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ARC, P.O.Box: 27380, Nicosia 1644 Cyprus

Children in Difficult Circumstances and Conflicts:

A compilation of material for parents, schools and psycho-social workers.
Edited by Dr. Hiyam El. Zein. Revised by May Abu Ajram, Ghanem Bibi & Hiba Qadi. Supervision: Maysoun
Chehab
Translated by Chadia Nohra & Maya Sawan, Revised by Claude Wehb
Designed by Ahmad Berjawi
The glossary is edited by Chadia Nohra, Maya Sawan and Claude Wehb. Revised by Ghanem Bibi and May Abu
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Published by The Arab Resource Collective, ARC
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Intellectual strategies
Education strategy that reaches all
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Traumatic recall
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Continuously recalling the
traumatic incidents experience
Deductive
Independence
Exploration of problematic and
alternative behavioral patterns
Active and positive listening
Discontent
Pacing in treatment
Responses to stressful or novel
situations
Inaccurate associations
General adaptations
Disorder
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Anxiety disorder
Mental disorder
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Dissociative disorders
Movement disorder
Behavioral disorders
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Escalation
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Incidents
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Sense of safety
Strong emotion of insult and oppression
Upsetting dreams
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Dysfunction
Experts
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Interactional styles
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Disabled children
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Symptoms
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Psychological stress symptoms
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World Declaration on the Survival,
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Cognitive processing
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Inappropriate behaviors
Terroristic behaviors
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Broken system
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Aspects of trauma

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Appreciation
Self-appreciation
Art techniques
Vomiting

Developmental requirements

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Agitation and anger bouts
Difficult and psychologically
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Chronic phobia
Regulated states
Dissatisfaction
Containers
Mourning
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Active childcare movement
Hyper-activity
Deprivation of care and attention
Sadness
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Sustaining security
Problem solving
Conflict resolution
Resolving conflicts
Protection
Child protection
Homesick
Car accidents
Incentives
Space
Family space

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Overprotective
Painful and unexpected
experiences
Psychological worker
Delusions
Numbing
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Dissociation numbing

Continuous recurrence
Negative accommodation
Accommodate and control tension
At-risk students

Pressing cases

Erroneous

Evaluation

Acting
Childs spatial representation
Rebelling against authority, parents
and officials
Possess the command of language
Uneasiness
Animistic thinking
Hostage syndrome
Suitability to the age group
Alertness
Upbringing
Violent upbringing
Developing endurance
Diversifying
Ongoing threat
Verbal threats
Balance
Stabilizing
Social balance
Psychological and mental balance
Communication
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Symbolic communication of play
Communication and listening
Tension
Collective guidance

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International Medical Corps (IMC)

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International Society for Traumatic

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Stress Studies
Committee for the Protection of Children

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Desire for revenge
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Wellbeing
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Social ties
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Normal attachment bonds
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Storytelling
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Kindergarten

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Traumas subconscious reason

Recounting a traumatic memory

Forced theft
Safety
Traumatic sequence
Regressive behavior
Noisy behavior
Cognitive behavior and its strategies
Behaviors
Common problematic behaviors
Malnutrition
Misinterpretation (of behaviors)

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Semistructured

Displace
Sense of insecurity
Recovery
Complaints
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Childs psychological health
Mental Health
Psychological health
Headache
Multitraumats
Trauma
Traumatic
Conflict between generations
Emotional conflicts
Difficulty in concentrating
Difficulty in falling asleep
Breathing difficulties
Resilience

Harshness in play and behavior

Kidnapping
Fear
Fear of aircrafts
Imagination
Betrayal
Hopeless

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Mainstreaming displaced people in
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Internally

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Being out of control

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Multiple intelligences
Painful memories
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Mental
Wars repercussions

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Posttraumatic stress reaction
Traumatic reactions
Depressive responses
Childrens adverse reactions
Drawing
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Caretaking
Care
Horror
Horror at night

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Cognitive-behavioral therapy
Therapy through play
Directive play therapy
Nondirective play therapy
Collaborative treatment
Cognitive-behavioral therapy
Cognitive-behavioral therapy
Residential treatment
Cognitive-behavioral therapy
Psychotherapy
Parental relations
Attachment relationship
Transference relationship and
nondirective observation
Therapeutic relationship
Rapport with children
Psychopharmacology
Developmental psychology
Impaired functioning
Internal mental processes
Self-regulatory processes
Treatment planning-process
Stubborn
Attachment factors
Traumatic Reminders/Stressors
Living the traumatic experience
Live in a safe habitat

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Emotion regulation (ER)
Regulating emotional states
Poor concentration
Pressure
Relational Stress
Psychological pressure
War-induced psychological pressures
Grudge
Loss
Personal and emotional distress
Emotional distress

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Psychiatrist

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Methods
Adjunctive treatment methods
Multimodal treatment methods
Shy child

Malaises
Difficult and unstable circumstances

Incapable

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Inadequate

Youngsters
Faulty hypotheses
Excessive alertness
Failure to control oneself and
anger
Lack
Losing loved ones
Disinterest in play
Loss of self-confidence
Losing sense
Loss of appetite for food
Poverty
Arts

Showing relatively limited emotions

Psychologist
Burden
Helplessness

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Anger

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Concentration failure
Inability to take revenge or let out
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Inability to sleep alone
External aggression
Aggression
Isolation
Excessive anxiety
Excessive nervousness
Subconscious
Child psychotherapy

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Pretherapy
Shelter
Principles of therapy through play
Follow-up
Long-term psychological follow-up
Consecutive
Overlapping treatment phases
Traumatized people
Ongoing
Massacres
Vital space of the family
Shovel
Psychoeducational groups
Group trauma-focused coping

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Vulnerability

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Tough fighting
Disruption to attachment styles
Under-attention
Excessive anxiety
General anxiety
Lack of sleep
Unexploded bombs
Oppression
Moral code
Rules and expectations
Childrens memory capacities

Trauma-based groups to resilience

and coping
Grief groups
Parent support groups
Precautions
Cognitive limitations
Limited
Psychoanalyst
Risks
Mental and physical risks
Schemas
Civic
Direct observation
Drop-in centers
Adolescent
Period of innocence
Flexibility
Temparement
Nervousness
Cortisol levels
Child participation
Negative emotions
Behavioral problems
Violent scenes
Psychological support project in
southern Lebanon
Family problems
Sleeping problems
Sexualized behavior problems
Age-related behavioral problems
Blurred

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Assessment

Living organisms

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Nightmares
Mass traumas
Dignity
Reveal unbalanced ideas
Talk
Parallel talk
Newspaper collages

Involuntary

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Play
Creative dramatic play
Socio-dramatic play
Role-playing
Role-playing (psychodrama)

WOHM UbUuJO _ VF

Home toys

XO VF 
d VF 
W] U s U VF 
UL dU VF
vbU VF
W d= L vbU VF
wULfH?
VF
WdOF WG
fHM u c u
uGO

War toys
Toys of public places
Play with sand and water
Doll Play
Puppet Play
Psychosocial play
Expressive language

Wd JA
uM JA
v?DF
?
W
?M
WO uK
JA

UOM UFU
WdLF UH o WO uK JA
Wu A

Self-blame
Lego

Posttrauma

WbB bF U

UKDBL dHL uU

Psychological activities

WOUL fH UUA
UM_ q_ sO U UE

Exchange system between parent

and children

Frankness

WUB
l h

l h

wH ZUF
bb wH d UUF
WbBK dF
] dO
dDK W{d= F
WIOF
hG
dLGU uF uLG
WOM  WOM t WO WUI
VJL w d w WOHBM

Finger-sucking
Thumbsucking

System or relations of siblinghood

u _ U UE
WUF uK XU UE

Fixed system of reward and

consequences

Psychotherapist
Severe psychological anguish
Nontraumatized

Psychological

wH
UN hI
WK U vK w l{ Wc L

wDL uL wDL ?

WbB WLE ZN

Skill deficits
Modeling
Stereotypes
Trauma Systems Therapy
Approach TST

Endangering
Constrictive
Colic
Overwhelmed
Semistructured, office-based
therapeutic approach

Therapeutic approach

w ZN
d J lK Uu

Repetitive panic attacks

@G

Cubes

UFJ
VUM rz
V
WUO WUL
WFL
wKUH dO UM
qzU VOU ZUM
eH UNM
dO wWHOe=HUN=M
UL

Suitable
Playgrounds
Clinical practices

Lower morale

UuMFL u
s wK d

U WMOQL b
sOHJ e
U Vd s WU lK
WKO bIH
WuK
fu uL
fu uL
WOBA qHD Wu
WOM Wu

Adandonment
Calm, satisfied and safe
Shrug of the shoulders
Strong panic and helplessness
Hallucinations
Concerns
Concerns
Childs personal identity
Sexual identity

Trusted person nearby

Solitude
Expressing means
Constructive medium for expression
Stigma
Passing critical situation
Brain functions
Relapse prevention

Orphanhood
Refer
Get upset
Matching words and actions
Alertness
Excessive awareness

Modalities
Stimuli
Feared stimuli
Machete
Withdrawn
Skills
Coping skills

Emotion identification skills

Emotion Regulation Skills

tU v t o h u
bO gOF b

dOF qzU WdOF qzU

dOFK UM WKO jO
WL
U d l{
Ub nzU
UJ s WU

Cognitive and coping skills

Professional
Mental health professionals
Facing death
Resources
Traumatic themes
Bullying attitudes
Guided
Monologue

Orphaned children

Exciting and interactive atmosphere

Observational skills

Despair

Enjoyable

Tendencies

Q
U vU
r?
 wUB vK qO
U
UF_ l ULKJ oUD
WEI
bz WEI

qM
eFM
UN
rKQ UN
WdL UN
dUAL bb UN
dUAL j{ UN
rKQ UN WOdF UN
wMN
WOHM WB
U w uOMN

uL WNu
u
WOb lO{u
UFC dL M jK nu
tu

d u uuu
qO

Displaced
Armed conflicts
Irritability
Displacement
Creative activity
Physical activity
Supporting activities by peers

dN
U
WKL Ue
UdQ WOKUlD b] e
dON e
wb UA
b wb UA
d_ q s WL UUA

UeM WFB dE w UGB

Glossary

English Arabic
Art techniques
Arts

uM

Ask open-ended questions

WuHL WK_ d

Aspects of trauma

WbB Vu

Assessment

dbI UO

Atmospheres of terrorization and

fear

dDK u{dFL
cO
]
oKF qu

Attachment factors
Attachment relationship

oKF W

Authority figures

WDK u

B
Balance

WO uK UdD{
WO uK U

Behavioral problems

WO uK q UAL

Behaviors

UO uK

Being out of control

dDO s d

Betrayal

WUO

Blank stare

dH w ob

Blurred

Wu A

Brain functions

Ub nzU

Breakups of the traumas memories

WbB Ud c WOJJH d

Breathing difficulties

fHM w WuF

Broken system

nOF{uJ UEUN

Building societal relations

WOFLL UF UM
UFC dL M jK nu

Burden

Caretaking

Academic performance

wb wbL qOB

Acceptance
Accepting children the way they are

uqI
r UL UH_ qI

Accommodate and control tension

du j{ nOJ

Acculturation

Acting or feeling such as the traumatic

experience is happening again

WOHUF WO uK dOQU

Behavioral effects

Care

wdFL dd U U
WObB dUAL UUD
sc U XAUd

Active and positive listening

Behavioral disorders

Car accidents

sD w

Absentmindedness

Acting

uK vK dDO
Ud B

Behavioral and emotional impacts

Calm, satisfied and safe

Abreactive or cognitive reprocessing

of traumatic impressions and
emotions

Behavior management

Calm general response

Abdominal pain

u Vd u

At-risk students

Bullying attitudes

uMH UOMI

Active childcare movement

Active ignoring
Activities that express emotions
Acts of violence and terror
Acute depression
Acute fear
Adandonment
Adaptive behaviors
Adjunctive treatment methods
Adolescent
Adults
Age-related behavioral problems
Aggression
Aggressive reactivity
Agitation and anger bouts
Alertness

wUI UnU
qOL
WU Q
U d B
]
dJ
UN]Q b WObB
]
wU jAM UL
UH_ WUL WDAM W d
bLFqUH jAM qU
dUAL s dOF WDA
U nMF UL
U U
u bb e U
s wK dN

wHOJ uK WOHOJ Ud B

bUL F d
od
U buGU
WdLF UH o WO uK JA
WOb
wb qUH
VCG Uu UFH U
WEI tOM

Alienation

Anger

VC

Animistic thinking
Anxiety disorder

uO dOJH wML
oKI dD{

WzU WU WU
Anxiety management

U_ WMOQLD bN

Appreciation

d b oKI
dbI

UO u
Armed conflicts

WK Ue

WUMWU
Arousal symptoms

WU

WOM U d

UKDBL dHL uU

Conflict between generations

Conflict resolution

UO_ sO d

Catharsis

UFH mdH

UeM q

Charades

wU

Consecutive

WOU

Constrictive

WIOF

Constructive medium for expression

dOFK UM WKO jO

Containers

UU

Contingency reinforcement
programs

uD U b] FL eeF Zd

Continuous recurrence

qu dJ

Continuous thinking about the

accident

U w qu dOJH

Continuously recalling the traumatic

incidents experience

Wd dL d c UF
WOb

rKQ

Coping skills

rKQ UN

Correcting thinking

dOJH `OB
WO WOOB WOHU Wd

Cortisol levels

eOuJ Uu

Cortisol reactivity

eOuJ qUH

Creative activity

wb UA

Creative dramatic play

w wb VF

Critical

oO d

Critical thinking

bI dOJH

Cubes

UFJ

D
Dealing with traumatic grief
Declaration on the Protection of
Women and Children in Emergency
and Armed Conflict
Deductive

Child psychotherapy
Child soldiers
Childs continuing internal experience
Childs natural environment for
expressing himself
Childs personal identity

l qUF
wbB e l qUF
w UH_ UM WUL s
`KL eM uD d

Depression
Depressive responses
Deprivation of care and attention

Developmental psychology
Developmental requirements

WOBA qHD Wu

WOJF UH_ qF

Childs spatial representation

Chronic phobia
Civic

bUH_ d ru 
d c vK UH_
qHD bM wUJL qOL
Ud s WMe U
wb

Classification

d nOMB

Clinical practices

WUO WUL

Clinical symptoms

Wdd d

Clinicians training

dd VO Vb

Cognitive and coping skills

Cognitive appraisals
Cognitive behavior and its strategies

rKQ UN WOdF UN

WO WOdF ULOOIUMOL
tUOOd wdF uK

Cognitive limitations

uB WOdF b= 

WdF

Cognitive processing

WO WOdF UOKL qOGA

Cognitive restructuring

wdF VO d U

Cognitive-behavioral therapy

wdF w uK

Cognitive-behavioral therapy

w uK wdF

Cognitive-behavioral therapy

w uKwdFL F

Coherent strategy for coping

rKQK WJUL WOOd

hG
wUF

Collective guidance

wFL tOu

Comforting contact

wu UB

WP U
UU WOU qF
WOU

Committee for the Protection of

Children

UH_ WUL WOFL

UL WUd s Ud

Common problematic behaviors

WFzU WOUJ UO uK

u d UU

Developing endurance

t s dOFK WOFOD qHD WO

r { Ub

Desired responses

Develop

qHD bM d L WOK Wd

bb U

UI w W

Destructive ethical degradation

uM uKUIL UH_

wzdI

Desire for revenge

Despair

wHM qHD

Childrens adverse reactions

Collaborative treatment
Delusions

qHD WUL

WOHM qHD W

Colic
Deep depression

UH_ W UA

Childs psychological health

dLU rNb d

Coping

Dealing with differences

Child protection

Childrens memory capacities

Continuously respecting their abilities

Corrective emotional experience

Child participation

Communication
Communication and listening
Compassion

qu
UG qu
WL

db WO UON

Complaints

UJ

UL uD

Complaints

UJ

WOLM
wzULM fHM rK
u D UU WOzUL UU

Concentration
Concentration failure
Concerns

U eO d
eO d vK bI b
fu uL

UeM WFB dE w UGB

Emotional detachment

wUFH wHU UBH

Emotional disorder

wUFH dD{

Emotional distress

wHUF oOC

Emotional separation from others

Emotionally drained
Empathy
Endangering
Endless open-ended activities
Endurance
Enduring
Enhance

Entertainment
Environment
Emotion Regulation (ER)

eO d WuF

Difficulty in falling asleep

uM w dG WuF

Dignity
Direct observation

dDK W{d= F

Directive play therapy

Discover, create and experiment

Disinterest in play

rKQ b eeF

`UU uFA eeF
WFL
tOd WOK
WO
dUAL j{

dD{

Displace

e d
]

Displaced

Excessive anxiety

bz oK

Excessive anxiety

bz WOB
bz WEI
WdD WOB
UM_ q_ sO U UE

Dissatisfaction
Dissociation numbing

v{d b oOC WU

rU b UBHUBH b
UBHUBH s
UBHUBH UdD{

Expression

Disturbing memories

Vd = d b d F
UN s dOF
dOF qzU WdOF qzU
dOF

WdOF WG

Extraversion

luM

Doll Play

vbU VF

Drawing

Dread

WWOAd
UH b e d

Drop-in centers

wHO

Dysregulation

jC w

WOUJ WO uK UL_ UAJ

WKb

Expressive language

Externalize fears

We Ud

Diversifying

d uOzUB
]

WdOF WDA

External aggression

UO

Dysfunction

wKUH dO UM

Expressive activities

Expressive language therapy

eOOL odH

Distrust

Early Responses

Expressing means

dON e
oKF VOU lD

Disruption to attachment styles

rOOI
tOM d

dN
U

Displacement

Evaluation

Express

VFKU UL bI

Disorder

Distinguishing

Exposure to a terrifying incident

sd s 

qL ULKJ d WuI eeF

bOFB

Exploration of problematic and

alternative behavioral patterns

Wd b UA

Disengaging with others

Escalation

Experts

UO

WuI eeF

Dissociative disorders

Exciting and interactive atmosphere

Wu dO UJ s mdH

Discontent

Exchange system between parent

and children

uu F UH

Discharge unbalanced ideas

Escalation

Excessive nervousness

tuL
wNOu VFKU
]

Disabled children

qL vK b qL
qL

bOH dO WU

Excessive awareness

dU Wd

wNM WuH WDA

Erroneous

Excessive alertness

Wd

sd dUA rN H nUF

UL U_ eeF

Enjoyable

Difficulty in concentrating

wHU U

Enhance security and belonging

Enhancing the feeling of tolerance

dI dO WF d

dUALU sd s wHU UBH

wK Q dOJH UN sO eeF

Enhancement of coping abilities

UOH WDU{ WF U

Difficult and unstable circumstances

Enhance reflective thinking sills

Enhance the memory of words and

sentences

Difficult and psychologically

pressing circumstances

Eating disorder

dJ UUUU
q _ UdD{

Education strategy that reaches all

children

q qB w rOKF WOOd
UH_

Effective classroom management

strategies

WKUH nB UOOd

Emotion identification

uFA bb

Emotion identification skills

dUAL bb UN

Emotion Regulation Skills

dUAL j{ UN

Emotional and material

compensation

U wHU iuF

WdOF WGK
wU b
UL bO
Ud vK UH

Emotional conflicts

WOHU Ud

UKDBL dHL uU

Healthy and safe environment

WM WO WO

Healthy psychological interaction

XO VF 

Homelessness

d A

Homesick

sOM

Hopeless

Inadequate
Inappropriate behaviors
Incapable
Incentives

ndF bb
WOL
WK]O UO
q??DF
u] AL qL
]

WOU dO WLz dO

Fixed system of reward and

consequences

WUF uK XU UE

Flexibility

Wd

Follow-up

WFU
d U Wd
WUB

G
General adaptations

UF nOJ UJ

rz dO uK WLzL dO Ud B

General anxiety

U oK

U dO eU

Generalizations

ULOLF

dO eu

Geneva Declaration on the Rights of

the Child

qHD uI nOM

Get upset

U

Giving them freedom of play

VFK w Wd rUD

WOI
Good communication
Grief groups

dB
VK?I
dI b

Intellectual strategies

WdJ UOOd

International Save the Children Union

l h

oOb dO d c w jd UJ

dJ b>

International Medical Corps (IMC)

Finger-sucking

fOHM Q vK bI b

Intellectual challenge

Internally

dO wWHOe=HUN=M
UL

Frankness

d
s dO oKF

Internalize the trauma

Feared stimuli

Forced theft

Innocence

Internal mental processes

dO dzUD s u

dHL UM qHD b b

WOzb WO

Interactional styles

u  u

u N Ub

Initial

Interaction

Fear
Fear of aircrafts

U Z

Instability

WU UO{d

dH UA WdH bz W d

Inclusion

Insight

Faulty hypotheses

wU s

b lzU b

Insecure attachments

d_ r

WMOd UM

Incidents

Independence

d_ U e=O

Family support

Inaccurate associations

Wd JA

Family space

Hyper-activity

Inability to take revenge or let out

steam

dDO vK bI bF qA

VCG fHM vK

qOK w V

Human security

Inability to sleep alone

Failure to control oneself and anger

Family problems

Hostage syndrome

Impulsiveness

uL WNu

Horror at night

Impaired functioning

Facing death

Q WO

Horror

Imagination

Home toys

Illusionary pains

U sOF W d WOU W
U

w wH qUH

Helplessness

Identifiation

Eye Movement Desensitization and

Reprocessing (EMDR)

Group trauma-focused coping

bO qu
b e UuL
WbB l rKQ vK e d w UuLL
WbB vK e = d c wUL 
rKQ

Grudge

bI WMOG{

Guided

tu

Guilt

qUH
WOMO WOKUH UL VOU
Habitat

WOMJ WO

WOKb WOMc UOKLF

WO WH UH{ WbB X c
s e UNKFUD  c
UO c
wK
u UJbO UuOUd WOFL
wLUF UH_ WUL U

Hallucinations

WuK

Hallucinations

b] ?

Hardships
Harshness in play and behavior
Hasty responses
Headache

uK VFK w WuA

WKF WU WU w Ub
b

UeM WFB dE w UGB

Mass traumas

WOUL d Ub

Mass traumatic events (meaning

collective)

Interpersonal

UF_ l ULKJ oUD

Mdecins sans Frontires

WOFL b U

Mental

WOM

Mental and physical risks

Wb WOH dU

Mental disorder

wKI d wKI dD{

Mental Health

WOH W

Mental health professionals

bb qO WOHM WB ZUd

uL W w wdF rUF w
WOdF

qzU VOU ZUM

WK U vK w l{ Wc L

Modeling
Monitoring

Ud B uK Wd b
UH_

Monologue

d u uuu

Moral code

w uU WO bu

Mourning

W d UdD{

Multimodal treatment methods

ULM b= F F d

Multiple intelligences

bF U

Multi-sense education

u bF r?KF

Multitraumats

b= F Ub

Noisy behavior
Nondirective play therapy
Nontraumatized
Normal attachment bonds

Irritability

UdQ WOKUlD b] e

Isolation

uD We

K
Kidnapping

UD nD
UH_ W{

L
Label and talk about feelings

UNM rKJ dUAL nOMB

Lack

bF bI
uM WK

Lack of sleep
Landmines

WO{ UG

Latchkey children

U eM v uF UH
tO q u

Lego

uGO

Limited

b

Listening

UG

Live in a safe habitat

WM WO w gOF

Living organisms

WO UMzU
WObB d gO

Long-term psychological follow-up

b_ WKu WOH WFU

Losing loved ones

U_ bI

wK nOJ
Losing sense

u bI

WOK dUA
Loss

bI U UO{

wB e
Loss of appetite for food

UFDK WONA bI

Loss of self-confidence

fHM w WI bI

wB wuuO
n UUB s u
Low achievement in school

wbL qOB w uB dQ

uU
Lower morale

UuMFL u

wKOK Vd U
VU uK
wNOu dO VFKU
WbBK dF
] dO

Numbing

WOFOD oKF j
b

Numbing

uF b
b U

Nurturing behaviors

Involuntary

Living the traumatic experience

Nocturnal terrorization

wKHD WKO

Movement disorder

Nocturnal enuresis

Intrusive

uKUdB dOH u

Modalities

Nightmares

Introversion

Misinterpretation (of behaviors)

Newspaper collages

WdOH UN
c vK UHJ uD

Kindergarten

Methods

Neurobiological

Interpretive skills

WOHM WB
U w uOMN

Mental Health Program for a New

generation in the Arab World

Nervousness

sO UFU WU
UH

U_

U

Matching words and actions

Negative emotions

WU
UbK WOb WOFL

WbB s rUM jGCU

WOUL WOb ?
b

Massacres

Negative accommodation

International Society for Traumatic

Stress Studies

Machete
Mainstreaming displaced people in
the current situation
Making referrals
Malaises
Malnutrition

qM
rzUI l{u w sdNL Z
wOzd UO w
WU
oOC d
WcG u

WL =eF Ud B
Masks

WFM

UKDBL dHL uU

Poverty
Praise
Precautions
Precautions
Preexisting disturbed attachment
styles
Preliminary interventions
Preparatory Course for
Psychological Support for People
Affected by the Lebanon War
Preschool children
Pressing cases
Pressure
Pretherapy
Principles of therapy through play
Problem solving
Productive behabiors
Professional
Prolonged separation
Protection
Psychiatric disorder
Psychiatrist
Psychoanalyst
Psychodynamic procedures
Psychoeducation
Psychoeducational groups
Psychological
Psychological activities
Psychological and mental balance

dI
`b UM
Observational skills

WOUO d UUO
dU
dU
uuL WdDCL oKF UL
UIU
WO b
WOULfHM bUL b
WOUMK d dCL

WdL UN

Ongoing

qu

Ongoing threat

qu bbN

Open-ended activities

WuH UUN  WDA

Oppression

UND{ dN

Orphaned children

U vU

Orphanhood

r?
Wu WKb

Overlapping treatment phases

Overprotective

WbL q U dL w UH_
WbL q U UH

Overwhelmed

jG{
F q U

dL uK dL UdB

wMN
quu] D UBH
WUL
wH dD{

dLGU uF uLG

WDU{ U

VFKU F U
JAL q

WUL w dH oU

Pacing in treatment
Painful and unexpected experiences
Painful memories
Parallel talk
Parent support groups
Parental attachment styles
Parental relations
Passing critical situation

wH VO

Pathological emotional responses

wH qK

Peaceful and non-peaceful situations

WOUM WOH d
WOH WOd
WOHM WOd UuL
wH
WOUL fH UUA
wM wH u

Peer influence
Peers
Period of innocence
Personal and emotional distress
Pessimistic
Physical activity

Psychological crises

WOH U

Physical atmosphere

Psychological discharge

wH mdH

Psychological health

WOH W

Physically and emotionally healthy

supportive peers

Psychological illiteracy

WOH WO

Psychological pressure

wH jG{

Psychological stress symptoms

Psychological support
Psychological support project in
southern Lebanon

b A wHM jGC d
wH r
w wUL wHM rb dA
UM uM

Plane crashes
Play
Play with sand and water
Playgrounds
Poor concentration

F w d
WUH WLR WOUO d
WLR Ud
u
q_ r UuL
sbuU bu oKF VOU
Wb U
U d l{
WO{d  WOHU UU
WOLK dO WOLK U{
Ud d_ dOQ
d
d WKd
wHU wB oO{
UA
b wb UA
WU WO WOzUeO WO
UOHU U
uL dd
]
Ub
dzUD rD
VF
UL dU VF
V
eO d w nF{

Positive imagery

WOU O

wH U w qU wH bd

UOH bN U
Psychologically stressful experiences

Positive thinking

wU dOJH
WGK WJKpKL

Psychologist

Posttrauma

Psychological worker

Psychopathological effects
Psychopharmacology

Psychophysical symptoms

wH wzUB fHM rU

WO{d  WOH U
wHM FU U
W_ rK

WOHM dOUIF W_ rK
WOb fH d

Possess the command of language

Post-Traumatic Stress Disorder

(PTSD)
Posttraumatic stress reaction
Post-Traumatic Syndrome Disorder (PTSD)

WbB bF U
WbB bF U b UdD{
WbB bF U oOC jGC qF
WbB bF U W UdD{

UeM WFB dE w UGB

Reveal unbalanced ideas

Wu dO UJ s nA

Revenge

UI

Risks

UD dU

Role-playing

qOL _ VF

Role-playing (psychodrama)

Ub UuJO _ VF

WOHM

Rule-guided interactions

Sadness-generating thoughts

Self-blame

v

Puppets

W d=  v

R
Reacting or Reviving

e bu UJ

Reactivity to reminders

s w UJU

Self-appreciation

Puppets

Rapport with children

Safe therapeutic setting

School-based activities

Puppet Play

s XO u

Schemas

Rebelling against authority, parents

and officials

UW
UDD

Rebuilding society

UH_ dUAL d

fHM u c u

WOb d d

Redirection of impulses

w j{ UOKL
fHMK Wzb= N WDA

Semistructured

r EM t
WOM  WOM t WO WUI
Semistructured, office-based
therapeutic approach
VJL w d w WOHBM
U_ bF uF
Sense of insecurity
U_U U
Sense of safety
bb wH d UUF
Severe psychological anguish
WOM Wu
Sexual identity
WOM d
Sexual purposes
v?DF
WO uK JA
Sexualized behavior problems
?

W?M
UOM UFU
Q
Shelter
Wd
Shovel
UO b WHU
Showing relatively limited emotions
sOHJ e
Shrug of the shoulders
u qH
Shy child
WU UdD{
Silent disorders
UN hI
Skill deficits
W UNL UM WDA
Skill-building activities and

Reduction of troublesome affects

Reenact the traumas qualitative role
Reexperiencing
Refer
Regressions
Regressive behavior
Regulated states
Regulating emotional states

UN
uM U?KI
uM UM Ue
V?KI
u

uM UdD{
uM JA

wUFUH
eMlb tOu U
WeL U nOH
wuM
WbB qOL U

WbB U U
 wUB vK qO
UUJ
wUJ uK
WuC U
WOUFH U j{

Re-inclusion

Z U

Reintegration

U U

Relapse prevention
Relational Stress
Relaxation

UJ s WU
U jG{
Ud

Reminiscing the trauma

WbB U c

Repetitive panic attacks

d J lK Uu

Residential treatment
Resilience

Resolving conflicts
Resort (to robbery and infringement
on property)

maintenance

Sleeping problems

lLL UM U

Recounting a traumatic memory

w rOKF

Sleeping disorder

q_ WDK vK d L
sORL

Recognition of a childs feelings

Self-education

Sleep disturbance

UO qUH
=
WN=MLd cL quF l qUH
WdO c

 dbI

Recovery

Skills

UH_U Z{U UB W{U W

wHU r vK uB

fHMU WI

Self-soothing activities

UB

Receive emotional support

WbL w d WDA

Self-Confidence

Self-regulatory processes

wH
W d= L vbU VF

Rape

Safe home atmosphere

Safety

wH ZUF

Psychotherapy

UFu bu

wULfH?
VF

Psychotherapist

buI vK wM qUH

Rules and expectations

Sadness

Psychosocial play

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bI WOK Wd WOK W
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UeM q
vK bF Wd u uM
UJKLL

Resources

u

Response

U WU

Responses to stressful or novel

situations

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WuQL dObb

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T
Talk
Taunted children

Smothering
Social balance

uH?MF
UH

Temparement

e

Tendencies

uO

Tension

du?

Terroristic behaviors
their talents, interests and emotions
Therapeutic approach

WOU Ud B
dOF rNUUL rNu UN
rdUA s
w ZN

wUL U wUL Ub

Social interaction

wUL qUH

Social ties
Socio-dramatic play
Socio-dramatic play between teachers
and children and among children
themselves
Solitude
Space
Stabilizing

VFKU

Stabilizing

Think freely

Wd dOJH

Stereotypes

Thumbsucking

l h

Therapy through play

Toddler

u dL w qH

Tolerance

`U

Torture

VcF

Tough fighting
Toys
Toys of public places
Tragedies
Train on conclusive and deductive
analysis
Transference relationship and
nondirective observation
Trauma
Trauma Systems Test
Trauma Systems Therapy Approach
TST
Traumas subconscious reason
Trauma-based groups

Trauma-generated disorganized/
disoriented insecure attachment
Traumatic
Traumatic reactions
Traumatic recall
Traumatic Reminders/Stressors
Traumatic sequence
Traumatic themes
Traumatized people
Treatment planning-process

wUL u

Social integration

WO W

Therapeutic relationship

rU oU

WOUL j
w wUL VF
WLKFL sO w wUL VF
UH_
bO gOF b

UJ UC eO
u U u
u U
wDL uL wDL ?

Stigma

WL

Stimuli

eH UNM

Storytelling
Strategies of managing behavioral
problems

UUJ h
hBI WUJ W
JAL UOOd
WO uK

d U
Stress management

v
W] U s U VF 

Strong attachment to parents

Strong emotion of insult and oppression

oOC jGC vK dDO

q_U bbA oKF
UND{ WUNLU bb U

lu
Strong panic and helplessness

wUM qOK vK Vb
wzdI
Stubborn

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WKO bIH
bOM

WONOu dO WdL qIM W

Wb
WbB WLE U
WbB WLE ZN
wMU qIF w WbB V
Wb V qJ] A w UuL
rKQ nOJWdL oOI
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WbB s rUM
wb
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wb d cUd
WdO cd c WOb qu
WDU{
WOb WKK
WOb lO{u
ubB WbBK u{d F

Subconscious

wMU qI wu

Subconscious

wu q U wMU qI

Suitability to the age group

Suitable

VUM rz

Support

bU r

Supporting activities by peers

Suppressed desires
Surviving
Sustaining security
Symbolic communication of play
Symbolic games
Symbolism of childrens play language
Sympathy
Symptom alleviation
Symptoms

tU v t o h u

TST Assessment Grid

WLE UU U
UOI b

WbB

d_ q s WL UUA
WuJ U
UO bO vK UI wD
s_ vK UH
VFK w e qu
We UF
UH_ bM VFK WG We
WHU
d nOH
d

Symptoms of anguish

UUF oK d

Symptoms of disorder

dD{ d

System or relations of siblinghood

jOD WOKL

Trusted person nearby

WdLF WKdL l VUM

u _ U UE

UeM WFB dE w UGB

U
Unconscious preoccupations

w b wWO dO UGA
w

Under-attention

eO d WK U WK

Uneasiness

qLKL

Unexploded bombs

dHM dO qUM

Upbringing

WAM

Upsetting dreams

We

Urination

V
Verbal threats

WO WOEH bbN

Verbalization

wEH dOF UH_U dOF

Victims existing mental schemas

uuL WOMc UDDLuB

WOC s w bM

Victimization

WO{ v qu

Violent experiences

WHOM U

Violent scenes

WHOM bUA

Violent upbringing

WHOM WAM

Vital space of the family

uO d_ U

Vomiting

ROI
d QK WOKU

Vulnerability

W
War toys

d VF 

War-induced psychological pressures

Wars repercussions

d s WLU WOH uG{

d u

War-traumatized children

d WbB u{d F UH

Wellbeing

WOU U

Wishful thinking

u dOJH

Withdrawn

eFM

World Declaration on the Survival, WUL UI oKFL wLUF

Protection and Development of
qHD UL
Children

Y
Youngsters

U WO