Parental gratitude socialization is thought to be crucial in shaping children’s ability to experience and express gratitude. The present article presents a systematic review to understand how parental gratitude socialization practices influence the development of gratitude in children. Following PRISMA guidelines, we identified 11 relevant empirical studies and analyzed them to address three main questions. We sought to understand how parents perceive and promote gratitude in their children, the strategies they use to foster gratitude, and the parental characteristics that predict gratitude development in children. The review identifies several key mechanisms through which parents foster gratitude in children, including modeling grateful behavior, engaging in gratitude-related family practices and conversations, encouraging perspective-taking, and fostering emotional awareness and reflection. Together, these strategies highlight that parental gratitude socialization occurs through both intentional teaching and everyday emotional interactions within the family context. However, our findings indicate that literature on gratitude development is still in its nascent stage and there is a need for more empirical studies with diverse methodologies and specific objectives to deepen our understanding of parental gratitude socialization. This systematic review contributes to a comprehensive understanding of gratitude development among children and serves as a reference for the development of interventions and educational curricula to foster gratitude among children, with parents as key socializing agents. This systematic review highlights the important role of parental socialization in the development of gratitude in children. The review identifies core strategies such as modeling, family practices, emotional reflection, and perspective-taking as mechanisms through which parents foster gratitude. Despite these insights, the literature remains in its early stages, highlighting the need for more diverse and targeted empirical research.

The International Collaboration on Undergraduate Psychology Outcomes project developed the International Competences for Undergraduate Psychology model to offer a globally relevant framework to provide a reference point for reflection on and development of foundational undergraduate psychology programs across diverse international settings. The project, guided by the International Collaboration on Undergraduate Psychology Outcomes Committee and advisory group members (120 across 47 nations), was inspired by the concepts of psychological literacy and global citizenship and informed by reviews of both overarching and specific competence frameworks. The model emerged through systematic, inclusive processes of scholarship, collaboration, consultation, analysis, and synthesis. It comprises 24 foundational competences across two core categories, psychological knowledge and psychological research methodologies and methods, and five psychology-relevant categories: values and ethics, cultural responsiveness and diversity, critical thinking and problem solving, communication and interpersonal skills, and personal and professional development. The International Competences for Undergraduate Psychology model, the first of its kind, addresses the need of stakeholders to understand how graduates of foundational psychology programs can contribute meaningfully to personal, work, and community contexts. It responds to epistemic imbalances, geographic biases, and the urgent need for culturally inclusive and contextually relevant educational frameworks at a critical time for psychology. Moreover, the model provides a foundation for a shift in the discipline of psychology toward more globally inclusive and impactful processes and outcomes. Rather than prescribing uniform standards, the International Competences for Undergraduate Psychology model offers an adaptable framework that can complement existing national or regional competence models. This approach ensures foundational psychology education aligns with current and future societal needs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Addressing the environmentally detrimental values prevalent in society in the context of rapid climate change is the need of the hour. Combining empathy with cognitive skills such as reflective thinking effectively creates new values among people. The present study attempts to reveal the pattern of environmental value development among 33 preadolescents by reflecting upon the empathy-generating story experiences and the related contents. The study is part of a more extensive quasi-experimental study, and it specifically performs a content analysis on the participants' responses in their workbooks. Biospheric nature-related values are the most highly developed, and social justice is the least developed value, implying the need to focus more on the value of social justice. Stories are aids, and reflective thinking and empathetic elicitation are effective techniques for passing environmental values. Empathy generation instead of negative emotions from self-concern and emotion regulation through reflective thinking may be helpful to promote well-being in the context of climate change. Reflective thinking helps environmental value development by enhancing comprehension, emotion regulation, and self-awareness of values, implying a shift from telling the moral of a story to exploring the same through reflective thinking.

There has been a growing interest in understanding the ways education could integrate socio-emotional learning (SEL) skills in their curriculum. This chapter explores by considering mentoring approach as a channel to foster SEL skills that would be beneficial to both adult learners and educators alike. The chapter emphasizes on the key SEL skills and also focuses on the need for higher institutions to promote adult SEL, not only for faculties but also for adult learners. Two main types of mentoring have been addressed, viz the traditional mentoring versus alternative mentoring approach. The chapter also discusses about incorporating the train-the-trainer model for mentoring. In essence, this SEL-based adult mentoring ensures that both mentees and mentors benefit. The mentees have gained self-awareness, responsible decision-making skills, relationship skills and emotional intelligence through this mentoring approach, while the mentors have acquired a sense of accomplishment and fulfillment that promotes their emotional intelligence and decision-making skills.

Gratitude is crucial in fostering positive interpersonal relationships and can be nurtured to strengthen the bond between teachers and students. Researchers have examined how gratitude is practiced in school settings and how these practices enhance the well-being of students and teachers. We conducted a meta-synthesis of existing qualitative studies to understand the role of gratitude in school settings, focusing on how teachers and students express and experience gratitude in their interactions. The research questions looked into how teachers and students express gratitude in the classroom and with what consequences. Analyzing ten qualitative studies, we identified four key themes related to gratitude expression in classrooms: gratitude-inducing teacher behaviors, gratitude-inducing student behaviors, perceived benefits of gratitude expression, and challenges associated with it. Our findings highlight the bidirectional nature of gratitude, emphasizing mutual efforts by teachers and students in building grateful relationships. The present study underscores the need for schools to cultivate gratitude practices, thereby promoting a positive educational environment.

Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects.

In recent times, the human-nature continuum is being explored and studies have shown different kinds of terrains and nature evoke different emotional responses in individuals. Trekking in high-altitude mountains is one kind of nature and is special in terms of the height, the extent of naturalness and the experience of living in the wilderness that is involved. The current study focuses on understanding the experience of high-altitude trekking for novice Indian trekkers. The semi-structured interview data from eight participants who had gone on four different treks in the Himalayas was analysed using Interpretative Phenomenological Analysis. The following themes- motivational factors, preparation, environmental shift, social relationships, psychological impact and physical impact- emerged with personal transformation being the essence of the experience. The themes bring forth the various psychological benefits of interacting with nature whilst facilitating social connection. The research emphasises the psychosocial benefits of the trekking experience and paves the way for a holistic approach towards health and well-being in theoretical and therapeutic approaches in the Indian scenario.

The 17 global goals of the United Nations Sustainable Development Goals (SDGs) are a call to action for governments and organizations around the world to work towards a sustainable future for all people and the planet. Human behaviour is directly or indirectly tied to all of the SDGs; therefore, psychology as a discipline is critical to their achievement. In this article, we-a team of 12 psychology educators from eight countries (three from the Global South) representing six continents-outline connections between psychology and the SDGs. We argue that psychology education at the foundational undergraduate level should integrate the SDGs into curricula. We describe the framework of psychological literacy that we believe is central to a strong undergraduate education in psychology and outline its conceptual relationship to the SDGs. We then describe the International Competences for Undergraduate Psychology, which explicitly mention the SDGs, but are also closely linked to them across all seven International Competences for Undergraduate Psychology competence categories (psychological knowledge, psychological research methodologies and methods, and the five psychology-relevant areas: values and ethics; cultural responsiveness and diversity; critical thinking and problem-solving; communication and interpersonal skills; and personal and professional development). Finally, psychology educators from six countries (Aotearoa New Zealand, Australia, Brazil, Cameroon, India, and the United States) describe teaching and assessment strategies that harness both the International Competences for Undergraduate Psychology and the SDGs. These strategies offer examples to spur psychology educators to consider how they might make these connections in their own classes and curricula and in their own culture and context.

Purpose This study aims to develop and validate a multidimensional scale to measure the motivating factors that lead to opportunity recognition in social entrepreneurship among higher education institute (HEI) students. Design/methodology/approach The scale was developed through two phases; in phase 1, semi-structured interviews with social entrepreneurs and aspiring students were conducted to explore themes for item generation. Phase 2 included developing and validating the scale using exploratory (EFA) and confirmatory factor analysis (CFA). The sample included HEI students ( n = 300 for EFA, n = 300 for CFA) with either academic background or volunteering experiences in social entrepreneurship. Findings A 24-item scale is developed in the study, with six factors measuring the motivating factors influencing opportunity recognition in social entrepreneurship: life experiences, social awareness, social inclination, community development, institutional voids and natural option for a meaningful career. Research limitations/implications The scale facilitates the development of theories and models in social entrepreneurship. The scale also enables policymakers and social entrepreneurship educators to understand the motivating factors that lead to opportunity recognition among students. It would help them to provide target-specific support to students. Originality/value To the best of the authors’ knowledge, this study is the first attempt to develop a scale that measures opportunity recognition in social entrepreneurship based on specific motivating factors. The study used the model by Yitshaki and Kropp (2016) as the conceptual framework. This study is the first attempt to triangulate the model’s findings using a quantitative methodology and through the development of a measurement scale. Besides, the scale adds value to social entrepreneurship research, which lacks empirical research on HEI students.

The current mixed-method study in India and the United States assessed understanding of what evidence-based practice in psychology (EBPP) is, how EBPP training and implementation occurs, and perceived barriers and needs related to EBPP training. Graduate students (India, n = 282; United States, n = 214), faculty (India, n = 24; United States, n = 67), and practitioners (India, n = 24; United States, n = 49) were surveyed, and focus groups with students (India, n = 31; United States, n = 12), faculty (India, n = 10, United States, n = 9), and practitioners (India, n = 28; United States, n = 17) were held. Individuals across countries and across the professional continuum were only somewhat aware of EBPP, largely equating it to just using empirically supported treatments. In both the United States and India, EBPP training was largely infused across the curriculum, though a sizable percentage of participants did report only limited exposure to EBPP training. Participants perceived themselves as engaging in EBPP. The biggest barriers to EBPP training (largely shared across countries) were hesitancy about EBPP, investing the time in training, and being wedded to a single school of thought. Indian participants also noted a limitation in primarily relying on data from Western countries. EBPP training needs identified included desire for greater flexibility within EBPP, receiving more theoretical foundation in EBPP, and more applied EBPP training. Results demonstrated advances in EBPP training in the past 15 years since the release of American Psychological Association's task force report but also provide areas for growth in training, specifically surrounding balancing research evidence with clients' cultural context as well as ways to promote lifelong EBPP learning.

Socio-emotional learning (SEL) is essential for the holistic development of a child. It is a process through which individuals acquire and effectively apply their knowledge and skills to understand and manage their own emotions, show empathy for others, establish and maintain positive relationships, and make responsible decisions. Schools function as important bodies in facilitating SEL. The present study explores the school counsellors' experiences in delivering SEL in Indian schools amidst COVID-19 pandemic. The data collected using semi-structured interviews with ten school counsellors from different cities in India indicated varied conceptual understanding of SEL among counsellors coupled with challenges due to the pandemic, and lack of resources and training on SEL delivery. The results shed light on the inevitable need for SEL and the lack of adequate focus on SEL facilitation and delivery in schools. The study additionally emphasises the need for structural and policy changes to foster positive climate and SEL within the Indian education system. The findings are pertinent for policymakers, school administrators, teachers and counsellors to deliver quality socio-emotional learning programs in schools. Hence the study calls for the need for professional training and support to school counsellor and school mental health professionals.

Purpose The importance of sustainable development has become increasingly significant in today’s fast-paced world. The 17 sustainable development goals (SDGs) aim to solve a range of environmental, economic and social challenges, which requires global collaboration among governments and private organisations. In light of this, social entrepreneurship has garnered significant attention as it combines the social purpose of non-profits with the market-driven approach of for-profits to address SDG goals. Yet the cognitive processes underpinning the career decisions of social entrepreneurs remain underexplored. This study aims to develop and validate a scale to measure social entrepreneurial career decisions based on the appraisal of perceived challenges. Design/methodology/approach The study followed the steps of tool development and was carried out in three phases: item analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Findings The final 20-item scale focuses on the appraisal components in pre-entry social entrepreneurial career decision-making and has four factors, which are relevance, coping potential, knowledge and resources and normative significance. Research limitations/implications The study contributes to the literature on entrepreneurial cognition, specifically focusing on social entrepreneurship. The scale could guide model testing and quantitative research in social entrepreneurial cognition. The four-dimensional structure identified in the study may also have implications for researchers interested in the antecedents and effects of social entrepreneurial decision-making. Practical implications Accurate measurement of cognitive appraisal is necessary to understand the perceived challenges and thought processes of potential social entrepreneurs. The scale could be used to examine the cognitive appraisal patterns among students. Social entrepreneurship educators and policymakers can use the scale to design and assess educational programs. Originality/value Distinct from existing studies, this scale offers a multidimensional approach that captures the stages of career decision-making, providing a robust tool to enhance our understanding of the decision-making dynamics in social entrepreneurship.

Sexual health education among adolescents with intellectual disabilities is an area of concern among parents and educators. Special educators play a vital role in teaching sexual health and safety to their students with disabilities. The present study explores special educators' concerns in teaching sexual health among adolescents with intellectual disabilities. The participants included 35 special educators working with adolescents with intellectual disabilities in India. Summative content analysis of the data collected using a semi-structured interview schedule highlights the neglect of the issues related to sexual health among adolescents with disabilities. Special educators reported the challenges in providing sexual health education. Teachers lacked skills in imparting sexual health education. Developmentally and culturally appropriate sexual health education can help adolescents with a disability learn healthy life skills. The paper emphasizes the need for professional support and training among special educators on sexual health education.

As a remedial measure to human-induced climate change, it is imperative to develop intrinsic altruistic values and adequate knowledge of environmental phenomena and behavior to act in favor of the environment. The study aims to assess the effect of an Environmental Education Program (EEP) based on empathy, reflective thinking, and information on preadolescents' environmental values and knowledge. For that, a non-equivalent control group design was used. Data collection was done through questionnaires, checklists, and participant thought diaries. Forty-six students (eleven-to-twelve-year-old children) selected through purposive sampling from the sixth standard of two semi-urban schools in Kerala, India, constituted the sample. In the intervention, empathy was manipulated through stories and empathy exercises, reflective thinking through thought diaries, and information on environmental phenomena, issues, and the effect of human actions through stories and knowledge exercises. Empathy, reflective thinking, and information manipulations positively influenced the participants' environmental values and knowledge, and the effect manifested in cognitive, affective, and conative dimensions. The study has implications for conducting Environmental Education indoors effectively by integrating affective, cognitive, and metacognitive approaches. Empathy stories can be utilized to address various environmental phenomena and issues. Reflective thinking on environmental phenomena and issues can be applied to teach appropriate environmental behaviors.

This study reports on developing and validating the School Alienation in Online Schooling Scale (SAOSS). School alienation in online schooling is conceptualized as opposed to school belonging and the main reason for minimal participation, reduced educational benefits, and school dropout in school aged-children, especially during the online learning forced due to the COVID-19 Pandemic. This study includes three phases. The first study included item generation and analysis. After the initial analysis, 13 items from the tool were retained. In the second study, exploratory factor analysis was conducted. Two factors emerged from principal component analysis (PCA). In the third study, we investigated the confirmatory factor analysis of SAOSS with a sample of urban students in Iran (grades 7-9, n = 317). The SAOSS has important implications for researchers, school counselors and psychologists, policymakers, and stakeholders. Implication for theory, practice and future research is discussed.

Background: Child abuse and neglect is an issue of concern for public health professionals. The impact of abuse may lead to poor physical and mental health conditions. Family environment may impact coping and recovery among victims of abuse. The association between child abuse, mental health, happiness, and family environment is complex. The study examines the association and pathways between child abuse exposure, mental health and happiness, while exploring the potentially mediating effect of the family environment. Methods: Data were collected from 571 high school students from Kerala, India, by using various tools, including a semi-structured questionnaire, Depression and Anxiety Youth Scale, and happiness scale. A mediation analysis using structural equation modeling (SEM) was carried out to test the objectives of the study. Results: The analysis shows that mental health, happiness, and family environment are correlated with abuse experience. The mediation analysis further shows that the indirect effect of abuse on mental health via the family environment was significant (β = 0.013, 95% CI [0.002, 0.033]). The indirect effect of abuse on happiness via the family environment was significant (β = –0.019, 95% CI [–0.044, –0.003]). Furthermore, the total effect of abuse on mental health (β = 0.266, 95% CI [0.164, 0.354]) and abuse on happiness (β = –0.152, 95% CI [–0.259, –0.050]) was significant. Conclusion: The study reveals that abuse experiences impact happiness and mental health outcomes among students. The family environment mediates the relationship between child abuse and mental health, and between child abuse and happiness.

Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: 'Counsellors' perceptions about collaboration', 'Collaboration with teachers', 'Collaboration with administrators', 'Challenges faced during collaboration', 'Strategies helpful in collaboration' and 'Impact of training'. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

This book chapter takes a proactive approach to address stress by introducing a preventive measure, a relatively new approach implemented on college students in Bangalore, India called the “wellbeing van.” The chapter emphasizes the importance of not only managing and coping with stress, but also implementing strategies that promote overall well-being by tapping into the intrinsic factors of the student. The well-being van has shown promising results in reducing stress levels among students in academic institutions. Additionally, the chapter delves into the difficulties students face in maintaining social relationships, conforming to societal expectations, and finding their place. It provides valuable insights on how to foster healthy social dynamics and create supportive environments for students.

Abstract The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well‐being. The present study aims to understand the effects of the determinants of well‐being on students in India during the second wave (April to August 2021) of the COVID‐19 pandemic. The determinants of well‐being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well‐being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12–19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well‐being, and between intolerance to uncertainty and well‐being. Further, the model fit analysis of the determinants of well‐being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well‐being, and in the path of intolerance to uncertainty and well‐being. It also evidence the model fit of the influence of the determinants of well‐being on that of school students during the second wave of the COVID‐19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well‐being.