Abstract Creative academic thinking and research are inconceivable without academic freedom. This applies to all academic disciplines, including psychology. A concrete example that illustrates this fundamental idea is the history of academic psychology in Hungary. Apart from a few brief exceptions, Hungary was ruled by more or less autocratic or dictatorial regimes throughout the twentieth century. Their political orientation changed repeatedly—and with it the criteria according to which academic freedom in general was restricted and the course of psychological research in particular was dictated. The paper traces the key fractures in these developments through concrete biographies and through institutional as well as thematic shifts. It shows that political conditions function like sorting machines that determine who can conduct what kind of research and who is pushed to the margins of the discipline or even silenced.

Food is one of the main factors for having a healthy mind and body. Many people believe that the knowledge a person has about food influ ences healthy food choices. Thus, education on food and nutrition is seen as a strategy for pro moting healthy habits. To assess the level of knowledge and eating habits among students of the University of Vlora. This is a descriptive analytical study, which was conducted with N =200 students from differ ent faculties of the University of Vlora during the period January - June 2023. The sample size was determined based on the descriptive-analytical nature of the study and the recommendations of the literature for similar studies in order to en sure an acceptable level of statistical power and representativeness of the study population. The selection of participants was carried out through a convenient sample of students from different faculties of the University of Vlora.The study included students regularly regis tered in the relevant academic year, who volun tarily agreed to participate, while students who did not complete the questionnaire regularly or did not provide informed consent were ex cluded. The selection procedure was implemented in ac ademic settings, respecting the inclusion and ex clusion criteria, in order to minimize bias and in crease the validity of the results. A self-administered questionnaire was used to assess nutritional knowledge and habits among students. The questionnaire used in this study is a validated instrument, previously used in similar studies on nutritional knowledge and habits among university students. The instrument has been adapted to the local context, while main taining the basic structure and content, which guarantees validity and reliability.200 students, whose average age was 19.6 years, participated in the study from three faculties of UV. No statistically significant difference was ob served in eating habits related to the level of knowledge about nutrition (p=0.432). The ma jority of students, 45%, receive information on nutrition from their family. The majority of them, 83%, do not follow a special diet. It is seen that 65% of students have good eating habits and only 18% of them have good knowledge on nutrition, while 82% have moderate knowledge. Regarding knowledge on nutrition and sociodemographic factors, it was observed that younger students and those residing in Vlora have better knowledge compared to others. No statistically significant differences were observed by faculty, gender or year of study. Regarding eating habits, the findings show significant differences by gen der, with male students reporting better eating habits compared to females. This result may be related to food preferences, energy needs or soci ocultural factors that affect cultural behaviours differently according to gender. Based on the results of this study, it is recom mended to develop and implement structured in stitutional interventions to promote healthy eat ing among university students, which should be based on a multidisciplinary approach that in cludes collaboration between educational insti tutions, health professionals and the academic community. Educational programs on healthy eating should be integrated into university curricula, especially for first-year students, including mandatory modules or open informative lectures led by nu tritionists, public health doctors and psycholo gists. These programs should focus not only on increasing theoretical knowledge, but also on de veloping practical skills for food selection and building sustainable eating habits. It is also recommended to strengthen the role of university health services through individual and group counselling on nutrition, body weight man agement and healthy lifestyle Active involvement of the family and community through awareness-raising campaigns is recom mended, since the family is the main source of in formation for students. Finally, periodic monitoring and evaluation of in stitutional interventions through further re search studies using validated instruments and longitudinal designs is suggested, with the aim of measuring the effectiveness of programs and adapting them to the real needs of students.

<p><strong>Relevance. </strong>This article is a continuation of the article in the previous issue (№ 2 2025). It continues the discussion of the situation of methodological schism in evidence-based psychotherapy. In the last article we listed the methodological principles that could become the basis for methodological fundamentals of psychological treatment programmes and started the process of their analysis. <strong>The aim</strong> of this paper is to complete the analysis of the methodological principles and to highlight the methodological foundations for addressing the problem of schism in evidence-based psychotherapy, through the transition to a methodology of programme design. <strong>Results.</strong> The following principles are highlighted: targeting the programme to solve specific problems; orientation to the integration of tools from different schools; alignment with patterns identified in academic psychology; emphasis on verifiable effectiveness and predictable outcomes of the program; integration of cognitive and meta-cognitive levels of working with thinking; transparency of the effects of the psychotechniques used in the program; focus on mindfulness; aiming at mastering one's own behaviour and thinking. <strong>Conclusions.</strong> The principles analysed in the two articles allow us to identify the basis for the methodological justification of both existing psychological help programmes and the development of new ones.</p>

Purpose Aphasia is a risk factor for poor psychological functioning. Coordinated care across Speech and Language Therapists (SLTs) and other professionals with a role in psychological health, such as Psychologists (PSYs) and Occupational Therapists (OTs), is key to improving outcome. Health professionals’ skills in aphasia communication are linked with ability to provide effective health and psychological care. Prior to effective design and implementation of aphasia communication training, it is necessary to understand local contexts and clinician perspectives. This study examined current practices and needs of PSYs and OTs in Ireland in relation to supporting psychological needs of people with aphasia. Methods This was an online, self-administered cross-sectional survey targeting OTs and PSYs, minimally a year post-qualification, currently working with people with aphasia in Ireland. Data were subjected to descriptive statistics and reported narratively. Results Forty-four clinicians took part (30 OTs, 14 PSYs). Respondents reported high prevalence of psychological concerns among their clients with aphasia. Despite a lack of formal training, respondents reported use of a wide range of communication techniques and experienced good collegial support. Confidence in delivering psychological support and supporting complex conversations was lower. Aphasia training, interdisciplinary working, including with SLTs, and managerial support were identified as key needs. Conclusions There is a need to develop and pilot aphasia training interventions that meet the needs of clinicians working with people with aphasia across different settings. The findings will have relevance for delivering coordinated aphasia psychological care in Ireland and internationally.

This work perform⁠s a thorough bibliom⁠e⁠tric analysis to delineate the intellectual terrain of tax evasion research. The study utilizes⁠ citation and co-authorship data from Scopus⁠ to identif⁠y principal⁠ themes, p⁠rominen⁠t authors, and collaboration networks⁠ within the area. The results indi⁠cate that tax evasion research is interdisciplinary, with substantial contributions from economics, psyc⁠hology, and law. The United Sta⁠tes and⁠ the Unit⁠ed Kingdom are pivotal in the discipline, with increasing research coopera⁠tion in Asia and Africa. Emerging subjects encompa⁠ss the utilization of artificial intelligence in tax detection and the influence of th⁠e informal economy on tax compliance. The research underscores the necessity for international cooperation in combating tax evasion, especially via transnational alliances. The study's limitations encompass dependenc⁠e on citation data an⁠d th⁠e absence of c⁠omprehensive analysis of specifi⁠c research c⁠ontent. The study offers significant insights for poli⁠cymakers and scholars, while indicating avenues for future investigation in this critical domain.

Academic procrastination remains a pervasive issue in higher education, negatively impacting both students' academic performance and psychological well-being. One key factor influencing procrastination is self-efficacy, defined as the belief in one’s ability to complete academic tasks. This study investigated the relationship between self-efficacy and academic procrastination among 120 students from the Islamic Education Department (PAI), 22nd cohort, enrolled in the Innovation in Learning course at UIN Raden Intan Lampung. Using a quantitative correlational design and total sampling, data were collected through two closed-ended questionnaires: a 25-item self-efficacy instrument (Cronbach’s α = 0.875) and a 20-item academic procrastination instrument (Cronbach’s α = 0.892). The data were analyzed using the Pearson Product Moment correlation test in SPSS version 26, after confirming normality via the Kolmogorov-Smirnov test. The results showed a significant negative correlation between self-efficacy and academic procrastination, indicating that students with higher self-efficacy are less likely to procrastinate, while those with lower self-efficacy tend to delay tasks more. Additionally, the coefficient of determination (R² = 0.312) revealed that 31.2% of the variance in academic procrastination can be explained by self-efficacy, with the remaining variance influenced by other factors such as motivation and time management. These findings highlight the importance of enhancing self-efficacy to reduce procrastination and improve academic outcomes. The study contributes to academic psychology literature and offers practical insights for educators to develop strategies that strengthen self-efficacy and reduce procrastination.

The 2025 Association of Psychologists in Academic Health Centers (APAHC) national biennial conference was held in Saint Petersburg, Florida, May 1-3, 2025. Our conference theme was "Impact of Psychology in Complex Healthcare Systems: Opportunities, Innovation, and Intentional Growth," with a goal of showcasing the meaningful work academic health center psychologists do around the United States to enhance care and care access for the communities in which they live and work. The conference included invited plenary speakers as well as concurrent speakers who were selected based on a competitive application process. This special issue includes invited manuscripts from plenary speakers and concurrent speakers. All manuscripts were peer reviewed by field experts. The conference co-chairs, Drs. Melissa A. Faith, Ph.D., ABPP, and Lisa Ramirez, Ph.D., ABPP, served as guest editors for this special issue, with editorial support from JCPMS Editor Dr. Andrea Bradford. This article provides a brief overview of the conference theme as well as a framework for this special issue.

Implicit (unintentional) biases related to social categories (including race, gender, and age) are often seen as impediments to belonging and success in diverse organizations. Indeed, organizations around the world expend considerable effort and resources to implement educational programs with the stated goal of addressing — and even eradicating — such biases. However, in recent years, implicit bias education has come under scrutiny for several reasons, including via claims that implicit bias ( a ) is inherently unchangeable, ( b ) has no real-world analogs, ( c ) is unrelated to, and detracts focus from, biased behaviors, ( d ) provides an excuse for discrimination, and ( e ) is a structural problem and thus requires structural solutions. After refuting these critiques, this review introduces the MAIBE checklist to help organizations decide if implicit bias education is worth their investment based on whether it ( a ) includes m easurable benchmarks (rather than assuming success), ( b ) foregrounds epistemic a gency (rather than treating individuals as passive consumers of information), ( c ) is i ntegrated into a larger toolbox (rather than administered in isolation), ( d ) is b road (rather than light-touch), and ( e ) is e vidence-based (rather than unscientific). The article concludes by calling for extended collaboration between academic psychologists and organizational decision-makers to synergistically improve both basic science and institutional practices.

Introduction. The relevance of the results of the presented study of pedagogical conservatism of a university teacher is determined by the need to implement the principle of cooperation and interaction as an indicator of improving the psychological climate in the team in the conditions of the pedagogical environment in order to overcome emotional dissatisfaction, increased anxiety, intensity of professional activity, stereotypical behavior, ensuring the effective implementation of innovative educational projects. The purpose of the study is to identify the relationship between the indicators of the psychological climate of the department and the level of manifestation of pedagogical conservatism of a university teacher. Theoretical analysis. The state of pedagogical conservatism of a university teacher arises in conditions of high intensity, emotional tension of pedagogical activity against the background of systemic transformations leading to the actualization of protective psychological mechanisms in the conditions of maintaining pedagogical experience. Empirical analysis. A correlation relationship was revealed between the indicators of the psychological climate of the department and pedagogical conservatism of a university teacher. Methods: “Methodology for assessing the psychological atmosphere in a team” (A. F. Fidler); questionnaire “Assessment of pedagogical conservatism” (I. B. Avakyan). Conclusion. Predictors of pedagogical conservatism are determined by indicators of the psychological climate of the department (hostility, disagreement, coldness, ill will, boredom, unproductivity), the optimization of which in the process of professional activity provides a condition for overcoming destructive phenomena. The results of the study can be used by psycho logists and heads of structural divisions in order to transform pedagogical interaction as a result of a favorable psychological climate and a condition for overcoming the state of pedagogical conservatism.

Abstract The challenges of modern societies and health issues call for complex understandings in psychological practice. These include existential aspects of life related to health and wellbeing. A specific focus is needed when educating future psychologists on being aware of cultural differences as well as addressing clients’ existential conditions or diverse subjective approaches to existence, such as religion or spirituality. This study explored in which ways an academic psychology course in existential communication facilitated students’ learning of addressing existential themes in practice. Through a phenomenological-inspired analysis of five in-depth interviews, it was found how students’ learning trajectories showed a change in standpoints. They had changed towards an open curiosity on the clients’ life-orientation and seeing the client more as a subjective human being. The students expanded their horizon from avoiding the existential and religious themes as something outside the psychological realm. Instead, they employed a sensitive and an active way of addressing existence, spirituality and religion when relevant in psychological practice such as psychotherapy. Learning manifested itself as a change to commitment to the existential communication and a sense of professional identity. The findings elucidate the learning possibilities from a course in existential communication and support the value of professional competence, more than one’s own worldview, as the basis for existential communication. The study can inform future design of courses and curricula in existential communication within academic psychology.

The correlation between student personality traits and academic achievement has been a fundamental aspect of educational psychol ogy; yet, conventional analytical techniques frequently fall short in the prediction capability and interpretability required for practical appli cations. This research introduces an explainable artificial intelligence (XAI) framework that utilizes interpretable machine learning models to forecast student academic performance based on personality traits. We gathered data from 850 undergraduate students from various disciplines, including Big Five personality survey scores, demographic details, and cumulative academic performance markers. Various classification and regression models were developed and assessed, including Random For est, Gradient Boosting, and Neural Networks, utilizing SHAP (SHapley Additive exPlanations) and LIME (Local Interpretable Model-agnostic Explanations) methods to guarantee model transparency. Our research indicates that conscientiousness and openness to experience are the most significant predictors of academic achievement, while the explainability layer offers detailed insights into individual prediction trajectories. The suggested framework attained 87.3% accuracy in performance classifi cation while ensuring complete interpretability, allowing educators and administrators to identify at-risk students and formulate individualized intervention programs. This study illustrates how XAI can reconcile prediction accuracy with human comprehension in educational analyt ics, facilitating data-informed decision-making that upholds student pri vacy and advances equitable learning results.

Abstract: National Education Policy 2020 paves the way for revolutionary changes in India's education system and is a vision for a learner-centric, flexible, inclusive and overall structure. Educational psychology underlines successful implementation, as it provides insight into human behavior, cognitive development of the learner, emotional welfare and social contact. This article suggests how academic psychology acts as a grassroots development and maintains NEP-2020 reforms. It analyzes psychological principles about child growth, personal learning styles, inspiration and memory that are in the initiation of effective courses and educational practices. Therefore, educational psychology enables feel that NEP dreams are: the provision of justified education through merit-based learning, fundamental literacy, multi-languageism, and inclusive strategies and learner-friendly assessment of the learner. Teachers are given importance for training in psychological principles to achieve emotionally intelligent and developed teachers. Article also describes the psychological dimensions of technology-capable education and the need to establish mental health assistance systems in schools. Factors related to implementation such as interval in teacher preparation and lack of psychological services have also been addressed with practical recommendations. Ultimately, the paper proceeds that the really deep integration in educational psychology is important for all learners to complete the vision for all learners a overall, accessible and ready education for future.

Introduction: Professional practice in psychology involves significant emotional and ethical demands, particularly in the early stages of a psychological career. Despite the growing discussion surrounding self-care, the integration of this topic into academic psychology training remains overlooked, and there is still a lack of research in this area. Objectives: This study aimed to assess the perceptions of final-year psychology students undertaking curricular or professional internships regarding the relevance of self-care to professional practice. It also sought to identify the strategies used by these interns and to understand the role of such strategies in developing good professional practice. Methodology: A qualitative methodology was adopted, involving eight semi-structured interviews with psychology interns. Data analysis followed the principles of thematic analysis as proposed by Braun and Clarke. Results: The participants demonstrated a clear understanding of the concept of self-care, identifying various strategies such as physical activity, meditation, hobbies, psychotherapy, a balanced diet, adequate sleep, and social support. They recognized self-care as inseparable from professional practice, viewing it as both an ethical commitment and a health-promoting strategy. However, they pointed out the lack of content on the topic within academic training as well as the scarcity of institutional support resources for psychology interns. Conclusion: The findings highlight the urgent need to integrate the theme of self-care into psychology training programs. Promoting self-care practices from the academic stage may foster more self-aware, empathetic, and resilient professionals, helping to prevent early burnout and enhance the quality of clinical interventions.

ObjectivesThe rare autoimmune rheumatic diseases (RAIRDs) include SLE (lupus), systemic vasculitis, inflammatory myositis, SSc and sjogren’s disease (SD). The objective of the study is to understand patients’ experiences of living with and managing their RAIRD.MethodsParticipants from the UK with a range of RAIRDs were recruited via social media including patient charity networks. Purposive sampling was used to include a range of participants with different conditions and demographic characteristics. A topic guide was developed with patient partners to guide discussions about health-related quality of life with RAIRDs, including support needs. Focus groups were conducted via online video conferencing, audio-recorded, transcribed, checked and anonymized. Data were analysed thematically by an academic psychologist and rheumatologist.ResultsTwenty-six patients with RAIRDs participated in six focus groups (between three and six people per focus group). The median age was 62 years (range 34–82), 21 (80%) were female and 21 (80%) had a diagnosis longer than the last 2 years. Five themes were identified: managing healthcare systems and health professionals; luck of the draw: variation in access and resources; trustworthy and reliable sources of support; support to live well: core care or an added extra; and dealing with the emotional fallout.ConclusionThis study found that patients shared experiences regardless of their specific RAIRD, suggesting that a combined intervention could meet their common support needs. Further large-scale work is required, including people who may not usually take part in research, to explore the potential content and structure of such an intervention.

Domestic academic psychology still lacks an integrative research that would summarize the repercussions of the Soviet experience for the self-perception and worldview of Ukrainians. There are works that consider its specific aspects: psychological consequences of Holodomor, the impact of the totalitarian regime and repressions of the development of a personality and mass culture, self-concept and image of the world of lay Soviet Ukrainians. The works devoted to morally complex and ambiguous denunciations and false witnessing are unavailable. Considering the external (both political and social) contextduring the time of the Third Reich and Stasi, in implementation of such practices, it is impossible to differentiate «a victim» from «an aggressor». Authors define the psychological context of denunciations as shame, fear, life under pressure and in constant suspicions, ambiguity, lack of confidence, dependency, and lack of private space. It is illustrative that even having received access to the state archives, German citizens may refuse to address them in fear they will be unable to cope with what they might learn. Following the results of investigating the psychological aspect of denunciations in modern terroristic groups, such practices appear to be the means of realization and strengthening of group norms as well as pressing opponents. The author's empirical research of the psychological side and consequences of denunciations and false witnessing is based on qualitative research paradigm and is aimed at building grounded theory of internal experiencing, self-concept and vision of the world of those who false witnessed. Our respondents are historians who have studied the topic and Ukrainians of the Soviet epoch who personally suffered from denunciations. Expectedly, we failed to enroll as respondents individuals who openly confessed they made denunciations themselves. According to our idea, because denunciations are a hidden, «dark» side of a community functioning, we will be able to see the essence of this phenomenon through investigation of its «trace» in world-concept and self-concept of those who contacted it in a certain way.

This article constitutes a Patient Perspective, grounded in lived experience, its primary aim is to enhance awareness of antidepressant-induced anhedonia by providing experience-based insights, relevant to clinicians, researchers, and caregivers. My own experiences with treatment-resistant depression-anxiety have been significant and long-lasting. In my 22-year-plus journey of illness experience—and having taken over 23 antidepressant medications—emotional-blunting, anhedonia, and mania have all, at times, been side-effect-related factors. This work explores the conundrum of antidepressant-induced anhedonia, developing an in-depth patient perspective useful for mental health practitioners, psychiatrists, psychologists, and for wider formal professional and informal nonprofessional caring actors. I write this via a reflexive lens as a long-term mental health patient, while also recognizing my dual-positionality as a Chartered Psychologist and an academic with a PhD working in the field of mental health. Thus, my dual-perspective provides a unique lens useful for translating the patient experience to a wider caregiving audience: fostering understanding and deepened awareness of the anhedonia experience. Implications for patient care are discussed.

As more and more people seek psychotherapeutic support, the current global situation gives their demands and expectations a certain shared specificity. An effective system of psychological support needs to bridge the gap between the academic psychology and the applied psychotherapy. This research examined the phenomenon and structure of co-presence as a synergetic stage in relations between the psychologist and the client during various types of psychotherapy. It relied on the method of a phenomenological in-depth semi-structured interview, A. Giorgi and B. Giorgi’s qualitative data analysis, the method of group semantic universal, and the factor analysis. The obtained integral model of co-presence was tested as a semantic differential of Psychotherapeutic Co-Presence (see Appendix for a sample form). This complex study proved that co-presence is a comprehensive part of the psychotherapeutic process with particular substantive aspects for each stage of experience. The practical value of the proven hypothesis opens up some prospects of further empirical research.

Psychology is a core discipline in understanding why and how individuals choose to engage in sustainable action. This paper uses social representations theory to explore the rising use of eco/green prefixes for psychology concepts through a critical analysis of the concept of eco/green fatigue. It argues that this term, which originated in the world of popular online news media, has typically been treated in academic psychology discussions using existing psychology concepts in the same way as eco-anxiety and eco-grief, which hides important features of the phenomenon that need to be better understood. The paper presents an analysis of eco-fatigue based on a critical review of the existing psychology literature, qualitative online archival analyses, and an exploratory quantitative survey study. The survey study was conducted with a sample of 182 students and non-students and analysed using principal components and cluster analysis. The paper provides evidence that simply adding an eco/green prefix to an existing psychology concept without a systematic empirical investigation into the phenomenon can result in overly simplistic conceptual frameworks that do not lead to sound practical conclusions. A preliminary empirical examination of the social representation of eco-fatigue in the public arena suggested that inappropriate sustainability messaging and bad business behaviour may be more of a barrier to sustainability action than the beliefs or attitudes held by individuals.

ABSTRACT The development of psychotherapy in Russia, which for many years lagged behind other countries, has recently accelerated, generating the need for oversight in the form of supervision. Basic differences between academic psychology, counseling psychology, and psychotherapy are first distinguished. Then the importance of the dyadic relationship between supervisor and supervisee is discussed, and the differences between supervision and psychotherapy are listed. Various supervision models and methods are articulated, and Rita Resnick’s Supervision Wheel (1999) is used as a fundamental structure for understanding the therapist/supervisor relationship.

Josiah Moses faced repeated rejections from academic positions during 1905-1911 because of his Jewish identity, which at that time was viewed as his race. In 1911, after changing his name, Josiah Morse was hired at the University of South Carolina during the time of explicitly antisemitic Jim Crow. In this article, we reveal the deceptive tactics Moses/Morse used to pass as a White person who was not Jewish with the support of his former doctoral advisor, G. Stanley Hall. We conclude with the examination of the consequences of passing and Morse's influence in psychology and other communities. (PsycInfo Database Record (c) 2025 APA, all rights reserved).