الفهرس 
الفصل الأول مشكلة البحثيوجد فقط 14 صفحة متاحة للعرض العام
المستخلص
Introduction:
The search aimed to Verification of the effectiveness of the training program in raising level of assertive behavior among a sample of secondary school students ,and reducing the degree of aggression and anxiety to them.
Exposed individual in our time for many of the problems and pressures that must be addressed with the utmost wisdom and patience , and these problems leads the individual to the use of methods is appropriate to make it far from solving the problem , and may result from these pressures many pictures of violence as a result of tension in which they live (Abdul Sattar Ibrahim , 2002, 164), as we now see in our Arab societies in general and our Egyptian particularly a lot of events that embody many pictures of these pressures , which is in: Try some impose their views on others, and lack of respect for the opinions of others , and violation of public and private rights , anxiety and tension caused by an inability to cope with these pressures , which in some cases up to the physical and psychological diseases , or resorting to violence and aggression as an alternative to the lack of ability to act in social situations.
So researchers began to focus on the variables that would make the individual retains his physical and psychological health in facing pressure , including psychological and social variables that help him to deal effectively with those situations and pressures without exposure to the frustrations and falling into mental or physical illness resulting
(rawya Desouki , 1995, 219).
The variables associated with compliance psychological and social Skills: self Assertiveness; which is personal aspects that show they relate to success in social relations , and has become one of the stable concepts, which proved useful in psychotherapy and behavioral
And assertive behavior as one of the social skills acquired by the individual through the assertive training programs lead to an increase in the level of assertive behavior, and modify unwanted behaviors in the process of social interaction, as shown in several studies , where the study of (Taha Hussein 1992; jawaher al-ashheb, 1988; and kissman , 1984; to langeler , 1981; Rathus , 1972, McPhail and lilsand , 1971, Prescott , 1981 , Maxwell, 1978, Mclena and York , 1990), to the effectiveness associated with social interaction in shaping the assertive behavior , as well as coping with pathological fears (Nariman Rifai , 1985), and improve the situations of fear of authority (amina Badawi , 1990), and improved hesitated and impulsive behavior (Mustafa mazloom), and modify aggressive behavior as in the study (Allen, 1983; Tanner , 1978; Pentz , 1980).
II. Problem of the search:
1 - Does the applying the assertive training program to increase level of assertive behavior among a sample of secondary school students who are depressions assertion ?
2 - Does using the assertive training program among a sample of secondary school students to reduce the degree of aggression and anxiety they have ?
III. . The importance of the search:
• theoretical importance and Applying:
1 - might researchers and practitioners in this field benefit from data and information to be provided by the study when addressing such topics other aspects later , and then directing their view of the importance and benefits of assertive training , and working to link the concept of development to personality humanity because it keep pace with the progress of society and its development.
2 - Interest with an important segments of society The study is being subjected to a study group of students from high school and then went to look at the problem of interpersonal problems experienced by teenagers in general and students in particular.
3 - the potential benefit to members of the study of the program and submit it to develop the skills of self assertiveness as a psychic guidance service.
4- the program has shown its effectiveness in increasing the level of assertive behavior as it is possible to be used by psychologist at the school to increase the level of assertive behavior to other groups of students or to address other problems for students based on the techniques and methods of specific procedural
5- may help to modify some of the common mistakes in educational methods followed by some educators.
6- may be useful for non-specialists from the appliers of this program is to increase the level of assertive behavior such as parents with their children or teachers with their students or students with their friends.
7- level of assertive behavior affects some other social interaction variables associated with assertiveness such as aggression and anxiety.
IV. . The search hypotheses:
1 - There are statistically significant differences between the results of pre measurement and post measurement for assertive behavior of the experimental group after applying the assertive program and for the benefit of post measurement.
2 - There were statistically significant differences between the pre measurement and post measurement results of the aggression of the experimental group after applying the assertive program and for the benefit of post measurement.
3 - There are statistically significant differences between the results of pre and post measurement of concern for the experimental group after applying the assertive program and for the benefit of post measurement.
4 - There are significant differences in the average post-test scores for assertive behavior between the experimental group (which have been submitted to program assertive training) group and the control group (which are not subject to that program) for the experimental group.
5 - There are statistically significant differences in the average post-test scores for aggression between the experimental group (which have been submitted to the program of assertive training) and the control group (which are not subject to that program) for the experimental group.
6 - There are statistically significant differences in the average post-test scores for anxiety among the experimental group (which have been submitted to the program of assertive training) group and the control group (which are not subject to that program) for the experimental group.
V. . The search sample:
The study sample consisted of 20 female students from secondary school girls in “female secondary school of Beni Suef” who received a low score , making them among lower part on the assertion scale, was divided into two groups , one experimental and the other controller, and has been verified homogeneity of the groups using the test Mann - Whitney to significant differences between the two groups.
VI. . Tools of the search:
1 – assertive skills Scale to Tarif Shawqi 1998.
2 - measure of aggressive and hostile behavior of adolescents and young to Amal Abdel Samie 2009.
3 - Social Anxiety Scale for adolescents and young people to Amani Abdel Maksoud, 2007.
4 – The assertive training program of 2012 prepared by the researcher ().
5 - A set of questionnaires sent to the students to evaluate the sessions and the program and teachers.
VII. Systematic design:
This is an experimental study, design comparison by pre and post measurement of the experimental two groups which faced by the assertive training program the collective and the control that leave without being subject to that program.
VIII. Results of the search:
The final results of the study confirmed the effectiveness of the assertive training program to raise the level of assertive behavior with high school students and reduce the degree of aggression and anxiety they have, where results showed that:
1 - The existence of statistically significant differences at level (0,005) between pre and post measurement of the assertive behavior to the experimental group and for the benefit of post measurement.
2 - The existence of statistically significant differences at level (0,005) between the pre and post measurement of the aggression behavior of the experimental group for the benefit of post measurement.
3 - The existence of statistically significant differences at level (0,005) between the pre and post measurement of the anxiety of the experimental group for the benefit of post measurement.
4 - The existence of statistically significant differences at level (0.001) on the post measurement of assertive behavior between the experimental group and the control group, in favor of the experimental group.
5 - and that there are statistically significant differences at level (0.001) on the post measurement of aggressive behavior between the experimental group and the control group, in favor of the experimental group.
6 - The presence of statistically significant differences at level (0.0001) on the post measurement of anxiety between the experimental group and the control group, in favor of the experimental group , and therefore, this result indicates the effectiveness of the training program used in this study.