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Psyche 165 Journal
Published by Universitas Putra Indonesia YPTK Padang
ISSN : 20885326     EISSN : 25028766     DOI : https://doi.org/10.35134/jpsy165
Core Subject : Health, Science, Education, Social,
Education Library & Information Science Nursing Social Sciences Other
Psyche 165 Journal is an interdisciplinary journal that publishes empirical research, theoretical articles, and selected reviews in applied areas of psychology (other than applied experimental or human factors), including: Behavioral Psychology Clinical Psychology Cognitive Psychology Counseling Psychology Cultural Psychology Economic Psychology Educational Psychology Environmental Psychology Ethics in Psychology Family Psychology and Couples Psychology Forensic Psychology Health Psychology Industrial and Personnel Psychology Professional Practice Psychology of Religion Psychotherapy School Psychology Social Psychology Sport Psychology In addition to publishing manuscripts that have a clearly applied focus, Psyche 165 journal solicits interdisciplinary research that integrates literatures from psychology with other related fields (e.g., occupational health, consumer behavior, law, religion, communication, and political science) in a meaningful and productive manner. Multidisciplinary authorship is encouraged, as is work that fosters novel ideas, identifies mediating variables, includes transboundary issues, and most importantly, encourages critical analysis.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 18 (2025) No. 4" : 5 Documents clear
The Lasting Effects of Childhood Trauma: Causes, Impacts, and Intervention Strategies Indarto Susanto, Michelle; Sulastri, Augustina
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.629

Abstract

Childhood trauma is mainly caused by events that threaten a child’s growth, and development. It has a significant impact on children’s well-being. The high suicide rate comes from trauma factors that trigger self-harming behavior. Children who experience trauma are at risk of developing anxiety, eating disorders, sleep disorders, and suicidal thoughts. This study aimed to investigate the causes, and consequences of childhood trauma, as well as potential interventions for parents, and institutions. Using a scoping review method, we analyzed existing literature to identify the root causes of childhood trauma. Our findings suggest that psychological distress in children can persist into adulthood, leading to changes in attitudes, and behavior. Fortunately, psychological based interventions, such as Play Therapy, Forgiveness, and Self Resilience strategies can help mitigate the effects of childhood trauma.
A Self-Compassion Module to Support Psychological Well-Being of Special Needs Teachers Ester Bethania Gandhi Purba, Ulil; Andrini Farida, Ika
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.635

Abstract

Special Education School (SLB) teachers encounter unique psychological challenges, including work stress, emotional exhaustion, and tendencies toward self-blame, when teaching children with special needs. This study aims to develop and evaluate a self-compassion module as an effort to strengthen teachers’ psychological well-being. Using a qualitative case study design, two teachers in Malang City participated: RH, an experienced teacher, and AR, a novice teacher. Data were collected through in-depth interviews, participant observation, and the Self-Compassion Scale (SCS). Pretest results indicated that RH scored at the medium level, while AR was at the low level. After completing the module intervention, both teachers’ scores improved to the high category. The module sessions considered most beneficial included reducing self-judgment, practicing mindfulness, journaling, and positive affirmations. Both participants reported significant changes, such as reduced self-criticism, improved emotional awareness, and greater resilience. These findings emphasize the role of self-compassion as a protective factor in maintaining teachers’ emotional health. The developed module holds potential as a practical tool for self-reflection, emotional regulation, and sustainable psychological support, though further refinement and testing with larger samples are recommended.
Self-Regulated Learning as a Strategy to Overcome Sleep Procrastination in Early Adulthood Nadia; Budi Utomo, Hanggara
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.638

Abstract

Bedtime procrastination is the habit of delaying sleep time that should be done on time, often due to involvement in other activities such as social media use or social activities. This study aims to develop a Self-Regulated Learning (SRL) based learning module to address bedtime procrastination in early adults, specifically for teachers at SLB River Kids. This module is designed to help individuals manage their sleep habits through an approach that includes clear sleep planning, management of external distractions, and self-reflection. The results of the study show that the SRL module is effective in reducing bedtime procrastination and improving sleep quality among the participants, although there is variation in the application of the suggested techniques. This module is considered a useful tool to assist early adults, especially those who face work and social life challenges that disrupt their sleep patterns.
Educational Games: Enhancing Father-Child Attachment in Supporting Children's Self-Disclosure and Academic Achievement Setriani; Ishar, Meilia; Kurnia Prastiwi, Daffa Tiara
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.647

Abstract

This study aims to examine the effectiveness of the educational game "Zona Nyaman" in improving father-child attachment, self-disclosure, and academic achievement in elementary school children. Strems from the low involvement of fathers in parenting in Indonesia, which has implications for weak emotional relationships between children and their fathers and reduced support for psychosocial and academic development. The study employed a quasi-experimental design with a pretest-posttest control group approach. The subjects were 30 elementary school students in grade third and fourth, along with their fathers. The experimental group received the "Zona Nyaman" educational game intervention for four sessions, while the control group did not receive the same treatment. The results showed a significant improvement in the experimental group compared to the control in three main variables: father-child attachment, self-disclosure, and academic achievement (p < 0.05). The educational game intervention was proven to strengthen emotional bonds, promote open communication, and enhance children's learning achievement. Father involvement through the medium of educational games not only provides psychological benefits but also supports academic success. Practically, educational games can be integrated into parenting programs and education policies as a strategy to strengthen the role of fathers in child care and learning. Keywords: cooperative play, father-child attachment, self-disclosure, educational games, academic achievement.
The Role of Screen Time, Digital Interaction, and Social Support in Adolescent Psychological Well-Being: A Systematic Literature Review of Adolescent Digital Well-Being Zikra, Rahma; Layyinah
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.655

Abstract

This study examines the relationship between gadget use and psychological well-being in adolescents through a Systematic Literature Review (SLR) approach. The research focuses on four core aspects: the duration of screen time, the quality of digital interaction, the protective roles of social support and digital literacy, and the differential impacts of social media and video games on adolescent psychological well-being. Sixteen journal articles that met the inclusion criteria were systematically extracted from the Scopus database and synthesized using the PRISMA protocol to ensure methodological rigor, transparency, and replicability. The results indicate that screen time has a dynamic and non-linear association with psychological well-being. While excessive and uncontrolled usage is associated with heightened risks of anxiety, depression, and reduced life satisfaction, moderate use accompanied by meaningful digital engagement contributes positively to emotional resilience, self-regulation, and social connectedness. Furthermore, protective factors—particularly family support, peer relationships, and digital literacy—were found to mediate and moderate the effects of digital interaction, transforming potentially negative outcomes into opportunities for psychological growth. The findings also reveal distinct impacts across digital platforms: social media is closely related to identity formation and social validation, while video games are linked to cognitive engagement and recreational coping. This review introduces an integrative conceptual model that positions digital interaction not solely as a risk factor, but as a dual pathway with both adaptive and maladaptive outcomes depending on the presence of moderating variables. These findings contribute to theoretical advancements in digital well-being and offer practical guidance for the development of culturally responsive interventions in educational and family settings.

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