Psyche 165 Journal

Educational Games: Enhancing Father-Child Attachment in Supporting Children's Self-Disclosure and Academic Achievement

Setriani — 2025-12-30

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.

A Self-Compassion Module to Support Psychological Well-Being of Special Needs Teachers

Ulil Ester Bethania Gandhi Purba — 2025-12-30

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 — 2025-12-30

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.

The Lasting Effects of Childhood Trauma: Causes, Impacts, and Intervention Strategies

Michelle Indarto Susanto — 2025-12-30

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.

The Role of Screen Time, Digital Interaction, and Social Support in Adolescent Psychological Well-Being

Rahma Zikra — 2025-12-30

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.