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Sleep duration and sleep quality are essential physiological needs that play a significant role in the emotional and behavioral development of children aged 3–6 years. Adequate sleep supports brain development, cognitive functioning, emotional regulation, and social interaction skills in early childhood. Conversely, poor sleep duration and low sleep quality may negatively affect children’s attention, mood stability, and ability to interact socially with peers and caregivers. This article is a literature review using a systematic review approach that analyzes 10 scientific articles published between 2016–2026 to evaluate the relationship between sleep duration and sleep quality with emotional and behavioral problems in preschool children. The article selection process followed the PRISMA flow diagram, with articles sourced from Google Scholar, PubMed, and ScienceDirect databases. The findings consistently indicate that inadequate sleep duration and poor sleep quality are associated with increased emotional and behavioral problems, including hyperactivity, anxiety, emotional dysregulation, and difficulties in social interaction among children. Furthermore, sleep disturbances were found to negatively influence children’s emotional self-regulation abilities, which are crucial for adaptive behavior. Therefore, ensuring adequate sleep duration and improving sleep quality are important strategies to support optimal emotional and behavioral development in preschool-aged children.

This study aims to examine the effectiveness of assertive communication techniques in cross-cultural counseling for reducing avoidance behavior among students experiencing interpersonal friendship conflicts. Cultural differences between counselors and clients may influence communication patterns, emotional expression, and conflict resolution processes during counseling sessions. Friendship conflicts among university students commonly arise from jealousy, misunderstanding, social comparison, and ineffective interpersonal communication. These conditions often encourage students to avoid direct interaction to prevent further conflict. This study employed an experimental method using a One Group Pretest-Posttest Design. The participants were students who experienced friendship conflicts and demonstrated avoidance behavior tendencies. Data were collected through counseling individual. The intervention was delivered through counseling sessions that used assertive communication techniques and combined behavioral and humanistic approaches in a cross-cultural counseling setting. The findings revealed that assertive communication techniques were effective in reducing students’ avoidance behavior. After receiving the intervention, participants demonstrated greater confidence in expressing opinions, improved emotional regulation, increased openness in communication, and healthier interpersonal relationships. The study indicates that assertive communication in cross-cultural counseling can serve as an effective counseling strategy to help students manage interpersonal conflicts and improve social adjustment in higher education environments.

Flooding is one of the most frequent disasters in DKI Jakarta and contributes not only to physical and economic losses but also to the emergence of various psychological problems among affected communities. This study aims to analyze the psychological impacts of post-flood disasters, particularly among vulnerable groups such as children and the elderly, and to examine the effects of repeated flood exposure on mental health conditions. This study employs a literature review method with a qualitative descriptive approach through the identification and synthesis of relevant scientific sources. Data analysis was conducted using content analysis to identify patterns, relationships, and trends in research findings. The results indicate that flooding is associated with psychological disorders such as stress, anxiety, depression, and post-traumatic stress disorder (PTSD), with varying levels of severity. Repeated exposure to flooding has been shown to increase individuals’ vulnerability to mental health problems and reduce psychological well-being. However, protective factors such as social support, religiosity, emotional regulation abilities, and adaptive coping strategies play a significant role in strengthening resilience and accelerating psychological recovery. The findings highlight the importance of a holistic disaster management approach that integrates mental health services, strengthens community capacity, and enhances preparedness education to improve the psychological resilience of flood-affected communities.

Young people often respond to stress through maladaptive patterns such as self-blame, avoidance, emotional withdrawal, and catastrophic thinking. These responses may provide temporary psychological protection, but they can also weaken emotional regulation, resilience, and interpersonal functioning over time. This study examines how Plato’s concept of eudaimonia and Jung’s analytical psychology can be integrated to interpret and address maladaptive responses in youth. Using a qualitative conceptual design supported by exploratory survey data, the study develops an interpretive framework that connects Jungian self-awareness with Platonic virtue-based self-regulation. The survey findings indicate that self-critical and avoidant tendencies were common among respondents, suggesting that many participants struggled to manage stress in reflective and constructive ways. In response, the article argues that Jung’s emphasis on recognizing hidden emotions and inner conflict can deepen psychological insight, while Plato’s emphasis on reason, virtue, and moral formation can guide individuals toward more balanced coping. The study contributes a humanistic framework for youth stress management that links emotional awareness, ethical self-governance, and personal flourishing. It also offers practical implications for educators, counselors, and families seeking more integrative approaches to youth well-being.

Self-development is a crucial competence for navigating the professional world; however, many individuals face significant barriers in optimizing this potential. This study aims to formulate an integrative model of Quranic Tadabur and bibliotherapy as a professional therapeutic intervention in counseling, addressing gaps in existing literature. Using a library research method with content analysis, the findings indicate that Quranic Tadabur effectively enhances essential self-development skills, including self-awareness, work motivation, problem-solving, time management, emotional regulation, critical and creative thinking, and social collaboration. Within the bibliotherapy framework, the self-development process is structured through stages of motivation, incubation, follow-up, and evaluation. Furthermore, several counseling techniques are proposed, such as self-management, minimal contact, counselor-led management, and directed counseling, to support individual growth. This integrative approach highlights the role of spirituality in fostering holistic personal and professional development. The study contributes theoretically to the advancement of spirituality-based counseling models, particularly in the context of modern career development, and offers a conceptual foundation for future empirical research.

This research is based on the reality that classroom management often tests teachers' emotional stability, especially when dealing with highly active students. This study focuses on how teachers use emotional intelligence to control themselves when facing challenging learning situations. The purpose of this study is to describe the forms of emotional regulation carried out by teachers and their influence on the effectiveness of classroom management. The research was conducted using a qualitative descriptive approach through observations and interviews with teachers. The results show that effective emotional management is carried out through several methods, such as increasing self-awareness to recognize stress triggers, pausing before responding to student behavior, and trying to understand the background of student activity through empathy. Teachers with good emotional intelligence tend to be able to direct student activity into more positive learning participation, rather than responding to it with reactive or authoritarian responses. This study emphasizes the importance of strengthening psychological aspects and emotional management skills in teacher professional development programs. Emotional maturity not only helps create a more harmonious classroom atmosphere but also forms the basis for inclusive learning interactions and supports the continuous development of student character.

Children with Autism Spectrum Disorder (ASD) face unique challenges in building attachment relationships, due to ASD children experiencing impairments in communication, social interaction, and emotional regulation. This study aims to identify effective intervention strategies to improve the quality of attachment between parents and children with ASD through a Systematic Literature Review (SLR) approach. The review findings indicate that several interventions have proven effective in enhancing attachment between parents or primary caregivers and children with ASD, including the following interventions: DIR/Floortime, Focused Playtime Intervention (FPI), Parent-Child Interaction Therapy (PCIT), Circle of Security (COS), Positive Behavior Support (PBS), play training, massage therapy, and psychoeducation. The results of these interventions show that changes occur before and after the intervention, including strengthening two-way communication, increasing parental sensitivity, and improving the child's emotional responses. These findings have practical implications for parents, educators, and therapists in designing attachment-based approaches to support the social and emotional development of children with ASD. Responsive and supportive designing attachment-based approaches to support the social and emotional development of children with ASD. Responsive and supportive relationship-based interventions can build secure attachments between children with ASD and their parents and serve as an important reference in attachment-based parenting and therapy practices.

Aggressive behavior is one of the manifestations commonly found in individuals with mental disorders, and this can potentially cause harm both to themselves and to their surroundings. To address this condition, one non-pharmacological approach that can be implemented is the use of Mozart classical music therapy. This study aims to evaluate the impact of Mozart classical music therapy on patients who have the potential to exhibit violent behavior at Aceh Mental Hospital. The research activities were conducted from July 2 to 5, 2025. The research design adopted in this study is pre-experimental using the One group pretest-posttest Design method. The study subjects consisted of 15 inpatients who had been identified as being at risk for violent behavior, with sample selection carried out through purposive sampling. The findings of the study showed that the average score of signs and symptoms before the intervention was 5.73, with a score range of 3 to 8. After the intervention in the form of Mozart classical music therapy, the average score of signs and symptoms decreased significantly to 1.60, with a range between 1 and 2. Statistical analysis using the Wilcoxon Signed Rank test showed a Z value of -3.437 with a significance level of P = 0.000 (P < 0.05). Based on these results, it can be concluded that Mozart classical music therapy has a significant effect in reducing the risk of violent behavior in patients. Therefore, Mozart classical music therapy is recommended as an effective supportive intervention and can be routinely integrated into psychiatric care rooms.

The risk of violent behavior is a condition where a person commits an act that can be physically dangerous, either to themselves, others or their own family. To overcome this, a special therapy is needed. Laughter therapy will release endorphins so that the body becomes more comfortable, relaxed and makes the client's emotional state better so that it can suppress the desire to get angry. This study uses a descriptive case study with a nursing process approach to 5 respondents. With laughter therapy intervention for 20-30 minutes. The intervention was carried out on June 4 to 6, 2025, located at the Palembang ODGJ shelter. Client 1(Mr. H) before the intervention there were 9 signs and symptoms of the risk of violent behavior and after the intervention it became 1. In client 2 (Mr. L) before the intervention there were 9 signs and symptoms after the intervention 0 signs and symptoms. In client 3 (Mr. A) before the intervention there were 8 signs and symptoms after the intervention 1 sign and symptom. Client 4 (Mr. F) had 7 signs and symptoms before the intervention, but after the intervention, it became 1. Client 5 (Mr. S) had 5 signs and symptoms before the intervention, but after the intervention, it became 1 sign and symptom.

This study examines the predictive influence of religious habituation and teacher role modeling on students’ emotional intelligence in an Islamic elementary school context. A quantitative approach with an ex post facto design was employed, involving 78 students selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using multiple linear regression. The findings indicate that religious habituation has a positive and significant effect on students’ emotional intelligence, while teacher role modeling demonstrates a relatively stronger contribution. Simultaneously, both variables significantly predict emotional intelligence, explaining 74.9% of its variance. These results suggest that students’ socio-emotional development is shaped by the integration of structured religious practices and pedagogical modeling within the school environment. The study contributes to the ecological-religious perspective on character education by emphasizing the importance of consistent spiritual habituation and teachers’ personal competence in fostering emotional regulation and social skills. Practically, Islamic elementary schools are encouraged to strengthen religious culture programs and support teachers’ emotional and moral development to enhance students’ emotional intelligence.

This study aims to provide a detailed overview of efforts in counseling and guidance programs that teach self-control skills to children whose gaming habits are causing problems. When children spend too much time playing online video games, it can negatively impact their mental health. Problems with emotional regulation, irritability, and lack of self-control in daily life are possible consequences. Appropriate counseling and guidance services are needed to help children develop more adaptive skills to manage their emotions. This study used extensive qualitative data and followed a case study technique. A child whose gaming addiction was causing problems for him participated in the study. Data analysis included tasks such as data reduction, data presentation, and drawing conclusions; data collection methods included documentation, interviews, and observation. Based on the findings, guidance and counseling programs can teach children self-control strategies to help them manage their emotions, reduce irritation, and become more self-aware when playing online games. Therefore, teaching children self-control skills may be a good way to help them overcome negative feelings that arise from playing online video games.

Prosocial behavior is an important aspect of adolescents’ social-emotional development that needs to be optimally fostered through early detection efforts to prevent the emergence of social and mental health problems. This study employed a library research method by reviewing various journals and scientific articles related to the early detection of adolescent prosocial behavior. The findings indicate that prosocial behavior is influenced by internal factors such as empathy, emotional regulation, emotional intelligence, self-concept, and religiosity, as well as external factors including family environment, peer relationships, and education. Early detection enables school counselors to design intervention services that are aligned with students’ developmental needs. Therefore, it is essential to implement Guidance and Counseling services through the teaching of prosocial skills, empathy, communication, emotional regulation, conflict resolution training, and the enhancement of students’ self-efficacy. The use of social media to reinforce positive behavior, the provision of positive communication modules, and collaboration among teachers, parents, and the entire school community serve as systematic and sustainable strategies in shaping adolescents’ prosocial character.

This study aims to explore the effectiveness of various intervention strategies, including counseling services, learning strategies, and occupational therapy in treating children with Attention Deficit Hyperactivity Disorder (ADHD). Through a qualitative method based on literature studies, this study applies systematic data processing to evaluate the impact of a holistic approach on children's behavior and concentration. Analysis is carried out through data reduction procedures, data presentation, and verification of conclusions to measure the extent to which a holistic approach influences the development of children's behavior and concentration abilities. The results of the study indicate that multimodal approaches, such as Cognitive Behavior Therapy (CBT) and occupational therapy, are effective in improving children's self-control, emotional regulation, and motor skills. In addition, the implementation of an Individual Learning Program (IPP) in schools and intensive collaboration with parents play a major role in creating a supportive environment for children with ADHD. This study concludes that integrated treatment between behavioral interventions and the success of optimizing children's potential depends heavily on the integration of professional behavioral treatment with active support from the family.

This study was conducted to examine how social media influences Fear of Missing Out (FOMO) behavior among its users. The research employs a qualitative method with a literature review approach by analyzing and reviewing 20 previous research journals related to FOMO behavior in social media users. The reviewed journals were published. The findings indicate that FOMO behavior is driven by high-intensity social media use, in which increased frequency and duration of use are associated with higher levels of anxiety and fear of missing information and social experiences. Continuous exposure to content and activities shared by other users encourages social comparison, which contributes to increased anxiety, self-dissatisfaction, and difficulties in emotional regulation, particularly among individuals with low self-esteem. These conditions may lead to dependence on social validation and promote increasingly addictive patterns of social media use, which in the long term can reduce self-control and negatively affect psychological well-being. When self-esteem is low and psychological well-being is disrupted, individuals may experience heightened pessimism and an increased risk of engaging in self-harm behaviors. Overall, the findings suggest that self-regulation and self-determination serve as preventive factors against FOMO behavior and its psychological and mental health impacts; therefore, strengthening self-regulation and self-determination is essential to prevent FOMO.

This study aims to analyze the influence of parenting styles on the emotional development of early childhood based on a literature review. Emotional development is a crucial aspect of character formation, emotional regulation, and children’s social skills in daily life. The research method employed is a literature review, which involves examining relevant sources such as academic journals, books, and research The methodology utilizes a synthesis of peer-reviewed journals and relevant publications concerning the impact of caregiving styles on early childhood emotional maturity The reviewed literature was analyzed descriptively to identify patterns and trends in previous research findings. The results of the literature review indicate that parenting styles have a significant influence on children’s emotional development. Democratic (authoritative) parenting is consistently found to have the most positive impact on children’s emotional development, including better emotional regulation, self-confidence, independence, empathy, and social competence. Children raised with democratic parenting tend to express their emotions in a healthy manner and adapt well to social environments. In contrast, authoritarian, permissive, and neglectful parenting styles are often associated with emotional difficulties, such as low social skills, poor self-control, and challenges in managing emotions. Based on these findings, it can be concluded that democratic parenting plays a vital role in supporting optimal emotional development in early childhood

This study explores emotional instability and its impact on happiness, focusing on Positive Psychology, Neurobiology, and Stoicism. It aims to identify factors influencing instability of happiness, including stress, social support, and neurobiological dynamics. The research seeks to develop effective strategies to enhance emotional stability and long-term well-being, contributing to theories and practices for fostering enduring happiness in individuals and society. This study employs a qualitative approach, combining in-depth interviews and document analysis to explore emotional instability and strategies for lasting happiness. Nine participants from psychology, neurobiology, and Stoicism fields share personal experiences through narrative analysis, identifying patterns in happiness fluctuations. A comprehensive literature review enhances findings, ensuring validity, credibility, and a holistic understanding of factors influencing emotional well-being.Research reveals happiness is multifaceted, influenced by psychology, neurobiology, and philosophy. Factors like stress, personality, and social support impact emotional stability. Positive psychology emphasizes gratitude, mindfulness, and cognitive restructuring. Stoicism focuses on self-control, acceptance, and living virtuously. Neurobiology highlights the role of brain chemistry and lifestyle factors like diet and exercise. By integrating these perspectives, individuals can cultivate resilience, manage emotions, and enhance overall well-being.This research examines emotional instability and its impact on happiness, combining insights from Positive Psychology, Neurobiology, and Stoicism. Key factors include stress, neurochemical imbalances, and social support. Strategies such as emotional regulation, mindfulness, and resilience-building enhance stability. The study highlights the integration of ancient wisdom and modern science to foster enduring happiness and improve overall well-being.

The development of digital technology and the widespread use of social media, particularly Instagram and TikTok, have opened opportunities for online interaction but also increased the risk of cyberbullying. Cyberbullying is aggressive behavior via digital media intended to harm or degrade others. One psychological factor believed to influence this behavior is emotional regulation, which is the ability to manage and express emotions appropriately in different situations. This study aims to examine the relationship between emotional regulation and cyberbullying behavior among early adult students in Jambi. A quantitative approach with a correlational design was used, involving 127 students aged 18–25 years, selected through purposive sampling. Data were collected using an online questionnaire, which included an emotional regulation scale and a cyberbullying behavior scale. Data analysis was conducted using the Pearson Product Moment correlation test with SPSS software. The results showed a significant negative relationship between emotional regulation and cyberbullying behavior, with a correlation coefficient of r = -0.632 and a significance level of p < 0.001. This indicates that students with better emotional regulation skills are less likely to engage in cyberbullying. Thus, enhancing emotional regulation skills could be an effective strategy in preventing cyberbullying among students.

Mental resilience is a crucial psychological asset that determines the performance consistency of athletes under competitive and training pressures. This study aims to analyze the mental resilience of karate athletes at SMAN 3 Tana Toraja from the perspective of guidance and counseling. Employing a descriptive qualitative method, data were gathered through in-depth interviews, participatory observation, and documentation involving eight karate athletes and two coaches selected through purposive sampling. Data analysis followed the interactive model of Miles, Huberman, and Saldaña encompassing data condensation, data display, and conclusion drawing. The findings reveal that athletes generally demonstrate moderate to high levels of mental resilience, characterized by adaptive emotional regulation, positive self-talk, and effective coping strategies. Supporting factors include intrinsic motivation, coach social support, peer cohesion, and cumulative competitive experience. Inhibiting factors comprise unmanaged pre-competition anxiety, absence of structured post-defeat psychological recovery, and limited institutional counseling support. From the guidance and counseling perspective, these findings underscore the critical need for integrating psychological skills training into the karate coaching program, including counselor-facilitated group counseling sessions and individual psychological development plans tailored to each athlete.

Adolescents affected by parental divorce face increased risks of mental health challenges, often exacerbated by custody disputes, post-separation abuse, and institutional inadequacies. This study aims to evaluate the effectiveness of trauma-informed, family-based interventions and custody-related policy reforms that promote adolescent mental health, with a focus on the integration of the Islamic principle of maslahah as an ethical framework. A systematic review was conducted using three databases (ScienceDirect, PubMed, Scopus) covering publications from 2000 to 2024. Inclusion criteria focused on empirical studies addressing interventions, custody policies, and mental health outcomes in adolescents aged 10–21. Findings reveal that Treatment Foster Care Oregon (TFCO) reduces behavioral issues and improves emotional regulation; Multisystemic Therapy and Wraparound Services prevent custody relinquishment and support family cohesion. Legislative reforms like the Family First Prevention Services Act have shown promise in redirecting funding toward prevention, yet face significant implementation disparities. Reports of healthcare obstruction and court-induced trauma remain critical threats to adolescent well-being. The review also found that custody loss, particularly among adolescent parents, correlates with increased substance use and long-term psychosocial instability. The integration of maslahah into legal and mental health frameworks provides a culturally grounded approach to trauma-informed reform. These findings emphasize the need for cross-sectoral collaboration, standardized trauma protocols, and culturally responsive service models. This study advances a holistic understanding of adolescent welfare in custody contexts and identifies pathways for ethical and sustainable reform.

High school adolescents are in a vulnerable developmental phase towards emotional and behavioral problems due to rapid biological, cognitive, and social changes. Limitations in emotional management can trigger the emergence of problematic behavior, such as aggressiveness, violations of school rules, conflicts with peers, and bullying, both directly and through digital media. This article aims to analyze problematic behavior in high school adolescents from the perspective of emotional conditions. This study used a qualitative approach with a literature review method of 20 national and international scientific articles obtained through Google Scholar and analyzed descriptively-thematically. The results of the study indicate that adolescent problematic behavior is influenced by the interaction of individual, family, school, and social environment factors that are increasingly complex. Low emotional regulation and emotional intelligence increase the tendency for maladaptive behavior, while family support, a conducive school climate, and Guidance and Counseling services act as protective factors. Therefore, a holistic and sustainable approach is needed through strengthening emotional intelligence, preventive Guidance and Counseling services, and the development of life skills to support the social-emotional development of adolescents.