CBI: means a Classroom Based Intervention whitch is a psycho-social support program financed by USAID. Safe of Children Foundation /USA and shared foundations like the ministry of education contracted with Trauma Center in Boston to adopt and apply it .It consists of 15 sessions aiming to reduce dangers of disadju The Effect of Psych-Social Support ProgramCBI in Counseling and Group Guidance on Stress and Self Acceptance Among Male and Female Students of the Basic and Secondary Classes in Hebron Directorate Schools.
stment and chronic psychological stress due to crisis ,facilitates resiliency skills and returnness to normal case, facilitates and increases the feeling of control ,uses normal educational environment and looks for risks that threaten youth.
Prepared by
Khader Deeb Hassan Mubarak[i]
This study aimed to test the effect of a psycho-social support program in counseling and group guidance on stress and self acceptance . It also measures the influence of each sex , class and school on stress and self acceptance among male and female students of the 7th,8th,9th, 10th and 12fth classes in Hebron directorate school.
The total number of the research population, which the program was implemented on in the 2nd stage consisted of (1094) male and female (743F,351M).(The research sample was (258) male and female (180F,78M) i.e. (0.236) of the population) .The sample was described as being stratified and random.The researcher used means, 2-Way ANOVA, t-test ,Spilt-half and Cronbach Alpha stability coefficient in the SPSS-PC V10.
The study put forward eleven questions and eight hypotheses whitch were derived from them .
Self Acceptance Scale (Berger,E.M.(1981) and Stress Level Test (Stress-Cures.com (2002) were used for gathering and comparing pre-test and post-test scores . The results of the study were as follow :
1-There were significant statistical differences at the (0.05) level between the pre-program test and the post-program test on stress scale for post-program test (T value -57.40 .a=0.001) which indicates that the program was not effective in reducing stress level(pre-mean:3.35,sd:0.5.3/post mean:3.37,sd:0.517) .
2- There were significant statistical differences at the (0.05) level between the pre-program test and the post-program test on self acceptance scale for pre-program test (T value -56.174 .a=0.001) which indicated that the program was not effective in improving self acceptance . (pre-mean:3.28,sd:0.426/post mean:3.23,sd:0.444) .
3-There were significant statistical differences between the student degrees on stress scale refers to student sex (F value 18.477 . a=0.001) for male which proved that the 3rd hypothesis was rejected ,and the results did not show the effect of the interaction between the program and sex at the (0.05) level on stress scale (F value 0.060 . a=0.807).
4- There were no significant statistical differences between the student degrees on self acceptance scale refers to student sex (F value 0.060 . a=0.938),and the results did not show the effect of the interaction between the program and sex at the (0.05) level on self acceptance scale (F value 0.016 . a=0.900) which proved that the 4th hypothesis was accepted.
5-There were no significant statistical differences between student degrees on stress scale refers to the place of living (F value 0.276 a=0.599) ,and the results did not show any effect of the interaction between the program and place of living at the (0.05) level on stress scale (F value 0449 . a=0.221) which proved that the 5th hypothesis was accepted.
6- There were no significant statistical differences between student
degrees on self acceptance scale refers to the place of living (F value
2.701 . a=0.101 ) ,and the results did not show any effect of the interaction between the program and place of living at the (0.05) level on self acceptance scale (F value 2.094 . a=0.149) which proved that the 6th hypothesis was accepted.
7-There were significant statistical differences between students degrees on stress scale refers to school variable for Noba-Kharas school and Huda school for boys (F value 4.060 . a=0.001) while the results did not show any effect of the interaction between the program and school variable at the (0.05) level on stress scale (F value 1.123 . a=0348).
8- There were significant statistical differences between students degrees on self acceptance scale refers to school variable for AL-Syadeh sarah school from one side and Noba-Kharas for boys ,AL-Okhowah and Khawlah for girls schools from the other side (F value 2.758 . a=0.012) while the results did not show any effect of the interaction between the program and school variable at the (0.05) level on self acceptance scale (F value 1.103 . a=0.359).
9- There were significant statistical differences between students degrees on stress scale refers to class variable for each of 7th and 8th class from one side and 12th class from the other side. (F value 3.253 . a=0.013) while the results did not show any effect of the interaction between the program and class variable at the (0.05) level on stress scale (F value 1.555 . a=0.185).
10- There were no significant statistical differences between students degrees on self acceptance scale refers to class variable (F value 1.864 . a=0.118) ,and the results did not show any effect of the interaction between the program and class variable at the (0.05) level on self acceptance scale (F value 1.393 . a=0.235).
The study came up with some immediate related recommendation with the subject of the study like making more studies on lower basic classes and to knowing the effect of CBI program on stress and self acceptance though this program cost a lot of time and a lot of efforts .
[i]A:IDENTITY CARD
1.NAME: Mubarak Khader Deeb Hassan
2.Birthday: 4th of Apr.1964-Hebron
3.Residence: Halhoul City-Hebron.W.B.
4.Address of Job :Directorate of Education-Hebron-Tel:2215174/5-Fax:2228990
B: EDUCATION
1.General Certificate-University Graduate Union –Hebron 1983
2.BA Education and Psychology-An-najah National University-Nablus 1987.
3. MA in Educational and Psychological Counseling –Al-Quds University –Jerusalem 2002.
C:JOB
1.Ex-employment:
1.Teacher of Special Education-Al Rajaa Center for Special Education-RCS-Hebron.1989-1992
2.Psychologist in an Initial Health Clinic-Red Crescent Society-Hebron.1992-1996.
3.Managing the Team of Al Rajaa Center for Special Education for Two short periods (94-1996).
4. Educational Counselor in many secondary and elementary schools in Hebron (3/96-1/98)
5- Responsible of the Educational Counseling Program(adminstrating,learning or training and supporting) - Directorate of Education-Hebron-from 1/1998-16/1/2004.
2.pist-job:
1-The Head of School Health @ Educational Counseling Department in Directorate of Education-Hebron since 17/1/2004.
2-University lecturer on the part-time in two universities.
I looking forward to any comment
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