The purpose of this study is to identify the effectiveness of using a training program based on Frank Williams' model of emotional cognitive interaction in the development of divergent creative feelings among tenth-grade students in King Abdullah II schools for excellence. A semi-experimental curriculum was used on a sample of (40) male and female students, the researchers distributed them randomly into two groups consisted of (20) students each, and they used the Creative Divergent Feeling Scale (LOLEMS), and they developed a program based on the emotional cognitive model. Results indicated the existence of the impact of the training program for the benefit of the experimental group, it also showed no differences due to the gender variable, and the results also showed that there are differences attributed to the parents' educational level variable in favor of the bachelor's degree holders. The study recommended the training of gifted students on the skills involved in the curriculum and the behavior of students in the emotional, cognitive interaction model, which helps them to develop a creative divergence feeling.

The current study aimed at investigating the educational crisis management and its relation to using distance learning approach in secondary stage schools in Al-Balqaa governorate during COVID-`19 outbreak from the perspectives of teachers. A random study sample consisted of 10 male and female teachers from 30 different secondary stage schools was recruited in this study. A researcher developed questionnaire consisted of 54 items was adopted in this study. The questionnaire items were examining the educational crisis management requirements (36 items) and the distance learning (18items). Data processing was performed using the Statistical Package of Social Sciences (SPSS). The results indicated that the educational crisis management requirements ranged between (3.72-3.93) that are at high levels, where the planning domain was ranked first with the highest mean score of (3.93), followed by leadership skills with a mean score of (3.78) And in the third rank was the information domain with a mean score of (3.75), and in the fourth rank was the communication domain with a mean score of (3.73), finally in the last rank was the team work with a mean score of (3.72). the results related to distance learning indicated that the mean scores ranged between (3.56-3.64) at moderate levels, so that the rationale for distance learning method domain got the highest mean score (3.64), followed by the importance of distance learning method with a mean score of (3.62), and in the third and last rank was the obstacles of the distance learning method with a mean score of (3.58). The total mean score for the distance learning method was (3.59) and a standard deviation (.687), and with moderate level. Finally, the results showed the positive and significant role of the requirements of educational crisis management in its five domains (planning, information, communications, leadership skills, team work) in raising the level of use of the distance learning method in its three domains (the importance of distance learning, the rationale for distance learning, and the obstacles to distance learning) among male and female teachers of secondary schools in Al Balqaa governorate.

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The present study aimed to identify the association between emotional blackmail and college adjustment among warned female students at Al-Balqaa Applied University. It was a descriptive correlational study that included recruiting all warned female students at Al-Balqaa Applied University (BAU) (n=357) during the beginning of the second semester of the academic year 2019/2020. The study adopted the emotional abuse scale developed by Neil Jacobson and John Gottman. The questionnaire consisted of 28 items and the college adjustment test (CAT) developed by Pennebaker (2013). The test comprised 19 items. The collected data were analyzed statistically using the Statistical Package of Social Sciences (SPSS) (v. 26 IBM Corporation). The study’s findings showed that warned female students had a high level of emotional blackmail (2.90±0.799). In addition, the results indicated that there is a low level of college adjustment among the warned female students (3.62±0.736). Finally, the study showed a strong and significant inverse correlation between emotional blackmail and college adjustment among warned female students at Al-Balqa Applied University. Therefore, the study recommended increasing the students’ awareness and knowledge about coping strategies to overcome the effects of emotional blackmail and increase their college adjustment.