Psychosocial skills are essential competencies that enable teacher trainees to interact effectively with learners, manage classroom challenges, and create a supportive learning environment. These skills include communication, empathy, stress management, interpersonal relationships, problem-solving, and emotional regulation. The present article examines the influence of psychosocial skills on the classroom performance of teacher trainees enrolled in B.Ed. programs. The study draws upon principles from humanistic psychology and social learning theories, emphasizing the interconnectedness of emotional, cognitive, and social development in shaping teaching behavior. Existing literature indicates that teacher trainees who possess strong psychosocial abilities demonstrate higher instructional clarity, improved learner engagement, and better conflict management. This article adopts a descriptive research framework to analyze how psychosocial skills affect key dimensions of classroom performance, such as lesson delivery, student interaction, and management skills. Results from previous studies and model-based discussions suggest that psychosocial skills significantly enhance teaching effectiveness by promoting self-awareness, empathy, and resilience. The findings highlight the need to integrate psychosocial competency development into teacher education curricula to produce emotionally stable and socially sensitive teachers. The article concludes that psychosocial skills serve as a crucial foundation for effective classroom performance and are indispensable for modern teacher training programs.

Humanism is obviously a crucial facet of a humanistic psychology, and a new—or decolonial—humanism is likewise crucial for Frantz Fanon’s work, but these two areas of scholarship and practice have seldom been put into a sustained dialogue. As a way of beginning such a dialogue, Nigel Gibson, one of the foremost experts on the work of Frantz Fanon, speaks with Derek Hook and Leswin Laubscher about Fanon’s ideas of a new humanism, agency, action, and liberatory practice in the context of colonial oppression and dehumanization. Key conceptualizations from Fanon’s pioneering books— Black Skin, White Masks , The Wretched of the Earth , and A Dying Colonialism —are discussed and clarified. Gibson also refers to sections of Fanon’s recently translated psychiatric writings. Drawing on several of Gibson’s books on Fanon—including Combat Breathing (2025)—this far-ranging discussion explores topics such as Fanon’s notion of combined action (psychotherapeutic and political action), self-actualization, socio-therapy, African Humanism, and Fanon’s views on violence.

This article critically examines the diagnostic criteria for Major Depressive Disorder as presented in the DSM-5-TR, with a particular focus on the symptoms of ‘depressed mood’ and ‘psychomotor agitation or retardation’. While existing literature in both humanistic psychology and phenomenological psychopathology has highlighted the limitations of the Diagnostic and Statistical Manual of Mental Disorders (DSM) symptom-based and externalist model, this article contributes to the discussion by grounding its critique in first-person accounts and by analysing how the aforementioned symptoms, as conceptualised in the DSM, flatten and obscure the lived experience of depression. It argues that the symptom of ‘depressed mood’ is conceptually circular and diagnostically imprecise, while ‘psychomotor agitation or retardation’, insofar as it is diagnosed based on being ‘observable by others’, fails to capture the phenomenological nuances of the experience, such as the loss of volition. Such limitations point to the need for an approach that takes seriously the lived, first-person dimensions of depression, rather than reducing the experience to externally verifiable signs. In this regard, by advancing a symptom-specific critique grounded in phenomenology, this article calls for a more person-centred approach to psychiatric diagnosis, one that considers the role of first-person experience. Finally, this article reflects on the implications of a person-centred approach for the evaluation of psychotropic medication, especially with regard to experiential phenomena such as depersonalisation and derealisation.

Children's ethical and character development is increasingly undermined by digital-era challenges, including misinformation, cyberbullying, and polarization. This conceptual review proposes the Love Curriculum as an ethical framework grounded in compassion to address this gap. It aims to enhance digital literacy and character formation by integrating spiritual values into digital education. Drawing from Islamic heritage, particularly Al-Ghazali's thought, and humanistic psychology, the curriculum is built on four pillars: love for God, fellow humans, the environment, and the nation. These pillars provide a moral lens for navigating contemporary digital landscapes. Employing a library research method, this study synthesizes literature from Islamic education, humanistic perspectives, and digital ethics. Key classical and modern sources were selected through purposive sampling, systematically reviewed, and analyzed via thematic synthesis. The findings indicate that the Love Curriculum serves as a moral filter that fosters a holistic "love literacy" integrating spiritual, emotional, and cognitive dimensions. This approach complements Indonesia's Merdeka Curriculum by aiming to cultivate a tolerant and empathetic insan paripurna (holistic individual) in virtual spaces, offering practical implications for inclusive education rooted in rahmatan lil 'alamin (mercy for all creation). The study contributes an adaptive conceptual model that underscores the urgency of infusing spirituality into digital literacy education from early childhood through adolescence. Future research should empirically validate the Love Curriculum's effectiveness on children's digital behavior and character across various settings. Exploring specific pedagogical strategies for its four pillars in digital education is also encouraged

In 2011, Ilene Serlin published a brief meditation on “The History and Future of Humanistic Psychology.” It appeared in The Humanistic Psychologist mid-way through Obama’s first term in office and one year into the Arab Spring. Much of her argument focused on the need to maintain and promote a psychology that is soulful and seriously engaged with spirituality and the arts. To that end, she quoted luminaries such as Rollo May and James Bugenthal. But significantly, perhaps, she leaned more heavily on Abraham Maslow’s ideas than she did on other sources of illumination.

Background: Obsessive-compulsive disorder (OCD) is a mental disorder in which a person has intrusive thoughts and feels the need to perform specific tasks repeatedly to relieve the distress caused by the obsessions, to the point that it disrupts their overall functioning. Objectives: The present study aimed to investigate the effectiveness of reality therapy (RT) on obsessive beliefs and cognitive ability in individuals with obsessive beliefs. Based on the principles of cognitive and humanistic psychology, this study seeks to explain the role of RT-based interventions in reducing obsessive symptoms and improving individuals' psycho-emotional functioning. Methods: This quasi-experimental study was conducted with a pretest-posttest design with a control group. The statistical population included people with obsessive beliefs who referred to psychiatric clinics in Tehran in 2025. For this, 30 individuals with formal, clinician-administered diagnosis of OCD were selected using purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The research tools included the Obsessional Beliefs Questionnaire (OBQ-44) and the Cognitive Ability Questionnaire (CAQ). The experimental group underwent RT intervention in ten 90-minute sessions, and the control group did not receive any intervention. The data were analyzed using the multivariate analysis of covariance (MANCOVA) test by SPSS (version 23) software. Results: The findings showed that the total score of the variable "obsessive beliefs" in the pre-test phase for the control and experimental groups was 209.5 ± 16.2 and 207.2 ± 8.9, respectively, and for the variable "cognitive ability" was 47.1 ± 3.9 and 46.5 ± 4.7, respectively. For both variables, there was no significant difference between the two values obtained in pre-test phase. While, after the intervention (post-test phase), the total score of the variable "obsessive beliefs" for the control and experimental groups was 206.00 ± 14.95 and 186.0 ± 8.4, respectively, and for the variable "cognitive ability" was 46.7 ± 3.5 and 61.8 ± 5.0, respectively. Based on obtained results, there was a significant difference between the two values obtained for both variables in post-test phase. The results showed that the effect of RT on all components related to the variables "obsessional beliefs" and "cognitive ability" was significant (P < 0.05). Conclusions: The findings of this study indicate that RT, as an approach based on individual choice and responsibility, can be effective in modifying dysfunctional beliefs, especially obsessive beliefs and cognitive abilities. The findings of the present study, can provide a basis for designing clinical interventions and training therapists in the field of cognitive psychology.

In the context of postmodern fragmentation and the crisis of “grand narratives”, the problem of gaining and maintaining psychological integrity of the individual acquires existential urgency. This article presents a funda-mental theoretical and empirical substantiation of the innovative integrative method “Reality Strategy”, de-signed to reconsolidate personal integrity through the targeted development of emotional intelligence (EI) as a meta-competence. The method is founded on the paradigm of a systemic approach, wherein the psyche is viewed as a complex, dynamic, self-organizing system striving for homeostasis. The central task of the study is to demonstrate the unique therapeutic synthesis underlying the “Reality Strategy”, which combines concepts from humanistic psychology, third-wave cognitive-behavioral therapy, and applied neurophysiology. Particular attention is paid to the scientific novelty of the method, which consists in: 1) operationalization of the neuro-physiological model of the reticular activating system (RAS) as a practical cybernetic tool for conscious recon-figuration of the client’s perceptual filters; 2) development of a multi-level concept of “Acceptance” (phenome-nological, cognitive, somatic, existential); 3) formulation of the concept of psychological trauma as a post fac-tum cognitive-existential choice of vulnerability. Also, for the first time, the definition of psychological integrity is introduced as a dynamic state of coherence between the cognitive, emotional and behavioral aspects of the personality, supported by a consciously calibrated RAS. A detailed analysis of the author’s model of working with the “Persona” as a socially constructed facade and deconstruction of irrational introjects is carried out. The article presents the results of a multi-stage pilot study (N = 50) demonstrating a statistically significant (p < 0.01) improvement in EI indices (MSCEIT-adapted), reductions in anxiety and depression levels (HADS), as well as a significant increase in self-esteem (Rosenberg scale) and subjective quality of life. A statistical analysis using the Student’s t-test for dependent samples was conducted to confirm the reliability of the observed changes. The analysis of clinical cases illustrates the practical implementation and effectiveness of the method. The arti-cle argues that the “Reality Strategy” is a valid and effective tool for relatively short-term therapy, catalyzing deep personal transformation and the formation of a mature, authentic, and self-determined life position.

Comparing the philosophical ideas of Ibn Sina and Erich Fromm on social activity is a highly intriguing topic, as these two thinkers, despite belonging to different eras, cultures, and philosophical traditions, share certain commonalities and differences in their views on social activity, human nature, and the role of individuals in society. Ibn Sina operated within the framework of medieval Eastern peripatetic philosophy and Islamic enlightenment, while Erich Fromm worked within the context of 20th-century humanistic psychology and existential philosophy.

Middle‐aged adults who adopt an attitude of joyful acceptance toward all of life's experiences — both good and bad — enjoy better mental health, particularly when they feel socially connected, according to a new University of Michigan (U‐M) study. The research, published in The Humanistic Psychologist, centers on the concept of amor fati, a Latin phrase proclaimed by Friedrich Nietzsche more than 100 years ago meaning “love of one's fate.” It suggests that people who embrace amor fati are more likely to flourish and less likely to languish in midlife. The study, led by U‐M psychologist Edward Chang, surveyed 111 Americans ages 35 to 60 to explore how adopting a joyful acceptance relates to mental health, social connectedness and loneliness. “Amor fati isn't about passive acceptance,” said Chang, professor of psychology. “It's a joyful, deliberate engagement with everything life throws at you, including suffering. My findings suggest this mindset can play a powerful role in helping middle‐aged adults thrive.” The study found that people who scored higher on amor fati also reported feeling more socially connected and less lonely — factors that were linked to greater flourishing. In other words, those who embraced amor fati tended to feel more connected to others and less lonely, which in turn further boosted their sense of flourishing.

This study examines the integration of humanistic psychology in the learning model to increase students' learning motivation in Islamic Religious Education (PAI) subjects. Using qualitative literature study methods, this study synthesizes relevant theoretical and empirical literature on student-centered learning, motivational theory, and psychological needs. The results show that the application of a humanistic-based approach—which emphasizes empathy, autonomy, and meaningful learning—is able to increase students' intrinsic and extrinsic motivation. A supportive learning environment and reflective teaching strategies play an important role in encouraging emotional and spiritual engagement. This study confirms the transformative potential of psychological models in religious education and recommends its practical application to improve learning outcomes and student character formation

In today’s digital age, education faces a dual challenge: preserving the spiritual essence of the individual while adapting to rapid technological advances, particularly the rise of artificial intelligence (AI). This study addresses the need to reevaluate the role of spirituality in education management amid increasing psycho-emotional pressures on teachers and students. As digital tools reshape the educational landscape, the nature of interaction among teachers, students, and knowledge itself also evolves, demanding new strategies for psychological support and adaptive leadership. This study aims to analyze the psychological and managerial dimensions of integrating spirituality and AI within the educational process, focusing on education systems undergoing digital transformation. The theoretical framework draws from spiritual sustainability, humanistic psychology, digital ethics, public administration, and the philosophy of education. The findings highlight that spirituality—anchored in transcendental values such as dignity, freedom, truth, and responsibility—plays a key role in fostering psychological stability, professional resilience, and moral autonomy among educators. AI is recognized as a potential stabilizing force in times of crisis, provided it operates within ethical boundaries, algorithmic transparency, and public accountability. The study introduces a management model that harmonizes technological innovation with spiritual-ethical guidance in educational practices. Its practical relevance lies in informing policies for psychological support, preventing teacher burnout, nurturing moral reflection, and implementing spiritually grounded governance in education, particularly during social or humanitarian crises.

This manuscript aims to examine the contributions of women to humanistic psychology, their context, and the philosophy underlying this model. The feminine voice will be explored through the life and work of Ilene Serlin, a prominent psychotherapist, researcher, and pioneer in humanistic psychology. Humanistic psychology is grounded in the philosophical thoughts of existentialism, phenomenology, and humanism, which address the purpose of existence and human encounter, prompting questions about the historical underrepresentation of women founders. Similarly, therapy within the humanistic model focuses on exploring the self through the phenomenological expressions presented in Serlin’s work, employing the constructs of movement and art. Serlin has authored over 100 articles and book chapters on corporeality, psychology, and art. She has made significant contributions to recognizing the role of extraordinary women in the development of humanistic psychology. After reviewing Serlin’s contributions to the discipline, it can be inferred that within literature and academia, the feminine voice is often expressed through non-verbal language as a means of forming connections with others and the world. Consequently, women in humanistic psychology have emphasized self-therapy and community healing more profoundly.

This article is a tribute to the life of recently deceased, humanistic psychologist, Ilene Serlin, PhD, a spiritual and academic leader whose legacy of healing will reverberate for generations. It highlights some of her major contributions to the fields of humanistic psychology, the treatment of trauma, and dance therapy.

This research aims to reveal the human values in the script of the drama Mega-Mega by Arifin C. Noer through a humanistic psychology approach. The main focus of the research is to answer the question: How do the struggles of the characters in the drama reflect the five levels of human needs according to Abraham Maslow's theory of the hierarchy of needs? These five needs include physiological needs, a sense of security, social relationships, rewards, and self-actualization. The drama Mega-Mega depicts the lives of marginalized groups who struggle to maintain dignity amid social, economic, and political pressures. This study uses a qualitative descriptive method with text Panutysis, identifying the manifestation of Maslow's needs in the behavior and dialogue of the characters. The results show that the conflict in the drama is not only external, but also reflects an existential crisis and the search for meaning in life. Characters like Mae, Koyal, and Retno experience the process of self-actualization through struggle, emotional attachment, and efforts to maintain dignity. Thus, Mega-Mega is not only a social critique, but also a reflective mirror of humanity's struggle in extreme conditions. This study offers a new perspective on the script through the lens of humanistic psychology, which was previously rarely used in the Panutysis of this drama.

Ilene Serlin (1948–2024) was a humanistic psychologist who made diverse contributions to psychology, including trauma, dance/movement therapy, whole person health care, feminist perspectives, and somatic psychology. As she built community and alliances across branches of psychology and international boarders, she consistently brought a humanistic perspective to her work. These contributions advanced humanistic psychology while also allowing her to be an ambassador for this approach. Ilene demonstrated a gentle fierceness in which she advocated for individuals, groups of people, and perspectives sometimes lost in the psychological discourse.

This study investigates the phenomenon of procrastination as a multidimensional personal construct closely related to self-realization processes among future psychologists. The relevance of this topic stems from the increasing psychological burden on student youth in contemporary society, which demands high levels of self-regulation, maturity, and motivational stability. The research aims to empirically identify the structural components and typological organization of procrastination and self-realization among psychology students, as well as the interrelationships between them. The theoretical foundation of the work is based on concepts of motivational regulation, humanistic psychology, and contemporary approaches to analyzing procrastinatory behavior. Methodologically, the study employs a quantitative strategy utilizing exploratory factor analysis and cluster analysis. Three key components of procrastination were identified: conscious-regulatory, perfectionist-motivational, and temporal-disciplinary, along with a three-factor model of self-realization encompassing personal maturity, self-developmental activity, and psychological intimacy. Clustering allowed for the differentiation of four types of procrastinators and four types of self-realization, with particular attention drawn to the identification of an adaptive procrastination type as a balanced constructive form of self-regulation. Cross-tabulation analysis was conducted, which confirmed a statistically significant relationship between procrastination types and self-realization, enabling the interpretation of procrastination not only as a limitation but also as a dynamic resource for personal growth under certain conditions. The practical significance of the study lies in establishing empirical guidelines for developing a typologically oriented model of psychological support for students. Future research prospects are related to studying the dynamics of procrastination type transformation in the context of academic activity and professional identity.

With the growing pressures of modern society, physical and mental health issues have emerged as critical global concerns. Forest therapy (FT), a novel health management model that integrates natural environments with physical and mental healing, has gained increasing attention in recent years. However, mainstream FT approaches often overlook the psychological value of interpersonal interaction. Building upon traditional FT, this study proposes a new framework called companionship-based forest therapy (CBFT), which emphasizes the importance of emotional support within natural settings. CBFT is not intended as a replacement for conventional FT, but rather as an optimized approach that enhances its therapeutic effects by incorporating the element of companionship. This study aims to evaluate the physiological and psychological benefits of a novel intervention model-companion-based forest therapy (CBFT)-compared to conventional forest therapy models. Grounded in psychological theories and supported by empirical analysis, this study presents an applied framework of CBFT grounded in established psychological theories and validates its effectiveness through a comparative intervention involving 30 college students. Interpreted from the perspectives of ecological and humanistic psychology, the results indicate that CBFT significantly improves emotional regulation, reduces physiological stress responses, and enhances overall mental well-being. These findings highlight the value of social connection in FT practices and offer new directions for the development and application of forest therapy.

The purpose of the work is the theoretical and methodological analysis of the ethno-cultural phenomenon of resilience in the context of traumatic war experience in Ukraine, with an emphasis on the relationship between individual psychological resources and collective cultural meanings that ensure the vitality of the individual and the community. The research methodology is based on systemic, cultural-historical, and phenomenological approaches to studying personality in crisis conditions, the principles of humanistic psychology, and the concepts of psychological resilience (M. Rutter, B. Cyrulnik, A. Masten, M. Ungar) and ethnopsychology. We used methods of theoretical generalisation, content analysis of scientific sources, phenomenological description of cultural displays of resilience, and structural-functional analysis of ethno-cultural mechanisms of adaptation. Scientific novelty lies in revealing ethno-cultural resilience as an integrative phenomenon that combines individual and collective resources of survival; in determining its functions (protective, identifying, integrative, restorative, creative, and communicative) in the context of war trauma; in distinguishing symbolic, linguistic, and creative mechanisms through which culture ensures the psychological resilience of Ukrainiansу. Conclusion. The ethno-cultural resilience of Ukrainians in wartime shows up in their ability to preserve and reproduce cultural meanings even in traumatic situations, turning pain into a resource for spiritual growth. Through language, song, traditions, art, and shared symbols, Ukrainian culture performs therapeutic, restorative, and unifying functions, strengthening the internal resilience of society. Awareness and development of this phenomenon are important for post-war rehabilitation, educational policy, and the preservation of national identity.

The aim of the article is to present a diagnosis of the preferences of teachers' creative life orientations in the light of the results of research carried out in a nationwide sample in 2021-2023. The first part describes the theoretical assumptions of the research project. They were composed of the sources of Agata Cudowska's original concept of Creative Orientations in Life, situated in the philosophy of dialogue and metaphysics of orientation, humanistic psychology, psychology of culture, the theory of everyday creativity and the well-being of the individual. The category of creative life orientation and the research projects carried out so far on this subject in socially diverse groups were characterized, which include the diagnosis of life orientation preferences in the creative versus conservative dimension in the years 2001-2016. The next part of the article presents the methodological concept of the currently conducted research on teachers' creative preferences. They fit into the quantitative paradigm, focus on diagnostic and explanatory purposes, were carried out using the diagnostic survey method, in which the questionnaire technique and the proprietary CLO Preference Scale were used. A diagnosis of the surveyed teachers' preferences in terms of creative life orientations was presented, as well as the conditions for their development, which were grouped into three areas: in the family environment, at school and in the local environment. In the discussion of the results, attention was drawn to the crisis of the teaching profession.

This paper explores how repetitive language functions as a form of resistance for Black women navigating academic spaces across Ontario, Canada, and England. Drawing on Gilroy's The Black Atlantic (Gilroy, P. 1993. The Black Atlantic: Modernity and Double Consciousness. London: Verso), W.E.B. Du Bois’ concept of double consciousness (Du Bois, W. E. B. 1903. The Souls of Black Folk. Knoxville, TN: A.C. McClurg & Co), and Black Feminist Thought (Collins, P. H. 2019. Intersectionality as Critical Social Theory. Durham: Duke University Press), alongside discourse analysis (Johnstone, B., and J. Andrus. 2024. Discourse Analysis. John Wiley & Sons), this study examines how the repetitive patterns in Black women’s language act both as individual expressions of experiences and as communal affirmations of identity. This research underscores how language challenges institutional structures, revealing the creative and nuanced ways Black women resist and reframe oppressive narratives. Using in-person and online conversations with Black women across university roles in Ontario and England this paper shows how thematic dimensions of talk such as vulnerability, self-preservation, resistance and reclamation resonate with repetition as a linguistic practice. The analysis shows that repetition is not merely stylistic: it functions as a tool of collective assertion, critique, and affirmation. Through repetition, contributors forge solidarity, challenge institutional failures, and celebrate Black joy in defiance of systemic constraints. These findings contribute to scholarship on language as resistance and self-definition, and underscore the need for academic institutions to recognise and address the unique experiences of Black women (Rollock, N. 2021. ““I Would Have Become Wallpaper Had Racism Had Its Way”: Black Female Professors, Racial Battle Fatigue, and Strategies for Surviving Higher Education.” Peabody Journal of Education 96 (2): 206–217). By exploring Black women’s experiences in academic spaces, this paper also examines how workplace marginalisation is represented within their narratives, revealing how institutional policing manifests in their everyday interactions. By linking linguistic strategies such as repetition and parallelism with broader institutional critiques, this paper builds on scholarly discussions of how language is not only a response to systemic barriers but also a disruption of them, positioning Black women’s speech as an active site of resistance and transformation (Chance, N. L. 2022. “Resilient Leadership: A Phenomenological Exploration into How Black Women in Higher Education Leadership Navigate Cultural Adversity.” Journal of Humanistic Psychology 62 (1): 44–78.; Williams, B. M. 2023. ““It’s Just My Face:” Workplace Policing of Black Professional Women in Higher Education.” Journal of Women and Gender in Higher Education 16 (2): 67–89).