فعالية برنامج إرشادي جمعي قائم على نظرية التعلم الاجتماعي في خفض سلوك التنمر و أثره على تقدير الذات لدى الأطفال ذوي قصور الانتباه المصحوب بالنشاط الزائد

الملخص EN

This study aims to test the effectiveness of a counseling program (based on Social Learning Theory) in reducing bullying behavior for children with attention deficit accompanied by hyperactivity, and its impact on improving self-esteem for these children.

The study sample included (15) children with attention deficit accompanied by hyperactivity (11 males and 4 females).

The sample was divided into two groups: experimental (6 males and 2 females) and control (5 males and 2 females), belonging to the fifth and sixth grade students.

The study relied on a group of tools used for the purposes of diagnosis and homogeneity of the study sample, such as the Stanford-Binet scale to measure intelligence; the socio-economic and cultural scale (developed for the family); the scale of attention deficit accompanied by hyperactivity in its two forms : (A) teacher’s appreciation and (B) parents’ appreciation (prepared by the researcher); a behavior rating scale with its two forms of bullying: (a) a copy of the child and (b) a copy of the teachers (prepared by the researcher); the self-esteem scale (prepared by the researcher); and the counseling program to reduce bullying behavior (prepared by the researcher).

The results can be summed up as follows.

(1) There are statistically significant differences between the means of the scores of the experimental group on the scale of bullying behavior in the pre- and post- tests in favor of the post-test at a significance level of 0.01.

(2) There are statistically significant differences between the mean scores of the experimental group on the self-esteem scale in the pre -and post- tests in favor of the post - test at a significance level of 0.01.

(3) There are statistically significant differences between the mean scores of the experimental group and the means of the control group on the bullying behavior scale after applying the program in favor of the experimental group at a significance level of 0.01.

(4) There statistically significant differences between the mean scores of the experimental group and the means of the scores of the control group on the self-esteem scale after applying the program in favor of the experimental group at a significance level of 0.01.

(5) There are no statistically significant differences between the mean scores of the children of the experimental group on the scale of bullying behavior in the two dimensions.

(6) There are no statistically significant differences between the mean scores of the children of the experimental group on the self-esteem scale in the post and follow up tests.