The Self-Relevant Implications of the Group-Value Model: Group Membership, Self-Worth, and Treatment Quality

1998 ◽  
Vol 34 (5) ◽  
pp. 470-493 ◽  
Author(s):  
Heather J. Smith ◽  
Tom R. Tyler ◽  
Yuen J. Huo ◽  
Daniel J. Ortiz ◽  
E.Allan Lind
Keyword(s):  
Group Membership ◽  
The Self ◽  
Treatment Quality ◽  
Model Group ◽  
Self Worth ◽  
Group Value Model ◽  
Value Model

Notes from the Trenches

2018 ◽  
Author(s):  
David Wendell Moller
Keyword(s):  
Personal Autonomy ◽  
Employment Opportunity ◽  
The Self ◽  
Deep South ◽  
Spiritual Beliefs ◽  
Urban Living ◽  
Life And Death ◽  
Personal Empowerment ◽  
Self Worth ◽  
The Individual

This chapter details the vicissitudes of race and poverty shaped J. W. Green’s upbringing in the Deep South as well as his adjustment to urban living as an adult. His lack of education, employment opportunity, and personal empowerment led to a “life on the streets.” Stoic faith saw him through a life and death in poverty. Mr. Green teaches us that everyone comes to this phase of life with strengths to cull from their cultural and spiritual beliefs. Mr. Green also teaches us that dignified dying does not require the unfettered exercise of personal autonomy, although a deep and abiding respect for the self-worth of the individual is necessary.

scholarly journals Finding The “Self” in Self-Regulation: The Identity-Value Model

2017 ◽  
Vol 28 (2-3) ◽  
pp. 77-98 ◽  
Author(s):  
Elliot T. Berkman ◽  
Jordan L. Livingston ◽  
Lauren E. Kahn
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Value Model

Adolescents with Craniofacial Anomalies: Psychosocial Adjustment as a Function of Self-Concept

2006 ◽  
Vol 43 (4) ◽  
pp. 392-400 ◽  
Author(s):  
Monica J. Bilboul ◽  
Alice W. Pope ◽  
Heather T. Snyder
Keyword(s):  
Psychosocial Adjustment ◽  
Child Behavior Checklist ◽  
Medical Center ◽  
Retrospective Chart Review ◽  
Parent Report ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Craniofacial Anomalies ◽  
Self Worth

Objective To evaluate associations between self-concept and psychosocial adjustment among adolescents with craniofacial anomalies. Design Retrospective chart review. Setting Reconstructive plastic surgery department in urban medical center. Participants Forty-nine adolescents with congenital craniofacial anomalies, aged 14 to 18 years, and their parents. Main Outcome Measures Psychosocial adjustment (internalizing problems and social competence), assessed by self-report and parent-report forms of the Child Behavior Checklist; appearance self-concept and global self-worth, assessed by the Self-Perception Profile for Adolescents. Results Both appearance self-concept and global self-worth were associated with psychosocial adjustment; however, global self-worth remained associated with adjustment when the effects of appearance self-concept were controlled, whereas appearance self-concept was no longer associated with adjustment when global self-worth was controlled. Demographic variables (ethnicity, socioeconomic status, and adolescent gender) largely failed to moderate the associations between self-concept and adjustment. Conclusions Adolescent dissatisfaction with appearance is linked to psychosocial adjustment problems only when it is part of a negative overall view of the self.

Return of the Repressed: The Politics of Engraving and Erasure and the Quest for Selfhood in God Help the Child

2020 ◽  
pp. 123-139
Author(s):  
Justine Tally
Keyword(s):  
Sense Of Self ◽  
The Self ◽  
Bluest Eye ◽  
The Family ◽  
Self Worth ◽  
Human Psyche

God Help the Child strikingly calls to a re-envisioning of Morrison’s first novel, The Bluest Eye, in its emphasis on the superficial nature of beauty as skin-deep, two compelling and interrelated aspects that consistently reveal themselves throughout the text. The first picks up on Beloved’s concern with how much memory is beneficial to the human psyche, and how the politics of “engraving” that memory runs the risk of becoming a form of erasure of the self. The second is the author’s insistence on a sense of self-worth as something to be achieved through generosity, not through self-centeredness. In this novel no matter what trauma has occurred in the lives of the children, whether within or without the family, it is incumbent upon the affected as adults to get beyond that affliction and move toward an affirmation of an “other” in order to gain a personal sense of self.

Complete Yet Inadequate: The Role of Learned Helplessness and Self-Attribution from the Writings of Paul

1983 ◽  
Vol 11 (4) ◽  
pp. 303-310 ◽  
Author(s):  
Mark R. Mcminn ◽  
Gordon N. Mcminn
Keyword(s):  
New Testament ◽  
Learned Helplessness ◽  
Self Esteem ◽  
The Self ◽  
Self Worth ◽  
Realistic Appraisal

The model of learned helplessness is reviewed and related to New Testament Pauline writings. It is suggested that Paul did experience the perception of helplessness, yet did not experience the deficits which often accompany helplessness. The lack of such deficits can be explained, in terms of a reformulated model of learned helplessness, by considering the self-attributional statements exhibited in Paul's writings. Despite Paul's realistic appraisal of his helplessness, his self-worth was not threatened –- he was complete although inadequate. It is suggested that an overemphasis on the doctrine of inadequacy may lead to self-esteem deficits among evangelicals.

Social group membership and an incidental ingroup-memory advantage

2020 ◽  
Vol 74 (1) ◽  
pp. 166-178
Author(s):  
Youngbin A Jeon ◽  
Alexis M Banquer ◽  
Anaya S Navangul ◽  
Kyungmi Kim
Keyword(s):  
Social Identity ◽  
Group Membership ◽  
Relevant Information ◽  
The Self ◽  
Task Demand ◽  
Memory Enhancement ◽  
Memory Suppression ◽  
Processing Information ◽  
Memory Advantage ◽  
Self Reference

Extending the self-reference effect in memory to the level of social identity, previous research showed that processing information in reference to one’s ingroup at encoding enhances memory for the information (i.e., the group-reference effect). Notably, recent work on the self-reference effect has shown that even simply co-presenting an item with self-relevant vs. other-relevant information (e.g., one’s own or another person’s name) at encoding can produce an “incidental” self-memory advantage in the absence of any task demand to evaluate the item’s self-relevancy. In three experiments, the present study examined whether this incidental self-memory advantage extends to the level of social identity using newly created, minimal groups (Experiments 1 and 2) and pre-existing groups (Experiment 3; one’s own or another study major). During encoding, participants judged the location of each target word in relation to a simultaneously presented cue (Ingroup-cue or Outgroup-cue in Experiments 1 and 3; Ingroup-cue, Outgroup-cue, or Neutral-cue in Experiment 2). Consistent across all experiments, a subsequent recognition test revealed a significant memory advantage for words that were presented with the Ingroup-cue. Crucially, this incidental ingroup-memory advantage was driven by ingroup-memory enhancement rather than outgroup-memory suppression relative to memory for words presented with the Neutral-cue (Experiment 2), and was positively correlated with self-reported levels of ingroup identification (i.e., self-investment to one’s ingroup; Experiment 3). Taken together, the present findings provide novel evidence that mere incidental associations between one’s ingroup and to-be-remembered items in a non-referential, non-evaluative encoding context can produce a memory advantage for the items.

scholarly journals Impact of microcredit on women empowerment in Ishwarganj upazila of Mymensingh district in Bangladesh

2019 ◽  
Vol 30 (1) ◽  
pp. 86-94
Author(s):  
K Nahar ◽  
S Haque ◽  
F Yeasmin ◽  
K Nahar ◽  
N Zaman
Keyword(s):  
Self Esteem ◽  
The Self ◽  
Economic Empowerment ◽  
Women Empowerment ◽  
Grameen Bank ◽  
Poor Women ◽  
The Status ◽  
Self Worth ◽  
Structured Questionnaire ◽  
Production Resources

Women are considered as a medium to provide microcredit in Bangladesh, who are at the same time culturally less recognized, face social obstacles and economically more vulnerable. However, many researches indicated that the status and power of women has much improved since Grameen Bank opened its doors forty years ago. Despite some critics, majority of the scholars reached to the conclusion that microcredit loans encouraged poor women and significantly increased their self-esteem and self-worth, and thereby empowered them. This study evaluates the effects of microcredit on women empowerment at Ishwarganj upazila of Mymensingh district in Bangladesh. The data was collected by using a structured questionnaire. A total 60 sample respondents were selected purposively. Empowerment was measured by five domains (production, resources, income, leadership and time). The score was positive as maximum of them achieved the desired score. The results showed that most of the females who availed the facility of microcredit finally got socioeconomic empowerment through acquiring the self-esteem, confidence level, decision making power, etc., but the question is: is it the same voice that the researchers and the researched people speak? The findings showed that microcredit might play significant impact on the uplift of socio-economic empowerment of the borrowers but we must be careful before reaching to the conclusion. Progressive Agriculture 30 (1): 86-94, 2019

The Effects of Social Support and School Placement on the Self—Concept of LD Students

1988 ◽  
Vol 11 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ellice Ann Forman
Keyword(s):  
Social Support ◽  
Learning Disabled ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Future Research ◽  
Athletic Competence ◽  
School Placement ◽  
Self Worth ◽  
Resource Rooms

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

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