Background: School refusal behavior refers to a spectrum of problematic illegitimato absenteeism that includes youths who misschool or extended periods of time. School refusal behavior is the refusal to attend school due to emotional distress. School refusal differs from truancy in that children with school refusal feel anxiety or fear towards school. The term school refusal was coined to reflect that children have problems attending school for a variety of different reasons and these reasons might not be the expression of a true phobia such as separation or social anxiety. Aim: The aim of the present study was to develop the psychosocial program for school students to overcome school refusal behavior at basic school education. Design: A quasiexperimental design was used to achieve the aim of the study. Setting: This study was conducted at primary schools from Benha City, Qalubia Governorate, which is followed The Ministry of Education in Egypt. Subject: A systematic random method from six grade primary schools 69 students from Benha district on students with school refusal behavior. Tools: Three tools were used for data collection. Tool 1-Students Questionnaire includes socio-demographic data of students and their parents, medical and surgical history of parents. Tool 2-School refusal Assessment Scale. Tool 3-Spence children Anxiety Scale. Results: There was a highly statistically significant improvement in total score of school refusal behavior and total score of anxiety between pre and post implementation of the program. Conclusion: The study demonstrated that psychosocial program had a positive effect on overcoming school refusal behavior and anxiety among students at basic school education. Recommendations: A psychosocial program should be given for all school refusal students to enhance their social adjustment, reduce anxiety and overcome school refusal.

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Background Anxiety is an important construct today, especially in the lives of students, as it affects their mental, physical and social wellbeing. This study aimed to evaluate the effect of intervention strategies regarding perceived anxiety and health complaints among newly admitted nursing students. Design: A quasi-experimental design was utilized to achieve the aim of the study. Setting:-The study was carried out at the Faculty of Nursing, Benha University. Sample:-A systematic random sample was chosen as one every fifth. It included 100 students from the total number (500) of first-grade nursing students enrolled in the academic year 2019-2020. Tool of Data Collection: The tool was divided into three tools: Tool one:-A structured interviewing questionnaire. Tool two: Health Complaints Questionnaire. Tool three: Anxiety scale for undergraduate students. The main findings of the study: More than two-thirds of the studied sample has mild total health complaints and decrease the level of anxiety of them post-intervention strategies. Positive correlation between total anxiety scale, its dimensions and total health complaints pre and post-interventions strategies. Conclusion: Based on the findings of the present study, it was concluded that intervention strategies had a positive effect regarding perceived anxiety and health complaints among newly admitted nursing students. Recommendation: A comparison of anxiety among newly admitted nursing students and other students in various other colleges.

Background: Schizophrenia is a severe psychiatric condition with specific characteristics that may constitute some obstacles for the therapeutic relationship. Aim of the study was to investigate the effect of psycho-educational program to improve knowledge and performance for nurses working with schizophrenic patients. Research design: A quasi-experimental research design was used to conduct this study. Setting: This study was conducted at Psychiatric and Mental Health Hospital in Benha city, Qalubia Governorate, Egypt Sample: A convenient sample technique was used to select 80 nurses. Tools of data collection: Three tools were used in this study; I-Structured interview questionnaire which included demographic data and professional characteristics of the studied nurses, II: Knowledge questionnaire and III: Management of schizophrenic patients' checklist. Results: The majority of nurses had unsatisfactory level of total performance towards schizophrenia before program implementation. While after program implementation, three-quarters of nurses had satisfactory level of total performance towards schizophrenia. Conclusion: There was a marked improvement in nurses' knowledge and performance with schizophrenic patients care post implementation of psycho-educational program with highly statistically significant difference between pre and post implementation of psychoeducational program. Recommendation: Designed educational program for nurses in psychiatric and mental health hospital; it would provide a framework for nurses' role for schizophrenic patient care.