الفهرس 
شكر وتقديريوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
general practice in social work to educate high school students about the roles
of the Committee School Protection
First: An introduction to the problem of studying
The social work profession cocederd one of the most important professions in that work the school field, where it has placed a great responsibility to support the school in strengthening the social performance for students and improving the environmental conditions that hinder the education process..
As social workers in schools have become required to find new jobs and roles in school, they must move from traditional accreditation and addressing traditional problems of pupils to moving towards the use of modern methods to address contemporary problems, modernizing methods of professional performance, adopting new formulas to take of the practice of social work in the school field and using social work as a profession that promotes positive change in human beings, society or all of them.
Social workers are the professionals concerned with the responsibility of exercising social work, and performing various professional works for clients from therapeutic, preventive and development works, so preparing a good practitioner is one of the most important elements in raising the efficiency of the School Protection Committee specifically where the School Protection Committee can be used as a means by which students’ personalities are strengthened and helped to modify their negative behaviors and develop their positive behaviors, understand their problems and participate effectively in protecting them, and provide opportunities to participate in order to achieve the students’ responsibility towards themselves and towards their community and the environment in which they live.
General practice seeks to in social work yecarch for the best methods and strategies adopted globally to achieve student self-discipline for student, accept and enforce school guidance and instructions within and around the school, identify levels of infraction and proactive, therapeutic, guidance, disciplinary and punitive methods and strategies to be followed to reduce unacceptable behaviors, or negative behaviors within or outside the school, find the best ways to develop a positive school climate, work within the school in team spirit and strengthen social responsibility. Community participation, professional support for workers within the school community for overall development, and a focus on rewarding students who respond to the behavior expected of them rather than punishing them for failing to meet them.
The Ministry of Education also seeks to restore mutual trust between all parties to the school’s educational process by building a strong network of positive relationships that safeguard rights and ensure commitment to responsibilities.
This is achieved only through a professional practitioner who has the potential and skills to work with the School Protection Committee, and social workers have a responsibility to meet the contemporary challenges faced by the institutions in which they work, including the school.
Overcoming the professional problems they face while working with the School Protection Committee, where the practitioner is responsible for determining the requirements of professional practice from theoretical guidance and technical methods of attitudes and problems, which must take into account the factors and variables that produced this position..
Hence the general practice comes from being an attempt to reach the best practice, which was and still aspires to social work to achieve for its customers, the strategy of general practice came to help employ all the data of the social work profession in an integrated template and employ all the experiences and knowledge of the practitioner and help him to develop his knowledge continuously so that it keeps pace with all the new and all the new knowledge useful in the practice of social work, Whether those related to scientific research and professional intervention or even to social policies and legislation where general practice includes many scientific inputs, strategies and techniques, which are based on the development of capacity, skills, and upgrading of social workers working for the School Protection Committee.
Second: The importance of study :
1- The secondary school teacher represents a society that affects and influences the general community and includes a broad segment of society, namely students who deal with each other to meet their needs and face their problems, and the statistics of this group can be explained as follows:
2- School problems are the responsibility of the school in cooperation with the family and the community in order to address them, reduce them and meet the needs of students.
3- The School Protection Committee is one of the most important school organizations used by the educational institution to address its problems facing high school students
4- To find out the reality of the actual contributions of the studies and research of professional intervention of the social work in the school field in relation to achieving the objectives of the School Protection Committee.
5. To find out the reality of the hoped-for contributions to the studies and research of professional intervention of the social work in the school field in terms of achieving the objectives of the School Protection Committee and identifying the obstacles or difficulties that may limit aspects of such use from the point of view of practitioners, identify proposals through which these constraints can be addressed from the point of view of practitioners.
Third: The objectives of the study:
The objectives of the study were set out in the following points: the main objective is to ”test the effectiveness of the professional intervention program for general practice in the social work to educate high school students about the roles of the School Protection Committee, and the main objective arises from this objective the following sub-objectives:
1- Testing the effectiveness of the vocational intervention programme using general practice in the social work to develop knowledge about school protection for secondary school students .
2- Testing the effectiveness of the professional intervention program using general practice in social work to develop positive trends towards school protection for high school students.
3- Testing the effectiveness of the professional intervention program using general practice in social work in modifying the negative behaviors of high school students to raise awareness of school protection roles.
4- Testing the effectiveness of the professional intervention program using general practice in social work in strengthening positive behaviors among high school students to raise awareness of school protection roles.
Fourth: Study duties:-
The main hypothesis of the study: It is expected that there are statistically significant differences between the results of the baseline measurement of the effectiveness of professional intervention of general practice in the social work to educate high school students about the roles of the School Protection Committee, and the main assumption arises from the following sub-assumptions:
1. Statistically significant differences are expected between the results of measuring the professional intervention baseline using general practice in the social work to develop knowledge related to educating secondary school students about the roles of the School Protection Committee. It is expected that there will be statistically significant differences between the results of measuring the professional intervention baseline using general practice in social work to develop positive trends towards school protection for secondary school students.
2. Statistically significant differences are expected between the results of the measurement of the professional intervention baseline using general practice in the social work to modify the negative behaviours of secondary school students to raise awareness of school protection roles.
It is expected that there are statistically significant differences between the results of measuring the baseline of professional intervention using general practice in social work to strengthen the positive behaviors of high school students to raise awareness of school protection roles.
Fifth: Concepts of study:
1. Professional intervention
2. the concept of general practice.
3. The concept of the School Protection Committee.
4. School discipline
Sixth, the type of study and the method used:
This study belongs to the pattern of experimental studies, where the researcher seeks to test the effectiveness of professional intervention using the practice in general in the social work in achieving school protection for high school students, the curriculum means the method or method used by the researcher in studying his problem and reach solutions and related results, and to achieve the objectives of the current study and consistent with its type, the researcher will use the experimental curriculum, through the procedure of experimental design based on tribal-remote experience using a single experimental group, where In this design, a tribal measurement of the child variable (the level of awareness of school protection for secondary school students) is carried out before the introduction of the experimental variable (the vocational intervention program in social work using general practice in social work), and then a distance measurement of the dependent variable after the application of the vocational intervention program, and then a comparison between the tribal and remote measurements of the variable of the child to see the extent of the change in the level of awareness of school protection among secondary school students.
Seventh: Study tools:
Type 1: Data collection tools:
The researcher tried to be diverse in the selection of study tools so that he can achieve the goals to be achieved and which were previously identified, and in line with the requirements of the study, the researcher relied on more than one tool consistent with the nature and type of methodological strategy used in the study and therefore the researcher relied on the following set of tools:
1- The knowledge and trends of high school students about school protection preparing the researcher.”
The dimensions of the scale were determined in two main dimensions:
• The first dimension: students’ knowledge about school protection.
• Dimension 2: Student trends on school protection.
3- A measure of my position on the behaviors of high school students associated with school protection preparing the researcher”
4- A guide to teachers’ observation of female students about the behaviors of high school students related to school protection preparing the researcher”
5- Guide to the observation of supervisors of student activities about the behaviors of secondary school students associated with school protection ”preparing the researcher”
Eighth: fields of study:
A. Spatial field: Represents the place field in the school of martyr Ahmed Fayez High School girls.
B. The human field: represents the human field of study in
1. Sample of activity supervisors who supervise groups of compulsory and optional activities in which the sample of female students is in place of the vocational intervention programmer and through which they have applied a guide to observing school protection behaviors for female students during activities (2 note guides per student, one for compulsory activity and the other for elective activity) and promised them (22) as activity supervisor.
2. The sample of teachers who teach to the classes to which the sample of female students belongs is the subject of the vocational intervention programmer and who have applied a guide to observing the behaviors of school discipline of female students while in the classroom (6 observation manuals per student with different subjects) and 56 teachers in different disciplines.
3- A sample of the students of Ahmed Fayez High School girls, aged between15 and 18 years, and numbering (30) students.
a) Time field: The time field of this study took two years, as it took two years to collect and formulate the theoretical part of the study for a full year, and the field part of the study took a full year, as the researcher prepared his study tools and presented them to the supervisors and arbitrators for arbitration and then the trial period, which lasted about 5 months from 19/10/2021 to 28/2/2022 Three a week with the pilot group, through which the professional intervention program and its activities were implemented.
ninth General results of the study:
A: General results on tribal measurement scores:
1. The results of the tribal measurement study showed a relatively low level of knowledge of students in the pilot group about school protection (54.22) %).
2. The results of the tribal measurement study showed that the level of trends of students in the pilot group on school protection declined relatively strongly (50.96%).
3- The results of the tribal measurement study showed a poor level of school protection behaviors among students in the experimental group on the student positional measure grades with relative strength (6.53%).
4. The results of the tribal measurement study showed a high level of behavioral lack of school protection among students in the pilot group, with relatively strong observation scores (92.62%).
5- The results of the tribal measurement study showed a high level of school insecurity behaviors among students of the pilot group, the grades of the teachers’ observation manual with relative strength (92.62%)
B: General results on distance measurement scores:
1. The results of the study on distance measurement showed that the level of knowledge of students in the pilot group about school protection increased relatively strongly (81.49%).
2. The results of the study on distance measurement demonstrated a high level of trends in students in the experimental group on school protection with relative strength (78.77%).
3. The results of the study on distance measurement demonstrated a high level of school protection behaviors among students in the experimental group on the student positional measure grades with relative strength (70.13%).
4. The results of the study on distance measurement demonstrated a low level of school insecurity behaviors among students in the experimental group on the grades of the activity supervisors’ observation manual with relative strength (52.27%).
5. The results of the study on distance measurement showed a low level of school insecurity behaviors among students in the experimental group on night grades noticing teachers relatively strongly (44.58%)
A: General results related to the validity test of the study’s assumptions:
1. The study validated the first sub-imposition (there are statistically significant differences between students’ responses to knowledge about school protection before and after the vocational intervention programme using general practice in social work in favour of distance testing) where the average degree of knowledge in tribal measurement was (56.56) With a standard deviation of (8.65), which means a decrease in the level of students’ knowledge about school protection in tribal measurement, we find that this degree increased to (85.57) with a standard deviation (5.07) In the distance measurement, which means an improvement in the high level of students’ knowledge about school protection, this is due to the professional intervention program used by the researcher.
2. The study validated the second sub-imposition (there are statistically significant differences between student responses to trends in school protection before and after the vocational intervention programme using general practice in social work in favour of distance testing) where the average degree of trends in tribal measurement (55.03) was a standard deviation of (8.21), which means a decrease in the level of student trends in school protection in tribal measurement, and we find that this degree rose to (85.07) a standard deviation (8.51) in the distance measurement, which means an improvement in the high level of student trends around school protection, which is due to the professional intervention program used by the researcher.
3- The study proved the validity of the third sub-imposition: (there are statistically significant differences between the responses of the study sample on negative student behaviors related to school protection before and after the conduct of the vocational intervention program using general practice in social work in favor of the remote test), as follows:
A. With regard to the activity supervisors’ observation manual, the improvement in school protection behaviors among students in the experimental group as a whole was shown to be an average difference between tribal and distance measurement of the scale (28.03) with a standard deviation (3.44), and these differences are statistically significant differences, as it is clear that the net worth (t) of the scale was (44.65) at a moral level of 0.01 due to the differences due to the professional intervention programme that the researcher class.
B. With regard to the teacher observation manual, the improvement in school protection behaviors among students in the experimental group as a whole was shown, with the average difference between tribal and distance measurement of the scale(36.03)) with a standard deviation (7.68),) and these differences are statistically significant differences, as it is clear that the calculated values (t) of the scale were (25.69) at a moral level of 0.01 due to the professional intervention program applied by the researcher.
4. The study validated the fourth sub-imposition (there are statistically significant differences between the study sample responses on positive student behaviors related to school protection before and after the vocational intervention programme using general practice in the social work valid for remote testing), where the improvement in school protection behaviors was evident among students of the experimental group as a whole, where the average difference between tribal and distance measurement of the scale (15.90) was illustrated by the standard deviation (5.52) These differences are statistically significant differences, as it is clear that the values of (t) favoritism amounted to(15.77) at a moral level of 0.01 due to the differences due to the program of professional intervention applied by the researcher .
10th : General recommendations of the study:
Through the researcher’s collection of theoretical scientific material and the results of the study, a set of recommendations and proposals that can contribute to school protection awareness can be developed:
1. 1.Recommendations on the school environment.
2. Teacher recommendations.
3. Curriculum-related recommendations.
4. Recommendations related to activities.
5. Recommendations for social workers.