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ROLE OF NOSOPHOBIA ON ORTHOREXIA 1 NERVOSA AND HEALTH RELATED QUALITY OF LIFE :A CROSS- SECTIONAL STUDY Obsession with healthy eating has been increased in past few years all across the world. The study explores the relationship between Nosophobia, Orthorexia Nervosa and Health Related Quality of Life . Fear of sickness is influencing individuals to eat healthy only which is affecting their Health related Quality of Life. The participants of the study was adults age range 20-45 years. Convenience sampling from Rawalpindi and Islamabad. Confidentiality of participants was assured. Quantitative research method was used, Statistical analysis was performed using SPSS .Nosophobia acted as a mediator between Orthorexia Nervosa and Health Related Quality of Life. The study highlights that Nosophobia is leading towards Orthorexia Nervosa among adults. The findings of the study is helpful in the field of clinical psychology as it can develop better insight for Nosophobia, Orthorexia nervosa and Health Related Quality of Life. Study can also help for development of better diagnostic tools.
EXPLORING THE ROLE OF KIDS SHOWS ON PSYCHOLOGICAL AND SOCIAL DEVELOPMENT AMONG EARLY SCHOOLERS Children’s media consumption has increased significantly in recent years, particularly through digital platforms such as YouTube Kids. This study explores the psychological and social impact of kids' shows on early school-aged children (3-6 years old), focusing on emotional regulation, social skills, attention span, and self-esteem. Using a qualitative research approach, semi-structured interviews were conducted with parents and Montessori teachers to gain insights into children’s viewing habits and developmental outcomes. Thematic analysis revealed that educational kids' shows can enhance language acquisition, problem-solving abilities, and emotional intelligence, particularly when mediated by parental guidance. However, concerns were raised about excessive screen time leading to reduced attention spans and impaired social interactions. The study highlights the critical role of content selection and parental involvement in maximizing the benefits of kids' media consumption while mitigating potential negative effects. The findings offer valuable insights for parents, educators, and policymakers to promote responsible and developmentally appropriate media use in early childhood. Keywords: children’s media, psychological development, social skills, screen time, YouTube Kids, early childhood development.
ASSOCIATION BETWEEN CHILDHOOD TRAUMATIC EXPERIENCES AND VULNERABILITY TO SUBSTANCE ABUSE AMONG UNIVERSITY STUDENTS: ROLE OF EMOTIONAL DYSREGULATION AND FUTURE ORIENTATION The aim of the current research is to investigate the relationships among childhood traumatic experiences and vulnerability to substance abuse with a focus on examining the mediating role of emotional dysregulation and role of future orientation as moderator among university students. There were 400 students in the sample with age between 18 and 25 who were enrolled in various universities in Rawalpindi and Islamabad. To measure the study variables, Adverse Childhood Experiences International Questionnaire- adapted version (ACE-IQ; WHO, 2018), Substance Use Risk Profile Scale (SURPS, Woicik et al., 2009), Emotional Dysregulation Scale- short form (EDS-S; Powers et al., 2015) and Future Orientation Scale (FOS; Steinberg et. al., 2009) were used. The findings indicate a significant relationship between the variables under investigation. Emotional dysregulation turned out to be a significant mediating factor whereas future orientation emerged as the moderator among university students. Findings are consistent with earlier researches and limitations and possible future directions are outlined in the conclusion. This study is of considerable value for professionals, therapists and decision makers. The findings contribute to the growing body of literature on childhood trauma and substance abuse, offering a framework for developing effective prevention and intervention strategies tailored to university students.
Impact of Psychosocial Hazards on Physical and Psychological Wellbeing of Sanitary Workers This study was designed to investigate the impact of psychosocial hazards on physical and psychological wellbeing of sanitary workers. It aimed to examine the associations of abusive supervision, everyday discrimination, and work-family conflict with somatic symptoms, workplace cognitive failure, and aggression. It also investigated the moderating role of resilience and coworkers’ support between psychosocial hazards and outcomes. Moreover, the study explored the group differences on the basis of gender, employment types, and shift work on psychosocial hazards and outcomes. Study was a cross-sectional survey and conducted in two phases. In Phase-I of the study, the identification, clarification, and adaptation of the study measures were carried out in our local context. In order to identify the relevant constructs and related instruments, 40 semi-structured interviews were conducted with sanitary workers. Nine theory driven scales were selected to measure the study’s variables. Seven scales were translated and adapted whereas, the urdu version of two scales were used in the study. Furthermore, following the adaptation of scales, a tryout was conducted in preliminary phase on a sample of 200 participants, to empirically assess the instruments. Exploratory factor analysis was conducted for work-family conflict scale because of the addition of newly generated six items. Results revealed a two-factor solution, indicating distinct but related dimensions. In phase-II prior to proceed for hypothesis testing, confirmatory factor analysis was conducted for all the scales, that ensured the appropriateness of the scales for the study sample. A total sample of 662 sanitary workers, through purposive sampling technique, from municipal corporations and cantonment boards across six Pakistani cities participated in the research. The research findings revealed that abusive supervision, everyday discrimination, and work-family conflict have significant positive relationships with somatic symptoms, workplace This study was designed to investigate the impact of psychosocial hazards on physical and psychological wellbeing of sanitary workers. It aimed to examine the associations of abusive supervision, everyday discrimination, and work-family conflict with somatic symptoms, workplace cognitive failure, and aggression. It also investigated the moderating role of resilience and coworkers’ support between psychosocial hazards and outcomes. Moreover, the study explored the group differences on the basis of gender, employment types, and shift work on psychosocial hazards and outcomes. Study was a cross-sectional survey and conducted in two phases. In Phase-I of the study, the identification, clarification, and adaptation of the study measures were carried out in our local context. In order to identify the relevant constructs and related instruments, 40 semi-structured interviews were conducted with sanitary workers. Nine theory driven scales were selected to measure the study’s variables. Seven scales were translated and adapted whereas, the urdu version of two scales were used in the study. Furthermore, following the adaptation of scales, a tryout was conducted in preliminary phase on a sample of 200 participants, to empirically assess the instruments. Exploratory factor analysis was conducted for work-family conflict scale because of the addition of newly generated six items. Results revealed a two-factor solution, indicating distinct but related dimensions. In phase-II prior to proceed for hypothesis testing, confirmatory factor analysis was conducted for all the scales, that ensured the appropriateness of the scales for the study sample. A total sample of 662 sanitary workers, through purposive sampling technique, from municipal corporations and cantonment boards across six Pakistani cities participated in the research. The research findings revealed that abusive supervision, everyday discrimination, and work-family conflict have significant positive relationships with somatic symptoms, workplace cognitive failure, and aggression. Resilience significantly exacerbated the relationship of psychosocial hazards and workplace cognitive failure, after controlling the impact of negative affectivity. Coworkers’ support also strengthened the relationship between psychosocial hazards and workplace cognitive failure, after controlling the impact of negative affectivity. Group differences based on gender, employment types and shift work were found significant. Findings revealed that female sanitary workers, permanent workers, and double shift workers exhibited significantly higher mean scores on psychosocial hazards and outcomes, as compared to their counterparts. Study has emphasized the unique challenges and health related issues of sanitary workers.
RELATIONSHIP BETWEEN PERCEIVED ACADEMIC STRESS, PSYCHOLOGICAL WELLBEING AND ACADEMIC PERFORMANCE: ROLE OF PERSONAL AND SOCIAL FACTORS The present study was designed to study the Relationship of perceived academic stress, psychological wellbeing and academic performance among university students along studying some personal factors (resilience, self-efficacy and coping strategies) and social factor (perceived social support). Data was collected from various universities of Islamabad and Rawalpindi following the convenient sampling technique. Total sample of (N=361) students including both men (n = 152) and women (n = 209) with age range of 18 to 30 participated in the study. In this study, perception of academic stress scale (PASS; Bedewey & Gabriel, 2015), psychological wellbeing scale (PWS; Ryff, 2013), brief resilience scale (BRS; Smith et al., 2008), generalized self-efficacy scale (GSES; Schwarzer, 2012), brief cope scale (Carver, 1997) and multidimensional scale of perceived social support (MSPSS, Zimet et al., 1988) were used. Academic performance of students is measured through their CGPA’s. The results of the study revealed significant negative but weak relationship between perceived academic stress and psychological wellbeing (r = -.39**) and between perceived academic stress and academic performance (r = -.21**). Also, the study also highlighted that perceived academic stress is significant predictor of both psychological wellbeing and academic performance of students. The findings of the study revealed non-significant moderating effect of personal and social effects in the association between the current study variables. Moreover, mixed result is obtained from the sample of this study regarding the demographic variables i.e. gender, students’ accommodation, schedule of program and employment status. This study highlights that universities should initiate academic stress management programs in order to promote the psychological wellbeing and educational progress of their students. This study encourages collaboration of higher education institutions with mental health professionals to create such resource system that provide support to students in their academic and emotional needs along strengthen their abilities.
Effectiveness of “Mindful Parenting” Program in Reducing Parenting Stress Parenting stress is not only a personal burden but also a profound determinant of the mental health crisis in children and youth, which is showing an upward trend in the contemporary world. This context underscores the need for effective interventions to mitigate the effects of parenting stress and foster healthier families. While a multitude of evidence-based interventions to reduce parenting stress have been established in Western contexts, Pakistan faces a stark scarcity in comparable research and programs. The present study aims to culturally adapt, implement, and evaluate the effectiveness of Mindful Parenting (MP) program for Pakistani parents facing parenting stress. MP, an evidence-based intervention underpinned by the cognitive parenting paradigm, has proven its efficacy in reducing parenting stress across multiple cultures and settings. This work represents the first intervention study employing a mindfulness-based program conducted in Pakistan to reduce parenting stress. The present research comprises four studies. Study I was designed to pilot test the Mindful Parenting program in its original form and the outcome measures on a sample of six parents. In light of their feedback, cultural adaptation and translation of the program and outcome measures into Urdu were conducted in Study II by employing the heuristic model developed by Barrera and Castro (2006). Cultural mismatches were identified in the content and structure of MP, while maintaining its core elements. Islamic concepts and teachings, along with cultural elements, were added to the adapted version. A pilot test was conducted for the culturally adapted Urdu version of MP, named Bashaoor Tarbiyat-e-Aulad, and outcome measures. A sample of 10 mothers participated in the study. The results indicated moderate to good reliability across all outcome measures. Based on the mothers' feedback, Bashaoor Tarbiyat-e-Aulad was considered an effective intervention for Pakistani parents combating parenting stress. Study III was designed to test the efficacy of Bashaoor Tarbiyat-e-Aulad in reducing parenting stress and to assess its effects on the well-being of both parents and children. Utilizing a randomized control trial (RCT) with a waitlist control group, 127 mothers (Mean age = 36.56, SD = 6.00) were randomly assigned to the intervention (n=63) and the control conditions (n=64). Pre- and post- intervention scores on outcome measures were taken, with the outcome measures categorized into three domains: parenting, parental wellbeing, and child emotional and behavioral problems. Analysis of Covariance (ANCOVA) and Repeated Measures Analysis of Variance (ANOVA) were conducted to evaluate between-group and within- group changes, as well as interaction effects. Effect sizes were calculated for both groups independently. The results showed significant differences in all domains except for the sub- domain of marital satisfaction. A significant reduction in parenting stress was found in the intervention group where the mothers also showed a significant increase in parental sense of competence, mindful parenting, self-compassion, couple satisfaction, mental well- being, and mindfulness as compared to those in control group. Similarly, a significant reduction in internalizing and externalizing problems was observed in the children of the intervention group as compared to those of control group, along with a significant increase in prosocial behavior, as reported by the mothers in intervention group. Study IV was designed to gather detailed feedback about the contents, delivery and effects of Bashaoor Tarbiyat-e-Aulad and give a booster session to the mothers. The study provides preliminary evidence supporting the effectiveness of Bashaoor Tarbiyat-e-Aulad for Pakistani parents. Despite its limitations, the results of this study are promising and suggest that Bashaoor Tarbiyat-e-Aulad is an effective intervention for reducing parenting stress and promoting both parental and child well-being, even when implemented in diverse contexts and settings. The implications of this study are discussed in relation to the implementation of the program for other relevant populations of parents and children, either as a standalone intervention or in combination with behavioral parenting programs to maximize its benefits for fostering a healthy and thriving society.
PSYCHO-SOCIAL IMPACTS AND COPING STRATEGIES AMONG COUPLES WITH INFERTILITY: A QUALITATIVE STUDY Infertility is a multifaceted condition that exerts profound psycho-social effects on individuals and couples, particularly in societies where childbearing is culturally tied to identity, status, and marital stability. This qualitative study explores the psychological and social impacts of infertility, with a focus on couples in Pakistan, and examines the coping strategies they employ to navigate the emotional and relational challenges it presents. Utilizing in-depth interviews and thematic analysis, the research reveals that infertility contributes to elevated levels of stress, anxiety, depression, social isolation, and marital strain, disproportionately affecting women due to entrenched gender norms and societal expectations. Participants reported experiencing stigma, emotional distress, and pressure from extended families and communities. Coping mechanisms ranged from meaning-focused and emotion-focused strategies to reliance on social and spiritual support. The findings underscore the need for culturally sensitive psychological interventions and support systems that address the holistic needs of infertile couples. This study contributes to the growing body of literature advocating for integrated psychosocial and medical approaches in infertility care, especially in patriarchal and collectivist societies like Pakistan.
REMEMBRANCE OF PARENTAL ACCEPTANCE-REJECTION AND RELATIONAL WELLBEING IN MARRIED ADULTS: ROLE OF RELATIONSHIP ATTRIBUTES This study examined how remembrance of parental acceptance-rejection influences the relational wellbeing of married adults, with adult attachment, self-disclosure, and display of affection as mediators, and physical attractiveness as a moderator. Based on Parental Acceptance-Rejection Theory and Attachment Theory, this study draws on a data from 300 married adults aged 22–45 years (56.3% male, 43.7% female), residing in Islamabad and Rawalpindi, selected through purposive convenience sampling. Participants completed Urdu-translated, Parental Acceptance-Rejection Questionnaire (Rohner, 2005), Revised Adult Attachment Scale (Collins, 1996), Self-Disclosure Index (Miller et al., 1983), Public and Private Romantic Display of Affection Scale (Kocur et al., 2022), Physical Attraction subscale of the Interpersonal Attraction Scale (McCroskey & McCain, 1974) and Relationship Assessment Scale (Hendrick,1988) along with demographic sheet. Data was analyzed using the Statistical Package for Social Sciences (SPSS) and Python. Parental warmth positively influenced relational wellbeing directly (father) and indirectly via attachment styles alone and sequentially through attachment styles and self- disclosure. Conversely, parental rejection reduced relational wellbeing indirectly via attachment styles alone and sequentially through attachment styles and self-disclosure, with mother rejection also showing a direct negative link and father rejection influencing via self-disclosure. Notably, physical attractiveness moderated the relationship between display of affection and relational wellbeing. Demographic and marital variables also played a role, moderating the link between mediator (display of affection) and relational wellbeing, and group differences observed by gender and type of marriage. The study has theoretical contributions by integrating relational mechanisms and offers practical implications for clinicians, counselors, and relationship educators aiming to strengthen relational wellbeing among couples. Keywords: Parental acceptance-rejection, adult attachment, self-disclosure, display of affection, relational wellbeing, married adults
COGNITIVE DISENGAGEMENT SYNDROME AND PSYCHOSOCIAL FUNCTIONING OF CHILDREN WITH AUTISTIC SYMPTOMS: ROLE OF PARENTING STYLES The present study was designed to explore cognitive disengagement syndrome in relation with psychosocial functioning of children having autistic symptoms with a particular focus on the influence of different parenting styles (authoritarian, authoritative, permissive and uninvolved). The study was conducted into two phases. The first phase comprised two stages: Stage I was translation of the study scales into Urdu language and Stage II was pilot study aimed at establishing the psychometric properties of the study scales. Second phase was main study focusing the hypotheses testing on a sample of parents (N= 180) of autistic children including 84 boys and 96 girls aged 6-14 years (M= 10.91, SD=2.88), data were collected from different autism centers of Islamabad and Rawalpindi. Following purposive sampling technique, parent report versions of Cognitive Disengagement Syndrome Scale, Autism Spectrum Screening Questionnaire, Weiss Functional Impairment Rating Scale, and Parenting Style-Four Factor Questionnaire were used to measure study variables. Findings revealed a significant positive correlation between cognitive disengagement syndrome and psychosocial impairments (**p<001), i.e., family, school-learning, school-behavior, life skills, child self-concept, social activities and risky activities and parenting styles (authoritarian, permissive or uninvolved) (**p<.001). Regression analysis showed that cognitive disengagement syndrome positively predicts psychosocial impairments (**p< .001). Analysis for group differences based on gender indicated that boys exhibit higher degree of cognitive disengagement syndrome symptoms and psychosocial impairments than girls. Moderation analyses further showed that though parenting styles may relate to cognitive disengagement syndrome and psychosocial impairments, they do not act as a moderator in this context. Also, the study highlights the importance of raising awareness among parents through clinical guidance, helping them to understand how their style of interaction affects child’s mental health and social development. Further, Clinicians can improve assessment and intervention strategies for autistic children with cognitive disengagement syndrome by understanding family dynamics, especially parenting styles and child wellbeing.
Predictive Role of Cognitive Functioning and Self-generated Thoughts on Problem Solving and Mental Wellbeing among University Students: A Cross-sectional Study Problem-solving and mental wellbeing have been demonstrated to be vital for students' academic and personal success, yet their cognitive and psychological mechanisms remain underexplored. This study examines the predictive role of cognitive functioning and self-generated thoughts on problem-solving and mental well-being among university students. Specifically, it examines how positive constructive daydreaming, guilt and fear-of-failure-related daydreaming, and poor attentional control impact problem-solving and mental well-being. The study employed a cross-sectional design with a sample of 400 university students, recruited through convenience sampling from various academic institutions. Participants completed standardized self-report measures that assessed the core constructs of the study. Data were collected using the Cognitive Functioning Self-Assessment Scale to measure cognitive functioning, the Short Imaginal Process Inventory (SIPI) to assess self-generated thoughts, the Problem-Solving Inventory to evaluate problem-solving ability, and the Warwick-Edinburgh Mental Wellbeing Scale to assess overall mental wellbeing. Mediation analyses examined the indirect effects of cognitive functioning and self-generated thoughts on problem-solving and mental wellbeing. Results indicate that poor attentional control negatively affects problem-solving, while positive constructive daydreaming enhances cognitive outcomes and adaptive strategies. In contrast, guilt- and fear-of-failure-related daydreaming contributes to psychological distress, impairing problem-solving. These findings highlight the interplay between cognitive processes and self- generated thoughts in academic resilience and well-being. Implications for educational and mental health interventions are discussed, with recommendations for future research on the long-term effects of cognitive and emotional factors on problem-solving.
WORK-FAMILY CONFLICT AND ITS OUTCOMES AMONG TEACHERS OF HIGHER EDUCATION INSTITUTIONS: ROLE OF ORGANIZATIONAL AND FAMILY FACTORS The present research aimed to investigate the outcomes (Turnover intention, career satisfaction, family functioning & wellbeing) of Work-family conflict among teachers of higher education institutions. The study further explores the role of organizational factors (supervisory support, organizational structure, pay satisfaction, job insecurity) and family factors (Marital status, family system & number of dependents). Workfamily conflict questionnaire (Haslam et al., 2015), General Health Questionnaire-28 (including 4 subscales i.e. Somatic complaints, anxiety& insomnia, social dysfunction and major depression) (Goldberg & Hillier., 1979), Family Functioning Questionnaire (McMaster, 2000), Career Satisfaction Questionnaire (Greenhaus et al., 1990), Pay Satisfaction Questionnaire (Heneman & Schwab, 1985), Job Insecurity Questionnaire (De Witte, 2000), Turnover Intention Questionnaire (Bothma & Roodt, 2013), Supervisory support Questionnaire (Caplan et al., 1975), Organizational Structure Questionnaire (Gudergen & Bucic, 2004). Present research comprised of two studies. Study I was further divided into three phases. Phase I aimed at selection of relevance of study constructs in local context through two brainstorming sessions with teachers of higher education institutions. Relevant instruments were selected on the basis of results of brainstorming sessions. Adaptation of selected instruments were undertaken in phase- II of the study, whereas phase III was comprised of empirical evaluation of the instruments. Data for the empirical evaluation of the instruments was acquired through purposive sampling technique in which data was collected from teachers of public and private sector universities (N= 200). Evaluation of measurement models, determining reliability and exploration of relationship patterns of study variables were the primary objectives of the final phase of study-I. Study II of the present research comprised of hypothesis testing for which data was collected from 530 teaching faculty members from private and public sector universities. Outcomes of Work- family conflict were investigated. Furthermore, moderating role of organizational factors and family factors was also explored. Results indicated turnover intention, family functioning, and wellbeing (somatic complaints, anxiety & Insomnia and major depression) as significant outcomes of Work-family conflict. Findings of moderation analysis through Process by Hayes, indicated the moderating role of organizational factors (supervisory support, pay satisfaction, job insecurity, and organizational structure) and family factors (Marital status, family system, Number of dependents) of the relationship between Work-family conflict and its outcomes. Results indicated that supervisory support significantly moderates the relationship between work-family conflict and all the outcomes. Results also indicated that Organizational structure significantly moderates the relationship between Work-family conflict and turnover intention however, results were not significant for all other outcomes of Work-family conflict. Moderation analysis revealed the moderating role of pay satisfaction between Work-family conflict and turnover intentions, family functioning and somatic complaints. Results also indicated that Job insecurity moderated the relationship between Work-family conflict and Career satisfaction, somatic complaints, anxiety and insomnia, social dysfunction and major depression. Results found that Family system moderates the relationship between Work-family conflict and Family functioning where joint family system mitigate this relationship. Furthermore, results revealed that the number of dependents (a multi-categorical variable) moderates the relationship between Work-family conflict and Family functioning where a greater number of dependents is indicative of higher level of Work-family conflict and poor Family functioning. Significant differences were found on study variables on the basis of gender where female teachers scored higher levels of Work-family conflict, somatic complaints, social dysfunction, supervisory support, career satisfaction and pay satisfaction. Whereas, male university teachers scored higher on Job insecurity, Turnover intentions and Family functioning as compared to female teachers. One-Way ANOVA on the basis of years of working experience with all study variables indicates that teachers having experience of up to 5 years scored higher on Work-family conflict, supervisory support and anxiety/insomnia. Furthermore, teachers with 6-10 years of working experience scored higher on Family functioning, Job insecurity, Somatic complaints, Social dysfunction and major depression whereas teachers with 11 and more years of experience scored highest on career satisfaction. Limitations, theoretical and practical implications of the study are addressed.
Bullying, Victimization and Bystander’s Behavior in School Children: Role of Ecological Factors Bullying and victimization are observed during the preschool years and become increasingly common in elementary schools. In modern-day Pakistan, violence and hostility have emerged as some of the most significant and serious social issues. This study provides a comprehensive examination of the ecological factors that impact bullying, victimization, and bystander conduct in school-aged children. The research was conducted in two distinct phases. The first phase aimed to translate and validate the study instruments in Urdu. The second phase, which was the main study, focused on estimating the bullying and victimization behaviors and examining the interactive relationships between ecological factors (child, family, parenting and school), bullying, victimization, and the behaviors of bystanders. The main study was conducted on the school children (N = 500, 48.2% girls) enrolled in four public schools of Rawalpindi, Pakistan. The participants were in the fourth grade, and their ages range from 10 to 12 years (M = 11.06, SD = 1.01). An extensive range of assessments, such as the forms of bullying and victimization scale, Bystander intervention scale, Alabama Parenting Questionnaire, Family Relations Scale, Early Adolescence Temperament Questionnaire, Strength & Difficulty Questionnaire, Teacher Observation of Classroom Assessment and School Attitudes Scale, were applied. The analyses were carried out using SPSS 21, AMOS 21 and MACRO PROCESS. Our results demonstrated the significant association between bullying behavior and externalizing issues such as disruptive behavior, hyperactivity, and peer problems. Additionally, victimization is associated with internalizing problems like emotional challenges. The study emphasizes the preventive function of bystander involvement by demonstrating the adverse relationship between positive bystander behavior and both externalizing and internalizing disorders. There is a clear gender disparity, as males indicate greater participation in both bullying and being victimized. Regarding role of ecological factors, bullying behavior is inversely related to effortful control and attachment, but positively related to surgency and negative affect when considering child temperament. Parenting styles have a substantial impact on these behaviors. Positive parenting behaviors are associated with a decrease in bullying, however Inconsistent Discipline is linked to an increase in bullying. In a similar vein, inadequate monitoring and supervision elevates victimization while positive involvement decreases it. The school environment, namely the sense of belongingness among students and teachers, significantly influences the occurrence of bullying and victimization behaviors. By employing Structural Equation Modeling (SEM), the complex ecological factors that contribute to bullying and victimization are highlighted. This encompasses the notable influence of conduct problems, which are affected by inconsistent disciplinary measures, as well as the predictive function of poor child temperament and physical punishment. Deviant views shared within a family are found to be indicators of different behavioral issues. The study's distinctive feature is its investigation of the moderating effects of bystander behavior. The findings suggest that the influence of bullying on child behavioral issues is contingent upon gender and is regulated by bystander's notice behavior. The interpretation of bystanders has a crucial role in predicting a reduction in child behavioral problems, highlighting the importance of bystanders' perspectives in occurrences of bullying. In conclusion, this study offers a thorough comprehension of how individual, familial, and school elements are intertwined and influence the dynamics of bullying and victimization. The study highlights the importance of comprehensive intervention strategies that address these multifaceted ecological factors, highlighting the critical roles of positive parenting, supportive school environments, and proactive bystander behavior in reducing bullying and promoting a safer educational environment for children
Impact of Incarceration Strain on Prison Misconduct and Recidivism Risk among Juvenile Offenders: Role of General Strain Theory The present cross-sectional, correlational research design investigated the impact of incarceration strain on prison misconduct and risk of recidivism along with the role of negative emotions, coping strategies, peer pressure, and misanthropic beliefs among juvenile offenders. The study comprised two phases; phase I dealt with the Urdu translation and try out (N = 50) of the scales. Prison Problems Scale (Zamble & Porporino, 1988), The Prison Rules (Jail Manual) (U/S 59 of Prisons Act, 1894), TCU Criminal Thinking Scale (Rahim, 2017), Multidimensional Emotion Questionnaire (Klonsky et al., 2019), Measure of Adolescent Coping Strategy (Sveinbjornsdottir & Thorsteinsson, 2014), Peer Pressure and Assessment Scale (Mehmood et al., 2013), and The Misanthropy Scale (Wuensch et al., 2002) were used in the current study. Phase II was aimed to examine the relationship between study variables based on Agnew's General Strain Theory (GST), while GST did not specifically address the effects of incarceration strain on prison misconduct and recidivism risk, this research applied the core principles of the theory to understand strain in the context of incarceration and its potential implications for institutional behavior. For this purpose, a sample of 244 juvenile offenders, age ranged 10 to 17 years were recruited by purposive sampling technique from different jails of Punjab, Pakistan. Result revealed that incarceration strain had significant positive correlation with prison misconduct, recidivism risk, and all negative emotions. Moreover, the mediation analysis revealed that all negative emotions were significant mediators of prison misconduct and recidivism risk, except for a few emotions that did not mediate recidivism risk. To explore the role of conditioning factors, moderated mediation analysis was conducted which revealed that adaptive along with maladaptive coping, constructive as well as destructive peer pressure, and misanthropic beliefs intensified the relationship between incarceration strain, prison misconduct and recidivism risk through negative emotions. However, certain negative emotions were found to have non-significant conditional indirect effects. The unexpected findings, where adaptive coping and constructive peer pressure exacerbated rather than mitigated the effects of incarceration strain on prison misconduct and recidivism risk, can be attributed to both the shortcomings of prison environment and the critical stage of juveniles’ emotional and social development. The stressful prison environment, coupled with limited access to support, may hinder their ability to cope effectively. Additionally, the lack of emotional regulation skills could result in adaptive coping mechanisms becoming maladaptive, especially when those coping mechanisms do not align with the correctional system’s punitive structure. Consequently, these individuals may experience an intensification of negative emotions and engage in more disruptive behaviors. Furthermore, while constructive peer pressure typically fosters positive behaviors, could take a different form in the context of juvenile inmates who are exposed to negative, antisocial influences. Thus, in prison context, it may instead reinforce delinquent behavior. In conclusion, the absence of comprehensive support system in Punjab Prisons hampers juveniles' ability to cope with incarceration stress, intensifying negative emotions and maladaptive behaviors, underscoring the need for rehabilitation programs to effectively channel coping strategies within this deviant population.
SUPPORTIVE PARENTING, OPENNESS TO EXPERIENCE, AND CREATIVITY ORIENTATIONS AMONG UNIVERSITY STUDENTS The current study explored the relationship among supportive parenting, openness to experience, and creative orientation in university students. The objectives of the current study were to explore the differences on creative orientation with respect to different faculty, age, and gender in university students, address the construct validity of the creative orientation scale in the local context, and address the conceptual differences between creativity and creative orientation. It was hypothesized that there is a positive relationship between supportive parenting and creative-approach orientation, there is a negative relationship between supportive parenting and creative-averse orientation, there is a positive relationship between openness to experience and creative-approach orientation, there is a negative relationship between openness to experience and creative-averse orientation, and there might be gender differences on creative orientation among university students. Through the cross-sectional correlational research method, a sample of (N = 300) university students (n = 76 male, n = 224 female) with an age range of 18-30 years (M = 22.17, SD = 2.31) were recruited by using the non-probability convenient sampling technique. Data was collected from the potential participants from different universities of Pakistan. Confirmatory factor analysis (CFA), Pearson correlational analysis, multiple regression analysis, independent sample t-tests, and one-way analysis of variance (ANOVA) were applied through SPSS version 27 to generate the results that supported the overall internal consistency of the Creative Orientation Scale's factor structure, and revealed significant negative correlation between supportive parenting and creative-averse orientation, strong significant positive correlation between openness to experience and creative-approach orientation, and significant negative correlation between openness to experience and creative-averse orientation, father support significantly predicted creative-averse orientation in the negative direction, openness to experience significantly predicted creative-averse orientation in the negative direction, and significantly predicted creative-approach orientation in the positive direction, no significant gender differences on creative orientation, no significant disciplinary differences on creative orientation, and significant mean differences among age groups on creative-averse orientation. These indigenous findings have significant implications for the university students, parents, policy makers in the universities, researchers, counselors, educational psychologists, and further research endeavors.