International Journal of Psychology and Cognitive Education

The Relationship Between Combat Exposure and Psychosocial Wellbeing Among Deployed Military Personnel: A Review of Empirical Literature

Beatrice Apondi Konyango — 2025-03-21

Aim: The study aimed to systematically review empirical literature to examine the relationship between combat exposure and psychosocial well-being among deployed military personnel. Several studies have explored the concepts of combat exposure and psychological well-being.

Methods: The study systematically reviewed peer-reviewed empirical studies published between 2013 and 2023, focusing on combat-related mental health outcomes. Despite extensive research, the complex interaction between combat exposure and psychological well-being remains insufficiently understood, necessitating a comprehensive review to inform effective interventions and support systems. The research was founded on the Post-Traumatic Stress Disorders theory and stress response theory. A systematic search was conducted using Google Scholar, PsycINFO, and PubMed. The inclusion criteria considered studies with empirical data, focusing on military populations, and published in English. Exclusion criteria included duplicate studies, abstracts-only papers, and studies without a clear focus on combat exposure and psychosocial wellbeing.

Results: The findings indicate that combat exposure is a significant risk factor for PTSD, anxiety, and depression. Key themes emerging from the review include coping mechanisms and resilience, the impact of combat intensity, the prevalence of psychological disorders, and the effectiveness of intervention and support systems. Combat intensity correlates with higher PTSD rates, while resilience and social support mitigate these effects.

Conclusion: The study concludes that combat exposure significantly increases the risk of PTSD, anxiety, and depression among military personnel, with reported prevalence rates varying based on combat intensity and duration.

Recommendations: Structured resilience training, mental health screening, and evidence-based therapies should be implemented to enhance military mental health. Future research should explore long-term psychological adaptation among combat veterans across different cultural contexts.

Enhancing Dyslexic Learners’ Reading Ability Through Arts Education Strategies in an Inclusive Primary School in Buea, Cameroon

Melem Linda Fangwi — 2025-02-03

Aim: Teaching learners with dyslexia is often an uphill task for most teachers in primary schools in Cameroon where resources and specialized educational support are limited. However, arts educational strategies encompassing visual arts, music, drama, and dance, have emerged as a powerful tool to facilitate the teaching and foster the inclusion of learners with dyslexia in the classroom. This study aimed to determine the effect of arts educational strategies on the reading abilities of learners with dyslexia in Fako division Cameroon. Specifically, the study sought the impact of drama and graphic designing as teaching strategies in enhancing the reading abilities of learners with dyslexia.

Methods: The quasi-experimental design was used with the comparative pre-test/post-test design with non-randomized experimental and control groups. The study used the purposive sampling technique to select 30 participants: 15 in the experimental group and 15 in the control group. Two arts education strategies drama and graphic designing were used on 15 learners with dyslexia who constituted members of the experimental group. Instruments used for data collection were school records of the pupils, folios of the pupil's work that demonstrate their abilities, Ihenacho’s diagnostic test on the identification of dyslexia, the teacher-made test used as the pre and post-test tool, and master plan activity on the intervention. Data were analyzed descriptively (mean, median) and inferentially (minimum, maximum, standard error of mean, and standard deviation). Kolmogorov-Smirnov Z test was used to establish the impact of arts educational strategy on the reading ability of pupils with dyslexia.

Results: The study showed that there was more progress made in the experimental group (all showed an increase in their reading abilities not necessarily that they all passed as per the benchmark) than in the control group (33.3%) when the pre-test and post-test scores were compared. This implies that arts educational strategy significantly improved the reading ability of learners with dyslexia in the experimental group.

Conclusion: It was concluded that arts education can significantly enhance the reading abilities of learners with dyslexia.

Recommendation: The study recommends the adoption of this approach to the teaching of learners with dyslexia in primary schools in Cameroon and across the globe.

Sibling Caregiving and the Internalisation of Socio-Emotional Values Among Adolescents in Bamenda III

Nji Roland Angu — 2025-03-28

Aim: This study examined the role of sibling caregiving in internalizing socioemotional values (cooperation, sharing, responsibility, empathy, and giving & receiving help) in adolescent children.

Methods: The study was conducted in selected quarters in Nkwen located in Bamenda III in Mezam Division of the North West Region of Cameroon. The study was anchored on Lave and Wenger's 1991 Situated Learning Theory and Albert Bandura's Social Learning Theory. The study adopted a concurrent mixed-method research design whereby quantitative and qualitative data were collected and analyzed. Overall, 100 adolescents (males and females) and 31 parents participated in the study. Adolescent respondents were purposively selected for the study while their parents were selected through a simple random sampling technique. The adolescents responded to questionnaires while the parents were interviewed.

Results: Quantitative data were analyzed using linear regression analysis while qualitative data were analyzed using content thematic analysis. Results show that the p-value is significant given that F (1,98) = 29.946 with p = 0.000 (p < 0.05). From this it is evident that sibling caregiving has a significantly positive effect on the internalisation of socio-emotional values of adolescents. This result is indicative of the fact that adolescents who took part in the study successfully navigated social challenges, were able to collaborate with their peers, were able to give and receive help, and empathized with others.

Conclusion: Parents should encourage sibling caregiving as it fosters essential socio-emotional skills necessary for adulthood.

Recommendations: Parents are called upon to train their children with the necessary skills needed to cater to their younger ones like feeding, toileting, bathing, and cooking. Adolescents should understand that taking care of their younger ones is an opportunity to practice their skills as future parents and also to learn other social, cognitive and emotional skills. Policy and decision-makers can identify areas of law-making that will improve parental quality caregiving, sibling caregiving and socioemotional values.

First Ordinal Birth Position in the Family and Resilient Identity of Adolescents in Bamenda II Subdivision

Asangha Ngufor Muki — 2025-03-05

Aim: This study investigated the influence of "First Ordinal Birth Position in the Family on the Resilient Identity of Adolescents" in the Bamenda II Sub-division of the Northwest Region of Cameroon. Specifically, it sets out to find out how the first ordinal birth position of adolescents in their families influences their resilient identity.
Methods: A concurrent nested mixed-method research design was adopted in this study. In this light, both the quantitative and qualitative research paradigms were adopted. A total of 200 adolescents within the age range of 12 to 19 years were selected as sample using purposive and snowball sampling techniques. Krejie and Morgan's table of calculation was used to calculate the sample size. A questionnaire with a four-point Likert scale, and structured and closed-ended questions was used to collect quantitative data from adolescents and a Focused Group Discussion guide was used to collect qualitative data from parents. Inferential statistics were calculated using the Omnibus test of Model coefficient and all statistics were presented at the 95% confidence level (CL). The regression test was used to test hypotheses at a 0.05 significance level. Reliability was calculated using Cronbach's alpha reliability coefficient which ranged from 0.684 to 0.774.
Results: The findings indicated that there is a significant influence on the first-birth position and the psychological resilience of adolescents as they enjoy first-born privileges and equally perform different responsibilities assigned to first-birth position children only. These findings highlight the significant role of birth order in shaping adolescent resilience and the need for targeted interventions by parents, educators, and policymakers.
Conclusion: The study conclude that the first ordinal birth position influences the resilient identity of adolescents.
Recommendations: Policy policymakers should come up with guidelines for parents and adolescents on how to manage their families for sustainable development and the psychological well-being of adolescents. Teachers, and counsellors should identify values which will build adolescents self-esteem, resilience and teach them in the classroom. Adolescents should also be sensitized on how to develop coping and resilient identity skills.

Socio-Environmental Accessibility in Inclusive Schools in Buea Municipality by Students with Special Needs

Ambei Ruhama Faizefu — 2025-01-15

Aim: The study sought to investigate socio-environmental accessibility in inclusive schools in Buea Municipality, Cameroon, emphasizing students with special needs. To accomplish this, the percentage of inclusive schools that fulfill accessibility requirements for students with physical, sensory, and cognitive disabilities, the accessibility and use of assistive technology and learning resources tailored to diverse students' needs, and the degree of preparation and assurance of educators in applying inclusive teaching methods were investigated.

Methods: Four major theories were employed to support the research. This study was conducted in four distinct inclusive schools in the Buea Municipality. A random sampling procedure was utilized to recruit a sample of 80 students with various types of disabilities, 20 from each school. A mixed-methods research design was used, combining quantitative and qualitative data. Data was collected through a questionnaire and interview guides and expressed using percentages and frequencies.

Results: The study found that most respondents recognized that inclusive schools in the Buea Municipality of Cameroon meet accessibility requirements for students with disabilities. Many interviewees stated that inclusive schools in Buea Municipality have suitable assistive technology and learning tools. Also, respondents agreed that inclusive schools in Buea Municipality lacked suitable assistive technology and learning tools. Respondents agreed that educators' preparation and assurance using inclusive teaching approaches were appropriate. Other respondents believed that educators' preparation and confidence in utilizing inclusive teaching approaches were inadequate.

Conclusion: Well-structured professional development activities greatly improve instructors’ readiness to apply inclusive practices, improving student engagement and learning results.

Recommendation: Immediate legislative changes and investments in school infrastructure is needed to ensure that all students can thrive in an inclusive learning environment.

Keywords: Accessibility, socio-environmental accessibility, assistive devices, inclusive schools, special needs