Category: Psychology & Social Psychology


Reflective Practice and Teaching Postgraduate Counselling Students

In the fields of counselling and psychology, reflective practice is a process where we critically analyse our actions with the aim of improving professional practice. Within a counsellor education setting, the current paper reports on counselling skills lecturers’ engagement in reflective practice during the course of one academic semester. Using a reflective practice approach the


Do You Believe In Magic? Exploring the Cultural Boundaries of Magical Thinking

Magical thinking has been a topic of interest in the social sciences (Muchow, 1928; Piaget, 1969; Berenbaum, Boden, and Baker, 2009). Meehl (1964) asserted that magical thinking relates to a “belief, quasi-belief, or semi serious entertainment of the possibility that events which, according to the casual concepts of this culture, cannot have casual relation with


A Structural Analysis of the Social Representations of “Reconciliation” in Cyprus: An Empirical Contribution

In the Cyprus peace process, the practices of co-existence have been centralised in the Nicosia where the intergroup contact is facilitated between Turkish Cypriot (TC) and Greek Cypriot (GC) communities through the existence of Civil Society Organisations (CSOs). Considering this context, the original contribution of this study is to employ, for the first time, the


Tracing the Lifelong Learners in a State University

Lifelong learners are those highly motivated to pursue acquiring skills and values in a formal and informal setting who signified varied personal, socio-economic, and other worthy causes and declared intentions to pursue a college degree of their choice. This descriptive-qualitative research analyzed the profile of students who took the entrance examination at a State University.


Conceptually-Driven Intergenerational Programming in Singapore: A Case Study

There is scarce information on how and why intergenerational programming (IG) contributes to psychosocial change, and a dearth of conceptually-driven IG in Singapore. Given this, our exploratory study fills a practice research gap by identifying a conceptual basis, theory of change, and translation enablers for psychosocial change in the young. Focus group discussions were carried