IFE PsychologIA

Trauma coping strategies and cultural adaptation among internally displaced persons in Benue and Taraba states

2026-04-21T18:44:43+00:00

This study investigated the relationship between trauma coping strategies and cultural adaptation among internally displaced persons in Benue and Taraba States. One research question guided the study and one hypothesis was tested at 0.05 level of significance. The study employed a correlational research design. The population of the study comprised 152,024 IDPs with Benue State having 85,714 IDPs and Taraba State having 66,310 IDPs who were currently residing in 24 IDP Camps of 13 Local Government Areas located in Benue and Taraba State. The sample size of the study was 384 IDPs who were selected using purposive, proportionate stratified and convenience sampling techniques. The researcher developed two structured questionnaires titled “Trauma Coping Strategies Questionnaire” (TCSQ) and “Cultural Adaptation Questionnaire” (CAQ). Data collected were analyzed using Pearson Product Moment Correlation Coefficient. The findings of the study revealed that trauma coping strategies had no positive relationship with cultural adaptation. This implies that cultural adaptation among IDPs was more strongly shaped by cultural and contextual factors such as social inclusion, language support, host community attitudes, and access to integration resources rather than IDPs trauma coping strategies. The study concluded that understanding and skillfully utilizing the social support services was crucial for promoting social and cultural adaptation of IDPs. Based on the findings, it was recommended that NGOs and government agencies should strengthen community-based cultural orientation programmes, host community engagement, and policies that address structural barriers to enhance IDPs cultural adaptation into host communities in Benue and Taraba States.

The erotic operator’s drive (EOD): A regulated symbolic model for persistent affective material in psychotherapy

2026-04-21T18:46:15+00:00

This article presents the Erotic Operator’s Drive (EOD) as a conceptual and clinically generative symbolic framework for understanding persistent affective material in psychotherapy. Psychotherapeutic practice frequently encounters persistent internal material — images, fantasies, bodily sensations, affective states, or ideational loops — that resists attenuation through cognitive insight, emotional expression, or behavioral regulation. While such material is often categorized as trauma residue, maladaptive fantasy, or compulsive ideation, these explanations insufficiently account for cases in which the material remains energetically active, symbolically charged, and clinically productive only when approached indirectly. This paper introduces the Erotic Operator’s Drive (EOD) as a regulated symbolic – energetic framework for assessing, containing, and transforming such material. Building on Ow’s earlier formulation of precanonical symbolic rituals and the erotic archive, EOD formalizes a decision-gated model that distinguishes signal from noise, regulates engagement through operator selection, and resolves high-intensity affective material through a five-phase symbolic protocol. Central to the model is Ve (Erotic Voltage), a construct denoting the intensity of symbolic – affective charge carried by internal experience. EOD reframes erotic material not as sexual behavior or expressive permission, but as life-force energy requiring containment, orientation, and closure. The model integrates psychosynthesis, imaginal psychology, depth-oriented sexological theory, and trauma-informed clinical ethics to offer a method for working with eroticized affect without enactment, boundary violation, or interpretive reduction. The article does not report outcome data, but develops a theory-informed protocol and proposes directions for case-based and pilot evaluation.

Do academic levels matter? Differences in emotional intelligence, learning styles, and science and technology self-efficacy across year groups of preservice science teachers

2026-04-21T18:48:23+00:00

Understanding the factors that shape students’ learning approaches remains a critical issue in science teacher education. Drawing on perspectives from Social Cognitive Theory and research on emotional intelligence in education, this study examined whether emotional intelligence, science and technology self-efficacy, and family background predict the learning styles of undergraduate student teachers. A quantitative cross-sectional survey design was employed involving 91 Bachelor of Science in Education students across academic levels 100 to 400. Data were collected using a structured questionnaire and analysed using descriptive statistics, Pearson's product–moment correlation, and multiple regression. The results indicated that emotional intelligence, science and technology self-efficacy, and family background did not significantly predict students' learning styles. The regression model explained only a negligible proportion of the variance in learning styles, suggesting that these individual and socio-contextual factors may not directly determine students' preferred learning approaches. The findings imply that preservice science teachers' learning styles may be shaped more strongly by instructional practices, curriculum structures, and learning environments than by psychological or background characteristics. The study contributes to the growing debate on determinants of learning processes in higher education. It highlights the need for future research to examine instructional and institutional influences on student learning.

Comparative efficacy of face-to-face and digital concentration memory-based gaming interventions on pupils’ mathematics achievement in public and private schools in Ede North LGA

2026-04-21T18:51:19+00:00

This study examined the comparative efficacy of face-to-face and digital concentration memory-based gaming interventions on pupils’ mathematics performance in public and private schools in Ede North Local Government Area of Osun State, Nigeria. The objectives were to determine the prevailing level of mathematics performance before and after the intervention, assess the efficacy of face-to-face delivery, examine the efficacy of digital delivery, compare both modes, and investigate school-type differences in outcomes. A quasi-experimental design with pre-test and post-test structure was adopted. The study population comprised pupils in Primary One to Three across four purposively selected schools, with a total sample size of 372 pupils determined through the Taro Yamane formula. Pupils were assigned to treatment and control groups based on intact classes. The research instrument was the Equation Memory Match game, delivered either face-to-face with physical cards or digitally via tablets and computers. Data were collected from school records for baseline mathematics scores, followed by four weeks of intervention delivered three times weekly, and concluded with post-test mathematics scores. The results showed that at baseline more than half of the pupils (53.2%) were below the mean performance benchmark, reflecting a dominance of low achievement in mathematics. Face-to-face intervention significantly improved mathematics scores for high performers (M = 72.45 vs. 66.13; t(126) = 3.21, p = .002, d = 0.65) and for low performers (M = 56.78 vs. 48.33; t(184) = 4.12, p < .001, d = 0.82). Digital delivery produced similar but stronger effects, with high performers in the treatment group scoring higher than controls (M = 73.21 vs. 66.78; t(116) = 3.45, p = .001, d = 0.68) and low performers showing large gains (M = 57.45 vs. 49.12; t(129) = 4.29, p < .001, d = 0.81). Comparative analysis revealed that while both modes were effective, digital delivery yielded greater improvements, particularly for low-performing pupils. School-type analysis showed that private schools outperformed public schools overall, but factorial ANOVA indicated significant main effects for delivery mode (F(1,364) = 9.12, p = .003), performance level (F(1,364) = 16.91, p < .001), and school type (F(1,364) = 4.81, p = .029). The finding that digital delivery most benefited low performers aligns with constructivist learning theory, which supports paced, learner-centred engagement and cognitive scaffolding. Practically, this demonstrates the value of innovative, student-focused strategies for improving mathematics outcomes in Nigeria and shows how digital tools can help narrow performance gaps between public and private school pupils.

Reawakening of cultural consciousness: A balance between vocational heritage and academic aspirations for progress among the youth in Ibadan metropolis, Nigeria

2026-04-21T18:53:45+00:00

The paper examines the relationship between vocational heritage and academic ambitions among the youth in Ibadan, Nigeria. The abandonment of the emphasis on vocational heritage in favour of academic education has produced a generation which is less familiar with the practical knowledge and craftsmanship that have traditionally supported the socio-economic development of Ibadan. The study is anchored in Social Cognitive Theory (SCT), utilising qualitative methodologies, including ethnographic inquiry, narrative interviews, and case studies to identify cultural tensions that influence youth paths by relying on twenty in-depth interviews, two focus group discussions, and two institutional case studies. Findings revealed that vocational skills, which were once valued, are becoming undervalued to the academic qualifications, creating tension between the old culture and new demands. The analytical clarity of such SCT constructs as self-efficacy and observational learning: youth watch the societal modeling that rewards academic achievement, internalise these values and control their own goals in accordance with them, frequently at the cost of vocational identity. However, there are signs of integrative mechanisms, in which vocational education supports academic studies, and leads to empowerment and economic sustainability. The paper concludes that rejuvenating the young people consciousness in Ibadan requires a paradigmatic change in mindset that reinvents the concept of success. Therefore, it is crucial to introduce vocational education into the curriculum, thus developing dual competencies to respect tradition, strengthen resilience, and revive cultural awareness in Ibadan youth.

Civic competence, democratic values and personality traits of senior secondary school students in Oyo State, Nigeria

2026-04-21T19:08:51+00:00

The study identified the level of civic competence via civic participation, civic knowledge, and civic values. It further investigated the extent to which democratic values such as equality, freedom and respect for rule of law, are exhibited and finally determined the most dominant personality traits (conscientiousness, extraversion, and agreeableness) among Senior Secondary School students in Oyo State. The sample size for the study consisted of 1,042 selected through multistage sampling procedure. An instrument titled Civic Competence questionnaire (CCQ) was used to gather data. Cronbach’s Alpha reliability test which yielded a coefficient value of α = 0.901 was used to establish the reliability of the instrument. The data were analysed using frequency, percentage, mean, and standard deviation. The results showed that the level of civic competence is moderate with overall weighted mean score of 2.63. Also, overall weighted mean of 2.43 showed a low level of democratic values and the overall weighted mean of 2.97 indicated a moderate level of personality traits among the respondents. The study therefore concluded that students exhibited a moderate level of civic competence, encompassing civic participation, civic knowledge, and civic values. These results have theoretical implications highlighting the idea that democracy is sustained not just by institutions but by the competence of its citizens. Education, therefore, plays a transformative role in equipping individuals with civic competence needed to uphold and renew democratic life.

The hidden power of self-care among mental health practitioners in Ghana: examining the physical, social, and emotional self-care relationships on psychological wellbeing

2026-04-21T19:10:44+00:00

This study examined the relationships between physical, social, and emotional self-care dimensions and psychological wellbeing among mental health practitioners in Ghana, guided by the Job Demands-Resources Theory. The JD-R framework informed the conceptualisation of physical, social, and emotional self-care as distinct personal resources that buffer the high job demands faced by mental health practitioners, thereby sustaining their psychological well-being. Using a crosssectional survey design, data were collected from 276 mental health practitioners across public and private facilities. Structural equation modelling using SMART PLS 4 revealed that all three self-care dimensions significantly predicted psychological well-being, with social self-care emerging as the strongest predictor (β = 0.330, p < 0.001), followed by physical self-care (β = 0.245, p < 0.001) and emotional self-care (β = 0.119, p = 0.043). Social self-care significantly mediated the relationship between physical self-care and psychological well-being (β = 0.125, p < 0.001), while emotional self-care did not demonstrate significant mediation (β = 0.047, p = 0.052). The model explained 30.8% of the variance in psychological well-being, indicating moderate explanatory power.

Correlation between digital technology and marital stability among married public secondary school teachers in Benue and Nasarawa states, Nigeria

2026-04-21T19:14:54+00:00

This study examined the correlation between digital technology use and marital stability among married public secondary school teachers in Benue and Nasarawa States, Nigeria, focusing on financial stability and fidelity. Using a correlational survey design, data were collected from 379 teachers selected through multi-stage and stratified random sampling. Two validated instruments the Digital Technology Inventory (DTI) and Marital Stability Inventory (MSI) assessed digital usage patterns and marital stability dimensions. Data were analyzed using Pearson Product Moment Correlation and linear regression to determine relationships and predictive effects. Findings indicate that digital technology positively influences financial stability by promoting collaborative financial planning, transparency, and reduced conflicts, and enhances fidelity through responsible digital engagement and trust in online interactions. However, the study also acknowledges that inappropriate or excessive digital use can undermine trust and financial cooperation. The study concludes that ethical and mindful use of digital tools strengthens marital stability and recommends implementing digital financial literacy programs and integrating responsible technology practices into counselling interventions to foster trust, harmony, and resilient marriages.

Emotional awareness, self-esteem and senior secondary school students' academic achievement in English language in Osun state, Nigeria

2026-04-21T19:17:49+00:00

The study examined the significant relationship between emotional awareness and academic achievement of senior secondary school students in English Language in Osun State. It also determined the significant relationship between self-esteem and academic achievement of senior secondary school students in English Language in Osun State. It finally established the significant combined relationship of emotional awareness, self-esteem and academic achievement of senior secondary school students in English Language in Osun State. The study employed a correlational survey research design. The target population consisted of senior secondary school students in Osun state, Nigeria. The sample size used comprised 400 SS II English students selected using multi-stage sampling procedure. Three instruments were used for data collection namely: 'Achievement Test in English Language' (ATEL), r = 0.85 'Emotional Awareness Questionnaire' (EAQ), r = 0.79 and 'Self-esteem Scale' (SeS) r = 0.76. The results showed that there was significant relationship between emotional awareness and academic achievement of senior secondary school students in English Language in Osun State (r = 0.728; p < 0.05). Also, there existed significant relationship between self-esteem and academic achievement of senior secondary school students in English Language in Osun State (r = 0.705; p < 0.05). Finally, the results revealed that there existed significant combined relationship of emotional awareness, self-esteem and academic achievement of senior secondary school students in English Language in Osun State (F = 1.193; p < 0.05). The study concluded that both emotional awareness and self-esteem are highly influential in predicting academic achievement of senior secondary school students in English Language in the study area. It provided empirical evidence that will inform educators, curriculum planners, and policymakers on the importance of integrating emotional and psychological development into teaching and learning processes to enhance students’ academic performance. Hence, it was recommended among others that emotional awareness and self-esteem of students should be a major concern to stakeholders in education in enhancing academic achievement of students in English language.

Cognitive dissonance in counselling marginalized individuals or groups in Ghana: Implications for practice and therapists’ wellness

2026-04-21T19:20:42+00:00

This study explored the cognitive dissonance experienced by counsellors working with marginalised individuals and groups in Ghana. A qualitative research design was used, guided by an interpretive paradigm. Data were gathered through focus group discussions with 20 professional counsellors in Accra. Thematic analysis was employed to analyses the data. Findings from the study revealed value conflict, religious tensions and professional boundaries and confidentiality and legal dilemmas as experiences of cognitive dissonance. Also, the study showed that these experiences of cognitive dissonance were triggered by internalised sociocultural norms, emotional vulnerability, and clash of personal values and client realities. The study further revealed that participants used coping strategies like mindful practices, professional and spiritual anchoring and humanising the counsellor to manage these tensions. The study highlights the importance of cognitive dissonance in counselling practice within Ghana's sociocultural context and emphasise the need for structured institutional support, professional supervision, and ethics training to better prepare counsellors working with marginalized populations.

Health educational intervention on perception of emerging zoonotic infectious diseases towards preparedness of teachers and students in Kano, Nigeria

2026-04-21T19:23:27+00:00

Purpose: Zoonotic diseases constitute about 58% of the recent emerging infections that infect humans. The aim of the study is to determine the effect of health education in improving the perception of teachers and students in preparation towards emerging zoonotic infectious diseases. Health belief Model by Champion and skinner (2008) was the conceptual framework that guided the study. The model was used to develop the perceived susceptibility, severity, benefits and barriers

Design: Quasi experimental design was utilized for the study employing the pre-test and post-test control group component.

Methods: The sample size for the study was calculated using tests of contingency for comparing proportions and a total of 584 students and 72 teachers were used for the study. Multi-stage sampling technique was utilized to select the student participants for the study while a census sampling was used for the teachers. Champion Health Belief Model Scale (1990, 2008), was adapted to assess the students and teachers perceived susceptibility, seriousness, benefit and barriers towards emerging zoonotic infectious diseases. Data was analyzed using SPSS software version 23.

Findings: The findings from the study revealed an increase in the intervention group perception score for both the students and teachers with a significant effect (t = 26.754 and P = <0.001) for the students and (t = 3.792 and P = <0.001) for the teachers. This indicated a change in the intervention group perception from negative (<55) to positive (>55) for both the students and teachers.

Conclusions: The study concluded that the health education showed a significant effect on the student’s and teacher’s perception. Clinical Evidence: There was a positive improvement in the student’s and teacher’s perception after intervention.

Sir Dr. Edward N. Gyader (2024). Memoir of a rural surgeon: Autobiography of Sir Edward N. Gyader (Dr.). Hybrid H Limited, Ghana.

2026-04-21T19:27:31+00:00

No abstract.