Traumatic events and PTSD among Palestinian children and adolescents : the effect of demographic and socioeconomic factors

Background: This study investigates the prevalence of traumatic events and Posttraumatic Stress Disorder (PTSD) among Palestinian children and adolescents in the Gaza Strip. Methods: The sample consists of 1029 school pupils (11-17 years old): 533 (51.8%) were female and 496 (48.2%) were male. War-Traumatic Events Checklist (W-TECh) Post-Traumatic Stress Disorders Symptoms Scale (PTSDSS) were used. Results: 88.4% (N = 909) experienced personal trauma, 83.7% (N = 861) witnessed trauma to others, and 88.3% (N = 908) observed demolition of property during the war. Compared to girls, boys showed significantly more exposure to all three event types as well as overall traumatic events. Results also demonstrated that the prevalence of DSM-V PTSD diagnosis was 53.5% (N = 549). Further, children who had experienced personal trauma, trauma to others, and the demolition of property were significantly more likely to be diagnosed with PTSD compared to those who had not even when adjusting for demographic and socioeconomic factors

Children’s prolonged exposure to the toxic stress of war trauma in the Middle East

Conflict leads to toxic stress and health problems in childhood and beyond. Long term investment in evidence-informed mitigation strategies is needed to end the devastating cycles of violence.يؤدي الصراع إلى إجهاد سام ومشاكل صحية في مرحلة الطفولة وما بعدها. هناك حاجة إلى استثمار طويل الأجل في استراتيجيات التخفيف المدعومة بالأدلة لإنهاء دورات العنف المدمرة

Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study

The current qualitative case study aims to explore and map the concepts and the conditions for providing psychosocial support in kindergarten across two vastly different countries, Palestine and Norway. The global challenge of providing psychosocial support toward children is increasingly acknowledged. Although education is described as crucial for psychosocial support from the health sector, studies dealing with the educational perspective on this topic are rare. Data from 26 participants (10 from Gaza, 10 from Hebron and 6 from Norway) were collected in qualitative semi-structured interviews. Despite vastly different contexts, the analysis showed some important common features. Kindergarten teachers in both countries link psychosocial support conceptually to psychological and emotional knowledge. The teachers in both countries are concerned about the psychosocial support being performed repeatedly in everyday situations, such as establishing routines, paying extra attention, and calming children and creating everyday safe spaces. They give detailed descriptions of the quality of their long-term, yet professional relations with the child. Time and space are crucial challenges in both countries, and they call for more knowledge on mental health. A main difference between the two countries was the role of the community and relation to parents. The Palestinian teachers defined psychosocial support as a “set of community services,” the teachers were frustrated with the lack of parental collaboration. The Norwegian teachers downscaled or overlooked the importance of community or parents and community. The findings give overall presentations of the concepts and the conditions for providing psychosocial support in education Palestine and Norway. We argue that education not only represents sites for conducting health-directed interventions but represents important resources for developing the field of psychosocial support in collaboration with community services. Education – and especially kindergarten provides other values, knowledge, and structural resources for the development programs and knowledge on psychosocial support