The Occupational Interests and Its Relation to Psychological Stability among 10th Grade Students with Physical and Hearing Disabilities in Syrian Refugee Camps Schools in Jordan

The purpose of the current study is twofold. First, to determine the occupational interests among tenth-grade students with physical and hearing disabilities in the schools of Syrian refugee camps in Jordan. Second, to explore the relationship between students’ occupational interests and their psychological stability. The study was guided by the descriptive correlational method. A convenience sampling technique was adopted to collect data from the participants. It resulted in a sample encompassed a total of 340 male and female students with physical and hearing disabilities. The sample was chosen from schools in the second semester of the academic year 2018/2019. Data was gathered by applying both occupational interests and psychological stability scales. The results pointed out that the levels of occupational interests and psychical stability among the surveyed students were moderate. Moreover, the results revealed that there were statistically significant differences (α=0.05) in students’ occupational interests; i.e., field interests, artistry interests, social and service interests, as well as writing and literary interests that attributed to the disability type. Furthermore, the results acknowledged that there were statistically significant differences (α=0.05) in students’ health-psychological domain due to gender, in addition to statistically significant differences (α=0.05) in all domains of psychological stability, in terms of the student’s living conditions, in favor of students who live in two-parent families. On top of that, the relationship between students’ occupational interests and their psychological stability was weak. In light of these results, the researcher calls for further studies on occupational interests and psychological stability using similar research population, its relations with other variables, developing vocational and rehabilitation programs for students with disabilities in Syrian refugee camps in Jordan. psychological security among Syrian refugee students in Madaba governorate, Jordan, but differed with the results of Al-Abdeen (2018), which reached high psychological stability among students with hearing disabilities at the University of Madaba, and disagreed with the results of Diane (2018) which showed a high degree of psychological stability among students with motor disabilities in South Darfur State. The sub-areas are discussed below. The results indicated, in terms of personal emotional stability, that the emotional personal stability was the average from the tenth grade students with motor and auditory disabilities point of view. these students have suffered setbacks and difficulties in life as young, but they now have begun to feel that they have the determination, and must be compensated for the loss of the practice of normal life and interaction and communication with members of society in general; they think it is the time to fulfill the dreams of the future, due to the availability of a safe and stable environment, in the light of social consensus. This result is consistent with the study of Abu al-Ghanam et al (2016). For social stability, the results of the study showed that the socio-economic stability moderate degree of the tenth grade students with physical and hearing disabilities. This result may be attributed to the fact that those with physical and hearing disabilities in the Syrian refugee camp practice their normal lives, enjoy social relations with others, but do not feel effective in the community in view of their disability, isolation and lack of activities in the general community. This is what was agreed with the Al- Bayoumi (2003) that the segment of persons with disabilities is one of the most segments of society in need of psychological stability, because of the difficult psychological, social and they to health stability, the results of the study showed that the mental health of the tenth grade students with physical and hearing was high, and those with physical and in the

The present study has gone through several stages, including identifying the target sample as a first stage, and then preparing tools for measuring and collecting data. The third phase included the facilitation document sent from the University of Jordan to the Ministry of Education for the purpose of the research mission achievement. Then, obtaining permission from the Directorate of Syrian Refugees Affairs in the Ministry of Interior of Jordan to apply the study tools on students with disabilities in the targeted schools. Next, measuring the stability of the study tool using a pilot sample before starting data collection. The next step was visiting schools in Zaatari camp and Azraq camp for Syrian refugees and informing them about the study objectives. The scale covers eight interests, which are field, scientific, artistry, social and service, industrial and engineering, business and accounting, influential or persuasive, as well as writing and literary interests. It was anchored using five point responses ranged from 5 (strongly preferred) to 1 (strongly not preferred). Psychological stability was measured based on previous works, e.g., Abdullah (2013), Belasheva and Petrova (2016) and Hennessy (2018). It contained two sections: the first assessed the participants' personal data, such as gender, disability type, and living conditions, while the second was used to evaluate the domains of psychological stability scale, emotional stability (items 1-13), social stability (items [14][15][16][17][18][19][20][21][22][23][24][25] and health stability (items 26-37).

Validity and reliability
Scale validity was tested via a panel of experts from the Department of Counseling and Special Education at the University of Jordan and Yarmouk University. The process of scale validation resulted in a scale with 37 items.
On the other hand, reliability was done by applying a test-retest technique on an outer sample that comprised 25 students with physical and hearing disabilities, during two weeks. Reliability results depicted in Table 1 signifies that the scale exceeds the reliability threshold.    Finally, similar results were found with reference to social and service interests with maximum mean values of (1.52).
Principally, the results indicate that the participants were primarily interested in writing and literary professions, artistry professions, field professions, business and accounting, influential and persuasive professions, and industrial and engineering professions. Differences between students' interests due to disability type Using an independent sample t-test to explore the differences between the responses of students with physical and hearing disabilities, the results depicted in Table 3 exemplify statistically significant differences between subjects' responses in writing and literary interests, artistry interests, field interests, as well as social and service interests. Students with physical disabilities tended to prefer career interests in trade and social services, while students with hearing disabilities tended to favor careers in artistry, writing and literature.

Degrees of students' psychological stability
Degrees of students' psychological stability from their perspectives were extracted using means and SDs, as exhibited in Table 4. It can be noted that the total degree of students' psychological stability is moderate (M = 2.31, SD = 0.32). Accurately, students' psychological stability was in the first rank (M = 2.49, SD = 0.37), followed by students' Emotional stability Table 6 reveals the degrees of students' emotional stability based on specific items used to appraise these degrees. According to the results, item no. 12 "I want to fulfill my dreams" ranked first with a high degree (M = 2.62, SD = 0.60), followed by item no. 1, in which students expressed their abilities to adapt to the surrounded environment, despite the difficult circumstances they faced. Meanwhile, item no. 10 "I feel lonely" ranked last with a moderate degree (M = 1.74, SD = 0.70).

Psychological health stability
The total degree of students' psychological health stability, as illustrated in Table 7  Differences between students' psychological stability due to gender, disability type, and living conditions Examining the differences between students' psychological stability based on their gender, as underlined in Table 8, reveals that there were statistically significant differences between male and female students in terms of health psychological stability in favor of female students. On the other side, the results in Table 9 indicate that there were no statistically significant differences between students' psychological stability degree based on their disability type. Furthermore, the results of the differences between students based on their living conditions, as shown in Table 10, using one-way ANOVA test, clarify that there were statistically significant differences between students in terms of all domains of psychological stability; i.e., emotional, social and health stability. Totally, the results highlight similar results. Using Scheffe test, those differences were in favor of students who live in a two-parent family.

Relationship between students' professional interests and their psychological stability
Pearson correlation coefficients were used to assess the relationship between students' professional interests and their psychological stability. The results show that there was a statistically significant relationship between students' interests and their psychological stability (r = 0.281). However, students' interests explain only 8% (R 2 = 0.078) of the variance in psychological stability, which means that the relationship between students' interests and their psychological stability Positive directly proportional In general, and the relationship is weak. As depicted in Table 11, most relationships between students' professional interests and their psychological stability were weak since Pearson correlation coefficients ranged between 0.121 and .320.

Discussion of degrees of students' professional interests
The results pointed out that the degree of students' professional interests was moderate. This result can be attributed to the difficult living conditions that the students with physical and hearing disabilities experienced, as well as to the disability itself which frustrated students' interests towards certain professions. The result may also be attributed to the lack of professional support and guidance provided by the responsible authorities and organizations.
Such support can motivate students with physical and hearing disabilities and arouse their enthusiasm for their possible involvement in the society by choosing a profession that can be exercised in the light of their disabilities.
Furthermore, the results showed that tenth grade students with physical and hearing disabilities have more literary tendencies than professional ones. This result may be attributed to the nature of the disability itself that prevents them from practicing in the professions, in addition to the environment in which students with physical and hearing showed that social support affects the professional interests of people with physical disabilities.
The following is a discussion of the sub-domains of the professional interests of the students with physical and hearing disabilities. In terms of field professions, the results showed that the professional interests of the tenth grade students with physical and hearing impairment is moderate. The students had a tendency to the profession of " Tailor" and this result may be attributed to the fact that the sewing profession does not need high physical exertion, and that it depends on the hands significantly,, in addition to sewing is a handicraft profession that is easily accessible and learned inside the camp, as they do not need to go abroad, and Syrian people have a well-earned reputation as being skilled in the art of sewing. This skill has traditionally been passed down from parent to child over the years. The results of this study coincided with the results of the study of Farrugia (2012), which showed the tendencies of students with hearing problems towards manual activities.
In the last place, the tendencies of the tenth grade students with physical and hearing impairment came for the blacksmith, which received a low degree; may be due to the nature of this profession, which requires special motor skills such as climbing or fixing walls, also this profession needs hearing interacting with others while working; the nature of the camp may be a reason, where such profession may not be required, because most refugees live in cabins and caravans. The results of this study differed from Al-Ruwaished (2018), which showed that there are scientific and practical professional interests among gifted and ordinary students. They have professional interests for mechanical and construction work.
For scientific professions, the results showed that the scientific tendencies of the tenth grade students with motor and hearing disabilities were low; scientific tendencies are represented in medical analyst, pharmacist, doctor and nurse. This result is due to the great challenges facing students with motor and hearing disabilities inside the camps, which are: the difficulty of leaving the camp to continue their studies at universities; also these professions require interaction and communication, which is difficult for this category of students to practice, and the results of this study agreed with the results of Abdul Hakeem's (2015) study, which showed that there are challenges facing people with disabilities and there is difficulty in determining the orientation and professional attitudes. With respect to the industrial and engineering interests, the results of the study indicated that the engineering and industrial tendencies of the tenth grade students with physical and hearing disabilities were of a low grade, ; but the students' tendencies towards the profession of architect is medium-level architect, and this result may be attributed to the difficulty of obtaining this profession, which depends on a high-level scientific certificate such as the study University, This is what prevents students with physical and hearing disabilities and this profession . Furthermore, students were found to have a low level of professional orientation towards the mechanic profession, and this result may be attributed to the aforementioned in the blacksmith profession that needs roughness in work and also to the Effective communication, knowing that this profession need a muscular effort to all parts of the body, and need hearing skill in identifying faults and their sources, and this cannot be reconciled between the nature of the disability suffered by the students (physical and hearing disabilities). This finding differed from the study of Farrugia (2012), which showed the tendency of students with hearing disabilities towards for manual activities and professional crafts, for deaf students. Concerning business and accounting, the results of the study showed that the tendencies of the tenth grade students with physical and hearing disabilities were medium. These professions were represented in (accountant and businessman). This result was attributed to the fact that students with physical and hearing disabilities find it difficult to obtain these jobs.
Given the circumstances surrounding them, the nature of their disability, and the challenges that limit their mobility, which requires life skills to interact, communicate and understand all the developments around them and activities that require sight, hearing and physical skills to the fullest, and this is what lacks a To impede mobility and hearing in refugee camps for Syrians. This finding is consistent with Al-Jundi (2017), who has shown that the difficulties of war and disasters increase physical barriers and communication difficulties, which in turn affect their emotional growth, which leads to isolation from others, and this leads to lack of interaction and the difficulty of obtaining careers that require a broad horizon and skills in social communication.
Regarding the artistry professions, the results of the study showed that the artistic tendencies of the tenth grade students with physical and hearing disabilities were generally moderate. The tendency of the painter profession was high; this may be due to their mental abilities, hence the role of imagination and perception in translating this into actual paintings, that do not require mechanical or muscular efforts, depends on the entire body parts, and also provides a great resource of this profession. The results of this study are consistent with Abdul Hakeem (2015), who showed some of the challenges that people with disabilities and the difficulty faced in determining their professional orientation.
For the social and service professions, the results of the study showed that the tendency of social and service professions was low among the tenth grade students with motor and hearing disabilities. These professions were represented in (policeman and restaurant worker). This result is due to the dread formed by the students due to what they saw in the war. The profession of the restaurant worker confronts those with physical and hearing disabilities with a great difficulty because of the skills needed for communication, interaction and motor effort; it is difficult for this group of students to engage in this profession, and this is consistent with Hager (2002), who researched the professions that suits those with motor disabilities. With reference to influential and persuasive professions, the results of the study showed that the persuasive and influential professional interests of the tenth grade students with physical and hearing disabilities were generally moderate. Persuasive and influential tendencies require interactive and communicative skills, as advocated (Hager, 2002). Finally, respecting the results of the tendency towards the writing and literary professions, it was found that there is a moderate tendency for writing and literary professions for tenth grade students with physical and hearing disabilities, who suffered of using paper and pen, which is the least they can practice and master. A percentage of the studied students did not consider this type of professions as a profession because it does not provide them with their living requirements, nor does it ensure a better future for them in light of the disability they suffer from ; this is what agreed with the results of the Farrugia's (2012) study inclination towards professional occupations in the areas of verbal and academic learning.

Discussion of differences among students' interests due to disability type
The results of the study showed that there are statistically significant differences at the level of (0.05) in the degree of professional interests (field tendencies, technical tendencies, social and service tendencies, writing and literary tendencies) among the tenth grade students with physical and hearing disabilities in the Syrian refugee camps in Jordan. This result may be attributed to the availability of occupations related to tailoring, agriculture and cooking practiced by students with mobility disabilities according to their disability.

Discussion of students' psychological stability degrees
The results of the study showed that psychological stability was generally moderate among the tenth grade students with physical and hearing disabilities in the refugee camp schools. This result was attributed to the high level of safety enjoyed by the Jordanian environment, and the ensured human rights in its laws and regulations, as well as the enforcement of all these laws and regulations, and as well as a humane concern for the Syrian refugees should and economic challenges they face. As to psychological health stability, the results of the study showed that the mental health stability of the tenth grade students with physical and hearing disabilities was high, and this result may be attributed to the fact that those with physical and hearing disabilities in the Syrian refugee camp suffer from limited psychological stress due to the significant support of this group by cultural, service and health organizations. This result may also be attributed to the nature of the Jordanian state's environment in maintaining security and safety in the camps, providing them with a safe atmosphere inside the school; in addition to assisting the teams of the refugee organizations, which have been Diane (2018) to ensure equal access to services for all within the camp. It was also found that health stability is of a good level; high security control prevented the entry of contraceptives. This is consistent with the results of Diane (2018) which showed high psychological stability in students with motor disabilities, and also agreed with the results of the Al-Abdeen (2018), which showed a high level of psychological stability in students with hearing disabilities.

Discussion of differences between students' psychological stability
The results indicated that there were statistically significant differences in the level of (0.05) in the degree of psychosocial stability in the tenth grade students with physical and hearing disabilities, due to the gender variable; and it is clear that the differences were in favor of females. This result may be attributed to the increased attention and focus on female refugee students. Being weak, in addition to providing their requirements and needs by organizations; where their health status is better than males because of the attention and care, as they are the focus of family attention, since they are considered to be more sensitive and less tolerant to harsh conditions, unlike males who are exposed to harsh conditions and problems. The results of this study are consistent with those of Diane (2018) because of differences in the level of psychosocial stability attributable to sex.
As for the type of disability, the results showed that there were no statistically significant differences at the level of significance (0.05) in the degree of psychological stability as a whole, and as of the fields (emotional personal stability, social stability, psychological health stability). These results can be attributed to the fact that students with different Journal of Law, Policy and Globalization www.iiste.org ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online) Vol.114, 2021 motor and hearing disabilities in the camp schools live in different environmental conditions; in addition, they receive psychosocial and therapeutic services to the same extent regardless of the type of disability, which gives them a sense of satisfaction and tranquility in spite of their circumstances. The results of this study along with the results of Al-Abdeen (2018) showed that there are no statistically significant differences in the degree of psychosocial stability of the hearing impaired students according to the type of disability variable. Respecting students' living conditions, the results illustrated that there were statistical differences in the degree of psychological stability in the tenth grade students with physical and hearing disability.
This result may be attributed to the fact that the presence of the father and mother with the individual with disabilities is an important factor in his psychological, social and emotional stability, and is considered as a solid and stable pillar that provides the environment of security, safety, shelter and role that benefit people with motor and hearing disabilities; they are also a source of inspiration for psychological hardness and stability. This study along with the results of Abu al-Ghanam et al (2016) showed that there were no statistically significant differences in the dimension of social compatibility and psychological security attributable to the presence of parents.

Discussion of the relationship between students' professional interests and their psychological stability
The results showed that the nature of the relationship between occupational orientation and psychological stability as a whole, among the tenth grade students with physical and hearing disabilities, is generally positive but very weak. The results of this study differed from those of Wilson et al. (2006), which showed a strong correlation between social support, psychological stability and functional ability of young people with motor disabilities.

6.
Conclusion, recommendations and future research trends The aim of this study was to explore students' occupational interests, psychological stability and the relationship among these variables. The results pointed out that the degrees of students' professional interests and psychological stability were moderate. Additionally, the results of the study showed that there were statistically significant differences at the level of (0.05) in the degree of professional interests, due to the disability type and the degree of psychosocial stability in the tenth grade students with physical and hearing disabilities, due to the sex.
Finally, the results underlined a positive but very weak relationship between students' occupational interests and their psychological stability.
In light of these results, it was recommended that vocational training programs for students with disabilities in the Syrian refugee camps should be developed in a compatible manner with the requirements of the labor market, taking into consideration the inclusion of subsidized employment programs and jobs for persons with disabilities commensurate with their degree of disability. Moreover, the Ministry of Education is required to activate the role of teachers in refugee camp schools by introducing students with motor and hearing disabilities to the most important professions they can interact with and benefit from in the future. There is a need to develop preventive therapeutic counseling programs that will increase the psychological stability of students with disabilities in the refugee camps and boost their efficiency in facing stressful situations. There is also a need to set standards that take into account the Tables: Table 1