Educational researchers incessantly endeavor to address underlying reasons for academic success/failure, and Degree Commitment constitutes a critical sought-after academic outcome regarding college students, which is considerably associated with higher student retention rates. Educational institutions may create effective preventive strategies and interventions for minimizing attrition issues by identifying factors leading to higher Degree Commitment. The aim of the current research was to explore the potential predictive relationship between higher demonstration of college students’ Academic Self-Concept and higher levels of Critical Thinking Dispositions on their commitment of further pursuing their chosen degree. A questionnaire-based survey method was employed, adopting a correlational design on a recruited purposive sample of 120 Greek college students of a privately-owned educational institution. A multiple regression statistical analysis generated a weak positive correlation (9.2%) between the predictors, with Academic Self-Concept being the strongest predictor of Degree Commitment, implying that the combination of the aforementioned academic facets significantly predicts Degree Commitment, but with a small generalization explanatory power to a population sharing common characteristics with the utilized sample. Although the devised model is of minimal practical use, it proposes an initial attempt to construct a holistic model of academic success, while simultaneously highlighting the necessity for developing interventions that robustly target Critical Thinking Dispositions and, most importantly, Academic Self-Concept. Future research may explore factors influencing the predictors under investigation, compare them between students deriving from traditional educational systems and those deriving from international educational systems, and explore alternative factors concerning college success and attrition within various sociocultural contexts.

Selective mutism is a rare childhood psychiatric condition, repositioned under the umbrella of anxiety disorders in the DSM-5. A minor proportion of children is affected by selective mutism, being physically unable to elicit speech across unfamiliar social settings. The disorder's origin and nature are largely unspecified, though comorbidity development, and long-term academic, social, and emotional adversities are evident. Optimal treatment relies on limited published research papers placing emphasis on cognitive behavioural and integrative interventions. The present review aimed at evaluating differences amongst these psychosocial configurations regarding their effectiveness and suitability for treating selective mutism in children. PubMed, Science Direct, APA PsycNet, and ERIC databases were thoroughly searched in March 2020 for the identification of research articles published in peer-reviewed journals throughout the previous decade. Six research articles were retrieved, each assessing cognitive behavioural and integrative modalities. Overall, cognitive behavioural approaches appropriately address multiple levels of children's developmental needs while reinforcing their cognitive-behavioural competences via means of cognitive restructuring and behavioural modification. Still, several omissions such as post-treatment enduring symptoms or improper focus upon anxiety-related aspects of children's psychosocial functionality were discernible. Conversely, integrative approaches offer solid foundations for holistic and personalised treatment plans while consistently involving important stakeholders (parents, school). Yet, their limited exploration has not enabled for their absolute effectiveness, and their predominantly manualised nature hardly stipulates for a uniform approach, hindering successful clinical practice. Therefore, the clinical applications of both psychotherapeutic schemes display major differences instead of complementing each other. Future research should conduct further needs analyses, utilise technology sensibly, and consider cultural variations.

Educational researchers incessantly endeavour to address underlying reasons for academic success/failure, and Degree Commitment constitutes a critical sought-after academic outcome regarding college students, which is considerably associated with higher student retention rates. Educational institutions may create effective preventive strategies and interventions for minimising attrition issues by identifying factors leading to higher Degree Commitment. The aim of the current research was to explore the potential predictive relationship between higher demonstration of college students' Academic Self-Concept and higher levels of Critical Thinking Dispositions on their commitment of further pursuing their chosen degree. A questionnaire-based survey method was employed, adopting a correlational design on a recruited purposive sample of 120 Greek college students of a privately-owned educational institution. A multiple regression statistical analysis generated a weak positive correlation (9.2%) between the predictors, with Academic Self-Concept being the strongest predictor of Degree Commitment, implying that the combination of the aforementioned academic facets significantly predicts Degree Commitment, but with a small generalization explanatory power to a population sharing common characteristics with the utilised sample. Although the devised model is of minimal practical use, it proposes an initial attempt to construct a holistic model of academic success, while simultaneously highlighting the necessity for developing interventions that robustly target Critical Thinking Dispositions and, most importantly, Academic Self-Concept. Future research may explore factors influencing the predictors under investigation, compare them between students deriving from traditional educational systems and those deriving from international educational systems, and explore alternative factors concerning college success and attrition within various sociocultural contexts.

Gender Dysphoria focuses on the psychological state at which individuals experience low levels of perceived satisfaction regarding their primary and secondary physiological traits, their biological gender, and their assigned societal gender roles. This condition primarily requires multidisciplinary and personalised treatment. Scientific evidence suggests that utilisation of gonadotropin-releasing hormone analogues, puberty blockers, and genderaffirming surgery may reduce distress, enhance mental health and quality of life, while diminishing Gender Dysphoria. However, some researchers contend that medical procedures pose adverse limitations since they may result in complications, feelings of frustration, and supplementary procedures undergone for aesthetic purposes. Moreover, individuals' age of readiness to pursue medical interventions and deal with additional issues such as post-surgery fertility and regret also need to be addressed. Conversely, psychotherapy and counselling intend to assist such individuals in accomplishing long-term relief relating to their gender identity, developing their interpersonal skills, and confronting Gender Dysphoria comorbidity. Yet, many psychotherapeutic schemes insufficiently address crucial facets of Gender Dysphoria, namely societal discrimination stemming from subsequent stigmatization, promotion of resilience among this highly marginalised population against unprecedented tribulation, and body dissatisfaction, thus not providing a complete relief of gender dysphoric feelings. Therefore, it is essential to appropriately address psychosocial functionality enhancement, integrate novel treatment propositions into a holistic therapeutic plan, and further develop/validate Gender Dysphoria metrics that can be universally accepted in order to prevent pathologisation of these individuals. It is also recommended that further qualitative data, needs assessments, and empirical studies be gathered, while carefully abiding by the necessary ethical considerations.