Background Nursing has a reputation for being one of the most stressful occupations. As a result of their work, many nurses suffer from anxiety and depression. Nurses are also at risk of poor sleep owing to their work nature. This study aimed to examine the relationship between work–family conflict, sleep quality, and depressive symptoms among mental health nurses. A descriptive cross-sectional study design was utilized in this study. Setting/sample: This study was conducted at El Azazi Hospital for Mental Health, Al-Sharkia Governorate on 139 mental health nurses. Four tools were used in this study: Socio-demographic data sheet, Work–Family Conflict Scale, Arabic Pittsburgh Sleep Quality Index, and Arabic Center for Epidemiologic Studies Depression Scale. Results Results revealed that, a significant percentage of mental health nurses suffered from poor sleep quality and depressive symptoms, there were highly statistically significantly positive correlations between work–family conflict (WFC) and both of Pittsburgh Sleep Quality Index (PSQI) and depressive symptoms among nurses. Conclusions Working with psychiatric patients affected their nurses, which disturbed their sleep quality and led to depressive symptoms. As well, increasing work–family conflict in mental health nurses leads to poor sleep quality and depressive symptoms. Family interference with work, sleep quality, and work interference with family were statistically significant predictors of depressive symptoms.

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Background: Adolescence is a period of heightened "roller coaster", where changes in selfesteem develop gradually in a discontinuous manner that increases the self-consciousness and anxiety over how individuals perceive each other. Aim: This study aimed to evaluate the effect of school-based intervention on social phobia and self-esteem among adolescent girls. Design: Quasiexperimental research design was used in this study. Setting: This study was conducted at Gamal Abdel Naser governmental secondary school for girls at Zagazig city, Al-Sharkia Governorate. Subjects: A purposive sample of 260 students were selected randomly and enrolled in the assessment phase. Then the intervention was carried out on 187 participants based on the assessment phase's result. Tools: Three tools were used in this study: Socio-demographic data sheet, Social Phobia Inventory (SPIN) and Rosenberg self-esteem scale (RSES). Procedure: A school-based intervention program was developed by the researchers and implemented to the experimental group. Participants were divided into six groups; each group consisted of 30-35 girls. The program consisted of 12 sessions and was implemented during school day, twice daily, three times per week, one session for each group every week for three months. Post assessment was carried out through completing SPIN and RSES during the last session. Results: More than two thirds of surveyed students experienced different levels of social phobia symptoms and about one fourth of them had low and moderate self-esteem levels. After intervention, participant student showed significant reduction in social phobia symptoms and improvement in self-esteem levels. Significant negative correlation was found between social phobia and self-esteem before and after intervention. Conclusion: School-based intervention for adolescent girls was effective in reducing social phobia symptoms and improving self-esteem levels. Recommendations: There is a great need for continuous follow-up of the participated students in the school-based intervention program to support and boost their coping strategies with anxious-feared social situations as well as their self-esteem.