https://gprjournals.org/journals/index.php/ijpce <p><strong>International Journal of Psychology and Cognitive Education</strong> (IJPCE) is an international, cross-disciplinary, double-blind peer-reviewed journal published by GPR Journals. This journal explores the science of the mind and behavior touching on Psychological Wellbeing, Cognitive Rehabilitation, Emotions &amp; Perception, Problem Solving, Thinking Processes, Stress and Trauma Management. The prominent goal of IJPCE is to maintain an international readership through a guaranteed, targeted and multidisciplinary audience such as those in educational psychology, cognitive psychology, adult &amp; special education, school psychology, speech &amp; language etc. This journal is recommended for all topics relating to psychology and cognitive education which are then published online and can also be availed as hard copies upon author’s request. Papers can be submitted via email to <a href="mailto:journals@gprjournals.org" target="_blank" rel="noopener">journals@gprjournals.org</a> or <a href="https://gprjournals.org/online-submission/">online submission.</a></p> en-US <p><em>The authors retain the copyright and grant this journal right of first publication. This license allows other people to freely share and adapt the work but must give appropriate credit, provide a link to the license, and indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.</em></p> journals@gprjournals.org (Chief editor) journals@gprjournals.org (Chief editor) Thu, 24 Jul 2025 10:08:24 +0000 OJS 3.3.0.10 http://blogs.law.harvard.edu/tech/rss 60 https://gprjournals.org/journals/index.php/ijpce/article/view/389 <p><strong>Aim:</strong> Nowadays, the rate at which adolescent students victimize others is alarming. This study investigated the relationship between power imbalance and psychosocial maladjustment among adolescents in secondary schools in Cameroon.</p> <p><strong>Methods:</strong> A mixed-methods approach was employed, utilizing purposive and stratified sampling, to recruit 577 students, 12 school counselors, and 12 discipline masters/mistresses from selected secondary schools in four regions of Cameroon. Data were collected via student questionnaires, focus group discussions, and key informant interviews. Quantitative data were analyzed using cross-tabulations and correlation tests, while qualitative responses were thematically examined.<a name="_Toc110319570"></a> The instruments used for data collection included a closed-ended questionnaire for students, a focus group discussion with students, and interviews with counsellors and discipline masters/mistresses. Their age was nine to eighteen, from four school types, and four Regions of Cameroon.</p> <p><strong>Results:</strong> Findings showed that power imbalance significantly predicts psychosocial maladjustment (P &lt; 0.001). The positive sign of the correlation (R = 0.581**) implied that adolescents are more likely to suffer psychosocial maladjustments when there is a persistent display of power imbalance in the school environment.</p> <p><strong>Conclusion:</strong> The study concludes that addressing power imbalance is critical to reducing psychosocial distress among adolescents.</p> <p><strong>Recommendation:</strong> It is recommended that schools implement structured peer-support systems and provide regular psychosocial training for staff and students.</p> Shien Vera Copyright (c) 2025 Shien Vera https://creativecommons.org/licenses/by/4.0 https://gprjournals.org/journals/index.php/ijpce/article/view/389 Thu, 24 Jul 2025 00:00:00 +0000