الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Raising a child with ADHD is one of the challenges facing parents, as these challenges are related to children’s abnormal behaviors, and some parents may force these children to do certain actions . Not only this, but they may resort to punishing them because of their annoyance with their behavior, but this punishment increases the Complication and weaks the problem. Although these children may not want to create problems for anyone, but at the same time they may show inappropriate responses, and therefore they are under severe psychological pressure between reality and expectations, and therefore these children need someone to care for them and give them their time to overcome the difficulties of this time. Especially since they live in a time surrounded by emotional disconnection between people and others, and the lack of emotional awareness of individuals.
Knowing that awareness of emotions is a clear evidence of the emotional, professional and social competence of the individual. Individuals with difficulty recognizing and expressing feelings, or what is known as alexithymia, are individuals who have been afflicted with laxity and emotional blindness and have been closed in their faces the channels of communication and the doors of building social relationships, and in addition, they suffer from A deficiency in the ability to imagine and a low daydreaming, and this, in its entirety, leads to a lack of the ability to empathize with others. Therefore they originally lose the ability to recognize their feelings as well as the feelings of others, they are like a deaf statue and as a body without a soul, and that is because their depriving them of harmony and emotional communication.
It is expected that if the child with ADHD is unable to express his feelings and his suffering from alexithymia and the emotional connection between him and others is cut off. Those around him will try to guess what he is feeling, and when they fail to discover what he is feeling, both of them become frustrated. The child reaches a stage Frustration may lead him to tantrums, or even self-harm, which threatens his safety and that of members of society. This requires building a program that reduces alexithymia in these children, and this is what prompted the researcher to do this study to try to identify the effectiveness of the enrichment program in reducing alexithymia and its effect on managing their anger, as building the cognitive and emotional strengths of children can be used as barriers and protective barriers in the face of the development of alexithymia in children.
Second- the study problem:
• How effective is the enrichment program in reducing alexithymia in primary school pupils with ADHD?
• What is the effect of the enrichment program on anger management (positive behavior, negative behavior, and aggressive behavior) of primary school students with ADHD?
• How effective is the enrichment program in reducing alexithymia in primary school pupils with ADHD after the follow-up period has passed?
• How long is the impact of the enrichment program on anger management (positive behavior, negative behavior, and aggressive behavior) in primary school students with ADHD after the follow-up period has passed?
Third - Objectives of the study:
• To test the effectiveness of the enrichment program in reducing alexithymia among primary school students with ADHD.
• To examine the effect of the enrichment program on anger management (positive behavior, negative behavior, and aggressive behavior) among primary school students with ADHD.
• To identify the extent of the continued effectiveness of the enrichment program in reducing alexithymia in primary school pupils with ADHD after the follow-up period has passed.
• To identify the extent of the continuing impact of the enrichment program on anger management (positive behavior, negative behavior, and aggressive behavior) among primary school students with ADHD after the follow-up period has passed.
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Fourth - the importance of the study:
• The importance of the current study is that it deals with one of the most important special disorders, which is attention deficit hyperactivity disorder, and this disorder has a clear effect on the entire child’s personality aspects, including emotional communication and anger management.
• Shedding more light on the term alexithymia in general and the category of children with attention deficit hyperactivity disorder in particular.
• Attention is drawn to both the need to pay attention to developing emotional skills in children, as well as the need to pay attention to the child’s cognitive structure as a preventive measure against the emergence and development of emotional and behavioral disorders.
• Providing a theoretical background on anger management as an emotion that has benefits and harms, which will be discussed in detail, especially with the scarcity of Arab research dealing with anger management in children
• The results of the program will undoubtedly serve the category of children with ADHD and enable them to establish relationships and social interactions with their peers, their families and the surrounding community.
• The researcher hopes that the results of the study will help the workers in the extension and educational services in providing similar training programs and ascertaining the extent to which the program used in the study can be applied to similar samples.
Fifth - determinants of the study:
This study is determined by the following determinants:
A- Objective determinants:
- The topic covered by the study.
- The curriculum used in the study.
- Variables covered by the study.
- - The sample on which the study was conducted.
- Study tools.
- The enrichment program used.
- - The statistical methods used in the study.
B- Human determinants: The study sample included children with attention deficit hyperactivity disorder of both sexes from primary school students in fourth, fifth and sixth grades.
C- Spatial determinants: The researcher applied the study tools in primary schools in the East and West Fayoum Educational Administration in Fayoum Governorate.
D- Temporal determinants: The study was applied during the first semester of the 2020/2021 academic year.
Sixth - Hypotheses of the study:
Through this study, the researcher tried to verify the validity of these hypotheses:
• There are statistically significant differences between the mean scores of the experimental group members for the pre and post measures on the alexithymia scale (and its sub-dimensions).
• There are statistically significant differences between the mean scores of the experimental group members for the pre and post scales on the anger management scale (positive behavior, negative behavior, aggressive behavior).
• There are no statistically significant differences between the mean scores of the experimental group members for the post and tracer measures on the alexithymia scale (and its sub-dimensions) after the follow-up period has passed.
• There are no statistically significant differences between the mean scores of the experimental group members for the two post and follow-up measures on the anger management scale (positive behavior, negative behavior, and aggressive behavior) after the follow-up period has passed.
Seventh- The results of the study:
The study reached the following results:
There are statistically significant differences between the mean scores of the experimental sample members in the pre and post measurements on the total score of the alexithymia scale and its sub-dimensions (weak ability to distinguish between feelings, weak ability to express feelings, and weak ability to empathize with others) in the direction of the pre-measurement.
• There were no statistically significant differences between the mean scores of the experimental sample members in the pre and post measurements on the alexithymia scale (poor ability to imagine and low vivid dreams).
• There are statistically significant differences between the mean scores of the experimental sample members in the pre and post measurements on the anger management scale (positive behavior) in the direction of the post measurement.
There are statistically significant differences between the mean scores of the experimental sample members in the pre and post measurements on the anger management scale (negative behavior) in the direction of the pre-measurement.
There are statistically significant differences between the mean scores of the experimental sample members in the pre and post measurements on the anger management scale (aggressive behavior) in the direction of the post measurement.
There were no statistically significant differences between the mean scores of the experimental group members in the post and tracer measurements on the alexithymia scale and its sub-dimensions after two months of implementing the program.
• There were no statistically significant differences between the mean scores of the experimental group members in the post and tracer measures on the anger management scale (positive behavior, negative behavior, aggressive behavior) after two months of application of the program.
Thus, the results reached the effectiveness of the enrichment program in reducing alexithymia (as a whole in addition to the three dimensions except for the dimension of poor imagination and low daydreaming). The study also resulted in an effective effect of the enrichment program on anger management (positive behavior and negative behavior except for aggressive behavior).