اضطراب

Nurses delivered much of the direct care to COVID-19 patients and were repeatedly exposed to death, infection risk, and shortages of equipment, yet little is known about how Pakistani nurses experienced and managed posttraumatic stress symptoms (PTSS). This qualitative study explored PTSS, experiences of trauma, perceived psychological impact, and coping strategies among nurses who cared for COVID-19 patients during peak pandemic waves. Eight registered nurses working in COVID wards and intensive care units of public hospitals in Islamabad and Rawalpindi were recruited through purposive sampling and took part in individual semi-structured interviews conducted in Urdu and basic English. Data were analysed using Braun and Clarke’s thematic analysis. Four themes were generated: (a) symptoms related to trauma (altered sleep, changes in temperament, emotional reactivity, diminished interest in social life, flashbacks); (b) threats and stress due to COVID-19 (increased workload, direct threat to self and others, sense of isolation, lack of knowledge and equipment); (c) psychological impact of trauma (increased mental health concerns, burnout and compassion fatigue, elevated death anxiety, lack of optimism about the future); and (d) strategies to cope (sharing workload with the team, emotional support from colleagues). Seven of eight nurses described flashbacks, and accounts spanned several DSM-5 symptom clusters, although no diagnostic assessment was used. Peer teamwork and emotional support were the only coping resources reported, and no participant had received formal counselling. Peer solidarity seems to have been an informal resource of resilience where organizational support was absent and institutional psychological services should be built around it.

ABSTRACT Introduction Anxiety is central to the psychotherapy process, yet psychotherapists routinely infer a client's anxiety intensity from observable behaviour rather than from formal measurement, with no widely accepted framework to organise which observable markers indicate which levels of anxiety. This exploratory study examined how therapists make such classifications. Method Ninety‐one mental health professionals were randomly assigned to classify 41 text‐described behavioural and physiological markers using either a 5‐level or a simplified 3‐level category system, both derived from an integrated model of state anxiety in psychotherapy. Results Response distributions departed significantly from uniformity for nearly all markers in both formats, and the rank ordering of markers by intensity was highly consistent across formats, suggesting that therapists may share broad intuitions about relative marker intensity. Which markers elicited agreement, however, was far less reproducible, depending substantially on the response format. Convergence also depended on where the agreement criterion was set, declining from 90.2% to 51.2% of markers in the 3‐level format and from 63.4% to 22.0% in the 5‐level format as the criterion rose from > 0.50 to > 0.70. The 3‐level format yielded more classifiable markers at every criterion, although this advantage was not consistent across indices, whereas the 5‐level format elicited fewer ‘Insufficient to Determine’ responses. Markers placed at the highest intensity levels were classified most consistently. Discussion These findings offer preliminary groundwork for research on marker operationalisation, contextualised rating tasks and the development of training materials for psychotherapy process research.

In this study, we examine students’ reasons for course non-completion at a large, diverse, public research university in the university system of Georgia. We found these reasons in multiple datasets and used a mixed-methods approach to interpret them. While many studies have framed course withdrawals as rational decisions based on academic or personal factors, this study explores a variety of factors, including both practical and emotional considerations, that shape students’ withdrawal decisions. We analyzed emotional sentiment and reasons for course non-completion cited at the moment of withdrawal (i.e., disclosed on the registrar withdrawal form) as well as at retrospective timepoints (i.e., in a survey and semi-structured interview). At the time of withdrawal, students most frequently cited academic, personal, or mental health struggles as reasons for withdrawal, often expressing negative emotions. In some cases, students indicated the need for immediate crisis intervention. However, retrospective reflections revealed more positive emotions about their decisions and cited poor academic performance and an overall imbalance in their lives as key reasons. These findings highlight the complex interplay between academic challenges and emotional responses in the withdrawal process, suggesting that educators should consider both factors when addressing course non-completion. We also discuss the implications for future research and administrative policy.

Anxiety symptoms can cause distress and interfere with social, occupational, and everyday functioning. Cognitive behavioural therapy (CBT) is a structured psychological intervention widely used in the treatment of anxiety disorders. This manuscript is based on the dissertation titled "A Study to Assess the Effectiveness of Cognitive Behavioural Therapy Among Patients with Severe Anxiety Disorder". The dissertation reports Beck Anxiety Inventory (BAI) results for 20 participants: 12 (60%) were in the minimal or "not at all" category, five (25%) in the mild category, two (10%) in the moderate category, and one (5%) in the severe category. These findings describe the anxiety-severity profile of the sample. The available results do not include verified pre-treatment and post-treatment scores, a comparison-group analysis, or inferential statistics sufficient to establish CBT effectiveness. The reported data therefore cannot demonstrate that CBT reduced anxiety in this sample. Findings should be interpreted cautiously because of the small sample and limited information about recruitment, participant characteristics, and intervention delivery.

ABSTRACT Disasters caused by the eruption of Mount Semeru not only cause physical damage but also affect the mental condition of the victims, especially teenagers as one of the vulnerable groups who are going through psychosocial development in their lives. Teenagers after a disaster can experience anxiety, stress, depression, and even PTSD. This community service aims to improve stress management skills, rebuild a sense of safety, and enhance social connections within the community. This community service applied a psychosocial intervention method to improve knowledge, stress management skills, and peer support using growth focus resilience questionsare. From the analysis of measurement results from 19 respondents who underwent psychosocial interventions, there was a tendency for their psychological conditions to improve. This is evidenced by the average score increasing from 66.11 to 75.00 out of a maximum score of 80, indicating the potential of REM-JIWA in enhancing the adaptive ability and psychological resilience of post-disaster adolescents. Psychosocial interventions can reduce stress levels in teenagers and improve their knowledge of stress management and resilience in adolescents. Keywords: Semeru Eruption, Psychosocial Intervention, Semeru Eruption, Post- Disaste, Adolescents.

The article examines the potential of mindfulness exercises for promoting students’ well-being and improving the effectiveness of English language teaching in higher education institutions of Ukraine. The relevance of the study is due to the increasing levels of stress, anxiety, emotional exhaustion, and reduced motivation among students, particularly in the context of the ongoing war in Ukraine, which highlights the need for educational approaches that support both academic achievement and psychological well-being. The paper reviews contemporary theoretical and empirical research on mindfulness, outlines its core principles, and analyses their application to the foreign language classroom. Particular attention is paid to the contribution of mindfulness to reducing foreign language anxiety, strengthening emotional regulation, increasing resilience, motivation, self-efficacy, concentration, memory, communication skills, and speaking performance. The article also discusses the pedagogical principles underlying effective mindfulness instruction, including intention, attention, attitude, inquiry-based learning, and the creation of a supportive and non-judgemental learning environment. Furthermore, the principles of non-judgement, acceptance, beginner’s mind, patience, non-striving, trust, letting go, and compassion are interpreted in relation to English language learning. Based on the analysed literature, the paper proposes a set of practical mindfulness activities that can be integrated into English language lessons, including mindful breathing, listening, writing, conversations, body scanning, movement, grounding, visualisation, art practices, and savouring. These activities may be used as lesson warm-ups, fillers, transitions, or independent learning tasks to foster students’ emotional well-being while simultaneously developing their communicative competence. It is concluded that mindfulness represents a valuable pedagogical approach capable of creating psychologically safe and engaging learning environments that support both language acquisition and personal development.

Academic stress is a significant psychological and educational concern among undergraduate students because university study involves high academic workload, frequent examinations, strict performance expectations, overlapping deadlines, adjustment to new learning environments, and crucial decisions about future careers. Anxiety may increase substantially when students perceive academic demands as exceeding their available coping resources, whereas self-efficacy refers to students' internal beliefs about their capability to successfully organize and execute courses of action required to manage academic tasks. The present study proposes to examine the complex relationship among academic stress, anxiety, and self-efficacy among undergraduate students. A quantitative, cross-sectional, correlational research design will be used. Undergraduate students meeting the inclusion criteria will be recruited using an appropriate non-probability sampling technique. Data will be collected using a demographic information sheet and standardized self-report measures of academic stress, anxiety, and general/academic self-efficacy. Descriptive statistics, reliability analysis, Pearson correlation, and multiple regression will be used to examine the study variables. The findings may assist counselling psychologists, student-support services, faculty members, and educational institutions in identifying modifiable psychological factors relevant to undergraduate adjustment.

Abstract. The article presents an analysis of the issue of low free-throw conversion rates in basketball, particularly among young players competing in Super League teams during their debut season. Purpose. The aim of the study is to analyze the efficiency of free-throw execution during competitive play among young Super League basketball players throughout the season. Material and Methods. Methods and materials: analysis of specialized scientific and methodological literature, analysis of competitive performance, and mathematical statistical methods. Results. An analysis of scientific and methodological literature confirmed that, despite modern approaches and training methods for basketball players, the issue of free-throw execution persists and requires ongoing attention from basketball specialists as well as researchers in biomechanics and sports psychology. Differences were identified in free-throw efficiency during competitive play between the experimental and control groups, both in terms of group averages and specific playing positions (guards, forwards, and centers). Unlike previous studies, our research focused on identifying the dynamics of free-throw efficiency throughout the season and the need to develop a methodology for improving the execution of this shot by young Super League basketball players; unlike their more experienced counterparts, these players are characterized by inconsistency and are more susceptible to psychological pressure from opposing fans. Conclusions. The research revealed differences in free-throw efficiency during competitive play between basketball players in the experimental group and those in the control group, both in terms of group averages and by playing position (guards, forwards, and centers).

Background While the COVID-19 pandemic caused major disruptions to social connections and lifestyles, many countries continued the sale of alcohol as an essential commodity. Evidence on change in alcohol use, and its association with mental health and wellbeing during the pandemic is, however, mixed and limited to initial periods of the pandemic. This study aimed to address these research gaps. Methods Data were drawn from the COVID-19 Risks Across the Lifespan (CORAL) Study, a three-wave longitudinal study conducted between May 2020 and April 2021. The present sample included 2,369 participants (age M = 38.81 ± 16.94 years, range = 11–100; 90% females) from the United Kingdom, United States, and Australia. Measures included pre-pandemic alcohol use and changes in consumption frequency, quantity, drinking behaviours (e.g., drinking earlier in the day), and motivations (e.g., drinking for enjoyment) during the pandemic. General perceived stress, COVID-19-related stress, loneliness, and symptoms of depression and anxiety were also assessed. Findings Drinking frequency and quantity remained stable across the first year of the pandemic; however, non-linear age associations were found. Young individuals aged between 11 to 20 years, and mid-aged individuals aged between 50 to 70 years, had the highest probability of increased alcohol use frequency and quantity. Drinking behaviours and motivations also remained largely stable, although age- and country-specific differences emerged, potentially reflecting policy differences such as alcohol access restrictions and lockdown measures. Finally, loneliness unidirectionally predicted subsequent alcohol use quantity. Conclusions These findings highlight the heterogeneous alcohol use patterns across age groups and countries during the pandemic, and underscore loneliness as an important public health issue with implications for alcohol misuse.

Stress is an important physiological and psychological reaction which, when prolonged, has a negative impact on the health and well-being of humans. Traditional stress assessment methods tend to be subjective and are not scalable in real-time. In this research, a lightweight machine learning framework to predict stress from easily measurable environmental and activity-related features, temperature, humidity, and steps, is introduced. The proposed method is different from the approach that depends on complex physiological signals and uses minimal non-invasive inputs that can be applied in the wearable and IoT field. The stress level is considered as the target variable, and all the features used as input variables are independent from each other to prevent data leakage. There are several machine learning and deep learning models and their performances are measured, such as LightGBM, Support vector machine (SVM), AdaBoost, Gated Recurrent Unit (GRU). Bayesian hyperparameter optimization is used to improve the performance of the model and guarantee strong generalization. Experimental results show that LightGBM outperforms the other models, giving an accuracy of 97% and a balanced precision, recall and F1 score of 95%. The results demonstrate promising predictive performance on the evaluated dataset. However, since the model was validated on a relatively small publicly available dataset, further evaluation using larger and more diverse real-world datasets is required before practical deployment.

Cyberbullying has become an important concern for adolescent well-being because online harassment can continue beyond school settings and expose young people to repeated social stress. This study examined the relationships between cyberbullying exposure, emotion-regulation strategies, and mental health among adolescents. A quantitative, cross-sectional correlational design was used with 100 secondary-school adolescents aged 13-18 years (M = 15.42, SD = 1.38). Measures included the Cyber-Victimization Scale (CYBVICS), Emotion Regulation Questionnaire (ERQ), and Early Adolescent Mental Health Scale (EAMHS). Descriptive statistics, Pearson product-moment correlations, and simple linear regression analyses were reported. Cyberbullying exposure was negatively correlated with cognitive reappraisal (r = -.42, p < .001) and mental health (r = -.58, p < .001), and positively correlated with expressive suppression (r = .48, p < .001). Cognitive reappraisal was positively associated with mental health (r = .51, p < .001), whereas expressive suppression was negatively associated with mental health (r = -.46, p < .001). Regression analysis indicated that cyberbullying exposure accounted for 33.6% of the variance in mental-health scores, R? = .336, F(1, 98) = 49.68, p < .001. The findings indicate meaningful associations among online victimization, emotion regulation, and adolescent well-being. Because the study is cross-sectional and relies on self-report measures, the findings do not establish causality.

Mothers often manage everyday discipline while also carrying the strain and worry that come with raising a child, yet these experiences are rarely studied together in Indian samples. This study examined the relationship between parenting attitude, parental stress, and anxiety in mothers. A quantitative, cross-sectional correlational design was used with 59 mothers selected through convenience sampling. Participants completed a 30-item questionnaire rated on a five-point Likert scale, in which parenting attitude was assessed through three dimensions (laxness, over-reactivity, and verbosity), and parental stress and anxiety were each assessed with ten study-developed items. Data were analysed using descriptive statistics, Cronbach's alpha, and Pearson's correlation, with Spearman's rank correlation as an additional check. Mean scores were 3.30 (SD = 0.54) for parenting attitude, 3.06 (SD = 0.89) for parental stress, and 3.16 (SD = 0.72) for anxiety. Significant positive correlations were found between parenting attitude and parental stress (r = .52, p < .001), parenting attitude and anxiety (r = .44, p < .001), and parental stress and anxiety (r = .51, p < .001), and all three remained significant in a sensitivity analysis. Over-reactivity and verbosity were more strongly related to stress than laxness was. The findings suggest that difficulties in discipline, parenting strain, and worry tend to occur together, and that support for mothers could address emotional strain alongside parenting skills.

Abstract Purpose Forced migration increases vulnerability to exploitation. Globally, around 50 million people are affected by human trafficking, which often involves trauma with negative mental health effects. Forced migrants already face elevated risks of PTSD, depression, and anxiety, yet the specific association of trafficking on their mental health remains unclear. Methods Symptoms of posttraumatic stress disorder (PTSD), depression, anxiety, and overall stress were assessed using standardized screening instruments (PC-PTSD-5, PHQ-4, and the Distress Thermometer). Experiences of human trafficking were measured with a modified version of the Adult Human Trafficking Screening Tool (AHTST) among forced migrants in Germany. Missing data were handled using multiple imputation. Logistic regression analyses were conducted to examine the association between human trafficking and positive screenings for the respective mental health conditions. Results A total of N = 1108 forced migrants participated in the study. Depending on the imputation model, between 49% and 56% of all participants screened positive for PTSD, 60% to 71% for depression, and 41% to 52% for an anxiety disorder. Among participants who screened positive for these mental health conditions, a positive screen for human trafficking was associated with a 30–40% higher probability of screening positive for PTSD and a 15% to 20% higher probability of screening positive for depression or anxiety disorder. Conclusions Forced migrants with a history of human trafficking are at elevated risk for PTSD, depression, and anxiety than those without, underscoring the need for early identification and tailored psychosocial support.

The aim of the study consists in the theoretical substantiation of the psychological preparation of basketball players before important matches and the identification of the most effective methods of regulating the psycho-emotional state of athletes. Research methods: theoretical analysis and generalisation of scientific and methodological literature. Research results. Analysis of scientific sources and practice of training basketball teams allows us to state that responsible matches are accompanied by significant psycho-emotional stress. It can be associated with the importance of the result, the level of the opponent, the expectations of the coach, partners and fans, as well as with previous experience of victories or defeats. One of the most common psychological states before a responsible game is pre-start anxiety. Its excessive level can negatively affect the accuracy of throws, speed of decision-making, coordination of movements and the ability to act in accordance with the tactical plan. At the same time, moderate mental stress can have a positive meaning, as it helps to mobilize forces, increase the activity and concentration of the athlete. An important result of the study is the statement that the psychological readiness of a basketball player is formed in the following main areas: the formation of self-confidence, the development of concentration, the use of breathing exercises and muscle relaxation, the use of mental rehearsal (imitation of competitive moments), the formation of team psychological readiness, the importance of the coach’s activities. Conclusions. Psychological preparation is an important component of the overall preparation of basketball players and directly affects the stability of their competitive activity. Before important matches, athletes may experience increased anxiety, emotional tension, lack of self-confidence, decreased concentration, and fear of making mistakes. The optimal mental state of a basketball player before the game involves a sufficient level of mobilization, emotional balance, self-confidence, concentration, and readiness for team interaction. The most effective methods of psychological preparation are breathing exercises, muscle relaxation, positive self-suggestion, mental rehearsal, modeling competitive situations, individual methods of preparing for the match, and team guidelines. Psychological preparation should be carried out systematically throughout the entire training process. Conducting it only on the eve of a critical match does not provide a sufficient level of psychological readiness.

Digital technologies have become integral to higher education, yet the psychological strain they create for students is still poorly understood from the students’ own perspective, particularly in developing countries. This qualitative study explored university students lived experiences of digital stress (used interchangeably with technology stress and technostress to denote stress arising from digital devices and technology-based academic systems), including its sources, psychological impacts, and coping strategies. A phenomenological qualitative design was employed. Fifteen students (7 male, 8 females; aged 19–28 years) enrolled in BS, MS/MPhil, and PhD programmes at public and private universities in Islamabad and Rawalpindi, Pakistan, were selected through purposive sampling and interviewed using semi-structured, in-depth interviews. The data were analysed using the thematic analysis approach of Braun and Clarke (2006). Five themes were identified: (1) Academic Digital Overload, (2) Technological Anxiety and Uncertainty, (3) Emotional and Cognitive Exhaustion, (4) Constant Connectivity Pressure, and (5) Coping Strategies for Digital Stress. Students described managing multiple platforms and a continuous digital workload, fear of technical failure during examinations and submissions, mental fatigue, reduced concentration and irritability, and an expectation of being permanently available. Despite these stressors, students used time management, digital breaks, and peer support to cope. Interpreted through Technostress Theory and the Transactional Model of Stress and Coping, the findings show that digital stress is a multidimensional phenomenon shaped by academic demands, technological environments, and coping resources. Universities should develop student-centred digital learning systems that reduce technology-induced stress and promote psychological well-being.

Mothers handle everyday discipline while also carrying the strain and worry of the parenting role, yet these experiences are often studied separately. This study examined the relationships between parenting attitude, parental stress, and anxiety among mothers. A quantitative, cross-sectional correlational design was used with a convenience sample of 59 mothers, who completed a 30-item questionnaire rated on a five-point Likert scale. Parenting attitude was assessed through three discipline dimensions based on the Parenting Scale (laxness, over-reactivity, and verbosity), and parental stress and anxiety were each assessed with ten statements developed for the study. Data were analysed using descriptive statistics, Cronbach's alpha, and Pearson and Spearman correlations. Mean scores were 3.30 (SD = 0.54) for parenting attitude, 3.06 (SD = 0.89) for parental stress, and 3.16 (SD = 0.72) for anxiety. Parenting attitude correlated positively with parental stress (r = .52, p < .001) and anxiety (r = .44, p < .001), and parental stress correlated with anxiety (r = .51, p < .001). Over-reactivity and verbosity were more closely related to stress than laxness was. Internal consistency was high for the stress (α = .91) and anxiety (α = .88) scales. The findings suggest that discipline difficulties, stress, and worry tend to occur together in mothers, although the design does not permit causal conclusions. Support programmes for mothers may benefit from addressing stress and worry alongside parenting skills.

The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.

This quantitative comparative investigation evaluated and contrasted levels of state-trait anxiety and generalized anxiety symptoms between early and late adolescent cohorts (N = 100). A cross-sectional comparative survey design was employed using standardized psychometric instruments: the 40-item State-Trait Anxiety Inventory (STAI) and the Generalized Anxiety Disorder-7 scale (GAD-7). Non-parametric Mann-Whitney U tests and chi-square independence analyses revealed no statistically significant differences in overall anxiety scores between early and late adolescents across all dimensions (p > .26). However, over 47% of participants across both groups met clinical severity cut-offs ?10on GAD-7). State and trait anxiety demonstrated a robust positive association (? = 0.81, p < .001). The findings underscore an urgent imperative for universal, stage-independent psychological screening and preventive mental health frameworks within educational environments.

Background: Examinations can trigger stress related to performance expectations, uncertainty, and the consequences of receiving a particular grade. Stress may be especially salient for students seeking the highest grade and for students who need a minimum passing grade to complete a course. Objective: To outline a comparative investigation of pre-examination stress among students at Gori State University and European University, with particular attention to students aiming for an A (91–100 points) and students for whom an E-range result (51–60 points) may be sufficient to complete the subject. Methods: The proposed cross-sectional study includes 50 students, 25 from each university. A brief questionnaire should record perceived stress before the examination, grade-related expectations, perceived consequences of the result, and basic demographic/academic variables. Results: The numerical example in this draft is illustrative only and does not represent verified participant data. It demonstrates a reporting structure in which stress scores are compared by university and by grade-related concern. Conclusion: Grade-related expectations and fear of failing may represent different pathways to examination stress. Actual conclusions require analysis of the completed dataset.

Background: Examination periods can coincide with psychological stress, sleep difficulties, and uncertainty about academic performance. Students may continue to feel tense while waiting for results or further assessment, particularly when they are unsure how well they answered the examination questions. Objective: To describe students’ reported stress and sleep difficulties before and after examinations at Gori State University and European University, and to explore themes appearing in anonymous open-ended questionnaire responses. Methods: The study is described as a comparative questionnaire study involving 50 students, with 25 participants from each university. Anonymous questionnaires were administered before and after an examination. The questionnaire asked about stress, sleep, feeling tired or sleepless, waiting for further assessment or results, and students’ perceptions of how they had answered the test. Results: The preliminary account supplied for this draft indicates that sleep difficulty associated with stress and concern while waiting for further assessment were recurring concerns in open-ended responses. The initial estimate was approximately 5% of students reporting satisfaction with their answers. With 50 participants, the closest possible whole-person counts are 2 students (4%) or 3 students (6%); the original questionnaires must be checked to establish which count is correct. No further frequency estimates or statistical tests are reported because participant-level data were not provided for analysis. Conclusion: Anonymous pre- and post-examination questionnaires may help educators identify students’ concerns about sleep, stress, and uncertainty. Findings should be interpreted as preliminary until response counts, scoring procedures, ethics information, and the exact number of students reporting satisfaction are verified.