Basic Informations

C.V

Beni Suef University

Faculty of Education

Department of Psychology and Mental Health

Curriculum Vitae

Dr. Nermin Mahmoud Abdo

Personal data

Name: Nermin Mahmoud Abdo Mohamed

Place of Birth: Beni Suef

Nationality: Egyptian

Date of birth: 28/11/1984

Occupation: Lecturer, Department of Psychology and Mental Health, Faculty of Education, Beni Suef University

Degree: Doctorate in Psychology and Mental Health (Mental Health Specialization)

Marital status: Married

Mobile: 01066001395

E-mail . drnermenmahmoud@yahoo.com

Qualifications

BA (Excellent) with honors (2005) Kindergarten Beni Suef University Faculty of Education.

- Very good professional diploma (2006) special education Beni Suef University Faculty of Education.

- Special Diploma (2007), Mental Health, Beni Suef University, Faculty of Education, Psychology and Mental Health.

- Excellent Master (2010), Mental Health, Beni Suef University, Faculty of Education, Psychology and Mental Health.

Ph.D. (2014) Mental Health, Beni Suef University, Faculty of Education, Psychology and Mental Health .

career

-Teacher (20/5/2014)

- Assistant Lecturer (2/1/2011)

- Teaching Assistant (3/1/2006)

Research activities

• Participation in scientific meetings in the department
• Participation in the preparation of university books for the department

1. Psychological characteristics of kindergarten.
2. Introduction to Psychiatry.
3. Psychopathology.
4. Behavior and modify it.
5. Developmental problems
6. Clinical Psychology.
7. Psychology of communication
8. Psychology of Special Needs Groups.
9. psychological guidance

10. Psychological health.

11. Growth Psychology

Teaching Activities:

• Participate in teaching for undergraduate and graduate students.
• Participation in the teaching of special subjects in the faculties (kindergartens - science with special needs).
• Participation in examinations for college students (undergraduate and graduate).

1. Psychological characteristics of kindergarten.
2. Introduction to Psychiatry.
3. Psychopathology.
4. Behavior and modify it.
5. Personal psychology.
6. Growth Psychology.
7. Social Psychology.
8. Psychological health.
9. psychological guidance

10. Family counseling.

11. Psychology of Special Needs Groups.

12. Clinical Psychology.

13. Community dynamics.

14. Psychology of communication.

15. Psychology of leadership.

16. Management Psychology.

17. The psychology of adolescence and its problems.

18. Social and emotional learning.

19. Teaching skills

20. Child Psychology

21. Developmental problems

22. human rights

Participation in attending conferences and seminars

1. A training workshop on introducing e-learning services and activating the use of e-courses produced at the university and marketing e-courses at other universities
2. Symposium entitled "The role of the university girl in changing the present and its aspirations towards leading the future".
3. Symposium entitled "The role of youth in the fight against intellectual violence".
4. A workshop for the Egyptian Knowledge Bank and international publishers
5. The 35th Conference of Psychology in Egypt with the participation of the Faculty of Special Needs Science at Beni Suef University

Participate in the supervision of the master

1. The effectiveness of a training program using Montessori activities in reducing speech and speech disorders in a sample of children with Down syndrome.
2. The effectiveness of a program based on the theory of social learning in modifying some incompatible behaviors among a sample of bullying pupils at the primary level.
3. Training program to improve some of the executive functions and its impact on the common attention of people with autism spectrum disorder
4. Self-efficacy for mothers to reduce the stereotypical behavior of their own children.
5. The effectiveness of a story-based training program to improve some communication skills of primary school stutterers
6. The effectiveness of a behavioral program in reducing the aggressive behavior of people with autism spectrum disorder
7. Prediction of the learning disability in the hearing impaired in the light of some psychological and demographic variables.
8. The effectiveness of a selective counseling program in reducing social stigma among mothers of children with Down syndrome.
9. The effectiveness of training using tuned walrus in improving some speech disorders in hearing impaired children.

10. The effectiveness of an enrichment program to improve some of the executive functions of hearing impaired students in the primary stage

11. The effectiveness of a program based on sensory integration in reducing aggressive behavior in children with minor intellectual disabilities.

Master Title

The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children

Master Abstract

Cairo University, Kindergarden Faculty, Psychological sciences Dept. The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children Thesis for obtaining Master degree Presented by, Nermen Mahmoud Abdou, Faculty of education, beni suief University Supervised by, Professor Wafaa Mohamed Kamal Professor Seham Hanafy Mohamed Professor of Psychological sciences Faculty of Kindergarden, Cairo University Professor of Curriculum and methods of teaching and chief of Kindergarden Dept Faculty of education, beni suief University Summary of the study Introduction Kindergarden is considered one of the basic tools to determined the kind of social behaviour, as it is distinguished by styles of social behaviour for children since Kindergarden stage with asocial shape. The existence of the child in Kindergarden in the first real social experience out side his family, as his place between his neighbors makes a problem itself appeared in finding a character for him self in this new society as it has especial personality to require his teachers satisfaction, and ensure his self character to success in achieving the strong sense of self safety, as the child affects in his social growth with persons who deal with them or with the society who lives in and the culture of his family and his school, the effects of this interaction begins in his behaviour, responds, his activities, and social life for the child depends on his growth and development his relations with children, adults, groups, and the culture, so he needs to acquire how to co-operate and participate others and organize relations with others that are suitable for his social customs, skills, behaviour, and learning don’t come from reading and listening, but from action, practice, and performance, so we should go away from the traditional educational methods that put child out of education, Here we find the significance of using creative drama in learning, and the necessary of its practice that has appositive role in children life as it is the basic of social activity, so it has its power from group dynamics, and it is a good educational tool for helping the child to deal with his social culture , his activities, and role playing, as it is an important tool for the child to know his world. Problem of the study The problem of the study can be determined in the following question What is the extend of effectiveness of creative drama in developing the co-operative behaviour, for pre- school children? 1- What are the suitable activities for developing the co-operative behaviour, for pre- school children? 2- What is the role of creative drama in developing the co-operative behaviour, for pre- school children? 3- What is the principles of determineding a program of creative drama in developing the co-operative behaviour, for pre- school children? Significance of the study The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children presented in the following: The theoretical Significance 1- This study benefits the supervisors of kindergarden by providing them with the ability of learning children and developing their behaviors through the practice of creative drama. 2- Because of the importance of using creative drama for developing the cooperative behaviour for pre- school children As there are no researches in the field of creative drama for pre school children, The present study can contribute in enriching this field. Practical Significance 1- Preparing and presenting a program of creative drama for developing the co-operative behaviour, for pre- school children that can benefit in applying it inside kindergarden and ensuring the role of creative drama in developing the co-operative behaviour, for pre- school children. 2- The researchers hopes to contribute in making a new vision about practicing the creative drama for developing the co-operative behaviour, for pre- school children. Objectives of the study The current study aimed at developing the co-operative behaviour for pre- school children through creative drama. And the following objectives can be branched out: 1- put the light on the importance of creative drama and its effective role in developing the co-operative behaviour for pre school children. 2- put the light on the suitable activities for developing the co-operative behaviour for pre school children. 3- Knowing the effectiveness of a creative drama program in developing the co-operative behaviour for pre school children. Methodology of the study The researcher used the experimental method by using the experimental design of two groups, experimental and control group , by using the pre and post measures. Limitations of the study This study determined by human and time limitation based on the characteristics of sample and we can find that in these limits: Place limits Kindergarden of Elkawmia school that followed ministry of education in Beni- suief governorate. Human Limits The simple of the study is composed from (60) children of the second level in Kindergarden in the age 5-6 years in Elkawmia school Time limits The progresam is applied through 16 sessions in 4 period a week from 10/3/2010 to 9/4/2010, the time of every session (90) minutes, two activities in every session. Variables of the study - creative drama (role playing- - co-operative behaviour. - Pre school child. Tools of the study The tools of the current study presented in: 1- co-operative measure prepared by Asmaa Abd Elall Elgabry. 2- A suggestive program of creative drama Hypotheses of the study 1- There are no statistical differences between the experimental and control group in the pre measure of co-operative . 2- There are no statistical differences between the experimental and control group in the post measure of co-operative for the sake of the experimental group. 3- There are no statistical differences between the average of degrees of children in the experimental group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. 4- There are no statistical differences between the average of degrees of children in the control group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. Results of the study 1- The first hypothesis of the study has achieved that is in context There are no statistical differences between the experimental and control group in the pre measure of co-operative. 2- The second hypothesis of the study has achieved that is in context There are no statistical differences between the experimental and control group in the post measure of co-operative for the sake of the experimental group. 3- The third hypothesis of the study has achieved that is in context There are no statistical differences between the average of degrees of children in the experimental group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. 4- The forth hypothesis of the study has achieved that is in context There are no statistical differences between the average of degrees of children in the control group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. The results of the study showed that the effective role of creative drama program in developing the co-operative behaviour for the pre school children. Recommendations of the study According to the results of the current study of The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children, the researcher presents some educational recommendations that we can benefit from as the following: 1- The active presented for the child should depend on creative drama by specific method for achieving some educational objectives. 2- The necessary of interesting in designing programs that contain on creative drama for children, specifically pre school children that help them on developing some different behaviours and skills. 3- The necessary of interesting in determinding an enough time for practicing the different dramatic activities for children, and giving the chance for them to their energy and benefit from it to achieve a complete growth. 4- The necessary of variety the programs presented for the children and the ability of paying attention and ensuring the positive interaction and working in groups that help in co-operation with others and the succeeded reaction inside and outside the school. 5- The necessary of interesting the creative drama as a tool of developing the social sides in the daily program of kindergarden. 6- Benefiting from the results for using the methods of creative drama in the process of preparing teachers or the in service training or evaluating the practical sides in the field.

PHD Title

?????? ?????? ?????? ?????? ??????? ??????? ????? ??? ???????? ??? ???????? ?????

PHD Abstract

Cairo University, Kindergarden Faculty, Psychological sciences Dept. The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children Thesis for obtaining Master degree Presented by, Nermen Mahmoud Abdou, Faculty of education, beni suief University Supervised by, Professor Wafaa Mohamed Kamal Professor Seham Hanafy Mohamed Professor of Psychological sciences Faculty of Kindergarden, Cairo University Professor of Curriculum and methods of teaching and chief of Kindergarden Dept Faculty of education, beni suief University Summary of the study Introduction Kindergarden is considered one of the basic tools to determined the kind of social behaviour, as it is distinguished by styles of social behaviour for children since Kindergarden stage with asocial shape. The existence of the child in Kindergarden in the first real social experience out side his family, as his place between his neighbors makes a problem itself appeared in finding a character for him self in this new society as it has especial personality to require his teachers satisfaction, and ensure his self character to success in achieving the strong sense of self safety, as the child affects in his social growth with persons who deal with them or with the society who lives in and the culture of his family and his school, the effects of this interaction begins in his behaviour, responds, his activities, and social life for the child depends on his growth and development his relations with children, adults, groups, and the culture, so he needs to acquire how to co-operate and participate others and organize relations with others that are suitable for his social customs, skills, behaviour, and learning don’t come from reading and listening, but from action, practice, and performance, so we should go away from the traditional educational methods that put child out of education, Here we find the significance of using creative drama in learning, and the necessary of its practice that has appositive role in children life as it is the basic of social activity, so it has its power from group dynamics, and it is a good educational tool for helping the child to deal with his social culture , his activities, and role playing, as it is an important tool for the child to know his world. Problem of the study The problem of the study can be determined in the following question What is the extend of effectiveness of creative drama in developing the co-operative behaviour, for pre- school children? 1- What are the suitable activities for developing the co-operative behaviour, for pre- school children? 2- What is the role of creative drama in developing the co-operative behaviour, for pre- school children? 3- What is the principles of determineding a program of creative drama in developing the co-operative behaviour, for pre- school children? Significance of the study The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children presented in the following: The theoretical Significance 1- This study benefits the supervisors of kindergarden by providing them with the ability of learning children and developing their behaviors through the practice of creative drama. 2- Because of the importance of using creative drama for developing the cooperative behaviour for pre- school children As there are no researches in the field of creative drama for pre school children, The present study can contribute in enriching this field. Practical Significance 1- Preparing and presenting a program of creative drama for developing the co-operative behaviour, for pre- school children that can benefit in applying it inside kindergarden and ensuring the role of creative drama in developing the co-operative behaviour, for pre- school children. 2- The researchers hopes to contribute in making a new vision about practicing the creative drama for developing the co-operative behaviour, for pre- school children. Objectives of the study The current study aimed at developing the co-operative behaviour for pre- school children through creative drama. And the following objectives can be branched out: 1- put the light on the importance of creative drama and its effective role in developing the co-operative behaviour for pre school children. 2- put the light on the suitable activities for developing the co-operative behaviour for pre school children. 3- Knowing the effectiveness of a creative drama program in developing the co-operative behaviour for pre school children. Methodology of the study The researcher used the experimental method by using the experimental design of two groups, experimental and control group , by using the pre and post measures. Limitations of the study This study determined by human and time limitation based on the characteristics of sample and we can find that in these limits: Place limits Kindergarden of Elkawmia school that followed ministry of education in Beni- suief governorate. Human Limits The simple of the study is composed from (60) children of the second level in Kindergarden in the age 5-6 years in Elkawmia school Time limits The progresam is applied through 16 sessions in 4 period a week from 10/3/2010 to 9/4/2010, the time of every session (90) minutes, two activities in every session. Variables of the study - creative drama (role playing- - co-operative behaviour. - Pre school child. Tools of the study The tools of the current study presented in: 1- co-operative measure prepared by Asmaa Abd Elall Elgabry. 2- A suggestive program of creative drama Hypotheses of the study 1- There are no statistical differences between the experimental and control group in the pre measure of co-operative . 2- There are no statistical differences between the experimental and control group in the post measure of co-operative for the sake of the experimental group. 3- There are no statistical differences between the average of degrees of children in the experimental group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. 4- There are no statistical differences between the average of degrees of children in the control group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. Results of the study 1- The first hypothesis of the study has achieved that is in context There are no statistical differences between the experimental and control group in the pre measure of co-operative. 2- The second hypothesis of the study has achieved that is in context There are no statistical differences between the experimental and control group in the post measure of co-operative for the sake of the experimental group. 3- The third hypothesis of the study has achieved that is in context There are no statistical differences between the average of degrees of children in the experimental group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. 4- The forth hypothesis of the study has achieved that is in context There are no statistical differences between the average of degrees of children in the control group before and after applying the program in the measure of co-operative behaviour for the sake of the post measure. The results of the study showed that the effective role of creative drama program in developing the co-operative behaviour for the pre school children. Recommendations of the study According to the results of the current study of The effectiveness of a program in creative drama for developing the cooperative behaviour for pre- school children, the researcher presents some educational recommendations that we can benefit from as the following: 1- The active presented for the child should depend on creative drama by specific method for achieving some educational objectives. 2- The necessary of interesting in designing programs that contain on creative drama for children, specifically pre school children that help them on developing some different behaviours and skills. 3- The necessary of interesting in determinding an enough time for practicing the different dramatic activities for children, and giving the chance for them to their energy and benefit from it to achieve a complete growth. 4- The necessary of variety the programs presented for the children and the ability of paying attention and ensuring the positive interaction and working in groups that help in co-operation with others and the succeeded reaction inside and outside the school. 5- The necessary of interesting the creative drama as a tool of developing the social sides in the daily program of kindergarden. 6- Benefiting from the results for using the methods of creative drama in the process of preparing teachers or the in service training or evaluating the practical sides in the field. "Summary of the study in Arabic" Study Introduction: Hearing impairment is one of the difficult disabilities that a person may have, where he sees a person with a hearing impairment many different stimuli, but does not understand many of them and therefore becomes unable to respond to them, which can affect some diseases and mental disorders with all the negative effects on the disabled person such Depression where a person with hearing impairment feels unhappy, pessimistic, as well as a sense of helplessness due to a sense of inferiority Social and emotional isolation, which reflects a disturbance in social relations and skills, and it is largely linked to the loss of the ability to commit, challenge and control. One of the most important factors in the resistance to these diseases and life and psychological pressures, which have received the attention of many researchers in recent years is the factor of "psychological rigidity" It acts as a source or a guard against crises and difficulties and helps to strengthen the psychological structure of the individual in order to face diseases and life events. the study Problem: The problem of the study can be determined in the following main question: What is the effectiveness of the proposed program in the development of psychological rigidity and its impact on depression in the hearing impaired? It is subdivided into the following sub-questions: 1. Are there any statistically significant differences between the mean scores of the experimental group in the pre- and post-psychological and depression scores? 2. Are there any statistically significant differences between the mean scores of the experimental group in the telemetric and traumatic measurements of mental stiffness and depression? Objectives of the study: The present study aimed mainly at developing the psychological stiffness of the hearing impaired and knowing its effect in depression. 1. Identify the effectiveness of a program in the development of psychological rigidity and know its impact on depression in the hearing impaired. 2. Recognize the persistence of the level of psychological hardness in the hearing impaired after the application of the program later. the importance of studying: The importance of the current study is illustrated by the following points: First: In theory: • The need of the disabled in general and the hearing impaired in particular to development programs that provide them with the ability to challenge to face any behavioral or psychological problem, and the ability to take responsibility and commitment and control. • Provide some data and information about individuals with hearing impairment and what may suffer from problems (depression) can stand between them and adapt to the community, which can help workers and specialists in the field of h earing impairment in dealing successfully with this category. Keeping pace with the modern trend in positive psychology where the current study deals with the variable (psychological rigidity) of the most important variables of positive personality. • Enriching the research heritage in the field of people with special needs and mental health and psychological counseling by studying after psychological hardness and depression among the hearing impaired. Second: Applied: • Providing a program for the development of psychological hardness among the hearing impaired for those interested and responsible for those with special needs, including parents and teachers. • Provide a measure of psychological hardness and a measure of depression in the hearing impaired. The study sample: The sample of the study consisted of (7) students with hearing impaired (hearing impaired) in Al-Amal school (for the deaf and hard of hearing) in Beni Suef governorate. Study Approach: The researcher used the experimental method to suit the nature of the study. The limits of the study: • Spatial Boundaries: All sessions of the extension program were implemented in the training hall of Al-Amal School for the Deaf and Hard of Hearing in Beni Suef Governorate. • Time Limits: The researcher applied the extension program during the period from (21/9/2013) The researcher started the program with an introductory session (introductory session), and then the programme's construction phase through the program sessions, which includes after the commitment (10). After the challenge (11 sessions) and after the control (8 sessions), the program ended with a final session, followed by a follow-up period of one month. Human Frontiers: • The counseling program sessions were applied to a sample of hearing impaired students (7) and their age ranges from (16:15) years, with an average age (57, 15) and standard deviation (34, 1). Study tools: The researcher used the following tools: 1. Psychological Hardness Scale (Preparation / Researcher) 2. Depression Scale (Preparation / Researcher) 3. Psychological Hardness Program (Prepared by / Researcher) Statistical Methods: • Appropriate non-parametric statistical methods were used to test the validity of the study hypotheses. • "Wilcoxon wilcoxon" test to indicate differences between the ranks associated. All statistical treatments were done using SPSS. Results: The results of the study resulted in: 1. There were statistically significant differences between the mean scores of the experimental group in the pre- and post-scales of psychological hardness and depression in favor of telemetry. 2. There are no statistically significant differences between the mean scores of the experimental group in the telemetric and tracer measurements of depression.