Vol. 1 No. 1 (2023)
This issue presents scholarly contributions across clinical, educational, personality, and social pathology domains. The published studies explore the effectiveness of mindfulness training in reducing academic burnout among students, the relationship between family-of-origin functioning and personality traits with emotional intelligence, and a comparative analysis of behavioral disorders among students with and without reading difficulties.
The issue further examines personality profiles and dimensions of personality pathology in mothers of children with behavioral problems, as well as the effectiveness of cognitive-behavioral therapy in enhancing couples’ communication skills. Additional contributions address psychological capital and mindfulness skills in relation to test anxiety, the mediating role of cognitive emotion regulation strategies in predicting loneliness based on resilience and self-compassion during the COVID-19 pandemic, and gender-based comparisons of defense mechanisms, psychological hardiness, and social adjustment among university students.
Moreover, the issue includes research on the underlying factors of vehicle theft in public spaces and the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing symptoms of depression and anxiety among children of parents with substance use disorders. All contributions have undergone a rigorous peer-review process and aim to provide empirically grounded and practically relevant insights for educational, clinical, and social contexts.
