Posttraumatic stress among Palestinian adolescents in the Gaza Strip: An analysis of event-related and demographic factors

Nada, Ibrahim Abu; Celestin-Westreich, Smadar; Broeck, Wim Van Den; Celestin, Leon-Patrice

doi:10.5964/ejop.v6i4.222

Cited by 3 publications

(3 citation statements)

References 35 publications

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“…A great amount of literature has focused on the pathogenic impact of the ongoing political conflict on children and adolescents living in the West Bank and Gaza. Several studies have examined the relationship between exposure to war trauma and the development of posttraumatic stress disorder among other disorders (Abu Nada et al, 2010; Al-Krenawi & Graham, 2012; Baker & Shalhoub-Kevorkian, 1999; Dubow et al, 2012; Elbedour et al, 2007; Haj-Yahia, 2008; Khamis, 2015; Pat-Horenczyk et al, 2009; Qouta et al, 2003; Rosshandler et al, 2016, Thabet & Vostanis, 2000). Within this salutogenic 1 framework, fewer studies have examined resilience and protective factors that support adolescents’ health and well-being (Aitcheson et al, 2017; Peltonen et al, 2014; Punamäki et al, 2011), which made Nguyen-Gillham et al (2008) conclude that “a survey of the literature reveals a population at risk with Palestinian youth cast as objects of anxiety, depression or post-traumatic stress disorder … they are represented as pathological adolescents who resort to senseless acts of violence” (p. 292).…”

Section: Investigating Selfhoodmentioning

confidence: 99%

The Listening Guide and a visual method to learn about the self-performances of Palestinian adolescent girls.

Dawani

Loots

2021

Qualitative Psychology

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This article demonstrates the power of using two qualitative research methods, namely, the Listening Guide and art-based methods, to learn about the selfhood of Palestinian adolescents. Both methods were embedded within ethnographic fieldwork that took place at the Friends School in Ramallah. Participants created expressive self-portraits, which were used to facilitate an interview or dialogue, the Listening Guide Method was then used to analyze the narratives. This article specifically presents one case example of Lubna, a 15year-old Palestinian girl. Lubna's visual and narrative represent the struggle of dissociation and entering the adult world (Brown & Gilligan, 1992;Gilligan, 2011). By applying the Listening Guide to the narrative, a strong voice of "knowing" about the "system," "culture," and "order" could be heard throughout Lubna's narrative, in which she responded to and resisted through creating a body that looked different in her expressive self-portrait, heard in the voice of wanting to be "humanized." At the same time her constructed body was partially connected to that system, hence embodying the struggle of dissociation. This contribution provides an example of how relational approaches to doing research create alternative knowledge about adolescents and more specifically about Palestinian adolescent girls.

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Section: Investigating Selfhoodmentioning

confidence: 99%

The Listening Guide and a visual method to learn about the self-performances of Palestinian adolescent girls.

Dawani

Loots

2021

Qualitative Psychology

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“…Executive functions are those that include a vast range of abilities, such as initiation of behavior, planning to complete an activity, self-monitoring and regulation of behavior, and cognitive flexibility. Research with Palestinian children has shown that the mind of a child exposed to war is not the same as that of a child living in a peaceful community (Nada et al, 2010). Children living in war environments had difficulty with analyzing, planning, organizing, scheduling, and completing tasks at all (McMullen, O'Callaghan, Richards, Eakin, & Rafferty, 2012).…”

Section: Executive Functioningmentioning

confidence: 99%

“…Millions of Palestinian children and adolescents are exposed to war and conflict both directly and indirectly, with deleterious effects (Dimitry, 2012;Nasie et al, 2016;Slone et al, 2017;Slone & Mann, 2016;Thabet, Abed, & Vostanis, 2002). Exposures to conflict and occupation and their long-term effects on children's mental, physical, and cognitive development have consistently been documented in children in the contexts of war and refugee camps (Al-Krenawi, Graham, & Kanat-Maymon, 2009;Borba et al, 2016;Guttmann-Steinmetz et al, 2012;Miller & Jordans, 2016;Nada, Celestin-Westreich, Van den Broeck, & Celestin, 2010;Sagi-Schwartz, 2008). Children living in different proximities to the war are affected on different levels and in different ways (Baker & Kanan, 2003;Sait, 2004;Slone et al, 2017).…”

Section: War and Childrenmentioning

confidence: 99%

The effects of war and trauma on learning and cognition: The case of Palestinian children.

Mougrabi-Large¹,

Zhou²

2020

Promoting Mind–body Health in Schools: Interventions for Mental Health Professionals.

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M illions of children grow up in parts of the world (e.g., the Middle East, Central and South America, Southeast Asia, Africa) where war is all they have ever known. In past decades, war has killed, orphaned, and inflicted physical and psychological trauma on millions of children around the world (Attanayake et al., 2009). They are denied the right to be protected from physical and mental harm, the right to adequate health care and education, the right to their dignity, and the right to live in peace. The United States has received an influx of refugees of war as humanitarian aid, and the numbers are increasing (Clark, 2003). As school psychologists, it is difficult to ignore the children who are living amid the violence of war and not feel responsible for addressing the needs of those children whose lives have been disrupted by terrorism, war, and various forms of oppression. In her American Psychological Association, Division 16, School Psychology, presidential address, Dr. Elaine Clark ( 2003) said it was our responsibility as school psychologists to learn about these children and what they have experienced so we can develop ways to help children in war, as well as those who seek refuge in this country. Empirical evidence is needed on the types and frequency of psychological problems of children exposed to war and on the gender, age, family, and community variables that may moderate the strength and nature of wartime effects (Flores, 1999;Leavitt & Fox, 2014). As we increase our knowledge of those factors, interventions may become more effective and less expensive.

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Psychological Assistance to Children Affected by the Fighting

Ulyanina,

Yurchuk,

Khazimullin

et al. 2024

Bulletin of Practical Psychology of Education

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<p style="text-align: justify;">This article presents a comprehensive program of psychological and pedagogical support and rehabilitation of children who witnessed or suffered during hostilities developed by specialists of the Federal Coordination Center for Psychological Services in the Education System of the Russian Federation of the Moscow State University of Psychology & Education. The program is based on the results of a theoretical and methodological analysis of foreign and domestic experience in psychological assistance to minors who have experienced traumatic experiences, and an empirical study of the characteristics of the psychological state of children and adolescents living in territories involved in the consequences of hostilities. The program includes a description and results of the screening procedure, developed algorithms for interdepartmental interaction, technologies for psychological, pedagogical, medical and social assistance to children and families based on educational organizations. The testing of this program was carried out in 2023 in schools of the Donetsk People’s Republic, Kherson, Rostov and Belgorod regions.</p>

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Posttraumatic stress among Palestinian adolescents in the Gaza Strip: An analysis of event-related and demographic factors

Cited by 3 publications

References 35 publications

The Listening Guide and a visual method to learn about the self-performances of Palestinian adolescent girls.

The Listening Guide and a visual method to learn about the self-performances of Palestinian adolescent girls.

The effects of war and trauma on learning and cognition: The case of Palestinian children.

Psychological Assistance to Children Affected by the Fighting

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