Most people practice daydreaming within prudent limits, without exaggeration, they function as a developmental element; they are a breeding ground for creativity, stimulating extraordinary thinking, and form the basis of many trailblazing and creative ideas. Many great thinkers have started their great ideas by daydreaming. They were self-motivated internally to translate and implement on the ground. It is known pedagogically that (internal motives) such as self-satisfaction, achievement, cognitive curiosity, inquisitiveness, and the pleasure of learning; all form engines for creative behaviour and are a prerequisite for self and continuous learning.

Daydreams play a key role in planning and problem-solving. Where the human individual through his daydreams invokes the previous and on-going experiences, linking them to the present, developing alternatives, and then building future predictions; which renders future as a properly planned time.

Every extremity is a fault; where plunging in daydreaming mood affects the activities of the individual, impacts psychological, professional, and social adaptation as well; which renders him suffering  from mental health, and he has symptoms such as anxiety, depression, hysteria, or some suicidal thoughts ... etc.

Daydreaming is a psychological phenomenon that appears during childhood of girls, and is evident in late childhood and adolescence; where the psychological components, and postural conditions play a role in their appearance. Adolescence for girls is a critical stage of human development. They witness internal and external changes, with profound effects on mental, physical, physiological, motor, social, and emotional sides. Due to these changes - if we do not assimilate them well with rational handling - some psychological phenomena may appear, including wakefulness while daydreaming. Such situations sometimes constitute a dangerous turn for some teenagers; based on their effects they may develop into further behavioural or psychological disorders.

What are daydreams ?

Daydreaming is the girl's total indulgence in the world of fantasy where she is separated from reality and the surrounding environment, and she is almost in a waking state. As for the content of these dreams, they are hopes, aspirations, happy situations, elusive wishes, or embodiment of fictional characters, and sometimes aggression.

Escape from reality and dispiriting:

What forces a girl to restore to daydreams?! What triggers her separation from reality and then becomes overwhelmed by this mood?

The indulgence of girls in daydreams is mainly attributed to personal and innate traits, aware defense mechanisms, and situational conditions that are evident in the following:

Gratification of impulses:

An impulse may be inferiority, wanting, and deprivation. Human needs are the triggers of different motives; with the persistence of needs and impulses, whether physiological, cognitive, psychological, social, emotional, etc., the individual feels perplexed. This causes the individual to behave in a specific, targeted, and selective manner in order to satisfy it ( in a healthy manner). These manners  are acquired and learned by the individual from the family and the surrounding environment.

If these manners do not lead to gratification; some girls in childhood and adolescence tend to daydream as a way of being satisfied (but in unhealthy manner); as they don’t grasp healthy methods, did not learn them, and their limited experiences did not give them the opportunity to recognize them, or that gratification is not possible at this stage. These needs are: the needs of love, security, appreciation, respect, understanding, and self-fulfillment, as well as the needs of perfection and aesthetics, and some physiological needs.

Inferiority complex and offsetting distresses :

Carl Gustav Jung was a Swiss psychiatrist and psychoanalyst explained the tendency of some people to behave in certain ways as compensatory behaviors; this is because they feel they are inferior, and it may be positive or negative compensation. Daydreaming is a method of compensation. Not having the different capabilities, skills, weak capabilities (academic, physical, personal, or social), or lack of control over them by virtue of growth, or due to environmental conditions, or community norms and conventions,  all of these compel a girl to daydream. The girl may imagine herself smarter, prettier, stronger, more influential and more attractive. This is within fictional imagination and unrealistic mental perceptions, as a form of compensation for her feeling of inferiority

Suppression and abreaction:

Some desires the girl may not be able to fulfill in reality; either because they are socially unacceptable, religiously prohibited, or beyond achievement. Such emotional desires (An affection to an artist, or a legal personality that cannot be reached), sexual desires, aggressive inclinations, and other similar whims. A girl may resort to release repressed emotional, aggressive, forbidden, or impossible desires through daydreams.

Frustration and lack of self-confidence:

Frustration is as an annoying feeling that an individual experiences when he feels to what he or she attain his goal, and is one of the leading causes of aggressive behaviour.

The girl's experience of frustration, and experiencing that disturbing feeling at an early age (childhood and adolescence) may generate a desire for aggression against the source of frustration, and the standards of society may prevent direct emotional discharge on the ground; this may lead her release her repressed desires by abreaction and daydreams.

The feeling of frustration is associated with the development of lack of self-confidence, through the distortion of the perceived image about the self, due to the reactions of those around a girl and their negative responses about her various performances, which denotes she is an attention seeker. The girl’s emotional sensitivity makes it worse when exposed to frustration and low positive self-concept; this makes them more engaged in daydreams.

Tips for better discipline:

How do women mentors who raise, and render assistance and guidance deal with daydreaming girls?!

A mentor’s assimilation of the nature of the age stages, the developmental characteristics of girls, and assemble an understanding of this phenomenon - daydreaming in its positive and negative forms - will facilitate their educational mission on both the preventive and the therapeutic aspects of these educational directives:

Encourage constructive positive dreams:

A wise mentor is one who invests the developmental aspect of daydreaming by encouraging positive imagination, motivating the girl to imagine positive, effective and influential situations and then letting her talk about herself and communicate her feelings, for example: close your eyes and imagine yourself as a scientist who invents something special, what will you invent?! Imagine yourself as a teacher caring for her students, how will you be distinguished?!

This developmental aspect can also be invested, by exposing girls to certain problems and letting them imagine and adopt scenarios to solve them. For example: What if the Internet is cut off from the world, how will people communicate? How can news be broadcast and go viral?!

Developing healthy adaptation:

During the preparation of instructional curriculums for girls, it is necessary to pay attention to the activities and training concerned with providing girls with healthy adaptive skills to grapple with pressures, in order to prevent them from resorting to daydreaming as a type of passive adaptation.  These activities and courses focus on expression skills about the self and the feelings, how to face stressful situations, guide on how to focus on the brighter sides in stressful situations, know the strengths of a girl, avoid frustrating people, and a try to interpret situations positively.

• Learn healthy gratification:

Providing the girl with healthy ways to gratify her needs and impulses; like the need for love and belonging that can be satisfied by encouraging girls to build sound relationships in the girls ’society itself, as well as with their teachers and mentors, with the need to link with the love of God at every stage.

Satisfying the need for appreciation, accumulating positive stances with mentors and providing opportunities for all girls on equal foot, all these can motivate girls to excel using their variant capabilities, abilities, and talents.

Cognitive content in educational programs plays a key role in satisfying girls' understanding needs.

Cognitive content in educational programs plays an important role in satisfying girls' understanding needs; by providing appropriate and balanced knowledge content, it answers all questions of different girls, be they religious, theological, social, emotional, sexual, etc. The role of the knowledge and skill content of these programs is also manifested in amending the concept of beauty and raising its value in  sublime form. Beauty is not only the beauty of creation and countenance, but it transcends to the beauty of ethics, thought, action, achievement, giving, and the universe. Modifying and embedding the concept of beauty will make the process of satisfying this need for girls easier and easier.

• Deferring gratification:

Besides learning to satisfy healthy needs, a girl must learn from early childhood; that some needs generally have to be postponed; not all impulses can be gratified, nor is everything that you desire is given, nor are at all times their demands can be met. Let the girl learn that she can take what she wants after a specific time, after a certain task, or after some point.

Conscious education and sound socialization in household and the various educational incubators work together to form a myriad of abilities for children; such as control and self-control, developing self-awareness, and the ability to direct and organize it (dubbed as metacognitive processes), and training to postpone gratification and resist temptation.

Responding to all what the child wants in general means necessarily raising an individual who is domineering his surrounding, who are selfish and doomed to his desires, and is unable to quell his desires, which according to studies indicates less assertive and less self-esteem; if he is unable to satisfy his needs or is frustrated, he resorted to daydreaming as a (unhealthy) method of gratification.

Moreover, sexual and emotional tendency is normal for girls in adolescence due to sexual development and puberty, but the acquisition of the ability to postpone gratification in general will shift its impact to the ability to postpone sexual satisfaction (according to the theory of training effect transmission); this reduces the possibility of engaging in a process of sexual gratification through dreams.

Needless to say that the risk in this type of gratification can develop into harmful practices, such as masturbation and watching pornographic films.

 The educational role of the mentor in refining desires and impulses is also evident through instilling the principles of faith and consolidating its concepts. Such as observing piety, recalling the concepts of punishment and reward, lowering the gaze, and wearing the veil. All these obligations relieve a girl's heart and makes her more able to control sexual emotions and desires.

Growth Energy Care:

As a small bud, if it comes to receive due care, its growth energy is released. Let that bud open with a strong germination, which will bear fruit. The work of a mentor can be compared to this in unleashing the potentials of a girl, identifying  her capabilities, and strengths, promoting, investing, and helping her to develop it, and then identifying the weaknesses, and working to overcome them through training or learning. This gives the girl the opportunity to believe in herself, her true capabilities, not imagination and daydreaming.

Building balanced expectations:

It is necessary that a mentor understands the development stage of a girl, her characteristics and development requirements, and then build realistic expectations about her potentials and capabilities; Because entrusting her with what she cannot, will deepen her sense of incompetence, lack of confidence, and she may suffer profound frustrations that may force her to daydream.

To wrap up ... girls in this time in particular need urgent and attentive care; Because they face different variables, circumstances, conditions, and difficult challenges that affect their subtle formation and deep awareness. Similarly, as we need to be considerate and concerned with everything that appears in their sense of feeling;

Caring for girls is a great pillar of this nation. Girls are the mothers of future and they are the fierce shield in protecting society, she is the mentor of generations, the great mother, supportive sister and the teacher.