فاعلية برنامج قائم على العلاج بالقبول والالتزام (act) في خفض المشكلات السلوكية لدى طالبات الصف الثاني الابتدائي
The study aimed to reveal the effectiveness of a program based on Acceptance and Commitment Therapy (ACT) in reducing behavioral problems among female students in the second year of primary school. The quasi-experimental approach was used with two groups (experimental - control), and the study sample consisted of (30) female students who were selected using this method. Randomization, and randomly dividing them into two groups, one experimental, consisting of (15) female students, and the other control, consisting of (15) female students. The study tools were a program to reduce behavioral problems, consisting of (4) sessions, which was applied to the experimental group but not the control group. The test for reducing behavioral problems consists of (8) items distributed over (2) problems (the problem of fear, the problem of aggression). After ensuring its validity and stability, it was applied to both the experimental and control groups before and after applying the program. The results showed that there were statistically significant differences at the level of Significance (0.05) between the average scores of female students in the experimental and control groups on the total score of the test for reducing behavioral problems in the post-measurement and in favor of the experimental group, and the presence of statistically significant differences at the level of significance (0.05) between the average scores of female students in the experimental and control groups on the total score of the test for reducing behavioral problems In each problem separately in the post measurement and for the benefit of the experimental group, which indicated the effectiveness of the program for reducing behavioral problems, and in light of the results, the study recommended the importance of holding training courses for early childhood teachers in using Acceptance and Commitment Therapy (ACT) to enhance the application of reducing behavioral problems within the educational process. (Published abstract)