Vol. 2 No. 1 (2024)
This issue presents scholarly contributions across clinical, educational, social, and literary-psychological domains. The published studies examine the effectiveness of reality therapy on hope, psychological flexibility, and aggression among spouses of individuals with a history of substance abuse; the relationship between teachers’ creativity and students’ willingness to continue virtual education with the mediating role of family environment; and the association between personality traits and early maladaptive schemas among runaway women and girls.
The issue also includes a trauma and recovery analysis of a selected literary work based on Judith Herman’s theoretical framework, as well as research on the relationship between social adjustment of children with intellectual disabilities and the quality of life of their parents. Additional topics include the role of gamification in enhancing student motivation and academic performance, the spotlight effect in the era of social media and its implications for self-evaluation in digital spaces, and the dual dynamics of constructive and destructive forces in personality formation and their predictive role in emotional development.
All contributions have undergone a rigorous peer-review process and aim to advance psychological scholarship through empirical, theoretical, and interdisciplinary perspectives.
