This study will examine how domestic violence manifests differently across socioeconomic status, and how these manifestations affect a victim’s self-esteem, self-efficacy, and locus of control. Participants in this study will be female victims of domestic violence over the age of 18 who reside in the San Francisco Bay Area, and who are also members of domestic violence support groups. Participants will complete a survey that includes questions about self-esteem, self-efficacy, and locus of control, in addition to a domestic violence assessment that includes questions about financial and emotional abuse, and barriers that they may face in receiving the support they need. Results will highlight the different ways that domestic violence manifests across SES, and indicate that affluent women have lower levels of self-esteem, self-efficacy, and a more external locus of control than their low-income counterparts. This is mainly due to the perception that domestic violence doesn’t occur in affluent communities, and thus the distribution of resources is skewed, leading to increased shame and isolation. This information will hopefully provide a foundation for developing programs that seek to provide support for affluent victims of domestic violence.

Negative cultural attitudes towards the menstrual cycle have psychological consequences for women. The menstrual cycle in our society is devalued in public discourse and public regard, in which it is viewed as an uncontrollable, painful, and mysterious curse upon womankind. Internalization of these messages may negatively impact women’s self-esteem because of menstruation’s quintessential association with womanhood. Women’s lack of accurate, practical knowledge about the menstrual cycle may be a large contributor to these negative attitudes. The purpose of this proposed research is to investigate whether performing fertility awareness, a daily practice of observing fertility signs to determine the phases in a woman’s menstrual cycle, can increase self-esteem in college-aged women. The study measures perceived control, self-efficacy, and self-esteem in women before and after learning and practicing fertility awareness, as well as comparing those scores to a control group. It is proposed that practicing fertility awareness increases women’s self-esteem and self-efficacy by providing them with perceived control over their reproductive health. Implications for educational imperatives and future research are discussed.

The current study examined the interrelationships among womanist identity, cultural identity, acculturation, and self-esteem in 74 Asian American women who are currently enrolled in or who have graduated from a college or university in the United States. It was hypothesized that Internalization attitudes, cultural identity, and acculturation would predict self-esteem among Asian American women. It was also hypothesized that cultural identity (Ethnic Identification) and acculturation would be negatively correlated with each other. Results of the simultaneous multiple regression analysis indicated that Internalization attitudes and cultural identity were both significant predictors of self-esteem. Asian American women with higher levels of Internalization attitudes had higher levels of self-esteem, consistent with Ossana, Helms, and Leonard's (1992) study. Asian American women with higher levels of Marginal attitudes had lower levels of self-esteem. Results, however, yielded no significant relationship between acculturation and self-esteem. A correlational analysis revealed a significant negative correlation between cultural identity (Ethnic Identification) and acculturation, confirming Lee's (1988) assertion that acculturation decreases cultural identity. / Department of Counseling Psychology and Guidance Services

Tyrimo objektas: paauglių delinkventinio elgesio sąsajos su saviverte ir empatija. Tyrimo tikslas: nustatyti paauglių delinkventinio elgesio, savivertės ir empatijos sąsajas. Tyrimo uždaviniai: 1. Ištirti paauglių delinkventinio elgesio ypatumus. 2. Nustatyti paauglių savivertės rodiklius. 3. Ištirti paauglių empatijos rodiklius. 4. Palyginti merginų ir vaikinų delinkventiško elgesio, savivertės, empatijos rodiklius. Hipotezės. 1. Tikėtina, kad kuo didesni delinkventinio elgesio pasireiškimai, tuo mažesnis savivertės bei empatijos lygis. 2. Vaikinų delinkventiško elgesio ir savivertės rodikliai yra aukštesni negu merginų. 3. Merginų empatijos lygis yra didesnis negu vaikinų. Išvados: 1. Nustatyta, kad dažniausiai pasitaikanti delinkventinio elgesio forma yra namų darbų nusirašinėjimas, o rečiausiai - smulkios vagystės, negrįžimas namo per naktį bei patyčios. 2. Gauti rezultatai atskleidė, dauguma mokinių turi aukštą ir šiek tiek mažiau vidutinę savivertę. 3. Remiantis tyrimo duomenimis, galima teigti, jog mergaičių empatijos rodikliai yra aukštesni nei berniukų. 4. Ieškant statistiškai reikšmingų skirtumų tarp lyčių, išsiaiškinta, kad vaikinų delinkventinis elgesys daug stipriau išreikštas negu merginų, Rasti statistiškai reikšmingi muštynių mokykloje, patyčių ir ginklo į mokyklą atsinešimo skirtumai. Atlikus tyrimą, paaiškėjo, kad tiek berniukams, tiek mergaitėms būdingesnis aukštas ir vidutinis savęs vertinimas. Tačiau statistiškai reikšmingas skirtumas tarp... [toliau žr. visą tekstą] / Object of work: adolescent‘s delinquent behaviour connection with self – esteem and empathy. Goal: to estimate adolescent‘s delinquent behaviour connection with self – esteem and empathy. Objectives: 1. To establish adolescent‘s delinquent behaviour rates. 2. To establish adolescent‘s self – esteem rates. 3. To establish adolescent‘s empathy rates. 4. To compare boys‘s and girls‘s delinquent behaviour, self – esteem and empathy rates. Hypothesis: 1. The higher level of delinquent behaviour predicted the lower level of empathy and self - esteem. 2. Boys have higher delinquent behaviour and self - esteem rates than girls. 3. Girls empathy‘s level is higher than boys. Conclusions: 5. It was estimated that commonly occured form of delinquent behaviour is homework crib, and rarely – picking and stealing, running away from home and bullying. 6. Data analysis showed that majority of pupils have high and lightly less – middle self esteem. 7. According to research analysis, girl‘s empathy rates are hiher than boys. 8. Searching for statistically significant differences of gender, it was found out that boy‘s delinquent behaviour was more pronounced than girl‘s. There was statistically significant diferrences in fights at school, bullies and taking gun to school. After research, it was revealed that majority of pupils have high or middle self - esteem. However, statistically significant diferrence between boy‘s and girl‘s self esteem was not estimated. Also, it was revealed that... [to full text]

Literature shows that HIV/AIDS greatly affects the self-esteem of HIV/AIDS directly affected learners (these affected learners are either directly infected, or one or both parents are or had been infected). Studies also show that appropriate motor activities can have a positive influence on a child's self-esteem. The purpose of this study was to determine the effect of an appropriate motor development programme on the large muscle skills and the self-esteem of 4 to 6 year old HIV/AIDS directly-affected learners. Eight gross motor and perceptual motor skills, as well as self-esteem was evaluated among 28 directly-affected HIV/AIDS (HIV/AIDS-infected as well as - affected) learners in a pre-primary school for terminally sick children in Promosa, a township of Potchefstroom, South Africa. Evaluation took place before and after the implementation of a 12-week long appropriate large muscle development programme. A co-variance analysis (ANCOVA) was done on post-test scores to correct possible differences between pre-test scores in order to achieve a statistical more significant comparison between the experimental and control groups. The motor scores as well as the self-esteem scores of the experimental group showed statistically significant (p≤0.05) improvements after the programme, in contrast with the scores of the control group which showed no significant improvements after completion of the large muscle development programme. These improvements entailed certain fundamental locomotor and balance skills, and self-perceived competence with reference to certain movement skills, as well as peer acceptance. The results imply that by improving the gross motor and perceptual motor skills of HIV/AIDS directly-affected learners by means of an appropriate motor development programme, the self-esteem and related aspects of these learners may be enhanced. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

The objective of this bachelor thesis was to examine and analyse the psychological factors that were important in mediation processes on local, regional, national and international levels in Ethiopia. The research questions were what these psychological factors were and how they affected the mediation process. A qualitative, semi-structured method was used and six informants with experience as mediators have been interviewed in Ethiopia. The psychological factors identified were self-esteem, losing face, ability of letting go, and mirroring. The conclusion was that this research confirmed the findings of much of the previous research, in regards to the psychological factors active in the process. The research also revealed that the psychological factors needed to be considered in the light of the Ethiopian culture and it´s collective nature.

Background: Improvements in cystic fibrosis (CF) treatment over the last two decades have brought large increases in life expectancy. As a result, researchers have become more interested in the long-term quality of life and psychological wellbeing of adults with CF. Introduction of segregation policies to prevent cross-infection have added a new dimension to life with CF; patients are discouraged from meeting face-to-face and this impacts on access to peer support. Systematic review: A systematic search of the published literature since 1990 identified 10 journal articles describing research with adolescents and adults with CF, their mental health needs and social support or functioning. Quantitative papers indicated an inverse relationship between mental health and social support or social functioning. Objectives: The internet has become increasingly used for social networking and accessing social support resources. This thesis aimed to explore the psychological wellbeing of adults with CF who make use of online social support and the themes emerging within online discussion forums. Method: Study 1 is a quantitative survey carried out online which assesses the quality of life, mental health and self-esteem of 74 adults with CF. Study 2 uses framework analysis to provide a qualitative exploration of posts made by participants on an online discussion forum. Results: Moderate levels of quality of life and comparably high levels of self-esteem were found. Thirty per cent of the sample population scored above threshold for clinical levels of mental health difficulty. Significant correlations indicated that poorer self-esteem was associated with poorer quality of life and greater mental health difficulty. Six themes emerged from the discussion forum posts including CF treatment, daily living and occupation, health exacerbations, psychosocial processes and issues and the future. Conclusions: Self-esteem and mental health scores were similar to previous research. However, quality of life was noted to be considerably lower when compared to other research samples. This was thought to be influenced by the overrepresentation of females in the current sample but may also be reflective of the group of people with CF who make use of online resources. Results are discussed in relation to clinical implications, limitations and directions for future research, including the efficacy of internet groups in improving wellbeing and consideration of possible developments in technology to promote socialisation in the CF population.

Well-being incorporates psychological, social and moral development, the capacity to enter into and sustain satisfying relationships and limit distress and maladaptive behaviour. The benefits of physical activity and dangers of a sedentary lifestyle to health outcomes, e.g. cardio-vascular disease, obesity, diabetes and psychological well-being are well documented children. Due to methodological and measurement problems, research addressing the relationship between psychological well-being and physical activity are inconsistent and weak. This series of studies aimed to overcome the problems of previous research and investigated the relationship between children’s psychological well-being and habitual physical activity. Previous research has highlighted an association between children’s physical activity and individual psychological well-being constructs. However, Masse et al. (1998) argued that psychological well-being should contain the measurement of both positive (e.g. self-esteem) and negative (e.g. depression) psychological states. Subsequently, Parfitt and Eston (2005) identified an association between children’s total physical activity and psychological well-being (anxiety, depression, self-esteem). Limitations of previous studies include the type of physical activity measures used and the measurement of only global self-esteem, which itself is multidimensional. The purpose of this research was to extend and expand on the limitations of the Parfitt and Eston’s (2005) study. Psychological measures included both global, domain and sub-domain measurements of self-esteem, with accelerometry providing estimates of total daily physical activity and time spent in sedentary through to vigorous intensity activity. Study One assessed relationships between psychological well-being and physical activity using the same psychological constructs as Parfitt and Eston (2005), but with physical activity intensity included. Results highlighted an association between self-esteem and time spent in very light activity. Study Two assessed the current data’s applicability with the proposed models and theories related to self-esteem. It was concluded that the current data provided an adequate fit with the proposed models and theories of self-esteem. Study Three introduced the domain and sub-domain constructs of self-esteem and a more valid measure of physical activity. Results highlighted associations at the global, domain and sub-domain levels with predominately time spent in very light and vigorous intensity activity. Very light intensity activity was associated with negative effects while vigorous intensity activity was associated with positive effects. It was hypothesised that if these cross-sectional relationships also existed longitudinally, then an intervention study changing the time children spend in very light and vigorous intensity activity may be beneficial to children’s psychological health. With the relationship between children’s psychological well-being and physical activity clearly highlighted, Study Four assessed the direction of this relationship and aimed to inform a potential intervention study. Longitudinal data were collected over a 12-month period and multi-level modelling was used to analyse the direction of the relationship. Results highlighted a potential indirect effect of time accumulated in very light and vigorous intensity activity on psychological well-being, which reinforced the previous cross-sectional studies. Furthermore, a reciprocal effect was identified between physical activity and the physical self-worth domain. It was concluded that interventions decreasing time spent in very light and increasing vigorous intensity activity may be beneficial to children’s psychological well-being. Study Five aimed to have an impact on children’s psychological well-being, by reducing the time children spent in very light intensity activity, through an increase in daily step counts. Although the intervention decreased the time children spent in sedentary behaviour, there was no influence on psychological well-being. However, there were several methodological limitations that affected the intervention, limiting the conclusions that can be drawn from this study, including a small sample size providing available data for analysis. The results of this thesis show a relationship between children’s psychological well-being and habitual physical activity intensity exists. Further research manipulating the time children accumulate in very light (reduction) and vigorous (increase) intensity activity, can potentially impact positively on the psychological well-being of a normal population of children.

This thesis is an exploratory case study that investigates a 'successful' pupil referral unit (PRU) for key stage 3 secondary school pupils located in the semi-rural southwest of England. The achievement of the PRU was externally acknowledged by the Office for Standards in Education (Ofsted) with a recently reported overall grade of 1 or ‘Outstanding’. This exploratory study took a social constructionist approach and was informed by the methodology of illuminative evaluation. This study explored the stories and experiences of pupils and staff using interviews, a focus group and video diaries for the pupils. The analysis of these data was from a socio-cultural theoretical perspective. The research data suggested that success was in a state of flux for all in the PRU. For pupils there were personal transformations in their attitudes, behaviours and values. Pupils’ social and emotional capital was increased by the ‘deep relationships’ that developed between pupils and staff. The innovative approach to the curriculum allowed pupils to engage positively with education and featured lessons that were routinely based upon experiential learning. This included weekly outdoor learning lessons which provided a rich context for informal learning to take place alongside the formal objectives. Leadership and management appeared to be the keystone of the PRU success. There was a clear well founded educational philosophy that was successfully articulated through the operational systems of the PRU. All of these parts contributed to the holistic success of the PRU. Findings from this case study are not generalisable due to its specificity to one particular setting and small number of participants. However, ‘naturalistic generalisations’ may be arrived at by the reader. For example, the reader may be able to apply some aspects of good practice, such as developing deep relationships, to their own context when working with those pupils who are, or have the potential to be, disaffected.

The aim of this study was to investigate the role of personal, social and citizenship education (PSCE) in fostering positive self-esteem in two instrumental case studies which took place in two classrooms of 7-10 year old children (N=40) in France during the 2007-2008 school year. The study used a mixture of quantitative and qualitative methodologies including a self-esteem survey administered to pupils in the two case-study classrooms as well as to students in two control classrooms (N=47) at the beginning and end of the school year. Throughout the course of the year a series of semi-structured interviews was also conducted with six focus children selected from each class (2 high, 2 medium and 2 low self-esteem children) as well as with the two class teachers and the parents/step-parents of the focus children. In addition, the study included non-participant observation which focussed on the participation and behaviour of the focus children during PSCE lessons and other lessons through the use of three separate observation schedules. The study found evidence of the important influence of significant others, in particular, parents, peers and teachers, on the focus children’s self-esteem. Although the quantitative analysis of the self-esteem questionnaires showed no statistically significant increase in self-esteem at the group level over time, the qualitative findings indicate that teachers’ relationship with their students, their promotion of responsibility and self-efficacy, and their careful implementation of PSCE practices contributed to increases in individual children’s self-esteem. There was also evidence that the implementation of PSCE activities contributed to improvements in children’s peer relations.