Back ground: Bullying is commonplace among students with disabilities. Children with special needs expose to peer victimization twice to three times frequently more than the general population, and the rate of bullying increases for those with observable disabilities. Adolescent girls with visual impairment become frequently the targets of bullying. Aim to evaluate the effect of audio-drama nursing intervention on bullying among adolescent girls with visual impairment. Design: A quasi experimental design (pre/post-test) was utilized. Setting: Al Nour School for visual impairment children, Shebin El-kom, Menoufia, Egypt. Sample: A purposive sample of forty visually impaired adolescent girls. Instruments: Four tools were used for data collection; I: Structured interviewing questionnaire which consisted of two parts; first part to assess socio-demographic data; second part to assess previous exposure to bullying. II: Adolescent girl's knowledge about bullying III: Adolescent bullying scale: IV: Rosenberg's global self-esteem scale. Results: the findings of current study showed that 70% of adolescent girls had good knowledge on post intervention compared to 70% of them had poor knowledge on pre intervention. Mean of total score of adolescent girls' problems with bullying was decreased on post intervention (16.47 ± 4.90) compared to (27.40 ± 4.33) on pre intervention. Also, mean total score of methods of dealing with bullying was improved on post intervention (8.025 ±1.48) compared to pre intervention (4.600 ±2.39). In addition, 77.5% of the studied students had high self-esteem on post intervention compared to 20.0% on pre intervention.Conclusion: The audio-drama nursing interventions were successful in improving the visually impaired adolescent girls' knowledge and dealing effectively regarding bullying. They also have significant effect on self-esteem.Recommendation: Raising awareness of visually impaired adolescent girls regarding bullying in various settings by further educational programs particularly for school girls with visual impairments.

Feeding intolerance (FI) is one of the most common problems that occur among preterm which increase morbidity and mortality rate among them. Aim: To evaluate the effect of abdominal massage on feeding intolerance and weight of preterm neonates. Design: quasi experimental design. Setting: The study was conducted at Elgameyaa Elshreya Neonatal Intensive Care Unit at Shebin EL Kom city and Elgameyaa Elshreya Neonatal Intensive Care Unit at Ashmoon city /Menoufia Governorate. Sample: A purposive sample of 61preterm neonates were selected and randomly assigned into two groups, massage group include thirty three preterm and control groups include twenty-eight preterm neonate. Tool, one tool was used for data collection; it includes three parts, Part 1:Structured questionnaire was developed to collect characteristics and medical data of the preterm infants, Part 2: Feeding-intolerance criteria in the preterm infants, Part 3: Chart for daily weight of preterm neonate. Results: There was a highly statistically significant difference in the mean score of feeding intolerance between the 1 st and 5 th days, abdominal circumference was( 28.49±2.39 and 26.65±2.422), frequency of defecation was (0.515±0.71 and 2.61±0.83), frequency of vomiting (0.636±0.89and 0.06±0.35) and GVR(7.09±3.33 and 0.24±1.39) in the massage group, respectively. Also, the mean preterm infant weight in the massage was (1602.88±388.8 and 1640.06±393.96) on the 1 st and 5 th day respectively, with a highly statistically significant difference. conclusion: The abdominal massage had a positive influence on feeding tolerance indicators such as frequency of defecation, vomiting, abdominal distention, abdominal circumference, and GRV. The study recommended: Utilizing abdominal massage as a nursing care routine in enterally fed preterm neonates.

Egyptian mothers with autistic children have experienced psychological harm as a result of the coronavirus pandemic 2019 (COVID-19) lockdown. Social distance prevented mothers with autistic children and their therapists from providing face-to-face assistance, preventing them from taking part in outpatient therapy, and preventing them from remaining at home. Aim: The study aimed to evaluate the effect of webbased education on mothers' anxiety regarding behavioral changes among their children with autism during the Covid-19 lockdown. Subjects and method: A purposive sample of 200 women with autistic children living in Sohag City, Egypt, participated in this study using a quasi-experimental research approach. Five tools were used in this study: A self-administered questionnaire, the Adaptive Behavior Assessment System, The ASD Behavior Inventory, The Short Sensor, and Beck Anxiety Inventory (BAI). The link to the survey using the questionnaire, the scale, and the web-based education content was sent to the participants' mothers through Facebook and WhatsApp groups. Results: More than one-third of the participants in the study displayed an increase in repeated and constrained behaviors. Before the web-based education, mothers' anxiety was high; after the web-based education, it was low. Conclusion: The web-based education has a beneficial impact on lowering mothers' anxiety about behavioral changes in their autistic children during the Covid-19 lockdown. Recommendations: By offering mothers psychological assistance, web-based education about the behavioral changes seen in autistic children, COVID-19, and its preventive strategies should be taught to all mothers.

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Children with learning disorders are often apathetic, inattentive, and have low self-esteem; additionally, aggressive behavior is still a common occurrence that can impair their social, emotional, psychological, behavioral, and intellectual development. The current study aimed to investigate the effect of art therapy on aggressive behavior and self-esteem among children with learning disorders. Methods: A quasi-experimental (one group pretest -posttest design) was utilized in this study. The study was conducted at Shebin Elkom, Menoufia Governate. The selected centers (Al Basma Association center and Ebny center for children with special needs) are both centers for children with disabilities. Sample: A purposive sample of 60 children who attended previously selected centers for treatment and follow-up. Data were gathered by the following tools (1) The Modified Overt Aggression Scale (MOAS), (2) The child Rosenberg Self-Esteem Scale (CRSES), in addition to demographic characteristics as child age, gender, academic level and parent age. Results: Following art therapy, the majority of the children of learning disorder (85%) displayed little aggressiveness. In addition, 61% of children show normal self-esteem post intervention, and there was a statistically significant difference in self-esteem before and after art therapy. Conclusion: Art therapy reduces aggressive behavior and increases self-esteem in children with learning disorders. Recommendation: Rehabilitation pediatric nurses and parents of children with learning disorders should receive in-service training on the value of art therapy and how to use it to reduce violent behavior and enhance children's self-esteem.