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The Relationship between Listening to Radio Programs and Positive Thinking in a Sample of Behaviorally Disturbed Blind Adolescents

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第 55 卷 第 6 期

2020 年 12 月

JOURNAL OF SOUTHWEST JIAOTONG UNIVERSITY

Vol. 55 No. 6

Dec. 2020

ISSN: 0258-2724 DOI:10.35741/issn.0258-2724.55.6.37

Research article

Social Sciences

T

HE

R

ELATIONSHIP BETWEEN

L

ISTENING TO

R

ADIO

P

ROGRAMS

AND

P

OSITIVE

T

HINKING IN A

S

AMPLE OF

B

EHAVIORALLY

D

ISTURBED

B

LIND

A

DOLESCENTS

行为受干扰的盲青少年的试听与无线电节目之间的关系和积极思

Sameh Awadallah Al Sayed a, *, Mohammed Rizk Al-Beheiry b

a Media Lecturer, Faculty of Graduate Childhood Studies, Ain Shams University, Cairo, Egypt,

dr.samehawadalla@chi.asu.edu.eg

b Professor of Psychology, Ain Shams University, Cairo, Egypt

Received: November 1, 2020 ▪ Review: November 30, 2020 ▪ Accepted: December 10, 2020 This article is an open-access article distributed under the terms and conditions of the Creative Commons

Attribution License (http://creativecommons.org/licenses/by/4.0)

Abstract

This study aimed to examine the relationship between listening to radio programs and positive thinking. It was conducted using a sample of are behaviorally disturbed blind adolescents, and compare them with the blind adolescents who were not behaviorally disturbed in terms of positive thinking and listening to radio programs. The study sample consisted of behaviorally disturbed blind adolescents (N=50) and non-behaviorally disturbed blind adolescents (N=50) aged 16-18 years. The tools used in the study involved a listening questionnaire for radio programmers (prepared by researchers), measurement of positive thinking for the blind (prepared by researchers), measurement of behavioral disorders of the blind (prepared by researchers, and measurement of socio-cultural economic level (prepared by the blind. Other tools used include the IQ test for the blind. The results showed a statistically positive correlation between the grades of the behaviorally disturbed blind on the radio listening questionnaire and the positive thinking scale, statistically significant differences in the degree of listening of radio programmers in the direction of the blind who are not disturbed by behavior compared to the behaviorally disturbed blind, and statistically significant differences in the degree of positive thinking in the direction of the disturbed blind compared to the undisturbed blind.

Keywords:Listening to Radio Programmers, Positive Thinking, Behaviorally Disturbed Blind Teens

摘要 这项研究旨在检验收听广播节目与积极思考之间的关系。它是通过对行为受到干扰的盲青少

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较。研究样本包括行为失常的失明青少年(N = 50)和非行为失常的失明青少年(N = 50),年 龄在 16-18 岁之间。研究中使用的工具包括针对无线电节目主持人的听力调查表(由研究人员准 备),对盲人正面思维的衡量(由研究人员准备),对盲人行为障碍的衡量(由研究人员准备以 及社会文化测量)经济水平(由盲人准备。其他工具包括盲人智商测试)。结果表明,在无线电 听调查问卷中,行为受到干扰的盲人的等级与积极思维量表在统计上呈正相关,与受行为干扰的 盲人相比,不受行为干扰的盲人的无线电程序员的收听程度,与不受干扰的盲人相比,在受干扰 的盲人方向上的积极思考程度在统计学上有显着差异。 关键词: 听广播节目,积极思考,行为失明的青少年

I.

I

NTRODUCTION

Radio is a distinctive social media means because it overcomes all barriers and is related neither to a cultural nor educational level nor a specific place. It is available to the listener throughout all day, every day, and it affects a great deal of the ideas, trends, and behaviors of listeners, especially with the use of technical means edited by different music and sound effects. The interest of radio has recently increased for with people with special needs, including blind adolescents with their problems, needs, and aspirations.

It is mandatory to calculate the time spent by teenagers listening to the radio to understand how much they are interested in it, and how much fun it provides to them. Relying on the radio to have a sense of the outside world, the blind have been equated with the visionaries in taking advantage of it because it is a major source of their culture and public information as a means of keeping up with local and global events at the time they occur [1]. That is why the radio works to reduce a blind person’s sense of loneliness: because it connects them to the outside world and gives them new knowledge and experiences [2].

Vision affects an individual's cognitive development, as it represents the main source of

accurate information about things and

relationships. Whatever the type of disability, it imposes on the individual a limited world, and when he wishes to integrate with the visionaries, he encounters the effects of his disability, such as lack of moving freely and controlling his environment, as the visionary does, and then suffers from behavioral disorders [3].

Disorders appear in the form of unwanted repetitive behaviors incompatible with the social environment and stage of growth, which cause job performance disruption, therefore it must be treated, as it affects social acceptance and imaging [4]. It might be caused by family disintegration or abuse of the individual, both at home and at school, such as neglect, lack of

consideration of his feelings, lack of satisfaction of his needs for security, belonging, self-esteem, lack of social skills, lack of ability to control his feelings and emotions, due to traumatic childhood experiences [82].

Environmental theory by Bandura [76] indicated that there is no hereditary disturbed behavior. It can be acquired by observation and tradition, and results from parental treatment

methods that lack the development of

motivational, cognitive, and emotional processes. Ellis attributes it to irrational and negative ideas in stressful situations [5], [6].

Positive thinking is the most prominent area of positive psychology. It has come from different concepts, such as constructive thinking presented by constructive theory. It focuses on positional challenges by acquiring problem-solving skills, reducing the sense of pessimism, and increasing the effectiveness of the individual in social situations. The opportunity presented by Sullivan focuses on success in solving any problem and not on failures, i.e. trying to succeed [7], [8], [9]. Positive thinking is different from other cognitive processes because it is a process independent of the triggers present and includes a positive internal treatment of the elements of the situation on the one hand, the processing of stimuli that are not available in the current cognitive position on the other, and uses mental habits that enable the individual to monitor his/her thinking and leadership in a positive manner [10], [11].

Positivity, when attributed to thinking, is linked to many indications that reflect strength, self-efficiency, mental health and the self-esteem of the individual in life [12], [13]. Cognitive theory focuses on thinking, knowledge, and the impact of positive thoughts on feelings and behavior, and asserts that if you modify your way of thinking, behavior and feelings will change as a result [14]. Pandora defines positive thinking as a pattern of consensual logical thinking in which the individual moves away from destructive

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thinking errors resulting from beliefs that direct his thoughts and feelings to his negative face, and includes automatic control over negative thoughts and their elimination, and not paying undue attention to mistakes and shortcomings [15]. The theory of cognitive dissonance emphasizes that the adolescent always seeks to achieve cognitive balance by reconciling his behavior on the one hand and his attitudes, beliefs, and ideas on the other, which leads him to search and search for information that helps him to achieve cognitive harmony with positive thinking [16].

Based on the fact that the conditions of disability impose their own emotional, cognitive, and social characteristics on the blind, this study was conducted to try to examine the relationship between listening to radio programmers and positive thinking in a sample of behaviorally disturbed blind adolescents.

II.

S

TUDY

P

ROBLEM

The public's activity in the communication process confirms that its members are not merely passive receivers of radio messages, but consciously choose the means and contents they want to be exposed to to meet the psychological and social needs that drive them to this exposure [17]. Entertainment is important for people and radio is more suitable for the blind because of its dependence on hearing, rather than vision for acquiring cultural information. The different experiences of the blind and the modification of their behavior, therefore, concern the blind more than the blind [18].

Radio is a simplified educational tool for students with low costs, low cost, and easy acquisition. It helps in overcoming the temporal and spatial dimension, overcoming the barrier of illiteracy, and the possibility of recording the broadcast material and giving it a collective sense. It is instantly, and it works to fuel the imagination, and listening to the radio does not require full-time. However, one of its drawbacks is its reliance on a sound only, the inability of the blind to control the time of the broadcast of radio programmers, and it is also a one-way communication [19].

It diverts the blind eye between the individual and various visual perceptions and affects him/her socially, emotionally, and cognitively. The blind make up 29% of all the disabled in Arab countries (4.8%) in Egypt [20], and their proportion is 9.28% of the total number of disabled people in Egypt, of whom 15-19 years

of age (4.98%), are considered to be

educationally deficient if they are not cared for and cared for by their education and education

because the proportion of disabled persons receiving educational care is less than (2%), and the proportion of illiterate, blind people in Egypt is higher than that of the disabled. 70.97% [21].

It may be believed that blindness causes a functional problem. However, reality reveals that it creates a psychological structure that feels different from its peers, suffers from problems and behavioral disorders, and lacks social arousal skills. Low self-confidence, self-esteem, and academic achievement, and a sense of insecurity and emotional instability, reduce its ambition. If the loss of sight is added to the problems, difficulties, and pressures of adolescence, despite its flexibility and ability to modify behavior, the importance of caring for this group at this stage of the disorder is more than the next stages that resist change [22], [23], [24].

The adolescent behavioral disorder is

increased as a clinical socio-psychological academic problem due to the absence of adequate diagnosis and treatment methods. It is prevalent among them at the age of 16. 50% of them fail in one or more courses. It is a severe challenge for parents [25] to observe the adolescent suffering from a behavior disorder repeating problems, the lack of behavior control by his/her family, and his/her dangerous actions affecting others. It occurs as a result of lack of information and superficialness in solving adverse problems and expectations [26], attributed by genetic theory to organic hormonal dysfunction and focused on genes or abnormal genes and neurological factors in its occurrence [27].

The behaviorally disturbed have a weak ability to remember previous information, learn new information, solve problems, do difficult things unusually, increased anxiety, low self-control, self-harm, and others, feel ashamed and ostracize, and think negatively [4]. Krumboltz has pointed out that (59.5%) of adolescents are more likely to think negatively because they have some irrational beliefs accompanying them at this stage and making them behave negatively [28], [29]. The relationship is circular and interactive between thoughts, feelings, and behavior. Positive, optimistic thoughts lead to positive and motivating feelings of progress and increase the individual's confidence in continuing to perform in the direction of success [10].

Positive thinking is one of the emotional cognitive processes that form an upscale aspect of personality, because it depends on the information and experiences gained by the individual and the way in which information is handled, retained and used in life situations, and is one of the ways of thinking related to the

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individual's positive expectations of the future, which results from the reconstruction and organization of ideas and giving meaning to behaviors [30], is linked to the psychological immunity that is based on the fact that the mind and body are inseparable and that the individual is vulnerable and mentally and physically ill because of his/her way of thinking; Negative [12], positive thinking leads to a decrease in behavioral disorders that do not arise from the difficult situations that surround the individual as much as the despair that arises towards those attitudes, which suggests helplessness and failure, which is expressed by negative thinking that makes the individual more miserable and pessimistic, and arises from a narrow superficial view. For things and misperception or understanding, it is based on the evaluation of all based on the part that one realizes, the centering around the i.e. self-reflection with the absence of the concept of social wee, walking behind influences and emotions and amplifying emotional attitudes without a profound vision of the situation [28].

The human school of positive thinking is seen as an emotional knowledge experience and the essence of life. Negative thinking is characterized by pessimism, anger, sadness, anxiety, fear, dissatisfaction, rigidity, gossip, the use of determinism and generalization in their language, low emotional sensitivity towards others, inadequate treatment, and lack of effective solutions to problems [28].

Despite the importance of listening to radio programmers and positive thinking as essential variables for mental health, radio programmers' impact on blind adolescents [19], [31], [32], [33], [34], [35], [36], [37], [38], the contrast between the results of previous studies in terms of positive thinking degree in behaviorally disturbed blind persons [39], [40], reviewing the psychological literature revealing the relationship between listening to radio programs and positive thinking in behaviorally disturbed blind adolescents shows a scarcity in previous Arab and foreign studies. Thus the study problem raises the following questions:

1. What is the rate at which blind adolescents listen to radio programmers daily?

2. What is the rate at which blind adolescents listen to radio programmers weekly?

3. What are the most listened to broadcasts of blind adolescents?

4. What are the times when blind teenagers prefer to listen to radio programmers?

5- To what kind of radio programmers do blind teenagers accept to listen?

6. What is the relationship between listening to radio programmers and positive thinking among blind adolescents who are behaviorally disturbed?

7. Do behaviorally disturbed blind people differ from not behaviorally disturbed ones in their grades on the radio programmers' listening questionnaire for the blind?

8. Are behaviorally disturbed blind people different from not behaviorally disturbed ones in their grades on the positive thinking scale of the blind?

III.

S

TUDY

O

BJECTIVES

This study seeks to:

1. Detecting the rate of daily radio programs' listening within the study sample of blind adolescents.

2. Statement of the rate at which blind adolescents listen to radio programmers weekly.

3. Identifying the most listening broadcasts among blind adolescents.

4. Showing the preferred time of the study sample of blind adolescents in listening to radio programs.

5. Revealing the quality of radio programs that blind teenagers are willing to listen to.

6. Examining the relationship between listening to radio programmers and positive thinking among blind adolescents who are behaviorally disturbed.

7. Detecting differences between behaviorally disturbed blind and not behaviorally disturbed blind people in listening to radio programmers.

8. Identify the differences between the behaviorally disturbed blind and not behaviorally disturbed blind in positive thinking.

IV.

T

HE

I

MPORTANCE OF THE

S

TUDY

The importance of the study is determined by: 1. The scarcity of Arab studies - within the extent of the researchers' knowledge - which dealt with listening to radio programs and its relation to positive thinking among the

behaviorally disturbed blind, despite its

importance in compatibility and mental health for them.

2. The scarcity of Arab media studies, which dealt with the media of people with special needs, link their features with what is presented in the media, especially radio.

3. The importance of the radio's role and what it contributes to strengthening and emphasizing attention and modifying the behaviors of the blind and modifying the direction of their families and society towards them.

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4. The study is dominated by the blind. Previous studies have shown that radio is the most widely used media medium, emphasizing the need to study its relationship with different psychological variables and its role in influencing their behavior.

5. The importance of the blind as one of the categories of persons with disabilities that need more attention and care, especially since their numbers have grown and are an essential human force whose capabilities and potential must be utilized in society's development.

6. Positive thinking among the blind may play a positive role in their acceptance and adaptation to disability and contribute to their utilization of their abilities and adequate employment.

7. The importance of adolescence and its psychological and physiological changes increase adolescents' pressures, making them feel inferior and incompetent.

8. Positive thinking is an essential preventive variable that gives individual optimism, hope, and strength in the face of challenges, crises, pressures, and difficult situations.

9. The interest of studies conducted on the blind to study deficiencies or disabilities and overlook the positive aspects and capacities of this group of persons with disabilities may help them live positively.

10. The powerful effect of positive thinking in the immune system, reducing disease risk [41].

11. To report on the study results in preparing counseling programmers to alleviate behavioral disorders in the blind.

12. The education and curriculum specialist drew attention to the importance of containing the curricula and activities offered to the blind to support and provoke positive thinking.

13. Identifying the characteristics of the blind is a necessity for their parents to introduce them to the best methods of upbringing and dealing with them.

14. To draw attention to the positive thinking variable, which is one of the internal forces that motivate students to work towards the desired educational outcomes.

15. The importance of studying behavioral disorders in the blind and their harmful effects on them and society.

16. Attention was drawn to those interested in development programmers thinking about the importance of designing optimistic thinking development programmers for its useful role in alleviating pressures in life situations and its positive impact on individuals.

V.

S

TUDY

T

ERMS

A. Radio Programs

These are the media materials that the radio sends to the public to inform it of events. It is interested in enriching the public culture and qualifying it to adapt to life and entertainment to improve its mood and satisfy its needs [42].

It means a set of ideas formulated in a particular radio template, using sound with all its artistic techniques to achieve a specific goal [43]. It is also a collection of cultural, entertainment, and other materials broadcast to an audience of recipients in various sectors and at the same time on the radio [44].

This study is referred to as ideas formulated in a meaningful audio message that may address religious, news, sports, recreational, artistic, or health materials that a group of people listens to affect and modify their behavior simultaneously. It is procedurally expressed by oral responses on the radio programmers' listening questionnaire for the blind (prepared by researchers) from the study sample of behaviorally disturbed blind people.

B. Positive Thinking

Carmeli [45] defines it as the individual's ability to direct his or her thinking for the benefit of his or her mental state, satisfaction and comfort, by focusing on bright or luminous aspects rather than black or negative aspects.

Asfour [12] believes that it is a mental orientation that makes the individual look at things and attitudes positively, expects the right results for every work he accepts, and does not stop at obstacles and pitfalls, but overcomes them and benefits from them in his/her life.

In this study, it is referred to as a cognitive and emotional process enabling the individual to manage his/her ideas to be realistic, coherent and rational, and be optimistic, self-satisfied, flexible, receptive to differences with others, confident in his/her abilities and abilities to face obstacles and adversity, learn from stressful situations, able to solve problems positively and to agree with life requirements. It is defined procedurally as oral responses from the study sample of behaviorally disturbed blind adolescents reflecting their ability to cognitive flexibility, positive acceptance of difference with others, positive expectation, and self-satisfaction, expressed by their positive thinking scores scale of the blind (preparation: researcher).

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Since there is no direct definition of behaviorally disturbed blind people, the blind were first identified and then behavior disorders, and we end up being defined in this study.

According to Al-Zuhairi [46], the blind are the ones who cannot rely on their sense of vision because of their inability to perform the work performed by others using this sense.

Garralda [47] refers to the blind as people who cannot distinguish between things and have no total visual ability.

Behavioral disorders are defined by Menebe [48] as repeated patterns of deviant behaviors contrary to what is familiar in society and incompatible with the individual's age. They are so severe that they can be observed by those who interact with them.

According to Kauffman, behavioral

psychopaths are the ones who exhibit abnormal behaviors towards others that are unacceptable and incompatible with society, and their expectations for themselves and others are incorrect [49].

This study refers to the behaviorally disturbed blind people who have lost vision using the vision device before or after five due to genetic, environmental, psychological, or social factors. Their eyes' intensity reaches 20/200 or less using the most potent medical lenses, resulting in not benefiting from the sense of vision to carry out different skills and life activities. They also have repetitive and persistent behaviors for at least a year, characterized by anomalies, deviations, and contradictions in social norms, making them violate others' rights and not control their actions.

Their causes are varied; they lead to

incompatibility with themselves and others.

VI.

P

REVIOUS

S

TUDIES

The researchers divided previous studies into two axes as follows:

A. Studies on the Listening of the Blind to Radio

Barakat's study [34] aimed to reveal educational radio programmers for visually impaired students. The sample consisted of 88 blind adolescents ranging in age 16-18 years and using a questionnaire form that found that the

percentage of blind people listening to

educational programs (64.8%) and their listening was irregular (60.2%). Most of the blind from the total sample stated that educational radio programs could dispense with private lessons.

Abdul Hakim [35] conducted a study to expose the role of school media (press and school radio) in the political upbringing of blind

adolescents. The study sample consisted of 60 blind adolescents aged 15-17 years and applied a survey form as a data-collection tool. The study resulted in a positive correlation between participation in school information activities (school radio) and political upbringing among blind adolescents.

Cazeaux [38] conducted a study to detect blind people's perception of British society changes through their exposure to BBC radio

programmers. The results concluded that

blindness acquires its expertise through exposure to radio drama through the use of pure sounds and reliance on apparent and non-overlapping sound effects.

Murad's study [36] examined the motivations for exposing blind adolescents to radio and their satisfaction. The sample consisted of 240 blind adolescents ranging in the age from 12-18 years in the preparatory and secondary stages. The results showed a rise in the sample listening rate for radio (96.7%) by applying the questionnaire to the study sample. The blinds in the secondary stage were the most listening to the radio (100%), and the song, series, and variety ranked high among the preferred subjects of the sample members. Radio contributes to the cognitive satisfaction of the blind adolescent.

The Atiyah study [19] aimed to identify the motivations for blind students to listen to educational radio. The sample consisted of 120 blind adolescents and used a questionnaire for the blind and a content analysis form for educational programs for the secondary school certificate. The results found that (89.2%) Blind students listen to educational radio. The most preferred days for the blind to listen to educational radio is Friday (14%), Thursday is 10.3%, and females outperform males in the use of educational radio programmers by 60.7%.

The Hilal study [37] examined the

relationship of Radio Qur'an to religious education for blind adolescents. It was conducted on a programmed sample from The Holy Quran Radio provided during a full radio session from 1 January 2008 to 31 March 2008. Content analysis and survey tools to collect data and information from the study sample found a 100% increase in the percentage of blind adolescents listening to the radio. The legitimate sources on which Radio Qur'an depends came in the first place (61.93%), followed by historical sources (15.77%), and reality sources (13.28%), knowledge sources (11.36%). There are statistically significant differences between the average grades of blind adolescents and older and younger secondary school students on the scale of religious culture

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and its different dimensions towards older blind adolescents.

Behnsi, Najib, Yahya, and Husseini [33] conducted a study to uncover radio drama and its relationship to the formation of blind awareness towards social problems on a sample of 40 blind

adolescents of the ages 15-18. Via a

questionnaire, the study found blind adolescents preferring to listen to radio sympers. The reasons for the blind's preference for dramas are to identify social problems and ways to solve them. Family problems, the problem of high prices, the problem of unemployment, and the housing problem are the problems that attracted the attention of blind adolescents.

Al-Masri [32] conducted a study that examined the role of Radio Middle East in satisfying the psychological and social needs of 72 blind adolescents between the ages of 12-18 years and applied a questionnaire form that showed that (70.8%) of the respondents listen to the radio regularly. One of the researchers listens to the radio regularly. The most listening stations were Radio Middle East. The evening was the best listening period. Youth programs are the most preferred by the blind, and the need for love, tenderness, and security is higher among the blind.

Al-Tokhi, Masmar, and Abdul Rahman [31] prepared a study aimed at revealing the motives for blind adolescents listening to Egyptian audio broadcasts over the Internet, and the ability of these radio stations to satisfy the inclinations, desires, and needs of blind students and the sample consisted of 100 adolescents and using a questionnaire. The results showed that 87% of blind students listen to Egyptian audio broadcasts via the Internet. The Holy Quran Radio has received the highest listening percentage, and religious programs have received the largest follow-up share. The most important reasons for the blind to follow the radio stations to stay informed of the events and developments that are taking place.

B. Studies on Positive Thinking in the Behaviorally Disturbed Blind

Beaty [40] conducted a study to detect the effect of visual loss on the adolescent's self-perception, and to achieve this applied measures of self-concept, aggression as a behavioral disorder, and positive thinking on the first two samples of the blind, consisting of 15 individuals. The results were based on a rise in positive thinking and self-concept, decreased aggression among the blind, and a positive correlation

between positive thinking and self-concept in the two samples.

The study of Hewer, Koomylainen, and Eric [50] stated the relationship between social support and both self-esteem and positive thinking. It was aimed at a sample of visually impaired adolescents that included 66 individuals, a sample of visionaries of 78 individuals aged 13-16 years, and the highest of the three blind visual expressions.

Adams' study [51] aimed at developing social skills to reduce psychological loneliness sense in a sample of the blind by applying measures of social skills, psychological unity, self-confidence,

negative thinking, behavioral disorders

(withdrawal, anxiety, anger), and training programmed to improve social skills at 43 blind people aged 17-20 years. The results have shown high behavioral disorders, low self-confidence among the blind, and the effectiveness of improving social skills in reducing their psychological unity and negative thinking.

The study of a program impact to mitigate aggression as a behavioral disorder in the first two years of age and the second (16 years) [81] applied the measure of the aggressiveness of the blind, and a program using spontaneous religious rituals, music, and plays to develop positive thinking as a confrontational strategy. The results showed the program's effectiveness in developing positive thinking in mitigating their aggressive behaviors.

Antle's study [39], conducted on 67 behaviorally disturbed blind adolescents and 51 ordinary adolescents, ranging in age from 14-18 years, to investigate the relationship between positive thinking and family compatibility, applied to them with positive thinking measures and observed family compatibility.

The training of a sample of 37 blind individuals aged 12-18 years in the management of life was applied to them by Anton [52] measures of social skills, independence, positive thinking, self-protection, behavioral disorders, and training programmed with multiple activities and life management strategies. The result was a rise in behavioral disorders in the sample and the training program's effectiveness in improving social skills, positive thinking, independence, and self-protection in the blind.

VII.

C

OMMENTING ON

P

REVIOUS

S

TUDIES

The extrapolation of the results of previous studies indicated:

1. The scarcity of Arab and foreign studies dealing with listening to radio programs and its

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relation to positive thinking among the blind who are behaviorally disturbed.

2. The scarcity of studies dealing with listening to radio programs in the behaviorally disturbed blind, within the limits of what the researchers have seen - in Arab and foreign research and studies.

3. There is a scarcity of Arab studies dealing with positive thinking in the blind who are behaviorally disturbed.

4. The blind was interested in following the radio stations to obtain different information and communicate with others.

5. The keen ability of the blind to listen to educational programmers.

6. The government's policy of "social and economic development" is to provide a strong errand for developing the country's social and economic development.

7. Blindness acquires its expertise by listening to radio drama using pure, pure sounds and relying on apparent and non-overlapping natural sound effects.

8. The rate of listening of the blind to radio is increasing by between 96.7%-100%.

9. The most preferred day for the blind to listen to educational radio is on Friday.

10. Blind adolescents prefer to listen to radio symours.

11. The most listening stations were Radio Qur'an and Radio Middle East, and the evening was the best to listen to them.

12. There is a conflict between the results of previous studies in the degree of positive thinking in the behaviorally disturbed blind. While studies [40], [50], [51], [52], [53] indicated to decrease their decline, the results of a study [39] resulted in no significant differences in its degree between behaviorally disturbed and ordinary blind people.

13. The results of the studies showed a great deal of consistency in the existence of a positive correlation between positive thinking and mental health variables such as social support and self-esteem [50], social skills [51], and conscious family compatibility [39].

14. Behavioral disorders in the blind are higher than those of visionaries.

15. A bad association between positive thinking and a variable of incompatibility, such as aggressiveness [53].

16. The blind are highly aggressive [53]. The government's policy of "self-determination" ensures that the country's people can benefit from the state's benefits and ensure that they can benefit from the benefits of their development.

17. The variation between the studies in the size of the samples. The sample consisted of two

individuals in a study [53] and 1648 in the study [38].

18. Positive thinking can be developed by improving social skills [51], Life Management [52], and the use of spontaneous religious rituals, music, and plays [53].

VIII.

S

TUDY

Q

UESTIONS

In light of the theoretical framework and the results of previous studies, the researchers formulated questions and study reviews as follows:

1. What is the rate at which blind adolescents listen to radio programmers daily?

2. What is the rate at which blind adolescents listen to radio programmers weekly?

3. What are the most listened to broadcasts of blind adolescents?

4. What are the times when blind teenagers prefer to listen to radio programmers?

5. To what kind of radio programmers do blind teenagers accept to listen?

6. There is a statistically positive correlation between the study sample scores of behaviorally disturbed blind adolescents on the listening questionnaire for radio programmers for the blind and the positive thinking scale for blind adolescents.

7. There are statistically significant

differences between the averages of the grades of the behaviorally disturbed blind and the blind who are not behaviorally disturbed on the listening questionnaire for radio programmers for the blind, in the direction of the blind who are not behaviorally disturbed.

8. There are statistically significant

differences between the averages of the grades of the behaviorally disturbed blind and the blind who are not behaviorally disturbed on the scale of positive thinking of the blind in the direction of the blind who are not behaviorally disturbed.

IX.

S

TUDY

M

ETHODOLOGY AND

P

ROCEDURES

A. The Curriculum

This study was based on both the descriptive approach, both analytical and correlational, where it revealed the relationship between listening to radio programs and positive thinking in the study sample of behaviorally disturbed blind adolescents, and comparative descriptive where the comparison between blind adolescents who are behaviorally disturbed and blind adolescents who are not behaviorally disturbed in listening to radio programs and positive thinking.

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B. Community and Sample Study

1) Study Community

The study community is represented in al-Nour High Schools' students for the blind (male-female) in the age of 16-18 years in Cairo governorate.

2) Study Sample

A sample of blind students listening to radio programmers has been withdrawn, according to the following:

1. Sample of blind adolescents who are behaviorally disturbed:

This sample included (n=50) adolescents from behaviorally disturbed blind people between the ages of 16-18 years with an average age of (17,100) and a standard deviation of (0,762).

1. Some social workers, psychologists, and teachers from some secondary schools in Cairo and Giza governorates were asked to identify the blind who were behaviorally disturbed after being introduced to behavioral disorder. Each secondary school student between the ages of 16 and 18 who had spent at least a year in school had a file with the psychologist and the social worker, giving the specialist, social worker, and teacher a greater opportunity to identify them.

2. Some students were also asked to identify their colleagues with repetitive behaviors that lasted for at least a year. It is characterized by anomalies, deviations, and contradictions in social norms, which make them violate others' rights and do not control their actions; based on this and previous source, a group of blind persons agreed upon by three or more persons has been identified.

3. Adolescents with total vision loss or those with a lower visual intensity (6/60) of one or both eyes after treatment were selected from the visually impaired or acquired before the age of five, as a result of their medical reports included in their files at the school.

4. Through the records of the blind at school, the question of the health visitor and the school doctor, and with the help of social and psychological specialists, blind people ruled out the following: repeated failures, the presence of health diseases, the IQ factor or socio-cultural socio-economic level below average, the first or last ranking among siblings, the application of measures of other studies, the presence of chronic illness or disability in one of the parents, a chronic illness, the death of a parent, the separation of parents, and the suffering of a parent from a mental illness.

5. Select blind people who have an IQ (90) and above after applying the IQ test for the blind; and exclude those who have received less.

6. The measure of behavioral disorders for the blind was then applied to those who were kept. Their overall grades were ranked on the scale downwards, and those who were higher in behavioral disorders were selected; those whose scores were higher than the higher spring value.

This sample was selected in its final form from some schools for the blind in Cairo governorate (Taha Hussein High School for the Blind, Al-Nour High School for the Blind in The Dome Baths, and The School of Light and Hope for blind people in New Egypt). To achieve the study's objectives, the researchers used a sample of the blind who were not behaviorally disturbed. It can be noted as follows:

2. Sample of the blind who are not behaviorally disturbed:

This sample (n=50) was selected from the same basic sample schools, at the same age (16-18), with an average age of (17,140) years and a standard deviation (0,728) to compare with the sample of behaviorally disturbed blind people. After ensuring that they did not suffer from behavioral disorders, i.e., their score decreased on the scale of behavioral disorders for the blind, the parity between this sample and the underlying sample was calculated in some variables illustrated by Table 1.

Table 1.

Averages, standard deviations and (T) values and significance among the blind behaviorally disturbed, blind, and behaviorally disturbed on parity and diagnosis variables

Table 1 indicated that there were no statistically significant differences between behaviorally disturbed blind adolescents and blind people who were not behaviorally disturbed in parity variablesا (time age, IQ, economic, social and cultural level), and that differences between them in the diagnostic variable (behavioral disorders) were explained by the "T"

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value of the function at the level of (0.01) in the direction of the behaviorally disturbed blind, which confirms that the sample of the blind is not disturbed by the behavior.

X.

T

HE

S

TUDY

T

OOLS The study tools include:

A. Measuring Positive Thinking in Blind Children Adolescents

The researchers designed this instrument to assess the positive thinking of blind adolescents who are behaviorally disturbed, and to provide a symmetric instrument tailored to the Arab environment in general and Egyptian culture in particular. The preparation of this instrument involved the following stages:

1. Literature dealing with positive thinking in general and the study sample and making a survey of the measures and tools previously prepared to measure it. It was found that the most appropriate form of the scale is a test verbally administered to the subjects by a teacher, who recorded the responses using pen paper.

2. The components of the scale were identified by analyzing the following sources: previous studies; open interviews with parents of behaviorally disturbed blind adolescents; and a sample of 10 such adolescents themselves. The aim of this analysis was to identify the components and behaviors of positive thinking and linking them to the life situations of these adolescents. Some of the existing instruments used to measure positive thinking were also reviewed using other sample populations [54], [55], [56], [57], and their contents were defined

from vocabulary and components. These

processes enabled the researchers to identify which components were most prevalent among previous sources: In order, these were cognitive flexibility, positive expectations, and acceptance. The criteria were then formulated to suit the sample population for this study. The response options on the scale were created and tested using the sample of 10 blind and behaviorally disturbed adolescents, to evaluate how they interacted with the scale and the response alternatives. The results of this pilot test indicated that 70 percent of the respondents understood the scale, the wording of each possible response, and the three-point Likert scale used for the responses. The Likert scale, which is the most flexible format for survey responses, was graded as follows (I agree = 3; I agree sometimes = 2; I do not agree = 1). With regard to the scale instructions, clarity, brevity, and psychological aspects were taken into account when evaluating how well the

sample population understood them, particularly given their blindness and behavioral disturbed.

3. The scale was then tested again on the same sample population. Forty percent of the respondents said that they could not understand the questions, so the researchers reformulated the survey to ensure that all of its content was comprehensible and that the instructions were as clear as possible. Two items were deleted due to vagueness, so in its final form the scale contained 28 items representing the four mentioned stages. The high score on the scale indicated a high degree of positive thinking on the part of the individual.

4. According to the honesty associated with the test, the coefficient of correlation between the scores of a sample of behaviorally disturbed blind adolescents (N = 30) on the scale, and their scores on the Ingram and Weisenke scale of positive spontaneous thoughts (wakad 2012) were 0.049.

Stability was calculated based on the same sample of honesty as the two methods were reapplied after an interval of 15 days. The coefficient of stability was 0.879 and half-fragmentation after correcting the length of the scale according to the Spearman-Brown equation was 0.915.

B. Measuring Behavioral Disorders in Blind Adolescents

The researchers prepared this instrument to assess behavioral disorders in blind adolescents. This symmetric tool was based on data derived from the Arab environment in general and Egyptian culture in particular, to ensure that it was suitable for use on blind adolescents between the ages of 16-18 years in Egypt. This tool was needed because the secomitary heritage did not reveal the existence of a similar tool for this specific population. The stages involved in preparing this survey are explained below.

1. A review of the literature dealing with behavioral disorders in general and those affecting the blind in particular, as well as existing measurements and tools tailored to this population, indicated that the most appropriate form of the test is for it to be administered verbally by a teacher, who also records the responses using pen and paper.

2. Behavioral disorders were identified by analyzing the following sources: previous studies and literature on behavioral disorders and the blind; open interviews conducted with parents of blind adolescents; and a sample of 10 such adolescents aimed at identifying behavioral disorders prevalent among this population. Some of the existing measures of behavioral disorders

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were tested on other sample populations [58], [59], [60]; the contents of these measures were assessed based on the vocabulary they use and the disorders they cover. The researchers selected the disorders that were most prevalent in these previous sources, which were withdrawal, anxiety, and obstinacy.

3. The clarity of the scale items and responses, which were formulated to suit the sample population used for this study, were confirmed using a pilot survey administered to 10 blind adolescents. The results of this pilot test indicated that 70 percent of the respondents understood the scale items and responses, which were graded as follows (I agree = 3; sometimes = 2; I disagree = 1). With regard to the scale instructions, the clarity, brevity, and psychological aspects of the

statements were taken into account in

determining whether they suited the sample population, particularly given their physical and emotional limitations.

4. Thirty percent of the respondents indicated that they did not understand some of the phrases, so the instrument was reformulated to make sure that the researcher understood them. The items were revised for clarity and ease of instructions and five items were deleted because they were not sufficiently clear. In its final form the instrument consisted of 26 items representing the three disorders, and a high degree on the scale represented a severe degree of behavioral disorder in the individual. By calculating the average time of application of the scale, it was found to be 15 minutes.

5. According to the honesty of the method associated with the test by calculating the coefficient of correlation between behaviorally disturbed blind adolescents' sample scores (n=30) on the scale, and their grades on the measure of behavioral disorders prepared by Mabrouk [61], and its value (0,894) indicated at (0.01).

Stability was calculated on the same sample of behaviorally disturbed blind people in the two methods of re-application after (15 days between the first and second applications) and the stability coefficient (0,839) and the half-fragmentation after correcting the length of the scale using the Spearman-Brown equation (0,746).

C. Listening Questionnaire for Radio Programmers for the Blind

The researchers prepared it to assess the degree of listening to radio programmers for the blind, and to provide a tool derived from the Arab environment in general and Egyptian

culture data in particular, to suit the

characteristics of the behaviorally disturbed

adolescent group aged 16-18 years, particularly since heritage did not reveal a similar tool existence for this category. The stages of preparation of this questionnaire can be explained as follows:

1. Extrapolation of media research literature that dealt with listening to radio programmers in general and in the sample study in particular, and the study survey of questionnaires and tools prepared before.

2. The questionnaire components were identified by reviewing the media literature on listening to radio programmers and some questionnaires prepared earlier on other samples [18], [37], by identifying their contents from vocabulary and components. Through the above, the researchers extracted components with the highest prevalence among previous exporters (listening to religious programmers, programmers, sports programs, entertainment programs, news). The questionnaire items were then formulated to suit the study sample's use and varied in the wording between the affirmative and the negative. In the initial picture, the number was 31. The results of the questionnaire and the questionnaire response alternatives were identified through a survey of a sample of 10 behaviorally disturbed adolescents to determine their interaction with the questionnaire and response alternatives. The application results indicated their understanding of the questionnaire terms and the three-tiered response alternative (I agree, sometimes, I do not agree) by (80%). These responses are given as follows (I agree =3 degrees / sometimes = 2 degrees / I do not agree with one degree); As for the questionnaire instructions, the simplicity, clarity, brevity, and psychological aspects of the testers were taken into account to suit the sample of the study.

3. Try the scale in its initial image on a survey sample of orphaned adolescents of 10 orphaned adolescents, and 50% indicated that they were orphans. Therefore, the questionnaire became the final form (26) of the four components, and the high degree of its items indicated a high level of listening to the individual's radio programmers. By calculating the average time of application of the scale, it was found to be 14 minutes.

4. According to the honesty of the method associated with the test by calculating the coefficient of correlation between the sample scores on the questionnaire and their scores on the questionnaire prepared by Zinfel [44], its value (0.894) is a function of (0.01). The stability of only a survey sample (N=30) of blind adolescents who were behaviorally disturbed by the alpha coefficient of 0.776, and the

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half-fragmentation after correcting the length of the questionnaire by the Spearman-Brown equation was the value of the coefficient (0.819).

D. IQ Test for the Blind

Prepared by Moses, Farouk [83] to estimate the general mental capacity of individuals in primary, middle and secondary levels, an individual consisting of 60 questions in both linguistic and mathematical aspects, used in this study to exclude the examiner with below-average intelligence, and studied the correctness of the test in measuring the intelligence of the blind from the high average IQ of pupils with high ages, while stability was calculated in several ways, including alpha with a stability factor (0,805) and half-fragmentation (0,781).

As for the psychometric efficiency of the scale in this study and to ensure that the scale enjoys good honesty, according to the researcher, the sincerity of the distinction between different groups, the value of "T" (8,403) indicated at (0,001) among blind adolescents disturbed behavior (n=30) (m=99,067/p=4,828), ordinary adolescents (n=31) (m=108,677/p=4,086), the differences were in the direction of ordinary people. Stability was calculated in two ways; re-application after 15 days with a stability factor (0,795) and half-fragmentation after correcting the length of the scale using the Spearman-Brown equation (0,872).

E. Socio-Cultural Socio-Economic Level Measure

Prepared by Safran and Khattab [62], which consists of 26 items to estimate the economic, social and cultural level, and used in this study to

calculate the parity between orphaned

adolescents male and female, they calculated the coefficient of stability in the way of the alpha coefficient. Its value ranged from (0.61/0.85). The half-hash after correcting the scale's length by the Spearman-Brown equation and its values ranged from (0.63/0.86), while honesty was based on internal consistency, whose values ranged from (0.41/0.82).

XI.

A

PPLICATION OF

S

TUDY

T

OOLS

The study was conducted in October and November 2020, beginning with the calculation of parity between the samples of the behaviorally disturbed blind and not behaviorally disturbed blind on the variables of intelligence, age, economic, social and cultural level, and behavioral disorders, and applied to them individually and the method of vocal delivery in the same place and time and on two different

days on each individual in his/her school. The questionnaire for radio programmers for the blind and the positive thinking scale for the blind were then applied to the samples in the same way. A. Statistical Methods Used

This study used the Pearson correlation coefficient and the parametric "T" test to indicate the differences between independent groups, considering the sample size, the nature of the assignments, and the quality of the tools used.

XII.

R

ESULTS AND

D

ISCUSSIONS

Question 1: What is the rate at which blind

adolescents listen to radio programmers every day?

To determine the time spent by blind adolescents sample the study in listening to radio programs daily, the authors calculated repetitions and percentages, as shown by Table 2.

Table 2.

Repetitions and percentages of the time spent by the study sample in listening to radio programmers daily

Question 2: What is the rate at which blind

adolescents listen to radio programmers weekly? To determine the study of blind adolescents' sample listening rate to radio programs weekly calculated repetitions and percentages, as shown by Table 3.

Table 3.

Repetitions and percentages of study sample listening to weekly radio programmers

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Question 3: What are the most listened

broadcasts by blind adolescents?

To determine the most broadcasts listened to by blind adolescents, the authors calculated the repetitions and percentages, as shown in Table 4. Table 4.

The frequency and percentages of radios listened to by the study sample of the blind

Question 4: What are the times when blind

teenagers prefer to listen to radio programmers? For determining when blind adolescents prefer to listen to radio programs, repetitions and percentages are calculated as shown in Table 5. Table 5.

Repetitions and time percentages where blind teenagers prefer to listen to radio programs

Question 5: To what kind of radio

programmers do blind teenagers accept to listen? For determining the type of programs that blind teens prefer to listen to, iterations and percentages are calculated as evidenced by Table 6.

Table 6.

The iterations and percentages of the quality of programs that blind teenagers prefer to listen to

First hypothesis: There is a statistically

positive correlation between the study sample scores of behaviorally disturbed blind adolescents on the listening questionnaire for radio programmers for the blind and the positive thinking scale for blind adolescents.

For verifying this hypothesis's sincerity, according to the researcher, the Pearson correlation coefficient is applied as shown in the following Table 7.

Table 7.

Values of correlation coefficients between study sample scores of behaviorally disturbed blind adolescents (n=50) on the listening questionnaire for radio programs for the blind and the measure of positive thinking for the blind

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The results of Table 7 indicated that the first hypothesis was validated, with a statistically positive correlation between the study sample scores of behaviorally disturbed blind adolescents on radio programmers' listening questionnaire for the blind (listening to religious programmers, sports programmers, entertainment programmers, news programmers, overall grade) and measuring positive thinking for blind adolescents (cognitive flexibility, positive expectation, acceptance of difference, supra- and self-satisfaction, and overall score) at the level of indication (0.01).

The results of this imposition can be explained because radio, with its advantages, can play an important role in socialization through radio content shaping the prevailing values and customs in society while developing it to reinforce the values, customs, and traditions of adolescents. Radio modifies individual and social behavior, i.e., it seeks to establish, cancel, or modify specific values and concepts of society [63] and make listeners unite with the artwork's characters. It explains the direct impact of dramatic content on listeners. Radio drama, with all its charms, has become one of the most attractive forms of radio programmers and in itself has become one of the essential means of radio attraction [64].

Radio significantly affects the listener because the relationship of intimacy between them opens up a world of his/her own. In this case, the

psychological atmosphere surrounding the

communication process suggests to the listener that radio speaks to him/her only because radio is by nature a means of self-communication. However, it addresses millions simultaneously, and the reliance of radio on hearing only is a kind of deficiency. However, radio compensates for this deficiency by adopting it on a fertile

kingdom, the kingdom of the listener's

imagination. This is the radio advantage because the visual elements embody everything in front of the viewer and limit his/her imagination. In

contrast, the audio radio builds its theater in the listener's mind to imagine the people, time, and place, making the listener more affected by what is said and more absorbed in listening to it [65].

Radio is an essential source of obtaining news. The psychological impact of radio as listening to radio news helps the individual feel safe and social autism; makes his/her thinking positive [66].

The mysterious things can be interpreted through the radio and the delivery of cultural material through radio programmers. They make the time of the blind fruitful because of the length of their staying in one place and limitation in linking it to the outside world, where it eliminates the idea of disability, inability to move, or lack of money, which reduces the tension to which they are exposed. They understand the implications of all the minutes of knowledge that are far from their immediate experiences [2].

Thus, the teenager obtains a fertile

imagination helping him/her solve his/her problems, achieve his/her desires, get rid of his/her crises, and incompatibility with the social environment. Thus, it moves the radio from the daydreams completing every deficiency he/she feels and imagines in pictures and themes of heroes. Athletes compensate for his/her physical weakness. He/she imagines himself/herself strong and helps him/her develop the imaginary thinking of positive roles such as a doctor, teacher, officer, and other social figures in which the teenager imagines himself/herself, and this is the case of a large number of teenagers [67].

Ellis pointed out that events do not create feelings but beliefs about these events that shape and show feelings [68], and the principle of the reciprocal imperative between the environment and cognitive processes by which Pandora means that thinking must be It has an adaptive function that enables the individual to live away from the factors of failure and frustration, and this comes through the three causal exchange steps, namely,

identifying non-adaptive thinking patterns,

helping the blind to be aware of the negative impact of them, and replacing them with positive

thinking patterns through cognition and

convictions of thinking, imagination and

speaking [15], [84], if he fails to do so, he is frustrated, frustrated and anxious [69], and the theory of psychoanalysis is felt by the blind because of the painful experiences of childhood that have been suppressed in the unconscious, crises and traumas, bad relationships with parents, lack of satisfaction, and Adler sees the reference as a lack of goals and achievement [70].

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The cognitive theory emphasizes that the cognitive component of the kifif and how it is perceived and interpreted by the events surrounding it, cognitive distortion and distortion of self-thinking behind the emergence of behavioral disorders, resorts to amplifying the negatives and underestimating the positives, generalizing failure, predicting danger, self-blame, generating irrational ideas, feeling inferior, and over-dependent on others [71], positive thinking is linked to the psychological immunity that leads to it;

The government's policy of "social and economic development" is to ensure that the child's rights are not met.

Second hypothesis: There are statistically

significant differences between the averages of the grades of the behaviorally disturbed blind and the blind who are not behaviorally disturbed on the listening questionnaire for radio programmers for the blind in the direction of the blind who are not disturbed by behavior.

According to the parametric test (t), to ascertain the validity of this hypothesis to indicate the differences between independent groups, this is illustrated by Table 8.

Table 8.

Averages, standard deviations and (t) values and significance among blind adolescents

The results of Table 8 indicated that the second hypothesis was correct, with statistically significant differences between the averages of the grades of the behaviorally disturbed blind and the blind who were not behaviorally disturbed on the questionnaire listening to radio programmers for the blind (listening to religious programmers, listening to sports programmers, listening to entertainment programmers, listening to news

programmers, and overall grade) in the direction of the blind who were not disturbed by behavior.

The results of this hypothesis are consistent with those of previous studies that indicated that the blind, who are not behaviorally disturbed, are listening to radio programmers [19], [31], [32], [33], [34], [35], [36], [37], [38].

This hypothesis's results can be explained because radio affects the adolescent's mood, helps him/her get rid of the frustrations and anxieties generated by parental conflicts, and the failure to achieve acceptance from the peer group by listening to favorite songs. Thus, it plays the role of an adolescent's companion [72]. It is also the primary means of providing information to the blind because it relies solely on hearing to

communicate with them instead of the

newspapers with which they need their sense of sight to interact or television. The radio became the main channel because it provides the blind with information about the environment and the society in which it lives and presents it with the problems of society in an attractive and exciting way, giving it a mental picture of the personalities and professions that exist in the community and be far from his/her direct experience [33], and that through various radio programmers and publications it can satisfy the need of a blind teenager to spend time and help him/her learn about events around him/her and make him/her more aware of events around him/her [33].

It affects the blindness of the adolescent and his/her social relations with the individuals surrounding him/her, he refuses the assistance

provided to him/her and rejects his/her

shortcomings in the direction of withdrawal, and the result ingested by his/her low social compatibility, and the blind does his/her best in his/her movement and walking and begs all his/her senses to move from one place to another and this exposes him/her to nervous stress and a

sense of insecurity, which affects his/her

personality, shows him/her the behavioral disorder of anxiety, stress, shyness, and introversion, which confirms the high degree of mental loneliness in the blind and behavioral disorders, and avoids even listening to radio programs [73].

Listening to the radio is one of the most common recreational outlets among blind

adolescents, particularly because most

adolescents have their own device and can listen to it at any moment, whether during school hours or other activities. To that extent, the radio can be said to be the backdrop to their daily lives [74].

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