The research literature proposes that the concept of identity may be central to understanding responses to having severe and enduring mental health problems. Theorists hypothesise a relationship between identity and the individual's acceptance of having mental health problems mediated by societal pressures. Given the inconclusive findings from research carried out a decade ago, this study has attempted to explore whether the participants' identification as a community member or patient affected, or was affected by, their belief that they have mental health problems, need medication, need to see healthcare professionals and their awareness of disabilities. A quantitative methodology was employed to examine the main variables. Forty five individuals living in the community with a diagnosis of schizophrenia, bipolar affective disorder or schizoaffective disorder were interviewed. Both within-group and between-group analyses were employed. The relationship between the independent variables and their relationships with sociodemographic and diagnostic factors, self-esteem and health and social functioning were explored. Measures that had been either standardised or used in previous related research were employed. The three central measures were taken from previous research studies in this area. Socio-demographic information was obtained from clinical files. Neither beliefs about mental health problems nor awareness of disabilities were found to be associated with identity, as measured in this study. Health and social functioning and work-related variables appeared to contribute to an identification as a community member. It is suggested that defensive responses to disabilities existed to protect the individual's sense of self-worth. Furthermore, socially valued experiences prior to illness and level of ability may have contributed to the participants' identification as a community member. The clinical implications are discussed.

Självkänsla är den grund som människan bygger sin uppfattning om sig själv och hur hon ser sig själv genom andra. Teorier finns att högre självkänsla kan resultera i riskfyllt beteende och övermod. Andra teorier talar om att en högre självkänsla ger större tillfredställelse med livet och är en grund till lycka. Syftet med undersökningen är att se om och hur individen själv kan påverka och stärka sin egen självkänsla. Undersökningen utfördes genom kvalitativa intervjuer av sju stycken utbildade terapeuter, psykologer och psykoterapeuter. Resultatet visar att självkänslan går att påverka och reparera men att det är en krävande process i form av emotionellt arbete och självacceptans. Självkänsla visade sig definieras olika vilket har gett ett brett men åtskilt resultat.

The purpose of this study was to discuss and validate the benefits of surf camps. Additionally, the results of this study will aid the further research of adolescents achieving higher self-esteem levels, increased positive self-worth, and behavior change through non-traditional sports. The primary research question asked for this study is "How do non-traditional sports, such as surfing, affect self worth, self-esteem, and positive behavior change?" A survey was used to collect data among surf camp subjects. The participants, ranging from ages 8 to 18, consisted of two focus groups totaling 33 participants, with 17 subjects used for the final data collection. Participants were enrolled in the week long surf camp with Titus International Surf School in Virginia Beach, Virginia. Results suggested that obstacles, such as funding and legislation continue to challenge educational leaders, so the physical education systems that have been put into place must be reevaluated. Non-traditional sports can increase self-esteem, self-worth levels, and behavior change. This exploratory study begins with the development of alternative health and physical education programs, which will help the advancement of health regimens already in place. Some progress has been made in schools since the late 1990's, but advancement in new programs and research are slow and minimal. The results of this study also indicated the need for more positive role models in education, physical education classes, and sports. There is a need for increased parental involvement at home as well as the implementation of year-round health, exercise, and new non-traditional sport programs. / Ph. D.

The purpose of this study was to determine the relationship between physical activity levels, physical self-worth, and its sub-domains; (a) skill, (b) body attractiveness, (c) fitness and conditioning, and (d) strength, and overall global self-worth in high school students. One-Hundred and sixty-seven students (male = 66;female = 101) from the western United States, ages 13-18, participated in this study. Each participant completed a minimum of four days of physical activity (PA) data collection and completed the self-worth questionnaire. Pedometers were used to collect PA levels, calculating mean step counts, and the Children and Youth Physical Self-Perception Profile (CY-PSPP) was used to determine physical self-worth (PSW) and global self-worth (GSW) scores. Results showed a small but positive relationship between physical self-worth and PA level (r = 0.19, p < 0.01), with no relationship shown between PA level and GSW. Physical activity level was significantly correlated with skill and body attractiveness (p < .02). Quartile analyses of mean step count confirmed a significantly higher PSW in the top three quartiles compared to the bottom quartile. In summary, this study found that PA levels is positively associated with PSW and its two sub-domains of body attractiveness and skill, but PA levels did not show a significant relationship with GSW.

No description available.

<p>This dissertation encompasses three essays which examine the development of obesity in black and white girls and its responses to interventions. </p><p>The first chapter asks the question, how does obesity develop in girls? Using the National Growth and Health Study (NGHS), a longitudinal study of 2400 girls from age 9 to age 18, this chapter aims to address gaps in knowledge about the development and persistence of obesity in girls. Analyses using multivariate regression and growth-mixture modeling describe trajectories of body mass change in children and their correlates. Results suggest that obesity in children begins early and persists in most cases--BMI at age 17 is, on average, 1.3 times BMI at age 9. However, change does occur; 0.8 percent of the sample move from being obese at age 9 to healthy weight at age 17, and 2.2 percent of the sample make the reverse journey from healthy weight to obese. Where change occurs, it is most commonly seen among those who socio-demographically were anomalies among their body mass cohort at age 9. These results emphasize the importance of early interventions as well as the need for more study into body mass mutability in population subsamples. </p><p>The second chapter investigates 1) what motivates children to pursue weight loss; and 2) what aspects of interventions may most effectively support healthy child motivations and program success. These questions are qualitatively studied among a sample of 45 obese girls aged 9 to 13 girls participating in a behavior modification intervention. In total, 106 interviews were conducted. All of the girls in the study were interested in losing weight, most commonly in order to fit in (n=11), reduce teasing (n=10), or express particular social identities (n=6). However, not all of the girls were able to translate this desire to lose weight into a healthy and effective lifestyle change motivation. Several factors were associated with adopting healthy motivation and behavior, including familial involvement, self-regulation skills, non-social weight desires, realistic weight loss goals, and clear messages about body ideals. Other program protocols also supported motivation during difficult periods for those who adopted healthy motivation, including nutrition information, incentives, lack of physician judgment, and patient autonomy. Finally, two other potential program protocols were mentioned by girls in the study as useful aids. More support services, particularly during the summer, and more information on the expected course of weight loss could, these girls argued, help sustain motivation. Together, these findings suggest a role for self-regulation theory in the design of lifestyle change motivation and for more directly addressing expectations in weight loss treatment.</p><p>The third chapter investigates the relationship between self-worth and obesity among girls, again using the National Growth and Health Study. Results indicate a negative relationship between self-worth and obesity across all participants. However, this relationship only has predictive power from early body mass to later self-worth and self-worth trajectories. That is, higher body mass at age 9 predicts lower self-worth at age 17 and decreases in self-worth from age 9 to age 17. The effect is larger for Caucasians and for those in young adolescence but persists across the sample. Mechanisms for this relationship are also investigated, and some support found for stigma. Analyses using self-worth components suggest most of the self-worth effects are driven by social concerns, while mediational analyses suggest social body image pressures explain the relationship between global self-worth and body mass. Overall, the findings suggest a complex interrelation between self-worth and body mass in girls, meriting further investigation as well as a more nuanced discussion in the public realm.</p> / Dissertation

Darbo tikslai – išanalizuoti paauglių savęs vertinimo ir nerimastingumo ypatumus; įvertinti paauglių savęs vertinimo, nerimastingumo bei savijautos kitimus po psichologinio poveikio. Tyrimas atliktas vienoje Mažeikių miesto vidurininėje mokykloje, penkiais etapais: Savęs vertinimo, nerimastingumo reiškinių tyrimai; Eksperimentinės ir Kontrolinės grupių atranka; Pakartotiniai savęs vertinimo, nerimastingumo, savijautos reiškinių tyrimai prieš poveikį; Savęs vertinimo, nerimastingumo, savijautos matavimai po poveikio; bei Psichologinio poveikio efektyvumo įvertinimas. Tyrime panaudotos trys metodikos: savęs vertinimui tirti buvo naudota M. Rosenberg savęs vertinimo skalė (angl.Rosenberg Self –esteem-Scale-RSE); nerimastingumui įvertinti buvo naudota A.M.Prichožan ,,Asmeninio nerimastingumo skalė’’; savijautai tirti buvo naudota Savijautos skalė sudaryta šio darbo autorės. Viso ištirta 186 paaugliai, iš jų atrinkta Eksperimentinė bei Kontrolinė grupės (po 26 paauglius). Eksperimentinei grupei buvo taikomas psichologinis poveikis- darbas Bendravimo grupėse pagal darbo autorės pritaikytas užduotis ir pratimus. Atlikta tyrimo analizė parodė, kad tarp savęs vertinimo ir nerimastingumo yra vidutinio stiprumo statistiškai reikšmingas ryšys: didėjant savęs vertinimui, mažėja nerimastingumas. Taikant psichologinį poveikį (dirbant paauglių Bendravimo grupėse), Eksperimentinėje grupėje dalyvavusiems paaugliams padidėjo savęs vertinimas, sumažėjo nerimastingumas... [toliau žr. visą tekstą] / Objectives- to analyse pecularities of self-worth and anxiety in teenagers; evaluate effect of psychological treatment on teenagers self-worth, anxiety and well-beying. The research took place in one of the higher schools in Mazeikiai following five stages: Exploration of self-esteem, anxiety appearance, sampling in experimental and control groups ; repeated measurements of self-esteem, anxiety appearance before treatment; self-esteem, anxiety appearance and wellbeing of participants after treatment, therefore effectiveness of psychological treatment has been measured. Three different types of methodology was applied in this research: levels of self-worth was assessed by Rosenbergs self-esteem scale RSE; levels of anxiety has been measured using A.M. Prichozan “Personal anxiety scale”, in order to assess well-being of participants Well-being Scale designed by author of this research has been applied. 186 teenagers participated in this research, 26 participants in each of control and treatment groups. In Treatment group psychological impact was applied-work in small groups following authoress of this research designed questioners and tasks. Results of this research revealed that there is a positive correlation between self-esteem and anxiety levels. Higher levels of self-esteem show lower levels of anxiety in participants. Therefore, application of psychological impact in treatment groups reveals positive effect on adolescence self-esteem and reduction of... [to full text]

The aim of this qualitative case study is to identify how teachers and students perceive students’ self worth to be influenced in the learning environment and examine the similarities and differences in the way teachers and students described these influences. Implications for classroom practice are identified. Semi-structured interviews were conducted to collect data from four teachers and four focus groups of students aged 12-13 years from two different schools. Data was analysed using a thematic approach that allowed for identification of similarities and differences in teachers’ and students’ responses and provided a structure for discussion. On analysis of the findings it is evident that aspects of the learning environment and interactions students have within the learning environment have the potential to influence students’ self worth. Findings indicate that students who appear to have good self worth seem to find the learning environment a positive place to be. Good self worth is characterised by strong perceptions of ability, achievement related behaviour and positive social interactions. Poor self worth appears to be influenced by what students perceive to be under achievement with, in some instances, a relationship to negative prior experiences related to under achievement. Under achievement seems to impact on the students’ conscious decision to employ a variety of avoidance-related behaviours in an attempt to limit incidences of failure in front of peers. Findings suggest that there are four main areas of influence on students’ self worth that relate to: achievement, teacher qualities, teacher strategies and connections made with significant other people such as parents/guardians and coaches. Positive self worth appears to be strongly connected to academic achievement in a reciprocal manner where each influences the other. The socio-cultural influences such as positive teacher and peer relationships and support of significant others, teacher strategies including pedagogical approach and supportive learning environments /communities that promote a sense of safety and belonging are described as fundamental to the development of self worth. This study discusses the need for schools to provide opportunities for holistic development where students can grow through social, emotional, ethical and academic learning experiences in a socially emotionally and physically safe learning environment. Learner-centred or self-directed pedagogical approaches to teaching and learning appear to provide a basis on which to meet the holistic needs of students. It is clear however that the effect of more empowering pedagogical approaches is influenced heavily by the teachers’ personal and professional approaches to meeting the needs of their students. This study shows that self worth is more likely to be enhanced when students feel empowered and involved in the learning process and understand their responsibility within the learning process. Teacher practice and students’ response to the learning environment can be greatly enhanced through the use of critical reflective strategies that allow teachers and students to become more knowledgeable about each other and the influences of the learning environment. Finally, evidence suggests that self worth is enhanced by a humanistic philosophy. This philosophy seems to underpin positive relationships and other socio-cultural characteristics of the classroom learning environment that enhance self worth. This is consistent with the philosophical framework of the New Zealand Curriculum(2007). Findings suggest that, if implemented authentically and with understanding this curriculum can provide a strong basis for enhancing students’ self worth and achievement, and meet the all round needs of students as people, through an ethic of care.

Homelessness is associated with poor health and premature death. Individual’s experiencing homelessness face multiple barriers when accessing health care. Barriers to health care are not limited to administrative issues such as lack of a valid health card or clinic hours but include feeling stigmatized, not respected or marginalized when attempting to access services. These experiences can impact homeless individuals’ willingness to engage with health care providers in the future and have the potential to negatively impact the development and maintenance of a relationship with a provider. Nurses are a point of access into the health care services available to individuals experiencing homelessness and can play a key role in facilitating access to health care. In this research, the experiences of individuals experiencing homelessness when seeking health care were explored. The approach used to guide the research was interpretive description. Interpretive description can have the effect of making one suddenly “see” something in a way that enriches one’s everyday understanding of the lived experiences (Thorne, 2008). Interpretive description while reflecting more traditional aspects of grounded theory as themes are identified and developed during research also utilized the constructivist paradigm. The constructivist paradigm with its’ focus on truth and knowledge coming from the participant supported the interactive link of the relationship between the researcher and the focus of the research on the experience of individuals who are homeless during interactions with community nurses. This study involved in-depth tape recorded conversations with eleven men who had experienced homelessness while seeking health care in the community. The transcribed conversations were analyzed utilizing interpretive description. Each of the participant’s stories are described followed by identification of shared experiences or themes, giving insight into the phenomena of engaging with health care providers, specifically community based nurses, while experiencing homelessness. The intent is to share the lived experience and perspectives embedded in the experiences participants shared, with nurses and health care professionals in the community. The hope is that, through these stories, health-care providers, in particular nurses may develop insights and understanding that can inform both practice and education. / Graduate

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