Correlation between Dissociative Symptoms and Psychological Stress among Adolescents | ||||
Egyptian Journal of Health Care | ||||
Article 82, Volume 13, Issue 1, March 2022, Page 1202-1217 PDF (365.91 K) | ||||
Document Type: Original Article | ||||
DOI: 10.21608/ejhc.2022.224927 | ||||
View on SCiNiTO | ||||
Authors | ||||
Doha Abdelbaseer Mahmoud1; Mawaheb Mahmoud Zaki2; Hend Ahmed Mostafa3 | ||||
1Lecturer of Psychiatric and Mental Health Nursing, Faculty of Nursing, Benha University-Egypt | ||||
2Assistant professor of Psychiatric and Mental Health Nursing, Faculty of Nursing, Benha University- Egypt | ||||
3Lecturer of Psychiatric and Mental Health Nursing, Faculty of Nursing, Benha University-Egypt. | ||||
Abstract | ||||
Background: Dissociative symptoms is characterized by a disruption in the normal integration of consciousness, memory, emotion, perception, identity, body representation, motor control, and behavior. Aim: The aim of this study was to assess correlation between dissociative symptoms and psychological stress among adolescents. Design: A descriptive correlational design was utilized to fulfill the aim of the study. Setting: The study was carried out at faculty of nursing at Benha University in Benha City,Qaluobia Governorate. Sample: A purposive sample composed of 572 first grade students. Tools: Three tools were used. Tool (I):A structured Interview Questionnaire. Tool (II): Dissociative Experience scale. Tool (III):Stress scale. Results: The study revealed that less than one quarter of the studied students have high level of total dissociative symptoms while half of the studied students have moderate level of total stress..Conclusion: The study concluded that there was a statistical significant positive correlation between total students dissociative symptoms and their total stress level. Recommendations: Psycho-educational program focused on the psychological, physiological and social needs of adolescents. | ||||
Keywords | ||||
Adolescents; Dissociative symptoms; Psychological stress | ||||
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