ‬94

commit W=D 7

commit W=D 43

commit a further offence ‫مآ‬ ‫= ب‬D‫ ار‬45

committed ‫م‬b ‫ ﻣ‬97

committing the neglect _ 9

common good ‫ا ﻣ‬ ‫ ا‬53

common law ‫م‬ ‫ن‬,X I 93

common standard ‫دي‬ ‫ ﻣ ر ا‬73

commonality S‫ ر‬% ‫ ا‬50

commonality S %‫ا& ُﻣ‬,I 56

communication aid @‫ا‬, ِ /‫_ ز ُﻣ‬7 29

communication apprehension @‫ا‬, ‫ ا‬L‫ف ﻣ‬,1D 29

communication board @‫ا‬,D ‫ح‬, 29

communication book @‫ا‬, ‫ ب ا‬S 29

communication channel @‫ا‬,D/‫ل‬ D‫ ة ا‬FI 29

communication disorder @‫ا‬, ‫اب ا‬ \‫ ا‬17

communication disorder @‫ا‬,D/ @‫ا‬, ‫ ا‬9 ‫اب‬ \‫ ا‬29

communication skills ‫ل‬ D ‫ ﻣ_ رات ا‬12

communication support worker @‫ا‬, ‫ ل ا‬-‫ َﻣ‬9 ِ /‫ ُﻣ‬24

521
communitarianism َ ْ- ُ ‫ا‬ , , ‫ أ‬50

communitarianism D - ‫ا‬/ D َ ْ- ُ ‫ ا‬69

community 8 َ ْ- ُ ‫ ا‬47

community 8 َ ْ-‫ ُﻣ‬50

community 8 َ ْ-‫ ُﻣ‬62

community 8 َ ْ-‫ ُﻣ‬71

community 8 َ ْ-‫ ُﻣ‬75

community 8 َ ْ-‫ ُﻣ‬89

community action َ ْ-‫ درة ُﻣ‬#‫ ﻣ‬51

community action group َ ْ-‫ درة ُﻣ‬#‫ ﻣ‬51

community activation 8 َ ْ- ُ ‫ا‬ D 50

community activist 8 َ ْ- ُ ‫ ا‬9 ‫ة‬/yA X 51

community arts َ ْ-‫ن ُﻣ‬,F9 50

community based-organisation ‫ ﻣ‬bSِ ْ ‫ َﻣ‬/ َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬10

community care 8 َ ْ- ُ ‫ا‬ ‫ ِر‬32

community care َ ْ- ُ ‫ا‬ ِ ‫ ا‬51

community care movement َ ْ- ُ ‫ا‬ ِ ‫ ا‬S 7 30

community care movement 8 َ ْ- ُ ‫ا‬ ‫ ِر‬S 7 51

community centre َ ْ-‫ ُﻣ‬bSِ ْ ‫ َﻣ‬51

community cohesion َ ْ-‫ ُﻣ‬:9‫ا‬,D 50

community crime َ ْ-‫ُﻣ‬ 68

community development 8 َ ْ- ُ ‫ّر ا‬,َ َD 50

community development 8 َ ْ- ُ ‫ ا‬, D 51

522
community development 8 َ ْ- ُ ‫ا‬ FD 52

community development 8 َ ْ- ُ ‫ ا‬, D 99

community development practitioner 8 َ ْ- ُ ‫ ا‬, D ‫ ل‬-‫ َﻣ‬9 ‫ ُﻣ ِرس‬51

community development worker 8 َ ْ- ُ ‫ ا‬, D ‫ ل‬-‫ َﻣ‬9 ‫ﻣ‬ 51

community discourse َ ْ-‫ ُﻣ‬/8 َ ْ- ُ ‫ار ا‬,7 50

community empowerment 8 َ ْ- ُ ‫ د ْ ا‬51

community family service ّ

& ‫@ ﺑ‬ َ ْ-‫ِ ْ ﻣ ُﻣ‬ 12

community health care َ ْ-‫ُﻣ‬ @ ‫ ِر‬64

community inclusion service َ ْ- ُ ‫ل ا‬, % ‫ا‬/‫ِ ْ ﻣ ا دﻣ ج‬ 30

community intervention َ ْ-‫َ َ ﱡ ُﻣ‬D 62

community living َ ْ-‫ ُﻣ‬% ‫ ﻣ‬51

community mental health / F ‫ ا‬8 َ ْ- ُ ‫@ ّ ا‬

ِ 34

community mental health services 8 َ ْ- ُ ‫ ا‬9 / F ‫َ َﻣ ت ا ِ ّ ا‬ 51

community mental health team َ ْ- ُ ‫ ا‬/ F ‫ ا ِ ّ ا‬: 9 34

community mobilisation 8 َ ْ- ُ ‫ ا‬TFD/u D 50

community networking َ ْ-‫ ُﻣ‬u #%D 51

community nurse َ ْ-‫ ُﻣ َ ﱢ\ ُﻣ‬22

community organising َ ْ-‫ ُﻣ‬TFD 51

community payback 8 َ ْ- ُ ‫ ا‬J , D 45

community policy 8 َ ْ- ُ ‫ & & ا‬50

community project َ ْ-‫ وع ُﻣ‬%‫ ﻣ‬51

community relations 8 َ ْ- ُ ‫ ت ا‬I+َ 83

community safety 8 َ ْ- ُ ‫ أﻣ ن ا‬62

523
community sector َ ْ-‫ ع ُﻣ‬I 53

community sentence (‫ة‬ Z ‫ ا‬H‫ ا‬- ) ‫ﺑ‬/ َ ْ-‫ﺑ ُﻣ‬,< 44

community sentence (‫ة‬ Z ‫ ا‬H‫ ا‬- ) ‫ﺑ‬/ َ ْ-‫ﺑ ُﻣ‬,< 45

community service َ ْ-‫ِ ْ ﻣ ُﻣ‬ 12

community service ّ ‫ِ ْﻣ ا‬ 30

community service 8 َ ْ- ُ ‫ِ ْ ﻣ ا‬ 45

community social work 8 َ ْ- ُ ‫ ا‬9 ‫ا‬ 51

community spirit ‫روح‬/8 َ ْ- ُ ‫ روح ا‬50

community support 8 َ ْ- ُ ‫ د ْ ا‬30

community treatment 8 َ ْ- ُ ‫ج ا‬+ 39

community work 8 َ ْ- ُ ‫ا‬ 50

community work 8 َ ْ- ُ ‫ ا‬9 51

community work 8 َ ْ- ُ ‫ا‬ 62

community worker 8 َ ْ-‫ﻣ ُﻣ‬ 51

community-based 8 َ ْ- ُ ‫ ا‬O ّ Fْ#‫ َﻣ‬/ َ ْ-‫ ُﻣ‬39

community-based َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ َﻣ‬51

community-based connectedness َ ْ-‫ أ& س ُﻣ‬O ّ Fْ#‫ َﻣ‬y‫ اﺑ‬D 41

community-based intervention َ ْ-‫ أ& س ُﻣ‬O ّ Fْ#‫َ َ ﱡ َﻣ‬D 41

community-based organisation 8 َ ْ- ُ ‫ ا‬O HI ‫ﱠ‬TF‫ ُﻣ‬53

community-based organisation َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬62

community-based service َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ِ ْ ﻣ َﻣ‬ 12

community-based service َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ِ ْ ﻣ َﻣ‬ 51

community-based services َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َ َﻣ ت َﻣ‬ 64

524
community-based services for older
L ّF/ِ ُ َ ْ-‫َ َﻣ ت ُﻣ‬ 41
people
community-based support for disabled
I j‫وي ا‬g 8 َ ْ- ُ ‫ ا‬O H < ‫ ا ْ ا‬51
people
community-based youth work 8 َ ْ- ُ ‫ى ا‬, /ْ ‫ ُﻣ‬O ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

communtiy studies 8 َ ْ- ُ ‫ درا& ت ا‬50

commute 7‫ ر‬77

companionship <9‫ ر‬42

comparative X‫ ُﻣ< َر‬44

comparative educational research X‫ ﻣ< ر‬,‫ ﺑ‬D ‫ث‬, ‫ ﺑ‬98

comparative perspectives X‫ ﻣ< ر‬TX ‫ و _ ت‬19

comparative social work ‫ﻣ< رن‬ ‫ا‬ 72

comparative study X‫ درا& ُﻣ< ر‬100

comparative welfare state research ‫ ه‬9 ‫ دول ا‬L ‫ ُﻣ< رن‬l ‫ ﺑ‬56

compass @,‫ ﺑ‬68

compassion Q‫ ط‬D 67

competence ‫ ءة‬S 2

competence ‫ ءة‬S 70

competency ‫ ءة‬S 97

competency ‫ ءة‬S 99

competition /9 F‫ ﻣ‬94

competitive employment /9 FD Q ‫ظ‬,D 31

competitiveness /9 F ‫ ا‬60

complaints procedure ‫= وي‬% ‫اءات ا‬ ‫ إ‬6

525
 ‫ا ِ ْ دا‬ ِ ‫دا‬ ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬
complementary care , , # ‫ھ ا‬/kD &‫ أ‬15

compliance ‫ام‬b ‫ ا‬36

comply with ‫ام ب‬b ‫ ا‬45

comprehensive ‫ ﻣ‬A 19

comprehensive ‫ ﻣ‬A 47

comprehensive ‫ ﻣ‬A 48

comprehensive ‫ ﻣ‬A 57

comprehensive ‫ ﻣ‬A 93

comprehensive school ‫ ﻣ‬A &‫ ﻣ ر‬98

comprehensive theory ‫ﻣ‬A TX 69

compulsion ‫ام‬b ‫ إ‬34

compulsion ‫ام‬b ‫إ‬/ _I 55

compulsive checking ‫ ا < ا <_ ي‬35

compulsive washing ‫ ا <_ ي‬/Z ‫ ا‬35

compulsory ‫ ري‬# ‫إ‬/ ‫اﻣ‬b ‫ إ‬10

compulsory ‫ ري‬# ‫ إ‬98

compulsory admission ‫ ري‬# ‫ إد ل إ‬34

compulsory detention ‫اﻣ‬b j‫ ز ا‬- 7j‫ ا‬34

compulsory education ‫اﻣ‬b ‫إ‬ D 18

compulsory education ‫اﻣ‬b ‫إا‬ D 98

compulsory employment quota Q ‫ظ‬, ‫ ا‬9 ‫اﻣ‬b j‫ ا‬D,= ‫ ا‬31

compulsory labour ‫ ري‬# ‫إ‬/‫ ي‬/I 86

compulsory return ‫ ر‬# ‫إ‬/ /I ‫دة‬, 78

526
compulsory schooling ‫اﻣ‬b ‫ ﻣ ر& إ‬18

compulsory treatment ‫ ري‬# ‫ج إ‬+ 34

compulsory treatment ‫ ري‬# ‫ا‬/ ‫اﻣ‬b ‫ج ا‬+ 39

computer skills ‫ب‬,& ‫ ﻣ_ رات ا‬12

computerised W&, ‫ ﻣ‬48

computerised case record system #&, ‫تا‬ ‫ت ا‬+-& ‫ م‬TX 6

concentration difficulties b S ‫ﺑ ت ا‬, @ 9

concentration difficulties b S ‫ ا‬9 ‫ﺑ ت‬, @ 26

concept ‫م‬,_ ‫ ﻣ‬72

concept ‫م‬,_ ‫ ﻣ‬73

concept ‫م‬,_ ‫ ﻣ‬73

concept h_F‫ﻣ‬/‫ أ‬#‫ ﻣ‬75

concern ‫اھ م‬/:َ َI 55

concerning sexual behaviour :َ َ< R‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ 8

conciliation ‫ ﻣ‬90

concurrent L‫ا ٍﻣ‬b ‫ ُﻣ‬4

condition 8\‫و‬/ 7 64

condition 7 71

conditional ‫ وط‬%‫ ﻣ‬97

conditional discharge ‫ وط‬%‫ق & اح ﻣ‬+‫ إط‬43

conditionality ‫ اط‬A ‫ ا‬60

conditioning Q =D 36

conditions attached ‫ وط‬A O L i 91

527
condom ‫ ي‬S‫ ذ‬I‫ وا‬39

condom ‫ري‬,S‫ ذ‬I‫ وا‬88

conduct ‫ك‬, &ُ 25

conduct ‫ف‬ D/‫ك‬, &ُ 55

conduct disorder ‫ك‬, /ُ ‫اﺑ ت ا‬ \‫ ا‬17

conduct disorder S, &

ُ ‫اب‬ \‫ ا‬25

conductive education ‫ دي‬A‫ا ر‬ ‫ ا ﱠ‬30

conductor ‫ة‬/ H I 49

confession ‫اف‬ ‫ ا‬67

confidential ‫ & ي‬97

confidentiality / ‫ ا‬47

confidentiality & 70

confinement `#7 9

conflict ‫ @ اع‬86

conflict ‫اع‬bX 90

conflict containment ‫ا ت‬bF ‫اء ا‬, 7‫ ا‬90

conflict management ‫ا ت‬bF ‫ إدارة ا‬90

conflict management ‫ا ت‬bF ‫ إدارة ا‬96

conflict potential ‫ف‬+ /‫اع‬bX 7‫ ا‬96

conflict region ‫اع‬bX < F‫ ﻣ‬90

conflict regulation ‫ا ت‬bF ‫ ا‬TFD 90

conflict resolution ‫ا ت‬bF ‫ ا‬7 49

conflict resolution ‫ا ت‬bF ‫ ا‬7 90

528
conflict resolution ‫ا ت‬bF ‫ ا‬,/D 96

conflict settlement ‫ا ت‬bF ‫ ا‬,/D 90

conflict transformation ‫ا ت‬bF ‫ل ا‬, D 90

conflict with a teacher ‫ة‬/ ‫ ا ُ ﱢ‬8‫ف ﻣ‬+ 18

conflict-afflicted state ‫اع‬bF‫ ّ ﺑ‬D ‫ دو‬90

congenital <ْ َ 23

congenital <ْ َ 24

congenital metabolic disorder <ْ 1َ ‫ ا‬H‫ا‬gZ ‫ ا‬R ‫اب ا‬ \‫ ا‬27

congenitally deafblind ً <ْ َ Q S‫ أ@ و‬24

congnitive therapy 9 ‫ج ﻣ‬+ 36

congruence -ِ /F‫ ُﻣ‬36

congruence :‫ ﺑ‬D 70

consciousness ‫ و‬23

consciousness raising ,D 51

consent َ<َ9‫ا‬,‫ ُﻣ‬5

consent َ<َ9‫ا‬,‫ ُﻣ‬6

consent َ<َ9‫ا‬,‫ ُﻣ‬87

consequence #I 89

consequences of their actions _ 9‫ أ‬WI‫ا‬, 46

JZ‫ _ ﺑ‬I ‫ ع‬#D†‫ ﺑ‬Fْ_ ِ ‫ ُ ِر& ا‬I+ ‫ أ أ‬#‫ﻣ‬

consequentialist ethics WI‫ا‬, ‫ ا‬L TF ‫ ا‬70

conservative •9 ‫ ﻣ‬56

conservative welfare state T9 ‫ ه ا‬9 ‫ دو ا‬57

constable ‫ ط‬A 93

529
constitution ‫ر‬, &‫ د‬73

constitutional law ‫ري‬, &‫ن د‬,X I 93

constitutional right ّ 7 73
‫ري‬, &‫ د‬:

constructivism # S ‫ ا‬69

consulate FI 80

consult ‫ رة‬% &‫ا‬/ % / 85

consultancy ‫ رة‬% &‫ ا‬95

consultation ‫ رة‬% &‫ ا‬30

consultation ‫ رة‬% &‫ ا‬95

consulting ‫ رة‬% &‫ ا‬51

consulting ‫ رة‬% &‫ ا‬95

contact child sexual abuse /Fْ -ِ ‫إ& ءة ا ط ل ا‬/‫ ه ا ط ل‬-D /Fْ ِ ‫ إ& ءة‬86

contamination ‫ث‬, D 89

contemporary conflict @ ‫اع ﻣ‬bX 90

contemporary slavery ‫د ﻣ @ ة‬,# 86

content analysis F ‫ا دة ا‬/‫ن‬, i ‫ا‬ D 100

contest _ ‫ زَع‬F ‫ ُﻣ‬20

contested _ ‫ زَع‬F ُ ‫ ا‬38

contested k ‫ زَع‬F ‫ ُﻣ‬59

contested _ ‫ زع‬F ‫ﻣ‬/k \‫ ﻣ ر‬n D 72

contextualisation Lّ ‫ ِ& ق ُﻣ‬9 ‫ إ\ ء‬72

continence problem ` / ‫ا‬/` F ‫ ا‬y#\ 9 =%‫ ُﻣ‬42

continental European ‫ رة أوروﺑ‬I 9 56

530
continental European ‫ أوروﺑ‬81

continuation ‫ار‬ &‫ ا‬47

continuous professional development /‫ ّ ﻣ‬F_‫ّر ِﻣ‬,َ َD 96

contraception ‫ ا‬8F‫ ﻣ‬H &‫ و‬65

contraception ‫ ا‬8F‫ﻣ‬ &‫ و‬68

contraception advice ‫ ا‬8F‫ ﻣ‬W &‫ص أ‬, 1‫ رة ﺑ‬% &‫ ا‬65

contract (< ‫ضو `ا‬ ‫ ا‬OF ‫ )ﺑ‬W/ = 8

contract y< 39

contract < 94

contract migrant worker < ‫ﺑ‬ _‫ﻣ ُﻣ‬ 76

control = 55

‫ اف‬A‫ ا‬n D ‫زع‬,D‫ر و‬ D) _‫ح ﺑ‬ ‫أدو ﻣ‬

controlled drug ( ‫ﻣ‬,= ‫ ا‬L X‫ا‬,I‫ و‬39

controlled emotional involvement ‫ود‬ ‫ا‬ ‫ ا َ َ ﱡ ا ط‬70

controlling ِ /‫ ُﻣ‬/ =‫ ُﻣ ﱢ‬1

controlling = D 94

controlling duties = D ‫ ﻣ_ م‬55

controversial ‫ل‬- R‫ ُﻣ‬5

Convention concerning the Prohibition ‫ا ط ل‬ ‫= ل‬A‫أ أ‬,&‫ أ‬T7 ‫]ن‬%‫ ّ ﺑ‬I ّD‫ا‬
and Immediate Action for the Elimination
_ ‫ ء‬i< ‫ر‬, ‫اءات ا‬ j‫ وا‬86
of the Worst Forms of Child Labour
conversational analysis ‫اري‬,7 D 100

convict L 43

conviction X‫ إدا‬43

cooking skills €# ‫ ﻣ_ رات ا‬12

531
cooperation ‫ رك‬%D/‫ ون‬D 51

cooperative learning X‫ و‬D ‫ ﱡ‬D 26

coordinate : /FD 1

coordinating care services ِ ‫ َ َﻣ ت ا‬: /FD 47

co-parenting S‫ ر‬%D ‫ ﺑ‬D 66

coping strategy I]D ‫ب‬, &ُ‫أ‬/ - D‫ ا& ا‬48

coping with stress ‫ط ت‬,Zُi ‫ ا‬8‫ﻣ ﻣ‬ ‫ ا‬64

copying and pasting : ‫ و‬€/X 97

core country & &‫ دو أ‬91

core curriculum & &‫ درا& أ‬h‫ ھ‬F‫ ﻣ‬72

corporal punishment X ‫ ﺑ‬W ‫]د‬D 5

corporal punishment X ‫<بﺑ‬ 7

corporal punishment / ‫ﺑ‬,< 68

9 ّ & ‫ ت ا‬S‫ ا‬% ‫ا‬/ ّ & ‫ا‬ ‫ا‬, ‫ا‬ ِ ‫ا‬

L ‫ ﻣ ﺑ‬S‫ ر‬%D ‫وا‬ ‫و‬P/‫ﻣ‬/‫ا ط ل‬ ‫ِر‬
corporate parenting 1 ‫_ ت ا‬- ‫ ا‬14

corporate volunteering ً , D‫ت‬S %‫ا‬ 92

corporatist ‫ي‬,‫< ﺑ‬X 56

corroborate n#R 8

corruption ‫ د‬/9 9

cost containment = ‫اء ا‬, 7‫ ا‬56

co-teaching X‫ و‬D ‫ أو‬S‫ ر‬%D ` ‫ ر‬D 21

couch surfing ‫ د‬% ‫ ا‬W#/‫ ﺑ‬L }‫ زل ا‬F‫ ﻣ‬L ‫< ﺑ‬F ‫ ا‬61

council ` -‫ ﻣ‬25

532
council ` -‫ ﻣ‬53

council flat L‫ز‬ ّ ‫ﻣ‬,=ُ7 F=& :<A 61

council housing ‫تا‬ # ‫ ا‬L‫ ﻣ‬n F‫ﻣ ﺑ‬ LS /‫ ﻣ‬61

council tax ‫ ْ َ ا‬/ُ ‫ ا‬WH‫ \ ا‬58

council tax benefit ‫ ْ َ ا‬/ُ ‫ ا‬WH‫ ا‬i X, ‫ ﻣ‬58

counselling ‫ د‬A‫ ار‬4

counselling ‫ د‬A‫ إر‬18

counselling / X ‫ د‬A‫ إر‬30

counselling / X ‫ د‬A‫ إر‬34

counselling ‫ د‬A‫ إر‬37

counselling ‫ د‬A‫ إر‬41

counselling ‫ د‬A‫ إر‬42

counselling ‫ د‬A‫ إر‬51

counselling ‫ د‬A‫ إر‬65

counselling ‫ د‬A‫ ار‬88

counselling ‫ د‬A‫ إر‬95

counsellor A ‫ ﻣ‬47

counter trafficking programme %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬h‫ ﻣ‬X ‫ ﺑ‬87

counter-cultures /= ‫ ت‬9 <c 3

counter-transference /= ‫ < ل‬X‫ ا‬36

country ‫ ﺑ‬78

country ‫ ﺑ‬81

country of destination < ‫ ﺑ ا‬76

533
country of first asylum principle ‫ء ا ول‬,- ‫ أ ﺑ ا‬#‫ ﻣ‬80

country of habitual residence ‫د‬ j‫ ﻣ ا‬Ij‫ ﺑ ا‬76

country of immigration ‫ ة‬-_ ‫ دو ا‬83

country of origin @ ‫ ﺑ ا‬72

country of origin @ ‫ ﺑ ا‬75

country of origin @ ‫ ﺑ ا‬76

country of origin @ ‫ ﺑ ا‬78

country of origin @ ‫ ﺑ ا‬80

country of origin @ ‫ ﺑ ا‬83

country of settlement (L=/ ‫ ﺑ ا & < ار )أي ا‬76

country of transit ‫ر‬,# ‫ ﺑ‬78

country of usual residence ‫د‬ j‫ ﻣ ا‬Ij‫ ﺑ ا‬76

county ‫ ﻣ< ط‬50

couple I+ 9‫ن‬ 1A/ H Fc 65

couple counselling L #D ‫ ﻣ‬L 1% ّ‫ص‬ ‫ د‬A‫ إر‬12

course ‫ ة‬/‫ﻣ‬/‫ ى‬-‫ ﻣ‬33

course ‫ ق‬/‫ﻣ‬/‫ ﻣ دة‬99

course of study &‫ ل ا را‬-‫ َﻣ‬99

court = ‫ ﻣ‬4

court = ‫ ﻣ‬90

court = ‫ ﻣ‬93

court appearance via a video link , ‫ ا‬y‫ راﺑ‬# = ‫تا‬/ ‫ر‬,i7 8

court judge = ‫ \ ﻣ‬I 78

534
court order = ‫ أﻣ ﻣ‬6

court order H iI ‫ أﻣ‬14

court order = ‫ أﻣ ﻣ‬78

court proceedings = ‫اءات ا‬ ‫ إ‬6

court proceedings H iI/ = ‫اءات ا‬ ‫ إ‬14

covered by a compulsory insurance ‫اﻣ‬b ‫ إ‬L ‫ ﺑ ]ﻣ‬O Z‫ ﻣ‬57

covering letter ZD &‫ ر‬97

co-victim ‫ى‬ ‫أ‬ \ 7

craving 7,D/ ‫ _ ء‬A‫ ا‬37

creative writing ‫ ﺑ إﺑ ا‬S 11

creche X i7 13

credibility I‫ا‬ ‫ ﻣ‬100

credit crunch ‫ ن‬H ‫ أزﻣ ا‬59

credit point ‫ة‬ ‫< ط ﻣ‬X 99

creed ‫< ة‬ 67

crime 43

crime against a law of the state ‫ ا و‬L X‫ا‬,I ّ 7َ ‫\ أ‬ 68

crime against humanity X /Xj‫\ ا‬ 90

crime policy - ‫ & & ا‬44

criminal behaviour ‫ك ُ ﻣ‬, &ُ 3

criminal behaviour ‫اﻣ‬ ‫ك إ‬, &ُ 35

criminal career ‫ام‬ j‫ ا‬L_ ‫ ﻣ‬45

criminal justice H F- ‫ ا ا ا‬43

535
criminal justice H F- ‫ ا ا ا‬46

criminal justice policy H F- ‫ & & ا ا ا‬45

criminal justice system H F- ‫ م ا ا ا‬TX 43

criminal law H F ‫ن‬,X I 33

criminal law H F ‫ن‬,X I 43

criminal law H F ‫ن‬,X I 93

criminal prosecution HF S ‫ ﻣ‬43

criminal record HF -& 45

criminal record HF -& 78

criminality ‫اﻣ‬ ‫إ‬ / ‫اﻣ‬ j‫ ا‬43

criminologist H‫ ا‬- ‫ا‬ 9 H ‫ أ‬43

criminology H‫ ا‬- ‫ا‬ 43

crisis ‫ أزﻣ‬14

crisis intervention ‫َ َ ﱡ ا زﻣ ت‬D 6

crisis intervention ‫َ َ ﱡ ا زﻣ ت‬D 34

crisis of legitimacy ّ F_‫ أزﻣ ِﻣ‬16

crisis pregnancy support k 9 ‫ب‬,) ‫) ا‬ ‫ ا‬9 ْ ‫ د‬65

crisis pregnancy support service k 9 ‫ب‬,) ‫) ا‬ ‫ ا‬9 ْ ‫َ َﻣ ت ا‬ 65

crisis relief ‫ ا زﻣ ت‬c )‫ إ‬91

crisis resolution team ‫ّ ﺑ زﻣ ت‬sَ 1ْ ُ ‫ ا ْ ا‬: 9 34

crisis support service ‫ ا زﻣ ت‬9 ‫َ َﻣ ت دا‬ 34

crisis support team ‫ّ ﺑ زﻣ ت‬sَ 1ْ ُ ‫ ا ْ ا‬: 9 34

criteria ‫ ﻣ‬57

536
criterion ‫ ﻣ ر‬94

critical ‫ < دي‬X‫ ا‬100

critical community development <F ‫ ا‬8 َ ْ- ُ ‫ا‬ FD 51

critical gerontology ‫< ي‬F ‫ا‬ ,1 % ‫ا‬ 40

critical men's studies <F ‫ل ا‬ ‫ درا& ت ا‬63

critical pedagogy ‫< ي‬X D 51

critical psychology ‫< ي‬F ‫ ` ا‬F ‫ا‬ 20

critical reflexivity ‫< ي‬F ‫ ا ]ﻣ ا‬69

critical theory <X TX 69

critique of capitalism &‫< ا أ‬D 69

crop failure @ ‫ ا‬%9 89

cross a border ‫ود‬ ‫ر ا‬,# 87

cross cultural mediator ‫ ت‬9 <R ‫ ا‬# y &‫ و‬83

cross dresser ‫ ة‬Z ‫ﺑ` ا‬+ ‫ ي ا‬D ‫ ﻣ‬66

cross-border case management ‫ود‬ ‫ ا‬# ‫ إدارة ا‬92

cross-border movement ‫ود‬ ‫ ا‬# <FD 76

cross-cultural mediation ‫ ت‬9 <R ‫ ا‬# ‫ و& ط‬83

cross-cultural research ‫ ت‬9 <R ‫ ا‬# ‫ث‬, ‫ ﺑ‬100

crossing ‫ر‬,# 78

crossing national boundaries F‫ط‬, ‫ود ا‬ ‫ ا‬# 72

cross-national practice ‫ ا ول‬L ‫ ُﻣ ِر& ﻣ ﺑ‬72

cross-sectional study <‫درا& ﻣ‬/‫ت ُﻣ ﱢدة‬ IL &‫ درا‬100

cruelty ‫ة‬,/I / %7‫ و‬7

537
crutch ‫ة‬b S‫ر‬/‫= ز‬ 23

cultural activity 9 <c ‫ ط‬%X 4

cultural centre 9 <c bSِ ْ ‫ َﻣ‬54

cultural diversity 9 <c ‫ع‬,FD 11

cultural domination 9 <c ‫ & دة‬84

cultural education 9 <c D 10

cultural imperialism 9 <c ‫ر‬ &‫ ا‬84

cultural integration 9 <c ‫ إدﻣ ج‬83

cultural orientation 9 <c k ‫ ﱡ‬,َD 83

cultural practice 9 <c &‫ ُﻣ ِر‬75

cultural studies 9 <c ‫ درا& ت‬20

cultural transformation 9 <c ‫ل‬, D 90

cultural violence 9 <c QFْ ُ 90

culturally diverse ً 9 <c ‫ع‬,F ‫ ﻣ‬81

culturally relative 9 <c @ ‫ ذو‬2

culturally sensitive 9 <R ٍ‫ ﻣ اع‬83

culturally sensitive practice 9 <R ‫ ُﻣ ِر& ﻣ ا‬83

culture 9 <c 54

culture 9 <c 70

culture 9 <c 72

culture 9 <c 73

culture 9 <c 76

culture 9 <c 81

538
culture 9 <c 82

culture 9 <c 82

culture and arts education for young

‫ ب‬#% F9‫ و‬9 <c D 11
people
culture of contentment \ ‫ ا‬9 <c 59

culture of poverty < ‫ ا‬9 <c 59

curb crawler ‫ارع‬,% ‫ ا‬Z‫ﺑ‬/‫ارع‬,% ‫ل ا‬,- ‫ ﻣ‬88

cure h 33

curfew ‫ل‬,-D T7 45

current employer ‫ا‬ ‫ ا‬W7 @ 97

current-day slavery ‫د ﻣ @ ة‬,# 86

curriculum ‫_ ج‬F‫ ﻣ‬99

custodial care ‫ ز‬- 7‫ا‬ ‫ ِر‬32

custodial sentence `# ‫ﺑ ا‬,< 43

custodial sentence `# ‫ﺑ ا‬,< 44

custodial sentence ‫ ز‬- 7‫ﺑ ا‬,< 45

custody X i7 5

custom ‫دة‬ 81

cut ‫ ح‬- 9

cut ‫ ح‬- 9

cut a tie @/ I+ 8 I 60

cut benefits ‫ َﻣ ت ا ا‬1َ ‫ ا‬L‫ا َ ّ ﻣ‬/ < ‫ ا‬56

cutting 8 I 89

CV ّ D‫ & ة ذا‬97

539
cyberbullying X‫ ا = و‬y / ‫ا‬/ X‫ = و‬j‫ ﱡ ا‬F‫ ا ﱠ‬10

cycle of poverty < ‫ < ا‬7 59

cyclical unemployment 9 ‫ظ‬/ ‫دور‬ ‫ ﺑ‬60

dactylology 8‫ ﺑ @ ﺑ‬W‫ ط‬1 ‫ ا‬24

daily activity ‫ﻣ‬, ‫ ط‬%X 42

damage limitation ‫ ر‬i ‫ ا‬L‫ ا َ ّ ﻣ‬39

damaged attachments ْ ‫ ُﻣ َ ﱠﻣ‬: D 9

damaging property ‫ ﻣ = ت‬W 1D 25

damp W‫ رط‬61

dangerous 86

dangerous work 86

data ‫ ت‬X ‫ ﺑ‬85

data collection ‫ت‬X #‫ا‬8 100

data protection ‫ت‬X #‫ا‬ 7 47

data-sharing regulation ‫ ت‬X ‫ ﺑ‬S‫ َر‬%‫ُﻣ‬ TX‫ أ‬6

day care ‫_ ر‬X ‫ ِر‬34

day care centre ‫_ ر‬X ‫ ِر‬bSِ ْ ‫ َﻣ‬34

day care centre for older people L ّF/ِ ُ ‫_ ري‬X ‫ دار ِر‬41

day care service ‫_ ر‬F ‫ا‬ ِ ‫َ َﻣ ت ا‬ 12

day care service ‫_ ر‬X \‫ رو‬30

day care services for older people L ّF/ِ ُ ‫_ ر‬X ‫ ِر‬41

day centre for older people L ّF/ِ ُ ‫_ ري‬X ‫ دار ِر‬41

day hospital ‫_ ري‬X O % /‫ ﻣ‬34

540
day nursery ‫_ ر‬X X i7 13

day school ‫_ ر‬X &‫ ﻣ ر‬98

day-to-day activity ‫ﻣ‬, ‫ ط‬%X 19

de facto refugee ‫ ﺑ ء‬E9 ‫ء‬O / 9 ‫ء‬O 80

deadly conflict n ‫اع ﻣ‬bX 90

deaf (s1A) @‫ أ‬24

Deaf awareness training ‫ا‬L , ‫ ا‬%F W ‫ ر‬D 24

Deaf bilingual-bicultural education 9 <R ‫ وا‬Z‫ ا ﱡ‬H Fc D 24

Deaf community ‫ ا‬8 َ ْ-‫ ُﻣ‬24

Deaf community ‫ ا‬8 َ ْ-‫ ُﻣ‬50

deaf education ‫ا‬ 24

Deaf organisation ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬24

Deaf person @‫ أ‬s1A 24

deafblind person Q S @‫ أ‬s1A 24

deafblindness L 9, = ‫ا‬ ‫ ا‬24

deafened <ْ َ ) @ 24

deafness ‫ ا‬24

death of a loved one b b s1A ‫ ة‬9‫ و‬17

death penalty ‫ت‬, ‫ﺑ ا‬,< 68

debt bondage L ‫ أ& س ا‬O ‫ ق‬I &‫ا‬/L ‫د ا‬,# 86

debt relief ‫ن‬, ‫ ء ا‬# ‫ أ‬Q 1D 91

debts ‫ن‬, ‫ د‬35

decategorisation ‫ ت‬F ‫ إزا ا‬21

541
decentrilisation bSِ ْ ‫ َﻣ‬+ ‫ ا‬50

deception ‫اع‬ 86

deception ‫اع‬ 87

decision ‫ ار‬I 80

decision-making ‫ ذ ا < ار‬1D‫ ا‬6

decision-making ‫ ذ ا < ار‬1D‫ إ‬70

declaration of faith ‫ ن‬j‫ن ا‬+ ‫ إ‬68

ّ S :ِ9‫ا‬
` ‫ و‬،: ‫ضا‬ ) 8 /D ‫م‬
decommodification (. _ ‫ او‬D ‫ _ أو‬9‫ د‬W- /S 57

decommodification of labour ‫ ا‬8 /D ‫م‬ 57

deductive F &‫ ا‬100

defect I ‫ إ‬29

defence lawyer ‫ ع‬9 ‫ ﻣ ﻣ ا‬43

defence mechanism 9‫ب د‬, &ُ‫ أ‬36

defend Islam ‫م‬+&j‫ ا‬L ‫ ع‬9 ‫ ا‬68

defendant _ ‫ ا‬/k O ‫ ا‬43

defiant ّ َ ‫ ﻣ‬25

deficit s<X 9

deficit-oriented b- ‫ ا‬O b S D 19

definite period ‫ ﻣ ة ﻣ َ ّ دة‬77

definition Q D 71

deforestation ‫ ﺑ ت‬Z ‫ إزا ا‬89

deformed limb ‫ّه‬,%‫ ط ف ُﻣ‬23

degrading L _‫ ﻣ‬77

542
degree course &‫ درا‬s ‫ ﱡ‬1َ َD 22

degree level qualification ‫ا ]ھ‬ ‫ در‬13

degree of disability I j‫ا‬ ‫ در‬19

degree of inclusion ‫ل‬, % ‫ا‬/‫ا دراج‬/‫اء‬, 7 ‫ا‬ ‫ در‬21

degree programme ‫ د‬S‫أ‬ ‫ در‬72

dehumanise L_ 40

dehumanising ‫ = اﻣ‬L _‫ ﻣ‬19

deinstitutionalisation ّ /&P‫ ُﻣ‬+ ‫ ا‬32

delay ]D 4

deliberately harm ‫ أذى ﻣ‬7

deliberative ‫ او‬D 74

delinquency ‫ام‬ ‫إ‬/‫ح‬,F 46

delinquent behaviour ‫اﻣ‬ ‫إ‬/rX ‫ك‬, &ُ 46

deliver ‫ ُ< ﱢم‬/ @, 94

deliver aid X, ‫ا‬/‫ ِ ة‬/ ُ ‫ل ا‬ ‫ إ‬91

delusion ‫ وھ‬35

delusion of control ‫ة‬ / ‫ وھ ا‬35

delusion of persecution ‫ وھ ا \ _ د‬35

demand W 60

demand W 88

demand W ‫ ط‬96

demand # ‫ ﻣ‬97

dementia k ‫ا‬/‫ ف‬1 ‫ ا‬41

543
demographic change 9‫) ا‬, ‫د‬ ZD 41

demographic change 9‫) ا‬, ‫د‬ ZD 56

demographics of ageing 9‫) ا‬, ‫ا‬ ,1 % ‫ ا‬sH 40

demonisation of youth ‫ ب‬#%‫ ا ﱠ‬O F % ‫ إ\ ء @ ا‬46

demonise F A 84

demonstrate ‫ إظ_ ر‬97

demonstration ‫ ھ ة‬T‫ ﻣ‬90

denationalisation /Fْ -ِ ‫ ا‬L‫ﻣ‬ - ‫ ا‬76

denial L‫ ﻣ ن ﻣ‬7/‫= ر‬X‫ إ‬36

denizen ‫ ق‬F‫ا‬ &‫ق وا‬,<ُ7 ‫ ﻣ< ذو‬76

denizenship ‫ ق‬F‫ا‬ &‫ق وا‬,<ُ7 ‫ ﻣ ذات‬I‫ إ‬76

denomination W‫ھ‬g‫ﻣ‬/‫ ع‬D 67

denomination W‫ھ‬g‫ﻣ‬/ H ‫ ط‬68

denominational H ‫ ط‬68

deontological ethics # ‫ا‬, ‫ ت ا‬I+ ‫ ا‬70

depart from a country ‫ ﺑ‬L‫وج ﻣ‬ 75

departed 7‫ ر‬76

department ‫وزارة‬/‫إدارة‬/‫ ة‬H‫ دا‬1

department ‫وزارة‬/‫إدارة‬/‫ ة‬H‫ دا‬53

department of psychiatry / F ‫ ا‬W ‫ ا‬/ْ ِI 34

dependance =ّD‫ ا‬3

dependance ‫= ل‬D‫ ا‬32

dependance ‫د‬ ‫ ا‬37

544
dependance producing ‫دﻣ ن‬+ /‫د‬ + W#/‫ ﻣ‬38

dependance producing substance ‫دﻣ ن‬+ ##/‫ ﻣ دة ﻣ‬37

dependance syndrome # ‫ا‬/ ‫د‬ ‫زﻣ ا‬+ ‫ ﻣ‬37

dependancy =ّD‫ا‬/ ‫د‬ ‫ ا‬2

dependency on others L }‫ ا‬O ‫د‬ ‫ ا‬40

dependent children L ‫ أط ل ﻣ‬77

depletion in fish populations = / ‫ارد ا‬, ‫اف ا‬bF &‫ ا‬89

deportation /D 78

deportation order /D ‫ أﻣ‬78

depot injection , ‫ةﻣ‬ /D ‫ء‬ ‫ق ﺑ‬+‫ ذو إط‬Fّ<7 36

depressant ‫ ب‬E S+ ##/‫اد ﻣ‬,‫ ﻣ‬39

depression ‫ ب‬E S ‫ ا‬35

depression in old age L ّF/ِ ُ ‫ ب ا‬E S‫ا‬/ ,1 % ‫ ب ا‬E S‫ ا‬41

depressive episode ‫ ب‬E S‫ﺑ ا‬,X 35

deprivation of food ‫م‬ ‫ ا‬L‫ ﻣ ن ﻣ‬7 7

depth psychology : ‫`ا‬F‫ا‬ 36

deregulated labour market ‫ ﻣ‬T‫ﱢ‬F ‫) ا‬ ‫ق ا‬,& 59

deregulation of the labour market ‫ق ا‬,& ‫د‬, I ‫ إزا‬60

derivative applicant k/ X W ‫ ا‬9 ‫ي‬,X c ‫ ُﻣ< ﱢم‬77

descent W/X 81

descent +& 84

desertification D 89

deserving poor L ‫ ا < اء ا‬70

545
desirable ‫ب‬,) ‫ ﻣ‬97

desire ‫ة‬,_A/ #)‫ ر‬66

desired outcome ‫ة‬, ‫ا‬/ ‫ﺑ‬,) ‫ ا‬- F ‫ ا‬47

‫ا‬g‫ ھ‬9) X,X I 1‫ﻣ‬/ ‫= ب‬D‫ ار‬L ‫ ع‬Fِ ‫ا ْﻣ‬

‫< ت‬#& ‫وي ا‬g r ‫ م ا‬1 / ‫ ق دة‬/ِ ‫ا‬
desistance ( H‫ ا‬- ‫= ب ا‬D‫ ار‬L L F ‫ا ﻣ‬, #@‫ ا‬L g ‫ ا‬43

despair ‫]س‬ 35

destination country < ‫ ﺑ ا‬76

destination country < ‫ ﺑ ا‬87

destitution ‫ز‬, 59

detached youth work ‫<ﱢ‬F ُ ‫ا‬/‫ل‬,‫ ﱢ‬- ُ ‫ ب ا‬#%‫ا ﱠ‬ 11

detain < ‫ ا‬34

detain b- 80

detention ‫ ز‬- 7‫ إ‬34

detention ‫إ < ل‬/‫ ز‬- 7‫ إ‬44

detention ‫ ز‬- 7‫ ا‬80

detention centre ‫ ز‬- 7‫ ا‬bSِ ْ ‫ َﻣ‬80

determine ‫ُ َ ّد‬ 4

deterrence ‫ ردع‬68

deterrent ‫ رادع‬43

detoxification ‫م‬, / ‫إزا ا‬ 37

detoxification /- ‫ ا‬L‫م ﻣ‬, / ‫ إزا ا‬38

detractor ‫ة‬/ I X 99

detrimental ‫ \ ر‬14

546
detrimental ‫ذي‬P‫ﻣ‬/‫ \ ر‬86

devalue ‫ ء‬%‫ا‬ I L‫ﻣ‬ <D 40

developed country ‫ّرة‬,َ َ ‫ دو ﻣ‬91

developed world ‫ّر‬,َ َ ‫ﻣ‬ 91

developing country ‫ ٍم‬X ‫ ﺑ‬89

developing country ‫ ﻣ‬X ‫ دو‬91

developing world ‫ﻣ‬X 91

development ,ّ ُ ُX/‫ّر‬,َ َD 4

development ‫ّر‬,َ َD 6

development , D/‫ّر‬,َ َD 48

development , D 71

development , D/,ّ ُ ُX 86

development ,ّ ُ ُX/ , D 89

development ‫ّر‬,َ َ ‫ ا‬91

development agency FD S‫ و‬91

development aid ‫ّر‬,َ َ ‫ ِ ات ا‬/‫ ُﻣ‬91

development assistance ‫ّر‬,َ َ ‫ د ْ ا‬91

developmental delay ‫ّي‬, ُ ُF ‫ا‬ ]D 27

developmental difficulties ,ّ ُ ُFD ‫ﺑ ت‬, @ 9

developmental disability H X I ‫ إ‬27

developmental disorder ,ّ ُ ُF ‫ا‬/‫ّي‬, ُ ُFD ‫اب‬ \‫ ا‬27

developmental dyslexia ‫ّي‬, ُ ُF ‫ ا < اءة ا‬/ 26

developmental milestone H X ‫ ُﻣ ﱢ‬2

547
developmental problem ,ّ ُ ُF ‫ ا‬9 S %‫ﻣ‬/‫ﺑ ت‬, @ 17

developmental psychology ‫ّي‬, ُ ُFD ` X 2

developmental stage H X 7 ‫ ﻣ‬2

developmentally appropriate experience #& F‫ ﻣ‬H X ‫ ﺑ‬-D 2

developmentally inappropriate ً ,ّ FD/,ّ ُ ُF ‫ ا‬7 ‫ ﻣ‬8‫ ﻣ‬H+‫ ) ُﻣ‬25

deviance ‫اف‬ X‫ ا‬43

deviance ‫اف‬ X‫ ا‬69

deviant behaviour ‫ف‬ F‫ك ﻣ‬, &ُ 46

devote one’s life to God Œ kD 7 ‫ء‬ ‫= ` ا‬D 68

diagnose s1% 29

diagnose s1% 33

diagnosis s 1%D 37

diagrammatic representation of a system Lّ ‫ م ُﻣ‬TF 1D R D 48

dialectics - ‫ ا‬69

diarrhoea ‫ إ&_ ل‬89

diaspora ‫ ت‬% ‫ ا‬82

diaspora organisation ‫ ت‬% ‫ ا‬TFD 83

diasporic community n %‫ ﻣ‬8 َ ْ-‫ ُﻣ‬82

dictatorship ‫ر‬,D S ‫ ا‬90

diet H‫ا‬g) ‫ م‬TX 12

diet H‫ا‬g) ‫ م‬TX/ H‫ا‬g) 7 36

diet gZ ‫ م ا‬TX 59

dietitian gZD H ‫ أ‬22

548
difference ‫ف‬+ ‫ ا‬82

differentiation \ ‫ﻣ‬/‫ة‬b ‫ ﻣ‬49

difficult behaviour W @ ‫ك‬, &ُ 25

difficult life circumstances # @ D 7 ‫ ظ وف‬12

difficulties with reading or writing ‫ ا < اءة أو ا = ﺑ‬9 ‫ﺑ ت‬, @ 29

difficulty ‫ﺑ‬, @
ُ 1

diphtheria ‫ ق أو ا‬F1 ‫ ا‬89

diploma supplement ‫م‬, ‫ا ﺑ‬ =‫ ﻣ‬99

diplomatic asylum & ‫ﻣ‬, ‫ء دﺑ‬,- 80

diplomatic relation & ‫ﻣ‬, ‫ دﺑ‬I+ 91

direct Aِ #‫ ُﻣ‬6

direct Aِ #‫ ُﻣ‬28

direct and indirect disadvantage Aِ #‫ و) ُﻣ‬Aِ #‫ ُﻣ‬:H 85

direct discrimination Aِ #‫ ُﻣ‬b D 85

direct payments ‫ ة‬Aِ #‫ ت ُﻣ‬9‫ د‬32

direct payments ‫ ة‬Aِ #‫ ت ُﻣ‬9‫ د‬94

direct service charge ‫ِ ْﻣ‬ ‫ ﻣ< ﺑ‬Aِ #‫ ُﻣ‬89‫ د‬94

direct violence Aِ #‫ ُﻣ‬QFْ ُ 90

direct work Aِ #‫ُﻣ‬ 15

dirty needle 1/ ‫ إﺑ ة ﻣ‬39

disabilities academic I j‫ ل ا‬-‫ َﻣ‬9 ‫ د‬S‫ أ‬19

disabilities lecturer I j‫ا‬ 9 \ ‫ ﻣ‬19

disabilities practitioner ‫ ت‬I j‫وي ا‬g ّ F_‫ ُﻣ ِرس ِﻣ‬19

549
disabilities practitioner I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬22

disabilities professional I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ِﻣ‬22

disabilities scholar I ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬+ّ 19

disability ّ 1‫تا‬
@ 7 ‫ ذو ا‬15

disability I ‫ إ‬19

disability I ‫ إ‬20

disability I ‫ إ‬89

disability activist I j‫ق ذوي ا‬,<ُ7 9 yA X 32

disability arts I j‫وي ا‬g ‫ن‬,F9 19

disability discipline I j‫ا‬ /‫ ل‬-‫ َﻣ‬22

disability employment adviser I ‫ ذوي ا‬Q ‫ظ‬, A ‫ﻣ‬/‫ ر‬% /‫ ﻣ‬31

disability equality I j‫وي ا‬g ‫ واة‬/ ‫ ا‬32

disability law I j‫ن ذوي ا‬,X I 31

disability law I j‫ن ذوي ا‬,X I 93

disability organization I j‫وي ا‬g ‫ﱠ‬TF‫ ُﻣ‬32

disability politics I j‫ & & ا‬20

disability practitioner I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬29

disability professional I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ِﻣ‬20

disability registration card I j‫ا‬ -/D I ‫ ﺑ‬19

disability research I j‫ ا‬L l ‫ ﺑ‬20

disability rights I j‫ق ذوي ا‬,<ُ7 31

disability scholar I j‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬+ّ 20

disability sports I j‫وي ا‬g \ ‫ ر‬19

550
disability studies I j‫ ل ا‬-‫ َﻣ‬9 ‫ درا& ت‬20

disability studies I j‫ درا& ت ا‬22

disable I ‫ إ‬W#/ /: 20

disabled adult I ‫ ذو إ‬x ‫ ﺑ‬s1A 22

disabled adult I ‫ ذو إ‬x ‫ ﺑ‬s1A 22

disabled body I ‫ ذو إ‬/ / / 20

disabled child I ‫ ِط ْ ذو إ‬4

disabled child I ‫ ِط ْ ذو إ‬21

disabled children I ‫ أط ل ذوو إ‬92

disabled identity I ‫ ّ ذو إ‬,ُِ ‫ ھ‬20

disabled people's movement I j‫ ص ذوي ا‬1A ‫ ا‬S 7 20

disabled people's services I j‫وي ا‬g ‫َ َﻣ ت دا‬ 52

disabled people's services I j‫ ص ذوي ا‬1A[ ‫َ َﻣ ت‬ 64

disabled person I ‫ ذو إ‬s1A 19

disabled person I ‫ ذو إ‬s1A 32

disabled person I ‫ ذو إ‬s1A 94

disabled relatives I ‫ ﺑ ء ذوو إ‬I‫ أ‬41

disablement D 20

disabling : ‫ ﻣ‬20

disabling barrier : ‫ ﻣ‬b 7 20

disadvantage <9/‫ ﻣ ن‬7 63

disadvantaged ‫وم‬ ‫ ﻣ‬59

disadvantaged community <9/‫وم‬ ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬62

551
disadvantaged neighbourhood <9/‫وم‬ ‫ ﻣ‬7 62

disaffection O\ ‫ م ا‬/‫ ا& ء‬25

disappearance ‫ء‬ ‫ ا‬9

disaster relief ‫ارث‬,= ‫ ا‬c )‫ إ‬91

discharge planning O\ ‫اج ا‬ ‫إ‬ 64

disciplinary context D ‫ ِ& ق‬3

disciplinary measures # ‫]د‬D ‫ اﺑ‬D 46

discipline /‫ ل‬-‫ َﻣ‬22

discipline ‫ب‬g_ 55

discipline ‫ ل‬-‫ َﻣ‬56

discipline ‫ ل‬-‫ َﻣ‬72

disclose ‫ح‬ 9‫ إ‬7

disclosure ‫ح‬ 9‫ إ‬7

disclosure of information ‫ﻣ ت‬, ‫ ﻣ‬L ‫ح‬ 9‫ إ‬5

discourse ‫ِ ب‬ 5

discourse ‫ار‬,7 64

discourse ‫ار‬,7 69

discourse analysis ‫ارات‬, ‫ا‬ D 100

discretionary leave to remain in the

# ‫ ا‬9 ‫< ء‬# H FR &‫َ<َ ا‬9‫ا‬,‫ ُﻣ‬80
country
discriminating \b 37

discrimination b D 63

discrimination b D 66

discrimination I D/ Fْ ُ /b D 68

552
discrimination b D 70

discrimination b D 90

discrimination against women ‫أة‬ ‫\ ا‬b ‫ ا‬63

discrimination law b ‫ ا‬i‫ ھ‬F‫ن ﻣ‬,X I 32

discrimination on grounds of religion F ‫ د‬W#/‫ ﺑ‬b D 67

discrimination on grounds of sex `F- ‫ ا‬O ‫ ًء‬F‫ ﺑ‬b ‫ ا‬63

discrimination on grounds of sexual

‫ ّ ة‬/Fْ -ِ ‫ل ا‬, ‫ ا‬W#/‫ ﺑ‬b D 66
orientation
discriminatory \b 40

discussing cases ‫ت‬ ‫ ا‬%I F‫ ﻣ‬95

disease ‫ ﻣ ض‬23

disease ‫ ﻣ ض‬38

disease ‫ ﻣ ض‬41

disease ‫ ﻣ ض‬64

disempower Qْ i
َ 32

disenfranchise ‫م‬ 32

disengaged ‫ ) ﻣ‬3

disinhibited attachment disorder ‫ ط ا‬#D‫اب ا ر‬ \‫ ا‬17

disinhibiting effect ‫ ة‬#‫ﻣ‬+ ‫ ا‬c]D 38

disinhibition (ّ ‫اف ا‬ ‫ت )أي دون ﻣ ا ة ا‬+ X‫ إ‬35

disinterest in play W ِ ‫اھ م ﺑ ﱠ‬/ #) ‫م ا‬ 9

disinterest in sex `F- ‫ ﺑ ُ ِر& ا‬#) ‫م ا‬ 65

dismantle barriers b ‫ا‬, ‫ إزا ا‬21

dismantling u = D 56

553
disorder ‫اب‬ \‫ ا‬25

disorder ‫اب‬ \‫ ا‬29

disorder of adult personality and

LZ #‫ىا‬ 1% ‫ك وا‬, /
ُ ‫اب ا‬ \‫ ا‬35
behaviour
disorder of intellectual development F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫اب ا‬ \‫ ا‬26

7 ‫ل ﻣ‬+ _T ‫اب ا داء ا‬ \‫ا‬

disorder of social functioning with onset
<َ‫ وا ُ اھ‬, ‫ ا‬25
specific to childhood and adolescence
disorderly behaviour ‫ِب‬ i‫ك ُﻣ‬, &ُ 46

disorganised ‫ﱠ‬TF‫ ) ُﻣ‬17

disorientation ‫ ك‬#D‫ ا ر‬41

displaced person -‫ ُﻣ_ ﱠ‬s1A 77

displacement -_D 77

dispute ‫ف‬+ 90

disrupted ‫< ع‬X‫ ا‬14

disruptive behaviour : ‫ك ُﻣ‬, &ُ 18

disruptive behaviour : ‫ﻣ‬/ # 1D ‫ك‬, &ُ 25

dissocial ‫ ) ا‬25

dissocial personality disorder 8 َ ْ- ُ ‫د‬ ‫ا‬ 1% ‫اب ا‬ \‫ ا‬35

distance learning degree ‫ﺑ‬L &‫ل ا را‬+ L‫_ دة ﻣ‬A 99

distinction : D/b D 84

distortion k ,%D 35

distributed ‫زع‬,‫ ﻣ‬89

district ‫ ع‬I 50

disturbed ‫ب‬ i‫ﻣ‬/h bF‫ ﻣ‬25

disturbed sleep 8 < ‫م ﻣ‬,X 35

554
disturbing h b‫ ﻣ‬25

diverse population X =& ‫ع‬,FD 82

diversities ,FD 71

diversity ‫ع‬,FD 53

diversity ,FD 68

diversity ,FD 71

diversity ‫ع‬,FD 81

diversity ,FD 83

diversity audit ‫ع‬,F ‫صّ ﺑ‬ : I D 85

diversity education ‫ع‬,F ‫ا‬ ‫ا‬ D 11

diversity education ,F ‫ا‬ 31

diversity education ‫ع‬,F ‫ا‬ 66

divorce ‫ق‬+‫ ط‬5

divorce ‫ق‬+‫ ط‬18

divorce ‫ق‬+‫ ط‬68

dizziness ‫ دوار‬35

doctoral degree ‫راة‬, S ‫ا‬ ‫ در‬99

doctoral viva ‫راة‬, S ‫ ا‬7‫ أط و‬%I F‫ ﻣ‬99

doctorate ‫راة‬, S‫ د‬99

doctor's practice W # ‫دة ا‬ 22

doctor's practice ‫ة‬/W # ‫دة ا‬ 64

doctor's report W# ‫ا‬ <D 44

Doctors Without Borders ‫ ود‬7 +‫ ء ﺑ‬#‫ أط‬92

555
document < c‫ و‬74

document < c‫ و‬78

documented :c,‫ ﻣ‬95

documented migrant &‫ر‬/ ‫ ﻣ‬TX _‫ ُﻣ‬79

documented migrant worker ‫ ﻣ‬TX/ &‫ر‬ _‫ﻣ ُﻣ‬ 79

documented migration ‫ ﻣ‬TX/ ّ &‫ ة ر‬-‫ ھ‬79

doing time L-/ ‫ ا‬9 ‫ﺑ‬,< ‫ ة ا‬9 i< 44

dome / FS/ #I 67

domestic ‫أ& ي‬/ bF‫ ﻣ‬13

domestic abuse ‫ أ& ي‬QFْ ُ 38

domestic care bF‫ﻣ‬ ‫ ِر‬42

domestic environment bF‫ ﻣ‬E ‫ ﺑ‬42

domestic help bF ‫ ا ﺑ ا‬9 ‫ ِ ة‬/‫ ُﻣ‬42

domestic practice ‫ ُﻣ ِر& ﻣ‬72

domestic servitude bF‫ ق ﻣ‬I &‫ ا‬86

domestic slavery bF‫د ﻣ‬,# 86

domestic society ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬72

domestic sphere ‫ا & ي‬y ‫ا‬/ bF ‫ ا‬E # ‫ ا‬63

domestic violence ‫ ا & ي‬QFْ ُ ‫ ا‬61

domestic violence ‫ أ& ي‬QFْ ُ 63

domestic violence treatment programme ‫ ا & ي‬QFْ ُ + h‫ ﻣ‬X ‫ ﺑ‬44

domestic work ‫ﻣ‬ 77

domicile ‫ ﻣ‬I‫ ﻣ= ن إ‬76

556
domiciliary care bF‫ﻣ‬ ‫ ِر‬42

domiciliary care service bF ‫ا‬ ِ ‫ِ ْﻣ ا‬ 42

dominance F ‫ ھ‬/‫ة‬ & 63

dominant culture ‫ة‬ /‫ ﻣ‬9 <c 82

donating to charity 1 ‫ ت ا‬/&P ‫ ا‬O ‫ ع إ‬#D 68

donation ‫ ع‬#D 94

donor country # ‫ دو ﻣ‬91

donor insemination ‫ ع‬# ‫ ﺑ‬X & ‫ ﺑ‬r < D 66

donor-conceived person ‫ ع‬# ‫ ﻣ‬#I L‫ ﻣ‬k‫ﺑ‬ ‫ إ‬D s1A 92

double burden ‫دوج‬b‫ء ﻣ‬W 63

down iِ 1Fْ ‫ ُﻣ‬,F ‫ﻣ‬ 7 9 35

Down syndrome ‫زﻣ داون‬+ ‫ ﻣ‬26

Down syndrome ‫زﻣ داون‬+ ‫ ﻣ‬27

Down's syndrome ‫زﻣ داون‬+ ‫ ﻣ‬27

draconian ‫ة‬,/< ‫ا‬ A 68

draft ‫دة‬,/‫ ﻣ‬93

drama therapist ‫& ط ا راﻣ‬,‫ ﺑ‬hِ ‫ ُﻣ‬22

dress wounds ‫ وح‬- ‫ ا‬Q =D/‫ وح‬- ‫ا‬ ZD 42

y ‫د‬, ‫)دون و‬ #‫ا‬ ِ ‫ م ا‬TX 9 ‫ اف‬-X‫ا‬

drift in the child care system ( ‫ ِر‬14

drink driving R‫ا‬ 7 9/‫ل‬, = ‫ ا‬c]D n D ‫ ا < دة‬38

drinking alcohol during pregnancy ‫ ء ا‬Fc‫ل أ‬, = ‫ ب ا‬A 38

drinking style ‫ ب‬% ‫ب ا‬, &ُ‫ أ‬38

drop in school performance &‫ ا داءا ر‬9 8 ‫ ا‬D 9

557
drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬34

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬39

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬41

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬52

drop-in centre for young women ,‫ َ ّ ﻣ‬D ‫ دون‬8 ‫ت ا‬ bSِ ْ ‫ َﻣ‬11

drop-in meeting ‫ي‬, ‫ع‬ ‫ ا‬12

dropping out of school &‫ ك ا ر‬D 18

drought y I 89

drug ‫ دواء‬36

drug ‫دواء‬/‫ ر‬1‫ ﻣ‬37

drug ‫دواء‬/‫ ر‬1‫ ﻣ‬39

drug and alcohol advice centre I < ‫ل وا‬, = ‫ ِ ﻣ ا‬1 / ُ ‫ ري‬% &‫ ا‬bSِ ْ ‫ َﻣ‬37

drug and alcohol prevention ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ ا‬8F‫ ﻣ‬37

drug and alcohol services ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ط ا‬ ‫َ َﻣ ت دا‬ 52

drug and alcohol unit ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ ة ا‬7‫ و‬37

drug consumption room ‫ ﱢرات‬1 ُ ‫ط ا‬ 9 ) 39

drug counselling ‫ ﱢرات‬1 ُ ‫ ا‬F‫ط أو ﻣ ﻣ‬ ‫ د‬A‫ ت إر‬/ 44

drug legislation ‫ ﱢرات‬1 ُ ‫ & & ا‬39

drug mule ‫ رات‬1‫ ﻣ_ ب ﻣ‬86

‫ء‬ ‫ أو ا‬8F ‫ ْ ﻣ‬1ِ / ُ ‫ ﱢرات )أي ا‬1 ُ ‫أدوات ا‬

drug paraphernalia (‫ ﱢرات‬1 ُ ‫ ا‬39

drug policy ‫ ﱢرات‬1 ُ ‫ & & ا‬39

drug smuggling ‫ ﱢرات‬1 ُ ‫ ا‬W _D 86

drug trafficking ‫ ﱢرات‬1 ُ ‫ ر ﺑ‬-D ‫ ا‬87

558
drug user ‫ رات‬1‫ ﻣ ط ﻣ‬39

drug user ‫ ﱢرات‬1 ُ ‫ ﻣ ط ا‬65

drug-related harm ‫ ﱢرات‬1 ُ ‫ ﺑ‬: ‫ أذى ﻣ‬39

drug-related infection ‫ ﱢرات‬1 ُ ‫ ﺑ‬: ‫ ا _ ب ﻣ‬39

drunkenness c 38

- H 7j‫وا‬ 1% ‫ا‬ < ‫اﺑ ت ا‬ \ ‫ا‬ ‫د‬

DSM V /‫ ﻣ‬1 ‫ا‬ # ‫ ا‬26

- H 7j‫وا‬ 1% ‫ا‬ < ‫اﺑ ت ا‬ \ ‫ا‬ ‫د‬

DSM V /‫ ﻣ‬1 ‫ا‬ # ‫ ا‬33

dual heritage H Fc/‫دوج‬b‫ ﻣ‬W/X 81

dual mandate H Fc/‫دوج‬b‫ ﻣ‬J , D 55

dual nationality /Fْ -ِ ‫ ا‬H Fc/ ‫دو‬b‫ ﻣ‬/Fْ ِ 76

dual parentage H Fc/‫دوج‬b‫ أ@ ﻣ‬81

dual sensory disability ‫دو‬b‫ ﻣ‬/7 I ‫ إ‬28

dual sensory impairment ‫دوج‬b‫ ﻣ‬/7 Qْ \

َ 24

duration ‫ ﻣ ة‬33

‫ ﱢرات‬1 ُ ‫ ا‬O ‫دﻣ ن‬j‫ ا‬L ‫ع‬+Iz ‫َ َﻣ ت دا‬

durg and alcohol support services ‫ل‬, = ‫ وا‬37

duty W ‫ وا‬1

duty W ‫ وا‬4

duty W ‫ وا‬5

duty W ‫ وا‬60

duty W ‫ وا‬93

duty W ‫ وا‬95

duty ‫ ﻣ_ م‬96

559
duty ‫ ﻣ_ م‬97

duty ethics # ‫ا‬, ‫ ت ا‬I+ ‫ ا‬70

duty to report x # ‫ ا‬W ‫ وا‬6

dwelling F=& ‫ ة‬7‫و‬/ <A/‫ ﻣ]وى‬61

dynamite factory n ‫ ﻣ‬F ‫ د‬8F ‫ ﻣ‬86

dysfunction ‫ل وظ‬+ ‫ ا‬29

dyslexia ‫ ا < اءة‬/ 26

dysphonia D,@ ‫اب‬ \‫ ا‬29

e pluribus unum ‫ ة‬R= ‫ ا‬L‫ ة ﻣ‬7‫ وا‬82

early adolescence ‫ ﱢ= ة‬#‫ ُﻣ اھَ< ُﻣ‬3

early adulthood =‫ ﱢ‬# ُ ‫ ا‬A ‫ ا‬Lّ &ِ 3

early adulthood ‫ ﱢ= ة‬# ُ ‫ ا‬A ‫ ا‬7 ‫ ﻣ‬40

early childhood ‫ ﱢ= ة‬#‫ ُﻣ‬, ‫ ط‬2

early childhood development ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 ,ّ ُ ُX 13

early childhood development ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ا‬ FD 27

early childhood education and childcare

ِْ ‫ا‬ ِ ‫ ﱢ= ة‬# ُ ‫ ا‬,
‫ور‬ ‫ا‬ D ‫ م‬TX 13
system
early childhood educator ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬9 ‫ة‬/ ‫ ُﻣ ﱢ‬13

Early childhood learning ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬Lّ &ِ 9 ‫ ﱡ‬D 2

early childhood practitioner ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬13

early detection =‫ ﱢ‬#‫ ُﻣ‬Q%S 22

early diagnosis =‫ ﱢ‬#‫ ُﻣ‬s 1%D 37

early education ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 ‫ ا ﱠ‬1

early education =‫ ﱢ‬# ُ ‫ا‬ ‫ ا ﱠ‬13

560
early education =‫ ﱢ‬# ُ ‫ا‬ ‫ ا ﱠ‬54

early education teacher =‫ ﱢ‬# ُ ‫ا‬ ‫ ل ا ﱠ‬-‫ َﻣ‬9 ‫ة‬/ ‫ ُﻣ ﱢ‬13

early identification =‫ ﱢ‬#‫ ُﻣ‬Q%S 22

early intervention =‫ ﱢ‬# ُ ‫ ا َ َ ﱡ ا‬1

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 12

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 13

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 22

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 37

early learning =‫ ﱢ‬# ُ ‫ﱡ ا‬ ‫ ا‬13

early learning ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬Lّ &ِ 9 ‫ﱡ‬ ‫ ا‬54

early school leaving &‫ ا ر‬L =‫ ﱢ‬#‫< ع ُﻣ‬X‫ ا‬18

early treatment =‫ ﱢ‬#‫ج ُﻣ‬+ 22

early warning sign ‫ ﱢ= ة‬#‫ ُﻣ‬g D ‫ﻣ‬+ 34

early years childcare worker ‫ ﱢ= ة‬# ُ ‫ام ا‬, ‫ ا‬9‫ا ط ل‬ ‫ ِر‬9 ‫ة‬/ ‫ﻣ‬ 13

early years education =‫ ﱢ‬#‫ ُﻣ‬Lّ &ِ 9 ‫ ا ﱠ‬13

early years practitioner ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ا‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬13

early years professional status ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ھ‬P‫ ﻣ‬13

early years research ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ا‬9 ‫ درا& ت ا ط ل‬13

earn F- 57

earnings-related s1% ‫ ا‬k F- ‫ ﺑ‬: ‫ ﻣ‬57

easing the pressure on families & ‫ ا‬O ‫ط ت‬,Zُi ‫ا‬/‫ء‬W ‫ ا‬Q 1D 13

easy to access k ‫ل ا‬,@, ‫ &_ ا‬37

easy to access k ‫ل ا‬,@, ‫ &_ ا‬41

561
eating disorder S ‫اب ا‬ \‫ ا‬17

EBD special school S, /ُ ‫ وا‬/ F ‫ﺑ ت ا‬, ّ

‫وي ا‬g @ &‫ ﻣ ر‬25

ECHR ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ ا‬74

eclectic ‫ و ُﻣ ﱢد‬Q 1‫ ﻣ‬48

ecological E ‫ ﺑ‬48

ecomap E#‫ا‬ 48

economic ‫دي‬ I‫ ا‬:َ َI 41

economic advantage ‫د‬ I‫ا‬ i9‫ أ‬91

Economic and Social Council ‫دي وا‬ I ‫ ` ا‬- ‫ ا‬74

economic boom ‫دي‬ I‫د ا‬, @ 3

economic downturn ‫دي‬ I‫د ا‬,S‫ ر‬56

economic exclusion ‫دي‬ I‫ د ا‬# &‫ ا‬31

economic exploitation ‫دي‬ I‫ل ا‬+Z &‫ ا‬86

economic integration ‫دي‬ I‫ ادﻣ ج ا‬83

economic migrant ‫د‬ I‫ ب ا‬#& _‫ ُﻣ‬77

economic miracle ‫د‬ I‫ة ا‬b- ‫ ﻣ‬56

economic opportunity ‫د‬ I‫ @ ا‬9 77

economic policy ‫د‬ I ‫ & & ا‬62

economic practice ‫د‬ I‫ ُﻣ ِر& ا‬89

economic problem ‫د‬ I‫= ا‬%‫ ُﻣ‬56

economic refugee ‫د‬ I‫ ب ا‬#& ‫ء‬O 77

economic relationship ‫د‬ I‫ ا‬I+ 86

economic transition ‫دي‬ I‫ < ل ا‬X‫ ا‬91

562
economic, social, and cultural rights 9 <c‫ و‬، ّ ‫ا‬، ‫د‬ I‫ق ا‬,<ُ7 73

economy ‫د‬ I‫ ا‬94

ecoracism E‫ﺑ‬ Fْ ُ 84

9 ‫ل ا ط ل‬+Z &‫ ا‬O ‫ ء‬i< ‫= ا و‬#% ‫ا‬

_‫ ر ﺑ‬-D ‫ وا‬7 ‫ﺑ‬j‫اد ا‬, ‫ ج ا‬X‫ إ‬9‫ ء و‬Z# ‫ا‬
ECPAT /Fْ ِ ‫) اض‬ 92

educate 18

education Q <RD/ ‫ ا ﱠ‬1

education ‫ ا ﱠ‬13

education Q <RD/ D/ ‫ ﺑ‬D 27

education D 44

education Q <RD/ ‫ ا ﱠ‬46

education ‫ ﺑ‬D/ D 54

education D 59

education D 62

education D 64

education D 71

education D 86

education D 89

education D 97

education for sustainable development ‫ اﻣ‬/ ‫ا‬ F ‫ ا ﱠ‬11

education in its widest sense ‫م‬ =%‫ﺑ‬ ‫ ا ﱠ‬54

education in old age ,1 % ‫ ا‬Lّ &ِ 9 ‫ﱡ‬ ‫ ا‬41

education in the broadest sense of the

‫م‬ =%‫ﺑ‬ ‫ ا ﱠ‬54
word

563
education policy ‫ & & ا ﱠ‬21

education social worker ‫ ل ا ﱠ‬-‫ َﻣ‬9 ‫@ ا‬ ‫ ا‬18

education spending ‫ي‬,‫ ﺑ‬D ‫ ق‬X‫ إ‬98

education staff ‫ ا ﱠ‬I ‫ ط‬44

education system ‫ي‬,‫ ﺑ‬D/ D ‫ م‬TX 52

education welfare D ‫ ه‬9‫ ر‬18

education welfare assistant ‫ ه ا ﱠ‬9 ‫ ا‬y‫ \ ﺑ‬18

education welfare officer ‫ ه ا ﱠ‬9 ‫ ا‬y‫ \ ﺑ‬18

education welfare service ‫ ه ا ﱠ‬9 ‫ِ ْﻣ ا‬ 18

educational achievment D ‫ ز‬-X‫ إ‬18

educational attainment &‫ أداء ﻣ ر‬25

educational attainment D 26

educational establishment ّ D /&P‫ ُﻣ‬54

educational exclusion D/‫ي‬,‫ ﺑ‬D ‫ د‬# &‫ ا‬31

educational experience ّ D ‫ ﺑ‬-D 18

educational function ّ D _‫ ﻣ‬95

educational gerontology ‫ا ﱠ‬ ,1 % ‫ا‬ 40

educational inclusion ( FR / ‫)أي‬ ,A D 21

educational justice ‫ ا ﱠ‬9:

ّ 7/ ّ D ‫ا‬ 21

educational mandate ‫صّ ﺑ ﱠ‬ J , D 13

educational need D ‫ ج‬7‫ ا‬4

educational opportunities ّ D ‫ ص‬9 85

educational opportunity ّ D @ 9 77

564
educational psychologist ‫ي‬,‫ ﺑ‬D ` X 18

educational science ‫ا ﱠ‬ 2

educational science ‫ا ﱠ‬ 54

educational theory ّ D TX 69

educator ّ‫ ُﻣ ﺑ‬10

educator ‫ ُﻣ ﱢ‬47

effect c]D 47

effect c]D 75

effect c]D 84

effectiveness 9 85

effectiveness c]D 94

efficiency 9/‫ ءة‬S 94

elder ً ّF&ِ #S‫ أ‬40

elder abuse Lّ /ِ ‫ ر ا‬#= /L ّF/ِ ُ ‫ إ& ءة‬41

elder mistreatment Lّ /ِ ‫ ر ا‬#= /L ّF/ِ ُ ‫ إ& ءة‬41

e-learning X‫ ا را& ا = و‬99

elective mutism H < X‫ ﺑ= ا‬29

electrical activity H ‫_ ﺑ‬S ‫ ط‬%X 23

electricity ‫_ ﺑ ء‬S 89

electro-convulsive treatment H ‫ ا =_ ﺑ‬h 1 ‫ ﺑ‬-ِ ‫ ُﻣ‬36

electronic monitoring X‫ = و‬j‫ ا‬#I‫ا‬ ‫ ا‬45

electronic tag k#< X - ‫ م ا‬I O 8\,D X‫ار إ = و‬,& 45

element of choice ‫ر‬ ‫@ ا‬F 77

565
elevated mood 8 D ‫اج ﻣ‬b‫ ﻣ‬35

eligibility ‫ آھ‬58

eligibility criteria ‫ا}ھ‬ ‫ ﻣ‬58

email questionnaire j‫ ا‬# X # &‫ ا‬100

emancipation ‫ر‬ D 70

emancipatory ‫ري‬ D 11

emancipatory ‫ري‬ D 100

emancipatory approach ‫ري‬ D h_X 69

emancipatory disability research I j‫ ا‬L ‫ر‬ D ‫ أﺑ ث‬20

emancipatory practice ‫ر‬ D &‫ ُﻣ ِر‬63

emancipatory work ‫ري‬ D 83

embody difference ‫ف‬+ ‫ ا‬/- 20

emergency H‫ط ر‬ 7 15

emergency accommodation ‫ارىء‬, ‫ت ا‬ L=& ‫ ﻣ= ن‬61

emergency accommodation for young

‫ ب‬#% H‫ر‬ ‫تا‬ L=& ‫ ﻣ= ن‬16
people
emergency aid H‫ ِ ة ط ر‬/‫ ُﻣ‬91

emergency fostering H‫ر‬ ‫تا‬ ‫ ا‬9 ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

emergency housing ‫ارىء‬, ‫ت ا‬ L=/‫ ﻣ‬61

emergency measure ‫ ﺑ ط رىء‬D 6

emergency night shelter ‫ارىء‬, ‫ت ا‬ ‫ ﻣ]وى‬61

emergency plan H‫ر‬ ‫تا‬ 34

emerging economy ‫ﻣ‬X‫د‬ I‫ ا‬91

emigrant ‫ زح‬X 75

566
emigration ‫وح‬bX 76

emigration law ‫وح‬bF ‫ن ا‬,X I 75

emigration policy ‫وح‬bF ‫ & & ا‬75

emotional abuse ‫ أو ا ط‬/ X ‫ إ& ءة‬6

emotional abuse ‫ط‬ ‫ أو‬/ X ‫ إ& ءة‬7

emotional abuse ‫ ط‬/ / X ‫ إ& ءة‬9

emotional and behavioural difficulties S, &ُ ‫ و‬/ X ‫ﺑ ت‬, @ 25

emotional and behavioural disorders S, /

ُ ‫ وا‬/ F ‫اﺑ ت ا‬ \‫ ا‬25

emotional development ‫ط‬ ,ّ ُ ُX 2

emotional development ‫ط‬ ,ّ ُ ُX 6

emotional disorder ‫ ط‬- / X ‫اب‬ \‫ ا‬17

7 ‫ل ﻣ‬+ _T ‫ ط‬- / X ‫اب‬ \‫ا‬

emotional disorder with onset specific to
, ‫ ا‬25
childhood
emotional harm / X ‫ أذى‬9

emotional ill-treatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,& 9

emotional maltreatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,& 9

emotional mistreatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,& 9

emotional need ‫ط‬ ‫ ج‬7‫ ا‬4

emotional support ‫ ط‬/ / X ْ ‫ د‬36

emotional violence / X QFْ ُ 88

emotionally abusive ً / X ‫ ء‬/‫ ُﻣ‬9

emotionally disturbed ً ‫ ط‬/ً / X ‫ب‬ i‫ ﻣ‬25

emotionally straining ً / X :‫ ﻣ ھ‬95

emotionally unavailable ً ‫ط‬ ‫ ا‬O ‫ در‬I )/ً ‫ط‬ ‫ﱢ‬9,َ ‫ ) ُﻣ‬9

567
emotionally unresponsive ً ‫ط‬ W - /‫ ) ﻣ‬9

‫ ً ذو‬/ X-ً ‫ < ة ط‬/ ‫) ا‬ 1% ‫اب ا‬ \‫ا‬

emotionally unstable personality
‫ ّ ي‬7َ ‫ع‬,X 35
disorder, borderline type
empathic understanding Q‫ _ ﻣ ط‬D 36

empathy Q‫ ط‬D 36

empathy Q‫ ط‬D 70

empirical social research # - ‫ّ ا‬ ‫ث ا‬, # ‫ ا‬100

employ L /Q‫ظ‬, 96

employability Q ‫ظ‬, ‫ا‬ ‫ ﺑ‬I 60

employee assistance programme L ‫ظ‬, ‫ د ْ ا‬h‫ ﻣ‬X ‫ ﺑ‬96

employer ‫ ا‬W7 @ 57

employer ‫ ا‬W7 @ 86

employer ‫ ا‬W7 @ 99

employer sanction ‫ أ@ ب ا‬O ‫ﺑ ت‬,< 79

employment Q ‫ظ‬,D 60

employment Q ‫ظ‬,D 77

employment Q ‫ظ‬,D 89

employment conditions Q ‫ظ‬, ‫ وط ا‬A/‫ ت‬# ‫ ﻣ‬97

employment contract Q ‫ظ‬,D < 76

employment history ‫ وظ‬€ ‫ ر‬D 97

employment in the open labour market ‫ح‬, ‫ا‬ ‫ق ا‬,& 9 Q ‫ظ‬, ‫ ا‬31

employment law ‫ن ا‬,X I 31

employment law ‫ن ا‬,X I 93

employment office Q ‫ظ‬,D W =‫ ﻣ‬31

568
employment opportunity Q ‫ظ‬,D @ 9 62

employment policy Q ‫ظ‬, ‫ & & ا‬57

employment policy Q ‫ظ‬, ‫ & & ا‬60

employment status ‫وظ‬ 7 79

employment-based learning ‫ظ‬, :ِ9‫ا‬ ‫ا‬ ‫ ا ﱠ‬99

empowerment L = D 70

empowerment L = D 71

enabling L= 20

enabling L = D 49

enabling state ‫ دو دا‬56

enclosed :9 ‫ ﻣ‬97

encounter group H< , ْ-‫ َﻣ‬49

9 ‫ل ا ط ل‬+Z &‫ ا‬O ‫ ء‬i< ‫= ا و‬#% ‫ا‬

End Child Prostitution, Child Pornography _‫ ر ﺑ‬-D ‫ وا‬7 ‫ﺑ‬j‫اد ا‬, ‫ ج ا‬X‫ إ‬9‫ ء و‬Z# ‫ا‬
and Trafficking of Children for Sexual
/Fْ ِ ‫) اض‬ 92
Purposes
end of life care ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬42

enforceable g F ‫ ﺑ‬I 73

enforcement : ّ# D/g FD 78

engage people ‫ س‬F ‫ اك ا‬A‫ إ‬71

engagement ُ D 28

English speaking country b -Xj‫ ا‬Z‫ ﺑ ﱡ‬:‫ ط‬X ‫ ﺑ‬75

enhance well-being ‫ ھ‬9 ‫ ا‬L / D 71

enhanced disclosure criminal records

H F- ‫ت ا‬+-/ ‫ ا‬L Q%= ‫ ا‬b b D ‫ م‬TX 16
check
enjoyment ‫ع‬ &‫ ا‬84

569
enrol ّ
: 99

enslavement ‫ ق‬I &‫ ا‬86

enter a country ‫ل ﺑ‬, ‫ د‬75

enter a country for work ‫ ب ا‬#& ‫ل ﺑ‬, ‫ د‬79

enter a country illegally X,X I ) < ‫ل ﺑ ﺑ‬, ‫ د‬79

enter legally X,X I ‫ل‬, ‫ د‬79

enter retirement < ‫ ﺑ ا ا‬40

entering employment ّ F_ ِ ‫ة ا‬ ‫ ا‬9 ‫ اط‬1X‫ ا‬3

enterprising ‫ در‬#‫ﻣ‬/‫ ر دي‬53

entice ‫ ي‬Z 8

entitlement ّ ‫ ا‬k 52
9:

entitlement ‫ ا& < ق‬57

entitlement I < &‫ ا‬57

entitlement ‫ ت‬I < &‫ا‬/‫ <ّ ت‬/‫ ُﻣ‬58

entitlement to a benefit Fّ ‫ ا& < ق ِ ْ ﻣ ُﻣ‬57

entrenched €‫ ُﻣ &ﱠ‬12

entrenched €‫ ُﻣ &ﱠ‬37

entrenched €‫ &ﱠ‬D 89

entry ‫ل‬, ‫ د‬78

entry stamp ‫ل‬, ‫د‬ 78

enumeration ‫ اد‬D 75

environment y ‫ﻣ‬/ E ‫ ﺑ‬20

environment E ‫ ﺑ‬64

570
environment y ‫ﻣ‬/ E ‫ ﺑ‬71

environment y ‫ﻣ‬/ E ‫ ﺑ‬77

environment y ‫ﻣ‬/ E ‫ ﺑ‬86

environmental ‫ا م‬y ‫ ﺑ‬: ‫ﻣ‬/ E ‫ ﺑ‬48

environmental awareness E‫ﺑ‬ ‫ و‬11

environmental damage E ‫ ﻣ ﺑ‬D 89

environmental degradation E # ‫ ا‬8\, ‫ر ا‬,‫ ھ‬D 89

environmental factor E‫ﻣ ﺑ‬ 26

environmental gerontology E#‫ا‬ ,1 % ‫ا‬ 40

environmental planning E ‫ ﺑ‬y 1D 62

environmental refugee E ‫ ب ﺑ‬#& ‫ء‬O 77

environmental right ّ 7 73
E‫ﺑ‬:

Environmental youth education ‫ ب‬#% E‫ﺑ‬ D 11

epilepsy ‫ ا ّ ع‬23

epileptic seizure ‫ﺑ ا ّ ع‬,X 23

episode ‫ﺑ‬,X 34

episode ‫ﺑ‬,X 35

epistemology 9 ‫ا‬ TX 69

equal ‫ ٍو‬/‫ ﻣ‬73

equal opportunities E9 = ‫ ص ﻣ‬9 85

equal opportunities measure ‫ ا ص‬P9 =D ‫ ﺑ‬D/‫اء‬ ‫ إ‬63

equal opportunities measure ‫ ا ص‬P9 =D ‫ ﺑ‬D 85

equal opportunities monitoring ‫ ا ص‬P9 =D #I‫ ﻣ ا‬85

571
equal rights ‫ق‬,<ُ ‫ ا‬9 ‫ واة‬/‫ ﻣ‬32

equality ‫ واة‬/‫ ﻣ‬73

Equality Act ‫ واة‬/ ‫ن ا‬,X I 32

Equality Act ‫ واة‬/ ‫ن ا‬,X I 84

Equality Act ‫ واة‬/ ‫ن ا‬,X I 85

equality legislation ‫ واة‬/ ‫ت ا‬ %D 32

equality legislation ‫ واة‬/ ‫ ا‬8 %D 63

equality legislation ‫ واة‬/ ‫ ا‬8 %D 66

equality of opportunity ‫ واة ا ص‬/‫ ﻣ‬59

equipment ‫ات وأدوات‬b _-D 21

equitable Q ِ F‫ ُﻣ‬/‫دل‬ 59

eradicate ‫ إزا‬85

&‫ّ أو ُ ِر‬ ‫ِ< ا‬9‫ا‬ ‫َ َﻣ ت‬ S‫و‬

escort agency FZ ‫< ا‬# ‫ ء‬Z# ‫ ا‬88

‫ ّ ث‬7َ O ‫ ﻣ إ‬s1A 8‫ھ ب ﻣ‬g ] /D ‫ ة‬9

escort girl ‫ ا‬88

essential & &‫ أ‬97

essential lifestyle planning && ‫ةا‬ ‫ ا‬y X y 1D 30

establish ‫ُ َ ّد‬ 4

establish `&P 48

estimate <D 75

estranged F‫ ﻣ‬89

ethical I+ ‫ أ‬65

ethical dilemma I+ ‫ أ‬i ‫ ﻣ‬65

572
ethical guideline I+ ‫ _ أ‬,D ‫ دىء‬#‫ ﻣ‬70

ethical issue I+ ‫= أ‬%‫ ُﻣ‬/ ]/‫ ﻣ‬39

ethical issue I+ ‫ أ‬iI/ ]/‫ ﻣ‬95

ethical principle I+ ‫ أ أ‬#‫ ﻣ‬70

ethics ‫ ت‬I+ ‫ أ‬70

ethnic I 84

ethnic background I 81

ethnic conflict I ‫اع‬bX 90

ethnic diversity I ,FD 82

ethnic group I , ْ-‫ َﻣ‬81

ethnic group I , ْ-‫ َﻣ‬82

ethnic minority group I I‫ذات أ‬ , ْ-‫ َﻣ‬85

ethnic origin I @‫ أ‬84

ethnic origins I ‫ل‬,@‫ أ‬84

ethnically diverse ً I ‫ع‬,F ‫ ﻣ‬83

ethnically diverse society ً I ‫ع‬,F ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬83

ethnicisation : D 84

ethnicity ‫ِ ْق‬ 81

ethnicity Iْ ِ 82

ethnicity Iْ ِ 82

ethnicity Iْ ِ 85

ethno-cultural diversity 9 <c I ْ ِ ,FD 82

ethnolinguistic minority Iْ ِ ,Zُ I‫ أ‬81

573
EU ‫ د ا وروﺑ‬D ‫ ا‬85

EU citizen ‫ د ا وروﺑ‬D ‫ ا‬9 L‫اط‬,‫ ﻣ‬79

European Convention for the Protection kD 7‫ ن و‬/Xj‫ق ا‬,<ُ7 ‫ ّ ا وروﺑ‬I ّD ‫ا‬

of Human Rights and Fundamental
&& ‫ ا‬5
Freedoms
European Convention on Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ ا‬33

European Convention on Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ ا‬74

European social model ‫ذج أوروﺑ ا‬, َX 56

European Union ‫ د ا وروﺑ‬D ‫ ا‬76

European Union enlargement ‫ د ا وروﺑ‬D ‫ ا‬8 &,D 79

Europeanisation ‫ أورﺑ‬99

euthanasia 7 ‫ت ا‬, ‫ ا‬42

evaluate < 96

evaluation <D 47

evaluation <D 99

evaluation agency <D /&P‫ ُﻣ‬99

evaluation research <D ‫ث‬, ‫ ﺑ‬100

evening classes at a FE college ّ F_‫ِﻣ‬ D S 9 H /‫ دروس ﻣ‬98

everyday life ‫ﻣ‬, ‫ ة‬7 16

everyday life ‫ﻣ‬, ‫ة ا‬ ‫ ا‬48

everyday problem ‫د‬ ‫= ا‬%‫ ُﻣ‬18

everyday school life ‫ﻣ‬, ‫ ة ا ر& ا‬7 18

everyday situation ‫ﻣ‬, 8\‫ و‬27

eviction ‫ ط د‬61

evidence ‫ د‬43

574
evidence based criminal justice ‫ أد‬O ّ Fْ#‫ َﻣ‬H F ‫ا‬ 45

evidence-based practice ‫ا د‬O H I &‫ ُﻣ ِر‬64

examination s 9 100

examine s 75

examine s 85

exceptional circumstance H FR &‫ ظ ف ا‬68

exceptional leave to remain ‫< ء‬# H FR &‫َ<َ ا‬9‫ا‬,‫ ُﻣ‬80

excercise parental responsibility ‫ا‬, ‫ا‬ ‫و‬P/ ‫ ُﻣ ِر& ا‬6

excessive drinking ‫ ب ﻣ ط‬A 38

excessive self-criticism ‫ط‬ ‫ات ا‬g ‫< ا‬X 9

exchange ‫ دل‬#D 72

excluded pupil ‫ة‬/ َ #ْ /ْ ‫ة أو ُﻣ‬/‫ول‬b ‫ة ﻣ‬/W ‫ ط‬25

exclusion ‫ د‬# &‫ ا‬31

exclusion ‫ د‬# &‫ ا‬32

exclusion ‫ د‬# &‫ ا‬78

exclusion ‫ د‬# &‫ ا‬84

exclusion ‫ د‬# &‫ ا‬85

exclusion criterion ‫ د‬#& ‫ا‬ ‫ ﻣ‬33

exclusion from general schooling ‫ م ا ر& ا م‬T‫ﱢ‬F ‫ ا‬L‫ د ﻣ‬# &‫ ا‬21

exclusion from school &‫ ا ر‬L‫ د ﻣ‬# &‫ ا‬18

excretory disorder ‫ از‬9‫اب إ‬ \‫ ا‬17

execution ‫ إ ام‬68

<X l 7 &‫د ا ُ ِر‬, < ‫ ا‬F‫رس )ھ‬

exercise ( ‫ْ َ ا‬/
ُ ‫ ا‬O ‫ إ‬L ‫ا‬, ‫ ا‬L‫ا ﻣ‬, ‫و ا‬P/ ‫ ا‬14

575
exercise \ ‫ ُﻣ ِر& ا‬36

exercise &‫ ُﻣ ِر‬84

ex-offender :‫ & ﺑ‬X 45

expansion 8&,D 13

experience ‫ ة‬# 97

experience of racism Fْ ُ ‫ رب‬- ‫ ﻣ ور ﺑ‬84

experience-based learning # - ‫ا‬/ ‫ ﺑ‬- ‫ ا‬O H<‫ﱡ ا‬ ‫ ا‬54

experiential education # - ‫ا‬ ‫ ا ﱠ‬54

experiential group # -D , ْ-‫ َﻣ‬49

experiential learning # -D ‫ ﱡ‬D 10

experiential pedagogy # - ‫ا ﺑ ا‬ 11

experiment ‫ ﺑ‬-D 100

expertise ‫ ة‬# 75

L , , # ‫ ا‬L ‫ا‬, ‫ ّ ا‬,ُِ ‫ ھ‬l ‫ )ﺑ‬: Z‫ّ ﻣ‬F#D

Explain in English text (L 9 ‫ ا‬L ‫ ﻣ‬D k ,_-‫ ﻣ‬O<#D ْ ِ ‫ وا‬5

L , , # ‫ ا‬L ‫ا‬, ‫ ّ ا‬,ُِ ‫ ھ‬l ‫ )ﺑ‬: Z‫ّ ﻣ‬F#D

Explain in English text (L 9 ‫ ا‬L ‫ ﻣ‬D k ,_-‫ ﻣ‬O<#D ْ ِ ‫ وا‬5

exploit Z/ 79

exploit Z/ 86

exploitation ‫ل‬+Z &‫ ا‬86

exploitation ‫ل‬+Z &‫ ا‬87

exploitation ‫ل‬+Z &‫ ا‬87

exploitation ‫ل‬+Z &‫ ا‬88

exploited child Z /‫ ِط ْ ﻣ‬86

576
exploration ‫ ف‬%= &‫ ا‬2

export D 72

expose oneself ‫ى‬ 8

exposure to sexually transmitted

‫ ﻣ‬/Fْ ِ ‫ ض ﻣ اض‬D 88
diseases
expressive language disorder ‫ ي‬# D ‫ي‬,Zُ ‫اب‬ \‫ ا‬29

expulsion ‫ ط د‬78

expulsion order ‫ أﻣ ط د‬78

extended family ‫ة‬ ‫ أُ& ة ا‬15

extended family network ‫ة‬ ‫= ا ُ& ة ا‬#A 7

extending political influence & / ‫ ا‬c] ‫ا‬ D 91

extensive 8&,‫ ﻣ‬28

extensive ‫ ﻣ‬A 57

extensive rights ‫ ق‬F‫ا‬ &‫ق وا‬,<ُ7 76

extent ‫ ﻣ ى‬90

external consultation ‫ر‬ ‫ ر‬% &‫ ا‬/ 95

external migration ‫ر‬ ‫ ة‬-‫ ھ‬76

external research funding ‫ر‬ l ‫ ﺑ‬, D 100

external supervisor ‫ر‬ ‫ ف‬%‫ ﻣ‬95

external training ‫ر‬ W ‫ ر‬D 96

externalising behaviour ‫ ر‬1 ‫ك ا‬, /

ُ ‫ ا‬25

externally displaced person ً ‫ر‬ -_‫ ﻣ‬77

extradition L ‫ ﻣ‬-ُ ‫ا‬ /D 78

extra-familial abuse ‫رج ا ُ& ة‬ L‫ إ& ءة ﻣ‬7

577
extra-familial abuser ‫رج ا ُ& ة‬ L‫ ء ﻣ‬/‫ ُﻣ‬7

extreme poverty A <9 59

extreme weather & I `<‫ ط‬89

eye contact ‫ي‬ ‫ا@ ﺑ‬,D 29

eye movement L ‫ ا‬S 7 29

eyesight ‫ ﺑ‬24

facial disfigurement k , ‫ه ا‬,%D 23

facial expression k , ‫ ﺑ ا‬D 29

facilitate / D 29

facilitate / D 95

facilitate communication @‫ا‬, ‫ ا‬/ D 83

facilitated sex `F- ‫ ُﻣ ِر& ا‬9 ‫ ِ ة‬/ ُ ‫ ا‬65

facilitation / D 49

facilitation / D 95

facilitator / ‫ ﻣ‬30

facilitator ‫ة‬/ / ‫ ﻣ‬49

facilitator ‫ة‬/ / ‫ ﻣ‬95

facility /&P‫ ُﻣ‬/‫]ة‬%F‫ﻣ‬/‫ ﻣ= ن‬13

facility /&P‫ ُﻣ‬/‫]ة‬%F‫ﻣ‬/:ِ9‫ ﻣ ا‬21

facility :ِ9‫ ﻣ ا‬52

faecal incontinence ‫ از‬# ‫ & ` ا‬42

failed asylum application ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬83

failed asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬80

578
failing state %9 7 ‫ ﻣ‬9 ‫ دو‬90

failure %9 9

failure %9 56

failure to thrive ,ّ ُ ُF ‫ ا‬O ‫م ا < رة‬ 17

faith ‫ < ة‬/‫ إ ن‬67

faith ‫ إ ن‬68

faith community ‫ ي‬H < 8 َ ْ-‫ ُﻣ‬67

faith community-affiliated university ‫ﺑ < ة‬ #D ‫ﻣ‬/ H < ‫ﻣ‬ 99

faith-based agency H < `&‫ أ‬O HI S‫ و‬67

faith-based approach ‫ا < ة‬O H I h_X 67

faith-based social care H < `&‫ أ‬O ّ Fْ#‫ّ َﻣ‬ ‫ا‬ ‫ ِر‬67

fall ‫ع‬,I‫و‬/‫ط‬,<& 42

false document ‫ورة‬b‫ < ﻣ‬c‫ و‬79

familiar ‫ف‬, ]‫ ﻣ‬42

familiar surroundings ‫ف‬, ]‫ ﻣ‬y ‫ﻣ‬/ E ‫ ﺑ‬14

family advice and support service &ُ ‫ رة ا‬% & ‫ِ ْ ﻣ ا ْ وا‬ 13

family breakdown ‫ أ& ي‬u= D 12

family centre ‫ [ُ& ة‬bSِ ْ ‫ َﻣ‬4

family centre ‫ون ا ُ& ة‬PA bSِ ْ ‫ َﻣ‬12

family in adversity H‫ ا‬% ‫ ا‬L‫ ﻣ‬X D ‫ أُ& ة‬12

family law ‫ن ا ُ& ة‬,X I 93

family member ‫ ا ُ& ة‬L‫ د ﻣ‬9 7

family member ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9 55

579
family member ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9 86

family members ‫ اد ا ُ& ة‬9‫ أ‬41

family migration history ‫ ة ا ُ& ة‬-‫ ھ‬€ ‫ ر‬D 82

family placement service # ‫ اع ا & ي ا‬j‫ِ ْ ﻣ ا‬ 15

family planning ‫ ا ُ& ة‬TFD 65

family planning clinic ‫ ا ُ& ة‬TFD ‫دة‬ 65

family policy ‫ون ا ُ& ة‬PA & & 12

= ‫ ﺑ‬9‫ ا ردن ﻣ و‬9) ‫ا ُ& ة‬ = ‫ﻣ‬

family proceedings court (‫ ّ اث‬7َ ‫ ا‬6

family relocation ‫ ا ُ& ة‬L=/‫ < ل ﻣ‬X‫ ا‬18

family reunification ‫ا ُ& ة‬ A 77

family reunion ‫ا ُ& ة‬ A 77

family service ‫َ َﻣ ت ا ُ& ة‬ 57

family support ‫ د ْ أ& ي‬1

family support ‫ د ْ أ& ي‬4

family therapy ‫ج أ& ي‬+ 36

family under stress yZi ‫ ا‬n D ‫ أُ& ة‬12

family with complex problems ‫ ﻣ < ة‬S %‫ أُ& ة ذات ﻣ‬12

family with multiple problems S % ‫ أُ& ة ُﻣ ﱢدة ا‬12

family-like ‫ أ& ي‬k#A 15

family-like ‫ أ& ي‬k#A 16

famine -‫ ﻣ‬89

fast ‫م‬,@ 67

fast ‫ @ م‬90

580
faster ‫ة‬/ H ‫ ا‬68

fasting ‫م‬,@ 68

father figure ‫ ﺑ ا ب‬R ‫ ﺑ‬s1A 7

father-daughter incest k F‫ اﺑ‬O ‫ ا ب‬#I L‫ ﻣ‬O‫ُ ﺑ‬I ‫ ِ& ح‬8

fatigue ‫ إرھ ق‬35

favela ‫< ة‬9 ‫ ء‬7‫ أ‬89

FE college ّ F_ ِ ‫ا‬ ‫ا ﱠ‬ S 98

fear ‫ف‬, 84

fear of foreigners L ‫ ﺑ‬Z ‫ا‬/WX ‫ ا‬L‫ف ﻣ‬, 84

fearfulness ‫ف‬, 9

feeding disorder S ‫ وا‬gZ ‫اب ا‬ \‫ ا‬17

feel % /` 28

feeling ‫ر‬, A/‫ س‬/7‫ إ‬4

feeling of guilt WXg ‫ر ﺑ‬, A 35

feeling of shame ‫ر‬ ‫ر ﺑ‬, % ‫ ا‬59

feeling of unreality I‫ا‬, ‫ر ﺑ م ا‬, % ‫ ا‬35

feelings of guilt WXg ‫ر ﺑ‬, A 9

feelings of shame ‫ر‬ ‫ر ﺑ‬, A 9

felxicurity ‫ن‬ ‫ا‬ ‫ظ‬, ‫ ا‬L‫ ا ﻣ‬57

female circumcision ‫ ث‬Xj‫ن ا‬ 89

female foster carer ‫ﺑ‬ ‫ را‬15

female genital mutilation ,RX ‫ا‬ &F ‫ءا‬i ‫ ا‬k ,%D/‫ ث‬Xj‫ن ا‬ 65

female genital mutilation ‫ ث‬Xj‫ ن ا‬/‫ ث‬Xz &F ‫ءا‬i ‫ ا‬k ,%D 89

581
female prostitute Z‫ اﻣ أة ﺑ‬88

female sex abuser ً /Fْ ِ E /‫ ُﻣ‬8

feminisation of poverty < ‫ ا‬l X]D 63

feminism ,/X 69

feminist discourse ‫ي‬,/X ‫ار‬,7 63

feminist politics ,/X & & 63

feminist social work ,/F ‫ ل ا‬-‫ َﻣ‬9 ‫ا‬ ‫ ا‬63

feminist theory ,/X TX 63

feminist youth work ‫ي‬,/F ‫ ب ا‬#%‫ا ﱠ‬ 11

fetal abuse L F- ‫ إ& ءة‬7

fetal alcohol syndrome F F- ‫ل ا‬, = ‫زﻣ ا‬+ ‫ ﻣ‬27

fetal alcohol syndrome F F- ‫ل ا‬, = ‫زﻣ ا‬+ ‫ ﻣ‬38

fetus LF 7

field <7 1

field of activity ‫ ط‬%F ‫< ا‬7 92

field of practice &‫< ا ُ ِر‬7 10

field of practice ّ F_‫< ِﻣ‬7 41

field of practice &‫ ل ا ُ ِر‬-‫ َﻣ‬52

field of specialisation s ‫ ﱡ‬1َ َ ‫ ل ا‬-‫ َﻣ‬93

fight discrimination b ‫ ﻣ رﺑ ا‬85

fight oppression 8 < ‫ ﻣ رﺑ ا‬85

fight poverty < ‫ ﻣ رﺑ ا‬92

figure ‫د‬ 75

582
filmmaking ‫م‬+9 ‫ا‬ F@ ‫ ل‬-‫ َﻣ‬11

finance ‫ل‬, 94

financial aid ‫ ِ ة ﻣ د‬/‫ ُﻣ‬91

financial assistance ‫ة‬/‫ ِ ة ﻣ دي‬/‫ ُﻣ‬/ ْ ‫ د‬70

financial assistance ‫ د ْ ﻣ دي‬78

financing , D 57

find guilty ‫ م‬-‫ ان ﺑ‬/WXg‫ ﻣ‬43

find housing L=/‫ د ﻣ‬- ‫ إ‬44

find not guilty ‫ﺑ يء‬/ ‫ﺑ‬,< ‫ان ﺑ‬ 43

fine ‫ ) اﻣ‬43

fine motor skills < I‫ ّ د‬S 7 ‫ ﻣ_ رات‬23

finger alphabet 8‫ا @ ﺑ‬ -‫ أﺑ‬24

finger spelling 8‫ ء ا @ ﺑ‬-‫ ھ‬24

fingerprint 8#@ ‫ا‬ ‫ ﺑ‬78

firing squad ‫ ر‬F ‫ق ا‬+‫ إط‬I 9 68

first aid ‫ ِ ة أو‬/‫ ُﻣ‬39

first client meeting ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬/ ‫ ا‬8‫ا < ء ا ول ﻣ‬/‫ع‬ ‫ ا‬47

first generation human right ‫ ا ول‬- ‫ ن‬/Xj‫ق ا‬,<ُ7 73

first generation migrant ‫ا ول‬ -‫ا‬ _‫ ُﻣ‬81

First International Conference of Social

‫ا‬ ‫ا ول‬ ‫ا و‬ DP ‫ ا‬92
Work
first nation diaspora L @ ‫= ن ا‬/ ‫ ت ا‬A 82

first nation person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A 82

first world ‫ا ول‬ ‫ ا‬91

583
first-time offender O‫ة ا و‬ X 45

fit hF‫ ﱡ‬%َD ‫ﺑ‬,X 23

five pillars of Islam / 1 ‫م ا‬+&j‫ ن ا‬S‫ أر‬68

fixed abode n‫ ﺑ‬c L=/‫ ﻣ‬61

fixed period ‫ ﻣ َ ّ دة‬F‫ ﻣ ة زﻣ‬76

fixed term contract ‫ ﺑ‬c/‫ة ﻣ َ ّ دة‬ < 60

fixed-period exclusion from school ‫ة ﻣ َ ّ دة‬ &‫ ا ر‬L‫ﻣ‬ ‫ا‬/‫ د‬# &‫ ا‬25

flash & F ‫ ء ا‬i [ ‫ء‬O ‫ ﻣ‬Q%S/‫ إظ_ ر‬8

flat <A 61

flat in a reitrement community L < ّ‫ص‬ ‫ إ&= ن‬9 <A 42

flat income structure n‫ ﺑ‬R ‫ا‬ ‫ ھ = ا‬57

flat-rate ّ 7َ ,‫ﻣ‬ & 57

flattening of affect % ‫ ا‬#D 35

fleas l )‫ ﺑ ا‬9

fleeing ‫ ھ ب‬77

flexible labour market ‫ﻣ ن‬ ‫ق‬,& 60

flipside }‫ ا‬WX - ‫ ا‬55

floating support service <F ‫ﻣ‬ ‫ِ ْ ﻣ دا‬ 61

flog 68

flood ‫ ن‬i 9 89

flourish ‫دھ‬b 58

focus b S ‫ر ا‬, ‫ ﻣ‬48

follow one’s faith kX j ‫ء‬ ‫ ع ا‬#D‫ ا‬68

584
fondle Q‫ط‬+ 8

food aid H‫ا‬g) ‫ ِ ة‬/‫ ُﻣ‬91

food bank ‫م‬ ‫ ا‬uF‫ ﺑ‬61

food poisoning H‫ا‬g) /D 64

food voucher H‫ا‬g) /I 80

forced ‫ ي‬/I/ ) ‫ﻣ‬/ #-‫ ﻣ‬77

forced ‫ ري‬# ‫إ‬/‫ ي‬/I 88

forced dispersal ‫ ي‬/I n %D 82

forced labour ‫ ي‬/I 86

forced marriage ‫ ي‬/I ‫ زواج‬86

forced migrant ً /I -_‫ﻣ‬ _‫ ُﻣ‬77

forced migration /I ‫ ة‬-‫ ھ‬77

forced prostitution ‫ ي‬/< ‫ ء ا‬Z# ‫ ا‬88

forced return ‫ ر‬# ‫إ‬/ /I ‫دة‬, 78

forced sex work ً /I `F- ‫ ر ﺑ‬-D ‫ ل ا‬-‫ َﻣ‬9 88

forced sex worker ً /I `F- ‫ رة ا‬-D 9 ‫ﻣ‬ 88

forced sex worker ً /I `F- ‫ رة ا‬-D 9 ‫ﻣ‬ 88

forcibly ‫ر) م‬j ‫ﺑ‬/‫ ر‬# j ‫ ﺑ‬89

foreign aid ‫ر‬ ‫ ِ ة‬/‫ ُﻣ‬91

foreign born ‫ آ‬#‫د ﺑ‬, ,‫ ﻣ‬75

foreign national #F ‫ أ‬75

foreign national ‫ ب‬Z‫ ﻣ‬L‫اط‬,‫ ﻣ‬79

foreign qualification #F ‫ھ أ‬P‫ ﻣ‬75

585
foreign resident #F ‫أ‬/‫ ب‬Z‫ ﻣ< ﻣ‬75

foreigner ‫ ب‬Z‫ﻣ‬/ #F ‫ أ‬76

foreigner #F ‫أ‬/‫ ب‬Z‫ ﻣ‬82

foreignness ‫ ) ﺑ‬84

forensic evidence HF ‫ د‬8

forensic interview of a child abuse victim ‫& ءة‬z \ ِْ HF ‫ ﻣ< ﺑ‬8

forensic psychiatry H F- ‫ ` ا‬F ‫ا‬ 44

forensic psychologist ‫ة‬/ A ‫ة‬/ / X ‫ة‬/hِ ‫ ُﻣ‬22

forensic social work % ‫ ا‬W ‫ ل ا‬-‫ َﻣ‬9 ‫ا‬ 65

forgivable crime ZD 68

form ‫ذج‬, َX 48

form of abuse ‫& ءة‬j‫ ا‬L‫ع ﻣ‬,X 7

form of care ِ ‫ ا‬L‫ع ﻣ‬,X 13

form of welfare state ‫ ه‬9 ‫= ل دول ا‬A‫ أ‬L‫= ﻣ‬A 56

formal admission &‫ إد ل ر‬34

formal education ( ّ ‫ﻣ‬,=ُ ‫)ا‬ & ‫ا‬ ‫ ا ﱠ‬54

formal learning ( & ‫)ا‬ ‫ ا ﱠ‬54

formative =%D 54

formative function =%D _‫ ﻣ‬95

) ‫ ة‬-_ ‫ دة \ ا‬% ‫ )أي ا‬F ‫أوروﺑ ا‬

fortress Europe ( X,X < ‫ ا‬79

forum ‫ ى‬F‫ ﻣ‬51

forum ‫ ى‬F‫ ﻣ‬95

foster ‫ز‬b‫ُ ﱢ‬ 10

586
foster b b D‫ و‬8 -%D 40

foster ْ 49

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬6

foster care #‫ا‬ &ُ ‫ا‬ ِ ‫ ا‬14

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬16

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬55

foster care allowance #‫ا‬ &ُ ‫ا‬ ِ ‫وف ا‬ ‫ ﻣ‬15

foster care social worker #‫ا‬ &ُ ‫ا‬ ِ ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ‬ ‫ ا‬H ‫ ا‬15

foster care system #‫ا‬ &ُ ‫ا‬ ِ ‫ م ا‬TX 15

foster carer ‫ﺑ‬ ‫ را‬15

foster carer #‫ا‬ &ُ ‫ا‬ ِ ‫ ُﻣ< ﱢم ا‬55

foster child #‫ا‬ &ُ ‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ ِط‬15

foster dad ‫ أب ﺑ‬15

foster family ‫ﺑ‬ ‫ أُ& ة را‬14

foster family ‫ﺑ‬ ‫ أُ& ة را‬15

foster father ‫ﺑ‬ ‫ وا را‬15

foster home ‫ﺑ‬ ‫ أُ& ة ِر‬15

foster mother ‫ﺑ‬ ‫ وا ة را‬15

foster mum ‫ أم ﺑ‬15

foster parent ‫ة‬/ ‫ة ﺑ‬/ ‫ وا‬15

foster parent ‫ة ﺑ‬/ ‫ة را‬/ ‫ وا‬54

foster parenting ‫ﺑ‬ &ُ‫ ﺑ أ‬D 15

587
foster placement failure ‫ﺑ‬ ‫ أُ& ة را‬8‫ اع ﻣ‬j‫ ا‬9 %9 15

foster the development of children ‫ّر ا ط ل‬,َ َD FD 54

foster tolerance r‫ ﻣ‬/ ‫ ا‬b b D 85

fostering ‫ ق أُ& ة ﺑ‬F‫ ﺑ‬O 15

fostering ‫ﺑ‬ ‫ ِر‬66

fostering and adoption agency #‫ا‬ &ُ ‫ا‬ ِ ‫ّ وا‬F# /&P‫ ُﻣ‬15

fostering service #‫ا‬ &ُ ‫ا‬ ِ ‫ِ ْﻣ ا‬ 15

fostering team #‫ا‬ &ُ ‫ا‬ ِ ‫ ا‬: 9 15

Foucauldian ‫ه‬,S,9 % ‫ﻣ‬ ‫ ﻣ < ﺑ‬69

found `&‫ أ‬53

foundation /&P‫ ُﻣ‬73

foundation ‫أ& س‬/ /&P‫ ُﻣ‬73

foundation course & &‫ ﻣ دة أ‬98

founder `&P‫ ﻣ‬57

‫ز‬,- ‫ت‬ ‫ )ﻣ‬W/F ‫ل ا‬,_-‫ﻣ‬/y <

foundling (‫ّ ا & ي‬F/ِ ‫ ا‬I ‫ ل ﺑ‬# /D‫ اﻣ_ و‬1 &‫ ا‬89

fourth age 8‫ا اﺑ‬ ‫ ا‬40

foyer L‫ د‬% ‫ ﻣ]وى‬61

fractured bone ‫رة‬, %‫ﻣ‬/ <<% ‫ﻣ‬ T 9

fragile state %‫ دو ھ‬90

frailty A %‫ ھ‬41

framework ‫ إط ر‬19

framework ‫ إط ر‬96

fraud ‫ ل‬7‫ ا‬87

588
fraudulent passport ‫ور‬b‫از ﻣ‬, 79

free associating 7 y‫ رﺑ‬36

free migration 7, ‫ﻣ‬/‫ ة‬7 ‫ ة‬-‫ ھ‬79

free movement of worker ‫< ا ﻣ‬FD 7 79

free recall 7‫ & د‬8

freedom 7 34

freedom 7 73

freedom from arbitrary arrest and exile X‫ و‬H‫ا‬,% ‫< ل ا‬ ‫ ا‬L‫ر ﻣ‬ D 73

freedom from discrimination b ‫ا‬/ Fْ ُ ‫ ا‬L‫ر ﻣ‬ D 73

،‫ وا ُ& ة‬، ّ @, 1 ‫ ا‬9 ‫ ا َ َ ﱡ‬L‫ر ﻣ‬ D

freedom from interference with privacy,
‫ت‬+&‫ا‬ ‫ وا‬،n # ‫ وا‬73
family, home and correspondence
freedom from slavery ‫د‬,# ‫ ا‬L‫ر ﻣ‬ ‫ ا‬73

9 1% ‫َ َ ﱡ ا و أو ا َ َ ﱡ ا‬D L‫ﻣ‬ ‫ا‬

freedom from state or personal
‫ه‬+ ‫رة أ‬,Sg ‫ق ا‬,<ُ ‫ ا‬73
interference in the above rights
freedom from torture and degrading
F _ ‫ وا ُ َﻣ ا‬W g ‫ ا‬L‫ر ﻣ‬ ‫ ا‬73
treatment
freedom of belief and religion ّ 7 73
L ‫ ن وا‬j‫ ا‬:

freedom of movement <F ‫ا‬/ S ‫ا‬ 7 88

freedom of opinion and information ‫ﻣ ت‬, ‫ ﻣ‬O ‫ل‬, ّ 7 73

‫ ا أي وا‬9 :

freedom of religion F‫د‬ 7 67

Freirean 9/‫ي‬ 9,‫ﺑو‬ ‫ ﻣ < ﺑ‬69

friendship problem ‫ ت‬I‫ا‬ ‫ ا‬9 S %‫ ﻣ‬17

from many, one ‫ ة‬R= ‫ ا‬L‫ ة ﻣ‬7‫ وا‬82

front line work ‫ء‬+ ‫ ا‬8‫ ﻣ‬Aِ #‫ُﻣ‬ 96

frontier ‫ ود‬7 78

589
frontier of territories :‫ ط‬F ‫ ود ا‬7 80

frontier worker ‫ ﻣ‬Ij‫رج ﺑ ا‬ ‫ﻣ‬ 77

full employment ‫ ﻣ‬S Q ‫ظ‬,D 60

full inclusion (‫ ء‬FR &‫ ﻣ )أي دون ا‬S ‫ل‬, A/‫اء‬, 7‫ إ‬21

full rights ‫ ﻣ‬S ‫ق‬,<ُ7 76

fully accessible ‫ ﻣ‬S =%‫ل إ _ ﺑ‬,@, ‫ ا‬L= 23

fully functioning person ‫ ﻣ‬S =%‫ ً ﺑ‬H‫ أدا‬L= ‫ ﻣ‬s1A 36

functional illiteracy H‫أدا‬/ ‫ظ‬, ‫ ا ﻣ ا‬26

functional limitation ‫ ّ وظ‬7َ 20

functional limitation ‫ ّ وظ‬7َ 23

functional skill ‫ ﻣ_ رة وظ‬22

functioning ‫ أداء‬19

functioning ‫ أداء‬33

functioning ‫ ا داء‬35

fund ‫ وق‬F@ 74

fund ‫ وق‬F@ 89

fund ‫ل‬, 94

fundamental & &‫ أ‬73

fundamental freedom & &‫أ‬ 7 84

fundamental group unit & &‫ ت أ‬, -‫ ة ﻣ‬7‫ و‬73

fundamental value & &‫أ‬ I 70

funded pension plan , ‫ا‬ < ‫ا‬ 58

funding , D 51

590
funding , D 94

funding source , D ‫رد‬,‫ﻣ‬/‫ر‬ ‫ ﻣ‬94

fund-raising ‫ت‬ #D 7 91

furniture ‫ ث‬c‫ أ‬21

further education ‫ ر‬#= ‫ا‬ D 98

further education college H /‫ﻣ‬ S/ ّ F_ ِ ‫ا‬ ‫ا ﱠ‬ S 98

further offence ‫مآ‬ 43

future-oriented #< / ‫ ا‬, X k ,‫ ﻣ‬30

gait /‫ا‬ &‫ ط < و‬23

game with rules ‫ا‬,I ‫ ذات‬# 2

gang ‫ﺑ‬ 87

gastrointestinal virus ‫ي‬, ‫ وس ﻣ‬9 64

‫ل‬, ‫ ا‬l 7 L‫ﻣ‬ ‫ا‬O َ ْ &ُ ‫ ذو‬s1A

gatekeeper ‫ ِ ْﻣ‬O 47

gay R‫ ﻣ‬66

gay identity ‫ر‬,S‫ذ‬ R‫ ّ ﻣ‬,ِ ُ‫ ھ‬66

gay rights ‫ ت‬R ‫ وا‬L R ‫ق ا‬,<ُ7 66

gay rights movement L R ‫ق ا‬,<ُ7 S 7 66

gay scene L R ‫ ا‬y ‫ ﻣ‬66

gay-friendly ‫ ت‬R ‫ وا‬L R #< ‫ ﻣ‬66

GCSE exams X # ‫ ا‬,X R ‫ ا‬7 ‫_ دة ا ﻣ‬% ‫ ت ا‬X ‫ اﻣ‬98

gender ‫ع ا‬,X 63

gender aware ‫ع ا‬,F ‫واع ﺑ‬

ٍ 63

gender blind ‫ع ا‬,F ‫ رات ا‬# ‫ت‬ ‫ما‬ 63

591
 ‫ا‬,I/ ‫ع ا‬,F ‫ ا‬8‫ﻣ ﻣ‬ ‫ ا‬9 ‫ ءة‬S ‫ذو‬
gender competence X /F- ‫ر ا‬,TF ‫ ا‬63

gender disparity ‫ع ا‬,F ‫ ا‬9 ‫ات‬, D 63

gender equality L /Fْ -ِ ‫ ا‬L ‫ واة ﺑ‬/ ‫ ا‬57

gender equality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/‫ ﻣ‬63

gender equality ‫ع ا‬,F ‫ ا‬O H I ‫ واة‬/‫ ﻣ‬68

gender equity ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫ ا‬63

gender gap ‫ع ا‬,F ‫ ا‬O H I ‫ة‬,-9 63

gender identity ‫ع ا‬,F ‫ ّ ا‬,ُِ ‫ھ‬/ ‫ ر‬F ّ ,ُِ ‫ ھ‬66

gender identity disorder ‫ ر‬F- ‫ ّ ا‬,ُِ _ ‫اب ا‬ \‫ ا‬66

gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫م ا‬ 63

gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫م ا‬ 63

gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/‫م ﻣ‬ 89

gender issue ‫ر‬F / ‫ع ا‬,F ‫ ا‬s1D ]/‫ ﻣ‬63

gender mainstreaming X /F- ‫ر ا‬,TF ‫ﻣ ا ة ا‬ D 63

gender nonconforming /Fْ -ِ ‫ا‬/ ‫ ر‬F- ‫ا‬ F ‫رة ا‬, ‫ ) ﻣ < ﺑ‬66

gender nonconformity /Fْ -ِ ‫ا‬/ ‫ ر‬F- ‫ا‬ F ‫ر ا‬, ‫ما < ﺑ‬ 66

gender pay gap ‫ع ا‬,F ‫ ا‬O H I ‫ر‬, ‫ ا‬9 ‫ة‬,-9 63

gender power relation ‫ع ا‬,F ‫ ْ َ وا‬/ُ ‫ ا‬L ‫ ﻣ ﺑ‬I+ 63

gender reassignment `F- ‫ا‬ ZD 66

gender research ‫ع ا‬,F ‫ أﺑ ث ا‬63

gender role ‫ع ا‬,F ‫ دور ا‬63

gender role ‫ع ا‬,F ‫ دور ا‬66

592
 ‫ع‬,F ‫ ا‬O H<‫ا‬ ‫ ت ا ور ا‬I,D
gender role expectation ‫ ا‬63

‫ع‬,F ‫ ه ا‬-D k & /7/ ‫ع ا‬,F ‫ﻣ اع‬

gender sensitive ‫ ا‬4

gender stereotype ‫ر‬F / ‫ع ا‬,F ‫ ا‬O ّ Fْ#‫َﻣ‬ X ‫رة‬,@ 63

gender studies ‫ع ا‬,F ‫ درا& ت ا‬63

gender theory ‫ع ا‬,F ‫ا‬ TX 63

gender variance /Fْ ِ / ‫ع ا‬,F ‫ا‬/‫ ري‬F ‫ع‬,FD/‫ف‬+ ‫ ا‬66

gender variant `F- ‫ ا‬Z ‫ ﻣ‬66

gender-based approach ‫ع ا‬,F ‫ ا‬O H I h_X 11

gendered `F-‫ ﻣ‬63

General Assembly ‫ا ﻣ‬ - ‫ ا‬74

general duty ‫ م‬W ‫ وا‬4

general hospital ‫ م‬O % /‫ ﻣ‬34

general learning difficulties ‫ﻣ‬ ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

general practitioner ‫ة‬/‫ة م‬/W #‫ ط‬64

general prevention ‫ﻣ‬ I‫ و‬43

general school ‫ﻣ‬ &‫ ﻣ ر‬21

general service ‫ﻣ‬ ‫ِ ْﻣ‬ 52

generalisability ‫ ﺑ‬I 100

generalised anxiety disorder ‫ ا م‬:َ َ< ‫اب ا‬ \‫ ا‬35

generalist ‫م‬ 99

generational conflict ‫ل‬ ‫ @ اع ا‬3

generic ‫م‬ 1

593
generic ‫م‬ 52

generic ‫م‬ 99

generous 1& 60

genetic counselling c‫ رة ورا‬% &‫ ا‬20

genetic predisposition c‫ ا& ادات ورا‬17

genetically pre-programmed <#/‫ ﻣ‬H F -‫ ذو ﺑ ﻣ‬2

Geneva Convention QF ّ I ّD‫ ا‬80

Geneva Convention Relating to the

ّ 1 ‫ ا‬1951 ‫م‬
L E + ‫ ا‬8\,‫@ ﺑ‬ QF ّ I ّD‫ ا‬80
Status of Refugees, 1951
genitals & FD ‫ ء‬i ‫ أ‬8

genitourinary medicine clinic &F ‫ا‬ ,# ‫_ ز ا‬- ‫ أﻣ اض ا‬W‫دة ط‬ 65

genocide ‫ إﺑ دة‬90

genogram F ‫رط‬ 15

genogram F - ‫ رط ا‬1 ‫ ا‬36

genogram F 48

gentle teaching Q ‫ﺑ‬ D 30

genuine and stable marriage ‫ < و@ دق‬/‫ زواج ُﻣ‬77

genuineness ‫ @ ق‬36

geographic mobility 9‫ ا‬Z <FD 75

geographical area 9‫ ا‬Z < F‫ ﻣ‬50

geographical dispersal of asylum seekers ‫ء‬,- ‫ ا‬# 9‫) ا‬, n %D 83

geriatric psychiatry ,1 % ‫ ا‬W‫ ل ط‬-‫ َﻣ‬9 / F ‫ج ا‬+ ‫ ا‬40

geriatrics ,1 % ‫ ا‬W‫ ط‬40

gerontechnology ,1 % ‫ا‬ , ,F=D 40

594
gerontological psychology ,1 % ‫ ل ا‬-‫ َﻣ‬9 ` F ‫ا‬ 40

gerontological social work ,1 % ‫ا‬ 9 ‫ا‬ ‫ ا‬41

gerontologist ,1 % ‫ا‬ 9 # 40

gerontology ,1 % ‫ا‬ 40

gestalt theory n % TX 69

Gestalt therapy group + ‫ ا‬n %) W‫ھ‬g‫ ﻣ‬49

gesture ‫ ت‬H ‫ إ‬29

get by ‫ر‬,‫ ﺑ ا ﻣ‬D 58

get by ‫ ﺑ ا ﻣ‬D 80

get off the ground ‫ ء‬%X‫إ‬/‫ق‬+‫ إط‬51

get to know O‫ف إ‬ ‫ ا‬60

gifted ‫ب‬,‫ھ‬,‫ ﻣ‬75

‫ة ا ﻣ أو‬ I ‫د‬,< ‫ ر‬% X‫ ا‬O ّ Fْ#‫د َﻣ‬ I‫إ‬

gig economy ‫ة‬ ‫لا‬ ‫ ا‬59

gipsy ‫ ي‬-) 81

give evidence in court = ‫ ا‬9 ‫ إد ء ﺑ ن‬8

give someone their rights X,X < ‫ ا‬kI,<ُ ‫ ﺑ‬s1A ‫م‬+ ‫ إ‬43

glass ceiling ‫ ز‬Q<& ‫ ذو‬63

global ‫ ﻣ‬A/ 72

global cities ‫ ﻣ ن‬82

global definition of social work ‫ا‬ ‫ دو‬Q D 71

global definition of social work ‫ا‬ Q D 92

global definition of the social work

‫ا‬ ‫ ا‬Fْ_ ِ ‫ دو‬Q D 71
profession
global inequality ‫ واة‬/‫م ﻣ‬ 89

595
global jobs crisis QH ‫ أزﻣ وظ‬89

global learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

global North ‫ ل ا‬% ‫ ا‬58

global North ‫ ل ا‬% ‫ ا‬59

global North ‫ ل ا‬% ‫ ا‬72

Global North ‫ ل ا‬% ‫ ا‬82

global North ‫ ل ا‬% ‫ ا‬91

global problem =%‫ ُﻣ‬89

global religious community F ‫ د‬8 َ ْ-‫ ُﻣ‬68

global social issue ّ ‫ ا‬iI 72

global social problem ّ ‫= ا‬%‫ ُﻣ‬72

global social problem ّ ‫= ا‬%‫ ُﻣ‬87

global social problem ّ ‫= ا‬%‫ ُﻣ‬89

global social work ‫دو‬ ‫ا‬ 72

global social work initiative ‫ا‬ ‫ ا‬9 ‫ درة‬#‫ ﻣ‬92

global South ‫ب ا‬,F- ‫ ا‬91

‫ ل ا‬-‫ َﻣ‬9 W ‫وا ر‬ ‫دو‬ ‫ﻣ‬

global standards for social work
‫ ا‬72
education and training
global warming ‫اري‬ ‫ س ا‬# 7 ‫ ا‬89

global warming ‫اري‬ ‫ س ا‬# 7 ‫ ا‬89

global youth work ‫ ب ا‬#%‫ا ﱠ‬ 11

globalisation , 72

globalised world ,‫ﻣ‬ 72

glue x @ 38

596
go missing <ُ 9

go smoothly &+/‫ﺑ‬ 49

goal ‫ ھ ف‬47

going to the toilet ‫ض‬7 ‫ ام ا‬1 &‫ا‬/‫ ض‬7 ‫ ا‬O ‫ھ ب إ‬g ‫ ا‬42

good upbringing ‫ة‬ ‫ ﺑ‬D 54

Gospels X‫ أ‬68

govern 55

governance S,7/‫ إدارة‬98

governement of others L }‫ إدارة ا‬55

governess ّ
@ ّ‫ ُﻣ ﺑ‬54

government agency ّ ‫ﻣ‬,=ُ7 /&P‫ ُﻣ‬75

government measure ّ ‫ﻣ‬,=ُ7 ‫ ﺑ‬D 78

government of the self ّ D‫ذا‬/‫ات‬g ‫ إدارة ا‬55

governmentality ّ ‫ﻣ‬,=ُ ‫ ا‬55

GP ‫ة‬/‫ة م‬/W #‫ ط‬22

ّ‫ص‬ ,‫د وھ‬, ‫ف أو ا‬,I, ِ /‫ ُﻣ‬J#<‫ﻣ‬

grab rail L ّF/ِ ُ 42

graduate ‫ة‬/h 96

grand theory ‫ ى‬#S TX 69

grant rF 5

grant F‫ ﻣ‬44

grant F‫ ﻣ‬57

grant rF 58

grant rF 73

597
grant F‫ﻣ‬/rF‫ ﻣ‬78

grant F‫ﻣ‬/rF 79

grant rF 93

grant F‫ ﻣ‬94

grant asylum ‫ء‬,- ‫ ا‬rF‫ ﻣ‬80

granted rF‫ﻣ‬/rF 77

granted rF‫ ﻣ‬79

granted asylum ‫ء‬,- ‫ ا‬rF‫ ﻣ‬80

grasp u/ /J#< 23

grassroots group #A , ْ-‫ َﻣ‬51

grave ‫ة‬ / ّ ‫ ُﻣ‬87

grave offence ‫م‬ 43

gravest A‫أ‬/ ‫ أ‬5

greater jihad T ‫_ د ا‬- ‫ ا‬68

green border ( ‫ اء )أي ﺑ‬i ‫ ود‬7 78

green card ‫ اء‬i I ‫ ﺑ‬79

Green Paper i ‫ ا = ب ا‬93

greenhouse emission E 9 ‫ ز ا‬Z ‫ ت ا‬c #X‫ ا‬89

grief ‫ا َ ّ اد‬/O& ‫ا‬/‫ن‬b ‫ ا‬42

grief ‫ ّ اد‬7َ 55

grievance procedure ‫= وي‬% ‫اءات ا‬ ‫ إ‬96

groom ‫ ا& راج‬8

gross migration ‫ ة إ‬-‫ ھ‬75

598
Gross Motor Function Classification
#= ‫ ا‬S ‫ ا داء ا‬Q F D ‫ م‬TX 23
System
gross motor skills ‫ ى‬#S ّ S 7 ‫ ﻣ_ رات‬23

gross salary per annum ‫ي‬,ّF&ِ ‫ إ‬WD‫ را‬97

grounds `&‫ أ‬85

grounds of inadmissibility J9 ‫ ب ا‬#&‫ أ‬78

group bullying ‫ ت‬,- ‫ ا‬# FD 25

group care -‫ا ط لا‬ ‫ ِر‬16

group child care -‫ا ط لا‬ ‫ ِر‬16

group cohesion , ْ- َ ‫ ا‬y‫ اﺑ‬D/u& D 49

group counselling - ‫ د ا‬A‫ إر‬49

group day care ‫_ ر‬X ‫ ِر‬16

group development model , ْ- َ ‫ّر ا‬,َ َD ‫ذج‬, َX 49

group dynamic , ْ- َ ‫ ﻣ = ت ا‬F ‫ د‬49

group leader , ْ-‫ َﻣ‬H I 49

group meeting ‫ع‬ ‫ ا‬49

group member , ْ-‫ َﻣ‬,i 49

group norm , ْ- َ ‫ف ا‬ 49

group observation , ْ- َ ‫ ا‬#I‫ ﻣ ا‬49

group of people ‫ س‬F ‫ ا‬L‫ﻣ‬ , ْ-‫ َﻣ‬82

group participant , ْ-‫ َﻣ‬9 ‫ رك‬%‫ ﻣ‬49

group process , ْ- َ ‫ا‬ & 49

group psychotherapy / X ‫ج‬+ 49

group session / 49

599
group supervision ‫ اف‬A‫ إ‬95

group therapy + , ْ-‫ َﻣ‬/ ‫ج‬+ 49

group with involuntary membership ‫ ر‬# ‫ا‬/ ‫ر‬ ‫ ) ا‬,i ‫ذات‬ , ْ-‫ َﻣ‬49

group with voluntary membership ,‫ط‬/ ‫ر‬ ‫ ا‬,i ‫ذات‬ , ْ-‫ َﻣ‬49

groupwork ‫ ت‬, - ‫ د ا‬A‫ار‬/ ‫دا‬ 49

groupwork ‫ ت‬, -‫ ﻣ‬9 ‫ا‬/ 98

groupwork theory -‫ا‬ ‫ا‬ TX 49

groupworker ‫ ت‬, - ‫ ا‬8‫ﻣ ﻣ‬ 49

grow old ‫<م‬ 40

grow up #= 1

grow up #= 46

growing up #= 18

growing-up #= 3

growth spurt H X‫ ط ة‬3

guardian ّ @‫ و‬30

guardian ّ @‫ و‬55

guardianship @‫ و‬30

guardianship @‫ و‬55

guidance k ,D 4

guidance k ,D 10

guide A ‫ﻣ‬/ ‫ د‬10

guide k ,/ A 18

guide ‫د‬,< / A 55

600
guided interview _ ,‫ ﻣ< ﺑ ﻣ‬100

GUM clinic & F ‫وا‬ - ‫ ا ﻣ اض ا‬W‫دة ط‬ 65

gurdwara ‫ردوارا‬,) 67

gustative ‫وق‬g ‫ ﺑ & ا‬: ‫ ﻣ‬28

Habermasian Lّ &ِ ‫ ھ ﺑ ﻣ‬L)‫ر‬, D/‫ دىء‬# ‫ ﻣ < ﺑ‬69

habilitation ‫_ دة ا ]ھ [& ذ‬A 99

habitual drinking ‫ ا دة‬L ‰A F ‫ ب ا‬% ‫ ا‬38

habitus ّ ‫ ا‬E # ‫ ﺑ‬8# ‫ ا‬59

Hadud ‫ود‬ ‫ ا‬68

hajj h7 68

hallmark ‫ ُﻣ ﱢ‬56

hallucination &, ‫ ھ‬35

hallucinogen ‫س‬,ِ _‫ ُﻣ‬39

hang :FA 68

haram ‫ ام‬7 68

harbour ‫ ء‬# ‫ ا‬87

hard drug <c ‫ رات‬1‫ ﻣ‬39

hard of hearing & ‫ﺑ ت‬, @ ‫ ذو‬24

hard to reach ‫ل‬,@, ‫ ا‬W @ 11

hardship W ‫ ﻣ‬59

harm ‫ذي‬Pُ 1

harm ‫ذي‬Pُ 4

harm ‫ أذى‬37

601
harm minimisation ‫ ا ذى‬#/X <D 39

harm reduction ‫ ا ذى‬#/X J 1D 39

harmful ‫ ٍذ‬P‫ ُﻣ‬7

harmful alcohol use ‫ذي‬P ‫ل ا‬, = ‫ك ا‬+_ &‫ ا‬38

harmful use ‫ ٍذ‬P‫ ٍط ﻣ‬D 37

harsher sentencing ‫ة‬,/I RS‫ﺑ أ‬,< 45

hate crime ‫ا = اھ‬ 84

hate speech ‫ِ ب ا = اھ‬ 84

hatred of foreigners L ‫ ﺑ‬Z ‫ا‬/WX ‫ اھ ا‬S 84

have a cold ‫ م‬Sb‫ب ﺑ‬ ‫ ُﻣ‬64

have a cough ‫ ل‬/‫ب ﺑ‬ ‫ ُﻣ‬64

have control over another person Lّ ‫ ُﻣ‬s1A O َ ْ&

ُ ‫ا‬/k 87

have regard for ‫ر‬# ‫ا‬L ‫ﺑ‬g ] 4

have the flu ‫ا‬bX‫و‬+ X ‫ب ﺑ‬ ‫ ُﻣ‬64

hazardous 19

hazardous use ‫ ام‬1 &‫ا‬/ ‫ ط‬D 37

head injuries ‫ إ@ ﺑ ت ا أس‬9

head of human resources %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬ ‫ ُﻣ‬96

headache ‫@ اع‬
ُ 17

headache ‫@ اع‬
ُ 64

health ّ @
ِ 4

health ّ @
ِ 6

health ّ @
ِ 62

602
health ّ @
ِ 64

health ّ @
ِ 86

health and safety at work ‫ ا‬9 ‫ﻣ‬+/ ‫ ا ِ ّ وا‬96

health and social care management ‫ّ وا‬ ‫ا‬ ِ ‫ إدارة ا‬94

health and social care professional ‫ّ وا‬ ‫ا‬ ِ ‫ ا‬9 ّ F_‫ ِﻣ‬H ‫ أ‬88

health care @ ‫ ِر‬5

health care ‫ا‬ ِ ‫ ا‬52

health care ‫ا‬ ِ ‫ ا‬56

health care ‫ا‬ ِ ‫ ا‬58

health care @ ‫ ِر‬64

health care @ ‫ ِر‬89

health care professional ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 H ‫ أ‬22

health care provision ‫ا‬ ِ ‫ ا‬9,D 92

health care social worker ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ‫@ ا‬ ‫ إ‬64

health care system ‫ا‬ ِ ‫ م ا‬TX 64

health check @ s 9 88

health concern @ ‫ وف‬1‫ ﻣ‬89

health condition @ 8\‫و‬/ 7 64

health determinant @ ‫ ﻣ َ ّ د‬64

health domain ّ ِ ‫ ق ا‬X 19

health education ّ ِ ‫ا‬ 64

health inequality @ ‫ واة‬/‫م ﻣ‬ 40

health information and advice @ ‫ رة‬% &‫ ا‬65

603
health insurance @ L ‫]ﻣ‬D 89

health literacy ‫ ا‬9 ‫ ا‬64

health problem @ =%‫ ُﻣ‬38

health problem @ =%‫ ُﻣ‬89

health promotion ‫ِ ّ ا ﻣ‬ h ‫ و‬D 12

health promotion ّ ِ ‫ د ْ ا‬64

health service @ ‫َ َﻣ ت‬ 87

health statistics @‫ ت‬H 7‫ إ‬62

health visitor َ ْ-‫ ُﻣ َ ﱢ\ ُﻣ‬22

healthcare staff ‫ا‬ ِ ‫ ا‬I ‫ ط‬44

health-related domain ّ ِ ‫ ﺑ‬: ‫ ق ﻣ‬X 19

healthy ageing @ ,1 A 40

healthy diet @ H‫ا‬g) ‫ م‬TX 64

healthy lifestyle @ ‫ ة‬7 y X 36

healthy lifestyle @ ‫ ة‬7 y X 64

healthy sexual development @ /Fْ ِ ,ّ ُ ُX 7

hear 8/ 28

hear voices ‫ات‬,@ ‫ & ع ا‬35

hearing aid 8 / ‫ ا‬,<D ‫_ ز‬ 24

hearing difficulties & ‫ﺑ ت‬, @ 24

hearing disorder & ‫اب‬ \‫ ا‬24

hearing impaired 8 / ‫ ا‬Q \ 24

hearing impairment & Qْ \

َ 21

604
hearing impairment & Qْ \
َ 24

hearing loss 8 / ‫< ان ا‬9 24

hearing person #‫ط‬ & ‫ رة‬I ‫ ذو‬s1A 24

hearing problem & =%‫ ُﻣ‬24

heavy drinking <c ‫ ب‬% ‫ ا‬38

hegemonic masculinity F _ ‫ر ا‬,Sg ‫ ا‬63

help / 55

help ‫ ِ ة‬/‫ ُﻣ‬91

help to self-help k/ X ‫ ِ ة‬/ ُ s1% ‫ ِ ة ا‬/‫ ُﻣ‬55

helper ‫ة‬/ ِ /‫ ُﻣ‬30

helping relationship ‫ دا‬I+ 47

helplessness b /Q \ 2

heritage ‫ اث‬D 81

hermaphroditism ‫س‬F ‫ ا‬H Fc 66

hermeneutics / ‫ ا‬69

heteronomy ‫ع‬,i / #D 32

heteronormativity ,#<‫ ة ﻣ‬7‫ و‬I+ S /Fْ -ِ ‫ ة ا‬Z h ‫ و‬D 66

heterosexism R ‫\ ا‬ Fْ ُ ‫ ا‬66

heterosexual marriage L 1‫ ﻣ‬L /Fْ ِ L ‫ زواج ﺑ‬68

heterosexual person }‫` ا‬F- W ‫ﻣ‬/ً /Fْ ِ L # ‫ ﻣ‬s1A 66

heterosexual relationship L 1‫ ﻣ‬L /Fْ ِ L ‫ ﺑ‬I+ 66

heterosexuality ‫ ة‬Z ‫ ا‬66

hidden poverty 1 ‫ ا < ا‬59

605
high % F‫ ﻣ‬39

high income country ‫ دو ذات إ ادات‬91

high response rate ‫ﺑ‬, ‫ا‬/‫ ا د‬L‫ﻣ‬ D ‫ ﻣ‬#/X 100

high school shooting ,X R ‫ ا ر& ا‬9 ‫ ري‬F ‫ر ا‬ ‫ق ا‬+‫ إط‬18

higher doctorate ‫راه‬, S‫ د‬99

higher education D 99

higher education institution D /&P‫ ُﻣ‬71

higher education institution D /&P‫ ُﻣ‬99

highly qualified migrant ‫ ءة‬S ‫ذو‬ _‫ ُﻣ‬75

highly skilled migrant ‫ذو ﻣ_ رات‬ _‫ ُﻣ‬77

highly skilled migrant ‫ذو ﻣ_ رات‬ _‫ ُﻣ‬77

highly skilled worker ‫ﻣ ذو ﻣ_ رة‬ 79

high-tech communication aid F<D ‫ا@ ذو‬, ‫ ِ ة‬/‫ أداة ُﻣ‬29

hijab ‫ ب‬-7 67

hijab ‫ ب‬-7 68

hike ‫ه‬bF 11

Hindu ‫ة‬/ &‫ و‬F‫ ھ‬67

Hindu temple &‫ و‬F‫ ھ‬# ‫ ﻣ‬67

Hinduism &‫ و‬F_ ‫ ا‬67

ّ‫ص‬ ,‫د وھ‬, ‫ف أو ا‬,I, ِ /‫ ُﻣ‬J#<‫ﻣ‬

hinged support rail L ّF/ِ ُ 42

hire Q‫ظ‬, 85

historical 1 ‫ ر‬D 59

historically relative 1 ‫ ر‬D @ ‫ ذو‬2

606
hit ‫ ب‬i 9

HIV test counselling ‫ ز‬j‫ ا‬s 9 ‫ص‬, 1‫ د ﺑ‬A‫ إر‬65

HIV/AIDS ‫ ز‬j‫ ﻣ ض ا‬72

hoarseness D,@ X,% 29

holding centre ‫ ز‬- 7‫ ا‬bSِ ْ ‫ َﻣ‬80

holistic ‫ ُﻣ = ِﻣ‬54

holy book ‫ ب ُﻣ< ﱠس‬S 68

home ‫ دار ِر‬16

home n ‫ ﺑ‬76

home adaptation bF‫ ﻣ‬Qّ =َD 23

home country ‫ ﺑ ا م‬76

home difficulties &ُ‫ﺑ ت أ‬, @ 18

home educating bF ‫ا‬ ‫ م ا ﱠ‬TX 18

home education bF‫ﻣ‬ D 98

home help bF‫ ِ ة ﻣ‬/‫ ُﻣ‬4

home help bF ‫ ا ﺑ ا‬9 ‫ ِ ة‬/‫ ُﻣ‬42

home office X #‫ا‬ ‫ وزارة ا ا‬80

home owner ‫ل‬bF ‫ة ا‬/u ‫ ﻣ‬61

home safety bF‫ أﻣ ن ﻣ‬9

home schooling bF‫ ر ` ﻣ‬D 98

home secretary ‫ وز ا ا‬45

home treatment ‫ل‬bF ‫ ا‬9/ bF‫ ﻣ‬-ِ ‫ ُﻣ‬34

home visiting bF‫ ز رات ﻣ‬22

607
home visiting scheme bF ‫ رات ا‬b ‫ ا‬y 1‫ ﻣ‬41

homeland L‫ط‬, ‫ ا‬76

homeland L‫ط‬, ‫ ا‬82

homeland L‫ط‬, ‫ ا‬82

homeless ‫ة‬/‫ د‬%‫ ﻣ‬61

homeless hostel L‫ د‬% ‫ ﻣ]وى‬61

homelessness ‫ د‬% ‫ ا‬61

homelessness ‫ د‬%D 89

homelessness policy ‫ د‬% ‫ & & ا‬61

homelessness services ‫ د‬% ‫َ َﻣ ت ا‬ 61

homesickness L‫ط‬, ‫ ا‬O ‫ إ‬L F ‫ ا‬82

homogenous `X - ‫ ﻣ‬81

homophobia R ‫ رُھ ب ا‬66

homosexism R ‫\ ا‬ Fْ ُ ‫ ا‬66

homosexual R‫ ﻣ‬66

homosexuality R ‫ ا‬68

honesty ‫@ ق‬/ 7‫ @ ا‬70

honour killing ‫ ف‬% ‫ ا‬H‫ا‬ 86

hooliganism - _ ‫ ا‬46

hormonal change X,‫ھ ﻣ‬ ZD 3

hospice ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬42

hospice care ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬42

hospice movement ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬S 7 42

608
hospital discharge O % / ‫ ا‬L‫ ﻣ‬h 1D 41

hospital school ( O % /‫ﻣ‬ ‫ )دا‬O % /‫ ﻣ ر& ﻣ‬98

hospital social work team ‫ ت‬%/ ‫ ا‬9 ‫ا‬ ‫ ا‬: 9 64

hospital social worker O%/ ‫ ا‬9 ‫@ ا‬ ‫ إ‬64

hospital ward O%/ ‫حا‬F 64

hospital-based services O % / ‫ ا‬9 ‫َ َﻣ ت‬ 64

hospital-based social work staff ‫ ت‬%/ ‫ ا‬9 ‫ا‬ ‫ ا‬, ‫ظ‬,‫ ﻣ‬64

host country Q i‫ ﺑ ُﻣ‬75

host country Q i‫ ﺑ ُﻣ‬76

host culture i / ‫ ا و ا‬9 <c 82

host society Q i /‫ ﻣ‬8 َ ْ-‫ ُﻣ‬82

hostel ‫ دار ِر‬16

hostel L‫ د‬% ‫ ﻣ]وى‬61

hostilities ‫اوات‬ 90

hostility ‫اوة‬ 25

hot fluid L & H& 9

house ‫ل‬bF‫ ﻣ‬61

household ‫ل‬bF ‫&= ن ا‬/ % ‫ أُ& ة ﻣ‬61

houseless ‫ل‬bF‫ دون ﻣ‬61

housework bF‫ل ﻣ‬ ‫ أ‬23

housework bF ‫ا‬ ‫ ا‬42

housing L=/‫ ﻣ‬61

housing L=/‫ ﻣ‬62

609
housing advice service ‫ ر‬-E & ‫ص ا‬, 1‫ رات ﺑ‬% & ‫َ َﻣ ت ا‬ 61

housing association F=& 61

housing benefit F=& X, ‫ ﻣ‬58

housing benefit L=/ ‫ ا& < ق ا‬61

housing conditions F=& ‫ ظ وف‬64

housing economy F=& ‫د‬ I‫ ا‬61

housing exclusion F=/ ‫ ا‬y 1 ‫ ا‬L‫ د ﻣ‬# &‫ ا‬61

housing policy F=& & & 61

housing policy F=& & & 62

housing tenure L=/ ‫ زة ا‬7 61

human being ‫ ن‬/X‫ إ‬73

human cost %‫ﺑ‬ =D 89

human development index %# ‫ا‬ F ‫ ا‬AP‫ ﻣ‬89

human dignity ‫ ن‬/X ‫ اﻣ ا‬S 42

human dignity ‫ ن‬/Xj‫ اﻣ ا‬S 67

human dignity ‫ ن‬/Xj‫ اﻣ ا‬S 70

human excrement ‫ ي‬%‫ ﺑ ازﺑ‬9

human functioning ‫ ي‬%‫ أداء ﺑ‬23

human life course ‫ ن‬/Xj‫ ة ا‬7 ‫ ة‬/‫ ﻣ‬3

human relations group # -D , ْ-‫ َﻣ‬49

human relationship X /X‫ إ‬I+ 71

human resources department %# ‫ارد ا‬, ‫ ة ا‬H‫ دا‬96

human resources development %# ‫ارد ا‬, ‫ ا‬, D 96

610
human resources management %# ‫ارد ا‬, ‫ إدارة ا‬94

human resources management %# ‫ارد ا‬, ‫ إدارة ا‬96

human resources manager %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬ ‫ ُﻣ‬96

human resrouces %# ‫ارد ا‬, ‫ ا‬96

human right ّ 7 71
‫ ن‬/Xj‫ ا‬:

human right ّ 7 73
‫ ن‬/Xj‫ ا‬:

human right ‫ ن‬/Xj‫ق ا‬,<ُ7 76

human right ّ 7 77
‫ ن‬/Xj‫ ا‬:

human rights ‫ ن‬/Xj‫ق ا‬,<ُ7 5

human rights ‫ ن‬/X ‫ق ا‬,<ُ7 84

human rights ‫ ن‬/Xj‫ق ا‬,<ُ7 92

human rights crime ‫ ن‬/X ‫ق ا‬,<ُ7 \/:

ّ ‫ﺑ‬ 90

human rights education ‫ ن‬/Xj‫ق ا‬,<ُ7 D 85

human rights institutions ‫ ن‬/Xj‫ق ا‬,<ُ7 ‫ ت‬/&P‫ ﻣ‬73

human rights issue ‫ ن‬/Xj‫ق ا‬,<ُ ‫] ﻣ < ﺑ‬/‫ ﻣ‬66

human rights movement ‫ ن‬/Xj‫ق ا‬,<ُ7 S 7 74

human rights orientation ‫ ن‬/Xj‫ق ا‬,<ُ7 k ‫ ﱡ‬,َD 73

human rights profession ‫ ن‬/Xj‫ق ا‬,<ُ7 Fْ_‫ ِﻣ‬73

human rights profession ‫ ن‬/Xj‫ق ا‬,<ُ7 Fْ_‫ ِﻣ‬74

human rights violation ‫ ن‬/X ‫ق ا‬,<ُ7 ‫ _ ك‬X‫ ا‬74

Human Rights Watch ~D‫ را ` وو‬L‫ﻣ‬, ‫ ھ‬92

human service X /X‫ِ ْ ﻣ إ‬ 43

human service X /X‫ِ ْ ﻣ إ‬ 52

611
human service X /X‫ِ ْ ﻣ إ‬ 94

human services management X /Xj‫ َﻣ ت ا‬1َ ‫ إدارة ا‬94

human services professional X /X ‫ ْ ﻣ ا‬1ِ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ِﻣ‬52

human sexuality %# ‫ ا‬X /F- ‫ ا‬65

human sexuality %‫ ﺑ‬X /F 68

human smuggler %# ‫ ُﻣ_ ﱢب ا‬79

human smuggling ‫ ص‬1A ‫ ا‬W _D 79

human trafficker %# ‫ﺑ‬ ‫ ُﻣ‬79

human trafficker %# ‫ﺑ‬ ‫ ُﻣ‬87

human trafficking %# ‫ ر ﺑ‬-D ‫ ا‬79

human trafficking %# ‫ ر ﺑ‬-D ‫ ا‬87

human trafficking ring %# ‫ ر ﺑ‬-D ‫ < ا‬7 87

human trafficking syndicate %# ‫ ر ﺑ‬-D ‫= ا‬#A 87

humanisitic psychology X /X ‫ ` ا‬F ‫ا‬ 36

humanisitic psychology ‫ ي‬%# ‫ ` ا‬F ‫ا‬ 69

humanistic gerontology X /Xj‫ا‬ ,1 % ‫ا‬ 40

humanistic psychotherapy X /X‫ إ‬/ X ‫ج‬+ 36

humanitarian agencie X /X‫إ‬ ‫ﱠ‬TF‫ ُﻣ‬91

humanitarian aid X /X‫ َ ة إ‬/‫ ُﻣ‬91

humanitarian intervention X /X‫َ َ ﱡ إ‬D 90

humanitarian organisation X /X‫إ‬ ‫ﱠ‬TF‫ ُﻣ‬91

humanitarian protection X /X‫إ‬ 7 80

humanity X /X‫ إ‬71

612
hunger ‫ع‬, 68

hurricane ‫ر‬ ‫ إ‬89

hybrid form L -‫= ھ‬A 36

hydrotherapy pool H ‫ج ا‬+ ‫ ا‬r#/‫ ﻣ‬28

hygienic conditions 9 TF ‫ ا‬8\‫ و‬39

hyperkinetic disorder S ‫ ط ا‬9 ‫اب‬ \‫ ا‬17

hyperkinetic disorder ‫ط‬ ‫ ا‬S ‫اب ا‬ \‫ ا‬25

hypervigilance ‫ ﻣ ط‬T< 9

IASSW ‫ا‬ ‫= تا‬ ‫ا و‬ ‫ ا اﺑ‬92

Ibrahim ‫ إﺑ اھ‬#F ‫ ا‬68

ICD 10 ‫ ة‬A ‫ا‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬26

ICD 10 ‫ ة‬A ‫ا‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬33

ICD 11 ‫ ة‬% ‫ا د‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬26

ICD 11 % ‫ا د‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬33

b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬

ICERD ‫ي‬ Fْ ُ ‫ ا‬84

ICF ّ ِ ‫ وا‬I j‫[داء وا‬ ‫ا و‬QF ‫ ا‬23

ICSW ّ ‫ا‬ ِ ‫ ` ا و‬- ‫ ا‬92

ideal of education ‫ا ﱠ‬ R‫ ﻣ‬54

identify ّ َ D 64

identify ‫ّف‬ 85

identifying support needs ْ ‫ت‬ 7 ‫ َ ّ ا‬D 48

identifying victims of trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ ّ َ D/Q D 87

identity ّ ,ُِ ‫ ھ‬3

613
identity ّ ,ُِ ‫ ھ‬66

identity ّ ,ُِ ‫ ھ‬78

identity ّ ,ُِ ‫ ھ‬82

identity card 1% ‫ ّ ا‬,ُِ _ ‫ ا‬I ‫ ﺑ‬78

ideology , , ‫ أ‬90

IFSW L ‫ا‬L @ z ‫ د ا و‬D ‫ ا‬92

IIRO ‫ﻣ ا‬+&j‫ ا‬c )j‫ ا‬E ‫ ھ‬92

ilicit drug ‫ و‬%‫ رات ) ﻣ‬1‫ ﻣ‬39

ill ‫ة‬/J ‫ ﻣ‬64

ill health @ ‫ل‬+ ‫ة أو ا‬/J ‫ ﻣ‬68

illegal X,X I ) 78

illegal X,X I ) 88

illegal adoption X,X I ) ّF#D 86

illegal border-crossing ‫ود‬ X,X I ) ‫ر‬,# ‫ ا‬79

illegal drug ,F ‫ رات ﻣ‬1‫ ﻣ‬39

illegal employment X,X I ) Q ‫ظ‬,D 79

illegal entry X,X I ) ‫ل‬, ‫ د‬79

illegal immigration X,X I ) ‫ ة‬-‫ ھ‬79

illegal migrant X,X I ) _‫ ُﻣ‬79

illegal migration X,X I ) ‫ ة‬-‫ ھ‬79

illicit entry X,X I ) ‫ل‬, ‫ د‬79

illiteracy ّ ‫ أﻣ‬89

illness ‫ ﻣ ض‬64

614
ill-treat ‫ ء ا ُ َﻣ‬/ 7

ill-treatment ‫ء ُﻣ َﻣ‬,& 6

ill-treatment ‫ء ُﻣ َﻣ‬,& 7

ILO ‫ا و‬ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬86

image of children ‫ ا ط ل‬L ‫رات‬, D 2

imagination ّ 1‫ ُﻣ‬2

IMF ‫< ا و‬F ‫ وق ا‬F@ 74

immigrant _‫ ُﻣ‬75

immigrant _‫ ُﻣ‬81

immigrant advice service L _ُ ‫ ر‬% &‫َ َﻣ ت ا‬ 83

immigrant visa ‫ ة‬-‫ ة ھ‬A]D 78

immigrants and ethnic minorities I ‫ ت‬I‫ وأ‬L _‫ ُﻣ‬83

immigration ‫ ة‬-‫ ھ‬76

immigration and asylum law ‫ء‬,- ‫ ة وا‬-_ ‫ن ا‬,X I 93

immigration application ‫ ة‬-_ ‫ ا‬W ‫ ط‬77

immigration law ‫ ة‬-_ ‫ن ا‬,X I 75

immigration policy ‫ ة‬-_ ‫ & & ا‬75

immigration status ‫ ة‬-_ ‫ا‬ 7 79

impair Qْ i
َ 84

impaired language ability ,Zُ ‫ ا < رات ا‬9 Qْ \

َ 9

impairment I ‫إ‬/Qْ \
َ 6

impairment Qْ \
َ 9

impairment Qْ \
َ 19

615
impairment Qْ \
َ 20

impairment Qْ \
َ 23

impairment I ‫إ‬/Qْ \
َ 29

impartial third party ‫ د‬7 R c _ 90

impediment s<X 29

impelled migration ‫ ي‬/I -_D 77

implement D/: ّ# D 47

implement :# 93

import ‫ ا& اد‬71

import ‫ ا& اد‬72

impose ( ‫ﺑ‬,< ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ ض‬9 45

imposed migration ‫ ي‬/I -_D 77

imprisonment L-/ ‫ﺑ ا‬,< 44

improv-theatre -D‫ ح ار‬/‫ ﻣ‬11

in accordance with ‫< ً ل‬9‫ و‬79

in care 9 #‫ا‬ ِ ‫ م ا‬TX 55

in favour of r 6

in low spirits iِ 1Fْ ‫ ُﻣ‬,F ‫ﻣ‬ 7 9 35

in need O‫إ‬ ‫ ﺑ‬59

in partnership S‫ َر‬% ُ ‫ ﺑ‬6

in the community 8 َ ْ- ُ ‫ ا‬9 30

in transit ‫ر‬,# 7 ‫ ﻣ‬9 78

inadequate ‫ف‬
ٍ S ) 9

616
inadequate housing H+‫ ) ُﻣ‬L=/‫ ﻣ‬61

inadequate nutrition 9 S ) ‫اء‬g) 9

inalienability g#F ‫ ا‬O ‫ما<ﺑ‬ 73

inalienable g#F ‫ ﺑ‬I ) 73

inappropriate H+‫ ) ُﻣ‬19

inappropriate H+‫ ) ُﻣ‬27

incapacitation D 44

incarceration L-/ ‫ا‬/`# ‫ ا‬44

incentive b9 7 60

incest O‫ُ ﺑ‬I ‫ ِ& ح‬8

incidental learning \َ ‫ ﱡ‬D 28

incitement to racial hatred Fْ ُ ‫ ا = اھ ا‬O J D 84

inclusion ‫ل‬, A 31

inclusion ‫ل‬, A 32

inclusion ‫ل‬, A 70

inclusion criterion ‫ل‬, % ‫ا‬ ‫ ﻣ‬33

inclusion kid kH‫ا‬, 7‫إ‬/k ‫ إدﻣ‬D ْ ‫ ِط‬21

inclusion movement , A S 7 31

inclusion policy ‫ل‬, % ‫ا‬/‫دﻣ ج‬j‫ا‬/‫اء‬, 7 ‫ & & ا‬21

inclusion policy , % ‫ & & ا‬31

inclusive education ( FR / ‫)أي‬ ,A D 21

inclusive education (‫ ء‬FR &‫)أي دون ا‬ ,A D 22

inclusive theory ,A TX 69

617
income ‫ د‬58

income ‫ د‬59

incompatible wishes \‫ ت ﻣ ر‬# ‫ ط‬90

inconsistent discipline :/ ‫ ) ﻣ‬W ‫ ُﻣ <ﱢ‬W ‫]د‬D 17

incontinence ` / ‫ ا‬42

incorporation ‫إد ل‬/‫ ادﻣ ج‬82

indecent assault /Fْ ِ ‫اء‬ ‫ ا‬8

indecent image of a child ِْ E g‫رة ﺑ‬,@ 86

independance +< &‫ ا‬3

independant living < /‫ ﻣ‬% ‫ ﻣ‬16

independant living movement < / ‫ ا ~ ا‬S 7 32

independant private practice ّ

< /‫@ ﻣ‬ ‫دة‬ 52

independant sector < / ‫ ا < ع ا‬53

independant social work practitioner ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 < /‫ ّ ﻣ‬F_‫ ُﻣ ِرس ِﻣ‬52

independence +< &‫ ا‬16

independence +< &‫ ا‬32

independent < /‫ ﻣ‬96

independent advocacy < /‫ @ ة ﻣ‬F‫ ﻣ‬27

independent living < /‫~ ﻣ‬ 20

independent school ّ
@ &‫ ﻣ ر‬98

in-depth : ‫ ﺑ‬48

in-depth interview < ‫ ﻣ< ﺑ ﻣ‬100

index AP‫ ﻣ‬94

618
indicate O‫ إ‬% 8

indicator of child sexual abuse ‫[ط ل‬ /Fْ ِ ‫د إ& ءة‬, , AP‫ ﻣ‬8

indigenisation &‫ ا ُ ِر‬O ‫ ﻣ‬8‫ إ\ ء ط ﺑ‬72

indigenous L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬72

indigenous knowledge L @ ‫= ن ا‬/ ‫ ا‬L 9 ‫ ﻣ‬71

indigenous person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A 82

indigenous population L @ ‫= ن ا‬/ ‫ ا‬82

indigenous practice @ ‫ب ا‬, % ‫ ُﻣ ِر& ا‬72

indirect Aِ #‫ ) ُﻣ‬28

indirect discrimination Aِ #‫ ) ُﻣ‬b D 85

indirect labour costs ‫ ة‬Aِ #‫) ُﻣ‬ ‫وظ‬ =D 60

individual s1A/‫ د‬9 19

individual ‫ د‬9 20

individual ‫ د‬9 75

individual circumstances ‫ د‬9 ‫ ظ وف‬17

individual educational plan ‫ د‬9 &‫درا‬ 21

individual issue ‫ د‬9 iI 20

individual model ‫ دي‬9 ‫ذج‬, َX 20

individual psychology ‫ ` ا دي‬F ‫ا‬ 36

individual responsibility ‫ د‬9 ‫و‬P/‫ ﻣ‬56

individual responsibility ‫ا د‬ ‫و‬P/ ‫ ا‬60

individual responsibility ‫ د‬9 ‫و‬P/‫ ﻣ‬70

individual right 1A/‫ دي‬9 :

ّ 7 73

619
individual supervision ‫ دي‬9 ‫ اف‬A‫ إ‬95

individual support planning ‫ْ ا دي‬ y 1D 30

individual work ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ 47

individualisation ‫ د‬D 70

individualised society ‫ دي‬9 8 َ ْ-‫ ُﻣ‬59

individualist-reformist approach 7+@‫ دي إ‬9 h_X 69

indivisibility ‫ ﺑ‬I ) 73

induce a miscarriage ‫ _ ض‬j‫ا‬ D 7

induction loop l ‫ ة ا‬H‫دا‬/ < 7 24

inductive H‫ ا& < ا‬100

industrialisation 8 F D 89

industrialisation 8 F D 91

industrialised country F@ ‫ دو‬59

industrialised country F@ ‫ دو‬91

inebriation R ‫ ا‬38

ineducable ‫ ﺑ‬I ) 32

inequality in old age #= ‫ ا‬Lّ /ِ ‫ ا‬9 ‫ واة‬/ ‫م ا‬ 40

inequality-adjusted human development

‫ واة‬/ ‫ل ﺑ م ا‬ ‫ا‬ %# ‫ا‬ F ‫ ا‬AP‫ ﻣ‬89
index
infancy \ ‫ ا‬Lّ &ِ 2

infant 8 \‫ ر‬2

infant brain damage 8‫ دﻣ غ ا ﱡ \ﱠ‬Q D 23

infant brain damage 8‫ دﻣ غ ا ﱡ \ﱠ‬Q D 27

infant mental health ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 /X ّ @

ِ 17

620
infanticide ‫ِط ْ أو و‬ I 89

infantile cerebral palsy \ ‫ ا‬7 ‫ ﻣ‬9 ‫ ا ﻣ غ‬A 27

infectious disease ٍ ‫ ﻣ ض ﻣ‬89

infibulation 1 ‫ ن ا‬1 ‫ ا‬89

inflow ‫ل‬, ‫ ى ا‬-‫ ﻣ‬75

influence ‫ﱢ‬cP 55

influenza ‫ا‬bX, X‫ ا‬89

informail sector &‫ ع ) ر‬I 53

informal &‫ ) ر‬54

informal care ّ &‫) ر‬ ‫ ِر‬30

informal care ّ &‫) ر‬ ‫ ِر‬53

informal economy ‫& ي‬/ &‫د ) ر‬ I‫ ا‬89

informal education &‫) ﻣ ر‬ D 10

informal education ( ّ ‫ﻣ‬,=ُ7 )) &‫ ر‬Z ‫ا‬ ‫ ا ﱠ‬54

informal educator ‫ ﻣ‬TX ) ّ‫ ُﻣ ﺑ‬10

information leaflet <RD ‫ر‬,%F‫ ﻣ‬37

information sharing ‫ﻣ ت‬, ‫ رك ا‬%D 39

informed consent ‫ ة‬F /‫َ<َ ﻣ‬9‫ا‬,‫ ُﻣ‬34

INGO ّ ‫ﻣ‬,=ُ7 ) ‫دو‬ ‫ﱠ‬TF‫ ُﻣ‬92

inhabit ~ /L=/ 62

inhalant ‫ ق‬%F &+ ‫اد ﻣ‬,‫ ﻣ‬38

inhalation ‫ ق‬%F &‫ ا‬38

inhale :%F / 39

621
inherent dignity @] ‫ اﻣ ﻣ‬S 73

in-house ( /&P ُ ‫ا‬ ‫ دا‬L‫)أي ﻣ‬ ‫ دا‬96

in-house supervisor ( /&P ُ ‫ ا‬L‫)ﻣ‬ ‫ ف دا‬%‫ ﻣ‬95

inhumane X /X‫) ا‬/‫س‬

ٍ I 86

initial H #‫ﻣ‬/ ‫ أو‬48

initial assessment ‫أو‬ <D 47

initiative ‫ درة‬#‫ ﻣ‬85

inject Lّ< 39

injecting drug user Lّ< ‫ ا‬: ‫ ط‬L ‫ ﱢرات‬1 ُ ‫ ﻣ ط ا‬39

injecting drugs ‫ ﱢرات‬1 ُ ‫ ا‬Lّ<7 39

injecting equipment Lّ< ‫ أدوات ا‬39

injecting room Lّ< ‫ ا‬9 ) 39

injury ‫ إ@ ﺑ‬64

injustice ْ ُ‫ ظ‬90

inmate L -& 32

inmate L -& 44

inner city farm F ‫ا‬ ‫دا‬ ‫ر‬b‫ ﻣ‬11

innocent ‫ ﺑ يء‬2

inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ اد‬D ‫)أي‬ ‫ دا‬J ‫ ﻣ‬34

inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ اد‬D ‫)أي‬ ‫ دا‬J ‫ ﻣ‬38

inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ إد‬D ‫)أي‬ ‫ دا‬J ‫ ﻣ‬64

insecure < /‫ ) ﻣ‬77

insecure L‫ ) آﻣ‬89

622
insecure accommodation L‫ ) آﻣ‬L=/‫ ﻣ‬61

insecure ambivalent ‫ ﻣ دد‬:c‫ ) وا‬17

insecure avoidant ‫ وﻣ ٍد‬:c‫ ) وا‬17

insecurity L‫ ام ا ﻣ‬X‫ ا‬9

insecurity ‫م ا & < ار‬ 59

insert into the anus ‫ ج‬%‫ا‬ 9O‫إ‬ 39

insight ‫ة‬ ‫ ﺑ‬33

insight ‫ة‬ ‫ ﺑ‬34

insolvency ‫س‬+9‫ إ‬35

inspection s D 78

inspection s 9 99

inspectorate ~ D‫ ﺑ و‬I‫ ة ر‬7‫ و‬16

institution /&P‫ ُﻣ‬20

institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬32

institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬52

institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬56

institution /&P‫ ُﻣ‬85

institution of learning ‫ ا ﱠ‬/&P‫ ُﻣ‬54

institutional /&P‫ ﻣ‬16

institutional abuse ّ /&P‫ إ& ءة ُﻣ‬16

institutional care ّ /&P‫ُﻣ‬ ‫ ِر‬32

institutional child abuse ِ ‫ ت ودور ا‬/&P ‫ا‬ ‫ إ& ءة [ط ل دا‬7

institutional discrimination /&P‫ ﻣ‬b D 85

623
institutions ‫ ت‬/&P‫ ﻣ‬76

instruction D 54

instrument ‫ أداة‬48

instruments H &‫و‬/‫ أدوات‬79

insufficient ‫ف‬
ٍ S ) 59

insufficient need 9S ) 7 48

intake and assessment team < ‫ ل وا‬#< & ‫ ا‬: 9 47

intake team ‫ت‬ ‫ ا‬9 n# ‫ا‬/‫ ل‬#< &‫ ا‬: 9 47

integrated h‫ ِﻣ‬F‫ ُﻣ‬51

integrated care ‫ ﻣ‬X‫ا‬ ‫ ِر‬34

integrated services -‫ ِﻣ‬F‫َ َﻣ ت ُﻣ‬ 12

integration ‫ ﻣ ج‬X‫ إ‬21

integration h‫ دﻣ‬32

integration ‫ ﻣ ج‬X‫ ا‬82

integration ‫ ادﻣ ج‬83

integration course ‫ دورة ادﻣ ج‬83

integration needs ‫ت ا دﻣ ج‬ 7‫ ا‬83

integration policy ‫ ﻣ ج‬X ‫ & & ا‬75

integration support ‫ د ْ ا دﻣ ج‬83

integrity I‫ا‬ ‫ ﻣ‬70

intellectual ‫= ي‬9 20

intellectual development F‫ّر ذھ‬,َ َD 6

intellectual disability F‫ ذھ‬I ‫ إ‬26

624
intellectual disability F‫ ذھ‬I ‫ إ‬27

intellectual impairment F‫ ذھ‬Qْ \

َ 26

intellectual impairment F‫ ذھ‬Qْ \

َ 28

intellectual tradition F‫ذھ‬/‫= ي‬9 <D 69

intelligence quotient ‫ ء‬Sg ‫ ﻣ ل ا‬26

intensive interaction Q‫ﱠ‬R=‫ُﻣ‬ D 28

intensive one-to-one supported living ‫د‬ ‫ د‬9 L‫< م ﻣ‬D ْ ‫ﱠ ا‬R=‫ ُﻣ‬% ‫ ﻣ‬16

intensive support Q‫ﱠ‬R=‫ د ْ ُﻣ‬12

intentional self-harm ‫ ` ا‬F ‫اء ا‬g ‫ إ‬17

interact 71

interception ‫إ < ف‬/‫اض‬ ‫ ا‬78

intercorporate transferee ‫ ت‬S % ‫ ا‬L ‫ل ﻣ ﺑ‬,<F‫ ﻣ‬77

inter-country adoption ‫ ان‬# ‫ ا‬L ‫ّ ﻣ ﺑ‬F#D 72

intercultural awareness ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ , ‫ ا‬11

intercultural competence ‫ ت‬9 <R ‫ ا‬L ‫ ءة ﻣ ﺑ‬S 83

intercultural conflict ‫ ت‬9 <R ‫ ا‬L ‫ @ اع ﻣ ﺑ‬83

intercultural education ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ D 83

intercultural education ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ D 83

intercultural education work ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ ‫ا ﱠ‬ 85

intercultural exchange ‫ ت‬9 <R ‫ ا‬L ‫ دُل ﻣ ﺑ‬#D 11

intercultural learning ‫ ت‬9 <R ‫ ا‬L ‫ ﱡ ﻣ ﺑ‬D 83

intercultural misunderstanding ‫ ت‬9 <R ‫ ا‬L ‫ ھ ﻣ ﺑ‬D ‫ء‬,& 83

intercultural pedagogy ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ 83

625
intercultural social work ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ ‫ا‬ ‫ ا‬83

intercultural youth work ‫ ت‬9 <R ‫ ا‬L ‫ ب ﻣ ﺑ‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

intercultural youth work ‫ ت‬9 <R ‫ ا‬L ‫ ب ﻣ ﺑ‬#%‫ا ﱠ‬ 83

interdependence ‫ دَل‬# ‫د ُﻣ‬ ‫ ا‬72

interdependence ‫ َد‬# ‫د ُﻣ‬ ‫ ا‬73

interdisciplinary ‫ ت‬- َ ‫ ا‬L ‫ ﻣ ﺑ‬34

interdisciplinary field ‫ت‬ ‫ ﱡ‬1َ َ ‫ ل ُﻣ ﱢد ا‬-‫ َﻣ‬75

interethnic marriage ‫اق‬ ‫ ا‬L ‫ زواج ﻣ ﺑ‬81

interfaith dialogue ‫ ا د ن‬L ‫ار ﻣ ﺑ‬,7 67

interfaith family ‫ أُ& ة ُﻣ ﱢدة ا د ن‬67

interfaith marriage ‫ ا د ن‬L ‫ زواج ﻣ ﺑ‬67

interfaith project ‫ ا د ن‬L ‫ وع ﻣ ﺑ‬%‫ ﻣ‬67

interfere with parents' child-raising rights ْ ِ ‫ ﺑ ا‬D 9 L ‫ا‬, ‫ق ا‬,<ُ ‫َ َ ﱡ ﺑ‬D 5

interference with thought ‫= ر‬9 ‫ ا‬8‫ﻣ‬ ‫ ا‬D 35

intergenerational contact and exchange

‫ل‬ ‫ ا‬L ‫ دَل ﻣ ﺑ‬# ُ ‫ا‬ ‫ا@ وا‬, ‫ ا‬41
work
intermarriage ‫اوج‬bD 81

internal migrant ‫دا‬ _‫ ُﻣ‬76

internal migration ‫ ة دا‬-‫ ھ‬76

internalising behaviour ‫ك ا ا‬, /

ُ ‫ ا‬25

internally displaced person ً ‫ دا‬-_‫ ﻣ‬77

international ‫دو‬/ 72

international adoption ‫ّ دو‬F#D 72

international agency ‫دو‬ S‫ و‬72

626
international aid ‫ ِ ة دو‬/‫ ُﻣ‬91

international aid agency ‫ ِ ة ا و‬/ ُ ‫ا‬/ X, ‫ا‬ S‫ و‬72

international association ‫ دو‬/&P‫ ُﻣ‬92

International Association of Schools of

j‫ا‬ ‫= تا‬ ‫ا و‬ ‫ ا اﺑ‬71
Social Work
International Association of Schools of
‫ا‬ ‫= تا‬ ‫ا و‬ ‫ ا اﺑ‬92
Social Work
International Bill of Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ < ا و‬c, ‫ ا‬74

international border ‫ ود دو‬7 78

international child adoption, ‫[ط ل‬ ‫ّ دو‬F#D 72

International Classification of
ّ ِ ‫ وا‬I j‫[داء وا‬ ‫ا و‬QF ‫ ا‬19
Functioning, Disability and Health
international community ‫ دو‬8 َ ْ-‫ ُﻣ‬73

international community ‫ دو‬8 َ ْ-‫ ُﻣ‬80

international conflict ‫اع دو‬bX 90

International Convention on the b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬

Elimination of All Forms of Racial
‫ي‬ Fْ ُ ‫ ا‬84
Discrimination
International Convention on the ‫ل‬ ‫ا‬8 ‫ق‬,<ُ7 ‫ ّ ا و‬I ّD ‫ا‬
Protection of the Rights of All Migrant
‫ اد أ& ھ‬9‫ وأ‬L _ ُ ‫ ا‬77
Workers and Members of Their Families
International Council on Social Welfare ّ ‫ا‬ ِ ‫ ` ا و‬- ‫ ا‬92

International Court of Justice ‫ا لا و‬ = ‫ ﻣ‬74

International Court of Justice ‫ا لا و‬ = ‫ ﻣ‬90

International Covenant on Civil and 8‫ & ﻣ‬/ ‫ وا‬X ‫ق ا‬,<ُ ‫ صّ ﺑ‬1 ‫ا‬ ‫ا _ ا و‬
Political Rights with its two Optional
ّ 1‫ر ا‬
k‫@ ﺑ‬ ‫ ا‬kD ,S,D‫ ﺑ و‬74
Protocols
‫د‬ I ‫ق ا‬,<ُ ‫ صّ ﺑ‬1 ‫ا‬ ‫ا _ ا و‬
International Covenant on Economic,
9 <R ‫ّ وا‬ ‫ وا‬74
Social and Cultural Rights
international definition of social work ‫ا‬ ‫ دو‬Q D 71

627
international definition of social work ‫ا‬ Q D 92

international exchange ‫ دل دو‬#D 11

international exchange ‫ دل‬#D 72

international family mediation &[ ‫ و& ط دو‬92

International Federation of Social

L ‫ا‬L @ z ‫ د ا و‬D ‫ ا‬71
Workers
International Federation of Social
L ‫ا‬L @ z ‫ د ا و‬D ‫ ا‬92
Workers
international fostering ‫دو‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬72

international frontier ‫ ود دو‬7 78

international human rights law ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا و‬,X < ‫ ا‬73

international human rights regime ‫ ن‬/Xj‫ق ا‬,<ُ ‫ م ا و‬T‫ﱢ‬F ‫ ا‬73

International Islamic Relief Organization ‫ﻣ ا‬+&j‫ ا‬c )j‫ ا‬E ‫ ھ‬92

International Labour Organization ILO ‫ا و‬ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

international law ‫ن دو‬,X I 74

international law ‫ن ا و‬,X < ‫ ا‬90

international migrant ‫ة‬/ ‫ة دو‬/ _‫ ُﻣ‬76

international migration ‫ ة دو‬-‫ ھ‬76

international migration ‫ ة دو‬-‫ ھ‬78

International Monetary Fund ‫< ا و‬F ‫ وق ا‬F@ 74

international non-governmental ‫ﱠ‬TF‫ ُﻣ‬92

ّ ‫ﻣ‬,=ُ7 ) ‫دو‬
organisation
international organisation ‫ دو‬/&P‫ ُﻣ‬74

international organisation ‫دو‬ ‫ﱠ‬TF‫ ُﻣ‬91

International organisation ‫دو‬ ‫ﱠ‬TF‫ ُﻣ‬92

International Organization for Migration ‫ ة ا و‬-_ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

628
international perspectives in social work ‫ا‬ ‫ ا‬9 ‫ر‬,TF‫ ﻣ‬72

international practice &‫ ُﻣ ِر‬72

international refugee regime LE + ‫ م دو‬TX 80

International Social Service ‫ّ ا و‬ ‫ ْ ﻣ ا‬1ِ ‫ ا‬92

international social work ‫ا و‬ ‫ا‬ ‫ ا‬72

international social work ‫ا و‬ ‫ا‬ ‫ ا‬73

international social work ‫ا و‬ ‫ا‬ ‫ ا‬92

international social work community ‫ا و‬ ‫ا‬ ‫ ا‬8 َ ْ-‫ ُﻣ‬71

international social work practitioner ‫ا و‬ ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬90

international standard ‫ ﻣ ر‬72

international surrogacy ‫ م ا و‬7‫ا ر‬ ]D 92

international treaty ‫ ﻣ ھ ة دو‬74

international youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا و‬ ‫ ا‬11

internationalisation ‫ اف دو‬A ‫ ع‬i ‫إ‬/ ‫ و‬D 72

internationalisation ‫ و‬D 99

internationalism ‫ دو‬72

internationality 72

internet child pornogrophy nX Xj‫ ا‬# 7 ‫ﺑ‬j‫اد ا‬, ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬8

internet sex nX X ‫ ا‬# `F 88

interpersonal learning ‫ ص‬1A ‫ ا‬8‫ﻣ‬ ‫ ا‬# ‫ﱡ‬ ‫ ا‬49

interpersonal relations L‡‫ ص ا <ُ ﺑ‬1A ‫ ا‬L ‫ ت ﻣ ﺑ‬I+َ 35

interpersonal relations ‫ ص‬1A ‫ ا‬L ‫ ت ﻣ ﺑ‬I+َ 49

interplay D 33

629
interpret findings hH F ‫ا‬ D 100

interpretatoin / D 36

interpreter ‫ري‬,9 ‫ ﻣ‬80

interpreting service ‫ر‬, ‫ا‬ ‫َ َﻣ ت ا‬ 83

interpreting service ‫ر‬, ‫ا‬ ‫َ َﻣ ت ا‬ 87

interpretivist approach ‫ ي‬/ D h_X 100

interrupt ( &ُ ‫ا‬ ‫< ع ﺑ‬X‫ )ا‬8‫< ط‬ 14

intersexuality ‫ ت‬X /F- ‫ ا‬L ‫ ﻣ ﺑ‬66

interstate conflict ‫ ا ول‬L ‫اع ﺑ‬bX 90

intervene ‫ََ ﱡ‬ 6

intervene ‫ََ ﱡ‬ 71

intervention ‫َ َ ﱡ‬D 1

intervention ‫َ َ ﱡ‬D 5

Intervention ‫َ َ ﱡ‬D 6

intervention ‫َ َ ﱡ‬D 47

intervention ‫َ َ ﱡ‬D 47

interview ‫ ﻣ< ﺑ‬78

interview ‫ ﻣ< ﺑ‬100

interview guide ‫ا <ﺑ‬ ‫ د‬100

interview record ‫ ا < ﺑ‬i ‫ ﻣ‬80

interview schedule ‫ول ا < ﺑ‬ 100

interviewee ‫ ﻣ< ﺑ ا‬O ‫ة إ‬/, ‫ ا‬W ‫ة ا‬/‫ ُﻣ< ﱢم‬97

interviewee ‫ ا < ﺑ‬k ‫ ي ﻣ‬-D ‫ي‬g ‫ ا‬s1% ‫ ا‬100

630
interviewing panel ‫ ا < ﺑ‬F- 97

intimacy ‫ ب‬I/ ‫ أ‬49

intimate care 1A F 42

intimidating W ‫ﻣ‬/Q 1‫ ﻣ‬93

intolerance r‫ ﻣ‬/D ‫ م‬/W D 84

intra-familial abuse H ‫ا‬ ‫ إ& ءة دا‬7

intra-familial abuser H ‫ا‬ ‫ ء دا‬/‫ ُﻣ‬7

intramuscular ‫ت‬+i ‫ ا‬L ‫ ﻣ ﺑ‬39

intrastate war ‫ ب أھ‬7 90

‫ ﱢرات‬1 ُ ‫ ط ا‬D /‫ رات‬1 ‫ر ي‬, ‫ ام ا‬1 & ‫ا‬

intravenous drug ‫ل اا وردة‬+ L‫ ﻣ‬39

introduce ‫ط ح‬/ <D 93

introduce oneself k/ X L s1% ‫ ا‬Q D 47

investigating :ّ< 8

invisible barrier H ‫ ) ﻣ‬b 7 63

#)‫ =` ر‬O ) , ‫ ) ا‬7 ‫ت ا‬, ‫ا‬

involuntary euthanasia (J ‫ ا‬42

involuntary migration ‫ ر‬# ‫إ‬/ ‫ر‬ ‫ ة ) ا‬-‫ ھ‬77

involuntary patient ,‫ ) ط‬J ‫ ﻣ‬34

involuntary return ,‫دة ) ط‬, 78

involuntary treatment ‫ ري‬# ‫ج إ‬+ 39

involve S‫ َر‬%‫ ُﻣ‬4

IOM ‫ ة ا و‬-_ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

IQ ‫ ء‬Sg ‫ ﻣ ل ا‬26

631
IQ measurement ‫ ء‬Sg ‫ ﻣ< س ﻣ ل ا‬26

IQ score ‫ ء‬Sg ‫ ﻣ ل ا‬- X/‫ى‬, /ْ ‫ ُﻣ‬26

irregular employment ‫ ﻣ‬TX ) Q ‫ظ‬,D 79

irregular entry ‫ ﻣ‬TX ) ‫ل‬, ‫ د‬79

irregular migrant ‫ ﻣ‬TX ) _‫ ُﻣ‬79

irregular migration ‫ ﻣ‬T‫ﱢ‬F ‫ ة ) ا‬-_ ‫ ا‬75

irregular migration ‫ ﻣ‬TX ) ‫ ة‬-‫ ھ‬79

irregular migration ‫ ﻣ‬TX ) ‫ ة‬-‫ ھ‬79

IRW ‫ﻣ‬+&j‫ ا‬c )j‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

Isa O/ #F ‫ ا‬68

Islam ‫م‬+&j‫ ا‬67

Islam ‫م‬+&j‫ ا‬68

Islam in the West ‫ ب‬Z ‫ ا‬9 ‫م‬+&j‫ ا‬68

Islamic calendar ‫ﻣ‬+&j‫ ا‬,< ‫ ا‬68

Islamic faith ‫ﻣ‬+&j‫ ا < ة ا‬68

Islamic faith ‫ﻣ‬+&j‫ ا < ة ا‬68

Islamic feminist ‫ﻣ‬+&j‫ ا‬,/F ‫ ا‬68

Islamic liberalism ‫ﻣ‬+&j‫ا‬ ‫ ا‬# ‫ ا‬68

Islamic practice ‫ﻣ‬+&‫ ُﻣ ِر& إ‬68

Islamic Relief Worldwide ‫ﻣ‬+&j‫ ا‬c )j‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

Islamic world ‫ﻣ‬+&‫إ‬ 68

islamophobia ‫م‬+&j‫ رُھ ب ا‬84

isolation ‫ال‬b X‫ ا‬9

632
issue ‫ر‬ 6

issue =%‫ ُﻣ‬/ ]/‫ ﻣ‬12

issue ‫ر‬ 93

issue a visa ‫ ة‬A]D ‫ إ@ ار‬78

issue-based H I iI O ّ Fْ#‫ َﻣ‬10

issues H /‫ﻣ‬/ iI/ S %‫ ﻣ‬48

itinerant worker ‫ة‬ I‫ة‬ <F ‫ﻣ ﻣ‬ 77

IV drug use ‫ل اا وردة‬+ L‫ ﱢرات ﻣ‬1 ُ ‫ ط ا‬D 39

ivolvement of the court = ‫ا‬/‫ ء‬i< ‫َ َ ﱡ ا‬D 14

jail L-& 44

jerking H -9 < ‫كﺑ‬ D 23

Jesus r / ‫ ا‬/ ‫ا‬/‫ع‬,/ 68

Jewish person ‫دي‬,_ s1A 67

jihad ‫_ د‬- ‫ ا‬68

job ad ‫ن وظ‬+ ‫ إ‬97

job advertisement ‫ن وظ‬+ ‫ إ‬97

job applicants Q ‫ظ‬, ‫ ت ا‬# ‫ ُﻣ< ﱢﻣ ط‬97

job application ‫ظ‬, W ‫ط‬ <D 85

job application process ‫ظ‬, W ‫ط‬ <D 97

job applications ‫ ت وظ‬# ‫ ط‬97

job centre Q ‫ظ‬, ‫ا‬/ ‫ ا‬bSِ ْ ‫ َﻣ‬60

job creation programme ‫ ص ا‬9 9, h‫ ﻣ‬X ‫ ﺑ‬60

job description ‫ وظ‬Q@‫ و‬97

633
job for life H‫دا‬/‫ة‬ ‫ﻣ ىا‬ ‫ وظ‬60

job insecurity ‫م ا& < ار وظ‬ 60

job insecurity ‫ظ‬, ‫م ا & < ار ا‬ 89

job interview ‫ ﻣ< ﺑ‬97

job loss ‫ظ‬, ‫< ان ا‬9 38

job mobility ‫ظ‬, ‫< ا‬F ‫ ا‬57

job offer ‫ض‬ 97

job profile ‫ظ‬, ‫ ا‬L ‫ة‬g#X 97

job requirement ‫ظ‬, ‫ ت ا‬# ‫ ﻣ‬97

job search engine ‫ظ‬, ‫ ل ا‬- َ ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ‬l ‫ ُﻣ ﱢك ﺑ‬97

job seeking ‫وظ‬/ L l # ‫ ا‬31

job seeking support L l # ‫ ا‬9 ْ ‫ د‬12

job title ‫ وظ‬O ‫ ﱠ‬/‫ ُﻣ‬13

job vacancy ‫ ) وظ‬A 97

jobseeker ‫ وظ‬L ‫ة‬/l7 ‫ ﺑ‬56

jobseeker L l7 ‫ ﺑ‬60

jobseeker´s agreement ‫ ا‬L l7 # ‫ ق ا‬D‫ ا‬60

jobseeker´s allowance ‫ ا‬O L ‫ا ط‬/ # ‫ ا‬X, ‫ ﻣ‬58

join iF /:
ّ 77

joined-up ‫ﱠ ت‬TF ُ ‫ ا‬L ‫ ﺑ‬S‫ ر‬%D h_X 12

joint childminding ‫ا ط ل‬ ‫ ِر‬9 ‫ رك‬%D 13

s<X ‫وس‬ ‫ ك‬%ُ ‫َ ّة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬

Joint United Nations Programme on
‫ ز‬j‫ا‬/ %# ‫ا‬ F ‫ ا‬74
HIV/AIDS
joyride ‫ع‬ &+ #S ‫ ﻣ‬I & 46

634
Judaism ‫د‬,_ ‫ ا‬67

Judaism ‫د‬,_ ‫ ا‬68

judge \ I 90

judgement =7 34

judges ‫ ة‬iI 93

judicial H iI 74

judicial procedure H iI ‫اء‬ ‫ إ‬78

judicial protection H iI 7 85

jurisdiction H i< ‫ص ا‬ ‫ قا‬X 5

jurisdiction Fّ ‫ < ُﻣ‬F ‫ ء ﺑ‬i< ‫ ق ا‬X/ H iI َ ْ &ُ 78

jurisdiction 7+@ 80

jurisdiction 7+@ 88

jus sanguinis c‫را‬, ‫ ﺑ = ا‬/Fْ -ِ ‫ن ا‬,X I 81

jus soli ّ 7/‫ دة‬, ‫ ﺑ = ﻣ= ن ا‬/Fْ -ِ ‫ن ا‬,X I 81

‫ ا رض‬:

just deserts ‫د‬ ‫ﺑ‬,< 45

justice ‫ا‬ 46

justice ‫ا‬ 73

juvenile ‫ ّ ث‬7َ 46

juvenile custodial sentence L-/ ‫ ّ اث ﺑ‬7َ ‫ ا‬O = ‫ ا‬46

juvenile justice ‫ ّ اث‬7َ ‫ا ا‬ 46

Kantian philosphy FS/nFS / 9 70

keep children safe ‫ا ط ل‬ 7 1

keep from L ‫ ء‬A/s1A # 43

635
key worker ‫ة‬/ ْ ‫ِط‬ 7 ‫دارة‬j sّ 1‫ُﻣ‬ ‫ ا‬H ‫ أ‬14

key worker ‫ة‬/ ْ ‫ِط‬ 7 ‫دارة‬j sّ 1‫ُﻣ‬ ‫ ا‬H ‫ أ‬16

Keynesian theory ‫ ن‬%FS TX 60

kin carer ‫ة‬ ‫ أُ& ة ا ِ ْ ا‬L‫ﻣ‬ ‫ﺑ‬ ‫ را‬15

kindergarten \‫ رو‬13

kinship fostering ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ ِر‬15

kiss #< 8

know-how ‫ﺑ ا‬/‫ ة‬# /‫ ﻣ_ رة‬75

knowledge 9 ‫ ﻣ‬75

knowledge 9 ‫ ﻣ‬97

knowledge 9 ‫ ﻣ‬99

knowledge economy 9 ‫دا‬ I‫ ا‬60

knowledge-base 9 ‫ا‬O ّ Fْ#‫ أ& س َﻣ‬96

label W < D/ /D 25

labour 60

labour exploitation ّ F_‫ل ِﻣ‬+Z &‫ ا‬86

labour market exclusion ‫ق ا‬,& L‫ د ﻣ‬# &‫ ا‬31

labour market integration ‫ق ا‬,& 9 h‫ دﻣ‬31

labour market integration ‫ق ا‬,& 9 ‫ ادﻣ ج‬83

labour market participation ‫ق ا‬,& 9 S‫ َر‬% ُ ‫ ا‬60

labour market policy ‫ق ا‬,& & & 60

labour market reform ‫ق ا‬,& ‫ح‬+@‫ إ‬60

labour migrant ّ F_‫ ِﻣ‬/ ‫ ب ا‬#& _‫ ُﻣ‬77

636
labour migrant ‫ ﻣ‬/ ّ F_‫ ب ِﻣ‬#& _‫ ُﻣ‬79

labour migration ّ F_‫ ِﻣ‬/ ‫ ب ا‬#& ‫ ة‬-‫ ھ‬77

labour movement ‫ل‬ ‫ ا‬S 7 60

lack s<X 85

lack of capacity ‫ا < رة‬/ ‫ ا < ﺑ‬9 s<X 30

lack of energy I ‫ ا‬9 I 35

lack of parental care ‫ا‬, ‫ا‬ ِ ‫ ا‬9 s<X 9

lack of parental concern ‫ا ي‬, ‫ ا ھ م ا‬s<X 9

lack of productivity Xj‫ ا‬O ‫ < ر إ‬9‫ إ‬40

lacking in stimulation ‫ات‬b ‫ ﻣ‬O ‫< إ‬ 28

land border ‫ ود ﺑ‬7 78

land use planning \‫ ام ا را‬1 &‫ ا‬y 1D 62

landlessness ‫ د‬%D 89

landlord ‫ة‬/ P‫ ﻣ‬61

landlord ‫ ا < ر‬W7 @ 86

language Z 29

language acquisition Z‫ ب ا ﱡ‬/ S‫ ا‬29

language and speech therapy Z‫ وا ﱡ‬: F ‫ج ا‬+ 29

language barrier ‫ي‬,Zُ :H /b 7 69

language comprehension ‫ي‬,Zُ ‫ب‬ &‫ ا‬29

language course Z ‫ دورة‬83

language development ‫ي‬,Zُ ‫ّر‬,َ َD 27

language development Z‫ّر ا ﱡ‬,َ َD 29

637
language disability ,Zُ I ‫ إ‬29

language disorder ‫ي‬,Zُ ‫اب‬ \‫ ا‬29

language problem ,Zُ =%‫ ُﻣ‬27

language production ‫ي‬,Zُ ‫= ا‬% ‫ا‬/L ,= ‫ ا‬29

language proficiency ,Zُ ‫ ءة‬S 76

lap dancing Li7 ‫ ي ﺑ‬Z‫ ﻣ‬sI‫ ر‬88

large print #S y1‫ﺑ‬ #‫ ط‬24

large scale project ‫ ق‬F ‫ ا‬8&‫ وع وا‬%‫ ﻣ‬11

large scale residential unit ‫ ة‬#S & ‫ذات‬ ‫ دار ِر‬16

large-scale conflict 8&‫ ق وا‬X ‫اع ذو‬bX 90

late childhood ‫ة‬ ]‫ ﻣ‬,‫ ط‬2

late-adolescence ‫ة‬ ] ‫ ُﻣ اھَ< ﻣ‬3

later life Lّ /ِ ‫ ا‬#S 40

law ‫ن‬,X I 4

law ‫ن‬,X I 51

law ‫ن‬,X I 68

law ‫ن‬,X I 93

law and order ‫ م‬T‫ﱢ‬F ‫ن وا‬,X < ‫ ا‬45

law of migration ‫ ة‬-_ ‫ن ا‬,X I 75

law-abiding behaviour ‫ن‬,X < ‫م ﺑ‬b ‫ك ﻣ‬, &ُ 43

lawful admission X,X I ‫ إد ل‬78

layperson Fْ_ ِ ‫ ا‬s ‫ ﱡ‬1َ َ ‫ ) ﻣ‬s1A 15

lead ‫د‬,< 28

638
lead a virtuous life \9‫ ة‬7~ 68

leader H I 32

leadership ‫ دة‬I 49

leading developing country ‫ ة‬H‫ ﻣ را‬X ‫ دو‬91

leading discipline / H‫ ر‬s ‫ ﱡ‬1َ َD/‫ ل‬-‫ َﻣ‬22

leaflet ‫رات‬,%F ‫ ا‬8 ‫ز‬,D 90

League of Nations ‫ ا ﻣ‬# 74

lean state ‫ ھ‬/ ‫ دو ﻣ‬56

learn a trade 9 7/ Fْ_‫ ﱡ ِﻣ‬D 44

learning conditions ‫ﱡ‬ ‫ ظ وف ا‬18

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 19

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 27

learning difficulty ‫ ﱡ‬D ‫ﺑ‬, @

ُ 26

learning disabilities practitioner ‫ﱡ‬ ‫ ا‬9 I j‫ ل ذوي ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬27

learning disabilities teacher ‫ﱡ‬ ‫ ا‬9 I j‫وي ا‬g ‫ة‬/ ‫ ُﻣ ﱢ‬27

learning disability ‫ﱡ‬ ‫ ا‬9 I ‫ إ‬27

learning disability ‫ﱡ‬ ‫ﺑ ت ا‬, @ 44

learning disability nurse ‫ﱡ‬ ‫ﺑ ت ا‬, @ ‫وي‬g‫ َ ّ ﺑ‬1ْ ‫ة ُﻣ‬/‫ ُﻣ َ ﱢض‬22

learning disability nursing ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ل‬-‫ َﻣ‬9 J ‫ ا‬22

learning disabled ‫ﱡ‬ ‫ ا‬9 ‫ﺑ‬, @

ُ L‫ ﻣ‬X 44

learning disabled person ‫ﱡ‬ ‫ ا‬9 I ‫ ذو إ‬s1A 27

learning environment ّ D E ‫ ﺑ‬21

639
learning organisation ّ D /&P‫ ُﻣ‬69

learning outcome ‫تا ﱠ‬ 1‫ ﻣ‬99

learning problem ‫ﱡ‬ ‫ ا‬9 =%‫ ُﻣ‬26

learning research ‫ﱡ‬ ‫ أﺑ ث ا‬2

learning set "n & xF X "‫ ب‬O /D ‫ ﱡ‬D , ْ-‫ َﻣ‬95

learning support unit ‫ا ا‬ ‫ا ﱠ‬/ ‫ ة د ْ ا ﱠ‬7‫ و‬25

learning theory ‫ﱡ‬ ‫ ت ا‬TX 2

learning through play W ِ ‫& ط ا ﱠ‬,‫ ﱡ ﺑ‬D 2

learning weakness ‫ﱡ‬ ‫ ا‬9 Qْ \

َ 26

least developed country ‫ّر‬,َ َ ‫ ا‬L‫ ﻣ‬#/X I‫ دو ذات أ‬91

lecturer \ ‫ ﻣ‬99

legal A/ X,X I 19

legal X,X I R ‫ ﻣ‬30

legal X,X I 39

legal X,X I 65

legal X,X I 78

legal X,X I 78

legal X,X I 88

legal aid X,X I ْ ‫ د‬80

legal barrier X,X I b 7 20

legal concept X,X I ‫ أ‬#‫ ﻣ‬5

legal concept X,X I ‫م‬,_ ‫ ﻣ‬93

legal effect X,X I c‫ أ‬5

640
legal entry X,X I ‫ل‬, ‫ د‬78

legal foundation X,X I ‫ة‬ I 4

legal guardian X,X I ّ @‫ و‬5

legal immigration status X,X < ‫ ة ا‬-_ ‫ا‬ 7 79

legal issue X,X I =%‫ ُﻣ‬/ ]/‫ ﻣ‬39

legal language X,X I Z 93

legal migrant X,X I _‫ ُﻣ‬79

legal migration X,X I ‫ ة‬-‫ ھ‬79

legal representative X,X I R ‫ ﻣ‬80

legal resident status X,X < ‫ ا < ا‬8\‫ و‬76

legal status X,X I 7 76

legal system X,X I ‫ م‬TX 93

legal term X,X I r ‫ ﻣ‬53

legal term X,X I r ‫ ﻣ‬93

legalisation 8 %D 79

legally obliged ً X,X I ‫م‬bِ ْ ‫ ُﻣ‬74

legally responsible ً X,X I ‫ول‬P/‫ ﻣ‬5

legislation 8 %D 1

legislation 8 %D 4

legislation 8 %D 30

legislation 8 %D/‫ن‬,X I 39

legislation 8 %D 46

legislation 8 %D 93

641
legislative %D 5

legitimise structural violence = _ ‫ ا‬QFْ ُ ‫ا‬ #D/8 %D 90

leisure ‫ اغ‬9 nI‫ و‬23

leisure centre _ 9 D bSِ ْ ‫ َﻣ‬51

leisure pursuit ‫ھ‬9 ‫ا‬O‫إ‬ /‫ ا‬1

lesbian R‫ ﻣ‬66

lesbian identity ,RX‫أ‬ R‫ ّ ﻣ‬,ُِ ‫ ھ‬66

less advanced country ً‫ّرا‬,َ َD I‫ دو أ‬91

less developed country I‫ أ‬,ّ ُ ُX ‫ دو ذات‬91

less economically developed country I‫دي أ‬ I‫ ا‬,ّ ُ ُX ‫ دو ذات‬91

lesser jihad Z@ ‫_ د ا‬- ‫ ا‬68

lethargy ‫ ت‬#&/‫ل‬, 35

letting agency ‫ ر‬- j ‫< رات ﺑ‬ S‫ و‬61

level ‫ى‬, /ْ ‫ ُﻣ‬4

level ‫ى‬, /ْ ‫ ُﻣ‬59

level of care need ‫ﺑ‬, ‫ا‬ ِ ‫ا‬ ‫ در‬42

level of consumption ‫ك‬+_ & ‫ى ا‬, /ْ ‫ ُﻣ‬38

level of security L‫ا ﻣ‬ ‫ در‬44

level of support ْ ‫ى ا‬, /ْ ‫ ُﻣ‬28

level surface < /‫ ﻣ‬r & 23

/Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ ا‬S 7

LGBT movement X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬66

/Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ا‬

LGBT people X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬66

642
 /Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ق ا‬,<ُ7
LGBT rights X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬66

‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ق ا‬,<ُ7 S 7

LGBT rights movement X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬/Fْ -ِ ‫ ا‬66

liaise : /FD/ @ ‫ ﻣ‬I‫ا‬/‫ل‬ ‫ إ‬47

liaise : /FD/‫ل‬ ‫إ‬/ @ ‫ ء‬%X‫ إ‬51

liaison with parents L ‫ا‬, ‫ ا‬8‫ا@ ﻣ‬,D 18

liberal ‫ ا‬# /r F‫ﻣ‬/‫ر‬ ‫ ﻣ‬56

liberal welfare regime ‫ ا‬# ‫ ه ا‬9 ‫ م ا‬TX 58

liberal welfare state ‫ ا‬# ‫ ه ا‬9 ‫ دو ا‬57

liberation ‫ر‬ D 71

liberty 7 77

lice I 9

‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫ وط إط‬A

licence conditions y‫ \ ﺑ‬#I L‫ ﻣ‬#I‫ا‬ 45

license ْ ‫ ُر‬52

license to practice ّ F_‫ِﻣ‬ ْ ‫ ُر‬52

licit ‫ وع‬%‫ ﻣ‬X,X I 38

licit ‫ وع‬%‫ ﻣ‬X,X I 39

life attitude D 7 ‫ ﱡ _ ت‬,َD 3

life challenge D 7 ‫ َ ّ ي‬D 71

life chances ‫ة‬ ‫ ص ا‬9 59

life choice D 7 ‫ر ات‬ ‫ ا‬18

life control ‫ة‬ ‫ ى ا‬- ‫ ا = ﺑ‬69

life course ‫ة‬ ‫ ة ا‬/‫ ﻣ‬2

643
life course research ‫ة‬ ‫ ة ا‬/‫ث ﻣ‬, ‫ ﺑ‬40

life cycle research ‫ة‬ ‫ دورة ا‬9 ‫ث‬, ‫ ﺑ‬40

life event D 7 ‫ ّ ث‬7َ 48

life expectancy \‫ ا‬9 ‫ا‬ ‫ ا‬91

life history s1% ‫ ة ا‬7 € ‫ ر‬D 30

life history s1A ‫ ة‬7 € ‫ ر‬D 33

life history s1% ‫ ة ا‬7 € ‫ ر‬D 48

life road map ‫ة‬ ‫درب ا‬ 48

life skill D 7 ‫ ﻣ_ رة‬22

life space ‫ ة‬7, ‫ا‬ ‫ دا‬% ‫ وا‬E # ‫ ا‬16

life stage D 7 7 ‫ ﻣ‬3

life story book ‫ة‬ ‫ا‬ I ‫ ب‬S 15

life story work ‫ة‬ ‫ا‬ I 15

life story work ‫ة‬ ‫ا‬ I 30

life story work ‫ة‬ ‫ا‬ I 41

life-limiting condition i /L‫ﻣ‬b‫ ﻣ ض ﻣ‬42

lifelong learning /‫ﻣ‬/‫ة‬ ‫ﻣ ىا‬ X 96

lifelong learning /‫ﻣ‬/‫ة‬ ‫ ﱡ ﻣ ى ا‬D 98

life-prolonging measures ‫ة‬ ‫ا‬ ‫ اﺑ إط‬D 42

life-threatening illness s1% ‫ة ا‬ ‫ ﻣ ض ﻣ_ د‬42

light drinking Q ‫ ب‬A 38

light therapy ‫ء‬,i ‫ج ﺑ‬+ ‫ ا‬36

likely r ‫ا ر‬O 4

644
likely to ‫ أن‬r ‫ ا ر‬L‫ ﻣ‬93

limb ‫ ط ف‬23

limit exploratoin ‫ ف‬%= & ‫ا‬ 7 n#S 9

limitation ‫ ود‬7 90

line manager Aِ #‫ ف ُﻣ‬%‫ ﻣ‬95

line of accountability ‫ ء‬/ُ ‫ & ا‬6

lineage W/X 84

linguistic minority ,Zُ I‫ أ‬24

linguistic minority ,Zُ I‫ أ‬81

linguistic sensitivity ,Zُ ‫ﻣ ا ة‬/ & /7 84

lip-reading ‫ ه‬% ‫ اءة ا‬I 24

literacy ‫ ا < اءة وا = ﺑ‬9 ‫ ﻣ‬12

literacy ‫ ا < اءة وا = ﺑ‬9 ‫ ﻣ‬26

literature search ‫رة‬,%F ‫ل ا‬ ‫ ا‬/‫ ا دﺑ ت‬9 l # ‫ ا‬100

litigation 9‫ ﻣ ا‬93

live ~ 76

live away from home ‫ أ& ھ‬L ً‫ن ﺑ ا‬,R= 14

live in poverty <9 9 ~ 12

live in poverty < ‫ ا‬9 ~ ‫ ا‬59

living arrangement % ‫ ت ا‬# D D 16

living standard % ‫ى ا‬, /ْ ‫ ُﻣ‬57

living standard % ‫ى ا‬, /ْ ‫ ُﻣ‬59

living with the threat of violence QFْ ُ ‫ض‬ ‫ا‬ _D n D/ 8‫~ ﻣ‬ 61

645
loan ‫ ض‬I 86

loan ‫ ض‬I 91

lobbying ( ] ‫ ا‬W/= ) ‫ أ@ ب ا < ار‬O yZ\ 51

lobbyist yZi ‫ ت ا‬, -‫ ﻣ‬,i 47

local ‫ ﻣ‬10

local agency ‫ﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬37

local authority ‫ْ َ ا‬/

ُ ‫ ا‬1

local authority ‫ ُ& ْ َ ﻣ‬4

local authority ‫ ُ& ْ َ ﻣ‬6

local authority ‫ْ َ ا‬/

ُ ‫ ا‬14

local authority ‫ ُ& ْ َ ﻣ‬41

local authority ‫ ُ& ْ َ ﻣ‬50

local authority ‫ ُ& ْ َ ﻣ‬53

local authority ‫ ُ& ْ َ ﻣ‬61

local authority children’s services ‫ْ َ ا‬/

ُ ‫ ا‬L‫ِ ْ ﻣ‬ ّ ‫ َﻣ ت ا‬1َ ‫ ا‬1

local authority children's services ‫ ة َ َﻣ ت ا ط ل‬H‫ دا‬53

local authority department ‫ ُ& ْ َ ﻣ‬/‫ ة‬H‫ دا‬52

local authority level ‫تا‬ / ‫ى ا‬, /ْ ‫ ُﻣ‬10

Local Authority Support ‫ﻣ‬ ‫ ُﻣ‬L‫ د ْ ﻣ‬4

local business ‫ وع ﻣ‬%‫ ﻣ‬62

local community ‫ ا‬8 َ ْ- ُ ‫ ا‬50

local context ‫ ِ& ق ﻣ‬72

local culture ‫ ﻣ‬9 <c 72

646
local economy ‫دﻣ‬ I‫ ا‬62

local government ‫ﻣ ا‬,= ‫ ا‬1

local government ‫ﻣ ﻣ‬,=7 53

local orientation ‫ ﻣ‬k ‫ ﱡ‬,َD 71

local partnership ‫ رك ﻣ‬%D 51

local political administration ‫ إدارة & & ﻣ‬50

local politics ‫ & & ﻣ‬50

local public service ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ ‫ِ ْﻣ ﻣ‬ 62

local service ‫َ َﻣ ت ﻣ‬ 46

local support network ‫دا‬ ‫= ﻣ‬#A 48

local value ‫ﻣ‬ I 72

locally specific ً ‫ ﻣ َ ّ د ﻣ‬72

locate ‫ ء‬A 8I,‫ُ َ ّ د ﻣ‬ 20

locking the child in a room 9 Z‫` ا ِ ْ ﺑ‬#7 9

locomotion <FD 23

logical thinking < F‫ = ﻣ‬D 26

logopedist : X H ‫ أ‬29

lone parent ‫ة‬/ 7‫ة و‬/ ‫ وا‬12

long term , ‫ا‬/ # ‫ ا ى ا‬O 14

long term ‫ا ﻣ‬ ,‫ ط‬19

long term , ‫ا ىا‬O 33

long term #‫ا ىا‬O 64

long term accommodation ‫ا ﻣ‬ ,‫ ﻣ ط‬Ij L=/‫ ﻣ‬16

647
long term effects ‫ا ﻣ‬ ,‫ ر ط‬c‫ آ‬9

long term fostering ‫ا ﻣ‬ ,‫ط‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

long term study ‫ا ى‬ ,‫ درا& ط‬100

long term unemployment #‫ا ىا‬O # ‫ ا‬59

long term unemployment #‫ا ىا‬O ‫ ﺑ‬60

longevity ‫ل ا‬,‫ ط‬40

longing L F7/‫ق‬,A 82

long-term , ‫ا ىا‬O 76

long-term international migration ‫ا ى‬ ,‫ط‬ ‫ ة دو‬-‫ ھ‬76

long-term residence ‫ا ى‬ ,‫ ﻣ ط‬I‫ إ‬76

look after ‫ل‬ ِ ‫ ا‬9, 6

look after ‫ءب‬F ‫ ا‬55

look after ‫_ ب‬/ F 55

look after ‫_ ب‬ 95

looked after #‫ا‬ ِ ‫ م ا‬TX 9 O 14

looked after child ‫ور‬

ِ ‫ ِط ْ ﺑ‬14

looked after children system #‫ا‬ ِ ‫ م ا‬TX 14

loss (s1A ‫ ة‬9‫ و‬W#/‫ )ﺑ‬s1A ‫< ان‬9 42

loss ‫ رة‬/ 75

loss of appetite _% ‫< ان ا‬9 35

loss of consciousness , ‫< ان ا‬9 23

loss of nationality /Fْ -ِ ‫< ان ا‬9 76

loss of voice ‫ت‬, ‫< ان ا‬9 29

648
low birth rates Jِ 1Fْ ‫ُﻣ‬ ‫ا‬,‫ ﻣ ل ﻣ‬41

low birth weight baby ‫ دة‬, ‫ ا‬F # ‫ ِط ْ ذو وزن دون ا َ ّ ا‬12

low income country X ‫ دو ذات إ ادات ﻣ‬91

low mood ‫اج‬b ‫ دي ا‬D 35

low rates of school enrolment ‫ ﻣ <ّ ا ارس‬L‫ ﻣ‬iِ 1Fْ ‫ ُﻣ‬W/X 89

low risk drinking ‫رة‬, 1ُ ‫ ا‬X ‫ ب ﻣ‬A 38

low risk use X ‫رة ﻣ‬, ُ ‫ك ذو‬+_ &‫ا‬/ ‫ ط‬D 37

low self-esteem ‫ات‬g ‫ا‬ <D 9 X D 9

low skilled migrant \ ‫ذو ﻣ_ رات‬ _‫ ُﻣ‬77

low threshold Jِ 1Fْ ‫ ّ ُﻣ‬7َ 1

low threshold Jِ 1Fْ ‫ ّ ُﻣ‬7َ 41

low threshold service ‫ ْ ﻣ‬1ِ ‫ < ا‬D ‫ وط‬A <D 11

low threshold services Jِ 1Fْ ‫ ّ ُﻣ‬7َ ‫َ َﻣ ت ذات‬ 37

low wage family ‫ُﻣ ٍن‬ ‫ أُ& ة ذات د‬59

low wage level ‫ ُﻣ ٍن‬/Jِ 1Fْ ‫ر ُﻣ‬, ‫ى أ‬, /ْ ‫ ُﻣ‬89

loweing of the mood ‫اج‬b ‫ دﱢي ا‬D 35

lower house ‫اب‬,F ‫ ` ا‬-‫ ﻣ‬93

low-paid work ‫ﻣ ٍن‬ ‫ذو أ‬ 60

low-tech communication aid X ‫ ﻣ‬F<D ‫ا@ ذو‬, ِ /‫_ ز ُﻣ‬ 29

luncheon club for older people Lّ /ِ ‫ ر ا‬#= ‫ دي‬X 41

machinery ‫ آ‬90

macro-level = ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

macro-level theory = ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

649
madam ‫ادة‬,I 88

maid trade ‫ زل‬F ‫ت ا‬+‫ﻣ‬ ‫ رة‬-D 77

main applicant & & ‫ ا‬W ‫ ُﻣ< ﱢم ا‬77

mainstream school ‫د‬ ‫ ﻣ ر& ا‬21

mainstream school ‫د‬ ‫ ﻣ ر& ا‬22

mainstream school ‫د‬ ‫ ﻣ ر& إ‬23

mainstream school ‫د‬ ‫ ﻣ ر& ا‬25

mainstream school ‫د‬ ‫ ﻣ ر& ا‬26

mainstream school ‫د‬ ‫ ﻣ ر& ا‬98

mainstream workplace ‫دي‬ ‫ا‬ ‫ ﻣ= ن‬31

ّ ‫تا‬ 7 ‫ ا ط ل ذو ا‬h‫)أي دﻣ‬ D

mainstreaming ( ‫د‬ ّ 1 ‫ ا‬21
‫ ا ارس ا‬9 @

mainstreaming D 32

maintain O T9 ‫ ﻣ‬49

maintain O T9 ‫ ﻣ‬64

maintain friendships ‫ ت‬I‫ا‬ ‫ ا‬O ‫ ظ‬7ِ 9

maintain living standards % ‫ى ا‬, /ْ ‫ ُﻣ‬O T9 ‫ ا‬57

maintaining birth family contact , , # ‫ ا ُ& ة ا‬8‫ا@ ﻣ‬, ‫ ا‬O T9 ‫ ﻣ‬15

maintenance approach 7+@‫ دي إ‬9 h_X 69

maintenance therapy ‫ج ا اوﻣ‬+ 39

majority # )‫أ‬/ ‫ إ‬82

majority culture # )‫ أ‬9 <c 82

majority population ‫= ن‬/ ‫ا‬ ‫ إ‬82

make an appeal ‫ ف‬FE &‫ا‬ <D 80

650
make an application W‫ط‬ <D 34

make fun 1/ 9

makeshift shelter -D ‫ ﻣ]وى ﻣ‬61

making action plans y =%D 30

making staff redundant L ‫ظ‬, ‫ا‬ 9 96

malaria ‫ ﻣ ر‬89

male foster carer ‫ﺑ‬ ‫ را‬15

male identity ‫ر‬,S‫ ّ ذ‬,ُِ ‫ ھ‬63

male prostitute Z‫ﺑ‬ ‫ ر‬88

male sex abuser ً /Fْ ِ ‫ ء‬/‫ ُﻣ‬8

male victim of domestic violence ‫ ا & ي‬QFْ ُ \ ‫ ر‬65

male violence ‫ري‬,S‫ ذ‬QFْ ُ 63

male-dominated ‫ر‬,S‫ ذ‬# )‫ ذو أ‬63

malnourished gZD ‫ء‬,& L‫ ﻣ‬X 9

malnutrition gZD ‫ء‬,& 89

malnutrition gZD ‫ء‬,& 89

malpractice ّ F_ ِ ‫ إ& ءة ا ُ ِر& ا‬70

maltreat ‫ ء ا ُ َﻣ‬/ 7

maltreating parent E /‫ ُﻣ‬/‫ ء‬/‫ة ُﻣ‬/ ‫ وا‬7

maltreatment ‫ء ُﻣ َﻣ‬,& 7

manage ‫ إدارة‬44

manage 55

management ‫ إدارة‬45

651
management ‫ إدارة‬94

management function ‫إدار‬ _‫ ﻣ‬95

manager ‫ة‬/‫ول‬P/‫ ﻣ‬96

managerialism ‫دار‬j‫ ا‬56

managerialism ‫ إدار‬94

managing disruptive behaviour # 1D ‫ك‬, &

ُ ‫ إدارة‬49

mandatory reporting ‫اﻣ‬b ‫ إ‬x #D 6

‫ف ا}ن‬ Ir ‫& )ﻣ‬,_ ‫ ب ا‬E S ‫ا‬

manic depression (W < ‫ ا‬H Fc ‫اب‬ \ ‫ ﺑ‬35

manic episode ‫س‬,‫ﺑ ھ‬,X 35

manipulate objects ‫ ء‬A ‫ ﺑ‬S 7 W +D 23

man-made catastrophe %# ‫ ا‬#I L‫ ﻣ‬n- X c‫ ر‬S 89

man-made threat ‫ ن‬/X ‫ ا‬k =A 77

manual sign ‫ رة و‬A‫ إ‬29

manual worker ّ F_‫ﻣ ِﻣ‬ 57

manualism ‫ رة ا و‬Aj‫ ا‬Z ‫ ﺑ‬D 24

manually coded language ‫ ة و‬%‫ ﻣ‬Z 24

march ‫ ة‬/‫ﻣ‬/ / 90

marginalise ~_ 32

marginalised ~ ّ _‫ ُﻣ‬11

marginalised ~ ّ _‫ ُﻣ‬20

marginalised ~ ّ _‫ ُﻣ‬51

marginalised group % ّ _‫ُﻣ‬ , ْ-‫ َﻣ‬67

market ‫ق‬,& 94

652
marketing : ,/D 94

marriage counselling ‫ د زو‬A‫ إر‬12

marriage to a national L‫اط‬,‫ ﻣ‬L‫ زواج ﻣ‬76

married couples ‫ن‬, ‫و‬b ‫ ﻣ‬16

Marxist /S‫ ﻣ ر‬59

Marxist /S‫ ﻣ ر‬69

Marxist-materialist ‫ﻣ دي‬- /S‫ ﻣ ر‬20

Maslow's hierarchy of needs ‫ت‬ 7+ ‫ ا _ ﻣ‬, & ‫ ﻣ‬/ /D 2

mass exodus ‫وج‬ 82

mass rape ‫ب‬ )‫ إ‬90

massacre ‫ﺑ‬g‫ ﻣ‬90

material resource ‫ر ﻣ دي‬ ‫ ﻣ‬59

maternal child abuse ‫ ا م‬#9 L‫ِ ْ ﻣ‬ ‫ إ& ءة‬7

maternal mental health problem ‫ىا م‬ < ‫ ا ِ ّ ا‬S %‫ ﻣ‬9

maternal substance abuse ‫ ا م‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 7

maternal substance abuse ‫ ا م‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 9

maternity service ‫ﻣ‬,‫َ َﻣ ت ا ﻣ‬ 12

maturation h ْiُX 2

mature h\ X 49

maxim R‫ﻣ‬/ =7 70

may r / /8 / 93

meals on wheels ّ @, ‫ِ ْ ﻣ ا‬ # L ّF/ِ ُ ‫م‬ ‫ ت ا‬# ‫ و‬L ‫]ﻣ‬D 42

means test ‫ا‬ <D 58

653
means-testing ‫ا‬ <D 58

measles O# 7 89

measure ‫ ﺑ‬D 96

measure against discrimination b ‫ ﺑ \ ا‬D 85

measure to combat human trafficking %# ‫ ر ﺑ‬-D ‫رﺑ ا‬ ‫ ﺑ‬D 87

measure to combat poverty < ‫رﺑ ا‬ ‫ ﺑ‬D 59

measure to protect against

b ‫\ ا‬ ‫ ﺑ‬D 85
discrimination
measuring poverty < ‫ س ا‬I 59

Médecins Sans Frontières ‫ ود‬7 +‫ ء ﺑ‬#‫ أط‬92

media coverage ‫ﻣ‬+ ‫إ‬ ZD 84

media education ‫ﻣ‬+ ‫ إ‬Q <RD 11

mediation ‫ و& ط‬18

mediation ‫ و& ط‬51

mediation ‫ و& ط‬90

mediator y &‫ و‬47

medical ّ#‫ ط‬19

medical cause ّ#‫ ط‬W#&/W‫ﱢ‬#/‫ ُﻣ‬27

medical diagnosis ّ#‫ ط‬s 1%D 48

medical evidence ّ#‫ أد ط‬8

medical examination ّ#‫ ط‬s 9 8

medical gaze ّ#‫ ة ط‬TX 33

medical gerontology ّ# ‫ا‬ ,1 % ‫ا‬ 40

medical label ّ#‫ط‬ /D 9

654
medical language ّ#‫ ط‬Z 64

medical model ّ#‫ذج ط‬, َX 20

medical model ّ#‫ذج ط‬, َX 33

medical neglect ّ#‫ إھ ل ط‬9

medical rehabilitation ّ#‫ط‬ ‫]ھ‬D ‫ إ دة‬31

medical signs of sexual abuse /Fْ ِ ‫ إ& ءة‬O ‫ّ دا‬#‫ﻣ ت ط‬+ 8

medical sociology ّ# ‫ع ا‬ ‫ا‬ 20

medical treatment ّ#‫ج ط‬+ 42

medicalised term ّ#‫ ط‬r ‫ ﻣ‬8

medication ‫ أدو‬36

medication ‫ أدو‬38

medication misuse ‫ ام ا دو‬1 &‫ إ& ءة ا‬38

medicine W‫ ط‬34

medicine W‫ ط‬64

Mediterranean y&, ‫ ا‬J ‫ا ﺑ‬ # ‫ ا‬56

meet care needs s1% ‫_ ا‬ ‫ا‬ ِ ‫ ا‬9,D 47

meeting place for older people L ّF/ِ ُ ‫ ﻣ= ن < ء‬41

melting pot _ ‫ِ ْ ر ا‬I 82

member ,i 84

member ,i 85

member of a minority group I‫أ‬ , ْ-‫ َﻣ‬9 ,i 85

member of the family ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9 77

member of the public W %‫ﻣ ا‬ L‫ د ﻣ‬9 58

655
membership ,i 80

men who have sex with men ‫ل‬ ‫ ا‬8‫` ﻣ‬F- ‫ن ا‬,&‫ر‬ Lg‫لا‬ ‫ ا‬66

menial job X ‫ﻣ‬ ‫ وظ‬77

meningitis / ‫ ا _ ب ا‬89

mental / X 19

L -D X S, &ُ ‫ و‬/ X ‫اﺑ ت‬ \‫ا‬

mental and behavioural disorders due to
X / F ‫اد ا‬, ‫ ط ا‬D/‫ ام‬1 &‫ ا‬37
psychoactive substance use
mental deterioration F‫ر ذھ‬,‫ ھ‬D 40

mental disorder / X ‫اب‬ \‫ ا‬33

mental distress / X : \ 33

mental health /X ّ @
ِ 6

mental health /X ّ @
ِ 33

mental health /X ّ @
ِ 34

mental health / F ‫ ا ِ ّ ا‬48

mental health difficulties /F‫ِ ّ ا‬ ّ

‫@ ﺑ‬ ‫ﺑ ت‬, @ 33

mental health expert by experience ‫ ة ا‬#1 ‫ ا‬# /F‫ ا ِ ّ ا‬9 H ‫ أ‬33

mental health law / F ‫ن ا ِ ّ ا‬,X I 34

mental health nursing / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 J D 34

mental health problem / X =%‫ ُﻣ‬15

mental health problem / X =%‫ ُﻣ‬17

mental health problem ‫ة‬/ / X =%‫ ُﻣ‬18

mental health problem / X =%‫ ُﻣ‬19

mental health problem / X =%‫ ُﻣ‬33

mental health problem /X ّ @

ِ =%‫ ُﻣ‬36

656
mental health problem ‫ة‬/ / X =%‫ ُﻣ‬/‫ ﻣ ض‬41

mental health profession / F ‫ ا ِ ّ ا‬Fْ_‫ ِﻣ‬34

mental health professional /F‫ ا ِ ّ ا‬H ‫ أ‬33

mental health professional /F‫ ا ِ ّ ا‬9 H ‫ أ‬34

mental health provision / F ‫ج ا‬+ ‫ ا‬9,D 34

mental health service user movement / F ‫َ َﻣ ت ا ِ ّ ا‬ ‫ ِ ﻣ‬1 /‫ ُﻣ‬S 7 33

mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬ 34

mental health services / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫َ َﻣ ت دا‬ 52

mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬ 64

mental health social work / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫ا‬ ‫ ا‬34

mental health social worker / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫@ ا‬ ‫ ا‬34

mental health system survivor / F ‫ج ا‬+ ‫ا‬/ / F ‫ م ا ِ ّ ا‬TX L‫ ج ﻣ‬X 33

mental illness / X ‫ ﻣ ض‬30

mental illness / X ‫ ﻣ ض‬33

mental illness / X ‫ ﻣ ض‬44

mental state /X 7 33

mentally disordered / X ‫اب‬ \‫بﺑ‬ ‫ ﻣ‬44

mentally ill / X J ‫ ﻣ‬33

mentally unwell ‫ة‬ ) /X 7 9 33

mentoring ‫ د‬A‫إر‬/k ,D 45

mentoring ‫ د‬A‫إر‬/k ,D 95

mercy 7‫ ر‬68

metalwork ّ َ ‫ ﺑ‬F9 11

657
methadone ( ‫ أ‬L=/‫ دون )ﻣ‬R ‫ ﻣ‬39

method < ‫ ط‬64

method h_F‫ﻣ‬/‫ب‬, &ُ‫ أ‬72

methodical -_F‫ ﻣ‬48

mice ‫ ان‬E9 9

micro-level Hb- ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

micro-level theory Hb- ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

mid-adolescence &, ‫ ُﻣ اھَ< ﻣ‬3

mid-childhood &, ‫ ﻣ‬, ‫ ط‬2

middle age ‫ ا‬Q َ F‫ ُﻣ‬40

middle class O &, ‫< ا‬# ‫ ا‬59

midwife/male midwife ‫ة‬/ X,X I ‫ة‬/ ‫ ﺑ‬I 22

migrant ‫ة‬/ _‫ ُﻣ‬76

migrant _‫ ُﻣ‬82

migrant advice service L _ُ ‫ ر‬% &‫َ َﻣ ت ا‬ 83

migrant community L _ ُ ‫ ا‬8 َ ْ-‫ ُﻣ‬83

migrant importing L _ ُ ‫إد ل ا‬/‫ ا& اد‬79

migrant in an irregular situation ‫ ﻣ‬TX ) 8\‫ و‬9 _‫ ُﻣ‬79

migrant number L _ُ ‫د ا‬ 75

migrant numbers L _ ُ ‫ أ اد ا‬75

migrant population L _‫ &= ن ُﻣ‬75

migrant sex worker `F- ‫ رة ا‬-D 9 _‫ ُﻣ‬88

migrant smuggler L _ ُ ‫ ﻣ_ ب ا‬79

658
migrant stock L _ ُ ‫ أ اد ا‬75

migrant with irregular status ‫ ﻣ‬TX ) _‫ ُﻣ‬79

migrant worker _‫ﻣ ُﻣ‬ 77

migrants’ support services L _ ُ ‫َ َﻣ ت د ْ ا‬ 83

migration ‫ ة‬-‫ ھ‬68

migration ‫ ة‬-‫ ھ‬75

migration ‫ ة‬-‫ ھ‬76

migration ‫ ة‬-‫ ھ‬79

migration ‫ ة‬-‫ ھ‬79

migration ‫ ة‬-‫ ھ‬81

migration ‫ ة‬-‫ ھ‬82

migration balance ‫ ة‬-_ ‫ ا‬9 @/‫ ة‬-_ ‫ازن ا‬,D 75

migration control ‫ ة‬-_ ‫ ا‬y#\ 79

migration field ‫ ة‬-_ ‫ ل ا‬-‫ َﻣ‬75

migration flow L _ ُ ‫ ى ا‬-‫ ﻣ‬75

migration issue ‫ ة‬-_ ‫ ﺑ‬: D iI/ ]/‫ ﻣ‬84

migration law ‫ ة‬-_ ‫ن ا‬,X I 75

migration law ‫ ة‬-_ ‫ن ا‬,X I 79

migration legislation ‫ ة‬-_ ‫ ا‬8 %D/‫ن‬,X I 75

migration management ‫ ة‬-_ ‫ إدارة ا‬78

migration policy ‫ ة‬-_ ‫ & & ا‬75

migration process ‫ ة‬-_ ‫ا‬ 75

migration research ‫ ة‬-_ ‫ أﺑ ث ا‬75

659
migration sociology ‫ ة‬-_ ‫ع ا‬ ‫ا‬ 75

migration statistics ‫ ة‬-_ ‫ ت ا‬H 7‫ إ‬75

migration stream ‫ ة‬-_ ‫ ى ا‬-‫ ﻣ‬75

migration studies ‫ ة‬-_ ‫ درا& ت ا‬75

migration theory ‫ ة‬-_ ‫ا‬ TX 75

migration volume ‫ ة‬-_ ‫ ا‬-7 75

migration-asylum nexus ‫ء‬,- ‫ ة وا‬-_ ‫ ا‬L ‫ﺑ‬ ‫ ا‬80

migratory flow ‫ ي‬-‫ ى ھ‬-‫ ﻣ‬75

migratory process -‫ھ‬ 75

mild Q 19

mild Q 24

mild Q 33

mild disorder of intellectual development F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 Q ‫اب‬ \‫ ا‬26

mild intellectual disability F‫ ذھ‬I ‫ إ‬26

milieu therapy ‫ ا‬y&, ‫ ا‬9 ‫ج‬+ 36

millennials ‫ا‬ 3

minaret XgE‫ ﻣ‬67

mind your language u‫ أ ظ‬WI‫ را‬19

minimal benefit ‫ ت‬I < &+ OX‫ ا َ ّ ا د‬57

minimum standard ‫ ا‬L‫ ﻣ‬OX‫ ا َ ّ ا د‬73

minimum standard of living % ‫ى ا‬, /ْ ‫ ُﻣ‬L‫ ﻣ‬OX‫ ا َ ّ ا د‬57

minor child @ I ْ ‫ ِط‬77

minor offence y /‫م ﺑ‬ 43

660
minorities ‫ ت‬I‫ أ‬84

minority I‫ أ‬82

minority culture I ‫ ا‬9 <c 24

minority culture I‫ أ‬9 <c 82

minority culture I‫ أ‬9 <c 82

minority ethnic ‫ ت‬I ‫ِ ْق ا‬ 81

minority ethnic group I I‫أ‬ , ْ-‫ َﻣ‬81

minority faith I‫ ُﻣ <َ أ‬67

minority language I ‫ ا‬Z 24

minority language I‫ أ‬Z 81

minority population ‫= ن‬/ ‫ا‬ I‫ أ‬82

minority religion I‫ أ‬X ‫ د‬81

misanthropy ‫ ي‬%# ‫` ا‬F- ‫ا‬/‫ س‬F ‫ اھ ا‬S 84

misconduct ‫ك‬, /
ُ ‫ء ا‬,& 70

missing girl ‫دة‬,< ‫ ة ﻣ‬9 89

missing limb ‫د‬,< ‫ ط ف ﻣ‬20

mistreat ‫ ء ا ُ َﻣ‬/ 7

mistreatment ‫ء ُﻣ َﻣ‬,& 7

misuse ‫ ام‬1 &‫ء ا‬,& 37

misuse of alcohol and drugs ‫ ﱢرات‬1 ُ ‫ل وا‬, = ‫ ام ا‬1 &‫ء ا‬,& 18

mixed ability 1‫ رات ﻣ‬I 98

mixed background 1‫ﻣ‬ 81

mixed disorder of conduct and emotions ‫ط‬ S, &ُ y 1‫اب ﻣ‬ \‫ ا‬17

661
mixed disorder of conduct and emotions ‫ ط‬- / X‫ و‬S, &ُ y 1‫اب ﻣ‬ \‫ ا‬25

mixed economy of welfare ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا‬ I‫ ا‬57

mixed ethnicity y 1‫ِ ْ ق ﻣ‬ 81

mixed form ‫ة‬/y 1‫ ﻣ‬E ‫ھ‬/ =A 41

mixed marriage y 1‫ زواج ﻣ‬81

mixed parentage y 1‫ أ@ ﻣ‬81

mixed race y 1‫ق ﻣ‬ 81

mobile home <F ‫ل ﻣ‬bF‫ ﻣ‬61

mobile youth centre <F ‫ ب ﻣ‬#A bSِ ْ ‫ َﻣ‬11

mobilise u D/ <X 51

mobilise D/u D/ <X 60

mobility <FD 89

mobility aid <F ‫ وا‬S ‫ ا‬9 ‫ ِ ة‬/‫ ُﻣ‬31

mobility limitations <F ‫ ا‬9/ <FD ‫ ود‬7 41

mobility needs <F ‫ت ا‬ 7 ‫ ا‬48

model ‫ُ وة‬I 12

model ‫ذج‬, َX 20

model ‫ذج‬, َX 33

model ‫ذج‬, َX 69

Model Law against Trafficking in Persons ‫ ص‬1A ‫ ر ﺑ‬-D ‫ا‬ 9 =ُ ‫ذ‬, َX ‫ن‬,X I 87

model of care ‫ذج ِر‬, َX 34

model of disability I ‫ذج إ‬, َX 20

moderate y&, ‫ ﻣ ل ﻣ‬19

662
moderate y&, ‫ ﻣ‬33

moderate disorder of intellectual

F‫ھ‬g ‫ ا‬,ّ ُ ُ F ‫ ا‬9 y&, ‫اب ﻣ‬ \‫ ا‬26
development
moderate drinking ‫ال‬ ‫ ب ﺑ‬% ‫ ا‬38

moderate intellectual disability &, ‫ ﻣ‬F‫ ذھ‬I ‫ إ‬26

moderate learning difficulties &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ 26

moderate learning difficulty &, ‫ ﱡ ﻣ‬D ‫ﺑ‬, @

ُ 21

moderate learning difficulty &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ 25

modern-day slavery ‫د ﻣ @ ة‬,# 86

modernisation l َ D 56

modernisation l َ D 57

modernisation of public services ‫ َﻣ ت ا ﻣ‬1َ ‫ا‬ -D/l َ D 94

modicum I #/X 56

modularised ‫ ات‬7‫ و‬O ‫ إ‬/ْ ِ<‫ ﻣ‬99

module ‫ ة‬7‫ و‬99

molestation /Fْ ِ ‫ _ ك‬X‫ ا‬8

money laundering ‫ال‬,‫أﻣ‬ /) 87

monitor WI‫ ا‬/8‫ﺑ‬ 16

monitor WI‫ا‬ 55

monitor #I‫ ﻣ ا‬85

monitor WI‫ا‬ 95

monitoring #I‫ ﻣ ا‬45

monitoring #I‫ ﻣ ا‬95

monotheistic faith 7, ‫ ا < ة ا‬68

663
Montessori pedagogy ‫ري‬,/ F ‫ا ر ` ا‬ ‫ل‬,@‫ أ‬13

mood ‫اج‬b‫ ﻣ‬33

mood ‫اج‬b‫ ﻣ‬35

mood disorder ‫ا‬b‫اب ﻣ‬ \‫ ا‬35

mood swing ‫ا‬b‫ ﻣ‬W <D 3

moral ‫ق‬+ ‫ أ‬70

moral panic I+ ‫ ا‬8 _ ‫ا‬/ g ‫ ا‬46

morality I+ ‫ أ‬70

more economically developed country RS‫دي أ‬ I‫ ا‬,ّ ُ ُX ‫ دو ذات‬91

mosque -/‫ ﻣ‬67

mosque -/‫ ﻣ‬68

most developed country ً‫را‬,ّ َ َD RS‫ دو أ‬91

mother ‫وا ة‬/‫ أم‬54

mother and baby club 8‫ا ات وا ﱡ \ﱠ‬, ‫ دي ا‬X 13

motherhood ‫ﻣ‬,‫ أﻣ‬63

motherliness ‫ﻣ‬,‫ أﻣ‬63

mother-son incest _F‫ اﺑ‬O ‫ ا م‬#I L‫ ﻣ‬O‫ُ ﺑ‬I ‫ ِ& ح‬8

motivation b9 7 91

motivation problem 9‫ ا ا‬9 =%‫ ُﻣ‬26

motivational interviewing b D -%D ‫ ﻣ< ﺑ‬37

motive 89‫ دا‬77

motor abilities ّ S 7 ‫ رات‬I 23

motor control S 7 = D 23

664
motor delay S 7 ]D 23

motor development S 7 ‫ّر‬,َ َD 2

motor development S 7 ‫ّر‬,َ َD/,ّ ُ ُX 23

motor development S 7 ‫ّر‬,َ َD 27

motor function ّS 7 ‫ وظ‬23

motor functioning S 7 ‫ أداء وظ‬23

mourning ‫ا َ ّ اد‬/O& ‫ا‬/‫ن‬b ‫ ا‬42

move back and forth ً ‫ار ذھ ﺑ ً و إ ﺑ‬ & ‫< ﺑ‬FD 76

movement S 7 19

movement <FD/ S 7 76

movement of people ‫ س‬F ‫< ا‬FD/ S 7 76

moving ‫ < ل‬X‫ ا‬76

Muhammad ‫ل ﻣ‬,& ‫ ا‬68

Muhammed ‫ل ﻣ‬,& ‫ ا‬68

multiagency ‫ ت‬/&P ‫ ُﻣ ﱢد ا‬46

multiagency ‫ ت‬/&P ‫ ُﻣ ﱢد ا‬48

multi-causal model ‫ ت‬##/ ‫ د ا‬D ‫ذج‬, َX 33

multicultural ً 9 <c ‫ ُﻣ ﱢد‬82

multicultural approach ‫ ت‬9 <R ‫ ُﻣ ﱢد ا‬h_X 83

multicultural society ‫ ت‬9 <R ‫ ُﻣ ﱢد ا‬8 َ ْ-‫ ُﻣ‬82

multiculturalism 9 <c ‫ د‬D 82

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬17

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬34

665
multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬46

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬48

multidisciplinary team ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬: 9 22

multi-ethnic ‫اق‬ ‫ ُﻣ ﱢد ا‬82

multi-ethnic state ‫اق‬ ‫ دو ُﻣ ﱢدة ا‬82

multinational company ‫ ت‬/Fْ -ِ ‫ ُﻣ ﱢدة ا‬S A 89

multinational corporation ‫ ت‬/Fْ -ِ ‫ ُﻣ ﱢدة ا‬S A 89

multiple discrimination ‫ ُﻣ ﱢد‬b D 84

‫ا = ر‬ Z ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9) ‫إ ا ت ُﻣ ﱢدة‬

‫ دور‬L ‫ ن ﺑ‬S ‫ ان‬# ‫ا‬ ِ ‫ م ا‬TX 9 ْ ِ ‫ ا‬O
multiple placements ( # ‫أو ا & ا‬ ِ ‫ ا‬14

multi-professional L_ ‫ ُﻣ ﱢد ا‬37

multi-sensory deprivation ‫اس‬, ‫ ﻣ ن ُﻣ ﱢد ا‬7 28

multi-sensory education ‫اس‬, ‫ُﻣ ﱢد ا‬ D 28

multi-sensory impairment ‫اس‬, ‫ ُﻣ ﱢد ا‬Qْ \

َ 21

multi-sensory impairment ‫ ُﻣ ﱢد‬/7 Qْ \

َ 24

multi-sensory room ‫اس‬, ‫ ُﻣ ﱢدة ا‬9 ) 28

multi-sensory support approach ‫اس‬, ‫ ا ْ ا ُ ﱢد ا‬h_X 28

mural ‫ار‬ 50

music therapist َ &,‫ ﺑ‬hِ ‫ ُﻣ‬22

O< &, ‫ط ا‬

Muslim ‫ة‬/ /‫ ﻣ‬67

Muslim ‫ة‬/ /‫ ﻣ‬68

Muslim ‫ة‬/ /‫ ﻣ‬81

Muslim Aid ‫ﻣ‬+&j‫ ِ ة ا‬/ ُ ‫ا‬ 92

666
Muslim attitude ‫ﻣ‬+&‫ك إ‬, &ُ 68

Muslim community /‫ ﻣ‬8 َ ْ-‫ ُﻣ‬68

Muslim community ‫ﻣ‬+&‫ إ‬8 َ ْ-‫ ُﻣ‬68

Muslim country /‫ دو ﻣ‬68

Muslim identity /‫ ّ ﻣ‬,ُِ ‫ ھ‬68

Muslim practice ‫ﻣ‬+&‫ ُﻣ ِر& إ‬68

Muslim prayer L / ‫ة ا‬+@ 68

Muslim ritual observance ‫ﻣ‬+&j‫س ا‬,< ‫ ُﻣ ِر& ا‬68

Muslim values ‫ﻣ‬+&‫ إ‬I 68

mutilation of the vagina #_ ‫ ا‬k ,%D 89

mutual ‫ دَل‬# ‫ ُﻣ‬69

mutual acceptance ‫ دَل‬# ‫ ُﻣ‬#<D 49

mutual adaption ‫ دَل‬# ‫ ُﻣ‬Qّ =َD 82

mutual agreement ‫ دَل‬# ‫ ق ُﻣ‬D‫ ا‬90

mutual aid ‫ دَل‬# ‫ د ْ ُﻣ‬50

mutual aid ‫ َدل‬# ‫ د ْ ُﻣ‬55

mutual aid group ‫ دَل‬# ُ ‫ا ْ ا‬ , ْ-‫ َﻣ‬49

mutual aid network ‫ دَل‬# ‫= د ْ ُﻣ‬#A 51

mutual understanding ‫ دَل‬# ‫ ھ ُﻣ‬D 83

naive ‫ & ذج‬2

nanny ‫ة أط ل‬/ ّ‫ ُﻣ ﺑ‬13

narrative research ‫ & دي‬l ‫ ﺑ‬100

narrow legal meaning ‫ود‬ ‫ﻣ‬/: \ ‫ ق‬X ‫ ذو‬X,X I OF ‫ ﻣ‬85

667
nation ‫ دو‬78

nation state ‫ دو‬78

national F‫وط‬/ ‫ أھ‬71

national L‫اط‬,‫ ﻣ‬76

national L‫اط‬,‫ ﻣ‬78

national border F‫ ود وط‬7 77

national identity F‫ ّ وط‬,ُِ ‫ ھ‬68

national legislation F‫& & وط‬/8 %D 85

national level F‫ى وط‬, /ْ ‫ ُﻣ‬85

national origin ‫ أ@ ﻣ‬84

national origins ‫ﻣ‬/ F‫ل وط‬,@‫ أ‬84

national survey F‫ وط‬r/‫ ﻣ‬100

national vocational qualification ‫ ّ ﻣ‬F_‫ھ ِﻣ‬P‫ ﻣ‬13

nationality /Fْ ِ 76

nationality /Fْ ِ 80

nationality /Fْ ِ 80

nationality /Fْ ِ 84

nationally F‫وط‬/ ‫ أھ‬71

nationwide F‫ى وط‬, /ْ ‫ ُﻣ‬O 12

native L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬82

Native American @ ‫ب ا‬, % ‫ ا‬L‫أﻣ = ﻣ‬/ @‫ أﻣ = أ‬82

native country ‫ ﺑ ا م‬76

natural #‫ ط‬2

668
natural #‫ ط‬73

natural catastrophe #‫ ط‬c‫ ر‬S 77

natural contraception # ‫ا‬ ‫ ا‬8F‫ ﻣ‬H &‫ و‬68

natural resources conflict # ‫ارد ا‬, ‫ ا‬O ‫اع‬bX 90

natural right & &‫أ‬/ ّ 7 73

#‫ ط‬:

naturalisation `F-D 76

nature-nurture debate ّ# ‫ وا‬E # ‫ال ا‬ 54

need ‫ ج‬7‫ ا‬4

need ‫ ج‬7‫ا‬/ 7 48

needle ‫ إﺑ ة‬39

needle exchange ‫ﺑ‬j‫ دل ا‬#D 39

needle sharing ‫ﺑ ة‬z ‫ ك‬%‫ ام ُﻣ‬1 &‫ ا‬39

needs ‫ت‬ 7‫ ا‬28

needy ْ ‫ود‬ ِ ‫ ﺑ‬53

negative peace # & & 90

negative right ّ 7 73
#&:

negative symptom # & ‫اض‬ ‫ أ‬35

negative thought # & = D 35

neglect ‫ إھ ل‬1

neglect ‫ إھ ل‬6

neglect ‫ إھ ل‬7

neglect ‫ إھ ل‬9

neglecter _‫ ﻣ‬9

669
neglectful parent ‫ة‬/ _‫وا ة ﻣ‬/ ‫ وا‬9

negotiate ‫وض‬ 90

neighbourhood 7 62

neighbourhood 7 62

neighbourhood development ‫ ء‬7 ‫ ا‬, D 62

neighbourhood festival ‫ ا‬9 ‫ ل‬7‫ ا‬50

neighbourhood management ‫ ء‬7 ‫ إدارة ا‬62

neighbourhood work ‫ ء‬7 ‫ ا‬9 ‫ ا‬51

neighbouring discipline ‫ ور‬-‫ﻣ‬/k‫ ﺑ‬%‫ ل ﻣ‬-‫ َﻣ‬20

neighbouring discipline k‫ ﺑ‬%‫ ل ﻣ‬-‫ َﻣ‬71

neo-colonialism -‫را‬ & ‫ ا‬72

neo-liberal ( -‫ا‬ ‫ ا‬# ‫)أي ا‬ ‫ ا‬# , X 56

net emigration ‫وح‬bF ‫ ا‬9 @ 75

net immigration ‫ ة‬-_ ‫ ا‬9 @ 75

net migration ‫ ة‬-_ ‫ ا‬9 @ 75

network =#A 12

network =#A 75

network of abusers L E /‫= ﻣ‬#A 7

network of support ْ ‫= د‬#A 47

networking u #%D 47

neural activity # ‫ ط‬%X 39

neuroscience ‫ب‬ ‫ا‬ 2

neurosurgery ‫ب‬ ‫ أ‬7‫ا‬ 36

670
neurotic disorder # ‫اب‬ \‫ ا‬35

new eugenics l ّ َ ‫ ا‬/F ‫ ا‬L / D 20

new industrial economy l ّ 7َ F@ ‫د‬ I‫ ا‬91

New Public Management ‫ون ا ﻣ‬P% - ‫ ا‬TF ‫ ا‬94

new punitiveness ‫ة‬,/< ‫م‬,_ ‫ ﻣ‬45

New Right ‫ د‬- ‫ا‬L ‫ ا‬56

new underclass ‫ ة‬-‫ ا‬X ‫< ا‬# ‫ ا‬59

newly arrived migrant _‫ ُﻣ‬83

newly industrialising country 8F ‫ ا‬R ّ 7َ ‫ دو‬91

NGO ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ‬TF‫ ُﻣ‬92

nick L-& 44

night shelter for young people ‫ ب‬#% ‫ ﻣ]وى‬16

night terrors (‫م‬,F ‫ ا‬9 ‫اب‬ \‫)ا‬ W ‫ ر‬17

nightmare ‫س‬,‫ ﺑ‬S 17

niqab ‫< ب‬X 68

nit Z@ I 9

no-choice accommodation ‫ري‬ ‫ ) ا‬L=/‫ ﻣ‬80

nomad <F ‫ ﻣ‬81

nomadic person <F ‫ ﻣ‬s1A 81

nomination r A D 96

non.professional helper ً ّ F_‫ ِﻣ‬s ‫ ﱡ‬1َ َ ‫ ِ ) ﻣ‬/‫ ُﻣ‬47

non-accidental injury \ ) ‫ إ@ ﺑ‬9

non-adherence ‫ام‬b ‫ما‬ 36

671
non-admission ‫د ل‬j‫م ا‬ 78

non-Arab Muslim ‫ة‬/ ‫ﺑ‬ ) ‫ة‬/ /‫ ﻣ‬68

non-compliance ‫ام‬b ‫ما‬ 36

non-contact sexual abuse /‫ َﻣ‬+‫ دون ُﻣ‬/Fْ ِ ‫ إ& ءة‬8

non-custodial ‫ زي‬- 7‫ ) ا‬45

non-disabled I ‫` ذو إ‬ 19

non-disabled children I ‫ أط ل دون إ‬21

non-disabled person I ‫ دون إ‬s1A 20

non-discrimination b ‫ما‬ 85

non-documented migrant worker &‫ر‬/ -/‫ﻣ ) ﻣ‬ _‫ ُﻣ‬79

non-economic exploitation ‫دي‬ I‫ل ) ا‬+Z &‫ ا‬86

non-EU citizen ‫ د ا وروﺑ‬D ‫ ) ا‬L‫ ﻣ‬F‫اط‬,‫ ﻣ‬76

non-EU citizen ‫ د ا وروﺑ‬D ‫ ) ا‬L‫ ﻣ‬F‫اط‬,‫ ﻣ‬79

non-family member ‫ ) ا ُ& ة‬L‫ ﻣ‬s1A 8

non-governmental organisation ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ‬TF‫ ُﻣ‬53

non-industrialised country F@ ) ‫ دو‬91

non-judgemental L }‫ ا‬O = ‫ عﺑ‬/ / #< ‫ ﻣ‬37

non-judgmental attitude ‫= م‬7 ‫ق ا‬+‫م إط‬ k ‫ ﱡ‬,َD 70

non-maltreating parent E /‫ ُﻣ‬/‫ ء‬/‫ة ) ُﻣ‬/ ‫ وا‬7

non-Muslim ‫ة‬/ /‫ ) ﻣ‬68

non-national L‫اط‬,‫ ) ﻣ‬76

non-national L‫اط‬,‫ ) ﻣ‬76

non-national L‫اط‬,‫ ) ﻣ‬78

672
non-national L‫اط‬,‫ ) ﻣ‬78

non-national status L‫اط‬,‫ ) ﻣ‬76

non-offending behaviour ‫ن‬,X < Q 1‫ك ) ﻣ‬, &ُ 43

non-penetrative act + ‫ ) إ‬/Fْ ِ 9 8

non-profit organisation ‫) رﺑ‬ ‫ﱠ‬TF‫ ُﻣ‬53

non-profit sector ‫) ا ﺑ‬ ‫ ع ا‬I 53

non-refoulement /< ‫ دة ا‬j‫م ا‬ 80

non-residential H‫ا‬, ‫ ) إ‬51

non-school education &‫) ﻣ ر‬ D 10

non-serious offence y /‫م ﺑ‬ 43

non-statutory ّ ‫ﻣ‬,=ُ7/‫م‬ ) 53

non-statutory ّ &‫ر‬/ ّ ‫ﻣ‬,=ُ7 ) /&P‫ ُﻣ‬53

non-statutory ّ ‫ﻣ‬,=ُ7 ) 94

non-statutory sector ّ ‫ﻣ‬,=ُ7 ) ‫ ع‬I 53

non-stigmatising ‫م‬,@,‫ ) ﻣ‬12

non-violent conflict Fْ ُ ‫اع‬bX 90

non-violent direct action QF ) Aِ #‫ُﻣ‬ 9 90

non-violent resistance F ) ‫ ﻣ< وﻣ‬90

َ<َ9‫ا‬,‫ّ ُﻣ‬9,D ‫م‬ F ‫ ي )أي‬/< ‫ ا‬7 ‫ت ا‬, ‫ا‬

‫ ذ‬1D‫ ا‬O ‫م ا < رة‬ ‫ﺑ أو‬,# Z ‫ا‬ SJ ‫ا‬
non-voluntary euthanasia (18‫ ال‬Lّ &ِ n D L @ < ‫ا‬ S ‫ ا < ار‬42

non-Western country ‫ دو ) ) ﺑ‬91

non-Western setting ‫ ) ) ﺑ‬y ‫ﻣ‬/‫ ﻣ= ن‬72

Nordic ‫ ل ا وروﺑ‬% ‫ ﺑ ول ا‬:‫ ُﻣ ﱢ‬56

673
Nordic model /‫ا ط‬y ‫ ل ا‬A ‫ذج دول‬, َX 57

norm ‫ُ ْف‬ 59

norm ‫ُ ْف‬ 70

norm ‫ُ ْف‬ 81

normal ageing #‫ط‬ ,1 A 40

normalisation 8 # D 32

normalisation 8 # D 90

normality ,& 7 20

normative function & <‫ﻣ‬/ ‫ﻣ ر‬ _‫ ﻣ‬95

North ‫ ل‬A 91

nostalgia \ L F7 82

not-for-profit organisation ‫) رﺑ‬ ‫ﱠ‬TF‫ ُﻣ‬53

nothing about me without me X‫ دو‬L‫ ﻣ‬F ‰A 32

nuclear power accident ‫و‬,F ‫ ا‬I ‫ ﺑ‬: ‫ دث ﻣ‬7 89

nullify ‫ ء‬Z ‫إ‬/‫ إﺑ ل‬84

number of emigrants L 7‫ ز‬F ‫د ا‬ 75

number of immigrants L _ُ ‫د ا‬ 75

number of migrants L _ُ ‫د ا‬ 75

numeracy ‫ م‬I‫ ا ر‬9 ‫ ﻣ‬12

numeracy ‫ م‬I‫ ا ر‬9 ‫ ﻣ‬26

nurse ‫ًب‬ @ F 54

nurse ‫ ب‬F /O 55

nurse/male nurse ‫ة‬/‫ ُﻣ َ ﱢض‬22

674
nursery X i7 13

nursery X i7 21

nursery X i7 54

nursery assistant ‫ة ُﻣ ﱢ‬/ ِ /‫ ُﻣ‬13

nursery care X i7 13

nursery education X i ‫ ا‬9 ‫ا ﺑ‬/ ‫ ا ﱠ‬26

nursery education X i ‫ ا‬Lّ &ِ 9 ‫ ا ﱠ‬54

nursery manager X i ‫ة ا‬/ ‫ ُﻣ‬13

nursery nurse \‫ ُﻣ َ ﱢ‬13

nursery nurse X i7 ّ‫ ُﻣ ﺑ‬54

nursery school X i7 13

nursery teacher X i7 ‫ة‬/ ‫ ُﻣ ﱢ‬13

nursery teacher X i7 ‫ ُﻣ ﱢ‬/ ّ‫ ُﻣ ﺑ‬54

nursery worker X i7 9 ‫ة‬/ ‫ﻣ‬ 13

nursing J D 30

nursing J ‫ ا‬42

nursing home L ّF/ِ ُ ‫ دار ِر‬42

nursing home ‫ دار ِر‬55

nurture ‫ء‬O%F / ‫ ُ ﺑﱢ‬/O 54

nurture skills ‫ا _ رات‬ FD 18

nurturing ‫دا‬/‫ي‬gZ‫ ﻣ‬2

nutrition gZD 12

obedience ‫ ط‬68

675
obejctive )/‫ ھ ف‬49

obesity F & 12

object engagement ‫ ء‬A ‫ ) ض أو‬8‫ﻣ‬ D 28

objective )/‫ ھ ف‬1

objective ‫) ض‬/‫ ھ ف‬12

objective )/‫ ھ ف‬47

objective )/‫ ھ ف‬73

objective )/‫ ھ ف‬95

objectivist approach ‫ دي‬7 h_X 100

obligation W ‫ وا‬85

obliged ‫م‬bِ ْ ‫ ُﻣ‬4

obliged ‫م‬bِ ْ ‫ ُﻣ‬77

observation T7+‫ ﻣ‬28

observation T7+‫ ﻣ‬33

observation T7+‫ ﻣ‬100

observe WI‫ا‬ 55

observed •7+‫ ﻣ‬9

obsessive compulsive disorder ‫اس ا <_ ي‬,&, ‫اب ا‬ \‫ ا‬35

occupation Fْ_‫ ِﻣ‬/ ‫ وظ‬7

occupation ‫ وظ‬44

occupation ‫وظ‬/ 59

occupation ‫ل‬+ 7‫ ا‬90

occupational activity ّ F_‫ ط ِﻣ‬%X 4

676
occupational pension <D WD‫ را‬58

occupational segregation ّ F_‫ِﻣ‬ 9 63

occupational therapist ‫ وظ‬hِ ‫ ُﻣ‬22

OCD ‫اس ا <_ ي‬,&, ‫اب ا‬ \‫ ا‬35

OED ‫ي‬b -X ‫رد ا‬, /S‫س أ‬,‫ ﻣ‬I 55

of unsound mind & ) < ‫ ذو‬33

offence 8

offence F 39

offence X,X I 1‫ﻣ‬/‫م‬ 43

offence X,X I 1‫ﻣ‬/‫م‬ 46

offence ‫م‬ / F 88

offences rF / H‫ا‬ 79

offend X,X I 1‫ﻣ‬/ ‫= ب‬D‫ ار‬46

offender rX 8

offender W=D ‫ﻣ‬/rX 43

offender ‫ م‬-‫ﻣ‬/‫ٍن‬ 45

offender ‫ة‬/rX 95

offender manager WI‫ ﻣ ا‬y‫ \ ﺑ‬45

offender on probation #I‫ا‬ ‫ا‬n D X 45

offender supervisor WI‫ ﻣ ا‬y‫ \ ﺑ‬45

offensive L _‫ ﻣ‬19

offensive L _‫ ﻣ‬27

offensive L _‫ ﻣ‬81

677
office W =‫ ﻣ‬1

official migration statistics ّ & ‫ ة ا‬-_ ‫ ت ا‬H 7‫ إ‬75

official statistics ّ &‫ ت ر‬H 7‫ إ‬81

oil crisis y X ‫ أزﻣ‬56

old age Lّ /ِ ‫ ا‬#S 40

old old ‫ ر‬#= ‫ ا‬L ّF/ِ ُ ‫ ا‬40

old old age ‫ﻣ< ﻣ‬ ,1 % ‫ ا‬40

older people L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#S 41

older people's home L ّF/ِ ُ ‫ دار ِر‬42

older people's services L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#= ّ ‫َ َﻣ ت ا‬ 41

older people's services L ّF/ِ ُ ‫َ َﻣ ت دا‬ 52

older people's services L ّF/ِ ُ ‫َ َﻣ ت‬ 55

older person Lّ /ِ ‫ ُﻣ‬s1A 22

older person Lّ /ِ ‫ ُﻣ‬s1A 40

oldest old ً ّF&ِ #S ‫ ا‬L ّF/ِ ُ ‫ ا‬40

oldest old age Z ‫ﻣ< ﻣ‬ ,1 A 40

olfactory % ‫ ﺑ & ا‬: ‫ ﻣ‬28

ombudsman T‫ ﻣ‬L ‫ أﻣ‬85

omission ‫ إ) ل‬9

omission ‫إ) ل‬/‫ف‬g7/ S‫م ذ‬ 74

on an equal footing ‫ وي‬/ ‫ ﺑ‬، _D‫ ذا‬#/F ‫ﺑ‬/‫ ﺑ < س‬84

onchocerciasis WXg ‫ﺑ ا‬+S ‫ داء‬89

one is not born a woman, one becomes one u gS r# D X‫ اﻣ أة وإ‬,D ‫أة‬ ‫ ا‬63

678
one sided adaption ‫ ة‬7‫ _ وا‬L‫ ﻣ‬Qّ =َD 82

one-sided change ‫ ة‬7‫ _ وا‬L‫ﻣ‬ ZD 82

one-stop-shop , A ‫ ﻣ= ن ُ< ﱢم َ َﻣ ت‬12

one-to-one peer supervision ‫ ان‬I ‫ ا‬#I L‫ ا د ﻣ‬O ‫ ا د إ‬L‫ اف ﻣ‬A‫ إ‬95

one-to-one supervision ‫ ا د‬O ‫ ا د إ‬L‫ اف ﻣ‬A‫ إ‬95

one-to-one work ‫ دي‬9 10

one-to-one work ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ ‫ ا‬47

ongoing professional development /‫ ّ ﻣ‬F_‫ّر ِﻣ‬,َ َD 96

ongoing workplace support ‫ ﻣ= ن ا‬9 /‫ د ْ ﻣ‬31

online child sexual exploitation nX X ‫ ا‬# ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86

online community nX Xj‫ ا‬# 8 َ ْ-‫ ُﻣ‬50

online questionnaire nX Xj‫ ا‬# X # &‫ ا‬100

ontology ‫د‬, , ‫ا‬ TX 69

open access 8 - ‫ ُﻣ ح‬10

open access services for older people L ّF/ِ ُ /Lّ /ِ ‫ ر ا‬#= 7 ‫َ َﻣ ت ُﻣ‬ 41

open adoption ‫ح‬, ‫ّ ﻣ‬F#D 14

open group 7, ‫ﻣ‬ , ْ-‫ َﻣ‬49

‫ ذو‬H‫ا‬ ‫ا‬,#=D‫ ار‬L g ‫ ء ا‬F-/ ) ‫ح‬, ‫ ﻣ‬L-&

open prison (8 َ ْ- ُ ‫ ا‬O ‫ن‬, =% ‫ و‬X ‫رة ﻣ‬, ُ 44

open to all 8 - ‫ ُﻣ ح‬41

operational criterion ‫ ﻣ‬33

opiate-based painkiller X, 9‫ أ‬L=/‫ ﻣ‬38

opposite sex }‫` ا‬F- ‫ ا‬66

oppositional defiant disorder \‫ا‬ ‫اب ا َ ّ ي ا‬ \‫ ا‬17

679
oppressed ‫ع‬, <‫ ﻣ‬51

oppression 8 I 32

oppression 8 I 63

oppression 8 I 69

oppression 8 I 70

oppression 8 I 85

oppression 8 I 90

optical reading aid ‫ي‬ # ‫ز ا < اءة ا‬b‫ ُﻣ ﱢ‬24

optimal ageing R‫ﻣ‬ ,1 A 40

oral language T Z 24

oralism T ‫ ا‬Z‫ ﺑ ا ﱡ‬D 24

orally ً _ A 100

order W D D/ TFD 69

order W D D 100

orderly migration َT F‫ ة ُﻣ‬-‫ ھ‬79

ordinary statutory paternity pay ‫د‬ ‫ﻣ ّ ا‬,=ُ ‫ا‬ ‫ا‬, ‫ زة ا‬j‫ ا‬WD‫ را‬58

organ ,i 74

organ removal ‫ء‬i ‫ع ا‬bX 86

organ theft ‫ء‬i ‫ ا‬I & 86

organ trafficking ‫ء‬i ‫ ر ﺑ‬-D ‫ ا‬87

organisation /&P‫ ُﻣ‬52

organisation /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬53

organisational theory TFD TX 69

680
organise TFD/QF 57

organised child abuse ‫[ط ل‬ ‫ﱠ‬TF‫ إ& ءة ُﻣ‬7

organised crime 1‫ﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬ 86

organised criminal group ‫ﱠ‬TF‫اﻣ ُﻣ‬ ‫ا‬ , ْ-‫ َﻣ‬87

organised immigration crime ‫ ة‬-_ ‫ﻣ < ﺑ‬ ‫ﱠ‬TF‫ُﻣ‬ 87

orientation k ‫ ﱡ‬,َD 83

orientation point k ‫ ﱡ‬,َD <X 71

origin @‫ أ‬81

origin country @ ‫ ﺑ ا‬76

original culture @‫ أ‬9 <c 82

origins of social problems ّ ‫ ا‬S % ‫ل ا‬,@‫ أ‬69

orphan 89

orthotist F @ ‫ ا ط اف ا‬H ‫ أ‬22

other anxiety disorders ‫ى‬ ‫ ا‬:َ َ< ‫اﺑ ت ا‬ \‫ ا‬35

other behavioural and emotional 7 ‫ل ﻣ‬+ ‫ى‬ ‫ أ‬/ X‫ و‬S, &ُ ‫اﺑ ت‬ \‫ا‬
disorders with onset usually occuring in
<َ‫ وا ُ اھ‬, ‫ ا‬25
childhood and adolescence.
other developmental disorders of speech
Z‫ وا ﱡ‬: F ‫ ا‬9 ‫ى‬ ‫ أ‬,ّ ُ ُ X ‫اﺑ ت‬ \‫ ا‬29
and language
otherness ‫ ) اﺑ‬20

otherness Z ‫ ا‬84

outcome - X 14

outcome ‫ ج‬1‫ﻣ‬/ - X 16

outcome ‫ ج‬1‫ﻣ‬/ - X 47

outcome - X 94

681
outcomes orientation hH F ‫ ا‬, X k ‫ ﱡ‬,َD 94

outdoor activity ‫ر‬ ‫ ط‬%X 11

outdoor education ( < ‫ف ا‬, ‫) رج ا‬ ‫ر‬ D 11

outflow ‫ وج‬1 ‫ ى ا‬-‫ ﻣ‬75

outing for older people Lّ /ِ ‫ ر ا‬#= ‫ھ‬bX 41

out-of-home placement #‫ا‬ ِ ‫ م ا‬TX 9 ْ ِ ‫ إ اع ا‬14

outomce - X 97

D L g ‫ ا‬O\ ‫ا‬/ ‫ ر‬1 ‫دات ا‬ ‫ا‬, ‫ﻣ ا‬

outpatient _ ‫ا‬ ‫ ا‬38

outpatient ‫ ر‬1 ‫دات ا‬ ‫ ا‬, ‫ ﻣ ا‬64

outpatient care ‫ ر‬1 ‫دات ا‬ ‫ا‬ ‫ا‬ ‫ ِر‬34

outreach work , ‫ا‬ 37

outreach worker , ‫ ا‬H ‫ أ‬37

outreach youth work ‫<ﱢ‬F ُ ‫ا‬/‫ل‬,‫ ﱢ‬- ُ ‫ ب ا‬#%‫ا ﱠ‬ 11

outside of normal office hours ّ & ‫ ت ا وام ا‬I‫رج أو‬ 34

outward struggle ‫ر‬ ‫ @ اع‬68

overall responsibility ‫ا ﻣ‬ ‫و‬P/ ‫ ا‬1

overcrowded flat ‫ ظ‬T S ‫ ة ا‬A <A 61

overcrowding ‫ ظ‬T S‫ ا‬44

overdose ‫ﻣ ط‬ 39

‫ا‬/ = / ‫ارد ا‬, ‫ك ا‬+_ &‫ ا‬9 ‫ اط‬9 ‫ا‬

overfish ‫ط‬ ‫ ا‬89

overprotective ‫ﻣ ط‬ 7 9

overseas born ‫ آ‬#‫د ﺑ‬, ,‫ ﻣ‬75

682
oversee O ‫ ف‬% 47

oversee WI‫ ا‬/O ‫ ف‬% 55

overseeing #I‫ﻣ ا‬/‫ اف‬A‫ إ‬95

overstay the validity of a visa ‫ ة‬A] ‫ ا‬7+@ ‫ ة‬9 ‫ وز‬-D 79

overstayer 7, / ‫ ﻣ ا‬Ij‫ ة ا‬9 ‫ وز‬- ‫ ﻣ‬79

over-stimulated ‫ اط‬9†‫ ﺑ‬b ‫ ﻣ‬28

over-the-counter drug ّ#‫ أدو دون و@ ط‬38

owner-occupation u ‫ ا‬#I L‫ ﻣ‬s1% ‫ ا‬k= ‫ي‬g ‫ ا‬L=/ ‫ ام ا‬1 &‫ ا‬61

Oxfam ‫ م ا و‬/S‫أو‬ ‫ﱠ‬TF‫ ُﻣ‬92

Oxford English Dictionary ‫ي‬b -X ‫رد ا‬, /S‫س أ‬,‫ ﻣ‬I 71

package of care services ِ ‫َ َﻣ ت ا‬ ‫ﻣ‬b7 47

paediatric centre ‫ أط ل‬W‫ ط‬bSِ ْ ‫ َﻣ‬22

paediatric physiotherapist ‫[ط ل‬ #‫ ط‬hِ ‫ ُﻣ‬22

paediatrician ‫ أط ل‬H ‫ أ‬22

paediatricians ‫ ا ط ل‬W‫ ط‬L H ‫ أ‬9

paedophile ‫ ً [ط ل‬/Fْ ِ ‫ ء‬/‫ ُﻣ‬8

paedophile ‫ _ ا ط ل‬%‫ ﻣ‬88

paedophile activity ‫ ً [ط ل‬/Fْ ِ ‫ ء‬/‫ُﻣ‬ 9 8

paedophile network ‫ ا ط ل‬,_ %‫= ﻣ‬#A 88

paedophile ring ‫ ً [ط ل‬/Fْ ِ L E / ‫ ا‬L‫= ﻣ‬#A 8

paedophilia ‫ ه ا ط ل‬-D ‫ ّ ة‬/Fْ -ِ ‫ل ا‬, ‫ ا‬8

paid ( , D ` ‫ع و‬,9 ‫ﻣ‬ ‫)أي‬ ‫ ﻣ‬x #‫ ﻣ< ﺑ ﻣ‬44

paid employment ‫ر‬, ] ‫ا‬ ‫ ا‬56

683
paid employment ‫ع‬,9 ‫ ا‬Q ‫ظ‬, ‫ ا‬60

paid work ‫ع‬,9 ‫ﻣ‬ 60

pain ‫ أ‬42

pain prevention ‫ ا‬L‫ﻣ‬ I, ‫ ا‬42

pain relief ‫ ا‬L‫ ﻣ‬Q 1 ‫ ا‬42

paired reading (L 1A L ‫ )ﺑ‬X <‫ اءة ﻣ‬I 26

Palermo Protocol ,‫ﻣ‬ ‫ل ﺑ‬,S,D‫ ﺑ و‬87

palimpsest , ‫< ان ا‬9 38

palliative care ‫ا‬ ِ ‫ ا‬42

palliative social work ‫ا‬ ِ ‫ ا‬9 ‫ا‬ ‫ ا‬42

palpitations ‫<ن‬ 35

panacea ‫م‬ ‫ دواء‬50

panel of interviewers ‫ ا < ﺑ‬F- 97

panhandle ‫ل‬,ّ /D 86

panic attack 8 ‫ﺑ ھ‬,X 35

panic disorder 8 _ ‫اب ا‬ \‫ ا‬35

paper l ‫ﺑ‬/ <‫ ﻣ‬3

paradigm ‫ر‬,TF‫ ﻣ‬20

paradigm ‫ر‬,TF‫ ﻣ‬69

paradigm shift ‫ ﱡ _ ت‬,َ ‫ ا‬9 ZD 32

paragraph ‫< ة‬9 93

paramount & &‫ أ‬5

paramountcy of the welfare of the child ْ ِ ‫ها‬9 & &‫ أ‬, ‫ أو‬4

684
paranoid personality disorder ‫ﺑ‬D ‫ا‬ 1% ‫اب ا‬ \‫ ا‬35

parasitic disease ‫ ﻣ ض ط‬89

parent ‫ة‬/ ‫ وا‬1

parent ‫ُ ﺑﱢ‬ 54

parent child relationship ْ ِ ‫ وا‬L ‫ا‬, ‫ ا‬L ‫ ﻣ ﺑ‬I+ 17

parentage @‫ أ‬81

parental abuse ‫ إ& ءة وا‬17

parental capacity L ‫ا‬, ‫ رة ا‬I 4

parental conflict ‫ف وا ي‬+ 17

parental discipline ,‫ ﺑ أﺑ‬D/y#\ 25

parental divorce L ‫ا‬, ‫ق ا‬+‫ ط‬10

parental divorce L ‫ا‬, ‫ق ا‬+‫ ط‬17

parental leave ‫ ا زة وا‬57

parental leave ‫ إ زة وا‬58

parental leave ‫ إ زة وا‬63

parental mental health problem _ S ‫ أو‬L ‫ا‬, ‫ ّ ا‬7َ ‫ى أ‬ / X =%‫ ُﻣ‬17

parental mental health problem L ‫ا‬, ‫ى ا‬ / X =%‫ ُﻣ‬18

parental neglect ‫ إھ ل وا ي‬17

parental rejection L ‫ا‬, ‫ ا‬L‫ ﻣ‬J9‫ ر‬25

parental responsibility L ‫ا‬, ‫ا‬ ‫و‬P/‫ ﻣ‬5

parental responsibility ‫وا‬ ‫و‬P/‫ ﻣ‬6

parental responsibility ‫ا‬, ‫ا‬ ‫و‬P/ ‫ ا‬14

parental right ّ 7 5
L ‫ا‬, ‫ ا‬:

685
parental substance dependancy I < ‫اد وا‬, ‫ ا‬O L ‫ا‬, ‫د ا‬ ‫ ا‬17

ّ 7َ ‫ أ‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&

parental substance misuse _ S ‫ أو‬L ‫ا‬, ‫ ا‬18

parent-child centre ‫ وا ط ل‬L ‫ا‬, bSِ ْ ‫ َﻣ‬12

parent-child communication _ ‫أط‬/ _ ْ ‫ ِط‬8‫ ﻣ‬L ‫ا‬, ‫ا@ ا‬,D 12

parent-child group ‫ وا ط ل‬L ‫ا‬, ‫ ت‬, -‫ ﻣ‬12

parent-child relationship ْ ِ ‫ وا‬L ‫ا‬, ‫ ا‬L ‫ ﻣ ﺑ‬I+ 2

parent-child relationship L ‫ا‬, ‫ ا ِ ْ وا‬L ‫ ﻣ ﺑ‬I+ 3

parent-child relationship L ‫ا‬, ‫ ا‬8‫ ا ِ ْ ﻣ‬I+ 12

parenthood ‫ﱠة‬,‫ أُﺑ‬27

parenting course ‫ﺑ ا ط ل‬ ‫ دورة ﻣ \ ات‬12

parenting education ‫ أ& ي‬Q <RD/ D 12

parenting method ‫ب ا ﺑ‬, &ُ‫ أ‬12

parenting priogramme L ‫ا‬, ‫ ﺑ ا ط ل‬D h‫ ﻣ‬X ‫ ﺑ‬12

parenting problem ,‫ ﺑ‬D =%‫ ُﻣ‬17

parenting style L ‫ا‬, ‫ ﺑ ا‬D ‫ب‬, &ُ‫ أ‬2

parenting style L ‫ا‬, ‫ ﺑ ا‬D ‫ب‬, &ُ‫ أ‬12

parents' rights L ‫ا‬, ‫ق ا‬,<ُ7 5

parent-to-be ‫ة‬/ ‫ن وا‬,= &/‫ن‬,= & 12

parish A ‫ أﺑ‬50

parish hall A ‫ @ ت أﺑ‬51

part time work Hb ‫ﺑ وام‬ 60

partial inclusion Hb ‫ل‬, A 21

partially deafblind person &‫ي و‬ ‫ ﺑ‬Qْ \

َ ‫ ذو‬s1A 24

686
partially hearing 8 / ‫ ا‬Q \ 24

partially hearing person 8 / ‫ ا‬Q \ s1A 24

partially sighted person ‫ي‬ ‫ ﺑ‬Qْ \

َ ‫ ذو‬s1A 24

participation S‫ َر‬%‫ ُﻣ‬4

participation S‫ َر‬%‫ ُﻣ‬5

participation S‫ َر‬%‫ ُﻣ‬19

participation S‫ َر‬%‫ ُﻣ‬32

participation S‫ َر‬%‫ ُﻣ‬38

participation restriction S‫ َر‬% ُ ‫< ﺑ‬D 19

participation restriction ‫ودة‬ ‫ ﻣ‬S‫ َر‬%‫ ُﻣ‬31

participative S‫ ر‬%D 10

participatory right ّ 7 2
S‫ َر‬% ُ ‫ ا‬:

partnership S‫ ا‬A 12

partnership S‫ ا‬A 70

pass ‫ ع‬% /‫ر‬ 93

passion QZA 66

passive benefit # & X, ‫ ﻣ‬60

9,D ‫م‬ ‫ أو‬8F‫ ﻣ‬F ‫ ) أي‬# / ‫ ا‬7 ‫ت ا‬, ‫ا‬

passive euthanasia (‫ج‬+ ‫ ا‬42

passivity 9+ ‫ ا‬2

passport & ‫از‬, 78

pastoral care , ‫ر‬ F 18

pastoral care , ‫ر‬ F 67

pastoral care teacher , ‫ر‬ F ‫ة ُﻣ< ﱢم‬/ ‫ ُﻣ ﱢ‬18

687
patch social work 8 َ ْ- ُ ‫ ا‬9 ‫ا‬ 51

paternal mental health problem ‫ىا ب‬ < ‫ ا ِ ّ ا‬S %‫ ﻣ‬9

paternal substance abuse ‫ ا ب‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 9

paternalism ,‫ أﺑ‬20

paternalism ‫ي‬,‫ أﺑ‬h_X 32

pathogenesis ‫ إﻣ اض‬64

pathological ageing \ ‫ﻣ‬ ,1 A 40

patient ‫ة‬/J ‫ ﻣ‬33

patriarchal structure ,‫ ا ﺑ‬F# ‫ ا‬63

patriarchy ‫ري‬,Sg ‫ا‬/‫ي‬,‫ ا ﺑ‬8 َ ْ- ُ ‫ ا‬63

patronise O O 32

patterns of communciation @‫ا‬, ‫ ط ا‬X‫ أ‬49

paucity I/‫ رة‬X 69

pay-as-you-go ‫ ا‬F (‫ ت‬I < & ‫ )ا‬89‫ م د‬TX 58

paying for the sexual services of a child /Fْ -ِ ‫َ َﻣ ت ا ط ل ا‬ ‫ ﻣ< ﺑ‬89‫ د‬8

payment 9‫ د‬57

payment 9‫ د‬87

peace ‫م‬+& 68

peace ‫م‬+& 73

peace and conflict studies ‫ا ت‬bF ‫ وا‬/ ‫ درا& ت ا‬90

peacebuilding ‫م‬+/ ‫ ء ا‬F‫ ﺑ‬90

peaceful & 90

peacekeeping ‫م‬+/ ‫ • ا‬7 90

688
peacemaking ‫م‬+/ ‫ ا‬8Fُ@ 90

pedagogical concept ‫ي‬,‫ ﺑ‬D ‫م‬,_ ‫ ﻣ‬13

pedagogical support D ْ ‫ د‬13

pedagogy `‫ا ر‬ 98

pedagogy of freedom ‫ دىء ا‬#‫ ﻣ‬O ّ Fْ# َ ‫ا ﺑ ا‬ 69

peep show 9 # ‫ ي‬Z‫ض ﻣ‬ 88

peer abuse ‫ ان‬I ‫ ا‬#I L‫ ٍ ﻣ‬D/‫ إ& ءة‬18

peer consultation ‫ ان‬I ‫ رة ا‬% &‫ ا‬95

peer counselling ‫ ان‬I ‫ د ا‬A‫ إر‬32

peer education ‫ ان‬I ‫ ا‬Q <RD 12

peer education ‫ ان‬I ‫ ا‬#I L‫ﻣ‬ D 37

peer group ‫ ان‬I ‫ا‬ , ْ-‫ َﻣ‬10

peer group supervision ‫ ان‬I ‫ ا‬#I L‫ﻣ‬ ‫ اف‬A‫ إ‬95

peer harassment ‫ ان‬I ‫ ا‬#I L‫ ﱡ ش ﻣ‬D 18

peer network ‫ ان‬I‫= أ‬#A 11

peer pressure ‫ ان‬I ‫ ا‬yZ\ 18

peer rejection ‫ ان‬I ‫ ا‬#I L‫ ﻣ‬J9‫ ر‬18

peer rejection ‫ ان‬I ‫ ا‬#I L‫ ﻣ‬J9‫ ر‬25

peer relationships ‫ ان‬I ‫ ت ا‬I+َ 9

pejorative H‫ازدرا‬/ < D 66

pejorative H‫ ازدرا‬81

penal system H F- ‫ م ا‬T‫ﱢ‬F ‫ا‬/‫ﺑ ت‬,< ‫ م ا‬TX 44

penalty ‫ﺑ‬,< 39

689
penetrative sex + ‫` إ‬F 8

penis ‫ ي‬S‫ ذ‬,i /W iI 8

penology ‫ﺑ ت‬,< ‫ا‬ 44

pension system < ‫ م ا‬TX 58

pensioner poverty L < ‫< ا‬9 59

pensions policy < ‫ & & ا‬40

people ‫ ص‬1A‫ أ‬73

people first movement ً ‫ أو‬W % ‫ ا‬S 7 32

people on low incomes ‫ﻣ ٍن‬ ‫ ص ذوي د‬1A‫ أ‬58

people smuggler ‫ ص‬1A‫ ُﻣ_ ﱢب أ‬79

people smuggling ‫ ص‬1A ‫ ا‬W _D 79

people smuggling ‫ ص‬1A ‫ ا‬W _D 87

people trafficker %# ‫ ُﻣ ِ ﺑ‬79

people trafficker %# ‫ ُﻣ ِ ﺑ‬87

people trafficking ‫ ص‬1A ‫ ر ﺑ‬-D ‫ ا‬79

people trafficking %# ‫ ر ﺑ‬-D ‫ ا‬79

people trafficking %# ‫ ر ﺑ‬-D ‫ ا‬87

people with HIV or AIDS ‫ ز‬j‫ن ﺑ ض ا‬,‫ﺑ‬ ‫ ص ﻣ‬1A‫ أ‬65

people with HIV/AIDS ‫ ز‬j‫ن ﺑ ض ا‬,‫ﺑ‬ ‫ ص ﻣ‬1A‫ أ‬64

perceived self-efficacy ّ D‫ا‬g ‫ ا = ءة ا‬L ‫ر‬, D 27

perception ‫ر‬,TF‫ﻣ‬/‫ ء‬A O ‫ إ‬s1% ‫ ة ا‬TX 28

perception ‫ر‬,TF‫ﻣ‬/‫ﱡ ر‬, D 33

perception ‫ ء‬A ‫ ا‬O ‫ إ‬s1% ‫ر ا‬,TF‫ ﻣ‬35

690
perception ‫ر‬, D/‫ر‬,TF‫ ﻣ‬39

performance indicator ‫ ا داء‬A‫ ﱢ‬P‫ ُﻣ‬94

performance measurement ‫ س ا داء‬I 94

period ‫ ة‬9/‫ ُﻣ ة‬75

ّ ,‫ت ا ّ ﺑ‬ 7+ ,‫ ﱢ‬- ُ ‫َ َﻣ ت ا ْ ا‬
peripatetic SEN support services ّ 1 ‫ ا‬21
@

peripheral country y ‫ ﺑ ﻣ‬91

permanence ‫ﻣ‬, ‫ د‬15

permanency ‫ﻣ‬, ‫ د‬14

permanency ‫ﻣ‬, ‫ د‬15

permanency planning H‫دا‬ y 1 ‫ ا‬14

permanent H‫ دا‬76

permanent exclusion from school &‫ ا ر‬L‫ ﻣ‬H‫ا ا‬ ‫ا‬/‫ د‬# &‫ ا‬25

permanent residence H‫ ﻣ دا‬I‫ إ‬79

permanent resident card H‫ ﻣ ا ا‬Ij‫ ا‬I ‫ ﺑ‬79

permanent settler H‫ دا‬L‫ط‬, /‫ ﻣ‬79

permissive ‫ ھ‬/ ‫ ُﻣ‬2

permit r/ 7

permit r D 79

pernsioner poverty L < ‫< ا‬9 40

perpetrate ‫ي‬ 7

perpetrate ‫ي‬ 8

perpetrator ‫ ُﻣ ي‬7

perpetrator ‫ ُﻣ ي‬8

691
perpetrator ‫ ء‬/‫ ُﻣ‬86

persistent ‫ ﻣ ح‬33

persistent lateness /‫ﻣ‬ ]D 18

persistent offender /‫ ﻣ‬X 45

person being smuggled ‫ _ ب‬s1A 79

person engagement s1A 8‫ﻣ‬ D 28

person in need of care ِ ‫ ﻣ ج‬s1A 42

person living with HIV ‫ ز‬j‫ ﻣ ض ا‬8‫~ ﻣ‬ s1A 65

person of colour ‫ ء‬i ‫ ة ) ﺑ‬%‫ ذو ﺑ‬s1A 81

person of faith ‫ة‬/L‫ﻣ‬P‫ ﻣ‬67

person specification W ‫ة ا‬/‫ا@ ت ُﻣ< ﱢم‬,‫ ﻣ‬97

person who is hard of hearing & ‫ﺑ ت‬, @ ‫ ذو‬s1A 24

person with a drug dependance ‫ ﱢرات‬1 ُ ‫ ا‬O ‫ذو إدﻣ ن‬/ ‫ ﻣ‬s1A 37

person with a hearing impairment & Qْ \

َ L‫ ﻣ‬X s1A 24

L‫ ﻣ‬X ) I < ‫ل وا‬, = ‫ ا‬O ‫ ﻣ‬s1A

person with a substance dependance (‫ ا دﻣ ن‬37

person with an alcohol dependance ‫ل‬, = ‫ ا‬O ‫ذو إدﻣ ن‬/ ‫ ﻣ‬s1A 37

person with an intellectual impairment ‫ة‬/ F‫ ذھ‬Qْ \

َ L‫ ﻣ‬X s1A 27

person with autism ‫ﱡ‬7,‫ب ﺑ ﱠ‬ ‫ ﻣ‬s1A 19

person with dementia ‫ ة‬S‫ا‬g ‫< ان ا‬9/‫ ف‬1 ‫ ﻣ ض ا‬L‫ ﻣ‬X s1A 41

person with epilepsy ‫ّ ع‬ ‫بﺑ‬ ‫ ﻣ‬s1A 23

person with hearing loss 8 / ‫< ان ا‬9 L‫ ﻣ‬X s1A 24

person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 22

person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 26

692
person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 27

person with learning difficulties ‫ﱡ‬ ‫ ا‬9 ‫ﺑ ت‬, @ ‫ ذو‬s1A 32

person with mental health problems / X S %‫ ﻣ‬L‫ ﻣ‬X s1A 22

person with mental health problems / X S %‫ ذو ﻣ‬s1A 33

person with profound and multiple

‫ دة و ُﻣ ﱢدة‬7 ‫ ت‬I ‫ ذو إ‬s1A 28
disabilities
Person with profound and multiple
‫ دة و ُﻣ ﱢدة‬7 ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 28
learning difficulties
person with profound multiple
‫ دة‬7 ‫ ت ُﻣ ﱢدة‬I ‫ ذو إ‬s1A 28
disabilities
person with special needs ّ
@ ‫ت‬ 7‫ ذو ا‬s1A 22

person with the label of learning

" ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ "ذو‬kX]‫ ﺑ‬QF@ s1A 27
difficulties
person wtih a learning disability ‫ﱡ‬ ‫ ا‬9 I ‫ ذو إ‬s1A 27

personal 1A 65

personal advantage 1A ‫ ة‬H 9/ F‫ ﻣ‬86

personal assistance ‫ د‬9/ 1A ‫ ِ ة‬/‫ ُﻣ‬30

personal assistant 1A ِ /‫ ُﻣ‬32

personal assistant 1A ‫ة‬/ ِ /‫ ُﻣ‬65

personal assitance 1A ‫ ِ ة‬/‫ ُﻣ‬32

personal budget 1A X‫ا‬b ‫ ﻣ‬32

personal care ّ D‫ذا‬ ‫ ِر‬22

personal care ّ D‫ذا‬/ 1A ‫ ِر‬42

personal change 1A ZD 47

personal details 1A @ D 97

personal development 1A ‫ّر‬,َ َD 10

693
personal distress 1A ‫ ة‬X ‫ ﻣ‬35

personal growth D‫ ذا‬,ّ ُ ُX 10

personal growth ّ D‫ا‬g ‫ا‬ F ‫ ا‬36

personal growth D‫ ذا‬,ّ ُ ُX 54

personal hygiene 1A 9 TX 9

personal issue 1A iI/ ]/‫ ﻣ‬95

personal quality ّ
1A @ 97

Personal social care services for older

L ّF/ِ ُ 1% ‫ّ ا‬ ‫ا‬ ِ ‫َ َﻣ ت ا‬ 41
people
‫< ء‬D‫ر‬+ ‫ات و‬,_% ‫ ا‬L ‫ ع‬Fِ ‫ ْﻣ‬+ ` F ‫ ا‬8‫اع ﻣ‬ ‫ا‬
personal struggle X 7‫ ا و‬68

personal tragedy model of disability 1A ‫ ﻣ]& ة‬O ّ Fْ#‫ َﻣ‬I ‫ذج إ‬, َX 20

personal value 1A I 70

personality disorder 1% ‫اب ا‬ \‫ ا‬35

person-centered planning ‫ ا د‬O ‫ر‬, ‫ ﻣ‬y 1D 30

person-in-environment perspective F ‫ ا‬E # ‫ ا‬L‫ ﻣ‬s1A TX _ ‫ و‬71

personnel I ‫ ط‬44

personnel department %# ‫ارد ا‬, ‫ ة ا‬H‫ دا‬96

perspective ‫ر‬,TF‫ﻣ‬/ TX _ ‫ و‬69

pervasive developmental disorder % F ‫ ا‬,ّ ُ ُF ‫اب ا‬ \‫ ا‬27

perverse incentive ‫ \ رة‬b9‫ا‬,7 60

pesistent ‫ إ@ اري‬25

pet-assisted therpay ‫ ت ا‬X‫ا‬, ‫ ﺑ‬X & ‫ج ﺑ‬+ 30

pet-facilitated therapy ‫ ت ا‬X‫ا‬, ‫ ا‬#I L‫ ﻣ‬/ ‫ج ﻣ‬+ 30

petrol ‫ ﺑ ول‬38

694
petty crime ‫ ى‬Z@ 86

petty offence Z@/y /‫م ﺑ‬ 43

pharmaceutical drug @ ‫ دواء‬38

phase ‫ ة‬9 3

phase of life D 7 7 ‫ ﻣ‬40

PhD ‫راة‬, S‫ د‬99

PhD student ‫راة‬, S‫ة د‬/W ‫ ط‬99

PhD supervisor ‫راة‬, S ‫ ا‬7‫ أط و‬O ‫ة‬/‫ ف‬%‫ ﻣ‬95

PhD supervisor ‫راة‬, S ‫ ا‬7‫ ف أط و‬%‫ ﻣ‬99

PhD thesis ‫راة‬, S‫ د‬7‫ أط و‬99

phenomenology ‫اھ‬,T ‫ا‬ 69

philosophy of ageing ,1 % ‫ ا‬/ 9 40

philosophy of care ِ ‫ ا‬/ 9 42

phobic anxiety disorder ‫ ا ُھ ﺑ‬:َ َ< ‫اب ا‬ \‫ ا‬35

phone sex QD _ ‫ ا‬# `F 88

physical ‫ي‬/ 20

physical abuse / ‫ إ& ءة‬6

physical abuse / ‫ إ& ءة‬7

physical abuse / ‫ إ& ءة‬16

physical ageing / ,1 A 40

physical and emotional needs / X‫و‬ / ‫ت‬ 7‫ ا‬9

physical child abuse / ‫ إ& ءة‬9

physical closeness ‫ ي‬/ ‫ ب‬I 28

695
physical contact ‫ي‬/ ‫ل‬ D‫ ا‬8

physical deterioration ‫ ي‬/ ‫ر‬,‫ ھ‬D 40

physical development ‫ ي‬/ ,ّ ُ ُX 6

physical development ‫ ي‬/ ,ّ ُ ُX 23

physical disability / I ‫ إ‬19

physical disability / I ‫ إ‬21

physical disability / I ‫ إ‬23

physical environment ‫ﻣ د‬/ #‫ ط‬E ‫ ﺑ‬62

physical evidence ‫س‬, ‫ﻣ‬ ‫ د‬8

physical exercise /- ‫ ا‬L ‫ر‬ ‫ ُﻣ ِر& ا‬64

physical harm ‫ ي‬/ ‫ أذى‬9

physical health X ‫ﺑ‬/ / ّ @

ِ 6

physical health X # ‫ا‬/ /- ‫ ا ِ ّ ا‬48

physical impairment ‫ ي‬/ Qْ \

َ 23

physical integrity / ‫ﻣ‬+& 2

physical malformation ‫ ي‬/ ‫ﱡ ه‬,%D 23

physical need ‫ ي‬/ ‫ ج‬7‫ ا‬4

physical punishment ‫ ي‬/ ‫<ِ ب‬ 5

physical punishment X ‫<ِ ب ﺑ‬ 7

physical punishment X ‫ﺑ‬/‫ ي‬/ ‫<ِ ب‬ 25

physical violence ‫ ي‬/ QFْ ُ 63

physical violence ‫ ي‬/ QFْ ُ 88

physical wellbeing / ‫ﻣ‬+&/‫ ه‬9‫ ر‬28

696
physically disabled child / I ‫ ِط ْ ذو إ‬23

physically disabled person / I ‫ ذو إ‬s1A 23

physician assisted suicide ‫ة‬/W # ‫ ِ ة ا‬/ ُ ‫ر ﺑ‬ X ‫ ا‬42

physiotherapist #‫ ط‬hِ ‫ ُﻣ‬22

picket - 7‫ ا‬I‫ و‬90

pickpocke %X/‫ ل‬% X‫ ا‬86

picture and symbol system ‫ز‬,‫ر وا ﻣ‬, ‫ م ا‬TX 29

pilgrimage to Mecca ‫ ﻣ= ا = ﻣ‬O ‫ إ‬h ‫ ا‬68

pimp ‫ﱠاد‬,I 88

PISA study # ‫ا‬ < ‫ ا و‬h‫ ﻣ‬X # ‫ درا& ت ا‬98

pity < A 32

place ( ْ ِ ‫د إ اع ا‬, < ‫ ا‬F‫ إ اع )ھ‬14

place ‫دع‬, 98

place of habitual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬76

place of support ْ ‫ا‬ < / ْ 9,‫ ﻣ= ن ﻣ‬21

place of usual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬76

place worship ‫ دة‬# ‫ ﻣ= ن‬67

placement ‫ إ اع‬6

placement ‫ إ اع‬14

placement of a child in a foster family ‫ﺑ‬ ‫ أُ& ة را‬8‫ إ اع ا ِ ْ ﻣ‬14

planning y 1D 47

planning alternative tomorrows with

‫ﻣ ءﺑ ﻣ‬ ‫ ﺑ‬#< / y 1D 30
hope
play activity _ 9 D/W ‫ ط‬%X 23

697
play and learn session for children ‫ّ [ط ل‬ DW / 13

play in the open air : ‫اء ا‬,_ ‫ ا‬9 W ِ ‫ ا ﱠ‬2

play therapist W ِ ‫& ط ا ﱠ‬,‫ ﺑ‬/ X hِ ‫ ُﻣ‬22

playgroup W , ْ-‫ َﻣ‬13

plead guilty WXg ‫اف ﺑ‬ ‫ ا‬43

plead not guilty ‫ اءة‬# ‫ ار ﺑ‬Ij‫ ا‬43

plural 8 81

plural 8 83

pole dancing ‫د‬, ‫ ا‬sI‫ ر‬88

police check ّ ‫ﻣ‬,=ُ ‫م ﻣ‬ ‫_ دة‬A 97

Police Constable ‫ة‬/ ‫ ط‬A 6

police constable ‫ة‬/ ‫ ط‬A 93

police investigation ‫ ط‬% ‫ ا‬: ّ< D 43

Police officer ‫ة‬/ ‫ ط‬A 43

police officer ‫ ط‬A 46

police officer ‫ ط‬A 86

police station ‫ ط‬%‫ا‬ ‫ ﻣ‬43

policy & & 85

policy development ‫ & ت‬/ ‫ ا‬, D 72

policy level & / ‫ى ا‬, /ْ ‫ ُﻣ‬82

policy maker ‫ة ا < ار‬/8X @ 59

policy on ageing ,1 % ‫ & & ا‬40

policy review ‫ &ت‬/‫ا‬ ‫ ﻣ ا‬85

698
polio ‫ ا ط ل‬A 89

political agenda & & ‫ ة‬F ‫ أ‬59

political asylum & & ‫ء‬,- 80

political belief & & < ‫ ﻣ‬70

political ideology & & , , ‫ أ‬91

political issue & & =%‫ ُﻣ‬/ ]/‫ ﻣ‬60

political issue & & ]/‫ ﻣ‬79

political literacy & & 9 ‫ ﻣ‬51

political literacy & & 9 ‫ ﻣ‬85

political murder & & I 90

political opinion & & ‫ رأي‬80

political right ّ 7 73
& &:

politician ‫ة‬/ & & 50

politician ‫ة‬/ & & 59

politicise ` /D 20

politicise immigration ‫ ة‬-_ ‫ ` ا‬/D 84

politicising ` /D 51

politics of disability I j‫ & & ا‬20

pollution ‫ث‬, D 89

polygamy ‫و‬b ‫د ا‬ ‫ ا‬68

polytechnic F<D S ‫او‬ ‫ ﱡ‬1َ َ ‫ﻣ‬ S 99

poor ‫ة‬/ <9 68

poor family ‫< ة‬9 ‫ أُ& ة‬58

699
poor living conditions ‫< ة‬9 % ‫ ظ وف ﻣ‬89

poorer country <9‫ ﺑ أ‬89

poorer country <9‫ دو أ‬91

poorer state <9‫ دو أ‬89

poorly u_F‫ﻣ‬/u , ‫ ﻣ‬64

population ‫ &ُ= ﱠن‬75

population ‫ ُ& ﱠ= ن‬82

population displacement ‫= ن‬/ ‫ ا‬-_D 77

population displacement ‫= ن‬/ ‫ د ا‬%D 89

population grouping X =& 8 -D 82

population growth X =& ,ّ ُ ُX 89

population health ‫= ن‬/ ‫@ ّ ا‬

ِ 64

population movement ‫= ن‬/ ‫ ا‬S 7 75

pornography 7 ‫اد إﺑ‬,‫ ﻣ‬88

port ]9 ‫ ﻣ‬80

portage scheme hD‫ر‬,‫ ﺑ‬y 1‫ﻣ‬/h‫ ﻣ‬X ‫ ﺑ‬22

port-traumatic stress disorder ‫ﻣ‬ ‫اب ﻣ ﺑ ا‬ \‫ ا‬35

position W F‫ ﻣ‬97

position of power ‫ة‬,I L‫ط‬,‫ ﻣ‬89

positive action ‫ﺑ‬-‫إ‬ 9 85

positive behaviour support ‫ ﺑ‬- j‫ك ا‬, /ُ ‫ د ْ ا‬30

positive discrimination ‫ ﺑ‬- ‫ إ‬b D 85

positive peace ‫ ﺑ‬- ‫ & إ‬90

700
positive right ّ 7 73
‫ﺑ‬-‫إ‬:

positive symptom ‫ ﺑ‬- ‫اض إ‬ ‫ أ‬35

possessed by an evil spirit ‫ة‬ A ‫ روح‬#I L‫ ﻣ‬k ‫ذ‬, /‫ ﻣ‬7

possessing child pornography ‫[ط ل‬ Z /‫ ﻣ‬7 ‫اد إﺑ‬,‫ك ﻣ‬+ ‫ اﻣ‬8

possession of drugs ‫ رات‬1‫ ﻣ‬O ‫زة‬ ‫ ا‬39

post W F‫ ﻣ‬97

post-adolescence <َ‫ ﻣ ﺑ ا ُ اھ‬3

postal questionnaire #‫ ا‬# X # &‫ ا‬100

post-conflict state ‫اع‬bF ‫ دو ﻣ ﺑ ا‬90

post-doctoral research ‫راه‬, S ‫ ﻣ ﺑ ا‬l ‫ ﺑ‬99

post-doctoral student ‫راه‬, S ‫ة ﻣ ﺑ ا‬/W ‫ ط‬99

postgraduate degree ‫_ دة‬A 96

post-industrial country 8F ‫ دو ﻣ ﺑ ا‬91

postlingual : F ‫ ﻣ ﺑ ا‬24

postnatal depression ‫ دة‬, ‫ ب ﻣ ﺑ ا‬E S‫ ا‬17

post-qualifying training ‫ ا ]ھ‬k 7 ‫ ﺑ ﻣ‬W ‫ ا ر‬96

posture \‫ و‬23

post-war welfare settlement ‫ب‬ ‫ ه ﻣ ﺑ ا‬9 ‫اءات ا‬ ‫إ‬/‫ ت‬# D D 56

post-war welfare state ‫ب‬ ‫ ة ا‬9 ‫ ه ﻣ ﺑ‬9 ‫ دو ا‬60

potential abuser ‫ ُﻣ ي ﻣ‬8

potential victim of trafficking ‫ ر‬-D+ ‫ﻣ‬ \ 87

poverty <9 31

poverty <9 59

701
poverty <9 64

poverty <9 72

poverty <9 89

poverty indicator < ‫ ا‬AP‫ ﻣ‬59

poverty line < ‫ا‬y 59

poverty migrant < ‫ ب ا‬#& _‫ ُﻣ‬77

poverty policy < ‫ & & ا‬59

poverty reduction < ‫ ا‬J 1D 91

poverty research < ‫ أﺑ ث ا‬59

poverty statistics < ‫ تا‬H 7‫ إ‬59

poverty threshold < ‫ا‬y 59

poverty trap < ‫ ا‬€9 59

power َ ْ &ُ 1

power ‫ة‬,I/ َ ْ &ُ 6

power َ ْ &ُ 78

power ‫ة‬,I/ َ ْ &ُ 93

power and control = ‫ة وا‬,< ‫ ا‬49

power relation , & I+ 96

power structure َ ْ /ُ ‫ ھ = ا‬50

power wheelchair H ‫_ ﺑ‬S ‫ك‬ ‫ & ﻣ‬S 23

power wheelchair with extensive

‫ة‬ / H ‫ت ھ‬+ D ‫ ذو‬H ‫_ ﺑ‬S ‫ك‬ ‫ & ﻣ‬S 23
adaptations
practical help ‫ ِ ة‬/‫ ُﻣ‬36

practical skill ‫ ﻣ_ رة‬16

702
practical skill ‫ ﻣ_ رة‬27

practice : ّ# D/ &‫ ُﻣ ِر‬1

practice &‫ ُﻣ ِر‬72

practice &‫ ُﻣ ِر‬72

practice &‫ ُﻣ ِر‬83

practice : ّ# ‫ ا‬96

practice development &‫ ا ُ ِر‬, D 72

practice field &‫ ل ا ُ ِر‬-‫ َﻣ‬62

practice game < ّ# D # 2

practice learning < ّ# D D/ &‫ ا ُ ِر‬# D 99

practice placement student X‫ا‬ ‫ ا‬W ‫ ا ر‬9 ‫ة‬/W ‫ ط‬96

practice placement teacher X‫ا‬ ‫ ا‬W ‫ة ا ر‬/‫ ف‬%‫ ﻣ‬99

practice placement teaching X‫ا‬ ‫ ا‬W ‫ ا ر‬O ‫ اف‬A‫ إ‬95

practice teacher X‫ا‬ ‫ ا‬W ‫ة ا ر‬/‫ ف‬%‫ ﻣ‬99

practice-based profession &‫ أ&` ا ُ ِر‬O ّ Fْ#‫ َﻣ‬Fْ_‫ ِﻣ‬71

practice-oriented < ّ# D k ‫ ﱡ‬,َD ‫ ذو‬99

practice-oriented research / < ّ# D k ‫ ﱡ‬,َD ‫ث ذات‬, ‫ ﺑ‬100

practise a religion Lّ ‫ ُﻣ‬L ‫د‬/ Fّ ‫< ة ُﻣ‬ &‫ ُﻣ ِر‬67

practise forced adoption ‫ ري‬# j‫ّ ا‬F# ‫ ا‬: ّ# D 5

practitioner ّ F_‫ة ِﻣ‬/‫ ُﻣ ِرس‬52

practitioner ّ F_‫ ُﻣ ِرس ِﻣ‬72

practive placement supervision X‫ا‬ ‫ ا‬W ‫ ا ر‬O ‫ اف‬A‫ إ‬95

praise ‫ح‬ 12

703
prayer ‫ة‬+@ 67

prayer ‫ة‬+@ 68

prayer mat ‫ة‬+ ‫ دة ا‬-& 68

prayer rug ‫ة‬+ ‫ دة ا‬-& 68

preadolescence <َ‫ ا ُ اھ‬#I ‫ ﻣ‬3

preaffiliation <#/‫ ذو @ ﻣ‬49

preamble ‫ ُﻣ< ﱢﻣ‬73

precariate ‫ ﺑ = ر‬59

precarious employment nIP‫ﻣ‬/n‫ ﺑ‬c ) Q ‫ظ‬,D 63

precarious employment conditions ‫ﺑ‬c ) ‫ وط‬A 60

precariousness ‫ا & < ار‬/‫ت‬,#R ‫م ا‬ 89

precocious sexual behaviour =‫ ﱢ‬#‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ 8

precondition :#/‫ ط ﻣ‬A 2

precondition :#/‫ ط ﻣ‬A ‫ ذو‬76

predict P#FD 69

pregnancy 7 7

pregnancy 7 68

prejudice b D 66

prejudice :#/‫= ﻣ‬7 83

prejudice :#/‫= ﻣ‬7 84

prejudice :#/‫= ﻣ‬7 84

prelingual : F ‫ ا‬#I ‫ ﻣ‬24

pre-marital sex ‫واج‬b ‫ ا‬#I `F- ‫ ُﻣ ِر& ا‬68

704
premature birth ‫ ﱢ= ة‬#‫ و دة ُﻣ‬27

preoccupation with ‫ ل ب‬Z%X ‫ ا‬50

preoccupation with ‫ ل ب‬Z%X‫ ا‬64

prepare ‰_ 43

preparing data ‫ ت‬X # ‫ إ اد ا‬100

prepuberty ‫غ‬, # ‫ ا‬Lّ &ِ #I ‫ ﻣ‬3

pre-pubescent child ‫غ‬, # ‫ ا‬#I ‫ ِط ْ ﻣ‬2

presbycusis ,1 A @ 24

preschool &‫ ا ر‬#I ‫ ﻣ‬7 ‫ ﻣ‬13

preschool professional &‫ ا ر‬#I ‫ ﻣ‬7 ‫ ﻣ‬9 s ‫ ﱡ‬1َ َ ‫ ّ ﻣ‬F_‫ ِﻣ‬13

prescribed W #‫ ط‬#I L‫ ﻣ‬Q@‫ و‬38

prescribed heroin ‫ة‬/W # ‫ ا‬#I L‫ف ﻣ‬,@, ‫ ا‬L ‫ ر ا _ و‬1‫ ﻣ‬39

prescription drug W # ‫ ا‬#I L‫ ﻣ‬Q@,D ‫ أدو‬38

prescription drug abuse W # ‫ ا‬#I L‫ ﻣ‬9,@, ‫ ام ا دو ا‬1 &‫ ا& ءة ا‬38

present the case at court = ‫ ا‬9 i< ‫ا‬ <D 43

presenting behaviour ‫ھ‬T‫ا‬ ‫ك ا‬, /

ُ ‫ ا‬33

pressure yZ\ 18

pressure group yZ\ , ْ-‫ َﻣ‬51

presuppose ‫ض‬ 34

pre-tax income WH‫ ا‬i ‫ ا‬/7 #I ‫ ا‬57

pretend play ‫ي‬b‫ رﻣ‬W 2

prevent : /8F 9

prevent < 42

705
prevent child abuse ‫& ءة‬j‫ ا‬L‫ا ِ ْ ﻣ‬ I‫ و‬7

preventative H I‫ و‬1

preventative H I‫ و‬14

preventative medicine H I‫ و‬W‫ ط‬64

preventative orientation H I‫ و‬k ‫ ﱡ‬,َD 4

preventative programme H I‫ و‬h‫ ﻣ‬X ‫ ﺑ‬18

preventing reoffending ‫ م‬- ‫= ب ا‬D‫ إ دة إر‬L‫ﻣ‬ I, ‫ ا‬46

primary applicant & & ‫ ا‬W ‫ ُﻣ< ﱢم ا‬77

primary health care ‫ا و‬ ‫ا‬ ِ ‫ ا‬64

primary prevention ‫أو‬ I‫ و‬37

primary school H‫ ﻣ ر& اﺑ ا‬98

primary school-age & & ‫ ا ر& ا‬Lّ &ِ 2

primary school-aged child && ‫ ا‬7 ‫ا‬ ‫ ِط ْ ﺑ‬1

prime minister ‫زراء‬, ‫ ` ا‬H‫ ر‬50

principal applicant & & ‫ ا‬W ‫ ُﻣ< ﱢم ا‬77

principle ‫ أ‬#‫ ﻣ‬46

principle ‫ أ‬#‫ ﻣ‬57

principle ‫ أ‬#‫ ﻣ‬70

principle ‫ أ‬#‫ ﻣ‬71

principle ‫ أ‬#‫ ﻣ‬80

principle of discretion ‫ف‬ ‫ا‬ 7 ‫ أ‬#‫ ﻣ‬43

principle of normalisation 8# ‫ أ ا‬#‫ ﻣ‬32

principle of proportionality W& F ‫ أ ا‬#‫ ﻣ‬6

706
prison L-& 44

prison director L-/ ‫ا‬ ‫ ُﻣ‬44

prison governor L-/ ‫ا‬ ‫ ُﻣ‬44

prison library L-/ ‫ ا‬# =‫ ﻣ‬44

prison officer L-/ ‫ ا‬9 y‫ \ ﺑ‬44

prison population ‫ ء‬F-/ ‫ ا‬44

prison sentence L-/ ‫ﺑ ا‬,< 44

prison-based social worker ‫ن‬,-/ ‫ ا‬9 ‫ ا ﻣ ا‬44

prisoner L -& 44

prisoner of war ‫ ب‬7 L -& 78

privacy ّ @, 42

private agency ( ّ‫ ص‬1 ‫ ا < ع ا‬9 ‫@ )أي‬

ّ ‫ﱠ‬TF‫ ُﻣ‬53

private landlord ّ‫ ص‬1 ‫ ا‬u ‫ ا‬61

private parts & FD ‫ ء‬i ‫ أ‬8

private pension ّ‫ص‬ <D WD‫ را‬58

private provision ّ‫ص‬ 9,D 56

private rented sector ّ‫ ص‬1 ‫ ر ا‬- j‫ ع ا‬I 61

private responsibility ّ 1‫ا‬

@ ‫و‬P/ ‫ ا‬56

private school ّ
@ &‫ ﻣ ر‬98

private sector ّ‫ ص‬1 ‫ ا < ع ا‬1

private sector ّ‫ص‬ ‫ ع‬I 53

private sector ّ‫ ص‬1 ‫ ا < ع ا‬94

private sector agency ّ‫ ص‬1 ‫ ا < ع ا‬9 ‫ﱠ‬TF‫ ُﻣ‬53

707
privatisation 1 1 ‫ ا‬56

probation ‫ ﺑ‬I‫ ر‬45

probation officer L-/ ‫رج ا‬ ‫ ﺑ‬I ‫ ا‬y‫ \ ﺑ‬44

probation officer WI‫ ﻣ ا‬y‫ \ ﺑ‬45

probation officer ‫ ﺑ‬I ‫ ا‬y‫ \ ﺑ‬46

probation service #I‫ا‬ ‫ ا‬n D ‫ اج‬9‫ إ‬45

probationary period # -D ‫ ة‬9 97

probationer #I‫ا‬ ‫ا‬n D X 45

problem alcohol use S% ##/‫< ﻣ‬ ‫ل ﺑ‬, = ‫ ام ا‬1 &‫ ا‬38

problem drinking S% ##/‫< ﻣ‬ ‫ل ﺑ‬, = ‫ ام ا‬1 &‫ ا‬38

problem solving S % ‫ ا‬7 26

problem solving S % ‫ ا‬7 71

problem solving S % ‫ ا‬7 95

problem solving group S% ‫ ا‬7 , ْ-‫ َﻣ‬49

problem solving training S % ‫ ا‬7 O W ‫ ر‬D 30

problem use ‫ ام‬1 &‫ء ا‬,& 37

problematic behaviour S% W#/‫ك ﻣ‬, &ُ 44

problems S %‫ ﻣ‬48

procedural formalities =A ‫اءات‬ ‫ إ‬6

procedural law ‫ ت‬9‫ا‬ ‫ا‬/ H‫ا‬ ‫ن إ‬,X I 93

procedure ‫اء‬ ‫ إ‬80

procedure ‫اء‬ ‫ إ‬93

procedures ‫اءات‬ ‫ إ‬46

708
proceedings H iI ‫ ت‬/ 4

process L 80

process 93

process an asylum application ‫ء‬,- W ‫ ط‬-ِ ‫ ُﻣ‬78

procurer 9,‫ ﻣ‬88

procuring O ‫ل‬, 7/ 9,D 88

producing drugs ‫ ﱢرات‬1 ُ ‫ ا‬8F@ 39

production of a sexual image /Fْ ِ ‫رة‬,@ ‫ إ@ ار‬8

productive ageing %F ‫ا‬ ,1 % ‫ ا‬40

profane `X‫ د‬68

profession Fْ_‫ ِﻣ‬22

profession Fْ_‫ ِﻣ‬71

profession Fْ_‫ ِﻣ‬98

professional H ‫أ‬/ ّsَ 1ْ ‫ ُﻣ‬34

professional ّ F_‫ ِﻣ‬52

professional ‫ة‬/ ّ F_‫ ِﻣ‬96

professional body ّ َ 1ْ ‫_ ُﻣ‬ 96

professional bureaucracy ّ F_ ِ ‫ اط ا‬I‫ و‬# ‫ ا‬94

professional competency ّ F_‫ ءة ِﻣ‬S 96

professional discretion ّ F_‫ِﻣ‬ & 96

professional experience ّ F_‫ ة ِﻣ‬# 70

‫ أو‬Fّ ‫ت ُﻣ‬ 7 #‫ا‬ ِ ‫ ا‬9 s ‫ ﱡ‬1َ َ ‫ﻣ‬

professional foster carer @ّ 15

professional fostering placement Fّ ‫ت ُﻣ‬ 7 ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

709
professional journal ّ F_‫ ِﻣ‬-‫ ﻣ‬97

professional mobility ّ F_‫< ِﻣ‬FD 99

professional qualification ّ F_‫ھ ِﻣ‬P‫ ﻣ‬99

professional register L ّ F_ ِ ‫ ا‬-& 52

professional social work ّ F_‫ِﻣ‬ ‫ا‬ 71

professional training ّ F_‫ ِﻣ‬W ‫ ر‬D 70

professional transient ّ F_‫ﺑ ِﻣ‬ 77

professional value ّ F_‫ِﻣ‬ I 70

professionalisation FF_‫ ﻣ‬99

professionalization FF_‫ ﻣ‬72

professional-led services ‫ن‬,ّ F_ ِ ‫دھ ا‬,< ‫َ َﻣ ت‬ 20

profound ‫ د‬7 19

profound ‫ د‬7 24

profound ‫ د‬7 27

profound ‫ د‬7 28

profound and multiple difficulties ‫ دة و ُﻣ ﱢدة‬7 ‫ﺑ ت‬, @ 26

profound and multiple learning difficulty ‫ ﱡ ﻣ < ﻣ و ُﻣ ﱢدة‬D ‫ﺑ‬, @

ُ 21

profound disorder of intellectual

F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 ‫ د‬7 ‫اب‬ \‫ ا‬26
development
profound intellectual disability ‫ دة‬7 F‫ ذھ‬I ‫ إ‬26

profound learning difficulties ‫ دة‬7 ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

programme h‫ ﻣ‬X ‫ ﺑ‬18

programme h‫ ﻣ‬X ‫ ﺑ‬74

progress ‫ّر‬,َ َD 41

710
progressive taxation - ‫ ر‬D # \ 57

prohibit expulsion ‫د‬ ‫ ا‬8F‫ ﻣ‬80

prohibited ‫ع‬,F ‫ ﻣ‬68

project ‫ وع‬%‫ ﻣ‬52

project ‫ وع‬%‫ ﻣ‬75

project ‫ وع‬%‫ ﻣ‬85

project-tied worker ‫ وع ﻣ َ ّ د‬% ‫ﻣ‬ 77

prolific offender /‫ ﻣ‬X 45

promot social justice ّ ‫ ا ا ا‬h ‫ و‬D 92

promote ‫ز‬b‫ُ ﱢ‬ 4

promote ْ /‫وج‬ 85

promote ‫ وج‬/ ْ 91

promote oneself D‫ ذا‬h ‫ و‬D 97

promote talents W‫اھ‬, ‫ ا‬b b D 18

promotion I D 97

pronounced :H 9/‫ظ‬, ‫ ﻣ‬35

proof of income ‫ ت د‬#c‫ إ‬58

proof of income ‫ ت د‬#c‫ إ‬78

proof of registration -/ ‫ ت ا‬#c‫ إ‬97

prophet ‫ل‬,&‫ ر‬68

proposal ‫ اح‬I‫ ا‬93

prosthetist F @ ‫ ا ط اف ا‬H ‫ أ‬22

‫ل أو‬,#<‫ ) ﻣ‬r ‫ ﻣ‬O ‫ ل‬R S "‫ة‬/ ‫" ھ‬

prostitute ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 ‫ ِ م‬1 /‫ ُﻣ‬88

711
prostituted child ‫ ء‬Z# ‫ ا‬9 Z /‫ ِط ْ ﻣ‬86

prostitutes’ customer ‫ ء‬Z# ‫ ا‬LH ‫ زﺑ‬88

prostitution ‫ ء‬Z# ‫ ا‬88

protect 1

protect 2

protect 55

protect 56

protect 74

protect service users' rights ‫ ِ م‬1 / ُ ‫ا‬/ ‫ ْ ﻣ‬1ِ ‫ق ﻣ < ا‬,<ُ7 7 93

protected title ‫ن‬,X < ‫ﺑ‬ ‫ﻣ‬ ‫ وظ‬O /‫ ﻣ‬52

protection 7 1

protection 7 5

protection 7 57

protection 7 80

protection against dismissal ( ‫ ا‬L‫ ق ﻣ‬/ِ ‫ا ا‬g‫ ھ‬9) ‫د‬ ‫ ا‬L‫ﻣ‬ ‫ ا‬31

protective ‫ ﺑ‬55

protective factor ‫ ا‬O ‫دي إ‬P‫ﻣ ﻣ‬ 48

protective factor H I‫ﻣ و‬ 64

Protocol Relating to the Status of

L E + ‫ ا‬8\,‫ صّ ﺑ‬1 ‫ ا‬1967 ‫م‬ ‫ل‬,S,D‫ ﺑ و‬80
Refugees, 1967
provide ‫ُ< ﱢم‬ 1

provide ‫ُ< ﱢم‬ 1

provide ‫ُ< ﱢم‬ 4

provide ‫ُ< ﱢم‬ 10

712
provide ‫ُ< ﱢم‬ 51

provide ‫ُ< ﱢم‬ 52

provide 9, 53

provide ‫ُ< ﱢم‬ 94

provide a service ‫ِ ْﻣ‬ <D 94

provider ‫ ُﻣ< ﱢم‬94

provision ّ9,D 1

provision ‫َ َﻣ ت‬ <D 4

provision 9,D 34

provision 9,D 44

provision <D 55

provision <D 67

Psalms ‫اﻣ‬b‫ ﻣ‬68

psychiatric assessment /F‫ا‬ ‫ا‬ <D 33

psychiatric crisis / X ‫ أزﻣ‬34

psychiatric diagnosis /F‫ا‬ ‫ ا‬s 1%D 33

psychiatric disease / X ‫ ﻣ ض‬33

psychiatric disorder / X ‫اب‬ \‫ ا‬33

psychiatric drug / X ‫ دواء‬36

psychiatric emergency H‫ ط ر‬/ X 7 34

psychiatric hospital / X ‫ أﻣ اض‬O % /‫ ﻣ‬34

psychiatric hospital / X ‫ أﻣ اض‬O % /‫ ﻣ‬44

psychiatric hospital / F ‫ [ﻣ اض ا‬O % /‫ ﻣ‬51

713
psychiatric illness / X ‫ ﻣ ض‬33

psychiatric interview 9‫ ر‬D ‫ أو‬/ / / X ّ#‫ط‬ ‫ ﻣ ا‬33

psychiatric services / F ‫َ َﻣ ت ا ِ ّ ا‬ 34

psychiatrist ‫ة‬/ / X ‫ة‬/W #‫ ط‬33

psychiatrist ‫ة‬/ / X ‫ة‬/W #‫ ط‬34

psychiatry of old age ,1 % / F ‫ ا‬W ‫ ا‬40

psychoactive substance X / X ‫ ﻣ دة‬37

psychoanalysis /X D 36

psychoanalysis /X D 64

psychoanalysis /X D 69

psychoanalytical /F‫ا‬ ‫ ا‬36

psychodrama group + ‫ا راﻣ ا‬ , ْ-‫ َﻣ‬49

psychoeducation / X 9 <c 36

psychological abuse / X ‫ إ& ءة‬9

psychological ageing /X ,1 A 40

psychological ill-treatment / X ‫ء ُﻣ َﻣ‬,& 9

psychological intervention / X ‫َ َ ﱡ‬D 36

psychological maltreatment / X ‫ء ُﻣ َﻣ‬,& 9

psychological mistreatment / X ‫ء ُﻣ َﻣ‬,& 9

psychological therapy / X ‫ج‬+ 36

psychological violence / X QFْ ُ 63

psychologist ‫ة‬/ / X ‫ة‬/hِ ‫ ُﻣ‬22

psychologist / X hِ ‫ ُﻣ‬44

714
psychology of ageing ,1 % ‫ ﺑ‬: ‫`ا‬F‫ا‬ 40

psychopharmacological treatment ‫ل ا دو‬+ L‫ ﻣ‬/ X ‫ج‬+ 36

psychosis ‫ ذھ ن‬35

psychosocial development ‫ ا‬/ X ‫ّر‬,َ َD 3

psychosocial intervention ‫ ا‬/ X ‫َ َ ﱡ‬D 36

psychosocial moratorium ‫ ا‬/ X QI‫ و‬3

psychotherapist ‫ة‬/ / X ‫ة‬/hِ ‫ ُﻣ‬22

psychotherapy / X ‫ج‬+ 34

psychotherapy / X ‫ج‬+ 38

psychotherapy / X ‫ج‬+ 80

psychotic episode X ‫ﺑ ذھ‬,X 35

psychotropic substance F‫ ذھ‬c]D ‫ ﻣ دة ذات‬37

psychsocial model /X ‫ذج ا‬, َX 33

public F 68

public ‫م‬ 91

public body ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ E‫ ھ‬1

public consultation ‫ﻣ‬ ‫ رة‬% &‫ ا‬50

public corporal punishment F / ‫ﺑ‬,< 68

public debt ‫م‬ L ‫ د‬56

public funding ّ ‫ﻣ‬,=ُ7/‫م‬ , D 94

public health ‫ ا ِ ّ ا ﻣ‬64

public housing ّ ‫ﻣ‬,=ُ7/‫ م‬L=/‫ ﻣ‬61

public inquiry ‫ م‬: ّ< D 6

715
public inquiry ‫ م‬: ّ< D 16

public life ‫ﻣ‬ ‫ ة‬7 84

public meeting ‫ع م‬ ‫ ا‬50

public official ( ّ ‫ﻣ‬,=ُ ‫ ا < ع ا‬9) ‫ول م‬P/‫ ﻣ‬86

public participation W % ‫ ا‬S‫ َر‬%‫ ُﻣ‬/ ‫ﻣ‬ S‫ َر‬%‫ ُﻣ‬50

public places ‫ﻣ‬ LS ‫ أﻣ‬7

public prosecution authority ( ّ ‫ﻣ‬,=ُ ‫ا‬/ ‫ ا و‬L‫ ُ& ْ َ ا د ء ا م )أي ﻣ‬43

public prosecutor ‫ا م‬ ‫ ا‬43

public safety ‫ﻣ ا ﻣ‬+/ ‫ ا‬44

` ‫ و‬X #‫ا‬Q ّ
‫ ا‬W/ ‫@ ﺑ‬ &‫ﻣ ر‬
public school ‫ ﻣ‬/ ّ ‫ﻣ‬,=ُ7 &‫ ﻣ ر‬98

public sector ‫ ع م‬I 53

public sector ‫ ا < ع ا م‬56

public service ‫ﻣ‬ ‫ِ ْﻣ‬ 89

public service management ‫ َﻣ ت ا ﻣ‬1َ ‫ إدارة ا‬94

public services ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ ‫َ َﻣ ت‬ 56

public utility ‫ﻣ‬ :ِ9‫ ﻣ ا‬89

publically humiliate ًF L_ 9

publication ‫ر‬,%F‫ﻣ‬ 19

public-private partnership ّ -‫ﻣ‬

@ S‫ ا‬A 62

publish %F 100

published work ‫ر‬,%F‫ﻣ‬ 99

pull factor ‫ا& < ب‬/‫ب‬g ‫ﻣ‬ 77

punishment ‫<ب‬ 46

716
punishment in the community 8 َ ْ- ُ ‫ ا‬9 #I ‫ ا‬45

pupil &‫ ﻣ ر‬W ‫ ط‬18

pupil &‫ة ﻣ ر‬/W ‫ ط‬98

purchase a service ‫ اء ِ ْ ﻣ‬A 94

pure <X 2

purification ‫ ط_ رة‬68

purpose W#& 84

purpose W#& 87

purpose W#& 91

purpose )/‫ ھ ف‬97

purposeful expression of feelings % ‫ ا‬L ‫ ھ دف‬# D 70

push factor ّ F‫ﻣ‬/89‫ﻣ د‬ 77

push-pull factors F ‫اﻣ ا & < ب وا‬, 77

put s.o. on trial S ‫ ﻣ‬78

put together , D 47

qualification ‫ھ‬P‫ ﻣ‬97

qualified national ‫ھ‬P‫ ﻣ‬L‫اط‬,‫ ﻣ‬77

qualified youth worker ‫ ب‬#%‫ ا ﱠ‬E ‫ھ‬P‫ ﻣ‬H ‫ أ‬10

qualifying training Fّ ‫ُﻣ‬ ‫ظ‬, ‫ھ‬P‫ ﻣ‬W ‫ ر‬D 96

qualitative research ,X l ‫ ﺑ‬100

quality assurance ‫دة‬,- ‫ \ ن ا‬94

quality management ‫دة‬,- ‫ إدارة ا‬94

quality of life ‫ة‬ ‫ا‬ ,X 31

717
quality of life ‫ة‬ ‫ا‬ ,X 35

quality of life % ‫ا‬ ,X/‫ة‬ ‫ا‬ ,X 41

quality of the attachment ‫ ط‬#D‫ا ر‬ ,X 17

quality standard ‫دة‬,- ‫ى ا‬, /ْ ‫ ُﻣ‬/‫ ﻣ ر‬94

quantification S <D/ =‫ا‬ <D 100

quantitative research S l ‫ ﺑ‬100

quasi-citizenship F‫اط‬, ‫ ا‬k#A 76

quasi-experiment ‫ ﺑ‬- ‫ ا‬k#A 100

quasi-market ‫ق‬,& k#A 94

queer studies L R ‫ درا& ت ا‬66

queer theory R ‫ا‬ TX 66

questioning ‫اب‬,- &‫ ا‬43

questionnaire X # &‫ ا‬100

quit smoking L ‫ ا‬L ‫ع‬+I‫ إ‬12

quota system D,= ‫ م ا‬TX 79

Qur’an ‫ ا < آن‬68

Qur’anic principles ‫ا < آن‬ D 68

race ‫ق‬ 11

race ‫ق‬ 80

race relations ‫اق‬ ‫ ت ا‬I+َ 83

racial attack ‫ي‬ Fْ ُ D/‫م‬,-‫ ھ‬84

racial bullying ‫ي‬ Fْ ُ FD 84

racial crime Fْ ُ 84

718
racial disadvantage I :H / Fْ ُ ‫ ب‬#& Qْ \
َ L‫ط‬,‫ ﻣ‬85

racial discrimination I b D 84

racial discrimination I b D 84

racial discrimination I b D 85

‫ن ا‬,X I 9 I ‫ واة ا‬/ ‫ _ ت ﻣ < ﺑ‬,D

Racial Equality Directive ‫ د ا وروﺑ‬D ‫ ا‬9 85

racial group I , ْ-‫ َﻣ‬84

racial harassment ‫ي‬ Fْ ُ ‫ش‬ D 84

racial hatred Fْ ُ ‫ اھ‬S 84

racial inequality I ‫ واة ا‬/ ‫م ا‬ 85

racial profiling ‫ي‬ Fْ ُ y FD 84

racial superiority I ‫ء‬+ &‫ ا‬84

racial violence ‫ي‬ Fْ ُ QFْ ُ 84

racialisation : D 84

racially motivated crime Fْ ُ 89‫ذات دوا‬ 84

racially motivated violence Fْ ُ 89‫ ذو دوا‬QFْ ُ 84

racism Fْ ُ 84

racist ‫ ة‬/‫ي‬ Fْ ُ 84

racist graffiti ‫ ران‬- ‫ ا‬O Fْ ُ ‫ ا = ﺑ ا‬84

racist joke Fْ ُ =X 84

racist murder Fْ ُ I 84

racist remark ‫ي‬ Fْ ُ : D 84

racist violence ‫ي‬ Fْ ُ QFْ ُ 84

radical community development ‫ر‬g- ‫ ا‬8 َ ْ- ُ ‫ا‬ FD 51

719
radical social work = ‫ا اد‬ ‫ا‬ ‫ ا‬69

rail W iI/b 7 23

rainbow family L R‫ ﻣ‬L ‫ وا‬L‫ ﻣ‬X,=‫ أُ& ة ﻣ‬66

raise ‫ُ ﺑﱢ‬ 5

raise ‫ُ ﺑﱢ‬ 15

raise ‫ُ ﺑﱢ‬ 16

raise ‫ُ ﺑﱢ‬ 54

Ramadan ‫ ن‬i‫_ رﻣ‬A 68

range ‫ع‬,F ‫ﻣ‬/‫ ُﻣ ﱢدة‬4

rape ‫ب‬ )‫ ا‬88

rapid /‫ا‬ A 82

rapprochement ‫ ت ود‬I+َ ‫ ﻣ‬I‫إ‬/‫< رب‬D 90

ratify ‫دق‬ 74

rationale ‫ ب‬#& ‫ض ا‬ 91

rationalisation A ‫ ا‬56

reactive 9 ‫ ذو رد‬1

reactive attachment disorder ‫ ط ا‬#D‫اب ا ر‬ \‫ ا‬17

reading ‫ اءة‬I 93

reading and writing difficulties ‫ ا < اءة وا = ﺑ‬9 ‫ﺑ ت‬, @ 26

reading recovery scheme ‫ ا& دة ﻣ_ رة ا < اءة‬h‫ ﻣ‬X ‫ ﺑ‬26

readmission ‫ إ دة إد ل‬34

reality 8I‫ وا‬69

reality testing 8I‫ا‬, ‫ ر ا‬# ‫ ا‬36

720
rear ‫ُ ﺑﱢ‬ 54

reason for leaving ‫ ا ك‬W#& 97

reason for migration ‫ ة‬-_ ‫ ا‬W#& 77

reason for participating ‫ م‬iX ‫ا‬/ S‫ َر‬% ُ ‫ ا‬W#& 49

reason for the asylum claim ‫ء‬,- ‫ ا‬W ‫ ط‬W#& 80

‫ وط‬% X-‫قا‬ ‫ ) دةً ﺑ‬X - ‫ء ا‬ &‫ا‬

recall an offender ( #I‫ا‬ ‫ ا‬45

receipt 9 i &‫ا‬/‫ ل‬#< &‫ ا‬87

receive ‫ ل‬#< &‫ا‬/ < D 58

receive supervision ‫ا‬/k ‫ ف‬%‫ﻣ‬/‫ اف‬A‫ < إ‬D 95

receiving country Q i‫ﻣ‬/ #< /‫ ﺑ ﻣ‬76

receiving country #< /‫ ﺑ ﻣ‬77

receiving country #< /‫ﻣ‬/ < ‫ دو ﻣ‬91

reception centre ‫ ل‬#< &‫ ا‬bSِ ْ ‫ َﻣ‬80

reception centre for asylum seekers ‫ء‬,- ‫ ا‬# ‫ ل‬#< &‫ ا‬bSِ ْ ‫ َﻣ‬61

reception class \‫ رو‬98

receptive language disorder /7 ‫ي‬,Zُ ‫اب‬ \‫ ا‬29

receptiveness ‫ ل‬#< & ‫ا‬ ‫ ﺑ‬I 28

recession ‫د‬,S‫ ر‬3

recession ‫د‬,S‫ ر‬56

recidivism ‫ ﻣ‬-ُ ‫ك ا‬, /ُ ‫ ا‬9 ‫= ار‬D 45

recipient country #< /‫ﻣ‬/ < ‫ دو ﻣ‬91

recital ‫وة‬+D 68

recitation ‫وة‬+D 68

721
reckless ‫ر‬,_ ‫ ﻣ‬35

reclaim ‫ ا& دة‬66

recognise T7+‫ﻣ‬/‫إدراك‬/‫ف‬ 75

recognise ‫فب‬ 85

recognised refugee k‫ف ﺑ‬ ‫ء ﻣ‬O 80

recognising trafficking ‫ ر‬-D ‫اف ﺑ‬ ‫ ا‬87

recognition b /‫ف ب‬ 84

recommendation ّ @,D 6

reconcile work and family commitments ‫وا ُ& ة‬ ‫ ا‬L ‫ ﺑ‬: 9,D 13

reconcile work and family life ‫وا‬ &ُ ‫ة ا‬ ‫ ا‬L ‫ ﺑ‬:9‫ا‬,D 63

reconciliation r D 90

recontextualisation F ‫ ِ& ق ﻣ‬9 ‫ إ دة إ\ ء‬72

record -& 48

recovery 9 ‫ا‬/‫ ء‬% ‫ ا‬37

recreational activity _ 9 D ‫ ط‬%X 4

recreational activity for young people ‫ ب‬#% _ 9 D ‫ ط‬%X 11

recruited F-‫ ﻣ‬86

recruitment Q ‫ظ‬,D 85

recruitment F-D/Q ‫ظ‬,D 87

recurrence ‫= ر ا َ ّ ث‬D 34

recurrent depressive episode ‫ ب ﻣ = رة‬E S‫ﺑ ا‬,X 35

Red Cross and Red Crescent 7 ‫ل ا‬+_ ‫وا‬ 7 ‫ا‬W ‫ ا‬92

red light district ‫رة‬ ‫ا‬/‫ ء‬Z# ‫ ا‬7 88

722
redesign of study programmes &‫ ا را‬h‫ﺑ اﻣ‬ D ‫ إ دة‬99

redistribution 8 ‫ز‬,D ‫ إ دة‬56

reduce Q 1D/ <D 64

reduce need for care proceedings ّ 1 ‫ ا‬H i< ‫ ت ا‬/ -

ِ ‫@ ﺑ‬ ‫ ا‬s <D 4

reducing inequality ‫ واة‬/ ‫م ا‬ <D 91

redundancy ‫ط د‬/ 9 60

‫ اط‬1X ‫ إ دة ا‬:‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ل‬, ‫إ دة د‬

reentry (8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ وا‬44

re-entry ‫ل‬, ‫ إ دة د‬78

refer to court = ‫ا‬O‫إ‬ 7‫ إ‬43

referee ّ F_‫ ِﻣ‬8 ‫ ﻣ‬97

reference 8 ‫ ﻣ ا‬97

referral 7‫ إ‬47

referral and assessment team < ‫وا‬ 7j‫ ا‬: 9 47

referral from a third party l c ‫ ط ف‬L‫ﻣ‬ 7‫ إ‬6

reflect L 95

reflective `= 48

reflective practice ‫]ﻣ‬D &‫ ُﻣ ِر‬69

reflexive-therapeutic approach ‫]ﻣ‬D + h_X 69

reform ‫ح‬+@‫ إ‬6

reform ‫ح‬+@‫ إ‬44

reform ‫ح‬+@‫ إ‬45

reform ‫ح‬+@‫ إ‬57

reform ‫ح‬+@‫ إ‬74

723
refoulement /I ‫ إ دة‬80

refugee ‫ء‬O 78

refugee ‫ء‬O 80

refugee ‫ء‬O 80

refugee migration L E + ‫ ة ا‬-‫ ھ‬80

refugee status ‫ء‬O + ‫ ا‬8\‫ و‬80

refugee status determination ‰ + ‫ ا‬8\‫ َ ّ و‬D 80

refuse J9 80

refuse medical treatment ّ# ‫ج ا‬+ ‫ ا‬J9‫ ر‬9

refuse to obey laws L X‫ا‬,< ‫ام ﺑ‬b ‫ ا‬J9‫ ر‬90

refused asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬80

refused entry ‫ل‬, ‫ د‬J9‫ ر‬78

regeneration ‫ إ دة إ@ ار‬62

Reggio Emilia approach ‫ ا‬, - ‫ ر‬h_X 13

regimented ‫ م @ رم‬TF 8i / TF‫ ﻣ‬99

regional I‫ إ‬71

regional convention I‫ ّ إ‬I ّD‫ ا‬74

regional treaty I‫ ﻣ ھ ة إ‬74

regionally ً I‫ إ‬71

registered &‫ر‬/ -/‫ ﻣ‬79

registered disabled person ً &‫ ر‬-/‫ ﻣ‬I ‫ ذو إ‬s1A 19

regression 8 ‫ ا‬D 49

regular employment ‫دي‬ ‫ ا‬Q ‫ظ‬,D 76

724
regular migrant ‫ ﻣ‬TX _‫ ُﻣ‬79

regular migration ‫ ﻣ‬TX ‫ ة‬-‫ ھ‬79

regularisation TFD/ -/D 79

regularisation programme TFD/ -/D h‫ ﻣ‬X ‫ ﺑ‬79

regularise ً ‫ ﻣ‬TX k 79

regulate TFD/y#\ 78

regulate (y#i ‫ ت ا‬Z ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) TFD 79

regulate TF 88

regulated TF‫ ﻣ‬79

regulation TX‫ أ‬16

rehabilitation ‫]ھ‬D ‫ إ دة‬31

rehabilitation ‫]ھ‬D ‫ إ دة‬37

rehabilitation ‫ إ دة ا ]ھ‬38

rehabilitation ‫]ھ‬D ‫ إ دة‬44

rehabilitation ‫]ھ‬D ‫ إ دة‬45

rehabilitation education ‫إ دة ا ]ھ‬ D ‫ ل‬-‫ َﻣ‬31

rehabilitation medicine ‫ إ دة ا ]ھ‬W‫ ط‬31

rehabilitation science ‫إ دة ا ]ھ‬ 31

reintegration 8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ اط وا‬1X ‫ إ دة ا‬44

reintegration (8 َ ْ- ُ ‫ ا‬9) ‫ ﻣ ج‬X ‫ إ دة ا‬45

reintegration ‫ إ دة ادﻣ ج‬83

reintegration programme ‫ ﻣ ج‬X ‫ إ دة ا‬h‫ ﻣ‬X ‫ ﺑ‬18

reject g#F /J9 9

725
reject J9 32

reject J9 80

reject J9 86

rejected asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬80

relapse ‫ = س‬X‫ ا‬34

relapse ‫ = س‬X‫ ا‬37

relapse management ‫ = س‬X ‫ ادارة ا‬37

relapse prevention ‫ = س‬X ‫ ا‬L‫ﻣ‬ I, ‫ ا‬37

relating theory to practice : ّ# ‫وا‬ TF ‫ ا‬L ‫ ﺑ‬y‫ ا ﺑ‬69

relational work ‫ ت‬I+ َ ‫ أ&` ا‬O ّ Fْ# َ ‫ا‬ ‫ ا‬16

relationship I+ 27

relationship I+ 48

relationship I+ 54

relationship I+ 66

relationship I+ 91

relationship needs I+ ‫ت ا‬ 7‫ ا‬48

relationship problem I+ ‫= ﺑ‬%‫ ُﻣ‬12

relationship problem ‫ ت‬I+ َ ‫ ا‬9/ ‫ط‬ =%‫ ُﻣ‬18

relationship violence ‫ ت‬I+ َ ‫ ا‬9 QFْ ُ 63

relative care ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ ِر‬15

relative foster ‫ة‬ ‫ أُ& ة ا ِ ْ ا‬L‫ﻣ‬ ‫ﺑ‬ ‫ را‬15

relative foster care ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ ِر‬15

relative poverty #/F ‫ ا < ا‬59

726
relative theory of punishment #/F ‫ﺑ ت ا‬,< ‫ا‬ TX 43

relaxation technique ‫ء‬ & ‫ ا‬F<D/W &‫ أ‬36

release ‫ & اح‬: 43

release ‫ق & اح‬+‫ إط‬45

release date s1% ‫ق & اح ا‬+‫ إط‬€ ‫ ر‬D 44

release from custody b- ‫ا‬/‫< ل‬ ‫ ا‬L‫( ﻣ‬s1A) ‫ق & اح‬+‫ إط‬44

release on bail =‫ق & اح ﺑ‬+‫ إط‬43

L‫ ﻣ‬#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫إط‬

release on licence y‫ \ ﺑ‬#I 45

L‫ ﻣ‬#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫إط‬

release on parole y‫ \ ﺑ‬#I 45

release planning s1A ‫ق & اح‬+‫ط‬j y 1 ‫ ا‬44

reliability ‫د‬ ‫ ا‬100

relief in kind F ‫ ِ ة‬/‫ ُﻣ‬91

relief staff ‫ن‬, , ‫ظ‬,‫ ﻣ‬16

religion L ‫ د‬67

religion X ‫ د‬84

religion-motivated medical neglect F‫د‬ FI W#/‫ّ ﺑ‬#‫ إھ ل ط‬9

religious affiliation F ‫ ء د‬X‫ ا‬67

religious background F‫د‬ 67

religious conflict F ‫اع د‬bX 90

religious custom F ‫دة د‬ 67

religious dietary requirement F ‫ ب د‬#& H‫ا‬g) W ‫ ﻣ‬67

religious diversity F ‫ع د‬,FD 67

727
religious duty F ‫ د‬W ‫ وا‬68

religious festival F ‫ ل د‬7‫ ا‬67

religious identity F ‫ ّ د‬,ُِ ‫ ھ‬67

religious minority. F‫د‬ I‫ أ‬81

religious persuasion F‫د‬ FI 67

religious practice F ‫ ُﻣ ِر& د‬67

religious upbringing F ‫ ﺑ د‬D 54

religious worldview F‫د‬ ‫ر‬,TF‫ ﻣ‬67

religiously motivated violence F ‫ د‬W#/‫ ﺑ‬QFْ ُ 67

reluctant migration ‫ ي‬/I -_D 77

remand centre ‫ ط‬7 ‫` ا‬# ‫ ا‬bSِ ْ ‫ َﻣ‬43

remand in custody ‫ ط‬7 ‫` ا‬# ‫ ا‬9 8\, 43

reminiscence SgD 41

remittance W/=‫ ﻣ‬75

removal ‫ إزا‬78

removal of a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫< ا ِ ْ إ‬X 6

removal of a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫ إزا ا ِ ْ إ‬6

removal of parental responsibility ‫ا‬, ‫_ ا‬D ‫و‬P/‫ ﻣ‬L‫ ﻣ‬L ‫ا‬, ‫ا‬ -D 5

removal order ‫ أﻣ إزا‬78

remove -D 5

remove a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫< ِط ْ إ‬X 93

remunerated ]‫ ﺑ‬86

remunerated ]‫ ﺑ‬88

728
rent ‫ ر‬- ‫ إ‬58

rent ‫ ر‬- ‫ إ‬61

rent arrears ‫ ر‬- j‫ن ا‬, ‫ د‬61

rental contract ‫ ر‬- j‫< ا‬ 61

renunciation of nationality /Fْ -ِ ‫ ا‬L ‫ زل‬FD 76

reoffend X,X I 1‫ﻣ‬/‫م‬ ‫= ب‬D‫ إ دة ار‬45

reparation ‫ح‬+@‫ إ‬44

reparation J , D/‫ح‬+@‫ إ‬46

repatriation L‫ط‬, ‫ ا‬O ‫دة إ‬, 78

repay L ‫ إ ء ﺑ‬86

repay /D 89

repeat offender ‫ ﻣ= ر‬X 45

repeatedly ‫= ا ًر‬D‫ ﻣ اراً و‬9

repetitive ‫= اري‬D 25

repetitive question ‫ال ﻣ= ر‬P& 8

replicability ‫= ار‬ ‫ ﺑ‬I 100

report <D 6

report L x #D 7

report ‫غ‬+‫ إﺑ‬7

report to someone ‫ ﻣ‬s1% Aِ #‫ اف ُﻣ‬A‫ إ‬n D 97

repossession = ‫ إ& دة ا‬61

representation of ageing ,1 % ‫ا‬ R D 40

representation of ethnic minority people

‫ ْ ﻣ‬1ِ ‫ ُﻣ< ﱢﻣ ا‬I ‫ ط‬9 I ‫ تا‬I ‫ا‬ R D 83
in the staff of service providers

729
representative R ‫ ﻣ‬46

repression 8 I 36

repressive 8< 68

request for asylum ‫ء‬,- ‫ ا‬W ‫ ط‬80

require W /‫م‬b 10

requirements ‫ت‬# ‫ ﻣ‬45

requiring W 88

rescue -ِ Fُ 4

research l ‫ ﺑ‬56

research l ‫ ﺑ‬100

research area l # ‫ ل ا‬-‫ َﻣ‬100

research assistant l ‫ة ﺑ‬/ ِ /‫ ُﻣ‬99

research design l #‫ا‬ D 100

research grant l ‫ﺑ‬ F‫ ﻣ‬100

research instrument l ‫ أداة ﺑ‬100

research method l # ‫ ا‬W &‫ أ‬100

research on ageing ,1 % ‫ ا‬L ‫ ا ﺑ ث‬40

research on migration ‫ ة‬-_ ‫ ا‬L ‫ أﺑ ث‬75

research paper l #‫ا‬L <D 100

research participant l # ‫ ا‬9 ‫ رك‬%‫ ﻣ‬20

research project l ‫ وع ﺑ‬%‫ ﻣ‬100

research proposal l # ‫ ﻣ< ح ا‬100

research question l # ‫ال ا‬P& 100

730
research topic l # ‫ع ا‬,\,‫ ﻣ‬20

researcher l7 ‫ ﺑ‬20

research-intensive university ‫ث‬, # ‫ ا‬O ‫ة‬bSِ ْ ‫ َﻣ‬k ‫ﻣ‬ 99

‫ اط‬1X ‫ إ دة ا‬:‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) L ‫ط‬, ‫إ دة ا‬

resettlement (8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ وا‬44

resettlement L ‫ط‬,D ‫ إ دة‬83

reside L < /L=/ 72

reside L < /L=/ 76

residence ‫ ﻣ‬I‫ إ‬76

residence permit ‫ ﻣ‬I‫ إ‬r D 79

residence status < X,X < ‫ ا‬8\, ‫ ا‬79

residency ‫ ﻣ‬I‫ إ‬5

residency ‫ ﻣ‬I‫ إ‬57

resident <‫ ﻣ‬50

resident <‫ ﻣ‬62

residential H‫ا‬, ‫ إ‬51

residential care ّ /&P‫ُﻣ‬ ‫ ِر‬6

residential care H‫ا‬, ‫إ‬ ‫ ِر‬15

residential care H‫ا‬, ‫إ‬ ‫ ِر‬16

residential care H‫ا‬, ‫إ‬ ‫ ِر‬20

residential care H‫ا‬, ‫ا‬ ‫ ِر‬30

residential care H‫ا‬, j‫ا‬ ِ ‫ ا‬42

residential care H‫ا‬, ‫إ‬ ‫ ِر‬52

residential care H‫ا‬, ‫إ‬ ‫ ِر‬55

731
residential care setting ّ /&P‫ ُﻣ‬H‫ا‬, ‫إ‬ ‫ ِر‬7

residential child care H‫ا‬, j‫ا ط ل ا‬ ‫ ِر‬14

residential child care ‫[ط ل‬ H‫ا‬, ‫إ‬ ‫ ِر‬16

residential child care H‫ا‬, j‫ا ط ل ا‬ ‫ ِر‬55

residential child care worker ِ ‫ دور ا‬9 ‫ﻣ را‬ 16

residential differentiation F=& I D/ 9 62

residential manager ِ ‫ول دار ا‬P/‫ ﻣ‬16

residential nursing care L ّF/ِ ُ H‫ا‬, ‫إ‬ ‫ ِر‬53

residential school ‫ ﻣ ر& دا‬98

residential social worker ِ ‫ دور ا‬9 ‫ ا‬H ‫ أ‬16

residential unit H‫ا‬, ‫ ة إ‬7‫ و‬52

residential unit for disabled people I j‫وي ا‬g H‫ا‬, ‫ ة إ‬7‫ و‬51

residents' meeting ‫= ن‬/ ‫ع ا‬ ‫ ا‬50

residual <# ‫ ﻣ‬56

residual hearing <# ‫ ا‬8 / ‫ ا‬24

residual phase <# ‫ ﻣ‬7 ‫ ﻣ‬35

residual vision <# ‫ ا ؤ ا‬24

resignation ‫م‬+/ &‫ ا‬68

resistance ‫ ﻣ< وﻣ‬36

resocialisation considerations ّ ‫ ا‬E%F ‫ رات إ دة ا‬# ‫ ا‬46

resold 8 ‫ إ دة ﺑ‬87

resource ‫ر‬ ‫ ﻣ‬30

resource ‫ر‬ ‫ ﻣ‬48

732
resource ‫ر‬ ‫ ﻣ‬51

respect ‫ ام‬7‫ ا‬42

respect ‫ﻣ ا ة‬/‫ ام‬7‫ ا‬71

respect for diversity ,F ‫ ام ا‬7‫ إ‬70

respect for diversity ,F ‫ ام ا‬7‫ ا‬85

respect for private and family life _ ّ @, ‫ ة ا & و‬7 ‫ ام‬7‫ ا‬5

ْ ِ ‫ا‬L k9 ‫ تا‬Z ‫ةا ﻣ‬ I ‫ِر‬

respite care # ‫ا‬/ & & ‫ا‬ ‫ وا ا‬15

respite care IP‫ﻣ‬ ‫ ِر‬30

respond ‫ ﺑ‬- &‫ إ‬6

respondent ‫ة‬/‫ث‬, # ‫ ا‬100

response ‫إ ﺑ‬/‫ رد‬100

responsibilisation ‫ل‬ ‫و‬P/ ‫ا‬ D 46

responsible drinking ‫و‬P/‫< ﻣ‬ ‫ ب ﺑ‬% ‫ ا‬38

responsible for L ‫ول‬P/‫ ﻣ‬97

restorative function D _‫ ﻣ‬95

restorative justice ‫ ا ا ا‬46

restrain r#= 55

restricted ‫ود‬ ‫ﻣ‬/‫ر‬, ‫ ﻣ‬23

restricted ‫ود‬ ‫ ﻣ‬79

restricted growth ‫ود‬ ‫ ي ﻣ‬/ ,ّ ُ ُX 23

restricted growth ‫ا<ﻣ‬ I 23

restricted use ‫ود‬ ‫ ام ﻣ‬1 &‫ ا‬22

restricted, stereotyped, reptitive

‫= اري‬D ، X ، <‫ك ﻣ‬, &ُ 27
behaviour
733
restriction <D 34

restriction <D 84

restriction <D 88

restructuring = ‫ إ دة ھ‬56

resurgence ً‫ دا‬-‫ر ﻣ‬,_‫ظ‬/‫دة‬, 67

retain ‫ ظ‬7‫إ‬/‫ إﺑ< ء‬96

retinal scan =#% ‫ ا‬r/‫ ﻣ‬78

retire < 40

retirement <D 41

retirement age < ‫ ا‬Lّ &ِ 58

re-trafficking ‫ ر‬-D‫ إ دة إ‬87

retrain W ‫ ر‬D ‫ إ دة‬56

retrain W ‫ ر‬D ‫ إ دة‬60

retraining W ‫ ر‬D ‫ إ دة‬60

retrenchment ‫ ھ م‬56

retribution ‫ أو‬X,X I 1‫= ب ﻣ‬D‫ ار‬W#/‫< ب ﺑ‬ 43

#=D ‫ ﻣ‬#I ‫ ﻣ‬O l D TX ‫& & أو‬

retributivism H‫ ا‬- ‫ أو ا‬X,X < ‫ ت ا‬1 ‫ ا‬43

return ‫دة‬, 75

return ‫دة‬, 78

return ‫دة‬, 80

return ‫د‬, 80

return migration @ ‫ ﺑ ا‬O ‫دة إ‬, ‫ ا‬78

return to the community 8 َ ْ- ُ ‫ ا‬O ‫دة إ‬, ‫ ا‬44

734
return to work ‫ ا‬O ‫دة إ‬, 31

returnee ‫ة‬/ H 78

revelation 7‫ و‬68

reverse `= 80

reverse brain drain ‫وي ا = ءة‬g /= ‫ ة‬-‫ ھ‬75

reverse chronological ً /= ً F‫ زﻣ‬WD ‫ ﻣ‬97

review : ّ< D 6

review 8 ‫ا‬ 43

review ‫ ﻣ ا‬47

reward ‫ء‬O9 = 12

richer country OF)‫ دو أ‬91

ridicule a child ْ ِ ‫اء ﺑ‬b_ &‫ ا‬9

right ّ 7 5
:

right ‫ق‬,<ُ7 60

right ّ 7 78
:

right of peaceful assembly and

‫ م‬iX ‫وا‬ ّ 7 73
/‫ا‬8 - ‫ا‬:
association
right of the individual ّ 7 68
‫ا د‬:

right to a nationality and the freedom to

‫ ھ‬ZD O ‫ و‬/Fْ ِ O ‫ل‬, ّ 7 73
‫ا‬:
change it
right to a social order that articulates this
< c, ‫ه ا‬g‫ دىء ھ‬#‫=` ﻣ‬ ّ 7 73
‫ م ا‬TX 9 :
document
right to adequate living standard ّ 7 73
W& F‫ ﻣ‬% ‫ى ﻣ‬, /ْ ‫ ُﻣ‬9 :

right to asylum in other countries from

‫ ا \ _ د‬W#/‫ى ﺑ‬ ّ 7 73
‫ دول أ‬O ‫ء إ‬,- ‫ ا‬:
persecution
right to be considered innocent until
proven guilty k X‫ ت إدا‬#c‫ إ‬L ًE ‫را _ ﺑ‬# ‫إ‬:
ّ 7 73

735
right to desirable work and to join trade
‫< ﺑ ت‬F ‫ ا‬9 S‫ َر‬% ُ ‫ب وا‬,) ‫ا‬ ّ 7 73
‫ ا‬9:
unions
right to education ‫ا ﱠ‬:
ّ 7 5

right to education ‫ا ﱠ‬:

ّ 7 32

right to education ‫ا ﱠ‬:

ّ 7 73

right to equality ّ 7 73
‫ واة‬/ ‫ ا‬9 :

right to equality before the law ّ 7 73

‫ن‬,X < ‫ ا‬9 ‫ واة‬/ ‫ ا‬:

right to fair public hearing F ‫د‬ ّ 7 73

S ‫ ﻣ‬9:

right to family unity ‫ ة ا ُ& ة‬7‫ و‬9 :

ّ 7 77

right to free choice ‫ر‬ ‫ا‬ ّ 7 5

7 9:

right to free movement in and out of the

‫د‬+# ‫و رج ا‬ ‫ود دا‬ ّ 7 73
‫ ﻣ‬Z ‫< ا‬F ‫ ا‬:
country
, && ‫ا‬ ّ 7
َ ْ- ُ ‫ ت ا‬# ‫ا‬, ‫ ُﻣ ِر& ا‬:
right to fulfil community duties essential
: ‫ ا ا‬73
to free and full development
right to life, liberty, personal security 1% ‫ ا ﻣ ن ا‬، ‫ ا‬،‫ة‬ ّ 7 73
‫ ا‬9:

right to marriage and family ‫ أُ& ة‬L ,=D‫واج و‬b ‫ ا‬:

ّ 7 73

right to own property ّ 7 73

‫ك ﻣ = ت‬+ ‫ اﻣ‬:

right to participate in government and in

‫ ﺑ ت‬1 X ‫ ا‬9‫ﻣ و‬,= ‫ت ا‬ ّ 7 73
I 9 S‫ َر‬% ُ ‫ ا‬:
free elections
right to participate in the cultural life of
8 َ ْ- ُ 9 <R ‫ة ا‬ ّ 7 73
‫ ا‬9 S‫ َر‬% ُ ‫ ا‬:
community
right to play Wِ ‫ ا ﱠ‬:
ّ 7 5

right to protection from violence QFْ ُ ‫ ا‬L‫ﻣ‬ ّ 7 5

‫ا‬:

right to recognition as a person before

the law ‫ن‬,X < ‫ ا‬9 s1%S ‫د‬ ‫اف ﺑ‬ ّ 7 73
‫ا‬:

right to remedy by competent tribunal ‫د‬ S ‫ ﻣ‬9‫ف‬ ّ 7 73

Xj‫ ا‬:

right to reside ّ 7 79
‫ ﻣ‬Ij‫ ا‬:

736
right to rest and leisure ّ 7 73
‫ ھ‬9 ‫ وا‬7‫ ا ا‬:

right to social security ّ 7 73

‫ا ﻣنا‬:

right wing extremism ‫ف‬ ‫ا‬L ‫ ا‬84

right wing extremist youth ‫ف‬ ‫ ا‬F ‫ ب ا‬#%‫ ا ﱠ‬11

rights of parents L ‫ا‬, ‫ق ا‬,<ُ7 4

rights of the child ْ ِ ‫ق ا‬,<ُ7 5

risk ‫رة‬, ُ 55

risk assessment ‫رة‬, 1ُ ‫ا‬ <D 48

risk assessment form ‫رة‬, 1ُ ‫ا‬ <D ‫ذج‬, َX 48

risk behaviour ‫ك‬, &ُ 65

risk factor ‫رة‬, ُ ‫ﻣ‬ 17

risk factor ‫رة‬, 1ُ W#/‫ﻣ ﻣ‬ 48

risk factor ‫رة‬, ُ ‫ﻣ‬ 64

risk management ‫رة‬, 1ُ ‫ إدارة ا‬48

risk of harm ‫ض [ذى‬ ‫رة ا‬, ُ 37

risk society 8 َ ْ-‫ ُﻣ‬60

risk to a child's welfare ْ ِ ‫ ه ا‬9‫ ر‬O ‫رة‬, ُ 6

risk to others L }‫ ا‬O ِ َ 34

risk to self ‫ات‬g ‫ ا‬O 34

risky ‫ ط‬1 ‫ف ﺑ‬, ‫ﻣ‬/ 10

risky 39

risky use ‫ ام‬1 &‫ا‬/ ‫ ط‬D 37

rites of passage ‫ر‬,# ‫س ا‬,<‫ ط‬3

737
ritual washing ‫ء‬,\, ‫ ا‬68

ritualistic child abuse ِْ &,<‫ ط‬8‫ إ& ءة ذات ط ﺑ‬7

river blindness ‫_ ي‬F ‫ ا‬O ‫ ا‬89

road death & ‫ دث‬7 W#/‫ ة ﺑ‬9, ‫ ا‬38

role expectation 8I, ‫ ا ور ا‬81

role model ‫ ُ وة‬I 3

rollator W ‫ة ﺑ وا‬b S‫ر‬ %‫ ﻣ‬23

Roma person ‫ ا وﻣ‬L‫ ﻣ‬s1A 81

Romani ‫ ا وﻣ‬18

Romani person ‫ ا وﻣ‬L‫ ﻣ‬s1A 81

roofless ‫ دة‬%‫ﻣ‬/‫ د‬%‫ﻣ‬/‫ل‬bF‫ دون ﻣ‬61

rooflessness ‫ د‬% ‫ ا‬61

root ‫ر‬g 81

root cause ‫ري‬g W#& 18

rough sleeper ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

round table ‫ة‬ /‫ ط و ُﻣ‬51

Royal Assent = ‫َ<َ ﻣ‬9‫ا‬,‫ ُﻣ‬93

rub u 8

rub into the gum R ‫كﺑ‬ 39

run away ‫_ ب‬ 9

runaway ‫ ر‬9/‫ رد‬A 61

running water ‫ر‬ ‫ ﻣ ه‬89

rural-rural migration ‫ ر‬:‫ ط‬F‫ ﻣ‬L ‫ ة ﺑ‬-‫ ھ‬76

738
rural-urban migration X ‫ﻣ‬O‫إ‬ ‫ < ر‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ ھ‬76

sacred space & <‫ ﻣ‬7 /‫ﻣ‬/‫ ﻣ= ن‬68

safe L‫ آﻣ‬80

safe house ‫ ء‬/F ]- ‫ ﻣ‬61

safe house ‫ ء‬/F ]- ‫ ﻣ‬65

safeguard ‫ ا‬O ‫َ ِص‬ 4

safeguard 7 O ‫َ ِص‬ 55

safeguarding ‫ا‬O ‫ص‬ ‫ ا‬1

safeguarding plan ‫ا‬ 47

safekeeping 7 32

safely F‫< آﻣ‬ ‫ﺑ‬/‫ ﺑ]ﻣ ن‬42

safer sex ً X ‫ أﻣ‬RS‫< أ‬ ‫` ﺑ‬F- ‫ ُﻣ ِر& ا‬65

safer use X ‫ أﻣ‬RS‫ ام أ‬1 &‫ ا‬37

safety ‫ ا ﻣ ن‬68

safety net ‫= أﻣ ن‬#A 60

sail # 11

salah ‫ة‬+@ 68

salam ‫م‬+& 68

Salamanca Statement =F‫ن & ﻣ‬+ ‫ ا‬21

Salamanca Statement =X ‫ن & ﻣ‬+ ‫ إ‬32

salary WD‫ را‬15

salary WD‫ را‬57

salary scale points ‫ا‬ , ْ-‫ َﻣ‬/ #D‫ ر‬97

739
sale of children ‫ ا ط ل‬8 ‫ﺑ‬/‫ ر ﺑ ط ل‬-D ‫ ا‬86

‫ ت‬##/‫ ﻣ‬L‫ﺑ ً ﻣ‬ ‫اﻣ ا‬, O ‫ء إ‬,- ‫ا‬

salutogenesis ‫ ا ﻣ اض‬64

Salvation Army ‫ص‬+1 ‫~ ا‬ 67

same sex relationship k/ X `F- ‫ ا‬L‫ ﻣ‬L 1A L ‫ ﺑ‬I+ 66

same-sex couple L R‫ ﻣ‬L H Fc/L = A 66

same-sex family L R‫ ﻣ‬L ‫ وا‬L‫ ﻣ‬X,=‫ أُ& ة ﻣ‬66

sanction ‫اء‬b / ‫ﺑ‬,< 55

sanction ‫اء‬b / ‫ﺑ‬,< 56

sanction ‫ﺑ‬,< 60

sanctity of life ‫ة‬ ‫ ا& ا‬I 68

sanitation ‫فا‬ ‫ ا‬92

satanic child abuse ِْ X A ‫ إ& ءة‬7

save gِ<Fُ 4

Save the Children , ‫< ذ ا‬X‫إ‬ ‫ﱠ‬TF‫ ُﻣ‬92

savings ‫ات‬ ‫ ا‬58

sawm ‫م‬,@ 68

scabies ‫ب‬ 9

scald injuries I‫ ر‬7 ‫ إ@ ﺑ ت‬9

scale ‫ﻣ< س‬/‫ ق‬X 90

~#S L }‫ا‬ /L }‫ ا‬O ‫و‬P/ ‫إ < ء ا‬

scapegoat ‫ اء‬9 9

scapegoat L }‫ ا‬O ‫و‬P/ ‫ إ < ء ا‬84

schedule ‫ول‬ 4

740
schistosomiasis ‫ _ ر& ت‬# ‫ داء ا‬89

schizophrenia ‫م‬ ‫ ا‬35

scholarly 71

scholarly 76

school &‫ ﻣ ر‬69

school absenteeism &‫ ا ر‬L W ZD 18

school activity &‫ ط ﻣ ر‬%X 23

school child &‫ة ﻣ ر‬/W ‫ ط‬98

school counselling &‫ د ﻣ ر‬A‫ ار‬18

school counsellor &‫ ﻣ ر‬A ‫ ﻣ‬18

school curriculum &‫_ ج ﻣ ر‬F‫ ﻣ‬98

school day &‫م ﻣ ر‬, 98

school difficulties &‫ﺑ ت ﻣ ر‬, @ 18

school education &‫ا ر‬ ‫ ا ﱠ‬1

school for children with physical

/- ‫ ت ا‬I j‫ ﻣ ر& [ط ل ذوي ا‬23
disabilities
school life &‫ ة ﻣ ر‬7 18

school life space &‫ة ا ر‬ ‫ ا‬9 ‫ ت‬7 /‫ ﻣ‬18

school of psychotherapy / F ‫ج ا‬+ ‫ ﻣ ر& ا‬36

school of the blind and visually impaired ‫ي‬ # ‫ ا‬Qْ i

َ ‫ ء وذوي ا‬S ‫ ﻣ ر& ا‬24

school or university education ‫ﻣ‬ ‫ﻣ ر& أو‬ D 58

school performance pressure &‫ ا داء ا ر‬O ‫ط ت‬,Zُ\ 10

school phobia &‫ رُھ ب ا ر‬18

school problem &‫= ﻣ ر‬%‫ ُﻣ‬18

741
school refusal &‫ ا ر‬J9‫ ر‬17

school refusal &‫ ا ر‬J9‫ ر‬18

school social work &‫ّ ﻣ ر‬ ‫ِ ْﻣ ا‬ 18

school system &‫ م ﻣ ر‬TX 98

school violence &‫ ﻣ ر‬QFْ ُ 10

school violence &‫ ﻣ ر‬QFْ ُ 18

school-based youth support &‫ ا ر‬O H < ‫ ب ا‬#%‫ د ْ ا ﱠ‬18

scientific study &‫ درا‬75

scold €‫ﺑ‬, 9

scold €‫ﺑ‬, 12

scout 9 %S 10

scratch ‫ش‬1 9

scratch ‫ش‬1 9

screening assessment ‫أو‬ <D 48

scriptures F ‫ آ ت د‬67

scrutinise L ‫ ﺑ‬s D 93

sculpting n F 36

seasonal worker &,‫ﻣ ﻣ‬ 77

SEBD S, &ُ / X ّ ‫ﺑ ت ا‬, @ 25

/ X S, &ُ ‫ﺑ ت‬, @ ‫ة ذو‬/ &‫ة ﻣ ر‬/W ‫ط‬

SEBD pupil ّ ‫ ا‬25

/F‫ّ ا‬ ‫ﺑ ت ا‬, ّ
‫وي ا‬g @ &‫ﻣ ر‬
SEBD special school S, /
ُ ‫ ا‬25

/F‫ّ ا‬ ‫ﺑ ت ا‬, ‫وي ا‬g ‫ة‬/ ‫ُﻣ ﱢ‬

SEBD teacher S, /
ُ ‫ ا‬25

742
 /F‫ّ ا‬ ‫ﺑ ت ا‬, ‫وي ا‬g ` ‫ا ر‬
SEBD teaching S, /
ُ ‫ ا‬25

‫ﺑ ت‬, ‫ر ` ذوي ا‬ ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ُﻣ‬

SEBD teaching assistant ُ ‫ ا‬/F‫ّ ا‬
S, / ‫ ا‬25

second generation human right X R ‫ ا‬- ‫ ن‬/Xj‫ق ا‬,<ُ7 73

second generation migrant XR‫ ا‬-‫ا‬ _‫ ُﻣ‬81

secondary health care ,X R ‫ا‬ ‫ا‬ ِ ‫ ا‬64

secondary prevention ,X c I‫ و‬37

secondary school ,X c &‫ ﻣ ر‬98

Secretariat ‫ ا ﻣ‬X ‫ ا ﻣ‬74

sectarian conflict H ‫اع ط‬bX 90

sectarian split H ‫ م ط‬/<X‫ إ‬68

sectarian violence H ‫ ط‬QFْ ُ 68

section /ْ ِI 1

section Lّ ‫ ﻣ= ن ُﻣ‬9 b- 34

section 8 <‫ﻣ‬/‫ء‬b / /ْ ِI 93

sector ‫ ع‬I 53

secular X 53

secular X 67

secular upbringing X ‫ ﺑ‬D 54

secularisation X ‫ ا‬67

secure L‫ آﻣ‬17

secure L‫ آﻣ‬42

secure accommodation ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫ ﻣ‬H‫ا‬, ‫إ‬ ‫ دور ِر‬16

743
secure accommodation L=/‫ ﻣ‬L ‫]ﻣ‬D 87

secure children's home ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫أط ل ﻣ‬ ‫ دار ِر‬16

secure facilities ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫ ﻣ‬:ِ9‫ ﻣ ا‬16

secure relationship F‫ آﻣ‬I+ 10

secure training centre ‫ ة‬%‫ ﺑ‬L‫ ﻣ ﻣ‬W ‫ ر‬D bSِ ْ ‫ َﻣ‬16

secure unit ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫ ة ﻣ‬7‫ و‬16

secure unit ‫ دة‬%‫ < أو ﻣ‬Z‫ ة ﻣ‬7‫ و‬44

secure ward : Z‫ ح ﻣ‬F 34

securing a work placement ‫ وظ‬L ‫]ﻣ‬D 31

security ‫ أﻣ ن‬/L‫ أﻣ‬2

security ‫ ا ﻣ ن‬42

security ‫ أﻣ ن‬58

Security Council L‫ ` ا ﻣ‬-‫ ﻣ‬74

see ‫ى‬ 28

sefl-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 32

segregated (b ‫ ا‬O ً‫ ءا‬F‫ول )ﺑ‬b ‫ﻣ‬/ #‫ ُﻣ‬/‫ل‬, ‫ ﻣ‬21

segregated ( b D ‫ ب‬#& ‫ل ) دة‬, ‫ ﻣ‬31

segregation 9 32

seizure hF‫ ﱡ‬%َD ‫ﺑ‬,X 23

selection process ‫ر‬ ‫ا‬ 97

selective abortion of a female fetus ORX ‫ ا‬L F- /‫ي‬,RX‫ أ‬L F- H < X‫ إ _ ض ا‬89

self-actualisation ‫ات‬g ‫ ا‬: ّ< D 36

self-administered questionnaire _/ X]‫ ﺑ‬L S‫ ر‬% ‫ ا‬#I L‫ _ ﻣ‬E# D D X # &‫ ا‬100

744
self-advocacy ّ D‫ @ ة ذا‬F‫ ﻣ‬20

self-advocacy ّ D‫ @ ة ذا‬F‫ ﻣ‬27

self-advocacy ّ D‫ @ ة ذا‬F‫ ﻣ‬32

self-advocacy group ّ D‫ا‬g ‫ @ ة ا‬F ‫ا‬ , ْ-‫ َﻣ‬32

self-assertiveness ‫ات‬g ‫ ا‬S]D 12

self-awareness D‫ذا‬ ‫ و‬12

self-care ّ D‫ذا‬ ‫ ِر‬23

self-completion questionnaire _/ X]‫ ﺑ‬L S‫ ر‬% ‫ ا‬#I L‫ _ ﻣ‬E# D D X # &‫ ا‬100

self-concept D‫ر ذا‬, D 3

self-confidence ` F ‫< ﺑ‬c 9

self-confidence ` F ‫< ﺑ‬c 12

self-confidence ` F ‫< ا‬c 35

self-control ‫ات‬g ‫ ا = ﺑ‬55

self-cultivation D‫ ذا‬Q <RD 54

self-defined ً D‫ ﻣ ّ ف ذا‬81

self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 5

self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 86

self-determination movement D‫ا‬g ‫ا‬ ‫ا‬ ّ 7 S 7 32

<D :

self-development ‫ات‬g ‫ ا‬, D 10

self-directed learning 7 ‫ ﱡ‬D/ D‫ ذا‬k ,D ‫ ﱡ ذو‬D 98

self-directed learning D‫ ﱡ ذا‬D/ D‫ ذا‬k ,D ‫ ﱡ ذو‬D 99

self-disclosure ّ D‫@ ّ ت ذا‬, ‫ ء‬%9‫ إ‬49

self-discovery ‫ات‬g ‫ ف ا‬% S‫ ا‬10

745
self-engagement ّ D‫ا‬g ‫ا‬ ‫ ھ‬/ ‫ك ا‬, &ُ 28

self-esteem ‫ات‬g ‫ا‬ <D 12

self-esteem ‫ات‬g ‫ا‬ I 27

self-esteem ‫ات‬g ‫ا‬ I 35

self-facilitated ً D‫ ذا‬/ ‫ ﻣ‬95

self-formation D‫ ذا‬Q <RD 54

self-government ّ D‫ إدارة ذا‬57

self-harm ` F ‫اء ا‬g ‫ إ‬9

self-harming ` F ‫اء ا‬g ‫ إ‬17

self-harming ` F ‫اء ا‬g ‫ إ‬25

self-help ‫ات‬g ‫ ِ ة ا‬/‫ ُﻣ‬12

self-help D‫ د ْ ذا‬58

self-help group ّ D‫ا‬g ‫ ِ ة ا‬/ ُ ‫ا‬ , ْ-‫ َﻣ‬38

self-help group D‫ا‬g ‫ا ْ ا‬ , ْ-‫ َﻣ‬49

self-help group D‫د ْ ذا‬ , ْ-‫ َﻣ‬51

self-help group ّ D‫ ِ ة ذا‬/‫ ُﻣ‬/ D‫د ْ ذا‬ , ْ-‫ َﻣ‬53

self-help group for older people L ّF/ِ ُ ّ D‫ا‬g ‫ ِ ة ا‬/ ُ ‫ا‬ , ْ-‫ َﻣ‬41

self-help movement D‫ا‬g ‫ ا ْ ا‬S 7 32

self-help movement D‫ا‬g ‫ ا ْ ا‬S 7 49

self-image D‫ر ذا‬, D 3

self-injurious behaviour ` F ‫اء ا‬g ‫ك إ‬, &ُ 17

self-injurious behaviour ‫ات‬g ‫ذي‬P‫ك ﻣ‬, &ُ 28

self-injury ` F ‫اء ا‬g ‫ إ‬17

746
self-led group ّ D‫ﺑ< دة ذا‬ , ْ-‫ َﻣ‬49

self-mobility D‫< ذا‬FD 23

self-neglect ` F ‫إھ ل ا‬/ D‫ إھ ل ذا‬9

self-referral ّ D‫ذا‬ 7‫ إ‬6

self-referral ّ D‫ذا‬ 7‫ إ‬47

self-representation D‫ذا‬/ 1A R D 20

self-stimulation D‫ ذا‬b D 28

self-worth ‫ات‬g ‫ا‬ I 42

sell sex `F- ‫ رة ا‬-D/`F- ‫ ا‬8 ‫ ﺑ‬88

seminar ‫دورة‬/‫ ﻣ \ ة‬12

semi-structured LF<‫ﻣ‬/ TF‫ ﻣ‬k#A 100

SEN ّ
@ ّ D‫ت‬ 7‫ إ‬21

SEN ّ 1‫ّ ا‬
@ ‫تا‬ 7 ‫ ا‬23

SEN ّ
@ ّ D‫ت‬ 7‫ ا‬26

SEN ّ
@ ,‫ ﺑ‬D ‫ت‬ 7‫ ا‬29

SEN coordinator ّ 1‫ّ ا‬

@ ‫تا‬ 7+ :ّ/F‫ ُﻣ‬18

SEN panel ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7 ‫ ا‬F- 21

SEN provision ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7 ‫وي ا‬g ‫َ َﻣ ت‬ 9,D 21

SEN specialist ّ
@ ,‫ ﺑ‬D ‫ت‬ 7‫ إ‬H ‫ أ‬21

sending country & ‫ ا‬# ‫ ا‬75

sending country & ‫ ا‬# ‫ ا‬76

sending state & ‫ ا و ا‬76

senior citizen Lّ /ِ ‫ ا‬#S L‫اط‬,‫ ﻣ‬40

747
senior doctorate ‫راة‬, S‫ د‬99

sensation ‫ س‬/7‫ إ‬35

sense of belonging ‫ ء‬X ‫ر ا‬, A 15

sense of belonging ‫ ء‬Xj‫ر ا‬, A 50

sense of solidarity L‫ ﻣ‬i ‫ر ﺑ‬, A 50

sensible drinking X+< ‫ ب ﺑ‬% ‫ ا‬38

sensitively interview ‫ع‬,\, ‫ & ا‬/7 ‫ ا‬D ‫اء ﻣ< ﺑ‬ ‫ إ‬8

sensitivity & /7 19

sensory /7 20

sensory /7 28

sensory defensiveness /7 9‫ د‬28

sensory disability /7 I ‫ إ‬19

sensory environment /7 E ‫ ﺑ‬28

sensory experience /7 ‫ ﺑ‬-D 28

sensory function /7 ‫ وظ‬23

sensory impairment /7 Qْ \
َ 24

sensory input /7 ‫ ُﻣ‬28

sensory integration therapy h‫ داﻣ‬/7 ‫ج‬+ 28

sensory needs /7 ‫ت‬ 7‫ ا‬24

sensory needs /7 ‫ت‬ 7‫ ا‬28

sensory overload H‫ زا‬/7 b D 28

sensory stimulation ‫اس‬, ‫ ا‬b D/ /7 b D 28

sensuality X‫ا‬,_% ‫ ا‬66

748
sentence =7 39

sentence ( ‫ﺑ‬,< ‫= )أي ا‬7 43

sentence ‫ﺑ‬,< 44

sentences ‫ﺑ ت‬,< 46

separation ‫ل‬ X‫ ا‬49

serfdom I‫د إ‬,# /‫د ا رض‬,# / X FI 86

serious case review ‫ة‬ 1‫تا‬ ‫ ا‬9 : ّ< D 6

serious illness A/ ‫ ﻣ ض‬42

seriousness 43

serve ‫ﺑ‬,< ‫ أداء ا‬44

serve a sentence ‫ﺑ‬,< ‫]د‬D 45

service ‫ِ ْﻣ‬ 1

service ‫ِ ْﻣ‬ 52

service ‫ِ ْﻣ‬ 57

service ‫ِ ْﻣ‬ 58

service ‫ِ ْﻣ‬ 70

service ‫ِ ْﻣ‬ 75

service ‫ِ ْﻣ‬ 83

service ‫ِ ْﻣ‬ 94

service charge ‫ ْ ﻣ‬1ِ ‫ا‬ S 94

service coordinator ‫ ْ ﻣ‬1ِ ‫ ا‬:ّ/F‫ ُﻣ‬47

service level agreement ‫ ْ ﻣ‬1ِ ‫ى ا‬, /ْ ‫ < ُﻣ‬/ ّ I ّD‫ ا‬94

service provider ‫ ْ ﻣ‬1ِ ‫ ا‬9,‫ ﻣ‬57

749
service provider ‫ ْ ﻣ‬1ِ ‫ ُﻣ< ﱢم ا‬94

service provision ‫ ْ ﻣ‬1ِ ‫ا‬ <D 85

service sector ‫ َﻣ ت‬1َ ‫ ع ا‬I 94

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬1

service user ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ ُﻣ‬33

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬52

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬94

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬97

service user ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ ُﻣ‬99

service user involvement ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬S‫ َر‬%‫ ُﻣ‬32

service user involvement ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬S‫ َر‬%‫ ُﻣ‬70

@ ‫ ْ ﻣ وا‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬L ‫ ﻣ ﺑ‬I+ ‫ا‬

service user-social worker relationship ‫ ا‬47

services for children, young people, and

& ‫ ب وا‬#%‫َ َﻣ ت ا ط ل وا ﱠ‬ 1
families
services for disabled people I j‫ ص ذوي ا‬1A[ ‫َ َﻣ ت‬ 22

serving part of the sentence ‫ﺑ‬,< ‫ ا‬L‫ء ﻣ‬b : ّ# D 45

servitude ‫ِ ْﻣ‬ 86

session / 95

set boundaries ‫ ود‬7 8\‫ و‬49

setting y ‫ﻣ‬/‫ ﻣ= ن‬72

settle ‫ ا& < ار‬79

settlement ,/D 90

settlement needs L ‫ط‬, ‫ا‬/‫ت ا & < ار‬ 7‫ ا‬83

settler L‫ط‬, /‫ ﻣ‬79

750
sever learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

sever learning difficulty ‫ دة‬7/‫ ة‬A ‫ ﱡ‬D ‫ﺑ‬, @

ُ 21

severe ‫ د‬7/ A 12

severe A 19

severe A 23

severe A 27

severe A 28

severe A 33

severe A 35

severe disorder of intellectual

F‫ھ‬g ‫ ا‬,ّ ُ ُ F ‫ ا‬9 A ‫اب‬ \‫ ا‬26
development
severe intellectual disability ‫ ة‬A F‫ ذھ‬I ‫ إ‬26

severe of profound core activity

& & ‫ ط ا‬%F ‫ ا‬9 ‫ دة‬7 ‫ ة أو‬A ‫د‬, I 28
limitation
severity ‫ ّ ة‬7َ 19

severity ‫ ة‬A 24

severity ‫ ة‬A 33

sex `F 4

sex `F 63

sex abuser ً /Fْ ِ ‫ ء‬/‫ ُﻣ‬8

sex before marriage ‫واج‬b ‫ ا‬#I `F- ‫ ُﻣ ِر& ا‬68

sex buyer ‫ ء‬Z# ‫ ا‬LH ‫ زﺑ‬88

sex education /Fْ -ِ ‫ ا‬Q <R ‫ ا‬65

sex industry `F- ‫ا‬ F@ ‫ ل‬-‫ َﻣ‬88

sex life /Fْ -ِ ‫ة ا‬ ‫ ا‬65

751
sex migrant Z‫ﺑ‬ _‫ ُﻣ‬88

sex offence /Fْ ِ 8

sex offender /Fْ ِ rX 8

sex outside marriage ‫واج‬b ‫ ق ا‬X ‫رج‬ `F- ‫ ُﻣ ِر& ا‬68

sex research /Fْ ِ ‫ أﺑ ث‬66

sex service /Fْ ِ ‫َ َﻣ ت‬ 88

sex slavery /Fْ ِ ‫د‬,# 88

sex tour /Fْ ِ 7 & , 88

sex tourism /Fْ ِ 7 & 88

sex trade /Fْ ِ ‫ رة‬-D 88

sex trafficking `F- ‫ ر ﺑ‬-D ‫ ا‬87

sex trafficking /Fْ -ِ ‫ ر ا‬-D ‫ ا‬88

sex trafficking /Fْ -ِ ‫ ر ا‬-D ‫ ا‬88

sex trafficking network /Fْ ِ ‫ ر‬-D ‫= ا‬#A 88

sex trafficking ring /Fْ -ِ ‫ ر ا‬-D ‫ < ا‬7 88

sex trafficking syndicate /Fْ ِ ‫ ر‬-D ‫ا‬ , ْ-‫ َﻣ‬88

sex work `F- ‫ ﺑ‬: ‫ﻣ‬ 88

sex worker `F- ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 65

sex worker Z‫ﺑ‬/`F- ‫ رة ا‬-D 9 ‫ة‬/ ‫ﻣ‬ 88

sexting /Fْ ِ H &‫ إر& ل ر‬8

sexual abuse /Fْ ِ ‫ إ& ءة‬6

sexual abuse /Fْ ِ ‫ إ& ءة‬7

sexual abuse /Fْ ِ ‫ إ& ءة‬16

752
sexual abuse /Fْ ِ ‫ إ& ءة‬86

sexual activity /Fْ ِ ‫ ط‬%X 8

sexual activity /Fْ ِ ‫ ط‬%X 66

sexual assault /Fْ ِ ‫اء‬ ‫ ا‬8

sexual assault /Fْ ِ ‫اء‬ ‫ ا‬65

sexual assault /Fْ ِ ‫ ي‬D 88

sexual attraction /Fْ ِ ‫اب‬g-X‫ ا‬66

sexual coercion `F- ‫ ُﻣ ِر& ا‬O ‫ إر) م‬65

sexual counselling /Fْ ِ ‫ د‬A‫ ار‬65

sexual crime against a child ْ ‫ ه ِط‬-D /Fْ ِ 86

sexual development /Fْ -ِ ‫ ا‬,ّ ُ ُF ‫ ا‬65

sexual diversity /Fْ ِ ‫ع‬,FD 66

sexual division of work `F- ‫ ا‬O ‫ ًء‬F‫ﺑ‬ ‫ا‬ 9 63

sexual drive /Fْ -ِ ‫ ا‬89‫ ا ا‬36

sexual dysfunction /Fْ ِ ‫ل وظ‬+ ‫ ا‬65

sexual gratification /Fْ ِ ‫ ع‬#A‫ إ‬8

sexual harassment /Fْ ِ ‫ش‬ D 65

sexual health /Fْ -ِ ‫ ا ِ ّ ا‬65

sexual health advice and information /Fْ -ِ ‫ص ا ِ ّ ا‬, 1‫ رة ﺑ‬% &‫ ا‬65

sexual health clinic /Fْ -ِ ‫ِ ّ ا‬ ‫دة‬ 65

sexual health needscare home /Fْ -ِ ‫ِ ّ ا‬ ‫ دار ِر‬65

sexual identity /Fْ ِ ّ ,ُِ ‫ ھ‬66

sexual image /Fْ ِ ‫رة‬,@ 8

753
sexual intercourse `F- ‫ ُﻣ ِر& ا‬8

sexual intercourse ‫ ع‬- ‫ا‬/`F- ‫ ُﻣ ِر& ا‬65

sexual maturity /Fْ ِ h ْiُX 3

sexual offender treatment plan /Fْ -ِ ‫ ا‬H‫ا‬ #=D + 44

sexual orientation /Fْ ِ ‫ل‬, ‫ ﻣ‬66

sexual practice /Fْ ِ &‫ ُﻣ ِر‬65

sexual preference /Fْ ِ i D 66

sexual problem /Fْ ِ =%‫ ُﻣ‬65

sexual relations /Fْ ِ ‫ ت‬I+َ 68

sexual rights /Fْ ِ ‫ق‬,<ُ7 65

sexual rights /Fْ ِ ‫ق‬,<ُ7 66

sexual self-determination /Fْ -ِ ‫ا‬ ‫ا‬ <D 65

sexual servitude /Fْ ِ ‫ ق‬I &‫ ا‬88

sexual sin /Fْ ِ E 68

sexual slavery /Fْ ِ ‫د‬,# 88

sexual surrogacy # ‫` ا‬F- ‫ ا‬65

sexual surrogate # ‫` ا‬F- ‫ ُﻣ ِرس ا‬65

sexual trafficking `F- ‫ ر ﺑ‬-D ‫ ا‬87

sexual trafficking /Fْ -ِ ‫ ر ا‬-D ‫ ا‬88

sexual violence /Fْ ِ QFْ ُ 63

sexual violence /Fْ ِ QFْ ُ 65

sexual violence /Fْ ِ QFْ ُ 88

sexual violence against men ‫ل‬ ‫ \ ا‬/Fْ ِ QFْ ُ 65

754
 ُ /:H /W& F‫ ) ﻣ‬/Fْ ِ ‫ك‬, &ُ
8‫ك ذو ط ﺑ‬, &
sexualised behaviour inappropriate
/Fْ ِ 9
sexual behaviour
sexualised conversation /Fْ ِ 8‫ ذات ط ﺑ‬c‫ ﻣ د‬8

sexuality X /F 27

sexuality X /F- ‫ ا‬66

sexuality in old age ,1 % ‫ ا‬Lّ &ِ 9 X /F- ‫ ا‬65

sexualized images /Fْ ِ ‫ر‬,@ 7

sexually abused /Fْ ِ ‫& ءة‬j ‫ض‬ ‫ ﻣ‬8

sexually concerning behaviour :َ َ< R‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ 8

sexually harmful behaviour ً /Fْ ِ i‫ك ﻣ‬, &ُ 8

sexually transmitted disease ً /Fْ ِ ‫ل‬,<F‫ ﻣ ض ﻣ‬8

sexually transmitted disease ً /Fْ ِ I F ‫ ﻣ ض ﻣ‬88

sexually transmitted infection ً /Fْ ِ <F ‫وى ﻣ‬ 65

shadowing Aِ #‫) ُﻣ‬/ ‫ ﺑ‬L ‫ اف‬A‫ إ‬95

shahadah ‫_ دة‬% ‫ ا‬68

shall W , /W- 93

shaming ‫ي‬b1 9

shanty town r ‫ ﻣ ن ا‬89

shared value ‫ة‬/‫ ك‬%‫ُﻣ‬ I/‫ أ‬#‫ ﻣ‬50

Shari’ah law % ‫ن ا‬,X I 68

Sharia council ‫ﻣ‬+&‫إ‬ A ` -‫ ﻣ‬68

Sharia court A = ‫ ﻣ‬68

Sharia law % ‫ن ا‬,X I 68

shelter ‫ ﻣ]وى‬61

755
 ِ ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ‬I ‫ اف ط‬A ‫ )أي ﺑ‬L ّF/ِ ُ L=/‫ﻣ‬
sheltered accommodation (L ّF/ِ ُ ‫ ا‬42

sheltered placement L‫ﺑ = ن آﻣ‬ ‫ إ اع وظ‬31

sheltered workshop for disabled people L‫ ﺑ = ن آﻣ‬I j‫وي ا‬g # ‫ ر‬D ‫ دورة‬31

Shi’a Islam ‫م‬+&j‫ ا‬9 % ‫ ا‬W‫ھ‬g ‫ ا‬68

Shi’a Muslim A /‫ ﻣ‬68

shift ‫ وﺑ‬F‫ ﻣ‬16

‫ َﻣ ت‬1َ ‫ ا‬O ‫ إ‬H‫ا‬, j‫ َﻣ ت ا‬1َ ‫ ا‬L‫ < ل ﻣ‬X ‫ا‬

shift from residential to community
services َ ْ- ُ ‫ ا‬32

shift of power َ ْ/
ُ ‫ < ل ا‬X‫ ا‬50

Shiite Muslim A /‫ ﻣ‬68

shoplift ‫ ا‬L‫ ﻣ‬8 / ‫ ا‬I & 86

short break ‫ه‬ I k7‫ ا زة او ا& ا‬30

short break ِ ‫ ا‬L‫ ﻣ‬7‫ ت ا & ا‬Z ‫ة‬ I ‫ ا زة‬30

ْ ِ ‫ا‬L k9 ‫ تا‬Z ‫ةا ﻣ‬ I ‫ِر‬

short break fostering # ‫ا‬/ & & ‫ا‬ ‫ وا ا‬15

‫ة‬ < ‫زة ا‬ ‫ل ا‬+ ‫دا‬ &ُ‫َ َﻣ ت أ‬

short breaks service ِ ‫ ا‬L‫ ﻣ‬7‫ ت ا & ا‬Z 30

short duration ‫ة‬ I ‫ ﻣ ة‬78

short stay accommodation ‫ةا ﻣ‬ I ‫ ﻣ‬Ij L=/‫ ﻣ‬16

short term effects ‫ةا ﻣ‬ I ‫ ر‬c‫ آ‬9

short term fostering ‫ةا ﻣ‬ I ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

short term memory ‫ةا ﻣ‬ I ‫ ة‬S‫ ذا‬27

short term migration ‫ةا ى‬ I ‫ ة‬-‫ ھ‬76

shortage of clean drinking water @ ‫ ب‬A ‫ّ ﻣ ء‬9,D 9 s<X 89

756
shower handle ‫م‬ ‫ ا‬u/ ‫ﻣ‬/J#<‫ ﻣ‬23

sibling ‫ة‬/: <A 7

sibling n ‫أ‬/‫ أخ‬18

sibling child abuse ‫ة‬, ‫ ا‬L ‫ إ& ءة ﻣ ﺑ‬7

sibling incest ‫ة‬, ‫ ا‬L ‫ ﺑ‬O‫ُ ﺑ‬I ‫ ِ& ح‬8

sick ‫ة‬/J ‫ ﻣ‬64

sickness ‫ ﻣ ض‬64

side effect #X ‫اض‬ ‫ أ‬36

sight ‫ ﺑ‬24

sight loss # ‫< ان ا‬9 24

sighted person #‫ط‬ ‫ رة ﺑ‬I ‫ ذو‬s1A 24

sign 8I, 80

sign language ‫ رة‬Aj‫ ا‬Z 24

sign language interpeter ‫ رة‬Aj‫ ا‬Z ‫ري‬,9 ‫ ﻣ‬24

sign language speaker ‫ رة‬Aj‫ ا‬Z ‫ ﻣ َ ّ ث‬24

significant harm / ‫ \ ر‬6

significant harm A ‫ أذى‬93

significant person ‫ ة‬#S ‫ذو أھ‬/ _‫ ﻣ‬s1A 48

signs of physical abuse /- ‫& ءة ا‬j‫ ا‬O ‫ﻣ ت دا‬+ 9

signs of safety ‫ﻣ ت ا ﻣ ن‬+ 48

Sikh ‫ة‬/ 1 & 67

Sikhism 1 / ‫ ا‬67

silent witness n‫ ھ @ ﻣ‬A 7

757
similarity k‫ ﺑ‬%D 82

single case study ‫ د‬9 7 &‫ درا‬100

single gender group work ّ 7َ ‫وا‬ ‫ع ا‬,F sّ 1‫ُﻣ‬ 11

single sex `F- ‫ دي ا‬7‫ أ‬98

single training day ّ 7َ ‫م وا‬, ‫ة‬ W ‫ ر‬D 96

# ّ ‫ا د ا‬ F (SIVUS) -_F‫ﻣ‬
SIVUS method X‫ و‬D W &‫ أ‬30

skill ‫ ﻣ_ رة‬97

skill-base ‫ ا _ رة‬O ّ Fْ#‫ أ& س َﻣ‬96

skin colour ‫ ة‬%# ‫ن ا‬, 81

skin colour ‫ ة‬%# ‫ن ا‬, 84

skin-popping - WI c 39

slap 8 9

slavery ‫د‬,# 86

slavery ‫د‬,# 87

sleep deprivation ‫م‬,F ‫ ﻣ ن ا‬7 36

sleep disorder ‫م‬,F ‫اﺑ ت ا‬ \‫ ا‬17

sleep hygiene ‫م‬,F ‫ ا‬F 9 TF ‫ ا‬36

sleep rough ‫اء‬ ‫ ا‬9 ‫م‬,F ‫ ا‬61

sleeping pill ‫ﻣ‬,F‫ ﻣ‬I < 38

sleepwalk ( X / ‫م )ا‬,F ‫ ء ا‬Fc‫ & أ‬17

slum ‫< ة‬9 ‫ ء‬7‫ أ‬89

smack ‫ ب‬i 12

small group home ‫ ة‬Z ‫ تا‬, - ‫ دار ِر‬16

758
small group living arrangement ‫ ة‬Z ‫ تا‬, - % ‫ ت ﻣ‬# D D 16

small group living arrangement ‫ ة‬Z@ , ْ- َ % ‫ ﻣ‬W D D 32

small group research ‫ ة‬Z ‫ ت ا‬, - ‫ أﺑ ث ا‬49

small group work ‫ ة‬Z@ ‫ ت‬, - ‫ﺑ‬ 10

small residential unit ‫ ة‬Z@ H‫ا‬, ‫ ة إ‬7‫ و‬16

small youth club ‫ ب‬#% Z@ ‫ دي‬X 11

smell % 28

smoke L 39

smoking cessation L ‫ ا‬L ‫ع‬+Ij‫ِ ْ ﻣ د ْ ا‬ 12

smuggler of people ‫ ص‬1A‫ ﻣ_ ب أ‬79

smuggling of persons ‫ ص‬1A ‫ ا‬W _D 79

sniff %‫ا‬: ‫ط‬L ‫ ط‬D 39

snoezelen L ‫ز‬,ّF&ِ ‫ج‬+ ‫ب‬, &ُ‫ أ‬30

snoezelen room L ‫ز‬,ّF&ِ ‫ج‬+ 9 ) 30

snort %‫ا‬: ‫ط‬L ‫ ط‬D 39

social activity ‫ ط ا‬%X 4

social actor ً ‫ّلا‬9 2

social adaptive skills ‫ ا‬Qّ =َ ‫ ﻣ_ رات ا‬26

social ageing ّ ‫ا‬ ,1 A 40

social and behavioural assessment S, &ُ ‫و‬ ‫ا‬ <D 8

social and emotional competencies / X/ ‫ّ و ط‬ ‫ ءة ا‬S 9

social and emotional growth / F ‫ا‬/ ‫وا ط‬ ‫ ا‬,ّ ُ ُF ‫ا‬/‫ّر‬,َ َ ‫ ا‬9

social and recreational group _ 9 D‫ّ و‬ ‫ا‬ , ْ-‫ َﻣ‬49

759
social assistance ‫ د ْ ا‬56

social assistance ‫ د ْ ا‬58

social assistance ّ ‫ ا‬X, ‫ ﻣ‬59

social background ّ ‫ا‬ 70

social barrier ‫ ا‬:H /b 7 20

social capital ‫ رأ& ل ا‬50

social care ّ ‫ا‬ ِ ‫ ا‬1

social care ّ ‫ا‬ ‫ ِر‬52

social care ّ ‫ا‬ ِ ‫ ا‬53

social care ّ ‫ا‬ ‫ ِر‬55

social care ّ ‫ا‬ ِ ‫ ا‬56

social care ّ ‫ا‬ ‫ ِر‬67

social care ّ ‫ا‬ ِ ‫ ا‬92

social care ّ ‫ا‬ ِ ‫ ا‬94

social care ّ ‫ا‬ ِ ‫ ا‬97

social care agency ّ ‫ا‬ ِ ‫ ا‬/&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬94

social care for older people L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#= ّ ‫َ َﻣ ت ا‬ 41

social care management ّ ‫ا‬ ِ ‫ إدارة ا‬94

social care practitioner ّ ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬52

social care practitioner ّ ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ة ِﻣ‬/‫ ُﻣ ِرس‬65

social care professional ّ ‫ا‬ ‫@ ِر‬ ‫ ا‬1

social care service ّ ‫ا‬ ‫ِ ْ ﻣ ِر‬ 52

social care service ّ ‫ا‬ ِ ‫ِ ْﻣ ا‬ 94

760
social care with older people L ّF/ِ ُ ّ ‫ا‬ ِ ‫ ا‬41

social casework ‫ د‬9 ّ ‫ِ ْﻣ ا‬ 47

social casework ‫ ا د‬8‫ﻣ‬ ‫ا‬ ‫ ا‬-_F‫ ﻣ‬69

social change ‫ا‬ ZD 32

social change ‫ا‬ ZD 51

social change ‫ا‬ ZD 71

social change ‫ا‬ ZD 71

social change agent ‫ا‬ Z ‫ ا‬R ‫ﻣ‬/ S‫ و‬71

social citizenship ّ ‫ ا‬F‫اط‬,‫ﻣ‬/ /Fْ ِ 56

social class ّ ‫< ا‬#‫ ط‬59

social cohesion ‫ ا‬:9‫ا‬,D 50

social cohesion ‫ ا‬u& D 71

social cohesion ‫ ا‬:9‫ا‬,D 85

social consequence ّ ‫ ا‬WI‫ا‬, 37

social construct ‫ ا‬WS ‫ ﻣ‬69

social construction ّ ‫ أ&` ا‬O ّ Fْ#‫ ﻣ < ات و ُﻣ ِر& ت َﻣ‬2

social construction ّ ‫ أ&` ا‬O ّ Fْ#‫ ﻣ < ات و ُﻣ ِر& ت َﻣ‬19

social construction ‫ ا‬WS ‫ ﻣ‬84

social control ‫ = ا‬D 45

social control ‫ ا‬y#\ 55

social contruction ‫ ا‬WS ‫ ﻣ‬63

social contruction ‫ إ‬W S D 69

social democracy movement ّ ‫< اط ا‬ ‫ ا‬S 7 57

761
social democratic ‫د < اط‬ ‫ ا‬56

social democratic model ‫ذج د < اط ا‬, َX 57

social deprivation ‫ ﻣ ن ا‬7 59

social deprivation ‫ ﻣ ن ا‬7 62

social deprivation ‫ ﻣ ن ا‬7 71

social development ‫ّر ا‬,َ َD 2

social development ‫ ا‬,ّ ُ ُX/‫ّر‬,َ َD 6

social development ‫ّر ا‬,َ َD 10

social development ‫ّر ا‬,َ َD 27

social development ‫ ا‬,ّ ُ ُX/‫ّر‬,َ َD 92

social diagnosis ‫ ا‬s 1%D 48

social diagnosis ‫ ا‬s 1%D 64

social disadvantage ‫ ا‬Qْ \

َ <X/:H 25

social disadvantage ّ ‫ وىء ا‬/‫ﻣ‬/‫ \ ر‬59

social eclusion ‫ د ا‬# &‫ ا‬59

social economy ‫دا‬ I‫ ا‬53

social education ّ ‫ ﺑ ا‬D 10

social education ‫ا‬ ‫ ا ﱠ‬54

social emotional and behavioural

S, &ُ ‫ و‬/ X‫ّ و‬ ‫ﺑ ت ا‬, @ 25
difficulties
social enterprise ّ ‫ ا‬S A 53

social entrepreneur ّ ‫لا‬ ‫ ﺑ‬H I/ ّ ‫لا‬ ‫ ر دي أ‬53

social entrepreneurial project ‫ وع ر دي ا‬%‫ ﻣ‬62

social exclusion ‫ د ا‬# &‫ ا‬31

762
social expectation ّ ‫ ت ا‬I,D 20

social expenditure ‫ ق ا‬X‫ ا‬56

social factor ‫ﻣ ا‬ 26

social father ‫ أب ا‬7

social firm ّ ‫ ا‬S A 31

social geography ّ ‫ ا‬9‫ ا‬Z 62

social gerontology ‫ا‬ ,1 % ‫ا‬ 40

social group ّ ‫ا‬ , ْ-‫ َﻣ‬80

social group ّ ‫ا‬ , ْ-‫ َﻣ‬82

social groupwork ‫ا‬ -‫ا‬ ‫ ا‬49

social housing ‫ ا‬L=/‫ ﻣ‬61

social ill ّ ‫ا‬ 50

social inclusion ‫ل ا‬, A/‫ إدراج‬59

social inequality ّ ‫ واة ا‬/‫م ﻣ‬ 59

social infrastructure ّ ‫ا‬ D F‫ ﺑ‬62

social injustice ‫ ظُ ْ ا‬51

social injustice ‫ ظُ ْ ا‬69

social insurance ‫ \ ن ا‬89

social insurance contribution ‫ ا‬L ‫ا ]ﻣ‬ ‫ ھ‬/‫ ﻣ‬57

social insurance contribution ‫ ا‬L ‫ ا ]ﻣ‬9 ‫ ھ‬/‫ ﻣ‬58

social insurance system ‫ ا‬L ‫ م ا ]ﻣ‬TX 57

social integration ‫ ادﻣ ج ا‬83

social interaction ‫ا@ ا‬,D 17

763
social interaction ‫ا‬ D 27

social intervention ‫َ َ ﱡ ا‬D 36

social investment state ‫ ر ا‬R & ‫ دو ا‬56

social isolation ّ ‫ ا‬bُْ 9

social isolation ‫ة‬/ ‫ ا‬bُْ 31

social isolation ّ ‫ ا‬bُْ 41

social justice ّ ‫ا ا‬ 70

social justice ّ ‫ا ا‬ 71

social landlord ّ ‫ ا‬F=& /&P‫ ُﻣ‬61

social learning ‫ ﱡ ا‬D 54

social malaise َ ْ- ُ ‫م ا \ ا‬ 50

social medicine ‫ ا‬W ‫ ا‬33

social medicine ‫ ا‬W‫ ط‬64

social milieu ‫ا‬y ‫ا‬/ E # ‫ ا‬59

social mobility ‫ اك ا‬7 59

social model ‫ذج ا‬, َX 20

social model ‫ذج ا‬, َX 33

social movement ّ ‫ ا‬S 7 3

social network ّ ‫= ا‬#A 48

social network ّ ‫= ا‬#A 50

social network ّ ‫= ا‬#A 75

social order ‫ م ا‬TX 69

social pedagogue ّ ‫ ل ا ﺑ ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬52

764
social pedagogy ّ ‫ا ﺑ ا‬ 52

social pedagogy ‫ا‬ ‫ا ﱠ‬ 54

social pedagogy practitioner ّ ‫ ل ا ﺑ ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬52

social phobia ‫ ا ُھ ب ا‬35

social pluralism ّ ‫ د ا‬D 70

social policy ّ ‫ & & ا‬52

social policy ّ ‫ & & ا‬56

social position ‫ ا‬8I, ‫ا‬/W F ‫ ا‬59

social problem ّ ‫= ا‬%‫ ُﻣ‬38

social problem ّ ‫= ا‬%‫ ُﻣ‬60

social problem ّ ‫= ا‬%‫ ُﻣ‬89

social profession ّ ‫ ا‬Fْ_‫ ِﻣ‬52

social professional ‫ ّ ا‬F_‫ ِﻣ‬52

social professional ّ F_‫ِﻣ‬ ‫ ا‬H ‫ أ‬72

social progress ‫ ا‬Lّ /ِ D/‫ّر‬,َ َD 91

social protection ّ ‫ا‬ 7 56

social protection ّ ‫ا‬ 7 57

social proximity ‫ ب ا‬I 62

social psychiatry ‫ ` ا‬F ‫ ا‬W‫ ط‬33

social psychology ‫`ا‬F‫ا‬ 69

social rehabilitation ‫ا‬ ‫]ھ‬D ‫ إ دة‬31

social relations ّ ‫ ت ا‬I+َ 62

social relationship ّ ‫ ا‬I+ 28

765
social remittance ‫ ا‬W/=‫ ﻣ‬75

social rented sector ‫ ر ا‬- j‫ ع ا‬I 61

social role ‫ دور ا‬32

social role valorisation ‫ ا ور ا‬L RD 32

social science ّ ‫م ا‬, 71

social security ّ ‫ا‬ 7 56

social security ‫ \ ن ا‬73

social security benefit ‫ ن ا‬i ‫ ت ا‬I ّ< &‫ ا‬59

social services ّ ‫ َﻣ ت ا‬1َ ‫ ا‬1

Social Services Department ّ ‫ َﻣ ت ا‬1َ ‫ ة ا‬H‫ دا‬1

social services involvement ّ ‫ َﻣ ت ا‬1َ ‫َ َ ﱡ ا‬D 14

social skill ّ ‫ ﻣ_ رة ا‬27

social space ‫ ا‬y ‫ﻣ‬/ 7 /‫ ﻣ‬62

social spending ‫ ق ا‬X‫ ا‬56

social stigma ّ ‫را‬ @‫ و‬33

social stratification ‫ رج ا‬D 59

social structure ‫ ھ = ا‬59

social surroundings ‫ ا‬y ‫ ﻣ‬62

social system ‫ م ا‬TX 71

social tie ّ ‫ @ ا‬50

social transition ‫ < ل ا‬X‫ ا‬91

social venture ّ ‫ ا‬S A 53

social welfare benefit ّ ‫ ا‬X, ‫ ﻣ‬58

766
social wellbeing ‫ ه ا‬9‫ ر‬64

social withdrawal ‫ال ا‬b X‫ ا‬35

social work ‫ا‬ ‫ ا‬1

social work ّ ‫ ْ ﻣ ا‬1ِ ‫ا‬/ ‫ا‬ ‫ ا‬52

social work ‫ا‬ 71

social work and social care ّ ‫ا‬ ِ ‫وا‬ ‫ا‬ ‫ ا‬52

social work degree programme ‫ا‬ ‫ ا‬9 ‫ د‬S‫أ‬ ‫ در‬72

social work discourse ‫ا‬ ‫ار ا‬,7 71

social work educator ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 \ ‫ ﻣ‬99

social work intervention ‫ا‬ ‫َ َ ﱡ ا‬D 83

social work literature ‫ا‬ ‫ أدﺑ ت ا‬88

social work management ‫ا‬ ‫ إدارة ا‬94

social work organisation ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬72

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬85

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬93

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬93

social work profession ‫ا‬ ‫ ا‬Fْ_‫ ِﻣ‬92

social work professional ‫إ‬ @ ‫ ا‬1

social work research ‫ا‬ ‫ث ا‬, ‫ ﺑ‬100

social work service ‫ا‬ ‫ِ ْﻣ ا‬ 1

social work service user ‫ا‬ ‫ ِ م َ َﻣ ت ا‬1 /‫ ُﻣ‬59

social work task ‫إ‬ _‫ ﻣ‬7

767
social work theory ‫ا‬ ‫ا‬ TX 71

social work theory ‫ا‬ ‫ا‬ TX 72

social work theory ‫ا‬ ‫ا‬ TX 85

social work training ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 W ‫ ر‬D 67

social work training ‫ا‬ ‫ ا‬W ‫ ر‬D 93

social work training ‫ا‬ ‫ ا‬W ‫ ر‬D 99

social work training programme ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 # ‫ ر‬D h‫ ﻣ‬X ‫ ﺑ‬99

social work value ‫ا‬ ‫ا‬ I 70

social work with children and families & ‫ ا ط ل وا‬8‫ﻣ‬ ‫ا‬ ‫ ا‬1

social work with immigrants and ethnic

I ‫ ت ا‬I ‫ وا‬L _ ُ ‫ ا‬8‫ﻣ‬ ‫ا‬ ‫ ا‬83
minorities
social work with migrants L _ ُ ‫ ا‬8‫ﻣ‬ ‫ا‬ 72

social work with older people L ّF/ِ ُ ‫ا‬ ‫ ا‬41

social work with refugees L E + ‫ ا‬8‫ﻣ‬ ‫ا‬ ‫ ا‬83

social worker ‫@ ا‬ ‫ ا‬1

social worker ‫@ ا‬ ‫ إ‬52

social worker ‫@ ا‬ ‫ إ‬71

socialisation ّ ‫ ا‬E%FD 3

socialise ّ ‫ ا‬E%FD 18

socialising ّ ‫ ا‬E%FD 41

socialist-collective approach ‫ ك‬%‫ ُﻣ‬/ ‫ ا‬h_X 69

socially acceptable ً ‫ل ا‬,#<‫ ﻣ‬38

socially deprived area ً ‫وﻣ ا‬ ‫ < ﻣ‬F‫ ﻣ‬62

socially excluded ً ‫ َ ا‬#ْ /ْ ‫ ُﻣ‬10

768
socially excluded 8 َ ْ- ُ ‫ ا‬L‫ ﻣ‬OFR /ْ ‫ ُﻣ‬/ َ #ْ /ْ ‫ ُﻣ‬20

societal ‫ ا‬51

societal level ‫ى ا‬, /ْ ‫ ُﻣ‬85

societal norm ‫فا‬ 46

society 8 َ ْ-‫ ُﻣ‬19

society 8 َ ْ-‫ ُﻣ‬71

socigram ّ ‫ا‬ 1 ‫ ا‬48

socio-cultural 9 <c ‫ ا‬59

socio-cultural animation ّ ‫ ا‬9 <c Zْ#@

ِ ‫ ذات‬, 7 ‫ر‬,@ 10

socio-economic status ‫د‬ I ‫ّ ا‬ ‫ا‬ ‫ ا‬59

sociological , , &,& 78

sociological concept , , &,& h_F‫ﻣ‬/‫م‬,_ ‫ ﻣ‬82

sociologically ً , , &,& 7

sociology for youth ‫ ب‬#% ‫ع‬ ‫ا‬ 3

sociology of ageing ,1 % ‫ع ا‬ ‫ا‬ 40

sociology of disability I j‫ع ا‬ ‫ا‬ 20

sociology of health and illness ‫ع ا ِ ّ وا ﻣ اض‬ ‫ا‬ 20

sociology of space ‫ت‬7/ ‫عا‬ ‫ا‬ 62

sociology of the body ‫ ي‬/- ‫ع ا‬ ‫ا‬ 20

socio-spatial ‫ ا‬7 /‫ﻣ‬/y ‫ ﻣ‬62

socio-spatial dialectic X= ‫ّ ا‬ ‫ا‬ - ‫ ا‬62

socio-spatial differentiation ّ ‫ ا‬7 /‫ ﻣ‬I D/ 9 62

sociotherapy ‫ج ا‬+ 36

769
sociotherapy ‫ج ا‬+ 37

soft drug ‫ رات‬1‫ ﻣ‬39

soil ‫ ﺑ‬D 89

soil erosion ‫ا ﺑ‬ D 89

soil oneself k/ X O ‫ ز‬#D 17

sojourn IP‫ ﻣ ﻣ‬I‫ إ‬76

sojourn ً IP‫< ﻣ‬ 76

sold 8 ‫ ﺑ‬87

soliciting ‫س‬ ‫ ا‬88

soliciting law ‫س‬ ‫ن ا‬,X I 88

solidarity L‫ ﻣ‬iD 70

solvent ‫ل‬, ‫ ﻣ‬38

solvent abuse ‫ ام ا‬1 &‫ء ا‬,& 38

somatic X / 35

somatic disorder ‫ ي‬/ ‫اب‬ \‫ ا‬25

somatorform disorder ‫ ي‬/- ‫َ ض ا‬ ‫اب ا‬ \‫ ا‬17

somatosensory /- ‫ ا‬/ ‫ ا‬28

Son-Rise programme b ‫را‬-‫ن‬,& h‫ ﻣ‬X ‫ ﺑ‬28

sorrow ‫ن‬b7/O&‫ أ‬55

soup kitchen L ‫ز‬, ‫ ﻣ‬61

source country @ ‫ ﺑ ا‬87

South ‫ب‬,F 91

space y ‫ﻣ‬/ 7 /‫ ﻣ‬62

770
spatial mobility X =‫< ﻣ‬FD 75

spatial structure X =‫ ھ = ﻣ‬62

special boarding school ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ ﻣ ارس دا‬16

special class ّ 1‫ﺑ ا‬

@ Q@ 21

special education ّ‫ص‬ D 19

special education ّ
@ ‫ ﺑ‬D 19

special education ّ
@ ‫ ﺑ‬D 21

special education ّ
@ ‫ ﺑ‬D 22

special education ّ
@ ‫ ﺑ‬D 28

special education ّ 1 ‫ا ﺑ ا‬/

@ ‫ ا ﱠ‬48

special education for children with ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫@ [ط ل ذوي‬

ّ ‫ ﺑ‬D 27
learning difficulties
special education services for physical
ّ
/- ‫ ا‬I j ‫@ ﺑ‬ ّ D ‫َ َﻣ ت‬ 23
disability
special education teacher ‫ة‬/ ‫ ُﻣ ﱢ‬21

special educational needs ّ

@ ّ D‫ت‬ 7‫ ا‬18

special educational needs ّ

@ ّ D‫ت‬ 7‫ إ‬21

Special Educational Needs Coordinator ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7 ‫ؤن ا‬PA :ّ/F‫ ُﻣ‬21

special educator ‫ة‬/ ‫ ُﻣ ﱢ‬21

special guardian ‫ة‬/ ّ‫ص‬ ‫ة‬/ ّ @‫ و‬14

8‫ ﻣ‬l= ْ ِ ‫ أن ا‬l ‫@ )و@ ﺑ‬ ّ @‫و‬

special guardianship ( ‫ا‬, ‫_ ا‬I,<ُ7 ْ ِ ‫< ان وا ي ا‬9 ‫ و@ ّ دون‬14

special needs education ّ 1 ‫ ّ ا‬,‫ا ّ ﺑ‬/ ّ

@ ‫تا‬ 7 ‫وي ا‬g ‫ ا ﱠ‬21

special needs education ّ 1‫تا‬

@ 7 ‫ ﺑ ا‬D 22

special preschool ّ 1‫ﺑ ا‬

@ \‫ رو‬21

771
special prevention ّ
@ I‫ و‬43

special school ّ 1‫ﺑ ا‬

@ &‫ ﻣ ر‬21

special school ّ 1‫ﺑ ا‬

@ &‫ ﻣ ر‬22

special school ّ
@ ‫ ﺑ‬D &‫ ﻣ ر‬28

special school ّ
@ &‫ ﻣ ر‬98

special school education ّ‫ص‬ &‫ﻣ ر‬ D 21

special school for children with learning ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫@ [ط ل ذوي‬

ّ &‫ ﻣ ر‬27
difficulties
special unit ّ 1‫ﺑ ا‬
@ ‫ ة‬7‫ و‬21

specialised agency ‫ ﱡ‬1َ َ ‫ﻣ‬ S‫ و‬74

specialist s ‫ ﱡ‬1َ َ ‫ ﻣ‬99

specialist doctor H ‫ أ‬W #‫ ط‬65

specialist foster carer ‫ة‬/ ‫ة ﺑ‬/ ‫ را‬15

specialist fostering placement Fّ ‫ت ُﻣ‬ 7 ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

specialist practitioner ‫ة‬/s ‫ ﱡ‬1َ َ ‫ة ﻣ‬/‫ ُﻣ ِرس‬96

specialist service ( ّsَ 1ْ ‫ ُﻣ‬#I L‫@ )ﻣ‬

ّ ‫ِ ْﻣ‬ 52

specialist services for children ‫[ط ل‬ ‫ ﱡ‬1َ َ ‫َ َﻣ ت ﻣ‬ 13

specific (isolated) phobia (‫ول‬b ‫ رُھ ب ﻣ َ ّ د )ﻣ‬35

specific developmental disorders of

&‫ ا _ رات ا ر‬9 ‫ ﻣ َ ّ دة‬,ّ ُ ُFD ‫اﺑ ت‬ \‫ ا‬26
scholastic skills
specific developmental disorders of
Z‫ وا ﱡ‬: F ‫ ا‬9 ‫ ﻣ َ ّ دة‬,ّ ُ ُ X ‫اﺑ ت‬ \‫ ا‬29
speech and language
specific disorder of arithmetical skills ‫ ﺑ‬/ ‫ ا _ رت ا‬9 ‫اب ﻣ َ ّ د‬ \‫ ا‬26

specific learning difficulty ‫ ﱡ ﻣ َ ّ دة‬D ‫ﺑ‬, @

ُ 21

specific learning difficulty ‫ﱡ‬ ‫ ا‬9 Fّ ‫ ُﻣ‬/‫ﺑ ﻣ َ ّ دة‬, @

ُ 26

specific personality disorder ‫َ ّ دة‬ ‫ا‬ 1% ‫اﺑ ت ا‬ \‫ ا‬35

772
specific reading disorder ‫ ا < اءة‬9 Lّ ‫ ُﻣ‬/‫اب ﻣ َ ّ د‬ \‫ ا‬26

specific speech articulation disorder T ‫ ا‬# ‫ ط < ا‬9 ‫اب ﻣ َ ّ د‬ \‫ ا‬29

specific spelling disorder E-_ ‫ ا‬9 ‫اب ﻣ َ ّ د‬ \‫ ا‬26

specified-employment worker ‫ ﻣ َ ّ دة‬Fْ_ ِ Q‫ﻣ وظ‬ 77

speech : X 29

speech : X 33

speech and language difficulties ,Zُ ‫ < و‬X ‫ﺑ ت‬, @ 29

speech and language disability ,Zُ ‫ < و‬X I ‫ إ‬29

speech and language disorder ‫ي‬,Zُ ‫ < و‬X ‫اب‬ \‫ ا‬29

speech and language pathologist Z‫ وا ﱡ‬: F ‫أﻣ اض ا‬ H ‫ أ‬29

speech and language service Z‫ وا ﱡ‬: F ّ D ‫ِ ْﻣ‬ 29

speech and language teacher Z ‫ و‬: X ‫ة‬/ ‫ ُﻣ ﱢ‬29

speech and language teaching Z‫ وا ﱡ‬: F ‫ا‬ D 29

speech and language therapist Z ‫ و‬: X hِ ‫ ُﻣ‬22

speech and language therapist Z ‫ و‬: X ‫ة‬/hِ ‫ ُﻣ‬29

speech disorder < X ‫اب‬ \‫ ا‬29

speech generating device ‫ت‬, ‫ ا@ ار ا‬9 ‫ ِ ة‬/‫ أداة ُﻣ‬29

speech language and communication

@‫ا‬,D‫ و‬,Zُ ‫ < و‬X ‫ت‬ 7‫ ا‬29
needs
speech, language, and communication
@‫ا‬,D‫ و‬,Zُ ‫ < و‬X ‫ت‬ 7‫ إ‬21
needs
spending spree ‫ف‬ ‫ ﺑ‬g#D 35

spinal cord injury ‫د ا < ي‬, ‫ ا‬9 ‫ إ@ ﺑ‬23

spiritual and pastoral care , ‫ وا‬X 7‫ا و‬ ِ ‫ ا‬42

spiritual competence 7‫ رة رو‬I/‫ ءة‬S 67

773
spirituality X 7‫ ا و‬67

spirituality sensitive practice X 7‫ ا و‬k ‫ ﱡ‬,َ ‫ ُﻣ ِر& ﻣ ا‬67

splint H # ‫اس و‬,I‫ أ‬23

splitting ‫< ق‬%X‫ ا‬36

sponsoring ‫ ِر‬94

sponsorship S 78

spontaneous asylum seeker ‫ي‬, ‫ء‬,- W ‫ ط‬80

spontaneous emergency relief ‫ارىء‬, ‫ ت ا‬7 9 , c )‫ إ‬91

spouse ‫ة‬/‫ زوج‬58

spouse ‫ة‬/‫ زوج‬77

spouse ‫ة‬/‫ زوج‬77

spurn /JI 9

squatter settlement ‫< ة‬9 ‫ ء‬7‫ أ‬89

) OF# ‫ﺑ‬ ‫ و‬%‫رة ) ﻣ‬, ‫ < ﺑ‬/D ‫أو‬ D

squatting ‫أرض‬ I O ‫ل أو‬,‫ ﻣ]ھ‬61

SSD ّ ‫ َﻣ ت ا‬1َ ‫ ة ا‬H‫ دا‬1

stability ‫ ا& < ار‬15

staff L ‫ظ‬,‫ ﻣ‬96

staff induction ‫ د‬- ‫ ا‬L ‫ظ‬, D W ‫ ر‬D 96

staff morale L ‫ظ‬, ‫ ا‬,F ‫ ﻣ‬96

staff recruitment L ‫ظ‬, ‫ ا‬L D 96

staff retention L ‫ظ‬, ‫ ظ ﺑ‬7 ‫ ا‬96

staff support L ‫ظ‬, ‫ د ْ ا‬96

staff training L ‫ظ‬, ‫ ا‬W ‫ ر‬D 96

774
staff turnover L ‫ظ‬, ‫ د ا‬-D/‫ ل‬#D 96

stage 7 ‫ ﻣ‬3

stage 7 ‫ ﻣ‬90

stage of development ‫ّر‬,َ َ ‫ ا‬7 ‫ ﻣ‬49

stage of development in groups ‫ ت‬, - ‫ ا‬9 ‫ّر‬,َ َ ‫ ا‬7 ‫ ﻣ‬49

stair lift +/ ‫ ا‬O ‫د‬, L < ّ‫ص‬ ‫ ﻣ‬42

stance QI,‫ ﻣ‬70

standardised ّ 7َ ,‫ ﻣ‬100

standardised language ‫ ة‬7,‫ ﻣ‬Z 19

starting school &‫ر‬ ‫ ﺑ ء ﺑ‬17

starts where young people are ‫ا ون‬, l 7 ‫ ب‬#%‫ ا ﱠ‬8‫ أ ﻣ‬#D 10

State ‫ دو‬4

state ‫ دو‬73

state ‫ دو‬75

state ‫ دو‬78

state ‫ دو‬80

state benefit ّ ‫ﻣ‬,=ُ7/ ‫ دو‬X, ‫ﻣ‬/ X ‫ إ‬58

state of origin @ ‫ ﺑ ا‬76

state of transit ‫ر‬,# ‫ دو‬78

state pension ّ ‫ﻣ‬,=ُ7 <D WD‫ را‬58

state school ّ ‫ﻣ‬,=ُ7 &‫ ﻣ ر‬98

state university ‫أھ‬/ ّ ‫ﻣ‬,=ُ7 ‫ﻣ‬ 99

state-funded ً ّ ‫ﻣ‬,=ُ7 ‫ل‬, ‫ ﻣ‬98

775
stateless /Fْ -ِ ‫ا‬ / ‫ دون دو‬76

statement of ethical principles I+ ‫ دىء ا‬# ‫ ﺑ ن ا‬92

statement of SEN ّ 1‫ّ ا‬

@ ‫تا‬ 7 ‫صّ ﺑ‬ ‫ ﺑ ن‬21

states parties ّ &‫_ ت ر‬ 5

status quo L‫ ا اھ‬8\, ‫ ا‬57

statute law X ‫ﺑ‬/ %D ‫ن‬,X I 93

statutory ّ ‫ﻣ‬,=ُ7/‫م‬ 52

statutory ّ ‫ﻣ‬,=ُ7/‫م‬ 53

statutory agency ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ /&P‫ ُﻣ‬53

statutory body ّ ‫ﻣ‬,=ُ7/ ‫ ﻣ‬TX E ‫ ھ‬1

statutory maternity pay ّ ‫ﻣ‬,=ُ ‫ﻣ ا‬,‫ إ زة ا ﻣ‬WD‫ را‬58

statutory sector ‫ ا< عا م‬1

statutory sector ّ ‫ﻣ‬,=ُ7/‫ ع م‬I 53

statutory sector ‫ ا < ع ا م‬94

statutory sector positions ‫ ا < ع ا م‬W@ F‫ ﻣ‬97

STD /Fْ -ِ ‫ل ا‬ D ‫ ا‬# < F ‫ ﻣ ض‬65

steer k , / ‫د‬,< 55

step ‫ة‬, 80

step father ‫ زوج ا م‬7

stereotype of old age Lّ /ِ ‫ ا‬#S L X ‫رة‬,@ 40

stereotypic behaviour X ‫ك‬, &ُ 28

STI /Fْ -ِ ‫ل ا‬ D ‫ ا‬# < FD ‫وى‬ 65

stick and carrot ‫اب‬,R ‫ا‬-‫ أ ا < ب‬#‫ﻣ‬/‫رة‬b- ‫وا‬ ‫ ا‬60

776
stick together ً ‫< ء ﻣ‬# ‫ ا‬50

stiff neck /# ‫ ﻣ‬#I‫ ر‬64

stiffening W 23

stigmatise 84

stigmatising 37

stigmatising ‫ر‬ ‫@ ﺑ‬,‫ ﻣ‬88

stimulant b ‫ ﻣ‬39

stimulate interests ‫ا ھ ﻣت‬b D 18

stimulation b D 28

stimulus b ‫ ﻣ‬28

stipulate ‫ ط‬% 45

stomach ache ‫ أ ﻣ ة‬17

stomach ache ‫ أ ﻣ ة‬64

stone ‫ ر‬68

stop use ‫ط‬ ‫ إ < ف ا‬37

storm and stress ‫ط ت‬,Zُ\‫ و‬: \ 3

strain / X ‫ط ت‬,Zُ\ 17

stranger W ) s1A 7

streamed F # ‫ﻣ‬/ /X - ‫ﻣ‬/ _D‫وا < رة ذا‬ ‫ ذو ا‬98

street child ‫ رع‬% ‫ ِط ْ ا‬89

_ ‫ ﱢرات ا‬1 ُ ‫ رع )ا‬% ‫ رات ا‬1‫ﻣ‬

street drug (‫ رع‬% ‫ ا‬L‫ ﻣ‬s1% ‫ ا‬38

street homeless person ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

street person ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

777
street prostitute ‫ رع‬% ‫ ء ا‬Z‫ ﺑ‬88

street sex worker ‫ رع‬% ‫ ا‬9 Z‫ﻣ ﺑ‬ 88

street sleeper ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

street-based youth work (‫ رع‬% ‫ ا‬9 ‫ ا م )أي‬y ‫ ا‬9 ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

streetwalker ‫ارع‬,% ‫ ا‬Z‫ﺑ‬/‫ارع‬,% ‫ل ا‬,- ‫ ﻣ‬88

strength ‫ة‬,I L‫اط‬,‫ ﻣ‬30

strength ‫ة‬,I 48

strengthen a community ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬b b D 50

strengthen families ‫ ا ُ& ة‬H ‫ د‬,<D 12

strengthen parenting skills ِْ ‫ﺑ ا‬ ‫ا‬, ‫ ا _ رات ا‬,<D 12

strengths-based approach ‫ة‬,< ‫ ا‬L‫اط‬,‫ ﻣ‬O ّ Fْ#‫ َﻣ‬h_X 30

stress management ‫ط ت‬,Zُi ‫ إدارة ا‬96

stressful ‫ط ت‬,Zُi W#/‫ ﻣ‬39

stressful life event ‫ط ت‬,Zُi W#/‫ ّ ث ﻣ‬7َ 17

strike ‫ ب‬i 9

strike ‫ إ\ اب‬90

stripping `‫ﺑ‬+ ‫ ا‬8 /‫ ي‬D 88

strong ties ‫ ت وط ة‬I+َ 82

structural = ‫ ھ‬71

structural adjustment programme =_‫ا‬ ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬91

structural disadvantage = ‫ ھ‬:H 85

structural integration = ‫ ادﻣ ج ھ‬83

structural issue = ‫= ھ‬%‫ ُﻣ‬90

778
structural transformation = ‫ل ھ‬, D 90

structural unemployment =_‫ا‬ # ‫ ا‬60

structural violence = ‫ ھ‬QFْ ُ 90

structuralism = _ ‫ ا‬69

structure = ‫ ھ‬71

structured h_F ‫ ﻣ‬28

structured = _‫ ﻣ‬95

structured = _‫ﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬100

struggle ‫ ة‬X ‫ ﻣ‬68

student ‫ة‬/W ‫ ط‬98

stuttering/stammering ‫م‬+= ‫ ا‬9 R D 29

subcategory ‫ي‬,X c Q F D 53

subcutaneous - ‫ ا‬n D 39

subdiscipline ‫ي‬,X c ‫ ل‬-‫ َﻣ‬40

sub-discipline ‫ي‬,X c ‫ ل‬-‫ َﻣ‬75

subject ‫ ﻣ دة‬98

submission ‫ع‬,i 68

Sub-Saharan Africa ‫ ى‬#= ‫اء ا‬ ‫ب ا‬,F < 9‫ أ‬89

subsection ‫ي‬,X c/ 9 /ْ ِI 4

subsection 9 /ْ ِI 93

subsidiarity # ‫ ا‬57

subsidised employment ً ‫م ﻣ د‬, ‫ ﻣ‬Q ‫ظ‬,D 31

subsidy ‫ د ْ ﻣ‬94

779
subsistence income ‫ا= ف‬ ‫ د‬89

subsistence minimum OX‫ ا َ ّ ا د‬59

substance ( I < ‫ل وا‬, = ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9‫ ﻣ دة )و‬37

substance abuse I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 17

substance misuser I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ إ& ءة ا‬37

substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D 18

substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D 37

substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D 38

substance use disorder I < ‫ل وا‬, = ‫ ام ا‬1 &‫اب ا‬ \‫ ا‬37

substance user I < ‫ ﱢرات وا‬1 ُ ‫ ﻣ ط ا‬37

substantial RS/ #S 19

substitute ‫ ﺑ‬39

substitute ‫ ﺑ‬54

substitute family ‫ﺑ‬ ‫ أُ& ة را‬15

substitution programme ‫ ال‬# &‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬39

successful ageing X ,1 A 40

successful candidate r X rA ‫ ﻣ‬97

suffer X 19

suffer oppression 8 < ‫ ا‬L‫ ة ﻣ‬X ‫ ﻣ‬68

suffering X 42

suggestive statements 7,‫ رات ﻣ‬# 8

suicidal thoughts ‫ر‬ X‫= ر ا‬9‫ أ‬9

suicidality ‫ر‬ X ‫ ا‬35

780
suicide ‫ر‬ X‫ ا‬9

suicide attempt ‫ ر‬X‫ ﻣ و ا‬9

suit ‫ ﺑ‬97

Sunnah ّF/ِ ‫ ا‬68

Sunni Islam ‫م‬+&j‫ ا‬9 ّF/ِ ‫ ا‬W‫ھ‬g ‫ ا‬68

Sunni Muslim ّF&ِ /‫ ﻣ‬68

supervise ‫ ف‬% 15

supervise ‫ ف‬% 55

supervise ‫ ف‬% 55

supervise ‫ ف‬% 95

supervisee ‫ا‬/k ‫ ف‬% ‫ ا‬95

supervision ‫ اف‬A‫ إ‬9

supervision ‫ اف‬A‫ إ‬30

supervision #I‫ﻣ ا‬/‫ اف‬A‫ إ‬45

supervision ‫ اف‬A‫ إ‬95

supervision ‫ اف‬A‫ إ‬96

supervisor ‫ة‬/‫ ف‬%‫ ﻣ‬95

supervisory alliance 9‫ ا‬A‫ إ‬Q D 95

supervisory relationship 9‫ ا‬A‫ إ‬I+ 95

supplement =‫ ﻣ‬58

supplying drugs ‫ ﱢرات‬1 ُ ‫و ا‬bD 39

support ‫ِ ْ ﻣ دا‬ 4

support ْ ‫ د‬30

781
support ْ ‫ د‬45

support ْ 52

support ْ ‫ د‬53

support ْ 55

support ْ 60

support ْ ‫ د‬91

support and discussion group ‫< ش‬X‫د ْ و‬ , ْ-‫ َﻣ‬12

support approach ْ ‫ ا‬h_X 28

support concept ْ ‫ أ ا‬#‫ ﻣ‬28

support group ‫دا‬ , ْ-‫ َﻣ‬95

support group for carers ‫ة‬ ْ ‫د‬ , ْ-‫ َﻣ‬41

support measure ‫ ﺑ دا‬D 21

support needs ‫ت دا‬ 7‫ ا‬41

support needs ْ ‫ت‬ 7‫ ا‬48

support parents L ‫ا‬, ‫ د ْ ا‬12

support plan ْ ‫د‬ 30

support plan ْ ‫ا‬ 47

support plan meeting ْ ‫ا‬ ‫ع‬ ‫ ا‬47

support process ‫دا‬ 48

support service ْ ‫ِ ْﻣ ا‬ 1

support service ْ ‫َ َﻣ ت ا‬ 65

support service ْ ‫َ َﻣ ت ا‬ 88

support service for parents L ‫ا‬, ‫َ َﻣ ت دا‬ 13

782
support services ْ ‫َ َﻣ ت ا‬ 56

support teaching ‫ ر ` دا‬D 21

supported employment ‫ د ْ وظ‬31

supported flat-share for young people ً ‫م ﻣ د‬, ‫ ب وﻣ‬#%‫ ا ﱠ‬L ‫ ك ﺑ‬%‫ ُﻣ‬L=/‫ ﻣ‬16

supported housing ً ‫م ﻣ د‬, ‫ ﻣ‬L=& 16

supported housing ‫م‬, ‫ ﻣ‬L=/‫ ﻣ‬61

supported living % ‫ د ْ ﻣ‬32

supportive ‫ دا‬1

supportive approach ‫ دا‬h_X 11

supportive function ‫دا‬ _‫ ﻣ‬95

supranational organisation F‫ط‬, ‫ق ا‬,9 ‫ﱠ‬TF‫ ُﻣ‬74

surgery 7‫ا‬ 23

surrender ‫م‬+/ &‫ ا‬68

surrendering ‫م‬+/ &‫ ا‬78

surrogacy ‫ م‬7‫ا ر‬ ]D 66

surrounding y ‫ ﻣ‬82

surveillance #I‫ ﻣ ا‬45

surveillance #I‫ ﻣ ا‬55

survey r/‫ ﻣ‬100

survive ,-F 58

survivor of childhood abuse , ‫ ا‬7 ‫ ﻣ‬9 ‫& ءة‬j‫ ا‬L‫ج ﻣ‬

ٍ X 7

suspect k‫ ﺑ‬k# %‫ ﻣ‬43

suspected ‫ك ﺑ]ﻣ ه‬,=%‫ ﻣ‬8

783
suspected case ‫ھ‬,#%‫ ﻣ‬iI 7

suspected victim of abuse ‫& ءة‬j \ ‫ا‬/kX‫ أ‬9 k# %‫ ﻣ‬8

ً‫ ءا‬F‫ﺑ ﺑ‬,< ‫ ا@ ار ا‬: D ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) : D

suspend ( Fّ ‫ وط ُﻣ‬A : ّ< D O 45

suspension of the sentence ‫ﺑ‬,< ‫ ا‬: D 45

sustainable peace ‫ ام‬/‫ & ﻣ‬90

swallow 8# 39

swallowing disorder 8 # ‫ ا‬9 ‫اب‬ \‫ ا‬29

sweatshop I A 8X ‫ﻣ‬/‫ل‬ Z /‫ ﻣ‬8X ‫ ﻣ‬86

symbolic interactionism b‫ا ﻣ‬ ‫ ا‬69

symbolic play ‫ي‬b‫ رﻣ‬W 2

symptom ‫اض‬ ‫ أ‬33

symptom ‫اض‬ ‫ أ‬33

synagogue ‫دي‬,_ # ‫ ﻣ‬67

syringe Fّ<7 39

systematically counted ً ‫ ﻣ‬TX ‫ ﻣ ود‬79

systemic -_F‫ﻣ‬/ ‫ ﻣ‬TX 36

systemic -_F‫ﻣ‬/ ‫ ﻣ‬TX 48

systemic desensitisarion h_F ‫ب ﻣ‬, &ُ]‫ & ﺑ‬/ ‫ إزا ا‬36

systemic literature review TF‫= ﻣ‬%‫ا دﺑ ت ﺑ‬ ‫ ﻣ ا‬100

systems theory TX ‫ا‬ TX 69

tabloid press ‫ @ اء‬9 @ 46

taboo ‫ﻣت‬ ‫ ﻣ‬65

tactile signing / ‫ ا‬Z‫ ا ﱡ‬# @‫ا‬, ‫ ا‬24

784
tactile/haptic / /` ‫ ا‬# 28

tactile/kinesthetic S 7/ / 28

tactile-kinaesthetic perception / /7 ‫ إدراك‬24

tailored package of care ‫ ا‬W/7 ‫ﻣ‬ ‫ﻣ ِر‬b7 12

take advantage ‫ل‬+Z &‫ ا‬86

take care ‫اھ م‬/‫ ء‬F ‫ا‬/ ‫ ِر‬55

take responsibility ‫و‬P/ ‫ا‬ 11

take time out of work to raise a family ‫ﺑ أُ& ة‬ ‫ ا‬L‫ إ زة ﻣ‬g ‫ أ‬57

take up work ‫ ء ﺑ‬# ‫ ا‬58

taken for granted < ‫ ﺑ‬OT /‫ ت‬/ ‫ ا‬L‫ ﻣ‬# 58

take-up g ‫أ‬/ ,D 59

taking up of referrals _ 7‫ إ‬n D ‫تا‬ ‫ل ا‬,#I 47

talking book :‫ ط‬X X‫ ب إ = و‬S 24

talking group ‫ ت‬c‫ﻣ د‬ , ْ-‫ َﻣ‬41

talking therapy ‫ ا َ ّ ث‬# ‫ج‬+ ‫ ا‬36

talking treatment ‫ ا َ ّث‬# -ِ ُ ‫ ا‬36

tangible ‫س‬, ‫ ﻣ‬90

tangible symbols &, ‫ز ﻣ‬,‫ رﻣ‬24

tantrum Wi) ‫ﺑ‬,X 17

tape-recorded D,@ -/D 80

target ‫ ھ ف‬12

target group 9َ _ /‫ ُﻣ‬E9 10

targeted ‫ _ َف‬/‫ ُﻣ‬52

785
targeted provision 9 َ _ /‫َ َﻣ ت ُﻣ‬ <D 4

targeted youth support ‫ _ َف‬/ ُ ‫ ب ا‬#%‫ د ْ ا ﱠ‬10

targeted youth work ‫ _ َف‬/ ُ ‫ ب ا‬#%‫ا ﱠ‬ 10

task group , ْ-‫ َﻣ‬49

taste ‫وق‬g 28

tax break # \ ‫ ت‬i 1D 58

tax credit # \ J 1D 58

tax-financed WH‫ ا‬i ‫ ا‬# ‫ل‬, ‫ ﻣ‬57

tax-funded WH‫ ا‬i ‫ ا‬#I L‫ل ﻣ‬, ‫ ﻣ‬57

sّ 1 ُ ‫( َ َ ﱡ ا‬TEACCH) h‫ ﻣ‬X ‫ﺑ‬

TEACCH programme ‫ﱡ‬7,‫ ا ﱠ‬Q ‫ ط‬L‫ن ﻣ‬,X L g ‫ ص ا‬1A[ 30

teach a child to steal I /‫ا ِ ْ ا‬ D 9

teacher of the blind and visually impaired ‫ي‬ َ ‫ ء وذوي ا‬S ‫ة ا‬/ ‫ ُﻣ ﱢ‬24
# ‫ ا‬Qْ i

teacher of the deaf ‫ة ا‬/ ‫ ُﻣ ﱢ‬24

teacher's salary ‫ة‬/ ‫ ا ُ ﱢ‬WD‫ را‬98

teaching ` ‫ا ر‬/ ‫ ا ﱠ‬54

teaching ` ‫ ر‬D 98

teaching assistant ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ ُﻣ‬21

teaching mode ` ‫ب ا ر‬, &ُ‫ أ‬98

teaching support assistant ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ ُﻣ‬21

team issue : ‫ا‬ ‫] دا‬/‫ﻣ‬/ iI 96

technical assistance F<D ‫ ِ ة‬/‫ ُﻣ‬91

technical assistance project F<D ‫ ِ ة‬/‫ وع ُﻣ‬%‫ ﻣ‬92

technical cooperation F<D ‫ رك‬%D 91

786
technical university ّ F_‫ ِﻣ‬/ F<D ‫ﻣ‬ 99

technological possibility , ,F=D 7‫ إ‬45

teenage motherhood <َ‫ ا ُ اھ‬Lّ &ِ 9 ‫ﻣ‬,‫ أﻣ‬18

teenage pregnancy <َ‫ ا ُ اھ‬Lّ &ِ 9 7 18

teenage years <َ‫ات ا ُ اھ‬,ّF&ِ 3

teetotaller (‫ل‬, = ‫د ا‬, < ‫ ب )وا‬% ‫ ا‬L 8F ‫ ا‬38

teleological ethics H Z ‫ ت ا‬I+ ‫ ا‬70

temporary accommodation nIP‫ ﻣ‬L=/‫ ﻣ‬61

temporary fostering IP‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

temporary licence ‫ وط‬%‫ﻣ‬/nIP‫ق & اح ﻣ‬+‫ إط‬44

temporary migrant worker nIP‫ﻣ‬ _‫ﻣ ُﻣ‬ 76

temporary migration IP‫ ة ﻣ‬-‫ ھ‬76

temporary structure nIP‫ ھ = ﻣ‬61

tenancy advice ‫ ر‬-E & ‫ص ا‬, 1‫ رة ﺑ‬% &‫ ا‬61

tenancy agreement ‫ ر‬- j‫< ا‬ 61

tenancy problem ‫ ر‬-E &‫= ا‬%‫ ُﻣ‬61

tenant ‫ة‬/ ] /‫ ﻣ‬61

tenants protection association L ]/ ‫ا‬ 7 61

term &‫درا‬ 9 98

term of the contract < ‫ ﻣ ة ا‬97

O ‫)أي ا‬ i ‫ ﺑ ﻣ اض ا‬L ‫ﺑ‬ ‫ِر‬

terminal care ( _A‫ أ‬6 ‫ل‬+ ‫ ة‬9, ‫ ا‬O ‫دي إ‬PD ‫ أن‬r ‫ ا ر‬42

terminally ill i ‫بﺑ ض‬ ‫ ﻣ‬42

terminate a pregnancy ‫_ ء ا‬X‫ إ‬65

787
termination ‫إ < ف‬/‫_ ء‬X‫ إ‬49

terminology ‫ت‬ ‫ ا‬1

Terre des Hommes ‫ ن‬/Xj‫رض ا‬ ‫ د ا و‬Dj‫ ا‬92

territorial asylum ‫ء دا‬,- 80

territorial conflict Fّ ‫ < ُﻣ‬F‫ ﻣ‬9 ‫اع‬bX 90

territory < F‫ ﻣ‬78

territory < F‫ ﻣ‬80

territory < F‫ ﻣ‬88

tertiary prevention l R ‫ى ا‬, /ْ ُ ‫ ا‬O I, ‫ ا‬37

test norms ّ ‫اف ا‬ ‫ ر ا‬# ‫ ا‬46

testimony ‫_ دة‬A 8

T-group W‫ ر‬D , ْ-‫ َﻣ‬49

the disabled I j‫ ذوي ا‬19

the ego ‫ ء‬#= ‫ ا‬36

the elderly Lّ /ِ ‫ ر ا‬#S 40

the id ‫ات‬g ‫ ا‬36

the superego ‫ات ا‬g ‫ ا‬36

theft I & 68

theme-centred interaction group Lّ ‫ع ُﻣ‬,\,‫ل ﻣ‬,7 ‫رة‬, ‫ﻣ‬ D , ْ-‫ َﻣ‬49

theoretical framework ‫ ي‬TX ‫ إط ر‬69

theories of human behaviour ‫ ي‬%# ‫ك ا‬, /ُ ‫ ت ا‬TX 71

theory TX 69

theory TX 71

788
theory TX 72

theory base TF ‫ أ& س ا‬69

theory base TF ‫ أ& س ا‬71

theory building ‫ ت‬TF ‫ ء ا‬F‫ ﺑ‬100

theory development TF ‫ ا‬, D 69

theory development ‫ ت‬TF ‫ ا‬, D 72

theory development TF ‫ ا‬, D 100

theory of communicative action @‫ا‬, ‫ا‬ ‫ا‬ TX 69

theory of migration ‫ ة‬-_ ‫ا‬ TX 75

theory of punishment ‫ﺑ ت‬,< ‫ا‬ TX 43

theory of social work ‫ا‬ ‫ا‬ TX 71

theory testing ‫ ت‬TF ‫ ر ا‬# ‫ إ‬100

theory-practice dilemma : ّ# ‫وا‬ TF ‫ ا‬L ‫ ﺑ‬i ‫ ا‬69

theory-practice gap : ّ# ‫وا‬ TF ‫ ا‬L ‫ة ﻣ ﺑ‬,-9 69

therapeutic activity + ‫ ط‬%X 41

therapeutic alliance + Q D 95

therapeutic care + ‫ ِر‬14

therapeutic community + 8 َ ْ-‫ ُﻣ‬36

therapeutic condition + ‫ ط‬A 36

therapeutic groupwork + , ْ-‫ َﻣ‬49

therapeutic help + ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬83

therapeutic helping approach ‫دا‬ + h_X 69

therapy ‫ج‬+ 30

789
therapy ‫ج‬+ 36

thinking = 35

third age l R‫ا‬ ‫ ا‬40

third country national R R ‫ ان ا‬# ‫ا‬ ‫ ر‬76

third gender l c ‫ع ا‬,F ‫ ا‬66

third generation human right l R ‫ ا‬- ‫ ن‬/Xj‫ق ا‬,<ُ7 73

third generation migrant l R‫ ا‬-‫ا‬ _‫ ُﻣ‬81

third party R c _ 83

third party R c _ 90

third party referral l c ‫ ط ف‬#I L‫ﻣ‬ 7‫ إ‬47

third sector l R ‫ ا < ع ا‬53

third sector l R ‫ ا < ع ا‬57

third sex l c `F 66

Third Way l R‫ا‬: ‫ أ ا‬#‫ ﻣ‬60

third world l R‫ا‬ ‫ ا‬91

third world debt l R‫ا‬ ‫ن دول ا‬, ‫ د‬89

thirst ~ 68

thought broadcasting ‫= ر‬9 ‫ ا‬%X/ ‫ إذا‬35

thought content = ‫ن ا‬, i‫ ﻣ‬33

thought echo ‫= ر‬9 ‫ @ ى ا‬35

thought form = ‫ب ا‬, &ُ‫ أ‬33

thought insertion ‫= ر‬9 ‫ إد ل ا‬35

thought withdrawal ‫= ر‬9 ‫ ا‬W & 35

790
threadworm ‫ دودة‬9

threat _D 86

threat of force QFْ ُ ‫ﺑ‬ _D 87

threat to freedom ‫ا‬O / _D 80

threat to life s1% ‫ ة ا‬7 O 77

threat to life ‫ة‬ ‫ا‬O / _D 80

threat to livelihood % ‫ ا‬#& O 77

threat to national security F‫ط‬, ‫ ا‬L‫ ا ﻣ‬O _D 78

threaten ‫_د‬ 79

threatened with homelessness ‫ د‬% ‫ ﻣ_ د ﺑ‬61

threatened with the loss of

kF=/‫ ﻣ_ د ﺑ < ان ﻣ‬61
accommodation
threshold ‫ أو در‬Lّ ‫ ّ ُﻣ‬7َ 1

threshold O I ‫ أو ا‬OX‫ا َ ّ ا د‬/ # 21

threshold cirteria ‫ أو در‬Lّ ‫ ّ ُﻣ‬7َ ‫ ﻣ‬6

threshold for a care order ‫ﻣ ِر‬ # , /‫ﻣ‬ ‫ ﻣ‬6

thriving ‫دھ‬b 19

thriving R‫ ﻣ‬50

tic disorder D, ‫ ّ أو ا‬S ‫ّة ا‬ ‫اب ا‬ \‫ ا‬17

tic disorder < F ‫ ّ أو ا‬S ‫ّة ا‬ ‫اب ا‬ \‫ ا‬25

tie y‫ راﺑ‬14

tie :F ‫ رﺑ‬97

tied y#D ‫ ﻣ‬82

time management nI, ‫ إدارة ا‬96

791
time period F‫ ﻣ ة زﻣ‬75

timeline F‫ ول زﻣ‬/y 1‫ ﻣ‬48

timescale F‫ول زﻣ‬ 47

toddler ‫ ِط ْ دارج‬1

toddler ‫ ِط ْ دارج‬2

toddler ‫ دارج‬13

toddler ‫ ِط ْ دارج‬17

toddlerhood ‫ ا ط ل ا رّج‬Lّ &ِ 2

tokenistic ( =A ‫ي )أي‬b‫ رﻣ‬21

tolerance r‫ ﻣ‬/D 37

tool &‫و‬/‫ أداة‬48

topic ‫ع‬,\,‫ ﻣ‬100

Torah ‫راة‬, ‫ ا‬68

tornado ‫ر‬ ‫ إ‬89

total migration ّ S ‫ ة‬-‫ ھ‬75

touch ` 24

touch ` 28

tougher sentence A‫ﺑ أ‬,< 84

town ‫ ﺑ ة‬50

town ‫ ﺑ ة‬62

town planning ‫ ا ن‬y 1D 62

toxic waste ‫ ت & ﻣ‬1‫ ﻣ‬89

toy library ‫ أ ب‬# =‫ ﻣ‬12

792
trade ‫ رة‬-D 98

trade in people %# ‫ ر ﺑ‬-D ‫ ا‬87

trade union ّ F_‫ ِﻣ‬/‫ل‬ ‫< ﺑ‬X 57

trade union ‫ل‬ ‫< ﺑ ا‬X 60

trade union ‫ل‬ ‫< ﺑ ا‬X 96

tradition ‫دة‬ 73

traditional livelihood <D % ‫ ﻣ‬#& 89

traffick ‫ ر‬-D‫ ا‬87

trafficked child %# ‫ ر ﺑ‬-D+ ‫ ض‬D ْ ‫ ِط‬87

trafficked person %# ‫ ر ﺑ‬-D+ ‫ ض‬D s1A 87

trafficked woman %# ‫ ر ﺑ‬-D+ n\ D ‫ اﻣ أة‬87

trafficker - ‫ ﻣ‬87

trafficking ‫ ر‬-D ‫ ا‬87

trafficking a woman into marriage ‫واج‬b ‫ ر ﺑ ﻣ أة‬-D‫ ا‬88

trafficking for sexual exploitation /Fْ -ِ ‫ل ا‬+Z & ‫ ب ا‬#& ‫ ر‬-D ‫ ا‬87

trafficking in children ‫ ر ﺑ ط ل‬-D ‫ ا‬86

trafficking in children ‫ ر ﺑ ط ل‬-D ‫ ا‬87

trafficking in girls and women ‫ ء‬/F ‫ ت وا‬F# ‫ ر ﺑ‬-D ‫ ا‬87

trafficking in persons ‫ ص‬1A ‫ رة ا‬-D 79

trafficking in persons %# ‫ ر ﺑ‬-D ‫ ا‬87

trafficking men for sex ‫ل‬ ‫ ً ﺑ‬/Fْ ِ ‫ ر‬-D ‫ ا‬88

trafficking survivor %# ‫ ر ﺑ‬-D ‫ ا‬L‫ جٍ ﻣ‬X 87

trafficking women for sex ‫ ء‬/F ‫ ً ﺑ‬/Fْ ِ ‫ ر‬-D ‫ ا‬88

793
tragic death ‫ت ﻣ]& وي‬,‫ ﻣ‬6

train ‫رب‬ 18

train ‫رب‬ 72

trained personnel ‫ ﻣ رب‬I ‫ ط‬71

trainer ‫ة‬/‫ ﻣ رب‬49

training W ‫ ر‬D 71

training W ‫ ر‬D 75

training W ‫ ر‬D 92

training course # ‫ ر‬D ‫ دورة‬12

training in everyday skills ‫ﻣ‬, ‫ة ا‬ ‫ ﻣ_ رات ا‬9 W ‫ ر‬D 41

training needs W‫تا ر‬# ‫ ﻣ‬/‫ت‬ 7‫ ا‬96

training programme # ‫ ر‬D h‫ ﻣ‬X ‫ ﺑ‬96

tranquiliser ‫ ر‬1‫ ﻣ‬38

transcendental philosophy ‫ ا‬/ ‫ ا‬69

transdisciplinary ‫ ت‬-َ ‫ ا‬# 20

transfer <X 87

transfer of knowledge 9 ‫< ا‬X 72

transfer of knowledge 9 ‫< ا‬X 91

transferability <F ‫ ﺑ‬I 100

transference ‫ < ل‬X‫ ا‬36

transform ‫ل‬, 71

transformation ‫ل‬, D 56

transformational change , D ZD 51

794
transgender person `F- Z‫ ﻣ‬s1A 66

transgress ّ ‫اف ا‬ ‫ود وا‬ ‫ وز ا‬- ‫ك‬, &ُ 55

transgression 1‫ ﻣ‬46

transient ‫ﺑ‬ 46

transient ‫ﺑ‬ 77

transit <X/‫ ﻣ ور‬78

transit country ‫ر‬,# ‫ ﺑ‬78

transit country ‫ور‬ ‫ ﺑ ا‬87

transit passenger ‫ ﺑ‬/‫ ﻣ ر‬9 /‫ ﻣ‬78

transit state ‫ر‬,# ‫ دو‬78

transit visa ‫ر‬,# ‫ ة‬A]D 78

transition ‫ < ل‬X‫ ا‬3

transition ‫ < ل‬X‫ ا‬16

transition ‫ < ل‬X‫ ا‬44

transition ‫ < ل‬X‫ ا‬66

transition ‫< ل‬FD‫ ا‬98

transition from childhood to youth ‫ ب‬#%‫ ا ﱠ‬O ‫ إ‬, ‫ ا‬L‫ < ل ﻣ‬X‫ ا‬3

transitional supported accommodation ‫دا‬ < X‫ ا‬L=/‫ ﻣ‬61

transitional supported housing ‫دا‬ < X‫ ا‬L=/‫ ﻣ‬34

transnational ‫ود‬ ‫ﺑ ا‬ 72

transnational adoption ‫ ان‬# ‫ ا‬L ‫ّ ﻣ ﺑ‬F#D 72

transnational company F‫ وط‬# S A 89

transnational corporation F‫ وط‬# S A 89

795
transnational criminal activity ‫ود‬ ‫ ا‬# ‫اﻣ‬ ‫ ط إ‬%X/ S 7 87

transnational organised crime ‫ود‬ ‫ ا‬# ‫ﱠ‬TF‫ُﻣ‬ 87

transnational practice ‫ود‬ ‫ ا‬# &‫ ُﻣ ِر‬72

transnational social work ‫ود‬ ‫ ا‬# ‫ا‬ 72

transnational theory F‫ط‬, ‫ا‬/‫ود‬ ‫ ا‬# TX 75

transnationalism F‫ط‬, ‫ا‬/ ‫ود‬ ‫ ا‬# 75

transport <F 79

transport planning <F ‫ ا‬y 1D 62

transport policy <F ‫ & & ا‬62

transport service <F ‫ِ ْ ﻣ ا‬ 4

transportation <X 87

transsexual person `F- Z‫ ﻣ‬s1A 66

transsexualism ‫س‬F ‫ ة ا‬Z‫ ﻣ‬66

transvestism }‫` ا‬F- ‫ ﺑ‬k#% ‫ا‬/ /# 66

transvestite person ‫ ة‬Z‫ﺑ` ﻣ‬+‫ ي ﻣ‬D s1A 66

trauma ‫ @ ﻣ‬80

trauma ‫ @ ﻣ‬83

trauma ‫ @ ﻣ‬90

trauma support ‫ﻣ‬ ‫َ َﻣ ت دا‬ 87

trauma therapy ‫ﻣ‬ ‫ج ا‬+ 80

traumatic brain injury ‫ ا ﻣ غ‬9 ‫ إ@ ﺑ‬23

traumatised ‫ﻣ‬ ‫ض‬ ‫ ﻣ‬14

traveller 9 /‫ ﻣ‬78

796
traveller 7 ‫ ا‬81

travelling people 7 ‫ ص ا‬1A ‫ ا‬18

treat h 29

treat h 37

treatment ‫ج‬+ 17

treatment ‫ج‬+ 33

treatment -ِ ‫ ُﻣ‬/‫ج‬+ 36

treatment -ِ ‫ ُﻣ‬37

treatment ‫ج‬+ / -ِ ‫ ُﻣ‬64

treatment programme + h‫ ﻣ‬X ‫ ﺑ‬38

treatment programme + h‫ ﻣ‬X ‫ ﺑ‬44

treatment programme + h‫ ﻣ‬X ‫ ﺑ‬45

treaty ‫ ﻣ ھ ة‬74

treaty ‫ ﻣ ھ ة‬80

tribal conflict #I ‫اع‬bX 90

tribunal S ‫ ﻣ‬90

trigger b ‫ ﻣ‬17

trisomy 21 21 Z# ‫ ا‬l R ‫ ا‬27

trivialise Q 1D/ <D/ Z D 84

troubled h bF‫ ﻣ‬14

troubled R ‫ ﻣ‬25

troublesome S% W#/‫ ﻣ‬14

truancy &‫ ا ر‬L‫_ ب ﻣ‬D 18

797
trusted person ‫ق‬,c,‫ ﻣ‬s1A 7

Trusteeship Council @, ‫ ` ا‬-‫ ﻣ‬74

trusting <R ‫ ا‬O ّ Fْ#‫ َﻣ‬10

truth < ّ<7 69

truth commission :H ّ< ‫ا‬ <D F- 90

try S 46

tuberculosis / ‫ ﻣ ض ا‬89

turn Q 1‫ ﻣ‬k ‫ ﱡ‬,َD 45

turn down J9 80

turning point ZD/‫ل‬, D <X 48

turning point ‫ل‬, D <X 56

turning towards peers ‫ ان‬I ‫ ا‬O ‫ إ‬k ‫ ﱡ‬,َD 3

type of abuse ‫& ءة‬j‫ع ا‬,X 9

type of disability I j‫ع ا‬,X 19

type of group , ْ- َ ‫ع ا‬,X 49

UDHR ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا‬+ j‫ ا‬73

umbrella term ‫ م‬r ‫ ﻣ‬19

umma ‫ أﻣ‬68

UN ‫َ ّة‬ ‫ ا ﻣ ا‬74

‫= ل‬A‫ أ‬8 O ‫ ء‬i< ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬

UN Convention on the Elimination of All
‫أة‬ ‫\ ا‬b ‫ ا‬74
Forms of Discrimination against Women
UN Convention on the Rights of Persons
I j‫ ص ذوي ا‬1A ‫ق ا‬,<ُ F ّ I ّD‫ ا‬32
with Disabilities
UN Convention on the Rights of Persons
I j‫ ص ذوي ا‬1A ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬74
with Disabilities

798
 ‫ق‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ا‬
UN Convention on the Rights of the Child ِْ ‫ ا‬5

UN convention on the Rights of the Child ْ ِ ‫ق ا‬,<ُ F ّ I ّD‫ ا‬32

UN Convention on the Rights of the Child ْ ِ ‫ق ا‬,< ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬74

UN Convention Relating to the Status of

ّ 1 ‫َ ّة ا‬
L E + ‫ ا‬8\,‫@ ﺑ‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬80
Refugees
UN International Convention on the b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬
Elimination of All Forms of Racial
‫ي‬ Fْ ُ ‫ ا‬85
Discrimination
UN Protocol to Prevent, Suppress and ،‫ ص‬1A ‫ ر ﺑ‬-D ‫ ا‬#I ‫ وﻣ‬8 I‫ و‬8F‫ل ﻣ‬,S,D‫ﺑ و‬
Punish Trafficking in Persons, Especially
ّ 1‫ وﺑ‬87
‫ ء وا ط ل‬/F ‫@ ا‬
Women and Children
unaccompanied asylum seeking minors L ‫ﺑ‬, ‫ ) ا‬L @ < ‫ء ا‬,- ‫ ا‬# ‫ ط‬83

unaccompanied asylum-seeking child ‫ء‬,- ‫ ا‬W ‫ب ط‬, ‫ ِط ْ ) ﻣ‬80

unaccompanied refugee child ‫ب‬, ‫ء ) ﻣ‬O ْ ‫ ِط‬89

unaided communication ‫م‬, ‫ا@ ) ﻣ‬,D 29

s<X ‫وس‬ ‫ ك‬%ُ ‫َ ّة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬

UNAIDS ‫ ز‬j‫ا‬/ %# ‫ا‬ F ‫ ا‬74

unattached y#D ‫ ) ﻣ‬11

unauthorised migration 7, /‫ﻣ‬/ ,1‫ ة ) ﻣ‬-‫ ھ‬79

unconditional positive regard ‫ وط‬%‫ ﺑ ) ﻣ‬- ‫ ة إ‬TX 36

unconditional positive regard Lّ ‫ ء ُﻣ‬A ‫ ه‬-D ‫ وط‬%‫ ﺑ ) ﻣ‬- ‫ ة إ‬TX 70

unconscious ‫) وا‬/ , I 9 36

uncontested k ‫ زع‬F ‫ ) ﻣ‬56

uncontroversial ‫ل‬- R‫ ) ُﻣ‬94

under coercion #-‫ﻣ‬/ ) ‫ ﻣ‬86

under the control k /‫ ﻣ‬86

799
under the weather u ,‫ﺑ‬ % /kD 7 i9]‫` ﺑ‬ 64

underclass X ‫< ا‬# ‫ ا‬59

underemployment F<‫ﻣ‬ ‫ ﺑ‬60

underground economy ‫د& ي‬ I‫ ا‬86

underlying cause F‫ ﺑ ط‬W#/‫ ﻣ‬90

undernourished gZ ‫ ا‬s<X 9

understaffed ‫ل‬ ‫ ﺑ‬s<X 96

understanding _9 20

understanding of childhood , ‫_ ا‬9 2

understanding of disability I j‫_ ا‬9 19

understanding of education ‫_ ا ﱠ‬9 54

under-stimulate ‫ب‬, ‫ى ا‬, /ْ ُ ‫ ا‬n D b D 28

undertake O‫ ﱠ‬, 5

undeserving poor L ‫ ا < اء ) ا‬70

undocumented &‫ر‬/ -/‫ ) ﻣ‬79

undocumented entry -/‫ﻣ‬/ &‫ل ) ر‬, ‫ د‬79

undocumented migrant -/‫ﻣ‬/ &‫) ر‬ _‫ ُﻣ‬79

undocumented migrant worker &‫ر‬/ -/‫ﻣ ) ﻣ‬ _‫ ُﻣ‬79

UNDP H Xj‫َ ّ ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

unemployed person ‫ا‬L ‫ط‬ s1A 60

unemployment # ‫ ا‬57

unemployment # ‫ ا‬60

unemployment ‫ ﺑ‬72

800
unemployment benefit ‫ ا‬L L ‫ا ط‬/ # ‫ ا‬X, ‫ ﻣ‬58

unemployment benefit # ‫ ا‬X, ‫ ﻣ‬60

unemployment benefit claimant # ‫ ا‬X, ‫ﻣ‬/‫ <ّ ت‬/ ‫ة ﺑ‬/W ‫ ا‬60

unemployment trap # ‫ ا‬€9 60

unequal opportunities E9 = ‫ ص ) ﻣ‬9 85

unequal treatment ‫ ا ُ َﻣ‬9 ‫ واة‬/ ‫م ا‬ 63

unfit for habitation L=/ r @ ) 61

unfitness to plead = ‫ ا‬9 k/ X L ‫ ع‬9 ‫ ﺑ‬P S/ ‫ھ‬P‫ ) ﻣ‬44

unforgivable crime ZD 68

UNHCR L E + ‫ون ا‬P% ‫َ ّ ة‬ ‫[ﻣ ا‬ ‫ ﻣ‬/ ‫ﱠ\ ا‬, ُ ‫ ا‬74

unhealthy @ ) 86

UNICEF Q/ X, ‫ ا‬74

UNICEF , ‫َ ّة‬ ‫ا ﻣ ا‬ ‫ﱠ‬TF‫ ُﻣ‬- Q / X, ‫ ا‬92

Uniformed youth organizations &‫ ﺑ ذات زي ر‬#A ‫ﱠ ت‬TF‫ ُﻣ‬10

unit ‫ ة‬7‫ و‬16

unit ‫ ة‬7‫ و‬25

unit ‫ ة‬7‫ و‬52

United Nations ‫َ ّة‬ ‫ ا ﻣ ا‬74

United Nations ‫َ ّة‬ ‫ ا ﻣ ا‬76

United Nations Children's Fund , ‫َ ّة‬ ‫ا ﻣ ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

United Nations Convention against ‫ﱠ‬TF ُ ‫ا‬ -‫ا‬ 9 =ُ ‫َ ّة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬79
Transnational Organized Crime
United Nations Convention against ‫ ﱠ‬TF ُ ‫ا‬ -‫ا‬ 9 =ُ ‫َ ّة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬87
Transnational Organized Crime

801
 ‫ق‬,<ُ7 ّ I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
United Nations Convention on the Rights ِْ ‫ ا‬2
of the Child
‫ق‬,<ُ7 ّ I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
United Nations Convention on the Rights ِْ ‫ ا‬4
of the Child
United Nations Development Programme H Xj‫َ ّ ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

United Nations document ‫َ ّة‬ ‫ < ا ﻣ ا‬c‫ و‬87

، 9 <R ‫وا‬ ‫ﺑ وا‬ ‫َ ّة‬ ‫ا ﻣ ا‬ ‫ﱠ‬TF‫ُﻣ‬

United Nations Educational, Scientific
,=/X, ‫ ا‬74
and Cultural Organization UNESCO
United Nations High Commissioner for
L E + ‫ون ا‬P% ‫َ ّ ة‬ ‫[ﻣ ا‬ ‫ ﻣ‬/ ‫ﱠ\ ا‬, ُ ‫ ا‬74
Refugees
United Nations Office on Drugs and
- ‫ ﱢرات وا‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ ﻣ‬74
Crime
United Nations Office on Drugs and
- ‫ ﱢرات وا‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ ﻣ‬87
Crime
United Nations Protocol Against the : ‫ط‬L L _ ُ ‫ ا‬W _D 9 =‫ل ُﻣ‬,S,D‫ﺑ و‬
Smuggling of Migrants by Land, Sea and
,- ‫وا‬ # ‫ وا‬# ‫ ا‬79
Air
United Nations System ‫َ ّة‬ ‫ﻣ ا ﻣ ا‬,TF‫ ﻣ‬74

universal , A 10

universal , A 12

universal ‫ ﻣ‬A 52

universal ‫ ﻣ‬A 57

universal / , A 73

universal benefit ‫ ﻣ‬A ْ ‫د‬/ X, ‫ ﻣ‬58

Universal Declaration of Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا‬+ j‫ ا‬73

Universal Declaration of Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا‬+ j‫ ا‬74

universal design ‫ ﻣ‬A ‫ذج‬, َX/ D 20

universal ethical standard I+ ‫ ﻣ ر أ‬92

802
universal service , A ‫ِ ْﻣ‬ 70

universalise D/ً %X 73

universally acknowledged ً k‫ف ﺑ‬ ‫ ﻣ‬71

university ‫ﻣ‬ 71

university ‫ﻣ‬ 99

university entrance qualification ‫ ﻣ ت‬- ‫ل ا‬,#I ‫ت‬+‫ھ‬P‫ ﻣ‬98

university-based learning ‫ﻣ‬ D 99

unlawful X,X I ) 63

unlawful entry X,X I ) ‫ل‬, ‫ د‬79

unloved ‫ب‬,# ‫ ) ﻣ‬9

UNODC - ‫ ﱢرات وا‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ ﻣ‬74

unpaid ‫ع‬,9 ‫ ) ﻣ‬53

unpaid ‫ع‬,9 ‫ ) ﻣ‬55

unpaid care of family members ‫ اد ا ُ& ة‬9 ,9 ‫) ﻣ‬ ِ ‫ ا‬60

unqualified staff L ‫ھ‬P‫ ) ﻣ‬L ‫ظ‬,‫ ﻣ‬96

unqualified worker ‫ھ‬P‫ ) ﻣ‬Q‫ظ‬,‫ ﻣ‬16

unremunerated ‫ دون أ‬86

unremunerated ‫ دون أ‬88

unsanitary @/Q TX ) 61

unspoilt ‫ة‬ ‫ا‬O 2

unstructured h_F ‫ ) ﻣ‬28

unstructured LF<‫ﻣ‬/ TF‫ ﻣ‬100

untreated hِ ‫ ) ُﻣ‬9

803
unwanted pregnancy k‫ب ﺑ‬,) ‫) ﻣ‬ 7 65

unwell ‫ة‬/u , ‫ ﻣ‬64

unwilling W)‫) را‬/‫ ﻣ< وم‬80

upbringing E%FD / ‫ ﺑ‬D 4

upbringing E%FD/ ‫ ﺑ‬D 4

upbringing ‫ ﺑ‬D 46

upbringing ‫ ﺑ‬D 54

upbringing ‫ ﺑ‬D 70

upbringing of a child ْ ِ ‫ ا‬E%FD 5

upheaval ‫ن‬% 17

upper class ‫< ا‬# ‫ ا‬59

upper house ‫ن‬ ‫ ` ا‬-‫ ﻣ‬93

uprooted person -_‫ ﻣ‬s1A 77

urban X ‫ﻣ‬/‫ ي‬i7 62

urban centre ‫ ي‬i7/ X ‫ ﻣ‬bSِ ْ ‫ َﻣ‬67

urban development i ‫ا‬ F ‫ ا‬62

urban development policy i ‫ا‬ F ‫ & & ا‬62

urban environment i7/ X ‫ ﻣ‬E ‫ ﺑ‬62

urban regeneration X ‫ﻣ‬/‫ ي‬i7 ‫ د‬-D 62

urban segregation ‫ ي‬i7 b D/ 9 89

urban social segregation ‫ ي ا‬i7 9 62

urban sociology X ‫ا‬/‫ ي‬i ‫ع ا‬ ‫ا‬ 62

urban space i7/ X ‫ ﻣ‬7 /‫ ﻣ‬62

804
urbanisation ‫ ن‬D 89

urban-rural migration ‫ ر‬O ‫ إ‬X ‫ < ﻣ‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ ھ‬76

X ‫ < ﻣ‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ أو ھ‬X ‫ ﻣ‬:‫ ط‬F‫ ﻣ‬L ‫ ة ﺑ‬-‫ھ‬

urban-urban migration ‫ى‬ ‫ أ‬X ‫ < ﻣ‬F‫ ﻣ‬O ‫ إ‬76

urgent -َ َ /ْ ‫ ُﻣ‬/‫ \ وري‬6

urinary incontinence ,# ‫ ` ا‬/ ‫ ا‬42

use ‫ ط‬D 37

use of force ‫ة‬,< ‫ ام ا‬1 &‫ ا‬87

used in sexual activities /Fْ ِ ‫ ل‬9]‫ ﺑ‬Z / 8

user ‫ة‬/‫ ِ م‬1 /‫ ُﻣ‬33

user ‫ ﻣ ط‬37

user-led services ‫ ِ م‬1 / ُ ‫دھ ا‬,< ‫َ َﻣ ت‬ 20

usual place of residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬77

usual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬76

utilitarianism X 70

vacancy ) A 97

vagina ORX[ & FD ,i / #_‫ ﻣ‬8

valid r @ 79

validation ّ ِ ‫ ا‬L‫ ﻣ‬:ّ< ‫ ا‬30

validitiy 7+@ 100

valorisation L RD 32

value I 70

value ‫<ر‬ 70

value I 71

805
value I 72

value I 81

value base < ‫ أ& س ا‬70

value base < ‫ أ& س ا‬99

value orientation < ‫ ا‬k ‫ ﱡ‬,َD 3

value pluralism I ‫ د‬D 70

value system < ‫ﻣ ا‬,TF‫ ﻣ‬60

value-oriented < ‫ ﺑ‬: ‫ ﻣ‬70

values I 10

vandalism ‫=تا ﻣ‬ ‫ ا‬W 1D 46

vascular dementia H , ‫ ف ا‬1 ‫ ا‬41

vein ‫ ور‬39

venereal disease & FD ‫ ﻣ ض‬65

k 9 < & ‫ي‬g ‫ﻣ= ن ) دةً ﻣ= ن < ء أو ا = ن ا‬

venue (‫ ط‬%X ‫ ّ ث أو‬7َ 49

verbal abuse T ‫ إ& ءة‬9

verbal attack T ‫م‬,-‫ھ‬/ ٍ D 84

verbal language < X Z 29

verbal memory T ‫ ة‬S‫ ذا‬27

verdict ( = ‫ أو ا < ار ا‬- F ‫= )أي ا‬7 43

verifiability ِ L‫ ﻣ‬:ّ< ‫ا‬

‫ ء‬%‫@ ّ ا‬ ‫ ﺑ‬I 100

vestibular ‫ي‬b ‫ دھ‬28

vibrant ‫ي‬, 7 50

vibrant ‫ي‬, 7 62

806
vibratory ‫ازي‬b ‫ اھ‬28

victim \ 7

victim \ 46

victim \ 65

victim \ 68

victim of human trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ 87

victim of trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ 87

victimisation \k 85

victim-offender mediation / X - ‫وا‬ i ‫ ا‬L ‫& ط ﺑ‬, ‫ ا‬46

victims of exploitation ‫ل‬+Z & ‫ا‬ \ 86

view of ageing ,1 % ‫ ا‬O ‫ ة إ‬TF ‫ ا‬40

vigil ‫ج‬-7 ‫ تا‬Z & I‫ و‬90

violate ‫ى‬ /‫ ق‬1 /u_ F 5

violate behavioural norms S, /ُ ‫اف ا‬ ‫ _ ك ا‬X‫ ا‬25

violence QFْ ُ 86

violence QFْ ُ 90

violent conflict Q F ‫اع‬bX 90

virtue ethics i ‫ق ا‬+ ‫ أ‬70

visa ‫ ة‬A]D 78

visa points system ‫ ات‬A] ‫ا‬ <X ‫ م‬TX 79

visibility H ‫ ﻣ‬38

visible ‫ظ‬, ‫ ﻣ‬79

visible difference H ‫ ا‬/‫ظ‬, ‫ف ﻣ‬+ ‫ ا‬23

807
vision ‫ رؤ‬24

vision ‫ رؤ‬82

vision difficulties ‫ﺑ ت ﺑ‬, @ 24

visual ‫ي‬ ‫ ﺑ‬28

visual acuity ‫ ّ ة ﺑ‬7َ 24

visual impairment ‫ي‬ ‫ ﺑ‬Qْ \

َ 21

visual impairment ‫ي‬ ‫ ﺑ‬Qْ \

َ 24

visually impaired person ‫ي‬ ‫ ﺑ‬Qْ \

َ ‫ ذو‬s1A 24

vital ً‫ا‬ _‫ﻣ‬/ & &‫ أ‬50

viva voce ‫راة‬, S ‫ ا‬7‫ أط و‬%I F‫ ﻣ‬99

vocal language T Z 24

vocational college ّ F_‫ِﻣ‬ S 98

vocational education ّ F_‫ِﻣ‬ D 31

vocational rehabilitation ّ F_‫ِﻣ‬ ‫]ھ‬D ‫ إ دة‬31

vocational training ّ F_‫ ِﻣ‬W ‫ ر‬D 44

vocational training ّ F_‫ ِﻣ‬W ‫ ر‬D 98

vocational training course ّ F_‫ ِﻣ‬# ‫ ر‬D ‫ دورة‬22

voice disorder D,@ ‫اب‬ \‫ ا‬29

voice disturbance D,@ ‫اب‬ \‫ ا‬29

voice output communication aid ‫ت‬, ‫ ا@ ار ا‬9 ‫ ِ ة‬/‫ أداة ُﻣ‬29

volatile solvent ‫ل‬, ‫ ﻣ‬38

voluntarily ً ,‫ ط‬53

voluntarily ً ,‫ ط‬86

808
voluntariness , D 10

voluntariness , ‫ ا ﱠ‬53

voluntary ,‫ ط‬14

voluntary ,‫ ط‬34

voluntary ,‫ ط‬39

voluntary , D 44

voluntary ‫ري‬ ‫ إ‬57

voluntary ,‫ ط‬88

voluntary control of movements S ‫ا‬O ,‫ة ط‬ & 23

voluntary euthanasia (J ‫َ<َ ا‬9‫ا‬, ُ ‫)ﺑ‬ ,‫ ط‬7 ‫ت ا‬, ‫ ا‬42

voluntary measure ‫ري‬ ‫ا‬/ , D ‫ﺑ‬D 6

voluntary migration ‫ر‬ ‫ ة ا‬-‫ ھ‬77

voluntary return ,‫دة ط‬, 78

voluntary sector , ‫ ا< عا ﱠ‬1

voluntary sector , ‫(ا ﱠ‬ ‫ ا < ع )ا‬53

voluntary sector , ‫ا ﱠ‬ ‫ ع ا‬I 56

voluntary sector agency , ‫(ا ﱠ‬ ‫ ا < ع )ا‬9 /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬94

voluntary sector organisation , ‫ ا < ع ا ﱠ‬/&P‫ ُﻣ‬52

voluntary sector organisation , ‫ا ﱠ‬ ‫ عا‬I 9 ‫ﱠ‬TF‫ ُﻣ‬53

voluntary sector organisation , ‫< عا ﱠ‬ ‫ ﺑ‬D ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬62

Voluntary Service Overseas ‫ رج‬1 ‫ ا‬9 , ‫ َﻣ ت ا ﱠ‬1َ ‫ ا‬92

voluntary sex worker ً ,‫` ط‬F- ‫ رة ا‬-D 9 ‫ة‬/ ‫ﻣ‬ 88

voluntary work , ‫ا ﱠ‬ ‫ ا‬60

809
volunteer ‫ة‬/‫ع‬,‫ ُﻣ ﱢ‬14

volunteer ‫ة‬/‫ع‬,‫ ُﻣ ﱢ‬30

volunteer ‫ة‬/‫ع‬,‫ ُﻣ ﱢ‬96

volunteer centre for senior citizens Lّ /ِ ‫ ر ا‬#= , D bSِ ْ ‫ َﻣ‬41

volunteering ‫ع‬, D 50

volunteering ‫ع‬, D 92

vomit ]< 64

vomiting P <D 17

VSO ‫ رج‬1 ‫ ا‬9 , ‫ َﻣ ت ا ﱠ‬1َ ‫ ا‬92

vulnerability 1 ‫ ُﻣ ﱠض‬/Qْ \
َ 2

vulnerability ‫ ر‬i ‫ا‬ ‫ ﺑ‬I/Qْ \

َ 41

vulnerability-stress model َ ‫ذج ا‬, َX 33

‫ط ت‬,Zُi ‫ وا‬Qْ i

vulnerable 1 \ْ ُ 14

vulnerable Q \/ 1 ‫ ُﻣ ﱠض‬27

vulnerable Q \/ 1 ‫ ُﻣ ﱠض‬53

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 74

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 83

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 86

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 88

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 88

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 89

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 93

vulnerable children 1 L \‫ أط ل ُﻣ ﱠ‬7

810
vulnerable family 1 ‫ ُﻣ ﱠض‬/~‫ ھ‬8\‫ و‬9 ‫ أُ& ة‬12

vulnerable group 1 \ ْ ُ ‫ ُﻣ‬/ \ , ْ-‫ َﻣ‬87

wage ‫ أ‬57

wage level ‫ر‬, ‫ى ا‬, /ْ ‫ ُﻣ‬89

waiting period ‫ ر‬T X‫ ة ا‬9 80

Waldorf kindergarten ‫ وو ورف‬-_F‫ ﻣ‬O ّ Fْ#‫ رو\ َﻣ‬13

walk without limitations ‫د‬, I ‫ & دون‬23

wandering ‫ل‬,- ‫ ﻣ‬41

want 7 59

warmth ‫ دفء‬2

warmth ‫ دفء‬50

watch sexual activities /Fْ ِ ‫ ل‬9‫ ھ ة أ‬%‫ ﻣ‬8

water ‫ ﻣ ء‬89

Water Aid ‫ ِ ات‬/‫ﻣ ه و ُﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬/ ‫ إ‬D‫و‬ ‫ﱠ‬TF‫ ُﻣ‬92

water border H ‫ ود ﻣ‬7 78

weakness Qْ \
َ 2

weakness Qْ \
َ 27

wealth ‫ وة‬c 59

wear off k , ‫ول ﻣ‬b 39

welfare ‫ ه‬9‫ ر‬2

welfare ‫ ه‬9‫ ر‬4

welfare ‫ ه‬9‫ ر‬14

welfare ‫ ه‬9‫ ر‬45

811
welfare ‫ ه‬9‫ ر‬46

welfare ‫ ه‬9‫ ر‬56

welfare administration ‫ ه‬9 ‫ ة ا‬H‫ دا‬56

welfare benefit ّ ‫ ا‬X, ‫ ﻣ‬58

welfare benefits law ّ ‫ا‬ ِ ‫ ت ا‬I ّ< &‫ن ا‬,X I 93

welfare dependancy ‫ه‬9 ‫ا‬O ‫د‬ ‫ ا‬60

welfare mix ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا‬ I‫ ا‬57

welfare model ‫ ه‬9 ‫ذج ا‬, َX 57

welfare of the child ْ ِ ‫ ه ا‬9‫ ر‬5

welfare of the child ْ ِ ‫ ه ا‬9‫ ر‬6

welfare pluralism ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا‬ I‫ ا‬57

welfare provision ‫ ه‬9 ‫ ا‬9,D 57

welfare regime ‫ ه ا‬9 ‫ م ا‬TX 56

welfare regime ‫ ه‬9 ‫ دو ا‬57

welfare service ‫ ه‬9 ‫ِ ْﻣ ا‬ 57

welfare services ‫ ه‬9 ‫َ َﻣ ت ا‬ 55

welfare state ‫ ه‬9 ‫ دو ا‬53

welfare state ‫ ه‬9 ‫ دو ا‬56

welfare state ‫ ه‬9 ‫ دو ا‬57

welfare state model ‫ ه‬9 ‫ذج دو ا‬, َX 58

welfare state reform ‫ ه‬9 ‫ م ا‬TX ‫ح‬+@‫ إ‬56

welfare state regime ‫ ه‬9 ‫ م ا‬TX 57

welfare system ‫ ه‬9 ‫ م ا‬TX 56

812
welfare system ‫ ه‬9 ‫ م ا‬TX 57

welfare to work ‫ ا‬O ‫ ه إ‬9 ‫ ا‬L‫ < ل ﻣ‬X ‫ ا‬60

welfare trap ‫ ه‬9 ‫ ا‬€9 60

wellbeing ‫ﻣ‬+& 17

well-being ‫ﻣ‬+& 56

well-being ‫ﻣ‬+& 58

well-founded fear of persecution ‫ ر‬# ‫ ا \ _ د ا‬L‫ف ﻣ‬, 80

West ‫ ) ب‬91

Western bias ‫ ب‬Z ‫ز‬ X‫ ا‬73

Western idea ‫ ب‬Z ‫ ا‬L‫ﻣ‬/ ‫= ة ) ﺑ‬9 72

Western state ‫ دو ) ﺑ‬79

wet oneself k/ X # 17

WFP ‫َ ّة‬ ‫[ﻣ ا‬ ‫ ا‬g) ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

what do you do? D ‫ أن‬u W , ‫ ﻣ ذا‬60

wheelchair ( I j‫وي ا‬g & S) ‫ك‬ ‫ & ﻣ‬S 23

wheelchair accessible ‫ك‬ ‫ ِﻣ ا = & ا‬1 /ُ H+‫ ُﻣ‬23

wheelchair user ‫ك‬ ‫ ِ م ا = & ا‬1 /‫ ُﻣ‬23

wheelchair-bound <‫ ﻣ‬19

when leaving care #‫ا‬ ِ ‫ كا‬D F 16

whereabouts ‫ ء‬A ‫ أو‬s1A ‫ا‬,D ‫ ﻣ= ن‬45

whip 68

whistleblowing procedure ‫ ت ا ا‬1 ‫ ا‬L ‫غ‬+‫ﺑ‬j‫اءات ا‬ ‫ إ‬6

White Paper J ‫ ا = ب ا ﺑ‬93

813
white supremacy J # ‫ & دة ا‬84

WHO ‫ا ِ ّ ا و‬ ‫ﱠ‬TF‫ ُﻣ‬74

whole world k S]‫ﺑ‬ ‫ ا‬72

whole-class teaching S/ ` ‫ ر‬D 98

whole-family intervention ‫ اد ا ُ& ة‬9‫ أ‬8 % ‫َ َ ﱡ‬D 12

widowhood ‫ ا ﻣ‬41

wigs ‫ ر‬/‫ﻣ‬ A 93

will of God ‫ ﷲ‬E %‫ ﻣ‬68

willingness to take risks 9‫ ز‬- ‫ ا& اد‬3

ْ ِ ‫ ا‬,i ,‫ط‬r ‫ )ﻣ‬,# ‫ﺑ‬/ &, 7

willy (‫ ي‬Sg ‫ ا‬8

wipe F‫ ﻣ‬39

wisdom =7 40

wish F‫ أُ ْﻣ‬4

withdrawal ‫ ب‬/X‫ا‬/‫اء‬, ِ Xْ ‫ ا‬9

withdrawal ‫ ب‬/X‫ا‬/‫ال‬b X‫ ا‬37

withdrawal ‫ ب‬/X‫ ا‬68

withdrawal symptoms ‫ ب‬/X ‫اض ا‬ ‫ ا‬37

withdrawn ‫ل‬b F‫ﻣ‬/k/ X O ,ٍ F‫ ﻣ‬25

withhold 8F 42

within pram-pushing distance 9 / ‫ ا‬W I 12

without delay ]D ‫ دون‬6

without mutual consent ‫ َد‬# ‫َ<َ ُﻣ‬9‫ا‬,‫ دون ُﻣ‬65

without pay ‫ دون أ‬88

814
witness ‫ھ‬A 7

witness ‫ ھ‬A 43

woman's counselling ‫ ء‬/F ‫ د‬A‫ إر‬65

woman's health centre ‫أة‬ @ bSِ ْ ‫ َﻣ‬63

woman's profession ‫أة‬ ‫ ا‬Fْ_‫ ِﻣ‬63

women’s rights ‫أة‬ ‫ق ا‬,<ُ7 68

women-centered social work ‫أة‬ ‫ل ا‬,7 ‫ر‬, ‫ا‬ ‫ا‬ ‫ ا‬63

women's counselling centre ‫أة‬ ‫ ري‬% &‫ ا‬bSِ ْ ‫ َﻣ‬63

women's movement ‫أة‬ ‫ ا‬S 7 63

women's policies ‫أة‬ ‫ & & ت ا‬63

women's refuge ‫ ء‬/F ]- ‫ ﻣ‬61

women's refuge ‫ ء‬/F ]- ‫ ﻣ‬63

women's refuge ‫ ء‬/F ]- ‫ ﻣ‬65

women's research ‫أة‬ ‫ أﺑ ث ا‬63

women's rights ‫أة‬ ‫ق ا‬,<ُ7 63

women's self-help group ‫ دا‬H /X , ْ-‫ َﻣ‬63

women's shelter ‫ ء‬/F ‫ ﻣ]وى‬61

women's studies ‫أة‬ ‫ درا& ت ا‬63

women's telephone crisis support service QD _ ‫ ا‬# ‫ ا زﻣ ت‬9 ‫ ء‬/F ْ ‫َ َﻣ ت ا‬ 65

work atmosphere ‫اء ا‬, ‫ أ‬96

work full-time ‫ ﻣ‬S ‫ﺑ وام‬ 58

work permit r D 79

work society ‫ ا‬8 َ ْ-‫ ُﻣ‬60

815
work through issues F‫ ا اھ‬i< ‫ا‬/‫ ا َ ّ ت‬8‫ ﻣ ﻣ‬D 10

work trial # -D ‫ ة‬9 31

work with boys and young men ‫ ب‬#%‫ن وا ﱠ‬ ‫ ا‬8‫ﻣ‬ ‫ ا‬11

work with girls and young women ‫ ﺑ ت‬% ‫ت وا‬ ‫ ا‬8‫ﻣ‬ ‫ ا‬11

work with groups ‫ ت‬, -‫ ﻣ‬8‫ﻣ‬ ‫ ا‬49

work with individual cases ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ ‫ ا‬47

work with individuals ‫ اد‬9 ‫ ا‬8‫ﻣ‬ ‫ ا‬47

work with the birth parents L , , # ‫ ا‬L ‫ا‬, ‫ ا‬8‫ﻣ‬ ‫ ا‬15

work-based learning ‫ل ا‬+ L‫ﱡ ﻣ‬ ‫ ا‬96

worker ‫ﻣ‬ 77

worker ‫ﻣ‬ 89

workfare ‫ وط‬% ‫ا‬ ‫ ه ا‬9 ‫ ا‬60

workfare state ‫ وط‬% ‫ا‬ ‫ ه ا‬9 ‫ دو ا‬56

workforce participation ‫ى ا ﻣ‬,< ‫ ا‬S‫ َر‬%‫ ُﻣ‬57

working alliance ‫ وظ‬Q D 95

working class ‫< ا ﻣ‬# ‫ ا‬59

working conditions ‫ ظ وف ا‬96

working life ‫ ة ا‬7 58

working permit r D 79

working poor L ‫ ا < اء ا ﻣ‬59

working population L ‫ﻣ‬ ‫ &= ن‬89

worklessness # ‫ ا‬60

work-life balance ‫ةا‬ ‫ة وا‬ ‫ ا‬L ‫ازن ﺑ‬,D 63

816
workload ‫ء ا‬W 95

workload ‫ء ا‬W 96

workload ‫ ا‬-7 99

workplace ‫ ﻣ= ن ا‬97

workplace adaption ‫ ﻣ= ن ا‬9 Qّ =َD 31

workplace difficulties ‫ ﻣ= ن ا‬9 ‫ﺑ ت‬, @ 96

workplace disability awareness training ‫ ﻣ= ن ا‬9 ‫ ت‬I j‫ ا‬L , W ‫ ر‬D 31

workplace personal assistance ‫ ﻣ= ن ا‬9 1A ْ ‫ د‬31

workshop A‫ ور‬44

workshop staff ‫ ا‬A‫ ور‬I ‫ ط‬44

World Bank ‫ ا و‬uF# ‫ ا‬74

World Bank ‫ ا و‬uF# ‫ ا‬91

World Food Programme ‫َ ّة‬ ‫[ﻣ ا‬ ‫ ا‬g) ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

World Health Organisation ‫ا ِ ّ ا‬ ‫ﱠ‬TF‫ ُﻣ‬19

World Health Organization ‫ا ِ ّ ا و‬ ‫ﱠ‬TF‫ ُﻣ‬74

World Trade Organization ‫ رة ا‬- ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

worldview D 7 ‫ ة‬TX 3

worldview ‫ر‬,TF‫ ﻣ‬53

worldwide ‫ ق‬F‫ا‬ 72

worry :َ َI 55

worship ‫ دة‬# 67

worshipper # ‫ ﻣ‬68

worst forms of child labour ‫ا ط ل‬ ‫= ل‬A‫أ أ‬,&‫ أ‬86

817
worthless <‫ا‬ 9

write up l #‫ا‬ <D‫ و‬hH X ‫ ﺑ‬S 100

written /‫ب‬, =‫ ﻣ‬100

written questionnaire ‫ﺑ‬, =‫ﻣ‬/ X # &‫ ا‬100

WTO ‫ رة ا‬- ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

wudu ‫ء‬,\‫ و‬68

xenophobia WX ‫ رُھ ب ا‬11

xenophobia WX ‫ رُھ ب ا‬84

yearning O ‫ إ‬L F7 82

yellow fever ‫اء‬ ‫ا‬O ‫ ا‬89

yound child Z@ ْ ‫ ِط‬2

young adult ‫ ﺑ‬A /‫ ب‬A 3

young bride ‫ ﺑ‬A ‫وس‬ 86

young homeless person ‫ة‬/‫ د‬%‫ة ﻣ‬/‫ ب‬A 16

young man ‫ب‬A 3

young offender institution L <‫اھ‬ ّ

‫ا‬L X- ‫@ ﺑ‬ H‫ا‬, ‫ إ‬/&P‫ ُﻣ‬16

young offender institution ‫ ّ اث‬7َ ‫ ة ا‬F- bSِ ْ ‫ َﻣ‬46

young offending ‫ن‬,X < ‫ ا‬8‫اع ﻣ‬bX 9 L 9 18

young offending ‫ ّ اث‬7َ ‫ ا‬#I L‫ ﻣ‬H‫ ا‬- ‫= ب ا‬D‫ إر‬46

young old L 9 ‫ ا‬L ّF/ِ ُ ‫ ا‬40

young old age ‫ ﱢ= ة‬# ُ ‫ا‬ ,1 % ‫ ا‬40

young person ‫ ﺑ‬A /‫ ب‬A 1

young person 89 3

818
young person ‫ ﺑ‬A/‫ ب‬A 10

young person who is prone to violence QFْ ُ ‫ ا‬O ‫ء إ‬,- ‫ ا‬O ‫إ‬ ‫ ﺑ‬A/‫ ب‬A 10

young woman ‫ﺑ‬A 3

youth ‫ ب‬#A 2

youth ‫ ب‬#A 3

youth activity ‫ ﺑ‬#A ‫ ط‬%X 11

youth arts centre ‫ ب‬#% ‫ن‬,F9 bSِ ْ ‫ َﻣ‬/ _ ‫ ﻣ‬11

youth behaviour ‫ ب‬#%‫ك ا ﱠ‬, &ُ 3

youth café ‫ ب‬#%‫ ا ﱠ‬O_<‫ ﻣ‬11

Youth centre ‫ ب‬#% bSِ ْ ‫ َﻣ‬11

youth clique ( A) L‡‫ ب ا <ُ ﺑ‬#%‫ ء ا ﱠ‬I @ ‫ ا‬L‫ﻣ‬ , ْ-‫ َﻣ‬11

youth club ‫ ب‬#%‫ دي ا ﱠ‬X 10

youth counselling ‫ ب‬#%‫ د ا ﱠ‬A‫ إر‬11

youth court ‫ ّ اث‬7َ ‫ا‬ = ‫ ﻣ‬46

youth court assistance service ‫ ّ اث‬7َ ‫ا‬ = ْ ‫َ َﻣ ت ا‬ 46

youth crime ‫ ّ اث‬7َ ‫ ا‬H‫ا‬ 46

youth culture ‫ ب‬#%‫ ا ﱠ‬9 <c 3

youth education ‫ ب‬#%‫ا ﱠ‬ D 10

youth educator ‫ ب‬#%‫ ا ﱠ‬E ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ ﺑّ ُﻣ‬10

youth exchange ‫ ب‬#%‫ دل ا ﱠ‬#D 83

youth group ‫ ﺑ‬#A , ْ-‫ َﻣ‬10

youth group leader ‫ ﺑ‬#A/‫ ب‬#%‫ا ﱠ‬ , ْ-‫ َﻣ‬H I 10

youth group work ‫ ب‬#%‫ا ﱠ‬ ‫ ت‬, -‫ ﻣ‬11

819
youth identity ‫ ب‬#%‫ ّ ا ﱠ‬,ُِ ‫ ھ‬3

youth justice ‫ ّ اث‬7َ ‫ا ا‬ 1

youth justice ‫ ّ اث‬7َ ‫ا ا‬ 46

youth justice ‫ ّ اث‬7َ ‫ا ا‬ 93

youth leader ‫ ﺑ‬#A/‫ ب‬#%‫ا ﱠ‬ , ْ-‫ َﻣ‬H I 10

youth offender (‫ ّ ث‬7َ ) X ‫ ب‬A 46

youth organisation ‫ ب‬#%‫@ ﺑ ﱠ‬

ّ ‫ﱠ ت‬TF‫ ُﻣ‬10

youth policy ‫ ب‬#%‫ & & ا ﱠ‬10

youth programme ‫ ب‬#% h‫ ﻣ‬X ‫ ﺑ‬11

youth project ‫ ب‬#%‫ وع ا ﱠ‬%‫ ﻣ‬10

youth recreation ‫ ب‬#%‫ ا ﱠ‬k 9 D 11

youth recreational facilities ‫ ب‬#% _ 9 D :ِ9‫ ﻣ ا‬11

youth research ‫ ب‬#%‫ ل ا ﱠ‬-‫ َﻣ‬9 l ‫ ﺑ‬3

youth service ‫ ب‬#%‫ِ ْ ﻣ ا ﱠ‬ 10

youth services ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬ 10

youth services ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬ 10

youth studies ‫ ب‬#%‫@ ﺑ ﱠ‬

ّ ‫ درا& ت‬3

youth subcultures ‫ ب‬#% ,X c 9 <c 3

youth theatre project ‫ ب‬#%‫ ح ا ﱠ‬/‫ وع ﻣ‬%‫ ﻣ‬50

youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ ﺑ‬10

youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ ﺑ‬60

youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ ﺑ‬62

youth violence ‫ ب‬#%‫ ا ﱠ‬QFْ ُ 10

820
youth violence ‫ ب‬#%‫ ا ﱠ‬QFْ ُ 25

youth work ‫ ب‬#%‫ا ﱠ‬ 1

youth work ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬ 10

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬52

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬65

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬99

youth work agency ‫ ﺑ‬#A ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬10

youth work practitioner ‫ ب‬#%‫ ا ﱠ‬E ّ F_‫ ُﻣ ِرس ِﻣ‬10

youth worker ‫ ب‬#%‫ ا ﱠ‬E H ‫ أ‬10

youths ‫ ب‬#A 3

zakah ‫ ة‬S‫ ز‬68

zero hour contract ‫ﺑ‬, ‫ ت ا‬/ ‫ ا‬L‫ ﻣ‬OX‫ ّ أد‬7َ ‫< دون‬ 59

zero tolerance r‫ ﻣ‬/ ‫م ا‬ 46

821
Glossary Arabic - English

English Terminology: : ‫تا‬ ‫ ا‬Chapter:

‫ ِ م‬1 /‫ل أو ُﻣ‬,#<‫ ) ﻣ‬r ‫ ﻣ‬O ‫ ل‬R S "‫ة‬/ ‫" ھ‬

prostitute ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 88

follow one’s faith kX j ‫ء‬ ‫ ع ا‬#D‫ ا‬68

traffick ‫ ر‬-D‫ ا‬87

trafficking a woman into marriage ‫واج‬b ‫ ر ﺑ ﻣ أة‬-D‫ ا‬88

child sex trafficking ‫ ُ ﺑ ط ل‬/Fْ ِ ‫ ر‬-D‫ ا‬88

decision-making ‫ ذ ا < ار‬1D‫ ا‬6

physical contact ‫ي‬/ ‫ل‬ D‫ ا‬8

jobseeker´s agreement ‫ ا‬L l7 # ‫ ق ا‬D‫ ا‬60

mutual agreement ‫ دَل‬# ‫ ق ُﻣ‬D‫ ا‬90

agreement ّ I ّD‫ ا‬90

UN Convention Relating to the Status of

ّ 1 ‫َ ّة ا‬
L E + ‫ ا‬8\,‫@ ﺑ‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬80
Refugees
UN Convention on the Rights of Persons
I j‫ ص ذوي ا‬1A ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬74
with Disabilities
UN Convention on the Rights of the
ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬74
Child
United Nations Convention on the
ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬2
Rights of the Child
United Nations Convention on the
ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬4
Rights of the Child
b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬
UN Convention on the Elimination of All
‫أة‬ ‫ \ ا‬74
Forms of Discrimination against Women
United Nations Convention against ‫ﱠ‬TF ُ ‫ا‬ -‫ا‬ 9 =ُ ‫َ ّة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬79
Transnational Organized Crime

822
United Nations Convention against ‫ ﱠ‬TF ُ ‫ا‬ -‫ا‬ 9 =ُ ‫َ ّة‬ ‫ ّ ا ﻣ ا‬I ّD‫ ا‬87
Transnational Organized Crime
regional convention I‫ ّ إ‬I ّD‫ ا‬74

Convention concerning the Prohibition

and Immediate Action for the ‫ا ط ل‬ ‫= ل‬A‫أ أ‬,&‫ أ‬T7 ‫]ن‬%‫ ّ ﺑ‬I ّD‫ا‬
Elimination of the Worst Forms of Child
_ ‫ ء‬i< ‫ر‬, ‫اءات ا‬ j‫ وا‬86
Labour
‫دة ا ﱠ‬,-‫@ ﺑ‬
ّ ‫ ﻣ ت ا وروﺑ‬- ‫ ا‬L ‫ ّ ﺑ‬I ّD‫ا‬
Bologna reform ‫ ا‬99

Geneva Convention QF ّ I ّD‫ ا‬80

1951 Convention 1951 ‫م‬ QF ّ I ّD‫ ا‬80

Geneva Convention Relating to the

ّ 1 ‫ ا‬1951 ‫م‬
L E + ‫ ا‬8\,‫@ ﺑ‬ QF ّ I ّD‫ ا‬80
Status of Refugees, 1951
UN Convention on the Rights of the
ْ ِ ‫ق ا‬,<ُ ‫َ ّ ة‬ ‫ ّ ا ﻣ ا‬I ّD‫ا‬/ ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ ا‬5
Child
service level agreement ‫ ْ ﻣ‬1ِ ‫ى ا‬, /ْ ‫ < ُﻣ‬/ ّ I ّD‫ ا‬94

dependance ‫= ل‬D‫ ا‬32

dependance =ّD‫ ا‬3

transition ‫< ل‬FD‫ ا‬98

short break ‫ه‬ I k7‫ ا زة او ا& ا‬30

short break ِ ‫ ا‬L‫ ﻣ‬7‫ ت ا & ا‬Z ‫ة‬ I ‫ ا زة‬30

parental leave ‫ ا زة وا‬57

residents' meeting ‫= ن‬/ ‫ع ا‬ ‫ ا‬50

group meeting ‫ع‬ ‫ ا‬49

support plan meeting ْ ‫ا‬ ‫ع‬ ‫ ا‬47

care plan meeting ِ ‫ا‬ ‫ع‬ ‫ ا‬47

public meeting ‫ع م‬ ‫ ا‬50

drop-in meeting ‫ي‬, ‫ع‬ ‫ ا‬12

823
societal ‫ ا‬51

socio-cultural 9 <c ‫ ا‬59

social democratic ‫د < اط‬ ‫ ا‬56

avoidance ‫ ب‬F ‫ ا‬49

detention ‫ ز‬- 7‫ ا‬80

respect ‫ ام‬7‫ ا‬42

respect for diversity ,F ‫ ام ا‬7‫ ا‬85

respect for private and family life _ ّ @, ‫ ة ا & و‬7 ‫ ام‬7‫ ا‬5

respect ‫ﻣ ا ة‬/‫ ام‬7‫ ا‬71

religious festival F ‫ ل د‬7‫ ا‬67

neighbourhood festival ‫ ا‬9 ‫ ل‬7‫ ا‬50

occupation ‫ل‬+ 7‫ ا‬90

conflict potential ‫ف‬+ /‫اع‬bX 7‫ ا‬96

cost containment = ‫اء ا‬, 7‫ ا‬56

conflict containment ‫ا ت‬bF ‫اء ا‬, 7‫ ا‬90

need ‫ ج‬7‫ ا‬4

child's need ْ ِ ‫ ج ا‬7‫ ا‬4

educational need D ‫ ج‬7‫ ا‬4

physical need ‫ ي‬/ ‫ ج‬7‫ ا‬4

emotional need ‫ط‬ ‫ ج‬7‫ ا‬4

needs ‫ت‬ 7‫ ا‬28

integration needs ‫ت ا دﻣ ج‬ 7‫ ا‬83

settlement needs L ‫ط‬, ‫ا‬/‫ت ا & < ار‬ 7‫ ا‬83

824
basic needs of children && ‫تا ِ ْ ا‬ 7‫ ا‬2

relationship needs I+ ‫ت ا‬ 7‫ ا‬48

SEN ّ
@ ,‫ ﺑ‬D ‫ت‬ 7‫ ا‬29

special educational needs ّ

@ ّ D‫ت‬ 7‫ ا‬18

SEN ّ
@ ّ D‫ت‬ 7‫ ا‬26

physical and emotional needs / X‫و‬ / ‫ت‬ 7‫ ا‬9

sensory needs /7 ‫ت‬ 7‫ ا‬24

sensory needs /7 ‫ت‬ 7‫ ا‬28

support needs ‫ت دا‬ 7‫ ا‬41

support needs ْ ‫ت‬ 7‫ ا‬48

care needs ِ ‫ت‬ 7‫ ا‬48

speech language and communication

@‫ا‬,D‫ و‬,Zُ ‫ < و‬X ‫ت‬ 7‫ ا‬29
needs
training needs W‫تا ر‬# ‫ ﻣ‬/‫ت‬ 7‫ ا‬96

fraud ‫ ل‬7‫ ا‬87

harbour ‫ ء‬# ‫ ا‬87

test norms ّ ‫اف ا‬ ‫ ر ا‬# ‫ ا‬46

citizenship test /Fْ -ِ ‫ ر ا‬# ‫ ا‬83

reality testing 8I‫ا‬, ‫ ر ا‬# ‫ ا‬36

boundary testing ‫ود‬ ‫رﻣ ىا‬# ‫ ا‬3

social worker ‫@ ا‬ ‫ ا‬1

education social worker ‫ ل ا ﱠ‬-‫ َﻣ‬9 ‫@ ا‬ ‫ ا‬18

mental health social worker / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫@ ا‬ ‫ ا‬34

social care professional ّ ‫ا‬ ‫@ ِر‬ ‫ ا‬1

825
social work professional ‫إ‬ @ ‫ ا‬1

disappearance ‫ء‬ ‫ ا‬9

difference ‫ف‬+ ‫ ا‬82

visible difference H ‫ ا‬/‫ظ‬, ‫ف ﻣ‬+ ‫ ا‬23

gender variance /Fْ ِ / ‫ع ا‬,F ‫ا‬/‫ ري‬F ‫ع‬,FD/‫ف‬+ ‫ ا‬66

dysfunction ‫ل وظ‬+ ‫ ا‬29

sexual dysfunction /Fْ ِ ‫ل وظ‬+ ‫ ا‬65

life choice D 7 ‫ر ات‬ ‫ ا‬18

foster care social worker #‫ا‬ &ُ ‫ا‬ ِ ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ‬ ‫ ا‬H ‫ ا‬15

relapse management ‫ = س‬X ‫ ادارة ا‬37

administer ‫ ادارة ا واء‬36

integration ‫ ادﻣ ج‬83

social integration ‫ ادﻣ ج ا‬83

economic integration ‫دي‬ I‫ ادﻣ ج ا‬83

cultural integration 9 <c ‫ ادﻣ ج‬83

labour market integration ‫ق ا‬,& 9 ‫ ادﻣ ج‬83

structural integration = ‫ ادﻣ ج ھ‬83

assimilation ‫ ﻣ ج‬X‫ا‬/‫ ادﻣ ج‬21

incorporation ‫إد ل‬/‫ ادﻣ ج‬82

attachment ‫ ط‬#D‫ ار‬2

offend X,X I 1‫ﻣ‬/ ‫= ب‬D‫ ار‬46

counselling ‫ د‬A‫ ار‬4

counselling ‫ د‬A‫ ار‬88

826
sexual counselling /Fْ ِ ‫ د‬A‫ ار‬65

school counselling &‫ د ﻣ ر‬A‫ ار‬18

pejorative H‫ ازدرا‬81

prescription drug abuse W # ‫ ا‬#I L‫ ﻣ‬9,@, ‫ ام ا دو ا‬1 &‫ ا& ءة ا‬38

questionnaire X # &‫ ا‬100

self-completion questionnaire _/ X]‫ ﺑ‬L S‫ ر‬% ‫ ا‬#I L‫ _ ﻣ‬E# D D X # &‫ ا‬100

self-administered questionnaire _/ X]‫ ﺑ‬L S‫ ر‬% ‫ ا‬#I L‫ _ ﻣ‬E# D D X # &‫ ا‬100

written questionnaire ‫ﺑ‬, =‫ﻣ‬/ X # &‫ ا‬100

online questionnaire nX Xj‫ ا‬# X # &‫ ا‬100

email questionnaire j‫ ا‬# X # &‫ ا‬100

postal questionnaire #‫ ا‬# X # &‫ ا‬100

authoritarian ‫ ادي‬# &‫ ا‬2

exclusion ‫ د‬# &‫ ا‬31

exclusion ‫ د‬# &‫ ا‬32

exclusion ‫ د‬# &‫ ا‬78

exclusion ‫ د‬# &‫ ا‬84

exclusion ‫ د‬# &‫ ا‬85

social exclusion ‫ د ا‬# &‫ ا‬31

social eclusion ‫ د ا‬# &‫ ا‬59

economic exclusion ‫دي‬ I‫ د ا‬# &‫ ا‬31

educational exclusion D/‫ي‬,‫ ﺑ‬D ‫ د‬# &‫ ا‬31

housing exclusion F=/ ‫ ا‬y 1 ‫ ا‬L‫ د ﻣ‬# &‫ ا‬61

exclusion from school &‫ ا ر‬L‫ د ﻣ‬# &‫ ا‬18

827
exclusion from general schooling ‫ م ا ر& ا م‬T‫ﱢ‬F ‫ ا‬L‫ د ﻣ‬# &‫ ا‬21

labour market exclusion ‫ق ا‬,& L‫ د ﻣ‬# &‫ ا‬31

permanent exclusion from school &‫ ا ر‬L‫ ﻣ‬H‫ا ا‬ ‫ا‬/‫ د‬# &‫ ا‬25

fixed-period exclusion from school ‫ة ﻣ َ ّ دة‬ &‫ ا ر‬L‫ﻣ‬ ‫ا‬/‫ د‬# &‫ ا‬25

questioning ‫اب‬,- &‫ ا‬43

circular questioning ‫ ي‬H‫اب دا‬,- &‫ ا‬36

entitlement ‫ ا& <ّ ق‬57

housing benefit L=/ ‫ ا& <ّ ق ا‬61

child benefit ‫ ا& <ّ ق أط ل‬58

entitlement to a benefit Fّ ‫ ا& <ّ ق ِ ْ ﻣ ُﻣ‬57

benefit ‫ ا& <ّ ق ﻣ دي‬87

social security benefit ‫ ن ا‬i ‫ ت ا‬I ّ< &‫ ا‬59

entitlement I ّ< &‫ ا‬57

bathing and showering ‫ ل‬/ )‫م وا‬ &‫ ا‬42

owner-occupation u ‫ ا‬#I L‫ ﻣ‬s1% ‫ ا‬k= ‫ي‬g ‫ ا‬L=/ ‫ ام ا‬1 &‫ ا‬61

use of force ‫ة‬,< ‫ ام ا‬1 &‫ ا‬87

problem alcohol use S% ##/‫< ﻣ‬ ‫ل ﺑ‬, = ‫ ام ا‬1 &‫ ا‬38

problem drinking S% ##/‫< ﻣ‬ ‫ل ﺑ‬, = ‫ ام ا‬1 &‫ ا‬38

safer use X ‫ أﻣ‬RS‫ ام أ‬1 &‫ ا‬37

restricted use ‫ود‬ ‫ ام ﻣ‬1 &‫ ا‬22

needle sharing ‫ﺑ ة‬z ‫ ك‬%‫ ام ُﻣ‬1 &‫ ا‬39

groom ‫ ا& راج‬8

‫ وط‬% X-‫قا‬ ‫ ) دةً ﺑ‬X - ‫ء ا‬ &‫ا‬

recall an offender ( #I‫ا‬ ‫ ا‬45

828
bedsit , &‫ ا‬61

anti-trafficking strategy %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬- D‫ ا& ا‬87

anti-poverty strategy < ‫ا‬ 9 =‫ ُﻣ‬- D‫ ا& ا‬59

coping strategy I]D ‫ب‬, &ُ‫أ‬/ - D‫ ا& ا‬48

enslavement ‫ ق‬I &‫ ا‬86

sexual servitude /Fْ ِ ‫ ق‬I &‫ ا‬88

domestic servitude bF‫ ق ﻣ‬I &‫ ا‬86

resignation ‫م‬+/ &‫ ا‬68

surrender ‫م‬+/ &‫ ا‬68

surrendering ‫م‬+/ &‫ ا‬78

consultation ‫ رة‬% &‫ ا‬30

consulting ‫ رة‬% &‫ ا‬51

consultancy ‫ رة‬% &‫ ا‬95

consultation ‫ رة‬% &‫ ا‬95

consulting ‫ رة‬% &‫ ا‬95

peer consultation ‫ ان‬I ‫ رة ا‬% &‫ ا‬95

tenancy advice ‫ ر‬-E & ‫ص ا‬, 1‫ رة ﺑ‬% &‫ ا‬61

sexual health advice and information /Fْ -ِ ‫ص ا ِ ّ ا‬, 1‫ رة ﺑ‬% &‫ ا‬65

contraception advice ‫ ا‬8F‫ ﻣ‬W &‫ص أ‬, 1‫ رة ﺑ‬% &‫ ا‬65

health information and advice @ ‫ رة‬% &‫ ا‬65

public consultation ‫ﻣ‬ ‫ رة‬% &‫ ا‬50

genetic counselling c‫ رة ورا‬% &‫ ا‬20

reclaim ‫ ا& دة‬66

829
willingness to take risks 9‫ ز‬- ‫ ا& اد‬3

genetic predisposition c‫ ا& ادات ورا‬17

racial superiority I ‫ء‬+ &‫ ا‬84

colonialism ‫ر‬ &‫ ا‬84

cultural imperialism 9 <c ‫ر‬ &‫ ا‬84

exploitation ‫ل‬+Z &‫ ا‬86

take advantage ‫ل‬+Z &‫ ا‬86

exploitation ‫ل‬+Z &‫ ا‬87

exploitation ‫ل‬+Z &‫ ا‬87

exploitation ‫ل‬+Z &‫ ا‬88

economic exploitation ‫دي‬ I‫ل ا‬+Z &‫ ا‬86

child exploitation ‫ل ا ط ل‬+Z &‫ ا‬86

child economic exploitation ً ‫د‬ I‫ل ا ط ل ا‬+Z &‫ ا‬86

child sexual exploitation ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86

child sexual exploitation ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬88

online child sexual exploitation nX X ‫ ا‬# ً /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86

commercial child sexual exploitation ‫ ري‬-D ‫ ً _ ف‬/Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86

commercial sexual exploitation of

‫ ري‬-D ‫ ً _ ف‬/Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬86
children
child sexual exploitation ُ /Fْ ِ ‫ل ا ط ل‬+Z &‫ ا‬92

child prostitution ‫ ء‬Z# ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬8

child pornography 7 ‫ﺑ‬j‫اد ا‬, ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬86

internet child pornogrophy nX Xj‫ ا‬# 7 ‫ﺑ‬j‫اد ا‬, ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬8

abuse of power َ ْ/
ُ ‫ل ا‬+Z &‫ ا‬87

830
commercial sexual exploitation ‫ ري‬-D /Fْ ِ ‫ل‬+Z &‫ ا‬88

child sexual exploitation ‫[ط ل‬ /Fْ ِ ‫ل‬+Z &‫ ا‬8

non-economic exploitation ‫دي‬ I‫ل ) ا‬+Z &‫ ا‬86

labour exploitation ّ F_‫ل ِﻣ‬+Z &‫ ا‬86

abuse of a position of vulnerability Qْ \

َ 8I,‫ل ﻣ‬+Z &‫ ا‬87

benefit ‫ ا& دة‬80

receipt 9 i &‫ا‬/‫ ل‬#< &‫ ا‬87

stability ‫ ا& < ار‬15

settle ‫ ا& < ار‬79

inductive H‫ ا& < ا‬100

independance +< &‫ ا‬3

autonomy +< &‫ ا‬9

independence +< &‫ ا‬16

autonomy +< &‫ ا‬16

autonomy +< &‫ ا‬32

independence +< &‫ ا‬32

exploration ‫ ف‬%= &‫ ا‬2

enjoyment ‫ع‬ &‫ ا‬84

continuation ‫ار‬ &‫ ا‬47

deductive F &‫ ا‬100

depletion in fish populations = / ‫ارد ا‬, ‫اف ا‬bF &‫ ا‬89

inhalation ‫ ق‬%F &‫ ا‬38

ridicule a child ْ ِ ‫اء ﺑ‬b_ &‫ ا‬9

831
alcohol consumption ‫ل‬, = ‫ك ا‬+_ &‫ ا‬12

alcohol consumption ‫ل‬, = ‫ك ا‬+_ &‫ ا‬38

harmful alcohol use ‫ذي‬P ‫ل ا‬, = ‫ك ا‬+_ &‫ ا‬38

alcohol use ‫ل‬, = ‫ ام ا‬1 &‫ا‬/‫ك‬+_ &‫ ا‬38

disaffection O\ ‫ م ا‬/‫ ا& ء‬25

import ‫ ا& اد‬71

import ‫ ا& اد‬72

migrant importing L _ ُ ‫إد ل ا‬/‫ ا& اد‬79

language comprehension ‫ي‬,Zُ ‫ب‬ &‫ ا‬29

clitoridectomy T# ‫ل ا‬ E &‫ ا‬89

appeal ‫ ف‬FE &‫ ا‬43

craving 7,D/ ‫ _ ء‬A‫ ا‬37

disorder ‫اب‬ \‫ ا‬25

disorder ‫اب‬ \‫ ا‬29

substance use disorder I < ‫ل وا‬, = ‫ ام ا‬1 &‫اب ا‬ \‫ ا‬37

reactive attachment disorder ‫ ط ا‬#D‫اب ا ر‬ \‫ ا‬17

disinhibited attachment disorder ‫ ط ا‬#D‫اب ا ر‬ \‫ ا‬17

disorder of social functioning with 7 ‫ل ﻣ‬+ _T ‫اب ا داء ا‬ \‫ا‬

onset specific to childhood and
<َ‫ وا ُ اھ‬, ‫ ا‬25
adolescence
eating disorder S ‫اب ا‬ \‫ ا‬17

oppositional defiant disorder \‫ا‬ ‫اب ا َ ّ ي ا‬ \‫ ا‬17

feeding disorder S ‫ وا‬gZ ‫اب ا‬ \‫ ا‬17

congenital metabolic disorder <ْ 1َ ‫ ا‬H‫ا‬gZ ‫ ا‬R ‫اب ا‬ \‫ ا‬27

communication disorder @‫ا‬, ‫اب ا‬ \‫ ا‬17

832
hyperkinetic disorder ‫ط‬ ‫ ا‬S ‫اب ا‬ \‫ ا‬25

disorder of adult personality and

LZ #‫ىا‬ 1% ‫ك وا‬, /
ُ ‫اب ا‬ \‫ ا‬35
behaviour
personality disorder 1% ‫اب ا‬ \‫ ا‬35

paranoid personality disorder ‫ﺑ‬D ‫ا‬ 1% ‫اب ا‬ \‫ ا‬35

dissocial personality disorder 8 َ ْ- ُ ‫د‬ ‫ا‬ 1% ‫اب ا‬ \‫ ا‬35

‫ ً ذو‬/ X-ً ‫ < ة ط‬/ ‫) ا‬ 1% ‫اب ا‬ \‫ا‬

emotionally unstable personality
‫ ّ ي‬7َ ‫ع‬,X 35
disorder, borderline type
somatorform disorder ‫ ي‬/- ‫َ ض ا‬ ‫اب ا‬ \‫ ا‬17

tic disorder D, ‫ ّ أو ا‬S ‫ّة ا‬ ‫اب ا‬ \‫ ا‬17

tic disorder < F ‫ ّ أو ا‬S ‫ّة ا‬ ‫اب ا‬ \‫ ا‬25

anxiety disorder :َ َ< ‫اب ا‬ \‫ ا‬35

phobic anxiety disorder ‫ ا ُھ ﺑ‬:َ َ< ‫اب ا‬ \‫ ا‬35

generalised anxiety disorder ‫ ا م‬:َ َ< ‫اب ا‬ \‫ ا‬35

disorder of intellectual development F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫اب ا‬ \‫ ا‬26

pervasive developmental disorder % F ‫ ا‬,ّ ُ ُF ‫اب ا‬ \‫ ا‬27

panic disorder 8 _ ‫اب ا‬ \‫ ا‬35

gender identity disorder ‫ ر‬F- ‫ ّ ا‬,ُِ _ ‫اب ا‬ \‫ ا‬66

obsessive compulsive disorder ‫اس ا <_ ي‬,&, ‫اب ا‬ \‫ ا‬35

OCD ‫اس ا <_ ي‬,&, ‫اب ا‬ \‫ ا‬35

excretory disorder ‫ از‬9‫اب إ‬ \‫ ا‬17

developmental disorder ,ّ ُ ُF ‫ا‬/‫ّي‬, ُ ُFD ‫اب‬ \‫ ا‬27

bipolar disorder W < ‫ ا‬H Fc ‫اب‬ \‫ ا‬35

bipolar disorder W < ‫ ا‬H Fc ‫اب‬ \‫ ا‬35

somatic disorder ‫ ي‬/ ‫اب‬ \‫ ا‬25

833
profound disorder of intellectual
F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 ‫ د‬7 ‫اب‬ \‫ ا‬26
development
mild disorder of intellectual
F‫ھ‬g ‫ ا‬,ّ ُ ُF ‫ ا‬9 Q ‫اب‬ \‫ ا‬26
development
behavioural disorder S, &
ُ ‫اب‬ \‫ ا‬25

conduct disorder S, &

ُ ‫اب‬ \‫ ا‬25

hearing disorder & ‫اب‬ \‫ ا‬24

severe disorder of intellectual

development F‫ھ‬g ‫ ا‬,ّ ُ ُ F ‫ ا‬9 A ‫اب‬ \‫ ا‬26

voice disorder D,@ ‫اب‬ \‫ ا‬29

dysphonia D,@ ‫اب‬ \‫ ا‬29

voice disturbance D,@ ‫اب‬ \‫ ا‬29

attention deficit/hyperactivity disorder ‫ط‬ ‫ ا‬S ‫ا‬/b S ‫ ا‬Qْ \

َ ‫اب‬ \‫ ا‬25

ADHD ‫ط‬ ‫ ا‬S ‫ا‬/b S ‫ ا‬Qْ \

َ ‫اب‬ \‫ ا‬25

autism spectrum disorder ‫ﱡ‬7,‫ ا ﱠ‬Q ‫اب ط‬ \‫ ا‬21

autism spectrum disorder ‫ﱡ‬7,‫ ا ﱠ‬Q ‫اب ط‬ \‫ ا‬27

attention deficit disorder ‫ ه‬# X ‫ ا‬b- ‫اب‬ \‫ ا‬17

neurotic disorder # ‫اب‬ \‫ ا‬35

hyperkinetic disorder S ‫ ط ا‬9 ‫اب‬ \‫ ا‬17

swallowing disorder 8 # ‫ ا‬9 ‫اب‬ \‫ ا‬29

communication disorder @‫ا‬,D/ @‫ا‬, ‫ ا‬9 ‫اب‬ \‫ ا‬29

childhood disorder , ‫ ا‬7 ‫ ﻣ‬9 ‫اب‬ \‫ ا‬17

language disorder ‫ي‬,Zُ ‫اب‬ \‫ ا‬29

expressive language disorder ‫ ي‬# D ‫ي‬,Zُ ‫اب‬ \‫ ا‬29

receptive language disorder /7 ‫ي‬,Zُ ‫اب‬ \‫ ا‬29

834
port-traumatic stress disorder ‫ﻣ‬ ‫اب ﻣ ﺑ ا‬ \‫ ا‬35

moderate disorder of intellectual

F‫ھ‬g ‫ ا‬,ّ ُ ُ F ‫ ا‬9 y&, ‫اب ﻣ‬ \‫ ا‬26
development
specific spelling disorder E-_ ‫ ا‬9 ‫اب ﻣ َ ّ د‬ \‫ ا‬26

specific disorder of arithmetical skills ‫ ﺑ‬/ ‫ ا _ رت ا‬9 ‫اب ﻣ َ ّ د‬ \‫ ا‬26

specific speech articulation disorder T ‫ ا‬# ‫ ط < ا‬9 ‫اب ﻣ َ ّ د‬ \‫ ا‬29

specific reading disorder ‫ ا < اءة‬9 Lّ ‫ ُﻣ‬/‫اب ﻣ َ ّ د‬ \‫ ا‬26

mixed disorder of conduct and

‫ط‬ S, &ُ y 1‫اب ﻣ‬ \‫ ا‬17
emotions
mixed disorder of conduct and
‫ ط‬- / X‫ و‬S, &ُ y 1‫اب ﻣ‬ \‫ ا‬25
emotions
affective disorder ‫ا‬b‫اب ﻣ‬ \‫ ا‬35

mood disorder ‫ا‬b‫اب ﻣ‬ \‫ ا‬35

speech disorder < X ‫اب‬ \‫ ا‬29

speech and language disorder ‫ي‬,Zُ ‫ < و‬X ‫اب‬ \‫ ا‬29

mental disorder / X ‫اب‬ \‫ ا‬33

psychiatric disorder / X ‫اب‬ \‫ ا‬33

emotional disorder ‫ ط‬- / X ‫اب‬ \‫ ا‬17

emotional disorder with onset specific

, ‫ ا‬7 ‫ل ﻣ‬+ _T ‫ ط‬- / X ‫اب‬ \‫ ا‬25
to childhood
attachment disorders : ‫اﺑ ت ا‬ \‫ ا‬9

conduct disorder ‫ك‬, /ُ ‫اﺑ ت ا‬ \‫ ا‬17

specific personality disorder ‫َ ّ دة‬ ‫ا‬ 1% ‫اﺑ ت ا‬ \‫ ا‬35

other anxiety disorders ‫ى‬ ‫ ا‬:َ َ< ‫اﺑ ت ا‬ \‫ ا‬35

emotional and behavioural disorders S, /

ُ ‫ وا‬/ F ‫اﺑ ت ا‬ \‫ ا‬25

sleep disorder ‫م‬,F ‫اﺑ ت ا‬ \‫ ا‬17

835
specific developmental disorders of
&‫ ا _ رات ا ر‬9 ‫ ﻣ َ ّ دة‬,ّ ُ ُFD ‫اﺑ ت‬ \‫ ا‬26
scholastic skills
other behavioural and emotional 7 ‫ل ﻣ‬+ ‫ى‬ ‫ أ‬/ X‫ و‬S, &ُ ‫اﺑ ت‬ \‫ا‬
disorders with onset usually occuring in
<َ‫ وا ُ اھ‬, ‫ ا‬25
childhood and adolescence.
behavioural and emotional disorders 7 ‫ل ﻣ‬+ _TD / X‫ و‬S, &ُ ‫اﺑ ت‬ \‫ا‬
with onset usually occuring in childhood
<َ‫ وا ُ اھ‬, ‫ ا‬25
and adolescence.
‫ ط‬D/‫ ام‬1 &‫ ا‬L -D X S, &ُ ‫ و‬/ X ‫اﺑ ت‬ \‫ا‬
mental and behavioural disorders due
X / F ‫اد ا‬, ‫ ا‬37
to psychoactive substance use
other developmental disorders of
Z‫ وا ﱡ‬: F ‫ ا‬9 ‫ى‬ ‫ أ‬,ّ ُ ُ X ‫اﺑ ت‬ \‫ ا‬29
speech and language
specific developmental disorders of
Z‫ وا ﱡ‬: F ‫ ا‬9 ‫ ﻣ َ ّ دة‬,ّ ُ ُ X ‫اﺑ ت‬ \‫ ا‬29
speech and language
resocialisation considerations ّ ‫ ا‬E%F ‫ رات إ دة ا‬# ‫ ا‬46

assault ‫اء‬ ‫ ا‬25

sexual assault /Fْ ِ ‫اء‬ ‫ ا‬8

indecent assault /Fْ ِ ‫اء‬ ‫ ا‬8

sexual assault /Fْ ِ ‫اء‬ ‫ ا‬65

interception ‫ا < ف‬/‫اض‬ ‫ ا‬78

confession ‫اف‬ ‫ ا‬67

acknowledge ‫اف ب‬ ‫ ا‬65

plead guilty WXg ‫اف ﺑ‬ ‫ ا‬43

detain < ‫ ا‬34

parental substance dependancy I < ‫اد وا‬, ‫ ا‬O L ‫ا‬, ‫د ا‬ ‫ ا‬17

alcohol dependance ‫ل‬, = ‫ ا‬O ‫د‬ ‫ ا‬38

interdependence ‫ دَل‬# ‫د ُﻣ‬ ‫ ا‬72

reliability ‫د‬ ‫ ا‬100

dependancy =ّD‫ا‬/ ‫د‬ ‫ ا‬2

836
withdrawal symptoms ‫ ب‬/X ‫اض ا‬ ‫ ا‬37

Salamanca Statement =F‫ن & ﻣ‬+ ‫ ا‬21

rape ‫ب‬ )‫ ا‬88

assumption ‫ اض‬9‫ ا‬20

assumption ‫ اض‬9‫ ا‬65

proposal ‫ اح‬I‫ ا‬93

economy ‫د‬ I‫ ا‬94

social economy ‫دا‬ I‫ ا‬53

welfare pluralism ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا‬ I‫ ا‬57

mixed economy of welfare ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا‬ I‫ ا‬57

welfare mix ‫در‬ ‫ ه ُﻣ ﱢد ا‬9 ‫د ا‬ I‫ ا‬57

knowledge economy 9 ‫دا‬ I‫ ا‬60

underground economy ‫د& ي‬ I‫ ا‬86

clandestine economy ‫د& ي‬ I‫ ا‬86

housing economy F=& ‫د‬ I‫ ا‬61

new industrial economy l ّ 7َ F@ ‫د‬ I‫ ا‬91

informal economy ‫& ي‬/ &‫د ) ر‬ I‫ ا‬89

local economy ‫دﻣ‬ I‫ ا‬62

emerging economy ‫ﻣ‬X‫د‬ I‫ ا‬91

language acquisition Z‫ ب ا ﱡ‬/ S‫ ا‬29

acquire ‫ل‬, 7/‫ ب‬/ S‫ ا‬76

self-discovery ‫ات‬g ‫ ف ا‬% S‫ ا‬10

overcrowding ‫ ظ‬T S‫ ا‬44

837
depression in old age L ّF/ِ ُ ‫ ب ا‬E S‫ا‬/ ,1 % ‫ ب ا‬E S‫ ا‬41

postnatal depression ‫ دة‬, ‫ ب ﻣ ﺑ ا‬E S‫ ا‬17

trafficking ‫ ر‬-D ‫ ا‬87

sexual trafficking /Fْ -ِ ‫ ر ا‬-D ‫ ا‬88

sex trafficking /Fْ -ِ ‫ ر ا‬-D ‫ ا‬88

sex trafficking /Fْ -ِ ‫ ر ا‬-D ‫ ا‬88

people trafficking ‫ ص‬1A ‫ ر ﺑ‬-D ‫ ا‬79

child trafficking ‫ ر ﺑ ط ل‬-D ‫ ا‬86

trafficking in children ‫ ر ﺑ ط ل‬-D ‫ ا‬86

trafficking in children ‫ ر ﺑ ط ل‬-D ‫ ا‬87

child trafficking ‫ ر ﺑ ط ل‬-D ‫ ا‬87

sale of children ‫ ا ط ل‬8 ‫ﺑ‬/‫ ر ﺑ ط ل‬-D ‫ ا‬86

organ trafficking ‫ء‬i ‫ ر ﺑ‬-D ‫ ا‬87

human trafficking %# ‫ ر ﺑ‬-D ‫ ا‬79

people trafficking %# ‫ ر ﺑ‬-D ‫ ا‬79

human trafficking %# ‫ ر ﺑ‬-D ‫ ا‬87

people trafficking %# ‫ ر ﺑ‬-D ‫ ا‬87

trafficking in persons %# ‫ ر ﺑ‬-D ‫ ا‬87

trade in people %# ‫ ر ﺑ‬-D ‫ ا‬87

trafficking in girls and women ‫ ء‬/F ‫ ت وا‬F# ‫ ر ﺑ‬-D ‫ ا‬87

sex trafficking `F- ‫ ر ﺑ‬-D ‫ ا‬87

sexual trafficking `F- ‫ ر ﺑ‬-D ‫ ا‬87

drug trafficking ‫ ﱢرات‬1 ُ ‫ ر ﺑ‬-D ‫ ا‬87

838
trafficking men for sex ‫ل‬ ‫ ً ﺑ‬/Fْ ِ ‫ ر‬-D ‫ ا‬88

trafficking women for sex ‫ ء‬/F ‫ ً ﺑ‬/Fْ ِ ‫ ر‬-D ‫ ا‬88

trafficking for sexual exploitation /Fْ -ِ ‫ل ا‬+Z & ‫ ب ا‬#& ‫ ر‬-D ‫ ا‬87

European Union ‫ د ا وروﺑ‬D ‫ ا‬76

EU ‫ د ا وروﺑ‬D ‫ ا‬85

International Federation of Social

L ‫ا‬L @ z ‫ د ا و‬D ‫ ا‬71
Workers
International Federation of Social
L ‫ا‬L @ z ‫ د ا و‬D ‫ ا‬92
Workers
IFSW L ‫ا‬L @ z ‫ د ا و‬D ‫ ا‬92

European Convention on Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ ا‬33

European Convention on Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ ا‬74

ECHR ‫ ن‬/Xj‫ق ا‬,<ُ ‫ ّ ا وروﺑ‬I ّD ‫ ا‬74

European Convention for the Protection kD 7‫ ن و‬/Xj‫ق ا‬,<ُ7 ‫ ّ ا وروﺑ‬I ّD ‫ا‬

of Human Rights and Fundamental
&& ‫ ا‬5
Freedoms
International Convention on the L _ُ ‫ل ا‬ ‫ا‬8 ‫ق‬,<ُ7 ‫ ّ ا و‬I ّD ‫ا‬
Protection of the Rights of All Migrant
‫ اد أ& ھ‬9‫ وأ‬77
Workers and Members of Their Families
International Convention on the b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬
Elimination of All Forms of Racial
‫ي‬ Fْ ُ ‫ ا‬84
Discrimination
b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬
ICERD ‫ي‬ Fْ ُ ‫ ا‬84

UN International Convention on the b ‫= ل ا‬A‫ أ‬8 O ‫ ء‬i< ‫ ّ ا و‬I ّD ‫ا‬

Elimination of All Forms of Racial
‫ي‬ Fْ ُ ‫ ا‬85
Discrimination
first client meeting ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬/ ‫ ا‬8‫ا < ء ا ول ﻣ‬/‫ع‬ ‫ ا‬47

global warming ‫اري‬ ‫ س ا‬# 7 ‫ ا‬89

global warming ‫اري‬ ‫ س ا‬# 7 ‫ ا‬89

839
staff retention L ‫ظ‬, ‫ ظ ﺑ‬7 ‫ ا‬96

SEN ّ 1‫ّ ا‬
@ ‫تا‬ 7 ‫ ا‬23

mobility needs <F ‫ت ا‬ 7 ‫ ا‬48

disorientation ‫ ك‬#D‫ ا ر‬41

L‫ ﱢرات ﻣ‬1 ُ ‫ ط ا‬D /‫ رات‬1 ‫ر ي‬, ‫ ام ا‬1 & ‫ا‬

intravenous drug ‫ل اا وردة‬+ 39

neo-colonialism -‫را‬ & ‫ ا‬72

conditionality ‫ اط‬A ‫ ا‬60

recognising trafficking ‫ ر‬-D ‫اف ﺑ‬ ‫ ا‬87

dependency on others L }‫ ا‬O ‫د‬ ‫ ا‬40

welfare dependancy ‫ه‬9 ‫ا‬O ‫د‬ ‫ ا‬60

dependance ‫د‬ ‫ ا‬37

look after ‫ءب‬F ‫ ا‬55

overfish ‫ط‬ ‫ا‬ ‫ا‬/ = / ‫ارد ا‬, ‫ك ا‬+_ &‫ ا‬9 ‫ اط‬9 ‫ ا‬89

depression ‫ ب‬E S ‫ ا‬35

‫ف ا}ن‬ Ir ‫& )ﻣ‬,_ ‫ ب ا‬E S ‫ا‬

manic depression (W < ‫ ا‬H Fc ‫اب‬ \ ‫ ﺑ‬35

comply with ‫ام ب‬b ‫ ا‬45

soliciting ‫س‬ ‫ ا‬88

‫ا‬g‫ ھ‬9) X,X I 1‫ﻣ‬/ ‫= ب‬D‫ ار‬L ‫ ع‬Fِ ‫ا ْﻣ‬

L g ‫< ت ا‬#& ‫وي ا‬g r ‫ م ا‬1 / ‫ ق دة‬/ِ ‫ا‬
desistance ( H‫ ا‬- ‫= ب ا‬D‫ ار‬L L F ‫ا ﻣ‬, #@‫ ا‬43

physician assisted suicide ‫ة‬/W # ‫ ِ ة ا‬/ ُ ‫ر ﺑ‬ X ‫ ا‬42

suicidality ‫ر‬ X ‫ ا‬35

shift from residential to community

services َ ْ- ُ ‫ َﻣ ت ا‬1َ ‫ ا‬O ‫ إ‬H‫ا‬, j‫ َﻣ ت ا‬1َ ‫ ا‬L‫ < ل ﻣ‬X ‫ ا‬32

840
welfare to work ‫ ا‬O ‫ ه إ‬9 ‫ ا‬L‫ < ل ﻣ‬X ‫ ا‬60

preoccupation with ‫ ل ب‬Z%X ‫ ا‬50

Terre des Hommes ‫ ن‬/Xj‫رض ا‬ ‫ د ا و‬Dj‫ ا‬92

action to be taken ‫ ذه‬1D‫ ا‬W ‫ا‬, ‫اء ا‬ j‫ ا‬47

criminality ‫اﻣ‬ ‫إ‬ / ‫اﻣ‬ j‫ ا‬43

compulsory detention ‫اﻣ‬b j‫ ز ا‬- 7j‫ ا‬34

managerialism ‫دار‬j‫ ا‬56

bereavement counselling =R ‫ د‬A‫ر‬j‫ ا‬42

Islam ‫م‬+&j‫ ا‬67

Islam ‫م‬+&j‫ ا‬68

Islam in the West ‫ ب‬Z ‫ ا‬9 ‫م‬+&j‫ ا‬68

Universal Declaration of Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا‬+ j‫ ا‬73

UDHR ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا‬+ j‫ ا‬73

Universal Declaration of Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا‬+ j‫ ا‬74

plead not guilty ‫ اءة‬# ‫ ار ﺑ‬Ij‫ ا‬43

belief in spirit possession ‫اذ ا رواح‬, & ‫ ن ﺑ‬j‫ ا‬7

research on ageing ,1 % ‫ ا‬L ‫ ا ﺑ ث‬40

teleological ethics H Z ‫ ت ا‬I+ ‫ ا‬70

deontological ethics # ‫ا‬, ‫ ت ا‬I+ ‫ ا‬70

duty ethics # ‫ا‬, ‫ ت ا‬I+ ‫ ا‬70

functioning ‫ ا داء‬35

travelling people 7 ‫ ص ا‬1A ‫ ا‬18

black and minority ethnic people I ‫ا‬ I ‫د وا‬,/ ‫ ص ا‬1A ‫ ا‬81

841
 9 ‫ل‬bF ‫ ا‬9 ‫ ّ ھ‬7َ , ‫ن‬,S Lg‫ا ط لا‬
children left at home alone
W& F‫ ) ﻣ‬9
inappropriate to their age
baby boomers ‫ ﺑ‬-Xj‫ة ا‬ ‫ ة ا‬9 9 ‫دون‬, , ‫ ا ط ل ا‬3

security ‫ ا ﻣ ن‬42

safety ‫ ا ﻣ ن‬68

Secretariat ‫ ا ﻣ‬X ‫ ا ﻣ‬74

United Nations ‫َ ّة‬ ‫ ا ﻣ ا‬74

UN ‫َ ّة‬ ‫ ا ﻣ ا‬74

United Nations ‫َ ّة‬ ‫ ا ﻣ ا‬76

felxicurity ‫ن‬ ‫ا‬ ‫ظ‬, ‫ ا‬L‫ ا ﻣ‬57

functional illiteracy H‫أدا‬/ ‫ظ‬, ‫ ا ﻣ ا‬26

Anglo-American = ‫ أﻣ‬, -X ‫ ا‬70

Anglo-American = ‫ أﻣ‬, -X ‫ ا‬95

job seeking ‫وظ‬/ L l # ‫ ا‬31

literature search ‫رة‬,%F ‫ل ا‬ ‫ ا‬/‫ ا دﺑ ت‬9 l # ‫ ا‬100

Mediterranean y&, ‫ ا‬J ‫ا ﺑ‬ # ‫ ا‬56

empirical social research # - ‫ّ ا‬ ‫ث ا‬, # ‫ ا‬100

take up work ‫ ء ﺑ‬# ‫ ا‬58

unemployment # ‫ ا‬57

unemployment # ‫ ا‬60

worklessness # ‫ ا‬60

structural unemployment =_‫ا‬ # ‫ ا‬60

long term unemployment #‫ا ىا‬O # ‫ ا‬59

prostitution ‫ ء‬Z# ‫ ا‬88

842
forced prostitution ‫ ي‬/< ‫ ء ا‬Z# ‫ ا‬88

stick together ً ‫< ء ﻣ‬# ‫ ا‬50

sending country & ‫ ا‬# ‫ ا‬75

sending country & ‫ ا‬# ‫ ا‬76

benzodiazepine L # ‫ود ز‬bF# ‫ ا‬38

World Bank ‫ ا و‬uF# ‫ ا‬74

World Bank ‫ ا و‬uF# ‫ ا‬91

patriarchal structure ,‫ ا ﺑ‬F# ‫ ا‬63

professional bureaucracy ّ F_ ِ ‫ اط ا‬I‫ و‬# ‫ ا‬94

biometric identifier ( =#% ‫ ا‬r/‫ أو ﻣ‬8#@ ‫ا‬ ‫)أي ﺑ‬ ‫ﻣ‬, # ‫ ا‬78

built environment ‫رة‬, ‫ ا‬E # ‫ ا‬62

domestic sphere ‫ا & ي‬y ‫ا‬/ bF ‫ ا‬E # ‫ ا‬63

life space ‫ ة‬7, ‫ا‬ ‫ دا‬% ‫ وا‬E # ‫ ا‬16

social milieu ‫ا‬y ‫ا‬/ E # ‫ ا‬59

critical reflexivity ‫< ي‬F ‫ ا ]ﻣ ا‬69

subsidiarity # ‫ ا‬57

sex education /Fْ -ِ ‫ ا‬Q <R ‫ ا‬65

trisomy 21 21 Z# ‫ ا‬l R ‫ ا‬27

denationalisation /Fْ -ِ ‫ ا‬L‫ﻣ‬ - ‫ ا‬76

freedom from torture and degrading

F _ ‫ وا ُ َﻣ ا‬W g ‫ ا‬L‫ر ﻣ‬ ‫ ا‬73
treatment
freedom from slavery ‫د‬,# ‫ ا‬L‫ر ﻣ‬ ‫ ا‬73

validation ّ ِ ‫ ا‬L‫ ﻣ‬:ّ< ‫ ا‬30

self-control ‫ات‬g ‫ ا = ﺑ‬55

843
life control ‫ة‬ ‫ ى ا‬- ‫ ا = ﺑ‬69

psychoanalytical /F‫ا‬ ‫ ا‬36

dactylology 8‫ ﺑ @ ﺑ‬W‫ ط‬1 ‫ ا‬24

release planning s1A ‫ق & اح‬+‫ط‬j y 1 ‫ ا‬44

permanency planning H‫دا‬ y 1 ‫ ا‬14

care planning ِ y 1 ‫ ا‬47

pain relief ‫ ا‬L‫ ﻣ‬Q 1 ‫ ا‬42

controlled emotional involvement ‫ود‬ ‫ا‬ ‫ ا َ َ ﱡ ا ط‬70

early intervention =‫ ﱢ‬# ُ ‫ ا َ َ ﱡ ا‬1

career progression ‫ظ‬, ‫ ا رج ا‬96

career progression ‫ظ‬, ‫ ا رج ا‬97

post-qualifying training ‫ ا ]ھ‬k 7 ‫ ﺑ ﻣ‬W ‫ ا ر‬96

SEBD teaching ُ ‫ ا‬/F‫ّ ا‬

S, / ‫ﺑ ت ا‬, ‫وي ا‬g ` ‫ ا ر‬25

rationalisation A ‫ ا‬56

constructivism # S ‫ ا‬69

widowhood ‫ ا ﻣ‬41

adherence ‫ام‬b ‫ ا‬36

compliance ‫ام‬b ‫ ا‬36

adhere to ‫ام ب‬b ‫ ا‬100

commonality S‫ ر‬% ‫ ا‬50

homelessness ‫ د‬% ‫ ا‬61

rooflessness ‫ د‬% ‫ ا‬61

ICF ّ ِ ‫ وا‬I j‫[داء وا‬ ‫ا و‬QF ‫ ا‬23

844
International Classification of
ّ ِ ‫ وا‬I j‫[داء وا‬ ‫ا و‬QF ‫ ا‬19
Functioning, Disability and Health
ICD 11 % ‫ا د‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬33

ICD 11 ‫ ة‬% ‫ا د‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬26

ICD 10 ‫ ة‬A ‫ا‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬26

ICD 10 ‫ ة‬A ‫ا‬ # ‫ ا‬- ‫[ﻣ اض‬ ‫ا و‬QF ‫ ا‬33

habitus ّ ‫ ا‬E # ‫ ﺑ‬8# ‫ ا‬59

practice : ّ# ‫ ا‬96

development ‫ّر‬,َ َ ‫ ا‬91

social and emotional growth / F ‫ا‬/ ‫وا ط‬ ‫ ا‬,ّ ُ ُF ‫ا‬/‫ّر‬,َ َ ‫ ا‬9

voluntariness , ‫ ا ﱠ‬53

Al Ta’azir ‫ز‬ ‫ ا‬68

´tough on crime´ ‫ ة‬%‫ ﺑ‬H‫ ا‬- ‫ ا‬8‫ﻣ ﻣ‬ ‫ ا‬45

coping with stress ‫ط ت‬,Zi

ُ ‫ ا‬8‫ﻣ ﻣ‬ ‫ ا‬64

polygamy ‫و‬b ‫د ا‬ ‫ ا‬68

get to know O‫ف إ‬ ‫ ا‬60

experience-based learning # - ‫ا‬/ ‫ ﺑ‬- ‫ ا‬O H<‫ﱡ ا‬ ‫ ا‬54

early learning =‫ ﱢ‬# ُ ‫ﱡ ا‬ ‫ ا‬13

interpersonal learning ‫ ص‬1A ‫ ا‬8‫ﻣ‬ ‫ ا‬# ‫ﱡ‬ ‫ ا‬49

education in old age ,1 % ‫ ا‬Lّ &ِ 9 ‫ﱡ‬ ‫ ا‬41

early learning ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬Lّ &ِ 9 ‫ﱡ‬ ‫ ا‬54

work-based learning ‫ل ا‬+ L‫ﱡ ﻣ‬ ‫ ا‬96

education ‫ ا ﱠ‬13

formal learning ( & ‫)ا‬ ‫ ا ﱠ‬54

845
social education ‫ا‬ ‫ ا ﱠ‬54

conductive education ‫ دي‬A‫ا ر‬ ‫ ا ﱠ‬30

experiential education # - ‫ا‬ ‫ ا ﱠ‬54

formal education ( ّ ‫ﻣ‬,=ُ ‫)ا‬ & ‫ا‬ ‫ ا ﱠ‬54

informal education ( ّ ‫ﻣ‬,=ُ7 )) &‫ ر‬Z ‫ا‬ ‫ ا ﱠ‬54

early education =‫ ﱢ‬# ُ ‫ا‬ ‫ ا ﱠ‬13

early education =‫ ﱢ‬# ُ ‫ا‬ ‫ ا ﱠ‬54

school education &‫ا ر‬ ‫ ا ﱠ‬1

employment-based learning ‫ظ‬, :ِ9‫ا‬ ‫ا‬ ‫ ا ﱠ‬99

education in its widest sense ‫م‬ =%‫ﺑ‬ ‫ ا ﱠ‬54

education in the broadest sense of the

‫م‬ =%‫ﺑ‬ ‫ ا ﱠ‬54
word
nursery education X i ‫ ا‬Lّ &ِ 9 ‫ ا ﱠ‬54

early years education =‫ ﱢ‬#‫ ُﻣ‬Lّ &ِ 9 ‫ ا ﱠ‬13

early education ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 ‫ ا ﱠ‬1

special needs education ّ 1 ‫ ّ ا‬,‫ا ّ ﺑ‬/ ّ

@ ‫تا‬ 7 ‫وي ا‬g ‫ ا ﱠ‬21

education for sustainable development ‫ اﻣ‬/ ‫ا‬ F ‫ ا ﱠ‬11

teaching ` ‫ا ر‬/ ‫ ا ﱠ‬54

special education ّ 1 ‫ا ﺑ ا‬/

@ ‫ ا ﱠ‬48

nursery education X i ‫ ا‬9 ‫ا ﺑ‬/ ‫ ا ﱠ‬26

education Q <RD/ ‫ ا ﱠ‬1

education Q <RD/ ‫ ا ﱠ‬46

symbolic interactionism b‫ا ﻣ‬ ‫ ا‬69

hermeneutics / ‫ ا‬69

846
compulsive checking ‫ ا < ا <_ ي‬35

belittle ‫]ن‬A L‫ﻣ‬ < ‫ ا‬9

cut benefits ‫ َﻣ ت ا ا‬1َ ‫ ا‬L‫ا َ ّ ﻣ‬/ < ‫ ا‬56

Islamic calendar ‫ﻣ‬+&j‫ ا‬,< ‫ ا‬68

language production ‫ي‬,Zُ ‫= ا‬% ‫ا‬/L ,= ‫ ا‬29

nursing J ‫ ا‬42

learning disability nursing ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ل‬-‫ َﻣ‬9 J ‫ ا‬22

discrimination on grounds of sex `F- ‫ ا‬O ‫ ًء‬F‫ ﺑ‬b ‫ ا‬63

discrimination against women ‫أة‬ ‫\ ا‬b ‫ ا‬63

competitiveness /9 F ‫ ا‬60

New Public Management ‫ون ا ﻣ‬P% - ‫ ا‬TF ‫ ا‬94

job mobility ‫ظ‬, ‫< ا‬F ‫ ا‬57

couch surfing ‫ د‬% ‫ ا‬W#/‫ ﺑ‬L }‫ زل ا‬F‫ ﻣ‬L ‫< ﺑ‬F ‫ ا‬61

cyberbullying X‫ ا = و‬y / ‫ا‬/ X‫ = و‬j‫ ﱡ ا‬F‫ ا ﱠ‬10

urban development i ‫ا‬ F ‫ ا‬62

personal growth ّ D‫ا‬g ‫ا‬ F ‫ ا‬36

meningitis / ‫ ا _ ب ا‬89

drug-related infection ‫ ﱢرات‬1 ُ ‫ ﺑ‬: ‫ ا _ ب ﻣ‬39

tactile signing / ‫ ا‬Z‫ ا ﱡ‬# @‫ا‬, ‫ ا‬24

intergenerational contact and exchange

‫ل‬ ‫ ا‬L ‫ دَل ﻣ ﺑ‬# ُ ‫ا‬ ‫ا@ وا‬, ‫ ا‬41
work
Torah ‫راة‬, ‫ ا‬68

paid employment ‫ع‬,9 ‫ ا‬Q ‫ظ‬, ‫ ا‬60

employment in the open labour market ‫ح‬, ‫ا‬ ‫ق ا‬,& 9 Q ‫ظ‬, ‫ ا‬31

847
inebriation R ‫ ا‬38

flipside }‫ ا‬WX - ‫ ا‬55

dialectics - ‫ ا‬69

socio-spatial dialectic X= ‫ّ ا‬ ‫ا‬ - ‫ ا‬62

General Assembly ‫ا ﻣ‬ - ‫ ا‬74

civic republicanism X ‫ ا‬D ‫ر‬,_ - ‫ ا‬50

Al-Jynayaat ‫ ت‬F- ‫ ا‬68

opposite sex }‫` ا‬F- ‫ ا‬66

sexual surrogacy # ‫` ا‬F- ‫ ا‬65

sexuality X /F- ‫ ا‬66

human sexuality %# ‫ ا‬X /F- ‫ ا‬65

sexuality in old age ,1 % ‫ ا‬Lّ &ِ 9 X /F- ‫ ا‬65

global South ‫ب ا‬,F- ‫ ا‬91

jihad ‫_ د‬- ‫ ا‬68

lesser jihad Z@ ‫_ د ا‬- ‫ ا‬68

greater jihad T ‫_ د ا‬- ‫ ا‬68

central nervous system ‫ي‬bSِ ْ َ ‫ ا‬# ‫_ ز ا‬- ‫ ا‬39

socio-economic status ‫د‬ I ‫ّ ا‬ ‫ا‬ ‫ ا‬59

incarceration L-/ ‫ا‬/`# ‫ ا‬44

pilgrimage to Mecca ‫ ﻣ= ا = ﻣ‬O ‫ إ‬h ‫ ا‬68

minimum standard of living % ‫ى ا‬, /ْ ‫ ُﻣ‬L‫ ﻣ‬OX‫ ا َ ّ ا د‬57

minimal benefit ‫ ت‬I ّ< &+ OX‫ ا َ ّ ا د‬57

basic minimum income OX‫ ا َ ّ ا د‬59

848
subsistence minimum OX‫ ا َ ّ ا د‬59

minimum standard ‫ ا‬L‫ ﻣ‬OX‫ ا َ ّ ا د‬73

damage limitation ‫ ر‬i ‫ ا‬L‫ ا َ ّ ﻣ‬39

Hadud ‫ود‬ ‫ ا‬68

safeguarding ‫ا‬O ‫ص‬ ‫ ا‬1

9 1% ‫َ َ ﱡ ا و أو ا َ َ ﱡ ا‬D L‫ﻣ‬ ‫ا‬

freedom from state or personal
‫ه‬+ ‫رة أ‬,Sg ‫ق ا‬,<ُ ‫ ا‬73
interference in the above rights
grief ‫ا َ ّ اد‬/O& ‫ا‬/‫ن‬b ‫ ا‬42

mourning ‫ا َ ّ اد‬/O& ‫ا‬/‫ن‬b ‫ ا‬42

somatosensory /- ‫ ا‬/ ‫ ا‬28

juvenile custodial sentence L-/ ‫ ّ اث ﺑ‬7َ ‫ ا‬O = ‫ ا‬46

local government ‫ﻣ ا‬,= ‫ ا‬1

governmentality ّ ‫ﻣ‬,=ُ ‫ ا‬55

protection against dismissal ( ‫ ا‬L‫ ق ﻣ‬/ِ ‫ا ا‬g‫ ھ‬9) ‫د‬ ‫ ا‬L‫ﻣ‬ ‫ ا‬31

yellow fever ‫اء‬ ‫ا‬O ‫ ا‬89

cleft palate ‫ق‬,<% ‫ ا‬uF ‫ ا‬29

homesickness L‫ط‬, ‫ ا‬O ‫ إ‬L F ‫ ا‬82

sex life /Fْ -ِ ‫ة ا‬ ‫ ا‬65

everyday life ‫ﻣ‬, ‫ة ا‬ ‫ ا‬48

possession of drugs ‫ رات‬1‫ ﻣ‬O ‫زة‬ ‫ ا‬39

genogram F - ‫ رط ا‬1 ‫ ا‬36

infibulation 1 ‫ ن ا‬1 ‫ ا‬89

social services ّ ‫ َﻣ ت ا‬1َ ‫ ا‬1

local authority children’s services ‫ْ َ ا‬/

ُ ‫ ا‬L‫ِ ْ ﻣ‬ ّ ‫ َﻣ ت ا‬1َ ‫ ا‬1

849
VSO ‫ رج‬1 ‫ ا‬9 , ‫ َﻣ ت ا ﱠ‬1َ ‫ ا‬92

Voluntary Service Overseas ‫ رج‬1 ‫ ا‬9 , ‫ َﻣ ت ا ﱠ‬1َ ‫ ا‬92

International Social Service ‫ّ ا و‬ ‫ ْ ﻣ ا‬1ِ ‫ ا‬92

vascular dementia H , ‫ ف ا‬1 ‫ ا‬41

dementia k ‫ا‬/‫ ف‬1 ‫ ا‬41

socigram ّ ‫ا‬ 1 ‫ ا‬48

privatisation 1 1 ‫ ا‬56

diphtheria ‫ ق أو ا‬F1 ‫ ا‬89

sexual drive /Fْ -ِ ‫ ا‬89‫ ا ا‬36

pre-tax income WH‫ ا‬i ‫ ا‬/7 #I ‫ ا‬57

e-learning X‫ ا را& ا = و‬99

community-based support for disabled

I j‫وي ا‬g 8 َ ْ- ُ ‫ ا‬O H < ‫ ا ْ ا‬51
people
benefit ‫ ا ْ ا دي‬30

defend Islam ‫م‬+&j‫ ا‬L ‫ ع‬9 ‫ ا‬68

dictatorship ‫ر‬,D S ‫ ا‬90

role expectation 8I, ‫ ا ور ا‬81

sending state & ‫ ا و ا‬76

the id ‫ات‬g ‫ ا‬36

the superego ‫ات ا‬g ‫ ا‬36

moral panic I+ ‫ ا‬8 _ ‫ا‬/ g ‫ ا‬46

hegemonic masculinity F _ ‫ر ا‬,Sg ‫ ا‬63

going to the toilet ‫ض‬7 ‫ ام ا‬1 &‫ا‬/‫ ض‬7 ‫ ا‬O ‫ھ ب إ‬g ‫ ا‬42

850
International Association of Schools of
Social Work ‫ا‬ ‫= تا‬ ‫ا و‬ ‫ ا اﺑ‬92

IASSW ‫ا‬ ‫= تا‬ ‫ا و‬ ‫ ا اﺑ‬92

International Association of Schools of

j‫ا‬ ‫= تا‬ ‫ا و‬ ‫ ا اﺑ‬71
Social Work
relating theory to practice : ّ# ‫وا‬ TF ‫ ا‬L ‫ ﺑ‬y‫ ا ﺑ‬69

men who have sex with men ‫ل‬ ‫ ا‬8‫` ﻣ‬F- ‫ن ا‬,&‫ر‬ Lg‫لا‬ ‫ ا‬66

traveller 7 ‫ ا‬81

Muhammad ‫ل ﻣ‬,& ‫ ا‬68

Muhammed ‫ل ﻣ‬,& ‫ ا‬68

social care ّ ‫ا‬ ِ ‫ ا‬1

social care ّ ‫ا‬ ِ ‫ ا‬53

social care ّ ‫ا‬ ِ ‫ ا‬56

social care ّ ‫ا‬ ِ ‫ ا‬92

social care ّ ‫ا‬ ِ ‫ ا‬94

social care ّ ‫ا‬ ِ ‫ ا‬97

children’s social care ‫ّ [ط ل‬ ‫ا‬ ِ ‫ ا‬1

social care with older people L ّF/ِ ُ ّ ‫ا‬ ِ ‫ ا‬41

residential care H‫ا‬, j‫ا‬ ِ ‫ ا‬42

foster care #‫ا‬ &ُ ‫ا‬ ِ ‫ ا‬14

palliative care ‫ا‬ ِ ‫ ا‬42

spiritual and pastoral care , ‫ وا‬X 7‫ا و‬ ِ ‫ ا‬42

health care ‫ا‬ ِ ‫ ا‬52

health care ‫ا‬ ِ ‫ ا‬56

851
health care ‫ا‬ ِ ‫ ا‬58

primary health care ‫ا و‬ ‫ا‬ ِ ‫ ا‬64

secondary health care ,X R ‫ا‬ ‫ا‬ ِ ‫ ا‬64

aftercare ّ<7+ ‫ا‬ ِ ‫ ا‬37

community care َ ْ- ُ ‫ا‬ ِ ‫ ا‬51

‫ ِر‬9 ّ & ‫ ت ا‬S‫ ا‬% ‫ا‬/ ّ & ‫ا ا‬, ‫ا‬ ِ ‫ا‬

‫_ ت‬- ‫ ا‬L ‫ ﻣ ﺑ‬S‫ ر‬%D ‫و وا‬P/‫ﻣ‬/‫ا ط ل‬
corporate parenting 1 ‫ ا‬14

unpaid care of family members ‫ اد ا ُ& ة‬9 ,9 ‫) ﻣ‬ ِ ‫ ا‬60

care in the community 8 َ ْ- ُ ‫ ا‬9 ِ ‫ ا‬51

hospice care ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬42

hospice ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬42

end of life care ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬42

bereavement care =R ِ ‫ ا‬42

workfare ‫ وط‬% ‫ا‬ ‫ ه ا‬9 ‫ ا‬60

social phobia ‫ ا ُھ ب ا‬35

spirituality X 7‫ ا و‬67

Romani ‫ ا وﻣ‬18

residual vision <# ‫ ا ؤ ا‬24

causality ##/ ‫ ا‬69

prison population ‫ ء‬F-/ ‫ ا‬44

confidentiality / ‫ ا‬47

leisure pursuit ‫ھ‬9 ‫ا‬O‫إ‬ /‫ ا‬1

indigenous population L @ ‫= ن ا‬/ ‫ ا‬82

852
public safety ‫ﻣ ا ﻣ‬+/ ‫ ا‬44

incontinence ` / ‫ ا‬42

urinary incontinence ,# ‫ ` ا‬/ ‫ ا‬42

local authority ‫ْ َ ا‬/

ُ ‫ ا‬1

local authority ‫ْ َ ا‬/

ُ ‫ ا‬14

presenting behaviour ‫ھ‬T‫ا‬ ‫ك ا‬, /

ُ ‫ ا‬33

externalising behaviour ‫ ر‬1 ‫ك ا‬, /

ُ ‫ ا‬25

internalising behaviour ‫ك ا ا‬, /

ُ ‫ ا‬25

residual hearing <# ‫ ا‬8 / ‫ ا‬24

Sunnah ّF/ِ ‫ ا‬68

Sikhism 1 / ‫ ا‬67

right wing extremist youth ‫ف‬ ‫ ا‬F ‫ ب ا‬#%‫ ا ﱠ‬11

‫ ء‬Z# ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬O ‫ ء‬i< ‫= ا و‬#% ‫ا‬

‫) اض‬ _‫ ر ﺑ‬-D ‫ وا‬7 ‫ﺑ‬j‫اد ا‬, ‫ ج ا‬X‫ إ‬9‫و‬
ECPAT /Fْ ِ 92

‫ ء‬Z# ‫ ا‬9 ‫ل ا ط ل‬+Z &‫ ا‬O ‫ ء‬i< ‫= ا و‬#% ‫ا‬

End Child Prostitution, Child ‫) اض‬ _‫ ر ﺑ‬-D ‫ وا‬7 ‫ﺑ‬j‫اد ا‬, ‫ ج ا‬X‫ إ‬9‫و‬
Pornography and Trafficking of Children
/Fْ ِ 92
for Sexual Purposes
diaspora ‫ ت‬% ‫ ا‬82

interviewee ‫ ا < ﺑ‬k ‫ ي ﻣ‬-D ‫ي‬g ‫ ا‬s1% ‫ ا‬100

habitual drinking ‫ ا دة‬L ‰A F ‫ ب ا‬% ‫ ا‬38

moderate drinking ‫ال‬ ‫ ب ﺑ‬% ‫ ا‬38

responsible drinking ‫و‬P/‫< ﻣ‬ ‫ ب ﺑ‬% ‫ ا‬38

sensible drinking X+< ‫ ب ﺑ‬% ‫ ا‬38

heavy drinking <c ‫ ب‬% ‫ ا‬38

853
binge drinking ‫ ب‬%‫ ا‬9 \ ‫ ه ا‬% ‫ ا‬38

bingeing ‫ ب‬%‫ ا‬9 \ ‫ ه ا‬% ‫ ا‬38

feeling of shame ‫ر‬ ‫ر ﺑ‬, % ‫ ا‬59

feeling of unreality I‫ا‬, ‫ر ﺑ م ا‬, % ‫ ا‬35

recovery 9 ‫ا‬/‫ ء‬% ‫ ا‬37

cleft lip #X‫ا ر‬/ I,<% ‫ ا‬% ‫ ا‬29

global North ‫ ل ا‬% ‫ ا‬58

global North ‫ ل ا‬% ‫ ا‬59

global North ‫ ل ا‬% ‫ ا‬72

Global North ‫ ل ا‬% ‫ ا‬82

global North ‫ ل ا‬% ‫ ا‬91

shahadah ‫_ دة‬% ‫ ا‬68

sensuality X‫ا‬,_% ‫ ا‬66

young old age ‫ ﱢ= ة‬# ُ ‫ا‬ ,1 % ‫ ا‬40

active ageing ‫ة‬ / ‫ا‬ ,1 % ‫ ا‬40

productive ageing %F ‫ا‬ ,1 % ‫ ا‬40

old old age ‫ﻣ< ﻣ‬ ,1 % ‫ ا‬40

faster ‫ة‬/ H ‫ ا‬68

physical health X # ‫ا‬/ /- ‫ ا ِ ّ ا‬48

sexual health /Fْ -ِ ‫ ا ِ ّ ا‬65

public health ‫ ا ِ ّ ا ﻣ‬64

mental health / F ‫ ا ِ ّ ا‬48

child and adolescent mental health L <‫اھ‬ ‫[ط ل وا‬ / F ‫ ا ِ ّ ا‬17

854
health and safety at work ‫ ا‬9 ‫ﻣ‬+/ ‫ ا ِ ّ وا‬96

‫< ء‬D‫ر‬+ ‫ات و‬,_% ‫ ا‬L ‫ ع‬Fِ ‫ ْﻣ‬+ ` F ‫ ا‬8‫اع ﻣ‬ ‫ا‬

personal struggle X 7‫ ا و‬68

epilepsy ‫ ا ّ ع‬23

sanitation ‫فا‬ ‫ ا‬92

asylum-migration nexus ‫ ة‬-_ ‫ء وا‬,- ‫ ا‬L ‫ﺑ‬ ‫ ا‬80

migration-asylum nexus ‫ء‬,- ‫ ة وا‬-_ ‫ ا‬L ‫ﺑ‬ ‫ ا‬80

Red Cross and Red Crescent 7 ‫ل ا‬+_ ‫وا‬ 7 ‫ا‬W ‫ ا‬92

deafblindness L 9, = ‫ا‬ ‫ ا‬24

deafness ‫ ا‬24

social medicine ‫ ا‬W ‫ ا‬33

psychiatry of old age ,1 % / F ‫ ا‬W ‫ ا‬40

working class ‫< ا ﻣ‬# ‫ ا‬59

upper class ‫< ا‬# ‫ ا‬59

underclass X ‫< ا‬# ‫ ا‬59

new underclass ‫ ة‬-‫ ا‬X ‫< ا‬# ‫ ا‬59

middle class O &, ‫< ا‬# ‫ ا‬59

first world ‫ا ول‬ ‫ ا‬91

third world l R‫ا‬ ‫ ا‬91

Arab world ‫ﺑ‬ ‫ا‬ ‫ ا‬68

whole world k S]‫ﺑ‬ ‫ ا‬72

prison-based social worker ‫ن‬,-/ ‫ ا‬9 ‫ ا ﻣ ا‬44

illegal border-crossing ‫ود‬ X,X I ) ‫ر‬,# ‫ ا‬79

restorative justice ‫ ا ا ا‬46

855
criminal justice H F- ‫ ا ا ا‬43

criminal justice H F- ‫ ا ا ا‬46

stick and carrot ‫اب‬,R ‫ا‬-‫ أ ا < ب‬#‫ﻣ‬/‫رة‬b- ‫وا‬ ‫ ا‬60

Islamic faith ‫ﻣ‬+&j‫ ا < ة ا‬68

Islamic faith ‫ﻣ‬+&j‫ ا < ة ا‬68

monotheistic faith 7, ‫ ا < ة ا‬68

CBT 9 ‫ ا‬S, /
ُ ‫ج ا‬+ ‫ ا‬36

geriatric psychiatry ,1 % ‫ ا‬W‫ ل ط‬-‫ َﻣ‬9 / F ‫ج ا‬+ ‫ ا‬40

light therapy ‫ء‬,i ‫ج ﺑ‬+ ‫ ا‬36

talking therapy ‫ ا َ ّ ث‬# ‫ج‬+ ‫ ا‬36

@ ‫ ْ ﻣ وا‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬L ‫ ﻣ ﺑ‬I+ ‫ا‬

service user-social worker relationship ‫ ا‬47

secularisation X ‫ ا‬67

life expectancy \‫ ا‬9 ‫ا‬ ‫ ا‬91

third age l R‫ا‬ ‫ ا‬40

fourth age 8‫ا اﺑ‬ ‫ ا‬40

chronological age F‫ﻣ‬b ‫ ا‬W D ‫ ا‬W/7/ F‫ﻣ‬b ‫ا‬ ‫ ا‬40

social work ‫ا‬ ‫ ا‬1

international social work ‫ا و‬ ‫ا‬ ‫ ا‬72

international social work ‫ا و‬ ‫ا‬ ‫ ا‬73

international social work ‫ا و‬ ‫ا‬ ‫ ا‬92

radical social work = ‫ا اد‬ ‫ا‬ ‫ ا‬69

women-centered social work ‫أة‬ ‫ل ا‬,7 ‫ر‬, ‫ا‬ ‫ا‬ ‫ ا‬63

palliative social work ‫ا‬ ِ ‫ ا‬9 ‫ا‬ ‫ ا‬42

856
gerontological social work ,1 % ‫ا‬ 9 ‫ا‬ ‫ ا‬41

mental health social work / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫ا‬ ‫ ا‬34

feminist social work ,/F ‫ ل ا‬-‫ َﻣ‬9 ‫ا‬ ‫ ا‬63

social work with older people L ّF/ِ ُ ‫ا‬ ‫ ا‬41

intercultural social work ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ ‫ا‬ ‫ ا‬83

social work with children and families & ‫ ا ط ل وا‬8‫ﻣ‬ ‫ا‬ ‫ ا‬1

social work with refugees L E + ‫ ا‬8‫ﻣ‬ ‫ا‬ ‫ ا‬83

social work with immigrants and ethnic

I ‫ ت ا‬I ‫ وا‬L _ ُ ‫ ا‬8‫ﻣ‬ ‫ا‬ ‫ ا‬83
minorities
social work and social care ّ ‫ا‬ ِ ‫وا‬ ‫ا‬ ‫ ا‬52

social work ّ ‫ ْ ﻣ ا‬1ِ ‫ا‬/ ‫ا‬ ‫ ا‬52

voluntary work , ‫ا ﱠ‬ ‫ ا‬60

social groupwork ‫ا‬ -‫ا‬ ‫ ا‬49

international youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ا و‬ ‫ ا‬11

paid employment ‫ر‬, ] ‫ا‬ ‫ ا‬56

relational work ‫ ت‬I+ َ ‫ أ&` ا‬O ّ Fْ# َ ‫ا‬ ‫ ا‬16

housework bF ‫ا‬ ‫ ا‬42

neighbourhood work ‫ ء‬7 ‫ ا‬9 ‫ ا‬51

child protection work ِْ ‫ا‬ 7 ‫ ل‬-‫ َﻣ‬9 ‫ ا‬48

work with individuals ‫ اد‬9 ‫ ا‬8‫ﻣ‬ ‫ ا‬47

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬52

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬65

youth work ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬99

857
community-based youth work 8 َ ْ- ُ ‫ى ا‬, /ْ ‫ ُﻣ‬O ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

street-based youth work (‫ رع‬% ‫ ا‬9 ‫ ا م )أي‬y ‫ ا‬9 ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

anit-racist youth work Fْ ُ ‫ا‬ 9 = ُ ‫ ب‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

intercultural youth work ‫ ت‬9 <R ‫ ا‬L ‫ ب ﻣ ﺑ‬#%‫ ا ﱠ‬8‫ﻣ‬ ‫ ا‬11

work with girls and young women ‫ ﺑ ت‬% ‫ت وا‬ ‫ ا‬8‫ﻣ‬ ‫ ا‬11

work with boys and young men ‫ ب‬#%‫ن وا ﱠ‬ ‫ ا‬8‫ﻣ‬ ‫ ا‬11

work with the birth parents L , , # ‫ ا‬L ‫ا‬, ‫ ا‬8‫ﻣ‬ ‫ ا‬15

work with individual cases ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ ‫ ا‬47

one-to-one work ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ ‫ ا‬47

work with groups ‫ ت‬, -‫ ﻣ‬8‫ﻣ‬ ‫ ا‬49

client group ‫ة‬ / ‫ ت ا‬, - ‫ا‬/‫ء‬+ ‫ ا‬1

river blindness ‫_ ي‬F ‫ ا‬O ‫ ا‬89

homosexism R ‫\ ا‬ Fْ ُ ‫ ا‬66

heterosexism R ‫\ ا‬ Fْ ُ ‫ ا‬66

domestic violence ‫ ا & ي‬QFْ ُ ‫ ا‬61

ّ ‫د وا‬ I ‫ق ا‬,<ُ ‫ صّ ﺑ‬1 ‫ا‬ ‫ا _ ا و‬

International Covenant on Economic,
9 <R ‫ وا‬74
Social and Cultural Rights
International Covenant on Civil and 8‫ & ﻣ‬/ ‫ وا‬X ‫ق ا‬,<ُ ‫ صّ ﺑ‬1 ‫ا‬ ‫ا _ ا و‬
Political Rights with its two Optional
ّ 1‫ر ا‬
k‫@ ﺑ‬ ‫ ا‬kD ,S,D‫ ﺑ و‬74
Protocols
return to the community 8 َ ْ- ُ ‫ ا‬O ‫دة إ‬, ‫ ا‬44

return migration @ ‫ ﺑ ا‬O ‫دة إ‬, ‫ ا‬78

be street homeless ‫ رع‬% ‫ ا‬9 ~ ‫ ا‬61

live in poverty < ‫ ا‬9 ~ ‫ ا‬59

compulsive washing ‫ ا <_ ي‬/Z ‫ ا‬35

858
otherness Z ‫ ا‬84

schizophrenia ‫م‬ ‫ ا‬35

hidden poverty 1 ‫ ا < ا‬59

relative poverty #/F ‫ ا < ا‬59

absolute poverty 8ِI ‫ ا < ُﻣ‬59

working poor L ‫ ا < اء ا ﻣ‬59

deserving poor L ‫ ا < اء ا‬70

undeserving poor L ‫ ا < اء ) ا‬70

transcendental philosophy ‫ ا‬/ ‫ ا‬69

international law ‫ن ا و‬,X < ‫ ا‬90

international human rights law ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا و‬,X < ‫ ا‬73

law and order ‫ م‬T‫ﱢ‬F ‫ن وا‬,X < ‫ ا‬45

capacity for consent َ<َ9‫ا‬, ُ ‫ ا‬O ‫ ا < رة‬34

Qur’an ‫ ا < آن‬68

voluntary sector , ‫(ا ﱠ‬ ‫ ا < ع )ا‬53

voluntary sector , ‫ ا< عا ﱠ‬1

third sector l R ‫ ا < ع ا‬53

third sector l R ‫ ا < ع ا‬57

private sector ّ‫ ص‬1 ‫ ا < ع ا‬1

private sector ّ‫ ص‬1 ‫ ا < ع ا‬94

statutory sector ‫ ا< عا م‬1

public sector ‫ ا < ع ا م‬56

statutory sector ‫ ا < ع ا م‬94

859
independant sector < / ‫ ا < ع ا‬53

power and control = ‫ة وا‬,< ‫ ا‬49

drink driving R‫ا‬ 7 9/‫ل‬, = ‫ ا‬c]D n D ‫ ا < دة‬38

the ego ‫ ء‬#= ‫ ا‬36

White Paper J ‫ ا = ب ا ﺑ‬93

Green Paper i ‫ ا = ب ا‬93

racist graffiti ‫ ران‬- ‫ ا‬O Fْ ُ ‫ ا = ﺑ ا‬84

blindness Q = ‫ ا‬24

compulsory employment quota Q ‫ظ‬, ‫ ا‬9 ‫اﻣ‬b j‫ ا‬D,= ‫ ا‬31

apraxia ‫ر ا داء‬g D/ H‫أدا‬+ ‫ ا‬29

passivity 9+ ‫ ا‬2

callous unconcern for the feelings of

L }‫ا‬ % ‫ ة‬#‫ﻣ‬+ ‫ ا‬35
others
decentrilisation bSِ ْ ‫ َﻣ‬+ ‫ ا‬50

deinstitutionalisation ّ /&P‫ ُﻣ‬+ ‫ ا‬32

salutogenesis ‫ ت ا ﻣ اض‬##/‫ ﻣ‬L‫ﺑ ً ﻣ‬ ‫اﻣ ا‬, O ‫ء إ‬,- ‫ ا‬64

play in the open air : ‫اء ا‬,_ ‫ ا‬9 W ِ ‫ ا ﱠ‬2

Islamic liberalism ‫ﻣ‬+&j‫ا‬ ‫ ا‬# ‫ ا‬68

private landlord ّ‫ ص‬1 ‫ ا‬u ‫ ا‬61

actively look for work L l # ‫ ا‬9 ‫ درة‬# ‫ ا‬58

actively looking for working L l # ‫ ا‬9 ‫ درة‬# ‫ ا‬60

respondent ‫ة‬/‫ث‬, # ‫ ا‬100

contested _ ‫ زع‬F ‫ ا‬38

‫ و‬Z‫ وﻣ‬/Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ا‬

LGBT people X /F- ‫ ّ ا‬,ُِ _ ‫ ا‬66

860
homosexuality R ‫ ا‬68

community 8 َ ْ- ُ ‫ ا‬47

patriarchy ‫ري‬,Sg ‫ا‬/‫ي‬,‫ ا ﺑ‬8 َ ْ- ُ ‫ ا‬63

local community ‫ ا‬8 َ ْ- ُ ‫ ا‬50

civil society X ‫ ا‬8 َ ْ- ُ ‫ ا‬53

communitarianism D - ‫ا‬/ D َ ْ- ُ ‫ ا‬69

Economic and Social Council ‫دي وا‬ I ‫ ` ا‬- ‫ ا‬74

International Council on Social Welfare ّ ‫ا‬ ِ ‫ ` ا و‬- ‫ ا‬92

ICSW ّ ‫ا‬ ِ ‫ ` ا و‬- ‫ ا‬92

maintain living standards % ‫ى ا‬, /ْ ‫ ُﻣ‬O T9 ‫ ا‬57

Al-Mukhalafat ‫ ت‬1 ‫ ا‬68

savings ‫ات‬ ‫ ا‬58

behaviourism S, /ُ ‫ ا ر& ا‬36

cognition 9 ‫ ا ر& ا‬36

defendant _ ‫ ا‬/k O ‫ ا‬43

public prosecutor ‫ا م‬ ‫ ا‬43

Sunni Islam ‫م‬+&j‫ ا‬9 ّF/ِ ‫ ا‬W‫ھ‬g ‫ ا‬68

Shi’a Islam ‫م‬+&j‫ ا‬9 % ‫ ا‬W‫ھ‬g ‫ ا‬68

electronic monitoring X‫ = و‬j‫ ا‬#I‫ا‬ ‫ ا‬45

one is not born a woman, one becomes

u gS r# D X‫ اﻣ أة وإ‬,D ‫أة‬ ‫ ا‬63
one
assisted suicide ‫ر‬ X ‫ ا‬O ‫ ِ ة‬/ ُ ‫ ا‬42

facilitated sex `F- ‫ ُﻣ ِر& ا‬9 ‫ ِ ة‬/ ُ ‫ ا‬65

gender equity ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫ ا‬63

861
gender equality L /Fْ -ِ ‫ ا‬L ‫ واة ﺑ‬/ ‫ ا‬57

disability equality I j‫وي ا‬g ‫ واة‬/ ‫ ا‬32

oldest old ً ّF&ِ #S ‫ ا‬L ّF/ِ ُ ‫ ا‬40

old old ‫ ر‬#= ‫ ا‬L ّF/ِ ُ ‫ ا‬40

young old L 9 ‫ ا‬L ّF/ِ ُ ‫ ا‬40

private responsibility ّ 1‫ا‬

@ ‫و‬P/ ‫ ا‬56

overall responsibility ‫ا ﻣ‬ ‫و‬P/ ‫ ا‬1

individual responsibility ‫ا د‬ ‫و‬P/ ‫ ا‬60

parental responsibility ‫ا‬, ‫ا‬ ‫و‬P/ ‫ ا‬14

Christianity / ‫ ا‬67

Christianity / ‫ ا‬68

Christianity / ‫ ا‬70

civicness X ‫ ا‬S‫ َر‬% ُ ‫ ا‬50

labour market participation ‫ق ا‬,& 9 S‫ َر‬% ُ ‫ ا‬60

supervisee ‫ا‬/k ‫ ف‬% ‫ ا‬95

terminology ‫ت‬ ‫ ا‬1

common good ‫ا ﻣ‬ ‫ ا‬53

unemployment benefit claimant # ‫ ا‬X, ‫ﻣ‬/‫ <ّ ت‬/ ‫ة ﺑ‬/W ‫ ا‬60

claim a benefit ‫ <ّ ت‬/ ‫ ﺑ‬# ‫ ا‬60

punishment in the community 8 َ ْ- ُ ‫ ا‬9 #I ‫ ا‬45

talking treatment ‫ ا َ ّث‬# -ِ ُ ‫ ا‬36

cognition 9 ‫ ا‬39

health literacy ‫ ا‬9 ‫ ا‬64

862
theory-practice dilemma : ّ# ‫وا‬ TF ‫ ا‬L ‫ ﺑ‬i ‫ ا‬69

heterosexuality ‫ ة‬Z ‫ ا‬66

United Nations High Commissioner for

L E + ‫ون ا‬P% ‫َ ّ ة‬ ‫[ﻣ ا‬ ‫ ﻣ‬/ ‫ﱠ\ ا‬, ُ ‫ ا‬74
Refugees
UNHCR L E + ‫ون ا‬P% ‫َ ّ ة‬ ‫[ﻣ ا‬ ‫ ﻣ‬/ ‫ﱠ\ ا‬, ُ ‫ ا‬74

teetotaller (‫ل‬, = ‫د ا‬, < ‫ ب )وا‬% ‫ ا‬L 8F ‫ ا‬38

social position ‫ ا‬8I, ‫ا‬/W F ‫ ا‬59

catchment area ‫ ْ ﻣ‬1ِ ‫ ِ ﻣ ا‬1 /‫ ُﻣ‬/&P ُ ‫_ ا‬F‫ب ﻣ‬g -D ‫ < ا‬F ‫ ا‬34

human resrouces %# ‫ارد ا‬, ‫ ا‬96

citizenship /Fْ -ِ ‫ا‬/ F‫اط‬, ‫ ا‬50

euthanasia 7 ‫ت ا‬, ‫ ا‬42

9,D ‫م‬ ‫ أو‬8F‫ ﻣ‬F ‫ ) أي‬# / ‫ ا‬7 ‫ت ا‬, ‫ا‬

passive euthanasia (‫ج‬+ ‫ ا‬42

َ<َ9‫ا‬,‫ّ ُﻣ‬9,D ‫م‬ F ‫ ي )أي‬/< ‫ ا‬7 ‫ت ا‬, ‫ا‬

‫ ذ‬1D‫ ا‬O ‫م ا < رة‬ ‫ﺑ أو‬,# Z ‫ا‬ SJ ‫ا‬
non-voluntary euthanasia (18‫ ال‬Lّ &ِ n D L @ < ‫ا‬ S ‫ ا < ار‬42

‫ ة‬9, ‫ ا‬O ‫دي إ‬P‫ﻣ‬ 9 # ‫ )أي‬y%F ‫ ا‬7 ‫ت ا‬, ‫ا‬

active ethunasia (J ‫ ة‬H‫زا‬ ‫ء‬ †S 42

voluntary euthanasia (J ‫َ<َ ا‬9‫ا‬, ُ ‫)ﺑ‬ ,‫ ط‬7 ‫ت ا‬, ‫ ا‬42

#)‫ =` ر‬O ) , ‫ ) ا‬7 ‫ت ا‬, ‫ا‬

involuntary euthanasia (J ‫ ا‬42

First International Conference of Social

‫ا‬ ‫ا ول‬ ‫ا و‬ DP ‫ ا‬92
Work
African Charter on Human and Peoples’
‫ب‬, % ‫ ن وا‬/Xj‫ق ا‬,<ُ < 9 ‫ ق ا‬R ‫ ا‬74
Rights
Arab Charter on Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ﺑ‬ ‫ ق ا‬R ‫ ا‬74

paedophilia ‫ ه ا ط ل‬-D ّ /Fْ -ِ ‫ل ا‬, ‫ ا‬8

863
Ibrahim ‫ إﺑ اھ‬#F ‫ ا‬68

Isa O/ #F ‫ ا‬68

desired outcome ‫ة‬, ‫ا‬/ ‫ﺑ‬,) ‫ ا‬- F ‫ ا‬47

Islamic feminist ‫ﻣ‬+&j‫ ا‬,/F ‫ ا‬68

sleep hygiene ‫م‬,F ‫ ا‬F 9 TF ‫ ا‬36

international human rights regime ‫ ن‬/Xj‫ق ا‬,<ُ ‫ م ا و‬T‫ﱢ‬F ‫ ا‬73

view of ageing ,1 % ‫ ا‬O ‫ ة إ‬TF ‫ ا‬40

sexual development /Fْ -ِ ‫ ا‬,ّ ُ ُF ‫ ا‬65

third gender l c ‫ع ا‬,F ‫ ا‬66

sleep rough ‫اء‬ ‫ ا‬9 ‫م‬,F ‫ ا‬61

irregular migration ‫ ﻣ‬T‫ﱢ‬F ‫ ة ) ا‬-_ ‫ ا‬75

hooliganism - _ ‫ ا‬46

Hinduism &‫ و‬F_ ‫ ا‬67

structuralism = _ ‫ ا‬69

International Bill of Human Rights ‫ ن‬/Xj‫ق ا‬,<ُ ‫ < ا و‬c, ‫ ا‬74

victim-offender mediation / X - ‫وا‬ i ‫ ا‬L ‫& ط ﺑ‬, ‫ ا‬46

status quo L‫ ا اھ‬8\, ‫ ا‬57

classroom situation &‫ا ر‬ ‫ ا‬8\, ‫ ا‬25

residence status < X,X < ‫ ا‬8\, ‫ ا‬79

ritual washing ‫ء‬,\, ‫ ا‬68

homeland L‫ط‬, ‫ ا‬76

homeland L‫ط‬, ‫ ا‬82

homeland L‫ط‬, ‫ ا‬82

864
intercultural awareness ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ , ‫ ا‬11

road death & ‫ دث‬7 W#/‫ ة ﺑ‬9, ‫ ا‬38

tertiary prevention l R ‫ى ا‬, /ْ ُ ‫ ا‬O I, ‫ ا‬37

relapse prevention ‫ = س‬X ‫ ا‬L‫ﻣ‬ I, ‫ ا‬37

pain prevention ‫ ا‬L‫ﻣ‬ I, ‫ ا‬42

preventing reoffending ‫ م‬- ‫= ب ا‬D‫ إ دة إر‬L‫ﻣ‬ I, ‫ ا‬46

New Right ‫ د‬- ‫ا‬L ‫ ا‬56

right wing extremism ‫ف‬ ‫ا‬L ‫ ا‬84

Judaism ‫د‬,_ ‫ ا‬67

Judaism ‫د‬,_ ‫ ا‬68

UNICEF Q/ X, ‫ ا‬74

UNICEF , ‫َ ّة‬ ‫ا ﻣ ا‬ ‫ﱠ‬TF‫ ُﻣ‬- Q / X, ‫ ا‬92

GCSE exams X # ‫ ا‬,X R ‫ ا‬7 ‫_ دة ا ﻣ‬% ‫ ت ا‬X ‫ اﻣ‬98

possessing child pornography ‫[ط ل‬ Z /‫ ﻣ‬7 ‫اد إﺑ‬,‫ك ﻣ‬+ ‫ اﻣ‬8

caginess T ‫ ا‬W#/‫ﻣ ت ﺑ‬, ‫ء ﻣ‬ ‫ إ‬L ‫ ع‬Fِ ‫ ا ْﻣ‬9

female prostitute Z‫ اﻣ أة ﺑ‬88

trafficked woman %# ‫ ر ﺑ‬-D+ n\ D ‫ اﻣ أة‬87

suicide ‫ر‬ X‫ ا‬9

pickpocke %X/‫ ل‬% X‫ ا‬86

critical ‫ < دي‬X‫ ا‬100

transition ‫ < ل‬X‫ ا‬3

transition ‫ < ل‬X‫ ا‬16

transference ‫ < ل‬X‫ ا‬36

865
transition ‫ < ل‬X‫ ا‬44

transition ‫ < ل‬X‫ ا‬66

moving ‫ < ل‬X‫ ا‬76

social transition ‫ < ل ا‬X‫ ا‬91

economic transition ‫دي‬ I‫ < ل ا‬X‫ ا‬91

shift of power َ ْ/
ُ ‫ < ل ا‬X‫ ا‬50

counter-transference /= ‫ < ل‬X‫ ا‬36

family relocation ‫ ا ُ& ة‬L=/‫ < ل ﻣ‬X‫ ا‬18

transition from childhood to youth ‫ ب‬#%‫ ا ﱠ‬O ‫ إ‬, ‫ ا‬L‫ < ل ﻣ‬X‫ ا‬3

relapse ‫ = س‬X‫ ا‬34

relapse ‫ = س‬X‫ ا‬37

religious affiliation F ‫ ء د‬X‫ ا‬67

violate behavioural norms S, /ُ ‫اف ا‬ ‫ _ ك ا‬X‫ ا‬25

molestation /Fْ ِ ‫ _ ك‬X‫ ا‬8

human rights violation ‫ ن‬/X ‫ق ا‬,<ُ7 ‫ _ ك‬X‫ ا‬74

sexual attraction /Fْ ِ ‫اب‬g-X‫ ا‬66

y ‫د‬, ‫)دون و‬ #‫ا‬ ِ ‫ م ا‬TX 9 ‫ اف‬-X‫ا‬

drift in the child care system ( ‫ ِر‬14

deviance ‫اف‬ X‫ ا‬43

deviance ‫اف‬ X‫ ا‬69

Western bias ‫ ب‬Z ‫ز‬ X‫ ا‬73

entering employment ّ F_ ِ ‫ة ا‬ ‫ ا‬9 ‫ اط‬1X‫ ا‬3

integration ‫ ﻣ ج‬X‫ ا‬82

withdrawal ‫ ب‬/X‫ ا‬68

866
preoccupation with ‫ ل ب‬Z%X‫ ا‬64

splitting ‫< ق‬%X‫ ا‬36

withdrawal ‫ ب‬/X‫ا‬/‫اء‬, ِ Xْ ‫ ا‬9

insecurity L‫ ام ا ﻣ‬X‫ ا‬9

isolation ‫ال‬b X‫ ا‬9

social withdrawal ‫ال ا‬b X‫ ا‬35

withdrawal ‫ ب‬/X‫ا‬/‫ال‬b X‫ ا‬37

social spending ‫ ق ا‬X‫ ا‬56

social expenditure ‫ ق ا‬X‫ ا‬56

separation ‫ل‬ X‫ ا‬49

breaking away from the parental home L ‫ا‬, ‫ ا‬n ‫ ﺑ‬L ‫ل‬ X‫ ا‬3

influenza ‫ا‬bX, X‫ ا‬89

disrupted ‫< ع‬X‫ ا‬14

early school leaving &‫ ا ر‬L =‫ ﱢ‬#‫< ع ُﻣ‬X‫ ا‬18

vibratory ‫ازي‬b ‫ اھ‬28

placement ‫ ا اع‬6

genocide ‫ إﺑ دة‬90

Abraham ‫ إﺑ اھ‬#F ‫ا‬/ ‫ إﺑ اھ‬68

needle ‫ إﺑ ة‬39

dirty needle 1/ ‫ إﺑ ة ﻣ‬39

nullify ‫ ء‬Z ‫إ‬/‫ إﺑ ل‬84

greenhouse emission E 9 ‫ ز ا‬Z ‫ ت ا‬c ‫ إﺑ‬89

retain ‫ ظ‬7‫إ‬/‫ إﺑ< ء‬96

867
report ‫غ‬+‫ إﺑ‬7

decision-making ‫ ذ ا < ار‬1D‫ إ‬70

UN Convention on the Rights of Persons

I j‫ ص ذوي ا‬1A ‫ق ا‬,<ُ F ّ I ّD‫ ا‬32
with Disabilities
UN convention on the Rights of the
ْ ِ ‫ق ا‬,<ُ F ّ I ّD‫ ا‬32
Child
authentisation I‫د‬ ‫وا‬ @ ‫ ت ا‬#c‫ إ‬72

proof of registration -/ ‫ ت ا‬#c‫ إ‬97

proof of income ‫ ت د‬#c‫ إ‬58

proof of income ‫ ت د‬#c‫ إ‬78

parental leave ‫ إ زة وا‬58

parental leave ‫ إ زة وا‬63

compulsory ‫ ري‬# ‫ إ‬98

procedure ‫اء‬ ‫ إ‬80

procedure ‫اء‬ ‫ إ‬93

administrative procedure ‫اء إداري‬ ‫ إ‬78

campaign 7 ‫اء‬ ‫ إ‬51

judicial procedure H iI ‫اء‬ ‫ إ‬78

sensitively interview ‫ع‬,\, ‫ & ا‬/7 ‫ ا‬D ‫اء ﻣ< ﺑ‬ ‫ إ‬8

equal opportunities measure ‫ ا ص‬P9 =D ‫ ﺑ‬D/‫اء‬ ‫ إ‬63

procedures ‫اءات‬ ‫ إ‬46

whistleblowing procedure ‫ ت ا ا‬1 ‫ ا‬L ‫غ‬+‫ﺑ‬j‫اءات ا‬ ‫ إ‬6

complaints procedure ‫= وي‬% ‫اءات ا‬ ‫ إ‬6

grievance procedure ‫= وي‬% ‫اءات ا‬ ‫ إ‬96

court proceedings = ‫اءات ا‬ ‫ إ‬6

868
court proceedings H iI/ = ‫اءات ا‬ ‫ إ‬14

procedural formalities =A ‫اءات‬ ‫ إ‬6

majority population ‫= ن‬/ ‫ا‬ ‫ إ‬82

majority # )‫أ‬/ ‫ إ‬82

abortion ‫ إ _ ض‬65

abortion ‫ إ _ ض‬68

abortion ‫ إ _ ض‬89

selective abortion of a female fetus ORX ‫ ا‬L F- /‫ي‬,RX‫ أ‬L F- H < X‫ إ _ ض ا‬89

referral 7‫ إ‬47

refer to court = ‫ا‬O‫إ‬ 7‫ إ‬43

self-referral ّ D‫ذا‬ 7‫ إ‬6

self-referral ّ D‫ذا‬ 7‫ إ‬47

referral from a third party l c ‫ ط ف‬L‫ﻣ‬ 7‫ إ‬6

third party referral l c ‫ ط ف‬#I L‫ﻣ‬ 7‫ إ‬47

detention ‫ ز‬- 7‫ إ‬34

detention ‫إ < ل‬/‫ ز‬- 7‫ إ‬44

respect for diversity ,F ‫ ام ا‬7‫ إ‬70

technological possibility , ,F=D 7‫ إ‬45

full inclusion (‫ ء‬FR &‫ ﻣ )أي دون ا‬S ‫ل‬, A/‫اء‬, 7‫ إ‬21

care needs ِ ‫تا‬ 7‫ إ‬14

care needs ِ ‫تا‬ 7‫ إ‬42

additional needs 9 \‫ت إ‬ 7‫ إ‬21

special educational needs ّ

@ ّ D‫ت‬ 7‫ إ‬21

869
SEN ّ
@ ّ D‫ت‬ 7‫ إ‬21

speech, language, and communication

@‫ا‬,D‫ و‬,Zُ ‫ < و‬X ‫ت‬ 7‫ إ‬21
needs
L ‫ وا‬F_ ‫ از ورو& وا‬# ‫ =` )ا‬# ‫ ّ ى دول ا‬7َ ‫إ‬
BRIC country ( 91

be careful ‫ر‬g7‫ إ‬55

sensation ‫ س‬/7‫ إ‬35

feeling ‫ر‬, A/‫ س‬/7‫ إ‬4

charity ‫ ن‬/7‫ إ‬32

charity # ‫ﻣ‬/‫ ن‬/7‫ إ‬67

poverty statistics < ‫ تا‬H 7‫ إ‬59

migration statistics ‫ ة‬-_ ‫ ت ا‬H 7‫ إ‬75

official migration statistics ّ & ‫ ة ا‬-_ ‫ ت ا‬H 7‫ إ‬75

official statistics ّ &‫ ت ر‬H 7‫ إ‬81

health statistics @‫ ت‬H 7‫ إ‬62

theory testing ‫ ت‬TF ‫ ر ا‬# ‫ إ‬100

social worker ‫@ ا‬ ‫ إ‬52

social worker ‫@ ا‬ ‫ إ‬71

hospital social worker O%/ ‫ ا‬9 ‫@ ا‬ ‫ إ‬64

health care social worker ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ‫@ ا‬ ‫ إ‬64

caseworker ‫تا د‬ ‫@ ا‬ ‫ إ‬47

voluntary ‫ري‬ ‫ إ‬57

manage ‫ إدارة‬44

management ‫ إدارة‬45

administration ‫ إدارة‬51

870
management ‫ إدارة‬94

neighbourhood management ‫ ء‬7 ‫ إدارة ا‬62

governement of others L }‫ إدارة ا‬55

quality management ‫دة‬,- ‫ إدارة ا‬94

case management ‫ت‬ ‫ إدارة ا‬47

case management ‫ إدارة ا‬52

case management ‫ إدارة ا‬55

case management ‫ إدارة ا‬99

cross-border case management ‫ود‬ ‫ ا‬# ‫ إدارة ا‬92

border management ‫ود‬ ‫ إدارة ا‬78

administer injections Lّ< ‫ إدارة ا‬42

case management ‫ إدارة ا‬41

human services management X /Xj‫ َﻣ ت ا‬1َ ‫ إدارة ا‬94

public service management ‫ َﻣ ت ا ﻣ‬1َ ‫ إدارة ا‬94

risk management ‫رة‬, 1ُ ‫ إدارة ا‬48

administer ‫ إدارة ا واء‬39

government of the self ّ D‫ذا‬/‫ات‬g ‫ إدارة ا‬55

care management ِ ‫ إدارة ا‬30

care management ِ ‫ إدارة ا‬47

social care management ّ ‫ا‬ ِ ‫ إدارة ا‬94

health and social care management ‫ّ وا‬ ‫ا‬ ِ ‫ إدارة ا‬94

stress management ‫ط ت‬,Zُi ‫ إدارة ا‬96

social work management ‫ا‬ ‫ إدارة ا‬94

871
human resources management %# ‫ارد ا‬, ‫ إدارة ا‬94

human resources management %# ‫ارد ا‬, ‫ إدارة ا‬96

budget management X‫ا‬b ‫ إدارة ا‬51

conflict management ‫ا ت‬bF ‫ إدارة ا‬90

conflict management ‫ا ت‬bF ‫ إدارة ا‬96

migration management ‫ ة‬-_ ‫ إدارة ا‬78

time management nI, ‫ إدارة ا‬96

business administration ‫ل‬ ‫ إدارة أ‬94

self-government ّ D‫ إدارة ذا‬57

managing disruptive behaviour # 1D ‫ك‬, &

ُ ‫ إدارة‬49

local political administration ‫ إدارة & & ﻣ‬50

governance S,7/‫ إدارة‬98

administrative ‫ إداري‬74

managerialism ‫ إدار‬94

charge X‫ إدا‬43

conviction X‫ إدا‬43

admission ‫ إد ل‬78

admission ‫ إد ل‬79

thought insertion ‫= ر‬9 ‫ إد ل ا‬35

compulsory admission ‫ ري‬# ‫ إد ل إ‬34

formal admission &‫ إد ل ر‬34

lawful admission X,X I ‫ إد ل‬78

care management ِ ‫ إدراة ا‬64

872
social inclusion ‫ل ا‬, A/‫ إدراج‬59

tactile-kinaesthetic perception / /7 ‫ إدراك‬24

allegation ‫ إد ء‬16

allegation ‫ إد ءات‬7

give evidence in court = ‫ ا‬9 ‫ إد ء ﺑ ن‬8

addiction ‫ إدﻣ ن‬37

addiction ‫ إدﻣ ن‬38

alcoholism ‫ل‬, = ‫ ب ا‬A O ‫ إدﻣ ن‬38

thought broadcasting ‫= ر‬9 ‫ ا‬%X/ ‫ إذا‬35

young offending ‫ ّ اث‬7َ ‫ ا‬#I L‫ ﻣ‬H‫ ا‬- ‫= ب ا‬D‫ إر‬46

commit a further offence ‫مآ‬ ‫= ب‬D‫ إر‬45

sexting /Fْ ِ H &‫ إر& ل ر‬8

counselling ‫ د‬A‫ إر‬18

counselling ‫ د‬A‫ إر‬37

counselling ‫ د‬A‫ إر‬41

counselling ‫ د‬A‫ إر‬42

counselling ‫ د‬A‫ إر‬51

counselling ‫ د‬A‫ إر‬65

counselling ‫ د‬A‫ إر‬95

peer counselling ‫ ان‬I ‫ د ا‬A‫ إر‬32

group counselling - ‫ د ا‬A‫ إر‬49

youth counselling ‫ ب‬#%‫ د ا ﱠ‬A‫ إر‬11

careers guidance ّ F_ ِ ‫ د ا‬A‫ إر‬18

873
HIV test counselling ‫ ز‬j‫ ا‬s 9 ‫ص‬, 1‫ د ﺑ‬A‫ إر‬65

couple counselling L #D ‫ ﻣ‬L 1% ّ‫ص‬ ‫ د‬A‫ إر‬12

marriage counselling ‫ د زو‬A‫ إر‬12

woman's counselling ‫ ء‬/F ‫ د‬A‫ إر‬65

careers advice ّ F_‫ د ِﻣ‬A‫ إر‬18

counselling / X ‫ د‬A‫ إر‬30

counselling / X ‫ د‬A‫ إر‬34

career guidance ‫ د وظ‬A‫ إر‬60

benefits advice X, ‫ دات ا‬A‫ إر‬58

coercion ‫ إر) م‬34

coercion ‫ إر) م‬55

coercion ‫ إر) م‬77

coercion ‫ إر) م‬87

sexual coercion `F- ‫ ُﻣ ِر& ا‬O ‫ إر) م‬65

coercion ‫ ر‬# ‫إ‬/‫ إر) م‬39

fatigue ‫ إرھ ق‬35

removal ‫ إزا‬78

eradicate ‫ إزا‬85

decategorisation ‫ ت‬F ‫ إزا ا‬21

systemic desensitisarion h_F ‫ب ﻣ‬, &ُ]‫ & ﺑ‬/ ‫ إزا ا‬36

dismantle barriers b ‫ا‬, ‫ إزا ا‬21

detoxification /- ‫ ا‬L‫م ﻣ‬, / ‫ إزا ا‬38

removal of a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫ إزا ا ِ ْ إ‬6

874
deforestation ‫ ﺑ ت‬Z ‫ إزا ا‬89

deregulation of the labour market ‫ق ا‬,& ‫د‬, I ‫ إزا‬60

abuse ‫ إ& ءة‬1

abuse ‫ إ& ءة‬7

abuse ‫ إ& ءة‬7

abuse ‫ إ& ءة‬37

abuse ‫ إ& ءة‬69

abuse ‫ إ& ءة‬84

abuse ‫ إ& ءة‬86

abuse ‫ إ& ءة‬88

abuse ‫ إ& ءة‬89

medication misuse ‫ ام ا دو‬1 &‫ إ& ءة ا‬38

substance misuser I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ إ& ءة ا‬37

child abuse ْ ِ ‫ إ& ءة ا‬7

malpractice ّ F_ ِ ‫ إ& ءة ا ُ ِر& ا‬70

physical abuse / ‫ إ& ءة‬6

physical abuse / ‫ إ& ءة‬7

physical child abuse / ‫ إ& ءة‬9

physical abuse / ‫ إ& ءة‬16

sexual abuse /Fْ ِ ‫ إ& ءة‬6

sexual abuse /Fْ ِ ‫ إ& ءة‬7

sexual abuse /Fْ ِ ‫ إ& ءة‬16

sexual abuse /Fْ ِ ‫ إ& ءة‬86

875
child on child sexual abuse ‫ ا ط ل‬L ‫ ﺑ‬/Fْ ِ ‫ إ& ءة‬8

contact child sexual abuse /Fْ -ِ ‫إ& ءة ا ط ل ا‬/‫ ه ا ط ل‬-D /Fْ ِ ‫ إ& ءة‬86

non-contact sexual abuse /‫ﻣ‬+‫ دون ﻣ‬/Fْ ِ ‫ إ& ءة‬8

childhood sexual abuse , ‫ ا‬9 /Fْ ِ ‫ إ& ءة‬8

child sexual abuse ‫[ط ل‬ /Fْ ِ ‫ إ& ءة‬8

intra-familial abuse H ‫ا‬ ‫ إ& ءة دا‬7

ritualistic child abuse ِْ &,<‫ ط‬8‫ إ& ءة ذات ط ﺑ‬7

satanic child abuse ِْ X A ‫ إ& ءة‬7

verbal abuse T ‫ إ& ءة‬9

institutional child abuse ِ ‫ ت ودور ا‬/&P ‫ا‬ ‫ إ& ءة [ط ل دا‬7

celebrity child abuse ‫ ھ‬% ‫ ا‬#I L‫ إ& ءة [ط ل ﻣ‬7

child abuse by members of the clergy L ‫ ر ل ا‬#I L‫ إ& ءة [ط ل ﻣ‬7

child abuse by football coaches ‫ ة ا < م‬S ‫ ﻣ رﺑ‬#I L‫ إ& ءة [ط ل ﻣ‬7

fetal abuse L F- ‫ إ& ءة‬7

maternal child abuse ‫ ا م‬#9 L‫ِ ْ ﻣ‬ ‫ إ& ءة‬7

elder abuse Lّ /ِ ‫ ر ا‬#= /L ّF/ِ ُ ‫ إ& ءة‬41

elder mistreatment Lّ /ِ ‫ ر ا‬#= /L ّF/ِ ُ ‫ إ& ءة‬41

sibling child abuse ‫ة‬, ‫ ا‬L ‫ إ& ءة ﻣ ﺑ‬7

extra-familial abuse ‫رج ا ُ& ة‬ L‫ إ& ءة ﻣ‬7

organised child abuse ‫[ط ل‬ ‫ﱠ‬TF‫ إ& ءة ُﻣ‬7

institutional abuse ّ /&P‫ إ& ءة ُﻣ‬16

psychological abuse / X ‫ إ& ءة‬9

emotional abuse ‫ أو ا ط‬/ X ‫ إ& ءة‬6

876
emotional abuse ‫ط‬ ‫ أو‬/ X ‫ إ& ءة‬7

emotional abuse ‫ ط‬/ / X ‫ إ& ءة‬9

child emotional abuse ِْ ‫ ط‬/ / X ‫ إ& ءة‬9

parental abuse ‫ إ& ءة وا‬17

peer abuse ‫ ان‬I ‫ ا‬#I L‫ ٍ ﻣ‬D/‫ إ& ءة‬18

respond ‫ ﺑ‬- &‫ إ‬6

repossession = ‫ إ& دة ا‬61

diarrhoea ‫ إ&_ ل‬89

manual sign ‫ رة و‬A‫ إ‬29

sexual gratification /Fْ ِ ‫ ع‬#A‫ إ‬8

supervision ‫ اف‬A‫ إ‬9

supervision ‫ اف‬A‫ إ‬30

supervision ‫ اف‬A‫ إ‬95

supervision ‫ اف‬A‫ إ‬96

group supervision ‫ اف‬A‫ إ‬95

peer group supervision ‫ ان‬I ‫ ا‬#I L‫ﻣ‬ ‫ اف‬A‫ إ‬95

practice placement teaching X‫ا‬ ‫ ا‬W ‫ ا ر‬O ‫ اف‬A‫ إ‬95

practive placement supervision X‫ا‬ ‫ ا‬W ‫ ا ر‬O ‫ اف‬A‫ إ‬95

shadowing Aِ #‫) ُﻣ‬/ ‫ ﺑ‬L ‫ اف‬A‫ إ‬95

individual supervision ‫ دي‬9 ‫ اف‬A‫ إ‬95

one-to-one supervision ‫ ا د‬O ‫ ا د إ‬L‫ اف ﻣ‬A‫ إ‬95

one-to-one peer supervision ‫ ان‬I ‫ ا‬#I L‫ ا د ﻣ‬O ‫ ا د إ‬L‫ اف ﻣ‬A‫ إ‬95

supervision #I‫ﻣ ا‬/‫ اف‬A‫ إ‬45

877
overseeing #I‫ﻣ ا‬/‫ اف‬A‫ إ‬95

engage people ‫ س‬F ‫ اك ا‬A‫ إ‬71

head injuries ‫ إ@ ﺑ ت ا أس‬9

scald injuries I‫ ر‬7 ‫ إ@ ﺑ ت‬9

injury ‫ إ@ ﺑ‬64

non-accidental injury \ ) ‫ إ@ ﺑ‬9

traumatic brain injury ‫ ا ﻣ غ‬9 ‫ إ@ ﺑ‬23

spinal cord injury ‫د ا < ي‬, ‫ ا‬9 ‫ إ@ ﺑ‬23

issue a visa ‫ ة‬A]D ‫ إ@ ار‬78

adjudication H iI =7 ‫ إ@ ار‬90

production of a sexual image /Fْ ِ ‫رة‬,@ ‫ إ@ ار‬8

pesistent ‫ إ@ اري‬25

reform ‫ح‬+@‫ إ‬6

reform ‫ح‬+@‫ إ‬44

reparation ‫ح‬+@‫ إ‬44

reform ‫ح‬+@‫ إ‬45

reform ‫ح‬+@‫ إ‬57

reform ‫ح‬+@‫ إ‬74

labour market reform ‫ق ا‬,& ‫ح‬+@‫ إ‬60

welfare state reform ‫ ه‬9 ‫ م ا‬TX ‫ح‬+@‫ إ‬56

reparation J , D/‫ح‬+@‫ إ‬46

strike ‫ إ\ اب‬90

demonisation of youth ‫ ب‬#%‫ ا ﱠ‬O F % ‫ إ\ ء @ ا‬46

878
indigenisation &‫ ا ُ ِر‬O ‫ ﻣ‬8‫ إ\ ء ط ﺑ‬72

contextualisation Lّ ‫ ِ& ق ُﻣ‬9 ‫ إ\ ء‬72

framework ‫ إط ر‬19

framework ‫ إط ر‬96

theoretical framework ‫ ي‬TX ‫ إط ر‬69

high school shooting ,X R ‫ ا ر& ا‬9 ‫ ري‬F ‫ر ا‬ ‫ق ا‬+‫ إط‬18

release ‫ق & اح‬+‫ إط‬45

release from custody b- ‫ا‬/‫< ل‬ ‫ ا‬L‫( ﻣ‬s1A) ‫ق & اح‬+‫ إط‬44

#I L‫ ﻣ‬#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫إط‬

release on licence y‫ \ ﺑ‬45

#I L‫ ﻣ‬#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫إط‬

release on parole y‫ \ ﺑ‬45

release on bail =‫ق & اح ﺑ‬+‫ إط‬43

conditional discharge ‫ وط‬%‫ق & اح ﻣ‬+‫ إط‬43

temporary licence ‫ وط‬%‫ﻣ‬/nIP‫ق & اح ﻣ‬+‫ إط‬44

get off the ground ‫ ء‬%X‫إ‬/‫ق‬+‫ إط‬51

demonstrate ‫ إظ_ ر‬97

flash & F ‫ ء ا‬i [ ‫ء‬O ‫ ﻣ‬Q%S/‫ إظ_ ر‬8

reintegration ‫ إ دة ادﻣ ج‬83

reoffend X,X I 1‫ﻣ‬/‫م‬ ‫= ب‬D‫ إ دة ار‬45

reintegration 8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ اط وا‬1X ‫ إ دة ا‬44

reintegration (8 َ ْ- ُ ‫ ا‬9) ‫ ﻣ ج‬X ‫ إ دة ا‬45

rehabilitation ‫ إ دة ا ]ھ‬38

‫ اط‬1X ‫ إ دة ا‬:‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) L ‫ط‬, ‫إ دة ا‬

resettlement (8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ وا‬44

879
re-trafficking ‫ ر‬-D‫ إ دة إ‬87

readmission ‫ إ دة إد ل‬34

regeneration ‫ إ دة إ@ ار‬62

recontextualisation F ‫ ِ& ق ﻣ‬9 ‫ إ دة إ\ ء‬72

resold 8 ‫ إ دة ﺑ‬87

rehabilitation ‫]ھ‬D ‫ إ دة‬31

rehabilitation ‫]ھ‬D ‫ إ دة‬37

rehabilitation ‫]ھ‬D ‫ إ دة‬44

rehabilitation ‫]ھ‬D ‫ إ دة‬45

social rehabilitation ‫ا‬ ‫]ھ‬D ‫ إ دة‬31

medical rehabilitation ّ#‫ط‬ ‫]ھ‬D ‫ إ دة‬31

vocational rehabilitation ّ F_‫ِﻣ‬ ‫]ھ‬D ‫ إ دة‬31

retrain W ‫ ر‬D ‫ إ دة‬56

retraining W ‫ ر‬D ‫ إ دة‬60

retrain W ‫ ر‬D ‫ إ دة‬60

redesign of study programmes &‫ ا را‬h‫ﺑ اﻣ‬ D ‫ إ دة‬99

redistribution 8 ‫ز‬,D ‫ إ دة‬56

resettlement L ‫ط‬,D ‫ إ دة‬83

re-entry ‫ل‬, ‫ إ دة د‬78

‫ اط‬1X ‫ إ دة ا‬:‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ل‬, ‫إ دة د‬

reentry (8 َ ْ- ُ ‫ ا‬9 ‫ ﻣ ج‬X ‫ وا‬44

refoulement /I ‫ إ دة‬80

restructuring = ‫ إ دة ھ‬56

additional disabilities 9 \‫ ت إ‬I ‫ إ‬28

880
disability I ‫ إ‬19

disability I ‫ إ‬20

defect I ‫ إ‬29

disability I ‫ إ‬89

physical disability / I ‫ إ‬19

physical disability / I ‫ إ‬21

physical disability / I ‫ إ‬23

sensory disability /7 I ‫ إ‬19

dual sensory disability ‫دو‬b‫ ﻣ‬/7 I ‫ إ‬28

intellectual disability F‫ ذھ‬I ‫ إ‬26

intellectual disability F‫ ذھ‬I ‫ إ‬27

profound intellectual disability ‫ دة‬7 F‫ ذھ‬I ‫ إ‬26

mild intellectual disability F‫ ذھ‬I ‫ إ‬26

severe intellectual disability ‫ ة‬A F‫ ذھ‬I ‫ إ‬26

moderate intellectual disability &, ‫ ﻣ‬F‫ ذھ‬I ‫ إ‬26

learning disability ‫ﱡ‬ ‫ ا‬9 I ‫ إ‬27

language disability ,Zُ I ‫ إ‬29

speech and language disability ,Zُ ‫ < و‬X I ‫ إ‬29

developmental disability H X I ‫ إ‬27

benefit in kind F ‫ ت‬X ‫ إ‬58

state benefit ّ ‫ﻣ‬,=ُ7/ ‫ دو‬X, ‫ﻣ‬/ X ‫ إ‬58

interdependence ‫ َد‬# ‫د ُﻣ‬ ‫ إ‬73

preparing data ‫ ت‬X # ‫ إ اد ا‬100

881
execution ‫ إ ام‬68

hurricane ‫ر‬ ‫ إ‬89

tornado ‫ر‬ ‫ إ‬89

give someone their rights X,X < ‫ ا‬kI,<ُ ‫ ﺑ‬s1A ‫م‬+ ‫ إ‬43

declaration of faith ‫ ن‬j‫ن ا‬+ ‫ إ‬68

Cairo Declaration on Human Rights in

‫م‬+&j‫ ا‬9 ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا < ھ ة‬+ ‫ إ‬74
Islam
CDHRI ‫م‬+&j‫ ا‬9 ‫ ن‬/Xj‫ق ا‬,<ُ ‫ن ا < ھ ة‬+ ‫ إ‬74

Salamanca Statement =X ‫ن & ﻣ‬+ ‫ إ‬32

job advertisement ‫ن وظ‬+ ‫ إ‬97

job ad ‫ن وظ‬+ ‫ إ‬97

crisis relief ‫ ا زﻣ ت‬c )‫ إ‬91

disaster relief ‫ارث‬,= ‫ ا‬c )‫ إ‬91

spontaneous emergency relief ‫ارىء‬, ‫ ت ا‬7 9 , c )‫ إ‬91

mass rape ‫ب‬ )‫ إ‬90

omission ‫ إ) ل‬9

lack of productivity Xj‫ ا‬O ‫ < ر إ‬9‫ إ‬40

probation service #I‫ا‬ ‫ ا‬n D ‫ اج‬9‫ إ‬45

self-disclosure ّ D‫@ ّ ت ذا‬, ‫ ء‬%9‫ إ‬49

disclose ‫ح‬ 9‫ إ‬7

disclosure ‫ح‬ 9‫ إ‬7

disclosure of information ‫ﻣ ت‬, ‫ ﻣ‬L ‫ح‬ 9‫ إ‬5

insolvency ‫س‬+9‫ إ‬35

residency ‫ ﻣ‬I‫ إ‬5

882
residency ‫ ﻣ‬I‫ إ‬57

residence ‫ ﻣ‬I‫ إ‬76

permanent residence H‫ ﻣ دا‬I‫ إ‬79

denizenship ‫ ق‬F‫ا‬ &‫ق وا‬,<ُ7 ‫ ﻣ ذات‬I‫ إ‬76

long-term residence ‫ا ى‬ ,‫ ﻣ ط‬I‫ إ‬76

sojourn IP‫ ﻣ ﻣ‬I‫ إ‬76

‫ة ا ﻣ أو‬ I ‫د‬,< ‫ ر‬% X‫ ا‬O ّ Fْ#‫د َﻣ‬ I‫إ‬

gig economy ‫ة‬ ‫لا‬ ‫ ا‬59

quit smoking L ‫ ا‬L ‫ع‬+I‫ إ‬12

regional I‫ إ‬71

regionally ً I‫ إ‬71

compulsion ‫ام‬b ‫ إ‬34

compulsory ‫ ري‬# ‫إ‬/ ‫اﻣ‬b ‫ إ‬10

scapegoat L }‫ ا‬O ‫و‬P/ ‫ إ < ء ا‬84

scapegoat ‫ اء‬9 ~#S L }‫ا‬ /L }‫ ا‬O ‫و‬P/ ‫ إ < ء ا‬9

abstain ‫ ع‬Fِ ‫ ا ْﻣ‬43

pathogenesis ‫ إﻣ اض‬64

access O ‫ل إ‬,@, ‫ ا‬X =‫ إﻣ‬61

access ‫ﻣ‬/‫ل‬,@‫ و‬X =‫ إﻣ‬7

come down ‫ ا دة‬c]D ‫ _ ء‬X‫ إ‬39

achievement ‫ ز‬-X‫ إ‬19

achievement ‫ ز‬-X‫ إ‬73

educational achievment D ‫ ز‬-X‫ إ‬18

integration ‫ ﻣ ج‬X‫ إ‬21

883
human being ‫ ن‬/X‫ إ‬73

humanity X /X‫ إ‬71

liaise : /FD/‫ل‬ ‫إ‬/ @ ‫ ء‬%X‫ إ‬51

assimilation ‫ _ ر‬X‫ إ‬82

assimilation ‫ _ ر‬X‫ إ‬82

education spending ‫ي‬,‫ ﺑ‬D ‫ ق‬X‫ إ‬98

disinhibition (ّ ‫اف ا‬ ‫ت )أي دون ﻣ ا ة ا‬+ X‫ إ‬35

sectarian split H ‫ م ط‬/<X‫ إ‬68

denial L‫ ﻣ ن ﻣ‬7/‫= ر‬X‫ إ‬36

terminate a pregnancy ‫_ ء ا‬X‫ إ‬65

termination ‫إ < ف‬/‫_ ء‬X‫ إ‬49

neglect ‫ إھ ل‬1

neglect ‫ إھ ل‬6

neglect ‫ إھ ل‬7

neglect ‫ إھ ل‬9

child neglect ْ ِ ‫ إھ ل ا‬7

child neglect ْ ِ ‫ إھ ل ا‬9

self-neglect ` F ‫إھ ل ا‬/ D‫ إھ ل ذا‬9

medical neglect ّ#‫ إھ ل ط‬9

religion-motivated medical neglect F‫د‬ FI W#/‫ّ ﺑ‬#‫ إھ ل ط‬9

parental neglect ‫ إھ ل وا ي‬17

altruism ‫ ر‬R ‫ إ‬91

find housing L=/‫ د ﻣ‬- ‫ إ‬44

884
rent ‫ ر‬- ‫ إ‬58

rent ‫ ر‬- ‫ إ‬61

placement ‫ إ اع‬14

place ( ْ ِ ‫د إ اع ا‬, < ‫ ا‬F‫ إ اع )ھ‬14

out-of-home placement #‫ا‬ ِ ‫ م ا‬TX 9 ْ ِ ‫ إ اع ا‬14

placement of a child in a foster family ‫ﺑ‬ ‫ أُ& ة را‬8‫ إ اع ا ِ ْ ﻣ‬14

admission into a children's home ‫أط ل‬ ‫ دار ِر‬9 ‫ إ اع‬14

sheltered placement L‫ﺑ = ن آﻣ‬ ‫ إ اع وظ‬31

O ‫ا = ر‬ Z ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9) ‫إ ا ت ُﻣ ﱢدة‬

‫ دور‬L ‫ ن ﺑ‬S ‫ ان‬# ‫ا‬ ِ ‫ م ا‬TX 9 ْ ِ ‫ا‬
multiple placements ( # ‫أو ا & ا‬ ِ ‫ ا‬14

self-harm ` F ‫اء ا‬g ‫ إ‬9

self-harming ` F ‫اء ا‬g ‫ إ‬17

self-injury ` F ‫اء ا‬g ‫ إ‬17

self-harming ` F ‫اء ا‬g ‫ إ‬25

intentional self-harm ‫ ` ا‬F ‫اء ا‬g ‫ إ‬17

deliver aid X, ‫ا‬/‫ ِ ة‬/ ُ ‫ل ا‬ ‫ إ‬91

liaise : /FD/ @ ‫ ﻣ‬I‫ا‬/‫ل‬ ‫ إ‬47

repay L ‫ إ ء ﺑ‬86

stop use ‫ط‬ ‫ إ < ف ا‬37

faith ‫ إ ن‬68

faith ‫ < ة‬/‫ إ ن‬67

gesture ‫ ت‬H ‫ إ‬29

residential H‫ا‬, ‫ إ‬51

885
social father ‫ أب ا‬7

foster dad ‫ أب ﺑ‬15

collusive father ‫ء‬O‫اط‬, ‫ أب ﻣ‬7

finger alphabet 8‫ا @ ﺑ‬ -‫ أﺑ‬24

child abuse research ِْ ‫& ءة‬j‫ أﺑ ث ا‬7

learning research ‫ﱡ‬ ‫ أﺑ ث ا‬2

ageing research ,1 % ‫ أﺑ ث ا‬40

poverty research < ‫ أﺑ ث ا‬59

small group research ‫ ة‬Z ‫ ت ا‬, - ‫ أﺑ ث ا‬49

women's research ‫أة‬ ‫ أﺑ ث ا‬63

gender research ‫ع ا‬,F ‫ أﺑ ث ا‬63

migration research ‫ ة‬-_ ‫ أﺑ ث ا‬75

emancipatory disability research I j‫ ا‬L ‫ر‬ D ‫ أﺑ ث‬20

sex research /Fْ ِ ‫ أﺑ ث‬66

childhood research , ّ
‫@ ﺑ‬ ‫ أﺑ ث‬2

research on migration ‫ ة‬-_ ‫ ا‬L ‫ أﺑ ث‬75

parish A ‫ أﺑ‬50

parenthood ‫ة‬,‫ أﺑ‬27

paternalism ,‫ أﺑ‬20

carer's allowance ‫ة‬/ ‫ ب ا ا‬D‫ أ‬30

furniture ‫ ث‬c‫ أ‬21

adverse effect # & c‫ أ‬19

bite mark i c‫ أ‬8

886
legal effect X,X I c‫ أ‬5

wage ‫ أ‬57

foreign national #F ‫ أ‬75

foreigner ‫ ب‬Z‫ﻣ‬/ #F ‫ أ‬76

political agenda & & ‫ ة‬F ‫ أ‬59

work atmosphere ‫اء ا‬, ‫ أ‬96

single sex `F- ‫ دي ا‬7‫ أ‬98

autochthon L @ ‫د ا‬+# ‫ ء ا‬F‫ ّ أﺑ‬7َ ‫ أ‬82

slum ‫< ة‬9 ‫ ء‬7‫ أ‬89

squatter settlement ‫< ة‬9 ‫ ء‬7‫ أ‬89

bidonville ‫< ة‬9 ‫ ء‬7‫ أ‬89

favela ‫< ة‬9 ‫ ء‬7‫ أ‬89

sibling n ‫أ‬/‫ أخ‬18

take time out of work to raise a family ‫ﺑ أُ& ة‬ ‫ ا‬L‫ إ زة ﻣ‬g ‫ أ‬57

residential social worker ِ ‫ دور ا‬9 ‫ ا‬H ‫ أ‬16

key worker ‫ة‬/ ْ ‫ِط‬ 7 ‫دارة‬j sّ 1‫ُﻣ‬ ‫ ا‬H ‫ أ‬14

key worker ‫ة‬/ ْ ‫ِط‬ 7 ‫دارة‬j sّ 1‫ُﻣ‬ ‫ ا‬H ‫ أ‬16

social professional ّ F_‫ِﻣ‬ ‫ ا‬H ‫ أ‬72

prosthetist F @ ‫ ا ط اف ا‬H ‫ أ‬22

orthotist F @ ‫ ا ط اف ا‬H ‫ أ‬22

outreach worker , ‫ ا‬H ‫ أ‬37

mental health professional /F‫ ا ِ ّ ا‬H ‫ أ‬33

SEN specialist ّ
@ ,‫ ﺑ‬D ‫ت‬ 7‫ إ‬H ‫ أ‬21

887
paediatrician ‫ أط ل‬H ‫ أ‬22

dietitian gZD H ‫ أ‬22

clinician ّ#‫ ط‬H ‫ أ‬33

speech and language pathologist Z‫ وا ﱡ‬: F ‫أﻣ اض ا‬ H ‫ أ‬29

mental health professional /F‫ ا ِ ّ ا‬9 H ‫ أ‬34

mental health expert by experience ‫ ة ا‬#1 ‫ ا‬# /F‫ ا ِ ّ ا‬9 H ‫ أ‬33

criminologist H‫ ا‬- ‫ا‬ 9 H ‫ أ‬43

health care professional ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 H ‫ أ‬22

youth worker ‫ ب‬#%‫ ا ﱠ‬E H ‫ أ‬10

health and social care professional ‫ّ وا‬ ‫ا‬ ِ ‫ ا‬9 ّ F_‫ ِﻣ‬H ‫ أ‬88

qualified youth worker ‫ ب‬#%‫ ا ﱠ‬E ‫ھ‬P‫ ﻣ‬H ‫ أ‬10

logopedist : X H ‫ أ‬29

paediatricians ‫ ا ط ل‬W‫ ط‬L H ‫ أ‬9

gravest A‫أ‬/ ‫ أ‬5

moral ‫ق‬+ ‫ أ‬70

virtue ethics i ‫ق ا‬+ ‫ أ‬70

ethical I+ ‫ أ‬65

ethics ‫ ت‬I+ ‫ أ‬70

Aristotelian ethics , &‫ ت أر‬I+ ‫ أ‬70

morality I+ ‫ أ‬70

functioning ‫ أداء‬19

functioning ‫ أداء‬33

body functioning /- ‫ أداء ا‬19

888
serve ‫ﺑ‬,< ‫ أداء ا‬44

academic performance ‫ د‬S‫ أداء أ‬98

human functioning ‫ ي‬%‫ أداء ﺑ‬23

educational attainment &‫ أداء ﻣ ر‬25

cognitive functioning 9 ‫ أداء ﻣ‬33

motor functioning S 7 ‫ أداء وظ‬23

instrument ‫ أداة‬48

research instrument l ‫ أداة ﺑ‬100

speech generating device ‫ت‬, ‫ ا@ ار ا‬9 ‫ ِ ة‬/‫ أداة ُﻣ‬29

voice output communication aid ‫ت‬, ‫ ا@ ار ا‬9 ‫ ِ ة‬/‫ أداة ُﻣ‬29

high-tech communication aid F<D ‫ا@ ذو‬, ‫ ِ ة‬/‫ أداة ُﻣ‬29

tool &‫و‬/‫ أداة‬48

social work literature ‫ا‬ ‫ أدﺑ ت ا‬88

medical evidence ّ#‫ أد ط‬8

injecting equipment Lّ< ‫ أدوات ا‬39

black magic paraphernalia ‫د‬,& ‫ا‬ / ‫ذة أو ا‬, % ‫ أدوات ا‬7

‫ء‬ ‫ أو ا‬8F ‫ ْ ﻣ‬1ِ / ُ ‫ ﱢرات )أي ا‬1 ُ ‫أدوات ا‬

drug paraphernalia (‫ ﱢرات‬1 ُ ‫ ا‬39

instruments H &‫و‬/‫ أدوات‬79

medication ‫ أدو‬36

medication ‫ أدو‬38

prescription drug W # ‫ ا‬#I L‫ ﻣ‬Q@,D ‫ أدو‬38

over-the-counter drug ّ#‫ أدو دون و@ ط‬38

889
 ‫ اف‬A‫ ا‬n D ‫زع‬,D‫ر و‬ D) _‫ح ﺑ‬ ‫أدو ﻣ‬
controlled drug ( ‫ﻣ‬,= ‫ ا‬L X‫ا‬,I‫ و‬39

harm ‫ أذى‬37

physical harm ‫ ي‬/ ‫ أذى‬9

significant harm A ‫ أذى‬93

drug-related harm ‫ ﱢرات‬1 ُ ‫ ﺑ‬: ‫ أذى ﻣ‬39

deliberately harm ‫ أذى ﻣ‬7

emotional harm / X ‫ أذى‬9

five pillars of Islam / 1 ‫م ا‬+&j‫ ن ا‬S‫ أر‬68

crisis ‫ أزﻣ‬14

credit crunch ‫ ن‬H ‫ أزﻣ ا‬59

crisis of legitimacy ّ F_‫ أزﻣ ِﻣ‬16

psychiatric crisis / X ‫ أزﻣ‬34

oil crisis y X ‫ أزﻣ‬56

global jobs crisis QH ‫ أزﻣ وظ‬89

value base < ‫ أ& س ا‬70

value base < ‫ أ& س ا‬99

theory base TF ‫ أ& س ا‬69

theory base TF ‫ أ& س ا‬71

knowledge-base 9 ‫ا‬O ّ Fْ#‫ أ& س َﻣ‬96

skill-base ‫ ا _ رة‬O ّ Fْ#‫ أ& س َﻣ‬96

paramount & &‫ أ‬5

fundamental & &‫ أ‬73

essential & &‫ أ‬97

890
vital ً‫ا‬ _‫ﻣ‬/ & &‫ أ‬50

research method l # ‫ ا‬W &‫ أ‬100

relaxation technique ‫ء‬ & ‫ ا‬F<D/W &‫ أ‬36

grounds of inadmissibility J9 ‫ ب ا‬#&‫ أ‬78

assistant lecturer ِ /‫ أ& ذ ُﻣ‬99

birth family , , # ‫ أُ& ة ا‬15

extended family ‫ة‬ ‫ أُ& ة ا‬15

birth family , , ‫ أُ& ة ﺑ‬14

family under stress yZi ‫ ا‬n D ‫ أُ& ة‬12

family in adversity H‫ ا‬% ‫ ا‬L‫ ﻣ‬X D ‫ أُ& ة‬12

low wage family ‫ﻣ ٍن‬ ‫ أُ& ة ذات د‬59

family with complex problems ‫ ﻣ < ة‬S %‫ أُ& ة ذات ﻣ‬12

foster family ‫ﺑ‬ ‫ أُ& ة را‬14

foster family ‫ﺑ‬ ‫ أُ& ة را‬15

substitute family ‫ﺑ‬ ‫ أُ& ة را‬15

foster home ‫ﺑ‬ ‫ أُ& ة ِر‬15

poor family ‫< ة‬9 ‫ أُ& ة‬58

vulnerable family 1 ‫ ُﻣ ﱠض‬/~‫ ھ‬8\‫ و‬9 ‫ أُ& ة‬12

interfaith family ‫ أُ& ة ُﻣ ﱢدة ا د ن‬67

family with multiple problems S % ‫ أُ& ة ُﻣ ﱢدة ا‬12

household ‫ل‬bF ‫&= ن ا‬/ % ‫ أُ& ة ﻣ‬61

same-sex family L R‫ ﻣ‬L ‫ وا‬L‫ ﻣ‬X,=‫ أُ& ة ﻣ‬66

rainbow family L R‫ ﻣ‬L ‫ وا‬L‫ ﻣ‬X,=‫ أُ& ة ﻣ‬66

891
found `&‫ أ‬53

grounds `&‫ أ‬85

arms &‫ أ‬90

teaching mode ` ‫ب ا ر‬, &ُ‫ أ‬98

parenting method ‫ب ا ﺑ‬, &ُ‫ أ‬12

thought form = ‫ب ا‬, &ُ‫ أ‬33

drinking style ‫ ب‬% ‫ب ا‬, &ُ‫ أ‬38

parenting style L ‫ا‬, ‫ ﺑ ا‬D ‫ب‬, &ُ‫ أ‬2

parenting style L ‫ا‬, ‫ ﺑ ا‬D ‫ب‬, &ُ‫ أ‬12

defence mechanism 9‫ب د‬, &ُ‫ أ‬36

snoezelen L ‫ز‬,ّF&ِ ‫ج‬+ ‫ب‬, &ُ‫ أ‬30

method h_F‫ﻣ‬/‫ب‬, &ُ‫ أ‬72

worst forms of child labour ‫ا ط ل‬ ‫= ل‬A‫أ أ‬,&‫ أ‬86

sorrow ‫ن‬b7/O&‫ أ‬55

people ‫ ص‬1A‫ أ‬73

people on low incomes X ‫ﻣ‬ ‫ ص ذوي د‬1A‫ أ‬58

people with HIV/AIDS ‫ ز‬j‫ن ﺑ ض ا‬,‫ﺑ‬ ‫ ص ﻣ‬1A‫ أ‬64

people with HIV or AIDS ‫ ز‬j‫ن ﺑ ض ا‬,‫ﺑ‬ ‫ ص ﻣ‬1A‫ أ‬65

origin @‫ أ‬81

ancestry @‫ أ‬81

parentage @‫ أ‬81

ethnic origin I @‫ أ‬84

national origin ‫ أ@ ﻣ‬84

892
mixed parentage y 1‫ أ@ ﻣ‬81

dual parentage H Fc/‫دوج‬b‫ أ@ ﻣ‬81

deaf (s1A) @‫ أ‬24

congenitally deafblind ً <ْ َ Q S‫ أ@ و‬24

origins of social problems ّ ‫ ا‬S % ‫ل ا‬,@‫ أ‬69

ethnic origins I ‫ل‬,@‫ أ‬84

Montessori pedagogy ‫ري‬,/ F ‫ا ر ` ا‬ ‫ل‬,@‫ أ‬13

national origins ‫ﻣ‬/ F‫ل وط‬,@‫ أ‬84

Médecins Sans Frontières ‫ ود‬7 +‫ ء ﺑ‬#‫ أط‬92

Doctors Without Borders ‫ ود‬7 +‫ ء ﺑ‬#‫ أط‬92

PhD thesis ‫راة‬, S‫ د‬7‫ أط و‬99

children ‫ أط ل‬4

non-disabled children I ‫ أط ل دون إ‬21

disabled children I ‫ أط ل ذوي إ‬92

children in care #‫ا‬ ِ ‫ م ا‬TX 9 ‫ أط ل‬92

children who sexually offend ً /Fْ ِ ‫ن‬,E /‫ أط ل ﻣ‬8

dependent children L ‫ أط ل ﻣ‬77

vulnerable children 1 L \‫ أط ل ُﻣ ﱠ‬7

children and young people with mental

/ X S %‫ ﻣ‬L‫ن ﻣ‬,X ‫ ب‬#A‫ أط ل و‬17
health problems
migrant numbers L _ ُ ‫ أ اد ا‬75

migrant stock L _ ُ ‫ أ اد ا‬75

symptom ‫اض‬ ‫ أ‬33

symptom ‫اض‬ ‫ أ‬33

893
positive symptom ‫ ﺑ‬- ‫اض إ‬ ‫ أ‬35

side effect #X ‫اض‬ ‫ أ‬36

negative symptom # & ‫اض‬ ‫ أ‬35

genitals & FD ‫ ء‬i ‫ أ‬8

private parts & FD ‫ ء‬i ‫ أ‬8

housework bF‫ل ﻣ‬ ‫ أ‬23

family members ‫ اد ا ُ& ة‬9‫ أ‬41

Sub-Saharan Africa ‫ ى‬#= ‫اء ا‬ ‫ب ا‬,F < 9‫ أ‬89

economic advantage ‫د‬ I‫ا‬ i9‫ أ‬91

suicidal thoughts ‫ر‬ X‫= ر ا‬9‫ أ‬9

disabled relatives I ‫ ﺑ ء ذوي إ‬I‫ أ‬41

minorities ‫ ت‬I‫ أ‬84

minority I‫ أ‬82

minority population ‫= ن‬/ ‫ا‬ I‫ أ‬82

religious minority. F‫د‬ I‫ أ‬81

linguistic minority ,Zُ I‫ أ‬24

linguistic minority ,Zُ I‫ أ‬81

ethnolinguistic minority I ,Zُ I‫ أ‬81

brace H # ‫اس و‬,I‫ أ‬23

splint H # ‫اس و‬,I‫ أ‬23

academic ‫ د‬S‫ أ‬45

disabilities academic I j‫ ل ا‬-‫ َﻣ‬9 ‫ د‬S‫ أ‬19

academic ‫ة‬/ ‫ د‬S‫ أ‬99

894
elder ً ّF&ِ #S‫ أ‬40

intimacy ‫ ب‬I/ ‫ أ‬49

pain ‫ أ‬42

backache _‫ أ ظ‬64

chest pain ‫ر‬ ‫ ا‬9 ‫ أ‬35

stomach ache ‫ أ ﻣ ة‬17

stomach ache ‫ أ ﻣ ة‬64

foster mum ‫ أم ﺑ‬15

collusive mother E‫اط‬, ‫ أم ﻣ‬7

mother ‫وا ة‬/‫ أم‬54

public places ‫ﻣ‬ LS ‫ أﻣ‬7

security ‫ أﻣ ن‬58

community safety 8 َ ْ- ُ ‫ أﻣ ن ا‬62

home safety bF‫ أﻣ ن ﻣ‬9

umma ‫ أﻣ‬68

removal order ‫ أﻣ إزا‬78

deportation order /D ‫ أﻣ‬78

care order ‫ أﻣ ِر‬14

expulsion order ‫ أﻣ ط د‬78

court order H iI ‫ أﻣ‬14

court order = ‫ أﻣ ﻣ‬6

court order = ‫ أﻣ ﻣ‬78

Native American @ ‫ب ا‬, % ‫ ا‬L‫أﻣ = ﻣ‬/ @‫ أﻣ = أ‬82

895
border control ‫ود‬ ‫ ا‬L‫ أﻣ‬78

security ‫ أﻣ ن‬/L‫ أﻣ‬2

wish F‫ أُ ْﻣ‬4

motherhood ‫ﻣ‬,‫ أﻣ‬63

teenage motherhood <َ‫ ا ُ اھ‬Lّ &ِ 9 ‫ﻣ‬,‫ أﻣ‬18

motherliness ‫ﻣ‬,‫ أﻣ‬63

illiteracy ّ ‫ أﻣ‬89

ombudsman T‫ ﻣ‬L ‫ أﻣ‬85

be integral to something Lّ ‫ ء ُﻣ‬% ً & &‫ن أ‬,= ‫ أن‬67

Gospels X‫ أ‬68

regulation TX‫ أ‬16

data-sharing regulation ‫ ت‬X ‫ ﺑ‬S‫ َر‬%‫ُﻣ‬ TX‫ أ‬6

patterns of communciation @‫ا‬, ‫ ط ا‬X‫ أ‬49

national F‫وط‬/ ‫ أھ‬71

nationally ً F‫وط‬/ً ‫ أھ‬71

Europeanisation ‫ أورﺑ‬99

) ‫ ة‬-_ ‫ دة \ ا‬% ‫ )أي ا‬F ‫أوروﺑ ا‬

fortress Europe ( X,X < ‫ ا‬79

continental European ‫ أوروﺑ‬81

paramountcy of the welfare of the child ْ ِ ‫ها‬9 & &‫ أ‬, ‫ أو‬4

initial H #‫ﻣ‬/ ‫ أو‬48

--‫ ه‬% ‫ اءة ا‬I‫ رة ا و و‬A ‫ ا‬Z ‫د‬, < ‫أي وا‬
Bilingual Deaf person Z‫ ا ﱡ‬H Fc @‫ أ‬24

ideology , , ‫ أ‬90

896
political ideology & & , , ‫ أ‬91

communitarianism َ ْ- ُ ‫ا‬ , , ‫ أ‬50

aftermath ‫ ّ ث‬7َ ‫ع‬,I‫ة ﻣ ﺑ و‬ ‫ا‬/ ‫ ّ ث ﻣ‬7َ ‫ ر‬c‫ آ‬91

long term effects ‫ا ﻣ‬ ,‫ ر ط‬c‫ آ‬9

short term effects ‫ةا ﻣ‬ I ‫ ر‬c‫ آ‬9

machinery ‫ آ‬90

secure L‫ آﻣ‬17

secure L‫ آﻣ‬42

safe L‫ آﻣ‬80

eligibility ‫ آھ‬58

scriptures F ‫ آ ت د‬67

researcher l7 ‫ ﺑ‬20

jobseeker L l7 ‫ ﺑ‬60

jobseeker ‫ وظ‬L ‫ة‬/l7 ‫ ﺑ‬56

forcibly ‫ر) م‬j ‫ﺑ‬/‫ ر‬# j ‫ ﺑ‬89

in partnership S‫ َر‬% ُ ‫ ﺑ‬6

on an equal footing ‫ وي‬/ ‫ ﺑ‬، _D‫ ذا‬#/F ‫ﺑ‬/‫ ﺑ < س‬84

remunerated ]‫ ﺑ‬86

remunerated ]‫ ﺑ‬88

safely F‫< آﻣ‬ ‫ﺑ‬/‫ ﺑ]ﻣ ن‬42

petrol ‫ ﺑ ول‬38

in need O‫إ‬ ‫ ﺑ‬59

needy ْ ‫ود‬ ِ ‫ ﺑ‬53

897
research l ‫ ﺑ‬56

research l ‫ ﺑ‬100

action research H‫ا‬ ‫ إ‬l ‫ ﺑ‬100

basic research & &‫ أ‬l ‫ ﺑ‬100

applied research < ّ# D l ‫ ﺑ‬100

narrative research ‫ & دي‬l ‫ ﺑ‬100

disability research I j‫ ا‬L l ‫ ﺑ‬20

youth research ‫ ب‬#%‫ ل ا ﱠ‬-‫ َﻣ‬9 l ‫ ﺑ‬3

quantitative research S l ‫ ﺑ‬100

post-doctoral research ‫راه‬, S ‫ ﻣ ﺑ ا‬l ‫ ﺑ‬99

comparative welfare state research ‫ ه‬9 ‫ دول ا‬L ‫ ﻣ< رن‬l ‫ ﺑ‬56

qualitative research ,X l ‫ ﺑ‬100

protective ‫ ﺑ‬55

social work research ‫ا‬ ‫ث ا‬, ‫ ﺑ‬100

comparative educational research X‫ ﻣ< ر‬,‫ ﺑ‬D ‫ث‬, ‫ ﺑ‬98

evaluation research <D ‫ث‬, ‫ ﺑ‬100

practice-oriented research / < ّ# D k ‫ ﱡ‬,َD ‫ث ذات‬, ‫ ﺑ‬100

cross-cultural research ‫ ت‬9 <R ‫ ا‬# ‫ث‬, ‫ ﺑ‬100

life cycle research ‫ة‬ ‫ دورة ا‬9 ‫ث‬, ‫ ﺑ‬40

life course research ‫ة‬ ‫ ة ا‬/‫ث ﻣ‬, ‫ ﺑ‬40

starting school &‫ر‬ ‫ ﺑ ء ﺑ‬17

enter retirement < ‫ ﺑ ا ا‬40

suit ‫ ﺑ‬97

898
substitute ‫ ﺑ‬39

substitute ‫ ﺑ‬54

biological given ,,‫ ﺑ _ ﺑ‬2

animal excrement X‫ا‬, 7 ‫ ﺑ از‬9

human excrement ‫ ي‬%‫ ﺑ ازﺑ‬9

fleas l )‫ ﺑ ا‬9

burka 8I ‫ ﺑ‬68

programme h‫ ﻣ‬X ‫ ﺑ‬18

programme h‫ ﻣ‬X ‫ ﺑ‬74

‫ ص‬1A[ sّ 1 ُ ‫( َ َ ﱡ ا‬TEACCH) h‫ ﻣ‬X ‫ﺑ‬

TEACCH programme ‫ﱡ‬7,‫ ا ﱠ‬Q ‫ ط‬L‫ن ﻣ‬,X L g ‫ ا‬30

substitution programme ‫ ال‬# &‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬39

reading recovery scheme ‫ ا& دة ﻣ_ رة ا < اءة‬h‫ ﻣ‬X ‫ ﺑ‬26

World Food Programme ‫َ ّة‬ ‫[ﻣ ا‬ ‫ ا‬g) ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

WFP ‫َ ّة‬ ‫[ﻣ ا‬ ‫ ا‬g) ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

United Nations Development

H Xj‫َ ّ ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ ﺑ‬74
Programme
UNDP H Xj‫َ ّ ة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ ﺑ‬74

F ‫ ا‬s<X ‫وس‬ ‫ ك‬%ُ ‫َ ّة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬

Joint United Nations Programme on
‫ ز‬j‫ا‬/ %# ‫ ا‬74
HIV/AIDS
F ‫ ا‬s<X ‫وس‬ ‫ ك‬%ُ ‫َ ّة ا‬ ‫ ا ﻣ ا‬h‫ ﻣ‬X ‫ﺑ‬
UNAIDS ‫ ز‬j‫ا‬/ %# ‫ ا‬74

structural adjustment programme =_‫ا‬ ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬91

12 step programme % Fc ‫ات ا‬, 1 ‫ ا‬h‫ ﻣ‬X ‫ ﺑ‬38

reintegration programme ‫ ﻣ ج‬X ‫ إ دة ا‬h‫ ﻣ‬X ‫ ﺑ‬18

899
alcohol education programme ‫ل‬, = ‫ ا‬L <RD h‫ ﻣ‬X ‫ ﺑ‬44

training programme # ‫ ر‬D h‫ ﻣ‬X ‫ ﺑ‬96

social work training programme ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 # ‫ ر‬D h‫ ﻣ‬X ‫ ﺑ‬99

parenting priogramme L ‫ا‬, ‫ ﺑ ا ط ل‬D h‫ ﻣ‬X ‫ ﺑ‬12

regularisation programme TFD/ -/D h‫ ﻣ‬X ‫ ﺑ‬79

employee assistance programme L ‫ظ‬, ‫ د ْ ا‬h‫ ﻣ‬X ‫ ﺑ‬96

Son-Rise programme b ‫را‬-‫ن‬,& h‫ ﻣ‬X ‫ ﺑ‬28

treatment programme + h‫ ﻣ‬X ‫ ﺑ‬38

treatment programme + h‫ ﻣ‬X ‫ ﺑ‬44

treatment programme + h‫ ﻣ‬X ‫ ﺑ‬45

domestic violence treatment

‫ ا & ي‬QFْ ُ + h‫ ﻣ‬X ‫ ﺑ‬44
programme
job creation programme ‫ ص ا‬9 9, h‫ ﻣ‬X ‫ ﺑ‬60

youth programme ‫ ب‬#% h‫ ﻣ‬X ‫ ﺑ‬11

aid programme X ‫إ‬/ ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬h‫ ﻣ‬X ‫ ﺑ‬91

anti-trafficking programme %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬h‫ ﻣ‬X ‫ ﺑ‬87

counter trafficking programme %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ ُﻣ‬h‫ ﻣ‬X ‫ ﺑ‬87

preventative programme H I‫ و‬h‫ ﻣ‬X ‫ ﺑ‬18

portage scheme hD‫ر‬,‫ ﺑ‬y 1‫ﻣ‬/h‫ ﻣ‬X ‫ ﺑ‬22

Palermo Protocol ,‫ﻣ‬ ‫ل ﺑ‬,S,D‫ ﺑ و‬87

Protocol Relating to the Status of

L E + ‫ ا‬8\,‫ صّ ﺑ‬1 ‫ ا‬1967 ‫م‬ ‫ل‬,S,D‫ ﺑ و‬80
Refugees, 1967
United Nations Protocol Against the #‫ا‬: ‫ط‬L L _ ُ ‫ ا‬W _D 9 =‫ل ُﻣ‬,S,D‫ﺑ و‬
Smuggling of Migrants by Land, Sea and
,- ‫وا‬ # ‫ وا‬79
Air
UN Protocol to Prevent, Suppress and ،‫ ص‬1A ‫ ر ﺑ‬-D ‫ ا‬#I ‫ وﻣ‬8 I‫ و‬8F‫ل ﻣ‬,S,D‫ﺑ و‬
Punish Trafficking in Persons, Especially
ّ 1‫ وﺑ‬87
‫ ء وا ط ل‬/F ‫@ ا‬
Women and Children
900
innocent ‫ ﺑ يء‬2

precariate ‫ ﺑ = ر‬59

sight ‫ ﺑ‬24

eyesight ‫ ﺑ‬24

visual ‫ي‬ ‫ ﺑ‬28

fingerprint 8#@ ‫ا‬ ‫ ﺑ‬78

insight ‫ة‬ ‫ ﺑ‬33

insight ‫ة‬ ‫ ﺑ‬34

permanent resident card H‫ ﻣ ا ا‬Ij‫ ا‬I ‫ ﺑ‬79

identity card 1% ‫ ّ ا‬,ُِ _ ‫ ا‬I ‫ ﺑ‬78

certificate of identity 1% ‫ ّ ا‬,ُِ _ ‫ ا‬I ‫ ﺑ‬78

arrival card ‫ل‬,@, ‫ ا‬I ‫ ﺑ‬78

disability registration card I j‫ا‬ -/D I ‫ ﺑ‬19

green card ‫ اء‬i I ‫ ﺑ‬79

unemployment ‫ ﺑ‬72

youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ ﺑ‬10

youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ ﺑ‬60

youth unemployment ‫ ب‬#%‫ا ﱠ‬ ‫ ﺑ‬62

cyclical unemployment 9 ‫ظ‬/ ‫دور‬ ‫ ﺑ‬60

long term unemployment #‫ا ىا‬O ‫ ﺑ‬60

underemployment F<‫ﻣ‬ ‫ ﺑ‬60

in-depth : ‫ ﺑ‬48

street prostitute ‫ رع‬% ‫ ء ا‬Z‫ ﺑ‬88

901
as far as is reasonably practicable ً ‫ل‬,< ‫ ﻣ‬,‫ ﺑ< ر ﻣ ھ‬93

Bachelor of Social Work ‫ا‬ ‫ ا‬9 ‫س‬, ‫ر‬, =‫ ﺑ‬96

elective mutism H < X‫ ﺑ= ا‬29

country ‫ ﺑ‬78

country ‫ ﺑ‬81

country of settlement (L=/ ‫ ﺑ ا & < ار )أي ا‬76

country of habitual residence ‫د‬ j‫ ﻣ ا‬Ij‫ ﺑ ا‬76

country of usual residence ‫د‬ j‫ ﻣ ا‬Ij‫ ﺑ ا‬76

country of origin @ ‫ ﺑ ا‬72

country of origin @ ‫ ﺑ ا‬75

country of origin @ ‫ ﺑ ا‬76

origin country @ ‫ ﺑ ا‬76

state of origin @ ‫ ﺑ ا‬76

country of origin @ ‫ ﺑ ا‬78

country of origin @ ‫ ﺑ ا‬80

country of origin @ ‫ ﺑ ا‬83

source country @ ‫ ﺑ ا‬87

native country ‫ ﺑ ا م‬76

home country ‫ ﺑ ا م‬76

transit country ‫ور‬ ‫ ﺑ ا‬87

country of destination < ‫ ﺑ ا‬76

destination country < ‫ ﺑ ا‬76

destination country < ‫ ﺑ ا‬87

902
poorer country <9‫ ﺑ أ‬89

transit country ‫ر‬,# ‫ ﺑ‬78

country of transit ‫ر‬,# ‫ ﺑ‬78

peripheral country y ‫ ﺑ ﻣ‬91

receiving country #< /‫ ﺑ ﻣ‬77

receiving country Q i‫ﻣ‬/ #< /‫ ﺑ ﻣ‬76

host country Q i‫ ﺑ ﻣ‬75

host country Q i‫ ﺑ ﻣ‬76

Anglophone country b -X ‫ ا‬Z‫ ﺑ ﱡ‬:‫ ط‬X ‫ ﺑ‬70

English speaking country b -Xj‫ ا‬Z‫ ﺑ ﱡ‬:‫ ط‬X ‫ ﺑ‬75

developing country ‫ ٍم‬X ‫ ﺑ‬89

town ‫ ﺑ ة‬50

town ‫ ﺑ ة‬62

peacebuilding ‫م‬+/ ‫ ء ا‬F‫ ﺑ‬90

capacity building ‫ ء ا < رات‬F‫ ﺑ‬51

capacity building ‫ ء ا < رات‬F‫ ﺑ‬91

theory building ‫ ت‬TF ‫ ء ا‬F‫ ﺑ‬100

food bank ‫م‬ ‫ ا‬uF‫ ﺑ‬61

social infrastructure ّ ‫ا‬ D F‫ ﺑ‬62

basic infrastructure & &‫أ‬ D F‫ ﺑ‬89

compass @,‫ ﺑ‬68

statement of ethical principles I+ ‫ دىء ا‬# ‫ ﺑ ن ا‬92

statement of SEN ّ 1‫ّ ا‬

@ ‫تا‬ 7 ‫صّ ﺑ‬ ‫ ﺑ ن‬21

903
data ‫ ت‬X ‫ ﺑ‬85

home n ‫ ﺑ‬76

brothel ‫ د رة‬n ‫ ﺑ‬88

bordello ‫ر‬, ]‫ﻣ‬/‫ د رة‬n ‫ ﺑ‬88

sold 8 ‫ ﺑ‬87

sell sex `F- ‫ رة ا‬-D/`F- ‫ ا‬8 ‫ ﺑ‬88

biology of ageing ,1 % ‫ا‬ , , ‫ ﺑ‬40

environment E ‫ ﺑ‬64

sensory environment /7 E ‫ ﺑ‬28

physical environment ‫ﻣ د‬/ #‫ ط‬E ‫ ﺑ‬62

climate of hate ‫ اھ‬S E ‫ ﺑ‬84

urban environment i7/ X ‫ ﻣ‬E ‫ ﺑ‬62

domestic environment bF‫ ﻣ‬E ‫ ﺑ‬42

atmosphere ‫اء‬, ‫أ‬/ E ‫ ﺑ‬49

environment y ‫ﻣ‬/ E ‫ ﺑ‬20

environment y ‫ﻣ‬/ E ‫ ﺑ‬71

environment y ‫ﻣ‬/ E ‫ ﺑ‬77

environment y ‫ﻣ‬/ E ‫ ﺑ‬86

familiar surroundings ‫ف‬, ]‫ ﻣ‬y ‫ﻣ‬/ E ‫ ﺑ‬14

ecological E ‫ ﺑ‬48

environmental ‫ا م‬y ‫ ﺑ‬: ‫ﻣ‬/ E ‫ ﺑ‬48

learning environment ّ D E ‫ ﺑ‬21

release date s1% ‫ق & اح ا‬+‫ إط‬€ ‫ ر‬D 44

904
life history s1% ‫ ة ا‬7 € ‫ ر‬D 30

life history s1% ‫ ة ا‬7 € ‫ ر‬D 48

life history s1A ‫ ة‬7 € ‫ ر‬D 33

family migration history ‫ ة ا ُ& ة‬-‫ ھ‬€ ‫ ر‬D 82

employment history ‫ وظ‬€ ‫ ر‬D 97

historical 1 ‫ ر‬D 59

effect c]D 47

effect c]D 75

effect c]D 84

effectiveness c]D 94

disinhibiting effect ‫ ة‬#‫ﻣ‬+ ‫ ا‬c]D 38

surrogacy ‫ م‬7‫ا ر‬ ]D 66

international surrogacy ‫ م ا و‬7‫ا ر‬ ]D 92

developmental delay ‫ّي‬, ُ ُF ‫ا‬ ]D 27

motor delay S 7 ]D 23

persistent lateness /‫ﻣ‬ ]D 18

delay ]D 4

corporal punishment X ‫ ﺑ‬W ‫]د‬D 5

inconsistent discipline :/ ‫ ) ﻣ‬W < ‫ ﻣ‬W ‫]د‬D 17

serve a sentence ‫ﺑ‬,< ‫]د‬D 45

visa ‫ ة‬A]D 78

transit visa ‫ر‬,# ‫ ة‬A]D 78

immigrant visa ‫ ة‬-‫ ة ھ‬A]D 78

905
check s D/:ّ< D/ S]D 58

check s D/ S]D 95

self-assertiveness ‫ات‬g ‫ ا‬S]D 12

arranging a foster placement ‫ﺑ‬ &ُ‫أ‬ ‫ إ اع ِر‬L ‫]ﻣ‬D 15

health insurance @ L ‫]ﻣ‬D 89

secure accommodation L=/‫ ﻣ‬L ‫]ﻣ‬D 87

meals on wheels ّ @, ‫ِ ْ ﻣ ا‬ # L ّF/ِ ُ ‫م‬ ‫ ت ا‬# ‫ و‬L ‫]ﻣ‬D 42

securing a work placement ‫ وظ‬L ‫]ﻣ‬D 31

feminisation of poverty < ‫ ا‬l X]D 63

exchange ‫ دل‬#D 72

needle exchange ‫ﺑ‬j‫ دل ا‬#D 39

youth exchange ‫ ب‬#%‫ دل ا ﱠ‬#D 83

international exchange ‫ دل دو‬#D 11

international exchange ‫ دل‬#D 72

intercultural exchange ‫ ت‬9 <R ‫ ا‬L ‫ دل ﻣ ﺑ‬#D 11

starts where young people are ‫ا ون‬, l 7 ‫ ب‬#%‫ ا ﱠ‬8‫ أ ﻣ‬#D 10

staff turnover L ‫ظ‬, ‫ د ا‬-D/‫ ل‬#D 96

spending spree ‫ف‬ ‫ ﺑ‬g#D 35

soil oneself k/ X O ‫ ز‬#D 17

donation ‫ ع‬#D 94

donating to charity 1 ‫ ت ا‬/&P ‫ ا‬O ‫ ع إ‬#D 68

acquit (k O ‫ )ا‬H #D 43

cluttering R #D 29

906
heteronomy ‫ع‬,i / #D 32

flattening of affect % ‫ ا‬#D 35

mandatory reporting ‫اﻣ‬b ‫ إ‬x #D 6

report L x #D 7

adoption ّF#D 14

adoption ّF#D 66

adopt ّF#D 72

adopt ّF#D 82

international adoption ‫ّ دو‬F#D 72

international child adoption, ‫[ط ل‬ ‫ّ دو‬F#D 72

illegal adoption X,X I ) ّF#D 86

inter-country adoption ‫ ان‬# ‫ ا‬L ‫ّ ﻣ ﺑ‬F#D 72

transnational adoption ‫ ان‬# ‫ ا‬L ‫ّ ﻣ ﺑ‬F#D 72

ْ ِ ‫ وا‬L , , # ‫ ا‬L ‫ا‬, ‫ ّ ا‬,ُِ ‫ ھ‬l ‫ )ﺑ‬: Z‫ّ ﻣ‬F#D

Explain in English text (L 9 ‫ ا‬L ‫ ﻣ‬D k ,_-‫ ﻣ‬O<#D 5

ْ ِ ‫ وا‬L , , # ‫ ا‬L ‫ا‬, ‫ ّ ا‬,ُِ ‫ ھ‬l ‫ )ﺑ‬: Z‫ّ ﻣ‬F#D

Explain in English text (L 9 ‫ ا‬L ‫ ﻣ‬D k ,_-‫ ﻣ‬O<#D 5

open adoption ‫ح‬, ‫ّ ﻣ‬F#D 14

adoption with contact ‫ح‬, ‫ّ ﻣ‬F#D 14

adaption Qّ =َ D 21

acculturation 9 <c 8# D/QI RD 82

peer education ‫ ان‬I ‫ ا‬Q <RD 12

media education ‫ﻣ‬+ ‫ إ‬Q <RD 11

self-cultivation D‫ ذا‬Q <RD 54

907
self-formation D‫ ذا‬Q <RD 54

valorisation L RD 32

social role valorisation ‫ ا ور ا‬L RD 32

trade ‫ رة‬-D 98

trafficking in persons ‫ ص‬1A ‫ رة ا‬-D 79

sex trade /Fْ ِ ‫ رة‬-D 88

maid trade ‫ زل‬F ‫ت ا‬+‫ﻣ‬ ‫ رة‬-D 77

overstay the validity of a visa ‫ ة‬A] ‫ ا‬7+@ ‫ ة‬9 ‫ وز‬-D 79

urban regeneration X ‫ﻣ‬/‫ ي‬i7 ‫ د‬-D 62

canoe ‫وارق‬b ‫ ا‬Q -D 11

experiment ‫ ﺑ‬-D 100

educational experience ّ D ‫ ﺑ‬-D 18

sensory experience /7 ‫ ﺑ‬-D 28

developmentally appropriate experience #& F‫ ﻣ‬H X ‫ ﺑ‬-D 2

remove -D 5

removal of parental responsibility ‫ا‬, ‫_ ا‬D ‫و‬P/‫ ﻣ‬L‫ ﻣ‬L ‫ا‬, ‫ا‬ -D 5

population grouping X =& 8 -D 82

avoidance of certain situations or places Fّ ‫ ُﻣ‬QI‫ا‬,‫ أو ﻣ‬LS ‫ أﻣ‬WF-D 9

avert ‫ دي‬D/WF-D 34

naturalisation `F-D 76

equipment ‫ات وأدوات‬b _-D 21

alliance Q D 49

supervisory alliance 9‫ ا‬A‫ إ‬Q D 95

908
therapeutic alliance + Q D 95

working alliance ‫ وظ‬Q D 95

subcutaneous - ‫ ا‬n D 39

below the age of legal consent X,X < ‫ ا‬Lّ /ِ ‫ ا‬n D 8

report to someone ‫ ﻣ‬s1% Aِ #‫ اف ُﻣ‬A‫ إ‬n D 97

) OF# ‫ﺑ‬ ‫ و‬%‫رة ) ﻣ‬, ‫ < ﺑ‬/D ‫أو‬ D

squatting ‫أرض‬ I O ‫ل أو‬,‫ ﻣ]ھ‬61

challenge ‫ َ ّي‬D 1

challenge ‫ َ ّ ي‬D 17

challenge ‫ َ ّ ي‬D 96

life challenge D 7 ‫ َ ّ ي‬D 71

modernisation l D 56

modernisation l D 57

modernisation of public services ‫ َﻣ ت ا ﻣ‬1َ ‫ا‬ -D/l D 94

identify ّ َ D 64

identifying support needs ْ ‫ت‬ 7 ‫ َ ّ ا‬D 48

refugee status determination ‰ + ‫ ا‬8\‫ َ ّ و‬D 80

emancipation ‫ر‬ D 70

liberation ‫ر‬ D 71

collective emancipation ‫ ك‬%‫ر ُﻣ‬ D 51

freedom from arbitrary arrest and exile X‫ و‬H‫ا‬,% ‫< ل ا‬ ‫ ا‬L‫ر ﻣ‬ D 73

freedom from interference with ،n # ‫ وا‬،‫ وا ُ& ة‬، ّ @, 1 ‫ ا‬9 ‫ ا َ َ ﱡ‬L‫ر ﻣ‬ D

privacy, family, home and
‫ت‬+&‫ا‬ ‫ وا‬73
correspondence
freedom from discrimination b ‫ا‬/ Fْ ُ ‫ ا‬L‫ر ﻣ‬ D 73

909
(self-)emancipation D‫ذا‬ D/‫ر‬ D 32

emancipatory ‫ري‬ D 11

emancipatory ‫ري‬ D 100

sexual harassment /Fْ ِ ‫ش‬ D 65

racial harassment ‫ي‬ Fْ ُ ‫ش‬ D 84

peer harassment ‫ ان‬I ‫ ا‬#I L‫ش ﻣ‬ D 18

jerking H -9 < ‫كﺑ‬ D 23

incitement to racial hatred Fْ ُ ‫ ا = اھ ا‬O J D 84

community mobilisation 8 َ ْ- ُ ‫ ا‬TFD/u D 50

enhance well-being ‫ ھ‬9 ‫ ا‬L / D 71

educational attainment D 26

stimulation b D 28

stimulate interests ‫ا ھ ﻣت‬b D 18

under-stimulate ‫ب‬, ‫ى ا‬, /ْ ُ ‫ ا‬n D b D 28

sensory overload H‫ زا‬/7 b D 28

sensory stimulation ‫اس‬, ‫ ا‬b D/ /7 b D 28

self-stimulation D‫ ذا‬b D 28

check :ّ< D 78

pejorative H‫ازدرا‬/ ّ< D 66

review : ّ< D 6

achieve one's full potential _ S]‫ ّ ﺑ‬D‫ا‬g ‫ ت ا‬X =‫ﻣ‬j‫ ا‬: ّ< D 58

self-actualisation ‫ات‬g ‫ ا‬: ّ< D 36

police investigation ‫ ط‬% ‫ ا‬: ّ< D 43

910
public inquiry ‫ م‬: ّ< D 6

public inquiry ‫ م‬: ّ< D 16

serious case review ‫ة‬ 1‫تا‬ ‫ ا‬9 : ّ< D 6

child protection investigation ِْ ‫ا‬ ‫ ﺑ‬: ‫ ﻣ‬: ّ< D 6

controlling = D 94

social control ‫ = ا‬D 45

motor control S 7 = D 23

arbitration = D 90

analysing data ‫ت‬X #‫ا‬ D 100

analysis of need ‫ ج‬7 ‫ا‬/ ‫ا‬ D 48

discourse analysis ‫ارات‬, ‫ا‬ D 100

analysis of power َ ْ /ُ ‫ا‬ D 69

content analysis F ‫ا دة ا‬/‫ن‬, i ‫ا‬ D 100

interpret findings hH F ‫ا‬ D 100

conversational analysis ‫اري‬,7 D 100

psychoanalysis /X D 36

psychoanalysis /X D 64

psychoanalysis /X D 69

responsibilisation ‫ل‬ ‫و‬P/ ‫ا‬ D 46

transformation ‫ل‬, D 56

conflict transformation ‫ا ت‬bF ‫ل ا‬, D 90

cultural transformation 9 <c ‫ل‬, D 90

structural transformation = ‫ل ھ‬, D 90

911
prejudice b D 66

vandalism ‫=تا ﻣ‬ ‫ ا‬W 1D 46

damaging property ‫ ﻣ = ت‬W 1D 25

hospital discharge O % / ‫ ا‬L‫ ﻣ‬h 1D 41

degree course &‫ درا‬s ‫ ﱡ‬1َ َD 22

planning y 1D 47

land use planning \‫ ام ا را‬1 &‫ ا‬y 1D 62

town planning ‫ ا ن‬y 1D 62

transport planning <F ‫ ا‬y 1D 62

environmental planning E ‫ ﺑ‬y 1D 62

individual support planning ‫ْ ا دي‬ y 1D 30

care planning ِ y 1D 30

career planning ‫ ةا‬/ y 1D 31

planning alternative tomorrows with

‫ﻣ ءﺑ ﻣ‬ ‫ ﺑ‬#< / y 1D 30
hope
person-centered planning ‫ ا د‬O ‫ر‬, ‫ ﻣ‬y 1D 30

essential lifestyle planning && ‫ةا‬ ‫ ا‬y X y 1D 30

poverty reduction < ‫ ا‬J 1D 91

tax credit # \ J 1D 58

harm reduction ‫ ا ذى‬#/X J 1D 39

tax break # \ ‫ ت‬i 1D 58

easing the pressure on families & ‫ ا‬O ‫ط ت‬,Zُi ‫ا‬/‫ء‬W ‫ ا‬Q 1D 13

debt relief ‫ن‬, ‫ ء ا‬# ‫ أ‬Q 1D 91

abandonment L 1D 89

912
communication apprehension @‫ا‬, ‫ ا‬L‫ف ﻣ‬,1D 29

life-prolonging measures ‫ة‬ ‫ا‬ ‫ اﺑ إط‬D 42

disciplinary measures # ‫]د‬D ‫ اﺑ‬D 46

interference with thought ‫= ر‬9 ‫ ا‬8‫ﻣ‬ ‫ ا‬D 35

brain circulation 9 ‫ اول ﻣ‬D 75

deliberative ‫ او‬D 74

measure ‫ ﺑ‬D 96

get by ‫ ﺑ ا ﻣ‬D 80

get by ‫ر‬,‫ ﺑ ا ﻣ‬D 58

administrative measure ‫ ﺑ إداري‬D 5

voluntary measure ‫ري‬ ‫ا‬/ , D ‫ﺑ‬D 6

equal opportunities measure ‫ ا ص‬P9 =D ‫ ﺑ‬D 85

government measure ّ ‫ﻣ‬,=ُ7 ‫ ﺑ‬D 78

support measure ‫ ﺑ دا‬D 21

measure against discrimination b ‫ ﺑ \ ا‬D 85

emergency measure ‫ ﺑ ط رىء‬D 6

measure to protect against

b ‫\ ا‬ ‫ ﺑ‬D 85
discrimination
measure to combat human trafficking %# ‫ ر ﺑ‬-D ‫رﺑ ا‬ ‫ ﺑ‬D 87

measure to combat poverty < ‫رﺑ ا‬ ‫ ﺑ‬D 59

anti-discriminatory measure b r9 =‫ ﺑ ﻣ‬D 85

appropriate measure W& F‫ ﺑ ﻣ‬D 74

intervention ‫َ َ ﱡ‬D 1

intervention ‫َ َ ﱡ‬D 5

913
Intervention ‫َ َ ﱡ‬D 6

intervention ‫َ َ ﱡ‬D 47

intervention ‫َ َ ﱡ‬D 47

social intervention ‫َ َ ﱡ ا‬D 36

crisis intervention ‫ َ َ ﱡ ا زﻣ ت‬D 6

crisis intervention ‫َ َ ﱡ ا زﻣ ت‬D 34

social services involvement ّ ‫ َﻣ ت ا‬1َ ‫َ َ ﱡ ا‬D 14

social work intervention ‫ا‬ ‫َ َ ﱡ ا‬D 83

ivolvement of the court = ‫ا‬/‫ ء‬i< ‫َ َ ﱡ ا‬D 14

humanitarian intervention X /X‫َ َ ﱡ إ‬D 90

interfere with parents' child-raising

ْ ِ ‫ ﺑ ا‬D 9 L ‫ا‬, ‫ق ا‬,<ُ ‫َ َ ﱡ ﺑ‬D 5
rights
biological intervention , , ‫َ َ ﱡ ﺑ‬D 36

area-based intervention ‫ < ﻣ َ ّ دة‬F‫ ﻣ‬O H I ‫َ َ ﱡ‬D 62

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 12

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 13

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 22

early intervention =‫ ﱢ‬#‫َ َ ﱡ ُﻣ‬D 37

community-based intervention َ ْ-‫ أ& س ُﻣ‬O ّ Fْ#‫َ َ ﱡ َﻣ‬D 41

community intervention َ ْ-‫َ َ ﱡ ُﻣ‬D 62

psychological intervention / X ‫َ َ ﱡ‬D 36

psychosocial intervention ‫ ا‬/ X ‫َ َ ﱡ‬D 36

whole-family intervention ‫ اد ا ُ& ة‬9‫ أ‬8 % ‫َ َ ﱡ‬D 12

social stratification ‫ رج ا‬D 59

914
career progression ّ F_‫ ِﻣ‬/ ‫ رج وظ‬D 63

training W ‫ ر‬D 71

training W ‫ ر‬D 75

training W ‫ ر‬D 92

social work training ‫ا‬ ‫ ا‬W ‫ ر‬D 93

social work training ‫ا‬ ‫ ا‬W ‫ ر‬D 99

staff training L ‫ظ‬, ‫ ا‬W ‫ ر‬D 96

anger management training WiZ ‫ إدارة ا‬W ‫ ر‬D 10

anger management training WiZ ‫ إدارة ا‬W ‫ ر‬D 44

staff induction ‫ د‬- ‫ ا‬L ‫ظ‬, D W ‫ ر‬D 96

external training ‫ر‬ W ‫ ر‬D 96

child protection training ِْ ‫ا‬ ‫صّ ﺑ‬ W‫ ر‬D 6

problem solving training S % ‫ ا‬7 O W ‫ ر‬D 30

social work training ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 W ‫ ر‬D 67

training in everyday skills ‫ﻣ‬, ‫ة ا‬ ‫ ﻣ_ رات ا‬9 W ‫ ر‬D 41

workplace disability awareness training ‫ ﻣ= ن ا‬9 ‫ ت‬I j‫ ا‬L , W ‫ ر‬D 31

single training day ّ 7َ ‫م وا‬, ‫ة‬ W ‫ ر‬D 96

Deaf awareness training ‫ا‬L , ‫ ا‬%F W ‫ ر‬D 24

cognitive training 9 ‫ ﻣ‬W ‫ ر‬D 41

vocational training ّ F_‫ ِﻣ‬W ‫ ر‬D 44

professional training ّ F_‫ ِﻣ‬W ‫ ر‬D 70

vocational training ّ F_‫ ِﻣ‬W ‫ ر‬D 98

qualifying training Fّ ‫ُﻣ‬ ‫ظ‬, ‫ھ‬P‫ ﻣ‬W ‫ ر‬D 96

915
coaching D/W ‫ ر‬D 95

teaching ` ‫ ر‬D 98

collaborative teaching X‫ و‬D ‫ أو‬S‫ ر‬%D ` ‫ ر‬D 21

co-teaching X‫ و‬D ‫ أو‬S‫ ر‬%D ` ‫ ر‬D 21

whole-class teaching S/ ` ‫ ر‬D 98

support teaching ‫ ر ` دا‬D 21

home schooling bF‫ ر ` ﻣ‬D 98

diversity audit ‫ع‬,F ‫صّ ﺑ‬ : I D 85

environmental damage E ‫ ﻣ ﺑ‬D 89

low self-esteem ‫ات‬g ‫ا‬ <D 9 X D 9

environmental degradation E # ‫ ا‬8\, ‫ر ا‬,‫ ھ‬D 89

physical deterioration ‫ ي‬/ ‫ر‬,‫ ھ‬D 40

mental deterioration F‫ر ذھ‬,‫ ھ‬D 40

internationalisation ‫ و‬D 99

internationalisation ‫ اف دو‬A ‫ ع‬i ‫إ‬/ ‫ و‬D 72

reminiscence SgD 41

community-based connectedness َ ْ-‫ أ& س ُﻣ‬O ّ Fْ#‫ َﻣ‬y‫ اﺑ‬D 41

heritage ‫ اث‬D 81

regression 8 ‫ ا‬D 49

drop in school performance &‫ ا داءا ر‬9 8 ‫ ا‬D 9

soil ‫ ﺑ‬D 89

upbringing ‫ ﺑ‬D 46

upbringing ‫ ﺑ‬D 54

916
upbringing ‫ ﺑ‬D 70

social education ّ ‫ ﺑ ا‬D 10

special needs education ّ 1‫تا‬

@ 7 ‫ ﺑ ا‬D 22

child-rearing ‫ ﺑ ا ط ل‬D 54

child-raising ‫ ﺑ ا ط ل‬D 54

child-raising ِْ ‫ ﺑ ا‬D 1

child-raising ِْ ‫ ﺑ ا‬D 2

child-raising ِْ ‫ ﺑ ا‬D 4

child-raising ْ ِ ‫ ﺑ ا‬D 55

oralism T ‫ ا‬Z‫ ﺑ ا ﱡ‬D 24

foster parenting ‫ﺑ‬ &ُ‫ ﺑ أ‬D 15

co-parenting S‫ ر‬%D ‫ ﺑ‬D 66

good upbringing ‫ة‬ ‫ ﺑ‬D 54

special education ّ
@ ‫ ﺑ‬D 19

special education ّ
@ ‫ ﺑ‬D 21

special education ّ
@ ‫ ﺑ‬D 22

special education ّ
@ ‫ ﺑ‬D 28

special education for children with ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫@ [ط ل ذوي‬

ّ ‫ ﺑ‬D 27
learning difficulties
religious upbringing F ‫ ﺑ د‬D 54

bad upbringing E & ‫ ﺑ‬D 54

secular upbringing X ‫ ﺑ‬D 54

manualism ‫ رة ا و‬Aj‫ ا‬Z ‫ ﺑ‬D 24

upbringing E%FD / ‫ ﺑ‬D 4

917
education Q <RD/ D/ ‫ ﺑ‬D 27

upbringing E%FD/ ‫ ﺑ‬D 4

order W D D 100

small group living arrangement ‫ ة‬Z@ , ْ- َ % ‫ ﻣ‬W D D 32

living arrangement % ‫ ت ا‬# D D 16

small group living arrangement ‫ ة‬Z ‫ تا‬, - % ‫ ت ﻣ‬# D D 16

post-war welfare settlement ‫ب‬ ‫ ه ﻣ ﺑ ا‬9 ‫اءات ا‬ ‫إ‬/‫ ت‬# D D 56

loweing of the mood ‫اج‬b ‫ دي ا‬D 35

low mood ‫اج‬b ‫ دي ا‬D 35

entrenched €& D 89

nomination r A D 96

youth recreation ‫ ب‬#%‫ ا ﱠ‬k 9 D 11

promotion I D 97

dropping out of school &‫ ك ا ر‬D 18

classroom composition Q ‫ ا‬W S D 98

social contruction ‫ إ‬W S D 69

deficit-oriented b- ‫ ا‬O b S D 19

promot social justice ّ ‫ ا ا ا‬h ‫ و‬D 92

promote oneself D‫ ذا‬h ‫ و‬D 97

health promotion ‫ِ ّ ا ﻣ‬ h ‫ و‬D 12

heteronormativity ,#<‫ ة ﻣ‬7‫ و‬I+ S /Fْ -ِ ‫ ة ا‬Z h ‫ و‬D 66

intermarriage ‫اوج‬bD 81

supplying drugs ‫ ﱢرات‬1 ُ ‫و ا‬bD 39

918
tolerance r‫ ﻣ‬/D 37

breed distrust <R ‫م ا‬ W#/D 84

tape-recorded D,@ -/D 80

regularisation TFD/ -/D 79

repay /D 89

deportation /D 78

Maslow's hierarchy of needs ‫ت‬ 7+ ‫ ا _ ﻣ‬, & ‫ ﻣ‬/ /D 2

extradition L ‫ ﻣ‬-ُ ‫ا‬ /D 78

acute intoxification ‫ د‬7 /D 39

food poisoning H‫ا‬g) /D 64

alcohol intoxication , S /D 38

medical label ّ#‫ط‬ /D 9

label W < D/ /D 25

panhandle ‫ل‬,ّ /D 86

beg ‫ل‬,ّ /D 86

settlement ,/D 90

conflict settlement ‫ا ت‬bF ‫ ا‬,/D 90

conflict resolution ‫ا ت‬bF ‫ ا‬,/D 96

marketing : ,/D 94

politicise ` /D 20

politicising ` /D 51

politicise immigration ‫ ة‬-_ ‫ ` ا‬/D 84

similarity k‫ ﺑ‬%D 82

919
information sharing ‫ﻣ ت‬, ‫ رك ا‬%D 39

technical cooperation F<D ‫ رك‬%D 91

joint childminding ‫ا ط ل‬ ‫ ِر‬9 ‫ رك‬%D 13

local partnership ‫ رك ﻣ‬%D 51

participative S‫ ر‬%D 10

networking u #%D 47

community networking َ ْ-‫ ُﻣ‬u #%D 51

geographical dispersal of asylum seekers ‫ء‬,- ‫ ا‬# 9‫) ا‬, n %D 83

forced dispersal ‫ ي‬/I n %D 82

foster b b D‫ و‬8 -%D 40

diagnosis s 1%D 37

social diagnosis ‫ ا‬s 1%D 48

social diagnosis ‫ ا‬s 1%D 64

psychiatric diagnosis /F‫ا‬ ‫ ا‬s 1%D 33

medical diagnosis ّ#‫ ط‬s 1%D 48

antenatal diagnosis ‫ دة‬, ‫ ا‬#I ‫ ﻣ‬s 1%D 20

early diagnosis =‫ ﱢ‬#‫ ُﻣ‬s 1%D 37

homelessness ‫ د‬%D 89

landlessness ‫ د‬%D 89

population displacement ‫= ن‬/ ‫ د ا‬%D 89

legislation 8 %D 1

legislation 8 %D 4

legislation 8 %D 30

920
legislation 8 %D 46

legalisation 8 %D 79

legislation 8 %D 93

asylum legislation ‫ء‬,- ‫ ا‬8 %D 80

equality legislation ‫ واة‬/ ‫ ا‬8 %D 63

equality legislation ‫ واة‬/ ‫ ا‬8 %D 66

anti-discrimination legislation b ‫ا‬ 9 = ُ 8 %D 85

anti-racism legislation Fْ ُ r9 =‫ ﻣ‬8 %D 84

legitimise structural violence = _ ‫ ا‬QFْ ُ ‫ا‬ #D/8 %D 90

national legislation F‫& & وط‬/8 %D 85

equality legislation ‫ واة‬/ ‫ت ا‬ %D 32

legislative %D 5

making action plans y =%D 30

formative =%D 54

cirrhosis of the liver #= ‫ ا‬8 %D 38

facial disfigurement k , ‫ه ا‬,%D 23

physical malformation ‫ ي‬/ ‫ه‬,%D 23

distortion k ,%D 35

female genital mutilation ‫ ث‬Xj‫ ن ا‬/‫ ث‬Xz &F ‫ءا‬i ‫ ا‬k ,%D 89

mutilation of the vagina #_ ‫ ا‬k ,%D 89

bottom up ‫ي‬ D 51

reconciliation r D 90

desertification D 89

921
charitable almsgiving ‫ق‬ D 68

export D 72

behave in a sexually inappropriate way :H ) /Fْ ِ ‫ف‬ D 8

permit r D 79

residence permit ‫ ﻣ‬I‫ إ‬r D 79

work permit r D 79

working permit r D 79

trivialise Q 1D/ <D/ Z D 84

research design l #‫ا‬ D 100

universal design ‫ ﻣ‬A ‫ذج‬, َX/ D 20

industrialisation 8 F D 89

industrialisation 8 F D 91

subcategory ‫ي‬,X c Q F D 53

binary categorisation H Fc Q F D 91

self-concept D‫ر ذا‬, D 3

self-image D‫ر ذا‬, D 3

perceived self-efficacy ّ D‫ا‬g ‫ ا = ءة ا‬L ‫ر‬, D 27

perception ‫ر‬,TF‫ﻣ‬/‫ر‬, D 33

image of children ‫ ا ط ل‬L ‫رات‬, D 2

solidarity L‫ ﻣ‬iD 70

congruence :‫ ﺑ‬D 70

normalisation 8 # D 32

normalisation 8 # D 90

922
application : ّ# D 85

practise forced adoption ‫ ري‬# j‫ّ ا‬F# ‫ ا‬: ّ# D 5

apply knowledge ‫ا‬/ 9 ‫ ا‬: ّ# D 26

serving part of the sentence ‫ﺑ‬,< ‫ ا‬L‫ء ﻣ‬b : ّ# D 45

implement D/: ّ# D 47

‘ethnic cleansing’ I _ D 90

development ‫ّر‬,َ َD 6

progress ‫ّر‬,َ َD 41

social development ‫ّر ا‬,َ َD 2

social development ‫ّر ا‬,َ َD 10

social development ‫ّر ا‬,َ َD 27

character development 1% ‫ّر ا‬,َ َD 11

language development Z‫ّر ا ﱡ‬,َ َD 29

community development 8 َ ْ- ُ ‫ّر ا‬,َ َD 50

cognitive development 9 ‫ّر ا‬,َ َD 27

motor development S 7 ‫ّر‬,َ َD 2

motor development S 7 ‫ّر‬,َ َD 27

intellectual development F‫ّر ذھ‬,َ َD 6

behavioural development S, &ُ ‫ّر‬,َ َD 6

personal development 1A ‫ّر‬,َ َD 10

language development ‫ي‬,Zُ ‫ّر‬,َ َD 27

cognitive development 9 ‫ّر ﻣ‬,َ َD 2

continuous professional development /‫ ّ ﻣ‬F_‫ّر ِﻣ‬,َ َD 96

923
ongoing professional development /‫ ّ ﻣ‬F_‫ّر ِﻣ‬,َ َD 96

psychosocial development ‫ ا‬/ X ‫ّر‬,َ َD 3

social progress ‫ ا‬Lّ /ِ D/‫ّر‬,َ َD 91

development , D/‫ّر‬,َ َD 48

development ,ّ ُ ُX/‫ّر‬,َ َD 4

social development ‫ ا‬,ّ ُ ُX/‫ّر‬,َ َD 6

social development ‫ ا‬,ّ ُ ُX/‫ّر‬,َ َD 92

volunteering ‫ع‬, D 50

volunteering ‫ع‬, D 92

voluntary , D 44

voluntariness , D 10

put together , D 47

development , D 71

neighbourhood development ‫ ء‬7 ‫ ا‬, D 62

self-development ‫ات‬g ‫ ا‬, D 10

policy development ‫ & ت‬/ ‫ ا‬, D 72

community development 8 َ ْ- ُ ‫ ا‬, D 51

community development 8 َ ْ- ُ ‫ ا‬, D 99

practice development &‫ ا ُ ِر‬, D 72

human resources development %# ‫ارد ا‬, ‫ ا‬, D 96

theory development ‫ ت‬TF ‫ ا‬, D 72

theory development TF ‫ ا‬, D 69

theory development TF ‫ ا‬, D 100

924
development ,ّ ُ ُX/ , D 89

character development 1% ‫ ا‬,ّ ُ ُX/ , D 18

facial expression k , ‫ ﺑ ا‬D 29

empathy Q‫ ط‬D 36

compassion Q‫ ط‬D 67

empathy Q‫ ط‬D 70

use ‫ ط‬D 37

risky use ‫ ام‬1 &‫ا‬/ ‫ ط‬D 37

IV drug use ‫ل اا وردة‬+ L‫ ﱢرات ﻣ‬1 ُ ‫ ط ا‬D 39

substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D 18

substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D 37

substance use I < ‫ ﱢرات وا‬1 ُ ‫ ط ا‬D 38

snort %‫ا‬: ‫ط‬L ‫ ط‬D 39

sniff %‫ا‬: ‫ط‬L ‫ ط‬D 39

harmful use ‫ذي‬P‫ ط ﻣ‬D 37

hazardous use ‫ ام‬1 &‫ا‬/ ‫ ط‬D 37

low risk use X ‫رة ﻣ‬, ُ ‫ك ذو‬+_ &‫ا‬/ ‫ ط‬D 37

Qur’anic principles ‫ا < آن‬ D 68

work through issues F‫ ا اھ‬i< ‫ا‬/‫ ا َ ّ ت‬8‫ ﻣ ﻣ‬D 10

cooperation ‫ رك‬%D/‫ ون‬D 51

purposeful expression of feelings % ‫ ا‬L ‫ ھ دف‬# D 70

verbal attack T ‫م‬,-‫ھ‬/ ٍ D 84

census ‫ اد‬D 75

925
enumeration ‫ اد‬D 75

census ‫ اد‬D 81

social pluralism ّ ‫ د ا‬D 70

multiculturalism 9 <c ‫ د‬D 82

value pluralism I ‫ د‬D 70

sexual assault /Fْ ِ ‫ ي‬D 88

adjustment D 82

adjust D 82

behaviour modification ‫ك‬, /ُ ‫ا‬ D 30

behavioural modification S, &ُ D 36

adjust I]D/ D 69

exposure to sexually transmitted diseases ‫ ﻣ‬/Fْ ِ ‫ ض ﻣ اض‬D 88

stripping `‫ﺑ‬+ ‫ ا‬8 /‫ ي‬D 88

soil erosion ‫ا ﺑ‬ D 89

definition Q D 71

introduce oneself k/ X L s1% ‫ ا‬Q D 47

international definition of social work ‫ا‬ ‫ دو‬Q D 71

global definition of social work ‫ا‬ ‫ دو‬Q D 71

global definition of the social work

‫ا‬ ‫ ا‬Fْ_ ِ ‫ دو‬Q D 71
profession
international definition of social work ‫ا‬ Q D 92

global definition of social work ‫ا‬ Q D 92

identifying victims of trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ ّ َ D/Q D 87

racialisation : D 84

926
ethnicisation : D 84

foster tolerance r‫ ﻣ‬/ ‫ ا‬b b D 85

promote talents W‫اھ‬, ‫ ا‬b b D 18

strengthen a community ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬b b D 50

intolerance r‫ ﻣ‬/D ‫ م‬/W D 84

disablement D 20

incapacitation D 44

damaged attachments ْ ‫ ُﻣ َ ﱠﻣ‬: D 9

social learning ‫ ﱡ ا‬D 54

learning through play W ِ ‫& ط ا ﱠ‬,‫ ﱡ ﺑ‬D 2

experiential learning # -D ‫ ﱡ‬D 10

cooperative learning X‫ و‬D ‫ ﱡ‬D 26

self-directed learning 7 ‫ ﱡ‬D/ D‫ ذا‬k ,D ‫ ﱡ ذو‬D 98

self-directed learning D‫ ﱡ ذا‬D/ D‫ ذا‬k ,D ‫ ﱡ ذو‬D 99

incidental learning \َ ‫ ﱡ‬D 28

active learning ‫ ل‬9 ‫ ﱡ‬D 28

Early childhood learning ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬Lّ &ِ 9 ‫ ﱡ‬D 2

intercultural learning ‫ ت‬9 <R ‫ ا‬L ‫ ﱡ ﻣ ﺑ‬D 83

lifelong learning /‫ﻣ‬/‫ة‬ ‫ ﱡ ﻣ ى ا‬D 98

learn a trade 9 7/ Fْ_‫ ﱡ ِﻣ‬D 44

O ً‫ ءا‬F‫ﺑ ﺑ‬,< ‫ ا@ ار ا‬: D ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) : D

suspend ( Fّ ‫ وط ُﻣ‬A : ّ< D 45

suspension of the sentence ‫ﺑ‬,< ‫ ا‬: D 45

racist remark ‫ي‬ Fْ ُ : D 84

927
education D 44

instruction D 54

education D 59

education D 62

education D 64

education D 71

education D 86

education D 89

education D 97

youth education ‫ ب‬#%‫ا ﱠ‬ D 10

teach a child to steal I /‫ا ِ ْ ا‬ D 9

adult education ‫ ر‬#= ‫ا‬ D 98

further education ‫ ر‬#= ‫ا‬ D 98

citizenship education F‫اط‬, ‫ا‬ D 50

speech and language teaching Z‫ وا ﱡ‬: F ‫ا‬ D 29

compulsory education ‫اﻣ‬b ‫إا‬ D 98

compulsory education ‫اﻣ‬b ‫إ‬ D 18

gentle teaching Q ‫ﺑ‬ D 30

Environmental youth education ‫ ب‬#% E‫ﺑ‬ D 11

cultural education 9 <c D 10

culture and arts education for young

‫ ب‬#% F9‫ و‬9 <c D 11
people
bilingual education Z‫ ا ﱡ‬H Fc D 24

Deaf bilingual-bicultural education 9 <R ‫ وا‬Z‫ ا ﱡ‬H Fc D 24

928
university-based learning ‫ﻣ‬ D 99

human rights education ‫ ن‬/Xj‫ق ا‬,<ُ7 D 85

outdoor education ( < ‫ف ا‬, ‫) رج ا‬ ‫ر‬ D 11

special education ّ‫ص‬ D 19

inclusive education (‫ ء‬FR &‫)أي دون ا‬ ,A D 22

educational inclusion ( FR / ‫)أي‬ ,A D 21

inclusive education ( FR / ‫)أي‬ ,A D 21

higher education D 99

adventure education ‫ﻣ ة‬Z ‫ ا‬# D 11

practice learning < ّ# D D/ &‫ ا ُ ِر‬# D 99

informal education &‫) ﻣ ر‬ D 10

non-school education &‫) ﻣ ر‬ D 10

intercultural education ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ D 83

intercultural education ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ D 83

multi-sensory education ‫اس‬, ‫ُﻣ ﱢد ا‬ D 28

school or university education ‫ﻣ‬ ‫ﻣ ر& أو‬ D 58

special school education ّ‫ص‬ &‫ﻣ ر‬ D 21

peer education ‫ ان‬I ‫ ا‬#I L‫ﻣ‬ D 37

home education bF‫ﻣ‬ D 98

vocational education ّ F_‫ِﻣ‬ D 31

critical pedagogy ‫< ي‬X D 51

diversity education ‫ع‬,F ‫ا‬ ‫ا‬ D 11

parenting education ‫ أ& ي‬Q <RD/ D 12

929
education ‫ ﺑ‬D/ D 54

child protection guidelines ِْ ‫ا‬ 7‫ت‬ D 6

induce a miscarriage ‫ _ ض‬j‫ا‬ D 7

mainstreaming D 32

ّ ‫تا‬ 7 ‫ ا ط ل ذو ا‬h‫)أي دﻣ‬ D

mainstreaming ( ‫د‬ ّ 1 ‫ ا‬21
‫ ا ارس ا‬9 @

gender mainstreaming X /F- ‫ر ا‬,TF ‫ﻣ ا ة ا‬ D 63

community payback 8 َ ْ- ُ ‫ ا‬J , D 45

staff recruitment L ‫ظ‬, ‫ ا‬L D 96

nutrition gZD 12

dress wounds ‫ وح‬- ‫ ا‬Q =D/‫ وح‬- ‫ا‬ ZD 42

media coverage ‫ﻣ‬+ ‫إ‬ ZD 84

school absenteeism &‫ ا ر‬L W ZD 18

change in voice ‫ت‬, ‫ ا‬9 ZD 29

climate change F‫ ﻣ‬ZD 89

change ZD 82

social change ‫ا‬ ZD 32

social change ‫ا‬ ZD 51

social change ‫ا‬ ZD 71

social change ‫ا‬ ZD 71

gender reassignment `F- ‫ا‬ ZD 66

change of milieu y&‫و‬/ E ‫ﺑ‬/y ‫ﺑ‬ ZD 11

transformational change , D ZD 51

demographic change 9‫) ا‬, ‫د‬ ZD 41

930
demographic change 9‫) ا‬, ‫د‬ ZD 56

personal change 1A ZD 47

paradigm shift ‫ ﱡ _ ت‬,َ ‫ ا‬9 ZD 32

change of environment E # ‫ ا‬/y ‫ ا‬9 ZD 14

one-sided change ‫ ة‬7‫ _ وا‬L‫ﻣ‬ ZD 82

hormonal change X,‫ھ ﻣ‬ ZD 3

changing and washing bed sheets / ‫ ا‬QA‫ ا‬A /)‫و‬ ZD 42

avoid ‫ دي‬D 8

avoiding medical treatment ّ# ‫ج ا‬+ ‫ دي ا‬D 9

personal details 1A @ D 97

engagement D 28

interplay D 33

social interaction ‫ا‬ D 27

person engagement s1A 8‫ﻣ‬ D 28

object engagement ‫ ء‬A ‫ ) ض أو‬8‫ﻣ‬ D 28

intensive interaction QR=‫ﻣ‬ D 28

mutual understanding ‫ دَل‬# ‫ ھ ُﻣ‬D 83

inspection s D 78

scrutinise L ‫ ﺑ‬s D 93

check S]D/s D 58

individualisation ‫ د‬D 70

denomination W‫ھ‬g‫ﻣ‬/‫ ع‬D 67

interpretatoin / D 36

931
sexual preference /Fْ ِ i D 66

activate the sentence ‫ﺑ‬,< ‫ا‬ D 45

community activation 8 َ ْ- ُ ‫ا‬ D 50

activating labour market policy ‫ق ا‬,& & & D 60

family breakdown ‫ أ& ي‬u= D 12

negative thought # & = D 35

logical thinking < F‫ = ﻣ‬D 26

dismantling u = D 56

empathic understanding Q‫ _ ﻣ ط‬D 36

gender disparity ‫ع ا‬,F ‫ ا‬9 ‫ات‬, D 63

educational mandate ‫صّ ﺑ ﱠ‬ J , D 13

dual mandate H Fc/‫دوج‬b‫ ﻣ‬J , D 55

rapprochement ‫ ت ود‬I+َ ‫ ﻣ‬I‫إ‬/‫< رب‬D 90

retirement <D 41

acceptance #<D 70

mutual acceptance ‫ دَل‬# ‫ ُﻣ‬#<D 49

critique of capitalism &‫< ا أ‬D 69

estimate <D 75

self-esteem ‫ات‬g ‫ا‬ <D 12

quantification S <D/ =‫ا‬ <D 100

provision <D 55

provision <D 67

make an appeal ‫ ف‬FE &‫ا‬ <D 80

932
service provision ‫ ْ ﻣ‬1ِ ‫ا‬ <D 85

caregiving ِ ‫ا‬ <D 54

present the case at court = ‫ ا‬9 i< ‫ا‬ <D 43

aid-giving ‫ ِ ة‬/ُ ‫ا‬ <D 91

provision ‫َ َﻣ ت‬ <D 4

targeted provision 9َ _ /‫َ َﻣ ت ُﻣ‬ <D 4

provide a service ‫ِ ْﻣ‬ <D 94

make an application W‫ط‬ <D 34

job application ‫ظ‬, W ‫ط‬ <D 85

bid for a contract < ‫ أ‬L‫ض ﻣ‬ <D 94

introduce ‫ط ح‬/ <D 93

report <D 6

doctor's report W# ‫ا‬ <D 44

sexual self-determination /Fْ -ِ ‫ا‬ ‫ا‬ <D 65

self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 5

sefl-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 32

self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 86

research paper l #‫ا‬L <D 100

mood swing ‫ا‬b‫ ﻣ‬W <D 3

intellectual tradition F‫ذھ‬/‫= ي‬9 <D 69

reduce need for care proceedings ّ 1 ‫ ا‬H i< ‫ ت ا‬/ -

ِ ‫@ ﺑ‬ ‫ ا‬s <D 4

low threshold service ‫ ْ ﻣ‬1ِ ‫ < ا‬D ‫ وط‬A <D 11

reducing inequality ‫ واة‬/ ‫م ا‬ <D 91

933
devalue ‫ ء‬%‫ا‬ I L‫ﻣ‬ <D 40

harm minimisation ‫ ا ذى‬#/X <D 39

reduce Q 1D/ <D 64

strengthen parenting skills ِْ ‫ﺑ ا‬ ‫ا‬, ‫ ا _ رات ا‬,<D 12

strengthen families ‫ ا ُ& ة‬H ‫ د‬,<D 12

participation restriction S‫ َر‬% ُ ‫< ﺑ‬D 19

activity limitation ‫ ط‬%F‫< ﺑ‬D 19

vomiting P <D 17

restriction <D 34

restriction <D 84

restriction <D 88

assessment <D 21

assessment <D 47

evaluation <D 47

assessment <D 48

assessment <D 55

appraisal <D 96

evaluation <D 99

social and behavioural assessment S, &ُ ‫و‬ ‫ا‬ <D 8

assessment of special educational

needs ّ 1 ‫ ّ ا‬,‫ا ّ ﺑ‬/ ّ
@ ‫تا‬ 7 ‫ا‬ <D 48

assess performance ‫ا داء‬ <D 96

assessment of need ‫ا‬ <D 48

psychiatric assessment /F‫ا‬ ‫ا‬ <D 33

934
risk assessment ‫رة‬, 1ُ ‫ا‬ <D 48

means-testing ‫ا‬ <D 58

means test ‫ا‬ <D 58

initial assessment ‫أو‬ <D 47

screening assessment ‫أو‬ <D 48

benchmarking Lّ ‫ ﻣ ر ُﻣ‬8‫ ﻣ‬X‫ ﺑ < ر‬:ّ< D/ <D 94

recidivism ‫ ﻣ‬-ُ ‫ك ا‬, /ُ ‫ ا‬9 ‫= ار‬D 45

repetitive ‫= اري‬D 25

recurrence ‫= ر ا َ ّ ث‬D 34

devote one’s life to God Œ kD 7 ‫ء‬ ‫= ` ا‬D 68

human cost %‫ﺑ‬ =D 89

indirect labour costs ‫ ة‬Aِ #‫) ُﻣ‬ ‫وظ‬ =D 60

commission a service ‫ِ ْﻣ‬ < ‫ ﺑ‬Fّ ‫ _ ُﻣ‬Q =D 94

gerontechnology ,1 % ‫ا‬ , ,F=D 40

assistive technology ‫ ِ ة‬/‫ُﻣ‬ , ,F=D 42

adaptation Qّ =َD 42

adapt Qّ =َD 72

adaption Qّ =َD 82

adapt Qّ =َD 82

adaption Qّ =َD 82

workplace adaption ‫ ﻣ= ن ا‬9 Qّ =َD 31

mutual adaption ‫ دَل‬# ‫ ُﻣ‬Qّ =َD 82

one sided adaption ‫ ة‬7‫ _ وا‬L‫ ﻣ‬Qّ =َD 82

935
home adaptation bF‫ ﻣ‬Qّ =َD 23

conditioning Q =D 36

manipulate objects ‫ ء‬A ‫ ﺑ‬S 7 W +D 23

recitation ‫وة‬+D 68

recital ‫وة‬+D 68

stuttering/stammering ‫م‬+= ‫ ا‬9 R D 29

infant brain damage 8‫ دﻣ غ ا ﱡ \ﱠ‬Q D 23

infant brain damage 8‫ دﻣ غ ا ﱡ \ﱠ‬Q D 27

receive supervision ‫ا‬/k ‫ ف‬%‫ﻣ‬/‫ اف‬A‫ < إ‬D 95

receive ‫ ل‬#< &‫ا‬/ < D 58

donor insemination ‫ ع‬# ‫ ﺑ‬X & ‫ ﺑ‬r < D 66

pollution ‫ث‬, D 89

contamination ‫ث‬, D 89

accomodated H+‫= ُﻣ‬%‫ ﺑ‬k \‫ و‬8‫ﻣ ﻣ‬ ‫ ا‬D 14

social cohesion ‫ ا‬u& D 71

group cohesion , ْ- َ ‫ ا‬y‫ اﺑ‬D/u& D 49

cohesion y‫ اﺑ‬D/:9‫ا‬,D/u& D 50

contested _ ‫ زع‬F ‫ﻣ‬/k \‫ ﻣ ر‬n D 72

representation of ethnic minority

‫ ْ ﻣ‬1ِ ‫ ُﻣ< ﱢﻣ ا‬I ‫ ط‬9 I ‫ تا‬I ‫ا‬ R D 83
people in the staff of service providers
representation of ageing ,1 % ‫ا‬ R D 40

diagrammatic representation of a
system Lّ ‫ م ُﻣ‬TF 1D R D 48

self-representation D‫ذا‬/ 1A R D 20

936
urbanisation ‫ ن‬D 89

extending political influence & / ‫ ا‬c] ‫ا‬ D 91

nursing J D 30

mental health nursing / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 J D 34

ableism L = D 20

enabling L = D 49

empowerment L = D 70

empowerment L = D 71

funding , D 51

financing , D 57

funding , D 94

external research funding ‫ر‬ l ‫ ﺑ‬, D 100

public funding ّ ‫ﻣ‬,=ُ7/‫م‬ , D 94

discrimination b D 63

discrimination b D 66

discrimination b D 70

discrimination b D 90

positive discrimination ‫ ﺑ‬- ‫ إ‬b D 85

discrimination on grounds of sexual

‫ ّ ة‬/Fْ -ِ ‫ل ا‬, ‫ ا‬W#/‫ ﺑ‬b D 66
orientation
discrimination on grounds of religion F ‫ د‬W#/‫ ﺑ‬b D 67

ageism Lّ /ِ ‫ ر ا‬#S \ b D 40

racial discrimination I b D 84

racial discrimination I b D 84

937
racial discrimination I b D 85

age discrimination Lّ /ِ ‫ أ& س ا‬O b D 40

indirect discrimination Aِ #‫ ) ُﻣ‬b D 85

direct discrimination Aِ #‫ ُﻣ‬b D 85

multiple discrimination ‫ ُﻣ ﱢد‬b D 84

institutional discrimination /&P‫ ﻣ‬b D 85

distinction : D/b D 84

discrimination I D/ Fْ ُ /b D 68

renunciation of nationality /Fْ -ِ ‫ ا‬L ‫ زل‬FD 76

predict P#FD 69

caution k #FD 43

coordinate : /FD 1

coordinating care services ِ ‫ َ َﻣ ت ا‬: /FD 47

socialisation ّ ‫ ا‬E%FD 3

socialise ّ ‫ ا‬E%FD 18

socialising ّ ‫ ا‬E%FD 41

bring up a child ْ ِ ‫ ا‬E%FD 1

upbringing of a child ْ ِ ‫ ا‬E%FD 5

regulate (y#i ‫ ت ا‬Z ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) TFD 79

family planning ‫ ا ُ& ة‬TFD 65

diaspora organisation ‫ ت‬% ‫ ا‬TFD 83

conflict regulation ‫ا ت‬bF ‫ ا‬TFD 90

community organising َ ْ-‫ ُﻣ‬TFD 51

938
order W D D/ TFD 69

breathing ` FD 29

enforcement : ّ# D/g FD 78

locomotion <FD 23

mobility <FD 89

academic mobility ‫ د‬S‫< أ‬FD 99

move back and forth ً ‫ار ذھ ﺑ ً إ ﺑ‬ & ‫< ﺑ‬FD 76

geographic mobility 9‫ ا‬Z <FD 75

self-mobility D‫< ذا‬FD 23

cross-border movement ‫ود‬ ‫ ا‬# <FD 76

spatial mobility X =‫< ﻣ‬FD 75

professional mobility ّ F_‫< ِﻣ‬FD 99

bullying FD 17

bullying FD 18

bullying FD 25

group bullying ‫ ت‬,- ‫ ا‬# FD 25

racial bullying ‫ي‬ Fْ ُ FD 84

early childhood development ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ا‬ FD 27

community development 8 َ ْ- ُ ‫ا‬ FD 52

radical community development ‫ر‬g- ‫ ا‬8 َ ْ- ُ ‫ا‬ FD 51

critical community development <F ‫ ا‬8 َ ْ- ُ ‫ا‬ FD 51

nurture skills ‫ا _ رات‬ FD 18

foster the development of children ‫ّر ا ط ل‬,َ َD FD 54

939
racial profiling ‫ي‬ Fْ ُ y FD 84

diversity ‫ع‬,FD 53

diversity ‫ع‬,FD 81

cultural diversity 9 <c ‫ع‬,FD 11

sexual diversity /Fْ ِ ‫ع‬,FD 66

religious diversity F ‫ع د‬,FD 67

diverse population X =& ‫ع‬,FD 82

diversity ,FD 68

diversities ,FD 71

diversity ,FD 71

diversity ,FD 83

ethnic diversity I ,FD 82

ethno-cultural diversity 9 <c I ,FD 82

displacement -_D 77

population displacement ‫= ن‬/ ‫ ا‬-_D 77

impelled migration ‫ ي‬/I -_D 77

reluctant migration ‫ ي‬/I -_D 77

imposed migration ‫ ي‬/I -_D 77

threat _D 86

threat of force QFْ ُ ‫ﺑ‬ _D 87

threat to national security F‫ط‬, ‫ ا‬L‫ ا ﻣ‬O _D 78

threat to freedom ‫ا‬O / _D 80

threat to life ‫ة‬ ‫ا‬O / _D 80

940
truancy &‫ ا ر‬L‫_ ب ﻣ‬D 18

people smuggling ‫ ص‬1A ‫ ا‬W _D 79

human smuggling ‫ ص‬1A ‫ ا‬W _D 79

smuggling of persons ‫ ص‬1A ‫ ا‬W _D 79

people smuggling ‫ ص‬1A ‫ ا‬W _D 87

drug smuggling ‫ ﱢرات‬1 ُ ‫ ا‬W _D 86

balance ‫ازن‬,D 23

migration balance ‫ ة‬-_ ‫ ا‬9 @/‫ ة‬-_ ‫ازن ا‬,D 75

work-life balance ‫ةا‬ ‫ة وا‬ ‫ ا‬L ‫ازن ﺑ‬,D 63

social interaction ‫ا@ ا‬,D 17

parent-child communication _ ‫أط‬/ _ ْ ‫ ِط‬8‫ ﻣ‬L ‫ا‬, ‫ا@ ا‬,D 12

eye contact ‫ي‬ ‫ا@ ﺑ‬,D 29

unaided communication ‫م‬, ‫ا@ ) ﻣ‬,D 29

aided communication ‫م‬, ‫ا@ ﻣ‬,D 29

liaison with parents L ‫ا‬, ‫ ا‬8‫ا@ ﻣ‬,D 18

augmentative and alternative

‫ز وﺑ‬b ‫ا@ ﻣ‬,D 29
communication
AAC ‫ز وﺑ‬b ‫ا@ ﻣ‬,D 29

social cohesion ‫ ا‬:9‫ا‬,D 50

social cohesion ‫ ا‬:9‫ا‬,D 85

reconcile work and family life ‫وا‬ &ُ ‫ة ا‬ ‫ ا‬L ‫ ﺑ‬:9‫ا‬,D 63

community cohesion َ ْ-‫ ُﻣ‬:9‫ا‬,D 50

attitude k ‫ ﱡ‬,َD 20

attitude k ‫ ﱡ‬,َD 60

941
attitude k ‫ ﱡ‬,َD 70

orientation k ‫ ﱡ‬,َD 83

value orientation < ‫ ا‬k ‫ ﱡ‬,َD 3

turning towards peers ‫ ان‬I ‫ ا‬O ‫ إ‬k ‫ ﱡ‬,َD 3

cultural orientation 9 <c k ‫ ﱡ‬,َD 83

human rights orientation ‫ ن‬/Xj‫ق ا‬,<ُ7 k ‫ ﱡ‬,َD 73

non-judgmental attitude ‫= م‬7 ‫ق ا‬+‫م إط‬ k ‫ ﱡ‬,َD 70

local orientation ‫ ﻣ‬k ‫ ﱡ‬,َD 71

turn Q 1‫ ﻣ‬k ‫ ﱡ‬,َD 45

outcomes orientation hH F ‫ ا‬, X k ‫ ﱡ‬,َD 94

preventative orientation H I‫ و‬k ‫ ﱡ‬,َD 4

life attitude D 7 ‫ ﱡ _ ت‬,َD 3

guidance k ,D 4

guidance k ,D 10

mentoring ‫ د‬A‫إر‬/k ,D 45

mentoring ‫ د‬A‫إر‬/k ,D 95

9 ‫ن ا‬,X I 9 I ‫ واة ا‬/ ‫ _ ت ﻣ < ﺑ‬,D

Racial Equality Directive ‫ د ا وروﺑ‬D ‫ ا‬85

autism ّ 7َ ,D 26

autism ّ 7َ ,D 27

childhood autism ‫ ّ ا ط ل‬7َ ,D 27

atypical autism ‫دي‬ ‫ ّ ) ا‬7َ ,D 27

leaflet ‫رات‬,%F ‫ ا‬8 ‫ز‬,D 90

expansion 8&,D 13

942
European Union enlargement ‫ د ا وروﺑ‬D ‫ ا‬8 &,D 79

recommendation ّ @,D 6

clarify r \,D 47

employment Q ‫ظ‬,D 60

employment Q ‫ظ‬,D 77

recruitment Q ‫ظ‬,D 85

employment Q ‫ظ‬,D 89

regular employment ‫دي‬ ‫ ا‬Q ‫ظ‬,D 76

competitive employment /9 FD Q ‫ظ‬,D 31

precarious employment nIP‫ﻣ‬/n‫ ﺑ‬c ) Q ‫ظ‬,D 63

illegal employment X,X I ) Q ‫ظ‬,D 79

irregular employment ‫ ﻣ‬TX ) Q ‫ظ‬,D 79

full employment ‫ ﻣ‬S Q ‫ظ‬,D 60

subsidised employment ً ‫م ﻣ د‬, ‫ ﻣ‬Q ‫ظ‬,D 31

recruitment F-D/Q ‫ظ‬,D 87

consciousness raising ,D 51

awareness-raising ,D 92

provision ّ9,D 1

availability ّ9,D 38

access to clean water TX ‫ ﻣ ه‬O ‫ل إ‬,@, ‫ رة ا‬I/ TX ‫ّ ﻣ ه‬9,D 92

provision 9,D 34

provision 9,D 44

meet care needs s1% ‫_ ا‬ ‫ا‬ ِ ‫ ا‬9,D 47

943
health care provision ‫ا‬ ِ ‫ ا‬9,D 92

welfare provision ‫ ه‬9 ‫ ا‬9,D 57

mental health provision / F ‫ج ا‬+ ‫ ا‬9,D 34

private provision ّ‫ص‬ 9,D 56

SEN provision ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7 ‫وي ا‬g ‫َ َﻣ ت‬ 9,D 21

procuring O ‫ل‬, 7/ 9,D 88

reconcile work and family

‫وا ُ& ة‬ ‫ ا‬L ‫ ﺑ‬: 9,D 13
commitments
social expectation ّ ‫ ت ا‬I,D 20

‫ع‬,F ‫ ا‬O H<‫ا‬ ‫ ت ا ور ا‬I,D

gender role expectation ‫ ا‬63

arrested development of the mind < ‫ا‬/ F‫ھ‬g ‫ّر ا‬,َ َ ‫ ا‬9 QI,D 27

assume responsibility for the case ‫ﺑ =ﻣ‬ ‫ا‬ ‫و‬P/‫ﻣ‬ ,D 47

take-up g ‫أ‬/ ,D 59

facilitate / D 29

facilitation / D 49

facilitation / D 95

facilitate / D 95

facilitate communication @‫ا‬, ‫ ا‬/ D 83

co-facilitate X‫ و‬D/ S‫ ر‬%X / D 49

skin-popping - WI c 39

wealth ‫ وة‬c 59

counter-cultures /= ‫ ت‬9 <c 3

culture 9 <c 54

culture 9 <c 70

944
culture 9 <c 72

culture 9 <c 73

culture 9 <c 76

culture 9 <c 81

culture 9 <c 82

culture 9 <c 82

minority culture I ‫ ا‬9 <c 24

host culture i / ‫ ا و ا‬9 <c 82

culture of contentment \ ‫ ا‬9 <c 59

youth culture ‫ ب‬#%‫ ا ﱠ‬9 <c 3

culture of poverty < ‫ ا‬9 <c 59

original culture @‫ أ‬9 <c 82

majority culture # )‫ أ‬9 <c 82

minority culture I‫ أ‬9 <c 82

minority culture I‫ أ‬9 <c 82

youth subcultures ‫ ب‬#% ,X c 9 <c 3

Arab culture ‫ﺑ‬ 9 <c 68

Bildung xX‫ أ ﺑ و‬#‫ ﻣ‬O ّ Fْ#‫ َﻣ‬9 <c 54

local culture ‫ ﻣ‬9 <c 72

dominant culture ‫ة‬ /‫ ﻣ‬9 <c 82

psychoeducation / X 9 <c 36

self-confidence ` F ‫< ا‬c 35

basic trust & &‫< أ‬c 2

945
self-confidence ` F ‫< ﺑ‬c 9

self-confidence ` F ‫< ﺑ‬c 12

bereavement =c 18

drunkenness c 38

androgynous `F- ‫ ا‬H Fc 66

couple I+ 9‫ن‬ 1A/ H Fc 65

androgyny ‫س‬F ‫ ا‬H Fc 66

hermaphroditism ‫س‬F ‫ ا‬H Fc 66

university ‫ﻣ‬ 71

university ‫ﻣ‬ 99

technical university ّ F_‫ ِﻣ‬/ F<D ‫ﻣ‬ 99

state university ‫أھ‬/ ّ ‫ﻣ‬,=ُ7 ‫ﻣ‬ 99

church-affiliated university /FS ‫ ط‬#D‫ذات ار‬ ‫ﻣ‬ 67

faith community-affiliated university ‫ﺑ < ة‬ #D ‫ﻣ‬/ H < ‫ﻣ‬ 99

research-intensive university ‫ث‬, # ‫ ا‬O ‫ة‬bSِ ْ ‫ َﻣ‬k ‫ﻣ‬ 99

offender ‫ م‬-‫ﻣ‬/‫ٍن‬ 45

offender rX 8

sex offender /Fْ ِ rX 8

offender ‫ة‬/rX 95

offender W=D ‫ﻣ‬/rX 43

offender on probation #I‫ا‬ ‫ا‬n D X 45

probationer #I‫ا‬ ‫ا‬n D X 45

ex-offender :‫ & ﺑ‬X 45

946
first-time offender O‫ة ا و‬ X 45

persistent offender /‫ ﻣ‬X 45

prolific offender /‫ ﻣ‬X 45

repeat offender ‫ ﻣ= ر‬X 45

mural ‫ار‬ 50

nature-nurture debate ّ# ‫ وا‬E # ‫ال ا‬ 54

schedule ‫ول‬ 4

interview schedule ‫ول ا < ﺑ‬ 100

timescale F‫ول زﻣ‬ 47

seriousness 43

root ‫ر‬g 81

neurosurgery ‫ب‬ ‫ أ‬7‫ا‬ 36

youth crime ‫ ّ اث‬7َ ‫ ا‬H‫ا‬ 46

honour killing ‫ ف‬% ‫ ا‬H‫ا‬ 86

offences rF / H‫ا‬ 79

scabies ‫ب‬ 9

overdose ‫ﻣ ط‬ 39

further offence ‫مآ‬ 43

minor offence y /‫م ﺑ‬ 43

non-serious offence y /‫م ﺑ‬ 43

petty offence Z@/y /‫م ﺑ‬ 43

grave offence ‫م‬ 43

offence X,X I 1‫ﻣ‬/‫م‬ 43

947
offence X,X I 1‫ﻣ‬/‫م‬ 46

offence 8

crime 43

hate crime ‫ا = اھ‬ 84

human rights crime ‫ ن‬/X ‫ق ا‬,<ُ7 \/:

ّ ‫ﺑ‬ 90

forgivable crime ZD 68

sex offence /Fْ ِ 8

sexual crime against a child ْ ‫ ه ِط‬-D /Fْ ِ 86

racially motivated crime Fْ ُ 89‫ذات دوا‬ 84

petty crime ‫ ى‬Z@ 86

crime against humanity X /Xj‫\ ا‬ 90

crime against a law of the state ‫ ا و‬L X‫ا‬,I ّ 7َ ‫\ أ‬ 68

racial crime Fْ ُ 84

political murder & & I 90

racist murder Fْ ُ I 84

unforgivable crime ZD 68

community crime َ ْ-‫ُﻣ‬ 68

transnational organised crime ‫ود‬ ‫ ا‬# ‫ﱠ‬TF‫ُﻣ‬ 87

organised immigration crime ‫ ة‬-_ ‫ﻣ < ﺑ‬ ‫ﱠ‬TF‫ُﻣ‬ 87

organised crime 1‫ﻣ‬/ ‫ﱠ‬TF‫ُﻣ‬ 86

physical ‫ي‬/ 20

body / // 19

disabled body I ‫ ذو إ‬/ / / 20

948
somatic X / 35

victimisation \k 85

regularise ً ‫ ﻣ‬TX k 79

social geography ّ ‫ ا‬9‫ ا‬Z 62

flog 68

whip 68

drug counselling ‫ ﱢرات‬1 ُ ‫ ا‬F‫ط أو ﻣ ﻣ‬ ‫ د‬A‫ ت إر‬/ 44

proceedings H iI ‫ ت‬/ 4

session / 95

external consultation ‫ر‬ ‫ ر‬% &‫ ا‬/ 95

group session / 49

play and learn session for children ‫ّ [ط ل‬ DW / 13

plural 8 81

plural 8 83

data collection ‫ت‬X #‫ا‬8 100

Muslim Aid ‫ﻣ‬+&j‫ ِ ة ا‬/ ُ ‫ا‬ 92

tenants protection association L ]/ ‫ا‬ 7 61

housing association F=& 61

hospital ward O%/ ‫حا‬F 64

secure ward : Z‫ ح ﻣ‬F 34

offence F 39

offence ‫م‬ / F 88

sex `F 4

949
sex `F 63

penetrative sex + ‫` إ‬F 8

biological sex , , ‫` ﺑ‬F 66

third sex l c `F 66

internet sex nX X ‫ ا‬# `F 88

phone sex QD _ ‫ ا‬# `F 88

sexuality X /F 27

human sexuality %‫ ﺑ‬X /F 68

nationality /Fْ ِ 76

nationality /Fْ ِ 80

nationality /Fْ ِ 80

nationality /Fْ ِ 84

dual nationality /Fْ -ِ ‫ ا‬H Fc/ ‫دو‬b‫ ﻣ‬/Fْ ِ 76

social citizenship ّ ‫ ا‬F‫اط‬,‫ﻣ‬/ /Fْ ِ 56

South ‫ب‬,F 91

delinquency ‫ام‬ ‫إ‬/‫ح‬,F 46

fetus LF 7

states parties ّ &‫_ ت ر‬ 5

hearing aid 8 / ‫ ا‬,<D ‫_ ز‬ 24

low-tech communication aid X ‫ ﻣ‬F<D ‫ا@ ذو‬, ِ /‫_ ز ُﻣ‬ 29

third party R c _ 83

third party R c _ 90

impartial third party ‫ د‬7 R c _ 90

950
professional body ّ َ 1ْ ‫_ ُﻣ‬ 96

passport & ‫از‬, 78

fraudulent passport ‫ور‬b‫از ﻣ‬, 79

hunger ‫ع‬, 68

sex tour /Fْ ِ 7 & , 88

Salvation Army ‫ص‬+1 ‫~ ا‬ 67

upheaval ‫ن‬% 17

age generation 3

millennials ‫ا‬ 3

want 7 59

insufficient need 9S ) 7 48

need ‫ ج‬7‫ا‬/ 7 48

architectural barrier H F‫ ﺑ‬b 7 20

attitudinal barrier S, &

ُ b 7 20

invisible barrier H ‫ ) ﻣ‬b 7 63

legal barrier X,X I b 7 20

access barrier ‫ ء‬A O ‫ل إ‬,@, 8X ‫ ﻣ‬b 7 32

disabling barrier : ‫ ﻣ‬b 7 20

social barrier ‫ ا‬:H /b 7 20

language barrier ‫ي‬,Zُ :H /b 7 69

rail W iI/b 7 23

profound ‫ د‬7 19

profound ‫ د‬7 24

951
profound ‫ د‬7 27

profound ‫ د‬7 28

acute ‫ د‬7 33

acute ‫ د‬7 35

accident ‫ دث‬7 23

nuclear power accident ‫و‬,F ‫ ا‬I ‫ ﺑ‬: ‫ دث ﻣ‬7 89

alcohol-related incident ‫ل‬, = ‫ ﺑ‬: ‫ دث ﻣ‬7 38

border guard ‫ود‬ ‫ رس ا‬7 78

incentive b9 7 60

motivation b9 7 91

child fatality ‫ ة ى ا ط ل‬9, ‫ ت ا‬7 7

child protection cases ِْ ‫ا‬ 7‫ ت‬7 7

condition 7 71

immigration status ‫ ة‬-_ ‫ا‬ 7 79

legal immigration status X,X < ‫ ة ا‬-_ ‫ا‬ 7 79

normality ,& 7 20

emergency H‫ط ر‬ 7 15

legal status X,X I 7 76

alleged case ‫ﻣ‬, b‫ﻣ‬ 7 7

mental state /X 7 33

psychiatric emergency H‫ ط ر‬/ X 7 34

employment status ‫وظ‬ 7 79

condition 8\‫و‬/ 7 64

952
health condition @ 8\‫و‬/ 7 64

confinement `#7 9

locking the child in a room 9 Z‫` ا ِ ْ ﺑ‬#7 9

hajj h7 68

hijab ‫ ب‬-7 67

hijab ‫ ب‬-7 68

class size Q ‫ ا‬-7 98

workload ‫ ا‬-7 99

migration volume ‫ ة‬-_ ‫ ا‬-7 75

boundary ّ 7َ 16

threshold ‫ أو در‬Lّ ‫ ّ ُﻣ‬7َ 1

low threshold Jِ 1Fْ ‫ ّ ُﻣ‬7َ 1

low threshold Jِ 1Fْ ‫ ّ ُﻣ‬7َ 41

functional limitation ‫ ّ وظ‬7َ 20

functional limitation ‫ ّ وظ‬7َ 23

grief ‫ ّ اد‬7َ 55

severity ‫ ّ ة‬7َ 19

visual acuity ‫ ّ ة ﺑ‬7َ 24

juvenile ‫ ّ ث‬7َ 46

life event D 7 ‫ ّ ث‬7َ 48

stressful life event ‫ط ت‬,Zُi W#/‫ ّ ث ﻣ‬7َ 17

frontier ‫ ود‬7 78

border ‫ ود‬7 78

953
border ‫ ود‬7 80

limitation ‫ ود‬7 90

boundaries ‫ ود‬7 95

frontier of territories :‫ ط‬F ‫ ود ا‬7 80

land border ‫ ود ﺑ‬7 78

mobility limitations <F ‫ ا‬9/ <FD ‫ ود‬7 41

green border ( ‫ اء )أي ﺑ‬i ‫ ود‬7 78

international border ‫ ود دو‬7 78

international frontier ‫ ود دو‬7 78

blue border ( H ‫ ء )أي ﻣ‬I‫ ود زر‬7 78

water border H ‫ ود ﻣ‬7 78

clear boundaries I/ \‫ ود وا‬7 2

national border F‫ ود وط‬7 77

carefulness ‫ر‬g7 55

social mobility ‫ اك ا‬7 59

haram ‫ ام‬7 68

civil war ‫ ب أھ‬7 90

intrastate war ‫ ب أھ‬7 90

burn ‫ ق‬7 23

movement S 7 19

social movement ّ ‫ ا‬S 7 3

disabled people's movement I j‫ ص ذوي ا‬1A ‫ ا‬S 7 20

civil rights movement X ‫ق ا‬,<ُ ‫ ا‬S 7 32

954
self-help movement D‫ا‬g ‫ ا ْ ا‬S 7 32

self-help movement D‫ا‬g ‫ ا ْ ا‬S 7 49

social democracy movement ّ ‫< اط ا‬ ‫ ا‬S 7 57

community care movement َ ْ- ُ ‫ا‬ ِ ‫ ا‬S 7 30

hospice movement ‫ر‬i7 ‫ ا‬7 ‫ ﻣ‬9 ِ ‫ ا‬S 7 42

population movement ‫= ن‬/ ‫ ا‬S 7 75

people first movement ً ‫ أو‬W % ‫ ا‬S 7 32

labour movement ‫ل‬ ‫ ا‬S 7 60

independant living movement < / ‫ ا ~ ا‬S 7 32

eye movement L ‫ ا‬S 7 29

/Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ ا‬S 7

LGBT movement X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬66

women's movement ‫أة‬ ‫ ا‬S 7 63

self-determination movement D‫ا‬g ‫ا‬ ‫ا‬ ّ 7 S 7 32

<D :

human rights movement ‫ ن‬/Xj‫ق ا‬,<ُ7 S 7 74

‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ق ا‬,<ُ7 S 7

LGBT rights movement X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬/Fْ -ِ ‫ ا‬66

gay rights movement L R ‫ق ا‬,<ُ7 S 7 66

community care movement 8 َ ْ- ُ ‫ا‬ ‫ ِر‬S 7 51

inclusion movement , A S 7 31

mental health service user movement / F ‫َ َﻣ ت ا ِ ّ ا‬ ‫ ِ ﻣ‬1 /‫ ُﻣ‬S 7 33

movement <FD/ S 7 76

movement of people ‫ س‬F ‫< ا‬FD/ S 7 76

transnational criminal activity ‫ود‬ ‫ ا‬# ‫اﻣ‬ ‫ ط إ‬%X/ S 7 87

955
social deprivation ‫ ﻣ ن ا‬7 59

social deprivation ‫ ﻣ ن ا‬7 62

social deprivation ‫ ﻣ ن ا‬7 71

sleep deprivation ‫م‬,F ‫ ﻣ ن ا‬7 36

multi-sensory deprivation ‫اس‬, ‫ ﻣ ن ُﻣ ﱢد ا‬7 28

deprivation of food ‫م‬ ‫ ا‬L‫ ﻣ ن ﻣ‬7 7

disadvantage <9/‫ ﻣ ن‬7 63

freedom 7 34

freedom 7 73

liberty 7 77

freedom of movement <F ‫ا‬/ S ‫ا‬ 7 88

fundamental freedom & &‫أ‬ 7 84

free movement of worker ‫< ا ﻣ‬FD 7 79

freedom of religion F‫د‬ 7 67

package of care services ِ ‫َ َﻣ ت ا‬ ‫ﻣ‬b7 47

tailored package of care ‫ ا‬W/7 ‫ﻣ‬ ‫ﻣ ِر‬b7 12

sensitivity & /7 19

linguistic sensitivity ,Zُ ‫ﻣ ا ة‬/ & /7 84

sensory /7 20

sensory /7 28

measles O# 7 89

custody X i7 5

nursery care X i7 13

956
nursery X i7 13

nursery school X i7 13

creche X i7 13

nursery X i7 21

nursery X i7 54

day nursery ‫_ ر‬X X i7 13

urban X ‫ﻣ‬/‫ ي‬i7 62

court appearance via a video link , ‫ ا‬y‫ راﺑ‬# = ‫تا‬/ ‫ر‬,i7 8

curfew ‫ل‬,-D T7 45

maintain friendships ‫ ت‬I‫ا‬ ‫ ا‬O ‫ ظ‬7ِ 9

peacekeeping ‫م‬+/ ‫ • ا‬7 90

right ّ 7 5
:

right ّ 7 78
:

right to recognition as a person before

‫ن‬,X < ‫ ا‬9 s1%S ‫د‬ ‫اف ﺑ‬ ّ 7 73
‫ا‬:
the law
right to reside ّ 7 79
‫ ﻣ‬Ij‫ ا‬:

human right ّ 7 71
‫ ن‬/Xj‫ ا‬:

human right ّ 7 73
‫ ن‬/Xj‫ ا‬:

human right ّ 7 77
‫ ن‬/Xj‫ ا‬:

right to remedy by competent tribunal ‫د‬ S ‫ ﻣ‬9‫ف‬ ّ 7 73

Xj‫ ا‬:

freedom of belief and religion ّ 7 73

L ‫ ن وا‬j‫ ا‬:

right to social security ّ 7 73

‫ا ﻣنا‬:

right of peaceful assembly and association ‫ م‬iX ‫وا‬ ّ 7 73

/‫ا‬8 - ‫ا‬:

right to education ‫ا ﱠ‬:

ّ 7 5

957
right to education ‫ا ﱠ‬:
ّ 7 32

right to education ‫ا ﱠ‬:

ّ 7 73

right to free movement in and out of

‫د‬+# ‫و رج ا‬ ‫ود دا‬ ّ 7 73
‫ ﻣ‬Z ‫< ا‬F ‫ ا‬:
the country
right to a nationality and the freedom
‫ ھ‬ZD O ‫ و‬/Fْ ِ O ‫ل‬, ّ 7 73
‫ا‬:
to change it
right to protection from violence QFْ ُ ‫ ا‬L‫ﻣ‬ ّ 7 5
‫ا‬:

right to rest and leisure ّ 7 73

‫ ھ‬9 ‫ وا‬7‫ ا ا‬:

right to marriage and family ‫ أُ& ة‬L ,=D‫واج و‬b ‫ ا‬:

ّ 7 73

client self-determination D‫ا‬g ‫ا‬ ‫ا‬ <D 9 / ‫ا‬/ ّ 7 70

‫ا‬:

right of the individual ّ 7 68

‫ا د‬:

right to asylum in other countries from

‫ ا \ _ د‬W#/‫ى ﺑ‬ ّ 7 73
‫ دول أ‬O ‫ء إ‬,- ‫ ا‬:
persecution
right to play Wِ ‫ ا ﱠ‬:
ّ 7 5

right to equality before the law ّ 7 73

‫ن‬,X < ‫ ا‬9 ‫ واة‬/ ‫ ا‬:

participatory right ّ 7 2
S‫ َر‬% ُ ‫ ا‬:

right to participate in the cultural life of

8 َ ْ- ُ 9 <R ‫ة ا‬ ّ 7 73
‫ ا‬9 S‫ َر‬% ُ ‫ ا‬:
community
right to participate in government and
‫ ﺑ ت‬1 X ‫ ا‬9‫ﻣ و‬,= ‫ت ا‬ ّ 7 73
I 9 S‫ َر‬% ُ ‫ ا‬:
in free elections
citizenship right ّ 7 76
F‫اط‬, ‫ ا‬:

parental right ّ 7 5
L ‫ا‬, ‫ ا‬:

right to own property ّ 7 73

‫ك ﻣ = ت‬+ ‫ اﻣ‬:

right to be considered innocent until ًE ‫را _ ﺑ‬# ‫إ‬:

k X‫ ت إدا‬#c‫ إ‬L ّ 7 73
proven guilty
positive right ّ 7 73
‫ﺑ‬-‫إ‬:

environmental right ّ 7 73
E‫ﺑ‬:

collective right ‫ ك‬%‫ ُﻣ‬/ ّ 7 73

:

958
collective right ‫ ك‬%‫ ُﻣ‬/ ّ 7 73
:

constitutional right ّ 7 73
‫ري‬, &‫ د‬:

negative right ّ 7 73
#&:

political right ّ 7 73
& &:

natural right & &‫أ‬/ ّ 7 73

#‫ ط‬:

individual right 1A/‫ دي‬9 :

ّ 7 73

right to life, liberty, personal security 1% ‫ ا ﻣ ن ا‬، ‫ ا‬،‫ة‬ ّ 7 73

‫ ا‬9:

freedom of opinion and information ‫ﻣ ت‬, ‫ ﻣ‬O ‫ل‬, ّ 7 73

‫ ا أي وا‬9 :

right to desirable work and to join trade

‫< ﺑ ت‬F ‫ ا‬9 S‫ َر‬% ُ ‫ب وا‬,) ‫ا‬ ّ 7 73
‫ ا‬9:
unions
right to equality ّ 7 73
‫ واة‬/ ‫ ا‬9 :

right to free choice ‫ر‬ ‫ا‬ ّ 7 5

7 9:

right to fair public hearing F ‫د‬ ّ 7 73

S ‫ ﻣ‬9:

right to adequate living standard ّ 7 73

W& F‫ ﻣ‬% ‫ى ﻣ‬, /ْ ‫ ُﻣ‬9 :

right to a social order that articulates

< c, ‫ه ا‬g‫ دىء ھ‬#‫=` ﻣ‬ ّ 7 73
‫ م ا‬TX 9 :
this document
right to family unity ‫ ة ا ُ& ة‬7‫ و‬9 :
ّ 7 77

civil right ّ 7 50
X‫ﻣ‬:

civil right ّ 7 66
X‫ﻣ‬:

civil right ّ 7 73
X‫ﻣ‬:

, && ‫ا‬ ّ 7
َ ْ- ُ ‫ ت ا‬# ‫ا‬, ‫ ُﻣ ِر& ا‬:
right to fulfil community duties
: ‫ ا ا‬73
essential to free and full development
field ّ <7 1

field of practice &‫<ّ ا ُ ِر‬7 10

field of activity ‫ ط‬%F ‫<ّ ا‬7 92

959
field of practice ّ F_‫<ّ ِﻣ‬7 41

injecting drugs ‫ ﱢرات‬1 ُ ‫ ا‬Lّ<7 39

syringe Fّ<7 39

depot injection , ‫ةﻣ‬ /D ‫ء‬ ‫ق ﺑ‬+‫ ذو إط‬Fّ<7 36

right ‫ق‬,<ُ7 60

economic, social, and cultural rights 9 <c‫ و‬، ّ ‫ا‬، ‫د‬ I‫ق ا‬,<ُ7 73

human rights ‫ ن‬/X ‫ق ا‬,<ُ7 84

human rights ‫ ن‬/Xj‫ق ا‬,<ُ7 5

human right ‫ ن‬/Xj‫ق ا‬,<ُ7 76

human rights ‫ ن‬/Xj‫ق ا‬,<ُ7 92

first generation human right ‫ ا ول‬- ‫ ن‬/Xj‫ق ا‬,<ُ7 73

third generation human right l R ‫ ا‬- ‫ ن‬/Xj‫ق ا‬,<ُ7 73

second generation human right X R ‫ ا‬- ‫ ن‬/Xj‫ق ا‬,<ُ7 73

children's rights ‫ق ا ط ل‬,<ُ7 5

children’s rights ‫ق ا ط ل‬,<ُ7 92

rights of the child ْ ِ ‫ق ا‬,<ُ7 5

/Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ن وﻣ‬, R ‫ ت وا‬R ‫ق ا‬,<ُ7

LGBT rights X /F- ‫ ّ ا‬,ُِ _ ‫ و ا‬Z‫ وﻣ‬66

gay rights ‫ ت‬R ‫ وا‬L R ‫ق ا‬,<ُ7 66

women's rights ‫أة‬ ‫ق ا‬,<7ُ 63

women’s rights ‫أة‬ ‫ق ا‬,<ُ7 68

citizenship rights F‫اط‬, ‫ق ا‬,<ُ7 56

rights of parents L ‫ا‬, ‫ق ا‬,<ُ7 4

parents' rights L ‫ا‬, ‫ق ا‬,<ُ7 5

960
sexual rights /Fْ ِ ‫ق‬,<ُ7 65

sexual rights /Fْ ِ ‫ق‬,<ُ7 66

disability rights I j‫ق ذوي ا‬,<ُ7 31

full rights ‫ ﻣ‬S ‫ق‬,<ُ7 76

extensive rights ‫ ق‬F‫ا‬ &‫ق وا‬,<ُ7 76

truth < ّ<7 69

judgement =7 34

sentence =7 39

sentence ( ‫ﺑ‬,< ‫= )أي ا‬7 43

verdict ( = ‫ أو ا < ار ا‬- F ‫= )أي ا‬7 43

arbitrate O =7 68

prejudice :#/‫= ﻣ‬7 83

prejudice :#/‫= ﻣ‬7 84

prejudice :#/‫= ﻣ‬7 84

age prejudice ‫ ا‬L :#/‫= ﻣ‬7 40

wisdom =7 40

maxim R‫ﻣ‬/ =7 70

local government ‫ﻣ ﻣ‬,=7 53

problem solving S % ‫ ا‬7 26

problem solving S % ‫ ا‬7 71

problem solving S % ‫ ا‬7 95

conflict resolution ‫ا ت‬bF ‫ ا‬7 49

conflict resolution ‫ا ت‬bF ‫ ا‬7 90

961
binding legal solution ً X,X I ‫م‬bِ ْ ‫ ُﻣ‬7 90

sex trafficking ring /Fْ -ِ ‫ ر ا‬-D ‫ < ا‬7 88

human trafficking ring %# ‫ ر ﺑ‬-D ‫ < ا‬7 87

circle of friends ‫ ء‬I @ ‫ < ا‬7 30

circle of supports ْ ‫ < ا‬7 30

cycle of poverty < ‫ < ا‬7 59

induction loop l ‫ ة ا‬H‫دا‬/ < 7 24

protection 7 1

protection 7 5

safekeeping 7 32

protection 7 57

protection 7 80

social protection ّ ‫ا‬ 7 56

social security ّ ‫ا‬ 7 56

social protection ّ ‫ا‬ 7 57

keep children safe ‫ا ط ل‬ 7 1

data protection ‫ت‬X #‫ا‬ 7 47

child protection ِْ ‫ا‬ 7 1

child protection ِْ ‫ا‬ 7 5

child protection ِْ ‫ا‬ 7 15

child protection ِْ ‫ا‬ 7 18

humanitarian protection X /X‫إ‬ 7 80

protect service users' rights ‫ ِ م‬1 / ُ ‫ا‬/ ‫ ْ ﻣ‬1ِ ‫ق ﻣ < ا‬,<ُ7 7 93

962
judicial protection H iI 7 85

overprotective ‫ﻣ ط‬ 7 9

pregnancy 7 7

pregnancy 7 68

unwanted pregnancy k‫ب ﺑ‬,) ‫) ﻣ‬ 7 65

teenage pregnancy <َ‫ ا ُ اھ‬Lّ &ِ 9 7 18

campaign 7 92

fund-raising ‫ت‬ #D 7 91

awareness-raising campaign ,D 7 37

antiracist awareness-raising campaign Fْ ُ 9 =‫ُﻣ‬ ,D 7 85

ْ ِ ‫ ا‬,i ,‫ط‬r ‫ )ﻣ‬,# ‫ﺑ‬/ &, 7

willy (‫ ي‬Sg ‫ ا‬8

diet ‫اي‬g) ‫ م‬TX/ H‫ا‬g) 7 36

nostalgia \ ‫ ا‬L F7 82

yearning O ‫ إ‬L F7 82

communication aid @‫ا‬, ِ /‫_ ز ُﻣ‬7 29

discourse ‫ار‬,7 64

discourse ‫ار‬,7 69

social work discourse ‫ا‬ ‫ار ا‬,7 71

community discourse َ ْ-‫ ُﻣ‬/8 َ ْ- ُ ‫ار ا‬,7 50

interfaith dialogue ‫ ا د ن‬L ‫ار ﻣ ﺑ‬,7 67

feminist discourse ‫ي‬,/X ‫ار‬,7 63

perverse incentive ‫ \ رة‬b9‫ا‬,7 60

neighbourhood 7 62

963
neighbourhood 7 62

red light district ‫رة‬ ‫ا‬/‫ ء‬Z# ‫ ا‬7 88

disadvantaged neighbourhood <9/‫وم‬ ‫ ﻣ‬7 62

an ordinary life ‫د‬ ‫ ة ا‬7 32

working life ‫ ة ا‬7 58

everyday school life ‫ﻣ‬, ‫ ة ا ر& ا‬7 18

public life ‫ﻣ‬ ‫ ة‬7 84

school life &‫ ة ﻣ ر‬7 18

everyday life ‫ﻣ‬, ‫ ة‬7 16

housing tenure L=/ ‫ زة ا‬7 61

vibrant ‫ي‬, 7 50

vibrant ‫ي‬, 7 62

risk to others L }‫ ا‬O ِ َ 34

congenital <ْ َ 23

outside of normal office hours ّ & ‫ ت ا وام ا‬I‫رج أو‬ 34

genogram F ‫رط‬ 15

characterisitic ّ
@ 53

characteristic ّ
@ 73

characteristic ّ
@ 85

personal quality ّ
1A @ 97

characteristic @/ @
ّ 4

expertise ‫ ة‬# 75

experience ‫ ة‬# 97

964
professional experience ّ F_‫ ة ِﻣ‬# 70

gerontologist ,1 % ‫ا‬ 9 # 40

female circumcision ‫ ث‬Xj‫ن ا‬ 89

female genital mutilation ,RX ‫ا‬ &F ‫ءا‬i ‫ ا‬k ,%D/‫ ث‬Xj‫ن ا‬ 65

entry stamp ‫ل‬, ‫د‬ 78

deception ‫اع‬ 86

deception ‫اع‬ 87

older people's services L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#= ّ ‫َ َﻣ ت ا‬ 41

social care for older people L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#= ّ ‫َ َﻣ ت ا‬ 41

advice service ‫ ر‬% &‫َ َﻣ ت ا‬ 88

child and family consultation service ّ

‫@ ﺑ & وا ط ل‬ ‫ ر‬% &‫َ َﻣ ت ا‬ 12

immigrant advice service L _ُ ‫ ر‬% &‫َ َﻣ ت ا‬ 83

migrant advice service L _ُ ‫ ر‬% &‫َ َﻣ ت ا‬ 83

housing advice service ‫ ر‬-E & ‫ص ا‬, 1‫ رات ﺑ‬% & ‫َ َﻣ ت ا‬ 61

family service ‫َ َﻣ ت ا ُ& ة‬ 57

children’s services ‫َ َﻣ ت ا ط ل‬ 1

children’s services ‫َ َﻣ ت ا ط ل‬ 5

children's services ‫َ َﻣ ت ا ط ل‬ 52

services for children, young people, and

& ‫ ب وا‬#%‫َ َﻣ ت ا ط ل وا ﱠ‬ 1
families
maternity service ‫ﻣ‬,‫َ َﻣ ت ا ﻣ‬ 12

interpreting service ‫ر‬, ‫ا‬ ‫َ َﻣ ت ا‬ 83

interpreting service ‫ر‬, ‫ا‬ ‫َ َﻣ ت ا‬ 87

homelessness services ‫ د‬% ‫َ َﻣ ت ا‬ 61

965
support services ْ ‫َ َﻣ ت ا‬ 56

support service ْ ‫َ َﻣ ت ا‬ 65

support service ْ ‫َ َﻣ ت ا‬ 88

peripatetic SEN support services ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7z ,‫ ﱢ‬- ُ ‫َ َﻣ ت ا ْ ا‬ 21

crisis pregnancy support service k 9 ‫ب‬,) ‫) ا‬ ‫ ا‬9 ْ ‫َ َﻣ ت ا‬ 65

women’s telephone crisis support

QD _ ‫ ا‬# ‫ ا زﻣ ت‬9 ‫ ء‬/F ْ ‫َ َﻣ ت ا‬ 65
service
youth court assistance service ‫ ّ اث‬7َ ‫ا‬ = ْ ‫َ َﻣ ت ا‬ 46

carer information and support service ‫ة‬/ ‫ا‬ ‫ﻣ ت‬, ‫ ا‬9,D‫َ َﻣ ت ا ْ و‬ 30

Personal social care services for older

L ّF/ِ ُ 1% ‫ّ ا‬ ‫ا‬ ِ ‫َ َﻣ ت ا‬ 41
people
child and adolescent mental health
services
L <‫اھ‬ ‫[ط ل وا‬ /F‫ا‬ ِ ‫َ َﻣ ت ا‬ 17

day care service ‫_ ر‬F ‫ا‬ ِ ‫َ َﻣ ت ا‬ 12

welfare services ‫ ه‬9 ‫َ َﻣ ت ا‬ 55

youth services ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬ 10

youth services ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬ 10

youth work ‫ ب‬#%‫َ َﻣ ت ا ﱠ‬ 10

mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬ 34

psychiatric services / F ‫َ َﻣ ت ا ِ ّ ا‬ 34

mental health services / F ‫َ َﻣ ت ا ِ ّ ا‬ 64

community mental health services 8 َ ْ- ُ ‫ ا‬9 / F ‫َ َﻣ ت ا ِ ّ ا‬ 51

advice service ‫ د‬A‫َ َﻣ ت إر‬ 12

‫ ت‬Z ‫ة‬ < ‫زة ا‬ ‫ل ا‬+ ‫دا‬ &ُ‫َ َﻣ ت أ‬

short breaks service ِ ‫ ا‬L‫ ﻣ‬7‫ ا & ا‬30

special education services for physical

ّ
/- ‫ ا‬I j ‫@ ﺑ‬ ّ D ‫َ َﻣ ت‬ 23
disability

966
sex service /Fْ ِ ‫َ َﻣ ت‬ 88

child protection services ِْ ‫ا‬ 7 ‫َ َﻣ ت‬ 6

children's services ّ
‫@ ﺑ ط ل‬ ‫َ َﻣ ت‬ 4

crisis support service ‫ ا زﻣ ت‬9 ‫َ َﻣ ت دا‬ 34

mental health services / F ‫ ل ا ِ ّ ا‬-‫ َﻣ‬9 ‫َ َﻣ ت دا‬ 52

disabled people's services I j‫وي ا‬g ‫َ َﻣ ت دا‬ 52

‫ ﱢرات‬1 ُ ‫ ا‬O ‫دﻣ ن‬j‫ ا‬L ‫ع‬+Iz ‫َ َﻣ ت دا‬

durg and alcohol support services ‫ل‬, = ‫ وا‬37

adults' services LZ # ‫َ َﻣ ت دا‬ 52

trauma support ‫ﻣ‬ ‫َ َﻣ ت دا‬ 87

older people's services L ّF/ِ ُ ‫َ َﻣ ت دا‬ 52

support service for parents L ‫ا‬, ‫َ َﻣ ت دا‬ 13

drug and alcohol services ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ط ا‬ ‫َ َﻣ ت دا‬ 52

migrants’ support services L _ ُ ‫َ َﻣ ت د ْ ا‬ 83

low threshold services Jِ 1Fْ ‫ ّ ُﻣ‬7َ ‫َ َﻣ ت ذات‬ 37

child welfare services ْ ِ ‫ ه ا‬9‫َ َﻣ ت ر‬ 1

health service @ ‫َ َﻣ ت‬ 87

public services ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ ‫َ َﻣ ت‬ 56

hospital-based services O % / ‫ ا‬9 ‫َ َﻣ ت‬ 64

services for disabled people I j‫ ص ذوي ا‬1A[ ‫َ َﻣ ت‬ 22

disabled people's services I j‫ ص ذوي ا‬1A[ ‫َ َﻣ ت‬ 64

adults’ services L Z # ‫َ َﻣ ت‬ 1

older people's services L ّF/ِ ُ ‫َ َﻣ ت‬ 55

community-based services َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َ َﻣ ت َﻣ‬ 64

967
open access services for older people L ّF/ِ ُ /Lّ /ِ ‫ ر ا‬#= 7 ‫َ َﻣ ت ُﻣ‬ 41

specialist services for children ‫[ط ل‬ ‫ ﱡ‬1َ َ ‫َ َﻣ ت ﻣ‬ 13

community-based services for older

L ّF/ِ ُ َ ْ-‫َ َﻣ ت ُﻣ‬ 41
people
local service ‫َ َﻣ ت ﻣ‬ 46

integrated services -‫ ِﻣ‬F‫َ َﻣ ت ُﻣ‬ 12

user-led services ‫ ِ م‬1 / ُ ‫دھ ا‬,< ‫َ َﻣ ت‬ 20

professional-led services ‫ن‬,ّ F_ ِ ‫دھ ا‬,< ‫َ َﻣ ت‬ 20

service ‫ِ ْﻣ‬ 1

service ‫ِ ْﻣ‬ 52

service ‫ِ ْﻣ‬ 57

service ‫ِ ْﻣ‬ 58

service ‫ِ ْﻣ‬ 70

service ‫ِ ْﻣ‬ 75

service ‫ِ ْﻣ‬ 83

servitude ‫ِ ْﻣ‬ 86

service ‫ِ ْﻣ‬ 94

community service ّ ‫ِ ْﻣ ا‬ 30

social casework ‫ د‬9 ّ ‫ِ ْﻣ ا‬ 47

school social work &‫ّ ﻣ ر‬ ‫ِ ْﻣ ا‬ 18

community inclusion service َ ْ- ُ ‫ل ا‬, % ‫ا‬/‫ِ ْ ﻣ ا دﻣ ج‬ 30

family placement service # ‫ اع ا & ي ا‬j‫ِ ْ ﻣ ا‬ 15

transport service <F ‫ِ ْ ﻣ ا‬ 4

support service ْ ‫ِ ْﻣ ا‬ 1

968
family advice and support service &ُ ‫ رة ا‬% & ‫ِ ْ ﻣ ا ْ وا‬ 13

social care service ّ ‫ا‬ ِ ‫ِ ْﻣ ا‬ 94

fostering service #‫ا‬ &ُ ‫ا‬ ِ ‫ِ ْﻣ ا‬ 15

domiciliary care service bF ‫ا‬ ِ ‫ِ ْﻣ ا‬ 42

welfare service ‫ ه‬9 ‫ِ ْﻣ ا‬ 57

education welfare service ‫ ه ا ﱠ‬9 ‫ِ ْﻣ ا‬ 18

youth service ‫ ب‬#%‫ِ ْ ﻣ ا ﱠ‬ 10

24hour emergency assistance & 24 ‫ ﻣ ار‬O ‫ارئ‬, ‫ِ ْ ﻣ ا‬ 42

social work service ‫ا‬ ‫ِ ْﻣ ا‬ 1

community service 8 َ ْ- ُ ‫ِ ْ ﻣ ا‬ 45

human service X /X‫ِ ْ ﻣ إ‬ 43

human service X /X‫ِ ْ ﻣ إ‬ 52

human service X /X‫ِ ْ ﻣ إ‬ 94

speech and language service Z‫ وا ﱡ‬: F ّ D ‫ِ ْﻣ‬ 29

specialist service ( ّsَ 1ْ ‫ ُﻣ‬#I L‫@ )ﻣ‬

ّ ‫ِ ْﻣ‬ 52

support ‫ِ ْ ﻣ دا‬ 4

behaviour support service ‫ك‬, /ُ ‫ِ ْ ﻣ دا‬ 25

floating support service <F ‫ﻣ‬ ‫ِ ْ ﻣ دا‬ 61

smoking cessation L ‫ ا‬L ‫ع‬+Ij‫ِ ْ ﻣ د ْ ا‬ 12

social care service ّ ‫ا‬ ‫ِ ْ ﻣ ِر‬ 52

universal service , A ‫ِ ْﻣ‬ 70

general service ‫ﻣ‬ ‫ِ ْﻣ‬ 52

public service ‫ﻣ‬ ‫ِ ْﻣ‬ 89

969
casework ‫ د‬9 ‫ِ ْﻣ‬ 47

community-based service َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ِ ْ ﻣ َﻣ‬ 12

community-based service َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ِ ْ ﻣ َﻣ‬ 51

community service َ ْ-‫ِ ْ ﻣ ُﻣ‬ 12

community family service ّ

& ‫@ ﺑ‬ َ ْ-‫ِ ْ ﻣ ُﻣ‬ 12

local public service ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ ‫ِ ْﻣ ﻣ‬ 62

breach of probation #I‫ا‬ ‫ وط ا‬A ‫ق‬ 45

breach a requirement W ‫قﻣ‬ 45

mass exodus ‫وج‬ 82

depart from a country ‫ ﺑ‬L‫وج ﻣ‬ 75

graduate ‫ة‬/h 96

ecomap E#‫ا‬ 48

genogram F 48

life road map ‫ة‬ ‫درب ا‬ 48

loss ‫ رة‬/ 75

hoarseness D,@ X,% 29

demographics of ageing 9‫) ا‬, ‫ا‬ ,1 % ‫ ا‬sH 40

privacy ّ @, 42

submission ‫ع‬,i 68

poverty line < ‫ا‬y 59

poverty threshold < ‫ا‬y 59

discourse ‫ِ ب‬ 5

hate speech ‫ِ ب ا = اھ‬ 84

970
funded pension plan , ‫ا‬ < ‫ا‬ 58

safeguarding plan ‫ا‬ 47

support plan ْ ‫ا‬ 47

care plan ِ ‫ا‬ 47

discharge planning O\ ‫اج ا‬ ‫إ‬ 64

individual educational plan ‫ د‬9 &‫درا‬ 21

support plan ْ ‫د‬ 30

care plan ‫ِر‬ 30

sexual offender treatment plan /Fْ -ِ ‫ ا‬H‫ا‬ #=D + 44

emergency plan H‫ر‬ ‫تا‬ 34

man-made threat ‫ ن‬/X ‫ ا‬k =A 77

risk to self ‫ات‬g ‫ ا‬O 34

threat to life s1% ‫ ة ا‬7 O 77

threat to livelihood % ‫ ا‬#& O 77

risky ‫ ط‬1 ‫ف ﺑ‬, ‫ﻣ‬/ 10

abduction Q 87

step ‫ة‬, 80

risk ‫رة‬, ُ 55

risk of harm ‫ض [ذى‬ ‫رة ا‬, ُ 37

risk to a child's welfare ْ ِ ‫ ه ا‬9‫ ر‬O ‫رة‬, ُ 6

hazardous 19

risky 39

dangerous 86

971
sexual sin /Fْ ِ E 68

palpitations ‫<ن‬ 35

mild Q 19

mild Q 24

mild Q 33

dispute ‫ف‬+ 90

bilateral dispute H Fc ‫ف‬+ 90

conflict with a teacher ‫ة‬/ ‫ ا ُ ﱢ‬8‫ف ﻣ‬+ 18

parental conflict ‫ف وا ي‬+ 17

background 4

social background ّ ‫ا‬ 70

religious background F‫د‬ 67

ethnic background I 81

mixed background 1‫ﻣ‬ 81

congenital <ْ َ 24

lethargy ‫ ت‬#&/‫ل‬, 35

fearfulness ‫ف‬, 9

fear ‫ف‬, 84

well-founded fear of persecution ‫ ر‬# ‫ ا \ _ د ا‬L‫ف ﻣ‬, 80

fear of foreigners L ‫ ﺑ‬Z ‫ا‬/WX ‫ ا‬L‫ف ﻣ‬, 84

charitable ‫ي‬ 53

schistosomiasis ‫ _ ر& ت‬# ‫ داء ا‬89

onchocerciasis WXg ‫ﺑ ا‬+S ‫ داء‬89

972
in-house ( /&P ُ ‫ا‬ ‫ دا‬L‫)أي ﻣ‬ ‫ دا‬96

children's home ‫[ط ل‬ H‫ا‬, ‫ دار إ‬54

children's home ‫ دار ِر‬7

home ‫ دار ِر‬16

hostel ‫ دار ِر‬16

care home ‫ دار ِر‬55

nursing home ‫ دار ِر‬55

care home (L ّF/ِ ُ ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ دار ِر‬42

children's residential unit ‫[ط ل‬ H‫ا‬, ‫إ‬ ‫ دار ِر‬16

children's home ‫أط ل‬ ‫ دار ِر‬14

secure children's home ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫أط ل ﻣ‬ ‫ دار ِر‬16

children's home (‫[ط ل‬ H‫ا‬, ‫)دار إ‬ ‫ﺑ‬ ‫ دار ِر‬15

large scale residential unit ‫ ة‬#S & ‫ذات‬ ‫ دار ِر‬16

children's home ‫[ط ل‬ ‫ دار ِر‬16

children's care home ‫[ط ل‬ ‫ دار ِر‬16

sexual health needscare home /Fْ -ِ ‫ِ ّ ا‬ ‫ دار ِر‬65

small group home ‫ ة‬Z ‫ تا‬, - ‫ دار ِر‬16

nursing home L ّF/ِ ُ ‫ دار ِر‬42

older people's home L ّF/ِ ُ ‫ دار ِر‬42

day centre for older people L ّF/ِ ُ ‫_ ري‬X ‫ دار ِر‬41

day care centre for older people L ّF/ِ ُ ‫_ ري‬X ‫ دار ِر‬41

toddler ‫ دارج‬13

supportive ‫ دا‬1

973
motive 89‫ دا‬77

Social Services Department ّ ‫ َﻣ ت ا‬1َ ‫ ة ا‬H‫ دا‬1

SSD ّ ‫ َﻣ ت ا‬1َ ‫ ة ا‬H‫ دا‬1

welfare administration ‫ ه‬9 ‫ ة ا‬H‫ دا‬56

human resources department %# ‫ارد ا‬, ‫ ة ا‬H‫ دا‬96

personnel department %# ‫ارد ا‬, ‫ ة ا‬H‫ دا‬96

children’s services department ‫ ة َ َﻣ ت ا ط ل‬H‫ دا‬1

children's services department ‫ ة َ َﻣ ت ا ط ل‬H‫ دا‬53

local authority children's services ‫ ة َ َﻣ ت ا ط ل‬H‫ دا‬53

department ‫وزارة‬/‫إدارة‬/‫ ة‬H‫ دا‬1

department ‫وزارة‬/‫إدارة‬/‫ ة‬H‫ دا‬53

local authority department ‫ ُ& ْ َ ﻣ‬/‫ ة‬H‫ دا‬52

permanent H‫ دا‬76

income ‫ د‬58

income ‫ د‬59

subsistence income ‫ا= ف‬ ‫ د‬89

claimant´s income ‫ة‬/W ‫ا‬ ‫ د‬58

entry ‫ل‬, ‫ د‬78

enter a country ‫ل ﺑ‬, ‫ د‬75

enter a country illegally X,X I ) < ‫ل ﺑ ﺑ‬, ‫ د‬79

enter a country for work ‫ ب ا‬#& ‫ل ﺑ‬, ‫ د‬79

clandestine entry ‫ل & ي‬, ‫ د‬79

undocumented entry -/‫ﻣ‬/ &‫ل ) ر‬, ‫ د‬79

974
illegal entry X,X I ) ‫ل‬, ‫ د‬79

illicit entry X,X I ) ‫ل‬, ‫ د‬79

unlawful entry X,X I ) ‫ل‬, ‫ د‬79

irregular entry ‫ ﻣ‬TX ) ‫ل‬, ‫ د‬79

legal entry X,X I ‫ل‬, ‫ د‬78

enter legally X,X I ‫ل‬, ‫ د‬79

disability studies I j‫ درا& ت ا‬22

early years research ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ا‬9 ‫ درا& ت ا ط ل‬13

PISA study # ‫ا‬ < ‫ ا و‬h‫ ﻣ‬X # ‫ درا& ت ا‬98

critical men's studies <F ‫ل ا‬ ‫ درا& ت ا‬63

peace and conflict studies ‫ا ت‬bF ‫ وا‬/ ‫ درا& ت ا‬90

queer studies L R ‫ درا& ت ا‬66

communtiy studies 8 َ ْ- ُ ‫ درا& ت ا‬50

women's studies ‫أة‬ ‫ درا& ت ا‬63

gender studies ‫ع ا‬,F ‫ درا& ت ا‬63

migration studies ‫ ة‬-_ ‫ درا& ت ا‬75

cultural studies 9 <c ‫ درا& ت‬20

youth studies ‫ ب‬#%‫@ ﺑ ﱠ‬

ّ ‫ درا& ت‬3

childhood studies , ّ
‫@ ﺑ‬ ‫ درا& ت‬2

disability studies I j‫ ل ا‬-‫ َﻣ‬9 ‫ درا& ت‬20

single case study ‫ د‬9 7 &‫ درا‬100

long term study ‫ا ى‬ ,‫ درا& ط‬100

scientific study &‫ درا‬75

975
cross-sectional study <‫درا& ﻣ‬/‫ت ُﻣ ﱢدة‬ IL &‫ درا‬100

comparative study X‫ درا& ﻣ< ر‬100

degree of inclusion ‫ل‬, % ‫ا‬/‫ا دراج‬/‫اء‬, 7 ‫ا‬ ‫ در‬21

degree of disability I j‫ا‬ ‫ در‬19

level of security L‫ا ﻣ‬ ‫ در‬44

bachelor degree ‫س‬, ‫ر‬, =# ‫ا‬ ‫ در‬99

Bachelor of Social Work ‫ا‬ ‫ ا‬9 ‫س‬, ‫ر‬, =# ‫ا‬ ‫ در‬99

degree level qualification ‫ا ]ھ‬ ‫ در‬13

doctoral degree ‫راة‬, S ‫ا‬ ‫ در‬99

level of care need ‫ﺑ‬, ‫ا‬ ِ ‫ا‬ ‫ در‬42

degree programme ‫ د‬S‫أ‬ ‫ در‬72

social work degree programme ‫ا‬ ‫ ا‬9 ‫ د‬S‫أ‬ ‫ در‬72

evening classes at a FE college ّ F_‫ِﻣ‬ D S 9 H /‫ دروس ﻣ‬98

constitution ‫ر‬, &‫ د‬73

support ْ ‫ د‬30

support ْ ‫ د‬45

support ْ ‫ د‬53

support ْ ‫ د‬91

social assistance ‫ د ْ ا‬56

social assistance ‫ د ْ ا‬58

integration support ‫ د ْ ا دﻣ ج‬83

development assistance ‫ّر‬,َ َ ‫ د ْ ا‬91

positive behaviour support ‫ ﺑ‬- j‫ك ا‬, /ُ ‫ د ْ ا‬30

976
school-based youth support &‫ ا ر‬O H < ‫ ب ا‬#%‫ د ْ ا ﱠ‬18

targeted youth support ‫ _ َف‬/ ُ ‫ ب ا‬#%‫ د ْ ا ﱠ‬10

health promotion ّ ِ ‫ د ْ ا‬64

asylum support ‫ء‬,- ‫ د ْ ا‬80

community support 8 َ ْ- ُ ‫ د ْ ا‬30

community empowerment 8 َ ْ- ُ ‫ د ْ ا‬51

staff support L ‫ظ‬, ‫ د ْ ا‬96

support parents L ‫ا‬, ‫ د ْ ا‬12

additional support 9 \‫ د ْ إ‬21

family support ‫ د ْ أ& ي‬1

family support ‫ د ْ أ& ي‬4

pedagogical support D ْ ‫ د‬13

self-help D‫ د ْ ذا‬58

workplace personal assistance ‫ ﻣ= ن ا‬9 1A ْ ‫ د‬31

job seeking support L l # ‫ ا‬9 ْ ‫ د‬12

crisis pregnancy support k 9 ‫ب‬,) ‫) ا‬ ‫ ا‬9 ْ ‫ د‬65

legal aid X,X I ْ ‫ د‬80

financial assistance ‫ د ْ ﻣ دي‬78

subsidy ‫ د ْ ﻣ‬94

mutual aid ‫ دَل‬# ‫ د ْ ُﻣ‬50

mutual aid ‫ دَل‬# ‫ د ْ ُﻣ‬55

ongoing workplace support ‫ ﻣ= ن ا‬9 /‫ د ْ ﻣ‬31

supported living % ‫ د ْ ﻣ‬32

977
intensive support QR=‫ د ْ ﻣ‬12

Local Authority Support ‫ﻣ‬ ‫ ُﻣ‬L‫ د ْ ﻣ‬4

emotional support ‫ ط‬/ / X ْ ‫ د‬36

supported employment ‫ د ْ وظ‬31

financial assistance ‫ة‬/‫ ِ ة ﻣ دي‬/‫ ُﻣ‬/ ْ ‫ د‬70

warmth ‫ دفء‬2

warmth ‫ دفء‬50

sensory defensiveness /7 9‫ د‬28

direct service charge ‫ِ ْﻣ‬ ‫ ﻣ< ﺑ‬Aِ #‫ ُﻣ‬89‫ د‬94

paying for the sexual services of a child /Fْ -ِ ‫َ َﻣ ت ا ط ل ا‬ ‫ ﻣ< ﺑ‬89‫ د‬8

direct payments ‫ ة‬Aِ #‫ ت ُﻣ‬9‫ د‬32

direct payments ‫ ة‬Aِ #‫ ت ُﻣ‬9‫ د‬94

payment 9‫ د‬57

payment 9‫ د‬87

advance ‫ُﻣ< ﱢﻣ‬ <X 9‫ د‬86

doctorate ‫راة‬, S‫ د‬99

PhD ‫راة‬, S‫ د‬99

senior doctorate ‫راة‬, S‫ د‬99

higher doctorate ‫راه‬, S‫ د‬99

evidence ‫ د‬43

- H 7j‫وا‬ 1% ‫ا‬ < ‫اﺑ ت ا‬ \ ‫ا‬ ‫د‬

DSM V /‫ ﻣ‬1 ‫ا‬ # ‫ ا‬26

- H 7j‫وا‬ 1% ‫ا‬ < ‫اﺑ ت ا‬ \ ‫ا‬ ‫د‬

DSM V /‫ ﻣ‬1 ‫ا‬ # ‫ ا‬33

978
interview guide ‫ا <ﺑ‬ ‫ د‬100

forensic evidence HF ‫ د‬8

physical evidence ‫س‬, ‫ﻣ‬ ‫ د‬8

guide A ‫ﻣ‬/ ‫ د‬10

brain ‫ دﻣ غ‬23

integration h‫ دﻣ‬32

labour market integration ‫ق ا‬,& 9 h‫ دﻣ‬31

anatomically detailed doll ً / ‫ & ً و‬FD ‫ ﻣ‬O‫ دﻣ‬8

profane `X‫ د‬68

vestibular ‫ي‬b ‫ دھ‬28

drug ‫ دواء‬36

pharmaceutical drug @ ‫ دواء‬38

panacea ‫م‬ ‫ دواء‬50

antipsychotic ‫ھ ن‬g ‫ د‬i‫ دواء ﻣ‬36

anti-depressant ‫ د =ˆﺑ‬i‫ دواء ﻣ‬36

psychiatric drug / X ‫ دواء‬36

dizziness ‫ دوار‬35

threadworm ‫ دودة‬9

social role ‫ دور ا‬32

gender role ‫ع ا‬,F ‫ دور ا‬63

gender role ‫ع ا‬,F ‫ دور ا‬66

secure accommodation ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫ ﻣ‬H‫ا‬, ‫إ‬ ‫ دور ِر‬16

integration course ‫ دورة ادﻣ ج‬83

979
antenatal class ‫ دة‬, i D ‫ دورة‬12

training course # ‫ ر‬D ‫ دورة‬12

sheltered workshop for disabled people L‫ ﺑ = ن آﻣ‬I j‫وي ا‬g # ‫ ر‬D ‫ دورة‬31

vocational training course ّ F_‫ ِﻣ‬# ‫ ر‬D ‫ دورة‬22

language course Z ‫ دورة‬83

parenting course ‫ﺑ ا ط ل‬ ‫ دورة ﻣ \ ات‬12

State ‫ دو‬4

state ‫ دو‬73

state ‫ دو‬75

nation ‫ دو‬78

state ‫ دو‬78

nation state ‫ دو‬78

state ‫ دو‬80

social investment state ‫ ر ا‬R & ‫ دو ا‬56

welfare state ‫ ه‬9 ‫ دو ا‬53

welfare state ‫ ه‬9 ‫ دو ا‬56

welfare state ‫ ه‬9 ‫ دو ا‬57

welfare regime ‫ ه‬9 ‫ دو ا‬57

workfare state ‫ وط‬% ‫ا‬ ‫ ه ا‬9 ‫ دو ا‬56

liberal welfare state ‫ ا‬# ‫ ه ا‬9 ‫ دو ا‬57

conservative welfare state T9 ‫ ه ا‬9 ‫ دو ا‬57

post-war welfare state ‫ب‬ ‫ ة ا‬9 ‫ ه ﻣ ﺑ‬9 ‫ دو ا‬60

country of immigration ‫ ة‬-_ ‫ دو ا‬83

980
core country & &‫ دو أ‬91

richer country OF)‫ دو أ‬91

poorer state <9‫ دو أ‬89

poorer country <9‫ دو أ‬91

less advanced country ً‫ّرا‬,َ َD I‫ دو أ‬91

most developed country ً‫ّرا‬,َ َD RS‫ دو أ‬91

conflict-afflicted state ‫اع‬bF‫ﺑ‬ D ‫ دو‬90

newly industrialising country 8F ‫ ا‬R ّ 7َ ‫ دو‬91

enabling state ‫ دو دا‬56

high income country ‫ دو ذات إ ادات‬91

low income country X ‫ دو ذات إ ادات ﻣ‬91

least developed country ‫ّر‬,َ َ ‫ ا‬L‫ ﻣ‬#/X I‫ دو ذات أ‬91

less economically developed country I‫دي أ‬ I‫ ا‬,ّ ُ ُX ‫ دو ذات‬91

more economically developed country RS‫دي أ‬ I‫ ا‬,ّ ُ ُX ‫ دو ذات‬91

less developed country I‫ أ‬,ّ ُ ُX ‫ دو ذات‬91

industrialised country F@ ‫ دو‬59

industrialised country F@ ‫ دو‬91

transit state ‫ر‬,# ‫ دو‬78

state of transit ‫ر‬,# ‫ دو‬78

Western state ‫ دو ) ﺑ‬79

non-industrialised country F@ ) ‫ دو‬91

non-Western country ‫ دو ) ) ﺑ‬91

failing state %9 7 ‫ ﻣ‬9 ‫ دو‬90

981
post-industrial country 8F ‫ دو ﻣ ﺑ ا‬91

post-conflict state ‫اع‬bF ‫ دو ﻣ ﺑ ا‬90

donor country # ‫ دو ﻣ‬91

lean state ‫ ھ‬/ ‫ دو ﻣ‬56

developed country ‫ّرة‬,َ َ ‫ دو ﻣ‬91

advanced country ‫ّرة‬,َ َ ‫ دو ﻣ‬91

advanced industrial country ً F@ ‫ّرة‬,َ َ ‫ دو ﻣ‬91

multi-ethnic state ‫اق‬ ‫ دو ُﻣ ﱢدة ا‬82

aid-receiving country ‫ ِ ة‬/ُ < ‫ دو ﻣ‬91

receiving country #< /‫ﻣ‬/ < ‫ دو ﻣ‬91

recipient country #< /‫ﻣ‬/ < ‫ دو ﻣ‬91

Muslim country /‫ دو ﻣ‬68

aid-giving country ‫ ِ ة‬/ُ ‫ دو ُﻣ< ﱢﻣ‬91

developing country ‫ ﻣ‬X ‫ دو‬91

leading developing country ‫ ة‬H‫ ﻣ را‬X ‫ دو‬91

fragile state %‫ دو ھ‬90

internationalism ‫ دو‬72

below average ‫دي‬ ‫ى ا‬, /ْ ُ ‫ دون ا‬26

unremunerated ‫ دون أ‬86

unremunerated ‫ دون أ‬88

without pay ‫ دون أ‬88

without delay ]D ‫ دون‬6

stateless /Fْ -ِ ‫ا‬ / ‫ دون دو‬76

982
houseless ‫ل‬bF‫ دون ﻣ‬61

roofless ‫ دة‬%‫ﻣ‬/‫ د‬%‫ﻣ‬/‫ل‬bF‫ دون ﻣ‬61

without mutual consent ‫ َد‬# ‫َ<َ ُﻣ‬9‫ا‬,‫ دون ُﻣ‬65

religion X ‫ د‬84

Abrahamic religion ‫ إﺑ اھ‬X ‫ د‬68

minority religion I‫ أ‬X ‫ د‬81

permanency ‫ﻣ‬, ‫ د‬14

permanence ‫ﻣ‬, ‫ د‬15

permanency ‫ﻣ‬, ‫ د‬15

religion L ‫ د‬67

public debt ‫م‬ L ‫ د‬56

group dynamic , ْ- َ ‫ ﻣ = ت ا‬F ‫ د‬49

debts ‫ن‬, ‫ د‬35

rent arrears ‫ ر‬- j‫ن ا‬, ‫ د‬61

third world debt l R‫ا‬ ‫ن دول ا‬, ‫ د‬89

short term memory ‫ةا ﻣ‬ I ‫ ة‬S‫ ذا‬27

verbal memory T ‫ ة‬S‫ ذا‬27

cognitive intelligence 9 ‫ ء ا‬S‫ ذ‬27

psychosis ‫ ذھ ن‬35

disability ّ 1‫تا‬
@ 7 ‫ ذو ا‬15

streamed F # ‫ﻣ‬/ /X - ‫ﻣ‬/ _D‫وا < رة ذا‬ ‫ ذو ا‬98

male-dominated ‫ر‬,S‫ ذ‬# )‫ ذو أ‬63

genetically pre-programmed <#/‫ ﻣ‬H F -‫ ذو ﺑ ﻣ‬2

983
practice-oriented < ّ# D k ‫ ﱡ‬,َD ‫ ذو‬99

reactive 9 ‫ ذو رد‬1

Blissymbolic (` ‫ز )ﺑ‬,‫ ذو رﻣ‬29

affordable ‫ل‬,#<‫ﻣ‬ & ‫ ذو‬56

glass ceiling ‫ ز‬Q<& ‫ ذو‬63

precondition :#/‫ ط ﻣ‬A ‫ ذو‬76

hard of hearing & ‫ﺑ ت‬, @ ‫ ذو‬24

historically relative 1 ‫ ر‬D @ ‫ ذو‬2

culturally relative 9 <c @ ‫ ذو‬2

church affiliation /FS @ ‫ ذو‬53

preaffiliation <#/‫ ذو @ ﻣ‬49

of unsound mind & ) < ‫ ذو‬33

‫ا‬,I/ ‫ع ا‬,F ‫ ا‬8‫ﻣ ﻣ‬ ‫ ا‬9 ‫ ءة‬S ‫ذو‬

gender competence X /F- ‫ر ا‬,TF ‫ ا‬63

the disabled I j‫ ذوي ا‬19

black and minority ethnic young person _F‫د ﻣ‬,/ ‫ وا‬I ‫ ت ا‬I ‫ ذوي ا‬11

tie y‫ راﺑ‬14

Christian Aid / ‫ ا‬X, ‫ا‬ ‫ راﺑ‬92

biologically related ,,‫ﺑ‬ ‫ راﺑ‬7

salary WD‫ را‬15

salary WD‫ را‬57

ordinary statutory paternity pay ‫د‬ ‫ﻣ ّ ا‬,=ُ ‫ا‬ ‫ا‬, ‫ زة ا‬j‫ ا‬WD‫ را‬58

teacher's salary ‫ة‬/ ‫ ا ُ ﱢ‬WD‫ را‬98

statutory maternity pay ّ ‫ﻣ‬,=ُ ‫ﻣ ا‬,‫ إ زة ا ﻣ‬WD‫ را‬58

984
gross salary per annum ‫ي‬,ّF&ِ ‫ إ‬WD‫ را‬97

occupational pension <D WD‫ را‬58

state pension ّ ‫ﻣ‬,=ُ7 <D WD‫ را‬58

private pension ّ‫ص‬ <D WD‫ را‬58

deterrent ‫ رادع‬43

carer ‫ راع‬41

carer ‫ راع‬42

child carer ‫راع [ط ل‬

ٍ 17

carer /‫ راع‬30

carer ‫ را‬15

childminder ‫أط ل‬ ‫ را‬13

foster carer ‫ﺑ‬ ‫ را‬15

male foster carer ‫ﺑ‬ ‫ را‬15

kin carer ‫ة‬ ‫ أُ& ة ا ِ ْ ا‬L‫ﻣ‬ ‫ﺑ‬ ‫ را‬15

relative foster ‫ة‬ ‫ أُ& ة ا ِ ْ ا‬L‫ﻣ‬ ‫ﺑ‬ ‫ را‬15

care worker ‫ة‬/ ‫ را‬30

carer ‫ة‬/ ‫ را‬55

specialist foster carer ‫ة‬/ ‫ة ﺑ‬/ ‫ را‬15

female foster carer ‫ﺑ‬ ‫ را‬15

mind your language u‫ أ ظ‬WI‫ را‬19

social capital ‫ رأ& ل ا‬50

political opinion & & ‫ رأي‬80

free associating 7 y‫ رﺑ‬36

985
tie :F ‫ رﺑ‬97

salary scale points ‫ا‬ , ْ-‫ َﻣ‬/ #D‫ ر‬97

male prostitute Z‫ﺑ‬ ‫ ر‬88

male victim of domestic violence ‫ ا & ي‬QFْ ُ \ ‫ ر‬65

stone ‫ ر‬68

departed 7‫ ر‬76

commute 7‫ ر‬77

mercy 7‫ ر‬68

license ْ ‫ ُر‬52

license to practice ّ F_‫ِﻣ‬ ْ ‫ ُر‬52

response ‫إ ﺑ‬/‫ رد‬100

deterrence ‫ ردع‬68

covering letter ZD &‫ ر‬97

prophet ‫ل‬,&‫ ر‬68

infant 8 \‫ ر‬2

damp W‫ رط‬61

third country national R R ‫ ان ا‬# ‫ا‬ ‫ ر‬76

care ‫ ِر‬4

care ‫ ِر‬5

care ‫ ِر‬13

care ‫ ِر‬14

care ‫ ِر‬30

care ‫ ِر‬32

986
care ‫ ِر‬34

care ‫ ِر‬42

care ‫ ِر‬53

care ‫ ِر‬55

care ‫ ِر‬55

sponsoring ‫ ِر‬94

social care ّ ‫ا‬ ‫ ِر‬52

social care ّ ‫ا‬ ‫ ِر‬55

social care ّ ‫ا‬ ‫ ِر‬67

faith-based social care H < `&‫ أ‬O ّ Fْ#‫ّ َﻣ‬ ‫ا‬ ‫ ِر‬67

custodial care ‫ ز‬- 7‫ا‬ ‫ ِر‬32

childcare ‫ا ط ل‬ ‫ ِر‬13

childminding ‫ا ط ل‬ ‫ ِر‬13

childcare ‫ا ط ل‬ ‫ ِر‬55

residential child care H‫ا‬, j‫ا ط ل ا‬ ‫ ِر‬14

residential child care H‫ا‬, j‫ا ط ل ا‬ ‫ ِر‬55

group child care -‫ا ط لا‬ ‫ ِر‬16

group care -‫ا ط لا‬ ‫ ِر‬16

child care ‫اع‬ ‫ ا‬# / ‫ را‬#I L‫ا ط ل ﻣ‬ ‫ ِر‬55

childcare ِْ ‫ا‬ ‫ ِر‬12

community care 8 َ ْ- ُ ‫ا‬ ‫ ِر‬32

integrated care ‫ ﻣ‬X‫ا‬ ‫ ِر‬34

residential care H‫ا‬, ‫ا‬ ‫ ِر‬30

987
residential care H‫ا‬, ‫إ‬ ‫ ِر‬15

residential care H‫ا‬, ‫إ‬ ‫ ِر‬16

residential care H‫ا‬, ‫إ‬ ‫ ِر‬20

residential care H‫ا‬, ‫إ‬ ‫ ِر‬52

residential care H‫ا‬, ‫إ‬ ‫ ِر‬55

residential child care ‫[ط ل‬ H‫ا‬, ‫إ‬ ‫ ِر‬16

residential nursing care L ّF/ِ ُ H‫ا‬, ‫إ‬ ‫ ِر‬53

residential care setting ّ /&P‫ ُﻣ‬H‫ا‬, ‫إ‬ ‫ ِر‬7

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬6

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬16

foster care ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬55

‫ا ِ ْ دا‬ ِ ‫دا‬ ‫ﺑ‬ &ُ‫أ‬ ‫ِر‬

complementary care , , # ‫ھ ا‬/kD &‫ أ‬15

international fostering ‫دو‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬72

long term fostering ‫ا ﻣ‬ ,‫ط‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

emergency fostering H‫ر‬ ‫تا‬ ‫ ا‬9 ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

short term fostering ‫ةا ﻣ‬ I ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

specialist fostering placement Fّ ‫ت ُﻣ‬ 7 ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

professional fostering placement Fّ ‫ت ُﻣ‬ 7 ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

temporary fostering IP‫ﻣ‬ ‫ﺑ‬ &ُ‫أ‬ ‫ ِر‬15

kinship fostering ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ ِر‬15

relative foster care ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ ِر‬15

relative care ‫ اﺑ ﺑ‬I &ُ‫أ‬ ‫ ِر‬15

988
fostering ‫ﺑ‬ ‫ ِر‬66

acute care ‫ دة‬7 ‫ ِر‬34

personal care ّ D‫ذا‬ ‫ ِر‬22

self-care ّ D‫ذا‬ ‫ ِر‬23

personal care ّ D‫ذا‬/ 1A ‫ ِر‬42

health care @ ‫ ِر‬5

health care @ ‫ ِر‬64

health care @ ‫ ِر‬89

community health care َ ْ-‫ُﻣ‬ @ ‫ ِر‬64

therapeutic care + ‫ ِر‬14

informal care ّ &‫) ر‬ ‫ ِر‬30

informal care ّ &‫) ر‬ ‫ ِر‬53

ْ ِ ‫ا‬L k9 ‫ تا‬Z ‫ةا ﻣ‬ I ‫ِر‬

respite care # ‫ا‬/ & & ‫ا‬ ‫ وا ا‬15

ْ ِ ‫ا‬L k9 ‫ تا‬Z ‫ةا ﻣ‬ I ‫ِر‬

short break fostering # ‫ا‬/ & & ‫ا‬ ‫ وا ا‬15

aftercare ّ <7 ‫ ِر‬16

O ‫)أي ا‬ i ‫ ﺑ ﻣ اض ا‬L ‫ﺑ‬ ‫ِر‬

terminal care ( _A‫ أ‬6 ‫ل‬+ ‫ ة‬9, ‫ ا‬O ‫دي إ‬PD ‫ أن‬r ‫ ا ر‬42

outpatient care ‫ ر‬1 ‫دات ا‬ ‫ا‬ ‫ا‬ ‫ ِر‬34

domestic care bF‫ﻣ‬ ‫ ِر‬42

domiciliary care bF‫ﻣ‬ ‫ ِر‬42

residential care ّ /&P‫ُﻣ‬ ‫ ِر‬6

institutional care ّ /&P‫ُﻣ‬ ‫ ِر‬32

989
respite care IP‫ﻣ‬ ‫ ِر‬30

day care ‫_ ر‬X ‫ ِر‬34

group day care ‫_ ر‬X ‫ ِر‬16

day care services for older people L ّF/ِ ُ ‫_ ر‬X ‫ ِر‬41

take care ‫اھ م‬/‫ ء‬F ‫ا‬/ ‫ ِر‬55

care ‫اھ م‬/ ‫ ِر‬11

caring ‫اھ م‬/ ‫ ِر‬67

night terrors (‫م‬,F ‫ ا‬9 ‫اب‬ \‫)ا‬ W ‫ ر‬17

desire ‫ة‬,_A/ #)‫ ر‬66

welfare ‫ ه‬9‫ ر‬2

welfare ‫ ه‬9‫ ر‬4

welfare ‫ ه‬9‫ ر‬14

welfare ‫ ه‬9‫ ر‬45

welfare ‫ ه‬9‫ ر‬46

welfare ‫ ه‬9‫ ر‬56

social wellbeing ‫ ه ا‬9‫ ر‬64

child welfare ْ ِ ‫ ه ا‬9‫ ر‬1

welfare of the child ْ ِ ‫ ه ا‬9‫ ر‬5

child's welfare ْ ِ ‫ ه ا‬9‫ ر‬5

welfare of the child ْ ِ ‫ ه ا‬9‫ ر‬6

education welfare D ‫ ه‬9‫ ر‬18

physical wellbeing / ‫ﻣ‬+&/‫ ه‬9‫ ر‬28

refuse to obey laws L X‫ا‬,< ‫ام ﺑ‬b ‫ ا‬J9‫ ر‬90

990
refuse medical treatment ّ# ‫ج ا‬+ ‫ ا‬J9‫ ر‬9

school refusal &‫ ا ر‬J9‫ ر‬17

school refusal &‫ ا ر‬J9‫ ر‬18

refused entry ‫ل‬, ‫ د‬J9‫ ر‬78

parental rejection L ‫ا‬, ‫ ا‬L‫ ﻣ‬J9‫ ر‬25

peer rejection ‫ ان‬I ‫ ا‬#I L‫ ﻣ‬J9‫ ر‬18

peer rejection ‫ ان‬I ‫ ا‬#I L‫ ﻣ‬J9‫ ر‬25

companionship <9‫ ر‬42

probation ‫ ﺑ‬I‫ ر‬45

stiff neck /# ‫ ﻣ‬#I‫ ر‬64

pole dancing ‫د‬, ‫ ا‬sI‫ ر‬88

lap dancing Li7 ‫ ي ﺑ‬Z‫ ﻣ‬sI‫ ر‬88

recession ‫د‬,S‫ ر‬3

recession ‫د‬,S‫ ر‬56

economic downturn ‫دي‬ I‫د ا‬,S‫ ر‬56

tokenistic ( =A ‫ي )أي‬b‫ رﻣ‬21

tangible symbols &, ‫ز ﻣ‬,‫ رﻣ‬24

islamophobia ‫م‬+&j‫ رُھ ب ا‬84

xenophobia WX ‫ رُھ ب ا‬11

xenophobia WX ‫ رُھ ب ا‬84

agoraphobia ‫ء‬+1 ‫ رُھ ب ا‬35

homophobia R ‫ رُھ ب ا‬66

school phobia &‫ رُھ ب ا ر‬18

991
specific (isolated) phobia (‫ول‬b ‫ رُھ ب ﻣ َ ّ د )ﻣ‬35

community spirit ‫روح‬/8 َ ْ- ُ ‫ روح ا‬50

kindergarten \‫ رو‬13

reception class \‫ رو‬98

special preschool ّ 1‫ﺑ ا‬

@ \‫ رو‬21

Waldorf kindergarten ‫ وو ورف‬-_F‫ ﻣ‬O ّ Fْ#‫ رو\ َﻣ‬13

day care service ‫_ ر‬X \‫ رو‬30

vision ‫ رؤ‬24

vision ‫ رؤ‬82

social entrepreneur ّ ‫لا‬ ‫ ﺑ‬H I/ ّ ‫لا‬ ‫ ر دي أ‬53

enterprising ‫ در‬#‫ﻣ‬/‫ ر دي‬53

disability sports I j‫وي ا‬g \ ‫ ر‬19

prime minister ‫زراء‬, ‫ ` ا‬H‫ ر‬50

prostitutes’ customer ‫ ء‬Z# ‫ ا‬LH ‫ زﺑ‬88

sex buyer ‫ ء‬Z# ‫ ا‬LH ‫ زﺑ‬88

client /‫ن‬,‫ زﺑ‬88

cochlear implant ‫ا ذن‬ I,I ‫ زرع‬24

zakah ‫ ة‬S‫ ز‬68

adultery X‫ ز‬68

cell X‫ا‬bX‫ ز‬43

child marriage ‫ زواج ا ط ل‬86

child marriage ‫ زواج ا ط ل‬89

heterosexual marriage L 1‫ ﻣ‬L /Fْ ِ L ‫ زواج ﺑ‬68

992
forced marriage ‫ ي‬/I ‫ زواج‬86

interfaith marriage ‫ ا د ن‬L ‫ زواج ﻣ ﺑ‬67

interethnic marriage ‫اق‬ ‫ ا‬L ‫ زواج ﻣ ﺑ‬81

mixed marriage y 1‫ زواج ﻣ‬81

genuine and stable marriage ‫ < و@ دق‬/‫ زواج ﻣ‬77

marriage to a national L‫اط‬,‫ ﻣ‬L‫ زواج ﻣ‬76

step father ‫ زوج ا م‬7

spouse ‫ة‬/‫ زوج‬58

spouse ‫ة‬/‫ زوج‬77

spouse ‫ة‬/‫ زوج‬77

home visiting bF‫ ز رات ﻣ‬22

agency visit ّ /&P‫ ز رة ُﻣ‬52

naive ‫ & ذج‬2

hot fluid L & H& 9

purpose W#& 84

purpose W#& 87

purpose W#& 91

reason for leaving ‫ ا ك‬W#& 97

reason for participating ‫ م‬iX ‫ا‬/ S‫ َر‬% ُ ‫ ا‬W#& 49

reason for migration ‫ ة‬-_ ‫ ا‬W#& 77

root cause ‫ري‬g W#& 18

reason for the asylum claim ‫ء‬,- ‫ ا‬W ‫ ط‬W#& 80

traditional livelihood <D % ‫ ﻣ‬#& 89

993
prayer mat ‫ة‬+ ‫ دة ا‬-& 68

prayer rug ‫ة‬+ ‫ دة ا‬-& 68

record -& 48

professional register L ّ F_ ِ ‫ ا‬-& 52

criminal record HF -& 45

criminal record HF -& 78

prison L-& 44

jail L-& 44

nick L-& 44

‫رة‬, ُ ‫ ذو‬H‫ا‬ ‫ا‬,#=D‫ ار‬L g ‫ ء ا‬F-/ ) : Z‫ ﻣ‬L-&

closed prison (8 َ ْ- ُ ‫ ا‬O ‫ن‬, =% ‫و‬ 44

‫رة‬, ُ ‫ ذو‬H‫ا‬ ‫ا‬,#=D‫ ار‬L g ‫ ء ا‬F-/ ) ‫ح‬, ‫ ﻣ‬L-&

open prison (8 َ ْ- ُ ‫ ا‬O ‫ن‬, =% ‫ و‬X ‫ ﻣ‬44

inmate L -& 32

prisoner L -& 44

inmate L -& 44

prisoner of war ‫ ب‬7 L -& 78

thought withdrawal ‫= ر‬9 ‫ ا‬W & 35

generous 1& 60

free recall 7‫ & د‬8

theft I & 68

organ theft ‫ء‬i ‫ ا‬I & 86

shoplift ‫ ا‬L‫ ﻣ‬8 / ‫ ا‬I & 86

joyride ‫ع‬ &+ #S ‫ ﻣ‬I & 46

994
confidential ‫ & ي‬97

confidentiality & 70

professional discretion ّ F_‫ِﻣ‬ & 96

level surface < /‫ ﻣ‬r & 23

flat-rate ّ 7َ ,‫ﻣ‬ & 57

incest O‫ُ ﺑ‬I ‫ ِ& ح‬8

sibling incest ‫ة‬, ‫ ا‬L ‫ ﺑ‬O‫ُ ﺑ‬I ‫ ِ& ح‬8

father-daughter incest k F‫ اﺑ‬O ‫ ا ب‬#I L‫ ﻣ‬O‫ُ ﺑ‬I ‫ ِ& ح‬8

mother-son incest _F‫ اﺑ‬O ‫ ا م‬#I L‫ ﻣ‬O‫ُ ﺑ‬I ‫ ِ& ح‬8

fall ‫ع‬,I‫و‬/‫ط‬,<& 42

population ‫ &= ن‬75

population ‫ &= ن‬82

working population L ‫ﻣ‬ ‫ &= ن‬89

migrant population L _‫ &= ن ُﻣ‬75

supported housing ً ‫م ﻣ د‬, ‫ ﻣ‬L=& 16

descent +& 84

salam ‫م‬+& 68

peace ‫م‬+& 68

peace ‫م‬+& 73

wellbeing ‫ﻣ‬+& 17

well-being ‫ﻣ‬+& 56

well-being ‫ﻣ‬+& 58

physical integrity / ‫ﻣ‬+& 2

995
faecal incontinence ‫ از‬# ‫ & ` ا‬42

chain migration ‫ ة‬-_ ‫ ا‬/ & 75

power َ ْ &ُ 1

authority َ ْ &ُ 6

power َ ْ &ُ 78

authority َ ْ &ُ 96

public prosecution authority ( ّ ‫ﻣ‬,=ُ ‫ا‬/ ‫ ا و‬L‫ ُ& ْ َ ا د ء ا م )أي ﻣ‬43

jurisdiction Fّ ‫ < ُﻣ‬F ‫ ء ﺑ‬i< ‫ ق ا‬X/ H iI َ ْ &ُ 78

local authority ‫ ُ& ْ َ ﻣ‬4

local authority ‫ ُ& ْ َ ﻣ‬6

local authority ‫ ُ& ْ َ ﻣ‬41

local authority ‫ ُ& ْ َ ﻣ‬50

local authority ‫ ُ& ْ َ ﻣ‬53

local authority ‫ ُ& ْ َ ﻣ‬61

antidiscrimination authority b 9 =‫ ُ& ْ َ ُﻣ‬85

appropriate authority H+‫ ُﻣ‬/ #& F‫ ُ& ْ َ ﻣ‬58

power ‫ة‬,I/ َ ْ &ُ 6

power ‫ة‬,I/ َ ْ &ُ 93

line of accountability ‫ ء‬/ُ ‫ & ا‬6

positive peace ‫ ﺑ‬- ‫ & إ‬90

negative peace # & & 90

sustainable peace ‫ ام‬/‫ & ﻣ‬90

peaceful & 90

996
conduct ‫ك‬, &ُ 25

behaviour ‫ك‬, &ُ 55

behaviour ‫ك‬, &ُ 66

behaviour ‫ك‬, &ُ 82

attitude ‫ك‬, &ُ 90

avoidance behaviour ‫ ﺑ‬F ‫ك ا‬, &ُ 35

youth behaviour ‫ ب‬#%‫ك ا ﱠ‬, &ُ 3

self-engagement ّ D‫ا‬g ‫ا‬ ‫ ھ‬/ ‫ك ا‬, &ُ 28

criminal behaviour ‫اﻣ‬ ‫ك إ‬, &ُ 35

cirminal behaviour ‫اﻣ‬ ‫ك إ‬, &ُ 43

Muslim attitude ‫ﻣ‬+&‫ك إ‬, &ُ 68

self-injurious behaviour ` F ‫اء ا‬g ‫ك إ‬, &ُ 17

disruptive behaviour : ‫ﻣ‬/ # 1D ‫ك‬, &ُ 25

delinquent behaviour ‫اﻣ‬ ‫إ‬/rX ‫ك‬, &ُ 46

criminal behaviour ‫ك ُ ﻣ‬, &ُ 3

age-inappropriate sexual behaviour ً W& F‫ ) ﻣ‬/Fْ ِ ‫ك‬, &ُ 8

sexualised behaviour inappropriate

/Fْ ِ 8‫ك ذو ط ﺑ‬, &
ُ /:H /W& F‫ ) ﻣ‬/Fْ ِ ‫ك‬, &ُ 9
sexual behaviour
precocious sexual behaviour =‫ ﱢ‬#‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ 8

sexually concerning behaviour :َ َ< R‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ 8

concerning sexual behaviour :َ َ< R‫ ُﻣ‬/Fْ ِ ‫ك‬, &ُ 8

age-appropriate sexual behaviour ً W& F‫ ﻣ‬/Fْ ِ ‫ك‬, &ُ 8

risk behaviour ‫ك‬, &ُ 65

difficult behaviour W @ ‫ك‬, &ُ 25

997
challenging behaviour k‫ﻣ ﻣ‬ ‫ ا‬W @ ‫ك‬, &ُ 15

non-offending behaviour ‫ن‬,X < Q 1‫ك ) ﻣ‬, &ُ 43

challenging behaviour W @/‫ك ﻣ َ ّ ي‬, &ُ 25

problematic behaviour S% W#/‫ك ﻣ‬, &ُ 44

abusive behaviour ‫ ء‬/‫ك ُﻣ‬, &ُ 7

sexually harmful behaviour ً /Fْ ِ i‫ك ﻣ‬, &ُ 8

disorderly behaviour ‫ب‬ i‫ك ﻣ‬, &ُ 46

anti-social behaviour 8 َ ْ- ُ ‫ك ﻣ ٍد‬, &ُ 50

disruptive behaviour : ‫ك ﻣ‬, &ُ 18

restricted, stereotyped, reptitive

‫= اري‬D ، X ، <‫ك ﻣ‬, &ُ 27
behaviour
law-abiding behaviour ‫ن‬,X < ‫م ﺑ‬b ‫ك ﻣ‬, &ُ 43

deviant behaviour ‫ف‬ F‫ك ﻣ‬, &ُ 46

self-injurious behaviour ‫ات‬g ‫ذي‬P‫ك ﻣ‬, &ُ 28

stereotypic behaviour X ‫ك‬, &ُ 28

transgress ّ ‫اف ا‬ ‫ود وا‬ ‫ وز ا‬- ‫ك‬, &ُ 55

conduct ‫ف‬ D/‫ك‬, &ُ 55

autistic behaviour ‫ ّ ي‬7َ ,D ‫ف‬ D/‫ك‬, &ُ 27

behaviours ‫ ت‬S, &ُ 9

clear :ّ< ‫ & ح ﺑ ا‬78

hear voices ‫ات‬,@ ‫ & ع ا‬35

broker ‫ ر‬/ & 47

auditory & 28

obesity F & 12

998
toddlerhood ‫ ا ط ل ا رّج‬Lّ &ِ 2

retirement age < ‫ ا‬Lّ &ِ 58

adulthood A ‫ ا‬Lّ &ِ 2

adulthood A ‫ ا‬Lّ &ِ 3

early adulthood =‫ ﱢ‬# ُ ‫ ا‬A ‫ ا‬Lّ &ِ 3

babyhood \ ‫ ا‬Lّ &ِ 2

infancy \ ‫ ا‬Lّ &ِ 2

primary school-age & & ‫ ا ر& ا‬Lّ &ِ 2

age of criminal responsibility X,X < ‫ا‬ ‫و‬P/ ‫ ا‬Lّ &ِ 3

age cohort k‫ ﺑ‬%‫ ﻣ‬Lّ &ِ 3

teenage years <َ‫ات ا ُ اھ‬,ّF&ِ 3

easy to access k ‫ل ا‬,@, ‫ &_ ا‬37

easy to access k ‫ل ا‬,@, ‫ &_ ا‬41

problem use ‫ ام‬1 &‫ء ا‬,& 37

misuse ‫ ام‬1 &‫ء ا‬,& 37

alcohol misuse ‫ل‬, = ‫ ام ا‬1 &‫ء ا‬,& 38

misuse of alcohol and drugs ‫ ﱢرات‬1 ُ ‫ل وا‬, = ‫ ام ا‬1 &‫ء ا‬,& 18

solvent abuse ‫ ام ا‬1 &‫ء ا‬,& 38

substance abuse I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 17

paternal substance abuse ‫ ا ب‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 9

maternal substance abuse ‫ ا م‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 7

maternal substance abuse ‫ ا م‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,& 9

ّ 7َ ‫ أ‬#I L‫ ﻣ‬I < ‫ ﱢرات وا‬1 ُ ‫ ام ا‬1 &‫ء ا‬,&

parental substance misuse _ S ‫ أو‬L ‫ا‬, ‫ ا‬18

999
alcohol misuse in the family ‫ ا ُ& ة‬L \ ‫ل‬, = ‫ك ا‬+_ &‫ء ا‬,& 38

misconduct ‫ك‬, /
ُ ‫ء ا‬,& 70

malnutrition gZD ‫ء‬,& 89

malnutrition gZD ‫ء‬,& 89

intercultural misunderstanding ‫ ت‬9 <R ‫ ا‬L ‫ ھ ﻣ ﺑ‬D ‫ء‬,& 83

ill-treatment ‫ء ُﻣ َﻣ‬,& 6

maltreatment ‫ء ُﻣ َﻣ‬,& 7

mistreatment ‫ء ُﻣ َﻣ‬,& 7

ill-treatment ‫ء ُﻣ َﻣ‬,& 7

child mistreatment ْ ِ ‫ء ُﻣ َﻣ ا‬,& 7

child maltreatment ْ ِ ‫ء ُﻣ َﻣ ا‬,& 7

child ill-treatment ْ ِ ‫ء ُﻣ َﻣ ا‬,& 7

psychological maltreatment / X ‫ء ُﻣ َﻣ‬,& 9

psychological mistreatment / X ‫ء ُﻣ َﻣ‬,& 9

psychological ill-treatment / X ‫ء ُﻣ َﻣ‬,& 9

emotional maltreatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,& 9

emotional mistreatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,& 9

emotional ill-treatment ‫ ط‬/ / X ‫ء ُﻣ َﻣ‬,& 9

electronic tag k#< X - ‫ م ا‬I O 8\,D X‫ار إ = و‬,& 45

sociological , , &,& 78

sociologically ً , , &,& 7

market ‫ق‬,& 94

deregulated labour market ‫ ﻣ‬T‫ﱢ‬F ‫) ا‬ ‫ق ا‬,& 59

1000
flexible labour market ‫ﻣ ن‬ ‫ق‬,& 60

research question l # ‫ال ا‬P& 100

closed question : Z‫ال ﻣ‬P& 8

repetitive question ‫ال ﻣ= ر‬P& 8

sex tourism /Fْ ِ 7 & 88

white supremacy J # ‫ & دة ا‬84

cultural domination 9 <c ‫ & دة‬84

women's policies ‫أة‬ ‫ & & ت ا‬63

child policy ِْ ‫@ ﺑ‬
ّ ‫ & &ت‬2

policy & & 85

social policy ّ ‫ & & ا‬52

social policy ّ ‫ & & ا‬56

inclusion policy ‫ل‬, % ‫ا‬/‫دﻣ ج‬j‫ا‬/‫اء‬, 7 ‫ & & ا‬21

economic policy ‫د‬ I ‫ & & ا‬62

integration policy ‫ ﻣ ج‬X ‫ & & ا‬75

disability politics I j‫ & & ا‬20

politics of disability I j‫ & & ا‬20

homelessness policy ‫ د‬% ‫ & & ا‬61

education policy ‫ & & ا ﱠ‬21

pensions policy < ‫ & & ا‬40

urban development policy i ‫ا‬ F ‫ & & ا‬62

employment policy Q ‫ظ‬, ‫ & & ا‬60

crime policy - ‫ & & ا‬44

1001
youth policy ‫ ب‬#%‫ & & ا ﱠ‬10

inclusion policy , % ‫ & & ا‬31

policy on ageing ,1 % ‫ & & ا‬40

ageing policy ,1 % ‫ & & ا‬40

criminal justice policy H F- ‫ & & ا ا ا‬45

poverty policy < ‫ & & ا‬59

community policy 8 َ ْ- ُ ‫ & & ا‬50

drug policy ‫ ﱢرات‬1 ُ ‫ & & ا‬39

drug legislation ‫ ﱢرات‬1 ُ ‫ & & ا‬39

emigration policy ‫وح‬bF ‫ & & ا‬75

transport policy <F ‫ & & ا‬62

migration policy ‫ ة‬-_ ‫ & & ا‬75

immigration policy ‫ ة‬-_ ‫ & & ا‬75

‫ ت‬1 ‫ ا‬#=D ‫ ﻣ‬#I ‫ ﻣ‬O l D TX ‫& & أو‬

retributivism H‫ ا‬- ‫ أو ا‬X,X < ‫ ا‬43

child policy ِْ ‫@ ﺑ‬
ّ & & 5

housing policy F=& & & 61

housing policy F=& & & 62

labour market policy ‫ق ا‬,& & & 60

active labour market policy ‫ا‬ ‫ق ا‬,& & & 60

family policy ‫ون ا ُ& ة‬PA & & 12

anti-discrimination policy b ‫ما‬ & & 96

local politics ‫ & & ﻣ‬50

antidiscrimination policy b ‫ا‬ 9 =‫ & & ُﻣ‬85

1002
anti-poverty policy < ‫ا‬ 9 =‫ & & ُﻣ‬12

feminist politics ,/X & & 63

politician ‫ة‬/ & & 50

politician ‫ة‬/ & & 59

employment policy Q ‫ظ‬, ‫ & & ا‬57

anti-trafficking policy %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ & & ُﻣ‬87

academic context ‫ د‬S‫ ِ& ق أ‬3

disciplinary context D ‫ ِ& ق‬3

local context ‫ ِ& ق ﻣ‬72

Sikh ‫ة‬/ 1 & 67

sleepwalk ( X / ‫م )ا‬,F ‫ ء ا‬Fc‫ & أ‬17

walk without limitations ‫د‬, I ‫ & دون‬23

group process , ْ- َ ‫ا‬ & 49

CV ّ D‫ & ة ذا‬97

voluntary control of movements S ‫ا‬O ,‫ة ط‬ & 23

dominance F ‫ ھ‬/‫ة‬ & 63

parent-to-be ‫ة‬/ ‫ن وا‬,= &/‫ن‬,= & 12

young man ‫ب‬A 3

youth offender (‫ ّ ث‬7َ ) X ‫ ب‬A 46

young homeless person ‫ة‬/‫ د‬%‫ة ﻣ‬/‫ ب‬A 16

young person ‫ ﺑ‬A /‫ ب‬A 1

young adult ‫ ﺑ‬A /‫ ب‬A 3

young person ‫ ﺑ‬A/‫ ب‬A 10

1003
young person who is prone to violence QFْ ُ ‫ ا‬O ‫ء إ‬,- ‫ ا‬O ‫إ‬ ‫ ﺑ‬A/‫ ب‬A 10

young woman ‫ﺑ‬A 3

runaway ‫ ر‬9/‫ رد‬A 61

vacancy ) A 97

job vacancy ‫ ) وظ‬A 97

comprehensive ‫ ﻣ‬A 19

comprehensive ‫ ﻣ‬A 47

comprehensive ‫ ﻣ‬A 48

universal ‫ ﻣ‬A 52

comprehensive ‫ ﻣ‬A 57

extensive ‫ ﻣ‬A 57

universal ‫ ﻣ‬A 57

comprehensive ‫ ﻣ‬A 93

witness ‫ھ‬A 7

witness ‫ ھ‬A 43

silent witness n‫ ھ @ ﻣ‬A 7

youth ‫ ب‬#A 2

youth ‫ ب‬#A 3

youths ‫ ب‬#A 3

network =#A 12

network =#A 75

social network ّ ‫= ا‬#A 48

social network ّ ‫= ا‬#A 50

1004
social network ّ ‫= ا‬#A 75

human trafficking syndicate %# ‫ ر ﺑ‬-D ‫= ا‬#A 87

sex trafficking network /Fْ ِ ‫ ر‬-D ‫= ا‬#A 88

extended family network ‫ة‬ ‫= ا ُ& ة ا‬#A 7

peer network ‫ ان‬I‫= أ‬#A 11

safety net ‫= أﻣ ن‬#A 60

network of support ْ ‫= د‬#A 47

mutual aid network ‫ دَل‬# ‫= د ْ ُﻣ‬#A 51

local support network ‫دا‬ ‫= ﻣ‬#A 48

network of abusers L E /‫= ﻣ‬#A 7

paedophile network ‫ ا ط ل‬,_ %‫= ﻣ‬#A 88

paedophile ring ‫ ً [ط ل‬/Fْ ِ L E / ‫ ا‬L‫= ﻣ‬#A 8

quasi-experiment ‫ ﺑ‬- ‫ ا‬k#A 100

Arabian Peninsula ‫ﺑ‬ ‫ ة ا‬b- ‫ ا‬k#A 68

quasi-citizenship F‫اط‬, ‫ ا‬k#A 76

family-like ‫ أ& ي‬k#A 15

family-like ‫ أ& ي‬k#A 16

quasi-market ‫ق‬,& k#A 94

semi-structured LF<‫ﻣ‬/ TF‫ ﻣ‬k#A 100

first nation diaspora L @ ‫= ن ا‬/ ‫ ت ا‬A 82

Deaf person @‫ أ‬s1A 24

deafblind person Q S @‫ أ‬s1A 24

disabled adult I ‫ ذو إ‬x ‫ ﺑ‬s1A 22

1005
disabled adult I ‫ ذو إ‬x ‫ ﺑ‬s1A 22

adult with learning difficulties ‫ﱡ‬ ‫ﺑ ت ا‬, @ ‫ ذو‬x ‫ ﺑ‬s1A 22

adult with severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬x ‫ ﺑ‬s1A 26

father figure ‫ ﺑ ا ب‬R ‫ ﺑ‬s1A 7

trafficked person %# ‫ ر ﺑ‬-D+ ‫ ض‬D s1A 87

donor-conceived person ‫ ع‬# ‫ ﻣ‬#I L‫ ﻣ‬k‫ﺑ‬ ‫ إ‬D s1A 92

non-disabled person I ‫ دون إ‬s1A 20

person with special needs ّ

@ ‫ت‬ 7‫ ذو ا‬s1A 22

person with profound and multiple

‫ دة و ُﻣ ﱢدة‬7 ‫ ت‬I ‫ ذو إ‬s1A 28
disabilities
person with profound multiple
‫ دة‬7 ‫ ت ُﻣ ﱢدة‬I ‫ ذو إ‬s1A 28
disabilities
disabled person I ‫ ذو إ‬s1A 19

disabled person I ‫ ذو إ‬s1A 32

disabled person I ‫ ذو إ‬s1A 94

physically disabled person / I ‫ ذو إ‬s1A 23

person wtih a learning disability ‫ﱡ‬ ‫ ا‬9 I ‫ ذو إ‬s1A 27

learning disabled person ‫ﱡ‬ ‫ ا‬9 I ‫ ذو إ‬s1A 27

registered disabled person ً &‫ ر‬-/‫ ﻣ‬I ‫ ذو إ‬s1A 19

person of colour ‫ ء‬i ‫ ة ) ﺑ‬%‫ ذو ﺑ‬s1A 81

O ‫ل‬, ‫ ا‬l 7 L‫ﻣ‬ ‫ا‬O َ ْ &ُ ‫ ذو‬s1A

gatekeeper ‫ِ ْﻣ‬ 47

person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 22

person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 26

person with learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 27

1006
Person with profound and multiple
‫ دة و ُﻣ ﱢدة‬7 ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ذو‬s1A 28
learning difficulties
person who is hard of hearing & ‫ﺑ ت‬, @ ‫ ذو‬s1A 24

person with learning difficulties ‫ﱡ‬ ‫ ا‬9 ‫ﺑ ت‬, @ ‫ ذو‬s1A 32

advocate ْ ِ ‫ا‬:
ّ ‫@ ةﺑ‬F ّ &‫ ذو @ ر‬s1A 14

partially sighted person ‫ي‬ ‫ ﺑ‬Qْ \

َ ‫ ذو‬s1A 24

visually impaired person ‫ي‬ ‫ ﺑ‬Qْ \

َ ‫ ذو‬s1A 24

partially deafblind person &‫ي و‬ ‫ ﺑ‬Qْ \

َ ‫ ذو‬s1A 24

sighted person #‫ط‬ ‫ رة ﺑ‬I ‫ ذو‬s1A 24

hearing person #‫ط‬ & ‫ رة‬I ‫ ذو‬s1A 24

person with mental health problems / X S %‫ ذو ﻣ‬s1A 33

person with the label of learning

" ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ "ذو‬kX]‫ ﺑ‬QF@ s1A 27
difficulties
partially hearing person 8 / ‫ ا‬Q \ s1A 24

unemployed person ‫ا‬L ‫ط‬ s1A 60

stranger W ) s1A 7

layperson Fْ_ ِ ‫ ا‬s ‫ ﱡ‬1َ َ ‫ ) ﻣ‬s1A 15

blind person Q S s1A 24

a person does not have a disability but

8 َ ْ- ُ ‫ ا‬#I L‫ ﻣ‬k I ‫ إ‬D ‫ ﺑ‬I ‫ إ‬k ` s1A 20
rather is disabled
ableist Lْ =‫ ُﻣ َ ﱢ‬s1A 20

heterosexual person }‫` ا‬F- W ‫ﻣ‬/ً /Fْ ِ L # ‫ ﻣ‬s1A 66

fully functioning person ‫ ﻣ‬S =%‫ ً ﺑ‬H‫ أدا‬L= ‫ ﻣ‬s1A 36

nomadic person <F ‫ ﻣ‬s1A 81

person in need of care ِ ‫ ﻣ ج‬s1A 42

older person Lّ /ِ ‫ ُﻣ‬s1A 22

1007
older person Lّ /ِ ‫ ُﻣ‬s1A 40

street homeless person ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

rough sleeper ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

street sleeper ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

street person ‫ رع‬% ‫ ا‬9 L=/ /‫ د‬%‫ ﻣ‬s1A 61

person with autism ‫ﱡ‬7,‫ب ﺑ ﱠ‬ ‫ ﻣ‬s1A 19

person with epilepsy ‫ّ ع‬ ‫بﺑ‬ ‫ ﻣ‬s1A 23

L‫ ﻣ‬X ) I < ‫ل وا‬, = ‫ ا‬O ‫ ﻣ‬s1A

person with a substance dependance (‫ ا دﻣ ن‬37

person with an alcohol dependance ‫ل‬, = ‫ ا‬O ‫ذو إدﻣ ن‬/ ‫ ﻣ‬s1A 37

person with a drug dependance ‫ ﱢرات‬1 ُ ‫ ا‬O ‫ذو إدﻣ ن‬/ ‫ ﻣ‬s1A 37

transgender person `F- Z‫ ﻣ‬s1A 66

transsexual person `F- Z‫ ﻣ‬s1A 66

Roma person ‫ ا وﻣ‬L‫ ﻣ‬s1A 81

Romani person ‫ ا وﻣ‬L‫ ﻣ‬s1A 81

indigenous person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A 82

first nation person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A 82

aboriginal person L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬s1A 82

BME person I ‫ا‬ I ‫د وا‬,/ ‫ ا‬L‫ ﻣ‬s1A 81

non-family member ‫ ) ا ُ& ة‬L‫ ﻣ‬s1A 8

displaced person -_‫ ﻣ‬s1A 77

uprooted person -_‫ ﻣ‬s1A 77

significant person ‫ ة‬#S ‫ذو أھ‬/ _‫ ﻣ‬s1A 48

trusted person ‫ق‬,c,‫ ﻣ‬s1A 7

1008
person living with HIV ‫ ز‬j‫ ﻣ ض ا‬8‫~ ﻣ‬ s1A 65

transvestite person ‫ ة‬Z‫ﺑ` ﻣ‬+‫ ي ﻣ‬D s1A 66

person with an intellectual impairment ‫ة‬/ F‫ ذھ‬Qْ \

َ L‫ ﻣ‬X s1A 27

person with a hearing impairment & Qْ \

َ L‫ ﻣ‬X s1A 24

person with hearing loss 8 / ‫< ان ا‬9 L‫ ﻣ‬X s1A 24

person with dementia ‫ ة‬S‫ا‬g ‫< ان ا‬9/‫ ف‬1 ‫ ﻣ ض ا‬L‫ ﻣ‬X s1A 41

person with mental health problems / X S %‫ ﻣ‬L‫ ﻣ‬X s1A 22

person being smuggled ‫ _ ب‬s1A 79

Jewish person ‫دي‬,_ s1A 67

personal 1A 65

severity ‫ ة‬A 24

severity ‫ ة‬A 33

severe A 19

severe A 23

severe A 27

severe A 28

severe A 33

severe A 35

rapid /‫ا‬ A 82

draconian ‫ة‬,/< ‫ا‬ A 68

severe ‫ د‬7/ A 12

chromosomal abnormality ‫ﻣ ت‬,&,‫وذ ا = وﻣ‬gA 20

buying drugs ‫ ﱢرات‬1 ُ ‫ اء ا‬A 39

1009
purchase a service ‫ اء ِ ْ ﻣ‬A 94

buying in a service ‫ اء ِ ْ ﻣ‬A 94

partnership S‫ ا‬A 12

partnership S‫ ا‬A 70

public-private partnership ّ -‫ﻣ‬

@ S‫ ا‬A 62

civil partnership X ‫ ﻣ‬S‫ ا‬A 66

collaboration ‫ ون‬D/ S‫ ا‬A 47

alcohol drinking ‫ل‬, = ‫ ب ا‬A 38

drinking alcohol during pregnancy ‫ ء ا‬Fc‫ل أ‬, = ‫ ب ا‬A 38

light drinking Q ‫ ب‬A 38

low risk drinking ‫رة‬, 1ُ ‫ ا‬X ‫ ب ﻣ‬A 38

excessive drinking ‫ ب ﻣ ط‬A 38

therapeutic condition + ‫ ط‬A 36

precondition :#/‫ ط ﻣ‬A 2

border police ‫ود‬ ‫ ط ا‬A 78

police officer ‫ ط‬A 46

police officer ‫ ط‬A 86

constable ‫ ط‬A 93

Police Constable ‫ة‬/ ‫ ط‬A 6

Police officer ‫ة‬/ ‫ ط‬A 43

police constable ‫ة‬/ ‫ ط‬A 93

social firm ّ ‫ ا‬S A 31

social enterprise ّ ‫ ا‬S A 53

1010
social venture ّ ‫ ا‬S A 53

transnational corporation F‫ وط‬# S A 89

transnational company F‫ وط‬# S A 89

multinational corporation ‫ ت‬/Fْ -ِ ‫ ُﻣ ﱢدة ا‬S A 89

multinational company ‫ ت‬/Fْ -ِ ‫ ُﻣ ﱢدة ا‬S A 89

#I‫ا‬ ‫ع‬,i1 ‫ ط ا‬%‫ ﺑ‬X - ‫ق & اح ا‬+‫ وط إط‬A

licence conditions y‫ \ ﺑ‬#I L‫ ﻣ‬45

precarious employment conditions ‫ﺑ‬c ) ‫ وط‬A 60

same-sex couple L R‫ ﻣ‬L H Fc/L = A 66

wigs ‫ ر‬/‫ﻣ‬ A 93

sense of belonging ‫ ء‬X ‫ر ا‬, A 15

sense of belonging ‫ ء‬Xj‫ر ا‬, A 50

choking sensation ‫ق‬F ‫ر ﺑ‬, A 35

sense of solidarity L‫ ﻣ‬i ‫ر ﺑ‬, A 50

feelings of guilt WXg ‫ر ﺑ‬, A 9

feeling of guilt WXg ‫ر ﺑ‬, A 35

feelings of shame ‫ر‬ ‫ر ﺑ‬, A 9

passion QZA 66

pity < A 32

orally ً _ A 100

flat <A 61

overcrowded flat ‫ ظ‬T S ‫ ة ا‬A <A 61

flat in a reitrement community L < ّ‫ص‬ ‫ إ&= ن‬9 <A 42

council flat L‫ز‬ ّ ‫ﻣ‬,=7ُ F=& :<A 61

1011
sibling ‫ة‬/: <A 7

collusive sibling H/‫ء‬O‫اط‬, ‫ة ﻣ‬/: <A 7

form of welfare state ‫ ه‬9 ‫= ل دول ا‬A‫ أ‬L‫= ﻣ‬A 56

hybrid form L -‫= ھ‬A 36

mixed form ‫ة‬/y 1‫ ﻣ‬E ‫ھ‬/ =A 41

polio ‫ ا ط ل‬A 89

cerebral palsy ‫ ا ﻣ غ‬A 26

infantile cerebral palsy \ ‫ ا‬7 ‫ ﻣ‬9 ‫ ا ﻣ غ‬A 27

cerebral palsy ) ‫ دﻣ‬A 23

North ‫ ل‬A 91

inclusion ‫ل‬, A 31

inclusion ‫ل‬, A 32

inclusion ‫ل‬, A 70

partial inclusion Hb ‫ل‬, A 21

universal , A 10

universal , A 12

universal / , A 73

hang :FA 68

testimony ‫_ دة‬A 8

certificate ‫_ دة‬A 97

habilitation ‫_ دة ا ]ھ [& ذ‬A 99

affidavit of support ْ ‫_ دة د‬A 78

police check ّ ‫ﻣ‬,=ُ ‫م ﻣ‬ ‫_ دة‬A 97

1012
postgraduate degree ‫_ دة‬A 96

distance learning degree ‫ﺑ‬L &‫ل ا را‬+ L‫_ دة ﻣ‬A 99

Ramadan ‫ ن‬i‫_ رﻣ‬A 68

longing L F7/‫ق‬,A 82

affairs ‫ون‬PA 30

ageing ,1 A 40

social ageing ّ ‫ا‬ ,1 A 40

biological ageing ,,‫ﺑ‬ ,1 A 40

physical ageing / ,1 A 40

healthy ageing @ ,1 A 40

normal ageing #‫ط‬ ,1 A 40

oldest old age Z ‫ﻣ< ﻣ‬ ,1 A 40

optimal ageing R‫ﻣ‬ ,1 A 40

pathological ageing \ ‫ﻣ‬ ,1 A 40

successful ageing X ,1 A 40

psychological ageing /X ,1 A 40

demonise F A 84

benefits check ‫ ت‬I ّ< & ‫ ا‬u A 58

case owner i< ‫ا‬/ ‫ ا‬W7 @ 80

landlord ‫ ا < ر‬W7 @ 86

employer ‫ ا‬W7 @ 57

employer ‫ ا‬W7 @ 86

employer ‫ ا‬W7 @ 99

1013
current employer ‫ا‬ ‫ ا‬W7 @ 97

brothel owner ‫ د رة‬n ‫ ﺑ‬W7 @ 88

net emigration ‫وح‬bF ‫ ا‬9 @ 75

net migration ‫ ة‬-_ ‫ ا‬9 @ 75

net immigration ‫ ة‬-_ ‫ ا‬9 @ 75

parish hall A ‫ @ ت أﺑ‬51

valid r @ 79

policy maker ‫ة ا < ار‬/8X @ 59

tabloid press ‫ @ اء‬9 @ 46

health ّ @
ِ 4

health ّ @
ِ 6

health ّ @
ِ 62

health ّ @
ِ 64

health ّ @
ِ 86

population health ‫= ن‬/ ‫@ ّ ا‬

ِ 64

child's health ِْ ‫@ ّ ا‬
ِ 9

child mental health /F‫@ ّ ا ِ ْ ا‬

ِ 17

community mental health / F ‫ ا‬8 َ ْ- ُ ‫@ ّ ا‬

ِ 34

physical health X ‫ﺑ‬/ / ّ @

ِ 6

mental health /X ّ @
ِ 6

mental health /X ّ @
ِ 33

mental health /X ّ @
ِ 34

infant mental health ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 /X ّ @

ِ 17

1014
headache ‫ @ اع‬17

headache ‫ @ اع‬64

genuineness ‫ @ ق‬36

trauma ‫ @ ﻣ‬80

trauma ‫ @ ﻣ‬83

trauma ‫ @ ﻣ‬90

thought echo ‫= ر‬9 ‫ @ ى ا‬35

honesty ‫@ ق‬/ 7‫ @ ا‬70

conflict ‫ @ اع‬86

generational conflict ‫ل‬ ‫ @ اع ا‬3

outward struggle ‫ر‬ ‫ @ اع‬68

intercultural conflict ‫ ت‬9 <R ‫ ا‬L ‫ @ اع ﻣ ﺑ‬83

hard to reach ‫ل‬,@, ‫ ا‬W @ 11

SEBD S, &ُ / X ّ ‫ﺑ ت ا‬, @ 25

social emotional and behavioural

S, &ُ ‫ و‬/ X‫ّ و‬ ‫ﺑ ت ا‬, @ 25
difficulties
concentration difficulties b S ‫ﺑ ت ا‬, @ 9

attachment difficulties : ‫ﺑ ت ا‬, @ 9

learning disability ‫ﱡ‬ ‫ﺑ ت ا‬, @ 44

borderline learning difficulties َّ ‫ﱡ ا‬ ‫ﺑ ت ا‬, @ 26

home difficulties &ُ‫ﺑ ت أ‬, @ 18

vision difficulties ‫ﺑ ت ﺑ‬, @ 24

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 19

learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

1015
learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 27

profound learning difficulties ‫ دة‬7 ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

sever learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

global learning difficulties ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

general learning difficulties ‫ﻣ‬ ‫ ﱡ‬D ‫ﺑ ت‬, @ 26

moderate learning difficulty &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ 25

moderate learning difficulties &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ 26

developmental difficulties ,ّ ُ ُFD ‫ﺑ ت‬, @ 9

profound and multiple difficulties ‫ دة و ُﻣ ﱢدة‬7 ‫ﺑ ت‬, @ 26

mental health difficulties /F‫ِ ّ ا‬ ّ

‫@ ﺑ‬ ‫ﺑ ت‬, @ 33

behavioural difficulties S, &ُ ‫ﺑ ت‬, @ 25

behavioural social and emotional

/ X‫ّ و‬ ‫ وا‬S, &ُ ‫ﺑ ت‬, @ 25
difficulties
behavioural and emotional difficulties / X‫ و‬S, &ُ ‫ﺑ ت‬, @ 14

behaviour, emotional, and social

ّ ‫ وا‬/ X‫ و‬S, &ُ ‫ﺑ ت‬, @ 21
difficulties
behavioural, emotional, and social
/X، ّ ‫ ا‬، S, &ُ ‫ﺑ ت‬, @ 18
difficulties
hearing difficulties & ‫ﺑ ت‬, @ 24

concentration difficulties b S ‫ ا‬9 ‫ﺑ ت‬, @ 26

difficulties with reading or writing ‫ ا < اءة أو ا = ﺑ‬9 ‫ﺑ ت‬, @ 29

reading and writing difficulties ‫ ا < اءة وا = ﺑ‬9 ‫ﺑ ت‬, @ 26

workplace difficulties ‫ ﻣ= ن ا‬9 ‫ﺑ ت‬, @ 96

school difficulties &‫ﺑ ت ﻣ ر‬, @ 18

speech and language difficulties ,Zُ ‫ < و‬X ‫ﺑ ت‬, @ 29

emotional and behavioural difficulties S, &ُ ‫ و‬/ X ‫ﺑ ت‬, @ 25

1016
developmental problem ,ّ ُ ُF ‫ ا‬9 S %‫ﻣ‬/‫ﺑ ت‬, @ 17

difficulty ‫ﺑ‬, @
ُ 1

learning difficulty ‫ ﱡ‬D ‫ﺑ‬, @

ُ 26

sever learning difficulty ‫ دة‬7/‫ ة‬A ‫ ﱡ‬D ‫ﺑ‬, @

ُ 21

profound and multiple learning

‫ ﱡ ﻣ < ﻣ و ُﻣ ﱢدة‬D ‫ﺑ‬, @
ُ 21
difficulty
moderate learning difficulty &, ‫ ﱡ ﻣ‬D ‫ﺑ‬, @
ُ 21

specific learning difficulty ‫ ﱡ ﻣ َ ّ دة‬D ‫ﺑ‬, @

ُ 21

specific learning difficulty ‫ﱡ‬ ‫ ا‬9 Fّ ‫ ُﻣ‬/‫ﺑ ﻣ َ ّ دة‬, @

ُ 26

climb stairs ‫د ا رج‬, @ 23

economic boom ‫دي‬ I‫د ا‬, @ 3

special class ّ 1‫ﺑ ا‬

@ Q@ 21

prayer ‫ة‬+@ 67

salah ‫ة‬+@ 68

prayer ‫ة‬+@ 68

Muslim prayer L / ‫ة ا‬+@ 68

jurisdiction 7+@ 80

jurisdiction 7+@ 88

validitiy 7+@ 100

social tie ّ ‫ @ ا‬50

close ties ‫ @ وط ة‬74

glue x @ 38

presbycusis ,1 A @ 24

deafened <ْ َ ) @ 24

1017
fund ‫ وق‬F@ 74

fund ‫ وق‬F@ 89

International Monetary Fund ‫< ا و‬F ‫ وق ا‬F@ 74

IMF ‫< ا و‬F ‫ وق ا‬F@ 74

peacemaking ‫م‬+/ ‫ ا‬8F@ 90

producing drugs ‫ ﱢرات‬1 ُ ‫ ا‬8F@ 39

child's voice ْ ِ ‫ت ا‬,@ 2

child's voice ْ ِ ‫ت ا‬,@ 15

sexualized images /Fْ ِ ‫ر‬,@ 7

socio-cultural animation ّ ‫ ا‬9 <c Zْ#@

ِ ‫ ذات‬, 7 ‫ر‬,@ 10

indecent image of a child ِْ E g‫رة ﺑ‬,@ 86

sexual image /Fْ ِ ‫رة‬,@ 8

stereotype of old age Lّ /ِ ‫ ا‬#S L X ‫رة‬,@ 40

gender stereotype ‫ر‬F / ‫ع ا‬,F ‫ ا‬O ّ Fْ#‫َﻣ‬ X ‫رة‬,@ 63

fast ‫م‬,@ 67

sawm ‫م‬,@ 68

fasting ‫م‬,@ 68

fast ‫ @ م‬90

border officer ‫ود‬ ‫ ا‬y‫ \ ﺑ‬78

education welfare officer ‫ ه ا ﱠ‬9 ‫ ا‬y‫ \ ﺑ‬18

education welfare assistant ‫ ه ا ﱠ‬9 ‫ ا‬y‫ \ ﺑ‬18

probation officer ‫ ﺑ‬I ‫ ا‬y‫ \ ﺑ‬46

probation officer L-/ ‫رج ا‬ ‫ ﺑ‬I ‫ ا‬y‫ \ ﺑ‬44

1018
child protection officer ِْ ‫ا‬ 7 y‫ \ ﺑ‬6

prison officer L-/ ‫ ا‬9 y‫ \ ﺑ‬44

probation officer WI‫ ﻣ ا‬y‫ \ ﺑ‬45

offender manager WI‫ ﻣ ا‬y‫ \ ﺑ‬45

offender supervisor WI‫ ﻣ ا‬y‫ \ ﺑ‬45

detrimental ‫ \ ر‬14

detrimental ‫ذي‬P‫ﻣ‬/‫ \ ر‬86

social control ‫ ا‬y#\ 55

migration control ‫ ة‬-_ ‫ ا‬y#\ 79

parental discipline ,‫ ﺑ أﺑ‬D/y#\ 25

regulate TFD/y#\ 78

victims of exploitation ‫ل‬+Z & ‫ا‬ \ 86

victim \ 7

victim \ 46

victim \ 65

victim \ 68

victim of human trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ 87

victim of trafficking %# ‫ ر ﺑ‬-D ‫ا‬ \ 87

co-victim ‫ى‬ ‫أ‬ \ 7

potential victim of trafficking ‫ ر‬-D+ ‫ﻣ‬ \ 87

council tax ‫ ْ َ ا‬/ُ ‫ ا‬WH‫ \ ا‬58

beating ‫ ح‬#‫ \ ب ﻣ‬86

beating ‫ ح‬#‫ \ ب ﻣ‬88

1019
significant harm / ‫ \ ر‬6

social disadvantage ّ ‫ وىء ا‬/‫ﻣ‬/‫ \ ر‬59

urgent -َ َ /ْ ‫ ُﻣ‬/‫ \ وري‬6

progressive taxation - ‫ ر‬D # \ 57

weakness Qْ \
َ 2

impairment Qْ \
َ 9

impairment Qْ \
َ 19

impairment Qْ \
َ 20

impairment Qْ \
َ 23

weakness Qْ \
َ 27

visual impairment ‫ي‬ ‫ ﺑ‬Qْ \

َ 21

visual impairment ‫ي‬ ‫ ﺑ‬Qْ \

َ 24

physical impairment ‫ ي‬/ Qْ \

َ 23

sensory impairment /7 Qْ \
َ 24

multi-sensory impairment ‫ ُﻣ ﱢد‬/7 Qْ \

َ 24

dual sensory impairment ‫دوج‬b‫ ﻣ‬/7 Qْ \

َ 24

intellectual impairment F‫ ذھ‬Qْ \

َ 26

intellectual impairment F‫ ذھ‬Qْ \

َ 28

hearing impairment & Qْ \

َ 21

hearing impairment & Qْ \

َ 24

learning weakness ‫ﱡ‬ ‫ ا‬9 Qْ \

َ 26

impaired language ability ,Zُ ‫ ا < رات ا‬9 Qْ \

َ 9

multi-sensory impairment ‫اس‬, ‫ ُﻣ ﱢد ا‬Qْ \

َ 21

1020
accredited impairment ً &‫ ر‬k‫ف ﺑ‬ ‫ ﻣ‬Qْ \
َ 19

impairment I ‫إ‬/Qْ \
َ 6

impairment I ‫إ‬/Qْ \
َ 29

vulnerability ‫ ر‬i ‫ا‬ ‫ ﺑ‬I/Qْ \

َ 41

vulnerability 1 ‫ ُﻣ ﱠض‬/Qْ \
َ 2

hearing impaired 8 / ‫ ا‬Q \ 24

partially hearing 8 / ‫ ا‬Q \ 24

helplessness b /Q \ 2

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 74

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 83

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 86

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 88

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 88

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 89

vulnerable 1 ‫ ُﻣ ﱠض‬/Q \ 93

pressure yZ\ 18

peer pressure ‫ ان‬I ‫ ا‬yZ\ 18

lobbying ( ] ‫ ا‬W/= ) ‫ أ@ ب ا < ار‬O yZ\ 51

school performance pressure &‫ ا داء ا ر‬O ‫ط ت‬,Zُ\ 10

strain / X ‫ط ت‬,Zُ\ 17

social security ‫ \ ن ا‬73

social insurance ‫ \ ن ا‬89

quality assurance ‫دة‬,- ‫ \ ن ا‬94

1021
mental distress / X : \ 33

storm and stress ‫ط ت‬,Zُ\‫ و‬: \ 3

Braille embosser ‫ز ﺑ‬,‫رﻣ‬ ‫ ط ﺑ‬24

obedience ‫ ط‬68

personnel I ‫ ط‬44

education staff ‫ ا ﱠ‬I ‫ ط‬44

healthcare staff ‫ا‬ ِ ‫ ا‬I ‫ ط‬44

trained personnel ‫ ﻣ رب‬I ‫ ط‬71

workshop staff ‫ ا‬A‫ ور‬I ‫ ط‬44

asylum seeker ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum claimant ‫ء‬,- ‫ ا‬W ‫ ط‬80

spontaneous asylum seeker ‫ي‬, ‫ء‬,- W ‫ ط‬80

failed asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬80

rejected asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬80

refused asylum seeker ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬80

pupil &‫ ﻣ ر‬W ‫ ط‬18

student ‫ة‬/W ‫ ط‬98

PhD student ‫راة‬, S‫ة د‬/W ‫ ط‬99

practice placement student X‫ا‬ ‫ ا‬W ‫ ا ر‬9 ‫ة‬/W ‫ ط‬96

asylum seeker ‫ء‬,- ‫ة‬/W ‫ ط‬83

post-doctoral student ‫راه‬, S ‫ة ﻣ ﺑ ا‬/W ‫ ط‬99

school child &‫ة ﻣ ر‬/W ‫ ط‬98

pupil &‫ة ﻣ ر‬/W ‫ ط‬98

1022
 / X S, &ُ ‫ﺑ ت‬, @ ‫ة ذو‬/ &‫ة ﻣ ر‬/W ‫ط‬
SEBD pupil ّ ‫ ا‬25

excluded pupil ‫ة‬/ َ #ْ /ْ ‫ة أو ُﻣ‬/‫ول‬b ‫ة ﻣ‬/W ‫ ط‬25

unaccompanied asylum seeking minors L ‫ﺑ‬, ‫ ) ا‬L @ < ‫ء ا‬,- ‫ ا‬# ‫ ط‬83

round table ‫ة‬ /‫ ط و ُﻣ‬51

denomination W‫ھ‬g‫ﻣ‬/ H ‫ ط‬68

denominational H ‫ ط‬68

medicine W‫ ط‬34

medicine W‫ ط‬64

social medicine ‫ ا‬W‫ ط‬64

geriatrics ,1 % ‫ ا‬W‫ ط‬40

social psychiatry ‫ ` ا‬F ‫ ا‬W‫ ط‬33

rehabilitation medicine ‫ إ دة ا ]ھ‬W‫ ط‬31

preventative medicine H I‫ و‬W‫ ط‬64

large print #S y1‫ﺑ‬ #‫ ط‬24

class <#‫ ط‬59

social class ّ ‫< ا‬#‫ ط‬59

medical ّ#‫ ط‬19

specialist doctor H ‫ أ‬W #‫ ط‬65

clinical psychologist ‫ي‬ & / X W #‫ ط‬17

child and adolescent psychiatrist L <‫اھ‬ ‫[ط ل وا‬ / X W #‫ ط‬17

GP ‫ة‬/‫ة م‬/W #‫ ط‬22

general practitioner ‫ة‬/‫ة م‬/W #‫ ط‬64

psychiatrist ‫ة‬/ / X ‫ة‬/W #‫ ط‬33

1023
psychiatrist ‫ة‬/ / X ‫ة‬/W #‫ ط‬34

natural #‫ ط‬2

natural #‫ ط‬73

eviction ‫ ط د‬61

expulsion ‫ ط د‬78

limb ‫ ط ف‬23

deformed limb ‫ّه‬,%‫ ط ف ُﻣ‬23

missing limb ‫د‬,< ‫ ط ف ﻣ‬20

method < ‫ ط‬64

gait /‫ا‬ &‫ ط < و‬23

growth spurt H X‫ ط ة‬3

street child ‫ رع‬% ‫ ِط ْ ا‬89

looked after child ‫ور‬

ِ ‫ ِط ْ ﺑ‬14

primary school-aged child && ‫ ا‬7 ‫ا‬ ‫ ِط ْ ﺑ‬1

trafficked child %# ‫ ر ﺑ‬-D+ ‫ ض‬D ْ ‫ ِط‬87

inclusion kid kH‫ا‬, 7‫إ‬/k ‫ إدﻣ‬D ْ ‫ ِط‬21

child soldier ‫ي‬F ْ ‫ ِط‬86

toddler ‫ ِط ْ دارج‬1

toddler ‫ ِط ْ دارج‬2

toddler ‫ ِط ْ دارج‬17

disabled child I ‫ ِط ْ ذو إ‬4

disabled child I ‫ ِط ْ ذو إ‬21

physically disabled child / I ‫ ِط ْ ذو إ‬23

1024
child with severe learning difficulties ‫ ة‬A ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫ ِط ْ ذو‬27

child with moderate learning difficulties &, ‫ ﱡ ﻣ‬D ‫ﺑ ت‬, @ ‫ ِط ْ ذو‬27

low birth weight baby ‫ دة‬, ‫ ا‬F # ‫ ِط ْ ذو وزن دون ا َ ّ ا‬12

child brought up in a children's home ‫ا ط ل‬ ‫ دار ِر‬9 ‫ ِط ْ رﺑ‬16

yound child Z@ ْ ‫ ِط‬2

unaccompanied asylum-seeking child ‫ء‬,- ‫ ا‬W ‫ب ط‬, ‫ ِط ْ ) ﻣ‬80

foster child #‫ا‬ &ُ ‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ ِط‬15

child in care #‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ ِط‬14

child in public care (‫ ا < ع ا م‬9) #‫ا‬ ِ ‫ م ا‬TX 9 ْ ‫ ِط‬14

minor child @ I ْ ‫ ِط‬77

unaccompanied refugee child ‫ب‬, ‫ء ) ﻣ‬O ْ ‫ ِط‬89

abused child ‫& ءة‬z ‫ ض‬D ْ ‫ط‬

ِ / k ‫ ء إ‬/‫ ِط ْ ُﻣ‬7

pre-pubescent child ‫غ‬, # ‫ ا‬#I ‫ ِط ْ ﻣ‬2

abused child k ‫ ء إ‬/‫ ِط ْ ُﻣ‬7

abused child k ‫ ء إ‬/‫ ِط ْ ُﻣ‬9

exploited child Z /‫ ِط ْ ﻣ‬86

prostituted child ‫ ء‬Z# ‫ ا‬9 Z /‫ ِط ْ ﻣ‬86

child with autism ‫ﱡ‬7,‫ب ﺑ ﱠ‬ ‫ ِط ْ ﻣ‬19

baby boomers ‫ ب‬-X ‫ ة ط ة ا‬9 9 ‫د‬, ,‫ ِط ْ ﻣ‬41

child with SEBD S, &ُ / X ّ ‫ﺑ ت ا‬, @ L‫ ﻣ‬X ْ ‫ ِط‬25

child with hearing difficulties & ‫ﺑ ت‬, @ L‫ ﻣ‬X ْ ‫ ِط‬24

childhood ,‫ ط‬2

childhood ,‫ ط‬3

1025
childhood ,‫ ط‬4

childhood , ‫ ط‬69

early childhood ‫ ﱢ= ة‬#‫ ُﻣ‬, ‫ ط‬2

late childhood ‫ة‬ ]‫ ﻣ‬,‫ ط‬2

mid-childhood &, ‫ ﻣ‬, ‫ ط‬2

extreme weather & I `<‫ ط‬89

black magic rituals (‫ذة‬, % ‫د )ا‬,& ‫ا‬ / ‫س ا‬,<‫ ط‬7

rites of passage ‫ر‬,# ‫س ا‬,<‫ ط‬3

divorce ‫ق‬+‫ ط‬5

divorce ‫ق‬+‫ ط‬18

divorce ‫ق‬+‫ ط‬68

parental divorce L ‫ا‬, ‫ق ا‬+‫ ط‬10

parental divorce L ‫ا‬, ‫ق ا‬+‫ ط‬17

application W ‫ ط‬58

claim W ‫ ط‬58

demand W ‫ ط‬96

asylum application ‫ء‬,- ‫ ا‬W ‫ ط‬80

application for asylum ‫ء‬,- ‫ ا‬W ‫ ط‬80

request for asylum ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum claim ‫ء‬,- ‫ ا‬W ‫ ط‬80

asylum application ‫ء‬,- ‫ ا‬W ‫ ط‬80

citizenship application F‫اط‬, ‫ ا‬W ‫ ط‬76

immigration application ‫ ة‬-_ ‫ ا‬W ‫ ط‬77

1026
apply for a court order = ‫ أﻣ ﻣ‬W ‫ ط‬6

failed asylum application ‫ض‬,9 ‫ء ﻣ‬,- W ‫ ط‬83

incompatible wishes \‫ ت ﻣ ر‬# ‫ ط‬90

job applications ‫ ت وظ‬# ‫ ط‬97

purification ‫ ط_ رة‬68

voluntary ,‫ ط‬14

voluntary ,‫ ط‬34

voluntary ,‫ ط‬39

voluntary ,‫ ط‬88

voluntarily ً ,‫ ط‬53

voluntarily ً ,‫ ط‬86

longevity ‫ل ا‬,‫ ط‬40

long term ‫ا ﻣ‬ ,‫ ط‬19

exceptional circumstance H FR &‫ ظ ف ا‬68

circumstances ‫ ظ وف‬14

circumstances ‫ ظ وف‬58

learning conditions ‫ﱡ‬ ‫ ظ وف ا‬18

working conditions ‫ ظ وف ا‬96

difficult life circumstances # @ D 7 ‫ ظ وف‬12

housing conditions F=& ‫ ظ وف‬64

individual circumstances ‫ د‬9 ‫ ظ وف‬17

poor living conditions ‫< ة‬9 % ‫ ظ وف ﻣ‬89

injustice ْ ُ‫ ظ‬90

1027
social injustice ‫ ظُ ْ ا‬51

social injustice ‫ ظُ ْ ا‬69

transient ‫ﺑ‬ 46

transient ‫ﺑ‬ 77

transnational ‫ود‬ ‫ﺑ ا‬ 72

professional transient ّ F_‫ﺑ ِﻣ‬ 77

brief ‫ة‬ I‫ ة‬/ ‫ﺑ‬ 33

tradition ‫دة‬ 73

custom ‫دة‬ 81

religious custom F ‫دة د‬ 67

equitable Q F‫ﻣ‬/‫دل‬ 59

consequence #I 89

child's social world ‫ا ِْ ا‬ 2

Islamic world ‫ﻣ‬+&‫إ‬ 68

developed world ‫ّر‬,َ َ ‫ﻣ‬ 91

globalised world ,‫ﻣ‬ 72

developing world ‫ﻣ‬X 91

educational psychologist ‫ي‬,‫ ﺑ‬D ` X 18

worldwide ‫ ق‬F‫ا‬ 72

international ‫دو‬/ 72

global ‫ ﻣ‬A/ 72

internationality 72

generic ‫م‬ 1

1028
generic ‫م‬ 52

public ‫م‬ 91

generic ‫م‬ 99

generalist ‫م‬ 99

statutory ّ ‫ﻣ‬,=ُ7/‫م‬ 52

statutory ّ ‫ﻣ‬,=ُ7/‫م‬ 53

worker ‫ﻣ‬ 77

worker ‫ﻣ‬ 89

voluntary sex worker ً ,‫` ط‬F- ‫ رة ا‬-D 9 ‫ة‬/ ‫ﻣ‬ 88

social factor ‫ﻣ ا‬ 26

clerical worker ‫ﻣ إداري‬ 57

street sex worker ‫ رع‬% ‫ ا‬9 Z‫ﻣ ﺑ‬ 88

bio-medical factor ّ#‫ط‬ ,,‫ﻣ ﺑ‬ 26

environmental factor E‫ﻣ ﺑ‬ 26

pull factor ‫ا& < ب‬/‫ب‬g ‫ﻣ‬ 77

frontier worker ‫ ﻣ‬Ij‫رج ﺑ ا‬ ‫ﻣ‬ 77

risk factor ‫رة‬, ُ ‫ﻣ‬ 17

risk factor ‫رة‬, ُ ‫ﻣ‬ 64

push factor ّ F‫ﻣ‬/89‫ﻣ د‬ 77

highly skilled worker ‫ﻣ ذو ﻣ_ رة‬ 79

residential child care worker ِ ‫ دور ا‬9 ‫ﻣ را‬ 16

care worker ‫ﻣ ِر‬ 65

forced sex worker ً /I `F- ‫ رة ا‬-D 9 ‫ﻣ‬ 88

1029
forced sex worker ً /I `F- ‫ رة ا‬-D 9 ‫ﻣ‬ 88

sex worker `F- ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 65

behaviour support worker ُ ‫ ل ا ْ ا‬-‫ َﻣ‬9 ‫ﻣ‬

S, / 18

care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 32

care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 42

care worker ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬ 55

community development worker 8 َ ْ- ُ ‫ ا‬, D ‫ ل‬-‫ َﻣ‬9 ‫ﻣ‬ 51

project-tied worker ‫ وع ﻣ َ ّ د‬% ‫ﻣ‬ 77

itinerant worker ‫ة‬ I‫ة‬ <F ‫ﻣ ﻣ‬ 77

community worker 8 َ ْ-‫ﻣ ُﻣ‬ 51

risk factor ‫رة‬, 1ُ W#/‫ﻣ ﻣ‬ 48

groupworker ‫ ت‬, - ‫ ا‬8‫ﻣ ﻣ‬ 49

migrant worker _‫ﻣ ُﻣ‬ 77

contract migrant worker < ‫ﺑ‬ _‫ﻣ ُﻣ‬ 76

documented migrant worker ‫ ﻣ‬TX/ &‫ر‬ _‫ﻣ ُﻣ‬ 79

temporary migrant worker nIP‫ﻣ‬ _‫ﻣ ُﻣ‬ 76

manual worker ّ F_‫ﻣ ِﻣ‬ 57

seasonal worker &,‫ﻣ ﻣ‬ 77

protective factor ‫ ا‬O ‫دي إ‬P‫ﻣ ﻣ‬ 48

specified-employment worker ‫ ﻣ َ ّ دة‬Fْ_ ِ Q‫ﻣ وظ‬ 77

protective factor H I‫ﻣ و‬ 64

sex worker Z‫ﺑ‬/`F- ‫ رة ا‬-D 9 ‫ة‬/ ‫ﻣ‬ 88

nursery worker X i7 9 ‫ة‬/ ‫ﻣ‬ 13

1030
early years childcare worker ‫ ﱢ= ة‬# ُ ‫ام ا‬, ‫ ا‬9‫ا ط ل‬ ‫ ِر‬9 ‫ة‬/ ‫ﻣ‬ 13

returnee ‫ة‬/ H 78

direct and indirect disadvantage Aِ #‫ و) ُﻣ‬Aِ #‫ ُﻣ‬:H 85

structural disadvantage = ‫ ھ‬:H 85

barrier to learning ‫ﱡ‬ b 7/:H 26

social disadvantage ‫ ا‬Qْ \

َ <X/:H 25

burden ‫ء‬W 89

workload ‫ء ا‬W 95

workload ‫ء ا‬W 96

burden of old age ,1 % ‫ا‬/Lّ /ِ ‫ ا‬#S ‫ء‬W 40

double burden ‫دوج‬b‫ء ﻣ‬W 63

worship ‫ دة‬# 67

suggestive statements 7,‫ رات ﻣ‬# 8

transnationalism F‫ط‬, ‫ا‬/ ‫ود‬ ‫ ا‬# 75

tactile/haptic / /` ‫ ا‬# 28

transdisciplinary ‫ ت‬-َ ‫ ا‬# 20

slavery ‫د‬,# 86

chattel slavery ‫د‬,# 86

slavery ‫د‬,# 87

debt bondage L ‫ أ& س ا‬O ‫ ق‬I &‫ا‬/L ‫د ا‬,# 86

sexual slavery /Fْ ِ ‫د‬,# 88

sex slavery /Fْ ِ ‫د‬,# 88

contemporary slavery ‫د ﻣ @ ة‬,# 86

1031
modern-day slavery ‫د ﻣ @ ة‬,# 86

current-day slavery ‫د ﻣ @ ة‬,# 86

domestic slavery bF‫د ﻣ‬,# 86

bondage ‫رق‬/ ‫د‬,# 86

crossing ‫ر‬,# 78

border crossing ‫ود‬ ‫ر ا‬,# 78

cross a border ‫ود‬ ‫ر ا‬,# 87

threshold O I ‫ أو ا‬OX‫ا َ ّ ا د‬/ # 21

justice ‫ا‬ 46

justice ‫ا‬ 73

social justice ّ ‫ا ا‬ 70

social justice ّ ‫ا ا‬ 71

youth justice ‫ ّ اث‬7َ ‫ا ا‬ 1

youth justice ‫ ّ اث‬7َ ‫ا ا‬ 46

juvenile justice ‫ ّ اث‬7َ ‫ا ا‬ 46

youth justice ‫ ّ اث‬7َ ‫ا ا‬ 93

educational justice ‫ ا ﱠ‬9:

ّ 7/ ّ D ‫ا‬ 21

evidence based criminal justice ‫ أد‬O ّ Fْ#‫ َﻣ‬H F ‫ا‬ 45

hostilities ‫اوات‬ 90

hostility ‫اوة‬ 25

figure ‫د‬ 75

caseload ‫ت‬ ‫دا‬ 96

number of migrants L _ُ ‫د ا‬ 75

1032
migrant number L _ُ ‫د ا‬ 75

number of immigrants L _ُ ‫د ا‬ 75

number of emigrants L 7‫ ز‬F ‫د ا‬ 75

job insecurity ‫م ا& < ار وظ‬ 60

brain waste ‫ ذوي ا = ءة‬L‫م ا & دة ﻣ‬ 75

insecurity ‫م ا & < ار‬ 59

job insecurity ‫ظ‬, ‫م ا & < ار ا‬ 89

non-compliance ‫ام‬b ‫ما‬ 36

non-adherence ‫ام‬b ‫ما‬ 36

gender blind ‫ع ا‬,F ‫ رات ا‬# ‫ت‬ ‫ما‬ 63

non-admission ‫د ل‬j‫م ا‬ 78

non-refoulement /< ‫ دة ا‬j‫م ا‬ 80

zero tolerance r‫ ﻣ‬/ ‫م ا‬ 46

gender nonconformity /Fْ -ِ ‫ا‬/ ‫ ر‬F- ‫ا‬ F ‫ر ا‬, ‫ما < ﺑ‬ 66

non-discrimination b ‫ما‬ 85

precariousness ‫ا & < ار‬/‫ت‬,#R ‫م ا‬ 89

social malaise َ ْ- ُ ‫م ا \ ا‬ 50

disinterest in sex `F- ‫ ﺑ ُ ِر& ا‬#) ‫م ا‬ 65

disinterest in play W ِ ‫اھ م ﺑ ﱠ‬/ #) ‫م ا‬ 9

inalienability g#F ‫ ا‬O ‫ما<ﺑ‬ 73

failure to thrive ,ّ ُ ُF ‫ ا‬O ‫م ا < رة‬ 17

racial inequality I ‫ واة ا‬/ ‫م ا‬ 85

gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫م ا‬ 63

1033
gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/ ‫م ا‬ 63

inequality in old age #= ‫ ا‬Lّ /ِ ‫ ا‬9 ‫ واة‬/ ‫م ا‬ 40

unequal treatment ‫ ا ُ َﻣ‬9 ‫ واة‬/ ‫م ا‬ 63

ّ S :ِ9‫ا‬
/S ` ‫ و‬،: ‫ضا‬ ) 8 /D ‫م‬
decommodification (. _ ‫ او‬D ‫ _ أو‬9‫ د‬W- 57

decommodification of labour ‫ ا‬8 /D ‫م‬ 57

omission ‫إ) ل‬/‫ف‬g7/ S‫م ذ‬ 74

social inequality ّ ‫ واة ا‬/‫م ﻣ‬ 59

gender inequality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/‫م ﻣ‬ 89

health inequality @ ‫ واة‬/‫م ﻣ‬ 40

global inequality ‫ واة‬/‫م ﻣ‬ 89

absence of coercion ‫ ر‬# ‫إ‬/‫د إر) م‬, ‫م و‬ 77

aggressive X‫وا‬ 25

STI /Fْ -ِ ‫ل ا‬ D ‫ ا‬# < FD ‫وى‬ 65

sexually transmitted infection ً /Fْ ِ <F ‫وى ﻣ‬ 65

asexual `F- ‫ا‬ 65

worthless <‫ا‬ 9

Arab ‫ﺑ‬ 68

rationale ‫ ب‬#& ‫ض ا‬ 91

job offer ‫ض‬ 97

peep show 9 # ‫ ي‬Z‫ض ﻣ‬ 88

vulnerable 1 \ْ ُ 14

norm ‫ف‬ 59

norm ‫ف‬ 70

1034
norm ‫ف‬ 81

societal norm ‫فا‬ 46

group norm , ْ- َ ‫ف ا‬ 49

behavioural norm S, &ُ ‫ف‬ 55

race ‫ق‬ 11

race ‫ق‬ 80

ethnicity ‫ق‬ 81

‘race’ ‫ق‬ 81

‘race’ ‫ق‬ 84

minority ethnic ‫ ت‬I ‫قا‬ 81

black and minority ethnic ‫ ت‬I ‫د وا‬,/ ‫ق ا‬ 81

mixed race y 1‫ق ﻣ‬ 81

mixed ethnicity y 1‫ق ﻣ‬ 81

ethnic I 84

ethnicity I 82

ethnicity I 82

ethnicity I 85

young bride ‫ ﺑ‬A ‫وس‬ 86

alienation bُْ 25

social isolation ‫ة‬/ ‫ ا‬bُْ 31

social isolation ّ ‫ ا‬bُْ 9

social isolation ّ ‫ ا‬bُْ 41

dyslexia ‫ ا < اءة‬/ 26

1035
developmental dyslexia ‫ّي‬, ُ ُF ‫ ا < اءة ا‬/ 26

gang ‫ﺑ‬ 87

League of Nations ‫ ا ﻣ‬# 74

civil disobedience X‫نﻣ‬ 90

organ ,i 74

member ,i 84

member ,i 85

body part ‫ ي‬/ ,i 8

member of a minority group I‫أ‬ , ْ-‫ َﻣ‬9 ,i 85

lobbyist yZi ‫ ت ا‬, -‫ ﻣ‬,i 47

group member , ْ-‫ َﻣ‬,i 49

membership ,i 80

thirst ~ 68

fractured bone ‫رة‬, %‫ﻣ‬/ <<% ‫ﻣ‬ T 9

broken bone ‫رة‬,/=‫ﻣ‬ T 9

amnesty , 79

punishment ‫<ب‬ 46

corporal punishment X ‫<بﺑ‬ 7

physical punishment X ‫<بﺑ‬ 7

retribution ‫ أو‬X,X I 1‫= ب ﻣ‬D‫ ار‬W#/‫< ب ﺑ‬ 43

physical punishment ‫ ي‬/ ‫<ب‬ 5

physical punishment X ‫ﺑ‬/‫ ي‬/ ‫< ب‬ 25

sleeping pill ‫ﻣ‬,F‫ ﻣ‬I < 38

1036
contract < 94

tenancy agreement ‫ ر‬- j‫< ا‬ 61

rental contract ‫ ر‬- j‫< ا‬ 61

employment contract Q ‫ظ‬,D < 76

zero hour contract ‫ﺑ‬, ‫ ت ا‬/ ‫ ا‬L‫ ﻣ‬OX‫ ّ أد‬7َ ‫< دون‬ 59

fixed term contract ‫ ﺑ‬c/‫ة ﻣ َ ّ دة‬ < 60

sentences ‫ﺑ ت‬,< 46

employer sanction ‫ أ@ ب ا‬O ‫ﺑ ت‬,< 79

penalty ‫ﺑ‬,< 39

sentence ‫ﺑ‬,< 44

sanction ‫ﺑ‬,< 60

custodial sentence ‫ ز‬- 7‫ﺑ ا‬,< 45

custodial sentence `# ‫ﺑ ا‬,< 43

custodial sentence `# ‫ﺑ ا‬,< 44

prison sentence L-/ ‫ﺑ ا‬,< 44

imprisonment L-/ ‫ﺑ ا‬,< 44

´prison works´ ' 9 L-/ ‫ﺑ ا‬,< 45

death penalty ‫ت‬, ‫ﺑ ا‬,< 68

tougher sentence A‫ﺑ أ‬,< 84

harsher sentencing ‫ة‬,/I RS‫ﺑ أ‬,< 45

corporal punishment / ‫ﺑ‬,< 68

public corporal punishment F / ‫ﺑ‬,< 68

just deserts ‫د‬ ‫ﺑ‬,< 45

1037
community sentence (‫ة‬ Z ‫ ا‬H‫ ا‬- ) ‫ﺑ‬/ َ ْ-‫ﺑ ُﻣ‬,< 44

community sentence (‫ة‬ Z ‫ ا‬H‫ ا‬- ) ‫ﺑ‬/ َ ْ-‫ﺑ ُﻣ‬,< 45

sanction ‫اء‬b / ‫ﺑ‬,< 55

sanction ‫اء‬b / ‫ﺑ‬,< 56

belief ‫< ة‬ 67

creed ‫< ة‬ 67

crutch ‫ة‬b S‫ر‬/‫= ز‬ 23

disabilities scholar I ‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬+ّ 19

disability scholar I j‫ ل ا‬-‫ َﻣ‬9 ‫ﻣ‬+ّ 20

treatment ‫ج‬+ 17

therapy ‫ج‬+ 30

treatment ‫ج‬+ 33

therapy ‫ج‬+ 36

sociotherapy ‫ج ا‬+ 36

sociotherapy ‫ج ا‬+ 37

compulsory treatment ‫ ري‬# ‫ا‬/ ‫اﻣ‬b ‫ج ا‬+ 39

trauma therapy ‫ﻣ‬ ‫ج ا‬+ 80

community treatment 8 َ ْ- ُ ‫ج ا‬+ 39

maintenance therapy ‫ج ا اوﻣ‬+ 39

language and speech therapy Z‫ وا ﱡ‬: F ‫ج ا‬+ 29

compulsory treatment ‫ ري‬# ‫ج إ‬+ 34

involuntary treatment ‫ ري‬# ‫ج إ‬+ 39

family therapy ‫ج أ& ي‬+ 36

1038
animal-assisted therapy ‫ ت‬X‫ا‬, ‫ ﺑ‬X & ‫ج ﺑ‬+ 30

pet-assisted therpay ‫ ت ا‬X‫ا‬, ‫ ﺑ‬X & ‫ج ﺑ‬+ 30

group therapy + , ْ-‫ َﻣ‬/ ‫ج‬+ 49

sensory integration therapy h‫ داﻣ‬/7 ‫ج‬+ 28

behavioural therapy S, &ُ ‫ج‬+ 36

cognitive behavioural therapy 9 ‫ ﻣ‬S, &ُ ‫ج‬+ 36

medical treatment ّ#‫ج ط‬+ 42

milieu therapy ‫ ا‬y&, ‫ ا‬9 ‫ج‬+ 36

early treatment =‫ ﱢ‬#‫ج ُﻣ‬+ 22

congnitive therapy 9 ‫ج ﻣ‬+ 36

animal-facilitated therapy ‫ ت‬X‫ا‬, ‫ ا‬#I L‫ ﻣ‬/ ‫ج ﻣ‬+ 30

pet-facilitated therapy ‫ ت ا‬X‫ا‬, ‫ ا‬#I L‫ ﻣ‬/ ‫ج ﻣ‬+ 30

psychotherapy / X ‫ج‬+ 34

psychological therapy / X ‫ج‬+ 36

psychotherapy / X ‫ج‬+ 38

psychotherapy / X ‫ج‬+ 80

humanistic psychotherapy X /X‫ إ‬/ X ‫ج‬+ 36

group psychotherapy / X ‫ج‬+ 49

client-centered psychotherapy ‫ل ا‬,7 ‫ر‬, ‫ ﻣ‬/ X ‫ج‬+ 36

psychopharmacological treatment ‫ل ا دو‬+ L‫ ﻣ‬/ X ‫ج‬+ 36

treatment -ِ ‫ ُﻣ‬/‫ج‬+ 36

social relations ّ ‫ ت ا‬I+َ 62

race relations ‫اق‬ ‫ ت ا‬I+َ 83

1039
peer relationships ‫ ان‬I ‫ ت ا‬I+َ 9

community relations 8 َ ْ- ُ ‫ ت ا‬I+َ 83

sexual relations /Fْ ِ ‫ ت‬I+َ 68

interpersonal relations L‡‫ ص ا <ُ ﺑ‬1A ‫ ا‬L ‫ ت ﻣ ﺑ‬I+َ 35

interpersonal relations ‫ ص‬1A ‫ ا‬L ‫ ت ﻣ ﺑ‬I+َ 49

abusive relationships F / E /‫ ت ُﻣ‬I+َ 63

strong ties ‫ ت وط ة‬I+َ 82

relationship I+ 27

relationship I+ 48

relationship I+ 54

relationship I+ 66

relationship I+ 91

social relationship ّ ‫ ا‬I+ 28

economic relationship ‫د‬ I‫ ا‬I+ 86

parent-child relationship L ‫ا‬, ‫ ا‬8‫ ا ِ ْ ﻣ‬I+ 12

supervisory relationship 9‫ ا‬A‫ إ‬I+ 95

human relationship X /X‫ إ‬I+ 71

secure relationship F‫ آﻣ‬I+ 10

heterosexual relationship L 1‫ ﻣ‬L /Fْ ِ L ‫ ﺑ‬I+ 66

same sex relationship k/ X `F- ‫ ا‬L‫ ﻣ‬L 1A L ‫ ﺑ‬I+ 66

helping relationship ‫ دا‬I+ 47

diplomatic relation & ‫ﻣ‬, ‫ دﺑ‬I+ 91

power relation , & I+ 96

1040
gender power relation ‫ع ا‬,F ‫ ْ َ وا‬/ُ ‫ ا‬L ‫ ﻣ ﺑ‬I+ 63

parent-child relationship L ‫ا‬, ‫ ا ِ ْ وا‬L ‫ ﻣ ﺑ‬I+ 3

parent-child relationship ْ ِ ‫ وا‬L ‫ا‬, ‫ ا‬L ‫ ﻣ ﺑ‬I+ 2

parent child relationship ْ ِ ‫ وا‬L ‫ا‬, ‫ ا‬L ‫ ﻣ ﺑ‬I+ 17

signs of safety ‫ﻣ ت ا ﻣ ن‬+ 48

signs of physical abuse /- ‫& ءة ا‬j‫ ا‬O ‫ﻣ ت دا‬+ 9

medical signs of sexual abuse /Fْ ِ ‫ إ& ءة‬O ‫ّ دا‬#‫ﻣ ت ط‬+ 8

early warning sign ‫ ﱢ= ة‬#‫ ُﻣ‬g D ‫ﻣ‬+ 34

social ill ّ ‫ا‬ 50

sociology of disability I j‫ع ا‬ ‫ا‬ 20

sociology of ageing ,1 % ‫ع ا‬ ‫ا‬ 40

sociology of health and illness ‫ع ا ِ ّ وا ﻣ اض‬ ‫ا‬ 20

sociology of space ‫ت‬7/ ‫عا‬ ‫ا‬ 62

migration sociology ‫ ة‬-_ ‫ع ا‬ ‫ا‬ 75

sociology of the body ‫ ي‬/- ‫ع ا‬ ‫ا‬ 20

urban sociology X ‫ا‬/‫ ي‬i ‫ع ا‬ ‫ا‬ 62

medical sociology ّ# ‫ع ا‬ ‫ا‬ 20

sociology for youth ‫ ب‬#% ‫ع‬ ‫ا‬ 3

neuroscience ‫ب‬ ‫ا‬ 2

pedagogy `‫ا ر‬ 98

social pedagogy ّ ‫ا ﺑ ا‬ 52

experiential pedagogy # - ‫ا ﺑ ا‬ 11

pedagogy of freedom ‫ دىء ا‬#‫ ﻣ‬O ّ Fْ# َ ‫ا ﺑ ا‬ 69

1041
educational science ‫ا ﱠ‬ 2

educational science ‫ا ﱠ‬ 54

social pedagogy ‫ا‬ ‫ا ﱠ‬ 54

diversity education ‫ع‬,F ‫ا‬ 66

diversity education ,F ‫ا‬ 31

criminology H‫ ا‬- ‫ا‬ 43

gerontology ,1 % ‫ا‬ 40

social gerontology ‫ا‬ ,1 % ‫ا‬ 40

humanistic gerontology X /Xj‫ا‬ ,1 % ‫ا‬ 40

environmental gerontology E#‫ا‬ ,1 % ‫ا‬ 40

applied gerontology < ّ# ‫ا‬ ,1 % ‫ا‬ 40

educational gerontology ‫ا ﱠ‬ ,1 % ‫ا‬ 40

medical gerontology ّ# ‫ا‬ ,1 % ‫ا‬ 40

critical gerontology ‫< ي‬F ‫ا‬ ,1 % ‫ا‬ 40

health education ّ ِ ‫ا‬ 64

deaf education ‫ا‬ 24

bio-medical sciences ,,#‫ا‬W ‫ا‬ 33

phenomenology ‫اھ‬,T ‫ا‬ 69

penology ‫ﺑ ت‬,< ‫ا‬ 44

blind education 9 =‫ا‬ 24

social psychology ‫`ا‬F‫ا‬ 69

humanisitic psychology X /X ‫ ` ا‬F ‫ا‬ 36

humanisitic psychology ‫ ي‬%# ‫ ` ا‬F ‫ا‬ 69

1042
analytical psychology ‫`ا‬F‫ا‬ 36

forensic psychiatry H F- ‫ ` ا‬F ‫ا‬ 44

clinical psychology ‫ي‬ /‫`ا‬F‫ا‬ 34

depth psychology : ‫`ا‬F‫ا‬ 36

individual psychology ‫ ` ا دي‬F ‫ا‬ 36

psychology of ageing ,1 % ‫ ﺑ‬: ‫`ا‬F‫ا‬ 40

critical psychology ‫< ي‬F ‫ ` ا‬F ‫ا‬ 20

gerontological psychology ,1 % ‫ ل ا‬-‫ َﻣ‬9 ` F ‫ا‬ 40

rehabilitation science ‫إ دة ا ]ھ‬ 31

aetiology ‫ ب ا ﻣ اض‬#&‫أ‬ 33

new eugenics l ّ َ ‫ ا‬/F ‫ ا‬L / D 20

anthroposophy %# ‫ ا‬8H #‫ط‬ 69

intercultural pedagogy ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ 83

developmental psychology ‫ّي‬, ُ ُFD ` X 2

secular X 53

secular X 67

scholarly 71

scholarly 76

public F 68

social science ّ ‫م ا‬, 71

likely r ‫ا ر‬O 4

unspoilt ‫ة‬ ‫ا‬O 2

long term #‫ا ىا‬O 64

1043
long term , ‫ا‬/ # ‫ ا ى ا‬O 14

long term , ‫ا ىا‬O 33

long-term , ‫ا ىا‬O 76

nationwide F‫ى وط‬, /ْ ‫ ُﻣ‬O 12

child labour ‫ا ط ل‬ 86

18‫ ال‬Lّ &ِ ,‫ وھ‬A ‫ ا‬Lّ &ِ ‫غ‬, ‫ ﺑ‬F ‫ )أي‬# ) ‫ا‬
age of majority ( ْ ِ ‫ق ا‬,<ُ7 ّ I ّD‫ ا‬W/7 46

age of ciminal responsibility X,X < ‫ ا‬H / ‫ا‬ 46

birth to three field R R ‫ ا‬Lّ &ِ ‫ دة و‬, ‫ ا‬L ‫ﻣ ﺑ‬ 13

labour 60

social work ‫ا‬ 71

global social work ‫دو‬ ‫ا‬ 72

transnational social work ‫ود‬ ‫ ا‬# ‫ا‬ 72

community social work 8 َ ْ- ُ ‫ ا‬9 ‫ا‬ 51

patch social work 8 َ ْ- ُ ‫ ا‬9 ‫ا‬ 51

forensic social work % ‫ ا‬W ‫ ل ا‬-‫ َﻣ‬9 ‫ا‬ 65

social work with migrants L _ ُ ‫ ا‬8‫ﻣ‬ ‫ا‬ 72

comparative social work ‫ﻣ< رن‬ ‫ا‬ 72

professional social work ّ F_‫ِﻣ‬ ‫ا‬ 71

child employment ‫ا ط ل‬ 18

intercultural education work ‫ ت‬9 <R ‫ ا‬L ‫ﻣ ﺑ‬ ‫ا ﱠ‬ 85

outreach work , ‫ا‬ 37

care work ِ ‫ا‬ 77

youth work ‫ ب‬#%‫ا ﱠ‬ 1

1044
global youth work ‫ ب ا‬#%‫ا ﱠ‬ 11

church-based youth work / F= ‫ ا‬O H < ‫ ب ا‬#%‫ا ﱠ‬ 67

detached youth work ‫<ﱢ‬F ُ ‫ا‬/‫ل‬,‫ ﱢ‬- ُ ‫ ب ا‬#%‫ا ﱠ‬ 11

outreach youth work ‫<ﱢ‬F ُ ‫ا‬/‫ل‬,‫ ﱢ‬- ُ ‫ ب ا‬#%‫ا ﱠ‬ 11

targeted youth work ‫ _ َف‬/ ُ ‫ ب ا‬#%‫ا ﱠ‬ 10

feminist youth work ‫ي‬,/F ‫ ب ا‬#%‫ا ﱠ‬ 11

intercultural youth work ‫ ت‬9 <R ‫ ا‬L ‫ ب ﻣ ﺑ‬#%‫ا ﱠ‬ 83

corporate volunteering ً , D‫ت‬S %‫ا‬ 92

community work 8 َ ْ- ُ ‫ا‬ 50

community work 8 َ ْ- ُ ‫ا‬ 62

bonded labour ‫ ة‬1/ ‫ﺑ‬ 86

part time work Hb ‫ﺑ وام‬ 60

work full-time ‫ ﻣ‬S ‫ﺑ وام‬ 58

small group work ‫ ة‬Z@ ‫ ت‬, - ‫ﺑ‬ 10

emancipatory work ‫ري‬ D 83

groupwork ‫ ت‬, - ‫ د ا‬A‫ار‬/ ‫دا‬ 49

single gender group work ّ 7َ ‫وا‬ ‫ع ا‬,F sّ 1‫ُﻣ‬ 11

groupwork ‫ ت‬, -‫ ﻣ‬9 ‫ا‬/ 98

dangerous work 86

low-paid work ‫ﻣ ٍن‬ ‫ذو أ‬ 60

one-to-one work ‫ دي‬9 10

metalwork ّ َ ‫ ﺑ‬F9 11

community work 8 َ ْ- ُ ‫ ا‬9 51

1045
forced sex work ً /I `F- ‫ ر ﺑ‬-D ‫ ل ا‬-‫ َﻣ‬9 88

forced labour ‫ ي‬/I 86

compulsory labour ‫ ري‬# ‫إ‬/‫ ي‬/I 86

life story work ‫ة‬ ‫ا‬ I 15

life story work ‫ة‬ ‫ا‬ I 30

life story work ‫ة‬ ‫ا‬ I 41

church youth work ‫ ب‬#%‫صّ ﺑ ﱠ‬ /FS 10

direct work Aِ #‫ُﻣ‬ 15

front line work ‫ء‬+ ‫ ا‬8‫ ﻣ‬Aِ #‫ُﻣ‬ 96

sex work `F- ‫ ﺑ‬: ‫ﻣ‬ 88

domestic work ‫ﻣ‬ 77

child protection work ِْ ‫ا‬ ‫ّ ﺑ‬sَ 1ْ ‫ُﻣ‬ 6

paid work ‫ع‬,9 ‫ﻣ‬ 60

publication ‫ر‬,%F‫ﻣ‬ 19

published work ‫ر‬,%F‫ﻣ‬ 99

agency work nIP‫ﻣ‬ 60

occupation ‫وظ‬/ 59

process 93

selection process ‫ر‬ ‫ا‬ 97

change process Z ‫ا‬ 49

ageing process ,1 % ‫ا‬ 40

asylum process ‫ء‬,- ‫ا‬ 80

migration process ‫ ة‬-_ ‫ا‬ 75

1046
case management process ‫إدارة ا‬ 47

case management process ‫إدارة ا‬ 48

detoxification ‫م‬, / ‫إزا ا‬ 37

care planning process ِ y 1 ‫اءات ا‬ ‫ا‬/ ِ ‫ ا‬y 1D 14

job application process ‫ظ‬, W ‫ط‬ <D 97

surgery 7‫ا‬ 23

support process ‫دا‬ 48

migratory process -‫ھ‬ 75

client 72

element of choice ‫ر‬ ‫@ ا‬F 77

pastoral care , ‫ر‬ F 18

pastoral care , ‫ر‬ F 67

intimate care 1A F 42

when leaving care #‫ا‬ ِ ‫ كا‬D F 16

racist ‫ ة‬/‫ي‬ Fْ ُ 84

racism Fْ ُ 84

ecoracism E‫ﺑ‬ Fْ ُ 84

anti-Muslim racism L / ‫\ ا‬ Fْ ُ 84

violence QFْ ُ 86

violence QFْ ُ 90

youth violence ‫ ب‬#%‫ ا ﱠ‬QFْ ُ 10

youth violence ‫ ب‬#%‫ ا ﱠ‬QFْ ُ 25

domestic abuse ‫ أ& ي‬QFْ ُ 38

1047
domestic violence ‫ أ& ي‬QFْ ُ 63

religiously motivated violence F ‫ د‬W#/‫ ﺑ‬QFْ ُ 67

cultural violence 9 <c QFْ ُ 90

physical violence ‫ ي‬/ QFْ ُ 63

physical violence ‫ ي‬/ QFْ ُ 88

sexual violence /Fْ ِ QFْ ُ 63

sexual violence /Fْ ِ QFْ ُ 65

sexual violence /Fْ ِ QFْ ُ 88

sexual violence against men ‫ل‬ ‫ \ ا‬/Fْ ِ QFْ ُ 65

male violence ‫ري‬,S‫ ذ‬QFْ ُ 63

racially motivated violence Fْ ُ 89‫ ذو دوا‬QFْ ُ 84

sectarian violence H ‫ ط‬QFْ ُ 68

racial violence ‫ي‬ Fْ ُ QFْ ُ 84

racist violence ‫ي‬ Fْ ُ QFْ ُ 84

relationship violence ‫ ت‬I+ َ ‫ ا‬9 QFْ ُ 63

direct violence Aِ #‫ ُﻣ‬QFْ ُ 90

school violence &‫ ﻣ ر‬QFْ ُ 10

school violence &‫ ﻣ ر‬QFْ ُ 18

psychological violence / X QFْ ُ 63

emotional violence / X QFْ ُ 88

structural violence = ‫ ھ‬QFْ ُ 90

social consequence ّ ‫ ا‬WI‫ا‬, 37

consequences of their actions _ 9‫ أ‬WI‫ا‬, 46

1048
push-pull factors F ‫اﻣ ا & < ب وا‬, 77

return ‫دة‬, 75

return ‫دة‬, 78

return ‫دة‬, 80

return to work ‫ ا‬O ‫دة إ‬, 31

repatriation L‫ط‬, ‫ ا‬O ‫دة إ‬, 78

voluntary return ,‫دة ط‬, 78

involuntary return ,‫دة ) ط‬, 78

forced return ‫ ر‬# ‫إ‬/ /I ‫دة‬, 78

compulsory return ‫ ر‬# ‫إ‬/ /I ‫دة‬, 78

resurgence ً‫ دا‬-‫ر ﻣ‬,_‫ظ‬/‫دة‬, 67

destitution ‫ز‬, 59

globalisation , 72

doctor's practice W # ‫دة ا‬ 22

doctor's practice ‫ة‬/W # ‫دة ا‬ 64

family planning clinic ‫ ا ُ& ة‬TFD ‫دة‬ 65

independant private practice ّ

< /‫@ ﻣ‬ ‫دة‬ 52

GUM clinic & F ‫وا‬ - ‫ ا ﻣ اض ا‬W‫دة ط‬ 65

genitourinary medicine clinic &F ‫ا‬ ,# ‫_ ز ا‬- ‫ أﻣ اض ا‬W‫دة ط‬ 65

sexual health clinic /Fْ -ِ ‫ِ ّ ا‬ ‫دة‬ 65

live in poverty <9 9 ~ 12

independent living < /‫~ ﻣ‬ 20

gipsy ‫ ي‬-) 81

1049
inadequate nutrition 9 S ) ‫اء‬g) 9

otherness ‫ ) اﺑ‬20

fine ‫ ) اﻣ‬43

West ‫ ) ب‬91

foreignness ‫ ) ﺑ‬84

injecting room Lّ< ‫ ا‬9 ) 39

snoezelen room L ‫ز‬,ّF&ِ ‫ج‬+ 9 ) 30

drug consumption room ‫ ﱢرات‬1 ُ ‫ط ا‬ 9 ) 39

multi-sensory room ‫اس‬, ‫ ُﻣ ﱢدة ا‬9 ) 28

money laundering ‫ال‬,‫أﻣ‬ /) 87

affluent F) 62

gurdwara ‫ردوارا‬,) 67

dissocial ‫ ) ا‬25

non-custodial ‫ زي‬- 7‫ ) ا‬45

non-residential H‫ا‬, ‫ ) إ‬51

insecure L‫ ) آﻣ‬89

non-statutory ّ ‫ﻣ‬,=ُ7 ) 94

informal &‫ ) ر‬54

unfit for habitation L=/ r @ ) 61

unhealthy @ ) 86

non-statutory ّ ‫ﻣ‬,=ُ7/‫م‬ ) 53

ineducable ‫ ﺑ‬I ) 32

indivisibility ‫ ﺑ‬I ) 73

1050
inalienable g#F ‫ ﺑ‬I ) 73

unlawful X,X I ) 63

illegal X,X I ) 78

illegal X,X I ) 88

insufficient ‫ف‬
ٍ S ) 59

inadequate 9S ) 9

indirect Aِ #‫ ) ُﻣ‬28

disengaged ‫ ) ﻣ‬3

gender nonconforming /Fْ -ِ ‫ا‬/ ‫ ر‬F- ‫ا‬ F ‫رة ا‬, ‫ ) ﻣ < ﺑ‬66

uncontested k ‫ زع‬F ‫ ) ﻣ‬56

emotionally unavailable ً ‫ط‬ ‫ ا‬O ‫ در‬I )/ً ‫ط‬ ‫ﱢ‬9,َ ‫ ) ُﻣ‬9

uncontroversial ‫ل‬- R‫ ) ُﻣ‬94

unloved ‫ب‬,# ‫ ) ﻣ‬9

unpaid ‫ع‬,9 ‫ ) ﻣ‬53

unpaid ‫ع‬,9 ‫ ) ﻣ‬55

unattached y#D ‫ ) ﻣ‬11

emotionally unresponsive ً ‫ط‬ W - /‫ ) ﻣ‬9

insecure < /‫ ) ﻣ‬77

undocumented &‫ر‬/ -/‫ ) ﻣ‬79

non-Muslim ‫ة‬/ /‫ ) ﻣ‬68

untreated hِ ‫ ) ُﻣ‬9

inappropriate H+‫ ) ُﻣ‬19

inappropriate H+‫ ) ُﻣ‬27

1051
developmentally inappropriate ً ,ّ ُ ُFD/,ّ ُ ُF ‫ ا‬7 ‫ ﻣ‬8‫ ﻣ‬H+‫ ) ُﻣ‬25

unstructured h_F ‫ ) ﻣ‬28

disorganised TF‫ ) ﻣ‬17

non-national L‫اط‬,‫ ) ﻣ‬76

non-national L‫اط‬,‫ ) ﻣ‬76

non-national status L‫اط‬,‫ ) ﻣ‬76

non-national L‫اط‬,‫ ) ﻣ‬78

non-national L‫اط‬,‫ ) ﻣ‬78

non-stigmatising ‫م‬,@,‫ ) ﻣ‬12

unfitness to plead = ‫ ا‬9 k/ X L ‫ ع‬9 ‫ ﺑ‬P S/ ‫ھ‬P‫ ) ﻣ‬44

unsanitary @/Q TX ) 61

insecure ambivalent ‫ ﻣ دد‬:c‫ ) وا‬17

insecure avoidant ‫ وﻣ ٍد‬:c‫ ) وا‬17

unconscious ‫) وا‬/ , I 9 36

escort girl ‫ ّ ث ا‬7َ O ‫ ﻣ إ‬s1A 8‫ھ ب ﻣ‬g ] /D ‫ ة‬9 88

missing girl ‫دة‬,< ‫ ة ﻣ‬9 89

call girl QD _ ‫ ا‬: ‫ ط‬L ‫ ء‬Z# ‫ا‬, ‫ ا‬#<D ‫ ه‬9 88

phase ‫ ة‬9 3

waiting period ‫ ر‬T X‫ ة ا‬9 80

probationary period # -D ‫ ة‬9 97

work trial # -D ‫ ة‬9 31

gender pay gap ‫ع ا‬,F ‫ ا‬O H I ‫ر‬, ‫ ا‬9 ‫ة‬,-9 63

gender gap ‫ع ا‬,F ‫ ا‬O H I ‫ة‬,-9 63

1052
theory-practice gap : ّ# ‫وا‬ TF ‫ ا‬L ‫ة ﻣ ﺑ‬,-9 69

inspection s 9 99

examination s 9 100

health check @ s 9 88

medical examination ّ#‫ ط‬s 9 8

child health surveillance check ِْ ‫@ ّ ا‬

ِ #I‫ا‬ ‫@ ت‬, 9 22

unemployment trap # ‫ ا‬€9 60

welfare trap ‫ ه‬9 ‫ ا‬€9 60

poverty trap < ‫ ا‬€9 59

individual ‫ د‬9 20

individual ‫ د‬9 75

collusive family member ‫ء‬O‫اط‬, ‫ د أُ& ة ﻣ‬9 7

autonomous individual < /‫ د ﻣ‬9 54

family member ‫ ا ُ& ة‬L‫ د ﻣ‬9 7

family member ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9 55

member of the family ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9 77

family member ‫ اد ا ُ& ة‬9‫ أ‬L‫ د ﻣ‬9 86

member of the public W %‫ﻣ ا‬ L‫ د ﻣ‬9 58

individual s1A/‫ د‬9 19

life chances ‫ة‬ ‫ ص ا‬9 59

educational opportunities ّ D ‫ ص‬9 85

unequal opportunities E9 = ‫ ص ) ﻣ‬9 85

equal opportunities E9 = ‫ ص ﻣ‬9 85

1053
economic opportunity ‫د‬ I‫ @ ا‬9 77

educational opportunity ّ D @ 9 77

employment opportunity Q ‫ظ‬,D @ 9 62

impose ( ‫ﺑ‬,< ‫ ق‬/ِ ‫ا ا‬g‫ ھ‬9) ‫ ض‬9 45

firing squad ‫ ر‬F ‫ق ا‬+‫ إط‬I 9 68

intake team ‫ت‬ ‫ ا‬9 n# ‫ا‬/‫ ل‬#< &‫ ا‬: 9 47

intake and assessment team < ‫ ل وا‬#< & ‫ ا‬: 9 47

referral and assessment team < ‫وا‬ 7j‫ ا‬: 9 47

crisis support team ‫ّ ﺑ زﻣ ت‬sَ 1ْ ُ ‫ ا ْ ا‬: 9 34

crisis resolution team ‫ّ ﺑ زﻣ ت‬sَ 1ْ ُ ‫ ا ْ ا‬: 9 34

children’s social care team ‫ّ [ط ل‬ ‫ا‬ ِ ‫ا‬: 9 1

fostering team #‫ا‬ &ُ ‫ا‬ ِ ‫ ا‬: 9 15

community mental health team َ ْ- ُ ‫ ا‬/ F ‫ ا ِ ّ ا‬: 9 34

hospital social work team ‫ ت‬%/ ‫ ا‬9 ‫ا‬ ‫ ا‬: 9 64

asylum support team ‫ء‬,- ‫ د ْ ا‬: 9 80

multidisciplinary team ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬: 9 22

corruption ‫ د‬/9 9

failure %9 9

failure %9 56

crop failure @ ‫ ا‬%9 89

academic failure ‫ د‬S‫ أ‬%9 25

foster placement failure ‫ﺑ‬ ‫ أُ& ة را‬8‫ اع ﻣ‬j‫ ا‬9 %9 15

child protection failing ِْ ‫ا‬ 7 9 %9 7

1054
segregation 9 32

sexual division of work `F- ‫ ا‬O ‫ ًء‬F‫ﺑ‬ ‫ا‬ 9 63

making staff redundant L ‫ظ‬, ‫ا‬ 9 96

urban social segregation ‫ ي ا‬i7 9 62

term &‫درا‬ 9 98

occupational segregation ّ F_‫ِﻣ‬ 9 63

residential differentiation F=& I D/ 9 62

socio-spatial differentiation ّ ‫ ا‬7 /‫ ﻣ‬I D/ 9 62

urban segregation ‫ ي‬i7 b D/ 9 89

redundancy ‫ط د‬/ 9 60

atrocity T9 90

social actor ً ‫ّلا‬9 2

effectiveness 9 85

action 9 5

positive action ‫ﺑ‬-‫إ‬ 9 85

non-penetrative act + ‫ ) إ‬/Fْ ِ 9 8

non-violent direct action QF ) Aِ #‫ُﻣ‬ 9 90

paedophile activity ‫ ً [ط ل‬/Fْ ِ ‫ ء‬/‫ُﻣ‬ 9 8

collective action ‫ ك‬%‫ُﻣ‬ 9 51

antiracist action Fْ ُ r9 =‫ﻣ‬ 9 85

affirmative action SP‫ﻣ‬ 9 85

sight loss # ‫< ان ا‬9 24

loss of nationality /Fْ -ِ ‫< ان ا‬9 76

1055
anterograde ‫ ة ا < ﻣ‬S‫ا‬g ‫< ان ا‬9 38

hearing loss 8 / ‫< ان ا‬9 24

loss of appetite _% ‫< ان ا‬9 35

anorexia # ‫_ ا‬% ‫< ان ا‬9 17

loss of voice ‫ت‬, ‫< ان ا‬9 29

aphasia ‫م‬+= ‫ ا‬O ‫< ان ا < رة‬9 29

) W/ =‫ ا ّ ع )ﻣ‬8‫م ﻣ‬+= ‫ ا‬O ‫< ان ا < رة‬9

acquired aphasia with epilepsy ( <ْ َ 29

job loss ‫ظ‬, ‫< ان ا‬9 38

loss of consciousness , ‫< ان ا‬9 23

palimpsest , ‫< ان ا‬9 38

blackout , ‫< ان ا‬9 38

loss (s1A ‫ ة‬9‫ و‬W#/‫ )ﺑ‬s1A ‫< ان‬9 42

poverty <9 31

poverty <9 59

poverty <9 64

poverty <9 72

poverty <9 89

child poverty ‫< ا ط ل‬9 59

pernsioner poverty L < ‫< ا‬9 40

pensioner poverty L < ‫< ا‬9 59

extreme poverty A <9 59

paragraph ‫< ة‬9 93

poor ‫ة‬/ <9 68

1056
Western idea ‫ ب‬Z ‫ ا‬L‫ﻣ‬/ ‫= ة ) ﺑ‬9 72

intellectual ‫= ي‬9 20

philosophy of care ِ ‫ ا‬/ 9 42

philosophy of ageing ,1 % ‫ ا‬/ 9 40

Kantian philosphy FS/nFS / 9 70

disability arts I j‫وي ا‬g ‫ن‬,F9 19

community arts َ ْ-‫ن ُﻣ‬,F9 50

understanding _9 20

understanding of disability I j‫_ ا‬9 19

understanding of education ‫_ ا ﱠ‬9 54

understanding of childhood , ‫_ ا‬9 2

at the university ‫ ﻣ‬- ‫ ا‬9 95

abroad ‫ رج‬1 ‫ ا‬9 71

in the community 8 َ ْ- ُ ‫ ا‬9 30

down iِ 1Fْ ‫ ُﻣ‬,F ‫ﻣ‬ 7 9 35

in low spirits iِ 1Fْ ‫ ُﻣ‬,F ‫ﻣ‬ 7 9 35

mentally unwell ‫ة‬ ) /X 7 9 33

at risk of becoming disabled I †‫ب ﺑ‬ ‫أن‬ 9 31

continental European ‫ رة أوروﺑ‬I 9 56

in transit ‫ر‬,# 7 ‫ ﻣ‬9 78

gastrointestinal virus ‫ي‬, ‫ وس ﻣ‬9 64

AIDS/HIV ‫ ز‬j‫ا‬/ %# ‫ا‬ F ‫ ا‬s<X ‫ وس‬9 89

flood ‫ ن‬i 9 89

1057
biological category , , ‫ ﺑ‬E9 63

age group E9 40

target group 9َ _ /‫ ُﻣ‬E9 10

category of SEN ّ 1‫ّ ا‬

@ ‫تا‬ 7j‫ ا‬L‫ ﻣ‬QF@/ E9 21

mice ‫ ان‬E9 9

enforceable g F ‫ ﺑ‬I 73

midwife/male midwife ‫ة‬/ X,X I ‫ة‬/ ‫ ﺑ‬I 22

generalisability ‫ ﺑ‬I 100

transferability <F ‫ ﺑ‬I 100

receptiveness ‫ ل‬#< & ‫ا‬ ‫ ﺑ‬I 28

verifiability ِ L‫ ﻣ‬:ّ< ‫ا‬

‫ ء‬%‫@ ّ ا‬ ‫ ﺑ‬I 100

employability Q ‫ظ‬, ‫ا‬ ‫ ﺑ‬I 60

replicability ‫= ار‬ ‫ ﺑ‬I 100

capacity ‫ رة‬I/ ‫ ﺑ‬I 30

capable ‫ در‬I 4

inhumane X /X‫) ا‬/‫س‬

ٍ I 86

judge \ I 90

court judge = ‫ \ ﻣ‬I 78

legal foundation X,X I ‫ة‬ I 4

OED ‫ي‬b -X ‫رد ا‬, /S‫س أ‬,‫ ﻣ‬I 55

Oxford English Dictionary ‫ي‬b -X ‫رد ا‬, /S‫س أ‬,‫ ﻣ‬I 71

law ‫ن‬,X I 4

Act ‫ن‬,X I 4

1058
law ‫ن‬,X I 51

Act ‫ن‬,X I 51

law ‫ن‬,X I 68

law ‫ن‬,X I 93

Act ‫ن‬,X I 93

welfare benefits law ّ ‫ا‬ ِ ‫ ت ا‬I ّ< &‫ن ا‬,X I 93

soliciting law ‫س‬ ‫ن ا‬,X I 88

family law ‫ن ا ُ& ة‬,X I 93

jus sanguinis c‫را‬, ‫ ﺑ = ا‬/Fْ -ِ ‫ن ا‬,X I 81

jus soli ّ 7/‫ دة‬, ‫ ﺑ = ﻣ= ن ا‬/Fْ -ِ ‫ن ا‬,X I 81

‫ ا رض‬:

Sharia law % ‫ن ا‬,X I 68

Shari’ah law % ‫ن ا‬,X I 68

mental health law / F ‫ن ا ِ ّ ا‬,X I 34

employment law ‫ن ا‬,X I 31

employment law ‫ن ا‬,X I 93

asylum law ‫ء‬,- ‫ن ا‬,X I 80

Equality Act ‫ واة‬/ ‫ن ا‬,X I 32

Equality Act ‫ واة‬/ ‫ن ا‬,X I 84

Equality Act ‫ واة‬/ ‫ن ا‬,X I 85

emigration law ‫وح‬bF ‫ن ا‬,X I 75

law of migration ‫ ة‬-_ ‫ن ا‬,X I 75

migration law ‫ ة‬-_ ‫ن ا‬,X I 75

immigration law ‫ ة‬-_ ‫ن ا‬,X I 75

1059
migration law ‫ ة‬-_ ‫ن ا‬,X I 79

immigration and asylum law ‫ء‬,- ‫ ة وا‬-_ ‫ن ا‬,X I 93

procedural law ‫ ت‬9‫ا‬ ‫ا‬/ H‫ا‬ ‫ن إ‬,X I 93

administrative law ‫ن إداري‬,X I 93

Act of Parliament X ‫ن ﺑ‬,X I 93

statute law X ‫ﺑ‬/ %D ‫ن‬,X I 93

criminal law H F ‫ن‬,X I 33

criminal law H F ‫ن‬,X I 43

criminal law H F ‫ن‬,X I 93

children's services law ‫ن َ َﻣ ت ا ط ل‬,X I 93

constitutional law ‫ري‬, &‫ن د‬,X I 93

international law ‫ن دو‬,X I 74

disability law I j‫ن ذوي ا‬,X I 31

disability law I j‫ن ذوي ا‬,X I 93

common law ‫م‬ ‫ن‬,X I 93

civil law X ‫ن ﻣ‬,X I 93

anti-trafficking law %# ‫ ر ﺑ‬-D ‫ا‬ 9 =‫ن ُﻣ‬,X I 87

anti-discrimination law b ‫ا‬ 9 =‫ن ُﻣ‬,X I 63

anit-discrimination law b ‫ ا‬i‫ ھ‬F‫ن ﻣ‬,X I 32

discrimination law b ‫ ا‬i‫ ھ‬F‫ن ﻣ‬,X I 32

Model Law against Trafficking in

‫ ص‬1A ‫ ر ﺑ‬-D ‫ا‬ 9 =ُ ‫ذ‬, َX ‫ن‬,X I 87
Persons
legislation 8 %D/‫ن‬,X I 39

migration legislation ‫ ة‬-_ ‫ ا‬8 %D/‫ن‬,X I 75

1060
legal X,X I 39

legal X,X I 65

legal X,X I 78

legal X,X I 78

legal X,X I 88

licit ‫ وع‬%‫ ﻣ‬X,X I 38

licit ‫ وع‬%‫ ﻣ‬X,X I 39

legal A/ X,X I 19

leader H I 32

group leader , ْ-‫ َﻣ‬H I 49

youth leader ‫ ﺑ‬#A/‫ ب‬#%‫ا ﱠ‬ , ْ-‫ َﻣ‬H I 10

youth group leader ‫ ﺑ‬#A/‫ ب‬#%‫ا ﱠ‬ , ْ-‫ َﻣ‬H I 10

conductor ‫ة‬/ H I 49

dome / FS/ #I 67

taking up of referrals _ 7‫ إ‬n D ‫تا‬ ‫ل ا‬,#I 47

child murder ‫ا ط ل‬ I 89

infanticide ‫ِط ْ أو و‬ I 89

drought y I 89

sanctity of life ‫ة‬ ‫ ا& ا‬I 68

melting pot _ ‫ ر ا‬I 82

motor abilities ّ S 7 ‫ رات‬I 23

mixed ability 1‫ رات ﻣ‬I 98

parental capacity L ‫ا‬, ‫ رة ا‬I 4

1061
access to education ‫ ا ﱠ‬O ‫ل إ‬,@, ‫ رة ا‬I 91

accessibility of services ‫ َﻣ ت‬1َ ‫ ا‬O ‫ل إ‬,@, ‫ رة ا‬I 83

role model ‫ُ وة‬I 3

model ‫ُ وة‬I 12

reading ‫ اءة‬I 93

lip-reading ‫ ه‬% ‫ اءة ا‬I 24

paired reading (L 1A L ‫ )ﺑ‬X <‫ اءة ﻣ‬I 26

decision ‫ ار‬I 80

asylum decision ‫ء‬,- ‫ ار ا‬I 80

social proximity ‫ ب ا‬I 62

physical closeness ‫ ي‬/ ‫ ب‬I 28

loan ‫ ض‬I 86

loan ‫ ض‬I 91

century of the child ِْ ‫ نا‬I 2

within pram-pushing distance 9 / ‫ ا‬W I 12

forced ‫ ري‬# ‫إ‬/‫ ي‬/I 88

section /ْ ِI 1

department of psychiatry / F ‫ ا‬W ‫ ا‬/ْ ِI 34

subsection 9 /ْ ِI 93

subsection ‫ي‬,X c/ 9 /ْ ِI 4

section 8 <‫ﻣ‬/‫ء‬b / /ْ ِI 93

chaplain ` /I 44

food voucher H‫ا‬g) /I 80

1062
restricted growth ‫ا<ﻣ‬ I 23

judges ‫ ة‬iI 93

judicial H iI 74

penis ‫ ي‬S‫ ذ‬,i /W iI 8

case iI 43

global social issue ّ ‫ ا‬iI 72

child protection case ِْ ‫ا‬ 7 iI 72

individual issue ‫ د‬9 iI 20

suspected case ‫ھ‬,#%‫ ﻣ‬iI 7

team issue : ‫ا‬ ‫] دا‬/‫ﻣ‬/ iI 96

district ‫ ع‬I 50

sector ‫ ع‬I 53

social rented sector ‫ ر ا‬- j‫ ع ا‬I 61

private rented sector ّ‫ ص‬1 ‫ ر ا‬- j‫ ع ا‬I 61

service sector ‫ َﻣ ت‬1َ ‫ ع ا‬I 94

voluntary sector , ‫ا ﱠ‬ ‫ ع ا‬I 56

non-profit sector ‫) ا ﺑ‬ ‫ ع ا‬I 53

private sector ّ‫ص‬ ‫ ع‬I 53

public sector ‫ ع م‬I 53

statutory sector ّ ‫ﻣ‬,=ُ7/‫ ع م‬I 53

non-statutory sector ّ ‫ﻣ‬,=ُ7 ) ‫ ع‬I 53

informail sector &‫ ع ) ر‬I 53

community sector َ ْ-‫ ع ُﻣ‬I 53

1063
cutting 8 I 89

behead ‫ ا أس‬8 I 68

cut a tie @/ I+ 8 I 60

lack of energy I ‫ ا‬9 I 35

anxiety :َ َI 9

anxiety :َ َI 28

anxiety :َ َI 55

worry :َ َI 55

anticipatory anxiety I # &‫ ا‬:َ َI 35

economic ‫دي‬ I‫ ا‬:َ َI 41

concern ‫اھ م‬/:َ َI 55

oppression 8 I 32

repression 8 I 36

oppression 8 I 63

oppression 8 I 69

oppression 8 I 70

oppression 8 I 85

oppression 8 I 90

lice I 9

nit Z@ I 9

communication channel @‫ا‬,D/‫ل‬ D‫ ة ا‬FI 29

religious persuasion F‫د‬ FI 67

serfdom I‫د إ‬,# /‫د ا رض‬,# / X FI 86

1064
consulate FI 80

compulsion ‫ام‬b ‫إ‬/ _I 55

pimp ‫اد‬,I 88

madam ‫ادة‬,I 88

commonality S %‫ا& ُﻣ‬,I 56

strength ‫ة‬,I 48

leadership ‫ دة‬I 49

performance measurement ‫ س ا داء‬I 94

measuring poverty < ‫ س ا‬I 59

values I 10

Muslim values ‫ﻣ‬+&‫ إ‬I 68

value I 70

value I 71

value I 72

value I 81

self-esteem ‫ات‬g ‫ا‬ I 27

self-esteem ‫ات‬g ‫ا‬ I 35

self-worth ‫ات‬g ‫ا‬ I 42

social work value ‫ا‬ ‫ا‬ I 70

fundamental value & &‫أ‬ I 70

basic religious value & &‫ أ‬F ‫د‬ I 67

personal value 1A I 70

local value ‫ﻣ‬ I 72

1065
professional value ّ F_‫ِﻣ‬ I 70

severe of profound core activity

& & ‫ ط ا‬%F ‫ ا‬9 ‫ دة‬7 ‫ ة أو‬A ‫د‬, I 28
limitation
nightmare ‫س‬,‫ ﺑ‬S 17

catastrophe c‫ ر‬S 91

natural catastrophe #‫ ط‬c‫ ر‬S 77

man-made catastrophe %# ‫ ا‬#I L‫ ﻣ‬n- X c‫ ر‬S 89

Caritas ‫ ر س‬S 92

the elderly Lّ /ِ ‫ ر ا‬#S 40

older people L ّF/ِ ُ ‫ا‬/Lّ /ِ ‫ ر ا‬#S 41

limit exploratoin ‫ ف‬%= & ‫ا‬ 7 n#S 9

old age Lّ /ِ ‫ ا‬#S 40

later life Lّ /ِ ‫ ا‬#S 40

substantial RS/ #S 19

communication book @‫ا‬, ‫ ب ا‬S 29

talking book :‫ ط‬X X‫ ب إ = و‬S 24

life story book ‫ة‬ ‫ا‬ I ‫ ب‬S 15

holy book ‫ ب ﻣ< س‬S 68

creative writing ‫ ﺑ إﺑ ا‬S 11

write up l #‫ا‬ <D‫ و‬hH X ‫ ﺑ‬S 100

alcohol ‫ل‬, S 37

bruise ‫ﻣ‬S 9

human dignity ‫ ن‬/X ‫ اﻣ ا‬S 42

human dignity ‫ ن‬/Xj‫ اﻣ ا‬S 67

1066
human dignity ‫ ن‬/Xj‫ اﻣ ا‬S 70

inherent dignity @] ‫ اﻣ ﻣ‬S 73

hatred of foreigners L ‫ ﺑ‬Z ‫ا‬/WX ‫ اھ ا‬S 84

misanthropy ‫ ي‬%# ‫` ا‬F- ‫ا‬/‫ س‬F ‫ اھ ا‬S 84

racial hatred Fْ ُ ‫ اھ‬S 84

wheelchair ( I j‫وي ا‬g & S) ‫ك‬ ‫ & ﻣ‬S 23

power wheelchair H ‫_ ﺑ‬S ‫ك‬ ‫ & ﻣ‬S 23

power wheelchair with extensive

‫ة‬ / H ‫ت ھ‬+ D ‫ ذو‬H ‫_ ﺑ‬S ‫ك‬ ‫ & ﻣ‬S 23
adaptations
caravan ‫ ن‬9 S 61

brain gain ‫ ذوي ا = ءة‬W/S 75

scout 9 %S 10

bank statement =F# ‫ ب ا‬/ ‫ ا‬Q%S 58

early detection =‫ ﱢ‬#‫ ُﻣ‬Q%S 22

early identification =‫ ﱢ‬#‫ ُﻣ‬Q%S 22

competence ‫ ءة‬S 2

competence ‫ ءة‬S 70

competency ‫ ءة‬S 97

competency ‫ ءة‬S 99

social and emotional competencies / X/ ‫ّ و ط‬ ‫ ءة ا‬S 9

language proficiency ,Zُ ‫ ءة‬S 76

intercultural competence ‫ ت‬9 <R ‫ ا‬L ‫ ءة ﻣ ﺑ‬S 83

professional competency ّ F_‫ ءة ِﻣ‬S 96

efficiency 9/‫ ءة‬S 94

1067
spiritual competence 7‫ رة رو‬I/‫ ءة‬S 67

sponsorship S 78

service charge ‫ ْ ﻣ‬1ِ ‫ا‬ S 94

FE college ّ F_ ِ ‫ا‬ ‫ا ﱠ‬ S 98

further education college H /‫ﻣ‬ S/ ّ F_ ِ ‫ا‬ ‫ا ﱠ‬ S 98

polytechnic F<D S ‫او‬ ‫ ﱡ‬1َ َ ‫ﻣ‬ S 99

vocational college ّ F_‫ِﻣ‬ S 98

benefits trap X j‫ ا‬€9/L S 58

electricity ‫_ ﺑ ء‬S 89

cholera ‫ ا‬,S 89

nothing about me without me X‫ دو‬L‫ ﻣ‬F ‰ A 32

find not guilty ‫ﺑ يء‬/ ‫ﺑ‬,< ‫ان ﺑ‬ 43

refugee ‫ء‬O 78

refugee ‫ء‬O 80

refugee ‫ء‬O 80

de facto refugee ‫ ﺑ ء‬E9 ‫ء‬O / 9 ‫ء‬O 80

economic refugee ‫د‬ I‫ ب ا‬#& ‫ء‬O 77

environmental refugee E ‫ ب ﺑ‬#& ‫ء‬O 77

recognised refugee k‫ف ﺑ‬ ‫ء ﻣ‬O 80

transvestism }‫` ا‬F- ‫ ﺑ‬k#% ‫ا‬/ /# 66

SEN panel ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7 ‫ ا‬F- 21

panel of interviewers ‫ ا < ﺑ‬F- 97

interviewing panel ‫ ا < ﺑ‬F- 97

1068
truth commission :H ّ< ‫ا‬ <D F- 90

asylum ‫ء‬,- 80

territorial asylum ‫ء دا‬,- 80

diplomatic asylum & ‫ﻣ‬, ‫ء دﺑ‬,- 80

political asylum & & ‫ء‬,- 80

in favour of r 6

pretend play ‫ي‬b‫ رﻣ‬W 2

symbolic play ‫ي‬b‫ رﻣ‬W 2

children's game ‫ أط ل‬# 2

practice game < ّ# D # 2

game with rules ‫ا‬,I ‫ ذات‬# 2

individual work ‫ د‬9 ‫ ت‬7 8‫ﻣ‬ 47

language Z 29

sign language ‫ رة‬Aj‫ ا‬Z 24

British Sign Language X # ‫ رة ا‬Aj‫ ا‬Z 24

minority language I ‫ ا‬Z 24

body language /- ‫ ا‬Z 81

minority language I‫ أ‬Z 81

medical language ّ#‫ ط‬Z 64

legal language X,X I Z 93

oral language T Z 24

vocal language T Z 24

manually coded language ‫ ة و‬%‫ ﻣ‬Z 24

1069
standardised language ‫ ة‬7,‫ ﻣ‬Z 19

verbal language < X Z 29

_‫ اﻣ‬1 &‫ز ا‬,- ‫ت‬ ‫ )ﻣ‬W/F ‫ل ا‬,_-‫ﻣ‬/y <

foundling (‫ّ ا & ي‬F/ِ ‫ ا‬I ‫ ل ﺑ‬# /D‫ و‬89

family reunification ‫ا ُ& ة‬ A 77

family reunion ‫ا ُ& ة‬ A 77

touch ` 24

tactile/kinesthetic S 7/ / 28

entitlement ّ ‫ ا‬k 52
9:

have control over another person Lّ ‫ ُﻣ‬s1A O َ ْ&

ُ ‫ا‬/k 87

communication board @‫ا‬,D ‫ح‬, 29

Braille display ‫ ﺑ‬7, 24

colour ‫ن‬, 84

skin colour ‫ ة‬%# ‫ن ا‬, 81

skin colour ‫ ة‬%# ‫ن ا‬, 84

under the weather u ,‫ﺑ‬ % /kD 7 i9]‫` ﺑ‬ 64

non-disabled I ‫` ذو إ‬ 19

clean criminal record ‫اﻣ‬ ‫ إ‬-& k ` 76

sensory input /7 ‫ ُﻣ‬28

post-adolescence <َ‫ ﻣ ﺑ ا ُ اھ‬3

postlingual : F ‫ ﻣ ﺑ ا‬24

intersexuality ‫ ت‬X /F- ‫ ا‬L ‫ ﻣ ﺑ‬66

intramuscular ‫ت‬+i ‫ ا‬L ‫ ﻣ ﺑ‬39

interdisciplinary ‫ ت‬- َ ‫ ا‬L ‫ ﻣ ﺑ‬34

1070
preadolescence <َ‫ ا ُ اھ‬#I ‫ ﻣ‬3

prelingual : F ‫ ا‬#I ‫ ﻣ‬24

prepuberty ‫غ‬, # ‫ ا‬Lّ &ِ #I ‫ ﻣ‬3

water ‫ ﻣ ء‬89

article ‫ ﻣ دة‬73

subject ‫ ﻣ دة‬98

substance ( I < ‫ل وا‬, = ‫ ق ا‬/ِ ‫ا ا‬g‫ ھ‬9‫ ﻣ دة )و‬37

foundation course & &‫ ﻣ دة أ‬98

psychotropic substance F‫ ذھ‬c]D ‫ ﻣ دة ذات‬37

chemical H S ‫ ﻣ دة‬9

dependance producing substance ‫دﻣ ن‬+ ##/‫ ﻣ دة ﻣ‬37

psychoactive substance X / X ‫ ﻣ دة‬37

course ‫ ق‬/‫ﻣ‬/‫ ﻣ دة‬99

apply for a benefit ‫ ﻣ د‬44

what do you do? D ‫ أن‬u W , ‫ ﻣ ذا‬60

Marxist /S‫ ﻣ ر‬59

Marxist /S‫ ﻣ ر‬69

Marxist-materialist ‫ﻣ دي‬- /S‫ ﻣ ر‬20

malaria ‫ ﻣ ر‬89

home owner ‫ل‬bF ‫ة ا‬/u ‫ ﻣ‬61

familiar ‫ف‬, ]‫ ﻣ‬42

shelter ‫ ﻣ]وى‬61

homeless hostel L‫ د‬% ‫ ﻣ]وى‬61

1071
hostel L‫ د‬% ‫ ﻣ]وى‬61

foyer L‫ د‬% ‫ ﻣ]وى‬61

women's shelter ‫ ء‬/F ‫ ﻣ]وى‬61

asylum seekers’ hostel ‫ء‬,- ‫ ت ا‬# ‫ ﻣ]وى ُ < ﱢﻣ ط‬80

emergency night shelter ‫ارىء‬, ‫ت ا‬ ‫ ﻣ]وى‬61

night shelter for young people ‫ ب‬#% ‫ ﻣ]وى‬16

makeshift shelter -D ‫ ﻣ]وى ﻣ‬61

dwelling F=& ‫ ة‬7‫و‬/ <A/‫ ﻣ]وى‬61

initiative ‫ درة‬#‫ ﻣ‬85

global social work initiative ‫ا‬ ‫ ا‬9 ‫ درة‬#‫ ﻣ‬92

community action group َ ْ-‫ درة ُﻣ‬#‫ ﻣ‬51

community action َ ْ-‫ درة ُﻣ‬#‫ ﻣ‬51

action group َ ْ-‫ درة ُﻣ‬#‫ ﻣ‬53

ethical guideline I+ ‫ _ أ‬,D ‫ دىء‬#‫ ﻣ‬70

direct Aِ #‫ ُﻣ‬6

direct Aِ #‫ ُﻣ‬28

principle ‫ أ‬#‫ ﻣ‬46

principle ‫ أ‬#‫ ﻣ‬57

principle ‫ أ‬#‫ ﻣ‬70

principle ‫ أ‬#‫ ﻣ‬71

principle ‫ أ‬#‫ ﻣ‬80

principle of normalisation 8# ‫ أ ا‬#‫ ﻣ‬32

principle of proportionality W& F ‫ أ ا‬#‫ ﻣ‬6

1072
support concept ْ ‫ أ ا‬#‫ ﻣ‬28

Third Way l R‫ا‬: ‫ أ ا‬#‫ ﻣ‬60

ethical principle I+ ‫ أ أ‬#‫ ﻣ‬70

TF ‫ ا‬JZ‫ _ ﺑ‬I ‫ ع‬#D†‫ ﺑ‬Fْ_ ِ ‫ُ ِر& ا‬ I+ ‫ أ أ‬#‫ﻣ‬

consequentialist ethics WI‫ا‬, ‫ ا‬L 70

Affolter concept ,9‫ أ أ‬#‫ ﻣ‬28

country of first asylum principle ‫ء ا ول‬,- ‫ أ ﺑ ا‬#‫ ﻣ‬80

principle of discretion ‫ف‬ ‫ا‬ 7 ‫ أ‬#‫ ﻣ‬43

legal concept X,X I ‫ أ‬#‫ ﻣ‬5

shared value ‫ة‬/‫ ك‬%‫ُﻣ‬ I/‫ أ‬#‫ ﻣ‬50

concept h_F‫ﻣ‬/‫ أ‬#‫ ﻣ‬75

activity-based %X ‫ ا‬O ّ Fْ#‫ َﻣ‬10

trusting <R ‫ ا‬O ّ Fْ#‫ َﻣ‬10

issue-based H I iI O ّ Fْ#‫ َﻣ‬10

abstinence-based ‫ ع‬Fِ ‫ أ ا ْﻣ‬#‫ ﻣ‬O ّ Fْ#‫ َﻣ‬38

community-based َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫ َﻣ‬51

open access 8 - ‫ ُﻣ ح‬10

open to all 8 - ‫ ُﻣ ح‬41

mutual ‫ دَل‬# ‫ ُﻣ‬69

residual <# ‫ ﻣ‬56

homogenous `X - ‫ ﻣ‬81

overstayer 7, / ‫ ﻣ ا‬Ij‫ ة ا‬9 ‫ وز‬- ‫ ﻣ‬79

trafficker - ‫ ﻣ‬87

people trafficker %# ‫ ُﻣ ِ ﺑ‬79

1073
human trafficker %# ‫ ُﻣ ِ ﺑ‬79

human trafficker %# ‫ ُﻣ ِ ﺑ‬87

people trafficker %# ‫ ُﻣ ِ ﺑ‬87

wandering ‫ل‬,- ‫ ﻣ‬41

streetwalker ‫ارع‬,% ‫ ا‬Z‫ﺑ‬/‫ارع‬,% ‫ل ا‬,- ‫ ﻣ‬88

curb crawler ‫ارع‬,% ‫ ا‬Z‫ﺑ‬/‫ارع‬,% ‫ل ا‬,- ‫ ﻣ‬88

defiant ّ َ ‫ ﻣ‬25

sign language speaker ‫ رة‬Aj‫ ا‬Z ‫ ﻣ َ ّ ث‬24

liberal ‫ ا‬# /r F‫ﻣ‬/‫ر‬ ‫ ﻣ‬56

controlling ِ /‫ ُﻣ‬/ =‫ ُﻣ ﱢ‬1

specialist s ‫ ﱡ‬1َ َ ‫ ﻣ‬99

‫ أو‬Fّ ‫ت ُﻣ‬ 7 #‫ا‬ ِ ‫ ا‬9 s ‫ ﱡ‬1َ َ ‫ﻣ‬

professional foster carer @ّ 15

interpreter ‫ري‬,9 ‫ ﻣ‬80

sign language interpeter ‫ رة‬Aj‫ ا‬Z ‫ري‬,9 ‫ ﻣ‬24

concurrent L‫ا ٍﻣ‬b ‫ ُﻣ‬4

married couples ‫ن‬, ‫و‬b ‫ ﻣ‬16

permissive ‫ھ‬/‫ ﻣ‬2

religious dietary requirement F ‫ ب د‬#& H‫ا‬g) W ‫ ﻣ‬67

requirements ‫ت‬# ‫ ﻣ‬45

job requirement ‫ظ‬, ‫ ت ا‬# ‫ ﻣ‬97

employment conditions Q ‫ظ‬, ‫ وط ا‬A/‫ ت‬# ‫ ﻣ‬97

volunteer ‫ة‬/‫ع‬,‫ ُﻣ ﱢ‬14

volunteer ‫ة‬/‫ع‬,‫ ُﻣ ﱢ‬30

1074
volunteer ‫ة‬/‫ع‬,‫ ُﻣ ﱢ‬96

user ‫ ﻣ ط‬37

drug user ‫ ﱢرات‬1 ُ ‫ ﻣ ط ا‬65

injecting drug user Lّ< ‫ ا‬: ‫ ط‬L ‫ ﱢرات‬1 ُ ‫ ﻣ ط ا‬39

substance user I < ‫ ﱢرات وا‬1 ُ ‫ ﻣ ط ا‬37

drug user ‫ رات‬1‫ ﻣ ط ﻣ‬39

worshipper # ‫ ﻣ‬68

troubled R ‫ ﻣ‬25

multi-ethnic ‫اق‬ ‫ ُﻣ ﱢد ا‬82

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬17

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬34

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬46

multidisciplinary ‫ ت‬- َ ‫ ُﻣ ﱢد ا‬48

multi-professional L_ ‫ ُﻣ ﱢد ا‬37

multiagency ‫ ت‬/&P ‫ ُﻣ ﱢد ا‬46

multiagency ‫ ت‬/&P ‫ ُﻣ ﱢد ا‬48

multicultural ً 9 <c ‫ ُﻣ ﱢد‬82

range ‫ع‬,F ‫ﻣ‬/‫ ُﻣ ﱢدة‬4

sexually abused /Fْ ِ ‫& ءة‬j ‫ض‬ ‫ ﻣ‬8

traumatised ‫ﻣ‬ ‫ض‬ ‫ ﻣ‬14

value-oriented < ‫ ﺑ‬: ‫ ﻣ‬70

gustative ‫وق‬g ‫ ﺑ & ا‬: ‫ ﻣ‬28

olfactory % ‫ ﺑ & ا‬: ‫ ﻣ‬28

1075
Nordic ‫ ل ا وروﺑ‬% ‫ ﺑ ول ا‬: ‫ ﻣ‬56

earnings-related s1% ‫ ا‬k F- ‫ ﺑ‬: ‫ ﻣ‬57

Freirean 9/‫ي‬ 9,‫ﺑو‬ ‫ ﻣ < ﺑ‬69

Foucauldian ‫ه‬,S,9 % ‫ﻣ‬ ‫ ﻣ < ﺑ‬69

Habermasian Lّ &ِ ‫ ھ ﺑ ﻣ‬L)‫ر‬, D/‫ دىء‬# ‫ ﻣ < ﺑ‬69

adult learner ‫ة‬/x ‫ة ﺑ‬/ ‫ ﻣ ﱡ‬98

gender variant `F- ‫ ا‬Z ‫ ﻣ‬66

gay-friendly ‫ ت‬R ‫ وا‬L R #< ‫ ﻣ‬66

non-judgemental L }‫ ا‬O = ‫ عﺑ‬/ / #< ‫ ﻣ‬37

holistic ‫ ﻣ = ﻣ‬54

alchohol dependance syndrome ‫ل‬, = ‫ ا‬O ‫د‬ ‫زﻣ ا‬+ ‫ ﻣ‬38

dependance syndrome # ‫ا‬/ ‫د‬ ‫زﻣ ا‬+ ‫ ﻣ‬37

battered child syndrome Q‫ﱠ‬F ُ ‫زﻣ ا ِ ْ ا‬+ ‫ ﻣ‬9

fetal alcohol syndrome F F- ‫ل ا‬, = ‫زﻣ ا‬+ ‫ ﻣ‬27

fetal alcohol syndrome F F- ‫ل ا‬, = ‫زﻣ ا‬+ ‫ ﻣ‬38

Down syndrome ‫زﻣ داون‬+ ‫ ﻣ‬26

Down's syndrome ‫زﻣ داون‬+ ‫ ﻣ‬27

Down syndrome ‫زﻣ داون‬+ ‫ ﻣ‬27

Cinderella syndrome + ّF&ِ ‫زﻣ‬+ ‫ ﻣ‬7

cared-for-person ‫ ﻣ < ِر‬32

contested k ‫ زع‬F ‫ ﻣ‬59

contest _ ‫ زع‬F ‫ ﻣ‬20

nomad <F ‫ ﻣ‬81

1076
culturally diverse ً 9 <c ‫ع‬,F ‫ ﻣ‬81

ethnically diverse ً I ‫ع‬,F ‫ ﻣ‬83

accused _ ‫ ﻣ‬43

reckless ‫ر‬,_ ‫ ﻣ‬35

moderate y&, ‫ ﻣ‬33

unwell ‫ة‬/u , ‫ ﻣ‬64

poorly u_F‫ﻣ‬/u , ‫ ﻣ‬64

available ‫ﱢ‬9,َ ‫ ُﻣ‬4

ideal of education ‫ا ﱠ‬ R‫ ﻣ‬54

gay R‫ ﻣ‬66

homosexual R‫ ﻣ‬66

lesbian R‫ ﻣ‬66

thriving R‫ ﻣ‬50

controversial ‫ل‬- R‫ ُﻣ‬5

famine -‫ ﻣ‬89

arena ‫ ل‬-‫ َﻣ‬1

discipline ‫ ل‬-‫ َﻣ‬56

discipline ‫ ل‬-‫ َﻣ‬72

research area l # ‫ ل ا‬-‫ َﻣ‬100

field of specialisation s ‫ ﱡ‬1َ َ ‫ ل ا‬-‫ َﻣ‬93

course of study &‫ ل ا را‬-‫ َﻣ‬99

field of practice &‫ ل ا ُ ِر‬-‫ َﻣ‬52

practice field &‫ ل ا ُ ِر‬-‫ َﻣ‬62

1077
migration field ‫ ة‬-_ ‫ ل ا‬-‫ َﻣ‬75

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬31

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬43

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬50

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬71

academic discipline ‫ د‬S‫ ل أ‬-‫ َﻣ‬75

rehabilitation education ‫إ دة ا ]ھ‬ D ‫ ل‬-‫ َﻣ‬31

subdiscipline ‫ي‬,X c ‫ ل‬-‫ َﻣ‬40

sub-discipline ‫ي‬,X c ‫ ل‬-‫ َﻣ‬75

filmmaking ‫م‬+9 ‫ا‬ F@ ‫ ل‬-‫ َﻣ‬11

sex industry `F- ‫ا‬ F@ ‫ ل‬-‫ َﻣ‬88

interdisciplinary field ‫ت‬ ‫ ﱡ‬1َ َ ‫ ل ُﻣ ﱢد ا‬-‫ َﻣ‬75

neighbouring discipline k‫ ﺑ‬%‫ ل ﻣ‬-‫ َﻣ‬71

neighbouring discipline ‫ ور‬-‫ﻣ‬/k‫ ﺑ‬%‫ ل ﻣ‬-‫ َﻣ‬20

arena of social work practice ‫ا‬ ‫ ل ُﻣ ِر& ا‬-‫ َﻣ‬41

leading discipline / H‫ ر‬s ‫ ﱡ‬1َ َD/‫ ل‬-‫ َﻣ‬22

discipline /‫ ل‬-‫ َﻣ‬22

disability discipline I j‫ا‬ /‫ ل‬-‫ َﻣ‬22

forced ‫ ي‬/I/ ) ‫ﻣ‬/ #-‫ ﻣ‬77

society 8 َ ْ-‫ ُﻣ‬19

community 8 َ ْ-‫ ُﻣ‬50

community 8 َ ْ-‫ ُﻣ‬62

community 8 َ ْ-‫ ُﻣ‬71

1078
society 8 َ ْ-‫ ُﻣ‬71

community 8 َ ْ-‫ ُﻣ‬75

community 8 َ ْ-‫ ُﻣ‬89

Deaf community ‫ ا‬8 َ ْ-‫ ُﻣ‬24

Deaf community ‫ ا‬8 َ ْ-‫ ُﻣ‬50

work society ‫ ا‬8 َ ْ-‫ ُﻣ‬60

international social work community ‫ا و‬ ‫ا‬ ‫ ا‬8 َ ْ-‫ ُﻣ‬71

migrant community L _ ُ ‫ ا‬8 َ ْ-‫ ُﻣ‬83

Muslim community ‫ﻣ‬+&‫ إ‬8 َ ْ-‫ ُﻣ‬68

risk society 8 َ ْ-‫ ُﻣ‬60

international community ‫ دو‬8 َ ْ-‫ ُﻣ‬73

international community ‫ دو‬8 َ ْ-‫ ُﻣ‬80

global religious community F ‫ د‬8 َ ْ-‫ ُﻣ‬68

online community nX Xj‫ ا‬# 8 َ ْ-‫ ُﻣ‬50

faith community ‫ ي‬H < 8 َ ْ-‫ ُﻣ‬67

therapeutic community + 8 َ ْ-‫ ُﻣ‬36

affluent society F) 8 َ ْ-‫ ُﻣ‬59

individualised society ‫ دي‬9 8 َ ْ-‫ ُﻣ‬59

active community ‫ ل‬9 8 َ ْ-‫ ُﻣ‬50

big society #S 8 َ ْ-‫ ُﻣ‬50

multicultural society ‫ ت‬9 <R ‫ ُﻣ ﱢد ا‬8 َ ْ-‫ ُﻣ‬82

broken society u= ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬50

ethnically diverse society ً I ‫ع‬,F ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬83

1079
disadvantaged community <9/‫وم‬ ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬62

domestic society ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬72

civil society X ‫ ﻣ‬8 َ ْ-‫ ُﻣ‬50

host society Q i /‫ ﻣ‬8 َ ْ-‫ ُﻣ‬82

Muslim community /‫ ﻣ‬8 َ ْ-‫ ُﻣ‬68

diasporic community n %‫ ﻣ‬8 َ ْ-‫ ُﻣ‬82

community-based 8 َ ْ- ُ ‫ ا‬O ّ Fْ#‫ َﻣ‬/ َ ْ-‫ ُﻣ‬39

outflow ‫ وج‬1 ‫ ى ا‬-‫ ﻣ‬75

inflow ‫ل‬, ‫ ى ا‬-‫ ﻣ‬75

migration flow L _ ُ ‫ ى ا‬-‫ ﻣ‬75

migration stream ‫ ة‬-_ ‫ ى ا‬-‫ ﻣ‬75

migratory flow ‫ ي‬-‫ ى ھ‬-‫ ﻣ‬75

course ‫ ة‬/‫ﻣ‬/‫ ى‬-‫ ﻣ‬33

professional journal ّ F_‫ ِﻣ‬-‫ ﻣ‬97

council ` -‫ ﻣ‬25

council ` -‫ ﻣ‬53

upper house ‫ن‬ ‫ ` ا‬-‫ ﻣ‬93

Security Council L‫ ` ا ﻣ‬-‫ ﻣ‬74

lower house ‫اب‬,F ‫ ` ا‬-‫ ﻣ‬93

Trusteeship Council @, ‫ ` ا‬-‫ ﻣ‬74

Sharia council ‫ﻣ‬+&‫إ‬ A ` -‫ ﻣ‬68

youth group work ‫ ب‬#%‫ا ﱠ‬ ‫ ت‬, -‫ ﻣ‬11

parent-child group ‫ وا ط ل‬L ‫ا‬, ‫ ت‬, -‫ ﻣ‬12

1080
social group ّ ‫ا‬ , ْ-‫ َﻣ‬80

social group ّ ‫ا‬ , ْ-‫ َﻣ‬82

social and recreational group _ 9 D‫ّ و‬ ‫ا‬ , ْ-‫ َﻣ‬49

organised criminal group ‫ﱠ‬TF‫اﻣ ُﻣ‬ ‫ا‬ , ْ-‫ َﻣ‬87

sex trafficking syndicate /Fْ ِ ‫ ر‬-D ‫ا‬ , ْ-‫ َﻣ‬88

peer group ‫ ان‬I ‫ا‬ , ْ-‫ َﻣ‬10

psychodrama group + ‫ا راﻣ ا‬ , ْ-‫ َﻣ‬49

self-help group D‫ا‬g ‫ا ْ ا‬ , ْ-‫ َﻣ‬49

mutual aid group ‫ دَل‬# ُ ‫ا ْ ا‬ , ْ-‫ َﻣ‬49

self-help group ّ D‫ا‬g ‫ ِ ة ا‬/ ُ ‫ا‬ , ْ-‫ َﻣ‬38

self-help group for older people L ّF/ِ ُ ّ D‫ا‬g ‫ ِ ة ا‬/ ُ ‫ا‬ , ْ-‫ َﻣ‬41

self-advocacy group ّ D‫ا‬g ‫ @ ة ا‬F ‫ا‬ , ْ-‫ َﻣ‬32

minority ethnic group I I‫أ‬ , ْ-‫ َﻣ‬81

self-led group ّ D‫ﺑ< دة ذا‬ , ْ-‫ َﻣ‬49

experiential group # -D , ْ-‫ َﻣ‬49

human relations group # -D , ْ-‫ َﻣ‬49

T-group W‫ ر‬D , ْ-‫ َﻣ‬49

learning set "n & xF X "‫ ب‬O /D ‫ ﱡ‬D , ْ-‫ َﻣ‬95

theme-centred interaction group Lّ ‫ع ُﻣ‬,\,‫ل ﻣ‬,7 ‫رة‬, ‫ﻣ‬ D , ْ-‫ َﻣ‬49

civil rights group X ‫ق ﻣ‬,<ُ7 , ْ-‫ َﻣ‬85

problem solving group S% ‫ ا‬7 , ْ-‫ َﻣ‬49

support group ‫دا‬ , ْ-‫ َﻣ‬95

self-help group D‫د ْ ذا‬ , ْ-‫ َﻣ‬51

1081
self-help group ّ D‫ ِ ة ذا‬/‫ ُﻣ‬/ D‫د ْ ذا‬ , ْ-‫ َﻣ‬53

support group for carers ‫ة‬ ْ ‫د‬ , ْ-‫ َﻣ‬41

support and discussion group ‫< ش‬X‫د ْ و‬ , ْ-‫ َﻣ‬12

ethnic minority group I I‫ذات أ‬ , ْ-‫ َﻣ‬85

group with voluntary membership ,‫ط‬/ ‫ر‬ ‫ ا‬,i ‫ذات‬ , ْ-‫ َﻣ‬49

group with involuntary membership ‫ ر‬# ‫ا‬/ ‫ر‬ ‫ ) ا‬,i ‫ذات‬ , ْ-‫ َﻣ‬49

babies and toddlers group ‫ ودرّج‬8\‫ر‬ , ْ-‫ َﻣ‬13

youth group ‫ ﺑ‬#A , ْ-‫ َﻣ‬10

grassroots group #A , ْ-‫ َﻣ‬51

vulnerable group 1 \ ْ ُ ‫ ُﻣ‬/ \ , ْ-‫ َﻣ‬87

pressure group yZ\ , ْ-‫ َﻣ‬51

ethnic group I , ْ-‫ َﻣ‬81

ethnic group I , ْ-‫ َﻣ‬82

racial group I , ْ-‫ َﻣ‬84

therapeutic groupwork + , ْ-‫ َﻣ‬49

task group , ْ-‫ َﻣ‬49

playgroup W , ْ-‫ َﻣ‬13

encounter group H< , ْ-‫ َﻣ‬49

talking group ‫ ت‬c‫ﻣ د‬ , ْ-‫ َﻣ‬41

at-risk group 1 \ ْ ُ ‫ُﻣ‬ , ْ-‫ َﻣ‬37

closed group < Z‫ﻣ‬ , ْ-‫ َﻣ‬49

open group 7, ‫ﻣ‬ , ْ-‫ َﻣ‬49

antiracist group Fْ ُ 9 =‫ُﻣ‬ , ْ-‫ َﻣ‬85

1082
youth clique ( A) L‡‫ ب ا <ُ ﺑ‬#%‫ ء ا ﱠ‬I @ ‫ ا‬L‫ﻣ‬ , ْ-‫ َﻣ‬11

group of people ‫ س‬F ‫ ا‬L‫ﻣ‬ , ْ-‫ َﻣ‬82

marginalised group % ّ _‫ُﻣ‬ , ْ-‫ َﻣ‬67

women's self-help group ‫ دا‬H /X , ْ-‫ َﻣ‬63

recruited F-‫ ﻣ‬86

gendered `F-‫ ﻣ‬63

sexualised conversation /Fْ ِ 8‫ ذات ط ﺑ‬c‫ ﻣ د‬8

fight discrimination b ‫ ﻣ رﺑ ا‬85

combat racism Fْ ُ ‫ ﻣ رﺑ ا‬85

combat poverty < ‫ ﻣ رﺑ ا‬59

combating poverty < ‫ ﻣ رﺑ ا‬59

fight poverty < ‫ ﻣ رﺑ ا‬92

fight oppression 8 < ‫ ﻣ رﺑ ا‬85

lecturer \ ‫ ﻣ‬99

disabilities lecturer I j‫ا‬ 9 \ ‫ ﻣ‬19

social work educator ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 \ ‫ ﻣ‬99

seminar ‫دورة‬/‫ ﻣ \ ة‬12

conservative •9 ‫ ﻣ‬56

maintain O T9 ‫ ﻣ‬49

maintain O T9 ‫ ﻣ‬64

maintaining birth family contact , , # ‫ ا ُ& ة ا‬8‫ا@ ﻣ‬, ‫ ا‬O T9 ‫ ﻣ‬15

put s.o. on trial S ‫ ﻣ‬78

tribunal S ‫ ﻣ‬90

1083
criminal prosecution HF S ‫ ﻣ‬43

defence lawyer ‫ ع‬9 ‫ ﻣ ﻣ ا‬43

suicide attempt ‫ ر‬X‫ ﻣ و ا‬9

health determinant @ ‫ ﻣ َ ّ د‬64

locally specific ً ‫ ﻣ َ ّ د ﻣ‬72

restricted ‫ود‬ ‫ ﻣ‬79

job search engine ‫ظ‬, ‫ ل ا‬- َ ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ‬l ‫ك ﺑ‬ ‫ ﻣ‬97

taboo ‫ﻣت‬ ‫ ﻣ‬65

disadvantaged ‫وم‬ ‫ ﻣ‬59

restricted ‫ود‬ ‫ﻣ‬/‫ر‬, ‫ ﻣ‬23

interview record ‫ ا < ﺑ‬i ‫ ﻣ‬80

police station ‫ ط‬%‫ا‬ ‫ ﻣ‬43

trigger b ‫ ﻣ‬17

stimulus b ‫ ﻣ‬28

stimulant b ‫ ﻣ‬39

over-stimulated ‫ اط‬9†‫ ﺑ‬b ‫ ﻣ‬28

court = ‫ ﻣ‬4

court = ‫ ﻣ‬90

court = ‫ ﻣ‬93

youth court ‫ ّ اث‬7َ ‫ا‬ = ‫ ﻣ‬46

family proceedings court (‫ ّ اث‬7َ ‫ا‬ = ‫ ﺑ‬9‫ ا ردن ﻣ و‬9) ‫ا ُ& ة‬ = ‫ ﻣ‬6

International Court of Justice ‫ا لا و‬ = ‫ ﻣ‬74

International Court of Justice ‫ا لا و‬ = ‫ ﻣ‬90

1084
Sharia court A = ‫ ﻣ‬68

volatile solvent ‫ل‬, ‫ ﻣ‬38

solvent ‫ل‬, ‫ ﻣ‬38

local ‫ ﻣ‬10

focus b S ‫ر ا‬, ‫ ﻣ‬48

computerised W&, ‫ ﻣ‬48

surrounding y ‫ ﻣ‬82

social surroundings ‫ ا‬y ‫ ﻣ‬62

gay scene L R ‫ ا‬y ‫ ﻣ‬66

socio-spatial ‫ ا‬7 /‫ﻣ‬/y ‫ ﻣ‬62

against someone's will s1% ‫ ا‬#) Q 1‫ ﻣ‬34

against the wishes of parents L ‫ا‬, ‫ ا‬#) Q 1‫ ﻣ‬6

transgression 1‫ ﻣ‬46

health concern @ ‫ وف‬1‫ ﻣ‬89

child protection concerns ِْ ‫ا‬ 7 ‫ون‬PA 9 ‫ وف‬1‫ ﻣ‬6

professional H ‫أ‬/ ّsَ 1ْ ‫ ُﻣ‬34

eclectic ‫ و ُﻣ ﱢد‬Q 1‫ ﻣ‬48

tranquiliser ‫ ر‬1‫ ﻣ‬38

prescribed heroin ‫ة‬/W # ‫ ا‬#I L‫ف ﻣ‬,@, ‫ ا‬L ‫ ر ا _ و‬1‫ ﻣ‬39

drug ‫دواء‬/‫ ر‬1‫ ﻣ‬37

drug ‫دواء‬/‫ ر‬1‫ ﻣ‬39

_ ‫ ﱢرات ا‬1 ُ ‫ رع )ا‬% ‫ رات ا‬1‫ﻣ‬

street drug (‫ رع‬% ‫ ا‬L‫ ﻣ‬s1% ‫ ا‬38

hard drug <c ‫ رات‬1‫ ﻣ‬39

1085
soft drug ‫ رات‬1‫ ﻣ‬39

ilicit drug ‫ و‬%‫ رات ) ﻣ‬1‫ ﻣ‬39

illegal drug ,F ‫ رات ﻣ‬1‫ ﻣ‬39

learning outcome ‫تا ﱠ‬ 1‫ ﻣ‬99

home visiting scheme bF ‫ رات ا‬b ‫ ا‬y 1‫ ﻣ‬41

timeline F‫ ول زﻣ‬/y 1‫ ﻣ‬48

toxic waste ‫ ت & ﻣ‬1‫ ﻣ‬89

intimidating W ‫ﻣ‬/Q 1‫ ﻣ‬93

imagination 1‫ ﻣ‬2

special boarding school ‫ ﱡ‬1َ َ ‫ﻣ‬ ‫ ﻣ ارس دا‬16

duration ‫ ﻣ ة‬33

term of the contract < ‫ ﻣ ة ا‬97

time period F‫ ﻣ ة زﻣ‬75

fixed period ‫ ﻣ َ ّ دة‬F‫ ﻣ ة زﻣ‬76

short duration ‫ة‬ I ‫ ﻣ ة‬78

definite period ‫ ﻣ ة ﻣ َ ّ دة‬77

period ‫ ة‬9/‫ ﻣ ة‬75

coach ‫ ﻣ رب‬47

trainer ‫ة‬/‫ ﻣ رب‬49

school &‫ ﻣ ر‬69

primary school H‫ ﻣ ر& اﺑ ا‬98

mainstream school ‫د‬ ‫ ﻣ ر& ا‬21

mainstream school ‫د‬ ‫ ﻣ ر& ا‬22

1086
mainstream school ‫د‬ ‫ ﻣ ر& ا‬25

mainstream school ‫د‬ ‫ ﻣ ر& ا‬26

mainstream school ‫د‬ ‫ ﻣ ر& ا‬98

school of the blind and visually

‫ي‬ # ‫ ا‬Qْ i
َ ‫ ء وذوي ا‬S ‫ ﻣ ر& ا‬24
impaired
school of psychotherapy / F ‫ج ا‬+ ‫ ﻣ ر& ا‬36

mainstream school ‫د‬ ‫ ﻣ ر& إ‬23

compulsory schooling ‫اﻣ‬b ‫ ﻣ ر& إ‬18

special school ّ
@ ‫ ﺑ‬D &‫ ﻣ ر‬28

secondary school ,X c &‫ ﻣ ر‬98

state school ّ ‫ﻣ‬,=ُ7 &‫ ﻣ ر‬98

special school ّ
@ &‫ ﻣ ر‬98

independent school ّ
@ &‫ ﻣ ر‬98

private school ّ
@ &‫ ﻣ ر‬98

` ‫ و‬X #‫ا‬Q ّ
‫ ا‬W/ ‫@ ﺑ‬ &‫ﻣ ر‬
public school ‫ ﻣ‬/ ّ ‫ﻣ‬,=ُ7 &‫ ﻣ ر‬98

/F‫ّ ا‬ ‫ﺑ ت ا‬, ّ
‫وي ا‬g @ &‫ﻣ ر‬
SEBD special school S, /
ُ ‫ ا‬25

EBD special school S, /ُ ‫ وا‬/ F ‫ﺑ ت ا‬, ّ

‫وي ا‬g @ &‫ ﻣ ر‬25

special school for children with learning ‫ ﱡ‬D ‫ﺑ ت‬, @ ‫@ [ط ل ذوي‬

ّ &‫ ﻣ ر‬27
difficulties
boarding school ‫ ﻣ ر& دا‬7

boarding school ‫ ﻣ ر& دا‬98

residential school ‫ ﻣ ر& دا‬98

comprehensive school ‫ ﻣ‬A &‫ ﻣ ر‬98

general school ‫ﻣ‬ &‫ ﻣ ر‬21

1087
school for children with physical
/- ‫ ت ا‬I j‫ ﻣ ر& [ط ل ذوي ا‬23
disabilities
special school ّ 1‫ﺑ ا‬
@ &‫ ﻣ ر‬21

special school ّ 1‫ﺑ ا‬

@ &‫ ﻣ ر‬22

hospital school ( O % /‫ﻣ‬ ‫ )دا‬O % /‫ ﻣ ر& ﻣ‬98

day school ‫_ ر‬X &‫ ﻣ ر‬98

alcoholic ‫ل‬, = ‫ ا‬O L‫ ﻣ ﻣ‬38

addict ‫ة‬/L‫ ﻣ ﻣ‬37

shanty town r ‫ ﻣ ن ا‬89

global cities ‫ ﻣ ن‬82

code of ethics Fْ_ ِ ‫ ت ُﻣ ِر& ا‬I+ ‫أ‬/‫ ت‬I+ ‫ ا‬X‫ ﻣ و‬70

code of conduct ‫ك‬, /ُ ‫ا‬ ‫ا‬,I X‫ ﻣ و‬70

extent ‫ ﻣ ى‬90

case manager ‫ا‬ ‫ ُﻣ‬47

care manager ‫ا‬ ‫ ُﻣ‬/ ِ ‫ا‬ ‫ ُﻣ‬47

prison governor L-/ ‫ا‬ ‫ ُﻣ‬44

prison director L-/ ‫ا‬ ‫ ُﻣ‬44

case manager 7 ‫ ُﻣ‬14

head of human resources %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬ ‫ ُﻣ‬96

human resources manager %# ‫ارد ا‬, ‫ ة ا‬H‫دا‬ ‫ ُﻣ‬96

nursery manager X i ‫ة ا‬/ ‫ ُﻣ‬13

city F ‫ ﻣ‬50

city F ‫ ﻣ‬62

massacre ‫ﺑ‬g‫ ﻣ‬90

1088
find guilty ‫ م‬-‫ ان ﺑ‬/WXg‫ ﻣ‬43

Gestalt therapy group + ‫ ا‬n %) W‫ھ‬g‫ ﻣ‬49

reference 8 ‫ ﻣ ا‬97

review ‫ ﻣ ا‬47

systemic literature review TF‫= ﻣ‬%‫ا دﺑ ت ﺑ‬ ‫ ﻣ ا‬100

policy review ‫ &ت‬/‫ا‬ ‫ ﻣ ا‬85

psychiatric interview 9‫ ر‬D ‫ أو‬/ / / X ّ#‫ط‬ ‫ ﻣ ا‬33

outpatient ‫ ر‬1 ‫دات ا‬ ‫ ا‬, ‫ ﻣ ا‬64

D L g ‫ ا‬O\ ‫ا‬/ ‫ ر‬1 ‫دات ا‬ ‫ا‬, ‫ﻣ ا‬

outpatient _ ‫ا‬ ‫ ا‬38

repeatedly ‫= ا ًر‬D‫ ﻣ اراً و‬9

culturally sensitive 9 <R ٍ‫ ﻣ اع‬83

‫ع‬,F ‫ ه ا‬-D k & /7/ ‫ع ا‬,F ‫ﻣ اع‬

gender sensitive ‫ ا‬4

litigation 9‫ ﻣ ا‬93

facility :ِ9‫ ﻣ ا‬52

youth recreational facilities ‫ ب‬#% _ 9 D :ِ9‫ ﻣ ا‬11

public utility ‫ﻣ‬ :ِ9‫ ﻣ ا‬89

secure facilities ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫ ﻣ‬:ِ9‫ ﻣ ا‬16

facility /&P‫ ُﻣ‬/‫]ة‬%F‫ﻣ‬/:ِ9‫ ﻣ ا‬21

monitoring #I‫ ﻣ ا‬45

surveillance #I‫ ﻣ ا‬45

surveillance #I‫ ﻣ ا‬55

monitor #I‫ ﻣ ا‬85

1089
monitoring #I‫ ﻣ ا‬95

group observation , ْ- َ ‫ ا‬#I‫ ﻣ ا‬49

equal opportunities monitoring ‫ ا ص‬P9 =D #I‫ ﻣ ا‬85

adolescence <َ‫ ُﻣ اھ‬2

adolescence <َ‫ ُﻣ اھ‬3

early adolescence ‫ ﱢ= ة‬#‫ ُﻣ اھَ< ُﻣ‬3

late-adolescence ‫ة‬ ] ‫ ُﻣ اھَ< ﻣ‬3

mid-adolescence &, ‫ ُﻣ اھَ< ﻣ‬3

educator ّ‫ ُﻣ ﺑ‬10

child-rearer ‫ ُﻣ ﺑّ أط ل‬54

child-raiser ‫ ُﻣ ﺑّ أط ل‬54

informal educator ‫ ﻣ‬TX ) ّ‫ ُﻣ ﺑ‬10

youth educator ‫ ب‬#%‫ ا ﱠ‬E ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ ﺑّ ُﻣ‬10

nanny ‫ة أط ل‬/ ّ‫ ُﻣ ﺑ‬13

,‫ ﺑ‬D ‫) اض‬ H 8‫ة ﻣ‬/ <‫ة أط ل ﻣ‬/ ّ‫ُﻣ ﺑ‬

au-pair bF ‫ و ﺑ ا‬13

child-raiser ْ ‫ ُﻣ ﺑّ ِط‬/ ّ‫ ُﻣ ﺑ‬2

nursery nurse X i7 ّ‫ ُﻣ ﺑ‬54

governess ّ
@ ّ‫ ُﻣ ﺑ‬54

nursery teacher X i7 ‫ ُﻣ ﱢ‬/ ّ‫ ُﻣ ﺑ‬54

reverse chronological ً /= ً F‫ زﻣ‬WD ‫ ﻣ‬97

tied y#D ‫ ﻣ‬82

cross dresser ‫ ة‬Z ‫ﺑ` ا‬+ ‫ ي ا‬D ‫ ﻣ‬66

referee ّ F_‫ ِﻣ‬8 ‫ ﻣ‬97

1090
stage 7 ‫ ﻣ‬3

stage 7 ‫ ﻣ‬90

stage of development ‫ّر‬,َ َ ‫ ا‬7 ‫ ﻣ‬49

stage of development in groups ‫ ت‬, - ‫ ا‬9 ‫ّر‬,َ َ ‫ ا‬7 ‫ ﻣ‬49

early adulthood ‫ ﱢ= ة‬# ُ ‫ ا‬A ‫ ا‬7 ‫ ﻣ‬40

life stage D 7 7 ‫ ﻣ‬3

phase of life D 7 7 ‫ ﻣ‬40

preschool &‫ ا ر‬#I ‫ ﻣ‬7 ‫ ﻣ‬13

residual phase <# ‫ ﻣ‬7 ‫ ﻣ‬35

developmental stage H X 7 ‫ ﻣ‬2

entrenched €& ‫ ﻣ‬12

entrenched €& ‫ ﻣ‬37

successful candidate r X rA ‫ ﻣ‬97

counsellor A ‫ ﻣ‬47

school counsellor &‫ ﻣ ر‬A ‫ ﻣ‬18

disease ‫ ﻣ ض‬23

disease ‫ ﻣ ض‬38

disease ‫ ﻣ ض‬41

sickness ‫ ﻣ ض‬64

illness ‫ ﻣ ض‬64

disease ‫ ﻣ ض‬64

HIV/AIDS ‫ ز‬j‫ ﻣ ض ا‬72

Alzheimer's disease ‫ھ‬b ‫ ﻣ ض ا‬41

1091
cancer ‫ ط ن‬/ ‫ ﻣ ض ا‬38

tuberculosis / ‫ ﻣ ض ا‬89

venereal disease & FD ‫ ﻣ ض‬65

serious illness A/ ‫ ﻣ ض‬42

parasitic disease ‫ ﻣ ض ط‬89

ageing-related disease ,1 % ‫ ﺑ‬: ‫ ﻣ ض ﻣ‬41

alcohol-related illness ‫ل‬, = ‫ ﺑ‬: ‫ ﻣ ض ﻣ‬38

sexually transmitted disease ً /Fْ ِ I F ‫ ﻣ ض ﻣ‬88

life-limiting condition i /L‫ﻣ‬b‫ ﻣ ض ﻣ‬42

infectious disease ٍ ‫ ﻣ ض ﻣ‬89

sexually transmitted disease ً /Fْ ِ ‫ل‬,<F‫ ﻣ ض ﻣ‬8

life-threatening illness s1% ‫ة ا‬ ‫ ﻣ ض ﻣ_ د‬42

mental illness / X ‫ ﻣ ض‬30

mental illness / X ‫ ﻣ ض‬33

psychiatric illness / X ‫ ﻣ ض‬33

psychiatric disease / X ‫ ﻣ ض‬33

mental illness / X ‫ ﻣ ض‬44

STD /Fْ -ِ ‫ل ا‬ D ‫ ا‬# < F ‫ ﻣ ض‬65

mental health problem ‫ة‬/ / X =%‫ ُﻣ‬/‫ ﻣ ض‬41

under coercion #-‫ﻣ‬/ ) ‫ ﻣ‬86

coerced ‫ر‬,#-‫ﻣ‬/ ) ‫ ﻣ‬88

desirable ‫ب‬,) ‫ ﻣ‬97

port ]9 ‫ ﻣ‬80

1092
enclosed :9 ‫ ﻣ‬97

social contruction ‫ ا‬WS ‫ ﻣ‬63

social construct ‫ ا‬WS ‫ ﻣ‬69

social construction ‫ ا‬WS ‫ ﻣ‬84

detention centre ‫ ز‬- 7‫ ا‬bSِ ْ ‫ َﻣ‬80

holding centre ‫ ز‬- 7‫ ا‬bSِ ْ ‫ َﻣ‬80

women's counselling centre ‫أة‬ ‫ ري‬% &‫ ا‬bSِ ْ ‫ َﻣ‬63

drug and alcohol advice centre I < ‫ل وا‬, = ‫ ِ ﻣ ا‬1 / ُ ‫ ري‬% &‫ ا‬bSِ ْ ‫ َﻣ‬37

reception centre ‫ ل‬#< &‫ ا‬bSِ ْ ‫ َﻣ‬80

reception centre for asylum seekers ‫ء‬,- ‫ ا‬# ‫ ل‬#< &‫ ا‬bSِ ْ ‫ َﻣ‬61

remand centre ‫ ط‬7 ‫` ا‬# ‫ ا‬bSِ ْ ‫ َﻣ‬43

job centre Q ‫ظ‬, ‫ا‬/ ‫ ا‬bSِ ْ ‫ َﻣ‬60

centre for independant living < / ‫ ا ~ ا‬bSِ ْ ‫ َﻣ‬32

activity centre for young people ‫ ب‬#% %X‫ أ‬bSِ ْ ‫ َﻣ‬11

secure training centre ‫ ة‬%‫ ﺑ‬L‫ ﻣ ﻣ‬W ‫ ر‬D bSِ ْ ‫ َﻣ‬16

leisure centre _ 9 D bSِ ْ ‫ َﻣ‬51

volunteer centre for senior citizens Lّ /ِ ‫ ر ا‬#= , D bSِ ْ ‫ َﻣ‬41

adult education centre ‫ ر‬#= ‫ا‬ D bSِ ْ ‫ َﻣ‬98

cultural centre 9 <c bSِ ْ ‫ َﻣ‬54

day care centre ‫_ ر‬X ‫ ِر‬bSِ ْ ‫ َﻣ‬34

mobile youth centre <F ‫ ب ﻣ‬#A bSِ ْ ‫ َﻣ‬11

family centre ‫ون ا ُ& ة‬PA bSِ ْ ‫ َﻣ‬12

woman's health centre ‫أة‬ @ bSِ ْ ‫ َﻣ‬63

1093
paediatric centre ‫ أط ل‬W‫ ط‬bSِ ْ ‫ َﻣ‬22

children's centre &[ bSِ ْ ‫ َﻣ‬12

family centre ‫ [ُ& ة‬bSِ ْ ‫ َﻣ‬4

young offender institution ‫ ّ اث‬7َ ‫ ة ا‬F- bSِ ْ ‫ َﻣ‬46

Youth centre ‫ ب‬#% bSِ ْ ‫ َﻣ‬11

drop-in centre for young women ,‫ َ ّ ﻣ‬D ‫ دون‬8 ‫ت ا‬ bSِ ْ ‫ َﻣ‬11

parent-child centre ‫ وا ط ل‬L ‫ا‬, bSِ ْ ‫ َﻣ‬12

community centre َ ْ-‫ ُﻣ‬bSِ ْ ‫ َﻣ‬51

urban centre ‫ ي‬i7/ X ‫ ﻣ‬bSِ ْ ‫ َﻣ‬67

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬34

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬39

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬41

drop-in centre ‫ا‬,‫ت دون ﻣ‬ ‫ا‬ ‫ح‬, ‫ ﻣ‬bSِ ْ ‫ َﻣ‬52

artrs centre ‫ن‬,F _ ‫ﻣ‬/bSِ ْ ‫ َﻣ‬51

emotionally straining ً / X :‫ ﻣ ھ‬95

experience of racism Fْ ُ ‫ رب‬- ‫ ﻣ ور ﺑ‬84

transit <X/‫ ﻣ ور‬78

inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ اد‬D ‫)أي‬ ‫ دا‬J ‫ ﻣ‬34

inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ اد‬D ‫)أي‬ ‫ دا‬J ‫ ﻣ‬38

inpatient (O % / ‫ ا‬O ‫ إ‬k ‫ إد‬D ‫)أي‬ ‫ دا‬J ‫ ﻣ‬64

involuntary patient ,‫ ) ط‬J ‫ ﻣ‬34

mentally ill / X J ‫ ﻣ‬33

patient ‫ة‬/J ‫ ﻣ‬33

1094
ill ‫ة‬/J ‫ ﻣ‬64

sick ‫ة‬/J ‫ ﻣ‬64

ill health @ ‫ل‬+ ‫ة أو ا‬/J ‫ ﻣ‬68

visibility H ‫ ﻣ‬38

mood ‫اج‬b‫ ﻣ‬33

affect ‫اج‬b‫ ﻣ‬35

mood ‫اج‬b‫ ﻣ‬35

affect ‫اج‬b‫ ﻣ‬39

elevated mood 8 D ‫اج ﻣ‬b‫ ﻣ‬35

Psalms ‫اﻣ‬b‫ ﻣ‬68

bisexual /Fْ -ِ ‫ا‬ ‫ ا‬, ‫دو‬b‫ ﻣ‬66

inner city farm F ‫ا‬ ‫دا‬ ‫ر‬b‫ ﻣ‬11

children's farm ‫[ط ل‬ ‫ر‬b‫ ﻣ‬11

disturbing h b‫ ﻣ‬25

chronic L‫ﻣ‬b‫ ﻣ‬33

chronic L‫ﻣ‬b‫ ﻣ‬64

school life space &‫ة ا ر‬ ‫ ا‬9 ‫ ت‬7 /‫ ﻣ‬18

urban space i7/ X ‫ ﻣ‬7 /‫ ﻣ‬62

space y ‫ﻣ‬/ 7 /‫ ﻣ‬62

social space ‫ ا‬y ‫ﻣ‬/ 7 /‫ ﻣ‬62

personal assistant 1A ِ /‫ ُﻣ‬32

non.professional helper ً ّ F_‫ ِﻣ‬s ‫ ﱡ‬1َ َ ‫ ِ ) ﻣ‬/‫ ُﻣ‬47

communication support worker @‫ا‬, ‫ ل ا‬-‫ َﻣ‬9 ِ /‫ ُﻣ‬24

1095
helper ‫ة‬/ ِ /‫ ُﻣ‬30

research assistant l ‫ة ﺑ‬/ ِ /‫ ُﻣ‬99

personal assistant 1A ‫ة‬/ ِ /‫ ُﻣ‬65

care assistant ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ة‬/ ِ /‫ ُﻣ‬55

nursery assistant ‫ة ُﻣ ﱢ‬/ ِ /‫ ُﻣ‬13

teaching assistant ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ ُﻣ‬21

teaching support assistant ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ ُﻣ‬21

ّ ‫ﺑ ت ا‬, ‫ر ` ذوي ا‬ ‫ة‬/ ‫ة ُﻣ ﱢ‬/ ِ /‫ُﻣ‬

SEBD teaching assistant S, /
ُ ‫ ا‬/ F ‫ ا‬25

development aid ‫ّر‬,َ َ ‫ ِ ات ا‬/‫ ُﻣ‬91

benefit &‫د ْ ر‬/‫ ِ ات‬/‫ ُﻣ‬19

assistance ‫ ِ ة‬/‫ ُﻣ‬4

help ‫ ِ ة‬/‫ ُﻣ‬91

aid ‫ ِ ة‬/‫ ُﻣ‬91

self-help ‫ات‬g ‫ ِ ة ا‬/‫ ُﻣ‬12

help to self-help k/ X ‫ ِ ة‬/ ُ s1% ‫ ِ ة ا‬/‫ ُﻣ‬55

humanitarian aid X /X‫ ِ ة إ‬/‫ ُﻣ‬91

first aid ‫ ِ ة أو‬/‫ ُﻣ‬39

technical assistance F<D ‫ ِ ة‬/‫ ُﻣ‬91

foreign aid ‫ر‬ ‫ ِ ة‬/‫ ُﻣ‬91

international aid ‫ ِ ة دو‬/‫ ُﻣ‬91

personal assitance 1A ‫ ِ ة‬/‫ ُﻣ‬32

personal assistance ‫ د‬9/ 1A ‫ ِ ة‬/‫ ُﻣ‬30

emergency aid H‫ ِ ة ط ر‬/‫ ُﻣ‬91

1096
practical help ‫ ِ ة‬/‫ ُﻣ‬36

relief in kind F ‫ ِ ة‬/‫ ُﻣ‬91

food aid H‫ا‬g) ‫ ِ ة‬/‫ ُﻣ‬91

domestic help bF ‫ ا ﺑ ا‬9 ‫ ِ ة‬/‫ ُﻣ‬42

home help bF ‫ ا ﺑ ا‬9 ‫ ِ ة‬/‫ ُﻣ‬42

mobility aid <F ‫ وا‬S ‫ ا‬9 ‫ ِ ة‬/‫ ُﻣ‬31

financial aid ‫ ِ ة ﻣ د‬/‫ ُﻣ‬91

home help bF‫ ِ ة ﻣ‬/‫ ُﻣ‬4

assist X ‫إ‬/‫ ِ ة‬/‫ ُﻣ‬78

aid ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬23

assistance ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬57

aid ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬91

therapeutic help + ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬83

aid for development ‫ّر‬,َ َ ‫ ت ا‬Z ْ ‫د‬/‫ ِ ة‬/‫ ُﻣ‬91

traveller 9 /‫ ﻣ‬78

transit passenger ‫ ﺑ‬/‫ ﻣ ر‬9 /‫ ﻣ‬78

council housing ‫تا‬ # ‫ ا‬L‫ ﻣ‬n F‫ﻣ ﺑ‬ LS /‫ ﻣ‬61

social insurance contribution ‫ ا‬L ‫ا ]ﻣ‬ ‫ ھ‬/‫ ﻣ‬57

social insurance contribution ‫ ا‬L ‫ ا ]ﻣ‬9 ‫ ھ‬/‫ ﻣ‬58

equal ‫ ٍو‬/‫ ﻣ‬73

equality ‫ واة‬/‫ ﻣ‬73

equality of opportunity ‫ واة ا ص‬/‫ ﻣ‬59

gender equality ‫ع ا‬,F ‫ ا‬O H < ‫ واة ا‬/‫ ﻣ‬63

1097
equal rights ‫ق‬,<ُ ‫ ا‬9 ‫ واة‬/‫ ﻣ‬32

gender equality ‫ع ا‬,F ‫ ا‬O H I ‫ واة‬/‫ ﻣ‬68

gender issue ‫ر‬F / ‫ع ا‬,F ‫ ا‬s1D ]/‫ ﻣ‬63

political issue & & ]/‫ ﻣ‬79

human rights issue ‫ ن‬/Xj‫ق ا‬,<ُ ‫] ﻣ < ﺑ‬/‫ ﻣ‬66

ethical issue I+ ‫ أ‬iI/ ]/‫ ﻣ‬95

migration issue ‫ ة‬-_ ‫ ﺑ‬: D iI/ ]/‫ ﻣ‬84

personal issue 1A iI/ ]/‫ ﻣ‬95

issue =%‫ ُﻣ‬/ ]/‫ ﻣ‬12

ethical issue I+ ‫= أ‬%‫ ُﻣ‬/ ]/‫ ﻣ‬39

political issue & & =%‫ ُﻣ‬/ ]/‫ ﻣ‬60

legal issue X,X I =%‫ ُﻣ‬/ ]/‫ ﻣ‬39

cause W#/‫ ﻣ‬33

underlying cause F‫ ﺑ ط‬W#/‫ ﻣ‬90

dependance producing ‫دﻣ ن‬+ /‫د‬ + W#/‫ ﻣ‬38

stressful ‫ط ت‬,Zُi W#/‫ ﻣ‬39

troublesome S% W#/‫ ﻣ‬14

medical cause ّ#‫ ط‬W#&/W#/‫ ﻣ‬27

hydrotherapy pool H ‫ج ا‬+ ‫ ا‬r#/‫ ﻣ‬28

tenant ‫ة‬/ ] /‫ ﻣ‬61

socially excluded ً ‫ َ ا‬#ْ /ْ ‫ ُﻣ‬10

socially excluded 8 َ ْ- ُ ‫ ا‬L‫ ﻣ‬OFR /ْ ‫ ُﻣ‬/ َ #ْ /ْ ‫ ُﻣ‬20

entitlement ‫ ت‬I ّ< &‫ا‬/‫ <ّ ت‬/‫ ﻣ‬58

1098
possessed by an evil spirit ‫ة‬ A ‫ روح‬#I L‫ ﻣ‬k ‫ذ‬, /‫ ﻣ‬7

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬1

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬52

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬94

service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬97

wheelchair user ‫ك‬ ‫ ِ م ا = & ا‬1 /‫ ُﻣ‬23

social work service user ‫ا‬ ‫ ِ م َ َﻣ ت ا‬1 /‫ ُﻣ‬59

user ‫ة‬/‫ ِ م‬1 /‫ ُﻣ‬33

service user ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ ُﻣ‬33

service user ‫ ْ ﻣ‬1ِ ‫ة ا‬/‫ ِ م‬1 /‫ ُﻣ‬99

disability employment adviser I ‫ ذوي ا‬Q ‫ظ‬, A ‫ﻣ‬/‫ ر‬% /‫ ﻣ‬31

psychiatric hospital / X ‫ أﻣ اض‬O % /‫ ﻣ‬34

psychiatric hospital / X ‫ أﻣ اض‬O % /‫ ﻣ‬44

general hospital ‫ م‬O % /‫ ﻣ‬34

psychiatric hospital / F ‫ [ﻣ اض ا‬O % /‫ ﻣ‬51

day hospital ‫_ ري‬X O % /‫ ﻣ‬34

autonomous < /‫ ﻣ‬2

autonomous < /‫ ﻣ‬50

autonomous < /‫ ﻣ‬74

independent < /‫ ﻣ‬96

targeted ‫ _ َف‬/‫ ُﻣ‬52

settler L‫ط‬, /‫ ﻣ‬79

permanent settler H‫ دا‬L‫ط‬, /‫ ﻣ‬79

1099
level ‫ى‬, /ْ ‫ ُﻣ‬4

level ‫ى‬, /ْ ‫ ُﻣ‬59

societal level ‫ى ا‬, /ْ ‫ ُﻣ‬85

level of consumption ‫ك‬+_ & ‫ى ا‬, /ْ ‫ ُﻣ‬38

wage level ‫ر‬, ‫ى ا‬, /ْ ‫ ُﻣ‬89

level of support ْ ‫ى ا‬, /ْ ‫ ُﻣ‬28

local authority level ‫تا‬ / ‫ى ا‬, /ْ ‫ ُﻣ‬10

policy level & / ‫ى ا‬, /ْ ‫ ُﻣ‬82

living standard % ‫ى ا‬, /ْ ‫ ُﻣ‬57

living standard % ‫ى ا‬, /ْ ‫ ُﻣ‬59

low wage level X ‫ﻣ‬/Jِ 1Fْ ‫ر ُﻣ‬, ‫ى أ‬, /ْ ‫ ُﻣ‬89

national level F‫ى وط‬, /ْ ‫ ُﻣ‬85

IQ score ‫ ء‬Sg ‫ ﻣ ل ا‬- X/‫ى‬, /ْ ‫ ُﻣ‬26

mosque -/‫ ﻣ‬67

mosque -/‫ ﻣ‬68

registered &‫ر‬/ -/‫ ﻣ‬79

be inside ‫ن‬,-/‫ ﻣ‬44

be behind bars ‫ن‬,-/‫ ﻣ‬44

survey r/‫ ﻣ‬100

retinal scan =#% ‫ ا‬r/‫ ﻣ‬78

national survey F‫ وط‬r/‫ ﻣ‬100

improv-theatre -D‫ ح ار‬/‫ ﻣ‬11

housing L=/‫ ﻣ‬61

1100
housing L=/‫ ﻣ‬62

social housing ‫ ا‬L=/‫ ﻣ‬61

transitional supported housing ‫دا‬ < X‫ ا‬L=/‫ ﻣ‬34

transitional supported accommodation ‫دا‬ < X‫ ا‬L=/‫ ﻣ‬61

opiate-based painkiller X, 9‫ أ‬L=/‫ ﻣ‬38

fixed abode n‫ ﺑ‬c L=/‫ ﻣ‬61

public housing ّ ‫ﻣ‬,=ُ7/‫ م‬L=/‫ ﻣ‬61

no-choice accommodation ‫ري‬ ‫ ) ا‬L=/‫ ﻣ‬80

insecure accommodation L‫ ) آﻣ‬L=/‫ ﻣ‬61

inadequate housing H+‫ ) ُﻣ‬L=/‫ ﻣ‬61

long term accommodation ‫ا ﻣ‬ ,‫ ﻣ ط‬Ij L=/‫ ﻣ‬16

short stay accommodation ‫ةا ﻣ‬ I ‫ ﻣ‬Ij L=/‫ ﻣ‬16

emergency housing ‫ارىء‬, ‫ت ا‬ L=/‫ ﻣ‬61

ِ ‫ّ ﺑ‬sَ 1ْ ‫ ُﻣ‬I ‫ اف ط‬A ‫ )أي ﺑ‬L ّF/ِ ُ L=/‫ﻣ‬

sheltered accommodation (L ّF/ِ ُ ‫ ا‬42

accommodation for migrants L _ُ L=/‫ ﻣ‬61

24hour accommodation & 24 ‫ ﻣ ار‬O ‫ﱢ‬9,َ ‫ ُﻣ‬L=/‫ ﻣ‬61

supported housing ‫م‬, ‫ ﻣ‬L=/‫ ﻣ‬61

supported flat-share for young people ً ‫م ﻣ د‬, ‫ ب وﻣ‬#%‫ ا ﱠ‬L ‫ ك ﺑ‬%‫ ُﻣ‬L=/‫ ﻣ‬16

temporary accommodation nIP‫ ﻣ‬L=/‫ ﻣ‬61

Sunni Muslim ّF&ِ /‫ ﻣ‬68

Shi’a Muslim A /‫ ﻣ‬68

Shiite Muslim A /‫ ﻣ‬68

Muslim ‫ة‬/ /‫ ﻣ‬67

1101
Muslim ‫ة‬/ /‫ ﻣ‬68

Muslim ‫ة‬/ /‫ ﻣ‬81

Arab Muslim ‫ة‬/ ‫ﺑ‬ ‫ة‬/ /‫ ﻣ‬68

non-Arab Muslim ‫ة‬/ ‫ﺑ‬ ) ‫ة‬/ /‫ ﻣ‬68

job title ‫ وظ‬O /‫ ﻣ‬13

protected title ‫ن‬,X < ‫ﺑ‬ ‫ﻣ‬ ‫ وظ‬O /‫ ﻣ‬52

draft ‫دة‬,/‫ ﻣ‬93

Bill ‫ن‬,X I ‫ وع‬%‫ﻣ‬/‫دة‬,/‫ ﻣ‬93

border official ‫ود‬ ‫ول ا‬P/‫ ﻣ‬86

budget manager X‫ا‬b ‫ول ا‬P/‫ ﻣ‬47

brothel keeper ‫ د رة‬n ‫ول ﺑ‬P/‫ ﻣ‬88

residential manager ِ ‫ول دار ا‬P/‫ ﻣ‬16

public official ( ّ ‫ﻣ‬,=ُ ‫ ا < ع ا‬9) ‫ول م‬P/‫ ﻣ‬86

responsible for L ‫ول‬P/‫ ﻣ‬97

legally responsible ً X,X I ‫ول‬P/‫ ﻣ‬5

manager ‫ة‬/‫ول‬P/‫ ﻣ‬96

border officials ‫ود‬ ‫ ا‬, ‫و‬P/‫ ﻣ‬78

accountability ‫و‬P/‫ ﻣ‬94

parental responsibility L ‫ا‬, ‫ا‬ ‫و‬P/‫ ﻣ‬5

individual responsibility ‫ د‬9 ‫و‬P/‫ ﻣ‬56

individual responsibility ‫ د‬9 ‫و‬P/‫ ﻣ‬70

collective responsibility / S %‫ُﻣ‬ ‫و‬P/‫ ﻣ‬70

collective responsibility / S %‫ُﻣ‬ ‫و‬P/‫ ﻣ‬71

1102
parental responsibility ‫وا‬ ‫و‬P/‫ ﻣ‬6

abuser ‫ ء‬/‫ ُﻣ‬7

perpetrator ‫ ء‬/‫ ُﻣ‬86

sex abuser ً /Fْ ِ ‫ ء‬/‫ ُﻣ‬8

male sex abuser ً /Fْ ِ ‫ ء‬/‫ ُﻣ‬8

paedophile ‫ ً [ط ل‬/Fْ ِ ‫ ء‬/‫ ُﻣ‬8

intra-familial abuser H ‫ا‬ ‫ ء دا‬/‫ ُﻣ‬7

extra-familial abuser ‫رج ا ُ& ة‬ L‫ ء ﻣ‬/‫ ُﻣ‬7

emotionally abusive ً / X ‫ ء‬/‫ ُﻣ‬9

Christian ‫ة‬/ /‫ ﻣ‬67

life course ‫ة‬ ‫ ة ا‬/‫ ﻣ‬2

human life course ‫ ن‬/Xj‫ ة ا‬7 ‫ ة‬/‫ ﻣ‬3

under the control k /‫ ﻣ‬86

female sex abuser ً /Fْ ِ E /‫ ُﻣ‬8

co-abuser ‫& ءة‬j‫ ا‬9 ‫ رك‬%‫ ﻣ‬7

research participant l # ‫ ا‬9 ‫ رك‬%‫ ﻣ‬20

group participant , ْ-‫ َﻣ‬9 ‫ رك‬%‫ ﻣ‬49

involve S‫ َر‬%‫ ُﻣ‬4

participation S‫ َر‬%‫ ُﻣ‬4

participation S‫ َر‬%‫ ُﻣ‬5

participation S‫ َر‬%‫ ُﻣ‬19

participation S‫ َر‬%‫ ُﻣ‬32

participation S‫ َر‬%‫ ُﻣ‬38

1103
workforce participation ‫ى ا ﻣ‬,< ‫ ا‬S‫ َر‬%‫ ُﻣ‬57

public participation W % ‫ ا‬S‫ َر‬%‫ ُﻣ‬/ ‫ﻣ‬ S‫ َر‬%‫ ُﻣ‬50

participation restriction ‫ودة‬ ‫ ﻣ‬S‫ َر‬%‫ ُﻣ‬31

civil engagement X ‫ ﻣ‬S‫ َر‬%‫ ُﻣ‬50

service user involvement ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬S‫ َر‬%‫ ُﻣ‬32

service user involvement ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ ُﻣ‬S‫ َر‬%‫ ُﻣ‬70

problems S %‫ ﻣ‬48

paternal mental health problem ‫ىا ب‬ < ‫ ا ِ ّ ا‬S %‫ ﻣ‬9

maternal mental health problem ‫ىا م‬ < ‫ ا ِ ّ ا‬S %‫ ﻣ‬9

friendship problem ‫ ت‬I‫ا‬ ‫ ا‬9 S %‫ ﻣ‬17

issues H /‫ﻣ‬/ iI/ S %‫ ﻣ‬48

watch sexual activities /Fْ ِ ‫ ل‬9‫ ھ ة أ‬%‫ ﻣ‬8

rollator W ‫ة ﺑ وا‬b S‫ر‬ %‫ ﻣ‬23

suspect k‫ ﺑ‬k# %‫ ﻣ‬43

suspected victim of abuse ‫& ءة‬j \ ‫ا‬/kX‫ أ‬9 k# %‫ ﻣ‬8

collective /‫ ك‬%‫ ُﻣ‬71

paedophile ‫ _ ا ط ل‬%‫ ﻣ‬88

homeless ‫ة‬/‫ د‬%‫ ﻣ‬61

PhD supervisor ‫راة‬, S ‫ ا‬7‫ ف أط و‬%‫ ﻣ‬99

external supervisor ‫ر‬ ‫ ف‬%‫ ﻣ‬95

in-house supervisor ( /&P ُ ‫ ا‬L‫)ﻣ‬ ‫ ف دا‬%‫ ﻣ‬95

line manager Aِ #‫ ف ُﻣ‬%‫ ﻣ‬95

supervisor ‫ة‬/‫ ف‬%‫ ﻣ‬95

1104
practice teacher X‫ا‬ ‫ ا‬W ‫ة ا ر‬/‫ ف‬%‫ ﻣ‬99

practice placement teacher X‫ا‬ ‫ ا‬W ‫ة ا ر‬/‫ ف‬%‫ ﻣ‬99

PhD supervisor ‫راة‬, S ‫ ا‬7‫ أط و‬O ‫ة‬/‫ ف‬%‫ ﻣ‬95

alcoholic beverage , S ‫ وب‬%‫ ﻣ‬38

conditional ‫ وط‬%‫ ﻣ‬97

project ‫ وع‬%‫ ﻣ‬52

project ‫ وع‬%‫ ﻣ‬75

project ‫ وع‬%‫ ﻣ‬85

youth project ‫ ب‬#%‫ وع ا ﱠ‬%‫ ﻣ‬10

research project l ‫ وع ﺑ‬%‫ ﻣ‬100

antiracist education project Fْ ُ r9 =‫ﻣ‬ D ‫ وع‬%‫ ﻣ‬85

social entrepreneurial project ‫ وع ر دي ا‬%‫ ﻣ‬62

interfaith project ‫ ا د ن‬L ‫ وع ﻣ ﺑ‬%‫ ﻣ‬67

community project َ ْ-‫ وع ُﻣ‬%‫ ﻣ‬51

local business ‫ وع ﻣ‬%‫ ﻣ‬62

technical assistance project F<D ‫ ِ ة‬/‫ وع ُﻣ‬%‫ ﻣ‬92

youth theatre project ‫ ب‬#%‫ ح ا ﱠ‬/‫ وع ﻣ‬%‫ ﻣ‬50

large scale project ‫ ق‬F ‫ ا‬8&‫ وع وا‬%‫ ﻣ‬11

social problem ّ ‫= ا‬%‫ ُﻣ‬38

social problem ّ ‫= ا‬%‫ ُﻣ‬60

social problem ّ ‫= ا‬%‫ ُﻣ‬89

global social problem ّ ‫= ا‬%‫ ُﻣ‬72

global social problem ّ ‫= ا‬%‫ ُﻣ‬87

1105
global social problem ّ ‫= ا‬%‫ ُﻣ‬89

tenancy problem ‫ ر‬-E &‫= ا‬%‫ ُﻣ‬61

everyday problem ‫د‬ ‫= ا‬%‫ ُﻣ‬18

economic problem ‫د‬ I‫= ا‬%‫ ُﻣ‬56

relationship problem I+ ‫= ﺑ‬%‫ ُﻣ‬12

parenting problem ,‫ ﺑ‬D =%‫ ُﻣ‬17

sexual problem /Fْ ِ =%‫ ُﻣ‬65

behavioural problem S, &ُ =%‫ ُﻣ‬17

behavioural problem S, &ُ =%‫ ُﻣ‬25

hearing problem & =%‫ ُﻣ‬24

mental health problem /X ّ @

ِ =%‫ ُﻣ‬36

health problem @ =%‫ ُﻣ‬38

health problem @ =%‫ ُﻣ‬89

relationship problem ‫ ت‬I+ َ ‫ ا‬9/ ‫ط‬ =%‫ ُﻣ‬18

global problem =%‫ ُﻣ‬89

learning problem ‫ﱡ‬ ‫ ا‬9 =%‫ ُﻣ‬26

motivation problem 9‫ ا ا‬9 =%‫ ُﻣ‬26

continence problem ` / ‫ا‬/` F ‫ ا‬y#\ 9 =%‫ ُﻣ‬42

language problem ,Zُ =%‫ ُﻣ‬27

school problem &‫= ﻣ ر‬%‫ ُﻣ‬18

mental health problem ‫ة‬/ / X =%‫ ُﻣ‬18

mental health problem / X =%‫ ُﻣ‬15

mental health problem / X =%‫ ُﻣ‬17

1106
mental health problem / X =%‫ ُﻣ‬19

mental health problem / X =%‫ ُﻣ‬33

child mental health problem , ‫ ا‬7 ‫ ﻣ‬9 / X =%‫ ُﻣ‬17

parental mental health problem L ‫ا‬, ‫ى ا‬ / X =%‫ ُﻣ‬18

parental mental health problem _ S ‫ أو‬L ‫ا‬, ‫ ّ ا‬7َ ‫ى أ‬ / X =%‫ ُﻣ‬17

structural issue = ‫= ھ‬%‫ ُﻣ‬90

suspected ‫ك ﺑ]ﻣ ه‬,=%‫ ﻣ‬8

will of God ‫ ﷲ‬E %‫ ﻣ‬68

mentally disordered / X ‫اب‬ \‫بﺑ‬ ‫ ﻣ‬44

have the flu ‫ا‬bX‫و‬+ X ‫ب ﺑ‬ ‫ ﻣ‬64

have a cold ‫ م‬Sb‫ب ﺑ‬ ‫ ﻣ‬64

have a cough ‫ ل‬/‫ب ﺑ‬ ‫ ﻣ‬64

terminally ill i ‫بﺑ ض‬ ‫ ﻣ‬42

hardship W ‫ ﻣ‬59

conciliation ‫ ﻣ‬90

sweatshop I A 8X ‫ﻣ‬/‫ل‬ Z /‫ ﻣ‬8X ‫ ﻣ‬86

integrity I‫ا‬ ‫ ﻣ‬70

credibility I‫ا‬ ‫ ﻣ‬100

resource ‫ر‬ ‫ ﻣ‬30

resource ‫ر‬ ‫ ﻣ‬48

resource ‫ر‬ ‫ ﻣ‬51

material resource ‫ر ﻣ دي‬ ‫ ﻣ‬59

funding source , D ‫رد‬,‫ﻣ‬/‫ر‬ ‫ ﻣ‬94

1107
foster care allowance #‫ا‬ &ُ ‫ا‬ ِ ‫وف ا‬ ‫ ﻣ‬15

medicalised term ّ#‫ ط‬r ‫ ﻣ‬8

umbrella term ‫ م‬r ‫ ﻣ‬19

legal term X,X I r ‫ ﻣ‬53

legal term X,X I r ‫ ﻣ‬93

stair lift +/ ‫ ا‬O ‫د‬, L < ّ‫ص‬ ‫ ﻣ‬42

children’s interests ‫ا ط ل‬ ‫ ﻣ‬92

best interests of the child Oi ‫ا ِ ْ ا‬ ‫ ﻣ‬5

dynamite factory n ‫ ﻣ‬F ‫ د‬8F ‫ ﻣ‬86

amplified 1i‫ ﻣ‬71

emotionally disturbed ً ‫ ط‬/ً / X ‫ب‬ i‫ ﻣ‬25

thought content = ‫ن ا‬, i‫ ﻣ‬33

claimant ‫ة‬/W ‫ ﻣ‬58

claim # ‫ ﻣ‬58

claim # ‫ ﻣ‬59

demand # ‫ ﻣ‬97

claim ‘ownership’ = ‫ ﺑ‬# ‫ ﻣ‬86

soup kitchen L ‫ز‬, ‫ ﻣ‬61

demonstration ‫ ھ ة‬T‫ ﻣ‬90

appearance _T‫ ﻣ‬33

developmental milestone H X ‫ ُﻣ ﱢ‬2

self-defined ً D‫ ﻣ ّ ف ذا‬81

anti-Semitism ‫ ﻣ‬/ ‫ ﻣ داة ا‬84

1108
antiziganism -Z ‫ ا‬H ‫ ﻣ داة ط‬84

adverse ‫ ﻣ رض‬37

drama therapist ‫& ط ا راﻣ‬,‫ ﺑ‬hِ ‫ ُﻣ‬22

art therapist L ‫& ط ا‬,‫ ﺑ‬hِ ‫ ُﻣ‬22

music therapist O< &, ‫ ُ& ْ َ ا‬,‫ ﺑ‬hِ ‫ ُﻣ‬22

physiotherapist #‫ ط‬hِ ‫ ُﻣ‬22

paediatric physiotherapist ‫[ط ل‬ #‫ ط‬hِ ‫ ُﻣ‬22

speech and language therapist Z ‫ و‬: X hِ ‫ ُﻣ‬22

psychologist / X hِ ‫ ُﻣ‬44

play therapist W ِ ‫& ط ا ﱠ‬,‫ ﺑ‬/ X hِ ‫ ُﻣ‬22

child psychologist ‫[ط ل‬ / X hِ ‫ ُﻣ‬22

child and adolescent psychotherapist L <‫اھ‬ ‫[ط ل وا‬ / X hِ ‫ ُﻣ‬17

occupational therapist ‫ وظ‬hِ ‫ ُﻣ‬22

speech and language therapist Z ‫ و‬: X ‫ة‬/hِ ‫ ُﻣ‬29

psychologist ‫ة‬/ / X ‫ة‬/hِ ‫ ُﻣ‬22

psychotherapist ‫ة‬/ / X ‫ة‬/hِ ‫ ُﻣ‬22

forensic psychologist ‫ة‬/ A ‫ة‬/ / X ‫ة‬/hِ ‫ ُﻣ‬22

treatment -ِ ‫ ُﻣ‬37

electro-convulsive treatment H ‫ ا =_ ﺑ‬h 1 ‫ ﺑ‬-ِ ‫ ُﻣ‬36

process an asylum application ‫ء‬,- W ‫ ط‬-ِ ‫ ُﻣ‬78

home treatment ‫ل‬bF ‫ ا‬9/ bF‫ ﻣ‬-ِ ‫ ُﻣ‬34

treatment ‫ج‬+ / -ِ ‫ ُﻣ‬64

child cruelty %7‫ة أو و‬,/<‫ ُﻣ َﻣ ا ِ ْ ﺑ‬7

1109
struggle ‫ ة‬X ‫ ﻣ‬68

personal distress 1A ‫ ة‬X ‫ ﻣ‬35

suffer oppression 8 < ‫ ا‬L‫ ة ﻣ‬X ‫ ﻣ‬68

treaty ‫ ﻣ ھ ة‬74

treaty ‫ ﻣ ھ ة‬80

regional treaty I‫ ﻣ ھ ة إ‬74

international treaty ‫ ﻣ ھ ة دو‬74

criteria ‫ ﻣ‬57

exclusion criterion ‫ د‬#& ‫ا‬ ‫ ﻣ‬33

eligibility criteria ‫ا}ھ‬ ‫ ﻣ‬58

care standard ِ ‫ا‬ ‫ ﻣ‬16

inclusion criterion ‫ل‬, % ‫ا‬ ‫ ﻣ‬33

threshold cirteria ‫ أو در‬Lّ ‫ ّ ُﻣ‬7َ ‫ ﻣ‬6

‫ ل ا‬-‫ َﻣ‬9 W ‫وا ر‬ ‫دو‬ ‫ﻣ‬

global standards for social work
‫ ا‬72
education and training
operational criterion ‫ ﻣ‬33

threshold for a care order ‫ﻣ ِر‬ # , /‫ﻣ‬ ‫ ﻣ‬6

Hindu temple &‫ و‬F‫ ھ‬# ‫ ﻣ‬67

synagogue ‫دي‬,_ # ‫ ﻣ‬67

moderate y&, ‫ ﻣ ل ﻣ‬19

perpetrator ‫ ُﻣ ي‬7

perpetrator ‫ ُﻣ ي‬8

potential abuser ‫ ُﻣ ي ﻣ‬8

universally acknowledged ً k‫ف ﺑ‬ ‫ ﻣ‬71

1110
belief < ‫ ﻣ‬81

belief < ‫ ﻣ‬90

minority faith I‫ ﻣ < أ‬67

political belief & & < ‫ ﻣ‬70

belief ‫ا < د‬/ < ‫ ﻣ‬35

social construction ّ ‫ أ&` ا‬O ّ Fْ#‫ ﻣ < ات و ُﻣ ِر& ت َﻣ‬2

social construction ّ ‫ أ&` ا‬O ّ Fْ#‫ ﻣ < ات و ُﻣ ِر& ت َﻣ‬19

be detained in custody b- ‫ا‬/`# ‫ ا‬9 < ‫ ﻣ‬43

economic miracle ‫د‬ I‫ة ا‬b- ‫ ﻣ‬56

IQ ‫ ء‬Sg ‫ ﻣ ل ا‬26

intelligence quotient ‫ ء‬Sg ‫ ﻣ ل ا‬26

low birth rates Jِ 1Fْ ‫ُﻣ‬ ‫ا‬,‫ ﻣ ل ﻣ‬41

systematically counted ً ‫ ﻣ‬TX ‫ ﻣ ود‬79

at risk 1 ‫ ُﻣ ﱠض‬6

at risk 1 ‫ ُﻣ ﱠض‬10

at risk 1 ‫ ُﻣ ﱠض‬86

vulnerable Q \/ 1 ‫ ُﻣ ﱠض‬27

vulnerable Q \/ 1 ‫ ُﻣ ﱠض‬53

knowledge 9 ‫ ﻣ‬75

knowledge 9 ‫ ﻣ‬97

knowledge 9 ‫ ﻣ‬99

numeracy ‫ م‬I‫ ا ر‬9 ‫ ﻣ‬12

numeracy ‫ م‬I‫ ا ر‬9 ‫ ﻣ‬26

1111
literacy ‫ ا < اءة وا = ﺑ‬9 ‫ ﻣ‬12

literacy ‫ ا < اءة وا = ﺑ‬9 ‫ ﻣ‬26

political literacy & & 9 ‫ ﻣ‬51

political literacy & & 9 ‫ ﻣ‬85

indigenous knowledge L @ ‫= ن ا‬/ ‫ ا‬L 9 ‫ ﻣ‬71

augment ‫ز‬b ‫ ﻣ‬29

optical reading aid ‫ي‬ # ‫ز ا < اءة ا‬b ‫ ﻣ‬24

ethical dilemma I+ ‫ أ‬i ‫ ﻣ‬65

educator ‫ ُﻣ ﱢ‬47

hallmark ‫ ُﻣ ﱢ‬56

special educator ‫ة‬/ ‫ ُﻣ ﱢ‬21

special education teacher ‫ة‬/ ‫ ُﻣ ﱢ‬21

teacher of the blind and visually

impaired
‫ي‬ َ ‫ ء وذوي ا‬S ‫ة ا‬/ ‫ ُﻣ ﱢ‬24
# ‫ ا‬Qْ i

teacher of the deaf ‫ة ا‬/ ‫ ُﻣ ﱢ‬24

nursery teacher X i7 ‫ة‬/ ‫ ُﻣ ﱢ‬13

early childhood educator ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬9 ‫ة‬/ ‫ ُﻣ ﱢ‬13

early education teacher =‫ ﱢ‬# ُ ‫ا‬ ‫ ل ا ﱠ‬-‫ َﻣ‬9 ‫ة‬/ ‫ ُﻣ ﱢ‬13

learning disabilities teacher ‫ﱡ‬ ‫ ا‬9 I j‫وي ا‬g ‫ة‬/ ‫ ُﻣ ﱢ‬27

SEBD teacher S, /ُ ‫ ا‬/ F ‫ّ ا‬ ‫ﺑ ت ا‬, ‫وي ا‬g ‫ة‬/ ‫ ُﻣ ﱢ‬25

pastoral care teacher , ‫ر‬ F ‫ة ُﻣ< ﱢم‬/ ‫ ُﻣ ﱢ‬18

speech and language teacher Z ‫ و‬: X ‫ة‬/ ‫ ُﻣ ﱢ‬29

additional information 9 \‫ﻣ ت إ‬, ‫ ﻣ‬97

staff morale L ‫ظ‬, ‫ ا‬,F ‫ ﻣ‬96

1112
narrow legal meaning ‫ود‬ ‫ﻣ‬/: \ ‫ ق‬X ‫ ذو‬X,X I OF ‫ ﻣ‬85

arts centre ‫ن‬,F9 bSِ ْ ‫ َﻣ‬/ _ ‫ ﻣ‬11

youth arts centre ‫ ب‬#% ‫ن‬,F9 bSِ ْ ‫ َﻣ‬/ _ ‫ ﻣ‬11

benefit X, ‫ ﻣ‬58

social welfare benefit ّ ‫ ا‬X, ‫ ﻣ‬58

welfare benefit ّ ‫ ا‬X, ‫ ﻣ‬58

social assistance ّ ‫ ا‬X, ‫ ﻣ‬59

unemployment benefit # ‫ ا‬X, ‫ ﻣ‬60

jobseeker´s allowance ‫ ا‬O L ‫ا ط‬/ # ‫ ا‬X, ‫ ﻣ‬58

unemployment benefit ‫ ا‬L L ‫ا ط‬/ # ‫ ا‬X, ‫ ﻣ‬58

housing benefit F=& X, ‫ ﻣ‬58

passive benefit # & X, ‫ ﻣ‬60

council tax benefit ‫ ْ َ ا‬/ُ ‫ ا‬WH‫ ا‬i X, ‫ ﻣ‬58

benefit ‫ ت‬I ّ< &‫ا‬/ X, ‫ ﻣ‬60

cash benefit <X ‫ ت‬I ّ< &‫ا‬/ X, ‫ ﻣ‬58

universal benefit ‫ ﻣ‬A ْ ‫د‬/ X, ‫ ﻣ‬58

criterion ‫ ﻣ ر‬94

common standard ‫دي‬ ‫ ﻣ ر ا‬73

universal ethical standard I+ ‫ ﻣ ر أ‬92

international standard ‫ ﻣ ر‬72

quality standard ‫دة‬,- ‫ى ا‬, /ْ ‫ ُﻣ‬/‫ ﻣ ر‬94

community living َ ْ-‫ ُﻣ‬% ‫ ﻣ‬51

independant living < /‫ ﻣ‬% ‫ ﻣ‬16

1113
intensive one-to-one supported living ‫د‬ ‫ د‬9 L‫< م ﻣ‬D ْ ‫ ا‬R=‫ ﻣ‬% ‫ ﻣ‬16

disabling : ‫ ﻣ‬20

transsexualism ‫س‬F ‫ ة ا‬Z‫ ﻣ‬66

alien ‫ ب‬Z‫ ﻣ‬76

foreigner #F ‫أ‬/‫ ب‬Z‫ ﻣ‬82

nurturing ‫دا‬/‫ي‬gZ‫ ﻣ‬2

covered by a compulsory insurance ‫اﻣ‬b ‫ إ‬L ‫ ﺑ ]ﻣ‬O Z‫ ﻣ‬57

collective bargaining \‫ ﻣ و‬57

segregated ( b D ‫ ب‬#& ‫ل ) دة‬, ‫ ﻣ‬31

segregated (b ‫ ا‬O ً‫ ءا‬F‫ول )ﺑ‬b ‫ﻣ‬/ #‫ ُﻣ‬/‫ل‬, ‫ ﻣ‬21

concept ‫م‬,_ ‫ ﻣ‬72

concept ‫م‬,_ ‫ ﻣ‬73

concept ‫م‬,_ ‫ ﻣ‬73

pedagogical concept ‫ي‬,‫ ﺑ‬D ‫م‬,_ ‫ ﻣ‬13

new punitiveness ‫ة‬,/< ‫م‬,_ ‫ ﻣ‬45

legal concept X,X I ‫م‬,_ ‫ ﻣ‬93

sociological concept , , &,& h_F‫ﻣ‬/‫م‬,_ ‫ ﻣ‬82

paid ( , D ` ‫ع و‬,9 ‫ﻣ‬ ‫)أي‬ ‫ ﻣ‬x #‫ ﻣ< ﺑ ﻣ‬44

interview ‫ ﻣ< ﺑ‬78

interview ‫ ﻣ< ﺑ‬100

admissions interview ‫ل‬,#< ‫ ﻣ< ﺑ ا‬99

asylum interview ‫ء‬,- ‫ ﻣ< ﺑ ا‬80

motivational interviewing b D -%D ‫ ﻣ< ﺑ‬37

1114
forensic interview of a child abuse
victim ‫& ءة‬z \ ِْ HF ‫ ﻣ< ﺑ‬8

job interview ‫ ﻣ< ﺑ‬97

brief screening interview ‫ة‬ I s 9 ‫ ﻣ< ﺑ‬80

in-depth interview < ‫ ﻣ< ﺑ ﻣ‬100

guided interview _ ,‫ ﻣ< ﺑ ﻣ‬100

comparative X‫ ﻣ< ر‬44

county ‫ ﻣ< ط‬50

boycott ‫ ﻣ< ط‬90

paper l ‫ﺑ‬/ <‫ ﻣ‬3

unwilling W)‫) را‬/‫ ﻣ< وم‬80

resistance ‫ ﻣ< وﻣ‬36

non-violent resistance F ) ‫ ﻣ< وﻣ‬90

ّ‫ص‬ ,‫د وھ‬, ‫ف أو ا‬,I, ِ /‫ ُﻣ‬J#<‫ﻣ‬

grab rail L ّF/ِ ُ 42

ّ‫ص‬ ,‫د وھ‬, ‫ف أو ا‬,I, ِ /‫ ُﻣ‬J#<‫ﻣ‬

hinged support rail L ّF/ِ ُ 42

shower handle ‫م‬ ‫ ا‬u/ ‫ﻣ‬/J#<‫ ﻣ‬23

socially acceptable ً ‫ل ا‬,#<‫ ﻣ‬38

able-bodied ً / ‫ ﻣ< ر‬19

research proposal l # ‫ ﻣ< ح ا‬100

provider ‫ ُﻣ< ﱢم‬94

service provider ‫ ْ ﻣ‬1ِ ‫ ُﻣ< ﱢم ا‬94

caregiver ِ ‫ ُﻣ< ﱢم ا‬54

1115
care-giver ِ ‫ ُﻣ< ﱢم ا‬89

foster carer #‫ا‬ &ُ ‫ا‬ ِ ‫ ُﻣ< ﱢم ا‬55

caregiver ‫ا ا‬/ ِ ‫ ُﻣ< ﱢم ا‬1

caregiver ‫ا ا‬/ ِ ‫ ُﻣ< ﱢم ا‬55

applicant W ‫ ُﻣ< ﱢم ا‬58

principal applicant & & ‫ ا‬W ‫ ُﻣ< ﱢم ا‬77

primary applicant & & ‫ ا‬W ‫ ُﻣ< ﱢم ا‬77

main applicant & & ‫ ا‬W ‫ ُﻣ< ﱢم ا‬77

derivative applicant k/ X W ‫ ا‬9 ‫ي‬,X c ‫ ُﻣ< ﱢم‬77

asylum applicant ‫ء‬,- ‫ ا‬W ‫ ُﻣ< ﱢم ط‬80

interviewee ‫ ﻣ< ﺑ ا‬O ‫ة إ‬/, ‫ ا‬W ‫ة ا‬/‫ ُﻣ< ﱢم‬97

preamble ‫ ُﻣ< ﱢﻣ‬73

job applicants Q ‫ظ‬, ‫ ت ا‬# ‫ ُﻣ< ﱢﻣ ط‬97

modularised ‫ ّ ات‬7َ ‫ و‬O ‫ إ‬/ْ ِ<‫ ﻣ‬99

wheelchair-bound <‫ ﻣ‬19

oppressed ‫ع‬, <‫ ﻣ‬51

youth café ‫ ب‬#%‫ ا ﱠ‬O_<‫ ﻣ‬11

colour bar ‫ن‬, ‫ ﻣ< س ا‬85

IQ measurement ‫ ء‬Sg ‫ ﻣ< س ﻣ ل ا‬26

resident <‫ ﻣ‬50

resident <‫ ﻣ‬62

denizen ‫ ق‬F‫ا‬ &‫ق وا‬,<ُ7 ‫ ﻣ< ذو‬76

foreign resident #F ‫أ‬/‫ ب‬Z‫ ﻣ< ﻣ‬75

1116
 ‫ ّ ث‬7َ k 9 < & ‫ي‬g ‫ﻣ= ن ) دةً ﻣ= ن < ء أو ا = ن ا‬
venue (‫ ط‬%X ‫ أو‬49

place of habitual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬76

place of usual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬76

usual residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬76

usual place of residence ‫دي‬ ‫ ﻣ ا‬Ij‫ ﻣ= ن ا‬77

workplace ‫ ﻣ= ن ا‬97

domicile ‫ ﻣ‬I‫ ﻣ= ن إ‬76

whereabouts ‫ ء‬A ‫ أو‬s1A ‫ا‬,D ‫ ﻣ= ن‬45

emergency accommodation ‫ارىء‬, ‫ت ا‬ L=& ‫ ﻣ= ن‬61

emergency accommodation for young

‫ ب‬#% H‫ر‬ ‫تا‬ L=& ‫ ﻣ= ن‬16
people
mainstream workplace ‫دي‬ ‫ا‬ ‫ ﻣ= ن‬31

meeting place for older people L ّF/ِ ُ ‫ ﻣ= ن < ء‬41

place worship ‫ دة‬# ‫ ﻣ= ن‬67

baby hatch ‫ دة‬, ‫ ا‬R ّ 7َ ‫ ا ط ل‬L 1 sّ 1‫ ﻣ= ن ُﻣ‬5

place of support ْ ‫ا‬ < / ْ 9,‫ ﻣ= ن ﻣ‬21

one-stop-shop , A ‫ ﻣ= ن ُ< ﱢم َ َﻣ ت‬12

setting y ‫ﻣ‬/‫ ﻣ= ن‬72

non-Western setting ‫ ) ) ﺑ‬y ‫ﻣ‬/‫ ﻣ= ن‬72

sacred space & <‫ ﻣ‬7 /‫ﻣ‬/‫ ﻣ= ن‬68

facility /&P‫ ُﻣ‬/‫]ة‬%F‫ﻣ‬/‫ ﻣ= ن‬13

office W =‫ ﻣ‬1

United Nations Office on Drugs and

- ‫ ﱢرات وا‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ ﻣ‬74
Crime

1117
UNODC - ‫ ﱢرات وا‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ ﻣ‬74

United Nations Office on Drugs and

- ‫ ﱢرات وا‬1 ُ ‫ ﺑ‬F ‫َ ّ ة ا‬ ‫ ا ﻣ ا‬W =‫ ﻣ‬87
Crime
citizens advice bureau L F‫اط‬, ‫ د ا‬A‫ إر‬W =‫ ﻣ‬58

employment office Q ‫ظ‬,D W =‫ ﻣ‬31

prison library L-/ ‫ ا‬# =‫ ﻣ‬44

toy library ‫ أ ب‬# =‫ ﻣ‬12

acquired W/ =‫ ﻣ‬24

written /‫ب‬, =‫ ﻣ‬100

remittance W/=‫ ﻣ‬75

social remittance ‫ ا‬W/=‫ ﻣ‬75

commissioner Q =‫ ﻣ‬94

supplement =‫ ﻣ‬58

diploma supplement ‫م‬, ‫ا ﺑ‬ =‫ ﻣ‬99

observed •7+‫ ﻣ‬9

observation T7+‫ ﻣ‬28

observation T7+‫ ﻣ‬33

observation T7+‫ ﻣ‬100

appropriate H+‫ ُﻣ‬4

wheelchair accessible ‫ك‬ ‫ ِﻣ ا = & ا‬1 /ُ H+‫ ُﻣ‬23

appropriate W& F‫ﻣ‬/ H+‫ ُﻣ‬85

appropriate W& F‫ﻣ‬/ H+‫ ُﻣ‬95

appropriateness H+‫ ُﻣ‬4

committed ‫م‬b ‫ ﻣ‬97

1118
adherent ‫م ب‬b ‫ ﻣ‬68

women's refuge ‫ ء‬/F ]- ‫ ﻣ‬61

safe house ‫ ء‬/F ]- ‫ ﻣ‬61

women's refuge ‫ ء‬/F ]- ‫ ﻣ‬63

women's refuge ‫ ء‬/F ]- ‫ ﻣ‬65

safe house ‫ ء‬/F ]- ‫ ﻣ‬65

grave ‫ة‬ / ّ ‫ ﻣ‬87

persistent ‫ ﻣ ح‬33

visible ‫ظ‬, ‫ ﻣ‬79

pronounced :H 9/‫ظ‬, ‫ ﻣ‬35

obliged ‫م‬bِ ْ ‫ ُﻣ‬4

obliged ‫م‬bِ ْ ‫ ُﻣ‬77

legally obliged ً X,X I ‫م‬bِ ْ ‫ ُﻣ‬74

bound <‫ﻣ‬/‫م‬bِ ْ ‫ ُﻣ‬74

adventure playground ‫ ﻣ ات [ط ل‬Z‫ ﻣ‬W ‫ ﻣ‬11

tangible ‫س‬, ‫ ﻣ‬90

sexual surrogate # ‫` ا‬F- ‫ ُﻣ ِرس ا‬65

community development practitioner 8 َ ْ- ُ ‫ ا‬, D ‫ ل‬-‫ َﻣ‬9 ‫ ُﻣ ِرس‬51

practitioner ّ F_‫ ُﻣ ِرس ِﻣ‬72

early years practitioner ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ا‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬13

early childhood practitioner ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬13

disabilities practitioner I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬22

disability practitioner I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬29

1119
social pedagogy practitioner ّ ‫ ل ا ﺑ ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬52

social pedagogue ّ ‫ ل ا ﺑ ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬52

social care practitioner ّ ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬52

international social work practitioner ‫ا و‬ ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬90

learning disabilities practitioner ‫ﱡ‬ ‫ ا‬9 I j‫ ل ذوي ا‬-‫ َﻣ‬9 ّ F_‫ ُﻣ ِرس ِﻣ‬27

disabilities practitioner ‫ ت‬I j‫وي ا‬g ّ F_‫ ُﻣ ِرس ِﻣ‬19

youth work practitioner ‫ ب‬#%‫ ا ﱠ‬E ّ F_‫ ُﻣ ِرس ِﻣ‬10

independant social work practitioner ‫ا‬ ‫ ل ا‬-‫ َﻣ‬9 < /‫ ّ ﻣ‬F_‫ ُﻣ ِرس ِﻣ‬52

specialist practitioner ‫ة‬/s ‫ ﱡ‬1َ َ ‫ة ﻣ‬/‫ ُﻣ ِرس‬96

practitioner ّ F_‫ة ِﻣ‬/‫ ُﻣ ِرس‬52

social care practitioner ّ ‫ا‬ ِ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ة ِﻣ‬/‫ ُﻣ ِرس‬65

practice &‫ ُﻣ ِر‬72

practice &‫ ُﻣ ِر‬72

practice &‫ ُﻣ ِر‬83

exercise &‫ ُﻣ ِر‬84

economic practice ‫د‬ I‫ ُﻣ ِر& ا‬89

physical exercise /- ‫ ا‬L ‫ر‬ ‫ ُﻣ ِر& ا‬64

sexual intercourse `F- ‫ ُﻣ ِر& ا‬8

safer sex ً X ‫ أﻣ‬RS‫< أ‬ ‫` ﺑ‬F- ‫ ُﻣ ِر& ا‬65

sex outside marriage ‫واج‬b ‫ ق ا‬X ‫رج‬ `F- ‫ ُﻣ ِر& ا‬68

pre-marital sex ‫واج‬b ‫ ا‬#I `F- ‫ ُﻣ ِر& ا‬68

sex before marriage ‫واج‬b ‫ ا‬#I `F- ‫ ُﻣ ِر& ا‬68

sexual intercourse ‫ ع‬- ‫ا‬/`F- ‫ ُﻣ ِر& ا‬65

1120
exercise \ ‫ ُﻣ ِر& ا‬36

indigenous practice @ ‫ب ا‬, % ‫ ُﻣ ِر& ا‬72

Muslim ritual observance ‫ﻣ‬+&j‫س ا‬,< ‫ ُﻣ ِر& ا‬68

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬72

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬85

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬93

social work practice ‫ا‬ ‫ ُﻣ ِر& ا‬93

excercise parental responsibility ‫ا‬, ‫ا‬ ‫و‬P/ ‫ ُﻣ ِر& ا‬6

Islamic practice ‫ﻣ‬+&‫ ُﻣ ِر& إ‬68

Muslim practice ‫ﻣ‬+&‫ ُﻣ ِر& إ‬68

reflective practice ‫]ﻣ‬D &‫ ُﻣ ِر‬69

emancipatory practice ‫ر‬ D &‫ ُﻣ ِر‬63

cultural practice 9 <c &‫ ُﻣ ِر‬75

sexual practice /Fْ ِ &‫ ُﻣ ِر‬65

religious practice F ‫ ُﻣ ِر& د‬67

international practice &‫ ُﻣ ِر‬72

transnational practice ‫ود‬ ‫ ا‬# &‫ ُﻣ ِر‬72

practise a religion Lّ ‫ ُﻣ‬L ‫د‬/ Fّ ‫< ة ُﻣ‬ &‫ ُﻣ ِر‬67

evidence-based practice ‫ا د‬O H I &‫ ُﻣ ِر‬64

cross-national practice ‫ ا ول‬L ‫ ُﻣ ِر& ﻣ ﺑ‬72

domestic practice ‫ ُﻣ ِر& ﻣ‬72

spirituality sensitive practice X 7‫ ا و‬k ‫ ﱡ‬,َ ‫ ُﻣ ِر& ﻣ ا‬67

culturally sensitive practice 9 <R ‫ ُﻣ ِر& ﻣ ا‬83

1121
anti-discriminatory practice b 9 =‫ ُﻣ ِر& ُﻣ‬63

anti-discriminatory practice b 9 =‫ ُﻣ ِر& ُﻣ‬85

anti-sexist practice `F- ‫ ا‬O H<‫ا‬b 9 =‫ ُﻣ ِر& ُﻣ‬63

anti-discriminatory practice Fْ ُ 9 =‫ ُﻣ ِر& ُﻣ‬83

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬63

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬70

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬83

anti-oppressive practice 8< 9 =‫ ُﻣ ِر& ُﻣ‬85

practice : ّ# D/ &‫ ُﻣ ِر‬1

differentiation \ ‫ﻣ‬/‫ة‬b ‫ ﻣ‬49

abstainer Lّ ‫ ء ُﻣ‬A L 8F ‫ ﻣ‬38

criminal career ‫ام‬ j‫ ا‬L_ ‫ ﻣ‬45

representative R ‫ ﻣ‬46

legal X,X I R ‫ ﻣ‬30

legal representative X,X I R ‫ ﻣ‬80

nurse/male nurse ‫ة‬/‫ ُﻣ َ ﱢض‬22

learning disability nurse ‫ﱡ‬ ‫ﺑ ت ا‬, @ ‫وي‬g‫ َ ّ ﺑ‬1ْ ‫ة ُﻣ‬/‫ ُﻣ َ ﱢض‬22

nursery nurse \‫ ُﻣ َ ﱢ‬13

health visitor َ ْ-‫ ُﻣ َ ﱢ\ ُﻣ‬22

community nurse َ ْ-‫ ُﻣ َ ﱢ\ ُﻣ‬22

structured h_F ‫ ﻣ‬28

prohibited ‫ع‬,F ‫ ﻣ‬68

state-funded ً ّ ‫ﻣ‬,=ُ7 ‫ل‬, ‫ ﻣ‬98

1122
tax-financed WH‫ ا‬i ‫ ا‬# ‫ل‬, ‫ ﻣ‬57

tax-funded WH‫ ا‬i ‫ ا‬#I L‫ل ﻣ‬, ‫ ﻣ‬57

be likely to ‫ أن‬r ‫ ا ر‬L‫ ﻣ‬6

likely to ‫ أن‬r ‫ ا ر‬L‫ ﻣ‬93

indigenous L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬72

native L @ ‫= ن ا‬/ ‫ ا‬L‫ ﻣ‬82

accessible k ‫ل إ‬,@, ‫ ا‬L= ‫ ا‬L‫ ﻣ‬51

by means of # /‫ل‬+ L‫ ﻣ‬87

statutory sector positions ‫ ا < ع ا م‬W@ F‫ ﻣ‬97

advocate of the service user ‫ ْ ﻣ‬1ِ ‫ ِ م ا‬1 /‫ق ُﻣ‬,<ُ @ F‫ ﻣ‬47

advocacy ‫ @ ة‬F‫ ﻣ‬92

self-advocacy ّ D‫ @ ة ذا‬F‫ ﻣ‬20

self-advocacy ّ D‫ @ ة ذا‬F‫ ﻣ‬27

self-advocacy ّ D‫ @ ة ذا‬F‫ ﻣ‬32

independent advocacy < /‫ @ ة ﻣ‬F‫ ﻣ‬27

advocacy L ‫ ع‬9‫د‬/h ‫ و‬D/‫ @ ة‬F‫ ﻣ‬88

assimilationist 9 <R ‫ _ ر ا‬X ‫ب وا‬ &+ \ F‫ ﻣ‬82

asylum seekers debate ‫ء‬,- ‫ ا‬# ‫< ش ط‬X/‫ ظ ة‬F‫ ﻣ‬84

competition /9 F‫ ﻣ‬94

discussing cases ‫ت‬ ‫ ا‬%I F‫ ﻣ‬95

viva voce ‫راة‬, S ‫ ا‬7‫ أط و‬%I F‫ ﻣ‬99

doctoral viva ‫راة‬, S ‫ ا‬7‫ أط و‬%I F‫ ﻣ‬99

core curriculum & &‫ درا& أ‬h‫ ھ‬F‫ ﻣ‬72

1123
shift ‫ وﺑ‬F‫ ﻣ‬16

alienated ‫ذ‬,#F‫ ﻣ‬11

forum ‫ ى‬F‫ ﻣ‬51

forum ‫ ى‬F‫ ﻣ‬95

high % F‫ ﻣ‬39

middle age ‫ا‬Q F‫ ﻣ‬40

granted rF‫ ﻣ‬79

granted asylum ‫ء‬,- ‫ ا‬rF‫ ﻣ‬80

grant asylum ‫ء‬,- ‫ ا‬rF‫ ﻣ‬80

award ‫ة‬bH rF‫ ﻣ‬99

grant F‫ﻣ‬/rF‫ ﻣ‬78

grant F‫ ﻣ‬44

grant F‫ ﻣ‬57

grant F‫ ﻣ‬94

research grant l ‫ﺑ‬ F‫ ﻣ‬100

integrated h‫ ِﻣ‬F‫ ُﻣ‬51

wipe F‫ ﻣ‬39

troubled h bF‫ ﻣ‬14

disturbed ‫ب‬ i‫ﻣ‬/h bF‫ ﻣ‬25

house ‫ل‬bF‫ ﻣ‬61

mobile home <F ‫ل ﻣ‬bF‫ ﻣ‬61

domestic ‫أ& ي‬/ bF‫ ﻣ‬13

congruence -/F‫ ﻣ‬36

1124
service coordinator ‫ ْ ﻣ‬1ِ ‫ ا‬:ّ/F‫ ُﻣ‬47

Special Educational Needs Coordinator ّ 1 ‫ ّ ا‬,‫ت ا ّ ﺑ‬

@ 7 ‫ؤن ا‬PA :ّ/F‫ ُﻣ‬21

SEN coordinator ّ 1‫ّ ا‬

@ ‫تا‬ 7+ :ّ/F‫ ُﻣ‬18

information leaflet <RD ‫ر‬,%F‫ ﻣ‬37

post W F‫ ﻣ‬97

position W F‫ ﻣ‬97

territory < F‫ ﻣ‬78

territory < F‫ ﻣ‬80

territory < F‫ ﻣ‬88

borough ‫ﺑ ة‬/ ‫ < إدار‬F‫ ﻣ‬50

geographical area 9‫ ا‬Z < F‫ ﻣ‬50

socially deprived area ً ‫وﻣ ا‬ ‫ < ﻣ‬F‫ ﻣ‬62

conflict region ‫اع‬bX < F‫ ﻣ‬90

withdrawn ‫ل‬b F‫ﻣ‬/k/ X O ,ٍ F‫ ﻣ‬25

regulated TF‫ ﻣ‬79

regimented ‫ م @ رم‬TF 8i / TF‫ ﻣ‬99

unstructured LF<‫ﻣ‬/ TF‫ ﻣ‬100

youth organisation ‫ ب‬#%‫@ ﺑ ﱠ‬

ّ ‫ﱠ ت‬TF‫ ُﻣ‬10

Uniformed youth organizations &‫ ﺑ ذات زي ر‬#A ‫ﱠ ت‬TF‫ ُﻣ‬10

Islamic Relief Worldwide ‫ﻣ‬+&j‫ ا‬c )j‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

IRW ‫ﻣ‬+&j‫ ا‬c )j‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

United Nations Educational, Scientific

and Cultural Organization UNESCO ,=/X, ‫ ا‬، 9 <R ‫وا‬ ‫ﺑ وا‬ ‫َ ّة‬ ‫ا ﻣ ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

United Nations Children's Fund , ‫َ ّة‬ ‫ا ﻣ ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

1125
World Trade Organization ‫ رة ا‬- ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

WTO ‫ رة ا‬- ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

World Health Organization ‫ا ِ ّ ا و‬ ‫ﱠ‬TF‫ ُﻣ‬74

WHO ‫ا ِ ّ ا و‬ ‫ﱠ‬TF‫ ُﻣ‬74

World Health Organisation ‫ا ِ ّ ا‬ ‫ﱠ‬TF‫ ُﻣ‬19

Deaf organisation ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬24

Amnesty International ‫ا و‬, ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

International Labour Organization ILO ‫ا و‬ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

ILO ‫ا و‬ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬86

civil society organisation X ‫ ا‬8 َ ْ- ُ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬53

International Organization for Migration ‫ ة ا و‬-_ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

IOM ‫ ة ا و‬-_ ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬74

humanitarian agencie X /X‫إ‬ ‫ﱠ‬TF‫ ُﻣ‬91

humanitarian organisation X /X‫إ‬ ‫ﱠ‬TF‫ ُﻣ‬91

Save the Children , ‫< ذ ا‬X‫إ‬ ‫ﱠ‬TF‫ ُﻣ‬92

Action Aid ‫ إ ا و‬L%S‫أ‬ ‫ﱠ‬TF‫ ُﻣ‬92

Oxfam ‫ م ا و‬/S‫أو‬ ‫ﱠ‬TF‫ ُﻣ‬92

private agency ( ّ‫ ص‬1 ‫ ا < ع ا‬9 ‫@ )أي‬

ّ ‫ﱠ‬TF‫ ُﻣ‬53

international organisation ‫دو‬ ‫ﱠ‬TF‫ ُﻣ‬91

International organisation ‫دو‬ ‫ﱠ‬TF‫ ُﻣ‬92

international non-governmental ‫ﱠ‬TF‫ ُﻣ‬92

ّ ‫ﻣ‬,=ُ7 ) ‫دو‬
organisation
INGO ّ ‫ﻣ‬,=ُ7 ) ‫دو‬ ‫ﱠ‬TF‫ ُﻣ‬92

social work organisation ‫ا‬ ‫ﱠ‬TF‫ ُﻣ‬92

1126
non-governmental organisation ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ‬TF‫ ُﻣ‬53

NGO ّ ‫ﻣ‬,=ُ7 ) ‫ﱠ‬TF‫ ُﻣ‬92

non-profit organisation ‫) رﺑ‬ ‫ﱠ‬TF‫ ُﻣ‬53

not-for-profit organisation ‫) رﺑ‬ ‫ﱠ‬TF‫ ُﻣ‬53

supranational organisation F‫ط‬, ‫ق ا‬,9 ‫ﱠ‬TF‫ ُﻣ‬74

private sector agency ّ‫ ص‬1 ‫ ا < ع ا‬9 ‫ﱠ‬TF‫ ُﻣ‬53

voluntary sector organisation , ‫ا ﱠ‬ ‫ عا‬I 9 ‫ﱠ‬TF‫ ُﻣ‬53

community-based organisation 8 َ ْ- ُ ‫ ا‬O HI ‫ﱠ‬TF‫ ُﻣ‬53

disability organization I j‫وي ا‬g ‫ﱠ‬TF‫ ُﻣ‬32

community-based organisation َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬62

community based-organisation ‫ ﻣ‬bSِ ْ ‫ َﻣ‬/ َ ْ-‫ أ&` ُﻣ‬O ّ Fْ#‫َﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬10

local agency ‫ﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬37

aid organisation ‫ ِ ات‬/‫ُﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬91

Water Aid ‫ ِ ات‬/‫ﻣ ه و ُﻣ‬ ‫ﱠ‬TF‫ ُﻣ‬/ ‫ إ‬D‫و‬ ‫ﱠ‬TF‫ ُﻣ‬92

structured = _‫ﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬100

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬52

organisation /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬53

paradigm ‫ر‬,TF‫ ﻣ‬20

paradigm ‫ر‬,TF‫ ﻣ‬69

perception ‫ ء‬A ‫ ا‬O ‫ إ‬s1% ‫ر ا‬,TF‫ ﻣ‬35

worldview ‫ر‬,TF‫ ﻣ‬53

religious worldview F‫د‬ ‫ر‬,TF‫ ﻣ‬67

international perspectives in social

‫ا‬ ‫ ا‬9 ‫ر‬,TF‫ ﻣ‬72
work

1127
perception ‫ر‬, D/‫ر‬,TF‫ ﻣ‬39

United Nations System ‫َ ّة‬ ‫ﻣ ا ﻣ ا‬,TF‫ ﻣ‬74

value system < ‫ﻣ ا‬,TF‫ ﻣ‬60

prohibit expulsion ‫د‬ ‫ ا‬8F‫ ﻣ‬80

drug and alcohol prevention ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ ا‬8F‫ ﻣ‬37

estranged F‫ ﻣ‬89

personal advantage 1A ‫ ة‬H 9/ F‫ ﻣ‬86

intercorporate transferee ‫ ت‬S % ‫ ا‬L ‫ل ﻣ ﺑ‬,<F‫ ﻣ‬77

curriculum ‫_ ج‬F‫ ﻣ‬99

school curriculum &‫_ ج ﻣ ر‬F‫ ﻣ‬98

methodical -_F‫ ﻣ‬48

# ّ ‫ا د ا‬ F (SIVUS) -_F‫ﻣ‬
SIVUS method X‫ و‬D W &‫ أ‬30

social casework ‫ ا د‬8‫ﻣ‬ ‫ا‬ ‫ ا‬-_F‫ ﻣ‬69

Braille ‫< اءة‬ ‫ ﺑ‬-_F‫ ﻣ‬24

bit run down ‫ة‬/u_F‫ ﻣ‬64

immigrant _‫ ُﻣ‬75

immigrant _‫ ُﻣ‬81

migrant _‫ ُﻣ‬82

first generation migrant ‫ا ول‬ -‫ا‬ _‫ ُﻣ‬81

third generation migrant l R‫ ا‬-‫ا‬ _‫ ُﻣ‬81

second generation migrant XR‫ ا‬-‫ا‬ _‫ ُﻣ‬81

sex migrant Z‫ﺑ‬ _‫ ُﻣ‬88

newly arrived migrant _‫ ُﻣ‬83

1128
internal migrant ‫دا‬ _‫ ُﻣ‬76

highly qualified migrant ‫ ءة‬S ‫ذو‬ _‫ ُﻣ‬75

low skilled migrant \ ‫ذو ﻣ_ رات‬ _‫ ُﻣ‬77

highly skilled migrant ‫ذو ﻣ_ رات‬ _‫ ُﻣ‬77

highly skilled migrant ‫ذو ﻣ_ رات‬ _‫ ُﻣ‬77

undocumented migrant worker &‫ر‬/ -/‫ﻣ ) ﻣ‬ _‫ ُﻣ‬79

non-documented migrant worker &‫ر‬/ -/‫ﻣ ) ﻣ‬ _‫ ُﻣ‬79

undocumented migrant -/‫ﻣ‬/ &‫) ر‬ _‫ ُﻣ‬79

illegal migrant X,X I ) _‫ ُﻣ‬79

irregular migrant ‫ ﻣ‬TX ) _‫ ُﻣ‬79

migrant with irregular status ‫ ﻣ‬TX ) _‫ ُﻣ‬79

migrant in an irregular situation ‫ ﻣ‬TX ) 8\‫ و‬9 _‫ ُﻣ‬79

legal migrant X,X I _‫ ُﻣ‬79

economic migrant ‫د‬ I‫ ب ا‬#& _‫ ُﻣ‬77

labour migrant ّ F_‫ ِﻣ‬/ ‫ ب ا‬#& _‫ ُﻣ‬77

poverty migrant < ‫ ب ا‬#& _‫ ُﻣ‬77

labour migrant ‫ ﻣ‬/ ّ F_‫ ب ِﻣ‬#& _‫ ُﻣ‬79

forced migrant ً /I -_‫ﻣ‬ _‫ ُﻣ‬77

regular migrant ‫ ﻣ‬TX _‫ ُﻣ‬79

documented migrant &‫ر‬/ ‫ ﻣ‬TX _‫ ُﻣ‬79

migrant sex worker `F- ‫ رة ا‬-D 9 _‫ ُﻣ‬88

migrant ‫ة‬/ _‫ ُﻣ‬76

international migrant ‫ة‬/ ‫ة دو‬/ _‫ ُﻣ‬76

1129
immigrants and ethnic minorities I ‫ ت‬I‫ وأ‬L _‫ ُﻣ‬83

communication skills ‫ل‬ D ‫ ﻣ_ رات ا‬12

social adaptive skills ‫ ا‬Qّ =َ ‫ ﻣ_ رات ا‬26

computer skills ‫ب‬,& ‫ ﻣ_ رات ا‬12

cooking skills €# ‫ ﻣ_ رات ا‬12

fine motor skills < I‫ ّ د‬S 7 ‫ ﻣ_ رات‬23

gross motor skills ‫ ى‬#S ّ S 7 ‫ ﻣ_ رات‬23

skill ‫ ﻣ_ رة‬97

social skill ّ ‫ ﻣ_ رة ا‬27

basic skill & &‫ ﻣ_ رة أ‬44

life skill D 7 ‫ ﻣ_ رة‬22

practical skill ‫ ﻣ_ رة‬16

practical skill ‫ ﻣ_ رة‬27

functional skill ‫ ﻣ_ رة وظ‬22

know-how ‫ﺑ ا‬/‫ ة‬# /‫ ﻣ_ رة‬75

duty ‫ ﻣ_ م‬96

duty ‫ ﻣ_ م‬97

controlling duties = D ‫ ﻣ_ م‬55

vagina ORX[ & FD ,i / #_‫ ﻣ‬8

care about ‫ ﻣ_ ب‬55

externally displaced person ً ‫ر‬ -_‫ ﻣ‬77

internally displaced person ً ‫ دا‬-_‫ ﻣ‬77

threatened with homelessness ‫ د‬% ‫ ﻣ_ د ﺑ‬61

1130
threatened with the loss of
kF=/‫ ﻣ_ د ﺑ < ان ﻣ‬61
accommodation
human smuggler %# ‫ ﻣ_ ب ا‬79

migrant smuggler L _ ُ ‫ ﻣ_ ب ا‬79

people smuggler ‫ ص‬1A‫ ﻣ_ ب أ‬79

smuggler of people ‫ ص‬1A‫ ﻣ_ ب أ‬79

drug mule ‫ رات‬1‫ ﻣ_ ب ﻣ‬86

hallucinogen ‫س‬, _‫ ﻣ‬39

management function ‫إدار‬ _‫ ﻣ‬95

formative function =%D _‫ ﻣ‬95

restorative function D _‫ ﻣ‬95

educational function ّ D _‫ ﻣ‬95

supportive function ‫دا‬ _‫ ﻣ‬95

social work task ‫إ‬ _‫ ﻣ‬7

normative function & <‫ﻣ‬/ ‫ﻣ ر‬ _‫ ﻣ‬95

marginalised ~ ّ _‫ ُﻣ‬11

marginalised ~ ّ _‫ ُﻣ‬20

marginalised ~ ّ _‫ ُﻣ‬51

neglecter _‫ ﻣ‬9

allied health profession ‫ ة‬X /‫ﻣ‬ @ L_‫ ﻣ‬22

profession Fْ_‫ ِﻣ‬22

profession Fْ_‫ ِﻣ‬71

profession Fْ_‫ ِﻣ‬98

social profession ّ ‫ ا‬Fْ_‫ ِﻣ‬52

1131
caring profession ِ ‫ ا‬Fْ_‫ ِﻣ‬52

caring profession ِ ‫ ا‬Fْ_‫ ِﻣ‬55

mental health profession / F ‫ ا ِ ّ ا‬Fْ_‫ ِﻣ‬34

social work profession ‫ا‬ ‫ ا‬Fْ_‫ ِﻣ‬92

woman's profession ‫أة‬ ‫ ا‬Fْ_‫ ِﻣ‬63

human rights profession ‫ ن‬/Xj‫ق ا‬,<ُ7 Fْ_‫ ِﻣ‬73

human rights profession ‫ ن‬/Xj‫ق ا‬,<ُ7 Fْ_‫ ِﻣ‬74

caring profession ‫را‬/ ‫ دا‬Fْ_‫ ِﻣ‬70

practice-based profession &‫ أ&` ا ُ ِر‬O ّ Fْ#‫ َﻣ‬Fْ_‫ ِﻣ‬71

professionalization FF_‫ ﻣ‬72

professionalisation FF_‫ ﻣ‬99

professional ّ F_‫ ِﻣ‬52

social professional ‫ ّ ا‬F_‫ ِﻣ‬52

disability professional I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ِﻣ‬20

disabilities professional I j‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ِﻣ‬22

human services professional X /X ‫ ْ ﻣ ا‬1ِ ‫ ل ا‬-‫ َﻣ‬9 ّ F_‫ ِﻣ‬52

preschool professional &‫ ا ر‬#I ‫ ﻣ‬7 ‫ ﻣ‬9 s ‫ ﱡ‬1َ َ ‫ ّ ﻣ‬F_‫ ِﻣ‬13

professional ‫ة‬/ ّ F_‫ ِﻣ‬96

structured = _‫ ﻣ‬95

offensive L _‫ ﻣ‬19

offensive L _‫ ﻣ‬27

degrading L _‫ ﻣ‬77

offensive L _‫ ﻣ‬81

1132
dehumanising ‫ = اﻣ‬L _‫ ﻣ‬19

pornography 7 ‫اد إﺑ‬,‫ ﻣ‬88

cleaning product Q TFD ‫اد‬,‫ ﻣ‬38

depressant ‫ ب‬E S+ ##/‫اد ﻣ‬,‫ ﻣ‬39

inhalant ‫ ق‬%F &+ ‫اد ﻣ‬,‫ ﻣ‬38

person specification W ‫ة ا‬/‫ا@ ت ُﻣ< ﱢم‬,‫ ﻣ‬97

national L‫اط‬,‫ ﻣ‬76

citizen L‫اط‬,‫ ﻣ‬76

national L‫اط‬,‫ ﻣ‬78

British citizen X ‫ ﺑ‬L‫اط‬,‫ ﻣ‬81

EU citizen ‫ د ا وروﺑ‬D ‫ ا‬9 L‫اط‬,‫ ﻣ‬79

strength ‫ة‬,I L‫اط‬,‫ ﻣ‬30

senior citizen Lّ /ِ ‫ ا‬#S L‫اط‬,‫ ﻣ‬40

foreign national ‫ ب‬Z‫ ﻣ‬L‫اط‬,‫ ﻣ‬79

qualified national ‫ھ‬P‫ ﻣ‬L‫اط‬,‫ ﻣ‬77

citizenship F‫اط‬,‫ ﻣ‬57

citizenship F‫اط‬,‫ ﻣ‬76

Citizenship F‫اط‬,‫ ﻣ‬81

active citizenship 9 F‫اط‬,‫ ﻣ‬50

non-EU citizen ‫ د ا وروﺑ‬D ‫ ) ا‬L‫ ﻣ‬F‫اط‬,‫ ﻣ‬76

non-EU citizen ‫ د ا وروﺑ‬D ‫ ) ا‬L‫ ﻣ‬F‫اط‬,‫ ﻣ‬79

consent َ<َ9‫ا‬,‫ ُﻣ‬5

consent َ<َ9‫ا‬,‫ ُﻣ‬6

1133
consent َ<َ9‫ا‬,‫ ُﻣ‬87

exceptional leave to remain ‫< ء‬# H FR &‫َ<َ ا‬9‫ا‬,‫ ُﻣ‬80

discretionary leave to remain in the

# ‫ ا‬9 ‫< ء‬# H FR &‫َ<َ ا‬9‫ا‬,‫ ُﻣ‬80
country
informed consent ‫ ة‬F /‫َ<َ ﻣ‬9‫ا‬,‫ ُﻣ‬34

Royal Assent = ‫َ<َ ﻣ‬9‫ا‬,‫ ُﻣ‬93

tragic death ‫ت ﻣ]& وي‬,‫ ﻣ‬6

documented :c,‫ ﻣ‬95

authoritative ‫ق‬,c,‫ ﻣ‬2

future-oriented #< / ‫ ا‬, X k ,‫ ﻣ‬30

standardised ّ 7َ ,‫ ﻣ‬100

distributed ‫زع‬,‫ ﻣ‬89

extensive 8&,‫ ﻣ‬28

stigmatising ‫ر‬ ‫@ ﺑ‬,‫ ﻣ‬88

topic ‫ع‬,\,‫ ﻣ‬100

research topic l # ‫ع ا‬,\,‫ ﻣ‬20

racial disadvantage I :H / Fْ ُ ‫ ب‬#& Qْ \

َ L‫ط‬,‫ ﻣ‬85

position of power ‫ة‬,I L‫ط‬,‫ ﻣ‬89

unqualified worker ‫ھ‬P‫ ) ﻣ‬Q‫ظ‬,‫ ﻣ‬16

hospital-based social work staff ‫ ت‬%/ ‫ ا‬9 ‫ا‬ ‫ ا‬, ‫ظ‬,‫ ﻣ‬64

relief staff ‫ن‬, , ‫ظ‬,‫ ﻣ‬16

staff L ‫ظ‬,‫ ﻣ‬96

unqualified staff L ‫ھ‬P‫ ) ﻣ‬L ‫ظ‬,‫ ﻣ‬96

procurer 9,‫ ﻣ‬88

1134
service provider ‫ ْ ﻣ‬1ِ ‫ ا‬9,‫ ﻣ‬57

stance QI,‫ ﻣ‬70

foreign born ‫ آ‬#‫د ﺑ‬, ,‫ ﻣ‬75

overseas born ‫ آ‬#‫د ﺑ‬, ,‫ ﻣ‬75

gifted ‫ب‬,‫ھ‬,‫ ﻣ‬75

care planning conference ِ y 1 ‫ا‬ DP‫ ﻣ‬47

child protection conference ِْ ‫ا‬ 7 DP‫ ﻣ‬6

landlord ‫ة‬/ P‫ ﻣ‬61

harmful ‫ذي‬P‫ ﻣ‬7

founder `&P‫ ﻣ‬57

institutions ‫ ت‬/&P‫ ﻣ‬76

human rights institutions ‫ ن‬/Xj‫ق ا‬,<ُ7 ‫ ت‬/&P‫ ﻣ‬73

institution /&P‫ ُﻣ‬20

organisation /&P‫ ُﻣ‬52

foundation /&P‫ ُﻣ‬73

institution /&P‫ ُﻣ‬85

institution of learning ‫ ا ﱠ‬/&P‫ ُﻣ‬54

voluntary sector organisation , ‫ ا < ع ا ﱠ‬/&P‫ ُﻣ‬52

Alcoholics Anonymous L ,_- ‫ل ا‬, = ‫ ا‬O L F‫ ا ﻣ‬/&P‫ ُﻣ‬38

young offender institution L <‫اھ‬ ّ

‫ا‬L X- ‫@ ﺑ‬ H‫ا‬, ‫ إ‬/&P‫ ُﻣ‬16

higher education institution D /&P‫ ُﻣ‬71

higher education institution D /&P‫ ُﻣ‬99

educational establishment ّ D /&P‫ ُﻣ‬54

1135
learning organisation ّ D /&P‫ ُﻣ‬69

evaluation agency <D /&P‫ ُﻣ‬99

government agency ّ ‫ﻣ‬,=ُ7 /&P‫ ُﻣ‬75

charity /&P‫ ُﻣ‬53

charity /&P‫ ُﻣ‬57

international organisation ‫ دو‬/&P‫ ُﻣ‬74

international association ‫ دو‬/&P‫ ُﻣ‬92

social landlord ّ ‫ ا‬F=& /&P‫ ُﻣ‬61

statutory agency ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ /&P‫ ُﻣ‬53

non-statutory ّ &‫ر‬/ ّ ‫ﻣ‬,=ُ7 ) /&P‫ ُﻣ‬53

fostering and adoption agency #‫ا‬ &ُ ‫ا‬ ِ ‫ّ وا‬F# /&P‫ ُﻣ‬15

antiracist association 9 =‫ ُﻣ‬/&P‫ ُﻣ‬85

foundation ‫أ& س‬/ /&P‫ ُﻣ‬73

agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬12

institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬32

institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬52

agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬53

agency ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬54

institution ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬56

voluntary sector organisation , ‫< عا ﱠ‬ ‫ ﺑ‬D ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬62

agency S‫و‬/ ‫ﱠ‬TF‫ ُﻣ‬/ /&P‫ ُﻣ‬2

accreditation organisation ‫د‬ ‫ ا‬E ‫ھ‬/ /&P‫ ُﻣ‬99

accreditation agency ‫د‬ ‫ ا‬E ‫ھ‬/ /&P‫ ُﻣ‬99

1136
institutional /&P‫ ﻣ‬16

index AP‫ ﻣ‬94

performance indicator ‫ ا داء‬AP‫ ﻣ‬94

human development index %# ‫ا‬ F ‫ ا‬AP‫ ﻣ‬89

inequality-adjusted human
‫ واة‬/ ‫ل ﺑ م ا‬ ‫ا‬ %# ‫ا‬ F ‫ ا‬AP‫ ﻣ‬89
development index
poverty indicator < ‫ ا‬AP‫ ﻣ‬59

indicator of child sexual abuse ‫[ط ل‬ /Fْ ِ ‫د إ& ءة‬, , AP‫ ﻣ‬8

clear cut indicators \‫ووا‬ I ‫ ات‬AP‫ ﻣ‬9

person of faith ‫ة‬/L‫ﻣ‬P‫ ﻣ‬67

believer ‫ة‬/L‫ﻣ‬P‫ ﻣ‬68

qualification ‫ھ‬P‫ ﻣ‬97

foreign qualification #F ‫ھ أ‬P‫ ﻣ‬75

early years professional status ‫ ﱢ= ة‬# ُ ‫ات ا‬,ّF/ِ ‫ ل ا‬-‫ َﻣ‬9 ‫ھ‬P‫ ﻣ‬13

professional qualification ّ F_‫ھ ِﻣ‬P‫ ﻣ‬99

national vocational qualification ‫ ّ ﻣ‬F_‫ھ ِﻣ‬P‫ ﻣ‬13

university entrance qualification ‫ ﻣ ت‬- ‫ل ا‬,#I ‫ت‬+‫ھ‬P‫ ﻣ‬98

running water ‫ر‬ ‫ ﻣ ه‬89

methadone ( ‫ أ‬L=/‫ دون )ﻣ‬R ‫ ﻣ‬39

personal budget 1A X‫ا‬b ‫ ﻣ‬32

facilitator / ‫ ﻣ‬30

self-facilitated ً D‫ ذا‬/ ‫ ﻣ‬95

co-facilitator ‫ آ‬/ ‫ ﻣ‬8‫ رك ﻣ‬%‫ ﻣ‬/ ‫ ﻣ‬49

facilitator ‫ة‬/ / ‫ ﻣ‬49

1137
facilitator ‫ة‬/ / ‫ ﻣ‬95

sexual orientation /Fْ ِ ‫ل‬, ‫ ﻣ‬66

minaret XgE‫ ﻣ‬67

trafficking survivor %# ‫ ر ﺑ‬-D ‫ ا‬L‫ جٍ ﻣ‬X 87

survivor of childhood abuse , ‫ ا‬7 ‫ ﻣ‬9 ‫& ءة‬j‫ ا‬L‫ج ﻣ‬

ٍ X 7

mental health system survivor / F ‫ج ا‬+ ‫ا‬/ / F ‫ م ا ِ ّ ا‬TX L‫ ج ﻣ‬X 33

youth club ‫ ب‬#%‫ دي ا ﱠ‬X 10

mother and baby club 8‫ا ات وا ﱡ \ﱠ‬, ‫ دي ا‬X 13

small youth club ‫ ب‬#% Z@ ‫ دي‬X 11

luncheon club for older people Lّ /ِ ‫ ر ا‬#= ‫ دي‬X 41

emigrant ‫ زح‬X 75

disability activist I j‫ق ذوي ا‬,<ُ7 9 yA X 32

community activist 8 َ ْ- ُ ‫ ا‬9 ‫ة‬/yA X 51

mature h\ X 49

detractor ‫ة‬/ I X 99

job profile ‫ظ‬, ‫ ا‬L ‫ة‬g#X 97

outcome - X 14

outcome - X 94

outomce - X 97

outcome ‫ ج‬1‫ﻣ‬/ - X 16

outcome ‫ ج‬1‫ﻣ‬/ - X 47

carpentry ‫ رة‬-X 11

paucity I/‫ رة‬X 69

1138
conflict ‫اع‬bX 90

non-violent conflict Fْ ُ + ‫اع ا‬bX 90

interstate conflict ‫ ا ول‬L ‫اع ﺑ‬bX 90

international conflict ‫اع دو‬bX 90

religious conflict F ‫اع د‬bX 90

large-scale conflict 8&‫ ق وا‬X ‫اع ذو‬bX 90

sectarian conflict H ‫اع ط‬bX 90

ethnic conflict I ‫اع‬bX 90

natural resources conflict # ‫ارد ا‬, ‫ ا‬O ‫اع‬bX 90

violent conflict Q F ‫اع‬bX 90

territorial conflict Fّ ‫ < ُﻣ‬F‫ ﻣ‬9 ‫اع‬bX 90

tribal conflict #I ‫اع‬bX 90

civil conflict X ‫اع ﻣ‬bX 90

armed conflict r /‫اع ﻣ‬bX 90

contemporary conflict @ ‫اع ﻣ‬bX 90

deadly conflict n ‫اع ﻣ‬bX 90

organ removal ‫ء‬i ‫ع ا‬bX 86

outing for older people Lّ /ِ ‫ ر ا‬#= ‫ھ‬bX 41

emigration ‫وح‬bX 76

descent W/X 81

lineage W/X 84

dual heritage H Fc/‫دوج‬b‫ ﻣ‬W/X 81

low rates of school enrolment ‫ ﻣ <ّ ا ارس‬L‫ ﻣ‬iِ 1Fْ ‫ ُﻣ‬W/X 89

1139
modicum I #/X 56

high response rate ‫ﺑ‬, ‫ا‬/‫ ا د‬L‫ﻣ‬ D ‫ ﻣ‬#/X 100

copying and pasting : ‫ و‬€/X 97

feminism ,/X 69

activity ‫ ط‬%X 19

social activity ‫ ط ا‬%X 4

recreational activity _ 9 D ‫ ط‬%X 4

recreational activity for young people ‫ ب‬#% _ 9 D ‫ ط‬%X 11

cultural activity 9 <c ‫ ط‬%X 4

sexual activity /Fْ ِ ‫ ط‬%X 8

sexual activity /Fْ ِ ‫ ط‬%X 66

outdoor activity ‫ر‬ ‫ ط‬%X 11

youth activity ‫ ﺑ‬#A ‫ ط‬%X 11

neural activity # ‫ ط‬%X 39

therapeutic activity + ‫ ط‬%X 41

electrical activity H ‫_ ﺑ‬S ‫ ط‬%X 23

play activity _ 9 D/W ‫ ط‬%X 23

activity limitation ‫ود‬ ‫ ط ﻣ‬%X 31

school activity &‫ ط ﻣ ر‬%X 23

occupational activity ّ F_‫ ط ِﻣ‬%X 4

day-to-day activity ‫ﻣ‬, ‫ ط‬%X 19

daily activity ‫ﻣ‬, ‫ ط‬%X 42

activity of a sexual nature /Fْ ِ ّ#‫ذو ط‬ 9/‫ ط‬%X 8

1140
universalise D/ً %X 73

advice for carers ‫ة‬ rH X 41

advice X 4

advice X 30

careers advice ّ F_‫ِﻣ‬ X 31

maturation h ْiُX 2

biological maturity , , ‫ ﺑ‬h ْiُX 3

sexual maturity /Fْ ِ h ْiُX 3

jurisdiction H i< ‫ص ا‬ ‫ قا‬X 5

health domain ّ ِ ‫ ق ا‬X 19

health-related domain ّ ِ ‫ ﺑ‬: ‫ ق ﻣ‬X 19

scale ‫ﻣ< س‬/‫ ق‬X 90

speech : X 29

speech : X 33

cleanliness 9 TX 9

personal hygiene 1A 9 TX 9

social order ‫ م ا‬TX 69

social system ‫ م ا‬TX 71

social insurance system ‫ ا‬L ‫ م ا ]ﻣ‬TX 57

classification system QF ‫ م ا‬TX 33

home educating bF ‫ا‬ ‫ م ا ﱠ‬TX 18

diet gZ ‫ م ا‬TX 59

pension system < ‫ م ا‬TX 58

1141
foster care system #‫ا‬ &ُ ‫ا‬ ِ ‫ م ا‬TX 15

looked after children system #‫ا‬ ِ ‫ م ا‬TX 14

in care 9 #‫ا‬ ِ ‫ م ا‬TX 55

child care system ‫[ط ل‬ #‫ا‬ ِ ‫ م ا‬TX 14

health care system ‫ا‬ ِ ‫ م ا‬TX 64

welfare system ‫ ه‬9 ‫ م ا‬TX 56

welfare system ‫ ه‬9 ‫ م ا‬TX 57

welfare state regime ‫ ه‬9 ‫ م ا‬TX 57

welfare regime ‫ ه ا‬9 ‫ م ا‬TX 56

liberal welfare regime ‫ ا‬# ‫ ه ا‬9 ‫ م ا‬TX 58

picture and symbol system ‫ز‬,‫ر وا ﻣ‬, ‫ م ا‬TX 29

criminal justice system H F- ‫ م ا ا ا‬TX 43

penal system H F- ‫ م ا‬T‫ﱢ‬F ‫ا‬/‫ﺑ ت‬,< ‫ م ا‬TX 44

quota system D,= ‫ م ا‬TX 79

Bismarck system ‫ﻣ رك‬b ‫ م ﺑ‬TX 57

Beveridgean system ‫د‬ ‫ م ﺑ‬TX 57

Beveridge system ‫ج‬ ‫ م ﺑ‬TX 57

authoritarian regime /D ‫ م‬TX 90

Gross Motor Function Classification

#= ‫ ا‬S ‫ ا داء ا‬Q F D ‫ م‬TX 23
System
enhanced disclosure criminal records
H F- ‫ت ا‬+-/ ‫ ا‬L Q%= ‫ ا‬b b D ‫ م‬TX 16
check
early childhood education and childcare
ِْ ‫ا‬ ِ ‫ ﱢ= ة‬# ُ ‫ ا‬,
‫ور‬ ‫ا‬ D ‫ م‬TX 13
system
education system ‫ي‬,‫ ﺑ‬D/ D ‫ م‬TX 52

binary system H Fc ‫ م‬TX 99

1142
child protection system ِْ ‫ا‬ 7 ‫ م‬TX 6

pay-as-you-go ‫ ا‬F (‫ ت‬I ّ< & ‫ )ا‬89‫ م د‬TX 58

international refugee regime LE + ‫ م دو‬TX 80

childcare system ِْ ‫ا‬ ‫ م ِر‬TX 13

computerised case record system #&, ‫تا‬ ‫ت ا‬+-& ‫ م‬TX 6

belief system ‫ ي‬H < ‫ م‬TX 67

diet H‫ا‬g) ‫ م‬TX 12

healthy diet @ H‫ا‬g) ‫ م‬TX 64

legal system X,X I ‫ م‬TX 93

school system &‫ م ﻣ ر‬TX 98

visa points system ‫ ات‬A] ‫ا‬ <X ‫ م‬TX 79

systemic -_F‫ﻣ‬/ ‫ ﻣ‬TX 36

systemic -_F‫ﻣ‬/ ‫ ﻣ‬TX 48

perception ‫ر‬,TF‫ﻣ‬/‫ ء‬A O ‫ إ‬s1% ‫ ة ا‬TX 28

unconditional positive regard ‫ وط‬%‫ ﺑ ) ﻣ‬- ‫ ة إ‬TX 36

unconditional positive regard Lّ ‫ ء ُﻣ‬A ‫ ه‬-D ‫ وط‬%‫ ﺑ ) ﻣ‬- ‫ ة إ‬TX 70

worldview D 7 ‫ ة‬TX 3

medical gaze ّ#‫ ة ط‬TX 33

learning theory ‫ﱡ‬ ‫ ت ا‬TX 2

theories of human behaviour ‫ ي‬%# ‫ك ا‬, /ُ ‫ ت ا‬TX 71

theory TX 69

theory TX 71

theory TX 72

1143
attachment theory ‫ ط‬#D‫ا ر‬ TX 17

systems theory TX ‫ا‬ TX 69

theory of punishment ‫ﺑ ت‬,< ‫ا‬ TX 43

absolute theory of punishment < ‫ﺑ ت ا‬,< ‫ا‬ TX 43

relative theory of punishment #/F ‫ﺑ ت ا‬,< ‫ا‬ TX 43

theory of social work ‫ا‬ ‫ا‬ TX 71

social work theory ‫ا‬ ‫ا‬ TX 71

social work theory ‫ا‬ ‫ا‬ TX 72

social work theory ‫ا‬ ‫ا‬ TX 85

groupwork theory -‫ا‬ ‫ا‬ TX 49

theory of communicative action @‫ا‬, ‫ا‬ ‫ا‬ TX 69

queer theory R ‫ا‬ TX 66

micro-level theory Hb- ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

micro-level Hb- ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

macro-level theory = ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

macro-level = ‫ى ا‬, /ْ ُ ‫ا‬ TX 69

epistemology 9 ‫ا‬ TX 69

gender theory ‫ع ا‬,F ‫ا‬ TX 63

migration theory ‫ ة‬-_ ‫ا‬ TX 75

theory of migration ‫ ة‬-_ ‫ا‬ TX 75

ontology ‫د‬, , ‫ا‬ TX 69

educational theory ّ D TX 69

organisational theory TFD TX 69

1144
gestalt theory n % TX 69

behavioural theory S, &ُ TX 69

comprehensive theory ‫ﻣ‬A TX 69

inclusive theory ,A TX 69

transnational theory F‫ط‬, ‫ا‬/‫ود‬ ‫ ا‬# TX 75

cognitive theory S‫إدرا‬/ =9 TX 69

grand theory ‫ ى‬#S TX 69

Keynesian theory ‫ ن‬%FS TX 60

feminist theory ,/X TX 63

critical theory <X TX 69

lifelong learning /‫ﻣ‬/‫ة‬ ‫ﻣ ىا‬ X 96

mental / X 19

utilitarianism X 70

niqab ‫< ب‬X 68

trade union ‫ل‬ ‫< ﺑ ا‬X 60

trade union ‫ل‬ ‫< ﺑ ا‬X 96

trade union ّ F_‫ ِﻣ‬/‫ل‬ ‫< ﺑ‬X 57

corporatist ‫ي‬,‫< ﺑ‬X 56

credit point ‫ة‬ ‫< ط ﻣ‬X 99

excessive self-criticism ‫ط‬ ‫ات ا‬g ‫< ا‬X 9

deficit s<X 9

impediment s<X 29

lack s<X 85

1145
lack of parental concern ‫ا ي‬, ‫ ا ھ م ا‬s<X 9

undernourished gZ ‫ ا‬s<X 9

understaffed ‫ل‬ ‫ ﺑ‬s<X 96

lack of parental care ‫ا‬, ‫ا‬ ِ ‫ ا‬9 s<X 9

lack of capacity ‫ا < رة‬/ ‫ ا < ﺑ‬9 s<X 30

shortage of clean drinking water @ ‫ ب‬A ‫ّ ﻣ ء‬9,D 9 s<X 89

turning point ‫ل‬, D <X 56

turning point ZD/‫ل‬, D <X 48

checkpoint ~ D <X 78

orientation point k ‫ ﱡ‬,َD <X 71

transportation <X 87

transfer <X 87

removal of a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫< ا ِ ْ إ‬X 6

transfer of knowledge 9 ‫< ا‬X 72

transfer of knowledge 9 ‫< ا‬X 91

remove a child to a place of safety L‫ ﻣ= ن آﻣ‬O ‫< ِط ْ إ‬X 93

mobilise u D/ <X 51

mobilise D/u D/ <X 60

pure <X 2

racist joke Fْ ُ =X 84

attachment pattern ‫ ط‬#D‫ ا ر‬y X 17

healthy lifestyle @ ‫ ة‬7 y X 36

healthy lifestyle @ ‫ ة‬7 y X 64

1146
child development ْ ِ ‫ ا‬,ّ ُ ُX 2

physical development ‫ ي‬/ ,ّ ُ ُX 6

physical development ‫ ي‬/ ,ّ ُ ُX 23

restricted growth ‫ود‬ ‫ ي ﻣ‬/ ,ّ ُ ُX 23

healthy sexual development @ /Fْ ِ ,ّ ُ ُX 7

personal growth D‫ ذا‬,ّ ُ ُX 10

personal growth D‫ ذا‬,ّ ُ ُX 54

population growth X =& ,ّ ُ ُX 89

emotional development ‫ط‬ ,ّ ُ ُX 2

emotional development ‫ط‬ ,ّ ُ ُX 6

early childhood development ‫ ﱢ= ة‬# ُ ‫ ا‬, ‫ ا‬7 ‫ ﻣ‬9 ,ّ ُ ُX 13

child's development ْ ِ ‫ّر ا‬,َ َD/,ّ ُ ُX 9

motor development S 7 ‫ّر‬,َ َD/,ّ ُ ُX 23

development , D/,ّ ُ ُX 86

model ‫ذج‬, َX 20

model ‫ذج‬, َX 33

form ‫ذج‬, َX 48

model ‫ذج‬, َX 69

social model ‫ذج ا‬, َX 20

social model ‫ذج ا‬, َX 33

psychsocial model /X ‫ذج ا‬, َX 33

welfare model ‫ ه‬9 ‫ذج ا‬, َX 57

vulnerability-stress model َ ‫ذج ا‬, َX 33

‫ط ت‬,Zُi ‫ وا‬Qْ i

1147
application form W ‫ذج ا‬, َX 97

model of disability I ‫ذج إ‬, َX 20

personal tragedy model of disability 1A ‫ ﻣ]& ة‬O ّ Fْ#‫ َﻣ‬I ‫ذج إ‬, َX 20

European social model ‫ذج أوروﺑ ا‬, َX 56

biopsychosocial model ‫ ا‬/X , , ‫ذج ﺑ‬, َX 19

biopsychosocial model ‫ ا‬/X , , ‫ذج ﺑ‬, َX 33

group development model , ْ- َ ‫ّر ا‬,َ َD ‫ذج‬, َX 49

multi-causal model ‫ ت‬##/ ‫ د ا‬D ‫ذج‬, َX 33

risk assessment form ‫رة‬, 1ُ ‫ا‬ <D ‫ذج‬, َX 48

Nordic model /‫ا ط‬y ‫ ل ا‬A ‫ذج دول‬, َX 57

welfare state model ‫ ه‬9 ‫ذج دو ا‬, َX 58

social democratic model ‫ذج د < اط ا‬, َX 57

model of care ‫ذج ِر‬, َX 34

medical model ّ#‫ذج ط‬, َX 20

medical model ّ#‫ذج ط‬, َX 33

bio-medical model , , ‫ّ ﺑ‬#‫ذج ط‬, َX 33

application form W ‫ذج ط‬, َX 97

individual model ‫ دي‬9 ‫ذج‬, َX 20

approach h_X 32

approach h_X 33

approach h_X 49

approach h_X 69

approach h_X 85

1148
socialist-collective approach ‫ ك‬%‫ ُﻣ‬/ ‫ ا‬h_X 69

support approach ْ ‫ ا‬h_X 28

multi-sensory support approach ‫اس‬, ‫ ا ْ ا ُ ﱢد ا‬h_X 28

paternalism ‫ي‬,‫ أﺑ‬h_X 32

emancipatory approach ‫ري‬ D h_X 69

joined-up ‫ﱠ ت‬TF ُ ‫ ا‬L ‫ ﺑ‬S‫ ر‬%D h_X 12

interpretivist approach ‫ ي‬/ D h_X 100

objectivist approach ‫ دي‬7 h_X 100

supportive approach ‫ دا‬h_X 11

Reggio Emilia approach ‫ ا‬, - ‫ ر‬h_X 13

reflexive-therapeutic approach ‫]ﻣ‬D + h_X 69

therapeutic helping approach ‫دا‬ + h_X 69

individualist-reformist approach 7+@‫ دي إ‬9 h_X 69

maintenance approach 7+@‫ دي إ‬9 h_X 69

faith-based approach ‫ا < ة‬O H I h_X 67

gender-based approach ‫ع ا‬,F ‫ ا‬O H I h_X 11

strengths-based approach ‫ة‬,< ‫ ا‬L‫اط‬,‫ ﻣ‬O ّ Fْ#‫ َﻣ‬h_X 30

multicultural approach ‫ ت‬9 <R ‫ ُﻣ ﱢد ا‬h_X 83

Anti-oppressive approaches ‫\_ د‬+ r9 =‫ ﻣ‬h_X 11

anti-racist approach Fْ ُ r9 =‫ ﻣ‬h_X 83

bulimia # _X 17

episode ‫ﺑ‬,X 34

bout ‫ﺑ‬,X 34

1149
episode ‫ﺑ‬,X 35

depressive episode ‫ ب‬E S‫ﺑ ا‬,X 35

recurrent depressive episode ‫ ب ﻣ = رة‬E S‫ﺑ ا‬,X 35

epileptic seizure ‫ﺑ ا ّ ع‬,X 23

seizure hF‫ ﱡ‬%َD ‫ﺑ‬,X 23

fit hF‫ ﱡ‬%َD ‫ﺑ‬,X 23

psychotic episode X ‫ﺑ ذھ‬,X 35

tantrum Wi) ‫ﺑ‬,X 17

attach of anxiety :َ َI ‫ﺑ‬,X 35

panic attack 8 ‫ﺑ ھ‬,X 35

manic episode ‫س‬,‫ﺑ ھ‬,X 35

gender ‫ع ا‬,X 63

type of abuse ‫& ءة‬j‫ع ا‬,X 9

type of disability I j‫ع ا‬,X 19

type of group , ْ- َ ‫ع ا‬,X 49

form of abuse ‫& ءة‬j‫ ا‬L‫ع ﻣ‬,X 7

form of care ِ ‫ ا‬L‫ع ﻣ‬,X 13

quality of the attachment ‫ ط‬#D‫ا ر‬ ,X 17

quality of life ‫ة‬ ‫ا‬ ,X 31

quality of life ‫ة‬ ‫ا‬ ,X 35

quality of life % ‫ا‬ ,X/‫ة‬ ‫ا‬ ,X 41

disturbed sleep 8 < ‫م ﻣ‬,X 35

neo-liberal ( -‫ا‬ ‫ ا‬# ‫)أي ا‬ ‫ ا‬# , X 56

1150
finger spelling 8‫ ء ا @ ﺑ‬-‫ ھ‬24

migration ‫ ة‬-‫ ھ‬68

migration ‫ ة‬-‫ ھ‬75

migration ‫ ة‬-‫ ھ‬76

immigration ‫ ة‬-‫ ھ‬76

migration ‫ ة‬-‫ ھ‬79

migration ‫ ة‬-‫ ھ‬79

migration ‫ ة‬-‫ ھ‬81

migration ‫ ة‬-‫ ھ‬82

refugee migration L E + ‫ ة ا‬-‫ ھ‬80

gross migration ‫ ة إ‬-‫ ھ‬75

voluntary migration ‫ر‬ ‫ ة ا‬-‫ ھ‬77

rural-rural migration ‫ ر‬:‫ ط‬F‫ ﻣ‬L ‫ ة ﺑ‬-‫ ھ‬76

O ‫ إ‬X ‫ < ﻣ‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ أو ھ‬X ‫ ﻣ‬:‫ ط‬F‫ ﻣ‬L ‫ ة ﺑ‬-‫ھ‬
urban-urban migration ‫ى‬ ‫ أ‬X ‫ < ﻣ‬F‫ ﻣ‬76

free migration 7, ‫ﻣ‬/‫ ة‬7 ‫ ة‬-‫ ھ‬79

external migration ‫ر‬ ‫ ة‬-‫ ھ‬76

internal migration ‫ ة دا‬-‫ ھ‬76

circulation migration <F ‫ﻣ‬/ H‫ ة دا‬-‫ ھ‬76

international migration ‫ ة دو‬-‫ ھ‬76

international migration ‫ ة دو‬-‫ ھ‬78

long-term international migration ‫ا ى‬ ,‫ط‬ ‫ ة دو‬-‫ ھ‬76

brain drain ‫ ة ذوي ا = ءة‬-‫ ھ‬75

documented migration ‫ ﻣ‬TX/ ّ &‫ ة ر‬-‫ ھ‬79

1151
clandestine migration & ‫ ة‬-‫ ھ‬79

reverse brain drain ‫وي ا = ءة‬g /= ‫ ة‬-‫ ھ‬75

involuntary migration ‫ ر‬# ‫إ‬/ ‫ر‬ ‫ ة ) ا‬-‫ ھ‬77

illegal migration X,X I ) ‫ ة‬-‫ ھ‬79

illegal immigration X,X I ) ‫ ة‬-‫ ھ‬79

unauthorised migration 7, /‫ﻣ‬/ ,1‫ ة ) ﻣ‬-‫ ھ‬79

irregular migration ‫ ﻣ‬TX ) ‫ ة‬-‫ ھ‬79

irregular migration ‫ ﻣ‬TX ) ‫ ة‬-‫ ھ‬79

legal migration X,X I ‫ ة‬-‫ ھ‬79

forced migration /I ‫ ة‬-‫ ھ‬77

short term migration ‫ةا ى‬ I ‫ ة‬-‫ ھ‬76

total migration ّ S ‫ ة‬-‫ ھ‬75

labour migration ّ F_‫ ِﻣ‬/ ‫ ب ا‬#& ‫ ة‬-‫ ھ‬77

rural-urban migration X ‫ﻣ‬O‫إ‬ ‫ < ر‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ ھ‬76

urban-rural migration ‫ ر‬O ‫ إ‬X ‫ < ﻣ‬F‫ ﻣ‬L‫ ة ﻣ‬-‫ ھ‬76

orderly migration T F‫ ة ﻣ‬-‫ ھ‬79

temporary migration IP‫ ة ﻣ‬-‫ ھ‬76

regular migration ‫ ﻣ‬TX ‫ ة‬-‫ ھ‬79

racial attack ‫ي‬ Fْ ُ D/‫م‬,-‫ ھ‬84

target ‫ ھ ف‬12

goal ‫ ھ ف‬47

aim ‫ ھ ف‬47

objective )/‫ ھ ف‬1

1152
objective )/‫ ھ ف‬47

obejctive )/‫ ھ ف‬49

objective )/‫ ھ ف‬73

objective )/‫ ھ ف‬95

purpose )/‫ ھ ف‬97

objective ‫) ض‬/‫ ھ ف‬12

retrenchment ‫ ھ م‬56

ّ#‫< وم ط‬ ‫ و‬،‫ م‬TX ‫ ي‬8i1 ‫ن‬ % ‫ا ا‬g‫ھ‬

´devil, a born devil, on whose nature
' _# ‫ ا‬kDb ) 54
nurture can never stick´
fleeing ‫ ھ ب‬77

frailty A %‫ ھ‬41

hallucination &, ‫ ھ‬35

auditory hallucination & &, ‫ ھ‬35

Hindu ‫ة‬/ &‫ و‬F‫ ھ‬67

identity ّ ,ُِ ‫ ھ‬3

identity ّ ,ُِ ‫ ھ‬66

identity ّ ,ُِ ‫ ھ‬78

identity ّ ,ُِ ‫ ھ‬82

youth identity ‫ ب‬#%‫ ّ ا ﱠ‬,ُِ ‫ ھ‬3

collective identity ّ ,ُِ ‫ ھ‬50

gender identity ‫ع ا‬,F ‫ ّ ا‬,ُِ ‫ھ‬/ ‫ ر‬F ّ ,ُِ ‫ ھ‬66

sexual identity /Fْ ِ ّ ,ُِ ‫ ھ‬66

religious identity F ‫ ّ د‬,ُِ ‫ ھ‬67

male identity ‫ر‬,S‫ ّ ذ‬,ُِ ‫ ھ‬63

1153
disabled identity I ‫ ّ ذو إ‬,ُِ ‫ ھ‬20

lesbian identity ,RX‫أ‬ R‫ ّ ﻣ‬,ُِ ‫ ھ‬66

gay identity ‫ر‬,S‫ذ‬ R‫ ّ ﻣ‬,ُِ ‫ ھ‬66

Muslim identity /‫ ّ ﻣ‬,ُِ ‫ ھ‬68

national identity F‫ ّ وط‬,ُِ ‫ ھ‬68

structure = ‫ ھ‬71

social structure ‫ ھ = ا‬59

flat income structure n‫ ﺑ‬R ‫ا‬ ‫ ھ = ا‬57

power structure َ ْ /ُ ‫ ھ = ا‬50

spatial structure X =‫ ھ = ﻣ‬62

temporary structure nIP‫ ھ = ﻣ‬61

structural = ‫ ھ‬71

Human Rights Watch ~D‫ را ` وو‬L‫ﻣ‬, ‫ ھ‬92

International Islamic Relief Organization ‫ﻣ ا‬+&j‫ ا‬c )j‫ ا‬E ‫ ھ‬92

IIRO ‫ﻣ ا‬+&j‫ ا‬c )j‫ ا‬E ‫ ھ‬92

public body ّ ‫ﻣ‬,=ُ7/ ‫ﻣ‬ E‫ ھ‬1

blank slate (‫@ ت‬

ّ ‫ ر) )أي دون أي‬9 E ‫ ھ‬2

statutory body ّ ‫ﻣ‬,=ُ7/ ‫ ﻣ‬TX E ‫ ھ‬1

duty W ‫ وا‬1

duty W ‫ وا‬4

duty W ‫ وا‬5

duty W ‫ وا‬60

obligation W ‫ وا‬85

1154
duty W ‫ وا‬93

duty W ‫ وا‬95

duty to report x # ‫ ا‬W ‫ وا‬6

religious duty F ‫ د‬W ‫ وا‬68

general duty ‫ م‬W ‫ وا‬4

civic duty X ‫ﻣ‬/ F‫ وط‬W ‫ وا‬50

e pluribus unum ‫ ة‬R= ‫ ا‬L‫ ة ﻣ‬7‫ وا‬82

from many, one ‫ ة‬R= ‫ ا‬L‫ ة ﻣ‬7‫ وا‬82

gender aware ‫ع ا‬,F ‫ واعٍ ﺑ‬63

be mindful ‫ وا‬56

reality 8I‫ وا‬69

condom ‫ ي‬S‫ ذ‬I‫ وا‬39

condom ‫ري‬,S‫ ذ‬I‫ وا‬88

foster father ‫ﺑ‬ ‫ وا را‬15

parent ‫ة‬/ ‫ وا‬1

birth parent , , # ‫ة ا‬/ ‫ وا‬15

foster parent ‫ة‬/ ‫ة ﺑ‬/ ‫ وا‬15

foster parent ‫ة ﺑ‬/ ‫ة را‬/ ‫ وا‬54

non-maltreating parent E /‫ ُﻣ‬/‫ ء‬/‫ة ) ُﻣ‬/ ‫ وا‬7

abusive parent E /‫ ُﻣ‬/‫ ء‬/‫ة ُﻣ‬/ ‫ وا‬7

maltreating parent E /‫ ُﻣ‬/‫ ء‬/‫ة ُﻣ‬/ ‫ وا‬7

lone parent ‫ة‬/ 7‫ة و‬/ ‫ وا‬12

neglectful parent ‫ة‬/ _‫وا ة ﻣ‬/ ‫ وا‬9

1155
foster mother ‫ﺑ‬ ‫ وا ة را‬15

document < c‫ و‬74

document < c‫ و‬78

United Nations document ‫َ ّة‬ ‫ < ا ﻣ ا‬c‫ و‬87

bill of rights ‫ق‬,<ُ ‫ < ا‬c‫ و‬73

false document ‫ورة‬b‫ < ﻣ‬c‫ و‬79

comparative perspectives X‫ ﻣ< ر‬TX ‫ و _ ت‬19

person-in-environment perspective F ‫ ا‬E # ‫ ا‬L‫ ﻣ‬s1A TX _ ‫ و‬71

perspective ‫ر‬,TF‫ﻣ‬/ TX _ ‫ و‬69

unit ‫ ة‬7‫ و‬16

unit ‫ ة‬7‫ و‬25

unit ‫ ة‬7‫ و‬52

module ‫ ة‬7‫ و‬99

drug and alcohol unit ‫ل‬, = ‫ ﱢرات وا‬1 ُ ‫ ة ا‬7‫ و‬37

residential unit H‫ا‬, ‫ ة إ‬7‫ و‬52

small residential unit ‫ ة‬Z@ H‫ا‬, ‫ ة إ‬7‫ و‬16

residential unit for disabled people I j‫وي ا‬g H‫ا‬, ‫ ة إ‬7‫ و‬51

learning support unit ‫ا ا‬ ‫ا ﱠ‬/ ‫ ة د ْ ا ﱠ‬7‫ و‬25

inspectorate ~ D‫ ﺑ و‬I‫ ة ر‬7‫ و‬16

special unit ّ 1‫ﺑ ا‬

@ ‫ ة‬7‫ و‬21

fundamental group unit & &‫ ت أ‬, -‫ ة ﻣ‬7‫ و‬73

secure unit ‫ دة‬%‫ < أو ﻣ‬Z‫ ة ﻣ‬7‫ و‬44

secure unit ‫ ة‬%‫ ﺑ‬L‫ﻣ‬P‫ ة ﻣ‬7‫ و‬16

1156
cruelty ‫ة‬,/I / %7‫ و‬7

revelation 7‫ و‬68

workshop A‫ ور‬44

vein ‫ ور‬39

home office X #‫ا‬ ‫ وزارة ا ا‬80

home secretary ‫ وز ا ا‬45

mediation ‫ و& ط‬18

mediation ‫ و& ط‬51

mediation ‫ و& ط‬90

international family mediation &[ ‫ و& ط دو‬92

cross-cultural mediation ‫ ت‬9 <R ‫ ا‬# ‫ و& ط‬83

aid ‫ دا‬H &‫ و‬21

contraception ‫ ا‬8F‫ ﻣ‬H &‫ و‬65

artificial contraception F @ ‫ا‬ ‫ ا‬8F‫ ﻣ‬H &‫ و‬68

natural contraception # ‫ا‬ ‫ ا‬8F‫ ﻣ‬H &‫ و‬68

mediator y &‫ و‬47

cross cultural mediator ‫ ت‬9 <R ‫ ا‬# y &‫ و‬83

aide-memoire Sg ‫ ِ ة‬/‫ُﻣ‬ &‫ و‬100

contraception ‫ ا‬8F‫ﻣ‬ &‫ و‬68

guardianship @‫ و‬30

guardianship @‫ و‬55

8‫ ﻣ‬l= ْ ِ ‫ أن ا‬l ‫@ )و@ ﺑ‬ ّ @‫و‬

special guardianship ( ‫ا‬, ‫_ ا‬I,<ُ7 ْ ِ ‫< ان وا ي ا‬9 ‫ و@ ّ دون‬14

clinical description ‫ي‬ & Q@‫ و‬33

1157
prescribed W #‫ ط‬#I L‫ ﻣ‬Q@‫ و‬38

job description ‫ وظ‬Q@‫ و‬97

social stigma ّ ‫را‬ @‫ و‬33

arrive ‫ل‬,@‫ و‬76

cap O I ‫ل ا َ ّ ا‬,@‫ و‬79

guardian ّ @‫ و‬30

guardian ّ @‫ و‬55

legal guardian X,X I ّ @‫ و‬5

special guardian ‫ة‬/ ّ‫ص‬ ‫ة‬/ ّ @‫ و‬14

refugee status ‫ء‬O + ‫ ا‬8\‫ و‬80

legal resident status X,X < ‫ ا < ا‬8\‫ و‬76

hygienic conditions 9 TF ‫ ا‬8\‫ و‬39

set boundaries ‫ ود‬7 8\‫ و‬49

budgeting X‫ا‬b ‫ ﻣ‬8\‫ و‬16

everyday situation ‫ﻣ‬, 8\‫ و‬27

posture \‫ و‬23

ablution ‫ء‬,\‫ و‬68

wudu ‫ء‬,\‫ و‬68

occupation ‫ وظ‬44

cognitive functioning S‫إدرا‬ ‫ وظ‬27

motor function ّS 7 ‫ وظ‬23

sensory function /7 ‫ وظ‬23

menial job X ‫ﻣ‬ ‫ وظ‬77

1158
job for life H‫دا‬/‫ة‬ ‫ﻣ ىا‬ ‫ وظ‬60

occupation Fْ_‫ ِﻣ‬/ ‫ وظ‬7

administrative function ‫إدار‬ _‫ﻣ‬/ ‫ وظ‬95

consciousness ‫ و‬23

environmental awareness E‫ﺑ‬ ‫ و‬11

self-awareness D‫ذا‬ ‫ و‬12

death of a loved one b b s1A ‫ ة‬9‫ و‬17

in accordance with ‫< ً ل‬9‫ و‬79

prevent child abuse ‫& ءة‬j‫ ا‬L‫ا ِ ْ ﻣ‬ I‫ و‬7

primary prevention ‫أو‬ I‫ و‬37

secondary prevention ,X c I‫ و‬37

special prevention ّ
@ I‫ و‬43

general prevention ‫ﻣ‬ I‫ و‬43

preventative H I‫ و‬1

preventative H I‫ و‬14

leisure ‫ اغ‬9 nI‫ و‬23

psychosocial moratorium ‫ ا‬/ X QI‫ و‬3

picket - 7‫ ا‬I‫ و‬90

vigil ‫ج‬-7 ‫ تا‬Z & I‫ و‬90

international aid agency ‫ ِ ة ا و‬/ ُ ‫ا‬/ X, ‫ا‬ S‫ و‬72

development agency FD S‫ و‬91

‫ ء‬Z# ‫ّ أو ُ ِر& ا‬ ‫ِ< ا‬9‫ا‬ ‫َ َﻣ ت‬ S‫و‬

escort agency FZ ‫< ا‬# 88

international agency ‫دو‬ S‫ و‬72

1159
letting agency ‫ ر‬- j ‫< رات ﺑ‬ S‫ و‬61

faith-based agency H < `&‫ أ‬O HI S‫ و‬67

specialised agency ‫ ﱡ‬1َ َ ‫ﻣ‬ S‫ و‬74

aid agency ‫ ِ ة‬/‫ُﻣ‬ S‫ و‬91

youth work agency ‫ ﺑ‬#A ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬10

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬1

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬94

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬95

agency /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬96

social care agency ّ ‫ا‬ ِ ‫ ا‬/&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬94

agency with a religious affiliation F ‫ ط د‬#D‫ ذات ار‬/&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬67

voluntary sector agency , ‫(ا ﱠ‬ ‫ ا < ع )ا‬9 /&P‫ ُﻣ‬/ ‫ﱠ‬TF‫ ُﻣ‬/ S‫ و‬94

children’s commissioner ‫ق ا ط ل‬,<ُ7 ‫ض‬,‫ ُﻣ ﱠ‬/ S‫ و‬5

social change agent ‫ا‬ Z ‫ ا‬R ‫ﻣ‬/ S‫ و‬71

premature birth ‫ ﱢ= ة‬#‫ و دة ُﻣ‬27

call boy QD _ ‫ ا‬: ‫ ط‬L ‫ ء‬Z# ‫ا‬, ‫ ا‬#< ‫ و‬88

delusion ‫ وھ‬35

delusion of persecution ‫ وھ ا \ _ د‬35

delusion of control ‫ة‬ / ‫ وھ ا‬35

go missing <ُ 9

young person 89 3

adolescent :‫ﻣ اھ‬/89 1

young offending ‫ن‬,X < ‫ ا‬8‫اع ﻣ‬bX 9 L 9 18

1160
have regard for ‫ر‬# ‫ا‬L ‫ﺑ‬g ] 4

despair ‫]س‬ 35

sail # 11

beat ً‫ ح\ ﺑ‬# 7

beat ً‫ ح\ ﺑ‬# 9

keep from L ‫ ء‬A/s1A # 43

swallow 8# 39

wet oneself k/ X # 17

monitor WI‫ ا‬/8‫ﺑ‬ 16

check S] 47

challenge ‫ َ ّ ي‬D/‫َ ّ ى‬ 85

check s /L‫ ﻣ‬:ّ< 55

control = 55

take responsibility ‫و‬P/ ‫ا‬ 11

intervene ‫ََ ﱡ‬ 6

intervene ‫ََ ﱡ‬ 71

taste ‫وق‬g 28

stiffening W 23

conditions attached ‫ وط‬A O L i 91

requiring W 88

patronise O O 32

expose oneself ‫ى‬ 8

interact 71

1161
negotiate ‫وض‬ 90

bargain ‫وض‬ 90

examine s 75

examine s 85

retire < 40

age ً‫ا‬ ‫<م‬ 40

grow old ‫<م‬ 40

vomit ]< 64

be sick ]< 64

bring up one's food ]< 64

go smoothly &+/‫ﺑ‬ 49

child-centered ْ ِ ‫ل ا‬,7 ‫ر‬, 4

reflect L 95

hike ‫ه‬bF 11

cease QI, 76

undertake O‫ ﱠ‬, 5

orphan 89

AIDS orphan ‫ ز‬j‫ ا‬W#/‫ﺑ‬ D 89

corroborate n#R 8

shall W , /W- 93

cut ‫ ح‬- 9

cut ‫ ح‬- 9

embody difference ‫ف‬+ ‫ ا‬/- 20

1162
earn F- 57

try S 46

detain b- 80

section Lّ ‫ ﻣ= ن ُﻣ‬9 b- 34

rub u 8

determine ‫ُ َ ّد‬ 4

establish ‫ُ َ ّد‬ 4

locate ‫ ء‬A 8I,‫ُ َ ّ د ﻣ‬ 20

safeguard ‫ ا‬O ‫َ ِص‬ 4

safeguard 7 O ‫َ ِص‬ 55

burn ‫ق‬ 9

burn ‫ق‬ 9

disenfranchise ‫م‬ 32

feel % /` 28

investigating :ّ< 8

inject Lّ< 39

protect 1

protect 2

protect 55

protect 56

protect 74

transform ‫ل‬, 71

scratch ‫ش‬1 9

1163
scratch ‫ش‬1 9

breach ‫ ق‬1 45

shaming ‫ي‬b1 9

alleviating Q1 71

admit 77

insert into the anus ‫ ج‬%‫ا‬ 9O‫إ‬ 39

smoke L 39

train ‫رب‬ 18

train ‫رب‬ 72

foster ْ 49

support ْ 52

support ْ 55

support ْ 60

promote ‫ وج‬/ ْ 91

aid // ْ 55

manage 55

govern 55

charge L 43

convict L 43

review 8 ‫ا‬ 43

observe WI‫ا‬ 55

monitor WI‫ا‬ 55

monitor WI‫ا‬ 95

1164
raise ‫ُ ﺑﱢ‬ 5

bind y‫ﺑ‬ 50

raise ‫ُ ﺑﱢ‬ 15

raise ‫ُ ﺑﱢ‬ 16

bring up ‫ُ ﺑﱢ‬ 54

raise ‫ُ ﺑﱢ‬ 54

rear ‫ُ ﺑﱢ‬ 54

parent ‫ُ ﺑﱢ‬ 54

commit W=D 7

commit W=D 43

guide ‫د‬,< / A 55

guide k ,/ A 18

care for O 14

care for O 15

fostering ‫ ق أُ& ة ﺑ‬F‫ ﺑ‬O 15

looked after #‫ا‬ ِ ‫ م ا‬TX 9 O 14

nurture ‫ء‬O%F / ‫ ُ ﺑﱢ‬/O 54

nurse ‫ ب‬F /O 55

coerce ) 79

coerce #- /O ) 8

reject J9 32

refuse J9 80

reject J9 80

1165
turn down J9 80

reject J9 86

reject g#F /J9 9

spurn /JI 9

promote ْ /‫وج‬ 85

see ‫ى‬ 28

thriving ‫دھ‬b 19

flourish ‫دھ‬b 58

wear off k , ‫ول ﻣ‬b 39

help / 55

assist / 55

be entitled to something ّ /
‫ ء‬A: 59

consult ‫ رة‬% &‫ا‬/ % / 85

may r / /8 / 93

exploit Z/ 79

exploit Z/ 86

used in sexual activities /Fْ ِ ‫ ل‬9]‫ ﺑ‬Z / 8

inhale :%F / 39

absorb W ,/ 82

make fun 1/ 9

attention-seeking ‫ ه‬# X ‫ب ا‬g O ‫ إ‬O / 14

collapse y</ 23

inhabit ~ /L=/ 62

1166
reside L < /L=/ 72

reside L < /L=/ 76

permit r/ 7

hear 8/ 28

Jesus r / ‫ ا‬/ ‫ا‬/‫ع‬,/ 68

mistreat ‫ ء ا ُ َﻣ‬/ 7

maltreat ‫ ء ا ُ َﻣ‬/ 7

ill-treat ‫ ء ا ُ َﻣ‬/ 7

march ‫ ة‬/‫ﻣ‬/ / 90

stipulate ‫ ط‬% 45

diagnose s1% 29

diagnose s1% 33

supervise ‫ ف‬% 15

supervise ‫ ف‬% 55

supervise ‫ ف‬% 55

supervise ‫ ف‬% 95

oversee O ‫ ف‬% 47

oversee WI‫ ا‬/O ‫ ف‬% 55

challenging ‫ َ ّ ي‬D =% 14

smell % 28

indicate O‫ إ‬% 8

ratify ‫دق‬ 74

‫ َ ّ ة ُ < ﱢﻣ‬1ْ ُ ‫ رة ا‬1 ‫ا‬ H < ‫ ا‬L‫ءاً ﻣ‬b r#

be shortlisted ‫ ا‬97

1167
become disabled I j‫ ذوي ا‬L‫ ﻣ‬r# 20

becoming disabled I j‫ ذوي ا‬L‫ ﻣ‬r# 20

issue ‫ر‬ 6

issue ‫ر‬ 93

slap 8 9

stigmatising 37

stigmatise 84

codify QF 4

organise TFD/QF 57

hit ‫ ب‬i 9

strike ‫ ب‬i 9

smack ‫ ب‬i 12

cane X‫را‬b 1 ‫ ب ﺑ‬i 68

disempower Qْ i
َ 32

impair Qْ i
َ 84

claim W 80

implement :# 93

demand W 60

demand W 88

release ‫ & اح‬: 43

treat h 29

cure h 33

treat h 37

1168
suffer X 19

suffering X 42

malnourished gZD ‫ء‬,& L‫ ﻣ‬X 9

learning disabled ‫ﱡ‬ ‫ ا‬9 ‫ﺑ‬, @

ُ L‫ ﻣ‬X 44

process L 80

crossing national boundaries F‫ط‬, ‫ود ا‬ ‫ ا‬# 72

taken for granted < ‫ ﺑ‬OT /‫ ت‬/ ‫ ا‬L‫ ﻣ‬# 58

perpetrate ‫ي‬ 7

perpetrate ‫ي‬ 8

acknowledge ‫فب‬ 71

acknowledge ‫فب‬ 72

recognise ‫فب‬ 85

recognition b /‫ف ب‬ 84

recognise T7+‫ﻣ‬/‫إدراك‬/‫ف‬ 75

arrest < 43

care for ‫ ب‬F 18

nurse ‫ًب‬ @ F 54

care for ‫_ ب‬/ F 54

care for ‫_ ب‬/ F 55

look after ‫_ ب‬/ F 55

be considered # /‫ُ ِ ﱡ‬ 4

amend ‫ُ ِ ﱡل‬ 47

amend ‫ُ ِ ﱡل‬ 93

1169
identify ‫ّف‬ 85

promote ‫ز‬b‫ُ ﱢ‬ 4

foster ‫ز‬b‫ُ ﱢ‬ 10

reflective `= 48

reverse `= 80

educate 18

return ‫د‬, 80

live ~ 76

lead a virtuous life \9‫ ة‬7~ 68

living with the threat of violence QFْ ُ ‫ض‬ ‫ا‬ _D n D/ 8‫~ ﻣ‬ 61

disable I ‫ إ‬W#/ /: 20

entice ‫ ي‬Z 8

presuppose ‫ض‬ 34

lacking in stimulation ‫ات‬b ‫ ﻣ‬O ‫< إ‬ 28

rub into the gum R ‫كﺑ‬ 39

activate 48

come into force 93

thinking = 35

interrupt ( &ُ ‫ا‬ ‫< ع ﺑ‬X‫ )ا‬8‫< ط‬ 14

grasp u/ /J#< 23

kiss #< 8

value ‫<ر‬ 70

appreciate ‫<ر‬ 75

1170
provide ‫ُ< ﱢم‬ 1

provide ‫ُ< ﱢم‬ 1

provide ‫ُ< ﱢم‬ 4

provide ‫ُ< ﱢم‬ 10

provide ‫ُ< ﱢم‬ 51

provide ‫ُ< ﱢم‬ 52

provide ‫ُ< ﱢم‬ 94

apply for ‫ُ< ﱢم ل‬ 80

doing time L-/ ‫ ا‬9 ‫ﺑ‬,< ‫ ة ا‬9 i< 44

hypervigilance ‫ ﻣ ط‬T< 9

repressive 8< 68

lead ‫د‬,< 28

steer k , / ‫د‬,< 55

carry out ‫م ب‬,< 55

prevent < 42

assess < 33

assess < 48

assess < 96

evaluate < 96

sojourn ً IP‫< ﻣ‬ 76

reward ‫ء‬O9 = 12

restrain r#= 55

grow up #= 1

1171
growing-up #= 3

growing up #= 18

grow up #= 46

contract (< ‫ضو `ا‬ ‫ ا‬OF ‫ )ﺑ‬W/ = 8

commission Q= 94

be eligible for ‫ھ ل‬P‫ن ﻣ‬,= 61

fondle Q‫ط‬+ 8

enrol ّ
: 99

join iF /:
ّ 77

contract y< 39

require W /‫م‬b 10

touch ` 28

<X l 7 &‫د ا ُ ِر‬, < ‫ ا‬F‫رس )ھ‬

exercise ( ْ
‫ َ ا‬/ ُ ‫ ا‬O ‫ إ‬L ‫ا‬, ‫ ا‬L‫ا ﻣ‬, ‫و ا‬P/ ‫ ا‬14

praise ‫ح‬ 12

pass ‫ ع‬% /‫ر‬ 93

chew xi 39

live away from home ‫ أ& ھ‬L ً‫ن ﺑ ا‬,R= 14

enabling L= 20

fully accessible ‫ ﻣ‬S =%‫ل إ _ ﺑ‬,@, ‫ ا‬L= 23

grant rF 5

grant rF 58

grant rF 73

grant rF 93

1172
granted rF‫ﻣ‬/rF 77

grant F‫ﻣ‬/rF 79

withhold 8F 42

prevent : /8F 9

fund ‫ل‬, 94

finance ‫ل‬, 94

discriminating \b 37

discriminatory \b 40

avail / /8 F 80

violate ‫ى‬ /‫ ق‬1 /u_ F 5

rescue -ِ Fُ 4

survive ,-F 58

sculpting n F 36

publish %F 100

advise r F 14

advise r F 21

advise r F 43

regulate TF 88

save gِ<Fُ 4

transport <F 79

attack _ 8

look after ‫_ ب‬ 95

threaten ‫_د‬ 79

1173
discipline ‫ب‬g_ 55

run away ‫_ ب‬ 9

age in place k/ X ‫ ا = ن‬9 ‫_ م‬ 42

marginalise ~_ 32

committing the neglect _ 9

dehumanise L_ 40

publically humiliate ًF L_ 9

prepare ‰_ 43

approve :9‫ا‬, 71

scold €‫ﺑ‬, 9

scold €‫ﺑ‬, 12

place ‫دع‬, 98

deliver ‫ ُ< ﱢم‬/ @, 94

remand in custody ‫ ط‬7 ‫` ا‬# ‫ ا‬9 8\, 43

hire Q‫ظ‬, 85

employ L /Q‫ظ‬, 96

provide 9, 53

look after ‫ل‬ ِ ‫ ا‬9, 6

sign 8I, 80

come into being ‫د‬, , ‫ ا‬b 7 O ‫ إ‬D] / , 93

school day &‫م ﻣ ر‬, 98

influence cP 55

bring about ‫ر‬ /h F /O ‫دي إ‬P 47

1174
harm ‫ذي‬Pُ 1

harm ‫ذي‬Pُ 4

establish `&P 48

1175
The authors
Magnus Frampton studied in Cambridge, England, and Münster, Germany. He
teaches social work and social policy at the University of Vechta, Germany. His
work experience is in the fields of homelessness services, disability, and mental
health. He is interested in comparative social work and currently working on a
book on European and international social work. He is the author of Fachenglisch
für die Soziale Arbeit (Beltz Juventa, 2013).
Rawan W. Ibarahim, PhD is a practitioner, researcher, and consultant with a
specialisation in the field of child protection and children in care; specifically
preparation and post-care support for care leavers and implementation science in
alternative care settings. Of particular interest are subgroups of young people
with care histories such as those separated from families at birth, at-risk female
care leavers and unwed young mothers, and unaccompanied refugee children.
She has been Project Director and Co-Investigator of the Community-Family
Integration Teams (C-FIT). In collaboration with Columbia University, this UNICEF
funded project supported the Jordanian government to embark on the
deinstitutionalisation process through the development of the first regional foster
care programme. Rawan has been a member of the International Research
Network on Transitions to Adulthood from Care since 2006. She joined the
German Jordanian University in 2016, and continues to consult for the UNICEF
Jordan country office, as well as other local and international organisations.
Lina Al-Samaraee is a freelance translator with a BA in Translation and
Interpretation (German, English and Arabic) from the German Jordanian
University (GJU). Being passionate about the field of social work and its mission
led her to pursue her studies in social work in 2017. She is an avid believer in the
impact of social work and the power of language as a bridging tool. The chance to
combine these ideas drew her to this project. Lina has worked in various German
institutions in Jordan, such as the GJU, and volunteers in local social facilities in
her community. She currently resides in Amman and is interested in improving
her own community through volunteering.
Sahar Al Makhamreh, PhD has extensive teaching experience in social work at
Jordanian universities as well as several MA programmes in the EU. She is
currently the Head of Department of Social Work at the German Jordanian
University (GJU) where she directs the Professional Diploma and Master
programmes of Social Work for Migration and Refugees. Sahar is a consultant to
national and international research institutions in the field of social work and
refugees and the co-founder of the Jordanian Association of Social Workers.
Currently she is focusing on developing and professionalising social work in
Jordan.
1176