الفهرس 
الفصل الأول : مشكلة الدراسة ومفاهيمها النظريةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 418 |  |  |
| | | from | 418 | | |
المستخلص
The Social group Work focus in its practice on small groups as a better method for members to express themselves. It is more effective and dynamic for members of a group; and seeks to satisfy their needs, interests, and problems. It achieve their developmental aspects and develop their ability to meet their needs and interests. It also a way to achieve remedial aspects related to overcoming problems and difficulties facing their social performance, and to invest their group capabilities.
Students resistance to change is one of the problems that considerably contributes in hindering efforts of professional intervention. Resistance is a reaction that an individual shows when he/she feels that one is subjected to coercion and mistreatment. This resistance is embodied in a set of negative behaviors and thoughts that stays within an individual to retain status quo and strengthen his/her wish if not changes.
Examples on change fighters are the so-called the bear-like individual who shows anger openly, attacks others, and shows hostility towards changes; and the evasive member who does not complete tasks and continuously use excuses; and the clown who faced bad and negative experiences in the past; and the guilty who tries to control others to become guilty even if he is the one who committed the guilt. There is also the distractor who distract the attention of the group away of the important issues; and the interrupter who always shows objections; and the escape-man who escapes from performing the assigned tasks.
It is important to use the appropriate techniques in a practical way when dealing with students resisting change and treating their behaviors within school activity groups. This can be done through group work techniques; whether the classic techniques (such as, group discussions) or the recent techniques (such as, imagining advantages and disadvantages, disclosure of fears, and brainstorming), in which all suggested thoughts and all the sessions are recorded, then working on reorganizing and ordering them. Accordingly, some solutions are drawn and implemented, according to its quality- not quantity.
Second: Significance of the Study:
Practical Aspect:
1- The importance of this study comes from its importance of secondary stage that needs special consideration from various disciplines and at all levels.
2- It is important to recognize the manifestations of students’ behavioral resistance to change within school activity groups, where they are the major behaviors that lead to failure of helping processes used with them.
3- The study attempts to increase the social workers’ performance by grasping the resistance of students in activity groups and its causes.
4- The interpretation of this phenomenon and analyzing its causes have considerable importance for helping social workers analyze the usefulness of efforts exerted with some members in different fields of practice in general, and especially, the school field.
The Scientific Aspect:
1- It is important to use the social workers’ techniques when dealing with members’ resistance to change within school activity groups.
2- The techniques of professional practice in group work have not been considered enough by academics and practitioners. They received less attention, developments, and updates, although their importance for developing the group work methods according to the contemporary needs and problems.
3- This study may help in directing the attention of researchers to conduct more studies on the resistance to change of clients and how social workers deal with this phenomenon in various fields of social work.
4- The group work method requires developments in its recent techniques to help group work achieve its goals in the school field.
Third: Goals of the Study:
The main goal of the study is to identify the professional techniques used by the social group worker with students resistance to change within school activity groups.
The following sub-goals stemmed from this main goals:
1- To identify the behavioral manifestations of students resistance to change within the school activity groups.
2- The professional techniques that the social workers use with the students who resist change.
3- To identify the professional roles of social workers when dealing with the behavioral manifestations of students resisting change within the school activity groups.
4- To identify the obstacles faced by the social group workers when using the necessary techniques with students resisting change within the school activity groups.
5- To provide some suggestions to social group workers about dealing with students resistance to change within groups.
Forth: Questions of the Study:
The study attempted to answer the question: “What are the professional techniques used by the social group worker with students resistance to change within school activity groups?, as a main question.
The following sub-questions stemmed from this main question:
1- What are the behavioral manifestations of students resistance to change within the school activity groups?
2- What are the professional techniques that the social workers use with the students who resist change?
3- What are the professional roles of social workers when dealing with the behavioral manifestations of students resisting change within the school activity groups?
4- What are the obstacles faced by the social group workers when using the necessary techniques with students resisting change within the school activity groups?
5- What are the suggestions to social group workers about techniques of dealing with students resistance to change within groups?
Fifth: Terminology of the Study:
1- The concept of “resistance”
2- The concept of “technique”
Sixth: The Methodology of the Study:
1- Type of the Study:
This study belongs to descriptive and analytical studies. It is based on stating a certain phenomenon or a situation. In this study, the researcher attempted to describe and analyze the juvenile delinquents’ Social group Worker’s Techniques for Working with Students Resistance to Change, within the School Activity Groups .
2- The Method used:
The researcher used the social survey method as the main method used in the descriptive research.
3- Tools of the study:
Tools of data-collection:
The researcher depended on the following tools:
A) A questionnaire form to be applied within the activity group.
B) A questionnaire form to be applied to social workers working in general secondary schools in both districts of Beni-Suef and Smosta.
Tools of Data-Analysis:
The researcher used a set of techniques and statistical treatments consistent with the nature of the current study. These techniques included the following:
- Frequencies and percentages
- Mathematical means
- Counting the weights, relative means, and weighed averages, and percentages of each dimension.
4- Fourth: Fields of the Study:
Location of the study: The study was conducted at the general secondary schools in Beni-Suef and Smosta.
Human scope: the human scope was selected for this study as the following:
A) Students within the school activity groups in the general secondary schools in both districts of Smosta and Beni-Suef (n = 230 students).
B) Social Workers working at Beni-Suef’s general secondary schools (n = 73); and those working in Smosta’s general secondary schools (n = 17 social workers).
Duration of the Study: For data-collection, the study took a period from October 10th,2020 till January 1st,2022.
Seventh: Results of the Study:
The results of the study showed the importance of using social group work in dealing with students’ resistance to change, as the following:
1- The group social worker used group discussion when dealing with students’ resistance to change within the school activity groups, with relative strength (87.2%).
2- The group worker used the technique of role-playing in dealing with students’ resistance to change within school activity groups, with relative strength (87.9%).
3- The social group worker used the technique of imagining the advantages and disadvantages in dealing with students’ resistance to change within the school activity groups, with relative strength (88.5%).
4- The group worker used the technique of triggering fears of students when dealing with the students’ resistance to change within the school activity groups, with relative strength (75.7%).
5- The group worker used the technique of supporting when dealing with students’ resistance to change within the school activity groups, with relative strength (89.4%).
6- The group worker used the technique of punishment when dealing with students’ resistance to change within the school activity groups, with relative strength (80.4%).
7- The group worker used the technique of parties when dealing with students’ resistance to change within the school activity groups, with relative strength (91.3%).
8- The group worker used the technique of persuasion when dealing with students’ resistance to change within the school activity groups, with relative strength (87.9%).
9- The group worker used the technique of brainstorming when dealing with students’ resistance to change within the school activity groups, with relative strength (90.4%).
10- The group worker used the technique of behavioral modeling when dealing with students’ resistance to change within the school activity groups, with relative strength (89.6%).
11- The group worker used the technique of role-exchange when dealing with students’ resistance to change within the school activity groups, with relative strength (74.7%).
12- The group worker used the technique of games when dealing with students’ resistance to change within the school activity groups, with relative strength (87.2%).
13- The professional roles played by the social workers working with students resisting social change, with relative strength (91%).
14- Obstacles facing social workers when using the group discussion technique with students resisting change within the school activity groups, with relative strength (71.7%).
15- Obstacles facing social workers when using the technique of role-playing with students resisting change within the school activity groups, with relative strength (72.7%).
16- Obstacles facing social workers when using the technique of imagining advantages and disadvantages with students resisting change within the school activity groups, with relative strength (73.6%).
17- Obstacles facing social workers when using the technique of triggering fears with students resisting change within the school activity groups, with relative strength (74.1%).
18- Obstacles facing social workers when using the technique of supporting, with students resisting change within the school activity groups, with relative strength (71.4%).
19- Obstacles facing social workers when using the technique of punishment with students resisting change within the school activity groups, with relative strength (67.8%).
20- Obstacles facing social workers when using the technique of parties (celebration) with students resisting change within the school activity groups, with relative strength (70.9%).
21- Obstacles facing social workers when using the technique of persuasion with students resisting change within the school activity groups, with relative strength (65.4%).
22- Obstacles facing social workers when using the technique of brainstorming with students resisting change within the school activity groups, with relative strength (70.1%).
23- Obstacles facing social workers when using the technique of behavioral modeling with students resisting change within the school activity groups, with relative strength (69.6%).
24- Obstacles facing social workers when using the technique of role-exchange with students resisting change within the school activity groups, with relative strength (72.8%).
25- Obstacles facing social workers when using the technique of games with students resisting change within the school activity groups, with relative strength (67.2%).
26- Suggestions for facing the above obstacles and the activation of the role of school activity groups in dealing with students resistance to change, with relative strength (85.2%).
The Questionnaire Form Applied to Students
1- Factors of resistance related to students, with relative strength (50.14%)
2- Factors of resistance related to social worker, with relative strength (61.45%).
3- Factors of resistance related to school, with relative strength (66.76%).
4- Manifestations of defensiveness of students resisting change within the school activity groups, with relative strength (58.45%).
5- Manifestations of negativity in students resisting change within school activity groups, with relative strength (54.91).
6- Manifestations of aggressiveness in students resisting change within the school activity groups, with relative strength (59.79%).
7- Professional roles played by the social worker when dealing with students who resist social change, with relative strength (82.93%).
8- The study reached a proposal from the social work perspective for alleviating the students’ resistance within school activity groups using the group work techniques.
This proposal includes the following elements:
1- Goals of the proposal.
2- Philosophy of group work as to the proposal.
3- Principles on which the building of the proposal was based.
4- The institutional system through which the proposal is conducted.
5- The working unit with which the proposal deals.
6- Persons responsible for implementing the proposal.
7- Roles of the social worker in the proposal.
8- Remedial models and approaches on which the proposal depends.
9- Remedial strategies that the social worker will use according to the proposal.
10- Skills used by the social worker in the proposal.
11- Techniques that can be used according to the proposal.
12- Controls of the proposal.
13- Factors that can help the proposal to achieve its goals.