An Analytical Study of Psychological Intervention Programs in Academic Theses at the Department of Educational Psychology and Educational Statistics, Faculty of Education (Boys), Al-Azhar University, Cairo (2005–2022)

Document Type : Original Article

Author

Lecturer of Educational Psychology and Educational Statistics, Faculty of Education for Boys, Al-Azhar University, Cairo.

10.21608/jsrep.2024.423520

Abstract

            The study aimed to analyze psychological intervention programs presented in academic dissertations within the Department of Educational Psychology and Educational Statistics at the Faculty of Education, Al-Azhar University (Boys) in Cairo, from 2005 to 2022. It also sought to develop a proposed framework for improving psychological intervention programs in these dissertations,The research sample consisted of (93) academic dissertations, The researcher employed a psychological intervention program evaluation checklist as a research tool, utilizing a descriptive-analytical approach. Various statistical methods were applied, including frequencies, percentages, mean, standard deviation, and one-way ANOVA. The findings revealed that most programs were implemented on medium-sized samples (60.2%), while small samples were rare (4.3%), and large samples accounted for 24.7%. The study also found that university students were the most targeted group (37.6%), followed by middle school students (24.7%), elementary school students (18.3%), and high school students (12.9%), while postgraduate students (5.3%) and preschoolers (one study) received minimal attention,Regarding the target groups, most programs focused on regular students (74.2%) and students with learning difficulties (11.85%), while other groups received limited attention, not exceeding 3.22%, with the least targeted groups receiving only (1.07%),The study also found that 33% of the psychological intervention programs were rated as highly effective, 42% as moderately effective, and 25% as having weak effectiveness. Additionally, statistically significant differences were observed between the time periods, favoring the period 2017–2022 over the periods 2011–2016 and 2005–2010 at a significance level of (0.01). There were also significant differences between the periods 2011–2016 and 2005–2010, favoring the former, Furthermore, significant differences were found between the design phase and both the planning and evaluation phases, favoring the design phase at a significance level of (0.01), while no significant differences were found between the planning and evaluation phases,The study concluded with a proposed framework for developing psychological intervention programs, along with an interpretation and discussion of the results, as well as a set of recommendations and suggestions for future research.

Keywords

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