An evaluation of college and low-income youth writing together: self-discovery and cultural connection

Although the health and healing effects of writing have been documented in the literature, most of the studies have focused primarily on individuals writing alone. This formative evaluation is a component of an intervention reported elsewhere. The evaluation describes the experience of low-income youth and college students (n = 7) writing in a group during a 10-week workshop. The results revealed the development of protective processes of self-esteem, self-efficacy, coping strategies, social support, and cultural connections. In the weekly 2-hr writing sessions, using the Amherst Writers and Artists method, participants were encouraged to write their stories in their own voices in response to prompts, followed by reading aloud and positive feedback. At the end of the 10 weeks participants were interviewed about their experience within the group and outside the group. Analysis of interviews revealed two themes that emerged from the experience of writing together: connection to self through feelings, reflection, and behaviors; and connection to others through learning and empathy. The results suggest that writing in a group using a specific approach facilitated emotional catharsis, increased self knowledge, coping strategies, and understanding and appreciating of others.     

The effect of cognitive-behavioral group therapy on the self-esteem, depression, and self-efficacy of runaway adolescents in a shelter in South Korea.

This study examined the effects of cognitive-behavioral group therapy (CBT) on the self-esteem, depression, and self-efficacy of runaway adolescents residing in a shelter in Seoul, South Korea. The study used a control group pretest-posttest design. The experimental group and the control group consisted of 14 and 13 male subjects, respectively, with subjects having been randomly assigned to these groups. The experimental group participated in a CBT that consisted of eight sessions over an 8-week period; the control group did not participate in the program. To examine the effects of the CBT on dependent variables, the Wilcoxon signed rank test was used. The scores on depression decreased significantly (z = -2.325, p = .02) and those on self-efficacy increased significantly (z = -2.098, p = .03) after the intervention in the experimental group. There was no significant change on self-esteem (z = -1.19, p = .23). In the control group, the scores on depression, self-esteem, and self-efficacy did not change significantly after the intervention period. The CBT developed in this study consisted of structured and specific content that could be usefully applied to runaway adolescents residing in a shelter.     

基于自我效能理论指导下的护理措施对乳腺癌患者状态自尊水平的影响

目的探讨自我效能理论指导下的护理措施对乳腺癌患者状态自尊水平的影响。方法 2015年7-12月,便利抽样选择在某院诊治的94例乳腺癌患者为研究对象,随机分为对照组和研究组。对照组给予常规护理,研究组给予增强自我效能的临床护理措施。记录患者的一般资料,应用一般自我效能感量表、状态自尊量表评估其自我效能感和状态自尊水平。结果研究组的自我效能感、行为自尊、社会自尊、外表自尊和自尊总分均显著高于对照组(均P0.05)。结论应用增强自我效能指导的护理措施可有效提高乳腺癌患者的状态自尊水平,这对于维护患者的心理健康、改善其生活质量具有一定的意义。     

Self-efficacy in adolescent girls and boys with insulin-dependent diabetes mellitus

Adolescents with insulin-dependent diabetes mellitus (IDDM) face increasing responsibilities for managing their own treatment. For some, implementing their treatment regimen enhances diabetes self-efficacy beliefs because they welcome the chance to exert control over their illness. Other adolescent patients, however, feel overwhelmed and helpless. We developed the self-efficacy for diabetes scale (SED) with a sample of adolescent boys (n = 34) and girls (n = 34) with IDDM. High reliability (internal consistency) and evidence for criterion validity were obtained for this measure, because SED scores predicted metabolic control. In addition, construct validity was established, because SED scores were related to theoretically relevant measures of locus of control and self-esteem. Although they showed similar expectancies for diabetes self-efficacy, girls had significantly positive correlations between their SED scores and metabolic control, whereas boys did not. We offer a new instrument for studying adolescent patient perceptions and physical health.     

Evaluating an academic writing program for nursing students who have English as a second language

Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.     

Cultivating Self-Compassion Promotes Disclosure of Experiences that Threaten Self-Esteem

The present study investigated whether cultivating self-compassion facilitates disclosure of self-esteem threatening experiences to others, and whether it does so indirectly by reducing shame. Eighty-five female undergraduates recalled an event that threatened their self-esteem and were randomly assigned to write about it in a self-compassionate (n = 29), self-esteem enhancing (n = 30), or non-directive (free writing; n = 26) way. Participants then learned that self-disclosure can decrease distress and were invited to share their event in writing to a stranger. Contrary to the central hypothesis, there was no main effect of condition on self-disclosure; however, post hoc analyses demonstrated that condition interacted with self-esteem threat to predict length and depth of disclosure. For participants whose events were more self-esteem threatening, cultivating either self-compassion or self-esteem promoted deeper disclosures than free writing, and self-compassionate writing alone fostered longer disclosures. For less self-esteem threatening events, free writing promoted deeper and longer disclosures than cultivating self-compassion or self-esteem. Shame was not a significant mediator. Results highlight the potential utility of self-compassion or self-esteem enhancing interventions for facilitating the disclosure of distressing events that threaten self-worth.     

Evidence and individualization: Important elements in treatment for women with postpartum pelvic girdle pain

The aim of our study was to elucidate patients' experiences of a treatment program for postpartum pelvic girdle pain. The written information given by 47 women regarding their experiences with the treatment program was analyzed by qualitative content analysis. Three categories were identified from the patients' experiences: 1) "Treatment means involvement"; 2) "The interchange of knowledge and experience"; and 3) "Perceived change and meaning." The treatment required the participants' involvement, individual adaptation, and focusing on the importance of building their capacity to master daily activities. The therapists were skilled, interested in each patient, and listened attentively. The program was evidence based and put into practice on a personalized basis. The dialogs of the therapist and patient were experienced as meaningful, creating insight, knowledge, and hope. The treatment facilitated a feeling of being in charge of their own bodies. The dialog and the individualized guidance seemed to be experienced as positive for the women's coping of their daily life. By being active agents in managing their pelvic girdle pain and therapy, they learned to set proximal goals. Perceived hope and self-efficacy appeared to be essential for developing a capacity for self-management and an enhanced ability to benefit from appropriate learning experiences.     

Social and sexual relationships of adolescents and young adults with cerebral palsy: a review

OBJECTIVE: To investigate possible barriers to successful social and sexual relationships in adolescents and young adults of normal intelligence with cerebral palsy. DESIGN: A literature review based on a PubMed and PsycINFO search for the period 1990-2003. Included were studies focusing on one or more of the outcome parameters (i.e. social, intimate and sexual relationships) or on associated factors that described relationships with the outcome parameters. RESULTS: Fourteen papers were selected. Two studies investigated exclusively people with cerebral palsy whereas 12 concerned people with a congenital disability and/or physical disabilities, including people with cerebral palsy. All studies addressed adolescents or adults of normal intelligence. A. Social and sexual relationships: In social relationships adolescents and young adults with cerebral palsy were less active than their age mates, and dating was often delayed and less frequent. Adolescents with congenital disabilities indicated that sexuality is an important aspect of their lives, but they experienced difficulties developing a sexual relationship. B. Associated factors: Psychological maladjustment, insufficient self-efficacy and low sexual self-esteem may impair the development of social and sexual relationships. Overprotection in raising children with cerebral palsy and the negative attitudes of other people may have a negative influence on the self-efficacy of people with cerebral palsy. CONCLUSION: The reviewed studies suggest many factors that may influence the development of social and sexual relationships in adolescents and young adults with cerebral palsy. However, evidence was found only for the personal factors self-efficacy and sexual self-esteem and their interrelationships with the parents' way of raising their children and successful experiences in social situations.     

Problem-Based Learning as a Valuable Educational Method for Physically Disabled Teenagers? The Discrepancy Between Theory and Practice

Previous research indicated that physically disabled children have a low self-efficacy and perceive less control over their own performance than other children. Problem-based learning (PBL) is an educational approach that emphasizes interpersonal skills, self-directed learning and problem-solving skills. Acquiring these skills has been demonstrated to increase self-efficacy. This study examined whether the use of PBL would increase self-efficacy and school-related attitudes in physically disabled teenagers. In a quasi-experimental design, 29 physically disabled teenagers received a 9-week geography course in PBL format or their usual geography education. Contrary to our hypothesis, no positive effects of PBL were found and the PBL group even showed a significant decrease in learning-related self-esteem, as compared with the controls. A possible explanation is that the PBL course was too short and not integrated in the whole curriculum. The results emphasize the importance of experimentally testing the effects of new educational methods for use in other populations then the population for which positive results have been reported (university students). This seems particularly true in special populations such as physically disabled children. Additionally, carefully monitoring the implementation process seems especially important here.     

增强自我效能干预对癫痫患者自尊、总体幸福感及应对方式的影响

目的 探讨增强自我效能干预对癫痫患者自尊、总体幸福感及应对方式的影响.方法 将112例癫痫患者随机均分为研究组和对照组,对照组实施一般健康教育,研究组进行增强自我效能干预,内容包括:激励、社会支持、行为方法.学习采用集体授课和个别教育相结合的形式.采用自尊量表(SES)和缺陷感量表(FIS)、总体幸福感量表(GWB)及应付方式问卷对患者进行训练前后自身对照和两组相互对照,在患者出院1年时进行效果评价.结果 研究组经干预治疗后SES、FIS及GWB评分均明显高于对照组,不成熟的应付方式(自责、幻想、退避)明显低于对照组(P<0.01).结论 增强自我效能干预,能消除自卑、增强其自信心和自尊心,能使患者使用积极的应付方式解决问题,能明显提高癫痫患者的总体幸福感.     

Evidence and individualization: Important elements in treatment for women with postpartum pelvic girdle pain

The aim of our study was to elucidate patients' experiences of a treatment program for postpartum pelvic girdle pain. The written information given by 47 women regarding their experiences with the treatment program was analyzed by qualitative content analysis. Three categories were identified from the patients' experiences: 1) “Treatment means involvement”; 2) “The interchange of knowledge and experience”; and 3) “Perceived change and meaning.” The treatment required the participants' involvement, individual adaptation, and focusing on the importance of building their capacity to master daily activities. The therapists were skilled, interested in each patient, and listened attentively. The program was evidence based and put into practice on a personalized basis. The dialogs of the therapist and patient were experienced as meaningful, creating insight, knowledge, and hope. The treatment facilitated a feeling of being in charge of their own bodies. The dialog and the individualized guidance seemed to be experienced as positive for the women's coping of their daily life. By being active agents in managing their pelvic girdle pain and therapy, they learned to set proximal goals. Perceived hope and self-efficacy appeared to be essential for developing a capacity for self-management and an enhanced ability to benefit from appropriate learning experiences.     

Caregivers' deepest feelings in living with Alzheimer's disease: a Ricoeurian interpretation of family caregivers' journals

Caring for a person with Alzheimer's disease (AD) challenges family caregivers with existential questions about what is the right thing to do for themselves and their care recipient. This study extracted themes spontaneously occurring in self-disclosure through expressive writing and sheds phenomenological insight into the deepest feelings revealed by caregivers of loved ones with AD. The personal journals of 24 caregivers were analyzed in the framework of Ricoeur's philosophy of ethics based on the concept of personal identity. Caregivers reflected on themes in friendship, self-esteem, authenticity, and capacity to act with the ethical intention to stay present while the care recipient is disappearing. Engaging the text within Ricoeur's ethically sensitive philosophy and methodology illuminated the benefit of writing interventions that allow caregivers to speak about conflicted states regarding their own humanity in the caregiver experience.     

Relations between causal attributions for stuttering and psychological well-being in adults who stutter

Purpose: This study attempted to understand the relationship between causal attributions for stuttering and psychological well-being in adults who stutter.

Method: The study employed a cross-sectional design using a web survey distribution mode to gain information related to causal attributions and psychological well-being of 348 adults who stutter. Correlation analyses were conducted to determine relationships between participants’ causal attributions (i.e. locus of causality, external control, personal control, stability, biological attributions, non-biological attributions) for stuttering and various measures of psychological well-being including self-stigma, self-esteem/self-efficacy, hope, anxiety and depression.

Result: Results indicated that higher perceptions of external control of stuttering were related to significantly lower ratings of hope and self-esteem/self-efficacy and higher ratings of anxiety and depression. Higher perceptions of personal control of stuttering were related to significantly lower ratings of self-stigma and higher ratings of hope and self-esteem/self-efficacy. Increased biological attributions were significantly related to higher ratings of permanency and unchangeableness of stuttering and lower ratings of personal control of stuttering.

Conclusion: The findings demonstrate the importance of instilling a sense of control in PWS regarding their ability to manage their stuttering. Findings also raise questions regarding the benefits of educating PWS about the biological underpinnings of stuttering.     

Epilepsy self-management: Partial replication and extension

The purpose of this study was to determine the association between selected social cognitive variables and self-management behaviors among a sample of adults with epilepsy. The study, based on Social Cognitive Theory, was a partial replication and extension of a previous study that explored the role of self-efficacy and social support in epilepsy self-management. The variables examined in the present study were self-efficacy, social support, regimen-specific support, self-esteem, and self-management. Data collected from 80 adults attending an epilepsy clinic were analyzed using correlation and regression procedures. Statistically significant relationships were found between self-efficacy and self-management and between regimen-specific support and self-management. Regression analyses revealed that self-efficacy and regimen-specific support made significant contributions to the variance in self-management, whereas social support and self-esteem did not.     

Self-esteem and student nurses: a cross-cultural study of nursing students in Thailand and the UK

Abstract Self-esteem is a key feature in a person's perception of their own worth. This report is of a study of the reported self-esteem levels of two groups of student nurses: one in Thailand and one in the UK. Purposive samples of 120 Thai students and 101 UK undergraduate nursing students were given the Culture-Free Self-Esteem Inventory (CFSEI-2). The CFSEI-2 is a self-reported inventory, which measures an individual's perception of self. The findings of the study indicate that the perceptions of own self-esteem in undergraduate student nurses in the UK and in Thailand were comparable to the normal ranges of self-esteem as assessed by the instrument. An independent sample t -test revealed that there were no significant differences in mean overall and subscale self-esteem scores between UK and Thai nursing students. There were no indications of differences in levels of self-esteem for UK and Thai nursing students experiencing different parts of their training.     

Self-efficacy targeted treatments for weight loss in postmenopausal women

Matching behavioral treatment programs to different types of obese clients is a rarely studied strategy, thus guidelines for identifying who might benefit most from which program remain elusive. This study categorized the weight control self-efficacy beliefs of obese, postmenopausal women, and determined the effects of self-efficacy targeted versus non-targeted (control) treatment on weight loss outcomes (body habitus, physical conditioning, affect, and eating behaviors). Obese (BMI 33 +/- 5), postmenopausal (60 +/- 6 years old) women (n = 59) participated in a 6-month weight loss program. The 37 women categorized by Q methodology as Assured (self-confident, independent) were randomized to Assured (AT) or Non-Targeted (NT) treatment; the 22 Disbelievers (doubtful, wavering) were randomized to Disbeliever (DT) or NT treatment. At baseline, the Assureds had significantly smaller body girths and reported significantly greater self-esteem, fewer symptoms of binge eating, and less negative affect overeating than the Disbelievers. Improvement in these variables with weight loss erased significant differences between the groups and was a desired outcome. Treatment delivery type may have influenced attrition rate, since significantly more Assureds dropped from NT than AT and significantly more Disbelievers dropped from DT than NT. Thus, the self-efficacy type may serve as a means to identify different types of treatment needs (flexible vs. rigid) to sustain women's adherence and success in the program. The significant weight loss outcomes for women in all groups argues for the incorporation of strategies to enhance self-efficacy but not the need for specific treatments that directly target self-efficacy types.