الفهرس 
الفصل الأول:مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Theories of psychology unanimously agreed that childhood years are the basis for forming a compatible adult personality, and then if childhood years are together, the child in adolescence and adulthood is mature and accomplished, and vice versa, childhood problems contribute to the emergence of psychological problems and behavioral deviations in adolescence and adulthood. Large of psychotic, neurotic, delinquent, criminals and drug addicts were unhappy in their childhood.
And if we concede that the original source of a person’s psychological problems is the psychological and social reality that he lives with himself and with his community, it is better to address the problems by treatment in the same source, by dealing with this problematic social behavior and trying to modify it in the same social environments in which it exists, and modifying the behavior is a form of Forms of psychotherapy mainly mean a change in observable behavior that can be observed in a child.
Bullying behavior is one of the problems that many people of different ages suffer in varying degrees, especially students in schools, where bullies practice harassment, whether physical or verbal or rumors, and because of the lack of concern of parents for their children and the lack of experience of many teachers, the problem of bullying behavior grows and continues from Without clear guidance or guidance, or because these children are under severe pressure and material or moral terrorism, they are not allowed even by simply showing a complaint or announcing what they are exposed to so that they will not be harmed further by these bullies.
Motivation is a formation or system inferred from observed behavior, and the concept of motivation is evident from defining specific characteristics related to this concept. The motivation evokes and drives the activity and determines the direction that the activity takes in order to reach the goal and achieve it. In addition, specialists in social psychology and in personal studies have contributed to a significant development in the concept of motivation, so that it has become not limited to satisfying needs but includes environmental material and social factors. At the same time, the study of achievement motivation has received great attention from what most social motivations have received, as McKelland’s works have invested And others a series of studies on this need, and it has become a prominent feature of the study of motivation.
The family environment is an effective element in direct and indirect influence on the individual’s personality, directions and behavior within society, as it helps him to develop his awareness and interest in the environment and its related problems, and to gain positive skills, knowledge and attitudes towards facing existing problems, and to avoid the emergence of other problems. With the growing interest in studying the family, the relationships and interactions that take place within it occupied an important position, so a group of rationale has emerged to find a way or approach to interfere with families or a group of their members, this method focuses on dealing with individuals within the family, the quality of personal relationships, and methods and methods of communication between Family members with the aim of clarifying roles and duties, and encouraging positive behaviors among family members, this method was known as family counseling, which is based on the concept of generating systematic change to negative family building to reduce the severity of emotional disturbance among family members, and attention to family building and its function through dealing with it as a distinct unit It has unique characteristics.
Problem of the study
You can formulate the problem of the present research on the following questions:
1) What are the differences between the mean levels of the dimensional measurement scores for the achievement motivation scale for both experimental groups and for its control?
2) What are the differences between the mean levels of the pre and post scoring scores for the achievement motivation scale for the experimental group?
3) What are the differences between the mean scores for bullying victims and bullies in the measure of motivation for achievement after implementing the program?
4) What are the differences between the mean scores of the experimental group scores in the achievement motivation in both the dimensional and the sequential measurements?
Objectives of the study
The current study aims to use the family counseling of mothers of bullying victims and bullies in improving the motivation of achievement for their children in the Emirates.
The importance of the study
The importance of the present study:
A - Theoretical importance:
1- Preparing a theoretical aspect for the category of child victims of bullying and bullies, and it covers some behavioral, emotional and psychological characteristics of them.
2 - This study is a valid introduction to developing family counseling programs to improve achievement motivation for these child victims of bullying and bullies.
3- Directing the attention of those working in the field to the effectiveness of the various activities with the presence of the family, particularly the mother, in improving the motivation for achievement among their children who are victims of bullying and bullies.
B - Applied importance:
1- Using family counseling to improve achievement motivation for child victims of bullying and bullies.
2- An attempt to employ the potentials and potentials within these children that we can extract from the child victims of bullying and bullies.
Hypotheses of the study
1. There are statistically significant differences between the mean scores of the members of the experimental and control groups in the achievement motivation scale after applying the program in favor of the experimental group.
2. There are statistically significant differences between the mean levels of the levels of pre and post measurements in the achievement motivation scale for the members of the experimental group in favor of the post measurement.
3. There are no statistically significant differences between the mean scores for bullying victims and bullies in the achievement motivation scale after applying the program in favor of bullies.
4. There are no statistically significant differences between the mean scores for the post and traceability scores in the achievement motivation scale for the experimental group.
The limits of the study
The present study is determined by followings:
1- The methodological determinants include:
A- Curriculum of the study:
The current study relied on the experimental approach, and the mixed experimental design, which combines the experimental design with two homogeneous groups (experimental - control) to determine the effect of the program (telemetry) in the variables under study, and the one-group design to compare the pre and post, and dimensional and sequential measurements of the group Experimental.
B- The study sample:
The sample of the study consisted of a group of child victims of bullying and bullies and their mothers, the children ranged between (9-12) years old, and they suffer from a decrease in the motivation for achievement, and they number (28) children.
C- Study tools:
The study tools include the bullying scale, the motivation scale of achievement, the family counseling program for mothers of bullying victims and bullies.
2- Spatial determinants:
The current study tools have been applied in some government primary schools in the United Arab Emirates.
3- Time limitations:
The current study tools were applied in the school year 2020.
4- Statistical methods:
The Mann-Whitney test, Wilcoxon, Pearson correlation coefficient, mean, and standard deviation were used by the Social Sciences Statistical Package (SPSS).
Results of the study
The results of the current study resulted in the presence of statistically significant differences at (0.01) between the mean levels of the two experimental groups and the control groups on the achievement motivation scale in the dimensional measurement in favor of the experimental group, as well as the presence of statistically significant differences at (0.01) between the average ranks of the degrees of the experimental group On the achievement motivation scale in the pre and post measurements in favor of post measurement, and there were statistically significant differences at the level of significance (0.01) between the bullies and the victims of bullying in the post application in favor of the bullies, and also resulted in no statistically significant differences between the average ranks of the experimental group scores on the motivation scale Achievement in metrics and tracking.