Psychological Entrapment Among Secondary School Students in Mosul

What is it about?

This study developed a 30-item questionnaire to measure self-siege—a feeling of being psychologically trapped by negative self-talk, inherited parental defenses, social pressure, relationship difficulties, value conflicts, and uncertainty about identity—among secondary school students in Mosul. The scale was tested for validity and reliability and was then administered to 600 students, equally divided between males and females. The results showed that the students’ average self-siege score was only slightly above the theoretical midpoint of the scale, suggesting a limited rather than severe level. Male students scored somewhat higher than female students, although the practical size of the difference was small. The scale is intended for psychological and educational research and counselling support, rather than for clinical diagnosis.

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Photo by Muradi on Unsplash

Photo by Muradi on Unsplash

Why is it important?

This research provides a locally developed and psychometrically tested instrument for understanding the internal pressures experienced by secondary school students in Mosul. It can help researchers, school counsellors, educators, and psychologists identify patterns such as harsh self-criticism, excessive conformity to social expectations, identity conflict, value conflict, and difficulties in interpersonal relationships. The findings also show that self-siege is present but not extreme, which supports the value of early educational and counselling interventions before these pressures become more serious. The scale may therefore contribute to the development and evaluation of programmes that promote psychological differentiation, autonomy, positive identity formation, and healthier relationships among adolescents.

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