Search Results (828)

Background: Emotional abuse is both prevalent and underrecognized particularly in culturally complex settings like India. Adolescents, being in a critical developmental phase, are especially vulnerable to the long-lasting psychological effects of emotional abuse. This qualitative literature review aims to synthesize findings from primary studies that explore the lived experiences of emotional abuse among Indian adolescents and identify emerging patterns across sociocultural contexts. Method: Electronic databases, including DOAJ, Google Scholar, ProQuest, JSTOR, Pubmed, PsycNet, and SCOPUS, were searched for peer-reviewed articles published in English up to March 2025. Inclusion criteria comprised qualitative or mixed-methods research focusing on emotional abuse among adolescents aged 12–20 in Indian contexts. The Critical Appraisal Skills Programme (CASP) was used for quality assessment. Results: Five major thematic domains were identified across the included studies: (1) Family as a primary site of emotional abuse; (2) Gendered experiences of abuse; (3) Cultural normalization and silence; (4) Psychological and emotional consequences; and (5) Coping and resilience among adolescents. These themes reflect shared experiences of emotional abuse shaped by cultural, familial, and gender-based expectations. Conclusions: This review highlights the urgent need for increased awareness and culturally sensitive interventions addressing emotional abuse in Indian adolescents. The findings suggest that parents, educators, and policymakers must recognize emotionally harmful behaviors and implement prevention-oriented strategies, particularly through non-violent communication and adolescent mental health support frameworks. Full article

Ongoing interest in the intersection of spirituality and health has prompted a need for integrated research. This report proposes a distinct approach in a model that allows for successful and harmonious cross-fertilization within these latter two areas of interest. Our work is especially pertinent to inquiries around the role of spirituality in mental health, with special attention to chronic pain conditions. The latter have become an open channel for novel avenues to explore the field of spirituality-based interventions within the arena of psychological inquiry. To address this, the authors developed and implemented the Church and Academia Model, a prototype for an innovative collaborative research project, with the aim of exploring the role of devotional practices, and their potential to be used as therapeutic co-adjuvants or tools to enhance the coping skills of patients with chronic pain. Keeping in mind that the church presents a rich landscape for clinical inquiry with broad relevance for clinicians and society at large, we created a unique hybrid research model. This is a new paradigm that focuses on distinct and well-defined studies where the funding, protocol writing, study design, and implementation are shared by experts from both the pastoral and clinical spaces. A team of theologians, researchers, and healthcare providers, including clinical pain psychologists, built a coalition leveraging their respective skill sets. Each expert is housed in their own environs, creating a functional network that has proven academically productive and pastorally effective. Key outputs include the creation and validation of a new psychometric measure, the Pain-related PRAYER Scale (PPRAYERS), an associated bedside prayer tool and a full-scale dissemination strategy through journal publications and specialty society conferences. This collaborative prototype is also an ideal fit for integrated knowledge translation platforms, and it is a promising paradigm for future collaborative projects focused on spirituality and mental health. Full article

Background: Developmental dyslexia (DD) affects reading ability and exacerbates mental health challenges among children. This study examines the relationships between reading ability, depressive symptoms, and internalizing and externalizing behavior problems in Chinese school-age children, focusing on potential mediating effects. Methods: A case–control study was conducted with 44 dyslexic children and 81 controls from Shantou, China. Assessments included phonological processing tasks for reading ability, the Depression Self-Rating Scale for Children (DSRS) for depressive symptoms, and the Child Behavior Checklist/6–18 (CBCL/6–18) for behavior problems. Mediation analyses were performed using the PROCESS macro 4.1 for SPSS. Results: Dyslexic children showed significantly poorer reading ability (all phonological tasks, p < 0.001), higher prevalence of depressive symptoms (40.9% vs. 17.3%, p < 0.01), and greater behavior problems (internalizing and externalizing, both p < 0.001) compared to controls. Both depressive symptoms and behavior problems significantly mediated the effects of reading ability on each other, forming a feedback loop that further impairs reading skills. Externalizing behavior problems showed the strongest mediation effect, explaining up to 33.53% of the relationship between depressive symptoms and reading ability. Conclusions: The study reveals a complex interaction between reading ability, depressive symptoms, and internalizing and externalizing behavior problems in Chinese school-age children, suggesting the need for integrated interventions targeting educational and psychological aspects. Further longitudinal research is needed to clarify causal relationships and refine intervention strategies. Full article

Background/Objectives: Improvements in depression and anxiety, associated with moderate increases in physical activity, might induce reductions in emotional eating, especially in women with obesity, where emotion-driven eating is highly problematic. This pilot, field-based study sought to assess whether physical activity increase, itself, primarily predicts improved mood (biochemical theories) or if psychosocial factors associated with cognitive–behavioral treatment are principal correlates (behavioral theories). An aim was to inform improved treatment processes. Methods: Women with obesity participated in 6-month community-based behavioral obesity treatments emphasizing either: (a) standard education in weight-reduction methods (n = 28), (b) eating-related self-regulation methods (n = 24), or (c) self-regulation + relaxation training (n = 24). They completed a series of behavioral and psychological self-reports at baseline and Months 3 and 6. Results: Findings confirmed no significant difference in 3-month increases in physical activity, by group. There were significantly greater overall improvements in depression, emotional eating, self-regulation, and self-efficacy across the two self-regulation-focused groups (ps < 0.02), with anxiety improvement not reaching significance (p = 0.055). Separate significant paths from 3-month changes in depression and anxiety → self-efficacy change → emotional eating change were found. The same significant path was detected emanating from 6-month anxiety change; however, the hypothesized path of 6-month changes in depression → self-regulation → self-efficacy → emotional eating was, rather, significant. Weight reduction was considerably greater in the two self-regulation-based groups (~6% reduction), with simultaneously entered changes in self-regulation and self-efficacy significant predictors of those weight changes. Conclusions: Findings suggested viability in behavioral theory-driven explanations of the physical activity-mood improvement relationship. Future treatment foci on self-regulatory skills development leading to improvements in eating-related self-efficacy, emotional eating, and weight were suggested to extend the findings of this pilot study. Full article

Background/Objectives: The rapid ageing of the European population presents growing challenges for mental health, highlighting the need to identify factors that can prevent or delay psychological decline and promote a higher quality of life in later life. This study aims to provide an updated and comprehensive overview of mental health among older adults in Europe by examining the prevalence of depressive symptoms and identifying key associated factors. Methods: We analysed data from individuals (n = 45,601) aged 65 years and older across 27 European countries and Israel who participated in Wave 9 of the Survey of Health, Ageing and Retirement in Europe (SHARE). This study assessed the prevalence of depressive symptoms, which were evaluated using the EURO-D scale (score range: 0–12), with a cut-off of ≥4 indicating clinically relevant symptoms. It also explored associations with sociodemographic characteristics, physical health, behavioural factors, social participation, internet skills and living conditions. Results: Our findings confirm that depressive symptoms remain highly prevalent among older adults in Europe, with 35.1% of women and 21.5% of men affected, reflecting persistent gender disparities in mental health. Depression in later life was significantly associated with poor physical health, loneliness and lower quality of life. Conversely, moderate involvement in grandchild care and in social participation emerged as potential protective factors. Conclusions: Late-life depression has substantial implications for both mental and physical well-being. Our findings suggest that social integration, gender related factors and physical health are closely associated with depressive symptoms in older adults. These associations highlight the importance of considering these domains when designing interventions and policies aimed at promoting mental health in ageing populations. Full article

This study examined the impact of entrepreneurship education in sustainability on entrepreneurial intention using the theory of planned behavior (TPB). The MEMORE macro was used to analyze within-subject mediation and enabled us to examine how entrepreneurial intention is affected by changes in the factors of the theory of planned behavior (attitude, subjective norms, perceived behavioral control). The survey follows a questionnaire-based, pre-test-post-test design (the research involved 271 business administration students in Athens). A paired sample t-test was used to analyze changes in attitude, subjective norms, perceived behavioral control, and entrepreneurial intention before and after education. The results indicated that after the entrepreneurship course in sustainability, students indicated a significant positive change in entrepreneurial intention, attitude, and perceived behavioral control. MEMORE macro indicated that only the change in perceived behavioral control positively influenced the increase in entrepreneurial intention levels. Based on these findings, entrepreneurship education in sustainability enhances students’ entrepreneurial intentions by increasing their perceived behavioral control. As a result, students’ confidence and knowledge regarding sustainable entrepreneurship are fundamental to the development of sustainable entrepreneurial mindsets. This study emphasizes the importance of integrating targeted pedagogical approaches that enhance perceived behavioral control in sustainable entrepreneurship education by equipping students with practical knowledge and skills to overcome psychological barriers. The use of the MEMORE macro highlights this study’s innovation, uncovering new relationships between the examined variables. Full article

Farming is a uniquely demanding occupation, with family and work often deeply intertwined. Whilst this integration is common amongst the agricultural sector in Ireland (99.7% farms classified as family), it can lead to a conflict of responsibilities, but this has not been examined to date. Therefore, this study aimed to examine work–family conflict (WFC) in farmers in Ireland, and if WFC differs based on socio-demographic factors, mental health, social support and farm-specific stressors. A cross-sectional study examined WFC in 446 farmers in Ireland. Depression, anxiety, stress, suicidality, general mental health, psychological flexibility, cognitive fusion, self-experience, perceived social support, farm stress and attachment were also measured. Participants reported moderately high levels of WFC (25.1 ± 7.2). Being younger, male, having children aged 5 years or less, higher reported working hours on the farm, higher farm-specific stressors, and lower psychological flexibility contributed to higher WFC. In addition, lower social support, mental health and psychological skills were significantly associated with higher WFC. Future research should consider the integrated nature of work and family in farm life and use a qualitative approach to further understand gendered experiences of WFC. Full article

Nursing students often face emotional challenges related to death and dying, affecting their psychological well-being, emotional intelligence, and academic success. Cultural and educational factors may influence how they experience and manage these stressors. This study aimed to compare fear of death, emotional intelligence, coping with death, and academic burnout among second-year nursing students in Spain and Portugal to identify cross-cultural differences. A cross-sectional study was conducted among 174 second-year nursing students from the University of Extremadura (Spain) and the University of Évora (Portugal) during the 2023/2024 academic year. The instruments used included the Collett–Lester Brief Fear of Death Scale, the Trait Meta-Mood Scale—24 ítems, the Bugen’s Coping with Death Scale, and the Maslach Burnout Inventory—Student Survey. Descriptive statistics were calculated, and group comparisons were performed using independent samples t-tests and Welch’s t-tests, depending on variance homogeneity. A two-way ANOVA was also conducted to explore interactions between gender and nationality. The Spanish sample comprised 86 women and 21 men, and the Portuguese sample included 58 women and 9 men. The mean age across the sample was 21.5 years (SD = 4.15). No significant differences were observed in fear of death or emotional intelligence between the two groups. However, Portuguese students showed significantly better coping with death, but also higher academic burnout and cynicism. Spanish students reported greater perceived efficacy. Although emotional intelligence and death anxiety were similar, Portuguese students demonstrated stronger coping skills but experienced more burnout. This suggests that coping alone may not buffer academic stress, emphasizing the need for culturally tailored interventions to enhance emotional readiness and reduce burnout. Full article

Background/Objectives: With the rapid progression of technology, applications have been proposed as a promising alternative to conventional psychotherapeutic treatment. Nonetheless, research on unguided self-help applications for binge eating remains scarce, with most existing studies utilizing cognitive behavioral therapy (CBT) principles. Therefore, this paper presents the protocol for a randomized controlled trial designed to evaluate the efficacy and acceptability of eMOTE, a standalone application designed specifically for women in Portugal who binge eat. eMOTE, adapted from dialectical behavior therapy (DBT), is unique in that it focuses on teaching emotion regulation skills while also integrating core CBT strategies. Methods: At least 68 females who self-report binge eating episodes will be randomized into an intervention group with access to eMOTE for eight weeks or a delayed waitlist, which will have access to eMOTE after the T1 assessment. Assessments will be conducted at baseline (T0), post-intervention (T1), and at 2-month follow-up (T2). The primary outcomes will include objective and subjective binge eating frequency and binge eating symptomatology, while secondary outcomes will assess global levels of ED psychopathology, shape concern, weight concern, eating concern, dietary restraint, compensatory behaviors, mindfulness, emotion regulation difficulties, intuitive eating, psychological distress, and body mass index. Conclusions: This study will contribute to the limited literature on the use of smartphone technology as an alternative to traditional psychotherapy. Furthermore, this standalone application will offer insights into the use of emotion regulation and food monitoring components designed for adult females experiencing binge eating episodes. Full article

The preparedness of healthcare workers for disaster situations depends on their technical skills, disaster knowledge, and psychosocial strength, including teamwork and emotional regulation. This study aims to assess disaster preparedness among healthcare professionals in primary healthcare centers (PHCs) in Alqurayat, Saudi Arabia, with a specific focus on evaluating technical competencies, psychosocial readiness, and predictive modeling of preparedness levels. A mixed-methods approach was employed, incorporating structured questionnaires, semi-structured interviews, and observational data from disaster drills to evaluate the preparedness levels of 400 healthcare workers, including doctors, nurses, and administrative staff. The results showed that while knowledge (mean: 3.9) and skills (mean: 4.0) were generally moderate to high, notable gaps in overall preparedness remained. Importantly, 69.5% of participants reported enhanced readiness following simulation drills. Machine learning models, including Random Forest and Artificial Neural Networks, were used to predict preparedness outcomes based on psychosocial variables such as emotional intelligence, teamwork, and stress management. Sentiment analysis and topic modeling of qualitative responses revealed key themes including communication barriers, psychological safety, and the need for ongoing training. The findings highlight the importance of integrating both technical competencies and psychosocial resilience into disaster management programs. This study contributes an innovative framework for evaluating preparedness and offers practical insights for policymakers, disaster planners, and health training institutions aiming to strengthen the sustainability and responsiveness of primary healthcare systems. Full article

Workaholism and perfectionism have increasingly been identified as significant obstacles to effective lifelong learning and skills development, ultimately undermining long-term career adaptability and organizational resilience. This study explores the predictive role of perfectionism and professional workaholism, with a particular focus on their implications for continuous education and occupational sustainability—defined as employees’ ability to remain adaptable and resilient over time. Using a cross-sectional quantitative design, data were collected from 105 participants (54 IT professionals and 51 nurses) who completed standardized measures of perfectionism and workaholism and reported their cognitive–emotional readiness for further training. Four regression models were employed to assess the impact of the three perfectionism dimensions and profession on overall workaholism and its subcomponents (excessive work, compulsive work, supplementary work). Socially prescribed perfectionism emerged as a strong predictor, accounting for over one-third of the variance in workaholism (β = 0.37; R²_adj = 0.368; p < 0.001), while self-oriented perfectionism significantly predicted excessive work (β = 0.25; p = 0.015). Professional domain had no significant effect, indicating the trans-professional nature of these psychological barriers. Additionally, workaholism was associated with reduced cognitive–emotional availability for ongoing training, highlighting its detrimental effects on lifelong learning. Limitations include the cross-sectional design and reliance on convenience sampling. From a practical perspective, the findings support interventions targeting maladaptive perfectionism, aiming to enhance engagement in continuous professional education and foster sustainable work environments, in line with the United Nations Sustainable Development Goals (SDG 4 and SDG 8). Full article

Reinforcement learning (RL), a branch of artificial intelligence (AI), is becoming more popular in a variety of application fields such as games, workplaces, and behavioral analysis, due to its ability to model complex decision-making through interaction and feedback. Traditional systems for personality and behavior assessment often rely on self-reported questionnaires, which are prone to bias and manipulation. RL offers a compelling alternative by generating diverse, objective behavioral data through agent–environment interactions. In this paper, we propose a Reinforcement Learning-based framework in a game environment, where agents simulate personality-driven behavior using context-aware policies and exhibit a wide range of realistic actions. Our method, which is based on the OCEAN Five personality model—openness, conscientiousness, extroversion, agreeableness, and neuroticism—relates psychological profiles to in-game decision-making patterns. The agents are allowed to operate in numerous environments, observe behaviors that were modeled using another simulation system (HiDAC) and develop the skills needed to navigate and complete tasks. As a result, we are able to identify the personality types and team configurations that have the greatest effects on task performance and collaboration effectiveness. Using interaction data derived from self-play, we investigate the relationships between behaviors motivated by the personalities of the agents, communication styles, and team outcomes. The results demonstrate that in addition to having an effect on performance, personality-aware agents provide a solid methodology for producing realistic behavioral data, developing adaptive NPCs, and evaluating team-based scenarios in challenging settings. Full article

Objective: There is growing interest in analyzing whether ethical climates influence the emotional states of organizational members. For this reason, the main objective of this study is to evaluate the relationship between a benevolent ethical climate, emotional exhaustion, and depersonalization, taking into account the mediating effect of job autonomy. Methodology: To evaluate the research hypotheses, data were collected from 448 people belonging to six organizations in the Colombian electricity sector. Statistical analysis was performed using two structural equation models (SEMs). Results: The results show that a benevolent climate and its three dimensions (friendship, group interest, and corporate social responsibility) mitigate the negative effect of emotional exhaustion and depersonalization. A work environment focused on people and society triggers positive moods that prevent the loss of valuable psychological resources. On the other hand, job autonomy is a mechanism that has a direct impact on the emotional well-being of employees. Therefore, being able to intentionally direct one’s own sources of energy and motivation prevents an imbalance between resources and demands that blocks the potential effect of emotional exhaustion and depersonalization. Practical implications: This study has important practical implications. First, an ethical climate that seeks to build a caring environment needs to strengthen emotional communication among employees through a high perception of support. Second, organizations need to grow and achieve strategic objectives from a perspective of solidarity. Third, a benevolent ethical climate needs to be nurtured by professionals with a clear vocation for service and a preference for interacting with people. Finally, job autonomy must be accompanied by the necessary time management skills. Social implications: This study highlights the importance to society of an ethical climate based on friendship, group interest, and corporate social responsibility. In a society with a marked tendency to disengage from collective problems, it is essential to make decisions that take into account the well-being of others. Originality/value: This research responds to recent calls for more studies to identify organizational contexts capable of mitigating the negative effects of emotional exhaustion and depersonalization. Full article

Background/Objectives: Academic stress is a major factor affecting university students’ psychological well-being and overall functioning. This study examined whether three active coping strategies—positive reappraisal, social support seeking, and strategic planning—mediate the relationship between academic stressors and self-reported stress responses. Methods: A quantitative, cross-sectional, non-experimental design was employed. The sample comprised 1014 students from the University of Extremadura (M_age = 20.56, SD = 3.50). Three subscales of the Academic Stress Questionnaire (CEA) were administered: Academic Stressors (E-CEA), Stress Responses (R-CEA), and Coping Strategies (A-CEA). Descriptive statistics, correlation analyses, and a multiple mediation model using structural equation modeling (SEM) tested direct and indirect effects, controlling for gender, study year, and academic field. Results: (1) Academic stressors were inversely related to positive reappraisal (β = −0.34, p < 0.001), planning (β = −0.12, p < 0.001), and social support seeking (β = −0.09, p < 0.01). (2) All three coping strategies were significantly associated with fewer stress symptoms, with positive reappraisal showing the strongest effect (β = −0.13, p < 0.001), followed by social support seeking (β = −0.06, p < 0.05) and planning (β = −0.03, p < 0.05). (3) Stressors had a strong positive direct effect on stress responses (β = 0.54, p < 0.001). (4) Coping strategies partially mediated the stressor–symptom link (total indirect effect: β = 0.12, p < 0.001, 95% CI [0.08, 0.16]). Conclusions: Active coping partially buffers the negative effects of academic stressors on perceived distress. Findings underscore the importance of enhancing students’ coping skills and implementing institutional policies that reduce structural stress and support psychological well-being. Full article

In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development. Full article