Previous research on the psychosocial correlates of intimate partner violence (IPV) among men has predominantly focused on clinical disorders such as depression and posttraumatic stress disorder. Little is known about the socio-ecological implications of IPV on male survivors. This article examines how nonclinical stressors, such as expectations to perform masculinity and shame of non-performance, intersect with clinical disorders to cause profound suffering in male survivors. Consequently, the article argues that socio-ecological interactions facilitate stressors, culminating in detrimental consequences of IPV for male survivors’ psychosocial well-being. By examining the qualitative experiences of 25 African male survivors of IPV and the perspectives of five key informants working with IPV victims in Johannesburg, this article emphasizes the importance of considering both clinical and nonclinical factors in understanding the psychosocial impacts of IPV on male survivors. The findings support the need for appropriate interventions that address pervasive societal ideologies that further facilitate stress on male survivors’ well-being.

To more clearly present the psychological mechanism and cognitive basis of humorous speech, this study measured college students using various scales, discussed the role of humorous coping in resolving their social anxiety and regulating their mental health, and attempted to construct a cognitive symbol working model from three dimensions: theory of innocence, modern semiotics, and conceptual integration theory. We used the proposed model to present the psychological mechanism and cognitive basis of humorous speech. This study found that humor coping is positively correlated with college students’ social anxiety, which is positively correlated with mental health. Affinity humor style and humor coping can positively predict college students’ communication anxiety, but affinity humor style has better predictive power. This research held that relevance is the general principle of communicative cognition and has become a space of conceptual synthesis network. The combination of conceptual fusion and deviation theory with conventional theory can help us better understand verbal humor and reveal its cognitive basis. There is a close relationship between humorous language and human psychological mechanisms. Finally, there is also a clear relationship between different psychological mechanisms and the structure of humorous language.

Vocational college students are facing the contradiction of coordinated physical and mental development, as well as the pressure of learning development and social expectations. Many high school students have poor emotions, and the difficulty in regulating emotions is closely related to their mental health. This article uses the Connor Davidson Resilience Scale (CD-RISC) to measure individuals’ positive psychological qualities in adapting to adversity, in order to study the psychological resilience and emotional self-regulation strategies of vocational college students. This study investigated the psychological resilience (PR) and emotional self-regulation (ESR) styles of high school students using different scales. In addition, correlation and regression studies were conducted on stress perception, PR, positive emotions, and mental health. The results indicate that vocational college students have a moderate level of public relations, and they are more inclined to use cognitive reevaluation as ESR. The PR of HVC students is positively and negatively correlated with positive and negative emotions, respectively. The PR of HVC students is positively correlated with cognitive reappraisal and negatively correlated with expression inhibition. There is no significant relationship between stress and its factors and expression inhibition.

This study examines the specific challenges faced by practitioners in the field of psychology directly related to inclusive educational practices in South Africa. Intern psychologist, psychologists, psychometrist and other practitioners in the field of mental health provide crucial support to the Department of Basic Education in terms of Inclusive Education. These practitioners are situated in various fields for example, within Government Departments (Health, Education, Social Development, etcetera), private practice and Non-Government Organisations or Community-Based Organisations. The practitioners usually work within a multi-collaborative framework and often from a multi-systemic perspective to provide support to a network of colleagues and teachers, parents and learners who require intervention at schools within an inclusive education environment. A group of mental health practitioners who worked directly in inclusive educational practices (non-probability - purposive sampling), in a variety of sectors, were interviewed to determine the challenges they faced related to inclusive educational practices in South Africa. A variety of practitioners (n = 5) from each group of participants were approached (psychologists, intern psychologists, social workers) and interviewed. The total number of participants is n = 20. The participants completed a consent form, offered complete anonymity and confidentiality if they so desire and provide consent to complete the questionnaire. All institutional ethical procedures were followed. The findings revealed that South African practitioners in the field of psychology who worked directly in inclusive educational practices experienced challenges, and these are sometimes based on the setting in which they practiced. The study provided possible recommendations that may be implemented.

This study aimed to identify the obstacles facing teachers of students’ with learning disabilities in applying curriculum-based measurement in learning disabilities resource rooms. The study sample consisted of 121 male and female teachers. To achieve the objectives of the study, a questionnaire was used, which in its final form consisted of 24 items. Its validity and reliability were verified before it was applied to the study sample.The results of the study showed that the level of obstacles facing learning disabilities teachers in applying curriculum-based measurement in learning disabilities resource rooms was moderate. The results also showed that there were no statistically significant differences due to the variables: gender, level of education, and years of experience in the level of obstacles facing teachers of students with learning disabilities. However, the results showed that there were statistically significant differences on the two dimensions roles and responsibilities of teachers of students with learning disabilities, the school administration attributed to those with experience categories less than 5 years, and 5 years to 10 years.

The objective of the current study was to examine the mediating role of psychological capital in the relationship of career calling with happiness and engagement. A purposive and judgmental sampling technique was utilised to collect data from a sample of 300 higher education teachers from different universities in India. Statistical package for social science (SPSS) was used to analyse the correlations among career calling, happiness, engagement, and psychological capital. Correlational results showed that study variables career calling, psychological capital, happiness, and engagement were positively correlated. Structure equation modelling (SEM) technique was used to investigate mediating role of psychological capital between the relationship of career calling with happiness, and engagement. The results of the SEM analysis showed that psychological capital fully mediated the relationship of career calling and happiness and partially mediated the relationship of career calling with engagement. The findings indicated that psychological capital significantly impacted the relationship among career calling, happiness, and engagement. This study contributes to the proposed mechanisms underlying the association between career calling, happiness, and engagement. The study concludes with implications, and future research in the domain of career calling.

This study aims to determine the artificial intelligence (AI) anxiety levels of Z-generation candidate nurses and the variables affecting the anxiety levels of artificial intelligence by the machine learning (ML) method. Data were collected from 431 candidate nurses by questionnaire using the convenience sampling method. R open access programming language was used for the statistical analysis of the study and the evaluation of significant variables according to their importance levels. The Boruta algorithm, a machine learning method, was used in the determination of the variables affecting the level of artificial intelligence anxiety according to the degree of importance. The findings showed that the most important variable for students' artificial intelligence anxiety level is age. Moreover, there is a statistically significant relationship between students' class and their anxiety level, a significant relationship between artificial intelligence and machine learning in health and their anxiety level, and a significant relationship between gender and technological competence evaluation. Furthermore, nearly half of the participants (48.5%) had very low anxiety, 12.8% had low anxiety, 30.2% had medium anxiety, 6.5% had high-level anxiety and 2.1% of them had very high levels of anxiety. With this research, the artificial intelligence anxiety of generation Z was determined by determining the demographic characteristics that are effective in artificial intelligence. We concluded that more sensitive analysis and different results can be obtained when using a machine learning algorithm compared to classical statistical analysis in determining the complex relationships in the data.

The aim is to determine the impact of emotional intelligence on coping strategies for psychological trauma. Methods: The research was conducted using survey and testing based on diagnostic methods: Primary Care PTSD Screen, WCQ, EQ-test. Statistical methods were used: ANOVA, descriptive statistics, regression analysis. Two hundred seventy internally displaced persons (IDPs) aged 23 to 48 participated in the study. The study found that subjects with PTSD signs have low emotional intelligence (M=32.31±14.88) and confrontation (M=12.68±4.08), distancing (M=12.74±4.62), avoidance (M=13.85±4.97) coping strategies. Regression analysis established that a low level of emotional intelligence promotes confrontation (β=-1.926±0.296) and distancing (β=-1.198±0.386) coping, and a high level of emotional intelligence develops a problem-solving strategy (β=1.277±0.298). The results make it possible to expand the range of providing psychological assistance in overcoming psychological trauma through the formation of emotional intelligence. This will ensure the assimilation of constructive coping as elements of conscious overcoming of life's difficulties. Increasing the level of emotional intelligence and adaptive behavior strategies will help reduce feelings of stress due to trauma. The obtained results open opportunities to study the impact of emotional intelligence on individuals who experienced traumatic events. Studying external and internal factors contributes to emotional intelligence development. Identifying individual and socio-cultural aspects of coping strategies enhances psychological support methods. Understanding emotional intelligence's influence helps design programs to develop it and overcome psychological trauma, including telepsychology.

Based on “stress coping” and “self-determination” theory, the present study aims to explore the potential intervention path of media social pressure affecting body image depression in Chinese high school students by examining the relationships between four variables: media social pressure, future goals, self-esteem, and body image depression (BID). The study sample comprised 825 high school students from four middle schools in Guangdong and Yunnan provinces, aged between 14 and 19 (M ± SD = 15.87 ± 0.98). The results showed that, first, 57.7% of the surveyed high school students had different degrees of BID, and that the girls’ BID score was significantly higher than that of boys (t = -8.69, p < 0.001). Second, media pressure significantly positively predicted BID in high school students. Third, future goals and self-esteem were shown to play separate mediating roles between media stress and BID. Fourth, the indirect effect between media stress and BID was found to be realized through the chain mediating effect of future goals and self-esteem. The implications as well as the shortcomings and prospects of the present study are also discussed.