الفهرس 
الجانب النظري للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
ثانياً- ملخص الدراسة اللغة الأجنبية:
Study summary
First: the Problem:
The phenomenon of school bullying in society has become one of the phenomena that have increased significantly in many contemporary societies, whether they are advanced, developing or underdeveloped. The size of the problem varies from one society to another according to its culture and characteristics, as it is a dangerous and widespread phenomenon among children and adolescents in countries all over the world. It is represented by many harmful practices against other students, and is characterized by the repetition of verbal, moral and material harm, so that the other party feels that he is under showers of inappropriate words or behavior and takes many forms and forms, physical, psychological, social, verbal, racist. The causes of school bullying are numerous and include personal factors, school factors, and societal factors.
Therefore, the humanities and social sciences, especially the social work profession, were interested in studying the problem of school bullying and linking it to the social, economic and political context of society. Cognitive-behavioural, which is one of the most important models that have proven effective with such problems using treatment strategies and techniques, with the aim of helping students to grow, study, and adapt with themselves and the surrounding environment, and to confront their problems and factors that lead him to become a bully against his peers by modifying the ideas of the student and his behaviour. This is to help the student to benefit from the educational process and to evaluate his behavior and thinking.
Second: study objectives:
The study aims to test the effectiveness of using cognitive-behavioral therapy in alleviating the factors leading to school bullying. This goal includes the following sub-objectives:
1. Testing the effectiveness of cognitive-behavioral therapy in mitigating the personal factors that lead to bullying
2. Testing the effectiveness of cognitive-behavioral therapy in mitigating the school factors that lead to bullying.
3. Testing the effectiveness of cognitive-behavioral therapy in mitigating the societal factors that lead to bullying.
Third: study hypotheses :
There is a statistically significant positive relationship between the use of cognitive-behavioral therapy and mitigation of the factors leading to school bullying: The following sub-hypotheses emerge from this main hypothesis:
1. There is a statistically significant positive relationship between the use of cognitive behavioral therapy and the reduction of personal factors leading to bullying.
2. There is a statistically significant positive relationship between the use of cognitive-behavioral therapy and the mitigation of school factors leading to bullying.
3. There is a statistically significant positive relationship between the use of cognitive-behavioral therapy and the mitigation of societal factors leading to bullying.
Fourth: study concepts:
1. The concept of CBT .
2. The concept of school bullying.
Fifth: The Study procedures :
a. Type of the study
The current study belongs to quasi-experimental studies.
b. The method used:
The current study relies on the use of the quasi-experimental approach, and an experimental design was used, which is the design of the pre-post experiment using one group.
c. study tools:
Data collection tools:
In her current study, the researcher relied on the scale of factors leading to school bullying for bullying students in the middle school stage (prepared by the researcher).
Semi-regulated interviews with social workers.
Sixth: The fields of study:
The human-field:
The total number of students in the school reached (531) male and female students, by means of a social survey with a sample of third-grade students, semester 3/3, and they are (20) male and female students out of a total of (140)
the spatial field:
he study was applied in Al-Ghanayem Sharq Preparatory School in Al-Ghanayem Markaz - Assiut Governorate.
time Field:
The period of collecting theoretical material, conducting the experiment, and professional intervention for the study.
Seventh : The results of the study :
The study proved the validity of the main hypotheses, from which sub-hypotheses emerged: There are statistically significant differences at the level of significance 0.01 between the mean ranks of the students’ scores in the study group in the pre and post measurements of the total score of the factors leading to school bullying scale in favor of the post measurement.
The first hypothesis: There are statistically significant differences at the 0.01 level of significance between the mean ranks of the experimental group’s scores in the pre and post measurements of the total degree of the dimension (personal factors) in favor of the post-measurement.
1. There are statistically significant differences at the level of significance 0.01 between the mean scores of the experimental group in the two measurements, before and after the first indicator (the psychological aspect), in favor of the post measurement.
2. There are statistically significant differences at the level of significance 0.01 between the mean scores of the experimental group in the two measurements, before and after the second indicator (the emotional side) in favor of the post measurement.
3. There are statistically significant differences at the level of significance 0.01 between the mean scores of the experimental group in the two measurements, before and after the third indicator (the behavioral aspect) in favor of the post measurement.
4. There are statistically significant differences at the level of significance 0.01 between the mean ranks of the experimental group’s scores in the two measurements, before and after the third indicator (the physical aspect) in favor of the post measurement.
The second hypothesis: There are statistically significant differences at the 0.01 level of significance between the mean ranks of the experimental group’s scores in the pre and post measurements of the total degree of the dimension (school factors) in favor of the post measurement.
1. There are statistically significant differences at the level of significance 0.01 between the mean ranks of the experimental group’s scores in the tribal and remote measurements of the first indicator (teachers) in favor of the post-measurement.
2. There are statistically significant differences at the level of significance 0.01 between the mean ranks of the experimental group’s scores in the pre and post measurements of the second indicator (colleagues) in favor of the post measurement.
3. There are statistically significant differences at the level of significance 0.01 between the mean scores of the experimental group in the tribal and remote measurements of the third indicator (school regulations) in favor of the post-measurement.
The third hypothesis: There are statistically significant differences at the level of significance 0.01 between the mean ranks of the experimental group’s scores in the pre and post measurements of the total degree of the dimension (community factors) in favor of the post-measurement.
1. There are statistically significant differences at the level of significance 0.01 between the mean scores of the experimental group in the tribal and remote measurements of the first indicator (school community) in favor of the post-measurement.
2. There are statistically significant differences at the level of significance 0.01 between the mean ranks of the experimental group scores in the tribal and remote measurements of the second indicator (the external community) in favor of the post-measurement.