الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
”Rational — Emotive” counseling is considered one of the modern counseling theories which was developed in the 1950s by Albert Ellis. It is a direct and an oriented counseling using cognitive, emotive and behavioral techniques for helping clients to change irrational beliefs into rational beliefs and the acquisition of a more rational and realistic philosophy of life, and a greater acceptance of oneself, and others by teaching clients to confront and attack irrational beliefs.
This recent study uses ”Rational — Emotive group counseling in enhancing the self - concept of the university students in order to show the effectiveness of Rational — Emotive ” group counseling in that aspect.
Importance of the study:
The importance of the study comes from its centralization on the most important period in the whole age of a person with his main understandings of environmental relations through using the” Rational — Emotive” group counseling programme, and the researcher sees that that programme agrees with the variable
self — concept from the theoretical logic.
Problem of the study:
It is consisted in the next questions:
1- what is the suggested” Rational — Emotive” group counseling programme action enhancing the self— concept concerning the university students?
2 - If it is action differing between the 2 sexes?
3 - If it is action is in long-term inflantly?
The study terms:
1 —”Rational — Emotive” counseling:
It is one of the counseling means produced by Albert Ellis (1955) aiming to the irrational beliefs determination in the subject behavior and check them to rational beliefs to build realistic philosophy of life( Mahmoud farag ,1992 : 15 )
2 - The self — concept:
The individual’s conception and evaluation of himself including his values, abilities, goals, and personal worth. (Goldenson, 1984:662)
The study sample:
It consists of 40 university students between 18 and 21 years old have negative
self— concept.
They are divided into two groups:
1 - Experimental group: 20-st. 10 m. and 10 f.
2 - Co:itrol group: 20-st. 10 m. and 10 f.
The study tools:
1-The self— concept scale for (T.S.C.S)” The counseling figure” prepared by ”William Fiets ”, translated and legislated by Safwat Farag and Suheir kamel (1998) on the Egyptian environment.
2-Programme of the” Rational — Emotive” group counseling prepared by the researcher.
The study hypotheses:
1-There are statistically significant differences between the mean scores of experimental group (males) and mean scores of control group (males) after the
2
Application of the programme directly in the self — concept in favor of
experimental group (males) scores.
2-There are statistically significant differences between the mean scores of experimental group (females) and mean scores of control group (males) after the
application of the programme directly in the self — concept in favor of experimental
group (females) scores
3-There are no statistically significant differences between the mean scores of experimental group (males) and mean scores of experimental group (females) after
the application of the programme directly in the self— concept.
4-There are statistically significant differences between the mean scores of experimental group (males) and mean scores of control group (males) after the
follow up application the programme directly in the self: concept for the side of
experimental group (males) scores.
5-There are statistically significant differences between the mean scores of experimental group (females) and mean scores of control group (females) after the
follow up application the programme directly in the self — concept in favor of
experimental group (females) scores.
6-There are no statistically significant differences between the mean scores of experimental group (males) and mean scores of experimental group (females) after
the follow up in the self — concept.
The statistical styles:
1-Analysis of variance.
2-Newman — Keuls test on differences between treatment means .
Limitations of the study:
This study and its results were defined by procedural definitions the sample,
tools, and statistical styles, which were used in the study.
3
0,4,S11 v--1.1411
The study results:
The results reveal that the first, the second, the third, the fourth, the fifth, the sixth hypotheses are affirmed.
The results are discussed in the light of the theoretical background and the previous studies.