Abstract:
The study aimed to examine psychological resilience as a mediating variable between post-traumatic stress disorder (PTSD) and life satisfaction among upper basic stage students in Tulkarm Governorate, in addition to presenting a proposed program. The study adopted the descriptive correlational approach and applied three scales: the Psychological Resilience Scale, the Post-Traumatic Stress Disorder Scale, and the Life Satisfaction Scale. The study population consisted of (4,067) students according to the Palestinian Ministry of Education statistics for the academic year (2024/2025), and the sample comprised (351) students selected through the cluster random sampling method.
The findings revealed that students demonstrated a high level of psychological resilience (M = 4.20, 84%), and a moderate level of PTSD (M = 3.14, 62.8%), while life satisfaction was at a moderate level tending toward high (M = 3.45, 69%). The results also showed direct effects of PTSD on both psychological resilience and life satisfaction, whereas psychological resilience played a statistically significant mediating role, mitigating the negative impact of PTSD and contributing to higher life satisfaction
Despite exhibiting a degree of adaptation or psychological resilience, these students did not completely collapse under the pressure. Instead, they attempted to cope with it through mechanisms that may be conscious or unconscious, such as denial, avoidance, or engaging in alternative school and social activities However, this adaptation is insufficient in the long term, unless it is supported by specialized psychological and educational interventions that take into account the cultural and social context of Palestinian students, and work to transform this temporary resistance into sustainable resilience that enhances mental health.
The study recommends enhancing psychological resilience among students by integrating educational activities based on problem-solving and critical thinking, as well as developing counseling programs that strengthen their coping abilities and improve their life satisfaction.
The study recommends implementing a cognitive-behavioral guidance program consisting of 14 group sessions, each lasting 60 minutes, within schools. The program aims to enhance psychological resilience skills (recognizing emotions, regulating emotions, positive thinking, problem-solving), and to train specialists and psychological counselors to implement the program. It also recommends activating the guidance role of educational counselors in detecting students with symptoms associated with post-traumatic stress disorder early, providing preventive interventions based on resilience, and strengthening partnerships between schools/universities and psychological centers to provide specialized programs to support students and assess levels of psychological resilience and life satisfaction on a regular basis.
