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    <title>International Journal of Psychological Studies, Issue: Vol.18, No.1</title>
    <description>IJPS</description>
    <pubDate>Sat, 11 Apr 2026 21:05:05 +0000</pubDate>
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    <author>ijps@ccsenet.org (International Journal of Psychological Studies)</author>
    <dc:creator>International Journal of Psychological Studies</dc:creator>
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      <title>Breaking the Cycle: How Parents with Childhood Adversity Perceive Intergenerational Risks</title>
      <description><![CDATA[<p>Adverse Childhood Experiences (ACEs) are linked to long-term health, mental health, and relational problems, with growing evidence of their intergenerational transmission. While prior research has established correlations between parental ACEs and children&rsquo;s adversity, less is known about how parents perceive and address this risk. The involved study examined how eleven parents (seven women, four men) aged 30&ndash;68 years, from the Midwestern United States, with self-reported high ACE experiences of 4 or more, interpret their perceived influence of their childhood experiences on their children&rsquo;s risk of adversity. Participants were racially diverse and varied in socioeconomic and educational backgrounds. Using a qualitative grounded theory, participants completed in-depth, semi-structured interviews exploring their ACE histories and parenting practices. Four themes emerged from the data analysis, which included: (1) mental health and relationship concerns; (2) patterns of continuity; (3) education and awareness; and (4) intentional vs. reactive parenting. These themes emerged to introduce a trauma-informed concept of an intentional, transformative parenting model, describing a deliberate and adaptive process aimed at reducing intergenerational risk. Within this model, parents can act as agents of resilience by combining self-awareness, education, therapeutic support, and intentional caregiving as a way to strengthen and promote intergenerational healing.</p>]]></description>
      <pubDate>Wed, 21 Jan 2026 02:20:48 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijps/article/view/0/52659</link>
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      <title>The Influence of External Stimuli on the Generation of Voluntary Thoughts</title>
      <description><![CDATA[<p>A central question in psychology has been how involuntary cognitive processes interact with their voluntary counterparts. Stemming from the flanker and Stroop tasks, which have revealed that involuntary cognitive processes can counter and interfere with voluntary cognitive processes, the reflexive imagery task (RIT) has shown that stimuli can elicit involuntary higher-order cognitions. The extent to which stimulus-elicited involuntary processes can influence voluntary processes remains unknown. In our study, participants were instructed to, when presented with a cue (a square frame), think of a random word and disregard a line drawing that was presented concurrently. Would the presence of the line drawing influence the generation of the verbal imagery? Despite the participant&rsquo;s intentions, the to-be-ignored line drawing had an influence over the participant&rsquo;s response at a reliable, substantive rate: On over 35% of the trials, the word the participant thought of was associated with the name of the line drawing. On half of the trials, no line drawing was presented (the &ldquo;No Line Drawing&rdquo; condition). Participants&rsquo; sense of control and the extent to which the response (i.e., the word) was due to &ldquo;the self,&rdquo; was stronger in the No Line Drawing condition than in the condition in which a line drawing was presented.&nbsp; The theoretical implications of these findings are discussed.</p>]]></description>
      <pubDate>Wed, 21 Jan 2026 02:21:11 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijps/article/view/0/52660</link>
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      <title>Toxic Work Environments and Creative Decline: The Role of Workplace and Supervisor Bullying</title>
      <description><![CDATA[<p>This study examines how workplace bullying, including supervisor bullying, affects employee creativity by integrating theoretical insights with empirical evidence. It investigates the direct and indirect effects of these two forms of bullying on individual creativity, with job satisfaction as a key mediating mechanism. Survey data were collected from 152 employees across 12 industries, and the hypothesized relationships were tested using regression-based mediation analyses. Results indicate that both workplace and supervisor bullying are significantly and negatively associated with employee creativity, primarily through reduced job satisfaction. Employees experiencing bullying reported lower creative engagement and motivation, constraining their creative expression. Mediation analyses confirmed that job satisfaction plays a central role in explaining how bullying-related stressors undermine creativity. These findings highlight the importance of addressing interpersonal stressors in organizational settings to sustain creative performance. Practically, the study suggests that organizations aiming to enhance creativity should prevent workplace and supervisor bullying and foster supportive leadership practices that promote employee satisfaction. By distinguishing between workplace and supervisor bullying, this study contributes to the literature by providing a more nuanced understanding of how specific psychosocial stressors impair employee creativity.</p>]]></description>
      <pubDate>Thu, 22 Jan 2026 04:47:50 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijps/article/view/0/52764</link>
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      <title>Literature Review: Experiences of Waiting Lists and Waiting Times for Young People with Mild to Moderate Mental Health Needs</title>
      <description><![CDATA[<p>This literature review examines the experiences of children and young people (aged 7&ndash;17) with mild to moderate mental health needs who face prolonged waits&mdash;often exceeding 50 weeks&mdash;for support in the UK. Drawing on quantitative, qualitative, and mixed-method studies, it highlights the emotional and psychological consequences of delayed care, including heightened low mood, anxiety, and self-harm. Quantitative studies demonstrate significant correlations between longer waits and the escalation of symptom severity. Structural inequalities linked to ethnicity, socio-economic status, and self-advocacy further shape these experiences. While some young people attempt coping strategies during the wait, these are often improvised, fragile, and unsustainable, frequently leading to resignation or disengagement. Emerging models, such as school-based Mental Health Support Teams (MHSTs), show potential, though research capturing young people&rsquo;s own perspectives remains limited.</p>]]></description>
      <pubDate>Sat, 28 Feb 2026 03:03:55 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijps/article/view/0/52901</link>
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      <title>Reconceptualizing Moral Development through Indigenous Narrative Counselling: A Culturally Responsive Model from Nigeria</title>
      <description><![CDATA[<p>Rapid social transformation, digital globalization, and changing family structures have reshaped traditional mechanisms of moral socialization in Nigeria. In urban and semi urban communities, educators and counsellors observe tensions between inherited communal values and evolving digital cultures. These shifts contribute to identity confusion, weakened intergenerational dialogue, and psychosocial strain among youth, creating complex emotional and developmental landscapes that require culturally grounded counselling approaches.</p>

<p>This conceptual paper examines the psychological and cultural dimensions of value transformation and proposes a culturally responsive counselling framework called Folktale Therapy for Value Reorientation. Drawing on Humanistic Theory, Social Learning Theory, Narrative Identity Theory, and African Indigenous Psychology grounded in Ubuntu philosophy, the paper illustrates how culturally embedded storytelling may facilitate moral internalization, identity coherence, and prosocial development. Empirical literature on narrative interventions, moral development, and culturally adapted psychotherapy is reviewed to support the model&rsquo;s plausibility. A structured empirical validation framework is outlined to guide future research. Integrating indigenous narrative traditions within counselling practice offers a theoretically coherent, contextually appropriate, and ethically grounded approach to supporting youth identity formation in multicultural and postcolonial contexts.</p>]]></description>
      <pubDate>Sat, 28 Feb 2026 03:26:26 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijps/article/view/0/52902</link>
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      <title>Reviewer Acknowledgements for International Journal of Psychological Studies, Vol. 18, No. 1, 2026</title>
      <description><![CDATA[<p>Reviewer Acknowledgements for International Journal of Psychological Studies, Vol. 18, No. 1, 2026</p>]]></description>
      <pubDate>Sun, 01 Mar 2026 07:07:31 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijps/article/view/0/52916</link>
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