Hyperscience in Psychology & Social Science (HPSS)

The Effectiveness of Imago Therapy Training on Emotional Acceptance and Spirituality among Married Female Students with Marital Conflicts

2026-02-21T03:30:11+00:00

Marital conflict is among the most common issues faced by couples, and unresolved conflicts can lead to numerous familial problems. This study aimed to examine the effectiveness of Imago therapy training on emotional acceptance and spirituality among married female students experiencing marital conflicts. Imago Therapy is a relational and integrative approach based on attachment and developmental theories, which helps partners explore unconscious childhood patterns that influence their adult relationships. By fostering mutual empathy, emotional awareness, and dialogue, it facilitates greater acceptance of emotions and nurtures a deeper sense of spirituality and connection within relationships. The statistical population included all married female students who referred to the counseling center of Islamic Azad University, Central Tehran Branch, during the 2024-2025 academic year. The sample consisted of 30 participants, selected through convenience sampling, who were randomly assigned to experimental and control groups (15 in each). After a pretest, participants in the experimental group received Imago therapy training based on the standard ten-session protocol (each session 90 minutes). A posttest and a two-month follow-up were conducted thereafter. Data were collected using the Marital Conflicts Questionnaire (MKCS) and the relevant subscales of the Connor-Davidson Resilience Scale (CD-RISC) assessing emotional acceptance and spirituality. Data analysis was performed using mixed repeated measures ANOVA in SPSS 26. The results showed that Imago therapy significantly increased emotional acceptance and spirituality among married female students with marital conflicts (p<.05). Accordingly, Imago therapy can play an effective role in enhancing emotional acceptance and spirituality, thereby improving the quality of marital relationships among female students.

Neurodivergent Couples and Innovative Therapeutic Interventions: Integrating the Neurodiversity Approach with the Double Empathy Model

2026-02-21T03:21:08+00:00

This article presents a conceptual framework for innovative therapeutic interventions for neurodivergent couples through the integration of the neurodiversity approach and the double empathy model. Utilizing an analytical-review methodology, this article systematically examines and synthesizes contemporary interdisciplinary literature on neurodiversity, intimate relationships, autism, ADHD, and couples therapy. The analysis indicates that many relational difficulties in neurodivergent partnerships arise not from unilateral empathic deficits but from reciprocal differences in cognitive processing, communication styles, and sensory experiences. The proposed framework emphasizes four interrelated clinical domains: psychoeducation grounded in neurodiversity principles, explicit communication structuring, sensory environment modulation, and conflict reframing through the lens of the double empathy model. Integrating these perspectives shifts therapeutic focus from correcting individual “deficits” to fostering mutual understanding between differing perceptual and social systems. By promoting reciprocal empathy, relational adaptation, and acceptance of neurological differences, this integrative model offers a transformative direction for couples therapy. The article concludes by outlining implications for therapist training and future empirical research aimed at developing evidence-based protocols tailored to neurodivergent couples.

A Tripartite Conceptual Model of Mental Disorder: ‎Normative, Harmful, and Epistemic Criteria in the Japanese ‎Context

2026-02-21T02:23:37+00:00

The concept of mental disorder remains one of the most philosophically complex and clinically significant constructs in ‎psychiatry. Although international classification systems such as ICD-11 and DSM-5-TR provide operational definitions, ‎fundamental conceptual ambiguities persist regarding the distinction between pathology, cultural variation, and socially ‎deviant behavior. In Japan, where psychiatric practice primarily follows the ICD system and cultural context plays a central ‎role in shaping normative expectations, definitional clarity is particularly important. This article develops a strengthened ‎conceptual framework grounded in three interdependent criteria: culturally contextualized deviation, harmfulness, and ‎epistemic incomprehensibility requiring professional explanatory systems. Through theoretical analysis and integration of ‎philosophy of psychiatry, cultural psychology, and Japanese sociocultural considerations, the study proposes a refined ‎descriptive definition of mental disorder. The model clarifies the boundary between pathology and rationally intelligible ‎misconduct while maintaining compatibility with contemporary psychiatric practice.‎

Affective Consequences of Spinal Cord Injury: A Qualitative Interpretation of Relationship Adjustment

2025-11-22T12:10:03+00:00

This study examines the perceived impact of spinal cord injury on intimate and affective relationships among thirty-five Portuguese adults with spinal cord injuries of varying levels. Using a Grounded Theory approach, responses to a single open-ended question were analyzed to identify key themes describing how the injury reshapes relational dynamics. The findings reveal a wide spectrum of experiences, including strengthened communication, increased emotional closeness, diminished self-confidence, reduced partner interest, concerns involving sexual functioning, relational instability and nostalgia for pre-injury relational life. Emotional and behavioral adjustments following the injury were also associated with insecurity and fear of abandonment. The results align with existing research highlighting the profound emotional and relational implications of spinal cord injury and underscore the importance of psychological and relational support for both individuals and their partners.

Emotional Intelligence as a Predictor of Skills Competency and Personal Development Among Secondary School Counselling Teachers

2025-11-22T11:28:26+00:00

This study investigates the extent to which emotional intelligence contributes to the professional functioning of counselling teachers in secondary schools in Kulaijaya District, Johor. Although emotional intelligence is widely recognised as an essential factor in educational leadership and counselling effectiveness, empirical evidence focusing on Malaysian counselling teachers remains limited. This research examines the level of emotional intelligence of teachers, evaluates their skills competency and personal development, and analyses the relationships between these constructs. A quantitative case-study approach was used, involving 52 counselling teachers selected from secondary schools in the district. Data were collected using a structured questionnaire measuring five domains of emotional intelligence—self-awareness, self-control, self-motivation, empathy and social skills—together with professional skills and personal development. Descriptive analysis indicated that emotional intelligence was at a moderate level overall, while both professional skills competency and personal development were at high levels. Correlational analysis demonstrated medium to strong positive associations between emotional intelligence and both professional skills and personal development, with the strongest effects attributed to empathy, social skills and overall emotional intelligence. These findings highlight the significance of emotional intelligence as a psychological resource that enhances counselling teachers’ effectiveness. Strengthening emotional intelligence competencies may therefore contribute to improved counselling services and the professional growth of teachers in Malaysia.

Managerial Determinants of Export Performance: An Updated Meta-Analytic Review of Attitudinal and Skill-Based Factors

2025-11-22T09:17:01+00:00

Exporting remains the most widely used and accessible strategy for firms seeking entry into international markets, yet the understanding of what drives export performance continues to be fragmented. Although numerous studies have examined managerial influences on export outcomes, empirical findings remain inconsistent and sometimes contradictory. This paper provides an updated meta-analytic synthesis of research published between 1990 and 2012, focusing specifically on managerial determinants of export performance. Managerial characteristics are organized into two overarching categories: attitudinal factors management commitment, international orientation, customer orientation, and perceptions of export stimuli and barriers and skill-based factors, including export experience, foreign-language proficiency, and education level. Using the vote-counting method, studies were classified based on whether they reported positive, negative, or non-significant relationships between these variables and export success. The meta-synthesis reveals that attitudinal determinants, particularly management commitment and international orientation, show strong and consistent positive associations with export performance across the reviewed literature. Skill-based factors also contribute positively, although export experience shows mixed results. A refined conceptual framework is proposed to clarify how managerial mindsets and competencies jointly affect export outcomes. While the vote-counting method provides a clear directional summary of empirical evidence, it does not account for study quality or estimate effect sizes. Future research should incorporate quantitative meta-analysis and quality-weighted models to obtain more precise effect estimations. This study contributes a structured and integrated perspective on how managerial determinants influence export performance and offers meaningful implications for scholars, practitioners, and policymakers concerned with firm competitiveness in global markets.

Effectiveness of Participatory Learning Strategies in Fostering Generic Skills: A Comparative Study

2025-11-22T09:11:41+00:00

Developing generic skills has become an essential priority in contemporary teacher education, as these transferable competencies are strongly associated with employability, lifelong learning, and professional readiness. This study investigates the effectiveness of Participatory Learning Strategies in fostering generic skills among student teachers. Grounded in learner-centered, experience-based pedagogical principles, participatory learning emphasizes active engagement, collaboration, problem-solving, and authentic learning contexts. A sample of 337 student teachers participated in the study, where generic skills were assessed using the Generic Skills Inventory. Four subject-based compelling situations and four school-based challenging problems formed the learning framework for the participatory strategy. Results were analyzed using critical ratios to compare the impact of Traditional Learning Strategies versus Participatory Learning Strategies across eight categories of generic skills. Findings indicate statistically significant improvements (p < .01) in all measured skills including communication, problem solving, information processing, and team management among participants exposed to the participatory approach. The results demonstrate that participatory learning creates a more dynamic, meaningful, and contextually relevant environment for developing key competencies in teacher trainees. The study highlights the need for integrating participatory pedagogies within teacher education programs to strengthen both academic and employability outcomes.

Domestic Violence Indictors and Coping Styles Among Iranian, Pakistan and Turkish Married Women: A Cultural Study

2025-11-22T07:19:05+00:00

Domestic violence remains a pervasive global issue affecting women across cultural, social, and economic contexts. This cross-cultural causal-comparative study examined the dimensions of domestic violence psychological, physical, sexual, and economic and the associated coping strategies among married women in Iran, Pakistan, and Turkey. A total of 660 married women (220 from each country), aged 20–65 years and married for at least two years, completed the Domestic Violence Scale and the Coping Style Scale through online administration during the COVID-19 pandemic. Multivariate analysis of variance (MANOVA) was utilized to compare violence dimensions and coping methods across the three populations. Results revealed statistically significant differences in all four dimensions of violence among the countries (p < .001). Pakistan reported the highest levels of psychological, physical, economic, and sexual violence, followed by Turkey, while Iran exhibited comparatively lower levels in all domains except economic violence, where Iran and Turkey were similar. Significant cross-cultural differences were also found in coping strategies, particularly cognitive coping and problem-solving approaches (p < .001), whereas emotional coping did not significantly differ. Pakistani women reported significantly higher cognitive coping scores, and Turkish women exhibited stronger problem-solving tendencies compared to Iranian participants. These variations reflect the influence of cultural norms, economic conditions, gender roles, and societal expectations on both the experience and management of intimate partner violence. The study highlights the necessity of culturally informed interventions, enhanced social support systems, and policies that address the structural determinants of domestic violence in developing countries. Limitations include restricted sampling due to pandemic conditions and the sensitivity of self-reported measures. Future research should incorporate longitudinal designs and explore the role of cultural capital in shaping women’s resilience and coping trajectories.

Integrating Existential Therapy and Cognitive-Behavioral Strategies in the Treatment of Self-Harm: A Case-Based Application

2025-11-22T07:02:00+00:00

Self-harming behaviors commonly emerge from complex emotional, cognitive, and existential struggles. This case-based article presents an integrated therapeutic approach that combines elements of Existential Therapy and Cognitive-Behavioral Modification (CBM) to treat a young female client exhibiting depressive symptoms, unresolved emotional conflict, loneliness, and recurrent self-harm arising from maladaptive self-talk. Across eight structured sessions and follow-up visits, the intervention aimed to help the client explore the meaninglessness she experienced, reconstruct a sense of purpose, and replace irrational internal dialogue with healthier cognitive patterns. The treatment process involved: (1) identifying repressed emotions and the existential vacuum underlying the client’s despair; (2) guiding the client to discard old, harmful assumptions about self-worth; (3) fostering new personal meaning based on Viktor Frankl’s logotherapy framework; and (4) applying CBM techniques to restructure negative self-statements, develop adaptive internal dialogue, and acquire practical coping skills. Post-intervention evaluation indicated substantial reduction in self-harm behavior, improved emotional regulation, re-engagement with family, and the establishment of meaningful short- and long-term life goals. This integrated approach demonstrates how combining existential meaning-making with cognitive restructuring can provide an effective pathway for clients whose self-harming behaviors stem from distorted self-perception, isolation, and unresolved emotional experiences.