The study aimed to determine the levels of both (Self.Awa.) and (Psy. Emp.) among individuals with (Vi. Imp.), as well as to examine whether there are statistically significant differences in (F. Th.) attributable to gender (male/female) and grade level (third, fourth, fifth, sixth). The study also sought to investigate the extent to which (F. Th.) can be predicted by self-awareness and (Psy. Emp.) in this population. The descriptive method was employed, and the sample consisted of (50) students with a mean age of (172.30) months and a standard deviation of (11.23) months. The study utilized three instruments developed by the researcher: a (Self.Awa.) Scale, a (Psy. Emp.) Scale, and a (F. Th.) Scale. The findings revealed moderate levels of both self-awareness and (Psy. Emp.) among individuals with (Vi. Imp.). Additionally, no statistically significant differences at the (0.05) level were found in (F. Th.) based on gender or grade level. The results also indicated that (Self.Awa.) and (Psy. Emp.) are weak predictors of (F. Th.) among individuals with (Vi. Imp.), They contribute 4.1% to predicting (F. Th.) among the visually impaired. The F-value for determining the possibility of predicting (F. Th.) through (Self.Awa.) with (Psy. Emp.) among the visually impaired reached (0.789), which is a statistically insignificant value at the 0.05 level. This indicates that the possibility of (F. Th.) through self-awareness with (Psy. Emp.) among the visually impaired is weak. The partial correlation coefficient reached (0.202), and the coefficient of determination reached 0.041, which is the value of r2 for the explanatory coefficient associated with the entry of variables into the regression equation.
Human behaviour and interactions are complex, encompassing both what is immediately observable and what remains beneath the surface. Understanding these layers is particularly important in group therapeutic settings, where subtle dynamics can significantly influence outcomes. Literature explicitly addressing “manifest and latent processes” in group work remains limited. Most mainstream theories of group development, such as Tuckman’s stages, emphasize overt, measurable behaviours and structured task accomplishment, leaving latent processes, such as unspoken norms, emotional undercurrents, power dynamics, and unconscious motivations, underexplored. Recent trauma-focused group psychotherapy literature highlights this same gap, emphasising how latent relational and neurophysiological processes shape group functioning. This paper examines the interplay of manifest and latent processes in group development, emphasizing the importance of addressing both observable behaviours and hidden dynamics. The author intentionally anchors the conceptual foundation of this paper in classical groupwork theories, such as Tuckman’s stages of group development, Bion’s psychoanalytic insights, Vygotsky’s social constructivism, and the Johari Window due to their enduring relevance and widespread scholarly recognition. Concepts from the social unconscious sphere are also used to expand the understanding of latent dynamics beyond the individual psyche, acknowledging broader societal influences that shape the group space. This conceptual paper critically synthesizes these established and contemporary theories to explore the complex interaction between observable (manifest) and hidden (latent) processes within groupwork. Rather than proposing a new theory, it offers an integrated interpretation of existing scholarship by bringing classical and contemporary perspectives into dialogue. This synthesis advances a more nuanced understanding of group dynamics and highlights practical considerations for facilitation that attends to hidden or unspoken processes through a reflective, multidimensional lens. Practical implications are highlighted. This includes how facilitators can enhance group effectiveness by attending to both observable behaviours and underlying group dynamics, integrating reflective practice and awareness of personal bias to promote trust, psychological safety, and cohesive participation.
Adolescents are growing up in a highly digital environment in which online technologies play a central role in shaping education, social interaction, and personal development. Although digital tools offer significant opportunities, they also expose young people to online risks such as harmful content, unsafe interactions, cyberbullying, and technology-related stress. These challenges highlight the need to foster digital resilience among adolescents, understood as the ability to navigate, manage, recover from, and adapt positively to adverse online experiences. This systematic review, conducted in accordance with PRISMA guidelines, synthesizes findings from 15 peer-reviewed studies published between 2021 and 2025 and retrieved from major academic databases, including Google Scholar, ERIC, EBSCO, and SpringerLink. The included studies represented qualitative (40%), quantitative (46.7%), and mixed-method (13.3%) designs and were conducted across North America, Europe, Asia, and Australia. The review aimed to examine how digital resilience is defined, which theories and models are used to explain it, and how these frameworks are applied in adolescent-focused research. The findings indicate that digital resilience is conceptualized as a psychological, behavioural, and socio-contextual process shaped by individual capacities, technological conditions, and social support systems. Frequently used theoretical perspectives include Psychological Resilience Theory, Bronfenbrenner’s Socio-Ecological Theory, and socio-technological models. The review highlights the need for stronger theoretical integration and more context-sensitive research to support healthy adolescent development in an increasingly digital world.
This study examines the effectiveness of different pedagogical approaches in enhancing life skills among secondary school students in Kerala, India. Life skills are essential competencies that enable individuals to effectively manage personal, social, and academic challenges in contemporary society. The study employed an experimental research design using a parallel group method to compare traditional teaching approaches with modern pedagogical methods such as experiential learning, project-based learning, and cooperative learning. A sample of 50 secondary school students and 30 teachers from selected schools in Kerala was selected using stratified random sampling participated in the study. Data were collected through standardized questionnaires and semi-structured interviews. Statistical techniques including descriptive analysis and t-test were used to analyse the data. The experimental group achieved a higher mean score in life skills development, indicating the effectiveness of experiential and student-centered teaching strategies. Teachers also expressed more positive perceptions toward the integration of life skills when using innovative teaching approaches. The findings of the study show that the students learned life skills through innovative pedagogical methods demonstrating higher levels of improvement as compared to the students learned through conventional methods. The study highlights the importance of incorporating modern pedagogical strategies in secondary education to enhance students’ personal, interpersonal, and problem-solving competencies. The findings have significant implications for curriculum planners, educators, and policymakers, emphasizing the need to integrate life skills education systematically within the school curriculum to prepare students for the complex demands of the 21st century.
With the advancement of digitalization, the deep integration of digital technology and business activities has made entrepreneurship a more appealing career choice. Digital entrepreneurship has become increasingly popular among the younger generation, presenting new requirements for innovation and entrepreneurship education in universities. Grounded in Conservation of Resources Theory, this study empirically examines the effects of the overall level and five dimensions of social emotional skills on college students' digital entrepreneurial intention using a questionnaire survey. The results show that the overall level of social emotional skills has a significant positive effect on digital entrepreneurial intention. Among the five dimensions, open-mindedness, emotional regulation, and engaging with others have significant positive effects on digital entrepreneurial intention, with open-mindedness exhibiting the strongest effect, followed by engaging with others and emotional regulation. In contrast, the effects of task performance and collaboration are not statistically significant. By exploring the comprehensive mechanism through which social emotional skills influence digital entrepreneurial intention, this study both verifies the overall predictive effect of social emotional skills and reveals the differential impacts of its dimensions on the formation of digital entrepreneurial intention, thereby enriching research in the field of digital entrepreneurship. Furthermore, it provides an important reference for universities to optimize their innovation and entrepreneurship education systems and implement targeted competency development.
Nihilism, the belief that nothing inherently matters, has gained prominence in popular culture. This study examines two subsets of nihilism: existential nihilism, which posits that life and the universe lack meaning, and individual nihilism, which suggests that one’s personal life holds no significance even if meaning exists elsewhere. The present study explored the relationship between these nihilistic beliefs and workplace variables, including job apathy and job satisfaction using a convenience sample of 58 adults in the work force. Four established scales were employed: the Existential Nihilism Scale (ENS), the Purpose in Life Scale (PILS, reverse-coded to measure individual nihilism), the Job Apathy Scale (JPS), and the Generic Job Satisfaction Scale (GJS). Point-Biserial correlations revealed significant negative relationships between age, income, and education with individual nihilism (PILS: r = -0.341, p = <.009) and job apathy (JPS: r = -0.325, p = <.013), while sex and hours worked showed no significant correlations. Participants aged 26–29 reported the highest levels of existential nihilism (M = 21.22, SD = 10.20) and individual nihilism (M = 29.48, SD = 10.76), whereas those in their 50s reported the lowest levels for both constructs. Pearson correlation analysis revealed a strong positive relationship between existential nihilism (ENS) and individual nihilism (PILS: r = 0.828, p = <.001). Both forms of nihilism were positively correlated with job apathy (ENS: r = 0.509, p = <.001; PILS: r = 0.629, p = <.001). Regression analysis demonstrated that existential and individual nihilism together accounted for 37% of the variance in job apathy. When analyzed split, individual nihilism (PILS) explained 39% of the variance while existential nihilism (ENS) explained 25%. Notably, when both predictors were included in the model, individual nihilism remained significant, while existential nihilism did not, suggesting that individual nihilism is a stronger predictor of job apathy. These findings highlight the psychological impact of nihilistic beliefs on workplace attitudes, with individual nihilism emerging as a critical factor in predicting job apathy. Study findings may support retention efforts and hallmark the importance of intrapersonal factors in the workplace. A non-diverse sample of participants and lack of research support the inverted use of the PILS are the studies chief limitations. Future research may seek to examine the influence of media on nihilistic beliefs and the impact these values have on workplace culture and productivity.
There exists notable neglect in research of identifying imperatives for personality traits and profiling assessment in Healthcare professionals (HCPs), Allied Healthcare Professionals (AHPs), and First Responders. A large scoping review of 133 studies, which included numerous assessment tools, was undertaken- via a JBI approach- to investigate if there is an imperative for identifying personality traits in these population groups. Investigation of personality assessment and profiling in the realm of: Neuroticism; Psychoticism; and Dark Triad personality traits, was examined, which are often overlapping. The approach taken in this study was with an enduring commitment to risk mitigation. Professions per category included: HCPs: doctors (including specialists, interns, registrars); nurses; dentists; clinical academic researchers. AHPs: social workers; psychologists; physiotherapists; and, radiologists. First Responders: paramedics; law enforcement; firefighters; and many more related professions. Though a number of positive personality traits were detected, the argument for necessary profiling of individuals is explicated by the existent levels of Neuroticism and/or Psychoticism discovered within individual HCPs; AHPs; and, First Responders. The identification of these traits via personality assessment, and through profiling techniques, is always incredibly alarming. The Wilma scenario; and, medico-legal patient homicide, is supportively introduced. Consideration is given to: expulsion; deregistration/de-licensing; placement under supervision; and implementation of intervention strategies (if potentially successful) as the remedy to risk traits for the relevant individual worker. In extreme cases, such as identification of Dark Triad personality traits, the proposed process may naturally differ. Otherwise, workers may seek urgent intervention (e.g. an extended respite from work- assessable upon return to work initiatives); alternative employment; or, choose to reject necessary intervention. The vital importance of personality traits’ assessment and profiling of HCPs, AHPs, and First Responders encapsulates consideration of obligatory risk management; red flag alerts; assessment components included in: job recruitment, performance reviews and, post-critical incident debriefings; and, as part of educational curriculum (including undergraduate students). Highly relevant to HCPs, AHPs, First Responders are personality traits which directly effect Patient safety and appropriateness of care. Impactful conditions which may affect workers, from deleterious clinical decision-making, may involve: moral distress; Second Victim Syndrome (or Secondary Traumatic Stress); Burnout; and, Posttraumatic Stress Disorder. Further research is needed regarding ongoing personality assessment and profiling needed of all (from informal to formal) (and from undergraduates to seasoned professionals). Longitudinal monitoring of: Allied Healthcare, First Responder, and Healthcare, professional domains remain paramount in ensuring effective, as medical error free, and ethical, environments, as possible.
The tourism and hospitality industry, while a cornerstone of global economic development and cultural exchange, is increasingly scrutinized for its endemic issues surrounding workplace violence, bullying, and sexual harassment. This sector, characterized by high employee turnover, precarious employment conditions, and power asymmetries between workers, guests, and management, presents fertile ground for such misconduct. Globally, frontline employees—often women, young workers, and migrants—are disproportionately affected, with incidents ranging from verbal abuse and intimidation to physical and sexual assault. This abstract examines the scope and dynamics of these challenges across different regions, emphasizing the need for multinational policy interventions, industry-wide codes of conduct, and a shift toward inclusive and safe work environments.
This study investigated the cultural background effect on the expected emotional intensity of listeners in music for 3 basic emotions (happiness, sadness, anger) and 10 daily listening scenes. 127 subjects received a fully factorial questionnaire (2 [Culture: Chinese vs. Western] × 3 [Emotion] × 10 [Scene]). A significant Culture × Emotion × Scene interaction indicated that cultural difference manifests in specific emotion-scene pairs. The subsequent analyses indicated that Western listeners rated happiness more than Chinese listeners in move, social activity, housework, and party scenes, and rated anger more than Chinese listeners in exercise and coping with emotion scenes. Secondary two-way analyses also once more confirmed Western participants consistently anticipating more anger and happiness intensity than Chinese participants, with no group differences in sadness—highlighting cross-cultural universality in sad music experience. Culture × Scene analysis also identified stronger emotional expectations in Western listeners in move, study/work, exercise, coping with emotion, and pure music listening scenes. Overall, Westerners are more likely to anticipate high-arousal or functional states, i.e., strong emotions, while sadness elicits comparable expectations across both cultures. These findings demonstrate cross-cultural music-emotion theory by revealing conditional modulation of emotional expectations by culture. Follow-up research could employ actual musical pieces in conjunction with physiological or psychological measures to deconstruct the mechanisms of the culture-emotion-scene interactions.
This study seeks to explore how the personality traits and self-efficacy influence academic performance among young adults of 18 to 25 years. This topic falls within the scope of positive psychology studies, which contribute to the mental health of all ages and backgrounds. Utilizing a correlational research design and quantitative approach the research will involve approximately 300 participants elected through purposive sampling based on a defined inclusion and exclusion criteria. Validated questionnaire will be employed to assess the personality traits, self-efficacy and academic performance. Statistical analysis such as, Descriptive statistics, Spearman Rank Correlation and Linear Regression method was conducted to evaluate the relationship between the variables such as personality traits, self-efficacy and academic performance. This study revealed that there is relationship between personality traits, self-efficacy and academic performance. The variables such as personality traits and self-efficacy is a predictor of academic performance among young adults.
Personality develops through the continuous interaction between biological imperatives and individual experience. This article presents a conceptual model in which five core adaptive functions—defense, reproduction, energy provisioning, thermoregulation, and fluid regulation—are considered as survival circuits forming the dynamic substrate of personality construction. Each circuit is organized around an energetic polarity, either centrifugal (expansive, outward-oriented) or centripetal (conserving, inward-oriented), which shapes characteristic emotional, cognitive, and behavioral patterns. The model links neurobiological mechanisms with psychological processes and symbolic archetypes, proposing that the enduring structures of personality originate in these survival circuits. It describes how the activation or inhibition of each circuit generates functional archetypes that influence emotional expression, cognitive styles, relational tendencies, and self-identity. A consistent analytical framework is applied to each circuit, outlining its primary adaptive function, underlying neurobiological resources, associated internal states and behaviors, characteristic personality traits, and patterns of dysregulation. This framework is illustrated through clinical applications, including the analysis of functional fragmentation in complex post-traumatic stress disorder and other dissociative presentations. By integrating findings from neuroscience, psychology, and psychocorporal clinical approaches, the model provides a structured perspective on the relationship between survival imperatives and personality organization. It offers a basis for identifying dominant or impaired circuits in clinical settings and for guiding interventions aimed at reintegrating dissociated subsystems. This approach situates personality as a living interface between biology and biography, regulated through the interplay of survival functions and their energetic dynamics.
As a new and significant force of consumption in contemporary China, Generation Z showcases distinct characteristics. Their penchant for uniqueness and personalized psychology are especially evident in their daily consumption behaviors. In the current digital age, generative AI has emerged as a powerful tool in the advertising realm. Thus, exploring the influence mechanism of generative AI-driven advertising on the consumption behavior of Generation Z holds great significance. This exploration is crucial for the further integration and application of artificial intelligence technology in the development and reform of the advertising industry. Based on in-depth qualitative interviews with 24 Chinese university students, this study employs programmatic grounded theory. By doing so, it aims to uncover the intricate black box of the influence mechanism between generative AI-driven advertising elements and consumer behavior. The research ultimately discovers the pathways through which four dimensions-corporate cognition, value cognition, emotional cognition, and risk cognition-impact the consumption behavior of Generation Z. This offers valuable insights for advertisers targeting this demographic.
This article examines the pervasive discourse of "growth mindset” within higher education, proposing that it functions as a powerful hidden curriculum at the College of Social Sciences and Humanities at Addis Ababa Science and Technology University (AASTU). While presented as a psychological tool for empowering students, this curriculum may be socializing them with the ideal dispositions for navigating the precarious and demanding 21st-century labor market, particularly the burgeoning tech and gig economy in Ethiopia. Based on a proposed qualitative analysis of course syllabi and interviews with lecturers and students, this article explores how an emphasis on resilience, “productive failure," and radical personal responsibility prepares students to accept instability and constant self-optimization as natural and necessary. The analysis suggests that the growth mindset curriculum fosters three key themes: the glorification of persistence over structural support, the individualization of systemic barriers, and the normalization of continuous adaptation. The article draws parallels between this framework and the historical function of hidden curricula in producing compliant workers for different economic eras. It concludes that while the intentions behind instilling a growth mindset are often positive, its application in this university setting risks operating as a socially conservative force that aligns student psychology with the demands of a neoliberal economy, thereby discouraging critical examination of the systemic causes of inequality and precarity.
This article examines the pervasive discourse of "growth mindset” within higher education, proposing that it functions as a powerful hidden curriculum at the College of Social Sciences and Humanities at Addis Ababa Science and Technology University (AASTU). While presented as a psychological tool for empowering students, this curriculum may be socializing them with the ideal dispositions for navigating the precarious and demanding 21st-century labor market, particularly the burgeoning tech and gig economy in Ethiopia. Based on a proposed qualitative analysis of course syllabi and interviews with lecturers and students, this article explores how an emphasis on resilience, “productive failure," and radical personal responsibility prepares students to accept instability and constant self-optimization as natural and necessary. The analysis suggests that the growth mindset curriculum fosters three key themes: the glorification of persistence over structural support, the individualization of systemic barriers, and the normalization of continuous adaptation. The article draws parallels between this framework and the historical function of hidden curricula in producing compliant workers for different economic eras. It concludes that while the intentions behind instilling a growth mindset are often positive, its application in this university setting risks operating as a socially conservative force that aligns student psychology with the demands of a neoliberal economy, thereby discouraging critical examination of the systemic causes of inequality and precarity.
This study, "Homicide vs. Suicide: A Question of Passionate Management among Young Mozambicans," aims to understand homicide vs. suicide in Mozambique. Of all the crimes covered by Mozambican criminal law, homicide is the crime that generates the greatest interest among the population. Thus, it deserves attention, but not only for that reason. Homicide attacks the most precious asset: life. It highlights the factors or causes associated with homicide-suicide in Mozambique, highlighting the provinces of Gaza and Inhambane, as they have the highest incidence of homicides that culminate in suicide. It also examines several related factors in these areas. This study is descriptive, exploratory, and qualitative in nature. The study involved 14 PRM officers of both sexes, who were administered semi-structured interviews. The study's data analysis focused on understanding homicide versus suicide in Mozambique, the causes, factors, and strategies implemented by the PRM to mitigate homicide-suicide. The results also reveal that homicide-suicide stems from two factors: internal factors such as emotional/sentimental factors, obsession, psychosis, behavior, psychological distress, mental health, and psychopathy. External factors include drug use, stressful environments, romantic disappointments, high-stakes gambling, and loss of life expectancy due to family and social problems. These factors deserve close attention in the context of social investigations to combat them. First, as a way to introduce the study, we sought to discuss the classification of criminal offenses. To then analyze the means of evidence admitted in the crime of homicide, mainly explaining the direct and indirect forensic examinations and also discussing the crime of homicide itself.
Over the past four decades, Indian society has been more concerned with children's physical and mental disabilities as one of the main societal issues. Nonetheless, most individuals in this nation are still unable to distinguish between mental illness and special educational needs. Research in this field has advanced significantly in the social and medical sciences. It has been noted that awareness of the issue of physical and mental disability is increasing quickly. Such rapid growth in interest is involving more and more researchers doing studies on mental retardation which is in terms of producing a large accumulation of data on the general condition with which individuals with special educational needs are associated. The results show that there was a significant difference between the two groups with regard to class and type of school and shows that age at first recognized, among the psychosocial variables there is a statistically significant difference between the two groups in the domains of family burden. There is a difference between the two groups in other psychosocial variables like self-esteem, marital life, social support and social stigma but they are not statistically significant. Children with conditions like cerebral palsy or Down’s syndrome need to be assisted in feeding. Children with mental health issues cannot comprehend the messages. At the same time, Children with disabilities have a higher risk of conditions such as diabetes and hypertension which are high-risk factors for COVID-19 mortality. Therefore, study observes that children with disabilities need much more support than the rest of the population in the face of a pandemic. It can be concluded from the study that the parental psychosocial problems are found to be much severe during the outbreak of the corona virus pandemic.
The field of professional interests is broad and complex, circumscribed by different theoretical and technical perspectives, with an impact on the construction of individuals' careers. Specifically, psychological assessment in Professional and Career Guidance aims to generate results for reflection and self-knowledge so that the client can realize their potential and rewrite their life story. The research was based on the quantitative method and involved a probabilistic accessibility sample of 100 participants who are 12th grade students at the general secondary level. Where in this sample of participants it ranged from the following age groups (17-18 years old) to females, which had fifty-nine (59) participants, which is equivalent to fifty-nine percent (59%), in the same female gender it ranged from nineteen to twenty two (19-22) years old, of the forty one participants who corresponded to forty one percent (41%), of which the AIP test (research) was applied. Regarding the results of the study, it was found that in the SS dimensions, females have the highest average of 4,625, while males have 4,250. Not only does the study reveal that in all dimensions in SS, those of sex F are in averages higher than those of the M sex, and in the GP dimension, the same. However, high school students are at a stage where they want to define themselves as a person, through the experiences that occur at all times, it is a period of internal conflicts and crises that reflect externally, especially in family relationships.
