Resources of Psychological Pressures and Adaptation Strategies among Teenagers
DOI:
https://doi.org/10.61841/11d9pv47Keywords:
Psychological Pressures, Adaptation Strategies, TeenagersAbstract
The aim of the current research is to identify the sources of psychological stress among displaced adolescents in Iraq and the coping strategies they use. The research sample consisted of (382) adolescent students in secondary schools. The results of the research showed that the most prominent sources of psychological stress among the displaced adolescents in Iraq from their point of view were the sources of social pressure, followed by sources of family pressure, then sources of economic pressure and sources of internal stress came, sources of emotional stress ranked fourth, and sources of behavioral pressure ranked sixth, The sources of academic stress came in the seventh rank, and the eighth and last ranks were the sources of physical pressure. And that the most prominent adaptation strategies used by displaced adolescents in Iraq were the strategy of cognitive reconstruction and the strategy of self-blame, followed by the strategy of social support and the strategy of genealogy and avoidance came fourth, and came the fifth ranked the strategy of problem solving and active dealing, and ranked sixth the strategy of relaxation and entertainment, and the seventh came the strategy Religiosity ranked eighth and last emotional emptying strategy.
Downloads
References
[1]. Abu Hatab, Saleh. (2003). The psychological pressures and methods of coping with them as recognized by Palestinian women in Gaza governorate. A magister message that is not published. Al-Aqsa University, Gaza, Palestine.
[2]. The social and psychological effects of the Syrian crisis on the Syrian refugee children in Jordan. A magister message that is not published. University of Jordan, Amman, Jordan.
[3]. Hussein, Mahmoud and Nadir, Zayud. (1999). Problems of university students and level of depression in light of some variables. Magazine Insights. 3, (2). University of Petra, Amman, Jordan.
[4]. Dasouki, Rawia. (1996). The relative model of the relationship between social support and life pressure and mental health of divorcees. Journal of Psychology. 39, 46).
[5]. Samadouni, Shawkiya (1993). The psychological pressure of teachers and teachers of special education and its relation to self-esteem. A magister message that is not published. Faculty of Education, Benha, Zagazig University.
[6]. Damra, Jalal and Nassar, Yahya. (2014). The effect of the CBT model on trauma in reducing the symptoms of depression in a sample of war children. Studies in Educational Sciences (41), 445-461. [7]. Damra, Jalal. (2008). Theoretical Trends in Coaching. Amman: Dar Al Safa for Publishing and Distribution. [8]. The best, sir. (2008). Mental health and psychological counseling. Alexandria Egypt. [9]. Abdullah, Mohammed Kassem. (2001). Introduction to Mental Health. Amman: Dar Al Fikr for Printing, Publishing and Distribution.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
