الاحتياجات الإرشادية والنفسية المعاصرة لطلبة المدارس في ظل المتغيرات الاجتماعية السريعة.

Abstract

The current study aimed to identify the nature and extent of contemporary counseling needs (academic, vocational, and orientation) and psychological needs (emotional, affective, and behavioral) among high school students in light of rapid social and technological changes. It also sought to detect statistical differences in these needs based on the gender variable (male/female). To achieve these objectives, the study adopted the descriptive-analytical approach. A specialized scale for contemporary needs was developed, consisting of two axes with (10) standardized items. After verifying its face validity and reliability (Cronbach's alpha reached 0.86), the scale was administered to a representative simple random sample of (100) male and female students from public high schools. Data were statistically processed via the Statistical Package for the Social Sciences (SPSS) using arithmetic means, standard deviations, the One-Sample T-Test, and the Independent Samples T-Test.

The results of the first and second hypotheses revealed very high contemporary counseling and educational needs with an arithmetic mean of (4.12 out of 5), and acute psychological and emotional needs with an arithmetic mean of (3.98). These values were statistically significant at the (0.01) level, exceeding the scale's hypothetical mean of (3.00), which reflects the volume of stress, future anxiety, and cognitive distraction that students experience in the current era. Furthermore, the results of the third hypothesis indicated statistically significant differences in total needs due to the gender variable at a significance level of (0.001), with the differences strictly favoring female students who recorded a higher mean of (4.21) compared to (3.85) for males, confirming high emotional sensitivity and the ability of females to express psychological support requirements. The study concluded with several operational recommendations, most notably the need to update cognitive-behavioral counseling mechanisms, individualize guidance services based on gender, and activate digital, confidential psychological support platforms within schools