Abstract
Cognitive dysfunctions (CD), encompassing alterations in attention, memory, language, processing
speed, and executive functions, represent a decline in mental processing capacity. Even when
classified as mild, these impairments significantly affect autonomy and quality of life, making the
planning of complex tasks and adherence to self-care, such as following medical treatments,
challenging. Neuropsychology assesses these CDs using specific, validated measures. The MiniMental State Examination (MMSE) screens for global cognitive function; the Five Digit Test (FDT)
measures processing speed and cognitive flexibility; and the Rey Complex Figure Test (RCFT)
evaluates visual memory and perceptual activity. Further assessment is achieved with tests such as
the Rey Auditory Verbal Learning Test (RAVLT), which measures verbal memory; the Wisconsin
Card Sorting Test (WCST), which assesses cognitive flexibility; and the Symbol Digit Modalities
Test (SDMT), which verifies cognitive processing speed. In Systemic Lupus Erythematosus (SLE),
mild cognitive impairment (MCI) is highly prevalent. This impairment is significantly greater
during active disease (82.8% vs. 61.1% in remission), a finding reported by the MMSE results in
the study by Vieira et al. (2025). The CDs in SLE are primarily attributed to central inflammation
and vascular/structural damage.

Abstract
This study explored the mediating role of self-efficacy in the relationship between shyness
and help-seeking behavior among Filipino college students. With mental health concerns rising in
the Philippines, help-seeking behaviors are crucial in addressing issues like emotional distress, and
suicidal ideation. A sample of 440 college students aged 18–30 from Metro Manila were surveyed
to determine whether self-efficacy affects the likelihood of seeking help for personal/emotional
problems and suicidal ideation. Three validated instruments– the McCroskey Shyness Scale, the
General Help-Seeking Questionnaire, and the General Self-Efficacy Scale– were used through an
online survey. The results indicated that self-efficacy was found to be an indirect pathway linking
shyness and help-seeking behavior for suicidal ideation but did not have the same effect for
personal/emotional problems. Also, shyness alone did not significantly predict help-seeking
behavior for either problem. Furthermore, moderated mediation analyses showed that these
pathways did not significantly differ by sex, although conditional effects suggested that mediating
role of self-efficacy may be more pronounced among females. Our findings suggest that enhancing
college students’ self-efficacy may improve help-seeking behaviors, particularly in serious mental
health situations like suicidal ideation, and highlight the need for interventions addressing cultural
and psychological barriers to help-seeking. Given the cross-sectional design of this study, the
observed associations should not be interpreted as causal relationships.

Abstract
Depression and anxiety often co-occur yet differ markedly in their behavioral and vocal expression.
While depression is typically characterized by slowed, flattened speech and reduced prosody,
anxiety manifests more variably — ranging from tense and rapid to inhibited vocal patterns —
making it harder to identify reliably in clinical encounters.
In this study, we analyzed voice samples from 60 outpatients (30 high, 30 low per condition)
whose depression and anxiety levels were independently assessed via clinician (MD) evaluation,
self-report questionnaires (CES-D-6, GAD-7), and self-reported SUDS scales (subjective units
of depression and anxiety). A three-fold cross-validation of a voice-based classifier revealed that
SUDS ratings showed the strongest correspondence with acoustic features (AUC ≈ 0.69 for
anxiety), followed by MD-rated depression (AUC ≈ 0.61). In contrast, self-report
questionnaires demonstrated weak alignment (AUC ≈ 0.30 – 0.56).
Notably, clinicians’ anxiety ratings correlated less strongly with vocal markers than their depression
ratings, suggesting that medical doctors tend to be less adept at identifying anxiety among their
patients, often equating it with overt agitation or “flustered” behavior. Our findings indicate that
voice analytics may capture latent depression and anxiety signals overlooked in traditional
evaluations, underscoring the potential of an objective, data-driven triage tool to complement
clinical judgment in mental-health screening.

Abstract

The contemporary world presents increasingly complex challenges for children and adolescents. In addition to normative developmental tasks, adolescents must now navigate epidemic health crises, armed conflicts, family dissolution, economic instability, and academic pressures. Consequently, children and adolescents experience diminished security and elevated levels of anxiety, loneliness, and depression. While the need for emotional support has intensified across all demographics, adolescents’ psychological needs remain particularly underserved. The American Psychological Association has recently strongly advocated to include group therapy, in addition to individual therapy, to address the many needs of young people. Group therapy is a format that aligns particularly well with adolescents’ socioemotional needs, serving as a developmental bridge from childhood to adulthood. While research on adult groups has established the validity of group therapy, the research on child and adolescent groups remained underdeveloped. Children and adolescents are not traditional clients, which makes it difficult to work with them, thus many psychologists refrain from working with this population. The current presentation aims to fill up this gap, by introducing a relatively unique orientation (Emotion Focused therapy), demonstrating the unique techniques in working with children and adolescents, and providing the evidence base for such groups.   There are different types of groups for adolescents, most of them are psychoeducational cognitive behavioral oriented practiced in school. We also practice in schools, but we employ psychotherapy groups, which are the most effective yet the least practiced, according to the literature.  Our psychotherapy groups focus on emotions (identifying, understanding, and controlling), they are process rather than content oriented, and minimally structured. Instead, we use therapeutic devices (bibliotherapy, art therapy, phototherapy, therapeutic cards and games) to keep participants involved in the process.  We also work in stages, first to establish a safe climate, which is critical for adolescents. At the working stage participants work on their unique issues encouraged by the emotional support received from peers. At termination we strengthen the individual and group achievements following the group experience.  We worked with thousands of children over the years and studied outcomes and processes for these adolescents. The studies were randomized controlled trials investigating outcomes compared to no treatment, to a different type of treatment, and to individual treatment. Results consistently demonstrate the superiority of these groups compared to non-treatment controls and equivalence to individual therapy, in reducing stress, anxiety, and aggression while enhancing self-perception and academic functioning. The process studies supported the results and indicated unique processes that expand our understanding of the group. These findings lead to the conclusion that group psychotherapy significantly contributes to adolescent well-being. Considering adolescents’ high, yet unmet, need for emotional support, group therapy appears to be a valid alternative.