برنامج الولد القوي التربوي التحولي للعلاج بالفن الموجه للتلاميذ في خطر منهجية متعددة التخصصات وعابرة للتخصصات
Psychological difficulties of the students impede the process of their learning, they are among the most difficult teaching challenges schools face. There is a need to develop easily implementable school programs that offer practical solutions to teaching challenges in Lebanese schools at low cost. This dissertation includes the development of a psycho-educational-creative program called "The Strong Kids Educational Transformative Art Therapy Program for Students At-Risk". The program contains a combination of drawing instruction, verbal expression, and psychological guidance, beneficial to all students in the classrooms, by means of sharpening their drawing skills and enhancing their scholastic performance. It also aims at the early detection of emotional behavioral symptoms with some students in the classes, and offers them a solution through art therapy. The program combines 12 disciplines, among them art, education and psychology. It also aims to explore and launch the concept of transformation in the domain of psychology as well as in education, to promote it among the students. Finally, the program aims at initiating actual change in the education system with the ambition of bringing benefit to the society as a whole. All these make the research a multidisciplinary and a transdisciplinary one. The program is developed as an exploratory research, and its completion required three independent interrelated sub studies, each of the studies have three versions of implementation. The first study is designed by the action research methodology; its purpose is to select the components of the Strong Kids Program, including the choice of disciplines, design, lessons, methods, techniques, and evaluation tools that serve the research objectives. The function of the second study is the implementation of the Strong Kids Program, and the evaluation of its effectiveness in achieving the research objectives, namely: reducing the symptoms of emotional behavioral difficulties of students, improving their school achievement, strengthening their social skills, and sharpening their drawing skills. The second study includes an empirical study, using experimental quantitative research design and quasi-experimental quantitative research design, as well as descriptive research design. The third study uses descriptive research design aimed at exploring the process of transformation in children throughout their participation in the program. Three revised versions of the program were designed and implemented in three consecutive years during the academic years 2011-2014. Four different schools in the city of Beirut and its suburbs were chosen. The three suburbs schools could be considered modest in their socio-economic status. The program was applied with the participation of 206 male and female students, between the ages of 8 and 15, including the students of fourth, fifth and sixth grades. The program was applied in the form of one hour per week interventions, for 12 weeks, for each of the 3 phases, or the three years, up to the production of a clear and complete formula that could be considered as a good program, and theoretically applicable in schools. The quality of the program has improved through repetitive revision, and it scored better results with each implementation phase. Changes were observed among students in several areas. The final results were as follows: 1) good in reducing students' emotional behavioral disorder symptoms, 2) weak in improving of scholastic performance, 3) weak for enhancing social skills, 4) excellent in strengthening drawing skills, and 5) encouraging in the enhancement of transformation. Part one of this thesis includes the study of the disciplines and specialties involved in the research. Part 2 includes the various procedures and approaches adopted in designing the program in question. The third part includes the implementation of the three phases of the program with a brief discussion of the qualitative and quantitative results for each phase. The fourth part is devoted to the discussion of the research and its details, including research questions, hypotheses, approaches, concepts and procedures, as well as general results and conclusions In addition to it being a multidisciplinary and transdisciplinary research, this study offers a theoretical research, whereby I present my explanatory theories, by launching new concepts, terms, and definitions related to psychopathology, diagnosis, psychotherapy, art therapy and transformation. Part five releases new theories, namely, the theory of proactive transformation and the theory of intelligent instinct. Finally, I presented new horizons for the future of research. (Author’s abstract)