Hila Fuchs
Dr. Hila Fuchs, PhD* BEd. MEd, David Yellin Academic College, Jerusalem, Israel.* Ph.D. Adam Mickiewicz University, Poznan, Poland.* Post Ph.D. Researcher, University of Ljubljana, Slovenia.* CEO and Head of Researcher Department, Gaia College, Jerusalem, Israel.PHD dissertation: Fuchs, H. (2021). Psychological Flexibility and Attitudes towards Disability - Psycho-Socio Educational Study of the Relations between Parents and Children. Ph.D Dissertation. Faculty of Educational Studies of AMU. Adam Mickiewicz University, Poznan.
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flexibility in cultivating essential 21st-century skills. Cognitive flexibility is delineated as the capacity to adapt one’s thinking and problem-solving approaches in the face of novel, evolving circumstances. Psychological flexibility is characterized by the ability to modify emotional and behavioral responses in alignment with overarching values and objectives despite challenges or stressors. The synthesis of current literature reveals a profound intersection between these forms of flexibility and competencies, such as critical thinking, problem-solving, creativity, and emotional intelligence, which are pivotal for thriving in a rapidly changing global landscape. The research underscores the necessity of integrating flexibility-oriented strategies into educational curricula and assessments through a comprehensive review of educational methodologies and cognitive-behavioral theories, including Acceptance and Commitment Therapy (ACT) and its impact on educational outcomes. By drawing on meta-analytical findings and theoretical discourse, the study elucidates how cognitive and psychological flexibility underpin individual adaptability and well-being but also the holistic development of students. The findings advocate for a shift towards more personalized and resilience-focused educational practices that foster these forms of flexibility, thereby equipping learners with the tools necessary to navigate and succeed in the twenty-first century’s dynamic and multifaceted environments. The novelty of this study lies in its integrative approach to understanding the confluence of cognitive and psychological flexibility as foundational to mastering 21st-century skills. Unlike prior research, which often investigates cognitive and psychological flexibility in isolation, this work examines their synergistic impact on a suite of competencies that are essential in a rapidly evolving world. This article discusses psychological flexibility, cognitive flexibility, and neurological flexibility. It examines the role and suitability of the functions subsumed under these terms for twentyfirst century needs. The article refers to educational and perceptual processes that shape the individual and society. To this end, it examines educational processes and concepts, their impact on educational and social reality, and their adaptation to the demands of twenty-first century reality. In addition, the study presents and enumerates the skills required in the twenty-first century and analyzes their different components, as well as the relationship between the required skills and qualifications and the components of psychological flexibility and cognitive flexibility. The integration between the different parts that takes place throughout the review and analysis process establishes a link between the flexibility mechanisms and their components, the demands brought by the challenges of the time, and the skills required for the individual to adapt appropriately and function effectively. Both at the level of the individual and at the systemic level, according to which the individual is an essential factor in shaping society
Purpose of the article: This study examined the effects of an intervention program based on cognitivebehavioral principles on the assimilation of the common semantics of discipline management in the classroom. The intervention program was conducted in the context of discipline and behavior management and general
lassroom management over one year with thirty 4th grade students in an elementary school.
Methods: The research is action research within a qualitative method. The data was mainly analyzed thematically. This, along with a quantitative measurement of behavior change based on participant reports.
Findings & Value added: The results show that the application of the cognitive behavioral principles for behavior management in the classroom leads to a better social and emotional climate, reduces violence, and increases students' well-being, sense of protection and belonging, and classroom skills. The intervention program and its outcomes form the basis for a general model of classroom management, discipline management, and behavior management. Because there are clear principles guided by defined goals, phases, and tools, this model can be applied to other environments and needs in terms of environmental management, goals, and objectives for review, accuracy, and optimization
classroom procedures and routines that provide clarity about behavioral expectations. Consistency creates
order and helps build confidence. Active student participation in educational processes as part of a
management strategy contributes to positive classroom behavior.
Purpose of the article: This study examined the effects of an intervention program based on cognitivebehavioral principles on the assimilation of the common semantics of discipline management in the
classroom. The intervention program was conducted in the context of discipline and behavior management
and general classroom management over one year with thirty 4th grade students in an elementary school.
Methods: The research is action research within a qualitative method. The data was mainly analyzed
thematically. This, along with a quantitative measurement of behavior change based on participant reports.
Findings & Value added: The results show that the application of the cognitive behavioral principles for
behavior management in the classroom leads to a better social and emotional climate, reduces violence,
and increases students' well-being, sense of protection and belonging, and classroom skills. The
intervention program and its outcomes form the basis for a general model of classroom management,
discipline management, and behavior management. Because there are clear principles guided by defined
goals, phases, and tools, this model can be applied to other environments and needs in terms of
environmental management, goals, and objectives for review, accuracy, and optimization.
principles, has gained recognition as a vital trait for leaders. It involves adapting to changing
circumstances, managing emotions effectively, and staying aligned with personal and organizational
values. Research in this area explores how leaders who cultivate psychological flexibility among
themselves, and their teams can foster innovation, resilience, and a culture of continuous learning in the
workplace. Human leadership emphasizes the holistic well-being of employees, recognizing them as
individuals with unique needs and aspirations. It emphasizes empathy, ethical conduct, and work-life
balance as core principles. Studies in this domain explore how human-centered leadership practices
contribute to employee satisfaction, retention, and the ethical integrity of organizations, ultimately driving
long-term success.
Purpose of the article: This article aims to explore and elucidate the significance of psychological
flexibility and human-centered leadership in the context of the 21st-century workplace. It aims to provide
insights into how these concepts shape modern leadership practices and their impact on organizational
culture, employee well-being, and overall effectiveness.
Method: A quantitative survey was administered to a broader cross-section of professionals across
different sectors to investigate the interplay between psychological flexibility, human leadership qualities,
and their impact on thriving in the 21st-century social space.
Findings & Value Added: We found that by incorporating psychological flexibility into human
leadership, managers can cultivate a work environment characterized by nurturance and growth that
embraces change, fosters collaboration, and empowers employees to thrive amidst the dynamic challenges
of the contemporary working place social spaces.
Keywords: psychological flexibility, human-centered leadership, organizational culture, employee wellbeing, innovation
JEL classification: M12, M54, O15
Purpose of the article: This article aims to introduce and explore the "Small Amount Fallacy," shedding
light on how people often assess spending based on income proportion rather than actual value. It delves
into cognitive biases like Diminishing Sensitivity and Loss Aversion, establishes a theoretical framework
linking the fallacy to mathematical analogies, emphasizes its implications for personal finance and policy,
and suggests avenues for future research to enhance financial decision-making.
Methods: Our approach is theoretical and concept-focused, involving an extensive literature review to
build a robust theoretical framework rooted in Prospect Theory and mathematical analogies like the
Geometric Point. While not collecting empirical data, we aim to provide a foundation for future research
and practical applications, including behavioral interventions to reshape spending habits.
Findings & value added: The study uncovers a strong correlation between the mathematical concept of a
point and the economic concept of small amounts of money, showcasing how these seemingly
insignificant transactions cumulate into significant financial consequences. Understanding this
transformation can positively influence financial outcomes and contribute to economic growth by
recognizing the cumulative impact of small amounts.
Keywords: behavioral economics, small expenses, small amount fallacy, diminishing sensitivity, loss
aversion, prospect theory
JEL classification: A12, C01, C02, C60, D14, D31
program based on cognitive behavioral principles on
improving monitoring, regulatory, and self-management skills,
as well as the effects on emotional and social climate in the
classroom and on students' quality of life, well-being, and
functioning. The intervention was conducted for one year with
thirty 4th grade students in an elementary school and involved
learning, implementing, and performing CBT principles and
practices. The implementation process included monitoring
and follow-up through interviews, questionnaires, and
participant observation. The results of the study showed
positive effects on classroom climate while reducing violence
and improving students' well-being, sense of protection and
belonging, and self-regulation skills.