الفهرس 
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Abstract
School age children is a crucial period for every child all over the world. This is the period when the child needs the cooperation and the supervision of the parents and other relatives. Most of the learning of a child’s life begins in this period is the time of maximum growth and development (Hughes, 2011).
Mother play a powerful role in fostering sustainable development and are expected to the principle child care providers in the family. A mother is particularly important not because she has special skills but because she is with her children for a much greater time than any other person and her instructions reflects a very strong influence on attitudes, abilities and behaviour of childrenand (Cote, Linda and Bornstein, 2011).
Aim of the Study:
This study aimed to assess the effect of working and non Working mother’s on the psychosocial status of their children.
Subject and methods:
1- Technical Design:
Design:
Comparative descriptive study was utilized in conducting this study.
Settings:
The study was conducted among primary public schools at Elwaily zone, Abbasseya (20 school), 4 school (20%) were taken randomly namely; -Eldemerdash school, Elmoasaa school, Mahmud fahmy school, Hosseinieh school.
Subjects:
Random sample consist of 132 students were taken from the previously mentioned setting by taken random one class from each school then taken all students from these classes.
Tool for Data Collection:
The data were collected through using the following tools:
I Structured interviewing format sheet it prepared by the researcher, after reviewing the related literature and written in simple Arabic language to suit level of students it included 2 parts:
Part 1 Concerning with data about characteristics of children which included: Age, sex, ranking in family, residence.
Part 2 Concerning with data about characteristics of mothers which included age, education,type of working, hours ofworking, hours of staying at home.
II Aggressive Behaviourscale It was adopted from Opines and Frankowski (2001), it was used to assess aggressive behaviour of studied children. It consist of 22 statements and it measures all aspects of physical, verbal, negative aggressive behaviour that include self harmful, others harmful, cheating, hating.
Scoring system:-
Each statement has four answers, the child chooses one of them. Then child’s responses were classified into either usually (scored 3), sometimes (scored 2), rare (scored 1), very rare (scored zero). The total score was ranged from zero:66. Regarding the levels of aggressive behaviour:-
Score from 0<22 referred to negative aggressive behaviour.
Score from 22<44 referred to verbal aggressive behaviour.
Score from 44-66 referred to physical aggressive behaviour.
III Loneliness scale It was adopted from Michaela, Peplau and Bragg (1980) and modified by Shulevitz, (2013), it was used to assess children feeling of loneliness.
Scoring system:-
It consists of ‘20’ statements, each statement included four answers, the child chooses one of them. Then child’s responses were classified into either usually (scored 3), sometimes (scored 2), rare (scored 1), very rare(scored zero).
The total score was ranged from (zero:60). Regarding the levels of feeling of loneliness:
Zero score referred to no feeling of loneliness.
Score from 1<20referred to mild feeling of loneliness.
Score from 20<40 referred to moderate feeling of loneliness.
Score from 40-60 referred to severe feeling of loneliness.
IV Children Manifest Anxiety scale(CMAS) It was adopted from Lyneham (2008), it was used to assess the degree of anxiety symptoms of studied children. Anxiety scale consists of ‘36’ statements and it measures all of the following aspects of anxiety:-somatic feature, emotional features, physiological features, mental features, motor features,social features.each category assessed by ‘6’statements.
Scoring system:-
The child after reading each statement by the researcher answers ‘true’ or ‘false’, score ‘zero’ if the answer is false and ‘1’if the answer is true. The total scores were ranged from ‘0-36’. Regarding the level of anxiety symptoms:
Score zero referred to no anxiety symptoms.
Score from 1-12 referred to mild anxiety symptoms.
score from 13-24 referred to moderate anxiety symptoms.
Score from 25-36 referred to severe anxiety symptoms.
V Self- Esteem Inventory(SEI) It was adopted from Masa and dosoki (1987), it was used to assess self esteem of studied children. SEI evaluate attitudes toward the self in social, academic, family and personal areas of experiences.
Scoring system:-
It consists of ‘24’statements, each statements indicates as ‘like me’ or ‘unlike me’.SEI include (8)positive statements, and(16) negative statements, one point is given for each positive statements wasanswered ‘like me’ and zero is given if answered ‘unlike me’ and conversely occurred in negative statements. The total score was ranged from 0:24 score, high score correspond to high self esteem.Regarding the scores obtained on self-esteem inventory:
Score from 0<8 referred to low self-esteem.
Score from 8<16 referred to moderate self-esteem.
Score from 16-24 referred to high self-esteem.
II Operational design
A. Preparatory phase
A review of the past, current Arabic and English related literatures covering various aspects of the problem was done using available journals, articles, magazines and books was done to be acquainted with the research problem and develop the study tools.
B. Pilot study
Pilot study was conducted on 10% of student. The purpose of this pilot study was to test clarity and feasibility of questions. Some items of the questionnaire were modified and the children in the pilot study were excluded from the study.
C. Filed work
The actual field work was carried out from the first week of February 2015 up to the end of April 2015 for data collection. the researcher was available twice weekly (Tuesday and Wednesday) from 10 am to 1pm in the previously mentioned settings.The researcher started by introducing herself to the children and giving the brief idea about the aim of study. Verbal consent was obtained from the children to share in the study. The researcher interviewed with each child individually at available time within 15-20 minutes to complete the study tools.
III- Administrative Design
To carryout the study the necessary approval was obtained from elwaily educational adminstration and the school directors. A formal letters issued to them from the dean of faculty of nursing, Ain Shams University, to explain the aim of study in order to obtain their permission and support.
The findings of present study could be summarized as the following:
- 70.5% of studied children are in the age group 9-12 years with mean age 10.2 ± 1.39 years,while 50% of them are females and ranked as the second child in their families.
- All (100%) of studied children are living in nuclear families and from urban areas.
- 50% of the mothers are in the age group of 30 – 40 year and had university education. while 47% of studied children’ mothers are working and 64.5% of them work for 7-8 hours/day.
- 75.8% of studied children of working mothers had moderate and severe level of aggressive behaviour.
- 85.5% of studied children of working mothers had moderate level of loneless.
- There are statistical significant difference between working and non working mother regarding total level of anxiety.
- There is no statistical significant differences between studied children of working and non working mothers regarding total level of children self esteem.
- There is a statistical significant difference between age of studied children of working and non working mothers and their total levels of aggressive behaviour.
- There are statistical significant difference between sex and ranking of studied children of working and non working mothers and their total levels of self esteem.
- there is no statistical significant differences between characteristics of studied children of working and non working mothers and their total levels of loneless and their total level of anxiety.
- -There is a statistical significant difference between mother’s age and their children total levels of aggressive behavior,, anxiety and self esteem.
- There is no statistical significant difference between mother’s characteristics and their children total levels of loneless.
In the light of the findings, the following recommendations are proposed:
1. Educational programme should be conducted to raise the awareness of working women towards reconciling between outwork and family responsibilities demands
2. Mothers are in need to a simplified illustrated and comprehensive arabic booklet including information about children psychosocial problems.
3. Media campaigns should be worked to raise the awareness of working women to take care in psychological development of children by give them amount of time for mothering and loving.
4. Other studies related to relationship between psychosocial development of other phases of children age and working mother should be conducted.