الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Contemporary man lives in a time in which there are many and many Stress of life in general, and this era is characterized by rapid change in all fields, which makes the individual face many challenges by defining his goals and meeting his needs in order to reach personal and social harmony (Bashir Saleh Al-Rashidi, 2008: 33( .
Academic Stress are among the psychological and social factors that affect the psychological and physical health of individuals. There is no doubt that the academic Stress faced by graduate students in their families or in their higher university studies represent influences that cannot be ignored or denied. Psychological (Zainab Badawi, 2000: 26( .
Counseling according to the theory of counseling in reality is that process in which the psychological counselor provides assistance to the counselor so that he can positively confront the reality, adapt to it and satisfy the needs in its framework according to the concepts of responsibility, realism and correctness. The individual applies it to himself or others, depending on a plan of organization or self-support (Samuel Tamer Bushra, 2007: 45(.
Students’ lives, personalities, and behavior are affected by several factors, some of which are related to curricula, management patterns, and teaching, as they generate interaction and friction between students, and regular human and social relations at work and study between their groups lead to a lack of promotion of acceptable behavioral patterns, and the consolidation of negative values and attitudes instead of Positive scientific, social, and behavioral trends, and the relationship between professors and students affects their personalities, ways of dealing with them, and their studies, and may help them take a role model, or offend the personalities of students, and impede and thwart the establishment of relationships conducive to rapid growth within the university and lecture halls. Likewise, life, its requirements, and the needs of students in society, family, work, and the surroundings, both material and moral, may be represented by the increase in its requirements, the acceleration of its pace, and a source of Stress, distress, and anxiety for students, and attention must be paid to students, and interest in knowing the sources of psychological and academic stress in their lives And that stands in the way of their academic and psychological compatibility, and the university and society should overcome and remove the sources of anxiety, incompatibility, and Stress, and give it great importance to what this process adds to the academic, social, and psychological life of ease and ease in their lives (Mahmoud Attia, 2010: 9- 10( .
The ultimate goal and goal of counseling in reality is the goal of counseling and psychotherapy in general in terms of helping the individual to satisfy his needs and achieve self- and social compatibility, and thus achieve mental health.
It is expected that this program will contribute to supporting academic self-efficacy in enhancing scientific motivation, academic achievement, flexibility in dealing with difficult and complex academic situations, challenging difficulties, and perseverance to accomplish the tasks entrusted to it (Abdul-Rahman Suleiman, 1997: 602)
The problem of the study:
The problem of the study is determined by answering the main question of this study, which is: What is the effectiveness of the reality counseling program in dealing with the academic Stress of a sample of postgraduate students?
The following questions branch out from this question:
1. Does the reality counseling program help in dealing with the academic Stress of the experimental group compared to the control group?
2. Does the reality counseling program help in dealing with the academic Stress of the experimental group in the post-measurement compared to the pre-measurement?
3. Do the positive outcomes of the reality counseling program continue to deal with academic Stress when comparing the post and follow-up measurements of the experimental group?
Aims of the study :
The study aims at the following:
1. Designing a counseling program in reality to deal with academic Sterss among a sample of postgraduate students.
2. Ensuring the extent of the continuity of the impact of the program after one month of implementation.
The importance of the study:
1. The lack of empirical studies that dealt with reality counseling in dealing with academic stress among postgraduate students - within the limits of the researcher’s knowledge .
2. Providing a theoretical framework for the most important causes of academic stress, which is useful in enriching the Arab library, especially in the field of psychology and mental health .
3. Providing the psychological library with a study on the effectiveness of reality counseling in dealing with academic stress among postgraduate students .
The application importance :
The theoretical importance:
1. Preparing a measure of academic stress for postgraduate students and verifying its psychometric efficiency.
2. Designing a reality counseling program to deal with academic Stress for postgraduate students and Verifying its effectiveness, which could be a model to benefit from .
3. Draw the attention of specialists to the academic Stress facing postgraduate students and how to deal with them so that the student can overcome these difficulties because scientific research today has become one of the contemporary issues that have attracted the attention of many countries of the developed world.
The method of the Study:
The researcher uses the experimental method, which is the most suitable consistent method in this study. The researcher aims to know the effectiveness of a reality counseling Program (The independent variable) to deal with academic Stress (The dependent variable) among a sample of postgraduate students.
Sample of the Study:
The sample of the study consisted of (50) students for the standardization of the measurements. The application sample consisted of (40) postgraduate students from the Faculty of Education, Ain Shams University, divided into two groups: control group (n= 20), and the experimental group (n = 20).
Tools of the Study:
The current study included a set of tools, namely
- A reality counseling program (prepared by the researcher).
- The academic Stress scale (prepared by the researcher).
The hypotheses of the study:
1. There is a statistically significant difference between the mean scores of the pre and post applications of the experimental group in the dimensions of the academic stress scale and the total score in favor of the post application.
2. There is a statistically significant difference between the mean scores of the experimental and control groups in the post application of the dimensions of the academic stress scale and the total score in favor of the experimental group.
3. There is no statistically significant difference between the mean scores of the post and follow-up applications of the experimental group in the dimensions of the academic stress scale and the total score.
Results of the Study:
The results of the study revealed the effectiveness of the reality counseling program to deal with academic Stress among a sample of postgraduate students, as well as the continuity of the program’s effect