الفهرس 
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Abstract
B
ullying is a serious public health problem that affects both the well-being and social development of children (Chen et al., 2021).
Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs or disabilities (Long et al., 2020).
The World Health Organization (WHO) stated that “the frequency of bullying was estimated to be 8- 30 % and may reach 50% in many studies” (Espelage & De La Rue 2021).
The prevalence of bullying in Egypt was 77.8% among adolescent rural school students. Among these, bully-victims were 57.8%, which would be explained by the likelihood of victims turning into bullies in a way to express their anger. (UNICEF, 2021) Also, another Egyptian study reported that the prevalence of physical violence was the highest prevalence, which was 69% for victimization and 82.8% for witnessing of violence (Galal et al., 2019).
Within the family context, parents are recognized as playing a significant role in the development of their children’s socialization, and scholars have proposed that parents need to be included in bullying prevention efforts (Holt et al., 2019).
Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical (Long et al., 2020).
Teachers are in an influential position as educators and agents of socialization, helping to promote healthy relationships among students and to prevent negative interactions (Smith et al., 2019). Teachers are often present when an episode of bullying occurs, and they are often the first adults that students contact (Wachs et al., 2019). The success of teacher intervention has important implications in terms of how students should be effectively supported, and how their confidence and sense of security might increase (Gregus et al., 2019).
The present study aimed to evaluate the effect of an integrated module on child safety against bullying among school age children, the sample composed of 600 primary school students from the 4th to 6th grades from 10 to 12 years’ age regular attending to school both sex with one of their parents (father or mothers) and all teacher who in charge directly with studied students.
A quasi experimental research design was done at two primary schools named Al Farouk Omar primary school and Alhai Alawal primary school affiliated to 6th of October Educational Administration
Tools were designed by the researcher in an Arabic language after reviewing the related literature and after reviewing from the researcher’ supervisors and consisted of:
1. Tools related to children:
a. Interviewing structured questionnaire format (Pre / Posttest) It was developed by Tarshis & Huffman (2007) and was translated in Arabic language by the researcher and containing two parts: characteristics of children as well as Peer Interactions Questionnaire to investigate student history of bullying (victim/ bullying)
b. Children assessment sheet for effect of bullying behavior (pre / posttest). It developed by the researcher to measure the effects of bullying behaviors on the students physical, psychological and school achievement effect.
c. Children assessment sheet for coping mechanism to deal with bullying (pre / posttest). The Brief Cope Inventory adopted from Carver et al. (1989) and was modified and translated in Arabic language by the researcher.
2.Tools Related to Teachers:
a. Interviewing Structured Questionnaire Format (Pre / Post): It developed by Farahat, (2019) and modified by the researcher with permission and containing three parts: characteristics of the study subjects, teachers Knowledge and Perception Questionnaire regarding bullying as well as Bullying Intervention Questionnaire.
3. Tools related to Parents:
Interviewing Structured Questionnaire Format (Pre / Post): It is developed by Haq et al., (2018) and was translated by the researcher in Arabic language and containing three parts characteristics of the study subjects, parents knowledge and perception questionnaire regarding bullying as well as Parents Responses to Bullying.
Integrated module
The researcher planed and implemented integrated module after assessment subject’s (children, parents and teacher) needs to enhance the ability of children, teacher and parents to prevent the bullying at school.
• Integrated module was distributed to each study subjects.
• Each study subjects (children, parent and teacher) was assessed pre and post implementation of integrated module using the previously mentioned tools.
The results of the study can be summarized as follows:
1. There was significant decrease of sever and moderate victimization( 2 = 19.89 & 23.18 respectively p = 0.001**) and bullying penetrations ( 2 = 18.94& 22.86 respectively p = 0.001**) after integrated module less than quarter than before the application.
2. There was significant improvement in mild and moderate score of bullying behaviors’ effect on the studied children between pre and post the application of integrated module ( 2 = 16.34& 19.76 respectively p = 0.001**)
3. There was significant improvement in the low to moderate studied children’s coping mechanism for dealing with bullying between pre and post the application of integrated module ( 2 = 15.70& 21.44 respectively p = 0.001**)
4. There was significant improvement in studied teachers’ satisfactory knowledge and perception about bullying between pre and post the application of integrated module (2 = 14.66, & p = 0.001**)
5. There was significant improvement in the studied teachers’ involvment towards bullying between pre and post the application of integrated module (2 = 15.43, & p = 0.001**)
6. There was marked improvement in the studied parents’ good knowledge and perception score about bullying between pre and post the application of integrated module ( 2 = 17.34, & p = 0.001**)
7. There was significant improvement in the studied parents’ positive responses towards bullying between pre and post the application of integrated module (2 = 18.77, & p = 0.001**)
8. There were highly statistically significant differences found between the studied children’s total history of being a victim for bullying and their age, gender, and sibling number between pre and post the application of module
9. There were highly statistically significant differences found between the studied children’s total history of being a bully and their age, gender, and academic year between pre and post the application of module.
10. There were highly statistically significant differences found between the studied children’s total bullying behaviors’ effect and their age, gender, ranking, and academic year between pre and post the application of module
11. There were highly statistically significant differences found between the studied children’s total coping mechanism score and their age, gender, and academic year between pre and post the application of module.
12. There were highly statistically significant differences found between the studied teachers’ total knowledge and perception score about bullying and their age, gender, and years of experience between pre and post the application of module
13. There were highly statistically significant differences found between the studied teachers’ total intervention and attitude score towards bullying and their age, gender, and years of experience between pre and post the application of module.
14. There were highly statistically significant differences found between the studied parents’ total knowledge and perception score about bullying and their age, educational degree, and occupation between pre and post the application of module.
15. There were highly statistically significant differences found between the studied parents’ total responses score towards bullying and their age, gender, and educational degree between pre and post the application of module
16. There were highly statistically significant positive correlation between the studied children’s total history of bullying and the effect of bullying behavior pre and post the application of integrated module
17. There was highly statistically significant positive correlation between the studied children’s total coping mechanism and the effect of bullying behavior pre and post the application of integrated module.
18. There was highly statistically significant positive correlation between the studied teachers’ total knowledge and perception about bullying and the total intervention and attitude pre and post the application of module.
19. There was highly statistically significant positive correlation between the studied parents’ total knowledge and perception about bullying and the total responses pre and post the application of integrated module.
from the results of the present study, the following can be concluded:
¬The result of the present study concluded that there was positive effect of integrated module on decrease bullying behavior and its negative effect on the children and improve positive coping mechanism and improve knowledge of the studied parents and teachers as well as their response to bullying.
from the previous findings, the following recommendations are suggested
Encourage use of integrated module periodically for students, parents and teacher and
Encourage module follow up by school nurse and social worker after prepared them with suitable program
Different and continues programs intervention should be developed and applied in schools to be conducted in a repeated manner to improve students’ parent and teacher knowledge and behavior about bullying, thus help to reduce prevalence of bullying.
Effect of integrated module should be evaluated on long term basis.