This study investigated the relationship between coping strategies used by adolescent refugees in the Palestinian refugees’ Shatila camp in Lebanon and posttraumatic growth. Moreover, the study explored and predicted the impact of coping strategies utilized by adolescent Palestinians in Shatila camp, Lebanon on their personal growth and psychological well-being. Data were collected using two questionnaires and a checklist: (a) LEC-5 checklist as an assessment tool to make sure that all the participants have faced or experienced stressful events, (b) questionnaires including the Ways of Coping Questionnaire (WCQ) to find out the style of coping refugees used, and (c) Posttraumatic Growth Inventory (PTGI) to identify the factors of growth refugees developed as a result of using different coping strategies. Sixty adolescent refugees at one of the centers in the camp (31 females and 29 males) who benefited from counseling services participated in the study. Adolescent refugees’ performance on the checklist and questionnaires revealed the prevalence of stressors among the refugees. The coping strategies mostly utilized were problem-focused coping strategies, as there was a correlation between its factors and some coping strategies, and there were coping strategies used that predict the development of growth among. Finally, as for the counseling and training programs and services, interventions and guidance services seem to better prepare refugees to handle and cope with the stress that they encounter to develop personal growth.

Sara Al Beainy is an accomplished teacher and educational psychologist with over 10 years of dedicated experience in the field of education. With a passion for fostering academic success and emotional well-being, She has worked extensively with students, educators, and families to support holistic development and inclusive learning environments. Holding advanced degrees in both education and educational psychology, she began their career as a classroom teacher, where they quickly developed a reputation for innovation in instruction and a deep understanding of diverse student needs and different cultural backgrounds. Driven by a desire to make a broader impact, they pursued further specialization in educational psychology, focusing on mental health and wellbeing, cognitive development, and behavioral interventions. Over the past decade, she has served in multiple capacities, including school psychologist, curriculum advisor, and professional development facilitator. They have conducted workshops among working groups, designed individualized education plans (IEPs), and led workshops for teachers on differentiated instruction, classroom management, and trauma-informed practices. she has always made sure that teachers at school feel well and always are motivated to thrive in their roles. she work is grounded in research and a commitment to implementing ways of coping to maintain mental health and psychological wellbeing. Their contributions have supported centers and schools within unprivileged communities in creating more inclusive and responsive learning environments where all students can thrive. In addition to their school-based work, she is also a sought-after speaker and consultant, collaborating with education systems and nonprofit organizations to advance educational access and student mental health. Outside of their professional life, she is an advocate for lifelong learning and continues to mentor young educators entering the field of education.”