This study aimed at determining and validating the Schutte Self-Report Emotional Intelligence Test (SSEIT) in a Zambian context. It examined the feasibility of its use in this cultural context. Additionally, the study aimed at examining the reliability of the instrument when used in the same context. The participants were drawn from two cohorts (2016/2017 and 2017/2018 academic years) of first year students from the Department of Mathematic sand Science Education at the Copperbelt University in Zambia. One hundred and seven (25 females and 82 males) students from the 2016/2017 cohort and 138 (47 females and 91males) students from the 2017/2018 cohort participated in the study. The process of validating the instrument involved factor analysis. Using Principal Components Analysis (PCA), the Monte Carlo PCA for Parallel Analysis and Varimax methods for both cohorts, a four factor structure model of the SSEIT was reported. The instrument was reliable with a Cronbach coefficient of 0.79 in the 2016/2017 Cohort and 0.74 in the 2017/2018 Cohort. The study concluded that the SSEIT is a reliable and valid tool to measure the emotional intelligence of first year students from the Department of Mathematic sand Science Education at the Copperbelt University in Zambia.

Insurgency and armed conflict in Northern Nigeria especially Kano metropolis have exposed many secondary school students to trauma related experiences and post-traumatic stress disorder (PTSD). It is estimated that about 13,000 persons have been killed and about 981,416 internally displaced persons (IDPs) are living in the various camps in Northern Nigeria (NEMA, 2015). The profound impact of the trauma experienced by these students on their mental health informed the need for the psycho-education intervention. The objective of this study was to determine the effects of psycho-educational intervention on PTSD symptoms among secondary school students exposed to conflict in Kano metropolis and to examine the effects of psycho-education intervention in reduction of re-experiencing, hyper-arousal and avoidance symptoms. A pre-test and post-test control group design was adopted for this study. A sample of 40 research participants (male=19, female=21) were selected for the study. These research participants were drawn from secondary schools clustered within the community where conflicts have taken place. The instrument for data collection was the adapted version of the University of California at Los Angeles post-traumatic stress Disorder Reaction Index  (UCLA PTSD Reaction Index). The UCLA PTSD Reaction Index measured PTSD symptoms. Result obtained after testing the hypotheses showed that there was a significant difference in the PTSD mean scores of students exposed to psychoeducational intervention (Mean= 22.40, Standard deviation = 4.47, Standard error = .998) and those not exposed to the intervention (Mean = 38.90, Standard deviation = 14.835, Standard error = 3.317), t (38) = -4.763, p < .0001 (two-tailed), Effect size is r = .61. It is important to provide professional and psychosocial support to students who developed mental health problems due to exposure to conflict.

The issue of cybercrime and other anti-social activities is increasingly discussed today. The cause is an increasing number of individuals, companies or states exposed to these threats. This article deals with the issue of cyber aggression as one of the kinds of other anti-social activities. The article presents the results of researches in the Slovak Republic, but also the results of a survey at selected schools conducted by the Faculty of Safety Engineering of the University of Zilina. The main aim of the article is to point out the issue of cybercrime and other antisocial activities among adolescents and to point out the relationship between their education and vulnerability.