Abomah, Peter Worlanyo
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Retracted Article: Emotional Intelligence And Empathy: Predictors Of Counselors’ General Health Abomah, Peter Worlanyo; Agbakpe, Gladstone; Quaye, Cynthia Naa Lamiley
Academic Journal of Psychology and Counseling Vol. 4 No. 1 (2023): November 2022 - April 2023
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajpc.v4i1.7478

Abstract

Emotional intelligence and empathy are important in counseling practice and the counselor's life. The aim of this study was to identify demographic predictors of emotional intelligence, empathy, and general health and determine the predictive relationship between the three variables. In the cross-sectional case study, 133 counselors from Accra Metropolis were administered an online self-report survey consisting of the Emotional Intelligence Questionnaire, Empathy Scale, and General Health Questionnaire. Findings revealed that emotional intelligence and empathy significantly predicted general health (F = 10.159, p<0.01). Other results showed no difference between the general health of male and female counselors (t = 0.470, p>0.05). Additionally, there was no difference in empathy (F=0.887, p>0.05, partial η2=0.021) and emotional intelligence (F = 0.05, p>0.05, partial η2=0.00) between licensed professional counselors and licensed lay counselors. Maintaining the health of counselors is very important because it has an impact on professional competence and on counseling practice. Thus, counselors and training institutions are expected to deepen efforts in creating awareness of the need to protect counselors' health for the benefit of clients and uphold the effectiveness of counselor practice.
Students’ Psychological Adjustment to Shift-Schooling Ecosystem in Sub-Saharan African Urban Communities Mensah Anapey, Gideon; Kyeremeh, Rosemary; Abomah, Peter Worlanyo
Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.30179

Abstract

While shift-schooling has been recognized for expanding educational access without large-scale infrastructural investments in marginalized communities, little is known about how adolescents in Sub-Saharan Africa psychologically adjust to these learning environments. These students face developmental challenges related to career aspirations, emotional regulation, and interpersonal relationships. Guided by adaptation theory, this study examined academic adjustment among senior high school students by focusing on psychological well-being indicators such as emotion, social relationships, and attachment. Using a survey research design with a random sample of 270 students, moderate reliability coefficients were recorded for psychological adjustment using the Student Adaptation to College Questionnaire (SACQ). Hypotheses were tested using one-way ANOVA and multiple linear regression via IBM-SPSS version 23. Results revealed that accommodation status significantly impacted psychological adjustment to shift-schooling, and gender differences influenced adjustment outcomes. School attachment and emotional and social adjustment behaviours predicted over 63% of the variance in academic adaptation. The study concluded that urban transportation challenges negatively affected non-residential students’ emotional experiences, particularly among females. These findings underscore the importance of psychological factors in shaping students' perceptions of their learning environments. Emotional and relational counseling interventions are recommended to support adolescents transitioning from basic education to senior high school in Sub-Saharan African urban settings.