Contenido principal del artículo
Detalles del artículo
Akos, P., Rose, R. A., & Orthner, D. (2015). Sociodemographic moderators of middle school transition effects on academic achievement. The Journal of Early Adolescence, 35(2), 170–198. https://doi.org/10.1177/0272431614529367
Ali, S. (2019). Generation What? Arab Countries Palestine. https://bit.ly/3felQxL
Al-Krenawi, A., Graham, J. R., & A. Sehwail, M. (2004). Mental health and violence/trauma in Palestine: Implications for helping professional practice. Journal of Comparative Family Studies, 35(2), 185-209. https://doi.org/10.3138/jcfs.35.2.185
Anyan, F., & Hjemdal, O. (2016). Adolescent stress and symptoms of anxiety and depression: Resilience explains and differentiates the relationships. Journal of affective disorders, 203, 213-220. https://doi.org/10.1016/j.jad.2016.05.031
Babapour-Kheiroddin, J., Badinloo, F., Shalchi, B., Rostami, R., & Hamzavi-Abedi, F. (2009). Emotional and behavioral problems of Afghan refugees and war-zone adolescents. https://bit.ly/34fQz6Z
Bacallao, M., & Smokowski, P. R. (2017). Navigating the web of worries: using psychodrama techniques to help Latino immigrant families manage acculturation stress. The Journal of Psychodrama, Sociometry, and Group Psychotherapy, 65(1), 57-73. https://doi.org/10.12926/16-00002.1
Blatner, A. (2000). Foundations of psychodrama: History, theory, and practice. Springer Publishing Co.
Chae, S. E., & Kim, S. J. (2017). Group psychodrama for Korean college students. Journal of College Student Psychotherapy, 31(1), 59-70. https://doi.org/10.1080/87568225.2016.1239512
Coelho, V. A., & Romao, A. M. (2016). Stress in Portuguese middle school transition: a multilevel analysis. The Spanish journal of psychology, 19. https://doi.org/10.1017/sjp.2016.61
Compas, B. E. (1987). Stress and life events during childhood and adolescence. Clinical Psychology Review, 7(3), 275-302. https://doi.org/10.1016/0272-7358(87)90037-7
Dehnavi, S., Hashemi, S. F., & Zadeh-Mohammadi, A. (2016). The effectiveness of psychodrama on reducing depression among multiple sclerosis patients. International Journal of Behavioral Sciences, 9(4), 246-249.
Diani, R. N., & Siddik, R. R. (2018). The Effectiveness of Psychodrama Technique to Increase Students’ Self-Acceptance. Analitika: Jurnal Magister Psikologi UMA, 9(2), 97-105. https://doi.org/10.31289/analitika.v9i2.1394
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Individual bases of adolescent development (p. 404–434). John Wiley & Sons Inc. https://doi.org/10.1002/9780470479193.adlpsy001013
Erbay, L. G., Reyhani, İ., Ünal, S., Özcan, C., Özgöçer, T., Uçar, C., & Yıldız, S. (2018). Does psychodrama affect perceived stress, anxiety-depression scores and saliva cortisol in patients with depression? Psychiatry investigation, 15(10), 970. https://doi.org/10.30773/pi.2018.08.11.2
Feltham, C., & Horton, I. (2012). The SAGE handbook of counselling and psychotherapy. Sage Publications.
Fenigstein, A., Scheier, M. F., & Buss, A. H. (1975). Public and private self-consciousness: Assessment and theory. Journal of consulting and clinical psychology, 43(4), 522. https://doi.org/10.1037/h0076760
Filc, D., & Ziv, H. (2006). Exception as the norm and the fiction of sovereignty: the lack of the right to health care in the occupied territories. In J. T. Parry (Ed.), Evil, Law and the State Perspectives on State Power and Violence (pp. 71-86). Brill. https://doi.org/10.1163/9789401201841_008
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), 486. https://doi.org/10.5812/ijem.3505
Gladding, S. T. (2003). Group work: A counseling specialty. Prentice Hall.
Hamidifar, F. (2004). Efficacy life skills in girls (Doctoral dissertation, MSc. Thesis). Tehran, Iran: Tarbiat Modares University).
Hammen, C., & Goodman-Brown, T. (1990). Self-schemas and vulnerability to specific life stress in children at risk for depression. Cognitive Therapy and Research, 14(2), 215-227. https://doi.g/10.1007/BF01176210
Hancock, P. A., Szalma, J. L., Parasuraman, R., & Rizzo, M. (2006). Stress and neuroergonomics. In R. Parasuraman & M. Rizzo (Eds.), Neuroergonomics: The brain at work (pp. 195-206). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195177619.003.0013
Hazen, E. P., Goldstein, M. A., & Goldstein, M. C. (2010). Mental health disorders in adolescents: A guide for parents, teachers, and professionals. Rutgers University Press.
Kalaiyarasan, M., & Solomon, M. (2016). Importance of self-awareness in adolescence–a thematic research paper. IOSR Journal of Humanities and Social Science, 21(1), 19-22.
Keshi, A. K. (2012). A comparative study of the academic stress and depression among high school girl and boy students. Journal on Educational Psychology, 6(1), 11-20. https://doi.org/0.26634/jpsy.6.1.1878
Kinney, T. A., Smith, B. A., & Donzella, B. (2001). The influence of sex, gender, self-discrepancies, and self-awareness on anger and verbal aggressiveness among US college students. The Journal of Social Psychology, 141(2), 245-275. https://doi.org/10.1080/00224540109600550
Kipper, D. A., & Ritchie, T. D. (2003). The effectiveness of psychodramatic techniques: A meta-analysis. Group Dynamics: Theory, Research, and Practice, 7(1), 13. https://doi.org/10.1037/1089-2622.214.171.124
Lang, P. J., Bradley, M. M., & Cuthbert, B. N. (1990). Emotion, attention, and the startle reflex. Psychological review, 97(3), 377. https://doi.org/10.1037/0033-295X.97.3.377
Lehne, M. (2014). Emotional experiences of tension and suspense: psychological mechanisms and neural correlates. https://doi.org/10.17169/refubium-13421
Leslie, L. K., Hurlburt, M. S., Landsverk, J., Rolls, J. A., Wood, P. A., & Kelleher, K. J. (2003). Comprehensive assessments for children entering foster care: A national perspective. Pediatrics, 112(1), 134-142. https://doi.org/10.1542/peds.112.1.134
Liu, A. Y., & Chen, Y. H. (1994). Adolescent Psychology. Sanmin Books.
Mack, S. A. (2003). The effects of cognitive didactic and Gestalt psychodrama group counseling on stress and self-efficacy of counselor trainees.
Mahamid, F. A. M., Rihani, S. T., & Berte, D. Z. (2015). Expressive group counseling as a model for increasing self-awareness to reduce trauma symptoms experienced by children in Palestine. International Journal of Psychology and Counselling, 7(8), 112-118. https://doi.org/10.5897/IJPC2015.0306
Manenti, C., Reinicke, C., MacDonald, J., & Donald, J. (2016). Report of a field assessment of health conditions in the occupied Palestinian territory. https://bit.ly/3yzotBS
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253. https://doi.org/10.1037/0033-295X.98.2.224
Mathew, C. P. (2017). Stress and coping strategies among college students. IOSR Journal of Humanities and Social Science, 22(8), 40-44.
Moksnes, U. K., & Haugan, G. (2015). Stressor experience negatively affects life satisfaction in adolescents: the positive role of sense of coherence. Quality of Life Research, 24(10), 2473-2481. https://doi.org/10.1007/s11136-015-0977-8
Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of educational psychology, 91(1), 62. https://doi.org/10.1037/0022-06126.96.36.199
Omid, A., & Mina, A. (2013). Self-awareness and communication skill training in foster adolescents. Practice in Clinical Psychology, 1(3), 177-182.
Ordaz, S., & Luna, B. (2012). Sex differences in physiological reactivity to acute psychosocial stress in adolescence. Psychoneuroendocrinology, 37(8), 1135-1157. https://doi.org/10.1016/j.psyneuen.2012.01.002
Orkibi, H., Azoulay, B., Snir, S., & Regev, D. (2017). In-session behaviours and adolescents’ self-concept and loneliness: A psychodrama process–outcome study. Clinical psychology & psychotherapy, 24(6), O1455-O1463. https://doi.org/10.1002/cpp.2103
Palestinian Central Bureau of Statistics [PCBS] (2019). Projected mid -year population for Qalqiliya governorate by locality 2017-2021. https://bit.ly/348vn2T
Pan, Y., & de La Puente, M. (2005). Census Bureau guideline for the translation of data collection instruments and supporting materials: Documentation on how the guideline was developed. Survey Methodology, 6.
Parson, E. R. (2000). Understanding children with war-zone traumatic stress exposed to the world’s violent environments. Journal of Contemporary Psychotherapy, 30(4), 325-340. https://doi.org/10.1023/A:1010281818958
Patel, V. A. (2009). Stress Management and Gifted Children. Understanding Our Gifted, 21(4), 11-13.
Pfeiffer, D. (2001). Academic and environmental stress among undergraduate and graduate college students: A literature review. https://bit.ly/34a4OKE
Powell, S. D. (2005). Introduction to middle school. Pearson/Merrill/Prentice Hall.
Reddy, S., Kannekanti, P., & Hamza, A. (2015). A Comparative study on self-esteem and stress among private and government high school students. International Journal of Research and Scientific Innovation, 2(3), 18-22.
Rith-Najarian, L. R., McLaughlin, K. A., Sheridan, M. A., & Nock, M. K. (2014). The biopsychosocial model of stress in adolescence: self-awareness of performance versus stress reactivity. Stress, 17(2), 193-203. https://doi.org/0.3109/10253890.2014.891102
Roeser, R. W., & Eccles, J. S. (2000). Schooling and mental health. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.), Handbook of developmental psychopathology (pp. 135-156). Springer. https://doi.org/10.1007/978-1-4615-4163-9_8
Russell, J. A. (1980). A circumplex model of affect. Journal of personality and social psychology, 39(6), 1161-1178. https://doi.org/10.1037/h0077714
Sham, F. M. (2015). Stress symptoms among adolescent: A study from Islamic perspective. Journal of religion and health, 54(4), 1278-1285. https://doi.org/10.1007/s10943-014-9866-7
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in cognitive sciences, 9(2), 69-74. https://doi.org/10.1016/j.tics.2004.12.005
Stiglmayr, C. E., Bischkopf, J., Albrecht, V., Porzig, N., Scheuer, S., Lammers, C. H., & Auckenthaler, A. (2008). The experience of tension in patients with borderline personality disorder compared to other patient groups and healthy controls. Journal of Social and Clinical Psychology, 27(5), 425-446. https://doi.org/10.1521/jscp.2008.27.5.425
Tauvon, K. B. (2005). Principles of psychodrama. In M. Karp, P. Holmes, & K. B. Tauvon (Eds.), The handbook of psychodrama (pp. 49-68). Routledge. https://doi.org/10.4324/9780203977767-12
Triandis, H. C. (2018). Individualism and collectivism. Routledge. https://doi.org/10.4324/9780429499845
UNRWA. (2004). Profile: Qalqilya town update July 2004. https://bit.ly/3ufoY0t
Veronese, G., Pepe, A., Jaradah, A., Al Muranak, F., & Hamdouna, H. (2017). Modelling life satisfaction and adjustment to trauma in children exposed to ongoing military violence: An exploratory study in Palestine. Child abuse & neglect, 63, 61-72. https://doi.org/10.1016/j.chiabu.2016.11.018
Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological bulletin, 98(2), 219. https://doi.org/10.1037/0033-2909.98.2.219
Weaver, L. J. (2017). Tension among women in North India: An idiom of distress and a cultural syndrome. Culture, Medicine, and Psychiatry, 41(1), 35-55. https://doi.org/10.1007/s11013-016-9516-5
Winslow, K. (2011). Construction of a school-based drama therapy program for students with histories of trauma and chronic stress. (Doctoral dissertation, Concordia University).
Wolf, J. (2012). Using energy psychology in classrooms to decrease tension in college students (Doctoral dissertation, Tennessee State University).
World Health Assembly. (2010). Health conditions in the occupied Palestinian territory, including east Jerusalem, and in the occupied Syrian Golan. World Health Organization. https://bit.ly/3famb4f
World Health Organization. (2003). Adolescent friendly health services: an agenda for change (No. WHO/FCH/CAH/02.14). World Health Organization.
Yazdani, M., Rezaei, S., & Pahlavanzadeh, S. (2010). The effectiveness of stress management training program on depression, anxiety, and stress of the nursing students. Iranian Journal of Nursing and Midwifery Research, 15(4), 208-215.
Zeedyk, M. S., Gallacher, J., Henderson, M., Hope, G., Husband, B., & Lindsay, K. (2003). Negotiating the transition from primary to secondary school: Perceptions of pupils, parents and teachers. School Psychology International, 24(1), 67-79. https://doi.org/10.1177/0143034303024001010