Basic Informations

C.V

CV

Name: Gehan Ahmed Hilmy Ibrahim

Job Title: A lecturer of Mental Health - Faculty of Education - Beni Suef University

General specialization: Psychological health

Specialization: Psychological health .

Date of birth: 23/7/1975

Place of Birth: El Fashn - Beni Suef

Egyptian nationality

Marital Status: Married

Phone: 01122333238

Job Title: Beni Suef - Shafei Street - Faculty of Education

Email: gehanhelmy2030@gmail.com

   Qualifications and degrees

• Ph.D of Mental Health from the Faculty of Education, Beni Suef University, 2008.
• Master Degree of Mental Health from the Faculty of Education, Beni Suef University, 2004.
• Special Diploma in Education, 2000.
• Bachelor of Arts and Education Division of French Language, 1998.

career

• Demonstrator, Department of Psychology and Mental Health, Faculty of Education - University of Beni Suef from 8/5/1999 to 1/10/2004.
• Assistant Lecturer, Department of Psychology and Mental Health, Faculty of Education - University of Beni Suef from 2/10/2004 to 24/3/2008.
• Lecturer, Department of Psychology and Mental Health, Faculty of Education - University of Beni Suef from 25/3/2008 to now.

  Research activities

First: Masters and PhD :

• The trend towards cooperation, competition and individual and its relation to self-esteem among students of the Faculty of Education, Master Thesis, Faculty of Education, Beni Suef University, 2004.
•  The Effectiveness of a Training Program in Developing the Skills of Reciprocal Assassination of Mentally Retarded Children, PhD Thesis, Faculty of Education, Beni Suef University, 2008.

Second: Published Scientific Research :

• Psychological Hardiness and Its Relationship with Vocational Satisfaction of Special Education Teachers, 2011.
• "Effectiveness of a Counselling Program in Improving Attention and its Effect on the Social Perception of Children with Mild Intellectual Disability". 2016.
• "Self-disclosure as a predictor of self-advocacy in a sample of labourers students in the preparatory stage", 2019

Teaching activities

First: Courses taught at the undergraduate level:

• Growth Psychology.
• Leadership psychology and decision making.
• The psychology and problems of adolescence.
• Personal Psychology.
• Social and emotional learning.
• Psychological guidance for young and old.

Second: Courses taught at the postgraduate level:

• Growth Psychology.

Third: Other Teaching Activities :

• Participate actively in the preparation and organization of practical and oral tests in the department.
• Participate actively in the scientific seminar of the department.
• Preparation of a book of growth psychology Faculty of Education in Beni Suef.
• Preparation of the book psychology of adolescence and problems at the Faculty of Education University of Beni Suef.
• Preparing the book of social and emotional learning at the Faculty of Education - Beni Suef University

Master Title

1 Abstract Master Thesis Attitude toward cooperation, competition and Individual ism as Related to self-esteem in Faculty of Education Students

Master Abstract

Summary in English Introduction At the last few years, there are a great effort in the field of mental retardation to develop the ability, knowledge and the skill of the individuals with mental retardation. We Can notice this care through meetings, conferences, researches and studies which are held about mental retardation. Although the above, we find that many researches and studies have concerned only about the independence of the individuals with mental retardation, but we need also to interdependence because it represents the basis of social relations. (Kennedy ch. 2001) Said that it is not good to concern only on independence as a mechanism to increase the social outcomes and he suggests that the researchers should confirm on interdependence. If we want the success in the therapy programs for mental retardation in the social field, we have to concern on interdependence programs. From the previous, we notice that the importance of acquiring the interdependence to individuals with mental retardation and trying to know the best strategies that can help the individual with mental retardation. Pictorial Activity Schedules is one of the best strategies that enable the children with mental retardation to learn specific skills that can help them to do well in their society as (Adel Abd Allah, 2002) said. There are studies that indicated the effectiveness of Pictorial Activity Schedules to reduce the aggressive behavior of mental retardation and also it helps them to learn some of social activities in the daily life. The problem of the research In the light of the aforementioned, the problem of the present research can be summed up in the following questions:- 1. Are there any statistical differences between control group and experimental group After applying the interdependence scale? 2. Are there any statistical differences between the average of degrees of the experimental group before and after applying interdependence scale? 3. Are there any statistical differences between the average of degrees of the experimental group in post-test and Follow-up? The aim of the research The aim of the present research is to a present a trained program to mental retardation children using Pictorial Activity Schedules strategy in order to know its effectiveness in developing their interdependence skill in addition to know their attitude towards using Pictorial activity schedules. The importance of the research ? Presenting a program to develop the interdependence skill to individuals with mental retardation in order to prepare them to deal better with the society. ? Giving the light to the people who work with the individuals with mental retardation to the importance of the interdependence. ? Giving the light to the people who work with the mentally retarded children to the pictorial activity schedules as a new technique that can be a good tool for this group of children. ? Presenting A Scale of Interdependence Skill to Mentally Retarded Children. Hypotheses of the research 1. There are statistically significant difference between the experimental group and control group After applying the interdependence scale. 2. There are statistically significant differences between the average of degrees of the experimental group before and after applying interdependence scale. 3. there Are not statistical significant differences between the average of degrees of the experimental group in post-test and Follow-up. Instrument of the research ? Stanford and Binet scale for intelligence (fourth pictures). Translated by Lowis Melica (1998). ? Cultural, economical, and social level scale for the Egyptian family prepared by Mohamed Khaleil (2000). ? Interdependence scale prepared by the researcher. ? The program prepared by the researcher. The steps of the research ? Choosing the members of the group with wild mentally retarded children from intellectual school in Beni Suef governate ? Matching the experimental and control groups. ? Preparing ? Trained program. ? Interdependence scale. ? applying interdependence scale on the both experimental and control group. ? Applying the trained program on the experimental group. ? Reapplying the interdependence scale on the both experimental group and control group after applying the trained program. ? Reapplying the interdependence scale on the experimental group after applying the post-test about a month . ? Making the statistical treatment and reaching to the findings and discuss and explain them. Limitations of The Study: A- Sample: Sample of the study has (12) mentally retarded children who are educable divided into two matched groups: 1- The Experimental group (6) educable mentally retarded children, Who Received a training program. 2- The control group (6) educable mentally retarded children, Who don't Received a training program. The two groups are matched on the variables of age, intelligence, Cultural, economical, and social level, and interdependence scale. B- Place: The training program is applied on the intellectual educational school at El-fashin – Beni-suef. C- Time: The training program is applied in two months in the first term of 2007/2008 year. Research findings: The present research indicated the following finding: 1. There are statistically significant difference between the experimental group and control group After applying the interdependence scale. 2. There are statistically significant differences between the average of degrees of the experimental group before and after applying interdependence scale. 3. there Are not statistical significant differences between the average of degrees of the experimental group in post-test and Follow-up.

PHD Title

The effectiveness of trained program in Developing interdependence skill to mentally retarded children

PHD Abstract

Summary in English Introduction At the last few years, there are a great effort in the field of mental retardation to develop the ability, knowledge and the skill of the individuals with mental retardation. We Can notice this care through meetings, conferences, researches and studies which are held about mental retardation. Although the above, we find that many researches and studies have concerned only about the independence of the individuals with mental retardation, but we need also to interdependence because it represents the basis of social relations. (Kennedy ch. 2001) Said that it is not good to concern only on independence as a mechanism to increase the social outcomes and he suggests that the researchers should confirm on interdependence. If we want the success in the therapy programs for mental retardation in the social field, we have to concern on interdependence programs. From the previous, we notice that the importance of acquiring the interdependence to individuals with mental retardation and trying to know the best strategies that can help the individual with mental retardation. Pictorial Activity Schedules is one of the best strategies that enable the children with mental retardation to learn specific skills that can help them to do well in their society as (Adel Abd Allah, 2002) said. There are studies that indicated the effectiveness of Pictorial Activity Schedules to reduce the aggressive behavior of mental retardation and also it helps them to learn some of social activities in the daily life. The problem of the research In the light of the aforementioned, the problem of the present research can be summed up in the following questions:- 1. Are there any statistical differences between control group and experimental group After applying the interdependence scale? 2. Are there any statistical differences between the average of degrees of the experimental group before and after applying interdependence scale? 3. Are there any statistical differences between the average of degrees of the experimental group in post-test and Follow-up? The aim of the research The aim of the present research is to a present a trained program to mental retardation children using Pictorial Activity Schedules strategy in order to know its effectiveness in developing their interdependence skill in addition to know their attitude towards using Pictorial activity schedules. The importance of the research ? Presenting a program to develop the interdependence skill to individuals with mental retardation in order to prepare them to deal better with the society. ? Giving the light to the people who work with the individuals with mental retardation to the importance of the interdependence. ? Giving the light to the people who work with the mentally retarded children to the pictorial activity schedules as a new technique that can be a good tool for this group of children. ? Presenting A Scale of Interdependence Skill to Mentally Retarded Children. Hypotheses of the research 1. There are statistically significant difference between the experimental group and control group After applying the interdependence scale. 2. There are statistically significant differences between the average of degrees of the experimental group before and after applying interdependence scale. 3. there Are not statistical significant differences between the average of degrees of the experimental group in post-test and Follow-up. Instrument of the research ? Stanford and Binet scale for intelligence (fourth pictures). Translated by Lowis Melica (1998). ? Cultural, economical, and social level scale for the Egyptian family prepared by Mohamed Khaleil (2000). ? Interdependence scale prepared by the researcher. ? The program prepared by the researcher. The steps of the research ? Choosing the members of the group with wild mentally retarded children from intellectual school in Beni Suef governate ? Matching the experimental and control groups. ? Preparing ? Trained program. ? Interdependence scale. ? applying interdependence scale on the both experimental and control group. ? Applying the trained program on the experimental group. ? Reapplying the interdependence scale on the both experimental group and control group after applying the trained program. ? Reapplying the interdependence scale on the experimental group after applying the post-test about a month . ? Making the statistical treatment and reaching to the findings and discuss and explain them. Limitations of The Study: A- Sample: Sample of the study has (12) mentally retarded children who are educable divided into two matched groups: 1- The Experimental group (6) educable mentally retarded children, Who Received a training program. 2- The control group (6) educable mentally retarded children, Who don't Received a training program. The two groups are matched on the variables of age, intelligence, Cultural, economical, and social level, and interdependence scale. B- Place: The training program is applied on the intellectual educational school at El-fashin – Beni-suef. C- Time: The training program is applied in two months in the first term of 2007/2008 year. Research findings: The present research indicated the following finding: 1. There are statistically significant difference between the experimental group and control group After applying the interdependence scale. 2. There are statistically significant differences between the average of degrees of the experimental group before and after applying interdependence scale. 3. there Are not statistical significant differences between the average of degrees of the experimental group in post-test and Follow-up.