Psychological resilience among Palestinian school students: an exploratory study in the West Bank

Abstract

The purpose of this study was to explore the factors in which the individual skills, family support and contextual components contribute in the psychological resilience among Palestinian school students who are living under adversity in the West Bank. The participants comprised 537 students (50% male and 50% female) in the 8 th and 9 th grade who live in urban and rural areas of the northern West Bank. The researcher used the CYRM-28 scale to measure the psychological resilience and their factors (Individual Skills, Family Support, and Contextual Components). The results revealed that the mean of resilience over the Palestinian schools was quite high being significantly higher for older male students living in villages rather than cities. In order to improve resilience on Palestinian children, contextual components (spiritual, educational and cultural) and family support (physical and psychological) are key areas that could be fostered through social and educational policies.

Full text

1
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Psychological resilience among Palestinian school students: an exploratory study in the
West Bank
Shadi Khalil A. Abualkibash & Maria-Jose Lera
Abstract
The purpose of this study was to explore the factors in which the individual skills, family
support and contextual components contribute in the psychological resilience among
Palestinian school students who are living under adversity in the West Bank. The participants
comprised 537 students (50% male and 50% female) in the 8th and 9th grade who live in
urban and rural areas of the northern West Bank. The researcher used the CYRM-28 scale to
measure the psychological resilience and their factors (Individual Skills, Family Support, and
Contextual Components). The results revealed that the mean of resilience over the Palestinian
schools was quite high being significantly higher for older male students living in villages
rather than cities. In order to improve resilience on Palestinian children, contextual
components (spiritual, educational and cultural) and family support (physical and
psychological) are key areas that could be fostered through social and educational policies.
Keywords: Psychological resilience, individual skills, family support, contextual
components, school students, trauma, Palestine.
Background and Literature Review
For more than half a century, Palestinians have suffered from various levels of traumatic
experiences as a result of the Israeli occupation. Since the beginning of the second Intifada,
which began in September 2000, the Palestinian people have been exposed to violence. The
Palestinian nation suffers from traumatic events imposed by armed and/or military violence
together with restriction of movement through checkpoints, closures and curfews. Traumatic
events such as shootings, bombings, destruction of houses, fields, physical violence and
deaths occur on a daily basis (Abdeen, Qasrawi, Nabil, & Shaheen, 2008; Qouta & Sarraj,
2004; Rytter, Kjældgaard, Brønnum-Hansen, & Helweg-Larsen, 2006).
The Palestinian children who are part of the society living under occupation suffer from
insomnia, fear of the dark, phobias, depression, bedwetting, social withdrawal, negative
social-interaction, aggressive behaviour, forgetfulness and truancy from school. These

2
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
indicators reveal that it is almost impossible to have a normal childhood in Palestine under
the current circumstances and it is affecting their future psychological well-being (Altawil,
2008).
Most of the studies regarding psychological health and recovery in Palestine were conducted
in the Gaza Strip. The results have revealed that Palestinian children who live in war zones
are at high risk of suffering from PTSD, somatic disorders and psychosocial problems
(Kanninen, Punamäki, & Qouta, 2003; Qouta & Sarraj, 2004; A. A. Thabet & Vostanis,
2000). Furthermore, the number of traumatic experiences was related to higher levels of
neuroticism and the lack of attention, concentration and memory (Qouta, Punamäki, & Sarraj,
1995).
Previous studies confirm that Palestinian children are surviving from traumatic events. They
need to stand up, adapt, bounce back, recover and endeavour to overcome all difficulties in
spite of the circumstances that surround them. Given that the majority of the people are
exposed to traumatic events, the question is not only the type of oppression from which they
suffer, but how to foster the capacity to overcome such difficult circumstances. Researchers
and psychologists have emphasized disappointment and unhappiness as well as anxiety and
depression rather than the strengths and potentialities of the people of Palestine. Recently, a
new trend has risen in APA researchers' attitudes toward the positive aspects of human
strengths, specially conducted under the trustworthiness of Martin Seligman, (Furnham &
Cheng, 2000; Khanzade, Moltafet, & Sadati, 2007).
Positive psychology has a brief history (less than a decade) and an extensive background
(Greece philosophers and oriental thinkers) (Campbell-Sills, Cohan, & Stein, 2006). The final
target of this approach is identifying methods that follow human’s well-being and happiness.
According to this approach, resilience is a construct that has a significant position in field of
psychological studies, especially health psychology, family psychology, developmental
psychology, and mental health. Research in this construct is increasing (Kaydkhorde, 2014).
Resilience research has developed over the last three decades as a target of social policy
initiatives. Initially the aim was to increase the capacity of children and adolescents to reduce
the psychosocial impact of adversities and subsequently, to help communities to resist
adverse experiences and community wide exposure to traumatic events. Rutter (1993) defined
resilience as the capacity of individuals, schools, families and communities to cope

3
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
successfully with everyday challenges, including life transitions, times of cumulative stress
and significant adversity or risk. It refers to those characteristics of students and their
experiences in families, schools and communities that allow them to thrive despite exposure
to adversity and deficiencies in the settings of their daily lives (Khanzade et al., 2007).
Resilience in children is considered the capacity to resist negative psychosocial consequences
resulting from adverse events. It is not just the absence of psychopathology following a
potentially traumatic event, but an active process, which maintains personal stability in
difficult circumstances over time. It developed originally from interest in the prevalence and
risk factors for psychosocial morbidity in children and young people and then onto protective
factors, which identify those whom seemed to be less vulnerable to adverse experiences
(Rutter, 1993).
Within the last decade certain psychologists and researchers have tried to bring new
definitions for psychological resilience (Kaydkhorde, 2014). Bonanno (2004) has defined
resilience as the ability to maintain a state of normal equilibrium in the face of extremely
unfavourable circumstances. To enhance resilience, it is necessary to have an understanding
of its determinants. Various factors such as beliefs, attitudes, coping strategies, behaviours
and psychosocial cohesion have been suggested as conveying protection or endorsing
resilience in the face of trauma (Bonanno, 2004). It has been argued that factors that produce
resilience such as religious faith and socio-political effectiveness induces a sense of self
control (Janoff-Bulman, 1998).
Almedon (2005), as cited in (Suarez, 2011), asserts that comprehensive review on resilience
concluded that all the theories of resilience ultimately show “that a number of alternative
pathways and scenarios are possible and observable among disaster victims-survivors”
(Suarez, 2011). A multidimensional view of resilience has been developed recently by
Masten and Obradovic (2008). This view holds that resilience can adopt three different
forms: first, as a capacity to overcome odds: how to achieve better than expected outcomes;
second, as a resistance factor to stress: how to keep functioning well in very difficult
conditions; and third, as a pattern of recovery: how to regain effective functioning after
exposure to traumatic stress. This definition clearly suggests that resilience is a positive
adaptation that is dynamic and open-ended.

4
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Masten and Narayan (2012) suggest fundamental adaptive systems that are vital to resilience
in war conditions: children’s own problem solving, self-regulation and social connection,
supportive and effective care giving, and societal hope and belief systems.
Studies that examined the resilience as the absence of PTSD, depression and other signs of
emotional distress, also confirm the relation between social and individual factors. A sample
of children in the Gaza was studied after the first intifada (89 Palestinian children younger
than 14). The data revealed that those who reacted passively to the violence, perceived one
parent as rejecting, had high intellect but low creativity and showed high level of PTSD
symptoms (R.-L. Punamäki, Qouta, & Sarraj, 2001).
Interdisciplinary scholars who examined this topic (e.g. (Konner, 2007; Rechtman, 2000)),
often question whether local cultures offer more effective tools to manage their traumatic
experiences (Suarez, 2011; Ungar, 2008). Studies that have specifically focused on the
resilience of children exposed to community violence have identified social support from a
child’s family (parent), school, and peer group to be important in resilience from repeated
violence exposure (Hill & Madhere, 1996; O’Donnell, Schwab–Stone, & Muyeed, 2002).
Family cohesion and positive coping on the part of parents also appear to lessen the negative
impact of community violence (Buka, Stichick, Birdthistle, & Earls, 2001; Plybon &
Kliewer, 2001).
Studies of people living in war zones highlight the significance of interdependent coping,
confirming that the level of emotional upset and anxiety displayed by parents, not the war
itself, is the most important factor in predicting a child’s response (Garbarino, Kostelny, &
Dubrow, 1991). Ozer and Weinstein (2004) found that specific aspects of social support in
the children’s family (e.g. perceived parental helpfulness) and school (e.g. a teacher's
helpfulness) provided some level of protection against the deleterious influence of
community violence exposure.
Thabet and Sabah (2014) studied a sample consisting of 502 randomly selected parents and
502 children aged from 9-18 years, in 16 districts in the Gaza Strip. The study showed that
the highest factor for resilience was contextual components facilitating a sense of belonging.
Children, who were proud of their citizenship and ethnic background, felt safe when they are
with their caregivers, have more spiritual beliefs and scored higher on resilience.
Furthermore, girls presented more resilience. They displayed more personal skills, peer

5
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
component, social skills, spiritual beliefs, culture, and educational items while and those
children living in refugee camps and villages, also presented a higher resilience.
Adequate monitoring, support, and affection are consistently found to predict resilience as a
result of the protective role displayed by good parenting. For instance, a study from the
Middle East and Balkan ratified that children’s aggression and depression did not increase
through intensive exposure to war trauma if their parents used supportive, reliable and no
punitive parenting methods (Kerestes, 2006; Qouta, Punamäki, Miller, & El‐Sarraj, 2008).
Social support, emotional bonds with siblings and confidence in family resources are
considered key to regulating resilience to traumatic stress (R.-L. Punamäki et al., 2001).
Experts have shown how good-quality parenting (Raija‐Leena Punamäki, Qouta, & Sarraj,
1997), family cohesion (Laor et al., 1997), and a sense of consistency (Barber, 2009), help
develop resilience in contexts of military violence. On the other hand, an increase in stress
response in the child’s micro (family) and macro (community) social environment makes
childhood particularly vulnerable to trauma (Burlingham & Freud, 1944; Laor et al., 1997;
McFarlane, 1987; R. L. Punamäki, 1987).
In conclusion, many researches point out that family support, and contextual components
(education, culture, spiritual) are crucial to foster resilience. Therefore, in those contexts of
collective exposure to violence, such as occupied Palestinian territory, individual
explanations of distress (such as PTSD) and individual therapeutic approaches, have limited
relevance. On the contrary, more research should be done in order to explore the different
factors that predict resilience, looking at not only individual components but also including
family and contextual ones. More research will provide valuable information to help design
specific and successful psychosocial interventions thereby improving contextual and family
factors (Rabaia, Giacaman, & Nguyen-Gillham, 2010).
Purpose and Scope
In the Palestinian context, the country is constantly confronted by violence, where children
are espoused in a regular basis to traumatic events. Data from the West Bank is scant.
Additional information would be useful to explore the weight of the different factors on
global resilience (individual skills, family support and contextual components), and their
implications on social and educational policies for civil society.

6
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Questions
1. What is the level of psychological resilience among Palestinian basic school students
in the West Bank (eighth and ninth grades)?
2. Are there significant differences in the level of psychological resilience according to
gender, place and grade?
Participants
A list of all the students attending the 8th (13 years old) and 9th grades (14 years old) of the
2014/2015 academic year in the northern directorates of the West Bank, itemized by school
and grade, was provided by the Palestine Ministry of Education and Higher Education. A
representative sample of the students was selected from this list using random cluster
sampling from cities and villages, which represented all the northern directorates of West
Bank.
The approval for the study was obtained from the Ministry of Higher Education, West Bank.
The relevant ethical issues were considered for this study such as informed consent,
confidentially and consequence of participation.
The researcher excluded schools located in the refugee camps because they neither fall under
the supervision of the Palestinian Ministry of Education nor are they considered public
schools. In fact, these schools fall under the supervision of UNRWA and special permission
is required for access them.
The sample consisted of 537 students from 25 schools representing the all-northern
directorates (see table no. 1); 242 (45%) were males and 295 (55%) females. There were 341
(64%) students from villages (Rural areas, population less than 10.000) and 196 (36%)
students from the cities (Urban areas, population more than 10.000). In addition, there were
862 (05%) students from the eighth grade (13 years) and 269 from the ninth grade (14 years),
as indicated in Table no. 1.
Instrumentation
The Child and Youth Resilience Measure [CYRM] was selected for this study. The CYRM-
28 is composed of three sub-scales which reflect the major categories of resilience. The first

7
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
sub-scale is called “individual factor” that included personal skills (5 items), peer support (2
items) and social skills (4 items). The second sub-scale explored “family support”, as
reflected in physical (2 items) as well as psychological care giving (5 items). The third sub-
scale comprised “contextual components” that facilitate a sense of belonging in youth,
components related to spirituality (3 items), culture (5 items), and education (2 items). The
responses were scaled from 1 to 5 (1 = "never" and 5 = "always"), (Ungar & Liebenberg,
2011), as indicated in appendix no. 1.
The validity of the original CYRM-28 was tested with two Canadian samples of youth with
complex needs. The findings confirm the CYRM-28 as a reliable and valid self-report
instrument that measures three components of resilience processes in the lives youth with
complex needs (Liebenberg, Ungar, & Van de Vijver, 2012). Furthermore, the CYRM-28
was adapted and translated to the Arabic environment in Gaza-Palestine (Thabet & Sabah,
2014).
For the purpose of this research a pilot study was conducted to adapt the CYRM-28 and
evaluate its validity. The results revealed a correlation coefficient of greater than 0.30 (p <
0.001) which included the dimension score and the total score. Therefore, CYRM-28 was
measured using 28 items. The Cronbach alpha coefficients were calculated for each
dimension in the CYRM-28, being alphas of individual factors, family support, and
contextual components dimensions of 0.80, 0.78 and 0.84 respectively. Cronbach's alpha for
the total scale (28 items) was 0.92.
Procedure
Once permission was obtained, the researcher and the school counsellor distributed the
information sheets and the questionnaires to the participants and their head teacher. The
participants completed the questionnaires under the direct supervision of the researcher and
school counsellor. The questionnaires were administered within two months, during the
second semester of the 2014/2015 academic year.
Results
The general average of resilience in the three factors was measured at 3.9 in total, taking into
consideration that the responses were scored from 1 to 5. This result revealed a quite high

8
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
level of resilience factors on the sample studied. The highest factor was the family support
(4.00) (see table no. 2).
In order to test the differences between the respondents in resilience subscales according to
gender, grade and place of residence, the researcher used the independent sample t-test (see
Tables Nos. 3, 4 and 5).
As illustrated in table no. 3, there are a few significant differences between males and
females, that is, in the spirituality and cultural dimensions (both belonging in contextual
component factors). In both dimensions the male scores were higher (p < 0.05), and no
differences on the total score of resilience between both genders.
With regard to testing the differences between the respondents in resilience subscales
according to place, urban or villages, the independent sample t-test was used, as indicated in
table no. 4.
As illustrated in table no. 4, there are significant statistical differences between the
respondents from the villages compared to those from the cities in the three factors
(individual skills, family support and contextual components), and in the total score of
resilience in the benefit to the villages (p < 0.05). This result indicates that the respondents
from the villages are more likely to be resilient than the respondents from the cities.
In order to test the differences between the respondents in resilience subscales according to
grade, the researcher used independent sample t-test, as indicated in table no. 5.
As illustrated in table no. 5, there are also numerous significant differences between the
respondents in the 8th and in the 9th grade in the three factors measured and also in the total
score of resilience. Higher scores were revealed among the respondents in the 9th grade. It
can be inferred from the respondents in the 9th grade that they are more likely to be resilient
than the respondents in the 8th grade in terms of individual factors such as personal skills
and peer support, family support in physical and psychological care giving, and contextual
components in education and culture.

9
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Discussion
The results revealed that the average resilience of the Palestinian students from the Northern
areas of the West Bank is 3.9. The score indicates the level of resilience is quite high. The
family support factor was the highest (4.0), followed by the contextual components (3.9) and
personal skills (3.8). These results validates the findings of other researchers that family
support is significant to foster resilience (Buka et al., 2001; Hill & Madhere, 1996;
O’Donnell et al., 2002; Ozer & Weinstein, 2004; Plybon & Kliewer, 2001).
The importance of spiritual faith (Janoff-Bulman, 1998), or beliefs and social support
(Bonanno, 2004), is supported by this study. The results are consistent with those of Thabet
(2014) who also found that children with better feelings of belonging to their community
and proud of their identities, are associated with better scores and better prediction of
resilience.
This study found that males have better scores on resilience than females, but only in two
dimensions, namely: factors and on total resilience scores. These results are coherent with
Punamäki et al. (2011), who found that males are more resilient than females. However,
these results do not support Thabet (2014), who found that females were more resilient.
These differences in the results could be explained if the level of trauma and adversity is
considered. Punamäki pointed out that parental mental health problems were especially high
among traumatized females, suggesting that they can be more vulnerable when falling victim
to severe trauma (Schaal, Elbert, & Neuner, 2009). Therefore, the level of traumatic
experience should be explored in order to interpret the different results and the impact of the
high traumatic situation of the female and male resilience.
A comparison of the 8th grade (13 years) results to those of the 9th grade (14 years), the
older students showed better scores on resilience in the three dimensions assessed
(individual, family and contextual components). In the three dimensions and the total score,
the older students showed better conditions to foster resilience, scoring higher on personal
skills, peer support (supported from friends), family support (physical and psychological
support), better education ( school belonging, have future expectations) and cultural factors
(enjoy community, being proud of belonging). These findings were consistent with study
conducted in the Gaza Strip by Punamäki et al. (2011), which revealed that older children
were often more resilient than the younger ones.

10
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
The study found that the students from the local villages have better scores on resilience in
the three dimensions, especially relevant to the differences in spirituality and social skills in
the community. This result is consistent with Thabet’s (2014) study in the Gaza Strip of 502
children. The study revealed that the total resilience scores and contextual components were
more in children living in refugee camps and villages than in the city.
Conclusion
This exploratory research showed that Palestinian students have a high level of resilience.
However, resilience is even higher for those who live in villages and senior students. The
following three factors of resilience were explored: the highest was family support, followed
by contextual factors and personal skills, support the need to develop resources to improve
community, educational and family as protective factors and fostering resilience.
Higher resilience in villages, older and males can be understood taking into consideration that
males (14 years old) from villages suffer are exposed to direct Israeli military attacks. Since
they are closer to Israeli settlements, they suffer from additional restrictions and adversity.
Consequently, they remain exposed to direct oppression (Zakrison, Shahen, Mortaja, &
Hamel, 2004). According to the authors who are experts on oppression; confronting violence
on a daily bases helps to develop a clear “perception” of the daily oppressive occurrences.
They have inculcated a critical awareness of the limits on their lives (Freire, 1970; Memmi,
1965). They are more conscious of the whole community. Even if they suffer from
psychological challenges, they are in a better position to face the oppression (Hanna, Talley,
& Guindon, 2000; Memmi, 1965). More research should be undertaken to explore the
relationship between level and frequency of traumatic events and its impact on psychological
resilience.
In order to improve resilience among Palestinian children, contextual components
(spiritually, education and culture) and family support (physical and psychological) are key
areas that need to be fostered. Individual therapy is not the best way to deal with improving
resilience. On the contrary, collective interventions, either at community level or school level
should be encouraged in Palestine, and in all areas, villages and cities including the whole
community (Rabaia et al., 2010).

11
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Intervention to foster psychological resilience and general well-being are highly
recommended. Interventions should aim to increase the feeling of belonging, being socio-
emotionally supported and feelings of self-competence in the three main contexts: family,
school and community. For example, a psycho-educational program called Golden5 which
aims to increase self-determination on children fulfilling the three basic psychological needs
(relatedness, competence and autonomy), was implemented in 16 schools on the West bank.
The preliminary results revealed a positive impact on psychological development on children
and teachers (Lera & Castellano, 2014). Currently, the Golden5 is being implemented in 20
Gaza schools which has had a positive result on the school children and teachers.
References
Abdeen, Z., Qasrawi, R., Nabil, S., & Shaheen, M. (2008). Psychological reactions to Israeli
occupation: Findings from the national study of school-based screening in Palestine.
International Journal of Behavioral Development, 32(4), 290-297.
Altawil, M. (2008). The effect of chronic traumatic experience on Palestinian children in the
Gaza Strip. (PhD Dissertation), University of Hertfordshire.
Ann, S. & Angela, J. (2012). Child development in the context of disaster, war, and terrorism:
Pathways of risk and resilience. Annual Review of Psychology, 63, 227-257. doi:
10.1146/annurev-psych-120710-100356
Ann, S. & Jelena, O. (2008). Disaster preparation and recovery: Lessons from research on
resilience in human development. Ecology and Society, 13(1).
Barber, B. (2009). Making sense and no sense of war: Issues of identity and meaning in
adolescents' experience with political conflict Adolescents and war: How youth deal with
political violence. (281-311): Oxford University Press, New York, NY.
Bonanno, G. (2004). Loss, trauma, and human resilience: have we underestimated the human
capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28.
Buka, S., Stichick, T., Birdthistle, I. & Earls, F. (2001). Youth exposure to violence:
prevalence, risks, and consequences. American Journal of Orthopsychiatry, 71(3), 298.

12
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Burlingham, D. & Freud, A. (1944). Infants without families; the case for and against
residential nurseries. New York, N. Y.: Medical war books, International university press.
Campbell-Sills, L., Cohan, S. & Stein, M. (2006). Relationship of resilience to personality,
coping, and psychiatric symptoms in young adults. Behaviour research and therapy, 44(4),
585-599.
Freire, P. (1970). Pedagogy of the Oppressed.
Furnham, A. & Cheng, H. (2000). Perceived parental behaviour, self-esteem and happiness.
Social psychiatry and psychiatric epidemiology, 35(10), 463-470.
Garbarino, J., Kostelny, K. & Dubrow, N. (1991). What children can tell us about living in
danger. American Psychologist, 46(4), 376.
Hanna, F., Talley, W. & Guindon, M. (2000). The power of perception: toward a model of
cultural oppression and liberation. Journal of Counseling & Development, 78(4), 430-441.
Hill, H. & Madhere, S. (1996). Exposure to community violence and African American
children: a multidimensional model of risks and resources. Journal of Community
Psychology, 24(1), 26-43.
Janoff-Bulman, R. (1998). From terror to appreciation: confronting chance after extreme
misfortune. Psychological Inquiry, 9(2), 99.
Kanninen, K., Punamäki, R.-L., & Qouta, S. (2003). Personality and trauma: adult attachment
and posttraumatic distress among former political prisoners. Peace and Conflict: Journal of
Peace Psychology, 9(2), 97-126. doi: http://dx.doi.org/10.1207/S15327949PAC0902_01
Kaydkhorde, H., Moltafet, G. & Chinaveh, M. (2014). Relationship between satisfying
psychological needs and resilience in high-school students in Dezful town. Academic Journal
of Psychological Studies, 3(1), 57-62.
Kerestes, G. (2006). Children's aggressive and prosocial behavior in relation to war exposure:
Testing the role of perceived parenting and child's gender. International Journal of Behavioral
Development, 30(3), 227-239. doi: http://dx.doi.org/10.1177/0165025406066756

13
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Khanzade, A., Moltafet, G. & Sadati, S. (2007). Relationship between dimension of
personality and happiness. Journal of psychology science (in iran) 5 (20), 337-351 (in
Persian).
Konner, M. (2007). Trauma, adaptation, and resilience: a cross-cultural and evolutionary
perspective understanding trauma: integrating biological, clinical, and cultural perspectives.
(pp. 300-338): Cambridge University Press, New York, NY.
Laor, N., Wolmer, L., Mayes, L., Gershon, A., Weizman, R. & Cohen, D. (1997). Israeli
preschool children under Scuds: a 30-month follow-up. Journal of the American Academy of
Child and Adolescent Psychiatry, 36(3), 349-356. doi: http://dx.doi.org/10.1097/00004583-
199703000-00013
Lera, M. & Castellano, I. (2014). Informe formación golden5 en cisjordania Sevilla:
Universidad de Sevilla y Agencia Andaluza de Cooperación al Desarrollo. from
http://www.psicoeducacion.eu/psicoeducacion/2. INFORME FORMACION EN
CISJORDANIA.pdf
Liebenberg, L., Ungar, M. & Van de Vijver, F. (2012). Validation of the child and youth
resilience measure-28 (CYRM-28) among Canadian youth. Research on Social Work
Practice, 22(2), 219-226.
McFarlane, A. (1987). Posttraumatic phenomena in a longitudinal study of children following
a natural disaster. Journal of the American Academy of Child and Adolescent Psychiatry,
26(5), 764-769.
Memmi, A. (1965). The colonizer and the colonized, trans. H. Greenfeld, London: Earthscan.
O’Donnell, D., Schwab–Stone, M. & Muyeed, A. (2002). Multidimensional resilience in
urban children exposed to community violence. Child Development, 73(4), 1265-1282.
Ozer, E. & Weinstein, R. (2004). Urban adolescents' exposure to community violence: the
role of support, school safety, and social constraints in a school-based sample of boys and
girls. Journal of Clinical Child and Adolescent Psychology, 33(3), 463-476.

14
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Plybon, L. & Kliewer, W. (2001). Neighborhood types and externalizing behavior in urban
school-age children: Tests of direct, mediated, and moderated effects. Journal of Child and
Family Studies, 10(4), 419-437.
Punamäki, R., Qouta, S. & Sarraj, E. (2001). Resiliency factors predicting psychological
adjustment after political violence among Palestinian children. International Journal of
Behavioral Development, 25(3), 256-267. doi: 10.1080/01650250042000294
Punamäki, R., Qouta, S., Miller, T. & Sarraj, E. (2011). Who are the resilient children in
conditions of military violence? Family- and child-related factors in a Palestinian community
sample. Peace and Conflict: Journal of Peace Psychology, 17(4), 389-416. doi:
http://dx.doi.org/10.1080/10781919.2011.610722
Punamäki, R. (1987). Psychological stress of Palestinian mothers and their children in
conditions of political violence. The Quarterly Newsletter of the Laboratory of Comparative
Human Cognition, 9, 116-119.
Punamäki, R., Qouta, S. & Sarraj, E. (1997). Models of traumatic experiences and children's
psychological adjustment: The roles of perceived parenting and the children's own resources
and activity. Child Development, 68(4), 718-728.
Qouta, S. & Sarraj, E. (2004). Prevalence of PTSD among Palestinian children in Gaza Strip.
Arabpsynet journal, 2, 8-13.
Qouta, S., Punamäki, R. & Sarraj, E. (1995). The relations between traumatic experiences,
activity, and cognitive and emotional responses among Palestinian children. International
Journal of Psychology, 30(3), 289-304.
Qouta, S., Punamäki, R., Miller, T. & Sarraj, E. (2008). Does war beget child aggression?
Military violence, gender, age and aggressive behavior in two Palestinian samples.
Aggressive Behavior, 34(3), 231-244.
Rabaia, Y., Giacaman, R. & Nguyen-Gillham, V. (2010). Violence and adolescent mental
health in the occupied Palestinian territory: a contextual approach. Asia-Pacific Journal Of
Public Health / Asia-Pacific Academic Consortium For Public Health, 22(3 Suppl), 216S-
221S. doi: 10.1177/1010539510373028

15
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Rechtman, R. (2000). Stories of trauma and idioms of distress: From cultural narratives to
clinical assessment. Transcultural Psychiatry, 37(3), 403-415. doi:
http://dx.doi.org/10.1177/136346150003700307
Rutter, M. (1993). Resilience: some conceptual considerations. The Journal Of Adolescent
Health: Official Publication Of The Society For Adolescent Medicine, 14(8), 626.
Rytter, M., Kjældgaard, A., Brønnum-Hansen, H. & Helweg-Larsen, K. (2006). Effects of
armed conflict on access to emergency health care in Palestinian West Bank: systematic
collection of data in emergency departments. Bmj, 332(7550), 1122-1124.
Schaal, S., Elbert, T. & Neuner, F. (2009). Prolonged grief disorder and depression in widows
due to the Rwandan genocide. Omega: Journal of Death & Dying, 59(3), 203-219.
Suarez, E. (2011). Surviving the "Sasachacuy Tiempu "[difficult times]: the resilience of
Quechua women in the Aftermath of the Peruvian armed conflict. (NR78030 Ph.D.),
University of Toronto (Canada), Ann Arbor. Retrieved from
http://search.proquest.com/docview/923657633?accountid=17253
http://sfx.bugalicia.org/san?url_ver=Z39.88-
2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=
ProQ:ProQuest+Dissertations+%26+Theses+Global&atitle=&title=Surviving+the+%22Sasac
hacuy+Tiempu+%22%3A+the+Resilience+of+Quechua+Women+in+the+Aftermath+of+the
+Peruvian+Armed+Conflict&issn=&date=2011-01-
01&volume=&issue=&spage=&au=Suarez%2C+Eliana+B.&isbn=9780494780305&jtitle=&
btitle=&rft_id=info:eric/&rft_id=info:doi/ ProQuest Dissertations & Theses Global database.
Thabet, A. & Sabah, S. (2014). Resilience of Palestinian families in the Gaza Strip in the face
of stress, trauma and psychological problems due to the ongoing blockade and conflict.
Thabet, A. & Vostanis, P. (2000). Post traumatic stress disorder reactions in children of war:
a longitudinal study. Child Abuse & Neglect, 24(2), 291-298.
Ungar, M. (2008). Resilience across Cultures. British Journal of Social Work, 38(2), 218-
235. doi: 10.1093/bjsw/bcl343

16
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Ungar, M. & Liebenberg, L. (2011). Assessing resilience across cultures using mixed
methods: construction of the child and youth resilience measure. Journal of Mixed Methods
Research, 5(2), 126-149. doi: 10.1177/1558689811400607
Zakrison, T., Shahen, A., Mortaja, S. & Hamel, P. (2004). The prevalence of psychological
morbidity in West Bank Palestinian children. Canadian Journal of Psychiatry, 49(1), 60-63.
Table no. 1: Demographic characteristics for the participants
Demographic Variables (N = 537)
Frequencies
(Valid Percentage N = 537)
Gender
Males
242
45
Females
295
55
The grade
The 8th
268
50
The 9th
269
50
Place of residence
City
196
34
Village
341
66
Table no. 2: Means and standard deviations of total resilience and resilience factors of
children (N = 537)
Descriptive Statistics
N
Mean
Std. Deviation
Individual factors
537
3.82
.674
Family Support
537
4.00
.814
Contextual component
537
3.90
.790
Total Resilience
537
3.90
.682

17
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Table no. 3: The results of Independent Sample T-Test for the differences in resilience sub-
scales according to gender
Resilience Subscales
Males N = 242
Females N = 295
T-Value
P-Value
Mean
S.D.
Mean
S.D.
Personal skills
3.88
0.73
3.86
0.78
0.308
Peer support
3.70
0.94
3.83
1.08
-1.546
Social skills
3.85
0.73
3.76
0.73
1.389
Individual factors
3.84
0.63
2.82
0.71
0.280
Physical care giving
4.14
0.87
3.99
0.99
1.808
Psychological care giving
4.05
0.84
3.94
0.93
1.467
Family Care giving
4.08
0.76
3.95
0.85
1.742
Spirituality
4.13
0.89
3.88
1.03
2.979
0.003**
Education
4.02
1.00
4.05
1.06
-0.359
Culture
3.89
0.73
3.74
0.76
1.976
0.049*
Contextual component
3.98
0.70
3.85
0.85
0.308
Total Resilience
3.949
0.619
3.863
0.726
1.455
Table no. 4: The results of Independent Sample T-Test for the differences in resilience sub-
scales according to place
Resilience Subscales
Villages, N. 341
Cities N. 196
T-Value
P-Value
Mean
S.D.
Mean
S.D.
Personal skills
3.905
0.717
3.813
0.823
1.351
Peer support
3.805
0.982
3.724
1.089
0.879
Social skills
3.872
0.681
3.677
0.802
2.983
0.003**
Individual factors
3.875
0.620
3.748
0.755
2.108
0.035*
Physical care giving
4.128
0.891
3.946
1.021
2.148
0.032*
Psychological care giving
4.045
0.865
3.890
0.919
1.958
Family support
4.069
0.781
3.906
0.861
2.238
0.026*
Spirituality
4.110
0.894
3.794
1.096
3.628
0.000**
*
Education
4.117
0.981
3.895
1.112
2.402
0.017*

18
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Culture
3.859
0.726
3.702
0.914
2.193
0.029*
Contextual component
3.986
0.700
3.768
0.913
3.098
0.002**
Total Resilience
3.963
0.615
3.795
0.775
2.606
0.006**
Table no. 5: The results of Independent Sample T-Test for the differences in resilience sub-
scales according to grade
Resilience Subscales
The 8th N = 268
The 9th N = 269
T-Value
P-Value
Mean
S.D.
Mean
S.D.
Personal skills*
3.804
0.790
3.938
0.720
-2.052
0.041*
Peer support*
3.683
1.073
3.868
0.961
-2.107
0.036*
Social skills
3.740
0.793
3.862
0.663
-1.931
Individual factors*
3.759
0.724
3.898
0.614
-2.395
0.017**
Physical care giving*
3.978
1.029
4.145
0.844
-2.061
0.040*
Psychological care giving*
3.910
0.979
4.067
0.780
-2.059
0.040*
Family support*
3.929
0.907
4.089
0.703
-2.288
0.023*
Spirituality
3.917
1.067
4.073
0.888
-1.847
Education*
3.942
1.110
4.130
0.948
-2.110
0.035*
Culture*
3.714
0.877
3.889
0.711
-2.540
0.011**
Contextual component*
3.821
0.874
3.993
0.689
-2.533
0.012**
Total Resilience*
3.823
0.755
3.979
0.592
-2.663
0.000***
Appendix no. 1: the (CYRM-28) English Version
1. Individual Skills:
Individual: Personal Skills
Not
at all
A
little
Somewhat
Quite a
bit
A
lot
2. I cooperate with people around me
8. I try to finish what I start
11. People think that I am fun to be with
13. I am able to solve problems without
harming others or myself.
21. I am aware of my own strengths
Individual: Peer Support

19
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
14. I feel supported by my friends
18. My friends stand by me during difficult
times
Individual: Social Skills
4. I know how to behave in different social
situations
15. I know where to go in my community to get
help
20. I have opportunities to show others that I
am becoming an adult and can act responsibly
25. I have opportunities to develop skills that
will be useful later in life.
2. Relationship with Primary Caregiver: Caregiver: Physical Care giving
5. My parent(s)/caregiver(s) watch me closely
7. If I am hungry, there is enough to eat
Caregiver: Psychological Care giving
6. My parent(s)/caregiver(s) know a lot about
me
12. I talk to my family/caregiver(s) about how I
feel
17. My family stands by me during difficult
times
24. I feel safe when I am with my
family/caregiver(s)
26. I enjoy my family's/caregiver’s cultural and
family traditions
3. Contextual components: Context: Spiritual
9. Spiritual beliefs are a source of strength for
me
22. I participate in organized religious activities
23. I think it is important to serve my
community

20
International Humanities Studies
Vol. 2 No.3; September 2015
Copyright © 2015 International Humanities Studies. All Rights Reserved.
ISSN 2311-7796
Context: Education
3. Getting an education is important to me
16. I feel I belong at my school
Context: Cultural
1. I have people I look up to
10. I am proud of my ethnic background
19. I am treated fairly in my community
27. I enjoy my community's traditions
28. I am proud to be Palestinian.
HOW TO CITE THIS PAPER:
Abualkibash, S. & Lera, M. (2015). Psychological resilience among Palestinian school
students: an exploratory study in the West Bank. International Humanities Studies, 2(3), 1-
20.
ABOUT THE AUTHORS:
Shadi Abualkibash, PhD. Candidate, Program of Developmental and Educational Psychology,
Faculty of Psychology, Santiago de Compostela University, Santiago de Compostela, Spain.
shadi.k@najah.edu
Maria-Jose Lera, PhD. Psychology, Assistant Professor, Developmental and Educational
Psychology, Faculty of Psychology, Seville University, Seville, Spain. lera@us.es