Mirror, mirror, on the wall, who’s the most aggressive of them all? Narcissism, self-esteem, and aggression.

2011 ◽  
pp. 203-219 ◽  
Author(s):  
Sander Thomaes ◽  
Brad J. Bushman
Keyword(s):  
Self Esteem ◽  
Mirror Mirror

scholarly journals ESPELHO, ESPELHO MEU! Análise da autoestima dos estudantes de nível médio do IFC – Câmpus Concórdia MIRROR, MIRROR ON THE WALL! A self-esteem analysis of IFC students - Concordia Campus

2020 ◽  
Vol 1 (11) ◽  
pp. 1-5
Author(s):  
Gabriela Bárbara da Silva MILANI ◽  
Cauana Stefanie AMADEI ◽  
Gabriel Odilon da SILVA ◽  
Larissa Monteiro DAL VESCO ◽  
Tauane Christine K. MODLER ◽  
...  
Keyword(s):  
Self Esteem ◽  
Mirror Mirror

Este projeto objetiva analisar a autoestima dos estudantes de nível médio do IFC –Câmpus Concórdia, auxiliando na elaboração de ações que favorecem sua formaçãointegral e minimizem problemas acentuados pela baixa autoestima. Para isto,aplicaram-se 229 questionários, baseados no Questionário de Autoimagem eAutoestima de Stobaus e na Escala de Autoestima de Rosenberg (EAR). Foi possívelverificar as variáveis que apresentaram correlação com a EAR, bem como,demonstrar, por meio do Coeficiente Gamma de Goodman e Kendall, que “aceitaçãoda autoimagem”, “impacto das mídias sociais” e “percepção de que os outros oevitam” apresentam de moderada a forte associação estatística com a baixaautoestima.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

Self-Esteem and the SCII: Empirical Investigation of a Clinical Observation

1979 ◽  
Vol 12 (2) ◽  
pp. 82-86
Author(s):  
Karen Friedel ◽  
Jo-Ida Hansen ◽  
Thomas J. Hummel ◽  
Warren F. Shaffer
Keyword(s):  
Empirical Investigation ◽  
Clinical Observation ◽  
Self Esteem
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