Introduction Prisoners often experience psychological distress due to incarceration, legal uncertainty, and the disruption of social relationships. These conditions increase the risk of mental health problems, including anxiety, depression, and post-traumatic stress disorder. Coping strategies are essential in helping individuals manage these stressors and are key to successful reintegration after release. This study aims to systematically review the coping strategies employed by prisoners in response to psychological distress and to examine their impact on mental health and reintegration outcomes. Methods The research employs a scoping review with PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Literature searches were performed in Scopus, ProQuest, and ScienceDirect using the keywords “coping strategy,” “reintegration,” and “prisoner.” Inclusion criteria focused on peer-reviewed articles published between 2000 and 2025. Of the 559 articles identified, 20 studies were included in the final review. Results The findings indicate that prisoners utilize both adaptive and maladaptive coping strategies. Maladaptive strategies such as denial, withdrawal, aggression, and substance use were commonly associated with higher levels of psychological distress. In contrast, adaptive strategies such as problem-solving, cognitive reframing, spiritual coping, and seeking social support were linked to better psychological well-being and improved reintegration outcomes. Conclusion Coping strategies significantly influence prisoners' mental health and their ability to reintegrate into society. Promoting adaptive coping in correctional settings, particularly through interventions that enhance emotional regulation and resilience, is essential. Further research is recommended to explore coping variations by case type and assess the effectiveness of tailored support programs.

Introduction Resilience is the ability to recover from setbacks and is particularly important in jobs such as security due to the demanding nature of the duties involved. This study focuses on the factors that promote resilience among individuals working in various sectors of the security field, namely the military, police, and private security. Methods This study examines the differences in resilience between people employed in technical and non-technical fields. A cross-sectional, non-experimental quantitative design was used, employing stratified sampling and the CD-RISC© for data collection. Results In the proposed study, a sample of 400 professionals (200 from non-technical trade and 200 from technical trade) was assessed for resilience across different career domains. The scale used for this is the Connors-Davidson Resilience Scale (CD RISC©). The analysis revealed that professionals in technical trades had a significantly higher resilience index mean rank (M = 64.5, SD = 18.54) compared to non-technical professionals (M = 59.86, SD = 19.42). Discussion The research shows that people in technical trades have greater resilience compared to their counterparts in non-technical roles within the security domain. This may be attributed to the more structured nature of technical occupations, which promote problem-solving, routine, and psychological stability. Moreover, individuals in technical roles tend to be more meaningful and optimistic. These findings emphasize the need to develop tailor-made resilience training for each role. Targeted strategies can be developed to improve overall well-being and performance across varying occupations. Conclusion These findings suggest that highly structured technical trades may foster greater psychological resilience due to their problem-solving requirements. This study highlights the necessity of developing specialized, organizationally focused training for resilience and mental health interventions in both professional sectors. Knowing these differences will allow organizations to create more effective support mechanisms to improve workers' well-being and productivity.

Introduction Social entrepreneurship is of significant importance in the context of economic development and community empowerment. In order to increase the number of social entrepreneurs in Indonesia, it is necessary to develop Social Entrepreneurial Intentions (SEI) among students. For research on students' social entrepreneurial intention to be statistically valid, an appropriate instrument is necessary in the context of research in Indonesia. The objective of this study is to adapt an instrument that demonstrated robust psychometric properties for use within the Indonesian context. Methods This study used cross-cultural adaptation procedures following the guidelines established by Beaton. This approach includes forward translation and its synthesis, backward translation, expert committee review, and pretesting (pilot testing). This study evaluated validity with AERA's guidelines by combining three types of validity evidence: evidence based test-content (content validity), evidence based response processes, and evidence based internal structure. Evidence based internal structure was analyzed using Confirmatory Factor Analysis (CFA), involving 432 participants. Results The findings indicate that cross-cultural adaptation achieved semantic, idiomatic, experiential, and conceptual equivalence. The validity SEI instruments supported the theoritical construct, revealing a unidimensional structure with factor loading 0.53-0.74. These analysis demonstrated adequate fit (SRMR = 0.041; GFI = 0.996; CFI = 0.930; TLI = 0.903), met established criteria. Discussion The cross-cultural adaptation and validation process described in the findings was thorough and effective, ensuring that the instrument maintained its psychometric properties and was culturally appropriate. The CFA result support the validity of the adapted instrument, making it a reliable scale for cross-cultural research and practice. Conclusion Based on the results of the analysis, it can be concluded that cross-cultural adaptation has been achieved by meeting all equivalences criteria, and validation confirmed three type of validity evidence, making it feasible to use in research on Indonesian students population.

Background and Objective The article addresses the excessive use of mobile phones among students. We adopt Billieux's definition of excessive mobile phone use as the loss of control over phone use that leads to significant negative physical, psychological, social, work, or familial consequences. This study focuses on the social-psychological effects of excessive mobile phone use, specifically its relationship with chronic stress (which is considered a risk factor) and resilience (which is considered a protective factor). We emphasize the often irreversible impacts on students' mental and physical health and the importance of preventive measures. The study involved 174 students, including 132 females (75.9%) and 42 males (24.1%), with a mean age of 18.67 ± 0.648 years. By gender, the mean age was 18.58 ± 0.567 for females and 18.93 ± 0.808 for males. Participants were students of humanities and technical disciplines from various universities in Kazakhstan. Methods The Leipzig Express Test for Chronic Stress (LKCS) was used to diagnose the level of chronic stress; the Resilience Scale (RS-25) was used to diagnose the level of resilience; several questionnaires were used to diagnose excessive use of mobile phone: the Test of Mobile Phone Dependence brief (TMD brief), Scale PUMP: Problematic Use of Mobile Phone, 27-item Mobile Phone Problem Use Scale (MPPUS-27). Results It was found that: • The higher the level of chronic stress, in general or in its individual indicators, the higher the tendency toward excessive mobile phone use among students. • The level of resilience is correlated with only one of the indicators of excessive mobile phone use, “negative impact on other activities,” and is also indirectly correlated with the factor of time. That is, at a low level of resilience, the mobile phone will be used for more time than planned, or in general, a significant amount of time will be spent on the phone. • The propensity for excessive mobile phone use is significantly higher among female students compared to male students. At the same time, students in humanities programs are more prone to excessive mobile phone use compared to students in technical programs. One of the more frequent manifestations of excessive mobile phone use in students is the failure to fulfill their obligations to others or the use of the phone despite problems in relationships with others, which is less common among female students. • The latent stressors that have the greatest impact on the propensity for excessive mobile phone use were identified: loss of control and the presence of topics with strong negative emotional associations, which are often related to the students' experiences of psychological trauma. Conclusion The role of stress and resilience in excessive mobile phone use by students was deduced, taking into account gender and study profile. The obtained results can be used to develop programs for preventive measures against excessive mobile phone use among students, as one of the necessary prerequisites for the preservation of students' physical and mental health, taking into account the role of resilience and stress tolerance.

Introduction Social-Emotional Learning (SEL) has received increasing acknowledgment for its role in fostering adolescents' mental well-being and preventing bullying. However, the impact of SEL programs varies across cultural contexts, and challenges remain in their long-term implementation and sustainability. This study aims to examine the impact of SEL on adolescent mental well-being, social-emotional competence, and bullying prevention. It also explores the challenges and considerations involved in implementing SEL programs across different socio-cultural contexts. Methods A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant empirical studies, meta-analyses, narrative reviews, and conceptual papers on SEL programs were analyzed to evaluate their effectiveness. Key themes such as social-emotional development, school climate, and cultural adaptation were assessed to determine best practices and challenges in SEL implementation. Results Findings indicate that SEL interventions significantly enhance adolescents' mental well-being, improve their social-emotional competence, and contribute to a reduction in bullying. Studies also highlight the importance of culturally relevant SEL adaptations to ensure program effectiveness. Discussion Despite these positive outcomes, challenges such as inadequate teacher training, resource limitations, and the need for long-term evaluations persist in SEL implementation. Conclusion While SEL programs are effective in improving adolescent well-being and reducing bullying, addressing contextual challenges and ensuring culturally appropriate adaptations are essential for sustainable and impactful implementation across diverse settings.

Introduction This research investigates the variables influencing university students' willingness to use ChatGPT by employing the Technology-to-Performance Chain theory and the Technology Acceptance Model frameworks. Methods A quantitative research approach was used, with online questionnaires distributed to 209 university students. Structural Equation Modeling was employed to analyze the associations between task characteristics, technology characteristics, individual characteristics, task–technology fit, attitude, and adoption intention. Results The findings revealed that task characteristics, technology characteristics, individual characteristics, task–technology fit, and students’ attitudes toward ChatGPT all had significant positive effects on their intention to adopt the tool. These results confirm the strength of the integrated theoretical framework, demonstrating that both the Technology-to-Performance Chain and the Technology Acceptance Model effectively explain students’ adoption behavior in the context of AI-assisted learning. Discussion The findings provide actionable insights for educators, policymakers, and developers to design AI-based learning environments that align with students' academic tasks, enhance usability, and foster positive attitudes, thereby supporting effective technology integration in higher education. Conclusion The study’s focus on a single public university, with a sample primarily composed of undergraduate business students, limits the generalizability of the findings. Future research should include diverse institutions and examine additional mediating variables. This study contributes to technology adoption literature by applying established theories to AI education contexts and by incorporating Task–Technology Fit as an independent variable to deepen understanding of AI–learning alignment.

Pre-university students often face various challenges in making career decisions due to dysfunctional career thinking, low career maturity, and limited career adaptability. Literature analysis suggests that existing career interventions often lack theoretical integration and are fragmented, thereby limiting their effectiveness. This concept study is based on content analysis, involving a review of previous studies on career thinking dysfunction, career maturity, and career adaptability among adolescents. Relevant articles and books were sourced from databases using keywords like “career thinking dysfunction,” “career maturity,” and “career adaptability. This study presents a conceptual framework for an integrated career module that combines three foundational theories, such as Cognitive Information Processing (CIP), Crites’ Career Maturity Model, and Career Construction Theory (CCT). The proposed module addresses cognitive, emotional, and adaptability domains simultaneously. It aims to reduce dysfunctional thinking, enhance decision-making skills, promote emotional readiness, and strengthen adaptability. The module’s design enables students to navigate transitions with greater clarity, confidence, and control. It is also flexible for use across cultural and institutional contexts. The framework is designed to be responsive to diverse student needs and is adaptable across various cultural and institutional contexts. Further studies, such as expert validation, pilot testing, and quasi-experimental research, are also suggested to ensure the effectiveness of the module in real educational contexts and ensure the module’s suitability for various student backgrounds.

Background Life satisfaction is defined as an individual’s global evaluation of their cognitive perception of their current condition relative to their standard of living. While life satisfaction has been extensively studied among adolescents and adults, limited research has focused on life satisfaction among honorary teachers in Indonesia. Low salaries and career uncertainty raise concerns about their life satisfaction. Objective This study aims to examine the role of gratitude as a mediator in the relationship between work–life balance, school support, and life satisfaction among honorary teachers. Methods This quantitative study employed purposive sampling to recruit 284 honorary school teachers, consisting of 79% females and 20.4% males, with an average age range of 37–51 years. Data were collected using the Work–Life Balance Scale (WLB), School Support Scale (SS), Gratitude Questionnaire (GQ-6), and the Satisfaction With Life Scale (SWLS). Structural Equation Modelling (SEM) was applied for data analysis. Results The SEM analysis revealed a good model fit (df = 435, CFI = 0.957, TLI = 0.951, RMSEA = 0.043). Mediation tests indicated that gratitude significantly mediated the relationship between work–life balance and life satisfaction ( p = 0.012 < 0.05), as well as between school support and life satisfaction ( p = 0.028 < 0.05) among honorary teachers. Conclusion The findings suggest that work–life balance and school support are positive predictors of life satisfaction, with gratitude serving as a mediating factor. This study confirms the critical importance of work–life balance, school support, and gratitude in achieving life satisfaction among honorary teachers, with gratitude acting as a key mediating factor.

Introduction Children living with Autism Spectrum Disorder (ASD) often experience not only core ASD symptoms but also a range of comorbid biopsychosocial difficulties, including Attention-Deficit/Hyperactivity Disorder (ADHD), anxiety, epilepsy, sleep problems, and feeding or toileting challenges, each of which may contribute to developmental delays. This review aimed to systematically map and scope existing literature on comorbidities related to ASD from infancy to adolescence, identify the most common comorbidities, and delineate their characteristic symptoms and underlying aetiologies. Methods The researchers conducted a comprehensive search across academic databases – including MEDLINE, PsycINFO, Academic Search Premier, CINAHL, ScienceDirect, JSTOR Journals, EMBASE, and the Cochrane Library – accessed via platforms, such as EBSCOhost and ProQuest. Data from the 19 studies were analysed using Braun and Clarke’s six-phase framework for thematic analysis. A coding framework was collaboratively developed by the three authors, who independently reviewed and coded the data. Screening and data management were supported by the ASReview tool, and themes were refined through consensus to ensure analytical rigour and reliability. Results The review identified a spectrum of common ASD-related comorbidities that vary by developmental stage and context. Of an initial yield of 360 articles, 19 peer-reviewed studies met the inclusion criteria and were thematically analysed. Notably, studies from African settings were sparse, suggesting important regional research gaps. Discussion Cultural, environmental, and health factors influence the identification and prevalence of comorbidities associated with ASD. In clinical practice, our evaluation highlights the need for a comprehensive assessment protocol that takes into account the wide range of potential complications during different stages of development. Clinicians should recognize that symptoms can manifest differently at different ages and adapt their diagnosis and treatment methods accordingly. Conclusion Findings highlight the urgent need for culturally contextualised investigations of ASD comorbidities, particularly in underrepresented settings like sub-Saharan Africa. This review underscores the importance of developmental stage–sensitive diagnostic and treatment strategies.

Background In an era of scientific uncertainty and philosophical skepticism, the question of life’s meaning has renewed psychological and cultural importance. Although the cosmos lacks intrinsic purpose, humans continue to seek and sustain meaning amid existential ambiguity. This integrative review examines whether durable frameworks of meaning can be developed without cosmic teleology. Methods Using an integrative conceptual review, this study synthesizes insights from existential philosophy and meaning-centered psychology with recent developments in cosmology. Core sources include Sartre and Frankl, therapeutic models, such as Logotherapy and Acceptance and Commitment Therapy (ACT), and scientific perspectives from multiverse theory and contemporary cosmological narratives. This study proposes a four-phase model of existential meaning-making embedded in a recursive adaptive process. Results The model comprises four interrelated components: (1) value-driven goal setting, (2) reflective self-awareness, (3) purposeful engagement, and (4) responsible decision-making operating within cycles of disruption, integration, and renewal that cultivate resilience and existential growth. Discussion While the universe may be purposeless, reflective consciousness, ethical deliberation, and intentional action enable subjective meaning. Bridging existential philosophy with clinical practice and cosmology, the model highlights meaning-making across suffering, uncertainty, and scientific disenchantment. Conclusion Even in a purposeless cosmos, individuals can construct meaningful lives through value-oriented consciousness and ethical engagement. The model offers a transdisciplinary foundation for therapeutic work, philosophical reflection, and education, and invites empirical validation and implementation.