Building a computerized psychotic disorders and mental illness inventory for university students with special needs and normal according to the fifth statistical diagnosis

The current study aims to build an objective tool using the computer to diagnose psychotic disorders and mental illness among university students, provided that the battery paragraphs are prepared from the exploratory study of measures of psychotic disorders and mental illness according to the fifth Diagnostic and Statistical Manual DSM-5. The study also aims to verify the criteria for the stability and validity of the computerized scale applied to a sample of undergraduate students with special needs and normal according to the specification features contained in the fifth Diagnostic Statistical Manual DSM-5. This is the stage in which students are in dire need of identifying and diagnosing psychotic disorders and mental illness, without the need for an experienced and trained specialist in the diagnosis process, so that it can be applied by non-specialist caregivers, and at the same time obtain a diagnosis specific and precise mental illness or disorder. The results of all dimensions of the scale indicate that the sample of students who suffer from disorders were more affected and vulnerable to problems resulting from drug abuse of various kinds, but the ordinary students were less affected and their problems did not worsen to the same degree, as the diagnosis was mostly at the level of mild disease.


INTRODUCTION
Many college students may experience the persistence, exacerbation, or first onset of mental health and substance use problems, while possibly receiving no or inadequate treatment.With the increasing recognition of child mental health issues and the use of more psychotropic medications, the number of young adults with mental health problems entering college has significantly increased.For example, in a survey of 274 institutions, 88% of counseling center directors reported an increase in "severe" psychological problems over the previous 5 years, including learning disabilities, self-injury incidents, eating disorders, substance use, and sexual assault.Thus, there is an increase in the demand for counseling and specialized services.However, the increase in demand has not always corresponded to an increase in staff.In particular, counseling centers are in need of psychiatrists with expertise in treating traditional as well as nontraditional college students, two groups with specific age-related characteristics and challenges.In this commentary, the prevalence of psychiatric and substance use problems in college students, as well as their common onset, will be described.Thereafter, the worrisome persistent nature of mental health problems among college students and its implications will be discussed.Finally, important treatment considerations for traditional and nontraditional college students will be outlined.(Pedreli et al., 2015:503).
Rania Fawzy F. El-Henawy Faculty of Education, Department of Special Needs, Al-Taif University, Kingdom Saudi Arabia.

Purpose of the study
The current study aims to build an objective tool using the computer to diagnose psychotic disorders and mental illness among university students, provided that the battery paragraphs are prepared from the exploratory study of measured of psychotic disorders and mental illness according to the fifth Diagnostic and Statistical Manual DSM-5.The inventory will contain the following subtests: 1. Scale of neurodevelopmental disorders.2. Scale of Bipolar and related disorders.3. Anxiety Disorders scale.4. Scales of Trauma and stressor-Related disorders.5. Dissociative Disorders.6.The scale of problem solving disabilities.7. Scale of Feeding and eating disorders.8. Scale sleep -Wake disorders.9. Scale of Disruptive impulsive-Control and Conduct Disorders.10.Neurocognitive Disorders Scale.11.Personality Disorders Scale.

REVIEW OF LITERATURE
Attending college can be a stressful time for many students.In addition to coping with academic pressure, some students have to deal with the stressful tasks of separation and individuation from their family of origin, while some may have to attend to numerous work and family responsibilities (Pedreli et al., 2015:503).Cadge et al. (2019) attempted to explore the lay understanding and perceptions of schizophrenia in university students using qualitative study using semi structured interviews and thematic analysis at The University of Birmingham, West Midlands.The study was applied to 20 UK home students of white British (n=5), Indian (n=5), Pakistani (n=5), African Caribbean and dual white British and African Caribbean ethnicity (n=1).Findings revealed a lack of knowledge about schizophrenia, particularly the negative symptoms that were not mentioned.
Kabir and Ashraful (2017) conducted a study that is an attempt to explore an empirical investigation on the search for psychological problems among students in Bangladesh.The sample was composed of 300 respondents.A 2× 2×2 factorial design involving 2 levels of gender (male vs. female), 2 levels of residence (urban vs. rural), and 2 levels of students' category (science vs. humanities) were used.It was to study the psychological problems of 17 to 18 yearsold students.Four psychological problems such as anxiety, depression, obsessive compulsive disorder and eating disorder were found.These four problems are related to the mentioned six categories at P at P<0.01 level and ANOVA were significant at P<0.05 level.It was found that students of the humanities group were more vulnerable to these problems compared to the students of the science group.
On the other side, Furnham et al. (2011) had a study to explore the mental health literacy of students.This study is part of the growing interest in mental health literacy among young people.Design/methodology/approach -Over 400 university students indicated their knowledge of over 90 psychiatric illnesses labels derived from DSM:IV.They rated the disorders on six questions concerning whether they had heard of the disorder; knew anybody with it; could define or describe it; knew what causes it; whether those with it can be cured; and whether it is common.Findings -On average, participants had heard of just over one-third of the various illnesses.Those who rated the conditions as more common deemed them to have more known causes and to be more curable.Emotionally intelligent, open-toexperience females who had studied relevant academic subjects claimed to be better informed.

METHODOLOGY
The study will be carried out in a university and will be applied to a sample of students with or without special needs.The study will adopt the descriptive method.

Study group:
The population of the study will be from university students

Study sample:
The researcher will choose two samples of university students: a group of university students with special needs, and a group of normals (Figure 1).

Applied study
This section discusses the descriptive analysis for the study samples and study variables as shown hereafter.

Descriptive analysis for the study samples
A sample of 20 university students who suffer from mental disorders and developmental delays was selected as an experimental sample, and 20 university students from normal students were identified as a control sample, and in Table 1, a description of the two groups is presented.

Reliability tests of the study tool:
This part presents the test of validity and reliability of the proposed scale for the study, and to what extent this scale can be relied upon and    Reliability tests: Reliability analysis allows you to study the properties of measurement scales and the items that compose the scales.The Reliability Analysis procedure calculates a number of commonly used measures of scale reliability and provides information about the relationships between individual items in the scale.Test results are shown in Table 2.
From the previous table the Cronbach's alpha was 95%, this means that the research tool is reliable, the researcher can depend on it and complete the study procedures.

Consistency tests of the study tool:
The consistency of the research tool was tested by correlation test to know how every dimension measures the objective related to it.The results of correlation test are shown in Table 3.
The Table 3 shows that the correlation coefficient of the lowest dimension was 71.8%, which means that the research tool is able to measure what it was designed to measure and reliable.The highest correlation coefficient was 88.3%, which means that there is a strong relationship between all dimensions of the scale and purpose of measurement.

Descriptive analysis for study tool dimensions
Scale of neurodevelopmental disorders: The statistical analysis results of this dimension were as follows: Frequency and Chi-square tests: The results of descriptive tests are shown in Table 4.
The Table 4 shows that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level

T-test for two groups:
The T-test results are shown in Table 5.The table shows that most elements have a significant level less than 5%, indicating that there are significant differences between Study Groups.It is obvious that the smallest mean was 1.2 for the normal group, but the greatest mean was 2.35 for students with special needs group.This means that the impact of drugs was strong in group two.

Scales of Bipolar and related disorders:
The statistical analysis results of this dimension were obtained following the Frequency and Chi-square tests: The results of descriptive tests are shown in Table 6.From the table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%.This means that there are significant differences between Study Groups.

T-test for two groups:
The T-test results are shown in Table 7.The table shows that most elements have a significant level less than 5%, indicating that there are significant differences between Study Groups.We can show that the mean was 1.2 for the normal group, but the greater mean was 2.00 for students with special needs group, indicating that the impact of drugs was strong on group two.

Anxiety disorders scale:
The statistical analysis result of this dimension were as follows based on Frequency and Chi-square tests: The results of descriptive tests are shown in Table 8.From the table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.

T-test for two groups:
The T-test results are shown in Table 9.The table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.We can show that the mean was 1.30 for the normal group, but the greater mean was 2.45 for students with special needs group, this means that the impact of drugs was strong on group two.

Scale of Trauma and stressor-Related disorders:
The statistical analysis results of this dimension were as follows Frequency and Chi-square tests.The results of descriptive tests are shown in Table 10.From the previous table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.

T-test for two groups:
The T-test results are shown in Table 11.The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.We can show that the mean was 1.30 for the normal group, but the greater mean was 2.45 for students with special needs group, indicating that the impact of drugs was strong on group two.

T-test for two groups:
The T-test results are shown in Table 13.The table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.

The scale of problem-solving disabilities:
The statistical analysis result of this dimension were as follows Frequency and Chi-square tests.The results of the descriptive tests are shown in Table 14.From the table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.

T-test for two groups:
The T-test results are shown in Table 15.The table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.We can show that the mean was 1.30 for the normal group, but the greater mean was 2.15 for students with special needs group, this means that the impact of drugs was strong on group two.

Scale of feeding and eating disorders:
The statistical analysis results of t his dimension were as follows        Observed N Expected N Chi-Square df Asymp.Sig.Atypical anorexia nervosa: All criteria for anorexia nervosa are met, except that despite significant weight loss, the individual's weight is within or above the normal limit.have a significant level less than 5%, this means that there are significant differences between Study Groups.

Scale sleep -Wake disorders:
The statistical analysis result of this dimension were as follows Frequency and Chisquare tests.The results of descriptive tests are shown in Table 18.From the previous table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.

T-test for two groups:
The T-test results are shown in Table 19.The table shows that most elements have a        23.The table shows that most elements have a significant level less than 5%, this means that there are significant shows between Study Groups.We can show that the mean was 1.250 for the normal group, but the greater mean was 2.30 for students with special needs group, indicating that the impact of drugs was strong on group two.

Personality disorders scale:
The statistical analysis results of this dimension were as follows Frequency and Chi-square tests.The results of descriptive tests are shown in Table 24.From the table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.25.The table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups.We can show that the mean was 1.20 for the normal group, but the greater mean was 2.30 for students with special needs group, indicating that the impact of drugs was strong on group two.

Conclusion
It is clear from the results of the statistical analysis that the scale that was formulated during the study enjoys validity and stability, as the results of the Alpha Cronbach test indicate the reliability and validity of the scale, and the results of the correlation test indicate the validity and reliability of the scale and therefore it can be relied upon in completing the study and using it in diagnosis.
The results of the all dimensions of the scale indicate that the sample of students who suffer from disorders were more affected and vulnerable to problems resulting from drug abuse of various kinds, but the ordinary students were less affected and their problems did not worsen to the same degree, as the diagnosis was mostly at the level of mild disease.
The results of the chi-squared test also indicate that there are significant differences in the diagnosis of the control group from the test group, where the statistical significance of the test was less than 5%.
A T-test was conducted and the results for all dimensions of the scale indicated that there are fundamental differences between the diagnosis of each of the study groups, in favor of the first group, where the levels of problems and psychological and neurological disorders were higher in the experimental sample than the control sample, at a level of significance of 5%.

Figure 1 :
Figure 1: Group of university students with special needs, and a group of normals.
of any of the disorders in the wake sleep disorder category that do not qualify for a diagnosis of insomnia disorder for two groups: The T-test results are shown in Table

Table 1 :
Study Groups of samples.

Table 5 :
T-test results for D1.The statistical analysis results of this dimension were as follows: Frequency and Chi-square tests.The results of descriptive tests are shown in Table12.From the table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, this means that there are significant differences between Study Groups.
Frequency and Chi-square tests.The results of descriptive tests are shown in Table16.From the table the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.T-test for two groups:The T-test results are shown in Table 17.The previous table shows that most elements

test for Equality of Means t df Sig. (2-tailed)
Atypical anorexia nervosa: All criteria for anorexia nervosa are met, except that despite significant weight loss, the individual's weight is within or above the normal limit.

Table 20 :
Descriptive analysis for D9.The statistical analysis results of this dimension were as follows Frequency and Chi-square tests.The results of descriptive tests are shown in Table20.From the table, the results show that most elements have a lot of

Table 22 :
Descriptive analysis for D9.The statistical analysis results of this dimension were as follows Frequency and Chi-square tests.The results of descriptive tests are shown in Table22.From the table, the results show that most elements have a lot of observations at mild disease level, but there are cases at the middle and strong level, the chain square was at the level less than 5%, indicating that there are significant differences between Study Groups.
T-test for two groups:The T-test results are shown in Table