The primary objective of the current study was to propose and test a model for conceptualizing changes that occur as a result of adventure-based therapy (ABT), using self-efficacy theory as the conceptual foundation. Other objectives were to test the effects of ABT on depressive symptomatology and related psychosocial variables (e.g., anxiety, self-esteem). One-hundred and nine college freshmen participated in the screening procedure. Subjects who indicated mild to severe depressive symptomatology on a self-report measure and did not report past history of trauma were invited to participate in the study. Forty-one individuals were randomly assigned to either the adventure-based therapy (ABT) condition (i.e., a one-day ropes course experience) or to a placebo-control condition (i.e., an extended walk outdoors in a group). Subjects were divided into two cohorts, each with treatment and control groups, because of safety requirements related to capacity on the ropes course. Self-report instruments were completed immediately prior to participation (i.e., pretest), immediately following participation (i.e., posttest), and at 2-weeks and 2-months post participation. Primary multivariate analyses of variance performed on state and trait dependent measures did not yield statistically significant interactions; therefore, results indicated that ABT may not significantly decrease depressive and anxious symptomatology in late adolescents with depressive symptomatology. However, data were further analyzed for exploration in light of the generally low statistical power and group differences suggested by graphic displays of data. Exploratory analyses suggested that ABT may increase efficacy for coping with anxiety created by novel situations and efficacy for working and problem-solving in a group. It was therefore suggested that self-efficacy theory warrants further consideration as a theoretical framework for explaining changes that occur as a result of ABT. In addition, exploratory analyses suggested that ABT may also reduce anxiety and general psychological distress. Finally, depressive symptomatology decreased for individuals in the ABT treatment group and the placebo-control group according to exploratory analyses; however, there were no differences between groups. Further exploration of the potential effects of ABT on depressive and anxious symptomatology and general psychological distress is warranted. / Ph. D.

Bibliography / Thesis (MEdPsych))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Background: ‘Self-esteem development’ is an outcome in the South African education curriculum. However, it does not appear to be underpinned by (a) clear and/or comprehensive understanding(s), potentially endangering its realisation. Rationale: In developing (a) contextualised understanding(s) in cosmopolitan South Africa, extant scholarship offers a limited resource. It is largely ‘westernised’, quantitative, and privileges the often conflicting understandings of academics thereby marginalising ‘non-academic’ role players. Gaining currency, inclusive Mode 2 hybrid trans-disciplinary research aims to augment understandings by bridging the academic – practice disconnect, championing epistemological contextualisation, democratisation and collaboration between different role players. Furthermore, Shavelson, Hubner and Stanton’s (1976) classic review of ‘self-concept’ scholarship which generated a landmark new model, and Marsh and O’Mara’s (2008) declaration of its multidisciplinarity, resonate with this study’s approach. Main Research Question: Focusing on the frequently associated concept of ‘self-esteem’, this study asked the main research question: “What is/are a trans-disciplinary collaborative team’s facilitated understanding(s) of ‘self-esteem’ and ‘selfesteem development in the (South African) educational context(s)’?” Aim: This study involved hybrid trans-disciplinary collaboration between the voices of scholarship and ‘non-academic’ and ‘local’ voices aiming to develop a ‘new’ inclusive and contextually sensitive model. This study’s hybrid EMDC or local education authority trans-disciplinary collaborative team consisted of school, intern or educational psychologists, social workers, learning support advisors, life orientation curriculum advisors, life orientation educators, and the voices of literature (scholarship and ‘non-academic’ and/or local literature). Design and Implementation: A hybrid qualitative, participatory ‘action’ research design employed four workshops and inter-workshop periods with action including within the team and somewhat within their contexts. ‘Transgogy’ based on trans-disciplinary collaboration principles and Mezirowean and Freirean andragogic theories, facilitated the process. Data Constructions: A ‘self-ecosystemic model of ‘self-esteem’ and ‘self-esteem development in the (South African) educational context(s)’’ was developed, with the process and ‘product’ concept of ‘meta selfesteem’ or ‘the evaluation of the evaluation or self-esteem’ at the apex of a novel self-esteem hierarchy conceptualisation. The ‘optimal’ meta self-esteem ‘product’ or nature status is a ‘high healthy self-esteem’ and with the concomitant process, provide the prime aims of self-esteem development. An intact ‘core self-esteem’ or ‘I matter no matter what’ is a sine qua non of the metastatus of ‘healthy’, as is evenly dovetailing individualism with, for example, the African collectivistic philosophy of ‘ubuntu’. Discussion of the Data and ‘Concluding’ the Journey: This data, model, the implications, recommendations, and evaluation of this study are presented and discussed. This journey is then ‘concluded’. / AFRIKAANSE OPSOMMING: Alhoewel ‘self-agtingsontwikkeling’ as ‘n leeruitkoms in die Suid-Afrikaanse Lewensoriënteringkurrikulum geformuleer is, wil dit voorkom of dit nie geanker word in ‘n duidelike en/of omvattende begripsverklaring nie wat dus potensieel die verwesenliking daarvan bedreig. Bestaande navorsingsliteratuur bied beperkte verklaring van die konsep vir gebruik binne die multikulturele konteks van Suid-Afrika. Die verklarings is grootendeels ‘verwesters’, kwantitatief, en bevoordeel die dikwels teenstrydige verduidelikings van akademici wat in die proses ‘nieakademiese’ rolspelers marginaliseer. Die transdissiplinêre benadering volg ‘n Modus 2 formaat deur verskeie rolspelers te betrek wat saam kennis konstrueer met die doel om die begrip epistemologies te konstekstualiseer en die diskrepansie tussen akademiese en praktykkonnotasies te oorbrug. Die studie steun veral op Shavelson, Hubner en Stanton (1976) se klassieke oorsig van selfkonsep en Marsh en O’Mara (2008) se verklaring van multidissiplinariteit. Die navorsingsvraag wat hierdie studie gerig het was: “Wat is ‘n trans-dissiplinêre kollaboratiewe span se gefasiliteerde begrip van self-agting en self-agtingontwikkeling in die Suid-Afrikaanse onderwyskonteks?” Die doel van die studie was om met interaksie tussen die stemme in die navorsingsliteratuur oor selfkonsep en die singewing van die lede van die span ‘n werkbare model te ontwikkel om die konsep self-agting in die plaaslike konteks beter te verstaan. Die trans-dissiplinêre samewerkende span het bestaan uit sielkundiges, maatskaplike werkers, leerondersteuningsadviseurs, lewensoriëntering kurrikulumadviseurs, lewensoriënteringopvoeders van ‘n plaaslike OBOS, asook die stemme van die literatuur (akademiese en nieakademiese en/of plaaslike literatuur). ’n Kwalitatiewe, deelnemende aksienavorsingsprojek is ontwerp wat vier werkswinkels met tussenposes insluit. ‘n Transgogiese benadering gegrond op transdissiplinêre kollaboratiewe beginsels en andragogiese teorie van Mezirow en Freire is gevolg om die groep se prosses van begripsbou te fasiliteer. Die produk van die werkswinkels was ‘n ‘Selfekosistemiese model van ‘self-agting’ en ‘self-agtingontwikkeling in die Suid-Afrikaanse onderwyskontek’. Hierdie model kan as raamwerk gebruik word in die praktykmaak van die uitkomste rakende selfagting in die Lewensoriëringkurrikulum.

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Qualitative research was conducted to explore if, and how, music therapy utilising group marimba playing can facilitate increased self-esteem for children in a small independent school in the Western Cape. The case study involved ten weekly group music therapy sessions as well as a performance session. African marimbas were used in conjunction with other methods of active music making in the group sessions. Excerpts of video recordings were analysed and the Behavioural Indicators of Self-esteem (BIOS) rating scale was completed for each child pre- and post-intervention in order to examine whether music therapy sessions facilitated changes in children’s self-esteem that transferred to the classroom situation. The findings from the qualitative analysis of video excerpts indicate that group music therapy intervention utilising marimba playing appeared to facilitate the development of self-esteem. Experiences were provided to increase the participants’ sense of worthiness and competence. Results of the BIOS scale could not be statistically analysed due to the small sample size, but the data suggests that the music therapy intervention had an impact that carried over to the classroom situation on participants who were assessed to have lower self-esteem before the intervention (compared to others in the sample) as observed in their classroom behaviour. / Dissertation (MMus)--University of Pretoria, 2015. / Music / MMus / Unrestricted

The purpose of this study was to test the effectiveness of a teaching unit for improving self-esteem in high school students. To measure the level of self-esteem, the Rosenberg Self-Esteem Scale was chosen. The data were compiled from twenty-one high school students in a rural Texas high school. The female level of self-esteem was significantly lower than the male self-esteem level prior to studying the class unit. There were no significant differences in levels of self-esteem on the pretest and post test, although there was a slight improvement in the female level.

Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

The focus of this study was to determine what stressors were experienced by junior high age students (N = 145) and what relationship there was between those stressors and self-esteem. A modified Youth Adaptation Rating Scale (YARS) was utilized to identify the stressors. The Index of Self-Esteem (ISE) was used to measure self-esteem. Among the findings were: a moderate though significant negative correlation between the number of stressors experienced and the adolescent's self-esteem, fifteen of the fifty-five stressors were significantly related to self-esteem, and nine of the stressors were associated with gender.

The first part of this thesis examines the psychosocial characteristics of a cohort oj 270 bedwetting children attending a community enuresis service for treatment These children were recruited to a stratified cluster randomised controlled trial which forms the second part of this thesis in which additional information wa~ provided via a multimedia computer program and written leaflets. The mail clinical outcome measures were becoming dry and remaining dry six months pos discharge, time to dry, non-attendance and dropout rates. The main psycho socia measures were maternal tolerance, the impact of bedwetting and self-esteem. Th theoretical basis for the intervention(s) was the 'incomplete learning' model c bedwetting.' It was hypothesised that the intervention (s) would improve the sell efficacy of children through the mediation of cognitive, motivational, affectiv and self-selection changes (Bandura 1977). The randomisation procedure was slightly biased with children in the comput( group being sampled from a more affluent population and those in tl control/leaflets group from a more deprived population. There were also few, children from minority ethnic groups in the computer group. Significa differences were found between the ethnic groups in response to the impact bedwetting and maternal tolerance scales, together with parents' reports of th{ child's distress and parental worry. Therefore analysis was conducted on a samI matched by Jarman scores which excluded the children from affluent areas in t computer group and children from deprived areas in the control and leaflets grm Analysis was also conducted on the entire cohort. Bedwetting children had a lower self-esteem than school children. However, selfesteem improved with treatment with the greatest changes occurring for those who became dry. Low self-esteem was significantly related to a high impact of bedwetting. The presence of housing difficulties produced the least positive response on the psychosocial measurement scales. Low parent reported child distress and less severe wetting at initial assessment predicted a successfu: outcome. Although self-esteem was significantly lower for bedwetting children compared t( the school children the mean difference of less than one item suggests this result i not clinically meaningful. Nevertheless there are clearly some bedwettinJ children with less positive psychosocial and clinical situations. Bedwetting seem to be worse psychosocially for children from less affluent backgrounds, measure by the presence of housing difficulties, and those who are most distressed by it ne only have a lower self-esteem, but they are less likely to get dry. Howeve children's self-esteem does improve with treatment. The intervention( s) made no significant difference to any of the clinical outcorr measures or any of the psychosocial measures recorded during and post-treatmel for either the matched sample or the entire cohort. The absence of an intervention effect is disappointing and suggests that it is n sufficient merely to provide novel additional information to bedwetting childre Two main problems with the study design were identified. The large variation bedwetting children's time to dry suggests the outcome measures used may not sufficiently precise to detect a difference if one was present. The computer and the leaflets may have had insufficient power to produce changes in children at the level measured. Future research might wish to use a more intensive program where the computer intervention is combined with the leaflets. Nevertheles~ whilst this intensive training input and measurement is likely to motivate somt children this will not be the case for all.

published_or_final_version / Social Work / Master / Master of Social Work