الفهرس 
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Abstract
Phobia is one of the important public health problems because not only there is a deficient of community-based studies but also there is lack in acknowledgment of both types of phobia. Also, we can admit that school nurses and health visitors were not adequately qualified or trained enough to deal with phobic students. The aim of the present study is to determine the presence of specific phobia and social phobia among secondary public school students in Alexandria through developing simple screening test to be implemented by nurses. Also, to determine the nurse’s knowledge about the problems of simple phobia and social phobia. A multi stage stratified random sample was chosen from the six basic educational zones in Alexandria Govemorate. From each educational zone, one male and one female public school were chosen at random. A total of 36 classes representing the different educational zones (18 classes for males and 18 classes for females) were included in the tstudy. The total number of students was 1112 (547 females and 565 males). Nurses and health visitors working in all secondary public schools in Alexandria Govemorate, were included (43 nurses and health visitors ). Students were subjected to a structured self-reported questionnaire to collect demographic, personal, family and health data. The second self-reported questionnaire included preplanned selection criteria for specific and social phobias (derived from the Diagnostic and Statistical Manual of Mental Disorders DSM-IV), to assess the validity of the screening tests used. Two screening tests were developed (one for specific phobia and another for social phobia), and their validity and reliability were determined. These tests were used to measure both phobias among the study sample. Also school records for achievement and absenteeism and the school health records were reviewed. Nurses and health visitors were subjected to a special sheet to collect data about: personal characteristics, working condition, training and assessment of their knowledge regarding phobia. Also, assessment of nursing practice provided for the phobic students was included. The results of the stud v could be summarized as follows: Both specific and social phobias were more common among i females, lower socioeconomic classes, middle and late adolescents. , j . Specific and social phobias were more encountered among children of divorced parents. Moreover, social phobia was higher among children whose parents were travelling abroad. Consanguinity between parents played a role in the occurrence of I.’Ji social phobia, meanwhile it did not affect specific phobia. The practice of hobbies was not affected by the presence of phobia. > However, both phobias affected the interrelation with peers as well as the ! number of friends. The higher the phobia. the lower the number of .~ .~ friends the student has. Parental negative behavior (Le. negligence) was one of the risk factors of developing specific and social phobias. ] J I I J lower the scholastic achievement. On the contrary, specific phobia has ! !. j no effect on scholastic achievement. Regarding scholastic achievement, the higher the social phobia, the III Passing through or witnessing bad experience with the phobic i situation is considered to be a risk factor for developing either specific or j I J social phobia. Also, family history of phobia increases the risk of developing specific and social phobias. I ’The results of the studv could be summarized as Both specific and social phobias were more common among Ifemales, lower socioeconomic classes, middle and late adolescents. Specific and social phobias were more encountered among children f divorced parents. Moreover, social phobia was higher among children ’hose parents were travelling abroad. Consanguinity between parents played a role in the occurrence of oeial phobia, meanwhile it did not affect specific phobia. The practice of hobbies was not affected by the presence of phobia. owever, both phobias affected the inteLTelation with peers as well as the umber of friends. The higher the phobia, the lower the number of ’ends the student has. Parental negative behavior (i.e. negligence) was one of the risk actors of developing specific and social phobias. Regarding scholastic achievement, the higher the social phobia, the ower the scholastic achievement. On the contrary, specific phobia has 0 effect on scholastic achievement. a Passing through or witnessing bad experience with the phobic ituation is considered to be a risk factor for developing either specific or ocial phobia. Also, family history of phobia increases the risk of eveloping specific and social phobias. As regards the nursing care provided to phobic students, nurses who were married and have no children or single were better than nurses who were married and have children. Nurses who were responsible for one school were far better in mviding care for students, compared to those who were responsible for ore than two schools. Receiving course~ in the field of ”mental health, not only will improve the nurses’ care provided to phobic students, but also their knowledge and practice concerning phobia. From the present study, we can conclude that specific and social phobias are common psychiatr~ disorders among secondary school i ( students in Alexandria Governorate\ In addition, school nurses’ and health visitors’ knowledge about phobia were not enough. 2, Also the care provided to phobic student was not enough. The main recommendations were: 1. Mental health integrity should be checked as a part of routine comprehensive medical examination. 2. The school health team caring for students has to emphasize on the importance of careful detection of phobic students in schools. 3. Early prevention of students’ fears and phobia. Education and supportive programs should be encouraged in schools, clubs and youth centers. iill 4. Increasing recruitment of secondary school nurses to overcome the shortage in nursing personnel, so that, the maximum load should not exceed 1000 student\ nurse. 15. Continuous in - service-training courses should be given to the school I nurses about the different subjects related to their work with special emphasis on mental health issues including phobia prevention. r. Community support for the promotion of child’s mental health. 7. Enforcement of research in mental health to develop the necessary data in dealing with the Egyptian students’ mental health. In addition to, dissemination of the data not only among school team but also among policy makers.^leng