الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The issue of school bullying among students and its effects on the educational process occupies a large area in the field of education, which occurs for several reasons that may be psychological, social or economic. Bullying also takes many forms and forms, such as sabotage and harming others. It is one of the phenomena that poses a threat to human life in the current era, as it has become a feature of contemporary society, as this phenomenon results in damages that it leaves on the aspects of personality. Schools all over the world. It is considered the most prevalent form of violence in schools and has a negative impact on the psyche of the student, on the school learning process and on the general atmosphere of the school, as it affects the whole school and this is represented in the decrease in the school’s effectiveness and production and the creation of an unsafe school environment that helps create an atmosphere of fear among students, limiting their ability to learn and increasing their absence from school. The phenomenon of bullying is one of the most hidden school problems, negatively affecting students, whether they are bullies or victims in general. Emotionally or psychologically, it results in a feeling of pain, fear, lack of confidence and low self-esteem, and as a result of this behavior of various negative psychological and social effects and severe disturbances. Scientific determinism imposes a causative presence in any phenomenon in its events, and in order to achieve more understanding of the causes of bullying among school students, it is necessary to take into account the context in which bullying occurs, the occurrence of which varies from one school to another. For example, some students may bully in response to peer pressure. Or perhaps to gain popularity, and this matter depends largely on the extent to which each school applies the rules and instructions of school discipline, and given the seriousness of this phenomenon, many Arab and Western research have dealt with the search for the causes of bullying, and when discussing the reasons for the spread of bullying among students, it is necessary first to discuss Individual factors that play a role in the higher likelihood of committing or experiencing bullying. A bully has several characteristics that push him to bullying. A bully is a person who uses force combined with aggression when interacting with peers and tends to dominate and control the victim. The victims are those children who reward the bullies financially or emotionally by not defending themselves, and they give in to the demands of the bullies and their social skills are few. They use fun, don’t get into groups, they avoid places and they stay away from school. Learning difficulties and being involved in bullying pose a double risk associated with many social, emotional and behavioral problems. A child with learning difficulty may suffer from neglect and ostracism from his peers, his inability to form friendships, his inability to learn from the experiences of others and cooperation with them, his lack of social skills and his exposure to many One of the problems associated with the difficulty causes him to become frustrated, making him a bully or a victim of bullying. There are a lot of fears that children with learning difficulties are exposed to at school as a result of bullying behavior. When these children try to control their fears, this may lead to a lowering of their intelligence level and reduce their ability to absorb, and sometimes facing fears is the best because the fearful learner is always a weak learner, that bullying The school has major and common effects, including physical and psychological effects, such as exposure to mental illness or physical abuse and repeated suicide attempts, and emotional effects represented in feeling lonely, exclusion, isolation, difficulty forming deep friendship, feeling helpless and weak, which reflects its effects on the academic side, which increases evasion from school and absence and decreases the level of academic achievement It is difficult to concentrate on homework, and there is an increase in the dropout rate. The involvement of children with learning disabilities in bullying, whether as bullies or as victims of bullying, may be due to the fact that they bear the stigma associated with learning difficulties, which makes them easy and clear targets for harassment from ordinary people, in addition to the lack of adequate protection for them against bullies and the rejection of their peers, and some individuals As a result of the violence directed at them, people with mental disabilities turn into bullies who attack those who are weaker than them. This means that children with learning disabilities may be bullied by ordinary children, outside of school, which in turn leads them to bully those who are weaker than them from mentally handicapped children inside school. Bullying of some children with learning difficulties on others may also be due to these children’s lack of awareness of the consequences of things, their lack of awareness and awareness of the emotions of others, in addition to the desire to escape the boredom that prevails in their lives; Therefore, they bully other children who are considered easy targets for them, such as children with autism or children who are weaker than them. So, children who are victims of bullying and who are bullied suffer from emotional, academic and even physical difficulties. Children who are bullied tend to have low self-esteem, feelings of depression, loneliness, anxiety, insecurity, and social failure. They may have negative feelings about school, and they may face academic problems that lead to dropout. As for adolescents who perceive themselves as socially ineffective, they withdraw from social situations and realize their low competencies through their peers, and they have a low sense of self-worth, and this appears clearly in adolescents who stutter, when they are exposed to many riots and criticism from their peers at the same age, as a result of Because of their poor fluency in speech, which affects their positive self-evaluation, and makes them feel insufficient in dealing with different situations, which causes them to socially withdraw. In view of the noticeable spread of this phenomenon in recent years, it was found that it is necessary to combat this dangerous behavior that affects our students in terms of academic achievement and their view of themselves. Dealing with bullying by staying within a group of friends, enhancing the child’s self-confidence, teaching him sports, his ability to defend himself, and enhancing his self-confidence. The family is responsible for the formation of the personality pattern. In order for the family intervention to be effective in confronting these behaviors, it is necessary first to be slow and not hurry, to judge the child’s behavior and describe it as bullying, before the vision becomes clear and it is studied from all sides, and all those involved in the child’s life are consulted in order to research The difficulties that the child may face, such as low academic achievement, which may be behind his aggressive behavior. If bullying is proven, the child must be discussed calmly and wisely and inquired about the reasons that made him take this approach towards his peers, and clarify the extent of the seriousness of this behavior and its devastating effects on the victim, and in all cases. Situations It is necessary to avoid describing the abused child as the aggressor, bully, or any offensive description in front of his colleagues. The school also has a role in addressing bullying by giving educational courses about the damages of bullying, teaching good morals, spreading love and brotherhood among students, sharing voluntary work, refining behaviors and practicing artistic works. Given the importance of activating a culture of peace among students to immunize them against bullying others and create a safe school environment, It works to create a natural climate for learning and acquiring correct behaviors and mutual respect between students and teachers The importance of the current study comes from the importance of its subject and what it contributes to enriching scientific knowledge in light of the scarcity of social studies that dealt with the impact of social variables on school bullying for children with learning difficulties. The need has become urgent and urgent to study behavioral problems, adaptation and psychological and social adjustment among students, especially in the childhood stages, and due to the rapid economic, social, educational and technological changes and others, which led to an increase in the difficulty and complexity of life and to the emergence of many problems at all levels, including problems related to abnormal and unwanted behaviors, which It usually occurs in the absence of school and family supervision, and beyond these behavioral problems, there are risk factors related to the characteristics of the individual, his social environment, school interactions with his peers and teachers, cultural factors and the media of all kinds, and then shedding light on the preventive methods that reduce the possibility of their occurrence and the prevention factors associated with them. The study came with several objectives, the most important of which is to identify the social variables of children who are exposed to school bullying with learning difficulties, to shed light on the forms of school bullying for children with learning difficulties, and to monitor preventive measures to confront school bullying, and in order to implement these goals the study relied on the descriptive analytical approach In addition to the use of the questionnaire tool by application on a sample of (90) respondents divided into two public schools (43) respondents and private (47) respondents, in addition to the use of the case study tool that was applied to a number of families of students with learning difficulties who were subjected to school bullying. The study concluded with many results, the most important of which are: The results of the field study revealed that the size of school bullying against students with learning difficulties is average, based on the responses of more than half of the research sample in the public school, as well as the size of school bullying against students with learning disabilities is average, based on the responses of more than half of the research sample in the school. own. The results of the field study confirmed that the majority of the research sample in the public school emphasizes the effect of bullying on the personality of students with learning difficulties, while some saw that the effect of bullying on the personality of students with learning difficulties is limited, while a small group saw no effect of bullying on the personality of students with learning difficulties. learning. While the vast majority of the research sample in the private school confirmed the effect of bullying on the personality of students with learning difficulties, while some saw that the effect of bullying on the personality of students with learning difficulties was limited, while a small group saw the lack of influence of bullying on the personality of students with learning difficulties. The results of the field study revealed the negative effects of bullying on students with learning difficulties, according to the opinions of the members of the research sample in the public school, which are: the difficulty of establishing sound and compatible social relationships, increasing psychological and social problems among students with learning difficulties, and affecting the formation and maturity of his personality, behavior, and inclination Towards isolation, introversion and withdrawal, and finally students’ feelings of inferiority, frustration, fear and ostracism. As for the negative effects of bullying on students with learning difficulties, according to the opinions of the members of the research sample in the private school, they were represented in: students’ feeling of inferiority, frustration, fear and ostracism, increasing psychological and social problems among students with learning difficulties, difficulty in establishing sound and compatible social relationships, and tendency towards isolation, Introversion and withdrawal, and finally affect the formation and maturity of his personality and behavior. It was clear from the results of the field study that the vast majority of the total research sample in the public school sees the need for the family to cooperate with the school administration in solving the problems of bullying, while some see the need for the family to cooperate with the school administration in solving the problems of bullying in a limited way. Also, the vast majority of the total research sample in the private school saw the need for the family to cooperate with the school administration in solving bullying problems, while some saw the need for the family to cooperate with the school administration to solve bullying problems in a limited way, while a very small group saw the lack of cooperation of the family with the school administration School in solving bullying problems. The results of the field study revealed preventive measures to reduce school bullying according to the opinions of the members of the research sample in the public school, foremost of which are: setting specific and clear punitive rules and procedures against bullying students, the need to activate psychological and social educational guidance in schools, and attention to the psychological aspect of the aggressive student through follow-up Within the school and the family, providing a safe and positive school climate for all members of the school, promoting positive and social behaviors of students, increasing communication between the school and the local community through parents’ councils, and finally holding seminars and meetings in the school to study and discuss the problem of bullying. As for preventive measures to reduce school bullying, according to the opinions of the members of the research sample in the private school, foremost among them: providing a safe and positive school climate for all members of the school, paying attention to the psychological aspect of the aggressive student through follow-up within the school and the family, and holding seminars and meetings in the school to study and discuss the problem of bullying, Enhancing positive and social behaviors of students, increasing communication between the school and the local community through parents’ councils, establishing specific and clear punitive rules and procedures against bullying students, and finally the necessity of activating psychological and social educational guidance in schools. The study also came out with many recommendations, the most important of which are: Awareness of officials, educators, administrators, teachers and those in charge of the educational process about the problems of school bullying faced by people with learning difficulties, and then they legislate and enact school laws and regulations in a way that achieves school discipline and protects them from falling as victims of school bullying. The need for integration between home and school in the application of educational programs that aim to address the problem of school bullying, so that there is no duplication, disparity or shortcomings in dealing, and so that efforts that help them develop their abilities and skills in order to reach the maximum possible degree of progress and improvement are integrated. Training parents on how to identify the possibility of their children being bullied, and the speed of intervention, such as manifestations of introversion, shyness, isolation, sleep or eating disorders, and the student’s absence from school and perhaps malfeasance, asking for money or extra food, losing his tools. Paying attention to therapeutic interventions, searching for the causes that lead to the spread of bullying, and determining the appropriate intervention strategy according to the reasons.