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The study assessed the prevalence and predictors of post-traumatic symptomatology and emotional and behavioral difficulties in siblings of children who incurred war-related injuries. It was predicted that injury severity, gender and attributional style would account for a significant amount of the variance in post-traumatic stress symptoms and emotional and behavioral difficulties in those siblings. The sample consisted of 406 siblings of both genders with a mean age of 12.50 years. The results indicated that injury severity, gender and attributional style were related to emotional and behavioral difficulties and symptoms of post-traumatic stress, except for gender and post-traumatic stress .Siblings of children with severe injury appeared to be at greater risk for intrusive thoughts and avoidance as well as emotional and behavioral difficulties. Females exhibited more emotional and behavioral problems than did males. Siblings with more maladaptive attributional styles endorsed more emotional-behavioral problems and symptoms of post-traumatic stress. Techniques for strengthening coping abilities designed to enhance cognitive control may be used with siblings at risk, particularly females and siblings of children who sustained a severe injury. Treatments such as trauma-focused cognitive behavior therapy may incur positive results. (Contains 3 tables.)

The prevalence of ADHD was studied among 200 UAE school-age children. Variables that distinguish ADHD and non-ADHD children were examined, including child characteristics, parents' sociodemographics, socioeconomic status, family environment, and parental style of influence. Results indicated that 12.5 % of the children had ADHD symptomatology, and that the prevalence ratio varied across the three ADHD subtypes, with the following rates; 1.5 % for the combined type, 7.5 % for the inattentive type, and 3.5 % for the hyperactive-impulsive type. The results of the logistic regressions indicated that ADHD inattentive type was positively associated with gender, and harsh discipline. Children with ADHD inattentive type were predominately males and were more likely to experience harsh disciplining compared to children without ADHD. On the other hand, none of the child characteristics, parent's sociodemographics, family environment and parenting were significant predictors of ADHD hyperactivity-impulsivity type. The clinical and policy implications of the findings are discussed. (Contains 2 tables.)

The study investigated whether religiosity mediates or moderates the relationship between war atrocities and inattention-hyperactivity in children from Gaza Strip and South Lebanon. Participants were 600 children aged 12-16 years, of whom 273 were males and 327 were females from public schools. Questionnaires were administered by two psychologists. To examine the mediating and moderating effects of religiosity, Baron and Kenney's mediational criteria and hierarchal regression analysis were conducted. Results indicated that religiosity mediated and moderated the relationship between war atrocities and inattention-hyperactivity in children. The clinical and research implications of these conclusions are discussed.

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school-age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor-outcome relations. While emotion-focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem-focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed.

This study investigated the contributions of child and parents' sociodemographics, daily stressors, family environment, and coping strategies, to academic achievement, cognitive functioning and aggression in a sample of 600 children at the intermediate grade levels from Gaza Strip. Each of the predictor variables exhibited a different pattern of relations with the outcome domains. Although the study highlights the negative consequences of stress on children's development, certain daily stressors had a positive effect. Optimal family relationships predicted better developmental outcomes. More emphasis on personal growth, control and organisation in the family predicted less optimal child development except for personal growth and achievement. More reliance on positive coping and less reliance on negative coping is associated with better academic achievement. The clinical and research implications of the findings are discussed.

This study investigated predictors of academic achievement among Palestinian children, including child and parent characteristics, exposure to armed conflict, child strengths, and children's hope. Participants were 1,697 children of both genders. The mean age of participants was 12 years, 10 months. Results of the final hierarchical multiple regression model indicated that a child's younger age and a higher level of a parent's education were associated with better academic achievement. Exposure to armed conflict was related to lower academic achievement. Among the various dimensions of children's strengths, only academic/vocational and peer strengths were related to higher levels of academic achievement. Also, children who had higher hopes that were reflected in "agency" and "pathways" thoughts had better academic achievement.

This study was designed to identify predictors of behavioural disorders in children with learning disabilities and children without learning disabilities in the United Arab Emirates public school system. It examined the relative contributions of child characteristic (i.e. presence of learning disability, gender, age), parents' socio-demographics and aspects of classroom environment (e.g. social support received from teachers, peers and friends, meaningful and genuine relationships with classmates, teachers help in academic matters and use of educational resources, and cooperative learning, in addition to students satisfaction with the physical environment) to behavioural disorders such as internalising and externalising problems, and mixed syndromes, mainly anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems, rule breaking behaviour and aggressive behaviour. The participants were 200 students from both sexes who ranged in age from 12 to 18 years. Structured interviews were carried out with students at schools. Practical implications to special education at the identification prevention and intervention level were discussed. (Contains 2 tables.)

This study was designed to examine the relative contributions of student and parents' socio-demographics, students' beliefs about learning, parental support of children's learning, peers' attitudes towards learning, teacher-student interaction and curriculum content to students' motivation to learn. The sample consisted of 275 school-age children ranging from 12 to 16 years old. All measures were constructed for the purpose of this study. Hierarchical multiple regression was used to predict student motivation to learn. Results indicated that students' beliefs about learning, teacher-student interaction and curriculum content contributed to the United Arab Emirates middle and high school students' motivation to learn. Implications for research are discussed. (Contains 4 tables.)

Background: There is growing evidence of the impact on children's well-being of exposure to political conflict in such settings as the Palestinian territories. This study examined the impact of child-focused interventions involving structured activities, supported by provision of equipment and training of facilitators. The focus of interventions was participation in recreational, cultural and other non-formal activities supporting the development of resilience. Impacts were hypothesised on children's social and emotional well-being, relationships with parents and degree of future orientation. Methods: Two hundred and fifty children from the West Bank and 150 children from Gaza took part in the study. Of these 400 children, 300 comprised the intervention group. Fifty children from Gaza and 50 children from the West Bank comprised the comparison group. There were equal numbers of girls and boys in all groups, with similar proportions of children aged between 6 and 11 years, and between 12 and 17 years. Measures used were the Child Behavior Checklist (CBCL), the Parental Support Scale and the Hopefulness Scale: Youth Version. Assessment was made as children enrolled on the structured activity programmes (T1) and again twelve months later (T2). Results: There was no difference in the CBCL Total, Internalising or Externalising problem scores at baseline (Time 1) between the children who subsequently took the intervention and those who did not. Compared to children in the comparison group, children in the intervention group had lower CBCL total problem scores, externalising problem scores, and internalising problem scores at Time 2 compared to Time 1. Exposure to the intervention was not associated with changes in children's hopefulness, but those receiving the intervention in the West Bank did report improved parental support at Time 2. Conclusions: The intervention appeared successful in improving children's emotional and behavioural well-being but not hopefulness. It was also linked with increased parental support in some areas (those located in the West Bank).

Objectives: This study was designed to assess the prevalence of PTSD among Palestinian school-age children. Variables that distinguish PTSD and non-PTSD children were examined, including child characteristics, socioeconomic status, family environment, and parental style of influence. Method: Participants were 1,000 children aged 12 to 16 years. They were selected from governmental, private, and United Nations Relief Work Agency (UNRWA) schools in East Jerusalem and various governorates in the West Bank. Questionnaires were administered in an interview format with children at school, and with the available parent at home. Results: A substantial number of children experienced at least one lifetime trauma (54.7%). Post-traumatic stress disorder (PTSD) was diagnosed in 34.1% of the children, most of whom were refugees, males, and working. Although the expected association between family environment, parental style of influence and PTSD symptomatology was found in this study, family ambiance (child's experience of anxiety in home environment) was the only predictor in the final model. Conclusions: The results stress the importance of assessing PTSD in schools settings.

Exposure to war and forced migration have been widely linked to child subsequent adaptation. What remains sparse is research spanning multiple risk and protective factors and examining their unique, and relative implications to difficulties on emotion dysregulation in refugee girls. This study investigated the mechanisms through which emotion dysregulation in Syrian refugee girls is impacted by exposure to war traumas, comorbidities, and other risk and protective factors such as coping styles, family relationships, and school environment. The sample consisted of 539 Syrian refugee girls who ranged in age from 7 to 18 years attending public schools in various governorates in Lebanon and Jordan. Two school counselors carried out the interviews with children at school. Results indicated that war trauma and the combination of comorbidities associated with negative coping styles could lead to an overall state of emotion dysregulation in refugee girls. Enhanced understanding of the mechanistic role of risk and protective factors in contributing to emotion dysregulation in refugee girls may contribute to the development of effective interventions to target the psychological effects of the refugee experience. Public Policy Relevance Statement: This study helps policymakers recognize that exposure to war traumas are risk factors for experiencing difficulties in emotion regulation among refugee girls and that the resulting comorbidities indicate a need for appropriate mental health services. In addition, policymakers should pay increased attention to the types of programs and policies that should be adopted, such as compensation laws, bills of rights, provision of services, and assistance programs. [ABSTRACT FROM AUTHOR]

This study examined the contributions of parents' characteristics, normative stressors, coping strategies, and social support to psychological distress and neuroticism among 1000 Syrian refugees. The conditions of being older, mothers, partnered parents, and resettlement in Lebanon increased the risk of mental health problems. Mental health problems decreased with fathers' employment, large families, and time spent in the host country. Types of daily stressors had differential effects on psychological distress and neuroticism. While emotion-focused coping increased psychological distress and neuroticism, the use of problem-focused coping, and informational support reduced neuroticism. The clinical and policy implications of these conclusions were discussed. [ABSTRACT FROM AUTHOR]

Background: Despite the extensive research on war atrocities and risk factors for psychopathology, there is a paucity of research on the potential mediating and moderating effect of neuroticism in refugee children and adolescents. Objective: This study aimed to analyze whether neuroticism mediated and/or moderated the relationship between war atrocities and different types of psychopathology in Syrian refugee children and adolescents who resettled in Lebanon and Jordan. Participants and Setting: Participants were 1,000 Syrian refugee children and adolescents of both sexes. Methods: Questionnaires were administered in an interview format with children at school by two trained psychologists. Descriptive statistics and inter-correlations among variables were used Then the mediator and moderator effect of neuroticism in the relationship between war atrocities and posttraumatic stress, emotion regulation and behavioral and emotional disorders were examined. Results: A partial mediating effect of neuroticism on posttraumatic stress disorder (PTSD), emotion dysregulation, and emotional and behavioral disorders was revealed. Findings also indicated full moderating effects of neuroticism on PTSD as well as partial moderating effects on emotion dysregulation, and emotional and behavioral. Conclusions: Findings contribute to the neuroticism literature by showing that high-N children develop more problems that are psychopathological and have more severe affective reactions to war atrocities in post- resettlement contexts. Early interventions aimed to reduce neuroticism might contribute to a better prognosis in refugee children at high-risk for psychological disorders. [ABSTRACT FROM AUTHOR]

This study investigated the psychosocial adjustment in Syrian refugee children and adolescents who resettled in Lebanon and Jordan by examining the potential effects of pre-trauma, trauma-specific, and post-trauma variables. The sample consisted of 1000 children. The results indicated that a child's adjustment was correlated with the host country, traumatic events, and time spent in host country. Coping strategies, family relationships, and school environment are strong predictors. Interventions may target psychosocial problems and risk modifiers that focus on emotion regulation, cognitive restructuring, problem-solving and coping skills, positive relationships within the family, and positive school environment. [ABSTRACT FROM AUTHOR]

Background: Despite the ongoing controversy regarding which types of stressors or resources contribute to psychological distress, there has been little research examining the relationship between war trauma, normative stressors, family resources for management and psychopathology. Aims: This study investigated the differences between mothers and fathers in psychological distress, normative stressors and war atrocities experienced, and family’s resources for management. It was hypothesized that a combination of risk variables and protective variables would be predictive of psychological distress in parents. Methods: Questionnaires were used with 205 Palestinian parents from Gaza Strip. Results: Mothers had more psychiatric disorders than did fathers. Although, mothers and fathers were exposed to comparable levels of normative stressors, mothers concerns about intrafamily strains, and family legal violations were greater than they were for fathers. Results revealed that fathers possess a larger repertoire of resources for management when compared to mothers reflected in esteem and communication, mastery and health, extended family social support and financial well-being. However, mastery and health seem to buffer the effect of war traumas and normative stressors on neuroticism in both parents. Conclusion: The different patterns of predictor–outcome relations have practical as well as theoretical implications. [ABSTRACT FROM PUBLISHER]

This study investigated the impact of war trauma on behavioral and emotional disorders, and neuroticism in children by prospectively examining the potential mediator and/or moderator effects of parental psychological distress. The sample consisted of 205 parents and their children. The results indicated that parent’s psychological distress did mediate and moderate the effect of trauma exposure on emotional and behavioral disorders in children. An integrated intervention which simultaneously targets children and parental distress symptoms is needed. The integrated intervention may intend to use trauma-focused cognitive behavioral therapy model that integrates cognitive, behavioral, interpersonal, and family therapy principles with trauma interventions. [ABSTRACT FROM AUTHOR]

The prevalence of attention-deficit hyperactivity disorder (ADHD) among 1,000 Palestinian school-age children was studied. Variables that distinguish ADHD and non-ADHD children including child characteristics, parents' sociodemographics, socioeconomic status, family environment, and parental style of influence were also examined. Results indicated that 34.5% of the children, most of whom were young males, had ADHD symptomatology. Children with ADHD were more likely to display academic underachievement and anti-social behavior, and experience parental psychological maltreatment, gender inequities, anxiety in proximal home environment, harsh disciplining, physical abuse, and lack of parental support compared with children without ADHD. The clinical and policy implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Studies psychological distress and the well being among traumatized Palestinian women during the intifada. Number of women that were affected by political oppression during the intifada; Methodology used in the study; Demographic characteristics of traumatized and non-traumatized women; Results of the findings.