Background: Bullying is an ever-present problem occurring within preparatory schools across the world. Bullying creates personal, social, and emotional, as well as academic problems for the victim. Therefore, this study was aiming to assess bullying behaviors and its effect on preparatory school students. This study was conducted on 400 students in preparatory school students in Ashman city of Mounofyia government. Data were collected using: 1) Interviewing questionnaire including the following parts: A) Socio-demographic sheet. B) bullying behavior scale. C) victim scale and D) effects of bullying behavior on preparatory school students. The result of this study showed that more than half of students under study (56.75 %) sometimes perform social bullying behaviors, nearly half of them (44.75%) perform verbal bullying behaviors and less than half of students under study (41.75%) sometimes perform physical bullying. Also, about two fifth of students under study (39,75%) sometimes exposed to physical bullying behaviors and more than two fifth of them (45%) exposed to verbal bullying behaviors and 69% of them have moderate physical effect, also 59.25% of them were had moderate psychological effect and42.5 of them were had moderate social effect and moderate impact on academic achievement. Study concluded that preparatory school students sometimes perform (physical, verbal, and social) bullying behavior and male students were involved in bullying behavior more than female. More than two fifth of victimization exposed to verbal and social bullying. In addition, there was a highly statistically Significant relation between type of bullying and effects of bullying behavior. The study recommended designing and implementing a counseling program geared towards preparatory school students to guide them on how to avoid and/or deal with bullying behavior to prevent psychosocial problems and improve academic achievements.

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.

Background: Role of a husband and a wife is the range of rights associated with a particular social position and relationships' problems have a real effect on the level of distress and the understanding of marriage. Additionally conflict resolution has a mixture of different styles in which spouses often simultaneously engage in when resolving conflicts. Aim: This study aimed to assess the role concepts, relationships and conflict resolution styles regarding marriage among nursing students. Subject and Methods: This study used a descriptive research design. Sampling: A purposive sample of 120 students at Faculty of Nursing Helwan University. Data collection were: 1) Socio-demographic characteristics sheet, 2) Role Concepts Questionnaire, 3) The Relationships Questionnaire and 4) Conflict Resolution Styles Inventory. Results: The main results showed that, there was statistically significant direct positive correlation between nursing students' role concepts, relationship and conflict resolution styles. Furthermore, there was a statistically significant relation between nursing students' role concepts, relationship and conflict resolution styles with their sociodemographic characteristics. Conclusions: Based on the study results, it was concluded that nursing students had good expectations of the husband-wife roles, unsatisfied feelings about the relationship in the future and highly conflict resolution styles. Also, there was a statistically significant relation between role concepts, relationships and conflict resolution styles with sociodemographic data of nursing students under study. Recommendations: This study recommended that, preparation for marriage must be mandatory for all final year students in the schools and universities and every person who is nearly to get married. Also future research should be done with a larger sample size in several universities and in a broader geographical area.

Background: Coronary catheterization can be a stressful experience for many patients because of its invasive nature and potential risks. Aim: Assess psychosocial problems among patients undergoing coronary catheterization. Setting: the cardiac department and cardiac care unit at Ain Shams University specialized hospital, Egypt. Sample: A purposive sample composed of 100 patients undergoing coronary catheterization attending the previous mentioned setting. Tools: First tool, socio demographic interviewing sheet. Second tool, disease history questionnaire. Third tool, Patients' psychological and social problems questionnaire. Results: The mean age of studied patients was 53.6±4.2, more than two thirds of them were married, more than one third of them had technical institute education, the majority of the studied patients were working, More than two thirds of the studied patients were males and more than half of the studied patients were had enough monthly income. There is a highly statistical significant relation between age, gender and marital status of the studied patients and their severity of psychosocial problems. Conclusion: About half of the studied patients were always fear from death, anxious due to unknown procedure about catheterization & fear from hearing that someone death due to catheterization. Also, more than one third of the studied patients were always had family support by frequent visits, need others help before and after procedure, fear from affecting sexual desire & feel fatigue when doing any activities. Moreover, more than one third of the studied patients were always change work style after catheterization procedure, decrease ability to prognosis & decrease working hours. One third of the studied patients were sometimes had medical insurance & treatment at the expense of the state, while one third of them was rarely not had enough monthly income. More than one third of the studied patients were always had psychological, social & work respectively. Recommendations: Further research studies are needed for ongoing assessment of patients including large sample for generalization of results.