ABSTRACT
Post-traumatic stress disorder for short, is a disorder involving the mind, soul, and spirit that creates a gap in social relationships. Patients sufferingm must receive attention, especially from Muslim individuals, as a social responsibility. The completeness of Islam is very important in terms of the mind and soul, placing both on the list of al-sarodiya al-khams, namely the demands of care and maintenance of al-'Aql and al-Nafs. This study, Al-Ghazali's perspective is a theory of the soul that is also included in the area of Sufism. Gaining an understanding of the indications and treatment of post-traumatic stress disorder in the soul, so that the reconceptualization of Sufi psychotherapy from Al-Ghazali's perspective Based on the results of the above research, Al-Ghazali's concept of the soul and Islamic education related to the concept of Sufi psychotherapy would be ideal if implemented in an integral educational program. This concept will produce a balance between mental education (spirituality and morality) and intellectuality, because basically Al-Ghazali's concepts.

ABSTRACT
Online social comparison and self-concept have emerged as significant areas of research in the field of psychology, particularly in relation to the experiences of university students. This study assessed the relationship between the domains of online social comparison and self-concept of undergraduate university students in selected universities in Abia State, Nigeria. Based on the social comparison theory of Leon Festinger and self-concept theory of Carl Rogers, the study used an embedded mixed method design, with a target population of 15, 915 undergraduate university students. Simple random and snowball sampling procedures were used to select 274 participants for the quantitative strand, and 12 respondents for the qualitative strand respectively. The adapted Iowa-Netherlands Comparison Orientation Measure (INCOM) and the Robson Self-concept Scale (SCS) were used as quantitative instruments, while a semi-structured interview guide was used to collect qualitative data. Quantitative data was analyzed using descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS) version 25, while qualitative data was analyzed using thematic content analysis. The study showed a positive weak correlation between appearance social comparison and self-concept (r=0.233, p < 0.01); a positive weak correlation between opinion social comparison and self-concept (r= 0.132, p < 0.05) and a positive weak correlation between ability social comparison and self-concept (r=0.236, p < 0.01). Upward social comparison and self-concept were found to be negatively correlated (r=-0.131, p < 0.05) whereas, no significant correlation was found between downward social comparison and self-concept. The study therefore concludes that other factors may mediate the relationship between online social comparison and self-concept among university students.

ABSTRACT
The transition to university is a critical period for pre-service teachers, yet the parental contribution to this adjustment is underexplored, particularly in non-Western contexts. This qualitative study investigates the role of Ugandan parents in fostering the academic adjustment of their pre-service teacher children. Through thematic analysis of 30 semi-structured parent interviews, the study identified four key parental mechanisms: (1) instilling core values like discipline, hard work, and religion as a foundational scaffold; (2) providing multifaceted support, including financial provision, resource acquisition, and academic guidance; (3) managing conflicts and challenges through communication and counseling; and (4) navigating peer influence by encouraging productive friendships. Despite a limited understanding of university pedagogy, parents demonstrated a strong commitment through tangible and psychosocial support. The study concludes that parenting is an indispensable asset in the academic ecosystem, advocating for stronger collaborative partnerships between universities and families to enhance student success.

ABSTRACT
Background: The increasing integration of digital technologies into students' daily lives has sparked concerns about distraction, procrastination, and their impact on academic performance. Adolescents in semi-urban and rural settings often lack access to structured digital literacy frameworks, resulting in unsupervised and emotionally driven engagement with social media platforms. Despite policy-level efforts such as NEP 2020, behavioural dimensions of digital usage remain underexplored. Objectives: This study aims to investigate the relationship between social media use, academic distraction, procrastination, and scholastic outcomes among secondary school students. It further seeks to identify intervention strategies rooted in participatory and bilingual engagement that are accessible to students, parents, and educators in resource-constrained settings. Methods: A mixed-methods approach was deployed involving quantitative surveys (N=60) and qualitative focus groups across five districts in Tamil Nadu. Key behavioural metrics included screen time, self-reported distraction levels, and academic performance indicators. Participatory visual tools and bilingual discussion prompts were used to enhance respondent engagement and data reliability. Results: Findings indicate a significant correlation between unregulated social media use and decreased academic focus. Procrastination acted as a behavioural mediator, amplifying distraction and reducing study effectiveness. Students who practised digital self-regulation through structured routines and app-based timers performed noticeably better. Parents and educators identified a gap in awareness and expressed willingness to co-develop context-sensitive interventions. Conclusion: The study highlights the urgent need for multi-stakeholder digital literacy programs tailored to adolescents lived realities. Participatory methods and bilingual visualisations proved effective in bridging behavioural data with actionable insights. Add

ABSTRACT
The author endeavors to understand that self-evolution is a developmental process of becoming an authentic and purposeful version of oneself by gradual conscious effort of discovery and aligning oneself with one’s core values. It is a journey of continuous learning and improvement involving letting go of past identities to make a good future for oneself, which leads to better self-mastery. Adolescence is a developmental moment of serious changes of the adolescents lives and behaviors. In modern times, it involves sexual implications. The adolescents live freely from constraints. They need autonomy and freedom from parents’ directives, boundaries, and control. They rebel against parents’ rules and authority, but at the same time they need parents’ advice and support in the environment they are with new friends. The need for rebellion and obedience causes a conflict. Conflict is part of adolescents’ development in which they figure out who they are, where they fit in, and begin the separation from parents and eventually become more independent. Adolescents’ feel there is a need to resolve this conflict without losing their identity and at the same time keep a relationship with their parents. In the article, the author discusses culture of embeddedness, mothering culture, parenting culture, role recognizing culture, culture of identity or self-authorship, and culture of intimacy, carefully taking into cognizance the difficulties as postulated by Robert Kegagan, The Evolving Self (1996). In the life cycle of human development, we encounter parenting culture and adolescents’ conflict. The author sets out to explore for better understanding the developmental issues involved in the parents-adolescents relational conflict. The repetition of spiral of frictions, frustrations, and misunderstandings between the two parties.

ABSTRACT
Rational: Turnover intention among Human Resource (HR) professionals poses a critical threat to organizational stability yet remains underexplored in behavioural science literature. As strategic custodians of talent acquisition, employee engagement, and cultural continuity, HR professionals’ own intent to exit reflects systemic vulnerabilities that undermine retention mechanisms across the organization. Positioning them as often overlooked yet vulnerable stakeholders at the intersection of strategy and employee well-being This study explicitly investigates demographic predictors of turnover intention among HR professionals across diverse industries in the NCR region. A cross-sectional survey was conducted, followed by descriptive and inferential statistical analyses to examine differences in turnover intention across demographic variables. Findings revealed a moderate level of intent to leave, with females exhibiting marginally higher turnover intention than males; however, the difference was not statistically significant (p > 0.05). No significant correlation was observed across age, gender, hierarchy, tenure, or education too. Originality: A distinctive and novel feature of this study is the concentration of respondents in senior HR roles. This may as well have introduced social desirability bias, potentially masking deeper dissatisfaction. The insights underscore the need for HR-driven, demographically attuned interventions. Recognizing HR professionals as emotionally exposed actors due to their roles in conflict resolution, emotional labor, and policy enforcement. The study also calls for deliberate structural protections within the organizational ecosystem to not only mitigate turnover but also to reinforce organizational resilience and long-term workforce stability. Positioning HR as a vulnerable stakeholder in need for a robust systematic support just like any other function.

ABSTRACT
Parenting style is a pattern of behavioural approaches used by a parent when interacting with their child, which significantly influences their lives. Parenting styles also significantly impact adolescent well-being across various aspects. Adolescence is a crucial stage of development, spanning the ages of 10-19, which is marked by rapid biological, psychological, and social changes. The study examines four parenting styles, such as authoritative, authoritarian, permissive, and neglectful, which are effects on adolescents' psychological, physical, social, emotional, and educational well-being. The study revealed that authoritative parenting style is characterised by warmth, responsiveness, and structured guidance, which consistently support positive outcomes in all areas of well-being. Conversely, authoritarian and permissive styles often result in adverse outcomes such as poorer mental health and diminished well-being. The study emphasises the significance of supportive family environments, open communication, and nurturing practices in promoting adolescents' well-being. The findings hold significant educational implications, emphasising the need for strong home-school partnerships and parental guidance programmes to enhance adolescent well-being. The study concludes by emphasising the profound impact of parenting styles on adolescent development and the crucial role of authoritative methods in promoting overall well-being.